Wonders El Sampler g5 PDF

SAMPLER
Grade 5
FOR EN S
GLISH LEARNER
EnglishLanguage
English Language
Development
Development
Teacher’sEdition
Teacher’s Edition
EMERGING EXPANDING BRIDGING
Wonders
Learn more about
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Wonders
Wonders is the tightly integrated literacy solution that prepares all learners
to successfully master rigorous new standards with flexible resources and
real time support.
WonderWorks
WonderWorks is the easy-to-implement intervention program for struggling
readers, providing easy access to Wonders materials with the necessary
additional scaffolding of foundational skills kits and interactive resources for
accessing complex text.
Maravillas
The parallel Spanish reading program, Maravillas, is perfect for bilingual
instruction, providing instructional plans that mirror those of Wonders.
Featuring authentic literature from the Spanish-speaking world, Maravillas
gives students access to these quality Spanish texts in both digital and
print form.
Wonders for English Learners

Wonders for English Learners works in tandem with Wonders to teach
English to students of all proficiency levels. The program builds oral language
proficiency, vocabulary, and academic content knowledge while reinforcing
foundational reading skills.
Grade 5
FOR EN S
GLISH LEARNER

Teacher’s Edition Sampler
A comprehensive English Language Development program
mhreadingwonders.com
L1.1009339
Grade 5 Sampler
English Language Development
Program Authors
Dr. Diane August • Dr. Jana Echevarria • Dr. Josefina V. Tinajero
Also Available from McGraw-Hill Education
Cover and Title Page; Nathan Love

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A Connected English Language
Development Program
Focused on Building Language Skills Program Components.................................................. 4
Getting Started with Wonders for English Learners ...................................................................6
Instructional Planning .................................................................................................................................8
Flexible, Targeted Instruction ...............................................................................................................10
Student Text for English Language Development ...................................................................... 12
Resources for Speaking, Listening, Reading and Writing .....................................................14
Visual Vocabulary Cards - English Language Development .................................................16
Oral Language Cards - English Language Development ........................................................ 17
Assessment ......................................................................................................................................................18
Language Development Kit ..................................................................................................................20
Foundational Skills Kit .............................................................................................................................. 22
Digital Resources .........................................................................................................................................24
Authors ............................................................................................................................................................. 26
ELD Teacher’s Edition Unit 3 Week 3 Sampler ........................................................................... 27
ELD Companion Worktexts Beginning ............................................................................................ 62
ELD Companion Worktexts Intermediate/Advanced .............................................................. 65
Differentiated Texts ................................................................................................................................... 68
ELD TEACHER’S EDITION SAMPLER 3

Focused on Building Language Skills
ENGLISH LANGUAGE DEVELOPMENT
ELD Oral
Language Cards
Beginning (By Unit) Intermediate/Advanced ELD Visual

ELD Companion Worktexts ELD Teacher’s Editions Vocabulary Cards
Realistic
Fiction
A NEW LIFE
IN INDIA by Christopher Herrera
illustrated by Laura Freeman
WONDERS CORE
PAIRED
Dress Around the World
READ
FC_BC_CR14_LR_G2_U4W3_L18_ELL_118950.indd 3 2/16/12 2:02 PM
Program: CR14 Component: LR

PDF
Reading/Writing Leveled Visual Vocabulary

Vendor: SRM Grade: 2
Literature
Workshop Anthology Readers Cards
every
J
soon
G X
Sound-Spelling High-Frequency Letter Word-Building
Cards Word Cards Cards Cards
DIGITAL
- Customizable Lesson Plans

- Professional Development
For the - Online Assessment and Reporting
Teacher
4 ELD TEACHER’S EDITION SAMPLER

Components Grades 2-6
FOR EN S
FOR EN S GLISH LEARNER
GLISH LEARNER
Language Language Essential Question

What makes different parts Use Graphic Organizer
Development
50 to take notes as
Development
of the world different? you read.
Cards Cards The Grand Canyon

Expository Text
English Language Development English Language Development A canyon is a deep valley. The Grand Canyon is in
Arizona. It has several parts, or regions. Each region
has a different environment.
At the top of the Grand Canyon is the forest region.
It has many tall pine trees. It rains and snows a lot here.
Deer and squirrels live here.
Respond to the Text Name_______________________________
Copyright © McGraw-Hill Education

Read the text. Use Graphic Organizer 50 to record your ideas and
notes. Have a collaborative conversation with your partner. Use the
sentences below to start the conversation. Cite text evidence and
record your ideas on the graphic organizer. Present your ideas to
the class.
1. What would you find at the top of the Grand Canyon?
Grades 2–3 Grades 4–6 The top is a forest of pine trees.
2. Tell what the desert region of the Grand Canyon is like.
It is hot and dry . Cactus plants grow there.
3. Tell what you might see going from the forest to the woodland region.
Language
You might see tall pine trees, deer, and squirrels in the forest.
McGraw-Hill Education
You might see small trees, bobcats, and skunks in the woodlands.
The top part of the Grand Canyon is the forest region.

Write Work with a partner. Discuss your notes about “The Grand
46
Canyon.” Then write your answer to the Essential Question.
ELD Assessment Development Practice

Grade 2 • Unit 4 • Week 1 • Lexile 380L
046_048_EL16_DT2_U4W1_BEG_136805.indd 46 4/7/15 10:15 AM

What makes the forests and woodlands of the Grand Canyon
different?
The forest region has tall pine trees.
The woodland region has small trees.
(Grades 2-3, Grades 4-6)

Deer and squirrels live in the forests.
Bobcats and skunks live in the woodlands.
48
Grade 2 • Unit 4 • Week 1 • Lexile 380L
046_048_EL16_DT2_U4W1_BEG_136805.indd 48 4/7/15 10:15 AM
Essential Question Respond to the Text Name_______________________________

What makes different parts Use Graphic Organizer
of the world different?

50 to take notes as
you read.
Read the text. Use Graphic Organizer 50 to record your ideas and
notes. Have a collaborative conversation with your partner. Use the
sentences below to start the conversation. Cite text evidence and
The Grand Canyon record your ideas on the graphic organizer. Present your ideas to
the class.
Expository Text 1. Describe the region at the top of the Grand Canyon.
It is a forest with tall pine trees.
Many people visit the Grand small trees and rocks. This part of
Canyon. It is a deep valley with the canyon gets little rain or snow. It gets lots of rain and snow .
steep sides. You can walk from Bobcats, birds, and skunks live in 2. Describe the desert region.
the top of the canyon to the this region.
It is hot and dry .
bottom. You can see different A desert region is just above the
Cactus, bighorn sheep, and lizards live there.
environments in the Grand bottom of the canyon. Sunlight
Canyon. beats down on this area. It is hot 3. Tell what a visitor might see in the woodland region.

Tall pine trees grow at the top of and dry. Cactus, bighorn sheep, A visitor might see small trees and rocks; bobcats, birds, and skunks in the
the canyon. This region is a forest. and lizards live here. woodland region.
It gets a lot of rain and snow. Deer The river region is at the bottom
and squirrels live here.
Write Work with a partner. Discuss your notes about “The Grand
of the canyon. Different plants Canyon.” Then write your answer to the Essential Question.
Next, you can see the woodland and animals live here. The Grand
region. Woodland features include Canyon is an amazing place! What makes different parts of the Grand Canyon different?
The forest region has tall pine trees, while the woodland region
has small trees. The forest region gets more rain and snow
than the woodland region. Deer and squirrels live in the forest, and
bobcats, birds, and skunks live in the woodland.
Each region of the Grand Canyon is different.
31 32
Grade 2 • Unit 4 • Week 1 • Lexile 470L Grade 2 • Unit 4 • Week 1 • Lexile 470L
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031_032_EL16_DT2_U4W1_IND_136805.indd 32 4/7/15 10:15 AM
Language Transfers Language Online

Handbook Development Cards Differentiated Texts LAS Links
(Grades 2-3, Grades 4-6)
Sound-Spelling Interactive
Workboard Read-Aloud Cards Decodable Readers
(Grade 2) (Grades 2-3)
Foundational Skills
Foundational Skills Practice and
Photo Cards Interactive Read-Alouds Lesson Cards Assessment
(Grade 2) (Grades 3-6) (Grades 2-3, Grades 4-6) (Grades 2-3, Grades 4-6)
- eBooks with Audio Support

- Oral Language Sentence Frames
For the - Online Assessments
Students - Adaptive Learning

Getting Started with
Meeting the Needs of All English Learners
Through ELD Instruction
Teacher Pathway
• Provides equitable access to the standards
• Provides instructional paths for a variety of skills levels
• Enables informed instructional decisions
ELD Teacher’s Edition
Student Pathway
Online
Companion Worktext Differentiated Texts
Text Evidence Shared Read Genre • Expository Text Text Evidence

Essential Question
Rock Solid 1 Specific Vocabulary Where can you find patterns
in nature?
Use Graphic Organizer 58
to take notes while you
COLLABORATE Rocks change. In fact, water, wind, and temperature Reread the second sentence in the
read.
1 Talk About It slowly change one type of rock into another type of rock. third paragraph. What is magma?
Look at the photograph. Read the These forces also shape the rocks that make up land. A Pattern for Hiding
Circle the words that tell you.
Expository Text
title. Talk about what you see. The photograph across these pages shows an example. Nature has many patterns. There are patterns in rocks. There are
Use these words. Magma is patterns on animals, too. Tigers, zebras, and giraffes have different
This rock structure is the Wave formation. It is made of sand patterns. These animal patterns have the same purpose. They help
animals hide and blend into the environment.
change rock hill layer that turned to rock over a long time. . Tigers
Tigers are predators that live in grasslands and forests. Predators hunt
Write about what you see.
Igneous Rocks 2 Comprehension
other animals for food. When a tiger hunts, it hides in long grass and then
attacks.
The text is about Igneous rocks are one type of rock. They are Many tigers have orange fur with black stripes. With this pattern, the
Main Idea and Key Details

tiger is not easily visible to other animals. The black stripes on orange fur
formed from hot, liquid rock called magma. make the tiger hard to see.
. Magma flows far below Earth’s surface, but Reread the last paragraph.
sometimes it moves to Earth's surface through Underline the details that tell
What does the photograph show?
(bkgd) Stockbyte/Getty Images; (t) Sciencephotos/Alamy; (b) Natural History Museum, London/Alamy
volcanoes. When this happens, magma about igneous rock.

becomes lava. Lava, or melted rock, slowly
The photograph shows Granite Granite and obsidian are
cools. Eventually, it hardens into solid rock.
There are many kinds of igneous rock.

Two kinds are granite and obsidian. Granite
.
feels rough and comes in many colors. 2 Sentence Structure
3
Obsidian is smooth and often black. Read the third sentence in the third
What does the rock look like? Essential Question
paragraph. Underline the text that
The rock has Where can you find Obsidian tells what magma does sometimes.
Krystsina Birukova/iStock/360/Getty Images
Animal patterns are beautiful. They also serve an important

purpose.
patterns in nature?
Sometimes magma 37
Read about patterns Grade 5 • Unit 3 • Week 3 • Lexile 670
. you can find in rocks
Beginning (1 of 6)
BEG_37_39_EL16_NA_DT_5_U3W3_136812.indd 37 06/04/15 6:44 PM
and rock formations.

Take notes as you read the text.
32 33
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Essential Question
Where can you find Use Graphic Organizer 58
patterns in nature? to take notes while you
read.
A Pattern for Hiding

Text Evidence Shared Read Genre • Expository Text Rock Solid Text Evidence Expository Text
“Solid as a rock” is a saying often used to describe something environment. The black stripes on orange fur
that’s reliable, that doesn’t change. But, in fact, rocks do change. make the outline of the tiger hard for its prey
The effects of water, wind, and temperature over long periods of 1 Specific Vocabulary to see.
Zebras
COLLABORATE
time slowly transform one type of rock into another type of rock. The word transform means “to Zebras live in grasslands. Zebra are prey.
1 Talk About It Prey is an animal that predators, such as
These same forces also shape awe-inspiring landscapes and change form or shape.” Circle the lions, hunt.
Look at the photograph. Read the sketch designs on rock. Nature’s patterns are visible in some rocks text that tells what transforms. Put Many zebras have a pattern of white and
title. Talk about what you see. black stripes. Because zebras stay in herds,
as small as pebbles and in wonders as vast as the Grand Canyon. a box around a synonym of the repetition of the pattern helps them
Write your ideas. transform. blend together. This effect makes it difficult
The photograph across these pages shows one example of for a predator to choose one animal to
What do the rocks look like? nature’s art. This structure of rock, known as the Wave formation, transforms
While animal patterns may be beautiful, they also
attack.
serve an important purpose. Giraffes
is made of sandstone. It is sand turned to rock over a long period Giraffes live in the grasslands. Giraffes
into . Nature is filled with patterns. There are
are tall so many predators leave them alone.
of time. patterns in rocks and on animals, too. Tigers,
However, they are prey for lions and
zebras, and giraffes have patterns. Each
Igneous Rocks 2 Sentence Structure
animal has a different pattern. However,
crocodiles.
Many giraffes have light-colored coats
these patterns all serve one purpose. They
Igneous rocks are one type of rock. They are formed help animals blend into their environment.
with brown spots. This coloring pattern
Reread the second paragraph. helps giraffes blend into an environment that
from hot, liquid rock called magma. Magma exists Tigers
has shady structures, such as trees. Like
What kinds of patterns do you see? Underline the name of the rock Tigers live in grasslands and forests. Tigers
far below the Earth’s surface, but it sometimes zebras, giraffes also stand in groups and
are predators that hunt other animals. A tiger

structure. What does the phrase blend together. This effect makes it hard for
escapes to the surface through cracks, such as hunts deer. A tiger follows a deer and hides in a predator to choose and make contact with
This structure of rock refer to? long grass or behind trees before it attacks.
the mouths of volcanoes. Then, we call it lava. Many tigers have fur with a pattern of
one giraffe in a group.
orange with black stripes. With this pattern,

This molten rock, or lava, is composed The rock structure is
a tiger is not easily visible within its
of minerals. As the minerals slowly cool,
. 25
they form crystals. Eventually, the once Grade 5 • Unit 3 • Week 3 • Lexile 750
Granite
What does the title tell you? fiery liquid hardens into a solid substance.
Essential Question 3 Comprehension IN_25_26_EL16_NA_DT_5_U3W3_136812.indd 25 06/04/15 6:45 PM

Reread the fifth paragraph. What
Where can you find Their textures and colors come from their
are some types of igneous rock?
patterns in nature? crystallized minerals. You may be familiar
Underline two details. Write to
with granite, which feels rough and comes
Read about patterns retell the details.
in many colors. Another variety of igneous Essential Question
you can find in rocks Where can you find patterns
rock is obsidian, which is smooth and Obsidian Use Graphic Organizer 58
and rock formations. in nature? to take notes while you
read.
Take notes as you read the text. often black.
A Pattern for Hiding

166 167 Expository Text
easily visible within its environment. The

black stripes on orange fur make the tiger’s
INAD_166_169_EL16_RWW5_U3W3_SR_131049.indd 166 4/2/15 10:15 AM INAD_166_169_EL16_RWW5_U3W3_SR_131049.indd 167 4/2/15 10:14 AM shape hard for another animal to see.
Intermediate/
Zebras
Zebras live in the grasslands of Africa.
Zebra are prey. Prey is an animal that
predators, such as lions, hunt. However,
zebras have good hearing and sight. This
protects them from predators. They run
quickly and kick with strength.

Many zebras have a pattern of white and
Advanced
black stripes. Because zebras stay in herds,
the repetition of this pattern helps them blend
While animal patterns are beautiful, they also serve
an important purpose. together. This effect makes it difficult for a
predator to choose one animal to attack.
Nature is filled with patterns. There are
Giraffes
patterns in rocks, and there are patterns on
Giraffes live in the grasslands of Africa.
animals, too. The patterns on tigers, zebras,
Giraffes are tall so many predators leave
and giraffes are distinct. However, these
them alone. However, they are prey for lions
patterns all serve one purpose. They help the
and crocodiles. Like zebras, giraffes fight
animals blend into their environments.
predators by running or kicking.
Tigers
Many giraffes have light-colored coats with
Tigers live in grasslands and forests in
brown spots. This pattern helps giraffes blend
Asia. These big cats are predators that hunt
into an environment that has shady
other animals. Tigers hunt deer and
structures, such as trees. Like zebras, giraffes
antelope. A tiger will hide in long grass or
may also stand in groups and blend together,
behind trees before attacking.
which makes it hard for a predator to choose
Many tigers have a pattern of orange with
and make contact with one giraffe in a group.
black stripes. With this pattern, a tiger is not
6
25
ELD TEACHER’S EDITION SAMPLER

Grade 5 • Unit 1 • Week 3 • Lexile 790
AD_25_26_EL16_NA_DT_5_U3W3_136812.indd 25 06/04/15 6:43 PM

Also available: A Complete Spanish Literacy System
Teacher’s Edition Shared Read Genre • Expository Text

Rock Solid
“Solid as a rock” is a saying often used to describe
something that’s reliable, that doesn’t change. But, in fact,
rocks do change. The effects of water, wind, and temperature
over long periods of time slowly transform one type of rock
into another type of rock. These same forces also shape awe-
inspiring landscapes and sketch designs on rock. Nature’s
patterns are visible in some rocks as small as pebbles and
Reading/Writing in wonders as vast as the Grand Canyon.

The photograph across these pages shows one example
Workshop of nature’s art. This structure of rock, known as the Wave

formation, is made of sandstone. It is sand turned to rock
over a long period of time.
Igneous Rocks
Igneous rocks are one type of rock. They are formed from
hot, liquid rock called magma. Magma exists far below
the Earth’s surface, but it sometimes escapes
to the surface through cracks, such as the
mouths of volcanoes. Then, we call it lava.
This molten rock, or lava, is composed
they form crystals. Eventually, the once
fiery liquid hardens into a solid substance. Granite

Essential Question Their textures and colors come from their
Where can you find patterns in nature? crystallized minerals. You may be familiar
Read about patterns you can find in rocks
in many colors. Another variety of igneous
rock is obsidian, which is smooth and
Obsidian
often black.
194 195
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Genre Expository Text

Our story starts on a winter day,
high up in the sky,
in a cloud that is
very, very cold.
Literature This is the story of snow.
Anthology
The Science of Clouds are mostly made of air, which we can’t see.
Then there is water vapor (water in the form of a
The Story of Snow, text and photos © 2009 by Mark Cassino, illustrations © 2009 by Chronicle Books LLC. All rights
Winter’s Wonder gas), which we also can’t see. We do see the billions
of tiny droplets of liquid water and ice crystals that
float in the cloud. They reflect light, making the
reserved. Published by arrangement with Chronicle Books, LLC, San Francisco, California, USA.
by Mark Cassino with Jon Nelson

cloud visible.
illustrations by Nora Aoyagi
Essential Question
Where can you find patterns
in nature?
Read about how patterns in snow
crystals form.
© Comstock/Getty Images
Go Digital!
217
216

Instructional Planning
WEEK 3 SUGGESTED LESSON PLAN

Getting from Here to There
ESSENTIAL QUESTION
Where can you find patterns in nature?
Day 1 Components Day 2 Components

Companion Worktext Companion Worktext
ELD Visual Vocabulary Cards Language Development Cards/Practice
Visual Vocabulary Cards Foundational Skills Kit
DAY 1 DAY 2
15 Language Support, 330–331 Language Support, 338–339
Flexible Set Purpose, 330 Set Purpose, 338
instructional Oral Language, 330 Vocabulary 339
• Explore the Essential Question • Review Vocabulary
plans are
30
20 Shared Read, 332–336 • Domain Words
Close Read, 340–343
provided for “Patterns of Change” 332–333
• Make Connections: Review the “Patterns of Change” 340–341
minute plan
30-, 45- and Essential Question • Respond to the Text
“Patterns of Change” 334–336 “Patterns of Change” 342–343
25
60- minute • Make Connections: Review the • Respond to the Text
Essential Question
sessions
30
Language Support, 330–331 Language Support, 338–339
More Vocabulary 331 Oral Language 338
• Introduce Vocabulary • Academic Language:
45 35
accumulate, depositing, effects, forces, Ask Questions
patterns, substance • Language Development Practice
• Review Weekly Vocabulary Grammar 339
minute plan Words and Phrases, 331 • Main Verbs and Helping Verbs
• In fact, such as • Language Development Cards
40 • Phrasal Verbs: moreover, upon Fluency 339
• Rate and Accuracy
• Foundational Skills Kit: Choral
Reading, Echo Reading, High-
Frequency Words, Phonics
45
Language Support, 337 Language Support, 338–339

Speaking and Writing 337 Listening Comprehension 338
• Talk About It “Protective Patterns”
60
minute plan
50 • Write About It
• Present and Discuss
55
60
328 UNIT 3 WEEK 3
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Teachers can customize their
Lessons cover multiple proficiency levels:
own lesson plans to suit
Beginning, Intermediate and Advanced.
individual classroom needs
Go Digital CUSTOMIZE YOUR OWN LESSON PLANS

www.connected.mcgraw-hill.com
UNIT 3 • WEEK 3
KEY
Beginning
Intermediate
Advanced
Day 3 Components Day 4 Components Day 5 Components Easy visual

Companion Worktext Differentiated Text Companion Worktext
Literature Anthology Companion Worktext Differentiated Text
shows all
Literature Anthology materials
needed for
DAY 3 DAY 4 DAY 5
that day’s
Writing, 345–346
Write to Sources 345
Differentiated Text, 348–349
Set Purpose, 348
Writing, 352
Set Purpose, 352
instruction
Write to Sources 346 “A Pattern for Hiding” 348 Write to Two Sources 352
• Analyze the Prompt Respond to the Text 349 • “Patterns of Change” and
• Review the Graphic Organizer • Partner Discussion “A Pattern for Hiding”
• Examine Student Model • Write • Analyze the Model
• Talk About It • Write the Response
• Text Evidence • Revise
• Grammar • Present
• Connect Ideas
• Your Turn
Language Support, 344–345 Writing, 350 Progress Monitoring, 353 Daily

Set Purpose, 344 Write to Two Sources
• Set Purpose
350 Written Production
• Diagnose and Prescribe
353
instructional
Oral Language 344
• Retell • Analyze the Prompt
• Find Text Evidence
outlines include
• Review Vocabulary
• Analyze Text Evidence suggested
lessons for
each day
Literature Anthology, 347 Literature Anthology, 351 Progress Monitoring, 353

Set Purpose, 347 Set Purpose, 351 Oral Production 353
“The Story of “The Story of • Diagnose and Prescribe
Snow” 347 Snow” 351
SUGGESTED LESSON PLAN 329
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Flexible, Targeted Instruction
Language and content objectives outline student
knowledge covered in the day’s lesson
DAY 1 INTERMEDIATE/ADVANCED
Shared Read Text Evidence Shared Read Genre • Expository Text Rock Solid
“Solid as a rock” is a saying often used to describe something
Text Evidence
that’s reliable, that doesn’t change. But, in fact, rocks do change.
The effects of water, wind, and temperature over long periods of 1 Specific Vocabulary
Language Objectives
COLLABORATE
• Demonstrate understanding of
time slowly transform one type of rock into another type of rock. The word transform means “to
1 Talk About It
These same forces also shape awe-inspiring landscapes and change form or shape.” Circle the
Look at the photograph. Read the sketch designs on rock. Nature’s patterns are visible in some rocks text that tells what transforms. Put
title. Talk about what you see. as small as pebbles and in wonders as vast as the Grand Canyon. a box around a synonym of
different rock types

Write your ideas. transform.
The photograph across these pages shows one example of
• Distinguish shades of meaning

is made of sandstone. It is sand turned to rock over a long period
into .
of time.
Igneous rocks are one type of rock. They are formed
Materials
Reread the second paragraph.
Go Digital
from hot, liquid rock called magma. Magma exists
What kinds of patterns do you see? Underline the name of the rock
far below the Earth’s surface, but it sometimes
structure. What does the phrase
escapes to the surface through cracks, such as
cohesion
This structure of rock refer to?
the mouths of volcanoes. Then, we call it lava.
• Companion Worktext, of minerals. As the minerals slowly cool,

Granite
.
• Use context clues to identify word

Essential Question 3 Comprehension
Intermediate/Advanced pp. 166–169

meaning
you can find in rocks
rock is obsidian, which is smooth and Obsidian
Content Objectives
166 167
INAD_166_169_EL16_RWW5_U3W3_SR_131049.indd 166-167 10/04/15 9:46 AM
• Ask and answer questions about the

rock cycle
Read “Patterns of Change” meaning of each individual word. Provide other

examples of expressions such as drive me crazy.
Invite students to tell you more sayings.
Reading Routine
• Build On In preparation for today’s discussions, ask INTERPRETIVE Morphology Point out the word
transform in the second sentence. Point out that the
Students are partners to share what they’ve learned so far about
prefix trans- means to change. Ask students to use
where to find patterns in nature. Have pairs ask each
provided a other questions. the prefix to explain the meaning of the word
transform. (to change form) Now ask students to tell
consistent close- • Read Choral read each paragraph with students. you other words that begin with the prefix trans-.
read routine Ask questions and use strategies provided to help (transportation, transfer, transition, translation)
them understand the text.
to help access • Discuss Use prompts and sentence frames to guide
1 Specific Vocabulary Have students
identify and box the synonym of transform in the text.
complex texts the discussion. Have them point to or identify text (change) Then help students identify the text that will
evidence to support their responses. help them complete the frame. One type of rock
transforms into another type of rock.
PAGE 166
Paragraph 2
1 Talk About It Review the meaning of
COLLABORATIVE INTERMEDIATE/ADVANCED Cohesion Have
pattern and discuss the title. Ask students to discuss students read the paragraph aloud. Ask what the
how the photograph shows patterns, and how it might pronoun it in the last sentence refers to. (sandstone)
show change. 2 Sentence Structure Have students
Have partners take turns reading the questions and underline the name of the rock structure. (the Wave
then work together to answer the prompt. formation) Clarify that the phrase This structure of
rock refers to the Wave formation.
PAGE 167 Paragraph 3
Paragraph 1 INTERMEDIATE/ADVANCED Point to the
INTERMEDIATE/ADVANCED Clarify the phrase mouths of volcanos. Ask what part of the
meaning of the word saying. Explain that a saying volcano it is. (the opening) Ask how they know this.
is an expression, and that the complete expression Ask: How does magma become lava? Magma
may have a different meaning than the literal becomes lava by escaping to Earth’s surface.
334 UNIT 3 WEEK 3
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Instructional guidelines allow teachers to differentiate
instruction according to students proficiency level:
Beginning, Intermediate and Advanced
INTERMEDIATE/ADVANCED UNIT 3 • WEEK 3
Paragraph 4 (circle: igneous rocks; underline: depositing them

INTERMEDIATE/ADVANCED Explain that elsewhere)
molten means “very hot.” Ask students to look for After water and wind erode igneous rocks, the
clues in the rest of the paragraph to the meaning particles are carried away and deposited
of the word. (The last sentence refers to the lava as elsewhere.
“once fiery liquid.”)
ADVANCED Shades of Meaning Ask: Why Paragraph 3
does the author choose words like molten and fiery INTERMEDIATE/ADVANCED Point out the
instead of hot? Discuss the idea that these words phrase is formed from in the second sentence. Have
are stronger than hot, and help convey the students find a synonymous phrase in the third Daily
intensity of the heat. sentence. (is composed of)
instruction
2 Specific Vocabulary Have students circle
Paragraph 5
the words Just as at the start of the paragraph and
pinpoints ways
INTERMEDIATE/ADVANCED Have students
use information from the text and from the pictures
underline the things being compared. (different kinds for students
of igneous rock, different kinds of sedimentary rock)
to complete the following frame for each rock. to access
Have students use the information from the paragraph
Granite/Obsidian rock has a rough/smooth
to complete the frame for each of the two different complex texts
texture and a speckled/swirled pattern.
kinds of rock discussed in the paragraph.
3 Comprehension: Main Idea and Key Details Have
Sandstone/Limestone is formed from sand/bones
students identify the two types of igneous rock.
and shells.
(underline: granite and obsidian)
Paragraph 4
PAGE 168 INTERMEDIATE/ADVANCED Morphology
Paragraph 1 Point out the word geologist in the second
INTERMEDIATE/ADVANCED Have students sentence. Tell students that the prefix geo- means
read the paragraph and identify the sentence that “of the earth.” Then point out the suffix –ist at the
contains the main idea. (the first sentence) end of geologist. Have students say other words
with this suffix. (biologist, pianist, cyclist) Have
Point out the word depositing in the second students figure out the meaning of -ist. (one who does
sentence. Ask students to identify a word with a something) Have students use the prefix and suffix to
similar meaning in the third sentence. (left) figure out the meaning of geologist. (a person who
studies Earth)
Paragraph 2
INTERMEDIATE/ADVANCED Point out the Paragraph 5
word contact in the second sentence. Tell students
INTERMEDIATE/ADVANCED Remind students
that this word can be a noun or a verb. Ask them to
that the word accumulate means “to gather”
use context clues to determine which part of
(cognate: acumular). Have students think of things
speech is used here. (noun) Say: I tried to contact
that often accumulate. (snow, laundry, papers)
my cousin yesterday. Have students identify the
word as a verb in that sentence. 3 Talk About It Have students work in pairs to
discuss the question of why the oldest layers of rock
PRODUCTIVE ADVANCED Have students write one are at the bottom. After students write their ideas,
sentence with contact as a noun and another have them share their writing with their partners.
sentence using the word as a verb. Have students
Paragraph 6
read their sentences to the class.
INTERMEDIATE/ADVANCED Connect Ideas
1 Sentence Structure Help students identify After reading this paragraph, look at the title of
the key words and phrases to complete the frame. the reading again, and ask: What patterns of
UNIT 3 WEEK 3 335

Instruction includes coverage of communication types:
Interpretive, Productive, and Collaborative, as well as
Think Aloud opportunities.
332_336_EL16_NA_T5_D1_SR_U3W3_131796.indd 335 4/10/15 3:30 PM

Student Text for English Language
Development
Companion Worktext
Accelerate English language development for students
across all proficiency levels.
Beginning
The Beginning level provides targeted scaffolding to build
foundational and language skills to allow students to
progress to the Intermediate/Advanced levels.
Beginning
Companion Worktext
Intermediate/Advanced
Intermediate/Advanced level provides opportunities for
students to:
• write-in text for close reading annotation
• use the same rigorous text as Wonders with language
Intermediate/Advanced scaffolds designed for English learners
Companion Worktext • focus on academic vocabulary and phrases
• engage in oral language production
Core Wonders
While building language skills in Wonders for English
Learners, students build their core reading, writing,
listening, and speaking skills with Wonders.
Wonders Reading/Writing
Workshop

Online Differentiated Texts
Text Evidence Shared Read Genre • Expository Text Text Evidence Essential Question
Where can you find patterns Use Graphic Organizer 58
in nature? to take notes while you
read.
Rock Solid 1 Specific Vocabulary

COLLABORATE Rocks change. In fact, water, wind, and temperature Reread the second sentence in the A Pattern for Hiding
1 Talk About It slowly change one type of rock into another type of rock. third paragraph. What is magma? Expository Text
Nature has many patterns. There are patterns in rocks. There are
Look at the photograph. Read the These forces also shape the rocks that make up land. Circle the words that tell you. patterns on animals, too. Tigers, zebras, and giraffes have different
patterns. These animal patterns have the same purpose. They help
title. Talk about what you see. The photograph across these pages shows an example. animals hide and blend into the environment.
Magma is
Use these words. This rock structure is the Wave formation. It is made of sand Tigers
Tigers are predators that live in grasslands and forests. Predators hunt
change rock hill layer that turned to rock over a long time. . other animals for food. When a tiger hunts, it hides in long grass and then
attacks.
Many tigers have orange fur with black stripes. With this pattern, the
Write about what you see. Igneous Rocks

2 Comprehension make the tiger hard to see.
Igneous rocks are one type of rock. They are
The text is about Main Idea and Key Details
formed from hot, liquid rock called magma.
What does the photograph show? volcanoes. When this happens, magma about igneous rock.
The photograph shows cools. Eventually, it hardens into solid rock. Granite Granite and obsidian are

.
3
Obsidian is smooth and often black. Read the third sentence in the third Animal patterns are beautiful. They also serve an important
What does the rock look like? Essential Question purpose.

The rock has Where can you find Obsidian tells what magma does sometimes. Grade 5 • Unit 3 • Week 3 • Lexile 670
37
patterns in nature?
Sometimes magma BEG_37_39_EL16_NA_DT_5_U3W3_136812.indd 37 06/04/15 6:44 PM
Read about patterns


33
Beginning
32
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Essential Question
Text Evidence
Where can you find
Text Evidence Rock Solid

Shared Read Genre • Expository Text patterns in nature? to take notes while you
read.

that’s reliable, that doesn’t change. But, in fact, rocks do change. A Pattern for Hiding
The effects of water, wind, and temperature over long periods of 1 Specific Vocabulary Expository Text
COLLABORATE time slowly transform one type of rock into another type of rock. The word transform means “to Essential Question
environment. The black stripes on orange fur
1 Talk About It
Where can you find patterns
These same forces also shape awe-inspiring landscapes and change form or shape.” Circle the make the outline of the tiger hard for its prey
in nature?
to take notes while you
to see. read.
Look at the photograph. Read the sketch designs on rock. Nature’s patterns are visible in some rocks text that tells what transforms. Put Zebras
title. Talk about what you see. as small as pebbles and in wonders as vast as the Grand Canyon. a box around a synonym of Zebras live in grasslands. Zebra are prey.
Prey is an animal that predators, such as A Pattern for Hiding
Write your ideas. transform. lions, hunt.
The photograph across these pages shows one example of Many zebras have a pattern of white and
Expository Text

What do the rocks look like? nature’s art. This structure of rock, known as the Wave formation, transforms black stripes. Because zebras stay in herds,
easily visible within its environment. The
the repetition of the pattern helps them
is made of sandstone. It is sand turned to rock over a long period blend together. This effect makes it difficult
shape hard for another animal to see.
into . for a predator to choose one animal to
of time. Krystsina Birukova/iStock/360/Getty Images
attack.
Zebras
While animal patterns may be beautiful, they also Zebras live in the grasslands of Africa.
Giraffes
Igneous Rocks
serve an important purpose.
Zebra are prey. Prey is an animal that
2 Sentence Structure Nature is filled with patterns. There are
Giraffes live in the grasslands. Giraffes
are tall so many predators leave them alone.
predators, such as lions, hunt. However,
Igneous rocks are one type of rock. They are formed patterns in rocks and on animals, too. Tigers,
zebras have good hearing and sight. This
Reread the second paragraph. protects them from predators. They run

zebras, and giraffes have patterns. Each
from hot, liquid rock called magma. Magma exists animal has a different pattern. However,
crocodiles. quickly and kick with strength.
Underline the name of the rock Many giraffes have light-colored coats Many zebras have a pattern of white and
far below the Earth’s surface, but it sometimes these patterns all serve one purpose. They
What kinds of patterns do you see? with brown spots. This coloring pattern black stripes. Because zebras stay in herds,
structure. What does the phrase help animals blend into their environment.
helps giraffes blend into an environment that
escapes to the surface through cracks, such as Tigers

the repetition of this pattern helps them blend
This structure of rock refer to? Tigers live in grasslands and forests. Tigers an important purpose. together. This effect makes it difficult for a
the mouths of volcanoes. Then, we call it lava. are predators that hunt other animals. A tiger
zebras, giraffes also stand in groups and predator to choose one animal to attack.
blend together. This effect makes it hard for Nature is filled with patterns. There are
hunts deer. A tiger follows a deer and hides in Giraffes
This molten rock, or lava, is composed The rock structure is long grass or behind trees before it attacks.
a predator to choose and make contact with patterns in rocks, and there are patterns on
Giraffes live in the grasslands of Africa.
one giraffe in a group. animals, too. The patterns on tigers, zebras,
of minerals. As the minerals slowly cool, Many tigers have fur with a pattern of and giraffes are distinct. However, these
. orange with black stripes. With this pattern, patterns all serve one purpose. They help the
and crocodiles. Like zebras, giraffes fight
they form crystals. Eventually, the once a tiger is not easily visible within its animals blend into their environments.
Granite Tigers
fiery liquid hardens into a solid substance. Many giraffes have light-colored coats with
3 Comprehension
25 Tigers live in grasslands and forests in
What does the title tell you? Grade 5 • Unit 3 • Week 3 • Lexile 750 brown spots. This pattern helps giraffes blend
Essential Question There are many kinds of igneous rock.
other animals. Tigers hunt deer and
into an environment that has shady
Reread the fifth paragraph. What antelope. A tiger will hide in long grass or
Where can you find Their textures and colors come from their IN_25_26_EL16_NA_DT_5_U3W3_136812.indd 25 06/04/15 6:45 PM

are some types of igneous rock? which makes it hard for a predator to choose
patterns in nature? crystallized minerals. You may be familiar Many tigers have a pattern of orange with
Underline two details. Write to black stripes. With this pattern, a tiger is not
retell the details.
Intermediate
Read about patterns in many colors. Another variety of igneous 25
you can find in rocks rock is obsidian, which is smooth and Obsidian
and rock formations. often black. AD_25_26_EL16_NA_DT_5_U3W3_136812.indd 25 06/04/15 6:43 PM
Advanced
167
166
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Shared Read Genre • Expository Text

Rock Solid
“Solid as a rock” is a saying often used to describe
something that’s reliable, that doesn’t change. But, in fact,
rocks do change. The effects of water, wind, and temperature
over long periods of time slowly transform one type of rock
into another type of rock. These same forces also shape awe-
inspiring landscapes and sketch designs on rock. Nature’s
patterns are visible in some rocks as small as pebbles and
in wonders as vast as the Grand Canyon.
The photograph across these pages shows one example
of nature’s art. This structure of rock, known as the Wave
formation, is made of sandstone. It is sand turned to rock
over a long period of time.
Igneous Rocks
Igneous rocks are one type of rock. They are formed from
hot, liquid rock called magma. Magma exists far below
the Earth’s surface, but it sometimes escapes

to the surface through cracks, such as the
mouths of volcanoes. Then, we call it lava.
This molten rock, or lava, is composed
fiery liquid hardens into a solid substance. Granite

Essential Question Their textures and colors come from their
Where can you find patterns in nature? crystallized minerals. You may be familiar
Read about patterns you can find in rocks
rock is obsidian, which is smooth and
Obsidian
often black.
194 195


Resources for Speaking, Listening,
Reading and Writing
Wonders for English Learners provides daily opportunities for
practice in reading, writing, speaking, and listening, with scaffolded
instructional pathways to help students advance proficiency levels
and build their skills.
Oral Language Text Evidence Shared Read Genre • Expository Text Rock Solid
Text Evidence
1 Specific Vocabulary
The effects of water, wind, and temperature over long periods of
• Frequent opportunities for

COLLABORATE
1 Talk About It
title. Talk about what you see.
collaborative conversations
as small as pebbles and in wonders as vast as the Grand Canyon. a box around a synonym of
into .
• Build oral vocabulary

of time.

• Engage in meaningful
classroom discussions using text

.
Granite
evidence What does the title tell you? fiery liquid hardens into a solid substance.
166 167
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Vocabulary More Vocabulary Words and Phrases

Connecting and Preposition Words
Look at the picture and read the word. Then read the sentence.
• Build vocabulary before COLLABORATE Talk about the word with a partner. Write your own sentence. moreover = in addition
Jack’s idea may work. Moreover, it may be fun to try it.
accessing the Shared Read upon = on
Mary’s house sits upon a mountain.
Read the sentences below. Write the word or phrase
• Visuals provide English learners accumulate effects patterns that completes each sentence.
USGS; Manoj Kumar/Hindustan Times/Getty Images); George Doyle/Getty Images; Robert_Ford/iStock/360/Getty Images
It took millions of years for the layers of rock The damaging effects of the storm caused The tile has patterns of triangles and squares. Alan piled one book another book.
vocabulary context
to accumulate. difficulties for traveling. To find a pattern you need to look for Soccer is fun to play. , soccer helps
During a storm, a lot of Another word for effects is people stay healthy.
Westend61/SuperStock; Leentje photography by Helaine Weide/Moment Open/Getty Images

accumulate. . Apples are sweet and delicious. , apples
.
are healthful.
• Sentence frames allows The queen sat a gold throne.
students to practice vocabulary

Go Digital Add the words moreover and upon
to your New Words notebook. Write a sentence to
show the meaning of each.
depositing forces substance
The river is depositing water into the sea. The forces of a hurricane cause the tops of Rock is a substance that is hard and solid.
• Students collaborate with As water flows in rivers, it carries small pieces

of rock and deposits them
trees to blow sideways.
The forces of wind and water can cause
Water is a substance that is
partners to build their 164

. .
165
vocabulary knowledge 164_165_EL16_RWW5_U3W3_VOC_131049.indd 164 4/2/15 10:06 AM 164_165_EL16_RWW5_U3W3_VOC_131049.indd 165 16/04/15 8:50 PM

Reading
• Accessing Complex Text
scaffolds support students in
making meaning
• Additional vocabulary support
provided related to the reading
passage
• Opportunities to annotate text
• Scaffolds for text features
Writing Respond to the Text

Partner Discussion Work with a partner. Answer the questions. Discuss what Write Review your notes about “Patterns of Change.” Then write your answer to
• Support for identifying text COLLABORATE you learned in “Patterns of Change.” Write the page numbers where you found
text evidence.
COLLABORATE the Essential Question. Use text evidence to support your answer. Use vocabulary
words from this week’s reading in your writing.
evidence and writing to sources What patterns are in rocks? Text Evidence
What kinds of patterns can you find in rocks?
Strata are .
I learned that rocks change from . Page(s):
Examples of strata include .
• Leveled frames support leveled Strata are created by
Layers form patterns by

.
.
Page(s):
Page(s):
Strata is one kind of pattern because
writing requirements and A rock cycle is a process of
What pattern is in the rock cycle? Text Evidence .
student output First, . Page(s): A rock cycle is another kind of pattern because
Then, . Page(s): .
• Collaborative discussions to
Finally, . Page(s):
The rock cycle is a pattern because Page(s): Share Writing Present your writing to the class. Discuss their opinions. Think
. about what the class has to say. Did they justify their claims? Explain why you
verbalize ideas prior to writing

COLLABORATE
agree or disagree with their claims.
I agree with because .

Group Discussion Present your answers to the group. Cite text evidence to justify
your thinking. Listen to and discuss the group’s opinions about your answers. I do not agree because .
• Graphic organizers to
COLLABORATE
170 171
synthesize thoughts INAD_170_171_EL16_RWW5_U3W3_RTR_131049.indd 170 4/2/15 10:15 AM INAD_170_171_EL16_RWW5_U3W3_RTR_131049.indd 171 4/2/15 10:15 AM
• Student exemplars for modeling

Write to Sources Text Evidence
COLLABORATE
1 Talk About It
Look at the photograph. Read the
Write your ideas.
What do the rocks look like?

Shared Read Genre • Expository Text Rock Solid
time slowly transform one type of rock into another type of rock.
These same forces also shape awe-inspiring landscapes and
sketch designs on rock. Nature’s patterns are visible in some rocks
as small as pebbles and in wonders as vast as the Grand Canyon.

nature’s art. This structure of rock, known as the Wave formation,
Text Evidence
The word transform means “to
change form or shape.” Circle the
text that tells what transforms. Put
a box around a synonym of
transform.
transforms
into .
of time.


Take Notes About the Text I took notes on the idea web to Write About the Text I used notes from my idea web to
.
Granite
help me write an informative text about the flow chart.

answer the question: How can you use the flow chart of the
166 167
rock cycle to explain the text?

pages 166–169
Student Model: Informative Text

TALK ABOUT IT COLLABORATE
Samantha Topic The pictures, arrows, and text in the flow

Text Evidence
The flow chart of chart show the information in the text. First, Draw a box around the topic sentence, which
the rock cycle shows the the topic of both the flow chart and the text
clearly states the main idea of the response.
Why is a strong opening important?
information in the text.
is the rock cycle. Then, the flow chart shows
Grammar
with short text, pictures, and arrows how rock Circle the words flow chart. What prepositional
phrase can Samantha add to give more detail
changes from one form to another. The text
about the flow chart?
explains the same information. For example,
Detail Condense Ideas
Detail Detail
The text explains squeezing and cementing changes sediment Underline the two sentences about the cycle.
The topic of both The text explains and How can you combine the sentences to create
and the flow chart into sedimentary rock. Finally, the flow chart
the text section and the flow chart shows a more precise sentence?
shows how rocks shows arrows to explain that the cycle repeats.
the flow chart is the that the cycle repeats.
change in the cycle.
rock cycle. The text explains that the cycle is a repeating Your Turn COLLABORATE
pattern. Why are the green arrows in the flow

Radius Images/Getty Images
chart important? Use text evidence in

your writing.
Go Digital!
Write your response online. Use your editing checklist.
172 173
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Visual Vocabulary Cards - English
Language Development
These photo-word cards visually introduce specific
vocabulary. Collaborative conversations and activities with
the words provide additional practice for English learners.
EL Vocabulary
Unit 3 Week 3
accumulate
TEACHER TALK PARTNER TALK

COLLABORATIVE COLLABORATIVE
One word in the selection is accumulate. Say q You have probably seen a dusty table or shelf.
accumulate
it with me: accumulate. Follow the vocabulary
routine.
EL Vocabulary
What makes dust accumulate? Share your
ideas with a partner. Use this sentence frame:
Unit
“Dust accumulates when ___.” 3 Week 3
1. Define: Accumulate means “to gather or pile
up.” En español, accumulate quiere decir q Draw a picture of a messy room with piles
“acumular, reunir o apilar”. Accumulate of things lying around. Show the picture to
in English and acumular in Spanish are your partner. Tell your partner what has
cognates. accumulated in the room.
2. Example: It takes many years for layers of q What are some ways that you can
rock to accumulate. En español: Las capas accumulate money? Write a list of ideas with
de roca tardan años en acumularse. your partner.
3. Ask: What is a synonym for accumulate? q Now say accumulate with your partner
Examples include: gather, increase, gain three more times: accumulate, accumulate,
USGS © McGraw-Hill Education
4. Look at the cliff in the photo. Layers of rock accumulate.

have built up the cliff. It took a long time for
the rock to accumulate here.
71
EL Vocabulary
Unit 3 Week 3
depositing
TEACHER TALK PARTNER TALK

COLLABORATIVE COLLABORATIVE
q
depositing
One word in the selection is depositing. Say Draw a picture of a volcano that is erupting.
it with me: depositing. Follow the vocabulary
EL Vocabulary
Talk to a partner about your picture. Describe
routine. Unit 3 Week
what the volcano is depositing on the3land.
1. Define: Depositing means “leaving something q The word deposit can be a noun or a verb.
behind or setting it down.” En español, Complete these sentences with your partner:
depositing quiere decir “depositar, dejar q An avalanche deposits ___.
algo en un sitio”. Deposit in English and
q The deposits from a volcano include ___.
Robert_Ford/iStock/360/Getty Images © McGraw-Hill Education
depositar in Spanish are cognates.

2. Example: The river is depositing water into Then decide which sentence uses deposits as
the sea. En español: El río deposita agua en a noun, and which sentence uses it as a verb.
el mar. q Now say depositing with your partner
3. Ask: What is an antonym for depositing? three more times: depositing, depositing,
depositing.
4. In the photo, water flows from a river into
the sea. (Trace the flow of the water.) The
river is depositing water in the sea.
72

Oral Language Cards - English
These cards include illustrations and images from the
Shared Read with instruction and prompts to guide
children to discuss and give opinions about the selection.
A Reluctant Traveler
Talk About the Image ENGLISH LEARNERS

In small groups, take turns to ask questions Emerging/Beginning
about in the image.
Why doesn’t Paul want to go on
What do you see in this picture? the trip? Paul doesn’t want to go
New York City
What can you see in a city? on the trip because ____.
What does the map show? Expanding/Intermediate

Buenos Aires What does Paul learn about
Talk About the Selection Buenos Aires? Paul learns that
_____.
Recall and tell what you learned about the ways Bridging/Advanced
different cultures can teach us. Use the weekly
vocabulary words to discuss and give an opinion What did Paul learn from his trip?
about “A Reluctant Traveler.” Paul learned about ____.
Why doesn’t Paul want to go on the trip?

What does Paul discover about Buenos Aires?

What did Paul learn from his trip?
Alan Schein/Alamy
(SBEFq6OJUq8FFL
11
Survivaland
Talk About the Image

In small groups, take turns to ask questions about the image.
Who are the four people on the screen?
What are the kids doing?
How do the kids feel about playing the game? How can you tell?
Talk About the Selection

Recall and tell what you learned about how learning about nature
can be useful. Use the weekly vocabulary words to discuss and give an
opinion about “Survivaland.”
What happened to the kids after the room went dark?
What did the kids do to escape a dangerous situation ?
How did knowledge of nature help the kids?
ENGLISH LEARNERS
Emerging/Beginning
What happened to the kids after the room went dark? After the room went
dark, the kids were _________.
Expanding/Intermediate
What did the kids do to escape a dangerous situation? To escape a
dangerous situation, the kids _________.
Bridging/Advanced
How did knowledge of nature help the kids? Having knowledge of nature
helped the kids by _________.
Maryn Roos
(SBEFq6OJUq8FFL
12

Assessment
Progress Monitoring ALL LEVELS

ive
Format nt
UNIT 3 • WEEK 3
Progress Monitoring Assessme
In the Teacher’s Editions, each week’s instructional plan

includes progress monitoring instruction for teachers to: Written Production
Now that students have completed the week, you can
Oral Production
ALL LEVELS After students have finished their
assess their language proficiency to help determine sentences, meet with them one on one. After
• assess students’ written and oral production their readiness to move to the next scaffolding level.
BEGINNING/INTERMEDIATE Have students write
you’ve read their sentences or paragraphs, ask
questions about what they wrote. You might ask
them to expand on a fact they included or why
a few sentences in response to the following prompt:
they included certain information.
Choose one thing you learned this week about
• inform instruction patterns in nature. Tell three ways you could find
answers to questions about patterns. Tell students
Diagnose and Prescribe Chart
Use the following chart to guide you in assessing
you will ask them questions about what they wrote.
their work.
ADVANCED Use the paragraph they wrote in
Level Up charts help teachers determine when students are Write to Two Sources for evaluation.
Written Production Oral Production
ready to move to the next IF…

students don’t use academic language and lesson
IF…
students answer questions with one-word answers
proficiency level.
vocabulary
BEGINNING THEN…
THEN… repeat their answer using a complete sentence.
review academic language and lesson vocabulary Then have students try again.
in context.
IF… IF…
students aren’t including enough details and students don’t use academic and domain-specific
vocabulary vocabulary
INTERMEDIATE
THEN… THEN…
review using descriptive and richer vocabulary. give appropriate vocabulary and have them restate
their answers using the words.
IF… IF…
students have some mistakes with cohesion students realize that they used an incorrect term
when answering a question
ADVANCED THEN…
review sequence words and have them combine or THEN…
condense ideas with those words to improve the remind them to self-correct their speech.
flow of writing.
BEGINNING If students are INTERMEDIATE If students ADVANCED If students are

LEVEL able to write and/or use are able to write and express able to write and express
UP learned vocabulary that ideas through recombination of ideas to meet a variety of
they’ve acquired during the learned vocabulary in different academic tasks, they may be
week, they may be ready to settings, they may be ready ready to move to on-level for
move to the next level for to move to the ADVANCED some tasks.
some tasks. scaffolds for some tasks.
Unit Progress Monitoring

UNIT 3 WEEK 3 353
352_353_EL16_NA_T5_D5_PM_U3W3_131796.indd 353 5/5/15 1:38 PM
At the end of each unit in the Teacher’s Edition, teachers can

use data from the following sources to inform instruction and
make Level Up decisions:
• Unit Assessment • Foundational Skills Kit
• Observational Rubrics • Adaptive Learning
• Language Development Kit
UNIT 3 PROGRESS MONITORING

TESTED SKILLS Level Up
Use the following chart, along with your Student Profiles, to guide your Level Up decisions.
Q LISTENING AND READING Q VOCABULARY: Q GRAMMAR: Q SPEAKING
COMPREHENSION: • Unit Vocabulary Words • Verbs and Verb Phrases AND WRITING:
• Listening Actively • Presenting
• Reading Closely • Writing
LEVEL
If INTERMEDIATE level
• Text Structure • Supporting Opinions
UP If BEGINNING level students
students are able to do the
If ADVANCED level students
are able to do the following, are able to do the following,
• Understanding Cohesion • Retelling/Summarizing following, they may be ready
they may be ready to move they may be ready to move
to move to the ADVANCED
• Text Structure to the INTERMEDIATE level: to on-level:
level:
• participate in collaborative • participate in collaborative • participate in collaborative

Additional Assessment Options conversations using basic conversations using appropriate conversations using more
• Foundational Skills vocabulary and grammar and words and phrases and complete sophisticated vocabulary and correct
COLLABORATIVE simple phrases or sentences sentences grammar
º Conduct assessments using the Practice and Assessment pages from the
• discuss simple pictorial or text • use limited academic vocabulary • communicate effectively across a wide
Foundational Skills Kit.
prompts across and within disciplines range of language demands in social
• LAS Links Benchmark Assessments and academic contexts
º Use the LAS Links Benchmark Assessments to measure students' language
proficiency and progress throughout the year. • identify details in simple read- • identify main ideas and/or make • determine main ideas in read-alouds
alouds some inferences from simple • that have advanced vocabulary
Reteaching Options • understand common vocabulary
and idioms and interpret
read-alouds
• use context clues to identify
• use context clues to determine
meaning, understand multiple-
• Use the online Reteaching lessons for vocabulary, comprehension, and writing. language related to familiar word meanings and interpret meaning words, and recognize
• Use the Language Development Cards for grammar and vocabulary. social, school, and academic basic vocabulary and idioms synonyms of social and academic
topics • compare, contrast, summarize, vocabulary
• Use the Foundational Skills Lesson Cards for phonological awareness, phonemic INTERPRETIVE
• make simple inferences and and relate text to graphic • analyze information, make
awareness, phonics, word recognition, structural analysis, and fluency. make simple comparisons organizers sophisticated inferences, and explain
• exhibit an emerging receptive • exhibit a limited range of their reasoning
control of lexical, syntactic, receptive control of lexical, • command a high degree of receptive
Create a Student Profile phonological, and discourse syntactic, phonological, and control of lexical, syntactic,
Record data from the following resources in the Student Profile charts on pages 320–321 of features discourse features when phonological, and discourse features
the Assessment book. addressing new or familiar topics
• express ideas and opinions with • produce coherent language with • produce sentences with more
basic vocabulary and grammar limited elaboration or detail sophisticated vocabulary and correct
Collaborative Interpretive Productive and simple phrases or sentences • restate information or retell a grammar
• restate information or retell a story using mostly accurate, • restate information or retell a
• Collaborative Conversations Rubrics • Leveled Unit Assessment: • Weekly Progress Monitoring
story using basic vocabulary although limited, vocabulary story using extensive and accurate
• Listening • Listening Comprehension • Leveled Unit Assessment
PRODUCTIVE • exhibit an emerging productive • exhibit a limited range of vocabulary and grammar
• Speaking • Reading Comprehension • Speaking
control of lexical, syntactic, productive control of lexical, • tailor language to a particular
• Vocabulary • Writing
phonological, and discourse syntactic, phonological, and purpose and audience
• Grammar • Presentation Rubric
features discourse features when • command a high degree of productive
• Presentation Rubric • Speaking
addressing new or familiar topics control of lexical, syntactic,
• Listening • Write to Sources Rubric
phonological, and discourse features
• Wonders Unit Assessment • Wonders Unit Assessment
The Foundational Skills Kit, Language Development Kit, Adaptive Learning, and LAS Links Benchmark
Assessments provide additional student data for progress monitoring.
Unit Wrap Up
• Publishing Party You may choose to have students choose and present their best
writing from the unit.
• Oral Language Cards Students can discuss their favorite selection using the oral
language prompts.
• Additional Books Students can talk about any additional selections they read or
heard during this unit.
406 UNIT 3 UNIT 3 407
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Unit Assessments and Rubrics
Unit Assessments enable teachers to assess students’
Assessment
language proficiency development Gradein
2 the reading, writing,
FO R E N
G LI S H LE A R N E
RS
speaking, and listening skills taught in each respective unit. FOR EN
GLISH LEARNER
S FOR EN
GLISH LEARNER
S
Unit Assessments are leveled for Beginning, Intermediate,

and Advanced students and include:
• Listening Comprehension • Grammar Assessment
Assessment
English Language Development
• Reading Comprehension • Speaking
• Unit Assessment
• Vocabulary • Writing • Rubrics
Answer keys, rubrics, and writing anchor papers make it

quick and easy to score the assessments. The Assessment
resources also include a student self-assessment, peer
assessment, and observational rubrics. www.mheonline.com/readingwonders
Grade 2
Online Unit Assessments can be accessed
through ConnectED
CR16_ELDAS2_CV_131619.indd 1 2/9/15 1:00 PM
Grade 5 • Unit 3
Introduction to the Unit Assessment

The Unit Assessment is designed to measure your Say: Choose one answer. Then fill in the circle next
students’ mastery of the skills taught in the unit. to the answer. Make your marks dark and neat.
The test assesses Listening Comprehension, Demonstrate how to mark the answers. Read each
Reading Comprehension, Vocabulary, Grammar, question and the answer choices and have students
Speaking, and Writing. answer items 1 and 2. Say: When you finish, put Leading the way
your pencils down and look at me. in language assessments
Listening Comprehension,
page 101 Reading Comprehension,
Have students turn to page 101. Read theRead pages 102–107
the
directions text “Winter Fun.” Then answer Numbers 3 to 6.
at the top of the page and make sure students Have students turn to page 102. Read the directions
understand them. Then read the following passage. at the top of the page and make sure students
understand them. Then have students turn to
page 103. Read the directions at the top of the
The Titanic of the Ancient World page and make sure students understand them.
In 1900, fishermen discovered a shipwreck Say: Read each item carefully. Choose your
near the Greek island of Antikythera answers. Make your marks dark and neat. Model
theer
(pronounced an-ti-ki-theer-uh). The Roman how to complete the sentence for question 4.
ship was full of Greek treasure. It sank around
Repeat this step for the second selection and
70 b.c. Historians think it probably crashed
questions 7–10 on pages 105–107. Model how to
into rocks.
complete the table for question 10. Have students
Archaeologists discovered many artifacts, answer items 3 through 10 and stop at the end of
but the most important was the Antikythera page 107. Then say: When you finish answering
Mechanism. This complex device showed the items 3–10, put down your pencils and look at me.
Name: Date:
movement of the planets. It is perhaps the
world’s first computer. Now answer Numbers 3 to 6. Use "Winter Fun" to answer the questions.
In 2014, divers explored the ship in a Winter Fun
special suit called an Exosuit. They can work 3 This question has two parts. First, answer part A. Then, answer part B.
safely in the suit. Alicia had daydreamed about her semester at a different school ever since
she’d received the acceptance letter. However, now she was anxious.PartAlicia
A: Which
had statement summarizes the theme? LAS Links® Second Edition GRADES
spent her entire life in California. Now she was going to school in A
Boston, Placement Test – Examiner’s Guide K-5
You should never leave your home state.

Massachusetts.
B Snow is fun.
As the plane touched down, Alicia became even more concerned. There was
a lot of snow out there. When she arrived at the baggage claim area,C she
Newsawexperiences
a can be good and are worth trying.
group of people all wearing warm coats. They held a sign that said “Alicia.” a6604000_K-5_EG_PT_LASC.indd 3 05/08/14 1:48 AM
Just then, a girl broke off from the group. Part B: Which sentence helped you answer part A?
“Hi, Alicia!” she said. “I’m Samara, your roommate. After we get A back to the
Alicia had daydreamed about her semester at a different school ever
dorm, we’re going to have a snowball fight. You’re going to love it here!”
LAS Links Assessments

since she’d received the acceptance letter.
Alicia had a great time frolicking in the snow with her new friends.
B “I love winter!” Alicia said as she walked back to the dorm with her new
Afterward, they walked to Harvard Square, which was still lit up fromfriends.
the This semester was going to be great!
holidays, and got some pizza. Finally, they visited a little shop and drank the best
C As the plane touched down, Alicia became even more concerned.
hot chocolate Alicia had ever tasted.
“I love winter!” Alicia said as she walked back to the dorm with her new
friends. This semester was goingGrade
to be5great! 4 Complete the sentence about the message of the text. Write the number of the
95
LAS Links provides reliable K–12 English

Unit Assessment • Unit 3
correct phrase in each part of the sentence.
At first, Alicia ________, but by the end of the text, she _______.
language proficiency assessments, including

1 – wanted to go home
2 – thought that snow was great
3 – was worried about the cold weather
102 Grade 5 • Unit 3

GO ON
Unit Assessment
both a Placement Test and Summative Forms
C and D, that inform placement decisions and
measure growth across the school year. These
Unit Assessment
GO ON
Grade 5 • Unit 3 103
assessments can be used in conjunction with
Wonders for English Learners.

Language Development Kit
The Language Development Kit provides systematic, research-based
resources to help students build key language skills.
FOR EN
GLISH LEARNER
S
Language Development LESSON
15
VERBS: MAIN VERB
MATERIALS:
Cards
OBJECTIVE: Practice, pp. 85–87
• Identify, write, and read main verbs
Go Digital
Language
Development Introduce the Concept Model the Skill
Cards
English Language Development Provide targeted instruction in language Explain that main verbs are the key action
words in most sentences. They may show
an action, such as:
Write and Read:
• She eats. She reads.
• The main verbs eats and reads show
• She eats. actions. They show what the subject of
and grammar skills • She reads.

• Main verbs can also show the state that
someone or something is in, such as:
the sentence is doing.
Write and Read:
I • Dave is my brother.
• Dave is my brother. The students are
happy.
• The students are happy.
Do • The main verbs is and are show a
state. In the first sentence, Dave is not
performing an action. The main verb is
Grades 2–3 shows his state. Likewise, the students
are not performing an action in the
second sentence. The verb are simply
shows their state.
Interactive Examples Corrective Feedback

Write and Read: If students have trouble understanding the
• Christina plays baseball. Christina likes difference between action verbs (dynamic
baseball. verbs) and stative verbs (the way things
Underline the verbs in each sentence and are), explain that they can easily act out
action verbs but not stative verbs. Have
We point out that plays shows an action and
likes shows a state. them act out verbs such as read, sleep,
and eat. Then point out that it is more
Do Ask volunteers to underline the verbs in
these sentences and say whether they show
difficult to act out verbs such as is, seem,
know, and believe.
an action or a state:
• Josh writes letters. (action)
• Josh knows three languages. (state)

Oral Practice Written Practice
Collaborate: Have partners take turns Provide each student with a copy of
You saying sentences with these action verbs:

walk, make, call, and buy. Then have them
Practice pages 85–87 that corresponds to
his or her proficiency level. Go over the
Do say sentences with these stative verbs:

have, feel, know, and believe.
examples and have partners work together
to complete the exercises.
Language Transfers Handbook

Provides support for sound, phonics, and grammar transfers in
eight languages, as well as sample cognate lessons
Phonics Transfers: 5.
Grammar Transfers
Phonics Transfers
Increase Writing and Speaking Opportunities Increase the amount of structured

Sample Student Practice
Cognates
writing and speaking opportunities for students needing work on specific
Sound-Symbol Match grammatical forms. Sentence starters and paragraph frames such as those found in
the lessons, are ideal for both written and oral exercises. Plays, memorizing short
Student Practice: Cognates are words in two different languages that look
similar, sound similar, and mean approximately, or almost the same thing.
COLLABORATE
poems, focused conversations, and song lyrics are other ways of doing this. Work with a partner. Fill in the chart below:
Sound-Symbol Match Spanish Cantonese Vietnamese
Consonants 6. Focus on Meaning Always focus on the meaning of sentences in all exercises.
• Give a number from 1-3 to each pair of words based on sound and appearance (how
they look). The number 1 means they are not at all alike, or similar. The number 3
/b/ as in bat q q As students improve and fine-tune their English speaking and writing skills, work with
means that they are almost the same.
/k/ as in cat students on basic comprehension of spoken and written English.
q q
/k/ as in kitten • Look up the words in a dictionary or try using the Spanish word in the English example
q q
sentence to see whether it makes sense. If the words mean the same or almost the
/k/ as in peck
same, write “yes” in the Same Meaning column. Write “no” if they do not.
Grammar Transfers:
/d/ as in dog q q
/f/ as in farm • In the last column, write “yes” if you think the words are cognates and write “no”
q
if you think they are not.
/g/ as in girl
/h/ as in ham
q q
q
Grammatical Form
/j/ as in jet, page, ledge This chart can be used to address common mistakes that some English learners make English Spanish Sound (1-3) Appearance Same Are they
/I/ as in lion when they transfer grammatical forms from their native languages into English. (1-3) meaning? cognates?
q q (yes/no) (yes/no)
/m/ as in mat q q 1. body boda 2 1 No No
/n/ as in night Grammatical Transfer Mistakes
q q Form in English
Native Language Cause of Difficulty
The elephant has a very large body.
/p/ as in pen q q Nouns 2. color color 2 3 Yes Yes
/kw/ as in queen q Plural Forgets plural marker -s Cantonese, Hmong, Native language does not use
/r/ as in rope I have 3 sister. My favorite color is green.
Marker -s Korean, Vietnamese, a plural marker or students do
/s/ as in sink, city q q Arabic, Spanish not transfer. 3. appeared parecía
/t/ as in ton q q Countable and Confuses countable and Tagalog, Spanish Countable and uncountable Laura appeared tired and ready to go to sleep.
/v/ as in vine Uncountable uncountable nouns nouns are different in English
q q Nouns the homeworks or the and native language. 4. ill enfermo
/w/ as in wind q informations
Lucia is ill with a fever and a cough.
/ks/ as in six q Possessives Uses prepositions to describe Hmong, Spanish, Possession is often described
5. expression expresión
/y/ as in yak possessives Vietnamese, Arabic using a prepositional phrase.
q the book of my brother as He had a happy expression on his face.
/z/ as in zebra opposed to my brother’s book
6. morning mañana
Digraphs Avoids using ’s Vietnamese A noun follows the object in
/ch/ as in cheek, patch dog of my father as opposed the native language. The sun rises in the morning.
q to my father’s dog
/sh/ as in shadow 7. native nativo
/hw/ as in whistle Articles Raul is a native of Argentina.
/th/ as in path Consistently omits articles Cantonese, Hmong, There is no article in the native
q He has book. They want dog Korean, Vietnamese, language or no difference
8. government gobierno
/TH/ as in that not cat. Arabic, Tagalog between the and a. The city government built a public park.
/ng/ as in sting q q Overuses articles Hmong, Spanish, Some languages use articles 9. real real
Short Vowels The English is difficult. Arabic, Tagalog, that are omitted in English.
The soccer is popular in My sandals are made of real leather.
/a/ as in cat q Cantonese, Korean
the Europe.
/e/ as in net 10. actual actual
q q
a/an Mistakes one for a/an Hmong, Vietnamese, The native language either The actual cost of the movie tickets was more than I thought.
/i/ as in kid
She is one nurse. Korean, Arabic, does not use articles or uses
/o/ as in spot q Tagalog, Cantonese articles differently; or one and
Diane August and Erin Haynes, Center for English Language Learners, American Institutes for Research.
a/an are the same words.
10 /u/ as in cup 16
23
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001_024_EL16_LTH_139110.indd 23 4/1/15 9:38 AM

Language Development Practice
Provides opportunities for students to practice language and grammar
skills at their proficiency levels
15A: Verbs: Main Verb 15A: Verbs: Main Verb 15A: Verbs: Main Verb
Name Name Name
Main verbs are the key words in most sentences. They often show an Main verbs are the key words in most sentences. They often show an
Main verbs are the key words in most sentences. They often show an
action or a state. action or a state.
action or a state.
She eats. He reads. They play.
She eats. He reads. They play.
A. Underline the main verb in each sentence.
Complete each sentence by adding a verb from the box. Then write the
A. Write the correct main verb to complete each sentence. sentence correctly. 1. My friend Andrea is 12 years old today.
1. I lunch every day. 2. Andrea reads books every day.

eat is listen plays wants
carrots eat
3. She loves fresh carrots from her garden.
2. Julio basketball. 1. I lunch every day. 4. At school, Andrea eats carrots every day for lunch.
plays good
5. She lives in the house next to mine.
3. Paula in sixth grade. 2. Julio basketball.

6. Her house is big and beautiful.
is school
3. Paula in sixth grade.

4. Yuko a puppy.
wants cute
4. Yuko a puppy.
5. Peter to the teacher.

student listens
5. We to the teacher.
B. Underline the main verb in each sentence.
1. Andrea reads books.
2. Albert loves carrots.
3. That house is beautiful.
TEACHER: Read the directions and questions to students. Guide students to complete TEACHER: Read the directions and questions in Part A and Part B to students. Guide
86 Grades 4-6 the exercise, providing support as needed. students to complete each exercise, providing support as needed. Grades 4-6 87
TEACHER: Read the directions and questions in Part A and Part B to students. Guide
students to complete each exercise, providing support as needed. Grades 4-6 85
Photo Cards
26
boy
© Macmillan/McGraw-Hill
photo © Comstock/SuperStock

Foundational Skills Kit
The Foundational Skills Kit covers phonological awareness,
phonemic awareness, phonics, structural analysis, word recognition,
and fluency to target instruction for students requiring extra
support in foundational skills.
Lesson 32 Phonics Materials: Go Digital

FOUNDATIONAL SKILLS
• Sound-Spelling WorkBoards • Phonics: Vowel Team
Grades 4–6 Vowel Team Syllables • Letter Cards

• Word-Building Cards
Syllables Mini-Lesson
Lesson
• Sound-Spelling Cards
• Practice, pp. 94-96
Cards Multisyllabic Words syllable that makes the long a sound. Circle
the ai in remain. Next, I’ll blend the sounds:
RF.3.3.c RF.4.3.a RF.5.3.a
/rrrēēēmmmāāānnn/, remain. Slide your
Objective Blend two-syllable words with vowel
fingers across the letters as you blend.
teams
We Do Write and say pillow. Let’s clap the
I Do Explain to students that every syllables in the word pillow. Now let’s say
syllable has one vowel sound. Remind them the sounds: /p/ /i/ /l/ /l//ō/. Let’s blend the
that two vowels can stand for one vowel sounds of the word together: /piiilllōōō/,
pillow. Draw a slash between the two
ISBN: 978-0-02-129833-4
MHID: 0-02-129833-5
sound. Write the one-syllable words pea and
meet on the WorkBoard. Say the words. syllables: pil/low. Underline the vowel team.
Underline the two letters that spell the Remind students how the two letters make
Lesson Cards long e sound in each word and underline

the vowel team. Each of the underlined
one vowel sound. Repeat with upload, tiptoe,
oatmeal, daisy, and beetle.
letter groups is a vowel team because the
You Do Write and read aloud the words
letters work together to form one vowel
treatment, playful, and railroad. Have
sound. Write and say the words peanut,
students blend the sounds in each syllable.
donkey, fifteen. Each of these words has a
Guide students in writing the words on their
vowel team in it. When the word is divided
WorkBoards. Have them draw a line under
into a syllable, the vowel team is usually
the vowel team in each word.
kept in the same syllable. Model dividing
peanut into syllables: pea/nut. Pronounce Give students a copy of Practice, page 94.
each syllable. Say: /pē/ /nut/. Have students Go over the examples in exercises A and B.
repeat. Then help them put the two syllables Then have students complete the page. For
together to read the whole word. Follow the more practice, assign Practice, page 95.
same procedure with donkey and fifteen. Corrective Feedback Provide corrective
Lesson 32 Phonics Vowel Team Syllables
Explain that there are many different vowel feedback using Phonics Card 34 with
oatmeal, upstream, retreat, sleepless, below,
teams. Write these vowel teams on the
board: ee, ai, ie, ay, au, ow, ey, oe, and oa. Say obey, tiptoe, relay, indeed, because, achieve, Read RF.4.4.a RF.5.4.a
each one and point out the two letters that mainland, reading, and sailing.
make one sound.
Objective Read words in connected text
Use the Letter Cards or Word-Building Quick Check Can students blend
Q
ttwo-syllable words with vowel teams? Give students a copy of Practice, page 96.
Cards to display the word remain. Say:
Remain. Clap the syllables with me. Listen to If not, provide additional modeling and Read “The Playoff Game,” using the
the sounds in the first syllable: /r/ /ē/. Now guided practice using the words in “You Decodable Text Routine Card R4. Review
listen to the sounds in the second syllable: /m/ Do” and on Phonics Card 36. these high-frequency words, as needed: onto,
/ā/ /n/. It is the vowel team in the second were, was, other.
Respond to Reading Ask students:
A 1. To underline all of the multi-syllable words
with vowel team syllables.
2. What did the other team boast about?
A_B_RI14_LC_46_P_L32_298334.indd A 2/15/13 10:58 AM [The other team boasted that they would
win the game.]
3. What happened to Jessie? [Jessie was
Write L.3.2.f
struck in the ankle and walked to first
base.]
Objective Write letters, words, and

a sentence
Say the sound /ō/ and guide students
to write the vowel team ow on their
WorkBoards. Then say these sounds one
at a time: /e/, /f/, /l/. Have students write
the letter that stands for each sound on
their WorkBoards. Say fellow; have students

write fellow. Model how to segment the
word to scaffold the spelling. Have students
underline the letters that form a vowel team.
Use the same procedure for more vowel team
syllable words, such as in hockey, toasted,
layer, afraid, speedy, and joyful. Write the
words on the board and have students self-
correct. Then have them write a sentence,
using one of the words.
A_B_RI14_LC_46_P_L32_298334.indd B 2/5/13 3:31 PM

McGraw-Hill
Reading
Structural Analysis: Roots in Related Words Structural Analysis: Greek and Latin Roots: astro, tele, auto, graph
McGraw-Hill
Name Name
Reading
FOUNDATIONAL SKILLS
Greek and Latin Roots: astro, tele, auto, graph
Grades 4–6 The Robot Contest
e and Practice and 10 Kim and her family attended the robot contest in town.
Many English words have Greek and Latin roots. The
ment
Practice and Assessment
Greek and Latin roots will give clues to the meaning of the
Assessment
22 “I want to see the robots and how they act,” Kim said. English word.
33 There was a lot of activity. At least ten robots were astro = star tele = across a long distance
43 present. There were all kinds of presentations. All the robots graph = to write auto = self
52 were very active. Some played soccer. Others were actors
57 doing scenes from a play. A. Read the meanings. Look at the underlined word(s). Write
65 “That robot looks like a servant,” Mom said. the word that goes with the meaning.
heonline.com/readingwonderworks
74 “It could keep Grandma company and help clean!” Kim
telephone astronomy telegraph autograph
4–6 75 exclaimed.
85 “It would make a good companion for her,” Dad said. 1. a machine that lets people talk across a long distance
95 People got to vote for their favorite robots. The one with telephone
101 the most votes will win. 2. when you write your name yourself
“I can’t decide,” said Kim. “This is a hard decision.”
Practice and
111
121 “The soccer robot is able to move in many different
129 ways,” Mom exclaimed. “I’ve never seen such ability.” 3. a study of the stars
Assessment
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

139 “Don’t forget the robots that act,” Dad said. “They sound
143 just like human actors!” 4. a machine that sends written messages across a long distance
150 “All the robots should win!” said Kim.
1. Look at the boldface words in the story. Underline the nearby B. Read the sentences. Underline the word with a Greek or
words that are related. Latin root.
2. What were Kim and her family doing? 1. The photographer takes pictures of the ocean.
2. Which television show do you like to watch?
3. Why did they think a robot would be good for Grandma? 3. I will draw with a graphite pencil.
4. The astronaut walked on the Moon.
5. The automobile drives very smoothly.
Practice • Grades 4–6 • Structural Analysis • Lesson 16 147 148 Practice • Grades 4–6 • Structural Analysis • Lesson 17
145_147_RI14_FSP_46_S16_299508.indd 147 3/28/13 12:47 PM 148_150_RI14_FSP_46_S17_299508.indd 148 2/26/13 10:14 AM
Structural Analysis: Greek and Latin Roots bio, photo, micro, port
Name
Routine 5 Materials:
High-Frequency Words • High-Frequency Word cards
• Speed Drills, Practice pages 288–303
• Oral Reading Fluency Progress Chart,
Practice page 306
Greek and Latin Roots: bio, photo, micro, port

Read/Spell/Write Step 2: Spell
High-frequency words are the most common Spell aloud the word said. Have students
Many English words have Greek and Latin roots. The Greek and Latin roots words in the English language. The words
taught are derived from established word
repeat. Say: The word said is spelled s-a-i-d.
Spell it with me: s-a-i-d.
will give clues to the meaning of the English word. lists, such as the Dolch Basic Sight Vocabulary
list of the top 220 words (no nouns), the Fry
When appropriate, point out any spelling
patterns students have learned to help them
bio = life or living thing micro = very small top 100 words, and the American Heritage
Word Frequency Book top 150 words in
distinguish the word. Say: What’s the first
sound you hear in said? (/s/) What letter have
printed school English. Because these we learned for the /s/ sound? (s) What letter do
photo = related to or produced by light port = to carry words are so common in English school
text, mastery of these words is necessary
you see at the beginning of the word said? (s).
Repeat with the ending sound and letter.
to fluent reading. Many of these words
trip up struggling readers and can impede
comprehension when incorrectly identified Step 3: Write
A. Read the meanings. Look at the underlined word(s). Write during reading.
Have students write the word multiple times
When introducing high-frequency words to
the word that goes with the meaning. students, use the Read/Spell/Write Routine
that follows.
as they spell it aloud. Say: Watch as I write the
word said. I will say each letter as I write the
word. s-a-i-d. Model writing the word on the
board. Now it is your turn. Write the word said
biographer transport microscope photograph biology Step 1: Read five times. Spell it aloud as you write it.
Provide practice by guiding children to Copyright © McGraw-Hill Education
Tell students that throughout the year you
1. a person who writes about a person’s life biographer will be introducing them to high-frequency
complete sentence frames by writing the
high-frequency word.
words that will appear in many texts they
Sound-Spelling
read.
2. a machine to see very small objects Display the High-Frequency Word Card
for said. Say: This is the word said. What is
the word? Have students chorally repeat the
3. a picture made by using light name of the word.
4. the study of living things Workboard

5. to carry from one place to another A
B. Read the sentences. Underline the word with a Greek or
Lesson Cards
Latin root.
oy th
1. You can see stars with a telescope.
2. I liked the biography about Abraham Lincoln.
3. Many people use public transportation.
4. We used the microwave oven to heat the food.
5. The scientist looked at the leaf under a microscope.
6. The telephone call was from Spain.
7. The biologist was studying ocean plants.
Letter Cards and

Practice Grades 4–6 Structural Analysis • Lesson 17 149
• •
Word-Building Cards
148_150_RI14_FSP_46_S17_299508.indd 149 2/26/13 10:14 AM
every
Sound-Spelling Cards soon
High-Frequency
Word Cards

Digital Resources
can be taught in print, digital,
or blended format to meet
all classroom needs. All
print resources are available
on a dynamic, adaptive,
customizable platform.
Lesson Planner
• Customizable lesson planner
• Combines English Language Arts
and English Language Development
instruction
• Includes designated ELD lessons for
Beginning, Intermediate, and Advanced
students
• Gear icon allows teachers to open the
lesson, move, or add to the “Holding Bin”
for later use

eBooks with Audio
Support
• Companion Worktext eBooks provide
audio support with tracking and
interactive tools
• Summaries of the Shared Read and
Literature Anthology selections are
available in eight languages
Adaptive Learning
• Allows students to practice skills at their
own pace and instructional levels
• Provides dynamic and interactive content
for an intuitive user experience
• Finds the students’ gaps and determines
activities, interactions and sequences to
promote students’ success

Authors
Dr. Diane August Dr. Jana Echevarria Dr. Josefina V. Tinajero

American Institutes for Research Professor Emerita, California State University of Texas at El Paso
Washington, D.C. University, Long Beach Professor of Bilingual Education &
Managing Researcher Education Author of Making Content Special Assistant to the Vice President
Program Comprehensible for English Learners: for Research
The SIOP Model
Consultants
Elizabeth Jimenez Salinas, CEO
GEMAS Consulting
Christina McColley
English Learner Instructional Coach
Elk Grove Unified School District
National Advisory Board

Sharon Aguina Carolyn Gore Lore Levene
Waukegan SD 60 Caddo Parish SD CCSD 59
Waukegan, IL Shreveport, LA Arlington Heights, IL
Mayda Bahamonde-Gunnell Marilyn Howell Michelle Martinez

Grand Rapids Public Schools Mobile County Public Schools Albuquerque Public Schools
Grand Rapids, MI Mobile, AL Albuquerque, NM
Maria Companario-Araica Kellie Jones Dr. Jadi Miller

Boston Public Schools Dept. of Bilingual/ESL Services Lincoln Public Schools
Boston, MA Brockton, MA Lincoln, NE

Teacher’s Edition
Unit 3, Week 3

Strategies for Classroom Discussions
Providing multiple opportunities to speak in the classroom and welcoming all levels of KEY
participation will motivate English learners to take part in class discussions and build
Beginning
oral proficiency. These basic teaching strategies will encourage whole class and small
group discussions for all language proficiency levels of English learners. Intermediate
Advanced
q WAIT/DIFFERENT RESPONSES q REVISE FOR FORM

Repeating an answer allows you to model
Be sure to give students enough time to answer
the question. They may need more time to the proper form for a response. You can model
process their ideas. how to answer in full sentences and use academic
language.
Let students know that they can respond in
different ways depending on their levels of When you repeat the answer, correct any
proficiency. Students can: grammatical or pronunciation errors.
• answer in their native language; then you Teacher: Who are the main characters in
can rephrase in English
the story Zathura?
• ask a more proficient EL speaker to
repeat the answer in English EL Response: Danny and Walter is.
Danny and Walter is the characters.
• answer with nonverbal cues. Danny are main characters and Walter.
Teacher: How would you describe Charlotte?
Teacher: Yes. Danny and Walter are the
EL Response: Very nice. main characters. Remember to use the verb
She is nice. are when you are telling about more than
She is very nice to Wilbur. one person. Let’s repeat the sentence.
Teacher: Yes. Charlotte is very nice and caring. All: Danny and Walter are the main characters.
q REPEAT q REVISE FOR MEANING

Give positive confirmation to the answers that Repeating an answer offers an opportunity to
each English learner offers. If the response is clarify the meaning of a response.
correct, repeat what the student has said in a
clear voice and at a slower pace. This validation Teacher: Where did the golden feather
will motivate other English learners to participate. come from?
EL Response: The bird.
Teacher: How would you describe the faces of It came from the bird.
the bobcats?
The golden feather came from the bird in
EL Response: They look scared. the sky.
They look scared of the lions.
Teacher:That’s right. The golden feather
They look scared of the lions waiting behind
came from the Firebird.
the bush.
Teacher: That’s right, Silvia. They are scared.
Everyone show me your scared face.
vi 28 ELD TEACHER’S EDITION SAMPLER

TEACHER’S EDITION
q ELABORATE
If students give a one-word answer or a nonverbal cue, elaborate
on the answer to model fluent speaking and grammatical patterns.
Provide more examples or repeat the answer using proper academic
language.
Teacher: Why is the girls’ mother standing with her hands on her hips?
EL Response: She is mad.
She is mad at the girls.
She is mad at her two daughters.
Teacher: Can you tell me more? Why is she mad?
EL Response: Because the girls are late.
She’s mad because the girls are late.
She’s mad because her daughters are late coming home.
q ELICIT
Stretch Photography/Blend Images/Getty Images
Prompt students to give a more comprehensive response by asking additional

questions or guiding them to get to an answer.
Teacher: Listen as I read the caption under the photograph. What

information does the caption tell us?
EL Response: Butterfly
It tells about the butterfly.
It tells about the butterfly in the meadow.
Teacher: What did you find out about the butterfly?
EL Response: It has nectar.
It drinks a lot of nectar.
It drinks nectar from every flower.
Teacher: Yes. The butterfly drinks nectar from the flower.
ELD TEACHER’S EDITION SAMPLER 29 vii

UNIT
UNIT
3 3 UNIT
UNIT
OVERVIEW
OVERVIEW
WEEK
WEEK
1 1 WEEK
WEEK
2 2 WEEK
WEEK
3 3
Teacher’s
Teacher’s
Edition Edition
pp. 276–301
pp. 276–301 Teacher’s
Teacher’s
Edition Edition
pp. 302–327
pp. 302–327 Teacher’s
Teacher’s
Edition Edition
pp. 328–353
pp. 328–353
ESSENTIAL
ESSENTIAL
QUESTION:
QUESTION: ESSENTIAL
ESSENTIAL
QUESTION:
QUESTION: ESSENTIAL
ESSENTIAL
QUESTION:
QUESTION:
What can
Whatlearning
can learning
about different
about different How canHow
learning
can learning
about nature
about nature
be be WhereWhere
can you
can
find
you
patterns
find patterns
in in
cultures
cultures
teach us?
teach us? useful?useful? nature?nature?
Language
Language
Support Support Language
Language
SupportSupport Language
Language
Support Support
• Oral Language
• Oral Language • Oral Language
• Oral Language • Oral Language
• Oral Language
• More Vocabulary: bleak,
• More Vocabulary: bleak,
flavors,flavors, • More Vocabulary: accidentally,
• More Vocabulary: accidentally, • More Vocabulary: accumulate,
• More Vocabulary: accumulate,
gushed,gushed,
multilingual,
multilingual,
rival, rival, daydreaming,
daydreaming,
declared,
declared,
enormous,
enormous, depositing,
depositing,
effects,effects,
forces, forces,
patterns,
patterns,
surrounded
surrounded hovering,
hovering,
managed managed substance
substance
• Words and Phrases
• Words and Phrases • Words and Phrases
(l) Michael Holahan/ZUMA Press/Corbis; (c) MATHIEU BELANGER/X02032/Reuters/Corbis; (r) Niall Benvie/Photolibrary
(l) Michael Holahan/ZUMA Press/Corbis; (c) MATHIEU BELANGER/X02032/Reuters/Corbis; (r) Niall Benvie/Photolibrary
– break,
– break,
Adverb Phrase and Verb
Adverb Phrase and Verb – must –be and out
must be and out
of sight,
ofAdverb
sight, Adverb – in fact and such
– in fact and such
as, Connecting
as, Connecting
• Speaking and Writing
• Speaking and Writing Phrase and Verb
Phrase and Verb Words Words
• Listening Comprehension
• Listening Comprehension • Speaking and Writing
• Speaking and Writing • Speaking and Writing
• Grammar
• Grammar • Listening Comprehension
• Listening Comprehension • Listening Comprehension
– Action Verbs
– Action Verbs • Grammar
• Grammar • Grammar• Grammar
• Fluency
• Fluency – Verb Tenses
– Verb Tenses – Main Verbs and Helping Verbs
– Main Verbs and Helping Verbs
• Fluency
• Fluency • Fluency
• Fluency
SharedShared
Read Read
• “A Reluctant Traveler”
• “A Reluctant Traveler” SharedShared
Read Read SharedShared
Read Read
• “Survivaland”
• “Survivaland” • “Patterns of Change”
• “Patterns of Change”
Close Read
Close Read
• “A Reluctant Traveler”
• “A Reluctant Traveler” Close Read
Close Read Close Read
Close Read
• “Survivaland”
• “Survivaland” • “Patterns of Change”
• “Patterns of Change”
WritingWriting
• Write to Sources
• Write to Sources WritingWriting WritingWriting
• Write to Two Sources
• Write to Two Sources • Write to Sources
• Write to Sources • Write to Sources
• Write to Two Sources • Write to Two Sources
Differentiated
Differentiated
Text Text
• “Asado in Argentina”
• “Asado in Argentina” Differentiated
Differentiated
Text Text Differentiated
Differentiated
Text Text
• Respond to the Text
• Respond to the Text • “Beware of Dark Woods”
• “Beware of Dark Woods” • “A Pattern for Hiding”
• “A Pattern for Hiding”
• Respond to the Text • Respond to the Text
Literature
Literature
Anthology
Anthology
• “They Don’t Mean It!”
• “They Don’t Mean It!” Literature
Literature
Anthology
Anthology Literature
Literature
Anthology
Anthology
• “Weslandia”
• “Weslandia” • “The Story of Snow”
• “The Story of Snow”
Progress
Progress
Monitoring
Monitoring
Progress
Progress
Monitoring
Monitoring Progress
Progress
Monitoring
Monitoring
272 30
272ELD
UNIT 3 TEACHER’S EDITION SAMPLER
UNIT 3
>> Go Digital CUSTOMIZE YOUR OWN LESSON PLANS
CUSTOMIZE YOUR OWN LESSON PLANS
>> Go Digital
WEEK 4 WEEK 5 WEEK 6

WEEK 4
Teacher’s Edition pp. 354–379
WEEK 5
WEEK 6
Teacher’s Edition pp. 354–379 Teacher’s Edition pp. 380–405 Teacher’s Edition pp. 406–407
ESSENTIAL QUESTION: ESSENTIAL QUESTION: PROGRESS
ESSENTIAL
What benefits QUESTION:
come from people How do ESSENTIAL QUESTION:
we explain what happened in PROGRESS
MONITORING
workingWhat
as a group?
benefits come from people the past?
How do we explain what happened in
working as a group? the past?
MONITORING
Language Support Language Support Unit Assessment

Language Support
• Oral Language Language Support
• Oral Language Unit Assessment
• Oral Language
• More Vocabulary: approached, • Oral Language code,
• More Vocabulary: case, • Listening Comprehension
• Reading Comprehension
efforts,• More Vocabulary: approached,
livelihood, officials, platform, empire,• More Vocabulary: case,
proof, series, statistics code, • Reading Comprehension
• Vocabulary
tracked efforts, livelihood, officials, platform, empire, proof, series, statistics
• Words and Phrases • Grammar• Vocabulary
tracked
– figure out and perhaps, • Grammar
• Speaking
– Multiple-Meaning Words, Connecting Words
– figure out and perhaps, • Writing• Speaking
Adverbs – Multiple-Meaning Words, Connecting Words
• Speaking and Writing • Writing
Adverbs
• Speaking and Writing Additional Assessment Options
• Listening Comprehension Additional Assessment Options
• Foundational Skills Assessment
• Grammar • Listening Comprehension
• Grammar • Listening Comprehension • Foundational Skills Assessment
• LAS Links Benchmark Assessments
• Grammar
– Irregular Verbs
• Grammar • LAS Links Benchmark Assessments
– Linking Verbs • Fluency – Irregular Verbs Reteaching Options
• Fluency – Linking Verbs • Fluency Reteaching Options
• Online Reteaching Lessons
• Fluency Shared Read
• Online Reteaching Lessons
• Language Development Cards
Shared Read Shared Read
• “What Was the Purpose of the Inca’s
• Language Development Cards
• Foundational Skills Lesson Cards
Shared Read
• “Gulf Spill Superheroes” Strange Strings?”
• “What Was the Purpose of the Inca’s
• Foundational Skills Lesson Cards
• “Gulf Spill Superheroes” Strange Strings?” Unit Wrap Up
Close Read Close Read
Unit Wrap Up
Close Read
• “Gulf Spill Superheroes” Close Read
• “What Was the Purpose of the Inca’s Level Up
(l) Tim Pannell/Corbis; (r) Cris Bouroncle/AFP/Getty Images
• “Gulf Spill Superheroes” Strange Strings?”

• “What Was the Purpose of the Inca’s Level Up
Writing
(l) Tim Pannell/Corbis; (r) Cris Bouroncle/AFP/Getty Images
Strange Strings?”
Writing
• Write to Sources Writing
• Write to Two Sources Writing
• Write to Two Sources • Write to Sources
Differentiated Text • Write to Two Sources
Differentiated Text
• “Heroes Helping Animals” Differentiated Text
• “Heroes Helping Animals”
• Respond to the Text Differentiated Text
• “Mysterious Easter Island”
• Respond to the Text • “Mysterious Easter Island”
Literature Anthology • Respond to the Text
Literature Anthology
• “Winter’s Tail” Literature Anthology
• “Winter’s Tail” Literature Anthology
• “Machu Picchu: Ancient City”
Progress Monitoring • “Machu Picchu: Ancient City”
Progress Monitoring Progress Monitoring
Progress Monitoring
ELD TEACHER’S EDITION SAMPLER273

UNIT 3 UNIT OVERVIEW 31
UNIT 3 UNIT OVERVIEW 273
UNIT 3 UNIT OPENER
What kinds of experiences

can lead to new discoveries?
Danita Delimont/Gallo Images/Getty Images

136 137
137
COMPANION WORKTEXT, BEGINNING, pp. 2–3

INAD_136_137_EL16_RWW5_UO_U3_131049.indd All Pages 3/10/15 6:23 PM
INTERMEDIATE/ADVANCED, 136– 137
The Big Idea

COLLABORATIVE What kinds of experiences can lead to new discoveries?
Talk About It INTERMEDIATE

How can this experience lead to a new
Have students read aloud the Big Idea. Explain
discovery? How do you think they feel? (excited,
that an experience is something that happens
scared) Think about when you had a new
to someone, such as doing something you’ve
experience. What was your new experience?
never done before. A discovery is something new
Did you discover anything? Explain.
that we find or learn about.
Have students look at the photo. Ask: What new ADVANCED
experience do you think they are having? They How can riding in a hot-air balloon lead to a
____. Have students discuss with partners or new discovery? What other experiences can
in groups, and then share their ideas with the lead to new discoveries? What new experiences
class. (are riding in a hot-air balloon; are taking would you like to try? What might you discover?
a ride over a mountain) MUSIC LINKS Introduce a song at the start of
the unit. Go to www.connected.mcgraw-hill.com
BEGINNING
Resources: Multimedia: Music to find audio
What are they doing? They are riding in a hot-
recordings, song lyrics, and activities.
air balloon. How do you think it feels? (exciting,
fun, scary) What might they discover? (that they
like riding in hot air balloons)
274
32 ELD
UNIT OPENER EDITION SAMPLER
TEACHER’S
Collaborative Conversations
COLLABORATIVE Throughout this unit, students engage in class, small group, and partner discussions. The
chart below provides prompt frames and response frames that will help students at different
language proficiency levels interact with each other in meaningful ways.
You may want to post these frames in the class for student reference. Also remind students to
follow turn-taking rules during all discussions.
CORE SKILLS PROMPT FRAMES RESPONSE FRAMES

Elaborate and Can you tell me more about it? I think it means that…
Ask Questions to Can you give some details on…? In other words…
Request Clarification Can you be more specific? It’s important because…
What do you mean by…? It’s similar to when…
How/Why is that important?
Support Ideas with Can you give any examples from the text? The text says that…
Text Evidence What are some examples from other texts? An example from another text is…
What evidence do you see for that? According to…
How can you justify that idea? Some evidence that supports
Can you show me where the text says that? that is…
Build On What do you think of the idea that…? I would add that…
and/or Challenge Can we add to this idea? I want to follow up on your idea…
Partner’s Idea Do you agree? Another way to look at it is…
What are other ideas /points of view? What you said made me think of…
What else do we need to think about?
How does that connect to the idea…?
Paraphrase What do we know so far? So, you are saying that...

To recap, I think that… Let me see if I understand you…
I’m not sure that was clear. Do you mean that…?
How can we relate what I said to the topic/ In other words…
question? It sounds like you are saying that…
Determine the What have we discussed so far? We can say that…

Main Idea and How can we summarize what we talked The main idea seems to be…
Supporting Details about? As a result of this conversation,
What can we agree upon? we think that we should…
What are the main points or ideas we can The evidence suggests that…
share?
What relevant details support the main
points or ideas?
What key ideas can we take away?
Unit 3
33
WEEK 3 SUGGESTED LESSON PLAN
Getting from Here to There
ESSENTIAL QUESTION
Where can you find patterns in nature?
Day 1 Components Day 2 Components

Companion Worktext Companion Worktext
ELD Visual Vocabulary Cards Language Development Cards/Practice
Visual Vocabulary Cards Foundational Skills Kit
DAY 1 DAY 2
15 Language Support, 330–331 Language Support, 338–339
Set Purpose, 330 Set Purpose, 338
Oral Language, 330 Vocabulary 339
• Explore the Essential Question • Review Vocabulary
30
20 Shared Read, 332–336 • Domain Words
“Patterns of Change” 332–333 Close Read, 340–343
• Make Connections: Review the “Patterns of Change” 340–341
minute plan Essential Question • Respond to the Text
“Patterns of Change” 334–336 “Patterns of Change” 342–343
25
• Make Connections: Review the • Respond to the Text
Essential Question
30
Language Support, 330–331 Language Support, 338–339
More Vocabulary 331 Oral Language 338
• Introduce Vocabulary • Academic Language:
45 35
accumulate, depositing, effects, forces, Ask Questions
patterns, substance • Language Development Practice
• Review Weekly Vocabulary Grammar 339
minute plan Words and Phrases, 331 • Main Verbs and Helping Verbs
• In fact, such as • Language Development Cards
40 • Phrasal Verbs: moreover, upon Fluency 339
• Rate and Accuracy
• Foundational Skills Kit: Choral
Reading, Echo Reading, High-
Frequency Words, Phonics
45
Language Support, 337 Language Support, 338–339

Speaking and Writing 337 Listening Comprehension 338
• Talk About It “Protective Patterns”
60
minute plan
50 • Write About It
• Present and Discuss
55
60
34 ELD
328TEACHER’S EDITION
UNIT 3 WEEK 3 SAMPLER
Go Digital CUSTOMIZE YOUR OWN LESSON PLANS
UNIT 3 • WEEK 3
KEY
Beginning
Intermediate
Advanced
Day 3 Components Day 4 Components Day 5 Components

Companion Worktext Differentiated Text Companion Worktext
Literature Anthology Companion Worktext Differentiated Text
DAY 3 DAY 4 DAY 5

Writing, 345–346 Differentiated Text, 348–349 Writing, 352
Write to Sources 345 Set Purpose, 348 Set Purpose, 352
Write to Sources 346 “A Pattern for Hiding” 348 Write to Two Sources 352
• Analyze the Prompt Respond to the Text 349 • “Patterns of Change” and
• Review the Graphic Organizer • Partner Discussion “A Pattern for Hiding”
• Examine Student Model • Write • Analyze the Model
• Talk About It • Write the Response
• Text Evidence • Revise
• Grammar • Present
• Connect Ideas
• Your Turn
Language Support, 344–345 Writing, 350 Progress Monitoring, 353

Set Purpose, 344 Write to Two Sources 350 Written Production 353
Oral Language 344 • Set Purpose • Diagnose and Prescribe
• Retell • Analyze the Prompt
• Review Vocabulary • Find Text Evidence
• Analyze Text Evidence
Literature Anthology, 347 Literature Anthology, 351 Progress Monitoring, 353

Set Purpose, 347 Set Purpose, 351 Oral Production 353
“The Story of “The Story of • Diagnose and Prescribe
Snow” 347 Snow” 351
ELDSUGGESTED
TEACHER’S EDITION
LESSON PLAN 32935
SAMPLER
DAY 1 ALL LEVELS
Language Support TALK ABOUT IT COLLABORATE

What patterns do you see in the salt marsh? Where can you see
patterns in nature? Write the information in the chart.
Weekly Concept Patterns
Language Objectives
Essential Question
Materials Go Digital
Where can you find
patterns in nature? Patterns in
Nature
Go Digital
• Use phrases to clarify and give • Companion Worktext, Beginning

examples 28–31
• Use phrases with moreover and upon • Companion Worktext,
• Describe patterns in nature Intermediate/Advanced 162–165 Discuss the patterns you see in the salt marsh. Use words from the
chart. You can say:
• ELD Visual Vocabulary Cards

The salt marsh has patterns of .
Niall Benvie/Photolibrary
Content Objectives
They make a pattern because they
• Visual Vocabulary Cards 162 163
• Identify patterns in a photograph 162_163_EL16_RWW5_U3W3_WO_131049.indd All Pages 10/04/15 9:25 AM
• Describe patterns, and identify places

in nature where they can be found
Set Purpose Have students work with their partner to think of

examples of patterns in nature. Remind students to
consider plants, animals, and minerals. Have
This week we will be looking at the language in the students write their answers in the chart, and then
informational text “Patterns of Change.” Discussing share their answers with the class. I see patterns in
the language in the text will help you understand nature in a salt marsh, a zebra’s stripes, and on
what the author is saying. Today we will learn flower petals.
about the different patterns that occur in nature,
especially those found in rocks and rock formations. BEGINNING Point to various items around the
room, or in photographs, each time asking: Does it
have a pattern? Then have students find items in
Oral Language the classroom and tell about them using the frame.
This shirt (has/doesn’t have) a pattern.
EXPLORE THE ESSENTIAL QUESTION Now point to the photograph again and ask, What
Where can you find patterns in nature? is the pattern made of? (grass and water) What
does the pattern look like? It looks like long,
Use the Graphic Organizer Explain that the
curved blue and green lines. Would it look like a
photograph shows a salt marsh, or a grassy area
pattern if there was only one line? (no) Choral read
that is flooded by salt water from the sea. Then
the sentence frame at the bottom of page 29. Have
point out the patterns in the grass. Have students
partners use the frame to describe the pattern they
trace their fingers along the patterns.
see on the page. In the salt marsh, I see patterns
of long green and blue lines. They are patterns
INTERPRETIVE Talk About It Focus partners on the because they repeat.
photograph. Ask what colors they see in it. (green,
blue, white) Then ask students to describe the shapes INTERMEDIATE/ADVANCED Guide students
they see. (curved lines, circles of blue) Explain that to answer the following questions in complete
these are patterns. Explain that the cognate is sentences: What do you see in the photograph?
patrones. Explain that the repetition (cognate: (I see patterns made up of long green and blue
repetición) of the lines and circles creates the pattern. lines.) What makes these lines look like a pattern?
(The repetition of lines creates a pattern.) Have
Explain that nature is filled with patterns. If
partners chorally read the sentence frame at the
possible, show students a real natural object with a
bottom of page 163 and use it to describe the
pattern, such as a leaf or a flower. Otherwise, show
patterns in the salt marsh and what causes the
a photograph.
patterns.
36330
ELDUNIT 3 WEEKEDITION
TEACHER’S 3 SAMPLER
ALL LEVELS UNIT 3 • WEEK 3
More Vocabulary Explain that we use the phrase such as before

giving an example of something. Point to the
photograph of the vegetables. Then ask: What kind
For each level, introduce More Vocabulary from of vegetables does it have? The supermarket has
“Patterns of Change” using the ELD Visual vegetables such as _______. Guide partners to
Vocabulary Cards. Present the definition and use complete the activity.
the Define/Example/Ask routine for each word.
Highlight morphology and identify any cognates in
INTERMEDIATE/ADVANCED
COLLABORATIVE
the students’ primary language. Then have students
Phrasal Verbs Have students turn to page 165.
do the Partner Talk activity.
Explain that moreover means in addition. Say:
BEGINNING Teach vocabulary accumulate Quilts are beautiful. Moreover they are… Gesture
(p. 34), patterns (p. 35). Discuss the photographs for students to complete the sentence with ideas of
and examples on page 30. Then have students their own such as warm, cozy, artistic.
answer the questions about accumulate and
Place an object, such as a book, on a shelf. Say:
patterns. Model answering using frames.
The book is upon the shelf. Next, move the book to
a different surface. Encourage students to describe
INTERMEDIATE/ADVANCED Teach
COLLABORATIVE
the new location of the book using the word upon.
vocabulary words accumulate (p. 168), depositing
The __________ is upon the _______________.
(p. 168), effects (p. 167), forces (p. 167), patterns
(p. 168), substance (p. 167). Highlight any Continue the activity, placing different objects on
morphology that will help students. different surfaces and having students describe the
location of the objects. Then have students
After students complete the activities on pages 164
complete the activity on page 165.
and 165, have partners ask each other questions
using the words. INTERMEDIATE Phrasal Verbs Explain that
the word moreover means “in addition.” Say:
Review Weekly Vocabulary Display the Visual Playing sports keeps your body healthy. Model
Vocabulary Cards visible, structure, formation,
adding an additional thought to this by saying:
erode, particles, contact, moisture, repetition. Have
Moreover, it’s a good way to have fun and spend
partners discuss the words using the photos and
time with friends and family.
sentences. Then have them make up sentences with
the words using the sentence frames. ADVANCED Phrasal Verbs Ask partners to
take turns using the phrasal verbs in a sentence. Have
ALL LEVELS Have partners take turns holding up them record the phrasal verbs in their notebooks.
a Visual Vocabulary Card while the other partner
guesses the word. Have students write the words in
their notebooks.
PRODUCTIVE INTERMEDIATE/ADVANCED Write
Have partners create a sentence for each phrasal
verb and share them. Have them record the sentences
Words and Phrases in their notebooks.
BEGINNING In Fact and Such As Have Phonological Awareness Go Digital

students turn to page 31. Explain that in fact is used For students who need support in phonological
to talk about something that is true. Tell students awareness skills, such as spoken words, syllables,
and sounds, see the Readiness Lessons in the Tier 2
that the phrase can show contrast. Point to the
Intervention Phonics/Word Study Teacher’s Edition.
photograph and ask: Is it sunny? (yes) It’s sunny, but
is it warm? (no) It’s not warm. In fact, it’s cold! Read
the sentence on page 31 emphasizing in fact. Have
students repeat with the same emphasis. Guide
partners to complete the activity.
UNIT 3 WEEK
ELD TEACHER’S EDITION 3
SAMPLER 331
37
DAY 1 BEGINNING
Shared Read Text Evidence Shared Read Genre • Expository Text Text Evidence
Language Objectives
COLLABORATE
Rocks change. In fact, water, wind, and temperature Reread the second sentence in the
Materials
1 Talk About It slowly change one type of rock into another type of rock.
Go Digital
third paragraph. What is magma?
Look at the photograph. Read the These forces also shape the rocks that make up land. Circle the words that tell you.
title. Talk about what you see. The photograph across these pages shows an example.
Use these words. Magma is
This rock structure is the Wave formation. It is made of sand
that turned to rock over a long time.
• Identify and use conjunctions

change rock hill layer .
• Companion Worktext, Beginning Write about what you see.
The text is about

Igneous Rocks
2 Comprehension
• Use sequence language to tell about a pp. 32–35

process

. Two kinds are granite and obsidian. Granite
3
What does the rock look like? Obsidian is smooth and often black. Read the third sentence in the third
Essential Question
Content Objectives
patterns in nature?
Sometimes magma
Read about patterns
• Understand patterns in rock formation

32 33
• Use and explain a diagram BEG_032_035_EL16_RWW5_U3W3_SR_132448.indd 32-33 10/04/15 8:07 AM
Read “Patterns of Change” Paragraph 2

Have students look at the photograph. Review the
definition of formation. Ask: Why is this rock
Reading Routine structure called the Wave formation? (because it
• Build On In preparation for today’s discussion, have looks like ocean waves)
students share and discuss what they’ve learned so
Paragraph 3
far about patterns in nature.
Chorally read the paragraph. Explain that when
• Read Choral read each paragraph with students.
some hot substances cool, they become hard.
Ask questions and use strategies provided to help
Review liquid (cognate: líquida) and solid (cognate:
sólida). Ask students to give examples of both.
• Discuss Use prompts and sentence frames to guide
the discussion. Have them point to or identify text 1 Specific Vocabulary Help students find
and circle the word magma in the second sentence.
evidence to support their responses.
Together, go through the other words in the sentence
one by one until students are able to identify the
PAGE 32 words which describe and explain magma. (circle: hot,
1 Talk About It Have pairs of students chorally read liquid rock)
the title and the Essential Question. Remind students
that the photographs can help them understand the 2 Comprehension: Main Idea and Key Details Have
text. Ask students what they see in the photograph. students read the prompt. (underline: granite, obsidian,
(a structure, a rock formation, patterns) rough, many colors, smooth, black) Write solid rock,
magma, lava on the board. Ask: What is the order in
Have partners take turns reading the questions and
which these substances occur? Have pairs reread the
then work together to answer the prompt. Point out
paragraph and complete the sentence. Have students
the cognates formación, fotografía, and texto. Ask
share their sentences with the class.
students what part of speech each of the four words
are. (nouns) Remind students that nouns are people, 3 Sentence Structure Remind students that
places, or, in this case, things. sometimes describes how often something occurs.
(underline: it moves to Earth’s surface through
PAGE 33 volcanoes)
Paragraph 1
Paragraph 4
Read the paragraph chorally. Point out that the
Ask students to complete the frame using such as:
word forces (cognate: fuerzas). Have students
There are many kinds of igneous rock, such as
identify the three examples of forces. (water, wind,
temperature) Have them use this frame to talk granite and obsidian.
about each. ______ is a force.
38332
ELDUNIT
TEACHER’S
3 WEEKEDITION
3 SAMPLER
BEGINNING UNIT 3 • WEEK 3
PAGE 34 Paragraph 5
Paragraph 1 Have students look at the picture of the sandstone
rock. Ask them to use the picture to point out
Read the section title. Ask students to think of
where the youngest layer is (at the top) and where
another word they could use in place of water in
the oldest layer is (at the bottom).
the first two sentences. (moisture)
Connect Ideas Have students explain what leads PAGE 35
to the formation of particles.
Paragraph 1
Water and wind break apart rock.
Help students understand the location of the
metamorphic rock by drawing a diagram with three
1 Sentence Structure Help
PRODUCTIVE
squares. Have students help you label where the
students read the prompt and identify key words and metamorphic rock is and where the layers of rock
phrases. (circle: carry, deposit; particles of broken rock, and magma are. Have students use this diagram to
places such as beaches and deserts) Have students explain the location of each layer. (layers of rock
share and compare the sentences they create. on top, metamorphic rock in the middle, and
2 Specific Vocabulary Help students find magma at the bottom)
the word deposit in the second sentence. Talk to 1 Sentence Structure Have students use the
students about other contexts in which they may diagram to help them complete the frame. (circle:
have heard the word deposit. Ask: What is left during above the metaphoric rocks)
a bank deposit? (money) What is left at a bottle
deposit? (bottles) Then have them read the Paragraph 2
paragraph and answer the prompt. (box: particles of Read the paragraph chorally. Stop after each
broken rock; circle: beach, desert) sentence that relates to the rock cycle, and have
students try to identify the place in the rock cycle
Paragraph 2
that corresponds to the information in the sentence.
Chorally read the paragraph. Have students underline
and then tell about the things that can go into the
Reading the Diagram One by one, cover up the
names of the rock types in the diagram and have
formation of sedimentary rock. (rocks, sand, living
students try to identify the rock by the patterns
things such as shells, plants, and bones)
and/or texture. Then have students use the diagram
Paragraph 3 to talk about how one kind of rock turns into
another. Provide a frame. _______ rock comes
Point out that limestone and sandstone are both
from ______ rock.
compound words made up of a kind of material
(lime, sand) and the word stone. 2 Comprehension: Main Idea and Key Details Have
students use sequence words like first and then to
Paragraph 4 describe the details of what happens in the rock cycle.
Discuss the way in which repetition is involved in
the formation of a strata. Talk about the fact that 3 Talk About It Have students discuss the
COLLABORATIVE
strata is the plural of stratum, and that this is an rock cycle with a partner. Ask students to take turns
example of an irregular plural. Ask students to give choosing a rock in the cycle and telling their partner
you examples of other irregular plurals. how that rock is formed. For greater challenge, tell
the student not to reveal which rock he or she is
3 Talk About It Have students work with describing. Then have the partner try to guess the rock
COLLABORATIVE
that was described.
partners to discuss the formation of strata to prepare
for writing about it. Encourage students to ask each Make Connections Review the Essential Question
other questions about the paragraph. and have partners discuss where you can find patterns
in nature using academic language and vocabulary
they’ve learned. Provide sentence frames as necessary.
ELD TEACHER’S EDITION

UNIT 3 WEEK 3 333
SAMPLER 39
Shared Read Text Evidence Shared Read Genre • Expository Text Rock Solid
Text Evidence
Language Objectives
COLLABORATE
1 Talk About It
different rock types

• Distinguish shades of meaning

into .
of time.
Materials
Go Digital
cohesion
• Companion Worktext, of minerals. As the minerals slowly cool,

Granite
.
• Use context clues to identify word


meaning
Content Objectives
166 167
• Ask and answer questions about the

rock cycle
Read “Patterns of Change” meaning of each individual word. Provide other

examples of expressions such as drive me crazy.
Invite students to tell you more sayings.
Reading Routine
• Build On In preparation for today’s discussions, ask INTERPRETIVE Morphology Point out the word
partners to share what they’ve learned so far about transform in the second sentence. Point out that the
where to find patterns in nature. Have pairs ask each prefix trans- means to change. Ask students to use
other questions. the prefix to explain the meaning of the word
transform. (to change form) Now ask students to tell
• Read Choral read each paragraph with students. you other words that begin with the prefix trans-.
Ask questions and use strategies provided to help (transportation, transfer, transition, translation)
1 Specific Vocabulary Have students
• Discuss Use prompts and sentence frames to guide identify and box the synonym of transform in the text.
the discussion. Have them point to or identify text (change) Then help students identify the text that will
evidence to support their responses. help them complete the frame. One type of rock
transforms into another type of rock.
PAGE 166
Paragraph 2
1 Talk About It Review the meaning of
COLLABORATIVE INTERMEDIATE/ADVANCED Cohesion Have
pattern and discuss the title. Ask students to discuss students read the paragraph aloud. Ask what the
how the photograph shows patterns, and how it might pronoun it in the last sentence refers to. (sandstone)
show change. 2 Sentence Structure Have students
Have partners take turns reading the questions and underline the name of the rock structure. (the Wave
then work together to answer the prompt. formation) Clarify that the phrase This structure of
rock refers to the Wave formation.
PAGE 167 Paragraph 3
Paragraph 1 INTERMEDIATE/ADVANCED Point to the
INTERMEDIATE/ADVANCED Clarify the phrase mouths of volcanos. Ask what part of the
meaning of the word saying. Explain that a saying volcano it is. (the opening) Ask how they know this.
is an expression, and that the complete expression Ask: How does magma become lava? Magma
may have a different meaning than the literal becomes lava by escaping to Earth’s surface.
334ELDUNIT
40 3 WEEKEDITION
Paragraph 4 (circle: igneous rocks; underline: depositing them

INTERMEDIATE/ADVANCED Explain that elsewhere)
molten means “very hot.” Ask students to look for After water and wind erode igneous rocks, the
clues in the rest of the paragraph to the meaning particles are carried away and deposited
of the word. (The last sentence refers to the lava as elsewhere.
“once fiery liquid.”)
ADVANCED Shades of Meaning Ask: Why Paragraph 3
does the author choose words like molten and fiery INTERMEDIATE/ADVANCED Point out the
instead of hot? Discuss the idea that these words phrase is formed from in the second sentence. Have
are stronger than hot, and help convey the students find a synonymous phrase in the third
intensity of the heat. sentence. (is composed of)
2 Specific Vocabulary Have students circle
Paragraph 5
the words Just as at the start of the paragraph and
INTERMEDIATE/ADVANCED Have students
underline the things being compared. (different kinds
use information from the text and from the pictures
of igneous rock, different kinds of sedimentary rock)
to complete the following frame for each rock.
Have students use the information from the paragraph
Granite/Obsidian rock has a rough/smooth
to complete the frame for each of the two different
texture and a speckled/swirled pattern.
kinds of rock discussed in the paragraph.
3 Comprehension: Main Idea and Key Details Have
Sandstone/Limestone is formed from sand/bones
students identify the two types of igneous rock.
and shells.
(underline: granite and obsidian)
Paragraph 4
PAGE 168 INTERMEDIATE/ADVANCED Morphology
Paragraph 1 Point out the word geologist in the second
INTERMEDIATE/ADVANCED Have students sentence. Tell students that the prefix geo- means
read the paragraph and identify the sentence that “of the earth.” Then point out the suffix –ist at the
contains the main idea. (the first sentence) end of geologist. Have students say other words
with this suffix. (biologist, pianist, cyclist) Have
Point out the word depositing in the second students figure out the meaning of -ist. (one who does
sentence. Ask students to identify a word with a something) Have students use the prefix and suffix to
similar meaning in the third sentence. (left) figure out the meaning of geologist. (a person who
studies Earth)
Paragraph 2
INTERMEDIATE/ADVANCED Point out the Paragraph 5
word contact in the second sentence. Tell students
INTERMEDIATE/ADVANCED Remind students
that this word can be a noun or a verb. Ask them to
that the word accumulate means “to gather”
use context clues to determine which part of
(cognate: acumular). Have students think of things
speech is used here. (noun) Say: I tried to contact
that often accumulate. (snow, laundry, papers)
my cousin yesterday. Have students identify the
word as a verb in that sentence. 3 Talk About It Have students work in pairs to
discuss the question of why the oldest layers of rock
PRODUCTIVE ADVANCED Have students write one are at the bottom. After students write their ideas,
sentence with contact as a noun and another have them share their writing with their partners.
sentence using the word as a verb. Have students
Paragraph 6
read their sentences to the class.
INTERMEDIATE/ADVANCED Connect Ideas
1 Sentence Structure Help students identify After reading this paragraph, look at the title of
the key words and phrases to complete the frame. the reading again, and ask: What patterns of

UNIT 3 WEEK 3 41
335
change are explained in this paragraph? What does liquid rock become when it is
(Sedimentary rock keeps changing and adding transformed into a solid substance? (igneous rock)
layers, which creates patterns.) What kind of rock is made from sand and bones?
(sedimentary) What kind of rock returns to liquid
PAGE 169 form? (magma, or lava)
Paragraph 1 INTERMEDIATE Have students work in pairs to

become rock experts. Have them choose one of the
INTERMEDIATE/ADVANCED Ask: Which is
five types of rock and collect all the text evidence
hotter, metamorphic rock or magma? (magma)
they can find about it. Then have them create a
Have students find evidence in the text for this
detailed diagram that is supported by the details
answer and explain how they applied this evidence.
they have collected. Remind students to label their
(The metamorphic rock melts the magma, so the
diagrams.
magma must be hotter.)
INTERMEDIATE Have students work in pairs to Have students work with a partner to ask
COLLABORATIVE
discuss the paragraph. Have them stack three books and answer questions about the rock cycle. Then
on top of one another. Then have pairs decide have students take turns choosing a rock in the
which layer each book represents. (The top book is cycle and saying a sentence about how that rock is
the layers of rock, the middle book is the formed. For greater challenge, tell the student not
metamorphic rock, the bottom is the magma.) Have to reveal which rock he or she is describing. Then
pairs use this frame to explain each of the layers. have the partner try to guess the rock that was
The top/middle/bottom book is the layers of described.
rock/metamorphic rock/magma.
1 Comprehension: Main Idea and Details Help
COLLABORATIVE ADVANCED Give each pair of students
students find details that tell how metamorphic rocks three stages in the rock cycle to discuss. Have
transform into magma. (They are pressed down upon students use sequencing words such as first, then,
by layers of rock above them. They are heated by and next to describe the changes in the part of the
magma beneath them. This causes some metamorphic cycle they have been assigned. Have the pairs take
rock to become magma.) notes on their discussion, and use the notes and
the diagram to present these stages of the rock
Paragraph 2 cycle to the class. Let other students ask the pair
questions about these stages in the cycle.
INTERMEDIATE/ADVANCED
INTERPRETIVE
2 Sentence Structure Help students find the
Cohesion The word it is used to refer to different key word as. Remind them that as refers to two things
things in different sentences of the paragraph. happening at the same time. (circle: it will turn back
Have students read the first sentence and identify into igneous rock)
what the word it refers to. Have students read the
third and fourth sentences, then explain what it 3 Specific Vocabulary Help students
refers to in the fourth sentence. (the rock cycle) Ask identify the words and phrases in the paragraph that
what it refers to in the last sentence. (the rock offer context clues to the meaning of the word cycle.
cycle) (box: turn back into, repetition, pattern, repeats,
continues, returns)
Point out that the last two sentences refer to certain
kinds of rocks without using the names of the rocks. Make Connections Review the Essential
Read these references and have students identify Question and have partners discuss how patterns
each rock. Encourage students to look back at and nature are connected using academic language
earlier portions of the text if necessary. and vocabulary they’ve learned.
42336
ELDUNIT
TEACHER’S
3 WEEKEDITION
3 SAMPLER
Language Support Text Evidence Sedimentary Rocks

Igneous rocks do not stay the same forever. Water and wind
The Rock Cycle
Still, rocks continue to change.
The Rock Cycle
Text Evidence
erode them, carrying away particles of broken rock and depositing There is a third type of rock
1 Sentence Structure them elsewhere. These particles may be left on a beach or below the earth’s surface, 1 Comprehension
Language Objectives
Reread the second sentence. Circle riverbank, in a desert or the sea. called metamorphic rock. squeezing Main Idea and Details
Materials
and cementing
(bkgd) Joe McDonald/Corbis; (t) McGraw-Hill Companies - Inc./Richard Hutchings - photographer; (c) Doug Martin/Photoresearchers; (b) Andrew J. Martinez/Photo Researchers
the text that them refers to. Then
Go Digital
These rocks are pressed Reread the first paragraph.
Gradually, the particles collect in layers. The contact sediment
underline the text that explains down upon by the layers Underline two details about
between the particles and the weight of the layers
what happens after wind and of rock above them. metamorphic rock. Write about it.
squeeze out any pockets of moisture or air. Pressed Green arrows show
water erode them. Write about it. At the same time, how all rocks are broken
together, the particles form a new material called into bits once again. sedimentary
they are heated by
• Paraphrase and retell information

sedimentary rock. It is formed from many different rock
After water and wind erode
• Companion Worktext, Beginning

Limestone the magma beneath
sorts of sediment. It can include rocks and sand, as heat and
them. Eventually, squeezing
well as biological matter, such as plants, bones, and shells.
the heat will cause
. Just as there are different kinds of igneous rock, some metamorphic
pp. 32–35
there are different kinds of sedimentary rock. igneous rock
• Offer opinions
rock to melt and 2 Sentence Structure
2 Specific Vocabulary Sandstone is formed from sand. Limestone is become magma.
Reread the first sentence in the last
composed of bones and shells. cools and
The phrase Just as means "the Marble As the magma slowly hardens
metamorphic
paragraph. Circle the text that tells
rock
same way or equally" and can be Rock Formations cools, it will turn back into melting what happens while the magma
• Companion Worktext,
used to compare. Underline the Over time, a layer can be created entirely of igneous rock. The repetition cools. How do you know the events
• Answer questions in complete sentences

text that tells what things are one kind of sedimentary rock. Geologists who of this process is called happen at the same time?
magma
being compared. study rocks call a layer made of the same material the rock cycle. The rock
Bob Coyle, photographer; Doug Sherman/Geofile; Doug Sherman/Geofile

or lava
and at about the same time a stratum. Another I know because
cycle is a pattern—a

stratum of a different kind can be deposited on
(t to b) Steve Nagy/DesignPics; McGraw-Hill Companies, Inc./

Sandstone
pattern of change that Make Connections .
COLLABORATE top of the first one. The plural for stratum is strata. repeats and continues.
3 Talk About It It transforms liquid rock Talk about the patterns you can
Many strata of different kinds of rock can 3 Specific Vocabulary
Content Objectives
into a solid substance. find in sedimentary rocks. Where
Reread the fifth paragraph. Discuss accumulate. Each one will press down on those that came before
do you see these patterns? The word cycle means “related
why the oldest layers of rock are at it. Scientists learn a lot by studying the chronology of layers. It builds cliffs from
ESSENTIAL QUESTION events that happen again and
the bottom. Write about it. The oldest layer will be at the bottom, the youngest at the top. sand and bones. And
again.” Put a box around text clues
it returns rock to Compare the patterns of change
These layers of sedimentary rock can create dazzling patterns. that help you figure out the
liquid form. in rocks with other patterns you
Each layer will have its own texture and colors. Moreover, water meaning of cycle.
• Write sentences to explain a concept

. have seen. TEXT TO SELF
and wind will continue to do their work.
168 169
• Explain the patterns involved in rock

transformations
Speaking and Writing Present and Discuss After students have finished
their writing, form groups of four students. Each
pair of students reads their sample. The pair
Talk About It Have partners discuss this listening restates the information presented.
statement: The rock cycle is a pattern of
Students should use the words I heard you say
transformation. Give example of how rocks
___. I dis/agree ___.
transform from one kind of rock to another. Cite
evidence from the selection and answer in Then the roles are reversed.
complete sentences.
PRESENTATION CHECKLIST
Sedimentary/Metamorphic rocks turn into
metamorphic/igneous rocks. Remind students to:
Some of these changes happen through water, Show enthusiasm
wind, heat/cooling. Use proper intonation for presentations
Speak slowly and clearly
PRODUCTIVE Write About It Have partners work
together to write 2–4 sentences explaining how the
rock cycle is a pattern of transformation.
Word Wall Add the following words to your word
wall for students to refer to during the week.
BEGINNING Provide sentence frames to help
students record their ideas.
Word Cognate
INTERMEDIATE Have partners work
collaboratively to write a few sentences to respond pattern patrones
to the prompt. If students have trouble composed (adj.) compuesta
remembering how one kind of rock transforms into
another, point to the page that contains this solid sólida
information.
liquid líquida
ADVANCED Have partners work together to
write a paragraph that responds to the prompt. If particles partículas
students have trouble finding text evidence to cycle ciclo
support their answers, remind them to go back
through the content, including the diagram.
UNIT 3 SAMPLER
ELD TEACHER’S EDITION WEEK 3 337
43
DAY 2 ALL LEVELS
Language Support
Language Objectives • Identify how butterflies use
• Ask questions to clarify and deepen camouflage and mimicry for
reading comprehension protection
• Identify main verbs and helping verbs Materials Go Digital
• Read aloud with accuracy • Language Development Practice
• Retell parts of an informational text • ELD Visual Vocabulary Cards
• Visual Vocabulary Cards
Content Objectives
• Investigate how patterns on animals • Language Development Cards 15A and • Routine Card R5A
can protect them from predators 15B • Phonics Card 32
• Fluency Cards 1 and 5A • Interactive Read Aloud
Set Purpose PRODUCTIVE INTERMEDIATE/ADVANCED Have

students create two questions based on the first two
Today we will continue looking closely at the
paragraphs of the text. In pairs, have students
informational text “Patterns of Change.” Reading
exchange their questions, and have their partner search
the text again will help you understand the text
for answers in the text. For more practice in asking
and answer the Essential Question: Where can you
questions, see Language Development Practice.
find patterns in nature? We will also ask questions
about where and how patterns form in nature.
Listening Comprehension
Oral Language Interactive Read Aloud: Protective Patterns
Academic Language: Ask Questions Remind First Read This passage is about patterns found
students that asking questions can help us clarify on animals. As you listen, write down any words or
and deepen understanding of what we are reading. ideas you do not understand. After the first read,
have partners discuss the words and ideas they
BEGINNING Read the first two
INTERPRETIVE wrote down. Then have them fill out this frame:
paragraphs of “Patterns of Change.” Then model The main idea is patterns on animals can help
asking what, where, when, why, or how questions them survive. Have groups share their answers.
for which students must provide the question words.
How do these forces also shape the rocks that COLLABORATIVE BEGINNING Have partners discuss how
makes up the land? What is the Wave formation patterns protect butterflies using these frames:
made of? For more sentence frames for asking Butterflies have patterns that can help protect
questions, see Language Development Practice. them. Two kinds of protective patterns are
INTERMEDIATE Provide examples of asking camouflage and mimicry.
questions, using the first two paragraphs of INTERMEDIATE Ask students to tell about what
“Patterns of Change.” How do rocks change? protects butterflies. The patterns on butterfly wings
What does the photograph show? protect them from predators. Camouflage is a
ADVANCED Ask students to create what, where, pattern that helps animals look like something else.
how, and why questions about the second Animals also use mimicry to copy another animal.
paragraph. ADVANCED Ask students to explain what
protects butterflies to a partner or to the group.
338ELDUNIT
44 3 WEEKEDITION
Vocabulary the text. Have students identify the main verb in the
sentence (made) and the Helping Verb. (is) For more
instruction on Main Verbs and Helping Verbs, use
BEGINNING Review Vocabulary Use the ELD Language Development Cards 15A and 15B in the
Visual Vocabulary Cards to review accumulate. Language Development Kit.
Write the synonym collect. Explain that collect has
a similar meaning to accumulate. Model using it in INTERMEDIATE/ADVANCED Main Verbs
a sentence and have them repeat. Then have and Helping Verbs Have students look at the
students describe the picture on the accumulate second sentence of the second paragraph of the text.
card using the synonym collected. Ask students to identify the main verb (made) and the
helping verb (is) in the sentence. Now have students
work in pairs to identify one sentence with a helping
Domain Words: Science
verb and a main verb in the third paragraph (are,
Display and pronounce this domain word and have
formed), and one in the fourth paragraph. (is,
students repeat: sedimentary rock. Provide this list
composed) For more instruction on Main Verbs and
of materials and have partners identify two that do
Helping Verbs, use Language Development Cards
not form sedimentary rock: rocks, sand, plants,
water, bones, lava, shells. (water and lava) Ask 15A and 15B in the Language Development Kit.
them to find evidence in the text.
INTERMEDIATE/ADVANCED Review
Vocabulary Use all visual vocabulary cards to
Fluency
review the Wonders weekly vocabulary words and BEGINNING Rate and Accuracy Model
More Vocabulary words. Have three students work reading the first paragraph on page 33 accurately
together. One holds up a card and another uses the at a normal pace. Then read the passage chorally
word on the card in a sentence. Then the other two with students. Provide corrective feedback on
decide if the word is used correctly. Remind students proper pronunciation.
to adjust their language for providing feedback.
INTERMEDIATE/ADVANCED Rate and
Accuracy Echo read the first paragraph on page
Domain Words: Science
167 with students, modeling reading accurately at a
Display and pronounce these domain words and
normal pace. Then have students take turns reading a
have students repeat: sedimentary, igneous,
paragraph aloud accurately at a normal pace. Provide
metamorphic. Point out metamorphic. Point out the
corrective feedback on proper pronunciation.
prefix meta-, which means “after.” Point out the
root morph, which means “form.” Point out the Foundational Skills Kit For more support in choral
suffix -ic and explain that this indicates an reading, see Fluency Choral Reading Card 1. For more
adjective. Explain that these word parts can help support in echo reading, see Fluency Echo Reading
students figure out the meaning of metamorphic. Card 5A. For High Frequency Words, use the Read/
Spell/Write High-Frequency Words Routine, Card
Grammar
R5A with these words from the selection: water, many,
together, hot. For practice with the phonics skill vowel
team syllables, use Phonics Card 32.
BEGINNING Main Verbs and

COLLABORATIVE
LANGUAGE TRANSFERS
Helping Verbs Remind students that a verb is an
action word. Explain that a helping verb appears Refer to the grammar transfers chart in the
before the main verb in some sentences and gives Language Transfers Handbook to identify
more information about the main verb in a sentence. grammatical forms that do not transfer in
Give an example of a helping verb: I am listening to Spanish, Cantonese, Vietnamese, Hmong,
my teacher. Point out that, in this sentence, listen is Korean, Haitian Creole, and Khmer. Cantonese
the main verb and am is the helping verb. Now point speakers omit the main verb.
out the second sentence in the second paragraph of
UNIT 3 WEEK
ELD TEACHER’S EDITION 3 339
SAMPLER 45
DAY 2 BEGINNING
Close Read Text Evidence Shared Read Genre • Expository Text Text Evidence
Language Objectives a partner and the group, and writing

COLLABORATE
Rocks change. In fact, water, wind, and temperature Reread the second sentence in the
about it
The photograph across these pages shows an example.
• Demonstrate understanding of the

change rock hill layer that turned to rock over a long time. .
text by reconstructing a paragraph of

The text is about Igneous rocks are one type of rock. They are
Content Objectives
the text
• Describe the processes involved in the There are many kinds of igneous rock.
• Identify the main ideas and details

3
rock cycle
Essential Question
within a text
patterns in nature?
Sometimes magma
• Explain why the rock cycle results in

Read about patterns
• Investigate how an author uses

the creation of patterns

descriptive detail to clarify ideas
32 33
BEG_032_035_EL16_RWW5_U3W3_SR_132448.indd 32-33 10/04/15 8:07 AM
• Explain the importance of author’s Go Digital • Companion Worktext,

word choice
Materials Intermediate/Advanced pp. 166–171
• Respond to the text by revisiting the pp. 32–37
Essential Question, discussing it with
Close Read “Patterns of Write About It Help students use the

Change”
PRODUCTIVE
information to write about the main idea and key

details. One key detail is water, wind, and
temperature change rocks. Another key detail is
Reading Routine they shape rocks. The main idea is rocks change.
• Build On Explain that students are going to read
just a few sections of the text and examine the Paragraph 4
information in a very detailed way.
• Reread Read the passage indicated below with INTERPRETIVE Text Reconstruction Read the
students. Ask questions and use strategies provided to paragraph aloud while students just listen.
help them understand the text. Read the paragraph a second time, instructing
• Take Notes Have students take notes as they read. students to listen for key words and phrases igneous
rock, granite, obsidian.
the discussion. Have students point to or identify text Read the paragraph a third time while students
evidence to support their responses listen and take notes on what they hear.
Have students discuss their notes with a partner
PAGE 33 and work together to reconstruct the text from
Paragraph 1 their notes. Help them to write complete sentences
as needed.
Comprehension Skill: Analyze Main Ideas
and Key Details Review that to find the main Next, have students look at the original text. Ask
idea, students need to look for details and what the students what the main idea of the text is. The
details have in common. Read the paragraph with main idea is that there are many kinds of igneous
students. Help them locate text evidence. What are rock. Ask, What kinds of igneous rock does the
the key details? Water, wind, and temperature paragraph tell about? (granite and obsidian) Tell
change rocks. They change one type of rock into students to find the sentence that tells about
another type of rock. These forces also shape the granite. (Granite feels rough and comes in many
rocks. What sentence in the text tells you that colors.) What are the descriptive words and
rocks do not remain the same? (the first sentence) phrases in this sentence? (rough, many colors) Tell
Explain that this is the main idea sentence. What is students to find the sentence that tells about
the main idea? (Rocks change.) obsidian. (Obsidian is smooth and often black.)
What are the descriptive words? (smooth, black)
46340
ELDUNIT 3 WEEK
TEACHER’S 3
EDITION SAMPLER
Why does the author describe these two types of can melt into magma and become igneous rock
igneous rock? The author describes these two when it cools. Eventually it breaks down into
types of igneous rock to help the reader sediment, and becomes sedimentary rock once
understand that there are many kinds of igneous again.
rock, and that not all igneous rocks look or feel
the same. Point out that these descriptions help Respond to the Text
the reader understand the main idea—that there Have students turn to page 36. Guide students
are different kinds of igneous rock. through the following instruction.
Then, have partners compare similarities and
differences between their text reconstructions and COLLABORATIVE Partner Discussion Review with
the original texts. Have students check if they also students what they have learned about the Essential
included descriptive detail in their reconstruction. Question: Where can you find patterns in nature?
Then have partners share and discuss this Then have students apply this information to the
information with the whole group. changes that take place to rocks in the course of
the rock cycle. Model each sentence frame. Then
have partners fill in the information they learned
PAGE 34
and cite the text evidence to support it.
Paragraph 1
Group Discussion Provide a model for discussion.
Connection of Ideas Tell students that I learned that rocks change as a result of water,
they will discuss how erosion plays a part in wind, and temperature. To help students respond
creating patterns in rocks. Explain that erosion is to others’ opinions, repeat student’s opinions aloud,
the noun form of the verb erode. Help students find correcting their responses as needed. Then have
the word erode in the second sentence. Have them students retell the opinions and respond: The group
identify a synonym for erode in the same sentence. said that ___. I agree/disagree with ___ because
(break apart) What forces can lead to erosion? ___. Remind them to provide text evidence to
(wind and water) What happens to the broken support their statements.
pieces? They collect in layers. The layers get
pressed together until they form sedimentary
rock. What creates the patterns in sedimentary
PRODUCTIVE Write Help partners complete the
rock? Layers of stratum create patterns. sentence frames by asking questions. What are
strata? How does strata result in a pattern? Why is
the rock cycle a kind of pattern? Then help students
PAGE 35 use their responses to complete the sentence
Paragraph 2 frames. Discuss the vocabulary word they can use in
Connection of Ideas Say: The patterns their responses. Correct students’ sentences as
in rocks are visible. The process by which rocks are needed.
created and broken down is also a pattern, but a Share Writing Have students read their sentences
bigger and less visible one. What is the name of aloud to the class. Repeat their responses,
this pattern? (the rock cycle) Have students read correcting them as needed. Remind students to
the third sentence. How is the rock cycle a pattern? support their responses using text evidence and to
(It repeats and continues.) Sedimentary rock can speak slowly and clearly. Encourage students to
turn into metamorphic rock. What is the pattern affirm or disagree with another classmate’s opinion
that turns it back into sedimentary rock? Have using the frames on page 37.
students use the diagram to help them with their
explanations.
Metamorphic rock can be broken down by wind
and water. The particles can then become
sedimentary rock again. Or metamorphic rock

UNIT 3 WEEK 3 47
341
Close Read “Patterns of Paragraphs 3–4

Organization In these paragraphs, the
Change” author tells how molten rock becomes a solid
substance. Have students reread the paragraphs
Reading Routine and write down the events in order. Then write the
events on the board, asking students what happens
• Build On Explain that students are going to read first, what happened next, and so on. The sequence
just a few sections of the text and examine the should begin with magma existing below Earth’s
information in a very detailed way. surface.
• Reread Read the passage indicated below with INTERMEDIATE Discuss some of the words that
students. Ask questions and use strategies provided to reveal information about sequencing and the pace
help them understand the text. at which the events happen. Point out the second
• Take Notes Have students take notes as they read. sentence in paragraph 4. When do crystals form?
(as the minerals slowly cool) What word tells you
that these two things happen at the same time?
the discussion. Have students point to or identify text
(as) What is the last event in the sequence
evidence to support their responses.
described by the author? (The lava hardens into
crystals.) Does this happen quickly? (no) What text
PAGE 167 evidence tells you this? (The author uses the word
Paragraph 1 eventually.)
Specific Vocabulary Have students read ADVANCED Have students explain the sequence
the first paragraph. Ask them to find a synonym for of events to a partner, using sequence words such
impressive (awe-inspiring) and very big (vast) in the as first, then, next, and finally.
last two sentences of the paragraph. Ask: Why did
the author choose these words? Words like PAGE 168
impressive and very big are common and weak.
Vast and awe-inspiring are stronger word choices. Paragraph 1
Then point out the comparisons as small as pebbles
and as vast as the Grand Canyon in the last INTERPRETIVE Text Reconstruction Read the
sentence of the paragraph. Ask: Why did the paragraph aloud while students just listen.
author make these comparisons? (Possible answer: Read the paragraph a second time, instructing
They help the reader imagine just how small and students to listen for key words and phrases igneous
how large the patterns of rocks can be. They help rocks, water, wind, erode, and particles.
the reader imagine the possible sizes.)
Read the paragraph a third time while students
INTERMEDIATE Have students add adjectives to listen and take notes on what they hear.
these frames to create their own versions of the
comparisons: as _________ as pebbles; Have students discuss their notes with a partner and
as _________ as the Grand Canyon. Have students work together to reconstruct the text from their notes.
share their comparisons with the class. Help them to write complete sentences as needed.
ADVANCED Have students create sentences of Next, have students look at the original text. Ask
their own using the structure as + adjective + as + students to tell what the paragraph is mostly about.
noun. Give an example or two: My older sister is as (how igneous rocks erode)
graceful as a ballerina. My younger sister is as loud
as a train horn. Remind students to use adjectives
that will engage listeners and help them form a
mental picture of the comparison.
342ELD
48 UNIT 3 WEEK EDITION
Make sure there is no subject-pronoun confusion in Then have students apply this information to the
students’ comprehension of this paragraph. Read the changes that take place to rocks in the course of
first sentence through the independent clause at the the rock cycle. Have partners follow this routine for
beginning of the second sentence: “Water and wind their discussion: 1. Review the Essential Question.
erode them.” Ask: What does them refer to? 2. Make sure each student in a pair has a chance to
(igneous rocks) Then read the entire second speak about what they’ve learned about the
sentence and point out that them in the dependent connection between plants and animals. 3. Have
clause “carrying away particles of broken rock and partners refer to the text to help them come up
depositing them elsewhere” does not refer to with answers. 4. Remind students to find evidence in
igneous rocks. What does them refer to here? the text to support their answers.
(particles of broken rock) Why is them used twice in
Group Discussion Remind students to include
the sentence to refer to two different things? (The
evidence for their answers: I learned that rocks
first “them” refers to the subject of the previous
______ as a result of ________. Have students retell
sentence, but the second “them” refers to a noun in
the opinions and respond using these frames: The
the dependent clause in the second sentence.)
group said that ___. I agree/disagree with ___
Then, have partners compare similarities and because ___.
differences between their text reconstructions and
the original texts. Have students check if they also PRODUCTIVE Write Discuss with students what they
included the main idea and the same details. Then will include in their response and the vocabulary
have partners share and discuss this information words they can use. Have students read their
with the whole group. sentences aloud and decide whether they have
answered the Essential Question and explain their
PAGE 169 decision. Have them make changes as needed.
Paragraph 2 Share Writing Have students read their sentences
Comprehension Skill: Main Idea and Key aloud to the group. Repeat their responses,
Details What are the key details from this correcting them as needed. Remind students to
paragraph? (Liquid rock changes into a solid support their responses using text evidence and to
substance. Cliffs are built from sand and bone. Rock speak slowly and clearly.
returns to liquid form.) What do the details have in Word Wall Add the following words to your word
common? (They show how rock changes.) What is wall for students to refer to as the week continues.
the main idea? (Rocks change through a cycle, that
is a pattern of heating and cooling that repeats and
Word Cognate
continues.)
igneous ígneo
COLLABORATIVE Write About It Have students use an sedimentary sedimentario
idea web to write about the main idea and key
details: One key detail is ___. Another key detail erode erosionar
is ___. The main idea is ___.
granite granito
Respond to the Text

Have students turn to page 170. Guide students Go Digital
through the following instruction. Have students get ready to read a selection in the Literature
Anthology on Day 3. Provide access to written or audio
summaries of the selection they will read.
COLLABORATIVE Partner Discussion Review with
students what they have learned about the Essential
Question: Where can you find patterns in nature?
UNIT 3 WEEK
ELD TEACHER’S EDITION 3
SAMPLER 343
49
DAY 3 ALL LEVELS
Language Support Write to Sources Text Evidence
COLLABORATE
1 Talk About It
Use these words.
change rock
The text is about

hill layer
Rock Solid
Rocks change. In fact, water, wind, and temperature
slowly change one type of rock into another type of rock.
These forces also shape the rocks that make up land.

Igneous Rocks
Text Evidence
Reread the second sentence in the
Magma is
2 Comprehension
.

Take Notes About the Text I took notes on the idea web to
Write About the Text I used notes from my idea web to

3
Essential Question
patterns in nature?
answer the question: How can the flow chart of the rock cycle write about the flow chart.
Sometimes magma
Read about patterns
Language Objectives
32 33
help me explain the text?

pages 32–35
Materials Go Digital
Samantha The flow chart shows the information in

Topic Text Evidence
the text. First, the topic of the flow chart and
• Use academic language

Draw a box around a sentence that comes from
The flow chart shows the

the notes. Does the sentence provide a detail or
information in the text text are about the rock cycle. Then, the flow
topic?
chart shows with pictures how rock changes
Grammar
• Use domain specific vocabulary pp. 32–39

form. For example, squeezing and cementing Circle the words flow chart. What prepositional
changes sediment into sedimentary rock. The
text explains this information. Finally, The
Detail
Detail Text explains how arrows in the flow chart show that a cycle Underline the two sentences about a cycle. How
Content Objectives
Text explains can you combine the sentences using and.
Flow chart and text rock changes. Flow repeats. The text explains that a cycle repeats.
the cycle repeats. Flow

have the same topic. chart shows the
chart shows it.
changes.
Your Turn COLLABORATE
• Use a graphic organizer to take notes

What do the green arrows in the flow

• Oral Language Cards
chart show? Use text evidence in your
writing.
Go Digital!
• Answer questions about a piece of 38 39
writing
BEG_038_039_EL16_RWW5_U3W3_WRT_132448.indd All Pages 10/04/15 8:47 AM
• Write to a specific prompt
Set Purpose Vocabulary

Today we will review some of the information and
vocabulary we’ve learned about patterns in nature.
Review Vocabulary
Then we will discover how one student applied all COLLABORATIVE BEGINNING
Preview that students will
that she learned to write about “Patterns of
be writing about ideas in the text, using some
Change.” Afterwards, you’ll write your own
domain-specific words. Review some of the domain-
paragraph.
specific words from this week, such as temperature,
formation, igneous, magma, lava, volcano, granite,
Oral Language and obsidian. Say each word and have students
repeat. Then, have partners find the words in the
text and take turns giving their own definitions.
ALL LEVELS Retell Remind students that
reviewing important descriptive details in a text INTERMEDIATE/ADVANCED Preview that
and then recounting, or retelling, those events in students will be writing about the ideas in the text,
their own words can help improve understanding of using some domain-specific words such as
the text. Use the Oral Language Cards to exchange temperature, transform, structure, formation,
ideas/opinions. sandstone, igneous, magma, volcano, lava, molten,
crystallized, substance, granite, and obsidian. Say
COLLABORATIVE BEGINNINGChoral read the section each word and have students repeat. Then, have
“Rock Solid.” Then have partners discuss and partners find the words in the text and take turns
summarize the section. Give the following sentence giving definitions in their own words.
frames as needed: Rock is changed by water, ADVANCED Review More Vocabulary word
wind, and temperature. The photograph shows pattern. Have students work with a partner to
rock that was made from sand. Ask volunteers to discuss the relationship between patterns and
share summaries of the section with the class. cycles, listing similarities and differences. Then
have them share their lists with the rest of the
INTERMEDIATE/ADVANCED Have
COLLABORATIVE class.
partners choose a section of the text to summarize.
Ask them to reread it and then work together to list
the information. Listen in and give sentence frames as
needed, summarizing the information. Then have
partners share their summaries with the class.
50344
ELD UNIT 3 WEEK
TEACHER’S 3
EDITION SAMPLER
Write to Sources This is called the topic sentence. Point out that it is
related to the oval at the top of Samantha’s
idea web.
Analyze the Prompt Review that before
beginning to write, it’s important to read and Continue reading each sentence of the model and
understand the prompt. The prompt tells you connect it to the idea web. The second sentence
what you will be writing about. relates to the Detail oval on the left. Samantha
used the Detail oval in the middle to write the next
Read aloud the paragraph on page 38 and indicate sentence.
the prompt with your finger. Read it aloud: How
can the flow chart of the rock cycle help me Read aloud the last sentence and have students
explain the text? This is the prompt. Then point to repeat. This sentence is the conclusion. Samantha’s
the picture of Samantha. This is the question that conclusion gives a final detail about the flow chart.
Samantha will need to answer in her writing.
Talk About It Have students work with
COLLABORATIVE
Ask students to tell what information Samantha
a partner to look more closely at Samantha’s
will need in order to answer the question and how
paragraph about the rock cycle flow chart.
she will find this information. Give support as
needed. (the sequence of the rock cycle; Text Evidence Chorally read the prompt. Review
in the text) that an informative paragraph has a topic
sentence, supporting details and a strong
Review the Graphic Organizer Explain that
conclusion. Have students draw a box around a
Samantha used an idea web to organize the
sentence that comes from the notes. Then have
information from the text.
partners discuss whether it is a topic or a detail
Let’s see how Samantha organized her information. sentence and why.
She put the topic at the top. Read it aloud. The
Grammar Review the definition of a prepositional
topic relates to the writing prompt. Point to each
phrase. Have partners work together to add a
oval. Each oval has a detail, or information, about
prepositional phrase to one of the sentences
the topic. Point to the first Detail oval. What did
containing the words flow chart.
Samantha write here? (Flow chart and text have
the same topic.) Explain that noting the details Condense Ideas Ask a volunteer to read the last
about the rock cycle flow chart helps to answer the two sentences from Samantha’s paragraph. How
prompt about how the rock cycle flow chart can could Samantha use the word and to connect the
help support the information in the text. What did sentences? Have a volunteer share the connected
Samantha write in the second Detail oval? (Text sentence aloud.
explains how rock changes. Flow chart shows the Your Turn Discuss the prompt with students.
changes.) Finish reading through the idea web, Remind them to use what they learned from
making connections between the rock cycle flow examining Samantha’s work to guide them in
chart and the patterns described in the text. writing their paragraph.
PAGE 39 Writer’s Checklist

Examine Student Model Read the bolded
sentence aloud. Clarify that the “I” refers to Remind students to:
Samantha. What did Samantha use to write her Read the prompt carefully
paragraph? (the flow chart of the rock cycle) Write their notes in a graphic organizer
Read the first sentence of the model aloud and Answer the question
have students repeat. Explain that this sentence
tells what the paragraph will mostly be about.
ELD TEACHER’S UNIT 3 WEEK

EDITION 3 345
SAMPLER 51
Writing Write to Sources Text Evidence
COLLABORATE
1 Talk About It
Write your ideas.


of time.
Igneous Rocks
Text Evidence
transform.
into
transforms
2 Sentence Structure
.
Granite
Language Objectives

• Answer questions about a piece of

166 167

pages 166–169

TALK ABOUT IT
writing
COLLABORATE

Text Evidence
• Analyze language in an informative The flow chart of

the rock cycle shows the
chart show the information in the text. First,
the topic of both the flow chart and the text
Draw a box around the topic sentence, which
clearly states the main idea of the response.
• Write to a specific prompt

information the text Why is a strong opening important?
piece explains is the rock cycle. Then, the flow chart shows
Grammar
• Analyze the text, craft, and structure

• Use domain-specific vocabulary Detail

Detail
The text explains
Detail
squeezing and cementing changes sediment
Condense Ideas
Underline the two sentences about cycleh. How
in “The Story of Snow”

The topic of both The text explains can you combine the sentences to create a more
• Grammar skill: helping verbs

the text section and and the flow chart precise sentence?
the flow chart is the shows that the cycle
rock cycle . repeats. The text explains that the cycle is a repeating Your Turn COLLABORATE
• Connect sentences Materials Go Digital

your writing.
Go Digital!
172 173
Content Objectives Intermediate/Advanced pp. 166–173
INAD_172_173_EL16_RWW5_U3W3_WRT_131049.indd All Pages 10/04/15 9:16 AM
• Use a graphic organizer to take notes

• Literature Anthology, pp. 216–229
Write to Sources COLLABORATIVE Talk About It Work with a partner to

look more closely at Samantha’s paragraph about
Analyze the Prompt Review that before the rock cycle flow chart.
you begin writing, it’s important to read and
understand the prompt. The prompt tells you Text Evidence Have partners read the prompt.
what you will be writing about. Read aloud the Ask them to tell the purpose of a topic sentence.
paragraph on page 172 and indicate the prompt. (to clearly state the main idea of the paragraph)
Have a volunteer read it aloud. Then point to the Have students box the topic sentence. Why is
picture of Samantha. This is the question that a strong opening important? (to tell what the
Samantha will need to answer in her writing. paragraph is about and get the reader’s attention)
Ask students what information is needed to answer

Grammar Review the meaning of a prepositional
phrase and ask partners to find examples in
the question. (order of rock cycle steps)
Samantha’s paragraph. Then have them discuss
Review the Graphic Organizer Point out that what prepositional phrase they can add to tell more
Samantha used an idea web to organize details. about the flow chart.
What did Samantha put in the top oval? (the Condense Ideas Ask a volunteer to read aloud
topic) Point to each oval below the Topic oval. the last two sentences in the paragraph. Then
Each oval contains a detail about the rock cycle have partners work together using the word and to
flow chart. Remind students of the importance of combine the sentences to condense the ideas.
supportive evidence. Read through the web making
connections to the rock cycle flow chart. Your Turn Discuss the prompt with
PRODUCTIVE
Examine Student Model What did Samantha students. Remind them to use what they learned
use to write her paragraph? Review that the first from examining Samantha’s work to guide them in
sentence is called the topic sentence and tells what writing their own paragraph.
the paragraph is about. Discuss how it is similar to
the top oval of the web. As students read, have them Writer’s Checklist
connect each sentence to the content in Samantha’s
web and point out that these are supporting details. Remind students to:
After the last sentence is read, review that this Read the prompt carefully
sentence is the conclusion. Write their notes in a graphic organizer
Answer the question
52346
ELDUNIT 3 WEEK
TEACHER’S 3
EDITION SAMPLER
Reread “The Story what the snow crystals look like. They also show
how tiny a snow crystal really is.
of Snow” Why did the author include these photographs?
The photographs help the reader to see how
different snow crystals look.
Set Purpose
We are going to look more closely at “The Story
of Snow,” the text you have read with the whole PAGE 223 Paragraph 1
class. We will focus on understanding some of the ALL LEVELS Author’s Craft: Structure
language and content. Recap that on page 222 the author explains how
plate crystals form. Then, direct students to the
Reading Routine top of page 223. Choral read the heading and first
Read passages as noted below. Then use the paragraph. Check comprehension and define words
prompts and the sentence frames to guide as needed.
the discussion. Remind students to speak in
complete sentences. Review that one way authors organize information
is in a compare and contrast structure, which
is looking at how things are alike and how they
PAGES 220–221 Photographs and Main Text are different. Then, reread the paragraph, asking
Paragraphs students to think about how the author uses a
ALL LEVELS Text Features: Photographs compare and contrast structure to help readers
Review that in an informational piece, photographs understand more about snow crystals.
often give important information that we cannot BEGINNING Echo read the first sentence. How
see by reading the text alone. does the author help you to understand what
Look at the photographs. They show different a column-shaped snow crystal looks like? He
snowflakes close up. Let’s read the main text on compares it to a pencil. He says that it has
these pages and think about how the photographs the same shape as a pencil. This helps the
help us understand the text. Choral read the reader to picture what column-shaped snow
paragraphs from the main text, checking for crystals look like.
comprehension as needed. INTERMEDIATE/ADVANCED How does the
BEGINNING What information is in the author help you to understand what column-shaped
photographs that is not in the text? The snow crystals looks like? First, he compares them
photographs show what the snow crystals to pencils. He says that they have the same shape
look like. Why did the author include these as pencils. Then, he contrasts them with stars and
photographs? The photographs help the reader to plates. They are not flat like stars and plates. This
see how different snow crystals look. helps the reader to picture what column-shaped
snow crystals look like.
INTERMEDIATE/ADVANCED Have partners
take turns telling each other how the information ADVANCED Have partners discuss how
in the photographs helps them to better understand comparing the illustrations of column-shaped
the text. Tell them to think about what they learn snow crystals help them to better understand the
by looking at the photographs that they couldn’t information. Then have them share their ideas with
learn by reading only the text. The photos show the group.
UNIT 3 WEEK
SAMPLER 53
DAY 4 ALL LEVELS
Differentiated Text
Language Objectives Materials Go Digital
• Use domain and core vocabulary • “A Pattern for Hiding,” Beginning,
words pp. 37–39
• “A Pattern for Hiding,” Intermediate,
Content Objectives pp. 25–26
• Identify text evidence • “A Pattern for Hiding,” Advanced,
• Take notes pp. 25–26
• Compare information from two texts • ELD Visual Vocabulary Cards
• Visual Vocabulary Cards
Set Purpose BEGINNING Paragraph 1: What is the purpose

of patterns on animals? The purpose of animal
patterns is to help animals hide and blend into the
Today you will read about patterns in nature and
environment. Paragraph 3: What is the pattern
learn about the purpose of patterns on some animals.
on tigers? The pattern in the fur of many tigers is
orange fur with black stripes. Paragraph 4: How
Read “A Pattern for does living in a group help zebras? It helps to

keep predators from picking out just one zebra.
Hiding” Paragraph 5: What animals hunt giraffes? Even
though most animals leave giraffes alone, they are
hunted by lions.
Reading Routine
INTERMEDIATE Paragraph 3: The tiger’s
• Build On Review the vocabulary words using all
stripes make the outline of its body blend into
visual vocabulary cards. Then review characteristics of
the environment. Paragraph 5: The zebra uses
patterns in nature. Help students to name and
its pattern to hide from predators. Paragraph 7:
describe the patterns they have been learning about.
Giraffes patterns are useful because lions and
(patterns in rock layers, patterns in the rock cycle)
crocodiles hunt giraffes.
Have students look at the first page of “A Pattern for
Hiding.” Have students name animals that have ADVANCED Have partners stop after
patterns. Discuss how patterns might be useful to paragraphs to retell the information to each other
animals. in their own words. Ask volunteers to share their
retelling with the class. Assess and help with
• Read Students read independently or partner read
understanding.
with a student of the same proficiency level. They can
listen to the audio selection while reading.
INTERMEDIATE/ADVANCED Talk
COLLABORATIVE
• Take Notes As they reread, have students take
About It Have partners review what they have
notes on important ideas in Graphic Organizer 58.
read about animal fur patterns on page 25 and
Guide them to also note unfamiliar words, unclear
discuss different ways animals use their patterns.
text, and questions about the text.
• Discuss Use the questions and sentence frames to
check comprehension and generate discussions. Have
students cite text evidence to support their responses.
54348
ELDUNIT
TEACHER’S
3 WEEKEDITION
3 SAMPLER
Respond to the Text 2. Have partners find the sentence in the first
paragraph that explains why animals have
patterns.
3. Ask partners to discuss how animals use their
INTERPRETIVE Partner Discussion As they reread,
patterns differently. Then have them underline the
have partners locate text evidence and discuss their
part of the sentence that tells how tigers use their
answers to the prompts. Then have them present
pattern.
their answers to the group.
BEGINNING Guide partners in their close PRODUCTIVE Write Guide partners to use text evidence
reading and discussion. and their notes from the discussion to answer the
1. Have partners name two kinds of patterns in Essential Question.
nature. Help them to ask and answer questions BEGINNING Help students complete the
about these patterns. sentence frames.
2. Guide partners to circle the sentence that tells the • Review the patterns in nature on page 37. Guide
pattern in many tigers’ fur. (orange fur with black partners to reread the first paragraph and find two
stripes) Help them discuss how the pattern makes places in nature where there are patterns. (in rocks,
the tiger harder to see. on animals) Then help partners locate the sentence
3. Have partners underline the sentence that tells that tells how patterns help animals. (They help
how zebras stay safe. (The repeated pattern of so animals hide and blend into the environment.)
many animals together helps zebras stay safe.) • Have partners complete the sentence frames and
Then have them underline the sentence that tells share their answers in groups.
how giraffes stay safe. (Like zebras, giraffes stand
in groups and blend together.) Guide them to talk INTERMEDIATE Partners can help each other
about why both animals need protection. (They are complete the sentence frames.
both prey.) • Help partners locate the text that tells where
INTERMEDIATE Provide support as partners patterns are found in nature. (There are patterns in
discuss. rocks and on animals, too.)
1. Have partners name the three animals in the • Help partners locate the word purpose in the first
text and then underline the patterns of each paragraph. Then have partners find the sentence
animal. (tiger, black stripes on orange fur; zebra, that tells the purpose for all the animal patterns.
black stripes on white; giraffe, brown spots on (They help animals blend into their environment.)
light-colored coat) • Have partners complete the sentence frames and
2. Have partners discuss why animals have patterns. share their answers in groups.
Then have them circle the text that explains the ADVANCED Students can work with partners or
purpose of animal patterns. (They help animals independently in their writing.
blend into their environment.)
• Have partners discuss their notes about “A Pattern
3. Have partners discuss how a tiger uses its pattern for Hiding.” Have them locate details in the text
in a different way from a zebra or giraffe. (A tiger that describe how animals use patterns.
uses its pattern to hunt, while a zebra or giraffe
• Have partners respond to the writing prompt and
uses its pattern to hide from predators).
share their answers in groups.
ADVANCED Guide student discussion.
1. Have partners describe the patterns of the three
animals in the text.
UNIT 3 WEEK
SAMPLER 55
DAY 4 ALL LEVELS
Writing
Language Objectives Materials Go Digital
• Prepare for writing by taking notes • “A Pattern for Hiding,” Beginning,
• Use comparison words pp. 37–39
• Practice vocabulary • “A Pattern for Hiding,”
Intermediate/Advanced, pp. 25–26
Content Objectives • Companion Worktext, Beginning
• Compare the use of information from pp. 32–35
different natural patterns • Companion Worktext,
• Identify supporting text evidence Intermediate/Advanced pp. 166–169
• Analyze the text, craft, and structure • Literature Anthology, pp. 216–229
in “The Story of Snow”
Write to Two Sources have been changed by water, wind and temperature.
In “Patterns of Change” the text says “Scientists
learn a lot by studying the chronology of layers.” So
Set Purpose Remind students that when they in my notes, I’ll write: Patterns in rocks help to show
wrote the Day 3 paragraph, they used information
what has happened to the rock and how it has been
from one source, or text, “Patterns of Change.”
changed. In “A Pattern for Hiding,” animals in nature
The next paragraph they will write will use two
have patterns that help them to survive. Now I’ll
sources, or texts, “Patterns of Change” and “A
Pattern for Hiding.” Today they will prepare to write look for text evidence that patterns help animals to
the paragraph. They will be learning what prompt survive. In “A Pattern for Hiding,” the text says, “These
they will be writing to and taking notes on the animal patterns have the same purpose. They help
information they need to write their paragraphs. animals hide and blend into the environment.” This
tells me animal patterns are not caused by changes,
Analyze the Prompt Explain that
INTERPRETIVE but instead help animals live. So in my notes, I’ll write:
students will compare patterns in rocks in “Patterns Patterns in animal fur help them to stay alive.
of Change” with patterns in animal fur in “A Pattern Have students continue to look for ways different
for Hiding.” Provide the following prompt: How is
patterns in nature are alike or different. Remind
information about patterns in rocks used differently
them they will need to find evidence in the text to
from information about patterns in animal fur? Use
support the information in their notes.
text evidence from “Patterns of Change” and “A
Pattern for Hiding” to support your answer. Analyze Text Evidence Using the students’
Ask students what the prompt is asking them to do. notes, create and discuss a chart comparing
(compare ways information about patterns in rocks patterns in nature they have read about in “Patterns
has a different purpose from information about of Change” and “A Pattern for Hiding.”
patterns in animal fur) Tell students to think about
BEGINNING Provide sentence frames for
what they’ve read, and then discuss what sort
discussion such as: Patterns in tigers help them
of things students might include in their writing.
blend into the environment. Patterns in rock
(Examples: how tigers use their fur pattern, how
formations show how they have changed.
zebra’s use their fur pattern, how rocks change in
the rock cycle)
COLLABORATIVE INTERMEDIATE/ADVANCED Have
PRODUCTIVE Find Text Evidence Guide students’ partners use their notes to compare ways we learn
search for information in both sources. Let’s think from patterns in two places in nature. Explain that for
about what we learned from patterns in rocks in the next class, they will take their notes and the chart
“Patterns of Change.” Rock formations show how rocks and write a paragraph to respond to the prompt.
56350
ELDUNIT
TEACHER’S
3 WEEK
EDITION
3 SAMPLER
Reread “The Story readers to understand the information? It tells the
reader to look for information about the number 6
of Snow” and snow crystals.
ADVANCED What does the author draw
Set Purpose attention to in the heading? (The number 6) How
does he do that? (It’s large and a number, not
Today we are going to continue our close look at
a word) How does the heading help readers to
“The Story of Snow.” We will continue to focus on
understand the information? (it tells the reader to
understanding some of the language and content.
look for information about the number 6 and snow
Reading Routine crystals)
Read passages as noted below. Then use the
prompts and the sentence frames to guide the PAGE 226 Captions and Photographs
discussion. Remind students to speak in complete ALL LEVELS Text Features: Photographs
sentences. and Captions Point out that photographs and
captions show important ideas from the text.
PAGE 224 Paragraph 1 Captions tell us what to look for in the photographs.
Let’s look at the photographs on page 226 and
ALL LEVELS Text Structure: Headings
read the captions. Then let’s talk about how the
Review that informational text is often divided into
captions help us understand the photographs.
sections. Each section has a heading, which is like
Choral read the captions. As you read, check
a mini-title. Reading the heading lets the reader
comprehension.
know what they should focus on as they read.
BEGINNING How does the first caption help you
Read the heading and first paragraph, instructing
understand the photograph? The caption explains
students to think about how the heading connects
that the photograph shows two snow crystals
to the text.
stuck together. What does the photograph show?
Choral read the heading and paragraph. Check The photograph shows how snow crystals stick
comprehension. Rephrase information and use together.
the graphics, as needed. Elicit that the “6” in the
INTERMEDIATE/ADVANCED How do the
heading is large and written as a number instead
captions help you to understand the photographs?
of a word. Then, reread the paragraph, guiding
The captions explain how snow crystals stick
students to notice that the word “six” is repeated
together to make snowflakes. What do the
three times in the paragraph.
photographs show? The photographs show what
BEGINNING Why does the author use a large 6 snow crystals look like when they are stuck
in the heading? The author wants readers to pay together.
attention to that number when they read the text.
ADVANCED Have partners discuss these
The reader should look for information about the
questions and share answers with the group:
number 6 and snow crystals.
Do the photographs and captions clearly show
INTERMEDIATE How does the author help how snowflakes are made? If not, what other
readers notice the number 6 in the heading? It is information would help? (Answers will vary.)
large and not a word. How does the heading help
UNIT 3 SAMPLER
ELD TEACHER’S EDITION WEEK 3 351
57
DAY 5 ALL LEVELS
Writing
Language Objectives • As part of the formative assessment,
• Present writing to group answer questions about writing
Content Objectives Materials Go Digital

• Use notes, chart, and discussion ideas • Wonders Your Turn Practice Book
to write a paragraph comparing the
uses of patterns in nature
• Revise writing through collaboration
• For formative assessment, write
answer to the question about patterns
in nature
Set Purpose INTERMEDIATE Have partners collaborate

to write the paragraph. Remind them to use
vocabulary words, domain words, comparison
Today we will write to compare ways we learn
words, and some helping verbs in their writing.
from patterns in rocks in “Patterns of Change” and
patterns in animal fur in “A Pattern for Hiding.” We ADVANCED Have students work collaboratively
will use the information in our notes and charts. to organize their paragraphs and then write
After we write, we will revise our writing and then independently. Remind students to use vocabulary
present to the group. words, domain words, comparison words, and
helping verbs.
Write to Two Sources Revise Upon completion, have students work with
a partner to revise their writing. Have partners
look for errors in spelling, punctuation, and
capitalization. Students should also look for: correct
INTERPRETIVE Analyze the Model Display the model
response to the prompt; the inclusion of details from
for Writing to Two Sources in Your Turn Practice
both texts; whether the comparisons make sense; if
Book. Discuss with students how the author of the
anything can be added.
model used details from two sources to respond to
the prompt. Present Tell students that they will present their
paragraphs to the group. On the board, list features
Write the Response Review the prompt from
of good oral presentations, such as: making eye
Day 4. Remind students that they took notes,
contact, speaking loudly enough, and speaking
created a chart, and discussed the prompt. Have
clearly.
students use their notes, chart, and discussion of
ideas to respond with the following support.
COLLABORATIVE ALL LEVELS Have students plan
and practice a brief oral presentation of
PRODUCTIVE BEGINNING Have partners collaborate.
their paragraph and then present it to their
Display domain and academic vocabulary words.
group. Support Beginning students by helping
Remind students to use helping verbs correctly as
with phrasing and pronunciation. Encourage
they write. Provide the following sentence frames
Intermediate and Advanced partners to evaluate
for extra support: Patterns in rocks and patterns in
each other’s talks before they present them to the
animal fur are both observed in nature. Patterns in
group. Videotape the presentations. When you
rocks show how rocks have changed. Patterns in
watch together, discuss what went well and what
animal fur show how they are able to survive.
still needs more practice.
58352
ELDUNIT 3 WEEK
TEACHER’S 3
EDITION SAMPLER
Formam tive
Progress Monitoring ss ent

Asse

Now that students have completed the week, you can ALL LEVELS After students have finished their
assess their language proficiency to help determine sentences, meet with them one on one. After
their readiness to move to the next scaffolding level. you’ve read their sentences or paragraphs, ask
questions about what they wrote. You might ask
BEGINNING/INTERMEDIATE Have students write
them to expand on a fact they included or why
a few sentences in response to the following prompt:
they included certain information.
Choose one thing you learned this week about
patterns in nature. Tell three ways you could find
answers to questions about patterns. Tell students
Diagnose and Prescribe Chart
Use the following chart to guide you in assessing
you will ask them questions about what they wrote.
their work.
ADVANCED Use the paragraph they wrote in
Write to Two Sources for evaluation.
IF… IF…
students don’t use academic language and lesson students answer questions with one-word answers
vocabulary
BEGINNING THEN…
THEN… repeat their answer using a complete sentence.
review academic language and lesson vocabulary Then have students try again.
in context.
IF… IF…
students aren’t including enough details and students don’t use academic and domain-specific
vocabulary vocabulary
INTERMEDIATE
THEN… THEN…
review using descriptive and richer vocabulary. give appropriate vocabulary and have them restate
their answers using the words.
IF… IF…
students have some mistakes with cohesion students realize that they used an incorrect term
when answering a question
ADVANCED THEN…
review sequence words and have them combine or THEN…
condense ideas with those words to improve the remind them to self-correct their speech.
flow of writing.
BEGINNING If students are INTERMEDIATE If students ADVANCED If students are

LEVEL able to write and/or use are able to write and express able to write and express
UP learned vocabulary that ideas through recombination of ideas to meet a variety of
they’ve acquired during the learned vocabulary in different academic tasks, they may be
week, they may be ready to settings, they may be ready ready to move to on-level for
move to the next level for to move to the ADVANCED some tasks.
some tasks. scaffolds for some tasks.
ELD TEACHER’SUNIT 3 WEEK

EDITION 3 35359
SAMPLER
UNIT 3 PROGRESS MONITORING
TESTED SKILLS
Q LISTENING AND READING Q VOCABULARY: Q GRAMMAR: Q SPEAKING
COMPREHENSION: • Unit Vocabulary Words • Verbs and Verb Phrases AND WRITING:
• Listening Actively • Presenting
• Reading Closely • Writing
• Text Structure • Supporting Opinions
• Understanding Cohesion • Retelling/Summarizing
• Text Structure
Additional Assessment Options

• Foundational Skills
º Conduct assessments using the Practice and Assessment pages from the
Foundational Skills Kit.
• LAS Links Benchmark Assessments
º Use the LAS Links Benchmark Assessments to measure students' language
proficiency and progress throughout the year.
Reteaching Options
• Use the online Reteaching lessons for vocabulary, comprehension, and writing.
• Use the Language Development Cards for grammar and vocabulary.
• Use the Foundational Skills Lesson Cards for phonological awareness, phonemic
awareness, phonics, word recognition, structural analysis, and fluency.
Create a Student Profile

Record data from the following resources in the Student Profile charts on pages 320–321 of
the Assessment book.
Collaborative Interpretive Productive
• Collaborative Conversations Rubrics • Leveled Unit Assessment: • Weekly Progress Monitoring

• Listening • Listening Comprehension • Leveled Unit Assessment
• Speaking • Reading Comprehension • Speaking
• Vocabulary • Writing
• Grammar • Presentation Rubric
• Presentation Rubric • Speaking
• Listening • Write to Sources Rubric
• Wonders Unit Assessment • Wonders Unit Assessment
The Foundational Skills Kit, Language Development Kit, Adaptive Learning, and LAS Links Benchmark
Assessments provide additional student data for progress monitoring.
60
406ELDUNIT
TEACHER’S
3 EDITION SAMPLER
Level Up
Use the following chart, along with your Student Profiles, to guide your Level Up decisions.
LEVEL
If INTERMEDIATE level
UP If BEGINNING level students
students are able to do the
If ADVANCED level students
are able to do the following, are able to do the following,
following, they may be ready
they may be ready to move they may be ready to move
to move to the ADVANCED
to the INTERMEDIATE level: to on-level:
level:
• participate in collaborative • participate in collaborative • participate in collaborative

conversations using basic conversations using appropriate conversations using more
vocabulary and grammar and words and phrases and complete sophisticated vocabulary and correct
COLLABORATIVE simple phrases or sentences sentences grammar
• discuss simple pictorial or text • use limited academic vocabulary • communicate effectively across a wide
prompts across and within disciplines range of language demands in social
and academic contexts
• identify details in simple read- • identify main ideas and/or make • determine main ideas in read-alouds
alouds some inferences from simple • that have advanced vocabulary
• understand common vocabulary read-alouds • use context clues to determine
and idioms and interpret • use context clues to identify meaning, understand multiple-
language related to familiar word meanings and interpret meaning words, and recognize
social, school, and academic basic vocabulary and idioms synonyms of social and academic
topics • compare, contrast, summarize, vocabulary
INTERPRETIVE
• make simple inferences and and relate text to graphic • analyze information, make
make simple comparisons organizers sophisticated inferences, and explain
• exhibit an emerging receptive • exhibit a limited range of their reasoning
control of lexical, syntactic, receptive control of lexical, • command a high degree of receptive
phonological, and discourse syntactic, phonological, and control of lexical, syntactic,
features discourse features when phonological, and discourse features
addressing new or familiar topics
• express ideas and opinions with • produce coherent language with • produce sentences with more
basic vocabulary and grammar limited elaboration or detail sophisticated vocabulary and correct
and simple phrases or sentences • restate information or retell a grammar
• restate information or retell a story using mostly accurate, • restate information or retell a
story using basic vocabulary although limited, vocabulary story using extensive and accurate
PRODUCTIVE • exhibit an emerging productive • exhibit a limited range of vocabulary and grammar
control of lexical, syntactic, productive control of lexical, • tailor language to a particular
phonological, and discourse syntactic, phonological, and purpose and audience
features discourse features when • command a high degree of productive
addressing new or familiar topics control of lexical, syntactic,
phonological, and discourse features
Unit Wrap Up
• Publishing Party You may choose to have students choose and present their best
writing from the unit.
• Oral Language Cards Students can discuss their favorite selection using the oral
language prompts.
• Additional Books Students can talk about any additional selections they read or
heard during this unit.
UNIT 3 407
ELD Companion Worktexts
The Companion Worktext provides students with lessons
that build background about the weekly concept and
develop oral language skills. Students can:
• practice language skills
• collaborate with their peers
Beginning (6 volumes)
• build grammar, language, and fluency
Beginning Sample of Student Beginning Companion Worktext for one week of instruction.
More Vocabulary Words and Phrases: in fact and such as

Look at the picture. Read the word. Then read the sentence.
COLLABORATE
Talk about the word with a partner. Write your own sentence.
The phrase in fact means “in truth” The phrase such as means “for
or “actually.” example.”
SerrNovik/iStock/360/Getty Image; xefstock/Getty Images; Ekaterina Novikova/iStock/360/Getty Images; CEFutcher/iStock/360/Getty Images
What is the weather like outside? What does the store sell?
It is sunny today. But, in fact, it is very The store sells vegebables, such as
cold outside. tomatoes and green beans.
accumulate patterns
Talk with a partner. Look at the picture. Read the sentence.
It takes many years for layers of rock to The tile shows patterns of shapes. COLLABORATE Write the word that completes each sentence.
accumulate.
What word means patterns?
What word means accumulate? designs materials parts
break collect divide
What pattern does a zebra have?
When does snow accumulate?
A zebra has a pattern of It looks easy to spin the hoop, but The aquarium has many sea animals,
Snow accumulates when
. it is hard to do. sharks.
USGS; Westend61/SuperStock
. in fact such as in fact such as
31
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Text Evidence Shared Read Genre • Expository Text Text Evidence
COLLABORATE Rocks change. In fact, water, wind, and temperature Reread the second sentence in the
title. Talk about what you see. The photograph across these pages shows an example.
change rock hill layer that turned to rock over a long time. .

.
3
Obsidian is smooth and often black. Read the third sentence in the third
What does the rock look like? Essential Question
patterns in nature?
Sometimes magma
Read about patterns
32 33

Emerging
Beginning (6 volumes)
Respond to the Text

Partner Discussion Work with a partner. Read the questions about Write Work with a partner. Look at your notes about “Patterns of Change.”
COLLABORATE “Patterns of Change.” Show where you found text evidence. Write the COLLABORATE Write your answer to the Essential Question. Use text evidence to support your
page numbers. Then discuss what you learned. answer. Use vocabulary words in your writing.
What patterns can you find in rocks?

What patterns are in rocks? Text Evidence
Strata are layers of .
I learned that water and wind cause . Page(s):
Strata are one kind of pattern because
Strata are . Page(s):
.
Layers are patterns because . Page(s):
A rock cycle is a process of
What pattern is in the rock cycle? Text Evidence A rock cycle is another kind of pattern because
First, magma . Page(s): .
Then, igneous rock . Page(s):
Finally, sedimentary and metamorphic rock . Page(s):

Share Writing Present your writing to the class. Discuss their opinions. Talk
The rock cycle is a pattern because Page(s): COLLABORATE about their ideas. Explain why you agree or disagree with their ideas.
. I agree with .
I do not agree because .
Group Discussion Present your answers to the group. Cite text evidence
COLLABORATE for your thinking. Listen to and discuss the group’s opinions.
37
36
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COLLABORATE
1 Talk About It
Use these words.
change rock hill layer

Rock Solid
Rocks change. In fact, water, wind, and temperature
slowly change one type of rock into another type of rock.
These forces also shape the rocks that make up land.

Text Evidence
Reread the second sentence in the
Magma is
.

The photograph shows Granite and obsidian are
Write About the Text I used notes from my idea web to

Granite
Take Notes About the Text I took notes on the idea web to

3
Essential Question
patterns in nature?
answer the question: How can the flow chart of the rock cycle write about the flow chart.
Sometimes magma
Read about patterns
32 33
help me explain the text?

pages 32–35

Samantha
The flow chart shows the information in
Topic Text Evidence
the text. First, the topic of the flow chart and Draw a box around a sentence that comes from
The flow chart shows the the notes. Does the sentence provide a detail or
text are about the rock cycle. Then, the flow
information in the text. topic?
chart shows with pictures how rock changes
Grammar
form. For example, squeezing and cementing Circle the words flow chart. What prepositional
changes sediment into sedimentary rock. The
text explains this information. Finally, the
Detail Detail Condense Ideas
Detail Text explains how Text explains arrows in the flow chart show that a cycle Underline the two sentences about a cycle. How
can you combine the sentences using and.
Flow chart and text rock changes. Flow the cycle repeats. repeats. The text explains that a cycle repeats.
have the same topic. chart shows the Flow chart shows
changes. the cycle.
Your Turn COLLABORATE
What do the green arrows in the flow

chart show? Use text evidence in your

writing.
Go Digital!
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Sample of Student Intermediate/Advanced Companion Worktext for one week of instruction.
More Vocabulary Words and Phrases

Connecting and Preposition Words
Look at the picture and read the word. Then read the sentence.
COLLABORATE Talk about the word with a partner. Write your own sentence. moreover = in addition
Jack’s idea may work. Moreover, it may be fun to try it.
upon = on
Mary’s house sits upon a mountain.
Read the sentences below. Write the word or phrase

accumulate effects patterns that completes each sentence.
USGS; Manoj Kumar/Hindustan Times/Getty Images); George Doyle/Getty Images; Robert_Ford/iStock/360/Getty Images
It took millions of years for the layers of rock The damaging effects of the storm caused The tile has patterns of triangles and squares. Alan piled one book another book.
to accumulate. difficulties for traveling. To find a pattern you need to look for Soccer is fun to play. , soccer helps
During a storm, a lot of Another word for effects is people stay healthy.
Westend61/SuperStock; Leentje photography by Helaine Weide/Moment Open/Getty Images
accumulate. . . Apples are sweet and delicious. , apples

are healthful.
The queen sat a gold throne.
Go Digital Add the words moreover and upon

to your New Words notebook. Write a sentence to
show the meaning of each.
depositing forces substance
The river is depositing water into the sea. The forces of a hurricane cause the tops of Rock is a substance that is hard and solid.
As water flows in rivers, it carries small pieces trees to blow sideways. Water is a substance that is
of rock and deposits them The forces of wind and water can cause
.
. .
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Text Evidence Shared Read Genre • Expository Text Rock Solid Text Evidence
COLLABORATE
1 Talk About It
into .
of time.


.
Granite
fiery liquid hardens into a solid substance.
What does the title tell you? 3 Comprehension
Essential Question
166 167

Respond to the Text
Partner Discussion Work with a partner. Answer the questions. Discuss what Write Review your notes about “Patterns of Change.” Then write your answer to
COLLABORATE you learned in “Patterns of Change.” Write the page numbers where you found COLLABORATE the Essential Question. Use text evidence to support your answer. Use vocabulary
text evidence. words from this week’s reading in your writing.
What kinds of patterns can you find in rocks?

What patterns are in rocks? Text Evidence
Strata are .
I learned that rocks change from . Page(s):
Examples of strata include .
Strata are created by . Page(s):
Strata is one kind of pattern because
Layers form patterns by . Page(s):
.
A rock cycle is a process of
What pattern is in the rock cycle? Text Evidence .
First, . A rock cycle is another kind of pattern because

Page(s):
.
Then, . Page(s):
Finally, . Page(s):
The rock cycle is a pattern because Page(s): Share Writing Present your writing to the class. Discuss their opinions. Think
COLLABORATE about what the class has to say. Did they justify their claims? Explain why you
.
agree or disagree with their claims.
I agree with because .

Group Discussion Present your answers to the group. Cite text evidence to justify I do not agree because .
COLLABORATE your thinking. Listen to and discuss the group’s opinions about your answers.
171
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COLLABORATE
1 Talk About It
Write your ideas.


Text Evidence
transform.
transforms
into .
of time.


.
Granite

166 167

pages 166–169


Text Evidence
The flow chart of chart show the information in the text. First, Draw a box around the topic sentence, which
the rock cycle shows the clearly states the main idea of the response.
the topic of both the flow chart and the text
Why is a strong opening important?
information in the text.
is the rock cycle. Then, the flow chart shows
Grammar
Detail Detail
The text explains squeezing and cementing changes sediment Underline the two sentences about the cycle.
The topic of both The text explains and How can you combine the sentences to create
the text section and the flow chart shows a more precise sentence?
the flow chart is the that the cycle repeats.
rock cycle. The text explains that the cycle is a repeating Your Turn COLLABORATE


your writing.
Go Digital!
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Differentiated Texts
Online Differentiated Texts provide targeted instruction
at each student’s proficiency level.
Beginning
Essential Question
in nature? to take notes while you
read. Differentiated Texts
include an audio
A Pattern for Hiding component as well.
Expository Text
Nature has many patterns. There are patterns in rocks. There are
patterns on animals, too. Tigers, zebras, and giraffes have different
patterns. These animal patterns have the same purpose. They help
animals hide and blend into the environment.
Tigers Zebras
Tigers are predators that live in grasslands and forests. Predators hunt Zebras live in grasslands. Zebras are prey. Prey is an animal that other
other animals for food. When a tiger hunts, it hides in long grass and then animals hunt for food. Many zebras have a pattern of white and black
attacks. stripes. Zebras live in a group with other zebras. The repeated pattern of
Many tigers have orange fur with black stripes. With this pattern, the so many animals together helps zebras stay safe. Predators have a hard
time picking out just one zebra from a large group.
make the tiger hard to see. Giraffes
Giraffes are tall animals that live in grasslands. Many predators leave
them alone because of their size. However, lions hunt giraffes.
Many giraffes have a pattern of brown spots. This pattern helps
giraffes blend into their environment. Like zebras, giraffes stand in
groups and blend together. A lion cannot easily see one giraffe stand out
from the other giraffes.
Respond to the Text

Name________________________________________
Read the text. Use Graphic Organizer 58 to record your ideas and notes. Have
a collaborative conversation with your partner. Use the sentences below to start the
conversation. Cite text evidence and record your ideas on the graphic organizer.
Present your ideas to the class.
Animal patterns are beautiful. They also serve an important 1. Describe several things in nature that have patterns.
purpose.
There are patterns in rocks on the ground. There are patterns on the
fur of animals .
37
2. Explain why animals have patterns.
Animals have patterns to help them hide and blend into their
environment.
Ingram Publishing/SuperStock
Zebras live in groups. This makes it hard for a lion to see just one zebra.3.
A Explain
lion will have
how a tiger uses its pattern differently than a zebra or giraffe does.
a hard time identifying one zebra from all the rest.
A tiger uses its pattern to hunt while a zebra or a giraffe uses its
pattern to hide from predators .
Write Work with a partner. Discuss your notes about “A Pattern for Hiding.” Then
write your answer to the Essential Question.
38
Where can you find patterns in nature? Explain how animals use patterns.
Tigers, zebras, and giraffes have patterns . Tigers have patterns to help them
hide from their prey. Zebras and giraffes have patterns to help them hide
from predators .
39

Intermediate
Essential Question Respond to the Text Name________________________________________
Where can you find Use Graphic Organizer 58
patterns in nature? to take notes while you Read the text. Use Graphic Organizer 58 to record your ideas and notes. Have
read.
a collaborative conversation with your partner. Use the sentences below to start the
conversation. Cite text evidence and record your ideas on the graphic organizer.
Present your ideas to the class.
A Pattern for Hiding 1. Describe the patterns of three animals that have patterns.
Expository Text
A tiger’s pattern has black stripes on orange fur . A zebra’s pattern has
black and white stripes brown spots on a light-colored coat
. A giraffe’s pattern has ��.
environment. The black stripes on orange fur
make the outline of the tiger hard for its prey
2. Explain why animals have patterns.
to see.
Zebras Animals have patterns to help them blend into their environment.
��
Zebras live in grasslands. Zebra are prey.
Prey is an animal that predators, such as 3. Explain how a tiger uses its pattern differently than a zebra or a giraffe does.
lions, hunt. A tiger uses its pattern to hunt prey . A zebra or a giraffe uses its pattern
Many zebras have a pattern of white and to hide from predators .

the repetition of the pattern helps them Write Work with a partner. Discuss your notes about “A Pattern for Hiding.” Then
blend together. This effect makes it difficult write your answer to the Essential Question.
for a predator to choose one animal to
attack.
While animal patterns may be beautiful, they also Where can you find patterns in nature?
serve an important purpose. Giraffes
Explain how animals use patterns.
Giraffes live in the grasslands. Giraffes
Nature is filled with patterns. There are
are tall so many predators leave them alone. Animals use patterns to survive when they blend in with their environment .
patterns in rocks and on animals, too. Tigers,
zebras, and giraffes have patterns. Each For example, tigers use patterns to hide while hunting prey, such as
crocodiles.
animal has a different pattern. However, deer . Zebras and giraffes use patterns to hide from predators,
Many giraffes have light-colored coats
these patterns all serve one purpose. They
with brown spots. This coloring pattern such as lions .
help animals blend into their environment.
helps giraffes blend into an environment that
Tigers
Tigers live in grasslands and forests. Tigers zebras, giraffes also stand in groups and
are predators that hunt other animals. A tiger blend together. This effect makes it hard for
hunts deer. A tiger follows a deer and hides in a predator to choose and make contact with
long grass or behind trees before it attacks. one giraffe in a group.
Many tigers have fur with a pattern of
orange with black stripes. With this pattern,
a tiger is not easily visible within its
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Grade 5 • Unit 3 • Week 3 • Lexile 750 Grade 5 • Unit 3 • Week 3 • Lexile 750
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Advanced
Essential Question Respond to the Text Name________________________________________
in nature? to take notes while you Read the text. Use Graphic Organizer 58 to record your ideas and notes. Have a
read.
collaborative conversation with your partner. Use the sentences below to start the
conversation. Cite text evidence and record your ideas on the graphic organizer. Present
your ideas to the class.
A Pattern for Hiding 1. Describe three animals with patterns.
Expository Text
Tigers have black stripes on orange fur. Zebras have black and white stripes. Giraffes
___________________________________________________________________________
easily visible within its environment. The have brown spots on a light-colored coat.
___________________________________________________________________________
shape hard for another animal to see. 2. Explain why animals have patterns.
Zebras Patterns help animals blend into their environment.

___________________________________________________________________________
Zebras live in the grasslands of Africa.
Zebra are prey. Prey is an animal that 3. Explain how a tiger uses its pattern differently than a zebra or a giraffe does.
predators, such as lions, hunt. However, A tiger uses its pattern to hide while hunting prey. A zebra or a giraffe uses its pattern
___________________________________________________________________________
zebras have good hearing and sight. This to hide from predators.
___________________________________________________________________________
protects them from predators. They run
quickly and kick with strength.

Write Work with a partner. Discuss your notes about “A Pattern for Hiding.” Then
Many zebras have a pattern of white and
write your answer to the Essential Question.
the repetition of this pattern helps them blend Where can you find patterns in nature?
an important purpose. together. This effect makes it difficult for a
predator to choose one animal to attack. Explain how animals use patterns.
Nature is filled with patterns. There are Tigers stalk their prey. The repeating black stripes on a light orange-colored
Giraffes ______________________________________________________________________
patterns in rocks, and there are patterns on
Giraffes live in the grasslands of Africa. background help hide the tiger’s image against tall grass or trees so prey cannot
______________________________________________________________________
animals, too. The patterns on tigers, zebras,
and giraffes are distinct. However, these see the tiger approach. Zebras and giraffes must hide from predators. The
______________________________________________________________________
patterns all serve one purpose. They help the
and crocodiles. Like zebras, giraffes fight repeating black stripes help zebras blend together in a herd. It is hard for a
______________________________________________________________________
animals blend into their environments.
Tigers predator to choose one zebra to attack. The repeating brown spots help the
______________________________________________________________________
Many giraffes have light-colored coats with
Tigers live in grasslands and forests in giraffe blend into the environment or a herd. This makes it hard for a predator to
brown spots. This pattern helps giraffes blend ______________________________________________________________________
into an environment that has shady identify a single giraffe.
other animals. Tigers hunt deer and ______________________________________________________________________
antelope. A tiger will hide in long grass or
which makes it hard for a predator to choose
Many tigers have a pattern of orange with
black stripes. With this pattern, a tiger is not
25 26
Grade 5 • Unit 1 • Week 3 • Lexile 790 Grade 5 • Unit 1 • Week 3 • Lexile 790
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SAMPLER

Wonders for English Learners

Wonders for English Learners

English Language Development

Cover and Title Page; Nathan Love

Copyright © 2016 McGraw-Hill Education

All rights reserved. No part of this publication may be

Send all inquiries to:

Printed in the United States of America.

ELD TEACHER’S EDITION SAMPLER 3

Beginning (By Unit) Intermediate/Advanced ELD Visual

FC_BC_CR14_LR_G2_U4W3_L18_ELL_118950.indd 3 2/16/12 2:02 PM

Program: CR14 Component: LR

Reading/Writing Leveled Visual Vocabulary

- Customizable Lesson Plans

4 ELD TEACHER’S EDITION SAMPLER

Language Language Essential Question

Cards Cards The Grand Canyon

Respond to the Text Name_______________________________

Copyright © McGraw-Hill Education

Copyright © McGraw-Hill Education

ELD Assessment Development Practice

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(Grades 2-3, Grades 4-6)

046_048_EL16_DT2_U4W1_BEG_136805.indd 48 4/7/15 10:15 AM

Essential Question Respond to the Text Name_______________________________

of the world different?

Copyright © McGraw-Hill Education

Copyright © McGraw-Hill Education

Each region of the Grand Canyon is different.

031_032_EL16_DT2_U4W1_IND_136805.indd 31 4/7/15 10:15 AM

Language Transfers Language Online

- eBooks with Audio Support

ELD TEACHER’S EDITION SAMPLER 5

ELD Teacher’s Edition

Text Evidence Shared Read Genre • Expository Text Text Evidence

Copyright © McGraw-Hill Education

volcanoes. When this happens, magma about igneous rock.

There are many kinds of igneous rock.

Animal patterns are beautiful. They also serve an important

. you can find in rocks

and rock formations.

BEG_032_035_EL16_RWW5_U3W3_SR_132448.indd 32 02/04/15 9:48 AM BEG_032_035_EL16_RWW5_U3W3_SR_132448.indd 33 02/04/15 9:46 AM

A Pattern for Hiding

are predators that hunt other animals. A tiger

orange with black stripes. With this pattern,

There are many kinds of igneous rock.

A Pattern for Hiding

easily visible within its environment. The

quickly and kick with strength.

ELD TEACHER’S EDITION SAMPLER

AD_25_26_EL16_NA_DT_5_U3W3_136812.indd 25 06/04/15 6:43 PM

Teacher’s Edition Shared Read Genre • Expository Text

Reading/Writing in wonders as vast as the Grand Canyon.

Workshop of nature’s art. This structure of rock, known as the Wave

There are many kinds of igneous rock.

194-197_CR17_RWW5_U3W3_MR_676789.indd 194 4/3/15 1:04 AM

Genre Expository Text

Literature This is the story of snow.