Comprehension Genre Fantasy Is a Story with Invented Characters, Settings, MAIN SELECTION Or Other Elements That Could Not Exist in Real Life

Comprehension Genre Fantasy is a story with invented characters, settings, MAIN SELECTION or other elements that could not exist in real life. • The Cricket in Times Square • Skill: Theme Analyze Story Structure PAIRED SELECTION Theme • “The Chance of a Lifetime” As you read, fill in your Theme Map. • Text Feature: Advertisement

SMALL GROUP OPTIONS • Differentiated Instruction, 1ZcS

pp. 717M–717V 1ZcS

1ZcS

BVS[S

Read to Find Out Comprehension What happens when a country cricket winds up in a big city? GENRE: FANTASY Have a student read the definition of Fantasy on Student Book page 692. Students should look for animal characters that can speak.

STRATEGY ANALYZE STORY STRUCTURE 692 Remind students that authors of fiction organize stories in various ways. The author of a fantasy story can help readers understand the theme by using a particular structure. D]QOPcZO`g Vocabulary Words Review the tested vocabulary words: SKILL eavesdropping, scuffling, wistfully, jumble, logical, THEME acquaintance, and scornfully. Remind students that to identify the theme of a story, they should look Story Words Students may be unfamiliar with these words. for clues that tell them what message Pronounce the words and give meanings as necessary. about life the author is trying to cricket (p. 694): an insect, similar to a grasshopper, that makes a noise express. at night brook (p. 696): a small stream liverwurst (p. 696): a sausage made with ground liver forlornly (p. 701): sadly leery (p. 707): cautious, distrustful

692 Main Selection

Main Selection Student pages 692–693 Preview and Predict Ask students to read the title, preview the illustrations, and make predictions about the selection. Do they think the animals get along well together? Why? Have students write about their predictions and anything else they want to know about the story. Set Purposes FOCUS QUESTION Discuss the “Read to Find Out” question on Student Book page 692. Remind students to look for the answer as they read. Point out the Theme Map in the Student Book and on Practice Book page 195. Explain that students will fill it in as they read.

Read The Cricket in Times Square

Use the questions and Think Alouds to support instruction about the 693 comprehension strategy and skill.

On Level Practice Book 0, page 195

As you read The Cricket in Times Square, fill in the Theme Map.

Clue

If your students need support If your students can read the Clue 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 how to complete the graphic them to use appropriate organizer. Encourage students strategies for different purposes. to read aloud. Clue If your students need an alternate selection, choose the Leveled Readers that match their instructional level. Clue

Theme 27=1 C 2 / How does the information you wrote in the Theme Map help you to BSQV\]Z]Ug analyze the story structure of The Cricket in Times Square?

Story available on Listening Library Audio CD Approaching Practice Book, A, page 195 Beyond Practice Book, B, page 195

The Cricket in Times Square 693 Main Selection Student page 694 Chester

Tucker Mouse had been watching the Bellinis and listening Develop to what they said. Next to scrounging, eavesdropping on human beings was what he enjoyed most. That was one of the reasons he 1 lived in the Times Square subway station. As soon as the family Comprehension 2 disappeared, he darted out across the floor and scooted up to the newsstand. At one side the boards had separated and there was 1 MONITOR AND CLARIFY: READ AHEAD a wide space he could jump through. He’d been in a few times before—just exploring. For a moment he stood under the three- In the first paragraph, Tucker Mouse legged stool, letting his eyes get used to the darkness. Then he says being able to eavesdrop is one jumped on it. of the reasons he lives in the Times “Psst!” he whispered. “Hey, you up there—are you awake?” Square subway station. How might There was no answer. “Psst! Psst! Hey!” Tucker whispered again, louder this time. reading ahead help you think of other From the shelf above came scufﬂ ing, like little feet feeling reasons why a mouse would want to their way to the edge. “Who is going ‘psst’?” said a voice. live in a subway station? (Answers will “It’s me,” said Tucker. “Down here on the stool.” A black head, with two shiny black eyes, peered down at him. vary. Students may note that they can “Who are you?” read ahead to look for other clues “A mouse,” said Tucker, “Who are you?” about what Tucker likes, where he lives, “I’m Chester Cricket,” said the cricket. He had a high, musical who lives with him, and what his daily voice. Everything he said seemed to be spoken to an unheard melody. activities are.) “My name’s Tucker,” said Tucker Mouse. “Can I come up?”

694

&--

Clarify Check students’ comprehension of the story. Ask, Who is the first character we meet in the story? Where does he live? Explain that Times Square is a place in New York City. Make sure students understand what a subway station is and that Tucker Mouse lives below the street. Ask, What does he like to do? Discuss the actions of Tucker Mouse with students. Write Psst on the board and explain it. Check that students understand words and phrases such as human beings, newsstand, three-legged stool, peered, and melody.

694 Main Selection Student page 695 Develop Comprehension

2 STRATEGY CONTEXT CLUES Find the word darted on page 694. What do you think it means? Use paragraph clues to check your prediction. (The phrases out across the floor and scooted up are context clues. In this sentence, darted must mean “ran very quickly in one direction.”)

g7b;Obb EV S`a

Vocabulary Research cites that there is a cumulative advantage phenomenon in reading. The very students who are reading well and who have good vocabularies will read more, learn more word meanings, and read better. 695 Donald R. Bear Go to www. macmillanmh.com

The Cricket in Times Square 695 Main Selection Student page 696 “I guess so,” said Chester Cricket. “This isn’t my house anyway.” Tucker jumped up beside the cricket and looked him all over. “A cricket,” he said admiringly. “So you’re a cricket. I never saw Develop one before.” “I’ve seen mice before,” the cricket said. “I knew quite a few back in Connecticut.” Comprehension “Is that where you’re from?” asked Tucker. “Yes,” said Chester. “I guess I’ll never see it again,” he 3 GENRE: FANTASY added wistfully. “How did you get to New York?” asked Tucker Mouse. To make the events in a fantasy story “It’s a long story,” sighed the cricket. more believable, an author might “Tell me,” said Tucker, settling back on his haunches. He include details that are found in the loved to hear stories. It was almost as much fun as eavesdropping— real world. What is realistic about the if the story was true. “Well it must have been two—no, three days ago,” Chester story so far? (Crickets and mice are Cricket began. “I was sitting on top of my stump, just enjoying the found in real life. Times Square and weather and thinking how nice it was that summer had started. I live Connecticut are real places. Chester’s inside an old tree stump, next to a willow tree, and I often go up to the roof to look around. And I’d been practicing jumping that day home in the tree stump is realistic.) too. On the other side of the stump from the willow tree there's a What about the story could happen brook that runs past, and I’d been jumping back and forth across it 3 only in a fantasy? (Mice cannot to get my legs in condition for the summer. I do a lot of jumping, understand what people are saying. you know.” “Me too,” said Tucker Mouse. “Especially around the Mice and crickets cannot speak.) rush hour.” “And I had just ﬁ nished jumping when I smelled something,” Chester went on, “liverwurst, which I love.” “You like liverwurst?” Tucker broke in. “Wait! Wait! Just wait!”

696

Cross–Curricular Connection TIMES SQUARE AND BROADWAY Tell students that New York City’s Times Square is the site of the Broadway theater district, where for over a hundred years actors and musicians have been entertaining people. Invite students to share any knowledge or experiences they have had with theatrical performances. They might also compare a live performance with a movie. D]QOPcZO`g Have students review newspaper or radio ads for theatrical productions and movies. Then have them create advertising Find the sentence that contains the word posters for productions they might have seen or learned wistfully . Use wistfully in a sentence that about. Encourage them to use quotations from reviews shows its meaning. (Possible answers: I and other persuasive text and illustrations or downloaded spoke wistfully everytime I remembered photographs and images. Have the class establish criteria for the good old days.) judging the effectiveness of the posters. They should explain the cultural perceptions that advertisements play upon.

696 Main Selection Student page 697 In one leap, he sprang down all the way from the shelf to the ﬂ oor and dashed over to his drain pipe. Chester shook his head as he watched him go. He thought Tucker was a very excitable person—even for a mouse. Inside the drain pipe, Tucker’s nest was a jumble of papers, Develop scraps of cloth, buttons, lost jewelry, small change, and everything else that can be picked up in a subway station. Tucker tossed things left and right in a wild search. Neatness was not one of the things he Comprehension aimed at in life. At last he discovered what he was looking for: a big piece of liverwurst he had found earlier that evening. It was meant 4 STRATEGY to be for breakfast tomorrow, but he decided that meeting his ﬁ rst ANALYZE STORY STRUCTURE cricket was a special occasion. Holding the liverwurst between his teeth, he whisked back to the newsstand. Teacher Think Aloud I know that “Look!” he said proudly, dropping the meat in front of the structure of a story can be seen Chester Cricket. “Liverwurst! You continue the story—we’ll enjoy a in the way the author introduces snack too.” “That’s very nice of you,” said Chester. He was touched that a characters and develops the plot. mouse he had known only a few minutes would share his food with 4 So far, I’ve met two characters, him. “I had a little chocolate before, but besides that, nothing for Tucker the mouse and Chester the three days.” cricket. As I read the dialogue, I can “Eat! Eat!” said Tucker. He bit the liverwurst into two pieces and gave Chester the bigger one. “So you smelled the liverwurst— analyze the characters’ thoughts then what happened?” 5 and behaviors. I notice that Tucker is being quite friendly toward Chester. He encourages Chester to tell his story and even shares his liverwurst Theme when he hears that Chester likes it. What is the author's This information may help me figure message about different types of characters out what the theme is. I can add it becoming friends? to my Theme Map.

5 THEME What is the author’s message about 697 different types of characters becoming friends? (Suggested answer: Even though creatures may be different in many ways, they have some things in common. Even creatures as different as a mouse and a &-- cricket can like the same things and be STRATEGIES FOR EXTRA SUPPORT kind to each other.)

Question 5 THEME Ask, Who are the characters of the story so far? (Tucker Mouse, Clue Chester Cricket) How do they help each other? What kinds of things Tucker encourages Chester to tell his do they do that show they have become friends? (listen to each other, story and shares his liverwurst. share food) How do you feel about these two animals being friends? Think about the two characters’ actions. What do you think the author’s message is?

The Cricket in Times Square 697 Main Selection Student page 698 Develop Comprehension

6 THEME What clues can you find to the story’s theme in the way that Tucker responds to Chester’s story? (The two characters have just met, but Tucker listens with real interest to Chester’s story. He notes that he would have reacted the same way as Chester did to the events. This kind of understanding between two characters shows how friendships grow.) Add this information to your Theme Map.

Clue Tucker encourages Chester to tell his story and shares his liverwurst.

Clue Tucker listens well and says he understands Chester’s feelings.

698

698 Main Selection Student page 699 “I hopped down from the stump and went off toward the smell,” said Chester. “Very logical,” said Tucker Mouse, munching with his Develop cheeks full. “Exactly what I 6 would have done.” Comprehension “It was coming from a picnic basket,” said Chester. “A couple of tuffets away from my stump 7 STRATEGY the meadow begins, and there CONTEXT CLUES was a whole bunch of people having a picnic. They had hard Find the word sympathetically on boiled eggs, and cold roast chicken, and roast beef, and a whole lot of page 699. What paragraph clues other things besides the liverwurst sandwiches which I smelled.” help you figure out the meaning of Tucker Mouse moaned with pleasure at the thought of all sympathetically? (Tucker says, “Naturally that food. “They were having such a good time laughing and singing songs not,” and “Who could blame you?” that they didn’t notice me when I jumped into the picnic basket,” So sympathetically must mean “with continued Chester. “I was sure they wouldn’t mind if understanding.”) I had just a taste.” “Naturally not,” said Tucker Mouse sympathetically. “Why mind? 7 Plenty for all. Who could blame you?” “Now, I have to admit,” Chester went on, “I had more than a taste. As a matter of fact, I ate so much that I couldn’t keep my eyes open— what with being tired from the jumping and everything. And I fell asleep right there in the picnic basket. The ﬁ rst thing I knew, somebody had put a bag on top of me that had the last of the roast beef sandwiches in it. I couldn’t move!” “Imagine!” Tucker exclaimed. “Trapped under roast beef sandwiches! Well, there are worse fates.”

699

Animated Films Explain The Cricket in Times Square was made into a short TV film many years ago. Today animated films seem to be more popular than ever. Instead of painting images onto film sheets, some animators now create puppets or clay figures to portray the characters. Animation contributes to communication in various ways. Discuss Ask students what their favorite animated films are. Do they prefer to watch films with painted images or clay figures? Apply Ask partners to do some research on types of animation. Then have them plan how they would animate one scene from The Cricket in Times Square. How would they design the characters? What actors would do the voiceovers? Have partners show sketches of the characters as they explain their ideas to the class.

The Cricket in Times Square 699 Main Selection Student page 700 “At ﬁ rst I wasn't too frightened,” said Chester. “After all, I thought, they probably come from New Canaan or some other nearby town. They'll have to unpack the basket sooner or later. Little did I know!” He shook his head and sighed. “I could feel the basket being carried into Develop a car and riding somewhere and then being lifted down. That must have been the railroad station. Then I went up again and there was a rattling Comprehension and roaring sound, the way a train makes. By this time I was pretty scared. I knew every minute was taking me farther away from my stump, but there wasn't anything I could do. I was getting awfully cramped too, 8 MAINTAIN under those roast beef sandwiches.” SUMMARIZE “Didn’t you try to eat your way out?” asked Tucker. How would you summarize Chester’s “I didn’t have any room,” said Chester. “But every now and then the train would give a lurch and I managed to free myself a little. We journey to New York? (He was sitting traveled on and on, and then the train stopped. I didn’t have any idea in his stump in Connecticut when where we were, but as soon as the basket was carried off, I could tell he smelled liverwurst. He followed from the noise it must be New York.” “You never were here before?” Tucker asked. the smell to a nearby picnic. Soon he “Goodness no!” said Chester. “But I’ve heard about it. There was jumped into the picnickers’ basket to a swallow I used to know who told about flying over New York every eat some of the liverwurst. Later, he fell spring and fall on her way to the North and back. But what would I be doing here?” He shifted uneasily from one set of legs to another. “I’m a asleep because he’d eaten too much. country cricket.” He woke up trapped under a bag of “Don’t worry,” said Tucker Mouse. “I’ll feed you liverwurst. roast beef sandwiches in the basket. You’ll be all right. Go on with the story.” The people carried the basket and “It’s almost over,” said Chester. “The people got off one train and walked a ways and got on another—even noisier than Chester onto a couple of trains. Chester the first.” worked himself loose and leaped out “Must have been the subway,” said Tucker. of the basket when they got off the second train.)

700

700 Main Selection Student page 701 “I guess so,” Chester Cricket said. “You can imagine how scared I was. I didn’t know where I was going! For all I knew they could have been heading for Texas, although I don’t guess many people from Texas come all the way to Connecticut for a picnic.” Develop “It could happen,” said Tucker, nodding his head. 8 “Anyway I worked furiously to get loose. And finally I made Comprehension it. When they got off the second train, I took a flying leap and landed in a pile of dirt over in the corner of this place where we are.” 9 GENRE: FANTASY “Such an introduction to New York,” said Tucker, “to land in a pile What information does the author of dirt in the Times Square subway include on pages 700 and 701 that station. Tsk, tsk, tsk.” could only happen in a fantasy? “And here I am,” Chester (Suggested answers: Chester could concluded forlornly. “I’ve been lying over there for three days not knowing not know that he was in New York, what to do. At last I got so nervous I 9 because how would a cricket have began to chirp.” that knowledge? Crickets don’t chirp “That was the sound!” interrupted Tucker Mouse. “I heard it, but I didn’t know what it was.” because they are nervous.) “Yes, that was me,” said Chester. “Usually I don’t chirp until 10 later on in the summer—but my goodness, I had to do something!” 10 CHARACTER The cricket had been sitting next to the edge of the shelf. For What do Chester Cricket’s actions so far some reason—perhaps it was a faint noise, like padded feet tiptoeing across the floor—he happened to look down. A shadowy form that tell you about the kind of creature he had been crouching silently below in the darkness made a spring is? (Chester is brave, because he was and landed right next to Tucker and Chester. able to get loose from the sandwiches “Watch out!” Chester shouted, “A cat!” He dove headfirst into the matchbox. and jump out of the basket. Even though he is far from home, he has been all right so far in New York. Chester is also nervous and frightened, because he stayed in one place for

701 three days while he thought about what to do.)

The Cricket in Times Square 701 Main Selection Student page 702 Harry Cat

Chester buried his head in the Kleenex. He didn’t want to see Develop his new friend, Tucker Mouse, get killed. Back in Connecticut he had sometimes watched the one-sided fights of cats and mice in the meadow, and unless the mice were near their holes, the fights Comprehension always ended in the same way. But this cat had been upon them too quickly: Tucker couldn’t have escaped. 11 STRATEGY There wasn’t a sound. Chester lifted his head and very ANALYZE STORY STRUCTURE cautiously looked behind him. The cat—a huge tiger cat with gray-green eyes and black stripes along his body—was sitting on Teacher Think Aloud As a new his hind legs, switching his tail around his forepaws. And directly character is introduced here, I notice between those forepaws, in the very jaws of his enemy, sat Tucker how the author is careful to show us Mouse. He was watching Chester curiously. The cricket began to make frantic signs that the mouse should look up and see what was Chester’s reaction. Chester is afraid looming over him. of the cat, so at first I also think the Very casually Tucker raised his head. The cat looked straight cat is dangerous. Cats and mice are down on him. “Oh, him,” said Tucker, chucking the cat under the chin with his right front paw, “he’s my best friend. Come out from 11 usually enemies, so the fact that the matchbox.” Harry is not a danger to Tucker or Chester crept out, looking first at one, then the other. Chester is a surprise. How else does “Chester, meet Harry Cat,” said Tucker. “Harry, this is the introduction of a friendly cat Chester. He’s a cricket.” “I’m very pleased to make your acquaintance,” said Harry Cat affect your understanding of the in a silky voice. story? “Hello,” said Chester. He was sort of ashamed because of all the fuss he’d made. “I wasn’t scared for myself. But I thought cats (Encourage students to apply the strategy and mice were enemies.” in a Think Aloud.) 12

Student Think Aloud I find out that Tucker and Harry are best friends, because Tucker says so. This is important to know, because 702 I already read about how friendly Tucker is to Chester. Now I see that three very different kinds of animals can get along. I will keep reading to find out how they will look out for each other.

D]QOPcZO`g

Find the sentence that contains the word acquaintance . Which of the following words and phrases has the meaning closest to the meaning of acquaintance: friend, co-worker, best friend, casual friend, stranger? (casual friend)

702 Main Selection Student page 703 Develop Comprehension

12 THEME How does Chester’s behavior on page 702 show that he already trusts Tucker and values him as a friend? (He tries to warn Tucker about the cat, because he does not want his new friend to be killed. When Tucker says the cat is a friend, Chester trusts Tucker and comes out to meet him.) Add this information to your Theme Map.

Clue Tucker encourages Chester to tell his story and shares his liverwurst.

Clue Tucker listens well and says he understands Chester’s feelings.

Clue Chester tries to warn Tucker about the cat; 703 Chester trusts Tucker about meeting Harry.

Have students respond to the selection by confirming or revising their predictions and purposes.

Theme Can students identify clues If students are having difficulty identifying events and character about the theme of a story? If traits that provide clues to the author’s message, guide them with not, see the Extra Support on questions such as the following. this page. • How did Chester feel when he first arrived in Times Square? (nervous, confused, and unhappy) • How does he feel now? (happier, more relaxed, less worried about his future in New York) • What brought about this change in his mood? (Tucker has made friends with him, showing interest in his problem, sharing food with him, and introducing him to a yet another new friend.) • How do Tucker and Harry feel about Chester? (They both admire Stop here if you are reading STOP Chester’s music. They give him hope about being able to leave, but this story over two days. also give him reasons to stay.)

The Cricket in Times Square 703 Main Selection Student page 704 “In the country, maybe,” said Tucker. “But in New York we gave up those old habits long ago. Harry is my oldest friend. 13 He lives with me over in the drain pipe. So how was scrounging tonight, Harry?” Develop “Not so good,” said Harry Cat. “I was over in the ash cans on the East Side, but those rich people don't throw out as much garbage as they should.” Comprehension “Chester, make that noise again for Harry,” said Tucker Mouse. Chester lifted the black wings that were carefully folded across 13 MONITOR AND CLARIFY: READ his back and with a quick, expert stroke drew the top one over the thrumm AHEAD bottom. A echoed through the station. “Lovely—very lovely,” said the cat. “This cricket has talent.” Find the word scrounging on pages 694 “I thought it was singing,” said Tucker. “But you do it like and 704. How might reading ahead playing a violin, with one wing on the other?” have helped you to understand its “Yes,” said Chester. “These wings aren’t much good for flying, but I prefer music anyhow.” He made three rapid chirps. meaning? (On page 704, Harry explains Tucker Mouse and Harry Cat smiled at each other. “It makes what scrounging means by saying he 14 me want to purr to hear it,” said Harry. had been looking through garbage “Some people say a cricket goes ‘chee chee chee,’” explained Chester. “And others say, ‘treet treet treet,’ but we crickets don’t cans for food. On page 694, we learn think it sounds like either one of those.” that Tucker likes scrounging, but the “It sounds to me as if you were going ‘crik crik crik,’” context doesn’t necessarily explain said Harry. what it means.) “Maybe that’s why they call him a ‘cricket,’” said Tucker.

704

IMMIGRATION People who leave their homes in one country to move to a new country are called immigrants. New York City is known for welcoming people from different backgrounds and giving them the chance to become friends. Tucker says that, in the country, a cat and a mouse would be enemies. In the city, however, they become friends. New immigrants like Chester are often nervous about their new home at first, but they soon grow to appreciate the friends they make. Have students recall the immigrant characters in My Diary from Here to There and The Gold Rush Game. In several paragraphs, ask them to compare and contrast their experiences of coming to live in the United States with Chester’s arrival in New York. They should also discuss the similarities and differences in how the authors tell the immigrants’ story.

704 Main Selection Student page 705 Develop Comprehension

14 THEME How does Tucker’s and Harry’s reaction to Chester’s chirping add to your understanding of the story’s theme? (Both Tucker and Harry really like Chester’s chirping, which shows that friends appreciate the special qualities that each has. The author may be trying to show that taking time to appreciate others can lead to having good friends.) Add this information to your Theme Map.

Clue Tucker encourages Chester to tell his story and shares his liverwurst.

Clue Tucker listens well and says he understands Chester’s feelings.

705 Clue Chester tries to warn Tucker about the cat; Chester trusts Tucker about meeting Harry.

Clue &-- Tucker and Harry compliment Chester on his chirping skills. STRATEGIES FOR EXTRA SUPPORT

Question 14 THEME Reread aloud the dialogue on page 704 that tells what Tucker and Harry think about Chester’s chirping: “Lovely . . . cricket has talent . . . Like playing a violin . . .” Say that Tucker and Harry are complimenting Chester on his ability to chirp. Write the word compliment and give other examples. Ask, What does the characters’ behavior tell you about their feelings for each other? How does their behavior help you understand the theme? (Friends appreciate each other’s qualities.) Write appreciation on the board and ask, How do you show your appreciation for your friends?

The Cricket in Times Square 705 Main Selection Student page 706 They all laughed. Tucker had a squeaky laugh that sounded as if he were hiccupping. Chester was feeling much happier now. The future did not seem nearly as gloomy as it had over in the pile of 15 dirt in the corner. Develop “Are you going to stay a while in New York?” asked Tucker. “I guess I’ll have to,” said Chester. “I don’t know how to get home.” Comprehension “Well, we could always take you to Grand Central Station and put you on a train going back to Connecticut,” said Tucker. “But 15 STRATEGY why don’t you give the city a try. Meet new people—see new things. ANALYZE STORY STRUCTURE Mario likes you very much.” “Yes, but his mother doesn’t,” said Chester. “She thinks I How has the author used clues in the carry germs.” plot to bring out the theme of the story? “Germs!” said Tucker scornfully. “She wouldn’t know a germ if one gave her a black eye. Pay no attention.” Student Think Aloud The author “Too bad you couldn’t have found more successful friends,” has shown us that, even though two said Harry Cat. “I fear for the future of this newsstand.” “It’s true,” echoed Tucker sadly. “They’re going broke fast.” individuals are very different, they He jumped up on a pile of magazines and read can be kind to each other. We see off the names in the half-light that slanted this when Tucker listens carefully through the cracks in the wooden Art News—Musical America to Chester’s story. Also, we know cover “ . Who would read them but a few that Harry would never eat Tucker. long-hairs?” Friends also take care of each other. “I don’t understand the way For example, we see that Tucker you talk,” said Chester. Back in the meadow he had listened shares his liverwurst when Chester is to bullfrogs, and woodchucks, hungry. And friendship also means and rabbits, even a few snakes, being willing to share your talents, but he had never heard anyone speak like Tucker Mouse. “What like singing and chirping. 16 is a long-hair?” 16 DRAW CONCLUSIONS How do you think Tucker has learned to speak the way he does? (At the 706 beginning of the story, we learn that he loves to eavesdrop on humans. He has probably picked up a lot of vocabulary and phrases from them. Chester says he has never heard such words in the country, but that is because there are so few people in the country.)

706 Main Selection Student page 707 Tucker scratched his head and thought a moment. “A long- hair is an extra-refined person,” he said. “You take an Afghan hound—that's a long-hair.” “Do Afghan hounds read Musical America?” asked the cricket. “They would if they could,” said Tucker. Develop Chester shook his head. “I’m afraid I won’t get along in New York,” he said. “Oh, sure you will!” squeaked Tucker Mouse. “Harry, suppose 17 Comprehension we take Chester up and show him Times Square. Would you like that, Chester?” 17 THEME “I guess so,” said Chester, although he was really a little leery of venturing out into New York City. How does the author show that Tucker The three of them jumped down to the floor. The crack in and Harry value having Chester as a the side of the newsstand was just wide enough for Harry to get new friend? (They offer to help him through. As they crossed the station floor, Tucker pointed out the get back to Connecticut, but they local sights of interest, such as the Nedick’s lunch counter—Tucker spent a lot of time around there—and the Loft’s candy store. Then also want to show him all the things they came to the drain pipe. Chester had to make short little hops that New York has to offer. They to keep from hitting his head as they went up. There seemed seem to want him to stay.) Add this to be hundreds of twistings and turnings, and many other pipes that opened off the main route, but Tucker Mouse knew his way information to your Theme Map. perfectly—even in the dark. At last Chester saw light above them. One more hop brought him out onto the sidewalk. And there he 18 MAINTAIN gasped, holding his breath and crouching against the cement. 18 SUMMARY How would you summarize the tour of Times Square that Tucker and Harry give Chester? (First, they squeeze through the crack in the newsstand and cross the subway station. Tucker points out interesting places to eat, such as Nedick’s and Loft’s candy store. Then they travel through the drain pipe, twisting and turning in the dark for a long time, until 707 they come up onto the sidewalk.)

Clue Tucker encourages Chester to tell his story and shares his liverwurst. Ways to Confirm Meaning Clue Semantic/Meaning Cues Tucker listens well and says he understands Chester’s feelings. Explain Good readers use their background knowledge and context clues to help them predict and check meanings of words. Clue Model Discuss the word venturing on page 707. Chester tries to warn Tucker about the cat; Think Aloud I don’t know what the word venturing means, but it Chester trusts Tucker about meeting Harry. reminds me of the word adventure. It appears right after Tucker says he and Harry will show Chester Times Square. The -ing Clue ending shows that it is a verb, and it is followed by the adverbs Tucker and Harry compliment out and into. Venturing must mean “going” or “traveling.” That Chester on his chirping skills. makes sense: Chester is leery about going out into New York City.

Apply Encourage students to use context clues and their background Clue knowledge to help them with other difficult words or phrases, such as extra-refined on this page. Tucker and Harry seem to want Chester to stay in New York.

The Cricket in Times Square 707 Main Selection Student page 708 They were standing at one corner of the Times building, which is at the south end of Times Square. Above the cricket, towers that seemed like mountains of light rose up into the night Develop sky. Even this late the neon signs were still blazing. Reds, blues, greens, and yellows flashed down on him. And the air was full of the roar of traffic and the hum of human beings. It was as if Times Comprehension Square were a kind of shell, with colors and noises breaking in great waves inside it. Chester’s heart hurt him and he closed his eyes. The sight was too terrible and beautiful for a cricket who up to now 19 THEME had measured high things by the height of his willow tree How does the author use his characters and sounds by the burble of a running brook. “How do you like it?” asked Tucker Mouse. to express the theme? (Suggested “Well—it’s—it’s quite something,” Chester stuttered. answer: The three characters are very “You should see it New Year's Eve,” said Harry Cat. different kinds of creatures, yet they Gradually Chester’s eyes got used to the lights. He looked up. And way far above them, above New York, and above the whole have learned how to trust one another world, he made out a star that he knew was a star he used to look and to care for each other. They see the at back in Connecticut. When they had gone down to the station differences between them as positive and Chester was in the matchbox again, he thought about that star. things and reasons to be happy together It made him feel better to think that there was one familiar thing, 19 twinkling above him, amid so much that was new and strange. rather than as problems. The author shows how they speak to each other with respect and offer help when it’s Theme needed. By seeing how these characters How does the author use his characters to express behave together, we understand how the theme? important good friendships are.) Add this information to your Theme Map.

Clue Tucker encourages Chester to tell his story and shares his liverwurst.

708 Clue Tucker listens well and says he understands Chester’s feelings.

Clue Chester tries to warn Tucker about the cat; Chester trusts Tucker about meeting Harry.

Clue Tucker and Harry compliment Chester on his chirping skills.

Clue Tucker and Harry seem to want Chester to stay in New York.

Theme Friendships are valuable. They make any place feel like home.

708 Main Selection Student page 709 Develop Comprehension

RETURN TO PREDICTIONS AND PURPOSES Review students’ predictions and purposes. Were they correct? Did students know what would happen when a country cricket winds up in the city? (Even though Chester knew no one when he arrived in New York, he soon made two very good friends.) Students should view and respond to classic texts.

REVIEW READING STRATEGIES ■ In what ways did analyzing the story structure to identify the theme help you understand this story?

■ What strategies did you use when you came to difficult words? Encourage students to select useful 709 visual organizers after reading to organize information.

PERSONAL RESPONSE Ask students to write about a time when they made friends with someone very different from themselves. Invite them to perform their stories nonverbally, as in pantomime.

Can students use clues to identify the theme of a story?

During Small Group Instruction

If No Approaching Level Leveled Reader Lesson, p. 717P If Yes On Level Options, pp. 717Q–717R Beyond Level Options, pp. 717S–717T

The Cricket in Times Square 709 On a Journey with Respond Student page 710 George and Garth Author and Illustrator George Selden wrote this story after he heard a cricket chirping in the Times Square ON A JOURNEY WITH GEORGE subway station. Chester’s whole story came to George AND GARTH immediately. The cricket reminded George of his home in the countryside where he used to live. Have students read the biographies of

the author and the illustrator. Other books by George Selden and Garth Williams

DISCUSS ■ How did George Selden use his own experiences to create a work of imaginative fiction?

■ What advantages and disadvantages Garth Williams worked very hard to might Garth Williams have had from make the creatures in this story look and act like real working with photographs of animals? people. First he started with an actual photograph of the animal. Then he drew and redrew until the WRITE ABOUT IT animal seemed to have human qualities. Have students write about a new place they would like to visit. Ask them to Find out more about George Selden and Garth Williams at give a detailed description of things www.macmillanmh.com they would like to see there. Use a world map as a prompt for students to share their ideas about travel Author's Purpose destinations. Why did George Selden write The Cricket in Times Square? Was his main purpose to explain, entertain, or persuade? What details help you to know? Author’s Purpose 710 Have students look for clues in the story and in the author’s biography that indicate George Selden’s purpose for writing. Suggest that they consider the story’s theme when looking for and Author’s Craft discussing the clues. Students should Humorous Contrast conclude that he wrote to entertain. ■ Writers often place animals in situations together even though they would not face each other in real life. ■ For example: “‘Who are you?’ ‘A mouse,’ said Tucker, ‘Who are you?’ ‘I’m Chester Cricket,’ said the cricket.’” (p. 694) In real life, a mouse and a cricket would not make homes near each other.

■ Ask students how contrasting situations and odd animal pairs adds humor to the story. BSQV\]Z]Ug ■ Have students look for and discuss other examples of humorous Students can find more information about contrast, such as “‘I jumped into the picnic basket,” continued George Selden and Garth Williams at Chester. “I was sure they wouldn’t mind if I had just a taste,’” (p. 699) www.macmillanmh.com and “directly between those forepaws, in the very jaws of his enemy, sat Tucker Mouse.” (p. 702)

710 Respond Student page 711 Comprehension Check

Comprehension Check Summarize 1ZcS

Summarize The Cricket in Times Square. 1ZcS Tell about the main characters, the most SUMMARIZE 1ZcS important events in the story, and the theme. Have partners summarize The Cricket in BVS[S Times Square in their own words. Remind Think and Compare students to use their Theme Map to help 1. New York City is ﬁ lled with people from many diff erent them organize their summaries. backgrounds and countries. What message do you think the author is sending by making a cricket, a cat, and a mouse his main characters? Use your theme chart to answer the THINK AND COMPARE question. Analyze Story Structure: Theme Sample answers are given. 2. Reread page 708 of the story. How do you think Chester feels about New York after he sees Times Square? Use story details 1. Theme: The author’s message to support your answer. Analyze seems to be that a big city is filled 3. If you could be a character in the story, which character with many different characters who would you choose to be, Chester or Tucker? Explain your answer. Apply can still become friends despite their differences. 4. Tucker advises his new acquaintance Chester to give the city a try. How would you decide if this is a good idea? 2. Analyze: Chester is very Support your answer with details from the text. Evaluate overwhelmed by New York City’s 5. Read “The Country Mouse and the City Mouse” on pages lights and sounds. He feels that it is 690–691. How is Country Mouse’s experience similar to Chester’s on pages 701 to 704? How is it diff erent? Use beautiful but busy since it is so much details from both selections in your answer. Reading/Writing bigger and noisier than the place he Across Texts came from. USE THINK AND SEARCH 3. Text to Self: Students may say that they would rather be Tucker because he is very energetic and

711 outgoing. Some students might prefer to be Chester because he is quiet and a talented musician. 4. Text to World: Answers may vary. Students’ may say that if they were Chester, they might feel better about staying in the city because of Think and Search friends like Tucker and Harry. Model the Think and Search strategy with questions 2 and 5. The answer is found in more than one place in the selection. You FOCUS QUESTION need to put different parts of the text together. 5. Text to Text: Both Chester and Question 2 Think Aloud: I first read that Chester was the Country Mouse are from the frightened by the noises he heard. Then I learned that he was country. They both think the city from a very quiet place. Therefore, Chester must have been scared but excited in this new place. is dangerous, busy, and noisy. The Country Mouse’s trip was a planned Question 5 Think Aloud: In “The Country Mouse and the City Mouse,” I read that Country Mouse took a planned trip to visit with a friend, but Chester the city to see her friend. In The Cricket in Times Square, Chester comes to the city by accident. accidentally found himself in the city. Both are surprised at what Chester is considering staying in they see and hear in the city. Country Mouse decides to return the city, but Country Mouse goes home. Chester may decide to give the city a chance. home. USE THINK AND SEARCH

The Cricket in Times Square 711 Fluency/Comprehension Fluency Objectives • Read accurately with good Repeated Reading: Punctuation prosody • Rate: 113–133 WCPM EXPLAIN/MODEL Tell students that paying close attention to punctuation will help them with proper intonation and expression. Materials Contrast intonation for statements and exclamations as you model • Fluency Transparency 27 reading the passage on Fluency Transparency 27 aloud. Then read • Fluency Solutions one sentence at a time, having students echo-read the sentence, • Leveled Practice Books, p. 196 imitating your intonation.

Think Aloud I see that most sentences end with periods, so I will make my voice stay level at the end. One of Chester’s lines &-- ends with a exclamation point, so I will read that line with more emphasis. Provide a Context Discuss what is happening in the passage and the Transparency 27 character’s feelings. Make sure students understand “At first I wasn’t too frightened,” said Chester. “After all, that Chester is talking to I thought, they probably come from New Canaan or some Tucker Mouse. Echo-read other nearby town. They’ll have to unpack the basket sooner the passage with students. or later. Little did I know!” He shook his head and sighed. You may need to explain “I could feel the basket being carried into a car and riding somewhere and then being lifted down. That must have been the expression “Little did I the railroad station.” know!”

27=1 C 2 / On Level Practice Book O, page 196

As I read, I will pay attention to end punctuation in each sentence. Stripes raised his eyes and blinked at Jani. He was a lovely 12 striped cat. Jani thought he looked like a little tiger. She picked 24 the cat up. She sat with him on a chair, stroking his head. 37 “You’ll never believe what we learned in school today,” she Fluency Transparency 27 47 told Stripes. 27=1 49 Stripes looked up at her with wise green eyes. “People used C 2 from The Cricket in Times Square, page 700 / 60 to make leopard-skin coats,” she told him. “Some people still 71 do. A coat made from a cat, Stripes. It makes me so mad!” 84 Jani could not be sure, but she thought that Stripes scrunched 95 up his nose in disgust. 100 That night, Jani fell into a restless sleep. She tossed and PRACTICE/APPLY Divide students into two groups. The first group 111 turned. She dreamed about animals who could talk. In her 121 dream, she hid nearby, eavesdropping on their conversation. 129 The animals were in danger. And they needed help. Suddenly reads the passage a sentence at a time. The second group echo- 139 she woke up. It was almost midnight, but there was a light in 152 her room. “Who’s there?” she asked. 158 reads. Then groups switch roles. Students will practice fluency using Practice Book page 196 or the Fluency Solutions Audio CD.

Comprehension Check 1. Why does Jani fall into a restless sleep? Make Inferences Jani falls into a restless sleep because she is still upset about the idea of a coat made from an animal’s fur. Can students read accurately with good prosody? 2. Why might Jani feel sympathy for leopards? Make Inferences Jani probably feels sympathy for leopards because they are also cats, and she loves her own cat, Stripes. Number of Words During Small Group Instruction Words Read – Errors = Correct Score First Read – = Second Read – = If No Approaching Level Fluency, p. 717N

If Yes On Level Options, pp. 717Q–717R Approaching Practice Book A, page 196 Beyond Practice Book B, page 196 Beyond Level Options, pp. 717S–717T

711A Fluency/Comprehension

Comprehension Objective • Summarize text by MAINTAIN SKILL identifying important details SUMMARIZE

EXPLAIN/MODEL ■ To summarize means to tell about something in a brief and organized way.

■ A summary of a story includes the main idea and supporting details. Sometimes a story’s main idea is not stated; it may be implied by the details. What are the secondary ideas? Lead a class discussion about how students would summarize a AYWZZaB`OQS favorite story. Ask, What are the most important details? Summarize Introduce 377A–B PRACTICE/APPLY Discuss the story The Cricket in Times Square and Practice / 378–401; Leveled Practice, have partners summarize and evaluate Chester’s adventurous trip to Apply 104–105 Times Square by role-playing the character. Ask each partner to take Reteach / 405M–T, 543A–B, 544–557, a turn acting out different parts of his city experience. Review 561M–T; Leveled Practice, 150–151 Have students use opinions and reactions of their teachers and Assess Weekly Tests; Unit 3, 5 Tests; classmates to evaluate their own interpretations of the book. Benchmark Tests A, B For comprehension practice use Graphic Organizers on Teacher’s Maintain 627B, 651B, 711B, 777B Resource Book pages 40–64.

The Cricket in Times Square 711B Paired Selection Student page 712 Science Genre Editorials are articles Informational printed in newspapers and magazines that express the opinions of the writer. Text: Science Text Feature Advertisements are text TheThe ChanceChance GENRE: EDITORIALS and pictures that try to persuade consumers to Have students read the bookmark on buy a product. ofof a aLifetimeLifetime Student Book page 712. Explain that Content Vocabulary editorials colony echolocation ■ are printed in newspapers and insecticides magazines;

■ express opinions that may or may not be supported with facts;

■ may be written to convince readers by Patricia West a first-hand look at the Mexican to see things the same way the free-tailed bat. A colony of bats writer does. hat words come to mind has settled under the Congress Wwhen you see or think of a Avenue Bridge. bat? Creepy? Dark? Dangerous? I urge all of you to come out Text Feature: Advertisement People who know very little about to see these bats. They tend to this creature might answer in this come out around sunset. Point out the advertisement on page way. Those who know bats would Depending on the size of a colony, use words such as “fascinating,” bats can eat tens of thousands of 713. Explain that an advertisement tries “amazing,” even “beautiful.” insects during their nightly to persuade people to buy a product All of us here in Austin have flights. That, my friends, is a lot or service. This advertisement is trying an incredible opportunity to take of mosquitoes.

to motivate customers to buy a house cont. on page 714 to keep bats. 712 ■ An advertisement contains text and pictures.

■ It gives important facts, details, or descriptions about the product or Content Vocabulary service. Review the spelling and meaning of each content vocabulary word ■ It includes persuasive words and for “The Chance of a Lifetime” on Student Book page 712: colony, techniques and is designed to catch echolocation, and insecticides. the reader’s attention. ■ A colony is a group of animals or plants of the same kind living in a Ask students what makes the bat particular place. Have you ever seen a colony? house being advertised on page 713 ■ unique enough to purchase. (It is Bats use echolocation , bouncing sound waves off objects, to fly designed by the Bat Society.) Discuss around. What other animal do you think might also use echolocation the importance of having correct or something similiar? information in the advertisement. ■ Insecticides are chemicals used to kill insects. In what ways are (All the details must be correct so insecticides harmful to our environment? consumers will know how to purchase the product and what it will cost.)

712 Science

Paired Selection Student page 713 Informational Advertisement Text Reading an Advertisement The purpose of an advertisement is to Read “The Chance of a persuade people to buy a product. Look Lifetime” for ways in which the author motivates customers to come to Kramer’s. As you read, remind students to apply what they have learned about advertisements. Also have them Our Best Bat House identify clues to the meanings of the Just Went On Sale! highlighted words in the selection. Now Only $40.00 1 TEXT FEATURE: ADVERTISEMENT SALE! (Regularly $55.00) What items are on sale at Kramer’s Designed by the Bat Society Lawn and Garden? (The bat house, Slanted roof for better run-off hammocks, and wheelbarrows are on Weather-resistant red cedar Made in the USA sale.) Which item could you save the 1 most on? (You could save the most on Special: Hammocks—Up to 50% off! a hammock.) Wheelbarrows—10% off when you bring this ad For a limited time only. Sales end 6/30. 2 2 TEXT FEATURE: ADVERTISEMENT KRAMER’S LAWN AND GARDEN How does the advertisement try to 555 Main Street, Cedar Park, Texas • (555)555-5555 Open daily 10-6 persuade consumers to buy the bat 713 house? (It states that it is the best bat house designed by the Bat Society. Its roof is designed for better run-off and it is made of material that withstands weather.) &--

Author’s Viewpoint Use the article to make a list of the amazing things about bats. Reread the text and call out the positive things about bats. Discuss with students. Ask, Why do you think the author of this article likes bats? What words does she use to let the reader know bats are amazing? Point out the exact words and phrases the author uses to convey her opinion.

The Cricket in Times Square 713 Paired Selection Student page 714 Informational Text

3 CONTENT VOCABULARY Look at the word insecticides on page 714. What clues help you to understand the meaning of the word? (“killed many bats”) cont. from page 712 Dr. Markus Rivera, a scientist who Unfortunately, bat 4 CAUSE AND EFFECT studies bats, has some helpful populations are falling all advice to pass along. Here are his What are two causes of the decline around the county. This bat-viewing suggestions. in bat populations? (insecticides and decline is due to several misinformed people who disturb and 3 factors. Insecticides Tips on Viewing Bats have killed many bats. kill the bats) What are two effects of People have disturbed bat Look for bats at dawn sickness in bats? (Sick bats cannot fly, roosts. Sadly, people who or dusk. and they rarely come into contact with mistakenly think that bats Pick an open spot to see people.) are dangerous or carry bats against the sky. disease have intentionally Look for bats near water destroyed them. Scientists, or streetlights. however, believe that fewer Never touch a bat. than one bat in 200 is sick. Do not disturb bats during Sick bats are too weak to the day when they sleep. fly, so they rarely come in 4 contact with people. We need to spread the word.

714

On Level Practice Book O, page 197

Advertisements use pictures and text to get people to buy or do something. Advertisements use several techniques of persuasion: • loaded language, such as best, better, and special • bandwagon, or urging that you join many other people • testimonials, or the backing of a celebrity • warnings that the offer is good for a limited time only

Read each advertisement. Then answer the questions.

Our world-class bird feeder will blow you away! It’s the best there is. As Bob Wells of the Nature Channel says, “You won’t find a better feeder anywhere.”

1. What techniques does the advertisement use? loaded language and testimonial 2. What words or phrases did you use to fi gure out the advertisement’s

approach? world-class; blow you away; best there is; Bob Wells says

Join your friends and neighbors by donating to the Save the Tigers fund. Act now and receive this beautiful tote bag.

3. What techniques does the advertisement use? bandwagon and limited time offer 4. What words or phrases did you use to fi gure out the advertisement’s

approach? join friends and neighbors, act now and receive a gift

Approaching Practice Book A, page 197 714 Beyond Practice Book B, page 197 Paired Selection Student page 715 Did You Know? Informational Did you know that bats do not rely on their eyes when they fly and hunt insects? They use Text echolocation. They emit high- pitched sounds. When the sound waves bounce off objects Connect and Compare and return to the bat’s ears, it can tell how far away the object is. SUGGESTED ANSWERS 1. There are three persuasive techniques: Connect and Compare (1) the use of persuasive, or loaded, 1. What are some persuasive techniques used in the ad on page words such as best, better, and special; 713? Could a customer at Kramer’s get 50% off all hammocks? (2) the testimonial, or backing, by the Explain. Reading an Advertisement Bat Society; (3) the statement that the 2. If you want to watch bats, when and where should you look? sale is for a limited time only, which Analyze urges customers to buy now. No, 3. Think about the editorial and The Cricket in Times Square. What are some misunderstandings that people have about a customer can get up to 50% off. crickets? About bats? Reading/Writing Across Texts READING AN ADVERTISEMENT 2. At dawn or dusk you can see them Science Activity in an open spot against the sky, Research either bats or crickets. Draw a picture of one. near water or streetlights. ANALYZE Write three facts you learned in your research. 3. FOCUS QUESTION People sometimes fear these creatures Find out more about bats at www.macmillanmh.com when they shouldn’t. Many people think crickets are noisy and carry germs. Others believe bats to 715 be dangerous and carry disease. READING/WRITING ACROSS TEXTS

Science Activity Nocturnal Animal Facts Have students share their research and Encourage students to learn more about nocturnal animals. Have relate the three facts they learned. As them brainstorm and share any facts they know already about students share their facts, list them on animals that come out at night. the board under a column marked bats Invite student partners to use library and Internet resources to learn or a column marked crickets. Students more about an animal of their choice. Ask partners to tell about the can also display the pictures they drew. animal they’ve chosen, including at least five interesting facts about it. Have partners share their research with the class. Remind students to use the Discussion and Conversation Guidelines on page 662I. You may wish to compile the facts into a book. Each pair BSQV\]Z]Ug of students can contribute a page that focuses on their animal. Encourage students to make the page colorful and to add Internet Research and Inquiry Activity photographs or illustrations. Suggest that students help their Students can find more facts about bats at partners follow directions. www.macmillanmh.com

The Cricket in Times Square 715 Write a Writer’s Craft News Article Facts and Opinions News articles answer the questions who, what, where, when, and why. These “five Ws” should be WRITING explained within the text of • Expository Writing the article. Present the facts • Writer’s Craft: Facts and and avoid giving opinions. What ARE Opinions Those Birds? WORD STUDY • Words in Context by Matthew E. • Context Clues: Paragraph • Phonics: Homophones Have you seen the big green birds on the • Vocabulary Building telephone poles behind the school? Their messy SPELLING nest has been there for at least three years, • Homophones growing larger every year. The birds are called monk parakeets, but GRAMMAR • Comparing with Adverbs they are a kind of parrot that originally lived in South America. SMALL GROUP OPTIONS How did they get here? They are probably I wrote a fact-filled escaped pets. Bird experts think the parakeets • Differentiated Instruction, news article about an pp. 717M–717V like it here on the coast interesting subject. because it doesn’t get too cold in the winter. Next time you’re outside for I included the “five Ws”- recess, take a look at our who, what, why, when, monk parakeet colony. and where. Writing 716 Facts and Opinions

READ THE STUDENT MODEL Read the bookmark about facts and opinions. Explain that readers and Features of a News Article writers can prove facts true through In a news article, the writer gives true information about a specific research or by observing events. topic. A news article tells about an event or topic of interest to a Opinions tell what someone thinks or large audience and is written to inform. feels. ■ A news article answers the questions who, what, when, where, Have students turn to pages 712–713. and why about a newsworthy event. Identify, contrast, and discuss facts and opinions. ■ A news article includes only facts, not opinions.

Have the class read Matthew E.’s news ■ It opens with an interesting first sentence or question that gets article and the callouts. Tell students the reader’s attention. that they will write a news article about an animal. They will also learn to ■ It often ends with a concluding sentence that wraps up the use facts and opinions in their writing. article.

716 Expository Writing Your Turn Write a news article about an animal Writing Student pages 716–717 outside its habitat. Choose a topic that is important or unusual—something PREWRITE that will interest your readers. Think Discuss the writing prompt on page about the “five Ws” as you research 717. The purpose of a news article and write: who, what, where, when, is to inform. Students can work and why. Make sure you answer these independently or in pairs to brainstorm questions with facts. Use the Writer’s animals for their articles. Ask them to Checklist to check your writing. choose the animal they think is the most interesting. Display Transparency 105 then present the mini lesson on Writer’s Checklist Organization on page 717B. Matthew

Ideas and Content: Did I pick an interesting topic used a Five-W’s chart to plan a news and present facts, not opinions? article that answers the important questions with facts. Have students use Organization: Did I answer the questions “Who?,” a similar chart to plan their own news “What?,” “Where?,” “When?,” and “Why?” articles. Voice: When I read the article aloud, did it sound as if I used enough facts to support the topic? DRAFT Display Transparency 106. Talk about Word Choice: Did I use precise words? ways to improve the draft. Before Sentence Fluency: Did my writing flow smoothly students write, present the lesson on from one idea to the next? Facts and Opinions on page 717A and the mini lesson on A Strong Opening Conventions: Did I use more or most or other on page 717B. Have students use their adverbs that compare? Did I check my spelling? charts to write their articles. Remind

717 them to include only facts.

REVISE Display Transparency 107 and discuss Transparency 105 Matthew’s revisions. Point out that he Transparency 105: Five-W’s used precise words and facts. Students My Five-Ws Chart Chart Who? Big green birds called monk can revise their drafts or work on parakeets; really parrots from Transparency 106: Draft South America them later. If they choose to revise, Transparency 107: Revision What? They have a big colony that gets bigger every year. have them work in pairs to use the Where? Nest is behind the school. When? Nest has been there for at Writer’s Checklist on page 717. Then ask least three years. Why? Probably escaped pets; students to proofread their writing. like it here because it isn’t too cold in the winter For Publishing Options, see 717A. For lessons on Grammar and Spelling, see page 717B and 5-Day Spelling and Grammar on pages 717G–717J.

Writing Transparency 105 BVXb^aaVc$BX

Writing Transparency 105 The Cricket in Times Square 717 Writer’s Craft Writing Facts and Opinions Publishing Options EXPLAIN/MODEL Students can read aloud their Good writers use only facts in a news article. Facts are pieces of news articles to the class. See information that can be proven, usually through research or by the Speaking and Listening tips below. They can also use personal experience and observation. Opinions tell how someone their best cursive to write their thinks or feels. Display Transparency 108. news article. (See Teacher’s Resource Book pages 163– Think Aloud The first sample sentence is a fact that I can prove 168 for cursive models and by looking up white-tailed deer in an encyclopedia or almanac. practice.) Then invite students The second sample sentence has a fact in it, which is that deer to submit their articles to the eat vegetable gardens, but it is still an opinion because it states school or local paper. the view that deer are pests. Some people think that deer are important food sources or beautiful animals. If people can disagree with an idea, it is an opinion. SPEAKING STRATEGIES ■ Speak clearly, using a natural note of voice. Transparency 108

■ Catch your audience’s Writing Transparency 108 attention with your introductory sentence. Facts and Opinions Fact: White-tailed deer are the most common deer in ■ Present ideas in a logical North America. sequence. Opinion: White-tailed deer are pests because they eat the vegetable garden. ■ Show interest in the animal but do not show 1. A male white-tailed deer may weigh as much as 200 pounds. opinion or emotion. 2. Male deer have bigger antlers, which makes them much more interesting than female deer. 3. White-tailed deer don’t have an actual home; they LISTENING STRATEGIES just move around in a home area.

■ 4. Deer can be a problem because they bring bugs Listen carefully for facts that carry dangerous diseases. and details about the

animal. BVXb^aaVc$BX

717A Writing Writer’s Toolbox

Writing Trait: Organization Comparing with Adverbs Explain/Model For a news article, writers can Explain/Model Adverbs can be used to compare organize ideas around answering the five W’s: who, actions. To compare using most one-syllable what, when, why, and where. Point out the phrase adverbs, add –er or –est, as in quicker or slowest. “on the telephone poles behind the school” on For adverbs with two or more syllables, add the page 716. Explain that this phrase answers the words more or most to the adverb, as in more question where. carefully. Practice/Apply Work with students to find the Practice/Apply Work with students to find answers to the other five-W questions in the examples of comparing with adverbs in the student model. Discuss how organizing according student model on page 716. Ask students to pay to the five W’s helps writers make sure they include attention as they write to using adverbs correctly all the important information. to compare. For a complete lesson on comparing with adverbs, see pages 717I–717J.

A Strong Opening Spelling Homophones Explain/Model Explain that strong openings get readers interested and keep them reading. For Ask students to find the word seen in the student a news article, good writers often start with an model on page 716. Point out that this word attention-grabbing sentence or a question to get is spelled s-e-e-n. Explain that the word scene readers involved. This makes readers respond to the sounds the same but is spelled s-c-e-n-e. These question and keep reading to see how the writer words are homophones—they sound the same answers it. but have different spellings and meanings. Have Practice/Apply Discuss with students why students find other homophones in the student Matthew’s opening works. Then invite students to model, such as their/there. Remind them to make suggest other strong openings Matthew could have sure they have the correct word when they spell used. As students draft, tell them to use a strong homophones. Remind them that they can use a opening to get readers interested in their news print or online dictionary to check spelling in their article. drafts. For a complete lesson on homophones, see pages 717G–717H.

Technology

To help them find definitions or synonyms, tell students to select the word in their draft, go to the Tools menu, and then choose Thesaurus or Dictionary to find what they need.

The Cricket in Times Square 717B Word Study Word Study Review Objectives Vocabulary • Apply knowledge of word meanings and context clues Words in Context • Use paragraph clues to understand the meanings of unfamiliar words EXPLAIN/MODEL Review the meanings of the vocabulary words. Display Materials Transparency 53. Model how to use word meanings and context • Vocabulary Transparencies clues to fill in the first missing word with students. 53 and 54 • Leveled Practice Books, Think Aloud In the first sentence, I read that Barbara learns secrets p. 198 from other people’s conversations. She must have been listening without their knowledge. That’s eavesdropping. I think the missing D]QOPcZO`g word is eavesdropping. It makes sense in the sentence.

eavesdropping (p. 694) listening to other people Transparency 53 talking without letting

them know you are jumble logical acquaintance scuffling listening scornfully wistfully eavesdropping scuffling (p. 694) the 1. Barbara learned our secrets by eavesdropping on our sound of feet shuffling conversations. 2. She is not a good friend; she is more like an wistfully (p. 696) sweetly acquaintance . sad; thoughtfully 3. Grandma wistfully told stories of her happy girlhood. jumble (p. 697) a 4. I heard the raccoon scuffling along the driveway. confused mixture or 5. It didn’t seem logical that wild animals would wander condition; a mess the city. logical (p. 699) 6. The animal’s nest was a jumble of fur, feathers, and reasonable; thoughtful dried grass. acquaintance (p. 702) 7. He glanced scornfully at the rowdy children, saying someone known or that he did not want to be disturbed. introduced

scornfully (p. 706) angrily; Vocabulary Transparency 53 disapprovingly PRACTICE/APPLY Instruct students to complete the remaining sentences on their &-- own. Have them use context clues to fill in the missing words for Practice Vocabulary items 2–7 on a separate sheet of paper. Then students can exchange Create a pile of objects papers, check their answers, and explain the context clues they used to illustrate a jumble of to figure out the missing words. things. Say, This is a jumble of books, pencils, and paper. Story Time In small groups, students should tell a story Have students discuss using vocabulary words. A student might start the story with where in their homes there is a jumble of objects. (a eavesdropping, as in, We were eavesdropping in the bushes when a drawer/a closet) loud noise startled us. Another student continues the story using another word.

717C Word Study

STRATEGY CONTEXT CLUES: PARAGRAPH &-- EXPLAIN/MODEL Explain that writers sometimes include context clues throughout a Use Context Clues Have students turn to paragraph. Students may want to read the entire paragraph to help Student Book page 694 them understand the meaning of an unknown word. Context clues and model how to read may be one or more sentences away from the original word. Model surrounding text to finding the meaning of the word jumble in the first paragraph on identify the meaning of scuffling. Point out how the Transparency 54. Then have students read items 2–4 to figure out phrase after the comma the underlined words’ meanings using paragraph clues. helps define the word. Repeat this activity with jumble on page 697. Transparency 54

Paragraph Clues 1. There was a jumble of things in Eric’s room. There were shoes, hats, shirts, books, and pens. Eric came in from school and threw his clothes on the floor, his books on the bed, and his sneakers on the desk! 2. Emily peered at the animals in the park. From her tenth story window, she could barely see how many dogs there were. By staring intently, she noticed that there were twice as many dogs as pigeons. 3. After the bell sounded, Scott dashed across the field. His teammates looked on with excitement and hope as they watched him go. The first person to cross the finish line would win ice cream for the whole team! They were confident because Scott was the fastest runner in grade four. 4. The child sat forlornly on the bench. People raced by, ignoring him. He seemed so alone and sad. Was he lost? Where could his family be? On Level Practice Book 0, page 198 Vocabulary Strategy Transparency 54 Context clues are words in the same or surrounding sentences that help a reader figure out the meaning of an unfamiliar word.

PRACTICE/APPLY Possible responses provided. Read the passage below. Then write the meaning of each word in Have students identify the paragraph clues for liverwurst on Student dark type and the context clues that helped you figure it out. The audience streamed into the theater to hear Regina Jackson’s talk. Hundreds of people moved smoothly but quickly into their seats. Jackson Book pages 696–697. Then tell students to use those clues to write was the world’s leading authority on jaguars. No one else knew more than she did about the lives of these big cats. From the moment she began sentences to answer the following questions: Is liverwurst something to speak everyone sat quietly. You could see by their interested expressions that they were fascinated by what she had to say. When Regina finished, to eat? Is it a kind of vegetable or a kind of meat? everyone stood up and began to applaud.

1. audience Defi nition: people who come to hear something

Context clues: hundreds of people, hear talk

2. streamed Defi nition: moved smoothly moved smoothly and quickly Can students use context clues and paragraph clues to choose Context clues: expert the correct word and understand unfamiliar words? 3. authority Defi nition:

Context clues: no one else knew more than she did large mammals of the cat family During Small Group Instruction 4. jaguars Defi nition:

Context clues: big cats

If No Approaching Level Vocabulary, pp. 717N–717O 5. fascinated Defi nition: very interested

Context clues: sat quietly; interested expressions If Yes On Level Options, pp. 717Q–717R

Beyond Level Options, pp. 717S–717T Approaching Practice Book A, page 198 Beyond Practice Book B, page 198

The Cricket in Times Square 717D Word Study Word Study

Objectives Phonics • Identify and distinguish homophones • Identify antonyms Homophones EXPLAIN/MODEL Materials • Leveled Practice Books, p. 199 Homophones are words that sound alike but are spelled differently • Teacher’s Resource Book, and have different definitions. One reason that there are a number pp. 32–33 of homophones in English is that there are often different ways to spell the same sound. Write doe and dough.

Think Aloud I know that these words are both pronounced with &-- long o. In one case, the vowel sound is spelled oe, as in toe. In the other, the sound has the unusual spelling ough. When I read Homophone Practice /dō/, I must be sure that I don’t confuse the meaning. I can use Create sentences for the context clues or a dictionary to be sure of the correct meaning. following homophone pairs: red/read, see/sea, PRACTICE/APPLY cent/sent. Discuss the meanings of the words and Write these words on the board: weighed, root, tail, and weave. the differences in spellings. Make a classroom chart Have students sound out the words and write homophones for of homophones with them on the board. (wade, route, tale, we’ve) Ask students to use students’ illustrated the homophones in sentences. sentences for them to refer during writing and reading Decode Multisyllabic Words Write flower, flour; capital, capitol; activities. ceiling, sealing. Sound out the words as a class. Ask students to define each word. Have students use each word in a sentence. For additional practice, use the decodable passages on Teacher’s Resource Book pages 32–33.

On Level Practice Book 0, page 199 Draw It! Write pairs of homophones on cards, both words on one card. Divide the class in two. A player from Team A selects a card, Homophones are words that sound the same but are spelled differently and have different meanings. The words right and write are homophones. then draws clues that will help Team B name the words. After Team right = correct write = make marks on paper B correctly identifies the words, Team B players must spell both Fill in each blank with the correct homophone. homophones. Players on Team A then must use both homophones 1. tale / tail He told a tale about a lion that lost its

tail . correctly in sentences. The teams then switch roles. Teams earn patients 2. patience / patients The doctor encouraged his points by drawing, guessing the words, spelling the words, and using patience to have more while they waited to see him. the words correctly. 3. dough / doe The doe and her fawns ate the

dough that the baker left on the window sill.

4. wade / weighed She tried to wade across the river

wearing a backpack that weighed ninety pounds.

5. bolder / boulder The skier grew bolder after he

jumped over the boulder . Can students decode words that are homophones?

6. plain / plane We flew in a plane over the

plain where the buffalo were. During Small Group Instruction

7. week / weak I felt weak for a week .

8. aloud / allowed “There are no photos allowed ,” the If No Approaching Level Phonics, p. 717M

guide said aloud . If Yes On Level Options, pp. 717Q–717R Approaching Practice Book A, page 199 Beyond Level Options, pp. 717S–717T Beyond Practice Book B, page 199

717E Word Study Vocabulary Building

Edit Writing Using Adverbs Apply Vocabulary

Adverbs Remind students that they can fine-tune Write a Story Direct students to use the their writing by using adverbs or changing words vocabulary words to write a short story about into adverbs. Review: animal friends. The short story could be a fantasy, An adverb is a word that describes a verb, an mystery, or folk tale. Encourage students to give adjective, or another verb. the animals human characteristics. They should include at least four vocabulary words in their Sometimes an adverb describes when or how often stories. the action is done. Sometimes an adverb describes where the action is done. At other times an adverb describes in what manner, or how, the action is done. To make adjectives into adverbs, you add -ly. The giraffe is wistful. The giraffe sings wistfully. Like adjectives, adverbs also have a comparative and a superlative form. You use the comparative form of the adverb to compare two. You use the superlative form of the adverb to compare more than two. Some long adverbs do not add -er and Spiral Review -est. Use more and most to form the comparative Build-A-Cricket Find line art of a cricket and of these adverbs. duplicate it. Cut each cricket into several pieces, making a puzzle. Write current and previous vocabulary words on pieces of the cricket. Divide the class into groups. Place a jumble of assorted cricket parts (enough for each student to make a Vocabulary Building cricket) on a group’s table. Have students earn the Antonyms Help students identify the parts of pieces to build a cricket by defining the word on speech for the following vocabulary words: logical, the part and using it in a sentence that contains disappointment, scornfully, acquaintance, fragile, and at least one context clue for the word. When threatened. In pairs, have students come up with a student is done with his or her cricket, that antonyms for each word. Have them see who can student may help another student in the group think of the most antonyms per word. Ensure that build a cricket by providing antonyms or context the antonyms are the same part of speech. clues for words on the missing parts.

BSQV\]Z]Ug

2@=; 1

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

The Cricket in Times Square 717F 5 Day Spelling Spelling Homophones A^SZZW\UE]`Ra 2Og 2Og root prints weighed Pretest Word Sorts tale we’ve patience wade weave bolder ASSESS PRIOR KNOWLEDGE TEACHER AND STUDENT SORTS tail whose doe Using the Dictation Sentences, say ■ Write doe and dough, pointing out prince route mousse the underlined words. Read the that these words are homophones. dough who’s patients sentences and repeat the words. Homophones are words that sound moose boulder Have students write the words on the same but are spelled differently Review cotton, muffin, eleven Spelling Practice Book page 167. and have different meanings. Challenge straight, strait For a modified list, use the first 12 Explain that all the Spelling Words Spelling Words and the 3 Review for this week are homophones, and Words. For a more challenging list, are not arranged in any specific Dictation Sentences use Spelling Words 3–20 and the spelling patterns. Have students 1. A tree root grew out of the ground. 2 Challenge Words. Have students find all the homophone pairs 2. Have you heard the tale of Paul correct their own tests. and discuss their spellings and meanings. Bunyan? Have students cut apart the Spelling 3. Do you like to wade in the ocean? Word Cards BLM on Teacher’s ■ Challenge student pairs to sort 4. My dog wagged his tail excitedly. Resource Book page 92 and figure all the word cards in two ways. 5. The prince lives in the castle. out a way to sort them. Have them Have them record both sorts 6. It’s fun to roll out cookie dough. save the cards for use throughout by listing the headings and 7. The moose has large antlers. the week. corresponding words. (Possible 8. She prints her letters carefully. sorts include vowel sounds, Use Spelling Book page 168 for 9. We’ve been here all day. syllables, initial letters, number of additional practice with this week’s 10. Can you weave on a loom? letters, or parts of speech.) 11. Whose jacket is on the floor? Spelling Words. ■ When students have finished, 12. We took the quickest route home. For Leveled Word Lists, go to discuss the different ways they 13. Who’s coming to the party? www.macmillanmh.com 14. We climbed over a boulder. sorted. 15. The baby weighed seven pounds. 16. Have patience with your brother. Spelling Practice Book, pages 167–168 Spelling Practice Book, page 169

'PMECBDLUIFQBQFS SPPU 17. Outside school, the child seemed BMPOHUIFEPUUFEMJOF doe boulder patience mousse UBMF 8SJUFUIFXPSETJO who’s weighed tail dough bolder. UIFCMBOLTBTUIFZ XBEF route patients prince whose BSFSFBEBMPVE8IFO UBJM weave tale bolder root 18. We saw a doe run in the woods. ZPVGJOJTIUIFUFTU moose prints wade we’ve VOGPMEUIFQBQFS6TF QSJODF

UIFMJTUBUUIFSJHIUUP EPVHI 19. I tasted the chocolate mousse. DPSSFDUBOZTQFMMJOH There are ten pairs of spelling words that are homophones. NJTUBLFT NPPTF They sound the same but are spelled differently. Sort the

QSJOUT homophones into pairs. Write each pair on the lines below. 20. My doctor gives lollipops to her doe dough XFWF 1. 2. bolder boulder patients. XFBWF 3. route root XIPTF 4. patience patients SPVUF 5. moose mousse XIPT Review/Challenge Words 6. prince prints CPVMEFS 7. who’s whose 1. My shirt is made of pure cotton. XFJHIFE 8. wade weighed QBUJFODF weave we’ve 2. I ate a toasted corn muffin. 9. CPMEFS 10. tail tale EPF 3. He turned eleven years old. Order Please! NPVTTF Write the following words in alphabetical order: patience, weighed, QBUJFOUT 4. An iron makes curly hair straight. tail, dough, whose, weave, bolder, root, moose, and prints. DPUUPO ;L?;MÃEH:I 11. bolder 16. root 5. The strait was too narrow for the NVGàO 12. dough 17. tail

moose boat to pass through. FMFWFO 13. 18. weave >7BB;D=;ÃEH:I TUSBJHIU 14. patience 19. weighed prints whose Word in bold is from the main TUSBJU 15. 20. selection. 717G Spelling

2Og 2Og 2Og ! Word Meanings " Review and Proofread # Assess and Reteach DEFINITIONS SPIRAL REVIEW POSTTEST Read each definition below. Ask Review the final /әn/ spellings. Use the Dictation Sentences on students to copy the definitions Write cotton, muffin, and eleven on page 717G for the Posttest. into their word study notebooks, the board. Have students identify If students have difficulty with any and then write the correct Spelling other words with the schwa + n words in the lesson, have students Word for each. sound that are spelled these three place them in a list entitled different ways. 1. a female deer (doe) Spelling Words I Want to Remember 2. a story (tale) PROOFREAD AND WRITE in a word study notebook. 3. walk in shallow water (wade) Write these sentences on the Challenge student partners to look 4. a large rock (boulder) board, including the misspelled for words that are homophones in 5. people who visit a doctor words. Have students proofread, this week’s reading materials. (patients) circle each misspelled word, and write the word correctly. Challenge students to write definitions for other Spelling, 1. You need patients when you Review, or Challenge Words. Have make bread doe. (patience, them create a list and exchange dough) with a classmate who can try 2. The prints enjoys eating lemon supplying the correct Spelling moose. (prince, mousse) Word for each definition. 3. Who’s tale is longer, the mouse’s Have partners create crossword or the lion’s? (Whose, tail) puzzles, using clues for homophone 4. To get to Root 4, we make a pairs. They can exchange papers and right at the big bolder. (Route, solve each other’s puzzles. boulder)

Spelling Practice Book, page 170 Spelling Practice Book, page 171 Spelling Practice Book, page 172

Proofreading Look at the words in each set below. One word in each set is doe boulder patience mousse There are six spelling mistakes in this story. Circle the spelled correctly. Use a pencil to fill in the circle next to the correct who’s weighed tail dough misspelled words. Write the words correctly on the lines below. word. Before you begin, look at the sample set of words. Sample route patients prince whose A has been done for you. Do Sample B by yourself. When you are weave tale bolder root A Tael of the Two Deer sure you know what to do, you may go on with the rest of the page. moose prints wade we’ve Once upon a time, there was a dou named Cinnamon. Cinnamon lived Sample A: Sample B: in a grand kingdom with all of her animal friends. Cinnamon was also very Ꭽ ൴ What’s the Word? much in love with Printse Butternut. But Cinnamon and Butternut were peice peese Ꭾ ൵ very upset. Their kingdom was in danger. Nearby was a large human city. pease piece Complete each sentence with a spelling word. Ꭿ ൶ prints Every year the humans would build another road or roote closer to their peace pease 1. We made double of the pictures of the birds in the park. ൳ piese ൷ peice wade kingdom. If a deer heard a car coming he would raise his taile to warn the 2. The man had to into the fountain to save the cat. other animals. Then one day, Cinnamon and Butternut had an idea. They 3. Our dog’s tail was run over by a car. got all the other animals in the kingdom to help them. Bowlder upon rock, 1. Ꭽ doe 6. ൴ rute 11. Ꭽ prinz 16. ൴ wayed Ꭾ ൵ Ꭾ ൵ We’ve the animals built a wall that would protect them from the cars on the roads. doo rewt prinse waid 4. been trying to rid our house of mice for months. Ꭿ ൶ Ꭿ ൶ Cinnamon hoped that all the animals would be very careful and not cross the doa root printz wayd 5. It would be funny to see a moose in the city. ൳ ൷ ൳ ൷ wall. That way the kingdom would remain safe. dow rout prince weighed patience 6. Mrs. Jennings has no for untrained animals. ൴ Ꭽ ൴ Ꭽ 1. tale 3. Prince 5. tail 2. doo 7. payshenz 12. prinz 17. weeve 7. The elephant at the city zoo weighed more than six tons. ൵ dow Ꭾ payshense ൵ prints Ꭾ wheave 2.doe 4. route 6. Boulder ൶ Ꭿ ൶ Ꭿ 8. You have to be careful not to hit a deer when driving down that dough paitients printz weave ൷ doa ൳ patience ൷ prinse ൳ wheeve route . Writing Activity Ꭽ ൴ Ꭽ ൴ 9. The squirrels in the park are not afraid of people and are becoming Write a story about animals interacting with humans. Use at 3. boalder 8. payshents 13. hoo’s 18. we’ve Ꭾ bowlder ൵ patients Ꭾ who’s ൵ wee’ve bolder every day. least three spelling words in your paragraph. Ꭿ boleder ൶ paitents Ꭿ hew’s ൶ we’v 10. Whose pet is this? ൳ bolder ൷ payshenz ൳ whue’s ൷ whee’ve 11. There is a doe and her baby who live near that road. 4. ൴ boulder 9. Ꭽ moose 14. ൴ hoose 19. Ꭽ taile 12. Have you heard the tale of the cricket that lived in ൵ boleder Ꭾ mewse ൵ whooze Ꭾ talle New York? ൶ bowlder Ꭿ moosse ൶ whose Ꭿ tael ൷ ൳ ൷ ൳ 13. Who’s that man with the yellow hat? boalder muese huze tail 14. Nothing could move that boulder except an elephant. 5. Ꭽ rute 10. ൴ mewse 15. Ꭽ wayd 20. ൴ taile Ꭾ ൵ Ꭾ ൵ 15. The patients at the city hospital like to watch the birds in the route mousse wade tale Ꭿ ൶ Ꭿ ൶ park. rewt muese waid tael ൳ rout ൷ moosse ൳ wayed ൷ talle 16. The bread dough takes an hour to rise.

The Cricket in Times Square 717H 5 Day Grammar Grammar Comparing with Adverbs 2Og 2Og Daily Language Introduce the Concept Teach the Concept Activities Use these activities to introduce each INTRODUCE ADVERB REVIEW ADVERB COMPARISONS day’s lesson. Write the day’s activity COMPARISONS Discuss with students how to on the board or use Daily Language Present the following: Transparency 27. compare with adverbs. Ask them ■ Adverbs can be used to compare for some basic rules for deciding DAY 1 two or more actions. whether to use endings or to use Natasha’s cat was nice but mine was more and most. nicest. Peters pet was hungryest than ■ To compare using most one- Molly’s pet. The mouse seemed to syllable adverbs, add -er or listen polite. (1:nicer; 2: Peter’s; INTRODUCE IRREGULAR 3: hungrier; 4: politely.) -est: Amelia tried harder than her COMPARATIVE ADVERBS teammate. Ken tried the hardest of Present the following: DAY 2 all. Sarah is a well listener. She listens more ■ To make comparisons using the hard than I do. She asked curiouslier ■ Adverbs with two or more adverb well, use better and best: than Al about our trip to the city. syllables are usually used with Shania works well in math. Bo (1: good; 2: harder; 3: more curiously) the words more or most to make works better. comparisons: Tom read more DAY 3 ■ Sarah and me enjoy vacations, but carefully than Monica. I read the To make comparisons using the Gerard enjoy them more of all. He most carefully of all. adverb badly, use worse and gets ready fastest than we do in the worst: I swam the 100-meter mornings. (1: and I; 2: Gerard enjoys; ■ When adverbs are used with more badly. It was not my worst time 3: most of all; 4: faster) or most, they do not use endings though. DAY 4 to make comparisons. The bus ride seemed more slower than last time. “Weave got to go to the second floor.” my teacher said. (1: seemed slower; 2: We’ve; 3: floor,) See Grammar Transparency 131 See Grammar Transparency 132 for modeling and guided practice. for modeling and guided practice. DAY 5 I saw well sights on our field trip. When Grammar Practice Book, page 167 Grammar Practice Book, page 168 it was time to go, it was most sad than before? (1: good; 2: sadder; 3: before.) r "OBEWFSCDBODPNQBSFUXPPSNPSFBDUJPOT • U se more or mostt to form comparisons with adverbs that end r "EEFSUPTIPSUBEWFSCTUPDPNQBSFUXPBDUJPOT in -lyy or with longer adverbs. r "EEFTUUPTIPSUBEWFSCTUPDPNQBSFNPSFUIBOUXPBDUJPOT • Use more to compare two actions. • Use most to compare more than two actions. • When you use more or most, do not use the ending -err or -est. "EEFSPSFTUUPFBDICPMEGBDFEBEWFSCUPDPNQMFUFUIF &-- TFOUFODFTCFMPX3FNFNCFSUPESPQUIFGJOBMFPSDIBOHFZUPJ XIFOOFDFTTBSZCFGPSFBEEJOHFSPSFTU Use more or mostt with the underlined adverb in each first [VhiZhi sentence to complete the two sentences that follow. GBTU *OUIFDPVOUSZ *XBMLUIF PGBMM hadlZg 1. The train that Chester was on shook harshly as it moved on the track. Use Concrete Examples TMPX8IFO*HFUUJSFE *NPWF UIBONZCSPUIFS The second train shook more harshly every now and then. ]VgYZg most harshly Demonstrate the IBSE 5IFTFCVJMEFSTXPSLFE UIBOUIFPUIFSTUP But the subway car shook of all. àOJTIPOUJNF 2. Chester furiously tried to escape from the picnic basket. difference between more ]^\]Zg IJHI8FXJMMDMJNC UIBOUIFàSTUUFBNUPSFBDI He tried more furiously as the train rattled and shook. UIFUPQPGUIFIJMM and most. For example, Chester tried the most furiously of all when they fi nally reached adlZg have Student A run quickly, MPX#JSETáZ PWFSUIFDJUZUIBOUIFZEPIFSF New York. iVaaZg UBMM5IFNPVOUBJOTIFSFSJTF UIBODJUZ 3. Harry Cat speedily jumped toward Chester and Tucker Mouse. another more quickly than CVJMEJOHT Chester jumped the most speedily of all into the matchbox. XadhZg more speedily Student A, and a third DMPTF 8FMJWF UPUIFSJWFSUIBOZPVEP Chester jumped than Harry Cat. aViZg MBUF 8FTMFFQ JOUIFDJUZUIBOXFEPIFSF 4. Chester chirps sweetly when he is excited. most quickly of all. Create more sweetly ZVga^Zg Chester chirps when he is scared. FBSMZ 8FSJTF JOUIFNPVOUBJOTUIBOJOUIFDJUZ a sentence about each. But Chester chirps the most sweetly when he is happy. adc\Zhi MPOH 5IFTVOTFUTIFSFMBTU PGBMM Emphasize that adverbs 5. Chester moves hastily through the drain pipe. Harry Cat moves more hastily through the drain pipe. compare actions instead of But Tucker moves the most hastily of all through the drain things. pipe.

717I Grammar

2Og 2Og 2Og ! Review and Practice " Review and Proofread # Assess and Reteach REVIEW COMPARING WITH REVIEW COMPARISONS WITH ASSESS IRREGULAR ADVERBS ADVERBS Use the Daily Language Activity Review how to make comparisons Ask students when to use -er, and page 171 Grammar Practice using well and badly. -est, more, and most. Review the Book for assessment. comparative and superlative forms MECHANICS AND USAGE: of adverbs. RETEACH ADVERB COMPARISON Write the corrected sentences from ■ Use more or the -er ending PROOFREAD the Daily Language Activities and with an adverb to compare one Have students correct errors in the the Proofread activity on the board. action with one other action. following sentences. Tell students to copy the sentences This creates the comparative 1. The mouse ate well, but the down on a sheet of paper. Students form of the adverb. cricket ate best. (better) should identify what items are being compared. Have them write the ■ Use most or the -est ending 2. The cat ran fast but the mouse items being compared and identify with an adverb to compare ran fastest. (faster) if more/er or most/est was used. one action with two or more 3. The mouse liked the cheese Have students restate the rules of other actions. This creates the and the sugar, but he liked the comparatives and superlatives after superlative form of the adverb. dried prune more of all. (most) the activity. ■ Irregular adverbs better and 4. Country mouse decided she Also use page 172 of the Grammar worse compare an action with would live happier in the Practice Book for reteaching. one other action. Best and worst country than in the city. (more compare an action with two or happily) more other actions. See Grammar Transparency 133 See Grammar Transparency 134 See Grammar Transparency 135 for modeling and guided practice. for modeling and guided practice. for modeling and guided practice.

Grammar Practice Book, page 169 Grammar Practice Book, page 170 Grammar Practice Book, pages 171–172

3FBEUIFNBHB[JOFBSUJDMFCFMPXBOEDJSDMFUIFTJYJODPSSFDUBEWFSCT "'PSFBDIPGUIFBEWFSCTCFMPX XSJUFUIFGPSNZPVXPVMEVTF • An adverb can compare two or more actions. *OBOFTUOFBSTDIPPM BCBCZCJSEDIJSQFEMPVEUIBOBHSPXOCJSE*UTBE UPDPNQBSFUXPUIJOHT5IFODIPPTFPOFPGUIFBEWFSCTZPV • Add -err to short adverbs to compare two actions. GPSNFEBOEVTFJUJOBTFOUFODF TFFNTUIBUUIFCJSEHPUMPTUXIFOJUTGBNJMZXFOUTPVUI5IFCJSEXBTOPU • Add -estt to short adverbs to compare more than two actions. XadhZg VTFEUPUIFDPMEXFBUIFS TPJUIJEJOTJEFUIFOFTU5IFOBZPVOHCPZBOEIJT DMPTF • Use more or most to form comparisons with adverbs that end VODMFIFBSEJUDIJSQJOHGSBOUJDJOUIFUSFF bdgZXjg^djhan in-lyy or with longer adverbs. DVSJPVTMZ 5IFZUPPLUIFCBCZCJSEUPUIFBOJNBMIPTQJUBM5IFEPDUPSUIFSFLJOE bdgZXVgZ[jaan • U se more to compare two actions. DBSFGVMMZ • U se most to compare more than two actions. PGGFSFEUPUBLFUIFCJSEUPUIF[PP"UUIF[PP UIFXPSLFSTBSFGFFEJOHJU hddcZg NPSFDBSFGVM*UJTGFFMJOHNVDICFUUFSOPX"TTPPOBTJUHFUTDPNQMFUFMZ TPPO • Wh en you use more or most, do not use the ending -err or -est. bdgZ\addb^an XFMM UIF[PPXJMMTFOEJUTPVUIUPCFXJUIPUIFSCJSET*UXJMMMJWFTBGFJOB HMPPNJMZ iVaaZg XBSNDMJNBUFUIBOBDPMEPOF UBMM Add more or most to the beginning of each boldfaced adverb to bdgZadjYan complete the sentences below. 3FXSJUFUIFBCPWFBSUJDMFXJUIUIFDPSSFDUBEWFSCTPOUIFMJOFT MPVEMZ CFMPX 6chlZghbVnkVgn# HZciZcXZhl^aakVgn# 1. easily Tucker Mouse moves through the city more easily than Chester. >cVcZhicZVghX]dda!VWVWnW^gYX]^geZYadjYZgi]Vc

2. clumsily Of the three friends, Chester runs the V\gdlcW^gY#>ihVYanhZZbhi]Vii]ZW^gY\diadhil]Zc # 'PSFBDIPGUIFGPMMPXJOHBEWFSCT XSJUFUIFGPSNZPVXPVME îh[VbânlZcihdji]#I]ZW^gYlVhcdijhZYidi]ZXdaY most clumsily through Times Square. VTFUPDPNQBSFNPSFUIBOUXPUIJOHT5IFODIPPTFPOFPG lZVi]Zg!hdî]^Y^ch^YZi]ZcZhi#I]ZcVndjc\WdnVcY UIFBEWFSCTZPVGPSNFEBOEVTFJUJOBTFOUFODF more terribly bdhi\gVX^djhan 3. terribly Times Square upset Chester than HSBDJPVTMZ he had imagined. ]^hjcXaZ]ZVgYîX]^ge^c\[gVci^XVaan^ci]ZigZZ# bdhieaVn[jaan QMBZGVMMZ more kindly higV^\]iZhi 4. kindly Harry Cat treats mice and crickets I]Zniddì]ZWVWnW^gYidi]ZVc^bVa]dheîVa#I]Z TUSBJHIU than other cats do. bdhi]ZVkân YdXidgi]ZgZ`^cYand[[ZgZYidiV`Zi]ZW^gYidi]Zodd# IFBWJMZ ]VgYZhi 5. politely City cats behave more politely than country cats. IBSE 6ii]Zodd!i]Zldg`ZghVgZ[ZZY^c\îbdgZXVgZ[jaan# bdhihlZZian TXFFUMZ 6. speedily Chester thought that Harry ran the most speedily >i^h[ZZa^c\bjX]WZiiZgcdl#6hhddcVhî\Zih bdhihVYan of all. TBEMZ HZciZcXZhlâakVgn# XdbeaZiZanlZaa!i]ZoddlâahZcYîhdji]idWZlî] 7. widely Chester opened his eyes more widely as he got used to the lights. di]ZgW^gYh#>ilâaa^kZbdgZhV[Zan^cVlVgbXa^bViZ 8. dazzlingly Of all the lights in the sky, there was one star that shone i]Vc^cVXdaYdcZ# the most dazzlingly .

The Cricket in Times Square 717J Administer the Test (SBEF Weekly Reading Assessment, Passage and questions, pages 341–348

ASSESSED SKILLS ESSYZg • Theme /aaSaa[S\b • Vocabulary Words *ODMVEFT-FWFMFE8FFLMZ5FTUT • Context Clues: Paragraph Clues • Comparing with Adverbs • Homophones .BDNJMMBO.D(SBX)JMM

2@=; 1 Weekly Assessment, 341–348 Assessment Tool

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

Fluency 4ZcS\Qg Assess fluency for one group of students per week. /aaSaa[S\b Use the Oral Fluency Record Sheet to track the number of words read correctly. Fluency goal for all students: 113–133 words correct per minute (WCPM). Approaching Level Weeks 1, 3, 5

On Level Weeks 2, 4 .BDNJMMBO.D(SBX)JMM Beyond Level Week 6 Fluency Assessment

Alternative (SBEF

End-of-Week Assessment End-of-Week Assessment • ELL Assessment, pages 166–167

>`OQbWQSO\R /aaSaa[S\b

.BDNJMMBO.D(SBX)JMM ELL Practice and Assessment, 166–167

717K End-of-Week Assessment

Diagnose Prescribe

IF... THEN...

VOCABULARY WORDS 0–2 items correct . . . Reteach skills using the Additional VOCABULARY STRATEGY Lessons page T7. Context Clues: Paragraph Reteach skills: Go to Clues Items 1, 2, 3, 4 www.macmillanmh.com

2@=; 1 Vocabulary PuzzleMaker

Evaluate for Intervention.

COMPREHENSION 0–2 items correct . . . Reteach skills using the Additional Skill: Theme Lessons page T2. Items 5, 6, 7, 8 Evaluate for Intervention.

GRAMMAR 0–1 items correct . . . Reteach skills: Grammar Practice Book Comparing with Adverbs page 172 Items 9, 10, 11

SPELLING 0–1 items correct . . . Reteach skills: Go to Homophones www.macmillanmh.com Items 12, 13, 14

27=1 C 2 FLUENCY 109–112 WCPM / Fluency Solutions

0–108 WCPM Evaluate for Intervention. TriumphsREADING AN INTERVENTION PROGRAM

To place students in the Intervention Program, use the Diagnostic Assessment in the Intervention Teacher’s Edition.

The Cricket in Times Square 717L Approaching Level Options

Phonics

Constructive Objective Decode homophones Feedback Materials • dictionary • Student Book “The Country Mouse and the City Mouse” For students who are HOMOPHONES confused by homophones, such as we’d/weed, provide Model /Guided Practice additional practice with ■ Explain that homophones are words that sound alike but are spelled these words in sentences with context clues. For differently and have different meanings. example, We’d all have to ■ Write tow and toe on the board. I know these words are both pronounced work hard to pull every weed with a long o. In the first word, the vowel sound is spelled ow as in snow. In from the garden. Point out that we’d is a contraction the other, the vowel sound is spelled oe as in Joe. When I read /tō/, I need for we would and weeds to be sure of its meaning, so I can use context clues or a dictionary. In the are unwanted plants in dictionary I learn that t-o-w means to pull along behind with a chain, rope, a garden. Help students or cable. A t-o-e is part of the foot. make up additional context sentences that help them ■ Have students follow your model to figure out the difference between remember the meanings stair and stare. Provide constructive feedback as needed. and spellings of other homophones, such as stare/ MULTISYLLABIC HOMOPHONES stair and sweet/suite. ■ Write seller and cellar on the board. I know these words are both pronounced /sel әr/. When I read /sel әr/, I need to be sure of its meaning, so I can use context clues or a dictionary. Write the following sentences on the board: The seller sold his home for a lot of money. In my house the furnace is in the cellar. Help students use the context clues in these sentences to Additional Resources figure out the correct meaning of each word. For each skill below, ■ Have pairs of students work together to practice reading longer additional lessons are provided. You can use these homophones. Write the following homophone pairs on the board and lessons on consecutive days ask students to copy them onto a sheet of paper. Have them say each after teaching the lessons word and look up its meaning in the dictionary. Then partners can take presented within the week. turns writing riddles that can be answered with a homophone from the • Theme, T2 list for the other partner to solve. • Context Clues, T7 • Advertisements, T11 manner/manor capital/capitol principle/principal stationery/stationary serial/cereal patience/patients ■ Check each pair for their progress and accuracy.

WORD HUNT: HOMOPHONES IN CONTEXT Decodable Text ■ Review the different spellings of homophones. ■ Have students search page 690 of “The City Mouse and the Country To help students build Mouse” to find the following words that are part of a homophone pair: speed and accuracy with phonics patterns, see one, I, night, and there. additional decodable ■ Have students write the homophones for the words they found: won, text on page 31 of the eye, knight, and their/they’re. Teacher’s Resource Book.

717M Constructive Feedback

Objective Read with increasing prosody and accuracy at a rate of 113–123 WCPM If students read without Materials • Index cards • Approaching Practice Book A, page 196 sufficient pauses, stops, and attention to punctuation, WORD AUTOMATICITY reread the passage to Have students make flashcards for the following homophones: roots, prints, them, exaggerating the correct pauses, stops, and weighed, tale, we’ve, patience, wade, weave, bolder, tail, whose, doe, prince, intonation. Then read one route, mousse, dough, whose, patients, moose, and boulder. Display the sentence at a time and cards one at a time and have students say each word. Repeat twice more, have students echo-read displaying the words more quickly each time. the sentence, copying your pauses, stops, and REPEATED READING intonation. Encourage students to follow along as you read aloud the fluency passage on Practice Book A page 196. Tell students to pay close attention to the way punctuation affects your reading. Then read one sentence at a time and have students echo-read the sentence, copying your intonation. During independent reading time, have students work with a partner. One student reads aloud while the other repeats each sentence. Ask students to write down any words they felt were difficult to pronounce. Circulate and provide constructive feedback.

TIMED READING At the end of the week, have students do a final timed reading of the passage on Practice Book A page 196. Students should ■ begin reading the passage aloud when you say “Go.” ■ stop reading the passage after one minute when you say “Stop.” Keep track of miscues. Coach students as needed. Help students record and graph the number of words they read correctly. Approaching Practice Book A, page 196

"T*SFBE *XJMMQBZBUUFOUJPOUPQVODUVBUJPOJOFBDITFOUFODF Vocabulary i*TJUSFBMMZIJN uBWPJDFXIJTQFSFE i*UDBOUCF uDBNFUIFBOTXFS i:FT IFTUIFPOFu 3PCFSUPTIPPLIJTIFBE*UXBT4BUVSEBZNPSOJOH BOEIF IBEQMBOOFEUPTMFFQMBUF#VUUIFXIJTQFSJOHIBEBXBLFOFEIJN Objective Apply vocabulary word meanings )FPQFOFEIJTFZFT5IFSFXFSFGPVSNJDFPOIJTQJMMPXKVTUBGFX JODIFTBXBZ)FCMJOLFEIBSE5IFNJDFXFSFTUJMMUIFSF Materials • Vocabulary Cards • Transparences 27a and 27b i*NVTUCFESFBNJOH u3PCFSUPUIPVHIU)FTIVUIJTFZFTBOEXBJUFE UPXBLFVQ 5IFXIJTQFSJOHDPOUJOVFEi)FTBXBLFu VOCABULARY WORDS i8IZEJEIFDMPTFIJTFZFTBHBJO u 5IFJSWPJDFTXFSFMPVEFSOPXi3PCFSUP8BLFVQ8FOFFEZPV :PVSFUIFPOFu Display the Vocabulary Cards for: wistfully, eavesdropping, scuffling, 3PCFSUPPQFOFEPOFFZF UIFOUIFPUIFS5IFNJDFXFSFTUJMMUIFSF0OF PGUIFNXBTIPQQJOHVQBOEEPXOPOUIFQJMMPX XBWJOHJUTQBXUPHFU acquaintance, jumble, scornfully, and logical. Help students locate the words IJTBUUFOUJPOi*LOPX*NESFBNJOH u3PCFSUPTBJEPVUMPVE in “The Country Mouse and the City Mouse” on Transparencies 27a and ECFH;>;DI?EDÃ>;9A 27b. Then provide students with a sentence for each vocabulary word, 8IZEPZPVUIJOL3PCFSUPUIJOLTIFJTESFBNJOH .BLF*OGFSFODFT GdWZgidi]^c`h]Z^hYgZVb^c\WZXVjhZ^cgZVaa^[Z! b^XZYdc¾iVeegdVX]]jbVchVcYhiVgiheZV`^c\# leaving a blank where each word should be. Include two choices after 8IBUUFMMTZPVUIBUUIFNJDFTNJTTJPOJTVSHFOU %SBX$PODMVTJPOT I]Zb^XZlV`ZjeGdWZgididiZaa]^bi]Vii]Zn each sentence and have students identify the correct choice. For example: cZZY]^b#DcZbdjhZ^hZkZc]dee^c\jeVcYYdlc lVk^c\]^heVlid\ZiGdWZgid¾hViiZci^dc# CjbWZgd[ LdgYh If you are , you’re listening secretly to someone else’s conversation. 8PSET3FBE m :ggdgh 8dggZXiHXdgZ (scuffling/eavesdropping) 'JSTU3FBE m 4FDPOE3FBE m

The Cricket in Times Square 717N Approaching Level Options

Vocabulary

Objective Use context clues Materials • Student Book “The Country Mouse and the City Mouse” CONTEXT CLUES: PARAGRAPH Read paragraphs 3–5 on page 690 of “The Country Mouse and the City Mouse.” Ask students to skim through the paragraphs to find context Review last week’s words clues for the word eavesdropping. (Country Mouse followed City Mouse as (reference, prospectors, she tiptoed quietly into a cupboard and listened. “Shhh. We’re doing a bit disappointment, annoyed, of eavesdropping. When the cook leaves for the night. . . . ”) Ask students circular, outstretched, glinted) and this week’s to find other vocabulary words in “The Country Mouse and the City words (wistfully, Mouse” that have paragraph context clues in their surrounding sentences. eavesdropping, scuffling, acquaintance, jumble, scornfully, logical). Have Comprehension students find a synonym for each word and use it in a Objective Identify theme sentence. Materials • Student Book “The Country Mouse and the City Mouse” • Transparencies 27a and 27b STRATEGY ANALYZE STORY STRUCTURE Remind students that recognizing how an author organizes a story can help them understand the theme.

SKILL THEME

retold by Jeff Banner Explain/Model The theme is the main idea, or lesson about life, an author wants to tell. ■ The theme is usually implied, but in a fable, the theme, or moral, is Student Book, or Transparencies 27a and 27b often stated directly. ■ A recurring theme is a theme that repeats throughout a selection. Display Transparencies 27a and 27b. Reread the first page.

Think Aloud I can underline details about what the characters do and say that will give me clues about the story’s theme. Sometimes the author does not state the theme, and I must put the clues together.

Practice Read the rest of the story. After reading, invite students to retell the story, identifying the theme. Discuss the following. ■ Did Country Mouse and City Mouse enjoy the same things? ■ Do you think City Mouse found the city as scary as Country Mouse did?

717O Leveled Reader Lesson

Objective Read to apply strategies and skills Materials • Leveled Reader In the Land of the Giants PREVIEW AND PREDICT Have students read the title and preview the illustrations and first 4O\bOag chapter. Ask students to make predictions about what they will read. ÊÌ iÊ>`Ê Have them note any questions they might have before reading. vÊÌ iÊ VOCABULARY WORDS >ÌÃ LÞÊ,iLiVV>Ê Ì Review the Vocabulary Words as needed. As you read together, discuss ÕÃÌÀ>Ìi`ÊLÞÊLiÀÞÊ ÕViÊ,Ì how each word is used in context.

STRATEGY ANALYZE STORY STRUCTURE Remind students that recognizing how the author organizes a story can help them understand the theme. Leveled Reader SKILL THEME Tell students to read the first two chapters of the story. Remind students &-- to pay attention to what the characters do and say, and what happens as Context Clues Review the a result. vocabulary words before reading. Ask students to use Think Aloud In the first chapter, I learn that Roberto agrees to go with context clues to complete the mice to save the dog that has been kidnapped. Roberto learns these sentences using the that the dog is not free, it lives in a cage, and it is very sad. I need to vocabulary words. remember this information for my Theme Map. 1. By I could hear right through the door. (eavesdropping) READ AND RESPOND 2. There was a of Finish reading In the Land of the Giants with students. Discuss the papers, pencils, and crayons characters and the theme using the following questions. on the table. (jumble) 3. We use gas to our ■ What qualities did Roberto have that enabled him to rescue the dog car. (fuel) from the powerful giants? 4. I was very excited to meet Sarah and said, “I am ■ Do you think the giants had a right to keep the dog because they were very happy to make your stronger than Roberto and the mice? .” (acquaintance).

MAKE CONNECTIONS ACROSS TEXTS Invite students to compare The Cricket in Times Square and In the Land of the Giants. ■ Is the author’s message equally clear in each story? Discuss the theme of each story to support your answer.

The Cricket in Times Square 717P On Level Options

LeveledVocabulary Reader Lesson

Objective Use vocabulary words and context clues Materials • Vocabulary Cards • Student Book The Cricket in Times Square VOCABULARY WORDS Have the group play a game of Ten Questions. Allow one student to be “it.” The student will think of one of the vocabulary words. Students can ask yes/no questions until they figure out the word. Questions can relate Student Book to the part of speech, the meaning, or the syllabification. (Is it a noun? Does it have three syllables?) If the group asks ten questions and still can’t get the word, the person who is “it” tells the word.

CONTEXT CLUES: PARAGRAPH CLUES Remind students that they can look for context clues in surrounding sentences to help them understand the definition of an unfamiliar word. The Chance Have students find unfamiliar words in The Cricket in Times Square. Ask of a Lifetime them to identify any context clues near the word. Then have them create Student Book a new sentence using each of the words and their own context clues.

Text Features

Objective Read advertisements for information Materials • Newspapers and magazines • Student Book “The Chance of a Lifetime” ADVERTISEMENTS Discuss how effective the advertisement is in “The Chance of a Lifetime.” Then have students look through newspapers and magazines to point out and discuss the purpose and target audiences of the advertisements.

On Level Practice Book O, page 196

As I read, I will pay attention to end punctuation in each sentence. Stripes raised his eyes and blinked at Jani. He was a lovely 12 striped cat. Jani thought he looked like a little tiger. She picked 24 the cat up. She sat with him on a chair, stroking his head. Objective Read fluently with appropriate prosody at a rate of 113–133 WCPM 37 “You’ll never believe what we learned in school today,” she 47 told Stripes. 49 Stripes looked up at her with wise green eyes. “People used Materials • On Level Practice Book O, p. 196 60 to make leopard-skin coats,” she told him. “Some people still 71 do. A coat made from a cat, Stripes. It makes me so mad!” 84 Jani could not be sure, but she thought that Stripes scrunched REPEATED READING 95 up his nose in disgust. 100 That night, Jani fell into a restless sleep. She tossed and 111 turned. She dreamed about animals who could talk. In her Model reading the Fluency passage on page 196 of Practice Book O. 121 dream, she hid nearby, eavesdropping on their conversation. 129 The animals were in danger. And they needed help. Suddenly Remind them that paying close attention to punctuation will help them 139 she woke up. It was almost midnight, but there was a light in 152 her room. “Who’s there?” she asked. 158 with proper intonation and expression. Then read one sentence at a time, having students echo-read the sentence, imitating your intonation. Comprehension Check 1. Why does Jani fall into a restless sleep? Make Inferences Jani falls During independent time, partners can take turns reading the passage. into a restless sleep because she is still upset about the idea of a coat made from an animal’s fur. 2. Why might Jani feel sympathy for leopards? Make Inferences Jani probably feels sympathy for leopards because they Timed Reading At the end of the week, have students read the passage are also cats, and she loves her own cat, Stripes. Number of Words and record their reading rate. Words Read – Errors = Correct Score First Read – = Second Read – =

717Q Leveled Reader Lesson

Objective Read to apply strategies and skills Materials • Leveled Reader The Tiger-Stripe Potion

4O\bOag PREVIEW AND PREDICT 4HEß Have students preview The Tiger-Stripe Potion. 4IGER 3TRIPEß ■ Ask students to predict what the selection is about. 0OTION CZ3FCFDDB.PUJM JMMVTUSBUFECZ&MJ[BCFUI4BZMFT ■ Ask students to write down any questions they have about Jani.

STRATEGY ANALYZE STORY STRUCTURE Remind students that analyzing how an author organizes a story can help them understand its theme.

SKILL THEME Leveled Reader Review: The theme is the main idea, or lesson about life, that an author wants to tell readers. It is usually implied, but in a fable, the theme, or moral, is often stated directly. Explain that students will fill in information about theme in Theme Maps.

READ AND RESPOND Read Chapter 1. Pause to discuss the characters and events. At the end of Chapter 1, fill in the Theme Map. Have students describe the main problem that the characters face. VOCABULARY WORDS ELL Ask students to identify the vocabulary words that appear in The Tiger- Leveled Reader Stripe Potion and discuss how each word is used. Ask, Do you think Kartik Go to pages and Asha expected to be friends or just acquaintances when they met? 717U–717V.

MAKE CONNECTIONS ACROSS TEXTS Invite students to analyze the theme and draw connections between The Cricket in Times Square and The Tiger-Stripe Potion. ■ Ask students to describe the theme of each story. ■ Ask students to compare and contrast the authors’ messages.

The Cricket in Times Square 717R Beyond Level Options

Vocabulary

The Chance Objective Generate questions and answers using content vocabulary words of a Lifetime Materials • Student Book “The Chance of a Lifetime” • Dictionaries EXTEND VOCABULARY Write the content vocabulary words on the board and invite students to write their own dictionary entries for each word, including pronunciations, definitions, parts of speech, example sentences, and etymologies. Have students compare entries with a partner. Remind students to use two Student Book different dictionaries for examples of word entries and to check the spelling of each word. &--

Using Advertisements Text Features Explain that another type of advertisement Objective Read advertisements for information is a commercial. Have Materials • Newspapers and magazines students work in groups to create a commercial for ADVERTISEMENT a product of their choice. Point out that an advertisement is used to try to persuade consumers to Ask students to think buy things. Ask students if they think the advertisement for Kramer’s in about their audience and keep it in mind while they “The Chance of a Lifetime” could make a lot of people want to shop there. work on the commercial. Have students think of a product they would like to invent. Ask them to Students should create a script for their commercial identify their audience and to keep it in mind when thinking about an ad. and act it out. Then when Then invite students to use advertisements in newspapers and magazines students are finished, have as models to write their own advertisements for their products. Ask the groups present their students to display their ads for the class. commercials to the class.

Beyond Practice Book B, page 196 Objective Read fluently with appropriate prosody at a rate of 123–133 WCPM "T*SFBE *XJMMQBZBUUFOUJPOUPFOEQVODUVBUJPOJO FBDITFOUFODF Materials • Beyond Practice Book B, p. 196 "T4UFMMBFOUFSFEUIFMJUUMFXPPET BEFFSXBMLFEBDSPTTUIFQBUI*U TUPQQFEUPMPPLBUIFS4UFMMBIBEUIFPEEGFFMJOHJUXBTXFMDPNJOHIFS *OSFQMZ TIFUPPLPVUIFSMVODIBOEQVUIBMGPGIFSBQQMFPOUIFQBUI REPEATED READING 5IFEFFSUPPLBEBJOUZOJCCMFPGUIFBQQMFBOEUIFOàOJTIFEJU*U MPPLFEBU4UFMMBXJUIRVJFUCSPXOFZFTBOEUIFOXBMLFEBXBZUISPVHI UIFUSFFT Work with students to begin reviewing the Fluency passage on page 196 4UFMMBLFQUXBMLJOH"GFXNJOVUFTMBUFS TIFIFBSEBTDVGáJOH OPJTFJOUIFMFBWFT"TRVJSSFMQPQQFEJUTIFBEPVUBOEMPPLFEBUIFS of Practice Book B. Remind students that commas call for a brief pause, XJUICSJHIUFZFT"HBJO4UFMMBIBEUIFGFFMJOHJUXBTXFMDPNJOHIFS 4IFTNJMFEBOEPGGFSFEUIFTRVJSSFMTPNFXBMOVUTGSPNIFSMVODI5IF periods require a full stop, exclamation points indicate excitement, and TRVJSSFMQBDLFEUIFXBMOVUTJOUPJUTDIFFL OPEEFEJUTIFBE BTJGUPTBZiUIBOLZPV uBOESBOVQUIFOFBSFTUUSFF 4UFMMBDPOUJOVFEEPXOUIFUSBJMVOUJMTIFIFBSECJSETTJOHJOH5XP quotation marks show when another person is speaking. Read the first CMVFCJSETTXPPQFEEPXOi8FMDPNF uUIFZTFFNFEUPTJOH 4UFMMBXBTQV[[MFE8IZEJEJUTFFNMJLFBMMUIFBOJNBMTXFSF part of the passage, pausing, stopping, and changing tone according to HSFFUJOHIFS #VUTIFUPPLPVUIFSTBOEXJDIBOEQVUTPNF CSFBEDSVNCTBOEBMJUUMFQJFDFPGBQQMFPOBUSFFCSBODIGPSUIF the punctuation. Have partners finish marking the passage on their own. CMVFCJSET5IFZMBOEFEPOUIFCSBODI BUFUIFGPPE BOEáFXBXBZ

ECFH;>;DI?EDÃ>;9A 8IBUBSFUIFUIFNFTPGUIJTQBTTBHF )PXEPZPVLOPX 5IFNFI]Z During independent reading time, listen for accuracy as partners take i]ZbZhVgZlZaXdb^c\VcYh]Vg^c\#I]ZVc^bVah lZaXdbZHiZaaV!VcYh]Zh]VgZh]Zg[ddYl^i]i]Zb# turns reading the passage they have practiced reading aloud. )PXNJHIU4UFMMBTHFOFSPTJUZIFMQIFSJGTIFFODPVOUFSTUSPVCMFJOUIF GPSFTU %SBX$PODMVTJPOTI]ZVc^bVahi]ViHiZaaV]ZaeZY bVnXdbZid]ZggZhXjZ# Timed Reading At the end of the week, have students read the passage CjbWZgd[ LdgYh 8PSET3FBE m :ggdgh 8dggZXiHXdgZ and record their reading rate. 'JSTU3FBE m 4FDPOE3FBE m

717S Leveled Reader Lesson

Objective Read to apply strategies and skills Materials • Leveled Reader The Wood Sprite

4O\bOag PREVIEW AND PREDICT 5IF Have students preview The Wood Sprite, predict what it is about, and set 8PPE a purpose for reading. 4QSJUF

SKILL THEME Ask a student to explain what the term theme means and why it is important for understanding a story. Explain that students will read The Wood Sprite together and fill in a chart with information about the

WnGZWZXXVBdi^a story’s theme. ^aajhigViZYWnA^cLVc\

READ AND RESPOND Leveled Reader As they read, students should identify details of the theme in the story and use them to fill in their Theme Maps. Invite students to discuss details from their maps with one another. Have students critique the story together after reading.

VOCABULARY WORDS Have students pay attention to vocabulary words as they occur. Review definitions as needed. Ask, What kind of scuffling noise did Stella hear in her own backyard?

Self-Selected Reading

Objective Read independently to analyze the theme of a selection Materials • Leveled Readers or trade books at students’ reading levels READ TO ANALYZE THEME Invite students to choose a fiction book for independent reading and enjoyment. As they read, ask them to identify details that will help them understand the theme. After they finish reading, have students paraphrase the story using the theme as the focus. They should include supporting details they have identified. Have the groups discuss their readings and compare themes. Do any themes seem to recur across different genres, time periods, and cultures?

The Cricket in Times Square 717T 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 instruction and assessment instruments. The following strategies will help BSQV\]Z]Ug 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 Use Strategies to Reinforce Academic Language

■ Use Context 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 point out and 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

wild animals (p. 688) paragraph clues (p. 691) facts and opinions (p. 716)

colony (p. 712) unfamiliar word (p. 691) news article (p. 716)

who, what, where, when, why echolocation (p. 712) analyze story structure (p. 691A) (p. 716)

insecticides (p. 712) theme (p. 691A) sentence fluency (p. 717)

consumers (p. 712) editorials (p. 712) comparisons with adverbs (p. 717I)

irregular comparative and superlative advertisements (p. 712) adverb forms (pp. 717I–717J)

product (p. 712)

persuasive words and techniques (p. 712) 717U 4O\bOag ELL Leveled Reader Lesson Objective • To apply vocabulary and CZ3FCFDDB.PUJM comprehension skills JMMVTUSBUFECZ&MJ[BCFUI4BZMFT 0ST]`S@SORW\U Materials DEVELOP ORAL LANGUAGE • ELL Leveled Reader Build Background Tell the class that you had a 3::#2Og>ZO\\S` dream with some “wild visitors.” I dreamed last DAY 1 night that there were wild animals, like elephants, • Academic Language tigers, and zebras, running around the city. • Oral Language and Vocabulary Review Review Vocabulary Before class, write definitions DAY 2 • Academic Language for each word on sentence strips. Then write the vocabulary and story • ELL Leveled Reader support words on the board. Read each definition and have students DAY 3 • Academic Language help you pair them to the words. Model using each word in a sentence. • ELL Leveled Reader I know Dan’s sister, but not very well. She’s not a good friend. She’s an . (acquaintance) DAY 4 • Academic Language • ELL Leveled Reader PREVIEW AND PREDICT DAY 5 • Academic Language Point to the cover illustration and read the title aloud. What do you think • ELL Leveled Reader this story may be about? Why? Turn to the Table of Contents and have Comprehension students add to their predictions. Check and Literacy Activities Set a Purpose for Reading Show the Theme Map and remind students they have used one before. Ask them to make a similar map, look for clues to help identify the theme, and record them on the map.

2c`W\U@SORW\U

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

Beginning Intermediate Advanced Shared Reading After Read Together Read the Independent Reading reading each chapter, model first chapter. Help students After reading each day, 'RADEs%,,4%!#(%23'5)$% how to summarize it. Identify retell it. Model how to record ask students to identify 3\UZWaV clues and record them in the clues in the map. Use these and record clues in the :O\UcOUS :SO`\S`a map. At the end of the book, clues to identify the theme. map. Have them share this read the clues and identify Take turns reading the story information with a reading the theme. with students. Then ask partner to identify a theme. them to use the strategy and fill in the map. -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.

The Cricket in Times Square 717V