LR5 below level

Introduction
Scott Foresman Reading Street provides
over 600 leveled readers that help children
become better readers and build a lifelong
love of reading. The Reading Street leveled
readers are engaging texts that help children
practice critical reading skills and strategies.
They also provide opportunities to build
vocabulary, understand concepts, and develop
reading fluency.
The leveled readers were developed to be
age-appropriate and appealing to children at
each grade level. The leveled readers consist
of engaging texts in a variety of genres,
including fantasy, folk tales, realistic fiction,
historical fiction, and narrative and expository
nonfiction. To better address real-life reading
skills that children will encounter in testing
situations and beyond, a higher percentage of
nonfiction texts is provided at each grade.

USING THE LEVELED READERS
You can use the leveled readers to meet the
diverse needs of your children. Consider using
the readers to
practice critical skills and strategies
build fluency
build vocabulary and concepts
build background for the main selections in
the student book
provide a variety of reading experiences,

e.g., shared, group, individual, take-home,
readers’ theater

The Reading Street leveled readers are
leveled according to Guided Reading criteria
by experts trained in Guided Reading. The
Guided Reading levels increase in difficulty
within a grade level and across grade levels.
In addition to leveling according to Guided
Reading criteria, the instruction provided
in the Leveled Reader Teaching Guide is
compatible with Guided Reading instruction.
An instructional routine is provided for each
leveled reader. This routine is most effective
when working with individual children or
small groups.

MANAGING THE CLASSROOM
When using the leveled readers with
individuals or small groups, you’ll want to keep
the other children engaged in meaningful,
independent learning tasks. Establishing
independent work stations throughout the
classroom and child routines for these work
stations can help you manage the rest of
the class while you work with individuals or
small groups. Possible work stations include
Listening, Phonics, Vocabulary, Independent
Reading, and Cross-Curricular. For classroom
management, create a work board that lists

the work stations and which children should
be at each station. Provide instructions at
each station that detail the tasks to be
accomplished. Update the board and alert
children when they should rotate to a new
station. For additional support for managing
your classroom, see the Reading Street
Centers Survival Kit.

© Pearson Education

•
•
•
•
•

GUIDED READING APPROACH

4

16911_FM_G5 4

Introduction

1/11/06 2:47:14 PM


USING THE LEVELED READER
TEACHING G UIDE

The Leveled Reader Teaching Guide provides
an instruction plan for each leveled reader
based on the same instructional routine.
The Introduction includes
suggestions for creating interest in the text
by discussing the title and author, building
background, and previewing the book and
its features.

INTRODUCE THE BOOK

Before students begin reading
the book, have them set purposes for reading
and discuss how they can use the reading
strategy as they read. Determine how you
want students in a particular group to read
the text, softly or silently, to a specific point or
the entire text. Then use the Comprehension
Questions to provide support as needed and
to assess comprehension.

READ THE BOOK

The Reader Response
questions provide opportunities for students
to demonstrate their understanding of the text,
the target comprehension skill, and vocabulary.
The Response Options require students to
revisit the text to respond to what they’ve
read and to move beyond the text to explore

related content.
REVISIT THE BOOK

The Skill Work box provides
instruction and practice for the target skill and
strategy and selection vocabulary. Instruction
for an alternate comprehension skill allows
teachers to provide additional skill instruction
and practice for students.

SKILL WORK

USING THE GRAPHIC ORGANIZERS

Use the assessment forms that begin on
page 6 to make notes about your students’
reading skills, use of reading strategies, and
general reading behaviors.
(pp. 6–7) Provides
directions for measuring a student’s fluency,
based on words correct per minute (wcpm),
and reading accuracy using a running record.

MEASURE FLUENT READING

(p. 8) Allows you
to note the regularity with which students
demonstrate their understanding and use of
reading skills and strategies.

OBSERVATION CHECKLIST

(p. 9) Helps
students identify their own areas of strength
and areas where they need further work. This
form (About My Reading) encourages them
to list steps they can take to become better
readers and to set goals as readers. Suggest
that students share their self-assessment
notes with their families so that family
members can work with them more effectively
to practice their reading skills and strategies
at home.
STUDENT SELF-ASSESSMENT

READING STRATEGY ASSESSMENT (p. 10)
Provides criteria for evaluating each student’s
proficiency as a strategic reader.
PROGRESS REPORT (p. 11) Provides a means to
track a student’s book-reading progress over
a period of time by noting the level at which a
student reads and his or her accuracy at that
level. Reading the chart from left to right gives
you a visual model of how quickly a student
is making the transition from one level to the
next. Share these reports with parents or
guardians to help them see how their child’s
reading is progressing.

© Pearson Education

Graphic organizers in blackline-master format
can be found on pages 132–152. These can
be used as overhead transparencies or as
student worksheets.

ASSESSING PERFORMANCE

Introduction

16911_FM_G5 5

5

1/11/06 2:47:16 PM


Measure
Fluent Reading
Taking a Running Record
A running record is an assessment of a student’s oral reading accuracy and oral reading fluency.
Reading accuracy is based on the number of words read correctly. Reading fluency is based on the
reading rate (the number of words correct per minute) and the degree to which a student reads with a
“natural flow.”

How to Measure Reading Accuracy
1. Choose a grade-level text of about 80 to 120 words that is unfamiliar to the student.
2. Make a copy of the text for yourself. Make a copy for the student or have the student read aloud
from a book.
3. Give the student the text and have the student read aloud. (You may wish to record the student's

reading for later evaluation.)
4. On your copy of the text, mark any miscues or errors the student makes while reading. See the
running record sample on page 7, which shows how to identify and mark miscues.
5. Count the total number of words in the text and the total number of errors made by the student.
Note: If a student makes the same error more than once, such as mispronouncing the same word
multiple times, count it as one error. Self-corrections do not count as actual errors. Use the
following formula to calculate the percentage score, or accuracy rate:
Total Number of Words – Total Number of Errors
x 100 = percentage score
Total Number of Words

Interpreting the Results
• A student who reads 95–100% of the words correctly is reading at an independent level and may
need more challenging text.
• A student who reads 90–94% of the words correctly is reading at an instructional level and will likely
benefit from guided instruction.
• A student who reads 89% or fewer of the words correctly is reading at a frustrational level and may
benefit most from targeted instruction with lower-level texts and intervention.

How to Measure Reading Rate (WCPM)
1. Follow Steps 1–3 above.
2. Note the exact times when the student begins and finishes reading.
3. Use the following formula to calculate the number of words correct per minute (WCPM):

Interpreting the Results
By the end of the year, a fifth-grader should be reading approximately 130–140 WCPM.

6

16911_FM_G5 6

© Pearson Education

Total Number of Words Read Correctly
x 60 = words correct per minute
Total Number of Seconds

Measure Fluent Reading

1/11/06 2:47:17 PM


Running Record Sample
Running Record Sample

Notations
Accurate Reading
The student reads a word correctly.

✓

✓

✓

✓

✓

✓ ✓

Did you know that every day in
✓
✓
✓
✓
✓
✓
cities across the United States, students
✓
✓
✓ ✓
✓
✓
just like you are helping others?
✓

✓

H

✓

✓

✓

✓

✓

✓

In New York City, seventy-six
✓
✓
✓
✓
✓
✓
students from Harlem teamed up with
✓
✓
✓
✓
✓
four Olympic athletes to transform
✓
✓
✓
✓ ✓
✓
a run-down park into a playground
✓
✓
✓
✓
featuring a daffodil garden.

© Pearson Education

✓ every

✓

✓

✓

The student hesitates over a word, and the
teacher provides the word. Wait several seconds
before telling the student what the word is.

✓

Each year in Louisiana, a young
✓
✓
✓
✓
✓
✓
student and her younger brother have
✓
✓
✓
✓
✓
gone around collecting stuffed animals
✓the ✓

✓
✓ ✓ ✓
✓
for children who live in a homeless
✓
shelter.
✓

Hesitation

✓

✓

And each year in Indiana, a young
✓
✓
✓
✓
✓
student has gone around collecting
sc
✓
✓
✓ ✓
✓
hundreds of bundles of baby clothes
✓
✓
✓

✓
✓ ✓ ✓
✓
and other baby items. In the fall she
✓
✓ ✓ ✓ ✓
✓
✓
delivers them to a home for mothers
/tug/
✓ ✓
✓
✓
who are having tough times.

Insertion
The student inserts words or parts of words that
are not in the text.

Omission
The student omits words or word parts.

Substitution
The student substitutes words or parts of words
for the words in the text.

Self-correction
The student reads a word incorrectly but then
corrects the error. Do not count self-corrections
as actual errors. However, noting self-corrections

will help you identify words the student finds
difficult.

Mispronunciation/Misreading
The student pronounces or reads a word
incorrectly.

—From Using Special Talents
On-Level Reader 5.2.1

Running Record Results
Total Number of Words: 107
Number of Errors: 5

Reading Accuracy
114 – 5
x 100 = 95.327 = 95%
114

Reading Time: 51 seconds

Accuracy Percentage Score: 95%

Reading Rate—WCPM
102
x 60 = 120 = 120 words
51
correct per
minute
Reading Rate: 120 WCPM

Running Record Sample

16911_FM_G5 7

7

1/11/06 2:47:19 PM


Observation Checklist
Student’s Name
Behaviors Observed

Date
Always
(Proficient)

Usually
(Fluent)

Sometimes
(Developing)

Rarely
(Novice)

Reading Strategies and Skills
Uses prior knowledge and preview
to understand what book is about

Makes predictions and checks them
while reading
Uses context clues to figure out
meanings of new words
Uses phonics and syllabication
to decode words
Self-corrects while reading
Reads at an appropriate reading rate
Reads with appropriate intonation and stress
Uses fix-up strategies
Identifies story elements:
character, setting, plot, theme
Summarizes plot or main ideas accurately
Uses target comprehension skill
to understand the text better
Responds thoughtfully about the text

Reading Behaviors and Attitudes
Enjoys listening to stories
Chooses reading as a free-time activity
Reads with sustained interest and attention
Participates in discussion about books

© Pearson Education

General Comments

8

16911_FM_G5 8

Observation Checklist

1/11/06 2:47:22 PM


About My Reading
Name

Date

1. Compared with earlier in the year, I am enjoying reading
more

less

about the same

2. When I read now, I understand
more than I used to

about the same as I used to

3. One thing that has helped me with my reading is

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
4. One thing that could make me a better reader is

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
5. Here is one selection or book that I really enjoyed reading:

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
6. Here are some reasons why I liked it:

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

© Pearson Education

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
About My Reading

16911_FM_G5 9

9

1/11/06 2:47:23 PM


Building Background
Comments:

Not sh
ow

Emerg
ing

Devel
oping

Profic
ie

Teacher
_____________________________________________

nt

Date
Student
_____________________________________________

ing tr
ait

Reading Strategy Assessment

Previews
Asks questions
Predicts
Activates prior knowledge

Sets own purposes for reading
Other:

Comprehension
Comments:

Retells/summarizes
Questions, evaluates ideas
Relates to self/other texts
Paraphrases
Rereads/reads ahead for meaning
Visualizes
Uses decoding strategies
Uses vocabulary strategies
Understands key ideas of a text
Other:

Fluency
Comments:

Adjusts reading rate
Reads for accuracy
Uses expression
Other:

Connections
Comments:

Relates text to self
Relates text to text

Relates text to world
Other:

Self-Assessment

Is aware of: Strengths

Comments:

Needs
Improvement/achievement

Maintains logs, records, portfolio
Works with others
Shares ideas and materials
Other:

10

16911_FM_G5 10

© Pearson Education

Sets and implements learning goals

Reading Strategy Assessment

1/11/06 2:47:23 PM

Progress Report
Student’s Name
At the top of the chart, record the book title, its grade/unit/week (for example, 1.2.3), and
the student’s accuracy percentage. See page 6 for measuring fluency, calculating accuracy
and reading rates. At the bottom of the chart, record the date you took the running record. In
the middle of the chart, make an X in the box across from the level of the student’s reading—
frustrational level (below 89% accuracy), instructional level (90–94% accuracy), or independent
level (95–100% accuracy). Record the reading rate (WCPM) in the next row.

Book Title

Grade/Unit/Week
Reading Accuracy
Percentage

L E V EL

Frustrational
(89% or below)
Instructional
(90–94%)
Independent
(95% or above)

© Pearson Education

Reading Rate (WCPM)

Date

Progress Report

16911_FM_G5 11

11

1/11/06 2:47:24 PM


5.1.1

The Spelling Bee
SUMMARY

The story is about Kate, a fifth
grader with dyslexia. After being tested and
diagnosed, Kate had to give up going to camp
with her friends over the summer, and instead
worked on improving her reading. Her effort
paid off when she excelled at the school
spelling bee.
assignment
expanded
procedures
worshipped

INTRODUCE THE BOOK
INTRODUCE THE TITLE AND AUTHOR

Discuss

with students the title and the author of The
Spelling Bee. Based on the title, ask students
what kind of information they think this book
will provide. If students know what a spelling
bee is, ask them to share what they know.
Ask why the author might have given the book
this title.
BUILD BACKGROUND Ask students if they’ve
ever been frustrated or had a hard time with
something. How did they feel? How did they
handle this challenge? Did they come up with
a plan to make things better? How well did it
work? Discuss with students the meaning of
the word courageous. How might courage help
us when we face challenges?
PREVIEW/USE TEXT FEATURES

Invite students
to look at the pictures in the book. Ask: Who
is the main character? Have students look
on pages 12–13. Ask: What is the main
character doing? Why does she seem sad?
Have students look through to the end of
the book. Ask them how they think this story
will end.

12

READ THE BOOK
SET PURPOSE

Have students set a purpose
for reading The Spelling Bee. You may guide
students by suggesting that they think about
questions they have about the main character
or about the title itself.

STRATEGY SUPPORT: PRIOR KNOWLEDGE

LESSON VOCABULARY

acquainted
essential
guaranteed
reputation

CHARACTER AND PLOT
PRIOR KNOWLEDGE

As students read the book, encourage them
to connect the text to their own lives. For
example, after reading page 3, you may say:
“This reminds me of a time I got in trouble for
talking in class.” Making these connections
can help students better understand the
characters in a story and their motivations.

COMPREHENSION QUESTIONS
PAGES 3–7

What did you learn about Kate’s
character through her interactions with Mr.
Harper? (She’s a chatterbox; she has trouble
following rules; she wants to try hard; she’s
worked hard this year.)

PAGES 12–13

How did you feel when you read
about Kate having to stay home from camp?
(felt bad that Kate couldn’t be with her friends)
PAGE 16

Think about challenges in your own
life. How does this help you understand what
Kate was going through? (Possible response:
Students may suggest, that like Kate, they’ve
felt frustrated, nervous, excited.)

PAGE 19

What do you think the climax, or
high point, of the story is? The resolution, or
outcome? (Climax: When Kate is asked to spell
“pneumonia.” Resolution: After the first round
when Kate feels that she can do anything she
puts her mind to.)

To help reinforce comprehension,
invite students to retell the story in their

own words.

The Spelling Bee

16911_LRD_TG_012-013 12

12/28/05 12:47:35 PM


REVISIT THE BOOK
READER RESPONSE

1. He is strict but caring; contributed by
emphasizing that Kate can overcome her
reading difficulties if she didn’t become
distracted.
2. Know: Dyslexia is a disorder that causes
people to have difficulty reading; Want to
know: Possible response: Whether scientists
are working to find a cure for it.
3. Assign is a verb; assignment is a noun.
Assign means “to give as a share; allot,”
while assignment means “something
assigned.” Sentences will vary.
4. Possible responses: Kate will do well,
because of all her hard work. Or: Her
dyslexia may cause her to lose.
EXTEND UNDERSTANDING

Tell students that

when a story starts in the present and then
looks back to something that happened previously, it is called a flashback. Ask students
what happens on page 9. Ask students where
the flashback sequence ends. (Page 16)
What did students learn in the flashback that
helped them understand more about Kate and
her challenges?

RESPONSE OPTIONS

WRITING AND SPEAKING Use the vocabulary
words from the book and hold a class spelling
bee. Afterward, have students write how they
felt about the experience. Were they nervous
performing in front of the class?
WORD WORK

Look up the word essential in the
dictionary. What is its base? Have students
look at the definition of essence. (The qualities
of a thing that give it its identity; indispensable
properties.) Ask students to think about things
that are essential to them. Are these things
part of their essence, or identity? How?

Skill Work
TEACH/REVIEW VOCABULARY
Review the vocabulary words with students.
Have them write the words and underline
the base word in each word except essential.

Ask students how the meaning of the word
essential is similar to the concept of a base
word.

TARGET SKILL AND STRATEGY
CHARACTER AND PLOT

Remind students
that the plot is the pattern of events in
the story. As they read the story, have them
create story maps to track the events in the
story. Make sure students understand that
there is a shift in time, or flashback, that
begins on page 9.
PRIOR KNOWLEDGE Remind students
that prior knowledge is what they already
know about a topic. Tell students that when
they read a story, they can think about
how it connects to their lives to help them
understand more about the characters and
the plot. Have students brainstorm and
write down notes about challenges that they,
friends, or characters in other books have
faced. Invite students to share their findings.

ADDITIONAL SKILL INSTRUCTION
GRAPHIC SOURCES

Remind students that
graphic sources can include charts, maps,

drawings, posters, and diagrams. They can
be used to help their understanding of the
character and the plot. As students read,
have them create two character webs, one
for Kate and one for Mr. Harper.

SOCIAL STUDIES
CONNECTION
Watch a portion of the
documentary movie,
Spellbound, to learn more about the
national spelling bee and how contestants
prepare for the challenge.

The Spelling Bee

16911_LRD_TG_012-013 13

13

12/28/05 12:47:36 PM


Name

The Spelling Bee

Character and Plot
• The plot is an organized sequence of events.
• A character is a person who takes part in the events of a story.

1. Name some main characters in The Spelling Bee.

2. How does The Spelling Bee begin?

3. What is the problem in the story?

4. What do we learn in flashback?

5. What is the climax?

© Pearson Education 5

6. What is the resolution?

14
16911_LRD_TG_014-015 1

12/28/05 12:48:13 PM


The Spelling Bee

Name

Vocabulary
Directions In each of the following sentences, underline the synonym for the vocabulary word in ( ).
Note: Some synonyms may include more than one word.

Check the Words You Know

acquainted
essential
guaranteed
reputation

assignment
expanded
procedures
worshipped

1. Our teacher said it was necessary to bring our coats on the hike. (essential)
2. Paulo was friendly with all his neighbors. (acquainted)
3. Alice adored her new puppy. (worshipped)
4. “The project our teacher gave out yesterday was easy!” exclaimed Jasper. (assignment)
5. He had a good opinion of people about him. (reputation)
6. The two recipes showed different processes for making the same cookies. (procedures)
7. I made sure I had a chance for a good grade by studying hard. (guaranteed)
8. Reading that book stretched my horizons. (expanded)
Directions Select two vocabulary words and use each in a sentence below.

© Pearson Education 5

9.

10.

15
16911_LRD_TG_014-015 2

12/28/05 12:48:13 PM

5.1.2

Storm Danger!

CAUSE AND EFFECT
MONITOR AND FIX UP

Most storms cause few risks,
but some—thunderstorms, flash floods,
tornadoes, hurricanes, and blizzards—can
be very dangerous. This book describes the
effects of such storms and gives students
tips on how to remain safe.

READ THE BOOK

LESSON VOCABULARY

STRATEGY SUPPORT: MONITOR AND FIX UP Have
students work in small groups to prepare an
outline of Storm Danger! Remind students that
an outline can help them better understand
how a piece of writing is organized and
can serve as a way of summarizing text to
support comprehension. Text features such
as captions and chart headings (as in the
“Protect Yourself” lists) can help with the
outline’s structure. Have students use this as

an opportunity to review sections of the text
that they found confusing.

SUMMARY

branded
daintily
lullaby
resourceful
veins

constructed
devastation
pitch
thieving

INTRODUCE THE BOOK
INTRODUCE THE TITLE AND AUTHOR

Discuss with
students the title and the author of Storm
Danger! Have students discuss what dangers
they expect to read about.

BUILD BACKGROUND

Ask students to describe
their experiences—either personal or what
they have seen in movies or on TV—with
thunderstorms, flash floods, tornadoes,

hurricanes, and blizzards. Ask: What are some
dangers of each storm?
Point out that storms have different
names depending on the geographical area in
which they occur. Invite students to name the
types of storms that occur in their native land,
such as typhoons or monsoons. Ask students
to share personal experiences they may have
had with such storms.

PREVIEW/USE TEXT FEATURES

Have
students preview the book by looking at
the photographs and the “Protect Yourself”
charts throughout the text. Ask: What do you
think you will learn from this book?

16

SET PURPOSE

Ask students to set a purpose
for reading Storm Danger! Ideas might include
learning about the effects and dangers of
different types of storms and understanding
how to protect yourself from them.

COMPREHENSION QUESTIONS
PAGES 6–7

What are some common effects of
thunderstorms? (strong winds that knock over
trees or power lines; hail; lightning; flooding)

PAGE 8

If a boy and a tall tree were both
standing in a field, which would lightning be
most apt to hit? Why? (the tree because it is
taller)
PAGE 12 Where do tornadoes tend to occur?
(in the plains of the U.S., between the Rocky
Mountains and the Appalachian Mountains)
PAGE 14

What causes a hurricane? (a tropical
storm in the ocean builds up speed)

PAGE 17

Name three things you can do to
protect yourself during a blizzard. (Possible
responses: don’t travel by car; have a batteryoperated radio; wear layers)

Storm Danger!

16911_LRD_TG_016-017 16

12/28/05 12:48:42 PM

REVISIT THE BOOK
READER RESPONSE

1. Answers will vary. Causes: hail, lightning,
floods, strong winds; Effects: trees toppling,
damage to buildings, fires, roads being
washed away
2. Flash floods happen because the rain
comes so quickly that it cannot be absorbed
by the ground.
3. Pitch (verb) means “to throw.” Veins are also
methods of expression or style. Sentences
will vary.
4. Possible response: They are safety
checklists.
EXTEND UNDERSTANDING

Discuss how the
“Protect Yourself” bulleted lists succinctly
present safety tips in a way that makes the
tips easy to access. Ask: What are the advantages of using bulleted lists when presenting
information?

RESPONSE OPTIONS
SPEAKING

Have students use the information
in the book on thunderstorms (or one of the

other types of storms common to your area)
to write up and present short radio or TV
weather bulletins about how to prepare for
such a storm.

SCIENCE CONNECTION
Have students work in
small groups to research
the causes and effects of a
typhoon or monsoon. Have them
work together to create a “Protect Yourself”
bulleted list for the storm chosen.

Skill Work
TEACH/REVIEW VOCABULARY
Write the vocabulary words on the board and
invite students to define them. Then have
students work in small groups to act out the
words in simple charades.

TARGET SKILL AND STRATEGY
CAUSE AND EFFECT

Remind students that
a cause is why something happened; the
effect is what happened. Discuss how a
cause (such as a storm) may have multiple
effects, and an effect (such as flooding)
may have more than one cause. Remind
students that clue words like because and so

may indicate cause and effect. As they read,
encourage students to ask themselves: What
happened? What caused it to happen? Point
out that this book is organized to describe
the effects of each type of storm.
MONITOR AND FIX UP

Encourage students
to develop a reading plan. Note that there
are likely to be new words and challenging
concepts in the text, so students will want
to adopt strategies to check comprehension
as they read. Encourage students to use
fix-up strategies such as summarizing facts
to clarify ideas, slowing their reading rate,
and rereading chunks of text. Emphasize
that they can use graphic sources to aid
comprehension.

ADDITIONAL SKILL INSTRUCTION
DRAW CONCLUSIONS

Remind students that
a conclusion is a sensible decision reached
after you have thought about details or facts
you have read. Drawing conclusions is the
process of making those sensible decisions.
Encourage students to draw conclusions
as they read. For example, on page 8, after
reading that lightning hits the highest object,

students can conclude that they should
avoid high places or tall objects when
outdoors during a thunderstorm.

Storm Danger!

16911_LRD_TG_016-017 17

17

3/20/06 8:48:56 AM


Storm Danger!

Name

Cause and Effect
• A cause is the reason something happens. The effect is what happens.
• A cause may have more than one effect, and an effect may have more than one cause.

Directions Read the following passage. Then fill in the chart that follows.

Tornadoes occur when a warm, humid air mass meets with a cool, dry air mass. This
collision sometimes results in a powerful, swirling column of air. The tornado’s swirling winds
can exceed 300 mph. Tornadoes cause much damage by this sheer force of wind, but they also
have a strong updraft that can lift and carry objects.
A tornado can lift cars into the air and tear trees out of the ground. It can pull roofs from
houses, even if the houses are well constructed. Tornadoes can be strong enough to send glass
and wood flying through the air.

Tornado: Causes

1.

Tornado: Effects

1.

2.
2.
3.

5.

© Pearson Education 5

4.

18
16911_LRD_TG_018-019 1

12/28/05 12:49:14 PM


Storm Danger!

Name

Vocabulary

Directions Complete each sentence with a vocabulary word from the box. One word with two
different meanings is used twice.

Check the Words You Know
branded
devastation
resourceful

1. The
out the storm.

constructed
lullaby
thieving

daintily
pitch
veins

mother found a new safe spot for her son to wait

2. As the baby cried, her mother sang her a
3. Blood flows through your

to help her sleep.
.

4. The tornado caused a massive amount of
5. The men used
6. The

from the store.
7. The tree was
8. The
9. Jenny’s home is
10. The ballerinas moved

.
to repair the loose tiles on the roof.

teenagers began to hatch their plot to grab jewelry
black after it was struck by lightning.
in the leaf helped distribute water.
of stucco, with a tile roof.
across the stage.

© Pearson Education 5

Directions Write a paragraph about storms, using as many vocabulary words as you can.

19
16911_LRD_TG_018-019 2

3/20/06 8:49:27 AM


5.1.3

Stuk’s Village
SUMMARY

This is a fictional story about a
Native American boy named Stuk who lives
in the village of Shisholop, on the California
coast. Stuk describes how his people live,
eat, and trade. He also talks about the
stories the elders tell to explain the stars
and the weather.

LESSON VOCABULARY

gnawed
kelp
ravine
sinew

headland
lair
shellfish

INTRODUCE THE BOOK
INTRODUCE THE TITLE AND AUTHOR Discuss
with students the title and the author of
Stuk’s Village. Based on the illustrations, ask
students what kind of information they think
this book will provide. Ask them what they
think the author’s purpose is for writing this
book.
BUILD BACKGROUND

Discuss what students

know about Native Americans. Ask them to
think about stories they have read that taught
them about Native Americans. Prompt them
to discuss what kind of houses the Native
Americans lived in, what they ate, and what
they traded.

SETTING AND THEME
VISUALIZE

READ THE BOOK
SET PURPOSE

Have students set a purpose for
reading Stuk’s Village. Suggest that students
think about how Native Americans lived and
worked.

STRATEGY SUPPORT: VISUALIZE

As students
read about Stuk’s life, visualizing gives them a
chance to imagine how Native Americans lived
many years ago. Ask students to imagine what
it would be like to be a Native American child
in early history.

COMPREHENSION QUESTIONS
PAGE 3

What is the setting? (Shisholop village,
many years before European settlers arrived)
PAGE 3

What words or phrases on this page
help you visualize the setting? (round house of
willow and grasses; beds of rushes and mats;
pillows and blankets of fur)
PAGE 8

What is the theme here? (Trading is
important to the people in the village.)
PAGE 13 What is the author’s purpose here?
(to inform the reader about the things that
Native Americans traded)
PAGE 19 How does the story say the stars
were made? (The sun breaks a torch in two,
and the stars are the flying sparks.)

PREVIEW/USE TEXT FEATURES

As students
preview the book, ask them what the
illustrations tell them about the book. Draw
their attention to the illustration on page 6
and ask them how this is a clue to the story’s
content. Have them tell you if they think this
book is fiction or nonfiction.

20

Stuk’s Village

16911_LRD_TG_020-021 20

6/16/06 12:10:24 PM


REVISIT THE BOOK
READER RESPONSE

Skill Work

1. Possible response: beach, ocean,
mountains, huts, canoes, people of the
village at work.
2. Responses will vary, but may include feast,
roasted fish, dance, sing, make music.
3. homograph—bail: security given
for temporary release of prisoner;
homophone—bale: large bundle of goods;
sentences will vary.
4. Responses will vary.

TEACH/REVIEW VOCABULARY

EXTEND UNDERSTANDING

Have students look up each
vocabulary word in a dictionary and write

the definitions. Then have them write the
definitions in their own words.

As students review
the book, ask them to name some of Stuk’s
character traits. Prompt them to think about
his interaction with other characters in the
book.

RESPONSE OPTIONS
WRITING

Suggest students imagine what it
would be like to live as a Native American
child 400 years ago. Prompt them to think
about where they would live, what they would
eat and do for fun, and what they would learn.
Ask them to write a journal entry about a day
in the life of a Native American child.

SOCIAL STUDIES
CONNECTION
Students can learn more
about Native American
tribes, like the Chumash, by
researching them on the Internet or in the
library. Encourage them to find out about a
child their age in a Native American tribe.

Have students look up each vocabulary word

in a dictionary and write the definitions.
Then ask them to write a sentence using
each vocabulary word. Encourage them to
use as many vocabulary words in a sentence
as they can, making sure the sentences are
logical. Then have volunteers share their
sentences with the class or write them on
the board.

TARGET SKILL AND STRATEGY
SETTING AND THEME

Remind students
that setting is the time and place in which
a story occurs. As students read, ask them
to write down the setting of the story and
to ask themselves: How does the setting go
along with the theme? Remind students that
theme is the underlying meaning of a story,
a “big idea” that stands on its own outside
a story. As students read, have them answer
the following question: What does the writer
want me to learn or know from reading this
story?
VISUALIZE

Remind students that to
visualize is to create a picture in the mind.
As students read, prompt them to pay close
attention to the descriptions and sensory

details. Ask students if the mental pictures
that they form as they read are similar to
the illustrations in the book.

ADDITIONAL SKILL INSTRUCTION

AUTHOR’S PURPOSE Remind students that
an author’s purpose is his or her reason for
writing. Remind them that the four main
reasons for writing are to persuade, inform,
entertain, and express. Ask students to
name two reasons the author may have had
for writing this book.

Stuk’s Village

16911_LRD_TG_020-021 21

21

12/28/05 12:49:39 PM


Name

Stuk’s Village

Setting and Theme
• Setting is the time and place in which a story occurs.
• Theme is the subject or idea that a story is about.

Directions Based on your understanding of Stuk’s Village, answer the questions below.
1. What is the setting of the story?

2. How would the story be different if it were set in a different time?

3. What is the story’s theme?

© Pearson Education 5

4. Does the theme depend on the setting of the story? Why or why not?

22
16911_LRD_TG_022-023 1

12/28/05 12:50:07 PM


Stuk’s Village

Name

Vocabulary
Directions Complete each sentence with a word from the word box.

Check the Words You Know
gnawed
kelp
ravine
sinew

1. The fish hide in the
2. The dog
3. My family eats
4. The

headland
lair
shellfish

.
on the bone.
on Fridays.
flooded when it rained a lot.

5. We made rope from the animal’s
6. She stood on the
7. The fox sleeps in the

.
to see the boats coming.
by the tree.

Directions Write the vocabulary word that belongs with each group of words below.
8. gully, valley,
9. tendon, vein,
10. chewed, nibbled,

© Pearson Education 5

Directions Write a summary of Stuk’s Village using as many vocabulary words as you can.

23
16911_LRD_TG_022-023 2

12/28/05 12:50:08 PM


The Chicago
American Giants
SUMMARY

This book highlights the Chicago
American Giants, part of the Negro League
of the last century. It highlights some of the
team’s famous players and explains the role
of African Americans in the history of baseball.

LESSON VOCABULARY

confidence
mocking
unique
windup

fastball
outfield
weakness

INTRODUCE THE BOOK

INTRODUCE THE TITLE AND AUTHOR

Discuss
with students the title and the author of
The Chicago American Giants. Have students
look at the cover and ask them what kind of
information they think this book will provide.
Ask what two name places are in the title.
(Chicago, American) Based on the title, where
do students think part of the book will take
place? How does the photo on the cover give
even more clues to what this book might be
about? (baseball player, baseball)

BUILD BACKGROUND

Encourage students to
discuss any knowledge of baseball history.
Explore awareness of segregation in baseball.
Let students know that there was a time when
black and white baseball players did not play
on the same teams or in the same leagues.
Inform students that they will be reading a
book about one of the famous teams in the
Negro League, the Chicago American Giants.
PREVIEW/USE TEXT FEATURES

Invite students
to look through the book before they begin
to read. Ask them to note such features as

photos, captions, and the time line. Discuss
how these features can help them better
understand the material. (Features identify
places, people, and actions, and they organize
sequence of events.)

24

5.1.4
SEQUENCE
ASK QUESTIONS

READ THE BOOK
SET PURPOSE

Have students set a purpose for
reading The Chicago American Giants. If they
are unsure of what their purpose could be,
remind them that African Americans were not
always allowed to play on the same team as
white baseball players. Because of this, some
famous African American baseball players
are not as well known as they should be.
Students’ own interest in baseball, AfricanAmerican history, or related topics should
determine their purpose.

STRATEGY SUPPORT: ASK QUESTIONS

Revisit
how asking questions while reading can keep

a reader engaged with the information in
a text. Ask students to tell you the kind of
questions they might ask themselves as they
read. Offer as examples such questions as:
As I look at this photo, I really wonder about...
and I wonder if I am going to learn more about
what happened to... Tell students they should
write down two questions they come up with
while they read. Example: How long did the
Chicago American Giants play? Afterwards,
have students share their questions and any
answers they found.

COMPREHENSION QUESTIONS
PAGE 6

What were barnstormers? (African
American baseball teams that traveled around
to play games)
PAGE 7

The sentence The first season for
the Chicago American Giants started in 1911
answers what question? (When did the
Chicago American Giants first play?)
PAGE 10

Is the following sentence fact or
opinion? Foster had put together a great team
for the 1911 season. (opinion)

PAGE 16

Who was the first African American
to play for a major league team? (Jackie
Robinson)

The Chicago American Giants

16911_LRD_TG_024-025 24

12/28/05 12:50:32 PM


REVISIT THE BOOK
READER RESPONSE

Skill Work

1. Professional African American...; Rube
Foster and others...; The Eastern Colored
League is...; the Baseball Hall of Fame is...;
Jackie Robinson plays his first game.
2. Responses will vary.
3. fastball, outfield, windup; Sentences will
vary.
4. Possible response: It showed how African
Americans have been involved with baseball
since it began.

TEACH/REVIEW VOCABULARY

EXTEND UNDERSTANDING

TARGET SKILL AND STRATEGY

Discuss the following
with students: What kinds of photos are in
this book? Are they mostly action shots, or of
people standing still? How do these photos
help you understand the writen text? Have
each student pick a photo and describe in
their own words what they see.

RESPONSE OPTIONS
VIEWING

Have students go back and look at
the photos in the book. Note that the author
could have used illustrations but chose to use
photos. Ask students why the author might
have made this decision. Discuss how photos
and illustrations can have different effects on
the reader.
WRITING Work with students to turn the
information in this book into a poem or song.

SOCIAL STUDIES
CONNECTION
Encourage interested
students to learn more

about Jackie Robinson or
other people mentioned in the book.
They can do research in the library or on the
Internet. Suggest they share with the class
information they found the most interesting.

Challenge students to use vocabulary words
in sentences that relate to sports. Example:
The coach had great confidence that his team
would win.
Use gestures and illustrations to
help students understand the meaning of
the baseball-related words: outfield, windup,
fastball.
SEQUENCE

Remind students that
sequence means the order in which things
happen. Since this book is historical,
students should look for dates to help them
organize and understand when events take
place and how one event might lead to
another. Preview the graphic organizer in
Reader Response and let students know
they will fill it in after they read.
ASK QUESTIONS

Review how asking
questions before, during, and after reading
will help students focus and comprehend

the text. Students can generate questions to
help them focus on the sequence of events
that takes place in baseball history. Before
reading, ask students to think of a question
that relates to the sequence of events in
the history of baseball and African American
baseball players. For example: When did
baseball teams become integrated? Who were
some of the first well-known African American
baseball players? Students should look for
the answer to their question as they read.

ADDITIONAL SKILL INSTRUCTION
GENERALIZE

Remind students that a
generalization is a broad statement of fact
or opinion that applies to many examples. A
valid generalization is backed up by facts. Clue
words such as all, many, most, some, never,
few, and seldom may signal a generalization.
Encourage students to ask questions in order
to find generalizations in this text and to form
their own valid generalizations.

The Chicago American Giants

16911_LRD_TG_024-025 25

25

12/28/05 12:50:34 PM


Name

The Chicago American Giants

Sequence
• Sequence is the order in which events happen.

Directions Answer the questions on the lines below.
1. Before telling you the sequence of events in the history of the Negro League, the author
shows you a baseball game. Why do you think that is?

2. What did Rube Foster do that gave him enough experience to be manager of the Chicago
American Giants?

3. What event most likely caused the end of the Negro American League?

5. Which event came first? Circle the letter of the correct answer.
A. The international league bans teams with white players from signing
African American players.
B. Professional African American teams begin forming.

© Pearson Education 5

4. What event was the first step in desegregating baseball?

26

16911_LRD_TG_026-027 1

12/28/05 12:51:16 PM


The Chicago American Giants

Name

Vocabulary
Directions Complete each sentence with a word from the word box.

Check the Words You Know
confidence
mocking
unique
windup

fastball
outfield
weakness

1. Being the only one of its kind
2. A failing
3. Pitch thrown at a high speed with very little curve
4. Laughing at; making fun of
5. Firm belief in yourself
6. A swinging movement of the arms while twisting the body just before pitching the ball

7. The part of a basball field beyond the diamond or infield

Directions Select three vocabulary words and use each in a sentence below.
8.

© Pearson Education 5

9.

10.

27
16911_LRD_TG_026-027 2

12/28/05 12:51:16 PM


Immigrant Children
in New York City

5.1.5
CAUSE AND EFFECT
SUMMARIZE

In the early 1900s, many families
traveled to the United States looking for a
better life. These families faced difficult times.
Immigrant children had a hard time learning or
having fun. Their parents worked hard to give
them safe places to play and learn.

READ THE BOOK

LESSON VOCABULARY

STRATEGY SUPPORT: SUMMARIZE

SUMMARY

advice
circumstances
hustled
luxury
peddler

advised
elbow
immigrants
newcomer

INTRODUCE THE BOOK
INTRODUCE THE TITLE AND AUTHOR Discuss

with
students the title and the author of Immigrant
Children in New York City. Based on the title, ask
students what kind of information they think
this book will provide. Tell students that this
is a nonfiction book. Ask them to name other
nonfiction books they have read.
BUILD BACKGROUND Discuss with students
what challenges they think immigrant children

might have had. Ask them to think about how
they may have felt in a new situation, like the
first day of school or moving to a new house.
Remind them that these children had little
money and education. They may not even
have been able to speak English, read, or
write.

SET PURPOSE

Have students set a purpose for
reading Immigrant Children in New York City.
As they read, encourage them to think about
the causes and effects of immigration on the
children.

Remind
students that to summarize means to briefly
tell what happened in a story. Have students
review the main ideas in the story that
they wrote down. Ask them to write a short
summary of the entire book, based on their
notes of the most important parts.

COMPREHENSION QUESTIONS
PAGE 6

What caused immigrants to move to
America? (desire for more money and a better
life)

PAGE 7

Look at the photo and read the
caption. What does this tell you about
immigrants’ living conditions? (conditions were
poor)
PAGE 10 How did immigrant parents teach
their children about their heritage? (They
taught them songs, told stories, and celebrated
holidays by cooking traditional dishes.)
PAGE 18 What did Alice and Irene Lewisohn do
to improve the Lower East Side? (They opened
a playhouse.)

PREVIEW/USE TEXT FEATURES

Ask students to
review the photos and captions in the book.
As a class, discuss what students think they
will learn from the book. Record some of their
ideas to confirm predictions after reading.

28

Immigrant Children in New York City

16911_LRD_TG_028-029 28

12/28/05 12:51:39 PM