by David Walcott
Weekly Literature
Week At A Glance
Tested Skills for the Week
Read-Aloud AnthologyListening Comprehension
Readers’ Theater
•
•
Vocabulary/Comprehension
Weekly Theme: Artists at Work
Whole Group
VOCABULARY
skyscrapers, collage,
barbecue, glorious, strutting,
flicked, swarms
Context Clues/Descriptions
COMPREHENSION
Strategy: Monitor
Comprehension
Skill: Character
WRITING
Descriptive Writing
Social Studies LinkCulture
Small Group Options
Differentiated Instructionfor
Tested Skills
Vocabulary/Comprehension
Vocabulary/Comprehension
Social Studies LinkMain Selection Genre Realistic Fiction
Genre How-to Article
604A
A
UDIO CD
Everyday Everyday BeautyBeauty
by Kirsten Andersonillustrated by Matthew Archambault
Realistic Fiction
Everyday Everyday BeautyBeauty
by Kirsten Andersonillustrated by Matthew Archambault
Realistic Fiction
Everyday Everyday BeautyBeauty
by Kirsten Andersonillustrated by Matthew Archambault
Realistic Fiction
Everyday Everyday BeautyBeauty
by Kirsten Andersonillustrated by Matthew Archambault
Realistic Fiction
Everyday Everyday BeautyBeauty
by Kirsten Andersonillustrated by Matthew Archambault
Realistic Fiction
Everyday Everyday BeautyBeauty
by Kirsten Andersonillustrated by Matthew Archambault
Realistic Fiction
Resources for Differentiated Instruction
Leveled ReadersLeveled Readers
• Same Theme• Same Vocabulary• Same Comprehension Skills
LEVELED PRACTICE
CLASSROOM LIBRARY
Approaching On Level Beyond
On-Level Reader
sheltered for English
Language Learner
ELL Teacher’s Guide
also available
Beyond LevelApproaching Level
English Language Leveled Reader
On Level
ELL
HOME-SCHOOL CONNECTION
Family letters in
English and Spanish
Take-Home Stories
•
•
ONLINEINSTRUCTION
www.macmillanmh.com
AUDIO CD
Listening
Library
Fluency
Solutions
•
•
CD ROM
Vocabulary
PuzzleMaker
•
A
UDIO CD CD ROM
Also AvailableLEVELED READER PROGRAM
Genre Historical Fiction
Genre Realistic FictionGR Levels P–U
P R U
Phonics and Decoding
Comprehension
Vocabulary
Also available Reading Triumphs,
Intervention Program
•
•
•
INTERVENTION ANTHOLOGY
Approaching On Level Beyond
Trade books to apply Comprehension Skills
Me and Uncle Romie 604B
Everyday Everyday BeautyBeauty
by Kirsten Andersonillustrated by Matthew Archambault
Realistic Fiction
Me and Uncle Romie,
608–625
ORAL LANGUAGE• Listening
• Speaking
• Viewing
Listening/Speaking/Viewing
Focus Question The artist on p. 605 is creating a large picture on a sidewalk. Where do you see artists at work in your community?
Build Background, 604
Read Aloud: “Small Artist Has a Big Appeal,” 605
Listening/Speaking
Focus Question How does James’s summer in New York actually turn out?
WORD STUDY• Vocabulary
• Phonics/Decoding
Vocabulary
skyscrapers, collage, barbecue, glorious, strutting, flicked, swarms, 606
Practice Book A-O-B, 170
Strategy: Context Clues/Descriptions, 607
Vocabulary
Review Vocabulary, 608
Phonics
Decode Words with /ә r/, 631E
Practice Book A-O-B, 176
READING• Develop
Comprehension
• Fluency
“Secondhand Art,”606–607
Comprehension, 607A–607B
Strategy: Monitor Comprehension
Skill: Character
Practice Book A-O-B, 171
Model Fluency, 605
Partner Reading, 604I
Me and Uncle Romie,608–625
Comprehension, 608–625
Strategy: Monitor Comprehension
Skill: Character
Practice Book A-O-B, 172
Partner Reading, 604I
LANGUAGE ARTS• Writing
• Grammar
• Spelling
Writing
Daily Writing Prompt: What famous person do you admire? Write a short paragraph that explains why you admire him or her.
Speech, 630–631B
Grammar Daily Language Activities, 631I
Comparing with More and Most, 631I
Grammar Practice Book, 147
Spelling Pretest Words with Final /ә r/, 631G
Spelling Practice Book, 147–148
Writing
Daily Writing Prompt: Write a paragraph about someone you are proud of. Explain why.
Speech, 630–631B
Grammar Daily Language Activities, 631I
Comparing with More and Most, 631I
Grammar Practice Book, 148
Spelling Word Sorts, 631G
Spelling Practice Book, 149ASSESSMENT
• Informal/Formal Vocabulary, 606
Comprehension, 607B
Comprehension, 619, 625
Phonics, 631E
Leveled Readers
Student Book
by David Walcott
Student Book
Differentiated Instruction 631M-631VDifferentiated Instruction 631M-631VTurn the Page for
Small Group Lesson Plan
Suggested Lesson Plan Instructional NavigatorInteractive Lesson Planner
604C604C
Vocabulary
Vocabulary Words
Context Clues/Descriptions
Comprehension
Strategy: Monitor Comprehension
Skill: Character
Writing
Descriptive Writing
Listening/Speaking
Focus Question Compare the story “Secondhand Art” with Me and Uncle Romie. How are the stories alike? How are they different? Use details from both selections in your answer.
Summarize, 627
Listening/Speaking/Viewing
Focus Question In Me and Uncle Romie, James made a collage. What did he do that was similar to the directions in this article? What did he do differently?
Expand Vocabulary: Artists, 631F
Listening/Speaking/Viewing
Focus Question Describe a person from your life whose character turned out to be different from what you expected. Tell about your expectations and how your opinion of that person changed.
Speaking and Listening Strategies, 631A
Vocabulary
Review Words in Context, 631C
Strategy: Context Clues/Description, 631D
Practice Book A-O-B, 175
Phonics
Decode Multisyllabic Words, 631E
Vocabulary
Context Vocabulary: background, images, 628
Homographs, 631F
Apply Vocabulary to Writing, 631F
Vocabulary
Spiral Review: Traveling Game, 631F
Me and Uncle Romie,608–625
Comprehension
Comprehension Check, 627
Maintain Skill: Summarize, 627B
Repeated Reading, 627A
Practice Book A-O-B, 173
“Making a Collage,”628–629
Comprehension
Art: How-To Article
Directions, 628
Practice Book A-O-B, 174
Partner Reading, 604I
Self-Selected Reading, 604I
Comprehension
Connect and Compare, 629
Practice, 627A
Partner Reading, 604I
Writing
Daily Writing Prompt: Suppose your friend is a great artist. Write a short paragraph listing the reasons why he or she is so great.
Writer’s Craft: Mood, 631A
Speech, 630–631B
Grammar Daily Language Activities, 631I
Mechanics and Usage, 631J
Grammar Practice Book, 149
Spelling Word Meanings, 631H
Spelling Practice Book, 150
Writing
Daily Writing Prompt: Imagine that you are introducing your student government president. Make a list of what you would say.
Writing Trait: Voice, 631B
Speech, 630–631B
Grammar Daily Language Activities, 631I
Comparing with More and Most, 631J
Grammar Practice Book, 150
Spelling Review and Proofread, 631H
Spelling Practice Book, 151
Writing
Daily Writing Prompt: Pretend you just won an award and your best friend has to introduce you. What would you want your friend to say?
Speech, 630–631B
Grammar Daily Language Activities, 631I
Comparing with More and Most, 631J
Grammar Practice Book, 151–152
Spelling Posttest, 631H
Spelling Practice Book, 152
Fluency, 627A Vocabulary, 631D
Student Book Student Book Student Book
Differentiated Instruction 631M-631V Differentiated Instruction 631M-631VDifferentiated Instruction 631M-631V
Weekly Assessment, 301–308
Me and Uncle Romie 604D
Suggested Lesson Plan
For intensive intervention see TriumphsR E A D I N G
Focus on Skills
Differentiated Instruction
What do I do in small groups?
Instructional Navigator Interactive Lesson Planner
Approaching Level
• Additional Instruction/Practice
• Tier 2 Instruction
Fluency, 631N
Vocabulary, 631N
Comprehension, 631O
Phonics, 631M
Vocabulary, 631O
Leveled Reader Lesson, 631P
• Vocabulary
• ComprehensionOn Level
• Practice Vocabulary, 631Q
Leveled Reader Lesson, 631R
• ComprehensionELL Leveled Reader,
631U–631V
Leveled Reader Lesson, 631R
• Comprehension
• Vocabulary
Beyond Level
• Extend Vocabulary, 631S
Leveled Reader Lesson, 631T
• Comprehension
Leveled Reader Lesson, 631T
• Comprehension
• Vocabulary
Use your observations to guide additional instruction and practice.
Vocabulary
Words: strutting, swarms, flicked,
barbecue, skyscrapers, glorious, collage
Strategy: Context Clues/Descriptions
Comprehension
Strategy: Monitor Comprehension
Skill: Character
Fluency
Phonics
Decode Words with /ә r/
604E
Day 5
Focus on Leveled Readers
Leveled Reader DatabaseGo to www.macmillanmh.com
Search by
• Comprehension Skill
• Content Area
• Genre
• Text Feature
• Guided Reading Level
• Reading Recovery Level
• Lexile Score
• Benchmark Level
BeyondApproaching
ELL
Apply skills and strategies while reading
appropriate leveled books.
P R U
On LevelSubscription also available.
Levels P–U
Small Group Options
Additional Leveled Reader Resources
Phonics, 631M
Fluency, 631N
Vocabulary, 631O
Leveled Reader Lesson, 631P
• Comprehension
Phonics, 631M
Leveled Reader Lesson, 631P
• ComprehensionELL Retell, 631P
Fluency, 631N
Leveled Reader Lesson, 631P
• Make Connections Across
Texts
Fluency, 631Q
Vocabulary, 631Q
Leveled Reader Lesson, 631R
• Comprehension
Text Feature, 631Q
Leveled Reader Lesson, 631R
• Comprehension
Fluency, 631Q
Leveled Reader Lesson, 631R
• Make Connections Across
Texts
Fluency, 631S
Vocabulary, 631S
Leveled Reader Lesson, 631T
• Comprehension
Text Feature, 631S
Leveled Reader Lesson, 631T
• ComprehensionELL Write Articles, 631S
Fluency, 631S
Self-Selected Reading, 631T
Me and Uncle Romie 604F
Teacher-Led Small Groups
Indepen
de
nt
Ac
tiv
itie
sLite
rac
yW
orkstations
© M
acmillan/M
cGraw
-Hill
✔ Put a check next to the activities you complete.
Name Date
My To-Do ListMy To-Do List
Reading
Practice fluency
Choose a story
Writing
Write an introduction
Describe a favorite painting
Social Studies
Research a monument
Write a description
Technology
Vocabulary Puzzlemaker
Fluency Solutions
Listening Library
www.macmillanmh.com
Word Study
Use context clues
List words with schwa + r
Science
Make a color wheel
Write how to mix colors
Leveled Readers
Write About It!
Content Connection
Independent Practice
Practice Book, 170–176
Grammar Practice Book, 147–152
Spelling Practice Book, 147–152
26 Unit 5 • Me and Uncle Romie Contracts
Isabella
Vincent
Jack Eliza
Dean
Maria
Green
Literacy Workstations
Independent Activities
Teacher-LedSmall Groups
Red
Blue
Orange
Green
What do I do with the rest of my class?
Managing the Class
Class Management Tools
Includes:
• How-To Guides • Rotation Chart • Weekly Contracts
Layered Book Foldable Pyramid Foldable
Hands-on activities for reinforcing weekly skills.
604G
A
UDIO CD
Everyday Everyday BeautyBeauty
by Kirsten Andersonillustrated by Matthew Archambault
Realistic Fiction
Plan an InterviewPretend Carly could interview Margaret
Bourke-White. What questions do you think
Carly would ask? With a partner, write three
questions she would ask.
Context CluesContext clues are the words near an unfamiliar
word that help tell what it means. With a
partner, reread the pages listed below. Then
look for the listed words and their surrounding
sentences. Write the meaning of each word
using the context clues in the story.
tourists: page 7
skyscrapers: page 9
dam: page 10
Independent Activities
Approaching On Level ELL Beyond
LEVELED PRACTICE
Approaching On Level ELLBeyond
ONLINE INSTRUCTION www.macmillanmh.com
Turn the page for Literacy Workstations.
VOCABULARY PUZZLEMAKER
Activities providing multiple exposures to vocabulary, spelling,and high-frequency words including crossword puzzles, word searches, and word jumbles
CD ROMCD ROM
For Repeated Readings and Literacy Activities
Leveled ReadersLeveled Readers
Skills: Vocabulary (p. 170), Comprehension: Character (p. 171), Graphic Organizer (p. 172), Fluency (p. 173),
Text Feature: Directions (p. 174), Vocabulary Strategy: Context Clues (p. 175), Phonics (p. 176)
• Meet the Author/Illustrator
• Oral Language Activities
• Computer Literacy Lessons
• Vocabulary and Spelling Activities
• Research and Inquiry Activities
• Leveled Reader Database
LISTENING LIBRARY
Recordings of selections
• Main Selections
• Leveled Readers
• ELL Readers
• Intervention Anthology
FLUENCY
SOLUTIONS
Recorded passages for modeling and practicing fluency
Me and Uncle Romie 604H
Reading20 Minutes
Fluency SolutionsListening Library
Extension
• Read the passage again. Change your tempo to match the actions taking place.
• Discuss how this changes the story.
• Time Your Reading: Listen to the Audio CD.
• Select a paragraph from the Fluency passage on page 173 of your Practice Book.
• With a partner, take turns reading the sentences clearly and loudly (not too loud).
Fluency
Things you need:
• Practice Book
47
In
dep
en
de
nt
Ac
tiv
itie
s
Teacher-Led Small Groups
Lite
rac
yW
ork
statio
ns
604I
Objectives• Time reading to practice fluency.
• Read aloud with emphasis on key words.
• Read about an artist. Identify the person’s traits.
• Select literature for reading enjoyment every day.
Objectives• Use context clues to identify and define
unfamiliar words.
• Identify and write words with the schwa + r
sound.
Literacy ActivitiesCollaborative Learning Activities
Managing the Class
Objectives• Write an introduction for a famous person.
• Use descriptive language to write a
description of a painting.
Objectives• Use research to learn how to make a color
wheel.
• Research information about a monument or
statue.
Literacy Workstations
Me and Uncle Romie 604J
604
ORAL LANGUAGE• Build Background
• Read Aloud
• Expand Vocabulary
VOCABULARY• Teach Words in Context
• Context Clues
COMPREHENSION• Strategy: Monitor Comprehension
• Skill: Character
SMALL GROUP OPTIONS
• Differentiated Instruction, pp. 631M–631V
Oral LanguageBuild Background
ACCESS PRIOR KNOWLEDGE
Share the following information.
Painting, drawing, sculpting, writing,
singing, and dancing are all different
forms of artistic expression.
TALK ABOUT ARTISTS AT WORK
Discuss the weekly theme.
■ What types of art do you like?
■ Why do you think some pieces of art
are more valuable than others?
FOCUS QUESTION Ask a volunteer to
read “Talk About It” on Student Book
page 605 and describe the photo.
■ What is the artist drawing?
■ What materials is she working with?
Beginning Develop Descriptive Language Point to items
and name and describe them. This is an artist. She is drawing. Have
students repeat. Ask, What is she drawing? What do you like to draw?
Help students answer.
Intermediate Personal Connections Ask, What is the artist
doing? Where is she? Do you draw or know anyone who does? What
do you/this person like to draw? What materials do you/this person
use? Restate what students say in complete sentences to provide a
model for them.
Advanced Elaborate Complete the Intermediate task. Then
ask, Have you seen an artist do his/her work? Where? What was he/she
doing? List places artists work and the different kinds of work
they do.
604
Talk About ItThis artist is creating a
large picture on a sidewalk.
Where do you see artists at
work in your community?
Find out more about artists
at www.macmillanmh.com
605
Talk About It Student pages 604–605
Read Aloud Read “Small Artist Has a Big
Appeal”
GENRE: Nonfiction
News Article
Tell students that
a nonfiction news
article contains
important facts
and interesting
information about a
newsworthy topic.
LISTENING FOR A PURPOSE
Encourage students to listen carefully
to learn what Alejandro is like and
what motivates him to paint as you
read “Small Artist Has a Big Appeal” in
the Read-Aloud Anthology. Choose
from among the teaching suggestions.
Fluency Ask students to listen
carefully as you read aloud. Tell
students to listen to your phrasing,
expression, and tone of voice.
RESPOND TO THE ARTICLE
Ask students to suppose they were a
famous artist. Have them describe and
explain what type of art they would be
famous for creating.
Expand VocabularyInvite students to pick three or more
words in the article that relate to
this week’s theme of Artists at Work.
Students should use dictionaries to
find multiple meanings of each word
and share them with a partner.
For an extended lesson plan and Web site activities for oral
language development, go to www.macmillanmh.com
Picture Prompt
Look at the picture. Write about what you see. You can write a poem,
a story, or a description, or use any other type of writing you like.
Read Aloud pages 97–100
Me and Uncle Romie 605
Vocabularyskyscrapers strutting
collage flicked
barbecue swarms
glorious
Context CluesDescriptions can help you
figure out the meaning of
unfamiliar words. Use the
description words in the
story to figure out what the
word collage means.
by David Walcott
Danny and Emma decided to enter the
school art contest. Today they are working
together on their project. The problem is,
they can’t decide what to make.
“Danny, maybe we should make models
of modern skyscrapers. Mr. Buckle said,
‘ The sky’s the limit.’” Danny and Emma
laughed.
“Seriously,” said Danny, “how about
making a collage out of pictures we cut
from magazines?”
“We could,” said Emma, “but I’ll bet a
lot of kids will make collages. Let’s try to do
something different.”
606
Vocabulary/Comprehension Student page 606
VocabularyTEACH WORDS IN CONTEXT
Use the following routine.
■ A collage is made with many small
pieces that come together to form
a picture. We cut pictures from old
greeting cards to make a holiday
collage. Tell about a time you put
together a collage. DESCRIPTION
■ If you eat an outdoor meal that has
been prepared on a grill, you have
eaten barbecue . We ate chicken and
shrimp barbecue. What other ways can
you use the word barbecue?
MULTIPLE-MEANINGS
■ Something that is glorious is full of
beauty and wonder. The maple leaves
are glorious in the fall. What is an
antonym for glorious? ANTONYM
■ Someone who is strutting is walking
proudly, often in an exaggerated manner.
That rooster has been strutting all over the
farmyard. When have you seen people or
animals strutting? PRIOR KNOWLEDGE
■ If something is flicked , it is moved
rapidly with a jerky movement. The
horse flicked his tail back and forth
to get rid of flies. What other objects
might be flicked? EXAMPLE
■ When there are swarms of something,
there are many together in a group.
We ran from the swarms of bees that
we had accidentally stirred up. How are
swarms similar to and different from
herds? COMPARE AND CONTRAST Make Connections
For skyscrapers, compare
its meaning to buildings
using sketches. Sketch
tall and short buildings
and label them buildings.
Sketch only tall buildings
and label them skyscrapers.
Demonstrate strutting as
you say: I am strutting. I
am walking proudly. List
synonyms for walking:
strutting, strolling, marching.
Demonstrate each and
have students do them.
During Small Group Instruction
If No Approaching Level
Vocabulary, p. 631N
If Yes On Level Options,
pp. 631Q–631R
Beyond Level Options,
pp. 631S–631T
Do students understand
word meanings?
Define: Skyscrapers are very tall
buildings.
Example: The first skyscrapers were built
in New York City and Chicago.
Ask: Are there any skyscrapers in your
community? PRIOR KNOWLEDGE
606
Vocabulary and Comprehension
Reread for Comprehension
Monitor ComprehensionCharacter To monitor your comprehension of characters, think about their traits, or the long-lasting parts of their personalities. Thinking about a character’s traits will help you understand why a character does or says things and what he or she might do next.
A Character Web will help you gather information about a character’s traits. Reread the story to find examples of Emma’s traits.
Danny’s mom walked into the
kitchen. She reminded Danny to
put the recycling bin in her car.
Danny’s eyes lit up.
“I’ve got it!” he said. “Mr. Buckle
is always talking about taking care
of the Earth. Let’s make our project
out of that stuff!”
“Great idea,” agreed Emma.
They got right to work. There
were tons of aluminum cans from
last week’s outdoor hamburger and
hot dog barbecue.
They used empty plastic bottles
and jars, and cardboard. They cut
up strips of newspaper to make
papier-mâché. Finally, Danny and
Emma were ready to paint.
“Let’s use bright yellow,” Emma
suggested. “It’s such a glorious
color, isn’t it?”
Danny giggled. “You’re so
dramatic, Emma.”
He started strutting around
the room. “Yellow is such a glorious
color,” he said, teasing Emma.
Emma fl icked her paintbrush at
Danny.
The next day, Danny and
Emma presented their art project.
Everyone loved it, especially
Mr. Buckle. Danny and Emma won
fi rst prize. Swarms of
people came up to
congratulate them.
“Who knew
recycling could
be so much fun?”
said Emma.
“The best
part was that I
didn’t have to
haul everything
into Mom’s car,”
said Danny with
a grin.
607
Vocabulary/Comprehension Student page 607
VocabularySTRATEGYCONTEXT CLUES
Descriptions Review context clues that
have already been studied (surrounding
words, looking in the paragraph,
restatement, contrast, example) and
introduce description as the new
category of context clues. Explain that
a description might be a restatement
of the word, or it might help a reader
to draw a mental picture, using familiar
words to make the unfamiliar word clear.
Write the following sentence on the
board: “Seriously,” said Danny, “how
about making a collage out of pictures
we cut from magazines?”
Ask students to determine the
meaning of collage from the
description in the sentence. To extend
the lesson, place students in groups
and have them create sentences for the
vocabulary words using this technique
to provide context clues. Students can
replace the words with blanks and
have partners guess the missing words.
Students should clearly identify
wording that causes comprehension
difficulties and seek clarification by
using self-monitoring strategies.
Read “Secondhand Art”
As you read “Secondhand Art” with
students, ask them to identify clues
that reveal the meanings of the
highlighted words. Tell students they
will read these words again in Me and
Uncle Romie.
strutting swarms flicked barbecueskyscrapers glorious collage
Answer each question, substituting the vocabulary word for its underlined definition.
1. Have you seen Jason? Why was he walking in a proud manner down the hall?
2. Why were there great numbers of people at the mall?
3. Did the horse get you when she snapped her tail?
4. What kinds of food do you like to eat at an outdoor gathering at which meat is roasted over an open fi re and served?
5. Where can you go to see very tall buildings?
6. How would you describe an exceedingly beautiful or splendid day?
7. What materials are you using to make that artistic composition made by pasting or gluing materials together on a surface?
Use two of the words above in one sentence.
8.
Possible responses provided.
Possible responses provided.
He was strutting because he scored the winning basket in the game last night.
Those swarms of people were taking advantage of a big sale.
She sure did. She flicked her tail right in my face.
I like to eat cheeseburgers, ribs, and corn on the cob at a barbecue.
You have to go to big cities to see skyscrapers.
A glorious day would be warm and sunny, with a nice breeze blowing in from the ocean.
I’m making a collage from an old-fashioned magazine.
What a glorious collage you made!
On Level Practice Book O, page 170
Approaching Practice Book A, page 170
Beyond Practice Book B, page 170 Me and Uncle Romie 607
LOZ_Subhd_LFTVocabulary/Comprehension
Objectives• Monitor comprehension
• Analyze character
• Use academic language:
monitor, comprehension,
analyze, character
Materials
• Comprehension
Transparencies 24a and 24b
• Graphic Organizer 24
• Leveled Practice Books, p. 171
Reread for
ComprehensionSTRATEGYMONITOR COMPREHENSION
Students should use strategies that help them monitor their
comprehension. For example, they can ask themselves questions about
the text, reread passages, or read ahead to correct any errors in their
understanding. Students can also visualize, adjust their reading rate,
and paraphrase as they go along to make sure they know what they
have read.
SKILLCHARACTER
■ Sometimes the focus of a story is on what one character does and
says. As students read the story, they should look for descriptions
of the character’s traits. The author may describe the traits directly
or provide clues about them from the point of view of other
characters in the story. Students should look for information about
the character’s thoughts, feelings, words, and actions.
Model Self Monitoring
Explicitly use the strategies
of asking questions,
rereading, and so on, to
show how you derive
meaning and figure
things out that you don’t
understand. Afterwards,
ask, What did you see me do
to help myself understand
what I read? (ask questions,
reread, make connections)
Student Book pages 606–607 available on Comprehension Transparencies 24a and 24b
Vocabulary and Comprehension
Reread for Comprehension
Monitor ComprehensionCharacter To monitor your comprehension of characters, think about their traits, or the long-lasting parts of their personalities. Thinking about a character’s traits will help you understand why a character does or says things and what he or she might do next.
A Character Web will help you gather information about a character’s traits. Reread the story to find examples of Emma’s traits.
Danny’s mom walked into the
kitchen. She reminded Danny to
put the recycling bin in her car.
Danny’s eyes lit up.
“I’ve got it!” he said. “Mr. Buckle
is always talking about taking care
of the Earth. Let’s make our project
out of that stuff!”
“Great idea,” agreed Emma.
They got right to work. There
were tons of aluminum cans from
last week’s outdoor hamburger and
hot dog barbecue.
They used empty plastic bottles
and jars, and cardboard. They cut
up strips of newspaper to make
papier-mâché. Finally, Danny and
Emma were ready to paint.
“Let’s use bright yellow,” Emma
suggested. “It’s such a glorious
color, isn’t it?”
Danny giggled. “You’re so
dramatic, Emma.”
He started strutting around
the room. “Yellow is such a glorious
color,” he said, teasing Emma.
Emma fl icked her paintbrush at
Danny.
The next day, Danny and
Emma presented their art project.
Everyone loved it, especially
Mr. Buckle. Danny and Emma won
fi rst prize. Swarms of
people came up to
congratulate them.
“Who knew
recycling could
be so much fun?”
said Emma.
“The best
part was that I
didn’t have to
haul everything
into Mom’s car,”
said Danny with
a grin.
607
Transparency 24b
Vocabularyskyscrapers strutting
collage flicked
barbecue swarms
glorious
Context CluesDescriptions can help you
figure out the meaning of
unfamiliar words. Use the
description words in the
story to figure out what the
word collage means.
by David Walcott
Danny and Emma decided to enter the
school art contest. Today they are working
together on their project. The problem is,
they can’t decide what to make.
“Danny, maybe we should make models
of modern skyscrapers. Mr. Buckle said,
‘ The sky’s the limit.’” Danny and Emma
laughed.
“Seriously,” said Danny, “how about
making a collage out of pictures we cut
from magazines?”
“We could,” said Emma, “but I’ll bet a
lot of kids will make collages. Let’s try to do
something different.”
606
Transparency 24a
Character, Plot, Setting
Introduce 85A–B
Practice /Apply
86–101; Leveled Practice, 23–24
Reteach/ Review
107M–T; 111A–B, 112–137, 143M–T; Leveled Practice, 30–31
Assess Weekly Tests; Unit 1, 5 Tests; Benchmark Tests A, B
Maintain 101B, 137B, 169B, 201B, 265B, 607A–B, 608–627, 631M–T, 681B
607A
Vocabulary/Comprehension
■ Students should identify any problem or conflict a character
might face at the beginning of the story. Then they can ask
themselves how the character might go about trying to solve
the problem. When they finish reading, they can decide if
their predictions were correct.
MODEL
Read aloud the first four paragraphs of “Secondhand Art” from
Student Book page 606.
Think Aloud
I notice that both Danny and Emma are trying to
solve the problem of what to make for the art contest. It
doesn’t seem as if either Danny or Emma is the main
character, because they are partners working together. They
make a joke out of what Mr. Buckle said about the sky being
the limit, so they seem to be friends that get along well.
Emma thinks about Danny’s suggestion about making a
collage, but she points out the added problem that many
other students will make collages. I will find out more about
these characters when I read how they solve their problem.
GUIDED PRACTICE
■ Help students describe Danny using the Character Web. Ask them
to identify clues in the first four paragraphs to show a character
trait of Danny’s. (Danny has a sense of humor.) Have them write
this trait in one of the outer ovals on the chart.
■ Have students continue reading and identifying Danny’s character
traits. Provide guidance as necessary.
APPLY
■ Have students reread the remainder of “Secondhand Art” and
complete the Character Web. Ask them to write paragraphs
discussing what they learned about Danny’s character traits from
the way he and Emma solved their problem.
During Small Group Instruction
If No Approaching Level Comprehension, p. 631O
If Yes On Level Options, pp. 631Q–631R
Beyond Level Options, pp. 631S–631T
Can students identify characters’ traits?
Characters are the people, and sometimes animals, that you read about in a story. The main character is the story’s most important character. You can learn about characters from the things they say, do, and feel.
Read the following passage. Then answer the questions that follow.
Brian said to his mom, “I’m worried about going to art camp. I won’t
know anyone there.”
“Don’t worry about it,” his mom said. “You’ll see. It’ll be fine.”
When Brian walked into the camp meeting room, he swallowed hard.
Most of the tables were full of kids talking and laughing with each other.
There was only one spot open, and it was at a table way in the back.
There were three other kids at the table—Alex, Kenya, and Mike. They
all knew each other, but they were happy to talk to Brian, too. The four
of them wound up working on a project together. By the time Brian went
home, he knew he had a new set of friends for the summer.
1. Who is the main character?
2. Name the other characters in the story.
3. What kind of person do you think Brian is?
4. Do you think that Alex, Kenya, and Mike are friendly? Explain your answer.
Brian
Brian’s mom, Alex, Kenya, Mike
Brian is someone
who worries. He seems shy and might have trouble
making friends.
Yes. Even though they all knew each other, they
talked to Brian when he sat at their table.
Possible responses provided.
On Level Practice Book O, page 171
Approaching Practice Book A, page 171
Beyond Practice Book B, page 171
Graphic Organizer Transparency 24
Transparency 24
good sense of humor
hard working
has good ideas
likes to tease
Danny
Character Web
Me and Uncle Romie 607B