comprehension - ellis family - homeellis2020.org/treasures/tg-treasures/unit2_week2_2.pdf · ·...

ComprehensionGenreRealistic Fiction is a

made-up story that could

have happened in real life.

Generate QuestionsMake Inferences As you

read, fill in your Inferences

Word Web.

Read to Find OutWhat benefits does Amada

get from keeping a diary?

180

180

MAIN SELECTION• My Diary from Here to There

• Skill: Make Inferences

PAIRED SELECTION• “Immigrants in the Northeast”

• Text Feature: Primary Sources

SMALL GROUP OPTIONS

• Differentiated Instruction, pp. 207M–207V

Vocabulary Words Review the tested vocabulary words:

overheard, border, opportunities, citizen, unions, strikes, and

boycotts.

Story Words Students may be unfamiliar with these words.

Pronounce the words and give meanings as necessary.

escalators (p. 184): mechanical staircases that continually move up or

down

hummingbird (p. 184): a tiny bird whose wings move so fast they

make a humming sound

immigration (p. 197): the movement of people from their native

country to live in another country

ComprehensionGENRE: REALISTIC FICTION

Have a student read the definition

of Realistic Fiction on Student Book

page 180. Students should look for

characters and activities that are like

people and things in real life.

STRATEGYGENERATE QUESTIONS

Tell students that asking themselves

good questions as they read will help

them to check their understanding of

the story and focus on important ideas.

SKILLMAKE INFERENCES

Remind students that making an

inference is coming to an informed

conclusion about a character or the

plot of a story based on clues provided

by the author and on their own

experiences.

Main Selection

By Amada Irma PérezBy Amada Irma PérezIllustrated by Maya Christina GonzalezIllustrated by Maya Christina Gonzalez

181

Story available on Listening Library Audio CD

If your students need support

to read the Main Selection,

use the prompts to guide

comprehension and model

how to complete the graphic

organizer. Encourage students

to read aloud.

If your students can read the

Main Selection independently,

have them read and complete

the graphic organizer. Remind

students to use self-monitoring

and self-correction strategies

when reading.

If your students need alternate selections, choose the

Leveled Readers that match their instructional levels.

Preview and PredictAsk students to read the title, preview

the illustrations, and note questions and

predictions about the selection. What

kinds of things is the family doing?

Set PurposesFOCUS QUESTION Discuss the “Read

to Find Out” question on Student

Book page 180. Remind students

to look for the answer as they read.

Encourage students to set their own

purposes for reading.

Point out the Inferences Word Web

in the Student Book and on Practice

Book page 47. Explain that students

will fill it in as they read.

Read My Diary from Here to There

Use the questions and Think Alouds to

support the comprehension strategy

and skill.

Main Selection Student pages 180–181

On Level Practice Book O, page 47

Approaching Practice Book A, page 47

Beyond Practice Book B, page 47

As you read My Diary from Here to There, fill in the Inferences Word Web.

How does the information you wrote in the Inferences Word Web help you to generate questions about My Diary from Here to There?

ClueClue

Clue

Inference

ClueClue

ClueClue

Inference

Clue

My Diary from Here to There 181

Main Selection Student page 182

182

Develop Comprehension

1 STRATEGYGENERATE QUESTIONS

Teacher Think Aloud I can better

understand the beginning of the

story if I ask myself questions about

what I’ve read. For example: To

whom is the girl talking? She is

writing in her diary. How do I know

that? The story opens with the

words Dear Diary, and the illustration

shows the girl writing. Why did the

author choose to write the story this

way? I guess the author can develop

both plot and character this way. As

the reader, I learn not only about a

change that may be happening in

the girl’s life, but about her feelings

as well.

182

Dear Diary, I know I should be asleep already, but I

just can’t sleep. If I don’t write this all down, I’ll burst!

Tonight aft er my brothers—Mario, Víctor, Héctor, Raúl,

and Sergio—and I all climbed into bed, I overheard

Mamá and Papá whispering. Th ey were talking about

leaving our little house in Juárez, Mexico, where we’ve

lived our whole lives, and moving to Los Angeles in the

United States. But why? How can I sleep knowing we

might leave Mexico forever? I’ll have to get to the bottom

of this tomorrow.

183

1

2


2 MAKE INFERENCES

What can you tell about the girl’s

feelings from reading this diary

entry? What clues help you make this

inference? (One clue is that she says

she can’t sleep. Another is that she

says she’ll burst if she doesn’t write

down how she is feeling. Inference: She

is nervous and worried because she

does not know all the details about

something she overheard. She says she

must get to the bottom of it the next

day.)


STRATEGIES FOR EXTRA SUPPORT

Question 2 MAKE INFERENCESIdioms Help students make inferences by explaining the

expression “I’ll burst!” Discuss what feelings the girl might be

feeling. Clarify the meaning of the idiom get to the bottom of. Read

the last sentence on Student Book page 183 aloud. Mime the literal

meaning of get to the bottom with digging motions. Discuss with

students the fact that the girl won’t really be digging tomorrow.

Explain that this idiom means “find out more about.” Check

understanding by asking students what the girl wants to find out.



Today at breakfast, Mamá explained everything. She

said, “Papá lost his job. Th ere’s no work here, no jobs at

all. We know moving will be hard, but we want the best

for all of you. Try to understand.” I thought the boys

would be upset, but instead they got really excited about

moving to the States.

“Th e big stores in El Paso sell all kinds of toys!”

“And they have escalators to ride!”

“And the air smells like popcorn, yum!”

Am I the only one who is scared of leaving our home,

our beautiful country, and all the people we might never

see again?

My best friend Michi and I walked to the park today.

We passed Don Nacho’s corner store and the women at

the tortilla shop, their hands blurring like hummingbird

wings as they worked the dough over the griddle.

At the park we braided each other’s hair and promised

never to forget each other. We each picked out a smooth,

heart-shaped stone to remind us always of our

friendship, of the little park, of Don Nacho

and the tortilla shop. I’ve known Michi

since we were little, and I don’t think I’ll

ever fi nd a friend like her in California.

“You’re lucky your family will be together over there,”

Michi said. Her sisters and father work in the U.S. I can’t

imagine leaving anyone in our family behind.

184

4

6

5

3

184


3 STRATEGYDICTIONARY

Use a dictionary or other resource to

find the origin of the word escalators.

(It comes from putting two words

together: the Latin word scala,

meaning “steps,” and elevator. It was

first used by the Otis Elevator Company

in 1899.)

4 COMPARE AND CONTRAST

How do the girl and her brothers feel

about the move? (She says she is afraid

of all the changes, but her brothers

are excited about them.) In what ways

do you think she is different from her

brothers in general? (She is probably

less adventurous than they are. She

seems more attached to her home and

friends.)

Cross–Curricular ConnectionKEEPING A DIARY

Tell students that the author kept a diary as a young girl, just as

Amada does. Ask students to discuss how some of the author’s

own life and times may be reflected in the story. Encourage

students to share their own experiences with diaries. Then

have students think about how recording personal thoughts

in a diary might help a person to preserve memories, clarify

ideas, or even solve a problem.

Have students choose a character from a favorite story and

create several diary entries that the character might have

made in response to key events in his or her life. Have students

include details and descriptions from the story itself. You may

wish to have students act out their diary entries. Encourage

them to use pantomime to help bring the words to life.

185


5 SETTING

What details about her town does

the girl describe in her diary? (Her

neighborhood includes a park, a

corner store, and a tortilla shop. The

women make tortillas with swift hand

movements.) How do these details

help the reader understand the girl’s

attachment to her town? (They help us

to picture the town in our minds and

to get an idea of what her daily life is

like.)

Have students evaluate the content

by identifying whether the setting is

realistic.

6 DRAW CONCLUSIONS

How can the reader tell that the girl

is still writing in her diary? (Suggested

answer: At the top of the page, the girl

begins by saying, “Today at breakfast.”

Later she says, “Michi and I walked

to the park today.” So, she is writing

down the events of the day. She is still

writing as if she is talking to someone.

Even though she writes down what

people say, she also tells about her

feelings.)




OK, Diary, here’s the plan—in two weeks we

leave for my grandparents’ house in Mexicali, right

across the border from Calexico, California. We’ll

stay with them while Papá goes to Los Angeles to

look for work. We can only take what will fi t in the

old car Papá borrowed—we’re selling everything

else. Meanwhile, the boys build cardboard box cities

and act like nothing bothers them. Mamá and Papá

keep talking about all the opportunities we’ll have

in California. But what if we’re not allowed to speak

Spanish? What if I can’t learn English? Will I ever see

Michi again? What if we never come back?

186

7


7 GENRE: REALISTIC FICTION

What details from real life does the

girl write about? (She names the real

towns of Mexicali, Mexico, and Calexico

and Los Angeles, California. She also

mentions the cardboard boxes that

anybody who has to move would use.)

How do these details help make the

story believable? (Suggested answer:

The names of the places provide a

real setting for the story. The physical

details may remind readers of their

own experiences.)

Find the sentence that contains the

word opportunities . What are some

words or phrases that mean the same

thing as opportunities? (Possible answers:

chances, possibilities, offers of work)

186

187


8 USE ILLUSTRATIONS

What information from the girl’s diary

entry is shown in the illustration on

these two pages? (The boys are playing

by building cardboard-box cities.)

What information does the illustration

show that is not written in the diary?

(Answers will vary; possible answer:

Packing for a move can cause a lot

of confusion. Although the boys are

playing, the girl seems to be trying to

help her mother. The cat is in one of

the boxes, and it’s not clear whether it

got there on its own or may have been

“packed.”)


8



188



Teacher Think Aloud I want to

understand how Papá can tell that

Amada is worried, so I’ll ask myself

questions: Have they both moved

before? Well, Papá moved from

Arizona to Mexico as a child, so he

can remember what it felt like then.

Amada has never moved before.

What other questions can you ask

to help you understand how Papá is

able to comfort Amada?

(Encourage students to apply the strategy

in a Think Aloud.)

Student Think Aloud How did Papá

feel about moving when he was a

child? He says that it was difficult,

but he got through it. And he

was even younger than Amada is.

Why does Papá say that Amada is

stronger than she thinks? Maybe it’s

because he knows her so well and

has faith in her.

188

Make Inferences Based on Amada’s journal

entries, what do you think she

is feeling about the move?

How can you tell?

Today while we were packing, Papá pulled me aside. He

said, “Amada, m’ija, I can see how worried you’ve been. Don’t

be scared. Everything will be all right.”

“But how do you know? What will happen to us?” I said.

He smiled. “M’ija, I was born in Arizona, in the States.

When I was six—not a big kid like you—my Papá and Mamá

moved our family back to Mexico. It was a big change, but we

got through it. I know you can, too. You are stronger than you

think.” I hope he’s right. I still need to pack my special rock

(and you, Diary!). We leave tomorrow!

189

9

10


10 MAKE INFERENCES

Based on Amada’s journal entries, what

do you think she is feeling about the

move? How can you tell? (Clues: She

wonders about being allowed to speak

Spanish. She is worried about being

able to learn English and to make

friends. She wonders whether she

will ever see Michi and Mexico again.

She hopes that her father is right

about being stronger than she thinks.

Inference: Though the rest of the family

seems excited about moving, Amada is

still nervous.) Place this information in

an Inferences Word Web.


She wonders if she will be

allowed to speak Spanish.

Amada is still nervous about

moving.

She is worried about being able to learn English

and to make new friends.

She wonders whether she will ever see Michi

again.

She hopes her father is right about being

stronger than she thinks.

STRATEGIES FOR EXTRA SUPPORT

Question 10 MAKE INFERENCESReread aloud Amada’s journal entry on page 186. Ask students to

find each worry and read it aloud. Help students realize that many

of her worries are expressed as questions (“What if . . ?”). Help them

express Amada’s worries in statements: I’m worried that I won’t be

able to speak Spanish. Then have students turn back to page 189 and

find each worry. Help them as necessary.



Our trip was long and hard. At night the

desert was so cold we had to huddle together

to keep warm. We drove right along the border,

across from New Mexico and Arizona. Mexico

and the U.S. are two diff erent countries, but

they look exactly the same on both sides of the

border, with giant saguaros pointing up at the

pink-orange sky and enormous clouds. I made a

wish on the fi rst star I saw. Soon there were too

many stars in the sky to count. Our little house in

Juárez already seems so far away.

190

11

190


11 MAKE INFERENCES

How would you describe the way

Amada feels during the car trip to

Mexicali? How do you know? (Clues:

She doesn’t like the hardships of the

long trip, but she enjoys observing the

cacti, the colorful sky, and the stars.

She also notes that as they travel along

the border between the two countries,

the American and Mexican landscapes

look the same. She makes a wish on a

star. Inference: She is still nervous but

somewhat hopeful for the future. She

has mixed feelings.)

12 WRITER’S CRAFT: TRANSITIONS

What are some transition words and

phrases on pages 190 and 191 that the

author uses to connect the ideas in her

paragraphs and show that the trip took

a long time? (at night, soon, already,

late at night, tomorrow)

Syntactic/Structural Cues

Explain Tell students that good readers sometimes use what they

know about context clues and grammar to help them understand a

difficult word.

Model Read the word huddle in context.

Think Aloud:

I see the word has double consonants. I can break

up the word between the ds to figure it out. I know from the

sentence that it is a verb, because it is something Amada’s

family did when it was cold. I think it means that they crowded

together to warm up.

Apply Encourage students to use grammatical clues to help them

with other difficult words. Can they tell if the words are nouns,

adjectives, or verbs?

Ways to Confirm Meaning

We arrived in Mexicali late at night and my

grandparents Nana and Tata, and all our aunts,

uncles and cousins (there must be fi ft y of them!)

welcomed us with a feast of tamales, beans, pan

dulce, and hot chocolate with cinnamon sticks.

It’s so good to see them all! Everyone gathered

around us and told stories late into the night.

We played so much that the boys fell asleep

before the last blanket was rolled out onto the

fl oor. But, Diary, I can’t sleep. I keep thinking

about Papá leaving tomorrow.

191

12

13

14

Make Inferences

What questions might you ask to help yourself understand how

Amada is feeling as the family travels and then arrives in Mexicali?

Ask, What must it feel like to drive for so long? (boring and exhausting)

What can she do while they are in the car? (watch as things go by on

both sides of the road) Why does Amada make a wish on the star? (She

probably feels that she cannot control the things that are happening

and hopes that everything will turn out all right.) How must it have felt

to ride in a car so long and then be part of such a large family gathering?

(exhausting but exciting)


13 MAINTAINCHARACTER

What do we learn about Amada’s

character in the last two sentences

on this page? (The same way that she

could not sleep at the beginning of

the story, she cannot sleep now as

she thinks about her father leaving

the next day. Though the adventure

of moving has begun, Amada is still

worried. Amada feels things deeply.)

14 SUMMARIZE

How would you summarize the story

so far? (Amada writes in her diary that

her family is moving to Los Angeles.

She is worried about leaving home and

her friend, but at least her family will

be together. While they prepare for the

move, Amada’s father sees that she is

upset and tries to put her at ease. The

car trip to Mexicali, where Amada’s

grandparents live, is a long one. When

they arrive, the entire family has a feast

and talks into the night.)

Have students respond to the selection

by confirming or revising their

predictions. Encourage students to

revise or write additional questions

they have about the selection.

Stop here if you wish to read

this selection over two days.STOP


Can students make inferences

about Amada’s thoughts and

feelings? If not, see the Extra Support on this page.


Papá left for Los Angeles this morning. Nana

comforted Mamá, saying that Papá is a U.S. citizen,

so he won’t have a problem getting our “green

cards” from the U.S. government. Papá told us

that we each need a green card to live in the States,

because we weren’t born there.

I can’t believe Papá’s gone. Tío Tito keeps

trying to make us laugh instead of cry. Tío Raúl

let me wear his special medalla. And Tío Chato

even pulled a silver coin out of my ear. Th e boys

try to copy his tricks but coins just end up fl ying

everywhere. Th ey drive me nuts sometimes, but

today it feels good to laugh.

We got a letter from Papá today! I’m pasting it

into your pages, Diary.

My dear family,I have been picking grapes and strawberries

in the fi elds of Delano, 140 miles north of Los Angeles, saving money and always thinking of you. It is hard, tiring work. Th ere is a man here in the fi elds named César Chávez, who speaks of unions, strikes, and boycotts. Th ese new words hold the hope of better conditions for us farmworkers.

So far, getting your green cards has been diffi cult, for we are not the only family trying to start a new life here. Please be patient. It won’t be long before we are all together again.

Hugs and kisses, Papá

Make InferencesWhat does Papá have to take into

consideration as he plans his family’s

move to California?192


15

16


15 PLOT

Why does Amada’s father go to

California by himself first? (He is a U.S.

citizen, but he must get approval from

the U.S. government before his wife

and children can join him.)

Find the sentence that contains the

word citizen . Use citizen in a sentence

of your own. (Possible answer: When you

become a citizen of a country, you have

certain duties as well as rights.)

192

193


16 MAKE INFERENCES

What does Papá have to take into

consideration as he plans his family’s

move to California? (Clues: He must

first find a job. Then he must save

enough money to find a place for

them all to live. Also, many other

families want to move to the United

States, so it will probably take some

time before he can get green cards for

the members of his family. Inference:

He has to make many preparations.)


CÉSAR CHÁVEZ AND THE UNITED FARM WORKERS OF

AMERICA

César Chávez, a third-generation Mexican American, grew up in

California during the Great Depression of the 1930s and became a

migrant worker as a teenager. In 1962, he and 300 followers created

a union that used strikes and boycotts to help protect the rights of

farm workers. Invite students to learn more about César Chávez and

the boycotts led by the United Farm Workers of America. Have them

work in small groups, using library and Internet resources as well as

non-text resources to relate this information to current events. Then

ask them to evaluate the information and present it to the class.



194

17

Diary and Journal

Explain Diaries and journals kept by individuals in the past can be

important sources of information for people doing research today.

Some famous diarists are novelist Louisa May Alcott (author of Little

Women), naturalist Henry David Thoreau (author of Walden), and

Queen Victoria of England.

Discuss In what ways do you think diaries could be important

sources of information? (They tell how a person felt about events.)

Discuss how reading a journal can help us understand and respect

the age, gender, position, and cultural traditions of the writer.

Apply How might Amada’s diaries be useful to people of future

generations? (They could learn from her what it was like to move to

another country in the 1960s.)


17 USE ILLUSTRATIONS

What part of the story does this

illustration show? (Nana gives Amada

a new journal.) Why do you think the

illustrator chose this part to illustrate?

(Answers will vary; suggested answer:

It shows the connection between

generations. Nana recognizes that the

journal is important to Amada, and

she also wants Amada to realize that

her language and culture should be

preserved.)

194

I miss Papá so much—it feels like he left ages ago.

It’s been tough to stay hopeful. So far we’ve had to live

in three diff erent houses with some of Mamá’s sisters.

First, the boys broke Tía Tuca’s jewelry box and were so

noisy she kicked us out. Th en, at Nana’s house, they

kept trying on Tía Nena’s high heels and purses.

Even Nana herself got mad when they used

her pots and pans to make “music.” And

they keep trying to read what I’ve written

here, and to hide my special rock. Tía Lupe

fi nally took us in, but where will we go if she

decides she’s had enough of us?

FINALLY! Papá sent our green cards—we’re

going to cross the border at last! He can’t come for

us but will meet us in Los Angeles.

Th e whole family is making a big farewell dinner

for us tonight. Even aft er all the trouble the boys have

caused, I think everyone is sad to see us go. Nana even

gave me a new journal to write in for when I fi nish this

one. She said, “Never forget who you are and where

you are from. Keep your language and culture alive

in your diary and in your heart.”

We leave this weekend. I’m so excited I can

hardly write!

195

19

18

Plot Structure: Rising Action and Climax

Explain Remind students that the plot of most stories can be

thought of as a triangle, with the exposition at the first point, then

rising action building up towards the climax at the top point, and

falling action to the resolution at the end. The rising action is a

series of conflicts in the story that lead to the climax, or turning

point.

Discuss Ask students what conflicts make up the rising action in My

Diary from Here to There. (Amada versus the move, Papá versus green

cards, the family versus the relatives) What is the climax? (the arrival

of the green cards and going to Los Angeles)

Apply Have small groups work together to create a triangular

story map for another story they have read. The map should list

exposition, rising action, and climax, and should summarize the plot.


18 MAKE INFERENCES

What clues let you know that Amada

is finally looking forward to going to

Los Angeles? (Suggested answer: She

realizes that her family needs to have

a home of their own, her brothers are

annoying her, and she can’t wait to see

her father again.) Place this information

in an Inferences Word Web.


She knows her family will have a home of their

own.

Amada is excited about going to Los

Angeles.

Her brothers are annoying her.

She is eager to see her father.

19 SUMMARIZE

How would you summarize Amada’s

stay in Mexicali? (At first, there is a very

festive atmosphere, and she is happy

to see all the members of her family

together. Then when Papá leaves for

the United States, she is sad. Amada

is concerned when they must keep

moving from house to house because

her brothers are a handful. Finally, she

is excited when the green cards arrive

and they get ready to leave for Los

Angeles.)



My fi rst time writing in the U.S.A.! We’re in San Ysidro,

California, waiting for the bus to Los Angeles. Crossing the

border in Tijuana was crazy. Everyone was pushing and

shoving. Th ere were babies crying, and people fi ghting to be

fi rst in line. We held hands the whole way. When we fi nally

got across, Mario had only one shoe on and his hat had fallen

off . I counted everyone and I still had fi ve brothers. Whew!

Papá is meeting us at the bus station in Los Angeles. It’s

been so long—I hope he recognizes us!

196

20Develop Comprehension

20 SETTING

How does Amada’s description of the

border crossing help you visualize the

scene? (She uses her senses to describe

how “crazy” it is. She talks about the

noises of people shouting and babies

crying. She describes the touch of

people pushing and of holding hands

with her family. She tells how she sees

Mario’s missing shoe and hat and how

she counts her brothers on the other

side of the border.)

196

What a long ride! One woman and her children got kicked

off the bus when the immigration patrol boarded to check

everyone’s papers. Mamá held Mario and our green cards

close to her heart.

Papá was waiting at the station, just like he promised. We

all jumped into his arms and laughed, and Mamá even cried a

little. Papá’s hugs felt so much better than when he left us

in Mexicali!

197

21

22


21 GENRE: REALISTIC FICTION

Reread the first paragraph on page

197. Do you think it describes a realistic

event? Use what you know and details

from the story to explain your answer.

(Suggested answer: Yes. The story

says people who are not citizens need

green cards to live in the United States.

Immigration officers make sure that

everyone who enters the United States

has the proper identification.)


What questions can you ask yourself to

help you find out what Amada means

when she says that Papá’s hugs feel

better now than they did in Mexicali?

Student Think Aloud

What was

happening when they hugged in

Mexicali? Papá was leaving on his

own for the United States. How did

that hug feel? It was sad, because

they were about to be separated

for a long time. It was not certain

when they would see each other

again. What is different about the

hug now? In Los Angeles, the hug is

happy because the family has been

brought back together.




I wrote to Michi today:

Dear Michi,I have stories for you! Papá found a job in a factory, and we’re

living in a creaky old house in El Monte, east of Los Angeles. It’s not at all like Juárez. Yesterday everything started shaking and a huge roar was all around us—airplanes, right overhead! Sometimes freight trains rumble past our house like little earthquakes.

Every day I hold my special rock and I think about home—Mexico—and our walks to the park. Papá says we might go back for the holidays in a year or two. Until then, write me!

Missing you, Amada Irma

198

23


23 STRATEGYDICTIONARY

Use a dictionary and context clues to

find the meaning of creaky. (old and

worn out) What does the dictionary say

about the origin of the word creak?

(It is a word that people created to

imitate the sound made by something

that is old and needs repair.)

24 MAKE INFERENCES

How does Amada feel about her new

home now? (Clues: She has found a

nice place where she can write in her

diary. She realizes that the people

and places she loves are still with her

in the pages of her diary and in her

memories. She has also learned that

she is stronger than she thought she

was. Inference: She feels more at ease.)

198

Well, Diary, I fi nally found a place where I can sit and

think and write. It may not be the little park in Juárez, but it’s

pretty. You know, just because I’m far away from Juárez and

Michi and my family in Mexicali, it doesn’t mean they’re not

here with me. Th ey’re inside my little rock; they’re here in

your pages and in the language that I speak; and they’re in my

memories and my heart. Papá was right. I AM stronger than I

think—in Mexico, in the States, anywhere.

P.S. I’ve almost fi lled this whole journal and can’t wait

to start my new one. Maybe someday I’ll even write a book

about our journey!

199

24Develop ComprehensionRETURN TO PREDICTIONS

AND PURPOSES

Review students’ predictions and

purposes. Were they correct? Did they

find out how Amada benefited from

keeping a diary? (It helped her get

through a difficult time. She learned

that she is stronger than she thought.)

REVIEW READING STRATEGIES

■ In what ways did generating

questions help you to make

inferences about Amada’s feelings

and understand the story?

■ What strategies did you use when

you came to difficult words?

PERSONAL RESPONSE

Ask students to write a letter that

Amada might write six months or

a year after arriving in Los Angeles.

Students may also respond to and

interpret the letter shown here by

creating a computerized letter bank.

During Small Group Instruction

If No Approaching Level Leveled

Reader Lesson, p. 207P

If Yes On Level Options,

pp. 207Q–207R

Beyond Level Options,

pp. 207S–207T

Can students make inferences

based on clues in the text?



Respond Student page 200 From the Diaries of . . .Diaries of . . .Amada Irma Pérez used memories of her own journey

from Mexico to the United States to write this story. Just

like the girl in the story, she was both excited and scared

about moving. Today Amada still writes in a journal. She

believes that diaries help keep our memories alive.

Maya Christina Gonzalez has always loved

to draw. When she was a child, she could

not find any pictures of Mexican American

children like herself in books. Maya would

draw her own picture on a blank page in

each book she read. Today Maya’s books

show lots of people of color so readers can

feel proud of who they are.

Another book by Amada Irma Pérez

Find out more about Amada Irma Pérez and

Maya Christina Gonzalez at www.macmillanmh.com

Author’s PurposeDo you think using her own memories affected Amada Irma Pérez’s purpose forwriting? What clues tell you whether the story mainly informs, explains, or entertains?.200

200

Author and Illustrator

FROM THE DIARIES OF . . .

Have students read the biographies.

DISCUSS

■ How does this story show the

feelings of Amada Irma Pérez and

Maya Christina Gonzalez about their

heritage and experiences as young

Mexican American women?

Have students investigate this author,

producing evidence of research, and

compare themes, topics, and story

elements in her books. Ask students

to explain orally or in writing how the

author’s life and times are reflected.

WRITE ABOUT IT

Have students write a review of the

selection. They should identify and

paraphrase the main events and the

problem and solution, and describe

the characters and settings. They

should support their opinions and

interpretations with story evidence.

Students can find more information

about Amada Irma Pérez and Maya

Christina Gonzalez at

www.macmillanmh.com

Author’s CraftElements of Suspense

Suspense makes the reader eager to know how a story will end.

■ To increase suspense, writers often have characters ask

questions that will be answered later, or make statements that

connect to what comes later in the story.

■ Example: “They were talking about leaving our little house in

Juárez, Mexico, where we’ve lived our whole lives, and moving

to Los Angeles in the United States. But why?” (p. 183)

■ Ask students how suspense helps keep readers’ interest. Have

students look for and discuss other examples of suspense, such

as “What will happen to us?” (p. 189), and “I hope he recognizes

us!” (p. 196)

Author’s PurposeStudents should recognize that Pérez

wanted to share her feelings about

moving since the story is based on

her memories. While the story is

entertaining, students may conclude

that the author wrote mainly to inform

readers about moving to a new country.

Clues include the details drawn from

real places and events.

http://www.macmillanmh.com


Comprehension Check

Summarize

Summarize My Diary from Here to There. State the most important

events, where the story takes place, and how the main character

thinks and acts as the story progresses.

Think and Compare

1. What clues from your Inferences Word

Web help you figure out what Amada

is like? Generate Questions:

Make Inferences

2. Reread page 184. What conclusions can you draw about

employment opportunities in Mexico at the time of this story?

Use details from the story to support your answer. Analyze

3. Suppose Amada writes another story about her experiences in

the U.S. What would you like her to write about? Synthesize

4. Compare Amada’s feelings with those of her brothers. Are

some of their feelings the same? Use details from the story.

Analyze

5. Read “Mexico: My New Home” on pages 178–179.

How is Paul’s situation similar to Amada’s?

How is it different? Use details from both selections

in your answer. Reading/Writing Across Texts

201

Respond Student page 201

Comprehension Check

SUMMARIZE

Have partners summarize My Diary

from Here to There in their own words,

orally or in writing. Remind students to

use their Inferences Word Webs to help

them organize their summaries.

THINK AND COMPARE

Sample answers are given.

1. Make Inferences: Amada is a

sensitive girl who is attached to her

home, her family, and her friends.

She worries about moving to a new

country, but will keep writing in her

diary to express her feelings.

2. Analyze: There were not many

employment opportunities in

Mexico because the story tells us

that Papá lost his job. Many people,

like Papá, began moving to the

United States to find work. USE AUTHOR

AND ME

3. Text to Self: Answers may vary.

Students may say that they would

like Amada to write about her new

friends in Los Angeles.

4. Text to World: At first, Amada was

worried about moving and her

brothers were excited. When they

finally crossed the border, they

seemed a little scared. They were

all happy to see Papá and they

jumped into his arms. USE AUTHOR AND

ME

FOCUS QUESTION

5. Text to Text: Both Paul and Amada

are scared to move to a new

place, but Paul’s family doesn’t

seem worried about finding work

while Amada’s family had to move

because of work.

Author and Me

Model the Author and Me strategy with questions 2 and 4.

The answer is not directly stated in the selection. Students have to

think about what they already know and link it to the text.

Question 2 Think Aloud:

First I will reread to see if Amada’s

father is the only person in his town to move to the United States.

I read that Michi’s sisters and father work there. Mamá says there

is no work, so there must be few jobs available in Mexico.

Question 4 Think Aloud:

The text tells me that Amada’s

brothers were excited about moving to the United States. Amada

was sad, anxious, and scared about moving out of Mexico. When

they get to the United States, I read that the children jumped into

Papa’s arms and laughed. I know that they all feel happy now.


Fluency/Comprehension

201A

Objectives• Read accurately with good

prosody

• Rate: 84–104 WCPM

Materials

• Fluency Transparency 7

• Fluency Solutions

• Leveled Practice Books, p. 48

FluencyRepeated Reading: Punctuation/Quotation Marks

EXPLAIN/MODEL Tell students that paying close attention to

punctuation will help them with intonation and expression. Have

them point to the end punctuation as you read from Fluency

Transparency 7. Contrast intonation for questions, statements,

exclamations, and changes in character. Then have students echo-

read, imitating your intonation.

Think Aloud The last sentence ends with a question mark, so I

made my voice go up at the end. I saw the exclamation marks,

so I made my voice sound excited.

PRACTICE/APPLY Divide the class into two groups to continue

practicing the passage. One group reads the passage a sentence at

a time. The other group echo-reads. Then groups switch roles. For

additional practice, have students use Practice Book page 48 or

the Fluency Solutions Audio CD.

Variations in Languages

Review punctuation rules

as needed. Explain how

the punctuation at the end

of a sentence affects how

a sentence is read aloud. In

some languages, sentences

may be punctuated

differently. For example,

in Spanish, question

marks appear at both the

beginning and the end of

questions.

As I read, I will pay attention to end punctuation in each sentence.

Paolo stood on the deck of the steamship SS Laconia, 10 which was anchored in New York Harbor. He was trying

20 to see the island, but it was covered with morning mist.

31 It almost seemed dangerous, lurking in the water like a sea

42 monster. Paolo was very nervous, and the worst part was he

53 didn’t know why.

56 Paolo coughed. His cough was getting worse. It was

65 the air down in steerage, he thought. Deep down in the

76 ship was a large, open area filled with bunk beds. It was

88 called steerage. Paolo and his parents had spent the trip

98 from Italy in this big room. It was crowded with

108 immigrants who couldn’t afford the expensive tickets.

115 Paolo went up on deck to get a breath of air whenever he

128 could. The air blowing in from the ocean was a relief. 139

Comprehension Check

1. What is Paolo doing on a steamship? Make Inferences

2. Why might Paolo be nervous? Character

Words Read – Number of Errors = Words

Correct Score

First Read – =

Second Read – =

Paolo is trying to see Ellis Island. He is coming to American to begin a new life. Paolo might be nervous because he is getting sick. He might also be nervous because he is going to a new country to live.





If No Approaching Level Fluency, p. 207N

If Yes On Level Options, pp. 207Q–207R

Beyond Level Options, pp. 207S–207T

Can students read accurately with good prosody?

Transparency 7

“There’s no work here, no jobs at all. We know moving will be hard, but we want the best for all of you. Try to understand.” I thought the boys would be upset, but instead they got really excited about moving to the States.

“The big stores in El Paso sell all kinds of toys!”

“And they have escalators to ride!”

“And the air smells like popcorn, yum!”

Am I the only one who is scared of leaving our home, our beautiful country, and all the people we might never see again?

Fluency Transparency 7 from My Diary from Here to There, page 184

ComprehensionMAINTAIN SKILLANALYZE CHARACTER

EXPLAIN/MODEL

■ A character is a person or animal in a story. A major character is

necessary to the story; a minor character just adds flavor.

■ Traits are the special qualities of the character’s personality.

■ Developing an understanding of a character helps readers relate

to that character. It also enables them to appreciate the character’s

feelings and predict how he or she will behave.

Lead a class discussion about the characters in “Mexico: My New

Home.”

PRACTICE/APPLY Ask students to discuss the characters from My

Diary from Here to There in literature circles. Peers should compare

and contrast their ideas and give evidence from the story.

■ How do Amada’s feelings about moving to Los Angeles change?

■ What do you think Papá expects in the United States?

■ How did the author use other characters in the story to support

the main character?

For comprehension practice use Graphic Organizers on Teacher’s

Resource Book pages 40–64.

Fluency/Comprehension

Objective• Analyze the main character

and supporting characters in

a story

Plot, Setting, Character

Introduce 85A–B

Practice /Apply

86–101; Leveled Practice, 23–24

Reteach / Review

107M–T; 111A–B, 112–137, 143M–T; Leveled Practice, 30–31

Assess Weekly Tests; Unit 1, 5 Tests; Benchmark Tests A, B

Maintain 101B, 137B; 169B; 201B; 265B; 607A–B; 608–627; 631M–T; 681B

My Diary from Here to There 201B

Paired Selection Student page 202

Social StudiesGenreTextbook Excerpts are

short nonfiction pieces

taken from a textbook.

Text FeaturePrimary Sources are

first person accounts of

historical events in letters,

journals, or oral histories.

Content Vocabularyimmigrants ethnic

region overcrowded The Big Picture

Between 1890 and 1914, what had been a steady stream of immigrants

turned into a flood. More than 12 million people arrived on America’s shores. That’s about as many people as live in the state of Pennsylvania today! Many of these immigrants came from countries in Europe such as Poland, Russia, Italy, and Greece. Others came from China, Japan, and Mexico.

Immigrants gaze

at the Statue of

Liberty, symbol of

the United States’

opportunities.

D

202

Informational Text: Social StudiesGENRE: TEXTBOOK EXCERPT

Have students read the bookmark on

Student Book page 202. Explain that a

textbook excerpt

■ provides information about a specific

subject;

■ contains headings, paragraphs, and

bold-faced words that organize the

information;

■ usually includes photographs or

other visual sources of information.

Text Feature: Primary

Sources

Point out that primary sources give

readers glimpses of what life was like

for people living in other time periods.

■ Primary sources are first-person

accounts.

■ Examples of primary sources include

letters, personal papers, diaries,

maps, photographs, documents, or

oral testimonies/accounts.

Have students look at the two primary

sources and compare them. Discuss

what year each young woman arrived

in the United States, their ages, and

how that affected their experience.

(The immigrants came from two

separate countries, during two different

years, and at two different ages. The

younger girl is awed by how big

everything is. The older girl talks about

how happy she is to be free.)

Make sure students can identify the

different ethnic perspectives.

Content VocabularyReview the spelling and meaning of each content vocabulary word for

“Immigrants in the Northeast” on Student Book page 202.

■ Immigrants are people who leave their country to live in another

country. Why do you think immigrants leave their country?

■ A region is an area or district. What region of the United States has

warm weather all year round?

■ Ethnic means having to do with a group of people sharing the

same culture. What is your ethnic heritage?

■ When a place is overcrowded , it has too many people. How do you

feel when you are in an overcrowded room?

202

Develop Background Explain Ellis Island using the pictures on

pages 202–204. Explain the symbolic nature of the Statue of Liberty

for people arriving in America. Read aloud the text on page 204 in

a dramatic way and emphasize the different steps immigrants went

through to help students visualize what it was like. Read aloud the

diary entry from Celia Adler on page 205. Ask, If you could only take

a few things with you when you moved, what would you take?

Social Studies

Most immigrants traveled by boat and arrived on the Pacific or Atlantic coasts. They settled all across our country, but millions stayed where they had landed, such as in New York City. The arrival of these immigrants transformed the Northeast into an exciting region made up of many different ethnic groups.

The Ellis Island MuseumPretend that your class is

visiting the Ellis Island Immigration Museum. Before going inside,

you learn from your guide that it usually took a ship about three weeks to cross the Atlantic Ocean. Few immigrants enjoyed the voyage because it was long and overcrowded. No wonder passengers rejoiced when they saw the city in the distance.

The immigrants’ first stop, however, was Ellis Island, which stood a mile off the coast. Beginning in 1892, this island welcomed 17 million people to the United States. After closing in 1954, Ellis Island reopened as a museum in 1990.

Oral HistoryThis primary source is an oral history. Someone

describes her experiences at a certain time

and place. Primary sources are written in the

witness’s own words.

“When I was about 10 years old I said, ‘I have to go to

America.’ Because my uncles were here already, and it kind of

got me that I want to go to America, too . . . . I was dreaming

about it. I was writing to my uncles, I said ‘I wish one day I’ll be

in America.’ I was dreaming to come to America . . . . And I was

dreaming, and my dream came true. When I came here, I was in

a different world. It was so peaceful. It was quiet. You were not

afraid to go out in the middle of the night . . . . I’m free. I’m just

like a bird. You can fly and land on any tree and you’re free.”

Helen Cohen, Poland

Arrived in 1920 • Age 20

203

1

2

3


Informational TextRead “Immigrants in the

Northeast”

As students read, remind them to

apply what they have learned about

primary sources. Also have them

identify clues to the meanings of the

highlighted words throughout the

selection.

1 CONTENT VOCABULARY

Look at the word region at the end of

the first paragraph on page 203. What

context clues can help you understand

the meaning of the word? (Northeast,

made up)

2 TEXT FEATURE: PRIMARY SOURCES

In Helen’s words, what was the most

important part of her dream? (coming

to a peaceful and quiet place where

she could be free, America)

3 MAKE INFERENCES

What can you tell about what Helen

Cohen’s life was like before she came

to America? (Her life was not peaceful

or free.)



A primary source is a first-person account of historical events told in letters, journals, or oral histories.

The following oral history was told by a woman named Sarah Thal. She settled in the United States in 1882. Read the story. Then answer the questions.

My husband had brothers in Milwaukee who sent home glowing reports of

conditions in America. We wished to try our luck in that wonderful land. . . .

We sailed from Antwerp and landed in Boston. I brought with me my linen

chest, feather beds, pillows, bedding, etc. I have some bits of these things

today. As most of the immigrants of that time were German, we reached

Milwaukee without difficulty. Here my brother-in-law met us and took us to

his home.

1. How can you tell the passage is a primary source?

2. Give an example of the kind of information you fi nd in the primary source that you would not fi nd in another passage about moving to a new country.

3. How do you think Sarah felt about moving to America? Why?

4. How might an oral history by Sarah’s brother-in-law be different from this one?

It is written in the first person.

Her brother-in-law met Sarah and her husband and

took them to his home.

She was excited. Her family was moving to a

wonderful land.

He might describe his own trip to America and what

his life was like in Milwaukee.

Possible responses provided.




Arriving at Ellis Island“This was where the boats

docked,” your guide explains. “Sometimes 5,000 people a day walked through these doors. Guards tied numbered tags to their coats. Then they were shown to the Registry Room.”

Immigrants had to wait in long lines to be examined by doctors to make sure they were healthy

enough to work. Some people were sent back home, but most continued on to an immigration officer who asked them questions. After answering the questions, most immigrants walked down a hallway to a door that said: PUSH TO NEW YORK. Beyond that door were a ferry, New York City, the United States, and hope for a new life.

BEllis Island as it looked in 1905

204

Informational Text

4 TEXT FEATURE: PRIMARY SOURCES

According to Celia’s writing, what

impressed her the most about being in

America? (the big, beautiful building at

Ellis Island)

What information might be missing

from Celia’s account that would help

you know more about her immigrant

experience? (It would be helpful to

know who exactly Celia was traveling

with.) Why? (because then you

could tell if Celia were really brave in

traveling so far all alone, or was just

another child protected by her family)

204

Immigrants

Immigrants came to America, and continue to come to America, to

make better lives for themselves. Invite students to learn the stories

that caused immigrants to leave their homelands, and what life was

like once they got to America.

Ask students to work in groups and do a comparison across times.

Have them research immigrants in the 1800s, 1900s, and 2000s using

primary sources such as an autobiography, a journal, a diary, or a

photo-illustrated history.

Ask students to present their information in short oral reports

including photographs, maps, or diagrams. They should focus on

who the immigrants were, why they left their countries of origin,

and what life was like for them in America. Ask students to reflect

on what they learned from the reports and compare and contrast

immigrants’ experiences.

Connect and Compare1. Look back at the oral histories on this page and page 203.

What kind of information do they give that you don’t find in

the rest of the textbook excerpt? Reading Primary Sources

2. After reading the primary source on this page, how do you

think Celia Adler must have felt to have brought only a change

of clothes with her from Europe? Evaluate

3. What does Amada in My Diary from Here to There have in

common with those whose oral histories you read? How are

their stories different? Reading/Writing Across Texts

Social Studies Activity

Research what it is like for immigrants to come to a

new country. Try to find a primary source. Present your

research as if you were the immigrant.

Find out more about Ellis Island at www.macmillanmh.com

“I never saw such a big building [Ellis Island]–the size of it. I

think the size of it got me. According to the houses I left in my

town, this was like a whole city in one, in one building. It was an

enormous thing to see, I tell you. I almost felt smaller than I am

to see that beautiful [building], it looked beautiful.

“My basket, my little basket, that’s all I had with me. There

was hardly any things. My mother gave me the sorrah [a kind

of sandwich], and I had one change of clothes. That’s what I

brought from Europe.”

Celia Adler

Russia

Arrived in 1914 • Age 12

205

Social Studies ActivityCall on volunteers to present their research about immigrants. Ask them to share the primary source they used. They may choose to present their research in the form of a diary entry or letter.

4 Paired Selection Student page 205

Informational TextConnect and Compare

SUGGESTED ANSWERS

1. They give specific information

about the lives of individuals, not

about groups of people. They

describe personal experiences using

the person’s exact words. READING

PRIMARY SOURCES

2. Answers may vary. Students might

say that Celia felt embarrassed to

have only one change of clothes.

EVALUATE

3. FOCUS QUESTION Both the story

and the oral histories describe

journeys to America from other

countries. They are told from the

point of view of young people.

However, the story is much longer

than the oral histories and is written

in diary form, not spoken. READING/

WRITING ACROSS TEXTS

Internet Research and Inquiry Activity

Students can find more facts about

immigration at www.macmillanmh.com




Sleep on a Tall Shipby Kenji C.

Would you like to sleep on a tall ship?

You and your class can stay overnight on

the Elissa at the Texas Seaport Museum.

Learn about sails, masts, and ropes. Help

set a sail and watch over the harbor.

Write in the ship’s log. Experience what it

is like to be a sailor!

While you are at the museum,

visit the immigration exhibits to see

photographs of people who came to

the United States through the port

of Galveston.

Write aRadio AdWrite a Write a Radio AdRadio Ad

Writer’s CraftTransitionsGood writing has a logical flow. Using transition words between paragraphs helps a writer connect the ideas in his or her writing.

The word while connects ideas in my ad.

I wrote this radio ad about a great local place to visit.

206

206

WritingTransitions Between Paragraphs

READ THE STUDENT MODEL

Read the bookmark about transitions.

Explain that good transitions between

paragraphs help writers connect

related ideas from one paragraph to

the next. Transitions use words that

help readers see the connections.

Have students turn to page 178. Point

out the transitions between paragraphs

and how they link ideas.

Then have the class read Kenji C.’s

radio ad and the callouts. Tell students

that they will write a radio ad. They

will also learn how to use transitions to

clearly link related ideas.

WRITING • Persuasive Writing

• Writer’s Craft: Transitions Between Paragraphs

WORD STUDY• Words in Context

• Dictionary

• Phonics: Consonant Digraphs

• Vocabulary Building

SPELLING• Words with th, sh, wh, and ph

GRAMMAR• Singular and Plural Nouns

SMALL GROUP OPTIONS

• Differentiated Instruction, pp. 207M–207V

Features of a Radio Ad

In a radio ad the writer describes a place, product, person, or idea

and gives reasons why the listener should like it.

■ It creates interest in a product, place, person, or idea.

■ It has an effective lead sentence or introduction.

■ It uses persuasive, literal details, and incorporates relevant

examples.

■ It uses strong imagery and precise nouns.

■ It informs, entertains, and creates interest.

Transparency 25

Main Idea and Reasons Web

Main IdeaVisit the Texas Seaport Museum.

Reasons

Watch over the

water.

Be a sailor.

Help set a sail.

Sleep on a tall

ship.

Writing Transparency 25


Persuasive Writing

Writer’s Checklist Ideas and Content: Did I include details that will

persuade the reader to visit this place?

Organization: Does the order in which I present

information build excitement for my listeners?

Voice: Does the ad show excitement?

Word Choice: Did I use transition words between

paragraphs?

Sentence Fluency: Did I use different kinds of

sentences to make my ad interesting?

Conventions: Did I use commas after items in

a series? Did I check my spelling?

Your TurnWhat kinds of radio ads make

you pay close attention? Write

a radio ad to advertise a great

place to visit. It may be about

a place you have visited or a

place you would like to visit.

Use precise nouns as well as

transition words. Use the Writer’s

Checklist to check your writing.

207

PREWRITE

Discuss the writing prompt on page

207. Explain that the purpose of a radio

ad is to persuade listeners. Students’

audience will be their teacher and

classmates. Have students list places

they enjoy visiting and choose the one

they want to write about in the ad.

Then display Transparency 25. Discuss

how Kenji wrote his main idea in the

top box. Then he wrote reasons to

support that idea. Ask students to plan

their writing using a Main Idea and

Reasons Web.

DRAFT

Display Transparency 26. Point

out that Kenji started his ad with

a suggestion and listed reasons to

convince readers to agree with it.

Talk about how to improve the draft,

such as by writing a better transition

between paragraphs. Have students

use their webs to write their radio ads.

REVISE

Display Transparency 27. Discuss the

revisions. Point out that Kenji added a

better transition between paragraphs

and a sentence with precise words.

Students can revise their drafts or save

them to work on later.

As students revise, have pairs use the

Writer’s Checklist on page 207. Before

they begin, present the lessons on

Transitions Between Paragraphs on

page 207A and Word Choice on page

207B. Ask students to proofread their

writing. For Publishing Options, see

page 207A.

For grammar and spelling support, see

page 207B and 5 Day Spelling and

Grammar on pages 207G–207J.

Transparency 25: Main Idea and

Reasons Web

Transparency 26: Draft

Transparency 27: Revision

Writing Student pages 206–207


207A

Transitions Between Paragraphs

EXPLAIN/MODEL

Good writers use transitions to help readers connect the ideas

in different paragraphs. Transitions are words or phrases that

explain how the ideas in one paragraph fit with the ideas in the

next paragraph. A good transition shows the connection between

the two paragraphs while introducing the main idea of the new

paragraph. Display Transparency 28.

Think Aloud The phrase While you learn is a transition between

the first two paragraphs. The word while is the clue that the

activities described in the second paragraph can happen at the

same time as those in the first paragraph. The phrase connects

the idea of trains that is discussed is both paragraphs.


Transparency 28

PRACTICE/APPLY

Work with students to read the next set of paragraphs and follow

your model to select the choice with a good transition. Ask a

volunteer to explain how the transition connects the paragraphs.

(This is in the second example.) Then have students identify

paragraph transitions in other expository text they have read.

As students write their ads, encourage them to use transitions to

link the ideas in paragraphs.

Publishing OptionsStudents can publish their ads by recording them as part of a radio show. Shows can feature music or talk radio. Review the Speaking and Listening tips below to help students as they read their radio ads aloud. They can also use their best cursive to write their ads or type them carefully on a computer. (See Teacher’s Resource Book pages 168–173 for cursive models and practice.)

4- and 6-Point Scoring Rubrics

Use the rubrics on pages 275G–275H to score published writing.

Writing Process

For a complete lesson, see Unit Writing on pages 275A–275H.

Writer’s CraftWriting

SPEAKING STRATEGIES

■ Practice reading your

radio ad aloud.

■ Use soft music or other

sound effects. Adjust the

volume and tone of your

voice.

■ Adjust your pacing and

content to suit your

audience.

LISTENING STRATEGIES

■ Listen for persuasive

words used to influence

your opinion.

■ Be prepared to analyze

and explain the ad’s

message and tell whether

it worked to persuade you.

Transitions Between Paragraphs

Visit the Essex Steam Train. Listen to the conductors tell how the

engines work.

Paragraph 2 While you learn, you can ride the train for

with transition: 10 miles along the river. Then take a riverboat

back to the station.

Paragraph 2 with You can ride the train for 10 miles along the

no transition: river. Then take a riverboat back to the station.

Learn about life long ago in Connecticut. Visit the Steam Train

Museum. It is filled with photographs of people who lived and

worked on the Connecticut River.

Go to the Museum shop. You can buy models of

steam trains.

To remember your visit, go to the Museum

shop. You can buy models of steam trains.

(The second choice has a good transition.)

Writing Transp

arency 28

Writing

Writer’s Toolbox

Singular and Plural Nouns

Explain/Model Singular nouns name one person,

place, thing, or idea. Plural nouns name more than

one person, place, thing, or idea. Have students

find the words ship and sails on page 206. Explain

that ship is a singular noun and sails, a plural noun.

Practice/Apply Have students find other singular

and plural nouns in the ad. For a complete lesson

on singular and plural nouns, see pages 207I–207J.

Mechanics Point out the phrase sails, masts, and

ropes in Kenji’s ad. Explain that in lists of two or

more nouns, a comma should follow each noun.

The word and should appear before the final noun

in the list. Have students check for correct use of

commas in lists as they proofread.

Words with th, sh, wh, and ph

Point out the words ship in the title of Kenji’s

ad on page 206. Explain that the sound sh is a

digraph, made by the letters s and h together.

Other digraphs include th as in the, wh as in while,

and ph as in photograph. Remind students to

pay attention when they spell words with these

sounds. They can use a print or online dictionary to

check spelling in their drafts. For a complete lesson

on consonant digraphs, see pages 207G–207H.

Writing Trait: Word Choice

Explain/Model Good writers choose precise

nouns that create a clear picture. Have students

reread Kenji C.’s ad on page 206. Point out that

the phrase Kenji added in his revision uses precise

nouns to tell about the museum’s offerings.

Practice/Apply As students revise their ads,

encourage them to replace general nouns with

precise nouns. Have them choose words that

create vivid pictures for readers or listeners.

Purpose and Audience

Explain/Model Good writers are aware of the

purpose, or the reason, for their writing. They also

think about the audience, or who will read or listen

to what they write. Have students reread Kenji’s ad

on page 206. Ask: What is his purpose and who is his

audience?

Practice/Apply Ask students to state the purpose

they have for writing their radio ad. Then ask: Who

do you want to listen to your ad? Remind them

to keep purpose and audience in mind as they

plan and draft. When writing, they should imagine

people they don’t know turning on their radios and

hearing the ad and should adjust their content to

persuade these listeners.

Technology

Point out that many word-processing programs provide a

thesaurus to help replace general words with more specific

choices.

My Diary from Here to There 207B

207C

Word StudyWord Study

Objectives• Apply knowledge of word

meanings and context clues

• Use word origins to find the

meanings of unfamiliar words

Materials

• Vocabulary Transparencies

13 and 14


Review

VocabularyWords in Context

EXPLAIN/MODEL

Review the meaning of the vocabulary words. Display Transparency

13. Model how to use word meanings and context clues to fill in the

missing word in the first sentence.

Think Aloud In the first sentence, I learn that people in many

cities tried to get together to speak out against the unfair bus

rules. They could do this by not riding the buses. When you

refuse to buy or use a product, it is called a boycott. I think the

missing word is boycotts. When I try boycotts in the sentence, it

makes sense.

Use Sentence Frames

Use the following sentence

frame for students to

practice vocabulary: I want

more opportunities to

because .

overheard (p. 183) heard

something when you were not

supposed to

border (p. 186) a line where

one country ends and another

begins

opportunities (p. 186) good

chances; favorable times

citizen (p. 192) a person who

was born in, or chooses to be a

member of, a country

unions (p. 192) groups of

workers joined together to

protect their interests

strikes (p. 192) work stoppages

to fight together for better work

conditions

boycotts (p. 192) agreements

to join with others in refusing

to deal with a person, nation, or

business

border boycotts citizens opportunities

overheard strikes union

1. We learned that people in many cities organized boycotts to protest the rules for riding buses.

2. The fight for Civil Rights happened on both sides of the border between the northern and southern states.

3. Some citizens of Montgomery, Alabama, decided to stop riding the buses until they had equal opportunities.

4. In other cities, there were workers who went on strikes.

5. Finally, a union was created to help change the laws in the United States.

6. I overheard there might be a strike in our city tomorrow.

Transparency 13

PRACTICE/APPLY

Help students complete item 2. Then have students use context

clues to write missing words for items 3–6 on a separate sheet of

paper. Students can exchange papers, check answers, and explain

the context clues they used to figure out the missing words.

Guess the Word Write clues for each vocabulary word. In groups,

have students guess the word. For border, you could say: I am a

noun. A certain breed of dog has me as part of its name. I am a line.

The United States shares me with Canada.

Vocabulary Transparency 13


If No Approaching Level Vocabulary, pp. 207N–207O



Do students understand word meanings? Can students find

word origins in a dictionary and use these to understand

unfamiliar words?

Word Study

STRATEGYDICTIONARY: WORD ORIGINS

EXPLAIN/MODEL

Remind students that a dictionary has information in addition to the

meanings of words and their pronunciations. It can also tell where

the words come from. Some words have roots in other words in

English or in words from other languages.

Read the sentence and definitions on Transparency 14 and then

model how to figure out the word origin of the underlined word by

reading the Word History.

A dictionary sometimes tells you where a word comes from. Knowing the origin of a word can help you understand it.

mesa noun. a hill or mountain with a flat topword history: In Spanish the word mesa means “table.”

How does the history help you understand the word?You can picture how flat a mesa is by thinking of a table top.

jumbo adjective. very, very large. word history: comes from Jumbo, the name of a large elephant famous over 100 years agopetroleum noun. an oily liquid found beneath Earth’s surface. word history: comes from two Greek words meaning “rock” and “oil”typhoon noun. a storm with violent winds. word history: comes from two Chinese words meaning “great wind”zero noun. the number 0, which means no amount at all. word history: comes from an Arabic word that means “empty”

Use the dictionary entries above to answer the questions.

1. How does the word history of jumbo help you understand the word?

2. How does the word history of typhoon help you understand the word?

3. How does the word history of petroleum help you understand the word?

4. How does the word history of zero help you understand the word?

Possible responses provided.

When I think of a large elephant, I understand how

large jumbo is.

A great wind helps me understand “a violent wind.”

The words “rock” and “oil” make it easy for me to

picture the word petroleum.

The word “empty” helps me understand what “no

amount at all” means.




PRACTICE/APPLY

Have students look up the history of other words, such as candidate,

siesta, barbecue, karate, and alphabet. Discuss words from other

languages that are now commonly used in English.

Research Questions

Write the wh- question

words who, when, where,

what and why on the

board. Have students

create a list of questions

with the words to help

them focus their research

on the origin of the word

sandwich.

Vocabulary Strategy Transparency 14

Word OriginsThe sandwich store sold one hundred varieties of

specialty combinations.

sandwich noun 1. two or more slices of bread with a

filling such as meat or cheese placed between them

2. something resembling a sandwich

Word History: John Montague, the Fourth Earl of

Sandwich in England, was sometimes so busy that he

refused to get up, even to eat a meal. It is said that

around the year 1765, he asked his servants to bring

him his meat by placing it between two pieces of bread.

Soon others began to order “the same as Sandwich.”

The original sandwich was a piece of salt beef between

two slices of toasted bread.

Transparency 14

My Diary from Here to There 207D

Word Study

Word Study

207E

Pronunciation Practice

Have students put one

hand a short distance

from their mouths so they

feel the air when they

pronounce /sh/, /ph/, and

/th/. Ask them to notice

what their tongue and lips

are doing as they form

those sounds.

The letter pairs sh, th, wh, and ph have one sound, even though there are two letters in the pair. Say the following words aloud and listen to the one sound made by the letter pairs.

• th thirty, bother • sh shove, washer • ph phrase, headphone• wh whirl, anywhere

Use the clues to fill in the blanks with words that have the sh, ph, wh, or th sounds.

1. I gave the money to my mother and .

2. I made a before I blew out the candles on my birthday cake.

3. is the library? Is it near Flower Street?

4. My camera helps me take good .

5. The is a large and dangerous fi sh.

6. I’m going to the dentist because I have a cavity in one .

7. I picked up the and called my friend.

8. I sailed home on a big .

9. I put the plates, forks, and knives into the and turned it on.

10. I made a bar to show the daily sales of my lemonade stand.

father

wish

Where

photos (or photographs)

shark

tooth

phone (or telephone)

ship

dishwasher

graph




Objective• Decode the digraphs th, sh,

wh, and ph

Materials


• Teacher’s Resource Book,

p. 11

Phonics Decode Words with th, sh, wh, and ph

EXPLAIN/MODEL Remind students that digraphs are two letters

that represent one sound. The digraph th represents the first

sound in this or thing. The digraph sh represents the first sound in

shoe. The digraph wh usually represents /w/ or /hw/ in whistle. It

sometimes stands for the /h/ in whole. Write graph.

Think Aloud

I see that this word begins with the blend gr. In the

middle is the vowel a, which probably has the sound /a/. The two

letters at the end are ph. I know this digraph ususally spells /f/.

When I blend the sounds together, I get /graf/, graph. I know that

word.

PRACTICE/APPLY Write these words on the board: threw, earth,

myth, sheep, shove, whether, wheel, white, phrase, and phase. Have

students underline the following digraphs: th, sh, wh, and ph. Then

have them read the words aloud.

Decode Multisyllabic Words Have students use their knowledge

of phonics patterns, compound words, and word parts to decode

long words. Write these words on the board: wishbone, dishwasher,

bathtub, physical, wheelbarrow, photograph, and telegraph. Model how

to decode wishbone, focusing on the /sh/ sound. Then work with

students to decode the other words and read them aloud. For more

practice, see decodable passages on Teacher’s Resource Book

page 11.

Connect the Words Game In pairs, students will create a list of

words. The first student writes a word that ends in sh, th, or ph.

Whichever digraph the first word ends with, the other student

must use to begin the next word. Play continues back and forth

for five rounds, then the players switch roles. The second player

then chooses the digraph that will end the first word and the other

student must use that digraph to begin a new word. The pair who

can complete five rounds first wins.


If No Approaching Level Phonics, p. 207M



Can students decode words with th, sh, wh, and ph?

Word Study

Vocabulary Building

Vocabulary Building

Eponyms Have students think of other eponyms,

besides boycott, and research how the name came

to mean what it does in our

language today. Some examples

include America, Ferris wheel,

frankfurter, hamburger, marathon,

teddy bear, braille, cardigan,

leotard, and saxophone.

Students can present their

findings to the class.

Spiral Review

Borders Game Using tape, create a border

between two sides of the classroom. Form two

student teams, placing one team on each side

of the border. Taking turns, a team must define

a previous week’s vocabulary word and use it

correctly in a sentence. If correct, the team may

take one member of the opposing team for its

own. The team with the most members at the end

of the game wins. Make the game more difficult

by requiring teams to supply parts of speech and

synonyms or antonyms as well.

Apply Vocabulary

Write a Travel Diary Using the Vocabulary Words,

have students write about new places they have

visited and new faces they have seen while visiting

the new places. Encourage students

to use sensory language to

describe what they saw,

heard, touched, tasted,

and smelled while in

each place.

Oral Language

Expand Vocabulary Write IMMIGRANT in the

center of an Idea Web. Using the selection,

interviews, newspapers, and technological

resources, have students brainstorm words that

relate to immigrants and immigration.

IMMIGRANT

economy

heritage

culture

Ellis Island

history

foreigners

border

better lives

Vocabulary PuzzleMaker For additional vocabulary

and spelling games go to

www.macmillanmh.com

My Diary from Here to There 207F


207G

Pretest Word Sorts

Spelling

5 Day Spelling

Digraphs th, sh, wh, and ph

Dictation Sentences 1. To finish in time, I have to rush.

2. The northern winds are cold.

3. I brush my hair in the morning.

4. The lawn mower is in the shed.

5. Thanks for driving me to school.

6. She put dirty socks in the washer.

7. We posed for a family photo.

8. The bar graph shows our progress.

9. Will you be home the whole day?

10. These people are on your team.

11. She is the fifth person in line.

12. The taxi will whisk you home.

13. April has thirty days.

14. Mosquitoes bother me.

15. We were told not to shove.

16. Count the words in that phrase.

17. It is hard to hear the music with one headphone.

18. Measure the width of the table.

19. My book is nowhere to be found.

20. When I whirl around, I get dizzy.

Review/Challenge Words 1. We walked under the arch.

2. Ketchup is made from tomatoes.

3. The cheap bag broke.

4. The play is at a theater downtown.

5. I’ll find it, wherever it is.

Words in bold are from the main selection.

Spelling Practice Book, pages 39–40

phrase nowhere photo bother thirtygraph headphone washer fifth whirlbrush shed rush shove widththese whole thanks whisk northern

Write the spelling words with these spelling patterns.

words with th1.

2.

3.

4.

5.

6.

7.

words with sh8.

9.

10.

11.

12.

words with wh13.

14.

15.

16.

words with ph17.

18.

19.

20.

thanksthirty

botherthesefifth

widthnorthern

shovebrush

wholewhiskwhirl

nowhere

shed

phrasegraph

headphonephoto

washerrush

Spelling Practice Book, page 41

ASSESS PRIOR KNOWLEDGE

Using the Dictation Sentences, say

the underlined word. Read the

sentence and repeat the word.

Have students write the words on

Spelling Practice Book page 39.

For a modified list, use the first 12

Spelling Words and the 3 Review

Words. For a more challenging list,

use Spelling Words 3–20 and the

2 Challenge Words. Have students

correct their own tests.

Have students cut apart the Spelling

Word Cards BLM on Teacher’s

Resource Book page 72 and figure

out a way to sort them. Have them

save the cards for use throughout

the week.

Use Spelling Practice Book page 40

for more practice with digraphs th,

sh, wh, and ph.

For Leveled Word Lists, go to

www.macmillanmh.com

TEACHER AND STUDENT SORTS

■ Review the Spelling Words,

pointing out the different

digraphs (ph, th, sh, and wh).

■ Use the cards on the Spelling

Word Cards BLM. Attach the key

words photo, whisk, shove, and

northern to a bulletin board.

Model how to sort words by

digraph spellings. Place one or

two cards beneath the correct key

words. Have students take turns

choosing cards, sorting them, and

explaining how they sorted them.

■ When students have finished

the sort, have them analyze the

whisk column and discuss the

oddball that has an unexpected

pronunciation (whole). Then invite

students to do an open sort in

which they sort all the Spelling

Words any way they wish. Discuss

students’ various methods of

sorting.

rush graph shove

northern whole phrase

brush these headphone

shed fifth width

thanks whisk nowhere

washer thirty whirl

photo bother

Review arch, ketchup, cheap

Challenge theater, wherever


Spelling

Word Meanings

SYNONYMS

Write the following list of words

on the board. Ask students to

copy the words into their Word

Study notebooks. Tell them to

write the Spelling Word that

means about the same thing as

each word in the list.

1. push (shove)

2. spin (whirl)

3. hurry (rush, whisk)

4. picture (photo)

Challenge students to find five

action words in the lists of

Spelling Words, Review Words,

and Challenge Words. Discuss the

words with the class.

Have partners write a sentence

for each Spelling Word, leaving

a blank space where the word

should go. They can exchange

papers and fill in the blanks.

SPIRAL REVIEW

Review words with /ch/. Write arch,

ketchup, and cheap on the board.

Have students identify the letters

that spell /ch/.

PROOFREAD AND WRITE

Write these sentences on the

board. Have students proofread,

circle each misspelled word, and

write the word correctly.

1. What is the with of the ched?

(width, shed)

2. That’s the fith foto I’ve seen of

your sister. (fifth, photo)

3. Use a frase to write a title for

the graff. (phrase, graph)

4. Thurty dogs appeared

suddenly from nowere. (thirty,

nowhere)

5. Some nothren cities have wind

that will wisk you off the ground.

(northern, whisk)

POSTTEST

Use the Dictation Sentences on

page 207G for the Posttest.

If students have difficulty with any

words in the lesson, have students

place them on a list called Spelling

Words I Want to Remember in a

word study notebook.

Challenge student partners to look

for other words spelled with th, sh,

ph, and wh.

Review and Proofread Assess and Reteach

phrase nowhere photo bother thirtygraph headphone washer fifth whirlbrush shed rush shove widththese whole thanks whisk northern

What’s the Word?

Complete each sentence below with a spelling word.

1. On her trip to California, Maria listened to music on a .

2. They had to stop in the middle of to get gas.

3. He had to because his parents were in a hurry.

4. She sent a of herself to her new pen pal in Japan.

5. My father stores his lawn mower and all of the tools in the .

6. The of the desk was three feet.

7. Pat said to his class for the birthday card.

8. There was no moss on the side of the tree.

9. The showed how many students were in each grade.

10. I brought in cupcakes for my classmates.

11. Do you know how to work the new and dryer?

12. She was sure to her teeth before leaving.

13. She hoped pencils would come in handy.

14. I won place in the swim meet.

Word Meaning: Synonyms

Write the spelling word that has the same or almost the same meaning.

15. push

16. entire

17. turn quickly

18. saying

19. take quickly

20. annoy

headphonenowhere

rushphoto

shedwidth

thanksnorthern

graphthirty

washerbrush

thesefifth

shovewhole

whirl

phrasewhisk

bother

Spelling Practice Book, page 42 Spelling Practice Book, page 43

Look at the words in each set below. One word in each set is spelled correctly. Use a pencil to fill in the circle next to the correctword. Before you begin, look at the sample set of words. SampleA has been done for you. Do Sample B by yourself. When you are sure you know what to do, you may go on with the rest of the page.

Sample A: Sample B:

� wales � mounth� whales � munth� walez � month� walles monthe

1. � fraze� phrase� frase� phraise

2. � graph� graff� graf graffe

3. � brusch� brushe� brush� brusche

4. � thes� these� thease theaz

5. � noware� nowear� nowhere� nowere

6. � hedfoan� headfone� hedfone headphone

7. � shed� shead� shedd� sched

8. � holl� whole� wholle hoal

9. � photo� foto� foatoe� phoato

10. � wacher� wascher� washer washur

11. � rusch� rush� rushe� rusche

12. � thanx� thancks� thanks thankks

13. � bother� bawther� bothre� bauther

14. � fi th� fi fth� fi the fi fthe

15. � shuv� shuve� shove� shov

16. � wisk� whiske� wisck whisk

17. � thirtie� thurty� thurtie� thirty

18. � wirl� wurl� wirle whirl

19. � withe� widthe� wifth� width

20. � nortern� narthern� northern nourthrn

��

��

��

��

��

��

��

��

��

��

��

Spelling Practice Book, page 44

My Diary from Here to There 207H

Grammar

5 Day Grammar

Singular and Plural NounsDaily Language ActivitiesUse these activities to introduce each day’s lesson. Write the day’s activity on the board or use Transparency 7.

DAY 1A Boy named Lim is in my class. His first Language is not english but he is a good student. (1: boy; 2: language; 3: English, but)

DAY 2A new Student named Carmen speaks five language. All the other studentz admire her. (1: student; 2: languages.; 3: students)

DAY 3All the classes in our school had partys on the last day. Two boys made dishs from their countrys. (1: parties; 2: dishes; 3: countries.)

DAY 4A family moved next door three dayes ago. their dog has puppies. With floppy eares. (1: days; 2: Their; 3: puppies with; 4: ears.)

DAY 5The girles have special dresses for the Holidays. Gail had to make a few stitchs in the with of hers. (1: girls; 2: holidays.; 3: stitches; 4: width)

• A singular noun names one person, place, or thing. Examples: teacher, city, dog.

• A plural noun names more than one person, place, or thing. Examples: teachers, cities, dogs.

• Add -s to form the plural of most singular nouns.

Decide whether each underlined word is a singular or plural noun. Then write singular orr plural on the line.l

1. There are no jobs here.

2. My family is leaving the country.

3. We’re going to stay with my grandparents for now.

4. Papa sent us a letter.

5. He is meeting us at the bus station.

6. We’re waiting to get our green cards.

7. This trip is taking forever!

8. It’s been weeks since I’ve seen you.

9. The pages of my diary are fi lling up.

10. I miss the park I used to go to. k

11. I had to sell my bike.

12. The apartment is crowded.

13. I kept my two parrots.

14. We bought some new clothes.

15. She received several letters.

pluralsingular

pluralsingularsingular

pluralsingular

pluralplural

singularsingularsingular

pluralpluralplural

Grammar Practice Book, page 39

• Add -s to form the plural of most singular nouns.• Add -es to form the plural of singular nouns that end in s, sh,

ch, or x.• To form the plural of nouns ending in a consonant and y,

change y to y i and add i -es.• To form the plural of nouns ending in a vowel and y, add -s.

Write the correct plural form of each noun in parentheses.

1. We saw (foxs) running across the prairie.

2. Many people from other (countrys) have come tothe United States.

3. (Massies) of people traveled to the west in the 1800s.

4. Some travelers keep (diarys) .

5. Gather a few (branchs) so we can build a fi re.

6. She caught a rabbit that was hiding in the (bushs) .

7. I asked the neighbor’s two (boyes) to help me milk the cow.

8. Some people used the old trail, but a few found new (pathway)

.

9. That chest has many (scratchs) .

10. Please feed the (babys) .

11. We need more (boxs) than that!

12. I will write two more (pagies) today.

foxescountries

Massesdiaries

branchesbushes

boys

pathwaysscratches

babiesboxes

pages

Grammar Practice Book, page 40

Introduce the Concept

INTRODUCE SINGULAR AND

PLURAL NOUNS

Present the following:

■ A singular noun names one

person, place, or thing: student,

museum, baseball.

■ A plural noun names more

than one person, place, or thing:

students, museums, baseballs.

■ Most nouns are made plural

by adding -s to the end of the

singular word.

REVIEW SINGULAR AND PLURAL

NOUNS

Review with students how to

recognize singular and plural nouns.

INTRODUCE PLURAL NOUNS WITH

-ES ENDINGS

Explain that not all plurals are

formed by simply adding -s. Present

the following:

■ When a singular noun ends with

the letters s, sh, ch, x, or z, add -es:

dresses, brushes, branches, boxes,

and buzzes.


a consonant followed by the

letter y, change y to i and add -es:

spy/spies, and cherry/cherries.


a vowel followed by the letter y,

add s: stray/strays, and boy/boys.

Teach the Concept

See Grammar Transparency 31 for modeling and guided practice.


Language Tip Have

students say the plural

forms of words and use

them in sentences. Reinforce

this concept during reading

and writing activities. In

some languages, such as

Cantonese and Korean,

nouns do not change their

form to show plurality.

207I

Review and Proofread

Grammar

Review and Practice Assess and Reteach

INTRODUCE PLURAL NOUNS

WITH -ES ENDINGS

Review the rules for words whose

plural forms end in -es and -ies.

MECHANICS AND USAGE:

COMMAS IN A SERIES

■ Use a comma after each item in

a series of three or more items.

■ Do not use a comma to separate

items in a list of two.

■ Write a conjunction such as and

or or before the last item in the

series. Include a comma before

the conjunction, but not after

it: At the zoo, we saw llamas,

zebras, and monkeys.

REVIEW SINGULAR AND PLURAL

NOUNS

Ask students to explain the

differences between singular and

plural nouns. Ask how to decide to

add -s or -es, or change y to i.

PROOFREAD

Have students correct errors in the

following sentences.

1. We have new girles, boyes and

teachers in some classes.

(1: girls, 2: boys,)

2. Most come from towns citys and

villages. (1: towns, 2: cities,)

3. The movers packed their books,

and toys in boxs. (1: books and

2: boxes.)

4. The Students from other time

zones had to reset their watchs.

(1: students 2: watches)

ASSESS

Use page 43 of the Grammar

Practice Book for assessment.

RETEACH

Have students identify and list the

nouns from the Daily Language

Activities and the Proofread

activity on index cards. In pairs,

have students make all the

singular nouns plural and all the

plural nouns singular. Students

can then sort the nouns by which

endings are required to create the

plurals.

Also use page 44 of the Grammar

Practice Book for reteaching.

• A comma tells the reader to pause between the words that it separates.a• Use commas to separate three or more words in a series. Example: We enjoyed the mountains, the trees, and the clouds in

the park.• Do not use a comma after the last word in a series.

Rewrite the sentences below by adding commas where they belong.

1. He fed milked and groomed the cows.

2. Go to the store and get fl our eggs and sugar.

3. Mexico Ireland and China are three countries I have visited.

4. Bring wood nails and a hammer.

5. We have mules horses and pigs on our ranch.

6. This city feels dirty strange and lonely.

7. Mosquitoes spiders and ants annoyed us.

8. I brought my diary my pencil and an eraser.

9. My mother father and brother are coming along.

10. I miss the house my dog and our friends.

He fed, milked, and groomed the cows.

Go to the store and get flour, eggs, and sugar.

Mexico, Ireland, and China are three countries Ihave visited.

Bring wood, nails, and a hammer.

We have mules, horses, and pigs on our ranch.

This city feels dirty, strange, and lonely.

Mosquitoes, spiders, and ants annoyed us.

I brought my diary, my pencil, and an eraser.

My mother, father, and brother are coming along.

I miss the house, my dog, and our friends.

Grammar Practice Book, page 41 Grammar Practice Book, page 42

A. Read each sentence. Find the noun that is singular. Circleyour answer.

1. Many families rode in covered wagons across the state.

a. families b. rode c. wagons d. state

2. My mother, sisters, and grandparents packed their clothes.

a. mother b. sisters c. grandparents d. clothes

3. I watched many sunsets over the beautiful lake.

a. watched b. sunsets c. beautiful d. lake

4. The hens, the old rooster, and the cows came with us.

a. hens b. rooster c. cows d. with

B. Read each sentence. Find the correct plural form for the nouns in parentheses. Circle your answer.

5. The blue (sky) over the prairies seem so vast and clear.

a. skys b. skyes c. skies d. skyies

6. We spent many (day) on our journey.

a. days b. dayes c. daies d. dayies

7. Be sure to avoid the swamps and (marsh).

a. marshs b. marshes c. marshies d. marshys

8. I’ve lived in several (city), but I prefer the country.

a. citys b. cityes c. cities d. cityies

Grammar Practice Book, pages 43–44


See Grammar Transparency 34for modeling and guided practice.


My Diary from Here to There 207J

En

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tAdminister the Test

Weekly Reading Assessment, Passage and questions, pages 85–92

ASSESSED SKILLS

• Make Inferences

• Vocabulary Words

• Dictionary: Word Origins

• Singular and Plural Nouns

• Words with th, sh, wh, ph

Administer the Weekly Assessment from the CD-ROM

or online.

FluencyAssess fluency for one group of students per week.

Use the Oral Fluency Record Sheet to track the number

of words read correctly. Fluency goal for all students:

84–104 words correct per minute (WCPM).

Approaching Level Weeks 1, 3, 5

On Level Weeks 2, 4

Beyond Level Week 6

Alternative Assessments• ELL Assessment, pages 62–63

Weekly Assessments, 85–92

Fluency Assessment

ELL Practice and

Assessment, 62–63

Assessment Tool

207K

En

d-o

f-We

ek

Asse

ssme

nt

VOCABULARY WORDS

VOCABULARY STRATEGY

Dictionary: Word Origins

Items 1, 2, 3, 4

IF...

0–2 items correct . . .

THEN...

Reteach skills, using the Additional

Lessons page T6.

Reteach skills: Go to

www.macmillanmh.com

Vocabulary PuzzleMaker

Evaluate for Intervention.

COMPREHENSION

Skill: Make Inferences

Items 5, 6, 7, 8

0–2 items correct . . . Reteach skills, using the Additional

Lessons page T2.


GRAMMAR

Singular and Plural Nouns

Items 9, 10, 11

0–1 items correct . . . Reteach skills: Grammar Practice Book

page 44.

SPELLING

Words with th, sh, wh, ph

Items 12, 13, 14

0–1 items correct . . . Reteach skills: Go to

www.macmillanmh.com

FLUENCY 79–83 WCPM

0–78 WCPM

Fluency Solutions


Diagnose Prescribe

To place students

in the Intervention

Program, use

the Diagnostic

Assessment in the

Intervention Teacher’s

Edition.

TriumphsAN INTERVENTION PROGRAM

R E A D I N G

My Diary from Here to There 207L



Phonics

Approaching Level Options

Objective Decode words with th, sh, wh, and ph

Materials • Student Book “Mexico: My New Home”

WORDS WITH th, sh, wh AND ph

Explain/Model

■ Remind students that digraphs are two letters that stand for one sound.

■ Write the letters t, h, i, n on the board. Segment the sounds: /th/ /i/ /n/.

Then blend the sounds: /thin/. Say the word with me: thin.

■ Explain that th is a digraph. When a word begins with th, it usually

sounds like the th in thin, or the voiceless /th/. The voiced /th/ sounds

like the th in the. Model the difference in sounds with breath/breathe.

■ Repeat this procedure with sh and shut, wh and what, and ph and phone.

Provide constructive feedback, as necessary.

MULTISYLLABIC WORDS WITH th, sh, wh AND ph

■ Write the word shutter on the board and have students identify the first

syllable as containing the digraph /sh/: shut. Have students repeat the

syllable, then blend, and read the whole word several times.

■ Have student pairs practice decoding longer words with digraphs th,

sh, wh, and ph. Write the following words on the board and ask student

pairs to copy them onto separate index cards. Say each word. Draw a

line to show where the syllables begin and end, and circle the digraph. Then

write sentences that include at least two of the words.

elephant shortcut thunder whisper

tablecloth nephew sunshine whimper

finish somewhat motherly paragraph

■ Check each pair or group for their progress and accuracy.

WORD HUNT: WORDS WITH th, sh, wh AND ph IN CONTEXT

■ Review the digraphs th, sh, wh, and ph. Have students search “Mexico:

My New Home” to find words with these digraphs. Ask them to write

the words and circle the syllable in each word that has the digraph th,

sh, wh, or ph.

■ Check to see if students have found the following: when, thought, them,

there, what, that.

For each skill below,

additional resources are

provided. You can use these

lessons on consecutive days

after teaching the lessons

presented within the week.

• Make Inferences, T2

• Dictionary: Word Origins, T6

• Primary Sources, T10

Additional Resources

To help students build

speed and accuracy with

reading multisyllabic

words, use the additional

decodable text on

Teacher’s Resource Book

page 11.

Decodable Text

Some students may

pronounce words with /th/

as /t/. Have them practice

saying /th/ in isolation

and then in words, while

looking at you to see

how the mouth moves to

produce the /th/ sound. For

example, write the word

think on the board and

point out the th.

This word is think. The th

has the sound /th/. Say it

with me: /th/. Let’s sound

out and say the word

together: /think/, think.

Repeat with the word that.

ConstructiveFeedback

207M

Objective Read with increasing prosody and accuracy at a rate of 84–94 WCPM

Materials • Index cards • Approaching Practice Book A, page 48

CLOZE READING

Model reading the Fluency passage on Practice Book A page 48. Before

you begin, draw students’ attention to the boldface words and the last cry

of Cesar Chavez. Tell students that when you reach these words, you will

pause, and they should chime in by saying the word(s) with you. Repeat

twice more, pausing more quickly each time. Review the pronunciations, if

necessary.

REPEATED READING

Model reading the Fluency passage on Practice Book A page 48 again.

Tell students to pay close attention and listen to your pronunciation. Then

read one sentence at a time and have students echo-read the sentence,

first as class and then one by one. As students read, listen carefully for

accuracy.

During independent reading time, have students work with partners. One

student reads aloud while the other repeats each sentence back. Circulate

and provide constructive feedback, as necessary.

TIMED READING

At the end of the week, have students do a final timed reading of the

passage on Practice Book A, page 48. Students should

■ begin reading the passage aloud when you say “Go.”

■ stop reading the passage after one minute when you say “Stop.”

As students read, note any miscues. Coach students as needed. Help

students record and graph the number of words they read correctly.

Vocabulary

Objective Apply vocabulary word meanings

Materials • Vocabulary Cards • Transparencies 7a and 7b

VOCABULARY WORDS

Display the Vocabulary Cards for this week’s words: overheard, boycott,

opportunities, citizen, unions, strikes, and border. Help students read these

words and circle any context clues on Transparencies 7a and 7b.

Help students locate the definitions of each word in the Glossary of the

Student Book, and discuss meanings. Then give students one sentence

for each vocabulary word. Have students decide whether the sentences

are true or false.


Have students pause after

each paragraph and review

any words they found

difficult. If students read

without sufficient accuracy,

reread the passage to them

more slowly, modeling the

correct pronunciation of

each word. Then have them

echo-read with the proper

pronunciation.

ConstructiveFeedback

My Diary from Here to There 207N

Vocabulary

Approaching Level Options

Review last week’s words

(flinched, fluke, gaped,

insult, legendary,

muttered, snickering)

and this week’s words

(border, boycotts, citizen,

opportunities, overheard,

strikes, unions). Help

students write a synonym for

each word.

Objective Identify word origins

Materials • Dictionary

DICTIONARY: WORD ORIGINS

■ Review how to find word origins in a dictionary by using boycott.

■ Have students create new words using parts of their own names. Ask

students to write paragraphs explaining the word origin of the new

word. Students can share with partners or groups.

Comprehension

Objective Make inferences

Materials • Student Book “Mexico: My New Home” • Transparencies 7a and 7b


Tell students that by asking themselves questions as they read, they can

check their understanding and focus on what is happening and what may

happen next. They will also make inferences more easily.


Explain/Model

■ Use what the author tells you, combined with what you already know, to

understand what the author does not state about the plot.

■ Generating questions can help a reader predict what is likely to happen.

Display Transparencies 7a and 7b. Reread the first two paragraphs.

Think Aloud

I read that Paul thinks that moving to a new country is an

adventure. I will use clues from the story and from my own experiences

to ask questions and figure out why Paul views moving to Mexico as a

new adventure. I can ask myself how I would feel.

Practice/Apply

Reread “Mexico: My New Home” with students. After reading, invite

students to restate the letter, stopping frequently so that they can use

the text and what they already know to help them make inferences about

Paul and what he may do. Discuss with students the following questions.

■ Does Paul seem like a person who is able to adjust easily to a new place?

■ Do you think Paul enjoys learning about a new culture?

Student Book, orTransparencies 7a and 7b

by Harold Johnson

Cooperative Learning

Review “Mexico: My New

Home” and the primary

source it uses to tell

the story. Discuss ways

students could document

their experiences as fourth

graders through primary

sources, such as letters,

oral histories, and journals.

Have students work in

groups and list important

experiences and decide

how they would record

each event and explain

their choices.

207O

Leveled ReaderLeveled Reader Lesson

Objective Read to apply strategies and skills

Materials • Leveled Reader Lili Kiat • Student Book My Diary from Here to There

PREVIEW AND PREDICT

Have students look at the cover, read the title, and preview the first

two chapters. Have them make predictions about the story and set a

purpose for reading. Ask students if they have any questions.

VOCABULARY WORDS

Review the Vocabulary Words as needed. Suggest that students note

any unfamiliar words as they read and try to use their knowledge of

word origins to figure out their meanings.


Remind students that asking questions as they read can help them

figure out what may happen next.


Remind students to make inferences by paying attention to what the

author tells them, along with what they already know, to generate

questions about the plot, analyze characters, and predict likely outcomes.

Read Chapter 1 with students.

Think Aloud In the first chapter, I learn that Lili decides not to buy

grapes. She hopes that her father and uncle will understand why she

didn’t buy them. This tells me about her character. Her father’s and her

uncle’s reactions will probably affect the plot. I need to remember this

information for my Inferences Word Web.

READ AND RESPOND

Finish reading Lili Kiat with students. Ask students what they thought Lili’s

father and uncle would say about the grape boycott. Ask them if they

thought Lili’s father would make the Treasure Boat without grapes. Why or

why not? Work with students to review and revise their webs.

MAKE CONNECTIONS ACROSS TEXTS

Invite students to compare My Diary from Here to There and Lili Kiat.

■ Are Lili and Amada adjusting to their new countries? Use story details to

support your answer.

■ Do you think Amada would agree with Lili and take part in the boycott?

Leveled Reader

My Diary from Here to There 207P

Leveled Reader LessonVocabulary

On Level Options

Student Book


As I read, I will pay attention to end punctuation in each sentence.

Paolo stood on the deck of the steamship SS Laconia, 10 which was anchored in New York Harbor. He was trying

20 to see the island, but it was covered with morning mist.

31 It almost seemed dangerous, lurking in the water like a sea

42 monster. Paolo was very nervous, and the worst part was he

53 didn’t know why.

56 Paolo coughed. His cough was getting worse. It was

65 the air down in steerage, he thought. Deep down in the

76 ship was a large, open area filled with bunk beds. It was

88 called steerage. Paolo and his parents had spent the trip

98 from Italy in this big room. It was crowded with

108 immigrants who couldn’t afford the expensive tickets.

115 Paolo went up on deck to get a breath of air whenever he

128 could. The air blowing in from the ocean was a relief. 139

Comprehension Check

1. What is Paolo doing on a steamship? Make Inferences

2. Why might Paolo be nervous? Character

Words Read – Number of Errors = Words

Correct Score

First Read – =

Second Read – =

Paolo is trying to see Ellis Island. He is coming to American to begin a new life. Paolo might be nervous because he is getting sick. He might also be nervous because he is going to a new country to live.

Objective Apply vocabulary words and use a dictionary for word origins

Materials • Dictionary • Student Book “Immigrants in the Northeast”

VOCABULARY WORDS

Write: No one went to work all week because of the at the

factory. (opportunities, strike) Students should choose the best vocabulary

word. Then have small groups write their own sentences, leaving

blanks where words should be and including two vocabulary words in

parentheses. Groups can exchange and complete each other’s sentences.

DICTIONARY: WORD ORIGINS

Review with students how the dictionary can help them find the origins

of a word. Have students find the word immigrants in “Immigrants in the

Northeast.” Have them use the dictionary to find the word’s origin.

Text Feature

Objective Read primary sources for information

Materials • Journals, oral histories, and reference materials

• Student Book “Immigrants in the Northeast”

PRIMARY SOURCES

Discuss the purpose and importance of primary sources in a textbook

excerpt or nonfiction piece, such as “Immigrants in the Northeast.” Then

have students look through published journals, oral histories, or other

reference materials to point out and discuss primary sources.

Objective Read fluently with appropriate prosody at a rate of 84–104 WCPM

Materials • On Level Practice Book O, p. 48

REPEATED READING

Work with students to mark up the Fluency passage on page 48 of Practice

Book O. Remind them that paying close attention to punctuation will help

them with proper intonation and expression. Select one sentence and

model reading it as a statement, question, and exclamation. Then have

students echo-read the sentence, imitating your intonation.

Timed Reading During independent time, partners can take turns

reading the passage. Tell students to ask for help with any words they

have difficulty pronouncing. At the end of the week, have students do a

timed reading and record the words correct per minute (WCPM).

207Q



Materials • Leveled Reader Paolo • Student Book My Diary from Here to There

PREVIEW AND PREDICT

Have students preview Paolo. Have students write down questions they

have about Paolo. Ask them to predict the problem Paolo will have to

deal with.


Students can generate questions by making inferences based on what

the author tells them about the characters, as well as what they already

know.

Asking questions can help students understand what is happening

in the plot and what may happen next. Explain that students will fill in

information about what might happen in the story in their Inferences

Word Webs.


Use what the author tells you, combined with what you already know, to

figure out what the author has not stated about the plot and characters.

READ AND RESPOND

Read Chapter 1. Pause to discuss the details the author includes about

Paolo’s feelings, actions, and health. At the end of Chapter 1, fill in the

Inferences Word Web. Have students tell how the details in the story

helped them ask questions and make inferences about the plot.

VOCABULARY WORDS

As they read Paolo, ask students to point out the vocabulary words as they

appear. Then have them discuss how each word is used. Ask students how

Lorenzo describes the strike in which he was involved.

MAKE CONNECTIONS ACROSS TEXTS

Invite students to summarize and draw connections between My Diary

from Here to There and Paolo.

■ Ask students if they think Amada is as afraid as Paolo when she is

separated from her father.

■ Have students predict whether or not they think Paolo and Amada will

enjoy living in their new country.

ELLLeveled Reader

Go to pages

207U–207V.

Leveled Reader

My Diary from Here to There 207R

Vocabulary


Beyond Level Options

Objective Apply content vocabulary words

Materials • Student Book “Immigrants in the Northeast”

EXTEND VOCABULARY

Write the content words on the board (colonize, immigrants, cultures, and

customs) and use sentences that provide context clues to their meanings.

Invite students to make as many words as possible from the letters in a

content vocabulary word. For example, for the word immigrants: grant, ant,

migrant, grim, and so on.

Then have students write a sentence using the content word and one

or more of the words they made from the content word’s letters. For

example, Some immigrants become migrant workers.

Text Feature

Objective Use primary sources for information

Materials • Primary sources in published letters and journals

PRIMARY SOURCES

Point out that primary sources can help students find out about historical

events from the perspective of someone who lived through the events.

In “Immigrants in the Northeast,” how did Celia’s account of coming to

America help students better understand what that experience was like?

Have students find primary sources in published journals, oral histories,

and other resources. They may want to research primary sources related to

a particular culture or historical event. Ask them to write short paragraphs

and share with the class the primary source or sources they researched.

Objective Read fluently with appropriate prosody at a rate of 94–104 WCPM

Materials • Beyond Practice Book B, p. 48

REPEATED READING

Have students mark up the Fluency passage on page 48 of Practice Book

B. Remind them that paying close attention to punctuation will help them

with proper intonation and expression. Encourage them to point to the

end punctuation as you model reading aloud the entire passage. Contrast

intonation for questions, statements, and exclamations. Then read a few

sentences at a time, having students echo-read the sentences, imitating

your intonation.

Student Book

Skits Ask students to

review “Immigrants in

the Northeast.” Group

students together and ask

each group to write a skit

using the content words

in the script. Students can

use “Immigrants in the

Northeast” as a source for

the plot of their skits. Once

the groups are finished

writing, have each perform

its skit for the class.

207S



Materials • Leveled Reader Jin

PREVIEW AND PREDICT

Have students preview Jin, predict what it is about, and set a purpose

for reading.


Remind students that they can ask themselves questions as they read to

check their understanding of the story.


Ask students how generating questions can help a reader make

inferences about the plot. Then ask a volunteer to explain what the term

make inferences means and why it is important to understanding a story.

Explain that students will read Jin together, and discuss how to generate

questions that can help them understand the plot.

READ AND RESPOND

As students read, they should identify important information about

characters and events in the plot and fill in their Inferences Word Web.

VOCABULARY WORDS

Have students pay attention to vocabulary words as they come up. Help

students provide definitions as needed. Ask, What does Jin hope to do at

the border of the United States?

Self-Selected Reading

Objective Read independently to generate questions and make inferences

Materials • Leveled Readers or trade books at students’ reading level

READ TO MAKE INFERENCES

Invite students to choose a book for independent reading. As they read,

remind them that inferences about the plot can be made by paying

attention to details in a story and using what they already know.

After reading, ask students to write down two questions they asked as

they read the story. Invite them to share the details that then helped them

make inferences about the answers.

Leveled Reader

My Diary from Here to There 207T

English Language Learners

Academic LanguageThroughout the week, the English language learners will need help in

building their understanding of the academic language used in daily

instruction and assessment instruments. The following strategies will help

to increase their language proficiency and comprehension of content and

instructional words.

Strategies to Reinforce Academic Language

■ Use Context Academic Language (see chart below)

should be explained in the context of the task during

Whole Group. Use gestures, expressions, and visuals to

support meaning.

■ Use Visuals Use charts, transparencies, and graphic

organizers to explain key labels to help students

understand classroom language.

■ Model Demonstrate the task using academic language in

order for students to understand instruction.

Academic Language Used in Whole Group Instruction

Content/Theme Words Skill/Strategy Words Writing/Grammar Words

immigrants, immigration (p. 176)

landmarks (p. 176)

museums (p. 176)

ethnic (p. 202)

heritage (p. 202)

generate questions (p. 179A)

make inferences (p. 179A)

draw conclusions (p. 179A)

primary sources (p. 202)

first-person accounts (p. 202)

documents (p. 202)

testimonies (p. 202)

transitions (p. 206)

singular and plural nouns (p. 207I)

commas in a series (p. 207J)

For additional language

support and oral language

development, use the lesson

at www.macmillanmh.com

207U


ELL Leveled ReaderELL Leveled Reader Lesson Objective• To apply vocabulary and

comprehension skills

Materials

• ELL Leveled Reader

DAY 1 • Academic Language

• Oral Language and Vocabulary Review








• ELL Leveled Reader Comprehension Check and Literacy Activities

ELL Teacher’s Guide

for students who need

additional instruction

DEVELOP ORAL LANGUAGE

Build Background Display a world map and

point out Italy and the United States. Explain that

people from all over the world come to live in—

or immigrate to—the United States. Ask, Do you

know anyone who immigrated to this country? What

things are different from home? Write a list of the

different things.

Review Vocabulary Before class, write definitions on sentence strips.

Write the vocabulary and story support words on the board. Hand out the

strips and have students pair them to the words. Model using words in

sentences. Citizens of this country come from many ethnic backgrounds.

PREVIEW AND PREDICT

Point to the cover illustration and read the title aloud. Ask students, What

do you think the title means? When do you think this story happens? Read the

Table of Contents and ask students to make predictions.

Set a Purpose for Reading Show the Inferences Word Web and remind

students they have used it before. Ask them to make a similar web to record

clues and inferences as they read. Model how to generate questions.

Choose from among the differentiated strategies below to support

students’ reading at all stages of language acquisition.

Beginning

Shared Reading As you

read, model generating

questions to help students

follow the story. Why was

Paolo nervous? Use clues to

make inferences and record

the information on the map.

Intermediate

Read Together Model

generating questions and

making inferences. Why

was Paolo on a ship? Record

responses. Take turns reading

with students. Have them stop

to ask themselves questions.

Advanced

Independent Reading

Have students work with

a partner to generate

questions. Remind them to

ask why, when, what, and how

questions. Have them use

the strategy to fill in the web.

Remind students to use the vocabulary and story words in their whole

group activities.

a new a new homehome

by Bob McCallillustrated by Paul Lee

Historical Fiction

My Diary from Here to There 207V

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