Theme - eduplace.com · 2008-09-02 · Compound Words Warm-Up/Academic Language.. Explain that in...

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THEME 2: Give It All You’ve Got!44

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THEME 2: Give It All You’ve Got! 45

Selections

1 Michelle Kwan:Heart of a Champion

2 La Bamba

3 The Fear Place

4 Mae Jemison:Space Scientist

Give It All You’ve Got!

E X T R A S U P P O R T L E S S O N S F O RE X T R A S U P P O R T L E S S O N S F O R

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Compound WordsWarm-Up/Academic Language..

Explain that in order to make a compound word, you put togethersmaller words. For example, to create the compound word chalk-board, put together the words chalk and board.

Teach.

Write the following words on the board. Have students write each word

on a separate card.

Help students pair words so that they form the compound words hand-

bag, baseball, and sunshine.

Explain that it is often possible to figure out what a compound word

means by combining the meanings of the two smaller words. Point out

that chalkboard means “a board for writing on with chalk.” Ask stu-

dents to figure out the meanings of handbag, baseball, and sunshine

by combining the meanings of the smaller words.

THEME 2/SELECTION 1

Michelle Kwan: Heart of a Champion

Objectives• read compound words• use the Phonics/Decoding

Strategy to decode longer words

Materials• Teaching Master ES2-1• Practice Master ES2-1• index cards• Anthology: Michelle Kwan: Heart

of a Champion

Get Set for ReadingCD-ROMMichelle Kwan: Heart of aChampion

Education Placewww.eduplace.comMichelle Kwan: Heart of aChampion

Audio CDMichelle Kwan: Heart of aChampionAudio CD for Give It All You’ve Got!

Lexia Phonics CD-ROMIntermediate Intervention

SKILL FOCUS: STRUCTURAL ANALYSIS 25–30 MINUTES

THEME 2: Give It All You’ve Got!

hand bag

base ball

sun shine

hand bag

base ball

sun shine

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Guided Practice.

Display or distribute Teaching Master ES2-1.

Read the first item aloud, and point to the picture of the raincoat.

Explain that by putting together the underlined words rain and coat,

students can make the compound word raincoat. Write raincoat on

the line next to its picture.

Repeat this exercise with the remaining items. Ask students to use pic-

ture clues and what they have learned about compound words to write

each answer and discuss its meaning.

Practice/Apply..

Distribute Practice Master ES2-1 to students.

Review the directions with students.

Ask students to complete the Practice Master independently.

Check students’ responses to make sure they understand how to read

compound words.

Preview Michelle Kwan: Heart of a Champion Segment 1

Refer to the bottom of page 139 in the Teacher’s Edition and preview

with students Segment 1 of Michelle Kwan: Heart of a Champion

(pages 138–143).

Note the suggestions in the Extra Support boxes on Teacher’s Edition

pages 140 and 143.

TMES 2–1 Grade 5 Theme 2: Give It All You’ve Got!

Teaching Master ES 2–1 Michelle Kwan: Heart of a Champion

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Compound Words

1. If you think it’s going to rain,

you should wear this coat.

2. You cook it in a pan, and it

looks like a very flat cake.

3. You pop this kind of corn

before eating it.

4. Aim at the basket with this ball.

5. You’ll need to do at home the

work you don’t finish at school.

6. If you’re looking for a place

to put a book, try this shelf.

raincoat

pancake

popcorn

basketball

homework

bookshelf

Teaching Master ES 2-1

SELECTION 1: Michelle Kwan: Heart of a Champion

LITERATURE FOCUS: 10–15 MINUTES

Grade 5 Theme 2: Give It All You’ve Got! PMES 2–1

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Compound WordsCircle the compound word in each of the sentences below. Then write down the two words used to form the compound word.

1. Annie ran downstairs to answer the phone.

2. My soccer team will play its first game of the season

this weekend.

3. The lifeguard warned that she’d kick us out of the pool if we

didn’t stop splashing.

4. I put on a sweatshirt so that I wouldn’t get cold while I

waited for the bus.

5. The streetlight was on even though it was the middle of

the day.

6. My mom always recycles the newspaper after she

reads it.

7. The airplane flew so low over our house that it made the

windows rattle.

8. Hannah used a paperclip to keep the pages of her report

together.

SNOW FLAKE

down stairs

week end

life guard

sweat shirt

street light

news paper

air plane

paper clip

Practice Master ES 2-1

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Fact and OpinionWarm-Up/Academic Language..

Explain that a fact is a statement that can be proven to be true orfalse. It is possible to check whether a fact is true or false usinga reference source such as a dictionary or encyclopedia. Explainthat an opinion is a statement that tells what someone thinks,feels, or believes. It is possible to agree or disagree with an opin-ion, but not to prove it either true or false.

Teach..

Say these sentences: A spider has eight legs. Spiders are beautiful.

Model how to analyze the first sentence: A spider has eight legs.

Repeat this procedure with the second sentence: Spiders are beautiful.

Ask students if they think the second sentence is a fact or an opinion.

Explain that it’s possible to either agree or disagree with this sentence.

Some people think that spiders are beautiful, and others might not.

Because the second sentence states a thought or belief, it is an opinion

and not a fact.

Write the following sentences on the board:

Objectives• identify facts • identify opinions • distinguish between facts and

opinions when considering anauthor’s viewpoint

Materials• Teaching Master ES2-2• Practice Master ES2-2• dictionary or other reference

source for checking facts• Anthology: Michelle Kwan: Heart

of a Champion

THEME 2/SELECTION 1: Michelle Kwan: Heart of a Champion

SKILL FOCUS: COMPREHENSION 25–30 MINUTES


I think the first statement is a fact, so I’ll try to find it in a refer-

ence book. I’ll look up the word spider in my dictionary. Here it

is—it says that a spider has eight legs and a body that is divided

into two parts. This proves that the first statement is a fact.

I think this spider is prettier than that one.

You should like spiders. They are the best!

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Point out the words think, prettier, should, and best. Tell students that

words such as believe, think, should, feel, and best are clues that a state-

ment could be an opinion.

Guided Practice.

Display or distribute Teaching Master ES2-2. Point out that the text

shows a conversation between two children.

Invite students to take turns reading aloud the statements in the speech

balloons. Ask for a second reading of the text.

Ask students to identify each sentence as a fact or an opinion, and to

explain how they know that the sentence is a fact or an opinion.

Have students summarize the differences between facts and opinions.

Practice/Apply..


Review the directions so students understand that they need to write

both a fact and an opinion about each pictured item.

Have students complete the Practice Master independently.

Check students’ responses to make sure that they understand how to dis-

tinguish facts and opinions.

Preview Michelle Kwan: Heartof a Champion Segment 2


with students Segment 2 of Michelle Kwan: Heart of a Champion

(pages 144–150).


pages 147 and 150.


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Fact and OpinionFor each of the pictured items below, write two sentences. In the firstsentence, state a fact about the item. In the second sentence, state anopinion.

1. the weather

2. the food in the cafeteria

3. two basketball players

4. the mouse

5. the shirt

6. the poster

Answers will vary, but should contain onefactual sentence and one opinion sentence.



Teaching Master ES 2–2 Michelle Kwan: Heart of a Champion

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Fact and OpinionScotty Powell is a better

skater than Wes Garcia.

Powell can jump six

inches higher than Garcia

can.

In the last competition,

Powell got higher scores

than Garcia did.

But Wes Garcia has won two

world championships. Scotty

Powell hasn’t won any.

Garcia is a more artistic

skater than Powell is.

Garcia should have scored

higher than Powell in that

competition.

opinion

fact

fact

fact

opinion

opinion




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Compound WordsTeach.

Write the following on the board:

Ask students to identify what is unusual about the underlined word.

Explain that two base words have been combined to form a new word,

called a compound word. Draw a line between the two base words so

students can see its parts. Remind students that identifying two base

words in a compound word can help them decode it more quickly.

Take students through the process using this sentence:

I still have homework to finish, so I’ll eat breakfast later.

Model how to decode homework with this Think Aloud:

Objectives• identify the two words that make

up a compound word• read compound words and

recognize their meanings• use the Phonics/Decoding


Materials:• index cards• Anthology: Michelle Kwan: Heart

of a Champion




Michelle did not carry a heavy backpack to school.

When I read I still have _____, I can’t read this word right

away, so I’ll look at it carefully for a part I know, such as

a base word, and cover the rest of the word. I know home.

Now I’m going to look at the other part of this word. I

know the base word work. I can read home and I can

read work. When I read the parts together, I get the word

homework.

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Continue modeling with the word breakfast. Then, help students devel-

op a strategy for decoding compound words. For example:

1. Find the two small words.

2. Think about the meaning of each small word.

3. Put the two small words together.

Practice.

Help students practice identifying visual patterns of compound words.

Discuss the meaning of each word. Explain that sometimes the meanings

of the smaller words help to define the whole word. Ask students to

come to the board and draw a line between the two base words, say

each one, then say the whole word and use it in a sentence.

Apply..

Write these words on index cards:

basketball airplane postcard

pancake notebook rainbow

ripoff watermelon understand

Cut the cards into two parts. Have students match parts and write

sentences using the compound words.

Review Michelle Kwan: Heart of a ChampionGuide students through the Comprehension Skill Lesson for Fact and

Opinion on page 141 in the Teacher’s Edition.



newspaper popcorn lifeguard

wastebasket downstairs weekend

sidewalk sweatshirt haircut

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Common and Proper NounsTeach.

Develop a chart with these headings:“People,”“Places,” and “Things.”

Encourage students to supply words for each category. Remind students

that the people, places, and things are not specific, for example uncle,

not Uncle Pat. Help students understand that since these nouns don’t

name a particular person, place, or thing, they are called common

nouns.

Remind the students that nouns are naming words, and a common noun

names a person, place, or thing, such as coach, skater, and weekday.


Point out that that the nouns in the first sentence do not name any par-

ticular coach or country. Coach and country are general names.

Reread the second sentence and note that the nouns name a particular

skater, Michelle, and a particular event, the 1994 Olympics. Explain that

a noun that names a particular person, place, or thing is a proper noun,

and that proper nouns begin with capital letters.

Practice.

Have each student write the words common and proper on index cards.

As students take turns reading aloud paragraphs on page 146 sentence

by sentence, have their classmates raise the card that identifies each

noun they hear. You may wish to write the nouns in the correct catego-

ry on the chalkboard as students respond.

Stop periodically and ask students to explain their decisions. Have them

explain the difference between a common and a proper noun.

Apply..

Instruct students to work in pairs as they look for at least ten examples

of common and proper nouns in Michelle Kwan: Heart of a Champion.

Ask students to create a chart to record their findings.

Objective• identify common and proper

nouns

Materials• index cards


SKILL FOCUS: GRAMMAR 10–15 MINUTES


I think my coach is the best in the country.

Michelle wanted the challenge of getting into the 1994 Olympics.

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Singular and Plural PossessiveNounsTeach.

Review with students that a noun can be singular or plural. List these

nouns: coach, judges, ice rink, women. Ask students which nouns are

singular and which are plural. Tell students that all these nouns are able

to show ownership or possession.

Write these examples on the board:

Point to coach’s, ice rink’s, judges’, and women’s. Explain that they are

possessive nouns. Explain that an apostrophe and s added to a singular

noun turns it into a possessive noun—a noun that shows ownership.

Explain that the judges’ decision is a short way of saying the decision of

the judges. Explain that since judges is a plural noun ending in s, only

an apostrophe is added to make it possessive. A plural noun like women

that does not end in s forms the plural with an apostrophe and s.

Practice.

Have students write a singular noun on one index card and a plural noun

on another. Have a student hold up a noun card. Ask a volunteer to spell

the possessive form of the noun and use it in a sentence. Repeat the

procedure with the remaining nouns.

Apply..

Have students list ten singular and plural possessive nouns.

Preview Meet Yo-Yo MaWalk students through Meet Yo-Yo Ma. Discuss the illustrations using

words such as musician and cello. Have students make statements of

fact and opinion using the illustrations.


Objectives• identify singular possessive

nouns• identify plural possessive nouns

Materials• index cards• Leveled Reader: Meet Yo-Yo Ma


the coach’s training plan the ice rink’s manager

the judges’ decision women’s skating


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Fact and OpinionTeach.

Display this graphic organizer:

Review with students that a fact is a statement that can be proven true

or false. It often includes numbers, years, or figures. Ask students to

name some facts about sports. List the facts on a chart.

Review with students that an opinion cannot be proven true or false and

often contains clue words such as I believe, I think, best, should, seem,

or probably. Ask students for opinions—theirs or someone else’s—

about sports. List the opinions on the chart.

Invite students to follow along as you read the last paragraph on page

139 aloud. Model how to distinguish between a fact and an opinion.

Objectives• explain what a fact is• explain what an opinion is• distinguish between fact and

opinion

Materials• Anthology: Michelle Kwan: Heart

of a Champion• Leveled Reader: Meet Yo-Yo Ma

THEME 2 /SELECTION 1: Michelle Kwan: Heart of a Champion



On page 139 of Michelle Kwan: Heart of a Champion, I

read Michelle’s own words: “I had this burning desire to

compete in the big time.” Thinking about this sentence, I

decide it is a fact because it contains Michelle’s own

words about herself. Reading more, I see that Michelle

names Olympic champions she wants to compete against.

She comments that she knows herself and her skating. I

think that’s an opinion. From personal experience, I know

that sometimes we really don’t know ourselves.

FACT OPINION

a statement that can be a judgment that often

proven true or false contains clue words such

as I believe, I think, best,

should, seem, or probably

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Practice.

Discuss the following statements, based on pages 139 and 140 of the

selection. Ask students to decide whether they are facts or opinions,

and to give their reasons.

1. (p. 139) Michelle has a sister, Karen, and they practice skating at Ice

Castles. (F)

2. (p. 140) If we worked hard all year, I’d have a good chance of winning

the Junior Nationals in 1993. (O)

3. (p. 140) I took the Senior test. (F)

4. (p. 140) I felt like I knew me better than anyone else. (O)

5. (p. 140) Frank is one of the greatest coaches in the world. (O)

6. (p. 140) I passed, no problem. (O)

Apply.

Have students keep track of fact and opinion, with an eye to distinguish-

ing between the two, in the Leveled Reader selection Meet Yo-Yo Ma

by Meish Goldish. Ask students to complete the questions and activity

on the Responding page.

Revisit Michelle Kwan: Heartof a Champion and MeetYo-Yo MaGuide students through Michelle Kwan: Heart of a Champion and Meet

Yo-Yo Ma, helping them to identify statements of fact and opinion.

Also, help them to look for compound words. As examples, you may

wish to point out words such as homework on page 150 of Michelle

Kwan: Heart of a Champion, and the words everywhere and super-

star on pages 3 and 22 of Meet Yo-Yo Ma.



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Roots spec/t and optWarm-Up/Academic Language.

Write the words inspect and optometrist on the board. Read eachword aloud, emphasizing the word roots spect and opt. Circlespect in inspect. Tell students that spec or spect means “tolook.” Circle opt in optometrist. Tell students that opt means“eye.” Point out that recognizing word roots can help studentsread and understand longer words.

Teach.

Explain that inspect means “to look in, or at, something very closely.” Tell

students that optometrist means “a person who examines eyes.”

Read these sentences: The optometrist thinks glasses will help me see

better. Now I can inspect objects I couldn’t look closely at before.

Point to inspect and remind students that knowing what the word root

spec or spect means helps them understand that the word has to do

with looking or seeing. Then point to optometrist and remind students

that knowing what the word root opt means helps them understand

that the word has to do with the eyes or eyesight.

Write the following chart on the board:

THEME 2/SELECTION 2

La Bamba

Objectives• read words with spec/t and opt• use the Phonics/Decoding


Materials• Teaching Master ES2-3• Practice Master ES2-3• Anthology: La Bamba

Get Set for Reading CD-ROMLa Bamba

Education Placewww.eduplace.com

La Bamba

Audio CDLa BambaAudio CD for Give It All You’ve Got!




Sample Word Word Root Meaning of Root Meaning of Word

spectator spec or

spect

“to look” a person wholooks at, orwatches, anevent

optician opt “eye” a person whomakes or sellseyeglasses

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Model how to figure out the meaning of spectator using this sentence:

The spectator sat on the bleachers while the tennis match took place.

Repeat this procedure with optician, and the sentence: When I went to

buy eyeglasses, the optician showed me all around her store.

Guided Practice.

Display or distribute Teaching Master ES2-3. Read it with students.

Have students raise their hands each time they hear a word that contains

spec/t or opt. When students identify suspect, optometrist, and respect,

write them in the chart. Ask students what they think each word

means. Write each definition in the correct column.

Practice/Apply..


Encourage students to use context clues, as well as what they have

learned about the meanings of spec/t and opt, to choose the best word

to complete each sentence.


Check students’ responses to make sure that they understand how to

read words with spect/t and opt.

Preview La Bamba Segment 1Refer to the bottom of page 163 in the Teacher’s Edition and preview

with students Segment 1 of La Bamba (pages 163–171).


pages 164, 169, and 170.


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Roots spec/t and optComplete each sentence with the correct word from the box below.

suspect respect optometrist inspectoptician spectacles optical spectator

I look up to her because I a person who ishonest and works hard.

Since my eyesight is getting worse, I will use to help me see better.

A person who makes eyeglasses is called an .

The image you see in the trick mirror isn’t real, it’s an

illusion.

I was a at the event so I saw what happened.

Before I bit into it, I looked closely at the apple to

it for worms.

I see crumbs around your mouth, so I that you ate my cookie.

Dad took me to the so the doctor couldexamine my eyes.

respect

spectacles

optician

optical

spectator

inspect

suspect

optometrist



Teaching Master ES 2–3 La Bamba

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Roots spec/t and optAfter I tripped over the dog,

stepped on my brother, and walked

into the kitchen wall, Dad got worried.

“I suspect you may need glasses,”

Dad said to me.

“Dad’s right,” my brother agreed,

holding his foot.

“I’m taking you to the optometrist,

Dr. I. Sight,” Dad announced.

“Will that hurt?” I asked, getting nervous.

“Don’t be silly, she’ll only examine your eyes.” Dad

was right. The eye doctor was nice. She even liked the

polka-dot glasses I picked out.

Dad didn’t like them, though. “I respect your taste,”

he sighed, “but I’d prefer something without stripes.”

“Stripes?” I asked, surprised. ”Dad, I think you

might need glasses too!”

Words with spec/t or opt Meaning

suspect to believe without being sure; to suppose

optometrist a person who examines eyes

respect to honor or admire; to value or appreciate


SELECTION 2: La Bamba

I see the root spec or spect in the word spectator, so I

know it must have something to do with “looking.” The

sentence is about someone who doesn’t take part in an

event, so I think a spectator is someone who looks at or

watches it instead.


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Story StructureWarm-Up/Academic Language..

Explain that every story has certain features, or story elements.These include a story’s characters, setting, and plot. Explain thatcharacters are whom the story is about. The setting is wherethe story takes place. The plot is what happens during the story.Mention that the plot often includes a problem and solution.

Teach

Read aloud the following story:

Write the following on the board without the answers:

Objectives• identify elements of a story,

including the setting, characters,and plot

• discuss the relationship of onestory element to another

Materials• Teaching Master ES2-4• Practice Master ES2-4• Anthology: La Bamba

THEME 2/SELECTION 2: La Bamba



Olivia and Jake (Characters)

Olivia’s room on a snowy morning (Setting)

Olivia wishes for an extra day to practice. (Plot: problem)

A snowstorm cancels school. (Plot: event)

Olivia and Jake get an extra day to practice. (Plot: solution)

Olivia woke up to the sound of the telephone ringing. She

picked up the phone.“Hello?” she said sleepily.

“Good morning!” said her friend Jake.“Isn’t it a great day?”

“A great day?” Olivia asked, groaning.“We have to present our

report today. I wish we’d had more time to practice!”

Jake burst out laughing.“You haven’t looked out your window

yet, have you? Take a look,” he said.

Olivia lifted the shade and looked out.“There must be a foot of

snow out there,” she said happily.“I guess I slept through a snow-

storm last night.”

Jake laughed,“That’s right! And now school’s cancelled, so we

have one more day after all!”

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Read the text on the board aloud. Then read each item separately, and

have students identify each item as characters, setting, or plot. For

items that are part of the plot, ask students to identify whether it is a

problem, event, or solution.

Label the text on the board with its correct element.

Guided Practice.


Read the story with students.

Guide students in identifying the characters, setting, and plot elements

within the story.

Write the answers in the appropriate columns of the chart.

Practice/Apply..


Explain the directions and discuss the sample answer so that students

understand what they are to do.



identify setting, character, and plot elements.

Preview La Bamba Segment 2


with students Segment 2 of La Bamba (pages 172–175).

Note the suggestions in the Extra Support box

on Teacher’s Edition page 174.

Story StructureLabel each picture below with either Characters, Setting, Event,Problem, or Solution. One picture has been done for you.

1. 2. 3.

4. 5. 6.

Now find the sentence that describes what happens in each picture.Write the number of the picture next to its sentence.

We were at the lake in Memorial Park.

We had a great time riding our bikes on the bike path.

Today I made a new friend. Her name’s Ellen, and she’s my age.

We wheeled our bikes back toward the parking lot, where ourparents were waiting for us.

But then Ellen’s bike got a flat tire.

Her mom fixed Ellen’s flat tire!


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Practice Master ES 2–4 La Bamba

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Characters Setting Event

Problem

23

1

5

46

Event Solution



Teaching Master ES 2–4 La Bamba

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Story StructureAt recess, Jim and Tania raced across the soccer

field, kicking a ball between them. Suddenly, Tania

slipped on something and fell.

She got up, dusted herself off, and looked to see

what made her fall. She found a small green bag, half-

hidden in the grass. Curious, Tania looked inside.

“Jim, come quick!” she called. Inside the

bag was a fistful of hundred-dollar bills.

Holding the bag tightly, they ran to call

the police.

Characters Setting

Plot

1.

2.

3.

4.

Problem

Solution

Tania and Jim a soccer field

Jim and Tania are playing soccer, when Tania falls.Tania finds the bag that made her fall.The bag is full of money.Tania and Jim take the bag and call the police.

Tania finds a bag full of money.

Tania and Jim take the bag and call the police.




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Roots spec/t and optTeach.

Write the following list of words on the board: respect, spectacle, suspect,

inspect, spectator, spectacular. Ask students if they can see anything

alike in all of the words. Underline the root spec/t in each word.

Tell students that the word part spec/t is called a word root. The root

spec/t means “to see.” Explain that recognizing this root in unfamiliar

words can help students decode new words. Also point out that most

words with this word root have a similar meaning. They are related,

like members of the same family. Use a Think Aloud to model the

process of figuring out the meaning of the root spec/t.

Use a process similar to that above to discuss the root opt with the fol-

lowing list of words: optical, optician, optimist, option. Help students

to recognize that the words all have something to do with “eye.”

Objectives• identify the roots spec/t and opt

in words• use the roots spec/t and opt as

an aid to decoding for meaning

Materials• Anthology: La Bamba




When I read about a sports event, I often read

about “spectators” watching the game or about the “specta-

cle” of a player scoring a hard-won goal. Spectators must

be the people who watch the game; spectacle means

“something that is seen,” or “a sight.”

It looks like both words have something to do with

seeing. I think the root spec/t means “to see.” Next time I

see an unfamiliar word with this root, I will use what I

know about it to help myself figure out the word.

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Practice.

Have students copy the following sentences:

1. I asked an optician to fix my broken eyeglasses.

2. Manuel inspected the record after he dropped it.

3. When the principal walked into the room, everyone stood to show

respect.

4. Next year Manuel has the option of volunteering for the talent show

or not raising his hand.

5. The audience thought Manuel’s act was spectacular.

Ask them to underline words with the root spec/t or opt, and discuss the

meanings of the words in context.

Apply..

Instruct students to write a paragraph in which they include three

words with the root opt or spec/t. Have students underline the root in

each word. Invite students to read their paragraphs aloud in small

groups.

Review La BambaGuide students through the Comprehension Skill Lesson for Story

Structure on page 173 in the Teacher’s Edition.



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Action VerbsTeach.

Have students look through the story illustrations in La Bamba, and dic-

tate simple sentences that describe what they see, such as Manuel

drops the record. Write their responses on the board.

Explain that an action verb tells that something is happening or has

happened. It helps make readers feel as if they are at the scene of an

event. Ask students to identify the verb in each sentence on the board.

You might want students to act out the action named by some of the

action verbs students used in their sentences.

Help students identify some of the action verbs that appear on page 167

of the story, such as walked, raised, waited, inhaled, blew. Then ask

students to read the sentences in which those verbs appear.

Practice.

Work with students to identify some more action verbs from page 168 of

the story, such as prayed, wired, told, practiced, pressed. Write these

words on the board. Ask students to read the sentences in which those

verbs appear.

Invite volunteers to come up and mime other action verbs for their

classmates to identify. Add those action verbs to the list. Have students

use each verb in a sentence.

Apply..

Provide students with a list of ten action words from the selection.

(kicked, muttered, twirled, discovered, raced, commanded, shivered,maneuvered, clapped, jumped) Have them write their own sentences

using each of the words. Ask students to share their sentences with the

group.

Objectives• identify verbs• identify action verbs• use action verbs




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Direct ObjectsTeach.

Say this sentence: Manuel pantomimed the song.

Explain that a noun often comes after an action verb in a sentence. The

noun is needed to tell what or who receives the action of the verb.

Explain that this noun is called the direct object. A direct object com-

pletes the meaning of a sentence. The direct object is song.


Point to the first sentence and ask: What did Manuel wash? Explain thatdishes is the direct object of the verb washed; it receives the action ofwashing. Draw an arrow from the verb to the direct object. Repeat theprocess with the second and third sentences.

Practice.

Have two different colors of chalk available.Write five sentences from

the selection that contain direct objects on the board.

Ask students to read the sentences, identify the action verb, and underline

it. Then have them find the direct object, circle it in the second color

of chalk, and draw an arrow from the action verb to the direct object.

Apply..

Have students find five more sentences in the selection that contain

direct objects and repeat the procedure above.

Review Victor SewsWalk students through Victor Sews. Discuss the illustrations, using words

such as sewing and tailor. Have students predict story structure ele-

ments using the illustrations. They can predict what will happen using

terms such as characters, setting, plot, problem, and solution.


Objective• identify nouns used as direct

objects

Materials• Leveled Reader: Victor Sews


1. That night, Manuel washed the dishes.

2. He pressed the wire to the battery.

3. Mr. Roybal ripped the needle across the record.


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Story StructureTeach.

Display the following text without the answers.

Ask students to discuss a story they all know and record the main charac-

ters, setting, and story events. Use student responses to model identify-

ing story structure: We know that this story takes place in _____ .

(Write the setting on the board.) This is the setting. Continue until all

the elements have been mentioned.

Use clues to review the concepts. For example, say: The plot, including

the problem and solution, tells what happens. Explain that most sto-

ries have a plot, characters, and settings.

Practice.

Have students determine the story structure of La Bamba.

1. Who is the story about? (Manuel, Benny, his father, other students)

2. Where does it take place? (home, school cafeteria)

3. What is the problem? (Manuel is worried about doing well as he pan-tomimes the song “La Bamba” for the talent show.)

4. What happens? (Manuel is ready, but at the concert the record sticks,and he has to repeat his movements over and over. Everyone laughsand Manuel is embarrassed.)

5. How is the problem solved? (Manuel realizes that no one thought itwas a mistake, and he is a big hit.)

Objectives• identify story characters, setting,

and plot• recognize a story’s structure

Materials• Anthology: La Bamba• Leveled Reader: Victor Sews




Who’s in the story? (characters)

Where does it take place? When? (settings)

What happens? (plot, including a problem and solution)

How does it end? (outcome)

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Apply..

Have students keep track of story structure, with an eye to identifying

different story elements, in the Leveled Reader selection Victor Sews by

Lee S. Justice. Ask students to complete the questions and activity on

the Responding page.

Revisit La Bamba and Victor SewsGuide students through La Bamba and Victor Sews, helping them identi-

fy story structure elements in both stories. Students can use story

element terms such as characters, setting, plot, problem, and solution.

Also, help students look for words with the roots spec/t and opt. As an

example, you may wish to point out the word optics on page 175 of

La Bamba.



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Suffixes -ward and -ousWarm-Up/Academic Language..

Explain that suffixes are word parts that can be added to the endsof base words to make new words. The suffix -ward means “in acertain direction.” The suffix -ous means “full of.”

Teach.

Write the following words on the chalkboard: downward, skyward.

Circle the suffix -ward in the first word. Remind students that -ward

means “in a certain direction.” Give the card with an arrow to a

volunteer. Ask the student to hold the card so that the arrow points in

a downward direction. Repeat the exercise using the word skyward.

Write the following words on the chalkboard: dangerous, joyous.

Circle the suffix -ous in the first word. Remind students that -ous means

“full of.” Read each word aloud and ask students to raise their hands

when you read the word that means “full of danger.” Repeat the exer-

cise using the definition “full of joy” for the word joyous.

Model how to figure out the meaning of upward.

THEME 2/SELECTION 3

The Fear Place

Objectives• read words with -ward and -ous• use the Phonics/Decoding


Materials• Teaching Master ES2-5• Practice Master ES2-5• cards with -ous and -ward, and a

card with an arrow for each student

• Anthology: The Fear Place

Get Set for Reading CD-ROMThe Fear Place

Education Placewww.eduplace.com

The Fear Place

Audio CDThe Fear PlaceAudio CD for Give It All You’ve Got!




I know that the suffix -ward means “in a certain direction.”

When I add this suffix to the base word up, it forms a new

word that must mean “in the direction of up.”

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Create the following chart on the board and have students give the

meanings of -ward and -ous. Guide students in decoding the meanings

of the words in the chart. Ask students to provide other words that end

in -ward and -ous, and add them and their definitions to the chart.

Guided Practice.


Read the story with students. Tell them to use picture and context clues

to help them choose the correct word for each -ward and -ous

sentence blank.

Help students to write each correct answer in the appropriate blank.

Practice/Apply..


Explain the directions, making sure that students understand what they

are to do.


Check students’ responses to make sure they understand how to read

words with -ward and -ous.

Preview The Fear PlaceSegment 1


with students Segment 1 of The Fear Place (pages 185–194).


pages 186, 188, 189, 193, and 194.


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Suffixes -ward and -ousFor each sentence below, fill in the blank with the correct word fromthe box. Each word is used only once.

1. When the fire alarm went off, the audience walked

the exits.

2. Carla’s dad warned her that riding her bike without wearing a

safety helmet was .

3. The rocket lifted off and shot .

4. Doug knew he should be when

he approached the stray dog.

5. My brother wants to become a actor.

6. Madeline watched the golf ball roll

into the hole.

7. I think the story is because the

plot doesn’t make sense.

8. On the night of the play, Tim felt

about his performance.

skyward nervous dangerous cautiousfamous downward toward ridiculous

toward

dangerous

cautious

skyward

famous

downward

ridiculous

nervous



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Suffixes -ward and -ousWe left camp and walked to

the foot of the hill, where the trail

began. From there, we planned to

hike ward, following the

trail. We knew it would be a long

hike, but at least we were sure it

wouldn’t be too rocky or

ous for us to climb

safely. We began walking, paying

close attention to where we

stepped. We didn’t want to twist

any ankles or step on any

ous snakes. After hiking

for several hours, we heard a bird

cry overhead. I looked ward

and saw a falcon circling high above

us. I looked again at our trail map.

According to the map, the trail

would circle back ward

and lead us back into camp.

up

mountain

poison

sky

down

up

mountain

poison

sky

down


SELECTION 3: The Fear Place

Suffix Meaning of Suffix Word DefinitionSample Words

-ward “in a certain direction”

upward

backward

“in the direction of up”“in the direction of

back”

-ous “full of” courageous

envious

“full of courage”“full of envy”


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Predicting OutcomesWarm-Up/Academic Language,

Write the word prediction on the board and read it aloud. Explainthat a prediction is a guess about what might happen next.Explain that predicting outcomes while reading means guessingwhat might happen next in the story. Students should predictoutcomes by adding together what they know from story detailsand their own personal knowledge.

Teach,

Write the following chart on the board. Do not copy the answers yet.

Read the following paragraph aloud:

Invite students to listen closely to story details as you read the paragraph

aloud a second time. Ask students to think about what might happen

next. Guide students in filling out each column on the chart above.

Objectives• identify story information and

personal knowledge used to makepredictions about story characters

• make predictions about whatstory characters might do in adifferent situation

Materials• Teaching Master ES2-6• Practice Master ES2-6• plastic water glass• Anthology: The Fear Place

THEME 2/SELECTION 3: The Fear Place



Selection details = Prediction+ Personal knowledge

1. When he doesn’tpay attention, Jimoften spills orknocks things over.

2. Jim reaches for the glass withoutlooking up from hisbook.

I know that people who aren’t payingattention are morelikely to spill or knocksomething over.

Jim knocksover or spillsthe water.

When Jim doesn’t pay attention to what he’s doing, he often

spills or knocks things over. Today, Jim has a glass of water on his

desk while he’s reading. Without looking up from his book, he

reaches toward the glass of water.

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Guided Practice.


Read the story with students.

Encourage students to think about story details and their own personal

knowledge to make good predictions about what will happen next.

Model how to predict a story outcome. Complete the first chart as you

read the Think Aloud.

Guide students in making valid predictions for the second chart.

Practice/Apply..


Explain the directions to make sure that students understand what they

are to do.

Tell students to complete the Practice Master independently.

Check students’ responses to be sure they can predict outcomes.

Preview The Fear PlaceSegment 2


with students Segment 2 of The Fear Place (pages 194–201).


pages 194, 196, and 200.


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Predicting OutcomesCompare the story details with your own knowledge. Write whetheryou think the predicted outcome makes sense, and why.

1. Julie’s team is losing five to zero with two seconds left to go.Outcome: Julie’s team wins.

2. Pam needs to write things down to remember them. Today, Pamdoesn’t write down her homework assignments.Outcome: Pam forgets her assignments.

3. Tom practices the saxophone for an hour every day.Outcome: Tom gets worse at the saxophone.

4. Ellen’s plant needs water every day. She doesn’t water it for days.Outcome: Ellen finds her plant looking dry and shriveled.

Doesn’t make sense. Julie’s team needs six goals

to win, and they can’t score six goals in two

seconds.

Makes sense. Pam writes things down to

remember them. She didn’t write down her

assignments, so it’s no surprise she forgets them.

Makes sense. If Ellen doesn’t water the plant

each day, it will start to die.

Doesn’t make sense. Practicing usually makes

you better at something, not worse.


Question 1: Do you think Drew will jump?

Story Details Personal Knowledge

Prediction:


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Question 2: If Drew jumps, how will his friends react?

Story Details Personal Knowledge

Prediction:

Predicting OutcomesDrew’s knees shook as he climbed the ladder to the high

dive. He had dreaded this day for weeks. Each step took him

closer to the thin plastic board, ten feet above the water.

Below him, his friends called out encouragement.

Suddenly, Drew reached the diving board.

“This is it,” he thought. “I’ll just run out

and do it. I’ve done scarier

things before.” Drew took

a few steps out onto the

diving board.

If they’ve done scarier stuffbefore, people can oftendo something less scary.

He’s nervous, but climbs upto the diving board. He’sdone scarier stuff before.

Friends usually clap andcheer to congratulate you.

His friends call out encouragement.

Drew will dive even though he’s afraid.

Drew’s friends will clap and cheer for him.



I read that Drew’s dreaded this day, but he climbs up to

the high dive. His friends cheer him on. I know he’s done

scarier things before. I read that he steps onto the board.

From my own knowledge, I know that it helps people if

their friends cheer them on, and if they’ve done scarier

things before. I predict that Drew will dive even though

he’s afraid.


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Suffixes -ward and -ousTeach.

Write these sentences on the board:

When you are on a short ledge, lean inward, away from the edge.

Charlie gave Doug a monstrous scare.

Review the concepts base word and suffix. In the sentences above,

underline the words inward and monstrous. In each word, circle

-ward and -ous. Explain that in these words, -ward and -ous are suffix-

es, or word parts added to the end of a base word. The suffix -ward

refers to “direction.” The suffix -ous means “full of.” Write the suffixes

and their meanings on the board.

Remind students that knowing when words have suffixes can help them

decode those words more quickly. Using the first sentence, model

decoding words with suffixes with the following Think Aloud:

Objectives• recognize when words have the

suffix -ward or -ous• decode words with the suffix

-ward or -ous

Materials• Anthology: The Fear Place




As I read, “When you are on a short ledge, lean _____ ,” I

can’t read this word right away, so I’ll look at it carefully for

a part I know, like a base word, and cover the rest of the

word. I know the word in.

Now I’m going to look at the other part of this word. I

know the suffix -ward. It refers to direction. I can read in and I

can read -ward. When I blend the parts together, I get the word

inward. I check and it makes sense in the sentence.

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Remind students that knowing the following tips can help them decode

words with the suffixes -ward and -ous.

• A suffix always appears after the base word.

• A suffix is usually a syllable.

• A suffix has the same pronunciation in different words.

Practice..

Help students practice identifying visual patterns of words with suffixes.

Display the following word pairs:

in inward monster monstrous

up upward vary various

to toward danger dangerous

Read each pair of words aloud with students.

Repeat the process with student-supplied words ending in the

suffixes -ward and -ous.

Apply..

Write sentences with these words on the board: toward, monstrous,

downward, and dangerous. Have students decode the words with suf-

fixes and define each word.

Review The Fear PlaceGuide students through the Comprehension Skill Lesson for Predicting

Outcomes on page 193 in the Teacher’s Edition.



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Main Verbs and Helping VerbsTeach.


Charlie scares Doug. Charlie has scared Doug.

Ask students to compare the two sets of underlined words. (One is in thepresent, the other in the past; one verb has one word, the other hastwo words.)

Review these concepts with students:

• When a verb has more than one word, the main verb shows the action.

• A helping verb works with the main verb. The verbs am, is, and are

help other verbs show action happening now. Write these examples:

Doug is going to look for his brother. The clouds are growing darker.

• The verbs was, were, have, has, and had help other verbs show action

that happened in the past. Write these examples: They have reached

the top of the mountain. Charlie has stayed near Doug.

Practice.

Help students underline main verbs twice and helping verbs once:

Higher on the mountain, Charlie is clinging to a scrubby bush.

I have looked over the cliff several times.

Invite students to supply some original, story-based sentences, using

main and helping verbs.

Apply..

Have students suggest ten action verbs that act as main verbs. Have stu-

dents work in small groups to create original sentences, using the main

verbs and helping verbs.

Objectives• identify main verbs and helping

verbs• use main verbs and helping verbs




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Linking VerbsTeach.

Display the following sentences: Charlie is a cougar. I am happy now.

Explain that the underlined words are linking verbs. A linking verb con-

nects a predicate noun or predicate adjective to the subject. In the sen-

tences above, draw a connecting line from the predicate noun or predi-

cate adjective back to the subject as you review these rules:

• The noun that follows a linking verb tells what the subject is.

• The adjective that follows a linking verb tells what the subject is like.

List these common linking verbs: am, is, are, was, were, will be, look,

feel, taste, smell, seem, appear.

Practice.

Help students underline the linking verbs in these examples and draw a

line from the predicate noun or predicate adjective to the subject.

1. Doug’s brother was missing.

2. Charlie will be helpful during this climb.

3. Doug’s troop seems happy today.

4. At the beginning, Doug feels terrified.

Apply..

Have students copy the last two paragraphs on page 192 of the selection

on a sheet of paper. Tell them to underline each linking verb in the sen-

tences and circle the predicate noun or predicate adjective.

Preview Falling Off a LogWalk students through Falling Off a Log and discuss the illustrations,

using words from the story such as fearless and allergic.

Ask students to predict outcomes in the story based on personal knowl-

edge and selection details from illustrations on pages 8–22.



Objectives• identify linking verbs• use linking verbs

Materials• Leveled Reader: Falling Off a Log


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Predicting OutcomesTeach.

Walk over to the chalkboard and pick up a piece of chalk. Ask students

to predict, or make a guess about, what you will do next. Then, actually

write on the chalkboard.

Point out to students that they used the details they saw and their own

personal experience and knowledge to predict what you would do.

Tell students that making predictions about characters in stories is

done in the same way as in real life. Explain the process:

1. Look at the details the author gives.

2. Think about your own knowledge and life experiences.

3. Put details and experience together to predict an outcome.

Direct students’ attention to the first two paragraphs on page 199. Use a

Think Aloud to model the process of predicting an outcome.

Ask students if your prediction makes sense.

Objectives• use story details combined with

personal knowledge and thinkingto make predictions

• confirm and/or revise predictions

Materials• Anthology: The Fear Place• Leveled Reader: Falling Off a Log




Doug has been thinking about all the dangers of the

trail. On this page I learn that he doesn’t have much self-

confidence. He isn’t Teddy or Frank, two of the guys in his

troop who are accomplished climbers.

Putting what the author has told me about Doug togeth-

er with my own knowledge at this point in the story, I

would predict that unless Doug gets help or finds Gordie

around the next bend, I’ll be reading more about Doug’s

growing fear. When I read on, I will be able to confirm my

prediction—see if I am correct—or see what else happens

and then revise—change—my prediction after I get more

information.

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Practice.

Display this chart:

Have partners first read the last three paragraphs on page 199 and con-

firm or revise the original prediction. Then, have partners make a pre-

diction about how Doug will act on his next encounter with danger on

this trail. Next, ask students to think about whether they think Doug

will lose this fear. Have them discuss what he accomplished by the end

of the story and whether this surprised them. Suggest that they use a

chart like the one above to make their predictions.

Review students’ predictions, asking them to describe the process

they used to make them. Ask how predictions might change if a

detail is omitted or changed.

Apply..

Have students keep track of story details, with an eye to making

predictions, in the Leveled Reader selection Falling off a Log by

Anne Miranda. Ask students to complete the questions and activity

on the Responding page.

Revisit The Fear Place andFalling Off a LogGuide students through The Fear Place and Falling Off a Log, helping

them to predict outcomes. Also, help them look for words with the

suffix -ward or -ous. As examples, you may wish to point out words

such as monstrous, downward, and upward on pages 192 and 194

of The Fear Place.


Story Details My Knowledge and Experience Prediction


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Suffixes -ive and -icWarm-Up/Academic Language..

Remind students that suffixes are word parts that can be added tothe ends of base words to make new words. Explain that the suf-fix -ive means “full of, or tending towards.” The suffix -ic means“having the qualities of.”

Teach.

Write the following words on the chalkboard: active, inventive.

Cover the suffix -ive in active. Tell students that act means “to do,” and

adding the suffix -ive turns the verb act into an adjective that means

“busy, or full of energy.”

Model how to figure out the word inventive.

Write the following words on the board: artistic, futuristic.

Cover the suffix -ic in artistic. Remind students that an artist is “a person

who practices an art such as painting or sculpture.” Explain that adding

the -ic to artist turns it into an adjective that means “having the talents

of an artist.”

Repeat the exercise with futuristic and the definition “of the future.”

Explain that recognizing suffixes can help students find the base words

in unfamiliar words they come across in their reading.

Write these sentences on the board, underlining the words as shown:

1. His supportive friends always cheered him on.

2. The discovery of the Pacific Ocean was a historic event.

THEME 2/SELECTION 4

Mae Jemison: Space Scientist

Objectives• read words with suffixes -ive

and -ic• use the Phonics/Decoding


Materials• Teaching Master ES2-7• Practice Master ES2-7• Anthology: Mae Jemison: Space

Scientist

Get Set for ReadingCD-ROMMae Jemison: Space Scientist

Education Placewww.eduplace.comMae Jemison: Space Scientist

Audio CDMae Jemison: Space ScientistAudio CD for Give It All You’ve Got!




I know that the base word invent is a verb that means

“to make or think of something new.” When I see the suffix

-ive at the end of invent, I know the word becomes an adjec-

tive, or describing word. So inventive probably describes

someone who can think of new things.

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Cover the suffix -ive in the first sentence to find the base word support.

Explain that support is a verb that means “to help or strengthen,” and

that adding the suffix -ive turns the verb into an adjective. Define the

new word as “helpful.” Repeat the process using historic. Explain that

history means “important events of the past,” and that adding the suffix

-ic turns the noun into an adjective. Define historic as “important in

history.”

Have students use the Phonics/Decoding Strategy to decode energetic,

creative, photographic, and sensitive.

Guided Practice.


Read the passage with students.

Guide students in finding all words containing the suffix -ive or -ic.

Discuss and analyze each word with -ive or -ic. Work with students to

identify the word, define its base word, and figure out the meaning of

the adjective.

Practice/Apply..


Review the directions with students to make sure they understand what

they are to do.

Instruct students to complete the Practice Master independently.


read words with the suffixes -ive and -ic.

Preview Mae Jemison: SpaceScientist Segment 1


with students Segment 1 of Mae Jemison: Space Scientist (pages

210–215).


pages 212 and 214.


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Suffixes -ive and -icFill in each sentence blank with a word from the list below. Usecontext clues to help you choose the best word for each sentence.

1. My sister, who is always busy with school clubs or teams, is an

person.

2. My mom likes reading books about astronomy and other

topics.

3. My dad is and encourages me

to do well.

4. Did you read the article about

eruptions on the island?

5. The rock was so we could not

move or lift it at all.

6. The king and queen looked very dignified

and .

7. The day the first person stepped on the

moon was a

moment in time.

massive majestic historic activescientific volcanic supportive

active

scientific

supportive

volcanic

massive

majestic

historic



Teaching Master ES 2–7 Mae Jemison: Space Scientist

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Suffixes -ive and -icThe new Space Shuttle is about to launch a historic

new mission. Its crew will travel to Jupiter, the most

massive planet in our solar system. The crew will study

Jupiter’s moons to look for signs of volcanic activity.

During the journey, crew members plan to stay active by

conducting scientific experiments.

Word with Meaning of Meaning of

-ive or -ic Base Word Adjective

historic

massive

volcanic

active

scientific

history: events of the pastleading to the present

mass: a large amount

volcano: an opening in theearth from which lava, ash,

and hot gases shoot out

act: to do

science: an area of knowl-edge that uses observation

and experiments

important orfamous in

history

large and solid

having to dowith volcanoes

full of energy,busy

used in science


SELECTION 4: Mae Jemison: Space Scientist


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Topic, Main Idea, andSupporting DetailsWarm-Up/Academic Language.

Tell students that well-organized writing includes a topic, mainideas, and supporting details. Explain that the topic is the sub-ject of the selection, or what most of the selection is about.Main ideas are the most important ideas about the topic, andsupporting details give information and examples that supportthe main ideas.

Teach.

Read aloud the following passage, having students listen for the topic:

Write the following text on the board:

Ask students to identify the topic of the passage from the items listed on

the board. Have a volunteer circle the correct topic. (problems scien-tists faced before the first person could walk on the moon)

Guide students in identifying the main idea, or most important idea

about the topic. (Scientists needed to solve many problems beforethe first person could walk on the moon.)

Objectives• identify the topic of a selection• identify the main ideas in a

selection• infer the main idea from details in

a paragraph or passage

Materials• Teaching Master ES2-8• Practice Master ES2-8• Anthology: Mae Jemison: Space

Scientist

THEME 2/SELECTION 4: Mae Jemison: Space Scientist



• how to become an astronaut

• how to build and repair space ships

• problems scientists faced before the first person could walk on the moon

Scientists needed to solve many problems before the firstperson could walk on the moon. They needed to figure out howastronauts could survive the journey to and from the moon in theweightless environment of space. They needed to figure out howastronauts could repair the outside of the spacecraft in casesomething needed to be fixed. Scientists also needed to figureout how to make sure the spacecraft had enough power toreturn to earth again.

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Reread the passage, having students raise their hands when they hear a

detail that supports the main idea. (They needed to figure out howastronauts could survive the journey to and from the moon in theweightless environment of space. They needed to figure out howastronauts could repair the outside of the spacecraft in case some-thing needed to be fixed. Scientists also needed to figure out how tomake sure the spacecraft had enough power to return to earthagain.)

Guided Practice.


Read the passage with students.

Guide students as they identify the topic, main idea, and supporting

details. Work with them to complete the chart as shown.

Practice/Apply..


Explain the directions to make sure that students understand both parts

of the task.


Check students’ responses to make sure that they are able to identify the

topic, main idea, and supporting details in their paragraphs.

Preview Mae Jemison:Space ScientistSegment 2

Refer to the bottom of page 211 in the

Teacher’s Edition and preview with

students Segment 2 of Mae

Jemison: Space Scientist (pages

216–222).

Note the suggestions in the Extra

Support boxes on Teacher’s

Edition pages 218, 221, and 222.


Name

Practice Master ES 2–8 Mae Jemison: Space Scientist

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Topic, Main Idea, andSupporting Details

Choose a topic to write a paragraph about. Focus on something orsomeone you know well. In the chart below, list your topic, mainidea, and three supporting details.

Topic: Main Idea:

Supporting Details:

Now write your paragraph. Label your topic with a T , your mainidea with an M , and each of your supporting details with a D .

My topic, or what I’ll write about, is my dog. My main idea is that

he’s the funniest dog I know. Whatdetails can I use to support

my main idea?

Answers will vary.

Answers will vary.


Mercury, the Planet of Fire

Mercury is one of the smallest and hottest planets in our

solar system. Only Pluto is smaller, and only Venus is

hotter. Mercury measures roughly 3,000 miles in

diameter, compared to Earth’s 8,000 miles and Jupiter’s

89,000 miles. It can come as near to the Sun as 28 million

miles, less than a third of the distance between Earth

and the Sun. The average temperature on Mercury’s

surface is a scorching 333 degrees Fahrenheit.


Teaching Master ES 2–8 Mae Jemison: Space Scientist

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Topic, Main Idea, andSupporting Details

Topic: Main Idea:

Supporting Details:

1.

2.

3.

4.

Mercury

Only Pluto is smaller, and only Venus is hotter.Mercury measures roughly 3,000 miles in diameter.It can come as near to the Sun as 28 million miles.The average temperature on Mercury’s surface is 333degrees Fahrenheit.

Mercury is one of the smallestand hottest planets in our solar system.




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Suffixes -ive and -icTeach.

Display these sentences to review the concepts base word and suffix:

The space shuttle looked massive compared to the astronauts.

Mae’s childhood interests were both artistic and scientific.

Underline massive, artistic, and scientific. Circle -ive and -ic. Explain

that in these words -ive and -ic are suffixes, or word parts added to the

end of a base word.

Remind students that knowing when words have suffixes can help them

decode those words more quickly. Using the first sentence, model

decoding words with suffixes with this Think Aloud:

Have students apply this decoding strategy to the words artistic and

scientific in the second sentence.

Practice.

Remind students that knowing the following tips can help them decode

words with the suffixes -ive or -ic.

• A suffix always appears after the base word.

• A suffix is usually a syllable.

• A suffix has the same pronunciation in different words.

Objectives• recognize when words have the

suffix -ive or -ic• decode words with the suffix -ive

or -ic

Materials• Anthology: Mae Jemison: Space

Scientist




As I read, “The space shuttle looked _____ ,” I can’t

read this word right away, so I’ll look at it carefully for a

part I know, like a base word, and cover the rest of the

word. I know the word mass.

Now I’m going to look at the other part of this word.

I know the suffix -ive. I can read mass, and I can read -ive.

When I read the parts together, I get the word massive. I

check, and it makes sense in the sentence.

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Help students practice identifying visual patterns of words with the suf-

fixes -ive or -ic. Display the following word pairs:

Read each pair of words aloud with students. Repeat the process with

student-supplied words ending in the suffixes -ive or -ic.

Apply..

Display sentences with the Practice words. Have students decode the

words with suffixes and define each word. Ask them to use each in a

sentence. Encourage them to come up with other words ending in the

suffix -ive or -ic.

Review Mae Jemison: Space ScientistGuide students through the

Comprehension Skill Lesson

for Topic, Main Idea, and Supporting Details on page 221 in

the Teacher’s Edition.



act active adapt adaptive

investigate investigative act active

history historic support supportive

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Verb TensesTeach.


Mae loves science and art.

Mae loved science and art.

Remind students that the tense of a verb tells when something happens.

• Present tense shows something that is happening now.

• Past tense shows something that has already happened.

Discuss the examples, and review with students that if the subject is sin-

gular, they add -s or -es to form the present tense of most verbs.

Students should not add -s or -es if the subject is plural or I or you. To

form the past tense, they add -ed to most verbs.

Write the following sentences:

1. After Mae graduated from high school in 1973, she enters Stanford

University.

2. Now Mae traveled around the country giving speeches.

Ask students to identify what is wrong in each sentence.

Practice.

Write a number of sentences in past and present tense on the board.

Invite students to identify the tenses.

Write the following words on the board: continue, decide, perform, hap-

pen, improve, want. Invite students to change each of these verbs into

the past tense.

Apply..

Give students some more story-related sentences written in the present

or past tense, and have them identify the tense.

Ask students to write some original, story-related sentences, using verbs

in the present and past tense.

Objectives• identify the tense of a verb as

present or past• spell forms of past tense verbs

correctly




42595_046-085 7/18/03 9:28 AM Page 82

More About Verb TensesTeach.

Display these sentences:

Mae receives her degree from Stanford University.

Mae decided to become a doctor.

Mae will join the Peace Corps.

Ask students when the action occurs in each sentence. Review that the

present tense shows action that is happening now, and the past tense

shows action that has already happened.

Explain that the future tense shows action that is going to happen.

Remind students that to form the future tense, they use the helping

verb will or shall with the main verb, as in the last sentence above.

Write other story-related sentences on the board, using a mixture of

tenses, and ask students to identify the verbs in the future tense.

Practice.

Ask students to write sentences using the future tense of complete,

dance, work, live, and earn.

Apply..

Have students write their own story-related sentences in which they use

verbs in the future tense. Tell them to exchange their sentences with a

partner and have the partner underline each future tense verb.

Volunteers can share their sentences with the group.

Preview Buck Leonard:Baseball’s Greatest GentlemanWalk students through Buck Leonard: Baseball’s Greatest Gentleman

and discuss the illustrations, using words from the story such as base-

ball, league, and gentleman.

Ask students to predict the topic, main idea, and supporting details based

on the illustrations.



Objectives• identify the future tense of verbs• use the future tense correctly

Materials• Leveled Reader: Buck Leonard:

Baseball’s Greatest Gentleman


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Topic, Main Idea, andSupporting DetailsTeach.

Tell students that every selection has the following:

• a topic, or the one thing that the selection is about. It is usually

expressed in one word or a short phrase.

• the main ideas, or the most important ideas or information about the

topic. Sometimes they are directly stated; other times readers must use

details to figure them out.

• supporting details, or pieces of information—facts and examples that

explain or support each main idea.

Explain that identifying topics and main ideas can help a reader to

organize, summarize, and remember what they have read. Reading care-

fully and taking notes can help.

Have students follow on pages 212–213 as you model the process for

identifying the topic, main idea, and supporting details.

Objectives• identify the topic of a selection• identify the main idea of a

paragraph• identify the main ideas in

a selection

Materials• index cards• Anthology: Mae Jemison: Space

Scientist• Leveled Reader: Buck Leonard:

Baseball’s Greatest Gentleman




The story title Mae Jemison: Space Scientist tells me the topic

of this selection. Not every title will do this. Page 212 offers

these important ideas: Mae had to work a long time to make

her dream come true. Her parents encouraged all her interests

in science, dance, and art.

If I skim each paragraph on page 213 and look for an

important idea in each, I learn that other people didn’t offer

Mae encouragement. Nonetheless, she kept up her love of

dancing, music, and science. After she graduated from college,

she went to a top medical school and became a doctor.

There are other interesting details, but they do not support

the main idea that she would not let people’s limited

imaginations keep her from becoming an astronaut.

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Practice.

Have students reread the selection through page 216 and take notes on

index cards, using one card for each detail or main idea. Come together

as a group periodically to discuss what students have learned about

Mae Jemison. Discuss the main ideas and how they are developed by

details.

Apply..

Have students keep track of topic, main idea, and details, with an eye to

identifying them, in the Leveled Reader selection Buck Leonard:

Baseball’s Greatest Gentleman by Tyrone Washington. Ask students to

complete the questions and activity on the Responding page.

\Revisit Mae Jemison: SpaceScientist and Buck Leonard:Baseball’s Greatest GentlemanGuide students through Mae Jemison: Space Scientist and Buck

Leonard: Baseball’s Greatest Gentleman, helping them to identify

topics, main ideas, and supporting details. Also, help them look for

words with the suffixes -ive and -ic. As examples, you may wish to

point out words such as supportive, intensive, and scientific on pages

212, 216, and 218 of Mae Jemison: Space Scientist.



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