MVW Intl g5 U3 w2 TE PDF

UNIT 3 WEEK 2
SUGGESTED WEEKLY PLAN
LESSON 1 LESSON 2
Suggested Daily Times READING WORKSHOP READING WORKSHOP
READING WORKSHOP GENRE & THEME SHARED READ
• Interact with Sources: Explore the • Introduce the Text T94–T107
SHARED READING. . . . . . . . . . . . . . . 35–50 Min. Infographic: Weekly Question T80–T81 »» Preview Vocabulary
READING BRIDGE. . . . . . . . . . . . . . . . . . 5–10 Min. • Listening Comprehension: Read Aloud: »» Read: “A Borrowed Bunny”
“Snowball” T82–T83
SMALL GROUP . . . . . . . . . . . . . . . . . . . 20–30 Min. • Respond and Analyze T108–T109
• Realistic Fiction T84–T85
»» My View
WRITING WORKSHOP Quick Check T85 »» Develop Vocabulary
MINILESSON. . . . . . . . . . . . . . . . . . . . . . . . . . 10 Min. Quick Check T109
INDEPENDENT WRITING . . . . . . . 30–40 Min. »» Check for Understanding
WRITING BRIDGE. . . . . . . . . . . . . . . . . . 5–10 Min.

READING BRIDGE READING BRIDGE
Learning Goals
• Academic Vocabulary: Synonyms and • Word Study: Apply Suffixes -ize, -ance,
Antonyms T86–T87 -ence, -ist T110–T111
• Word Study: Teach Suffixes -ize, -ance,
• I can learn more about realistic fiction by -ence, -ist T88–T89
analyzing plot elements.
• I can develop knowledge about language
to make connections between reading and SMALL GROUP/INDEPENDENT SMALL GROUP/INDEPENDENT
writing.
TEACHER-LED OPTIONS TEACHER-LED OPTIONS
• I can use elements of opinion writing to • Guided Reading/Leveled Readers • Guided Reading/Leveled Readers
write an essay. T90–T91, T93 T90–T91, T113
• Strategy, Intervention, and On-Level/ • Strategy and Intervention Activities T112
SEL SOCIAL-EMOTIONAL LEARNING Advanced Activities T92 • Fluency T112
• ELL Targeted Support T92 • ELL Targeted Support T112
• Conferring T93
ssessment Options
A INDEPENDENT/COLLABORATIVE
• Conferring T113
for the Week • Independent Reading T93

INDEPENDENT/COLLABORATIVE
• Independent Reading T113
• Literacy Activities T93 • Literacy Activities T113
• Daily Formative Assessment Options
B OO K CLUB T93, T470–T471 SEL
The following assessments are available on

SavvasRealize.com:
WRITING WORKSHOP WRITING WORKSHOP
• Progress Check-Ups
MINILESSON MINILESSON
• Cold Reads • Opinion Essay T350–T351 • Opinion Essay T354–T355
»» Develop an Opinion »» Develop Reasons
• Weekly Standards Practice for Language
and Conventions »» Share Back »» Share Back
INDEPENDENT WRITING INDEPENDENT WRITING
• Weekly Standards Practice for Word Study • Opinion Essay T351 • Opinion Essay T355
• Weekly Standards Practice for Academic • Conferences T348 • Conferences T348
Vocabulary
• Practice Tests
WRITING BRIDGE WRITING BRIDGE
• Test Banks FLEXIBLE OPTION • Spelling: Teach Words with -ize,
• Spelling: Words with -ize, -ance, -ance, -ence, -ist T356
-ence, -ist T352
Assess Prior Knowledge T352 FLEXIBLE OPTION
• Language and Conventions:
FLEXIBLE OPTION Oral Language: Pronouns and
• Language and Conventions: Antecedents T357
Spiral Review: Prepositions and
Materials Prepositional Phrases T353
Turn the page for a list of materials that
will support planning for the week.
T76 UNIT 3 • WEEK 2

LESSON 3 LESSON 4 LESSON 5
READING WORKSHOP READING WORKSHOP READING WORKSHOP
CLOSE READ CLOSE READ COMPARE TEXTS
• Analyze Plot Elements T114–T115 • Summarize T122–T123 • Reflect and Share T130–T131
• Close Read: “A Borrowed Bunny” • Close Read: “A Borrowed Bunny” »» Write to Sources
Quick Check T115 Quick Check T123 Quick Check T131
»» Weekly Question
READING BRIDGE READING BRIDGE READING BRIDGE

• Read Like a Writer: Analyze Hyperbole • Write for a Reader: Use Hyperbole and FLEXIBLE OPTION
and Puns T116–T117 Puns T124–T125 • Word Study: Suffixes -ize, -ance, -ence,
-ist T132–T133
FLEXIBLE OPTION FLEXIBLE OPTION
• Word Study: More Practice: Suffixes -ize, • Word Study: Spiral Review: Words with Assess Understanding T132
-ance, -ence, -ist T118–T119 Latin Roots T126–T127
SMALL GROUP/INDEPENDENT SMALL GROUP/INDEPENDENT SMALL GROUP/INDEPENDENT

TEACHER-LED OPTIONS TEACHER-LED OPTIONS TEACHER-LED OPTIONS
• Guided Reading/Leveled Readers • Guided Reading/Leveled Readers • Guided Reading/Leveled Readers
T90–T91, T121 T90–T91, T129 T90–T91, T135
• Strategy and Intervention Activities T120 • Strategy and Intervention Activities T128 • Strategy, Intervention, and On-Level/
• Fluency T120 • Fluency T128 Advanced Activities T134
• ELL Targeted Support T120 • ELL Targeted Support T128 • ELL Targeted Support T134
• Conferring T121 • Conferring T129 • Conferring T135
INDEPENDENT/COLLABORATIVE INDEPENDENT/COLLABORATIVE INDEPENDENT/COLLABORATIVE
• Independent Reading T121 • Independent Reading T129 • Independent Reading T135
• Literacy Activities T121 • Literacy Activities T129 • Literacy Activities T135
• Partner Reading T121 B O O K CLUB T135, T470–T471 SEL
WRITING WORKSHOP WRITING WORKSHOP WRITING WORKSHOP

MINILESSON MINILESSON MINILESSON
• Opinion Essay T358–T359 • Opinion Essay T362–T363 • Opinion Essay T366
»» Develop Facts and Details »» Include Graphic Features »» Use Technology to Produce Writing
»» Share Back »» Share Back »» Share Back
INDEPENDENT WRITING INDEPENDENT WRITING INDEPENDENT WRITING
• Opinion Essay T359 • Opinion Essay T363
WRITING CLUB T366–T367 SEL
• Conferences T348 • Conferences T348
• Conferences T348
WRITING BRIDGE WRITING BRIDGE WRITING BRIDGE

FLEXIBLE OPTION FLEXIBLE OPTION • Spelling: Words with -ize, -ance, -ence,
• Spelling: More Practice: Words with -ize, • Spelling: Spiral Review: Words with Latin -ist T368
-ance, -ence, -ist T360 Roots T364
Assess Understanding T368
• Language and Conventions: Teach • Language and Conventions: Practice
Pronouns and Antecedents T361 Pronouns and Antecedents T365 FLEXIBLE OPTION
• Language and Conventions: Standards
Practice T369
A Borrowed Bunny T77

UNIT 3 WEEK 2
WEEK AT A GLANCE: RESOURCE OVERVIEW
Materials
READING WORKSHOP
WEEKLY LAUNCH: INFOGRAPHIC
W EEK
85.8
INTERACTIVITY Hamsters, Mice,
Weekly Question
12.4
and Rabbits
How Many
PETS?
MILLION What are some different
ways in which people
can reach a goal?
Millions of people around the
United States own millions of
MILLION
Quick Write Briefly
pets. House pets add a lot to our
summarize the data about pet
lives. Taking care of an animal
Reptiles ownership. Then think about
helps us feel and express positive
what a person can learn from
9.3
emotions. It also teaches us to
a pet. What are the goals of
be responsible for the needs of
owning a pet, and how do pet
another living thing. MILLION owners achieve those goals?
Cats
Give an example from real life
Birds
9.5 or from a book you have read.
MILLION
14.3
Saltwater
Fish
MILLION
Copyright © Savvas Learning Company LLC. All Rights Reserved.

77.8
Dogs
95.5 MILLION
MILLION
Freshwater
Fish
52 Source: American Pet Products Association’s 2015–2016 53 55
National Pet Owners Survey
INFOGRAPHIC
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8:17 AM 53 04/02/20 8:18 AM
READING
RDG20_SE05_NA_U03W02_2RW.indd 55 04/02/20 8:24 AM
EDITABLE
How Many Pets? ANCHOR CHART ANCHOR CHART
Realistic Fiction Realistic Fiction
Name Name
Language and Conventions

Prepositions and Prepositional Phrases
Word Study
Related Words
The Light at Jupiter Lake
• Prepositions are words that show how a noun or pronoun is related to by J.H. Diel
Words that share word parts or roots are related words.
another word in a sentence. • Depending on the part of speech, related words can have
Guided Reading Level Q
• Prepositional phrases are groups of words that begin with a preposition and
Name
different meanings. Use Onomatopoeia
usually end with a noun or pronoun. • Related words are often pronounced differently. DRA Level 40
• Related words are often multisyllabic. Lexile Measure 800L
My TURN Underline the preposition or prepositions in each sentence. Spelling Minilesson
1. A farmer with three sons had a problem. My TURN For each word below, write two related words. TEACHING POINT Onomatopoeia refers to words whose form imitates the sound
Word Count 3,356
Related Words
Leveled Readers
2. Julie gave flowers to each of her friends. named by the word. For example, the word buzz sounds like the buzzing noise that it
Related words are multisyllabic words that share word parts. Related words
1.are
celebrate celebration, celebratory names. Onomatopoeic language is especially useful in poetry, where one word can
3. Samos is an island in the Aegean Sea near Greece. often formed by adding an ending to a base word. For example, computation is simply create a sensory effect.
formed 2. glass glasswear, glassy
4. One of his most famous stories about his adventures is very funny.by adding -ation to the base word compute. MODEL AND PRACTICE Define onomatopoeia for students and give the following
5. He buried a large rock in a field. 3. magnet magnetic, magnetize examples: buzz, hiss, bang, boom. As you say the words, emphasize their sounds; for Text Text Structure Text Features
SPELLING WORDS example, draw out the hiss you make when you say the word hiss. As a class, work to • Chronological • Chapters
6. Julian was weeping loudly about his loss. 4. compute computation, computer generate a list of other onomatopoeic words. Say: The words we use to name Characteristics (Conflict, climax, • Illustrations
tutor breath crumb breathe animals’ noises (e.g., meow, moo, woof) are often examples of onomatopoeia.
7. A passerby talked to him. resolution)
production triple health relate 5. café cafeteria, cafes Other examples include splash, thump, rustle, sizzle, and plop.
8. The chef suggested he put a potato into the soup. medical imagine medic triplet
6. biology biologist, biological Have students read the excerpt from the Lewis Carroll poem “Jabberwocky.” Say:
9. With the money, he bought new running shoes. compose heal composition image ELL Access Video
You probably notice that a lot of these words are not real. The poet, Lewis
10. He made the rubies into a ring.
crumble relative tutorial product 7. tyrant tyrannical, tyranny Carroll, liked to make up nonsense words to create a fun effect. He is writing Use the interactive video in The Light at Jupiter Lake digital leveled reader to
about a made-up monster, so the made-up words add to the sense of fantasy
Build Background
8. recognize recognition, recognizable engage students, to support language development, to activate prior knowledge,
and magic. Even so, some of these words give you a sense of the sounds in this
My TURN Complete each sentence with a prepositional phrase.
My TURN Write an original sentence for each word below. Spell correctly. scene. Underline the words that you think Carroll meant to use as onomatopoeia.
and to build background for the text.
Possible responses: 9. democrat democracy, democratic
Possible responses: 1. tutorialI read the tutorial before playing the game. Preview the Text
10. conserve conservation, conservationist
up the hill. Say: This book is about a young boy named Alec who moves from his city home in Texas
1. Herman walked
2. medical Keenan took his sick dog to the vet for medical treatment. Independent Writing Launch the Book
TURN andTALK With a partner, take turns saying aloud each pair above
to a rural home on Jupiter Lake in New Hampshire. Let’s read to find out what happens
2. I went for a bike ride around the block 3. composition The composition of the drink was water and orange flavoring. to Alec as he tries to adjust to his new home.
in sentences. After the minilesson, students should transition into independent writing. Have
3. My cat chased the mouse under my bed. students use the onomatopoeic words generated by the class to create their own
My TURN Complete each sentence with a word related to the one sentences. They should use the words to describe a scene that appeals to readers’ Preview the Genre
4. Your jacket is hanging behind the door. in parentheses. sense of sound. Say: The Light at Jupiter Lake is an example of realistic fiction. Show students
the cover of the book. Say: What about this cover tells you that this book is realistic
5. It’s too cold to leave without your coat. 1. The doctor prescribed medicine (medic) to bring down my fever. fiction? As you read, ask yourself if the events in the story are things that could happen
2. Our grocery store has the freshest produce (product) in town. Share Back in real life.
Grade 4, Unit 3, Week 1 99 Grade 4, Unit 3, Week 1 89
© Pearson Education, Inc., or its affiliates. All rights reserved.
3. We have the same name, but James in not a relative (relate) of my mine.
Call on a few students to read their lines incorporating onomatopoeic language. Have
Preview Vocabulary
the rest of the class identify the onomatopoeic words.
4. To stay healthy (health), I eat vegetables and exercise every day. perspective (p. 16) assess (p. 28)
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5. I use my imagination (image) to write stories about fictional characters. selected (p. 19) expertly (p. 29)
structured (p. 25)
Observe students as they read, and monitor their comprehension. Talk with
Grade 4, Unit 3, Week 1
94 Grade 5, Unit 5, Week 2
194
Observe and students about their Noticings, Connections, and Wonderings.
Monitor
Noticings, Connections, and Wonderings
As they read The Light at Jupiter Lake silently to themselves, have students use
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the Noticings, Connections, and Wonderings page at the end of this guide to
RESOURCE DOWNLOAD CENTER

capture their thoughts, questions, and unfamiliar words. Encourage students to
use their notes in discussions and writing.
Additional Practice
© Copyright 2020 1
LEVELED READERS
TEACHER’S GUIDE
Words of the Week

Develop Vocabulary Spelling Words Challenge Spelling Words
wriggled appearance familiarize coincidence
quarters pessimist brilliance pharmacist
tolerated colonize coherence abolitionist
snuggly influence memorize
tingled existence performance
disappearance sanitize
optimist physicist
insurance protagonist Unit Academic Vocabulary
antagonist italicize
demonstrate
clearance preference
perspective
recall
appeal
confide

myView REALIZE DOWNLOAD ASSESSMENT
Digital READER
WEEK 2 LESSON 1
GENRE & THEME
READING WORKSHOP Interactive Read Aloud
Fiction Lesson Plan

Listening Comprehension WHY
InterACTIVE Read-Alouds
• expose students to texts above their independent reading level.
OBJECTIVES
Listen actively to verbal
Realistic Fiction • deepen students’ comprehension.
messages, observe nonverbal • enhance students’ overall language development.
messages, ask relevant questions, Tell students you are going to read aloud a realistic fiction story. Have students • provide an opportunity to model fluency and expressive reading.
and make pertinent comments. listen as you read “Snowball.” Explain that students should listen actively, • foster a love and enjoyment of reading.
Use appropriate fluency (rate, paying careful attention to the way the plot develops in the story as you read.
accuracy, and prosody) when Prompt them to ask questions to clarify information and follow agreed-upon
reading grade-level text. PLANNING Possible Teaching Points
discussion rules.
Recognize and analyze literary • Recount the Story
• Select a text from the Read Aloud Trade Book Library or the school
elements within and across
START-UP or classroom library. • Describe Characters,
increasingly complex traditional,
• Identify the big idea of the story. Setting, Plot
contemporary, classical, and
diverse literary texts. READ-ALOUD ROUTINE • Determine the Teaching Point.
• Determine Theme
• Make Connections
Purpose Have students actively listen for plot elements of realistic fiction. • Write open-ended questions and modeled Think Alouds on sticky
notes and place in the book at the points where you plan to stop to • Determine Point of View
ELL Language Transfer READ the entire text aloud without stopping for Think Aloud callouts. interact with students.
Cognates: Point out the Spanish REREAD the text aloud, pausing to model Think Aloud strategies related to the
cognates in “Snowball.” genre and literary and plot elements in the story. BEFORE READING
• family : familia • Show the cover of the book to introduce the title, author, illustrator, and genre.
• finally : finalmente
• State the big idea or theme of the story.
• miniature : miniature
• Point out interesting artwork or photos.
Snowball • Evoke prior knowledge and build essential background necessary for
understanding.
THINK ALOUD
Analyze Realistic Fiction
Jasper listened. There it was again, a quiet scratching sound at the • Discuss key vocabulary essential for understanding.
I notice that the characters are a front door. After the gusty, blustery night just passed, it seemed like
boy and his mother, and they find a such a tiny noise. The blizzard winds had calmed down, and now DURING READING
lost dog. The setting is someone’s snowflakes fell gently on the ground. Jasper peeked out through the
home after a blizzard passes. The • You can choose to do a first reading so students get the gist of the story and
characters, events, and setting all
shutters, fearing what he might see. Were they snowed in? Was the apply Think Alouds and open-ended questioning for a deeper dive into the
sound as if they could happen in street impassable? Was the snow too high to play in? Immediately, text.
READ ALOUD TRADE BOOK LIBRARY

real life. This tells me that this story however, his fears melted away when he saw her. • Read with expression to draw in listeners.
is realistic fiction.
• Ask questions to guide the discussion and draw attention to the teaching
There on the porch stood an exhausted dog covered in wet snow. She
FLUENCY point.
looked frightened and lost. Jasper ran to the front door and scooped
• Use Think Alouds to model strategies skilled readers use to monitor
After completing the Read-Aloud up her trembling body. “Mom,” he called. “Come quick!” comprehension and construct meaning from text.
Routine, display “Snowball.”
Model reading aloud a short Jasper’s mom grabbed some towels, and together they wrapped up • Help students make connections to their own experiences, texts they have
section of the story, asking read or listened to in the past, or the world.
the shivering dog. “Can I keep her?” pleaded Jasper.
students to pay attention to your
prosody, or expression, and how “Oh, honey, she belongs to someone who loves her,” Mom replied.
you read the punctuation as well
AFTER READING
as the words. Explain that fluency “But I’ll love her too,” said Jasper. • Summarize and allow students to share thoughts about the story.
is about reading for meaning, not
• Support deeper conversation by revisiting the theme or big idea of the story.
speed. Invite partners to practice
expressive reading using their • Choose and assign a Student Response Form available on Realize.com
favorite sentences from the story.
READ ALOUD
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INTERACTIVE READ ALOUD

“Snowball” LESSON PLAN GUIDE
Mentor STACK
B OO K
Genre Realistic Fiction
A Borrowed CLUB
Bunny by
Writing Workshop T347
Fran Hodgkins
Titles related to
Spotlight Genre and SCOUT
LITERACY
Theme: T470–T471 STATIONS
AUDIO
ANNOTATE
57
SHARED READ
RDG21_SE05_INT_U03W02_3RW.indd 57 14/02/20 9:20 AM
“A Borrowed Bunny”
Assessment Options for the Week

• Daily Formative Assessment Options
The following assessments are available on SavvasRealize.com:

• Progress Check-Ups
• Cold Reads
• Weekly Standards Practice for Language and Conventions
• Weekly Standards Practice for Word Study
• Weekly Standards Practice for Academic Vocabulary
ASSESSMENT GUIDE
• Practice Tests
• Test Banks

WEEK 2 LESSON 1
WEEKLY LAUNCH GENRE & THEME
Interact with Sources

OBJECTIVE
Describe personal connections
Explore the Infographic
to a variety of sources including
self-selected texts. Remind students of the Essential Question for Unit 3: How do the experiences of
others reflect our own? Point out the Week 2 Question: What are some different
ways in which people can reach a goal?
ACADEMIC
VOCABULARY Direct students’ attention to the infographic on pp. 52–53 in the Student
Language of Ideas Academic Interactive. Explain that an infographic combines words and pictures to provide
language helps students access information. Have students read the infographic and discuss what it tells them
ideas. After you discuss the about pets in the United States.
infographic, ask: From your
perspective, which animal makes
the best pet? Do small or large Use the following questions to guide discussion:
animals appeal most to you? • What is the most popular pet in the United States?
• demonstrate • perspective
• Besides the numbers, what other ways you can tell how the animals rank
• recall • appeal
as pets?
• confide
Emphasize that these words will • What surprises you about the infographic?
be important as students read and
write about the Essential Question. WEEKLY QUESTION Reread the Week 2 Question: What are some different
ways in which people can reach a goal? Tell students they just learned a few
different ways people become pet owners. Explain that they will read about
more ways this week.
QUICK WRITE Have students write to summarize the quantitative data

presented in in the infographic and respond to the question in the Quick
Write prompt.
EXPERT’S VIEW Ernest Morrell, University of Notre Dame

“whatInvite children to become part of the world—to engage with the social world. Have them consider
they are going to do to use their knowledge to make the world a better place. That kind of
invitation is engaging for students. They want to participate in creating their own world. If students feel
powerless, they begin to lose hope. When they are given power, it creates hope. Engagement with the
social world gives them power.
”
See SavvasRealize.com for more professional development on research-based best practices.

myView
INTERACTIVITY NOTEBOOK
Digital
ELL Targeted Support Prior Knowledge Display the infographic to elicit students’
prior knowledge and experiences with pets and other animals.
Have volunteers name the animals as you point to them. Ask students to name other
animals they know or have had experiences with. Ask: Can that animal be a pet?
Provide sentence frames for students to respond, such as Yes, _____ can be a pet or No,
_____ cannot be a pet. EMERGING
Have volunteers list the animals from most to least popular. Ask students to describe in
one sentence their experiences with their own pet or a pet they know. DEVELOPING
Have students choose an animal and write three sentences describing what they know
about it. Encourage students to use their prior knowledge and experiences. EXPANDING
Have partners give factual sentences about pets based on the information in the
graphic. Then ask students to use their prior knowledge and experiences to discuss
other animals that people might keep as pets. BRIDGING
STUDENT INTERACTIVE, pp. 52–53
WEEKLY LAUNCH: INFOGRAPHIC

W EEK
85.8
INTERACTIVITY Hamsters, Mice,
Weekly Question
12.4
and Rabbits
How Many
PETS?
MILLION What are some different
ways in which people
can reach a goal?
Millions of people around the
United States own millions of
MILLION
Quick Write Briefly
pets. House pets add a lot to our
summarize the data about pet
lives. Taking care of an animal
Reptiles ownership. Then think about
helps us feel and express positive
what a person can learn from
9.3
emotions. It also teaches us to
a pet. What are the goals of
be responsible for the needs of
owning a pet, and how do pet
another living thing. MILLION owners achieve those goals?
Cats
Give an example from real life
Birds
9.5 or from a book you have read.
MILLION
14.3
Saltwater
Fish
MILLION
77.8
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.
Dogs
95.5 MILLION
MILLION
Freshwater
Fish
52 Source: American Pet Products Association’s 2015–2016 53
National Pet Owners Survey
RDG20_SE05_NA_U03W02_1WO.indd 52 28/11/19 RDG20_SE05_NA_U03W02_1WO.indd

7:59 AM 53
A Pet for Calvin 28/11/19 8:00 AM
T81
WEEK 2 LESSON 1
READING WORKSHOP GENRE & THEME
Listening Comprehension
OBJECTIVES
Realistic Fiction
messages, observe nonverbal
messages, ask relevant questions, Tell students you are going to read aloud a realistic fiction story. Have students
and make pertinent comments. listen as you read “Snowball.” Explain that students should listen actively,
Use appropriate fluency (rate, paying careful attention to the way the plot develops in the story as you read.
accuracy, and prosody) when Prompt them to ask questions to clarify information and follow agreed-upon
reading grade-level text.
discussion rules.
Recognize and analyze literary
elements within and across
increasingly complex traditional, START-UP
diverse literary texts. READ-ALOUD ROUTINE
Purpose Have students actively listen for plot elements of realistic fiction.
ELL Language Transfer READ the entire text aloud without stopping for Think Aloud callouts.
Cognates: Point out the Spanish REREAD the text aloud, pausing to model Think Aloud strategies related to the
cognates in “Snowball.” genre and literary and plot elements in the story.
• family : familia
• finally : finalmente
• miniature : miniature
Snowball
THINK ALOUD
Analyze Realistic Fiction
Jasper listened. There it was again, a quiet scratching sound at the
I notice that the characters are a front door. After the gusty, blustery night just passed, it seemed like
boy and his mother, and they find such a tiny noise. The blizzard winds had calmed down, and now
a lost cat. The setting is someone’s snowflakes fell gently on the ground. Jasper peeked out through the
home after a blizzard passes. The
characters, events, and setting all
shutters, fearing what he might see. Were they snowed in? Was the
sound as if they could happen in street impassable? Was the snow too high to play in? Immediately,
real life. This tells me that this story however, his fears melted away when he saw her.
is realistic fiction.
There on the porch stood an exhausted cat covered in wet snow. She
FLUENCY looked frightened and lost. Jasper ran to the front door and scooped
After completing the Read-Aloud up her trembling body. “Mom,” he called. “Come quick!”
Routine, display “Snowball.”
Model reading aloud a short Jasper’s mom grabbed some towels, and together they wrapped up
section of the story, asking the shivering cat. “Can I keep her?” pleaded Jasper.
students to pay attention to your
prosody, or expression, and how “Oh, honey, she belongs to someone who loves her,” Mom replied.
you read the punctuation as well
as the words. Explain that fluency “But I’ll love her too,” said Jasper.
is about reading for meaning, not
speed. Invite partners to practice
expressive reading using their
favorite sentences from the story.

myView
DOWNLOAD
Digital
“Snowball,” continued
Several days passed as the neighborhood dug itself out of the
blizzard’s aftermath. There was time to do little else. The cat, whom THINK ALOUD
Jasper named Snowball, settled in. She wore no collar or tags, and the Analyze Realistic Fiction I see
that the conflict will be that Jasper
family hadn’t had time to check with the shelter about who might be wants to keep the cat, but his mom
missing her. Jasper began to think she belonged to him and loved her says no. I like the way the author
more and more. She followed him everywhere. builds up a bit of suspense before
the climax. Will Jasper get to keep
Finally, Mom said the words he dreaded. “We’re going to have to find the cat? After Jasper slams the
Snowball’s family, Jasper.” And she set about notifying the shelter and door to his room, the action begins
to fall toward the resolution. I’m
local vets about the cat’s whereabouts. After several days, the call glad the story has a happy ending.
came. “We think you may have our cat,” said the voice on the other
end. “We’ll come pick her up.”
Soon, a man and his daughter arrived at the door. “Oh, Bitsy,” said the ELL Access
girl. “I’ve missed you so much!” Jasper knew Bitsy should go home, To help prepare students for the
but he wanted to keep her. As the two left with the cat, he ran to his oral reading of “Snowball,” read
aloud this short summary and
room and slammed the door. have students take notes as you
read:
A month passed, but Jasper couldn’t stop thinking about his feline
friend. Then, one day just before dinner, he heard that quiet scratching After a blizzard passes, a boy
named Jasper finds a little cat
noise again on the front door. Flinging the door open, he saw a on his front porch. He names her
miniature Snowball on the steps wearing a red bow. Behind her stood Snowball and hopes to keep her,
the young girl. “Bitsy had kittens,” she smiled, “and we want you to but it’s only a matter of time before
have this one. She looks the most like Bitsy.” his mom locates the owners.
Jasper is sad to see the cat go,
Jasper’s mouth dropped, and he quickly picked up the tiny kitten and but it isn’t long before a kitten
turns up on the porch. Snowball
turned to his mom. “Mom, can we keep . . . ?” had kittens, and her owners thank
Jasper by giving him one.
Jasper’s mom smiled. “Yes, honey, she’s yours.”
WRAP-UP FLEXIBLE OPTION

INTERACTIVE
PLOT EVENTS Trade Book Read Aloud
Event Part of Plot Have students use a T-chart to outline • Conduct an interactive read aloud
the major events in the story and identify of a full-length trade book.
which part of the plot each represents. • Choose a book from the Read
Aloud Trade Book Library or the
school or classroom library.
• Select an INTERACTIVE Read
Aloud Lesson Plan Guide and
Student Response available on
SavvasRealize.com.
• Preview the book you select for
appropriateness for your students.

WEEK 2 LESSON 1
READING WORKSHOP GENRE & THEME
SPOTLIGHT ON GENRE
Realistic Fiction
LEARNING GOAL
I can learn more about realistic
Minilesson
fiction by analyzing plot elements.
FOCUS ON STRATEGIES Realistic fiction is imaginary stories with believable
OBJECTIVES characters and events. The plot usually progresses through five stages:
Read text with purpose and introduction, rising action, climax, falling action, and resolution.
understanding.
Recognize and analyze literary
• Ask yourself what you can predict about the story after reading the
elements within and across introduction. What conflict does the introduction present?
increasingly complex traditional,
• See if you can identify the climax, or turning point. What happens as
diverse literary texts. the action falls toward the end of the story?
Analyze plot elements, including • Think about the resolution. Does it provide a solution to the conflict?
rising action, climax, falling action,
and resolution.
MODEL AND PRACTICE Model identifying the plot elements in realistic
fiction. “Snowball” begins as a boy finds a cat on his front steps after a
blizzard and brings her inside. The conflict begins when he wants to keep
LANGUAGE OF
her, but his mom says no. Then the action rises as Snowball and Jasper
THE GENRE
become better and better friends. The climax arrives when the cat’s family
After discussing the genre and
anchor chart, remind students takes her home, and Jasper feels so sad. As time passes, the action falls,
to use words related to realistic until the plot resolves when Jasper receives a kitten.
fiction in their discussions.
• plot • introduction Identify stories from popular culture with interesting plots. Discuss their plot
• climax • rising action elements and whether these stories seem real.
• falling action • resolution
FLEXIBLE OPTION
ANCHOR CHARTS
• Display a blank poster-sized ELL Targeted Support Topic-Related Vocabulary Have students
anchor chart in the classroom. describe the plot of a favorite movie or book.
• Review the genre throughout
the week by having students Display the words introduction, rising action, climax, falling action, and
work with you to add to the
class anchor chart.
resolution in random order. Have students unscramble the list into sequence
• Have them add specific text order. Then have volunteers read the words aloud. EMERGING
titles as they read new texts.
Display the words introduction, rising action, climax, falling action, and
ELL Language Transfer resolution. Ask volunteers to describe each plot element using a familiar
Cognates Point out the Spanish book. DEVELOPING
cognates related to realistic fiction:
Ask partners to agree on a favorite movie or book. Challenge them to take
• introduction : introduccíon
• action : accíon
turns identifying one story event and where it occurs in the plot. EXPANDING/
• resolution : resolucíon BRIDGING

myView
NOTEBOOK
Digital
FORMATIVE ASSESSMENT OPTIONS
Apply QUICK CHECK

Notice and Assess Can students identify
Have students use the strategies to identify realistic fiction.
plot elements in realistic fiction stories?
OPTION 1 Use the Anchor Chart Have students work with a
Decide
partner to discuss the characteristics of realistic fiction. Circulate to
• If students struggle, revisit instruction
determine whether students show understanding.
about realistic fiction in Small Group on
OPTION 2 Use Independent Text Have students use graphic pp. T92–T93.
organizers to identify all the plot elements in their independent text.
• If students show understanding, have
them continue practicing the strategies
for reading realistic fiction in Small
Group on pp. T92–T93.
TURN, TALK, AND SHARESHARE Have students complete the Turn and Talk activity on p. 54 of the
Student Interactive. Ask volunteers to share their purposes for reading.
GENRE: REALISTIC FICTION READING WORKSHOP
Learning Goal
Spotlight on Genre
I can learn more
about realistic
fiction by analyzing
Realistic Fiction
plot elements.
Realistic fiction entertains readers with imaginary,
but believable, characters and events. The plot, or
main events of the story, has five main parts.
• The introduction presents the characters, setting,
and conflict, or problem.
• The rising action develops the conflict through a
series of events.
• The main conflict reaches its peak at the climax, or
turning point, in the story.
• Events after the climax are the falling action.
• The resolution provides a solution to the conflict or
concludes the story.
Establish Purpose The purpose, or reason, for

To identify realistic
reading realistic fiction is often for enjoyment. You
fiction, consider
whether the could also read to determine how the author’s words
characters could develop the story’s characters and events.
exist in real life.
TURN andTALK With a partner, discuss different

purposes for reading realistic fiction. For example,
you may want to analyze the story’s events and
determine if they could happen in real life. Set a
purpose for reading this text.
54 55
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8:24 AM 55
A Pet for Calvin
04/02/20 8:24 AM
T85
WEEK 2 LESSON 1
READING-WRITING WORKSHOP BRIDGE
Academic Vocabulary
LEARNING GOAL
I can develop knowledge about
Synonyms and Antonyms
language to make connections
between reading and writing. Minilesson
OBJECTIVES
FOCUS ON STRATEGIES Explain that synonyms are words with the same
Use print or digital resources
determine meaning, syllabication,
or similar meanings. Antonyms are words with opposite or nearly opposite
pronunciation, and word origin. meanings. Knowing synonyms and antonyms can help readers better
Use the relationship between understand unfamiliar words, including Academic Vocabulary. Tell students:
particular words to better
understand each of the words.
• When you encounter an unfamiliar word, consider what its synonyms
and antonyms tell you about its meaning.
• Often, synonyms and antonyms of an unfamiliar word can be found
ELL Language Transfer
nearby in a text. You can also find them in a print or online thesaurus.
Syllable Pattern V/CV,
VC/V Speakers of Arabic and • Compare synonyms and contrast antonyms to get an idea of the
Hebrew are used to focusing
unfamiliar word’s meaning.
on consonants and long vowel
sounds in their writing systems. MODEL AND PRACTICE Model this strategy using the Academic Vocabulary
To help them and/or other
ELL students learn to spell the word confide in the chart on p. 75 in the Student Interactive.
Academic Vocabulary words that
Suppose the word confide is unfamiliar. I first look for synonyms or
have the VC/V pattern in their
opening syllables, say the words antonyms nearby. I see the next sentence mentions trusting another person
aloud. Explain each word’s syllabic with a secret. That seems like a clue that trust is a synonym of confide. I
pattern and its corresponding
next check a thesaurus and find more synonyms—reveal, disclose—and
vowel sound. Have students
practice saying and then writing also antonyms—deny, withhold. So I think confide means “to tell secrets to
the words. someone.”
WEEKLY STANDARDS Have students apply this strategy to another word from the chart. Then
PRACTICE discuss responses and correct misunderstandings.
To assess student progress on
Academic Vocabulary, use the
Weekly Standards Practice at
SavvasRealize.com.
ELL Targeted Support Academic Vocabulary Help students use

synonyms, antonyms, and other means of acquiring Academic Vocabulary.
Have partners take turns defining the words in their first language. Then
tell them to take turns defining the words in English, using the following
methods as needed: gestures and actions, synonyms and antonyms, and
circumlocution. EMERGING/DEVELOPING
Use the above activity. Then have students say one synonym and one
antonym for each Academic Vocabulary word. EXPANDING/BRIDGING

myView
Digital
INTERACTIVITY ASSESSMENT READING BRIDGE
ASSESS UNDERSTANDING
Apply
M y TURN Have students follow the same strategy as they complete the
activity on p. 75. Remind students that they will use these academic words
(including demonstrate, which is not used in the activity) throughout this unit.
STUDENT INTERACTIVE, p. 75
VOCABULARY READING-WRITING BRIDGE
Academic Vocabulary Learning Goal
Words that have the same or similar meanings are I can develop
knowledge about
synonyms. Words that have opposite meanings are language to make
antonyms. Finding synonyms and antonyms can connections between
reading and writing.
deepen your understanding of vocabulary words.
My TURN For each word,
1. Read the definition.
2. Write two synonyms and two antonyms.
3. Use a print or digital resource, such as a thesaurus, as needed.

Possible responses:
Synonyms Words Antonyms
outlook perspective how one sightlessness

view sees things blindness
remind recall remember; call forget

withdraw back send out
request appeal ask someone refuse

plead for help prevent
trust confide tell or show deny

reveal secrets to someone withhold
75
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A Pet for Calvin T87
WEEK 2 LESSON 1
Word Study Suffixes -ize, -ance,

-ence, -ist
OBJECTIVES LESSON 1
Decode words using advanced
knowledge of the influence of
prefixes and suffixes on base
Teach Suffixes -ize, -ance, -ence, -ist
words.
FOCUS ON STRATEGIES Explain that a suffix is a word part added to
Identify the meaning of and use the end of a base word or root. Suffixes have meaning and usually form
words with affixes such as -ize,
-ance, -ence, and -ist. a particular part of speech. For instance, the suffix -ize usually means
“become or make” and forms verbs. The suffix -ance or -ence usually
means “act, process, or state of” and forms nouns. The suffix -ist
usually means “one who” and forms nouns.
MODEL AND PRACTICE To demonstrate, use the suffix -ize and the
base word apology. Explain that apology is a noun meaning “an
expression of regret.” When you add -ize to it, you change it into a verb
meaning “to make an expression of regret.” Notice that the y is dropped
when the -ize is added.
Have students practice this skill with the suffix -ence and the verb
depend. Guide them to form the noun dependence. Discuss how the
word’s meaning and part of speech changes: The verb “to rely on”
becomes a noun, “the act or process of relying on.”

READING BRIDGE
ELL Targeted Support

Decode Words with Suffixes Help students pronounce the suffixes -ize,
-ance, -ence, and -ist.
Say the suffixes aloud. Have students repeat them. Point out that there
is no difference in the pronunciation (or meaning) of -ance and -ence.
Display the words memorize, attendance, excellence, and biologist.
Discuss the meanings, and have students say the words aloud. Correct
mispronunciations. EMERGING/DEVELOPING
LESSON 1
FLEXIBLE OPTION FLEXIBLE OPTION FLEXIBLE OPTION
Teach Suffixes -ize,
-ance, -ence, -ist LESSON 2 LESSON 3 LESSON 4 LESSON 5
Apply Suffixes -ize, More Practice Spiral Review: Assess

-ance, -ence, -ist Understanding
Words with Latin
Roots

WEEK 2
READING WORKSHOP ASSESS & DIFFERENTIATE
Matching Texts to Learning TMR TMR TMR TMR Teacher Managed Resource
To select other texts that match your instructional focus and your groups’ instructional range,
use the Leveled Reader Search functionality at SavvasRealize.com.
TMR TMR
Isaac Olaleye
LEVEL S LEVEL T LEVEL T

Glen Downey Agustina Tocalli-Beller
Art by Nelson Evergreen Art by Michelle Simpson Art by Sanjay Charlton
LVR_G5_LS_U3_9781486908516.indd 1 2017-09-12 3:53 PM LVR_G5_LT_U3_9781486908912.indd 1 2017-07-10 5:03 PM LVR_G5_LT_U3_9781486908929.indd 1 2017-07-10 5:03 PM
Genre Science Fiction Genre Realistic Fiction Genre Realistic Fiction
Text Elements Text Elements Text Elements

• Complex ideas • Many words with prefixes • Range of sentence types
• Long stretches of descriptive and suffixes • W
ords from languages other
language • Minimal illustration than English
Text Structure Text Structure Text Structure

• Chronological • Chronological • Chronological
Guided Reading Instruction Prompts

To support the instruction in this week’s minilessons, use these prompts.
Identify Realistic Fiction Develop Vocabulary Analyze Plot Elements

• H
ow can you tell this book is • W
hat context clues lead you to • What happens in the
fiction? the meaning of the word _____? introduction?
• What is the conflict in the story? What does the word mean? • W
hat events add tension that
• Could this story have happened • W
hat new or interesting words lead to the climax?
in a different setting? did the author use? • What events happen after the
• C
ould something like this story • What does the word _____ tell climax?
happen in real life? us about the plot? • How does the story resolve?

myView REALIZE
Digital READER
DOWNLOAD
SMALL GROUP
TMR TMR TMR TMR Teacher Managed Resource
Kate Keenan
Art by Pablo Gallego
Michael Burgess
TMR
LEVEL U LEVEL V LEVEL W
Sheri Doyle
GR5_U_3_NF_From PeeWee to Pro_aug23 SF.indd 1 2017-08-23 4:09 PM LVR_G5_LV_U3_9781486908974.indd 1 2017-07-10 5:08 PM LVR_G5_LW_U3_9781486908981.indd 1 2017-08-08 3:54 PM
Genre Informational Text Genre Realistic Fiction Genre Informational Text
Text Elements Text Elements Text Elements

• Content appealing to • Figurative language • Content-specific words
preadolescents • Changes of setting defined in text or glossary
• S
ome words from languages • Words that offer decoding
other than English Text Structure challenges
• Chronological
Text Structure Text Structure
• Compare and Contrast • Compare and Contrast
Leveled Reader
Teacher’s Guide
For full lesson plans for these and
other leveled readers, go online to
Summarize Compare Texts SavvasRealize.com.
• What happens first in the story? • How is this book similar to other The Light at Jupiter Lake
texts you read this week?

by J.H. Diel
• What happens last in the story?

DRA Level 40
Lexile Measure 800L
Word Count 3,356
• Which events in the middle are • How is it different? Text

Characteristics
Text Structure
• Chronological
(Conflict, climax,
resolution)
Text Features
• Chapters
• Illustrations
ELL Access Video
the most important? • Which did you enjoy more,

Build Background Use the interactive video in The Light at Jupiter Lake digital leveled reader to
engage students, to support language development, to activate prior knowledge,
Preview the Text

Say: This book is about a young boy named Alec who moves from his city home in Texas
Launch the Book
and why?
to Alec as he tries to adjust to his new home.
• Can you summarize the plot in

Preview the Genre
Say: The Light at Jupiter Lake is an example of realistic fiction. Show students
fiction? As you read, ask yourself if the events in the story are things that could happen
in real life.
Preview Vocabulary
one or two sentences?

perspective (p. 16) assess (p. 28)
selected (p. 19) expertly (p. 29)
structured (p. 25)
Monitor
Word Study
© Copyright 2020 1
For Possible Teaching Points, see

the Leveled Reader Teacher’s
Guide.

WEEK 2 LESSON 1
Use the QUICK CHECK on p. T85 to determine small group instruction.

TMR TMR TMR TMR Teacher Managed Resource
Teacher-Led Options
Strategy Group Intervention Activity
IDENTIFY REALISTIC FICTION READING REALISTIC FICTION
Teaching Point Remember that you can learn Use Lesson 15, pp. T99–T104, in the myFocus
more about realistic fiction by analyzing plot Intervention Teacher’s Guide for instruction on
elements. The plot, or the way the story unfolds, the characteristics of realistic fiction.
has five main parts: introduction, rising action,
climax, falling action, and resolution. Review the
LEVEL F • READ
Lesson 15 Genre: Fiction

anchor chart on p. 55. Ask volunteers to read
TMR TMR
DIRECTIONS Read each story. Pay attention to how the events are organized.
TMR TMR
Think about the characters and the setting.
aloud the plot elements and their characteristics.
Try Again

1 My little brother believes everything I tell him. Every now
and then I take advantage to give me a leg up. The last whopper,
though, worked to my disadvantage.
2 I was so busy bragging about how awesome I am at carnival
Prereading supports can enhance students’ games, I didn’t realize I was setting myself up. He, of course,
asked me to win a prize for him. Don’t get me wrong. I would
love to win a giant stuffed animal for Ty, but I have never—not
comprehension of a written text. Explain that 3
even once—won a carnival game.
“Jamal is going to win a giant stuffed animal for me at the
fair next week!” Ty declared. Dad looked skeptical. Mom shook
realistic fiction tells a story that could happen in 4
her head. I tried to look confident but failed miserably.
I hoped Ty would forget. He didn’t. Every time he saw me,
he asked which game I was going to win. I told him I would
real life. It features believable characters, setting, 5
have to check things out at the fair.
In the meantime, I checked my piggy bank. I knew I would
and plot. The plot usually involves a conflict.

be spending my life’s savings trying to get that giant stuffed
animal for Ty. Maybe one of the attendants would take pity on
me. That seemed like my only hope.
6 The fair arrived and we went. Mom and Dad wished me
Use a T-chart to list plot elements of realistic

luck. I tried to dodge Ty to see if I could just buy a prize. I
couldn’t shake him. I kept playing, but I lost every game.
Despite a look of disappointment, Ty said, “It’s okay, Jamal. I
fiction on one side. Provide strips with definitions

don’t need a stupid animal anyway.”
7 That made me feel even worse. I had lied and disappointed
him and he was trying to make me feel better. I had to do
and have students place the definitions next to 8

something. . . . I had the perfect idea. There was a game I could
win for sure!
I told Dad my plan. He nodded. I ran as fast as I could in the
the appropriate element. Echo read the chart

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
other direction. It took only five minutes.

9 As I returned to my family, I could see the smile stretch
across Ty’s face. He started jumping up and down! “For me???”
with students. EMERGING 10

he asked incredulously.
“For you,” I said as I handed him a bag of five goldfish.
11 I was the hero for the day. And I promised myself to try not
to disappoint this little guy ever again.
Draw the plot development line from the anchor

chart on p. 55 on the board. Ask volunteers to
come up and write the plot elements in the correct Reading Literature T • 99
positions. DEVELOPING
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Draw the plot development line from the anchor

chart on p. 55 on the board. Ask volunteers
to write in the chart the plot elements and On-Level and Advanced
their characteristics in the correct positions.
EXPANDING INQUIRY
Have students list the plot elements and their Question and Investigate Have students use
characteristics from memory in their notebooks. the infographic to generate questions about
BRIDGING some different ways in which people can reach a
goal. Then have them choose one to investigate.
or additional support, see the online
F Throughout the week, have students conduct
Language Awareness Handbook. research about the question. See Extension
Activities pp. 126–130 in the Resource Download
Center.

REALIZE
myView READER
AUDIO ANNOTATE VIDEO
SMALL GROUP
Digital
INTERACTIVITY GAME DOWNLOAD
Independent/Collaborative
3 students / 3–4 minutes
Conferring per conference Independent Reading
IDENTIFY REALISTIC FICTION Students can
Talk About Independent Reading Ask students • read a self-selected trade book.
to share what they have learned about the plot • read or listen to a previously read text.
elements in the book they are reading and how • begin reading their Book Club text or one of
knowing the characteristics of realistic fiction the suggested titles on p. T465.
helped them understand the story.
Possible Conference Prompts

Centers
• What is the conflict?
• What happens at the climax? See the myView Literacy Stations in the
Resource Download Center.
• How does the story end?
Possible Teaching Point Remember that the
action builds to the climax and then falls off to Literacy Activities
the resolution of the conflict.
Students can
• write about their book in a reading notebook.
• retell their independent reading to a partner.
• play the myView games.
• work on an activity in the Resource Download
Leveled Readers Center.
IDENTIFY REALISTIC FICTION
• For suggested titles, see
“Matching Texts to Learning,”
by J.H. Diel

DRA Level 40
Lexile Measure 800L
B O O K CLUB
pp. T90–T91.
Word Count 3,356
Text
Characteristics
Text Structure
• Chronological
(Conflict, climax,
resolution)
Text Features
• Chapters
• Illustrations See Book Club, pp. T470–T471, for
ELL Access Video
• For instructional support • teacher’s summary of chapters in The Thing

Build Background Use the interactive video in The Light at Jupiter Lake digital leveled reader to
Preview the Text

Launch the Book
on how to find the About Georgie.

Preview the Genre
in real life.
Preview Vocabulary
characteristics of realistic
• talking points to share with students.

structured (p. 25)
Monitor
fiction, see Leveled Reader

• collaboration prompts and conversation starters.

Teacher’s Guide. © Copyright 2020 1
• suggestions for using the Discussion Chart.

• alternate texts to support the unit theme and
Spotlight Genre.
Whole Group
Share Bring the class back together. Invite two students to share what they have
learned about realistic fiction and plot elements. Congratulate students for their good
work on realistic fiction.
WEEK 2 LESSON 2
READING WORKSHOP SHARED READ
Introduce the Text

Preview Vocabulary
• Introduce the vocabulary words on p. 56 in the Student Interactive and
define them as needed.
A Borrowed Bunny
wriggled: moved by twisting
OBJECTIVES tolerate: allow, accept, put up with
Read text with purpose and
understanding. quarters: living spaces; a place to stay
Generate questions about text
snuggly: cuddly; liking to be held in an affectionate way
before, during, and after reading
to deepen understanding and gain
information.
tingled: felt excitement; felt a prickling sensation
Make connections to personal • These words will help you understand the plot in “A Borrowed Bunny.” As
experiences, ideas in other texts,
you read, highlight these words when you see them in the text. Ask yourself
and society.
how they contribute to the plot.
Shared Read Plan

Read
First Read Read the text. Discuss the First Read Strategies. Prompt students to establish that the purpose
Pause to discuss the First for reading this assigned selection is for enjoyment.
Read notes with students.
Close Read Use the Close
Read notes to guide your FIRST READ STRATEGIES
instruction for Lessons 3 and 4.
NOTICE Prompt students to notice how one event in the story leads to the next event.
GENERATE QUESTIONS Encourage students to question events or ideas in the story that
don’t match what they already know.
CONNECT Remind students to connect events in the story with things in their own lives.
RESPOND Have students highlight interesting or surprising plot twists in the story.
Students may read independently, in pairs, or as a class. Use the First Read
notes to help them connect with the text and guide their understanding.

myView REALIZE AUDIO ANNOTATE NOTEBOOK
Digital READER
ELL Access
ELL Targeted Support Vocabulary Remind students that learning Background Knowledge Students
these vocabulary words will help them understand the realistic fiction make meaning not only from the
words they learn but also from their
story they are about to read.
prior knowledge. Encourage students
to share personal knowledge or texts
List the vocabulary words on the board. Read them aloud and have they have read about people and
students repeat after you. In another column, list definitions of the terms their pets.
in a different order. Ask volunteers to draw lines between the words and
their definitions. EMERGING
Write simple cloze sentences on the board and have students fill in the
blanks with the appropriate vocabulary words. DEVELOPING
Challenge students to use two vocabulary words in one sentence. Have

them share their sentences with a partner. EXPANDING
Meet the Author Genre Realistic Fiction
A Borrowed Bunny
A Borrowed
Award-winning
author Fran Hodgkins
writes stories,
informational books,
Bunny
and novels for young
readers. This story Preview Vocabulary
was inspired by her
family’s experience As you read “A Borrowed Bunny,” pay attention to
with adopting a these vocabulary words. Notice how they all describe
rabbit that had been by
fostered.
animals, their environment, or characters’ reactions
to them. Fran Hodgkins
snuggly tolerate
wriggled quarters tingled
Read
Before you begin, establish a purpose for reading.
Then follow these strategies as you read this realistic
fiction text for the first time.
Notice Question
how the story events events or ideas that

lead to one another. do not match what
you already know.
First
Connect
Read Respond
ideas within the by marking parts
selection to what you you find interesting
know from your or surprising.
own life.
AUDIO
ANNOTATE
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7:23 AM 57 14/02/20 9:20 AM

WEEK 2 LESSON 2
CLOSE READ
1 Katya was accustomed to the animals that came
First Read Summarize
and went at her house. While different animals from
the local rescue agency waited for new homes, Katya’s
Notice Highlight the details
that tell you about the
mom and dad took care of them. That meant at any
animals the Ryan family time, Katya could find something unexpected waiting
THINK ALOUD At the beginning has taken care of.
for her after school. Once, there had been a gigantic
of the story, I notice that Katya is used to macaw in the laundry room. Oftentimes she would
unexpected animals at her house. When I find a cardboard box full of kittens in the living room.
read to the end of the page, I find out that the
Once, there had even been a boa constrictor in the
kittens are gone from Katya’s house, but that
bathtub, but Mavis the snake had been with them only
something else probably has replaced them.
for an overnight. Katya wasn’t a big fan of snakes.
2 Right now, the Ryans were fostering a litter of kittens

that had been with them for two months. When the
kittens first arrived, Katya and her parents had fed
them with an eyedropper, and now they were old
Close Read enough to run around the house. Katya liked having
the animals around, but she knew the rules—these
Summarize were foster animals, not forever pets. Eventually, each
animal would leave the Ryans and go with someone
Remind students that a summary includes else to its real forever home.
only the most important information from
the text. Point out that as the action begins 3 “I’m here!” Katya stepped carefully through the
to unfold, they will find out more about the door, checking for kittens before she put her foot
story’s animals. down.

Have students scan the text on p. 58 to find 4 “No worries, kiddo. The kittens were adopted,” Dad
and highlight information about the different said as he stirred his coffee. “I took them back to the
animals the Ryan family has taken care of. rescue center this morning.”
See student page for possible responses.
5 “Aw,” Katya said. She would miss them, but it was
DOK 2
going to be nice to once again walk through the
house without fear of tragic kitten accident. Then
Katya noticed the look on her father’s face—and she
knew what that look meant. “Oh, please, not another
Mavis!” she exclaimed. “Dad, you know how snakes
freak me out.”
58
Possible Teaching Point

Read Like a Writer | Author’s Craft
Voice To help students understand the concept of “voice” and how
authors use language to convey it, have a volunteer read paragraphs 4 and
5 aloud. Ask students how they respond to the author’s use of No worries,
kiddo, and Oh, please, not another Mavis! Lead them to understand that
using these words is the author’s way of making the family sound caring,
casual, and friendly. Discuss why these words have that effect, pointing out
that they are informal, affectionate, and conversational, and that Katya is
only half-joking when she says, Oh, please, not another Mavis!

Digital READER
CLOSE READ
6 “Our new foster animal isn’t a snake, my dear,” Dad
said. “Come see.”
Analyze Plot
First Read
7 She followed her father into the living room, Elements
which, to tell the truth, was really more of an animal Underline the sentence
Connect
that tells the story’s
room. Where other families had only bookshelves
problem. THINK ALOUD Katya gets freaked
and sofas and chairs, the Ryans also had various out over snakes. I understand how Katya
wire crates, cages, and pens. Right now, Katya’s must feel. I really dislike spiders, and I will run
mom was standing next to one of those pens cutting out of any room with a spider. I won’t return
a hole in a cardboard box. Katya peered into the pen until someone has removed the spider.
at a beautiful brown rabbit.
8 “Her name is Pip,” Mom said, “and she came to the

center this morning while your dad was delivering the
kittens. The usual rabbit foster person is out of town,
so he volunteered us.” She placed the cardboard box
in a corner of the pen. Close Read
9 “Okay,” Katya thought. “A rabbit will be different,
but not completely different.”
Analyze Plot Elements
Review with students the five main events of
10 The rabbit had her own ideas.
a story: the introduction, the rising action, the
climax (turning point), the falling action, and
the resolution.
Have students scan the text on p. 59. Say:

In realistic fiction, the first part of the plot is

the introduction. It usually tells us the story’s
conflict, or problem.
Have students underline the sentence that

reveals the story’s problem. See student
page for possible responses.
DOK 2
OBJECTIVE
Analyze plot elements, including rising
action, climax, falling action, and resolution.
59

Word Study | Suffixes
Use the Word Study lesson on pp. T88–T89 in the Reading-Writing
Workshop Bridge to teach students about suffixes. Point out the word
tolerate in paragraph 7 and help students conclude that the suffix –ful
would change the noun beauty into the adjective beautiful, which describes
a quality that the bunny possesses. Have students use the word beautiful
in a sentence.

WEEK 2 LESSON 2
CLOSE READ
11 The next morning was Saturday, so when a ray of
First Read Analyze Plot
light streaked in though the blinds, Katya snuggled
down, deep under the covers. Then she heard a crash.
Elements
Respond Highlight details that 12 Without thinking twice, she jumped out of bed and
develop the conflict.
THINK ALOUD I think Pip is raced down the stairs to find that the wire pen where
unpredictable. Pip stamps her feet. I think Pip had been stood empty. Pip was on the nearby
Pip does not want to do what Katya wants coffee table, looking over the edge at the broken bowl
her to do. that once held decorative pinecones. As Katya glared
at Pip, the rabbit leaped off the table and started
nibbling on one of the cones.
13 “No!” Katya said. As Katya stepped toward her, Pip

twitched her nose, stomped her foot, and raced away.
Close Read 14 Stepping carefully around pieces of the broken

bowl, Katya went after the running rabbit. Pip
Analyze Plot Elements skidded a little bit on the tile of the kitchen floor, but
managed to execute a sharp right turn that sent her
Remind students that in the beginning of racing around the kitchen island. Katya skidded after
a realistic fiction story, the author usually Pip, and twice they sped around the island, until Pip
develops the conflict. Have students scan
spied the doorway to the front hall. In a heartbeat,
p. 60 and underline details the develop
she was gone!
the conflict. See student page for possible
responses. 15 “Katya, honey, what’s going on?” Mom’s voice
floated down from upstairs.

DOK 2
16 “Rabbit’s out!” Katya cried, chasing Pip through the
OBJECTIVE front hall and into the dining room. Pip stopped there,
Analyze plot elements, including rising action, under the table, and Katya dropped to her hands and
climax, falling action, and resolution. knees. “Come on, bunny-bunny,” she said gently; she’d
Review with students the five main events of pursued enough rambunctious kittens to know that
a story: the introduction, the rising action, the she had to keep her voice soft, soothing, and calm.
climax (turning point), the falling action, and the
resolution. 17 Pip’s ears perked up. Her nose twitched.
Have students scan the text on p. 60. Say: 18 “Come on, Pip,” Katya said. She reached through the
In realistic fiction, the first part of the plot is the forest of chair legs for the rabbit.
introduction. It usually tells us the story’s conflict,
or problem.
Have students underline text evidence that 60

reveals the story’s problem. See student page
for possible responses.
DOK 2
Academic Vocabulary | Synonyms and Antonyms
Use the Academic Vocabulary lesson on pp. T86–T87 in the Reading-
Writing Workshop Bridge to review how finding synonyms and antonyms
can deepen students’ understanding of vocabulary words. Direct students
to the word execute in paragraph 14 and mention that in this context, the
word is a synonym for perform, as they both refer to “doing something.”

Digital READER
CLOSE READ
19 Bang! The front door crashed open; Dad was back
from his morning run. At the sound, Pip jumped to her
feet and bolted past Katya, heading for the front hall
First Read
and the open door. Notice
20 “What—!” Dad began.
THINK ALOUD When I look at the
21 “Rabbit!” Katya said. illustration, I notice that Katya is resting
on her back, holding the bunny in the air. I
22 As the front door slammed shut just inches from her remember reading that Pip’s actions seem to
face, Pip whirled around and dashed back into the show that she does not want to be held. Why
dining room. Katya threw herself toward the brown would Katya pick up the bunny? Perhaps
blur. Her hands closed around the rabbit as Katya Katya wants the bunny to know that Katya
rolled onto her back, with Pip held firmly but gently in
will not hurt it.
her hands. The rabbit wriggled, trying to get away, wriggled moved by
OBJECTIVE
twisting
but without success.
Analyze plot elements, including rising action,
23 “You’re nothing like a cat,” Katya declared. climax, falling action, and resolution.
24 Pip gave her a look that said, “You’ve won round

one.”
Close Read
Summarize
Have students scan the text on p. 61 and

highlight a sentence that summarizes what
the bunny is like. See student page for
possible responses.
Ask: What is surprising about how the bunny

behaves?
Possible Response: The rabbit is not as

friendly as a cat, and tries to escape through
an open door.
DOK 2
61
ELL Targeted Support Visual Support Tell students that illustrations

can help them understand and interpret text. Point out the illustration on
p. 61.
Display the illustration. Read aloud paragraph 22 and point out the features
in the illustration that correspond to the description, emphasizing key words.
Tell students to underline each word that you point out in the illustration.
EMERGING/DEVELOPING
Ask students how the illustration helps them understand what Katya did.
EXPANDING

WEEK 2 LESSON 2
First Read
Respond
THINK ALOUD I think Dad’s idea is
really interesting. Perhaps rabbits are different
from cats and birds. I’m going to mark that
sentence.
Close Read CLOSE READ

25 “I don’t think that rabbit likes me so much,” Katya
Summarize Summarize
said. While Dad fed the other animals, she swept
the pieces of broken bowl and crumbling pinecones
Highlight details about
Have students scan the text on pp. 62 and 63 from the hardwood floor. Mom came in with one of
Katya’s previous
and highlight a detail about Katya’s previous experience with foster Katya’s old baby blankets and secured it with a fistful
experience with foster animals. See student animals.
of clothespins over the top of Pip’s wire pen. “It’s not
page for possible responses.
exactly a force field, but it should at least keep her in
Ask: What is surprising to Katya about Pip’s quarters living space; a her quarters,” Mom said. She turned to Katya and

place to stay
behavior? asked, “Why do you think she doesn’t like you?”
Possible Response: Animals usually 26 Katya sighed. “I’m not sure, really. There’s just
like Katya, but the bunny seems to be an something about the way she looks at me.”
exception.
27 Dad lifted the corner of Pip’s roof-blanket and set
a bowl of greens on the floor of her pen. The rabbit
waited until he had reattached the blanket before she
hopped over to the mixed lettuce.
28 “She’s just different,” he said. “You’ve grown up

around cats and birds; you know how to read them.
A rabbit—well, we’ll all just have to get to know her a
little better.”
62
CROSS-CURRICULAR PERSPECTIVES Science

Rabbits are found all over the world. Tame varieties make good pets, and some
are raised for their fur and meat. Rabbit fur is less popular than in the past, but the
long fur of the Angora rabbit is spun into soft yarn.
Born blind and helpless, newborn rabbits have no fur. The mother rabbit cares for
them in a nest lined with soft fur. Litters consist of four or five baby rabbits, and a
female can have several litters a year.

Digital READER
CLOSE READ
29 As if in response, Pip stomped her hind leg, a sign of
annoyance, and returned to her cardboard box.
Analyze Plot First Read
30 Again, Katya sighed; Pip wasn’t a boa constrictor, Elements
true enough, she thought, but she was no kitten, Underline an important Notice
event in the rising
either.
action. I notice that Katya thinks Pip is stubborn.
31 After the blanket was in place, Pip stayed inside the I wonder why Pip won’t come out? Is it
cardboard box, stubbornly refusing to come out— possible Pip is afraid or hiding something?
especially while Katya was in the room. It’s as if she’s
Maybe Katya just needs to be patient a little
longer. Some animals are shyer than others.
annoyed with me personally, Katya thought.
Possible Response: Pip isn’t shy only
32 “Why do you think she’s acting that way?” Katya
around Katya. Pip won’t eat her greens until
asked Mom one morning, after Pip had once again
Dad puts the roof-blanket back.
ignored her best all-out efforts to make friends.
33 “Animals are like people, Katya; not all of them are

going to like you.”
34 “But animals love me, Mom!” Katya said. “You’ve

seen it yourself. Remember the kittens? Fizzle and
Fink?” Close Read
35 “Yes, you did an amazing job with those two,”
her Mom said with a laugh. “They wouldn’t tolerate tolerate allow, accept;
put up with
anyone but you, but after a month, you transformed Say: Katya is both surprised and bothered by
Pip’s behavior. Have students scan p. 63
them into perfectly loving little pets.”

and underline an important event in the rising
36 Sadly, Katya looked at the pen and the cardboard action. See student pages for possible
box inside it, wondering why Pip wouldn’t come out. responses.
37 “It’s not like I’m the one who put up the blanket,” Ask students how they know that Katya is
Katya said. bothered by Pip’s behavior.
38 “You caught her, though,” Mom said. Possible Responses: Katya asks her mother
why the bunny behaves the way it does. She
39 “Do you think I hurt her pride?” Katya said.
looks sadly at the pen and wonders why Pip
40 “Could be,” Mom replied. “Now, go get ready—your won’t come out.
bus will be here any minute.” DOK 2
OBJECTIVE
63 Analyze plot elements, including rising action,
climax, falling action, and resolution.

constrictor in paragraph 30 and help students conclude that the suffix
–or changes the verb constrict into the noun constrictor, or “one who
constricts.” Have students use the new word in a sentence.

WEEK 2 LESSON 2
CLOSE READ
41 At the start of each week, Mrs. Webster always
asked who had something to share about their
weekend. There wasn’t much big news: one kid had
Connect Underline sentences that
imply what Katya thinks
gone to nearby amusement park, and a girl in the
of Pip. back had taken a trip with her grandparents in their
THINK ALOUD I think Katya is big RV. Mrs. Webster turned to Katya, “And how about
discovering that some pets take longer to you, Katya? Any new foster critters?”
become cuddly than others. Maybe Pip will
never become cuddly. Katya’s classmates 42 “We got a rabbit,” Katya said flatly. At that, half
seem to think all bunnies are snuggly, but the room started to coo, “Awww!” “A bunny!” “I love
Katya doesn’t correct them. Maybe she is bunnies! They’re so cute!”
embarrassed or sad that the bunny is not
very friendly. 43 “Well, she’s just a borrowed bunny,” Katya said. “We
only have her for a little while, until the rescue agency
finds her a permanent home.”
snuggly cuddly; 44 “Oooh, is she snuggly? Is she soft?” The cooing

liking to be held in an
affectionate way continued.
Close Read 45 Remembering the feel of Pip’s wriggling body in her

hands, Katya had to admit, “Yes, she’s soft, all right,”
Summarize but she didn’t comment on the snuggly business.
Have students scan the text on p. 64 and 46 At lunchtime, Katya’s friend Max plopped down
underline a sentence that implies what Katya across the table. “My aunt has a rabbit,” he said,
thinks of Pip. See student page for possible “and she likes bananas.”

responses.
47 “Your aunt likes bananas?”
Ask: How would you describe Katya as a pet 48 “No, goofball, her rabbit likes bananas. Fresh
owner? bananas, but you’ve gotta peel them, and those
Possible Response: Katya is thoughtful dried-up banana chips. Maybe you should see if your
and caring. She is also determined, and she borrowed bunny likes bananas.”
doesn’t give up no matter how many times
Pip rejects her. She does get frustrated, but
she doesn’t give up.
DOK 3
OBJECTIVE
climax, falling action, and resolution. 64

Point of View Discuss with students the fact that “A Borrowed Bunny” is
written in third-person point of view. One clue to identifying third-person
point of view is the author’s use of third-person pronouns such as he or
she. Read paragraph 50 aloud and have students identify how they know it
is written in the third person.

Digital READER
RDG21_SE05_U03W02_A000067
First Read
Notice
THINK ALOUD I wonder whether
Katya regrets trying to get the foster bunny
to like her. She’s feeling sad about how the
rabbit responds to her.
Close Read
49 After school, Katya told Dad what Max had said. Have students scan p. 65. Explain that often
“I thought rabbits only liked vegetables, you know, an author uses other characters to move the
carrots and lettuce and celery,” he said. “I think we’ve action forward.
got a couple of bananas in the kitchen. Why don’t you
Ask: What does Katya’s dad do that moves
give it a try?”
the action forward?
50 Katya peeled a banana and broke off a small piece.
Possible Response: Katya’s dad says that

She had her doubts, but she went to the pen and held
there are some bananas in the kitchen, and
the bit of banana though the wire grate anyway. After he suggests that Katya try feeding Pip a
a moment, Pip poked her head out of the cardboard piece of a banana.
box, her nose twitching madly at the scent of the fruit.
DOK 2
“Come on, it’s all right,” Katya whispered.
51 With an irritated stomp, Pip ducked back into her OBJECTIVE

cardboard box. Analyze plot elements, including rising action,
52 Katya dropped the piece of banana and said, “Fine,
you win. Maybe you’ll decide you want it later.”
65

Academic Vocabulary | Synonyms and Antonyms
Use the Academic Vocabulary lesson on pp. T86–T87 in the Reading-
Writing Workshop Bridge to review how finding synonyms and antonyms
can deepen students’ understanding of vocabulary words. Direct students
to the word pen in paragraph 50 and mention that in this context, the word
is a synonym for “cage,” as both words refer to “a small enclosure.”

WEEK 2 LESSON 2
CLOSE READ
53 Nobody in the family saw her do it, but Pip
eventually ate the banana. Every afternoon from then
on, Katya put another bit of banana in the pen. And
Generate Questions Underline details that
show the conflict
just like clockwork, every morning, it was gone. Katya
between what Katya started thinking of it as game they played, she and
As I read, I am going to ask questions about wants to do and what
this rabbit that didn’t like her. Still, she would sit and
she does.
what I don’t understand in the text, such talk to Pip’s cardboard box every morning, telling Pip
as “Why does Katya sit and talk to Pip’s
about things she did with her friends, about the books
cardboard box every day even though Pip
she was reading, and about what happened at school.
cannot see her?”
One afternoon, while she was telling Pip about a funny
Possible Response: Students may say that thing that had happened in gym class, the rabbit
Katya may think the rabbit can hear Katya’s suddenly nosed her way out of the cardboard box.
voice and it will come to feel as if the voice
is soothing. Then the rabbit will realize that 54 When Pip hopped over to the banana and started
Katya is friendly. eating, Katya wanted to jump up and down with
excitement, but she made herself stay calm. She
knew that if she reacted as if something unusual was
happening—in any way, really—Pip would stop eating
tingled felt excitement; for sure. Although she tingled with joy, Katya casually
felt a prickling sensation
finished the gym class story, then starting talking
Close Read about a new book she had gotten from the library.
“You’d love it, Pip” she said in her smoothest voice.
Summarize “It has all kinds of animals in it, but I‘m only a few
chapters in, so don’t know if there’s a rabbit just yet.”

Remind students that summarizing events is 55 Pip finished the banana and gazed at Katya. Slowly,
one way to keep track of the action in a story.
she turned and hopped back toward the box. Katya’s
Say: Let’s summarize Katya’s conflict.
heart sank. But then, Pip turned and looked at her
Have students underline details on p. 66 that steadily—then back at the box— and then back to
show the conflict between what Katya wants Katya.
to do and what she does. See student page
for possible responses. 56 “What is it, Pip?” Katya asked. “Is there something
wrong with your box?”
Ask volunteers to paraphrase their ideas.
Remind students that when paraphrasing,
they should restate the text in their own
words, retelling only the most important
events and details.
DOK 2
66

Hyperbole Explain that authors sometimes use hyperbole, or
exaggeration, to get across an idea. Read aloud paragraph 54 in the voice
of Katya. Ask students to identify hyperbole in the paragraph.
Possible Response: Katya says Pip will love the story about animals. This
is probably an exaggeration, since Pip doesn’t understand what the words
mean. Katya is saying anything that comes to mind in order to get Pip used
to her soothing voice. Discuss the idea that the use of exaggeration helps
readers understand a story better. For more instruction on Author’s Craft,
see pp. T116–T117.

Digital READER
CLOSE READ
57 Not wanting to frighten Pip, Katya rose slowly and
reached for the first clothespin. Cautious but not scared,
Pip watched carefully. As she removed the rest of the
Analyze Plot First Read
Elements
pins Katya was so excited that her hands were shaking. Highlight the climax, Respond
Next came the blanket. Finally, Pip was trusting her! or turning point, of the
story.
Katya knew she had to be extremely careful. THINK ALOUD Katya talks to Pip
like Pip understands what Katya says. Even
58 With a leap, Pip dove for the box. Katya caught her though Pip doesn’t talk, Pip’s actions show
breath; she’d been so close. that she now trusts Katya near her babies.
59 She gathered up the blanket to put it back when she
realized that Pip was staring at her—with her head
stuck through the flaps of the box! “Do you want to
show me something?” Katya dropped the blanket and
reached into the pen; for an instant, she worried that
Pip was going to nip her, but the rabbit ducked back Close Read
inside. Katya lifted the flaps and peered inside, where
she noticed three small shapes huddled together in a Analyze Plot Elements
nest made of hay and fur. “Oh, Pip! You’re a mom!”
Katya exclaimed. “Congratulations! They’re beautiful!”
Remind students that the climax is the
turning point in a story. Have students read
Each bunny was a tiny version of Pip, with miniature
p. 67, and highlight the climax of the story.
ears and eyelids squeezed tightly shut.
Say: Do you think Pip trusts Katya now?
60 Pip stood on her hind legs. “You must be very proud
What details support your idea?
of your new family!” Katya said.
Have students scan p. 67 and underline

details that show the turning point in the
story. See student page for possible
responses.
Ask students why they think Pip’s attitude

has changed.
Possible Response: Pip is protective of

her babies. But Katya has been patient and
soothing for a long time. Maybe Pip is finally
convinced that Katya will not hurt the babies.
Or maybe Pip wants to share the good news.
DOK 2
67
OBJECTIVE
ELL Targeted Support Background Knowledge Point out to

students that realistic fiction is written to be believable. If the author uses
popular references to achieve this, readers must have prior knowledge to
understand what the author is referring to. Read paragraph 53 aloud.
Make sure that students understand what a gym class is. Have them draw
pictures of a gym class at their school. EMERGING
Ask students to give examples of what Katya might do in a gym class.
Have students take turns describing what they know about gym
classes. DEVELOPING

WEEK 2 LESSON 2
First Read
Generate Questions
THINK ALOUD As I read, I’m going
to think of questions I have about the text.
RDG21_SE05_U03W02_A000069
The author writes that Katya moves the box
to see the babies inside. How will Pip feel
about this? Will Katya’s actions ruin the trust
she has built up with Pip?
CLOSE READ 61 Katya tiptoed ever so gingerly over the pen wall,
gently sat down next to Pip, and slowly moved the
Vocabulary in box so she could see the baby rabbits inside. One
Context
Close Read Highlight context clues
was brown, just like Pip; the others were mostly white
with brown spots. Moving slowly and carefully, Katya
that help you determine
Vocabulary in Context the meaning of gingerly
in paragraph 61. What
lifted the closest bunny and cradled it in her hand. Pip
twitched her nose at Katya’s fingers and, after deciding
do you think the word
Remind students that if they do not know means? her baby was safe, hopped over to the other two. The
the meaning of a word, they can look at baby bunny in Katya’s hand was warm and soft, even
other words in the sentence for clues. Have though it didn’t yet have fur, or even a fluffy tail.
students highlight context clues that help
them determine the meaning of gingerly in Katya put the baby back in the nest and stroked

62
paragraph 61. What do you think the word the other two. Pip licked the baby Katya had held and
gingerly means? tucked it back in between its siblings.
Possible Response: Clue words are tiptoed, 63 “Thank you for showing me,” Katya whispered. “I’ll
gently, slowly. I think gingerly means “very put your house back now.” She gently replaced the
carefully.” cardboard box over the little family. Then she climbed
DOK 2 out of Pip’s pen, reattached the roof blanket, and
stepped carefully out of the room.
64 Katya shook herself, hardly believing what had just

happened. Then, she peered back into the living room,
where all was quiet. She pictured Pip in the box, the
good mama keeping her baby bunnies warm.
68

Text Structure Have a volunteer read aloud paragraphs 62 and 63. Then
ask students why they think the author has written these many actions in
the order in which they happened. Ask students to tell what happened first,
second, next, and so on. Lead them to understand that realistic fiction
stories often put multiple actions in the order in which they happened.
This helps readers understand the events. This text structure is a common
characteristic of the genre.

Digital READER
CLOSE READ
65 Smiling, Katya walked outside, where her parents
were drinking tea at the patio table. Mom said, “Why
the big grin, Sunshine? Did something just happen?” Analyze Plot First Read
Elements
66 Katya pulled up a chair. “Well, it looks like we don’t Underline the sentence Connect
that states the resolution
have a borrowed bunny anymore,” she said.
of the conflict. THINK ALOUD Even though having
67 Her parents exchanged quick, concerned glances, a pet is hard work, it’s worth it. That’s the
the way parents often do. “Is something…wrong with way I feel about my dog! Katya’s hard work
Pip?” Dad asked cautiously.
has finally paid off. Pip finally seems to trust
Katya with her precious babies.
68 Katya shook her head. “No, she’s just fine—actually,
she’s better than fine: She’s had babies! We’ve got
borrowed bunnies, four of them, to be exact.”
69 Mom put down her tea. “That’s fantastic, Katya! Pip

let you see them?”
70 Nodding, she said, “I think she’s finally decided to

Close Read
trust me.” Then a thought struck her. “I’m only sorry Analyze Plot Elements
that they’re just borrowed. Fosters, not forevers.”
Remind students that the plot of a realistic
71 “Well,” Dad said. “Maybe we can change that rule
fiction story usually ends with a resolution of
this time. After all, you’ve worked awfully hard to win the original conflict. Have them scan p. 69
Pip’s trust. It would be a shame to let her down.” and underline the sentence that states the
resolution of the conflict. See student page
72 Katya beamed,
for possible responses.
thinking, “Forever,
not fosters!” Ask students how the illustration adds to their
understanding of the resolution.
Possible Response: The illustration confirms

how that Pip finally trusts Katya. Pip allows
Katya to pick her up.
DOK 2
OBJECTIVE
69

cautiously in paragraph 67 and help students conclude that the suffix –ly
changes the noun cautious into the adverb cautiously, which means “with
extreme care.” Have students use the new word in a sentence.

WEEK 2 LESSON 2
Respond and Analyze

My View
Use these suggestions to prompt students’ initial responses to reading
“A Borrowed Bunny.” Have them use text evidence to support their responses.
A Borrowed Bunny
• Brainstorm What other kinds of foster pets could Katya’s dad have
OBJECTIVES brought home?
Use text evidence to support an • Discuss What most surprised you about this realistic fiction story?
appropriate response.
Respond using newly acquired
vocabulary as appropriate.
Analyze the relationships of and
Develop Vocabulary
conflicts among the characters.
Analyze plot elements, including Minilesson
rising action, climax, falling action,
and resolution.
FOCUS ON STRATEGIES Tell students that authors of realistic fiction try to
use the most descriptive words possible to describe the characters, setting,
and events. Precise language such as the vocabulary words wriggled,
quarters, tolerate, snuggly, and tingled helps readers vividly imagine the story.
• Remind yourself of the word’s meaning.
• Visualize what the author is trying to convey.
• Use the new words in your responses.
MODEL AND PRACTICE Model filling out the chart on p. 70 of the Student
Interactive using the word wriggled.
In the story, the author describes Pip twisting to try to get out of Katya’s
hands. I’ll write “moved by twisting” as the word’s definition.
ELL Targeted Support Respond to Questions Write the vocabulary

words on the board. Tell students that asking and answering questions can
be a good way to learn and remember vocabulary words.
Ask students a question about each word and have them tell you which
word you are referring to. Say: Which word describes movement? (wriggled)
EMERGING/DEVELOPING
Have partners ask and answer questions about each word. EXPANDING

myView
NOTEBOOK
Digital
Apply QUICK CHECK

Notice and Assess Do students
Have students use the strategies for developing vocabulary.
understand how descriptive words help
OPTION 1 My TURN Have students respond using newly readers understand a story?
acquired vocabulary as they complete p. 70 of the Student
Decide
Interactive.
• If students struggle, revisit
OPTION 2 Use Independent Text Have students find and list instruction for developing vocabulary
descriptive words that help them imagine characters, events, or in Small Group on pp. T112–T113.
settings in their independent reading texts.
• If students show understanding,
extend instruction for developing
vocabulary in Small Group on
pp. T112–T113.
Check for Understanding M y TURN Have students complete p. 71 of the Student Interactive.
VOCABULARY COMPREHENSION READING WORKSHOP
Develop Vocabulary Check for Understanding

In realistic fiction, descriptive words help the reader understand the characters,
My TURN Look back at the text to answer the questions.
setting, and events. Precise language helps readers use their five senses to Possible responses:
imagine what the details look, sound, smell, taste, and feel like. 1. What examples help you determine that “A Borrowed Bunny” is
realistic fiction?
DOK 2
My TURN Write the definition of each word. Then explain how the author’s The characters and events are imaginary but believable. The setting
word choice in “A Borrowed Bunny” affects readers’ senses, thoughts, or feelings. and conflict are true to life. As the story goes on, it is easy to think
Possible responses: about it happening in the real world.
Word Definition Effect of Word on Reader

2. How and why does the author use humor?
snuggly cuddly; liking to helps readers imagine what a rabbit The author’s describes Pip in funny ways, like how she stomps
DOK 3
be held in an would feel like her foot as if she’s annoyed. It’s also funny when Katya says to
affectionate way her friend Max, “Your aunt Louise likes bananas?” and Max calls
her a goofball. Humor is part of entertaining readers, which is this
author’s purpose.
quarters
living space; a Helps readers envision enclosure
place to stay where the rabbit lives 3. How do different events of the plot show that Calvin thinks more and more
about Pip’s needs? Use text evidence to analyze plot elements.
DOK 3
At first, Katya is disappointed Pip won’t be friends. “But animals love
tingled me!” she says to her mom. Over time, Katya thinks less about herself
felt excitement helps readers imagine the
and more about Pip, leaving banana for Pip and talking softly to her
excitement Katya feels
after school. Finally, Katya realizes that Pip wants her to see what’s
in the cardboard box.
tolerate 4. Does the way Katya acts around Pip differ from the way she feels—and
allow; accept; put helps readers understand how
wants to act. Analyze this conflict.
up with an earlier litter of kittens reacted DOK 3
to people other than Katya When Pip eats banana in front of Katya, Katya wants to “jump up and
down with excitement,” but she stays calm and continues talking softly
about her day. When Pip signals Katya toward the box, Katya steps
wriggled moved by twisting helps readers imagine what Katya
carefully into the pen and talks very softly, even though she is very
sees and how the rabbit moves
excited to see the babies.
70 71
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9:00 AM 71
A Borrowed Bunny 17/02/20 9:00 AM
T109
WEEK 2 LESSON 2

-ence, -ist
OBJECTIVES LESSON 2
Apply Suffixes -ize, -ance, -ence, -ist
words.
APPLY My TURN Direct students to complete the activity on p. 76
Identify the meaning of and use in the Student Interactive. Have students use their own paper to write
-ance, -ence, and -ist. a new sentence with each word. Then have students perform the same
activity with the word cartoon and the suffix -ist and the word prefer
and the suffix -ence. Remind students that the suffixes -ance and -ence
have the same meaning.
-ist -ence
cartoon prefer

myView
Digital
INTERACTIVITY READING BRIDGE
WORD STUDY
Suffixes -ize, -ance, -ence, -ist

A suffix is a word part added to the end of a word or word part.
Suffixes change the meaning or part of speech of a word.
The word summary means “a brief statement that includes only main
ideas or events.” If you know what summary means, you can figure
out that summarize means “to give a brief statement including only
main ideas or events.”
My TURN Read each word and meaning. Then use the meaning of
the suffix to write a definition for each new word. On a separate sheet
of paper, use each new word in a sentence.
anthologize
make a collection
anthology -ize
collection
+ become or make
=
reliance
the act of trusting
-ance
rely
to trust
+ act, process, or =
state of
scientist
someone who knows
science -ist
about science or a
system of + one who does an =
knowledge action system of knowledge
76
LESSON 2
Apply Suffixes -ize,
LESSON 1 -ance, -ence, -ist LESSON 3 LESSON 4 LESSON 5
Teach Suffixes -ize, More Practice Spiral Review: Assess
-ance, -ence, -ist Understanding
Words with Latin
Roots

WEEK 2 LESSON 2
Teacher-Led Options
DEVELOP VOCABULARY myFOCUS READER
Teaching Point Remember that the more Read pp. 32–33 in the myFocus
precise descriptive words an author uses, the Reader with students. Go
better readers will understand and visualize the online to SavvasRealize.com
events and characters in a story. Have students to provide additional insight for
look back at “A Borrowed Bunny” for more students on the ways people
precise descriptive words the author uses. can reach a goal.
Provide instructional support
ELL Targeted Support for comprehension and word
Use visual support to help students develop study—Suffixes -ize, -ance, -ence, -ist and
vocabulary. Tell them that the more precise Academic Vocabulary.
and descriptive a word is, the more readers will
understand what the author wants to convey.
Have a volunteer act out the word wriggled.
Assess 2–4
Have another volunteer act out the word moved. Fluency students
Ask students which word best describes the way
Pip tried to get away from Katya. EMERGING PROSODY
List the vocabulary words on the board. Help Have students choose a paragraph from the text
students think of synonyms for each one and or a leveled reader. Model reading the paragraph
determine which word is most descriptive. with the appropriate rhythm. Ask pairs to take
Ask: Which word can you easily picture in your turns reading paragraphs, focusing on their
mind? DEVELOPING rhythm. Tell them not to rush and not to pause
between words.
Have partners find the sentences where the
vocabulary words are used in “A Borrowed ORAL READING RATE AND ACCURACY
Bunny.” Ask them to rewrite the sentences using Use pp. 67–72 in Unit 3 Week 2 Cold Reads to
synonyms they know and determine which assess students. Have partners practice reading
sentence is most descriptive. EXPANDING the passage. Use the Fluency Progress Chart to
Have partners use a thesaurus to look up each track student progress.
vocabulary word and review the synonyms listed
for it. Have them confirm that the synonyms fit
the text’s context. BRIDGING
For additional support, see the online
Language Awareness Handbook.

REALIZE VIDEO
myView READER
ANNOTATE DOWNLOAD ASSESSMENT
SMALL GROUP
Digital
AUDIO GAME NOTEBOOK INTERACTIVITY
DEVELOP VOCABULARY Students can
Talk About Independent Reading Ask students • reread or listen to “A Borrowed Bunny” or the
to tell you about some of the precise words the myFocus Reader text.
author of an independent reading text used to • read a trade book or their Book Club text.
describe characters, events, and settings and • partner-read a text; ask each other questions.
how these words helped them better understand
the story.
Centers
• What is one word the author used to describe See the myView Literacy Stations in the
the setting? Resource Download Center.
• Why do you think the author chose that word?
• What helped you understand the word? Literacy Activities
Possible Teaching Point A reader pays Students can
attention to the precise words authors use to • complete the graphic organizer on Student
picture the story in his or her mind and better Interactive p. 70.
understand the characters and plot.
• work with a partner to discuss and answer the
questions on Student Interactive p. 71.
Leveled Readers • take turns with a partner reading a text with
appropriate rhythm.
DEVELOP VOCABULARY
• For suggested titles, see The Light at Jupiter Lake
SUPPORT INDEPENDENT READING

by J.H. Diel
“Matching Texts to Learning,” Guided Reading Level Q

DRA Level 40
Lexile Measure 800L
Word Count 3,356
pp. T90–T91. Text

Characteristics
Text Structure
• Chronological
(Conflict, climax,
resolution)
Text Features
• Chapters
• Illustrations
Encourage students to practice
ELL Access Video
independent reading by urging

Use the interactive video in The Light at Jupiter Lake digital leveled reader to
• For instructional support on

Build Background
Preview the Text

Launch the Book
them to choose texts with genres

developing vocabulary, see

Preview the Genre
in real life.
and topics that appeal to them.

Preview Vocabulary
Leveled Reader Teacher’s

structured (p. 25)
Monitor
Guide.
See also the Small Group Guide

© Copyright 2020 1
for additional support and
resources to target your students’
specific instructional needs.
Whole Group
Share Bring the class back together. Invite volunteers to share some new words
and what they have learned about using descriptive language. Congratulate students
on their good work.
WEEK 2 LESSON 3
READING WORKSHOP CLOSE READ

Minilesson
FOCUS ON STRATEGIES Works of realistic fiction flow through five plot
elements from start to finish. Good readers analyze these elements as they
A Borrowed Bunny
read to get the most out of the story.
• Remember the five plot elements: introduction (conflict), rising action,
OBJECTIVE
Analyze plot elements, including
rising action, climax, falling action, • Note the conflict at the beginning of the story.
and resolution.
• Pay attention as one event leads to another during the rising action.
• Follow the falling action after the climax as the resolution approaches.
ACADEMIC
VOCABULARY • Think about whether the resolution makes a good ending to the story.
Integrate Offer students oral
practice using the unit Academic MODEL AND PRACTICE Use the Close Read note on p. 58 of the Student
Vocabulary to talk about plot Interactive to model how to annotate the text to identify plot elements.
elements. Give students sentence
starters, such as • The first plot element will introduce me to the story’s conflict. On
• Pip’s unfriendly reaction to page 59, I read that a rabbit will be different from the foster pets Katya
Katya makes Katya recall _____.
and her family usually have. I’ll underline the phrase “A rabbit will be
• From Katya’s perspective, the
rabbit should _____. different,” and keep reading to find out more about just how different.
• Have students find and underline the most important event in the rising
ELL Access action, which is the next plot element. Then have them identify several
Discuss with students the other events in the rising action.
importance of understanding
the plot elements in a story. Draw
a plot chart on the board and label
it as students tell you the five plot
elements. Then have volunteers
identify the plot elements in ELL Targeted Support Summarize Tell students that one way to identify
“A Borrowed Bunny” and add
them to the chart.
the five plot elements is to summarize the story.
Write five cloze sentences on the board that correspond to each of the five
plot elements in “A Borrowed Bunny.” As you read each sentence aloud,
have students fill in the missing word. EMERGING
Write five sentences on the board that summarize each plot element. Have
students tell you which sentence corresponds to which plot element.
DEVELOPING

myView
ANNOTATE NOTEBOOK
Digital
Apply QUICK CHECK

Notice and Assess Can students
Have students use the strategies for analyzing plot elements. analyze the plot elements in a story?
OPTION 1 M y TURN Have students annotate the text using the Decide
other Close Read notes for Analyze Plot Elements and then use the
text evidence from their annotations to complete the chart on p. 72.
instruction about plot elements in
OPTION 2 Use Independent Text Have students outline the plot Small Group on pp. T120–T121.
elements in the story of an independent reading text, including major • If students show understanding,
events in the rising and falling action. extend instruction about plot elements
Small Group on pp. T120–T121.
CLOSE READ

Plot elements include parts of a story’s plot, or organization of a
story’s events. A plot includes the story’s conflict, or problem; the
events that rise to the climax, or turning point; the events that result
from the climax; and, finally, the events that resolve the conflict.
1. My TURN Go to the Close Read notes in “A Borrowed Bunny” and

underline the parts that help you analyze the plot elements.
2. Text Evidence Use the parts you underlined to complete the

graphic organizer. Possible responses:
Conflict:A rabbit will be different from the foster pets Katya’s family
usually has.
Rising Action:
• Pip ignores Katya and hides in a box.

• Pip eats the banana Katya leaves for her.
• Pip eats banana while Katya is watching.
Pip signals Katya to look in the cardboard box.
Climax: Katya sees—and holds—one of Pip’s new babies.

Katya tells her mom about the babies, then
Falling Action:
remembers that they’re only borrowed bunnies.
Resolution: Katya’s parents let her keep the bunnies as forever pets.
Analysis: How does the plot change Katya?

Katya’s patience grows and she worries less about her own feelings
and pays more attention to what Pip needs.
72

WEEK 2 LESSON 3
Read Like a Writer

OBJECTIVES
Identify, use, and explain the
Analyze Hyperbole and Puns
meaning of adages and puns.
Explain the purpose of hyperbole, Minilesson
stereotyping, and anecdote.
FOCUS ON STRATEGIES Explain that authors use humorous language to

make their writing more enjoyable. An example is hyperbole, or humorous
exaggeration, such as, “It will take a million years to vacuum that room!”
Another example is the pun, a humorous play on the sound or meaning
of words. For example, if you were talking about a funny duck, a pun you
could use is, “It quacks me up!” Tell students:
• Look for exaggeration and language that plays with the sound or
meaning of words.
• Think about how the author uses hyperbole and puns to create humor.
MODEL AND PRACTICE Model analyzing the author’s craft techniques of

hyperbole and puns by directing students to the top of p. 77 of the Student
Interactive. Have students follow along as you complete the steps.
• Point out that the author humorously exaggerates when she has Sara’s
dad say, “Killed by kitten?,” and uses a pun when he says, “That would
be a perfect [purr-fect] death.”
• Ask why the author uses these techniques. Encourage students to think
about how they bring humor to the text.
ELL Targeted Support Hyperbole and Puns Humorous exaggeration

and plays on words can be difficult for ELL students to grasp. Use these
techniques to aid them.
Tell students jokes based on hyperbole to help them grasp the idea of
exaggeration as humor. A useful setup is the “How _________ was it?”
joke. Say: “I saw a really small dog today.” “How small was it?” “It was so
small that I thought it was a hamster.” Also offer some puns, such as: That
poor dog had a really rough [ruff-ruff] time. Discuss why the examples are
funny. EMERGING/DEVELOPING
Use the activity above. Then have student pairs write an example of
hyperbole and an example of a pun. Have them share their work orally
with the class. EXPANDING/BRIDGING

myView
Digital
NOTEBOOK READING BRIDGE
Apply
M y TURN Direct students to complete the My Turn activity on p. 77 of the
Student Interactive. Use their answers to assess their understanding of the skill.
ANALYZE AUTHOR’S CRAFT READING-WRITING BRIDGE
Read Like a Writer

One way authors entertain readers is through humor. Hyperbole, or
exaggeration, is something overstated and made greater than it actually is.
Another humor device is a pun. A pun is a play on the different meanings of
a word or on two words with similar sounds but different meanings.
Model Read the text.

hyperbole
After an allergic reaction, Sara’s dad asked, “Killed

by kitten? That would be a perfect death.”
pun
1. Identify Sara’s dad exaggerates and also uses the word perfect,
which is similar to the purring sound cats make.
2. Analyze Why are the hyperbole and pun entertaining?
3. Conclude The text is humorous because of exaggerated

and funny comments about a possibly serious problem.
Read the text.

Gary thinks his grasshopper is the best pet ever! But he

knows it bugs his mom.
My TURN Identify and explain puns and hyperbole.

1. Identify Gary exaggerates that a grasshopper is the best pet ever .
The author uses the pun bugs to describe Gary’s mom’s reaction .
2. Analyze Why are the hyperbole and pun entertaining?

3. Conclude The text is humorous because a grasshopper is an unusual
pet, and “bugs” can mean either “insects” or “annoys” .
77

WEEK 2 LESSON 3

-ence, -ist
FLEXIBLE OPTION
OBJECTIVES LESSON 3
More Practice
words.
FOCUS ON STRATEGIES Remind students that when a suffix is added to
Identify the meaning of and use a base word, it changes the meaning and often the part of speech.
-ance, -ence, and -ist.
MODEL AND PRACTICE Model these examples: perform (noun, “do”) +
-ance = performance (verb, “act of doing”); piano (noun, “a type of
musical instrument”) + -ist (noun, “one who plays this instrument”). Note
that when the -ist is added to piano, the o is dropped.

myView
Digital
DOWNLOAD
READING BRIDGE
APPLY Have students complete Name
Word Study
Word Study p. 90 from the Resource Suffixes -ize, -ance, -ence, -ist
A suffix is a letter or group of letters that is added to the end of a word and
Download Center. Finally, ask partners

changes the word’s meaning and part of speech. Here are four common suffixes
and their meanings:
• -ize: become or make • -ance / -ence: state or quality of
to read aloud each completed sentence

• -ist: person who or object that
performs an action
Knowing these suffixes can help you read, or decode, words with the suffixes and
so that they read the new word with its

determine their meanings. For example, if you know what the word violin means
and you know that the suffix -ist means “person who performs an action,” you
can conclude that the word violinist means “a person who plays a violin.”
suffix in context. My TURN Complete the following sentences by adding the correct suffix (-ize,
-ance, -ence, or -ist) to the base word shown in parentheses. Then read each
new word.
guitarist takes years of practice.

1. Becoming a skilled (guitar) _______________
popularize certain names and

2. The best-selling book helped (popular) _______________
fashion trends.
preference when it came to the menu options.

3. Maria did not have a (prefer) _______________
brilliance at the talent show was clear to everyone.

4. Sasha’s (brilliant) _______________
My TURN Use a dictionary or texts that you have read recently to find one
additional word with each of the following suffixes: -ize, -ance, -ence, -ist.
Possible responses:
-ize -ance -ence -ist
commercialize reluctance dependence chemist
Grade 5, Unit 3, Week 2 90

RDG20_OSR05_U03W02_WS.indd 90 1/25/18 10:51 AM
Word Study, p. 90
FLEXIBLE OPTION
LESSON 3
More Practice
LESSON 1 LESSON 2 LESSON 4 LESSON 5
Teach Suffixes -ize, Apply Suffixes -ize, Spiral Review: Assess
-ance, -ence, -ist -ance, -ence, -ist Understanding
Words with Latin
Roots

WEEK 2 LESSON 3
Teacher-Led Options
ANALYZE PLOT ELEMENTS ANALYZE PLOT ELEMENTS
Teaching Point Understanding the elements Use Lesson 21, pp. T139–T144, in the myFocus
of plot helps you comprehend and enjoy realistic Intervention Teacher’s Guide for instruction on
fiction. These elements are present in almost analyzing plot elements.
every story you will read. Authors first establish LEVEL F • READ
the characters and problem in a story, then they Lesson 21 Compare and Contrast Characters, Settings,
and Events
add tension during the rising action. The high DIRECTIONS As you read, pay attention to the lives and experiences of Melanie
and Charlotte. What do the girls have in common? What is different?
point, or most exciting scene, is the climax. After

Season’s Greetings
the climax, the events of the story wind down. 1 “Mel, honey!” Mom shook Melanie’s shoulder gently. “It’s
The story ends with a resolution. Work with

time to get up.”
2 “Already?” Melanie moaned. “Ugh.”
3 She pried her eyes open and looked at the clock—6:45.
students to complete the graphic organizer on Outside the sky was dark as midnight. She could hear the wind
whipping around their seventh-floor apartment, and the click-click-
click of sleet hitting the window. In the kitchen, her mom was
Student Interactive p. 72. humming the song “Winter Wonderland.” She was getting into the
spirit of the season.
4 “Mom,” she called, “did you check online? Maybe school’s
canceled.”
“No such luck, kid.” Her mom’s voice floated down the hall.

5
6 Actually, it was lucky school was still open, Melanie realized.
Today was her last chance to write to Charlotte, her school pen pal,
before Charlotte went on break. The thought got Melanie out of
Tell students that responding to questions about

bed and into the shower.
7 Breakfast was oatmeal—again. Then she and Mom laced up
their winter boots, wound scarves around their necks, bundled into
a story and its plot elements is a good way to

heavy coats, and headed for the elevator.
8 Shivering, Melanie slipped into the warm school building
at 8:42. All day, she looked forward to writing to Charlotte.
practice and check comprehension. 9

Finally, at 2:20, it was time. She sat down at the keyboard.
Dear Charlie,
10 How are things in sunny Sydney? Things here in Chicago are
cold, cold, cold. It’s 23 degrees, and there’s ice everywhere. Mom
Ask students yes/no questions about plot makes me eat oatmeal every morning for breakfast because it’s
“warming and sustaining.” You know how you told me a hat is
part of your school uniform? And kids all over Australia have to
elements in the story. EMERGING wear one at recess to protect them from the sun? Well, I wear a hat
outside all the time now, too. Only mine isn’t a sun hat. Grandma
knitted it from thick wool, and it has earflaps. If I go anywhere
without it, my ears feel semifrozen.
Ask students open-ended questions about plot 11 You’re so lucky it’s summer where you are. And you’re extra
lucky that your school year ends today! Probably you’ll be out on
the beach tomorrow, right? I’ll be at school. I’m SO JEALOUS.
elements in the story. DEVELOPING 12 I am looking forward to winter break, though. It starts next
week. We’re going to my grandparents’. Grandpa says their pond
is frozen solid, so we can ice skate!
Have partners ask each other questions about Reading Literature T • 139
plot elements in the story. EXPANDING

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Ask students to choose a plot element in the

story and ask a question about it. Then have
Assess 2–4
students write a paragraph about how that Fluency students
element relates to something in their lives
or to something they have read about elsewhere. PROSODY
BRIDGING Have student pairs practice reading a portion of
For additional support, see the online the text with appropriate rhythm.
ORAL READING RATE AND ACCURACY
Use pp. 67–72 in Unit 3 Week 2 Cold Reads to
assess students. Have partners practice reading
the passage. Use the Fluency Progress Chart to
track student progress.

REALIZE VIDEO
myView READER
SMALL GROUP
Digital
ANALYZE PLOT ELEMENTS Students can
Talk About Independent Reading Ask students • reread or listen to “A Borrowed Bunny” or
to look back at their outlines and share what they another text they have previously read.
learned about plot elements. • read a trade book or their Book Club text.
Possible Conference Prompts • develop a summary of a passage.

• What was the conflict in the story?
• What happened at the climax?
Centers
• How was the conflict resolved?
See the myView Literacy Stations in the
Possible Teaching Point Understanding the Resource Download Center.
flow of the plot adds to a reader’s enjoyment of
the story.
Literacy Activities
Students can
Leveled Readers • complete the graphic organizer on Student
Interactive p. 72.
ANALYZE PLOT ELEMENTS • add appropriate suffixes to words in a story.
by J.H. Diel
DRA Level 40
• take turns reading a passage with rhythm.

Lexile Measure 800L
Word Count 3,356
pp. T90–T91. Text

Characteristics
Text Structure
• Chronological
(Conflict, climax,
resolution)
Text Features
• Chapters
• Illustrations
ELL Access Video

• For instructional support

Build Background
Preview the Text

Launch the Book
on how to analyze plot

Preview the Genre
SUPPORT PARTNER READING

in real life.
Preview Vocabulary
elements, see Leveled

structured (p. 25)
Keep partners on track by

Monitor
Reader Teacher’s Guide.

giving them a list of suggested

conversation prompts to keep
© Copyright 2020 1
their book discussions going.

See the Small Group Guide for
additional support and resources
for Partner Reading.
Whole Group
Share Bring the class back together. Invite volunteers to share the plot elements
in their favorite books. Congratulate students for their hard work analyzing plot
elements.
WEEK 2 LESSON 4
READING WORKSHOP CLOSE READ
Summarize
Minilesson
FOCUS ON STRATEGIES Readers should maintain meaning and logical order
when they retell, paraphrase, or summarize texts.
A Borrowed Bunny
• Review the story in your head before you begin to summarize.
OBJECTIVE • Tell the story in order. Begin at the beginning and finish at the end.
Retell, paraphrase, or summarize
• Use only information that moves the story forward; do not include
texts in ways that maintain
meaning and logical order. minor details nor your own opinions.
MODEL AND PRACTICE Use the Close Read note on p. 59 of the Student
ADDITIONAL Interactive to model how to summarize while maintaining meaning and
VOCABULARY logical order.
Integrate Offer students oral
In paragraph 32, the author uses a conversation between Katya and her
practice using the unit Academic
Vocabulary words to summarize. mom to support the story’s conflict—that Pip is not responding to Katya the
Ask: way foster animals usually do. She uses dialogue to briefly summarize what
• What does Katya demonstrate has happened between Katya and past fosters. I’m going to highlight those
over the course of the story?
lines as an example of summarizing.
• Why does making friends with
Pip appeal to Katya?
ELL Targeted Support Clarify Spoken Language Explain that

discussing the most important events in the plot can help students
summarize the text.
Discuss the most important events to include in a summary of one event in
“A Borrowed Bunny,” such as when Pip won’t come out of the cardbord box
when Katya is in the room. Provide sentence starters to help students seek
clarification of their partners’ comments: What did you mean by _____? Why
is that important? EMERGING
Have pairs choose a sequence of events to summarize. As they discuss,

guide them to ask questions to seek clarification. DEVELOPING
Have students summarize an event in the text. Then have them discuss their
summaries as a group. Remind students to ask questions for clarification.
EXPANDING
Direct pairs to exchange summaries of the text. When partners discuss each
other’s summaries, remind them to ask questions to clarify the text and their
partner’s thinking as needed. BRIDGING

myView
ANNOTATE NOTEBOOK
Digital
Apply QUICK CHECK

Notice and Assess Can students
Have students use the strategies for summarizing the plot.
summarize the story?
OPTION 1 M y TURN Have students annotate the text using other Decide
Close Read notes for Summarize and then use the text evidence
from their annotations to complete p. 73.
instruction for summarizing in Small
OPTION 2 Use Independent Text Have students use sticky Group on pp. T128–T129.
notes to mark information in an independent reading text useful in
summarizing the story in logical order and to maintain meaning.
extend instruction for summarizing in
Small Group on pp. T128–T129.
READING WORKSHOP
Summarize
Summarizing means retelling the most important events of a story in
the order they happened. A summary is always shorter than the story
itself, and it should maintain the story’s meaning.
1. My TURN Go back to the Close Read notes and highlight details

that help you summarize one event while maintaining logical order.
2. Text Evidence Use your highlighted text to help you summarize

an event to complete the graphic organizer. Possible responses:
First Pip, a rabbit, arrives as a foster animal at Katya’s house.
Second Katya’s previous experiences with foster animals have

all been great.
Third Katya is disappointed that Pip isn’t more friendly.

Fourth Pip leads Katya to the box with the babies inside.
Last Dad says the bunnies can be forever pets, not just
fosters.
73

WEEK 2 LESSON 4
Write for a Reader

OBJECTIVES
Identify, use, and explain the
Use Hyperbole and Puns
meaning of adages and puns.
Explain the purpose of hyperbole, Minilesson
stereotyping, and anecdote.
Compose literary texts such as FOCUS ON STRATEGIES Humor can make writing more enjoyable and
personal narratives, fiction, and
memorable. Two techniques authors use to create humor are hyperbole
poetry using genre characteristics
and craft. and puns. Tell them:
• When you want to create humor in your text, consider how you
could humorously exaggerate something—an amount, an emotion, a
character’s reaction, or another detail.
• You might also consider using puns. You might play with words that
sound alike but are spelled differently, like write and right, or with two
meanings of the same word, like right meaning “correct” and right
meaning the opposite of left.
MODEL AND PRACTICE Using p. 78 of the Student Interactive, discuss

how students might use hyperbole and puns in their own writing. Model an
example.
• Brainstorm a situation in a story in which you could use hyperbole and
puns to create humor.
• Consider hyperbole and puns you could use. In my story, two
teenagers are lifting weights. One might say, “These weigh more than
my house!” The other might say, “I can’t wait [weight] for this to be
over.”
• Together as a class, draft a short paragraph that uses the examples of
hyperbole and the puns for a humorous effect. Have students suggest
additional ideas as you edit the paragraph together.
ELL Targeted Support Hyperbole Have students try their hand at

interpreting humorous exaggerations.
Provide these sentence frames: The boat was so small that _________. The
book was so thick that _________. Provide a list of hyperbolic sentence
endings, such as “it looked like a child should be pulling it on a string” and
“a person could use it for a chair.” Then have students match each sentence
frame with the appropriate ending. Discuss why the completed sentences are
examples of hyperbole. EMERGING/DEVELOPING

myView
Digital
NOTEBOOK READING BRIDGE
Apply
M y TURN Guide students to complete the My Turn activity on p. 78 of the
Student Interactive. Use their answers to assess their understanding of the skill.
Writing Workshop
Have students use hyperbole and puns in their opinion essays from the
Writing Workshop. During conferences, support students’ writing by
helping them find opportunities to use hyperbole and puns to create
humor that can make their writing more enjoyable and memorable.
DEVELOP AUTHOR’S CRAFT

Let’s
Write for a Reader entertain
readers!
Hyperbole and puns are types of figurative language used
to create humor. Hyperbole is exaggeration, often for
humorous effect. Puns create humor through a play on the
different meanings of a word or on similar-sounding words.
My TURN Think about how Fran Hodgkins’s use of hyperbole

in “A Borrowed Bunny” affects you as a reader. Now identify
how you can use hyperbole, as well as puns, to create humor to
entertain your own readers.
1. If you were trying to show a funny response to a serious event, what

hyperbole and puns would you use?
Reponses will vary but may include ironically positive responses to
negative situations, such as “Oh, great! A thunderstorm!” and at least
one play on words.
2. Write a passage that includes two or more lines of dialogue in which one
character responds in a funny way to a serious event. Use hyperbole and
puns to emphasize the humor.
Reponses will vary but should include humorous dialogue featuring a
surprising, unexpected, or ironic response through hyperbole and puns.
78
RDG21_SE05_INT_U03W02_5RWB.indd 78 29/01/20 7:22 AM

WEEK 2 LESSON 4
Word Study Spiral Review

FLEXIBLE OPTION
OBJECTIVES LESSON 4
Use print or digital resources to
determine meaning, syllabication,
pronunciation, and word origin. Spiral Review: Words with Latin Roots
Identify the meaning of and use
words with affixes such as trans-, FOCUS ON STRATEGIES See pp. T26–T27 to review the strategies from
super-, -ive, and -logy and roots the previous week about using words with Latin roots. Explain that
such as geo and photo.
knowing the meanings of Latin roots can help students determine the
meanings of unfamiliar English roots in which the roots appear.
MODEL AND PRACTICE Discuss with students how to determine the

meaning of a word with a Latin root. Use the word porter as an example
(“one who carries luggage”). Then call on volunteers to cite other
words with Latin roots and explain how knowing the roots help them
understand the meaning of the words.
APPLY Divide the class into four groups. Assign each group a Latin
root. Challenge the groups to list words containing their assigned root.
Allow them to use dictionaries or online databases, if needed. Then
have groups create flashcards for their words and take turns testing
each other by holding up the cards and asking for the meanings of
the words.

READING BRIDGE

Words with Latin Roots Help students understand how the Latin roots are
evidence in the English words in which they appear.
Write the word transport on the board. Explain that the prefix trans- means
“across.” Then use gestures or motions to illustrate the idea of carrying in the
root word port. Do the same with import and export after explaining that the
prefixes mean “in” and “out.” EMERGING/DEVELOPING
Have students use gestures or motions to show how the meaning of the root
ject is evident in the words eject, inject, reject, interject, and the verbs object
and project. EXPANDING/BRIDGING
FLEXIBLE OPTION
LESSON 4
Spiral Review:
Words with Latin
Teach Suffixes -ize, Apply Suffixes -ize, More Practice Roots Assess
-ance, -ence, -ist -ance, -ence, -ist Understanding

WEEK 2 LESSON 4
Teacher-Led Options
SUMMARIZE SUMMARIZE
Teaching Point Summarizing is a good way to Use Lesson 29, pp. T193–T198, in the myFocus
take notes on a text you need to remember. It will Intervention Teacher’s Guide for instruction on
help you study and recall key information. Have summarizing.
students take a few summarizing notes from the LEVEL F • READ
first two pages of “A Borrowed Bunny.” Lesson 29 Retell, Paraphrase, and Summarize Text
DIRECTIONS Read the following passages. Think about which details you would

include in a summary.
Maple Syrup
Help students expand and internalize English 1 Maple syrup has been eaten by people for hundreds of years.
vocabulary as they summarize or retell

It is a sweetener, like sugar. People pour it on breakfast foods such
as pancakes and waffles. It is used in baking. It is also made into
maple sugar candy treats.
“A Borrowed Bunny.”
2 Maple syrup comes from the sap of the sugar maple tree.
Maple sap is collected in early spring before the trees start to
bud. A small hole is drilled in the tree and a spout called a tap
is inserted. The sap from the tree drips into a bucket. The sap is
Have students use the images on the first

mostly water. People boil the sap to make syrup. Boiling causes
the water in the sap to evaporate, while the sugar remains. This
turns the sap into thick, sweet maple syrup ready for eating!
pages to help them orally summarize the order

Sweet Surprise
of events. Ask questions and provide sentence 1 In early spring when the snow had just started to melt, Dad
frames, such as, What happened first? What 2

told me he had a surprise for me. I wondered what it was, but he
told me I would have to wait and see.
He took me out to the forest behind our house to collect sap
happened next? What happened last? First, from maple trees. We carried heavy buckets of sap back to our
house, where we poured it into a huge kettle on the stove. Then
we boiled the sap until it got sticky and thick.
Katya’s dad______. Then _______. Finally, ______. 3 “Is this the surprise, Dad?” I asked for the tenth time. The
maple syrup smelled wonderful. It was sweet and nutty.
4 “Not yet. Wait and see,” Dad answered with a smile.
EMERGING 5 When the syrup was thick enough, we put some of it into
bottles to use on pancakes and waffles later.

6 “Is the surprise waffles?” I guessed. But Dad just winked and
carefully poured some of the hot syrup from the large kettle into a
Have students review the first pages of “A small cooking pot. He carried the pot outside, and I followed him.
We looked for a place where the snow was still deep and fresh
and clean. We had to work fast, because the cold outside made the
Borrowed Bunny.” Then, using the text and 7
maple syrup start to cool very quickly.
Dad poured the maple syrup on the snow in thin ribbons. As
the syrup touched the snow, it cooled and hardened. Then he said,
pictures if necessary, have them summarize the 8
“Your surprise is ready!”
I lifted the hard ribbons of maple off of the snow and took the
pages using complete sentences. DEVELOPING

first delicious bite. “It’s maple candy!” I cried.
Reading Informational and Argumentative Text T • 193
Have students review the images throughout “A

Borrowed Bunny.” Then ask them to summarize
RDG20_TG_LevF_MF_Int_L29.indd 193 26/09/17 9:23 AM
the text in their own words. Remind them to

leave out their personal feelings and opinions Assess 2–4
Fluency students
about the text. EXPANDING
Have student pairs review the sequence of PROSODY
events in “A Borrowed Bunny.” Then have each Have student pairs practice reading a short
partner take turns summarizing the conflict and passage with appropriate rhythm.
resolution. BRIDGING
ORAL READING RATE AND ACCURACY
For additional support, see the online
Use pp. 67–72 in Unit 3 Week 2 Cold Reads to
assess students. Have partners practice reading
the passage. Use the Fluency Progress Chart to
track student progress.

REALIZE VIDEO
myView READER
SMALL GROUP
Digital
3 students/3–4 minutes per
Conferring conference Independent Reading
SUMMARIZE Students can
Talk About Independent Reading Ask students • reread or listen to another text they read.
to reread their sticky notes. Have them talk with • read a trade book or their Book Club text.
a partner about summarizing the story in logical • read aloud the dialogue from “A Borrowed Bunny.”
order while maintaining meaning.
Possible Conference Prompts Centers

• How did you decide on the best information to
summarize? See the myView Literacy Stations in the
• How did summarizing deepen your Resource Download Center.
understanding of the story?
• What kind of details did you leave out of your Literacy Activities
summary?
Students can
Possible Teaching Point Don’t expect
• complete the graphic organizer on Student
reading a summary to substitute for reading a full
Interactive p. 73.
text. Summaries must leave out many elements
of the author’s craft and purpose. • write about summarizing in their reader’s
notebook.
Leveled Readers • with a partner, take turns reading a text with
appropriate rhythm.
SUMMARIZE
SUPPORT INDEPENDENT READING

by J.H. Diel

DRA Level 40
Lexile Measure 800L
Word Count 3,356
pp. T90–T91. Text

Characteristics
Text Structure
• Chronological
(Conflict, climax,
resolution)
Text Features
• Chapters
• Illustrations
Help students set goals for their
reading. Tell them they should
ELL Access Video
• For instructional support

Build Background
Preview the Text

Launch the Book
track progress toward their goals.

on how to summarize, see

Preview the Genre
in real life.
Preview Vocabulary

See the Small Group Guide for

structured (p. 25)
Monitor
Guide. additional support and resources

© Copyright 2020 1
for Independent Reading.
Whole Group
Share Bring the class back together. Invite volunteers to tell what they learned
about summarizing. Praise students for a job well done.
WEEK 2 LESSON 5
READING WORKSHOP COMPARE TEXTS
Reflect and Share

Write to Sources
Minilesson
A Borrowed Bunny
FOCUS ON STRATEGIES Explain to students that freewriting means writing
OBJECTIVES down ideas without editing them. Tell them that they are going to freewrite
Use text evidence to support an about how determination helped people in the books they read this week
appropriate response. reach their goals.
Interact with sources in • Think about how determination helped Katya achieve her goal of
meaningful ways such as
notetaking, annotating, freewriting, making friends with Pip.
or illustrating.
• Consider characters in the other books you read who were determined
Compose informational texts, to reach a goal.
including brief compositions that
convey information about a topic, • Ask yourself what challenge these characters faced and how they
using a clear central idea and
overcame it to reach their goals.
genre characteristics and craft.
MODEL AND PRACTICE Model freewriting using the Write to Sources

ACADEMIC prompt on p. 74 in the Student Interactive.
VOCABULARY I remember how determined Katya was to make friends with Pip, and her
Integrate Offer students oral determination finally paid off. Other characters in the books I read used
practice using the unit Academic
determination to reach their goals too. I think determination is a valuable
Vocabulary words to reflect on
the text and make connections to tool when trying to reach a goal, so I’m going to start my freewriting with
other texts, the unit theme, and that one central idea.
the Essential Question. Ask:
• What does “A Borrowed Bunny”
demonstrate about reaching a
goal?
• Can you recall texts you have
read in which the experiences ELL Targeted Support Retell Information Remind students about the
of others reflected your own? infographic on Student Interactive pp. 52–53. Ask them to recall that it was
about pet ownership in the United States.
Display the infographic. Have a volunteer read the title. As students look at
the pictures, ask simple questions: What do the numbers mean? Which pet
is the most popular? Which pet is the least popular? EMERGING
Display the infographic. Have students tell what the graphic shows using
simple sentences. DEVELOPING
Display the infographic. Discuss with students what they learned from the
infographic and what else they’d like to know about pets in the United
States. EXPANDING

myView
NOTEBOOK
Digital
Apply QUICK CHECK

Notice and Assess Can students make
Have students use the strategies for making connections
comparisons across texts?
between texts.
Decide
OPTION 1 Use the Shared Read Have students do a quick
• If students struggle, revisit instruction
freewrite about one way Calvin shows his determination to make the
for making text comparisons in Small
worm his pet.
Group on pp. T134–T135.
OPTION 2 Use Independent Text Have students use their
self-selected independent reading texts to compare and contrast
extend instruction for making text
two characters’ challenges and solutions in a quick freewrite.
comparisons in Small Group on
pp. T134–T135.
WEEKLY QUESTION Have students use evidence from the texts they have read this week to
respond to the Weekly Question. Tell them to write their response on a separate sheet of paper.
RESPOND TO TEXT M y VIEW

Reflect and Share Write About It For additional
Write to Sources In “A Borrowed Bunny,” Katya practice on developing and writing
overcomes many obstacles to get to know the rabbit
Pip. How does determination help people reach their
opinions using text evidence, ask
goals? Use the following process to write and support students to respond to the prompt
a response to the question.
below on a separate sheet of paper.
Freewrite For many writers, characters and events can inspire

In paragraph 35 of “A Borrowed
ideas. For your response, consider the texts you have read this Bunny,” Katya’s mom says, “Yes,
week. Choose texts about characters who face challenges or
problems as they try to attain a goal. Identify evidence in each
you did an amazing with those
text that tells you how or if the characters met their goals. two … they wouldn’t tolerate
Next, freewrite to explore what you think about these texts. anyone but you …” Why do you
In freewriting, you write ideas without editing them. To get
started, ask yourself questions, such as What problem or think the author describes Katya’s
challenge does this character face? or How does the character foster pet history this way? Use text
try to reach a goal?
evidence to support your opinion.
Use your freewriting to compose a brief response about how
determination helps people reach their goals.
Weekly Question
What are some different ways in which people can reach
a goal?
74

WEEK 2 LESSON 5

-ence, -ist
FLEXIBLE OPTION
OBJECTIVES LESSON 5
prefixes and suffixes on base Assess Understanding
words.
To assess students’ understanding of how knowing the meaning of the
Identify the meaning of and use
suffixes -ize, -ance, -ence, and -ist can help them understand unfamiliar
-ance, -ence, and -ist. words:
WEEKLY STANDARDS
PRACTICE tourist conference
To assess student progress
on Word Study, use the
Weekly Standards Practice at
SavvasRealize.com.
emphasize obser vance
Have students explain the meaning of each base word and the way the
meaning changes when the suffix is added. (tour, “to visit,” + -ist = tourist,
“one who visits”; confer, “to discuss” + -ence = conference, “the process
of discussing”; victim, “someone harmed or injured” + -ize = victimize, “to
make into a victim”; observe, “to look at” + -ance = observance, “the act of
looking at”). Then have students use each word in a sentence.

myView
Digital
ASSESSMENT DOWNLOAD READING BRIDGE
Develop Language Awareness

For additional practice with suffixes, complete
the activity on p. 37 of the Language
Awareness Handbook. In this practice activity,
students will use contextual and visual support
to understand suffixes.
FLEXIBLE OPTION
LESSON 5
Assess
LESSON 1 LESSON 2 LESSON 3 LESSON 4 Understanding
Teach Suffixes -ize, Apply Suffixes -ize, More Practice Spiral Review:
-ance, -ence, -ist -ance, -ence, -ist
Words with Latin
Roots

WEEK 2 LESSON 5
Teacher-Led Options
COMPARE TEXTS myFOCUS READER
Teaching Point Critical readers notice Reread pp. 32–33 with students.
how different authors handle characters with Go online to SavvasRealize.com
similar challenges, such as reaching a goal. to engage students in a
Determination is needed to reach a goal, but conversation that demonstrates
sometimes it also takes patience, hard work, how the texts they have
and perhaps education. Have students use a read this week support their
three-column chart to list several texts they have understanding of the ways in
read, characters trying to reach a goal, and what which people reach their goals
it took for those characters to succeed. and encourages them to use the
Academic Vocabulary words.
Tell students that there are many ways to reach
a goal, and sometimes it takes more than one
strategy. Intervention Activity
Have students pick two texts they have read this
week. Ask them to select a character from each WORD STUDY
who is trying to reach a goal. Provide sentence For students who need support, Word Study
frames for students to give information about lessons are available in the myFocus Intervention
how each character achieved his or her goal. Teacher’s Guide, Lessons 1–10.
(The character) wanted ______. (The character)
got it by ______. EMERGING
Have students pick three texts they have read On-Level and Advanced
this week. Ask them to select a character from
each who is trying to reach a goal. Have them INQUIRY
give information in several sentences about
Organize Information and Communicate
how each character achieved his or her goal.
After gathering their findings on different ways in
DEVELOPING
which people can reach a goal, students should
For additional support, see the online organize those findings in an effective format.
Critical Thinking Talk with students about their
findings and the process they used.
See Extension Activities pp. 126–130 in the

Resource Download Center.

REALIZE
myView READER
AUDIO AUDIO ANNOTATE
ANNOTATE DOWNLOAD
VIDEO
SMALL GROUP
Digital
VIDEO
INTERACTIVITY GAME GAME DOWNLOAD
INTERACTIVITY RESEARCH
COMPARE TEXTS Students can
Talk About Independent Reading Ask students • reread or listen to the infographic with a
to share what they learned about making partner.
connections across texts. Have them refer to • read a self-selected text.
p. 74 in the Student Interactive, if desired. • reread or listen to their leveled reader.
• Between which characters can you make
connections?
Centers
• Between which ideas can you make See the myView Literacy Stations in the
connections? Resource Download Center.
• Between which events can you make
connections?
Literacy Activities
Possible Teaching Point Readers think about
other texts they have read to make connections Students can
between characters, ideas, and events. • write in their reader’s notebook in response to
the Weekly Question.
• research keeping a pet.
Leveled Readers • play the myView games.
COMPARE TEXTS
• For suggested titles, see
B O O K CLUB
by J.H. Diel

DRA Level 40
Lexile Measure 800L
Word Count 3,356 See Book Club, pp. T470–T471, for
pp. T90–T91. Text
Characteristics
Text Structure
• Chronological
(Conflict, climax,
resolution)
Text Features
• Chapters
• Illustrations
• teacher’s summary of chapters in The Thing

ELL Access Video
About Georgie.
• For instructional support on

Build Background
Preview the Text

Launch the Book
how to compare texts, see

Preview the Genre
• talking points to share with students.

in real life.
Preview Vocabulary

structured (p. 25)
• collaboration prompts and conversation starters.

Monitor
Guide.
© Copyright 2020 1
• suggestions for incorporating the Discussion
Chart.
• alternate texts to support the unit theme and
Spotlight Genre.
Whole Group
Share Bring the class back together. Invite two students to share what they have
learned about making connections among texts.

WEEK 2
WRITING WORKSHOP DEVELOP ELEMENTS
Weekly Overview
Students will
WEEK WRITING PROCESS FLEXIBLE PATH
• select an engaging idea and develop an opinion Introduce and
1 Prewriting
about it. Immerse
2 Drafting Develop Elements
• write an opinion essay and develop it with reasons,
facts, details, and graphic features. 3 Drafting Develop Structure
• use technology to produce and format an opinion 4 Revising and Editing Writer’s Craft
essay. 5 Publishing Publish, Celebrate,
and Assess
Minilesson Bank
Daily Plan Based on what you know about your students’ writing, choose one
minilesson from the options below for each day’s instruction.
FAST TRACK FAST TRACK FAST TRACK
LESSON 1 LESSON 2 LESSON 3
MINILESSON
5—10 min. Develop Facts and Details

Develop an Opinion T350 Develop Reasons T354
T358
INDEPENDENT WRITING
AND CONFERENCES
Independent Writing Independent Writing Independent Writing
30—40 min. and Conferences T351 and Conferences T355 and Conferences T359
SHARE BACK FOCUS

Title, Topic, and Reasons and
5—10 min. Facts and Details T359
Opinion T351 Examples T355
READING-WRITING FLEXIBLE OPTION • Spelling Teach Spell FLEXIBLE OPTION

WORKSHOP BRIDGE • Spelling Assess Prior • Spelling More Practice
Words with -ize, -ance,
Knowledge T352 T360
5—10 min. -ence, -ist T356
FLEXIBLE OPTION • Language &
• Language & FLEXIBLE OPTION
• Language & Conventions Teach
Conventions Spiral
Conventions Oral Pronouns and
Review: Prepositions and
Language: Pronouns and Antecedents T361
Prepositional Phrases
Antecedents T357
T353

myView
Digital
DOWNLOAD
OPINION ESSAY
Mentor STACK
Use the following criteria to add to your travel article stack:
• The article is the approximate length of the article the student will write.
• The article includes a clear opinion statement on an engaging topic.
• The article has a clear organization with sufficient and relevant supporting details.
• The article includes precise word choice for supporting the opinion statement.
FAST TRACK
LESSON 4 LESSON 5 ADDITIONAL RESOURCES
MINILESSON
Include Graphic Use Technology to Use Opinion
5—10 min. Gather Evidence
Features T362 Produce Writing T366 Signal Words
INDEPENDENT WRITING
AND CONFERENCES Independent Independent
Independent Writing Writing Club and
Writing and Writing and
and Conferences T363 Conferences T366–T367 30—40 min. Conferences Conferences
Tables, Charts, Graphs, SHARE BACK FOCUS

Describe
Diagrams, and Other Format and Design T366 5—10 min. Read Sentences
Evidence
Graphics T363
FLEXIBLE OPTION • Spelling Assess
• Spelling Spiral
Understanding T368 See the online See the Small
Review T364 Language
FLEXIBLE OPTION Group Guide
• Language & • Language & Awareness for additional
Conventions Practice Conventions Standards Handbook for writing support.
Practice T369 additional
Pronouns and writing support.
Antecedents T365
T347
WEEK 2
Conferences Mentor STACK

During this time, assess for understanding of the elements of opinion
essays in order to gauge where students may need support in their
opinion essay writing. Have stacks and minilessons available to
reference during the conferences.
FORMATIVE ASSESSMENT Conference Prompts Conference Support for ELL

Develop an Opinion EMERGING
If students need Then ask: What is something you feel • Read a stack text together. Define
additional support, very strongly about? any unfamiliar vocabulary and
discuss the elements of opinion
If students show writing.
Then ask: How will you get readers to
understanding, • Have students choose a topic and
understand your point of view?
tell you their opinions about it.
Supply any necessary vocabulary.
Develop Reasons
• Use modeled writing to demonstrate
If students need Then review additional illustrations of developing reasons, examples, facts,
additional support, and details.
reasons and examples in stack texts.
If students show Then ask: What reasons will you include in DEVELOPING
understanding, your opinion essay?
• Discuss examples of the elements of
Develop Facts and Details opinion writing in a stack text.
• Use shared writing to help students
If students need Then provide facts and opinions and develop reasons, examples, facts,
additional support, have students categorize them. and details.
If students show Then ask: Where will you find facts to use
EXPANDING
understanding, for your opinion essay?
• Ask students to read aloud a stack
Include Graphic Features text and identify reasons, examples,
facts, and details.
If students need Then help students brainstorm graphic
additional support, • Use guided writing to help students
features they could include in their essays. develop the elements of opinion
If students show Then ask: What kind of graphic feature are writing.
understanding, you going to use in your essay?
BRIDGING
Use Technology to Produce Writing
• Invite students to tell you how they
If students need Then review additional examples of will help readers understand their
additional support, point of view.
opinion essays in different formats.
• Use guided writing to help students
If students show Then ask: How did you decide which develop the elements of opinion
understanding, method to use to produce your essay? writing.
Reading-Writing Workshop Bridge
While conferring with students, refer back to the Bridge

minilessons on hyperbole and puns and pronouns and
antecedents.

myView
Digital
DOWNLOAD
OPINION ESSAY
ELL Minilesson Support

See the online Language
Awareness Handbook for
Week 2: Develop Elements additional writing
This week, your ELLs will benefit from additional language support support.
that expands their understanding of the genre and helps them
develop the elements of opinion writing. These targeted supports
were chosen to help students better understand and use the elements
of opinion writing.
Use this note for the minilesson on p. T350. Use this note for the minilesson on p. T358.
ELL Targeted Support ELL Targeted Support

DEVELOP AN OPINION DEVELOP FACTS AND DETAILS
Debating can be a good way for students to Help students practice connecting words to
practice explaining and defending their opinions transition between reasons, examples, and
with increasing specificity and detail. Have them details in their opinion essays.
debate with you or each other about a familiar Ask students to give three reasons for their
topic (e.g., Do dogs or cats make better pets?). opinions. Provide these sentence frames to help
Work individually with students. Provide them transition between ideas: First of all,
sentence frames to help them explain their ______. Another reason is ______. Finally,
opinions: ______ are better pets because ______. EMERGING
______. EMERGING Provide a list of connecting words common in
Work individually with students. Encourage opinion writing (in my opinion, first, for example,
them to explain their opinions in greater detail. additionally, most importantly, in fact, finally, in
Offer simple counterarguments and invite them conclusion) and discuss their meanings. Give
to record their responses. DEVELOPING students a sample paragraph with the words
removed, and have them identify which belongs
Have students debate the issue with a partner.
in each blank. DEVELOPING
Remind them to write down their opinions with
reasons, examples, facts, and details. Provide a list of connecting words common in
Encourage them to ask questions to elicit more opinion writing along with a sample sentence
detail about their partners’ opinions. for each. Challenge students to write a
EXPANDING paragraph that includes at least three of the
connectors. EXPANDING
Have students debate the issue in groups of
four, with two students taking each side of the Provide a list of connecting words common in
argument. Afterward, they should switch sides. opinion writing, and clarify the meaning of any
BRIDGING that are unfamiliar. Ask students to review their
drafts and incorporate some of the connectors
where appropriate. BRIDGING

WEEK 2 LESSON 1
FAST TRACK
Develop an Opinion
OBJECTIVES
Develop an engaging idea
Minilesson Mentor STACK
reflecting depth of thought with
specific facts and details. TEACHING POINT Developing an opinion for an opinion essay involves
Introduce a topic or text clearly, three main steps. An opinion writer must
state an opinion, and create an
organizational structure in which
• choose a topic that interests him or her and that the writer has thought
related ideas are grouped to about a great deal.
support the writer’s purpose.
• clearly state his or her opinion about that topic.
• carefully choose and organize words, facts, and details that support
STUDENT INTERACTIVE, p. 81 the opinion.
OPINION ESSAY WRITING WORKSHOP
Develop an Opinion Learning Goal MODEL AND PRACTICE Review with students the example on p. 81 in the
Student Interactive. Then read aloud one stack text that students have not
An opinion essay focuses on an idea that a writer I can use elements
of opinion writing to
has thought deeply about. The writer structures the write an essay.
essay by introducing a topic and clearly stating what
previously read. Lead a discussion about how the writer structures his or
he or she thinks about that topic. The writer carefully
chooses words, facts, and details that show his or her
point of view.
Swimming is the best

Swimming is the topic.
Best shows the writer’s opinion about

her essay. The following questions may be used to prompt discussion:
summertime activity because the topic.
it’s good exercise, it’s a great
• What is the topic of this opinion essay?

Because shows that the writer is going
way to make friends, and
to list reasons for his or her opinion.
it’s a way to keep cool on
hot days. The writer gives reasons that are
important to him or her.
My TURN Read an opinion essay from your classroom library. Use the chart to
record information about the text and the writer’s opinion about the topic.
• What is the writer’s opinion about ______?
Title
• What does the writer do to help readers understand his or her point of
Topic
Writer’s Opinion view? What words does the writer use? What facts does the writer use
to support his or her opinion?
Words That
Show Opinion
My TURN Plan your own opinion essay in your writing notebook. Develop an
Direct students to p. 81 in the Student Interactive and have them use

idea, and carefully choose facts and details that support your thoughts and
opinions.
81 another opinion essay to complete the chart.

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INTERACTIVITY OPINION ESSAY
Independent Writing Mentor STACK
FOCUS ON DEVELOPING AN OPINION Direct students to work on their

opinion essay plans in their writer’s notebooks.
• Remind them to choose words, facts, and details carefully to support
their opinion. They may use the entire independent writing time for
this work.
WRITING SUPPORT
• Modeled Do a Think Aloud to model developing an opinion.
• Shared Have students choose a topic to write about. Ask
guiding questions to help them develop their opinion, and
record their responses.
• Guided Use the stack texts to provide explicit instruction on
supporting an opinion with carefully chosen words.
Intervention Refer to the Small Group Guide for support.
• If some students are ready to begin writing their opinion essays, they
may do so in their writer’s notebooks.
See the Conference Prompts on p. T348.
Share Back
Invite a few students to share the engaging ideas that they have decided to
write about. Ask them how they are going to help readers understand their
points of view.

WEEK 2 LESSON 1
Spelling Spell Words with -ize, -ance,

-ence, -ist
FLEXIBLE OPTION
OBJECTIVES LESSON 1
Demonstrate and apply spelling
knowledge.
Spell words using knowledge
Assess Prior Knowledge
of suffixes, including how they Use the sentences from Lesson 5 Spelling, p. T368, to assess students’
can change base words such as prior knowledge of words that end with the suffixes -ize, -ance, -ence,
dropping e, changing y to i, and
doubling final consonants. and -ist.
For students who understand that the spelling of words that end with these
suffixes follows certain patterns, include these Challenge Words with the
spelling list.
SPELLING WORDS Challenge Words

coincidence
appearance familiarize
pharmacist
pessimist brilliance
abolitionist
colonize coherence
influence memorize
existence performance
optimist physicist
insurance protagonist
Use English Spelling Patterns Help students spell words with -ize, -ance, -ence,
clearance preference and -ist.
Write the base words appear, exist, clear, familiar, perform, and prefer. Help students
add a suffix to each base word to form a spelling word. Correct misspellings.
EMERGING/DEVELOPING
FLEXIBLE OPTION
LESSON 1
Assess Prior
Knowledge
Teach: Spell Words More Practice: Spell Spiral Review: Assess

with -ize, -ance, -ence, Words with -ize, -ance, Words with Latin Understanding
-ist -ence, -ist Roots

WRITING BRIDGE
Language & Conventions

Spiral Review
FLEXIBLE OPTION
LESSON 1 OBJECTIVE
Edit drafts using standard
English conventions, including
Spiral Review: Prepositions and Prepositional Phrases prepositions and prepositional
phrases and their influence
FOCUS ON STRATEGIES Review prepositions and prepositional phrases on on subject-verb agreement.
p. T337.
MODEL AND PRACTICE Write or display this sentence: Marie walked home.
Show students how you can insert various prepositional phrases (such as
after school, from the park, during lunch) to add details to the sentence and
show the relationships between words.
Then write or display this sentence: We ate dinner. As a class, brainstorm

prepositional phrases (such as at 7 p.m.) that you can insert into the
sentence.
APPLY Have students create sentences of their own using prepositions and
prepositional phrases to add details.

Expand Vocabulary Using a preposition, describe the location of an item in the
classroom. Then walk to the object. Repeat with additional prepositions to expand
vocabulary. Have students find the objects. EMERGING
Ask: Where is the [object]? Have pairs use prepositional phrases to tell where objects
are located. DEVELOPING
Have students take turns using prepositional phrases to tell where objects are, and
have other students find the objects. EXPANDING
Ask pairs to create a brief scene using prepositions and prepositional phrases to
describe the location of objects. Have other students find the objects. BRIDGING
FLEXIBLE OPTION
LESSON 1
Spiral Review:
Prepositions and
Prepositional
Oral Language: Teach Pronouns and Practice Pronouns Standards Practice
Phrases
Pronouns and Antecedents and Antecedents
Antecedents

WEEK 2 LESSON 2
FAST TRACK
Develop Reasons
OBJECTIVES
specific facts and details. TEACHING POINT An opinion writer uses reasons and examples to support
Provide logically ordered reasons his or her opinion about a topic. If students confuse these terms, explain
that are supported by facts and that
details.
• the topic is what the essay is about.
• an opinion is what the writer thinks about the topic.
OPINION ESSAY
• a reason explains why the writer has that opinion.
Develop Reasons
Develop reasons for an opinion by asking What makes me think
• an example is a specific event, place, person, and so on, that
demonstrates that the reason is true.
that? Then review your reasons to make sure they are relevant. Use
examples, facts, and other details to support each reason.
Topic: My Favorite Book
Opinion: I like the main character because we

are similar.
MODEL AND PRACTICE Review with students the example on p. 82 in the
Reason: We both work hard to achieve our goals. Student Interactive. Carefully choose a paragraph from a stack text that
Example: She doesn’t get a spot on the basketball team
in fourth grade, but she makes the team in
clearly states the writer’s opinion along with at least one reason and one
fifth grade. The same thing happened when
I tried out for the dance team. example. Read aloud the paragraph and invite students to identify the
My TURN Use the outline to develop an opinion based on the topic provided. writer’s opinion, a reason for that opinion, and an example for that reason.
Reasons for your opinion must be supported by examples, facts, and details.
Topic: Your Favorite After-School Activity
Opinion:
Then direct students to p. 82 in the Student Interactive and have them
Reason:
complete the activity.
Example:
82
Possible Teaching Point Writing Process

Drafting | Reasons and Examples
As students work on their opinion essays, remind them of the difference
between a topic, an opinion, a reason, and an example.
Have students
• work with a partner or small group to develop a statement of their
opinion on the topic they have chosen
• write at least one reason why they hold that opinion
• write at least one strong, specific example that supports that reason

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NOTEBOOK OPINION ESSAY
FOCUS ON DEVELOPING REASONS AND EXAMPLES Students should use

the independent writing time to start or continue writing the first drafts of
their opinion essays.
• Remind them to support their opinions with carefully developed
reasons and examples.
WRITING SUPPORT
• Modeled Do a Think Aloud to model completing the activity on
p. 82 in the Student Interactive.
• Shared Have students share their opinions about a topic. Ask,
“Why do you think that?” Record their responses.
• Guided Use a stack text to provide explicit instruction on
supporting reasons with examples.
• If students need additional opportunities to see how opinion writers

develop reasons and examples, allow them to refer to the stack texts
as they write.
Share Back
Call on a few students and have each share his or her strongest reason for
the opinion he or she is writing about.

WEEK 2 LESSON 2

-ence, -ist
OBJECTIVES LESSON 2
knowledge.
Spell words using knowledge Teach
of suffixes, including how they
FOCUS ON STRATEGIES Adding the word part -ize, -ance, -ence, or -ist to a
can change base words such as
dropping e, changing y to i, and word as a suffix may require spelling changes. For suffixes starting with
doubling final consonants. vowels, if a base word ends in silent e, drop the e: cycle + -ist = cyclist.
If the base word ends in a
consonant + y, drop the y SPELLING READING-WRITING BRIDGE
or change y to i: apology
Spell Words with -ize, -ance, -ence, -ist
SPELLING WORDS + -ize = apologize; ally + Adding the word part -ize, -ance, -ence, or -ist to a word as a suffix
-ance = alliance. may require spelling changes. For example, when adding -ize to
memory to spell memorize, the y is replaced by the i in -ize.
appearance familiarize Myy TURN Read the words. Spell and sort the words by their
M
MODEL AND word parts.
PRACTICE Model adding
colonize coherence -ize to memory. Have SPELLING WORDS
appearance disappearance familiarize sanitize
influence memorize volunteers use the pessimist optimist brilliance physicist
colonize insurance coherence protagonist
existence performance spelling rules to add influence

existence
antagonist
clearance
memorize
performance
italicize
preference
disappearance sanitize -ance to insure and -ence

to cohere. -ize -ance
optimist physicist colonize appearance
insurance protagonist APPLY M y TURN familiarize

memorize
disappearance
insurance
antagonist italicize Have students complete sanitize clearance

italicize brilliance
the activity on
clearance preference performance
p. 79 of the Student
-ence -ist
Interactive independently. influence pessimist
existence optimist
coherence antagonist
preference physicist
protagonist
79
LESSON 2
Teach: Spell Words
LESSON 1 with -ize, -ance, -ence, LESSON 3 LESSON 4 LESSON 5
-ist
Assess Prior More Practice: Spell Spiral Review: Assess
Knowledge Words with -ize, -ance, Words with Latin Understanding
-ence, -ist Roots

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INTERACTIVITY WRITING BRIDGE

Pronouns and Antecedents
FLEXIBLE OPTION
LESSON 2 OBJECTIVE
Oral Language: Pronouns and Antecedents pronouns, including indefinite.
FOCUS ON STRATEGIES Introduce pronouns and antecedents with oral

examples, such as Nora likes science, so she is taking a biology class.
Explain that pronouns must match their antecedents in number (singular or
plural).
MODEL AND PRACTICE Help students make a list of singular and plural
pronouns. Display this sentence: Jake took notes in class. Jake put the
notes in Jake’s folder. Show students how to replace the second Jake with
He. Guide them in replacing the second the notes with them and Jake’s
with his. Then help students make a list of indefinite pronouns. Write or
display the sentence starter There doesn’t seem to be enough chairs
for _____.
APPLY Have students work in pairs to create three oral sentences that
correctly use pronouns and antecedents.
FLEXIBLE OPTION
LESSON 2
Oral Language:
LESSON 1 Pronouns and LESSON 3 LESSON 4 LESSON 5
Antecedents
Spiral Review: Teach Pronouns and Practice Pronouns Standards Practice
Prepositions and Antecedents and Antecedents
Prepositional
Phrases

WEEK 2 LESSON 3
FAST TRACK
Develop Facts and Details

OBJECTIVES
specific facts and details. TEACHING POINT A personal preference (for example, “blue is prettier than
Provide logically ordered reasons red”) cannot be proven true or false, but a strong opinion is logical and
that are supported by facts and supported by facts. Make sure students understand
details.
• the difference between facts, opinions, and personal preferences.
• the difference between strong opinions (those that are supported by
facts and logic) and weak opinions (those that are supported only by
WRITING WORKSHOP
personal preferences).
Develop Facts and Details
MODEL AND PRACTICE Share with students the examples and instruction
Writers use facts and details to convince readers to agree with an opinion.
Facts are pieces of information that can be proved to be true. Details are bits
of information, including facts, that help explain or support a writer’s ideas.
on p. 83 in the Student Interactive. Then read aloud a stack text and pause
A claim that is supported by opinions may not convince readers who do not
already agree with those opinions.
after every fact, detail, opinion, or statement of personal preference. Ask

The Sumatran elephant deserves to be on the endangered
species list because elephants are beautiful and fascinating
creatures that should be protected.
The revised claim is supported by a fact. This makes readers more likely to
agree with the writer’s opinion about protecting elephants.
questions such as the following:
The Sumatran elephant deserves to be on the endangered
species list because the elephant is a major part of an ecosystem
that supports many other species.
• Is this a fact or an opinion? How do you know?
My TURN Choose a fact that supports the following opinion. • How does the writer support his or her opinion that ______?
The destruction of the Amazon rainforest is a loss for humanity.

X
• Why do you think the writer included this fact here?
The Amazon is home to many animals.
X The rainforest houses about 10% of the known species of plants and
animals on Earth.
The Amazon is an amazing place that all people should visit.
My TURN As you develop your own opinion essay, support your reasons with Direct students to p. 83 in the Student Interactive and have them complete
facts and details.
the activity.
83
Spelling | Spell Words with -ize, -ance, -ence, -ist

Remind students that knowing spelling rules can help in spelling words
with suffixes -ize, -ance, -ence, and -ist.
For suffixes that begin with vowels,
• if the base word ends in silent e, drop the e: bicycle + -ist = bicyclist
• if the base word ends in a consonant + y, drop the y or change y to i:
colony + -ize = colonize.
For the suffixes -ance and -ence, knowing which one to use with a base
word may simply require memorization.

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FOCUS ON FACTS AND DETAILS Students should use the entire

independent writing time to continue working on the first drafts of their
opinion essays.
• Direct students to review their drafts for places that would benefit
from additional facts and details.
• Allow students to research facts using reliable books or Web sites.
WRITING SUPPORT
• Modeled Do a Think Aloud to model supporting a reason with
facts and details.
• Shared Make a chart with columns labeled Facts and
Opinions. Provide several examples of each and have students
categorize them. Record their responses.
supporting an opinion with facts.
• Students should refer to the stack texts, if necessary, to see additional

examples of how opinion writers use facts and details.
Share Back
Direct several students to share at least one fact they included in their
opinion essays.

WEEK 2 LESSON 3

-ence, -ist
FLEXIBLE OPTION
OBJECTIVES LESSON 3
knowledge.
Spell words using knowledge More Practice
of suffixes, including how they
FOCUS ON STRATEGIES Explain that -ance and -ence have the same
dropping e, changing y to i, and meaning and pronunciation. Knowing which to use is basically a matter of
doubling final consonants. memory.
MODEL AND PRACTICE Offer this sentence Name
to help students remember the spelling Spelling

Spell Words with -ize, -ance, -ence, -ist
SPELLING WORDS of preference: I prefer eggs over apples. Adding the word part -ize, -ance, -ence, or -ist to a word as a suffix may require
spelling changes. For example, when adding a suffix to a word that ends in the
letter y, either change the y to an i before adding the suffix, or drop the y.
Encourage them to create other sentences • rely – y + i + -ance = reliance • fantasy – y + -ize = fantasize
to help with other spelling words; for

SPELLING WORDS
appearance familiarize appearance

pessimist
disappearance
optimist
familiarize
brilliance
sanitize
physicist
instance, I had to clear out the attic for

colonize insurance coherence protagonist
influence antagonist memorize italicize
pessimist brilliance existence clearance performance preference
clearance.
colonize coherence
My TURN Follow the prompts below. Spell the words correctly.
Responses will vary, but words should be spelled correctly.
1. Use the word preference in a sentence about your favorite food.
influence memorize APPLY Have students complete Spelling 2. Use the word memorize in a sentence about studying for a test.
existence performance p. 95 from the Resource Download Center. 3. Use the word appearance in a sentence about picking up litter in a park.
optimist physicist Grade 5, Unit 3, Week 2
95
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FLEXIBLE OPTION
LESSON 3
More Practice: Spell
LESSON 1 LESSON 2 Words with -ize, -ance, LESSON 4 LESSON 5
-ence, -ist
Assess Prior Teach: Spell Words Spiral Review: Assess
Knowledge with -ize, -ance, -ence, Words with Latin Understanding
-ist Roots

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DOWNLOAD
WRITING BRIDGE

LESSON 3 OBJECTIVE
Teach Pronouns and Antecedents pronouns, including indefinite.
FOCUS ON STRATEGIES Explain that a pronoun takes the place of a noun or

group of nouns. The word or words to which the pronoun refers is called its
antecedent. Pronouns must match their antecedents in number (singular
or plural).
MODEL AND PRACTICE To reinforce the instruction, show pictures of various

people and objects (alone and in groups) and say pronouns that could be
used to refer to them. For example, for a picture of a girl, you would say
she, her, and hers. For a picture of four kittens, you would say they, them,
their, and theirs.
Then show students other pictures of people and objects (alone and in
groups) and ask them to name the correct pronouns for each.

Use Pronouns and Antecedents Help students edit Leon, Daisy, and Ted called out in unison, “Come to the park
the following sentences to correct pronoun-antecedent with you!” (us) EXPANDING
agreement. Clay and I work for Clay’s mother. They has us sweep on
The cows ate its food. (their) EMERGING Saturday. (She) BRIDGING
I saw all the girls and boys waving, so I waved back to him.
(them) DEVELOPING
LESSON 3
Teach Pronouns and
LESSON 1 LESSON 2 Antecedents LESSON 4 LESSON 5
Spiral Review: Oral Language: Practice Pronouns Standards Practice

Prepositions and Pronouns and and Antecedents
Prepositional Antecedents
Phrases

WEEK 2 LESSON 4
Include Graphic Features

OBJECTIVES
specific facts and details. TEACHING POINT Opinion writers often use graphic features to present
Compose argumentative texts, facts and other information in a way that is coherent, easy to read, and
including opinion essays, using visually appealing. Types of graphic features include
genre characteristics and craft.
• graphs, such as bar graphs (to compare different categories of data),
line graphs (to show change over time), and circle graphs (to compare
STUDENT INTERACTIVE, p. 84 parts of a whole).
OPINION ESSAY
• tables, charts, and diagrams, including Venn diagrams, flowcharts, and
Include Graphic Features
A writer can make an opinion essay more coherent by including facts and time lines.
details in visual form. Tables, charts, graphs, and diagrams can help a reader
quickly understand an issue discussed in a text.
Data included in a graphic feature must come from a reputable, or trustworthy,

source. Scientific or government Web sites and books published by experts in
the subject are good sources of information.
MODEL AND PRACTICE Review with students the instruction and example
Cats make the best pets. If you don’t
Clear opinion statement on p. 84 in the Student Interactive. Ask them to brainstorm different types of
believe me, just ask your doctor. Studies
tables, charts, graphs, and diagrams, and record their ideas. Discuss what
Links writer’s credibility
to an expert’s
have shown that people who own cats have
a slightly decreased risk for heart attack,
each type is used for and how they are different.

stroke, and other diseases. Dog ownership Introduces research that
supports opinion
has not shown these benefits. So if you are
at risk, consider choosing Fluffy over Fido
Addresses other opinions
the next time you adopt a furry friend! or questions reader has
Show students at least three or four stack texts that have graphic features.
Study of Disease in Cat Owners
and Non-Cat Owners
Data from expert
Current Cat Owners research supports the
Prompt them to discuss the graphic features with questions such as the
opinion
17% suffered heart attacks,

strokes, or other diseases
Never Owned Cats
20% suffered heart attacks,

following:
strokes, or other diseases
Source: National Institutes of Health, Journal of
• What kind of graphic feature is this?

Vascular and Interventional Neurology, 2009
My TURN Compose your opinion essay. Make it more coherent by including a

graphic feature that visually displays facts or supporting details.
84
• What does this graphic feature show about the topic?
• Why do you think the writer included this type of graphic feature?
• How can you tell whether the information in the graphic is trustworthy?
Language & Conventions | Pronouns and Antecedents

Encourage students to use what they have learned about pronouns and
antecedents as they write their opinion essays.
• Point out that using pronouns to replace nouns keeps writing from
being repetitive.
• As students write their opinion essays, ask them to check that
pronouns used match their antecedents in number (singular or
plural).

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NOTEBOOK RESEARCH
OPINION ESSAY
FOCUS ON GRAPHIC FEATURES Students should use this time to continue

developing their opinion essays in their writer’s notebooks.
• If appropriate for the topic, students should include a graphic feature,
such as a chart or a graph.
• Help students find appropriate sources of data, if necessary.
WRITING SUPPORT
• Modeled Do a Think Aloud to model supporting an opinion
with research.
• Shared Help students find data for their graphic features.
Discuss the research with students and record the data. Have
students create their final graphs or charts.
creating coherent graphic features.
• Students can refer to the stack texts if they need additional examples
of how graphic features are used to support opinion writing.
Share Back
Call on a few students to share the graphic features they included in their
opinion essays. Ask them to explain how they chose the type of graphic
feature to use.

WEEK 2 LESSON 4
Spelling Spiral Review

FLEXIBLE OPTION
OBJECTIVE LESSON 4
knowledge.
Spiral Review: Words with Latin Roots
FOCUS ON STRATEGIES See p. T332 to review the spelling of many words
formed by adding prefixes and suffixes to Latin roots.
SPELLING WORDS
MODEL AND PRACTICE Write or display this sentence, which includes words
appearance familiarize from last week’s spelling list: A projectile fell on the terrarium. Call on
volunteers to correct the misspelled words containing the Latin roots terr
and ject, projectile and terrarium. Repeat the process with the sentence
colonize coherence
Balloons are an unpredictable form of transportation.
influence memorize
existence performance APPLY Challenge students to write a short letter to a friend about a trip
they would like to take using at least five spelling words from p. T332. Have
students share their letters with a partner and check each other’s spelling.
optimist physicist
Writing Workshop
As students proofread
their writing, remind them
to check the spellings of
words with Latin roots.
FLEXIBLE OPTION
LESSON 4
Spiral Review:
LESSON 1 LESSON 2 LESSON 3 Words with Latin
LESSON 5
Roots
Assess Prior Teach: Spell Words More Practice: Spell Assess
Knowledge with -ize, -ance, -ence, Words with -ize, -ance, Understanding
-ist -ence, -ist

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INTERACTIVITY WRITING BRIDGE

LESSON 4 OBJECTIVE
Practice Pronouns and Antecedents pronouns, including indefinite.
APPLY M y TURN Have students edit the draft paragraph on p. 80 of the

Student Interactive.
Writing Workshop
LANGUAGE AND CONVENTIONS
As students begin
Pronouns and Antecedents drafts during Writing
Pronouns are words that take the place of nouns or groups of nouns.
Antecedents are the nouns to which the pronouns refer. Like nouns, Workshop, remind them
pronouns have singular and plural forms. A singular pronoun refers
to a singular noun, and a plural pronoun refers to a plural noun or to use pronouns and
multiple singular nouns.
antecedents correctly
Singular pronoun and antedecent
Katya wants to befriend Pip, but Pip hides from her.

in their sentences.
Plural pronoun and antecedent
You may wish to have
Pip shows Katya three babies, and they are warm and soft. students trade drafts with
Plural and singular pronouns and antecedents
partners to check that
Katya and her parents wonder why Pip isn’t more friendly. They their sentences correctly
don’t know she has babies inside the cardboard box.
use pronouns and
Myy TURN Edit this draft by replacing the repeated noun or pronoun
M
with the correct pronoun for each antecedent. Possible responses:
antecedents.
she
Katya has a problem, and Katya is not sure how to solve
^
it Her He
the problem. Katya’s friend Max makes a suggestion. Max has
^ ^ ^
Her
an aunt with a pet rabbit. Max’s aunt’s rabbit likes bananas.
^
She her
Max’s Aunt feeds Max’s aunt’s rabbit bits of banana.
^ ^
80
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LESSON 4
Practice Pronouns
LESSON 1 LESSON 2 LESSON 3 and Antecedents LESSON 5
Spiral Review: Oral Language: Teach Pronouns and Standards Practice

Prepositions and Pronouns and Antecedents
Phrases

WEEK 2 LESSON 5
FAST TRACK

OBJECTIVES
messages, ask relevant questions, TEACHING POINT The rise of computers, the Internet, and smartphones
and make pertinent comments.
has made it easier than ever for writers to produce and publish their work in
Compose argumentative texts, a variety of ways. When deciding what format to use, writers should
including opinion essays, using
genre characteristics and craft. consider
• who their intended audience is and how best to reach that audience.
STUDENT INTERACTIVE, p. 85 • how using a particular format (for example, email vs. blog post) will
WRITING WORKSHOP
impact the tone and structure of their writing.
Writers can produce their writing in several ways. Many writers use a computer
to revise, edit, and print their work. Others may decide to write a blog post or
MODEL AND PRACTICE Share with students three or more stack texts that
an online letter to the editor of a newspaper.
are formatted in different ways (for example, an essay in a print magazine, a
My TURN Highlight the ideas you might want to try when you are finished
writing your opinion essay. Write in your own idea for producing your work.
Print your essay on paper.

blog post, and an email). Discuss how the formats are different and why the
Format it for a class blog or Web site.
Format your essay as an e-mail to the editor of your school newspaper. writer might have chosen each one. Ask students whether they can think of
Turn your essay into a script, and then record it as a video with a partner.
Use an online design program to create illustrations for your essay.
any other ways to use technology to produce an opinion essay using genre
characteristics and craft.
My TURN Use technology to produce your
opinion essay. The checklist can help you choose a
Say: Today you’re going to think about how you want to use technology to
method. Share your ideas with your Writing Club. Use this checklist
when you use
technology to produce
produce your own opinion essay. Think about who you want to read your
USING TECHNOLOGY TO PRODUCE YOUR WORK
your writing!
The digital format you chose
is appropriate for your topic.
accomplishes your assigned task.
appeals to your audience.
essay and how you can reach them. Direct students to read p. 85 in the
Student Interactive and complete the activity.
does not distract from your work.
85
WRITING CLUB
Place students into Writing Club groups. See p. T367 for details of how to
run Writing Club. See the Conference Prompts on p. T348.
Share Back
Invite several students to share the method each has decided to use to
produce his or her opinion essay and to explain why.

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WRITING CLUB
What’s Happening This Week? In this week’s Writing Club, students
will share the first drafts of their opinion essays and discuss their ideas for using
technology to produce their writing.
Before students begin to share and discuss their work, remind them to do the
following:
• Take turns during group discussions.
• Listen attentively when others are speaking.
• Be respectful when giving constructive criticism.
What Are We Sharing? Before sharing the drafts of their opinion

essays, students should consider whether they would like feedback on any
particular element. They might, for instance, want assistance with developing
facts and details or with creating graphic features. Each student should let
group members know of the element on which he or she would like feedback
before sharing.
How Do We Get Started? Conversation Starters

Use these prompts to help students begin the discussions
in their Writing Club.
• What is the strongest reason the writer gives for his or her opinion? What
reason could be developed further?
• How does the writer use words, facts, and details to show his or her point
of view?
• What parts of the essay, if any, are confusing or unclear to you? How could
they be clarified?
• Where could the essay benefit from the addition of more facts or details?
• What information would be clearer if it were put into a visual form?

WEEK 2 LESSON 5

-ence, -ist
OBJECTIVES LESSON 5
knowledge.
Spell words using knowledge
Assess Understanding
of suffixes, including how they Use the following sentences for a spelling test.
dropping e, changing y to i, and Spelling Sentences
doubling final consonants.
1. I will memorize the spelling words for the test.
2. My mother has always been an optimist.
3. The students attended the performance of a play.
SPELLING WORDS 4. She has a preference for funny movies.
appearance familiarize 5. The brilliance of the snow blinded the visitors.
pessimist brilliance 6. The protagonist of that book is a doctor.
colonize coherence 7. Familiarize yourself with these spelling rules.
influence memorize 8. Blues had a strong influence on rock music.
existence performance 9. The physicist gave a lecture about the stars.
disappearance sanitize 10. Her appearance came later than expected.
optimist physicist
LESSON 5
Assess
LESSON 1 LESSON 2 LESSON 3 LESSON 4 Understanding
Assess Prior Teach: Spell Words More Practice: Spell Spiral Review:
Knowledge with -ize, -ance, -ence, Words with -ize, -ance, Words with Latin
-ist -ence, -ist Roots

myView
Digital
DOWNLOAD ASSESSMENT WRITING BRIDGE

FLEXIBLE OPTION
LESSON 5 OBJECTIVE
Standards Practice pronouns, including indefinite.
Display the sentence and have students respond independently.
Cho and Sam went to the movies.
WEEKLY STANDARDS
Which pronoun should replace Cho and Sam?
PRACTICE
A He To assess student progress on
B Him Language and Conventions, use
the Weekly Standards Practice at
C His SavvasRealize.com.
D They Name
Language and Conventions
APPLY Have students complete Language

A pronoun is a word that takes the place of a noun or nouns. An antecedent is
the noun or nouns that a pronoun refers to.
and Conventions p. 100 from the Resource • A singular pronoun refers to a singular noun. In the following sentence,
there is a singular pronoun (she) that refers to a singular noun, which is the
antecedent (Maya).
Download Center. Maya lost her bracelet, so she searched for it.
• A plural pronoun refers to a plural noun or more than one singular noun. Here
is an example of a plural pronoun (they) and a plural antecedent (brothers):
The three brothers cleaned the house, and they did a great job.
My TURN For each of the following sentences, underline the pronoun and circle
the antecedent.
1. Kamal knew that the test would be challenging, so he studied for days.
2. Nellie and Ruben helped their grandmother shop.
3. Sabine searched for supplies for her science project.
4. The hikers packed snacks in case they got hungry.
My TURN Complete the following sentences by writing the correct pronoun in

the blank.
she
1. Sarah was interested in the job, so ____________ filled out an application.
his
2. Juan and ____________ dad went to the baseball game.
their books off at the library.

3. Ariane and Neve dropped ____________
they would need to train.

4. The marathon runners knew ____________
Grade 5, Unit 3, Week 2 100

RDG20_OSR05_U03W02_LC.indd 100 11/23/17 7:23 PM
FLEXIBLE OPTION
LESSON 5
Standards Practice
Spiral Review: Oral Language: Teach Pronouns and Practice Pronouns

Prepositions and Pronouns and Antecedents and Antecedents
Phrases

B O O K CLUB
OBJECTIVES
Week 2
messages, ask relevant TEACHER’S SUMMARY
questions, and make pertinent
comments. Chapters 7–9 On Christmas Eve, Georgie’s mom receives an electric
Self-select text and read shock while unplugging the lights from the Christmas tree. Georgie has
independently for a sustained to celebrate Christmas Eve with Andy’s family while his parents go to
period of time.
the hospital to make sure his mom and the baby are okay. Georgie,
Establish purpose for reading
disappointed and wishing he could be with his own family, blames the baby.
assigned and self-selected texts.
Georgie is jealous of the friendship developing between Andy and Russ. He
Generate questions about text
before, during, and after reading and Andy get into an argument, which ends with them splitting up their
to deepen understanding and business. Andy and Russ start their own dog walking business without
gain information. Georgie.
Make connections to personal
experiences, ideas in other texts, Chapters 10 and 11 While Andy and Russ team up as partners for the
and society. presidents project, Georgie has to write a report on Abraham Lincoln with
Jeanie. Georgie does all the work because Jeanie is preoccupied with
‘‘goofing off’’ and teasing Georgie. Georgie notices that Jeanie checked
out a book about dwarfism from the library.
KEY IDEAS If necessary, refer to the Teacher's Summary and share some
of the following talking points to guide students' thinking toward elements
the class has been working on.
Why doesn’t Georgie ask his parents for advice on how to resolve his
argument with Andy?
While scanning the library for a book on Abraham Lincoln, Georgie sees the
library’s only book about dwarfs, Little in a Big World. Why does Georgie
think the librarian got the book for their school library? How does Georgie
feel about the book?
COLLABORATION Remind students that is it important in any group

discussion for people to be part of the conversation. Offer sentence stems
like these as examples. SEL SOCIAL-EMOTIONAL LEARNING
• My idea builds on _____.
• I don’t agree with _____ because _____.
T470 UNIT 3
READING WORKSHOP
SMALL GROUP
Session 3 SUGGESTED
By Session 3, students will have read Chapters 7–9 of The Thing
About Georgie.
S
Circulate around the room and notice how the conversations are going.
When it seems appropriate, touch base with each group and help them
focus on the text.
Based on what you observe, you can ask these questions to encourage
conversation about the book.
CONVERSATION STARTERS The Thing About

Georgie by Lisa
• Have you ever been in a situation like Georgie was on Graff, HarperCollins
Christmas Eve? How did you react? Publishers, 2008
• Why aren’t Georgie and Andy getting along? Frindle by Andrew

Clements
• Are you seeing a new side to any of the characters?
Dear Mr. Henshaw
by Beverly Cleary
Love, Amalia by
Alma Flor Ada
and Gabriel M.
Session 4 Zubizarreta
Egypt: The People by

By Session 4, the students will have completed Chapters 10 and 11 of Arlene Moscovitch
The Thing About Georgie.
Granny Torrelli
Makes Soup by
Sharon Creech
CONVERSATION STARTERS
• How do you think Georgie and Jeanie’s relationship will
affect their project?
• Why do you think Jeanie checked out Little in a
Big World?
Students should refer to details and ideas from their Discussion Charts.
Tell students that they should be prepared to discuss Chapters 12–15
next week.
Book Club T471

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UNIT 3 WEEK 2

SUGGESTED WEEKLY PLAN

WRITING BRIDGE. . . . . . . . . . . . . . . . . . 5–10 Min.

for the Week • Independent Reading T93

The following assessments are available on

T76 UNIT 3 • WEEK 2

READING BRIDGE READING BRIDGE READING BRIDGE

SMALL GROUP/INDEPENDENT SMALL GROUP/INDEPENDENT SMALL GROUP/INDEPENDENT

WRITING WORKSHOP WRITING WORKSHOP WRITING WORKSHOP

WRITING BRIDGE WRITING BRIDGE WRITING BRIDGE

A Borrowed Bunny T77

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Language and Conventions

RESOURCE DOWNLOAD CENTER

Words of the Week

T78 UNIT 3 • WEEK 2

Fiction Lesson Plan

READ ALOUD TRADE BOOK LIBRARY

T82 UNIT 3 • WEEK 2

INTERACTIVE READ ALOUD

 Assessment Options for the Week

The following assessments are available on SavvasRealize.com:

A Borrowed Bunny T79

Interact with Sources

QUICK WRITE Have students write to summarize the quantitative data

EXPERT’S VIEW Ernest Morrell, University of Notre Dame

T80 UNIT 3 • WEEK 2

STUDENT INTERACTIVE, pp. 52–53

WEEKLY LAUNCH: INFOGRAPHIC

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

RDG20_SE05_NA_U03W02_1WO.indd 52 28/11/19 RDG20_SE05_NA_U03W02_1WO.indd

T82 UNIT 3 • WEEK 2

WRAP-UP FLEXIBLE OPTION

A Borrowed Bunny T83

T84 UNIT 3 • WEEK 2

FORMATIVE ASSESSMENT OPTIONS

Apply QUICK CHECK

STUDENT INTERACTIVE, pp. 54–55

GENRE: REALISTIC FICTION READING WORKSHOP

Establish Purpose The purpose, or reason, for

Copyright © Savvas Learning Company LLC. All Rights Reserved.

TURN andTALK With a partner, discuss different

RDG20_SE05_NA_U03W02_2RW.indd 54 04/02/20 RDG20_SE05_NA_U03W02_2RW.indd

ELL Targeted Support Academic Vocabulary Help students use

T86 UNIT 3 • WEEK 2

VOCABULARY READING-WRITING BRIDGE

Academic Vocabulary Learning Goal

My TURN For each word,

1. Read the definition.

2. Write two synonyms and two antonyms.

3. Use a print or digital resource, such as a thesaurus, as needed.

outlook perspective how one sightlessness

remind recall remember; call forget

withdraw back send out

request appeal ask someone refuse

trust confide tell or show deny

RDG20_SE05_NA_U03W02_5RWB.indd 75 28/11/19 7:56 AM

Word Study Suffixes -ize, -ance,

Assessment Options for the Week

Apply Suffixes -ize, More Practice Spiral Review: Assess

• What happens last in the story?

• Which events in the middle are • How is it different? Text