Phaethon a GREEK MYTH LEXILE® MEASURE 910L

Phaethon A GREEK MYTH LEXILE® MEASURE 910L

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LEVEL 18 LEVEL Phaethon was just a boy when he ventured into the land of the sunrise. The Sun’s home could not be visited by mortals; however, Phaethon was only half-mortal because his mother was mortal but his father was a god, the Sun himself. Phaethon had never met his father before.

Phaethon entered the Sun’s brilliant palace, shielding his eyes from the blazing light. As he approached the Sun’s sparkling throne, the Sun asked, “What brings you here?” , and ,

® “My mother tells me that you are my father, but my schoolmates , Core5 ,

® tease me for saying that I am your son. I am here to find the truth,” said Phaethon.

The Sun smiled kindly and replied, “Yes, Phaethon, I am indeed your father and now that you are here, I can show my love for you. Ask anything of me, and on my oath, you shall have it.”

2017 Lexia Learning, a Rosetta Stone company. Lexia company. Stone a Rosetta Learning, 2017 Lexia Phaethon recalled how often he had watched his father in his fiery © chariot flying in a high arc across the sky. It was an amazing sight Reading. Reading. ® that made him burst with pride; how thrilling it would be to make that sky journey himself! “I wish to drive your chariot,” Phaethon said.

The Sun immediately regretted his promise. “I cannot take back my oath,” he told Phaethon, “but you do not realize what you are asking.

This material is a component of Core5 This Lexia registered and are and/or its subsidiaries, Ltd. of Stone the property are and logos used herein Rosetta names, other trademarks, of the property are included herein their respective Additional trademarks and other countries. and/or used in the United States Not for resale. All other rights reserved. use only. for classroom Reprinted owners. No god but me is strong enough to drive the chariot across the sky.

LEXIA® CLOSE READS NARRATIVE, MYTH The horses are mightier than any you have known, and the dangers are too great. Please, ask for something else.”

But Phaethon’s mind was made up and he pleaded, “Just for one day.” The Sun did not have time for more arguments, for the day’s chariot ride was about to begin.

Phaethon stepped into the golden car and took the reins in his hands. As the horses galloped out from the gates, their feet flew over the clouds at breathtaking speed. Phaethon held on as the , and , ® chariot climbed swiftly, but his grip on the reins felt as light as air , Core5 , ® to the horses. Instead of following their steady path, they swerved to the right and to the left. Out of control, they soared up to the starry heavens, nearly touching the hideous fangs and claws of the Scorpion. Phaethon dropped the reins and huddled in terror.

Then the chariot made a steep plunge all the way down to the earth,

2017 Lexia Learning, a Rosetta Stone company. Lexia company. Stone a Rosetta Learning, 2017 Lexia setting it ablaze. The rivers turned to steam, the forests burned to © ash, and green lands turned into vast deserts. Phaethon, choking on Reading. Reading. ® burning smoke, wished for an end to this terrifying ride.

Zeus, the king of the gods, heard Earth crying out for help. He looked down from Mount Olympus and saw the Sun’s chariot careening wildly. Zeus hurled a thunderbolt at the reckless chariot, causing it to

This material is a component of Core5 This Lexia registered and are and/or its subsidiaries, Ltd. of Stone the property are and logos used herein Rosetta names, other trademarks, of the property are included herein their respective Additional trademarks and other countries. and/or used in the United States Not for resale. All other rights reserved. use only. for classroom Reprinted owners. shatter. The horses galloped into the sea, ending the journey.

LEXIA® CLOSE READS NARRATIVE, MYTH LEXIA® CLOSE READS

Phaethon: A Greek Myth

KEY VOCABULARY LEXILE® MEASURE 910L

• • ventured (verb) To venture is to go on a journey. LEVEL 18 LEVEL • mortals (noun) A mortal is a being who does not live forever.

• oath (noun) An oath is a strong promise.

• chariot (noun) A chariot is a kind of cart pulled by horses.

• regretted (verb) To regret is to feel sorry about something.

• mightier (adjective) Mightier means more powerful.

• reins (noun) Reins are long straps used to guide a horse.

• hideous (adjective) Hideous means unpleasant to look at.

• careening (verb) To careen is to sway dangerously from side to side.

Why does Phaethon want to visit the Sun’s home? , and ,

® Explain why the Sun allows Phaethon to drive his chariot. , Core5 , ® Organize the events of the story in a timeline from beginning to ending.

If Phaethon had been able to control the chariot, what might the ending have been?

Do you think the Sun makes the right choice when he allows Phaethon to drive the chariot? Why or why not? 2017 Lexia Learning, a Rosetta Stone company. Lexia company. Stone a Rosetta Learning, 2017 Lexia

© Describe a new character and explain how he or she would fit in the story. Reading. Reading. ® This material is a component of Core5 This Lexia registered and are and/or its subsidiaries, Ltd. of Stone the property are and logos used herein Rosetta names, other trademarks, of the property are included herein their respective Additional trademarks and other countries. and/or used in the United States Not for resale. All other rights reserved. use only. for classroom Reprinted owners.

NARRATIVE, MYTH The Travels of Marco Polo LEXILE® MEASURE 910L

“Here are seen huge serpents, ten paces in length. . . . • The jaws are wide enough to swallow a man.” LEVEL 18 LEVEL This description of crocodiles comes from one of the most influential books ever written. Its author, Marco Polo, lived from 1254 to 1324.

Marco Polo was born in Venice, a city in present-day Italy that was a leading center of trade. His father and uncle were wealthy merchants and the first Europeans to visit the court of Kublai Khan, the Mongol ruler of China. When the Polo brothers set off from Venice to visit the Great Khan again, 17-year-old Marco went with them.

The Polos took an overland route. They braved many dangers, from murderous bandits to flooded rivers. They traveled over mountains and through deserts, finally arriving at Kublai Khan’s court after a journey of three and a half years. , and , ® Kublai Khan took a liking to Marco Polo. The young man spoke several , Core5 , ® languages and was a sharp observer. Kublai Khan made Marco Polo a trusted ambassador and sent him to the provinces of China and beyond, to report back about the lands and customs. The Polos became members of Kublai Khan’s court. When the three merchants returned home to Venice, they had been gone for 24 years. 2017 Lexia Learning, a Rosetta Stone company. Lexia company. Stone a Rosetta Learning, 2017 Lexia © Reading. Reading. ® This material is a component of Core5 This Lexia registered and are and/or its subsidiaries, Ltd. of Stone the property are and logos used herein Rosetta names, other trademarks, of the property are included herein their respective Additional trademarks and other countries. and/or used in the United States Not for resale. All other rights reserved. use only. for classroom Reprinted owners.

LEXIA® CLOSE READS INFORMATIONAL, ENCYCLOPEDIA ARTICLE Venice and its rival city of Genoa fought a war. Marco Polo was captured in battle. He entertained a fellow prisoner with stories of his travels to the Far East. His cellmate, who happened to be a writer, wrote down the stories. After his release from prison, Marco Polo had copies made.

The book, The Travels of Marco Polo, described things that were new to Europeans. Marco Polo reported that throughout China, paper money was used instead of metal coins. He said Image credits: (front) ©Peter Dennis/Getty Images; (back) ©Alamy Creativity/Alamy, Images; (back) ©Alamy Creativity/Alamy, Dennis/Getty ©Peter (front) Image credits: Arts Photo Library/Alamy Music and and ©Lebrecht that homes were heated with black stones (coal) instead of wood. He described messengers riding in relays over long distances—a postal system.

Polo told about busy cities larger than any in Europe. He described silks,

, and , jewels, furs, and other finely made ®

, Core5 , objects. He described elephants on parade and grand banquets. ® He told about the peoples of the empire and how the Great Khan ruled over all.

Did Marco Polo really serve in the court of Kublai Khan? Had he really seen what he described? From his own day to the present, many people questioned the truth of his accounts. It was said that on 2017 Lexia Learning, a Rosetta Stone company. Lexia company. Stone a Rosetta Learning, 2017 Lexia © his deathbed, Marco Polo was urged to confess that he had told lies Reading. Reading.

® in his book. He claimed, “I have only told the half of what I saw.”

Versions of Marco Polo’s book were printed in many languages. In the late 1400s, the book inspired another explorer, Christopher Columbus, to set sail on an ocean route to the lands of wealth that Marco Polo so vividly described. This material is a component of Core5 This Lexia registered and are and/or its subsidiaries, Ltd. of Stone the property are and logos used herein Rosetta names, other trademarks, of the property are included herein their respective Additional trademarks and other countries. and/or used in the United States Not for resale. All other rights reserved. use only. for classroom Reprinted owners.

LEXIA® CLOSE READS INFORMATIONAL, ENCYCLOPEDIA ARTICLE LEXIA® CLOSE READS

The Travels of Marco Polo

KEY VOCABULARY LEXILE® MEASURE 910L

• • serpents (noun) A serpent is a large snake. LEVEL 18 LEVEL • ambassador (noun) An ambassador is a person sent to a country as a representative.

• court (noun) A court is a group of advisers that work for a queen or king.

• postal (adjective) Postal means related to mail delivery.

• banquets (noun) A banquet is a large, fancy meal.

• confess (verb) To confess is to say you did something wrong.

• vividly (adverb) Vividly means colorfully or with great detail.

List three things that Marco Polo saw while traveling that were new to Europeans.

Make a timeline showing events that led to The Travels of Marco Polo becoming a book. , and ,

® Compare the way information about new places and things was gathered during , Core5 ,

® Marco Polo’s lifetime and how information is gathered today. Give examples from the text and your own experience.

How are Marco Polo and Christopher Columbus connected?

Do you think Marco Polo told the truth in his stories? Why or why not?

2017 Lexia Learning, a Rosetta Stone company. Lexia company. Stone a Rosetta Learning, 2017 Lexia Imagine you could meet Marco Polo today. What would you want to ask him or © talk about? Write or discuss your ideas. Reading. Reading. ® This material is a component of Core5 This Lexia registered and are and/or its subsidiaries, Ltd. of Stone the property are and logos used herein Rosetta names, other trademarks, of the property are included herein their respective Additional trademarks and other countries. and/or used in the United States Not for resale. All other rights reserved. use only. for classroom Reprinted owners.

INFORMATIONAL, ENCYCLOPEDIA ARTICLE A Close Circle of Friends LEXILE® MEASURE 780L

• LEVEL 18 LEVEL

“Field Day is this Friday,” Ms. Kanner told Class 6A during the morning’s announcements, “and our class needs four speedy runners for the relay race.” She looked around the room. “How about you, Felipe?”

Felipe nodded and gestured to his two buddies, Ruben and Jack. , and , ® Ms. Kanner listed the three names and said, “We need one more.” , Core5 , ® Nelson felt the urge to volunteer, because he loved races, but he hesitated. He had been in this school for only two weeks, and nobody had even noticed him. Maybe it was because he was small and easy to overlook. Plus, everyone already was part of a circle of friends. Ms. Kanner picked Thomas, whose hand was up, and Nelson

2017 Lexia Learning, a Rosetta Stone company. Lexia company. Stone a Rosetta Learning, 2017 Lexia tried not to think about his disappointment. © Reading. Reading.

® That afternoon, Nelson sat on the grass by the track. He watched as Felipe, Ruben, Jack, and Thomas each practiced running the 400 meters around the oval and passing the tube-shaped baton. Thomas had the fastest time, so he was assigned the anchor leg. After they left, Nelson jogged around the track a few times, just to

LEXIA® CLOSE READS NARRATIVE, REALISTIC FICTION On Friday morning, Thomas arrived in school with a sorrowful expression and a limp. His toe had been broken in a skateboarding accident. When Ms. Kanner asked for a replacement, Nelson spoke up. “I can run,” he said.

Looking at Nelson skeptically, Felipe asked, “You sure?”

“I can run anchor,” replied Nelson quietly.

Felipe ran the first leg of the 1600-meter relay, pacing himself well. He saved a burst of speed for the last 50 meters and then passed the baton to Ruben. Ruben held the lead until the halfway point, when two runners caught up to him. He barely managed to keep up with them. Straining, he reached for Jack’s outstretched hand, but there was a fumble, and Jack couldn’t hold onto the cylinder. A dropped baton meant precious seconds lost. By the time Jack had completed his leg and passed the baton to Nelson, Team 6A was in third place.

Nelson eased into the run, keeping his eye on the runner ahead. “Just stay right behind him,” Nelson told himself. Then, after 100 meters, he pumped harder and passed on the right. At 200 meters, , and , ® Nelson was on the heels of the first runner, letting him set the pace. , Core5 , ® “Stay with him, stay with him, stay with him, GO!” Nelson reached inside for the power he needed. His legs and arms and lungs were in perfect sync. He heard his teammates screaming for him as he crossed the finish line first.

2017 Lexia Learning, a Rosetta Stone company. Lexia company. Stone a Rosetta Learning, 2017 Lexia Nelson leaned over, hands on knees, to catch © his breath. Felipe slapped him on the back. Reading. Reading. ® “Man, you’re pretty good. What’s your name again?”

A few days later, Nelson saw the three buddies on the basketball court. “Hey, guys, it’s Nelson!”

LEXIA® CLOSE READS NARRATIVE, REALISTIC FICTION LEXIA® CLOSE READS

A Close Circle of Friends

KEY VOCABULARY LEXILE® MEASURE 780L

• • gestured (verb) To gesture is to make a motion that shows feelings or ideas. LEVEL 18 LEVEL • urge (noun) An urge is a strong desire.

• anchor leg (noun) The anchor leg is the final section of a relay race.

• sorrowful (adjective) Sorrowful means extremely sad.

• expression (noun) An expression is the look on someone’s face.

• skeptically (adverb) Skeptically means with doubt.

• fumble (noun) A fumble is a clumsy move.

• cylinder (noun) A cylinder is an object shaped like a tube.

• sync (adjective) To be in sync is to be in perfect rhythm.

Why does Thomas drop out of the race? , and ,

® Explain how the race focuses attention on Nelson. , Core5 , ® Put yourself in Nelson’s place. Predict what you would do if you were the new kid at school where everyone seemed to be part of a close group of friends.

If Thomas had not broken his toe, what might the ending have been?

What is your opinion of Felipe? Explain your answer with examples from the text. 2017 Lexia Learning, a Rosetta Stone company. Lexia company. Stone a Rosetta Learning, 2017 Lexia

Reading. Reading. the story? ® This material is a component of Core5 This Lexia registered and are and/or its subsidiaries, Ltd. of Stone the property are and logos used herein Rosetta names, other trademarks, of the property are included herein their respective Additional trademarks and other countries. and/or used in the United States Not for resale. All other rights reserved. use only. for classroom Reprinted owners.

NARRATIVE, REALISTIC FICTION actually relatives of spiders, these creatures are invisible to the naked eye. Each one is less than 0.016 of an inch LEXILE® MEASURE 1000L

• (0.4 mm) long. They can slip easily into facial pores, LEVEL 18 LEVEL those extremely small openings on the nose, forehead, cheeks, and chin. These face mites particularly like to nestle inside our follicles, the pores from which hair grows. The tiny creatures feed on the oil and dead skin Living with the cells in our follicles and also lay eggs there. But don’t worry about “Good Germs” rising mite populations! Our immune systems, the collection We wash our bodies to keep our of processes in our bodies that

, and , skin clean. We wash our hands protect us from disease, work ®

, Core5 , and our food to keep disease- constantly to keep down these ® causing germs from getting into mites’ numbers. As a result, we our bodies. These are healthy don’t even notice them. practices, but they don’t begin Our skin is also home to much, to keep us germ-free. Our much smaller forms of life, each bodies are the home planet for consisting of just a single cell:

2017 Lexia Learning, a Rosetta Stone company. Lexia company. Stone a Rosetta Learning, 2017 Lexia an enormous variety of tiny © bacteria. We generally have over creatures, some of them on us Reading. Reading.

® 200 kinds of bacteria living on and some of them in us. And our skin. Instead of harming us, that’s a good thing. these beneficial bacteria help For starters, tiny mites make their with the healing of wounds. But homes on our faces and in our that’s nothing compared with the

This material is a component of Core5 This Lexia registered and are and/or its subsidiaries, Ltd. of Stone the property are and logos used herein Rosetta names, other trademarks, of the property are included herein their respective Additional trademarks and other countries. and/or used in the United States Not for resale. All other rights reserved. use only. for classroom Reprinted owners. eyelashes. Although they are bacteria inside our bodies.

LEXIA® CLOSE READS INFORMATIONAL, MAGAZINE ARTICLE A healthy human body contains compete for the same food as the about ten times more bacterial bad bacteria that can get in our cells than human cells. Our mouths, helping to prevent illness. immune systems target other There are very few bacteria in our microorganisms that cause us stomachs because the stomach is harm, but not these bacteria. such a high-acid environment. But Like the ones on our skin, these our guts generally contain at least bacteria are basically harmless or are even helpful. Some bacteria in our guts Let’s start with our mouths. Some help us digest our food. 25 kinds of bacteria live around our teeth and in small openings in our gums. Brushing and flossing each day keeps their numbers

Image credits: (front, boy) ©Rubberball/Mike Kemp/Getty Images; (front, insets) Images; (front, Kemp/Getty boy) ©Rubberball/Mike (front, Image credits: top) ©Science Photo Library-Pasieka/Getty (back, ©Science Photo Library/Alamy; Images Gschmeissner/Getty ©Science Photo Library-Steve bottom) Images; (back, down and prevents them from forming sticky deposits called plaque. But there will always be a large colony of bacteria in our

, and , mouths, and that’s good. They ® , Core5 , ® Plaque is a sticky film that forms on teeth. That’s why 500 kinds of bacteria, numbering it’s so important to brush. in the billions. These bacteria help us digest our food (we couldn’t do it without them!), produce

2017 Lexia Learning, a Rosetta Stone company. Lexia company. Stone a Rosetta Learning, 2017 Lexia vitamins, absorb nutrients, and © fight off harmful bacteria that have Reading. Reading. ® invaded our digestive systems.

So don’t worry about all the extra company our bodies contain. It’s perfectly healthy! This material is a component of Core5 This Lexia registered and are and/or its subsidiaries, Ltd. of Stone the property are and logos used herein Rosetta names, other trademarks, of the property are included herein their respective Additional trademarks and other countries. and/or used in the United States Not for resale. All other rights reserved. use only. for classroom Reprinted owners.

LEXIA® CLOSE READS INFORMATIONAL, MAGAZINE ARTICLE LEXIA® CLOSE READS

Living with the “Good Germs”

KEY VOCABULARY LEXILE® MEASURE 1000L

• • variety (noun) A variety is an assortment of strange things.

LEVEL 18 LEVEL • nestle (verb) To nestle is to cuddle.

• bacteria (noun) Bacteria are tiny, one-celled organisms.

• microorganisms (noun) A microorganism is a living thing so tiny it must be viewed with a microscope.

• deposits (noun) A deposit is a layer or clump of some material.

• absorb (verb) To absorb is to soak up.

• digestive systems (noun) A digestive system is the set of processes that breaks down food inside the body.

If tiny mites live on our faces, why can’t we see them?

Find evidence to support the fact that we have more than 600 kinds of bacteria in , and , ® our bodies. , Core5 , ® Illustrate a mite and bacteria living on your skin.

Describe the connection between our immune systems and the mites and bacteria you read about.

Using what you learned about bacteria, what would you say in response to someone 2017 Lexia Learning, a Rosetta Stone company. Lexia company. Stone a Rosetta Learning, 2017 Lexia

© who said, “Bacteria—ugh! I don’t want them in my body!”? Reading. Reading. ® Imagine you are a mite living on someone’s face. Write about or discuss a typical day in your life. This material is a component of Core5 This Lexia registered and are and/or its subsidiaries, Ltd. of Stone the property are and logos used herein Rosetta names, other trademarks, of the property are included herein their respective Additional trademarks and other countries. and/or used in the United States Not for resale. All other rights reserved. use only. for classroom Reprinted owners.

INFORMATIONAL, MAGAZINE ARTICLE The Mystery of the

circles, and those uneven four- Nazca Lines sided shapes known as trapezoids. LEXILE® MEASURE 980L

• Near the coast of northern Chile Some of them are quite sizable, LEVEL 18 LEVEL and southern Peru, between two too. The longest straight line deep valleys, is the Nazca Plain. extends 9 miles (14.5 kilometers). It is long and narrow, about a Scientists believe they know the mile wide (about 1.6 kilometers) who, when, and how of these and extending roughly 37 miles shapes and lines. It’s the why that (about 60 kilometers). There is is the mystery. almost no wind here and the rains come rarely, maybe once every Who? The Nazca Indians several years. flourished in this area 1500–2000 years ago. They were an advanced This plain is the site of something farming culture that built that has been puzzling the modern waterways and created beautiful world since the 1930s. There are bowls and jars. And they are

, and , outlines of about 70 animal and ® responsible for these shapes and

, Core5 , plant shapes made by shifting ® lines known as the Nazca Lines. rocks and soil. Many of them are enormous. The largest, a When? Scientists believe pelican, is about 935 feet long that the earliest work was done (285 meters). There are also various between 500–200 BCE. The mathematical shapes, including majority of the work came later,

2017 Lexia Learning, a Rosetta Stone company. Lexia company. Stone a Rosetta Learning, 2017 Lexia straight lines, triangles, spirals, between 200 BCE and 500 CE. © Reading. Reading. ® Imagine the Empire State Building on its side. That’s how big one

LEXIA® CLOSE READS INFORMATIONAL, TRAVEL GUIDE How? In the earlier works, gravel was often removed and piled inward so that the outlines of the figures were raised above the ground. But mainly, the reddish gravel was carefully removed to uncover the lighter sand underneath. In most regions, this work would barely last a year, brushed away by wind or washed Image credits: (front, left) ©Porky Pies Photography/Alamy; Photography/Alamy; Pies ©Porky left) (front, Image credits: Images Oberlander/Getty (back) ©Aaron right) ©Travelpix/Alamy; (front, away by rain. But on these dry and The Nazca spider is about 151 feet in length. That’s a little smaller than windless plains, the Nazca Lines the width of one football field. have remained.

Why? Here is a sampling to the stars, but later studies of the many theories for the have challenged this idea. existence of the Nazca Lines. One theory links the drawings , and ,

® Since these lines and drawings to religious practices. The , Core5 ,

® can best be seen from the straight lines are thought to be height of a low-flying plane, one roads people traveled to get to outlandish idea was that they important religious sites. were alien landing strips. (The The mathematical figures loose gravel on these plains seem to match up with actual would have made for very poor underground water sources. 2017 Lexia Learning, a Rosetta Stone company. Lexia company. Stone a Rosetta Learning, 2017 Lexia

® A less unlikely theory suggests maps to guide people to water. that the giant drawings were No single theory covers all the offerings to the gods above, in lines and shapes. It is most hopes of receiving good weather likely that the Nazca people had for crops. many reasons for creating these This material is a component of Core5 This Lexia registered and are and/or its subsidiaries, Ltd. of Stone the property are and logos used herein Rosetta names, other trademarks, of the property are included herein their respective Additional trademarks and other countries. and/or used in the United States Not for resale. All other rights reserved. use only. for classroom Reprinted owners. It was suggested in the 1940s fascinating pictures that they left that the lines might be a guide for us to puzzle over.

LEXIA® CLOSE READS INFORMATIONAL, TRAVEL GUIDE LEXIA® CLOSE READS

The Mystery of the Nazca Lines

KEY VOCABULARY LEXILE® MEASURE 980L

• • flourished (verb) To flourish is to thrive and grow in a healthy way. LEVEL 18 LEVEL • majority (noun) The majority is the larger amount or number.

• theories (noun) A theory is an idea that might explain something.

• outlandish (adjective) Outlandish means very strange.

• offerings (noun) An offering is a gift.

Describe what the Nazca Lines look like.

Explain how the Nazca Lines were made.

If you were a scientist, how would you learn more about the Nazca Lines?

How are the Nazca Lines connected to the desert climate of southern Peru? , and ,

® Which theory about why the lines were created do you think makes the most sense? , Core5 ,

® Explain your thinking.

Imagine you are on a trip to southern Peru. Write an entry in your journal that describes the day you flew over the Nazca Lines. 2017 Lexia Learning, a Rosetta Stone company. Lexia company. Stone a Rosetta Learning, 2017 Lexia © Reading. Reading. ® This material is a component of Core5 This Lexia registered and are and/or its subsidiaries, Ltd. of Stone the property are and logos used herein Rosetta names, other trademarks, of the property are included herein their respective Additional trademarks and other countries. and/or used in the United States Not for resale. All other rights reserved. use only. for classroom Reprinted owners.

INFORMATIONAL, TRAVEL GUIDE LEXIA® CLOSE READS

Lexile® Title Genre Target Skill Measure LEVEL 18

Phaethon: A Greek Myth Narrative, Myth Narrative Text Structure 910L

The Travels of Marco Polo Informational, Encyclopedia Article Informational Text Structure 910L

A Close Circle of Friends Narrative, Realistic Fiction Informational Text Structure 780L

Living with the “Good Germs” Informational, Magazine Article Compare and Contrast 1000L

The Mystery of the Nazca Lines Informational, Travel Guide Informational Text Structure 980L

NOTES

Text Type: Narrative, Myth ® Lexile® Measure: 910L LEXIA CLOSE READS Core5® Level: 18 Target Skill: Narrative Text Structure

Phaethon: A Greek Myth

SUMMARY KEY VOCABULARY

This Greek myth is about a • ventured (verb) To venture is to go on a journey.

boy and his father, the Sun. • mortals (noun) A mortal is a being who does not live forever. Readers learn what happens • oath (noun) An oath is a strong promise. when the boy, Phaethon, asks to drive his father’s • chariot (noun) A chariot is a kind of cart pulled by horses. chariot across the sky. • regretted (verb) To regret is to feel sorry about something.

• mightier (adjective) Mightier means more powerful. FOCUS QUESTION • reins (noun) Reins are long straps used to guide a horse. • hideous (adjective) Hideous means unpleasant to look at. How might this myth have • careening (verb) To careen is to sway dangerously from side been used to explain what to side. happens in nature?

PREVIEW Identify the text. This text is a Greek myth. Explain to students that myths are stories that were told to teach a lesson or explain what happens in nature. Point out key vocabulary (in bold). Discuss definitions with students. Introduce the focus question. Have students consider the question as they read.

READ INDEPENDENT READ Annotate the text. Encourage students to identify key ideas, connections, and questions they have as they read.

TEACHER-GUIDED READ Explore narrative text structure. Draw attention to how the myth is organized and the key elements. Work with students to answer the questions below.

• Who is the story about? (Main Characters) 1 • Where and when does the story take place? (Setting) 2 • What is the problem or goal? (Problem/Goal) 3 • What happens? (Major Events) 4 • How does the story end? (Solution) 5 • What is the story mainly about? Answer the focus question. Work together to answer: How might this myth have

This material is a component of Lexia Core5® Reading. © 2017 Lexia Learning, a Rosetta Stone company. Lexia®, Core5®, Core5®, Lexia®, company. Stone a Rosetta Learning, © 2017 Lexia Reading. material is a component ofThis Core5® Lexia and are and/or its subsidiaries, Ltd. of Stone the property are and logos used herein Rosetta names, and other trademarks, of the property are included herein Additional trademarks and other countries. and/or used in the United States registered Not for resale. All other rights reserved. use only. for classroom Reprinted owners. their respective been used to explain what happens in nature? (The myth might have been used to explain shooting stars, deserts, and lightning.) This material is a component of Lexia Core5® Reading. © 2017 Lexia Learning, a Rosetta Stone company. Lexia®, Core5®, and other trademarks, names, and logos used herein are the property of Rosetta Stone Ltd. and/or its subsidiaries, and are registered and/or used in the United States and other countries. Additional trademarks included herein are the property of their respective owners. Reprinted for classroom use only. All other rights reserved. Not for resale. RESPOND the questionsbelow. Write ordiscuss.

other trademarks, names, and logos used herein are the property of Rosetta Stone Ltd. and/or its subsidiaries, and are registered and/or used in the United States and other countries. Additional trademarks included herein are the property of their respective Describe anewcharacter andexplain howheorshewouldfitinthestory. Do youthinktheSunmakes therightchoicewhenheallowsPhaethontodrive Phaethonhad been abletocontrol thechariot,If what mighttheendinghave thestoryinatimelinefromOrganize beginningtoending. theeventsof Explain whytheSunallowsPhaethontodrivehischariot. Why doesPhaethonwanttovisittheSun’s home? (Student answerswillvarybutshould reflect events inthestory.) would gethurt.) Students mightsayno, becausetheSunknew itwastoodangerous, andPhaethon because itisimportant fortheSuntokeep thepromise he madetoPhaethon. the chariot? Why orwhynot? been? ( down thechariotwithathunderbolt.) chariot. 5. Phaethoncannotcontrol thehorsesandsetsfire toEarth. 6. Zeus strikes promises togivePhaethonanythinghewants. 4. Phaethonasks todrivetheSun’s thesunrise.the landof 2. The Sunconfirmsthat Phaethonishisson. 3. The Sun answers willvarybutshouldincludetheseeventsinorder: 1. Phaethonvisits the chariot, theSunknowsitwillbedangerous butcan’tgobackonhisword.) Sun promises to give Phaethonanythinghewants. When Phaethonasks todrive is really his father.) owners. Reprinted for classroom use only. All other rights reserved. Not for resale. LEVEL 18 • LEXILE® MEASURE 910L LEXIA® CLOSE READS 3 2 1 Phaethon Phaethon No godbutmeisstrong enoughtodrivethechariotacross thesky. oath,” hetoldPhaethon, “butyoudonotrealize what youare asking. The Sunimmediately regretted hispromise. “Icannottake backmy “Iwishtodriveyourchariot,”that sky journeyhimself! Phaethonsaid. that madehimburstwithpride;howthrillingitwouldbetomake chariot flyinginahigharc across thesky. Itwasanamazingsight Phaethon recalled howoften hehadwatched hisfather inhisfiery me,Ask anythingof andonmyoath , youshallhaveit.” your father andnowthat youare here, Icanshowmyloveforyou. The Sunsmiledkindlyandreplied, “Yes, Phaethon, Iamindeed said Phaethon. tease meforsayingthat Iamyourson. Iamhere tofindthetruth,” “My mothertellsmethat youare myfather, butmyschoolmates the Sunasked, bringsyouhere?” “What blazing light. As heapproached theSun’s sparklingthrone, palace, shieldinghiseyesfrom the Phaethon entered theSun’s brilliant met hisfather before. the Sunhimself. Phaethonhadnever was mortal buthisfather wasagod, only half-mortal becausehismother by mortals; however, Phaethonwas The Sun’s homecouldnotbevisited thesunrise.ventured intothelandof Phaethon wasjustaboywhen he A GREEK MYTHA GREEK Student answers willvary.) Havestudentsworkindependentlyorasagroup toanswer

(Student answerswillvary. Students mightsayyes, NARRATIVE, MYTH (He wants to learn if theSun (He wantstolearn if This material is a component of Lexia Core5® Reading. © 2017 Lexia Learning, a Rosetta Stone company. Lexia®, Core5®, and other trademarks, names, and logos used herein are the property of Rosetta Stone Ltd. and/or its subsidiaries, and are registered and/or used in the United States and other countries. Additional trademarks included herein are the property of their respective owners. Reprinted for classroom use only. All other rights reserved. Not for resale. LEXIA® CLOSE READS (To showhislove, the 5 4 4 4 shatter. The horsesgallopedintothesea, endingthejourney. wildly. Zeus hurledathunderboltat thereckless chariot, causingitto down from MountOlympusandsawtheSun’s chariotcareening Zeus, thegods, thekingof heard Earth cryingoutforhelp. Helooked burning smoke, wishedforanendtothisterrifyingride. ash, andgreen landsturnedintovastdeserts. Phaethon, chokingon setting itablaze. The riversturnedtosteam, theforests burnedto Then thechariotmadeasteepplungeallwaydowntoearth, Scorpion. Phaethondropped thereins andhuddledinterror. starry heavens, the nearly touchingthehideousfangsandclawsof to therightandleft. control, Outof theysoared uptothe to thehorses. followingtheirsteady path, Instead of theyswerved chariot climbedswiftly, buthisgriponthereins feltaslightair over thecloudsat breathtaking speed. Phaethonheldonasthe hands. As thehorsesgallopedoutfrom thegates, theirfeetflew Phaethon steppedintothegoldencarandtookreins inhis chariot ridewasabouttobegin. day.” The Sundidnothavetimeformore arguments, fortheday’s But Phaethon’s mindwasmadeupandhepleaded, “Just forone are toogreat. Please, askforsomethingelse.” The horsesare mightierthananyyouhaveknown, andthedangers (Student

Phaethon: A Greek Myth

NARRATIVE, MYTH

LEXIA® CLOSE READS

Story Map for Main Characters:

Setting:

Problem/Goal:

Major Events:

Solution:

This story is mainly about… This material is a component of Lexia Core5® Reading. © 2017 Lexia Learning, a Rosetta Stone company. Lexia®, Core5®, Core5®, Lexia®, company. Stone a Rosetta Learning, © 2017 Lexia Reading. material is a component ofThis Core5® Lexia and are and/or its subsidiaries, Ltd. of Stone the property are and logos used herein Rosetta names, and other trademarks, of the property are included herein Additional trademarks and other countries. and/or used in the United States registered Not for resale. All other rights reserved. use only. for classroom Reprinted owners. their respective

Phaethon: A Greek Myth LEXIA® CLOSE READS

Story Map for Phaethon: A Greek Myth

Main Characters: Phaethon, the Sun

Setting: Long ago when Phaethon was just a boy, in the land of the sunrise (the Sun’s home)

Problem/Goal: Phaethon wishes to drive the Sun’s chariot.

Major Events: First, Phaethon takes the reins of the chariot. Then, the horses gallop out of control in the sky. Finally, the chariot plunges down to Earth and sets it on fire.

Solution: Zeus hurls a thunderbolt at the chariot, and the horses gallop into the sea.

This story is mainly about… what happens when Phaethon drives the Sun’s chariot across the sky. This material is a component of Lexia Core5® Reading. © 2017 Lexia Learning, a Rosetta Stone company. Lexia®, Core5®, Core5®, Lexia®, company. Stone a Rosetta Learning, © 2017 Lexia Reading. material is a component ofThis Core5® Lexia and are and/or its subsidiaries, Ltd. of Stone the property are and logos used herein Rosetta names, and other trademarks, of the property are included herein Additional trademarks and other countries. and/or used in the United States registered Not for resale. All other rights reserved. use only. for classroom Reprinted owners. their respective

Phaethon: A Greek Myth Text Type: Informational, Encyclopedia Article ® Lexile® Measure: 910L LEXIA CLOSE READS Core5® Level: 18 Target Skill: Informational Text Structure

The Travels of Marco Polo

SUMMARY KEY VOCABULARY

This encyclopedia article • serpents (noun) A serpent is a large snake.

describes the history behind • ambassador (noun) An ambassador is a person sent to the book, The Travels of a country as a representative. Marco Polo, and some • court (noun) A court is a group of advisers that work for details about the book. a queen or king. FOCUS QUESTION • postal (adjective) Postal means related to mail delivery. • banquets (noun) A banquet is a large, fancy meal. Why is Marco Polo’s book described as “one of the • confess (verb) To confess is to say you did something wrong. most influential books ever • vividly (adverb) Vividly means colorfully or with great detail. written”?

PREVIEW Identify the text. This text is an encyclopedia article. Explain to students that this article is an example of an informational text—writing that gives facts about a subject. Point out key vocabulary (in bold). Discuss definitions with students. Introduce the focus question. Have students consider the question as they read.

READ INDEPENDENT READ Annotate the text. Encourage students to identify key ideas, connections, and questions they have as they read.

TEACHER-GUIDED READ Explore informational text structure. Draw attention to how information is organized: The first two paragraphs provide background information about Marco Polo 1 ; the next three paragraphs provide details about Marco Polo’s travels 2 ; and the last four paragraphs provide information about Marco Polo’s book 3 . Work with students to complete the Advanced Text Structure Map. Answer the focus question. Work together to answer: Why is Marco Polo’s book described as “one of the most influential books ever written”? (The book described things that readers never knew existed, such as paper money, heating with coal, and a postal system. It inspired other explorers, such as Christopher Columbus.)

This material is a component of Lexia Core5® Reading. © 2017 Lexia Learning, a Rosetta Stone company. Lexia®, Core5®, Core5®, Lexia®, company. Stone a Rosetta Learning, © 2017 Lexia Reading. material is a component ofThis Core5® Lexia and are and/or its subsidiaries, Ltd. of Stone the property are and logos used herein Rosetta names, and other trademarks, of the property are included herein Additional trademarks and other countries. and/or used in the United States registered Not for resale. All other rights reserved. use only. for classroom Reprinted owners. their respective Summarize information. Review the Advanced Text Structure Map to summarize the key ideas and supporting information. This material is a component of Lexia Core5® Reading. © 2017 Lexia Learning, a Rosetta Stone company. Lexia®, Core5®, and other trademarks, names, and logos used herein are the property of Rosetta Stone Ltd. and/or its subsidiaries, and are registered and/or used in the United States and other countries. Additional trademarks included herein are the property of their respective owners. Reprinted for classroom use only. All other rights reserved. Not for resale. RESPOND the questionsbelow. Write ordiscuss.

other trademarks, names, and logos used herein are the property of Rosetta Stone Ltd. and/or its subsidiaries, and are registered and/or used in the United States and other countries. Additional trademarks included herein are the property of their respective Imagine youcouldmeet Marco Polo today. What wouldyouwanttoaskhimor Do youthinkMarco Polo told thetruthinhisstories? Why orwhynot? How are Marco Polo andChristopherColumbus connected? Compare thewayinformation aboutnewplacesandthingswasgathered during Make atimelineshowingeventsthat led to List three thingsthat Marco Polo sawwhiletraveling that were newto Europeans. talk about? Write ordiscussyourideas. answers willvary.) explorers. Marco Polo’s travels inspired Columbus tosetsail.) information availableontheInternet.) moderntravel andtheamountof ease of the text andyourownexperience. Marco Polo’s lifetimeandhowinformation isgathered today. Giveexamples from written down;6. released from prison, thestories.) makes copies of ambassador toKublai Khan;4. returns to Venice andissenttoprison;5. storiesare 1. born in Venice in1254;2. travels withfather anduncletoChina;3. travels asan a book. jewels, furs, andotherfinelymadeobjects;elephants;grand banquets.) homes heated withcoal;apostalsystem;citieslarger thananyinEurope; silks, metalcoins; (Student answerswillvarybutmayinclude:papermoney instead of owners. Reprinted for classroom use only. All other rights reserved. Not for resale. LEVEL 18 • LEXILE® MEASURE 910L LEXIA® CLOSE READS 2 2 1 1 The The returned hometo Venice, theyhadbeengonefor24 years. Kublaibecame membersof Khan’s court. When thethree merchants beyond, toreport backaboutthelandsandcustoms. The Polos Chinaand a trustedambassadorandsenthimtotheprovinces of languages andwasasharpobserver. Kublai KhanmadeMarco Polo Kublai Khan took a liking to Marco Polo. The young man spoke several years. three andahalf journey of and through deserts, finallyarriving at Kublai Khan’s court after a murderous banditstofloodedrivers. They traveled overmountains The Polos tookanoverlandroute. They braved manydangers, from Great Khanagain, 17-year-old Marco wentwiththem. China.ruler of When thePolo brothers from setoff Venice tovisitthe and thefirstEuropeans tovisitthecourt of Kublai Khan, theMongol trade.leading centerof Hisfather andunclewere wealthy merchants Marco Polo wasbornin Venice, acityinpresent-day Italythat wasa books everwritten. Itsauthor, Marco Polo, livedfrom 1254to1324. crocodilesThis themostinfluential comesfrom descriptionof oneof (Student answerswillvarybutshouldincludetheseevents inorder: Travels “Here are seenhugeserpents, tenpacesinlength. . . . The jawsare wideenoughtoswallowaman.” Havestudentsworkindependentlyorasagroup toanswer of Marco Polo INFORMATIONAL, ENCYCLOPEDIA ARTICLE (Student answerswillvarybutshouldreflect the (Student answerswillvary.) The Travels Marco Polo of

This material is a component of Lexia Core5® Reading. © 2017 Lexia Learning, a Rosetta Stone company. Lexia®, Core5®, and Image credits: (front) ©Peter Dennis/Getty Images; (back) ©Alamy Creativity/Alamy, other trademarks, names, and logos used herein are the property of Rosetta Stone Ltd. and/or its subsidiaries, and are registered and ©Lebrecht Music and Arts Photo Library/Alamy and/or used in the United States and other countries. Additional trademarks included herein are the property of their respective owners. Reprinted for classroom use only. All other rights reserved. Not for resale. LEXIA® CLOSE READS 3 3 3 3 2 Marco Polo sovividlydescribed. Columbus, tosetsailonanocean wealth route that tothelandsof In thelate 1400s, thebookinspired anotherexplorer, Christopher Versions Marco Polo’s of bookwere printedinmanylanguages. in hisbook. what Isaw.” Heclaimed, of “Ihaveonlytold thehalf his deathbed, Marco Polo was urged toconfessthat hehadtoldlies hisaccounts.many peoplequestionedthetruthof Itwassaidthat on really seenwhat hedescribed?From hisowndaytothepresent, Did Marco Polo really Kublai serveinthecourt of Khan?Hadhe ruled overall. theempire andhowtheGreatHe toldaboutthepeoplesof Khan objects. Hedescribedelephantsonparade andgrand banquets. jewels, furs, andotherfinelymade any inEurope. Hedescribedsilks, Polo toldaboutbusycitieslarger than over longdistances—apostalsystem. described messengers riding in relays wood.stones (coal)instead of He that homeswere heated withblack metalcoins.used instead of Hesaid throughout China, papermoneywas Europeans. Marco Polo reported that described thingsthat were newto The book, The Travels Marco Polo of , had copiesmade. wrote downthestories. After hisrelease from prison, Marco Polo his travels totheFar East. Hiscellmate, whohappenedtobeawriter, captured inbattle. Heentertained afellowprisonerwithstoriesof Venice Genoafoughtawar. anditsrivalcityof Marco Polo was (They were both becoming (Student

The Travels Marco Polo of INFORMATIONAL, ENCYCLOPEDIA ARTICLE

LEXIA® CLOSE READS Main Idea Detail 1 Detail 2 Detail 3

Main Idea Detail 1 Detail 2 Detail 3

Topic This material is a component of Lexia Core5® Reading. © 2017 Lexia Learning, a Rosetta Stone company. Lexia®, Core5®, Core5®, Lexia®, company. Stone a Rosetta Learning, © 2017 Lexia Reading. material is a component ofThis Core5® Lexia and are and/or its subsidiaries, Ltd. of Stone the property are and logos used herein Rosetta names, and other trademarks, of the property are included herein Additional trademarks and other countries. and/or used in the United States registered Not for resale. All other rights reserved. use only. for classroom Reprinted owners. their respective Advanced Text Structure Map Structure Text Advanced Main Idea Detail 1 Detail 2 Detail 3

The Travels of Marco Polo LEXIA® CLOSE READS , (Paragraphs 7–10) (Paragraphs The Travels of Polo Marco Travels The The book describes things The The book, book, The details of Polo’s provides Marco account of his travels. such new to Europeans, were that with coal, heating as paper money, and a postal system. cities, book describes large The and elephants, and jewels, silks banquets. Christopher book inspired The the lands of to explore Columbus described. Polo Marco wealth Main Idea Detail 1 Detail 2 Detail 3

(Paragraphs 4–6) (Paragraphs Kublai Khan asked Marco Marco Khan asked Kublai to returned Polo Marco The Travels of Polo Marco Travels The Main Idea Marco Polo traveled for 24 years for 24 years traveled Polo Marco returning China before through to Venice. arrived in the court Polo Marco a three-and- Khan after of Kublai journey. a-half-year China through to travel Polo back about the lands and report and the customs. in battle, was captured Venice, his and was sent to prison where down his stories. wrote cellmate Detail 1 Detail 2 Detail 3

an influential book: Topic (Paragraphs 1–2) (Paragraphs Marco Polo was 17 years was 17 years Polo Marco This material is a component of Lexia Core5® Reading. © 2017 Lexia Learning, a Rosetta Stone company. Lexia®, Core5®, Core5®, Lexia®, company. Stone a Rosetta Learning, © 2017 Lexia Reading. material is a component ofThis Core5® Lexia and are and/or its subsidiaries, Ltd. of Stone the property are and logos used herein Rosetta names, and other trademarks, of the property are included herein Additional trademarks and other countries. and/or used in the United States registered Not for resale. All other rights reserved. use only. for classroom Reprinted owners. their respective Advanced Text Structure Map Structure Text Advanced Main Idea Marco Polo played an important played an important Polo Marco in history. role is the author of one Polo Marco of ever the most influential books written. 1254 to lived from Polo Marco 1324. to visit old when he traveled the ruler of China with his father and uncle. Detail 1 Detail 2 Detail 3

The Travels of Marco Polo Text Type: Narrative, Realistic Fiction ® Lexile® Measure: 780L LEXIA CLOSE READS Core5® Level: 18 Target Skill: Predicting Outcomes

A Close Circle of Friends

SUMMARY KEY VOCABULARY

In this narrative, a new • gestured (verb) To gesture is to make a motion that shows student finds that the other feelings or ideas.

students at school have • urge (noun) An urge is a strong desire. formed close groups. The • anchor leg (noun) The anchor leg is the final section of a student finds a way to relay race. make friends and be part of a group. • sorrowful (adjective) Sorrowful means extremely sad. • expression (noun) An expression is the look on someone’s face. FOCUS QUESTION • skeptically (adverb) Skeptically means with doubt.

How does Nelson become • fumble (noun) A fumble is a clumsy move.

part of the “close circle of • cylinder (noun) A cylinder is an object shaped like a tube. friends”? • sync (adjective) To be in sync is to be in perfect rhythm.

PREVIEW Identify the text. This text is realistic fiction. Explain to students that realistic fiction is a type of narrative text, or story, that is based on true-to-life people and events. Point out key vocabulary (in bold). Discuss definitions with students. Introduce the focus question. Have students consider the question as they read.

READ INDEPENDENT READ Annotate the text. Encourage students to make, confirm, and revise predictions before they read, as they read, and after they finish reading the text.

TEACHER-GUIDED READ Explore predictions. Draw attention to the title and artwork. Work with students to complete the Predicting Chart by using clues throughout the story.

• Before You Read: What might happen in this story? What clues can you find? • As You Read: Is the prediction correct or incorrect? What clues can you find? • After You Read: Was the prediction correct or incorrect? • What might happen if the story continued? What facts support this prediction? Answer the focus question. Work together to answer: How does Nelson become part of the “close circle of friends”? (Nelson watches Felipe and his friends practice at the track before practicing by himself; he volunteers to run anchor when Thomas This material is a component of Lexia Core5® Reading. © 2017 Lexia Learning, a Rosetta Stone company. Lexia®, Core5®, Core5®, Lexia®, company. Stone a Rosetta Learning, © 2017 Lexia Reading. material is a component ofThis Core5® Lexia and are and/or its subsidiaries, Ltd. of Stone the property are and logos used herein Rosetta names, and other trademarks, of the property are included herein Additional trademarks and other countries. and/or used in the United States registered Not for resale. All other rights reserved. use only. for classroom Reprinted owners. their respective breaks his toe; he wins the race; and Felipe suggests that Nelson join the friends playing basketball.) This material is a component of Lexia Core5® Reading. © 2017 Lexia Learning, a Rosetta Stone company. Lexia®, Core5®, and other trademarks, names, and logos used herein are the property of Rosetta Stone Ltd. and/or its subsidiaries, and are registered and/or used in the United States and other countries. Additional trademarks included herein are the property of their respective owners. Reprinted for classroom use only. All other rights reserved. Not for resale. RESPOND the questionsbelow. Write ordiscuss.

other trademarks, names, and logos used herein are the property of Rosetta Stone Ltd. and/or its subsidiaries, and are registered and/or used in the United States and other countries. Additional trademarks included herein are the property of their respective Imagine yourself in Imagine yourself Thomas’s position. Howwouldyoudescribetheeventsin Felipe?What isyouropinion of Explainyouranswer withexamples from thetext. If Thomas hadnotbroken histoe, what mighttheendinghavebeen? Put inNelson’s yourself place. Predict youwere what thenewkid youwoulddoif Explain howtherace focusesattention onNelson. Why does Thomas therace? drop outof in therace.) story? does inthestory.) what Felipe(Student answerswillvarybutshouldincludeexamples of saysand and therelay race.) answers willvarybutshouldincludestorycharacters andevents, suchasNelson answers willvary.) at schoolwherefriends. aclosegroup everyoneseemedtobe part of of him,ahead of andtheteam comesinfirst.) it isNelson’s turntorun. Nelsonrunssofastthat hepassestherunnerswhoare in askateboarding accident.) owners. Reprinted for classroom use only. All other rights reserved. Not for resale. LEVEL 18 • LEXILE® MEASURE 780L LEXIA® CLOSE READS loosen up. Then heputonspeed. After theyleft, Nelsonjoggedaround thetrack afewtimes, justto Thomas hadthefastesttime, sohewasassignedtheanchorleg. 400 meters around theovalandpassingtube-shapedbaton. as Felipe, Ruben, Jack, and Thomas each practiced runningthe That afternoon, Nelsonsat onthegrass bythetrack. Hewatched tried nottothinkabouthisdisappointment. friends. Ms. Kanner picked Thomas, whosehandwasup, andNelson and easy tooverlook. Plus, everyonealready acircle waspart of of nobody hadevennoticedhim. Maybeitwasbecausehesmall he hesitated. Hehadbeeninthisschoolforonlytwoweeks, and Nelson felttheurge tovolunteer, becauseheloved races, but Ms. Kanner listedthethree namesandsaid, “We needonemore.” Felipe noddedandgestured tohistwobuddies, Ruben and Jack. about you, Felipe?” runners fortherelay race.” Shelooked around theroom. “How morning’s announcements, “and ourclassneedsfourspeedy “Field DayisthisFriday,” Ms. Kanner toldClass6A duringthe (Student answerswillvarybutshouldreflect thefactthat Thomas cannotrun A CloseCircleofFriends Havestudentsworkindependentlyorasagroup toanswer NARRATIVE, REALISTIC FICTION (He couldn’trunbecausehebroke histoe (Team 6A isinthird placewhen

This material is a component of Lexia Core5® Reading. © 2017 Lexia Learning, a Rosetta Stone company. Lexia®, Core5®, and other trademarks, names, and logos used herein are the property of Rosetta Stone Ltd. and/or its subsidiaries, and are registered and/or used in the United States and other countries. Additional trademarks included herein are the property of their respective owners. Reprinted for classroom use only. All other rights reserved. Not for resale. LEXIA® CLOSE READS Nelson was on the heels of thefirstrunner,Nelson wasontheheelsof letting himsetthepace. meters, hepumpedharder andpassedontheright. At 200meters, “Just stayrightbehindhim,” Nelsontoldhimself. Then, after 100 Nelson eased intotherun, keeping hiseyeontherunnerahead. his legandpassedthebaton toNelson, Team 6A wasinthird place. baton meant precious secondslost. Bythetime Jack hadcompleted was afumble, and Jack couldn’tholdontothecylinder. A dropped them. Straining, hereached for Jack’s outstretched hand, butthere two runnerscaughtuptohim. Hebarely managedtokeep upwith baton toRuben. Ruben heldthelead untilthehalfwaypoint, when speedforthelast50metersandthenpassed He savedaburstof Felipe the1600-meter ranrelay, thefirst legof well. pacinghimself “I canrunanchor,” replied Nelsonquietly. Looking at Nelsonskeptically, Felipe asked, “You sure?” up. “Icanrun,” hesaid. accident. When Ms. Kanner asked forareplacement, Nelsonspoke expression andalimp. Histoehadbeenbroken inaskateboarding On Friday morning, Thomas arrivedinschoolwithasorrowful (Student Felipe called. “Nowwecanplaytwo-on-two.” on thebasketball court. “Hey, guys, it’s Nelson!” A fewdayslater, Nelsonsawthethree buddies again?” “Man, you’re pretty good. What’s yourname his breath. Felipe slappedhimontheback. Nelson leaned over, handsonknees, tocatch as hecrossed thefinishlinefirst. sync. Heheard histeammates screaming forhim His legsandarmslungswere inperfect Nelson reached insideforthepowerheneeded. “Stay withhim, staywithhim, staywithhim, GO!” (Student

A Friends Close Circle of NARRATIVE, REALISTIC FICTION LEXIA® CLOSE READS Predicting

Before You Read

What might happen in this story, article, or passage?

As You Read

Is the prediction correct or incorrect? Revise the prediction as needed.

After You Read

Was the prediction correct or incorrect? Revise the prediction as needed.

What might happen if the story, article, or passage continued? What facts in the text support this prediction?

A Close Circle of Friends LEXIA® CLOSE READS Predicting

Before You Read

What might happen in this story, article, or passage?

Student answers will vary but should reflect a consideration of the story

title and illustrations.

As You Read

Is the prediction correct or incorrect? Revise the prediction as needed.

Student answers will vary but should reflect a consideration of details in the story.

After You Read

Was the prediction correct or incorrect? Revise the prediction as needed.

Student answers will vary but should reflect a consideration of the story resolution.

What might happen if the story, article, or passage continued? What facts in the text support this prediction?

Student answers will vary but should follow logically from Felipe’s

suggestion that Nelson should join the friends playing basketball.

A Close Circle of Friends Text Type: Informational, Magazine Article ® Lexile® Measure: 1000L LEXIA CLOSE READS Core5® Level: 18 Target Skill: Compare and Contrast

Living with the “Good Germs”

SUMMARY KEY VOCABULARY

This informational text • variety (noun) A variety is an assortment of strange things.

describes two kinds of • nestle (verb) To nestle is to cuddle. microorganisms that affect our • bacteria (noun) Bacteria are tiny, one-celled organisms. bodies. Mites and bacteria are alike in some ways and • microorganisms (noun) A microorganism is a living thing so different in other ways. tiny it must be viewed with a microscope. • deposits (noun) A deposit is a layer or clump of some FOCUS QUESTION material.

How are mites and bacteria • absorb (verb) To absorb is to soak up. different? How are they the • digestive systems (noun) A digestive system is the set of same? processes that breaks down food inside the body.

PREVIEW Identify the text. This text is a magazine article. Explain to students that this article is an example of informational text—writing that gives facts about a subject. Point out key vocabulary (in bold). Discuss definitions with students. Introduce the focus question. Have students consider the question as they read.

READ INDEPENDENT READ Annotate the text. Encourage students to identify key ideas, connections, and questions they have as they read.

TEACHER-GUIDED READ Explore compare and contrast. The first part of the article provides information about mites; the second part provides information about bacteria. Details in each paragraph explain how the two life forms are similar (compare: 1 ) and how they are different (contrast: 2 ). To help students compare and contrast mites and bacteria, work with them to complete the Venn Diagram. Answer the focus question. Work together to answer: How are mites and bacteria different? How are they the same? (Different: Mites are small, but bacteria are much smaller; mites live in follicles, but bacteria live on and in our bodies; our immune system keeps mite populations down but does not target helpful bacteria; bacteria are more helpful than mites—they help heal wounds, prevent illness, produce vitamins, absorb nutrients, and fight harmful bacteria. Same: Neither can be seen This material is a component of Lexia Core5® Reading. © 2017 Lexia Learning, a Rosetta Stone company. Lexia®, Core5®, Core5®, Lexia®, company. Stone a Rosetta Learning, © 2017 Lexia Reading. material is a component ofThis Core5® Lexia and are and/or its subsidiaries, Ltd. of Stone the property are and logos used herein Rosetta names, and other trademarks, of the property are included herein Additional trademarks and other countries. and/or used in the United States registered Not for resale. All other rights reserved. use only. for classroom Reprinted owners. their respective without magnification; mites and some bacteria live on our skin; both are usually harmless, even helpful in some cases.) This material is a component of Lexia Core5® Reading. © 2017 Lexia Learning, a Rosetta Stone company. Lexia®, Core5®, and other trademarks, names, and logos used herein are the property of Rosetta Stone Ltd. and/or its subsidiaries, and are registered and/or used in the United States and other countries. Additional trademarks included herein are the property of their respective owners. Reprinted for classroom use only. All other rights reserved. Not for resale. RESPOND the questionsbelow. Write ordiscuss.

(Our immunesystemsworktohelpkeep downthe bacteria insideourbodies. that’s nothingcompared withthe wounds.with thehealing of But these beneficialbacteriahelp our skin. harmingus, Instead of bacterialivingon 200 kindsof bacteria. We generally haveover justasinglecell: consisting of life,much smallerformsof each Our skinisalsohometomuch, don’t evennoticethem. mites’ numbers. As aresult, we constantly tokeep downthese protect usfrom disease, work processes inourbodiesthatof immune systems, thecollection rising mitepopulations! Our eggs there. Butdon’tworryabout cells inourfolliclesandalsolay feed ontheoilanddead skin hair grows. The tinycreatures our follicles, thepores from which particularly like tonestleinside and chin. These facemites on thenose, forehead, cheeks, those extremely smallopenings slip easily intofacialpores, actually relatives spiders, of these creatures are invisible (0.4 mm)long. They can aninch is lessthan0.016of to thenaked eye. Eachone INFORMATIONAL, MAGAZINE ARTICLE 2 1 2 2 1 (Student illustrations willvarybut

This material is a component of Lexia Core5® Reading. © 2017 Lexia Learning, a Rosetta Stone company. Lexia®, Core5®, and Image credits: (front, boy) ©Rubberball/Mike Kemp/Getty Images; (front, insets) other trademarks, names, and logos used herein are the property of Rosetta Stone Ltd. and/or its subsidiaries, and are registered ©Science Photo Library/Alamy; (back, top) ©Science Photo Library-Pasieka/Getty and/or used in the United States and other countries. Additional trademarks included herein are the property of their respective Images; (back, bottom) ©Science Photo Library-Steve Gschmeissner/Getty Images owners. Reprinted for classroom use only. All other rights reserved. Not for resale. (Each oneislessthan LEXIA® CLOSE READS mouths, andthat’s good. They bacteriainour a large colonyof plaque. Butthere willalwaysbe forming sticky depositscalled down andprevents themfrom each daykeeps theirnumbers our gums. Brushingandflossing our teethandinsmallopenings bacterialivearound 25 kindsof Let’s start withourmouths. Some or are evenhelpful. bacteria are basicallyharmless Like theonesonourskin, these harm, butnotthesebacteria. microorganisms that causeus immune systemstarget other cells thanhumancells. Our about tentimesmore bacterial A healthy humanbodycontains it’s soimportant tobrush. forms onteeth. That’s why Plaque isasticky filmthat (Student Living with the“Good Germs”

help usdigestourfood. Some bacteriainourguts perfectly healthy! company ourbodiescontain. It’s So don’tworryaboutalltheextra invaded ourdigestive systems. fight off harmful bacteria that have vitamins, absorbnutrients, and do itwithoutthem!), produce us digestourfood(wecouldn’t in thebillions. These bacteriahelp bacteria,500 kindsof numbering our gutsgenerally containat least such ahigh-acidenvironment. But stomachs becausethestomachis There are veryfewbacteriainour mouths, helping to prevent illness. bad bacteriathat cangetinour compete forthesamefoodas

INFORMATIONAL, MAGAZINE ARTICLE 2 2 LEXIA® CLOSE READS Different B Same Different A This material is a component of Lexia Core5® Reading. © 2017 Lexia Learning, a Rosetta Stone company. Lexia®, Core5®, Core5®, Lexia®, company. Stone a Rosetta Learning, © 2017 Lexia Reading. material is a component ofThis Core5® Lexia and are and/or its subsidiaries, Ltd. of Stone the property are and logos used herein Rosetta names, and other trademarks, of the property are included herein Additional trademarks and other countries. and/or used in the United States registered Not for resale. All other rights reserved. use only. for classroom Reprinted owners. their respective Venn Diagram Venn

Living with the “Good Germs” LEXIA® CLOSE READS much smaller than mites skin wounds help heal harmless bacteria not by immune system targeted mouth bacteria help prevent illness gut bacteria help digest food fight harmful bacteria in digestive system • • • • • • Different Bacteria B Same cannot be seen without magnification some live on our skin usually harmless, even helpful in some cases • • • Different Mites A less than 0.016 of an inch (0.4mm) live in follicles skin feed on oil and dead cells lay eggs in follicles down by is kept population our immune systems • • • • • This material is a component of Lexia Core5® Reading. © 2017 Lexia Learning, a Rosetta Stone company. Lexia®, Core5®, Core5®, Lexia®, company. Stone a Rosetta Learning, © 2017 Lexia Reading. material is a component ofThis Core5® Lexia and are and/or its subsidiaries, Ltd. of Stone the property are and logos used herein Rosetta names, and other trademarks, of the property are included herein Additional trademarks and other countries. and/or used in the United States registered Not for resale. All other rights reserved. use only. for classroom Reprinted owners. their respective Venn Diagram Venn

Living with the “Good Germs” Text Type: Informational, Travel Guide ® Lexile® Measure: 980L LEXIA CLOSE READS Core5® Level: 18 Target Skill: Informational Text Structure

The Mystery of the Nazca Lines

SUMMARY KEY VOCABULARY

This travel guide explores • flourished (verb) To flourish is to thrive and grow in a healthy the Nazca Plain, the site of way.

mysterious outlines of plant, • majority (noun) The majority is the larger amount or number. animal, and mathematical • theories (noun) A theory is an idea that might explain shapes. something. FOCUS QUESTION • outlandish (adjective) Outlandish means very strange. • offerings (noun) An offering is a gift. What is mysterious about the Nazca Lines?

PREVIEW Identify the text. This text is a travel guide. Explain to students that a travel guide is an example of an informational text—writing that gives facts about a subject. Point out key vocabulary (in bold). Discuss definitions with students. Introduce the focus question. Have students consider the question as they read.

READ INDEPENDENT READ Annotate the text. Encourage students to identify key ideas, connections, and questions they have as they read.

TEACHER-GUIDED READ Explore informational text structure. Draw attention to how information is organized in the guide: the first section provides background information about the Nazca Lines 1 ; the next section provides information about what scientists know about the lines 2 , and the last section offers theories about why the lines exist 3 . Work with students to complete the Advanced Text Structure Map. Answer the focus question. Work together to answer: What is mysterious about the Nazca Lines? (They are mysterious because an ancient civilization created the lines, and they still exist today; the purpose of the lines is not fully understood.) Summarize information. Review the Advanced Text Structure Map to summarize the key ideas and supporting information. This material is a component of Lexia Core5® Reading. © 2017 Lexia Learning, a Rosetta Stone company. Lexia®, Core5®, Core5®, Lexia®, company. Stone a Rosetta Learning, © 2017 Lexia Reading. material is a component ofThis Core5® Lexia and are and/or its subsidiaries, Ltd. of Stone the property are and logos used herein Rosetta names, and other trademarks, of the property are included herein Additional trademarks and other countries. and/or used in the United States registered Not for resale. All other rights reserved. use only. for classroom Reprinted owners. their respective This material is a component of Lexia Core5® Reading. © 2017 Lexia Learning, a Rosetta Stone company. Lexia®, Core5®, and other trademarks, names, and logos used herein are the property of Rosetta Stone Ltd. and/or its subsidiaries, and are registered and/or used in the United States and other countries. Additional trademarks included herein are the property of their respective owners. Reprinted for classroom use only. All other rights reserved. Not for resale. RESPOND the questionsbelow. Write ordiscuss.

Nazca Lines Nazca

straight lines, triangles, spirals, mathematical shapes, including (285 meters). There are alsovarious pelican, isabout935feetlong are enormous. The largest, a rocks andsoil. them Manyof plant shapesmadebyshifting about70animaland outlines of world sincethe1930s. There are that hasbeenpuzzlingthemodern something This plainisthesiteof several years. come rarely, maybeonceevery almost nowindhere andtherains (about 60kilometers). There is and extending roughly 37miles mile wide(about1.6kilometers) It islongandnarrow, abouta deep valleys, istheNazcaPlain. and southernPeru, betweentwo northern Chile Near thecoastof The Mystery of the of Mystery The Havestudentsworkindependentlyorasagroup toanswer between 200BCEand500CE. theworkcamelater,majority of between 500–200BCE. The that theearliest workwasdone is themystery. shapes andlines. It’s thewhythat who, when, these andhowof Scientists believetheyknowthe extends 9miles(14.5 kilometers). too. The longeststraight line themare quitesizable,Some of sided shapesknownastrapezoids. circles, andthoseunevenfour- lines knownastheNazcaLines. responsible fortheseshapesand bowls andjars. And theyare waterways andcreated beautiful farming culture that built years ago. They were anadvanced flourished inthisarea 1500–2000 When? Who?

The NazcaIndians

(Student answerswillvarybutshouldreflect their Scientists believe INFORMATIONAL, TRAVEL GUIDE feet long. lines is—1,250 theNazca of how bigone its side. That’s Building on Empire State Imagine the (Some of thedesignsare shapedlike(Some of (They were madebyshifting rocks and 2 2 (Student answerswillvary.)

This material is a component of Lexia Core5® Reading. © 2017 Lexia Learning, a Rosetta Stone company. Lexia®, Core5®, and Image credits: (front, left) ©Porky Pies Photography/Alamy; other trademarks, names, and logos used herein are the property of Rosetta Stone Ltd. and/or its subsidiaries, and are registered (front, right) ©Travelpix/Alamy; (back) ©Aaron Oberlander/Getty Images and/or used in the United States and other countries. Additional trademarks included herein are the property of their respective owners. Reprinted for classroom use only. All other rights reserved. Not for resale. 3 2 LEXIA® CLOSE READS existence of theNazcaLines. existence of themanytheoriesfor of have remained. windless plains, theNazcaLines away byrain. Butonthesedryand brushed awaybywindorwashed this workwouldbarely lastayear, sand underneath. Inmostregions, removed touncoverthelighter reddish gravel wascarefully the ground. Butmainly, the thefigures wereof raised above piled inward sothat theoutlines gravel wasoften removed and How? Why?

for crops. receiving good weatherhopes of offerings tothegodsabove, in that thegiantdrawings were A lessunlikely theorysuggests that the linesmightbeaguide It wassuggestedinthe1940s spaceship landings.) would havemadeforverypoor loose gravel ontheseplains were alienlandingstrips. (The outlandish idea wasthat they alow-flyingplane,height of one can bestbeseenfrom the Since theselinesanddrawings

Here isasampling In theearlier works, The Mystery of theNazca Lines The Mystery of (Student

the width of onefootballfield. the widthof in length. That’s alittle smallerthan The Nazcaspiderisabout151feet for ustopuzzleover. fascinating pictures that theyleft many reasons forcreating these likely that theNazcapeoplehad lines andshapes. Itismost No singletheorycoversallthe

maps toguidepeoplewater. A theory proposed that theywere underground water sources. seem tomatch upwithactual The mathematical figures important religious sites. roads peopletraveled toget straight linesare thoughttobe to religious practices. The One theorylinks thedrawings have challengedthisidea. to thestars, butlater studies INFORMATIONAL, TRAVEL GUIDE 3 LEXIA® CLOSE READS Main Idea Detail 1 Detail 2 Detail 3

Main Idea Detail 1 Detail 2 Detail 3

The Mystery of the Nazca Lines LEXIA® CLOSE READS

(Bullet points at the end (Bullet points at of the article) There are many theories for why are There the Nazca Lines exist. may have been drawings The to the gods for good offerings for crops. weather lines may have been straight The sites. religious to important roads shapes may mathematical The have been maps to guide people to water. Main Idea Detail 1 Detail 2 Detail 3

(Paragraphs 3–6) (Paragraphs Main Idea Scientists know the who, when, and when, Scientists know the who, how of the Nazca Lines. Nazca Indians lived in the area The ago and created 1500–2000 years the lines. Most of created the lines were between 200 BCE and 500 CE. made by removing lines were The because and have remained gravel dry and windless. the plains are Detail 1 Detail 2 Detail 3

the Nazca Lines Topic (Paragraphs 1-2) (Paragraphs This material is a component of Lexia Core5® Reading. © 2017 Lexia Learning, a Rosetta Stone company. Lexia®, Core5®, Core5®, Lexia®, company. Stone a Rosetta Learning, © 2017 Lexia Reading. material is a component ofThis Core5® Lexia and are and/or its subsidiaries, Ltd. of Stone the property are and logos used herein Rosetta names, and other trademarks, of the property are included herein Additional trademarks and other countries. and/or used in the United States registered Not for resale. All other rights reserved. use only. for classroom Reprinted owners. their respective Advanced Text Structure Map Structure Text Advanced Main Idea The Nazca Lines are designs on the Nazca Lines are The in southern Peru. ground site is on the Nazca Plain where The is almost no wind and rain. there Nazca Lines have puzzled the The modern world since the 1930s. plants, outlines of are animals, They shapes. and mathematical Detail 1 Detail 2 Detail 3

The Mystery of the Nazca Lines