Navigating Nonfiction - Above the...

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Tools for Reading Success in the Content Areas

Teach the reading and writing skills your students need to excel

in science and social studies.

A Worktext Series for Grades 1–5

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NavigatingNonfiction

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Build Nonfiction Reading

Comprehension

Strengthen Nonfiction Writing for

Standardized Tests

Build Nonfiction Reading

Comprehension

Strengthen Nonfiction Writing for

Standardized Tests


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Tools for Reading Success in the Content Areas

Teach the reading and writing skills your students need to excel

in science and social studies.

A Worktext Series for Grades 1–5

3

Program Components

Classroom Nonfiction Poster• Visual snapshot of the five nonfiction structures

(Grades 2–5)

• Contrasts nonfiction and fiction (Grade 1)

Table of ContentsThe Need for Nonfiction Reading Instruction

4How Navigating Nonfiction Develops Content Reading Success

5Student Worktexts

6Teacher’s Guides

18How Navigating Nonfiction Supports the Common Core State Standards

22How to Order

24

20

6

PracticeYourSkills!Practice

YourSkills!

Compare/ContrastText Structure

Before You ReadVocabulary Fill in the chart.

As You ReadText Structure The writer ofthis article compares andcontrasts a Venus flytrap, a sundew, and a pitcher plant.As you read, underline thewords that tell how theseplants are different. Circle howthey are alike.

Text Features Look carefully at the boldfaced words andpronunciations to help youlearn and read new words.

After You Read1. Why do some plants eat meat?

2. How do the plants get bugsto land on them?

Word Where Found Example

nutrients

tentacles

ooze

Most plants make food from water,sunlight, and nutrients from soil. Why do some plants need meat? Meat-eating plants live where the soil doesn’t have a lot of nutrients. They get their nutrients from insects—like the one trapped inside this Venus flytrap.

Meat-EatingPlants!Meat-EatingPlants!

Stuck on a Sundew!How It Attracts: At the end of each long tentacle there is a drop with a bit of nectar, or sweet liquid,inside it. The sweet-smelling nectar attracts insects.

How It Traps: When the insect stepson the drop, it gets stuck. The drop is sticky! Then the tentacles wraparound the insect, trapping it in more sticky drops.

How It Eats: There are juices insidethe drops that turn part of the insectinto a liquid. Then the plant absorbs,or takes in, the insect’s nutrients.

tentacle

For Teachers

• Efficient and effective use of instructional time: Texts for nonfiction instruction feature standards-based science and social studies topics, combining content and reading instruction.

• Flexible classroom management: All lessons work for independent, targeted, partner, small group, and whole group instruction.

• Step-by-step instruction within each lesson eliminates prep time.

• Think Aloud model scripts are easy to implement.

• Curriculum progressively builds through the year and up through the grades.

Before You ReadPreview the article.Check (�) the specialfeatures it has.

____ title____ headings____ time line____ captions____ photo____ graph

As You Read• Where did you find

the graph labels?� on the bottom� on the side

• Did you read thenumbers on thegraph? � Yes � No

• Did you compare andcontrast theinformation on thegraph? � Yes � No

• Explain how youread the graph.

After You Read1. How do mostharmful bacteria enterour body?

2. Where are mostgerms in the housefound?

Why is itimportant to

wash your hands, evenif you are at home?


YourSkills!

45

If you don’t think washing yourhands is important, you should meetLacie Boothe.

Last winter, after a long day ofhandling cattle, sheep, and horses onher family’s farm in Pulaski, Virginia,Lacie felt sick. In the middle of thenight, Lacie’s grandmother rushed herto the hospital.

“My stomach felt like it wasturning inside out,” says Lacie, 9.“The doctors said I was sick becauseI had picked up germs on my hands.I hadn’t washed my hands, so Iswallowed the germs.”

Unfriendly germs don’t just hangaround farms.

Kids can pick up germs at homejust by flushing the toilet or playingoutside in the backyard.

HIDDEN ENEMIESBillions of tiny organisms, or

microscopic animals, live on almost every inch of our bodies, including

our mouths, armpits, and hands.Most of these invisible creatures,known as bacteria (bak-TIR-ee-uh),live on our skin, feasting on deadskin cells.

Some of these organisms actuallyhelp us by producing vitamins andhelping us to digest (dye-JEST) food.

But other bacteria can invade ourbodies, spreading illness and disease.These germs linger in the air, water,soil, and on everything we touch—from pencils and backpacks to soccerballs and computers.

INTO THE BODYWhile some harmful bacteria

storm our bodies through our nosesand eyes, most often they enter oursystems through our mouths.

“If you are playing with a soccerball covered in dirt and bite your nailsor stick your fingers in your mouth,you may be swallowing hundreds,even thousands of bacteria, some ofwhich can make you sick,” saysRalph Cordell, a scientist at theCenters for Disease Control inAtlanta, Georgia. So, wash up to stay healthy!

Lacie

GERM HANGOUTSBacteria are tiny germs that live on almostall surfaces. The graph shows somecommon surfaces and the number of germs per square inch that live on them.

Num

berofge

rms

persq

uare

inch

Kitche

nFa

ucet

Cuttin

g Boar

dO

ffice

Phon

eDes

ktop

Keyb

oard

Compu

ter M

ouse

Fax

Mac

hine

Toile

t Sea

t

200,000

150,000

60,000

30,000

25,000

20,000

15,000

10,000

5,000

PAIRSHAREPAIR

SHARE

Type of Surface

62,000

20,96125

,127

3,29

5

491,676

301

229,00

0

Number of Germson Surfaces

STAY HEALTHY A HANDY WAY TO

STAY HEALTHY A HANDY WAY TO

For Students

• High-interest topics and vivid photographs tap motivation and focus attention.

• Explicit instruction in nonfiction reading strategies develops academic reading skills and ensures that students are well prepared for standardized testing.

• Scaffolded lessons teach nonfiction text features and the five most common text structures.

• Predictable lesson routines get students ready to learn.

• Graphic organizers provide visual and interactive support for comprehension.

• Writing frames help students internalize nonfiction text structures and support content learning.

3

About the Authors

Alice Boynton is a writer and editor with 15 years of experience in the elementary classroom. Wiley Blevins is a reading specialist and author of the best-selling Phonics from A to Z and Building Fluency. They co-authored Teaching Students to Read Nonfiction: Grades 2-4 and Teaching Students to Read Nonfiction (Grades 4 and up), and the companion Nonfiction Passages With Graphic Organizers for Independent Practice: Grades 2-4 and Nonfiction Passages With Graphic Organizers for Independent Practice (Grades 4 and up), all published by Scholastic.

Navigating NonfictionTools for Reading Success in the Content Areas,is a teacher-friendly toolkit of strategies for addressing the specific challenges of nonfiction.

Student Worktext:• 30 weeks of instruction:

10 scaffolded instructional units of 3 weeks each (Grades 2–5)15 scaffolded instructional units of 2 weeks each (Grade 1)

• Focus on nonfiction text features and text structures

• Step-by-step strategies for navigating nonfiction

• Simple 3-step unit organization. (Grades 2–5) Step 1: text feature taught in isolation. Step 2: text feature practiced in context. Step 3: text structure taught in context; text feature included.

Simple 2-step unit organization (Grade 1)Step 1: Read Aloud, with focus text feature and text structureStep 2: Independent Reading, MiniBook with a focus text feature

• Correlated to grade-level Social Studies and Science Standards and the most widely used textbooks

• Supports the Common Core State Standards (see pp. 22-23)

• High-interest articles

Teacher’s Guide:• Critical nonfiction reading skills

• Simple, easy-to-follow instructional routines

• Explicit teaching models and Think Alouds

See pp. 22-23 for correlations

The Navigating Nonfiction program makes efficient and effective use of valuable classroom time, accomplishing these four tasks:

1. Instruct students in specific, nonfiction reading knowledge and research-based strategies.

2. Teach science and social studies content that meets curriculum standards.

3. Increase competency in demonstrating nonfiction comprehension through writing

4. Prepare students for standardized testing

How Navigating Nonfiction Develops Content Reading Success

The Navigating Nonfiction worktext series, Grades 1–5, equips teachers to instruct their students in the essential skills and strategies they need to

comprehend demanding nonfiction texts.

Through authentic, engaging social studies and science topics, Navigating Nonfiction provides students with explicit instruction for understanding the special features and structures of nonfiction.

Students meet the challenge of nonfiction comprehension through instruction that introduces them to the unique text features of nonfiction texts and the five most common nonfiction text structures.

Content: Reading and understanding nonfiction texts require a high level of abstract thinking. Readers must comprehend and remember challenging ideas.

Vocabulary: Words include specialized terms that children do not encounter in stories or everyday conversation. Many are polysyllabic words, more difficult to decode and pronounce.

Text Features: Expository texts may look different on the page, with headings, charts, and other features that must be carefully examined to construct meaning from the text.

Text Structures: Unlike a narrative flow, expository texts have structures such as compare/contrast or problem/solution that differ from the narrative.

In today’s Information Age, students need to become proficient readers of nonfiction. As they move up through

the grades, students’ reading becomes dominated by textbooks, reference books, periodicals, and online research. In fact, by the 6th grade, informational texts make up 80 percent of school reading tasks. The ability to understand and write nonfiction is essential for school achievement [Seidenberg’s study (as cited in Carnine et al., 1997)].

High stakes testing also requires students to read both fiction and nonfiction and respond in writing. Teaching students throughout the year to navigate and comprehend nonfiction will help them succeed on these critical tests.

Research indicates a strong link between students’ comprehension of expository texts and their understanding of how it is organized [Dickson, Simmons, & Kameenui’s study (as cited in CORE, 1990)].

Young readers, especially struggling readers, can become overwhelmed by these additional demands of nonfiction texts.

Yet many new and experienced teachers, accustomed to teaching reading through narrative stories, may not be prepared to teach the specific skills reading nonfiction requires.

The skills students need for meaningful reading of nonfiction differ from those needed to comprehend narrative text in these ways:

4 5

With easy-to-use lessons, teachers help students acquire the critical thinking skills necessary for success with nonfiction. Each lesson can stand alone, but together they form a complete nonfiction reading worktext program that builds progressively throughout the year and from grade to grade.

The Need For Specific Nonfiction Reading Instruction



6 7

High-interest content, vivid photography, and engaging activities ensure that students acquire the skills and strategies they need to approach text structures, text features, and challenging vocabulary with success.

Students enjoy the science and social studies readings that often feature children as subjects and always provide concrete, relevant information about the world around us.

Teaching students to navigate and read nonfiction texts opens the door to important and useful information — information that doesn’t come from everyday conversation or reading fiction — but that students need to succeed in school, pursue their interests and prosper in life.

(examples from 30 Grade 2 lessons)

Special Type: Animals Need Trees

Compare/Contrast: Meat Eating Plants!

Diagrams: Space Suits

Sequence: Take a Trip, Butterflies!

Flow Charts: Making Crayons

Headings: Women Inventors

Problem/Solution: Today’s Cool Fire Tools

Maps: My Dad is a Park Ranger

Description: Be a Dino Detective

Charts: The Power of Weather

Graphs: Let’s Vote!

Timelines: Martin Luther King, Jr.

Sequence: Guide Dog Lessons

50

15Practice

YourSkills!Practice

YourSkills!

Cause/EffectText Structure

Before You ReadVocabulary Use the words tofill in the circles.

chameleonreservoir violet

As You ReadText Structure The writer ofthis article tells the effectsof rain on plants and animals.Underline the sentences thattell the effects of rain.

Text Feature How do thelabels help you understandthe article?

After You Read1. What effect does rain have on plants? on animals?

2. What might happen if a reservoir becomes empty?

3. How can clouds help youpredict weather? What cloudsdo you see today?

purple

indigo lizardchanges

color

water

stored for people

Rain Makes a RainbowAfter it rains, there are still some tiny drops of water in the air. The drops are so tiny that we can’t see them. When the sun shines through those drops, it makes different colors. The colors from all the drops make a rainbow!

Rain Makes Plants GrowPlants need water to live. First, rainwater sinks into theground. Then, plants suck up the water with their roots.The plants use the water to make food for themselves.The food helps them grow and grow!

roots

Each rainbow has seven colors—red, orange,yellow, green, blue, indigo, and violet!

Amazing

51

Rain

Rain Gives Everyone a Drink!Rain gives thirsty animals a drink. Some animals drinkrainwater from puddles on the ground. Others drinkraindrops right off plants!

chameleon drinking

People can get a drink fromrain, too! People store waterin special places calledreservoirs (REZ-er-vwarz).Rain fills up the reservoirs.Then, water from thereservoirs is cleaned. It travels to our homes in pipes. That’s the water you use every day!

reservoir

How to Tell If It Will RainSometimes you can tell if it is going to rain by looking at clouds!

If you see clouds like this,

then it probably will not rain.

cumulus

If you see clouds like this,then it might rain tomorrow.

cirrus

If you see clouds like this,then it might rain a little today.

stratus

If you see clouds like this,then it might rain a lot today!Bring an umbrella!

cumulonimbus

In this lesson about the effects of rain, students’ comprehension is aided by their understanding

of the cause/effect text structure.

Grade 2

Grade 3

Grade 4

Grade 5

Grade 1

here maybe longeronesKeep Students Engaged with High-Interest Topics and Activities

With Navigating Nonfiction, students are supported as they both learn to read nonfiction and read nonfiction to learn.

(examples from 30 Grade 1 lessons)

Sequence: How Are Teddy Bears Made?

Photographs: Animal Moms and Dads

Charts: My Day at the Powwow

Diagrams: Amazing Plants!

Labels: Teeth Show What Animals Eat

Headings: Insect Olympics

Description: What is a Fish?

Special Print: Winter Holidays

Problem/Solution: My Mom is a Fire Fighter

Compare/Contrast: Two Great Presidents

Cause/Effect: We Recycle

Graphs: We Help the Earth!

Maps: Africa

This lesson teaches about recycling, while students learn how to read the bar graph. Students also learn that the graph provides information that they will not find by reading the text alone.

Grade 2

Grade 3

Grade 4

Grade 5

Grade 1

84

14 Read Together

We Recycle!People throw away a lot of trash. This causes alot of waste. We’re running out of places to put it all. That’s why we recycle. What happens totrash that is recycled?

Old TrashWhat happens to oldcans? They are heateduntil they melt. As theycool, they harden. Theyare shaped into somethingnew!

Old newspaper ischopped up and mixedwith water. Then it goesinto a big dryer. It comesout as fluff. Now it can beused as something new!

Plastic bottles arewashed. Then, they aremelted. As the plasticcools, it is spun intothread. The thread will beused for something new!

85

Something New

The cans are used tomake a bicycle. Theframe of this bicycle ismade from 125 cans.

The paper fluff is soldin pet stores. It makesgreat bedding forsmall animals. Thepaper keeps thishamster warm and dry.

A machine weaves the thread into clothcalled fleece. It takes25 bottles to make afleece coat. The coatis very soft. It doesn’tfeel like plastic at all!

0cans newspapers plastic bottles

Num

ber

ofTh

ings

Colle

cted

A Class Recycles

Kinds of Trash

10

20

30

40

50

Keep Students Engaged with High-Interest Topics and Activities NavigatingNonfiction

8 9

GRADE 4

(examples from 30 lessons)

Special Type: A Race Across Alaska

Charts: Eating for Energy

Timelines: Flying Through History

Graphs: Coming to America

Compare/Contrast: Could Your Body Go To Mars?

Diagrams: Forests on Fire

Problem/Solution: Help for Howlers

Headings: Celebrate Hispanic Heritage!

Maps: Amazon Mapmakers

Description: No Place Like Home

Flow Charts: Robot

Sequence: Off to Adventure: Lewis and Clark

50

15Practice

YourSkills!Practice

YourSkills!


Before You ReadVocabulary Put a check in the columnthat shows what the connection isbetween each boldfaced word and theother word(s).

As You ReadText Structure This article comparesand contrasts the way body systemsfunction on Earth and in space. To keep track of the comparisons,underline the words that tell whathappens on Earth. Circle the wordsthat tell what happens in space.

Text Feature How does the graphhelp you understand the article?

After You Read 1. Why might you have motionsickness during the first few daysin space?

2. Study the graph. On which twoplanets would you weigh the most?

3. Choose a body system. Compareand contrast how it functions onEarth with the way it functionsin space.

No Fun at LunchFluid-filled canals in your inner earhelp your brain know right side upfrom upside down. But leave Earth’satmosphere, and you leave theplanet’s gravity pull behind.Withoutits strong pull, your balancing organswill have no sense of up or down.Your sensory system—which relaysinformation about your body to your brain—won’t be able to do its job. For the first few days, you’llhave the universe’s worst case ofmotion sickness.

Brittle BonesYour bones make up your skeletalsystem—the frame that holds your

body together. On Earth, the pressureof your body weight causes yourbones to grow thick and strong.Without this pressure, bones becomefragile. In NASA studies, astronautslost up to 1/50th of their bone massevery month they were in space.

The Skinny in SpaceIn the zero gravity of space, objects—including your body—are nearlyweightless. So your muscularsystem, or the muscles in your body, doesn’t get much of a workout.Unused muscles atrophy(A-truh-fee), or shrink. After weeks inspace, thigh muscles look like apeeled apple left out to dry.

Space travel might change you in surprising ways. Body systemswork to keep humans alive. Scientists at NASA are studying what would happen to the human body during a long space trip.Read on, then decide: Would you like to go to Mars?

Your Weight in Space

Mercury Venus Earth Earth’s Moon Mars Jupiter Saturn Uranus Neptune

1000

195180165150135120105907560453015

Your

Weigh

t(in

poun

ds)

Planets and Moon

28

68 75

1228

190

79

999

84

Words Synonyms Examples

canalstubes

systemnervous systemmuscular system

organsbody parts

maneuvermove

vesselsarteries

What’s the Connection?

51

Weak BeaterYour heart, too, will shrink in space.As the heart muscle weakens, itpumps less oxygen-rich blood throughthe vessels in your circulatory system.With less oxygen reaching the brainand other organs, astronauts feeltired.They rest more.They use theirheart even less. By the end of sixmonths, every beat of an astronaut’sheart could be pumping just a littlemore than half of the blood it did on Earth.

What a Nerve!On a journey to Mars there’s nostopping for breaks.There won’t bemuch for astronauts to do during the

long, dull flight.Without stimulation,their nervous system—the body’schief control system—will weaken.Their reaction times and hand-eyecoordination will be slower.Theywould lose at Nintendo and Snap.They might not be able to maneuverthe ship safely onto Mars’s surface.

Quick Fix-UpWith exercise, your body can fightsome of these changes. For instance,special treadmills and a weightmachine allowed cosmonauts on theway to Mir space station to maintainstrong muscles. But even with fancyequipment, the journey to Mars willbe difficult. It’s our solar system’stoughest road trip so far.

Planet SuperlativesLargest, most massive planet JUPITER

Fastest orbiting planet MERCURY

Most moons JUPITER (39)

Hottest planet VENUS

Greatest amount of liquid, EARTHsurface water

GRADE 3


Diagrams: Hot Spot

Special Type: Animal Invaders

Cause/Effect: It’s Tornado Time

Flow Charts: From Corn to Cereal

Headings: Why Do Communities Change?

Sequence: Sea Turtles on the Move

Graphs: One Person’s Trash in a Year

Compare/Contrast: What is Congress?

Time Lines: Sports and Games

Problem/Solution: A Son Remembers

Charts: Pluto Rocks!

Maps: Hurricane Hunt

Description: One Language, Many Nations

Grade 2

Grade 3

Grade 4

Grade 5

Grade 1 Grade 2

Grade 3

Grade 4

Grade 5

Grade 1

Students learn that nonfiction also requires imagination while reading about the effects of traveling to Mars. The text uses a compare/contrast structure with graphs included.

With this lesson, students learn to navigate a nonfiction text divided into sections and

come to understand how recognizing the problem/

solution text structure aids their comprehension.

Students Succeed with a Complete Nonfiction Reading Curriculum

10

3


YourSkills!

Problem/SolutionText Structure

Before You ReadVocabulary Read the related words.Use them to fill in the chart. Thenadd other words to each box.

invent inventor invention

As You ReadText Structure The article tells aboutinventions that were solutions toproblems. As you read, look forsignal words such as because of andas a result. They will be followed bysolutions to the problem. Circle thesignal words.

Text Feature Why do you think thewriter added the sidebar?

After You Read1. What problems might ShannonCrabill’s invention solve?

2. What do the boldfaced words in the article mean?

3. Which invention described in the article do you think is the most useful? Why?

Person Action Thing

KID InventorsBat Boy

One day, JacobDunnack, 8, forgot tobring a ball to playbaseball. Instead ofgetting upset, his problemgave him an idea for aninvention. Jacob came upwith the “JD Bat Ball,” abat that holds baseballs.

Jacob asked his dad tohelp him design the bat.Together, they created a bat with a removablecap. This lets a batterstore balls inside the bat.Therefore, the playercan’t forget to bring a ball.

Jacob sold hisinvention to a toy store.As a result, all kids canremember to have a ball!

Have you ever had a problem you wantedto fix? Most great inventions begin with a problem and end with a solution. Thesesimple steps and examples will help youturn a problem into a cool invention!

Ready, Set, Invent!

1Think of a problem that needs a solution.Example: You keep losing pens and pencils or forget to bring them to school.

11

These kid inventors prove that you’renever too young to have a great idea.

Come up with an invention that would solve the problem.Example: A pen-and-pencil belt.

List the materials you’ll need to create the invention.Example: An old belt, glue, VelcroTM

,

pens, and pencils.

Describe how your invention will work.Example: Pieces of VelcroTM are glued to thebelt, pens, and pencils. This lets the pens andpencils stick to the belt until they are needed.

2 3 4

Time InShannon Crabill, 12, has perfect

timing. She learned about a kid-inventor contest and decided to enterit. Shannon wanted her invention to be fun and useful. She thought of a problem that lots of people have.Then, she came up with a cool clockthat she named “Talk Time.”

“Talk Time” is an alarm clockwith a built-inmicrophonethat lets yourecord your ownmessage. Youcan speak,sing, or playmusic into it.When thealarm goesoff, it playsback your message.

Shannon’s clocksounded great. It wonfirst prize!

When Michael Marsal and MargaretWinter were 11 years old, they invented anew helmet. Michael says, “I went to hockeycamp with a kid who was deaf. He couldn’thear the whistles to stop and go during thegame. I wanted to do something to helphim.”

Margaret says, “We designed a helmetwith two lights in front. Red was for stop,and green was for go. The coach or refereecould use a remote control to flash one ofthe lights on the helmet. But we couldn’tget all the parts we needed to make thehelmet. A company agreed to make amodel for us.”

The model worked perfectly. Then, thetwo kids got a patent. A patent shows thatyou own an idea. No one else can copy thatidea and take credit for it.

Both Michael and Margaret agree thatany kid can come up with a good invention.It just has to be an original idea, somethingnew that solves a problem that you or otherpeople have.

HELMET HELPER

Students Succeed with a Complete Nonfiction Reading Curriculum NavigatingNonfiction

10 11

GRADE 5


Special Type: Journey Into the Earth

Sequence: Mmmm . . . Chocolate!

Compare/Contrast: Welcome to America!

Diagrams: This National Park Could Explode!

Charts: Secret Code of Battle

Problem/Solution: Creatures of the Deep

Photos & Captions: Dancing with Pride

Description: The White House Turned 200!

Graphs: Angels of the Animal ER

Primary Sources: The Melba Pattillo Story

Cause/Effect: Attack on the Titanic

Time Lines: A Time for Invention

Maps: Arctic Region

30

9


YourSkills!

SequenceText Structure

Before You ReadVocabulary Read the sentencesbelow. Answer yes or no.

As You ReadText Structure This article tells the sequence of steps in makingchocolate. To keep track of the majorsteps in this process, underline eachsentence that names a new importantstep.

Text Feature How do the headingshelp you retell the article?

After You Read1. How would you describe the cacaobean when it is harvested?

2. Why does the chocolate maker play an important role in determiningthe taste of the chocolate he or she makes?

3. Explain the steps in the chocolate-making process in the order in whichthey happen.

Every year, Americans spend a whopping 1 billion dollarsbuying treats for their valentines.

That’s a lot of chocolate hearts!Though Valentine’s Day is a

good excuse for a chocolate feast,Americans love this tasty treat year-round. It’s no wonder then that chocolate makers spend a lot of time getting chocolate to look and taste just right.

It’s a Fruit!While chocolate may seem like

a dream come true, it actually startsout as a fruit that grows on trees.Cacao (kuh-KOW) pods—fruitsroughly the size and shape of afootball—grow on cacao trees in warm regions around the world.

After about six months of soakingup the sun, the pods are ready forharvesting. They are cut down byfarmers and then split open. Hiddeninside each pod are 20 to 50 purplecacao beans.

The dark beans may look like a tasty treat, but don’t pop one inyour mouth yet. Raw cacao beanstaste bitter and are so hard theymight chip your tooth! The beans are also covered in a sticky, cream-colored pulp.

Sun BakedTo start the chocolate-making

process, farmers prepare the cacaobeans for fermentation (fur-men-TAY-shun)—a process by whichcomplex sugars are broken down intosimpler substances. They scoop outthe bean-and-pulp mixture and place

Yes or No?1. Water is a liquid that fallsfrom the sky as rain. _______

2. Every fingerprint is unique._______

3. Enzymes in your stomachhelp to make you strong._______

4. Tomatoes need to be takenout of their pods before theyare eaten. _____

5. Ice is a solid that formswhen water freezes. ______

IT’S LIQUID CHOCOLATE!

To create a unique flavor,chocolate makers mix liquid

chocolate with differentingredients and then pour

or squirt it into molds.

SOLID AS A BAR

After the liquid chocolate hashardened into a solid bar,

it is removed from its mold.

As the beans dry, farmers remove any dirt and broken

pieces they find.

Your favorite chocolate treat doesn’t start out so sweet. Discover how science turns a bitter bean into melt-in-your-mouth chocolate.

CLEAN THE BEANS

31

it in shallow wooden boxes.Then they cover the boxes withbanana leaves and place themout in the sun for about aweek. “They stir the mixturearound by hand every fewdays,” says Jonathan Haas ofthe Field Museum of Chicago.The sun’s heat—which canraise the temperature of thebeans to 125°F—helpsenzymes (EN-zimes) in themixture to ferment the beans.

The beans are then dried tokeep them from rotting on thelong trips to chocolate factoriesaround the world. Farmers laythe beans out to bake in thesun. They check the beansfrequently, removing brokenones and cleaning out any dirt. After a few days, thebeans have dehydrated(dee-HI-dray-tid)—had waterremoved—and weigh about half as much as they didbefore. They are then ready to be shipped tofactories and made into yummy chocolate.

Hot ChocolateEver wonder why different chocolates have

different flavors? It’s the result of the ingredientsadded to the chocolate and the method by whichthe cacao beans are processed. “Every chocolatemaker has a secret formula,” says Susan Smith of the Chocolate Manufacturers Association.

First, the chocolate makers roast the cacaobeans. They place them in a hot oven—at least250°F—up to two hours. Each company has its own special roasting method.

After the beans have cooled, the shells areremoved. What’s left behind is a chocolate solidcalled a “nib.” About half of this nib is cocoa (koh-koh) butter, a naturally occurring fat.

Large discs or blades are then used to crush thenibs. This motion heats the mixture and melts thecocoa butter into a liquid. This liquid is the mainingredient in chocolate.

Secret RecipeLiquid chocolate may sound

like something great to gulp,but it is still bitter tasting. “It takes a little getting usedto,” says Rose Potts, a foodscientist from BlommerChocolate Company. She teststhe liquid’s flavor to make suretheir product is top notch.

To make a tastier treat,different amounts of liquidchocolate are mixed withingredients like sugar andmilk. Food scientists create the perfect recipe by experimentingwith various amounts of eachingredient. They also use cacaobeans from different parts of the world, because each regionproduces beans with their ownunique taste.

Once the liquid chocolate is mixed just right, chocolatemakers pour it into molds,where it sits for about 20

minutes at a temperature of 55°F. This allows thechocolate to harden into the shapes you pop intoyour mouth.

To make sure every batch of chocolate is justright, Potts and her co-workers have to do a lot ofnibbling. You might think they get sick of snackingon chocolate. But they all still love it. “We justbecome more selective about the chocolate we eat.”

Farmers pick more than 1 million cacao pods each year! A cacao pod (above, left) contains many pulp-covered beans. Farmers (above, right) scoop out this pulp-and-bean mixture

and place it into shallow boxes to ferment.

CHOCOLATE STARTS WITH FERMENTATION

Grade 2

Grade 3

Grade 4

Grade 5

Grade 1

In this delicious article about making

chocolate, students learn how the text feature, headings,

and the text structure, sequence, help guide

their learning.

Full Color Nonfiction

Poster

(Grade 1) This colorful classroom

chart defines nonfiction and contrasts with fiction.

(Grades 2–5) A great classroom reference

for the five nonfiction structures

Students Are Prepared for Higher LearningStudents Are Prepared for Higher LearningNavigatingNonfiction


12 13

Students Apply Leaning Independently with guided On Your Own graphic organizers (Grades 2–5).

28

Before You ReadPreview the article. Check (�) the specialfeatures it has.

____ title____ captions____ column

headings____ photos____ map____ pronunciations____ chart____ boldfaced words

As You Read• Did you read the

chart title?� Yes � No

• Did you read eachcolumn heading?� Yes � No

• Did you find theboldfaced word thatnames the state?� Yes � No

• Explain how youread the chart.

After You Read1. Why did peoplefrom many countriescome to Hawaii?

2. In what region ofthe United States isHawaii?

From readingthe article

and the chart, tellwhat you learnedabout Hawaii.


YourSkills!

Settling in HawaiiMore than 2,000 years ago, peoplefrom the Polynesian Islands in thePacific Ocean came to Hawaii. Theywere the first people to settle there.

Hundreds of years later, otherpeople began to settle in Hawaii. They came for many reasons. SomeAmericans set up large sugar andpineapple farms. Many Chinese and Japanese immigrants came toHawaii to work on farms. So didpeople from Portugal, Puerto Rico,and the Philippines.

Joining the United StatesAmericans wanted Hawaii to be a part of the United States. A group of American plantation owners made the queen of Hawaii give up her throne. Soon Hawaii became a U.S. territory. Hawaii became the fiftieth state in 1959.

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Coming to HawaiiComing to Hawaii

THE 50TH STATE

DATE OFSTATEHOOD

1959NICKNAME

The Aloha StateREGION

WestSONG

“Hawaii Ponoi” Yellow hibiscus Hawaiian goose

STATE FACTS FLOWER BIRD

Queen Liliuokalani of Hawaii was forced

to give up her throne.Pineapples are still grown in Hawaii.

Honolulu

MOTTOThe life of the land

is perpetuated in righteousness.

HAWAII

On Your OwnRead the information below about West Virginia and Oregon. Use the information to complete the chart.

West VirginiaCharleston is the capital of West Virginia. West Virginia, in the southeasternregion of our country, became a state in 1863. Some people call it the “Mountain State.” Its state bird is the cardinal.

OregonOregon, located in the western part of the United States, became a state in1859. Its nickname is “Beaver State. The Western meadowlark is the state bird.

29

Add to the chart. Fill in the facts for your state or another state of your choice. Look in your social studies textbook for help.

STATES IN THE UNITED STATES

West Virginia

Oregon

STATE DATE OF STATEHOOD REGION NICKNAME STATE BIRD

1863 Southeast “MountainState” Cardinal

1859 West “BeaverState”

WesternMeadowlark

Charleston

Salem

30

9Practice

YourSkills!Practice

YourSkills!

Cause/EffectText Structure

Before You ReadVocabulary Use the words to fill inthe chart. Write each word under thecategory to which it belongs. Youmay wish to add some other words.

calorie nutrients stintgoal fruits confidence

As You ReadText Structure This article discussesthe need for nutritious foods andexercise in order to stay healthy. To keep track of the causes of beingoverweight, underline the words thattell reasons for becoming overweight.Circle the effects of eating unhealthyfoods and not getting enoughexercise.

Text Feature How does the chart help you understand the article?

After You Read1. What causes people to becomeoverweight?

2. Study the chart. Which are themost popular and least popularfitness activities? In which twoactivities do the same number of people participate?

3. Why do you think fitness walkingis the most popular activity? Which activity is your favorite?

Spring bringswarmer daysanddelicious

fruits andvegetables.

That’s why this is a perfecttime for you to head outsideto exercise and reach forsomething healthy to eat.

Unfortunately, recentstudies show that manyAmerican kids are spendingtoo much time sitting inside

and eating unhealthyfood. They’re watching TV and playing video games while their bikes,sneakers, skateboards, andplaygrounds go unused. And while a lot of these kidsare sitting on the couchwatching TV, they tend tomunch on junk food. Doesthis sound like you?

So much sitting aroundand unhealthy snacking can cause health problems.

It’s time to get healthy! Start moving your body and eating the right foods!

Move Your Body!Exercise gives your heart a goodworkout by making it beat morequickly. Having a strong heart helpsyour body work more efficiently andmakes you feel full of energy. Being ingood physical shape also helps you tothink clearly and fend off illnessessuch as colds. Follow these fitness tipsfor a happy heart and mighty muscles.

�Go for a bike ride.�Jump rope. �Play tag.�Shoot basketball hoops. �Start up a softball or kickball game. �Walk your dog. �Get out the chalk and

play hopscotch. �Turn off the TV and go outside.

Staying Healthy

Food Exercise

vitaminsminerals

vegetables

physical activityenergizefitness

Have Fun! Get Healthy!Have Fun! Get Healthy!

31

As a result of overeating andnot getting enough exercise,today, 9 million Americankids ages 6 to 19 areconsidered overweight.Being overweight puts kidsat risk of developing serioushealth problems, such asheart disease and diabetes(DIE-uh-BEE-teez), later in life.

Balancing ActMany people become

overweight because theirbodies take in more calories(from food and drinks) than they burn off throughphysical activity. You need toeat the right combination ofvitamins, minerals, andnutrients to help your bodywork and grow. But beware:If you’re thin, that does notnecessarily mean you’re fit.Health experts say thatmany American kids,including those who are not overweight, do not getenough exercise. In fact, one out of every fiveAmerican kids participatesin two or fewer stints ofphysical activity per week.According to scientists,

you should participate insome form of exercise every day to stay energized (EN-er-jizd) and to keepyour heart strong. Howmany times a week do you exercise?

Get Physical!Some fourth-graders in

Idaho are following thefitness experts’ advice.Students at Filer ElementarySchool in Filer, Idaho, willdo a 50-mile group walk thismonth as part of the BigWalk, a school program thatpromotes physical fitnesswhile teaching kids aboutIdaho history. Because Filerstudents want to be fit, theywill walk 10 miles a day forfive days in a row. Along theway, they will see manysights, such as the OregonTrail, that are important totheir state’s history.

Follow in the Filer kids’footsteps by taking chargeand getting active. As aresult of giving your bodythe fuel and exercise itneeds, you’ll be able to thinkmore clearly in school andfeel better than ever!

� MEAT, FISH, EGGS, and BEANS are great sources of protein,which builds body tissues, carries oxygen to the cells, and protects you from diseases.

� MILK, YOGURT, and CHEESE are rich in protein, vitamin D, and calcium, for strong bones, teeth, and muscles.

� BROCCOLI, LEAFY GREENS, and TOMATOES are packed withvitamins and minerals. You should eat five servings of fruits andvegetables a day.

� BREADS, CEREAL, PASTA, AND GRAINSare complex carbohydrates. Thesefoods help you store energy, and you’llneed a lot of energy while exercising!

� CHECK OUT FOOD LABELS!Some restaurants and schoolcafeterias now offer nutritional factson the food they serve. Next time youget the chance, read the nutritionlabel on your favorite food. You may be surprised by what’s in it!

If you eat right, your body will thank you.

Fuel Up WithGood Food!

About 54 million Americans 6 years and older participatefrequently (100 times or more) in fitness activities. Thisyear their top activities, in millions of participants, are:

How Americans Keep Fit

Type of Exercise Number of PeopleFitness Walking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17.2 Million

Free Weights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11.3 Million

Stationary Biking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9.4 Million

Running/Jogging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9.4 Million

Treadmill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.0 Million

Resistance Machines. . . . . . . . . . . . . . . . . . . . . . . . . . 6.2 Million

32

Cause/EffectReread “Have Fun! Get Healthy!” Fill in the graphic organizer to show either the cause orthe effect.

Use the graphic organizer above to retell “Have Fun! Get Healthy!” in your ownwords. Include as much information as you can remember.

risk ofdeveloping

healthproblems

Cause Effect

eating a lot ofjunk food

giving your body the fueland exercise

it needs

becomeoverweight

overeating and lack ofadequate exercise

think clearly and feel better

Writing FrameUse the information in your organizer to fill in the writing frame.

Because of _________________________________________________________

_______________________________________________________________________

____________________________________, many kids today are overweight.

This can cause ______________________________________________________

_______________________________________________________________________

_______________________________________________________________________.

Therefore, it’s important to ____________________________________________

_______________________________________________________________________.

As a result, the students at ________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________.

33

Use the writing frame above as a model to write a paragraph about stayinghealthy. Look in your science textbook if you need facts that will help youfill in the frame.

eating unhealthy foods and lack of enough exercise

serious health problems, such as heart disease

and diabetes

eat healthy foods and get enough

exercise

Filer Elementary School are walking

10 miles a day for 5 days

Text Structure with Text Feature is taught to improve comprehension.

26

On Your OwnRead the paragraphs below. Then use the information to fill in the chart. In the lastcolumn, draw a picture of one of the foods containing that vitamin.

More Vitamins We NeedThere are about 13 vitamins that are absolutely necessary for good health.

In addition to the vitamins in “Eating for Energy,” vitamin E and vitamin Kare important for keeping your body healthy.

Vitamin E helps keep cell tissues healthy. Vitamin E is found in a widevariety of foods. Vegetable oils and whole grain cereals are good sources of vitamin E. Nuts and green leafy vegetables are also excellent sources of vitamin E.

Vitamin K is important because it helps blood to clot. It can be found ingreen and leafy vegetables, tomatoes, cauliflower, egg yolks, soybean oil,and any kind of liver.

Vitamin B6 is important for the brain and nerves to function normally. It is found in potatoes, bananas, nuts, red meat, poultry, fish, and eggs.

VITAMIN PROMOTES FOUND INMore Vitamins We Need

ChartsYou’ll see charts on the sports pages of newspapers, in magazines, andin ads. A chart is a special graphic aid that shows facts about a topic.A chart organizes the information and makes it easy to understand. It also lets you compare the information in the different categories.

Step 1 Read the title to find out what the chart shows. The chart below shows information about two U.S. states.

Step 2 Read the introduction. It tells you the main idea of the chart. This introduction explains what you will learnabout these states from the chart.

Step 3 Read the headings on the columns. The column headingstell us what type of information about the state we will find in each column.

Step 4 Read the information in each row from left to right. The chart below lists facts about the state and shows the state’s flower and bird.

Step 5 Compare the information that is given. For example, figure out the order in which states became part of the United States.

1. Circle each columnheading.

2. Put an X on thenickname for Wyoming.

3. Underline the yearthat Rhode Islandbecame a state.

Why mighteach

state have its ownnickname? What doesthe nickname tell you about the state,its people, and itshistory?

8


YourSkills!

Text Feature

27

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STATE FACTSEach state has a special nickname, motto, song, flower, and bird.These are selected to reflect each state’s unique characteristics.

DATE OFSTATEHOOD

1790NICKNAME

Ocean StateREGION

NortheastSONG

“Rhode Island”

DATE OFSTATEHOOD

1890NICKNAME

Equality StateREGION

WestSONG

“Wyoming”

Violet

Indian Paintbrush

Rhode IslandRed

WesternMeadowlark

STATE FACTS FLOWER BIRD

Providence

Cheyenne

MOTTOEqual Rights

WYOMING

MOTTOHope

RHODE ISLAND

Text Feature within Content Learning is shown in the context of alternating science and social studies texts.

Focus on Text Feature: Clear, colorful illustrations demonstrate text feature in isolation.

24

ChartsWhen you read about science, you will often see a chart that goesalong with the text. A chart is a special graphic aid, set up like a table, that shows facts about a topic. For example, a chart can show how fast different animals can run or how much rain falls in one year in different U.S. cities. A chart organizes information in a way that makes it easier to understand.

Step 1 Read the title to find out what the chart shows. The chart below shows nutritional facts about one food serving.

Step 2 Read the introduction. It tells you the main idea of the chart. This introduction explains the purpose and value of food labels.

Step 3 Read the headings on the columns. The column headingstell us what type of information we will find in eachcolumn. The column labeled % of Daily Values tells whatpercent of a nutrient each food serving will give you.

Step 4 Read the information in each row. If the chart hascolumns, read them from left to right. The chart belowshows there are 90 calories in this food.

1. Put an X on thetitle of the chart.

2. Circle the numberthat tells how manytotal carbohydrates the food contains.

3. How many servingsof this food are in the container?

Would thisbe a good

food to eat if youwanted to get morevitamin C in your diet?Why or why not?

7


YourSkills!

Text Feature

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WhatGoes ona FoodLabel?A food label is animportant chartthat we use in ourdaily lives. All foodlabels must listeverything thatgoes into makingthe food andkeeping it fresh.Then you know ifa food is healthfulor not.

Nutrition Facts

Amount Per Serving

Calories 90%Daily Values

Total Fat 3g

CholesterolSodiumTotal Carbohydrates

Protein


____ title____ pronunciations____ column

headings____ chart____ captions____ photos____ boldfaced words


title to find out the topic of the chart? � Yes � No

• Did you read eachcolumn head fromleft to right?� Yes � No

• Did you read theboldfaced words and think abouttheir meanings?� Yes � No

• Explain how youread the chart.

After You Read1. Which food is agood source of vitaminA, B group vitamins,and vitamin D?

2. Explain why junkfoods are not good for you.

Why do youthink the

author wrote thisarticle?


YourSkills!

25

Eating the right balance of fruits, vegetables,breads, and proteins (PRO-teenz) benefitsyour body in much the same way exercise

does. Nutrition expert, Sheah Rarback, sayskids today aren’t eating as healthfully as theyshould be.

“They’re overloading on sweets and fats,and they’re not eating enough fruits andvegetables,” she says.

Eating junk food instead of fruits,vegetables, and proteins keeps your body fromgetting the vitamins and minerals it needs togrow, develop, and be healthy. The good newsis that eating healthfully is pretty easy.

“Start by choosing fruits or vegetables with dip as a snack,” says Rarback. She alsorecommends trying a cereal with less sugar and asking your parents to switch from whiteto whole wheat bread.

After a few weeks of healthy eating andexercising, don’t be surprised if you reach foran apple instead of a cookie and hop on yourbike instead of plopping in front of the TV.Start moving, eat well, and get energized!

Eating For Energy

VITAMIN PROMOTES FOUND IN

A healthy eyes leafy green vegetables, carrots, milk

B Group energy broccoli, milk, potatoes

C protection against citrus fruit and broccolisome diseases

D strong bones and teeth milk and fish

Vitamins to Keep You Strong and Healthy

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Whether you enjoy swimming, biking, playing softball, or some

other form of exercise, make some time to move your body.

Students Internalize Nonfiction Text Structures with the aid of writing frames. This leads to better nonfiction writing on standardized tests.

Inside the Student Worktext

Students Become Successful Readers in the Content AreasStudents Become Successful Readers in the Content Areas

3

Trash can get into the ocean. Some animalsthink that trash is food. Thissea turtle might think that aplastic bag is a jellyfish. Ifthe turtle eats the plasticbag, it could get sick.

You can throw away your trash.

1

87

We Helpthe Earth!We can help Earth and itsanimals. Do you know how you can help thisotter and other animalsevery day?

884

Paper is made from trees.You help save a tree everytime you use less paper. Whenyou save a tree, you save ahome to many animals, likebirds and squirrels.

You can reduce, reuse,and recycle paper.

2

When everyone saveswater, there is more cleanwater in rivers. Sea otterslive in rivers. They need aclean home. So do fish,turtles, ducks, and beavers.

Save water. Don’t letthe water run whileyou brush your teeth.

In Grade 1, each unit has two lessons. In the first, the teacher reads the text aloud, pointing out both the text feature and the text structure. In the second lesson students read independently, then discuss and write about what they have read. They cut out and create a MiniBook, which also provides a graphic support for retelling.


These pages illustrate a typical unit for Grades 2–5, which consists of three lessons:

• text feature is taught in isolation

• texture feature is practiced in the context of social studies and science texts

• text structure is taught in context, with the text feature included


14 15

60

18Practice

YourSkills!Practice

YourSkills!


Before You ReadVocabulary Use these andother words to finish the web.

rescue robot tools

As You ReadText Structure The author of this article explains a problem and somesolutions. As you read,circle each solution.

Text Features Notice that atitle and headings may givesolutions. What problem doesthe writer discuss? What aresome solutions?

After You Read1. Which cool tools did youknow about before reading?Which did you learn about?

2. Why is cool an interestingway to describe fire tools?

3. Why is a firefighter’s job hard?

firefighting

Who? Why?

With What?

TODAY’SFIRE TOOLS

Fighting fires is difficult. How do firefightersput out fires? They use tools. You’ve probablyseen firefighters use hoses and fire trucks. They have other important tools, too.

COOLTODAY’SFIRE TOOLS

COOL

61

ROBOT TO THE RESCUE

Urbie is a new robot. Urbiewill probably be ready to go intoburning buildings soon.

Inside, Urbie will search forpeople with its camera eyes. Itwill let firefighters know wherethe people are. Then, firefighterscan save the people.

FIREFIGHTERS ARE HEROESFirefighters use many cool tools to do their

jobs. Still, they must get close to dangerousfires. They are brave. Firefighters save people’s homes and lives. They save animals,too. Thanks, firefighters!

FIRE SHELTERS BEAT THE HEAT

Firefighters can put outforest fires from the ground.When the fire gets too close,they can go inside a fireshelter. The shelter keepsthem safe from heat.

Learning LogCut out the pictures.Use them to retell Amazing Plants!

Retell

In the middle of the flower, write what AmazingPlants! is mostly about. Hint: The introductiontells you. On each petal, write a fact from eachpart of the article.

FactFact

This article ismostly about

FactFact

26

44

Flow ChartsNonfiction may explain how something is made. Often, there is a diagram that shows each step in the process. The diagram is called a flow chart. It’s important to follow the steps in the correct order.Otherwise, you might put the corn into boxes before it’s made into flakes!

Step 1 Read the title. It tells you what the flow chart is about.The chart below shows how corn becomes corn flakes.

Step 2 Follow the numbers. They tell you the order of the steps.Always start at number 1. In this flow chart, arrows alsopoint the way.

Step 3 Look at the illustration for each step and read the caption.

Step 4 Make sure you understand what happens in each step.Use the illustrations and captions to be sure you understand how corn is made into corn-flake cereal.

1. Underline thecaption that tells whathappens after the cornis toasted.

2. Circle theillustration that showswhat happens last.

What aresome steps

you could add to theflow chart? Why do youthink the flow chartdoesn’t show them?

13


YourSkills!

Text Feature

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______ flow chart______ caption______ map______ illustration______ time line

As You Read• Did you follow the

numbers and arrowsin order? � Yes � No

• Did you study thedrawings and readthe captions? � Yes � No

• Did you connect theinformation in thearticle with the flow chart? � Yes � No

• Explain how youread the flow chart.

After You Read1. What did youalready know aboutthe topic? What didyou learn?

2. Why did the writerinclude the flow chart?

Why is theflow chart

a circle?


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45

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14

Special TypeTake a look at a page of nonfiction and what do you see? There arewords in boldface, in italics, and in parentheses ( ). There are words indifferent fonts, sizes, and even different colors. Why? To make themstand out, so you pay attention to them. They are clues to help youbetter understand the ideas in the text. Here’s how to use them.

Step 1 The title is in big type, so you can’t miss it. It tells whatthe article is about.

Step 2 The headings are boldfaced. They tell you the main ideaof the text that follows.

Step 3 Pay attention to words in boldfaced type or italics.

Step 4 Use the pronunciation guides. They tell you how to say a word that may be unusual or difficult.

1. Put an X on thepronunciation guidefor the word Iditarod.

2. Circle the boldfacedword that means“an event to remembersomething special.”

3. Which is theaccented syllable in the word serum?How can you tell?

What threeimportant

ideas do the title andheadings tell you?

4


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Text Feature

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A Race Across AlaskaA Race Across Alaska

At 18 years and 12 days old, Ellie Claus is the youngest musher ever to run the Iditarod. She’s a former Junior Iditarod champion.

Remembering the PastThe Iditarod (eye-DIT-uh-rod) is

a sled-dog race that is held every year in Alaska. It is run on a trail that wasoriginally a mail-supply route.

In 1925, part of the trail became a lifesaving highway for the children wholived in Nome, Alaska. The children weresuffering from a deadly disease. A serum(SEER-uhm), a liquid used to prevent or curea disease, had to be delivered to them—fast! The serum was transported successfullyby a relay of dog-sled drivers, calledmushers, and their dogs.

The Iditarod race is a commemoration,an event to remember something special, of that historic event.

The Race TodayThe Iditarod is sometimes called

“The Last Great Race on Earth.” It begins in Anchorage, Alaska, during the firstweekend in March and ends in Nome.Mushers have been running the race yearly since 1973.

64

GraphsThe expression “A picture is worth a thousand words” is really trueabout a graph. A graph is a diagram, a kind of picture, that showsnumerical information with very few words. It allows you to makecomparisons and draw conclusions quickly and easily.

A line graph shows changes over time. A circle graph, also called a pie graph, shows how the parts of something add up to the whole. A bar graph uses bars of different heights to compare amounts. Follow the steps to get the picture.

Step 1 Read the title to find out what the graph is about.

Step 2 Study the labels. On the line graph below, the labels onthe left side tell the number of DVD players sold. The labelsalong the bottom tell the years that the graph covers—1997 to 2004. Trace the line of dots to see the changes.

On the circle graph below, labels tell what kids spendmoney on and the percentage of total money that was spent on each thing. Look at the sizes of the parts to compare them.

Step 3 Compare facts and figures. For example, did the number of DVD players sold go up or down? What do kids spendalmost the same amounts of money on?

1. Put an X on theyear in which DVDsales rose above 10 million.

2. Between whichyears did DVD salesincrease the most?How did you figure it out?

3. On the pie graph,circle the twocategories in whichkids spend the largest percentage of their money.

Based on theinformation

on the line graph, do you predict thatDVD player sales willcontinue to show large increases infuture years? Explainyour reasons.

19


YourSkills!

PAIRSHAREPAIR

SHAREmovies,

concerts,sportsevents

10%

arcade video games

8%

U.S. DVD Player Sales1997–2003

Source: Consumer Electronics Association

Top 5 Ways Kids Spend Their $

Source: World of Money, Texas A&M University

35%toys, games,CDs, DVDs

36%junk food clothing

12%

25

20

15

10

5

01997 1998 1999 2000 2001 2002 2003

Play

ers

sold

pery

ear(

inm

illio

ns)

Years

Consumer $ales

Text Feature


______ introduction______ graph______ photos______ captions______ headings______ flow chart


title of the graph?� Yes � No

• Did you read thelabels on the graph?� Yes � No

• Did you compare theinformation shownon the graph?� Yes � No

• Explain how youread the graph.

After You Read1. What skills dostudents need in orderto make their businessa success?

2. What importantlessons can studentslearn from managing a business?

From readingthe graph,

what conclusions canyou draw about thelife of a dollar bill?Based on what youknow, how would you explain why thishappens?


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A REAL EDUCATION IN

MONEY $Students learnthe power of a dollar

in a hands-on programin which they createand manage theirown businesses.

page 65

Tiffany Medina andJasmine Sutherland eagerlyapproach loan officerVanessa Marrero at theElmwood Bank. “We havea business and we aretrying to get a loan,” the girls explain.

Tiffany and Jasminehope to get startup capitalfor their business, T&JPicture Frames. “We make pictureframes and sell them,” Jasmine says.“We can put a person’s name on it, or we can design it any way ourcustomer wants it.”

But before Tiffany and Jasmine canget their business off the ground, theyneed to buy supplies and have enough

money to pay the 10employees included in theirbusiness plan. They turn to the bank for a loan.

Taking ResponsibilityVanessa looks over their

application and asks a fewquestions. She speaks withher manager, and then shereturns with good news for

the girls: “I brought your applicationto my boss, and he approved yourloan.” Vanessa writes a check for thegirls and sends them on their way.

In return for the loan, Tiffany and Jasmine will repay the bank a 5 percent fee in addition to what they borrowed.

Learning by DoingTiffany and Jasmine’s experience is

similar to that of many businessowners who apply for a bank loan.But all these business owners are kids,students at Elmwood ElementarySchool in New York. They producereal products and services, butinstead of dollars they use their owncurrency—Eagles. It’s all part of a special program at ElmwoodElementary called MicroSociety. The program, which is in about 200schools across the country, teacheskids about money matters by lettingthem set up and run their ownbusinesses at school.

Elmwood students run more than20 different businesses, including a T-shirt-making operation and theselling of chocolate candy.

COOL CASHElmwood studentscreated their ownmoney—the Eagle.

$100 100

100

50

50

50

50

100

100

20

20

10

10

5

5

1

118 months

2 years

3 years

4 years

$1 bill

$5 bill

$10 bill

$20 bill

$50 bill

bill

9 years

9 years

The Life of a $ BillHow long has that $1 bill been living in yourpocket? Of all the different bills of U.S. currency,$1 bills have the shortest life span. After the billsspend 18 months in circulation, the Bureau ofEngraving and Printing collects them from banksand recycles the paper to make new bills.Compare the life span of a $1 bill with theaverage life spans of other bills.

Source: Federal Reserve System; Bureau of Engraving and Printing

Deepen Students Understanding:Pair Share prompts discussion about text feature and content.

Interactive Guided Practice: Practice Your Skills guides students’ learning with Before, During and After Activities.

Students Find Predictable Lesson Features Easy to NavigateStudents Find Predictable Lesson Features Easy to Navigate

Support for retelling is provided by graphic organizers linked to the text structure.


Explicit Instruction is provided by step-by-step directions for understanding and using the text feature.

82

Compare/ContrastReread “Before They Were Presidents.” Then fill in the organizer. Showhow George Washington and Abraham Lincoln were similar, yet different.

Use the graphic organizer above to retell “Before They WerePresidents” in your own words. Remember to include waysWashington and Lincoln were alike and different.

George Washington Abe Lincoln

state where born

home

brothers and sisters

helped parents by

schooling

which president (number)

Virginia Kentucky

house on a farm log cabin on a farm

five children in family one big sister

carrying waterfrom a stream

chopped woodand fed animals

mother taught at home until 11

went to schoolfor a short time

1st 16th

92

Problem/SolutionReread “Preserving a Proud Past.” Fill in the graphic organizer by identifying the mainproblem in the article, the attempted solutions, and the end result.

Use the graphic organizer above to retell “Preserving a Proud Past” in your ownwords. Include as much information as you can remember.

Problem

Attempted Solutions

End Result

Attempted Solutions

Many of the NativeAmerican tongues arebeing lost because sofew people today knowhow to speak them.

Elders are teachingchildren to speak theirtribe’s language in intenselanguage programs.

Native Americans areteaching their language to members of thecommunity.

Some tribes arevideotaping elder memberswho speak the language.

Tribal members arepassing down languagethrough oral tradition.Organizations have been formed

to help restore, preserve, andpromote Native Americanlanguages. Children are learningto talk in their tribe’s languageand now many Native Americanlanguages are being kept alive.



16 17

29

Show What You Know!How does a pumpkin grow? Look at the pictures and figureout the steps. Write a number in each circle.

.

What happens when the pumpkins are ripe?

284

Step 3

PickFinally, the pumpkinsare ready to pick. The farmer will sell his pumpkins at afarm stand.

Watch this pumpkin grow.

2

Step 1

PlantA farmer plantspumpkin seeds.

seed leavessprout

52

SequenceReread “From Peanuts to Peanut Butter.” Then finish the graphic organizer to show the sequence of how peanuts grow on the farm. Fill in the steps in the order they happen.Add drawings if you would like to.

Use the flow chart above to retell the section On the Farm in your own words. Include as much information as you can remember. Look back at the article to help you with details you may have missed.

In April, In the fall,Soon,

the peanuts grow under the ground.

Next, Then, Last,

a combineseparates the plants from thepeanuts

[ [

[ [

Writing FrameUse the information in your graphic organizer to fill in the writing frame.

This is how peanuts grow. In April, ___________________________________

______________________________________________________________________.

Then, in the fall, ____________________________________________________

______________________________________________________________________.

Next, the plants have to ____________________________________________.

After that, __________________________________________________________

______________________________________________________________________

______________________________________________________________________.

and __________________________________________________________________

______________________________________________________________________

______________________________________________________________________.

Last, the peanuts are sold.

Use the writing frame above as a model to write about another sequence,such as how corn or wheat is grown. Or how a food such as pasta is made.Look in your social studies textbook if you need facts that will help you fill in the frame.

53

the farmer plants peanuts

the farmer harvests the peanuts;

plows up the peanuts

dry in the sun

a combine separates the plants from the peanuts

puts the peanuts into a truck

20

6Practice

YourSkills!Practice

YourSkills!


Before You ReadVocabulary Read the sentencesbelow. Write T if the statement istrue or F if it’s false.

As You ReadText Structure This article explainshow young immigrants adjust to life in America. It compares andcontrasts life in their homelands and in the U.S. To keep track ofthe comparisons, underline phrasesthat describe how things were inimmigrants’ homelands. Circle phrasesthat describe their life in the U.S.

Text Feature How does the specialtype help you understand the article?

After You Read1. Describe three great challengesfaced by children immigrating to the U.S.

2. Why do most families immigrate to the U.S.?

3. What do you think your greatestchallenge would be if your familyimmigrated to another country?Explain your reasons.

First Day JittersTen-year-old Dyna Santo had more

than a case of the first-day jitters whenshe started school four years ago.

Dyna could only stare when herteacher and classmates spoke to her.Having just arrived from thePhilippines, Dyna spoke no English.

“When I started first grade I wasjust looking at my teacher because Ididn’t understand what she was saying, and this made me feel embarrassed and pretty sad,”Dyna said.

With the help of a good friend at El DoradoElementary,her school in San Francisco, California, Dynawas speaking English by the end ofthe school year. But first-dayexperiences like Dyna’s are more andmore common as some 2.4 millionimmigrant children call the UnitedStates home and face the challengesof moving to a new country—learning

English, making new friends, andgetting used to life in the United States.

“I remember asking ‘Why do wehave to move to America?’ I had lots of friends in the Philippines and wasworried that I wouldn’t make friends in America because I didn’t knowEnglish,” Dyna said.

��

Welcome toTrue or False?1. Children who are thriving havedifficulty keeping up with theirschool work. _______2. Refugees are people who have had a good life in theirhomeland. _______3. When you hire someone, youoffer them a job. _______4. In an election, the winningcandidate gets a majority ofthe votes. _______5. It doesn’t take any time to getadjusted to a new school. _______

Young immigrants make themselves at home in a whole new land of opportunity.

How we got here: Some were explorers.

20,000 B.C.First peoplecome to NorthAmerica bywalking across a land bridgecalled the Bering Strait.

1492Columbusreaches theAmericas.

1585Spanishestablish first Europeansettlement inSt. Augustine,Florida.

1607FirstpermanentEnglish colonyis establishedin Jamestown,Virginia.

1619First timeenslavedpeople arebrought toJamestown,Virginia.

1620Pilgrims arrive inMassachusettson theMayflower,seeking religiousfreedom.

For George Tsereteli,moving to Washington,D.C., was an adventure.

21

��

America!Coming to America

The majority of immigrant children move to the UnitedStates to join family already living here. Dyna’s mom,grandmother, and many of her cousins were here when Dyna arrived in 1996.

Other children move to the United States because theirparents have been hired by American companies. Thesepeople are usually skilled workers like engineers, computerprogrammers, and scientists.

Still other young immigrants arrive in this nation becausethey have nowhere else to go and can’t stay in their homecountry. These children are forced to leave their homesbecause of extreme hunger, war, or unfair treatment based on their race, religion, nationality, or political opinions.

When people have to flee their homes because ofthis kind of mistreatment, they are called

refugees. Last year, 90,000 refugees were allowed into theUnited States. The people admitted are from different regionsof the world.

Settling DownMost newcomers settle in the heavily populated states of

New York, Florida, Texas, or, like Dyna and her family,California. But more and more, large groups of immigrantsare making their homes in places like Iowa, Louisiana, andOhio, where jobs are more plentiful.

Eleven-year-old Edgar Silva and his mom moved to Ohiofrom Mexico when he was 4. They moved to Ohio to joinEdgar’s dad, who had come to the United States 12 yearsearlier to find work.

Edgar said learning English was hard at first, but he stillis not used to Ohio’s cold weather and sometimes misses thewarmth of his native Mexico.

A New BeginningGeorge Tsereteli (SEH-ruh-TEL-ee), 11, and his parents

moved to the nation’s capital, Washington, D.C., five yearsago from Georgia, the former Soviet republic.

“I was excited to move to America, because I wanted toknow what it was like. But I was also sad because I wasleaving my friends and other family,” he said.

Dyna, Edgar, and George agree that the hardest challengeabout getting adjusted to life in the United States waslearning English. But with the support of their classmates,teachers, and family, all three are thriving in their new livesin the United States.

Equator

INDIANOCEAN

NORTHPACIFICOCEAN

ARCTIC OCEAN

SOUTHERN OCEAN

SOUTHATLANTIC

OCEAN

SOUTHPACIFICOCEAN

NORTHATLANTIC

OCEANASIA

AUSTRALIA

ANTARCTICA

NORTH AMERICA

SOUTH AMERICA

AFRICA

EUROPE

ASIA

Some came in search of opportunity. Some were forced in chains.

1845Wave of Irishimmigrantscome to escapefamine.

1869Japanesecome to theWest Coast.

1886Statue ofLibertyunveiled.

1892Ellis Islandopens.

1907One millionimmigrants pass throughEllis Island in one year.

1924Laws passed tolimit the numberof people whocan emigratefrom certaincountries.

1965Immigration Act of 1965 ends limits on immigrantsbased onspecific country.

2000These childrenare from Mexico,the No. 1 countryfrom whichimmigrantsarrive.

Top 5 countries from which the U.S.welcomes the most immigrants.

Source: Immigrationforum.org

China

PhilippinesIndia

Mexico

51

2

4 3DominicanRepublic

20

6


YourSkills!


Before You ReadVocabulary Read the sentencesbelow. Put a check mark in thecorrect box to show if the statementis true or false.

TRUE OR FALSE?Cars that use a great deal of gas areenergy efficient. � True � False

A durable house will stand for a longtime. � True � False

Professional people have spent lotsof time learning how to do their jobs. � True � False

A shortage of paper means that there is a lot of paper to use. � True � False

As You ReadText Structure This article describesthe problems four girls faced andhow they solved these problems. Tokeep track, underline phrases thatdescribe the problems. Circle thephrases that describe the solutions.

Text Feature How does the specialtype help you understand the article?

After You Read 1. Describe the housing problem onthe Crow reservation.

2. Why did the girls think a strawhouse might solve the problem?

3. How did the girls convince peoplethat straw-bale houses are safe?

Four Native American studentsfrom the Crow Reservation inMontana won a science prize forproving that buildings made ofstraw are safe and energy efficient.Then, they turned what hadstarted out as a science projectinto an actual building for their reservation.

A WINNING IDEAThe four 10th-graders—Kimberly,Omney, Lucretia, and Brenett—entered their findings in a nationalscience contest. They won firstprize of $25,000.

When talk-show host OprahWinfrey heard about the girls, sheinvited them to appear on hershow and surprised them withanother $25,000. She also gavethem $20,000 worth of tools tohelp put their plan in action.

The girls used the money tobuild a study hall made of strawbales, bundles of straw that aretightly pressed and tied together.They chose to build a study hallbecause the nearest library is 12 miles away. With the help of35 volunteers, they built the 900-square-foot study hall in just two-and-a-half weeks.

“I never thought I’d get toexperience building a straw house,”says Kimberly.“I learned a lot.”

WHY STRAW?After first hearing about thecontest, which challenges studentsto use science to solve a problemin their community, the girlsdecided to find a solution to thereservation’s housing problems.

Many families on the CrowReservation live in overcrowded

BUILDING A DREAM: Lucretia, Kimberly,Omney, and Brenett working on the strawstudy hall with the help of volunteers.

Montana

C

To make a building out of straw was four girls’ dream. Thanksto their knowledge of science, their dream recently came true.

21

houses due to a housing shortage.On the Crow Reservation, as on manyNative American reservations, two ormore families often crowd into trailersor poorly constructed houses. Thesehomes are not only small and crampedbut are expensive to heat during thecold Montana winters.

The girls realized that strawhouses might be a solution afterhearing about a local woman who hadbuilt a house out of straw and stucco(STUK-oh), or cement for surfacingwalls. The girls visited her home andfound that it was really nice, didn’t cost much money to build, and didn’trequire as much heat in the winter asmost houses do.

“When you walk in, it seems like a regular house,” explains Omney,“but then the walls are really thick,so it’s warm and soundproof.”

SAFETY TESTSAlthough straw houses are cheap tobuild, many members of the Crowtribe worried that the houses wouldrot, or, more seriously, catch fire.

To prove that straw-baleconstruction is safe and durable,the girls built a model of a strawhouse, stacking straw bales andcovering them with stucco.Then, they conducted scienceexperiments.

To show that straw/stucco structures are waterproof, they hosed the exterior of the model house to see if any water leaked in. The model remained dry.

Then they tested to see if the model house was fireproof and energy efficient(EN-ir-jee ee-FISH-uhnt).“We put a blowtorch on one side of the wall and a thermometer on the other,”said Kimberly.“We left the blowtorch on the wall for half an hour. During that time,the wall didn’t catch fire, and the thermometer on the other sideremained at the same temperature.”

With the success of the project,some of the girls hope to build

straw-bale houses for their families.Kimberly enjoyed building the studyhall so much that she wants to becomea professional builder.

Montana

C

STURDY STRUCTURE: Volunteers stand in front of the completed study hall. Some of the girls have on traditional dresses.

RAISING THE ROOF: Volunteers help build the straw-bale study hall on the Crow Reservation. The straw was later covered with stucco.

CELEBRITY SCIENTISTS: (From left to right) Lucretia, Kimberly, Omney, Brenett, with Oprah Winfrey

Students Apply Learning Independently with Show What you Know (Grade 1) or On Your Own (Grades 2–5) written practice.

Preteach Vocabulary with graphic organizers for content learning and providing clues to text structure.

Interactive Guided Practice:Practice Your Skills guides students’ learning with Before, During and After Activities.

Suggestions for writing are further applications connected to curriculum.

Graphic Organizers provide scaffolding to help students identify the specific nonfiction text structure.

Students Learn Strategies and Skills for Reading Nonfiction Independently

On Your OwnRead the chart below. Use the chart to write a paragraph about what you learned. You can add more information if you wish.

Write what you learned.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

59

[

[

[

[Detail Detail Detail Detail

Main Idea

We plant trees foranimal homesand to keep soil fromblowing away.

We pick uplitter and put it in trash cans.

We make less trash by using oldthings again.

We make less trash by recycling, or using oldthings tomake newthings. Werecycle paper,for example.

People can take care of our land.

Land Care

58

Before You ReadPreview thearticle. Check (�)the specialfeatures it has.

__ title__ introduction__ headings__ boldfaced words__ pronunciations__ photos

As You Read• Did you read

the headings to learn themain ideas?� Yes � No

• Circle a detailunder eachheading.

• Explain how theheadings helpedyou rememberthe facts in thearticle.

After You Read1. What helps someanimals stay warm?

2. How does awoodpecker getfood?

What bodyparts help youwith food, water,and temperature?


YourSkills!

Some animals have body parts that help them meet their needs—food, water, and the right body temperature.

How Animals’ Body Parts Help Them Survive

How Animals’ Body Parts Help Them Survive

[

[

[

[

[

[

TemperatureSome animals have long coats that keep them warm in cold temperatures. The yak lives high in the mountains in Tibet (tuh-BET), a country in Asia. It needs its woolly coat to keep warm.

WaterSome animals have special body parts thathelp them get water. The camel, forexample, does not sweat (SWET) much,even in desert heat. This is because it saveswater in its tissues, which are cells thatform part of the body. That is why a camel can go without drinking for nearly a month.

FoodMany animals have special mouth or headparts that help them get food. For example,this woodpecker uses its long beak to getunder a tree’s bark. Then it can eat the bugsthat live there.

PAIRSHAREPAIR

SHARE


Students Learn Strategies and Skills for Reading Nonfiction IndependentlyNavigatingNonfiction


18 19

teacherthinkAloud

50 Lesson 10: Special Type

Special Type

TEACH• Ask students to turn to Student

WorkText, page 34.

• Have students read the pagesilently before discussing together the sample text andsteps for using the special typethat appears in it.

Just one look at this page tells me it’s not

from a story! For one thing, thereare so many different kinds of type.You may not realize it, but they areclues to help you better understandthe text. Let me walk you through how to use these clues.

The title tells me that the article is about pets that become problems. Thefirst heading tells me that the next section will be about pets that becomeproblems because they get way too big. The second heading tells me that I will learn about why it’s important to think before buying a pet. So as Iread, I’ll pay attention to what pets can be problems and why.

I also see words that are in boldface, or dark type. I can’t miss them! Thewriter makes them stand out because they are important vocabulary aboutthe topic. If the word is new to me, I’ll make sure I learn what it means.

Then there is an odd-looking word in parentheses. Actually, it’s not aword—it’s a pronunciation. It tells me how to say the word just before it.B-o-a is pronounced (BOH-uh). In case I don’t know how to say the word,the pronunciation is there to help me.

• Have students follow the directions and answer the questions underPractice Your Skills. Check their answers and assist them, as needed, inusing the special type features.

10

One of the most obviousfeatures that studentswill notice about nonfic-tion is how the text lookson the page. Writers ofnonfiction provide visual“clues,” such as specialtype, that alert readersto the important ideasand vocabulary central tothe topic.

In expository text, theseare among the organiza-tional features that helpstudents comprehend andremember what they read:

• The title and headingsget students ready forwhat they are going toread. They provide anoutline of the mainideas in the text.

• Special type, such as boldface, italics, pronunciations, and color, calls outimportant vocabularyrelated to the topic.

At-a-Glance

studentthinkAloud

Lesson 10: Special Type 51

APPLY• Ask students to turn to Student WorkText, page 36.

• You may wish to spark discussion with these and other questions:

� Which reptile fact surprised you the most?

� What are the ways the author presented information in this article? NAEP

PRACTICE• Ask students to turn to Student WorkText, page 35.

Have them preview the article and complete the Before You Read prompt. (See Preview Routine, page 20.)

• Ask students to read the article silently, paying attention to the special type. Then have students answer the As You Read questions on their own.

Have students model aloud how they used the special type. Use the following prompts, as needed:

� What did you read first? What did that tell you?

� What did the headings tell you?

� Did you know the meanings of all the boldfaced words? If not, how did you figure them out?

• Discuss the article and special type using the After You Read questions.You may also wish to ask: Does this article remind you of anything elsewe’ve read? How did that help you when you read this article?

• Have volunteers share their pair-share discussions with the class.

Retelling Model retelling the text. Involve students by having them addone or two of the details.

Ready-to-use lessons and at-a-glance tools work for independent, targeted, partner, small group, and whole group instruction.

Grade-specific standards included and identified within each lesson assist teachers in covering required material.

Focus on Text Features: Weeks 1 and 2 of each unit [Grades 2–5)Focus on Read Aloud: Week 1 (Grade 1)

Explicit teaching models for new teachers and a resource for more experienced professionals are provided by Think Aloud scripts.

Everything you need to know about the text feature is at the beginning of the lesson.

Teach/Practice/Apply lesson organization is consistent throughout.

Accelerate student internalization of skills and strategies with Think Aloud questions.

Inside the Teacher’s Guide

Informal Assessment Feature helps teachers keep students on track.

Teaching key concept words in context is vital for comprehension.

Signal words help identify text structure.

NAEP connection

Focus on Text Structure: Week 3 of each unit (Grades 2–5)Focus on Independent Reading: Week 2 of each unit (Grade 1)

teacherthinkAloud

52

Special Type11

Special TypeYou will find many examples of special typein your social studies andscience textbooks. Usethem as opportunities toreinforce students’ skills.

Social Studies • chapter titles in a

large font and in color • boldfaced section

titles and headings

• pronunciations ofproper nouns, foreignwords, key vocabulary

• concept vocabulary inboldface

• special features calledout in color

Science • chapter titles in a

large font and in color

• boldfaced sectiontitles and headings

• pronunciations oftechnical terms andvocabulary

• concept vocabulary inboldface

• secondary vocabularyin italics

• special features calledout in color

connectingto your

curriculum

Lesson 11: Special Type

Let me show you how I use the special type

in this article. The title and heading get me ready for what I’m going to read. The title tells me the topic of the article—holiday celebrations. I wonder which holiday it’s going to be about. Then I’ll read the heading, and I’ll know. I’ll belearning about Las Posadas.

That’s Spanish, and I’m not sure I’m pronouncing it correctly. But I see the pronunciation is given in the first sentence, so I can check. It’s pronounced (lahz poh-SAH-dahz). I was pretty close!

In the second sentence, I come to a boldfaced word. That means it’s animportant word. I know what tradition means, but if I didn’t, I could figureit out from the sentence We do it every year. The fact that tradition is boldfaced also gives me a clue that I’ll be reading about what this family’straditions are.

As I continue to read, I’ll be sure to use the other pronunciations and payspecial attention to the boldfaced words.

• Have students follow the directions and answer the questions underPractice Your Skills. Check their answers and assist them, as needed, inusing the special type.

TEACH• Ask students to turn to Student

WorkText, page 37.

• Have students read the page silently before discussing together the sample article and the steps for using the special type that appears in it.

53

APPLY• Ask students to turn to Student WorkText, page 39.

• Have students answer the questions in You Be the Expert!

• You may also wish to discuss:

� How do you think we know about what Pilgrim life was like?

� Would you like to be one of the Pilgrim children actors at Plimoth Plantation? Why or why not?

� Why might the author have written this article?

Lesson 11: Special Type

studentthinkAloud

Have students model aloud how they used the special type as they read. Use the following

prompts, as needed:

� What did you read first? What did it tell you?

� Did you need any of the pronunciations? If so, which ones?

� Did you know the meaning of the word in boldfaced type? If not, what did you do to figure it out?

• Discuss students’ answers. Then discuss the article and the special typethat it contained using the After You Read questions. You may also wishto ask: Did any of the information surprise you? How might these mythshave started?

Retelling Model retelling of the text. Involve students by having themadd one or two details.

NAEP

PRACTICE• Ask students to turn to Student WorkText, page 38.

Direct students to Before You Read. Have them preview the article and respond. (See Preview Routine, page 20.)

• Ask students to read the article silently, paying attention to the special type. Have them answer the As You Readquestions on their own.

54 Lesson 12: Cause/Effect

Cause/Effect12

TEACHText Structure: Cause/Effect

• Remind students that writers of nonfiction often organize their writingin one of five ways: description, sequence, compare/contrast,cause/effect, problem/solution. Knowing how the writing is organizedhelps readers understand and remember what they read. Display the Text Structures Poster. (See Student WorkText, page 105.)

• The text structure of “It’s Tornado Time” is cause/effect. You may wishto use the Think Aloud to model how you determined the text structureof the article.

You know that figuring out how an article is organized can helpyou better understand the ideas in it. So, let me show you how

I figured out the organization—or the text structure—of this article.

I know that writers use signal words to help me understand how the ideasare organized, so as I read I look for these clues. And I spot one in thefirst paragraph. It says that the family knew “the terrible effects of a tornado.” I think the text structure of the article may be cause and effect.I’ll continue reading to see if I’m right.

The next sentence says the family was safe. Why? “Because they were wellprepared and remained calm.” Because is another signal word. It tells mewhy the family was safe, or the cause of their being safe.

I see that the organization of this article is cause and effect. So as I read,I’ll look for what happened and think about why it happened.

Build Background: Smart Chart

• Use the Smart Chart Routine, page 19. Through your questioning, guidethe discussion to identify students’ knowledge and/or misconceptionsabout tornadoes and their effects.

Preteach Vocabulary

• Define each of the following words from “It’s Tornado Time.” Provide a context sentence and point out any special features such as silent letters and homophones. (See Vocabulary Routine, page 21.)

teacherthinkAloud

Lesson 12: Cause/Effect 55

destroy To ruin completely. The tide destroyed the sandcastle.

prepared Being ready for something. Pat studied and was prepared forthe test.

calm Quiet, in control of oneself. It is important to stay calm in anemergency.

patience The ability to wait for something without getting upset orangry. It’s hard to have patience when you’re waiting in a very long line.Homophone: patients.

damage Harm, ruin, injury. The bugs caused damage to many trees and plants.

• Ask students to turn to Student WorkText, pages 40–41. Direct theirattention to Before You Read and have them complete the chart beforethey begin to read the article.

WHAT’S THE CONNECTION?

Synonym Antonym

destroy ruin �

prepared unprepared �

calm upset �

patience impatience �

damage harm �

56

PRACTICE Read the Article

• Read aloud the As You Read text to help students set a purpose for reading. Then, ask students to read the article silently, paying attentionto the special type.

• When students have finished reading, discuss the article and special typeusing the After You Read questions.

Check Comprehension

• Have students retell the selection in their own words. Encourage them toinclude as many details from the article as they can recall. (See pages21–23 for a detailed discussion of retellings.)

• You may wish to continue the discussion with these and other questions:

� What are some of the effects of a tornado?

� Why was it important for the family to be well prepared?

� Have you and your family ever had to prepare for severe weather? If so, how?

� What clues did you find to help you figure out the cause/effect organizationof the article?

Graphic Organizer

• Ask students to turn to Student WorkText, page 42.

• Have them reread the article to determine any information left out of their retellings. Then ask students to complete the graphic organizer.

• When finished, have students do a second retelling to a partner.

• Use a graphic organizer such as this whenever studentsencounter cause/effect paragraphs in their social studiesand science textbooks.

Lesson 12: Cause/Effect

NAEP

they went to the basement and stayed in a supply closet.

they were safe.

the family’s homewas destroyed.Buildings in the town weredamaged.

57

APPLYWriting Frame

• Ask students to turn to Student WorkText, page 43.

• Explain that writers use certain words and phrases when writing about cause and effect. These include because, so, and therefore. These words and phrases are called signal words. They signal that the author is providing information about what happened and why. This helps readers organize their thinking about the text.

• Have students complete the cause/effect writing frame using the information in the article on pages 40–41. Work with students, as needed.

On Your Own

• Have students write their own cause/effect paragraphs using information from their science textbook.

• Explain to students that the more practice they have using thecause/effect writing frame, the more familiar they will be with this text structure. This will assist them in recognizing the cause/effect pattern as they read, inform them about how to organize their thinkingabout their reading, and improve their reading comprehension overall.These writing frames can also be used when they answer test questionsor write reports for social studies and science assignments.

Lesson 12: Cause/Effect

went down to the

basement and stayed in a supply closet

they were safe

the family’s house was destroyed

many buildings in the town were damaged

Teacher’s Guides Make Prep Time Easy And FastTeacher’s Guides Make Prep Time Easy And FastNavigatingNonfiction

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20-25 Pages of Instructional Routines

All teachers are equipped with the knowledge and techniques they need to help their students successfully navigate nonfiction texts.

20-25 Pages of Instructional Routines

“Navigating Nonfiction…a valuable resource for preparing today’s students for the reading demands of the twenty-first century.”

from the Foreword by Barbara Moss

Inside the Teacher’s Guide

Teacher Models Retelling and Students Practice Retelling

Writing Routines

Sample Smart Chart Routines

Preview Routine

Vocabulary Routine


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Reading Standards for Informational TextGrade 1 Correlation Grade 2 Correlation Grade 3 Correlation Grade 4 Correlation Grade 5 Correlation

Key Ideas and Details Key Ideas and Details

1. Ask and answer questions about key details in a text.

Lesson 5: pp. 33-35 Lesson 6: pp. 36-41 Lesson 7: pp. 45-47 Lesson 9: pp. 54-59 Lesson 14: pp. 87-89 Lesson 15: pp. 93-95

1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

“Practice Your Skills” feature in all lessons. Lesson 15: pp. 50-53 Lesson 18: pp. 60-63

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

“Practice Your Skills” feature in all lessons. Lesson 3: pp. 10-13 Lesson 24: pp. 80-83 Lesson 30: pp. 100-103

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.


1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.


2. Identify the main topic and retell key details of a text.

Lesson 4: pp. 24-26 2. Identify the main topic of a multi paragraph text as well as the focus of specific paragraphs within the text.

Lesson 3: pp. 10-13 Lesson 17: pp. 58-59

2. Determine the main idea of a text; recount the key details and explain how they support the main idea.


2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Lesson 4: pp. 16 Lesson 5: pp. 17 Lesson 19: pp. 64-66 Lesson 20: pp. 67-69

2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.


3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.


3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.


3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Lesson 15: pp. 50-53 Lesson 12: pp. 40-43 Lesson 18: pp. 60-63 Lesson 27: pp. 90-93

3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.


3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.


Craft and Structure Craft and Structure

4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.


4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

“Practice Your Skills”: Lessons 3, 6, 9, 12, 15, 18, 21, 24, 27, 30 Lesson 9: pp. 30-32 Lesson 21: pp. 70-73

4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

“Practice Your Skills”: Lessons 3, 6, 9, 12, 15, 18, 21, 24, 27, 30

4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Practice Your Skills section: Lessons 3, 9, 12, 15, 18, 21, 24, 27, 30 Lesson 4: pp. 14-16 Lesson 5: pp. 17-19

4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

“Practice Your Skills”: Lessons 3, 6, 9, 12, 15, 18, 21, 24, 27, 30 Lesson 4: pp. 14-16 Lesson 5: pp. 17-19

5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

Introduction: pp. 4-5 5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Lesson 1: pp. 4-6 Lesson 2: pp. 7-9 Lesson 4: pp. 14-16 Lesson 5: pp. 17-19 Lesson 13: pp. 44-46 Lesson 14: pp. 47-49 Lesson 17: pp. 57-58

5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Lesson 1: pp. 4-6 Lesson 2: pp. 7-9 Lesson 4: pp. 14-16 Lesson 5: pp. 17-19 Lesson 10: pp. 34-36 Lesson 11: pp. 37-39

5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Lesson 12: pp. 40-43 Lesson 15: pp. 50-53 Lesson 30: pp. 100-103

5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.


6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.


6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

6. Distinguish their own point of view from that of the author of a text.

6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Lesson 21: pp. 70-71 6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Lesson 6: pp. 20-23

Integration of Knowledge and Ideas Integration of Knowledge and Ideas

7. Use the illustrations and details in a text to describe its key ideas.

“Retell” feature in each lesson. Lesson 2: pp. 15-17 Lesson 3: pp. 18-20 Lesson 4: pp. 27-29

7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.


7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Lesson 7: pp. 24-26 Lesson 8: pp. 27-29 Lesson 9: pp. 30-33 Lesson 13: pp. 44-46 Lesson 14: pp. 47-49 Lesson 19: pp. 64-66 Lesson 20: pp. 67-69 Lesson 22: pp. 74-76 Lesson 23: pp. 77-79 Lesson 25: pp. 84-86 Lesson 26: pp. 87-89 Lesson 28: pp. 94-96 Lesson 29: pp. 97-99

7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Lesson 7: pp. 24-26 Lesson 8: pp. 27-29 Lesson 10: pp. 34-36 Lesson 11: pp. 37-39 Lesson 13: pp. 44-46 Lesson 14: pp. 47-49 Lesson 16: pp. 54-56 Lesson 17: pp. 57-59 Lesson 22: pp. 74-76 Lesson 23: pp. 77-79 Lesson 25: pp. 84-86 Lesson 26: pp. 87-89

7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Lesson 4: pp. 44-46 Lesson 14: pp. 47-49 Lesson 16: pp. 54-56 Lesson 17: pp. 57-59 Lesson 19: pp. 64-66 Lesson 20: pp. 67-69 Lesson 23: pp. 77-79 Lesson 25 pp. 84-86 Lesson 26: pp. 87-89 Lesson 28: pp. 94-96 Lesson 29: pp. 97-99

8. Identify the reasons an author gives to support points in a text.

8. Describe how reasons support specific points the author makes in a text.

Lesson 9: pp. 30-33 8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).


8. Explain how an author uses reasons and evidence to support particular points in a text.


8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Lesson 12: pp. 40-42 Lesson 22: pp. 74-76 Lesson 23: pp. 79

9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).


9. Compare and contrast the most important points presented by two texts on the same topic.


9. Compare and contrast the most important points and key details presented in two texts on the same topic.


9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Range of Reading and Level of Text Complexity Range of Reading and Level of Text Complexity

10. With prompting and support, read informational texts appropriately complex for grade 1.

Lessons 1-15 10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Lessons 1-30 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.

Lessons 1-30 10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Lessons 1-30 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

Lessons 1-30

Common Core State Standards

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