TEACHER’S GUIDE EMERGE - mindresources.com Emerge [1] Teacher Guide Instructional Support...

EMERGEEMERGEEMERGET E A C H E R ’ S G U I D E

EMERGE [1] Action/Adventure

Fantasy/Science Fiction

History/Culture

Realistic Life

Sports

Table of ContentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Correlation to Common Core . . . . . . . . . . . . . . .7

Book Overview Chart . . . . . . . . . . . . . . . . . . . . .8

Differentiation Strategies . . . . . . . . . . . . . . . . . . .9

Genre: Action/Adventure. . . . . . . . . . . . . . . . . .11Hide and Seek . . . . . . . . . . . . . . . . . . . . . . . . . . 12Into the Dark . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Nothing But White . . . . . . . . . . . . . . . . . . . . . . . . 20Action! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Genre: Fantasy/Science Fiction. . . . . . . . . . . . .28The Mist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29The Open Book . . . . . . . . . . . . . . . . . . . . . . . . . 33Three Moons. . . . . . . . . . . . . . . . . . . . . . . . . . . 37Red Planet . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Genre: History/Culture . . . . . . . . . . . . . . . . . . .45Boy Soldier . . . . . . . . . . . . . . . . . . . . . . . . . . . 46The Camp . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Draft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54We Stand United . . . . . . . . . . . . . . . . . . . . . . . . . 58

Genre: Realistic Life . . . . . . . . . . . . . . . . . . . . .62Blue Beans . . . . . . . . . . . . . . . . . . . . . . . . . . . 63The Star . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67The Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71No Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

Genre: Sports . . . . . . . . . . . . . . . . . . . . . . . . .79Flip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80Pitch. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84Stand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88Splash! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . .96

Table of ContentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Correlation to Common Core . . . . . . . . . . . . . . .7

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6 Emerge [1] Teacher Guide

Instructional Support ComponentsThis guide contains instructional support for each book.

GENRE OVERVIEW AND LESSON PLAN (one for each genre): Use

these pages to introduce and discuss the genres in this set. Lessons are appropriate for whole class or small

group instruction.

BOOK LESSON PLAN (one for each book): Use these pages to introduce the books, to teach or review specific reading skills, and to introduce any

special vocabulary in the books. Lessons are appropriate for whole class, small group, or individual instruction.

GUIDED READING QUESTIONS (one for each book): Use these pages after the initial reading of the book. These questions allow for a deeper rereading of the

book and an exploration of the book’s issues and character dynamics. Questions are appropriate for whole class, small group, or individual instruction.

COMPREHENSION ACTIVITY (one for each book): Use these pages to monitor comprehension and build reading skills. Activities are appropriate for paired or

independent work.

BOOK QUIZ (one for each book): Use these pages to assess comprehension. Quizzes are a mix of multiple choice, fill in the blank, and short-answer questions.

Implementation OptionsEmerge! is intended as a supplemental set of books for classroom use. The lesson plans and guided reading questions in this guide are designed for both small groups and individual students. Here are some options for implementation:

• Display the books as part of a classroom library and allow students to self-select titles. Use the reproducible activity and quiz for each book to monitor comprehension.

• Form small groups for genre exploration. Assign two or more books from a genre set to each small group. Use the genre overviews and lesson plans to introduce each genre. As each group completes a book, use the guided reading questions to spur discussion and to check comprehension. Have the groups complete a presentation on how the books represent the genre they are exploring. Use the reproducible activities and quizzes for the books to monitor comprehension.

• Use selected titles for intervention with teens reading below level. Assign a specific title to a group and use the lesson plan in this guide to introduce the book and teach any special vocabulary. Have the students read the book independently or as part of a small group. Use the guided reading questions after the first read to build comprehension and encourage book discussion. Then assign the reproducible activity. Students may work independently or in pairs. Use the quiz to assess comprehension.


Genre: Realistic LifeDESCRIPTION Realistic Life is a genre that explores the issues that teens face as they navigate school,

relationships, jobs, and leisure activities. The teenage years involve ample time for self-reflection and formation

of personal beliefs. The goal of this genre is to explore topics that teens commonly face and provide the

impetus for discussion and debate. This genre is particularly suited for establishing personal connections to

the text. It is likely that readers will be able to connect the topics to situations they have been in themselves or

have seen friends or classmates face.

INTRODUCING THIS GENRE Create a word web with the students. Write the word “teenagers” on the board and draw a circle around it. Then ask students to call out the names of places where teens typically spend time each day (e.g., home, school, work, mall, gym). Write these places around the central word. Then ask students to call out issues that teenagers deal with at each of around the central word. Then ask students to call out issues that teenagers deal with at each of these places (e.g., homework, friendships, arguments with parents). Add these terms around the appropriate places.

Once the word web is complete, hold up one of the books from this genre. Explain that realistic fiction explores issues like the ones the students just shared. These kinds of books tell stories about situations that could happen to a real teenager. Show the covers and titles of each of the four books in this set and have the students guess what the topic may be.

PARTNER SHARE Assign partners and have students spend a few minutes talking to their partners about topics that they think they would find interesting to read about in this genre. Encourage them to share which book in this set looks the most interesting to read.

Overview of BooksOverview of Books

Teen Pregnancy Recreational Drug Use Teenage Crush Teenage Homelessness

Emerge [1] Teacher Guide 63

Genre: Realistic Life Book: Blue BeansSYNOPSIS This book explores the topic of a teenage crush from the

perspective of a high school girl who would like to be more social but has to

work to help support her family. Throughout the book, we see Rosa fulfilling

her responsibilities despite her desire to hang out with friends and pursue a

relationship with a boy she is sure doesn’t notice her. The book includes a

surprise ending with a hopeful theme.

PREPARING TO READ Show students the cover of the book. Read them the following preview:

Rosa is the oldest child in her family and works hard to help support them. In her heart, she wants what other teenagers have: free time to spend with friends and a chance to date the boy she likes. Is this an impossible dream?

Ask students to turn to a partner and talk about what this book could be about based on the cover and the preview. After partners are finished sharing, ask for volunteers to tell the group some of their predictions.

READING SKILL Explain to students that a prediction is more than just a wild guess. A prediction is based on clues. Sometimes those clues seem to mean one thing, and then we get more clues that point in a different direction. That is why it is important to think about predictions and revise them from time to time.

Play a prediction game with the class. Choose an object in the classroom and say “I am thinking of something that is .” (Fill in the object’s color, shape, or some other identifying characteristic.) Ask the students to predict what you are thinking about based on the first clue. If no one guesses the object correctly, give a second clue and then allow students time to predict again. Each time a student makes a prediction, have the student review each of the clues and how his or her guess matches those clues.

Explain that when readers predict what a book will be about, they have to use clues like the book’s title and the picture on the cover of the book. They may also skim through the book and look at the pictures inside to help them predict what will happen. This is a smart way to read because it gets the brain ready to understand the book and what happens in it. Predictions also give readers a reason to read: they need to figure out if they had the right idea or if they missed something and have to revise their prediction.

Blue Beans

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Genre: Realistic Life Book: Blue Beans

Guided Reading Questions

PAGE 3 Where does Rosa work? (her family’s grocery store)

PAGES 4 AND 5 Why do you think it is important to Rosa’s dad that Rosa work in the store? (It is a family business. He wants to pass it down to her and keep the store in the family.)

PAGES 6 AND 7 What is one reason that Rosa does not want to work? (She would like to hang out with her friends after school.)

PAGES 8–11 Who is Pedro? (the boy Rosa likes)

PAGES 12 AND 13 Why do you think Rosa does not like the grocery store? (She may not like working behind the cash register or stocking the shelves, or she may just see the store as the reason she doesn’t get to hang out with friends after school.)

PAGES 14–19 Why is Rosa mad about the call from the man asking about beans? (She thinks it is a crank call to make fun of her.)

PAGES 20–23 Earlier in the book, it said that Rosa likes Pedro but no one knows. Do you think the girls at school know that Rosa likes Pedro? Why or why not? (Answers will vary, but one potential answer is yes, because the girls keep bringing Pedro up to convince Rosa to hang out with them.)

PAGES 24–27 How else does Rosa help her family? (She takes care of her younger siblings.)

PAGES 28–31 What does helping Miss Santos remind Rosa of? (the call about blue beans)

PAGES 32 AND 33 Do you think Rosa does a good job at the store? Why or why not? (Responses will vary.)

PAGES 36–39 Do you think Rosa really wants to run away? Why or why not? (Responses will vary.)

PAGES 40–43 What makes Rosa feel even worse about working at the store? (girls walk by and tease her)

PAGES 44–47 Who is the man who called about the blue beans? (Pedro)What does that tell us about Pedro? (He likes Rosa too.)

OVERALL QUESTIONS Do you think Rosa is responsible? Why or why not? (Responses will vary.)

Why do you think Pedro made the call about the blue beans? (He is shy and wanted to talk to Rosa but didn’t have the courage, so he made up a silly reason to call her.)

On a scale of 1–10, with 1 being boring and 10 being extremely interesting, how would you rate this story? Why? (Responses will vary.)


Genre: Realistic Life • Book: Blue Beans

Name Date

Fill in the Blanks


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Comprehension Quiz

Read the question. Then fill in the circle next to the correct answer.

A.

B.

C. The park

D. A drug store

A. To help her dad and mom

B. To earn money for the mall

C. To meet Pedro

D. To help people like Miss Santos

What does the man on the phone ask about?

A.

B.

C. Yellow apples

D. Blue beans

Who was the man on the phone?

A. Rosa’s dad

B. Rosa’s brother Rosa’s brother

C. Pedro

D. Jose Jose

DIRECTIONS: Think about what will happen next in this story. Circle what you think will happen next and then write the reason you predict that.

Rosa will run away. • Rosa and Pedro will go out.

• Rosa will go to the mall.

Clark, C. & Rumbold, K. “Reading for Pleasure: A Research Overview.” National Literacy Trust, 2006.

Cullinan, B. E. “Independent Reading and School Achievement.” American Association of School Librarians, 2000.

National Endowment for the Arts. “To Read or Not to Read: A Question of National Consequence.” Research Report #47. 2007.

Walberg, H.J. “Scientific Literacy and Economic Productivity in International Perspective.” Daedalus, 112, 1–28. 1983.

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Instructional Support Components

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Instructional Support Components

special vocabulary in the books.

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Especial vocabulary in the books. Lessons are appropriate for

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ELessons are appropriate for whole class, small group, or

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GUIDED READING QUESTIONS

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Ebook and an exploration of the book’s issues and character

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COMPREHENSION ACTIVITY

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ECOMPREHENSION ACTIVITY(one for each

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BOOK QUIZ

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Implementation Options

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Eand individual students. Here are some options for implementation:

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EDisplay the books as part of a classroom library and allow students to self-select titles. Use the reproducible activity and quiz for each book to monitor comprehension.

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EUse the reproducible activity and quiz for each book to monitor comprehension.

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EForm small groups for genre exploration. Assign two or more books from a genre set to each small group. Use the genre overviews and lesson plans to introduce each genre. As

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Eeach small group. Use the genre overviews and lesson plans to introduce each genre. As each group completes a book, use the guided reading questions to spur discussion and

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Erepresent the genre they are exploring. Use the reproducible activities and quizzes for the books to monitor comprehension.

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Ebooks to monitor comprehension.

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EGenre: Realistic Life •

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E• Book:

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EBook: Blue Beans

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DIRECTIONS:

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EDIRECTIONS: Use the words in the word bank to complete the story

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EUse the words in the word bank to complete the story about Rosa and Pedro.

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Eabout Rosa and Pedro.

Rosa and her family had a

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ERosa and her family had a

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E shop. Rosa had to work there.

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E shop. Rosa had to work there.

She did not like it. She could not hang out with the

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EShe did not like it. She could not hang out with the

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Rosa was in the shop. She got a

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E. It was a man. He said,

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E. It was a man. He said,

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E“Do you have

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He said, “Do you have

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beans?”

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EGenre: Realistic Life

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EGenre: Realistic Life •

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E• Book:

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DIRECTIONS:

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ERead the question. Then fill in the circle next to the correct answer.

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E1. Where does Rosa work?

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EWhere does Rosa work?

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EA. The mall

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E The mall

B.

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EB. A food shop

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E A food shop

2.

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EA. To help her dad and mom

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E To help her dad and mom

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EB. To earn money for the mall

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E To earn money for the mall

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EWhat does the man on the phone ask about?

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EA. Red beans

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E Red beans

B.

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EB. Green peas

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E Green peas

4.

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E4. Who was the man on the phone?

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Instructional Support ComponentsThis guide contains instructional support for each book.

GENRE OVERVIEW AND LESSON PLAN (one for each genre): Use

these pages to introduce and discuss the genres in this set. Lessons are appropriate for whole class or small

group instruction.

BOOK LESSON PLAN (one for each book): Use these pages to introduce the books, to teach or review specific reading skills, and to introduce any

special vocabulary in the books. Lessons are appropriate for whole class, small group, or individual instruction.

GUIDED READING QUESTIONS (one for each book): Use these pages after the initial reading of the book. These questions allow for a deeper rereading of the

book and an exploration of the book’s issues and character dynamics. Questions are appropriate for whole class, small group, or individual instruction.

COMPREHENSION ACTIVITY (one for each book): Use these pages to monitor comprehension and build reading skills. Activities are appropriate for paired or

independent work.

BOOK QUIZ (one for each book): Use these pages to assess comprehension. Quizzes are a mix of multiple choice, fill in the blank, and short-answer questions.

Implementation OptionsEmerge! is intended as a supplemental set of books for classroom use. The lesson plans and guided reading questions in this guide are designed for both small groups and individual students. Here are some options for implementation:

• Display the books as part of a classroom library and allow students to self-select titles. Use the reproducible activity and quiz for each book to monitor comprehension.

• Form small groups for genre exploration. Assign two or more books from a genre set to each small group. Use the genre overviews and lesson plans to introduce each genre. As each group completes a book, use the guided reading questions to spur discussion and to check comprehension. Have the groups complete a presentation on how the books represent the genre they are exploring. Use the reproducible activities and quizzes for the books to monitor comprehension.

• Use selected titles for intervention with teens reading below level. Assign a specific title to a group and use the lesson plan in this guide to introduce the book and teach any special vocabulary. Have the students read the book independently or as part of a small group. Use the guided reading questions after the first read to build comprehension and encourage book discussion. Then assign the reproducible activity. Students may work independently or in pairs. Use the quiz to assess comprehension.




Genre: Realistic Life Book: Blue BeansSYNOPSIS This book explores the topic of a teenage crush from the

perspective of a high school girl who would like to be more social but has to

work to help support her family. Throughout the book, we see Rosa fulfilling

her responsibilities despite her desire to hang out with friends and pursue a

relationship with a boy she is sure doesn’t notice her. The book includes a

surprise ending with a hopeful theme.


Rosa is the oldest child in her family and works hard to help support them. In her heart, she wants what other teenagers have: free time to spend with friends and a chance to date the boy she likes. Is this an impossible dream?

Ask students to turn to a partner and talk about what this book could be about based on the cover and the preview. After partners are finished sharing, ask for volunteers to tell the group some of their predictions.

READING SKILL Explain to students that a prediction is more than just a wild guess. A prediction is based on clues. Sometimes those clues seem to mean one thing, and then we get more clues that point in a different direction. That is why it is important to think about predictions and revise them from time to time.

Play a prediction game with the class. Choose an object in the classroom and say “I am thinking of something that is .” (Fill in the object’s color, shape, or some other identifying characteristic.) Ask the students to predict what you are thinking about based on the first clue. If no one guesses the object correctly, give a second clue and then allow students time to predict again. Each time a student makes a prediction, have the student review each of the clues and how his or her guess matches those clues.

Explain that when readers predict what a book will be about, they have to use clues like the book’s title and the picture on the cover of the book. They may also skim through the book and look at the pictures inside to help them predict what will happen. This is a smart way to read because it gets the brain ready to understand the book and what happens in it. Predictions also give readers a reason to read: they need to figure out if they had the right idea or if they missed something and have to revise their prediction.

Blue Beans



Genre: Realistic Life Book: Blue Beans


PAGE 3 Where does Rosa work? (her family’s grocery store)

PAGES 4 AND 5 Why do you think it is important to Rosa’s dad that Rosa work in the store? (It is a family business. He wants to pass it down to her and keep the store in the family.)

PAGES 6 AND 7 What is one reason that Rosa does not want to work? (She would like to hang out with her friends after school.)

PAGES 8–11 Who is Pedro? (the boy Rosa likes)

PAGES 12 AND 13 Why do you think Rosa does not like the grocery store? (She may not like working behind the cash register or stocking the shelves, or she may just see the store as the reason she doesn’t get to hang out with friends after school.)

PAGES 14–19 Why is Rosa mad about the call from the man asking about beans? (She thinks it is a crank call to make fun of her.)

PAGES 20–23 Earlier in the book, it said that Rosa likes Pedro but no one knows. Do you think the girls at school know that Rosa likes Pedro? Why or why not? (Answers will vary, but one potential answer is yes, because the girls keep bringing Pedro up to convince Rosa to hang out with them.)

PAGES 24–27 How else does Rosa help her family? (She takes care of her younger siblings.)

PAGES 28–31 What does helping Miss Santos remind Rosa of? (the call about blue beans)

PAGES 32 AND 33 Do you think Rosa does a good job at the store? Why or why not? (Responses will vary.)

PAGES 36–39 Do you think Rosa really wants to run away? Why or why not? (Responses will vary.)

PAGES 40–43 What makes Rosa feel even worse about working at the store? (girls walk by and tease her)

PAGES 44–47 Who is the man who called about the blue beans? (Pedro)What does that tell us about Pedro? (He likes Rosa too.)

OVERALL QUESTIONS Do you think Rosa is responsible? Why or why not? (Responses will vary.)

Why do you think Pedro made the call about the blue beans? (He is shy and wanted to talk to Rosa but didn’t have the courage, so he made up a silly reason to call her.)

On a scale of 1–10, with 1 being boring and 10 being extremely interesting, how would you rate this story? Why? (Responses will vary.)



Name Date

Fill in the Blanks


Name Date

Comprehension Quiz

A.

B.

C.

D.

A.

B.

C.

D.

A.

B.

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Clark, C. & Rumbold, K. “Reading for Pleasure: A Research Overview.” National Literacy Trust, 2006.

Cullinan, B. E. “Independent Reading and School Achievement.” American Association of School Librarians, 2000.

National Endowment for the Arts. “To Read or Not to Read: A Question of National Consequence.” Research Report #47. 2007.

Walberg, H.J. “Scientific Literacy and Economic Productivity in International Perspective.” Daedalus, 112, 1–28. 1983.

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INTRODUCING THIS GENRE Create a word web with the students. Write the word “teenagers” on the board and draw a circle around it. Then ask students to call out the names of places where teens typically spend time each day (e.g., home, school, work, mall, gym). Write these places around the central word. Then ask students to call out issues that teenagers deal with at each of these places (e.g., homework, friendships, arguments with parents). Add these terms around the appropriate places.



Overview of Books




Genre: Realistic Life Book: No HomeSYNOPSIS This book explores the topic of teenage homelessness in the

United States. Some estimates place the number of homeless youth at

over 1,000,000. There are many reasons a teenager becomes homeless.

This book explores some of those reasons. It also looks at what life is like

on the streets for the homeless. The book ends with ideas for how readers

can help.


Have you ever seen someone who was homeless? In the United States, hundreds of thousands of teenagers are homeless. They may have run away from a bad home. They may have done something their families did not like and been kicked out. They may be part of a family that has no job and no money. What would it be like to have no home? What can you do to help those who are homeless?

Ask students to turn to a partner and talk about the issue of homelessness. After partners finish talking, ask for volunteers to share some of their thoughts.

READING SKILL Explain to students that the book No Home is a nonfiction book. Nonfiction books do not always tell stories like fiction books do. They may tell the story of a real person or they may give a series of facts about a topic.

Open your Internet browser to an online newspaper, and point out the stories in the newspaper. These are nonfiction stories that give facts about an issue or something that happened. Read a story and ask the students to point out facts that they hear.

VOCABULARY LESSON This book includes a few words that are at higher level than the rest of the book but are necessary to understand the facts. Teach these words before students read the story. Write each word on the board. If appropriate, have the students write each word on an index card, and then trace the letters as they say the word.

homeless noun: a person with no home; adjective: not having a home

money cash or coins used to buy things a person needs or wants

doctors people who have gone to school to learn how to help people who are sick

trust believe in someone; believe that someone else will treat you right

Have students work with partners or small groups to come up with sentences using each of the vocabulary words. Ask students to share the sentences with the class.

No Home


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Recreational Drug Use Teenage Crush

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INTRODUCING THIS GENRE Create a word web with the students. Write the word “teenagers” on the board and draw a circle around it. Then ask students to call out the names of places where teens typically spend time each day (e.g., home, school, work, mall, gym). Write these places around the central word. Then ask students to call out issues that teenagers deal with at each of these places (e.g., homework, friendships, arguments with parents). Add these terms around the appropriate places.



Overview of Books




Genre: Realistic Life Book: No HomeSYNOPSIS This book explores the topic of teenage homelessness in the

United States. Some estimates place the number of homeless youth at




can help.


Have you ever seen someone who was homeless? In the United States, hundreds of thousands of teenagers are homeless. They may have run away from a bad home. They may have done something their families did not like and been kicked out. They may be part of a family that has no job and no money. What would it be like to have no home? What can you do to help those who are homeless?

Ask students to turn to a partner and talk about the issue of homelessness. After partners finish talking, ask for volunteers to share some of their thoughts.

READING SKILL Explain to students that the book No Home is a nonfiction book. Nonfiction books do not always tell stories like fiction books do. They may tell the story of a real person or they may give a series of facts about a topic.

Open your Internet browser to an online newspaper, and point out the stories in the newspaper. These are nonfiction stories that give facts about an issue or something that happened. Read a story and ask the students to point out facts that they hear.

VOCABULARY LESSON This book includes a few words that are at higher level than the rest of the book but are necessary to understand the facts. Teach these words before students read the story. Write each word on the board. If appropriate, have the students write each word on an index card, and then trace the letters as they say the word.

homeless noun: a person with no home; adjective: not having a home

money cash or coins used to buy things a person needs or wants

doctors people who have gone to school to learn how to help people who are sick

trust believe in someone; believe that someone else will treat you right

Have students work with partners or small groups to come up with sentences using each of the vocabulary words. Ask students to share the sentences with the class.

No Home


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EThis book explores the topic of teenage homelessness in the SA

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EThis book explores the topic of teenage homelessness in the

United States. Some estimates place the number of homeless youth at SA

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EUnited States. Some estimates place the number of homeless youth at


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Eover 1,000,000. There are many reasons a teenager becomes homeless.


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E



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Eon the streets for the homeless. The book ends with ideas for how readers

Show students the cover of the book.

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EShow students the cover of the book.

Have you ever seen someone who was homeless? In the United States, hundreds

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EHave you ever seen someone who was homeless? In the United States, hundreds of thousands of teenagers are homeless. They may have run away from a bad

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Eof thousands of teenagers are homeless. They may have run away from a bad home. They may have done something their families did not like and been kicked

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Ehome. They may have done something their families did not like and been kicked out. They may be part of a family that has no job and no money. What would it be

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Eout. They may be part of a family that has no job and no money. What would it be like to have no home? What can you do to help those who are homeless?

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Elike to have no home? What can you do to help those who are homeless?

Ask students to turn to a partner and talk about the issue of homelessness. After partners finish

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EAsk students to turn to a partner and talk about the issue of homelessness. After partners finish talking, ask for volunteers to share some of their thoughts.

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Etalking, ask for volunteers to share some of their thoughts.

Explain to students that the book

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EExplain to students that the book No Home

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ENo Home is a nonfiction book. Nonfiction

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E is a nonfiction book. Nonfiction

books do not always tell stories like fiction books do. They may tell the story of a real person or

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Ebooks do not always tell stories like fiction books do. They may tell the story of a real person or they may give a series of facts about a topic.

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Ethey may give a series of facts about a topic.

Open your Internet browser to an online newspaper, and point out the stories in the newspaper.

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EOpen your Internet browser to an online newspaper, and point out the stories in the newspaper. These are nonfiction stories that give facts about an issue or something that happened. Read a

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EThese are nonfiction stories that give facts about an issue or something that happened. Read a story and ask the students to point out facts that they hear.

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Estory and ask the students to point out facts that they hear.

VOCABULARY LESSON

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EVOCABULARY LESSON This book includes a few words that are at higher level than the rest of

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EThis book includes a few words that are at higher level than the rest of

the book but are necessary to understand the facts. Teach these words before students read

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Ethe book but are necessary to understand the facts. Teach these words before students read the story. Write each word on the board. If appropriate, have the students write each word on

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Ethe story. Write each word on the board. If appropriate, have the students write each word on an index card, and then trace the letters as they say the word.

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Ean index card, and then trace the letters as they say the word.

homeless

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Ehomeless noun: a person with no home; adjective: not having a home

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E noun: a person with no home; adjective: not having a home

money

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Emoney cash or coins used to buy things a person needs or wants

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Ecash or coins used to buy things a person needs or wants

doctors SAMPL

Edoctors people who have gone to school to learn how to help people who are sickSA

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Epeople who have gone to school to learn how to help people who are sickSAMPL

Etrust SA

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Etrust believe in someone; believe that someone else will treat you rightSA

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Ebelieve in someone; believe that someone else will treat you right

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EHave students work with partners or small groups to come up with sentences using each of the vocabulary words. Ask students to share the sentences with the class.SA

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Evocabulary words. Ask students to share the sentences with the class.SA

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E


Genre: Realistic Life Book: No Home


PAGES 3–5 What do we know about Tom, Kit, and Eddie from their photos? (They are all different ethnicities; they are teenagers.)

PAGES 8 AND 9 How are the three teenagers alike? (They are all homeless.)

PAGES 10 AND 11 Why do you think it is hard to count the number of homeless teens? (Without an address, it is hard to find all of them.)

PAGES 12–15 Why is Tom homeless? (He was abused at home and ran away.)

PAGES 16–19 Why is Kit homeless? (She got pregnant, and her mom was mad and kicked her out.)

PAGES 20–23 Why is Eddie homeless? (His dad lost his job; the whole family lost their home because they couldn’t pay rent.)

PAGES 24–31 What are some of the problems for the homeless? (no money for food, no safe place to sleep, no way to stay clean, no money to get help when sick)

PAGES 32 AND 33 Why would it be hard to get a job for a homeless teen? (He or she may not have nice clothes or be clean; that makes it hard to impress an employer in an interview.)

PAGES 38 AND 39 What do some people do to help the homeless? (give out food and clothes from vans or shelters)

PAGES 40 AND 41 What kind of place has beds for homeless to use? (a shelter)

PAGES 42 AND 43 Why might a homeless teen turn down help? (They may have been hurt by other people and do not trust anyone.)

PAGES 44–47 How can you help homeless teens in your town or city? (Responses will vary.)

OVERALL QUESTIONS Who do you think is at fault for the homeless problem in the United States? (Responses will vary; allow for discussion and debate.)

What is the best way to help homeless teens? (Responses will vary; allow for discussion and debate.)

On a scale of 1–10, with 1 being boring and 10 being extremely interesting, how would you rate this book? Why? (Responses will vary.)



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Genre: Realistic Life • Book: No Home

Name Date

Homeless in the U.S.

DIRECTIONS: Fill out the web below by writing words or drawing pictures in each circle related to being a homeless teen in the U.S.

homeless teens

daily problems

reasons how to help


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E

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What do we know about Tom, Kit, and Eddie from their photos? (They are all different

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E

What do we know about Tom, Kit, and Eddie from their photos? (They are all different

How are the three teenagers alike? (They are all homeless.)

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EHow are the three teenagers alike? (They are all homeless.)

Why do you think it is hard to count the number of homeless teens?

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EWhy do you think it is hard to count the number of homeless teens?

(Without an address, it is hard to find all of them.)

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E(Without an address, it is hard to find all of them.)

Why is Tom homeless? (He was abused at home and ran away.)

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EWhy is Tom homeless? (He was abused at home and ran away.)

Why is Kit homeless? (She got pregnant, and her mom was mad and kicked her out.)

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EWhy is Kit homeless? (She got pregnant, and her mom was mad and kicked her out.)

Why is Eddie homeless? (His dad lost his job; the whole family lost their home

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EWhy is Eddie homeless? (His dad lost his job; the whole family lost their home

What are some of the problems for the homeless? (no money for food, no safe place

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EWhat are some of the problems for the homeless? (no money for food, no safe place

to sleep, no way to stay clean, no money to get help when sick)

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Eto sleep, no way to stay clean, no money to get help when sick)

Why would it be hard to get a job for a homeless teen? (He or she may not have

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EWhy would it be hard to get a job for a homeless teen? (He or she may not have

nice clothes or be clean; that makes it hard to impress an employer in an interview.)

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Enice clothes or be clean; that makes it hard to impress an employer in an interview.)

What do some people do to help the homeless? (give out food and clothes from

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EWhat do some people do to help the homeless? (give out food and clothes from

What kind of place has beds for homeless to use? (a shelter)

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EWhat kind of place has beds for homeless to use? (a shelter)

Why might a homeless teen turn down help? (They may have been hurt by other

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EWhy might a homeless teen turn down help? (They may have been hurt by other

people and do not trust anyone.)

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Epeople and do not trust anyone.)

How can you help homeless teens in your town or city? (Responses will vary.)

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EHow can you help homeless teens in your town or city? (Responses will vary.)

OVERALL QUESTIONS

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EOVERALL QUESTIONS Who do you think is at fault for the homeless problem in the United States?

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EWho do you think is at fault for the homeless problem in the United States?

(Responses will vary; allow for discussion and debate.)

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E(Responses will vary; allow for discussion and debate.)

What is the best way to help homeless teens? (Responses will vary; allow for discussion

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EWhat is the best way to help homeless teens? (Responses will vary; allow for discussion and debate.)

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Eand debate.)

On a scale of 1–10, with 1 being boring and 10 being extremely interesting, how would you rate this

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EOn a scale of 1–10, with 1 being boring and 10 being extremely interesting, how would you rate this book? Why? (Responses will vary.)SA

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Ebook? Why? (Responses will vary.)


Genre: Realistic Life Book: No Home


PAGES 3–5 What do we know about Tom, Kit, and Eddie from their photos? (They are all different ethnicities; they are teenagers.)

PAGES 8 AND 9 How are the three teenagers alike? (They are all homeless.)

PAGES 10 AND 11 Why do you think it is hard to count the number of homeless teens? (Without an address, it is hard to find all of them.)

PAGES 12–15 Why is Tom homeless? (He was abused at home and ran away.)

PAGES 16–19 Why is Kit homeless? (She got pregnant, and her mom was mad and kicked her out.)

PAGES 20–23 Why is Eddie homeless? (His dad lost his job; the whole family lost their home because they couldn’t pay rent.)

PAGES 24–31 What are some of the problems for the homeless? (no money for food, no safe place to sleep, no way to stay clean, no money to get help when sick)

PAGES 32 AND 33 Why would it be hard to get a job for a homeless teen? (He or she may not have nice clothes or be clean; that makes it hard to impress an employer in an interview.)

PAGES 38 AND 39 What do some people do to help the homeless? (give out food and clothes from vans or shelters)

PAGES 40 AND 41 What kind of place has beds for homeless to use? (a shelter)

PAGES 42 AND 43 Why might a homeless teen turn down help? (They may have been hurt by other people and do not trust anyone.)

PAGES 44–47 How can you help homeless teens in your town or city? (Responses will vary.)

OVERALL QUESTIONS Who do you think is at fault for the homeless problem in the United States? (Responses will vary; allow for discussion and debate.)

What is the best way to help homeless teens? (Responses will vary; allow for discussion and debate.)

On a scale of 1–10, with 1 being boring and 10 being extremely interesting, how would you rate this book? Why? (Responses will vary.)



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Name Date

Homeless in the U.S.

DIRECTIONS: Fill out the web below by writing words or drawing pictures in each circle related to being a homeless teen in the U.S.

homeless teens

daily problems

reasons how to help


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E

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E Date

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E Date

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E Fill out the web below by writing words or drawing pictures in SA

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E Fill out the web below by writing words or drawing pictures in each circle related to being a homeless teen in the U.S.SA

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Eeach circle related to being a homeless teen in the U.S.SA

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Ehomeless teens

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Ehomeless teenshomeless teens

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Ehomeless teens

daily problems

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Edaily problemsdaily problems

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Edaily problems

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Name Date

Comprehension Quiz

DIRECTIONS: Read the question. Then fill in the circle next to the correct answer.

1. How are Tom, Kit, and Eddie alike?

A. They all go to the same school.

B. They all live in the same town.

C. They are all homeless.

D. They all like hip-hop.

2. What are some reasons for teens to become homeless teens?

A. Run away from home

B. Get kicked out by parents

C. Their family loses their home

D. All of the above

3. What does the law say schools must do for homeless teens?

A. Give them passing grades

B. Let them attend school

C. Set up special classes for them

D. Let them sleep in the gym

DIRECTIONS: Read the words and definitions. Write each word next to its definition.

4. no home

5. believe that someone else will treat you right

6. people who went to school to learn how to help the sick

7. cash or coins to pay for things

DIRECTIONS: Answer the question below. Use complete sentences.

8. How can you help homeless teens in your town or city?

doctors homeless money trust


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E Date

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E Date

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ERead the question. Then fill in the circle next to the correct answer.SA

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ERead the question. Then fill in the circle next to the correct answer.

C.

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EC. They are all homeless.

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E They are all homeless.

D.

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ED. They all like hip-hop.

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E They all like hip-hop.

What are some reasons for teens to become homeless teens?

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EWhat are some reasons for teens to become homeless teens?

Get kicked out by parents

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E Get kicked out by parents

C.

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EC. Their family loses their home

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ETheir family loses their home

D.

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ED. All of the above

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E All of the above

What does the law say schools must do for homeless teens?

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EWhat does the law say schools must do for homeless teens?

Give them passing grades

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E Give them passing grades

Let them attend school

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E Let them attend school

C.

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EC. Set up special classes for them

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E Set up special classes for them

D.

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ED. Let them sleep in the gym

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E Let them sleep in the gym

Read the words and definitions. Write each word next to its definition.

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ERead the words and definitions. Write each word next to its definition.

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E

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E 4.

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E 4. no home

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E no home

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E 5.

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E 5. believe that someone else will treat you right

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E believe that someone else will treat you right

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E 6.

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E 6. people who went to school to learn how to help the sick

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E people who went to school to learn how to help the sick

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E 7.

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E 7. cash or coins to pay for things

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E cash or coins to pay for things

DIRECTIONS: SAMPL

EDIRECTIONS: Answer the question below. Use complete sentences.SA

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E Answer the question below. Use complete sentences.

8. SAMPL

E8. How can you help homeless teens in your town or city?SA

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E How can you help homeless teens in your town or city?SA

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E

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E

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E

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E doctors homeless money trust

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E doctors homeless money trust

Date post:	20-Mar-2018
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