Comprehension Genre Realistic Fiction Is a Made-Up Story That Could Have Happened in Real Life

Comprehension Genre Realistic Fiction is a made-up story that could have happened in real life. MAIN SELECTION • My Diary from Here to There • Skill: Make Inferences Generate Questions Make Inferences As you PAIRED SELECTION read, fill in your Inferences • “Immigrants in the Northeast” Word Web. • Text Feature: Primary Sources 1ZcS 1ZcS SMALL GROUP OPTIONS 7\TS`S\QS • Differentiated Instruction, pp. 207M–207V 1ZcS 1ZcS

Read to Find Out What benefits does Amada get from keeping a diary? Comprehension

GENRE: REALISTIC FICTION Have a student read the definition of Realistic Fiction on Student Book page 180. Students should look for characters and activities that are like people and things in real life.

STRATEGY 180 GENERATE QUESTIONS Tell students that asking themselves good questions as they read will help them to check their understanding of the story and focus on important ideas. D]QOPcZO`g Vocabulary Words Review the tested vocabulary words: SKILL overheard, border, opportunities, citizen, unions, strikes, and MAKE INFERENCES boycotts. Remind students that making an inference is coming to an informed Story Words Students may be unfamiliar with these words. conclusion about a character or the Pronounce the words and give meanings as necessary. plot of a story based on clues provided escalators (p. 184): mechanical staircases that continually move up or by the author and on their own down experiences. hummingbird (p. 184): a tiny bird whose wings move so fast they make a humming sound immigration (p. 197): the movement of people from their native country to live in another country

180 Main Selection

Main Selection Student pages 180–181 Preview and Predict Ask students to read the title, preview By Amada Irma Pérez the illustrations, and note questions and Illustrated by Maya Christina Gonzalez predictions about the selection. What kinds of things is the family doing? Set Purposes FOCUS QUESTION Discuss the “Read to Find Out” question on Student Book page 180. Remind students to look for the answer as they read. Encourage students to set their own purposes for reading. Point out the Inferences Word Web in the Student Book and on Practice Book page 47. Explain that students will fill it in as they read.

Read My Diary from Here to There

Use the questions and Think Alouds to support the comprehension strategy and skill. 181

On Level Practice Book O, page 47

As you read My Diary from Here to There, fill in the Inferences Word Web.

Clue Clue

If your students need support If your students can read the Inference to read the Main Selection, Main Selection independently, use the prompts to guide have them read and complete comprehension and model the graphic organizer. Remind Clue Clue how to complete the graphic students to use self-monitoring organizer. Encourage students and self-correction strategies to read aloud. when reading. Clue Clue If your students need alternate selections, choose the Inference Leveled Readers that match their instructional levels.

Clue Clue 27=1 C 2 /

BSQV\]Z]Ug How does the information you wrote in the Inferences Word Web help you to generate questions about My Diary from Here to There? Story available on Listening Library Audio CD Approaching Practice Book A, page 47 Beyond Practice Book B, page 47

My Diary from Here to There 181 Main Selection Student page 182 Develop Comprehension 1 STRATEGY GENERATE QUESTIONS Teacher Think Aloud I can better understand the beginning of the story if I ask myself questions about what I’ve read. For example: To whom is the girl talking? She is writing in her diary. How do I know that? The story opens with the words Dear Diary, and the illustration shows the girl writing. Why did the author choose to write the story this way? I guess the author can develop both plot and character this way. As the reader, I learn not only about a change that may be happening in the girl’s life, but about her feelings as well.

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182 Main Selection Student page 183 Develop Dear Diary, I know I should be asleep already, but I 1 just can’t sleep. If I don’t write this all down, I’ll burst! Tonight aft er my brothers—Mario, Víctor, Héctor, Raúl, Comprehension and Sergio—and I all climbed into bed, I overheard Mamá and Papá whispering. Th ey were talking about 2 MAKE INFERENCES leaving our little house in Juárez, Mexico, where we’ve lived our whole lives, and moving to Los Angeles in the What can you tell about the girl’s United States. But why? How can I sleep knowing we feelings from reading this diary might leave Mexico forever? I’ll have to get to the bottom 2 entry? What clues help you make this of this tomorrow. inference? (One clue is that she says she can’t sleep. Another is that she says she’ll burst if she doesn’t write down how she is feeling. Inference: She is nervous and worried because she does not know all the details about something she overheard. She says she must get to the bottom of it the next day.)

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STRATEGIES FOR EXTRA SUPPORT

Question 2 MAKE INFERENCES Idioms Help students make inferences by explaining the expression “I’ll burst!” Discuss what feelings the girl might be feeling. Clarify the meaning of the idiom get to the bottom of. Read the last sentence on Student Book page 183 aloud. Mime the literal meaning of get to the bottom with digging motions. Discuss with students the fact that the girl won’t really be digging tomorrow. Explain that this idiom means “find out more about.” Check understanding by asking students what the girl wants to find out.

My Diary from Here to There 183 Main Selection Student page 184 Today at breakfast, Mamá explained everything. She said, “Papá lost his job. Th ere’s no work here, no jobs at all. We know moving will be hard, but we want the best Develop for all of you. Try to understand.” I thought the boys would be upset, but instead they got really excited about Comprehension moving to the States. “Th e big stores in El Paso sell all kinds of toys!” 3 STRATEGY 3 “And they have escalators to ride!” DICTIONARY “And the air smells like popcorn, yum!” Am I the only one who is scared of leaving our home, Use a dictionary or other resource to 4 our beautiful country, and all the people we might never find the origin of the word escalators. see again? (It comes from putting two words My best friend Michi and I walked to the park today. together: the Latin word scala, We passed Don Nacho’s corner store and the women at meaning “steps,” and elevator. It was 5 the tortilla shop, their hands blurring like hummingbird wings as they worked the dough over the griddle. first used by the Otis Elevator Company At the park we braided each other’s hair and promised in 1899.) never to forget each other. We each picked out a smooth, heart-shaped stone to remind us always of our 4 COMPARE AND CONTRAST friendship, of the little park, of Don Nacho How do the girl and her brothers feel and the tortilla shop. I’ve known Michi since we were little, and I don’t think I’ll about the move? (She says she is afraid ever fi nd a friend like her in California. of all the changes, but her brothers “You’re lucky your family will be together over there,” are excited about them.) In what ways Michi said. Her sisters and father work in the U.S. I can’t do you think she is different from her imagine leaving anyone in our family behind. brothers in general? (She is probably less adventurous than they are. She seems more attached to her home and friends.) 6

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Cross–Curricular Connection KEEPING A DIARY Tell students that the author kept a diary as a young girl, just as Amada does. Ask students to discuss how some of the author’s own life and times may be reflected in the story. Encourage students to share their own experiences with diaries. Then have students think about how recording personal thoughts in a diary might help a person to preserve memories, clarify ideas, or even solve a problem. Have students choose a character from a favorite story and create several diary entries that the character might have made in response to key events in his or her life. Have students include details and descriptions from the story itself. You may wish to have students act out their diary entries. Encourage them to use pantomime to help bring the words to life.

184 Main Selection Student page 185 Develop Comprehension

5 SETTING What details about her town does the girl describe in her diary? (Her neighborhood includes a park, a corner store, and a tortilla shop. The women make tortillas with swift hand movements.) How do these details help the reader understand the girl’s attachment to her town? (They help us to picture the town in our minds and to get an idea of what her daily life is like.) Have students evaluate the content by identifying whether the setting is realistic.

6 DRAW CONCLUSIONS How can the reader tell that the girl is still writing in her diary? (Suggested answer: At the top of the page, the girl 185 begins by saying, “Today at breakfast.” Later she says, “Michi and I walked to the park today.” So, she is writing down the events of the day. She is still writing as if she is talking to someone. Even though she writes down what people say, she also tells about her feelings.)

My Diary from Here to There 185 Main Selection Student page 186

Develop OK, Diary, here’s the plan—in two weeks we leave for my grandparents’ house in Mexicali, right Comprehension across the border from Calexico, California. We’ll stay with them while Papá goes to Los Angeles to 7 look for work. We can only take what will fi t in the 7 GENRE: REALISTIC FICTION old car Papá borrowed—we’re selling everything What details from real life does the else. Meanwhile, the boys build cardboard box cities girl write about? (She names the real and act like nothing bothers them. Mamá and Papá keep talking about all the opportunities we’ll have towns of Mexicali, Mexico, and Calexico in California. But what if we’re not allowed to speak and Los Angeles, California. She also Spanish? What if I can’t learn English? Will I ever see mentions the cardboard boxes that Michi again? What if we never come back? anybody who has to move would use.) How do these details help make the story believable? (Suggested answer: The names of the places provide a real setting for the story. The physical details may remind readers of their own experiences.)

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D]QOPcZO`g

Find the sentence that contains the word opportunities . What are some words or phrases that mean the same thing as opportunities? (Possible answers: chances, possibilities, offers of work)

186 Main Selection Student page 187 Develop Comprehension

8 USE ILLUSTRATIONS What information from the girl’s diary entry is shown in the illustration on these two pages? (The boys are playing by building cardboard-box cities.) What information does the illustration show that is not written in the diary? (Answers will vary; possible answer: Packing for a move can cause a lot of confusion. Although the boys are playing, the girl seems to be trying to help her mother. The cat is in one of the boxes, and it’s not clear whether it 8 got there on its own or may have been “packed.”)

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My Diary from Here to There 187 Main Selection Student page 188 Develop Comprehension 9 STRATEGY GENERATE QUESTIONS Teacher Think Aloud I want to understand how Papá can tell that Amada is worried, so I’ll ask myself questions: Have they both moved before? Well, Papá moved from Arizona to Mexico as a child, so he can remember what it felt like then. Amada has never moved before. What other questions can you ask to help you understand how Papá is able to comfort Amada? (Encourage students to apply the strategy in a Think Aloud.)

Student Think Aloud How did Papá feel about moving when he was a child? He says that it was difficult, but he got through it. And he was even younger than Amada is. 188 Why does Papá say that Amada is stronger than she thinks? Maybe it’s because he knows her so well and has faith in her.

188 Today while we were packing, Papá pulled me aside. He said, “Amada, m’ija, I can see how worried you’ve been. Don’t 9 Main Selection Student page 189 be scared. Everything will be all right.” “But how do you know? What will happen to us?” I said. He smiled. “M’ija, I was born in Arizona, in the States. Develop When I was six—not a big kid like you—my Papá and Mamá moved our family back to Mexico. It was a big change, but we got through it. I know you can, too. You are stronger than you Comprehension think.” I hope he’s right. I still need to pack my special rock (and you, Diary!). We leave tomorrow! 10 MAKE INFERENCES Based on Amada’s journal entries, what Make Inferences do you think she is feeling about the Based on Amada’s journal entries, what do you think she 10 move? How can you tell? (Clues: She is feeling about the move? wonders about being allowed to speak How can you tell? Spanish. She is worried about being able to learn English and to make friends. She wonders whether she will ever see Michi and Mexico again. She hopes that her father is right about being stronger than she thinks. Inference: Though the rest of the family seems excited about moving, Amada is still nervous.) Place this information in an Inferences Word Web.

She wonders She is worried if she will be about being able allowed to speak to learn English Spanish. and to make new friends. 189

Amada is still nervous about moving.

&-- She wonders She hopes her father is right STRATEGIES FOR EXTRA SUPPORT whether she will ever see Michi about being again. stronger than she Question 10 MAKE INFERENCES thinks. Reread aloud Amada’s journal entry on page 186. Ask students to find each worry and read it aloud. Help students realize that many of her worries are expressed as questions (“What if . . ?”). Help them express Amada’s worries in statements: I’m worried that I won’t be able to speak Spanish. Then have students turn back to page 189 and find each worry. Help them as necessary.

My Diary from Here to There 189 Main Selection Student page 190 Develop Comprehension

11 MAKE INFERENCES How would you describe the way Amada feels during the car trip to Mexicali? How do you know? (Clues: She doesn’t like the hardships of the long trip, but she enjoys observing the Our trip was long and hard. At night the cacti, the colorful sky, and the stars. desert was so cold we had to huddle together She also notes that as they travel along to keep warm. We drove right along the border, across from New Mexico and Arizona. Mexico the border between the two countries, and the U.S. are two diff erent countries, but the American and Mexican landscapes they look exactly the same on both sides of the look the same. She makes a wish on a border, with giant saguaros pointing up at the star. Inference: She is still nervous but pink-orange sky and enormous clouds. I made a wish on the fi rst star I saw. Soon there were too somewhat hopeful for the future. She 11 many stars in the sky to count. Our little house in has mixed feelings.) Juárez already seems so far away.

12 WRITER’S CRAFT: TRANSITIONS What are some transition words and phrases on pages 190 and 191 that the author uses to connect the ideas in her paragraphs and show that the trip took

a long time? (at night, soon, already, 190 late at night, tomorrow)

Ways to Confirm Meaning

Syntactic/Structural Cues Explain Tell students that good readers sometimes use what they know about context clues and grammar to help them understand a difficult word. Model Read the word huddle in context.

Think Aloud: I see the word has double consonants. I can break up the word between the ds to figure it out. I know from the sentence that it is a verb, because it is something Amada’s family did when it was cold. I think it means that they crowded

together to warm up. Apply Encourage students to use grammatical clues to help them with other difficult words. Can they tell if the words are nouns, adjectives, or verbs?

190 Main Selection Student page 191 Develop Comprehension

13 MAINTAIN CHARACTER What do we learn about Amada’s character in the last two sentences on this page? (The same way that she We arrived in Mexicali late at night and my could not sleep at the beginning of grandparents Nana and Tata, and all our aunts, the story, she cannot sleep now as uncles and cousins (there must be fi ft y of them!) she thinks about her father leaving welcomed us with a feast of tamales, beans, pan 12 the next day. Though the adventure dulce, and hot chocolate with cinnamon sticks. It’s so good to see them all! Everyone gathered of moving has begun, Amada is still around us and told stories late into the night. worried. Amada feels things deeply.) We played so much that the boys fell asleep before the last blanket was rolled out onto the 13 14 SUMMARIZE fl oor. But, Diary, I can’t sleep. I keep thinking about Papá leaving tomorrow. How would you summarize the story so far? (Amada writes in her diary that her family is moving to Los Angeles. 14 She is worried about leaving home and her friend, but at least her family will be together. While they prepare for the move, Amada’s father sees that she is upset and tries to put her at ease. The 191 car trip to Mexicali, where Amada’s grandparents live, is a long one. When they arrive, the entire family has a feast and talks into the night.) Have students respond to the selection by confirming or revising their Make Inferences predictions. Encourage students to What questions might you ask to help yourself understand how revise or write additional questions Amada is feeling as the family travels and then arrives in Mexicali? Ask, What must it feel like to drive for so long? (boring and exhausting) they have about the selection. What can she do while they are in the car? (watch as things go by on both sides of the road) Why does Amada make a wish on the star? (She probably feels that she cannot control the things that are happening Can students make inferences and hopes that everything will turn out all right.) How must it have felt about Amada’s thoughts and to ride in a car so long and then be part of such a large family gathering? feelings? If not, see the Extra (exhausting but exciting) Support on this page.

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

My Diary from Here to There 191 Papá left for Los Angeles this morning. Nana 15 comforted Mamá, saying that Papá is a U.S. citizen, so he won’t have a problem getting our “green Main Selection Student page 192 cards” from the U.S. government. Papá told us that we each need a green card to live in the States, because we weren’t born there. I can’t believe Papá’s gone. Tío Tito keeps Develop trying to make us laugh instead of cry. Tío Raúl let me wear his special medalla. And Tío Chato Comprehension even pulled a silver coin out of my ear. Th e boys try to copy his tricks but coins just end up fl ying everywhere. Th ey drive me nuts sometimes, but 15 PLOT today it feels good to laugh. Why does Amada’s father go to We got a letter from Papá today! I’m pasting it California by himself first? (He is a U.S. into your pages, Diary. citizen, but he must get approval from the U.S. government before his wife My dear family, and children can join him.) I have been picking grapes and strawberries in the fi elds of Delano, 140 miles north of Los Angeles, saving money and always thinking of you. It is hard, tiring work. Th ere is a man here in the fi elds named César Chávez, who speaks of unions, strikes, and boycotts. Th ese new words hold the hope of better conditions for us farmworkers. So far, getting your green cards has been diffi cult, for we are not the only family trying to start a new life here. Please be patient. It won’t be long before we are all together again. Hugs and kisses, Papá

Make Inferences What does Papá have to take into 16 consideration as he plans his family’s move to California? 192

D]QOPcZO`g

Find the sentence that contains the word citizen . Use citizen in a sentence of your own. (Possible answer: When you become a citizen of a country, you have certain duties as well as rights.)

192 Main Selection Student page 193 Develop Comprehension

16 MAKE INFERENCES What does Papá have to take into consideration as he plans his family’s move to California? (Clues: He must first find a job. Then he must save enough money to find a place for them all to live. Also, many other families want to move to the United States, so it will probably take some time before he can get green cards for the members of his family. Inference: He has to make many preparations.)

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CÉSAR CHÁVEZ AND THE UNITED FARM WORKERS OF AMERICA César Chávez, a third-generation Mexican American, grew up in California during the Great Depression of the 1930s and became a migrant worker as a teenager. In 1962, he and 300 followers created a union that used strikes and boycotts to help protect the rights of farm workers. Invite students to learn more about César Chávez and the boycotts led by the United Farm Workers of America. Have them work in small groups, using library and Internet resources as well as non-text resources to relate this information to current events. Then ask them to evaluate the information and present it to the class.

My Diary from Here to There 193 17 Main Selection Student page 194 Develop Comprehension

17 USE ILLUSTRATIONS What part of the story does this illustration show? (Nana gives Amada a new journal.) Why do you think the illustrator chose this part to illustrate? (Answers will vary; suggested answer: It shows the connection between generations. Nana recognizes that the journal is important to Amada, and she also wants Amada to realize that her language and culture should be preserved.)

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Diary and Journal Explain Diaries and journals kept by individuals in the past can be important sources of information for people doing research today. Some famous diarists are novelist Louisa May Alcott (author of Little Women), naturalist Henry David Thoreau (author of Walden), and Queen Victoria of England. Discuss In what ways do you think diaries could be important sources of information? (They tell how a person felt about events.) Discuss how reading a journal can help us understand and respect the age, gender, position, and cultural traditions of the writer. Apply How might Amada’s diaries be useful to people of future generations? (They could learn from her what it was like to move to another country in the 1960s.)

194 I miss Papá so much—it feels like he left ages ago. It’s been tough to stay hopeful. So far we’ve had to live in three diff erent houses with some of Mamá’s sisters. Main Selection Student page 195 First, the boys broke Tía Tuca’s jewelry box and were so noisy she kicked us out. Th en, at Nana’s house, they kept trying on Tía Nena’s high heels and purses. Even Nana herself got mad when they used Develop her pots and pans to make “music.” And they keep trying to read what I’ve written here, and to hide my special rock. Tía Lupe Comprehension fi nally took us in, but where will we go if she decides she’s had enough of us? 18 MAKE INFERENCES

FINALLY! Papá sent our green cards—we’re What clues let you know that Amada going to cross the border at last! He can’t come for is finally looking forward to going to us but will meet us in Los Angeles. Los Angeles? (Suggested answer: She Th e whole family is making a big farewell dinner realizes that her family needs to have for us tonight. Even aft er all the trouble the boys have a home of their own, her brothers are caused, I think everyone is sad to see us go. Nana even gave me a new journal to write in for when I fi nish this annoying her, and she can’t wait to see one. She said, “Never forget who you are and where her father again.) Place this information you are from. Keep your language and culture alive in an Inferences Word Web. in your diary and in your heart.” We leave this weekend. I’m so excited I can 18 hardly write! She knows her family will have Her brothers are 19 a home of their annoying her. own.

Amada is excited about going to Los Angeles.

195 She is eager to see her father.

19 SUMMARIZE How would you summarize Amada’s Plot Structure: Rising Action and Climax stay in Mexicali? (At first, there is a very Explain Remind students that the plot of most stories can be festive atmosphere, and she is happy thought of as a triangle, with the exposition at the first point, then rising action building up towards the climax at the top point, and to see all the members of her family falling action to the resolution at the end. The rising action is a together. Then when Papá leaves for series of conflicts in the story that lead to the climax, or turning the United States, she is sad. Amada point. is concerned when they must keep Discuss Ask students what conflicts make up the rising action in My moving from house to house because Diary from Here to There. (Amada versus the move, Papá versus green her brothers are a handful. Finally, she cards, the family versus the relatives) What is the climax? (the arrival of the green cards and going to Los Angeles) is excited when the green cards arrive and they get ready to leave for Los Apply Have small groups work together to create a triangular story map for another story they have read. The map should list Angeles.) exposition, rising action, and climax, and should summarize the plot.

My Diary from Here to There 195 My fi rst time writing in the U.S.A.! We’re in San Ysidro, Main Selection Student page 196 California, waiting for the bus to Los Angeles. Crossing the border in Tijuana was crazy. Everyone was pushing and shoving. Th ere were babies crying, and people fi ghting to be fi rst in line. We held hands the whole way. When we fi nally Develop got across, Mario had only one shoe on and his hat had fallen 20 off . I counted everyone and I still had fi ve brothers. Whew! Papá is meeting us at the bus station in Los Angeles. It’s Comprehension been so long—I hope he recognizes us!

20 SETTING How does Amada’s description of the border crossing help you visualize the scene? (She uses her senses to describe how “crazy” it is. She talks about the noises of people shouting and babies crying. She describes the touch of people pushing and of holding hands with her family. She tells how she sees Mario’s missing shoe and hat and how she counts her brothers on the other side of the border.)

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196 What a long ride! One woman and her children got kicked off the bus when the immigration patrol boarded to check Main Selection Student page 197 everyone’s papers. Mamá held Mario and our green cards 21 close to her heart. Papá was waiting at the station, just like he promised. We all jumped into his arms and laughed, and Mamá even cried a Develop little. Papá’s hugs felt so much better than when he left us 22 in Mexicali! Comprehension

21 GENRE: REALISTIC FICTION Reread the first paragraph on page 197. Do you think it describes a realistic event? Use what you know and details from the story to explain your answer. (Suggested answer: Yes. The story says people who are not citizens need green cards to live in the United States. Immigration officers make sure that everyone who enters the United States has the proper identification.)

22 STRATEGY GENERATE QUESTIONS What questions can you ask yourself to help you find out what Amada means when she says that Papá’s hugs feel better now than they did in Mexicali?

Student Think Aloud What was happening when they hugged in 197 Mexicali? Papá was leaving on his own for the United States. How did that hug feel? It was sad, because they were about to be separated for a long time. It was not certain when they would see each other again. What is different about the hug now? In Los Angeles, the hug is happy because the family has been brought back together.

My Diary from Here to There 197 Main Selection Student page 198 Develop Comprehension 23 STRATEGY DICTIONARY Use a dictionary and context clues to find the meaning of creaky. (old and worn out) What does the dictionary say about the origin of the word creak? (It is a word that people created to imitate the sound made by something that is old and needs repair.) I wrote to Michi today: 24 MAKE INFERENCES Dear Michi, How does Amada feel about her new I have stories for you! Papá found a job in a factory, and we’re home now? (Clues: She has found a 23 living in a creaky old house in El Monte, east of Los Angeles. nice place where she can write in her It’s not at all like Juárez. Yesterday everything started shaking and a huge roar was all around us—airplanes, right overhead! diary. She realizes that the people Sometimes freight trains rumble past our house like little and places she loves are still with her earthquakes. in the pages of her diary and in her Every day I hold my special rock and I think about home— memories. She has also learned that Mexico—and our walks to the park. Papá says we might go back she is stronger than she thought she for the holidays in a year or two. Until then, write me! was. Inference: She feels more at ease.) Missing you, Amada Irma 198

198 Well, Diary, I fi nally found a place where I can sit and think and write. It may not be the little park in Juárez, but it’s Student page 199 pretty. You know, just because I’m far away from Juárez and Main Selection Michi and my family in Mexicali, it doesn’t mean they’re not here with me. Th ey’re inside my little rock; they’re here in your pages and in the language that I speak; and they’re in my memories and my heart. Papá was right. I AM stronger than I 24 Develop think—in Mexico, in the States, anywhere. P.S. I’ve almost fi lled this whole journal and can’t wait Comprehension to start my new one. Maybe someday I’ll even write a book about our journey! RETURN TO PREDICTIONS AND PURPOSES Review students’ predictions and purposes. Were they correct? Did they find out how Amada benefited from keeping a diary? (It helped her get through a difficult time. She learned that she is stronger than she thought.)

REVIEW READING STRATEGIES ■ In what ways did generating questions help you to make inferences about Amada’s feelings and understand the story?

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

PERSONAL RESPONSE Ask students to write a letter that Amada might write six months or 199 a year after arriving in Los Angeles. Students may also respond to and interpret the letter shown here by creating a computerized letter bank.

Can students make inferences based on clues in the text?

During Small Group Instruction

If No Approaching Level Leveled Reader Lesson, p. 207P If Yes On Level Options, pp. 207Q–207R Beyond Level Options, pp. 207S–207T

My Diary from Here to There 199 Respond Student page 200 From the Diaries of . . .

Amada Irma Pérez used memories of her own journey Author and Illustrator from Mexico to the United States to write this story. Just like the girl in the story, she was both excited and scared FROM THE DIARIES OF . . . about moving. Today Amada still writes in a journal. She believes that diaries help keep our memories alive. Have students read the biographies. Another book by Amada Irma Pérez DISCUSS ■ How does this story show the feelings of Amada Irma Pérez and Maya Christina Gonzalez about their heritage and experiences as young Maya Christina Gonzalez has always loved Mexican American women? to draw. When she was a child, she could Have students investigate this author, not find any pictures of Mexican American children like herself in books. Maya would producing evidence of research, and draw her own picture on a blank page in compare themes, topics, and story each book she read. Today Maya’s books elements in her books. Ask students show lots of people of color so readers can to explain orally or in writing how the feel proud of who they are. author’s life and times are reflected. Find out more about Amada Irma Pérez and Maya Christina Gonzalez at www.macmillanmh.com WRITE ABOUT IT Have students write a review of the Author’s Purpose selection. They should identify and Do you think using her own memories affected Amada paraphrase the main events and the Irma Pérez’s purpose for problem and solution, and describe writing? What clues tell you whether the story mainly the characters and settings. They informs, explains, or should support their opinions and entertains? interpretations with story evidence. 200 .

Author’s Purpose Students should recognize that Pérez wanted to share her feelings about moving since the story is based on Author’s Craft her memories. While the story is Elements of Suspense entertaining, students may conclude Suspense makes the reader eager to know how a story will end. that the author wrote mainly to inform ■ To increase suspense, writers often have characters ask readers about moving to a new country. questions that will be answered later, or make statements that Clues include the details drawn from connect to what comes later in the story. real places and events. ■ Example: “They were talking about leaving our little house in Juárez, Mexico, where we’ve lived our whole lives, and moving BSQV\]Z]Ug to Los Angeles in the United States. But why?” (p. 183)

Students can find more information ■ Ask students how suspense helps keep readers’ interest. Have about Amada Irma Pérez and Maya students look for and discuss other examples of suspense, such Christina Gonzalez at as “What will happen to us?” (p. 189), and “I hope he recognizes www.macmillanmh.com us!” (p. 196)

200 Respond Student page 201 Comprehension Check

Summarize Comprehension Check Summarize My Diary from Here to There. State the most important events, where the story takes place, and how the main character SUMMARIZE thinks and acts as the story progresses. Have partners summarize My Diary from Here to There in their own words, Think and Compare 1ZcS 1ZcS orally or in writing. Remind students to 1. What clues from your Inferences Word Web help you figure out what Amada 7\TS`S\QS use their Inferences Word Webs to help is like? Generate Questions: 1ZcS 1ZcS them organize their summaries. Make Inferences

2. Reread page 184. What conclusions can you draw about THINK AND COMPARE employment opportunities in Mexico at the time of this story? Use details from the story to support your answer. Analyze Sample answers are given.

3. Suppose Amada writes another story about her experiences in 1. Make Inferences: Amada is a the U.S. What would you like her to write about? Synthesize sensitive girl who is attached to her 4. Compare Amada’s feelings with those of her brothers. Are home, her family, and her friends. some of their feelings the same? Use details from the story. She worries about moving to a new Analyze country, but will keep writing in her 5. Read “Mexico: My New Home” on pages 178–179. How is Paul’s situation similar to Amada’s? diary to express her feelings. How is it different? Use details from both selections 2. Analyze: There were not many in your answer. Reading/Writing Across Texts employment opportunities in Mexico because the story tells us that Papá lost his job. Many people, like Papá, began moving to the United States to find work. USE AUTHOR AND ME 3. Text to Self: Answers may vary. 201 Students may say that they would like Amada to write about her new friends in Los Angeles. 4. Text to World: At first, Amada was worried about moving and her brothers were excited. When they Author and Me finally crossed the border, they Model the Author and Me strategy with questions 2 and 4. seemed a little scared. They were all happy to see Papá and they The answer is not directly stated in the selection. Students have to think about what they already know and link it to the text. jumped into his arms. USE AUTHOR AND ME Question 2 Think Aloud: First I will reread to see if Amada’s father is the only person in his town to move to the United States. FOCUS QUESTION I read that Michi’s sisters and father work there. Mamá says there is no work, so there must be few jobs available in Mexico. 5. Text to Text: Both Paul and Amada Question 4 Think Aloud: The text tells me that Amada’s are scared to move to a new brothers were excited about moving to the United States. Amada place, but Paul’s family doesn’t was sad, anxious, and scared about moving out of Mexico. When seem worried about finding work they get to the United States, I read that the children jumped into while Amada’s family had to move Papa’s arms and laughed. I know that they all feel happy now. because of work.

My Diary from Here to There 201 Fluency/Comprehension

Objectives Fluency • Read accurately with good prosody Repeated Reading: Punctuation/Quotation Marks • Rate: 84–104 WCPM EXPLAIN/MODEL Tell students that paying close attention to Materials punctuation will help them with intonation and expression. Have • Fluency Transparency 7 them point to the end punctuation as you read from Fluency • Fluency Solutions Transparency 7. Contrast intonation for questions, statements, • Leveled Practice Books, p. 48 exclamations, and changes in character. Then have students echo- read, imitating your intonation.

&-- Think Aloud The last sentence ends with a question mark, so I made my voice go up at the end. I saw the exclamation marks, Variations in Languages so I made my voice sound excited. Review punctuation rules as needed. Explain how Transparency 7 the punctuation at the end of a sentence affects how “There’s no work here, no jobs at all. We know moving a sentence is read aloud. In will be hard, but we want the best for all of you. Try to some languages, sentences understand.” I thought the boys would be upset, but instead may be punctuated they got really excited about moving to the States. differently. For example, “The big stores in El Paso sell all kinds of toys!” in Spanish, question “And they have escalators to ride!” marks appear at both the “And the air smells like popcorn, yum!” beginning and the end of questions. Am I the only one who is scared of leaving our home, our beautiful country, and all the people we might never see again?

27=1 C 2 / On Level Practice Book O, page 48

As I read, I will pay attention to end punctuation in each sentence. Paolo stood on the deck of the steamship SS Laconia, 10 which was anchored in New York Harbor. He was trying 20 to see the island, but it was covered with morning mist. 27=1 Fluency Transparency 7 from My Diary from Here to There, page 184 31 It almost seemed dangerous, lurking in the water like a sea C 2 / 42 monster. Paolo was very nervous, and the worst part was he 53 didn’t know why. 56 Paolo coughed. His cough was getting worse. It was PRACTICE/APPLY Divide the class into two groups to continue 65 the air down in steerage, he thought. Deep down in the 76 ship was a large, open area filled with bunk beds. It was practicing the passage. One group reads the passage a sentence at 88 called steerage. Paolo and his parents had spent the trip 98 from Italy in this big room. It was crowded with a time. The other group echo-reads. Then groups switch roles. For 108 immigrants who couldn’t afford the expensive tickets. 115 Paolo went up on deck to get a breath of air whenever he 128 could. The air blowing in from the ocean was a relief. 139 additional practice, have students use Practice Book page 48 or the Fluency Solutions Audio CD.

Comprehension Check Can students read accurately with good prosody? 1. What is Paolo doing on a steamship? Make Inferences Paolo is trying to see Ellis Island. He is coming to American to begin a new life. 2. Why might Paolo be nervous? Character Paolo might be During Small Group Instruction nervous because he is getting sick. He might also be nervous because he is going to a new country to live. Number of Words Words Read – = Errors Correct Score If No Approaching Level Fluency, p. 207N First Read – = Second Read – = If Yes On Level Options, pp. 207Q–207R

Approaching Practice Book A, page 48 Beyond Level Options, pp. 207S–207T Beyond Practice Book B, page 48

201A Fluency/Comprehension

Comprehension Objective • Analyze the main character MAINTAIN SKILL and supporting characters in a story ANALYZE CHARACTER

EXPLAIN/MODEL ■ A character is a person or animal in a story. A major character is necessary to the story; a minor character just adds flavor.

■ Traits are the special qualities of the character’s personality.

■ Developing an understanding of a character helps readers relate to that character. It also enables them to appreciate the character’s feelings and predict how he or she will behave. AYWZZaB`OQS Plot, Setting, Character Lead a class discussion about the characters in “Mexico: My New Introduce 85A–B Home.” Practice / 86–101; Leveled Practice, Apply 23–24 Ask students to discuss the characters from My PRACTICE/APPLY Reteach / 107M–T; 111A–B, 112–137, Diary from Here to There in literature circles. Peers should compare Review 143M–T; Leveled Practice, and contrast their ideas and give evidence from the story. 30–31 Assess Weekly Tests; Unit 1, 5 Tests; ■ How do Amada’s feelings about moving to Los Angeles change? Benchmark Tests A, B ■ What do you think Papá expects in the United States? Maintain 101B, 137B; 169B; 201B; 265B; 607A–B; 608–627; ■ How did the author use other characters in the story to support 631M–T; 681B the main character? For comprehension practice use Graphic Organizers on Teacher’s Resource Book pages 40–64.

My Diary from Here to There 201B Paired Selection Student page 202 Social Studies Genre Textbook Excerpts are Informational short nonfiction pieces taken from a textbook. Social Studies Text Feature Text: Primary Sources are first person accounts of GENRE: TEXTBOOK EXCERPT historical events in letters, journals, or oral histories. Have students read the bookmark on Content Vocabulary Student Book page 202. Explain that a immigrants ethnic textbook excerpt region overcrowded The Big Picture etween 1890 and 1914, what had ■ provides information about a specific Bbeen a steady stream of immigrants subject; turned into a flood. More than 12 million people arrived on America’s shores. ■ contains headings, paragraphs, and That’s about as many people as live in bold-faced words that organize the the state of Pennsylvania today! Many information; of these immigrants came from countries in Europe such as Poland, Russia, Italy, ■ usually includes photographs or and Greece. Others came from China, Japan, and Mexico. other visual sources of information.

Text Feature: Primary Sources D Immigrants gaze Point out that primary sources give at the Statue of readers glimpses of what life was like Liberty, symbol of the United States’ for people living in other time periods. opportunities. ■ Primary sources are first-person accounts. 202

■ Examples of primary sources include letters, personal papers, diaries, maps, photographs, documents, or oral testimonies/accounts. Content Vocabulary Have students look at the two primary Review the spelling and meaning of each content vocabulary word for sources and compare them. Discuss “Immigrants in the Northeast” on Student Book page 202. what year each young woman arrived ■ Immigrants are people who leave their country to live in another in the United States, their ages, and country. Why do you think immigrants leave their country? how that affected their experience. (The immigrants came from two ■ A region is an area or district. What region of the United States has separate countries, during two different warm weather all year round? years, and at two different ages. The ■ Ethnic means having to do with a group of people sharing the younger girl is awed by how big same culture. What is your ethnic heritage? everything is. The older girl talks about how happy she is to be free.) ■ When a place is overcrowded , it has too many people. How do you feel when you are in an overcrowded room? Make sure students can identify the different ethnic perspectives.

202 Social Studies

Most immigrants traveled by you learn from your guide that it boat and arrived on the Pacific or usually took a ship about three Paired Selection Student page 203 Atlantic coasts. They settled all weeks to cross the Atlantic across our country, but millions Ocean. Few immigrants enjoyed stayed where they had landed, the voyage because it was long such as in New York City. The and overcrowded. No wonder arrival of these immigrants passengers rejoiced when they Informational transformed the Northeast into an saw the city in the distance. exciting region made up of many The immigrants’ first stop, different ethnic groups. 1 however, was Ellis Island, Text which stood a mile off the coast. The Ellis Island Museum Beginning in 1892, this island Read “Immigrants in the Pretend that your class is welcomed 17 million people to visiting the Ellis Island Immigration the United States. After closing in Northeast” Museum. Before going inside, 1954, Ellis Island reopened as a museum in 1990. As students read, remind them to apply what they have learned about primary sources. Also have them Oral History identify clues to the meanings of the This primary source is an oral history. Someone highlighted words throughout the describes her experiences at a certain time selection. and place. Primary sources are written in the witness’s own words. 1 CONTENT VOCABULARY Look at the word region at the end of “When I was about 10 years old I said, ‘I have to go to the first paragraph on page 203. What America.’ Because my uncles were here already, and it kind of . . . . I was dreaming got me that I want to go to America, too context clues can help you understand about it. I was writing to my uncles, I said ‘I wish one day I’ll be . . . . And I was the meaning of the word? (Northeast, in America.’ I was dreaming to come to America made up) dreaming, and my dream came true. When I came here, I was in 2 a different world. It was so peaceful. It was quiet. You were not . . . . I’m free. I’m just 2 afraid to go out in the middle of the night TEXT FEATURE: PRIMARY SOURCES like a bird. You can fly and land on any tree and you’re free.” 3 In Helen’s words, what was the most Helen Cohen, Poland important part of her dream? (coming Arrived in 1920 • Age 20 203 to a peaceful and quiet place where she could be free, America)

3 MAKE INFERENCES What can you tell about what Helen &-- Cohen’s life was like before she came to America? (Her life was not peaceful Develop Background Explain Ellis Island using the pictures on or free.) pages 202–204. Explain the symbolic nature of the Statue of Liberty for people arriving in America. Read aloud the text on page 204 in a dramatic way and emphasize the different steps immigrants went through to help students visualize what it was like. Read aloud the diary entry from Celia Adler on page 205. Ask, If you could only take a few things with you when you moved, what would you take?

My Diary from Here to There 203 Arriving at Ellis Island Paired Selection Student page 204 “This was where the boats enough to work. Some people docked,” your guide explains. were sent back home, but most “Sometimes 5,000 people a day continued on to an immigration walked through these doors. officer who asked them questions. Informational Guards tied numbered tags to After answering the questions, their coats. Then they were most immigrants walked down a shown to the Registry Room.” hallway to a door that said: PUSH TO Text Immigrants had to wait in long NEW YORK. Beyond that door were lines to be examined by doctors a ferry, New York City, the United 4 TEXT FEATURE: PRIMARY SOURCES to make sure they were healthy States, and hope for a new life. According to Celia’s writing, what

impressed her the most about being in Ellis Island as it looked in 1905 B America? (the big, beautiful building at Ellis Island) What information might be missing from Celia’s account that would help you know more about her immigrant experience? (It would be helpful to know who exactly Celia was traveling with.) Why? (because then you could tell if Celia were really brave in traveling so far all alone, or was just another child protected by her family)

204

On Level Practice Book O, page 49

A primary source is a first-person account of historical events told in letters, journals, or oral histories.

The following oral history was told by a woman named Sarah Thal. She settled in the United States in 1882. Read the story. Then answer the questions. Possible responses provided. My husband had brothers in Milwaukee who sent home glowing reports of conditions in America. We wished to try our luck in that wonderful land. . . . We sailed from Antwerp and landed in Boston. I brought with me my linen chest, feather beds, pillows, bedding, etc. I have some bits of these things today. As most of the immigrants of that time were German, we reached Milwaukee without difficulty. Here my brother-in-law met us and took us to his home. 1. How can you tell the passage is a primary source? It is written in the first person.

2. Give an example of the kind of information you fi nd in the primary source that you would not fi nd in another passage about moving to a new country. Her brother-in-law met Sarah and her husband and took them to his home.

3. How do you think Sarah felt about moving to America? Why? She was excited. Her family was moving to a wonderful land.

4. How might an oral history by Sarah’s brother-in-law be different from this one? He might describe his own trip to America and what his life was like in Milwaukee.

Approaching Practice Book A, page 49 204 Beyond Practice Book B, page 49 4 Paired Selection Student page 205 “I never saw such a big building [Ellis Island]–the size of it. I think the size of it got me. According to the houses I left in my town, this was like a whole city in one, in one building. It was an enormous thing to see, I tell you. I almost felt smaller than I am Informational to see that beautiful [building], it looked beautiful. “My basket, my little basket, that’s all I had with me. There was hardly any things. My mother gave me the sorrah [a kind Text of sandwich], and I had one change of clothes. That’s what I brought from Europe.” Celia Adler Connect and Compare Russia Arrived in 1914 • Age 12 SUGGESTED ANSWERS 1. They give specific information Connect and Compare about the lives of individuals, not 1. Look back at the oral histories on this page and page 203. about groups of people. They What kind of information do they give that you don’t find in describe personal experiences using the rest of the textbook excerpt? Reading Primary Sources the person’s exact words. READING 2. After reading the primary source on this page, how do you PRIMARY SOURCES think Celia Adler must have felt to have brought only a change of clothes with her from Europe? Evaluate 2. Answers may vary. Students might 3. What does Amada in My Diary from Here to There have in say that Celia felt embarrassed to common with those whose oral histories you read? How are have only one change of clothes. their stories different? Reading/Writing Across Texts EVALUATE Social Studies Activity 3. FOCUS QUESTION Both the story Research what it is like for immigrants to come to a and the oral histories describe new country. Try to find a primary source. Present your research as if you were the immigrant. journeys to America from other countries. They are told from the Find out more about Ellis Island at www.macmillanmh.com point of view of young people. However, the story is much longer than the oral histories and is written 205 in diary form, not spoken. READING/ WRITING ACROSS TEXTS

Social Studies Activity Immigrants Call on volunteers to present their research about immigrants. Ask them Immigrants came to America, and continue to come to America, to to share the primary source they used. make better lives for themselves. Invite students to learn the stories that caused immigrants to leave their homelands, and what life was They may choose to present their like once they got to America. research in the form of a diary entry or letter. Ask students to work in groups and do a comparison across times. Have them research immigrants in the 1800s, 1900s, and 2000s using primary sources such as an autobiography, a journal, a diary, or a photo-illustrated history. BSQV\]Z]Ug Ask students to present their information in short oral reports including photographs, maps, or diagrams. They should focus on Internet Research and Inquiry Activity who the immigrants were, why they left their countries of origin, Students can find more facts about and what life was like for them in America. Ask students to reflect immigration at www.macmillanmh.com on what they learned from the reports and compare and contrast immigrants’ experiences.

My Diary from Here to There 205 Write a Writer’s Craft Transitions Good writing has a logical flow. Using transition words Radio Ad between paragraphs helps a writer connect the ideas WRITING in his or her writing. • Persuasive Writing Sleep on a Tall Ship • Writer’s Craft: Transitions Between Paragraphs by Kenji C. WORD STUDY Would you like to sleep on a tall ship? • Words in Context • Dictionary You and your class can stay overnight on • Phonics: Consonant Digraphs the Elissa at the Texas Seaport Museum. • Vocabulary Building Learn about sails, masts, and ropes. Help

SPELLING set a sail and watch over the harbor. I wrote this radio ad • Words with th, sh, wh, and ph Write in the ship’s log. Experience what it about a great local GRAMMAR place to visit. is like to be a sailor! • Singular and Plural Nouns While you are at the museum,

SMALL GROUP OPTIONS visit the immigration exhibits to see photographs of people who came to • Differentiated Instruction, The word while pp. 207M–207V the United States through the port connects ideas in of Galveston. my ad.

Writing 206 Transitions Between Paragraphs

READ THE STUDENT MODEL Read the bookmark about transitions. Features of a Radio Ad Explain that good transitions between In a radio ad the writer describes a place, product, person, or idea paragraphs help writers connect and gives reasons why the listener should like it. related ideas from one paragraph to the next. Transitions use words that ■ It creates interest in a product, place, person, or idea. help readers see the connections. ■ It has an effective lead sentence or introduction. Have students turn to page 178. Point ■ out the transitions between paragraphs It uses persuasive, literal details, and incorporates relevant and how they link ideas. examples. Then have the class read Kenji C.’s ■ It uses strong imagery and precise nouns. radio ad and the callouts. Tell students ■ It informs, entertains, and creates interest. that they will write a radio ad. They will also learn how to use transitions to clearly link related ideas. 206 Persuasive Writing Your Turn What kinds of radio ads make Writing Student pages 206–207 you pay close attention? Write a radio ad to advertise a great PREWRITE place to visit. It may be about Discuss the writing prompt on page a place you have visited or a 207. Explain that the purpose of a radio place you would like to visit. ad is to persuade listeners. Students’ Use precise nouns as well as audience will be their teacher and transition words. Use the Writer’s classmates. Have students list places Checklist to check your writing. they enjoy visiting and choose the one they want to write about in the ad. Then display Transparency 25. Discuss how Kenji wrote his main idea in the Writer’s Checklist top box. Then he wrote reasons to Ideas and Content: Did I include details that will support that idea. Ask students to plan persuade the reader to visit this place? their writing using a Main Idea and Reasons Web. Organization: Does the order in which I present information build excitement for my listeners? DRAFT

Voice: Does the ad show excitement? Display Transparency 26. Point out that Kenji started his ad with Word Choice: Did I use transition words between paragraphs? a suggestion and listed reasons to convince readers to agree with it. Sentence Fluency: Did I use different kinds of Talk about how to improve the draft, sentences to make my ad interesting? such as by writing a better transition

Conventions: Did I use commas after items in between paragraphs. Have students a series? Did I check my spelling? use their webs to write their radio ads.

REVISE 207 Display Transparency 27. Discuss the revisions. Point out that Kenji added a better transition between paragraphs Transparency 25 and a sentence with precise words. Transparency 25: Main Idea and Students can revise their drafts or save Main Idea and Reasons Web Reasons Web them to work on later. Main Idea Transparency 26: Draft Visit the Texas Seaport Museum. Transparency 27: Revision As students revise, have pairs use the Writer’s Checklist on page 207. Before Sleep Be a Help set Watch on a tall they begin, present the lessons on sailor. a sail. over the ship. water. Transitions Between Paragraphs on Reasons page 207A and Word Choice on page 207B. Ask students to proofread their writing. For Publishing Options, see page 207A. For grammar and spelling support, see page 207B and 5 Day Spelling and Grammar on pages 207G–207J.

Writing Transparency 25 BVXb^aaVc$BX

Writing Transparency 25 My Diary from Here to There 207 Writer’s Craft Writing Transitions Between Publishing Options Students can publish their ads Paragraphs by recording them as part of a radio show. Shows can feature EXPLAIN/MODEL music or talk radio. Review the Good writers use transitions to help readers connect the ideas Speaking and Listening tips below to help students as they in different paragraphs. Transitions are words or phrases that read their radio ads aloud. They explain how the ideas in one paragraph fit with the ideas in the can also use their best cursive next paragraph. A good transition shows the connection between to write their ads or type them the two paragraphs while introducing the main idea of the new carefully on a computer. (See Teacher’s Resource Book paragraph. Display Transparency 28. pages 168–173 for cursive models and practice.) Think Aloud The phrase While you learn is a transition between the first two paragraphs. The word while is the clue that the activities described in the second paragraph can happen at the same time as those in the first paragraph. The phrase connects SPEAKING STRATEGIES the idea of trains that is discussed is both paragraphs. ■ Practice reading your radio ad aloud. Transparency 28 ■ Use soft music or other Writing Transparency 28 sound effects. Adjust the volume and tone of your Transitions Between Paragraphs voice. Visit the Essex Steam Train. Listen to the conductors tell how the ■ Adjust your pacing and engines work. content to suit your Paragraph 2 While you learn, you can ride the train for audience. with transition: 10 miles along the river. Then take a riverboat back to the station. Paragraph 2 with You can ride the train for 10 miles along the LISTENING STRATEGIES no transition: river. Then take a riverboat back to the station. ■ Listen for persuasive LearnaboutlifelongagoinConnecticut.VisittheSteamTrain Museum. It is filled with photographs of people who lived and words used to influence worked on the Connecticut River.

your opinion. Go to the Museum shop. You can buy models of steam trains. ■ Be prepared to analyze To remember your visit, go to the Museum BVXb^aaVc$BX

4- and 6-Point Scoring Rubrics PRACTICE/APPLY Use the rubrics on pages 275G– Work with students to read the next set of paragraphs and follow 275H to score published writing. your model to select the choice with a good transition. Ask a volunteer to explain how the transition connects the paragraphs. Writing Process (This is in the second example.) Then have students identify For a complete lesson, see Unit paragraph transitions in other expository text they have read. Writing on pages 275A–275H. As students write their ads, encourage them to use transitions to link the ideas in paragraphs.

207A Writing Writer’s Toolbox

Writing Trait: Word Choice Singular and Plural Nouns Explain/Model Good writers choose precise Explain/Model Singular nouns name one person, nouns that create a clear picture. Have students place, thing, or idea. Plural nouns name more than reread Kenji C.’s ad on page 206. Point out that one person, place, thing, or idea. Have students the phrase Kenji added in his revision uses precise find the words ship and sails on page 206. Explain nouns to tell about the museum’s offerings. that ship is a singular noun and sails, a plural noun. Practice/Apply As students revise their ads, Practice/Apply Have students find other singular encourage them to replace general nouns with and plural nouns in the ad. For a complete lesson precise nouns. Have them choose words that on singular and plural nouns, see pages 207I–207J. create vivid pictures for readers or listeners. Mechanics Point out the phrase sails, masts, and ropes in Kenji’s ad. Explain that in lists of two or more nouns, a comma should follow each noun. The word and should appear before the final noun Purpose and Audience in the list. Have students check for correct use of commas in lists as they proofread. Explain/Model Good writers are aware of the purpose, or the reason, for their writing. They also think about the audience, or who will read or listen to what they write. Have students reread Kenji’s ad th, sh, wh, ph on page 206. Ask: What is his purpose and who is his Words with and audience? Point out the words ship in the title of Kenji’s Practice/Apply Ask students to state the purpose ad on page 206. Explain that the sound sh is a they have for writing their radio ad. Then ask: Who digraph, made by the letters s and h together. do you want to listen to your ad? Remind them Other digraphs include th as in the, wh as in while, to keep purpose and audience in mind as they and ph as in photograph. Remind students to plan and draft. When writing, they should imagine pay attention when they spell words with these people they don’t know turning on their radios and sounds. They can use a print or online dictionary to hearing the ad and should adjust their content to check spelling in their drafts. For a complete lesson persuade these listeners. on consonant digraphs, see pages 207G–207H.

Technology

Point out that many word-processing programs provide a thesaurus to help replace general words with more specific choices.

My Diary from Here to There 207B Word Study Word Study Review Objectives Vocabulary • Apply knowledge of word meanings and context clues Words in Context • Use word origins to find the meanings of unfamiliar words EXPLAIN/MODEL

Materials Review the meaning of the vocabulary words. Display Transparency • Vocabulary Transparencies 13. Model how to use word meanings and context clues to fill in the 13 and 14 missing word in the first sentence. • Leveled Practice Books, p. 50 Think Aloud In the first sentence, I learn that people in many cities tried to get together to speak out against the unfair bus D]QOPcZO`g rules. They could do this by not riding the buses. When you overheard (p. 183) heard refuse to buy or use a product, it is called a boycott. I think the something when you were not missing word is boycotts. When I try boycotts in the sentence, it supposed to makes sense. border (p. 186) a line where one country ends and another Transparency 13 begins opportunities (p. 186) good border boycotts citizens opportunities chances; favorable times overheard strikes union citizen (p. 192) a person who 1. We learned that people in many cities organized was born in, or chooses to be a boycotts to protest the rules for riding buses. member of, a country 2. The fight for Civil Rights happened on both sides of the border between the northern and southern states. unions (p. 192) groups of 3. Some citizens of Montgomery, Alabama, decided workers joined together to to stop riding the buses until they had equal protect their interests opportunities. strikes (p. 192) work stoppages 4. In other cities, there were workers who went on strikes. to fight together for better work 5. Finally, a union was created to help change the laws in conditions the United States. 6. I overheard there might be a strike in our city boycotts (p. 192) agreements tomorrow. to join with others in refusing to deal with a person, nation, or business Vocabulary Transparency 13

PRACTICE/APPLY Help students complete item 2. Then have students use context &-- clues to write missing words for items 3–6 on a separate sheet of paper. Students can exchange papers, check answers, and explain Use Sentence Frames the context clues they used to figure out the missing words. Use the following sentence frame for students to Guess the Word Write clues for each vocabulary word. In groups, practice vocabulary: I want have students guess the word. For border, you could say: I am a more opportunities to noun. A certain breed of dog has me as part of its name. I am a line. because . The United States shares me with Canada.

207C Word Study

STRATEGY &-- DICTIONARY: WORD ORIGINS Research Questions EXPLAIN/MODEL Write the wh- question Remind students that a dictionary has information in addition to the words who, when, where, what and why on the meanings of words and their pronunciations. It can also tell where board. Have students the words come from. Some words have roots in other words in create a list of questions English or in words from other languages. with the words to help them focus their research Read the sentence and definitions on Transparency 14 and then on the origin of the word model how to figure out the word origin of the underlined word by sandwich. reading the Word History.

Transparency 14

Word Origins The sandwich store sold one hundred varieties of specialty combinations.

sandwich noun 1. two or more slices of bread with a filling such as meat or cheese placed between them 2. something resembling a sandwich Word History: John Montague, the Fourth Earl of Sandwich in England, was sometimes so busy that he refused to get up, even to eat a meal. It is said that around the year 1765, he asked his servants to bring him his meat by placing it between two pieces of bread. Soon others began to order “the same as Sandwich.” The original sandwich was a piece of salt beef between two slices of toasted bread.

On Level Practice Book O, page 50 Vocabulary Strategy Transparency 14 A dictionary sometimes tells you where a word comes from. Knowing the origin of a word can help you understand it. mesa noun. a hill or mountain with a flat top PRACTICE/APPLY word history: In Spanish the word mesa means “table.” How does the history help you understand the word? You can picture how flat a mesa is by thinking of a table top. Have students look up the history of other words, such as candidate, jumbo adjective. very, very large. word history: comes from Jumbo, the name of a large elephant famous over 100 years ago siesta, barbecue, karate, and alphabet. Discuss words from other petroleum noun. an oily liquid found beneath Earth’s surface. word history: comes from two Greek words meaning “rock” and “oil” typhoon noun. a storm with violent winds. word history: comes from two languages that are now commonly used in English. Chinese words meaning “great wind” zero noun. the number 0, which means no amount at all. word history: comes from an Arabic word that means “empty” Possible responses provided. Use the dictionary entries above to answer the questions. 1. How does the word history of jumbo help you understand the word? Do students understand word meanings? Can students find When I think of a large elephant, I understand how word origins in a dictionary and use these to understand large jumbo is. unfamiliar words? 2. How does the word history of typhoon help you understand the word? A great wind helps me understand “a violent wind.”

3. How does the word history of petroleum help you understand the word? During Small Group Instruction The words “rock” and “oil” make it easy for me to picture the word petroleum.

If No Approaching Level Vocabulary, pp. 207N–207O 4. How does the word history of zero help you understand the word? The word “empty” helps me understand what “no If Yes On Level Options, pp. 207Q–207R amount at all” means.

Beyond Level Options, pp. 207S–207T Approaching Practice Book A, page 50 Beyond Practice Book B, page 50

My Diary from Here to There 207D Word Study Word Study

Objective Phonics • Decode the digraphs th, sh, wh, and ph Decode Words with th, sh, wh, and ph

Materials EXPLAIN/MODEL Remind students that digraphs are two letters • Leveled Practice Books, p. 51 that represent one sound. The digraph th represents the first • Teacher’s Resource Book, sound in this or thing. The digraph sh represents the first sound in p. 11 shoe. The digraph wh usually represents /w/ or /hw/ in whistle. It sometimes stands for the /h/ in whole. Write graph.

Think Aloud I see that this word begins with the blend gr. In the middle is the vowel a, which probably has the sound /a/. The two letters at the end are ph. I know this digraph ususally spells /f/. &-- When I blend the sounds together, I get /graf/, graph. I know that Pronunciation Practice word. Have students put one PRACTICE/APPLY Write these words on the board: threw, earth, hand a short distance myth, sheep, shove, whether, wheel, white, phrase, and phase. Have from their mouths so they feel the air when they students underline the following digraphs: th, sh, wh, and ph. Then pronounce /sh/, /ph/, and have them read the words aloud. /th/. Ask them to notice what their tongue and lips Decode Multisyllabic Words Have students use their knowledge are doing as they form of phonics patterns, compound words, and word parts to decode those sounds. long words. Write these words on the board: wishbone, dishwasher, bathtub, physical, wheelbarrow, photograph, and telegraph. Model how to decode wishbone, focusing on the /sh/ sound. Then work with students to decode the other words and read them aloud. For more practice, see decodable passages on Teacher’s Resource Book page 11.

On Level Practice Book O, page 51 Connect the Words Game In pairs, students will create a list of words. The first student writes a word that ends in sh, th, or ph. The letter pairs sh, th, wh, and ph have one sound, even though there are two letters in the pair. Say the following words aloud and listen to the one sound made by the letter pairs. Whichever digraph the first word ends with, the other student • th thirty, bother • sh shove, washer must use to begin the next word. Play continues back and forth • ph phrase, headphone • wh whirl, anywhere for five rounds, then the players switch roles. The second player

Use the clues to fill in the blanks with words that have the sh, ph, then chooses the digraph that will end the first word and the other wh, or th sounds. father 1. I gave the money to my mother and . student must use that digraph to begin a new word. The pair who wish 2. I made a before I blew out the candles on my birthday cake. can complete five rounds first wins.

3. Where is the library? Is it near Flower Street? photos (or photographs) 4. My camera helps me take good . shark 5. The is a large and dangerous fi sh. tooth Can students decode words with th, sh, wh, and ph? 6. I’m going to the dentist because I have a cavity in one . phone (or telephone) 7. I picked up the and called my friend. During Small Group Instruction ship 8. I sailed home on a big . dishwasher 9. I put the plates, forks, and knives into the and turned it on. If No Approaching Level Phonics, p. 207M graph 10. I made a bar to show the daily sales of my lemonade stand. If Yes On Level Options, pp. 207Q–207R

Approaching Practice Book A, page 51 Beyond Level Options, pp. 207S–207T Beyond Practice Book B, page 51

207E Word Study Vocabulary Building

Oral Language Apply Vocabulary

Expand Vocabulary Write IMMIGRANT in the Write a Travel Diary Using the Vocabulary Words, center of an Idea Web. Using the selection, have students write about new places they have interviews, newspapers, and technological visited and new faces they have seen while visiting resources, have students brainstorm words that the new places. Encourage students relate to immigrants and immigration. to use sensory language to describe what they saw, history heard, touched, tasted, Ellis Island foreigners and smelled while in each place. IMMIGRANT culture border

heritage better lives

economy Spiral Review

Borders Game Using tape, create a border between two sides of the classroom. Form two Vocabulary Building student teams, placing one team on each side of the border. Taking turns, a team must define Eponyms Have students think of other eponyms, a previous week’s vocabulary word and use it besides boycott, and research how the name came correctly in a sentence. If correct, the team may to mean what it does in our take one member of the opposing team for its language today. Some examples own. The team with the most members at the end include America, Ferris wheel, of the game wins. Make the game more difficult frankfurter, hamburger, marathon, by requiring teams to supply parts of speech and teddy bear, braille, cardigan, synonyms or antonyms as well. leotard, and saxophone. Students can present their findings to the class.

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

My Diary from Here to There 207F 5 Day Spelling Spelling Digraphs th, sh, wh, and ph A^SZZW\UE]`Ra 2Og 2Og rush graph shove Pretest Word Sorts northern whole phrase brush these headphone ASSESS PRIOR KNOWLEDGE TEACHER AND STUDENT SORTS shed fifth width Using the Dictation Sentences, say ■ Review the Spelling Words, thanks whisk nowhere the underlined word. Read the pointing out the different washer thirty whirl sentence and repeat the word. digraphs (ph, th, sh, and wh). photo bother Have students write the words on ■ Use the cards on the Spelling Review arch, ketchup, cheap Spelling Practice Book page 39. Word Cards BLM. Attach the key Challenge theater, wherever For a modified list, use the first 12 words photo, whisk, shove, and Spelling Words and the 3 Review northern to a bulletin board. Words. For a more challenging list, Model how to sort words by use Spelling Words 3–20 and the Dictation Sentences digraph spellings. Place one or 2 Challenge Words. Have students 1. To finish in time, I have to rush. two cards beneath the correct key correct their own tests. 2. The northern winds are cold. words. Have students take turns 3. I brush my hair in the morning. Have students cut apart the Spelling choosing cards, sorting them, and 4. The lawn mower is in the shed. Word Cards BLM on Teacher’s explaining how they sorted them. 5. Thanks for driving me to school. Resource Book page 72 and figure ■ When students have finished 6. She put dirty socks in the washer. out a way to sort them. Have them the sort, have them analyze the 7. We posed for a family photo. save the cards for use throughout whisk column and discuss the 8. The bar graph shows our progress. the week. 9. Will you be home the whole day? oddball that has an unexpected 10. These people are on your team. Use Spelling Practice Book page 40 pronunciation (whole). Then invite 11. She is the fifth person in line. for more practice with digraphs th, students to do an open sort in 12. The taxi will whisk you home. sh, wh, and ph. which they sort all the Spelling Words any way they wish. Discuss 13. April has thirty days. For Leveled Word Lists, go to students’ various methods of 14. Mosquitoes bother me. www.macmillanmh.com 15. We were told not to shove. sorting. 16. Count the words in that phrase. 17. It is hard to hear the music with Spelling Practice Book, pages 39–40 Spelling Practice Book, page 41

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207G Spelling

2Og 2Og 2Og ! Word Meanings " Review and Proofread # Assess and Reteach SYNONYMS SPIRAL REVIEW POSTTEST Write the following list of words Review words with /ch/. Write arch, Use the Dictation Sentences on on the board. Ask students to ketchup, and cheap on the board. page 207G for the Posttest. copy the words into their Word Have students identify the letters If students have difficulty with any Study notebooks. Tell them to that spell /ch/. words in the lesson, have students write the Spelling Word that place them on a list called Spelling means about the same thing as PROOFREAD AND WRITE Words I Want to Remember in a each word in the list. Write these sentences on the word study notebook. 1. push (shove) board. Have students proofread, circle each misspelled word, and Challenge student partners to look 2. spin (whirl) write the word correctly. for other words spelled with th, sh, 3. hurry (rush, whisk) 1. What is the with of the ched? ph, and wh. 4. picture (photo) (width, shed) Challenge students to find five 2. That’s the fith foto I’ve seen of action words in the lists of your sister. (fifth, photo) Spelling Words, Review Words, 3. Use a frase to write a title for and Challenge Words. Discuss the the graff. (phrase, graph) words with the class. 4. Thurty dogs appeared Have partners write a sentence suddenly from nowere. (thirty, for each Spelling Word, leaving nowhere) a blank space where the word 5. Some nothren cities have wind should go. They can exchange that will wisk you off the ground. papers and fill in the blanks. (northern, whisk)

Spelling Practice Book, page 42 Spelling Practice Book, page 43 Spelling Practice Book, page 44

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My Diary from Here to There 207H 5 Day Grammar Grammar Singular and Plural Nouns 2Og 2Og Daily Language Introduce the Concept Teach the Concept Activities Use these activities to introduce each INTRODUCE SINGULAR AND REVIEW SINGULAR AND PLURAL day’s lesson. Write the day’s activity PLURAL NOUNS NOUNS on the board or use Transparency 7. Present the following: Review with students how to DAY 1 ■ A singular noun names one recognize singular and plural nouns. A Boy named Lim is in my class. His person, place, or thing: student, first Language is not english but he is INTRODUCE PLURAL NOUNS WITH museum, baseball. a good student. (1: boy; 2: language; -ES ENDINGS 3: English, but) ■ A plural noun names more Explain that not all plurals are DAY 2 than one person, place, or thing: formed by simply adding -s. Present A new Student named Carmen students, museums, baseballs. the following: speaks five language. All the other studentz admire her. (1: student; ■ Most nouns are made plural ■ When a singular noun ends with 2: languages.; 3: students) by adding -s to the end of the the letters s, sh, ch, x, or z, add -es: singular word. dresses, brushes, branches, boxes, DAY 3 All the classes in our school had and buzzes. partys on the last day. Two boys ■ When a singular noun ends with made dishs from their countrys. (1: parties; 2: dishes; 3: countries.) a consonant followed by the letter y, change y to i and add -es: DAY 4 spy/spies, and cherry/cherries. A family moved next door three dayes ago. their dog has puppies. ■ When a singular noun ends with With floppy eares. (1: days; 2: Their; a vowel followed by the letter y, 3: puppies with; 4: ears.) add s: stray/strays, and boy/boys. DAY 5 The girles have special dresses for See Grammar Transparency 31 See Grammar Transparency 32 the Holidays. Gail had to make a few for modeling and guided practice. for modeling and guided practice. stitchs in the with of hers. (1: girls; 2: holidays.; 3: stitches; 4: width) Grammar Practice Book, page 39 Grammar Practice Book, page 40

• A singular noun names one person, place, or thing. • Add -s to form the plural of most singular nouns. Examples: teacher, city, dog. • Add -es to form the plural of singular nouns that end in s, sh, • A plural noun names more than one person, place, or thing. ch, or x. Examples: teachers, cities, dogs. • To form the plural of nouns ending in a consonant and y, • Add -s to form the plural of most singular nouns. change y to i and add -es. • To form the plural of nouns ending in a vowel and y, add -s.

Decide whether each underlined word is a singular or plural noun. Then write singularr or plurall on the line. Write the correct plural form of each noun in parentheses. &-- 1. There are no jobs here. plural 1. We saw (foxs) foxes running across the prairie. 2. My family is leaving the country. singular 2. Many people from other (countrys) countries have come to 3. We’re going to stay with my grandparents for now. plural the United States. Masses Language Tip Have 4. Papa sent us a letter. singular 3. (Massies) of people traveled to the west in the 1800s. diaries 5. He is meeting us at the bus station. singular 4. Some travelers keep (diarys) . students say the plural branches 6. We’re waiting to get our green cards. plural 5. Gather a few (branchs) so we can build a fi re. bushes forms of words and use 7. Thistrip is taking forever! singular 6. She caught a rabbit that was hiding in the (bushs) . boys 8. It’s been weeks since I’ve seen you. plural 7. I asked the neighbor’s two (boyes) to help me milk them in sentences. Reinforce the cow. 9. The pages of my diary are fi lling up. plural 8. Some people used the old trail, but a few found new (pathway) this concept during reading 10. I miss the parkk I used to go to. singular pathways . 11. I had to sell my bike. singular 9. That chest has many (scratchs) scratches . and writing activities. In 12. The apartment is crowded. singular 10. Please feed the (babys) babies . 13. I kept my two parrots. plural some languages, such as 11. We need more (boxs) boxes than that! 14. We bought some new clothes. plural 12. I will write two more (pagies) pages today. Cantonese and Korean, 15. She received several letters. plural nouns do not change their form to show plurality.

207I Grammar

2Og 2Og 2Og ! Review and Practice " Review and Proofread # Assess and Reteach INTRODUCE PLURAL NOUNS REVIEW SINGULAR AND PLURAL ASSESS -ES WITH ENDINGS NOUNS Use page 43 of the Grammar Review the rules for words whose Ask students to explain the Practice Book for assessment. plural forms end in -es and -ies. differences between singular and plural nouns. Ask how to decide to RETEACH MECHANICS AND USAGE: add -s or -es, or change y to i. Have students identify and list the COMMAS IN A SERIES nouns from the Daily Language ■ Use a comma after each item in PROOFREAD Activities and the Proofread a series of three or more items. Have students correct errors in the activity on index cards. In pairs, following sentences. have students make all the ■ Do not use a comma to separate singular nouns plural and all the items in a list of two. 1. We have new girles, boyes and teachers in some classes. plural nouns singular. Students ■ Write a conjunction such as and (1: girls, 2: boys,) can then sort the nouns by which or or before the last item in the endings are required to create the 2. Most come from towns citys and series. Include a comma before plurals. villages. (1: towns, 2: cities,) the conjunction, but not after Also use page 44 of the Grammar it: At the zoo, we saw llamas, 3. The movers packed their books, Practice Book for reteaching. zebras, and monkeys. and toys in boxs. (1: books and 2: boxes.) 4. The Students from other time zones had to reset their watchs. (1: students 2: watches)

See Grammar Transparency 33 See Grammar Transparency 34 See Grammar Transparency 35 for modeling and guided practice. for modeling and guided practice. for modeling and guided practice.

Grammar Practice Book, page 41 Grammar Practice Book, page 42 Grammar Practice Book, pages 43–44

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My Diary from Here to There 207J Administer the Test (SBEF
 Weekly Reading Assessment, Passage and questions, pages 85–92

ASSESSED SKILLS ESSYZg • Make Inferences /aaSaa[S\b *ODMVEFT
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2@=; 1 Weekly Assessments, 85–92 Assessment Tool

Administer the Weekly Assessment from the CD-ROM (SBEFT
 or online.

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Alternative (SBEF


End-of-Week Assessment End-of-Week Assessments • ELL Assessment, pages 62–63

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207K End-of-Week Assessment 207L

My Diary from Here to There Additional Additional Additional READING Grammar Practice Book Triumphs in the AN INTERVENTION PROGRAM page T6. page T2. VocabularyPuzzleMaker Fluency Solutions Fluency Reteach skills: Go to skills: Reteach Reteach skills: Go to Go skills: Reteach ; 2 1 =

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Constructive Feedback Phonics

Some students may Objective Decode words with th, sh, wh, and ph pronounce words with /th/ Materials • Student Book “Mexico: My New Home” as /t/. Have them practice saying /th/ in isolation WORDS WITH th, sh, wh AND ph and then in words, while Explain/Model looking at you to see how the mouth moves to ■ Remind students that digraphs are two letters that stand for one sound. produce the /th/ sound. For ■ example, write the word Write the letters t, h, i, n on the board. Segment the sounds: /th/ /i/ /n/. think on the board and Then blend the sounds: /thin/. Say the word with me: thin. point out the th. ■ Explain that th is a digraph. When a word begins with th, it usually This word is think. The th sounds like the th in thin, or the voiceless /th/. The voiced /th/ sounds has the sound /th/. Say it like the th in the. Model the difference in sounds with breath/breathe. with me: /th/. Let’s sound out and say the word ■ Repeat this procedure with sh and shut, wh and what, and ph and phone. together: /think/, think. Provide constructive feedback, as necessary. Repeat with the word that. MULTISYLLABIC WORDS WITH th, sh, wh AND ph ■ Write the word shutter on the board and have students identify the first syllable as containing the digraph /sh/: shut. Have students repeat the syllable, then blend, and read the whole word several times. ■ Have student pairs practice decoding longer words with digraphs th, Additional Resources sh, wh, and ph. Write the following words on the board and ask student For each skill below, pairs to copy them onto separate index cards. Say each word. Draw a additional resources are line to show where the syllables begin and end, and circle the digraph. Then provided. You can use these write sentences that include at least two of the words. lessons on consecutive days after teaching the lessons elephant shortcut thunder whisper presented within the week. tablecloth nephew sunshine whimper • Make Inferences, T2 finish somewhat motherly paragraph • Dictionary: Word Origins, T6 • Primary Sources, T10 ■ Check each pair or group for their progress and accuracy.

WORD HUNT: WORDS WITH th, sh, wh AND ph IN CONTEXT ■ Review the digraphs th, sh, wh, and ph. Have students search “Mexico: My New Home” to find words with these digraphs. Ask them to write the words and circle the syllable in each word that has the digraph th, sh, wh, or ph. Decodable Text ■ Check to see if students have found the following: when, thought, them, there, what, that. To help students build speed and accuracy with reading multisyllabic words, use the additional decodable text on Teacher’s Resource Book page 11.

207M Objective Read with increasing prosody and accuracy at a rate of 84–94 WCPM Materials • Index cards • Approaching Practice Book A, page 48 CLOZE READING Constructive Model reading the Fluency passage on Practice Book A page 48. Before Feedback you begin, draw students’ attention to the boldface words and the last cry Have students pause after of Cesar Chavez. Tell students that when you reach these words, you will each paragraph and review pause, and they should chime in by saying the word(s) with you. Repeat any words they found twice more, pausing more quickly each time. Review the pronunciations, if difficult. If students read without sufficient accuracy, necessary. reread the passage to them more slowly, modeling the REPEATED READING correct pronunciation of Model reading the Fluency passage on Practice Book A page 48 again. each word. Then have them echo-read with the proper Tell students to pay close attention and listen to your pronunciation. Then pronunciation. read one sentence at a time and have students echo-read the sentence, first as class and then one by one. As students read, listen carefully for accuracy. During independent reading time, have students work with partners. One student reads aloud while the other repeats each sentence back. Circulate and provide constructive feedback, as necessary.

TIMED READING At the end of the week, have students do a final timed reading of the passage on Practice Book A, page 48. Students should ■ begin reading the passage aloud when you say “Go.” ■ stop reading the passage after one minute when you say “Stop.” As students read, note any miscues. Coach students as needed. Help Approaching Practice Book A, page 48 "T
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My Diary from Here to There 207N Approaching Level Options

Vocabulary

Objective Identify word origins Materials • Dictionary DICTIONARY: WORD ORIGINS Review last week’s words (flinched, fluke, gaped, ■ Review how to find word origins in a dictionary by using boycott. insult, legendary, ■ Have students create new words using parts of their own names. Ask muttered, snickering) and this week’s words students to write paragraphs explaining the word origin of the new (border, boycotts, citizen, word. Students can share with partners or groups. opportunities, overheard, strikes, unions). Help students write a synonym for Comprehension each word. Objective Make inferences Materials • Student Book “Mexico: My New Home” • Transparencies 7a and 7b STRATEGY GENERATE QUESTIONS

-Y.EW(OME Tell students that by asking themselves questions as they read, they can by Harold Johnson check their understanding and focus on what is happening and what may happen next. They will also make inferences more easily.

SKILL MAKE INFERENCES

Explain/Model

Student Book, or ■ Use what the author tells you, combined with what you already know, to Transparencies 7a and 7b understand what the author does not state about the plot. ■ Generating questions can help a reader predict what is likely to happen. &-- Display Transparencies 7a and 7b. Reread the first two paragraphs.

Cooperative Learning Think Aloud I read that Paul thinks that moving to a new country is an Review “Mexico: My New Home” and the primary adventure. I will use clues from the story and from my own experiences source it uses to tell to ask questions and figure out why Paul views moving to Mexico as a the story. Discuss ways new adventure. I can ask myself how I would feel. students could document their experiences as fourth Practice/Apply graders through primary sources, such as letters, Reread “Mexico: My New Home” with students. After reading, invite oral histories, and journals. students to restate the letter, stopping frequently so that they can use Have students work in the text and what they already know to help them make inferences about groups and list important Paul and what he may do. Discuss with students the following questions. experiences and decide how they would record ■ Does Paul seem like a person who is able to adjust easily to a new place? each event and explain ■ their choices. Do you think Paul enjoys learning about a new culture?

207O Leveled Reader Lesson

Objective Read to apply strategies and skills Materials • Leveled Reader Lili Kiat • Student Book My Diary from Here to There 6Wab]`WQOZ 4WQbW]\ PREVIEW AND PREDICT Have students look at the cover, read the title, and preview the first ˆˆÊˆ>Ì two chapters. Have them make predictions about the story and set a CZ
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STRATEGY GENERATE QUESTIONS Leveled Reader Remind students that asking questions as they read can help them figure out what may happen next.

SKILL MAKE INFERENCES Remind students to make inferences by paying attention to what the author tells them, along with what they already know, to generate questions about the plot, analyze characters, and predict likely outcomes. Read Chapter 1 with students.

Think Aloud In the first chapter, I learn that Lili decides not to buy grapes. She hopes that her father and uncle will understand why she didn’t buy them. This tells me about her character. Her father’s and her uncle’s reactions will probably affect the plot. I need to remember this information for my Inferences Word Web.

READ AND RESPOND Finish reading Lili Kiat with students. Ask students what they thought Lili’s father and uncle would say about the grape boycott. Ask them if they thought Lili’s father would make the Treasure Boat without grapes. Why or why not? Work with students to review and revise their webs. MAKE CONNECTIONS ACROSS TEXTS Invite students to compare My Diary from Here to There and Lili Kiat. ■ Are Lili and Amada adjusting to their new countries? Use story details to support your answer. ■ Do you think Amada would agree with Lili and take part in the boycott?

My Diary from Here to There 207P On Level Options

LeveledVocabulary Reader Lesson

Objective Apply vocabulary words and use a dictionary for word origins Materials • Dictionary • Student Book “Immigrants in the Northeast” VOCABULARY WORDS Write: No one went to work all week because of the at the factory. (opportunities, strike) Students should choose the best vocabulary word. Then have small groups write their own sentences, leaving blanks where words should be and including two vocabulary words in parentheses. Groups can exchange and complete each other’s sentences.

DICTIONARY: WORD ORIGINS Review with students how the dictionary can help them find the origins of a word. Have students find the word immigrants in “Immigrants in the Northeast.” Have them use the dictionary to find the word’s origin.

Text Feature

Objective Read primary sources for information Materials • Journals, oral histories, and reference materials • Student Book “Immigrants in the Northeast”

Student Book PRIMARY SOURCES Discuss the purpose and importance of primary sources in a textbook excerpt or nonfiction piece, such as “Immigrants in the Northeast.” Then have students look through published journals, oral histories, or other reference materials to point out and discuss primary sources.

On Level Practice Book O, page 48

As I read, I will pay attention to end punctuation in each sentence. Paolo stood on the deck of the steamship SS Laconia, Objective Read fluently with appropriate prosody at a rate of 84–104 WCPM 10 which was anchored in New York Harbor. He was trying 20 to see the island, but it was covered with morning mist. Materials On Level Practice Book O, p. 48 31 It almost seemed dangerous, lurking in the water like a sea • 42 monster. Paolo was very nervous, and the worst part was he 53 didn’t know why. REPEATED READING 56 Paolo coughed. His cough was getting worse. It was 65 the air down in steerage, he thought. Deep down in the 76 ship was a large, open area filled with bunk beds. It was Work with students to mark up the Fluency passage on page 48 of Practice 88 called steerage. Paolo and his parents had spent the trip 98 from Italy in this big room. It was crowded with 108 immigrants who couldn’t afford the expensive tickets. Book O. Remind them that paying close attention to punctuation will help 115 Paolo went up on deck to get a breath of air whenever he 128 could. The air blowing in from the ocean was a relief. 139 them with proper intonation and expression. Select one sentence and model reading it as a statement, question, and exclamation. Then have students echo-read the sentence, imitating your intonation. Comprehension Check Timed Reading During independent time, partners can take turns 1. What is Paolo doing on a steamship? Make Inferences Paolo is trying to see Ellis Island. He is coming to American to begin a new life. reading the passage. Tell students to ask for help with any words they 2. Why might Paolo be nervous? Character Paolo might be nervous because he is getting sick. He might also be nervous because he is going to a new country to live. have difficulty pronouncing. At the end of the week, have students do a Number of Words Words Read – = Errors Correct Score timed reading and record the words correct per minute (WCPM). First Read – = Second Read – =

207Q Leveled Reader Lesson

Objective Read to apply strategies and skills Materials • Leveled Reader Paolo • Student Book My Diary from Here to There 6Wab]`WQOZ 4WQbW]\ PREVIEW AND PREDICT Have students preview Paolo. Have students write down questions they 1"0-0 CZ
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Asking questions can help students understand what is happening Leveled Reader in the plot and what may happen next. Explain that students will fill in information about what might happen in the story in their Inferences Word Webs.

SKILL MAKE INFERENCES Use what the author tells you, combined with what you already know, to figure out what the author has not stated about the plot and characters.

READ AND RESPOND Read Chapter 1. Pause to discuss the details the author includes about Paolo’s feelings, actions, and health. At the end of Chapter 1, fill in the Inferences Word Web. Have students tell how the details in the story ELL helped them ask questions and make inferences about the plot. Leveled Reader Go to pages VOCABULARY WORDS 207U–207V. As they read Paolo, ask students to point out the vocabulary words as they appear. Then have them discuss how each word is used. Ask students how Lorenzo describes the strike in which he was involved.

MAKE CONNECTIONS ACROSS TEXTS Invite students to summarize and draw connections between My Diary from Here to There and Paolo. ■ Ask students if they think Amada is as afraid as Paolo when she is separated from her father. ■ Have students predict whether or not they think Paolo and Amada will enjoy living in their new country.

My Diary from Here to There 207R Beyond Level Options

Vocabulary

Objective Apply content vocabulary words Materials • Student Book “Immigrants in the Northeast” EXTEND VOCABULARY Write the content words on the board (colonize, immigrants, cultures, and customs) and use sentences that provide context clues to their meanings. Invite students to make as many words as possible from the letters in a content vocabulary word. For example, for the word immigrants: grant, ant, Student Book migrant, grim, and so on. Then have students write a sentence using the content word and one or more of the words they made from the content word’s letters. For &-- example, Some immigrants become migrant workers.

Skits Ask students to review “Immigrants in Text Feature the Northeast.” Group students together and ask Objective Use primary sources for information each group to write a skit Materials • Primary sources in published letters and journals using the content words in the script. Students can PRIMARY SOURCES use “Immigrants in the Northeast” as a source for Point out that primary sources can help students find out about historical the plot of their skits. Once events from the perspective of someone who lived through the events. the groups are finished In “Immigrants in the Northeast,” how did Celia’s account of coming to writing, have each perform America help students better understand what that experience was like? its skit for the class. Have students find primary sources in published journals, oral histories, and other resources. They may want to research primary sources related to a particular culture or historical event. Ask them to write short paragraphs and share with the class the primary source or sources they researched.

Beyond Practice Book B, page 48

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207S Leveled Reader Lesson

Objective Read to apply strategies and skills Materials • Leveled Reader Jin 6Wab]`WQOZ 4WQbW]\ PREVIEW AND PREDICT Have students preview Jin, predict what it is about, and set a purpose for reading.

Wn7dWBX8Vaa STRATEGY ^aajhigViZYWn8]Zgna@^g`Cdaa GENERATE QUESTIONS Remind students that they can ask themselves questions as they read to check their understanding of the story.

SKILL MAKE INFERENCES Ask students how generating questions can help a reader make Leveled Reader inferences about the plot. Then ask a volunteer to explain what the term make inferences means and why it is important to understanding a story. Explain that students will read Jin together, and discuss how to generate questions that can help them understand the plot.

READ AND RESPOND As students read, they should identify important information about characters and events in the plot and fill in their Inferences Word Web.

VOCABULARY WORDS Have students pay attention to vocabulary words as they come up. Help students provide definitions as needed. Ask, What does Jin hope to do at the border of the United States?

Self-Selected Reading

Objective Read independently to generate questions and make inferences Materials • Leveled Readers or trade books at students’ reading level READ TO MAKE INFERENCES Invite students to choose a book for independent reading. As they read, remind them that inferences about the plot can be made by paying attention to details in a story and using what they already know. After reading, ask students to write down two questions they asked as they read the story. Invite them to share the details that then helped them make inferences about the answers.

My Diary from Here to There 207T 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 to increase their language proficiency and comprehension of content and For additional language instructional words. support and oral language 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

immigrants, immigration (p. 176) generate questions (p. 179A) transitions (p. 206)

landmarks (p. 176) make inferences (p. 179A) singular and plural nouns (p. 207I)

museums (p. 176) draw conclusions (p. 179A) commas in a series (p. 207J)

ethnic (p. 202) primary sources (p. 202)

heritage (p. 202) first-person accounts (p. 202)

documents (p. 202)

testimonies (p. 202)

207U Historical Fiction ELL Leveled Reader Lesson a new Objective home • To apply vocabulary and by Bob McCall illustrated by Paul Lee comprehension skills 0ST]`S@SORW\U Materials DEVELOP ORAL LANGUAGE • ELL Leveled Reader Build Background Display a world map and point out Italy and the United States. Explain that 3::#2Og>ZO\\S` people from all over the world come to live in— DAY 1 • Academic Language or immigrate to—the United States. Ask, Do you • Oral Language and know anyone who immigrated to this country? What Vocabulary Review things are different from home? Write a list of the DAY 2 • Academic Language different things. • ELL Leveled Reader

Review Vocabulary Before class, write definitions on sentence strips. DAY 3 • Academic Language Write the vocabulary and story support words on the board. Hand out the • ELL Leveled Reader strips and have students pair them to the words. Model using words in DAY 4 • Academic Language sentences. Citizens of this country come from many ethnic backgrounds. • ELL Leveled Reader PREVIEW AND PREDICT DAY 5 • Academic Language Point to the cover illustration and read the title aloud. Ask students, What • ELL Leveled Reader Comprehension do you think the title means? When do you think this story happens? Read the Check and Literacy Table of Contents and ask students to make predictions. Activities

Set a Purpose for Reading Show the Inferences Word Web and remind students they have used it before. Ask them to make a similar web to record clues and inferences as they read. Model how to generate questions.

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

Beginning Intermediate Advanced

'RADEs%,,4%!#(%23'5)$% Shared Reading As you Read Together Model Independent Reading read, model generating generating questions and Have students work with 3\UZWaV :O\UcOUS questions to help students making inferences. Why a partner to generate :SO`\S`a follow the story. Why was was Paolo on a ship? Record questions. Remind them to Paolo nervous? Use clues to responses. Take turns reading ask why, when, what, and how make inferences and record with students. Have them stop questions. Have them use the information on the map. to ask themselves questions. the strategy to fill in the web.

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

My Diary from Here to There 207V