Oxford discover 4 writing and spelling

OXFORD
UNIVERSITY

PRESS


Scope and Sequence
Writing
WORDS TO
KNOW

How cơn we

ee eee
past?
Cora
Ue

La)

camo beat)

your food
travel?

PLANNING
TOOLS

WRITING
FOCUS

WRITING
OUTPUT

camper explore universe
technology attached director
solar system observatory
telescope mission control
spacecraft antigravity

Formal and informal

Awelcome letter

Word web

fossil preserve palaeontologist
dinosaur footprint determine

Topic sentence and
concluding sentence.

text

An informational

KWL chart

organic fresh process local
grocery store compare lemon

Summarizing with a bar

Abar graph

graffiti improve famous

Supporting an opinion
with reasons

An opinion text

T-chart

Adescriptive text

Word web

Cause and effect

Aprocess text

Cause and effect

Writing within a restricted
word count

Anews web post

deep crack earthquake

crumble collapse landslide
gloomy flood muddy swoop
mucky tornado

Descriptive adjectives and
onomatopoeia

An adventure story

Planning chart

proposal

Persuasive writing

A proposal

Chart

discover examine

scientist prehistoric

pear strawberry

shark

language

reptile

mushroom

graph

Bar graph

Page 16

talented beautiful illegal legal
spray paint paintbrush
ruin complex

canvas

congested ramen noodle
slippery crispy spicy cherry
fresh peaceful sushi tuna
squishy

How do our

bodies react to
emotions?
Page 34

react heartrate blood
pressure

increase

pupil

muscles tense immune system

digestive system
investigate

pump

app

crime

importan†?
Page 52

happen

website

propose

destruction

educate

terrible

artificial

rainforest biome humid
difference

tight

Internet post

suspect social network

Why are
artificial biomes

dilate

experience

Main idea and

details chart


1

Page 58

Words with silent letters:

wrong, rhyme, knee

Words with ch and que:

archaeologist, antique

Page 58

3

Page 59
4

Page 59

Prefix dis-:

dishonest, dissatisfied

5

Words with cand sc:

6

-ate and -ete endings:

PETA}

Page 60

Page 61

Ễ

introduce, science

:

circulate, delete

Mnemonics

slowly, greedily

Page62

-ent, -ence, -ant, and -ance endings

9)
<

m

5=

SPELLING FOCUS

¬

Spelling Master Class

FOCUS:

Formal vs. informal language

OUTPUT:

A welcome letter

How can we learn about
the universe?
Words to know
camper

explore

director

universe

solar system

mission control

technology
observatory

spacecraft

attached

telescope

antigravity

Read
LA)

@

A welcome letter greets people and gives information about a place.
When would you get a welcome letter? Check.
At soccer camp

At anew job

At a house

At a hotel

With a computer

At a school

Read the welcome letter.
explore the solar
system

Dear Space Campers,

Observatory

Welcome to your summer space camp

and telescope

workshop

adventure! You are going to have a great
time exploring space with us. You will
learn about our universe in classes and by
using technology.

Ạ

DN

9

— |
explore the mission
control room
—

4

Unit 1

How can we learn about the universe?

Please see the attached calendar for a list

of activities.

mà a spacecraft

Expl
and an antigravity

Thank you for joining our program. We can’t
wait to see you in space!

room

4

—

Sincerely,

Doris Connelly

Space
communication

Camp Director

Understand
@

Match the sections of the letter to the information.
1 ()

2 C)

Greeting

Paragraph 1

4 C)

Paragraph 3

5 C) Closing

a describes the calendar of activities or refers to an attached calendar

b ends the letter and gives the name of the writer
c addresses the reader and gives some description about the program

d tells who the letter is for
e thanks the reader for being a part of the program

oO

Look at the photo in ©. Which activity does it show?

How can we learn about the universe?

Unit 1

5


@

Look at the space camp calendar of activities in ©.
Then read what Eva did. Write the correct day.

Q@e learned how
people sent laser
communications to
the moon.

Qe learned a lot of

Qe went up high in this

My parents came today,
and ( showed them all
of the things ( did

building, and we looked

at stars. {t was really

cooff

(was in a room with a
lot of computers. We

learned how people
on Earth work with

astronauts on space
missions.

@

e

6

interesting things about
all of the planets and
the sun.

daring the week.

( put on a special suit

and went into a room.

There wasnt any
gravity in the room, and |
(floated around, fast

like in space!

Look at the calendar again. Which activities would you like

to do? Why?

Awelcome letter uses “you” to give the reader information.
Why do you think it does this?

Unit1


Think
Oo

Think of ideas for a summer camp for children. Write as many
ideas as you can.

Description

Camp

(

Activities

——y
How can we learn about the universe?

Unit 1

7

Organize and Plan
©

writing focus
When we write a welcome letter, we use formal language.
Formal

Informal

Does not use contractions

Uses contractions

You are going to have
a great time.

You’re going to have
a great time.

Does not use abbreviations
Monday

Uses abbreviations
Mon.

Uses formal words and greetings

Uses informal words and greetings

Dear Space Campers,

Hey Mom and Dad,

Look at the letter and calendar in ©. Write the formal words.
T1 WơtlllEfidbØúfBúENEISE:a
2 Thanks for joining our pogram.
3

8

__.

Bye,

4 Wed.
@

y
———————

—

ee

—

Look at your description in (). Describe your camp using formal words.

Unit 1) = How can we learn about the universe?

Write
@

Now write your welcome letter and a calendar for your camp.

Use your work in activities ) - to help you.
Greeting

Welcome

Refer to calendar
Thank the reader
Closing

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

|
Ị

Edit
oO

Read and check. Now read your partner's writing and check
if you agree.
In my welcome letter:

af

L]

CI

I can write a formal greeting and a formal closing.

L]

L]

T1 can use formal language.

L]

Ican write complete sentences.

ae

How can we learn about the universe?

Unit 1

q


FOCUS: Topic sentence and concluding sentence

OUTPUT:

An informational text

How can we learn from the past?
Words to know.
fossil

preserve
discover

palaeontologist
examine

shark

dinosaur
scientist

footprint
prehistoric

determine
reptile

Read
©
@

An informational text gives readers real information about something.

What types of informational texts have you read?

Read the informational text.

Learning from Fossils
A fossil is a part ofa plant or animal that
has been preserved
in the Earth. Fossils,
like bones, teeth, and footprints, help
people learn important things about

the past.

Palaeontologists learned a lot about

dinosaurs from their fossilized footprints.
They determined whether some
dinosaurs walked on two or four legs,

and if a dinosaur traveled in groups
or alone, by looking at the number

of footprints. They learned that many

dinosaurs walked with their tails in the

air, because the footprints
did not have
any “drag marks” near them.
10

Unit2

Howcanwelearn from the past?


By looking
at how far apart some footprints were,

palaeontologists discovered the fastest dinosaurs

could run over 40 kilometers per hour.
By examining fossilized sharls teeth,
scientists determined that sharks
lived over 400 million years ago,

before the dinosaurs. They learned

that one prehistoric shark, called
Squalicorax, had teeth with edges
like a knife. Scientists discovered

that the Squalicorax

ate large fish

and reptiles, because they found
fossilized bones of these animals

with Squalicorax teeth in them!

People will continue to learn even
more about the past from fossils.

Understand
@

What is the main idea of the text? Circle.
a Fossils are found in many parts of the world.
b People learn about the past from fossils.

¢ People learn the most from dinosaur and shark fossils.

d People learn about the future from fossils.

oO

According to the text, what have people learned from fossils? Check.
1

some dinosaurs traveled in groups

2

most dinosaurs walked with their tails on the ground

3

some dinosaurs could run fast

4

dinosaurs are older than sharks

5

sharks could swim fast

6

sharks ate large fish and reptiles
How can we learn from the past?

Unit2

T1


@

Look at the last sentence of the text. What does it do? Check.
summarizes the information in the text
makes a prediction about what will happen in the future
gives the writer’s opinion

@

Look at the photo of fossilized dinosaur footprints. What can you
guess about the dinosaurs by looking at the footprints?

e

If you found a fossilized shark tooth, what would you do with it?

12

Unit2

Howcar


Think
©

What other things can we use to learn about the past?
Write as many ideas as you can.

k

f

ani

that

4

sundials that tell time

==

live

tod

SE

ancient pottery
ancient jewelry

đồ

Choose one of the things in (") to write about in an informational text.

What do you know about this object? What do you want to know? Write.
Thing from the past:
K What I know

@)

W What I want to know

L What I learned

Use books, magazines, or the Internet to find out about your object

from the past. You can also ask someone in your family. Write what
you have learned in the“L” column in the chart in).

How can we learn from the past?

Unit2

13


Organize and Plan

Q

Writing focus
A topic sentence gives the main idea of a text. It is near the beginning.
Fossils, like bones, teeth, and footprints, help people learn important things

about the past.
A concluding sentence can summarize a text, give an opinion, or make a

prediction. It is near the end.
Summary: People learn many important things about the past from fossils.
Opinion: I think everyone should read about fossils and what they tell us
about the past.

Prediction: People will continue to learn even more about the past from fossils.

Look at the text in (). What kind of concluding sentence did the
writer use?

Look at your ideas in (). Write a topic sentence and three kinds

of concluding sentences for your informational text.
Topic sentence:

Concluding sentences
Summary:
Opinion:

Prediction:
Now circle your best concluding sentence.

Look your ideas in ()). Choose the six most interesting facts
and write them in a logical order.

14

Unit 2

How can we learn from the past?


Write
@

Now write your informational text to explain what can be learned

from the past. Use your work in activities ({) - () to help you.
Title

Ts

<

Topic sentence

Facts

Concluding

sentence

Edit
Oo

Read and check. Now read your partner's writing and check

if you agree.

In my informational text:
L]
L]

~

1 can write q †opic sentence and a concluding senlence.
LI

Ican write facts about my object from the past.

w

wcanwelearn from the past?

Unit2

15


FOCUS:

Summarizing witha bar graph

OUTPUT:

A bar graph

How far does your food travel?
Words
organic
compare

to know.
fresh

process

lemon

pear

local
strawberry

grocery store
mushroom

Read
©

A bar graph shows data organized in a diagram. Look at the
bar graph on page 17. What two things does it compare?

@

Read the text.

FOOD

TRAVELS
~

Eating local food is better than eating food that comes from far
away.The shorter the travel, the fresher the food is. Organic
beans that come from far away are healthier than a can of
processed beans, but local beans from a farmer’s market are
the best option! However, eating local foods can be expensive,

so you have to make the best choices for yourself.

16

Unit3

How fardoesy

t food travel?


So, how far does
our food travel?
We compared
the foods from
a local farmer's
market anda local
grocery store.

How Far Food Travels
100

q0
80
70
60
50

40
30

20
10

(Farmer's Market
â

o

Grocery Store

ô

`

â

v
w

et

@

â

Ss

&&
&

@

Ss

`4

sOo
rad

`

Oo

Undersand
Q

Write the numbers.
How far do ... travel?

1 Lemons

Farmer’s Market

Grocery Store

15 km

2 Pears

3 Strawberries

——

4 Carrots

5 Mushrooms
6 Beans
oO

Read the text in ©). Put the sentences in order from best (1) to worst (3).
Buy organic tomatoes from Chile at a grocery store.

Buy a can of tomatoes that comes from Italy.
Buy tomatoes from a local farmer's market.

How far does your food travel?

Unit3

17


@

Now read some information about other fruits and vegetables.

Then read the bar graph. Label the bar graph with the correct
fruit or vegetable.

Apples and onions travel five kilometers from the farm to the farmer's

market. Oranges travel 10 km, and potatoes travel 15 km.

Distance in km

Apples travel 20 km to get to the grocery store. Onions travel 35 km,
oranges travel 70 km, and potatoes travel 45 km.

Farmer's Market

@

18

Food

@&

Grocery Store

Why do you think it’s better to buy local food? What might be
bad about buying local food?

Unit3

How fardoes your food travel?


Think
e

What fruits and vegetables do you and your family eat? Make a list.

Hi) Look at the chart. Find six of the foods you wrote in ©. Circle.
Food

Travel to grocery
store in km

Travel to farmer’s
market in km

5

20

20

55

Beans

5

us

Carrots

10

20

15

70

5

25

Lemons

15

95

Mangos

25

85

Mushrooms

5

50

Onions

5.

35

Oranges

10

70

Peaches

10

65

5

HO

Potatoes

15

45

Strawberries

10

60

Tomatoes

5

30

Apples
Avocado

Cucumber
Grapes

Pears

How far does your foodtravel?

Unit3

19


Organize and Plan
Writing focus
Bar graphs help to summarize information. A bar graph has these parts:
Title Key words that explain what the graph is about
Labels Words on the side and the bottom that explain the information
ina graph
Scale Numbers that show the units of measurement

© Bars These measure the information
Key Words that show what the bar colors represent

Look at the bar graph. Write the names of the parts.

ee

2,

How Far Food Travels

i Farmer's Market
™& Grocery Store

Beans

@

Mushrooms

Se

Carrots

Strawberries

Pears

Food

Lemons

Use the foods you circled in ©) for your bar graph.
Write information for your graph in the spaces below.

Title
Labels
Scole

Key
20

and
0kmto.................... (highestnumber for food you circled in @))

and

Unit3 = How far does your food travel?


Write
@

Now make your bar graph. Use your work in @- ©) to help you.

70
65
60

E| 4s

55

| 40

| 35

| 30
25)
20
15

ơ

10

Edit
@

Read and check. Now read your partner's writing and check
if you agree.
In my bar graph:
L]

Ican write a title that describes my graph.

L]

L]

I can write labels and make a key for my graph.

L]

L]

I can fill in bars for my graph.

x

How far does your food travel?

Unit3

21


FOCUS:

4

Supporting an opinion with reasons

OUTPUT:

makes something art?
Words to know.
graffiti
legal

improve

spray paint

famous

talented

paintbrush

canvas

beautiful
ruin

illegal
complex

Read
@

An opinion text gives the writer's point of view about a topic.
What strong opinions do you have?

@

Reod the opinion †ex†s below.

Tonya Summers
ea
=
oH

a
=
3
ey
zed
=
Ba
H33

22

In my opinion, graffiti is art. One reason
is because graffiti often improves a
building. Some buildings are very ugly,
but graffiti makes them look better.
Another reason is that many people
have become famous for their graffiti.
Some graffiti artists are very talented
people who paint beautiful pictures. The
final reason is that people appreciate
looking at graffiti, and art is something
for people to enjoy. | don’t think people
should put graffiti on buildings illegally,
but there are a lot of legal places for
graffiti, like graffiti parks. For these
reasons, graffiti is definitely art!

Unit

= What makes something art?

An opinion text


a

Dan Jones

a
Eủ
a
g
H
&
gE
EB
#]
#
=

| don’t think graffiti is art. First of all, it
is illegal. People use spray paint instead
of paintbrushes, and they use buildings
like they are canvases. Secondly, graffiti
should not be called art because it
is often ugly. Graffiti ruins buildings.
Finally, graffiti shouldn’t be called art
because you don’t need talent to do it.
You don't have to be a real painter or
paint complex pictures to make graffiti.

For these reasons, | believe graffiti is

Đ

not art.

Understand
â

Answer the questions.
1. Who thinks graffiti is art?

2 Who doesn't think graffiti is art?
©

Are these statements facts (F) or opinions (O)? Write F or O.
1 ____ Graffiti is art.
2

__

3

__.... Graffiti can be illegal.

‡ _
5

6
@

Graffiti isn’t art.
There are graffiti parks where people can make graffiti.
____ Some people have become famous for their graffiti.

___. Graffiti is ugly.

Do you think graffiti should be legal or illegal? Explain your opinion.

What makes something art?

Unit4

23


@

Read the opinions below. Write (A) if the opinion supports graffiti
and (B) if the opinion does not support graffiti.
1

Graffiti makes ugly buildings look better.

2 ___

Graffiti is ugly.

3

_ Anyone can be a graffiti artist.

t‡ _

People who make graffiti are real artists.

5

People like to look at graffiti.

6 ___. Making graffiti is illegal.
@

Look at the graffiti. What do you like about it? What dont you like?

â

Why do you think people make graffiti?

24 =

Unit&

Đ=What makes something art?