Personal Narrative, 42–43B

Writer’s Craft
A Good Paragraph
WRITING
• Personal Narrative
• Writer’s Craft: A Good Paragraph
What's That Noise?
WORD STUDY
• Words in Context
• Dictionary: Unfamiliar Words
• Phonics: Words with Short
•
Problem
A good paragraph has a topic
sentence that lets the reader
know what you are writing
about. The other sentences
include details about what
happened.
by Indira S.
Vowels
Vocabulary Building
SPELLING
• Words with Short Vowels
GRAMMAR
• Sentences
I wrote about a
problem and how I
solved it. Here’s my
topic sentence.
SMALL GROUP OPTIONS
• Differentiated Instruction,
pp. 43M–43V
The other sentences
give details about
what happened.
Writing
Last weekend, all of a sudden,
a loud banging woke me up. Thump,
thump! I was at Grandma's house
in Pennsylvania. I was scared — I
thought a bear was trying to get
into the house! I thought a light
might scare the bear. I put on the
lamp, but the thumping got louder.
Then I heard a small woof. I
looked over the side of the bed
and saw Grandma's dog, Rusty,
lying on the floor. The thumping
was her tail wagging!
42
A Good Paragraph
READ THE STUDENT MODEL
Have students read the bookmark.
Explain that a good paragraph includes
a topic sentence telling the main
idea and other sentences that give
supporting details about the main
idea. Have students turn to the first
paragraph on page 40. Point out the
main idea and supporting details.
Have the class read Indira’s personal
narrative and the callouts. Tell
students they will write a narrative
paragraph about a problem and how
they tried to solve it. They will also
learn how to write a good paragraph.
42
Features of a Personal Narrative
In a personal narrative the writer tells a story about an experience
from his or her life. The writer tells what happened and how he or
she felt about it.
■
It tells a true story about the writer’s life.
■
It uses topic sentences supported by details.
■
It is written in first person, using words such as I, me, and my.
■
Its purpose may be to entertain or inform.
■
It includes the writer’s feelings.
■
It tells events in a sequence using time-order words.
Personal Narrative
Your Turn
Writing Student pages 42–43
Write a paragraph about a problem you once
solved. Be sure to begin your paragraph
with a topic sentence that tells what
PREWRITE
happened. Then include the details of
Discuss the writing prompt on page
43. Encourage students to list problems
they have solved and to choose one to
write about. Students’ audience will be
the teacher and classmates.
the story in the sentences
that follow. Use the
Writer’s Checklist
to check your
writing.
Display Transparency 1. Discuss how
Indira wrote her main idea in the center
and supporting details around it. Have
students use a Main Idea and Details
Web to plan their narratives. Present
the lessons on Graphic Organizers and
Ideas and Content on page 43B.
Writer’s Checklist
Ideas and Content: Did I include enough details to
tell what happened?
Organization: Did I write a good paragraph that
includes a topic sentence and details about what
happened in the following sentences?
DRAFT
Display Transparency 2. Discuss how
Indira used the Main Idea and Details
Web to write her draft. She made her
main idea the topic sentence and made
supporting sentences from the details.
Voice: Does my personal narrative tell how I felt?
Word Choice: Have I chosen the right words to
make my story interesting and exciting?
Sentence Fluency: Did I use complete sentences?
Conventions: Did I use exclamation marks at the
end of exclamations?
43
Before students begin writing, present
the lesson on A Good Paragraph on
page 43A. Then have students use
their Main Idea and Details Webs to
write their paragraphs. Remind them
to begin their paragraphs with a topic
sentence that tells the main idea.
REVISE
Transparency 1
Transparency 1: Main Idea and
Details Web
Transparency 2: Draft
Transparency 3: Revision
Main Idea and Details Web
I was
scared the
noise might
be a bear.
I was at
Grandma’s
house.
If students revise, have partners use
the Writer’s Checklist on page 43. Ask
them to proofread their writing. For
Publishing Options, see page 43A.
Main Idea
A loud banging
woke me up.
I used a
light, but the
banging got
worse.
Writing Transparency 1
Display Transparency 3. Discuss the
revisions. Point out that Indira added
more details. Students can revise
their drafts or place them in writing
portfolios to work on later. They may
also choose to end at the drafting stage.
The dog was
making noise
with her tail.
For lessons on Sentences and
Spelling, see page 43B and 5-Day
Spelling and 5-Day Grammar on
pages 43G–43J.
BVXb^aaVc$BX<gVl"=^aa
Writing Transparency 1
The Mystery of the Missing Lunch
43
Writer’s Craft
Writing
A Good Paragraph
Publishing Options
EXPLAIN/MODEL
Students can tell their
narratives orally or tape record
them for the class. See the
Speaking and Listening tips
below. They can also use
their best cursive to write
their stories. (See Teacher’s
Resource Book pages 168–
173 for cursive models and
practice.) Then suggest that
students illustrate one very
exciting story event. They can
create a caption and speech
bubbles that explain the event
and show why it is exciting.
Explain that a good paragraph generally has a particular form. A
good paragraph usually starts with a topic sentence that gives the
main idea. The other sentences in a good paragraph explain the
topic or give information and supporting details about it. Display
Transparency 4.
Think Aloud The first sentence tells me the main idea of the
paragraph. It is the topic sentence. This sentence tells me what
the rest of the paragraph will be about: the writer lost her
sweater. The other sentences in the paragraph are details. These
details tell me more about what the writer did to search for her
lost sweater.
Transparency 4
■
■
■
Practice reading your
narrative aloud before
presenting it to the class.
Writing Transparency 4
SPEAKING STRATEGIES
A Good Paragraph
Topic Sentence:
Yesterday, I lost my favorite red sweater.
Details:
It wasn’t in my backpack.
I looked for it everywhere at home.
Speak clearly and with
expression.
I made a list of everywhere the sweater
might be.
Change your reading pace
by slowing down to add
suspense or by speeding
up to add excitement.
I looked in my classroom and in the cafeteria.
I searched for my lost sweater at school.
It wasn’t on the playground, either.
At last I found my sweater in the Lost and
Found.
LISTENING STRATEGIES
Look at the speaker to
show you are interested.
■
Listen carefully enough to
be able to summarize the
details of the narrative.
BVXb^aaVc$BX<gVl"=^aa
■
(sentences 1, 3 and 4: details, sentence 2: topic sentence)
Writing Transparency 4
PRACTICE/APPLY
4- and 6-Point Scoring
Rubrics
Use the rubrics on pages
147G–147H to score published
writing.
Writing Process
For a complete writing process
lesson, see Unit Writing on
pages 147A–147H.
43A
Have students look at the second activity on the transparency. Ask
volunteers to identify the topic sentence and the detail sentences
and explain how they know. Then have students identify topic
sentences and detail sentences in another piece of writing they have
recently read.
As students write their narratives, remind them to begin with a topic
sentence that tells the main idea and continue with detail sentences
about the main idea. As they revise their work, students should add,
move, or delete sentences as needed to follow good paragraph form.
Writing
Writer’s Toolbox
Writing ORGANIZATION
Trait: Ideas and Content
Explain/Model To write a personal narrative,
students should choose an appropriate topic
for the purpose and generate ideas for writing.
Have students reread Indira S.’s story on page 42.
Point out that Indira chose a problem that she can
explain in a narrative. She could then add details
by asking herself what she did next and how she
solved the problem.
Practice/Apply Encourage students to think of
a problem they can explain in a narrative. Have
them ask and answer questions about how they
solved it.
CONVENTIONS
Sentences
Explain/Model Good writers use different
kinds of sentences to make their writing more
interesting. Ask students to look at the first
sentence of the story on page 42. Point out that
the sentence is a statement.
Practice/Apply Have students look at the rest the
story, including the title. Ask them to identify each
sentence as a statement, question, or exclamation.
Remind them to include statements, questions,
and exclamations in their writing to make it more
interesting. For a complete lesson on statements,
questions, and exclamations, as well as mechanics,
see pages 43I–43J.
FOCUS
Use a Graphic Organizer to Plan
Explain/Model Discuss how writers use graphic
organizers to help them plan their writing. Display
Transparency 1 again and have students look
at Indira S.’s narrative on page 42. Ask students
to look at the main idea that Indira wrote in the
web. Explain that the main idea became the topic
sentence in Indira’s paragraph. Point out that the
Main Idea and Details Web helped Indira identify
the main idea and details before she began writing.
Practice/Apply Ask volunteers to find the details
XXX.X Place
StateIndira’s
correlation here
from
web in her narrative on page 42. Then
Spelling Words with Short Vowels
CONVENTIONS
Point out the word last in the first sentence of the
student model on page 42. The short a sound
is spelled with the CVCC pattern. Short vowel
sounds can also be spelled with the CCVC pattern
as in then and the CVC pattern as in put. Remind
students to pay attention when they spell words
with short vowel sounds. They can use a print or
online dictionary to check spelling in their drafts.
For a complete lesson on spelling words with short
vowels, see pages 43G–43H.
tell students to use a Main Idea and Details Web to
plan their own writing.
Technology
Point out to students that it is easy to revise their drafts
if they are typed on the computer. Review ways for them
to save their work and to cut and paste text so they don’t
have to retype their personal narratives.
Test prep and practice with context clues, pages xxx–xxx.
The Mystery of the Missing Lunch
43B
Word Study
Word Study
Review
Objectives
• Apply knowledge of word
meanings and context clues
• Use a dictionary to find the
meaning of an unfamiliar
word
Materials
• Vocabulary Transparencies
1 and 2
• Leveled Practice Books, p. 6
• dictionary
Vocabulary
Words in Context
EXPLAIN/MODEL
Review the vocabulary words. Display Transparency 1. Model how
to use word meanings and context clues to fill in the first missing
word with students.
Think Aloud In the first sentence, I learn that someone’s story,
or alibi, sounds reasonable. I know that a suspicious story would
not sound reasonable. I think that the missing word is suspicious.
When I try suspicious in the sentence, it makes sense.
D]QOPcZO`g
allergies (p. 23) physical
reactions to items that
only affect some people
assignments (p. 24) tasks
given out or assigned
consideration (p. 28)
thoughtfulness for other
people and their feelings
consume (p. 29) to eat or
drink
Transparency 1
consideration allergies accuse consume
evidence assignments suspicious
1. We thought that his alibi sounded reasonable and not at all
suspicious.
2. He showed consideration when he shared his lunch with a
child who needed one.
3. There was little evidence left by the lunch thief.
4. The teacher handed out several assignments for us to do
during vacation.
5. I was surprised that she could consume so many cookies!
suspicious (p. 30) causing
doubt or mistrust
6. She cannot accuse anyone of taking her lunch since she
lost it.
evidence (p. 31) proof
7. Todd’s allergies made him sneeze in the fall.
accuse (p. 35) to say
that a person has done
something wrong
Vocabulary Transparency 1
PRACTICE/APPLY
&-Ask Questions Use
each word in a question.
For example: What do
you usually consume
at lunch? How do you
show consideration?
Help students answer in
complete sentences.
43C
Help students complete item 2. Then have them use context clues
to write missing words for items 3–7 on a separate sheet of paper.
Students can exchange papers, check answers, and explain the
context clues they used to figure out the missing words.
Ask and Answer Questions Have small groups generate and then
answer questions related to vocabulary words. For consume, they
might ask: What are three things you like to consume? For evidence,
they might ask: What types of evidence do the police use to solve
crimes?
Word Study
STRATEGY
DICTIONARY: UNFAMILIAR WORDS
EXPLAIN/MODEL
Remind students that when they cannot figure out the meaning
of a word with context clues, they should look the word up in a
dictionary. Good readers read all the definitions of a word to see
which one best fits the context.
Read the first sentence on Transparency 2 and then model how
to use a dictionary to figure out the meaning of apologetically.
Students should use a dictionary to look up the meanings for the
underlined words in items 2–6.
&-Guide Words Explain
that guide words show
the first and last words on
a dictionary page. Ask, if
the guide words on a page
were confirmed/culprit,
would count be on the
page? (yes) Would cash be
on the page? (no)
Transparency 2
Unfamiliar Words
1. The girl looked at her team apologetically after she
missed the goal.
2. Both of my cousins have become vegetarians.
3. Does he have an alibi for the time when the jewels were
stolen?
4. The team searched for the culprit who had taken their
baseball.
5. Is your name on the list of potential band members?
6. Madge confirmed the state’s population by checking an
almanac.
On Level Practice Book O, page 6
Vocabulary Strategy Transparency 2
Look at this dictionary entry for an unfamiliar word. Use the
definition and sample sentence to help answer the questions
that follow.
purloin verb 1. to steal; to take something secretly and without
permission. He planned to purloin the diamonds.
PRACTICE/APPLY
Have students rewrite each sentence above, using the definition or a
synonym to make the underlined words’ meanings clear.
1. What does purloin mean, in your own words?
Answers will vary. Sample answer: To take
something.
2. Use purloin in another sentence.
Answers will vary. Sample answer: My brother keeps
trying to purloin my diary.
3. How would you find the meaning of the word abscond?
I would look it up in the dictionary.
4. Write the meaning of abscond below.
Can students use context clues and a dictionary to find the
meanings of unfamiliar words?
Answers will vary. Sample answer: To run away and
hide.
During Small Group Instruction
If No
Approaching Level Vocabulary, pp. 43N–43O
If Yes
On Level Options, pp. 43Q–43R
Beyond Level Options, pp. 43S–43T
Approaching Practice Book A, page 6
Beyond Practice Book B, page 6
The Mystery of the Missing Lunch
43D
Word Study
Word Study
Phonics
Objectives
• Decode words with short
vowel sounds
• Decode words containing the
suffix -ment
Decode Words with Short Vowel Sounds
EXPLAIN/MODEL Explain that short words with one vowel almost
always have a short vowel sound. Write the following words and
discuss their meanings: cap, hem, bid, rot, and mud. Help students
identify the short vowels. Then write tax.
Materials
• Leveled Practice Books, p. 7
• Teacher’s Resource Book, p. 5
Think Aloud When I see this word, I see only one vowel, so I know
it has a short vowel sound. The word is pronounced /taks/ tax.
PRACTICE/APPLY Write these words on the board: cash, left, mill,
blot, and plum. Have students underline the vowel in each word.
Then have them read the words aloud and listen for the short vowel
sound. As time allows, do this with other Spelling words.
&-Variations in Languages
Many students have trouble
hearing and pronouncing
short vowel sounds. Have
students practice saying
the sounds in isolation and
in words. Say pairs of words
(bit, sit) and have students
raise their hands if the
vowel sounds are the same.
Decode Multisyllabic Words Explain to students that compound
words are made up of two small words. A compound word may
look difficult, but students can look for the two small words to help
them read it. Write sunset on the board. Point to and then read the
word sun; then read set. Draw a line between them. Then say the
words together. Ask students to repeat after you. Write backpack,
headband, and gentleman. Work with students to identify the two
words in backpack, and then read the whole word aloud. Have
students work in pairs to decode the remaining words. For more
practice, see the decodable passages on page 5 of the Teacher’s
Resource Book.
On Level Practice Book O, page 7
Each vowel has a long and a short sound. The short vowel sounds
are as follows:
a as in flat
e as in shelf
i as in mill
o as in blot
u as in sum
When a vowel is in the middle of two consonants, it usually has a
short sound.
Read the sentences below. Circle each word that has a short vowel
between two consonants.
1. The police found the cash behind the shelf.
The Spelling Game Make a spinner or die with five landing spaces
for each vowel (a, e, i, o, u). Have students write words with long and
short vowel sounds on index cards. Tape the cards to the board. To
play, students take turns spinning. The first player must find a word
with that short vowel sound and take it off the board. The next
player must spell the word that was most recently taken from the
board in order to spin. The student with the most cards wins.
2. One thief ran to the d
dock.
3. One thief had a plot to steal the bell.
t
4. The thieves hid behind a big tree.
5. They lay flat on the grass.
Circle the words with short vowel sounds. Then use three of
them in sentences.
plate
left
bleat
cove
load
mill
past
neat
leave
crunch
plum
Can students decode words with short vowel sounds?
6. Students’ responses should include at least three
of the following short-vowel words: left, mill, past,
7. crunch, plum.
During Small Group Instruction
8.
If No
Approaching Level Phonics, p. 43M
If Yes
On Level Options, pp. 43Q–43R
Approaching Practice Book A, page 7
Beyond Practice Book B, page 7
43E
Beyond Level Options, pp. 43S–43T
Word Study
Vocabulary Building
Apply Vocabulary
Oral Language
Expand Vocabulary Write MYSTERY in the center
of a word web. Using the selection, dictionaries,
thesauruses, and encyclopedias, discuss words
related to mysteries to fill in the outer circles.
secret
solution
criminal
MYSTERY
thriller
detective
novel
Write a Paragraph Have students use at least
three Vocabulary Words to write at least one
paragraph about a mystery
in school. If possible,
have them solve the
mystery, too. Students
can read their mystery
paragraphs aloud to
a group.
strange
Vocabulary Review
Vocabulary Building
Words with -ment Display the word assignment
from The Mystery of the Missing Lunch. Remind
students that the word consists of a base
word, assign, and the suffix -ment, which
makes verbs into nouns. Ask students
to build words by adding -ment to
each of the following verbs: develop,
agree, state, announce, appoint, and
govern. Have them use each word in a
sentence after checking meanings in
a dictionary. Challenge students to
add more words to their -ment lists.
Vocabulary Game
■
Use construction paper to cut out components
of a healthy lunch, such as bread, yogurt, juice,
fruit, or vegetables.
■
Write this week’s Vocabulary Words on index
cards. Divide the class into several teams. Give
each team a lunch bag.
■
Have teams pick Vocabulary Words, define the
words, and use them in sentences.
■
Teams that define the chosen word and use
it correctly in a sentence may select a lunch
component to put in their bag. When all words are
used up, the team with the biggest lunch wins.
BSQV\]Z]Ug
@=;
12
Vocabulary PuzzleMaker
For additional vocabulary
and spelling games, go to
www.macmillanmh.com
The Mystery of the Missing Lunch
43F
5 Day Spelling
Spelling
A^SZZW\UE]`Ra
sum
bluff
past
flat
dock
shelf
plum
blot
wealth
bell
odd
crunch
grim
left
hint
plot
cash
build
band
mill
Review snack, step, pond
Challenge heavy, shovel
Dictation Sentences
1. What is the sum of two plus four?
2. We know Earth is not flat.
3. The ripe plum fell off the tree.
4. Class begins when the bell rings.
5. The losing players had grim faces.
6. The story had an amazing plot.
7. He plays the trumpet in the band.
8. Did you know the answer or was
that a bluff?
9. Tie the sailboat to the dock.
10. Blot the stain with a towel.
11. Is three an odd or even number?
12. I know I left my coat on the chair.
13. Sid deposited cash in the bank.
14. The mill grinds wheat into flour.
15. That play made the past come
alive!
16. Get the book on the top shelf.
17. An invention may bring fame and
wealth.
18. Some birds can crunch hard seeds.
19. There was a hint written on the
back of the mystery card.
20. How do you build a bird house?
Review/Challenge Words
1. Fruit makes a good snack.
2. Don’t step in the puddle!
3. I saw two frogs in the pond.
4. Four men carried the heavy piano.
5. I’ll need a shovel to dig that hole.
Words in bold are from the main
selection.
43G
Words with Short Vowels
2Og
2Og
Pretest
Word Sorts
ASSESS PRIOR KNOWLEDGE
TEACHER AND STUDENT SORTS
Use the Dictation Sentences. Say
the underlined word, read the
sentence, and repeat the word.
Have students write the words on
Spelling Practice Book page 1.
For a modified list, use the first 12
Spelling Words and the 3 Review
Words. For a more challenging list,
use Spelling Words 3–20 and the
2 Challenge Words. Have students
correct their own tests.
■
Review the Spelling Words,
pointing out the short vowel
spellings. Use the cards on the
Spelling Word Cards BLM. Attach
the key words flat, bell, mill, plot,
and sum to a bulletin board.
■
Model how to sort words by
short vowel spellings. Then have
students take turns choosing
cards, sorting them, and
explaining how they sorted them.
■
When students finish the sort,
discuss words that are oddballs,
those with unexpected vowel
spellings. (wealth, build) Invite
students to do an open sort in
which they sort the Spelling Words
any way they wish, for example,
by ending or beginning sounds.
Discuss students’ various methods
of sorting.
Have students cut apart the Spelling
Word Cards BLM on Teacher’s
Resource Book page 66 and figure
out a way to sort them. Have them
save the cards for use throughout
the week. Use Spelling Practice
Book page 2 for more practice.
For Leveled Word Lists, go to
www.macmillanmh.com
Spelling Practice Book, page 1
'PMECBDLUIFQBQFS
BMPOHUIFEPUUFEMJOF
8SJUFUIFXPSETJO
UIFCMBOLTBTUIFZ
BSFSFBEBMPVE8IFO
ZPVGJOJTIUIFUFTU
VOGPMEUIFQBQFS6TF
UIFMJTUBUUIFSJHIUUP
DPSSFDUBOZTQFMMJOH
NJTUBLFT
Spelling Practice Book, page 3
TVN
áBU
QMVN
CFMM
HSJN
QMPU
Write the spelling words that contain each short vowel sound.
CBOE
short a
CMVGG
1.
EPDL
2.
CMPU
3.
PEE
4.
MFGU
DBTI
NJMM
6.
QBTU
7.
TIFMG
XFBMUI
DSVODI
IJOU
CVJME
9.
TOBDL
10.
TUFQ
11.
QPOE
;L?;MÃEH:I >7BB;D=;ÃEH:I IFBWZ
TIPWFM
bluff
flat
cash
bell
grim
wealth
build
left
dock
blot
odd
sum
hint
mill
past
shelf
short i spelled ui
flat
cash
past
band
12.
13.
14.
short e
5.
15.
bell
left
shelf
16.
8.
wealth
18.
19.
20.
short i
grim
mill
hint
dock
blot
odd
plot
short u
17.
short e spelled ea
build
short o
bluff
sum
crunch
plum
plot
crunch
plum
band
Spelling
2Og
2Og
2Og
CATEGORIES
SPELLING REVIEW
POSTTEST
Read each group of words below.
Ask students to copy the words
into their word study notebooks,
think how the words are related,
and complete the group by
adding a Spelling Word that is
related to the two other words.
Review short vowel sounds in the
words snack, step, and pond. Have
students identify the Spelling Words
with similar short vowel sounds.
Use the Dictation Sentences on
page 43G for the Posttest.
! Word Meanings
1. smooth, even,
" Review and Proofread
PROOFREAD AND WRITE
Write these sentences on the
board. Have students proofread,
circle each misspelled word, and
write the words correctly.
(flat)
2. apple, pear,
(plum)
3. ringer, chime,
(bell)
4. unusual, strange,
(odd)
Challenge students to come up
with other similar word groups to
which they can add Spelling Words,
Review Words, or Challenge Words.
Have partners write sentences for
each Spelling Word, leaving blank
spaces where the words should
go. They can exchange papers and
fill in the blanks.
1. He looked grime when
he learned his welth had
disappeared. (grim, wealth)
grim
wealth
build
left
dock
blot
odd
sum
hint
mill
past
shelf
band
4. Put the plume in the lefte
drawer. (plum, left)
Spelling Practice Book, page 5
dock
cash
3. Coins and dollar bills are
build
4. Who will
The classroom was quiet. The textbooks sat closed and flatt on the
desks.The class gerbil was missing, and no one had signed out to take
him home. The class liked Biscuit. Each student had helped to bild his
cage. They could hear Biscuit krunch gerbil food and run in a wheel.
They could also hear him ring a tiny bel with his nose. Did someone steal
Biscuit? It was certainly od that he was missing.
.
shelf
.
6. Grandmother said there were no computers in the
mill
7. The flour was ground at the
8. Did you turn
left
10. Is the number 3 even or
bell
12. The
sum
flat
15.
16.
17.
.
.
odd
?
rings, it will be noon.
of 2 and 6 is 8.
wealth
on expensive cars and boats.
plum
A prune is a dried
.
crunch
The rabbit liked to
on carrots.
plot
The
of the story was very interesting.
bluff
If you
, you are kidding.
13. He spent his
14.
past
or right at the stop sign?
9. The pancakes were round and
11. When the
Chad sank in his seat. He was the one who had taken Biscuit home.
And then he was running late this morning, and he left Biscuit at home.
Chad raised his hand very slowly. Nobody needed a hent. Now, everyone
knew who had taken Biscuit.
.
the baseball stadium?
5. Put this can on the second
Write the spelling word for each definition.
18. a spot or stain
19. stern or harsh
20. to give a clue
blot
grim
hint
Spelling Practice Book, page 6
There are six spelling mistakes in the paragraphs below. Circle the
misspelled words. Write the words correctly on the lines below.
plot
crunch
plum
band
played music.
2. The boat pulled up to the
Challenge student partners to
look for words that have the same
short vowel patterns they studied
this week.
3. In my passt, I was in a bande.
(past, band)
Complete each sentence with a spelling word.
1. The
If students have difficulty with any
words in the lesson, have students
place them on a list called Spelling
Words I Want to Remember in a
word study notebook.
2. Will you help me bild a new
dok? (build, dock)
Spelling Practice Book, page 4
bluff
flat
cash
bell
# Assess and Reteach
.
1.
2.
flat
build
3.
4.
crunch
bell
5.
6.
odd
hint
Writing Activity
Write a postcard to a friend describing another classroom
mystery. Use at least four spelling words in your description.
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The Mystery of the Missing Lunch
43H
5 Day Grammar
Grammar
Sentences
Daily Language
Activities
Use these activities to introduce each
day’s lesson. Write the day’s activities
on the board or use Daily Language
Transparency 1.
2Og
DAY 3
We practiced in our costumes? Boy,
am I excited. do not forget to bring
your costume? (1: costumes.;
2: excited! 3: Do; 4: costume.)
Present the following:
Discuss with students how to
recognize the difference between a
sentence and a fragment.
■
■
■
A sentence is a group of words
that expresses a complete
thought: I walked to my best
friend’s house.
Explain that different types of
sentences serve different purposes.
Present the following:
■
Every sentence begins with a
capital letter and ends with a
punctuation mark: I walked to
the house.
A statement is a sentence that
tells something: I like food.
■
A question is a sentence that
asks something: Are you here?
■
A command tells someone to do
something: Give that to me.
■
An exclamation expresses
surprise, excitement, or strong
feeling: It was great!
Today we will put on the play? It has
a good plaut, Did you remember
your costume! (1: play.; 2: plot.;
3: costume?)
What a great play that was. Did you
see the audience stand up and clap.
Be sure to thank the teachers for
their help? (1: that was!; 2: clap?;
3: help.)
&--
See Grammar Transparency 1 for
modeling and guided practice.
Grammar Practice Book, page 1
• A sentence is a group of words that express a complete thought.
• A sentence fragment is a group of words that does not
express a complete thought.
• A statement is a sentence that tells something.
• A question is a sentence that asks something.
• All sentences begin with a capital letter and end with a period
or question mark.
43I
See Grammar Transparency 2 for
modeling and guided practice.
Grammar Practice Book, page 2
• A statement is a sentence that tells something. It ends with
a period. .
• A question is a sentence that asks something. It ends with a
question mark. ?
• A command tells or asks someone to do something. It ends
with a period. .
• An exclamation shows strong feeling. It ends with an
exclamation mark. !
Write sentence, question, or fragmentt for each group of words. Write
each group of words as a sentence with the correct punctuation.
Write each sentence with the correct punctuation.
1. the cat feeds her kittens
1. Are you sure you brought your lunch
The cat feeds her kittens.
sentence
The cat is very hungry today.
fragment
His lunch bag is missing.
sentence
Class, stay in your seats. Or: Class, stay in your seats!
4. Don’t you dare say I stole it
4. did you bring your lunch
Did you bring your lunch?
question
5. he ate a tuna fish sandwich
He ate a tuna fish sandwich.
sentence
Don’t you dare say I stole it! Or: Don’t you dare say
I stole it.
5. Have you seen a stray cat in the building
Have you seen a stray cat in the building?
6. because he likes tuna fish
fragment
6. Cats like eating fish
Cats like eating fish.
7. what else do you think he likes
What else do you think he likes?
question
8. the cat ate a worm
The cat ate a worm.
Maybe Jack took it.
3. Class, stay in your seats
3. his lunch bag is missing
He likes tuna fish.
Are you sure you brought your lunch?
2. Maybe Jack took it
2. is very hungry today
Generate Sentences
Use students’ names and
backgrounds to co-construct
examples of each kind of
sentence: Teresa plays on a
soccer team. How long has
Rudy lived here? What great
friends Sam and Dean are!
Don’t be rude to Sally.
INTRODUCE FOUR TYPES OF
SENTENCES
A sentence fragment is a group
of words that does not express a
complete thought: my best friend’s
house
DAY 4
DAY 5
Teach the Concept
REVIEW SENTENCES
DAY 2
Tomorrow Linda will practice her
spooky song I will make suggestions?
do you want to help us. (1: song.;
2: suggestions.; 3: Do; 4: us?)
2Og
INTRODUCE SENTENCES
DAY 1
For two hours this morning. We
practiced the mystery play. We are
really working hard (1: morning, we;
2: hard.)
Introduce the Concept
sentence
7. I can’t believe the cat took the sandwich
I can’t believe the cat took the sandwich! Or: I can’t
believe the cat took the sandwich.
8. Do you think we should feed the cat each day
Do you think we should feed the cat each day?
Grammar
2Og
2Og
2Og
REVIEW SENTENCES
REVIEW TYPES OF SENTENCES
ASSESS
Ask students to identify questions,
statements, commands, and
exclamations.
Ask students to explain the
differences among exclamations,
questions, commands, and
statements. Ask what punctuation
mark goes at the end of each type
of sentence.
Use the Daily Language Activity
and page 5 of the Grammar
Practice Book for assessment.
! Review and Practice
MECHANICS AND USAGE:
SENTENCE PUNCTUATION
■
Every sentence begins with a
capital letter.
■
A statement ends with a period.
(.)
■
A question ends with a question
mark. (?)
■
A command ends with a period
or an exclamation point. (., !)
■
An exclamation ends with an
exclamation point. (!)
" Review and Proofread
PROOFREAD
Have students correct errors in the
following sentences.
1. Come to watch the mystery at
my house? (.)
2. Boy, am I looking forward to it?
(!)
3. What a great show this is. (!)
4. Who stole the jewels! (?)
5. The detective is looking for
clues! (.)
See Grammar Transparency 3 for
modeling and guided practice.
Grammar Practice Book, page 3
•
•
•
•
Every sentence begins with a capital letter.
A question ends with a question mark.
A statement or a command ends with a period.
An exclamation ends with an exclamation mark.
Read each sentence. Rewrite it with the correct capital letters
and punctuation.
1. I’m starving
I’m starving ! Or: I’m starving.
2. are you allergic to cats
Are you allergic to cats?
3. mother cats protect their kittens
Mother cats protect their kittens.
4. let me know if you find out who did it
Let me know if you find out who did it.
5. he was glad the mystery was solved
He was glad the mystery was solved.
6. don’t jump to conclusions
Don’t jump to conclusions.
Or: Don’t jump to conclusions!
7. who brought the peanut butter and jelly
Who brought the peanut butter and jelly?
8. wow, this is a great cat
Wow, this is a great cat!
See Grammar Transparency 4 for
modeling and guided practice.
Grammar Practice Book, page 4
• A sentence is a group of words that express a complete thought.
• A sentence fragment is a group of words that does not
express a complete thought.
• A statement is a sentence that tells something.
• A question is a sentence that asks something.
• All sentences begin with a capital letter and end with a period
or question mark.
# Assess and Reteach
RETEACH
Write the corrected sentences from
the Daily Language Activities and
Proofread activity on index cards.
Tell students to form two teams.
One team draws a card and reads
the sentence. The other team calls
out the correct punctuation mark
to end the sentence. If the team is
wrong, the other team can correct
the mistake. The team that calls out
the correct answer then draws the
next card.
Use page 6 of the Grammar
Practice Book for additional
reteaching.
See Grammar Transparency 5 for
modeling and guided practice.
Grammar Practice Book, pages 5–6
A. Decide if each sentence is a statement, a question, a command, or
an exclamation. Write what type of sentence each is.
1. His favorite sandwich is salami.
statement
2. Can you lend me a dollar?
question
3. Don’t forget your lunch.
command
Read the passage. Think about what type of sentence each one
is. Then rewrite the passage using the correct punctuation.
when our cat had her kitten, we did not know
what we would do a grown-up cat can be left by
itself a baby kitten needs someone to watch her
who could we get to care for her all day long I
go to school all day mom and Dad go to work all
day could Grandpa take the kitten grandpa said
he could now the kitten lives with Grandpa We
visit them every weekend It’s wonderful
When our cat had her kitten, we did not know what
we would do. A grown-up cat can be left by itself. A
baby kitten needs someone to watch her. Who could
we get to care for her all day long? I go to school
all day. Mom and Dad go to work all day. Could
Grandpa take the kitten? Grandpa said he could.
Now the kitten lives with Grandpa. We visit them
every weekend. It’s wonderful!
4. The kittens are hiding.
statement
5. What a funny story!
exclamation
6. That stain looks like mustard.
statement
B. Write each sentence with the correct punctuation.
7. I thought Jack took my lunch
I thought Jack took my lunch.
8. Did you ever make a mistake like that
Did you ever make a mistake like that?
9. Cats are my favorite pets
Cats are my favorite pets.
10. I don’t have any money
I don’t have any money.
11. Wow, I can’t believe the cat ate my lunch
Wow, I can’t believe the cat ate my lunch!
12. Bring the kittens to my office
Bring the kittens to my office.
The Mystery of the Missing Lunch
43J
End-of-Week Assessment
Administer the Test
Weekly Reading Assessment,
(SBEF
Passage and questions, pages 5–12
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ASSESSED SKILLS
• Problem and Solution
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• Vocabulary Words
• Dictionary: Unfamiliar Words
• Sentences
• Words with Short Vowels
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12
Assessment Tool
Administer the Weekly Assessment from the CD-ROM
or online.
Weekly Assessment, 5–12
(SBEFT
Fluency
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Assess fluency for one group of students per week.
Use the Oral Fluency Record Sheet to track the number
of words read correctly. Fluency goal for all students:
84–104 words correct per minute (WCPM).
Approaching Level
On Level
Beyond Level
Weeks 1, 3, 5
Weeks 2, 4
Week 6
Alternative
Assessments
.BDNJMMBO.D(SBX)JMM
Fluency Assessment
(SBEF
• Leveled Weekly Assessment for Approaching Level,
pages 13–20
• ELL Assessment, pages 32–33
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ELL Practice and
Assessment, 32–33
43K
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary: Unfamiliar Words
Items 1, 2, 3, 4
Prescribe
IF...
THEN...
0–2 items correct . . .
Reteach skills using the Additional
Lessons page T4.
Reteach skills: Go to
www.macmillanmh.com
@=;
12
Vocabulary PuzzleMaker
COMPREHENSION
Skill: Problem and Solution
Items 5, 6, 7, 8
0–2 items correct . . .
Reteach skills using the Additional
Lessons page T1.
Evaluate for Intervention.
GRAMMAR
Sentences
Items 9, 10, 11
0–1 items correct . . .
Reteach skills: Grammar Practice Book
page 6.
SPELLING
Words with Short Vowels
Items 12, 13, 14
0–1 items correct . . .
Reteach skills: Go to
www.macmillanmh.com
FLUENCY
79–83 WCPM
/
Evaluate for Intervention.
0–78 WCPM
Evaluate for Intervention.
2
7=
C2 1
Fluency Solutions
End-of-Week Assessment
Diagnose
READING
Triumphs
AN INTERVENTION PROGRAM
To place students
in the Intervention
Program, use
the Diagnostic
Assessment in the
Intervention Teacher’s
Edition.
The Mystery of the Missing Lunch
43L
Approaching Level Options
Constructive
Feedback
If students have trouble
pronouncing short vowel
sounds, have them practice
saying the sounds in
isolation and in words. For
example, write the word
bat on the board and point
out the a.
This word is bat. The
a has a short a sound.
Say it with me: /a/. Let’s
sound out and say the
word together: /baaat/,
bat.
Change the a in bat to e
and repeat. Repeat again,
changing the vowel to i
and then to u.
Phonics
Objective
Materials
Decode one-syllable and multisyllabic words that include short vowel sounds
• Student Book “The Case of the Blurry Board”
• Decodable Passages, page 5 of the Teacher’s Resource Book
WORDS WITH SHORT VOWEL SOUNDS
Model /Guided Practice
■
Write the letters d, i, s, h on the board. Say the sounds that the letters
stand for. Point out that sh stands for one sound. Then blend the
sounds: /dish/. Say the word with me: dish. Explain that short words that
contain only one vowel almost always have a short vowel sound.
■
Change the i in dish to a. Say the sounds that the letters stand for. Then
blend the sounds: /dash/. Say the word with me: dash. Point out that
both dish and dash have short vowel sounds. They are short words that
contain only one vowel.
■
Say: Now you do it. Start with the word cap. Say the word with me. Now
change the a to u. What is the new word? Let’s say it again together: /kup/.
■
Have students repeat the process with rest/rust and lot/lit. Extend the review
to include variations of spelling words: grim/gram, dock/duck, odd/add.
MULTISYLLABIC WORDS WITH SHORT VOWEL SOUNDS
Additional Resources
For each skill below,
additional lessons are
provided. You can use these
lessons on consecutive days
after teaching the lessons
presented within the week.
• Problem and Solution, T1
• Dictionary: Unfamiliar
Words, T4
• Text Feature: Charts, T9
■
Write doorbell and have students identify the second syllable as
containing the short e: bell. Have students repeat the short-vowel
syllable, blend, and read the word several times.
■
Have student pairs work together to practice decoding longer words
with short vowel sounds. Write the following words on the board and
ask student pairs to copy them onto separate index cards. Say each
word. Draw a line to show where the syllables begin and end. Circle each
syllable that has a short vowel sound. Then sort the words according to
which vowel sound you hear.
winter
watchdog
■
Decodable Text
To help students build
speed and accuracy with
phonics patterns, use the
additional decodable text
on page 5 of the Teacher’s
Resource Book.
43M
funny
twisting
overlap
fellow
rerun
center
member
hopscotch
Circulate and provide constructive feedback. You may wish to discuss
the distinction between a schwa and a short vowel sound.
WORD HUNT: WORDS WITH SHORT VOWEL SOUNDS IN CONTEXT
■
Review short vowel sounds. Then have students search “The Case of the
Blurry Board” to find at least two words with each short vowel sound.
Ask them to write the words and circle the syllable with the short vowel
sound. Assess their progress.
■
Have students repeat the activity with the decodable passages on
Teacher’s Resource Book page 5.
Objective
Materials
Read with increasing prosody and accuracy at a rate of 84–94 WCPM
• Index cards
• Approaching Practice Book A, page 4
WORD AUTOMATICITY
Constructive
Feedback
Have students make flashcards for the following short vowel words: sum,
flat, bell, grim, plot, band, shelf, hint, odd, bluff.
If students read without
sufficient pauses and
intonation, reread
the passage to them,
exaggerating the correct
pauses and intonation.
Then read one sentence at
a time and have students
echo-read the sentence,
copying your pauses and
intonation.
Display the cards one at a time and have students say each word. Repeat
twice more, displaying the words more quickly each time.
REPEATED READING
Model reading the Fluency passage on Practice Book A, page 4. Tell
students to pay close attention and listen to your pauses and intonation as
you read. Then read one sentence at a time and have students echo-read
the sentence, copying your pauses and intonation.
During independent reading time, have students work with a partner.
One student reads aloud while the other repeats each sentence. Remind
students to pay attention to end punctuation and to vary their voices
accordingly. Circulate and provide constructive feedback.
TIMED READING
At the end of the week, have students do a final timed reading of the
passage on Practice Book A, page 4. Tell each student:
■
Place the passage facedown.
■
When I say “Go,” begin reading the passage aloud.
■
When I say “Stop,” stop reading the passage.
As students read, note any miscues. Stop after one minute. Help students
record and graph the number of words they read correctly.
Vocabulary
Objective
Materials
Apply vocabulary word meanings
• Vocabulary Cards
• Transparencies 1a and 1b
VOCABULARY WORDS
Display the Vocabulary Cards: allergies, accuse, assignments, suspicious,
consideration, consume, and evidence. Help students underline
context clues for these words in “The Case of the Blurry Board” on
Transparencies 1a and 1b. Review their definitions. Help students
understand meaning by discussing each word and asking questions.
Continue until all students are able to use each word in a personal
sentence. For example: I have food allergies to corn and peanuts.
Approaching Practice Book A, page 4
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The Mystery of the Missing Lunch
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43N
Approaching Level Options
Vocabulary
Objective
Materials
Use the dictionary to find unfamiliar words
• Student Book The Mystery of the Missing Lunch
• Dictionary
DICTIONARY: UNFAMILIAR WORDS
Encourage students to use dictionaries to look up unfamiliar words.
Review the parts of a dictionary by creating a scavenger hunt. Be sure to
include searches for guide words, parts of speech, and pronunciation.
Review this week’s
words (accuse,
allergies, assignments,
consideration, consume,
evidence, suspicious). Have
students write a short skit
using the words.
Find vegetarians on page 28 of The Mystery of the Missing Lunch. Ask
students to use dictionaries to look up its meaning. Have a volunteer
read the definition aloud. Then have students use a dictionary to find the
meaning of determined on page 27.
Comprehension
Objective
Materials
The Case of the
Identify problem and solution
• Student Book “The Case of the Blurry Board”
• Transparencies 1a and 1b
Board
by Jaime Beaurline
STRATEGY
MAKE INFERENCES AND ANALYZE
Remind students that good readers make inferences based on their own
knowledge and what the author has said and hinted. Their inferences can
help them understand the steps characters take to solve problems.
SKILL
PROBLEM AND SOLUTION
Student Book, or
Transparencies 1a and 1b
Explain/Model
■
The problem in a story is a question, mystery, or some difficulty that
one or more characters must deal with.
■
The solution in a story is how the problem is fixed or solved.
Display Transparencies 1a and 1b. Reread the first page of the story.
Model how to identify Jason’s problem.
Think Aloud In this story, the problem is very clear: Jason can’t see the
board even with his glasses on. I wonder how he will solve the problem.
First, he will need to figure out the cause of the problem.
Then ask a volunteer to identify a possible solution and explain why it
might be a solution.
Practice/Apply
Reread the rest of “The Case of the Blurry Board.” Have students describe
the events that helped Jason solve the problem and the evidence that
Jason gives Susie to prove that he has solved the problem.
43O
Leveled Reader Lesson
Objective
Materials
Read to apply strategies and skills
• Leveled Reader The Mystery of the Lost Glasses
• Student Book The Mystery of the Missing Lunch
PREVIEW AND PREDICT
Have students look at the cover, read the title, and preview the first
chapter. Have them note any questions they might have, then make
predictions about the problem and possible solutions. Ask students to
set a purpose for reading, such as be entertained by a mystery.
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VOCABULARY WORDS
Review the vocabulary words as needed. Suggest that students note any
unfamiliar words as they read and look them up in a dictionary later.
Leveled Reader
STRATEGY
MAKE INFERENCES AND ANALYZE
Remind students that good readers make inferences based on their own
knowledge and what the author has said and hinted. Their inferences can
help them understand the steps characters take to solve problems.
SKILL
PROBLEM AND SOLUTION
Tell students to read the first two chapters of the story. Remind them
to look for the problem the main character has and how he goes about
finding a solution. Model identifying a problem and possible solution.
Think Aloud In the first chapter, Brett finds a pair of glasses, but he
doesn’t know who owns them. Then I learn that the glasses came from
a doctor on Main Street. I will put this in my Problem and Solution
Chart and read on to see if the doctor can help solve Brett’s problem.
&-Problem and Solution
Explain that a problem in
a story is a difficulty that
the character is facing. A
solution is a way to fix the
problem. Say, As I say these
sentences, tell whether the
missing word is a problem
or solution. 1. When the hot
water went off at home, it
. (problem)
was a
When I learned how to fix
the water pipe, it was a
. (solution)
READ AND RESPOND
Ask students what they have learned about the characters. Have students
predict how they think the characters will solve the problem. Encourage
students to complete their Problem and Solution Charts as they read.
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare The Mystery of the Missing Lunch and The
Mystery of the Lost Glasses.
■
Was Ramón or Brett better at solving the problem presented in each
story? Support your answer with evidence from the texts.
■
Identify the kinds of evidence each character used to solve the mystery.
Which problem was easier to solve and why?
The Mystery of the Missing Lunch
43P
On Level Options
Vocabulary
Leveled
Reader Lesson
Objective
Materials
Apply vocabulary words and use a dictionary for word meanings
• Student Book The Mystery of the Missing Lunch
• Vocabulary Cards
• Dictionary
VOCABULARY WORDS
Help students create a crossword puzzle. Display all of the Vocabulary
Cards. Partners should choose one letter that appears in two vocabulary
words. They can draw horizontal and vertical letter boxes for the two
words. The boxes overlap where both words share a letter. Students
should continue adding blank boxes to the puzzle for five other words,
write a clue for each word, and exchange puzzles with another pair.
Student
Book
DICTIONARY: UNFAMILIAR WORDS
Review that a dictionary is a good tool to use to find the meaning of
a word. Have students find three unfamiliar words in The Mystery of the
Missing Lunch. Challenge them to write a definition for each word. Then
have them look up each word and compare the definitions.
by Eric Michaels
Student
Book
Text Feature
Objective
Materials
Read charts for information
• Science textbook
• Student Book “Putting Together the Pieces of the Puzzle”
CHART
Discuss the purpose of charts in a nonfiction piece such as “Putting
Together the Pieces of the Puzzle.” Have students look through a science
textbook to point out charts and discuss their importance in the text.
On Level Practice Book O, page 4
As I read, I will pay attention to end punctuation in each
sentence.
9
20
29
40
41
49
60
71
81
92
103
107
116
125
Todd’s mother had a problem. “I’ve lost my favorite
white scarf,” she said. Todd wanted to help her find it.
He searched under tables and behind chairs. He looked
in closets and under the beds. He didn’t see the scarf
anywhere.
Todd wasn’t worried, however. He was an experienced
detective. He had solved many cases in the past. Once he
found his father’s lost baseball cap behind an old paint can
in the garage. Another time he found his mother’s keys
among the leaves of a houseplant. In fact Todd had solved
every case he had ever worked on. He thought he could
complete this assignment, too.
Todd took out his handy detective notepad and pen.
He asked his mother several questions, as any good
detective would. 127
Objective
Materials
1. What problem is Todd trying to solve? Problem and Solution
Todd’s mother’s scarf is missing.
2. How does Todd plan to find the scarf? Problem and Solution
Todd searches the house and then asks his mother
questions.
Words Read
–
=
First Read
–
=
Second Read
–
=
43Q
• On Level Practice Book O, p. 4
REPEATED READING
Comprehension Check
Number of
Errors
Read fluently with appropriate prosody at a rate of 84–104 WCPM
Words
Correct Score
Work with students to begin highlighting the end punctuation in the
Fluency passage on page 4 of Practice Book O. Remind them that paying
close attention to punctuation will help them read with proper intonation
and expression. Model reading aloud the entire passage with varied
intonation. Then read one sentence at a time, having students echo-read
the sentences, imitating your intonation.
Timed Reading At the end of the week, have students read the passage
and record their reading rate. Provide feedback as needed.
Leveled Reader Lesson
Objective
Materials
Read to apply strategies and skills
• Leveled Reader The Case of the Missing Scarf
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PREVIEW AND PREDICT
Have students preview The Case of the Missing Scarf by
■
writing down potential questions about the story.
■
predicting whether they think Todd will solve the mystery alone or with
help.
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cZh\Y
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VOCABULARY WORDS
While reading The Case of the Missing Scarf, ask students to point out the
vocabulary words as they appear. Ask questions such as this: How do
Todd’s allergies affect him as he tries to solve the mystery? Have students
use the vocabulary word to answer.
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Leveled Reader
STRATEGY
MAKE INFERENCES AND ANALYZE
Remind students that not everything is always stated in the text. Good
readers should use their own knowledge and clues from the text to make
inferences about the events and characters in a story.
SKILL
PROBLEM AND SOLUTION
Review the following with students:
■
The problem in a story is a mystery or conflict that the character has to
deal with.
■
The solution is what is done to solve the problem.
ELL
Leveled Reader
Go to pages
43U–43V.
Explain that students will read the selection and then fill in information
about the problem and its solution in a chart.
READ AND RESPOND
Read Chapter 1. Discuss Todd’s problem and the first few actions he takes
to try to solve the problem. At the end of Chapter 1, fill in the Problem
and Solution Chart. Have students tell how the character’s decisions and
actions might influence what happens in the rest of the story. They should
complete the chart as they read on.
MAKE CONNECTIONS ACROSS TEXTS
Invite students to summarize and draw connections between The Mystery
of the Missing Lunch and The Case of the Missing Scarf.
■
Which mystery was solved in a better way? Why?
■
Do you think Todd could become a good crime scene investigator? Explain.
The Mystery of the Missing Lunch
43R
Beyond Level Options
Vocabulary
Objective
Materials
Apply content vocabulary words
• Student Book “Putting Together the Pieces of the Puzzle”
by Eric Michaels
EXTEND VOCABULARY
Write the content words on the board: investigation, analysis, forensic.
Review their meanings. Invite students to create original sentences for
each word, but leave a blank line where the content word should go. For
example: A crime scene
has many steps. (investigation)
Have students exchange sentences with a partner and fill in the correct
words, checking for correct spelling.
Student Book
&--
Text Feature
Alphabetical Order Write
these content words on
the board: investigation,
analysis, forensic. Ask: How
many of the words begin
with the same letter? (0)
Have students put the list in
alphabetical order. Explain
that when writing words
that begin with the same
letter in alphabetical order,
you must go to the second
letter of each word.
Objective
Materials
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7FSBBOE.BSJPXFSFXBMLJOHIPNFGSPNTDIPPM"T
UIFZGPMMPXFEUIFJSVTVBMQBUIUISPVHIUIFQBSLUIFZFOKPZFE
XBUDIJOHFWFSZUIJOHUIBUXFOUPO4RVJSSFMTSBDFEVQBOE
EPXOUIFUSFFT%VDLTTXBNBDSPTTUIFQPOEBOERVBDLFE
MPVEMZ/FJHICPSTXBMLFEUIFJSEPHTBDSPTTUIFHSBTT
$IJMESFOTXVOHPOUIFTXJOHTBOEQMBZFECBMMJOUIFGJFME
5IJTEBZTXBMLCFHBOMJLFBOZPUIFSGPS7FSBBOE.BSJP
CVUUIBUTPPODIBOHFE7FSBTUPQQFETVEEFOMZBOEQPJOUFE
i-PPLBUUIBUuTIFTBJEXJUITVSQSJTF
.BSJPMPPLFETUSBJHIUBIFBE"MBSHFBNPVOUPGUSBTIXBT
POUIFHSPVOEOFBSUIFQPOE*UXBTBOVHMZTJHIU5IFLJET
XBMLFEDMPTFSUPTFFFYBDUMZXIBUXBTUIFSF5IFZTBXQMBTUJD
CBHTEJSUZQBQFSQMBUFTBOEDVQTBOEFNQUZKVJDFDBSUPOT
5IFSFXFSFDIJDLFOCPOFTIBMGFBUFOFBSTPGDPSOBOE
XBUFSNFMPOTLJOT4PNFPGUIFUSBTIXBTSJHIUBUUIFFEHFPG
UIFQPOE
ECFH;>;DI?EDÃ>;9A
8IBUQSPCMFNEP7FSBBOE.BSJPEJTDPWFS 1SPCMFNBOE4PMVUJPO
I]ZnXdbZjedcVaVg\Ze^aZd[igVh]dci]Z\gdjcY
cZVgi]ZedcY#
)PXEPFTUIFàSTUQBSBHSBQISFMBUFUPUIFJSEJTDPWFSZ 1SPCMFNBOE
4PMVUJPOI]ZYZhXg^ei^dcd[i]ZeVg`VYYhYgVbVidi]Z
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[^ghihZZhi]Z\VgWV\Z#
8PSET3FBE
m
CjbWZgd[
:ggdgh
m
4FDPOE3FBE
m
43S
• Student Book “Putting Together the Pieces of the Puzzle”
Point out that charts can offer additional information in a nonfiction text.
Ask students what information can only be found in the chart in “Putting
Together the Pieces of the Puzzle.”
Have students use reference books to find and share examples of charts
that give information not found in the main text.
Read fluently with appropriate prosody at a rate of 94–104 WCPM
• Beyond Practice Book B, p. 4
REPEATED READING
Beyond Practice Book B, page 4
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• Reference books
CHARTS
Objective
Materials
Use charts for information
LdgYh
8dggZXiHXdgZ
Work with students to begin practicing the Fluency passage on page
4 of Practice Book B. Remind them that paying close attention to
punctuation will help them read with appropriate prosody, which includes
proper intonation and expression. Encourage them to point to the end
punctuation as you model reading aloud the entire passage with varied
intonation. Then have students echo-read the passage, imitating your
intonation.
During independent reading time, partners can take turns echo-reading
the passage to each other. Remind students to write down any words they
cannot pronounce or do not understand.
Timed Reading You may wish to have students do a timed reading at the
end of the week. Record their reading rates.
Leveled Reader Lesson
Objective
Materials
Read to apply strategies and skills
• Leveled Reader The Trash Detectives
PREVIEW AND PREDICT
Have students preview The Trash Detectives, predict what it is about, and
set a purpose for reading.
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JMMVTUSBUFECZ.JDIBFM$IFTXPSUI
STRATEGY
MAKE INFERENCES AND ANALYZE
Remind students that authors often imply things that are not stated in
the text. Good readers should use their own knowledge and text clues
to make inferences about the events and characters in a story.
SKILL
PROBLEM AND SOLUTION
Leveled Reader
Ask a volunteer to explain what the terms problem and solution mean
and why they are important for understanding a story. Explain that
students will read The Trash Detectives together and will look for details in
the story about a problem and solution.
READ AND RESPOND
As students read, they should identify the characters, problem, and central
plot events that lead to the solution. Have students fill in their Problem
and Solution Charts. Ask students to identify the problem (or conflict) and
how the characters find a solution (or resolution) to their problem.
VOCABULARY WORDS
As they read The Trash Detectives, ask students to point out the vocabulary
words as they appear. Review definitions as needed.
Self-Selected Reading
Objective
Materials
Read independently to analyze problem and solution
• Leveled Readers or trade books at students’ reading level
READ TO IDENTIFY PROBLEM AND SOLUTION
Invite students to choose a book for independent reading. Remind them
that a problem in a story is usually something a character wants to do or
change. Have students read their books and jot down notes.
After reading, ask students to write a different solution for the problem
in their story. How different is their solution? If the character in the story
chose this solution, how would the story change?
The Mystery of the Missing Lunch
43T
English Language Learners
Academic Language
Throughout the week, the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments. The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words.
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For additional language
support and oral vocabulary
development, go to
www. macmillanmh.com
Strategies to Reinforce
Academic Language
■
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group. Use gestures, expressions, and visuals to
support meaning.
■
Use Visuals Use charts, transparencies, and graphic
organizers to explain key labels to help students
understand classroom language.
■
Model Demonstrate the task using academic language in
order for students to understand instruction.
Academic Language Used in Whole Group Instruction
Content/Theme Words
Skill/Strategy Words
mysteries (p. 17)
inference (p. 19A)
paragraph (p. 42)
investigate (p. 17)
analyze (p. 19A)
topic sentence (p. 42)
investigation (p. 38)
problem (p. 19A)
first person (p. 42)
analysis (p. 38)
solution (p. 19A)
supporting details (p. 42)
forensic (p. 38)
dialogue (p. 19A)
sentence fragment (p. 43I)
crime scene (p. 38)
witness (p. 41)
sentence punctuation (pp. 43I–43J)
scientific method (p. 41)
43U
Writing/Grammar Words
Mystery
The
Missing
Scarfof ELL
[Art: picture
ELL Leveled Reader Lesson
0ST]`S@SORW\U
reader
The Missing Scarf]
DEVELOP ORAL LANGUAGE
Build Background Act out looking for something.
Then ask students to share examples of times
when they lost something. Did they find it? How
did they find it?
Objective
• To apply vocabulary and
comprehension skills
Materials
• ELL Leveled Reader
3::#2Og>ZO\\S`
DAY 1
by Meish Goldish
illustrated by Stacey Schuett
• Academic Language
• Oral Language and
Vocabulary Review
Review Vocabulary Write the vocabulary and
story support words on the board and discuss the meanings. Represent
the words by using them in sentences. Example: Sneeze and say: I have a
allergies. I have to sneeze.
PREVIEW AND PREDICT
DAY 2
• ELL Leveled Reader
DAY 3
Set a Purpose for Reading Show the Problem and Solution Chart and
remind students they have used it before. Remind them to identify
problems and solutions and record them as they read.
• Academic Language
• ELL Leveled Reader
DAY 4
Point to the cover illustration and read the title aloud. Point out the boy’s
face and body language. Ask, How is the boy feeling? What do you think this
story is about? Ask students to explain their predictions.
• Academic Language
• Academic Language
• ELL Leveled Reader
DAY 5
• Academic Language
• ELL Leveled Reader
Comprehension
Check and Literacy
Activities
2c`W\U@SORW\U
Choose from among the differentiated strategies below to support
students’ reading at all stages of language acquisition.
Beginning
Intermediate
Advanced
Shared Reading As you
read, model how to identify
a problem. (Todd’s mother
lost her scarf.) Model using
the Problem and Solution
Chart as you read. Identify
the problem and ask
students to list the solution.
Read Together Read the first
chapter. Help students identify
a problem and solution.
Continue reading the story
and model the strategy. Then
ask them to use the strategy in
order to complete the chart.
Independent Reading
Have students read the
story. Have them identify the
problem and solution and
record it on the chart. Ask
students to use the chart to
summarize the story.
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3\UZWaV
:O\UcOUS
:SO`\S`a
/TbS`@SORW\U
-ACMILLAN-C'RAW(ILL
Remind students to use the vocabulary and story words in their whole
group activities.
ELL Teacher’s Guide
for students who need
more instruction
The Mystery of the Missing Lunch
43V