UNIT 3 WEEK 5

SUGGESTED WEEKLY PLAN

LESSON 1 LESSON 2
Suggested Daily Times READING WORKSHOP READING WORKSHOP
READING WORKSHOP GENRE & THEME SHARED READ
• Interact with Sources: Explore Media: • Introduce the Text T274–T287
SHARED READING. . . . . . . . . . . . . . . 35–50 Min. Weekly Question T260–T261 »» Preview Vocabulary
READING BRIDGE. . . . . . . . . . . . . . . . . . 5–10 Min. • Listening Comprehension: Read Aloud: »» Read: “Life & Art”
“Art in Graffiti Park” T262–T263
SMALL GROUP . . . . . . . . . . . . . . . . . . . 20–30 Min. • Respond and Analyze T288–T289
• Realistic Fiction T264–T265
»» My View
WRITING WORKSHOP Quick Check T265
»» Develop Vocabulary
MINILESSON. . . . . . . . . . . . . . . . . . . . . . . . . . 10 Min. Quick Check T289
INDEPENDENT WRITING . . . . . . . 30–40 Min. »» Check for Understanding
WRITING BRIDGE. . . . . . . . . . . . . . . . . . 5–10 Min.
READING BRIDGE READING BRIDGE

Learning Goals • Academic Vocabulary: Parts of Speech

T266–T267
• Word Study: Apply Syllable Patterns
T290–T291
• Word Study: Teach Syllable Patterns
• I can learn more about realistic fiction by
T268–T269
inferring multiple themes.
• I can develop knowledge about language
to make connections between reading and
writing. SMALL GROUP/INDEPENDENT SMALL GROUP/INDEPENDENT
TEACHER-LED OPTIONS TEACHER-LED OPTIONS
• I can use elements of opinion writing to • Guided Reading/Leveled Readers • Guided Reading/Leveled Readers
write an essay. T270–T271, T273 T270–T271, T293
• Strategy, Intervention, and On-Level/ • Strategy and Intervention Activities T292
SEL SOCIAL-EMOTIONAL LEARNING
Advanced Activities T272 • Fluency T292
• ELL Targeted Support T272 • ELL Targeted Support T292
 ssessment Options
A • Conferring T273 • Conferring T293

for the Week INDEPENDENT/COLLABORATIVE

• Independent Reading T273
INDEPENDENT/COLLABORATIVE
• Independent Reading T293
• Literacy Activities T273 • Literacy Activities T293
• Daily Formative Assessment Options
• Partner Reading T293
• Writing Workshop Assessment
B O O K CLUB T273, T476–T477 SEL

The following assessments are available on

SavvasRealize.com: WRITING WORKSHOP WRITING WORKSHOP
MINILESSON MINILESSON
• Progress Check-Ups • Opinion Essay T422–T423 • Opinion Essay T426–T427
• Cold Reads »» Incorporate Peer and Teacher »» Publish a Final Draft
Suggestions »» Share Back
• Weekly Standards Practice for Language
»» Share Back INDEPENDENT WRITING
and Conventions
INDEPENDENT WRITING • Opinion Essay T427
• Weekly Standards Practice for Word Study • Opinion Essay T423 • Conferences T420
• Weekly Standards Practice for Academic • Conferences T420
Vocabulary
• Practice Tests WRITING BRIDGE WRITING BRIDGE
• Test Banks FLEXIBLE OPTION • Spelling: Teach Words with Syllable
• Spelling: Words with Syllable Patterns T428
• Writing Workshop Performance-Based Patterns T424
Assessment Assess Prior Knowledge T424 FLEXIBLE OPTION
• Language and Conventions: Oral
FLEXIBLE OPTION Language: Adverbs T429
• Language and Conventions: Spiral
Materials Review: Indefinite and Reflexive
Pronouns T425
Turn the page for a list of materials that
will support planning for the week.

T256 UNIT 3 • WEEK 5

 LESSON 3 LESSON 4 LESSON 5
READING WORKSHOP READING WORKSHOP READING WORKSHOP
CLOSE READ CLOSE READ COMPARE TEXTS
• Infer Multiple Themes T294–T295 • Confirm Predictions T302–T303 • Reflect and Share T310–T311
»» Close Read: “Life & Art” »» Close Read: “Life & Art” »» Talk About It
Quick Check T295 Quick Check T303 Quick Check T311
»» Weekly Question

READING BRIDGE READING BRIDGE READING BRIDGE

• Read Like a Writer: Analyze Effect of Point • Write for a Reader: Use a of Point of View FLEXIBLE OPTION
of View T296–T297 T304–T305 • Word Study: Syllable Patterns
T312–T313
FLEXIBLE OPTION FLEXIBLE OPTION
• Word Study: More Practice: Syllable • Word Study: Spiral Review: Suffixes Assess Understanding T312
Patterns T298–T299 -ous, -eous, -ious T306–T307

SMALL GROUP/INDEPENDENT SMALL GROUP/INDEPENDENT SMALL GROUP/INDEPENDENT

TEACHER-LED OPTIONS TEACHER-LED OPTIONS TEACHER-LED OPTIONS
• Guided Reading/Leveled Readers • Guided Reading/Leveled Readers • Guided Reading/Leveled Readers
T270–T271, T301 T270–T271, T309 T270–T271, T315
• Strategy and Intervention Activities T300 • Strategy and Intervention Activities T308 • Strategy, Intervention, and On-Level/
• Fluency T300 • Fluency T308 Advanced Activities T314
• ELL Targeted Support T300 • ELL Targeted Support T308 • ELL Targeted Support T314
• Conferring T309 • Conferring T315
• Conferring T301
INDEPENDENT/COLLABORATIVE INDEPENDENT/COLLABORATIVE INDEPENDENT/COLLABORATIVE
• Independent Reading T301 • Independent Reading T309 • Independent Reading T315
• Literacy Activities T301 • Literacy Activities T309 • Literacy Activities T315
• Partner Reading T309
B O O K CLUB T315, T476–T477 SEL

WRITING WORKSHOP WRITING WORKSHOP WRITING WORKSHOP

MINILESSON MINILESSON MINILESSON
• Opinion Essay T430–T431 • Opinion Essay T434–T435 • Opinion Essay T438
»» Publish and Celebrate »» Prepare for Assessment »» Assessment
»» Share Back »» Share Back INDEPENDENT WRITING
INDEPENDENT WRITING INDEPENDENT WRITING • Assessment T438–T439
• Opinion Essay T431 • Opinion Essay T435 • Conferences T420
• Conferences T420 • Conferences T420

WRITING BRIDGE WRITING BRIDGE WRITING BRIDGE

FLEXIBLE OPTION FLEXIBLE OPTION • Spelling: Words with Syllable
• Spelling: More Practice: Words with • Spelling: Spiral Review: Words with Patterns T440
Syllable Patterns T432 -ous, -eous, -ious T436
Assess Understanding T440
• Language and Conventions: • Language and Conventions:
Teach Adverbs T433 Practice Adverbs T437 FLEXIBLE OPTION
• Language and Conventions:
Standards Practice T441

Life & Art T257

UNIT 3 WEEK 5
WEEK AT A GLANCE: RESOURCE OVERVIEW

Materials
READING WORKSHOP
WEEKLY LAUNCH: VIDEO
W EEK

INTERACTIVITY
5
Weekly Question
FRANK LLOYD How does art reflect
WRIGHT and people's experiences?

the Robie House Quick Write How would you

Frank Lloyd Wright was a widely known and influential express your own experiences
architect. He began his career in Chicago at the end of through art?
the nineteenth century. Inspired by the earth tones and
wide spaces of the Midwest, Wright created a new style
of architecture. The Prairie Style he pioneered matches
the environment with wide, low roofs and
open, flowing living spaces. Long rows of
windows let in plenty of sunlight. The wood
and brick he used to build each structure
echo the natural colors of the prairie.

Wright designed and built fifty Prairie Style homes

between 1900 and 1910. One of the most iconic  WATCH
is the Robie House, built in Chicago's Hyde Park
neighborhood for local businessman Frederick C.
Robie. Robie wanted a home with a large, open
living space and natural light.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

This video explains Frank Lloyd

Wright’s legacy.

154 155 157

VIDEO
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READING
RDG20_SE05_NA_U03W05_2RW.indd 157 28/11/19 7:42 AM

EDITABLE
Frank Lloyd Wright and the Robie House ANCHOR CHART ANCHOR CHART
Realistic Fiction Realistic Fiction

Name Name

Language and Conventions

Prepositions and Prepositional Phrases
Word Study
Related Words
The Light at Jupiter Lake
• Prepositions are words that show how a noun or pronoun is related to by J.H. Diel
Words that share word parts or roots are related words.
another word in a sentence. • Depending on the part of speech, related words can have
Guided Reading Level Q
• Prepositional phrases are groups of words that begin with a preposition and
Name
different meanings. Use Onomatopoeia
usually end with a noun or pronoun. • Related words are often pronounced differently. DRA Level 40
• Related words are often multisyllabic. Lexile Measure 800L
My TURN Underline the preposition or prepositions in each sentence. Spelling Minilesson
1. A farmer with three sons had a problem. My TURN For each word below, write two related words. TEACHING POINT Onomatopoeia refers to words whose form imitates the sound
Word Count 3,356
Related Words

Leveled Readers
2. Julie gave flowers to each of her friends. named by the word. For example, the word buzz sounds like the buzzing noise that it
Related words are multisyllabic words that share word parts. Related words
1.are
celebrate celebration, celebratory names. Onomatopoeic language is especially useful in poetry, where one word can
3. Samos is an island in the Aegean Sea near Greece. often formed by adding an ending to a base word. For example, computation is simply create a sensory effect.
formed 2. glass glasswear, glassy
4. One of his most famous stories about his adventures is very funny.by adding -ation to the base word compute. MODEL AND PRACTICE Define onomatopoeia for students and give the following
5. He buried a large rock in a field. 3. magnet magnetic, magnetize examples: buzz, hiss, bang, boom. As you say the words, emphasize their sounds; for Text Text Structure Text Features
SPELLING WORDS example, draw out the hiss you make when you say the word hiss. As a class, work to • Chronological • Chapters
6. Julian was weeping loudly about his loss. 4. compute computation, computer generate a list of other onomatopoeic words. Say: The words we use to name Characteristics (Conflict, climax, • Illustrations
tutor breath crumb breathe animals’ noises (e.g., meow, moo, woof) are often examples of onomatopoeia.
7. A passerby talked to him. resolution)
production triple health relate 5. café cafeteria, cafes Other examples include splash, thump, rustle, sizzle, and plop.
8. The chef suggested he put a potato into the soup. medical imagine medic triplet
6. biology biologist, biological Have students read the excerpt from the Lewis Carroll poem “Jabberwocky.” Say:
9. With the money, he bought new running shoes. compose heal composition image ELL Access Video
You probably notice that a lot of these words are not real. The poet, Lewis
10. He made the rubies into a ring.
crumble relative tutorial product 7. tyrant tyrannical, tyranny Carroll, liked to make up nonsense words to create a fun effect. He is writing Use the interactive video in The Light at Jupiter Lake digital leveled reader to
about a made-up monster, so the made-up words add to the sense of fantasy
Build Background
8. recognize recognition, recognizable engage students, to support language development, to activate prior knowledge,
and magic. Even so, some of these words give you a sense of the sounds in this
My TURN Complete each sentence with a prepositional phrase.
My TURN Write an original sentence for each word below. Spell correctly. scene. Underline the words that you think Carroll meant to use as onomatopoeia.
and to build background for the text.
Possible responses: 9. democrat democracy, democratic
Possible responses: 1. tutorialI read the tutorial before playing the game. Preview the Text
10. conserve conservation, conservationist
up the hill. Say: This book is about a young boy named Alec who moves from his city home in Texas
1. Herman walked
2. medical Keenan took his sick dog to the vet for medical treatment. Independent Writing Launch the Book
TURN andTALK With a partner, take turns saying aloud each pair above
to a rural home on Jupiter Lake in New Hampshire. Let’s read to find out what happens
2. I went for a bike ride around the block 3. composition The composition of the drink was water and orange flavoring. to Alec as he tries to adjust to his new home.
in sentences. After the minilesson, students should transition into independent writing. Have
3. My cat chased the mouse under my bed. students use the onomatopoeic words generated by the class to create their own
My TURN Complete each sentence with a word related to the one sentences. They should use the words to describe a scene that appeals to readers’ Preview the Genre
4. Your jacket is hanging behind the door. in parentheses. sense of sound. Say: The Light at Jupiter Lake is an example of realistic fiction. Show students
the cover of the book. Say: What about this cover tells you that this book is realistic
5. It’s too cold to leave without your coat. 1. The doctor prescribed medicine (medic) to bring down my fever. fiction? As you read, ask yourself if the events in the story are things that could happen
2. Our grocery store has the freshest produce (product) in town. Share Back in real life.
Grade 4, Unit 3, Week 1 99 Grade 4, Unit 3, Week 1 89
© Pearson Education, Inc., or its affiliates. All rights reserved.
3. We have the same name, but James in not a relative (relate) of my mine.
© Pearson Education, Inc., or its affiliates. All rights reserved.
Call on a few students to read their lines incorporating onomatopoeic language. Have
Preview Vocabulary
the rest of the class identify the onomatopoeic words.
4. To stay healthy (health), I eat vegetables and exercise every day. perspective (p. 16) assess (p. 28)
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5. I use my imagination (image) to write stories about fictional characters. selected (p. 19) expertly (p. 29)
structured (p. 25)

Observe students as they read, and monitor their comprehension. Talk with
Grade 4, Unit 3, Week 1
© Pearson Education, Inc., or its affiliates. All rights reserved.
94 Grade 5, Unit 5, Week 2
© Pearson Education, Inc., or its affiliates. All rights reserved.
194
Observe and students about their Noticings, Connections, and Wonderings.
Monitor
Noticings, Connections, and Wonderings
As they read The Light at Jupiter Lake silently to themselves, have students use
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the Noticings, Connections, and Wonderings page at the end of this guide to

RESOURCE DOWNLOAD CENTER

capture their thoughts, questions, and unfamiliar words. Encourage students to
use their notes in discussions and writing.

Additional Practice
© Copyright 2020 1

LEVELED READERS
TEACHER’S GUIDE

Words of the Week

Develop Vocabulary Spelling Words Challenge Spelling Words
radically dispel museum identification
embodies crusade congruent contemporaneous
indivisible selfish defiance tranquilize
revolutionary dismal supreme
ironic segment profile
indignant impede
confiscate
compensate Unit Academic Vocabulary
insistent
demonstrate
syntax
perspective
humane
recall
protest
appeal
ignite
confide
diabolic

T258 UNIT 3 • WEEK 5

 myView REALIZE DOWNLOAD ASSESSMENT
Digital READER

WEEK 5 LESSON 1
GENRE & THEME
READING WORKSHOP Interactive Read Aloud

Fiction Lesson Plan

Listening Comprehension WHY
InterACTIVE Read-Alouds
• expose students to texts above their independent reading level.
OBJECTIVES
Listen actively to verbal
Realistic Fiction • deepen students’ comprehension.
messages, observe nonverbal • enhance students’ overall language development.
messages, ask relevant questions, Tell students you are going to read aloud a realistic fiction story. Have students • provide an opportunity to model fluency and expressive reading.
and make pertinent comments. listen as you read “Art in Graffiti Park.” Explain that students should listen • foster a love and enjoyment of reading.
Use appropriate fluency (rate, actively, paying careful attention to the characters and lessons in the story as
accuracy, and prosody) when you read. Encourage them to ask questions to clarify information, and remind
reading grade-level text. PLANNING Possible Teaching Points
them to follow agreed-upon discussion rules.
Recognize and analyze literary • Recount the Story
• Select a text from the Read Aloud Trade Book Library or the school
elements within and across
START-UP or classroom library. • Describe Characters,
increasingly complex traditional,
• Identify the big idea of the story. Setting, Plot
contemporary, classical, and
diverse literary texts. READ-ALOUD ROUTINE • Determine the Teaching Point.
• Determine Theme
• Make Connections
Purpose Have students actively listen for elements of realistic fiction. • Write open-ended questions and modeled Think Alouds on sticky
notes and place in the book at the points where you plan to stop to • Determine Point of View

ELL Language Transfer READ the entire text aloud without stopping for Think Aloud callouts. interact with students.
Cognates Point out the Spanish REREAD the text aloud, pausing to model Think Aloud strategies related to
cognates in “Art in Graffiti Park.” realistic fiction and to plot, characters, and lessons in the story. BEFORE READING
• different : diferente
• Show the cover of the book to introduce the title, author, illustrator, and genre.
• park : parque
• State the big idea or theme of the story.
• gallery : galería
• Point out interesting artwork or photos.
Art in Graffiti Park • Evoke prior knowledge and build essential background necessary for
understanding.
Yoaly stopped at the corner of 12th Street and Baylor Street. She was • Discuss key vocabulary essential for understanding.
almost there. She could see the gray concrete walls that looked like
a giant, three-story staircase. She could hear people shouting and DURING READING
laughing.
• You can choose to do a first reading so students get the gist of the story and
THINK ALOUD apply Think Alouds and open-ended questioning for a deeper dive into the
Analyze Realistic Fiction Rounding the corner, Yoaly squeezed her bike into the racks at Graffiti
text.

READ ALOUD TRADE BOOK LIBRARY

I understand that Yoaly and her Park and scanned the hill for Tía Mónica. Squinting in the sunlight, her
• Read with expression to draw in listeners.
tía decide to meet at Graffiti Park. eyes could barely make out her tía’s shape at the top, waving at her.
The text makes me think this is • Ask questions to guide the discussion and draw attention to the teaching
something the they do often. Yoaly had lived two blocks from this park since the day she was born. point.
Plot, characters, and themes are It wasn’t always a park. When Yoaly was little, she would hear her • Use Think Alouds to model strategies skilled readers use to monitor
important in realistic fiction. I’m comprehension and construct meaning from text.
going to look closely at these things parents talk excitedly about the big, fancy apartment building that
stood, half-built, in this empty lot. Years and years passed, but the • Help students make connections to their own experiences, texts they have
to figure out the important parts in
read or listened to in the past, or the world.
this story. building sat quiet. Soon, people started spray painting graffiti on
the walls.
AFTER READING
“They know better than to make a mess of those walls,” her mother
• Summarize and allow students to share thoughts about the story.
would sniff. “It’s vandalism.”
• Support deeper conversation by revisiting the theme or big idea of the story.
Sometimes, Yoaly would ride her bike by the park and see beautiful • Choose and assign a Student Response Form available on Realize.com
paintings. Other times, she would see squiggles and words she didn’t
understand. It was sometimes hard to describe her feelings about
the graffiti. She knew some people thought it was vandalism. But she
wasn’t so sure.

T288 UNIT 3 • WEEK 5

READ ALOUD
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INTERACTIVE READ ALOUD

“Art in Graffiti Park” LESSON PLAN GUIDE

Mentor STACK
B OO K
Genre Realistic Fiction

CLUB
Life & Art Writing Workshop T419
from The Wright 3
by Blue Balliett
Titles related to
Spotlight Genre and SCOUT
LITERACY
Theme: T476–T477 STATIONS
Copyright © Savvas Learning Company LLC. All Rights Reserved.

AUDIO

 ANNOTATE
BACKGROUND
When strange things start happening at a local home designed
by architect Frank Lloyd Wright, sixth-grade sleuths Calder,
Tommy, and Petra are eager to take the case—and to save the
building in the process. Inspired by their teacher’s demonstration
using broken chalk, the trio sets out to answer the question,
How does something change when it is broken apart?
159

SHARED READ
RDG21_SE05_INT_U03W05_3RW.indd 159 28/01/20 10:05 AM

Life & Art

  Assessment Options for the Week

• Daily Formative Assessment Options
• Writing Workshop Assessment

The following assessments are available on SavvasRealize.com:

• Progress Check-Ups
• Cold Reads
• Weekly Standards Practice for Language and Conventions
• Weekly Standards Practice for Word Study
ASSESSMENT GUIDE
• Weekly Standards Practice for Academic Vocabulary
• Practice Tests
• Test Banks
• Writing Workshop Performance-Based Assessment

Life & Art T259

WEEK 5 LESSON 1
WEEKLY LAUNCH GENRE & THEME

Interact with Sources

OBJECTIVES
Describe personal connections
Explore Media
to a variety of sources, including
self-selected texts. Remind students of the Essential Question for Unit 3: How do the experiences
of others reflect our own? Point out the Week 5 Question: How does art reflect
Understand the relationship
between the arts and the times people’s experiences?
during which they were created.
Organize and interpret information Direct students’ attention to the video and media explanation on pp. 154–155
in outlines, reports, databases, in the Student Interactive. Explain that videos and “moving media” can show
and visuals, including graphs, real-life examples of actions and events, in contrast to some forms of printed
charts, timelines, and maps.
media, which provide static images. Have students watch the video and read
Recognize characteristics of
the media page that describes it. After students have watched the video, have
digital texts.
them discuss how art can take the form of many different objects, such as
ceramics, sculptures, and, in this case, a house.
ACADEMIC
Point out to students that they have now viewed a number of different sources.
VOCABULARY
Ask students to describe personal connections they see to these sources.
Language of Ideas Academic
language helps students access Use the following questions to guide discussion:
ideas. After you discuss the video
and related media, ask: Why do • Which facts about Frank Lloyd Wright interested you?
certain types of art appeal to
• Why do you think Frank Lloyd Wright thought his houses were works of art?
some people but not to others?
Why is it good to hear different • What do these facts suggest about what art means to you and to others?
perspectives about art?
• appeal • confide WEEKLY QUESTION Reread the Week 5 Question: How does art reflect
• demonstrate • perspective people’s experiences? Tell students they just learned about an architect named
• recall
Frank Lloyd Wright, who believed that his architecture was art. Explain that this
Emphasize that these words will week, they will read more about art and what it can mean to people.
be important as students read and
write about the Essential Question.
QUICK WRITE Have students Freewrite to answer the Quick Write question
on p. 155 and then share their responses.

T260 UNIT 3 • WEEK 5

 myView
VIDEO INTERACTIVITY NOTEBOOK
Digital

ELL Targeted Support Visual Support Read aloud the paragraphs

on p. 154 of the Student Interactive. Tell students to listen closely as you
read about Frank Lloyd Wright and the Robie House. Preview the visuals.
Discuss how each relates to the topic.
Preview key vocabulary: architect, career, designed, environment.
Encourage students to use the visual support on pp. 154–155. Ask: Who
is Frank Lloyd Wright? What is the Robie House? EMERGING
Preview key vocabulary: architect, career, influential, inspired, pioneered.
After students review the visual support on pp. 154–155, ask: What
talent did Frank Lloyd Wright have? What was Frank Lloyd Wright’s
occupation? DEVELOPING
Preview key vocabulary: architect, career, influential, inspired, pioneered.
Ask: Why is Frank Lloyd Wright an important historical figure? How did he
leave a legacy? EXPANDING/BRIDGING

STUDENT INTERACTIVE, pp. 154–155

WEEKLY LAUNCH: VIDEO

W EEK

INTERACTIVITY
5
Weekly Question
FRANK LLOYD How does art reflect
WRIGHT and people's experiences?

the Robie House Quick Write How would you

Frank Lloyd Wright was a widely known and influential express your own experiences
architect. He began his career in Chicago at the end of through art?
the nineteenth century. Inspired by the earth tones and
wide spaces of the Midwest, Wright created a new style
of architecture. The Prairie Style he pioneered matches
the environment with wide, low roofs and
open, flowing living spaces. Long rows of
windows let in plenty of sunlight. The wood
and brick he used to build each structure
echo the natural colors of the prairie.

Wright designed and built fifty Prairie Style homes

between 1900 and 1910. One of the most iconic  WATCH
is the Robie House, built in Chicago's Hyde Park
neighborhood for local businessman Frederick C.
Robie. Robie wanted a home with a large, open
living space and natural light.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

This video explains Frank Lloyd

Wright’s legacy.

154 155

RDG20_SE05_NA_U03W05_1WO.indd 154 04/02/20 RDG20_SE05_NA_U03W05_1WO.indd

9:01 AM 155 04/02/20 9:01 AM
Life & Art T261
WEEK 5 LESSON 1
READING WORKSHOP GENRE & THEME

Listening Comprehension
OBJECTIVES
Listen actively to verbal
Realistic Fiction
messages, observe nonverbal
messages, ask relevant questions, Tell students you are going to read aloud a realistic fiction story. Have students
and make pertinent comments. listen as you read “Art in Graffiti Park.” Explain that students should listen
Use appropriate fluency (rate, actively, paying careful attention to the characters and lessons in the story as
accuracy, and prosody) when you read. Encourage them to ask questions to clarify information, and remind
reading grade-level text.
them to follow agreed-upon discussion rules.
Recognize and analyze literary
elements within and across
increasingly complex traditional, START-UP
contemporary, classical, and
diverse literary texts. READ-ALOUD ROUTINE
Purpose Have students actively listen for elements of realistic fiction.

ELL Language Transfer READ the entire text aloud without stopping for Think Aloud callouts.
Cognates Point out the Spanish REREAD the text aloud, pausing to model Think Aloud strategies related to
cognates in “Art in Graffiti Park.” realistic fiction and to plot, characters, and lessons in the story.
• different : diferente
• park : parque
• gallery : galería
Art in Graffiti Park
Yoaly stopped at the corner of 12th Street and Baylor Street. She was
almost there. She could see the gray concrete walls that looked like
a giant, three-story staircase. She could hear people shouting and
laughing.
THINK ALOUD
Analyze Realistic Fiction Rounding the corner, Yoaly squeezed her bike into the racks at Graffiti
I understand that Yoaly and her Park and scanned the hill for Tía Mónica. Squinting in the sunlight, her
tía decide to meet at Graffiti Park. eyes could barely make out her tía’s shape at the top, waving at her.
The text makes me think this is
something the they do often. Yoaly had lived two blocks from this park since the day she was born.
Plot, characters, and themes are It wasn’t always a park. When Yoaly was little, she would hear her
important in realistic fiction. I’m
going to look closely at these things parents talk excitedly about the big, fancy apartment building that
to figure out the important parts in stood, half-built, in this empty lot. Years and years passed, but the
this story. building sat quiet. Soon, people started spray painting graffiti on
the walls.

“They know better than to make a mess of those walls,” her mother
would sniff. “It’s vandalism.”

Sometimes, Yoaly would ride her bike by the park and see beautiful
paintings. Other times, she would see squiggles and words she didn’t
understand. It was sometimes hard to describe her feelings about
the graffiti. She knew some people thought it was vandalism. But she
wasn’t so sure.

T262 UNIT 3 • WEEK 5

myView
DOWNLOAD
Digital

FLUENCY
“Art in Graffiti Park,” continued
After completing the Read-Aloud
In 2010, Yoaly’s mother read that the park would have a name: Hope Routine, display “Art in Graffiti
Park.” Model reading aloud a short
Outdoor Gallery. It would grow to become one of the largest outdoor
section of the story, asking students
galleries in the state of Texas. “So silly,” her mother would chide. “It’s to pay attention to your prosody,
not art at all.” or expression, which can show
a character’s emotion. Students
“Let’s see what’s new today! I’ll paint something!” Yoaly called to her should also notice how your reading
tía who was stepping down the hill. is affected by punctuation. Invite
partners to practice expressive
“No, silly,” laughed Tía Mónica, as she handed Yoaly a bubble wand reading using their favorite
sentences from the story.
instead. “We are here to observe.”
THINK ALOUD
Tía was always teasing, but when she talked about art, she became
Analyze Realistic Fiction As
very serious. Tía Mónica studied art history at the university, and she I reread the story, I realize that
always made sure to pass along her knowledge to Yoaly. people have different opinions
about Graffiti Park. Some people
Weaving between the concrete walls, Yoaly and her tía admired the think graffiti isn’t art. Others think
art and took turns blowing bubbles. The walls were always changing, graffiti artists add a lot of color
and artists had spray-painted new pictures since last week. Yoaly saw and uniqueness to an otherwise
blank space. I think the author
a sparkling goldfish swimming in a clear pool of water. Next to the wants us to know that people can
picture, the artist had spray-painted “Go with the flow” in cursive. disagree about a subject but still be
respectful of each other.
She breathed a sigh of relief as she spied her favorite corner: a mural
of roses, hollyhocks, daffodils, and snapdragons. She hoped no one ELL Access
would ever paint over it. To help prepare students for the
oral reading of “Art in Graffiti Park,”
“You know, they want to move this gallery to a bigger place someday,” read aloud this short summary:
said Tía Mónica. “We have to enjoy it while we can.”
Yoaly and Tía Mónica meet at
The sun had started to set. The wind blew some of Yoaly’s bubbles to Graffiti Park to look at new paintings
created by artists throughout the
the top of the hill, and she heard people cheer. week. They both appreciate the
experience they have together at
Graffiti Park but in different ways.

WRAP-UP FLEXIBLE OPTION

INTERACTIVE
Graffiti Park Trade Book Read Aloud
• Conduct an interactive read aloud
of a full-length trade book.
Support Do Not
Support Use a Venn diagram to help • Choose a book from the Read
students understand how the Aloud Trade Book Library or the
characters in the story feel about school or classroom library.
Graffiti Park. • Select an INTERACTIVE Read
Aloud Lesson Plan Guide and
Student Response available on
Not Sure SavvasRealize.com.
• Preview the book you select for
appropriateness for your students.

Life & Art T263

WEEK 5 LESSON 1
READING WORKSHOP GENRE & THEME

SPOTLIGHT ON GENRE

Realistic Fiction
LEARNING GOAL
I can learn more about realistic
Minilesson
fiction by inferring multiple themes.
FOCUS ON STRATEGIES A theme in realistic fiction is the story’s central
OBJECTIVE message. A theme is not usually stated or explained directly in the text. It is
Recognize and analyze literary the reader’s job to consider what he or she has read and then put it together
elements within and across to answer, “What does it all mean?”
increasingly complex traditional,
contemporary, classical, and • Think about the story’s plot and how it helps you figure out the theme.
diverse literary texts.
• Look for ways the characters’ actions, goals, changes, and reactions
help you determine the theme.
LANGUAGE OF • Consider that there may be multiple themes to infer.
THE GENRE
After discussing the genre and MODEL AND PRACTICE Model finding a theme in the story. In “Art in Graffiti
anchor chart, remind students to Park,” Yoaly wants to paint like the artists are. However, her tía says she and
use terms related to realistic fiction
in their discussions. Yoaly are just there to observe. I ask myself, What does the author want me
• characters and their goals to observe about the text?
• characters’ reactions to events
Talk about stories from popular culture with which students are familiar.
• key events
Discuss the characters, plots, and themes and whether these stories
• lessons or morals
seem real.
FLEXIBLE OPTION FLUENCY Explain that fluent readers use prosody, which means they read
ANCHOR CHARTS aloud with expression and intonation. Have student pairs practice reading
• Display a blank, poster-sized aloud with prosody using pages from a historical fiction text.
anchor chart in the classroom.
• Review the genre throughout
the week by having students
work with you to add to the
class anchor chart.
• Have students suggest
ELL Targeted Support Describe with Specificity and Detail Have
headings and graphics. students explain a story or movie by describing plot and themes.
• Have them add specific titles Prompt students to describe the story or movie using content-area
as they read new texts.
vocabulary, and then have them write about it in their writer’s notebook.
ELL Language Transfer Have students note how many themes their story or movie has. Lead
Cognates Point out the Spanish
students to understand that a story or movie can be about many different
cognates related to realistic fiction: things at once. EMERGING/DEVELOPING
• realistic : realista Challenge students to describe their story or movie plot using content-area
• events : eventos vocabulary and only one sentence as a summary. Then have them write
about it in their writer’s notebook, noting how many themes their story or
movie has. Lead students to understand that a story or movie can be about
many different things at once. EXPANDING/BRIDGING

T264 UNIT 3 • WEEK 5

 myView
NOTEBOOK
Digital

FORMATIVE ASSESSMENT OPTIONS

Apply QUICK CHECK

Notice and Assess Can students identify
Have students use the strategies to identify realistic fiction.
realistic fiction stories?
OPTION 1 TURN, TALK, AND SHARE SHARE Have students work
Decide
with a partner to complete the Turn and Talk activity on p. 156 of the
• If students struggle, revisit instruction
Student Interactive. Circulate to hear the lessons students may have
about realistic fiction in Small Group
learned from a realistic fiction story and how the characters taught
on pp. T272–T273.
that lesson to readers.
• If students show understanding, have
OPTION 2 Use Independent Text Have students add sticky notes
them continue practicing the strategies
the text where they notice a theme. Direct them to keep track of the
for reading realistic fiction in Small
themes and assess how each theme relates to others in the text.
Group on pp. T272–T273.

Be a Fluent Reader Have students work with a partner to complete the fluency activity on
p. 156 of the Student Interactive.

STUDENT INTERACTIVE, pp. 156–157

GENRE: REALISTIC FICTION READING WORKSHOP

Learning Goal
Spotlight on Genre
I can learn more
about realistic fiction
by inferring multiple
Realistic Fiction
themes.
Realistic fiction tells believable stories to entertain
readers. Theme is the main idea or central meaning
of a fictional text. A theme is not usually stated in a
text. Instead, readers consider several factors and ask
themselves, “What does it all mean?”
• The characters’ actions and goals can help readers
determine theme.
• The plot also helps develop a text’s theme.
• Theme can be a lesson, a message about life, or a
comment on society.
• There can be more than one theme in a text.

TURN andTALK Recall a lesson you learned from a

realistic fictional text. How did the characters and
plot come together to teach that lesson? Share
your thoughts with a partner.

Topic  details
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

 theme! Be a Fluent Reader Reading with fluency requires

practice. Fluent readers read with expression.
Realistic fiction often contains dialogue, which is
perfect for practicing reading with expression.

When you read dialogue aloud,

Raise or lower the pitch of your voice to

express the emotion of the character.

Read with excitement when you see an

exclamation mark at the end of a sentence.

156 157

RDG20_SE05_NA_U03W05_2RW.indd 156 28/11/19 7:42 AM

RDG20_SE05_NA_U03W05_2RW.indd 157
Life & Art
28/11/19 7:42 AM
T265
WEEK 5 LESSON 1
READING-WRITING WORKSHOP BRIDGE

Academic Vocabulary
LEARNING GOAL
I can develop knowledge about
Parts of Speech
language to make connections
between reading and writing. Minilesson
OBJECTIVES
FOCUS ON STRATEGIES Words can have multiple meanings and can be
Use context within and beyond a
sentence to determine the relevant
used as more than one part of speech. One way to determine the relevant
meaning of unfamiliar words or meaning of a multiple-meaning word is to examine the context. Direct
multiple-meaning words. students to look within and beyond the sentence with the unfamiliar word.
Use the relationship between
particular words to better MODEL AND PRACTICE Model this strategy using the academic vocabulary
understand each of the words. word recall in the first item on p. 177 in the Student Interactive.
• The word recall can be used as different parts of speech. I will use
ELL Language Transfer context clues to identify which part of speech appears in the sentence
Cognates Encourage Spanish “The product recall caused stock prices to drop.” I know that the
speakers to utilize knowledge of word product can be a noun. However, in this case, it is an adjective
their native language to acquire
describing recall. This means recall is used as a noun in this sentence. I
new vocabulary. Share the
following cognate: will now use recall as a different part of speech, such as a verb.
• demonstrate : demonstrar • Have students apply this strategy to another item on the page on their
own. Then discuss responses and correct misunderstandings.
WEEKLY STANDARDS
PRACTICE
To assess student progress on
Academic Vocabulary, use the
Weekly Standards Practice at ELL Targeted Support Multiple-Meaning Words As students develop
SavvasRealize.com. connections between reading and writing, they can acknowledge that words
can have multiple meanings with different parts of speech. Students can
deepen and demonstrate their understanding of this concept by listening
closely to language used in the classroom and writing examples of the same
word in different contexts.
Use the word recall in a sentence as a noun, and then use it in a sentence
as a verb. Work with students to identify the part of speech being used in
each sentence. EMERGING
Guide students to use the Academic Vocabulary words on p. 15 of the
Student Interactive as different parts of speech. DEVELOPING
Have student pairs use the Academic Vocabulary words in sentences that
show different parts of speech and different meanings. EXPANDING

T266 UNIT 3 • WEEK 5

 myView
Digital
NOTEBOOK ASSESSMENT READING BRIDGE

ASSESS UNDERSTANDING

Apply
M y TURN Direct students to complete the activity on p. 177 of the
Student Interactive.

STUDENT INTERACTIVE, p. 177

VOCABULARY READING-WRITING BRIDGE

Academic Vocabulary Learning Goal

Parts of speech are categories of words. Nouns I can develop

knowledge about
name a person, place, thing, idea, or feeling. Verbs language to make
can show action, either physical or mental. Adjectives connections between
reading and writing.
describe people, places, things, ideas, or feelings.
Words can be used as more than one part of speech,
and as a result words can have multiple meanings.

My TURN For each item,

1. Read the underlined academic vocabulary word.

2. Identify the word’s part of speech.

3. Write a sentence using the same base word as a different part of speech.

4. Identify the new part of speech.

Possible responses:
1. The product recall caused stock prices to drop. noun
I recall the many summers we spent at the lake.

verb
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

2. The lawyer filed an appeal with the court after the verdict. noun

The bread filled the room with an appealing scent.

adjective

3. The scientist demonstrated how the equipment worked. verb

Raja was demonstrably upset after his team lost.

adverb

177

RDG20_SE05_NA_U03W05_5RWB.indd 177 28/11/19 7:39 AM

Life & Art T267
WEEK 5 LESSON 1
READING-WRITING WORKSHOP BRIDGE

Word Study Syllable Patterns

OBJECTIVE LESSON 1
Decode words using advanced
knowledge of syllable division
patterns.
Teach Syllable Patterns
FOCUS ON STRATEGIES One of the strategies to figure out how to spell
and understand multisyllabic words is to break them down. Multisyllabic
words can be broken down by syllable by identifying syllable type.

• Closed: ends with one or more consonants

• Open: ends in a vowel
• VCe: a vowel followed by a consonant and a silent e
• r-controlled: a vowel followed by the letter r; the r gives the vowel
a unique sound
• Vowel teams: two or more adjacent vowels that make one sound
• Final stable syllables: a consonant followed by le at the end of
the word

MODEL AND PRACTICE Instruct students to write three words for each
of the syllable patterns.

T268 UNIT 3 • WEEK 5

 READING BRIDGE

ELL Targeted Support

Syllable Patterns Have students decode words from Student Interactive
p. 178 to make them more familiar with relationships between sounds and
letters in English.

Display inspiration, disrepair, developer, geometry, and cafeteria. Say each

word aloud, and have students repeat after you. Say the words again, and
help students identify long vowels, short vowels, or r-controlled vowels in
each word. EMERGING/DEVELOPING

Display all ten words from p. 178. Have student pairs write the words in their
notebooks. Then instruct them to underline syllables with short vowels, circle
syllables with long vowels, and draw a box around syllables with r-controlled
vowels. EXPANDING/BRIDGING

LESSON 1
FLEXIBLE OPTION FLEXIBLE OPTION FLEXIBLE OPTION
Teach Syllable
Patterns LESSON 2 LESSON 3 LESSON 4 LESSON 5

Apply Syllable More Practice Spiral Review:  Assess

Patterns Understanding
Suffixes -ous, -eous,
-ious

Life & Art T269

WEEK 5
READING WORKSHOP ASSESS & DIFFERENTIATE

Matching Texts to Learning TMR TMR TMR TMR Teacher Managed Resource

To select other texts that match your instructional focus and your groups’ instructional range,
use the Leveled Reader Search functionality at SavvasRealize.com.

Alison Edwards

TMR TMR
Robyn Michaud-Turgeon
Art by Simona Ceccarelli

LEVEL U Alison Edwards LEVEL U LEVEL V

GR5_U_3_NF_Social Media_aug22JD.indd 1 2017-08-23 4:08 PM LVR_G5_LU_U4_9781486909032.indd 1 2017-09-15 4:00 PM LVR_G5_LV_U3_9781486908967.indd 1 2017-07-12 2:27 PM

Genre Expository Text Genre Informational Text Genre Realistic Fiction

Text Elements Text Elements Text Elements

• Content appealing to • Content appealing to • Figurative language
preadolescents preadolescents • Theme presents social issues
• Multisyllable words requiring • Vocabulary words depend on
context or glossary Text Structure
attention to roots • Chronological
Text Structure Text Structure
• Description • Description

Guided Reading Instruction Prompts

To support the instruction in this week’s minilessons, use these prompts.

Identify Realistic Fiction Develop Vocabulary Infer Multiple Themes

• How can you tell this book is • What precise words give us • Why does this text have more
realistic fiction? clues about a theme? Why? than one theme?
• What is a problem and a • How does the word ____ give • Why is it important to put
solution in the story? us precise information about together what you know with
• What can you relate to in change? evidence from the text?
the story? • What words did the author use • What inference can you make
that you already knew? Which about a theme from the text?
ones did you learn?

T270 UNIT 3 • WEEK 5

 myView REALIZE
Digital READER
DOWNLOAD
SMALL GROUP

Agustina Tocalli-Beller Glen Downey

Art by Vladimir Aleksic

LEVEL V LEVEL W Kirsten Donaghey LEVEL W

LVR_G5_LV_U3_9781486908950.indd 1 2017-09-15 3:44 PM LVR_G5_LW_U3_9781486908998.indd 1 2017-07-10 5:10 PM LVR_G5_LW_U3_9781486909001.indd 1 2017-09-15 12:49 PM

Genre Informational Text Genre Traditional Literature Genre Expository Text

Text Elements Text Elements Text Elements

• Variety of text features • Minimal illustration • Variety of text boxes
• Societal themes • Figurative language • Photographs with captions

Text Structure Text Structure Text Structure

• Description • Chronological • Compare and Contrast

Leveled Reader
Teacher’s Guide
For full lesson plans for these
and other leveled readers, go to
Confirm or Correct Compare Texts SavvasRealize.com.
Predictions
• What connections can you The Light at Jupiter Lake

make to other books?

by J.H. Diel

• How did you make a prediction?

Guided Reading Level Q
DRA Level 40
Lexile Measure 800L
Word Count 3,356

• How can you confirm your • How did the author convey the Text
Characteristics
Text Structure
• Chronological
(Conflict, climax,
resolution)
Text Features
• Chapters
• Illustrations

predictions to make sure they problem in the story? Build Background

ELL Access Video
Use the interactive video in The Light at Jupiter Lake digital leveled reader to
engage students, to support language development, to activate prior knowledge,
and to build background for the text.

Preview the Text

Say: This book is about a young boy named Alec who moves from his city home in Texas
Launch the Book

are correct?
to a rural home on Jupiter Lake in New Hampshire. Let’s read to find out what happens
to Alec as he tries to adjust to his new home.

Preview the Genre

Say: The Light at Jupiter Lake is an example of realistic fiction. Show students
the cover of the book. Say: What about this cover tells you that this book is realistic
fiction? As you read, ask yourself if the events in the story are things that could happen
in real life.

• What can you do if you make an

Preview Vocabulary
perspective (p. 16) assess (p. 28)
selected (p. 19) expertly (p. 29)
structured (p. 25)

Word Study
Observe students as they read, and monitor their comprehension. Talk with

incorrect prediction?
Observe and students about their Noticings, Connections, and Wonderings.
Monitor
Noticings, Connections, and Wonderings
As they read The Light at Jupiter Lake silently to themselves, have students use
the Noticings, Connections, and Wonderings page at the end of this guide to
capture their thoughts, questions, and unfamiliar words. Encourage students to
use their notes in discussions and writing.

For Possible Teaching Points,

© Copyright 2020 1

see the Leveled Reader

Teacher’s Guide.

Life & Art T271

WEEK 5 LESSON 1
READING WORKSHOP ASSESS & DIFFERENTIATE

Use the QUICK CHECK on p. T265 to determine small group instruction.

TMR TMR TMR TMR Teacher Managed Resource

Teacher-Led Options
Strategy Group Intervention Activity
IDENTIFY REALISTIC FICTION READING REALISTIC FICTION
Teaching Point When you are reading realistic Use Lesson 15, T99–T104, in the myFocus
fiction, use what you know about the characters Intervention Teacher’s Guide for instruction on
and their interactions, the sequence of events, the characteristics of realistic fiction.
and your prior knowledge to help you determine
a theme of the text.
LEVEL F • READ

Lesson 15 Genre: Fiction

ELL Targeted Support

DIRECTIONS Read each story. Pay attention to how the events are organized.

TMR
Think about the characters and the setting.

Explain that theme is a story’s central message. Try Again

1 My little brother believes everything I tell him. Every now

It is usually not stated directly in the text. and then I take advantage to give me a leg up. The last whopper,
though, worked to my disadvantage.
2 I was so busy bragging about how awesome I am at carnival
games, I didn’t realize I was setting myself up. He, of course,

Read and discuss the anchor chart with asked me to win a prize for him. Don’t get me wrong. I would
love to win a giant stuffed animal for Ty, but I have never—not
even once—won a carnival game.
students. Ask students to express their ideas 3 “Jamal is going to win a giant stuffed animal for me at the
fair next week!” Ty declared. Dad looked skeptical. Mom shook
her head. I tried to look confident but failed miserably.
about the theme of “Art in Graffiti Park” and 4 I hoped Ty would forget. He didn’t. Every time he saw me,
he asked which game I was going to win. I told him I would
have to check things out at the fair.
list reasons Yoaly likes going to Graffiti Park. 5 In the meantime, I checked my piggy bank. I knew I would
be spending my life’s savings trying to get that giant stuffed
animal for Ty. Maybe one of the attendants would take pity on
EMERGING 6
me. That seemed like my only hope.
The fair arrived and we went. Mom and Dad wished me
luck. I tried to dodge Ty to see if I could just buy a prize. I

Have pairs read the anchor chart and express

couldn’t shake him. I kept playing, but I lost every game.
Despite a look of disappointment, Ty said, “It’s okay, Jamal. I
don’t need a stupid animal anyway.”

their ideas about the story’s theme. Then, have

7 That made me feel even worse. I had lied and disappointed
him and he was trying to make me feel better. I had to do
something. . . . I had the perfect idea. There was a game I could

them use their prior knowledge to infer why Yoaly 8

win for sure!
I told Dad my plan. He nodded. I ran as fast as I could in the
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

other direction. It took only five minutes.

likes going to Graffiti Park. DEVELOPING 9 As I returned to my family, I could see the smile stretch
across Ty’s face. He started jumping up and down! “For me???”
he asked incredulously.
10 “For you,” I said as I handed him a bag of five goldfish.

Explain that because themes are usually not 11 I was the hero for the day. And I promised myself to try not
to disappoint this little guy ever again.

stated directly, students can make an inference

about a theme. Ask: What do you know about
art in public spaces? How does your prior
Reading Literature T • 99

knowledge help you understand why Yoaly likes RDG20_TG_LevF_MF_Int_L15.indd Page 99 9/13/17 1:24 PM f-0258 /125/PE03033/RDG_MYFOCUS_2020/TX/TE/2018/Level_F/XXXXXXXXXX/Layout/Interior_Files ...

going to Graffiti Park? Have pairs express their

ideas about the story’s theme. If necessary, have
them refer to the anchor chart. EXPANDING/ On-Level and Advanced
BRIDGING
For additional support, see the online INQUIRY
Language Awareness Handbook. Question and Investigate Have students use
the video and other information on pp. 154–155
of the Student Interactive to generate questions
about art. Throughout the week, have them
conduct research about one question. See
Extension Activities pp. 126–130 in the Resource
Download Center.

T272 UNIT 3 • WEEK 5

 REALIZE
myView READER
AUDIO ANNOTATE VIDEO
SMALL GROUP
Digital
INTERACTIVITY GAME DOWNLOAD NOTEBOOK

Independent/Collaborative
3 students / 3–4 minutes
Conferring per conference Independent Reading
IDENTIFY REALISTIC FICTION Students can
Talk About Independent Reading Ask students • read a self-selected trade book.
to share what they have learned about the • reread or listen to a previously read text.
themes in the book they are reading and how • begin reading their Book Club text or one
knowing the characteristics of realistic fiction of the suggested titles on p. T465.
helped them understand the story.

Possible Conference Prompts

Centers
• What is an important theme? Are some themes
larger or more important than others? See the myView Literacy Stations in the
• Who is the main character’s goal? Resource Download Center.
• What is a moral or lesson learned in the story?

Possible Teaching Point Remember to Literacy Activities

assess characters’ goals. If the characters
Students can
are successful, how do characters respond to
• write and illustrate a realistic fiction story about
problems, and how the characters change by the
going to a public art installation.
end of the story?
• read to a partner.
• play the myView games.
• journal about the Weekly Question: How does
Leveled Readers art reflect people’s experiences?
IDENTIFY REALISTIC FICTION
• For suggested titles, see
“Matching Texts to Learning,”
The Light at Jupiter Lake
by J.H. Diel

Guided Reading Level Q

B O O K CLUB
DRA Level 40
Lexile Measure 800L

pp. T270–T271.
Word Count 3,356

Text
Characteristics
Text Structure
• Chronological
(Conflict, climax,
resolution)
Text Features
• Chapters
• Illustrations
See Book Club, pp. T476–T477, for
• teacher’s summary of chapters.
ELL Access Video

• For instructional support

Build Background Use the interactive video in The Light at Jupiter Lake digital leveled reader to
engage students, to support language development, to activate prior knowledge,
and to build background for the text.

Preview the Text

Say: This book is about a young boy named Alec who moves from his city home in Texas
Launch the Book
to a rural home on Jupiter Lake in New Hampshire. Let’s read to find out what happens
to Alec as he tries to adjust to his new home.

on how to identify realistic • talking points to share with students.

Preview the Genre
Say: The Light at Jupiter Lake is an example of realistic fiction. Show students
the cover of the book. Say: What about this cover tells you that this book is realistic
fiction? As you read, ask yourself if the events in the story are things that could happen
in real life.

Preview Vocabulary

fiction, see Leveled Reader

perspective (p. 16) assess (p. 28)

• collaboration prompts and conversation starters.

selected (p. 19) expertly (p. 29)
structured (p. 25)

Observe students as they read, and monitor their comprehension. Talk with
Observe and students about their Noticings, Connections, and Wonderings.
Monitor

Teacher’s Guide.
Noticings, Connections, and Wonderings
As they read The Light at Jupiter Lake silently to themselves, have students use
the Noticings, Connections, and Wonderings page at the end of this guide to

• suggestions for using the Discussion Chart.

capture their thoughts, questions, and unfamiliar words. Encourage students to
use their notes in discussions and writing.

© Copyright 2020 1

• alternate texts to support the unit theme and

Spotlight Genre.
Whole Group
Share Bring the class back together. Invite volunteers to share observations
about the Weekly Question or the Turn and Talk prompt on p. 156 of the Student
Interactive. Encourage students to practice sharing their opinions.
Life & Art T273
WEEK 5 LESSON 2
READING WORKSHOP SHARED READ

Introduce the Text

Preview Vocabulary
• Introduce the vocabulary words on p. 158 of the Student Interactive and
define them as needed.
Life & Art
radically: in an extreme way
OBJECTIVES embodies: symbolizes or represents in a clear way
Establish purpose for reading indivisible: unable to be split into pieces
assigned and self-selected texts.
revolutionary: very different from something that came before
Generate questions about text
before, during, and after reading ironic: contrary to expectations
to deepen understanding and gain
information. • These words will help you understand the plot, themes, and reactions of
Make, correct, or confirm the characters in the story. As you read, highlight the words when you see
predictions using text features, them in the text. Ask yourself what they convey about life, art, and how
characteristics of genre, and
structures. something changes when it is broken apart.
Make connections to personal
experiences, ideas in other texts,
and society.
Read
Discuss the First Read Strategies. Prompt students to establish that the purpose
for reading this selection is for understanding and enjoyment. Have students
Shared Read Plan preview the text, paying special attention to its text features. Then ask them to
use information in the text features to record their predictions in the chart on
First Read Read the text.
Pause to discuss the First Student Interactive p. 175.
Read notes with students.
Close Read Use the Close FIRST READ STRATEGIES
Read notes to guide your
instruction for Lessons 3 and 4. NOTICE Remind students to focus on who and what the story is about.
GENERATE QUESTIONS Have students write down questions during and after reading
about what seems different from what they already know.
CONNECT Ask students to consider how the story connects to what they know about
the world.
RESPOND Encourage students to identify any significant details that may relate to a
theme in the story.

Students may read independently, in pairs, or as a class. Use the First Read
notes to help them connect with the text and guide their understanding.

T274 UNIT 3 • WEEK 5

 myView REALIZE AUDIO ANNOTATE NOTEBOOK
Digital READER

ELL Access
ELL Language Development Use Grade-Level Vocabulary Have Background Knowledge Students
students acquire basic vocabulary by helping you make a classroom make meaning not only from the
vocabulary card set from index cards. words they learn but also from prior
knowledge. Encourage students to
On one group of cards, draw objects that represent the words radically share experiences they have had
with making art, viewing art, or
and revolutionary. On the other group of cards, write the vocabulary word. critiquing art.
Encourage students to make additional synonym cards for each word and
include them in the set. Show the class how to play Concentration with
the vocabulary card set. EMERGING/DEVELOPING

On one group of cards, draw objects that represent the words embodies,
indivisible, and ironic. On the other group of cards, write the vocabulary
word. Encourage students to make additional synonym cards for each
word and combine them with the cards from the Beginning/Intermediate
group. EXPANDING/BRIDGING

STUDENT INTERACTIVE, pp. 158–159

Meet the Author Genre Realistic Fiction

Life & Art

Life & Art

Preview Vocabulary
As you read “Life & Art” from The Wright 3, pay
attention to these vocabulary words. Notice how they
Blue Balliett fell in connect to the story’s theme.
love with art and
museums during
her childhood in radically embodies from The Wright 3
New York City. She
indivisible revolutionary ironic
studied art history
and later became a
by Blue Balliett
teacher. The award-
winning mystery
author currently lives Read
in Chicago’s Hyde
Park neighborhood, Before you read, make predictions about themes in
where she writes full the text based on the text features and genre. Record
time and asks big
your predictions in the chart after the selection.
questions about
the world. Then follow these strategies as you read this realistic
fiction story.

Notice Generate Questions

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

who and what the text about what seems

is about. different from what
you already know.

First AUDIO

Connect
Read
Respond  ANNOTATE
this text to what you BACKGROUND
by identifying
know about the world. significant details that When strange things start happening at a local home designed
may relate to theme. by architect Frank Lloyd Wright, sixth-grade sleuths Calder,
Tommy, and Petra are eager to take the case—and to save the
building in the process. Inspired by their teacher’s demonstration
using broken chalk, the trio sets out to answer the question,
How does something change when it is broken apart?
158 159

T275
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7:42 AM 159
Life & Art
28/11/19 7:41 AM
WEEK 5 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ
1 “Let’s try it.” Ms. Hussey picked up a jagged chunk
First Read Confirm
and turned toward the blackboard. She wrote life &
art. The chalk made an ugly double line with each
or Correct
Connect Predictions
vertical stroke.

THINK ALOUD I think this story Highlight details that 2 “Well?” Ms. Hussey had her head on one side.
confirm or correct a
will be about the different viewpoints that prediction you made “I’m not really thinking about chalk, you know. I’m
people can have. People are unique, so about what the story thinking about a house that some people see as a
will be about.
it makes sense that they’ll have different piece of art. I’m thinking about what happens when
opinions about art and what they consider life and art don’t mix well. I read about it in the
beautiful, interesting, and even unattractive. Chicago Tribune this morning. Anyone know what
As I read, I’ll think of my own opinions about I’m talking about?”
art, but I’ll also try to think of other people’s
perspectives. 3 Calder’s hand shot up. “The Robie House?”

4 Ms. Hussey nodded.

5 Tommy swiveled in his seat and studied the faces

around him.

6 Calder went on, “My parents said that people in

the neighborhood either love it or can’t stand it.”
His pentominoes were lying on his desk, and he now

Close Read f lipped over the L and completed a rectangle made

from seven of the twelve pieces.

Confirm or Correct

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7 As Calder’s fingers moved, the words “life” and

Predictions “art” began to shift rapidly in his mind. If those seven

letters were put in another order, “life art” became
Have students scan paragraphs 1 and 2 “a trif le” or “a filter.” Maybe there was a message
after their first read. Say: When we make here. He knew the word “trif le” meant something not
predictions about a text, we use key details too valuable or important, as his Grandma Ranjana
to guide us. What details in these paragraphs had sometimes used that word, and a filter could
might help us predict the story’s theme, or mean—well, something you looked through or poured
what it will be about? Underline relevant stuff through. “Life” plus “art” equaled “a trif le”
details about the story’s theme as students
or “a filter”: Calder couldn’t wait to tell Petra. She
point them out. See student page for
always understood when he discovered new ideas by
possible responses.
rearranging the old ones.
Ask students how these details help them
understand a possible theme of the story.
160
Possible Response: The phrase “life and
art” is repeated, which is a clue that it may
be significant. Also, Ms. Hussey says that RDG20_SE05_NA_U03W05_3RW.indd 160 28/11/19 7:41 AM

sometimes, “life and art don’t mix well,”

which suggests differing viewpoints and ELL Targeted Support Context Remind students to use surrounding
perhaps a conflict that will be revealed later words and paragraphs as context clues for unknown words.
in the story.
Have students look at paragraph 6. Show students a picture of pentominoes,
DOK 2 and explain that they are flat, shaped blocks to use for building patterns.
Then say: In paragraph 6, we learn that Calder uses different pentominoes
to make a rectangle. Lead a discussion about how the description in the
OBJECTIVE
text helps readers visualize what pentominoes are and what Calder is doing.
Make, correct, or confirm predictions using text EMERGING/DEVELOPING
features, characteristics of genre, and structures.
Have students look at paragraph 6. Show students a picture of pentominoes,
and explain that they are flat, shaped blocks to use for building patterns.
Then ask students which words in paragraph 6 help them understand what
pentominoes are. EXPANDING/BRIDGING

T276 UNIT 3 • WEEK 5

 myView REALIZE AUDIO ANNOTATE NOTEBOOK
Digital READER

First Read
Generate Questions
Relate to students that, when they read,
they should use the strategy of generating
questions and looking for details in the text
that provides answers.

In paragraph 2, Ms. Hussey says she’s

thinking about what happens when life and
art don’t mix. I’m not sure what she means
by this, so I’ll pause here and ask myself
some questions: What specific piece of art is
she referring to? What people have a problem
with it? Why do they have a problem with it?
How might the issue be resolved?

The text that we’ve read to this point offers

us at least some answers. For example, take
a look at paragraph 3. What is the “art” that’s
causing the issue?

Possible Response: The Robie House is

causing the issue.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Say: Calder also partly answers another

question for us—what the issue is. Take a
look at paragraph 6. What does Calder say
the issue with the Robie House is?

Possible Response: People either love or

hate the Robie House.

161

RDG20_SE05_NA_U03W05_3RW.indd 161 28/11/19 7:41 AM

Possible Teaching Point

Read Like a Writer | Author’s Craft
Point of View Have students examine the different ways the narrator
provides characters’ thoughts and actions in paragraphs 5–7. Guide
students to note that in paragraph 5, the narrator describes how Tommy
“swiveled in his seat and studied the faces.” However, in paragraph 7, the
narrator gives Calder’s direct thoughts. “Calder couldn’t wait to tell Petra”
about the different words he created from “Life & Art.” Discuss how this
point of view makes the story more interesting.

Life & Art T277

WEEK 5 LESSON 2
READING WORKSHOP SHARED READ

First Read
Notice
THINK ALOUD I notice something
that looks different at the bottom of page
162. The author has chosen to include the
article that Ms. Hussey is reading. I think
this will help me understand more of what
the “art and life not mixing well” issue is
about because I get to see exactly what CLOSE READ
8 “Duh.”
the article says.
Confirm 9 Ms. Hussey frowned. “Who said that? Denise? Tell
or Correct us what you know about the house.”
Predictions
Highlight details that
10 Denise Dodge raised one eyebrow and studied
confirm or correct a her fingernails.
prediction you made
about what will happen 11 “Who built it, for instance?” Ms. Hussey’s tone
Close Read later in the story.
was crisp.

Confirm or Correct 12 Denise shrugged.

Predictions 13 Ms. Hussey held the now-crumpled article in front

of her with both hands, and Tommy noticed that the

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Say: When we make predictions, we consider newspaper trembled. She said, “Listen carefully.
the information we’ve already learned from Perhaps I’m wrong.”
the text. We know, for example, that there’s
some sort of issue related to the Robie
House. And, we see in paragraph 13 that
the newspaper trembled, or shook, as Ms. WRIGHT MASTERPIECE COMING DOWN
Hussey read an article related to the Robie
14 In a tragic piece of news for Hyde Park, the University
House to the class, showing that she felt
upset. Based on these clues, what do you of Chicago, owners of Frank Lloyd Wright’s famous Robie
think might happen to the Robie House? House, announced today that the 1910 home will be cut into
sections and donated to four great museums around the
Have students review p. 162 and highlight world: the Museum of Modern Art, in New York City, the
details in the newspaper article that confirm
or correct predictions that they made. See
student page for possible responses.
162
DOK 2

OBJECTIVE RDG20_SE05_NA_U03W05_3RW.indd 162 28/11/19 7:41 AM

Make, correct, or confirm predictions using text

features, characteristics of genre, and structures. ELL Targeted Support Prior Knowledge Remind students to use what
they already know to understand word meanings in English.
Have students look at paragraphs 8–10. Say: Denise says something that
Ms. Hussey doesn’t like. The story says that Denise “studies her fingernails.”
Encourage students to “study their fingernails” like Denise. Then ask: How do
you think Denise feels? Guide students to understand that Denise probably
feels embarrassed, so she wants to look down. EMERGING/DEVELOPING
Have students look at paragraphs 8–10. Ask: What does Denise do that Ms.
Hussey doesn’t like? Have students describe Denise’s behavior and why she
acts the way she does. Then ask: How do you think Denise is feeling, based
on what you know from your own experiences? EXPANDING/BRIDGING

T278 UNIT 3 • WEEK 5

 myView REALIZE AUDIO ANNOTATE NOTEBOOK
Digital READER

First Read
Respond
Call students’ attention to paragraph 16. Say:
In paragraph 16, we learn that even going
back to the 1940s, Wright’s Robie House was
not valued by everyone. In 1941, the Chicago
Theological Seminary announced that the
house was going to be taken down to make
CLOSE READ room for new student housing.
Smithsonian, in Washington, D.C., the Deutsches Museum,
in Munich, Germany, and the Meiji-mura Museum, in What does this information tell you about the
Nagoya, Japan. The university cited an impossibly large Confirm current debate over the Robie House?
number of structural repairs as the reason.
or Correct
Predictions Possible Response: It tells me that the
15 Many consider Wright to be the greatest architect of the Highlight details that current debate about whether to take down
confirm or correct
twentieth century, and his Prairie Style jewel, the home predictions you made the house is not new. Throughout the house’s
built for Frederick C. Robie, to be a house that radically about the significance history, there have been people who have not
changed the domestic architecture of the United States.
of the Robie House to valued it and don’t consider it to be art or a
the story.
landmark worth saving.
16 The house was owned by three families before 1926,
when it was bought by the Chicago Theological Seminary. radically in an
extreme way
Affiliated with the University of Chicago and located just
steps from the Robie House, the seminary used Wright’s
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

building for cafeteria and dormitory space, but allowed the

structure to fall into serious disrepair. Wanting the land
beneath it for new student housing, the seminary announced
in 1941 that the house was going to be demolished. Close Read
17 It was Frank Lloyd Wright himself who came to the Confirm or Correct
rescue. In an unprecedented move within the architectural
community, he put together a committee of world-famous
Predictions
architects and art historians and declared the Robie House Ask: Do you predict the Robie House will
to be “a source of worldwide architectural inspiration.” The be saved? Why or why not? Have students
seminary was shamed into keeping it. highlight evidence that supports their answer.
See student page for possible responses.

Explain that three details on p. 163 of the

163 Student Interactive help explain why the
Robie House was considered important: it
“radically changed” the architecture of homes
RDG20_SE05_NA_U03W05_3RW.indd 163 28/11/19 7:41 AM
in the United States,” it was considered
important enough by Wright himself to get
Possible Teaching Point personally involved in saving it, and a group
of architects and art historians tried to save it.
Read Like a Writer | Author’s Craft
DOK 2
Remind students how related words usually have related meanings. Direct
students to reread paragraphs 15 and 17 and call their attention to the
OBJECTIVE
words architect and architectural as examples of related words.
Make, correct, or confirm predictions using text
features, characteristics of genre, and structures.

Life & Art T279

WEEK 5 LESSON 2
READING WORKSHOP SHARED READ

First Read
Respond
THINK ALOUD Frank Lloyd Wright
saved Robie House twice. The first time, the
seminary had planned for a new building on
that site, but Wright put together a group
of famous architects and art historians who
declared how important the house was,
which shamed the seminary into keeping it.
The second time, Wright had to persuade
a developer to buy the home from the
seminary.

CLOSE READ
18 The building limped on, looking worse and worse, until
1957, when the seminary announced that it was dangerous
Infer Multiple
Close Read Themes
and would need to be torn down. They called a public
meeting and showed completed plans for a new building on
Underline details that
Infer Multiple Themes help you infer Wright’s
ideas about his work.
that site.

Wright was then ninety years old, and brandishing his

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How does this 19
Relate to students that when readers make
information support one cane, returned to Hyde Park. He had recently completed
an inference, they use details in the text of the main themes of
to come to a logical conclusion about the story?
plans for the Guggenheim Museum in New York City, and
something not explicitly stated. Ask: Based he was, by then, a national treasure himself. Describing
on what we’ve learned in paragraph 19, what the Robie House as “one of the cornerstones of American
inference can we make about how Frank architecture” and commenting that only the kitchen needed
Lloyd Wright feels about his work? improvement, he persuaded William Zeckendorf, a developer,
to buy the house from the seminary. Zeckendorf used it for
Possible Response: I can infer that he cares
office space and made plans to give it to the National Trust
deeply about his work and believes it is
important to fight for what you believe. for Historic Preservation. In 1963, however, he changed his
mind and deeded it to the University of Chicago, which
Have students underline details in paragraph remodeled much of the interior for office use.
19 that support this inference. See student
page for possible responses.
164
Then ask students how other details they
found may support another of the story’s
main themes.
RDG20_SE05_NA_U03W05_3RW.indd 164 04/02/20 9:00 AM

Possible Response: Important, historic CROSS-CURRICULAR PERSPECTIVES Social Studies

works of art are worth preserving simply for
their historic and artistic value. The Guggenheim Museum started out in 1939 as a small, rented space in New
York City. It wasn’t until 1943 that Frank Lloyd Wright became the architect who
DOK 2
would design the permanent structure for the museum. The museum officially
OBJECTIVE opened its doors on October 21, 1959, six months after Wright’s death.
Infer multiple themes within a text using text From the beginning, the museum was an object of controversy and debate, both
evidence. criticized and supported by the public. Show students photos of the museum,
comparing it to the buildings that are or were near the museum when it was built.
Ask students why the design of this building might have been exciting to some and
disliked by others when it was built.

T280 UNIT 3 • WEEK 5

 myView REALIZE AUDIO ANNOTATE NOTEBOOK
Digital READER

First Read
Connect
THINK ALOUD The last sentence of
Ms. Hussey’s newspaper article says, “Hyde
Park weeps.” This sentence makes me realize
how important the house is for the people
who live near it. People in a neighborhood
CLOSE READ
20 John Stone, president of the university, said today, are used to seeing familiar landmarks. Those
“It is only after extensive attempts to raise funds, both landmarks often represent a sense of security
nationally and internationally, that we have made this Infer Multiple and are a source of pride to members of a
painful decision. We have no alternative: The building,
Themes community.
Underline details that
in its current state, is a hazard and needs many millions show how people
of dollars of renovation both inside and out. With great react to the university’s
decision.
sadness and reluctance, we pass along a Wright treasure.
The university cannot afford to keep it.” How do these reactions
help you infer a theme?
21 The news has shocked architecture buffs around the
world and has left Hyde Park reeling. The Robie House was
the only structure Frank Lloyd Wright ever built, during
Close Read
a career that spanned almost seventy years, that he fought Infer Multiple Themes
to save, and he saved it not once but twice. Many believe
Point out the word reeling, which means
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

that the house embodies his unique spirit and vision in a embodies symbolizes or
timeless form. It has come to occupy an almost mystical represents in a clear way “spinning, staggering, or swaying.”
place in the history of American architecture.
Have students scan the text on p. 165 and
22 In a letter to the press, the university defends its decision underline details that show how people
as “a bold move to provide many millions of people, around
reacted to the news that the Robie House
was going to be taken apart. See student
the world, with access to Wright’s extraordinary work.”
page for possible responses.
23 A crew has already begun plans for the job. The actual
Remind students that important details
dismantling of the house will begin on June 21.
can help readers begin to see new themes
24 As one Hyde Parker said, “This breaks my heart. Hyde emerge. Ask students what the details related
Park weeps.” to people’s shock and sadness about the
Robie House decision might suggest about
another possible theme in the story.

165 Possible Response: Bad news sometimes

inspires people to do something positive. In
this case, maybe the news that the Robie
RDG20_SE05_NA_U03W05_3RW.indd 165 28/11/19 7:41 AM
House is going to be taken apart will motivate
people to try to save it.
Possible Teaching Point
DOK 3
Academic Language | Parts of Speech
Use the Academic Vocabulary lesson on pp. T266–T267 in the OBJECTIVE
Reading-Writing Workshop Bridge to study how a word’s different parts of
Infer multiple themes within a text using text
speech can affect usage. Direct students to reread paragraph 22, and call
evidence.
their attention to the words press and access as examples of words that
can be used as different parts of speech. Invite students to use the words
as different parts of speech in a sentence.

Life & Art T281

WEEK 5 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ
25 Ms. Hussey looked up. For once she didn’t ask what
First Read Confirm
the class thought. The tie had fallen off the end of
her braid, and her words tumbled over each other:
or Correct
Notice Predictions
“I felt sick when I read this. A house like that needs
light and air, and is one indivisible piece—the idea
Highlight details that
How does the picture on page 166 help you confirm or correct of carving up the structure and preserving chunks
understand who and what the text is about? your prediction about of it in museums!” She said “museums” as if it were
the importance of
Wright's work. a dirty word, which was a little confusing. The class
Possible Response: The picture shows the
way the Robie House looks from the inside. knew Ms. Hussey loved to go to museums.
indivisible unable to
It gives readers a sense of the flow that Ms. be split into pieces 26 Tommy’s hand was raised, but just barely. Should
Hussey mentions in paragraph 28.
he tell the class that his new apartment was right
next to one side of the Robie House? Would other kids
think that was lucky?

27 Ms. Hussey was pacing again and didn’t see

Tommy’s hand.

28 She went on: “I know all of you have passed it many

Close Read times—it’s only three blocks away. It’s long and low,
but remember that it’s been almost a century since
Confirm or Correct Wright designed it. Things that are normal to us now
Predictions revolutionary very
different from something
were revolutionary then, like rooms that f lowed into
each other; living space that moved easily between
that came before
Remind students that part of the process inside and outside; a hidden front entrance; deep,

Copyright © Savvas Learning Company LLC. All Rights Reserved.

of making predictions is seeing if they turn overhanging eaves; an attached three-car garage.
out to be true or need to be corrected. This
is why writing down predictions before and
during reading is so helpful.

Say: When we read the news article, we

learned that the Robie House “radically
changed the domestic architecture of the
United States.” One prediction a reader
could make at that point is Wright’s work
was important because it was so different
and inventive. I see that in paragraph 28,
Ms. Hussey mentions some design features
that were “revolutionary” for the time. This
confirms my prediction.
166
Have students highlight details on p. 166 that
confirm or correct their prediction about the
importance of Wright’s work. See student RDG20_SE05_NA_U03W05_3RW.indd 166 04/02/20 9:00 AM
page for possible responses.

DOK 2
ELL Targeted Support Expressions Tell students that expressions,
such as the examples in paragraph 25, communicate ideas or feelings, but
may not have a literal meaning.
OBJECTIVE
Write tumbled over each other on the board and read it aloud. Have students
Make, correct, or confirm predictions using text
repeat it. Have volunteers motion with their hands what they hear. Say: The
features, characteristics of genre, and structures.
author writes that Ms. Hussey’s words tumble over each other, but what she
really means is that she says the words very fast. EMERGING/DEVELOPING
Display an expression from paragraph 25 such as tumbled over each other or
I felt sick. Have volunteers pantomime or discuss what they hear. Ask: What
does the author really mean? EXPANDING/BRIDGING

T282 UNIT 3 • WEEK 5

 myView REALIZE AUDIO ANNOTATE NOTEBOOK
Digital READER

First Read
Generate Questions
THINK ALOUD As I read, I’ll think
of and write down questions I have about
the design of Wright’s Robie House. For
example, I’ll circle paragraph 29 because I
have questions about what the interior looked
like. I can picture his furniture in my mind,
but it’s different from what I know. I want to
understand how furniture fits together “like
pieces of a puzzle.”

CLOSE READ
29 “Plus, the detail on the interior was extraordinary:
Furniture, lamps, ceiling panels, rugs, and window
designs all fit together like pieces of a puzzle. There Infer Multiple
Themes
were once 174 art-glass windows in that house,
which meant thousands of pieces of colored glass.
Underline sentences Close Read
that summarize a key
Amazingly, almost all of the windows are still intact.” idea about Wright’s
work. Consider how
Infer Multiple Themes
these details support
30 Another hand went up, and Tommy’s sank down.
Say: On page 167, Ms. Hussey provides
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

an inference you made

31 “What’s art glass?” someone asked.

about Wright's work. some details about Wright’s approach to
design. What about her description of the
32 “It’s what most people call ‘stained glass,’ but interior of Robie House in paragraph 29
Wright didn’t like that label. He described his stands out?
windows as ‘leaded glass,’ ‘light screens,’ or ‘art
Possible Response: Wright designed
glass.’ I like the last term—it somehow fits the man.
furniture, lamps, ceiling panels, rugs, and
Wright thought in a geometry that you have to see windows to fit together.
to understand, and even then it’s hard to figure out
what you are seeing.” Ask: What can we infer about Wright based
on these details?

Possible Response: Wright must have had

a vision for the house as a whole—both the
interior and exterior. No detail was too small
167 to escape his attention.

Next, have students underline details in the

RDG20_SE05_NA_U03W05_3RW.indd 167 28/11/19 7:41 AM text that support the inference made above.
See student page for possible responses.
CROSS-CURRICULAR PERSPECTIVES Social Studies
DOK 3
In the early twentieth century, some people might have said that Frank Lloyd
Wright was “ahead of his time.” He is regarded as one of the pioneers of OBJECTIVE
American architecture. Being “ahead of his time” meant that he thought of
Infer multiple themes within a text using text
new ideas first. His work not only changed the way homes looked, it changed evidence.
how people lived. Because of Wright, houses became less formal and more
functional, providing people with flexibility in how they slept, dined, and
worked.

Life & Art T283

WEEK 5 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ
33 Tommy thought Ms. Hussey was hard to figure
First Read Infer Multiple
out, too. Did she understand? And was she angry
or excited?
Themes
Connect Underline sentences that 34 Their teacher stopped walking and turned toward
show how the students
the class, her mouth in a tight line. “So: Art & Life.”
THINK ALOUD Ms. Hussey says react to the threat to
“the university probably can’t afford to own” Robie House.
35 Petra Andalee was frowning. “Can’t the house just
the Robie House. This reminds me of when How do their reactions
sit there empty until the money comes in?”
an old library in my town was in danger of help you understand the
story’s themes?
being torn down. Local people worked to 36 Ms. Hussey drew a quick breath as if she’d touched
have it declared a historical landmark, and something hot. “In an ideal world, yes. In the real
they also held a fundraiser to get money to world, no. The university probably can’t afford to own
repair the building.
a piece of property that they aren’t able to use, and
if part of the house fell on someone walking by, the
owner would be held responsible.”

37 “Maybe we can visit the place and come up with

ideas,” Calder suggested.

38 “I wish we could, but they haven’t allowed visitors

Close Read inside for more than a year, and no family has lived
ironic contrary to there since 1926. This is deeply ironic, of course, since
Infer Multiple Themes expectation
the house was built for children.”

Explain to students that characters’ 39 Ms. Hussey paused, twisting the end of her hair

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

reactions can reveal important parts of their around one finger. The class waited, knowing this
personalities and beliefs. Then, remind them meant she was thinking about whether to share
that the students in Ms. Hussey’s class have something.
just learned about the threat to Robie House.
40 “Actually,” she confided, “I’ve always wondered
Next, direct students to scan the text and about Mr. Wright’s focus on play space. At the time he
underline sentences that show how the was working on the Robie House, he had just left his
students in Ms. Hussey’s class reacted to
wife and six children. And yet here he was, thinking
the news. See student page for possible
creatively about what would make someone else’s
responses.
kids happy and safe. Maybe it was his way of asking
After discussing the sentences that students the universe for forgiveness. . . .”
have underlined, ask how these reactions
shed light on the one of the story’s themes.

Possible Response: The students are trying

to make suggestions to find a solution to 168
save Robie House. It shows they recognize
the importance of preserving the house
and taking action to save an important and RDG20_SE05_NA_U03W05_3RW.indd 168 28/11/19 7:41 AM

historic landmark. Possible Teaching Point

DOK 2 Word Study | Syllable Patterns
Remind students that knowing syllable patterns can help them understand
OBJECTIVE new vocabulary. Display the following words and have volunteers identify
the syllable patterns in each word.
Infer multiple themes within a text using text
evidence. • empty (closed—first syllable)
• focus (open—first syllable)
• frowning (vowel team ow)
• life (VCe)
• responsible (final stable syllable)
• visitors (r-controlled)

T284 UNIT 3 • WEEK 5

 myView REALIZE AUDIO ANNOTATE NOTEBOOK
Digital READER

First Read
Notice
Call students’ attention to the image on
p. 169. Then, say: An image can often reveal
important information about a character. For
example, the image on page 169 can reveal
something about Ms. Hussey at this point in
the story. In the image, she looks worried, or
concerned. Why do you think she looks this
way?

Possible Response: The text says Ms.

Hussey drew a quick breath as if she had
touched something hot. She is responding to
a question from a student.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

169

RDG20_SE05_NA_U03W05_3RW.indd 169 28/11/19 7:41 AM

Life & Art T285

WEEK 5 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ
41 Tommy picked at a sticker on his desk, careful not
First Read Confirm
to look up. Neither one of his dads had said sorry.
When Tommy was a baby, his real dad had died in
or Correct
Notice Predictions
South America—he’d been arrested at a political
demonstration and was never seen again. And
Highlight details that
THINK ALOUD I see that Tommy confirm or correct your Tommy’s stepfather had started out with a bunch of
is still not making eye contact with anyone prediction about the promises and then broken every one.
in the classroom. I think he's worried about connections between life
and art in the story.
sharing what he thinks about the situation. 42 “Anyway,” Ms. Hussey said, her voice businesslike
again, “it seems like a crime to destroy such a home,
don’t you think?”
Infer Multiple
Themes 43 “It doesn’t look like a home to me,” one of the kids
Underline words or piped up.
sentences that tell
a message or piece
44 “Really?” Ms. Hussey said, looking pleased.
Close Read
of advice.
“Perhaps we have to figure out if the building is still
a home, and whether a home can exist if it’s empty.
Confirm or Correct Or, beyond that, whether a home can also be a piece

Predictions of art . . .”

45 The class was quiet. Someone sighed. Ms. Hussey

Remind students that readers make
looked around, then sighed also. “Okay—maybe it’s
predictions to help uncover what a story is
too much to start an investigation so late in the year.
about and to engage closely with the text.
Say: The Robie House can be considered But it’s never too late to think. What could we do?

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

art, but it’s also a house. As such, it’s meant Art-home or not, the Robie House has been a part of
to be directly connected to the lives of those Hyde Park for as long as you, your parents, or maybe
who live there. even your grandparents remember. It’s just too
horrible to think of it being pulled apart.”
Next, direct students to the text, and have
them highlight details related to whether a
home or building can also be a piece of art.
See student page for possible responses.

DOK 2

Infer Multiple Themes

Call students’ attention to paragraph 45. Ask
them to examine the paragraph and underline
details that relay a message or offer advice.
170
See student page for possible responses.

Then, discuss with students how Ms.

Hussey’s words are connected to the theme RDG20_SE05_NA_U03W05_3RW.indd 170 28/11/19 7:41 AM

of taking action to achieve a positive goal. Possible Teaching Point

DOK 2 Read Like a Writer | Author’s Craft
Sensory Details Explain to students that writers use sensory details to
OBJECTIVES provide description and to create a mood. Point out that in paragraph 45,
Make, correct, or confirm predictions using text the author creates a mood by saying the class is quiet. This quiet is broken
features, characteristics of genre, and structures. by someone sighing. Then Ms. Hussey herself sighs. A sigh in a written text
Infer multiple themes within a text using text isn't heard, but it does appeal to a reader’s sense of hearing. Ask students
evidence. why the author may have included two sighs at this point in the story, and
discuss their effect on the overall mood.

T286 UNIT 3 • WEEK 5

 myView REALIZE AUDIO ANNOTATE NOTEBOOK
Digital READER

First Read
Respond
THINK ALOUD When I read details
about Ms. Hussey holding her Lucky Stone
in her hands, it helps me understand that she
is upset. I think this is a significant detail that
relates to the theme. Ms. Hussey’s feelings
apply to many others’ feelings. It is possible
that many people can connect to her feelings
about the Robie House because they, too,
think a piece of history will be lost.

CLOSE READ
46 Their teacher sat on the edge of a radiator. She had
picked up a round, gray stone that lived on her desk, Vocabulary in Close Read
a rock with two bands of white that crossed neatly on Context
either side. She called it her Lucky Stone, and when Underline the Vocabulary in Context
she picked it up, the children knew that she was context clues in the
sentence that help Call students’ attention to the word silhouette
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

worried or upset. She held it now in both hands, her you understand what
silhouette means.
in the last sentence in paragraph 46. Have
body a silhouette in the sunshine coming from the
students underline clues that might offer
window behind her.
clues to the word’s meaning. See student
Fluency page for possible responses.
Read paragraphs 41
through 46 aloud After students have marked the text, explain
with a partner to
practice reading with
that if Ms. Hussey is sitting and the sunlight is
expression. As you coming in from behind her, what the students
read, pay attention to in her class would see is a silhouette, or a
words spoken by the
characters.
dark outline of a person or thing.

DOK 2

Fluency
171
Have students read paragraphs 41–46 aloud
with a partner to practice fluency. Students
should focus on reading with expression.
RDG20_SE05_NA_U03W05_3RW.indd 171 28/11/19 7:41 AM

Possible Teaching Point DOK 1

Read Like a Writer | Author’s Craft OBJECTIVES

Figurative Language Say: The author writes that Ms. Hussey’s lucky Use context within and beyond a sentence to
stone “lived on her desk.” An inanimate object such as a rock doesn’t determine the relevant meaning of unfamiliar
actually live, but the author chose those words to make us think. Tell words or multiple-meaning words.
students that the author uses figurative language to suggest that the rock Use appropriate fluency (rate, accuracy, and
is important to Ms. Hussey and that different people value different things. prosody) when reading grade-level text.

Life & Art T287

WEEK 5 LESSON 2
READING WORKSHOP SHARED READ

Respond and Analyze

My View
Use these suggestions to prompt students’ initial response to “Life & Art.”

Life & Art • Brainstorm Share the different ways people could respond to the
dismantling of the Robie House.
OBJECTIVES • Discuss Where have you seen a building demolition or dismantling? How is
Use text evidence to support an a dismantling different from a demolition?
appropriate response.
Respond using newly acquired
vocabulary as appropriate.
Identify and understand the use of Develop Vocabulary
literary devices, including first- or
third-person point of view.
Compose argumentative texts, Minilesson
including opinion essays, using
genre characteristics and craft. FOCUS ON STRATEGIES Tell students that authors choose certain words
to convey information about themes, plot, and characters. The author uses
the vocabulary words radically, embodies, indivisible, revolutionary, and
ironic to describe Frank Lloyd Wright’s work and the controversial proposed
dismantling of the Robie House in “Life & Art.” Explain that using new
vocabulary is a good way to acquire it and make it part of students’ own
vocabulary.

MODEL AND PRACTICE Model filling out the chart on Student Interactive
p. 172 using the word radically.
• Before Wright’s influence, most houses looked the same. After his
influence, people wanted to build different styles of houses. Wright
radically changed architecture in the United States.
• Wright’s radical architecture style showed how one individual can
transform art.

ELL Targeted Support Vocabulary Display the vocabulary words.

Explain that people might use these words to talk about change.
Display definitions for embodies, indivisible, ironic, and radically and write
each vocabulary word on a sticky note. Have student pairs post the sticky
notes beside the correct definition. EMERGING/DEVELOPING

Use the above activity. Then have student pairs write sentences with the
vocabulary words. EXPANDING/BRIDGING

T288 UNIT 3 • WEEK 5

 myView
NOTEBOOK
Digital

FORMATIVE ASSESSMENT OPTIONS

Apply QUICK CHECK

Notice and Assess Can students
Have students use the strategies for developing vocabulary.
identify how vocabulary words give
OPTION 1 M y TURN Have students respond using newly clues to themes in “Life & Art”?
acquired vocabulary as they complete p. 172 of the Student
Decide
Interactive. They should make inferences about multiple themes in
• If students struggle, revisit
their answers.
instruction for developing vocabulary
OPTION 2 Use Independent Text Have students find and list in Small Group on pp. T292–T293.
unfamiliar words related to plot, themes, or a character from their
• If students show understanding,
independent reading texts. Then, have them look for context clues to
extend instruction for developing
determine the meaning of each word.
vocabulary in Small Group on
pp. T292–T293.

Check for Understanding M y TURN Have students complete p. 173 of the Student Interactive.

STUDENT INTERACTIVE, pp. 172–173

VOCABULARY COMPREHENSION READING WORKSHOP

Develop Vocabulary Check for Understanding

In realistic fiction, authors use precise words to develop believable characters
My TURN Look back at the text to answer the questions.
and situations. The characters’ actions and ideas give readers clues about the Possible responses:
story’s themes. 1. What details tell you that “Life & Art” is realistic fiction?
DOK 2 The setting, events, and characters are believable even though the
My TURN Complete the chart to identify how the author uses precise words
characters are not based on real people.
to connect themes in “Life & Art.” Possible responses:

How Word Is Used in What This Suggests

Word “Life & Art” About Art
2. Is the narrator a character in the story? How do you know?
radically to explain that One individual can The narrator is not a character in the story. I know this because the
Wright changed U.S. transform art. DOK 2
narrator uses pronouns such as he, she, his, and hers instead of I and
architecture mine to describe what is happening. The narrator also describes the
actions and thoughts of more than one character.
embodies to say the Robie House Art has the power to
represents Wright’s spirit reflect life. 3. What conclusion can you draw about what Ms. Hussey values based on
DOK 3 her ideas about museums? Why does Ms. Hussey think breaking up the
Robie House is so “horrible”? Use text evidence.
Ms. Hussey values art, but she also values being able to view it where
revolutionary to describe the design of Art changes over time. it was built. She thinks the house will no longer be an art object if it is
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

the Robie House broken apart. She says, “A house like that needs light and air, and is
one indivisible piece.”

4. Write a brief argument about whether you think the Robie House should
indivisible to describe the Robie The Robie House needs to be restored or broken apart. Include reasons and evidence in your claim.
DOK 3
House stay together to be art. Responses will vary but should include an opinion statement, such
as “I think the Robie House should be accessible in museums,
even if it means breaking it apart,” as well as supporting reasons
and evidence.

172 173

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7:40 AM 173
Life & Art 28/11/19 7:40 AM
T289
WEEK 5 LESSON 2
READING-WRITING WORKSHOP BRIDGE

Word Study Syllable Patterns

OBJECTIVES LESSON 2
Decode words using advanced
knowledge of syllable division
patterns.
Apply Syllable Patterns
Use print or digital resources to APPLY My TURN Guide students to complete the MyTurn activity in
determine meaning, syllabication, the Student Interactive on p. 178.
pronunciation, or word origin.

inspiration developer

cafeteria impossibly

prairie disrepair

geometry reluctance

valuable renovation

Then have students break into small groups and identify the syllable
patterns in three of the words.

T290 UNIT 3 • WEEK 5

 myView
Digital
INTERACTIVITY READING BRIDGE

STUDENT INTERACTIVE, p. 178

WORD STUDY

Syllable Patterns
A syllable is a word part that contains a single vowel sound. Words with
multiple syllables contain different syllable patterns. Syllable patterns include
closed syllables, open syllables, VCe syllables, vowel teams, r-controlled
syllables, and final stable syllables. Syllables can also be divided between
consonants or between vowels.

Use your knowledge of syllable division patterns or a print or online dictionary

to read words with more than one syllable.

My TURN Read the words from “Life & Art.” On the line under each word,
write the word, and add slashes between each syllable. Use a dictionary to
check each word’s syllabication.

inspiration disrepair

in/spi/ra/tion dis/re/pair

developer geometry

de/vel/op/er ge/o/me/try

cafeteria reluctance
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

caf/e/ter/i/a re/luc/tance

impossibly valuable

im/pos/si/bly val/u/a/ble

prairie renovation

prair/ie ren/o/va/tion

178

RDG20_SE05_NA_U03W05_5RWB.indd 178 28/11/19 7:39 AM

LESSON 2
FLEXIBLE OPTION FLEXIBLE OPTION FLEXIBLE OPTION
Apply Syllable
LESSON 1 Patterns LESSON 3 LESSON 4 LESSON 5
Teach Syllable More Practice Spiral Review:  Assess
Patterns Understanding
Suffixes -ous, -eous,
-ious

Life & Art T291

WEEK 5 LESSON 2
READING WORKSHOP ASSESS & DIFFERENTIATE

Use the QUICK CHECK on p. T289 to determine small group instruction.

Teacher-Led Options
Strategy Group Intervention Activity
DEVELOP VOCABULARY myFOCUS READER
Teaching Point Authors use precise words to Read pp. 38–39 in the myFocus
develop believable characters and situations. Reader with students. Use
Have students look back at “Life & Art” for words the teaching support online at
the author used to describe characters. SavvasRealize.com to provide
additional insight on why people
ELL Targeted Support sometimes disagree about what
Tell students words that develop a character or art is and why different objects
situation can help students understand themes. can be classified as art by one
Have them use drawings to enhance their person but not another.
understanding of the vocabulary.
Provide instructional support for comprehension
Draw a simple sketch on the board of a and word study—Syllable Patterns and
stained-glass window. Guide students to tell Academic Vocabulary words.
how the various parts are interconnected and
therefore indivisible if the window is to remain
whole. EMERGING/DEVELOPING
Assess 2–4
Have students list ideas that remind them of the Fluency students
vocabulary words radically and revolutionary.
Remind students to think about what they read PROSODY
and saw in “Life & Art.” EXPANDING Have students choose a short passage from the
text or a leveled reader that contains dialogue.
Ask students to draw a symbol or sketch that
Ask pairs to take turns reading the passage
represents the Robie House. Students should
aloud with expression. Tell them to read the
use the words revolutionary or indivisible in a
dialogue with a tone that fits the characters and
caption that describes their symbol or sketch.
scene they chose. If needed, model reading with
Remind students to think about illustrations
expression.
they saw in “Life & Art.” Encourage volunteers
to explain their symbol or sketch to the ORAL READING RATE AND ACCURACY
group. BRIDGING Use pp. 73–78 in Unit 3 Week 5 Cold Reads to
For additional support, see the online assess students. Have partners practice reading
Language Awareness Handbook. the passage. Use the Fluency Progress Chart to
track student progress.

T292 UNIT 3 • WEEK 5

 REALIZE VIDEO
myView READER
ANNOTATE DOWNLOAD ASSESSMENT
SMALL GROUP
Digital
AUDIO GAME NOTEBOOK INTERACTIVITY

Independent/Collaborative
3 students / 3–4 minutes
Conferring per conference Independent Reading
DEVELOP VOCABULARY Students can
Talk About Independent Reading Ask students • reread or listen to “Life & Art” or the myFocus
to tell you about some of the words the author Reader text.
used to describe the characters and how they • read a trade book or their Book Club text.
figured out unfamiliar words as they read. • partner-read a text; ask each other questions.
Possible Conference Prompts
• What words did the author use to tell about Centers
characters, objects, or situations?
• How do the words give clues about themes? See the myView Literacy Stations in the
Resource Download Center.
Possible Teaching Point The more precise
the word, the more description the author gives.
When you learn a new, precise word, you can Literacy Activities
link it to similar words and to opposites. This will
help you have a thorough understanding of what Students can
the word means—and does not mean. • complete the chart on Student Interactive
p. 172.
• work with a partner to discuss and answer the
questions on Student Interactive p. 173.
Leveled Readers
• play the myView games.
DEVELOP VOCABULARY • take turns looking for dialogue in the text and
• For suggested titles, see The Light at Jupiter Lake
reading those sentences with expression.
“Matching Texts to Learning,”
by J.H. Diel

Guided Reading Level Q

DRA Level 40
Lexile Measure 800L
Word Count 3,356

pp. T270–T271. Text

Characteristics
Text Structure
• Chronological
(Conflict, climax,
resolution)
Text Features
• Chapters
• Illustrations

SUPPORT PARTNER READING

ELL Access Video

• For instructional support on

Build Background Use the interactive video in The Light at Jupiter Lake digital leveled reader to
engage students, to support language development, to activate prior knowledge,
and to build background for the text.

Preview the Text

Say: This book is about a young boy named Alec who moves from his city home in Texas
Launch the Book
to a rural home on Jupiter Lake in New Hampshire. Let’s read to find out what happens

Help partners set goals for their

to Alec as he tries to adjust to his new home.

how to develop vocabulary,

Preview the Genre
Say: The Light at Jupiter Lake is an example of realistic fiction. Show students
the cover of the book. Say: What about this cover tells you that this book is realistic
fiction? As you read, ask yourself if the events in the story are things that could happen
in real life.

reading. Tell them that they should

Preview Vocabulary

see Leveled Reader

perspective (p. 16) assess (p. 28)
selected (p. 19) expertly (p. 29)
structured (p. 25)

Observe students as they read, and monitor their comprehension. Talk with
Observe and

track progress toward their goals.

students about their Noticings, Connections, and Wonderings.
Monitor

Teacher’s Guide.
Noticings, Connections, and Wonderings
As they read The Light at Jupiter Lake silently to themselves, have students use
the Noticings, Connections, and Wonderings page at the end of this guide to
capture their thoughts, questions, and unfamiliar words. Encourage students to
use their notes in discussions and writing.

© Copyright 2020 1 See also the Small Group Guide

for additional support and
resources to target your students’
specific instructional needs.

Whole Group
Share Bring the class back together. Invite volunteers to share a new vocabulary
word and another similar word or an opposite.

Life & Art T293

WEEK 5 LESSON 3
READING WORKSHOP CLOSE READ

Infer Multiple Themes

Minilesson
FOCUS ON STRATEGIES Texts may have more than one theme. Themes
are often not directly stated, so readers have to make inferences, or logical
Life & Art
conclusions based on text details. To make an inference, readers put
together what they already know with text evidence.
OBJECTIVE
Infer multiple themes within a text • Think about events and situations at different points in the story.
using text evidence.
• Pay attention to internal dialogue and what each character is thinking.
• Ask yourself what each character values and if there were any “lessons
ACADEMIC learned.”
VOCABULARY
Integrate Offer students oral MODEL AND PRACTICE Use the Close Read instruction on p. 174 of the
practice using the unit Academic Student Interactive to model for students how to use their underlined notes
Vocabulary words to talk about
themes. Ask: to infer multiple themes using text evidence and their prior knowledge.
• What details can you recall • Which details are related to a theme about Ms. Hussey? Frank Lloyd
about the Robie House that
make it special?
Wright and the Robie House? Art and life? What do you already know
• How can you demonstrate about these themes? I can underline important information about each
Frank Lloyd Wright’s unique of these themes. Sometimes, at the end of the story, I realize that each
style? theme connects to another like the pieces of a puzzle.
ELL Access • Have pairs find and underline additional details related to theme. Have
Discuss with students that in order them consider how one theme might connect or relate to another.
to infer a theme, they first need to
understand the main characters
in a story. Students may benefit
from using a Venn diagram to
show how each character feels
about the Robie House. The Venn
diagram can include headings and
ELL Targeted Support Prior Knowledge Show students how their
descriptive words such as: prior knowledge helps them infer themes.
Valued the Robie House: Draw a K-W-L chart. Choose one theme, such as Sometimes, life and
Ms. Hussey
Frank Lloyd Wright
art don’t mix well. Work with students to fill out what they know, what
Hyde Park residents they would like to know, and what they learned about this theme.
Calder EMERGING/DEVELOPING
Did not value the Robie House:
Those in charge of the Seminary Have pairs choose a major topic from the story and draw a T-chart with
Unsure:
the column headings Evidence and What I Know. In the first column, ask
Denise pairs to write key text evidence related to the topic. Ask: What do you
Tommy know about this topic? What is your experience with the actions, events,
and ideas you listed in the Evidence column? Have students list their prior
knowledge in the second column. Then have them use their chart to infer
one possible theme. EXPANDING

T294 UNIT 3 • WEEK 5

 myView
ANNOTATE NOTEBOOK
Digital

FORMATIVE ASSESSMENT OPTIONS

Apply QUICK CHECK

Notice and Assess Can students find
Have students use the strategies for inferring multiple themes.
multiple themes in a story?
OPTION 1 M y TURN Have students use the Close Read notes to Decide
infer multiple themes and then complete the chart on p. 174 of the
• If students struggle, revisit
Student Interactive.
instruction about inferring multiple
OPTION 2 Use Independent Text Have students use their writer’s themes in Small Group on
notebook to make a K-W-L chart like the one on p. 174. Then have pp. T300–T301.
them use their text to infer multiple themes and complete the chart.
• If students show understanding,
extend instruction about inferring
multiple themes in Small Group
on pp. T300–T301.

STUDENT INTERACTIVE, p. 174

CLOSE READ

Infer Multiple Themes

A text’s theme is its central message or meaning. While reading,
readers make inferences, or figure out information that is not stated
directly in the text. Readers combine what they already know with
evidence from the text to determine its themes.

1. My TURN Go to the Close Read notes in “Life & Art” and

underline the parts that help you infer themes.

2. Text Evidence Use your underlined text to make and support an

inference. Use the chart to organize your ideas. Possible responses:

Details I see or read in the text

News of the Robie House being taken apart “shocked architecture buffs
around the world and has left Hyde Park reeling.”

What I already know

I know that the Robie House is a famous building designed by Frank

Lloyd Wright. Famous architecture is often protected.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Theme I inferred

People can get upset when a well-known landmark is going to be

destroyed instead of preserved. Art is valuable and worth protecting.

What other themes did you identify? What do the themes have in common?
Responses will vary but may include “Art from the past may not last
forever” and “People should fight for what they believe in.”

174

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Life & Art T295
WEEK 5 LESSON 3
READING-WRITING WORKSHOP BRIDGE

Read Like a Writer

OBJECTIVE
Identify and understand the use
Analyze Effect of Point of View
of literary devices, including
first- or third-person point of view.
Minilesson
FOCUS ON STRATEGIES Different points of view can affect how readers
see events. Writers use a third-person omniscient point of view to convey
thoughts and feelings of all characters in the story. Third-person omniscient
point of view is generally the most objective and trustworthy viewpoint
since an all-knowing narrator is telling the story. This narrator has no bias or
preferences and also has full knowledge of all the characters and situations.

MODEL AND PRACTICE Model analyzing point of view by directing students

to the top of p. 179 of the Student Interactive.
• Identify that the narrator shares Calder’s personal thoughts and
feelings.
• Ask students about the effect of the third-person omniscient point
of view.

• Guide students to conclude that this point of view helps readers relate
and understand Calder.

ELL Targeted Support Point of View Help students identify differences

between first-person and third-person point of view.
Create a T-chart with the headings First-person point of view and
Third-person point of view. Write first-person pronouns in the appropriate
column. Repeat the same process for third-person pronouns. Then display
this sentence frame: ____ (wake) in the early morning to the sounds of birds
singing. Ask: Which words can we add to show first-person point of view?
Repeat to show third-person point of view. EMERGING/DEVELOPING
In small groups, ask students to discuss how point of view affects how
events are told. Provide questions such as How would an event being told in
first-person point of view differ from the event being told by a third-person
narrator? What information would be included? What information would be
left out? EXPANDING

T296 UNIT 3 • WEEK 5

 myView
Digital
NOTEBOOK READING BRIDGE

ASSESS UNDERSTANDING

Apply
M y TURN Direct students to complete the MyTurn activity on p. 179 of
the Student Interactive.

STUDENT INTERACTIVE, p. 179

ANALYZE AUTHOR’S CRAFT READING-WRITING BRIDGE

Read Like a Writer

Point of view is the perspective from which a story is told. The point of view can
influence how readers see events. A third-person omniscient point of view can
convey the thoughts and feelings of all the characters in a story.

Model Read the text from “Life & Art.”

As Calder’s fingers moved, the words “life” and

“art” began to shift rapidly in his mind. point of view

1. Identify The narrator tells readers what happens in Calder’s mind.

2. Question What is the effect of that point of view?

3. Conclude It helps readers understand and relate to Calder by

knowing his personal thoughts and feelings.

Read the text.

Tommy’s hand was raised, but just barely. Should he tell

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

the class that his new apartment was right next to one side
of the Robie House? Would other kids think that was lucky?

My TURN Follow the steps to analyze the effect of point of view.

1. Identify The narrator tells readers about Tommy’s thoughts .

2. Question What is the effect of that point of view?

3. Conclude It helps readers connect to Tommy because they understand

what it is like to wonder what other people think .

179

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Life & Art T297
WEEK 5 LESSON 3
READING-WRITING WORKSHOP BRIDGE

Word Study Syllable Patterns

FLEXIBLE OPTION
OBJECTIVE LESSON 3
Decode words using advanced
knowledge of syllable division
patterns.
More Practice
FOCUS ON STRATEGIES Review syllable patterns with students.
MODEL AND PRACTICE Have students divide the following words into
syllables:

• cir/cum/fer/ence
• es/tab/lish
• in/sis/tent

Then instruct students to identify the syllable types in each word. Have
volunteers decode, or read, the words aloud. Have students write a
sentence for each word.

T298 UNIT 3 • WEEK 5

 myView
Digital
DOWNLOAD
READING BRIDGE

APPLY Have students complete Name

Word Study
Word Study p. 93 from the Resource Syllable Patterns
A syllable is a word part that has one vowel sound.

Download Center. Words that contain more than one syllable are called multisyllabic. These words
have different syllable patterns, such as the following:

• closed syllables • open syllables • VCe syllables

• vowel teams • r-controlled syllables • final stable syllables

My TURN For each multisyllabic word, choose the answer option that shows the
correct syllable division. Then decode, or read, each word.

1. defiance
(a) def/i/ance (b) ____________
de/fi/ance (c) de/fia/nce (d) def/iance

2. immense
(a) ____________
im/mense (b) imm/ense (c) immen/se (d) im/men/se

3. resemble

(a) res/e/mble (b) re/semble (c) res/em/ble (d) ____________

re/sem/ble

4. beverage

(a) _____________
bev/er/age (b) be/ver/age (c) be/vera/ge (d) bever/age

5. compensate

(a) co/mp/en/sate (b) com/pens/ate (c) comp/en/sate (d) com/pen/sate

________________

My TURN Rewrite the following multisyllabic words and add slashes between
the syllables. Use a dictionary to confirm your answers.

ex/ca/vate
1. excavate ____________________________ trop/i/cal
3. tropical ____________________________

neg/a/tive
2. negative ____________________________

Grade 5, Unit 3, Week 5 93

© Pearson Education, Inc., or its affiliates. All rights reserved.

RDG20_OSR05_U03W05_WS.indd 93 1/22/18 8:01 PM

Word Study, p. 93

FLEXIBLE OPTION

LESSON 3
FLEXIBLE OPTION FLEXIBLE OPTION
More Practice
LESSON 1 LESSON 2 LESSON 4 LESSON 5
Teach Syllable Apply Syllable Spiral Review:  Assess
Patterns Patterns Understanding
Suffixes -ous, -eous,
-ious

Life & Art T299

WEEK 5 LESSON 3
READING WORKSHOP ASSESS & DIFFERENTIATE

Use the QUICK CHECK on p. T295 to determine small group instruction.

Teacher-Led Options
Strategy Group Intervention Activity
INFER MULTIPLE THEMES INFER MULTIPLE THEMES
Teaching Point To understand themes in a Use Lesson 20, pp. T133–T138, in the myFocus
story, readers use what they already know to Intervention Teacher’s Guide for instruction on
infer ideas or lessons that the author may not inferring themes.
say directly. Work with students to complete LEVEL F • READ

the graphic organizer on p. 174 of the Student Lesson 20 Determine Theme

Interactive. DIRECTIONS As you read “The Expedition,” think about which details in the
text are most important. What message do you think the author wants you to
take away from this story?

ELL Targeted Support The Expedition

Have students read content area material with a 1 “Will you two do me a favor?” Mom asked Arthur and Sally,
who were sitting on the floor in front of a mountain of building
blocks.
decreasing need for linguistic accommodations, 2 Sally looked up from the fort they were building and asked,
“What kind of favor?” She plucked a block from the pile just
before Arthur could grab it.
such as glossary entries. Work with students to 3 “Hey!” he said, leaning forward and reaching for the block in
Sally’s hand. “I need that!”
“Tough, I got it first.”
use specific language to make inferences about
4
5 “I was reaching for it before—”
6 “About that favor,” said Mom patiently, holding out a shopping

themes.
tote toward Arthur and Sally. “I promised to lend your Aunt Katy
this book for her book group, and she has to finish it by tomorrow
night. I’d like you to bike over and give her the book.”
7 “I’ve got a better idea,” said Arthur. “We can be explorers, like

Point out the following sentence from paragraph

Lewis and Clark, and go through the woods.”
8 “Actually, that’s a pretty good idea, big brother,” said Sally.
Their house was on the edge of a large park with shady trails

28: “Things that were normal to us now were

winding through it. Aunt Katy lived on the other side of the park.
9 They filled water bottles and wrapped cookies to eat on the
road. Mom brought the book over when they were putting on their

revolutionary then.” Have partners read the backpacks. As they walked through their backyard toward the trail,
Arthur said, “I’ll be William Clark, because he was an excellent
guide, and you can be Meriwether Lewis.”

glossary entry for revolutionary and discuss how 10

11
“I’ll be Sacagawea! She was the real guide on that trip.”
Arthur snorted. “Like you know where to go!”
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

12 “I know that we go left,” said Sally, pointing at a trail.

it helps them understand the text. EMERGING 13

14
“No way. Right!”
“Left!”
15 “I’m leading this expedition, and I say right.” Arthur walked
off so quickly that Sally had to run to catch up with him.

Have partners choose a glossary entry and 16

17
They walked along, arguing. Then—
Crackle, crackle . . .
18 The noise came from their left. They looked at each other
discuss why the word is important to the text and nervously.

how it helps them better understand a theme of

the text. DEVELOPING Reading Literature T • 133

Have partners read paragraph 45 then define and RDG20_TG_LevF_MF_Int_L20.indd Page 133 8/29/17 7:34 AM admini /125/PE03033/RDG_MYFOCUS_2020/TX/TE/2018/Level_F/XXXXXXXXXX/Layout/Interior_Files ...

discuss specific words that reveal a theme of the

text. EXPANDING Assess 2–4
Fluency students
Have small groups identify two themes of the
story. In a T-chart, have them write specific PROSODY
words from the text that helped them identify the Have student pairs practice reading a passage
themes. Share these words with the whole class, that contains internal dialogue or thinking.
and discuss their meanings. BRIDGING
ORAL READING RATE AND ACCURACY
For additional support, see the online
Use pp. 73–78 in Unit 3 Week 5 Cold Reads to
Language Awareness Handbook.
assess students. Have partners practice reading
the passage. Use the Fluency Progress Chart to
track student progress.

T300 UNIT 3 • WEEK 5

 REALIZE VIDEO
myView READER
ANNOTATE DOWNLOAD ASSESSMENT
SMALL GROUP
Digital
AUDIO GAME NOTEBOOK INTERACTIVITY

Independent/Collaborative
3 students / 3–4 minutes
Conferring per conference Independent Reading
INFER MULTIPLE THEMES Students can
Talk About Independent Reading Ask students • reread or listen to “Life & Art” or another text
to share their K-W-L charts and what they they have previously read.
learned about inferring multiple themes. • read a trade book or their Book Club text.

Possible Conference Prompts • make up a skit with dialogue from “Life & Art”
to perform with a group of students.
• How does the author present themes in
the story?
• What is the main theme of the text? What Centers
other themes are connected to it?
See the myView Literacy Stations in the
• What do characters in the text learn?
Resource Download Center.
Possible Teaching Point Readers pay
attention to the interactions between characters
and think about the changes that characters Literacy Activities
undergo as a result.
Students can
• complete the chart on Student Interactive
p. 174.
Leveled Readers • practice the week’s word study focus by
practicing syllable patterns.
INFER MULTIPLE THEMES • play the myView games.
• For suggested titles, see The Light at Jupiter Lake
• take turns reading dialogue with expression.
“Matching Texts to Learning,”
by J.H. Diel

Guided Reading Level Q

DRA Level 40
Lexile Measure 800L
Word Count 3,356

pp. T270–T271. Text

Characteristics
Text Structure
• Chronological
(Conflict, climax,
resolution)
Text Features
• Chapters
• Illustrations

ELL Access Video

• For instructional support

Build Background Use the interactive video in The Light at Jupiter Lake digital leveled reader to
engage students, to support language development, to activate prior knowledge,

SUPPORT INDEPENDENT
and to build background for the text.

Preview the Text

Say: This book is about a young boy named Alec who moves from his city home in Texas
Launch the Book
to a rural home on Jupiter Lake in New Hampshire. Let’s read to find out what happens
to Alec as he tries to adjust to his new home.

on how to infer multiple

Preview the Genre

READING
Say: The Light at Jupiter Lake is an example of realistic fiction. Show students
the cover of the book. Say: What about this cover tells you that this book is realistic
fiction? As you read, ask yourself if the events in the story are things that could happen
in real life.

Preview Vocabulary

themes, see Leveled Reader

perspective (p. 16) assess (p. 28)
selected (p. 19) expertly (p. 29)
structured (p. 25)

Observe and
Monitor
Observe students as they read, and monitor their comprehension. Talk with
students about their Noticings, Connections, and Wonderings.
Encourage students to practice
Teacher’s Guide.
Noticings, Connections, and Wonderings
As they read The Light at Jupiter Lake silently to themselves, have students use
the Noticings, Connections, and Wonderings page at the end of this guide to

independent reading by urging

capture their thoughts, questions, and unfamiliar words. Encourage students to
use their notes in discussions and writing.

© Copyright 2020 1

them to choose texts with genres

and topics that appeal to them.
See the Small Group Guide for
additional support and resources.

Whole Group
Share Bring the class back together. Invite one or two students to name some of
the themes in the story they are reading. Ask them to give evidence from the text that
led them to name those themes.
Life & Art T301
WEEK 5 LESSON 4
READING WORKSHOP CLOSE READ

Confirm or Correct Predictions

Minilesson
FOCUS ON STRATEGIES Readers can make predictions, or guesses, about
Life & Art what might happen next in a text. As they read, they can use text evidence
to confirm, or make sure, that their predictions were correct.
OBJECTIVES
• Consider your prior knowledge when making predictions. You may
Make, correct, or confirm
predictions using text features, already know about parts of the story from your prior knowledge or
characteristics of genre, and from previewing certain pages.
structures.
• After reading, go back to the text to confirm or correct your predictions
Use text evidence to support
an appropriate response. to check your understanding.

MODEL AND PRACTICE Use the Close Read note on p. 160 of the Student
ACADEMIC Interactive to model how to annotate the text to confirm predictions:
VOCABULARY • When I read that Calder discovered a new idea by rearranging an old
Integrate Offer students oral one, I wondered if that might be a theme.
practice using the unit Academic
Vocabulary words to confirm • By the end of the story, I realized that my prediction was correct.
predictions.
The option of rearranging and dismantling the Robie House into
• How does recalling details help
you make predictions?
new museum exhibits would introduce parts of the building to new
• When something appeals to you audiences.
or interests you, how does it
help you make predictions?

ELL Targeted Support Cooperative Learning Interactions Help

students use their prior knowledge to understand what they read. Model how
personal experience can help them make a prediction.
Read aloud a paragraph from “Life & Art.” Ask leading questions to form a
text-to-self connection, such as: What did you already know about _____?
What new thing about _____ did you learn from the text? EMERGING

Have small groups work to share their text-to-self connections. Then have
them make or confirm a prediction. DEVELOPING

In pairs, have students share and write their text-to-self connections. Then
have them make a prediction about the text. EXPANDING

Lead a group discussion in which individuals can share their text-to-self

connections and predictions with the whole group. BRIDGING

T302 UNIT 3 • WEEK 5

 myView
ANNOTATE NOTEBOOK
Digital

FORMATIVE ASSESSMENT OPTIONS

Apply QUICK CHECK

Notice and Assess Can students
Have students use the strategies for confirming or correcting
confirm or correct predictions?
predictions.
Decide
OPTION 1 M y TURN Have students annotate the text using the
• If students struggle, revisit
other Close Read notes to confirm or correct predictions, and then
instruction about confirming or
have them use the text evidence from those annotations to complete
correcting predictions in Small Group
the chart on p. 175.
on pp. T308–T309.
OPTION 2 Use Independent Text Have students choose a book
• If students show understanding,
and make a prediction based on the title, images, and other clues.
extend instruction about confirming or
Ask them to write the prediction on a sticky note. As they read, have
correcting predictions in Small Group
students place a sticky note on the place in the text that helps them
on pp. T308–T309.
confirm or correct the prediction.

STUDENT INTERACTIVE, p. 175

READING WORKSHOP

Confirm or Correct Predictions

Before reading, you previewed parts of the text to make predictions,
or guesses, about the text. After reading, go back to the text to
confirm, or make sure, that your predictions were correct.

1. My TURN Go back to the Close Read notes and highlight details

that helped you confirm or correct your predictions about theme.

2. Text Evidence Use your predictions and highlighted text to

complete the graphic organizer. Possible responses:

Prediction

I predicted that the story will be about students in a classroom.

Evaluate Your Prediction

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

My prediction is: CORRECT PARTIALLY CORRECT INCORRECT

I know this because the characters are students in a classroom, but the
story is really about “whether a home can also be a piece of art.”

175

RDG20_SE05_NA_U03W05_4RW.indd 175 28/11/19 7:40 AM

Life & Art T303
WEEK 5 LESSON 4
READING-WRITING WORKSHOP BRIDGE

Write for a Reader

OBJECTIVES
Identify and understand the use of
Use a Point of View
literary devices, including first- or
third-person point of view.
Minilesson
Compose literary texts such as
personal narratives, fiction, and
poetry using genre characteristics FOCUS ON STRATEGIES Writers choose a point of view depending on the
and craft. type of writing and their writing purpose. In fiction, third-person point of
view helps writers convey the thoughts and feelings of all the characters in
a story. Third-person omniscient view helps writers express a more
objective view about the characters.
Remind students that they just analyzed the effect of author Blue Balliett’s
use of omniscient point of view in “Life & Art.”

MODEL AND PRACTICE Discuss how students might use third-person

omniscient point of view in their own writing using p. 179 of the Student
Interactive. Model an example.
• Identify the details you would include in your story.
• Consider words and phrases that would help emphasize what you want
readers to understand about the characters. Explain: I will be sure to
include the thoughts and feelings of all the characters. This will show
that my narrator is objective and all-knowing.
• Together as a class, draft a brief paragraph written from third-person
omniscient point of view to illustrate the effect. Have volunteers offer
suggestions for how to enhance the emotions of the characters.

ELL Targeted Support Content-Area Writing Help students understand

point of view so that they can narrate a story using specific details.
Have students list pronouns they would use for first-person point of view and
third-person point of view. Then work with students to list different purposes
for using each point of view. EMERGING/DEVELOPING
Have students work independently to write a short paragraph using one point
of view. Then have students discuss why they chose that point of view and
how using a different point of view would impact the passage. EXPANDING/
BRIDGING

T304 UNIT 3 • WEEK 5

 myView
Digital
NOTEBOOK READING BRIDGE

ASSESS UNDERSTANDING

Apply
M y TURN Ask students to think about Blue Balliett’s choice of
omniscient point of view in “Life & Art.” Then have them complete the
MyTurn activity on p. 180 of the Student Interactive.

Writing Workshop
Have students discuss which point of view they should use in their
assignment from the Writing Workshop.

STUDENT INTERACTIVE, p. 180

DEVELOP AUTHOR’S CRAFT Whose story is

it? Show readers
Write for a Reader through point
of view.
Elements of craft, such as point of view, help writers shape
their stories and influence their audience. Third-person
omniscient point of view gives readers access to the thoughts
and feelings of many characters in the story. Through
this point of view, readers often know more about the
characters than any individual character knows. Third-person
omniscient point of view is more objective and intimate than
first-person or third-person limited point of view.

My TURN Think about how Blue Balliett’s choice to use

omniscient point of view affects you as a reader. Now identify when you might
use omniscient point of view and how it can shape your own writing.

1. If you were writing a story using a third-person omniscient point of view,

what details would you include?
Possible response: I would include the actions, thoughts, and feelings
of several characters.

2. Write a narrative paragraph about several characters. Use third-person

omniscient point of view to help readers understand the thoughts and
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

feelings of the characters.

Possible response: In the middle of the night, the door creaked open.
Paul and Jamie heard something being dragged across the floor.
Paul’s mind flashed back to the horror movie they watched before bed.
Jamie’s heart beat fiercely against his ribcage. Suddenly, they heard
a thump. Paul groped in the dark for the light switch. Light flooded the
room, and they saw the culprit. The family’s poodle had dropped her
pillow between the boys’ sleeping bags.

180

RDG20_SE05_NA_U03W05_5RWB.indd 180 28/11/19 7:40 AM

Life & Art T305
WEEK 5 LESSON 4
READING-WRITING WORKSHOP BRIDGE

Word Study Spiral Review

FLEXIBLE OPTION
OBJECTIVE LESSON 4
Decode words using advanced
knowledge of the influence of
prefixes and suffixes on base Spiral Review: Suffixes -ous, -eous, -ious
words.
FOCUS ON STRATEGIES Review strategies on pp. T214–T215 on the
suffixes -ous, -eous, and -ious.

MODEL AND PRACTICE Add the suffixes -ous, -eous, and -ious to
change the meaning and part of speech of base words. Ask students to
describe what adding -ous changes in a word. Does the meaning of the
word change? Does the part of speech change?

APPLY Have students work in small groups to discuss how the suffixes
-ous, -eous, and -ious can change the meanings and parts of speech of
base words.

T306 UNIT 3 • WEEK 5

 READING BRIDGE

ELL Targeted Support

Suffixes -ous, -eous, -ious Tell students that being able to recognize
common word parts on sight can help them improve their language skills.

Display the suffixes, read them aloud, and have students repeat after you.
For each suffix, write a basic word that contains the suffix and have students
identify and circle the suffix. EMERGING

Provide sentence starters for students to complete, such as The suffix -ous
means “full of” or “having,” so joyous probably means _____. DEVELOPING

Ask students to add the correct suffix to the word courage. EXPANDING

Have students work in pairs to create a list of words that end with the suffix
-ous. BRIDGING

FLEXIBLE OPTION

LESSON 4
FLEXIBLE OPTION FLEXIBLE OPTION
Spiral Review:
LESSON 1 LESSON 2 LESSON 3 LESSON 5
Suffixes -ous, -eous,
Teach Syllable Apply Syllable More Practice -ious  Assess
Patterns Patterns Understanding

Life & Art T307

WEEK 5 LESSON 4
READING WORKSHOP ASSESS & DIFFERENTIATE

Use the QUICK CHECK on p. T303 to determine small group instruction.

Teacher-Led Options
Strategy Group Intervention Activity
CONFIRM OR CORRECT PREDICTIONS CONFIRM OR CORRECT PREDICTIONS
Teaching Point As you reread a text, remember Use Lesson 19, pp. T125–T130, in the myFocus
to mark text evidence that confirms or corrects Intervention Teacher’s Guide for instruction on
your prediction. Write down any revised confirming predictions.
predictions based on what you read. LEVEL F • READ

Lesson 19 Monitor Comprehension

ELL Targeted Support DIRECTIONS Read the following stories. As you read, make predictions about
what you think will happen next. You can change your predictions as you read

Help students understand the process of making

and learn new details about the characters and events. Look at how the author
supports ideas in each passage.

predictions. Explain to them that using text Reaching the Summit

evidence to make predictions is an essential skill 1 Emin had been excited when the camp director announced
earlier in the day that they would be going hiking, but now he
wasn’t so sure.

for active readers. Display the words predict, 2 “Is that the mountain we’re supposed to climb?” he asked
as the camp bus pulled into the parking area. Mount Carson was
covered in pine trees. At the summit it was bare rock that came
confirm, and correct. 3
to a point and seemed to touch the clouds.
“You’ll be surprised what you can do when you give
yourself a chance,” said the camp director Mr. Martin. Emin

Point out the headline on Student Interactive

hoped he was right.
4 The campers filed out of the bus and began their trek up the
wooded trail. It wasn’t that hard at first. The trail was gradual and

p. 162. Ask students to predict what the

pleasant. Emin was struck by the sweet smell of pine needles and
the birdsong, so different from his city neighborhood.
5 The path got steeper. Emin breathed heavily. During the

newspaper article will be about. Then have

school year he had played football and basketball, but this summer
he had mostly been playing video games. He felt out of shape.
6 Then there was a loud crack in the woods. Emin hadn’t

students confirm or correct their predictions after 7

thought of wild animals until now. Could it be a bear? He felt his
feet shaking fearfully in his hiking boots.
But he kept going. The hike began to feel long. The trees on

they read the article. When answering whether the path got smaller and smaller. Soon there were no trees at all.
Emin’s legs felt tired and wobbly.
8 “This is the last bit before we reach the top!” said Mr. Martin.

their predictions are correct, ask partners to 9

10
Emin gasped. Before him was a steep rock face.
“You’ll have to look for secure footholds and help your
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

fellow climbers if they need it,” Mr. Martin continued.

explain to each other the steps they follow when 11 For a moment, Emin thought of sitting down and giving up.
But then he remembered Mr. Martin’s words and told himself,
“You can do this.” He took a big breath and began to climb. He
they make prediction. EMERGING/DEVELOPING found one foothold and then another. His muscles burned and his
hands got scraped, but he didn’t give up. Just when he thought he
couldn’t take another step, he reached the summit. The view was

Focus on the word confirm. Explain that

breathtaking. Trees and hills and lakes spread out far below him.
12 “Mr. Martin was right,” he thought. “I just had to give
myself a chance.”

the word is a verb that means “to make

sure something is true.” Display the word Reading Literature T • 125

confirmation, and explain that the suffix -tion RDG20_TG_LevF_MF_Int_L19.indd Page 125 9/14/17 11:00 AM f-0260 /125/PE03033/RDG_MYFOCUS_2020/TX/TE/2018/Level_E/XXXXXXXXXX/Layout/Interior_Files ...

makes this word a noun. Guide students to use

these words in sentences, such as “I am going Assess 2-4
to confirm that the bus arrives at 7:30” and “He Fluency students
sent a confirmation that he would attend the
party.” When answering whether their predictions PROSODY
were correct, have them talk about what Have students practice independently reading
it means to confirm a prediction or correct sentences with dialogue, and then reading
it. EXPANDING/BRIDGING passages with a partner.

For additional support, see the online ORAL READING RATE AND ACCURACY
Language Awareness Handbook. Use pp. 73–78 in Unit 3 Week 5 Cold Reads to
assess students. Have partners practice reading
the passage. Use the Fluency Progress Chart to
track student progress.

T308 UNIT 3 • WEEK 5

 REALIZE VIDEO
SMALL GROUP
ANNOTATE ASSESSMENT DOWNLOAD
myView READER
Digital
AUDIO GAME NOTEBOOK INTERACTIVITY RESEARCH

Independent/Collaborative
3 students / 3–4 minutes
Conferring per conference Independent Reading
CONFIRM OR CORRECT PREDICTIONS Students can
Talk about Independent Reading Have • reread or have previously read.
students discuss one prediction they made, if • read a trade book or their Book Club text.
their prediction was correct, and anything they • practice fluent reading by rereading dialogue
will do differently to predict next time. with expression.
Possible Conference Prompts
• What prediction did you make before reading?
Centers
What did you base your prediction on?
• Were you able to confirm your prediction, or See the myView Literacy Stations in the
did you need to correct it? Why? Resource Download Center.
• Why are predictions important to make and
confirm? Literacy Activities
Possible Teaching Point Predictions are Students can
important to make but even more important to
• complete the chart on Student Interactive
confirm. Confirming your predictions will help
p. 175.
you continuously modify your opinions and your
knowledge of the topic. • write about their own experiences with an
unusual art element in their writer’s notebook.
• play the myView games.
Leveled Readers • research the Hyde Park neighborhood or the
Robie House, make a simple map, and label it.
CONFIRM OR CORRECT PREDICTIONS
• For suggested titles, see The Light at Jupiter Lake

“Matching Texts to Learning,” SUPPORT PARTNER READING

by J.H. Diel

Guided Reading Level Q

DRA Level 40
Lexile Measure 800L
Word Count 3,356

pp. T270–T271. Text

Characteristics
Text Structure
• Chronological
(Conflict, climax,
resolution)
Text Features
• Chapters
• Illustrations Keep partners on track by
giving them a list of suggested
ELL Access Video

• For instructional support on

Build Background Use the interactive video in The Light at Jupiter Lake digital leveled reader to
engage students, to support language development, to activate prior knowledge,
and to build background for the text.

Preview the Text

Say: This book is about a young boy named Alec who moves from his city home in Texas
Launch the Book

conversation prompts to keep

to a rural home on Jupiter Lake in New Hampshire. Let’s read to find out what happens
to Alec as he tries to adjust to his new home.

how to confirm or correct

Preview the Genre
Say: The Light at Jupiter Lake is an example of realistic fiction. Show students
the cover of the book. Say: What about this cover tells you that this book is realistic
fiction? As you read, ask yourself if the events in the story are things that could happen

their book discussions going.

in real life.

Preview Vocabulary

predictions, see Leveled

perspective (p. 16) assess (p. 28)
selected (p. 19) expertly (p. 29)
structured (p. 25)

Observe students as they read, and monitor their comprehension. Talk with
Observe and students about their Noticings, Connections, and Wonderings.
Monitor

Reader Teacher’s Guide. See the Small Group Guide for

Noticings, Connections, and Wonderings
As they read The Light at Jupiter Lake silently to themselves, have students use
the Noticings, Connections, and Wonderings page at the end of this guide to
capture their thoughts, questions, and unfamiliar words. Encourage students to
use their notes in discussions and writing.

© Copyright 2020 1
additional support and resources
for Partner Reading.

Whole Group
Share Bring the class back together. Invite one or two students to share what they
learned today about confirming or correcting predictions.
Life & Art T309
WEEK 5 LESSON 5
READING WORKSHOP COMPARE TEXTS

Reflect and Share

Talk About It
Minilesson
Life & Art
FOCUS ON STRATEGIES Explain to students that, when giving a
OBJECTIVES presentation, they must think about their audience. Addressing a large
Give an organized presentation group of people is different from talking to an individual or a small group.
employing eye contact, speaking When speakers present an opinion, their purpose is to persuade listeners.
rate, volume, enunciation, natural
gestures, and conventions of • To communicate ideas effectively in an oral presentation, speak clearly
language to communicate ideas
at an appropriate rate and volume. Be sure to employ eye contact
effectively.
and make natural gestures as you speak. Use proper conventions of
Use text evidence to support an
appropriate response. language, such as correct grammar, sentence structure, and word order.
• Include facts, details, and direct quotations from texts to support your
opinion or observations.
ACADEMIC
VOCABULARY MODEL AND PRACTICE Model effectively gathering and organizing
Integrate Offer students oral information using the Talk About It prompt on Student Interactive p. 176.
practice using the unit Academic
Vocabulary words to reflect on • Experiences can change people, but how? In “Life & Art,” the
the text and make connections to
other texts, the unit theme, and
newspaper article called the Robie House “a house that radically
the Essential Question. Ask: changed the domestic architecture of the United States.” I'll use that to
• How did the perspectives of the support my opinion that new styles of art, such as Frank Lloyd Wright’s
characters in the story help you architecture, change how people experience the world.
learn about Frank Lloyd Wright?
• When Tommy thinks about • Instruct students to give a short presentation that expresses their
broken promises, do you think opinions about how experiences can change people. Remind them to
he wants to confide in someone
use direct quotations from multiple texts to support their opinions.
or keep his thoughts to himself?
• Recall a time when you lost
or broke something that you
valued. How did it change the
object or situation?
ELL Targeted Support Write Using New Vocabulary Writers use
words to support and clarify their message. Encourage students to use the
selection vocabulary when they express their opinions.
Display the words imitated, inspired, express, and exhibit. Prompt student
pairs to use them in sentences about how experiences change people.
Then have students exchange their sentences, check each other’s spelling
and usage, and offer feedback. EMERGING/DEVELOPING

Have student pairs write and illustrate a paragraph expressing their opinion
on how experiences change people. Instruct them to use the words
imitated, inspired, express, and exhibit. EXPANDING/BRIDGING

T310 UNIT 3 • WEEK 5

 myView
NOTEBOOK
Digital

FORMATIVE ASSESSMENT OPTIONS

Apply QUICK CHECK

Notice and Assess Can students make
Have students use the strategies for making connections
connections across texts?
between texts.
Decide
OPTION 1 Use the Shared Read Have students use their
• If students struggle, revisit
annotations from “Life & Art” and text evidence from this unit's texts
instruction about text comparisons in
to prepare their opinion statement in response to the Talk About It
Small Group on pp. T314–T315.
prompt on p. 176.
• If students show understanding,
OPTION 2 Use Independent Text Students should use their
extend instruction about making text
self-selected independent reading texts to form and support an
comparisons in Small Group on
opinion statement about how experiences change people.
pp. T314–T315.

WEEKLY QUESTION Have students use evidence from the texts they have read this week to
respond to the Weekly Question. Tell them to write their response on a separate sheet of paper.

STUDENT INTERACTIVE, p. 176

RESPOND TO TEXT

Reflect and Share

Talk About It Consider all the texts you have read
in this unit. What experiences did you learn about?
How did these experiences affect a character in a
story or a speaker in a poem? Use these questions to
help you prepare an opinion presentation about how
experiences can change people.

Give a Short Presentation To prepare for your presentation,

gather and organize your information. On a sheet of paper, write
your opinion statement. Then, use the texts in this unit as well as
your own observations to find facts, details, and direct quotations
that support your opinion. Be sure to include sources.

To give a presentation that communicates your ideas effectively:

Speak at an appropriate rate and volume.
Enunciate, or pronounce, your words clearly.
Employ eye contact with your audience.
Use formal language, and speak with proper grammar,
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

correct sentence structure, and logical word order.

Weekly Question
How does art reflect people’s experiences?

176

RDG20_SE05_NA_U03W05_4RW.indd 176 28/11/19 7:40 AM

Life & Art T311
WEEK 5 LESSON 5
READING-WRITING WORKSHOP BRIDGE

Word Study Syllable Patterns

FLEXIBLE OPTION
OBJECTIVE LESSON 5
Decode words using advanced
knowledge of syllable division
patterns. Assess Understanding
To assess students’ understanding of how recognizing syllable patterns
can help decode a word, ask them to divide each word below by
WEEKLY STANDARDS syllable, pronounce each word, and use each in a sentence.
PRACTICE
To assess student progress
on Word Study, use the
Weekly Standards Practice on
nce
dis/ap/pear/a
SavvasRealize.com.
un/con/di/tion/al

ap/pro/pri/ate trans/por/ta/tion

ac/cept/a/ble

T312 UNIT 3 • WEEK 5

myView
Digital
ASSESSMENT DOWNLOAD READING BRIDGE

Develop Language Awareness

For additional practice with syllable patterns,
complete the activity on p. 39 of the Language
Awareness Handbook. In this practice activity,
students will use contextual and visual support
to understand syllable patterns.

FLEXIBLE OPTION

LESSON 5
FLEXIBLE OPTION FLEXIBLE OPTION
 Assess
LESSON 1 LESSON 2 LESSON 3 LESSON 4 Understanding
Teach Syllable Apply Syllable More Practice Spiral Review:
Patterns Patterns
Suffixes -ous, -eous,
-ious

Life & Art T313

WEEK 5 LESSON 5
READING WORKSHOP ASSESS & DIFFERENTIATE

Use the QUICK CHECK on p. T311 to determine small group instruction.

Teacher-Led Options
Strategy Group Intervention Activity
COMPARE TEXTS myFOCUS READER
Teaching Point Critical readers think about Reread pp. 38–39 with students.
the many ways different authors present similar Use the teaching support online
information. On chart paper, list genres such as at SavvasRealize.com
informational text, poetry, and realistic fiction. to engage students in a
Discuss how the topic of life and art can be conversation that demonstrates
written about in different ways. how the texts they have
read this week support their
ELL Targeted Support understanding of opinion
Have students agree or disagree with this theme statements/presentations
from “Life & Art”: Sometimes, life and art don’t and encourages them to use the Academic
mix well. Have students use increasingly abstract Vocabulary words.
language to give information in their opinion
presentation.
Provide concrete vocabulary for students to use
as they form their opinion with a partner: because,
Intervention Activity
evidence, special, important. EMERGING
WORD STUDY
Provide sentence frames to help students present For students who need support, Word Study
their observations, evidence, and opinions: I lessons are available in the myFocus Intervention
think life and art mix/don't mix because _______. Teacher’s Guide, Lessons 1–10.
The text says ______. DEVELOPING
Have partners use abstract language to describe
the importance of art to a community as they
prepare their presentations. EXPANDING On-Level and Advanced
Have partners use digital resources to identify INQUIRY
content-based vocabulary related to art or
Organize Information and Communicate
architecture to enhance their opinion
Students should organize their findings from their
presentations. BRIDGING
questions about art into an effective format.
For additional support, see the online Critical Thinking Talk with students about their
Language Awareness Handbook. findings and the process they used.

See Extension Activities pp. 126–130 in the

Resource Download Center.

T314 UNIT 3 • WEEK 5

 REALIZE
myView READER
AUDIO ANNOTATE DOWNLOAD
SMALL GROUP
Digital
VIDEO GAME INTERACTIVITY RESEARCH

Independent/Collaborative
3 students / 3–4 minutes
Conferring per conference Independent Reading
COMPARE TEXTS Students can
Talk About Independent Reading Ask • reread, listen to, or watch “Frank Lloyd Wright
students to share what they learned about how and the Robie House” with a partner.
experiences change people. • read a self-selected text.

Possible Conference Prompts • reread or listen to their leveled reader.

• How did certain experiences affect people?
• How did these experiences affect your feelings Centers
or point of view?
See the myView Literacy Stations in the
Possible Teaching Point You can write a Resource Download Center.
better opinion statement when you organize
information and use direct quotations to support
your viewpoint. Literacy Activities
Students can
• write a response to the Weekly Question.
Leveled Readers • research Frank Lloyd Wright and the Robie
House.
COMPARE TEXTS
• play the myView games.
• For suggested titles, see The Light at Jupiter Lake

“Matching Texts to Learning,”

by J.H. Diel

Guided Reading Level Q

DRA Level 40
Lexile Measure 800L
Word Count 3,356

pp. T270–T271.
B O O K CLUB
Text Text Structure Text Features
• Chronological • Chapters
Characteristics (Conflict, climax, • Illustrations
resolution)

ELL Access Video

• For instructional support on

Build Background Use the interactive video in The Light at Jupiter Lake digital leveled reader to
engage students, to support language development, to activate prior knowledge,
and to build background for the text.

Preview the Text

Say: This book is about a young boy named Alec who moves from his city home in Texas
Launch the Book
to a rural home on Jupiter Lake in New Hampshire. Let’s read to find out what happens
to Alec as he tries to adjust to his new home.

how to compare texts, see See Book Club, pp. T476–T477, for
Preview the Genre
Say: The Light at Jupiter Lake is an example of realistic fiction. Show students
the cover of the book. Say: What about this cover tells you that this book is realistic
fiction? As you read, ask yourself if the events in the story are things that could happen
in real life.

Preview Vocabulary

Leveled Reader Teacher’s

perspective (p. 16) assess (p. 28)

• teacher’s summary of chapters in The Thing

selected (p. 19) expertly (p. 29)
structured (p. 25)

Observe students as they read, and monitor their comprehension. Talk with
Observe and students about their Noticings, Connections, and Wonderings.
Monitor

Guide.
Noticings, Connections, and Wonderings
As they read The Light at Jupiter Lake silently to themselves, have students use

About Georgie.
the Noticings, Connections, and Wonderings page at the end of this guide to
capture their thoughts, questions, and unfamiliar words. Encourage students to
use their notes in discussions and writing.

• talking points to share with students.

© Copyright 2020 1

• collaboration prompts and conversation starters.

• suggestions for incorporating the Discussion
Chart.
• alternate texts to support the unit theme and
Spotlight Genre.
Whole Group
Share Bring the class back together. Invite one or two students to share
connections they made to themes, plots, or characters in other texts or to their own
lives. Encourage students to describe how the relationships are similar.
Life & Art T315
WEEK 5
WRITING WORKSHOP PUBLISH, CELEBRATE, AND ASSESS

Weekly Overview
Students will
WEEK WRITING PROCESS FLEXIBLE PATH
• learn how to integrate peer and teacher suggestions Introduce and
1 Prewriting
into their opinion essay. Immerse
2 Drafting Develop Elements
• finalize edits, publish, and present their essay.
• review the skills needed to write an opinion essay 3 Drafting Develop Structure

and take an assessment. 4 Revising and Editing Writer’s Craft

Publish, Celebrate,
5 Publishing and Assess

Minilesson Bank
Daily Plan Based on what you know about your students’ writing, choose one
minilesson from the options below for each day’s instruction.
FAST TRACK FAST TRACK
LESSON 1 LESSON 2 LESSON 3
MINILESSON
Incorporate Peer and
5—10 min. Publish a Final Publish and
Teacher Suggestions
Draft T426 Celebrate T430
T422

INDEPENDENT WRITING
AND CONFERENCES Independent Writing Independent Writing and Independent Writing and
30—40 min. and Conferences T423 Conferences T427 Conferences T431

SHARE BACK FOCUS

5—10 min. Revisions Made Based on Refections on Opinion

Final Draft T427
Feedback T423 Essay T431

READING-WRITING FLEXIBLE OPTION • Spelling Teach Spell FLEXIBLE OPTION

WORKSHOP BRIDGE • Spelling Assess Prior • Spelling More Practice
Words with Syllable
Knowledge T424 T432
5—10 min. Patterns T428
FLEXIBLE OPTION • Language &
• Language & FLEXIBLE OPTION
• Language & Conventions Teach
Conventions Spiral
Conventions Oral Adverbs T433
Review: Indefinite and
Language: Adverbs
Reflexive Pronouns T425
T429

T418 UNIT 3 • WEEK 5

 myView
Digital
DOWNLOAD
OPINION ESSAY

Mentor STACK
Use the following criteria to add to your opinion essay stack:
• The length of the essay is approximately the same length as the students’ essays
should be.
• The essays have clearly stated opinions with examples, facts, and details to
support the opinions.
• Details are arranged in a clear order that helps readers follow the author’s
argument.

FAST TRACK
LESSON 4 LESSON 5 ADDITIONAL RESOURCES
MINILESSON
Apply Linking
Prepare for
Assessment T438 5—10 min. Words and Give Feedback
Assessment T434
Phrases

INDEPENDENT WRITING
AND CONFERENCES Independent Independent
Independent Writing and
Assessment T438–T439 Writing and Writing and
Conferences T435 30—40 min. Conferences Conferences

SHARE BACK FOCUS

Prompt Topic Ideas Questions Regarding 5—10 min. Read Revised
Peer Review
T435 Assessment T438 Sentences

FLEXIBLE OPTION • Spelling Assess

• Spelling Spiral See the online See the Small
Understanding T440
Review T436 Language Group Guide
FLEXIBLE OPTION
Awareness for additional
• Language & • Language &
Handbook for writing support.
Conventions Practice Conventions Standards additional
Adverbs T437 Practice T441 writing support.

Life & Art T419

WEEK 5
WRITING WORKSHOP PUBLISH, CELEBRATE, AND ASSESS

Conferences Mentor STACK

During this time, assess for understanding of the basic characteristics of
an opinion essay and how far along the students are with their essay
draft to gauge where students may need support. Have stacks and
minilessons available to reference during the conferences.

FORMATIVE ASSESSMENT Conference Prompts Conference Support for ELL

Incorporate Peer and Teacher Suggestions EMERGING
If students need Then begin walking through the • Read a stack text aloud and guide
additional support, checklist with them. students to identify the opinion and
one supporting fact or detail from
the text.
If students show Then ask: What additional revisions did
understanding, you make based on the feedback you DEVELOPING
received?
• Have pairs take turns reading
Publish a Final Draft aloud a stack text and work together
to identify the opinion and one
If students need Then ask: What final steps need to be supporting fact or detail from
additional support, taken before your draft is ready to publish? the text.
• Use modeled writing to help students
finish their essay drafts.
If students show Then ask: Where do you think your essay
understanding, should be published? EXPANDING
• Have students read their essay to a
Publish and Celebrate partner.
• Ask students to answer the Publish
If students need Then ask: Why are you passionate and Celebrate minilesson questions
additional support, about this topic? verbally to a partner before writing
down their answers.
If students show Then ask: Is there anything else you could • Use guided writing to proofread
students’ essays with them.
understanding, have included to make your essay more
persuasive?
BRIDGING
Prepare for Assessment
• Have students exchange essays and
If students need Then review the main elements of an read aloud to each other. Students
additional support, opinion essay with them. should listen to their own essays
being read and should look for ways
to improve or bring more clarity to
If students show Then ask: What are some experiences their writing.
understanding, you’ve read about recently in the stack • Have students discuss potential
texts? assessment essay topics with a
partner.
• Have students take turns reading
Reading-Writing Workshop Bridge items from the checklist on p. 187 in
the Student Interactive. They should
mark their answers as they go
When conferring with students, refer back to the Bridge through the list.
minilessons on adverbs and point of view.

T420 UNIT 3 • WEEK 5

myView
Digital
DOWNLOAD
OPINION ESSAY

ELL Minilesson Support

See the online
Language Awareness
Week 5: Publish, Celebrate, and Assess Handbook for
During the publish, celebrate, and assess week, your ELLs will benefit additional writing
support.
from additional writing support that increases their awareness of the
opinion writing genre and helps prepare them to write an opinion essay.
These targeted supports were chosen to help students incorporate
feedback and publish their work.

Use this note for the minilesson on p. T422. Use this note for the minilesson on p. T430.

ELL Targeted Support ELL Targeted Support

INCORPORATE PEER AND TEACHER PUBLISH AND CELEBRATE
SUGGESTIONS Reflecting on a writing assignment after it has
A teacher or peer reviewer can catch mistakes been published allows students to learn from
in writing and help clarify ideas that might be their mistakes and think about what changes
unclear to the reader. they might make in the future. Additionally,
reflection enhances the work’s meaning and
Display two sentences that contain intentional
encourages insight and complex learning.
mistakes and a sample peer edit. Read aloud
the comment carefully and paraphrase it to Display and read the reflection sentences on
show your understanding. Then fix the mistake Student Interactive p. 185. Ask if students need
and read the sentences again slowly to any clarifications. Review the words favorite and
demonstrate how the sentences improved. convincing. EMERGING
EMERGING Do a Think Aloud to brainstorm all the
In pairs, have students read aloud their essays interesting, fun, or different aspects of an
and one comment they received from a peer. opinion essay. Have students contribute their
Have students paraphrase the comment. Then ideas and write them down for the class to see.
have them work together to brainstorm ways to DEVELOPING
implement the comment and improve the essay. Have students make a list of the opinion essay
DEVELOPING topics they wrote about during the week and tell
Have students review the edits that were made a partner why they chose them and which was
on their opinion essay. EXPANDING their favorite topic. EXPANDING
Have students create a clean draft of their Challenge students to think of three different
essays. Then, pair students and direct them to items or ideas they want to add to their opinion
read their essays aloud while their partners essays in the future and to share those ideas
listen for any grammar mistakes. with a neighbor before writing them down.
BRIDGING BRIDGING

Life & Art T421

 WEEK 5 LESSON 1
WRITING WORKSHOP PUBLISH, CELEBRATE, AND ASSESS
FAST TRACK

Incorporate Peer and

Teacher Suggestions
OBJECTIVES
With guidance and support from
Minilesson Mentor STACK
peers and adults, develop and
strengthen writing as needed TEACHING POINT Authors always have editors review their writing before
by planning, revising, editing,
their work is published. This allows them to fix grammar and spelling
rewriting, or trying a new
approach. mistakes. It also allows them to improve organization and clarity. Remind
Edit drafts using standard English students that editors
conventions. • are not trying to criticize their work.
• make it less likely that mistakes will be missed and left uncorrected.
STUDENT INTERACTIVE, p. 183 • are trying to make their work clearer, more concise, and more
OPINION ESSAY WRITING WORKSHOP
meaningful.
Incorporate Peer and Learning Goal

Teacher Suggestions
MODEL AND PRACTICE Students will look at the edits they have received
I can use elements
of opinion writing to
A writer may find it difficult to accept criticism from write an essay.

peers or from a teacher. Sometimes it can be hard

to hear negative things about something you are
proud of. Remember, however, that these editors and will make their way through the checklist as they revise their work.
want to help you make your work as clear, concise,
and meaningful as it can be. Consider each change
carefully, and use it as an opportunity to improve. Students should
My TURN Use the checklist as you revise based on peer and
teacher suggestions. • review all suggestions and ask any follow-up questions.
• ask themselves how the suggestions will help improve their essays.
REVISE BASED ON FEEDBACK
Read each comment carefully.
Ask questions about comments you find unclear or confusing.
First, revise for organization. Rearrange, combine, add, and delete
paragraphs, sentences, and details as needed.
Look at your word choices. Are there ideas that you can make clearer or • make a plan for implementing changes, requesting assistance from an
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

more coherent by combining, rearranging, adding, or deleting words?

If needed, ask an adult for help with planning or revising your work.
Then edit for spelling, capitalization, punctuation, and grammar mistakes.
adult if needed.
Look up any grammar rules you are unsure about.

• make any revisions necessary to word choice and sentence structure,

Read your work one last time, sentence by sentence. Start from the end,
and work your way to the beginning. This will help you focus on words
rather than ideas.

spelling, capitalization, grammar, and punctuation.

Make final corrections, and prepare the final draft of your essay.
If you wrote your essay by hand, make a new, clean version in cursive.
Thank your peer editor or teacher for taking the time to read your work.

183
• begin working on a final draft and thank their peer reviewers.
RDG20_SE05_NA_U03W05_6WW.indd 183 28/11/19 7:39 AM

T422 UNIT 3 • WEEK 5

myView
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NOTEBOOK OPINION ESSAY

Independent Writing Mentor STACK

FOCUS ON INCORPORATING SUGGESTIONS After the minilesson, students

should transition into independent writing.
• If students need additional help understanding the suggestions their
reviewers made, have them highlight the ones in question and go back
to their Writing Club for clarification.

WRITING SUPPORT
• Modeled Display a sentence with an intentional mistake. Do a
Think Aloud to demonstrate how to edit the sentence.
• Shared Have students verbalize two suggested changes and
explain why they should be changed.
• Guided Ask students to read their draft for any misspelled
words.
Intervention Refer to the Small Group Guide for support.

• If students demonstrate understanding, they should transition to using

the checklist on p. 183 of the Student Interactive to revise their essay.

See the Conference Prompts on p. T420.

Share Back
Invite a few students to share one or two suggestions they received, and
have them explain how those suggestions improved their essays.

Life & Art T423

WEEK 5 LESSON 1
READING-WRITING WORKSHOP BRIDGE

Spelling Spell Words with Syllable Patterns

FLEXIBLE OPTION
OBJECTIVE LESSON 1
Spell words using advanced
knowledge of syllable division
patterns. Assess Prior Knowledge
Use the sentences from Lesson 5 Spelling, p. T440, to assess students’
prior knowledge of words with syllable patterns.

SPELLING WORDS For students with a solid understanding of the Spelling Words, include
these Challenge Words with the spelling list.
dispel humane
Challenge Words
crusade protest
identification
selfish ignite
contemporaneous
dismal diabolic
tranquilize
segment museum
indignant congruent
confiscate defiance
compensate supreme
insistent profile
syntax impede

ELL Targeted Support

Syllable Patterns Tell students that recognizing syllable patterns can help them spell
new vocabulary. Display the words indignant and diabolic.
Say each letter sound and ask students to repeat each. Then say the whole word and
ask students to repeat. Do this several times. EMERGING
Use the above activity. Then demonstrate dividing the words into syllables. Direct
students to work in pairs to repeat with the remaining spelling words. DEVELOPING
Use the above activities. Then have students spell each word aloud with a partner.
EXPANDING

FLEXIBLE OPTION

LESSON 1
FLEXIBLE OPTION FLEXIBLE OPTION
 Assess Prior
Knowledge
LESSON 2 LESSON 3 LESSON 4 LESSON 5

Teach: Spell Words More Practice: Spell Spiral Review:  Assess

with Syllable Patterns Words with Syllable Words with -ous, Understanding
Patterns -eous, -ious

T424 UNIT 3 • WEEK 5

 WRITING BRIDGE

Language & Conventions

Spiral Review
FLEXIBLE OPTION

LESSON 1 OBJECTIVE
Edit drafts using standard English
conventions, including pronouns,
Spiral Review: Indefinite and Reflexive Pronouns including indefinite.

FOCUS ON STRATEGIES Review indefinite and reflexive pronouns on p. T409.

MODEL AND PRACTICE Display the following paragraph:

Students in fourth-period art class are painting with watercolors. The artists
will display their work in the halls, and the artists will invite classmates to
view their work. Meiya is especially proud of her sunset painting because
Meiya mixed the colors herself.

Guide students to replace some of the nouns with indefinite or reflexive

pronouns and adjust the verb form if necessary. Also, guide them to adjust
any pronouns or verb forms that are incorrect.

APPLY Ask students to work in small groups to write two or three

sentences using indefinite or reflexive pronouns.

ELL Targeted Support

Indefinite and Reflexive Pronouns Help students understand the difference between
the two types of pronouns. Display the sentences: Is anyone home? Am I by myself?
Ask students to identify the three pronouns in the sentences. EMERGING
Ask students to identify and label the indefinite and reflexive pronouns in the
sentences. Then have them explain how the pronoun I relates to the reflexive pronoun
myself. DEVELOPING/EXPANDING
Have student pairs use the sentences above to write or describe a brief scene.
BRIDGING

FLEXIBLE OPTION

LESSON 1
FLEXIBLE OPTION FLEXIBLE OPTION
Spiral Review:
LESSON 2 LESSON 3 LESSON 4 LESSON 5
Indefinite
and Reflexive
Oral Language: Teach Adverbs Practice Adverbs Standards Practice
Pronouns
Adverbs

Life & Art T425

WEEK 5 LESSON 2
WRITING WORKSHOP PUBLISH, CELEBRATE, AND ASSESS
FAST TRACK

Publish a Final Draft

OBJECTIVES
Give an organized presentation
Minilesson Mentor STACK
employing eye contact, speaking
rate, volume, enunciation, natural TEACHING POINT Publishing is the final step in the writing process.
gestures, and conventions of Publishing finishes what writers began when they brainstormed their
language to communicate ideas
effectively. task, purpose, and audience before drafting their essay. It can be done in
Publish written work for
many ways depending on what students wrote, why they wrote, and for
appropriate audiences. whom they wrote. Some places to publish an article include magazines,
Adapt speech to a variety of print and digital newspapers, journals, books, Web sites, blogs, or in oral
contexts and tasks, using formal presentations.
English when appropriate to task
and situation. MODEL AND PRACTICE Ask students to reread their writing to ensure that
it is clear and concise and communicates their opinion. Say: Ask yourself,
“Are there any final edits I should make so that my message is clearer to my
STUDENT INTERACTIVE, p. 184
readers?” Recommend that students read their essays aloud to determine if
OPINION ESSAY
their language sounds natural.
Publish a Final Draft

To prepare students to present their essays to their peers, read a stack

Once you have revised and edited your opinion essay, it is time to publish.
Publishing your work is an important final step in the writing process. It
completes the cycle of writing for a specific task, purpose, and audience.

text aloud as if you were presenting it to the class. Model the presentation
Publishing can mean several things depending on what you wrote, why you
wrote it, and who will read it.

My TURN Prepare your writing to be published and presented to an audience.

directives on p. 184 of the Student Interactive. Point out the importance
Publishing
of using proper language conventions, such as correct grammar and clear
• Reread your writing to make sure it makes sense.
• Revise any ideas or details that are out of place.
• Edit and proofread your final draft to make sure there are
sentence structure, when speaking to an audience.
no errors.
• Type a final copy of your essay to publish.

Presenting
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

• Make eye contact with your audience.

• Speak slowly and enunciate your words.
• Speak loudly enough to be heard at the back of the room.
• Present each point clearly.
• Use proper conventions of language to effectively
communicate your ideas.
• Use natural gestures as you speak.
• Respond to questions from the audience.

184

RDG20_SE05_NA_U03W05_6WW.indd 184 28/11/19 7:39 AM

Possible Teaching Point

Spelling | Multisyllabic Words

Tell students to check for misspelled words. If they encounter an
unfamiliar multisyllabic word, remind students they can spell the word
by breaking it up into its different syllables. For example, divide the word
influential into syllables: in-flu-ent-ial. Point out how syllable patterns
can divide words
• between two consonants, as in in and flu
• between two vowels, as in flu and ent
• between a consonant and a vowel, as in ent and ial

T426 UNIT 3 • WEEK 5

myView
Digital
NOTEBOOK OPINION ESSAY

Independent Writing Mentor STACK

FOCUS ON PUBLISHING After this minilesson, students should transition

to independent writing to finalize their drafts for publishing and presenting.
They should proofread their drafts one last time and then type a final
copy to present to an audience. Encourage students to demonstrate their
keyboarding skills by typing at least two pages in one sitting.
• If students need additional opportunities to review their draft, have
them look back over the previous minilessons on opinion essay writing
and the revisions suggested by their peer and teacher reviewers.

WRITING SUPPORT
• Modeled Do a Think Aloud using a stack text to model how to
present each point.
• Shared Discuss enunciating and making eye contact while
giving an oral presentation.
• Guided After typing the final copy of their essays, direct
students to read through them one last time to check for
errors.
Intervention Refer to the Small Group Guide for support.

• If students demonstrate understanding, have them continue to prepare

their final drafts for publishing.

See the Conference Prompts on p. T420.

Share Back
Invite a few students who show understanding to present their essays
to the class.

Life & Art T427

WEEK 5 LESSON 2
READING-WRITING WORKSHOP BRIDGE

Spelling Spell Words with Syllable Patterns

OBJECTIVE LESSON 2
Spell words with advanced
knowledge of syllable division
patterns. Teach
FOCUS ON STRATEGIES When students encounter words that are unfamiliar
to them, they should consider syllable patterns to help spell multisyllabic
SPELLING WORDS words accurately. Syllable patterns can divide words between two vowels,
between two consonants,
dispel humane
or between a consonant SPELLING READING-WRITING BRIDGE
crusade protest and a vowel.
Spell Words with Syllable Patterns
selfish ignite
MODEL AND A syllable is a word part that contains a single vowel sound. Syllable patterns

dismal diabolic can divide words between two vowels, between two consonants, or between

PRACTICE Write or display a consonant and a vowel. Understanding syllable patterns can help you spell
words with multiple syllables.
segment museum
the words congruent and
indignant congruent ignite. Say each word
Myy TURN Read the words. Spell and sort the words in alphabetical order.
M
After alphabetizing, add a slash between each syllable.

confiscate defiance aloud, and divide the SPELLING WORDS

compensate supreme words into syllables to dispel

crusade
indignant
confiscate
humane
protest
congruent
defiance

insistent profile show patterns in spelling. selfish

dismal
compensate
insistent
ignite
diabolic
supreme
profile
segment syntax museum impede

syntax impede APPLY M y TURN

com/pen/sate im/pede
Direct students to con/fis/cate in/dig/nant
complete the MyTurn con/gru/ent in/sis/tent
cru/sade mu/se/um
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

activity on p. 181 of the de/fi/ance pro/file

Student Interactive. di/a/bol/ic pro/test
dis/mal seg/ment
dis/pel self/ish
hu/mane su/preme
ig/nite syn/tax

181

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LESSON 2
FLEXIBLE OPTION FLEXIBLE OPTION FLEXIBLE OPTION
Teach: Spell Words
LESSON 1 with Syllable Patterns LESSON 3 LESSON 4 LESSON 5

 Assess Prior More Practice: Spell Spiral Review:  Assess

Knowledge Words with Syllable Words with -ous, Understanding
Patterns -eous, -ious

T428 UNIT 3 • WEEK 5

 myView
Digital
INTERACTIVITY WRITING BRIDGE

Language & Conventions

Adverbs
FLEXIBLE OPTION

LESSON 2 OBJECTIVE
Edit drafts using standard English
conventions, including conjunctive
Oral Language: Adverbs adverbs.

FOCUS ON STRATEGIES Adverbs describe actions or other descriptive words.

A conjunctive adverb connects two independent clauses, introduces an
independent clause, or links sentences with similar ideas. If a conjunctive
adverb links two independent clauses, it is preceded by a semicolon and
followed by a comma.

MODEL AND PRACTICE Display the following sentences:

The cars were buried in snow.

Some people insisted on driving.

Now, show students how to connect these two independent clauses with
the conjunctive adverb nevertheless.

The cars were buried in snow; nevertheless, some people insisted on

driving.

APPLY Ask students to generate simple sentences or independent clauses.

Then ask them to connect the sentences with conjunctive adverbs.

FLEXIBLE OPTION

LESSON 2
FLEXIBLE OPTION FLEXIBLE OPTION
Oral Language:
LESSON 1 Adverbs LESSON 3 LESSON 4 LESSON 5

Spiral Review: Teach Adverbs Practice Adverbs Standards Practice

Indefinite
and Reflexive
Pronouns

Life & Art T429

 WEEK 5 LESSON 3
WRITING WORKSHOP PUBLISH, CELEBRATE, AND ASSESS

Publish and Celebrate

OBJECTIVES
Write legibly in cursive.
Minilesson Mentor STACK
Publish written work for
appropriate audiences.
TEACHING POINT Writers publish the final draft of their texts after revising
and editing them. Then it’s time to celebrate all the effort they put into their
work and reflect on the experience. Reflecting on a writing assignment after
STUDENT INTERACTIVE, p. 185 it has been published allows writers to learn from their mistakes and think
WRITING WORKSHOP about what changes they might make in the future. Additionally, reflecting
Publish and Celebrate on their work allows writers to gain insights into why they wrote and what
A writer publishes his or her work after revising and editing it. The writer may
choose from many different forms of publishing.
they wrote for their audiences.
My TURN Complete the items about your writing experience. Use cursive as
you summarize your writing.

My favorite thing about writing an opinion essay was MODEL AND PRACTICE Inform students that they will be doing some
writing that reflects on their experience of writing an opinion essay. They
.
should write in legible cursive and reflect on the following:
I wrote my favorite opinion essay about because

• their favorite part of the process of writing an opinion essay

.

• why the topic of their opinion essay is important to them

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

The most convincing reasons, facts, and details I included in my essay were

• the most convincing facts they included in their essay

.

The next time I write an opinion essay, I will

• what they would change the next time they write an opinion essay

185
.
Before the students write their reflections, say: Think back over the past
RDG20_SE05_NA_U03W05_6WW.indd 185 28/11/19 7:39 AM
week. Consider everything you’ve learned about opinion essays as you
respond to these questions. Think about what you enjoyed and what you
would do differently next time.

Possible Teaching Point Writing Process

Publishing | Reflection
Tell students that an important part of the writing and publishing process
is reflecting on how the process went and what they learned from it.
Good writers think about what they did well and what they can improve
upon the next time they write. In this way, even the best writers are
always developing their craft.

T430 UNIT 3 • WEEK 5

myView
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NOTEBOOK OPINION ESSAY

Independent Writing Mentor STACK

FOCUS ON PUBLISHING After the minilesson, students should transition

into independent writing.
• For students who need to finish finalizing their draft, allow them to
finish their final copy.

WRITING SUPPORT
• Modeled Review and demonstrate appropriate cursive writing
for students.
• Shared Have students share with their neighbors the opinion
essay topics they wrote about.
• Guided Have students look over the previous week’s
minilessons to review aspects of opinion writing that they
could include in future opinion essays.
Intervention Refer to the Small Group Guide for support.

• If students have published their final draft, they should work on the
My Turn activity on p. 185 of the Student Interactive or edit or revise a
previously written draft that hasn’t been published.

See the Conference Prompts on p. T420.

Share Back
Ask two or three students to share their favorite thing about writing an
opinion essay and a memorable writing tip they learned by writing the
essay.

Life & Art T431

WEEK 5 LESSON 3
READING-WRITING WORKSHOP BRIDGE

Spelling Spell Words with Syllable Patterns

FLEXIBLE OPTION
OBJECTIVE LESSON 3
Spell words with advanced
knowledge of syllable division
patterns. More Practice
FOCUS ON STRATEGIES Review the Name

strategies students use to divide words Spelling

SPELLING WORDS
Spell Words with Syllable Patterns
A syllable is a word part that has one vowel sound. If a word has more than one

based on syllable patterns. syllable, it is called multisyllabic.

Syllable patterns can divide a word in several ways:

• Between two vowels: di/al

dispel humane
• Between two consonants: im/pede

MODEL AND PRACTICE Write or display the

• Between a consonant and a vowel: lem/on

Knowing syllable patterns can help you spell words with multiple syllables.

crusade protest words compensate and insistent. Divide dispel indignant

SPELLING WORDS

humane congruent

the words into syllables and ask students

crusade confiscate protest defiance

selfish ignite
selfish compensate ignite supreme
dismal insistent diabolic profile
segment syntax museum impede

dismal diabolic to spell each word. My TURN Using the hint provided in parentheses, choose the correct word from

• com/pen/sate
the list below. Then divide the word using syllable patterns and slashes to check
your spelling.

segment museum confiscate museum diabolic selfish

• in/sis/tent
1. (hint: evil) diabolic di/a/bol/ic
__________________________________

2. (hint: take something away) confiscate con/fis/cate

__________________________________

indignant congruent 3. (hint: caring only about yourself) selfish self/ish

__________________________________

APPLY Have students complete Spelling

4. (hint: art is shown here) museum mu/se/um
__________________________________

confiscate defiance
p. 98 from the Resource Download Center. Grade 5, Unit 3, Week 5
© Pearson Education, Inc., or its affiliates. All rights reserved.
98

compensate supreme RDG20_OSR05_U03W05_SP.indd 98 1/22/18 7:45 PM

insistent profile
syntax impede

FLEXIBLE OPTION

LESSON 3
FLEXIBLE OPTION FLEXIBLE OPTION
More Practice: Spell
LESSON 1 LESSON 2 Words with Syllable LESSON 4 LESSON 5
Patterns
 Assess Prior Teach: Spell Words Spiral Review:  Assess
Knowledge with Syllable Patterns Words with -ous, Understanding
-eous, -ious

T432 UNIT 3 • WEEK 5

 myView
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DOWNLOAD
WRITING BRIDGE

Language & Conventions

Adverbs
LESSON 3 OBJECTIVE
Edit drafts using standard English
conventions, including conjunctive
Teach Adverbs adverbs.

FOCUS ON STRATEGIES Adverbs describe actions or other descriptive

words. When an adverb modifies a clause or the whole sentence, it is
called a conjunctive adverb and is followed by a comma.

MODEL AND PRACTICE Model using conjunctive adverbs to introduce an

independent clause. Display this sentence: Finally, the new movie theater
opened. Have students identify the conjunctive adverb. Then point out the
comma after the adverb.

Then model how to use conjunctive adverbs to connect two independent

clauses. Display this sentence: I enjoy action movies; however, my best
friend prefers comedies. Have students identify the adverb in the sentence.
Point out the semicolon before the adverb and the comma after the adverb.

ELL Targeted Support

Adverbs Display the following sentences and model how to join them with conjunctive
adverbs.
Mary ate a sandwich for lunch.
Stella ate a salad.
Mary ate a sandwich for lunch; however, Stella ate a salad.
Have students use conjunctive adverbs to complete these sentence frames in their
writing notebooks. She hurried to get to the bus stop on time; ______, she'd have to
walk to school. (otherwise) They found a stray cat; ______, they cannot have pets in
their home. (however) EMERGING/DEVELOPING
Ask students to generate sentences using conjunctive adverbs. EXPANDING

LESSON 3
FLEXIBLE OPTION FLEXIBLE OPTION FLEXIBLE OPTION
Teach Adverbs
LESSON 1 LESSON 2 LESSON 4 LESSON 5

Spiral Review: Oral Language: Practice Adverbs Standards Practice

Indefinite Adverbs
and Reflexive
Pronouns

Life & Art T433

WEEK 5 LESSON 4
WRITING WORKSHOP PUBLISH, CELEBRATE, AND ASSESS

Prepare for Assessment

OBJECTIVE
Compose argumentative texts,
Minilesson Mentor STACK
including opinion essays, using
genre characteristics and craft. TEACHING POINT As students prepare for the assessment, it’s often helpful
to do a practice test on a prompt that is new to them. Explain to students
that they’ll prepare for an opinion essay assessment by brainstorming ideas
STUDENT INTERACTIVE, p. 186
and planning essays based on a prompt provided on p. 186 of the Student
OPINION ESSAY
Interactive. Review aspects of writing an opinion essay that students should
Prepare for Assessment
keep in mind when preparing for the assessment.
My TURN Follow a plan as you prepare to write an opinion essay in response
to a prompt.

1. Relax.
• Choose a topic you are passionate about.
Take a deep breath.

2. Make sure you understand the prompt.

Read the prompt below. Underline what kind of writing you will do.
• Recognize that your opinion will need to be supported by examples,
facts, and details.
Highlight the topic you will be writing about.

Prompt: Write an opinion essay about how other people’s experiences

have influenced you. Support your opinion with reasons and details
from the texts you have read.

3. Brainstorm.

List three topics you could write about. Highlight your favorite.
• Organize reasons, facts, and details into paragraphs and sections.

MODEL AND PRACTICE Have each student take a deep breath and read
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

4. Plan out your opinion essay.

Clearly state your opinion and provide reasons supported by examples,
facts, and details.
the prompt together. Paraphrase the prompt and ask students if they need
5. Write your draft. Remember to include an introduction and a
conclusion. clarification on the prompt.
Use your own paper to write your essay.

6. After you finish, revise and edit your essay.

Read your essay again to yourself.

Brainstorm aloud some topics you might write about if you were drafting an
opinion essay based on this prompt. To help generate possible ideas for a
topic, review with students the stack texts they have read in class recently
186

or any other books or stories they may have been exposed to.
RDG20_SE05_NA_U03W05_6WW.indd 186 28/11/19 7:39 AM

Make clear to students that they do not necessarily need to write about
people they know. Students can write about how the experiences of
historical figures or well-known people have influenced them.

Possible Teaching Point

Language & Conventions | Conjunctive Adverbs

As students prepare for assessment, remind them that they can use
conjunctive adverbs to connect two independent clauses that are related.
This will improve the flow of their writing and allow them to connect both
similar and dissimilar ideas.

T434 UNIT 3 • WEEK 5

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NOTEBOOK OPINION ESSAY

Independent Writing Mentor STACK

FOCUS ON PRREPARING FOR ASSESSMENT After the minilesson, students

should transition to independent writing and begin practicing for the
assessment.
• If students are struggling to generate topic ideas on their own, they
should refer to the stack.

WRITING SUPPORT
• Modeled Do a Think Aloud to demonstrate identifying key
words in the prompt and paraphrasing the prompt to check
understanding.
• Shared Have students develop an opinion based on a topic
you have brainstormed.
• Guided Ask students to list experiences they have read about
recently to help them brainstorm topic ideas and supporting
points.
Intervention Refer to the Small Group Guide for support.

• If students demonstrate understanding, they should move on to

outlining, writing, and revising their draft based on the prompt.

See the Conference Prompts on p. T420.

Share Back
Ask students to share the topic ideas they chose with their neighbors.
Then, have one or two students share their topic and supporting points
with the class.

Life & Art T435

WEEK 5 LESSON 4
READING-WRITING WORKSHOP BRIDGE

Spelling Spiral Review

FLEXIBLE OPTION
OBJECTIVE LESSON 4
Demonstrate and apply spelling
knowledge.
Spiral Review: Words with -ous, -eous, -ious
FOCUS ON STRATEGIES See p. T404 to review spelling rules for adding word
SPELLING WORDS parts -ous, -eous, and -ious to base words.

dispel humane MODEL AND PRACTICE Adding these word parts to a base word as a
crusade protest suffix sometimes changes a noun into an adjective. Display the words
advantageous and adventurous, and have student pairs practice their
selfish ignite
spelling by using the words in sentences.
dismal diabolic
segment museum APPLY Using the spelling words on p. T404, guide students to review their
spelling in pairs or small groups.
indignant congruent
confiscate defiance
compensate supreme
insistent profile
syntax impede

Writing Workshop
As students proofread
their writing, ask them
to note and check
the spelling of words
ending with -ous, -eous,
and -ious.

FLEXIBLE OPTION

LESSON 4
FLEXIBLE OPTION FLEXIBLE OPTION
Spiral Review:
LESSON 1 LESSON 2 LESSON 3 Words with -ous,
LESSON 5
-eous, -ious
 Assess Prior Teach: Spell Words More Practice: Spell  Assess
Knowledge with Syllable Patterns Words with Syllable Understanding
Patterns

T436 UNIT 3 • WEEK 5

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INTERACTIVITY WRITING BRIDGE

Language & Conventions

Adverbs
LESSON 4 OBJECTIVE
Edit drafts using standard English
conventions, including conjunctive
Practice Adverbs adverbs.

APPLY M y TURN Direct students to complete the MyTurn activity on

p. 182 of the Student Interactive.
Writing Workshop
LANGUAGE AND CONVENTIONS
Direct students to review
Adverbs their writing notebooks
Adverbs tell where, when, or how an action happens. A conjunctive adverb
shows a relationship between ideas within a sentence. It can introduce an
to ensure they are
independent clause, connect two independent clauses, or link sentences with
similar ideas.
incorporating conjunctive
Some common adverbs are additionally, anyway, finally, however, instead, adverbs in their writing
likewise, meanwhile, nevertheless, next, otherwise, similarly, and therefore.

In sentences with two independent clauses, the conjunctive adverb is preceded

and are using them
by a semicolon and followed by a comma.
correctly.
• Robie House was falling apart; nevertheless, some people wanted to
restore it.
In other sentences, commas set off conjunctive adverbs.
• In 1963, however, he changed his mind and deeded it to the University
of Chicago.
• Meanwhile, the Wright 3 continued to investigate.

Myy TURN Edit the draft by using conjunctive adverbs to connect ideas in or
M
between sentences. Remember to add proper punctuation.
Possible responses:
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Taking apart the Robie House will be difficult. Crews cannot

; otherwise, the
follow their usual routine for demolishing a house. The art glass
^
Likewise, features
would be destroyed. Features such as the ceiling panels would
^
Instead, workers
be damaged. Workers will use a special technique when dividing
^
the house.

182

RDG20_SE05_NA_U03W05_5RWB.indd 182 28/11/19 7:40 AM

LESSON 4
FLEXIBLE OPTION FLEXIBLE OPTION FLEXIBLE OPTION
Practice Adverbs
LESSON 1 LESSON 2 LESSON 3 LESSON 5

Spiral Review: Oral Language: Teach Adverbs Standards Practice

Indefinite Adverbs
and Reflexive
Pronouns

Life & Art T437

 WEEK 5 LESSON 5
WRITING WORKSHOP PUBLISH, CELEBRATE, AND ASSESS
FAST TRACK

Assessment
OBJECTIVE
Compose argumentative texts,
Minilesson Mentor STACK
including opinion essays, using
genre characteristics and craft. TEACHING POINT Before taking an assessment, it is helpful to reflect on
and review the skills learned in a unit, such as the skills required to write an
STUDENT INTERACTIVE, p. 187
opinion essay. Important items to remember include the following:
WRITING WORKSHOP
• clearly state your opinion and provide supporting reasons
Assessment
My TURN Before you write an opinion essay for your assessment, rate how
• organize your text by grouping reasons, facts, and details into
paragraphs and sections
well you understand the skills you have learned in this unit. Go back and
review any skills you mark “No.”

IDEAS AND ORGANIZATION Yes! No

I can brainstorm a topic.

I can clearly state an opinion.
• include an introduction and a conclusion
I can provide reasons for an opinion.
I can support reasons with examples, facts, and details.
I can write an introduction and a conclusion.
I can group reasons, facts, and details into paragraphs
and sections.
• use correct formatting and conventions
CRAFT Review the 4-point Argumentative Writing Rubric and explain to students
I can include meaningful and interesting graphic features.
I can use linking words, phrases, and clauses to show logical order.
I can format text to highlight important information.
I can rearrange and combine ideas for clarity.
the elements their essay will be graded on, such as
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

CONVENTIONS • being focused around a clear claim

I can use rules for capitalization.

• having a well-developed and logical structure

I can incorporate italics and underline for titles and
for emphasis.

Manage your time! Plan ahead

so you have time to plan, draft,
• including strong reasons and supporting evidence
revise, and edit your work.

187
• using precise, accurate, and relevant language
• using correct spelling, grammar, capitalization, and punctuation
RDG20_SE05_NA_U03W05_6WW.indd 187 28/11/19 7:39 AM

MODEL AND PRACTICE Have students complete the checklist on p. 187 of

the Student Interactive to determine if they are ready to write their opinion
essays. Ask students to review the corresponding minilesson in their
Student Interactive for any item they marked “no.”

Assessment
Inform students that they are going to take a writing assessment. Explain
that they should use the skills they learned in this unit to respond to the
prompt. If students answer the prompt on a separate sheet of paper, you
may place a line limit to emulate other writing assessments students will
take. You have the option of using the assessment on the next page or the
students’ published writing as the assessment.

T438 UNIT 3 • WEEK 5

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INTERACTIVITY DOWNLOAD ASSESSMENT OPINION ESSAY

WRITING ASSESSMENT
Opinion Essay
Provide students with the assessment prompt below. The prompt may be displayed for
students to respond to on a separate sheet of paper. Alternatively, the prompt may be
printed from SavvasRealize.com.
READ the information in the box below.

Experiences shape our view of the world.

THINK about how experience has changed the way you think about the world.

WRITE an opinion essay about how an experience has shaped your view of the world and
what you feel others should learn from it.
Be sure to
• have a clear opinion and point of view.
• include clear reasons that are supported by facts and details.
• use correct punctuation, capitalization, and formatting.

4-Point Argumentative Writing Rubric

Score Focus Organization Development Language and Conventions
Vocabulary
Argumentative Argumentative text Argumentative text Argumentative text uses Argumentative text
text is focused has a well-developed, includes strong relevant and accurate has correct grammar,
around a clear logical structure and reasons and supporting domain-specific spelling, capitalization,
4 claim and appropriate transitions. evidence. language. and punctuation.
developed with
evidence.
Argumentative Argumentative text Argumentative text Argumentative text Argumentative text
text is mostly has a mostly logical includes some reasons uses mostly relevant has a few conventions
3 focused and structure but may lack and supporting domain-specific errors but is clear and
developed transitions. evidence. language. coherent.
throughout.
Argumentative Argumentative text’s Argumentative text Language in Argumentative text
text is somewhat structure is somewhat includes few reasons argumentative text may has some conventions
developed but unclear, and transitions and evidence. Some be overly general or errors that may affect
2 may occasionally may be ineffective or facts and details sometimes inaccurate. clarity.
lose focus. absent. may be irrelevant or
inaccurate.
Argumentative Argumentative text has Argumentative text Language in Argumentative text is
text may be little or no apparent includes few reasons argumentative text is hard to follow because
1 confusing or too structure. and minimal or vague or confusing. of frequent errors.
short. ineffective evidence.

0 Argumentative text gets no credit if it does not demonstrate adequate command of argumentative text writing traits.

Life & Art T439

WEEK 5 LESSON 5
READING-WRITING WORKSHOP BRIDGE

Spelling Spell Words with Syllable Patterns

OBJECTIVE LESSON 5
Spell words with advanced
knowledge of syllable division
patterns. Assess Understanding
Use the following sentences for a spelling test.

Spelling Sentences
SPELLING WORDS
1. The stormy weather was dismal.
dispel humane
2. We practice syntax in our writing notebooks.
crusade protest
3. They felt indignant about getting too much homework.
selfish ignite
4. Your teacher will confiscate your phone if you use it in class.
dismal diabolic
5. The company will compensate employees for working longer hours.
segment museum
6. She was on a crusade to start a recycling program in her school.
indignant congruent
confiscate defiance 7. The students organized a protest about the strict new rules.

compensate supreme 8. The huge hill will impede the cross-country runners.
insistent profile 9. The young camper learned to ignite a fire with a bow and spindle.
syntax impede 10. They created a profile about the suspect.

LESSON 5
FLEXIBLE OPTION FLEXIBLE OPTION FLEXIBLE OPTION
 Assess
LESSON 1 LESSON 2 LESSON 3 LESSON 4 Understanding

 Assess Prior Teach: Spell Words More Practice: Spell Spiral Review:
Knowledge with Syllable Patterns Words with Syllable Words with -ous,
Patterns -eous, -ious

T440 UNIT 3 • WEEK 5

 myView
Digital
DOWNLOAD ASSESSMENT WRITING BRIDGE

Language & Conventions

Adverbs
FLEXIBLE OPTION

LESSON 5 OBJECTIVE
Edit drafts using standard English
conventions, including conjunctive
Standards Practice adverbs.
Display the pair of sentences.
We went to the shelter. We saw many dogs that need homes.
WEEKLY STANDARDS
Which is the correct way to combine the sentences?
PRACTICE
A We went to the shelter therefore; saw many dogs that need homes. To assess student progress on
B We went to the shelter, therefore; saw many dogs that need homes. Language and Conventions, use
the Weekly Standards Practice at
C W
 e went to the shelter; therefore, we SavvasRealize.com.
saw many dogs that need homes. Name

Language and Conventions

APPLY Have students complete Language Adverbs
An adverb tells where, when, or how an action happens.

and Conventions p. 103 from the Resource

A conjunctive adverb can introduce an independent clause. In such cases, it is
set off by commas:

In 1979, however, the population of the city increased dramatically.

Download Center. A conjunctive adverb can also connect two independent clauses. In such cases, it
usually comes after a semicolon and is followed by a comma:

Marcos was disappointed to lose the chess tournament; nevertheless, he

kept playing.

Common adverbs include the following: additionally, anyway, finally, however,

instead, likewise, meanwhile, nevertheless, next, otherwise, similarly, and therefore.

My TURN For the following sentences, circle the conjunctive adverbs. Then add
the missing punctuation.

1. We need to hurry; otherwise,we will be late for school.

2. Kyla raised a good point; however,there are other points to consider.

3. Finally , get all the ingredients out of the cabinet.

4. Go get your math book; meanwhile, we can finish your worksheet.

My TURN Write one sentence in which you use a conjunctive adverb to

introduce an independent clause. Then write another sentence in which you use
a conjunctive adverb to connect two independent clauses.

Responses will vary, but they should show the correct use of conjunctive
adverbs and punctuation.

Grade 5, Unit 3, Week 5 103

© Pearson Education, Inc., or its affiliates. All rights reserved.

RDG20_OSR05_U03W05_LC.indd 103 24/11/17 6:18 pm

FLEXIBLE OPTION

LESSON 5
FLEXIBLE OPTION FLEXIBLE OPTION
Standards Practice
LESSON 1 LESSON 2 LESSON 3 LESSON 4

Spiral Review: Oral Language: Teach Adverbs Practice Adverbs

Indefinite Adverbs
and Reflexive
Pronouns

Life & Art T441

 B O O K CLUB
OBJECTIVES
Listen actively to verbal
Week 5
messages, observe nonverbal
messages, ask relevant TEACHER’S SUMMARY
questions, and make pertinent
comments. Chapters 20–22 Andy visits Georgie’s house and they exchange
Self-select text and read apologies. After making up with his best friend, Georgie feels much
independently for a sustained happier. He even slowly begins to warm up to Russ. The three of them start
period of time.
a new dog walking business. Georgie even begins to forget about his baby
Establish purpose for reading
troubles. During the last rehearsal for the play, Georgie feels nervous.
assigned and self-selected texts.
Jeanie offers to help make him tall as repayment for rescuing her when they
Generate questions about text
before, during, and after reading were lost.
to deepen understanding and
Chapters 23–25 Just before he goes onstage, a seventh grader refers to
gain information.
Georgie as a “midget.” Jeanie defends Georgie and corrects the bully.
Make connections to personal
experiences, ideas in other texts, Georgie emerges on stage looking very tall thanks to Jeanie’s idea to have
and society. him stand on coffee cans. He overcomes his stage fright, and the audience
responds positively to his performance as Abraham Lincoln. Georgie asks
his parents if they would love him more if he were able to play the violin.
They tell him that they love him no matter what and that he has to find
happiness in whomever he wants to be. Inspired by his new outlook on life,
Georgie paints a poem for the baby.

KEY IDEAS If necessary, refer to the Teacher's Summary and share some
of the following talking points to guide students’ thinking toward elements
the class has been working on.
Why did Jeanie sign up Georgie for the Abraham Lincoln role? Why does she
offer to help him improve his performance? How does Georgie ultimately feel
about his performance in the play? What does Cody call Georgie during the
play? How does Jeanie respond?

COLLABORATION Offer sentence stems like these as examples of how to

phrase ideas in a meaningful conversation. SEL
• I think the author is trying to _____.

• The main idea might be _____.

T476 UNIT 3
 READING WORKSHOP

SMALL GROUP
Session 9 SUGGESTED
By Session 9, student will have read Chapters 20–22 of The Thing About
Georgie. When appropriate, touch base with each group and support
S
students to keep the conversation going.

CONVERSATION STARTERS
• Why do you think it takes so long for Georgie and Andy to
apologize to each other?
• How have Georgie’s feelings about Russ changed?

 The Thing About

Georgie by Lisa
Graff, HarperCollins
Publishers, 2008

 Frindle by Andrew
Clements
Session 10  Dear Mr. Henshaw
by Beverly Cleary
By Session 10, students will have finished reading The Thing About
 Love, Amalia by
Georgie. On the final day of the unit’s Book Club, the groups should Alma Flor Ada
widen the focus of their discussion to the entire book. and Gabriel M.
Zubizarreta

 Egypt: The People by

CONVERSATION STARTERS Arlene Moscovitch

• How has Georgie and Jeanie’s relationship changed?  Granny Torrelli

Makes Soup by
• What is the message of the poem Georgie paints on Sharon Creech
the wall?
• By the end of the book, how has Georgie’s view of himself
changed?

Book Club T477