The Wright Brothers 9911 · What kind of inventions did the Wright brothers create? Have them use...
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Copyright © McGraw-Hill Education Unit 5 Week 3 Genre Biography GR L Word Count 550 Lexile 660 Read Note Taking Have children take notes as they read. Encourage children to record: • important ideas • unfamiliar words • any questions about text that they have Children can also fill in a graphic organizer, noting the important events for each section. Reread COLLABORATE Discuss Notes Ask children to share their questions. Then work with them to go back into the text to find evidence to answer the questions. Discuss evidence children noted in the text. Chapter 1 (pages 2–3) Phonics Point to the name Orville on page 2. Tell children that the r after the o makes the vowel have a special sound. Have children listen as you say Orville. Then have children look for another word on page 2 with an r-controlled o spelled or. Specific Vocabulary Point to the word required on page 3. Explain that this word means “expected to do something.” Ask: How do you think being required to move from place to place affected the boys? Comprehension Check How do you think the Wright Brothers’ school was different from your school? Find evidence to support your answer. The Wright Brothers BEYOND LEVEL BEYOND LEVEL PAIRED READ Poetry Biography by Mel Abelin 91 91 Card CLOSE READING ESSENTIAL QUESTION What inventions do you know about? What Makes the Text Complex? Foundational Skills Decode words with r-controlled vowels or, oar, ore Children can practice reading words with r-controlled vowels or, oar, ore. Structural Analysis Children can practice identifying and reading abbreviations. Access Complex Text Specific Vocabulary The use of unfamiliar language may be a challenge for children. Connection of Ideas Children will need to make connections between details in the text to understand the biography. A S
Transcript of The Wright Brothers 9911 · What kind of inventions did the Wright brothers create? Have them use...
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Unit 5 Week 3
Genre Biography
GR L
Word Count 550
Lexile 660
ReadNote Taking Have children take notes as they
read. Encourage children to record:
• important ideas
• unfamiliar words
• any questions about text that they have
Children can also fi ll in a graphic organizer,
noting the important events for each section.
Reread
COLLABORATE
Discuss Notes Ask children to share
their questions. Then work with them
to go back into the text to fi nd evidence to
answer the questions. Discuss evidence
children noted in the text.
Chapter 1 (pages 2–3)
Phonics Point to the name Orville on page 2.
Tell children that the r after the o makes the
vowel have a special sound. Have children
listen as you say Orville. Then have children
look for another word on page 2 with an
r-controlled o spelled or.
Specifi c Vocabulary Point to the word
required on page 3. Explain that this word
means “expected to do something.” Ask: How
do you think being required to move from
place to place aff ected the boys?
Comprehension Check How do you think the
Wright Brothers’ school was diff erent from your
school? Find evidence to support your answer.
The Wright Brothers
BE YOND LEVELBEYOND LEVEL
PAIREDREAD Poetry
Biography
b y Mel Abelin
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9191Card
CLOSE READING
ESSENTIAL QUESTION What inventions do you know about?
What Makes the Text Complex?
Foundational SkillsDecode words with r-controlled vowels or, oar, ore Children can
practice reading words with r-controlled vowels or, oar, ore.
Structural Analysis Children can practice identifying and reading
abbreviations.
Access Complex TextSpecifi c Vocabulary The use of unfamiliar language may be a
challenge for children.
Connection of Ideas Children will need to make connections
between details in the text to understand the biography.
AS
ReadHave children read “Fly Away, Butterfl y.”
Ask: What type of text is “Fly Away, Butterfl y?”
How can you tell?
Reread to Compare Texts
COLLABORATE
Have partners talk about the poem on
pages 14 and 15. Ask: What words does
the poem use to describe a butterfl y? How
does it remind you of the glider? Have children
share their fi ndings.
Chapter 2 (pages 4–7)
Phonics Remind children that the letter r can
control a vowel such as o in the word born. Tell
children that the letters ore also make the same
vowel sound. Have children fi nd a word on
page 5 with an r-controlled o spelled ore.
Specifi c Vocabulary Children may not
be familiar with the word advanced on page 5.
Explain that advanced means “using the most
modern ideas.” Ask: How do you think a more
advanced printing press helped the print shop?
Structural Analysis Explain that an
abbreviation is a short way of writing a word.
Write the abbreviation Ave. and explain that it
is the short form of writing Avenue. Then have
children fi nd two abbreviations on page 7.
Connection of Ideas Direct children
to page 7. Have them point out the text feature
on this page. Ask: How does the information in
the sidebar connect to the main topic? What
does it help you understand about the Wright
Brothers?
Comprehension Check What great idea do
you think the Wright Brothers had with their
bicycle business?
Chapt er 3 (pages 8–10)
Phonics Remind children that the letter r can
control a vowel such as o and give it a sound as
in more. Have children fi nd a word on page 8
with an r-controlled o spelled ore.
Connection of Ideas Look at the
photo on page 9. Remind children that the
Wrights tested their ideas by building gliders.
Ask: Why do you think the Wrights chose a
beach in North Carolina to test their airplane?
Use evidence from the photo to support your
answer.
Comprehension Check Why do you think the
brothers continued to test airplanes after their
fi rst successful fl ight?
PAIRED READ “ Fl y Away, B u t t e r f l y ”
Write About ReadingWAnalytical Writing
Ana W
Inform Have
children write about
how a butterfl y is like a glider.
Ask: How can inventions be
like what you see in nature?
Have partners use evidence from the
texts to support their writing. Ask
volunteers to share their writing with
the class.
Write About ReadingWAnalytical Writing
Ana W
Inform Have children write a
response to the text using the
Essential Question. What kind of
inventions did the Wright brothers
create? Have them use evidence from
the text to support their ideas.
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Compare TextsRead about how butterflies are similar to planes.
Genre Poetry
12
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BEYOND LEVEL The Wright Brothers Unit 5 Week 3
C H A P T E R 1Phonics:
Then have children look for another word on page 2 with an r-controlled o spelled or. born
Specifi c Vocabulary:
How do you think being required to move from place to place aff ected the boys? Answer/Evidence I think it might have been hard, but the boys got to go to diff erent schools and learn from many people.
Comprehension Check:
How do you think the Wright Brothers’ school was diff erent from your school? Find evidence to support your answer. Answer/Evidence On page 3, I see a wooden desk and chair in the photo. I also see a slate in the photo. In my school, we sit at tables that are made of metal or plastic. I use a pencil, and sometimes a computer, to do my work.
C H A P T E R 2Phonics:
Have children fi nd a word on page 5 with an r-controlled o spelled ore. more
Specifi c Vocabulary:
How do you think a more advanced printing press helped the print shop? Answer/Evidence The brothers took on more jobs and made more money.
Structural Analysis:
Then have children fi nd two abbreviations on page 7. Mr., Mrs.
Connection of Ideas:
How does the information in the sidebar connect to the main topic? What does it help you understand about the Wright Brothers? Answer/Evidence The information is about how the boys may have gotten their curiosity from their mother. Knowing that their mother was also creative helps me understand that the boys were encouraged to invent and create as they grew up.
Comprehension Check:
What great idea do you think the Wright Brothers had with their bicycle business? Answer/Evidence On page 6, I read that they built a bike with two wheels that were the same size. This bike was safer than the ones at the time. I think it was easier to ride, too.
C H A P T E R 3Phonics:
Have children fi nd a word on page 8 with an r-controlled o spelled ore. before, more
Connection of Ideas:
Why do you think the Wrights chose a beach in North Carolina to test their airplane? Use evidence from the photo to support your answer. Answer/Evidence The photo on page 9 shows that the beach is sandy and soft. There aren’t a lot of buildings around. I think the beach is a perfect spot for a soft landing.
Comprehension Check:
Why do you think the brothers continued to test airplanes after their fi rst successful fl ight? Answer/Evidence The fi rst fl ight was in the air for 12 seconds and fl ew about 120 feet. I think the Wrights wanted to fl y a greater distance and maintain the fl ight for a longer period of time.
W R I T E A B O U T R E A D I N GInform Have children write a response to the text using the Essential Question. What kind of inventions did the Wright brothers create? Have them use evidence from the text to support their ideas. Children’s responses may vary but should include that the Wright brothers invented a better printing press, a safer bicycle, gliders, an airplane, and an airplane for the Army.
P A I R E D R E A DRead:
Have children read “Fly Away, Butterfl y.” Ask: What type of text is “Fly Away, Butterfl y?” How can you tell? Answer/Evidence This is a poem. It is written in verses. Every other line rhymes.
Reread to Compare Texts:
Have children talk about the poem on pages 14 and 15. Ask: What words does the poem use to describe a butterfl y? How does it remind you of the glider? Have children share their fi ndings. Children’s responses may vary but should include that the poem says, “In the bright beautiful sky, soar and sway, fl y away, butterfl y.” It reminds me of the picture of the glider, soaring gracefully in the sky.
W R I T E A B O U T R E A D I N GInform Have children write about how a butterfl y is like a glider. Ask: How can inventions be like what you see in nature? Have partners use evidence from the texts to support their writing. Ask volunteers to share their writing with the class. Children’s responses may vary but should include that a butterfl y and a glider can both fl y in the sky. A glider holds a person, but a butterfl y is an insect. Both look very fragile and can be blown around the sky.
Answer Key
