Read the Raft Use the Questions and Think Alouds to Support Instruction About the Comprehension Strategy and Skill

Comprehension Genre Realistic Fiction is a made-up story that could MAIN SELECTION have happened in real life. • The Raft • Skill: Character, Setting, Plot Make Inferences and Analyze PAIRED SELECTION Character, Setting, Plot • “Into the Swamp” As you read, fill in your • Text Feature: Map Setting Flow Chart.

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Read to Find Out What was it that turned Comprehension Nicky’s summer around?

GENRE: REALISTIC FICTION Have a student read the definition of Realistic Fiction on Student Book page 112. Students should look for characters whose behaviors are true-to-life and events that could actually happen.

STRATEGY 112 MAKE INFERENCES AND ANALYZE Tell students that two ways they can analyze what they read are by comparing their own life experiences D]QOPcZO`g to those of the characters and by drawing conclusions about the way the Vocabulary Words Review the tested vocabulary words: setting affects the plot. scattered, cluttered, disgusted, downstream, raft, and nuzzle.

SKILL Story Words Students may be unfamiliar with these words. CHARACTER, SETTING, PLOT Pronounce the words and give meanings as necessary. Explain that the setting of a story tackle box (p. 116): a container that holds fishing supplies may affect what happens in the plot. snorkel (p. 116): a mask with a curved breathing tube worn for The setting may also affect what the looking just under the surface of the water characters do and say. bobber (p. 118): a fishing float cattails (p. 129): tall, thin plants with brown, fuzzy flowers otter (p. 129): a furry animal that lives in or near water

112 Main Selection THE Main Selection Student pages 112–113 RAFT Preview and Predict Ask students to read the title, preview BY JIm LAMArCHE the illustrations, and make predictions about the selection. In what kind of surroundings does this story take place? Have students write about their “T predictions and anything else they here’s nobody to want to know about the story. play with,” I complained. “She doesn’t even have a TV.” Dad grinned. “Well, she’s not Set Purposes your normal kind of grandma, FOCUS QUESTION Discuss the “Read I guess,” he said. “Calls herself to Find Out” question on Student a river rat.” He chuckled. “But Book page 112. Remind students to I promise, she’ll fi nd plenty for look for the answer as they read. you to do. And you know I can’t take you with me this summer, Point out the Setting Flow Chart in the Nicky. Th ere’ll be no kids there, Student Book and on Practice Book and I’ll be spending all my time page 31. Explain that students will fill it at the plant.” in as they read. I felt tears starting again, but I blinked hard and looked out the window. Read The Raft Use the questions and Think Alouds to support instruction about the comprehension strategy and skill. 113

On Level Practice Book 0, page 31

As you read The Raft, fill in the Setting Flow Chart.

Setting Grandma’s home is in the country, near a river. If your students need support If your students can read the to read the Main Selection, Main Selection independently, Event Character’s Reaction use the prompts to guide have them read and complete Nicky discovers an Nicky is curious and unusual raft. excited. comprehension and model the graphic organizer. Suggest how to complete the graphic that they use their purposes to

organizer. Encourage students choose their reading strategies. Event Character’s Reaction

to read aloud. The birds and animals are He decides to sketch the not afraid of Nicky. birds and animals. If your students need alternate selections, choose the Leveled Readers that match their instructional levels. Event Character’s Reaction

Nicky rescues a fawn Nicky draws the fawn. He from the mud. is now part of the river. 27=1 C 2 / How does the information you wrote in the Setting Flow Chart help BSQV\]Z]Ug you to analyze and make inferences about The Raft?

Story available on Listening Library Audio CD Approaching Practice Book, A, page 31 Beyond Practice Book B, page 31

The Raft 113 1 Th at aft ernoon, I stood in Grandma’s yard and watched my dad drive away. Dust rose up Main Selection Student page 114 2 behind our car as it disappeared into the pines. “Well, we can’t stand here all summer,” said Grandma. “C’mon, Nicky, it’s time for supper.” Develop “Honey or maple syrup on your cornbread?” Grandma asked. Comprehension “I don’t like cornbread,” I mumbled, poking my fi nger into the syrup pitcher when she 1 STRATEGY wasn’t looking. MAKE INFERENCES AND ANALYZE “If you’re going to do that, you’d better wash Teacher Think Aloud I can see in 3 up fi rst,” she said. She had eyes in the back of her the pictures that Nicky is unhappy. head. “Bathroom’s through there.” His father admits that Grandma is unusual and that she calls herself a river rat. This doesn’t seem to make Nicky feel any better, because he was fighting back tears in the car. I don’t think anything his father said has made much difference to the

way Nicky feels. Character, Setting How do you think Nicky feels 2 SETTING 4 about spending the summer with his grandmother? What can you tell so far about the place where Grandma lives? (Nicky’s father called her a “river rat,” and the title of the story is The Raft, so she must live near a river. Also, the car 5 kicks up dust as it drives away, so she either lives on a dirt road or has 114 a dirt driveway. There are pine trees around her house. She must live in the country.) Add this information to the setting box of your Setting Flow Chart. &-- Setting Grandma’s home in the country, near a STRATEGIES FOR EXTRA SUPPORT river Question 2 SETTING Help students use the illustrations and text on pages 113–115 to figure out where the boy is going and where his grandmother lives. Point out the city landscape behind the boy in the car. Help students describe the other illustrations and express their ideas: I see lots of pine trees, so I think she lives in a forest. I don’t see any sidewalks, so she probably lives in the country. Prompt with questions as needed.

114 Main Selection Student page 115 Develop Comprehension

3 IDIOM What does Nicky mean when he says, “She had eyes in the back of her head”? (Even though it seemed as if she wasn’t watching him poke his finger into the syrup pitcher, she knew he was doing it.)

4 SETTING How do you think Nicky feels about spending the summer with his grandmother? (He doesn’t want to spend the summer with her. He says that he will be bored because he won’t have anyone to play with or any television to watch.)

5 USE ILLUSTRATIONS Nicky’s father says that Grandma is “not your normal kind of grandma.”

115 What information can you find in the illustration to show that this might be true? (Suggested answer: She is dressed casually in jeans and holds a big brimmed hat. Her apron, jeans, and arm have colored stains on them, and there are paint brushes in her pocket. Monitor and Clarify: Read Ahead She might be an artist. The birds and Explain Tell students that, if something seems unclear in a story, squirrels are not afraid of her. One bird they can read ahead to find out more information. Learning more even sits on her shoulder.) can be the key to understanding the plot or a character. Discuss Have students infer why Grandma calls herself a river rat. (Answers will vary, but students might read ahead to page 116 and note that Grandma’s living room is filled with river-related objects.) Apply When they’ve completed the story, encourage students to share how reading ahead helped them identify why Grandma calls herself a river rat.

The Raft 115 I pushed the doorway curtain aside and walked into what would have been Student page 116 Main Selection a living room in anyone else’s house. Books were scattered everywhere—on the tables, on the chairs, even on the Develop fl oor. Th ree of the walls were cluttered 6 with sketches and stuff ed fi sh and charts of the river. Several fi shing poles hung Comprehension from the fourth with a tackle box, a snorkel, and a mask on the 6 STRATEGY CONTEXT CLUES fl oor beneath them. It looked like a river rat’s workroom, all What paragraph clues help you find 7 right, except that in the middle the meaning of charts? (Suggested of everything was a half-fi nished answer: The narrator says that the walls carving of a bear. were cluttered with sketches and charts, 8 “Been carving that old so charts must be something that can fellow for years,” Grandma be hung on the wall like a sketch. It called from the kitchen. also says that the charts are “of the “Th e real one hangs out river.” A chart is usually used to show at the dump. Now come information, so a chart of the river must get your supper, before I show how the river looks, like a map.) feed it to him.”

7 MAKE INFERENCES Nicky says his grandmother’s living room “looked like a river rat’s workroom, all right.” What does this comment tell you about his feelings about being in his grandmother’s home? (He thinks her living room is messy and unusual. He isn’t very happy 116 to be there in the first place, and the state of the living room doesn’t make him feel any better.)

Narrator Explain The narrator of a story is the person telling it. The narrator may be the author or a character in the story. Remind students that a story in which the narrator uses words such as I or me is told from a first-person point of view. A third-person narrator is not a character in the story. Discuss Ask students to identify who is telling this story. (Nicky) Then have them select and read a passage to confirm this. Apply Have students imagine and describe how the story might be different if Grandma were the narrator. (Students might note that she would express feelings quite different from Nicky’s about his arrival at her home.)

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8 CHARACTER What do the objects and the way they are arranged in Grandma’s living room tell you about the kind of person she is? (Suggested answer: She doesn’t seem to worry about being neat or organized. The sketches show that she is very creative. The charts of the river, animal drawings, and fishing equipment show that she loves the outdoors. All the books show that she is curious and likes to read.)

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The Raft 117 Dad was right—Grandma found plenty for me to do. In the morning, I stacked fi rewood, then Student page 118 Main Selection helped her clean out the rain gutters and change the spark plugs on her truck. Th e aft ernoon was almost over when she handed me a cane pole, Develop a bobber, and some red worms. “Fish fry tonight!” she said, showing me Comprehension how to bait the hook. “Th at river’s full of fat bluegills. Drop your line near the lily pads and you’ll fi nd ’em.” 9 PLOT Down at the dock, I looked things over. Th e During Nicky’s first day with Grandma lily pads were too close to shore. Th ere couldn’t in this unfamiliar setting, what activities 9 be fi sh there. I walked to the end of the dock and were probably new to him? (Because threw my line out as far as I could. Th en I sat he lives in the city, he is not likely to down to wait. And wait. And wait. My bobber have done such things as stacking never moved. firewood, cleaning gutters, changing “Th ere’s no fi sh in this stupid river,” I said out spark plugs, and fishing for supper loud, disgusted. before.) We had hamburgers for supper. “Give it another try,” said Grandma the next evening. “I’ll bet you catch something.” Don’t count on it, I thought, as I headed back to the dock. I threw my line in the water. Th en I stretched out on the dock to wait. I must have fallen asleep, because I was awakened by loud chirping and chattering. I sat up and looked around. A fl ock of birds was moving toward me along the river, hovering over something fl oating on the water. It drift ed downstream, closer and 10 closer, until fi nally it bumped up against the dock.

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D]QOPcZO`g

Find the sentence that contains the word disgusted . How do Nicky’s thoughts and words show that he is disgusted? (Suggested answer: He is doubtful that any fish are nearby. He has to wait a long time. When no fish bite, he is fed up and calls the river “stupid.”)

118 Main Selection Student page 119 Develop Comprehension

10 GENRE: REALISTIC FICTION What details on page 118 make this story realistic? (All the chores Nicky helps with are real things that need to be done around a house or on a truck. The descriptions of the dock and of the way Nicky fishes help to create a realistic picture in the reader’s mind of being at the river.)

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The Raft 119 Main Selection Student page 120 Develop Comprehension

11 STRATEGY MAKE INFERENCES AND ANALYZE

Teacher Think Aloud The night before the raft floats into the dock, Grandma tells Nicky, “I’ll bet you catch something.” As far as Nicky knows, she means he will catch a fish. It seems as if she knows the raft will appear. I think she realizes that Nicky needs more than chores to occupy him. What other inferences can you make about her remark? (Encourage students to apply the strategy in a Think Aloud.)

Student Think Aloud I think she knows that he is bored. Also, not being able to catch a fish makes him feel discouraged. Maybe she pushed the raft toward the dock herself. That way Nicky can discover something new and unusual. 120

12 SETTING How does the appearance of the raft affect Nicky’s outlook? (He is surprised because he has not expected anything &-- interesting to happen. He suddenly STRATEGIES FOR EXTRA SUPPORT feels enthusiastic. The drawings remind him of something he learned, so he Question 12 SETTING also feels curious.) Add this information Explain that the word appearance means ”arrival” or “coming into view” and that the word outlook means “feelings about life or the to your Setting Flow Chart. future.” Discuss Nicky’s outlook about his summer vacation before he finds the raft. Then read aloud the first two paragraphs on page 121. Point out how the author shows Nicky’s growing curiosity and Setting excitement by having him compare finding the drawings to finding Grandma’s home in the presents and the drawings themselves to cave drawings. Finally, help country, near a river students contrast Nicky’s outlook before discovering the raft with his outlook afterward. Event Character’s Reaction Nicky discovers an Nicky is curious and unusual raft. excited.

120 Th ough it was covered with leaves and branches, now I could tell that it was a raft . What Main Selection Student page 121 was it doing fl oating down the river all by itself, 11 I wondered. I reached down and pushed some of the leaves aside. Beneath them was a drawing of a rabbit. It looked like those ancient cave paintings Develop I’d seen in books—just outlines, but wild and fast and free. Comprehension I cleaned away more leaves and it was like fi nding presents under the Christmas tree. A bear, 13 MAKE INFERENCES a fox, a raccoon—all with the wild look of the rabbit. Who had drawn them, I wondered. Where What do you think is Nicky’s reason, or had the raft come from? motivation, in deciding not to tell his I ran up to the cottage. Grandma was on the 12 grandmother about the raft? (He wants porch, reading. to keep his special discovery to himself. “Do you have some rope I can use?” I asked. Grandma makes decisions about “In the shed, hon,” she said. “Help yourself.” everything else, so he is probably glad, She didn’t ask me what I needed it for, and I for now at least, to have something decided not to tell her yet. 13 only he knows about.) I pushed the raft into the reeds along the river’s 14 edge, then tied it to the dock so it wouldn’t drift COMPARE AND CONTRAST away. All the while, birds fl ew over my head, every How is the way Nicky feels now now and then swooping down to the raft as if it different from the way he felt at the were a friend. A crane waded through the reeds to beginning of the story? Use examples it. A turtle swam up from the bottom of the river. from the story to support your answer. Th e moon had risen yellow over the river by (At the beginning of the story, Nicky the time I went up to the cottage to go to bed. was upset and thought he would be bored at his grandmother’s place. 14 Doing chores made his prediction seem right. Now he is very excited

121 about finding the raft, and his summer is starting to look more interesting.)

Cross–Curricular Connection ANIMALS IN ART Encourage students to share their own experiences with drawing or painting animals. Tell them that animals have been shown in works of art since prehistoric times, when artists painted horses, bison, and other creatures on the walls of caves. Have students consider why artists would choose D]QOPcZO`g animals as their subjects so often. Invite students to research early cave paintings. Then have them re-create paintings of Find the sentence that contains the prehistoric animals, perhaps using crinkled brown paper to word raft . How would you describe a suggest the surface of a cave wall. raft to someone who doesn’t know what one is? (Suggested answer: It is a set of flat wooden boards that floats on water. People can sit or stand on the raft and ride or paddle it on a river.)

The Raft 121 Main Selection Student page 122 Develop Comprehension

15 MAKE INFERENCES Why do you think Grandma wasn’t surprised to see the raft? (Suggested answer: The raft is probably her raft, and she arranged for Nicky to “discover” it.)

16 DRAW CONCLUSIONS Why do you think Grandma lets Nicky find the raft on his own instead of just telling him about the raft? (Suggested answer: Sometimes it’s better if someone doesn’t know you are giving him or her a gift. Grandma knew that Nicky would be more excited about the raft if he made the discovery on his own.)

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122 Main Selection Student page 123 Develop

I was already down at the dock the next Comprehension morning when Grandma appeared with a life jacket and a long pole. She didn’t seem surprised 15 17 SETTING, CHARACTER by the raft at all, or by the animal pictures all How do the birds that live on or near over it. the river add to Nicky’s enjoyment of “How did you know . . . ?” I started. 16 the raft? (They seem to be attracted “Let’s go,” Grandma interrupted, tossing me to the raft and fly all around it or land the life jacket and stepping onto the raft . She on it. They increase Nicky’s interest pushed the pole hard into the river bottom and we and sense of wonder about nature.) moved smoothly into the current. How does this detail in the setting help “Your turn,” she said aft er a few minutes. She the author develop the character of showed me how to hold the pole and push, and I Nicky? (We see how being so close to poled us to the middle of the river. Even there, the wild creatures helps Nicky to grow and water wasn’t over my head. change.) We poled the raft up the river, then let it slowly drift back down. Th e birds kept us company the whole time, soaring, swooping, singing. Some even 17 landed on the raft and rode with us for a while. Hitchhikers, Grandma called them. Aft er that, I had little time for anything but the raft . I raced through whatever chores there were, then ran down to the dock, wondering what animals I’d see that day.

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The Raft 123 Main Selection Student page 124 Develop Comprehension

18 MAKE INFERENCES It wasn’t just birds that the raft How could you explain why animals attracted. One morning three raccoons followed me along the shore. Another are so tame and unafraid around the time a turtle climbed on board and spent raft? (Suggested answer: The animals the morning sunning itself. And one have seen the raft before. They know 18 aft ernoon I saw a family of foxes slip that the raft and the people on it are through the trees along the river. not a danger to them.) When the weather turned too hot and sticky to sleep indoors, Grandma 19 WRITER’S CRAFT: DETAILS helped me put up a small tent on Why does the author include specific the raft . I lay on top of the cool details about the different animals that sheets and read comic books by Nicky sees from the raft? (These details fl ashlight until I fell asleep. help create a clear picture for readers. One night, a noise woke me They also help readers understand the up. Th ere in the moonlight growing sense of wonder that Nicky stood a huge buck. He feels about nature.) looked right at me, then lowered his head to drink, as if I wasn’t 19 there at all.

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20 SUMMARIZE How would you summarize the events in the story so far? (Nicky does not want to stay at his grandmother’s house for the summer. When he arrives, he is unhappy and doesn’t expect to have any fun. Grandma gives him various chores to do, but it is not until he “discovers” a raft on the river that he becomes excited about his stay. He enjoys looking at the mysterious drawings of animals on the raft, but is even more excited by seeing all the real birds and animals that seem drawn to the raft. Nicky and Grandma pole their way up the river on the raft, and on hot nights Nicky even sleeps on the raft.) Have students respond to the selection by confirming or revising their predictions and purposes. Encourage 125 them to revise or write additional questions they have about the selection.

Setting Can students make inferences about the effect the setting has Help students focus on the impact that the setting has on Nicky and on the plot and the characters? his actions by asking such questions as the following: If not, see the Extra Support • How does Nicky feel as his father drives him to Grandma’s house? on this page. (p. 113) • What is Nicky’s reaction to Grandma’s house? (p. 116) • How does Nicky feel about fishing? (p. 118) • Describe Nicky’s state of mind when he first discovers the raft. (p. 121) • What activities is Nicky able to do on the raft? (pp. 123 and 125)

Stop here if you wish to read STOP this selection over two days.

The Raft 125 I found Grandma the next morning working on her bear carving. Main Selection Student page 126 “Do you have some extra paper I could draw on?” I asked her. She brought out a big sketchpad and 21 a pouch fi lled with thick pencils and Develop crayons. “I’ve been saving these just for you,” she said. “Better take these, too.” Comprehension 22 She held out the snorkel and mask. “Never know when they might come in 21 SETTING handy on a raft .” What is Nicky inspired to do as a result Th e sun was hot that aft ernoon, so I of his experiences on the raft? (When poled into the shade of a willow, then waited to see what animals the raft would bring. he sees that the birds and animals are It wasn’t long before a great blue heron not afraid to be near him when he is whooshed down with a crayfi sh in its bill. on the raft, he decides to try drawing I grabbed a pencil and began to sketch. them. He asks Grandma for some I felt invisible as the bird calmly ate its lunch paper.) Add this information to your right in front of me. Th en it preened its Setting Flow Chart. feathers, looked back up the river, and fl ew off . 22 MONITOR AND CLARIFY: Th at night I showed my drawing READ AHEAD to Grandma. Why do you think Grandma would “Not bad,” she said. “Not bad at all!” give Nicky the snorkel and mask? (If And she tacked it on the wall on top of one students cannot infer the answer, of her own sketches. they can read ahead to find more information. If they are not sure how a Character, Setting snorkel and mask are used, they might Describe the ways in which Nicky read ahead to page 129, where they 23 is beginning to enjoy the place can see in the illustration that Nicky where his grandmother lives.

will use them to look underwater at 126 the otters.)

Setting Grandma’s home in the country, near a river Ways to Confirm Meaning

Event Character’s Syntactic/Structural Cues Reaction Nicky discovers an Nicky is curious and Explain Tell students that good readers use context clues and what unusual raft. excited. they know about grammar to help them understand a difficult word. Model Read the word preened in context on page 126. Event Character’s Reaction Think Aloud I see that the word has a long e sound and an -ed The birds and He decides to ending. I know from the sentence that it tells what the bird did animals are not sketch the birds to its feathers after having lunch. So preened must be a past- afraid of Nicky. and animals. tense verb. I think it means “cleaned or smoothed out.” Apply Encourage students to use grammatical clues to help them with other difficult words. For example, can they tell if the word is a noun, adjective, or verb?

126 Main Selection Student page 127 Develop Comprehension

23 SETTING Describe the ways in which Nicky is beginning to enjoy the place where his grandmother lives. (He loves to take the raft out on the river. He is allowed to pitch a tent and sleep on the raft at night. He sees all sorts of wild animals and wants to sketch them. The raft has given Nicky a chance to explore and appreciate nature in many ways. He does not seem to miss playing with other children his own age or being able to watch television.)

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The Raft 127 Main Selection Student page 128 Develop Comprehension

24 CHARACTER Nicky says, “Grandma had been right about the mask and snorkel coming in handy.” How does this show he feels differently about Grandma now than he did when he first arrived? (When he first arrives, his comments about Grandma show that he doesn’t think she knows very much. Now he is happy to admit that she is smart and gives good advice.)

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D]QOPcZO`g Word Structure Clues: Prefixes Explain/Model Explain that prefixes are word parts that are added to the beginning of a base word to change its meaning. Knowing the meaning of a prefix in a word can help a reader figure out the meaning of the word. The prefixes in- and un- often mean “not, lack of, or the opposite of.” Write the word incomplete on the board.

Think Aloud I see the prefix in- and the base word complete. I know that complete means “finished,” and I know that the prefix in- means “not.” So incomplete means “not finished.” Practice/Apply Display the words inability and unemployed. Have students identify each prefix and tell what the words mean. Ask students to find a word with the prefix in- on page 126 and tell what it means. (invisible, “not able to be seen”)

128 One day I poled upriver farther than I’d ever been. Near a clump of tall cattails, I startled an otter family. Th ey dove underwater, but, as with Main Selection Student page 129 the other animals, the raft seemed to calm them down. Soon they were playing all around me. Grandma had been right about the mask 24 and snorkel coming in handy. I slipped them on, Develop then hung my head over the raft and watched the otters play—chasing fi sh, chasing each other, Comprehension sometimes just chasing their own tails. I kept very still, but they didn’t seem to mind me watching. 25 SEQUENCE Th ey played keep away with a small stone, then tug-of-war with a piece of rope. It was like they What is the sequence of events as were showing off for me. Th ey even let me feed 25 Nicky makes friends with the otters? them right out of my hand. (First he puts the snorkel and mask on. Then he hangs his head over the side of the raft so he can look into the water. Next, he stays very still until he is sure the otters are not bothered by him. He watches them play keep away with a stone and tug-of-war with a 26 piece of rope. Finally, he offers them food and they eat out of his hand.)

26 SUMMARIZE How do Nicky’s experiences on the raft affect the way he feels about the world around him? (Suggested answer: Exploring with the raft every day gives him freedom but it also helps him feel connected to the natural world.

129 Though he often goes out on the raft by himself, he is aware of the river and all the creatures that live in or near it. He gets involved with the animals by drawing them and playing with them.)

The Raft 129 Some mornings, Grandma would make a bagful of sandwiches and a thermos of icy lemonade. Th en we’d put on our bathing suits, Main Selection Student page 130 grab some towels, a lawn chair, and an inner tube, and pole upriver to her favorite swimming spot. “I’ve come swimming here since I was a Develop girl,” she told me as we tied the raft to an old dock. “Th e Marshalls used to live here—all ten Comprehension of them. What a herd of wild animals we were!” While Grandma watched from the inner 27 CHARACTER tube, I practiced my fl ying cannonballs. Th en we’d eat our lunch, and she’d tell me stories about What details on this page show that growing up on the river. My favorite was of the Grandma understands and cares about 27 time she’d found a small black pearl inside a Nicky? (She makes lunch for the two river clam. “I still have it,” she said. of them so they can spend most of Somehow, on the river, it seemed like the day on the river. She shows him 28 summer would never end. But of course it did. her favorite swimming hole. She tells him stories about her childhood on the river. She watches him practice his swimming.)

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28 STRATEGY MAKE INFERENCES AND ANALYZE Based on what you know about Nicky, how do you think he will react when the summer is over?

Student Think Aloud Nicky had so much fun and learned so much that he will probably not want to leave at the end of the summer. I think he will miss his grandmother, her stories, and all the things she knows about the river. He will also miss the raft and being near all the birds and animals on the river. From now on, he might also feel less nervous and unhappy about facing new experiences.

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The Raft 131 Main Selection Student page 132 Develop Comprehension

29 SETTING What sight, touch, and hearing words does the narrator use to describe the river on this last morning of the summer? (He says that the air felt cool. The raft drifted quietly. He saw the doe leap. He pushed off the river bottom and drove the raft hard into the muddy bank. He felt himself sink ankle-deep in the mud. He whispered to the fawn.)

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132 On my last day, I got up extra early and crept down to the dock. Th e air was cool and a low pearly fog hung over the river. I untied the Main Selection Student page 133 raft and quietly drift ed downstream. Ahead of me, through the fog, I saw two deer moving across the river, a doe and her fawn. When they reached the shore, the doe Develop leaped easily up the steep bank, then turned to wait for her baby. But the fawn was in trouble. Comprehension It kept slipping down the muddy bank. Th e doe returned to the water to help, but the more 30 STRATEGY the fawn struggled, the deeper it got stuck in CONTEXT CLUES the mud. Use paragraph clues to find the I pushed off the river bottom and drove meaning of the word eased. (The fawn the raft hard onto the muddy bank, startling comes slowly out of the mud. Nicky the doe. Th en I dropped into the water. I was ankle-deep in mud. has to pull several times. Eased must mean “moved slowly, bit by bit.”) “You’re okay,” I whispered to the fawn, praying that the raft would calm it. “I won’t 29 hurt you.” Gradually the fawn stopped struggling, as if it understood that I was there to help. I put my arms around it and pulled. It barely moved. I pulled again, then again. Slowly the fawn eased out of the mud, and fi nally it was free. 30 Carefully I carried the fawn up the bank to its mother.

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The Raft 133 Main Selection Student page 134 Develop Comprehension

31 COMPARE AND CONTRAST How is the way that Nicky helps the fawn similar to the way that Grandma helps Nicky? (The fawn is in trouble when it is stuck in the mud. Nicky is in trouble when he is stuck believing he won’t have a good summer. Nicky and the fawn struggle at first against being helped. When they realize they are being helped, they both relax and trust the one who is helping them.)

32 SETTING AND PLOT How is Nicky’s last day on the river different from earlier days? (Instead of just watching the animals, he takes action to help one. He also decides to record his experience by drawing the fawn on the raft. When Grandma helps him preserve the drawing, she remarks

that he will always be part of the river, 134 like she is.) Add this information to your Setting Flow Chart.

Setting Grandma’s home in the country, near a river

Event Character’s Reaction Nicky discovers an Nicky is curious and unusual raft. excited.

Event Character’s Reaction The birds and He decides to animals are not sketch the birds afraid of Nicky. and animals.

Middle Character’s Reaction Nicky rescues a Nicky draws the fawn from the mud. fawn. He feels he is now part of the river.

134 Th en, quietly, I returned to the raft . From there, I watched 31 the doe nuzzle and clean her baby, and I knew what I had to do. Main Selection Student page 135 I pulled the stub of a crayon from my pocket, and drew the fawn, in all its wildness, onto the old gray boards of the raft . When I had fi nished, I knew it was just right. Develop Aft er supper, I showed Grandma my drawing of the fawn and told her my story. “It’s perfect,” she said, “but we need to do one more thing.” She Comprehension hurried up to the cottage. When she came back, she had tubes of RETURN TO PREDICTIONS oil paint and two brushes. AND PURPOSES Grandma helped me trace my drawing with the oil paint, which soaked deep into the wood. “Th at’ll keep it,” she said. “Now Review students’ predictions and you’ll always be part of the river.” purposes. Were they correct? Did “Just like you, Grandma,” I told her. “A river rat.” students find out what turned Nicky’s 32 Grandma laughed. “Just like me,” she agreed. summer around? (Finding the raft helped him enjoy life on the river.)

REVIEW READING STRATEGIES ■ In what ways did making inferences about the characters, setting, and plot help you understand the story?

■ Do you understand the strategy of reading ahead? When might you use it again?

■ What strategies did you use when you came to difficult words?

PERSONAL RESPONSE

135 Ask students to respond to the theme of getting to know an older person. Have them relate the relationship in the story to their own experiences. Then ask students to write a thank- you note that Nicky might write to his grandmother.

Can students make inferences about the effects of the setting on the characters and the plot?

During Small Group Instruction

If No Approaching Level Leveled Reader Lesson, p. 143P If Yes On Level Options, pp. 143Q–143R Beyond Level Options, pp. 143S–143T

The Raft 135 A SKETCH OF Respond Student page 136 JIM LAMARCHE Author and Illustrator JIM LAMARCHE is a lot like the boy in this story. Jim A SKETCH OF JIM LAMARCHE spent his summers rafting on a river when he was a child. He grew up near the Milwaukee River in Wisconsin. All year round, the river was Have students read the biography of a special place to play. Jim also liked drawing and crafting things. the author and illustrator. Once he made a whole zoo out of clay that he dug up from a field. Even though Jim liked art, he didn’t think about becoming an artist DISCUSS when he grew up. Back then, he really wanted to be a magician. Today Jim thinks that creating a book from just a blank piece of paper is not ■ How did Jim LaMarche use his so different from being a magician. childhood experiences in writing this Other books illustrated by Jim LaMarche realistic fiction?

■ What are the advantages to illustrating your own story, as Jim LaMarche has done?

WRITE ABOUT IT Find out more about Discuss with students how Nicky’s Jim LaMarche at attitude changed and allowed him to www.macmillanmh.com enjoy the summer. Have them write about a time when they were not Author’s Purpose looking forward to something, yet How might Jim LaMarche’s own childhood experiences ended up enjoying themselves. have influenced his purpose for writing The Raft? What clues in the story help you to know? Author’s Purpose Have students look back at Jim LaMarche’s biography and the story 136 to help them determine how his experiences influenced his purpose for writing. Students may say that LaMarche used his own experiences to help him create a true-to-life story Author’s Craft that would both entertain readers and Character Development inform them about life along the river. A writer makes characters come to life by describing what they do Students may cite all the descriptive and by including what others say about them. details in the story as clues. ■ Example: “She had eyes in the back of her head.” (p. 114) Nicky says this to show that his grandmother is aware of everything.

■ Ask students how readers learn more about the characters in BSQV\]Z]Ug this story and how they change.

Students can find more information ■ Have students work in groups to trace how the character of about Jim LaMarche at www. Grandma is developed. Tell them to use the dialogue between Nicky macmillanmh.com and Grandma to find how they react to each other. For example, “There’s no fish in this stupid river,” I said out loud, disgusted. . . . “Give it another try,” said Grandma the next evening. (p. 118)

136 Comprehension Check Respond Student page 137

Summarize ASbbW\U Comprehension Check 3dS\b 1VO`OQbS`¸a Use your Setting Flow Chart to help you @SOQbW]\ summarize The Raft. Describe the setting 3dS\b 1VO`OQbS`¸a SUMMARIZE of the story. @SOQbW]\

3dS\b 1VO`OQbS`¸a Have partners summarize The Raft in @SOQbW]\ Think and Compare their own words. Remind students to 1. How does the story’s setting change Nicky? What could Nicky use their Setting Flow Charts to help have done for the summer if the setting had been his own them organize their summaries. home? Make Inferences and Analyze: Character, Setting, Plot

2. Reread page 113 of The Raft. What does Nicky expect his THINK AND COMPARE vacation with his grandmother to be like? Use story details in your answer. Analyze Sample answers are given.

3. What would it be like if you were able to make use of a raft 1. Setting: Since he is staying by the for the summer? Apply river, Nicky learns to do new things 4. What information would you use to support the view that the like fishing, observing nature, and raft was a gift from Nicky’s grandmother? Evaluate rafting. If Nicky had stayed at home, 5. Read “Rafting—Ready or Not” on pages 110-111. How is the he would have watched television narrator’s experience on a raft similar to Nicky’s? What do the characters discover? Use details from both stories in your and played with his friends. USE answer. Reading/Writing Across Texts AUTHOR AND ME 2. Analyze: Nicky expects his summer vacation to be boring because there are no other children around to play with and no television to watch. USE AUTHOR AND ME 3. Text to Self: Possible Answer: Students may say they would fish and swim in the river, and see new 137 animals. Some might even sketch pictures. 4. Text to World: The raft floated right to him, as if his grandmother had pushed it toward him. Also, she appeared with a pole and life jacket Author and Me even though Nicky had not told Model the Author and Me strategy with questions 1 and 2. her what he found. Then Nicky’s The answer is not directly stated in the selection. Students have to grandmother used the raft to share think about what they already know and link it to the text. with her grandson her special times

Question 1 Think Aloud: The text tells me that Nicky is not happy on the river. about spending his vacation with his grandmother on a river. He FOCUS QUESTION would rather spend time at home watching television and playing with friends. After reading the story, I learn that Nicky is changed by 5. Text to Text: Both main characters

his experiences on the river. thought they would not like the Question 2 Think Aloud: The author writes about how Nicky place they were going. After they wants to stay with his father, instead of his grandmother. He were on the river, though, they seems to expect his vacation to be boring, so he feels unhappy discovered they liked rafting, being and a bit angry. outdoors, and watching animals.

The Raft 137 Fluency/Comprehension

Objectives Fluency • Read accurately with the appropriate tempo Repeated Reading: Tempo/Pacing • Rate: 84–104 WCPM EXPLAIN/MODEL Tell students that as the tempo of a story changes, Materials so should the tempo of their oral reading. As you read the last • Fluency Transparency 5 paragraph of Transparency 5, increase the tempo the second and third • Fluency Solutions time you read through the sentences. Have students pay attention to • Leveled Practice Books, p. 32 the tempo. Then read one sentence at a time, having students echo- read the sentence, imitating your tempo. Echo-read through the entire passage again, reading the first paragraph at a slower tempo. Speed up as you read the last paragraph to match the pace of the action and the narrator’s eagerness. &-- Transparency 5 Practice Tempo Discuss what is happening in each We poled the raft up the river, then let it slowly drift back paragraph. Point out how down. The birds kept us company the whole time, soaring, the images and words swooping, singing. Some even landed on the raft and rode in each one suggest a with us for a while. Hitchhikers, Grandma called them. different tempo and mood. After that, I had little time for anything but the raft. I raced For the second paragraph, through whatever chores there were, then ran down to the dock, wondering what animals I’d see that day. help students increase their speed over a few readings.

27=1 C 2 / On Level Practice Book O, page 32

As I read, I will pay attention to the pace and tempo and try to match the action of the story. Fluency Transparency 5 “Are we there yet?” Jamal asked, crossing his arms 9 across his chest. 27=1 C 2 from The Raft, page 123 12 “Almost, honey,” his mom replied. “Look out the / 20 window. Isn’t it beautiful?” 24 Jamal didn’t answer, but he did look. Out his mom’s 34 window, all he could see was a rising, rocky cliff. Out his PRACTICE/APPLY Divide students into two groups. The first group 46 own window, the cliff dropped down, and Jamal could see 56 the road winding below them. Below that were green 65 fields. A few houses and farms were scattered about. reads the passage a sentence at a time. The second group echo- 74 The city was a long way away. It felt like they had been 87 driving forever. reads. Then groups switch roles. Students will practice fluency using 89 They were driving up into the mountains to spend a 99 week at a ranch. His mom had lived at this ranch when Practice Book page 32 or Fluency Solutions Audio CD. 111 she was a little girl. “Some vacation,” Jamal thought to 121 himself. 122

Comprehension Check 1. How does Jamal feel about his vacation? Character, Setting, Plot Can students read accurately with the appropriate tempo? You can tell that Jamal is annoyed and doesn’t want to spend time at the ranch. 2. How do you know that Jamal’s mom probably enjoyed the ranch? Character, Setting, Plot Jamal’s mom probably liked the During Small Group Instruction ranch as a child so much that she wants to share that experience with Jamal. Number of Words Words Read – Errors = Correct Score If No Approaching Level Fluency, p. 143N First Read – = Second Read – = If Yes On Level Options, pp. 143Q–143R

Approaching Practice Book A, page 32 Beyond Level Options, pp. 143S–143T Beyond Practice Book B, page 32

137A Fluency/Comprehension

Comprehension Objective • Analyze character, setting, MAINTAIN SKILL and plot in a story CHARACTER, SETTING, PLOT

EXPLAIN/MODEL ■ The plot of a story is the sequence of events that take place.

■ A plot can present a problem or conflict for a character and the steps he or she takes to resolve it. An author can use the plot to show how a character changes from beginning of a story to the end.

■ The setting is where and when the story takes place. AYWZZaB`OQS Character, Setting, Plot Discuss the characters, setting, and plot in a selection students have Introduce 85A–B recently read. Practice/ 86–101; Leveled Practice, Apply 23–24 PRACTICE/APPLY Reteach/ 107M–T, 111A–B, 112–137, Have students form small, cooperative groups to discuss The Raft. Review 143M–T; Leveled Practice, 30–31 ■ Who is the main character in the story? Assess Weekly Tests; Unit 1, 5 Tests; Benchmark Tests A, B ■ What were the main plot events that led to a change in the character? Maintain 101B, 137B, 169B, 201B, Then ask three or four students to exchange places with those in a 265B, 607A–B, 608–627, 631M–T, 681B different group. Invite students to continue the discussion. ■ Did the author include a conflict in the story?

■ What role does the setting play? Was the setting part of a solution? After the discussion, ask students to write a summary of The Raft, including answers to questions and other points their groups made. For comprehension practice use Graphic Organizers on Teacher’s Resource Book pages 40–64.

The Raft 137B Paired Selection Student page 138 Social Studies Genre Magazine Articles give Informational facts and information about interesting topics. Text: Social Studies Text Feature Maps are drawings of all or by Elizabeth Schleichert part of an area. Photos by C.C. Lockwood GENRE: MAGAZINE ARTICLE Content Vocabulary Have students read the bookmark on bayous How would you like to float through swamp twisting canals, bayous (streams), and lakes? Student Book page 138. Explain that a guide Some kids from the city of Baton Rouge, magazine article ancient Louisiana, did just that! They went canoeing

■ in the huge Atchafalaya (uh-CHAFF-uh-LIE- presents information about specific uh) Swamp. Baton Rouge is only 20 miles (32 topics for an audience with a special km) from the swamp, but most of the kids had interest in those topics; never been there before. Now they were able to explore its winding waterways up close! ■ usually includes pictures of people or places mentioned in the text. These pictures are meant to create more interest in the topic.

Text Feature: Map Point out the map on page 139. Explain that maps are drawings of geographic locations, such as a city, state, or park. Maps may include some or all of the following parts. ■ Labels identify cities, states, rivers, or 138 other land features.

■ A compass rose shows directions north, south, east, and west. ■ A distance scale helps the reader Content Vocabulary figure out distances. Review the spelling and meaning of each content vocabulary word for ■ An inset map is an enlargement of a “Into the Swamp” on Student Book page 138: bayous, swamp, guide, small section of the map. and ancient. Have students estimate the distance in ■ Bayous are slow streams that flow in marshes or lowlands. Do you miles from Louisiana to Mexico. (300– know any places where there might be bayous? 500 miles) ■ A swamp is an area of wetlands, rich in minerals, plant life, and trees. What kind of equipment do you think you would need to study wildlife in a swamp?

■ A guide is a person who leads others on a tour. What would you like to be a guide for?

■ Ancient means “relating to the past.” Where in the world would you find something ancient?

138 Social Studies

The kids met up at the boat dock before sunrise. They Paired Selection Student page 139 couldn’t wait to push off and start their adventure! They were especially excited about camping out that night. Before getting in their canoes, they crowded around a map of the Atchafalaya. “Here’s where we are now,” said Anthony, pointing Informational to the map. He, Adam, and Edward were trying to figure out where they would be heading. But in fact, they didn’t Text really have to worry about a thing. Their guide for the trip, photographer C.C. Lockwood, knew every bend and bayou in the Atchafalaya. There was no way he was going to get “Into the Swamp” them lost! C.C. gave the group some canoeing pointers, and Read then they paddled into the morning mist. As you read, remind students to apply what they have learned about reading From Baton Rouge to Atchafalaya a map. Also have them identify clues to the meanings of the highlighted words. Reading a Map This map has a compass rose that r 1 TEXT FEATURE: MAP e shows directions. The key helps you v

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measure the distance from one place i

p What can you learn from the main L p

O i to the other. s U s i map that you cannot learn from the I s S s I i A M N inset map? (Possible answers: in what A


Baton Rouge New Orleans part of the United States Louisiana is Atc hafa lay p a Swa m located; Louisiana’s location in relation 2 to Canada; how far Mexico is from 1 / Ê-/
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1 2 TEXT FEATURE: MAP 8 " ՏvʜvÊ i݈Vœ Why do you think the Atchafalaya This map shows the location of the Atchafalaya Swamp. Swamp is shown on an inset map instead of the larger map? (There is not enough room on the larger map to 139 include the label.)

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Academic Vocabulary Explain and discuss the map illustration with students. Point to each part and name it. (main map, inset map, compass rose, distance scale) Have students point and repeat each word. Next, discuss each part. Compare the inset map and the main map with students. Have students find their location on the main map. Ask, Are we north, south, east, or west of Baton Rouge? Ask them to use the distance scale to measure the distance from New Orleans to Baton Rouge and from Baton Rouge to your state.

The Raft 139 Paired Selection Student page 140 Shhh . . . Swamp Creatures! Yikes! As the canoes followed C.C.’s, Informational someone yelled “Alligator!” The kids paddled over to check it out. The ’gator swam around the canoes. One Text of the kids said, “It was so close, we could almost touch it!” Nearby, the kids spied a super-sized 3 CONTENT VOCABULARY female golden silk spider. It was waiting Look at the word ancient on page 140. to snag a buggy meal in its golden web. What clues before or after the word Checkin’ It Out help you understand the meaning of 3 Edward and Stephen poked around near an ancient bald the word? (the words “Long ago” at the cypress stump. Long ago, loggers had chopped down lots of trees here, leaving behind eerie-looking stumps like this one. beginning of the next sentence) How does the author use the word in the I’m Reelin’ “Wanna go fishing?” Ryan asked Stephen during lunch. sentence? (The author uses the word to “Sure,” came the reply. Soon Ryan was excitedly catching describe something that is very old.) one bass after another and grinning from ear to ear. Stephen steadied the canoe and laughed as Ryan reeled in a big one. 4 MAKE INFERENCES Nighttime Adventures What might the kids have been thinking about as they hung out at Whooo’s There? No telling who—or what—might be the water’s edge before leaving the watching you on a dark swampy night! A swamp? (Possible answer: They were barred owl was perched quietly in a tree probably remembering and reliving not far from the group’s tents. It was their favorite parts of the camping trip.) waiting to swoop down on any meal that might walk, wriggle, or swim by.

140

On Level Practice Book O, page 33

A compass rose shows north, south, east, and west. The map key, or legend, explains the symbols on the map.

Use the map to answer each question.

1. The picnic area is to the east of the Rose Garden .

2. Which trail would you take to walk through the forest area?

the Pine trail

3. Can you take the Cedar trail to get to the Redwood trail? Explain.

No, the river separates them.

4. It is possible to get from the Visitor Center to the Rose Garden. What is

missing from the map? the bridge

Approaching Practice Book A, page 33

140 Beyond Practice Book B, page 33 Noisy Frogs Paired Selection Student page 141 Anthony giggled when C.C. put a green tree frog on his nose. “It kind of tickled,” he said. The boys couldn’t believe how noisy these frogs were, filling the nighttime Informational swamp with their loud “quonks.” Frog calls were just some of the sounds that kept the kids awake that night. Scary campfire ghost Text stories didn’t help them go to sleep either. So Long, Swamp! Before leaving the swamp, the kids hung out at the water’s Connect and Compare edge. They’d had to put up with some heavy rain and tons of mosquitoes, but Anthony said, “I’ll never forget the fun I had on 4 SUGGESTED ANSWERS this camping trip.” And the other kids nodded, You got that right! 1. You would need to travel south to get to the swamp. READING A MAP Connect and Compare 2. Sample answer: It is very important 1. Look at the map on page 139. In what direction would you to have a guide in the Atchafalaya travel to get from Baton Rouge to the Atchafalaya Swamp? Reading a Map Swamp. There are alligators and lots of other wildlife that might hurt 2. How important is it to have a guide when exploring the Atchafalaya Swamp? Why do you think so? Evaluate humans, and it would be very easy to get lost. EVALUATE 3. Think about this article and The Raft. How is Grandma’s river like the Atchafalaya Swamp? How is it different? 3. FOCUS QUESTION Grandma’s Reading/Writing Across Texts river and the swamp both have a lot of wildlife. They also both have Social Studies Activity good fishing spots. The swamp is Research another body of water. Draw a map to show its location. Then write about the wildlife you might find there. different from the river because people usually don’t have homes Find out more wildlife facts at www.macmillanmh.com there and there are no definite boundaries in a swamp. READING/ WRITING ACROSS TEXTS 141

Social Studies Activity Ask students to choose different Frog Habitats bodies of water. Extend the activity There are many different types of frogs and they do not all behave by having students compare and exactly the same. Invite volunteers to list what they already know contrast their findings in a chart or about frogs. short essay. Direct students to the library and Internet to find out more facts about frogs. Divide students into groups and have each group choose a different type of frog. Have students list questions to narrow the focus of their research, such as where their frog lives, BSQV\]Z]Ug what it eats, and how it gets along with other animals. Have each group present an oral summary of their findings to the Internet Research and Inquiry Activity class. Encourage groups to create and use visuals, such as maps of Students can find more facts about areas where their frogs are most often found, to add meaning to wildlife at www.macmillanmh.com their presentations.

The Raft 141 Write Writer’s Craft a Journal Details Adding important details helps to make your writing Entry more informative. Delete unimportant details WRITING that do not support • Personal Narrative the topic. October 25 • Writer’s Craft: Details WORD STUDY Today Dad and I went on a • Words in Context fantastic hike in the foothills. • Paragraph Clues After about ten minutes I saw • Phonics: Words with Long o some hoof prints in the soft dirt • Vocabulary Building of the trail. Then I looked up, and SPELLING I saw a doe and her tiny spotted • Words with Long o My journal entry has fawn. Dad and I stood there very GRAMMAR details about nature quietly. Then they turned and • Run-on Sentences and wildlife. walked into some thick brush. SMALL GROUP OPTIONS Wow! I had never been so close • Differentiated Instruction, I included fun details to a wild animal. pp. 143M–143V that support my topic. Dad patted me on the shoulder and told me there’s a first time for Writing everything. Details 142

READ THE STUDENT MODEL Read the bookmark about details. Details should give information about the main idea or tell readers what Features of a Journal Entry happens in a story. Explain that writers In a journal entry the writer describes personal experiences and should leave out unimportant details emotions. Writers tell what happened and how they feel about it, that can distract readers. usually for their own private use. Have students turn to the second paragraph on page 129. Discuss how ■ A journal entry often tells about a true experience. each detail gives information about the ■ It includes personal thoughts and feelings. otters Nicky is watching. ■ It is written in first person. Then have the class read the model and the callouts. Tell students that ■ The writer’s personality comes through in a journal entry. they will write a journal entry about observing nature. They will also learn more about details.

142 Personal Narrative Your Turn Spend some time being a Writing Student pages 142–143 nature watcher. Safely observe birds, insects, or other animals PREWRITE that live in your area. Write a Read the writing prompt on page journal entry about your experience. 143. Explain that one purpose of a Choose details that express your journal entry is to record a personal feelings about the experience. Use the experience. Have students discuss Writer’s Checklist to check your writing. topics in small groups and choose the one they would most like to share or self-select a different topic. Display Transparency 17. Discuss how Writer’s Checklist the writer stated the main idea of the Ideas and Content: Did I include important details and journal entry in the center of the web delete unimportant details about my experience? and added the details around it. Then have students use an Idea Web to plan Organization: Did I tell the events in the order that they their journal entries. happened?

Voice: Does my writing show how I feel? DRAFT Display Transparency 18. Discuss how Word Choice: Did I use strong, colorful words to tell the writer used the main idea to begin what happened? the journal entry and then added the Sentence Fluency: Did I vary the length of my sentences? details to support that main idea. Talk about ways to improve the draft, such Conventions: Did I fix any run-on sentences by dividing as by removing unimportant details. them into separate sentences? Did I fix any sentence fragments by making them into complete sentences? REVISE Did I check my spelling? Before students revise, present the 143 lesson on Details on page 142A. Then display Transparency 19 and discuss the revisions. Point out how the writer added details. She shows her enthusiasm Transparency 17 by adding the words fantastic and Wow. Transparency 17: Idea Web Students can revise their drafts or place Transparency 18: Draft Idea Web them in writing portfolios to work on Transparency 19: Revision saw hoof ate trail saw a doe prints in the mix while later. If students choose to revise, have and fawn dirt we hiked pairs use the Writer’s Checklist on page 143. See page 143B for Conferencing Tips. Ask students to proofread their a hike in the foothills writing. Review proofreading marks using Teacher’s Resource Book page 152 as needed. For Publishing

I wore never been Options, see page 142A. they walked a red so close into brush sweatshirt to a wild animal For lessons on Run-on Sentences and Spelling, see page 143B and 5 Day Spelling and Grammar on pages 143G–143J. Writing Transparency 17 BVXb^aaVc$BX

Writing Transparency 17 The Raft 143 Writer’s Craft Writing Details Publishing Options EXPLAIN/MODEL Students can share their story orally, using the Speaking and Writers use details to give information about their main idea or story Listening tips below. They can topic. Explain that details should tell important information that also use their best cursive to helps readers understand what happened. Writers should leave out write their journal entries. (See details that do not support the topic or do not help explain what Teacher’s Resource Book pages 168–173 for cursive happened. Display Transparency 20. models and practice.) Invite students to illustrate their story Think Aloud The first sentence tells me that the journal entry is with drawings or photos and about something the writer saw while taking a walk. Most of the put it into a class scrapbook on other sentences tell about what the writer saw on the walk. These taking walks. details are important. The third sentence, however, gives me information about the walk that is not important. This sentence tells me unnecessary information about the topic or the writer’s experience. It should be left out of the paragraph.

SPEAKING STRATEGIES Transparency 20

■ Plan and give an oral Writing Transparency 20 presentation. Use appropriate eye and body Details movements for topic, November 5 Today I went for a walk in the park and saw a sign of audience, and occasion. autumn. A flock of birds flew over my head. I took a huge gulp ■ Add expression to your of water. The birds were flying in a V shape and heading south. Next I saw a squirrel. It was collecting nuts. I ate a bite of voice as you read. my apple. It carried each nut back to a hole in a stone wall. The squirrel disappeared into the wall with the nut, but came back ■ Speak precisely. Try to without it. There must be a big pile of nuts inside that wall! I avoid fillers such as um, threw my apple core in the trash can. uh, like, and so.

The third Sentence in the First paragraph should be deleted. LISTENING STRATEGIES The third and seventh sentences in the second paragraph should be deleted.

■ Listen attentively to BVXb^aaVc$BX

■ Ask questions of speakers, Writing Transparency 20 using appropriate tone.

PRACTICE/APPLY Work with students to identify and cross out two sentences in the 4- and 6-Point Scoring Rubrics second paragraph that include unimportant details. Ask volunteers to explain why these details are unimportant. Then have students look Use the rubric on pages 147G– 147H to score published writing. back at The Raft and discuss whether it contains unimportant detail sentences that the author could have left out. Have them also identify Writing Process three details in a single paragraph that they consider important. For a complete lesson, see Unit As students revise their journal entries, remind them to add details Writing on pages 147A–147H. that provide important information and take out unimportant details that do not support their topic.

143A Writing Writer’s Toolbox

Writing Trait: Voice Run-on Sentences Explain/Model Explain that voice means the Explain/Model Good writers avoid run- writer’s personality as it comes through in the on sentences, which include two or more writing. In journal entries, the voice should reveal independent clauses that are combined the writer’s feelings about the experience. Good incorrectly. Display Transparency 18. Have writers choose words and phrases that show students reread the second sentence. Tell thoughts and feelings clearly. Have students students that this sentence is a run-on because it reread the student model on page 142. Point out combines too many independent clauses into one words such as fantastic and Wow! that show the sentence. Point out that the writer corrects this writer’s feelings and reveal her personality. on Transparency 19 this by making two separate Practice/Apply As students draft their journal sentences. Other run-on sentences may need a entries, encourage them to share their thoughts comma or a conjunction to make them correct. and feelings. Remind them to choose words and Practice/Apply Have students identify and phrases that show their personalities. correct run-on sentences in their drafts. For a complete lesson on identifying and correcting run-on sentences, see pages 143I–143J. Mechanics If two related thoughts are joined Conferencing Tips without a connecting word, add a coordinating conjunction such as or, and, or but, and a comma. Peer Conferencing Have students work in pairs to read each other’s drafts. Encourage them to check for unimportant details that could be left out. Remind them to pay attention to the writer’s voice. In addition, have students look for places where Spelling Words with Long o new paragraphs begin and make sure that the Point out the word doe in the first paragraph writer has indented the first sentence. Tell students of the student model on page 142. This long o to start a new paragraph for each new main idea. sound is spelled oe. The long o sound can also be spelled with o_e, ow, or oa, as in stone, own, or foam. Remind students to pay attention when they spell words with the long o sound. They can use a print or online dictionary to check spelling in their drafts. For a complete lesson on spelling words with long o, see pages 143G–143H.

Technology

Students can use technology even if they are making handwritten journal entries. Show them how to download images from the Internet for illustrations of their observations.

The Raft 143B Word Study Word Study Review Objectives Vocabulary • Apply knowledge of word meanings and context clues Words in Context • Use paragraph context clues to find the meaning of an EXPLAIN/MODEL Review the meanings of the vocabulary words. unfamiliar word Display Transparency 9. Model how to use word meanings and context clues to fill in the first missing word with students. Materials Vocabulary Transparencies 9 • Think Aloud In the first sentence, I read that the drawings are all and 10 • Leveled Practice Books, p. 34 around. I know that scattered means “spread around.” I think the missing word is scattered. When I try scattered in the sentence, it makes sense.

D]QOPcZO`g Transparency 9 scattered (p. 116) spread nuzzle scattered disgusted or thrown about in various cluttered raft downstream places 1. The raft had drawings of animals scattered around. cluttered (p. 116) appearing 2. Grandma’s house was cluttered with art supplies, crowded with items sketches, books, and fishing tackle in every available space. disgusted (p. 118) 3. The raft floated downstream with the current. showing a feeling of strong dislike 4. At first, Nicky felt disgusted with the plan for his summer; he wanted to stay with his dad. downstream (p. 118) in 5. At the end of the summer, Nicky thought of the raft as a the same direction as the gift that opened up a new world for him. current of a stream 6. The fawn put its head down to nuzzle the moss as it raft (p. 121) a flat boat tried to find a tender bit to eat. made of logs fastened together nuzzle (p. 135) to touch or rub with the nose Vocabulary Transparency 9

PRACTICE/APPLY Help students complete item 2. Then have students use context clues to write the missing words for items 3–6 on a separate sheet of paper. Students can exchange papers, check answers, and explain the context clues they used to figure out the &-- missing words. Writing Sentences Go Story Time In small groups, have students tell stories using over the meanings of the vocabulary words. A student might start the story with scattered, vocabulary words. Have each student choose three as in, Sarah walked down the street and scattered papers behind her. of them. Have each student Another student continues the story using a different vocabulary use each word in a sentence word. that shows understanding of the word meaning.

143C Word Study

STRATEGY CONTEXT CLUES: PARAGRAPH CLUES &-- EXPLAIN/MODEL Remind students that sometimes there are no context clues in the Work in Groups Make sure students understand sentence in which a word appears, but the writer includes clues the words drawn and elsewhere in the paragraph. Understanding the main idea of a coat on the transparency. paragraph can help clarify the meanings of unfamiliar words. Have students work in small groups to discuss Read item 1 on Transparency 10 and then model how to figure out the context clues that the meaning of the underlined word using paragraph clues. help them figure out the meaning of words. Transparency 10

Paragraph Clues 1. The table was cluttered. On one side were glasses, forks, knives and dishes from breakfast. On the other side were piles of paper and stacks of books. 2. A great blue heron alighted on the raft. After she landed, she preened her feathers as if she knew she was going to be drawn. The bird took great care to make her coat smooth and neat.

Vocabulary Strategy Transparency 10 On Level Practice Book O, page 34

PRACTICE/APPLY Sometimes you will find a word in a story that you do not know. Read the sentence the word is in, as well as the sentences around the word. They will often give a clue to its meaning. Have students figure out the meanings of alighted and preened in Look for a clue to the meaning of disappeared below: Dust rose up behind Dad’s car as it disappeared into the pines. Then I could no longer see it. item 2 above. Then on page 123 of The Raft, read the paragraph that The phrase could no longer see it is a context clue.

begins “We poled the raft up the river, then let it slowly drift back Circle the letter next to the word or words that help you find the meaning of the underlined word. down.” Have students discuss context clues in the paragraph that 1. The exchange student looked wistfully at her sister’s photo. a. looked at can help them figure out the meaning of hitchhiker. b. sister’s photo 2. We were going to the swamp, and I was sure I would hate the soggy, wet land. a. I was sure I would hate Do students understand word meanings? Can they find the b. the soggy, wet land 3. The otters slid down the riverbank and jumped into the water. It was meaning of an unfamiliar word by using context clues in the such fun to watch the furry, playful animals. a. slid down the riverbank paragraph? b. furry, playful animals 4. I swam out to the raft and pulled myself up using the rope that held the logs together. During Small Group Instruction a. the rope that held the logs together b. and pulled myself up If No Approaching Level Vocabulary, pp. 143N–143O 5. We paddled upstream, forcing our boat to move against the river’s fl ow. a. paddled b. move against the river’s fl ow If Yes On Level Options, pp. 143Q–143R

Beyond Level Options, pp. 143S–143T Approaching Practice Book A, page 34 Beyond Practice Book B, page 34

The Raft 143D Word Study Word Study

Objective Phonics • Decode words with long o

Materials Decode Words with Long o • Leveled Practice Books, p. 35 • Teacher’s Resource Book, p. 9 EXPLAIN/MODEL In words with /ō/ sounds, the long o can be spelled o-Consonant-e, as in mole, ow as in own, or oa as in coat. Sometimes /ō/ is spelled o when followed by certain blends, such as st (most) or ld (gold). Write quote. Think Aloud When I read the word quote, I see the letters qu, which spell /kw/. Then I see o-C-e. This gives me a clue that the o should be pronounced as a long o. I get /kwōt/ quote. I know &-- that word.

Create Sentences Write PRACTICE/APPLY Write these words on the board: tow, groan, mold, the following words on cloak, chose, and lower. Have volunteers underline the clues in each the board: wrote, own, word that help them know that the word is pronounced with a long coat, most, chose, and o sound. Then have the students pronounce the words. lower. Pronounce them with students and write Decode Multisyllabic Words Explain that suffixes are word parts sentences with them. Have added at the end of base words. Write -ly (characteristic of, in a students create sentences for the words and read certain way) and -able (able to be) on the board and give their them to partners. meanings. Write lonely on the board. Point out and say the base word lone and the suffix -ly. Draw a line between them. Say the word. Tell students that lonely means “characteristic of being alone.” Display closely, approachable, foldable. Help students decode approachable. Then have students decode the other words on their own. For more practice, see the decodable passages on page 9 of the Teacher’s Resource Book. On Level Practice Book 0, page 35 Word Lotto Make tic-tac-toe grids on a piece of paper with spaces The long o sound can be spelled several different ways. large enough for index cards. Make sets of cards with words that stole (o_e) foam (oa) flow (ow) mold (o) use the long o patterns discussed in this lesson. Make a spinner Fill in the blanks using each long o word in the box once. with spaces for the oa, ow, o, and o-C-e patterns. Students take nine boat close floating shallow know most don’t home soaked go rowed owned Cole foal hoped cards from the deck and place each card in an open space in the

1. We were floating in our boat . grid. Students may remove a card from their grid if it matches the most 2. Along the bank we saw the beautiful white horse. spelling pattern that the spinner indicates. Students then replace the Cole owned 3. I asked if he knew who her. missing card with another from the deck. The student with the most 4. He answered, “I don’t know .” 5. Just then I caught sight of something small and brown and whispered, cards wins.

“She has a foal !” close 6. “How do you think we can get?” I asked. Can students decode words with long o? 7. I hoped to feed them the leftover apples from our lunch.

8. We rowed until the bottom scuffed against something below us and I stepped out to wade through the During Small Group Instruction

shallow water to shore. soaked 9. To my surprise I promptly sank instead. I got ! If No Approaching Level Phonics, p. 143M Cole thought it was hysterical! go home 10. “Let’s ,” I grumbled. If Yes On Level Options, pp. 143Q–143R

Approaching Practice Book A, page 35 Beyond Level Options, pp. 143S–143T Beyond Practice Book B, page 35

143E Word Study Vocabulary Building

Oral Language Apply Vocabulary

Expand Vocabulary Work with students Write a Paragraph Using at least three to brainstorm words that are related vocabulary words and Spelling to wildlife. Students may use Words, write a paragraph the selection, dictionaries, that describes a cluttered thesauruses, the Internet, and place. Include details encyclopedias to find words and that explain why the create a Word Web. place is cluttered. Have partners draw

habitat nature pictures of each other’s cluttered places.

WILDLIFE wild safari

guide Spiral Review

Vocabulary Game: Concentration Write present and past vocabulary words on blank index cards; on separate cards write the definitions. Shuffle the Vocabulary Building index cards, then turn them facedown on a table or desk. Students should play in small groups, Transportation Words Tell students that a raft taking turns. A player may pick up any two cards is a type of boat. One purpose of a boat is for and look at them. If the cards are a word and its transportation. Have students make a three- definition, then the player keeps the “match” and column chart with the heading, Transportation. The takes another turn. If the cards are not a match, then column heads should read Water, Land, and Air, the player turns the cards face down again and loses respectively. Students should list as many forms a turn. The object of the game is to accumulate the of transportation for each column as they can. Tell most pairs. them to be specific in their choice of words.

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Vocabulary PuzzleMaker For additional vocabulary and spelling games go to www.macmillanmh.com

The Raft 143F 5 Day Spelling Spelling Words with Long o A^SZZW\UE]`Ra 2Og Pretest 2Og Word Sorts goal flow roasting mole mold lower stone toll sole ASSESS PRIOR KNOWLEDGE TEACHER AND STUDENT SORTS stove groan blown Use the Dictation Sentences. Say the ■ Review the Spelling Words, pointing chose stole bolt underlined word, read the sentence, out the long o vowel spellings. own foam quote and repeat the word. Have students ■ Use the cards on the Spelling fold mows write the words on Spelling Word Cards BLM. Attach the Review kite, shy, climb Practice Book page 25. For a key words stove, flow, goal, and Challenge coaster, motor modified list, use the first 12 mold to a bulletin board. Model Spelling Words and the 3 Review how to sort words by long o Words. For a more challenging list, spellings. Place one or two cards use Spelling Words 3–20 and the beneath the correct key words. Dictation Sentences 2 Challenge Words. Have students Have students take turns sorting 1. Leigha scored the winning goal. correct their own tests. 2. A mole dug up our yard. cards and explaining how they 3. The stone rolled down the hill. Have students cut apart the Spelling sorted them. When students have 4. Ana cooked beans on the stove. Word Cards BLM on Teacher’s finished the sort, discuss which of 5. Each team captain chose a player. Resource Book page 70 and figure the patterns are more common 6. Do you have your own room? out a way to sort them. Have them among the Spelling Words. save the cards for use throughout 7. We helped fold the clean clothes. ■ Invite students to do an open the week. 8. I love to watch the river flow by. sort in which they sort all the 9. The old bread had mold on it. Use Spelling Practice Book page 26 Spelling Words any way they 10. We pay a toll to cross the bridge. for more practice with this week’s wish, for example, by unusual 11. I groan every time that happens! Spelling Words. consonant spellings, by rhyme, 12. The fox stole eggs from the farm. or by meaning. Discuss students’ For leveled Spelling Word lists, go to 13. The soap came in a bar or foam. various methods of sorting. 14. Dana mows the lawn each week. www.macmillanmh.com 15. Mom is roasting a turkey. Spelling Practice Book, page 25 Spelling Practice Book, page 27 16. We played on the lower field. 'PME
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143G Spelling

2Og 2Og 2Og ! Word Meaning " Review and Proofread # Assess and Reteach ANTONYMS SPIRAL REVIEW POSTTEST Read the list of words below. Review the long i sound. Write kite, Use the Dictation Sentences on Explain that the meaning of each climb, and shy on the board. Have page 143G for the Posttest. word below is the opposite of students identify the patterns that If students have difficulty with any a Spelling Word. Have students spell the long i sound. words in the lesson, have students copy the words into their word place them on a list called Spelling study notebooks and identify the PROOFREAD AND WRITE Words I Want to Remember in a opposite Spelling Word. Write these sentences on the word study notebook. 1. refused (chose) board. Have students proofread, circle each misspelled word, and Challenge student partners to look 2. raise (lower) write the word correctly. for words that have the same long 3. laugh (groan) 1. The moel scampered over the o vowel patterns they studied this 4. borrow (own) stown and into his tunnel. week. 5. straighten (fold) (mole, stone) Challenge students to come 2. The steady floe of traffic up with other opposites for stopped near the tole booths. Spelling Words, Review Words, or (flow, toll) Challenge Words. 3. The cleaning fome began to Have partners write a sentence eat through the moled. (foam, for each Spelling Word, leaving mold) a blank space where the word 4. We smelled the chicken should go. They can exchange rowsting in the stoav. (roasting, papers and fill in the blanks. stove)

Spelling Practice Book, page 28 Spelling Practice Book, page 29 Spelling Practice Book, page 30

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The Raft 143H 5 Day Grammar Grammar Run-on Sentences 2Og 2Og Daily Language Introduce the Concept Teach the Concept Activities Use these activities to introduce each INTRODUCE RUN-ON SENTENCES REVIEW RUN-ON SENTENCES day’s lesson. Write the day’s activities on Present the following: Review how to recognize run-on the board or use Transparency 5. ■ Good writers combine closely- sentences. DAY 1 related thoughts into compound INTRODUCE TYPES OF RUN-ON How I would love to visit a big and complex sentences to swamp? I have asked my family but SENTENCES improve fluency. they do not want to go. When I asked Present the following types of run-ons: why Dad said that the wildlife in the ■ A run-on sentence is a sentence state park is better. (1: swamp!; ■ two or more independent clauses with two or more independent 2: family,; 3: why,) joined without a conjunction or clauses that are combined comma; DAY 2 incorrectly: Sam hit the ball Dad Mom and I. saw birds in the park. toward the fence it went over. ■ two or more independent clauses They soared swooped and sang in the joined with a comma but no air and the trees, (1: Dad, Mom,; 2: I saw; ■ Only closely related thoughts coordinating conjunction, or 3: soared, swooped,; 4: trees.) should be combined into one connecting word; DAY 3 sentence. I thought about you at the park I ■ too many independent clauses wished you were with us. We saw some joined in one sentence, even deer our car had a flat tire on the way if commas and coordinating home. (1: park, and; 2: deer. Our) conjunctions are correct. DAY 4 A stoan was in the river a frog jumped on it. When a fly flew over. The frog shot out its tongue. What a fast tongue he had?(1: stone; 2: river. See Grammar Transparency 21 for See Grammar Transparency 22 for A; 3: over, the; 4: had!) modeling and guided practice. modeling and guided practice.

DAY 5 Grammar Practice Book, page 25 Grammar Practice Book, page 26 The mother bird flew up, the baby birds opened their mouths. One baby bird • A run-on sentence joins together two or more • Y ou can correct a run-on sentence by rewriting it as a sentences that should be written separately. compound or a complex sentence. stoal some food. From another baby The boy found the raft the raft floated down the river. • Y ou can correct a run-on sentence by separating two bird. (1: up, and; 2: stole; 3: food from) Correct these run-on sentences by rewriting them as compound or complete ideas into two sentences. Each sentence complex sentences. Be sure that the new sentence makes sense. should have a subject and a verb. Possible answers are given. 1. I thought the visit would be boring IIh had d a funf timetime. i The boy found the raft. The raft floated down the river. I thought the visit would be boring, but I had a fun time. 2. I woke up the birds started chirping. Correct the run-on sentences by separating them into two sentences. I woke up as the birds started chirping. Each sentence should have a subject and a verb. Possible answers &-- 1. I’m bored at Grandma’s house she doesn’t have a TV. are given. 3. She looked at the drawings wondered who drew them. I’m bored at Grandma’s house. She doesn’t have a TV. She looked at the drawings and wondered who drew them. 2. We’re going bird watching you can bring your friend along. Run-on Sentences Ask We’re going bird watching. You can bring your friend 4. He’s never been on a boat he’s afraid he’ll get seasick. along. He’s never been on a boat because he’s afraid he’ll students to describe various 3. The raft aft fl oated by he wondered where it came from. The raft floated by. He wondered where it came from. get seasick. things they did today. Write 4. The animals are fascinating I will try drawing them. 5. Grandma is an artist is carving a bear. these events as run-on The animals are fascinating. I will try drawing them. Grandma is an artist and is carving a bear. 5. I played with the otters they let me feed them. 6. You can go on the raft you must wear a life jacket. sentences. Help students I played with the otters. They let me feed them. You can go on the raft, but you must wear a life jacket. circle the subjects and the 6. Grandma found a pearl inside the clam she kept it for years. Grandma found a pearl inside the clam. She kept it 7. The fawn was trapped I set her free. for years. The fawn was trapped, but I set her free. predicates in each sentence. 7. He draws r a picture p on the raft he draws well. He draws a picture on the raft. He draws well. 8. We have to be careful the water is deep. Show how to rewrite the We have to be careful because the water is deep. 8. Grandma loves the river she uses the raft to fl oat on it. run-on sentences. Grandma loves the river. She uses the raft to float on it.

143I Grammar

2Og 2Og 2Og ! Review and Practice " Review and Proofread # Assess and Reteach REVIEW TYPES OF RUN-ON REVIEW RUN-ONS AND ASSESS SENTENCES FRAGMENTS Use the Daily Language Activity Review how to identify types of Ask students to explain how to and page 29 of the Grammar run-on sentences. correct fragments and run-ons. Practice Book for assessment.

MECHANICS AND USAGE: PROOFREAD RETEACH CORRECTING FRAGMENTS Have students identify and correct On index cards, write corrected AND RUN-ONS the following: and uncorrected fragments and ■ A group of words without both 1. Birds flew overhead and run-on sentences. Have students a subject and a predicate is a swooped down, a crane waded form two teams. One team fragment. Add what is missing. to the raft. (Run-on; down. A draws and reads a card, noting punctuation. The other team calls ■ A dependent clause by itself is a crane) out whether it is a sentence, a fragment. Finish the thought or 2. Walking to the river. I saw fragment, or a run-on. If the team eliminate the connecting word. many types of wildlife. Hiding. calls out the wrong answer, the If two related thoughts are (Fragments; river, I; wildlife other team can correct them. The joined without a coordinating hiding.) team that calls out the correct conjunction, or connecting 3. I heard chirping a flock of answer draws the next card. word, add a conjunction and a birds came into view. (Run-on; comma if needed. chirping, and) Also use page 30 of the Grammar Practice Book for reteaching.

See Grammar Transparency 23 for See Grammar Transparency 24 for See Grammar Transparency 25 for modeling and guided practice. modeling and guided practice. modeling and guided practice.

Grammar Practice Book, page 27 Grammar Practice Book, page 28 Grammar Practice Book, pages 29–30

A. Correct these run-on sentences by separating them into two • Y ou can correct a run-on sentence by separating two • A run-on sentence joins together two or more sentences. sentences. Possible answers are given. complete ideas into two sentences. Make sure each • Y ou can correct a run-on sentence by separating two 1. Have you ever been on a raft it’s lots of fun. sentence starts with a capital letter and ends with a period. complete ideas into two sentences. Have you ever been on a raft? It’s lots of fun. • You can correct a run-on sentence by rewriting it as a • You can correct a run-on sentence by rewriting it as a compound or complex sentence. Be sure to use a comma compound or complex sentence. 2. My grandfather is a painter he paints animals. before and, but, or or. My grandfather is a painter. He paints animals.

Rewrite the journal entry below, correcting any punctuation and 3. I woke up a huge buck was standing there. Correct the following run-on grammar mistakes. Be sure to fix any run-on sentences. I woke up. A huge buck was standing there. sentences. Separate the April 10 2005 4. Beavers are so funny-looking have you ever seen one? parts into two sentences, Beavers are so funny-looking. Have you ever seen one? or join the parts into one Mom, Dad, Dave, and I went rafting on Foamy river today we had so much fun! We were worried about the water being cold it is only April. compound or complex 5. I drew the fawn I showed it to Grandma. sentence. We brought extra sweaters. Of course, we also brought our lifejackets? I drew the fawn. I showed it to Grandma. Dave and I wanted to steer the raft we were too little. The current was 1. The workroom is messy there are books, sketches, and fi shing poles very strong. The raft went up and down we got splashed a few times. We everywhere. Possible answers are given. B. Rewrite the following run-on sentences as compound or complex The workroom is messy. There are books, sketches, passed the woods my brother saw a deer. At the end of the day we were tired we want to go again soon. sentences. Be sure that the new sentences make sense. and fishing poles everywhere. Possible answers are given. Possible answers are given. April 10, 2005 6. You should bring your life jackett thehid water is deepdeep. 2. We want to camp out it is too cold outdoors. You should bring your life jacket because the water We want to camp out, but it is too cold outdoors. Mom, Dad, Dave, and I went rafting on Foamy River is deep. 3. It is diffi cult to photograph the buck it gets frightened and runs away. today. We had so much fun! We were worried about the 7. He had to walk quietly the deer would run away. It is difficult to photograph the buck. It gets He had to walk quietly, or the deer would run away. water being cold since it is only April. We brought extra frightened and runs away. 8. I invited Bob to visit he likes the outdoors. sweaters. Of course, we also brought our lifejackets. 4. Hal likes his raft Hal fis hes off it. I invited Bob to visit because he likes the outdoors. Hal likes his raft and fishes off it. Dave and I wanted to steer the raft, but we were too 9. Kerry watched sadly the otters swam away. Kerry watched sadly as the otters swam away. 5. I travel on the raft I push it along with a pole. little. The current was very strong. The raft went up and I travel on the raft and push it along with a pole. 10. I was sad to leave the river I was glad to be going home. down, and we got splashed a few times. We passed the 6. The deer came right up to me it was not scared at all. I was sad to leave the river, although I was glad The deer came right up to me and was not scared woods where my brother saw a deer. At the end of the to be going home. at all. day, we were tired, but we want to go again soon.

The Raft 143J 143K End-of-Week Assessment Administer the Test Weekly ReadingAssessment, Alternative Alternative Fluency Assessments • • Beyond Level OnLevel Approaching Level 84–104 perminute(WCPM). words correct of words read correctly. Fluency goal for all students: Use the Oral Fluency Record Sheet to track the number forAssess onegroup of students fluency perweek. or online. the Administer Words with Long • • Run-on Sentences Context Clues: Paragraph Clues • • Vocabulary Words Character, and Setting, Plot • ASSESSED SKILLS pages53–60 Passage andquestions, ELL Assessment, pages 61–68 Leveled Weekly Assessment forApproaching Level, Weeks 2,4 Week 6 Weekly Assessment Weekly

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Additional Additional Additional Additional READING Grammar Practice Book Triumphs in the AN INTERVENTION PROGRAM page T1. page T3. VocabularyPuzzleMaker Fluency Solutions Fluency Reteach skills: Go to Go to skills: Reteach Reteach skills: Go to Go skills: Reteach 2

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C 1  / Diagnostic THEN... the using skills Reteach Lessons www.macmillanmh.com Evaluate for Intervention. page 30. www.macmillanmh.com Evaluate for Intervention. Lessons Evaluate for Intervention. To place students students place To in the Intervention Program, use the Assessment Teacher’s Intervention Edition. 0–2 items correct . . . correct items 0–2 . . . correct items 0–2 the using skills Reteach . . . correct items 0–1 79–83 WCPM WCPM 0–78 IF... 0–1 items correct . . . correct items 0–1 skills: Reteach Diagnose Prescribe o VOCABULARY WORDS VOCABULARY STRATEGY Paragraph Clues: Context Clues 4 3, 2, 1, Items COMPREHENSION Setting,Skill: Character, and Plot 8 6, 7, 5, Items SPELLING Long with Words PASSAGE FLUENCY Items 12, 13, 14 13, 12, Items GRAMMAR Run-on Sentences 11 10, 9, Items Approaching Level Options

Constructive Feedback Phonics

If students say a short o Objective Decode one-syllable and multisyllabic words with long o sound, such as hop, instead Materials • Student Book “Rafting—Ready or Not” of a long o sound, for hope, • Decodable Passages, Teacher’s Resource Book, p. 9 write hope on the board, point to the o and the e DECODE WORDS WITH LONG o and say: Model/Guided Practice This word is hope. ■ When o is following by Write the letters b, o, a, t on the board. Say the sounds that the letters a consonant and e, the stand for. Then blend the sounds: /bōt/. Say the word with me: boat. e is silent but it makes Repeat with the words told, mow, and rode. the o stand for its name, ■ the long o sound. Say it Explain that o, o_e, oa, or ow can spell the long o sound. with me: /ō/. Let’s sound ■ Write gold, note, float, and bowl as column headings and underline the out and say the word letter or letters that spell /ō/. Have students add other long o words together: /hhhōōōp/, hope. under the appropriate heading: toast, cold, grow, poke. Repeat as needed with MULTISYLLABIC WORDS WITH LONG o other long o words spelled o_e, oa or ow. ■ Write the word roadway on the board and have students identify the fi rst syllable as containing long o: road. Have students repeat the long-vowel syllable, then blend, and read the whole word several times. Repeat the activity with nobody, awoke, and towing. ■ Have pairs of students work together to practice decoding longer words with long o. Write the following words on the board and ask student Additional Resources pairs to copy them and decode them together. Have them take turns For each skill below, circling the letters in each word that stand for the long o sound and additional lessons are then sorting the the words by spelling pattern. provided. You can use these lessons on consecutive days rewrote slowest owner refold after teaching the lessons reloading postal hopefully sailboat presented within the week. ■ Check each pair or group for their progress and accuracy. Provide • Character, Setting, Plot, T3 • Context Clues, T8 constructive feedback. • Maps, T10 WORD HUNT: WORDS WITH LONG o IN CONTEXT ■ Review the long o sound. Have students search “Rafting—Ready or Not” to find words with the long o sound, spelled o, ow, or oa. Ask them to write the words and underline the letters that stand for the long o sound. Have them sound out each word to a partner.

■ Decodable Text Check to see if students have found the following: so, boats, told, narrow, flow, coyote, glow, tomorrow. To help students build ■ Have students repeat the activity with Decodable Passages on speed and accuracy with Teacher’s Resource Book page 9. phonics patterns, use additional decodable text on page 9 of the Teacher’s Resource Book.

143M Constructive Feedback Objective Read with increasing prosody and accuracy at a rate of 84–94 WCPM If students read without Materials • Index cards • Approaching Practice Book A, page 32 correct pacing and tempo, WORD AUTOMATICITY reread the passage to them Have students make flashcards for the following long o words: goal, flow, at the correct pace and rate. Then lead a choral mole, mold, lower, toll, stole, stove, groan, blown, chose, sole, bolt, foam, reading so students can quote, fold, mows. copy your pacing and tempo. Display the cards one at a time, and have students say each word. Repeat twice more, displaying the words more quickly each time.

REPEATED READING 7b;Obb Vg S`a Model reading the Fluency passage on Practice Book A, page 32. Tell E students to pay close attention and listen to your pace and tempo as you read. Then read one sentence at a time and have students echo-read the Fluency It is important to sentences, copying your pace and tempo. link oral reading fluency During independent reading time, have students work with a partner. practice to reading One student reads aloud while the other repeats each sentence. Remind comprehension. Having students both reading students to wait until their partners get to the end of a sentence before the text aloud and they correct mistakes. Circulate and provide constructive feedback. focusing on its meaning is important. TIMED READING Timothy Shanahan At the end of the week, have students do a final timed reading of the passage on Practice Book A, page 32. Tell each student: Go to ■ Place the passage facedown. www. macmillanmh.com ■ When I say “Go,” begin reading the passage aloud. ■ When I say “Stop,” stop reading the passage. Approaching Practice Book A, page 32

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The Raft 143N Approaching Level Options

Vocabulary

Objective Use context clues in paragraphs for the meanings of unfamiliar words Materials • Student Book The Raft • Dictionary CONTEXT CLUES: PARAGRAPH CLUES Review last week’s words Review how to use paragraph clues to figure out the meaning of an (astronaut, endless, paralyzed, protested, unfamiliar word. Find fawn on Student Book page 133 of The Raft. Have realistic, sensible, students identify paragraph clues that help them figure out what fawn universe) and this means. Have them use a dictionary to confirm the meaning. week’s words (cluttered, disgusted, downstream, nuzzle, raft, and Comprehension scattered). Students can use a dictionary to review Objective Identify setting meanings. Materials • Student Book “Rafting—Ready or Not” • Transparencies 5a and 5b STRATEGY MAKE INFERENCES AND ANALYZE Tell students that one way they can analyze what they read is by comparing their own life experiences with those of the characters. They can also analyze by thinking about the way the setting affects the by Olivia Snow characters and the plot.

SKILL CHARACTER, SETTING, PLOT

Explain/Model

■ Student Book The setting is the place where the story events, or plot, happen. ■ Knowing the setting of a story can help readers understand why certain events occur and why characters feel or act the way they do. &-- Display Transparencies 5a and 5b. Reread the first two paragraphs. Model Context Clues Provide how to identify the setting. Then ask another volunteer to identify details sentences for students that tell more about the setting and how the main character feels about it. that relate to the meaning of each vocabulary word. Think Aloud As I read I can think about the setting of the river, the Have students say or write grandmother’s house, and the country where Nicky will be spending the correct word after each the summer. The boy is bored, but the grandmother seems to give him sentence. For example: freedom. 1. I really disliked that sandwich. (disgusted) 2. I couldn’t even walk into my Practice/Apply sister’s room, there was so Reread the rest of “Rafting—Ready or Not” with students. Have students much stuff on the floor. summarize the diary entry, including details about the setting. Ask (cluttered) 3. Dina held the kitten up to her face so she students how important the river is to what happens in the story. Ask could feel how soft and students to state what animals are part of the story’s setting. warm it was. (nuzzle)

143O Leveled Reader Lesson

Objective Read to apply strategies and skills

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SKILL CHARACTER, SETTING, PLOT Remind students as they read the first chapter to pay attention to the setting and how it affects the characters and the plot.

Think Aloud In the first chapter, I learn that Kathryn is visiting her aunt and uncle in the Arizona desert. I can guess that whatever happens in the story will happen in a hot and dry desert setting with desert plants and animals. I will add this information to my Setting Flow Chart.

READ AND RESPOND Ask students to describe the details that contribute to the setting. Have students discuss how the story would be different if set in a city or on a farm. Discuss the following: ■ How does the desert setting affect what happens to Uncle Abe? ■ Would you like to live in the place described in the story? Why or why not?

MAKE CONNECTIONS ACROSS TEXTS Invite students to compare The Raft and The Secret Code. Ask: ■ Think about the setting in The Raft and the setting in The Secret Code. What did you like best about each setting? What did you not like? ■ Do you think Nicky would have been happy to spend the summer in a desert like the one in The Secret Code? Why or why not?

The Raft 143P On Level Options

LeveledVocabulary Reader Lesson

Objective Review vocabulary words Materials • Vocabulary Cards • Student Book The Raft VOCABULARY WORDS Tell students that they will be playing a vocabulary game. Write the vocabulary words on the board. Then place all of the Vocabulary Cards Student in a pile facedown. Explain that one student will choose a card, but will Book not let the rest of the group see the word. Divide the group in two teams. Each team asks a question, such as Does it float on water? or Is it a feeling word? The team that guesses the correct word gets a point. The team with the most points wins.

CONTEXT CLUES: PARAGRAPH CLUES Remind students that they can look for context clues in a paragraph to understand the meaning of a word. Have students find three vocabulary

by Elizabeth Schleichert Photos by C.C. Lockwood words in The Raft. Challenge them to find context clues and discuss how Student Book each clue helps them understand the meaning of the vocabulary word.

Text Feature

Objective Read maps for information Materials • Magazines or newspapers • Student Book “Into the Swamp” MAP Discuss the purpose and importance of maps in a nonfiction piece, such as “Into the Swamp.” Have students look through magazines or newspapers to point out, discuss, and read maps.

On Level Practice Book O, page 32

As I read, I will pay attention to the pace and tempo and try to match the action of the story. “Are we there yet?” Jamal asked, crossing his arms 9 across his chest. 12 “Almost, honey,” his mom replied. “Look out the Objective Read fluently with appropriate prosody at a rate of 84–104 WCPM 20 window. Isn’t it beautiful?” 24 Jamal didn’t answer, but he did look. Out his mom’s Materials • On Level Practice Book O, p. 32 34 window, all he could see was a rising, rocky cliff. Out his 46 own window, the cliff dropped down, and Jamal could see 56 the road winding below them. Below that were green REPEATED READING 65 fields. A few houses and farms were scattered about. 74 The city was a long way away. It felt like they had been 87 driving forever. Model reading the passage on page 32 of Practice Book O. Remind students 89 They were driving up into the mountains to spend a 99 week at a ranch. His mom had lived at this ranch when 111 she was a little girl. “Some vacation,” Jamal thought to that they should vary the pace and tempo of their oral reading whenever the 121 himself. 122 pace and tempo of the story changes. Echo-read through the entire passage, reading the first and second paragraphs at a slower pace. Read the last Comprehension Check 1. How does Jamal feel about his vacation? Character, Setting, Plot paragraph more quickly to match the narrator’s pace and the action. You can tell that Jamal is annoyed and doesn’t want to spend time at the ranch. 2. How do you know that Jamal’s mom probably enjoyed the ranch? Timed Reading Throughout the week, partners take turns and practice Character, Setting, Plot Jamal’s mom probably liked the ranch as a child so much that she wants to share that experience with Jamal. echo-reading. At the end of the week have partners time each other and Number of Words Words Read – Errors = Correct Score note how many words they read correctly in a minute. First Read – = Second Read – =

143Q Leveled Reader Lesson

Objective Read to apply strategies and skills Materials • Leveled Reader X Marks the Spot @SOZWabWQ 4WQbW]\ PREVIEW AND PREDICT Have students preview X Marks the Spot. :N_X` E aUR @]\a ■ Ask students to predict what the story is about. ■ Ask students to write down any questions they have. Of 7bYVN[ 3YRV`UR_ STRATEGY VYYb`a_NaRQ Of MAKE INFERENCES AND ANALYZE 8_V`aV[ @\__N Review how making inferences as they read, based on story clues and their prior knowledge, will enhance students’ understanding.

SKILL CHARACTER, SETTING, PLOT Leveled Reader ■ The characters are the people or animals in a story. ■ The setting is the place where the story happens. ■ The plot is the sequence of events. Explain that students will fill in information about the characters, setting, ELL and plot in Setting Flow Charts. Leveled Reader Go to pages READ AND RESPOND 143U–143V. Read Chapter 1. Pause to discuss what Jamal sees on the ride to his vacation. At the end of Chapter 1, fill in the Setting Flow Chart. Have students tell how the setting might influence what happens in the story. Have them complete the chart as they continue reading.

VOCABULARY WORDS As they read X Marks the Spot, ask students to point out the vocabulary words as they appear. Then discuss how each word is used.

MAKE CONNECTIONS ACROSS TEXTS Invite students to summarize The Raft and X Marks the Spot and draw connections between them. ■ Ask students to describe the feelings that Jamal and Nicky have when they first hear about the places they are going to visit. ■ Ask them how much influence the setting has on the plot of each story. Have them use story details in their answer. ■ Discuss which setting they would rather visit and why.

The Raft 143R Beyond Level Options

Vocabulary

Objective Apply content vocabulary words

by Elizabeth Schleichert Materials • Dictionary Photos by C.C. Lockwood EXTEND VOCABULARY Write the content vocabulary words on the board (adapted, migrate, organisms). Invite students to use a dictionary to find the meaning for each word. Remind students they can sometimes use a word wall to check the spelling of content words before using a dictionary. Then ask them to Student Book write a fill-in-the blank sentence for each word. For example, Many _____ such as algae and fish live in the Everglades. (organisms) Have students exchange sentences with a partner and complete each other’s sentences.

Text Feature

Objective Use maps for information Materials • Student Book “Into the Swamp” • Reference books MAP Point out that most maps are drawings of all or part of Earth, usually showing cities, rivers, oceans, and other features. Ask students to find Everglades National Park on the map in “Into the Swamp.” Have students use maps in an atlas and other maps to find rivers, mountains, or other natural landforms in your region. Then ask students to make a small map of their state or neighborhood. Remind them to include a compass rose with cardinal points, and a legend indicating landforms, cities, roadways, parks, landmarks, and streets, as appropriate.

Beyond Practice Book B, page 32

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143S Leveled Reader Lesson

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4DIVFUU Ask a volunteer to explain what the terms character, setting, and plot mean and why the setting is important to understanding a story. Explain that students will read Saving Larry together and look for important details about character, setting, and plot.

READ AND RESPOND Leveled Reader As students read, they should identify the setting and fill in their Setting Flow Chart. Invite students to exchange and discuss details on their charts. Have them share questions and personal responses. &-- VOCABULARY WORDS Setting , Character, As they read Saving Larry, ask students to point out the vocabulary words Plot Explain that as they appear. Review definitions as needed. sometimes the setting causes a character to act in a certain way. Write these Self-Selected Reading examples of settings on the board: a boat during a Objective Read independently to analyze a story’s setting, character, and plot storm; a desert; a swamp; a snowstorm. Then ask Materials • Leveled Readers or trade books at students’ reading level students to brainstorm the READ TO ANALYZE SETTING, CHARACTER, AND PLOT ways characters might act in each setting. Why would Invite students to choose a book for independent reading. Remind them their actions differ? that the setting of a story affects the plot and the main characters. Have students read their books and write down details that help identify the setting. After reading, ask the students to write a variation of the story using a different setting. Discuss how the story changed and whether the change affected the characters and plot.

The Raft 143T English Language Learners

Academic Language Throughout the week, the English language learners will need help in building their understanding of the academic language used in daily BSQV\]Z]Ug instruction and assessment instruments. The following strategies will help For additional language to increase their language proficiency and comprehension of content and support and oral language instructional words. development, use the lesson at www.macmillanmh.com

Strategies to Reinforce Academic Language

■ Use Context Academic Language (see chart below) should be explained in the context of the task during Whole Group. Use gestures, expressions, and visuals to support meaning. ■ Use Visuals Use charts, transparencies, and graphic organizers to explain key labels to help students understand classroom language. ■ Model Demonstrate the task using academic language in order for students to understand instruction.

Academic Language Used in Whole Group Instruction

Content/Theme Words Skill/Strategy Words Writing/Grammar Words

wildlife (p. 108) paragraph clues (p. 110) journal entry (p. 142)

make inferences and analyze bayous (p. 138) details (p. 142) (p. 111A)

swamp (p. 138) setting (p. 111A) voice (p. 143)

guide (p. 138) plot (p. 111A) run-on sentences (p. 143I)

ancient (p. 138) events (p. 111B) independent clauses (p. 143I)

geographic location (p. 138) conjunctions (p. 143I)

distance scale (p. 138) subject (p. 143J)

inset map (p. 138) predicate (p. 143J) 143U Realistic Fiction Lesson Objective ELL Leveled Reader Jamal’s • To apply vocabulary and [Art:Surprises picture of ELL comprehension skills 0ST]`S@SORW\U Leveled Reader Materials Jamal’sby Julian SurprisesFleisher ] DEVELOP ORAL LANGUAGE 4.1.07.b, 4.1.tpi.22. Organize prior knowledge illustrated by • ELL Leveled Reader Kristin Sorra Build Background Ask students, What did you do 3::#2Og>ZO\\S` on your last vacation? If any students went to the countryside, ask them to share what they saw. Write DAY 1 • Academic Language the word countryside on the board and brainstorm: • Oral Language and What can you see in the countryside? What wildlife Vocabulary Review lives there? DAY 2 • Academic Language • ELL Leveled Reader Review Vocabulary Write the vocabulary and story support words on the DAY 3 • Academic Language board. Use drawings with labels to convey each word’s meaning. Example: Draw a raft in a river and label it raft. Use the word in a sentence. Example: • ELL Leveled Reader I can take a raft to go downstream on the river. DAY 4 • Academic Language • ELL Leveled Reader PREVIEW AND PREDICT 4.1.07.d. Preview text using text features DAY 5 • Academic Language Point to the cover illustration and read the title aloud. Point out the map. Trace • ELL Leveled Reader the lines with your fingers as you explain that it tells you where to go. Ask, Comprehension Who is Jamal? Where does the story take place? What do you think Jamal will find? Check and Literacy Activities Set a Purpose for Reading Show the Setting Flow Chart and remind students they have used it before. Remind them to identify setting and to record details as they read.

2c`W\U@SORW\U

Choose from among the differentiated strategies below to support students’ reading at all stages of language acquisition.

Beginning Intermediate Advanced Shared Reading As you Read Together Read the Independent Reading read, model how to use the first chapter. Point out Ask students to discuss what 'RADEs%,,4%!#(%23'5)$% strategy. Ask students to use pictures and ask, What is they’ve read with a reading 3\UZWaV the illustrations to support the setting? What is Jamal’s partner. Have them use the :O\UcOUS :SO`\S`a comprehension. Model reaction? Model filling in the strategy and the illustrations filling in the chart as you chart. Take turns reading to fill in the chart. Remind read. with students as you model them to identify the setting the strategy. and the character’s reaction.

-ACMILLAN-C'RAW (ILL /TbS`@SORW\U ELL Teacher’s Guide for students who need Remind students to use the vocabulary and story words in their whole additional instruction group activities.

The Raft 143V