TEACHER’S EDITION Intermediate Basic Reading Skills Connect FLORIDA
with Connect to PLUS TEACHER GUIDE TEACHER’S EDITION Intermediate Basic Reading Skills Connect Series Editor Dr. Jennifer L. Trujillo Boston, Massachusetts FLORIDA
Creative Director: José A. Blanco Executive Vice President and General Manager of K12: Vincent Grosso Vice President and Publisher: Anita Raducanu Managing Editors: Susan Jones Leeming, Valerie Kelemen Development Editors: Sarah Wu, Christine Cervoni Project Management: Jeanine Furino, Rosemary Jaffe Rights Management: Jorgensen Fernandez, Kristine Janssens, Annie Pickert Fuller Technology Production: Sergio Arias, Mónica Candelas, Jamie Kostecki, Lauren Krolick Design: Paula Díaz, Radoslav Mateev, Gabriel Noreña, Andrés Vanegas; DoubleInk Publishing Services Production: Oscar Díez, Sebastián Díez, Andrés Escobar, Daniela Peláez, Juliana Tobón © 2027 by Vista Higher Learning, Inc. All rights reserved. No part of this work may be reproduced or distributed in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system without prior written permission from Vista Higher Learning, 500 Boylston Street, 10th Floor, Boston, MA 02116-3736. Teacher’s Edition ISBN: 978-1-66995-409-5 1 2 3 4 5 6 7 8 9 30 29 28 27 26
PhilosophyandResearch....................................................... Tv Program Walk-through . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tvii Staff Development Handbook Student-Centered Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Txv FamilyandCommunityInvolvement........................................ Txvi Supporting Students with Limited or Interrupted Formal Education (SLIFE) . . . . . . . . . Txvii SupportingStudentswithDisabilities....................................... Txviii English Language Development Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Txix Foundational Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Txx High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Txxi SpellingandWordStudy................................................. Txxii Vocabulary............................................................ Txxiii Before You Read . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Txxiv Reading.............................................................. Txxv AfterYouRead......................................................... Txxvi OralLanguage......................................................... Txxvii Grammar............................................................. Txxviii LanguageArts......................................................... Txxix Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Txxx Social Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Txxxi Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Txxxii Music................................................................ Txxxiii Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Txxxiv Tools for Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Txxxv Writing............................................................... Txxxvi Media................................................................ Txxxvii DifferentiatedInstruction................................................. Txxxviii Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Txl Technology in the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Txlii Language Transfer and Interference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Txliii CONNECT.................................................................. i UNIT1............................................................... 2 UNIT2............................................................... 42 UNIT3............................................................... 82 UNIT4............................................................... 122 UNIT5............................................................... 162 UNIT6............................................................... 202 UNIT7............................................................... 242 UNIT8............................................................... 284 DICTIONARY.......................................................... 326 CREDITS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 356 INDEX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361 CONNECT TO PHONICS PLUS Teacher Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG P-1 CONNECT TO PHONICS PLUS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P-1 CONTENTS Tiii
CONNECT Basic Reading Skills is based on scientifically proven research and pedagogy in language and literacy. The science of reading as it pertains to developing readers is complex and requires a consideration of the intricacies of reading as an ongoing developmental process. Literacy encompasses much more than reading, as students traverse language domains (including listening, speaking, and writing). For today’s learners, literacy also includes digital and discipline-specific literacies. This process is nonhierarchical and not always linear. Each academic content area requires its own development of vocabulary, knowledge of syntax, and useful comprehension strategies for fluency and understanding to grow. Beyond content-area literacy, students often rely on out-of-school literacies as part of their development. Students have literacy skills that must be made evident in the classroom setting. Today, we recognize these skills as part of the funds of knowledge students bring forward, and capitalize on them as academic assets (Gonzales, Moll & Amanti, 2005; Moll 2019). Striving readers, multilingual learners, and students from a wide range of abilities and backgrounds all possess the talent necessary to become strong in literacy. Connect provides the supports necessary to aid and accelerate the process. Research background Importance of motivation and engagement In a classroom setting, complex factors come into play as students strive to develop language and literacy. Krashen (1982) referred to this as the “affective filter.” When the affective filter is high, students may experience anxiety, self-consciousness, boredom, annoyance, or even alienation. When the affective filter is low, students experience less anxiety and are actively engaged. Current research continues to support motivation and engagement as key to literacy development (Wilkinson, 2020). Connect is structured to create environmental and pedagogical supports that engage students in the simultaneous learning of language and content in an engaging and welcoming manner. Meaningful tasks for students with disabilities and neurodiverse learners, along with amplifications for students who would benefit from additional challenges, are included. Language and literacy interaction in the classroom The work of Vygotsky (1978) has long served as a foundation for much of the research and theory on language development. He strongly believed in the role of social interaction in the development of cognition and language—notably, the importance of multiple exposures and meaningful interactions with language. Students cannot learn a language through rote memorization and have it be preserved or applied in any meaningful way. Instead, repeated exposure is crucial. Further, Bruner’s (1977) work also emphasized the importance of revisiting concepts and ideas. He noted that learning requires a continual deepening of understanding in progressively more complex ways. Connect contains multiple opportunities for repeated interaction in pairs, small groups, and whole groups. Vocabulary and concepts are revisited and reviewed throughout the curriculum. This repetition with meaningful, curated interaction supports all students. PHILOSOPHY AND RESEARCH Tv
Scaffolded instruction Systemic supports are needed in order to support the complex, nonlinear process of learning (Walqui, 2012). With scaffolded instruction, the educator supports students at a level just beyond what they are able to achieve on their own. Vygotsky (1978) called this the “zone of proximal development” (ZPD). Current research building upon the ZPD emphasizes the importance of scaffolds across the language domains. For example, the American Institutes for Research Center for English Language Learners (2018) disseminated research noting that scaffolding is crucial in language acquisition and literacy. They suggest adding visuals, gestures, examples, graphic organizers, and sentence frames. Connect incorporates the foundational research and progressive models designed to meet the needs of today’s culturally and linguistically diverse learners. The research is translated into strategies that function in a cohesive and consistent manner, focusing on the desired result of increased language and literacy development. References American Institutes for Research, Center for English Language Learners. (2018). English learners and close reading: Providing scaffolding for writing. Available at https://air.org/resource/english-learners-and-closereading-providing-scaffolding-writing Bruner, J.S. (1977). The process of education. Cambridge, MA: Harvard University Press. Krashen, S. (1982). Principles and practice in second language acquisition. Englewood Cliffs, NJ: PrenticeHall. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Walqui, A. (2012). Theoretical and Pedagogical Shifts in the Design and Enactment of Learning. Understanding Language Initiative. Available at http://ell.stanford.edu Connect Instructional routine • Explore and learn Each lesson begins with an open exploration Big Idea. This is an initial engagement where students preview visuals, Essential questions, activities, and text. Students share what they know (e.g., about the theme, concept, vocabulary, etc.). Vocabulary is cued, but not pre-taught out of context, as the development of schema is necessary for language to be retained and meaningful. After the exploration, there is direct instruction of the standards-based topic. • Practice Students have many opportunities to interact with language across the domains in a guided manner followed by a gradual release. • Communicate Students then have multiple opportunities to reiterate their learning with partners, in small groups, and independently. • Assess Lessons include formative assessments so that teachers can gauge progress in real-time and then respond to individual student needs. PHILOSOPHY AND RESEARCH Tvi
BASIC READING SKILLS Connect Program Components • Eight thematic units • A variety of literary and informational reading selections across the content areas • Activities designed to develop phonics and phonemic awareness, language, literacy, and content • Includes all four domains: listening, speaking, reading, writing • The Connect to Phonics PLUS section offers explicit and systematic instruction and practice in phonics, phonemic awareness, spelling, and word study. Interactive Student Book, practice activities, and engaging media CONNECT Basic Reading Skills is a comprehensive, standards-based literacy program designed to empower elementary school students to become strong, independent readers. This powerful print and digital solution develops academic language and literacy skills through content-driven lessons, helping striving readers achieve grade-level proficiency. Student Book A flexible online learning platform supports digital only and hybrid learning models. TRY IT FOR YOURSELF! vhlcentral.com Teacher’s Edition • Point-of-use teaching suggestions • Differentiated instruction • Formative assessment • Lesson plans • Instructional routines • Phonics and Phonemic awareness instruction and practice • Teacher’s Guide for Connect to Phonics PLUS Online tools for whole group and small group instruction Connect vistahigherlearning.com Intermediate Basic Reading Skills Connect FLORIDA Connect Intermediate Basic Reading Skills Intermediate Basic Reading Skills Intermediate Basic Reading Skills Primary Basic Reading Skills Connect FLORIDA Intermediate Basic Reading Skills Connect FLORIDA CONNECT Basic Reading Skills is a literacy program designed to empower elementary students to become stronger, independent readers. This powerful print and digital solution develops literacy skills through authentic texts and content-driven lessons, helping striving readers achieve grade-level proficiency. Connect FLORIDA FLORIDA FLORIDA CON22-FL_SE_Intermediate_CVR_CB.indd Todas las páginas 24/11/25 3:28 PM Connect Primary Basic Reading Skills vistahigherlearning.com Connect Primary Basic Reading Skills CONNECT Basic Reading Skills is a literacy program designed to empower elementary students to become stronger, independent readers. This powerful print and digital solution develops literacy skills through authentic texts and content-driven lessons, helping striving readers achieve grade-level proficiency. FLORIDA FLORIDA Primary Basic Reading Skills Connect FLORIDA Primary Basic Reading Skills Connect Primary Basic Reading Skills Connect FLORIDA Intermediate Basic Reading Skills Connect FLORIDA FLORIDA CON22-FL_SE_Primary_CVR_CB.indd Todas las páginas 24/11/25 3:28 PM Primary Basic Reading Skills • Intermediate Basic Reading Skills PHONICS, PHONEMIC AWARENESS, SPELLING, WORD STUDY Connect to PLUS CTP25-FL_SE_Standalone_Title_page.indd 1 12/06/24 10:57 AM Connect vistahigherlearning.com Intermediate Basic Reading Skills Connect FLORIDA Connect Intermediate Basic Reading Skills Intermediate Basic Reading Skills Intermediate Basic Reading Skills Primary Basic Reading Skills Connect FLORIDA Intermediate Basic Reading Skills Connect FLORIDA CONNECT Basic Reading Skills is a literacy program designed to empower elementary students to become stronger, independent readers. This powerful print and digital solution develops literacy skills through authentic texts and content-driven lessons, helping striving readers achieve grade-level proficiency. Connect FLORIDA FLORIDA FLORIDA CON22-FL_SE_Intermediate_CVR_CB.indd Todas las páginas 24/11/25 3:28 PM Tvii
Boston, Massachusetts Connect LANGUAGE, LITERACY, CONTENT CON22_SE_L5_Vocab_Cards.indd 47 1/14/2021 9:58:02 AM The Grand Canyon: Great Wonder of Nature Vista Higher Learning Thematic Library Vista Higher Learning Thematic Library Connect’s Assess to Learn system helps teachers ASSESS ongoing learning progress, DISCOVER skills gaps, and then PERSONALIZE instruction using standards-based lessons and activities. • Assess and Monitor student progress through standards-based progress monitoring and proficiency assessment to check learners’ skills development and “sum” of learning. • Analyze and Discover skills gaps easily with analytics tools that show student progress towards important learning standards. Monitor ongoing student performance at a glance. • Plan and Personalize instruction by assigning standards-based activities. Easily search for resources to customize instruction. • Teach or Reteach skills and content for practice and reinforcement. Differentiate instruction by assigning activities to the whole class, small groups, or individual students. Practice Book Assessment Assess to Learn System Assess & Monitor Assess to Learn Analyze & Discover Teach or Reteach Plan & Personalize Vocabulary Cards Thematic Readers Connect to Phonics PLUS Vocabulary cards provide a springboard to vocabulary and oral language development. • Thematic readers tied to the unit themes • A variety of reading genres • Sixteen titles per level (two per unit) Audio files for listening and pronunciation practice • Writing and listening activities that practice and reinforce concepts and skills • Phonics activities Engaging interactive online activities • Diagnostic Test • Progress Monitoring Assessment with Section Quizzes and Unit Tests • Proficiency Assessment with formative and summative mid-unit and end-of-unit tests, as well as mid-book and end-of-book assessments Digital assessment tools for increased testing and data analysis options. • A systematic and explicit standards-driven foundational skills program designed specifically for developing readers • Aligned with the Science of Reading • Develops phonemic and phonological awareness and literacy skills through engaging, dynamic lessons • Addresses the needs of every student Tviii
MY GOALS for this unit Reading • Read two myths • Summarize Language Arts • Read a pourquoi tale • Identify theme Science Connect the solar system and mythology Social Studies Analyze how Vikings used tools Math Identify patterns in place value Music Listen and chant Art Discover gargoyle sculptures Writing Write a myth CONNECT TO THE THEME These constellations are Ursa Major (the big bear), Cygnus (the swan), and Ursa Minor (the little bear). 1. What other objects in the sky have names? 2. Look at Ursa Major and Ursa Minor. What similarities and differences do you see in the star patterns? 3. Why do you think people named the patterns of stars? UNIT 5 163 Tales About the Universe BIG Idea Myths explain why things happen in the world and the universe. UNIT 5 Unit 5 162 Myths Use Prior Knowledge A long time ago, people told stories to explain things they didn’t understand. Myths told stories about how animals were created, why stars are in the sky, and other mysteries. You learned how hoodoos form in Unit 2. The Paiute people tell a myth about hoodoos. The story is that the hoodoos were greedy people. They were invited to a meal and turned to stone because of their greed. A Discuss the questions. 1. What do you remember about the science of hoodoo formation? 2. Look at the image of hoodoos. Do they look like people to you? What other story can you tell about how they formed that is not science? Arachne and Anansi Build Background In myths, characters often have names that tell what they are. Arachne is a character in a Greek myth. Arachne is a Greek word that means “spider.” Anansi is a character in a West African myth. Akan is a language people speak in Ghana, a country in West Africa. Anansi is an Akan word that means “spider.” A Discuss the questions. 1. Spiders weave webs. What do they use the webs for? 2. What things do people weave? BEFORE YOU Read UNIT 5 164 Summarize Reading Strategy When you summarize a story, you give the main events and relevant details in your own words. You don’t retell the entire story. Summarizing helps you understand a text. You can use these words when you summarize: . . . is about . . . The main characters are . . . In the beginning / middle / end, . . . Try Out the Strategy A Reread Kiki’s Journey on pages 88–97. Complete the word web with the central ideas. B Use your notes to summarize Kiki’s Journey. C Write a summary of Kiki’s Journey. school Pueblo tour Grandma’s house what she learns Kiki’s Journey Kiki’s Journey is about a girl who visits an important place. In the beginning, Kiki is upset at school because . . . The main character is Kiki. Other characters are members of her family and people at school. UNIT 5 165 argue Sometimes I argue with my sister. Then, we make up. reward I got a reward for writing the best story. lightly I touch the chick lightly so I won’t hurt it. competition My friend did well at the spelling competition. boldly She climbs the ropes boldly. She is not afraid. admit I admit I broke the dishes. proudly My mom smiled proudly when she saw my grades. trick This image tricks your eyes. Do you see two faces or a vase? clever Luca is clever. He always beats his father. Vocabulary in Context The myths you will read include these words. Which words do you already know? Tutorial UNIT 5 166 BEFORE YOU Read Use the Vocabulary A Which key words from page 166 are positive? Which words are negative? Which could be both? Complete a chart like this one. Explain your answers. Develop Vocabulary Connotative Meanings Denotation is the meaning of a word in a dictionary. A word can have a positive or a negative connotation. The connotation is the feeling that a word shows. Read the sentence about Kiki’s Journey in Unit 3. Kiki’s mother blushes while Kiki smiles and hums along. denotation: her face turns red connotation: positive; Kiki’s mom feels happy, so blush has a positive connotation. Read another sentence about Kiki’s Journey. Kiki blushes and looks down sadly when her teacher asks her a question. denotation: her face turns red connotation: negative; Kiki feels bad, so blush has a negative connotation. A Look at the meanings of the words. Write D for denotation and C for connotation. Identify the positive and negative connotations. 1. spider a mysterious, scary creature a clever creature, a protector a small creature with eight legs 2. web a protective place that keeps bad things away a net made from threads woven by a spider a dangerous place where you can get trapped positive negative could be positive or negative clever 167 UNIT 5 WALK-THROUGH Unit Opener • A Big Idea introduces the unit’s central concept. • A striking visual and Explore the Image questions activate prior knowledge. • My Goals introduce learning outcomes. Before You Read • An introduction to the reading activates prior knowledge and builds background. • A Reading Strategy supports reading comprehension. • Key words from the reading are introduced and practiced. • Vocabulary strategies are introduced. A Connect to the Theme video introduces the theme. • Vocabulary Tutorials provide practice and reinforcement. • Video Virtual Chats encourage students to develop listening and speaking skills. Tix
Preview Look at the titles and pictures in the two texts. Scan the texts for the names of the characters. 1. Who are the main characters in each story? 2. What similarities and differences do you see in the illustrations for the two different myths? 3. Predict How do you think the myths are similar? How are they different? TEXT GENRE Myths You will read two myths, The Story of Arachne and Anansi and His Six Sons. Myths are stories that explain why things happen in the world or the universe, but they aren’t true. A myth sometimes teaches a lesson. When you read the two myths, you will find: • characters with special powers • animals that act like people • an explanation of something in nature • a lesson How do some myths try to explain nature? ? ESSENTIAL QUESTION Reading Reading 168 UNIT 5 The Story of Arachne GLOSSARY conceited being too proud of yourself boast to express too much pride in yourself The Story of Arachne Arachne sat at her loom, weaving brilliant threads into wonderful patterns. She smiled as she worked and sang a happy little song. People in her village and from all over the country came to see the beautiful things this young girl wove. Arachne loved hearing them tell her how clever she was and she grew very conceited. “I can weave better patterns than even the goddess Athene,” she boasted to an old woman. “Hush, Athene may hear you,” whispered the woman. “I don’t care,” said Arachne loudly. CHECK IN 1. Summarize What is Arachne good at? What does she think about her skills? 2. Draw conclusions Do you think Arachne will continue weaving? Why or why not? FROM USBORNE’S GREEK MYTHS 169 UNIT 5 The Story of Arachne Apply the Reading Strategy Summarize A Work with a classmate. What are some of the main events in each story? B Choose one of the two myths and complete a cluster web. Put the title of the story in the large circle. Add the central ideas to the smaller circles. You can add more circles if you need them. C Work with a classmate who chose a different myth in Activity B. Tell your classmate about the events in your cluster web. D Write a summary using the notes from the cluster web. beginning middle end Words to Use The main characters are . . . . . . is about . . . At the beginning . . . In the middle . . . At the end . . . AFTER YOU Read UNIT 5 178 Discuss the Reading A Discuss the questions. 1. Revisit your prediction You predicted what each story was about. Were you correct? Explain. 2. Recall relevant details Why was Athene angry near the end of the story? Why did Anansi want to give his sons a reward? 3. Describe What are some of Arachne’s personality traits? What about Athene? 4. Analyze mood What is the mood of each myth? Use the pictures to help you answer. 5. Evaluate What do you think of Arachne’s behavior? What do you think of the six sons’ behavior? 6. Explain How are the myths similar? 7. Respond to the essential question How do some myths try to explain nature? B Making connections Think about the characters in the two myths. Choose a character. How are you similar to and different from this character? ACADEMIC VOCABULARY mood (noun) Definition the feeling of a story Example The rainy and cold setting gave the story a sad mood. UNIT 5 179 Students follow along with an audio recording of the text. The recording provides a model for pronunciation and fluency. Reading • Students read literary and informational texts. • The text genre is introduced, followed by a preview of the reading selection. • Systematic Check In questions provide ongoing evaluation. After You Read • Apply the Reading Strategy and Discuss the Reading sections support reading comprehension and encourage students to express their ideas. WALK-THROUGH When they got home, Anansi went to his closet and took out a shimmering white ball that he had been saving for a long time. “This ball is my most treasured possession,” Anansi said. “I was saving it for the most special of my sons, but now I see that each of you is equally special. So, it is yours to share.” The sons began to argue over the ball, each thinking it should belong to him alone. “If it wasn’t for me, we would never have known Father was in trouble,” said See-Everything. “Without me, we would not have gotten to him,” said Road-Weaver. “But I am the one who drank all the river water,” said River-Drinker. “And I am the one who made the fish spit Father out!” said Friend-of-Fish. “It is me who saved him from the Crow,” said Bird-Whistler. “I am the one who cushioned his fall!” said Pillow. GLOSSARY possession something you own 176 UNIT 5 Anansi and His Six Sons Reading Saddened that his sons would not share the reward, Anansi looked up at Night Sky and asked what to do. Instead of answering, Night Sky swooped down to Earth, grabbed the glowing white ball, and hung it high in the sky. Night Sky named the ball Moon. Ever since that day, the Moon has appeared in the sky at night for all of Earth’s marvelous creatures, large and small. ? GLOSSARY swoop to fly down through the air, suddenly and quickly CHECK IN 1. Comprehension Why does each son think he should get the ball? 2. Summarize What happens to the ball in the end? 177 UNIT 5 Anansi and His Six Sons Tx
Oral Language Retelling a Story A Think about another story you’ve read. What are the main events and relevant details? Make a cluster web. Long ago, a woman named Arachne . . . B Retell the story you chose in Activity A. end beginning middle LANGUAGE FRAMES Long ago, . One day, . First / Next / After that, . Ever since . Then, . When you summarize, you only include the central ideas. When you retell a story, you include the main events and relevant details. UNIT 5 181 pad gigantic LISTENING STRATEGY Listen for Main Events and Relevant Details When you listen to someone retell a story, listen for the main events and relevant details. You will hear fewer relevant details than you read in the original story. Retelling a Story A Listen to Ricardo retell the myth Anansi and His Six Sons. B Listen again. Check the events and details that the student uses when he retells the myth. 1. the names of the characters 2. what each character looked like 3. what each brother did to save Anansi 4. the size of the fish 5. what the brothers screamed when Crow snatched Anansi 6. why the brothers argued about the ball I emptied the river and located the fish! I captured Anansi, but then I dropped him. CONNECT TO Oral Language UNIT 5 180 Grammar in Action A Read the Chinese myth. THE Candle Dragon Long ago, near the Chishui River, there lived a strange creature on Zhangwei Mountain. He was red, like a dragon, and people called him Zhulong, or Candle Dragon. He had the head of a human, but his body looked like a reptile that was very long and thin. In fact, he was longer than the river—over 325 miles long! He had the power to control nature. His eyes were unusual because one was on top of the other. They were brighter and more powerful than anyone’s eyes in the land. Zhulong didn’t sleep, but he opened and closed his eyes daily. When his eyes were open, it was daytime. When he closed his eyes later, it was night. Zhulong controlled the seasons and weather, too. He never ate or drank, and he didn’t even breathe most of the time. When he did breathe in, it was spring and warm outside. He held his breath for an extremely long time. Then, he sniffed the air, and the temperature got hotter. It turned to summer. Finally, he breathed out, and there were strong winds and rain. The season changed to fall. After a long time, his breathing became harder to make dark clouds and heavy snow. It was winter and much colder outside. He did this every year, which is why we have seasons. B Use the vocabulary 1. What did Zhulong control? 2. Why were his eyes unusual? 3. How were Zhulong’s eyes different from everyone else’s? What happened when they opened and closed? 4. How did Zhulong change each season? CONNECT TO Grammar UNIT 5 182 Tutorial A Complete the sentences with the comparative of the adjectives in parentheses. 1. A strong wind is (powerful) than a breeze. 2. Summer is (hot) than spring. 3. The dragon’s breathing was (hard) in the winter. 4. A mountain is (big) than a hill. 5. Spring flowers are (beautiful) than summer flowers. 6. The dragon’s eyes were (large) during the day. B Write sentences with comparative adjectives. Compare different characters from myths or stories. Arachne was nicer than Athene. C Share your sentences with a classmate. Which characters did you compare? GRAMMAR Comparative Adjectives Use a comparative adjective + than to compare two things. Zhulong was longer than the river. To form comparative adjectives: Although she would never admit it, she could see that Arachne’s weaving was better than her own. They were brighter and more powerful than anyone’s eyes in the land. adjective comparative One syllable, add -er long longer One syllable, ends in -e, add -r late later One syllable, ends in one vowel + one consonant, double the consonant and add -er hot hotter Two or more syllables, add more powerful more powerful IRREGULAR COMPARATIVES good better bad worse UNIT 5 183 Grammar in Action A Read the informational text. THE Northern Lights IN MYTHOLOGY In the northern parts of the world, the northern lights, or aurora borealis, dance magically in the night sky. For thousands of years, nobody knew what caused the lights, so people from different cultures made up stories about them. In a Greek myth, Aurora was the sister of the Sun and the Moon. Just before morning, she raced speedily across the sky to tell both the Sun and the Moon that a new day was going to begin. She rode a colorful chariot, which made the northern lights. In a Norse myth, Valkyries caused the northern lights. Valkyries were women warriors who rode horses. They wore armor and carried shields. The light of the Sun reflected off their armor and shields, creating bright colors in the sky. A Mandan myth says the lights were from torches—sticks with fire on them. Friendly giants went fishing at night, and they used the torches to see clearly in the dark. The giants were very tall, so their torches were high in the sky. A Finnish myth says a fox made the lights. The fox wagged its tail quickly across snow and caused sparks. These sparks went up into the night sky. Today, scientists have an explanation for the lights, but it’s fun to read myths about them. B Use the vocabulary What caused the northern lights in each myth? Norse = from what is now Scandinavia Mandan = from what is now North Dakota, USA Finnish = from Finland CONNECT TO Grammar 184 UNIT 5 Tutorial A Complete the sentences with adverbs in the box. Use the texts to help you. Then, identify the verbs they describe. The Northern Lights in Mythology 1. The northern lights dance in the sky. 2. They used the torches to see in the dark. 3. The fox moved its tail across the snow. The Story of Arachne 4. “I don’t care,” Arachne said . 5. “Could you do better?” asked Arachne, . 6. She tapped Arachne on the shoulder. B Choose adverbs and write sentences. I can see well when I wear my glasses. GRAMMAR Adverbs Adverbs are words that describe verbs. They tell how something is done. For example, the adverb speedily shows that something happens fast. Just before morning, she raced speedily across the sky. Adverbs often end in -ly. Other adverbs are irregular. “How will we get to the river fast?” the brothers asked. IRREGULAR ADVERBS well fast hard late early daily straight wrong quickly lightly clearly magically boldly loudly 185 UNIT 5 Connect to Oral Language • Each unit provides opportunities for the development of listening skills and oral fluency. • A listening passage recycles vocabulary and introduces new thematic vocabulary. Animated Grammar Tutorials engage students by pairing grammar rules with fun explanations. Connect to Grammar • Each unit presents two grammar points and provides explicit grammar, usage, and writing instruction. • Writing activities, as well as pair and group work encourage communication. The listening passages are available online. WALK-THROUGH Txi
Viking Exploration A Read the informational text. Traveling by Sea The Vikings were Norse sailors and soldiers in Scandinavia. They traveled the oceans in longships over 3,000 years ago. The boats were made from strong, hard wood. They were long and narrow and moved quickly in the water. Vikings made sea voyages to distant places, and the longships also moved easily in shallow rivers. Most of the time, the Vikings rowed the ships with oars. They only used sails when the wind was blowing in the right direction. Some longships had a wooden dragon on the front to scare enemies. The longships were sometimes called dragon ships. The Vikings often put their shields on the side of their ships. This protected them from attacks. Vikings sailed to northern Europe, Greenland, Iceland, and Newfoundland in North America. During the day, they used the position of the Sun to navigate. They also used their senses to help them navigate. They sensed the direction of the wind, watched the angle and color of the waves, tasted the water, and smelled the air to help them. At night, they used stars to navigate. Polaris, or the North Star, often guided them. They had names and stories for some constellations. In Norse mythology, Thor was the god of thunder, weather, and crops. The constellation Ursa Major was his chariot. What helped people travel to new areas in the past? ? ESSENTIAL QUESTION Viking longships could travel great distances. CONNECT TO Social Studies 192 UNIT 5 B Comprehension Share your answers with a classmate. 1. Describe the longships. 2. What was the purpose of the wooden dragons? 3. How did the Vikings use their shields on the longships? 4. How did the Vikings navigate during the day? At night? C Use the text to help you complete the chart. what Vikings used how it was helpful 1. longships They could make voyages in the ocean and travel down rivers in these. 2. They used these to row the longships. 3. wooden dragons 4. They used these to protect the sides of their longships during attacks. 5. It tasted saltier when they were farther away from land. 6. This star was always in the north, so it helped them know which way they were going. D Making connections On a Viking ship, a dragon head’s purpose is to scare other ships. In the story Anansi and His Six Sons, what is each son’s purpose? Pillow’s purpose is to make Anansi’s fall soft. He protects Anansi. Pillow Road- Weaver SeeEverything River- Drinker Friend- of-Fish Bird- Whistler 193 UNIT 5 Our solar system is part of the Milky Way galaxy. The Sun is a large star at the center of our solar system. There are eight planets in our solar system. They orbit the Sun. The inner planets, Mercury, Venus, Earth, and Mars, are closest to the Sun. They are solid and rocky planets. The outer planets are Jupiter, Saturn, Uranus, and Neptune. They are made mainly of gases and dust. They also have rings. The planets’ names come from Roman mythology. The planet closest to the Sun is named Mercury because it seemed to move quickly. This reminded people of the Roman messenger god Mercury who could run very fast. People can see Venus, the second planet from the Sun, in the night sky. This planet is named after the goddess of love because it is the brightest planet in the sky. Earth, the third planet from the Sun, is followed by Mars. Mars was named after the Roman god of war because of its red color. The outer planets have names from Roman mythology, too. Jupiter is the largest planet in the solar system, so it was named after the most important Roman god. Saturn and Uranus were named after Jupiter’s father and grandfather. Neptune was named after the Roman god of the ocean. Its color reminded people of the water. A Read the informational text. Naming the Planets The Planets in Our Solar System How did the planets get their names? ? ESSENTIAL QUESTION CONNECT TO Science 190 UNIT 5 B Use the vocabulary Discuss the questions. 1. What is the Milky Way? What is at the center of our solar system? 2. How many planets orbit the Sun? Which planet name do you think is the most interesting? Why? 3. Which planets are the inner planets? What are the inner planets like? 4. Which planets are the outer planets? What are the outer planets like? C Discuss Use the text to label each planet. Then, discuss how each planet, besides Earth, got its name. D Making connections How are the names of planets different from the names of constellations? Find out how people name storms, mountains, bodies of water, or some other natural phenomenon. 1 2 3 4 5 6 7 8 The Solar System 1. 2. 3. 4. 5. 6. 7. 8. UNIT 5 191 Students can listen to audio recordings of the content-area texts. Connect to Social Studies • Social studies content and skills align with the National Council for the Social Studies Ten Themes. Connect to Science • Science content and skills align with grade-level NGSS standards. Connect to Language Arts • A variety of text genres help develop reading skills. • Students also learn and practice some tools for writing. ACADEMIC CONTENT CONNECTIONS Connect to Mathematics • Math content and skills align with grade level standards. Patterns in Place Value A Read about patterns in place value. Patterns in Place Value The place of a digit in a number determines its value. Our place value system is based on patterns of ten. Each digit to the left is ten times the value of the digit to its right. Each digit to the right is one-tenth the value of the digit to its left. The space glove is eight (8) inches long. The space suit is eighty (80) inches long. It is 10 times the length of the glove. A rope that connects the astronaut to the shuttle is eight hundred (800) inches long. The rope is 10 times longer than the space suit and 100 times longer than the glove. The glove is 1 10 the length of the space suit. The glove is 1 100 the length of the rope. Look at the place value chart below. How many times greater is the 5 in the ones place than the 5 in the tenths place? It is 10 times greater. What is the relationship between the 7 in the tens place and the 7 in the hundreds place? It is ten times less. How many times greater is the 4 in the millions place than the 4 in the ten thousands place? It is 100 times greater. millions hundred thousands ten thousands thousands hundreds tens ones tenths hundredths 4 5 4 5 7 7 5 5 5 , , . How can understanding the relationships between the size of digits help you to understand place value? ? ESSENTIAL QUESTION UNIT 5 194 CONNECT TO Mathematics B Complete each sentence with the correct word or words. 1. The placement of a determines its . 2. Our place value system is based on patterns of . 3. A digit to the left is the size of the digit on the right. 4. A digit on the right is the size of the digit on the left. C Earth is 92,955,820 miles from the Sun. Use what you have learned about the patterns in place value to answer the questions below. 1. How many times greater is the 5 in the ten thousands place than the 5 in the thousands place? 2. How many times greater is the 9 in the ten millions place than the 9 in the hundred thousands place? 3. How many times greater is the 2 in the millions place than the 2 in the tens place? 4. What is the relationship between the 5 in the thousands place and the 5 in the ten thousands place? D Making connections Create a large number and explain the relationship between two of the digits in your number. How can you use the patterns of ten in the place value system to describe the relationship between digits? Discuss your ideas in a group. Words to Use digit greater than less than ten value 195 UNIT 5 The four content sections—Language Arts, Science, Social Studies, Mathematics—focus on building academic literacy. A Pourquoi Tale A Read the pourquoi tale. How Parrot Got Its Long ago, Parrot lived in the rain forest with many colorful animals. Tree Frog had a bright green body with blue and yellow stripes, Jaguar had amazing orange fur with black spots, and Butterfly had gigantic bright blue wings. However, poor Parrot was white with no colors at all. One day, Bat came to the forest and announced, “I am going to destroy the forest and make it rain forever!” The rain fell harder and harder throughout the day, so all of the animals hid, except Parrot. She bravely asked Sun to help. Sun tried to stop the rain by shining light on the land. The rain didn’t stop, but Bat hated the sunshine and disappeared. Then, the rainwater and sunshine created an incredible rainbow that the animals had never seen before. All of the animals came out to see it, even though they were afraid. Parrot was not frightened. She yelled, “Thank you, Sun!” and flew quickly through the rainbow. When Parrot came out on the other side, she was colorful, like the rainbow. Ever since, the rain forest has been greener because of the rain and sunshine. Bats only come out at night, but the colorful parrots fly through the sky all day. Once in a while, when the sun and the rain work together, a wonderful rainbow appears. COLORS How do characters change in some stories? ? ESSENTIAL QUESTION TEXT GENRE A Pourquoi Tale A pourquoi tale is similar to a myth because it explains something. In addition, the main character changes in some way. CONNECT TO Language Arts 186 UNIT 5 A Choose the theme for each story. B Talk about it 1. How is Parrot different from the other animals at the beginning? 2. What does Bat do? What does Sun do? 3. What do the rainwater and sunshine create? 4. What does Parrot do at the end? How does she change? 1. How Parrot Got Its Colors a. No one wants to be colorful. b. It’s important to be brave. c. Bats aren’t good for a rain forest. 2. The Story of Arachne a. You shouldn’t brag about yourself. b. You should keep your house clean. c. You shouldn’t make things at home. 3. Anansi and His Six Sons a. Many brothers argue with each other. b. You shouldn’t help others. c. It’s important to share. B Discuss the theme for How Parrot Got Its Colors. How do Parrot’s personality and the relevant details of the tale help you understand the theme? TEXT ELEMENTS Identify Theme Pourquoi tales, myths, and other types of stories often have a theme. The theme is a message that the author wants the reader to understand. A character’s personality and relevant details can help you figure out the theme. 187 UNIT 5 Tools for Writing Condense Ideas with that You can condense ideas by combining sentences using that. Jaguar had amazing spots. The spots were black and orange. Jaguar had amazing spots that were black and orange. When you condense ideas with that, you avoid repeating words. It makes your writing more sophisticated and easier to read. A Find and write the condensed versions of these sentences from the stories. How Parrot Got Its Colors 1. Then, the rainwater and sunshine created an incredible rainbow. The animals had never seen a rainbow before. Anansi and His Six Sons 2. He wove a silk road. The silk road led to the river. 3. Friend-of-Fish whispered something to the big fish. What he whispered made it laugh and laugh. 4. When they got home, Anansi went to his closet and took out a shimmering white ball. He had been saving the ball for a long time. B Condense the ideas in these sentences. Use that. 1. Bat was an animal. This animal hated sunshine. 2. Butterfly had blue wings. The wings were gigantic. 3. Parrot was a bird. This bird had no color. 4. I read a tale. The tale was about the rain forest. CONNECT TO Language Arts UNIT 5 188 C Rewrite the pourquoi tale. Condense repeated ideas using that. Beaver had a fluffy tail. He bragged about his fluffy tail. Beaver started to cut down a tree. This tree was in the forest. The tree fell on his tail. He was sad. He was sad because his tail was flat now. He learned not to boast! WORD STUDY Homographs Homographs are spelled the same, but they have different meanings. Some homographs have the same pronunciation. wave wāv (verb) to say hello with your hand wave wāv (noun) a rolling movement Some homographs have different pronunciation. bat bat (noun) a nocturnal animal with wings bat bat (noun) a long stick used to hit a baseball tear tērr (noun) a drop of water when someone is crying tear tærr (verb) to rip (such as paper or fabric) produce pruh-'düs (verb) to make something produce 'prō-düs (noun) fruits and vegetables Understanding homographs and knowing the correct meaning can help you understand a text. A Choose a homograph. Write sentences that show both meanings. Orange is my favorite color. I love to eat oranges in the summer. orange fly light right wave train UNIT 5 189 WALK-THROUGH Txii
Listen and Chant A Listen to the chant. Then, recite the chant. B What does each myth explain? Retell each myth in the chant in your own words. C Making connections Choose a myth from this unit. Write a chant about it. In the ancient past, people didn’t understand How the world worked in the sky and on land. People around the globe told stories to explain Things that happened every single day. The Sun rises in the east and sets in the west. Science is a tool that explains this best. Long, long ago, people didn’t know why They created myths about it high in the sky. Helios rode his chariot from one side to the other. It was yellow, orange, and red, like no other. Tsohanoai carried the Sun upon his back. Then he put it on a hook and took a long nap. Sol was a sun goddess chased across the sky By a wolf with a hungry look in his eye. Sun Myths 196 UNIT 5 How did people in the past explain the Sun? ? ESSENTIAL QUESTION CONNECT TO Music Sculpture A Read the text. B Sculpt a gargoyle or other mythical character from clay. 1. Decide if you want the elements in proportion or out of proportion. 2. Draw a sketch or find a picture of how you want the sculpture to look. 3. Pinch, press, and squeeze the clay to shape the parts of your sculpture. 4. Put the parts of your sculpture together, making sure it is balanced. C Making connections Show your sculpture to a classmate. Is it in proportion or out of proportion? What is its purpose? Throughout history, artists have made sculptures of many mythical beings. Artists sculpt figures from various materials, such as wood, clay, stone, and metal. In Roman and Greek mythology, gargoyles protected people. They didn’t move during the day. The myths said that at night, gargoyles flew around and kept evil creatures away. Today, gargoyles are a symbol of protection. They also have a purpose. They drain rainwater away from buildings. To create sculptures, artists consider the size of different elements. For example, are the hands in proportion to the arms? Sometimes artists sculpt elements out of proportion. This can make the sculpture look funny or scary. Artists also consider the scale of their sculpture. How large should it be? Finally, artists consider balance. The sculpture needs to be balanced so it can stand without falling over. Argoyl es G How do sculptures tell a story? ? ESSENTIAL QUESTION CONNECT TO Art UNIT 5 197 Connect to Music • Students listen to and sing a popular song. • Students explore ideas related to music. Recordings of all songs are available online. Connect to Art • Students learn about different genres of art by a variety of artists from around the world. WALK-THROUGH Txiii
Connect to Writing • A student model introduces students to a variety of writing styles. • Process writing steps guide students to complete and present writing assignments. Student Model How Moon Got Its Face by Sami Fasil On some nights, when the Moon is full, you can look up and see a face on it. However, long ago, the Moon didn’t have a face. At the beginning of the month, the Moon was a small crescent. Each day, it got bigger until it was a gigantic, bright, white sphere. Wolf had a young daughter named Howl. She loved to howl at the Moon. Every night, she howled for hours and hours, but the Moon never responded. This made Howl very sad. Each night, Howl was sadder and sadder. She stopped howling. One night when Howl was sleeping, Wolf jumped quickly up to the Moon. She asked the Moon to answer Howl. The Moon said, “I don’t have time!” The next night, Wolf went to see the Moon again. She boldly painted a smiling face on the Moon. Wolf told her daughter to wait for the Moon to be full. Howl waited for many nights, and finally the Moon was full and smiling at her. Howl howled and the Moon smiled. Now there is a full Moon once a month that smiles at Earth’s creatures. The wolves always howl on the night of a full Moon. Narrative Writing Write a Myth Remember that a myth often explains something that happens in the world or the universe. A myth includes: • characters with special powers • an explanation of something in nature • a beginning, middle, and end Write a myth to explain something in nature. Use one of these ideas or your own idea. • why a leopard has spots • why leaves change color • why the North Star is so bright WRITING STRATEGY Planning Your Idea Think about a natural thing. It could be an animal’s appearance or behavior. It could be weather, such as a storm. It could also be a natural phenomenon like an earthquake. What story can you tell to explain this natural thing? CONNECT TO Writing UNIT 5 198 Plan • Use a story map to plan your myth. Write notes. Draft • Use the ideas from your story map to write a draft. Make sure your draft includes: an explanation of something in nature characters with special powers a beginning, middle, and end Revise A Use the revision checklist to review your draft. B Exchange drafts with a classmate. Give each other suggestions for making your drafts better. C Revise your draft. Edit Use the editing checklist to edit your draft. Editing Checklist I use comparative adjectives. I use adverbs. I use that to condense ideas. Revision Checklist My myth explains an event in nature. One or more characters has special powers. I include adverbs and comparative adjectives. I condense ideas with that to avoid repeating words. characters beginning middle end setting event in nature UNIT 5 199 Big Idea • Students re-visit the Big Idea at the end of the unit and apply their knowledge in a discussion. Before Viewing This video is a story from Greek mythology. 1. Do you know any myths? If yes, which ones? 2. What can a myth tell us about life in the past? 3. Read the vocabulary words. Categorize the words according to their connotations. Is the connotation positive, negative, or neutral? During Viewing Watch the video. Look for answers to these questions. 1. View the introduction closely. What do you learn about the ideas coming up in the story? 2. What is the Parthenon? Who was it made for? 3. Why did Athena get so angry at Medusa? After Viewing Answer the questions. 1. What happened to anyone who looked at Medusa? 2. What is the theme of the story of Medusa? 3. Does this remind you of another myth? Explain. VIEWING STRATEGY Watch for the Moral of the Story Many myths have a moral, or lesson. What is the moral of this myth? The Story of Medusa USEFUL VOCABULARY admire pride Athena reflection boast stone foolish temple maiden vain Parthenon wisdom CONNECT TO Media UNIT 5 201 Publish A Rewrite a final copy of your myth in your best handwriting. You can also use a computer to type the final copy. B Draw one or more pictures to illustrate your myth. C Work with a classmate. Read your myths aloud to each other. Be sure to read with appropriate expression. D Talk about each other’s writing. Tell your classmate: what you like best about their myth what could be improved BIG Idea Myths explain why things happen in the world and the universe. The Sailing Stones in California were a mystery for many years. What myths do you think people could tell about how these huge stones moved? How do you think science explained the stones? Hint: The scientific explanation involves water and ice. CONNECT TO Writing 200 UNIT 5 Connect to Media • Students watch an authentic short film and learn to view media through a critical lens. The authentic short films are available for viewing online. WALK-THROUGH Txiv
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