Lexia® Close Reads

LEXIA® CLOSE READS

Lexile® Title Genre Target Skill Measure LEVEL 16

Cellphone Signals Narrative, Realistic Fiction Narrative Text Structure 800L

The Legend of the African Crowned Crane Narrative, Legend Narrative Text Structure 820L

Animal Fact, Animal Fiction Informational, Magazine Article Informational Text Structure 820L

Saving the Rainforests of the Ocean Informational, Blog Entry Cause and Effect 800L

Expressions from the Ancients Informational, Magazine Article Informational Text Structure 790L

NOTES

Text Type: Narrative, Legend ® Lexile® Measure: 820L LEXIA CLOSE READS Core5® Level: 16 Target Skill: Narrative Text Structure

The Legend of the African Crowned Crane

SUMMARY KEY VOCABULARY

In this legend, readers learn • separated (adjective) Separated means moved apart.

how the African crowned • companions (noun) A companion is a friend. crane came to have its • oasis (noun) An oasis is a spot in the desert where water is found. gold-feathered crown. • grazing (verb) To graze is to feed on grass.

FOCUS QUESTION • flock (noun) A flock is a group of animals.

How is the African • goldsmith (noun) A goldsmith is a person who makes crowned crane’s gold- gold items. feathered crown a symbol • envious (adjective) Envious means jealous.

of kindness? • shimmering (adjective) Shimmering means shining brightly.

PREVIEW Identify the text. This text is a legend. Explain to students that legends are narratives, or stories, that have been handed down over time. 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 legend is organized and the key elements. Then, work with students to answer the questions below. Students can annotate the key elements of the text.

• 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? Summarize the story. Review the story map and work together to orally summarize the story. 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 Answer the focus question. Work together to answer: How is the African crowned crane’s gold-feathered crown a symbol of kindness? (The cranes helped the king when the other animals would not. The crown was a reward for that kindness.) 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 Write ordiscussanewendingtothestoryexplain anotherwaythe African In youropinion, didthezebra chief, theelephantqueen, andtheantelopesdo What mightthe kingdodifferently hewere lostagain andwantedthezebras, if theanimalsfrom thelegend.Choose oneof youwere that If animal, what would Explain whythezebra chief, theelephantqueen, andtheantelopesrefused to List theanimalsthat refused tohelpthe kingfindhiswaybacktothe royal court. will vary.) crowned crane mighthavereceived itsgold-feathered crown. the rightthing?Explainyouranswer. that thekingtell theanimalsheissorryforhuntingtheminpast.) elephants, orantelopestohelphim? theking asked forhelp? you doif hunted bytheking;cranes were nothunted.) reflect that zebras, elephants, andantelopesare allgameanimalsthat were help theking, butthecranes didnotrefuse. (zebra chief, elephantqueen, antelopes) owners. Reprinted for classroom use only. All other rights reserved. Not for resale. LEVEL 16 • LEXILE® MEASURE 820L LEXIA® CLOSE READS 4 3 1 thirst if hedidnotfindwater soon. thirst if was setup. Itwasahotday, andthekingknewthat hewould dieof lost andhedidnotknowhowtofindtheoasiswhere theroyal court companions whileouthuntinginthedrygrasslands. The kingwas Once, longago, an African kingbecameseparated from his kill us,” shesaid. she, too, refused. “We donothelpthosewhowantto The kingthenasked theelephantqueenforhelpbut African Crowned Crane Crowned African The Legend of the of Legend The The kingasked theantelopes, butthey the kingandthen, led himtohiscourt. Havestudentsworkindependentlyorasagroup toanswer Zebras were grazing nearby. “Please helpme,” also saidnobecausetheywere favorite turn away. Instead, thecranes brought water to you havehuntedus.” king beggedthecranes forhelp. They didnot game animals of hunterssuchastheking. game animalsof called cranes landednear theking. Weakly, the A the kingsaidtozebra chief. “Imustfindmy the king. “We cannothelpyou, for The turnedawayfrom zebra chief court. Can youlead metoit?” of long-legged,flock of long-necked birds

(Student answerswillvary.) NARRATIVE, LEGEND (Student answerswillvary.) (Student answerswillvarybutmightsuggest 4 1 4 4 2 (Student answerswillvarybutshould

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 4 The the LegendAfrican Crowned of Crane crowns of goldthatshimmering crowns theystillwear today. of And that ishow African crowned cranes received thebeautiful, gold-feather crown. feathers that couldnotberemoved. Eachcrane wearing its flewoff The kinghadnewcrowns golden made, metalgoldbutof notof crowns anddestroyed them. when theysawthegoldencrowns. The animalshadstolenthe cranes saidthat theotheranimalshadbecomeenviousandangry crowns, butthedayafter that, theyreturned withbare heads. The for each crane. The next day, thecranes wearing flewoff their The grateful kingordered hisgoldsmithtomake gold acrown of (Student answers

NARRATIVE, LEGEND 5 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

The Legend of the African Crowned Crane LEXIA® CLOSE READS

Story Map for The Legend of the African Crowned Crane Main Characters: The king, cranes

Setting: Long ago, in the dry grasslands

Problem/Goal: The king was lost and would die of thirst if he did not find the oasis where the royal court was set up.

Major Events: The king asked the zebra chief, the elephant queen, and the antelopes for help, but they refused. Then, the king begged the cranes for help.

Solution: The cranes brought the king water and led him to his royal court. The king was grateful and gave the cranes crowns of golden feathers.

This story is mainly about… how African crowned cranes came to have their gold-feathered crowns. 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

The Legend of the African Crowned Crane Text Type: Narrative, Realistic Fiction ® Lexile® Measure: 800L LEXIA CLOSE READS Core5® Level: 16 Target Skill: Narrative Text Structure

Cellphone Signals

SUMMARY KEY VOCABULARY

In this narrative, a young girl is • forked (verb) To fork is to split into two.

hiking in the woods when she • reflected (adjective) Reflected means showing or mirrored. gets separated from her group. • overhang (noun) An overhang is a part that sticks out or Her cellphone has no signal, hangs over something. but she finds a way to use it. • twigs (noun) A twig is a small tree branch.

FOCUS QUESTION • dozed off (verb) To doze off is to fall asleep.

How does Lily find a unique • resourceful (adjective) Resourceful means able to solve way to solve her problem? problems.

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 identify key ideas, connections, and questions they have as they read.

TEACHER-GUIDED READ Explore narrative text structure. Draw attention to how the narrative is organized and the key elements. Then, 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? Summarize the story. Review the story map and work together to orally summarize the story. Answer the focus question. Work together to answer: How does Lily find a unique way to solve her problem? (Lily is resourceful; she uses the back of her cellphone to 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 reflect the sunlight and send a message.) 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 howheorshewouldfitintothestory. Do youagree withthereporter that Lilywasaresourceful camper? Why orwhy Lilyhadbeenable togetacellphonesignalinthewoods,If what might the thestoryinatimeline.Organize theeventsof Explain whyLilymadeapattern withtwigsonthepath. Name fourthingsLilyhadinherbackpackthat helpedhersurviveinthewoods. (Student answerswillvary, butshouldreflect eventsinthestory.) cellphone tosendamessage.) supplies wisely, marked herpath withtwigs, andfigured outawaytouseher not? ending havebeen? cellphone toreflect thesunlightandsendamessage.) follows thetwigpath backtotheclearing. 5. Lilyhears ahelicopterandusesher backpack andthinks aboutwhat todo. 3. Lilysleepsunderarock ledge. 4. Lily should includetheseeventsinorder: 1. Lilyislostinthewoods. 2. Lilylooks inher to findshelter, butshewantedtobesure tofindherwaybackinthemorning.) (water, apple, sweatshirt, cellphone) owners. Reprinted for classroom use only. All other rights reserved. Not for resale. LEVEL 16 • LEXILE® MEASURE 800L 4 2 3 1 LEXIA® CLOSE READS (Student answerswillvary. Students whoagree mightsaysheusedher was hungrier. she decidedtosavetheappleuntil Lily tookasipfrom thewater bottle, but her worriedfacereflected init. cellphone wasshinysilver, andshe saw and theuselesscellphone. the The backof apple, ahalf-emptywater bottle, asweatshirt, She looked inherbackpackandfoundan and saidtoherself, “Stay calm, andthink!” came toagrassy clearing where shesat onalarge rock path forked, Lilysometimeswentleft, sometimesright. Finally, she started walkingonit, uphillanddownthrough thewoods. When the beating fastfrom running, andfrom fear. Shefoundapath and trail, sosheran backbutwasn’tsure where tostop. Herheart was After afewminutes, Lilyknewthat thecampershadnottaken this trail tocatch uptothegroup. looked up, shesawthat shewasalone, soshejoggedahead onthe “Too bad. Ican’tgetasignalhere,” shesaidtoherself. When she On ahike withothercampers, Lilystoppedtocheckhercellphone. Cellphone Signals Havestudentsworkindependentlyorasagroup toanswer ( Student answers willvary.) NARRATIVE, REALISTIC FICTION (Student answerswillvary, but

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 (Lily left theopen clearing 4 2 A rescue helicopter!Sheleaped upandwavedherarms. “Here! After awhile, Lilyheard aloudbuzzingoverhead andlooked up. followed hertwigpath backtotheclearing. birdsThe awakened songsof hertoasunnymorning, andshe made gentlemusicand, asdarknesscame, shedozedoff. Lily sat undertherock ledge, herchinresting onherknees. The rain to markher path. collected twigs. theminacrisscross pattern Sheplacedpairsof she wouldfindthewaybacktoclearing inthemorning, Lily she hadnoticedarocky overhanginthewoods. To make sure that eveningwascoming, andsheneededbetter shelter. Earlier, It begantodrizzle, andLilyputonhersweatshirt. Sherealized After waiting, three hoursof Lilyate theapple. be seenmore easily intheopen. wait, andtheclearing seemedlike agoodspotbecauseshecould She pictured thecounselorstryingtofindher. Allshehadtodowas

to sendamessageanyway.” this resourceful camperusedit signal,” saidonereporter, “but rescue. “Lily’s cellphonehadno News reports later toldaboutthe be seen? the sunlight. Would theflashes this wayandthat, tryingtocatch held itup, tiltingitssilveryback Lily grabbed hercellphoneand moving away. “Don’tleave!” seemed that thehelicopterwas I’m here!” sheshouted, butit

Cellphone Signals NARRATIVE, REALISTIC FICTION 5 4 LEXIA® CLOSE READS

Story Map for Main Characters:

Setting:

Problem/Goal:

Major Events:

Solution:

Cellphone Signals LEXIA® CLOSE READS

Story Map for Cellphone Signals Main Characters: Lily

Setting: In the woods, during the day and at night

Problem/Goal: Lily is separated from other campers while hiking in the woods, and she can’t find her way back.

Major Events: Lily stops in a grassy clearing and tries to stay calm. She drinks water and eats an apple from her backpack. She marks a twig path to a rocky overhang where she takes shelter for the night. In the morning, she follows the path back to the clearing.

Solution: When Lily hears a rescue helicopter, she holds up her cellphone, tilting it back and forth to catch the sunlight. This sends a message to the helicopter pilot, and she is rescued.

This story is mainly about… what happens when a resourceful young girl is separated from her group while hiking in the woods. 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

Cellphone Signals Text Type: Informational, Magazine Article ® Lexile® Measure: 820L LEXIA CLOSE READS Core5® Level: 16 Target Skill: Informational Text Structure

Animal Fact, Animal Fiction

SUMMARY KEY VOCABULARY

This magazine article explores • ancient (adjective) Ancient means very old.

myths and facts about owls, • ability (noun) Ability is the skill to do something. ostriches, and crocodiles. • bury (verb) To bury is to put something underground. FOCUS QUESTION • moist (adjective) Moist means slightly wet. • glands (noun) A gland is an organ in the body. How are the myths about owls, ostriches, and crocodiles related • produce (verb) To produce is to make. to facts about these animals?

PREVIEW Identify the text. This text is a magazine 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 in the article. The first section presents information about owl myths and facts 1 . The next section describes ostrich myths and facts 2 . The final section is about crocodile myths and facts 3 . Then, work with students to complete the Advanced Text Structure Map. Refer students to their text annotations to identify key ideas and supporting information. Summarize information. Review the Advanced Text Structure Map and work together to orally summarize the article. Answer the focus question. Work together to answer: How are the myths about owls, ostriches, and crocodiles related to facts about these animals? (The myths are different from the facts: ostriches may lower their heads to the ground, but they do not bury their heads in the sand; crocodiles do cry tears, but they’re not sad tears; and owls are not smart birds.) 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.

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 Why doyouthinkthat peoplecreated mythsaround animalbehavior? Which animalmythisclosesttoreality? How are themythsabout crocodiles, ostriches, andowls connected? anexpressionWhat isanotherexample of that compares apersontoananimal? Explain whypeoplemaythinkthat ostrichesburytheirheads inthesand. is Athena? Who answers willvary.) producing tears when it eats.) information about anostrichloweringitshead tomoveitseggsoracrocodile crocodile tears.”) head inthe sand;”andapersonwhoisonlypretending toshowsadnessis“crying things is“as wise asanowl;”apersonwhoisavoidingproblem is“buryingher used todescribehumanbehavior. For example, apersonwhounderstandsmany or asslowasnail.) (Student answerswillvarybutmayincludeasbusyabee, ashungryabear, senses danger.) ostrich maylieontheground withitslongneckstretched outtohidewhenit (Ostriches lowertheirheads tomoveeggsintheirnestontheground, andan holding anowl) owners. Reprinted for classroom use only. All other rights reserved. Not for resale. LEVEL 16 • LEXILE® MEASURE 820L LEXIA® CLOSE READS 1 FACT, ...... ~~~~~ I birds are notquicktolearn newtasks. And peoplewhotrain owlsreport that these seen before. Owlsare notknownforthisability. is onethat cansolveaproblem ithasnever To scientistswhostudylearning, asmart animal In fact, owlsare notamongthesmartest birds. seem like thinkers. Butare real owlswise? and theirgreat huntingskillsmake thesebirds is “as wiseasanowl.” Owls’big, staringeyes an owl. A personwhounderstandsmanythings wisdom,ancient Greek goddessof Athena, wasoften shownholding ANIMAL n folktales, owlsare wisecharacters who givegoodadvice. The OSTRICHES Havestudentsworkindependentlyorasagroup toanswer (the ancient Greek goddess of wisdomwhoisoften (theancientGreek shown goddessof

FICTION ...... S people cometobelievethat ostriches runners andstrong fighters. So, howdid have sharpeyesight. They are fast to staysafe. These big, flightlessbirds with sand. They needtoseedanger In fact, ostrichesnevercovertheirheads really buryitshead inthesand? your head inthesand.” Doesanostrich told, “Don’tbeanostrich. Don’tbury different bird—an ostrich. The personis a problem maybecompared toa omeone whoisnotfacingupto ANIMAL INFORMATIONAL, MAGAZINE ARTICLE ~~~~~~~~ OWLS

(Student answerswillvarybutmayinclude 2

This material is a component of Lexia Core5® Reading. © 2017 Lexia Learning, a Rosetta Stone company. Lexia®, Core5®, and Image credits: (front, top) ©Paul Bruch Photography/Getty Images; (front, bottom) other trademarks, names, and logos used herein are the property of Rosetta Stone Ltd. and/or its subsidiaries, and are registered ©Theo Allofs/Getty Images; (back) ©Vinesh Kumar/EyeEm/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 LEXIA® CLOSE READS than O ...... S false sorrow. Someideas aboutanimalsturnouttobemore animal works itsmightyjaws. eating.the actionof The glandsthat produce tears are squeezedasthe strong feelings, like sadnessaboutitspoorvictim. The tears are causedby crocodile’s tears are keeping itseyesmoist. Itstears are notcausedby itseyes.the cornersof Tears sometimesdripdowntheanimal’s face. The In fact, crocodiles docrytears. As thecrocodile eats, bubblesformin sorry aboutthedeed. Docrocodiles really crytears? crocodiles theywere criedwhileeating animalstheyhadjustkilled—asif It wasreported that feeling.false showof others sayaboutthe crocodile tears!” to acrocodile. “What sadness iscompared pretending tofeel person whoisonly hidingwhenitsenses danger.as awayof An ostrich mayalsoliestillwithitslongneckstretched outontheground on theground. Seenfrom adistance, theirheads appear buriedbysand. bury theirheads? Ostricheslowertheirheads tomoveeggsintheirnest ometimes, a wls aren’t wise, ostrichesdon’tignore danger, andcrocodiles don’tshow FACT . ~~~~~~~~~~~~~~~~ CROCODILES (Each mythis (Student Animal Fact, Animal Fiction

INFORMATIONAL, MAGAZINE ARTICLE FICTION

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

Animal Fact, Animal Fiction LEXIA® CLOSE READS There are myths and facts about are There crocodiles. person who is only pretending A to feel sadness is said be crying tears.” “crocodile have glands that Crocodiles when they eat. tears produce its eyes keep tears crocodile’s The moist. Main Idea Detail 1 Detail 2 Detail 3

A person who is not facing A Main Idea There are myths and facts about are There ostriches. may be told, up to a problem Don’t bury “Don’t be an ostrich. in the sand.” your head They Ostriches have sharp eyesight. stay safe. to sharp eyesight their use to Ostriches lower their heads to move eggs around the ground the nest. Detail 1 Detail 2 Detail 3

myths and facts about owls, ostriches, and crocodiles ostriches, myths and facts about owls, 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 There are myths and facts about are There owls. wise characters, owls are In fiction, person is said to be as and a smart wise as an owl. not skilled problem Owls are solvers. new not quick to learn Owls are tasks. Detail 1 Detail 2 Detail 3

Animal Fact, Animal Fiction Text Type: Informational, Blog Entry ® Lexile® Measure: 800L LEXIA CLOSE READS Core5® Level: 16 Target Skill: Cause and Effect

Saving the Rainforests of the Ocean

SUMMARY KEY VOCABULARY

This blog describes • variety (noun) A variety is an assortment of many different things.

rainforests of the • species (noun) A species is a classification of living organisms. oceans, why they are • outrageously (adverb) Outrageously means extremely. in danger, and what is being done to help • organism (noun) An organism is any living thing. save them. • surface (noun) The surface is the outer layer.

• photosynthesis (noun) Photosynthesis is the process plants use to FOCUS turn sunlight into energy. QUESTION • inhabitants (noun) An inhabitant is a person or animal that lives in Why do the rainforests a place. of the ocean need to • bleaching (noun) Bleaching is when all the color leaves something. be saved? • expel (verb) To expel is to force something out.

PREVIEW Identify the text. This text is an 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 cause and effect. Draw attention to how information is organized. The first part presents information about coral reefs 1 and how they grow 2 . The next part presents the causes of coral bleaching 3 4 . The last part explains how scientists are trying to save coral reefs 5 . Then, work with students to complete the Cause and Effect chart. Refer students to their text annotations to help identify causes and effects. Answer the focus question. Work together to answer: Why do the rainforests of the ocean need to be saved? (They are in danger of dying out because of pollution and climate change.) 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.

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 youare atravel agent. Keeping inmindwhat youlearned from the Do youthinkscientistsshouldbeworkingtofind waystosavethe rainforests How are “therainforests theocean” similar torainforests of on land?Howare they How mightyouusewhat youlearned aboutcoral reefs tohelpsave“the pollutiononcoralExplain theeffect reefs. of Describe acoral reef. brochure foratriptocoral reef text andwhat youmayalready knowaboutcoral reefs, designanadoratravel theocean? Why orwhynot? of because oneisonland, andtheotherisin water.) plantsandanimals.both provide foodandshelterforavarietyof They are different different? coral bleaching: climate thecausesof changeandpollution.) of rainforests theocean”? of and soonthecoral die.) algae cannotusephotosynthesistocreate food. Without food, thegoodalgaedie, brightly colored.) Polyps buildhard skeletons around themselvesforprotection. Coral reefs are owners. Reprinted for classroom use only. All other rights reserved. Not for resale. LEVEL 16 • LEXILE® MEASURE 800L LEXIA® CLOSE READS are dying. When itdies, itsinhabitants are suddenlyhomeless. And coral reefs livingthingsrelyThousands forfoodandshelter. onasinglereef of the polyp. They alsogivethecoral itscolor. reef photosynthesis tocreate foodfrom sunlight, sharingthisfoodwith plant-like algaelivingwithit, protected byitsskeleton. The algaeuse their “roommates” canprovide food. asteady dietof Eachpolyphas The livingcoral are closesttothesurface. They needsunlight, so live anddie, newskeletons are built. The reef grows. together, theirskeletons connectingtoformahard structure. As they forprotection.around itself identicalpolypslive Thousands of (Student answerswillvarybutmightinclude: They are similarbecause Havestudentsworkindependentlyorasagroup toanswer that itusesforfeeding. Itbuildsahard skeleton stomach andamouthsurrounded bytentacles called apolyp. Itisasimpleorganism witha tiny animalsrelated tojellyfish. Eachcoral is (It is home to a variety of sea life.(It ishometoavarietyof Eachcoral iscalledapolyp. of the Saving theRainforests The rock-like reefs are builtbycoral, around asinglereef. fish, outrageously colorful, maylive different thousands of speciesof life—sea life.variety of For example, on land, theyare hometoarich the ocean.” Like real rainforests They are called“therainforests of OCEAN (Student answerswillvarybutshouldreflect knowledge INFORMATIONAL, BLOG ENTRY (Student answerswillvary.) . (Student answerswillvary.) 2 1 (Pollution blocks thesunlightso

Image credits: (front, top) ©Martin Strmiska/Alamy; (front, inset) This material is a component of Lexia Core5® Reading. © 2017 Lexia Learning, a Rosetta Stone company. Lexia®, Core5®, and ©Stephan D?tsch/EyeEm/Getty Images; (back) ©Brandi Mueller/Getty Images 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. 5 LEXIA® CLOSE READS and turnwhite. algae, theybecomedamaged When coral reefs losetheir and luck, theywillhelpsave“therainforests theocean.” of reefs. They are findingwaysto rebuild damaged reefs. Withskill They are lookingforwaystomoveheat-resistant algaeintothe theexisting reefsof are indanger. Butscientistsare already at work. A report released inFebruary 2011announcedthat three-quarters theworld’sAbout 30%of coral reefs havediedinthelast50years. This killsthegoodalgaeandsooncoral. algae. thereef,This algaecoversthetopof blockingoutsunlight. Pollution alsoplaysapart. Itencourages harmful thegrowth of its colorandthepolypsstarve. damaged andexpel theiralgae. With thealgaegone, loses thereef the ocean. thetemperature If risesaround them, coral polypsare hurts them. Climate changeisslowlyraising thetemperature of healthy. onedegree Even intheaverage ariseof water temperature Coral needclear water andacertain temperature range tostay climate changeandpollution. coral are killedordrivenout. There are twomaincausesforthis: called “coral bleaching.” Bleaching results whenthealgaein The outward isdyingsomething areef signthat allorpart of Saving theRainforests the Ocean of

INFORMATIONAL, BLOG ENTRY 4 3 LEXIA® CLOSE READS Effect Cause 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 Cause/Effect Chart Cause/Effect

Saving the Rainforests of the Ocean LEXIA® CLOSE READS Effect coral bleaching coral Reefs are a home to variety of life. are sea Reefs food for Algae use the sunlight to create polyps. themselves and the coral damaged by the warmer polyps are Coral their algae. and expel water reef loses its color and the polyps starve. The harmful algae block the sunlight. The die. good algae and the coral The • • • • • • Cause climate change and pollution climate 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 Coral build rock-like reefs. build rock-like Coral surface where live close to the ocean Coral is sunlight. there temperature. the water change raises Climate gone. Algae are helps harmful algae grow. Pollution the good algae. Sunlight does not reach • • • • • • Cause/Effect Chart Cause/Effect

Saving the Rainforests of the Ocean Text Type: Informational, Magazine Article ® Lexile® Measure: 790L LEXIA CLOSE READS Core5® Level: 16 Target Skill: Informational Text Structure

Expressions from the Ancients

SUMMARY KEY VOCABULARY

This magazine article explores • myths (noun) A myth is a kind of traditional story.

expressions in our language • curiosity (noun) Curiosity is interest in learning or knowing that can be traced back to something. ancient Greek mythology. • conquer (verb) To conquer is to take control of. FOCUS QUESTION • gullible (adjective) Gullible means easily tricked or persuaded. How are the expressions Midas touch, Pandora’s box, and Trojan horse related to Greek myths and legends?

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 article. There are three sections that each present information about a different expression: Midas touch 1 , Pandora’s box 2 , and Trojan horse 3 . Each section presents information about what the expression means and details describing the story from which the expression is based. Work with students to complete the Advanced Text Structure Map. Refer students to their text annotations to identify key ideas and supporting information. Summarize information. Review the Advanced Text Structure Map and work together to orally summarize the article. Answer the focus question. Work together to answer: How are the expressions Midas touch, Pandora’s box, and Trojan horse related to Greek myths and legends?

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 (The Midas touch refers to King Midas who turned everything into gold; Pandora’s box refers to a sealed jar filled with all the miseries of the world; Trojan horse refers to a wooden horse filled with Greek soldiers and left outside the gates of Troy.) 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.

Touch Midas ANCIENTS (Student answerswillvary, butshouldincludeinformation from thetext Midas touch Havestudentsworkindependentlyorasagroup toanswer ’ s his wishundone, andDionysus agreed. she triedtocomfort him. Midasbeggedtohave turned togold. Sodidhislovingdaughterwhen not eat. Any foodthat touchedhimimmediately but whenhebecamehungry, hefoundcould enjoyed turningthingsinhisgarden intogold, turn togold. The wishwasgranted. The king the kingwishedthat everythinghetouchedwould Dionysus granted himawish. Without thinking, Phrygia.of To reward himforakindact, thegod and getsricheasily. Midasruledthekingdom Someone with the Midas touch is lucky with money because it was at the bottom of thejar:hope. because itwasat thebottom of to closeitagain, onlyonethingremained out flewterriblethings. Bythetimeshemanaged the jar, asZeus musthaveknownshewould, and the gifts shewasgivencuriosity. Sheopened Pandora wastoldnottoopenthejar, butoneof theworld.(not abox) filledwithallthemiseriesof Zeus, thegods, thekingof gaveherasealed jar particular gift, suchasbeauty ormusicaltalent. the firstwomanonEarth. Eachgodgavehera creates trouble. InGreek mythology, Pandora was someoneopensaPandora’sIf box, that person (In Greek mythology, shewasthefirstwomanonEarth.) todescribeapersonwhoislucky. Was theancient behind them. expressions andthestories in ourlanguage. Here are three themcanbefound but traces of belong toatimelonggoneby, Greek mythsandlegends INFORMATIONAL, MAGAZINE ARTICLE (Student answerswillvary, butshouldinclude (Student answerswillvary.) Trojan horse 2 1 isrelated tothemyth.

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. (Student answerswillvary, LEXIA® CLOSE READS 3 Horse Trojan trick andtookthehorseinside. Soonafter, theylostthewar. the gates of Troy asagift. The gullible Trojans fellforthe theyhadgivenuponthewar.as if The horsewasleft before soldiers couldhideinside. Then thearmieswithdrew, acting So ahugewoodenhorsewasconstructed. Itwashollow, so wanted tosneak somemenintothecitytoopengates. of Troy. This citywassurrounded byahugewall. The Greeks Greeks were tryingtoconquerthe Trojans, whoruledthecity original Trojan horsewasbuiltduringthe Trojan War. The but turnsintoaviruswheninstalledoncomputer. The computers. Itissomethingthat seemstobeusefulsoftware These days, onemeaning forTrojan horsehastodowith Pandora’s box

Expressions from the Ancients (Both

INFORMATIONAL, MAGAZINE ARTICLE LEXIA® CLOSE READS Main Idea Detail 1 Detail 2 Detail 3

Main Idea Detail 1 Detail 2 Detail 3

Expressions from the Ancients LEXIA® CLOSE READS A Trojan horse is a computer virus Trojan A is disguised as useful software. that wanted to conquer the Greeks The Trojans. built a huge wooden Greeks The it and left hid soldiers inside, horse, as a gift. Troy ofoutside the gates took the horse inside Trojans The their walled city and lost the war. Main Idea Detail 1 Detail 2 Detail 3

Main Idea A person who opens a Pandora’s person who opens a Pandora’s A trouble. is creating box jar a sealed gave Pandora Zeus filled with the miseries of the world. opened the jar, When Pandora terrible things flew out. closed the jar, By the time Pandora was hope. the only thing left Detail 1 Detail 2 Detail 3

expressions that can be traced back to Greek back to Greek can be traced that expressions myths and legends 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 Someone with the Midas touch is with money. lucky his wish King Midas was granted everything he touched would that turn to gold. Midas could not hug his daughter or eat. Midas begged to have his wish and it was. undone, Detail 1 Detail 2 Detail 3

Expressions from the Ancients