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Measuring Up to the TEKS Sample Pack
Reading | Grade 4 | Lessons 19, 25, 26 The sample pack features:
• 3 full student lessons with complete Teacher Edition lessons • 1 full Table of Contents for your grade level • Lesson Correlations
Developed to meet the rigor of the TEKS, Measuring Up
employs support for using and applying critical thinking skillswith direct standards instruction that elevate and engagestudent thinking.
TEKS-based lessons featureintroductions that set studentsup for success with:
Academic Vocabulary
Step-by-Step Problem Solving
Demonstrate Higher-OrderThinking Skills
Multi-Step and Dual-CodedQuestions
Focus on Financial Literacy
Guided Instruction and Independent Learning strengthen learning with:
Deep thinking prompts
Collaborative learning
Self-evaluation
Demonstration of problem-solving logic
Application of higher-order thinking
Flexible design meets the needs of whole- or small-group instruction.Use for:
Introducing TEKS
Reinforcement
Intervention
Saturday Program
Before or After School
Extend learning with online digital resources!
Measuring Up Live 2.0 blends instructional print resources with online, dynamic assessment and practice. Meet the needs of all students for standards mastery with resources that pinpointstudent needs with customized practice.
249Master yEducation.com Copying is illegal. Unit 3 • Understanding and Analysis of Informational Texts
Explain the Author’s Purpose
4.7(G) Discuss specific ideas in the text that are important to the meaning. 4.10(A) Explain the author’s purpose and message within a text.4.4 Use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.4.5 Self-select text and read independently for a sustained period of time.
Lesson19
Unit 3 • Understanding and Analysis of Infor mational Texts
Introduction
Real-World Connection
Tina’s class is studying the environment. She learns that, although scientists know a lot about the environment, it is so big and complex that they still do not understand how it all works. There are many opinions about how people should manage the environment.
To help the students sor t through these ideas, the teacher asks each student to bring in an article about something happening locally that affects the environment. Tina finds an article about the local recycling program. Other students bring in articles about the weather and other topics. Now they need to make sense of all these different ideas. We will practice the skills in Guided Instruction and Independent Practice. Then, at the end of the lesson, we will come back to Tina and see how these articles fit together.
What I Am Going to Learn
• Discuss ideas in the text that are impor tant to the text’s meaning.
• Explain the author’s purpose or message.
What I May Already Know 3.7(G), 3.10(A)
• I know how to describe impor tant ideas in the text.
• I know how to explain an author’s purpose and message for writing.
Words to Knowpurposeinferinformdescribepersuade
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250 Reading • Level D Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills
Lesson 19 Explain the Author’s Purpose
Understand the TEKS
These vocabulary words will help you understand the TEKS.
Every author has a purpose, or reason, for writing. Sometimes the writer states the purpose clearly. Sometimes you have to infer, or guess, what the author is saying. When you read, it is impor tant to identify the author’s purpose. Using clues from the text, you can often figure out an author’s purpose or message.
Authors have many purposes for writing. In fiction, the purpose is usually to enter tain and sometimes to educate. In nonfiction, authors often combine more than one purpose to get their messages across. Look for these five basic purposes authors use in nonfiction writing.
• Inform – The author gives the reader information, facts, and descriptions about a subject. Textbooks and news articles inform readers.
• Explain – The author will tell the reader how to do something. Instructions and How-To books are good examples of writing to explain.
• Describe – The author will provide details to describe what something is like.
• Persuade – The author will try to persuade (convince) the reader or try to change the reader’s mind about something.
• Express – The author will express strong feelings and thoughts about a topic.
Read this nonfiction passage.
Making orange juice is easy. First, gather everything you will need: two oranges cut in half across the middle, a glass or plastic juicer, and a glass that the juicer fits over. Place the juicer over the opening of the glass so that the cone sticks up.
• What is the author’s purpose?
• How do you know?
Read this nonfiction passage.
There is no question that a bee sting hurts. The stinger on a bee is an impor tant part, or organ, of the bee. It is the organ that helps a female bee lay eggs. A bee will sting to defend its nest. The stinger is sharp with small pieces sticking out its sides called barbs.
Hint, HintGlance through an article before you read it. Read the title and headings. Look at the pictures or any graphs or tables. See if there are any words in bold or special quotes in boxes. These will help you get an idea of what the author’s purpose is before you start reading.
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251Master yEducation.com Copying is illegal. Unit 3 • Understanding and Analysis of Informational Texts
Explain the Author’s Purpose Lesson 19
• What is the author’s purpose?
• How do you know?
Now try a fiction passage.
Tonight I pulled out my list of terrifying things and officially crossed off lizards. I thought about it, and then I crossed off crickets. Spiders were next on my list. Then I decided I had crossed off enough things for one year.
• What is the author’s purpose?
• How do you know?
Some pieces of writing may use more than one purpose. For example, if an author wants to convince you to eat more fruit, he or she might describe how delicious a fresh orange is, inform you of all the nutrients it has, and then persuade you to try eating oranges because top athletes do, too.
As you are reading, if the reader’s purpose or message seems confusing or does not make sense, you can slow down. It is impor tant to read with fluency—with the proper speed, accuracy, and expression—whether you read a book your teacher assigns or you read for yourself. Read out loud to yourself to hear how fluent you are. You will know you are fluent when you sound like you are talking to your friends and not like a robot. When you are not struggling to read and can read fluently, the author’s purpose will make more sense.
When the author’s purpose is clear, you can more easily share what you have learned with others. Talking about impor tant ideas in the text helps you understand it more. It also helps you deepen your understanding when you hear what others think about the same text.
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252 Reading • Level D Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills
Lesson 19 Explain the Author’s Purpose
Guided Instruction
Read the passage below. Then answer the questions in the margin and complete the activities.
Be a Clownby Karen Bradley Cain
Do you love to make people happy?
Then you may have what it takes to be a clown.
1 It takes more than big shoes and baggy pants to be a clown. Great clowns have one thing in common: They love to make people happy.
2 “If friends laugh at your funny faces, if grownups smile at your silly jokes, then you have what it takes to be a clown,” says Ron Cain, who teaches clowning to children throughout New York State.
3 As Yo-Yo the Magic Clown, he also performs shows featuring magic and yo-yo-tricks. Cain offers this step-by-step guide to students hoping to follow in his oversize footsteps:
4 Choose a clown identity that fits your personality. Are you the silly type? Then try being an Auguste clown; this type looks and acts goofy, like Bozo. If you prefer a more elegant approach, try being a Whiteface clown, who often wears ruffles and a cone-shaped hat. Or perhaps you’re more the Character clown type, who make ordinary people larger—and funnier—than life. Of course, you can combine these types to create a new kind of clown all your own.
5 Look for a name that suits your silly self. A clumsy ballerina might be called “Twinkletoes.” Your clown name might also be inspired by your costume (“Patches”); your personality (“Perky”); your skills (“Jugglebuggle”); or even your real name (“Jessie the Jester”).
6 Outline your clown face on paper. Do you want a big smile? Or a sad, tear-stained face? When you’re ready, buy theatrical face paints at a costume or party store. Put a layer of white paint all over your face, or choose a
Read paragraphs 1 and 2. What do you think is the author’s main purpose for writing this article? Highlight the sentence that helps you determine this.
Read paragraph 3. What does the author think about Ron Cain?
Look at the boldface headings. What do they tell you?
What is the purpose of paragraph 5?
Guided Questions
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Explain the Author’s Purpose Lesson 19
makeup that matches your skin color; be sure to avoid your eyes. Use other colors to exaggerate your features or make designs. When you’re done, pat all over with powder.
7 Wear a costume that matches your clown identity. Clown clothes tend to be too big or too small. Mix loose-fitting striped pants with a big plaid shirt and flowered tie. Perch a tiny hat on your head. Clown noses, wigs, and giant shoes can be picked up at costume shops.
8 Now it’s time for your act. Adopt a weird voice or wacky walk. Show off your talent for music, magic, gymnastics, or balloon animals. Props can be funny, too: Try feather dusters or fly swatters. Or you might try a gag, such as jumping up and down when you shake hands. Just remember not to make fun of anyone else. You’re the clown, so the joke should be on you!
9 Check out the World Clown Association at URL has changed to: www.worldclown.com or Clowns of America, International at mycoai.com.
Glance through the article. Which paragraph would you read if you wanted to find out what your clown should wear? How do you know this?
What is the important idea the author gives in paragraph 8?
Why did the author include the information in paragraph 9?
Guided Questions
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254 Reading • Level D Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills
Lesson 19 Explain the Author’s Purpose
Critical Thinking
1. The author provides a lot of information about being a clown. Do you think she also wants to make being a clown seem simple and fun? Use examples to explain your answer.
2. What are the author’s two main purposes? Use evidence from the text to suppor t your answer.
3. Pair up with another student. Imagine you have discovered a new clown. Use the article to decide and describe what the clown is like. Then, create a poster that advertises a show starring the clown. Remember that a poster like this has two main purposes. First, it gives impor tant information about the event. Second, it persuades people who see it to come to the show. Share your poster with the class. Vote to see which poster is the most persuasive, and list reasons why.
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255Master yEducation.com Copying is illegal. Unit 3 • Understanding and Analysis of Informational Texts
Explain the Author’s Purpose Lesson 19
How Am I Doing?
★ What questions do you have?
★ How does writing that persuades differ from writing that informs?
★ Color in the traffic signal that shows how you are doing with the skill.
I need help.
I almost have it.
I know
the skill.
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256 Reading • Level D Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills
Lesson 19 Explain the Author’s Purpose
Independent Practice
★ Practice
Read the selection and choose the best answer to each question.
Carrie, Navajo Fancy Dancerby Nancy Bo Flood
1 A conversation with a young Navajo dancer . . .
2 “My name is Carrie. I am Navajo, born into the Bitterwater Clan. I live in Arizona on the Navajo Nation near Tuba City. This part of the reservation is called Tsh Naees Dizi, or ‘the place of many springs.’ While attending grade school in Tuba City, I decided to become a fancy shawl dancer. Dance is important to my people. Dance is a way of praying, healing, celebrating, and even laughing. The traditional dances . . . were given to us by our ancestors. The oldest dances are for prayer, not for performing. Social dances, like the shawl dance, are for powwows and celebrating.”
3 Carrie sat across from me, her dark eyes shining with pride as she showed me her photo, dressed to dance at a powwow.* She also brought the beaded cedar bag, necklaces, and hairpieces she wears when she dances.
4 “I chose to learn the shawl dance, a fancy dance. At a powwow, the drums start beating fast, and we start singing. Soon the arena is filled with men and women, girls and boys, of all ages. Everyone is wearing colorful outfits (called regalia). A fancy dancer carries a long-tasseled shawl. We spin and twirl, stepping light and fast. We circle . . . the arena, lifting our arms and spreading our shawls open, appearing as butterflies.
5 “I feel the quick beat, beat, beating of the drums. I sing the words sung by our ancestors . . . in old languages, so few know their exact meaning. But I . . . feel what the music is saying. Sometimes I end up crying . . .”
6 Carrie showed me the special clothes she wears when she dances. From the embroidered shawl to the white buckskin moccasins, everything was a gift from someone in her family.
* A powwow is a traditional Native American celebration that includes music and dancing.
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Explain the Author’s Purpose Lesson 19
7 “Most of my dance regalia is old, treasures handed down from my aunt. When she saw that I was determined to be a dancer, she gave me her shawl embroidered with turquoise flowers, . . . the border of fringe swirls around my moccasins. She also gave me the jewelry she used when dancing. My mother made matching dresses. My favorite was blue, the color of the desert sky . . . beaded with flowers. My grandmother surprised me with her old, special cedar bag. This bag holds sweet-smelling cedar offered with prayers. . . . When I am ready to dance, I tie her cedar bag to my waist belt.
8 “Becoming a dancer means first watching. During the day-long powwows, I sat next to the drummers. Five or six sat around a huge round drum, beating and singing the songs. As I learned the words, I watched how the dancers moved their feet, their heads, and their arms. I knew one day I would have to step out and join the circle. Would I ever be brave enough?”
9 Carrie smiled. “I was! There’s no test. You just step out and do it. I wore the gifts from my family and felt the ancient words in my heart. I stepped into the arena. Was I ever surprised! I loved it.”
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258 Reading • Level D Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills
Lesson 19 Explain the Author’s Purpose
1 How is the conversation important to the meaning of the article?
A It convinces readers to try to become fancy dancers.
B It explains to readers why there are so few fancy dancers left.
C It describes for readers what it is like to be a fancy dancer in a powwow.
D It informs readers of the steps they need to take to become fancy dancers.
2 In paragraph 7, what is the important message about how Carrie’s family feels about her becoming a fancy dancer?
F They are proud of her.
G They think it costs too much.
H They want her to change her mind.
J They expected her to make this choice.
3 What is the most important idea discussed in paragraph 2?
A Carrie went to grade school in Tuba City.
B Dance is important to Navajo culture.
C Dance is a way of praying for Navajos.
D Carrie wanted to be a part of powwows.
4 What words in paragraph 3 describe an important message that shows how Carrie feels about the powwow?
F dressed to dance
G shining with pride
H showed me her photo
J brought the beaded cedar bag
5 What evidence in paragraph 4 shows that the author’s purpose is to describe shawl dancing?
A She uses words that appeal to the senses.
B She gives the reason she became a shawl dancer.
C She tells the story of what happens at a powwow.
D She lists the kind of people who become shawl dancers.
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259Master yEducation.com Copying is illegal. Unit 3 • Understanding and Analysis of Informational Texts
Explain the Author’s Purpose Lesson 19
1 In paragraph 5, the author uses Carrie’s words mainly to —
A show the different steps a dancer does
B explain the meaning of the words of the songs
C tell an entertaining anecdote about a shawl dancer
D express strong feelings about the beauty of the dance
2 What message does the author convey to readers?
F She admires the dancers.
G She has been a Navajo dancer.
H She wants to learn Navajo dancing.
J She believes Navajo dancing is silly.
3 In paragraph 8, Carrie is trying to explain —
A how dancers learn the shawl dance
B how easy the shawl dance is to learn
C how many people it takes to teach the shawl dance
D how long it takes to teach new people the shawl dance
4 In paragraph 3, the author most likely describes what Carrie brought so that readers —
F will believe that Navajo people are artistic
G can have a clear picture of what Carrie looks like
H know what shawl dancers need when they go out to perform
J will understand how important they are when Carrie talks about them
5 In paragraph 9, what message does the author convey about Carrie?
A She does not want to disappoint her family.
B She does not know that she would like dancing so much.
C She does not understand how important dancing is.
D She does not think her hand-me-down clothes would be accepted.
Assessment
Choose the best answer to each question.
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260 Reading • Level D Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills
Lesson 19 Explain the Author’s Purpose
Exit Ticket
Now that you have mastered the skill of identifying an author’s purpose and message, let’s revisit Tina and the Real-World Connection.
Tina finds an article titled “Recycle Today and Save Tomorrow.” Her friend Lars shows her an article titled “Now Spring Comes One Week Earlier, Sc ientists Say.” Help Tina make sense of these articles and what they say about the environment. Review the basic author purposes in nonfiction. Then for each article, identify the author’s purpose. Explain your choices.
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319Master yEducation.com Copying is illegal. Unit 3 • Understanding and Analysis of Informational Texts
Use Text Features to Make Predictions
4.6(C) Make, correct, and confirm predictions using text features, characteristics of genre, and structures.4.7(F) Respond using newly acquired vocabulary as appropriate.4.9(D) Recognize characteristics and structures of informational text, including: (iii) organizational patterns such as compare and contrast.
Lesson25
Introduction
Real-World Connection
Juanita is writing an essay about her favorite topic—outer space. She already knows a lot about the subject and has recently spent time learning even more to prepare for this paper. Juanita has a lot of material to cover in her essay and is also planning to include space-related vocabular y that may be unfamiliar to many readers. She is worried that readers will get confused with so much information. How can Juanita, like many authors of informational text, keep the information in her essay organized and easy to understand? We will practice the skills in Guided Instruction and Independent Practice. Then, at the end of the lesson, we will revisit Juanita and her essay.
What I Am Going to Learn
• Use text features to make predictions.
• Use new vocabular y appropriately.
• Recognize organizational patterns of a text.
What I May Already Know 3.6(C), 3.7(F), 3.9(D)(iii)
• I know how to make, correct, and confirm predictions as I read.
• I know how to use new words I learn.
• I know how to identify compare and contrast in informational texts.
Words to Knowpredictiontopic sentenceconcluding sentencesectionheadingboldfacesidebarcaptionguide word
Hint, HintPreview an informational article before you read it. Use the special features to get a general idea of what the article is about.
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320 Reading • Level D Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills
Lesson 25 Use Text Features to Make Predictions
Understand the TEKS
These vocabulary words will help you understand the TEKS.
Informational texts can be organized in several ways. Sometimes an author explains how two things are the same or different to help you understand the content. This organizational structure is called compare and contrast. Other organizational structures include cause and effect, problem and solution, and sequence.
Text FeaturesInformational texts contain special features to help you gain an overview of the contents and make it easy to locate information. These special features often provide clues about upcoming content. When you use these features to guess what comes next in the text, you are making a prediction. When you read, you can use these special features to make predictions and deepen your understanding of the text.
Topic Sentence and Concluding Sentence A paragraph is a group of sentences that tell about a single topic and express a main idea about that topic. The group of sentences is indented to show when the paragraph begins. Each paragraph contains a topic sentence and a concluding sentence .
The topic sentence tells the most impor tant idea in the paragraph about the topic. Most often, it occurs at the beginning of a paragraph. After reading the topic sentence, you can predict what information will be covered in that paragraph.
• What predictions can you make about the sor t of information that might be covered after this topic sentence?
There are several reasons why dogs make great pets.
The concluding sentence is usually at or near the end of the paragraph. It restates the main idea and sums up the details in the paragraph. After reading the concluding sentence, you can either confirm or correct your initial prediction about the paragraph.
SectionsA section is a group of paragraphs related to the same big idea. Facts and details in informational articles are often organized into sections.
HeadingsHeadings are titles that appear at the beginning of sections. They are usually printed in boldface or colored type. Sometimes they are in all capital letters. Sometimes they are printed in italic type.
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321Master yEducation.com Copying is illegal. Unit 3 • Understanding and Analysis of Informational Texts
Use Text Features to Make Predictions Lesson 25
• When you skim an article, what text feature can you use to predict what each section of an article will be about?
Sidebar A sidebar is a block of extra information that is printed alongside or at the side of the article. This is usually additional information that is related to the article. Reading the sidebar will help your understanding of the topic.
Illustrations Illustrations such as drawings and photographs show impor tant information. Usually, they have captions that tell what you are seeing. The captions usually appear at the bottom of the illustration. Make sure to review the illustrations and captions so that you can connect the information to the article’s main message.
Important Words Informational texts often contain impor tant vocabular y that you need to know . These words may be printed in boldface or italic type. They may have a raised symbol (*) or raised number (¹) next to them. This tells you that there is a footnote at the bottom of the page. The definition of the word or an explanation of it appears in the footnote.
Guide Words Some types of informational texts have guide words at the top of each page. For example, encyclopedias, dictionaries, glossaries, and thesauruses use guide words to help you locate information. This pair of words tells you that articles or words that fall alphabetically between these two guide words appear on this page. You can use this pair of words to make predictions about what you will see on each page.
• Imagine the guide words at the top of an encyclopedia page are cameras/cars. Make a prediction about what will appear on that page.
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322 Reading • Level D Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills
Lesson 25 Use Text Features to Make Predictions
The Octopus Motherby Don C. Reed
1 Reaching toward the ceiling of the underwater cave, the octopus mother touched something white and delicate and beautiful. A Her suckered1 arms stroked what looked like a piece of lace from a wedding dress.
2 This was her egg sac, containing perhaps two hundred thousand tiny octopus eggs, all stuck together. In each transparent eggshell was a baby octopus, as big as the head of a pin.
3 Many of the babies were already wiggling, nearly ready to be born. The mother octopus kept the egg sac clean so that water could filter through. The babies had to breathe through tiny holes in the thin wall of the sac. If underwater dust settled onto it, the babies would not be able to breathe.
4 There were a lot of eggs; there had to be. After hatching, all but one or two of the babies would be eaten by fish, lobsters, sharks, and other creatures of the sea. But they would not be eaten yet, not while their mother was there to protect them.
5 Outside the cave were several scattered crab shells. Octopuses eat crabs by biting them, paralyzing them with poison, and then sucking and plucking out the crabmeat.
6 These crab shells were old. The octopus mother had not eaten in more than a week. She would not leave her babies for any reason now, not even food. She might die of hunger, but she would not leave her eggs.
1 suckered–having suckers, or organs that help the octopus cling to or hold things
Look at sentence A in paragraph 1. How do you know that you can find a definition of suckered at the bottom of the page?
Highlight the topic sentence in paragraph 4.
Based on the topic sentence, what predictions can you make about the rest of paragraph 4?
Guided Questions
Guided Instruction
Read the passage below. Then answer the questions in the margin and complete the activities.
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323Master yEducation.com Copying is illegal. Unit 3 • Understanding and Analysis of Informational Texts
Use Text Features to Make Predictions Lesson 25
A Deadly Moray Eel
7 Night fell, and moonlight played gently into the cave. Over a ridge of underwater rock came a moray eel, a snakelike fish that loves to feed on octopus.
8 The moray was not large, only four feet long or so. But he was muscular under the soft, slimy skin, and his teeth were like slivers of glass.
9 The moray hunted equally well at night and by day because he hunted by smell, using twin sets of nostrils. Many species of morays have these double noses, which help them follow the scent that all animals leave, even underwater. A moray’s eyesight is not good.
10 Suddenly the eel twitched to one side. He had caught the scent of his favorite food. He was not sure where it had come from.
11 The octopus mother had very little scent now, perhaps because she had not eaten for such a long time. The eggs themselves gave off almost no scent at all.
Look at the heading above paragraphs 7–13. What prediction can you make about the paragraphs in this section?
What is the main message in paragraph 9?
What text feature in paragraph 9 helped you figure that out?
Guided Questions
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Lesson 25 Use Text Features to Make Predictions
12 But the moray smelled something. His long head poked around and then stopped in front of the octopus cave. He opened his jaws a little wider, taking a deeper breath. B The black-edged gill holes2 puffed out at the edge of his lower jaw.
13 The moray poked his head into the cave.
A Battle
14 The octopus mother jumped on the eel so fast that he pulled back into an S shape, out of the cave. Then the eel was rolling, twisting, snapping his teeth.
15 The mother was all over him, trying to plug the gill holes under his jaw. But the moray was too strong for her. Making a loop out of his body, he pushed himself through the living knot of octopus arms, scraping her off.
16 Instantly the eel turned and attacked. Snagging one of the octopus’s legs, the moray bit down. He spun, biting off the leg.
17 As the moray gulped and swallowed, the octopus had one second to play her final trick of self-defense. She squirted a blast of purple ink. Looking almost like an octopus, the blob of ink hung in the water.
18 The eel bit the blob. But it was nothing but strange-tasting water. Where was the food? Worst of all, the ink had made the moray’s nose numb. He could smell nothing!
Hidden in Plain Sight
19 The octopus was just six feet away. After squirting her mildly poisonous ink, she had sucked a quick gulp of water. Then she jetted a short distance by shooting the water out of a tube on her underside.
20 Changing color to look like a rock, she held still. If the moray went back to the cave, she would fight him again.
2 gill holes Moray eels inhale water through their mouths. The water passes over the gills, which pick up oxygen from it. Then it leaves through the two small gill holes, or slits, on the sides of its face.
Look at sentence B in paragraph 12. Where can you find an explanation of gill holes?
What text feature does the author use to tell you what paragraphs 14–18 will be about?
Highlight the topic sentence in paragraph 17. What can you predict based on this sentence?
What is the octopus mother’s final trick?
Guided Questions
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325Master yEducation.com Copying is illegal. Unit 3 • Understanding and Analysis of Informational Texts
Use Text Features to Make Predictions Lesson 25
21 The eel poked through the ink cloud. Once, he bumped into the octopus but did not know what he had touched. At last the eel left.
22 The mother went back to her babies. She stroked and cleaned the egg sac. In time, if she lived, a smaller, thinner arm would grow in place of the missing one.
23 Three days later, as a sunbeam entered the cave, one of the eggs broke apart. A tiny transparent octopus wriggled out. Except for its black eyes, it seemed to be made of crystal.
24 Soon there was another and another beside it, then dozens, then hundreds, and finally thousands. The current picked up the babies, carrying them away.
25 Most of them would be eaten by fish. But a few would survive. They had a chance now.
26 The octopus mother watched them go.
Critical Thinking
1. Reread paragraphs 1–6. Create a heading that could appear on the top of this section.
2. Create a caption for the illustration between paragraphs 6 and 7.
3. Work in a team. Go online to research more about how sea creatures protect their young and about octopuses in general. Based on your research, write a shor t paragraph that could be a sidebar to this article.
Look at the heading above paragraphs 19–26. What predictions can you make about the upcoming section?
Guided Questions
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326 Reading • Level D Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills
Lesson 25 Use Text Features to Make Predictions
How Am I Doing?
★ What questions do you have?
★ How do text features help you make predictions about a text?
★ Color in the traffic signal that shows how you are doing with the skill.
I need help.
I almost have it.
I know
the skill.
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327Master yEducation.com Copying is illegal. Unit 3 • Understanding and Analysis of Informational Texts
Use Text Features to Make Predictions Lesson 25
Independent Practice
★ Practice
Read the selection and choose the best answer to each question.
The Things Wings Do by Keith D. Waddington
1 Insect wings have many different shapes and colors. They also have different uses.
2 Most insects have two pairs of wings, with one pair behind the other. These wings are used for flying, of course. But wings can help an insect in other ways, too.
Flying
3 How fast can an insect fly? That depends on the size and speed of the wings. Houseflies can go fast because they have small wings that flap quickly.
4 The same is true for honeybees. A honeybee can flap its small wings 225 times each second, and it can fly fourteen miles an hour. That’s fast for an insect. But butterflies drift from flower to flower. They flap their broad wings slowly. Sometimes they glide without flapping at all. These big wings could break if the butterfly flapped as hard as a bee does.
Hard Coverings
5 Wings are not just for flying. In fact, a beetle’s front wings are not for flying at all. These two wings are hard. When the beetle rests or walks, they cover its soft body like two pieces of a nutshell. These wings help protect the beetle from being eaten by birds.
6 When the beetle flies, it holds its front wings out to the sides. With these hard wings out of the way, the beetle can fly with its small back wings.
The honeybee fl ies from fl ower to fl ower. It also uses its wings to talk to other bees.
Beetles have hard front wings that cover their backs. The wings help protect the insects.
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Lesson 25 Use Text Features to Make Predictions
Colors for Hiding
7 Some wings have colors and patterns that make the insect hard to see. These wings look like the places where the insect rests. When the creature holds still, it doesn’t look like an insect. It looks like a leaf or stone or piece of bark. The colors help the insect hide from animals that might eat it. This kind of coloring is called camouflage.
8 Grasshoppers have camouflage. When they sit on plants, their wings look like the leaves around them.
9 Some moths have wings with camouflage that looks like tree bark. They can rest on trees without being found.
Bright Colors
10 Some insects don’t hide at all. Instead, their wings have bright colors that can be seen from far away.
11 Scientists say these wings have warning colors because the colors warn birds that the insects are not good to eat.
12 The wings of the monarch butterfly have warning colors of bright orange with black. A bird might eat one of these butterflies. But after the bad taste of that meal, the colors warn the bird not to eat another one.
13 Most people think wings are just for flying. I like to tell them about these amazing uses.
This moth’s colors are hard to see when the insect rests on the side of a tree—but easy to see when it’s on a leaf.
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329Master yEducation.com Copying is illegal. Unit 3 • Understanding and Analysis of Informational Texts
Use Text Features to Make Predictions Lesson 25
1 After reading the first heading, the reader can predict that paragraphs 3 and 4 will be about —
A where bees live
B how wings help insects fly
C insects that have two pairs of wings
D how honey bees communicate
2 The author uses italic type in the first sentence of paragraph 3 to let the reader know that —
F the question is important to the main message of paragraph 3
G the question provides additional information unrelated to the paragraph
H paragraph 3 belongs under a different heading
J the illustration next to the paragraph will answer the question
3 What two insects are contrasted in paragraph 4?
A Honeybees and beetles
B Houseflies and moths
C Honeybees and butterflies
D Beetles and butterflies
4 Which text feature in the passage lets the reader know that bees use their wings to communicate with each other?
F Topic sentence
G Sidebar
H Caption
J Concluding sentence
5 What is the main message of paragraph 7?
A Some wings have colors and patterns that make the insect hard to see.
B These wings look like the places where the insect rests.
C When the creature holds still, it doesn’t look like an insect.
D It looks like a leaf or stone or piece of bark.
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330 Reading • Level D Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills
Lesson 25 Use Text Features to Make Predictions
Assessment
Choose the best answer to each question.
1 Which type of text feature does the author use to let the reader know what paragraphs 5 and 6 will be about?
A Heading
B Caption
C Illustration
D Sidebar
2 Where could the author add some information related to the article?
F In a concluding sentence
G In a sidebar
H In boldface text
J In a caption
3 Which text feature supports the information in paragraph 7?
A The caption under the honeybee illustration
B The heading Bright Colors
C The caption under the moth illustration
D The heading Flying
4 The author includes the caption under the illustration of a beetle to —
F i nclude related information in addition to the article
G s upport the information in paragraphs 5 and 6
H s how the reader that beetles use camouflage to hide
J p rove the information in the Bright Colors section
5 If the reader wants to find information about why a monarch butterfly’s wings are vibrant orange and black, the best place to look would be under the heading —
A Flying
B Hard Coverings
C Colors for Hiding
D Bright Colors
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331Master yEducation.com Copying is illegal. Unit 3 • Understanding and Analysis of Informational Texts
Use Text Features to Make Predictions Lesson 25
Exit Ticket
Now you know all about text features. Let’s revisit the Real-World Connection to see how Juanita is doing with her essay about outer space.
Juanita has a lot to share about outer space. How can Juanita, like many authors of informational text, keep the information in her essay organized and easy to understand? In your response make sure to use some of the new vocabular y words from the lesson.
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345Master yEducation.com Copying is illegal. Unit 4 • Understanding and Analysis of Argumentative Texts
Recognize a ClaimLesson26
Unit 4 • Understanding and Analysis of Ar gumentative T exts
Introduction
Real-World Connection
While looking at some websites one Saturday morning, Stephen found a blog post about changing the school week to six days instead of five. The blog author said school officials should consider the longer school week because children would have more time to learn. She wrote about students in schools in other countries who have high test scores and a six-day school week. The author ended the post by suggesting that parents everywhere talk to their school boards to encourage a longer school week.
Stephen was not sure what to think about this blog post. Was it a news article? Was it an opinion post? We will practice the skills in Guided Instruction and the Independent Practice. Then, at the end of the lesson, we will revisit Stephen and the Real-World Connection.
What I Am Going to Learn
• Identify claims in argumentative texts.
• Identify ideas in texts that are impor tant to their meaning.
What I May Already Know 3.9(E)(i), 3.7(G)
• I know how to find characteristics of argumentative texts.
• I know how to find ideas that are impor tant to a text’s meaning.
Words to Knowargumentative textclaim
4.9(E) Recognize characteristics and structures of argumentative text by: (i) identifying the claim.
4.7(G) Discuss specific ideas in the text that are important to the meaning.
LLLLLLLLLLLLLLLLLLesson2266
Lesson26
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346 Reading • Level D Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills
Lesson 26 Recognize a Claim
Understand the TEKS
These vocabulary words will help you understand the TEKS.
Argumentative text is writing that tries to get readers to do something or to believe something. Its purpose is to influence what the readers think or do.
You come across argumentative text every day. Think about these examples.
• An advertisement tries to get you to buy a cer tain pair of jeans.
• A brochure encourages you to take a trip to Mexico.
• An editorial in the school newspaper tries to convince you that eating healthy foods is good for you and tasty, too.
• A website tries to tell you a particular spor ts team is outstanding.
Look at this example in a local newspaper.
Town Grocer y is the best place to buy your food. At Town Grocer y you will get the lowest prices for all your needs. Milk costs just $1.49 a gallon. The workers are friendly and helpful at Town Grocer y. Each worker knows how to do all the jobs in the store and can answer your questions. Come and shop at Town Grocer y!
The author is trying to get more people to shop at Town Grocer y. First, this argumentative text tells the author’s opinion.
Town Grocer y is the best place to buy your food.
Next, the author gives two reasons.
• You will get the lowest prices.
• The workers are friendly and helpful.
Finally, the author tells readers what to do.
Shop at Town Grocer y.
The author’s purpose in writing is to get more customers to shop at Town Grocer y.
If you look carefully, there are many opinions in the text. Argumentative text has one impor tant idea near the beginning that is called the claim. This is the main point the author wants readers to believe. In this piece, the claim is that Town Grocer y is the best place to buy your food. The author suppor ts the claim with reasons why you should believe it. The reasons are impor tant ideas in the text, so you should always look for them.
Many argumentative texts use facts to suppor t their reasons. These are the impor tant ideas in the text, too. This author claims you will get the lowest prices and then gives a fact
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347Master yEducation.com Copying is illegal. Unit 4 • Understanding and Analysis of Argumentative Texts
Recognize a Claim Lesson 26
about the price of milk. If you buy milk, you will know if this fact is true or not. You will know if $1.49 for a gallon is a low price.
It is impor tant to recognize argumentative text when you see it. You should understand when an author is trying to influence your thinking or actions. When you know an author is trying to convince the reader about something, you can carefully examine the passage. Look at the claims and the way the author suppor ts them. Then you can make a decision about how you feel about the ideas. You can decide if you want to let the author change your mind or convince you to do something you might not usually do.
Think About ItArgumentative text is most effective when the author states a claim clearly and gives sound reasons to support it. Look for these features as you read argumentative text to help you decide if you want to allow it to influence your thinking.
Guided Instruction
Read the passage below. Then answer the questions in the margin and complete the activities.
The Case for Sports 1 What is your favorite sport? Whether it is basketball,
soccer, baseball, or something else, playing team sports is part of growing up. There are many benefits, or good things that happen. Playing on a team helps people learn to get along with others, learn to follow directions, and build a healthy attitude about physical fitness. Every child deserves to have the advantages that come from playing team sports.
2 The fun is the best part of team sports! Everyone works together to learn the skills. The players start with drills to practice, then they have a chance to play small games, or scrimmages, against each other. They also exercise so they can play faster and harder. All of this exercise helps players to build strong muscles. They become more fit. When the team is ready, they play a game against another team. The two teams try to see who can get more points. After the game is over, they shake hands and say “Good job!”
Look at paragraph 1. Highlight the sentence that states the author’s position or viewpoint.
In paragraph 2, what is the first reason that the author gives to support her position?
Give two examples the author uses to support this first reason.
Guided Questions
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Lesson 26 Recognize a Claim
3 On most teams, coaches help the players learn about the game and help them become better players. The coaches give directions to the players. The players know they should do what the coach says. This will give the whole team a better chance of winning their next game. Listening and following directions are important life skills. They are valuable in sports. They are also valuable in school and when adults get jobs.
4 Learning to be a team player is another important skill. This means that you can get along with others. You treat other players, coaches, and all people with respect. Players must also learn to control their tempers. There is no room for anger on a team. Even when things don’t go the way you would like, it is very important to keep calm. Otherwise, you may not be allowed to practice or play with the team.
5 It is hard to find pastimes that are better for children than playing team sports. Each player on the team exercises and learns to follow directions. Everyone learns about getting along with others, too. Best of all, the whole team enjoys learning and growing together. This wonderful feeling is hard to beat!
In paragraph 3 highlight the sentence that gives the second reason the author uses to support the claim. What is one way this reason helps players later in life?
In paragraph 4, underline two words that tell how players should act when playing team sports.
What is the purpose of paragraph 5?
Why does the author give the reasons from earlier paragraphs again?
Guided Questions
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349Master yEducation.com Copying is illegal. Unit 4 • Understanding and Analysis of Argumentative Texts
Recognize a Claim Lesson 26
Critical Thinking
1. Complete the diagram below by adding the reasons and the examples or suppor t used by the author. The claim has been written for you.
Claim: All children should play team sports.
Reason 1: Reason 2: Reason 3:
SupportSupport SupportSupportSupportSupport
2. Why does the author need to include examples or other suppor t for each reason?
3. Work with a partner to brainstorm a list of topics you both feel strongly about. For example, saving the planet, doing volunteer work, or protecting animals in the wild. Choose one. Each person should make a chart like the one above. Show the claim, the reasons, and the suppor t. When you finish, compare your charts. Do you have similar claims? Do you have similar reasons? Do you have similar suppor ting ideas? Discuss the similarities and the differences. Which set of claim, reasons, and suppor ting ideas do you each believe would make the stronger argumentative text? Why?
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350 Reading • Level D Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills
Lesson 26 Recognize a Claim
How Am I Doing?
★ What questions do you have?
★ Why might it be impor tant for an author to organize an argumentative text with a claim, reasons, and suppor t?
★ Color in the traffic signal that shows how you are doing with the skill.
I need help.
I almost have it.
I know
the skill.
Independent Practice
Practice
Read the selection and choose the best answer to each question.
Should All Students Study Another Language?
by Michael Shue
1 “I already have too much school work!” you say. “I can’t learn one more thing. And I have so much to do after school—soccer practice, piano lessons, yoga class, scouts. Why in the world should I study another language?” Of course,
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351Master yEducation.com Copying is illegal. Unit 4 • Understanding and Analysis of Argumentative Texts
Recognize a Claim Lesson 26
you already have a very full day and it seems that you have no time to spare. In spite of that, I think all students, including you, should learn another language. It may be one of the best things you do for your future.
2 First, the world is getting smaller and smaller. Years ago, people didn’t need to travel so much. Now it’s almost as easy to hop on an airplane and travel to Spain as it is to take a bus to Omaha, Nebraska. When you are in another country, it is helpful to speak that language. Of course, many people around the world speak English. This makes it pretty easy to get around. But wouldn’t it be nice—and polite—to at least be able to ask directions or greet people in their own language? Wouldn’t it make you feel more independent?
3 Second, more and more businesses are becoming global companies. This means that they have offices in other countries. Sometimes it means that a foreign country, for example, Japan, owns the business that is based here in the United States. For example, an American car company might sell a lot of cars in Mexico. There may be travel back and forth between locations for meetings. There is correspondence with customers. Of course, English is spoken, but so are other languages. Wouldn’t it be an advantage for someone working at this company to speak another language?
4 Third, America is a country of immigrants. Many people come to the United States from around the world. People who work in many fields that help people find it useful to speak another language. For example, a nurse working in a hospital that has a lot of Spanish-speaking patients will have an advantage if he or she can speak Spanish. An aide in a day-care center in a Chinese community will find it helpful to speak Chinese.
5 These are only a few of the reasons why learning a second language is important. You may say, “These reasons show why an adult should learn another language. I’m a kid. Why should I learn one?” It will never be easier to learn a second language than it is now. The younger you are, the more easily you can soak up language. The older you are, the harder it gets. In addition, learning another language takes time. You may not think you have time now, but you will have even less later on.
6 Learning a second language will give you a leg up on your future. It will help you be part of the global community. Why wait to learn a second language when it is difficult? Learn one now when it is easy and you have time in school to do it.
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352 Reading • Level D Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills
Lesson 26 Recognize a Claim
1 What is the author’s main claim in this argumentative text?
A All students need to be more independent.
B All students should study a new language.
C All students should travel around the world.
D All students will work for international companies.
2 The author believes students —
F are too busy with outside activities
G can make time for learning language
H need to stay busy in order to learn well
J will get jobs that use other languages
3 Which is a reason the author gives for learning a new language?
A No one speaks English in other countries.
B You will not be able to get help in other places.
C Travel is getting easier and more convenient.
D There are fewer countries in our small world.
4 Why does the author include the quotes in the first paragraph?
F To answer questions the reader may have
G To tell what people interviewed for the article said
H To give readers reasons to dismiss the claim
J To show readers that their objections to the claim are not true
5 Which sentence from paragraph 3 supports the author’s idea that languages are important for people in their jobs?
A This means that they have offices in other countries.
B Sometimes it means that a foreign country, for example, Japan, owns the business that is based here in the United States.
C For example, an American car company might sell a lot of cars in Mexico.
D There may be travel back and forth between locations for meetings.
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353Master yEducation.com Copying is illegal. Unit 4 • Understanding and Analysis of Argumentative Texts
Recognize a Claim Lesson 26
Assessment
Choose the best answer to each question.
1 With which statement would the author of this passage most likely agree?
A Foreign languages should be taught at all levels of school.
B Every student must learn a foreign language to be successful at work.
C Learning a foreign language is the best guarantee of a good job.
D Students should replace one after-school activity with language lessons.
2 One reason the author gives for learning a language is because it is —
F easier to learn languages while you are young
G helpful to learn languages so you can be a better writer
H important to get good grades in language classes
J necessary to understand each country’s history
3 What do the reasons to learn languages in this text have in common?
A They are all focused on travel.
B They are all necessary to get jobs.
C They are all related to schoolwork.
D They are all important to your future.
4 Which sentence from paragraph 6 summarizes the author’s main claim?
F Learning a second language will give you a leg up on your future.
G It will help you be part of the global community.
H Why wait to learn a second language when it is difficult?
J Learn one now when it is easy and you have time in school to do it.
5 Which is the main idea from paragraph 3?
A Knowing a different language would help workers sell more cars in other countries.
B Knowing a different language would allow workers to have meetings in other countries.
C Knowing a different language would be an advantage when working for a global company.
D Knowing a different language would guarantee workers a new job with a global company.
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354 Reading • Level D Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills
Lesson 26 Recognize a Claim
Exit Ticket
Now that you can recognize the claim in argumentative text, let’s revisit Stephen from the Real-World Connection to see what he has learned about the blog.
Stephen recognizes this blog post as argumentative text. He knows that argumentative text has a claim and reasons that suppor t the claim. Read the blog post and answer the questions below.
School boards in the United States should increase the number of days children attend from five to six days per week. The extra day would give children six more hours of instruction each week. This time could be used to teach more ideas and give them more practice. Some schools around the world already do this, and test scores are higher in those countries. Students will also have less time to be bored with nothing to do. Everyone should contact local school officials and ask them to consider lengthening the school week. It will help students from the United States become more educated and more able to compete for global jobs.
Complete the chart.
Reason 2: Reason 3: Reason 1:
Claim:
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Teacher Edition
Peoples Education Inc. DBA Mastery Education | MasteryEducation.com | 800-822-1080 | Fax: 201-712-0045
i
Correlation to the Texas Essential Knowledge and Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Letter to Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii
Letter to Parents and Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
What’s Ahead in Measuring Up® to the TEKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
What’s Inside: A Lesson Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii
UNIT 1 Getting StartedChapter 1 Reading Purpose, Questions, and Connections
Primary TEKS
Secondary TEKS Lesson
4.6(A), 4.6(D),
4.6(I), 4.7(E)
1 Set Purpose and Create Mental Pictures . . . . . . . . . . . . . . . . . . . . . 1
4.6(B), 4.6(I),
4.7(E)
2 Generate Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
4.6(F), 4.6(I),
4.7(C)
4.7(E) 3 Make and Support Inferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
4.6(E), 4.7(A),
4.7(B)
4.4, 4.5, 4.6(H) 4 Make Connections. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
4.6(H), 4.7(E) 4.4, 4.5 5 Synthesize to Comprehend. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Chapter 2 Multimodal and Digital Texts
Primary TEKS
Secondary TEKS Lesson
4.9(F) 4.7(B) 6 Recognize Multimodal and Digital Texts. . . . . . . . . . . . . . . . . . . . 69
Contents
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ii
UNIT 1 (continued)Chapter 3 Vocabulary Development
Primary TEKS
Secondary TEKS Lesson
4.2(A)(i)–(vi) 7 Use Phonetic Knowledge to Decode Words . . . . . . . . . . . . . . . . . 79
4.3(C), 4.7(F) 8 Use Prefi xes, Suffi xes, and Root Words to Determine Word Meaning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
4.3(B), 4.3(D) 4.7(F) 9 Use Context to Determine Relevant Word Meaning . . . . . . . . . . 102
4.3(A) 4.7(F) 10 Use Digital and Print Resources to Determine and Clarify Word Meaning and Other Features . . . . . . . . . . . . . . 114
★ Building Stamina®: Unit 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
UNIT 2 Understanding and Analysis of Literary TextsChapter 4 Literary Devices
Primary TEKS
Secondary TEKS Lesson
4.9(B) 4.4, 4.6(F) 11 Explain How Figurative Language Creates Imagery . . . . . . . . . . 137
4.7(B), 4.10(E) 4.4, 4.5 12 Understand Point of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Chapter 5 Theme and Genre
Primary TEKS
Secondary TEKS Lesson
4.7(D), 4.8(A) 4.6(F), 4.7(E) 13 Summarize and Infer Theme in Fiction . . . . . . . . . . . . . . . . . . . . . 161
4.9(A) 4.7(F) 14 Distinguish Characteristics of Genres. . . . . . . . . . . . . . . . . . . . . . . 172
Chapter 6 Drama Analysis
Primary TEKS
Secondary TEKS Lesson
4.9(C) 4.6(F) 15 Explain the Structural Elements of Drama . . . . . . . . . . . . . . . . . 184
Chapter 7 Elements of Fiction Prose
Primary TEKS
Secondary TEKS Lesson
4.8(C) 4.4, 4.7(E) 16 Analyze Plot Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
4.8(D) 4.6(F), 4.7(E) 17 Explain How Setting Infl uences Plot . . . . . . . . . . . . . . . . . . . . . . . 212
4.8(B) 4.4, 4.5, 4.7(E) 18 Explain How Characters Interact and Change. . . . . . . . . . . . . . . . 222
★ Building Stamina: Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235
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iii
UNIT 3 Understanding and Analysis of Informational Texts Chapter 8 Author’s Purpose and Craft
Primary TEKS
Secondary TEKS Lesson
4.7(G), 4.10(A) 4.4, 4.5 19 Explain the Author’s Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . 249
4.9(D)(iii),
4.10(B)
4.7(B) 20 Explain How Authors Use Structure. . . . . . . . . . . . . . . . . . . . . . . . 261
4.10(D), 4.10(F) 21 Describe How Language Achieves a Purpose . . . . . . . . . . . . . . . . 271
4.10(G) 4.7(G) 22 Explain the Use of Anecdotes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282
Chapter 9 Informational Text
Primary TEKS
Secondary TEKS Lesson
4.6(G), 4.9(D)(i) 4.6(H), 4.7(E),
4.9(D)(iii)
23 Recognize Central Idea and Supporting Evidence . . . . . . . . . . . . 293
4.9(D)(ii),
4.10(C)
4.7(F) 24 Analyze the Purpose of Print and Graphic Features . . . . . . . . . . 305
4.6(C) 4.7(F), 4.9(D)(iii) 25 Use Text Features to Make Predictions . . . . . . . . . . . . . . . . . . . . . 319
★ Building Stamina: Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 332
UNIT 4 Understanding and Analysis of Argumentative Texts Chapter 10 Argumentative Text
Primary TEKS
Secondary TEKS Lesson
4.9(E)(i) 4.7(G) 26 Recognize a Claim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 345
4.9(E)(ii) 4.7(E), 4.7(G) 27 Determine Facts That Support an Argument . . . . . . . . . . . . . . . . 355
4.9(E)(iii) 4.7(G) 28 Identify an Author’s Intended Audience . . . . . . . . . . . . . . . . . . 366
★ Building Stamina: Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 376
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389
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iv
Measuring Up Supplements
Measuring Up Insight®
This Web-based formative assessment program allows teachers to administer ready-made tests (including the STAAR®-emulating Practice Tests), and create and assign custom tests. Analytic reports help monitor student results and customize instruction, review, and remediation.
Measuring Up MyQuest®
Student-centered, standards-based, Web-based drill with integrated games makes mastering the TEKS fun. Optional linking to Insight makes practice purposeful.
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v
Lesson Correlation to the Grade 4 Texas Essential Knowledge and Skills
This worktext is customized to the Texas Essential Knowledge and Skills and will help you pr epare for the State of Texas Assessments of Academic Readiness (STAAR®) in Reading for Grade 4.
Note: The 4.1 TEKS for oral language ar e embedded thr oughout this worktext in activities and tips.
Texas Essential Knowledge and SkillsMeasuring Up Lessons
Primary Secondary
TEKS 4.2 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking—beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to:
(A) demonstrate and apply phonetic knowledge by: 7
(i) decoding words with specifi c orthographic patterns and rules, including regular and irregular plurals;
7
(ii) decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and fi nal stable syllables;
7
(iii) decoding words using advanced knowledge of syllable division patterns such as VV; 7
(iv) decoding words using knowledge of prefi xes; 7
(v) decoding words using knowledge of suffi xes, including how they can change base words such as dropping e, changing y to i, and doubling fi nal consonants;
7
(vi) identifying and reading high-frequency words from a research-based list. 7
TEKS 4.3 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking—vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:
(A) use print or digital resources to determine meaning, syllabication, and pronunciation. 10
(B) use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words.
9
(C) determine the meaning of and use words with affi xes such as mis-, sub-, -ment, and -ity/ty and roots such as auto, graph, and meter.
8
(D) iidentify, use, and explain the meaning of homophones such as reign/rain. 9
TEKS 4.4 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking—fl uency. The student reads grade-level text with fl uency and comprehension. The student is expected to:
use appropriate fl uency (rate, accuracy, and prosody) when reading grade-level text. 4–5, 11–12, 16, 18–19
TEKS 4.5 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking—self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to:
self-select text and read independently for a sustained period of time. 4–5, 12, 18–19
TEKS 4.6 Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
(A) establish purpose for reading assigned and self-selected texts. 1
(B) generate questions about text before, during, and after reading to deepen understanding and gain information.
2
(C) make, correct, or confi rm predictions using text features, characteristics of genre, and structures.
25
(D) create mental images to deepen understanding. 1
(E) make connections to personal experiences, ideas in other texts, and society. 4
(F) make inferences and use evidence to support understanding. 3 11, 13, 15, 17
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vi
Texas Essential Knowledge and SkillsMeasuring Up Lessons
Primary Secondary
(G) evaluate details read to determine key ideas. 23
(H) synthesize information to create new understanding. 5 4, 23
(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
1–3
TEKS 4.7 Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
(A) describe personal connections to a variety of sources, including self-selected texts. 4
(B) write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources.
4, 12 6, 20
(C) use text evidence to support an appropriate response. 3
(D) retell, paraphrase, or summarize texts in ways that maintain meaning and logical order. 13
(E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating.
1–2, 5 3, 13, 16–18, 23, 27
(F) respond using newly acquired vocabulary as appropriate. 8 9–10, 14, 24–25
(G) discuss specifi c ideas in the text that are important to the meaning. 19 22, 26–28
TEKS 4.8 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts—literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
(A) infer basic themes supported by text evidence. 13
(B) explain the interactions of the characters and the changes they undergo. 18
(C) analyze plot elements, including the rising action, climax, falling action, and resolution. 16
(D) explain the infl uence of the setting, including historical and cultural settings, on the plot. 17
TEKS 4.9 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts—genres. The student recognizes and analyzes genre-specifi c characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
(A) demonstrate knowledge of distinguishing characteristics of well-known children’s literature such as folktales, fables, legends, myths, and tall tales.
14
(B) explain fi gurative language such as simile, metaphor, and personifi cation that the poet uses to create images.
11
(C) explain structure in drama such as character tags, acts, scenes, and stage directions. 15
(D) recognize characteristics and structures of informational text, including: 20, 23–24 23, 25
(i) the central idea with supporting evidence; 23
(ii) features such as pronunciation guides and diagrams to support understanding; 24
(iii) organizational patterns such as compare and contrast. 20 23, 25
(E) recognize characteristics and structures of argumentative text by: 26–28
(i) identifying the claim; 26
(ii) explaining how the author has used facts for an argument; 27
(iii) identifying the intended audience or reader. 28
(F) recognize characteristics of multimodal and digital texts. 6
TEKS 4.10 Author’s purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors’ choices and how they infl uence and communicate meaning within a variety of texts. The student analyzes and applies author’s craft purposefully in order to develop his or her own products and performances. The student is expected to:
(A) explain the author’s purpose and message within a text. 19
(B) analyze how the use of text structure contributes to the author’s purpose. 20
(C) analyze the author’s use of print and graphic features to achieve specifi c purposes. 24
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vii
Texas Essential Knowledge and SkillsMeasuring Up Lessons
Primary Secondary
(D) describe how the author’s use of imagery, literal and fi gurative language such as simile and metaphor, and sound devices such as alliteration and assonance achieves specifi c purposes.
21
(E) identify and understand the use of literary devices, including fi rst- or third-person point of view.
12
(F) discuss how the author’s use of language contributes to voice. 21
(G) identify and explain the use of anecdote. 22
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158 Reading • Level D Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills
249
Mas
tery
Educ
atio
n.co
m
Copy
ing
is il
lega
l. Un
it 3
• U
nder
stan
ding
and
Ana
lysi
s of
Info
rmat
iona
l Tex
ts
Expl
ain
the
Auth
or’s
Pur
pose
4.7(
G)
Disc
uss
spec
ific
idea
s in
the
text t
hat a
re im
porta
nt to
the
mea
ning
. 4.
10(A
) Ex
plain
the
auth
or’s
purp
ose
and
mes
sage
with
in a
text.
4.4
Use
appr
opria
te flu
ency
(rate
, acc
urac
y, an
d pr
osod
y) w
hen
read
ing
grad
e-lev
el tex
t.4.
5 Se
lf-se
lect t
ext a
nd re
ad in
depe
nden
tly fo
r a s
ustai
ned
perio
d of
tim
e.
Less
on19
Uni
t 3 •
Und
erst
andi
ng a
nd A
naly
sis
of In
for
mat
iona
l Tex
ts
Intr
oduc
tion
Real-W
orl
d C
onnect
ion
Tina
’s c
lass
is
stud
ying
the
env
ironm
ent.
She
lear
ns t
hat,
alth
ough
sc
ient
ists
kno
w a
lot
abou
t th
e en
viro
nmen
t, it
is s
o bi
g an
d co
mpl
ex t
hat
they
stil
l do
not
und
erst
and
how
it a
ll w
orks
. Th
ere
are
man
y op
inio
ns a
bout
ho
w p
eopl
e sh
ould
man
age
the
envi
ronm
ent.
To h
elp
the
stud
ents
sor
t th
roug
h th
ese
idea
s, t
he t
each
er a
sks
each
st
uden
t to
brin
g in
an
artic
le a
bout
som
ethi
ng h
appe
ning
loca
lly t
hat
affe
cts
the
envi
ronm
ent.
Tina
fin
ds a
n ar
ticle
abo
ut t
he lo
cal r
ecyc
ling
prog
ram
. Ot
her
stud
ents
brin
g in
art
icle
s ab
out
the
wea
ther
and
oth
er t
opic
s. N
ow t
hey
need
to
mak
e se
nse
of a
ll th
ese
diff
eren
t id
eas.
We
will
pra
ctic
e th
e sk
ills
in G
uide
d In
stru
ctio
n an
d In
depe
nden
t Pr
actic
e. T
hen,
at
the
end
of t
he le
sson
, w
e w
ill c
ome
back
to
Tina
and
see
ho
w t
hese
art
icle
s fit
tog
ethe
r.
What
I A
m G
oin
g t
o L
earn
• D
iscu
ss i
deas
in
the
text
tha
t ar
e im
port
ant
to t
he t
ext’s
mea
ning
.
• E
xpla
in t
he a
utho
r’s p
urpo
se o
r m
essa
ge.
What
I M
ay A
lready K
now
3.7
(G),
3.1
0(A)
• I
know
how
to
desc
ribe
impo
rtan
t id
eas
in t
he t
ext.
• I
know
how
to
expl
ain
an a
utho
r’s p
urpo
se a
nd m
essa
ge f
or w
ritin
g.
Wor
ds to
Kno
wpu
rpos
ein
ferin
form
desc
ribe
pers
uade
9781640902930_TX4_MUD_Reading_TE.indb 158 4/1/2019 12:02:40 PM
159Master yEducation.com Copying is illegal. Unit 3 • Understanding and Analysis of Informational Texts
251
Mas
tery
Educ
atio
n.co
m
Copy
ing
is il
lega
l. Un
it 3
• U
nder
stan
ding
and
Ana
lysi
s of
Info
rmat
iona
l Tex
ts
Expl
ain
the
Auth
or’s
Pur
pose
Less
on 1
9
• W
hat
is t
he a
utho
r’s p
urpo
se?
to in
form
• H
ow d
o yo
u kn
ow?
The
pas
sage
incl
udes
man
y fa
cts
and
deta
ils.
Now
try
a fi
ctio
n pa
ssag
e.
Toni
ght
I pul
led
out
my
list
of t
errif
ying
thi
ngs
and
offic
ially
cro
ssed
off
liza
rds.
I th
ough
t ab
out
it, a
nd t
hen
I cro
ssed
off
cric
kets
. Spi
ders
wer
e ne
xt o
n m
y lis
t. Th
en I
deci
ded
I had
cro
ssed
off
eno
ugh
thin
gs f
or o
ne y
ear.
• W
hat
is t
he a
utho
r’s p
urpo
se?
to e
nter
tain
• H
ow d
o yo
u kn
ow?
The
auth
or m
akes
a k
ind
of jo
ke.
Som
e pi
eces
of
writ
ing
may
use
mor
e th
an o
ne p
urpo
se.
For e
xam
ple,
if a
n au
thor
wan
ts
to c
onvi
nce
you
to e
at m
ore
frui
t, he
or
she
mig
ht d
escr
ibe
how
del
icio
us a
fres
h or
ange
is,
info
rm y
ou o
f al
l the
nut
rient
s it
has,
and
the
n pe
rsua
de y
ou t
o tr
y ea
ting
oran
ges
beca
use
top
athl
etes
do,
too
.
As y
ou a
re r
eadi
ng,
if th
e re
ader
’s p
urpo
se o
r m
essa
ge s
eem
s co
nfus
ing
or d
oes
not
mak
e se
nse,
you
can
slo
w d
own.
It
is im
port
ant
to r
ead
with
flu
ency
—w
ith
the
prop
er s
peed
, ac
cura
cy, a
nd e
xpre
ssio
n—w
heth
er
you
read
a b
ook
your
tea
cher
ass
igns
or
you
read
for
yo
urse
lf. R
ead
out
loud
to
your
self
to h
ear
how
flu
ent
you
are.
You
will
kno
w y
ou a
re f
luen
t w
hen
you
soun
d lik
e yo
u ar
e ta
lkin
g to
you
r fri
ends
and
not
like
a r
obot
. W
hen
you
are
not
stru
gglin
g to
rea
d an
d ca
n re
ad f
luen
tly, t
he a
utho
r’s p
urpo
se w
ill m
ake
mor
e se
nse.
Whe
n th
e au
thor
’s p
urpo
se i
s cl
ear,
you
can
mor
e ea
sily
sha
re w
hat
you
have
lear
ned
with
ot
hers
. Ta
lkin
g ab
out
impo
rtan
t id
eas
in t
he t
ext
help
s yo
u un
ders
tand
it
mor
e. I
t al
so h
elps
yo
u de
epen
you
r un
ders
tand
ing
whe
n yo
u he
ar w
hat
othe
rs t
hink
abo
ut t
he s
ame
text
.
250
Read
ing
• L
evel
D
Copy
ing
is il
lega
l.
M
easu
ring
Up
to t
he T
exas
Ess
entia
l Kn
owle
dge
and
Skill
s
Less
on 1
9Ex
plai
n th
e Au
thor
’s P
urpo
se
Unders
tand t
he T
EK
S
Thes
e vo
cabu
lary
wor
ds w
ill h
elp
you
unde
rsta
nd t
he T
EKS.
Ever
y au
thor
has
a p
urpo
se, o
r re
ason
, fo
r w
ritin
g. S
omet
imes
the
writ
er s
tate
s th
e pu
rpos
e cl
early
. Som
etim
es y
ou h
ave
to in
fer,
or g
uess
, w
hat
the
auth
or is
say
ing.
Whe
n yo
u re
ad,
it is
impo
rtan
t to
iden
tify
the
auth
or’s
pur
pose
. Us
ing
clue
s fro
m t
he t
ext,
you
can
ofte
n fig
ure
out
an a
utho
r’s p
urpo
se o
r m
essa
ge.
Auth
ors
have
man
y pu
rpos
es f
or w
ritin
g. I
n fic
tion,
the
pur
pose
is
usua
lly t
o en
tert
ain
and
som
etim
es t
o ed
ucat
e. I
n no
nfic
tion,
aut
hors
ofte
n co
mbi
ne m
ore
than
one
pur
pose
to
get
thei
r m
essa
ges
acro
ss.
Look
for
the
se f
ive
basi
c pu
rpos
es a
utho
rs u
se in
non
fictio
n w
ritin
g.
• In
form
– T
he a
utho
r gi
ves
the
read
er in
form
atio
n, f
acts
, an
d de
scrip
tions
abo
ut a
sub
ject
. Te
xtbo
oks
and
new
s ar
ticle
s in
form
rea
ders
.
• E
xpla
in –
The
aut
hor
will
tel
l the
rea
der
how
to
do s
omet
hing
. In
stru
ctio
ns a
nd H
ow-T
o bo
oks
are
good
exa
mpl
es o
f w
ritin
g to
exp
lain
.
• D
escr
ibe
– Th
e au
thor
will
pro
vide
det
ails
to
desc
ribe
wha
t so
met
hing
is
like.
• P
ersu
ade
– Th
e au
thor
will
try
to
pers
uade
(con
vinc
e) t
he r
eade
r or
try
to
chan
ge t
he
read
er’s
min
d ab
out
som
ethi
ng.
• E
xpre
ss –
The
aut
hor
will
exp
ress
str
ong
feel
ings
and
tho
ught
s ab
out
a to
pic.
Read
thi
s no
nfic
tion
pass
age.
Mak
ing
oran
ge ju
ice
is e
asy.
Firs
t, ga
ther
eve
ryth
ing
you
will
nee
d: t
wo
oran
ges
cut
in h
alf
acro
ss t
he m
iddl
e, a
gla
ss o
r pl
astic
jui
cer,
and
a gl
ass
that
the
juic
er f
its o
ver.
Plac
e th
e ju
icer
ove
r th
e op
enin
g of
the
gla
ss s
o th
at t
he c
one
stic
ks u
p.
• W
hat
is t
he a
utho
r’s p
urpo
se?
to e
xpla
in a
pro
cess
• H
ow d
o yo
u kn
ow?
It in
clud
es t
he d
iffer
ent
step
s fo
r m
akin
g or
ange
juic
e.
Read
thi
s no
nfic
tion
pass
age.
Ther
e is
no
ques
tion
that
a b
ee s
ting
hurt
s. T
he s
tinge
r on
a b
ee is
an
impo
rtan
t pa
rt,
or o
rgan
, of
the
bee
. It
is t
he o
rgan
tha
t he
lps
a fe
mal
e be
e la
y eg
gs.
A be
e w
ill s
ting
to
defe
nd it
s ne
st.
The
stin
ger
is s
harp
with
sm
all
piec
es s
ticki
ng o
ut it
s si
des
calle
d ba
rbs.
Hin
t, H
int
Gla
nce
thro
ugh
an a
rtic
le b
efor
e yo
u re
ad it
. Rea
d th
e tit
le a
nd
head
ings
. Loo
k at
the
pic
ture
s or
an
y gr
aphs
or
tabl
es. S
ee if
the
re
are
any
wor
ds in
bol
d or
spe
cial
qu
otes
in b
oxes
. The
se w
ill h
elp
you
get
an id
ea o
f w
hat
the
auth
or’s
pur
pose
is b
efor
e yo
u st
art
read
ing.
9781640902930_TX4_MUD_Reading_TE.indb 159 4/1/2019 12:02:40 PM
160 Reading • Level D Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills
252
Read
ing
• L
evel
D
Copy
ing
is il
lega
l.
M
easu
ring
Up
to t
he T
exas
Ess
entia
l Kn
owle
dge
and
Skill
s
Less
on 1
9Ex
plai
n th
e Au
thor
’s P
urpo
se
Gui
ded
Inst
ruct
ion
Rea
d t
he
pas
sag
e b
elow
. Th
en a
nsw
er t
he
qu
esti
ons
in t
he
mar
gin
an
d
com
ple
te t
he
acti
viti
es.
Be
a C
low
nby
Kar
en B
radl
ey C
ain
Do
you
lov
e to
mak
e p
eop
le h
app
y?
Then
you
may
hav
e w
hat
it
take
s to
be
a cl
own
.
1
It t
akes
mor
e th
an b
ig s
hoes
and
bag
gy p
ants
to
be a
cl
own.
Gre
at c
low
ns h
ave
one
thin
g in
com
mon
: Th
ey
love
to
mak
e pe
ople
hap
py.
2
“If
frie
nds
laug
h at
you
r fu
nny
face
s, if
gro
wnu
ps s
mile
at
you
r si
lly j
okes
, th
en y
ou h
ave
wha
t it
take
s to
be
a cl
own,
” sa
ys R
on C
ain,
who
tea
ches
clo
wni
ng t
o ch
ildre
n th
roug
hout
New
Yor
k Sta
te.
3
As
Yo-Y
o th
e M
agic
Clo
wn,
he
also
per
form
s sh
ows
feat
urin
g m
agic
and
yo-
yo-t
rick
s. C
ain
offe
rs t
his
step
-by-
step
gui
de t
o st
uden
ts h
opin
g to
fol
low
in h
is
over
size
foo
tste
ps:
4
Ch
oose
a c
low
n i
den
tity
th
at f
its
you
r p
erso
nal
ity.
Are
you
the
sill
y ty
pe?
Then
try
bei
ng a
n Aug
uste
cl
own;
thi
s ty
pe lo
oks
and
acts
goo
fy,
like
Boz
o. I
f yo
u pr
efer
a m
ore
eleg
ant
appr
oach
, tr
y be
ing
a W
hite
face
cl
own,
who
oft
en w
ears
ruf
fles
and
a co
ne-s
hape
d ha
t.
Or
perh
aps
you’
re m
ore
the
Cha
ract
er c
low
n ty
pe,
who
m
ake
ordi
nary
peo
ple
larg
er—
and
funn
ier—
than
life
. O
f co
urse
, yo
u ca
n co
mbi
ne t
hese
typ
es t
o cr
eate
a n
ew
kind
of
clow
n al
l you
r ow
n.
5
Look
for
a n
ame
that
su
its
you
r si
lly s
elf.
A c
lum
sy
balle
rina
mig
ht b
e ca
lled
“Tw
inkl
etoe
s.”
Your
clo
wn
nam
e m
ight
als
o be
insp
ired
by
your
cos
tum
e (“
Patc
hes”
); y
our
pers
onal
ity (
“Per
ky”)
; yo
ur s
kills
(“J
uggl
ebug
gle”
); o
r ev
en y
our
real
nam
e (“
Jess
ie t
he J
este
r”).
6
Ou
tlin
e yo
ur
clow
n f
ace
on p
aper
. D
o yo
u w
ant
a bi
g sm
ile?
Or
a sa
d, t
ear-
stai
ned
face
? W
hen
you’
re r
eady
, bu
y th
eatr
ical
fac
e pa
ints
at
a co
stum
e or
par
ty s
tore
. Pu
t a
laye
r of
whi
te p
aint
all
over
you
r fa
ce,
or c
hoos
e a
Read
par
agra
phs
1 an
d 2.
Wha
t do
you
thi
nk is
the
aut
hor’s
mai
n pu
rpos
e fo
r w
ritin
g th
is a
rtic
le?
Hig
hlig
ht t
he s
ente
nce
that
hel
ps
you
dete
rmin
e th
is.
The
pur
pos
e is
to
exp
lain
how
to
be
a cl
own.
Read
par
agra
ph 3
. W
hat
does
the
au
thor
thi
nk a
bout
Ron
Cai
n?
Ron
Cai
n is
an
exp
ert
on m
agic
and
yo-y
o tr
icks
.
Look
at
the
bold
face
hea
ding
s.
Wha
t do
the
y te
ll yo
u?
They
tel
l the
diff
eren
t
step
s to
fol
low
.W
hat
is t
he p
urpo
se o
f pa
ragr
aph
5?
It t
ells
how
to
choo
se
a na
me
for
a cl
own.
Guid
ed Q
uest
ions
253
Mas
tery
Educ
atio
n.co
m
Copy
ing
is il
lega
l. Un
it 3
• U
nder
stan
ding
and
Ana
lysi
s of
Info
rmat
iona
l Tex
ts
Expl
ain
the
Auth
or’s
Pur
pose
Less
on 1
9
mak
eup
that
mat
ches
you
r sk
in c
olor
; be
sur
e to
avo
id
your
eye
s. U
se o
ther
col
ors
to e
xagg
erat
e yo
ur f
eatu
res
or
mak
e de
sign
s. W
hen
you’
re d
one,
pat
all
over
with
pow
der.
7
Wea
r a
cost
um
e th
at m
atch
es y
our
clow
n i
den
tity
. Clo
wn
clot
hes
tend
to
be t
oo b
ig o
r to
o sm
all.
Mix
loos
e-fit
ting
stripe
d pa
nts
with
a b
ig p
laid
shi
rt a
nd f
low
ered
tie
. Pe
rch
a tin
y ha
t on
you
r he
ad.
Clo
wn
nose
s, w
igs,
and
gi
ant
shoe
s ca
n be
pic
ked
up a
t co
stum
e sh
ops.
8
Now
it’
s ti
me
for
you
r ac
t. A
dopt
a w
eird
voi
ce o
r w
acky
wal
k. S
how
off y
our
tale
nt f
or m
usic
, m
agic
, gy
mna
stic
s, o
r ba
lloon
ani
mal
s. P
rops
can
be
funn
y, t
oo:
Try
feat
her
dust
ers
or f
ly s
wat
ters
. O
r yo
u m
ight
try
a
gag,
suc
h as
jum
ping
up
and
dow
n w
hen
you
shak
e ha
nds.
Jus
t re
mem
ber
not
to m
ake
fun
of a
nyon
e el
se.
You’
re t
he c
low
n, s
o th
e jo
ke s
houl
d be
on
you!
9
Che
ck o
ut t
he W
orld
Clo
wn
Ass
ocia
tion
at U
RL
has
chan
ged
to:
ww
w.w
orld
clow
n.co
m o
r Clo
wns
of
Am
eric
a,
Inte
rnat
iona
l at
myc
oai.c
om.
Gla
nce
thro
ugh
the
artic
le.
Whi
ch
para
grap
h w
ould
you
rea
d if
you
wan
ted
to f
ind
out
wha
t yo
ur
clow
n sh
ould
wea
r? H
ow d
o yo
u kn
ow t
his?
The
head
ing
in
par
agra
ph
7 te
lls w
hat
clow
ns w
ear.
Wha
t is
the
impo
rtan
t id
ea t
he
auth
or g
ives
in p
arag
raph
8?
The
best
clo
wns
mak
e
fun
of t
hem
selv
es,
not
othe
rs.
Why
did
the
aut
hor
incl
ude
the
info
rmat
ion
in p
arag
raph
9?
She
wan
ts t
o gi
ve
read
ers
a p
lace
to
go t
o
get
mor
e in
form
atio
n
abou
t cl
owns
.
Guid
ed Q
uest
ions
9781640902930_TX4_MUD_Reading_TE.indb 160 4/1/2019 12:02:40 PM
161Master yEducation.com Copying is illegal. Unit 3 • Understanding and Analysis of Informational Texts
254
Read
ing
• L
evel
D
Copy
ing
is il
lega
l.
M
easu
ring
Up
to t
he T
exas
Ess
entia
l Kn
owle
dge
and
Skill
s
Less
on 1
9Ex
plai
n th
e Au
thor
’s P
urpo
se
Cri
tica
l T
hin
kin
g
1.
The
aut
hor
prov
ides
a lo
t of
info
rmat
ion
abou
t be
ing
a cl
own.
Do
you
thin
k sh
e al
so w
ants
to
mak
e be
ing
a cl
own
seem
sim
ple
and
fun?
Use
exa
mpl
es t
o ex
plai
n yo
ur a
nsw
er.
Yes,
she
mak
es t
he s
tep
s se
em s
imp
le a
nd u
ses
a lo
t of
wor
ds—
such
as
wac
ky a
nd s
illy.
The
se m
ake
it se
em f
un.
2.
Wha
t ar
e th
e au
thor
’s t
wo
mai
n pu
rpos
es?
Use
evid
ence
fro
m t
he t
ext
to s
uppo
rt
your
ans
wer
.
The
auth
or w
ants
to
info
rm a
nd e
xpla
in h
ow t
o be
a c
low
n. T
he
subh
eadi
ngs
show
the
diff
eren
t st
eps,
and
eac
h p
arag
rap
h p
rovi
des
the
deta
ils.
The
auth
or a
lso
desc
ribes
eac
h st
ep.
For
exam
ple
, sh
e
desc
ribes
eac
h ki
nd o
f cl
own
to h
elp
rea
ders
cho
ose
whi
ch o
ne w
ould
be b
est.
3.
Pai
r up
with
ano
ther
stu
dent
. Im
agin
e yo
u ha
ve d
isco
vere
d a
new
clo
wn.
Use
the
art
icle
to
dec
ide
and
desc
ribe
wha
t th
e cl
own
is li
ke.
Then
, cr
eate
a p
oste
r th
at a
dver
tises
a
show
sta
rrin
g th
e cl
own.
Rem
embe
r th
at a
pos
ter
like
this
has
tw
o m
ain
purp
oses
. Fi
rst,
it gi
ves
impo
rtan
t in
form
atio
n ab
out
the
even
t. Se
cond
, it
pers
uade
s pe
ople
who
se
e it
to c
ome
to t
he s
how
. Sha
re y
our
post
er w
ith t
he c
lass
. Vo
te t
o se
e w
hich
pos
ter
is t
he m
ost
pers
uasi
ve,
and
list
reas
ons
why
.
255
Mas
tery
Educ
atio
n.co
m
Copy
ing
is il
lega
l. Un
it 3
• U
nder
stan
ding
and
Ana
lysi
s of
Info
rmat
iona
l Tex
ts
Expl
ain
the
Auth
or’s
Pur
pose
Less
on 1
9
How
Am
I D
oin
g?
★
W
hat
ques
tions
do
you
have
?
★
H
ow d
oes
writ
ing
that
per
suad
es d
iffer
from
writ
ing
that
info
rms?
★
Co
lor
in t
he t
raff
ic s
igna
l th
at s
how
s ho
w y
ou a
re d
oing
with
the
ski
ll.
I nee
d he
lp.
I al
mos
t ha
ve it
.
I kn
ow
the
skill
.
9781640902930_TX4_MUD_Reading_TE.indb 161 4/1/2019 12:02:41 PM
162 Reading • Level D Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills
256
Read
ing
• L
evel
D
Copy
ing
is il
lega
l.
M
easu
ring
Up
to t
he T
exas
Ess
entia
l Kn
owle
dge
and
Skill
s
Less
on 1
9Ex
plai
n th
e Au
thor
’s P
urpo
se
Inde
pend
ent
Prac
tice
★ P
ract
ice
Rea
d t
he
sele
ctio
n a
nd
ch
oose
th
e b
est
answ
er t
o ea
ch q
ues
tion
.
Car
rie,
Nav
ajo
Fan
cy D
ance
rby
Nan
cy B
o Fl
ood
1
A c
onve
rsat
ion
wit
h a
you
ng
Nav
ajo
dan
cer
. .
.
2
“My
nam
e is
Car
rie.
I a
m N
avaj
o, b
orn
into
the
Bitt
erw
ater
Cla
n. I
live
in A
rizo
na
on t
he N
avaj
o N
atio
n ne
ar T
uba
City
. Th
is p
art
of t
he r
eser
vatio
n is
cal
led
Tsh
Nae
es D
izi,
or ‘t
he p
lace
of
man
y sp
ring
s.’ W
hile
att
endi
ng g
rade
sch
ool i
n Tu
ba C
ity,
I de
cide
d to
bec
ome
a fa
ncy
shaw
l dan
cer.
Dan
ce is
impo
rtan
t to
my
peop
le.
Dan
ce is
a w
ay o
f pr
ayin
g, h
ealin
g, c
eleb
ratin
g, a
nd e
ven
laug
hing
. Th
e tr
aditi
onal
dan
ces
. .
. w
ere
give
n to
us
by o
ur a
nces
tors
. Th
e ol
dest
dan
ces
are
for
pray
er,
not
for
perf
orm
ing.
Soc
ial d
ance
s, li
ke t
he s
haw
l dan
ce,
are
for
pow
wow
s an
d ce
lebr
atin
g.”
3
Car
rie
sat
acro
ss f
rom
me,
her
dar
k ey
es s
hini
ng w
ith p
ride
as
she
show
ed m
e he
r ph
oto,
dre
ssed
to
danc
e at
a p
oww
ow.*
She
als
o br
ough
t th
e be
aded
ced
ar
bag,
nec
klac
es,
and
hairpi
eces
she
wea
rs w
hen
she
danc
es.
4
“I c
hose
to
lear
n th
e sh
awl d
ance
, a
fanc
y da
nce.
At
a po
ww
ow,
the
drum
s st
art
beat
ing
fast
, an
d w
e st
art
sing
ing.
Soo
n th
e ar
ena
is f
illed
with
men
and
wom
en,
girls
and
boys
, of
all
ages
. Ev
eryo
ne is
wea
ring
col
orfu
l out
fits
(cal
led
rega
lia).
A
fanc
y da
ncer
car
ries
a lo
ng-t
asse
led
shaw
l. W
e sp
in a
nd t
wirl,
step
ping
ligh
t an
d fa
st.
We
circ
le .
. .
the
are
na,
liftin
g ou
r ar
ms
and
spre
adin
g ou
r sh
awls
ope
n,
appe
arin
g as
but
terf
lies.
5
“I f
eel t
he q
uick
bea
t, b
eat,
bea
ting
of t
he d
rum
s. I
sin
g th
e w
ords
sun
g by
our
an
cest
ors
. .
. in
old
lang
uage
s, s
o fe
w k
now
the
ir e
xact
mea
ning
. But
I .
. .
fee
l w
hat
the
mus
ic is
say
ing.
Som
etim
es I
end
up
cryi
ng .
. .
”
6
Car
rie
show
ed m
e th
e sp
ecia
l clo
thes
she
wea
rs w
hen
she
danc
es.
From
the
em
broi
dere
d sh
awl t
o th
e w
hite
buc
kski
n m
occa
sins
, ev
eryt
hing
was
a g
ift f
rom
so
meo
ne in
her
fam
ily.
* A p
oww
ow is
a t
radi
tiona
l Nat
ive
Am
eric
an c
eleb
ratio
n th
at in
clud
es
mus
ic a
nd d
anci
ng.
257
Mas
tery
Educ
atio
n.co
m
Copy
ing
is il
lega
l. Un
it 3
• U
nder
stan
ding
and
Ana
lysi
s of
Info
rmat
iona
l Tex
ts
Expl
ain
the
Auth
or’s
Pur
pose
Less
on 1
9
7
“Mos
t of
my
danc
e re
galia
is o
ld,
trea
sure
s ha
nded
dow
n fr
om m
y au
nt.
Whe
n sh
e sa
w t
hat
I w
as d
eter
min
ed t
o be
a d
ance
r, s
he g
ave
me
her
shaw
l em
broi
dere
d w
ith t
urqu
oise
flo
wer
s, .
. .
the
bor
der
of f
ring
e sw
irls
aro
und
my
moc
casi
ns.
She
als
o ga
ve m
e th
e je
wel
ry s
he u
sed
whe
n da
ncin
g. M
y m
othe
r m
ade
mat
chin
g dr
esse
s. M
y fa
vorite
was
blu
e, t
he c
olor
of
the
dese
rt s
ky .
. .
be
aded
with
flo
wer
s. M
y gr
andm
othe
r su
rprise
d m
e w
ith h
er o
ld,
spec
ial c
edar
ba
g. T
his
bag
hold
s sw
eet-
smel
ling
ceda
r of
fere
d w
ith p
raye
rs.
. .
. W
hen
I am
re
ady
to d
ance
, I
tie h
er c
edar
bag
to
my
wai
st b
elt.
8
“Bec
omin
g a
danc
er m
eans
first
wat
chin
g. D
urin
g th
e da
y-lo
ng p
oww
ows,
I s
at
next
to
the
drum
mer
s. F
ive
or s
ix s
at a
roun
d a
huge
rou
nd d
rum
, be
atin
g an
d si
ngin
g th
e so
ngs.
As
I le
arne
d th
e w
ords
, I
wat
ched
how
the
dan
cers
mov
ed
thei
r fe
et,
thei
r he
ads,
and
the
ir a
rms.
I k
new
one
day
I w
ould
hav
e to
ste
p ou
t an
d jo
in t
he c
ircl
e. W
ould
I e
ver
be b
rave
eno
ugh?
”
9
Car
rie
smile
d. “
I w
as!
Ther
e’s
no t
est.
You
jus
t st
ep o
ut a
nd d
o it.
I w
ore
the
gift
s fr
om m
y fa
mily
and
fel
t th
e an
cien
t w
ords
in m
y he
art.
I s
tepp
ed in
to t
he
aren
a. W
as I
eve
r su
rprise
d! I
love
d it.
”
9781640902930_TX4_MUD_Reading_TE.indb 162 4/1/2019 12:02:41 PM
163Master yEducation.com Copying is illegal. Unit 3 • Understanding and Analysis of Informational Texts
258
Read
ing
• L
evel
D
Copy
ing
is il
lega
l.
M
easu
ring
Up
to t
he T
exas
Ess
entia
l Kn
owle
dge
and
Skill
s
Less
on 1
9Ex
plai
n th
e Au
thor
’s P
urpo
se
1
How
is t
he c
onve
rsat
ion
impo
rtan
t to
th
e m
eani
ng o
f th
e ar
ticle
?
A
It c
onvi
nces
rea
ders
to
try
to
beco
me
fanc
y da
ncer
s.
B
It e
xpla
ins
to r
eade
rs w
hy t
here
are
so
few
fan
cy d
ance
rs le
ft.
C
It d
escr
ibes
for
rea
ders
wha
t it
is li
ke
to b
e a
fanc
y da
ncer
in a
pow
wow
.
D
It in
form
s re
ader
s of
the
ste
ps
they
nee
d to
tak
e to
bec
ome
fanc
y da
ncer
s.[T
EKS
4.10
(A),
DO
K 3]
2
In p
arag
raph
7,
wha
t is
the
impo
rtan
t m
essa
ge a
bout
how
Car
rie’s
fam
ily f
eels
ab
out
her
beco
min
g a
fanc
y da
ncer
?
F Th
ey a
re p
roud
of
her.
G
They
thi
nk it
cos
ts t
oo m
uch.
H
They
wan
t he
r to
cha
nge
her
min
d.
J Th
ey e
xpec
ted
her
to m
ake
this
cho
ice.
[TEK
S 4.
10(A
), D
OK
3]
3
Wha
t is
the
mos
t im
port
ant
idea
di
scus
sed
in p
arag
raph
2?
A
Car
rie
wen
t to
gra
de s
choo
l in
Tuba
City
.
B
Dan
ce is
impo
rtan
t to
N
avaj
o cu
lture
.
C
Dan
ce is
a w
ay o
f pr
ayin
g fo
r N
avaj
os.
D
Car
rie
wan
ted
to b
e a
part
of
pow
wow
s.
[TEK
S 4.
7(G
), D
OK
2]
4
Wha
t w
ords
in p
arag
raph
3 d
escr
ibe
an im
port
ant
mes
sage
tha
t sh
ows
how
Car
rie
feel
s ab
out
the
pow
wow
?
F dr
esse
d to
dan
ce
G
shin
ing
with
pride
H
show
ed m
e he
r ph
oto
J br
ough
t th
e be
aded
ced
ar b
ag[T
EKS
4.7(
G),
DO
K 3]
5
Wha
t ev
iden
ce in
par
agra
ph 4
sho
ws
that
the
aut
hor’s
pur
pose
is t
o de
scribe
sh
awl d
anci
ng?
A
She
use
s w
ords
tha
t ap
peal
to
the
sens
es.
B
She
giv
es t
he r
easo
n sh
e be
cam
e a
shaw
l dan
cer.
C
She
tel
ls t
he s
tory
of
wha
t ha
ppen
s at
a p
oww
ow.
D
She
list
s th
e ki
nd o
f pe
ople
who
be
com
e sh
awl d
ance
rs.
[TEK
S 4.
10(A
), D
OK
2]
259
Mas
tery
Educ
atio
n.co
m
Copy
ing
is il
lega
l. Un
it 3
• U
nder
stan
ding
and
Ana
lysi
s of
Info
rmat
iona
l Tex
ts
Expl
ain
the
Auth
or’s
Pur
pose
Less
on 1
9
1
In p
arag
raph
5,
the
auth
or u
ses
Car
rie’
s w
ords
mai
nly
to —
A
show
the
diff
eren
t st
eps
a da
ncer
doe
s
B
expl
ain
the
mea
ning
of
the
wor
ds o
f th
e so
ngs
C
tell
an e
nter
tain
ing
anec
dote
abo
ut
a sh
awl d
ance
r
D
expr
ess
stro
ng f
eelin
gs a
bout
the
be
auty
of
the
danc
e[T
EKS
4.10
(A),
DO
K 3]
2
Wha
t m
essa
ge d
oes
the
auth
or c
onve
y to
rea
ders
?
F She
adm
ires
the
dan
cers
.
G
She
has
bee
n a
Nav
ajo
danc
er.
H
She
wan
ts t
o le
arn
Nav
ajo
danc
ing.
J She
bel
ieve
s N
avaj
o da
ncin
g is
sill
y.[T
EKS
4.10
(A),
DO
K 3]
3
In p
arag
raph
8,
Car
rie
is t
ryin
g to
exp
lain
—
A
how
dan
cers
lear
n th
e sh
awl d
ance
B
how
eas
y th
e sh
awl d
ance
is
to le
arn
C
how
man
y pe
ople
it t
akes
to
teac
h th
e sh
awl d
ance
D
how
long
it t
akes
to
teac
h ne
w
peop
le t
he s
haw
l dan
ce
[TEK
S 4.
7(G
), D
OK
2]
4
In p
arag
raph
3,
the
auth
or m
ost
likel
y de
scribe
s w
hat
Car
rie
brou
ght
so
that
rea
ders
—
F w
ill b
elie
ve t
hat
Nav
ajo
peop
le
are
artis
tic
G
can
have
a c
lear
pic
ture
of
wha
t Car
rie
look
s lik
e
H
know
wha
t sh
awl d
ance
rs n
eed
whe
n th
ey g
o ou
t to
per
form
J w
ill u
nder
stan
d ho
w im
port
ant
they
ar
e w
hen
Car
rie
talk
s ab
out
them
[TEK
S 4.
10(A
), D
OK
3]
5
In p
arag
raph
9,
wha
t m
essa
ge d
oes
the
auth
or c
onve
y ab
out
Car
rie?
A
She
doe
s no
t w
ant
to d
isap
poin
t he
r fa
mily
.
B
She
doe
s no
t kn
ow t
hat
she
wou
ld
like
danc
ing
so m
uch.
C
She
doe
s no
t un
ders
tand
how
im
port
ant
danc
ing
is.
D
She
doe
s no
t th
ink
her
hand
-me-
dow
n cl
othe
s w
ould
be
acce
pted
.[T
EKS
4.10
(A),
DO
K 3]
A
ssess
ment
Ch
oose
th
e b
est
answ
er t
o ea
ch q
ues
tion
.
9781640902930_TX4_MUD_Reading_TE.indb 163 4/1/2019 12:02:41 PM
164 Reading • Level D Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills
260
Read
ing
• L
evel
D
Copy
ing
is il
lega
l.
M
easu
ring
Up
to t
he T
exas
Ess
entia
l Kn
owle
dge
and
Skill
s
Less
on 1
9Ex
plai
n th
e Au
thor
’s P
urpo
se
Exit
Tic
ket
Now
tha
t yo
u ha
ve m
aste
red
the
skill
of
iden
tifyi
ng a
n au
thor
’s p
urpo
se a
nd m
essa
ge,
let’s
re
visi
t Ti
na a
nd t
he R
eal-W
orld
Con
nect
ion.
Tina
find
s an
art
icle
titl
ed “
Recy
cle
Toda
y an
d Sa
ve T
omor
row.
” He
r fri
end
Lars
sho
ws
her
an
artic
le t
itled
“N
ow S
prin
g Co
mes
One
Wee
k Ea
rlier
, Sc i
entis
ts S
ay.”
Help
Tin
a m
ake
sens
e of
th
ese
artic
les
and
wha
t the
y sa
y ab
out
the
envi
ronm
ent.
Revi
ew t
he b
asic
aut
hor
purp
oses
in
nonf
ictio
n. T
hen
for
each
art
icle
, id
entif
y th
e au
thor
’s p
urpo
se.
Expl
ain
your
cho
ices
.
The
auth
or o
f Ti
na’s
art
icle
is m
ost
likel
y tr
ying
to
per
suad
e th
e re
ader
to
recy
cle
mor
e. T
he w
ords
“Sa
ve T
omor
row
” ar
e a
clue
tha
t th
e au
thor
thin
ks r
ecyc
ling
will
hel
p t
he e
nviro
nmen
t. L
ars’
s ar
ticle
is m
ost
likel
y to
info
rm t
he r
eade
r. Th
e tit
le d
escr
ibes
a n
ew f
act
disc
over
ed b
y sc
ient
ists
.
9781640902930_TX4_MUD_Reading_TE.indb 164 4/1/2019 12:02:42 PM
165Master yEducation.com Copying is illegal. Unit 3 • Understanding and Analysis of Informational Texts
Explain the Author’s Purpose Lesson 19
TEACHER NOTESReal-World Goals for Students• Discuss specific ideas in a text that are impor tant to the meaning.
• Explain the author’s purpose and message within a text.
Tips for the Struggling Learner• Struggling lear ners may have tr ouble identifying an author’s purpose when it is not
directly stated. Remind students to look for signal words that can pr ovide clues about the author’s purpose.
• Show students a variety of texts, such as a news ar ticle, letter to the editor , a recipe, or a travel br ochure. Provide students with a char t labeled with each author’s purpose. Help students sor t each kind of text into the appr opriate categor y. Encourage students to keep their char ts with them as they r ead dif ferent texts to help them keep an author’s specific purpose in mind.
• Ask students to concentrate on a single paragraph of an ar ticle of their choosing. Then, ask them to summarize the author’s purpose and message in a sentence or phrase. Have students underline the wor ds that suppor t their choice.
Tips for the English Language Learner• English lear ners may have difficulty recognizing wor ds that ar e clues to an author’s
purpose. Using the Guided Instr uction passage or ar ticles of their choice, have students make a chart showing words that are used to describe, inform, and persuade. Have students r efer to the char t when tr ying to identify an author’s purpose.
• Encourage students to pay attention to their own r eactions to writing. Did they lear n something? Did the writing make them feel a str ong emotion? Did they change their minds about an issue or feel motivated to do something?
• Ask students to think about a family tradition. Have them write (or dictate while a partner writes) a shor t description of the tradition. Next, trade the paragraph with another student to cir cle or underline key wor ds or phrases and deter mine the purpose and message in the paragraph. Check with the par tners to see if they ar e right.
Activities for the Advanced Learner• Students can choose ar ticles about topics that inter est them. Ask them to identify the
author’s purpose. Then, encourage them to r ewrite the ar ticle with a new purpose.
9781640902930_TX4_MUD_Reading_TE.indb 165 4/1/2019 12:02:42 PM
166 Reading • Level D Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills
Explain the Author’s PurposeLesson 19
• Provide students with an ar ticle that has mor e than one purpose. Challenge them to identify the par ts of the ar ticle that have dif ferent purposes. Fur thermore, have them discuss why they think the author used mor e than one appr oach.
• Have students work with a par tner. Ask students to choose a topic (or supply a list of topics for them), decide on a purpose, and write a shor t paragraph on the topic. Have students exchange paragraphs and see if they can identify each other’s purpose. Ask them to point to wor ds in the paragraph that suppor t their opinions.
9781640902930_TX4_MUD_Reading_TE.indb 166 4/1/2019 12:02:42 PM
207Master yEducation.com Copying is illegal. Unit 3 • Understanding and Analysis of Informational Texts
319
Mas
tery
Educ
atio
n.co
m
Copy
ing
is il
lega
l. Un
it 3
• U
nder
stan
ding
and
Ana
lysi
s of
Info
rmat
iona
l Tex
ts
Use
Tex
t Fe
atur
es t
o M
ake
Pred
icti
ons
4.6(
C)
Mak
e, co
rrect,
and
con
firm
pre
dicti
ons
usin
g tex
t fea
ture
s, ch
arac
terist
ics o
f gen
re, a
nd s
tructu
res.
4.7(
F)
Resp
ond
usin
g ne
wly
acqu
ired
voca
bular
y as
app
ropr
iate.
4.9(
D)
Reco
gnize
cha
racte
ristic
s an
d str
uctu
res
of in
form
ation
al tex
t, in
cludi
ng:
(ii
i) or
gani
zatio
nal p
atter
ns s
uch
as c
ompa
re a
nd c
ontra
st.
Less
on25 In
trod
ucti
on
Real-W
orl
d C
onnect
ion
Juan
ita is
writ
ing
an e
ssay
abo
ut h
er fa
vorit
e to
pic—
oute
r sp
ace.
She
al
read
y kn
ows
a lo
t ab
out
the
subj
ect
and
has
rece
ntly
spe
nt t
ime
lear
ning
ev
en m
ore
to p
repa
re f
or t
his
pape
r. Ju
anita
has
a lo
t of
mat
eria
l to
cove
r in
her
ess
ay a
nd is
als
o pl
anni
ng t
o in
clud
e sp
ace-
rela
ted
voca
bula
ry t
hat
may
be
unfa
mili
ar t
o m
any
read
ers.
She
is w
orrie
d th
at r
eade
rs w
ill g
et
conf
used
with
so
muc
h in
form
atio
n. H
ow c
an J
uani
ta,
like
man
y au
thor
s of
info
rmat
iona
l tex
t, ke
ep t
he in
form
atio
n in
her
ess
ay o
rgan
ized
and
ea
sy t
o un
ders
tand
? W
e w
ill p
ract
ice
the
skill
s in
Gui
ded
Inst
ruct
ion
and
Inde
pend
ent
Prac
tice.
The
n, a
t th
e en
d of
the
less
on,
we
will
rev
isit
Juan
ita
and
her
essa
y.
What
I A
m G
oin
g t
o L
earn
• U
se t
ext
feat
ures
to
mak
e pr
edic
tions
.
• U
se n
ew v
ocab
ular
y ap
prop
riate
ly.
• R
ecog
nize
org
aniz
atio
nal
patte
rns
of a
tex
t.
What
I M
ay A
lready K
now
3.6
(C),
3.7
(F),
3.9
(D)(
iii)
• I
know
how
to
mak
e, c
orre
ct,
and
conf
irm p
redi
ctio
ns a
s I r
ead.
• I
know
how
to
use
new
wor
ds I
lear
n.
• I
know
how
to id
entif
y co
mpa
re a
nd c
ontra
st i
n in
form
atio
nal t
exts
.
Wor
ds to
Kno
wpr
edict
ion
topi
c se
nten
ceco
nclu
ding
sent
ence
secti
onhe
adin
gbo
ldfac
esid
ebar
capt
ion
guid
e wo
rd
Hin
t, H
int
Prev
iew
an
info
rmat
iona
l art
icle
be
fore
you
rea
d it.
Use
the
sp
ecia
l fea
ture
s to
get
a g
ener
al
idea
of
wha
t th
e ar
ticle
is a
bout
.
9781640902930_TX4_MUD_Reading_TE.indb 207 4/1/2019 12:03:12 PM
208 Reading • Level D Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills
320
Read
ing
• L
evel
D
Copy
ing
is il
lega
l.
M
easu
ring
Up
to t
he T
exas
Ess
entia
l Kn
owle
dge
and
Skill
s
Less
on 2
5Us
e Te
xt F
eatu
res
to M
ake
Pred
ictio
ns
Unders
tand t
he T
EK
S
Thes
e vo
cabu
lary
wor
ds w
ill h
elp
you
unde
rsta
nd t
he T
EKS.
Info
rmat
iona
l tex
ts c
an b
e or
gani
zed
in s
ever
al w
ays.
Som
etim
es a
n au
thor
exp
lain
s ho
w
two
thin
gs a
re t
he s
ame
or d
iffer
ent
to h
elp
you
unde
rsta
nd t
he c
onte
nt.
This
org
aniz
atio
nal
stru
ctur
e is
cal
led
com
pare
and
con
trast
. Ot
her
orga
niza
tiona
l st
ruct
ures
incl
ude
caus
e an
d ef
fect
, pr
oble
m a
nd s
olut
ion,
and
seq
uenc
e.
Text
Fea
ture
sIn
form
atio
nal t
exts
con
tain
spe
cial
fea
ture
s to
hel
p yo
u ga
in a
n ov
ervi
ew o
f th
e co
nten
ts
and
mak
e it
easy
to
loca
te i
nfor
mat
ion.
The
se s
peci
al f
eatu
res
ofte
n pr
ovid
e cl
ues
abou
t up
com
ing
cont
ent.
Whe
n yo
u us
e th
ese
feat
ures
to
gues
s w
hat
com
es n
ext
in t
he t
ext,
you
are
mak
ing
a pr
edic
tion.
Whe
n yo
u re
ad,
you
can
use
thes
e sp
ecia
l fe
atur
es t
o m
ake
pred
ictio
ns a
nd d
eepe
n yo
ur u
nder
stan
ding
of
the
text
.
Topi
c Se
nten
ce a
nd C
oncl
udin
g Se
nten
ce
A pa
ragr
aph
is a
gro
up o
f se
nten
ces
that
tel
l abo
ut a
sin
gle
topi
c an
d ex
pres
s a
mai
n id
ea
abou
t th
at t
opic
. Th
e gr
oup
of s
ente
nces
is
inde
nted
to
show
whe
n th
e pa
ragr
aph
begi
ns.
Each
par
agra
ph c
onta
ins
a to
pic
sent
ence
and
a c
oncl
udin
g se
nten
ce.
The
topi
c se
nten
ce t
ells
the
mos
t im
port
ant
idea
in t
he p
arag
raph
abo
ut t
he t
opic
. M
ost
ofte
n, i
t oc
curs
at
the
begi
nnin
g of
a p
arag
raph
. Af
ter
read
ing
the
topi
c se
nten
ce,
you
can
pred
ict
wha
t in
form
atio
n w
ill b
e co
vere
d in
tha
t pa
ragr
aph.
• W
hat
pred
ictio
ns c
an y
ou m
ake
abou
t th
e so
rt o
f in
form
atio
n th
at m
ight
be
cove
red
afte
r th
is t
opic
sen
tenc
e?
Ther
e ar
e se
vera
l re
ason
s w
hy d
ogs
mak
e gr
eat
pets
.
I pre
dict
tha
t th
e in
form
atio
n w
ill b
e re
ason
s do
gs m
ake
grea
t p
ets,
such
as
thei
r co
mp
anio
nshi
p,
loya
lty,
and
pro
tect
ion.
The
conc
ludi
ng s
ente
nce
is u
sual
ly a
t or
nea
r th
e en
d of
the
par
agra
ph.
It re
stat
es t
he m
ain
idea
and
sum
s up
the
deta
ils i
n th
e pa
ragr
aph.
Afte
r re
adin
g th
e co
nclu
ding
sen
tenc
e, y
ou
can
eith
er c
onfir
m o
r co
rrec
t yo
ur in
itial
pre
dict
ion
abou
t th
e pa
ragr
aph.
Sect
ions
A se
ctio
n is
a g
roup
of
para
grap
hs r
elat
ed t
o th
e sa
me
big
idea
. Fa
cts
and
deta
ils i
n in
form
atio
nal a
rtic
les
are
ofte
n or
gani
zed
into
sec
tions
.
Hea
ding
sH
eadi
ngs
are
title
s th
at a
ppea
r at
the
beg
inni
ng o
f se
ctio
ns.
They
are
usu
ally
prin
ted
in
bold
face
or
colo
red
type
. So
met
imes
the
y ar
e in
all
capi
tal l
ette
rs.
Som
etim
es t
hey
are
prin
ted
in it
alic
type
.
321
Mas
tery
Educ
atio
n.co
m
Copy
ing
is il
lega
l. Un
it 3
• U
nder
stan
ding
and
Ana
lysi
s of
Info
rmat
iona
l Tex
ts
Use
Text
Fea
ture
s to
Mak
e Pr
edic
tions
Less
on 2
5
• W
hen
you
skim
an
artic
le,
wha
t te
xt f
eatu
re c
an y
ou u
se t
o pr
edic
t w
hat
each
sec
tion
of
an a
rtic
le w
ill b
e ab
out?
I can
use
hea
ding
s be
caus
e th
ey g
ive
a go
od id
ea o
f th
e in
form
atio
n
in e
ach
sect
ion.
Side
bar
A si
deba
r is
a b
lock
of
extra
info
rmat
ion
that
is p
rinte
d al
ongs
ide
or a
t th
e si
de o
f th
e ar
ticle
. Th
is is
usu
ally
add
ition
al i
nfor
mat
ion
that
is r
elat
ed t
o th
e ar
ticle
. Re
adin
g th
e si
deba
r w
ill h
elp
your
und
erst
andi
ng o
f th
e to
pic.
Illus
trat
ions
Ill
ustra
tions
suc
h as
dra
win
gs a
nd p
hoto
grap
hs s
how
impo
rtan
t in
form
atio
n. U
sual
ly, t
hey
have
cap
tions
that
tel
l wha
t yo
u ar
e se
eing
. Th
e ca
ptio
ns u
sual
ly a
ppea
r at
the
bot
tom
of
the
illus
tratio
n. M
ake
sure
to
revi
ew t
he il
lust
ratio
ns a
nd c
aptio
ns s
o th
at y
ou c
an c
onne
ct
the
info
rmat
ion
to t
he a
rtic
le’s
mai
n m
essa
ge.
Impo
rtan
t W
ords
In
form
atio
nal t
exts
ofte
n co
ntai
n im
port
ant
voca
bula
ry t
hat
you
need
to
know
. The
se w
ords
m
ay b
e pr
inte
d in
bol
dfac
e or
ital
ic ty
pe.
They
may
hav
e a
rais
ed s
ymbo
l (*
) or
rai
sed
num
ber
(¹) n
ext
to t
hem
. Th
is t
ells
you
tha
t th
ere
is a
foot
note
at
the
botto
m o
f th
e pa
ge.
The
defin
ition
of
the
wor
d or
an
expl
anat
ion
of it
app
ears
in
the
foot
note
.
Gui
de W
ords
So
me
type
s of
info
rmat
iona
l tex
ts h
ave
guid
e w
ords
at
the
top
of e
ach
page
. Fo
r exa
mpl
e,
ency
clop
edia
s, d
ictio
narie
s, g
loss
arie
s, a
nd t
hesa
urus
es u
se g
uide
wor
ds t
o he
lp y
ou
loca
te i
nfor
mat
ion.
Thi
s pa
ir of
wor
ds t
ells
you
tha
t ar
ticle
s or
wor
ds t
hat
fall
alph
abet
ical
ly
betw
een
thes
e tw
o gu
ide
wor
ds a
ppea
r on
thi
s pa
ge.
You
can
use
this
pai
r of
wor
ds t
o m
ake
pred
ictio
ns a
bout
wha
t yo
u w
ill s
ee o
n ea
ch p
age.
• Im
agin
e th
e gu
ide
wor
ds a
t th
e to
p of
an
ency
clop
edia
pag
e ar
e ca
mer
as/c
ars.
Mak
e a
pred
ictio
n ab
out
wha
t w
ill a
ppea
r on
tha
t pa
ge.
Resp
onse
s m
ay in
clud
e ca
ndle
, ca
ndy,
Car
ibbe
an S
ea,
and
Can
ada.
9781640902930_TX4_MUD_Reading_TE.indb 208 4/1/2019 12:03:12 PM
209Master yEducation.com Copying is illegal. Unit 3 • Understanding and Analysis of Informational Texts
322
Read
ing
• L
evel
D
Copy
ing
is il
lega
l.
M
easu
ring
Up
to t
he T
exas
Ess
entia
l Kn
owle
dge
and
Skill
s
Less
on 2
5Us
e Te
xt F
eatu
res
to M
ake
Pred
ictio
ns
The
Oct
opu
s M
oth
erby
Don
C.
Ree
d
1
Reac
hing
tow
ard
the
ceili
ng o
f th
e un
derw
ater
cav
e, t
he
octo
pus
mot
her
touc
hed
som
ethi
ng w
hite
and
del
icat
e an
d be
autif
ul.
A H
er s
ucke
red1
arm
s st
roke
d w
hat
look
ed li
ke a
pie
ce o
f la
ce f
rom
a w
eddi
ng d
ress
.
2
This
was
her
egg
sac
, co
ntai
ning
per
haps
tw
o hu
ndre
d th
ousa
nd t
iny
octo
pus
eggs
, al
l stu
ck t
oget
her.
In e
ach
tran
spar
ent
eggs
hell
was
a b
aby
octo
pus,
as
big
as t
he
head
of
a pi
n.
3
Man
y of
the
bab
ies
wer
e al
read
y w
iggl
ing,
nea
rly
read
y to
be
born
. Th
e m
othe
r oc
topu
s ke
pt t
he e
gg s
ac c
lean
so
tha
t w
ater
cou
ld f
ilter
thr
ough
. Th
e ba
bies
had
to
brea
the
thro
ugh
tiny
hole
s in
the
thi
n w
all o
f th
e sa
c. I
f un
derw
ater
dus
t se
ttle
d on
to it
, th
e ba
bies
wou
ld n
ot b
e ab
le t
o br
eath
e.
4
Ther
e w
ere
a lo
t of
egg
s; t
here
had
to
be.
Afte
r ha
tchi
ng,
all b
ut o
ne o
r tw
o of
the
bab
ies
wou
ld b
e ea
ten
by f
ish,
lo
bste
rs,
shar
ks,
and
othe
r cr
eatu
res
of t
he s
ea.
But
they
w
ould
not
be
eate
n ye
t, n
ot w
hile
the
ir m
othe
r w
as t
here
to
pro
tect
the
m.
5
Out
side
the
cav
e w
ere
seve
ral s
catt
ered
cra
b sh
ells
. O
ctop
uses
eat
cra
bs b
y bi
ting
them
, pa
raly
zing
the
m
with
poi
son,
and
the
n su
ckin
g an
d pl
ucki
ng o
ut
the
crab
mea
t.
6
Thes
e cr
ab s
hells
wer
e ol
d. T
he o
ctop
us m
othe
r ha
d no
t ea
ten
in m
ore
than
a w
eek.
She
wou
ld n
ot le
ave
her
babi
es f
or a
ny r
easo
n no
w,
not
even
foo
d. S
he m
ight
die
of
hun
ger,
but
she
wou
ld n
ot le
ave
her
eggs
.
1 su
cker
ed–h
avin
g su
cker
s, o
r or
gans
tha
t he
lp t
he o
ctop
us c
ling
to o
r ho
ld t
hing
s
Look
at
sent
ence
A in
pa
ragr
aph
1. H
ow d
o yo
u kn
ow
that
you
can
fin
d a
defin
ition
of
suc
kere
d at
the
bot
tom
of
the
page
?
The
rais
ed n
umbe
r te
lls
that
the
re is
a d
efin
ition
at t
he b
otto
m o
f
the
pag
e.
Hig
hlig
ht t
he t
opic
sen
tenc
e in
pa
ragr
aph
4.
Base
d on
the
top
ic s
ente
nce,
w
hat
pred
ictio
ns c
an y
ou m
ake
abou
t th
e re
st o
f pa
ragr
aph
4?
I pre
dict
tha
t th
e re
st o
f
the
par
agra
ph
will
be
abou
t w
hy t
here
had
to
be s
o m
any
eggs
.
Guid
ed Q
uest
ions
Gui
ded
Inst
ruct
ion
Rea
d t
he
pas
sag
e b
elow
. Th
en a
nsw
er t
he
qu
esti
ons
in t
he
mar
gin
an
d
com
ple
te t
he
acti
viti
es.
323
Mas
tery
Educ
atio
n.co
m
Copy
ing
is il
lega
l. Un
it 3
• U
nder
stan
ding
and
Ana
lysi
s of
Info
rmat
iona
l Tex
ts
Use
Text
Fea
ture
s to
Mak
e Pr
edic
tions
Less
on 2
5
A D
ead
ly M
oray
Eel
7
Nig
ht f
ell,
and
moo
nlig
ht p
laye
d ge
ntly
into
the
cav
e.
Ove
r a
ridg
e of
und
erw
ater
roc
k ca
me
a m
oray
eel
, a
snak
elik
e fis
h th
at lo
ves
to f
eed
on o
ctop
us.
8
The
mor
ay w
as n
ot la
rge,
onl
y fo
ur f
eet
long
or
so.
But
he
was
mus
cula
r un
der
the
soft
, sl
imy
skin
, an
d hi
s te
eth
wer
e lik
e sl
iver
s of
gla
ss.
9
The
mor
ay h
unte
d eq
ually
wel
l at
nigh
t an
d by
day
be
caus
e he
hun
ted
by s
mel
l, us
ing
twin
set
s of
nos
trils
. M
any
spec
ies
of m
oray
s ha
ve t
hese
dou
ble
nose
s, w
hich
he
lp t
hem
fol
low
the
sce
nt t
hat
all a
nim
als
leav
e, e
ven
unde
rwat
er.
A m
oray
’s e
yesi
ght
is n
ot g
ood.
10
Sud
denl
y th
e ee
l tw
itche
d to
one
sid
e. H
e ha
d ca
ught
th
e sc
ent
of h
is f
avor
ite f
ood.
He
was
not
sur
e w
here
it
had
com
e fr
om.
11
The
octo
pus
mot
her
had
very
litt
le s
cent
now
, pe
rhap
s be
caus
e sh
e ha
d no
t ea
ten
for
such
a lo
ng t
ime.
The
eg
gs t
hem
selv
es g
ave
off
alm
ost
no s
cent
at
all.
Look
at
the
head
ing
abov
e pa
ragr
aphs
7–1
3. W
hat
pred
ictio
n ca
n yo
u m
ake
abou
t th
e pa
ragr
aphs
in t
his
sect
ion?
I pre
dict
tha
t th
ey w
ill
tell
abou
t th
e oc
top
us
mot
her
mee
ting
a
dang
erou
s m
oray
eel
.W
hat
is t
he m
ain
mes
sage
in
para
grap
h 9?
The
mor
ay e
el’s
sen
se
of s
mel
l hel
ps
it hu
nt
both
at
nigh
t an
d in
the
day.
Wha
t te
xt f
eatu
re in
par
agra
ph 9
he
lped
you
fig
ure
that
out
?
The
top
ic s
ente
nce
help
ed m
e fig
ure
out
the
mai
n m
essa
ge o
f
par
agra
ph
9.
Guid
ed Q
uest
ions
9781640902930_TX4_MUD_Reading_TE.indb 209 4/1/2019 12:03:12 PM
210 Reading • Level D Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills
324
Read
ing
• L
evel
D
Copy
ing
is il
lega
l.
M
easu
ring
Up
to t
he T
exas
Ess
entia
l Kn
owle
dge
and
Skill
s
Less
on 2
5Us
e Te
xt F
eatu
res
to M
ake
Pred
ictio
ns
12
But
the
mor
ay s
mel
led
som
ethi
ng.
His
lon
g he
ad p
oked
ar
ound
and
the
n st
oppe
d in
fro
nt o
f th
e oc
topu
s ca
ve.
He
open
ed h
is j
aws
a lit
tle
wid
er,
taki
ng a
dee
per
brea
th.
B T
he b
lack
-edg
ed g
ill h
oles
2 pu
ffed
out
at
the
edge
of
his
low
er j
aw.
13
The
mor
ay p
oked
his
hea
d in
to t
he c
ave.
A B
attl
e
14
The
octo
pus
mot
her
jum
ped
on t
he e
el s
o fa
st t
hat
he
pulle
d ba
ck in
to a
n S s
hape
, ou
t of
the
cav
e. T
hen
the
eel w
as r
ollin
g, t
wis
ting,
sna
ppin
g hi
s te
eth.
15
The
mot
her
was
all
over
him
, tr
ying
to
plug
the
gill
ho
les
unde
r hi
s ja
w.
But
the
mor
ay w
as t
oo s
tron
g fo
r he
r. M
akin
g a
loop
out
of
his
body
, he
pus
hed
him
self
thro
ugh
the
livin
g kn
ot o
f oc
topu
s ar
ms,
scr
apin
g he
r of
f.
16
Inst
antly
the
eel
tur
ned
and
atta
cked
. Sna
ggin
g on
e of
th
e oc
topu
s’s
legs
, th
e m
oray
bit
dow
n. H
e sp
un,
bitin
g of
f th
e le
g.
17
As
the
mor
ay g
ulpe
d an
d sw
allo
wed
, th
e oc
topu
s ha
d on
e se
cond
to
play
her
fin
al t
rick
of
self-
defe
nse.
She
sq
uirt
ed a
bla
st o
f pu
rple
ink.
Loo
king
alm
ost
like
an
octo
pus,
the
blo
b of
ink
hung
in t
he w
ater
.
18
The
eel b
it th
e bl
ob.
But
it w
as n
othi
ng b
ut s
tran
ge-
tast
ing
wat
er.
Whe
re w
as t
he f
ood?
Wor
st o
f al
l, th
e in
k ha
d m
ade
the
mor
ay’s
nos
e nu
mb.
He
coul
d sm
ell n
othi
ng!
Hid
den
in
Pla
in S
igh
t
19
The
octo
pus
was
jus
t si
x fe
et a
way
. Aft
er s
quirtin
g he
r m
ildly
poi
sono
us in
k, s
he h
ad s
ucke
d a
quic
k gu
lp o
f w
ater
. Th
en s
he j
ette
d a
shor
t di
stan
ce b
y sh
ootin
g th
e w
ater
out
of
a tu
be o
n he
r un
ders
ide.
20
Cha
ngin
g co
lor
to lo
ok li
ke a
roc
k, s
he h
eld
still
. If
the
m
oray
wen
t ba
ck t
o th
e ca
ve,
she
wou
ld f
ight
him
aga
in.
2 gi
ll h
oles
Mor
ay e
els
inha
le w
ater
thr
ough
the
ir m
outh
s. T
he w
ater
pa
sses
ove
r th
e gi
lls,
whi
ch p
ick
up o
xyge
n fr
om it
. Th
en it
leav
es
thro
ugh
the
two
smal
l gill
hol
es,
or s
lits,
on
the
side
s of
its
face
.
Look
at
sent
ence
B in
pa
ragr
aph
12.
Whe
re c
an y
ou
find
an e
xpla
natio
n of
gill
hol
es?
I can
fin
d it
in t
he
foot
note
at
the
bott
om
of t
he p
age.
Wha
t te
xt f
eatu
re d
oes
the
auth
or u
se t
o te
ll yo
u w
hat
para
grap
hs 1
4–18
will
be
abou
t?
the
head
ing,
A B
attle
Hig
hlig
ht t
he t
opic
sen
tenc
e in
pa
ragr
aph
17.
Wha
t ca
n yo
u pr
edic
t ba
sed
on t
his
sent
ence
?
The
octo
pus
mot
her
is g
oing
to
tric
k th
e
mor
ay e
el.
Wha
t is
the
oct
opus
mot
her’s
fin
al t
rick?
She
squi
rted
a b
last
of
pur
ple
ink
to c
onfu
se
the
eel.
Guid
ed Q
uest
ions
325
Mas
tery
Educ
atio
n.co
m
Copy
ing
is il
lega
l. Un
it 3
• U
nder
stan
ding
and
Ana
lysi
s of
Info
rmat
iona
l Tex
ts
Use
Text
Fea
ture
s to
Mak
e Pr
edic
tions
Less
on 2
5
21
The
eel p
oked
thr
ough
the
ink
clou
d. O
nce,
he
bum
ped
into
the
oct
opus
but
did
not
kno
w w
hat
he h
ad t
ouch
ed.
At la
st t
he e
el le
ft.
22
The
mot
her
wen
t ba
ck t
o he
r ba
bies
. She
str
oked
and
cl
eane
d th
e eg
g sa
c. I
n tim
e, if
she
live
d, a
sm
alle
r, th
inne
r ar
m w
ould
gro
w in
pla
ce o
f th
e m
issi
ng o
ne.
23
Thre
e da
ys la
ter,
as a
sun
beam
ent
ered
the
cav
e, o
ne
of t
he e
ggs
brok
e ap
art.
A t
iny
tran
spar
ent
octo
pus
wrigg
led
out.
Exc
ept
for
its b
lack
eye
s, it
see
med
to
be
mad
e of
cry
stal
.
24
Soo
n th
ere
was
ano
ther
and
ano
ther
bes
ide
it, t
hen
doze
ns,
then
hun
dred
s, a
nd f
inal
ly t
hous
ands
. Th
e cu
rren
t pi
cked
up
the
babi
es,
carr
ying
the
m a
way
.
25
Mos
t of
the
m w
ould
be
eate
n by
fis
h. B
ut a
few
wou
ld
surv
ive.
The
y ha
d a
chan
ce n
ow.
26
The
octo
pus
mot
her
wat
ched
the
m g
o.
Cri
tica
l T
hin
kin
g
1.
Rer
ead
para
grap
hs 1
–6. C
reat
e a
head
ing
that
cou
ld a
ppea
r on
the
top
of
this
sec
tion.
An
Oct
opus
Mot
her
Prot
ects
Her
Bab
ies
2.
Cre
ate
a ca
ptio
n fo
r th
e ill
ustra
tion
betw
een
para
grap
hs 6
and
7.
Befo
re s
he la
id h
er e
ggs,
the
oct
opus
mot
her
ate
crab
s.
3.
Wor
k in
a t
eam
. G
o on
line
to r
esea
rch
mor
e ab
out
how
sea
cre
atur
es p
rote
ct t
heir
youn
g an
d ab
out
octo
puse
s in
gen
eral
. Ba
sed
on y
our
rese
arch
, w
rite
a sh
ort
para
grap
h th
at c
ould
be
a si
deba
r to
thi
s ar
ticle
.
Look
at
the
head
ing
abov
e pa
ragr
aphs
19–
26.
Wha
t pr
edic
tions
can
you
mak
e ab
out
the
upco
min
g se
ctio
n?
I pre
dict
it w
ill b
e
abou
t ho
w t
he o
ctop
us
mot
her
was
abl
e to
hide
fro
m t
he
mor
ay e
el.
Guid
ed Q
uest
ions
9781640902930_TX4_MUD_Reading_TE.indb 210 4/1/2019 12:03:13 PM
211Master yEducation.com Copying is illegal. Unit 3 • Understanding and Analysis of Informational Texts
326
Read
ing
• L
evel
D
Copy
ing
is il
lega
l.
M
easu
ring
Up
to t
he T
exas
Ess
entia
l Kn
owle
dge
and
Skill
s
Less
on 2
5Us
e Te
xt F
eatu
res
to M
ake
Pred
ictio
ns
How
Am
I D
oin
g?
★
W
hat
ques
tions
do
you
have
?
★
H
ow d
o te
xt f
eatu
res
help
you
mak
e pr
edic
tions
abo
ut a
tex
t?
★
Co
lor
in t
he t
raff
ic s
igna
l th
at s
how
s ho
w y
ou a
re d
oing
with
the
ski
ll.
I nee
d he
lp.
I al
mos
t ha
ve it
.
I kn
ow
the
skill
.
327
Mas
tery
Educ
atio
n.co
m
Copy
ing
is il
lega
l. Un
it 3
• U
nder
stan
ding
and
Ana
lysi
s of
Info
rmat
iona
l Tex
ts
Use
Text
Fea
ture
s to
Mak
e Pr
edic
tions
Less
on 2
5
Inde
pend
ent
Prac
tice
★ P
ract
ice
Rea
d t
he
sele
ctio
n a
nd
ch
oose
th
e b
est
answ
er t
o ea
ch q
ues
tion
.
The
Thin
gs
Win
gs
Do
by K
eith
D.
Wad
ding
ton
1
Inse
ct w
ing
s ha
ve m
any
differ
ent
shap
es a
nd c
olor
s. T
hey
also
hav
e di
ffer
ent
uses
.
2
Mos
t in
sect
s ha
ve t
wo
pairs
of w
ings
, w
ith o
ne p
air
behi
nd
the
othe
r. Th
ese
win
gs a
re u
sed
for
flyin
g, o
f co
urse
. But
w
ings
can
hel
p an
inse
ct in
oth
er w
ays,
too
.
Flyi
ng
3
How
fas
t ca
n an
inse
ct f
ly?
That
dep
ends
on
the
size
and
sp
eed
of t
he w
ings
. H
ouse
flies
can
go
fast
bec
ause
the
y ha
ve s
mal
l win
gs t
hat
flap
quic
kly.
4
The
sam
e is
tru
e fo
r ho
neyb
ees.
A h
oney
bee
can
flap
its
smal
l win
gs 2
25 t
imes
eac
h se
cond
, an
d it
can
fly f
ourt
een
mile
s an
hou
r. Th
at’s
fas
t fo
r an
inse
ct.
But
but
terf
lies
drift
fr
om f
low
er t
o flo
wer
. Th
ey f
lap
thei
r br
oad
win
gs s
low
ly.
Som
etim
es t
hey
glid
e w
ithou
t fla
ppin
g at
all.
The
se b
ig
win
gs c
ould
bre
ak if
the
but
terf
ly f
lapp
ed a
s ha
rd a
s a
bee
does
.
Har
d C
over
ing
s
5
Win
gs a
re n
ot j
ust
for
flyin
g. I
n fa
ct,
a be
etle
’s
fron
t w
ings
are
not
for
fly
ing
at a
ll. T
hese
tw
o w
ings
are
har
d. W
hen
the
beet
le r
ests
or
wal
ks,
they
cov
er it
s so
ft b
ody
like
two
piec
es
of a
nut
shel
l. Th
ese
win
gs h
elp
prot
ect
the
beet
le f
rom
bei
ng e
aten
by
bird
s.
6
Whe
n th
e be
etle
flie
s, it
hol
ds it
s fr
ont
win
gs
out
to t
he s
ides
. W
ith t
hese
har
d w
ings
out
of
the
way
, th
e be
etle
can
fly
with
its
smal
l ba
ck w
ings
.
The
hone
ybee
fl i
es fr
om fl
ower
to
fl ow
er. It
als
o us
es it
s w
ings
to
talk
to
othe
r be
es.
Bee
tles
have
har
d fr
ont
win
gs
that
cov
er t
heir b
acks
. Th
e w
ings
hel
p pr
otec
t th
e in
sect
s.
9781640902930_TX4_MUD_Reading_TE.indb 211 4/1/2019 12:03:13 PM
212 Reading • Level D Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills
328
Read
ing
• L
evel
D
Copy
ing
is il
lega
l.
M
easu
ring
Up
to t
he T
exas
Ess
entia
l Kn
owle
dge
and
Skill
s
Less
on 2
5Us
e Te
xt F
eatu
res
to M
ake
Pred
ictio
ns
Col
ors
for
Hid
ing
7
Som
e w
ings
hav
e co
lors
and
pat
tern
s th
at
mak
e th
e in
sect
har
d to
see
. Th
ese
win
gs lo
ok
like
the
plac
es w
here
the
inse
ct r
ests
. W
hen
the
crea
ture
hol
ds s
till,
it do
esn’
t lo
ok li
ke a
n in
sect
. It
look
s lik
e a
leaf
or
ston
e or
pie
ce
of b
ark.
The
col
ors
help
the
inse
ct h
ide
from
an
imal
s th
at m
ight
eat
it.
This
kin
d of
col
orin
g is
cal
led
cam
oufla
ge.
8
Gra
ssho
pper
s ha
ve c
amou
flage
. W
hen
they
si
t on
pla
nts,
the
ir w
ings
look
like
the
leav
es
arou
nd t
hem
.
9
Som
e m
oths
hav
e w
ings
with
cam
oufla
ge t
hat
look
s lik
e tr
ee b
ark.
The
y ca
n re
st o
n tr
ees
with
out
bein
g fo
und.
Bri
gh
t C
olor
s
10
Som
e in
sect
s do
n’t
hide
at
all.
Inst
ead,
the
ir w
ings
hav
e br
ight
col
ors
that
can
be
seen
fro
m f
ar a
way
.
11
Sci
entis
ts s
ay t
hese
win
gs h
ave
war
ning
col
ors
beca
use
the
colo
rs w
arn
bird
s th
at t
he in
sect
s ar
e no
t go
od t
o ea
t.
12
The
win
gs o
f th
e m
onar
ch b
utte
rfly
hav
e w
arni
ng c
olor
s of
brigh
t or
ange
with
bl
ack.
A b
ird
mig
ht e
at o
ne o
f th
ese
butt
erfli
es.
But
aft
er t
he b
ad t
aste
of
that
m
eal,
the
colo
rs w
arn
the
bird
not
to
eat
anot
her
one.
13
Mos
t pe
ople
thi
nk w
ings
are
jus
t fo
r fly
ing.
I li
ke t
o te
ll th
em a
bout
the
se
amaz
ing
uses
.
This
mot
h’s
colo
rs a
re h
ard
to
see
whe
n th
e in
sect
res
ts o
n th
e si
de o
f a
tree
—bu
t ea
sy t
o se
e w
hen
it’s
on a
leaf
.
329
Mas
tery
Educ
atio
n.co
m
Copy
ing
is il
lega
l. Un
it 3
• U
nder
stan
ding
and
Ana
lysi
s of
Info
rmat
iona
l Tex
ts
Use
Text
Fea
ture
s to
Mak
e Pr
edic
tions
Less
on 2
5
1
Aft
er r
eadi
ng t
he f
irst
hea
ding
, th
e re
ader
can
pre
dict
tha
t pa
ragr
aphs
3
and
4 w
ill b
e ab
out
—
A
whe
re b
ees
live
B
how
win
gs h
elp
inse
cts
fly
C
inse
cts
that
hav
e tw
o pa
irs
of w
ings
D
how
hon
ey b
ees
com
mun
icat
e[T
EKS
4.6(
C),
DO
K 2]
2
The
auth
or u
ses
italic
typ
e in
the
first
se
nten
ce o
f pa
ragr
aph
3 to
let
the
read
er k
now
tha
t —
F th
e qu
estio
n is
impo
rtan
t to
the
m
ain
mes
sage
of
para
grap
h 3
G
the
ques
tion
prov
ides
add
ition
al
info
rmat
ion
unre
late
d to
th
e pa
ragr
aph
H
para
grap
h 3
belo
ngs
unde
r a
differ
ent
head
ing
J th
e ill
ustr
atio
n ne
xt t
o th
e pa
ragr
aph
will
ans
wer
the
que
stio
n[T
EKS
4.9(
D)(
iii),
DO
K 2]
3
Wha
t tw
o in
sect
s ar
e co
ntra
sted
in
para
grap
h 4?
A
Hon
eybe
es a
nd b
eetle
s
B
Hou
sefli
es a
nd m
oths
C
Hon
eybe
es a
nd b
utte
rflie
s
D
Bee
tles
and
butt
erfli
es[T
EKS
4.9(
D)(
iii),
DO
K 1]
4
Whi
ch t
ext
feat
ure
in t
he p
assa
ge le
ts
the
read
er k
now
tha
t be
es u
se t
heir
win
gs t
o co
mm
unic
ate
with
eac
h ot
her?
F To
pic
sent
ence
G
Sid
ebar
H
Cap
tion
J Con
clud
ing
sent
ence
[TEK
S 4.
7(F)
, D
OK
2]
5
Wha
t is
the
mai
n m
essa
ge o
f pa
ragr
aph
7?
A
Som
e w
ings
hav
e co
lors
and
pa
tter
ns t
hat
mak
e th
e in
sect
har
d to
see
.
B
Thes
e w
ings
look
like
the
pla
ces
whe
re t
he in
sect
res
ts.
C
Whe
n th
e cr
eatu
re h
olds
stil
l, it
does
n’t
look
like
an
inse
ct.
D
It lo
oks
like
a le
af o
r st
one
or p
iece
of
bar
k.
[TEK
S 4.
6(C
), D
OK
3]
9781640902930_TX4_MUD_Reading_TE.indb 212 4/1/2019 12:03:13 PM
213Master yEducation.com Copying is illegal. Unit 3 • Understanding and Analysis of Informational Texts
330
Read
ing
• L
evel
D
Copy
ing
is il
lega
l.
M
easu
ring
Up
to t
he T
exas
Ess
entia
l Kn
owle
dge
and
Skill
s
Less
on 2
5Us
e Te
xt F
eatu
res
to M
ake
Pred
ictio
ns
A
ssess
ment
Ch
oose
th
e b
est
answ
er t
o ea
ch q
ues
tion
.
1
Whi
ch t
ype
of t
ext
feat
ure
does
the
au
thor
use
to
let
the
read
er k
now
wha
t pa
ragr
aphs
5 a
nd 6
will
be
abou
t?
A
Hea
ding
B
Cap
tion
C
Illu
stra
tion
D
Sid
ebar
[TEK
S 4.
6(C
), D
OK
2]
2
Whe
re c
ould
the
aut
hor
add
som
e in
form
atio
n re
late
d to
the
art
icle
?
F In
a c
oncl
udin
g se
nten
ce
G
In a
sid
ebar
H
In b
oldf
ace
text
J In
a c
aptio
n[T
EKS
4.7(
F),
DO
K 2]
3
Whi
ch t
ext
feat
ure
supp
orts
the
in
form
atio
n in
par
agra
ph 7
?
A
The
capt
ion
unde
r th
e ho
neyb
ee il
lust
ratio
n
B
The
head
ing
Brigh
t Col
ors
C
The
capt
ion
unde
r th
e m
oth
illus
trat
ion
D
The
head
ing
Flyi
ng[T
EKS
4.7(
F),
DO
K 2]
4
The
auth
or in
clud
es t
he c
aptio
n un
der
the
illus
trat
ion
of a
bee
tle t
o —
F i n
clud
e re
late
d in
form
atio
n in
ad
ditio
n to
the
art
icle
G
s upp
ort
the
info
rmat
ion
in
para
grap
hs 5
and
6
H
s how
the
rea
der
that
bee
tles
use
cam
oufla
ge t
o hi
de
J p r
ove
the
info
rmat
ion
in t
he B
righ
t Col
ors
sect
ion
[ T
EKS
4 .9(
D)(
iii),
DO
K 3]
5
If t
he r
eade
r w
ants
to
find
info
rmat
ion
abou
t w
hy a
mon
arch
but
terf
ly’s
w
ings
are
vib
rant
ora
nge
and
blac
k,
the
best
pla
ce t
o lo
ok w
ould
be
unde
r th
e he
adin
g —
A
Flyi
ng
B
Har
d Cov
erin
gs
C
Col
ors
for
Hid
ing
D
Brigh
t Col
ors
[TEK
S 4.
6(C
), D
OK
2]
331
Mas
tery
Educ
atio
n.co
m
Copy
ing
is il
lega
l. Un
it 3
• U
nder
stan
ding
and
Ana
lysi
s of
Info
rmat
iona
l Tex
ts
Use
Text
Fea
ture
s to
Mak
e Pr
edic
tions
Less
on 2
5
Exit
Tic
ket
Now
you
kno
w a
ll ab
out
text
fea
ture
s. L
et’s
rev
isit
the
Real
-Wor
ld C
onne
ctio
n to
see
how
Ju
anita
is d
oing
with
her
ess
ay a
bout
out
er s
pace
.
Juan
ita h
as a
lot
to s
hare
abo
ut o
uter
spa
ce.
How
can
Jua
nita
, lik
e m
any
auth
ors
of
info
rmat
iona
l tex
t, ke
ep t
he in
form
atio
n in
her
ess
ay o
rgan
ized
and
eas
y to
und
erst
and?
In
you
r re
spon
se m
ake
sure
to
use
som
e of
the
new
voc
abul
ary
wor
ds f
rom
the
less
on.
Juan
ita c
an u
se t
ext
feat
ures
to
help
her
writ
e he
r es
say.
She
can
use
head
ings
for
the
diff
eren
t se
ctio
ns,
bold
face
for
imp
orta
nt v
ocab
ular
y,
and
cap
tions
for
her
illu
stra
tions
. Sh
e ca
n al
so m
ake
sure
to
incl
ude
top
ic
sent
ence
s an
d co
nclu
ding
sen
tenc
es s
o th
at t
he r
eade
r kn
ows
wha
t to
exp
ect
from
eac
h p
arag
rap
h.
9781640902930_TX4_MUD_Reading_TE.indb 213 4/1/2019 12:03:14 PM
214 Reading • Level D Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills
Use Text Features to Make PredictionsLesson 25
TEACHER NOTESReal-World Goals for Students• Use text featur es to make pr edictions.
• Use new vocabular y to r espond.
• Recognize characteristics of infor mational text.
Tips for the Struggling Learner• Point out to students that they can make pr edictions based on headings and topic
sentences, then guide students thr ough the pr ocess by pr oviding practice thr ough the Guided Instr uction passage for this lesson.
• As a class, cr eate an anchor char t about text featur es. Pr ovide students with a list of the features. Then have them cut out examples of each featur e and glue them next to the featur e name.
Tips for the English Language Learner• Using a science or social studies textbook, take students on a text featur es walk
through. As you facilitate the walk, focus on one text featur e at a time. For example, look for all headings first. Help students make predictions based on each of the lesson’s headings.
• Provide students with two sets of index car ds, one set printed with the names of text features and the other with visual examples of each. Have students work in pairs to match them up.
Activities for the Advanced Learner• Challenge students to r esearch a topic of their choice. After some r esearch, ask
students to write a few paragraphs using text featur es. Students can then explain to classmates how each text featur e contributes to their content.
• Have students bring to class an ar ticle that contains varied text featur es, graphics, and char ts. In small gr oups, have them analyze the ar ticles and jot down specifically how the text featur es and graphics enhance each piece.
9781640902930_TX4_MUD_Reading_TE.indb 214 4/1/2019 12:03:14 PM
222 Reading • Level D Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills
345
Mas
tery
Educ
atio
n.co
m
Copy
ing
is il
lega
l. Un
it 4
• U
nder
stan
ding
and
Ana
lysi
s of
Arg
umen
tativ
e Te
xts
Rec
ogni
ze a
Cla
imLe
sson
26
Uni
t 4 •
Und
erst
andi
ng a
nd A
naly
sis
of A
rgu
men
tati
ve T
exts
Intr
oduc
tion
Real-W
orl
d C
onnect
ion
Whi
le lo
okin
g at
som
e w
ebsi
tes
one
Satu
rday
mor
ning
, St
ephe
n fo
und
a bl
og p
ost
abou
t ch
angi
ng t
he s
choo
l w
eek
to s
ix d
ays
inst
ead
of f
ive.
The
bl
og a
utho
r sa
id s
choo
l of
ficia
ls s
houl
d co
nsid
er t
he lo
nger
sch
ool
wee
k be
caus
e ch
ildre
n w
ould
hav
e m
ore
time
to le
arn.
She
wro
te a
bout
stu
dent
s in
sch
ools
in
othe
r co
untri
es w
ho h
ave
high
tes
t sc
ores
and
a s
ix-d
ay s
choo
l w
eek.
The
aut
hor
ende
d th
e po
st b
y su
gges
ting
that
par
ents
eve
ryw
here
tal
k to
the
ir sc
hool
bo
ards
to
enco
urag
e a
long
er s
choo
l w
eek.
Step
hen
was
not
sur
e w
hat
to t
hink
abo
ut t
his
blog
pos
t. W
as it
a n
ews
artic
le?
Was
it a
n op
inio
n po
st?
We
will
pra
ctic
e th
e sk
ills
in G
uide
d In
stru
ctio
n an
d th
e In
depe
nden
t Pr
actic
e.
Then
, at
the
end
of
the
less
on,
we
will
rev
isit
Step
hen
and
the
Real
-Wor
ld C
onne
ctio
n.
What
I A
m G
oin
g t
o L
earn
• Id
entif
y cl
aim
s in
arg
umen
tativ
e te
xts.
• Id
entif
y id
eas
in t
exts
tha
t ar
e im
port
ant
to t
heir
mea
ning
.
What
I M
ay A
lready K
now
3.9
(E)(
i), 3
.7(G
)
• I
know
how
to
find
char
acte
ristic
s of
arg
umen
tativ
e te
xts.
• I
know
how
to
find
idea
s th
at a
re im
port
ant
to a
tex
t’s m
eani
ng.
Wor
ds to
Kno
war
gum
entat
ive te
xtcla
im
4.9(
E)
Reco
gnize
cha
racte
ristic
s an
d str
uctu
res
of a
rgum
entat
ive te
xt by
: (i)
iden
tifyin
g th
e cla
im.
4.7(
G)
Disc
uss
spec
ific
idea
s in
the
text t
hat a
re im
porta
nt to
the
mea
ning
.
Less
on26
9781640902930_TX4_MUD_Reading_TE.indb 222 4/1/2019 12:03:30 PM
223Master yEducation.com Copying is illegal. Unit 4 • Understanding and Analysis of Argumentative Texts
347
Mas
tery
Educ
atio
n.co
m
Copy
ing
is il
lega
l. Un
it 4
• U
nder
stan
ding
and
Ana
lysi
s of
Arg
umen
tativ
e Te
xts
Reco
gniz
e a
Clai
mLe
sson
26
abou
t th
e pr
ice
of m
ilk.
If yo
u bu
y m
ilk,
you
will
kno
w if
thi
s fa
ct is
tru
e or
not
. Yo
u w
ill k
now
if
$1.4
9 fo
r a
gallo
n is
a lo
w p
rice.
It is
impo
rtan
t to
rec
ogni
ze a
rgum
enta
tive
text
whe
n yo
u se
e it.
You
sho
uld
unde
rsta
nd w
hen
an a
utho
r is
try
ing
to in
fluen
ce
your
thi
nkin
g or
act
ions
. W
hen
you
know
an
auth
or is
try
ing
to
conv
ince
the
rea
der
abou
t so
met
hing
, yo
u ca
n ca
refu
lly e
xam
ine
the
pass
age.
Loo
k at
the
cla
ims
and
the
way
the
aut
hor
supp
orts
th
em.
Then
you
can
mak
e a
deci
sion
abo
ut h
ow y
ou f
eel a
bout
the
id
eas.
You
can
dec
ide
if yo
u w
ant
to le
t th
e au
thor
cha
nge
your
m
ind
or c
onvi
nce
you
to d
o so
met
hing
you
mig
ht n
ot u
sual
ly d
o.
Thin
k A
bo
ut
ItA
rgum
enta
tive
text
is m
ost
effe
ctiv
e w
hen
the
auth
or s
tate
s a
clai
m c
lear
ly a
nd g
ives
sou
nd
reas
ons
to s
uppo
rt it
. Loo
k fo
r th
ese
feat
ures
as
you
read
ar
gum
enta
tive
text
to
help
you
de
cide
if y
ou w
ant
to a
llow
it t
o in
fluen
ce y
our
thin
king
.
Gui
ded
Inst
ruct
ion
Rea
d t
he
pas
sag
e b
elow
. Th
en a
nsw
er t
he
qu
esti
ons
in t
he
mar
gin
an
d
com
ple
te t
he
acti
viti
es.
The
Cas
e fo
r S
por
ts
1
Wha
t is
you
r fa
vorite
spo
rt?
Whe
ther
it is
bas
ketb
all,
socc
er,
base
ball,
or
som
ethi
ng e
lse,
pla
ying
tea
m s
port
s is
par
t of
gro
win
g up
. Th
ere
are
man
y be
nefit
s, o
r go
od
thin
gs t
hat
happ
en.
Play
ing
on a
tea
m h
elps
peo
ple
lear
n to
get
alo
ng w
ith o
ther
s, le
arn
to f
ollo
w d
irec
tions
, an
d bu
ild a
hea
lthy
attit
ude
abou
t ph
ysic
al f
itnes
s. E
very
ch
ild d
eser
ves
to h
ave
the
adva
ntag
es t
hat
com
e fr
om
play
ing
team
spo
rts.
2
The
fun
is t
he b
est
part
of
team
spo
rts!
Eve
ryon
e w
orks
to
geth
er t
o le
arn
the
skill
s. T
he p
laye
rs s
tart
with
drills
to
pra
ctic
e, t
hen
they
hav
e a
chan
ce t
o pl
ay s
mal
l ga
mes
, or
scr
imm
ages
, ag
ains
t ea
ch o
ther
. Th
ey a
lso
exer
cise
so
they
can
pla
y fa
ster
and
har
der.
All
of t
his
exer
cise
hel
ps p
laye
rs t
o bu
ild s
tron
g m
uscl
es.
They
be
com
e m
ore
fit.
Whe
n th
e te
am is
rea
dy,
they
pla
y a
gam
e ag
ains
t an
othe
r te
am.
The
two
team
s tr
y to
see
w
ho c
an g
et m
ore
poin
ts.
Aft
er t
he g
ame
is o
ver,
they
sh
ake
hand
s an
d sa
y “G
ood
job!
”
Look
at
para
grap
h 1.
Hig
hlig
ht
the
sent
ence
tha
t st
ates
the
au
thor
’s po
sitio
n or
vie
wpo
int.
In p
arag
raph
2,
wha
t is
the
firs
t re
ason
tha
t th
e au
thor
giv
es t
o su
ppor
t he
r po
sitio
n?
Team
sp
orts
are
fun
.G
ive
two
exam
ples
the
aut
hor
uses
to
supp
ort
this
firs
t re
ason
.
Ans
wer
s w
ill v
ary
but
shou
ld in
clud
e tw
o of
the
follo
win
g: w
orki
ng
toge
ther
, p
layi
ng s
mal
l
gam
es,
exer
cisi
ng,
com
pet
ing
agai
nst
othe
rs,
and/
or t
ellin
g
one
anot
her
“goo
d jo
b.”
Guid
ed Q
uest
ions
346
Read
ing
• L
evel
D
Copy
ing
is il
lega
l.
M
easu
ring
Up
to t
he T
exas
Ess
entia
l Kn
owle
dge
and
Skill
s
Less
on 2
6Re
cogn
ize
a Cl
aim
Unders
tand t
he T
EK
S
Thes
e vo
cabu
lary
wor
ds w
ill h
elp
you
unde
rsta
nd t
he T
EKS.
Argu
men
tativ
e te
xt i
s w
ritin
g th
at t
ries
to g
et r
eade
rs t
o do
som
ethi
ng o
r to
bel
ieve
so
met
hing
. Its
pur
pose
is
to in
fluen
ce w
hat
the
read
ers
thin
k or
do.
You
com
e ac
ross
arg
umen
tativ
e te
xt e
very
day
. Thi
nk a
bout
the
se e
xam
ples
.
• A
n ad
vert
isem
ent
tries
to
get
you
to b
uy a
cer
tain
pai
r of
jean
s.
• A
bro
chur
e en
cour
ages
you
to
take
a t
rip t
o M
exic
o.
• A
n ed
itoria
l in
the
sch
ool
new
spap
er t
ries
to c
onvi
nce
you
that
eat
ing
heal
thy
food
s is
go
od f
or y
ou a
nd t
asty
, too
.
• A
web
site
trie
s to
tel
l you
a p
artic
ular
spo
rts
team
is o
utst
andi
ng.
Look
at
this
exa
mpl
e in
a lo
cal n
ewsp
aper
.
Tow
n G
roce
ry is
the
bes
t pl
ace
to b
uy y
our
food
. At
Tow
n G
roce
ry y
ou w
ill g
et t
he
low
est
pric
es f
or a
ll yo
ur n
eeds
. M
ilk c
osts
jus
t $1
.49
a ga
llon.
The
wor
kers
are
fri
endl
y an
d he
lpfu
l at
Tow
n G
roce
ry. E
ach
wor
ker
know
s ho
w t
o do
all
the
jobs
in
the
stor
e an
d ca
n an
swer
you
r qu
estio
ns.
Com
e an
d sh
op a
t To
wn
Gro
cery
!
The
auth
or is
try
ing
to g
et m
ore
peop
le t
o sh
op a
t To
wn
Gro
cery
. Firs
t, th
is a
rgum
enta
tive
text
tel
ls t
he a
utho
r’s o
pini
on.
Tow
n G
roce
ry is
the
bes
t pl
ace
to b
uy y
our
food
.
Nex
t, th
e au
thor
giv
es t
wo
reas
ons.
• Y
ou w
ill g
et t
he lo
wes
t pr
ices
.
• T
he w
orke
rs a
re f
riend
ly a
nd h
elpf
ul.
Fina
lly, t
he a
utho
r te
lls r
eade
rs w
hat
to d
o.
Shop
at
Tow
n G
roce
ry.
The
auth
or’s
pur
pose
in
writ
ing
is t
o ge
t m
ore
cust
omer
s to
sho
p at
Tow
n G
roce
ry.
If yo
u lo
ok c
aref
ully,
the
re a
re m
any
opin
ions
in
the
text
. Ar
gum
enta
tive
text
has
one
im
port
ant
idea
nea
r th
e be
ginn
ing
that
is c
alle
d th
e cl
aim
. Thi
s is
the
mai
n po
int
the
auth
or
wan
ts r
eade
rs t
o be
lieve
. In
thi
s pi
ece,
the
cla
im is
tha
t To
wn
Gro
cery
is t
he b
est
plac
e to
bu
y yo
ur f
ood.
The
aut
hor
supp
orts
the
cla
im w
ith r
easo
ns w
hy y
ou s
houl
d be
lieve
it.
The
reas
ons
are
impo
rtan
t id
eas
in t
he t
ext,
so y
ou s
houl
d al
way
s lo
ok f
or t
hem
.
Man
y ar
gum
enta
tive
text
s us
e fa
cts
to s
uppo
rt t
heir
reas
ons.
The
se a
re t
he im
port
ant
idea
s in
the
tex
t, to
o. T
his
auth
or c
laim
s yo
u w
ill g
et t
he lo
wes
t pr
ices
and
the
n gi
ves
a fa
ct
9781640902930_TX4_MUD_Reading_TE.indb 223 4/1/2019 12:03:30 PM
224 Reading • Level D Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills
349
Mas
tery
Educ
atio
n.co
m
Copy
ing
is il
lega
l. Un
it 4
• U
nder
stan
ding
and
Ana
lysi
s of
Arg
umen
tativ
e Te
xts
Reco
gniz
e a
Clai
mLe
sson
26
Cri
tica
l T
hin
kin
g
1.
Com
plet
e th
e di
agra
m b
elow
by
addi
ng t
he r
easo
ns a
nd t
he e
xam
ples
or
supp
ort
used
by
the
aut
hor.
The
clai
m h
as b
een
writ
ten
for
you.
Clai
m: A
ll ch
ildre
n sh
ould
pla
y te
am s
ports
.
Reas
on 1
:Re
ason
2:
Reas
on 3
:
Supp
ort
Supp
ort
Supp
ort
Supp
ort
Supp
ort
Supp
ort
Team
sp
orts
ar
e fu
n.Pl
ayer
s le
arn
imp
orta
nt
skill
s.
Play
ers
lear
n ho
w t
o tr
eat
othe
rs.
Play
ga
mes
.G
et
exer
cise
.Le
arn
to
follo
w
dire
ctio
ns.
Lear
n to
lis
ten.
Lear
n re
spec
t.Le
arn
to s
tay
calm
.
2.
Why
doe
s th
e au
thor
nee
d to
incl
ude
exam
ples
or
othe
r su
ppor
t fo
r ea
ch r
easo
n?
Each
rea
son
need
s ex
amp
les
or o
ther
sup
por
t to
con
vinc
e th
e re
ader
to t
ake
the
sam
e si
de a
s th
e au
thor
on
the
issu
e or
to
conv
ince
the
read
er t
o do
som
ethi
ng a
bout
the
aut
hor’s
cla
im.
3.
Wor
k w
ith a
par
tner
to
brai
nsto
rm a
list
of
topi
cs y
ou b
oth
feel
str
ongl
y ab
out.
For
exam
ple,
sav
ing
the
plan
et,
doin
g vo
lunt
eer
wor
k, o
r pr
otec
ting
anim
als
in t
he w
ild.
Choo
se o
ne.
Each
per
son
shou
ld m
ake
a ch
art
like
the
one
abov
e. S
how
the
cla
im,
the
reas
ons,
and
the
sup
port
. Whe
n yo
u fin
ish,
com
pare
you
r ch
arts
. D
o yo
u ha
ve s
imila
r cl
aim
s? D
o yo
u ha
ve s
imila
r re
ason
s? D
o yo
u ha
ve s
imila
r su
ppor
ting
idea
s? D
iscu
ss
the
sim
ilarit
ies
and
the
diff
eren
ces.
Whi
ch s
et o
f cl
aim
, re
ason
s, a
nd s
uppo
rtin
g id
eas
do y
ou e
ach
belie
ve w
ould
mak
e th
e st
rong
er a
rgum
enta
tive
text
? W
hy?
348
Read
ing
• L
evel
D
Copy
ing
is il
lega
l.
M
easu
ring
Up
to t
he T
exas
Ess
entia
l Kn
owle
dge
and
Skill
s
Less
on 2
6Re
cogn
ize
a Cl
aim
3
On
mos
t te
ams,
coa
ches
hel
p th
e pl
ayer
s le
arn
abou
t th
e ga
me
and
help
the
m b
ecom
e be
tter
pla
yers
. Th
e co
ache
s gi
ve d
irec
tions
to
the
play
ers.
The
pla
yers
kno
w
they
sho
uld
do w
hat
the
coac
h sa
ys.
This
will
giv
e th
e w
hole
tea
m a
bet
ter
chan
ce o
f w
inni
ng t
heir n
ext
gam
e.
List
enin
g an
d fo
llow
ing
dire
ctio
ns a
re im
port
ant
life
skill
s. T
hey
are
valu
able
in s
port
s. T
hey
are
also
val
uabl
e in
sch
ool a
nd w
hen
adul
ts g
et j
obs.
4
Lear
ning
to
be a
tea
m p
laye
r is
ano
ther
impo
rtan
t sk
ill.
This
mea
ns t
hat
you
can
get
alon
g w
ith o
ther
s. Y
ou
trea
t ot
her
play
ers,
coa
ches
, an
d al
l peo
ple
with
res
pect
. Pl
ayer
s m
ust
also
lear
n to
con
trol
the
ir t
empe
rs.
Ther
e is
no
room
for
ang
er o
n a
team
. Ev
en w
hen
thin
gs d
on’t
go t
he w
ay y
ou w
ould
like
, it
is v
ery
impo
rtan
t to
kee
p ca
lm.
Oth
erw
ise,
you
may
not
be
allo
wed
to
prac
tice
or
play
with
the
tea
m.
5
It is
har
d to
fin
d pa
stim
es t
hat
are
bett
er f
or c
hild
ren
than
pla
ying
tea
m s
port
s. E
ach
play
er o
n th
e te
am
exer
cise
s an
d le
arns
to
follo
w d
irec
tions
. Ev
eryo
ne le
arns
ab
out
gett
ing
alon
g w
ith o
ther
s, t
oo.
Bes
t of
all,
the
w
hole
tea
m e
njoy
s le
arni
ng a
nd g
row
ing
toge
ther
. Th
is
won
derf
ul f
eelin
g is
har
d to
bea
t!
In p
arag
raph
3 h
ighl
ight
the
se
nten
ce t
hat
give
s th
e se
cond
re
ason
the
aut
hor
uses
to
supp
ort
the
clai
m.
Wha
t is
one
way
thi
s re
ason
hel
ps p
laye
rs la
ter
in li
fe?
follo
win
g di
rect
ions
In p
arag
raph
4,
unde
rline
tw
o w
ords
tha
t te
ll ho
w p
laye
rs
shou
ld a
ct w
hen
play
ing
team
spo
rts.
Wha
t is
the
pur
pose
of
para
grap
h 5?
The
auth
or w
ants
to
rem
ind
the
read
er t
hat
child
ren
shou
ld p
lay
team
sp
orts
.
Why
doe
s th
e au
thor
giv
e th
e re
ason
s fr
om e
arlie
r pa
ragr
aphs
aga
in?
She
wan
ts t
o be
sur
e
the
mes
sage
is c
lear
for
the
read
er.
Guid
ed Q
uest
ions
9781640902930_TX4_MUD_Reading_TE.indb 224 4/1/2019 12:03:32 PM
225Master yEducation.com Copying is illegal. Unit 4 • Understanding and Analysis of Argumentative Texts
351
Mas
tery
Educ
atio
n.co
m
Copy
ing
is il
lega
l. Un
it 4
• U
nder
stan
ding
and
Ana
lysi
s of
Arg
umen
tativ
e Te
xts
Reco
gniz
e a
Clai
mLe
sson
26
you
alre
ady
have
a v
ery
full
day
and
it se
ems
that
you
hav
e no
tim
e to
spa
re.
In s
pite
of
that
, I
thin
k al
l stu
dent
s, in
clud
ing
you,
sho
uld
lear
n an
othe
r la
ngua
ge.
It m
ay b
e on
e of
the
bes
t th
ings
you
do
for
your
fut
ure.
2
Firs
t, t
he w
orld
is g
ettin
g sm
alle
r an
d sm
alle
r. Ye
ars
ago,
peo
ple
didn
’t n
eed
to
trav
el s
o m
uch.
Now
it’s
alm
ost
as e
asy
to h
op o
n an
airpl
ane
and
trav
el t
o Spa
in
as it
is t
o ta
ke a
bus
to
Om
aha,
Neb
rask
a. W
hen
you
are
in a
noth
er c
ount
ry,
it is
hel
pful
to
spea
k th
at la
ngua
ge.
Of
cour
se,
man
y pe
ople
aro
und
the
wor
ld
spea
k En
glis
h. T
his
mak
es it
pre
tty
easy
to
get
arou
nd.
But
wou
ldn’
t it
be n
ice—
and
polit
e—to
at
leas
t be
abl
e to
ask
direc
tions
or
gree
t pe
ople
in t
heir o
wn
lang
uage
? W
ould
n’t
it m
ake
you
feel
mor
e in
depe
nden
t?
3
Sec
ond,
mor
e an
d m
ore
busi
ness
es a
re b
ecom
ing
glob
al c
ompa
nies
. Th
is m
eans
th
at t
hey
have
offic
es in
oth
er c
ount
ries
. Som
etim
es it
mea
ns t
hat
a fo
reig
n co
untr
y, f
or e
xam
ple,
Jap
an,
owns
the
bus
ines
s th
at is
bas
ed h
ere
in t
he U
nite
d Sta
tes.
For
exa
mpl
e, a
n Am
eric
an c
ar c
ompa
ny m
ight
sel
l a lo
t of
car
s in
Mex
ico.
Th
ere
may
be
trav
el b
ack
and
fort
h be
twee
n lo
catio
ns f
or m
eetin
gs.
Ther
e is
co
rres
pond
ence
with
cus
tom
ers.
Of
cour
se,
Engl
ish
is s
poke
n, b
ut s
o ar
e ot
her
lang
uage
s. W
ould
n’t
it be
an
adva
ntag
e fo
r so
meo
ne w
orki
ng a
t th
is c
ompa
ny t
o sp
eak
anot
her
lang
uage
?
4
Third,
Am
eric
a is
a c
ount
ry o
f im
mig
rant
s. M
any
peop
le c
ome
to t
he U
nite
d Sta
tes
from
aro
und
the
wor
ld.
Peop
le w
ho w
ork
in m
any
field
s th
at h
elp
peop
le
find
it us
eful
to
spea
k an
othe
r la
ngua
ge.
For
exam
ple,
a n
urse
wor
king
in a
ho
spita
l tha
t ha
s a
lot
of S
pani
sh-s
peak
ing
patie
nts
will
hav
e an
adv
anta
ge if
he
or s
he c
an s
peak
Spa
nish
. An
aide
in a
day
-car
e ce
nter
in a
Chi
nese
com
mun
ity
will
fin
d it
help
ful t
o sp
eak
Chi
nese
.
5
Thes
e ar
e on
ly a
few
of
the
reas
ons
why
lear
ning
a s
econ
d la
ngua
ge is
im
port
ant.
You
may
say
, “T
hese
rea
sons
sho
w w
hy a
n ad
ult
shou
ld le
arn
anot
her
lang
uage
. I’m
a k
id.
Why
sho
uld
I le
arn
one?
” It
will
nev
er b
e ea
sier
to
lear
n a
seco
nd la
ngua
ge t
han
it is
now
. Th
e yo
unge
r yo
u ar
e, t
he m
ore
easi
ly y
ou c
an
soak
up
lang
uage
. Th
e ol
der
you
are,
the
har
der
it ge
ts.
In a
dditi
on,
lear
ning
an
othe
r la
ngua
ge t
akes
tim
e. Y
ou m
ay n
ot t
hink
you
hav
e tim
e no
w,
but
you
will
ha
ve e
ven
less
late
r on
.
6
Lear
ning
a s
econ
d la
ngua
ge w
ill g
ive
you
a le
g up
on
your
fut
ure.
It
will
hel
p yo
u be
par
t of
the
glo
bal c
omm
unity
. W
hy w
ait
to le
arn
a se
cond
lang
uage
whe
n it
is
diffic
ult?
Lea
rn o
ne n
ow w
hen
it is
eas
y an
d yo
u ha
ve t
ime
in s
choo
l to
do it
.
350
Read
ing
• L
evel
D
Copy
ing
is il
lega
l.
M
easu
ring
Up
to t
he T
exas
Ess
entia
l Kn
owle
dge
and
Skill
s
Less
on 2
6Re
cogn
ize
a Cl
aim
How
Am
I D
oin
g?
★
W
hat
ques
tions
do
you
have
?
★
W
hy m
ight
it b
e im
port
ant
for
an a
utho
r to
org
aniz
e an
arg
umen
tativ
e te
xt w
ith a
cla
im,
reas
ons,
and
sup
port
?
★
Co
lor
in t
he t
raff
ic s
igna
l th
at s
how
s ho
w y
ou a
re d
oing
with
the
ski
ll.
I nee
d he
lp.
I al
mos
t ha
ve it
.
I kn
ow
the
skill
.
Inde
pend
ent
Prac
tice
P
ract
ice
Rea
d t
he
sele
ctio
n a
nd
ch
oose
th
e b
est
answ
er t
o ea
ch q
ues
tion
.
Sh
ould
All
Stu
den
ts S
tud
y A
not
her
Lan
gu
age?
by M
icha
el S
hue
1
“I a
lrea
dy h
ave
too
muc
h sc
hool
wor
k!”
you
say.
“I
can’
t le
arn
one
mor
e th
ing.
And
I h
ave
so m
uch
to d
o af
ter
scho
ol—
socc
er p
ract
ice,
pia
no le
sson
s, y
oga
clas
s, s
cout
s. W
hy in
the
wor
ld s
houl
d I
stud
y an
othe
r la
ngua
ge?”
Of
cour
se,
9781640902930_TX4_MUD_Reading_TE.indb 225 4/1/2019 12:03:32 PM
226 Reading • Level D Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills
353
Mas
tery
Educ
atio
n.co
m
Copy
ing
is il
lega
l. Un
it 4
• U
nder
stan
ding
and
Ana
lysi
s of
Arg
umen
tativ
e Te
xts
Reco
gniz
e a
Clai
mLe
sson
26
A
ssess
ment
Ch
oose
th
e b
est
answ
er t
o ea
ch q
ues
tion
.
1
With
whi
ch s
tate
men
t w
ould
the
aut
hor
of t
his
pass
age
mos
t lik
ely
agre
e?
A
Fore
ign
lang
uage
s sh
ould
be
taug
ht
at a
ll le
vels
of
scho
ol.
B
Ever
y st
uden
t m
ust
lear
n a
fore
ign
lang
uage
to
be s
ucce
ssfu
l at
wor
k.
C
Lear
ning
a f
orei
gn la
ngua
ge is
the
be
st g
uara
ntee
of
a go
od j
ob.
D
Stud
ents
sho
uld
repl
ace
one
afte
r-sc
hool
act
ivity
with
lang
uage
less
ons.
[TEK
S 4.
9(E)
(i),
DO
K 3]
2
One
rea
son
the
auth
or g
ives
for
le
arni
ng a
lang
uage
is b
ecau
se it
is —
F ea
sier
to
lear
n la
ngua
ges
whi
le y
ou
are
youn
g
G
help
ful t
o le
arn
lang
uage
s so
you
ca
n be
a b
ette
r w
rite
r
H
impo
rtan
t to
get
goo
d gr
ades
in
lang
uage
cla
sses
J ne
cess
ary
to u
nder
stan
d ea
ch
coun
try’
s hi
stor
y[T
EKS
4.7(
G),
DO
K 2]
3
Wha
t do
the
rea
sons
to
lear
n la
ngua
ges
in t
his
text
hav
e in
com
mon
?
A
They
are
all
focu
sed
on t
rave
l.
B
They
are
all
nece
ssar
y to
get
job
s.
C
They
are
all
rela
ted
to s
choo
lwor
k.
D
They
are
all
impo
rtan
t to
you
r fu
ture
.[T
EKS
4.7(
G),
DO
K 3]
4
Whi
ch s
ente
nce
from
par
agra
ph 6
su
mm
ariz
es t
he a
utho
r’s m
ain
clai
m?
F Le
arni
ng a
sec
ond
lang
uage
will
gi
ve y
ou a
leg
up o
n yo
ur f
utur
e.
G
It w
ill h
elp
you
be p
art
of t
he
glob
al c
omm
unity
.
H
Why
wai
t to
lear
n a
seco
nd
lang
uage
whe
n it
is d
iffic
ult?
J Le
arn
one
now
whe
n it
is e
asy
and
you
have
tim
e in
sch
ool t
o do
it.
[TEK
S 4.
9(E)
(i),
DO
K 3]
5
Whi
ch is
the
mai
n id
ea f
rom
pa
ragr
aph
3?
A
Kno
win
g a
differ
ent
lang
uage
wou
ld
help
wor
kers
sel
l mor
e ca
rs in
ot
her
coun
trie
s.
B
Kno
win
g a
differ
ent
lang
uage
wou
ld
allo
w w
orke
rs t
o ha
ve m
eetin
gs in
ot
her
coun
trie
s.
C
Kno
win
g a
differ
ent
lang
uage
wou
ld
be a
n ad
vant
age
whe
n w
orki
ng f
or
a gl
obal
com
pany
.
D
Kno
win
g a
differ
ent
lang
uage
wou
ld
guar
ante
e w
orke
rs a
new
job
with
a
glob
al c
ompa
ny.
[TEK
S 4.
7(G
), D
OK
2]
352
Read
ing
• L
evel
D
Copy
ing
is il
lega
l.
M
easu
ring
Up
to t
he T
exas
Ess
entia
l Kn
owle
dge
and
Skill
s
Less
on 2
6Re
cogn
ize
a Cl
aim
1
Wha
t is
the
aut
hor’s
mai
n cl
aim
in t
his
argu
men
tativ
e te
xt?
A
All
stud
ents
nee
d to
be
mor
e in
depe
nden
t.
B
All
stud
ents
sho
uld
stud
y a
new
lang
uage
.
C
All
stud
ents
sho
uld
trav
el a
roun
d th
e w
orld
.
D
All
stud
ents
will
wor
k fo
r in
tern
atio
nal c
ompa
nies
.[T
EKS
4.9(
E)(i)
, D
OK
3]
2
The
auth
or b
elie
ves
stud
ents
—
F ar
e to
o bu
sy w
ith o
utsi
de a
ctiv
ities
G
can
mak
e tim
e fo
r le
arni
ng la
ngua
ge
H
need
to
stay
bus
y in
ord
er t
o le
arn
wel
l
J w
ill g
et job
s th
at u
se o
ther
lang
uage
s[T
EKS
4.9(
E)(i)
, D
OK
3]
3
Whi
ch is
a r
easo
n th
e au
thor
giv
es f
or
lear
ning
a n
ew la
ngua
ge?
A
No
one
spea
ks E
nglis
h in
ot
her
coun
trie
s.
B
You
will
not
be
able
to
get
help
in
othe
r pl
aces
.
C
Trav
el is
get
ting
easi
er a
nd
mor
e co
nven
ient
.
D
Ther
e ar
e fe
wer
cou
ntries
in o
ur
smal
l wor
ld.
[TEK
S 4.
7(G
), D
OK
2]
4
Why
doe
s th
e au
thor
incl
ude
the
quot
es in
the
first
par
agra
ph?
F To
ans
wer
que
stio
ns t
he r
eade
r m
ay h
ave
G
To t
ell w
hat
peop
le in
terv
iew
ed f
or
the
artic
le s
aid
H
To g
ive
read
ers
reas
ons
to d
ism
iss
the
clai
m
J To
sho
w r
eade
rs t
hat
thei
r ob
ject
ions
to
the
clai
m a
re n
ot t
rue
[TEK
S 4.
9(E)
(i),
DO
K 3]
5
Whi
ch s
ente
nce
from
par
agra
ph 3
su
ppor
ts t
he a
utho
r’s id
ea t
hat
lang
uage
s ar
e im
port
ant
for
peop
le in
th
eir
jobs
?
A
This
mea
ns t
hat
they
hav
e of
fices
in
othe
r co
untr
ies.
B
Som
etim
es it
mea
ns t
hat
a fo
reig
n co
untr
y, f
or e
xam
ple,
Jap
an,
owns
th
e bu
sine
ss t
hat
is b
ased
her
e in
th
e U
nite
d Sta
tes.
C
For
exam
ple,
an
Am
eric
an c
ar
com
pany
mig
ht s
ell a
lot
of c
ars
in M
exic
o.
D
Ther
e m
ay b
e tr
avel
bac
k an
d fo
rth
betw
een
loca
tions
for
mee
tings
.[T
EKS
4.7(
G),
DO
K 2]
9781640902930_TX4_MUD_Reading_TE.indb 226 4/1/2019 12:03:32 PM
227Master yEducation.com Copying is illegal. Unit 4 • Understanding and Analysis of Argumentative Texts
354
Read
ing
• L
evel
D
Copy
ing
is il
lega
l.
M
easu
ring
Up
to t
he T
exas
Ess
entia
l Kn
owle
dge
and
Skill
s
Less
on 2
6Re
cogn
ize
a Cl
aim
Exit
Tic
ket
Now
tha
t yo
u ca
n re
cogn
ize
the
clai
m in
arg
umen
tativ
e te
xt,
let’s
rev
isit
Step
hen
from
the
Re
al-W
orld
Con
nect
ion
to s
ee w
hat
he h
as le
arne
d ab
out
the
blog
.
Step
hen
reco
gniz
es t
his
blog
pos
t as
arg
umen
tativ
e te
xt.
He
know
s th
at a
rgum
enta
tive
text
has
a c
laim
and
rea
sons
tha
t su
ppor
t th
e cl
aim
. Re
ad t
he b
log
post
and
ans
wer
the
qu
estio
ns b
elow
.
Scho
ol b
oard
s in
the
Unite
d St
ates
sho
uld
incr
ease
the
num
ber o
f day
s ch
ildre
n at
tend
fro
m
five
to s
ix da
ys p
er w
eek.
The
ext
ra d
ay w
ould
giv
e ch
ildre
n si
x m
ore
hour
s of
inst
ruct
ion
each
wee
k. T
his
time
coul
d be
use
d to
teac
h m
ore
idea
s an
d gi
ve th
em m
ore
prac
tice.
Som
e sc
hool
s ar
ound
the
wor
ld a
lread
y do
this
, an
d te
st s
core
s ar
e hi
gher
in th
ose
coun
tries
. St
uden
ts w
ill al
so h
ave
less
tim
e to
be
bore
d w
ith n
othi
ng t
o do
. Eve
ryon
e sh
ould
con
tact
lo
cal s
choo
l of
ficia
ls a
nd a
sk t
hem
to c
onsi
der
leng
then
ing
the
scho
ol w
eek.
It w
ill he
lp
stud
ents
fro
m th
e Un
ited
Stat
es b
ecom
e m
ore
educ
ated
and
mor
e ab
le t
o co
mpe
te f
or
glob
al jo
bs.
Com
plet
e th
e ch
art.
Reas
on 2
: Sc
hool
bo
ards
tha
t do
thi
s in
oth
er c
ount
ries
have
stu
dent
s w
ith
high
er t
est
scor
es.
Reas
on 3
: It
wou
ld
keep
stu
dent
s fr
om b
eing
bor
ed.
Reas
on 1
: It
wou
ld
give
stu
dent
s m
ore
time
to le
arn.
Clai
m: Sc
hool
boa
rds
in t
he U
nite
d St
ates
sho
uld
incr
ease
the
num
ber
of d
ays
child
ren
atte
nd f
rom
fiv
e to
six
day
s p
er w
eek.
9781640902930_TX4_MUD_Reading_TE.indb 227 4/1/2019 12:03:33 PM
228 Reading • Level D Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills
Recognize a ClaimLesson 26
TEACHER NOTESReal-World Goals for Students• Identify claims in ar gumentative texts.
• Discuss ideas that ar e impor tant to a text.
Tips for the Struggling Learner• Collect adver tisements for several dif ferent companies in print and video for mat.
Sor t the adver tisements based on the type of claim made. For example, some ads claim their pr oducts give the most value, while others claim their pr oducts will accomplish wor thwhile goals for consumers.
• Use graphic or ganizers such as webs or pyramid str uctures, and have students identify the claim and put the suppor ting reasons into the pr oper locations.
Tips for the English Language Learner• English lear ners may str uggle to br eak down claims, r easons, and evidence. Have
them read through shor t texts and fill out graphic organizers or blank outlines to help or ganize the thoughts in the text. Scaf fold the activity by having par ts of the organizer or outline alr eady completed.
• English lear ners may str uggle connecting ideas in a text. T o show these connections, consider giving students a text and a cor responding series of sentence frames to fill out based on the text.
Activities for the Advanced Learner• Have students r ead a text that has a poorly developed ar gument. Then have them
annotate the places wher e the text is not clear or wher e it needs additional evidence. Students could also r esearch the missing infor mation and r evise the text.
• Have students cr eate their own adver tisement and pr esentation in video for mat. The presentation must contain an ar gument or suggestion to use a pr oduct.
9781640902930_TX4_MUD_Reading_TE.indb 228 4/1/2019 12:03:33 PM