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THEME 6: Animal Encounters202

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THEME 6: Animal Encounters 203

Selections

1 The Grizzly BearFamily Book

2 The Golden Lion TamarinComes Home

3 My Side of the Mountain

Animal Encounters

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

42595_202-203 7/18/03 8:35 PM Page 203

Prefixes com-, con-, en-, ex-,pre-, pro-Warm-Up/Academic Language.

Explain to students that a prefix is a word part that is added to thebeginning of a base word to change its meaning. Tell studentsthat the base word may or may not be familiar apart from the pre-fix, but that recognizing prefixes can help students decode unfa-miliar words and divide them into syllables.

Teach.Provide students with index cards, and have them write the prefixes

com-, con-, en-, ex-, pre-, and pro- on separate cards.

Write the following words on the board:

Read each word aloud and have students repeat the word after you. Tellstudents to listen for the prefix in each word, and have them hold up

the index card that identifies the prefix for that word.

Model how to decode the word proclaim: I proclaim a school holiday!

THEME 6/SELECTION 1

The Grizzly Bear Family Book

Objectives• read words that have the prefixes

com-, con-, en-, ex-, pre-, and pro-• use the Phonics/Decoding

Strategy to decode longer words

Materials • Teaching Master ES6-1• Practice Master ES6-1• index cards• Anthology: The Grizzly Bear

Family Book

Get Set for ReadingCD-ROMThe Grizzly Bear Family Book

Education Placewww.eduplace.comThe Grizzly Bear Family Book

Audio CDThe Grizzly Bear Family BookAudio CD for Animal Encounters

Lexia Phonics CD-ROMIntermediate Intervention

SKILL FOCUS: STRUCTURAL ANALYSIS 25–30 MINUTES


compound exchangeconfine prescribeencircle proclaim

I don’t recognize the word p-r-o-c-l-a-i-m, but I see the prefix

pro- at the beginning of the word. When I cover the prefix,

I see the familiar base word claim. If I read the syllables

together, I get pruh KLAYM. This sounds like a word I

know, and it makes sense in the sentence. Proclaim means

“to declare” or “to announce publicly.”

5XH204 7/18/03 8:40 PM Page 204

Guide students in using what they have learned about prefixes to dividethe remaining words into syllables. Use slash marks to divide words on

the board into syllables, and underline the prefixes.

Guided Practice.Display or distribute Teaching Master ES6-1.

Read the passage and the prefixes in the chart with students.

Reread the passage, asking students to identify words that begin withthe prefix com-, con-, en-, ex-, pre-, and pro-.

Guide students in completing the chart.

Practice/ApplyDistribute Practice Master ES6-1 to students.

Review the directions with students to make sure they understand whatthey are to do.

Have students complete the Practice Master independently.

Check students’ responses to make sure that they understand how toread words with the prefix com-, con-, en-, ex-, pre-, and pro-.

Preview The Grizzly BearFamily Book Segment 1Refer to the bottom of page 603 in the Teacher’s Edition and preview

with students Segment 1 of The Grizzly Bear Family Book (pages

602–609).

Note the suggestions in the Extra Support boxes on Teacher’s Editionpages 605, 607, and 608.

Grade 5 Theme 6: Animal Encounters PMES 6–1

Prefixes com-, con-, en-,ex-, pre-, pro-

Circle words with the prefix com-, con-, en-, ex-, pre-, or pro-. Writethe word next to its definition and underline the prefix.

1. We’ll compare the books of two different authors.

: to note the similarities or differences

2. The zookeeper is careful not to enrage the mother bear.

: to make angry

3. Can we enlarge this picture so we can see it more clearly?

: to make bigger

4. I will prepare dinner if you’ll do the dishes later.

: to make ready

5. My dog tries to comfort me when I’m sad.

: to make less sad or fearful

6. Let’s examine all the clues.

: to look at closely

7. The road connects the two towns.

: to join together

8. He will protest against that rule.

: to complain about or object to

9. Where would she conceal the gift ?

: to hide

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compare

enrage

enlarge

prepare

comfort

examine

connects

protest

conceal

Practice Master ES 6–1

TMES 6–1 Grade 5 Theme 6: Animal Encounters

Prefixes com-, con-,en-, ex-, pre-, pro-

Teaching Master ES 6–1 The Grizzly Bear Family Book

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I enjoy learning about Alaskan grizzly bears. These

bears can live in harsh Alaskan winters. Their thick fur

protects them from the cold. Grizzlies eat wild roots,

berries, and grasses. They also hunt animals such as

squirrels and fish such as salmon. For much of the year,

grizzlies prefer to avoid contact with other bears. In

summer, however, when salmon swim into Alaska’s rivers

and streams, grizzlies accept each other’s company and

fish together. Now that would be exciting to see!

Word with PrefixPrefix

com-

con-

en-

ex-

pre-

pro-

companycontactenjoy

excitingprefer

protects

Teaching Master ES 6–1

LITERATURE FOCUS: 10–15 MINUTES

SELECTION 1: The Grizzly Bear Family Book 205

compound com/pound exchange ex/change

confine con/fine prescribe pre/scribe

encircle en/cir/cle proclaim pro/claim

5XH205 7/18/03 8:40 PM Page 205

Making GeneralizationsWarm-Up/Academic Language.

Tell students that a generalization is a statement that is true formost, but not all, of the people, things, animals, or situations itdescribes. Point out that words such as most, usually, and oftenmay signal a generalization. Explain that a generalization is validif it can be supported by facts. A generalization is invalid if it isnot supported by facts or relies on personal opinions or bias.

Teach.Write the following sentences on the board:

Read the first and second sentences with students. Point to Many andoften. Remind students that these words often signal generalizations.

Explain that these are valid generalizations because what they claim is

true for most, but not all, of the people or things they describe.

Read the third sentence with students. Point to the word All. Remind stu-dents that the word all does not allow any exceptions. In order for this

statement to be valid, it must be true for every single person in the

world. Since it isn’t, this generalization is invalid.

Tell students that while many generalizations contain words such asmost, usually, and often, not every generalization does. Model decod-

ing the following sentence: People love to travel.

Objectives• identify words that often signal

generalizations• analyze the validity of

generalizations• distinguish valid generalizations

from overgeneralizations• make generalizations based on

story events and their own experiences

Materials • Teaching Master ES6-2• Practice Master ES6-2• Anthology: The Grizzly Bear

Family Book

THEME 6/SELECTION 1: The Grizzly Bear Family Book

SKILL FOCUS: COMPREHENSION 25–30 MINUTES


Many people own pets.Pet stores often carry cats, dogs, and fish. All people love animals.

I don’t see a word such as most, usually, or often. Now, I

know that some people love to travel. I also know that

other people don’t like to travel. I think this is an overgen-

eralization, because just saying People might make read-

ers think the author means everyone.

5XH206 7/18/03 8:41 PM Page 206

Display the chart below. Guide students in determining whether eachstatement is a valid or an invalid generalization.

Guided PracticeDisplay or distribute Teaching Master ES6-2.

Read the passage with students, having them pay attention to any wordsor sentences that might signal a generalization.

Help students to identify each generalization in the chart as valid orinvalid, and to explain their reasoning in each case.

Practice/Apply.Distribute Practice Master ES6-2. Review the directions with students.

Read the passage with students.

Have them complete the Practice Master independently.

Check students’ responses to make sure that they understand how toidentify valid and invalid generalizations.

Preview The Grizzly BearFamily Book Segment 2Refer to the bottom of page 603 in the Teacher’s Edition and preview

with students Segment 2 of The Grizzly Bear Family Book (pages

610–616). Note the suggestions in the Extra Support boxes on

Teacher’s Edition pages 613 and 616.

The word everyone showsthat this is an overgeneral-ization. There are probablysome people who don’t loveAlaska, so this is invalid.

The author sees photos ofthree different landscapes,so this is valid.

The author lists three typesof animals, but this doesn’tmean that the park musthave every type of wildlife.

Invalid

Valid

Invalid


Making Generalizations Read the passage. Then label each generalization in the chart eitherValid or Invalid. Give the reasons for your choices.

Everyone loves Alaska. I traveled to Alaska to visit my aunt, whoworks at Denali National Park. She told me interesting things aboutAlaska and the park. Denali National Park has a number ofdifferent landscapes. My aunt showed me photos ofthe park’s glaciers, mountains, and tundras, whichare grassy, treeless areas. She also showed mepictures of moose, squirrels, and grizzly bearsthat live in the park. The park must haveevery type of wildlife.

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Generalization

Everyone loves Alaska.

Denali National Parkhas a number of

different landscapes.

The park must haveevery type of wildlife.

Valid orInvalid How I Know


The librarian says books oncheetahs are popular and

usually out.The encyclopedia has infor-

mation that is based onresearch and facts, so this

claim is valid.Just because the author

can’t think of a more amaz-ing animal, it doesn’t mean

he or she must be right.

Valid

Valid

Invalid


Making Generalizations

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Cheetahs are usually a popular topic at my school.

When I asked the librarian for a book on cheetahs, he

said, “We have a hard time keeping books on cheetahs

on the shelves. Cheetahs are such a popular topic that

these books are usually out.” I looked up cheetahs in

the encyclopedia. They are the fastest land

animals in the world over short

distances. There can’t be a more

amazing animal than

a cheetah.

Generalization

Cheetahs are usually

a popular topic at my

school.

They are the fastest

land animals in the

world over short

distances.

There can’t be a more

amazing animal than

a cheetah.

Valid or

Invalid How I Know



Signal

WordValid or

Invalid

How I Know

Most valid School records would likelyprove that most fifth gradersare 10 or 11 years old. Mostallows that some students areolder or younger.

Generalization

Most students inour class are 10or 11 years old.

Every invalid Every doesn’t allow any excep-tions, so this is invalid.

Every fifth graderlikes video games.


5XH207 7/18/03 8:41 PM Page 207

Prefixes com-, con-, en-, ex-,pre-, pro-Teach.

Write enjoy on the board. Ask students to name things they enjoy doingand to define enjoy. Remind students that a prefix is a word part added

to the beginning of a word. A prefix adds to or changes the meaning of

a word. Write en + joy. Explain that the prefix en- means “to cause to

be” or “to go into or onto.” Enjoy means “to cause to be happy.”

Write these sentences on the board: Grizzly bears enjoy life. I watchedas a mother and her cub played tag. Ask: How do bears enjoy life?

Write the following sentence on the board, underlining as shown: It hadbeen a pretty frightening experience. Explain that ex- means “out, away

from” or “not, without.” Then model for students the Phonics/Decoding

Strategy using this Think Aloud:

Objectives• decode words with the prefixes

com-, con-, en-, ex-, pre-, pro-• identify the meaning of words with

the prefixes com-, con-, en-, ex-,pre-, pro-

Materials• Anthology: The Grizzly Bear

Family Book




I see that the first syllable is ex-. I know that many words

end in -ence, which I see at the end of the word. That may

be the last syllable. Could the word be iks PUR i ens? It

doesn’t sound right. I’ll change the vowel sounds—iks PIR

e ens. That works in the sentence.

5XH208 7/18/03 8:42 PM Page 208

Practice.Explain the meaning of each prefix and ask students to decode the

underlined words.

(com-, con-:“together, with”) Mother animals must keep constant watch

over their babies.

(pre-:“earlier, before, prior to”) The mother bear preceded her cubs into

the river to bathe.

(pro-:“prior to, in front of”) The mother bear provides a den against the

freezing winter.

Apply.Have students use the practice words in original sentences.

Review The Grizzly BearFamily BookGuide students through the Comprehension Skill Lesson for Making

Generalizations on page 615 in the Teacher’s Edition.



5XH209 7/18/03 8:42 PM Page 209

Contractions with notTeach.

Display this sentence on the board: I did not like the story, and I didn’t think it was interesting.

Underline the words did not and didn’t. Explain that didn’t is a contrac-tion that stands for the words did not.

Tell students that a contraction is a word formed by joining two words,making one shorter word. Review with students that an apostrophe (’)

takes the place of the letter or letters that are dropped.

Explain the following points:

• You may use contractions when you write friendly letters.

• Do not use contractions in formal reports or business letters.

Practice.Model how to form a contraction from is not using this sentence:

It is not a sad event.

Review by having students name some contractions with not. (Answerswill vary.) Ask how an apostrophe is used in a contraction. (It takesthe place of the letter or letters dropped to shorten the word.)

Apply.Have students write five interesting facts they learned about bears. Ask

them to use at least three contractions with not in their sentences.

Objectives• identify contractions with not• form contractions with not• write sentences using contrac-

tions with not correctly


SKILL FOCUS: GRAMMAR 10–15 MINUTES


As I read this sentence, I notice the verb is followed by the

word not. I know I can combine a verb with not to make

a contraction. If I combine is with not, I form the con-

traction isn’t. I’ll check to see if this contraction works in

the sentence. It isn’t a sad event. That makes sense.

5XH210 7/18/03 8:43 PM Page 210

NegativesTeach.

Ask students to list advice about what to do if they see a grizzly bear inthe wild. Display responses that include negatives and add responses of

your own. For example: Never bother a mother bear’s cubs.

Remind students that negatives are words that mean “no” or “not.” Listthese common negatives. Have students use each word in a sentence.

Tell students that a sentence should have only one negative. Using doublenegatives in a sentence is usually incorrect.

Practice.Have students identify the negatives in sentences on pages 610, 612, and

614, and rewrite any sentence that has a double negative.

Apply.Have students write a brief summary of the story. Ask them to use at

least three negatives in their summary.

Preview The Hyrax of Top-Knot IslandWalk students through The Hyrax of Top-Knot Island, and discuss the

illustrations, using words from the story such as hyrax cubs, mam-

mals, and colony. Ask students to make generalizations about Top-Knot

Island based on the photographs on pages 4, 5, 12, and 13.



Objectives• identify words that are negatives• correct sentences that have

double negatives• use negatives correctly in

sentences


Family Book • Leveled Reader: The Hyrax

of Top-Knot Island

Common Negativesnot nobody nowhere aren’t haven’tnever no one nothing doesn’t wouldn’t


5XH211 7/18/03 8:44 PM Page 211

Making GeneralizationsTeach.

Explain that a generalization is a broad statement that is true about mostof the items or people in a given category. It may also be a broad rule

that applies to several different examples. A generalization should be

based on facts from sources that can be checked.

Use the following example to illustrate a generalization: Most dogs aredomesticated, or tame, animals. Note that this statement is true of

most dogs and can be checked in reliable sources.

Explain that an overgeneralization is a broad statement that does not fol-low from facts. An overgeneralization cannot be verified, or supported,

by facts from reliable sources.

Use this example to illustrate the concept: Toys made of plastic breakeasily. Note that many toys made of plastic are well-constructed and do

not break easily. The statement cannot be verified, or supported, by reli-

able sources.

Practice.Use this sentence to model how to identify a generalization: Bears can

be dangerous animals.

Direct students to the last sentence on page 607: In nature, all livingthings, including humans, depend on other lives for their existence.

Model how to identify an overgeneralization.

Objectives• recognize generalizations• distinguish between

generalizations and overgeneralizations


Family Book• Leveled Reader: The Hyrax

of Top-Knot Island




This is a broad statement. The writer is saying that bears

can be dangerous. Bears are large, wild animals. They

have big teeth and long, sharp claws. When they snarl,

they look ferocious. Bears have been known to ransack

campsites searching for food. This statement probably

can be supported by facts from reliable sources.

Therefore, it is a generalization.

5XH212 7/18/03 8:44 PM Page 212

Apply.Direct students to the following sentence: Bears avoid fighting if at all

possible.

Have them repeat the process in the Practice and decide whether thestatement is a generalization or an overgeneralization. (This statementis a generalization.)

Ask them to share their reasoning in a class discussion.

Have students read The Hyrax of Top-Knot Island in the Leveled Reader.Ask them to look for generalizations and decide whether the broad

statements can be supported by facts from reliable sources. Have stu-

dents complete the questions and activity on the Responding page.

Revisit The Grizzly Bear FamilyBook and The Hyrax of Top-Knot IslandGuide students in making generalizations about the animals, plants, and

environments in The Grizzly Bear Family Book and The Hyrax of

Top-Knot Island. Also, help students look for words with the prefixes

com-, con-, en-, ex-, pre-, and pro-. As examples, you may wish to point

out the words enjoy, confront, and protect on pages 605 and 607 of

The Grizzly Bear Family Book, and the word prevent on page 19 of

The Hyrax of Top-Knot Island.



This is a broad statement. The writer is saying that all liv-

ing things kill other living things to survive. Plants are

living things. Plants survive on water and minerals or

other nonliving things in the soil. They do not kill other

living things to survive. This statement cannot be sup-

ported by facts from reliable sources. Therefore, it is an

overgeneralization.

5XH213 7/18/03 8:45 PM Page 213

Three-Syllable WordsWarm-Up/Academic Language.

Tell students that they can decode three-syllable words by lookingfor familiar base words and using various syllabication patterns.Remind students that words with the VCCV (Vowel-Consonant-Consonant-Vowel) pattern are divided between the two conso-nants. Words with the VCV (Vowel-Consonant-Vowel) pattern areeither divided after the consonant or after the first vowel.

Teach.Tell students that when they come across three-syllable words, there are

questions they can ask themselves to guide them as they decode. Write

the following questions on the board:

Show how you can use the questions as a guide to help you decodelonger words. Write the following sentence on the board and model

how to decode happening: Do you know what is happening today?

THEME 6/SELECTION 2

The Golden Lion Tamarin Comes Home

Objectives• read words with three syllables• use the Phonics/Decoding


Materials • Teaching Master ES6-3• Practice Master ES6-3• Anthology: The Golden Lion

Tamarin Comes Home

Get Set for ReadingCD-ROMThe Golden Lion Tamarin ComesHome

Education Placewww.eduplace.comThe Golden Lion Tamarin ComesHome

Audio CDThe Golden Lion Tamarin ComesHomeAudio CD for Animal Encounters




Do I see any endings?Do I recognize a base word?What pattern of vowels and consonants do I see?

First, I ask myself if there are any endings in the word h-a-

p-p-e-n-i-n-g. I see the -ing ending. I cover the ending, and

ask myself if I see a base word. I see the base word hap-

pen. Then I ask myself which pattern of vowels and con-

sonants I see. I notice that the letters a-p-p-e follow the

VCCV pattern, so I can divide the word between the two

consonants and the ending: hap/pen/ing. That sounds

like HAP uh nihng, which makes sense in the sentence.

5XH214 7/18/03 8:49 PM Page 214

Write the following words on the board:

Instruct students to work with a partner. Provide each pair with twothree-syllable words. Have each pair decode the words using the

procedure modeled above.

Guided Practice.Display or distribute Teaching Master ES6-3, and read through the

passage with students.

Focus students’ attention on the underlined three-syllable words.

Guide students in completing the chart.

Practice/Apply.Distribute Practice Master ES6-3 to students.

Read the directions with students to make sure they understand whatthey are to do.

Have students complete the Practice Master independently.

Check students’ responses to make sure that they understand how todecode three-syllable words.

Preview The Golden LionTamarin Comes Home Segment 1Refer to the bottom of page 629 in the Teacher’s Edition and preview

with students Segment 1 of The Golden Lion Tamarin Comes Home

(pages 629–635).

Note the suggestions in the Extra Support boxes on Teacher’s Editionpages 632 and 634.


Three-Syllable WordsRead the sentences. Then circle the correct way to divide the syllablesof the underlined word. Check the syllable pattern that applies to thefirst two syllables of the word.

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1. Today, many wild animals are in danger.

a/nim/als an/i/mals

2. They face the threat of extinction, or dying out.

ex/tinc/tion ex/tinct/ion

3. Their habitats, or homes, are being destroyed aspeople move onto the same land.

hab/i/tats ha/bit/ats

4. Farming, building, and cutting down too many trees may cause these animals’ homes to disappear.

di/sapp/ear dis/ap/pear

5. The problem is that both people and wild animalsneed land for their survival.

sur/viv/al surv/iv/al

6. Can we find a solution to this problem?

sol/ut/ion so/lu/tion

7. If we work together, maybe we can think of someanswers.

tog/e/ther to/geth/er

VCCV VCV

✔

✔

✔

✔

✔

✔

✔


Word into

Syllables

Helpful

Base Word

Pattern for First

Two Syllables


Three-Syllable WordsIn the 1960s, golden lion tamarin monkeys faced

extinction. They were dying out because their natural

home, the rain forest of Brazil, was in danger. Settlers

had cut down too many trees to make room for farms

such as coffee and sugar plantations.

To help save the monkeys, the government of Brazil

made the rest of the rain forest into a wildlife refuge in

1973. Saving their surroundings is one way to help save

golden lion tamarins and other wild animals.

Teaching Master ES 6–3 The Golden Lion Tamarin Comes Home

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tam/a/rin

ex/tinc/tionnat/u/ral

plan/ta/tionsgov/ern/mentsur/round/ings

extinctnatureplant

governround

VCCVVCV

VCCVVCV

VCCV



SELECTION 2: The Golden Lion Tamarin Comes Home 215

introduce advantage reliantconstantly remainder silently

5XH215 7/18/03 8:55 PM Page 215

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

Tell students that the topic of a selection is what all or most of theselection is about. Explain that the main idea is the most impor-tant idea or point that the author makes about the topic. Tell stu-dents that the main idea is sometimes directly stated in a sen-tence, and that other times readers must infer the main ideasfrom details in the selection. Explain that these supportingdetails provide more information to help explain the main idea.

Teach.Read aloud the following passage:

Ask students to identify the topic of the passage, or what it is about.(finding information on endangered animals)

Reread the passage, and ask students to raise their hands if they hear asentence that states the main idea, or the author’s most important

point. (Students should raise their hands at the first sentence: Thereare many ways to find out information about endangered animals.)

Write the following chart on the board. Reread the passage above, andguide students in completing the chart.

Objectives• identify the topic, main ideas, and

details in a selection• identify the main idea and key

details in a paragraph or passage

Materials • Teaching Master ES6-4• Practice Master ES6-4• Anthology: The Golden Lion

Tamarin Comes Home

THEME 6/SELECTION 2: The Golden Lion Tamarin Comes Home



There are many ways to find out information about endan-

gered animals. You can find information in encyclopedias

and other reference books. You can ask your librarian

about how to find magazines and Internet Web sites with

reliable information on this topic. You can also speak with

people who are experts on endangered animals.

5XH216 7/18/03 8:56 PM Page 216


Read the passage with students.

Guide students in identifying the topic, main idea, and supporting details.

Help students to complete the chart with information from the passage.



Instruct students to complete the Practice Master independently.

Check students’ responses to make sure that they understand how toidentify the topic, main idea, and supporting details of a selection.

Preview The Golden LionTamarin Comes Home Segment 2Refer to the bottom of page 629 in the Teacher’s Edition and preview

with students Segment 2 of The Golden Lion Tamarin Comes Home

(pages 636–641).



Topic, Main Idea, andSupporting Details

Read the passage. Circle the correct answer to each question.

It’s important to save endangered plants and animals. We liveon the earth, so we should take good care of it. When any kind ofplant or animal dies out, we’re not taking care of our planet.

Every time a kind of plant or animal disappears, it affects otherliving things. For example, people make medicine from many plants inthe rain forest. If we let these plants die out, we lose an importantsource of medicine. We also lose the chance to ever see these plantsoutside of a book.

1. What is the topic of this passage?

a. fighting pollution

b. becoming a doctor

c. saving endangered plants and animals

2. What is the main idea of the passage?

a. We can’t help save endangered plants or animals.

b. It’s important to save endangered plants or animals.

c. Medicines are important.

3. Which of the following is NOT a supporting detail?

a. We live on the earth, and we need to take good care of it.

b. If we let these plants die out, we lose an important source ofmedicine.

c. Saving endangered species costs too much money.

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life in therain forest

A rain forest has many kinds of plantsand animals.

Smaller plants grow on the ground and lower levelof the forest, beneath the larger plants and trees.Animals such as the poison arrow frog and thecapybara also live there.Among the trees, there are insects, colorful birdssuch as toucans, and animals such as monkeys.

There are also flowers and vines.


Topic, Main Idea, andSupporting Details

Teaching Master ES 6–4 The Golden Lion Tamarin Comes Home

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A rain forest is full of many kinds of

plants and animals. Smaller plants grow on

the ground and lower level of the forest,

beneath the larger plants and trees.

Animals such as the poison arrow frog and

the capybara also live there. Among the trees, there are

insects, colorful birds such as toucans, and animals such as

monkeys. There are also flowers and vines. Isn’t it amazing

to find so many different forms of life in one place?

Topic: Main Idea:

Supporting Details:

1.

2.

3.

4.




Topic: finding informationon endangered animals

Main Idea: There are many ways to findinformation about endangered animals.

Supporting Details:1. You can find information in encyclopedias and other reference books. 2. You can ask your librarian about how to find magazines and Internet Websites with reliable information on this topic.3. You can speak with people who are experts on endangered animals.

5XH217 7/18/03 8:57 PM Page 217

Three-Syllable WordsTeach.

Discuss with students when the word unloaded might be used: truckdrivers unloaded packages, school bus drivers unloaded passengers,

and so forth. Write this sentence on the board: The tamarins are

unloaded and carried into the woods. Ask students to look for the

base word in unloaded and then name and explain the ending. Next,

review that the prefix un- means “opposite” or “not,” and help students

define unloaded.

Write this pair of sentences on the board:

When the tamarins begin to eat natural foods, the observers reduce the

number of visits.

The reduction in visits increases until all feeding is stopped.

Point out that since reduce and reduction have the same base word, stu-dents might expect to pronounce reduction as re DOOS shuhn, but

adding the suffix had two results:

• dropping the e makes the c sound like k

• the changed syllabication affects the u

Use this sentence to model decoding starvation: Alone, a newly-reintroduced tamarin can die of starvation.

Objective• decode words with three syllables

Materials • Anthology: The Golden Lion

Tamarin Comes Home




I see starv at the beginning of the word. The a before the

suffix -tion could be pronounced ah or as a long a. I’ll try

long a: star VA shuhn. That sounds right.

5XH218 7/18/03 8:57 PM Page 218

Practice.Have pairs of students use different strategies to decode the underlined

words in the following sentences.

The nesting box is a modified picnic box.

Cages in the woods await the immigrants.

The tamarins are accustomed to the climate.

Apply.Encourage students to find other three-syllable words in the story. Have

them make a list of the words and divide the words into syllables after

they have identified any prefixes and suffixes.

Review The Golden LionTamarin Comes HomeGuide students through the Comprehension Skill Lesson for Topic,

Main Idea, and Supporting Details on page 631 in the Teacher’sEdition.



5XH219 7/18/03 8:58 PM Page 219

PrepositionsTeach.

Explain that words that show relationships between other words arecalled prepositions.

Tell students that a preposition relates the noun or pronoun that followsit (the object of the preposition) to another word in the sentence. The

object of the preposition answers the question of whom or what.

A lizard ran under the car. (preposition: under; object: car)

I saw a turtle near the pond. (preposition: near; object: pond)

Practice.Model how to identify a preposition using this sentence: I put the pie on

the table.

Have students find four prepositions and their objects on page 631.

Apply.Have students write four things that they learned about tamarins. Ask

them to include a preposition in each statement.

Objectives• identify prepositions• identify objects of prepositions• use prepositions in original

sentences

Materials • Anthology: The Golden Lion

Tamarin Comes Home




As I read this sentence, I see the word on. I think on is a

preposition, but I’ll check to make sure. I look at the words

that follow on and ask, “Do these words tell whom or

what?” The word table tells “on what.” So on must be a

preposition.

Some Common Prepositionsabout for on above fromout across in over beforeinto to behind near underbelow of with

5XH220 7/18/03 8:59 PM Page 220

Prepositional PhrasesTeach.

Remind students that a preposition is always followed by an object. Tellthem that a prepositional phrase is made up of a preposition, the

object of the preposition, and all the words between them.

Have students describe the position of objects in the classroom. Recordresponses on the board and underline the prepositions. For example:

The flag is near the window.

The pencil sharpener is on the bookshelf.

Ask students what kind of word is underlined in each sentence. (a prepo-sition) Review that the object of a preposition is the noun or the pro-noun that follows it. Then have students name the prepositional phrase

in each sentence on the board. (near the window, on the bookshelf)

PracticeDisplay the following sentences, and underline the prepositions. Have

students name the entire prepositional phrase.

The golden lion tamarin is named for its color and its mane. (for itscolor and its mane)

The tall trees of the rain forest offer the tamarin food. (of the rain forest)

Above the tamarins fly owls that are predators. (Above the tamarins)

Apply.Ask students to write a brief summary of The Golden Lion Tamarin

Comes Home. Have them use prepositional phrases in their writing.

Preview Saving Sea TurtlesWalk students through Saving Sea Turtles and discuss the illustrations,

using words such as endangered, habitat, and pollution. Ask students

to predict the topic and main idea using the photographs.



Objectives• identify prepositional phrases• identify prepositional phrases

with compound objects of thepreposition

• use prepositional phrases in sentences

Materials• Leveled Reader: Saving Sea

Turtles


5XH221 7/18/03 9:00 PM Page 221

Topic, Main Idea, andSupporting DetailsTeach.

Review that the topic is the subject the author is writing about. Themain idea is the most important idea that the writer wants readers to

understand about the topic. Supporting details are pieces of informa-

tion that explain or tell more about the main idea. Supporting details

may include facts and examples.

Explain that in a longer piece of writing, one paragraph (or a group ofparagraphs) may have a topic, a main idea, and supporting details that

explain this main idea. Point out that main ideas are often stated in

headings or key sentences. However, sometimes readers must infer the

main idea by summing up details and inferring the author’s meaning.

Direct students to the first two paragraphs on page 631 of the selection.Use this passage to model the concept:

Practice.Point out the topic of the entire selection: the return of golden lion

tamarins to the rain forest. Discuss with students the main idea of the

entire selection: People are trying to save the golden lion tamarin from

extinction. Explain that students are going to focus on passages that are

individual paragraphs. Have them infer the main idea by summing up

details in these paragraphs. You might include the following excerpts.

Objectives• identify topics, main ideas, and

details• infer main ideas from details

Materials• Anthology: The Golden Lion

Tamarin Comes Home• Leveled Reader: Saving Sea

Turtles




The rain forest once was huge. Human beings cut down

trees. A large city grew in the area. Now only 2 percent of

the original rain forest is left. If I add these details togeth-

er, I can infer the main idea of the paragraph. The main

idea is that human development has destroyed the habi-

tat of golden lion tamarins.

5XH222 7/18/03 9:00 PM Page 222

• paragraph 1 on page 633 (Main Idea: Zoo keepers are trying to pre-pare the tamarins for life in the wild.)

• paragraph 2 on page 636 (Main Idea: The zoo-bred tamarins do not yetknow how to find food on their own.)

• paragraph 2 on page 638 (Main Idea: Observers must be prepared foremergencies as they track the tamarins.)

• paragraph 3 on page 639 (Main Idea: Observers want to remain objec-tive and not think of the tamarins as pets.)

Challenge students to infer the main idea in a two-paragraph passage.Use the last paragraph on page 640 and the first paragraph on page

641. (Main Idea: Over time, the observers force the tamarins tobecome more independent.)

Apply.Have students read Saving Sea Turtles in the Leveled Reader. Ask them

to infer main ideas by summing up supporting details in paragraphs.

Have students complete the questions and activity on the Responding

page.

Revisit The Golden LionTamarin Comes Home andSaving Sea TurtlesGuide students in identifying the topics, main ideas, and supporting

details in The Golden Lion Tamarin Comes Home and Saving Sea

Turtles. Also, help students look for three-syllable words. As examples,

you may wish to point out the words canopy and extinction on page

630 of The Golden Lion Tamarin Comes Home, and the words sur-

vival and jewelry on page 34 of Saving Sea Turtles.



5XH223 7/18/03 9:00 PM Page 223

Suffixes -ent, -ant, -able, -ibleWarm-Up/Academic Language.

Explain to students that a suffix is a word part added to the end ofa base word to change its meaning. Tell students that addingsuffixes to base words also changes many base words intoadjectives. Explain that the suffixes -ent and -ant mean “being ina condition of” or “causing to be,” and the suffixes -able and-ible mean “capable of” or “inclined to.” Point out that recogniz-ing suffixes may help students decode unfamiliar words.

Teach.Write the following sentences on the board and read them aloud.

Point to the underlined word in each sentence. Circle the suffix -ant inself-reliant, and the suffix -able in reliable. Explain that the base word

rely is the same for both words. Point out that the y in rely changes to

an i when a suffix is added.

Display the following chart. Guide students in completing the chart.Explain spelling changes to base words as needed. You may wish to

have students confirm word meanings using a dictionary.

THEME 6/SELECTION 3

My Side of the Mountain

Objectives• read words with suffixes -ent,

-ant, -able, and -ible• use the Phonics/Decoding


Materials • Teaching Master ES6-5• Practice Master ES6-5• Anthology: My Side of the

Mountain

Get Set for ReadingCD-ROMMy Side of the Mountain

Education Placewww.eduplace.comMy Side of the Mountain

Audio CDMy Side of the MountainAudio CD for Animal Encounters




I rely on you to finish the job.She is self-reliant and rarely asks for help. I trust him because I know he is reliable.

Word with Base Suffix MeaningSuffix Wordapparent appear -ent easily seencompliant comply -ant giving in to the wishes

or requests of others moveable move -able able to be movedhorrible horror -ible causing horror; being

dreadful

5XH224 7/18/03 9:01 PM Page 224


Read each sentence with students.

Help students to identify words with the suffixes -ent, -ant, -able, or -ible.

Write each word on the line provided, and have students point out the -ent, -ant, -able, or -ible suffix in the word. Circle the suffixes as

they are identified.




Check students’ responses to make sure that they understand how toread and decode words with the suffixes -ent, -ant, -able, and -ible.

Preview My Side of theMountain Segment 1Refer to the bottom of page 651 in the Teacher’s Edition and preview

with students Segment 1 of My Side of the Mountain (pages 651–659).


Use the words from the box above to complete the sentences. Each word will be used only once.

1. That’s not a good idea, it’s a idea!

2. The twins may look alike, but they act like very

people.

3. He is usually an and pleasant person.

4. There’s a long line, so you’ll have to be

while you wait.

5. That old sofa is the most place to sit.

6. Can you see that mountain through your

binoculars?

7. That fact is interesting, but it’s not to

our topic.

8. It was so foggy that the road was barely .


Suffixes -ent, -ant, -able, -ible

Name

Practice Master ES 6–5 My Side of the Mountain

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-able, -ible

agreeablecomfortable

visibleterrible

-ant, -ent

distantrelevantdifferentpatient

different

agreeable

patient

comfortable

distant

relevant

visible

terrible



Suffixes -ent, -ant, -able, -ible

Teaching Master ES 6–5 My Side of the Mountain

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1. We explored two

different paths, but found

that neither led to the

top of the mountain.

2. The branch of the young

tree is flexible.

3. Maia and Charles had a

pleasant day canoeing

around the lake.

4. Because Tim is reliable, I

can depend on him.

5. The dog is persistent

and won’t stop begging

for treats.

6. The wonderful smells

coming from the kitchen are

irresistible.

7. Has your lemonade stand

been profitable or have you

lost money on it?

8. She is observant and

notices details.

different

flexible

pleasant

reliable

persistent

irresistible

profitable

observant



SELECTION 3: My Side of the Mountain 225

5XH225 7/18/03 9:01 PM Page 225

Drawing ConclusionsWarm-Up/Academic Language.

Explain to students that authors do not always state everythingdirectly. Sometimes readers must add up the facts and detailsand come to an understanding of events on their own. Tell stu-dents that this process is called drawing conclusions.

Teach.Read aloud the following passage:

Reread the passage, pausing after each sentence. Have students identifydetails that give clues about the characters and events.

Model the process of drawing conclusions about the character Jake.

Objective• use facts and details from the

selection to come to an under-standing of something not directlystated in the text

Materials • Teaching Master ES6-6• Practice Master ES6-6• Anthology: My Side of the

Mountain

THEME 6/SELECTION 3: My Side of the Mountain



Jake’s tail was wagging so hard that his entire body wiggled back

and forth. He jumped up and tried to lick Pete’s face, almost

knocking the boy over.“Well, how are you, buddy?” said Pete,

laughing.“I guess you missed me. It was a long semester,

wasn’t it? I’m glad to finally be home again. Give me a minute

to unpack this suitcase, and then I’ll take you for a nice walk.”

The passage says that Jake’s tail is wagging, and that he tries

to lick Pete’s face. Later on, Pete says he’ll take Jake on a

walk. Based on these details, I think Jake is a dog. Dogs

have tails and often act that way when they’re excited, and

people often take dogs on walks. It also says that Jake

almost knocks Pete over when he jumps up. I think Jake

must be a big dog, otherwise he couldn’t knock Pete over.

5XH226 7/18/03 9:08 PM Page 226

Write the following chart on the board, and guide students in completingthe chart. Ask students these questions: Who is Pete? How long has

Pete been away from home? Where might he have come from?


Read the first passage with students, and point out the illustration.

Guide students in using clues from the passage to draw conclusionsabout Grace and to complete the chart.

Follow a similar procedure with the second passage and chart.

Practice/ApplyDistribute Practice Master ES6-6 to students.

Review the directions with them.


Check students’ responses to make sure that they understand how to usestory details to draw conclusions about something not directly stated

in the text.

Preview My Side of theMountain Segment 2Refer to the bottom of page 651 in the Teacher’s Edition and preview

with students Segment 2 of My Side of the Mountain (pages 659–665).

Note the suggestions in the Extra Support boxes on Teacher’s Editionpages 662, 663, and 664.


Drawing ConclusionsRead each paragraph. Then complete the following charts.

A blanket of snow covers the ground. Icicles hang on the bare tree branches. A bear hibernates in her den. Even without a calendar, Mark can tell what season it is.

1. What season is it? How do you know?

Name

Practice Master ES 6–6 My Side of the Mountain

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Elisa plays soccer every day after school. She often goesswimming as well. On the weekends, Elisa goes hiking with her family.

2. Does Elisa prefer to stay active or to sit still? How do you know?

Story Clues = Conclusions

=++


=++

Snow cov-ers theground.

Icicles hangon the

bare treebranches.

A bear hibernates.

It must bewinter.

Elisa playssoccer

every day.

She oftengoes

swimming.

She goes hiking, too.

She prefers to stay active.



Drawing ConclusionsGrace’s stomach rumbles. She looks eagerly

at her watch. Only five minutes until lunch time.

She licks her lips as she thinks about what she’ll

eat for lunch.

1. How does Grace feel?

Teaching Master ES 6–6 My Side of the Mountain

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. All

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serv

ed.


=++

Toby lies in bed with a thermometer in his

mouth. He wishes he could have gone to the

aquarium today with his class.

2. How does Toby feel?

Grace’s stomachrumbles.

She lookseagerly at her watch.

She licks herlips and

thinks aboutwhat she’ll

eat for lunch.

Gracemust behungry.


=+Toby lies in bed with a

thermometer inhis mouth.

He wishes he couldhave gone to theaquarium todaywith his class.

Toby mustfeel

sick andunhappy.




Characters Story Clues Conclusions

Jake wags his tail, will be Jake is a dog.taken for a walk

says he’s glad to behome, says it was a longsemester, talks aboutunpacking a suitcase,will take Jake for a walk

Pete is a boy, and is probablyJake’s owner. He has been gonefor a semester. He might havebeen at a boarding school.

Pete

5XH227 7/18/03 9:08 PM Page 227

Suffixes -ent, -ant, -able, -ibleTeach.

Ask students to name people or things that they can rely on. Then writethis sentence on the board: Living alone on the mountain had made

me self-reliant. Circle the -ant in reliant and write its meaning: “being

in a certain condition” or “performing or causing a certain action.”

Discuss why the letter i might be a y in the base word. Change reli torely. Help students define self-reliant: “in the condition of relying on

yourself.” Then ask a volunteer to explain the strategy used. Point out

that -ent and -ant mean the same thing.

Discuss where students might see audio, such as on a remote control,and the word’s meaning. Then write this sentence: An audible yelp

announced the red fox. Circle the letters ible. Explain that -ible and

-able mean “capable of” or “inclined to.” Help students define audible as

“capable of being heard.”

Use this sentence to model how to decode livable: I realized I had tomake my tree livable during the cold winter.

Objectives• identify the meaning of words

with the suffixes -ent, -ant, -able,and -ible

• decode words with the suffixes -ent, -ant, -able, and -ible

Materials• Anthology: My Side of the

Mountain




I see the suffix -able. Liv looks like live, so live may be the

base word. If so, livable would mean “capable of being

lived in.” That makes sense in the sentence.

5XH228 7/18/03 9:09 PM Page 228

Practice.Ask students to decode the underlined words using what they know

about suffixes and base words.

I did not go any closer to the defiant Baron.

The flat stone could work. It was not flexible.

It is apparent Frightful scares the squirrels.

The fox thought the mess was laughable.

Apply.Have students define each of the underlined words that they decoded,

using the context, base word, and suffix to help with meaning. Then

have them use the practice words in original sentences.

Review My Side of theMountainGuide students through the Comprehension Skill Lesson for Drawing

Conclusions on page 657 in the Teacher’s Edition.



5XH229 7/18/03 9:09 PM Page 229

Object Pronouns inPrepositional PhrasesTeach.

Write these sentences on the board: Mia read to Arthur. Arthur read to Mia.

Point out that each underlined name is the object of the preposition to.Remind students that the object of a preposition is the noun or the

pronoun that follows the preposition. Tell them that when the object

of the preposition is a pronoun, it is called an object pronoun. Remind

students that a pronoun is a word that is used in place of a noun. Then

ask students to substitute a pronoun for each underlined name on the

board. (Mia read to him. Arthur read to her.)

Explain that the pronouns him and her are object pronouns. Emphasizethat only object pronouns may be used in a prepositional phrase.

Create a complete list of object pronouns with students: me, him, it,you, her, us, them.

Practice.Display the following sentences. Have students identify the prepositional

phrases that contain an object pronoun.

Frightful snagged crickets as Sam paddled near her. (near her)

The creek seemed like an old friend to him. (to him)

Sam dug clay for a fireplace and went home with it. (with it)

He heard birds in the trees and smiled at them. (at them)

Apply.Ask students to write a brief summary of My Side of the Mountain. Have

them use object pronouns in some of the prepositional phrases they

write. Then have students read their summaries aloud. Ask listeners to

identify the object pronouns they hear.

Objectives• identify object pronouns in

prepositional phrases• use prepositional phrases with

object pronouns in sentences

Materials • Anthology: My Side of the

Mountain




5XH230 7/18/03 9:10 PM Page 230

Pronouns in PrepositionalPhrases with CompoundObjectsTeach.

Display this sentence: This page tells about Jean Craighead George andGary Aagaard. Have students identify the object of the prepositional

phrase. (Jean Craighead George and Gary Aagaard)

Point out that the object is compound. It refers to more than one per-son. Ask students to substitute an object pronoun for one of the

names in the sentence. (This page tells about Jean Craighead Georgeand him. This page tells about her and Gary Aagaard.)

Display the following sentence. Have students choose the object pro-noun that best completes the compound object. Squirrels ran away

from Sam and _____ . (she, her)

Practice.Have students add object pronouns to these compound objects.

The wind blew the grass seed, and animals ate it. The grass seed was

harvested by _____ and the wind. (them)

Many animals joined Sam’s party. At first it was fun for the animals

and _____ . (him)

Apply.Ask students to write a description of an outdoor trip they took with a

friend or a family member. Have them use pronouns in prepositional

phrases with compound objects.

Preview Kat the CuriousWalk students through Kat the Curious and discuss the illustrations,

using words such as impatient and explore. Ask students to draw

conclusions about how Kat feels, based on the illustrations.



Objectives• identify pronouns in compound

objects of a prepositional phrase• distinguish the correct pronoun

form to use in a compound objectof the preposition

• write sentences using the correctpronoun form in a compoundobject of the preposition

Materials• Leveled Reader: Kat the Curious


5XH231 7/18/03 9:10 PM Page 231

Drawing ConclusionsTeach.

Review that readers draw conclusions when they use facts and details toreach an understanding about something that is not directly stated in

the text.

Explain that readers draw conclusions to help them understand charac-ters in a story. Direct the students to pages 652 and 653. Use these

examples to model how readers can use details to draw conclusions

and understand characters.

Practice.Guide students through events in the story and have them draw other

conclusions about Sam’s character by “adding up details.” Examples

might include:

• paragraphs 3–4 on page 654 (Sam is making clothing from hides andfurs. Conclusion: He is handy.)

• paragraphs 3–5 on page 656 (He uses his imagination to solve prob-lems when building a fireplace. Conclusion: He is creative.)

Objectives• evaluate information and draw

conclusions• use conclusions to examine

characters

Materials• Anthology: My Side of the

Mountain• Leveled Reader: Kat the Curious




On page 652, Sam describes what is happening in the

mountains in September. He talks about the weather, the

plant life, and the animals. He sounds happy when he

describes them. He says that he “felt wonderful.” I can

conclude that Sam likes being in the mountains in the

fall. On page 653, Sam talks about gathering unusual

bulbs, tubers, and roots. He eats a cricket, but he does

not like it. He smokes fish and rabbits, digs wild onions,

and “races September for her crop.” I can conclude that

Sam knows how to survive in the woods by gathering

wild plants, fishing, and hunting.

5XH232 7/18/03 9:10 PM Page 232

• paragraph 3 on page 660 (Sam eats slightly wormy apples.Conclusion: He is not squeamish.)

• paragraph 7—“note” on page 660 (Sam does not disturb Baron Weaselwhen the Baron fiercely protects his food. Conclusion: Sam under-stands wild animals and is cautious around them.)

Apply.Have students find other examples of details on which they can base

conclusions about Sam’s character. Have them write a character study

based on their conclusions. Tell them to support their conclusions

with details from the story. They might use a word web to list traits

they identify in Sam’s character. Suggest that behind each trait they

write the page number(s) on which supporting details can be found.

They can refer to these pages, as necessary, when writing their charac-

ter study. Afterward, have partners compare and contrast their work.

Have students read Kat the Curious in the Leveled Reader. Ask them todraw conclusions about characters based on story details. Have stu-

dents complete the questions and activity on the Responding page.

Revisit My Side of the Mountainand Kat the CuriousGuide students to draw conclusions about the characters, setting, and

events in My Side of the Mountain and Kat the Curious. Also, help

students to look for words with the suffix -ent, -ant, -able, or -ible. As

examples, you may wish to point out the word excellent on page 653

of My Side of the Mountain and the word impatient on page 55 of

Kat the Curious.



5XH233 7/18/03 9:11 PM Page 233

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