UNIT 4 WEEK 4

SUGGESTED WEEKLY PLAN

LESSON 1 LESSON 2
Suggested Daily Times READING WORKSHOP READING WORKSHOP
READING WORKSHOP GENRE & THEME SHARED READ
• Interact with Sources: Explore the Time • Introduce the Text T218–T235
SHARED READING. . . . . . . . . . . . . . . 35–50 Min. Line: Weekly Question T204–T205 »» Preview Vocabulary
READING BRIDGE. . . . . . . . . . . . . . . . . . 5–10 Min. • Listening Comprehension: Read Aloud: »» Read: Delivering Justice
“Mahalia Jackson” T206–T207
SMALL GROUP . . . . . . . . . . . . . . . . . . . 20–30 Min. • Respond and Analyze T236–T237
• Biography T208–T209
»» My View
WRITING WORKSHOP Quick Check T209
»» Develop Vocabulary
MINILESSON. . . . . . . . . . . . . . . . . . . . . . . . . . 10 Min. Quick Check T237
INDEPENDENT WRITING . . . . . . . 30–40 Min. »» Check for Understanding
WRITING BRIDGE. . . . . . . . . . . . . . . . . . 5–10 Min.
READING BRIDGE READING BRIDGE

Learning Goals • Academic Vocabulary: Figurative

Language T210–T211
• Word Study: Apply Word Origins
T238–T239
• Word Study: Teach Word Origins • High-Frequency Words T238
• I can learn more about the theme Liberty by
T212–T213
explaining relationships between ideas and
a biography.
• I can develop knowledge about language
to make connections between reading and SMALL GROUP/INDEPENDENT SMALL GROUP/INDEPENDENT
writing. TEACHER-LED OPTIONS TEACHER-LED OPTIONS
• Guided Reading/Leveled Readers • Guided Reading/Leveled Readers
• I can use elements of science fiction to T214–T215, T217 T214–T215, T241
write a short story. • Strategy, Intervention, and On-Level/ • Strategy and Intervention Activities T240
Advanced Activities T216 • Fluency T240
SEL SOCIAL-EMOTIONAL LEARNING
• ELL Targeted Support T216 • ELL Targeted Support T240
• Conferring T217 • Conferring T241
 ssessment Options
A INDEPENDENT/COLLABORATIVE
• Independent Reading T217
INDEPENDENT/COLLABORATIVE
• Independent Reading T241
for the Week • Literacy Activities T217 • Literacy Activities T241

• Daily Formative Assessment Options

B O O K CLUB T217, T492–T493 SEL • Partner Reading T241

The following assessments are available on

SavvasRealize.com: WRITING WORKSHOP WRITING WORKSHOP
MINILESSON MINILESSON
• Progress Check-Ups • Science Fiction T416–T417 • Science Fiction T420–T421
• Cold Reads »» Edit for Prepositions and »» Edit for Irregular Verbs
Prepositional Phrases »» Share Back
• Weekly Standards Practice for Language
»» Share Back INDEPENDENT WRITING
and Conventions
INDEPENDENT WRITING • Science Fiction Story T421
• Weekly Standards Practice for Word Study • Science Fiction Story T417 • Conferences T414
• Weekly Standards Practice for Academic • Conferences T414
Vocabulary
• Practice Tests WRITING BRIDGE WRITING BRIDGE
• Test Banks FLEXIBLE OPTION • Spelling: Teach Words with
• Spelling: Words with Greek Roots T418 Greek Roots T422
Assess Prior Knowledge T418
FLEXIBLE OPTION
FLEXIBLE OPTION • Language and Conventions: Oral
• Language and Conventions: Spiral Language: Correlative Conjunctions T423
Review: Conjunctions T419
Materials
Turn the page for a list of materials that
will support planning for the week.

T200 UNIT 4 • WEEK 4

 LESSON 3 LESSON 4 LESSON 5
READING WORKSHOP READING WORKSHOP READING WORKSHOP
CLOSE READ CLOSE READ COMPARE TEXTS
• Explain Relationships Between Ideas • Generate Questions T250–T251 • Reflect and Share T258–T259
T242–T243 • Close Read: Delivering Justice »» Write to Sources
• Close Read: Delivering Justice Quick Check T251 Quick Check T259
Quick Check T243 »» Weekly Question

READING BRIDGE READING BRIDGE READING BRIDGE

• Read Like a Writer: Analyze Graphic • Write for a Reader: Use Graphic Features FLEXIBLE OPTION
Features T244–T245 T252–T253 • Word Study: Word Origins T260–T261
Assess Understanding T260
FLEXIBLE OPTION FLEXIBLE OPTION
• Word Study: More Practice: • Word Study: Spiral Review: Word Parts
Word Origins T246–T247 sub-, super- T254–T255

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
T214–T215, T249 T214–T215, T257 T214–T215, T263
• Strategy and Intervention Activities T248 • Strategy and Intervention Activities T256 • Strategy, Intervention, and On-Level/
• Fluency T248 • Fluency T256 Advanced Activities T262
• ELL Targeted Support T248 • ELL Targeted Support T256 • ELL Targeted Support T262
• Conferring T249 • Conferring T257 • Conferring T263
INDEPENDENT/COLLABORATIVE INDEPENDENT/COLLABORATIVE INDEPENDENT/COLLABORATIVE
• Independent Reading T249 • Independent Reading T257 • Independent Reading T263
• Literacy Activities T249 • Literacy Activities T257 • Literacy Activities T263
• Partner Reading T257 B O O K CLUB T263, T492–T493 SEL

WRITING WORKSHOP WRITING WORKSHOP WRITING WORKSHOP

MINILESSON MINILESSON MINILESSON
• Science Fiction T424–T425 • Science Fiction T428–T429 • Science Fiction T432
»» Edit for Collective Nouns »» Edit for Subordinating Conjunctions »» Edit for Punctuation Marks
»» Share Back »» Share Back »» Share Back
INDEPENDENT WRITING INDEPENDENT WRITING INDEPENDENT WRITING
• Science Fiction Story T425 • Science Fiction Story T429
WRITING CLUB T432–T433 SEL
• Conferences T414 • Conferences T414
• Conferences T414

WRITING BRIDGE WRITING BRIDGE WRITING BRIDGE

FLEXIBLE OPTION FLEXIBLE OPTION • Spelling: Words with Greek Roots T434
• Spelling: More Practice: Words with • Spelling: Spiral Review: Word Parts sub-,
Greek Roots T426 super- T430 Assess Understanding T434

• Language and Conventions: Teach • Language and Conventions: Practice FLEXIBLE OPTION
• Language and Conventions:
Correlative Conjunctions T427 Correlative Conjunctions T431
Standards Practice T435

Delivering Justice T201

 UNIT 4 WEEK 4
WEEK AT A GLANCE: RESOURCE OVERVIEW

Materials
READING WORKSHOP
WEEKLY LAUNCH: TIME LINE
W EEK

INTERACTIVITY
AUGUST 28, 1963
Washington, D.C.
4
Weekly Question
The Early One hundred years after the
Emancipation Proclamation
What are some

CIVIL RIGHTS
freed most enslaved Americans,
things people can do
more than 200,000 people
gathered to support equal civil
when their freedom

Movement rights. At this march, Martin

Luther King Jr. gave his famous
“I Have a Dream” speech.
is limited?

TURN andTALK What are some

ways you can peacefully protest?
MARCH 23, 1951
Discuss this with a partner, and
Farmville, Virginia take notes on each other’s ideas
to share with the class.
Student leaders organized
a schoolwide strike to protest
conditions for African
American students at the
county high school.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

AUGUST 6, 1965
Washington, D.C.
MAY 17, 1954
The Voting Rights Act of 1965 gave legal protections
Supreme Court to voters. It also made it a federal crime to block
The landmark court people from exercising their right to vote. Before the
case Brown v. Board of act, some voters were forced to take discriminatory
Education established “literacy tests” before voting.
that school segregation
was unconstitutional.

320 321 323

TIME LINE
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1:40 PM 321 27/11/19 1:40 PM

READING
RDG20_SE05_NA_U04W04_2RW.indd 323 27/11/19 1:41 PM

EDITABLE
The Early Civil Rights Movement ANCHOR CHART ANCHOR CHART
Biography Biography

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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RDG20_OSR04_U03W01_SP.indd 94 10/17/17 11:12 AM

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
demonstrators graph televise calligraphy
mistreated graphics microbiology lexicographer
qualified bibliography microcosm microanalysis
segregation homograph microchip
sympathize seismograph microbe
graphite microwave
monograph
holograph Unit Academic Vocabulary
topography
empower
television
grace
telecast
limitation
telepathy
noble
telephoto
resist
telemetry

T202 UNIT 4 • WEEK 4

 myView REALIZE DOWNLOAD ASSESSMENT
Digital READER

WEEK 4 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
Biography • deepen students’ comprehension.
messages, observe nonverbal • enhance students’ overall language development.
messages, ask relevant questions, Tell students you are going to read a biography aloud. Have students listen as • provide an opportunity to model fluency and expressive reading.
and make pertinent comments. you read “Mahalia Jackson.” Explain that students should listen actively, paying • foster a love and enjoyment of reading.
Use appropriate fluency (rate, careful attention to the ideas in the biography as you read. Prompt them to ask
accuracy, and prosody) when questions to clarify information and follow agreed-upon discussion rules.
reading grade-level text. PLANNING Possible Teaching Points
START-UP • Select a text from the Read Aloud Trade Book Library or the school • Recount the Story
or classroom library. • Describe Characters,
ELL Language Transfer READ-ALOUD ROUTINE Setting, Plot
• Identify the big idea of the story.
Cognates Point out the Spanish • Determine Theme
cognates in “Mahalia Jackson”: Purpose Have students actively listen for elements of a biography. • Determine the Teaching Point.
• Make Connections
• discrimination : discriminación • Write open-ended questions and modeled Think Alouds on sticky
READ the entire text aloud without stopping for Think Aloud callouts. • Determine Point of View
notes and place in the book at the points where you plan to stop to
• continue : continuar
REREAD the text aloud, pausing to model Think Aloud strategies related to the interact with students.
genre and relationships between ideas.
BEFORE READING
• Show the cover of the book to introduce the title, author, illustrator, and genre.
THINK ALOUD • State the big idea or theme of the story.
Analyze Biographies The
biography begins by naming the Mahalia Jackson • Point out interesting artwork or photos.
date Mahalia Jackson was born, • Evoke prior knowledge and build essential background necessary for
October 26, 1911. The author then Mahalia Jackson was born on October 26, 1911, in a small New understanding.
gives information by her age or the • Discuss key vocabulary essential for understanding.
Orleans house. The granddaughter of an enslaved person, she was not
date: “in the fourth grade,” “when
she was 16,” 1950, and 1963. The born into the best of circumstances. But, she would one day be known
story of her life is told in time order, as the “Queen of Gospel” and the voice of the Civil Rights movement. DURING READING
or chronological order. This helps
me know how each event in her life • You can choose to do a first reading so students get the gist of the story and
led to another event, and it gives Young Mahalia left school in the eighth grade to work as a cook and apply Think Alouds and open-ended questioning for a deeper dive into the
washerwoman. However, being out of school didn’t stop her from text.

READ ALOUD TRADE BOOK LIBRARY

me a good picture of her life as a
whole. learning to love music. She came to love the music of New Orleans, • Read with expression to draw in listeners.
which included blues, jazz, and gospel. She sang at her church several • Ask questions to guide the discussion and draw attention to the teaching
FLUENCY days a week and the congregation came to know and love her rich point.
After completing the Read-Aloud singing voice. • Use Think Alouds to model strategies skilled readers use to monitor
routine, display “Mahalia Jackson.” comprehension and construct meaning from text.
Model reading aloud a short • Help students make connections to their own experiences, texts they have
section of the biography, asking When she was 16 years old, Mahalia moved to Chicago, hoping to read or listened to in the past, or the world.
students to pay attention to your study nursing. But, like many African Americans at the time, she could
accuracy, or how you read each
word with correct pronunciation.
only find low-paying jobs as a maid. She began singing in a Baptist AFTER READING
Explain that fluency is about church, and touring with a gospel group called the Johnson Brothers.
reading for comprehension, not She pledged to only sing gospel songs, which she said were “songs of • Summarize and allow students to share thoughts about the story.
speed. Invite partners to practice hope.” • Support deeper conversation by revisiting the theme or big idea of the story.
reading accurately using their • Choose and assign a Student Response Form available on Realize.com
favorite sentences from the
biography.

T226 UNIT 4 • WEEK 4

READ ALOUD
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INTERACTIVE READ ALOUD

“Mahalia Jackson” LESSON PLAN GUIDE

Mentor STACK
B OO K
Genre Biography

Delivering CLUB
Justice by Jim Haskins
Writing Workshop T413
Titles related to
Spotlight Genre and SCOUT
LITERACY
Theme: T492–T493 STATIONS
Copyright © Savvas Learning Company LLC. All Rights Reserved.

AUDIO

ANNOTATE

325

RDG20_SE05_NA_U04W04_3RW.indd 325 04/02/20 10:13 AM

SHARED READ
Delivering Justice

  Assessment Options for the Week

• Daily Formative Assessment Options

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
• Weekly Standards Practice for Academic Vocabulary
ASSESSMENT GUIDE
• Practice Tests
• Test Banks

Delivering Justice T203

WEEK 4 LESSON 1
WEEKLY LAUNCH GENRE & THEME

Interact with Sources

OBJECTIVES
Make connections to personal
Explore the Time Line
experiences, ideas in other texts,
and society. Remind students of the Essential Question for Unit 4: What does it mean to be
free? Point out the Week 4 Question: What are some things people can do when
Organize and interpret information
in outlines, reports, databases, their freedom is limited?
and visuals, including graphs,
charts, timelines, and maps. Direct students’ attention to the time line on pp. 320–321 in the Student
Review the key ideas expressed Interactive. Have students read the time line and discuss things people did when
and draw conclusions in light of they had limited freedom during the Civil Rights movement, and the effects their
information and knowledge gained
from the discussions. actions had.

Use the following questions to guide discussion:

ACADEMIC • In what ways was freedom limited for African Americans at the time?
VOCABULARY • How did African Americans protest their limited freedom?
Language of Ideas Academic
language helps students access • What changes were made because of their protests and actions?
ideas. After you discuss the time
line, ask: What limitations did WEEKLY QUESTION Reread the Week 4 question: What are some things
African Americans face? How were people can do when their freedom is limited? Tell students they just learned a
they able to resist being held
few things people have done when their freedom was limited. Explain that they
back?
will learn more this week.
• limitation • grace
• noble • empower
TURN, TALK, AND SHARESHARE Have student pairs discuss the question on
• resist
p. 321 and take notes on each other’s ideas. Each student should review the
Emphasize that these words will
be important as students read key ideas expressed by his or her partner, identify any new knowledge or
and write about the Essential information presented in the discussion, and draw conclusions. Pairs should
Question. then share their findings with the class.

T204 UNIT 4 • WEEK 4

 myView
INTERACTIVITY NOTEBOOK
Digital

ELL Targeted Support Visual Support Read aloud the short paragraphs with each
visual element. Tell students to listen closely as you read about different events in the
Civil Rights Movement.
Preview the visuals. Discuss how each helps them understand the topic. Preview key
vocabulary: protest, landmark, enslaved. Ask: How was African Americans’ freedom
limited before the Civil Rights Movement? EMERGING
Preview the visuals. Discuss how each helps them understand the topic. Preview key
vocabulary: landmark, segregation, unconstitutional, emancipation. Ask: What did
African Americans do to fight for their freedom? DEVELOPING
Preview the visuals. Discuss how each helps them understand the topic. Preview key
vocabulary: segregation, unconstitutional, exercising, discriminatory. Ask: How did the
actions of African Americans help make things more equal? EXPANDING/BRIDGING

STUDENT INTERACTIVE, pp. 320–321

WEEKLY LAUNCH: TIME LINE

W EEK

INTERACTIVITY
AUGUST 28, 1963
Washington, D.C.
4
Weekly Question
The Early One hundred years after the
Emancipation Proclamation
What are some

CIVIL RIGHTS
freed most enslaved Americans,
things people can do
more than 200,000 people
gathered to support equal civil
when their freedom

Movement rights. At this march, Martin

Luther King Jr. gave his famous
“I Have a Dream” speech.
is limited?

TURN andTALK What are some

ways you can peacefully protest?
MARCH 23, 1951 Discuss this with a partner, and
Farmville, Virginia take notes on each other’s ideas
to share with the class.
Student leaders organized
a schoolwide strike to protest
conditions for African
American students at the
county high school.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

AUGUST 6, 1965
Washington, D.C.
MAY 17, 1954
The Voting Rights Act of 1965 gave legal protections
Supreme Court to voters. It also made it a federal crime to block
The landmark court people from exercising their right to vote. Before the
case Brown v. Board of act, some voters were forced to take discriminatory
Education established “literacy tests” before voting.
that school segregation
was unconstitutional.

320 321

RDG20_SE05_NA_U04W04_1WO.indd 320 27/11/19 RDG20_SE05_NA_U04W04_1WO.indd

1:40 PM 321
Delivering Justice 27/11/19 1:40 PM
T205
WEEK 4 LESSON 1
READING WORKSHOP GENRE & THEME

Listening Comprehension
OBJECTIVES
Listen actively to verbal
Biography
messages, observe nonverbal
messages, ask relevant questions, Tell students you are going to read a biography aloud. Have students listen as
and make pertinent comments. you read “Mahalia Jackson.” Explain that students should listen actively, paying
Use appropriate fluency (rate, careful attention to the ideas in the biography as you read. Prompt them to ask
accuracy, and prosody) when questions to clarify information and follow agreed-upon discussion rules.
reading grade-level text.

START-UP
ELL Language Transfer READ-ALOUD ROUTINE
Cognates Point out the Spanish
cognates in “Mahalia Jackson”: Purpose Have students actively listen for elements of a biography.
• discrimination : discriminación READ the entire text aloud without stopping for Think Aloud callouts.
• continue : continuar
REREAD the text aloud, pausing to model Think Aloud strategies related to the
genre and relationships between ideas.

THINK ALOUD
Analyze Biographies The
biography begins by naming the Mahalia Jackson
date Mahalia Jackson was born,
October 26, 1911. The author then Mahalia Jackson was born on October 26, 1911, in a small New
gives information by her age or the
Orleans house. The granddaughter of an enslaved person, she was not
date: “in the fourth grade,” “when
she was 16,” 1950, and 1963. The born into the best of circumstances. But, she would one day be known
story of her life is told in time order, as the “Queen of Gospel” and the voice of the Civil Rights movement.
or chronological order. This helps
me know how each event in her life
led to another event, and it gives Young Mahalia left school in the eighth grade to work as a cook and
me a good picture of her life as a washerwoman. However, being out of school didn’t stop her from
whole. learning to love music. She came to love the music of New Orleans,
which included blues, jazz, and gospel. She sang at her church several
FLUENCY days a week and the congregation came to know and love her rich
After completing the Read-Aloud singing voice.
routine, display “Mahalia Jackson.”
Model reading aloud a short
section of the biography, asking When she was 16 years old, Mahalia moved to Chicago, hoping to
students to pay attention to your study nursing. But, like many African Americans at the time, she could
accuracy, or how you read each
word with correct pronunciation.
only find low-paying jobs as a maid. She began singing in a Baptist
Explain that fluency is about church, and touring with a gospel group called the Johnson Brothers.
reading for comprehension, not She pledged to only sing gospel songs, which she said were “songs of
speed. Invite partners to practice hope.”
reading accurately using their
favorite sentences from the
biography.

T206 UNIT 4 • WEEK 4

myView
DOWNLOAD
Digital

“Mahalia Jackson,” continued

Mahalia received high-paying offers to record blues or theater music, THINK ALOUD
Analyze Biographies
but stuck with her commitment to gospel. She was known for making Mahalia Jackson said that she saw
gospel more lively than it had ever been before, inspiring even people gospel songs as “songs of hope.” I
who did not go to church to listen and dance to it. In 1950, she was wondered why she would only want
invited to perform at Carnegie Hall. to sing songs of hope, until I read
about the racism she faced and
her involvement in the Civil Rights
Even though she was respected and appeared in guest roles on movement. She was so committed
popular variety television shows, Mahalia still faced racism and to singing songs that would give
African Americans hope that she
discrimination throughout the country. Her white neighbors in Chicago
refused to sing anything else.
were angry that an African American woman had bought a home in
their neighborhood.

These events inspired Mahalia to become involved in the Civil Rights ELL Access
movement. Leaders in the movement often wanted Mahalia to To help prepare students for the
perform at their protests or demonstrations, which she gladly did. She oral reading of “Mahalia Jackson,”
was close friends with Dr. Martin Luther King Jr. and sang “I Been read aloud this short summary:
‘Buked and I Been Scorned” at his request during the 1963 March on Mahalia Jackson was an African
Washington. She sang at Dr. King’s funeral, and continued performing American gospel singer during the
Civil Rights movement. She faced
for as long as she could. She once said that she continued singing in racism even though she was a
the hopes that her songs would “break down some of the hate and famous singer. She performed at
fear that divide the white and black people in this country.” many demonstrations in support
of Civil Rights.

WRAP-UP

Life of Mahalia Jackson

Use a one-column chart with the title “Life
of Mahalia Jackson” to help students write
a short summary of Jackson’s biography.
FLEXIBLE OPTION
INTERACTIVE
Trade Book Read Aloud
• Conduct an interactive read aloud
of a full-length trade book.
• Choose a book from the Read
Aloud Trade Book Library or the
school or classroom library.
• Select an INTERACTIVE Read
Aloud Lesson Plan Guide and
Student Response available on
SavvasRealize.com.
• Preview the book you select for
appropriateness for your students.

Delivering Justice T207

WEEK 4 LESSON 1
READING WORKSHOP GENRE & THEME

Biography
LEARNING GOAL Minilesson
I can develop knowledge about
language to make connections
between reading and writing.
FOCUS ON STRATEGIES Biographies tell the stories of a real people by
giving facts and details about their lives, usually in time order. A biography
OBJECTIVES is written in the third-person and analyzes the relationships between people
Write responses that demonstrate and events in the subject’s life.
understanding of texts, including
comparing and contrasting ideas
• What did you learn about Mahalia Jackson?
across a variety of sources. • How were the details in the text organized?
Recognize and analyze genre- • Did the author use first-person or third-person point of view?
specific characteristics,
structures, and purposes within • Did you learn how events in Mahalia’s life affected her?
and across increasingly complex
traditional, contemporary,
classical, and diverse texts.
MODEL AND PRACTICE Model determining that a text is a biography. This
text is about a woman named Mahalia Jackson. The text tells about her
friendship with Martin Luther King, Jr. I know about him so I know this
LANGUAGE OF text is about a real person. I learn about her life starting from her birth
THE GENRE and childhood, and ending with her singing at King’s funeral. I learn about
After discussing the genre and what events inspired her to first be a singer, and later to become involved
anchor chart, remind students to in the Civil Rights movement. “Mahalia Jackson” has all the elements of a
use words related to biographies
in their discussions.
biography.
• limitation • empower
• grace • resist
• noble

FLEXIBLE OPTION ELL Targeted Support Narrate Have students narrate a short biography
ANCHOR CHARTS of a person that they either know personally or know of.
Display a blank poster-sized Ask students to tell a story about someone’s life with which they are familiar,
anchor chart in the classroom. such as a family member or celebrity. Provide sentence frames to help
• Review the genre throughout students tell the story in order. When he/she was a child, _________. The
the week by having students
work with you to add to the most important event in his/her life was __________.
class anchor chart. EMERGING/DEVELOPING
• Have students suggest Ask students to tell a story about someone’s life. Provide sentence starters
headings and graphics.
to help students explain relationships between events in the person’s life.
• Have them add specific text
titles as they read new texts. Because of ________, he/she __________. After that, ___________.
EXPANDING/BRIDGING
ELL Language Transfer
Cognates Point out the Spanish
cognate related to biographies:
• biography : biografía

T208 UNIT 4 • WEEK 4

 myView
NOTEBOOK
Digital

FORMATIVE ASSESSMENT OPTIONS

Apply QUICK CHECK

Notice and Assess Can students
Have students use the strategies to describe biographies.
identify biographies?
OPTION 1 TURN, TALK, AND SHARE SHARE Have students work
Decide
with a partner to complete the Turn and Talk activity on p. 322 of the
• If students struggle, revisit instruction
Student Interactive. Circulate to discover if students can accurately
about biographies in Small Group on
compare biographies with historical fiction.
pp. T216–T217.
OPTION 2 Use Independent Text Have students use sticky notes
• If students show understanding,
to mark places in the text where they see how major events or other
have them continue practicing the
people can affect a person’s life. Direct them to write on the sticky
strategies for reading biographies using
note how the event or person affected the subject’s life.
the Independent Reading and Literacy
activities in Small Group on
pp. T216–T217.

STUDENT INTERACTIVE, pp. 322–323

GENRE: BIOGRAPHY READING WORKSHOP

Learning Goal Biography

I can learn more
about the theme A biography is the story of a real person’s life written
Liberty by explaining by another person.
relationships between
ideas in a biography. • The author gives facts and details to create a
portrait of the person’s life.
• The author analyzes the relationships between
major events in the person’s life.
• The author uses third-person point of view.

TURN andTALK Describe how a biography is similar

to and different from historical fiction. Use the chart
to help you compare and contrast the genres. Take
notes on your discussion. Then share your responses
with the class.

To compare My NOTES
genres, start with
similarities. Then
look for differences.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

322 323

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1:41 PM 323
Delivering Justice
27/11/19 1:41 PM
T209
WEEK 4 LESSON 1
READING-WRITING WORKSHOP BRIDGE

Academic Vocabulary
LEARNING GOAL
I can develop knowledge about
Figurative Language: Adages
language to make connections
between reading and writing. Minilesson
OBJECTIVE FOCUS ON STRATEGIES Proverbs and adages are pithy common
Recognize and explain the
sayings that express widely held truths. They are often used to offer
meaning of common idioms,
adages, and proverbs. advice. Proverbs, such as "The early bird gets the worm," are a type
of figurative language. Adages, such as "More haste, less speed," are
generally very old sayings.
ELL Language Transfer
MODEL AND PRACTICE Explain that many adages involve concepts of how
Body Language Model using
gestures and actions to show things can and cannot be done. It may be helpful to note that adages are
what a word means. For grace, not rules, just conventional wisdom.
pretend to dance like a ballerina.
Ask students what other people • Read the first sentence in the chart on p. 347 of the Student Interactive:
or animals move with grace. “You can’t teach an old dog new tricks.” Explain: This is an adage
Then have small groups work
about habit. It means that someone who is set in his or her ways may
together to find gestures or
actions appropriate for limitation. refuse to learn something new.
It may be helpful to return to these
gestures for the discussion of • Find the word resist in the word bank. Say: Someone who refuses to
illustrations in Lessons 3 and 4. learn is resisting.

WEEKLY STANDARDS • Have a volunteer read and analyze the second adage. As a class,
PRACTICE choose the word that best pertains to the concept.
To assess student progress on
Academic Vocabulary, use the
Weekly Standards Practice at
SavvasRealize.com.
ELL Targeted Support Common Sayings Explain to students that
common sayings, such as adages and proverbs, have meanings that often
rely on cultural references and figures of speech. This makes them hard to
understand when translated.

Give student pairs a list of common English sayings. Have the pairs work
with print and digital resources as needed to create literal definitions of the
sayings. Bring pairs together into small groups, and lead a discussion. Clarify
misunderstandings, offer context, and elicit examples of similar sayings in
other languages. EMERGING/DEVELOPING

Have students use dictionaries as needed to create literal definitions of a

list of common English sayings. Have student pairs discuss the probable
meaning of each and offer a context in which it would be used. Work with
student pairs to clarify misunderstandings. EXPANDING/BRIDGING

T210 UNIT 4 • WEEK 4

 myView
Digital
INTERACTIVITY ASSESSMENT READING BRIDGE

ASSESS UNDERSTANDING

Apply
M y TURN Have students follow the same strategy as they complete the
items on p. 347 in the Student Interactive. Remind students that they will
use these academic words throughout the unit.

STUDENT INTERACTIVE, p. 347

VOCABULARY READING-WRITING BRIDGE

Academic Vocabulary Learning Goal

Adages and proverbs are traditional sayings about I can develop

knowledge about
common observations or truths. “The early bird gets language to make
the worm,” for example, is an adage that means connections between
reading and writing.
whoever arrives first has the best chance to succeed.

My TURN

1. Read each adage.

2. Match the academic vocabulary word with the adage or proverb that
best relates to the word’s definition.

3. Choose an adage or proverb, and write a new sentence that uses the
saying and its related academic vocabulary word.

Word Bank

limitation grace noble empower resist

1. You can’t teach an old dog new tricks. resist

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

2. It is better to give than to receive. noble

3. Better safe than sorry. limitation

4. Do unto others as you would have them do unto you. grace

5. Where there’s a will, there’s a way. empower

My Sentence Responses will vary but should include sentences such

as “The teacher wanted to empower her students, so she told them,
‘Where there’s a will, there’s a way.’”

347

RDG20_SE05_NA_U04W04_5RWB.indd 347 27/11/19 1:52 PM

Delivering Justice T211
WEEK 4 LESSON 1
READING-WRITING WORKSHOP BRIDGE

Word Study Word Origins

OBJECTIVES LESSON 1
Use print or digital resources to
determine meaning, syllabication,
pronunciation, and word origin.
Teach Word Origins
Identify the meaning of and use FOCUS ON STRATEGIES Many English words have Greek or Latin origins.
words with affixes such as trans-, Knowing these word parts can help readers decode unfamiliar words.
super-, -ive, and -logy and roots
such as geo and photo. Greek word parts include:

• graph, meaning “write or draw”

• micro, meaning “small”

• tele, meaning “far away”

In the activity on p. 348 in the Student Interactive, students will also

decode a word with Latin origin:

• dict, meaning “say”

MODEL AND PRACTICE Say: In the word biography, I recognize two

word parts: bio and graph. I know bio means “life.” I know graph means
“write.” So I can conclude that a biography is writing about someone’s
life. Have a volunteer check the meaning in a dictionary.

Write microwave. Say: I see two word parts. What are they? Have
volunteers identify and define each word part and then define the
whole word.

T212 UNIT 4 • WEEK 4

 READING BRIDGE

ELL Targeted Support

Word Origins Explain that knowing what a word part means can help
students determine its meaning.

Work with students to write a sentence about an object that represents the
meaning of graph, micro, or tele. EMERGING

Have partners complete the following sentence frames, in their writer’s

notebooks: To see a star, I use a (telescope/microscope). When I write my
name, it is a(n) (autograph/monograph). The station will (revise/televise) the
game. DEVELOPING

Have partners list words using graph, micro, or tele. Have them confirm
meanings in a dictionary. EXPANDING/BRIDGING

LESSON 1
FLEXIBLE OPTION FLEXIBLE OPTION FLEXIBLE OPTION
Teach Word Origins
LESSON 2 LESSON 3 LESSON 4 LESSON 5

Apply Word Origins More Practice Spiral Review:  Assess

Understanding
Word Parts sub-, super-

Delivering Justice T213

WEEK 4
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.

Lydia Daniel
Art by Fátima Anaya

TMR
Sean Donaghey

LEVEL T LEVEL U LEVEL U

Lydia Daniel
Art by Lenny Lishchenko
Art by Karen Donnelly

LVR_G5_LT_U4_9781486908523.indd 1 2017-09-25 12:10 PM LVR_G5_LU_U4_9781486908899.indd 1 2017-09-27 1:23 PM LVR_G5_LU_U4_9781486909056.indd 1 2017-09-27 10:54 AM

Genre Historical Fiction Genre Historical Fiction Genre Realistic Fiction

Text Elements Text Elements Text Elements

• Wide range of sentence • Figurative language • Figurative language
types • Inference required to • Minimal illustration
• Minimal illustration understand characters
Text Structure
Text Structure Text Structure • Chronological
• Chronological • Chronological

Guided Reading Instruction Prompts

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

Identify Biographies Develop Vocabulary Explain Relationships

Between Ideas
• How can you tell this book is a • What context clues lead us to
biography? the meaning of the word ____? • What are some major events in
• Who is telling the story? What does the word mean? the subject’s life?
• How is the text organized? • What does the word ____ tell us • How do those events impact
about the subject? the subject?
• What new or interesting words • Is there a problem in the
did the author use? subject’s life that is solved?

T214 UNIT 4 • WEEK 4

 myView REALIZE
Digital READER
DOWNLOAD
SMALL GROUP

TMR TMR TMR TMR Teacher Managed Resource

TMR TMR TMR

TMR TMR
TMR TMR TMR
LEVEL V Barbara Alpert LEVEL W Nathan J. Briffa LEVEL W
LVR_G5_LW_U4_9781486909087.indd 1 2017-09-26 11:53 AM LVR_G5_LW_U4_9781486909094.indd 1 2018-03-28 8:40 AM

Genre Informational Text Genre Expository Text Genre Informational Text

Text Elements Text Elements Text Elements

• Variety of text features • Themes build social • Themes build social
• Vocabulary words depend on awareness awareness
context or glossary • Content-specific words • Content-specific words
defined in text or glossary defined in text or glossary
Text Structure
• Description Text Structure Text Structure
• Compare and Contrast • Description

Leveled Reader
Teacher’s Guide
For full lesson plans for these
and other leveled readers, go to
Generate Questions Compare Texts SavvasRealize.com.

• What parts of the text did you • What connections can you The Light at Jupiter Lake

have trouble understanding? make to other biographies?

by J.H. Diel

Guided Reading Level Q

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

• How did you clarify your • What did the author do to make Text
Characteristics
Text Structure
• Chronological
(Conflict, climax,
resolution)
Text Features
• Chapters
• Illustrations

understanding? this biography interesting? 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
to a rural home on Jupiter Lake in New Hampshire. Let’s read to find out what happens

• Was the answer to your

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.

question in the text, or did you

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

infer the answer? Word Study

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

Delivering Justice T215

WEEK 4 LESSON 1
READING WORKSHOP ASSESS & DIFFERENTIATE

Use the QUICK CHECK on p. T209 to determine small group instruction.

Teacher-Led Options
Strategy Group Intervention Activity
IDENTIFY BIOGRAPHY READING BIOGRAPHY
Teaching Point When you read a biography, Use Lesson 25, pp. T167–T172, in the myFocus
pay attention to the interactions and relationships Intervention Teacher’s Guide for instruction on
between people, ideas, and events. Note how the characteristics of biographies.
they evolve throughout the text. Review the
anchor chart on Student Interactive p. 322. LEVEL F • READ

Lesson 25 Genre: Narrative Nonfiction

Ask students to identify characteristics of DIRECTIONS Read the following passages. What genre characteristics do you

biographies. notice in the biography of Mary Cassatt and the autobiography of Leon Case?

The Life of Mary Cassatt

ELL Targeted Support 1 The life of American artist Mary Cassatt is one of contrasts.
Mary was born in Pennsylvania in 1844. She grew up during a
time when women were expected to stay home and care for their

Explain to students that when they read a

families. They were discouraged from having careers of any kind,
and certainly not as an artist. But Mary Cassatt would grow into a
young woman who knew what she wanted. Her life would take a

biography, they should analyze how each event

far different turn from the usual roles for women of her time.
2 In 1851, Mary and her family sailed to Europe. Mary’s parents
felt that travel was an important part of a child’s education. The

affects the subject of the biography.

Cassatt family lived for a time in England, France, and Germany.
In each new place, Mary spent hours in art museums and galleries.
Everywhere she went, she immersed herself in the world of art.
As she strolled through sunny city parks, she noticed light, color,

Provide students with strips of paper or sticky

shadow, and shapes. Mary’s life was changed by her experiences
abroad. She knew in her heart that she wanted to become an artist.
But she was not yet ready to tell her parents.

notes that have transition words printed on them,

3 In late 1855, the Cassatt family traveled back home. When she
was sixteen years old, Mary took drawing classes. She spent every
free minute sketching the world around her. At last, Mary decided

such as first, next, then, later, when he grew

it was time to break the news about her plans to her parents.
She gathered her courage and told them that art was more than
just a hobby for her. She wanted to become a professional artist.

up, finally, and so on. Have students reread the

Mr. Cassatt said absolutely not! The world of art was for men, not
for young women! Mary expected this response and stood firm.
4 With fierce determination, Mary sailed back to Europe and

text and use the strips of paper as bookmarks

enrolled in art school. Through school, and the years after, Mary
continued to grow as an artist. Her father, upset at first about
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Mary’s decision, finally came around. He agreed that what he

to identify major events in the subject’s life.

wanted most of all was for his daughter to be happy.
5 And happy she was, pursuing her dream. Mary Cassatt spent
the rest of her life as an artist. She is best known for her paintings

Then have them retell the narrative to a partner.

of families in ordinary scenes around the home. When she died
in 1926 at the age of 82, Mary Cassatt was recognized as one of
America’s most important artists. Her work is on display in art
museums around the globe.
EMERGING/DEVELOPING

Have partners create a time line of major events Reading Informational and Argumentative Text T • 167

in the biography. Then have them describe how

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events in the subject’s life. EXPANDING/BRIDGING

 For additional support, see the online
Language Awareness Handbook. On-Level and Advanced
INQUIRY
Question and Investigate Have students use
the time line on pp. 320–321 in the Student
Interactive to generate questions about people
whose freedom is limited and then choose
one to investigate. Throughout the week, have
them conduct research about the question. See
Extension Activities pp. 170–174 in the Resource
Download Center.

T216 UNIT 4 • WEEK 4

 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 BIOGRAPHY 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.
relationships between events and ideas. • begin reading their Book Club text or one of
Possible Conference Prompts the suggested titles on p. T483.
• What did you learn about the subject of the
biography? Centers
• How did knowing the elements of a biography
help you understand the book? See the myView Literacy Stations in the
Resource Download Center.
Possible Teaching Point Do you remember
what we learned about the relationships between
ideas in biographies? As we read, we analyze Literacy Activities
how people, events, or ideas impact the life of
the biography’s subject. Students can
• write about reading in a reader’s notebook.
• retell to a partner.
• play the myView games.
Leveled Readers • work on an activity in the Resource Download
Center.
IDENTIFY BIOGRAPHY
• For suggested titles, see
B O O K CLUB
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. T152–T153. Text

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

See Book Club, pp. T492–T493, for

resolution)

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

• teacher’s summary of chapters in Guns for

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
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

General Washington.
in real life.

Preview Vocabulary

the characteristics of
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.

• talking points to share with students.

Monitor

biographies, see Leveled

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.

Reader Teacher’s Guide. © Copyright 2020 1

• collaboration prompts and conversation starters.
• suggestions for using the Discussion Chart.
• alternate texts to support the unit theme and
Spotlight Genre.
Whole Group
Share Bring the class back together. Invite students to share some observations
from their sticky notes or the Turn and Talk discussion. Reinforce with the class the
reading strategies that each student used.
Delivering Justice T217
WEEK 4 LESSON 2
READING WORKSHOP SHARED READ

Introduce the Text

Preview Vocabulary
• Introduce the vocabulary words on p. 324 in the Student Interactive and
define them as needed.
Delivering Justice
segregation: official separation of groups of people based on a
characteristic such as race or gender
OBJECTIVES mistreated: treated in an unkind or cruel way
Establish purpose for reading
assigned and self-selected texts. qualified: has met the necessary requirements to do or be something
Generate questions about text demonstrators: people who participate in public protests or marches in
before, during, and after reading
support of or against something
to deepen understanding and gain
information. sympathize: feel or express concern, compassion, and support for
Make connections to personal someone
experiences, ideas in other texts,
and society. • These words will help you understand the events and ideas in Delivering
Justice. As you read, highlight the words when you see them in the text. Ask
yourself what they convey about Westley’s life and his actions.

Shared Read Plan

First Read Read the text.
Read
Pause to discuss the First
Read notes with students. Discuss the First Read Strategies. Prompt students to generate questions
about the text as they establish that the purpose for reading this selection is to
Close Read Use the Close
Read notes to guide your understand who and what the text is about.
instruction for Lessons 3 and 4.

FIRST READ STRATEGIES

NOTICE Remind students to focus on the person the biography is mainly about, and how
his or her relationships with other people impact his or her life.
GENERATE QUESTIONS Tell students to write questions that come up before, during, and
after they read that might help them deepen understanding and gain information.
CONNECT Ask students how the information in the text connects to what they already
know about civil rights.
RESPOND Encourage students to talk about their reactions to parts of the text using text
evidence.

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.

T218 UNIT 4 • WEEK 4

 myView REALIZE AUDIO ANNOTATE NOTEBOOK
Digital READER

ELL Access
ELL Targeted Support Expand Vocabulary Tell students that they Background Knowledge
can learn new vocabulary words by using them to describe familiar Students make meaning not only from
situations or retell simple stories. the words they learn but also prior
knowledge. Encourage students to
Review with students the definition of the vocabulary word sympathize. share knowledge or information from
Once you have gone over the definition, ask students to think about texts they have read about civil rights
in the United States or other countries.
a situation where they or someone else was able to sympathize with
someone. Have them tell the story using the word sympathize. Repeat
with the other vocabulary words. EMERGING/DEVELOPING
Have students think of a situation or story that allows them to use more
than one of the vocabulary words. Have them tell the story, making sure
their use of the vocabulary words is appropriate.
EXPANDING/BRIDGING

STUDENT INTERACTIVE, pp. 324–325

Meet the Author Genre Biography

Delivering
Delivering Justice

Justice
Preview Vocabulary
As you read Delivering Justice, pay attention to these
vocabulary words. Notice how they connect to the
As a child in the
segregated South, topic of civil rights.
ins
by Jim Hask
Jim Haskins
attended a school
that used out-of- segregation mistreated
date, inaccurate
textbooks. He qualified demonstrators sympathize
became an
elementary school
teacher and
then a university
professor. He
Read
made it his mission Before you read, make predictions and ask questions
to write books
about the text. Look for transition words that give you
that would give
children an accurate clues about the text’s structure. As you read, confirm
and positive or correct your predictions. Use these strategies when
view of African
you read a biography for the first time.
Americans and their
accomplishments.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Notice Generate Questions

who the biography about what the author
is about and the thinks you already
relationships between know and wants you to
that person and learn and understand.
other people.
First
Connect
Read Respond
this text to what you by supporting your
know about society thoughts about the
and civil rights. text with evidence. AUDIO

ANNOTATE

324 325

T219
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1:41 PM 325
Delivering Justice
27/11/19 1:42 PM
WEEK 4 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ
Savannah, Georgia, 1932
First Read Generate 1 The smell of his grandma’s biscuits lured Westley
Questions
Respond Highlight details that
to the kitchen. Westley was excited because today was
Thursday, the day he would see his mother. The rest of
help you ask or answer
THINK ALOUD I would feel sad if I a question about the week, she worked for a white family just outside
could only see my parents once a week, but Westley’s relationship Savannah, cooking, cleaning, and taking care of their
with his mother.
Westley is “excited” about seeing his mother children. This was her day off.
and considers himself lucky that he gets to
see her one day a week. He must realize that 2 Grandma’s friend Old John was sitting at the table.
he’s lucky compared to Old John, who never Westley loved listening to the old man’s stories. Old
knew his parents. Westley seems to have a John had been born a slave. He had been taken from
positive outlook on life even if his family can’t his mother and had never known her. He was nine—
all be together. Westley’s age—when he and all the slaves were freed in
1865. Westley felt lucky—at least he saw his own mama
once a week.

Close Read
Generate Questions
Have students scan paragraphs 1–2.

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Remind them that as they read, they should
be thinking of or writing down questions they
have about relationships between characters,
events, or ideas.

Ask: What questions do you have about

Westley and his mother after reading these
paragraphs? Have students highlight the
details that answer their questions. Ask
students what these details tell them about
Westley’s character and his life. See student
page for possible responses.

DOK 2

OBJECTIVE 326
Generate questions about text before, during, and
after reading to deepen understanding and gain
information. RDG20_SE05_NA_U04W04_3RW.indd 326 27/11/19 1:42 PM

Possible Teaching Point

Read Like a Writer | Author’s Craft
Point of View Tell students that when they begin reading any text, they
should determine from whose point of view the story is being told. Explain that
biographies like Delivering Justice are told from the third-person point of view.
Have students read paragraphs 1 and 2. Ask them what the point of view is
and how they know. Encourage students to look for certain pronouns and the
main character of the biography. Discuss with students that using third‑person
point of view is necessary in a biography because a biography is the story of a
person’s life written by another person.

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First Read
Notice
THINK ALOUD The picture on
page 327 shows Westley sitting at the table
with Old John and his grandma. His grandma
is raising him while his mother is away, so
she and Old John must be big influences in
his early life.
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327

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CROSS-CURRICULAR PERSPECTIVES Social Studies

Remind students that enslaved people like Old John were freed in 1865
after the Civil War, when Congress passed the Thirteenth Amendment
abolishing slavery. President Lincoln had previously issued the Emancipation
Proclamation in 1863. It stated that all people in the Confederacy were free.

Delivering Justice T221

WEEK 4 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ
Easter Shopping at Levy’s
First Read Explain 3 Once a year, sometime before Easter, Grandma would
Relationships
Generate Questions Between Ideas
take Westley downtown to Levy’s Department Store
on Broughton Street to buy one nice outfit. They used a
Underline details that
THINK ALOUD As I read “Easter Levy’s charge card and then paid a little bit each month.
help you understand
Shopping at Levy’s,” I wonder why the author inequality in Savannah
in 1932. 4 On one shopping trip, the saleswoman would not
includes the story about the saleswoman’s
serve them until after all the white customers had been
treatment of Westley and his grandma. The
saleswoman served them after all the white helped. Westley had heard the saleswoman politely call
people, and did not talk to his grandma the the white women customers “Miss” and “Mrs.” But she
way she talked to white people. I think this treated his grandma as if she were a child, a nobody.
story shows that African Americans were
not treated as well as white people during
this time.

Close Read
Explain Relationships
Between Ideas

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Explain to students that one way to find
relationships between ideas is to look for
problems, and how those problems are
solved.

Have students scan paragraphs 3 and 4.

Remind students to pay attention to how
Westley and his grandma were treated
differently than white people in the store.
Have them underline details about inequality
in Savannah in 1932. See student page for
possible responses.

DOK 2
328
OBJECTIVE
Recognize characteristics and structures of
RDG20_SE05_NA_U04W04_3RW.indd 328 27/11/19 1:42 PM
informational text.
Possible Teaching Point
Word Study | Word Origins
Use the Word Origins lesson on pp. T212–T213 in the Reading-Writing
Workshop Bridge to teach students how they can use the origin of an
unfamiliar word to figure out its meaning. Discuss the word biography
and ask how students can use the roots bio and graph to determine its
meaning.

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CLOSE READ
5 Westley’s grandma pretended not to notice. She
was polite. But she was also proud. “Come on,”
she said, “it’s time to go home.” They left the store Generate First Read
Questions
without buying a thing.
Highlight details that Connect
raise questions about
Segregation how black people were THINK ALOUD I have heard about
treated in the South.
the things Westley experienced. I remember
6 Back then, black people weren’t treated as well
learning about segregated water fountains.
as white people. Most of the time, they were kept
segregation official I know that schools used to be segregated
segregated from whites. Westley went to a separate separation of groups and that some people were at first angry
school for black children. He had to drink from water of people based on a
characteristic such as when schools were desegregated.
fountains marked “Colored.” He could not sit and eat race or gender
at the Levy’s lunch counter.

Close Read
Generate Questions
Have students scan paragraph 6. Remind
them that as they read, they should not only
ask questions about unfamiliar or confusing
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

ideas, but they should also ask questions

about familiar ideas that they would like to
know more about.

Ask students to highlight information in the

paragraph that makes them want to know
more. See student page for possible
responses.

Ask: What specific questions do you have

about the information?

Possible Response: The text says that

Westley and other African Americans had to
use different water fountains, attend different
schools, and eat at different places. Why
329 were African Americans treated this way?
What could people do to change this?

RDG20_SE05_NA_U04W04_3RW.indd 329 27/11/19 1:42 PM Have students write down their questions
and look for answers as they read.
CROSS-CURRICULAR PERSPECTIVES Social Studies
DOK 2
Explain to students that the segregation Westley experienced was due to the
Jim Crow laws in the Southern states. Jim Crow laws were first enacted in OBJECTIVE
1877 after the Civil War and strongly enforced until the Civil Rights movement.
Generate questions about text before, during, and
As Westley experienced, black and white people could not attend the same
after reading to deepen understanding and gain
schools, use the same bathrooms, drink from the same water fountains, or information.
even use the same buildings, such as libraries, or beaches.

Delivering Justice T223

WEEK 4 LESSON 2
READING WORKSHOP SHARED READ

First Read
Notice
THINK ALOUD Westley was angry
about how African Americans were treated,
and wanted things to be better. From the
day he was born, Westley’s grandma hoped
that he would be a leader, and she taught
him to feel he could do things to bring about
change. Maybe Westley would not have
been as motivated if he had been raised by
someone else.

CLOSE READ
His Grandma’s Prayers
Generate Sometimes Westley got angry that black people were
Close Read Questions
7
mistreated and that no matter how hard his mother
Highlight details that worked, they were still poor. But his grandma was
Generate Questions help you ask or answer a
question about Westley’s always there to talk with him. She understood why he
motivation to work hard. was upset, but she didn’t want him to have bad feelings

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Have students scan paragraphs 7–9.
Remind them to ask themselves questions as about himself.
mistreated treated in
they read about why characters make certain an unkind or cruel way 8 She said that no matter how he was treated, he had
choices. Have them highlight details about
no excuse not to “be somebody.” She told him again
Westley’s motivation. See student page for
about the day he was born. She said, “I got on my knees
possible responses.
and prayed that you would grow up to be a leader of
Ask: Why did Westley work so hard? our people.”

Possible Response: Westley’s grandma 9 Westley promised himself that he would fulfill his
made him believe in himself. His love for his grandma’s prayer. He also promised himself that he
family made him want to work hard to make would work hard so that one day his mother would not
things better for his mother and other African have to work in someone else’s house.
Americans.
DOK 2
330
OBJECTIVE
Generate questions about text before, during, and
after reading to deepen understanding and gain RDG20_SE05_NA_U04W04_3RW.indd 330 27/11/19 1:42 PM

information.
ELL Targeted Support Idioms Tell students that figurative language,
including idioms, is language that means something different than its literal
definition. Explain that figurative language is used to describe people, events,
or things in an exciting way.
Have students look at the phrase “be somebody” in paragraph 8. Point out
that although every person is somebody, to “be somebody” means that
the person is someone interesting or special. Ask students to think of other
adjectives that could apply to the phrase “be somebody.”
EMERGING/DEVELOPING

Ask students what the author means by “be somebody.” Ask partners to list
“missing” words that could be added to the phrase to clarify it. (interesting,
special, exceptional) EXPANDING/BRIDGING

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CLOSE READ
Voter Schools, 1942
10 Westley knew that many black people didn’t vote Explain First Read
because they had to pass a test to register. The test was Relationships
designed to be difficult for black folk to pass. It was Between Ideas Respond
Underline the central or
intended to keep them from voting. THINK ALOUD Reading about
main idea on this page.

11 Westley was a member of the Youth Council

Westley donating his time to a voter school
makes me realize just how dedicated he was
of the NAACP—the National Association for the
to helping African Americans find a voice in
Advancement of Colored People. The Youth Council
society. He joined the Youth Council of the
started a special “Voter school” in the basement of NAACP, so he must have been in school
a church. or just starting to work. Helping African
Americans register to vote was worth more
12 With his friend Clifford, Westley talked to everyone,
than anything to him.
even passersby, about voting. When he found someone
who, scared by the test, had never registered to vote, he
took them to the voter school. When they felt ready to
take the test, Westley went with them to the courthouse
and stayed until they were registered. With Westley’s
help and encouragement, many black people in
Savannah became registered voters.
Close Read
Explain Relationships
Between Ideas
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Explain to students that they can find the

main idea of a text or section of a text,
by looking at details and problems and
solutions.

Have students scan paragraphs 10–12. Ask:

What are these paragraphs mostly about?
Have students identify the problem Westley
faced: African Americans often could not
pass a test to register to vote.

Then ask them to identify the solution:

Westley and his friend started a voter school
to teach people what they needed to know to
pass the test. Ask: What was the outcome of
331
Westley’s solution? Have students highlight
the outcome in the text and identify that
as the main idea. See student page for
RDG20_SE05_NA_U04W04_3RW.indd 331 27/11/19 1:42 PM
possible responses.
CROSS-CURRICULAR PERSPECTIVES Social Studies DOK 2

The NAACP was founded in 1909. It remains the oldest, largest, and most
famous civil rights organization. The goal of the group was to protect the
OBJECTIVE
rights of African Americans as stated in the Thirteenth, Fourteenth, and Recognize characteristics and structures of
Fifteenth Amendments. Today, the NAACP works to end discrimination in informational text.
economics, voter registration, health care, and education.

Delivering Justice T225

WEEK 4 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ
Working as a Mailman, 1949
First Read Explain 13 After college and the army, Westley wanted to be a
Relationships
Respond Between Ideas
teacher. But because of his membership in the NAACP,
no one in Savannah would hire him.
Underline details that
THINK ALOUD Westley told the help you understand the 14 So Westley became a mailman. The postal service
students that it was important for them to relationship between the
students and Westley. hired qualified people, regardless of their color. As it
avoid violence while protesting, even if the
turned out, this job suited Westley just fine.
other side insulted them or used violence.
I can infer, based on the other information qualified has met the
15 ”Good morning, Miss Sally Lawrence Jenkins,”
necessary requirements
about how African Americans were treated, to do or be something Westley sang out to a young woman in her garden.
that they would get in more trouble than
“Here’s a letter from your sister.”
white people, and their protest would not
result in equal treatment at department 16 Westley liked to address people by their full names.
stores. He could trace a person’s history in their name. And
history was important to Westley. “If you don’t know
where you’ve been, how do you know where you’re
going?” he loved to ask.

At the NAACP Office, February 1960

Close Read 17 After work, Westley spent long evenings at the
NAACP office. One night, he was visited by a group of
Explain Relationships students who were excited about what was happening
Between Ideas in Greensboro, North Carolina. Young black people

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there had staged a sit-in at a lunch counter in a local
Remind students to look for cause-and‑effect store. They had refused to leave until they were served.
or problem-and-solution relationships as they
read. Ask students to scan paragraphs 17 18 The students standing in front of Westley wanted
and 18. Have students underline details that to do the same thing at the department stores on
explain the relationship between Westley and Broughton Street. But they needed a leader. Westley
the students. See student page for possible remembered how his grandma had been treated at
responses. Levy’s, and he agreed to help. But first, the students had
to be trained. They had to protest without ever using
Ask: What impact did the students coming to
Westley have on his life? violence, even if the other side did. If they were attacked
and they fought back, Westley told them, their cause
Possible Response: The students saw would be lost.
Westley as an experienced figure and went
to him for advice. He knew how to help them,
remembered his own experiences, and so 332
became their leader and teacher.

DOK 2
RDG20_SE05_NA_U04W04_3RW.indd 332 27/11/19 1:42 PM

OBJECTIVE Possible Teaching Point

Recognize characteristics and structures of
informational text. Read Like a Writer | Author’s Craft
Anecdotes Explain to students that authors can use anecdotes, or short
stories about situations or people, to more fully explain an idea or a person.
Have students read paragraph 16 on p. 332. Ask: Why does the author
include the anecdote about Westley addressing people by their full names?
Discuss what this tells readers about Westley. Encourage students to talk
about how Westley shows respect for people. He is most concerned with a
person’s background and history. Ask how this adds to their understanding
of Westley.

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First Read
Connect
THINK ALOUD I know there were
peaceful civil rights protests around this time.
In Birmingham, Alabama, Dr. Martin Luther
King, Jr., encouraged nonviolence when
protesters boycotted businesses for hiring
only white people. I think following Westley’s
rules helped the protesters accomplish
their goals.
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333

RDG20_SE05_NA_U04W04_3RW.indd 333 27/11/19 1:42 PM

ELL Targeted Support Vocabulary Help students understand some

of the vocabulary used in the biography, such as qualified and regardless.
Explain the definitions of the words using terms that students already know.
Provide students with sentence frames. For example, for qualified: Someone
who is _____ for a job has experience. Have students say the sentences out
loud and use various sentence frames until they are comfortable with the
words. EMERGING/DEVELOPING
Once you have reviewed the definitions of the words several times with
students, ask them to use the words in a spoken sentence. They may want to
start by using a synonym they already know and then replacing the synonym
with the new word. EXPANDING/BRIDGING

Delivering Justice T227

WEEK 4 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ
Levy’s Lunch Counter
First Read Explain 19 After weeks of training, small groups of students
Relationships
Generate Questions Between Ideas
made their way downtown, entered the big stores along
Broughton Street, and sat down at the lunch counters.
Underline details that
THINK ALOUD The students The stores refused to serve them. At Levy’s, the
show a connection
probably knew they would be arrested for between events. manager called the police, who arrested the students for
breaking the segregation laws when they sat breaking the city’s segregation laws.
down at the lunch counters. I wonder what
their goal was. I also wonder if this kind of
protest worked for them. I’ll write down my
questions and look for answers as I keep
reading.

Close Read
Explain Relationships
Between Ideas

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Remind students to notice how one event
can lead to another as they read. Some
students may find it helpful to start with the
second event, and work their way back to
see what led to it.

Have students scan paragraph 19 and

underline how the events are related. See
student page for possible responses.

DOK 2

OBJECTIVE
Recognize characteristics and structures of
informational text. 334

RDG20_SE05_NA_U04W04_3RW.indd 334 27/11/19 1:42 PM

Possible Teaching Point

Read Like a Writer | Author’s Craft

Text Structure Help students understand how the structure of a text can
help convey information. Have them study the paragraph on p. 334. Ask:
Why do you think the author chose to use headings in the text? Why did
the author use a heading for this one paragraph?
Discuss how headings can help organize information. Encourage students
to see that the paragraph on p. 334 needed its own heading as it was a
separate event from the training in the previous paragraphs, and the events
described in the next paragraphs. Students should see that the sit-in at the
lunch counter was significant.

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First Read
Notice
THINK ALOUD Westley seems to
have become the leader of everyone involved
in the Civil Rights movement in Savannah.
Rather than leading people in anger and
violence, he leads them first in song and then
CLOSE READ
Throwing Down Their Cards inspires them to take action in a real way.
I think he was an effective leader and
20 Westley called a mass meeting the next Sunday at the Explain admired by the people of Savannah.
Bolton Street Baptist Church. People filled the pews and Relationships
balconies. Westley opened the meeting with a hymn. All Between Ideas
Recall what you already
the voices singing together made a thunderous sound.
know about Martin
And the mighty noise made people think that perhaps Luther King Jr. and his
working together, they could really make something role in the civil rights
movement. Underline
happen. Westley spoke about the arrests of the young details that show a
people at Levy’s. He said that things had to change, and connection between

he asked if people were ready to fight for their rights.

Westley and Martin
Luther King Jr. Close Read
21 Someone shouted, “I’ll never shop at that store
again!” Then someone in the balcony threw down a
Explain Relationships
Levy’s charge card. Soon, everyone was tossing charge Between Ideas
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

cards into a big pile in the church.

Discuss with students what they already
The Boycott Begins March 17, 1960 know about Martin Luther King, Jr. Have
them write notes about Dr. King, and
22 The next morning, Westley led a group downtown. encourage students who know more about
They carried baskets full of charge cards. him to share their information.

23 At Levy’s, Westley and his group dumped the baskets Have students scan paragraphs 20–24
of charge cards onto the sidewalk. Then Westley and underline details showing a connection
announced that no black people would shop at any store between Westley and Dr. King. See student
on Broughton Street until they were treated equally.
page for possible responses.

24 The Great Savannah Boycott had begun! Have students discuss if they think Westley
was inspired by Dr. King.

DOK 2
335

OBJECTIVE
RDG20_SE05_NA_U04W04_3RW.indd 335 27/11/19 1:43 PM
Recognize characteristics and structures of
informational text.
Possible Teaching Point
Read Like a Writer | Author’s Craft
Imagery Discuss the imagery the author uses in paragraph 20: “All the
voices singing together made a thunderous sound.” Explain that authors
use imagery to bring a scene to life, and comparing the singing to the
sound of thunder helps readers understand how powerful the voices
were together. Encourage students to look for other examples of imagery
in the text.

Delivering Justice T229

WEEK 4 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ
Picket Lines
First Read Generate 25 Westley and other members of the NAACP organized
Questions
Respond Highlight evidence
a picket line every day in front of Levy’s. White
people yelled and jeered at the protesters and tried to
that explains why the
THINK ALOUD Even when faced with protesters did not fight force them off the sidewalk. But day after day, the
violence, Westley continued protesting. This back. What question protesters returned.
do you have about
shows how determined he was in his fight to peaceful protests?
end segregation.

Close Read
Generate Questions
Have students scan paragraphs 25–27 and
highlight why the protesters did not fight
back. Remind them that sometimes the
answers to their questions will not be directly
stated, and they will have to infer the answers.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

See student page for possible responses. Vocabulary in 26 One day a large, burly white man punched one of

DOK 2
Context the demonstrators in the face and broke his jaw. But
Underline context clues, everyone remembered what Westley had taught them.
or words or phrases
They didn’t yell or fight back, no matter how much they
Vocabulary in Context around an unfamiliar
word, to define the word wanted to.
jeered in paragraph 25.
Have students determine the meaning of the 27 Westley organized other protests. There were kneel-
word jeered in paragraph 25 by underlining
ins at the white churches on Sundays and wade-ins at
context clues. See student page for demonstrators people
who participate in public the all-white beach at Tybee. Westley wanted to end
possible responses. protests or marches in
segregation everywhere in Savannah—in libraries,
support of or against
Ask: Why does the author use the word something theaters, public pools, beaches, and restrooms, as well
jeered to describe the white people’s as at lunch counters.
actions?

Possible Response: Jeered means

“yelled,” and it describes how negatively 336
the protesters were treated. The illustration
shows the people acting unkindly and
disrespectfully. RDG20_SE05_NA_U04W04_3RW.indd 336 27/11/19 1:43 PM

DOK 2 CROSS-CURRICULAR PERSPECTIVES Social Studies

Have students connect what they learn about the Savannah boycott, sit-ins,
OBJECTIVES
and kneel-ins to the information about other protests during the Civil Rights
Use context within and beyond a sentence to movement in the infographic on pp. 320–321 in the Student Interactive.
determine the relevant meaning of unfamiliar
words or multiple-meaning words.

Generate questions about text before, during, and

after reading to deepen understanding and gain
information.

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First Read
Connect
The image on page 336 shows a line of
people walking on a sidewalk. They are
holding signs, one of which says “Peace.”
I can connect this to other movements or
marches I know about.

Guide the class to brainstorm a list of other

historical or contemporary demonstrations
or movements. Students may consider what
they have learned in history class, heard
about from community and family members,
or read and seen on local and global news
coverage.
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337

RDG20_SE05_NA_U04W04_3RW.indd 337 27/11/19 1:43 PM

Possible Teaching Point

Read Like a Writer | Author’s Craft
Graphic Features Remind students that graphic features such as
photographs or illustrations can explain or clarify ideas in a text. Have
students read the text and look at the illustration on pp. 336–337.
Ask: How does the illustration help you understand the text?
Discuss the contrast between the peaceful and organized demonstrators
and the angry, violent people who opposed them. Point out that the
illustration underscores not only the danger the demonstrators were in, but
also their calm behavior.

Delivering Justice T231

WEEK 4 LESSON 2
READING WORKSHOP SHARED READ

First Read
Generate Questions
THINK ALOUD When Westley and
others started the boycott, I asked, “What
do they hope will happen?” Now I see
that because African Americans stopped
shopping on Broughton Street, at least five
stores went out of business.

CLOSE READ
Talking About Peaceful Change
Explain 28 Large meetings were held every Sunday at different

Close Read Relationships

Between Ideas
churches. Protesters talked about their activities; some
gave fiery speeches. The meetings became so popular
Underline details that
Explain Relationships show a connection
between events.
that no church was big enough to hold everyone who
wanted to get in.
Between Ideas
29 For a year and a half, no one from the black
Ask students to scan paragraphs 28–31 and community shopped on Broughton Street.
underline a connection between events. See

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

student page for possible responses. Have 30 Westley walked down the street and started counting:
students talk about how the ideas relate to One, two, three, four, five GOING OUT OF BUSINESS
each other and why they are significant in this signs. The white storeowners couldn’t stay in business
biography. Ask: What happened because of without black customers.
the protesters’ actions?
31 When he delivered mail to white people, Westley
Possible Response: Due to Westley’s told them how much he loved Savannah. He wanted
leadership, the picket lines and the boycotts the city to be a better place for everyone. They
had a noticeable effect on businesses. respected Westley. They saw how peaceful and
The dedication and perseverance of the sympathize feel committed to change the protesters were. Little by little,
protestors made it difficult to ignore their or express concern,
more and more white people began to sympathize with
cause. Because of Westley’s skill as a compassion, and
communicator and respected position in support for someone the protesters.
the community, white people “began to
sympathize with the protestors.” These are
significant effects and are important enough 338
to include in the biography.

DOK 2 RDG20_SE05_NA_U04W04_3RW.indd 338 27/11/19 1:43 PM

OBJECTIVE ELL Targeted Support Figurative Language Remind students that

Recognize characteristics and structures of
figurative language is not the literal definition of the words used. Authors use
informational text.
figurative language to make their writing more interesting to readers.
Have students look at the phrase “fiery speeches” in paragraph 28. Ask:
What do you think of when you read the word fiery? Ask students to think of
adjectives they might associate with a bonfire, such as exciting or blazing.
EMERGING/DEVELOPING

Ask students what the author means by “fiery speeches.” Ask them to identify
synonyms of fiery as it is used in this context, and why the author chose that
word instead of another word. EXPANDING/BRIDGING

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CLOSE READ
Desegregation Without Violence
32 White people in the community who supported Generate First Read
Westley asked what they could do to end segregation Questions
and stop the boycott. Together, leaders from the white Highlight a detail that Notice
helps you understand
and black communities worked out a plan. Each how Savannah handled THINK ALOUD Westley knew that
evening after delivering the mail, Westley organized a desegregation efforts.
What question do
having white people on his side would help
group of students to sit in at a different kind of business you have about him end segregation in Savannah, and he
or facility the next day. The theaters would be first, then desegregation? was able to work with them to stage peaceful
the restaurants, then the library, and on down the line sit-ins. Westley must have been very
until every business had been desegregated. patient and forgiving to wait for more white
people, who might have once supported
33 Sometimes angry crowds would gather, or white segregation, to want to work with him. But,
people would leave in protest when the black students it seems that getting black and white people
arrived. But most of the white and black leaders stuck to work together is what eventually led to
together. The mayor made sure that all the signs desegregation.
marking separate facilities for blacks and whites at City
Hall, the courthouse, health department, and hospital
were taken down. City officials took the segregation
laws off the books. Unlike desegregation efforts in
other cities and towns in the South, there was very little
violence in Savannah.
Close Read
Generate Questions
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Remind students that as they read, they

should ask questions about topics related to
the text that they’d like to know more about.
Have students scan paragraphs 32 and 33
and underline a detail about how Savannah
handled desegregation efforts. See student
page for possible responses.

Ask: What do you learn about desegregation

in Savannah? What are you still wondering
about desegregation?

Possible Response: The text says that

“unlike other towns in the South” there
339 was very little violence in Savannah during
desegregation. Why was desegregation more
violent in other parts of the South?
RDG20_SE05_NA_U04W04_3RW.indd 339 27/11/19 1:43 PM
DOK 3
Possible Teaching Point
OBJECTIVE
Read Like a Writer | Author’s Craft
Generate questions about text before, during, and
Author’s Purpose Help students understand how to identify the author’s after reading to deepen understanding and gain
purpose in writing a text. Remind students that a biography is always about information.
a person’s life. Ask students what the author’s purpose was in writing
about Westley’s life. Remind students to look for the facts and details of
Westley’s life that the author focused on. Ask what they learned about the
Civil Rights movement while reading the text.

Delivering Justice T233

WEEK 4 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ
Justice Delivered
First Read Explain 34 On a Sunday in September 1961, Westley greeted
Relationships
Respond Between Ideas
the hundreds of people who arrived at a downtown
Savannah church. Inside, their voices joined together to
Underline details on
THINK ALOUD Reading page 340, sing out, “We are Soldiers in God’s Army.” When the
this page that show a
I can picture how happy Westley must have relationship between song ended, Westley stood in front of the crowd. He
been on that day. Not only did he make his two important events. saw his mother sitting in the front row. He saw students
family proud and live up to his grandma’s who had been arrested. He saw faces beaming with
prayers, but he also made life better for pride. Then he announced in a loud clear voice, “We
African Americans in Savannah. He set an have triumphed!”
example for the rest of the country, since
this was three years before the Civil Rights 35 Savannah was the first southern city in the United
Act. And he accomplished his goal without States to declare all its citizens equal, three years before
violence. I think he is someone who should the federal Civil Rights Act made all segregation
be remembered and respected. illegal. People, both black and white, saw Westley as
Savannah’s hero. He had kept the protest disciplined
and peaceful, even in the face of violence. Modestly, he
would say, “I was just doing what every black American
should be doing.”

36 Westley Wallace Law delivered more than just the

Close Read mail to the citizens of Savannah; he delivered justice,
too. His grandma’s prayers had been answered.
Explain Relationships

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Between Ideas
Have students scan paragraphs 34–36,
underlining two important events. See
student page for possible responses.

Once students have underlined the text,

ask them how they think these events were
related. Make sure students understand
why the author mentioned the Civil Rights
Act, which hadn’t been enacted at the time
Savannah recognized equality for
all citizens.

DOK 2
340

OBJECTIVE
Recognize characteristics and structures of RDG20_SE05_NA_U04W04_3RW.indd 340 27/11/19 1:43 PM

informational text. Possible Teaching Point

Academic Vocabulary | Figurative Language
Use the Academic Vocabulary lesson on pp. T210–T211 in the Reading-
Writing Workshop Bridge to underscore how figurative language can add
extra dimensions to a text. Point out the sentence “He saw faces beaming
with pride.” in paragraph 24. Explain that this description means that
people in the crowd were smiling brightly and broadly at Westley as he
stood at the front of the church.

T234 UNIT 4 • WEEK 4

 myView REALIZE AUDIO ANNOTATE NOTEBOOK
Digital READER

First Read
Connect
THINK ALOUD As I look at the
image of the crowd outside the Savannah
church on page 341, I think about all the
people who benefited from Westley’s actions.
The Civil Rights movement helped to make
things equal not only for African Americans
but for all people.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

341

RDG20_SE05_NA_U04W04_3RW.indd 341 27/11/19 1:43 PM

CROSS-CURRICULAR PERSPECTIVES Social Studies

President Kennedy proposed the Civil Rights Act in 1963, in reaction to the
many protests in the Southern states. The bill was signed into law in 1964. It
banned segregation on the basis of race, religion, or nationality in all public
places, as well as discrimination against these groups by employers. The Civil
Rights Act led to the Voting Rights Act the next year. It banned discriminatory
tests like the ones Westley taught other African Americans to pass. Have
students connect this to the information about the Voting Rights Act in the
infographic on pp. 320–321 in the Student Interactive.

Delivering Justice T235

WEEK 4 LESSON 2
READING WORKSHOP SHARED READ

Respond and Analyze

My View
Use these suggestions to prompt students’ initial responses to reading
Delivering Justice.
Delivering Justice
• Brainstorm How was Westley’s freedom limited?
• Discuss What are some other things people can do to protest when their
OBJECTIVES freedom is limited?
Synthesize information to
create new understanding.
Use text evidence to support
an appropriate response. Develop Vocabulary
Respond using newly acquired
vocabulary as appropriate. Minilesson
Recognize and analyze genre-
specific characteristics,
structures, and purposes within
FOCUS ON STRATEGIES Tell students that authors use certain words to
and across increasingly complex explain how events in a person’s life are connected to each other. The
traditional, contemporary, vocabulary words segregation, mistreated, qualified, demonstrators, and
classical, and diverse texts.
sympathize help convey how African Americans were treated before the
Recognize characteristics and Civil Rights movement.
structures of informational text,
including organizational patterns • Remind yourself of the word’s meaning.
such as logical order and order of
importance. • Ask yourself what the word tells you about the Civil Rights movement.

MODEL AND PRACTICE Model filling out p. 342 of the Student Interactive
using the words demonstrators and sympathize.
I know that demonstrators were people who participated in marches for civil
rights, and that sympathize means to feel compassion for someone else.
How are the two words related? White people in Savannah began to feel
compassion for Westley and his cause, so they began to sympathize with
the demonstrators.

ELL Targeted Support Vocabulary Have students orally complete

sentence frames to internalize the vocabulary words.
The demonstrators were angry about ___________. Segregation caused
African Americans to be ___________. EMERGING

The ___________ were angry about ___________. ___________ caused

African Americans to be ___________. DEVELOPING

T236 UNIT 4 • WEEK 4

 myView
NOTEBOOK
Digital

FORMATIVE ASSESSMENT OPTIONS

Apply QUICK CHECK

Notice and Assess Can students
Have students use the strategies for developing vocabulary.
identify how words are related to each
OPTION 1 M y TURN Have students respond using newly other in Delivering Justice?
acquired vocabulary as they complete p. 342 of the Student
Decide
Interactive. They should use text evidence in their answers.
• If students struggle, revisit
OPTION 2 Use Independent Text Have students find and list instruction for developing vocabulary
unfamiliar words that are specific to a time in history from their in Small Group on pp. T240–T241.
independent reading texts. Have them look in a dictionary or
• If students show understanding,
research the historical period to determine the meaning of
extend instruction for developing
each word.
vocabulary in Small Group on
pp. T240–T241.

Check for Understanding M y TURN Have students complete p. 343 of the Student Interactive.

STUDENT INTERACTIVE, pp. 342–343

VOCABULARY COMPREHENSION READING WORKSHOP

Develop Vocabulary Check for Understanding

In a biography, an author uses words that are specific to the historical time in My TURN Look back at the text to answer the questions.
which the subject of the biography lived. These words can help readers better Possible responses:
understand connections between events in the person’s life. 1. Identify details that show this text is a biography.
DOK 2 The text is about real people and events that really happened.
My TURN Complete the sentences to show the connections between the
vocabulary words from Delivering Justice.

Demonstrators and sympathize are connected because

2. Evaluate how the author creates a logical structure in the text.
the words and actions of the Savannah demonstrators caused some white
DOK 3 The author uses chronological order to organize events in the text.
people to sympathize with their cause This order makes sense in a biography because people’s lives go
.
in time order. Chronological order helps readers understand how
Westley became someone who could help his community.
Segregation and mistreated are connected because

under segregation in Savannah, African Americans were mistreated in 3. Compare the ways African Americans and white people were treated in
many ways DOK 3 Savannah in 1941 to the ways they were treated in late 1961.

.
In 1941, Savannah was segregated. White people refused to hire African
Americans, prevented them from voting, and kept them separate from
Qualified and segregation are connected because white people in all parts of public life. In late 1961, Savannah was
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

desegregated and declared all its citizens equal.

although Westley was qualified to be a teacher, he was not hired because
he was a member of the NAACP and fought against segregation
4. Do you think Westley’s influence helped eliminate segregation in
.
DOK 3 Savannah? Use evidence to support your argument.

Mistreated and demonstrators are connected because Westley worked hard to change conditions in Savannah. “There were
kneel-ins at the white churches on Sundays and wade-ins at the all-
some demonstrators were mistreated, including one protestor who was white beach at Tybee.” When he was on duty as a mail carrier, his
punched in the face by a white man positive, sincere attitude also helped build bridges: “Little by little, more
. and more white people began to sympathize with the protestors.”

342 343

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27/11/19 1:43 PM 343
Delivering Justice 27/11/19 1:43 PM
T237
WEEK 4 LESSON 2
READING-WRITING WORKSHOP BRIDGE

Word Study Word Origins

OBJECTIVES LESSON 2
Identify and read high-frequency
words from a research-based list.
Apply Word Origins
Use print or digital resources to
determine meaning, syllabication, APPLY My TURN Direct students to complete the activity on p. 348
pronunciation, and word origin. of the Student Interactive.
Identify the meaning of and use
words with affixes such as trans-,
super-, -ive, and -logy and roots
such as geo and photo.

biography microwave

predict telephone

Then have students think of other words that use graph, micro, tele,
or dict.

High-Frequency Words
Explain that high-frequency words appear often in texts but do not
follow regular word study patterns.
Display and say the high-frequency words actually, adjective, especially,
experience, similar, and workers. Have students determine which
words do not follow word study patterns. Ask which words share
the same suffix.

T238 UNIT 4 • WEEK 4

 myView
Digital
INTERACTIVITY READING BRIDGE

STUDENT INTERACTIVE, p. 348

WORD STUDY

Word Origins
English contains many roots that come from Greek, Latin, and other languages.
The roots graph, micro, and tele are of Greek origin. Print and digital resources
can help you determine a word’s origin. To form English words, roots are
combined with prefixes, suffixes, or other roots.

My TURN Define each word. Then identify the word’s root and its origin to
complete the chart. Confirm your answers in a print or digital dictionary.
Possible answers:
Word with Root My Definition Root and Word Origin

biography writing about a real bio; Greek for “life”

person graph; Greek for “to
write, written”

microwave a machine that cooks micro; Greek for “small”

food

predict to say something that may dict; Latin for “say”

happen in the future

a tool that people use to tele; Greek for “distant”

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

telephone
talk with each other and phone; Greek for
“sound”

High Frequency Words

High-frequency words are words that you will see in texts over and over
again. Keep in mind that they often do not follow regular word patterns. Read
these high-frequency words: actually, adjective, especially, experience, similar,
workers. Look for them in your independent reading.

348

RDG20_SE05_NA_U04W04_5RWB.indd 348 27/11/19 1:52 PM

LESSON 2
FLEXIBLE OPTION FLEXIBLE OPTION FLEXIBLE OPTION
Apply Word Origins
LESSON 1 LESSON 3 LESSON 4 LESSON 5
Teach Word Origins More Practice Spiral Review:  Assess
Understanding
Word Parts sub-, super-

Delivering Justice T239

WEEK 4 LESSON 2
READING WORKSHOP ASSESS & DIFFERENTIATE

Use the QUICK CHECK on p. T237 to determine small group instruction.

Teacher-Led Options
Strategy Group Intervention Activity
DEVELOP VOCABULARY myFOCUS READER
Teaching Point Readers pay attention to words Read pp. 48–49 in the myFocus
that describe a certain period in history. This Reader with students. Use
can help a reader understand how events in a the teaching support online at
person’s life at that point in history are connected SavvasRealize.com to provide
to one another. Have students look back at additional insight for students on
Delivering Justice for some words the author liberty.
used to show how events in Westley’s life were Provide instructional support
connected. for comprehension and word
study—Word Origins and
ELL Targeted Support
Academic Vocabulary.
Tell students that they can understand how
events in a person’s life connect to each other by
studying the words that describe the events.
Assess 2-4
Ask: What happens when people are mistreated? Fluency students
Remind students of the word’s definition
if needed, and discuss with students what PROSODY
happened when Westley and others were Have students choose a short passage from the
mistreated in the text. Explain: They were text or a leveled reader. Ask pairs to take turns
unhappy so they became demonstrators. Have reading the passage with expression. Tell them
students repeat after you and repeat with other to make the reading sound like natural talking. If
vocabulary words. EMERGING needed, model reading with expression.
Provide students with this sentence frame: When
ORAL READING RATE AND ACCURACY
Westley and others were mistreated, they _____.
Use pp. 109–114 in Unit 4 Week 4 Cold Reads to
After students answer, show them how they can
assess students. Have partners practice reading
use one of the other vocabulary words in their
the passage. Use the Fluency Progress Chart to
answer if they have not already. DEVELOPING
track student progress.
Provide students with the word bank. Ask
students to make a sentence for each word that
uses another vocabulary word in the sentence.
EXPANDING/BRIDGING
For additional support, see the online
Language Awareness Handbook.

T240 UNIT 4 • WEEK 4

 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 Delivering Justice or the
to tell you about some of the words the author myFocus Reader text.
used to tell about a time in history and how • read a trade book or their Book Club text.
certain events were connected to each other. • partner-read a text; ask each other questions.
Ask how students determined the meaning of the
words as they read.
Centers
Possible Conference Prompts
See the myView Literacy Stations in the
• What words did the author use that told you
Resource Download Center.
about a certain period in history?
• Why do you think the author chose
that word? Literacy Activities
• What helped you understand the word? Students can
Possible Teaching Point Readers pay • complete the graphic organizer on Student
attention to the words an author uses to show Interactive p. 344.
how events and ideas connect to each other. • work with a partner to discuss and answer the
questions on Student Interactive p. 345.
• play the myView games.
• take turns reading aloud with expression.
Leveled Readers
DEVELOP VOCABULARY
SUPPORT PARTNER
• For suggested titles, see The Light at Jupiter Lake
READING
“Matching Texts to Learning,”
by J.H. Diel

Guided Reading Level Q

DRA Level 40

Help partners set goals for their

Lexile Measure 800L
Word Count 3,356

pp. T214–T215. Text

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

reading. Tell them that they

ELL Access Video

• For instructional support on

Build Background Use the interactive video in The Light at Jupiter Lake digital leveled reader to

should track progress toward

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 develop vocabulary, their goals.

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

see Leveled Reader

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

See also the Small Group Guide

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

for additional support and

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
resources to target your students’
specific instructional needs.

Whole Group
Share Bring the class back together. Invite volunteers to share some new
vocabulary words they learned from their reading, what the words mean, and why
the author may have chosen those words.
Delivering Justice T241
WEEK 4 LESSON 3
READING WORKSHOP CLOSE READ

Explain Relationships Between

Ideas Minilesson
FOCUS ON STRATEGIES Readers derive more meaning from text by
understanding the relationships between major events, ideas, and other
people. Readers particularly look at how relationships and interactions
Delivering Justice impact the narrative.
• Think about a problem or conflict the person faces. What events or
ideas led up to the conflict? Did anyone or anything impact or provoke
OBJECTIVE the situation?
Recognize characteristics and
structures of informational text. • How did relationships change between people due to positive or
negative interactions?

ACADEMIC MODEL AND PRACTICE Use the Close Read note on p. 328 of the Student
VOCABULARY Interactive to model how to annotate the text to explain relationships. Say:
Integrate Offer students oral • What was inequality like in Savannah in 1932? In paragraph 4, the
practice using the unit Academic
Vocabulary words to talk about author says that Westley and his grandma were not treated well at
relationships between ideas. a store. All white people were served first, and the saleswoman was
Give students sentence starters, not nice to his grandma. The event and mindset of the time had an
such as:
extraordinary effect on Westley. I will underline this text to indicate its
• Westley and others felt
empowered when ___. importance.
• The limitations to Westley’s • Have students underline other examples of inequality in the next few
freedom caused him to ___.
paragraphs. Then have them use the chart to see how events led to
ELL Access desegregation in Savannah.
Discuss with students the
importance of seeing the
relationships between ideas.
Display a flow chart that students
can complete as they read the ELL Targeted Support Respond to Questions Scaffold instruction with
biography so that they can students by asking them layered questions.
see how events and ideas are
connected. Ask: Where was the first sit-in in Savannah? What led to the sit-in? What
happened to the students? What did they do next? Continue until students
can explain how one event can lead to the next. EMERGING/DEVELOPING

EXPERT’S VIEW Lee Wright, Teacher Specialist, Houston, TX

“organization.
Successfully managing small group and independent activity time is all about preparation and
If you don’t have all of your materials ready and classroom routines and procedures in
place, you’ll lose valuable time for instruction and take away from student engagement. The coordination
”
of all materials and routines has to be in place for small group time to be effective.
See SavvasRealize.com for more professional development on research-based best practices.

T242 UNIT 4 • WEEK 4

 myView
ANNOTATE NOTEBOOK
Digital

FORMATIVE ASSESSMENT OPTIONS

Apply QUICK CHECK

Notice and Assess Can students
Have students use the strategies to explain relationships
explain the relationships between ideas
between ideas.
in a biography?
OPTION 1 My TURN Have students annotate the text using the Decide
other Close Read notes regarding the relationship between ideas
• If students struggle, revisit instruction
and then use the text evidence from their annotations to complete
about relationships between ideas in
the chart on p. 344.
Small Group on pp. T248–T249.
OPTION 2 Use Independent Text Have students use sticky notes
• If students show understanding,
to mark major ideas or events throughout the text. Direct them to
extend instruction about relationships
write on the sticky notes how the ideas or events connect to other
between ideas in Small Group on
ideas or events throughout the text.
pp. T248–T249.

STUDENT INTERACTIVE, p. 344

CLOSE READ

Explain Relationships Between Ideas

One way the author of a biography can show the relationships between major
ideas in the life of a person is to use a problem-and-solution structure in the text.

1. M y TURN Go to the Close Read notes in Delivering Justice and underline

the parts that help you explain relationships between problems and
solutions in the text.

2. Text Evidence Use the parts you underlined to complete the organizer and
answer the question. Use text evidence to describe events that lead from
the problem to the solution. Possible response:

Problem In Savannah “Back then, black people weren’t treated

as well as white people.”

Event #1 Event #2 Event #3

“Small groups of “The white With the help of

students . . . entered storeowners couldn’t Westley, African
the big stores . . . and stay in business American and white
sat down at the lunch without black leaders met to
counters.” customers.” discuss changing
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

segregation laws.

Solution

“Savannah was the first southern city in the United States to declare all
its citizens equal . . .”

Explain Relationships How did the idea of equality relate to the idea of
segregation in Savannah?

The ideas are related because if all citizens are equal, there is no reason
to keep them apart.
344

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Delivering Justice T243
WEEK 4 LESSON 3
READING-WRITING WORKSHOP BRIDGE

Read Like a Writer

OBJECTIVE
Analyze the author’s use of print
Analyze Graphic Features
and graphic features to achieve
specific purposes.
Minilesson
FOCUS ON STRATEGIES When we read, we don’t just get information from
the words themselves. How they are presented on a page also tells us
something. Graphic features add meaning to text.
• Illustrations, such as drawings and photos, provide images that
enhance meaning.
• Charts, tables, and graphs show relationships and patterns in
information.
• Maps and diagrams present technical details of the physical world.

MODEL AND PRACTICE Direct students to the illustration that accompanies

paragraphs 17 and 18 of Delivering Justice in the Student Interactive.
• Point out that the illustration shows an interpretation of dramatic
events. It also contains a list, showing words not in the main text.
• Observe the muted tone of the color palette and the students’ body
language. Explain that these visual details show the seriousness of
events, adding to the mood of the excerpt.
• Have students study the illustration on the following page. What do
they observe about the sit-in? How does the illustration support and
enhance the biography?

ELL Targeted Support Visual Support Tell students that visuals can
enhance and confirm their understanding.

Have groups compare the illustrations on pp. 325 and 330. Ask: How
do the people on page 325 feel? How do you know? How do you think
the boy feels on page 330? Work with students to point out differences
in each illustration that create contrasting moods. For each illustration,
have students complete the sentence frame This image makes me feel
______. EMERGING/DEVELOPING

Have partners read paragraph 19, pausing to identify the settings, people,
and actions that appear in the nearby illustration. Have pairs discuss how
the illustration reflects the text. EXPANDING/BRIDGING

T244 UNIT 4 • WEEK 4

 myView
Digital
NOTEBOOK READING BRIDGE

ASSESS UNDERSTANDING

Apply
M y TURN Direct students to go back to Delivering Justice and identify
specific graphic features and illustrations. Have them think about how the
graphic features enhance the meaning of different parts of the text. Then
have them complete the activity on p. 349 of the Student Interactive.

STUDENT INTERACTIVE, p. 349

ANALYZE AUTHOR’S CRAFT READING-WRITING BRIDGE

Read Like a Writer

Authors use specific graphic features, including illustrations, to further
explain information in a text.

Model Review the illustration that goes with paragraphs 17 and 18

of Delivering Justice. Then read the text.

[T]he students had to be trained. They had to protest

without ever using violence, even if the other side did.
If they were attacked and they fought back, Westley
told them, their cause would be lost.
information
further explained
1. Identify The illustration shows Westley teaching by the illustration

students a list of sit-in strategies.

2. Question How does the illustration help me better understand Jim

Haskins’s statement that “students had to be trained”?

3. Conclude The specific strategies shown in the illustration

emphasize both the danger and seriousness of the cause.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Reread paragraph 19 and review its nearby illustration.

My TURN Analyze the illustration and the text.

white lunch counter workers
1. Identify the illustration shows
refusing to serve African American students .
2. Question How does the illustration help me better understand Jim
Haskins’s statement that “the stores refused to serve them”?
3. Conclude The white workers’ body language in the illustration

emphasizes what the students were up against: People were

mistreated because of the color of their skin .

349

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Delivering Justice T245
WEEK 4 LESSON 3
READING-WRITING WORKSHOP BRIDGE

Word Study Word Origins

FLEXIBLE OPTION
OBJECTIVES LESSON 3
Identify and read high-frequency
words from a research-based list.
More Practice
Use print or digital resources to
determine meaning, syllabication, FOCUS ON STRATEGIES Remind students that graph means “write or
pronunciation, and word origin. draw,” micro means “small,” tele means “far,” and dict means “say.”
Identify the meaning of and use Then have students reread the high-frequency words.
words with affixes such as trans-,
super-, -ive, and -logy and roots MODEL AND PRACTICE Write photograph, microscope, telemetry,
such as geo and photo.
contradict. Have volunteers identify different word parts and discuss
the meaning of those parts. Then review the high-frequency words and
prompt students to use them in sentences.

T246 UNIT 4 • WEEK 4

 myView
Digital
DOWNLOAD
READING BRIDGE

APPLY Have students complete Name

Word Study
Word Study p. 136 from the Resource Word Origins
Many words in the English language come from Greek, Latin, and

Download Center.
other languages.
• The Greek root graph means “to write.”
• The Greek root micro means “small” and “minute.”
• The Greek root tele means “far” or “distant.”
• The Latin root dict means “to say.”

To form words, roots can be combined with prefixes, suffixes, or other roots.

My TURN Using a dictionary and your knowledge of word origins, complete the
following sentences by adding another word part to the Greek or Latin root
shown in parentheses. Then decode, or read, the new words.
predict
1. Meteorologists try to (dict) _________________ the weather.

paragraph
2. Mrs. Martinez stressed the importance of the opening (graph) _________________
when writing a persuasive essay.

telephone has been replaced

3. For many people, the old-fashioned (tele) _________________
by the smartphone.

microscope to view tiny organisms.

4. In science class, Nico used a (micro) _________________

High-Frequency Words
High-frequency words are words that you see over and over again in texts.

My TURN With a partner, read these high-frequency words aloud. Then take
turns using each word in a sentence: actually, adjective, especially, experience,
similar, workers.

Grade 5, Unit 4, Week 4 136

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

RDG20_OSR05_U04W04_WS.indd 136 1/25/18 9:59 PM

Word Study, p. 136

FLEXIBLE OPTION

LESSON 3
FLEXIBLE OPTION FLEXIBLE OPTION
More Practice
LESSON 1 LESSON 2 LESSON 4 LESSON 5
Teach Word Origins Apply Word Origins Spiral Review:  Assess
Understanding
Word Parts sub-, super-

Delivering Justice T247

WEEK 4 LESSON 3
READING WORKSHOP ASSESS & DIFFERENTIATE

Use the QUICK CHECK on p. T243 to determine small group instruction.

Teacher-Led Options
Strategy Group Intervention Activity
EXPLAIN RELATIONSHIPS EXPLAIN RELATIONSHIPS BETWEEN IDEAS
BETWEEN IDEAS Use Lesson 25, pp. T167–T172, in the myFocus
Teaching Point Readers pay attention to Intervention Teacher’s Guide for instruction on
important ideas and events in a story and study explaining relationships between ideas.
how they connect to other ideas and events. LEVEL F • READ

This may help them understand the subject’s Lesson 25 Genre: Narrative Nonfiction

motivations, actions, and decisions better. Work DIRECTIONS Read the following passages. What genre characteristics do you
notice in the biography of Mary Cassatt and the autobiography of Leon Case?

with students to complete the graphic organizer

The Life of Mary Cassatt
on Student Interactive p. 344. 1 The life of American artist Mary Cassatt is one of contrasts.
Mary was born in Pennsylvania in 1844. She grew up during a
time when women were expected to stay home and care for their

ELL Targeted Support families. They were discouraged from having careers of any kind,
and certainly not as an artist. But Mary Cassatt would grow into a
young woman who knew what she wanted. Her life would take a
far different turn from the usual roles for women of her time.
Tell students that before they read, they can set 2 In 1851, Mary and her family sailed to Europe. Mary’s parents
felt that travel was an important part of a child’s education. The

a purpose to make connections between ideas

Cassatt family lived for a time in England, France, and Germany.
In each new place, Mary spent hours in art museums and galleries.
Everywhere she went, she immersed herself in the world of art.

and events in a text. As she strolled through sunny city parks, she noticed light, color,
shadow, and shapes. Mary’s life was changed by her experiences
abroad. She knew in her heart that she wanted to become an artist.
But she was not yet ready to tell her parents.

Help students identify and verbalize a problem 3 In late 1855, the Cassatt family traveled back home. When she
was sixteen years old, Mary took drawing classes. She spent every
free minute sketching the world around her. At last, Mary decided

Westley faces. Have them mark it in their texts. it was time to break the news about her plans to her parents.
She gathered her courage and told them that art was more than
just a hobby for her. She wanted to become a professional artist.
Ask: Why did the problem happen? EMERGING Mr. Cassatt said absolutely not! The world of art was for men, not
for young women! Mary expected this response and stood firm.
4 With fierce determination, Mary sailed back to Europe and
enrolled in art school. Through school, and the years after, Mary
Ask students to look for a problem Westley faces continued to grow as an artist. Her father, upset at first about
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Mary’s decision, finally came around. He agreed that what he

wanted most of all was for his daughter to be happy.
as they read the text in pairs. Once they identify 5 And happy she was, pursuing her dream. Mary Cassatt spent
the rest of her life as an artist. She is best known for her paintings
of families in ordinary scenes around the home. When she died
the problem, ask students to write whether a in 1926 at the age of 82, Mary Cassatt was recognized as one of
America’s most important artists. Her work is on display in art

person, event, or an idea caused the problem.

museums around the globe.

DEVELOPING
Reading Informational and Argumentative Text T • 167
Ask students to look for a problem Westley
faces as they read the text to themselves. Have RDG20_TG_LevF_MF_Int_L25.indd Page 167 10/3/17 7:47 AM f-0262 /125/PE03033/RDG_MYFOCUS_2020/TX/TE/2018/Level_F/XXXXXXXXXX/Layout/Interior_Files ...

them mark where the problem is, and continue

reading with the purpose of finding Westley’s Assess 2-4
solution. Ask students to write a sentence
Fluency students
explaining whether the solution changed anyone
or anything. EXPANDING/BRIDGING
PROSODY
Have student pairs practice reading a short
For additional support, see the online passage with appropriate intonation.
Language Awareness Handbook.
ORAL READING RATE AND ACCURACY
Use pp. 109–114 in Unit 4 Week 4 Cold Reads to
assess students. Have partners practice reading
the passage. Use the Fluency Progress Chart to
track student progress.

T248 UNIT 4 • WEEK 4

 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
EXPLAIN RELATIONSHIPS Students can
BETWEEN IDEAS • reread or listen to Delivering Justice or another
Talk About Independent Reading Ask students text they have previously read.
to look back at their sticky notes in their • read a trade book or their Book Club text.
books and to share what they learned about • develop a summary of a passage they read.
relationships between ideas.

Possible Conference Prompts Centers

• How is the idea or problem introduced?
• How is the problem eventually solved? See the myView Literacy Stations in the
Resource Download Center.
• What does this tell you about the relationship
between the problem and the solution?

Possible Teaching Point Readers pay Literacy Activities

attention to how events and ideas are related to
Students can
each other and try to think about what this tells
• complete the graphic organizer on Student
them about a character or event.
Interactive p. 344.
• create a chart of words with the same prefixes
or suffixes.
• play the myView games.
Leveled Readers • take turns with a partner reading a passage
with appropriate intonation.
EXPLAIN RELATIONSHIPS
BETWEEN IDEAS The Light at Jupiter Lake

• For suggested titles, see SUPPORT INDEPENDENT READING

by J.H. Diel

Guided Reading Level Q

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

“Matching Texts to Learning,” Text

Characteristics
Text Structure
• Chronological
(Conflict, climax,
resolution)
Text Features
• Chapters
• Illustrations Students will need to practice
pp. T214–T215. independent reading throughout
ELL Access Video
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

the unit. Encourage them by

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.

• For instructional support

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

urging them to choose texts with

in real life.

Preview Vocabulary

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

genres and topics that appeal

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

between ideas, see Leveled

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

to them.
use their notes in discussions and writing.

Reader Teacher’s Guide. © Copyright 2020 1

See the Small Group Guide for

additional support and resources.

Whole Group
Share Bring the class back together. Invite a few students to name some examples
of relationships between ideas in the biography they are reading.

Delivering Justice T249

WEEK 4 LESSON 4
READING WORKSHOP CLOSE READ

Generate Questions
Minilesson
FOCUS ON STRATEGIES Readers ask themselves questions before, during,
Delivering Justice
and after they read a text to help them better understand ideas in a text.
• As you read, take note of areas in the text that you don’t understand or
would like to understand better. Ask yourself a question that will help
OBJECTIVE
you find the answer as you continue reading.
Generate questions about text
before, during, and after reading • Look for the answer in the text. The answer may be stated explicitly in
to deepen understanding and gain
information. the text, or you might have to infer the answer from other details given
in the text.
• Use your original question and answer to understand the relationships
ACADEMIC between ideas in the text.
VOCABULARY
Integrate Offer students oral MODEL AND PRACTICE Use the Close Read note on p. 326 of the
practice using the unit Academic
Vocabulary words to generate Student Interactive to model how to annotate the text to generate questions
questions. Ask: as you read.
• Why did the students not try to
As I read paragraphs 1-2, I notice that Westley does not live with his mother.
resist being arrested during the
sit-in? What is his relationship with his mother like if he does not see her every
day? Westley doesn’t directly say how he feels about his mother or the fact
that she does not live with him. But, from the details that he was excited
to see her, and that he felt lucky to see her once a week, I can infer that
Westley and his mother have a close and caring relationship. He probably
wishes he could see her every day, but is grateful for the time he has
with her.

ELL Targeted Support Ask Questions Work with students on generating

questions based on small portions of the text.
Guide students by reading aloud paragraphs 1 and 2. Encourage students to
ask questions, such as Why doesn’t he live with her? or Who does he live
with? Then have students go back into the text to find the answer to their
question. EMERGING/DEVELOPING

Guide students by asking: What questions do you have about Westley living
with his grandma? After students generate questions, have them use text
evidence to support their answers. EXPANDING/BRIDGING

T250 UNIT 4 • WEEK 4

 myView
ANNOTATE NOTEBOOK
Digital

FORMATIVE ASSESSMENT OPTIONS

Apply QUICK CHECK

Notice and Assess Can students
Have students use the strategies for generating questions as they
generate questions as they read a text?
read a text.
Decide
OPTION 1 My TURN Have students annotate the text using
• If students struggle, revisit
the other Close Read notes for Generate Questions, and then use
instruction for generating questions in
the text evidence from their annotations to complete p. 345 in the
Small Group on pp. T256–T257.
Student Interactive.
• If students show understanding,
OPTION 2 Use Independent Text Have students use sticky notes
extend instruction for generating
to mark places where they have questions about something in the
questions in Small Group on
text. When they find the answer, have them write the answer and
pp. T256–T257.
where they found it on the same sticky note.

STUDENT INTERACTIVE, p. 345

READING WORKSHOP

Generate Questions
Asking questions before, during, and after reading will help you identify key
details and better understand relationships between major events in a text.
The text may directly state answers to the questions, or you may be able to
infer answers from details in the text.

1. M y TURN Go back to the Close Read notes and highlight text evidence
that helped you ask and answer questions about Delivering Justice.

2. Text Evidence Use your evidence and your inferences to complete the chart
and support your responses. Possible responses:

Answers Found
Text Evidence My Questions
in Text

“Westley was How do Westley Westley feels lucky

excited because and his mother feel to see his mother, so
today was Thursday, about one another? he must get along
the day he would How well do they get with her.
see his mother.” along?
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

“Sometimes Westley What did Westley do He listened to his

got angry that with the anger he grandma when
black people were felt about how black she told him not to
mistreated and that people were treated? have bad feelings
no matter how hard and to grow up to
his mother worked, be a leader in his
they were still poor.” community.

345

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Delivering Justice T251
WEEK 4 LESSON 4
READING-WRITING WORKSHOP BRIDGE

Write for a Reader

OBJECTIVES
Interact with sources in
Use Graphic Features
meaningful ways such as
notetaking, annotating, freewriting,
or illustrating. Minilesson
Analyze the author’s use of print
and graphic features to achieve FOCUS ON STRATEGIES Writers develop their craft by reading the work of
specific purposes.
other authors. As readers, writers can see how authors use elements of
craft to create specific effects.
Remind students that they just analyzed the use of graphic features in
Delivering Justice.

MODEL AND PRACTICE As the adage says, “a picture is worth a thousand

words.” The right image strengthens and complements a narrative.
• Say: I want to tell a story about a runner who has spent a year training
for a marathon. Within the first mile of the race, she trips and falls. She
hurts her knee and must decide whether to keep running.
• Ask students what body language could be shown in an illustration of
the runner. What would her face look like? What sort of colors might
the illustration have?
• Have volunteers describe the next illustration, of when the runner
decides to keep running.

ELL Targeted Support Graphic Features Display the word hero.

Work with students to brainstorm historical or living people who have
helped better the lives of others. Encourage them to use specific details to
describe these people. Ask them which type of graphic feature they would
use to support their writing.

Have students draw a sketch or assemble a collage of photos to represent

a hero. Have them write one sentence about the hero and present their
work to a small group. EMERGING/DEVELOPING

Have students write several sentences to accompany their graphic feature.

Ask them to explain how their graphic feature gives additional information
that their sentences do not provide. EXPANDING/BRIDGING

T252 UNIT 4 • WEEK 4

 myView
Digital
NOTEBOOK READING BRIDGE

ASSESS UNDERSTANDING

Apply
M y TURN Have students refer to the use of graphic features in Delivering
Justice as an example for their own writing. Then guide students to
complete the activity on p. 350 of the Student Interactive.

Writing Workshop
Have students identify opportunities for graphic features in their pieces
from the Writing Workshop. During conferences, support student writing
by helping students find information that could be shown or represented
in illustrations or other graphic features.

STUDENT INTERACTIVE, p. 350

DEVELOP AUTHOR’S CRAFT

A picture
Write for a Reader is worth a
Authors can use illustrations and other graphic features to thousand
give more detail than the text alone does. words!

My TURN Think about how the illustrations in Delivering

Justice affect you as a reader. Now identify how you can use
illustrations to provide more detail to your own readers.

1. If you were trying to draw a person acting bravely in a

difficult situation, what details would you include in the
illustration?
Possible response: I would draw the person standing straight and tall
with his or her chin raised. His or her face looks brave even though he
or she is scared.

2. Draw an illustration to accompany a text about the topic. The illustration

should add more detail about the topic.
Reponses will vary but should include a description of the topic of
a text and an illustration that will accompany it. The answer should
describe how the illustration will add details not found in the text.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

350

RDG20_SE05_NA_U04W04_5RWB.indd 350 27/11/19 1:52 PM

Delivering Justice T253
WEEK 4 LESSON 4
READING-WRITING WORKSHOP BRIDGE

Word Study Spiral Review

FLEXIBLE OPTION
OBJECTIVES LESSON 4
Decode words using advanced
knowledge of the influence of
prefixes and suffixes on base Spiral Review: Word Parts sub-, super-
words.
Identify the meaning of and use FOCUS ON STRATEGIES Review the strategy on pp. T150–T151 about
words with affixes such as trans-, using word parts sub- and super- to determine meaning.
super-, -ive, and -logy and roots
such as geo and photo. MODEL AND PRACTICE Call on volunteers to define sub- and super-.
Discuss how knowing these word parts mean “under, below, near” and
“above, over, beyond” can help readers decode word meanings. Write
subterranean. Say: If terra means “earth,” what does this word most
likely mean? Have a volunteer verify the meaning in a dictionary.

APPLY Have students pair up to list words that contain sub- and super-.
Have pairs exchange lists and define each other’s words based on
their knowledge of the word parts. Have them check definitions in a
dictionary.

T254 UNIT 4 • WEEK 4

 READING BRIDGE

ELL Targeted Support

Word Parts Tell students that knowing the language structure of word parts
can help them understand texts.

Display submarine. Say: Marine means “water.” Sub- means “under.” What do
you think a submarine is? EMERGING

Provide sentence frames for groups: Sub- means “_____________.” A

submarine is a _________. Super- means “____________.” A supervisor is a
____________. DEVELOPING

Display superscript and subscript. Ask groups: Where would each kind of
writing be located? How do you know? EXPANDING

Have partners write two sentences that contrast a word with the prefix sub-
or super- and its base word. Then have them exchange their sentences with
another pair. BRIDGING

FLEXIBLE OPTION

LESSON 4
FLEXIBLE OPTION FLEXIBLE OPTION
Spiral Review:
LESSON 1 LESSON 2 LESSON 3 LESSON 5
Word Parts sub-, super-
Teach Word Origins Apply Word Origins More Practice  Assess
Understanding

Delivering Justice T255

WEEK 4 LESSON 4
READING WORKSHOP ASSESS & DIFFERENTIATE

Use the QUICK CHECK on p. T251 to determine small group instruction.

TMR TMR TMR TMR Teacher Managed Resource

Teacher-Led Options
Strategy Group Intervention Activity
GENERATE QUESTIONS GENERATE QUESTIONS
Teaching Point As you read, ask yourself Use Lesson 17, pp. T113–T118, in the myFocus
questions about ideas in the text. Devise Intervention Teacher’s Guide for instruction on
questions that test your understanding, but generating questions.
also cause you to examine people, events, and LEVEL F • READ

situations on a deeper level. Have students list Lesson 17 Set a Purpose for Reading and Ask and
Answer Questions
some of the questions they asked themselves as
they read.
DIRECTIONS Read the following passages. As you read, ask questions about
what you want to know.
TMR
A Farm Field Trip

ELL Targeted Support 1 Right now, my science teacher, Mr. Frye, is handing out
permission slips for a field trip. I can hardly wait. Next week my
science class will be visiting a farm. I think my classmates are

Have partners ask questions using a range of 2

just as excited as I am. None of us lives near a farm, so visiting
one will be something new for all of us.
Mr. Frye says that the farm has different types of animals

language. Explain that discussing the text will living there. It has goats for milking and for keeping the grass
short. The farmer has chickens and sells their eggs. The farmer
also raises pigs and collects honey from his own bees. The farm

enhance their understanding. mainly grows vegetables for people to eat. At the farm, first we
will be visiting a greenhouse where the farmer is growing plants
from seeds. Then we will see how the seedlings are planted in
the ground.
Provide students with a limited bank of high- 3 Not long ago in class, we were learning about how plants
grow. This spring we planted vegetable seeds, just like farmers
do. Except instead of planting seeds in a field, we planted them
frequency words to help them ask questions in little pots and lined up the pots in a sunny window of our
classroom. The pots are still there in the window. Last week
some of the seeds were sprouting. On our field trip, we will be
about the text. EMERGING learning about how this process works on a real farm. Mr. Frye
says we will be there just in time to see fields of seeds starting to
sprout.
I must remember to ask my mom to sign the permission slip.
Provide sentence frames that include concrete
4
I certainly don’t want to miss out on a farm field trip.

vocabulary to help students ask questions:

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Westley lived with _____. Westley joined the

_____. DEVELOPING
Have partners ask each other questions about
Westley’s experiences using concrete and
Reading Literature T • 113
abstract words. EXPANDING
As they ask each other questions about the text, RDG20_TG_LevF_MF_Int_L17.indd Page 113 2/24/18 12:14 AM f-0260 /125/PE03033/RDG_MYFOCUS_2020/TX/TE/2018/Level_F/XXXXXXXXXX/Layout/Interior_Files ...

have students record good examples of abstract Assess 2-4

language they hear. BRIDGING Fluency students

 or additional support, see the online

F
PROSODY
Language Awareness Handbook.
Have student pairs practice reading a short
passage with appropriate intonation.

ORAL READING RATE AND ACCURACY

Use pp. 109–114 in Unit 4 Week 4 Cold Reads to
assess students. Have partners practice reading
the passage. Use the Fluency Progress Chart to
track student progress.

T256 UNIT 4 • WEEK 4

 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
GENERATE QUESTIONS Students can
Talk About Independent Reading Ask students • reread or listen to another text they read.
to reread their sticky notes. Have students talk with • read a trade book or their Book Club text.
a partner about some of the questions they had as • practice fluent reading with a partner by reading
they read, and how they found the answer. their texts with appropriate intonation.
Possible Conference Prompts
• What quote or detail from the text did you have Centers
a question about?
• How did asking and answering this question See the myView Literacy Stations in the
help you understand relationships between Resource Download Center.
ideas in the text?

Possible Teaching Point As you read, ask Literacy Activities

yourself questions about information you’d like
to understand better. You can find the answer by Students can
looking for details stated directly in the text, or • complete the graphic organizer on Student
by inferring the answer from other details given. Interactive p. 345.
• write about questions they asked themselves
as they read in their reader’s notebook.
• play the myView games.
Leveled Readers
• with a partner, take turns reading a text with
appropriate expression.
GENERATE QUESTIONS
• For suggested titles, see The Light at Jupiter Lake

“Matching Texts to Learning,”

by J.H. Diel

Guided Reading Level Q

DRA Level 40

SUPPORT PARTNER READING

Lexile Measure 800L
Word Count 3,356

pp. T214–T215. Text

Characteristics
Text Structure
• Chronological
Text Features
• Chapters

Keep partners on track by

(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.

giving them a list of suggested

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 generate questions,

Preview the Genre

conversation prompts to keep

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

see Leveled Reader

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

their book discussions going.

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
capture their thoughts, questions, and unfamiliar words. Encourage students to

See the Small Group Guide for

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 generating questions as they read.
Delivering Justice T257
WEEK 4 LESSON 5
READING WORKSHOP COMPARE TEXTS

Reflect and Share

Write to Sources
Minilesson
Delivering Justice
FOCUS ON STRATEGIES Explain to students that when they summarize a
text, they should focus only on the main ideas and details that were in the
OBJECTIVES text. Summaries should remain true to the text and be told in logical order.
Retell, paraphrase, or summarize
texts in ways that maintain
• Identify the most important people, interactions, and events in the text.
meaning and logical order. • Identify the most important ideas in the text.
Compose informational texts,
including brief compositions that • Determine a theme, main idea, or meaning of the text.
convey information about a topic,
using a clear central idea and
• Write a summary that maintains the meaning and order of the
genre characteristics and craft. original text and includes the key people, events, interactions, and
ideas in the text.

ACADEMIC MODEL AND PRACTICE Model summarizing using the Write to Sources
VOCABULARY prompt on p. 346 in the Student Interactive.
Integrate Offer students oral
practice using the unit Academic
I read a biography, Delivering Justice. Before I compare texts, I confirm my
Vocabulary words to reflect on understanding of each. I can do this by briefly summarizing what I read.
the text and make connections to I identify key details about Westley Wallace Law, the important people in
other texts, the unit theme, and
the Essential Question. Ask:
his life, and how he interacted with them. I take note of important events
• What can people do in
in his life, and their effects. I can write a paragraph outlining Westley’s
response to limitations on their experiences working to desegregate Savannah.
freedom?
• How can people show grace
when fighting against injustice?

ELL Targeted Support Summarize Have students practice

summarizing by using the information from the infographic on Student
Interactive pp. 320–321.
Read each short sentence aloud for students. Provide sentence frames
for students to complete to summarize the events of the biography, such
as: Conditions in schools were bad for African American students, so they
____________. EMERGING/DEVELOPING
Read each short sentence aloud for students. Ask students to summarize
events that caused problems for African Americans and what they did to
solve the problems. Remind students to use transitions in their summaries
to maintain the chronological order of the text. EXPANDING/BRIDGING

T258 UNIT 4 • WEEK 4

 myView
NOTEBOOK
Digital

FORMATIVE ASSESSMENT OPTIONS

Apply QUICK CHECK

Notice and Assess Can students make
Have students use the strategies for summarizing and making
connections between texts?
connections between texts.
Decide
OPTION 1 Use the Shared Read Have students use evidence
• If students struggle, revisit instruction
from this week’s texts to write about unfair situations people have
for making text comparisons in Small
faced and how they reacted to those situations.
Group on pp. T262–T263.
OPTION 2 Use Independent Text Students should use their self-
• If students show understanding,
selected independent reading texts to write about unfair situations
extend instruction for making text
people have faced and how they reacted to those situations.
comparisons in Small Group on
pp. T262–T263.

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. 346

RESPOND TO TEXT
M y VIEW
Reflect and Share Write About It For additional
Write to Sources In Delivering Justice, Westley
practice on developing and writing
leads nonviolent protests against segregation in opinions using text evidence, ask
Savannah, Georgia. Consider all the texts you have
read this week. What other unfair situations have you students to respond to the prompt
read about? How did people react to these situations?
How do characters in each story interact? Use these
below on a separate sheet of paper.
questions to write and support a response.
In Delivering Justice, you read
about many people in the life of
Summarize Texts When writing a response, it is important to
understand the texts you are writing about. One way to do this is by
Westley Wallace Law, including
summarizing. In a summary, a reader family members, fellow activists,
includes only the main ideas and most important details
briefly restates ideas in a clear and logical order
and members of his community.
maintains the meaning of the original text Which of these people had the
Choose two texts about limited freedoms. When composing your biggest impact on the events of
response, include only main ideas and key details about the people,
places, and events in the text. Maintain the meaning and order of the
Westley’s life? Use text evidence to
support your opinion.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

original texts.

Weekly Question
What are some things people can do when their freedom is limited?

346

RDG20_SE05_NA_U04W04_4RW.indd 346 27/11/19 1:43 PM

Delivering Justice T259
WEEK 4 LESSON 5
READING-WRITING WORKSHOP BRIDGE

Word Study Word Origins

FLEXIBLE OPTION
OBJECTIVE LESSON 5
Identify the meaning of and use
words with affixes such as trans-,
super-, -ive, and -logy and roots Assess Understanding
such as geo and photo.
To assess students’ understanding of word origins, provide the
following sentences:
WEEKLY STANDARDS
rop
Even a small d
PRACTICE
ins The singer autographed
of water conta ible
To assess student progress
on Word Study, use the
vis photos for her fans.
thousands of in
Weekly Standards Practice on
SavvasRealize.com.

microbes.

I wish I had the

power to teleport
instantly to other
places.
Have students use their knowledge of word origins to define each
word. (Possible definitions: tiny life forms; signed one’s name; travel
long distances)

T260 UNIT 4 • WEEK 4

myView
Digital
ASSESSMENT DOWNLOAD READING BRIDGE

Develop Language Awareness

For additional practice with word origins,
complete the activity on p. 48 of the Language
Awareness Handbook. In this practice activity,
students will use contextual and visual support
to understand the meaning of words with
Greek parts.

FLEXIBLE OPTION

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

Teach Word Origins Apply Word Origins More Practice Spiral Review:
Word Parts sub-, super-

Delivering Justice T261

WEEK 4 LESSON 5
READING WORKSHOP ASSESS & DIFFERENTIATE

Use the QUICK CHECK on p. T259 to determine small group instruction.

Teacher-Led Options
Strategy Group Intervention Activity
COMPARE TEXTS MYFOCUS READER
Teaching Point Critical readers think Reread pp. 48–49 in the
about different ways authors present similar myFocus Reader with students.
situations to form ideas about a big idea like Use the teaching support online
freedom. With students, review the time line at SavvasRealize.com
on Student Interactive pp. 320–321, the shared to engage students in a
read Delivering Justice, and any stack texts conversation that demonstrates
that challenge readers to synthesize and draw how the texts they have
conclusions about freedom. read this week support
their understanding of what
ELL Targeted Support people can do when their freedom is limited
To help students read across texts, encourage and encourages them to use the Academic
them to identify topics and ideas that are Vocabulary words.
addressed in more than one text that they read.
Guide students to use notetaking and writing to
summarize and synthesize about a topic.
Work with students to use basic notetaking Intervention Activity
techniques on multiple texts simultaneously.
Suggest methods such as flagging key sections WORD STUDY
with sticky notes, labeling main ideas, and For those students who need support, Word
marginal annotation. EMERGING Study lessons are available in the myFocus
Provide a three-column chart titled Freedom Intervention Teacher’s Guide, Lessons 1–10.
labeled with the titles of three texts students
have read. Have students work in small groups
to record details from multiple sources about a
single topic. DEVELOPING On-Level and Advanced
Provide a three-column chart. Have students INQUIRY
work in small groups to meaningfully label
Organize Information and Communicate
the organizer and use it to record details
Students should organize their findings on how
from multiple sources about a single topic.
freedom can be limited into an effective format.
EXPANDING/ BRIDGING
Critical Thinking Talk with students about their
For additional support, see the online
findings and the process they used.
Language Awareness Handbook.
See Extension Activities pp. 170–174 in the
Resource Download Center.

T262 UNIT 4 • WEEK 4

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

Independent/Collaborative
3 students / 3-4 minutes
Conferring per conference Independent Reading
COMPARE TEXTS Students can
Talk About Independent Reading Ask students • reread or listen to “The Early Civil Rights
to share what they learned about making Movement” with a partner.
connections. Have them refer to p. 346 in the • read a self-selected text.
Student Interactive if desired. • reread or listen to their leveled reader.
Possible Conference Prompts
• What were some similar situations in which
people’s freedom was limited, and how did
Centers
people in each text react? See the myView Literacy Stations in the
• What does this tell you about different things Resource Download Center.
people can do when their freedom is limited?

Possible Teaching Point Readers think Literacy Activities

about other texts that they have read to make
connections between ideas. Students can
• write in their reader’s notebook in response
to the Weekly Question.
• research other ways people have fought
Leveled Readers against injustice.
• play the myView games.
COMPARE TEXTS
• For suggested titles, see The Light at Jupiter Lake

“Matching Texts to Learning,”

by J.H. Diel

Guided Reading Level Q

B O O K CLUB
DRA Level 40
Lexile Measure 800L
Word Count 3,356

pp. T214–T215. Text

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

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,

See Book Club, pp. T492–T493, for

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

Preview the Genre
Say: The Light at Jupiter Lake is an example of realistic fiction. Show students

• teacher’s summary of chapters in Guns for

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

General Washington.
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
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 using 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 ideas about how people react to unfair situations.
Encourage students to describe how the ideas are similar.
Delivering Justice T263
WEEK 4
WRITING WORKSHOP WRITER’S CRAFT

Weekly Overview
Students will
WEEK WRITING PROCESS FLEXIBLE PATH
• edit their science fiction stories for correct use of Introduce and
1 Prewriting
prepositions and prepositional phrases, irregular Immerse

verbs, collective nouns, subordinating conjunctions, 2 Drafting Develop Elements

and punctuation marks. 3 Drafting Develop Structure

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
Edit for Prepositions
5—10 min. Edit for Irregular Verbs Edit for Collective Nouns
and Prepositional
T420 T424
Phrases T416

INDEPENDENT WRITING
AND CONFERENCES Independent Writing Independent Writing and Independent Writing and
30—40 min. and Conferences T417 Conferences T421 Conferences T425

SHARE BACK FOCUS

Past Tense and Past Subject-Verb Agreement
5—10 min. Prepositional Phrases
Participle of Irregular with Collective Nouns
T417
Verbs T421 T425

READING-WRITING FLEXIBLE OPTION • Spelling Teach Spell FLEXIBLE OPTION

WORKSHOP BRIDGE • Spelling Assess Prior • Spelling More Practice
Words with Greek Roots
Knowledge T418 T426
5—10 min. T422
FLEXIBLE OPTION • Language &
• Language & FLEXIBLE OPTION
• Language & Conventions Teach
Conventions Spiral
Conventions Oral Correlative Conjunctions
Review: Coordinating
Language: Correlative T427
and Subordinating
Conjunctions T423
Conjunctions T419

T412 UNIT 4 • WEEK 4

 myView
Digital
DOWNLOAD
SCIENCE FICTION

Mentor STACK
Use the following criteria to add to your science fiction stack:
• The stories are approximately the same length as the students’ stories should be.
• The stories have an engaging introduction, a clear sequence of events, and effective pacing.
• The stories cover a wide range of settings, in terms of both time and place.
• The writing is rich with descriptive language and sensory details.

FAST TRACK FAST TRACK

LESSON 4 LESSON 5 ADDITIONAL RESOURCES
MINILESSON
Edit for Subordinating Edit for Punctuation Find Synonyms
5—10 min. Revise Dialogue
Conjunctions T428 Marks T432 and Antonyms

INDEPENDENT WRITING
AND CONFERENCES Independent Independent
Independent Writing and Writing Club and
Writing and Writing and
Conferences T429 Conferences T432–T433 30—40 min. Conferences Conferences

SHARE BACK FOCUS

Complex Sentences The Importance of 5—10 min. Examples of Synonyms and
T429 Punctuation T432 Dialogue Antonyms

FLEXIBLE OPTION • Spelling Assess

• Spelling Spiral Review See the online See the Small
Understanding T434
T430 Language Group Guide
FLEXIBLE OPTION Awareness for additional
• Language & • Language & Handbook for writing support.
Conventions Conventions Standards additional
Practice Correlative Practice T435 writing support.
Conjunctions T431

T413
WEEK 4
WRITING WORKSHOP WRITER’S CRAFT

Conferences Mentor STACK

During this time, assess for understanding of grammar and punctuation
to gauge where students may need support in editing their science
fiction stories. Have stacks and minilessons available to reference during
the conference.

FORMATIVE ASSESSMENT Conference Prompts Conference Support for ELL

Edit for Prepositions and Prepositional Phrases EMERGING
If students need Then give examples of sentences with • Provide students with short lists of
additional support, prepositional phrases and discuss basic prepositions, irregular verbs,
collective nouns, and subordinating
subject-verb agreement. conjunctions. Discuss what each
If students show Then ask: What prepositional phrases have one means.
understanding, you used in your science fiction story? • Model using prepositions, irregular
verbs, and so on in oral language.
Edit for Irregular Verbs Have students repeat after you.

If students need • Use modeled writing to demonstrate

Then ask students to correct sentences editing for grammar and punctuation.
additional support, that use irregular verbs incorrectly.
DEVELOPING
If students show Then ask: What irregular verbs did you use
• Discuss common irregular verbs.
understanding, in your own story? Have students use each one in a
Edit for Collective Nouns sentence.
• Give students two short, simple
If students need Then review additional examples of sentences and have them connect
additional support, sentences with collective nouns. them with a subordinating
conjunction.
If students show Then ask: How do you know whether to treat • Use shared writing to help students
understanding, a collective noun as singular or plural? edit their science fiction stories for
grammar and punctuation.
Edit for Subordinating Conjunctions
EXPANDING
If students need Then give examples of subordinating
additional support, conjunctions. • Have students read aloud a stack
text and identify examples of
If students show Then ask: Why do writers use subordinating prepositional phrases, irregular
understanding, conjunctions? verbs, and so on.
• Use guided writing to help students
Edit for Punctuation Marks edit their science fiction stories for
grammar and punctuation.
If students need additional Then help them edit a paragraph that is
support, missing commas and quotation marks. BRIDGING
If students show Then ask: Why is it important to use • Provide several sentences with
understanding, punctuation correctly? collective nouns and ask students to
explain if the verb should be singular
or plural and why.
Reading-Writing Workshop Bridge • Use guided writing to help students
edit their science fiction stories for
While conferring with students, refer back to the Bridge grammar and punctuation.

minilessons on graphic features and correlative conjunctions.

T414 UNIT 4 • WEEK 4

myView
Digital
DOWNLOAD
SCIENCE FICTION

ELL Minilesson Support See the online

Language Awareness
Handbook for
Week 4: Writer’s Craft additional writing
This week, your ELL students will benefit from additional support that support.
helps them practice using standard English grammar and punctuation.
These targeted supports were chosen to help students use irregular
verbs and punctuation marks correctly.

Use this note for the minilesson on p. T420. Use this note for the minilesson on p. T432.

ELL Targeted Support ELL Targeted Support

EDIT FOR IRREGULAR VERBS EDIT FOR PUNCTUATION MARKS
Many English learners have trouble with Punctuation marks may present challenges to
irregular verbs since they do not follow a some English learners, especially those whose
predictable pattern. native language uses different punctuation
marks than English does.
Hold up an object such as an apple and say:
Today I have an apple. Yesterday I had an Show students a sentence that uses a comma
apple. Have students repeat after you. Hold up to separate two independent clauses. Discuss
another object and say, for example: Today I the function of the comma. Give students a
have an orange. Prompt students to complete similar sentence that is missing the comma.
the sentence frame: Yesterday I ____ an orange. Direct students to copy down the sentence and
Repeat with other common irregular verbs. insert a comma in the correct place.
EMERGING EMERGING
Give small groups a list of common irregular Discuss the different functions of the comma.
verbs. Say a sentence in the present tense for Provide an example sentence for each function.
each one and have students change it to the Then provide students with sentences that are
past tense. DEVELOPING missing commas and ask students where the
comma(s) should go in each one. DEVELOPING
Give students several irregular verbs. Have
students work in pairs to write three sentences Give students a paragraph from a stack text
for each verb using the present tense, the past that has had all the commas and quotation
tense, and the past participle. EXPANDING marks removed. Have them work with a partner
to add commas and quotation marks in the
Give students a paragraph that uses the past
correct places. EXPANDING
tense and past participle of several common
irregular verbs, some of them incorrectly. Have Discuss the different functions of commas and
them work with a partner to edit the irregular quotation marks. Have students write an
verbs. BRIDGING example sentence for each function and work
with a partner to edit each other’s work.
BRIDGING

Delivering Justice T415

 WEEK 4 LESSON 1
WRITING WORKSHOP WRITER’S CRAFT
FAST TRACK

Edit for Prepositions and

Prepositional Phrases
OBJECTIVE
Edit drafts using standard
Minilesson Mentor STACK
English conventions, including
prepositions and prepositional TEACHING POINT A preposition is a word that shows the relationship
phrases and their influence on between a noun or pronoun and another part of the sentence. Common
subject-verb agreement.
prepositions include from, for, in, on, at, near, of, before, after, by, and with.
• Prepositions are often used to indicate time (“at midnight”) or location
STUDENT INTERACTIVE, p. 353 (“under the table”).
SCIENCE FICTION WRITING WORKSHOP

Edit for Prepositions and Learning Goal

• Prepositions are always in prepositional phrases. A prepositional phrase
Prepositional Phrases
A preposition is a word that introduces a prepositional
I can use elements
of science fiction to
write a short story.
consists of a preposition and the object of the preposition.
phrase, which modifies another word or element in
the sentence. The prepositional phrase begins with a
preposition and ends with a noun or a pronoun called
the object of the preposition. • The verb must agree with the subject (the person, place, or thing that is
performing the action), not the object of the preposition.
Jack, Darius, and Nora set up a robot repair stand in Jack’s front yard
in the shade of the oak tree.

The verb must agree with the subject of the sentence, not the object of a
prepositional phrase.

MODEL AND PRACTICE Review the chart and instruction on p. 353 in the
Incorrect: Fleet is the subject, but the verb are
The fleet of ships are moving fast. incorrectly agrees with ships, the plural
object of the prepositional phrase.
Correct: The verb is correctly agrees with fleet,
The fleet of ships is moving fast. the singular subject of the sentence.
Student Interactive with students. Ensure that students can identify and
My TURN Underline each prepositional phrase. Highlight the subject of each
sentence. Then edit for subject-verb agreement.
explain the function of the subject, verb, prepositional phrase (including the
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

preposition and the object of the preposition) in each example given. Clarify
is
A group of space pirates are about to board the ship! If we don’t act
^
are
fast, our ships full of cargo is going to be lost. At the last minute, the
^
make
crews in the landing module makes a daring rescue. After a brief battle,
any grammatical terms that students are confused about.
^
speeds
the last of the pirate ships speed away.

Provide students with a list of common prepositions. Ask students if they

^

My TURN Edit your science fiction short story to have subject-verb agreement

can think of any others. If they suggest words that are not prepositions,
in sentences with prepositional phrases.

353

RDG20_SE05_NA_U04W04_6WW.indd 353 27/11/19 1:51 PM

ensure that they understand why they are not prepositions.
Direct students to complete the first activity on p. 353 in the Student
Interactive.

T416 UNIT 4 • WEEK 4

myView
Digital
INTERACTIVITY SCIENCE FICTION

Independent Writing Mentor STACK

FOCUS ON PREPOSITIONS AND PREPOSITIONAL PHRASES After the

minilesson, students should transition into independent writing.
• If students need more opportunities to strengthen their understanding
of prepositions and prepositional phrases, work with them individually
or in small groups to identify more examples in a stack text.

WRITING SUPPORT
• Modeled Do a Think Aloud to model editing a sentence so that
the verb agrees with the subject.
• Shared Work with students to edit their drafts. Prompt them to
identify prepositional phrases and help them edit for subject-
verb agreement.
• Guided Use a stack text to provide instruction on prepositional
phrases and subject-verb agreement.
Intervention Refer to the Small Group Guide for support.

• If students show understanding, they should use this time to correct

and strengthen use of prepositions in their science fiction stories.

See the Conference Prompts on p. T414.

Share Back
Ask several students to share an example of a prepositional phrase from
their science fiction story.

Delivering Justice T417

WEEK 4 LESSON 1
READING-WRITING WORKSHOP BRIDGE

Spelling Spell Words with Greek Roots

FLEXIBLE OPTION
OBJECTIVE LESSON 1
Demonstrate and apply spelling
knowledge.
Assess Prior Knowledge
Use the sentences from Lesson 5 Spelling, p. T434, to assess students’
SPELLING WORDS prior knowledge of Greek roots graph-, tele-, and micro-.

graph telecast For students who understand that graph means “write,” tele means “far,”
and micro means “small,” include the following Challenge Words with the
graphics telepathy
spelling list.
bibliography telephoto
homograph telemetry Challenge Words
seismograph televise calligraphy
graphite microbiology lexicographer
monograph microcosm microanalysis
holograph microchip
topography microbe
television microwave
ELL Targeted Support
Consonant Digraph ph Some learners may struggle with pronouncing the
combination ph.
Write the word graph. Spell it, sounding out each letter and pointing out how the sounds
of p and h change when they are combined. Repeat with homograph. EMERGING
Have partners continue the activity using the week’s remaining graph words.
DEVELOPING

Have partners spell the words to each other. Then have partners write and read aloud
sentences that use three graph words. EXPANDING/BRIDGING

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 Greek Roots Words with Greek Word Parts sub-, Understanding
Roots super-

T418 UNIT 4 • WEEK 4

 WRITING BRIDGE

Language & Conventions

Spiral Review
FLEXIBLE OPTION

LESSON 1 OBJECTIVES
Edit drafts using standard
English conventions, including
Spiral Review: Coordinating and Subordinating subordinating conjunctions to form
Conjunctions complex sentences.
Edit drafts using standard
FOCUS ON STRATEGIES Review coordinating and subordinating conjunctions
English conventions, including
on p. T403. punctuation marks, including
commas in compound and
MODEL AND PRACTICE Create a conjunction bank, including coordinating complex sentences, quotation
conjunctions and, but, so and subordinating conjunctions though, while, marks in dialogue, and italics and
when, before, after, because. Ask students to write two simple sentences. underlining for titles and emphasis.
Then have students join the two sentences with different conjunctions.
Discuss how the meaning changes.

APPLY Have student pairs write three sentences using coordinating and
subordinating conjunctions.

ELL Targeted Support

Conjunctions Many English conjunctions have analogs in other languages.
Guide students to sort and write the coordinating and subordinating conjunctions in
categories: show how things are alike, show how things are different, and show time.
EMERGING

Have partners write sentences that use conjunctions to show related actions. For
example, I wanted to go to practice, but I had to finish my homework. Provide sentence
starters as needed. DEVELOPING

FLEXIBLE OPTION

LESSON 1
FLEXIBLE OPTION FLEXIBLE OPTION
Spiral Review:
LESSON 2 LESSON 3 LESSON 4 LESSON 5
Coordinating and
Subordinating
Oral Language: Teach Correlative Practice Correlative Standards Practice
Conjunctions
Correlative Conjunctions Conjunctions
Conjunctions

Delivering Justice T419

WEEK 4 LESSON 2
WRITING WORKSHOP WRITER’S CRAFT
FAST TRACK

Edit for Irregular Verbs

OBJECTIVES
Edit drafts using standard English
Minilesson Mentor STACK
conventions, including past tense
of irregular verbs. TEACHING POINT Most verbs in English are regular. The tenses of regular
Use verb tense to convey various verbs are formed by following a pattern (e.g., adding -ed or -d to form the
times, sequences, states, and past tense). Irregular verbs do not follow any pattern.
conditions.
• Common irregular verbs include be (was), begin (began), drink (drank),
go (went), know (knew), make (made), write (wrote), and say (said).
STUDENT INTERACTIVE, p. 354
• Irregular verbs have different forms for the past tense and the past
participle (e.g., “I do,” “I did,” and “I have done”).
SCIENCE FICTION

Edit for Irregular Verbs

To form the past tense of a regular verb, a writer adds -ed. A writer uses the
past participle plus has, have, or had to show action that began in the past.
• As they do not follow a predictable pattern, the past tense and past
Present Tense Verb Past Tense Verb Past Participle
act
play
acted
played
acted
played
participle of irregular verbs need to be memorized.
want wanted wanted
jump jumped jumped

An irregular verb has a different form for the past tense and the past participle. MODEL AND PRACTICE Review the charts and instruction on p. 354 in
do
Present Tense Verb
did
Past Tense Verb
done
Past Participle
the Student Interactive with students. Ensure that they understand the
take took taken
write
grow
wrote
grew
written
grown
difference between regular verbs and irregular verbs and between present
My TURN Write the correct form of the irregular verb in each sentence.
tense, past tense, and past participles. To check for understanding, provide
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

1. Yesterday, Tru (past tense of grow)

on the International Space Station.
grew the first head of lettuce
students with additional examples of irregular verbs (e.g., begin, drink, go)
and ask students to supply the past tense and past participle of each verb.
2. She (past tense of write) wrote her notes in the computer system,
but when the system malfunctioned, everything was lost.

3. Without her notes, the botanists in the Sector 4 greenhouse will never
know how to do what Tru and her team have (past participle of do)

Direct students to p. 354 in the Student Interactive, and have them complete
done .
My TURN Edit your science fiction short story to have correct use of the past
tense of irregular verbs.

354
the first activity.
RDG20_SE05_NA_U04W04_6WW.indd 354 27/11/19 1:51 PM

Possible Teaching Point Writing Process

Revising and Editing | Irregular Verbs
As students focus on revising and editing their science fiction stories,
emphasize that they need to pay special attention to irregular verbs.
• Remind students that irregular verbs do not follow any pattern.
• Suggest they make a list of irregular verbs and their past tense and
past participle forms as a reference.
Have students edit their science fiction stories in pairs. Note that it is
sometimes hard to see one’s own mistakes, so they are more likely to
catch errors in their partner’s work than their own.

T420 UNIT 4 • WEEK 4

myView
Digital
INTERACTIVITY SCIENCE FICTION

Independent Writing Mentor STACK

FOCUS ON IRREGULAR VERBS After the minilesson, students should

transition into independent writing.
• If students need more opportunities to develop their understanding of
irregular verbs, provide them with additional examples of irregular verbs
and ask them to explain how the past tense and past participle are formed.

WRITING SUPPORT
• Modeled Do a Think Aloud to model editing a sentence that
has incorrect uses of irregular verbs.
• Shared Read aloud a sentence that has incorrect uses of
irregular verbs. Ask students how to correct the sentence, and
record their edits.
• Guided Use a stack text to provide explicit instruction on the
past tense and past participle of irregular verbs.
Intervention Refer to the Small Group Guide for support.

• If students demonstrate understanding, they should use this time to

edit their science fiction stories to ensure correct use of irregular verbs.

See the Conference Prompts on p. T414.

Share Back
Call on a few students to share an example of an irregular verb they used
in their science fiction story and to explain how its past tense and past
participle are formed.

Delivering Justice T421

WEEK 4 LESSON 2
READING-WRITING WORKSHOP BRIDGE

Spelling Spell Words with Greek Roots

OBJECTIVE LESSON 2
Demonstrate and apply spelling
knowledge.
Teach
FOCUS ON STRATEGIES The Greek roots graph, micro, and tele rarely change
SPELLING WORDS their spelling when they are used to make other words.

graph telecast MODEL AND PRACTICE Say

graphics telepathy holograph. Say: I hear
SPELLING READING-WRITING BRIDGE
bibliography telephoto that this word contains
the Greek root graph. Spell Words with Greek Roots
homograph telemetry
Write graph. Say: I know
Greek Roots form the basis of many English words. For example, combining
the roots tele and graph creates telegraph, a word that means “to send
seismograph televise how graph is spelled, so I messages or words somewhere far away.” It also refers to the machine that
“writes” these messages in two distant places.

graphite microbiology have a good guess about

Myy TURN Read the words. Spell and sort the words in alphabetical order.
M
monograph microcosm the spelling of the whole
holograph microchip word. graph homograph
SPELLING WORDS
monograph television
telephoto telepathy telecast microcosm

topography microbe Say telecast. Ask what microbiology

telemetry
microchip
seismograph
microbe
holograph
graphics
televise

television microwave Greek root it contains. bibliography graphite topography microwave

Have volunteers spell the

bibliography microwave
root and the word. graph monograph
graphics seismograph
APPLY M y TURN Have graphite telecast
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

holograph telemetry
students complete the homograph telepathy
activity on p. 351 of the microbe telephoto
televise
Student Interactive. microbiology
microchip television
microcosm topography

351

RDG20_SE05_NA_U04W04_5RWB.indd 351 27/11/19 1:52 PM

LESSON 2
FLEXIBLE OPTION FLEXIBLE OPTION FLEXIBLE OPTION
Teach: Spell Words
LESSON 1 with Greek Roots LESSON 3 LESSON 4 LESSON 5

 Assess Prior More Practice: Spell Spiral Review:  Assess

Knowledge Words with Greek Word Parts sub-, Understanding
Roots super-

T422 UNIT 4 • WEEK 4

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INTERACTIVITY WRITING BRIDGE

Language & Conventions

Correlative Conjunctions
FLEXIBLE OPTION

LESSON 2 OBJECTIVES
Use correlative conjunctions.
Edit drafts using standard English
Oral Language: Correlative Conjunctions conventions.
FOCUS ON STRATEGIES Introduce correlative conjunctions by giving an
oral example: I don’t know whether to stay or to go. Explain that correlative
conjunctions always appear in pairs. Point out that it would sound odd to
say “whether to stay or going.” The phrases after correlative conjunctions
must be parallel, or grammatically similar.

MODEL AND PRACTICE List pairs of correlative conjunctions (both . . . and,

either . . . or, neither . . . nor, whether . . . or, not only . . . but also). Say:
I see it and Joe sees it. Both Joe and I see it. Point out the correlative
conjunctions and the parallel nouns. Say: I don’t see it. Joe doesn’t see it.
Guide students to the sentence Neither Joe nor I see it.

APPLY Have partners write two sentences using correlative conjunctions.

FLEXIBLE OPTION

LESSON 2
FLEXIBLE OPTION FLEXIBLE OPTION
Oral Language:
LESSON 1 Correlative LESSON 3 LESSON 4 LESSON 5
Conjunctions
Spiral Review: Teach Correlative Practice Correlative Standards Practice
Coordinating and Conjunctions Conjunctions
Subordinating
Conjunctions

Delivering Justice T423

 WEEK 4 LESSON 3
WRITING WORKSHOP WRITER’S CRAFT

Edit for Collective Nouns

OBJECTIVE
Edit drafts using standard English
Minilesson Mentor STACK
conventions, including collective
nouns. TEACHING POINT Collective nouns are nouns that describe a group of
people, animals, or things. A few examples of collective nouns are family,
group, couple, and herd.
STUDENT INTERACTIVE, p. 355

WRITING WORKSHOP
• When the collective noun is acting as a single unit, it is treated as a
Edit for Collective Nouns singular noun. It takes a singular verb. (e.g., “The family is going on
vacation to Disney World this year.”)
A collective noun names a group of persons or things. A collective noun is
singular in form, but it refers to a group or collection.

Common collective nouns include group, set, band, flock, gang, collection,
pack, bunch, team, herd, family, pair, clump, pack, and crew.

Use a singular verb and a singular pronoun when you use a collective
noun to mean the group as a whole.
• When the speaker wants to emphasize the individuality of the members
The flock flies south to its winter home.
Together the birds
are flying to the
same place.
of the group, the collective noun is treated as a plural noun. It takes a
Use a plural verb and a plural pronoun when you use a collective noun to
plural verb. (e.g., “The family disagree over where to go on vacation.”)
mean each individual in the group.

MODEL AND PRACTICE Review the charts and instruction on p. 355 in the
Each bird in the flock
has its own nest,
The flock sleep in their nests. but all the birds are
sleeping.

My TURN Edit the paragraph to have subject-verb agreement with Student Interactive with students. Ensure that students understand the
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

collective nouns.

works moves
The crew of rowers work together. The group move as if it were
examples. Then brainstorm additional examples of collective nouns.
^ ^
glides
connected to one brain. Together the team glide across the pond

Before class, find several examples of collective nouns in a stack text. Break
^
with precision and grace.

My TURN Edit your science fiction short story to have correct use of
down each sentence into its constituent parts (i.e., subject, verb, additional
collective nouns.

355 information), and write them on the board. For example:

RDG20_SE05_NA_U04W04_6WW.indd 355 27/11/19 1:51 PM

• The flock of birds / fly / south in the winter. (fly or flies?)

• The family / eat / dinner together. (eat or eats?)
• The group of children / run / off in different directions. (run or runs?)

Ask students to identify the correct form of the verb in each sentence. Then,
read aloud the full sentence in the stack text to confirm.
Direct students to p. 355 in the Student Interactive and have them complete
the first activity.

Possible Teaching Point

Spelling | Spell Words with Greek Roots

Encourage students to demonstrate and apply the spelling skills they
have learned about how to spell words with Greek roots.
• Greek word parts are useful when writing a science fiction story
because many science-related terms, such as microchip, telepathy,
and polygraph, contain Greek roots.

T424 UNIT 4 • WEEK 4

myView
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INTERACTIVITY SCIENCE FICTION

Independent Writing Mentor STACK

FOCUS ON COLLECTIVE NOUNS After the minilesson, students should

transition into independent writing.
• If students need additional opportunities to strengthen their
understanding of collective nouns, allow them to identify and study
more examples of collective nouns in a stack text.

WRITING SUPPORT
• Modeled Do a Think Aloud to model editing a paragraph for
correct use of collective nouns.
• Shared Read aloud a paragraph and prompt students to identify
the collective nouns. Discuss whether each noun should be
treated as singular or plural, and edit the paragraph accordingly.
• Guided Use a stack text to provide explicit instruction about
subject-verb agreement with collective nouns.
Intervention Refer to the Small Group Guide for support.

• If students demonstrate understanding, they can use the independent

writing period to edit their own science fiction stories for correct use of
collective nouns.

See the Conference Prompts on p. T414.

Share Back
Ask a few students to share an example of a collective noun they used in
their science fiction story, say whether they treated it as singular or plural,
and explain why.

Delivering Justice T425

WEEK 4 LESSON 3
READING-WRITING WORKSHOP BRIDGE

Spelling Spell Words with Greek Roots

FLEXIBLE OPTION
OBJECTIVE LESSON 3
Demonstrate and apply spelling
knowledge.
More Practice
FOCUS ON STRATEGIES Remind students that graph means “write or draw,”
SPELLING WORDS micro means “small,” and tele means “far.”

graph telecast MODEL AND PRACTICE Display the following sentences. Have students work
graphics telepathy in pairs to fill in the blanks.
bibliography telephoto 1. The performer could not appear in person, but a large ___ of him was
homograph telemetry projected on stage. (holograph)
seismograph televise 2. The game was ___ several hours after it Name

graphite microbiology was played. (televised) Spelling

Spell Words with Greek Roots

monograph microcosm Many words in English come from Greek roots. Here are some common

APPLY Have students complete Spelling

Greek roots:
• The Greek root graph means “to write.”
• The Greek root micro means “small” or “minute.”

holograph microchip p. 141 from the Resource Download Center.

• The Greek root tele means “far” or “distant.”

Prefixes are added to the beginning of a root or base word, and suffixes are
added to the end of a root or base word to form new words. Roots can also be

topography microbe combined to form a new word:

(Greek root) photo + (Greek root) graph = photograph

Recognizing roots, prefixes, and suffixes can help you spell new words.

television microwave graph homograph

SPELLING WORDS
monograph television
telephoto telepathy telecast microcosm
microbiology microchip microbe graphics
telemetry seismograph holograph televise
bibliography graphite topography microwave

My TURN Put the following words into alphabetical order. Spell correctly.
microbe microbe
1. ________________________________________

microwave microbiology
2. ________________________________________

microcosm microchip
3. ________________________________________

microbiology microcosm
4. ________________________________________

microchip microwave
5. ________________________________________

Grade 5, Unit 4, Week 4 141

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

RDG20_OSR05_U04W04_SP.indd 141 12/20/17 1:53 PM

FLEXIBLE OPTION

LESSON 3
FLEXIBLE OPTION FLEXIBLE OPTION
More Practice: Spell
LESSON 1 LESSON 2 Words with Greek LESSON 4 LESSON 5
Roots
 Assess Prior Teach: Spell Words Spiral Review:  Assess
Knowledge with Greek Roots Word Parts sub-, Understanding
super-

T426 UNIT 4 • WEEK 4

 myView
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DOWNLOAD
WRITING BRIDGE

Language & Conventions

Correlative Conjunctions
LESSON 3 OBJECTIVES
Use correlative conjunctions.
Edit drafts using standard English
Teach Correlative Conjunctions conventions.
FOCUS ON STRATEGIES Correlative conjunctions are pairs of words that
join other words, phrases, or clauses. The words, phrases, or clauses must
be parallel: ELL Targeted Support
Correlative Conjunctions
Both Sarah and I can drive. (both nouns) Explain that pairs of correlative
conjunctions use a parallel
I want neither to go nor to reject the invitation. (both infinitive verb structure to link words and
phrases) phrases.
Have small groups analyze the
Not only did he bring a gift, but he also stayed to wash the dishes. (both
list of correlative conjunctions by
independent clauses; note the customary shifts in word order for not only drawing graphic representations
. . . but also) (two squares to show both
. . . and; squares separated by
MODEL AND PRACTICE Write We leave tomorrow. It may be rainy. It may a slash to show either . . . or).
EMERGING
be sunny. Combine the sentences: Whether it’s rainy or sunny, we leave
tomorrow. Model editing the sentences. Point out the parallel adjectives Use the above activity. Have one
rainy and sunny. partner write a sentence using
one set of conjunctions. The
Have a volunteer read the first two sentences on p. 352 of the Student other partner should check for
parallel structure. DEVELOPING
Interactive. Have students suggest ways to combine them with correlative
conjunctions. Use the above activity for each
pair of conjunctions. Challenge
partners to create their own
graphic representation of parallel
structure. EXPANDING/BRIDGING

LESSON 3
FLEXIBLE OPTION FLEXIBLE OPTION FLEXIBLE OPTION
Teach Correlative
LESSON 1 LESSON 2 Conjunctions LESSON 4 LESSON 5
Spiral Review: Oral Language: Practice Correlative Standards Practice
Coordinating and Correlative Conjunctions
Subordinating Conjunctions
Conjunctions

Delivering Justice T427

WEEK 4 LESSON 4
WRITING WORKSHOP WRITER’S CRAFT
FAST TRACK

Edit for Subordinating Conjunctions

OBJECTIVE
Edit drafts using standard
Minilesson Mentor STACK
English conventions, including
subordinating conjunctions to form TEACHING POINT A conjunction connects words, phrases, and clauses.
complex sentences.
• Coordinating conjunctions, such as and, or, and but, join together two
equal parts of a sentence—two independent clauses. (e.g., “I went to
STUDENT INTERACTIVE, p. 356 school, and I played in the park.”)
SCIENCE FICTION
• Subordinating conjunctions connect two unequal parts of a sentence—
Edit for Subordinating Conjunctions
A conjunction connects words, phrases, and sentences. an independent and a dependent clause. Dependent clauses cannot
Subordinating conjunctions connect an independent clause and a
subordinate clause. A subordinate clause does not express a complete thought
by itself. A subordinate clause joined with an independent clause creates a
stand alone as a complete sentence. (e.g., “After I got home from
complex sentence. Some common subordinating conjunctions include because,
if, then, when, before, and after. If a subordinate clause comes first in a
sentence, use a comma to separate it from the independent clause.
school, I played in the park.”)
Before Isaac got up to bat, Tara had hit a home run.

subordinating subordinate independent

• Common subordinating conjunctions include before, after, if, because,
clause

though, since, and unless.

conjunction clause

The team had a party after they won the championship.

independent subordinating subordinate

clause conjunction clause

My TURN Edit the paragraph to have correct use of subordinating

MODEL AND PRACTICE Review the examples and instruction on p. 356 in
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

the Student Interactive with students. Ask: Is “Before Isaac got up to bat” a
conjunctions.

When hummingbirds air, they

complete sentence? Why or why not?

Hummingbirds seem to be hovering in air. They are actually
^ ^ If you look
flapping their wings more than 80 times per minute. Look
closely, you ^
closely. You can see each movement the bird makes.
^

My TURN Edit your science fiction short story to have correct use of
subordinating conjunctions in complex sentences.
Read aloud a paragraph from a stack text. Pause after each complex
356
sentence and prompt students to identify and explain the function of
the independent clause, the subordinate clause, and the subordinating
conjunction.
RDG20_SE05_NA_U04W04_6WW.indd 356 27/11/19 1:51 PM

Direct students to edit the paragraph on p. 356 in the Student Interactive.

Possible Teaching Point

Language & Conventions | Correlative Conjunctions

As students revise and edit their stories, encourage them to use
opportunities to incorporate correlative conjunctions into their writing to
make their writing smoother. Remind them that
• correlative conjunctions always appear in pairs
• the phrases after correlative conjunctions must be parallel in structure
Have students work in pairs to review their stories, checking for correct
use of correlative conjunctions.

T428 UNIT 4 • WEEK 4

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INTERACTIVITY SCIENCE FICTION

Independent Writing Mentor STACK

FOCUS ON SUBORDINATING CONJUNCTIONS After the minilesson,

students should transition into independent writing.
• If students need more opportunities to strengthen their understanding
of subordinating conjunctions, give them a list of common
subordinating conjunctions and have them look for them in a stack
text. Tell them to underline the independent and subordinate clauses in
different colors and to circle the subordinating conjunction.

WRITING SUPPORT
• Modeled Do a Think Aloud to model joining two simple
sentences with a subordinating conjunction.
• Shared Give students two simple sentences and ask them how
they could be connected with a subordinating conjunction.
• Guided Use a stack text to provide instruction about
subordinating conjunctions.
Intervention Refer to the Small Group Guide for support.

• If students demonstrate understanding, they should use this time to

edit their own science fiction stories for correct use of subordinating
conjunctions.

See the Conference Prompts on p. T414.

Share Back
Call on a few students to share a complex sentence from their science
fiction story. Ask them to identify the independent clause, the subordinate
clause, and the subordinating conjunction.

Delivering Justice T429

WEEK 4 LESSON 4
READING-WRITING WORKSHOP BRIDGE

Spelling Spiral Review

FLEXIBLE OPTION
OBJECTIVE LESSON 4
Spell words using knowledge of
prefixes.
Spiral Review: Word Parts sub-, super-
FOCUS ON STRATEGIES Review the spelling rule on p. T398 about the word
SPELLING WORDS parts sub- and super-.

graph telecast MODEL AND PRACTICE Display the sentence We live in the subburbs. Have
graphics telepathy a volunteer identify the misspelled word. Point out that knowing the word
part sub- can help students avoid such spelling errors.
bibliography telephoto
homograph telemetry APPLY Using the spelling words from the previous week, have student pairs
seismograph televise quiz each other on spelling. Then have partners think of one new word that
uses each word part.
graphite microbiology
monograph microcosm
holograph microchip
topography microbe
television microwave

Writing Workshop
As students proofread
their writing, remind them
to check the spellings of
words with parts graph,
micro, tele, sub-, and
super-.

FLEXIBLE OPTION

LESSON 4
FLEXIBLE OPTION FLEXIBLE OPTION
Spiral Review:
LESSON 1 LESSON 2 LESSON 3 Word Parts sub-,
LESSON 5
super-
 Assess Prior Teach: Spell Words More Practice: Spell  Assess
Knowledge with Greek Roots Words with Greek Understanding
Roots

T430 UNIT 4 • WEEK 4

 myView
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INTERACTIVITY WRITING BRIDGE

Language & Conventions

Correlative Conjunctions
LESSON 4 OBJECTIVES
Use correlative conjunctions.
Edit drafts using standard English
Practice Correlative Conjunctions conventions.
APPLY M y TURN Have students edit the draft paragraph on Student
Interactive p. 352.
Writing Workshop
LANGUAGE AND CONVENTIONS

Correlative Conjunctions As students edit drafts

Coordinating conjunctions (and, but, for, nor, or, so, and yet) join words, phrases, during Writing Workshop,
and clauses. (I walked to the store and bought a book.) Correlative conjunctions,
which come in pairs, require parallel structure. For example, if a noun appears remind them to use
after the first correlative conjunction, a noun must appear after the second.
correlative conjunctions
thoughtfully to join ideas.
Correlative
Parallel Structure
Conjunctions
both . . . and Both Jenna and Steven play baseball.
Reading drafts aloud
either . . . or Let’s either play a game or swim in the pool.

neither . . . nor Neither the rain nor the snow will stop the mail.
with partners is useful
not only . . . but also We brought not only the food but also the drinks. for checking that parallel
whether . . . or I did not know whether to call or e-mail her.
structure correctly follows
such conjunctions.
Myy TURN Edit this draft by using pairs of correlative conjunctions to
M
join independent clauses in a parallel structure. Possible responses:

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

African Americans living in Savannah decided that their rights would

^
or their Neither physical
be recognized. Their protests would continue. Physical violence
^ ^
nor hurtful words
could not stop African Americans living in Savannah from working for
^
Both and Clifford
civil rights. Hurtful words could also not stop them. Westley helped
^ ^
African Americans register to vote in Savannah. Clifford did too.

352

RDG20_SE05_NA_U04W04_5RWB.indd 352 27/11/19 1:52 PM

LESSON 4
FLEXIBLE OPTION FLEXIBLE OPTION FLEXIBLE OPTION
Practice Correlative
LESSON 1 LESSON 2 LESSON 3 Conjunctions LESSON 5

Spiral Review: Oral Language: Teach Correlative Standards Practice

Coordinating and Correlative Conjunctions
Subordinating Conjunctions
Conjunctions

Delivering Justice T431

 WEEK 4 LESSON 5
WRITING WORKSHOP WRITER’S CRAFT
FAST TRACK

Edit for Punctuation Marks

OBJECTIVES
Edit drafts using standard English
Minilesson Mentor STACK
conventions, including punctuation
marks, including commas in TEACHING POINT Punctuation marks add clarity and structure to writing.
compound and complex
sentences, quotation marks in
They separate ideas, tell the reader how to read each sentence, eliminate
dialogue, and italics and ambiguity, and generally make the writing easier to understand.
underlining for titles and emphasis.
• Commas have several uses, including separating clauses, separating
Use punctuation to separate items items in a list, and enclosing nonessential information.
in a series.
Use a comma to set off the words • Quotation marks are mainly used to enclose quotations and dialogue,
yes and no, to set off a tag question as well as the titles of articles, short stories, and poems.
from the rest of a sentence, and to
indicate direct address. MODEL AND PRACTICE Display a paragraph from a stack text that has had
all the punctuation marks removed. Read the unpunctuated paragraph
aloud. Ask: What is it like to read a paragraph that doesn’t have any
STUDENT INTERACTIVE, p. 357
punctuation? Engage students in a brief discussion about why punctuation
WRITING WORKSHOP

Edit for Punctuation Marks

is necessary.
Commas can be used to:

Display the same paragraph in its original form, with all the punctuation
• separate items in a series
• set off an appositive phrase
• combine independent clauses to form a compound sentence

marks intact. Draw students’ attention to the commas and quotation marks,
• combine independent and subordinate clauses to form a complex sentence
• set off spoken text in quotations from the speaker’s name
• set off an introductory element or yes or no from the rest of a sentence

in particular, and discuss the function of each one.

• set off a direct address
• set off a question within a sentence
Quotation marks are needed for:
• dialogue and direct quotations
• titles of articles, short stories, and poems

My TURN Edit the dialogue to correctly use commas and quotation marks. Review the information on p. 357 in the Student Interactive with students.
“Who wants to go swimming this afternoon?”asked Julie. Discuss each of the listed functions, clarifying any unfamiliar terms
“ I want to go,but I have to go to the store”, said Lucy.
“ Julie, Sam, Marcus,and I can help you and then go to the pool!” (e.g., appositive phrase) and providing examples if necessary.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

exclaimed Morris.
“ Morris,my friend,you are the best,”said Lucy with a smile.

Sam held up an article called“Swimming the Backstroke.”

“I want to try out all the techniques,”he said.

Direct students to edit the dialogue on p. 357.

My TURN Edit your science fiction short story to have correct use of commas
and quotation marks. Discuss your edits with your Writing Club.

357

WRITING CLUB
RDG20_SE05_NA_U04W04_6WW.indd 357 27/11/19 1:51 PM

Place students into Writing Club groups. See p. T433 for details of how to
run Writing Club. See the Conference Prompts on p. T414.

Share Back
Ask a few students to explain why it is important to use punctuation correctly.

T432 UNIT 4 • WEEK 4

myView
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INTERACTIVITY SCIENCE FICTION

WRITING CLUB
What’s Happening This Week? In this week’s Writing Club, students
will share their edited drafts of their science fiction stories.

Before students begin to gather in their Writing Club groups, remind them of the
importance of
• taking turns and giving everyone an equal chance to speak
• listening attentively when someone else is sharing
• being considerate and respectful when giving feedback

What Are We Sharing? Prior to sharing their drafts, students

should let their group members know of any particular element that they
would like feedback on in today’s Writing Club. Some students may have
struggled with editing for collective nouns or prepositions and prepositional
phrases, for example.

How Do We Get Started? Conversation Starters

Use these prompts to help students begin the discussions
in their Writing Club.

• Where has the writer used prepositional phrases? Does each verb agree
with the subject and not the object of the preposition?
• What irregular verbs has the writer used? Is each verb’s past tense or
past participle correct?
• What collective nouns has the writer used, and are they treated as
singular or plural nouns?
• Has the writer used subordinating conjunctions correctly? Are there any
places where two short sentences could be combined to make a
complex sentence?

Delivering Justice T433

WEEK 4 LESSON 5
READING-WRITING WORKSHOP BRIDGE

Spelling Spell Words with Greek Roots

OBJECTIVE LESSON 5
Demonstrate and apply spelling
knowledge.
Assess Understanding
Use the following sentences for a spelling test.
SPELLING WORDS Spelling Sentences
graph telecast 1. The seismograph recorded a large earthquake.
graphics telepathy 2. The report had too many slick graphics and not enough content.
bibliography telephoto 3. Heavy rainclouds the color of graphite loomed over the town.
homograph telemetry 4. Juana wrote an interesting monograph about the history of the factory.
seismograph televise 5. One day, I’d like to be on television.
graphite microbiology
6. The superhero has powers of mental telepathy.
monograph microcosm
7. The reporter used a telephoto lens to capture classified details.
holograph microchip
8. Our school is a microcosm of society.
topography microbe
9. My sister studies ocean microbiology.
television microwave
10. A huge amount of data can fit on a tiny microchip.

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 Greek Roots Words with Greek Word Parts sub-,
Roots super-

T434 UNIT 4 • WEEK 4

 myView
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ASSESSMENT DOWNLOAD WRITING BRIDGE

Language & Conventions

Correlative Conjunctions
FLEXIBLE OPTION

LESSON 5 OBJECTIVES
Use correlative conjunctions.
Standards Practice Edit drafts using standard English
conventions.
Display the sentence and have students respond independently.
Neither Alex ___ Sam received a letter.
Which correlative conjunction best completes the sentence? WEEKLY STANDARDS
A or
PRACTICE
To assess student progress on
B and Language and Conventions, use
C nor the Weekly Standards Practice on
SavvasRealize.com.
D but Name

Language and Conventions

APPLY Have students complete Language

Correlative Conjunctions
A coordinating conjunction is a word (and, but, for, nor, or, so, and yet) that
joins phrases, words, or sentences that are related.

and Conventions p. 146 from the Resource Correlative conjunctions are used in pairs (both / and; either / or; not only /
but also; whether / or; neither / nor) to join parts of a sentence that are
grammatically equal.

Download Center. Both Carmen and Eliza hope to be class president.

Jacob was not sure whether to go climbing or mountain biking.

My TURN Circle the correlative conjunctions in the following sentences.

1. Neither Maya nor Christine went to the party.

2. Travis washed not only the dishes but also the glasses.

3. Either daisies or roses would look great in the garden.

4. Amanda was not sure whether the bus or the train was faster.

5. Both Rosario and Ethan thought the new TV show was great.

My TURN Combine the following sentences using correlative conjunctions.

Underline the correlative conjunctions you use. Possible responses:

1. Marcus did not want to mow the lawn. Isabella did not want to mow the
lawn either.

Neither Marcus nor Isabella wanted to mow the lawn.

2. Let’s go to the park to play basketball. Or, let’s go for a bike ride.

Let’s either go to the park to play basketball or go for a bike ride.

Grade 5, Unit 4, Week 4 146

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

RDG20_OSR05_U04W04_LC.indd 146 11/27/17 6:28 PM

FLEXIBLE OPTION

LESSON 5
FLEXIBLE OPTION FLEXIBLE OPTION
Standards Practice
LESSON 1 LESSON 2 LESSON 3 LESSON 4
Spiral Review: Oral Language: Teach Correlative Practice Correlative
Coordinating and Correlative Conjunctions Conjunctions
Subordinating Conjunctions
Conjunctions

Delivering Justice T435

 B O O K CLUB
OBJECTIVES
Listen actively to verbal
Week 4
messages, observe nonverbal
messages, ask relevant TEACHER’S SUMMARY
questions, and make pertinent
comments. Chapters 14–16 Will and Henry try strengthening the frozen Mohawk River
Self-select text and read to make it safe enough for the group to transport the cargo across it. They
independently for a sustained are able to get the artillery across except for the three cannons. When they
period of time.
attempt to transport the cannons, the ice breaks, a man is injured, and a
Establish purpose for reading
assigned and self-selected texts.
cannon sinks into the icy waters. However, they are later able to drag it out
of the river. Meanwhile, Washington deals with thousands of soldiers
Generate questions about text
before, during, and after reading quitting the Colonial Army and returning home.
to deepen understanding and
gain information.
Chapters 17–19 The obstacles Henry has faced result in delays that cause
additional challenges. Upon reaching the Hudson River, Henry discovers it,
Make connections to personal
experiences, ideas in other texts, too, is thawing, making it too dangerous to cross. Two days pass before the
and society. temperatures freeze the river enough to cross it. The men continue their
journey, stopping in small towns, where colonists provide supplies and
shelter. Back in Boston on the wharf, Toby continues to keep Paul apprised
of Henry’s journey. Will and Henry struggle to transport the cargo across
the mountains.

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.
What challenges did Henry face crossing the river?
What challenges did Washington face back home?
Why do you think the author included the story about the French and
Indian wars?
Why was Will nervous about crossing the mountains?

COLLABORATION Offer other sentence stems like these as examples of

how to phrase ideas in a meaningful conversation. SEL
• Can you tell me more of your thoughts about ___________?
• I want to talk a bit more about your idea about ___________.

T492 UNIT 4
 READING WORKSHOP

SMALL GROUP

Session 7 SUGGESTED
By Session 7, students will have read Chapters 14–16 of Guns for
General Washington. S
CONVERSATION STARTERS
• How did Henry and his men try strengthening the river to
make it more solid?
• How important were colonial songs during this period?
What role did they play?
• Why were thousands of soldiers quitting the Colonial
Army?
 Guns for General
Washington: A Story
of the American
As groups discuss the book, circulate around the room and notice where Revolution, Seymour
the conversations are going. When it seems appropriate, touch base Reit, Houghton Mifflin
Harcourt Publishing
with each group and ask what aspects of the book they are discussing. Company, 2001

 Stealing Freedom
by Elisa Carbone
Session 8  Bad News for
Outlaws by Vaunda
By Session 8, students will have read Chapters 17–19 of Guns for Micheaux Nelson
General Washington.
 The Pilgrims of
Plimoth by Marcia
Sewall
CONVERSATION STARTERS
 The Boy in the
• How did the delays cause additional problems for Henry? Striped Pajamas
• What does Paul learn from Toby on the wharf? by John Boyne

• Why was crossing the mountains so difficult?  Stormy Seas:

Stories of Young
Boat Refugees
by Mary Beth
Ask students to share details and ideas from their Discussion Charts. Leatherdale
Tell students that they should be prepared to discuss Chapters 20–25
next week.

Book Club T493