Grade 4 | Lessons 19, 25, 26 The sample pack features

Peoples Education Inc. DBA Mastery Education | 800-822-1080 | MasteryEducation.com | Fax: 201-712-0045

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

9781640902923_TX4_MUD_Reading_SE.indb 2499781640902923_TX4_MUD_Reading_SE.indb 249 2/18/2019 10:24:38 AM2/18/2019 10:24:38 AMProcess BlackProcess Black

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.



Explain the Author’s Purpose Lesson 19



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.



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.

TX4_MUD_Reading_Ch08_L19_SE.indd 251TX4_MUD_Reading_Ch08_L19_SE.indd 251 2/26/2019 3:49:42 PM2/26/2019 3:49:42 PMProcess BlackProcess Black



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




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




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.




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.




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.




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.”




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.




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.




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.



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


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.


• 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.



Lesson 25 Use Text Features to Make Predictions

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.



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.




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





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




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




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

TX4_MUD_Reading_Ch09_L25_SE.indd 325TX4_MUD_Reading_Ch09_L25_SE.indd 325 2/18/2019 10:56:10 AM2/18/2019 10:56:10 AMProcess BlackProcess Black



How Am I Doing?


★ How do text features help you make predictions about a text?


I need help.

I almost have it.

I know

the skill.





★ Practice


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.




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.




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.




Assessment


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




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.


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


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.


• 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



Lesson 26 Recognize a Claim

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



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


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




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




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?




How Am I Doing?


★ Why might it be impor tant for an author to organize an argumentative text with a claim, reasons, and suppor t?


I need help.

I almost have it.

I know

the skill.


Practice


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,




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.




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.




Assessment


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.




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:


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


4.9(F) 4.7(B) 6 Recognize Multimodal and Digital Texts. . . . . . . . . . . . . . . . . . . . 69

Contents

9781640902923_TX4_MUD_Reading_SE_FM02_TOC.indd i9781640902923_TX4_MUD_Reading_SE_FM02_TOC.indd i 2/26/2019 2:41:42 PM2/26/2019 2:41:42 PM

ii

UNIT 1 (continued)Chapter 3 Vocabulary Development

Primary TEKS


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


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


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


4.9(C) 4.6(F) 15 Explain the Structural Elements of Drama . . . . . . . . . . . . . . . . . 184

Chapter 7 Elements of Fiction Prose

Primary TEKS


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

9781640902923_TX4_MUD_Reading_SE_FM02_TOC.indd ii9781640902923_TX4_MUD_Reading_SE_FM02_TOC.indd ii 2/26/2019 2:41:48 PM2/26/2019 2:41:48 PM

iii

UNIT 3 Understanding and Analysis of Informational Texts Chapter 8 Author’s Purpose and Craft

Primary TEKS


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


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


UNIT 4 Understanding and Analysis of Argumentative Texts Chapter 10 Argumentative Text

Primary TEKS


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


Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389

9781640902923_TX4_MUD_Reading_SE_FM02_TOC.indd iii9781640902923_TX4_MUD_Reading_SE_FM02_TOC.indd iii 2/26/2019 2:41:48 PM2/26/2019 2:41:48 PM

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.

9781640902923_TX4_MUD_Reading_SE.indb iv9781640902923_TX4_MUD_Reading_SE.indb iv 2/18/2019 9:55:02 AM2/18/2019 9:55:02 AM

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

9781640902923_TX4_MUD_Reading_SE.indb v9781640902923_TX4_MUD_Reading_SE.indb v 2/18/2019 9:55:02 AM2/18/2019 9:55:02 AM

vi


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

9781640902923_TX4_MUD_Reading_SE_FM03_CChart.indd vi9781640902923_TX4_MUD_Reading_SE_FM03_CChart.indd vi 2/26/2019 2:33:34 PM2/26/2019 2:33:34 PM

vii


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

9781640902923_TX4_MUD_Reading_SE.indb vii9781640902923_TX4_MUD_Reading_SE.indb vii 2/18/2019 9:55:02 AM2/18/2019 9:55:02 AM


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


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.



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



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

.



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.

”



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

.



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

.




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.



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.



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

.



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.



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



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



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.



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]



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.



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.



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



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



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



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,



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]



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.



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.


Grade 4 | Lessons 19, 25, 26 The sample pack features

Documents

Transcript of Grade 4 | Lessons 19, 25, 26 The sample pack features