Grades 1–6 Correlated to State and

Common Core State Standards

Reading • Sample unit for each grade

level with a home–school

Paired Text
connection activity
Evan-Moor® • Informational &
literary text sets
• Leveled texts
• Graphic organizers
Grades 1–6 & writing prompts
• Close reading discussions
• Unit assessments

er
pl
m
Sa
 Photocopying the pages in this book
Evan-Moor®
Helping Children Learn
is permitted for single-classroom use only.
Making photocopies for additional classes
or schools is prohibited.
For information about other Evan-Moor products, call 1-800-777-4362,
fax 1-800-777-4332, or visit our website, www.evan-moor.com.
Entire contents © 2020 EVAN-MOOR CORP.
18 Lower Ragsdale Drive, Monterey, CA 93940-5746. Printed in USA.
 Grades 1 6
Contents

Grade 1. . . . . . . . . . . . . . . . . . . . Click

Grade 2. . . . . . . . . . . . . . . . . . . . Click

Grade 3. . . . . . . . . . . . . . . . . . . . Click

Grade 4. . . . . . . . . . . . . . . . . . . . Click

Grade 5. . . . . . . . . . . . . . . . . . . . Click

Grade 6. . . . . . . . . . . . . . . . . . . . Click
 Unit Overview
Earth’s Moon and Sun

Student Students will learn facts about the moon and the sun and will be able to
Objective: describe differences between them.

Big
Question: Would you like to visit the moon or the sun?

Topic Explain to students that the moon and sun are both part of our solar system.
Introduction: Tell them that we can see the sun every day and the moon every night.
Explain that scientists study the moon and the sun to help us learn more
about them. Tell students that they will read two books in which they will
learn facts about the moon and the sun.

Minibook: Minibook:
Paired Texts:
Are the Moon and the Sun the Same? Earth’s Moon
Nonfiction, Level E Nonfiction, Level E

Teacher Pages: Teacher Pages:

Lesson Plan . . . . . . . . . . . . . . . 38 Lesson Plan . . . . . . . . . . . . . . . 48
Teacher’s Complex Text. . . . . . 39 Teacher’s Complex Text. . . . . . 49
Student Pages: Student Pages:
Dictionary . . . . . . . . . . . . . . . . 40 Dictionary . . . . . . . . . . . . . . . . 50
Minibook . . . . . . . . . . . . . . . . . 41 Minibook . . . . . . . . . . . . . . . . . 51
I Read Closely . . . . . . . . . . . . . 45 I Read Closely . . . . . . . . . . . . . 55
I Use New Words . . . . . . . . . . . 46 I Use New Words . . . . . . . . . . . 56
I Write About It . . . . . . . . . . . . 47 I Write About It . . . . . . . . . . . . 57

Assessment Teacher Page: (Paired Text Discussion)

Materials:
Tie It Together . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Student Pages: (Reproduce and distribute one copy to each student.)
I Read and Understand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
I Can! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

© Evan-Moor Corp. • EMC 1371 • Reading Paired Text Grade 1 37

1371.indb 37 11/14/13 10:04 AM

 Minibook
Are the Moon and the Sun the Same ?

Lesson Plan

1. Prepare for the Lesson 4. Read the Minibook

Minibook: Reproduce the minibook pages. Lead students in a choral reading of
Cut them in half and staple them together the minibook. Then guide students in
in numerical order. Distribute one discussing what they have read. Help
minibook to each student. them identify the following:
Dictionary and Activity Pages: Reproduce • Main idea—Our moon and sun are
and distribute to each student one copy of both far away. The moon is made of
the Dictionary page and the following rock, and the sun is a star made of hot
activity pages: I Read Closely, I Use New gases.
Words, and I Write About It.
• Supporting details—The moon has a
solid surface and people have walked
2. Introduce the Minibook on it. The moon does not make its own
Tell students that they will read a book light and heat. The sun makes its own
about the moon and the sun. Explain that light and heat. We can see the moon
they will find out if the moon and the sun because the sun shines on it.
are the same.
5. Read the Teacher’s Complex Text
3. Learn New Vocabulary Read the Teacher’s Complex Text (p. 39)
Guide students through the Dictionary as students look at the pictures in their
page. Read each word aloud as you point minibooks. Before you begin reading, say:
to the picture. Have students echo you. Look at the pictures in your book as I read
Point out the following: aloud more information about “Are the Moon
• In this selection, the word surface means and the Sun the Same?” Look at the picture on
“the outside layer of the moon and page 1. Listen as I read.
sun.”
For the Words to Know at the bottom of the 6. Complete the Activity Pages
page, read each word aloud and have Guide students through completing the I
students echo you. Point out the following: Read Closely, I Use New Words, and I Write
About It activities. Have students use their
• Gases are a type of matter that is not
minibooks to help them answer questions
liquid or solid. Explain that gases float
and find information.
and that many gases burn easily.
• The letters ar in the words far and star
have this sound: /ar/.
• The letters igh in the word light have the
long i sound.

38 Grade 1 Reading Paired Text • EMC 1371 • © Evan-Moor Corp.

1371.indb 38 11/14/13 10:04 AM

 Are the Moon and the Sun the Same ?

Teacher’s Complex Text Big Question

Would you likeBig
to visit the moon or the sun?
Question
Would you like to visit the moon or the sun?
Are the Moon and the Sun the Same?
Are the Moon and the Sun the Same?

Minibook Page 1 Name:

Name:

Earth has a moon and a sun. We can see them in the sky. They are very Minibook Title Page

far away. The moon is about 240,000 miles from Earth. The sun is
about 93,000,000 miles from Earth. moon
moon

sun
sun Earth
Earth
Earth has a moon and a sun.
Minibook Page 2 Earth has aand
The moon
The
Theymoon
moon
sunand
andfar,
are both
are aboth
sunfar
sun.in the sky.
areaway.
both in the sky.
They are both far, far away. 1

The moon and the sun are not the same. They are made of different © Evan-Moor Corp. • EMC 1371 • Reading Paired Text
1
41

Minibook Page 1
© Evan-Moor Corp. • EMC 1371 • Reading Paired Text 41

things. The moon is made mostly of rock. The sun is a star made of hot
gases. The sun’s gases have a lot of energy to make light and heat.
moon

Minibook Page 3 moon sun

sun

The moon and the sun are not the same.

The moon and the sun are not the same. The moon has a solid surface The
The
moon is
moon
sun
and
is is
the sun
made
made
a star
areofnot
mostly
mostly
made
the same.
rock.
of rock.
of hot gases.
The sun is a star made of hot gases. 2

with dry, dusty land and big ice patches. The sun does not have a solid
2

Minibook Page 2
surface. The sun’s surface is very hot and has bubbly, fiery flares.

Minibook Page 4 moon

moon
sun
sun

The moon and the sun are not the same. The moon does not make light The
The
moon and the sun are not the same.
and athe
moon has sunsurface.
solid are not the same.
The moon
sun hasnot
does a solid
havesurface.
a solid surface.

and heat. The sun makes its own light and heat. It is always very, very 42
The sun does not have a solid surface. 3
3
Reading Paired Text • EMC 1371 • © Evan-Moor Corp.

Minibook Page 3
42 Reading Paired Text • EMC 1371 • © Evan-Moor Corp.

hot. On Earth, we can feel the heat from the sun.

Minibook Page 5 sun

sun

The moon and the sun are not the same. The sun shines on the moon.
moon
moon

The moon and the sun are not the same.

It shines on the part of the moon that we see. The part that we see The
The moon
The
moon and
The moon
doesthe
notsun
does light
sun makes
arelight
make
not make
not the
andsame.
heat.
light and heat.
and heat.
The sun makes light and heat. 4

changes on different nights. The moon looks like it changes shape. Minibook Page 4
4

Minibook Page 6
The moon and sun are not the same. Astronauts have walked on the
moon. People can’t go to the sun. It is so hot that no one can even get The moon and the sun are not the same.
The
The moon
The
moon and
The moon
doesthe
notsun
does on
sun shines
areon
shine
notthe
shine
not
thethe same.
sun.
on the sun.
moon.

close to it.
The sun shines on the moon. 5
5
© Evan-Moor Corp. • EMC 1371 • Reading Paired Text 43

Minibook Page 5
© Evan-Moor Corp. • EMC 1371 • Reading Paired Text 43

Minibook Page 7
Now we know that the moon and sun are not the same in many ways!

The moon and sun are not the same.

Very Far Made Made of Makes People Have The moon

People haveand
People can’t
People
sun are
walked
have go
walked
not moon.
on the
near on
thethe
the same.
moon.
sun.

Away of Rock Hot Gases Light Walked on It People can’t go near the sun. 6
6

Minibook Page 6
Comparing the Moon and the Sun
Comparing the Moon and the Sun
X X X
People Have
Very Far Made Made of Makes
Walked
Away of Rock Hot Gases Light People Have
Very Far Made Made of Makes on It
Walked
Away of Rock Hot Gases Light
on It
X X X
moon moon
moon
X X X

X X X
sun X X X
sun
Now I know that the moon and the
X X X Noware
sun I know thatsame!
not the the moon and the
sun are not the same! 7
7

sun
44 Reading Paired Text • EMC 1371 • © Evan-Moor Corp.

Minibook Page 7
44 Reading Paired Text • EMC 1371 • © Evan-Moor Corp.

© Evan-Moor Corp. • EMC 1371 • Reading Paired Text Grade 1 39

1371.indb 39 11/14/13 10:04 AM

 Earth’s Moon and Sun:
Name:
Are the Moon and the Sun the Same?

Dictionary
Read each word aloud.

Earth moon rock

sky sun surface

Words to Know

far gases heat light

mostly near people same
shine solid star walked

40 Grade 1 Reading Paired Text • EMC 1371 • © Evan-Moor Corp.

1371.indb 40 11/14/13 10:04 AM

 Big Question
Would you like to visit the moon or the sun?

Are the Moon and the Sun the Same?

Name:

moon

sun
Earth

Earth has a moon and a sun.

The moon and sun are both in the sky.
They are both far, far away.
1
© Evan-Moor Corp. • EMC 1371 • Reading Paired Text Grade 1 41

1371.indb 41 11/14/13 10:04 AM

 moon

sun

The moon and the sun are not the same.

The moon is made mostly of rock.
The sun is a star made of hot gases.
2

moon sun

The moon and the sun are not the same.

The moon has a solid surface.
The sun does not have a solid surface.
3

42 Grade 1 Reading Paired Text • EMC 1371 • © Evan-Moor Corp.

1371.indb 42 11/14/13 10:04 AM

 sun

moon

The moon and the sun are not the same.

The moon does not make light and heat.
The sun makes light and heat.
4

The moon and the sun are not the same.

The moon does not shine on the sun.
The sun shines on the moon.
5
© Evan-Moor Corp. • EMC 1371 • Reading Paired Text Grade 1 43

1371.indb 43 11/14/13 10:04 AM

 The moon and sun are not the same.
People have walked on the moon.
People can’t go near the sun.
6

Comparing the Moon and the Sun

People Have
Very Far Made Made of Makes
Walked
Away of Rock Hot Gases Light
on It

X X X
moon

X X X
sun

Now I know that the moon and the

sun are not the same!
7

44 Grade 1 Reading Paired Text • EMC 1371 • © Evan-Moor Corp.

1371.indb 44 11/14/13 10:04 AM

 Earth’s Moon and Sun:
Name:
Are the Moon and the Sun the Same?

I Read Closely
Look at the picture. Read the sentences.
Mark the sentence that goes with the picture.

The moon is mostly rock.

The sun is mostly rock.

The sun shines on the moon.

The moon shines on the sun.

3
The moon is a star made of
hot gases.
The sun is a star made of hot
gases.

4
People can’t go near the sun.
People have walked on the
sun.

© Evan-Moor Corp. • EMC 1371 • Reading Paired Text Grade 1 45

1371.indb 45 11/14/13 10:04 AM

 Earth’s Moon and Sun:
Name:
Are the Moon and the Sun the Same?

I Use New Words

Write the missing word to complete the sentence.
Then read the sentence.

1 rock star

The sun is a .

2 same gases

The moon and sun are not the .

3 sky heat

I see the moon in the .

4 rock sun

The shines.

5 light Earth

People can walk on .

46 Grade 1 Reading Paired Text • EMC 1371 • © Evan-Moor Corp.

1371.indb 46 11/14/13 10:04 AM

 Earth’s Moon and Sun:
Name:
Are the Moon and the Sun the Same?

I Write About It

1 Write a sentence that tells how the moon and the sun are not the same.

2 Would you like to walk on the moon or the sun? Write about it.

Draw a picture about what you wrote.

© Evan-Moor Corp. • EMC 1371 • Reading Paired Text Grade 1 47

1371.indb 47 11/14/13 10:04 AM

 Minibook
Earth’s Moon

Lesson Plan

1. Prepare for the Lesson 4. Read the Minibook

Minibook: Reproduce the minibook pages. Lead students in a choral reading of
Cut them in half and staple them together the minibook. Then guide students in
in numerical order. Distribute one discussing what they have read. Help
minibook to each student. them identify the following:
Dictionary and Activity Pages: Reproduce • Main idea—The moon does not have
and distribute to each student one copy of people, plants, or animals. It moves
the Dictionary page and the following around Earth about once every 29 days.
activity pages: I Read Closely, I Use New
• Supporting details—The sun shines its
Words, and I Write About It.
light on the moon. The moon looks like
it changes shape. It looks different every
2. Introduce the Minibook night.
Tell students that they will read a book
about the moon. Tell them that they will 5. Read the Teacher’s Complex Text
learn about what the moon is like and why
Read the Teacher’s Complex Text (p. 49)
it looks like it changes shape.
as students look at the pictures in their
minibooks. Before you begin reading, say:
3. Learn New Vocabulary Look at the pictures in your book as I read
Guide students through the Dictionary aloud more information about “Earth’s Moon.”
page. Read each word aloud as you point Look at the picture on page 1. Listen as I read.
to the picture. Have students echo you.
Point out the following:
6. Complete the Activity Pages
• In this book, the word craters means
Guide students through completing the I
“large round holes in the ground made
Read Closely, I Use New Words, and I Write
by falling rocks.”
About It activities. Have students use their
• In this book, the word space means “the minibooks to help them answer questions
area beyond Earth where the stars and and find information.
planets are.”
For the Words to Know at the bottom of the
page, read each word aloud and have
students echo you. Point out the following:
• The word breathe means “to take air
into and out of your lungs.”
• The letters igh in the words light and
night have the long i sound.

48 Grade 1 Reading Paired Text • EMC 1371 • © Evan-Moor Corp.

1371.indb 48 11/14/13 10:04 AM

 Earth’s Moon

Teacher’s Complex Text

Big Question
Would you likeBig Question
to visit the moon or the sun?
Would you like to visit the moon or the sun?
Earth’s Moon
Earth’s Moon

Name:

Minibook Page 1 Name:

Minibook Title Page

The moon is our nearest neighbor in space. It is easy to see it at night.
The moon is smaller than Earth. It is smaller than the sun, too.

Minibook Page 2 We can see the moon in space.

We
It is can see the
smaller moon
than in space.
Earth.

The moon has no air. No people, plants, or animals live there. The It is smaller than Earth.
© Evan-Moor Corp. • EMC 1371 • Reading Paired Text
1
151

Minibook Page 1
© Evan-Moor Corp. • EMC 1371 • Reading Paired Text 51

moon has tall mountains and flat, dusty plains.

Minibook Page 3
Astronauts have walked on the moon. They had to wear spacesuits and
take air to breathe. The air came from a hose attached to the spacecraft
The moon has no air.
The moon has
No people, no air.
plants, or animals live there.
No people, plants, or animals live there. 2
2

or from a special backpack. They also had to take food and drinking Minibook Page 2
water with them.

Minibook Page 4 People have walked on the moon.

People havespecial
They wore walked on the moon.
suits.
Many space rocks hit the moon’s surface. The rocks make big holes, They wore special
took air suits.
to breathe.
They took air to breathe. 3
3

called craters. There is no air to protect the moon from space rocks.
52 Reading Paired Text • EMC 1371 • © Evan-Moor Corp.

Minibook Page 3
52 Reading Paired Text • EMC 1371 • © Evan-Moor Corp.

There is no wind to wear away the craters. Scientists have discovered

that some of the craters have huge patches of ice.

Minibook Page 5 Many space rocks hit the moon.

Many space
The rocks rocks
make hitcraters.
big the moon.

The sun shines its light on the moon. The moon does not make light. The rocks make big craters. 4
4

Minibook Page 4
We see the part of the moon that the sun shines on. If the sun weren’t
there, we wouldn’t be able to see the moon at all.

Minibook Page 6 The sun shines its light on the moon.

The sunthe
We see
We
shines
partits
of light on thethat
the moon moon.
the
sun see the on.
shines part of the moon that the

The moon orbits, or moves around, Earth about every 29 days. The part sun shines on.
© Evan-Moor Corp. • EMC 1371 • Reading Paired Text
5
5
53

Minibook Page 5
© Evan-Moor Corp. • EMC 1371 • Reading Paired Text 53

of the moon that we see changes. The part facing the sun is lit up. The
part facing away from the sun stays dark.

Minibook Page 7 The moon moves around

moon’s orbitEarth
moon’s orbit

The
everymoon movesThearound
part ofEarth
The moon looks like it changes shape. We are really seeing the moon
29 days. the moon
every 29can
that we days.
seeThe part of the moon
changes.
that we can see changes. 6
6

lit up by the sun in different ways on different nights. We call these Minibook Page 6
changing views of the moon, the moon phases. The moon looks
different every night. moon phases

moon phases

The moon looks like it changes shape.

The moon
It looks looks like
different it night.
every changes shape.
It looks different every night. 7

54
7
Reading Paired Text • EMC 1371 • © Evan-Moor Corp.

Minibook Page 7
54 Reading Paired Text • EMC 1371 • © Evan-Moor Corp.

© Evan-Moor Corp. • EMC 1371 • Reading Paired Text Grade 1 49

1371.indb 49 11/14/13 10:04 AM

 Earth’s Moon and Sun:
Name:
Earth’s Moon

Dictionary
Read each word aloud.

air craters Earth

moon space sun

Words to Know

breathe changes different light

live night part shines
smaller special suits wore

50 Grade 1 Reading Paired Text • EMC 1371 • © Evan-Moor Corp.

1371.indb 50 11/14/13 10:04 AM

 Big Question
Would you like to visit the moon or the sun?

Earth’s Moon

Name:

We can see the moon in space.

It is smaller than Earth.
1
© Evan-Moor Corp. • EMC 1371 • Reading Paired Text Grade 1 51

1371.indb 51 11/14/13 10:04 AM

 The moon has no air.
No people, plants, or animals live there.
2

People have walked on the moon.

They wore special suits.
They took air to breathe.
3

52 Grade 1 Reading Paired Text • EMC 1371 • © Evan-Moor Corp.

1371.indb 52 11/14/13 10:05 AM

 Many space rocks hit the moon.
The rocks make big craters.
4

The sun shines its light on the moon.

We see the part of the moon that the
sun shines on.
5
© Evan-Moor Corp. • EMC 1371 • Reading Paired Text Grade 1 53

1371.indb 53 11/14/13 10:05 AM

 moon’s orbit

The moon moves around Earth

every 29 days. The part of the moon
that we can see changes.
6

moon phases

The moon looks like it changes shape.

It looks different every night.
7

54 Grade 1 Reading Paired Text • EMC 1371 • © Evan-Moor Corp.

1371.indb 54 11/14/13 10:05 AM

 Earth’s Moon and Sun:
Name:
Earth’s Moon

I Read Closely
Look at the picture. Read the sentences.
Mark the sentence that goes with the picture.

1
We cannot see the moon
in space.
We can see the moon in
space.

2
No people, plants, or animals
live on the moon.
People, plants, and animals
live on the moon.

3
Earth moves around the
moon every 29 days.
The moon moves around
Earth every 29 days.

4
The moon changes shape.
The moon looks like it
changes shape.

© Evan-Moor Corp. • EMC 1371 • Reading Paired Text Grade 1 55

1371.indb 55 11/14/13 10:05 AM

 Earth’s Moon and Sun:
Name:
Earth’s Moon

I Use New Words

Write the missing word to complete the sentence.
Then read the sentence.

1 light crater

A big rock makes a on the moon.

2 Earth space

We live on .

3 shines suits

The sun on the moon.

4 air animals

We need to breathe.

5 wore changes

The moon looks like it shape.

56 Grade 1 Reading Paired Text • EMC 1371 • © Evan-Moor Corp.

1371.indb 56 11/14/13 10:05 AM

 Earth’s Moon and Sun:
Name:
Earth’s Moon

I Write About It
Look at the picture. Answer the questions.

1 Does the moon really change shape?

Write a sentence to tell about it.

2 How does the moon get craters?

Write a sentence to tell about it.

© Evan-Moor Corp. • EMC 1371 • Reading Paired Text Grade 1 57

1371.indb 57 11/14/13 10:05 AM

 Unit Assessment
Earth’s Moon and Sun

Topic: Earth’s Moon and Sun

Big Question: Would you like to visit the moon or the sun?

Tie It Together
Use the script below to guide students in discussing the Big Question and what they have learned
about the topic from the paired texts. Feel free to expand on these questions and responses.

Questions Sample Responses

Think about the books you read. What The moon is made of rock. The sun is made of hot
are some examples of how the moon gases. The moon does not make light and heat. The sun
and sun are different? makes light and heat. People have walked on the moon.
People can’t go near the sun.

What are some ways that the moon They are both in space, and they are far, far away.
and the sun are the same?

How can we see the moon if it does not We see the part of the moon that the sun is shining on.
make light? Since the moon is moving around Earth, the sun shines
on different parts of the moon every night. That is why
the moon looks different every night.

Do animals, plants, or people live on The moon has no air. No animals, plants, or people live
the moon? on the moon.

What are some things that people had People who walked on the moon had to take air to
to take with them to walk on the breathe and special suits to wear.
moon?
Neither book said that people have The sun does not have a solid surface like the moon. It
walked on the sun. Explain why. is a star made of hot gases. People can’t go near the
sun because it is much too hot.

Our Big Question was “Would you like Answers will vary.
to visit the moon or the sun?” How did
the book Are the Moon and the Sun the
Same? answer this question?
How did the book Earth’s Moon answer Answers will vary.
it?

58 Grade 1 Reading Paired Text • EMC 1371 • © Evan-Moor Corp.

1371.indb 58 11/14/13 10:05 AM

 Earth’s Moon and Sun:
Name:
Unit Assessment

I Read and Understand

Read the sentence. Mark the best answer.

1 The moon is made mostly of .

rock
plants
gases

2 The makes light and heat.

Earth
sun
moon

3 The sun does not have a solid .

crater
air
surface

4 People have walked on the .

star
moon
sun

© Evan-Moor Corp. • EMC 1371 • Reading Paired Text Grade 1 59

1371.indb 59 11/14/13 10:05 AM

 Earth’s Moon and Sun:
Name:
Unit Assessment

I Can!

I can share facts about the moon and the sun.

1 Write three facts about the moon and the sun.

moon sun

1. 1.

2. 2.

3. 3.

2 Would you like to visit the moon or the sun? Write about it.

60 Grade 1 Reading Paired Text • EMC 1371 • © Evan-Moor Corp.

1371.indb 60 11/14/13 10:05 AM

 Reading Paired Text Grade
1
Home–School
CONNECTION Selection Connection: Earth’s Moon

Homemade Craters
The moon is our nearest neighbor
in space. It is easy to see it at night. W hat You Need
Many space rocks hit the moon’s
• plastic dishpan
surface. The rocks make big holes
called craters. You and your child • flour
can use this activity to imagine
• yardstick
how rocks crash into the moon
and make craters. • four small balls of diffe
rent
weights (golf ball, rubber
ball, marble, superball)

How Long
It Will Take

about 30 minutes

© Evan-Moor Corp. • EMC HS1371 • Reading Paired Text: Home–School Connection

Grade 1
Reading Paired Text, Grade 1 – Selection Connection: Earth’s Moon

W hat You Do Together

l the di shpa n ha lf fu ll of flour and smooth it out.
1. Fil
e
at th e flo ur in th e di sh pa n is like the dusty surface of th
2. Explain th
s of different sizes.
moon, and the balls are rock
or
ch ild pla ce th e ba lls in or der by size. Then have him
3. Have your
by weight.
her arrange the balls again
.
rd sti ck ne xt to th e di sh pa n and measure one foot high
4. Hold the ya and
ve your ch ild dr op tw o ba lls from a height of one foot
Ha
obser ve what happens.
behind.
m ov e the ba lls an d co m pa re the size of the craters lef t
5. Re
er and which one is wider.
Obser ve which crater is deep
Compare
oo th th e flo ur an d try ag ain with two different balls.
6. Sm
ag ai n an d ha ve yo ur ch ild record the obser vations.
the craters
the
peat th e ac tiv ity fro m a he ight of two feet and compare
7. Re
results.

© Evan-Moor Corp. • EMC HS1371 • Reading Paired Text: Home–School Connection

Grade 1
 Unit Overview
Community Art

Student
Students will understand the significance that art has on the community.
Objective:

Big
Question: How is a community like a puzzle?

Topic Explain that all members of a community bring something special to that
Introduction: community. They are the pieces of the puzzle. Tell students they will read
selections about outdoor art that honors the people of two communities.
Each form of art is made up of small pieces, as well.

Paired Text Selection: Farm Art Selection: Wall of Welcome

Selections: Nonfiction, Level M Nonfiction, Level M

Teacher Pages: Teacher Pages:

Lesson Plan . . . . . . . . . . . . . . . 154 Lesson Plan . . . . . . . . . . . . . . . 162
Oral Close Reading Activity . . 155 Oral Close Reading Activity . . 163

Student Pages: Student Pages:

Dictionary . . . . . . . . . . . . . . . . 156 Dictionary . . . . . . . . . . . . . . . . 164
Reading Selection . . . . . . . . . . 157 Reading Selection . . . . . . . . . . 165
Use New Words . . . . . . . . . . . . 159 Use New Words . . . . . . . . . . . . 167
Answer Questions . . . . . . . . . . 160 Answer Questions . . . . . . . . . . 168
Write About It . . . . . . . . . . . . . 161 Write About It . . . . . . . . . . . . . 169

Assessment Teacher Page: (Paired Text Discussion)

Materials:
Tie It Together . . . . . . . . . . . . . 170

Student Pages: (Reproduce and distribute one copy to each student.)

Plan Your Writing . . . . . . . . . . 171
Write a Paragraph . . . . . . . . . 172

© Evan-Moor Corp. • EMC 1372 • Reading Paired Text Grade 2 153

1372.indb 153 11/5/13 1:37 PM

 Selection:
Farm Art

Lesson Plan
1. Introduce the Selection 5. Analyze the Selection:
Have students think about any murals Oral Close Reading Activity
or community art in your area. Who Guide students in a discussion about the
created them? What do they represent? selection using the script on the following
Tell students that they are going to read page. Explain that close reading will
a story about a California artist who makes help them notice important parts of the
huge pieces of roadside art. People enjoy selection. Encourage students to refer to
seeing the artwork as they drive by. the selection as necessary to find
information.
2. Learn New Vocabulary: To support visual learners, you may wish
Dictionary to cover up the sample responses and
Reproduce the Dictionary page and reproduce and distribute the discussion
distribute it to each student. Read aloud questions for students to refer to.
each pictured word as you point to it. Have
students echo you as they also point to 6. Understand the Selection:
each word. For defined vocabulary, read Answer Questions
the definitions aloud. Have volunteers use
Reproduce the Answer Questions page
each word in a sentence. Point out that
and distribute it to each student. Have
workshop and landscape are compound
students complete the activity. Encourage
words. They are made of two smaller words.
them to refer to the selection as necessary
Have students write a sentence using two to help them answer questions and/or to
of the words. Then have students find each check their answers.
vocabulary word in the selection and read
You may wish to use this as a formative
the context sentence.
assessment to determine students’
understanding of the text.
3. Read the Selection
Reproduce the selection and distribute it to 7. Write About the Selection:
each student. Have students follow along Write About It
silently as you read aloud. Direct students’
Reproduce the Write About It page and
attention to graphic elements or visual
distribute it to each student. Have students
aids. Then have students read the selection
brainstorm in small groups and complete
independently, with a partner, or in small
the writing assignment collaboratively or
groups.
independently.

4. Apply Vocabulary:
Use New Words
Reproduce the Use New Words page and
distribute it to each student. Have students
complete the activity independently, with
a partner, or in small groups.

154 Grade 2 Reading Paired Text • EMC 1372 • © Evan-Moor Corp.

1372.indb 154 11/5/13 1:37 PM

 Oral Close Reading Activity
Ask students the following text-dependent questions and have them refer to
the selection as necessary.

Questions Sample Responses

In the first paragraph, what does green leafy vegetables

the word “greens” mean?
How can you tell? because the author is talking about lettuce
and salad

Where does John Cerney live? Salinas, California

How do you know? The first sentence talks about Salinas,
California. The author says Cerney is a local
artist, and a local is a person who lives in
that area.

Who are the people shown in the people who used to work on the farm
lettuce field?
Why are the figures there? The farmer wanted to show the community
that it takes a lot of people to grow food.

What are the figures made of? They are made of thin plywood.

Cerney’s artwork may only last a He thinks it’s okay because they are still
few years. How does he feel about in books and pictures.
this?

How do the photos help you with I can see how big the figures are. In one
the text? picture, I can see the pieces of the finished
artwork, and how it is like a puzzle.

© Evan-Moor Corp. • EMC 1372 • Reading Paired Text Grade 2 155

1372.indb 155 11/5/13 1:37 PM

 Community Art:
Name:
Farm Art

Dictionary
Read each word aloud.
Look at the picture or read the definition.

lettuce field plywood

Words Definitions

workshop a room where an artist works

model a person that an artist paints or draws

locals people who live in an area

tourists people visiting an area

landscape a pretty view of the land

Write one sentence using two of the words.

156 Grade 2 Reading Paired Text • EMC 1372 • © Evan-Moor Corp.

1372.indb 156 11/5/13 1:37 PM

 Big Question How is a community like a puzzle?

Farm Art
As you drive through Salinas, California, you
will see lettuce, lettuce, and more lettuce. That’s
because Salinas grows most of the country’s salad
greens. Look out the window, and you pass one
field after another. Lots of workers are in the fields,
bending over, cutting lettuce. Others are packing
the lettuce in boxes. They all look so busy. Wait!
Did you see that? Are those giant people in that
field?
Yes, they are giant people. They
are 18 feet tall! The figures are in the
middle of a farm. They show real
people who once worked there. The
farm owner wanted to show the
community that it takes a lot of people
to grow food. We see lettuce piled up
neatly at the grocery store. But we
hardly think of all the people who get
the lettuce from the farm to our table.
The workers are an important part
of the farm and of the community. That’s why
the farm owner asked John Cerney, a local artist,
to find a way to honor the workers.

© Evan-Moor Corp. • EMC 1372 • Reading Paired Text Grade 2 157

1372.indb 157 11/5/13 1:37 PM

 Farm Art, continued

Farmers and business people love Cerney’s work.

His workshop is a busy place. Cerney starts with an
idea. He takes many photos of the person who is
the model. He studies the photos and finds the
perfect one. Then he draws the person on small,
thin pieces of plywood.
He doesn’t see the whole piece of art until later.
He puts the pieces together outside, like a giant
puzzle. When it’s all put together, he stands back
and looks up at his work. Up close, you can see the
puzzle pieces. But when you’re zooming by in a car,
you see a huge person that you didn’t expect to see.
Since the artwork is done on thin sheets of
plywood, the sun, wind, and rain wear down the
wood. So the figures may only last six or seven
years. Cerney already has
had to redo several of his
giant people. “They won’t
last forever. Only in books
and pictures, but that’s
okay,” says Cerney.
Locals and tourists
enjoy the giant outdoor This giant cut-out is 40 feet long. It is made
of 550 plywood pieces that Cerney painted.
art. It is part of the Then he put them together like a puzzle.
landscape.

158 Grade 2 Reading Paired Text • EMC 1372 • © Evan-Moor Corp.

1372.indb 158 11/5/13 1:37 PM

 Community Art:
Name:
Farm Art

Use New Words

Complete each sentence using a word from the word box.
Then read each sentence aloud.

Word Box

landscape locals model

plywood tourists workshop

1 The artist asked the to sit still as he

painted her.

2 In the summer, the has a lot of

flowers.

3 The kitchen cabinets are made of .

4 The are visiting here from Japan.

5 The carpenter’s is filled with tools.

6 We were born here, so we are .

© Evan-Moor Corp. • EMC 1372 • Reading Paired Text Grade 2 159

1372.indb 159 11/5/13 1:37 PM

 Community Art:
Name:
Farm Art

Answer Questions
Read and answer each question.

1 Which words tell about plywood?

A thick poles of wood
B thin sheets of wood
C light disks of wood

2 What is another word for tourist?

A farmer
B local
C visitor

3 Which sentence uses figure in the same way as the story?

A I can’t figure out the answer.
B A triangle is a figure with three sides.
C The artist made a figure of a cat.

4 Why don’t the cut-out figures last long?

A They wear down because they are outside.
B The owners tear them down to buy new ones.
C The artist lets people have them for a short time.

5 In what way is each cut-out figure like a puzzle?

160 Grade 2 Reading Paired Text • EMC 1372 • © Evan-Moor Corp.

1372.indb 160 11/5/13 1:37 PM

 Community Art:
Name:
Farm Art

Write About It
Graphic Organizer

In the paint spots, write the steps John Cerney takes to create
his art.

Writing Prompt

Write a paragraph to tell how John Cerney creates his art.

Use the graphic organizer to help you.

© Evan-Moor Corp. • EMC 1372 • Reading Paired Text Grade 2 161

1372.indb 161 11/5/13 1:37 PM

 Selection:
Wall of Welcome

Lesson Plan
1. Introduce the Selection 5. Analyze the Selection:
Have students imagine what a plain brick Oral Close Reading Activity
wall looks like. Then tell students that they Guide students in a discussion about the
are going to read a nonfiction selection selection using the script on the following
about a plain brick wall that community page. Explain that close reading will
members turned into a beautiful work help them notice important parts of the
of art. selection. Encourage students to refer to
the selection as necessary to find
2. Learn New Vocabulary: information.
Dictionary
To support visual learners, you may wish
Reproduce the Dictionary page and to cover up the sample responses and
distribute it to each student. Read aloud reproduce and distribute the discussion
each pictured word as you point to it. questions for students to refer to.
Have students echo you as they also point
to each word. For defined vocabulary, read 6. Understand the Selection:
the definitions aloud. Have volunteers use Answer Questions
each word in a sentence. Guide students in
Reproduce the Answer Questions page
identifying the noun that names a person.
and distribute it to each student. Have
(volunteer) Then have them identify the
students complete the activity. Encourage
noun that names a place. (neighborhood)
them to refer to the selection as necessary
Have students write a sentence using two to help them answer questions and/or to
of the words. Then have students find each check their answers.
vocabulary word in the selection and read
You may wish to use this as a formative
the context sentence.
assessment to determine students’
understanding of the text.
3. Read the Selection
Reproduce the selection and distribute it to 7. Write About the Selection:
each student. Have students follow along Write About It
silently as you read aloud. Direct students’
Reproduce the Write About It page and
attention to graphic elements or visual
distribute it to each student. Have students
aids. Then have students read the selection
brainstorm in small groups and complete
independently, with a partner, or in small
the writing assignment collaboratively or
groups.
independently.
4. Apply Vocabulary:
Use New Words
Reproduce the Use New Words page and
distribute it to each student. Have students
complete the activity independently, with
a partner, or in small groups.

162 Grade 2 Reading Paired Text • EMC 1372 • © Evan-Moor Corp.

1372.indb 162 11/5/13 1:37 PM

 Oral Close Reading Activity
Ask students the following text-dependent questions and have them refer to
the selection as necessary.

Questions Sample Responses

Where is the Wall of Welcome? Austin, Texas

What does the wall’s name tell you It welcomes shoppers to the shopping center
about its purpose? and to the neighborhood.

How did Jean Graham get the wall She gave classes to teach people how to make
project started? mosaics.
What are mosaics? pictures made with chips of glass or clay

What are some of the different tiles Schools, families, and businesses made
like? tiles to show what they loved about the
neighborhood. Some have words that tell
about the history of the neighborhood.

How long did it take to complete five years

the wall?

What does it mean to “walk the to walk along the wall slowly, carefully
wall”? looking at each detail
How did you figure this out? Some people drive by quickly and can’t see
the details. The details of the wall can only be
seen when someone is up close, walking from
one end to the other.

How do the photos help you with I can see someone making a tile and I can
the text? see what the finished tile looks like. I can see
part of the finished wall. Now I know what a
mosaic looks like.

© Evan-Moor Corp. • EMC 1372 • Reading Paired Text Grade 2 163

1372.indb 163 11/5/13 1:37 PM

 Community Art:
Name:
Wall of Welcome

Dictionary
Read each word aloud.
Look at the picture or read the definition.

mosaics neighborhood text

Words Definitions

welcome a happy greeting

collected brought together

memories things you remember from the past

details small parts of something big

volunteer a person who helps out for free

Write one sentence using two of the words.

164 Grade 2 Reading Paired Text • EMC 1372 • © Evan-Moor Corp.

1372.indb 164 11/5/13 1:38 PM

 Big Question How is a community like a puzzle?

Wall of Welcome
Visit the Crestview Shopping Center in Austin,
Texas, and you will get a big welcome. A big Wall
of Welcome, that is! The wall by the shopping
center was once just plain brick. The community
wanted the wall to welcome shoppers. They wanted
it to be beautiful. So they covered the brick wall
with mosaics. Mosaics are pictures made with
chips of colored glass or clay.
An artist named Jean Graham led the project.
She gave classes to teach people how to make
mosaics. She taught different groups, such as
schools, families, and businesses. Each group
made special tiles with mosaics. Their tiles showed
what they loved about the neighborhood. These
neighborhood tiles were placed all along the
top of the wall.
Next, it was time to make the main part of the
wall. People collected photos and told stories about
the neighborhood. These memories gave people
ideas. The artist made a small drawing of each
idea. Then she made the tiles for the main part.
Finally, many people put the tiles on the wall.
It took five years. When the wall was finished,
they named it the Wall of Welcome.

© Evan-Moor Corp. • EMC 1372 • Reading Paired Text Grade 2 165

1372.indb 165 11/5/13 1:38 PM

 Wall of Welcome, continued

People enjoy the Wall of

Welcome from far away as
they drive by in their cars.
But the details can only be
seen up close. People “walk
the wall” and read the tiny
text. Some tiles have words
that tell facts about the
neighborhood. These tiles,
along with the picture tiles, tell the history
of the neighborhood.
The wall has been good for the community.
People proudly point out the tiles they made. Visitors
from out of town come to see the wall. Other groups
want to know how to make their own neighborhood
wall. One volunteer who worked on the wall said each
person is like a mosaic piece. Each one is different, but
together, they are part of a greater picture.

166 Grade 2 Reading Paired Text • EMC 1372 • © Evan-Moor Corp.

1372.indb 166 11/5/13 1:38 PM

 Community Art:
Name:
Wall of Welcome

Use New Words

Complete each sentence using a word from the word box.
Then read each sentence aloud.

Word Box

collected details memories

neighborhood volunteer welcome

1 I know the main idea, but I can’t remember the .

2 My grandmother died when I was little. I don’t have any

of her.

3 I live in a quiet with lots of trees.

4 Aunt Mary gave me a warm when I visited.

5 I the walnuts that fell from the tree.

6 I am a at the school.

© Evan-Moor Corp. • EMC 1372 • Reading Paired Text Grade 2 167

1372.indb 167 11/5/13 1:38 PM

 Community Art:
Name:
Wall of Welcome

Answer Questions
Read and answer each question.

1 Which words tell about a mosaic?

A chips of colored clay
B smooth blue tile
C shiny stones

2 Who is Jean Graham?

A a shopper
B an artist
C a visitor

3 What is another word for neighborhood?

A volunteers
B school
C community

4 Look at the flying pig on the wall. What does its sign say?
A Welcome to the Neighborhood
B Welcome to Crestview
C Welcome to Austin

5 In what way are the community members like mosaic

pieces?

168 Grade 2 Reading Paired Text • EMC 1372 • © Evan-Moor Corp.

1372.indb 168 11/5/13 1:38 PM

 Community Art:
Name:
Wall of Welcome

Write About It
Graphic Organizer

Imagine you are Jean Graham.

Tell people your ideas for the plain brick wall.
Write your ideas around the center tile.

Wall of
Welcome

Writing Prompt

Write a paragraph about your ideas.

© Evan-Moor Corp. • EMC 1372 • Reading Paired Text Grade 2 169

1372.indb 169 11/5/13 1:38 PM

 Unit Assessment
Community Art

Topic: Community Art

Big Question: How is a community like a puzzle?

Tie It Together
Use the script below to guide students in discussing the Big Question and what they have learned
about the topic from the paired selections.

Questions Sample Responses

What is the same about the artists in They both use small pieces to make big art. They both
the selections? make their communities more beautiful.

What is different about the artists? Cerney works mostly alone; Graham needs volunteers.
Cerney is in California; Graham is in Texas. They use
different materials.

According to the selections, what did They both used photographs.

both artists use to create their art?

How are Graham’s mosaics similar to Graham’s mosaics are like puzzle pieces too. Together,
Cerney’s puzzle pieces? the mosaics make a big picture.

Our Big Question was “How is a In “Farm Art,” individual farmworkers are the smaller
community like a puzzle?” How did pieces of the farming community.
the selection “Farm Art” answer this
question?
How did “Wall of Welcome” answer In “Wall of Welcome,” community members are the
the Big Question? smaller pieces of the whole community.

170 Grade 2 Reading Paired Text • EMC 1372 • © Evan-Moor Corp.

1372.indb 170 11/5/13 1:38 PM

 Unit Assessment:
Name:
Community Art

Plan Your Writing

Graphic Organizer

Cerney and Graham are well-known artists in their communities.

Fill out the chart to tell about them.

Farm Art Wall of Welcome

Who is
the artist?

Why did the

artist make it?

What is the
art made of?

What does
it show?

How does the

community feel
about the art?

© Evan-Moor Corp. • EMC 1372 • Reading Paired Text Grade 2 171

1372.indb 171 11/5/13 1:38 PM

 Unit Assessment:
Name:
Community Art

Write a Paragraph

Writing Prompt

Write a paragraph comparing Cerney and Graham. Talk about

their art.

172 Grade 2 Reading Paired Text • EMC 1372 • © Evan-Moor Corp.

1372.indb 172 11/5/13 1:38 PM

 Reading Paired Text Grade
2
Home–School
CONNECTION Selection Connection: Wall of Welcome

Classroom Mosaic
A mosaic is a big picture made out
of smaller pieces, such as glass, tile, W hat You Need
stone, or other materials. Help your
• sheet of sturdy cardboar
child make a mosaic to represent d
your family. Then bring the tile to • sheet of paper the same
your child’s classroom and place it size, for the background
with the other students’ tiles to make • pencil
a classroom mosaic!
• colored paper (tr y
construction paper, paint
samples, or magazines)

• scissors, shredder, or ho
le
punch

• tweezers or a pin

• glue

How Long
It Will Take

about 2 hours

© Evan-Moor Corp. • EMC HS1372 • Reading Paired Text: Home–School Connection

Grade 2
Reading Paired Text, Grade 2 – Selection Connection: Wall of Welcome

W hat You Do Together

a
cide tog eth er wh at yo ur m osaic design will be. Think of
1. De
im ag e th at rep res en ts yo ur family. For example, if
symbol or ead.
las t na m e is Ba ke r, yo ur symbol might be a slice of br
your
se a flower.
The Flores family might choo
per.
lp yo ur ch ild sk etc h th e im age onto the background pa
2. He
st for mosaics.
Note: simple designs work be
e
ur e ou t wh at co lor s yo u wa nt to be in the image. Find th
3. Fig
pe r yo u ne ed . Us e sci ssors, a shredder, or a hole punch
colored pa
to make bits of paper.
ee ze rs or pin to pic k up the bits of paper. Glue them
4. Use the tw
age is complete.
onto your sketch until the im
rdboard for stability.
5. Glue the paper onto the ca
de in
ve yo ur ch ild ta ke th e fa m ily mosaic to school to inclu
6. Ha
a classroom display.

© Evan-Moor Corp. • EMC HS1372 • Reading Paired Text: Home–School Connection

Grade 2
 Unit Overview
Water, Weather, and Winter

Student Students will understand that the water cycle is a repeating pattern and that
Objective: water on Earth has many uses in all its forms.

Essential
Question: How does water affect our lives?

Topic Share the unit title and essential question with students. Explain to students
Introduction: that water helps maintain life on Earth. Tell students that they will read two
selections about how water affects our lives in different ways through the year.

Paired Text Selection 1: Water All Around Us Selection 2: Panika's Favorite Season
Selections: Nonfiction, Level M Fiction, Level O

Teacher Pages: Teacher Pages:

Lesson Plan . . . . . . . . . . . . . . . 114 Lesson Plan . . . . . . . . . . . . . . . 122
Oral Close Reading Activity . . 115 Oral Close Reading Activity . . 123
Student Pages: Student Pages:
Reading Selection . . . . . . . . . . 116 Reading Selection . . . . . . . . . . 124
Dictionary . . . . . . . . . . . . . . . . 118 Dictionary . . . . . . . . . . . . . . . . 126
Apply Vocabulary . . . . . . . . . . 119 Apply Vocabulary . . . . . . . . . . 127
Answer Questions . . . . . . . . . . 120 Answer Questions . . . . . . . . . . 128
Write About It . . . . . . . . . . . . . 121 Write About It . . . . . . . . . . . . . 129

Assessment Teacher Page:

Materials:
Tying It Together . . . . . . . . . . 130
(Paired Text Discussion)
Student Pages:
Plan Your Writing . . . . . . . . . . 131
Write an Essay . . . . . . . . . . . . 132

© Evan-Moor Corp. • EMC 1373 • Reading Paired Text Grade 3 113

1373.indb 113 9/17/13 8:21 AM

 Selection 1
Water All Around Us

Lesson Plan
1. Introduce the Selection 5. Analyze the Selection:
Tell students they will read how water Oral Close Reading Activity
changes and how we use it. Review with Have students number each paragraph in
students that water occurs in nature in the selection before they begin the close
different forms. reading discussion.

2. Read Aloud the Selection Use the script on the following page to guide
students in discussing the selection. Explain
Reproduce the selection and distribute it to
that close reading will help them notice
each student. Students will use this for all
important parts of the selection. Encourage
activities within the unit.
students to refer to the selection as necessary
Have students follow along silently as you to find the information they need.
read aloud. Direct students’ attention to
To support visual learners, you may wish to
graphic elements or visual aids.
cover up the sample responses and reproduce
3. Introduce Vocabulary and distribute the discussion questions for
students to refer to.
Reproduce the Dictionary and the Apply
Vocabulary activities and distribute them 6. Understand the Selection
to each student.
Reproduce the Answer Questions activity and
Dictionary: Read aloud the vocabulary distribute it to each student. Have students
words and definitions. Point out that collect is complete the activity independently.
a multiple-meaning word, or a homonym. Encourage students to refer to the selection as
Discuss definitions and usage as needed. necessary to help them answer the questions
Have students find each vocabulary word in and/or to check their answers.
the selection and read the context sentence. You may wish to use this as a formative
Then have students complete one of the assessment to determine students’
leveled activities below: understanding of the text.
• Basic level: Write the context sentence on
7. Write About the Selection
the lines below its definition.
Reproduce the Write About It activity and
• Challenge level: Write a new sentence distribute it to each student.
using the vocabulary word and share
the sentence with a partner, a small group, Graphic Organizer: Have students complete
or the whole class. the graphic organizer in small groups.

Apply Vocabulary: Have students complete Writing Prompt: Have students complete
the activity independently, with a partner, or the writing assignment independently on
in small groups. a separate sheet of paper.

4. Students Read the Selection

Have students read the selection
independently, with a partner, or in
small groups.

114 Grade 3 Reading Paired Text • EMC 1373 • © Evan-Moor Corp.

1373.indb 114 9/17/13 8:21 AM

 Oral Close Reading Activity
Ask students the following text-dependent questions and have them refer to the selection as needed.

Questions Sample Responses

In the second paragraph, what is water that can’t be seen
“invisible water”?
Where is this water? in the air
What is another name for water in water vapor
the air?
If water we cannot see is called visible
“invisible,” what would you call
water that you can see?

What causes water to go into the air? heat

Where does the heat come from? the sun, a clothes dryer, a stove, your breath, any
heat source

Can water vapor transform into yes

liquid water?
Give three examples of this from the fogging up a cold window, water droplets on a cold
selection. soda can, water droplets on a cold spoon
What do the surfaces of all three They are cold.
objects have in common?

What kinds of vapor can you see? fog, steam, clouds

What forms of water are in clouds? tiny drops of liquid water and ice pieces
Are clouds probably cold or warm? cold
Why are clouds probably cold? Vapor turns to liquid when it meets something cold/
ice in clouds means it’s probably cold.

What makes the clouds rain or snow? Water and/or ice collects and becomes too heavy to
continue floating.

What do plants do in the water cycle? Their roots take in water, and their leaves give off vapor.
How is this similar to what people do? People drink water and breathe out vapor.

Why do forests get a lot of rain? The many trees give off vapor, which makes clouds, which
rain on the trees and keep them alive.

© Evan-Moor Corp. • EMC 1373 • Reading Paired Text Grade 3 115

1373.indb 115 9/17/13 8:21 AM

 Essential Question How does water affect our lives?

Water All Around Us

If someone asked you to think of water, what would you
think of? You might think of something like the ocean, a
swimming pool, or a bottle of water. Water is all around us, and
we use it for many things. We clean with it, drink it, and water
plants with it. We even use water for fun. We swim in it, boat on
it, and use it to squirt each other with water pistols. Water is
very important, and we see it all around us.
But what about invisible water? Invisible water is all around
us, too! The puddles from a windy rainstorm dry up in the sun’s
heat, even on a cool day. As wet clothes dry out, the water
goes away. If you boil a pot of water for a long time, the water
disappears. Where does this water go? It goes into the air.
Water that we can see and pour is called liquid water.
Water that freezes into ice is called solid water. When water
disappears and goes into the air, it is called water vapor. When
water is changing from liquid water to water vapor, it is
evaporating. There is a lot of evaporated water in the air. You
can also make water vapor transform back into liquid water.
When you breathe on a cold window, the water vapor in your
breath fogs up the window glass. The water vapor in the air will
turn back into liquid water on the outside of an ice-cold soda
can. If you carefully hold a cold spoon over a pot of boiling
water, the water vapor will turn back into liquid water on the
bottom of the spoon.
Can we ever see water in the air? Most water in the air is
invisible, but there are some examples we can see. One
example is steam from boiling water. Another is clouds, which
are made of billions of tiny drops of liquid water and ice. The
drops of water and ice pieces are so small that they can float!

116 Grade 3 Reading Paired Text • EMC 1373 • © Evan-Moor Corp.

1373.indb 116 9/17/13 8:21 AM

 Water All Around Us, continued

Sometimes, the drops of water in clouds collect, or the ice

pieces grow. As the drops of water or ice pieces get bigger,
they get too heavy to float and they fall down as rain or snow.
Once the liquid water is back on the ground, does it stop
changing? It collects into streams, lakes, oceans, and
underground wells. Living things, including people, collect it
and use it again. However, the water won’t stay on the ground
forever. Heat makes water evaporate into water vapor. People
and other animals drink liquid water and breathe out water
vapor. Plants take in water with their roots and give off water
vapor from their leaves. Some of this water vapor stays
invisible in the air. Some of it turns back into tiny drops of
water and gathers together as a cloud. Some clouds produce
rain and become another part of the infinite cycle of water
moving around on our beautiful planet.

sun

raindrops

water vapor

The endless water cycle

© Evan-Moor Corp. • EMC 1373 • Reading Paired Text Grade 3 117

1373.indb 117 9/17/13 8:21 AM

 Water, Weather, and Winter:
Name:
Water All Around Us

Dictionary
Write a sentence using each vocabulary word.

invisible: cannot be seen

liquid: something that is wet and does not have its own shape

transform: to change

collect: to come together and combine into one

infinite: endless

cycle: a series of events that happen over and over

118 Grade 3 Reading Paired Text • EMC 1373 • © Evan-Moor Corp.

1373.indb 118 9/17/13 8:21 AM

 Water, Weather, and Winter:
Name:
Water All Around Us

Apply Vocabulary
Complete each sentence using a word from the word box.

Word Box

collected cycle infinite

invisible liquid transformed

1. Our teacher has an list of ideas for fun math games.

2. Year after year, spring always comes after winter as part of the

of the seasons.

3. Last Saturday, it was so hot that my cherry snow cone melted into a pink

before I could finish it.

4. After the rains came, the empty field into a garden

of wildflowers.

5. The cut on my finger has healed so well that it is now .

6. All the neighbors at the Bessants’ house to

discuss the new school crosswalk.

Write one new sentence. Use a word from the word box.

1.

© Evan-Moor Corp. • EMC 1373 • Reading Paired Text Grade 3 119

1373.indb 119 9/17/13 8:21 AM

 Water, Weather, and Winter:
Name:
Water All Around Us

Answer Questions
Read and answer each question.

1. Why do clothes dry faster hanging in 3. How do plants help form clouds?
the sunlight than in the shade? A Plants give off water vapor
A Things move slower in the shade. through their leaves.
B Heat from the sun helps water B Plants put out water through
evaporate. their roots.
C It is windier in sunlight than C Plants keep water drops from
in shade. collecting.
D Light causes water to go away. D Plants make an area warmer.

2. What must happen for rain to fall? 4. Which is an example of water

A Ice pieces have to turn into evaporating?
water drops. A your breath fogging up a window
B It needs to be very cold outside. B wet clothes drying on a clothesline
C The water drops have to be too C rain forming puddles on the
heavy to float. ground
D The water needs to be invisible D water forming on a cold soda can
in the air.

5. What is a difference between liquid water and water vapor?

6. Give an example of water vapor transforming back into liquid water.

120 Grade 3 Reading Paired Text • EMC 1373 • © Evan-Moor Corp.

1373.indb 120 9/17/13 8:21 AM

 Water, Weather, and Winter:
Name:
Water All Around Us

Write About It
Graphic Organizer

Think about a way you use water. You will be asked to explain how water
from a puddle became the water you use. Use the chart below to organize
your writing.

Puddle of water

My use of water:

Writing Prompt

On a separate sheet of paper, write three paragraphs to explain how water

from a puddle became water that you use. Use details from the selection
in your response.

© Evan-Moor Corp. • EMC 1373 • Reading Paired Text Grade 3 121

1373.indb 121 9/17/13 8:21 AM

 Selection 2
Panika’s Favorite Season

Lesson Plan
1. Introduce the Selection 4. Students Read the Selection
Tell students that Alaska is in the United Have students read the selection
States but that it is not connected to the rest independently, with a partner, or in
of the states. Use a map to show students small groups.
where Alaska is. Help students pronounce the
proper names: Panika [pan-EE-kuh], Kiviaq 5. Analyze the Selection:
[KIV-ee-ak], Takotna [tuh-KOT-nuh]. Oral Close Reading Activity
Have students number each paragraph in
2. Read Aloud the Selection the selection before they begin the close
Reproduce the selection and distribute it to reading discussion.
each student. Students will use this for all
Use the script on the following page to guide
activities within the unit. Point out that some
students in discussing the selection. Explain
of the words in the text are defined at the
that close reading will help them notice
bottom of the pages.
important parts of the selection. Encourage
Have students follow along silently as you students to refer to the selection as necessary
read aloud. Direct students’ attention to to find the information they need.
graphic elements or visual aids.
To support visual learners, you may wish to
3. Introduce Vocabulary cover up the sample responses and reproduce
and distribute the discussion questions for
Reproduce the Dictionary and the Apply
students to refer to.
Vocabulary activities and distribute them
to each student. 6. Understand the Selection
Dictionary: Read aloud the vocabulary Reproduce the Answer Questions activity and
words and definitions. Point out that can distribute it to each student. Have students
and bank are multiple-meaning words, or complete the activity independently.
homonyms. Discuss definitions and usage Encourage students to refer to the selection as
as needed. necessary to help them answer the questions
Have students find each vocabulary word in and/or to check their answers.
the selection and read the context sentence. You may wish to use this as a formative
Then have students complete one of the assessment to determine students’
leveled activities below: understanding of the text.
• Basic level: Write the context sentence on
7. Write About the Selection
the lines below its definition.
Reproduce the Write About It activity and
• Challenge level: Write a new sentence distribute it to each student.
using the vocabulary word and share
the sentence with a partner, a small group, Graphic Organizer: Have students complete
or the whole class. the graphic organizer in small groups.

Apply Vocabulary: Have students complete Writing Prompt: Have students complete
the activity independently, with a partner, or the writing assignment independently on
in small groups. a separate sheet of paper.

122 Grade 3 Reading Paired Text • EMC 1373 • © Evan-Moor Corp.

1373.indb 122 9/17/13 8:21 AM

 Oral Close Reading Activity
Ask students the following text-dependent questions and have them refer to the selection as needed.

Questions Sample Responses

What are the three Alaska seasons freeze up/winter, breakup, cleanup
in the selection?
Which one is Panika’s favorite? freeze up/winter
Why does Panika like this season? She can do fun things like skate and ski.

Which one does she like least? breakup

Why doesn’t Panika like this season? It’s very messy/muddy; it causes floods/damage.

What have Panika’s parents been the river to freeze/the ice road to open
waiting for?
How can you tell they are excited Momma says, “Good news!” and Dad says, “Won’t it
about it? be great to repair the middle school classroom?”

What does Kiviaq want to do? play basketball

Why does Momma think the kids in They have also been alone on their side of the river
Takotna would like to play basketball most of the year.
with someone else?

How do the villagers get around? snowmobile and dog sled

Why doesn’t Panika’s village have any The ground is too soft.
roads on land?

How do the villagers get most of hunting and fishing, picking berries
their food?
What kinds of foods do they buy? flour, sugar, butter

In the eighth paragraph, what does the flow/spill/run over the edge
word “overflows” probably mean?
How did you figure it out? It’s a compound word from “over” and “flows,” and
the water behind the ice goes over the river’s edge.

© Evan-Moor Corp. • EMC 1373 • Reading Paired Text Grade 3 123

1373.indb 123 9/17/13 8:21 AM

 Essential Question How does water affect our lives?

Panika’s Favorite Season

It is said that there are three seasons in Alaska, and
they’re not like anywhere else. Winter is the freeze up
season, Panika’s favorite. It is dark and cold—sometimes
40 below zero—but her family doesn’t mind. Finally Panika
and her brother, Kiviaq, can ski to school. Finally Panika
gets to ice skate. Finally the sled dogs have snow to run
through.
Her parents are happy, too. “Good news!” Momma
announced. “The river ice is two feet thick now, so the ice
road is open!” The soft ground of their village isn’t strong
enough to build roads on. But in winter, the rivers freeze
deep enough for trucks to drive on and planes to land on.
“I’ll order the village fuel and all the lumber for the
school,” their father said. “Won’t it be great to repair the
middle school classroom, Kiviaq? I’m sure you’d like to get
back with your class.”
“That’s true, but I haven’t minded hanging out with
the ‘babies,’” Kiviaq teased his sister. Last year, part of
the village flooded, and one entire corner of the school
was damaged. The middle school class was split up. The
sixth-graders moved into the elementary classroom, and
the older kids joined the high school class. Kiviaq
continued, “What I’m really looking forward to is having
the school gym open again. I miss playing basketball.”
“With the ice road open, you can take the
snowmobile across the river to Takotna,” suggested

fuel: oil or gas to make heaters and other machines run

lumber: logs or long pieces of wood for building
snowmobile: a small vehicle with an engine that travels across snow

124 Grade 3 Reading Paired Text • EMC 1373 • © Evan-Moor Corp.

1373.indb 124 9/17/13 8:21 AM

 Panika's Favorite Season, continued

Momma. “I’m sure those kids would love to have someone

else to play against.”
“Kiviaq may want basketball, but I want blueberry
pie,” Panika stated. “We haven’t had a pie since we ran out
of flour and butter back in December.” In the remote areas
of Alaska, people fish and hunt for most of their food. They
dry salmon and moose meat. They also pick gallons of
berries. They can the berries to eat later. These dried and
canned foods are available through the long winter. They
buy only a few other foods, like flour, sugar, and butter,
along with household supplies and clothes. These foods
and supplies have to be flown to the village.
Three days later, the supply plane landed on the ice
road. Panika’s whole village was there to greet it. They
brought their snowmobiles and dog sleds to haul their
goods home. Cars are of no use in a village without roads!
Months later, the ice road started to thaw. Now it was
Panika’s least favorite season—breakup. When the river ice
first starts to melt, giant ice chunks collide as they float
downstream. They sometimes get stuck going around a
bend, and the water behind them overflows the banks.
“Did you wash off the dogs, Panika?” asked her father.
“Yes, but they’re already muddy again!” Panika
complained. “Why must the whole village become a
muddy lake every year?”
And the third Alaska season? Cleanup!

© Evan-Moor Corp. • EMC 1373 • Reading Paired Text Grade 3 125

1373.indb 125 9/17/13 8:21 AM

 Water, Weather, and Winter:
Name:
Panika's Favorite Season

Dictionary
Write a sentence using each vocabulary word.

remote: far away from cities or towns

can: to save fresh food in jars or cans to eat later

available: ready to use

haul: to carry something heavy a long way

thaw: to melt or warm up something frozen

collide: to hit, bump, or crash into

bend: a part that is crooked or bent

bank: the edge of a river

126 Grade 3 Reading Paired Text • EMC 1373 • © Evan-Moor Corp.

1373.indb 126 9/17/13 8:21 AM

 Water, Weather, and Winter:
Name:
Panika's Favorite Season

Apply Vocabulary
Complete each sentence using a word from the word box.

Word Box

available bank bend can

collide haul remote thaw

1. Please that heavy trunk to the garage.

2. Uncle Roberto took the cheesecake out of the freezer to

it for the party.

3. Nadia didn’t see the bike until it came around the .

4. The lost dog stumbled down the steep into the river.

5. My grandparents plums to enjoy all year long.

6. Our teacher is always after school to help us.

7. When swimmers race, they stay in their own lane so they won’t

8. The Clarks moved to a island in Maine.

© Evan-Moor Corp. • EMC 1373 • Reading Paired Text Grade 3 127

1373.indb 127 9/17/13 8:21 AM

 Water, Weather, and Winter:
Name:
Panika's Favorite Season

Answer Questions
Read and answer each question.

1. Why does the school need repair? 3. What does Panika’s father do when
A It is out of fuel. the ice road opens?
B It has frozen shut. A plays basketball
C It has damage from a flood. B cleans up the mud
D It is too small for middle school. C goes skating and skiing
D orders fuel and lumber
2. Why hasn’t the family had blueberry
pie since December? 4. Why don’t the villagers drive cars?
A They ran out of flour and butter. A It is too cold for cars to work.
B They have been too busy cleaning B There are no roads most of
up mud. the year.
C They couldn’t find any more C There are no other villages
blueberries to pick. to drive to.
D They prefer to eat salmon and D Cars are too heavy to drive on ice.
moose meat in winter.

5. Why is the ice road important to the village?

6. Explain how breakup is different from the spring season in most other places
and why.

128 Grade 3 Reading Paired Text • EMC 1373 • © Evan-Moor Corp.

1373.indb 128 9/17/13 8:21 AM

 Water, Weather, and Winter:
Name:
Panika's Favorite Season

Write About It
Graphic Organizer

Think about how frozen and melted water were useful to Panika’s village
and how they were a problem. You will be asked to explain how water
was useful and how it caused problems. Use the chart below to organize
your writing.

Ways that water was useful Ways that water was a problem
1.

2.

3.

Writing Prompt

On a separate sheet of paper, write two paragraphs to explain how water

was useful and how it caused problems in Panika’s village. Use details
from the selection in your response.

© Evan-Moor Corp. • EMC 1373 • Reading Paired Text Grade 3 129

1373.indb 129 9/17/13 8:21 AM

 Unit Assessment
Water, Weather, and Winter

Topic: Water, Weather, and Winter

Essential Question: How does water affect our lives?

Tying It Together
Use the script below to guide students in discussing the essential question and what they have
learned about the topic from the paired selections. Feel free to expand on these questions and
responses.
To support visual learners, you may wish to cover up the sample responses and reproduce and
distribute the discussion questions for students to refer to.

Questions Sample Responses

How is liquid water useful? You can drink it, wash things and grow plants with it,
bathe, swim, fish, play in it.
How is frozen water useful? You can skate and ski on it and walk, drive, or land a
plane on it if it is thick enough.

How can water cause problems? It can cause floods, damage buildings, make things
dirty/messy/muddy.

Think about what causes evaporation. Heat causes evaporation. Since it is really cold in winter,
Why is there little evaporation during there isn’t much heat or evaporation, so there isn’t much
freeze up, and how does this affect the water in the air. Without water vapor, there aren’t many
weather? clouds or much rain, so the weather is dry but cold.

How does water affect your life? What Answers will vary. Encourage students to think beyond
are things you can or can’t do because the actual water use to other results, such as taking a
of water? ferry boat to visit a friend across a river.

How was the topic “water, weather, It described where water is and all its forms, how hot
and winter” shown in “Water All weather causes evaporation and clouds cause rainy
Around Us”? weather, and that winter snow and ice are water, too.
How was the topic “water, weather, In winter, the weather gets cold enough so the water
and winter” shown in “Panika’s freezes the river and the villagers can do things they
Favorite Season”? can’t do at other times.

Why do you think these selections They both talk about different forms of water. One tells
were paired together? how it changes form and moves in a cycle and the other
tells how it affects a village in surprising ways, like what
they can eat and when they can play basketball.

130 Grade 3 Reading Paired Text • EMC 1373 • © Evan-Moor Corp.

1373.indb 130 9/17/13 8:21 AM

 Water, Weather, and Winter:
Name:
Unit Assessment

Plan Your Writing

Graphic Organizer

Think about the part, or stage, of the water cycle where rain falls. Also
think about the breakup season in Alaska. You will be asked to compare
what happens during the rain stage of the water cycle with what happens
during breakup. Use the chart below to organize your writing.

Rain stage

Both

Breakup

© Evan-Moor Corp. • EMC 1373 • Reading Paired Text Grade 3 131

1373.indb 131 9/17/13 8:21 AM

 Water, Weather, and Winter:
Name:
Unit Assessment

Write an Essay
Writing Prompt

Write an essay to compare how the rain stage of the water cycle is similar
to and different from breakup. Give your essay a title. Include details from
the selections. Use transitions to connect your ideas.

Title:

132 Grade 3 Reading Paired Text • EMC 1373 • © Evan-Moor Corp.

1373.indb 132 9/17/13 8:21 AM

 Reading Paired Text Grade
3
Home–School
CONNECTION Selection Connection: Water All Around Us

Make a Water
Cycle Model
W hat You Need
Your child learned how water changes,
how we use it, and that water is all • water
around us in different forms. These • 2 clear plastic cups
different forms are part of the water
cycle. In this experiment, you and • masking tape or duct ta
pe
your child will create a model of a • ice
water cycle to understand how it
works.

How Long
It Will Take

2 days

Illustration credit: © Merkushev Vasiliy/Shutterstock.com

© Evan-Moor Corp. • EMC HS1373 • Reading Paired Text: Home–School Connection

Grade 3
Reading Paired Text, Grade 3 – Selection Connection: Water All Around Us

W hat You Do Together

water into a pla stic cup. Invert the other cup on
1. Pour some warm
together.
top of it and tape the edges
top of the up per cu p. Th is is your water cycle model.
2. Set some ice on
in a sunny window.
Place the water cycle model

fer to this picture of the water cycle:

3. Watch what happens. Re
Water Cycle
ion
at
s

Pr
en

ec
nd

i pi t
Co

ation

Ev
apo
ration

the water cycle:

4. Help your child describe
oplets of water collect on the
• Condensation occurs as dr
sides of the cups.
ipitation occu rs as the wa ter drips off the top of the
• Pr ec
inverted cup.
water turns to steam.
• Evaporation occurs as the

© Evan-Moor Corp. • EMC HS1373 • Reading Paired Text: Home–School Connection

Grade 3
 Unit Overview
Our Ever-Changing Planet

Student Students will understand how Earth’s surface is affected by the movement
Objective: of tectonic plates and severe weather and that these can cause additional
changes that can affect our environment and daily life.

Essential
Question: What causes Earth’s surface to change?

Topic Share the unit title and essential question with students. Explain to students
Introduction: that there are many processes that constantly reshape Earth’s surface. Tell
students that they will read two selections about some of these processes.

Paired Text Selection 1: Shifting Ground Selection 2: Washed Away

Selections: Nonfiction, Level T Fiction, Level S

Teacher Pages: Teacher Pages:

Lesson Plan . . . . . . . . . . . . . . . 154 Lesson Plan . . . . . . . . . . . . . . . 162
Oral Close Reading Activity . . 155 Oral Close Reading Activity . . 163
Student Pages: Student Pages:
Reading Selection . . . . . . . . . . 156 Reading Selection . . . . . . . . . . 164
Dictionary . . . . . . . . . . . . . . . . 158 Dictionary . . . . . . . . . . . . . . . . 166
Apply Vocabulary . . . . . . . . . . 159 Apply Vocabulary . . . . . . . . . . 167
Answer Questions . . . . . . . . . . 160 Answer Questions . . . . . . . . . . 168
Write About It . . . . . . . . . . . . . 161 Write About It . . . . . . . . . . . . . 169

Assessment Teacher Page:

Materials:
Tying It Together . . . . . . . . . . 170
(Paired Text Discussion)
Student Pages:
Plan Your Writing . . . . . . . . . . 171
Write an Essay . . . . . . . . . . . . 172

© Evan-Moor Corp. • EMC 1374 • Reading Paired Text Grade 4 153

1374.indb 153 9/18/13 12:11 PM

 Selection 1
Shifting Ground

Lesson Plan
1. Introduce the Selection 4. Students Read the Selection
Tell students they will read about how Have students read the selection
landforms have changed over the life of the independently, with a partner, or in
planet. Review the seven continents with small groups.
students.
5. Analyze the Selection:
2. Read Aloud the Selection Oral Close Reading Activity
Reproduce the selection and distribute it to Have students number each paragraph in
each student. Students will use this for all the selection before they begin the close
activities within the unit. Point out that some reading discussion.
of the words in the text are defined at the
Use the script on the following page to guide
bottom of the pages.
students in discussing the selection. Explain
Have students follow along silently as you that close reading will help them notice
read aloud. Direct students’ attention to important parts of the selection. Encourage
graphic elements or visual aids. students to refer to the selection as necessary
to find the information they need.
3. Introduce Vocabulary
To support visual learners, you may wish to
Reproduce the Dictionary and the Apply
cover up the sample responses and reproduce
Vocabulary activities and distribute them
and distribute the discussion questions for
to each student.
students to refer to.
Dictionary: Read aloud the vocabulary
words and definitions. Point out that fixed 6. Understand the Selection
and trigger are multiple-meaning words, or Reproduce the Answer Questions activity and
homonyms. Discuss definitions and usage as distribute it to each student. Have students
needed. complete the activity independently.
Have students find each vocabulary word in Encourage students to refer to the selection as
the selection and read the context sentence. necessary to help them answer the questions
Then have students complete one of the and/or to check their answers.
leveled activities below: You may wish to use this as a formative
• Basic level: Write the context sentence on assessment to determine students’
the lines below its definition. understanding of the text.

• Challenge level: Write a new sentence 7. Write About the Selection

using the vocabulary word and share Reproduce the Write About It activity and
the sentence with a partner, a small group, distribute it to each student.
or the whole class.
Graphic Organizer: Have students complete
Apply Vocabulary: Have students complete the graphic organizer in small groups.
the activity independently, with a partner, or
in small groups. Writing Prompt: Have students complete
the writing assignment independently on
a separate sheet of paper.

154 Grade 4 Reading Paired Text • EMC 1374 • © Evan-Moor Corp.

1374.indb 154 9/18/13 12:11 PM

 Oral Close Reading Activity
Ask students the following text-dependent questions and have them refer to the selection as needed.

Questions Sample Responses

How are the continents like pieces They look like they might have once fit together like puzzle
of a jigsaw puzzle? pieces.

How did the movement of the Each continent sits on a tectonic plate. These plates are
tectonic plates affect the position always moving. Over time, the plates have separated the
of the continents? continents from each other and carried them to where they
are now.

What are the three ways that plates moving away from each other, colliding with each other, and
can move in relation to one sliding past each other
another?
Where in the selection would you in the middle row of the chart, on the right side
look to find out what happens
when plates collide?

What are three “sudden, violent earthquakes, tsunamis, volcanoes

events” that can occur when plates
move?

When two plates are sliding past Since the plates are not smooth, they can get stuck on each
each other, why might they cause other. When they get stuck, the forces causing them to move
an earthquake? keep pushing. When they do finally move, they move
suddenly and sharply.

What does the phrase “set off” in to make something start; to get something going
the third paragraph mean?
How did you figure it out? It is used just like “trigger” in the sentence before.

What are two ways plates move two tectonic plates pulling apart; two tectonic plates colliding
that allow a volcano to form?

Where can the magma of a volcano from inside Earth or from rock that melts when two plates
come from? collide

© Evan-Moor Corp. • EMC 1374 • Reading Paired Text Grade 4 155

1374.indb 155 9/18/13 12:11 PM

 Essential Question What causes Earth’s surface to change?

Shifting Ground
Think about a map of the world. Now think of the continents as giant
pieces of a jigsaw puzzle. Can you imagine how they might fit together?
The continents were not always where they are now. At one point millions of
years ago, all of the continents were together. They formed an enormous
single piece of land, which scientists call Pangaea [pan-JEE-uh]. Then very
slowly, the continents began to drift apart.
This happened because each continent sits on a huge slab of rock
called a tectonic plate. These plates are not fixed in place. Instead, they
move about slowly like giant rafts, floating on the hot liquid rock inside
planet Earth. The movement is very slow—only about 1 to 6 inches
(2 to 15 centimeters) per year. But over millions of years, this adds up.
The plates can move in relation to one another in three different ways:

Plates When they do, new hot liquid rock from

move away deep underground rises to fill the growing
from each other gap. This cools into new solid rock.

Rock usually melts in this crash. Also, the

Plates edge of the heavier plate slides under the
collide lighter plate. When this happens on land,
with each other the plates can get scrunched, like the hood
of a car in a crash, to form mountains.

Plates They can slide smoothly, but sometimes

slide past a piece of one plate catches on the other
each other plate.

Even though the plates move slowly and steadily, they sometimes cause
sudden, violent events. Earthquakes are most often caused by colliding
plates or plates sliding past each other. Since the plates are not smooth, it’s
easy for them to catch on each other and get stuck. While they are stuck, the
forces that are causing the plates to move keep pushing. The pressure
builds and builds. Eventually something breaks and the plates jerk suddenly
and violently. This is an earthquake. On land, earthquakes can trigger

156 Grade 4 Reading Paired Text • EMC 1374 • © Evan-Moor Corp.

1374.indb 156 9/18/13 12:11 PM

 Shifting Ground, continued

landslides or avalanches. In the ocean, an earthquake can set off a giant

wave called a tsunami [soo-NAH-mee]. Tsunamis can travel thousands
of miles. They can destroy coastal communities and erode land.
Volcanoes can happen along a boundary where two plates are
slowly pulling apart from each other. When the gap is wide enough, the
molten rock, or magma, erupts suddenly through the gap. Volcanoes
can also happen along a boundary where plates are colliding. In this
case, the magma comes either from inside Earth or from the rock that
melts in the collision. When this happens in the ocean, a volcano can
grow until it pokes its top above the water to form an island. There are so
many volcanoes around the Pacific Plate and Nazca Plate that the area
is called “The Ring of Fire.” More than half of the planet’s 1,500
volcanoes that could still erupt are located along the edges of these
plates.
As the tectonic plates continue to float, bump, catch, melt, and
crash, the face of our planet will continue to change. What will Earth look
like in another million years?

North
Eurasian American
Plate Plate Eurasian
Plate

African Indian
Plate Plate
Pacific
Plate
Nazca Australian
Australian Plate Plate
Plate South
American
Plate

= Volcano
Antarctic Plate = Plate boundary

landslide: a large amount of rock and dirt falling down a mountain

avalanche: a large amount of snow and ice falling down a mountain

© Evan-Moor Corp. • EMC 1374 • Reading Paired Text Grade 4 157

1374.indb 157 9/18/13 12:11 PM

 Our Ever-Changing Planet:
Name:
Shifting Ground

Dictionary
Write a sentence using each vocabulary word.

fixed: attached; held in place

collide: to crash; to come together forcefully

catch: to get stuck on something

trigger: to make happen; to cause

erode: to wear away

boundary: a line that separates two different things

molten: melted; turned into a liquid by heat

erupt: to burst out

158 Grade 4 Reading Paired Text • EMC 1374 • © Evan-Moor Corp.

1374.indb 158 9/18/13 12:11 PM

 Our Ever-Changing Planet:
Name:
Shifting Ground

Apply Vocabulary
Complete each sentence using a word from the word box.

Word Box

boundary catch collided eroded

erupted fixed molten triggered

1. A cheer from the crowd each time the team scored.

2. Frequent windstorms have the mountain.

3. Too many absences from school a call from the principal.

4. glass can be shaped into many beautiful and useful objects.

5. Bridgeport is on the between Ohio and West Virginia.

6. Our family schedule is to the refrigerator door.

7. Two skaters during the race, but luckily neither was hurt.

8. The custodian hammered the loose nail into the floorboard so the students’ shoes wouldn’t

on it.

Write two new sentences. Use a word from the word box in each.

1.

2.

© Evan-Moor Corp. • EMC 1374 • Reading Paired Text Grade 4 159

1374.indb 159 9/18/13 12:11 PM

 Our Ever-Changing Planet:
Name:
Shifting Ground

Answer Questions
Read and answer each question.

1. What can happen when two tectonic 3. Earthquakes are often caused by plates
plates move away from each other? that .
A New rock rises to the surface. A float freely
B The planet gets bigger. B stay in one place
C Earthquakes suddenly stop. C slide past each other
D One plate slides below the other. D move away from each other

2. What causes mountains to form? 4. Which of the following can cause a

A tectonic plates colliding tsunami?
B tsunamis hitting the coast A waves eroding the land
C earthquakes triggering landslides B plates pulling apart
D tectonic plates getting stuck together C the formation of a volcano
D an earthquake under the ocean

5. Explain how tectonic plates are like giant rafts.

6. Describe how an underwater volcano can become an island.

160 Grade 4 Reading Paired Text • EMC 1374 • © Evan-Moor Corp.

1374.indb 160 9/18/13 12:11 PM

 Our Ever-Changing Planet:
Name:
Shifting Ground

Write About It
Graphic Organizer
Look back at the map of major plates and volcanoes and think about what causes
volcanoes to form. You will be asked to describe where volcanoes form and explain
why they form in those places. Use the chart below to organize your writing.

Location of volcanoes Most likely cause

Most volcanoes:

A few other volcanoes:

Writing Prompt
On a separate sheet of paper, write two paragraphs to describe where volcanoes form
and explain why they form in those places. Include details from the text and map in
your response.
© Evan-Moor Corp. • EMC 1374 • Reading Paired Text Grade 4 161

1374.indb 161 9/18/13 12:11 PM

 Selection 2
Washed Away

Lesson Plan
1. Introduce the Selection 4. Students Read the Selection
Tell students they will read a story that takes Have students read the selection
place along the Gulf of Mexico. Display a independently, with a partner, or in
map showing the southeast United States. small groups.
Make sure students are familiar with
Louisiana’s location along the Gulf of Mexico 5. Analyze the Selection:
and with what happens during a hurricane. Oral Close Reading Activity
Have students number each paragraph in
2. Read Aloud the Selection the selection before they begin the close
Reproduce the selection and distribute it to reading discussion.
each student. Students will use this for all
Use the script on the following page to guide
activities within the unit. Point out that some
students in discussing the selection. Explain
of the words in the text are defined at the
that close reading will help them notice
bottom of the pages.
important parts of the selection. Encourage
Have students follow along silently as you students to refer to the selection as necessary
read aloud. Direct students’ attention to to find the information they need.
graphic elements or visual aids.
To support visual learners, you may wish to
3. Introduce Vocabulary cover up the sample responses and reproduce
and distribute the discussion questions for
Reproduce the Dictionary and the Apply
students to refer to.
Vocabulary activities and distribute them
to each student. 6. Understand the Selection
Dictionary: Read aloud the vocabulary Reproduce the Answer Questions activity and
words and definitions. Discuss definitions distribute it to each student. Have students
and usage as needed. complete the activity independently.
Have students find each vocabulary word in Encourage students to refer to the selection as
the selection and read the context sentence. necessary to help them answer the questions
Then have students complete one of the and/or to check their answers.
leveled activities below: You may wish to use this as a formative
• Basic level: Write the context sentence on assessment to determine students’
the lines below its definition. understanding of the text.

• Challenge level: Write a new sentence 7. Write About the Selection

using the vocabulary word and share Reproduce the Write About It activity and
the sentence with a partner, a small group, distribute it to each student.
or the whole class.
Graphic Organizer: Have students complete
Apply Vocabulary: Have students complete the graphic organizer in small groups.
the activity independently, with a partner, or
in small groups. Writing Prompt: Have students complete
the writing assignment independently on
a separate sheet of paper.

162 Grade 4 Reading Paired Text • EMC 1374 • © Evan-Moor Corp.

1374.indb 162 9/18/13 12:11 PM

 Oral Close Reading Activity
Ask students the following text-dependent questions and have them refer to the selection as needed.

Questions Sample Responses

Which character is narrating the Seth
story?
As soon as the story starts, the The family “stepped carefully through the kitchen door”;
author gives us clues that things there are “puddles on the living room floor.”
are not “normal.” What clues are
there in the first paragraph?

How does Seth feel when he goes shocked, shaken

out the door?
How can you tell? He says, “I felt a chill go down my spine.”
Why is he shocked? Everything in the living room has been destroyed or badly
damaged.

How did Seth get along with his They were very close.
grandfather before the hurricane?
How can you tell? Seth has fond memories of Grampa sitting in his chair and
telling stories.

How is Seth familiar with this Seth and his family used to live in Louisiana but have moved
town in Louisiana? away. They come back to visit regularly.
What clues from the story helped Seth talks about “this trip back to the Louisiana coast”
you figure that out? and mentions visiting “our old house.”
How have the swamps changed There isn’t as much swampland as before; the swamps and
since the hurricane? the swamp trees have been damaged.
What does Seth remember about Seth says that he “used to love the swamps.” He has good
the swamps before the hurricane? memories of going canoeing there and watching the wildlife.

What is a tupelo? a kind of tree that grows in the swamp

How did you figure that out? Tupelos are mentioned along with cypresses as an example of
wetlands trees that had their tops blown off by the hurricane.

What are Seth’s family’s thoughts They are sad that there are fewer trees and less swampland.
about the wetlands since seeing They realize that the wetlands are important for protecting
the damage from the hurricane? the town from damage. They are determined to repair the
wetlands by replanting cypresses and other native plants.

© Evan-Moor Corp. • EMC 1374 • Reading Paired Text Grade 4 163

1374.indb 163 9/18/13 12:11 PM

 Essential Question What causes Earth’s surface to change?

Washed Away
“Put your rain boots and gloves on, Seth,” Dad said. “It’s time
to get to work.” Mom, Dad, Gramma, Grampa, and I all stepped
carefully through the kitchen door. We waded through the puddles
on the living room floor, past Grampa’s chair in the corner. Now
swollen by flood water, the chair is just a blob of fabric slowly being
invaded by blue-black mold.
As we headed out the front door, I felt a chill go down my spine.
I remembered how Grampa used to sit in that striped chair years
ago, before we moved to Idaho. Every Saturday, we would drink hot
chocolate together while he told me stories about adventures he had
as a kid. He once described the violent
winds of a hurricane that hit his town
when he was nine. But the damage
from that storm was nothing like this.
This trip back to the Louisiana
coast is so different from earlier visits.
The hurricane changed it all. Grampa
and I won’t have fun catching
crawdads, and Gramma won’t be
baking cookies. This visit, we’ll help
Grampa and Gramma fix their house.
We will clear out their soaked rugs and
replace the warped wallboards. Then
we’ll paint the walls and put in new
carpet. We’ll try to erase what the
hurricane did and get things back to
normal.

crawdads: river animals that look like lobsters

164 Grade 4 Reading Paired Text • EMC 1374 • © Evan-Moor Corp.

1374.indb 164 9/18/13 12:11 PM

 Washed Away, continued

Yesterday, Mom, Dad, and I drove by our old house on our way
to Grampa and Gramma’s house, and I didn’t even recognize it. The
ceiling was caved in, and half of the first story was completely
washed away. Boards were sticking out all over the place. Worse, the
streets all around town were covered in debris of all sorts. There were
tree branches, bits of plastic, even parts of refrigerators. It didn’t look
like the same place anymore. Today, almost everybody in the
neighborhood is out, picking up handfuls of debris and loading it
onto trucks.
“Where did all these twigs and branches come from?” I asked
Dad as we drove to the hardware store for equipment.
“Probably from the swamps,” he said. “Remember how we saw
from the plane that a lot of the wetlands had been washed away?”
I did remember. I used to love the swamps. Sometimes, back
when we lived in Louisiana, Dad and I would go canoeing. We liked
to watch the herons, egrets, and turtles up close. But we saw what
the hurricane did to the swamps; there wasn’t as much swampland
as before.
Dad explained that the hurricane had covered a big portion of
the wetlands in salt water. It had broken off the tops of many trees,
from cypresses to tupelos. This was a big problem, he said, because
the wetlands near the coast protect the dry land from hurricanes,
which form over the ocean when warm water evaporates. If there’s
another big storm soon, it could damage this area even more.
“We have to do what we can to keep wetlands from eroding any
more,” Mom said. “We can have some impact by replanting
cypresses and other native plants.”
“That’s right, but first we’ve got to replant ourselves,” reminded
Grampa, pointing to Gramma and himself. “And that means we
have to clean up our living room.”

wetlands: land where water naturally pools up, such as a swamp

© Evan-Moor Corp. • EMC 1374 • Reading Paired Text Grade 4 165

1374.indb 165 9/18/13 12:11 PM

 Our Ever-Changing Planet:
Name:
Washed Away

Dictionary
Write a sentence using each vocabulary word.

wade: to walk through water

swollen: puffed up larger than normal

invade: to enter something and cause harm

warped: bent out of shape, usually by water or heat

debris: garbage; pieces of something that has been destroyed

portion: a part of something bigger

damage: to cause problems or harm

impact: the effect one thing has on another

166 Grade 4 Reading Paired Text • EMC 1374 • © Evan-Moor Corp.

1374.indb 166 9/18/13 12:11 PM

 Our Ever-Changing Planet:
Name:
Washed Away

Apply Vocabulary
Complete each sentence using a word from the word box.

Word Box

damage debris impact invaded

portion swollen waded warped

1. Mariah didn’t like to swim, so she just in the shallow end

of the pool.

2. Hamid screamed when he found the kitchen by ants.

3. Uncle Kai replaced his old records with CDs after the heat wave.

4. The day after the fireworks display, our class picked up the in
the park.

5. Erino’s knee turned black and blue after a day or two.

6. I set aside a of my allowance every week to buy a skateboard.

7. A late spring frost can the apple crop.

8. Ads on TV can have a large on what people buy.

Write two new sentences. Use a word from the word box in each.

1.

2.

© Evan-Moor Corp. • EMC 1374 • Reading Paired Text Grade 4 167

1374.indb 167 9/18/13 12:11 PM

 Our Ever-Changing Planet:
Name:
Washed Away

Answer Questions
Read and answer each question.

1. Why is Seth with his parents in Louisiana? 3. How did the twigs and branches from the
A to go canoeing in the swamps wetlands probably get to Gramma and
Grampa’s neighborhood?
B to visit friends in their old
neighborhood A Workers brought them there so that
C to help his grandparents move they could be used for replanting.
B People cleaned out the wetlands and
D to repair his grandparents’ house
dumped them there.
C They were carried there by birds flying
2. Why is the chair in Gramma and
away to escape the hurricane.
Grampa’s living room swollen and moldy?
D The hurricane blew them there from
A They do not keep their house
wetland trees.
very clean.
B Their roof is old and has a leak.
4. When Grampa says, “we’ve got to replant
C The hurricane has flooded their house.
ourselves,” he means they need to .
D They live in an area surrounded by
A replant the wetlands with native plants
wetlands.
B plant new trees around their house
C repair the flooded parts of their house
D move their house to the wetlands

5. How has the hurricane damaged the wetlands near Seth’s grandparents’ house?

6. Explain how the family plans to help repair the wetlands and why this is important.

168 Grade 4 Reading Paired Text • EMC 1374 • © Evan-Moor Corp.

1374.indb 168 9/18/13 12:11 PM

 Our Ever-Changing Planet:
Name:
Washed Away

Write About It
Graphic Organizer
Think about the impact that the hurricane in the story has had on the area. You will
be asked to compare the town and the wetlands before and after the hurricane and
describe the changes in each. Use the chart below to organize your writing.

How Things Have Changed

Before the hurricane After the hurricane

Town

Wetlands

Writing Prompt
On a separate sheet of paper, write two paragraphs to compare the town and the
surrounding wetlands before and after the hurricane and describe the changes in
each. Include details from the story in your response.
© Evan-Moor Corp. • EMC 1374 • Reading Paired Text Grade 4 169

1374.indb 169 9/18/13 12:11 PM

 Unit Assessment
Our Ever-Changing Planet

Topic: Our Ever-Changing Planet

Essential Question: What causes Earth’s surface to change?

Tying It Together
Use the script below to guide students in discussing the essential question and what they have
learned about the topic from the paired selections. Feel free to expand on these questions and
responses.
To support visual learners, you may wish to cover up the sample responses and reproduce and
distribute the discussion questions for students to refer to.

Questions Sample Responses

What do tsunamis and hurricanes A lot of water hits the coast at once; they cause flooding;
have in common? they destroy/erode land.
How are tsunamis and hurricanes They are caused by different things. Tsunamis follow
different? earthquakes, and hurricanes are caused by evaporation
of warm ocean water.

What causes Earth’s surface to change? Tectonic plates move slowly, causing mountains and
volcanoes to form and earthquakes to happen.
Earthquakes can cause tsunamis. Really bad weather
can cause big changes on top of the land.

Which will probably have a bigger Tectonic plates. Hurricanes blow things around and
effect on how Earth will look in a bring a lot of rain, but that mostly affects things on top
million years: hurricanes hitting the of the land, like houses and trees. Even though we can’t
coasts or tectonic plates moving see tectonic plates, they cause whole mountains to form
underground? Why? above ground when they collide. They can also cause
volcanoes to form and erupt, which can make new
islands. They can even move entire continents.

How was the topic “our ever-changing It described how the planet looked very different a really
planet” shown in “Shifting Ground”? long time ago, and it explained how plates under the
continents slowly caused them to move.
How was the topic “our ever-changing It told about how a hurricane quickly damaged a city on
planet” shown in “Washed Away”? the coast and the nearby wetlands.

Why do you think these selections They both show things that make the planet change, but
were paired together? one describes something that causes slow changes that
come up out of the ground, and the other describes how
the weather can make big changes quickly.

170 Grade 4 Reading Paired Text • EMC 1374 • © Evan-Moor Corp.

1374.indb 170 9/18/13 12:11 PM

 Our Ever-Changing Planet:
Name:
Unit Assessment

Plan Your Writing

Graphic Organizer
Think about different things that cause changes to Earth’s surface. You will be asked
to explain the causes of those changes and their effects on the environment. Use the
chart below to organize your writing.

Shifting Ground Washed Away

Cause of event

Which environment
was affected

Effect of the change

on the environment

© Evan-Moor Corp. • EMC 1374 • Reading Paired Text Grade 4 171

1374.indb 171 9/18/13 12:11 PM

 Our Ever-Changing Planet:
Name:
Unit Assessment

Write an Essay

Writing Prompt
Write an essay to explain the causes and effects of events that cause changes to
the environment on Earth’s surface. Give your essay a title. Include details from the
selections. Use transitions to connect your ideas.

Title:

172 Grade 4 Reading Paired Text • EMC 1374 • © Evan-Moor Corp.

1374.indb 172 9/18/13 12:11 PM

 Reading Paired Text Grade
4
Home–School
CONNECTION Selection Connection: Washed Away

Be Prepared! Make W hat You Need

• water (3 gallons per pe
an Emergency Kit and pet)
rson

• canned and packaged

Natural disasters are rare but can foods
(10 meals per person and
pet)
happen anywhere. The best way to • manual can opener
recover from a natural disaster is to • portable radio
be prepared ahead of time. In this • flashlight
activity, you and your child will • extra batteries for radio
and
make or update a family emergency flashlight
survival kit. • first-aid kit
• whistle to signal for he
lp
• extra underwear and clo
th ing
• sanitar y wipes
• garbage bags with pla
stic ties
• solar cellphone charger
• blankets or sleeping ba
gs
• books, toys, or games
• baby supplies (bottle, for
mula,
diapers, carrier)
• pet supplies (leash, carri
er, toys)
• backpacks or other light
weight
carriers for the kit’s conte
nts

[ART: sample}

How Long
It Will Take
approximately
1 to 2 hours
Photo credit: ©FEMA Photo library

© Evan-Moor Corp. • EMC HS1374 • Reading Paired Text: Home–School Connection

Grade 4
Reading Paired Text, Grade 4 – Selection Connection: Washed Away

W hat You Do Together

ms
k tog ether to fin d ite m s on the list in your home. For ite
1. Wor
e al l th e tim e, su ch as a ca n opener or a pet’s leash,
that you us dy
l need an ex tra on e for the emergency kit. If you alrea
you’l
erg en cy kit , ch ec k th at it contains all the appropriate
have an em
items on the list.
ur
ional items are needed for yo
2. Discuss whether any addit
family’s kit.
s you still need.
3. Make a list of all the item
al items needed.
4. Find or buy any addition
ms in the carriers.
5. Work together to fit all ite
ould be
scu ss wh ere your kit sh ou ld be kept in your home. It sh
6. Di
t in an em erg en cy , bu t it sh ould not be in the way of
easy to ge
your family’s daily activities.
ev ery on e in the fa m ily is aware of everything in the kit
7. Make sure
and where it is located.
ice a year , rep lac e th e pe rishable items with new ones
8. Once or tw , food,
d us e th e older on es. Pe ris hable items include the water
an
and batteries.

© Evan-Moor Corp. • EMC HS1374 • Reading Paired Text: Home–School Connection

Grade 4
 Unit Overview
Amusement in the Air

Student Students will understand the important role weather conditions play in
Objective: outdoor activities.

Essential
Question: How do people interact with weather?

Topic Share the unit title and essential question with students. Then explain that
Introduction: by understanding weather conditions, people can better plan for and enjoy
certain activities. Tell students they will read two selections about activities
that rely on certain kinds of weather.

Paired Text Selection 1: How to Make a Kite Selection 2: Airborne

Selections: Nonfiction, Level T Fiction, Level T

Teacher Pages: Teacher Pages:

Lesson Plan . . . . . . . . . . . . . . . 94 Lesson Plan . . . . . . . . . . . . . . . 102
Oral Close Reading Activity . . 95 Oral Close Reading Activity . . 103
Student Pages: Student Pages:
Reading Selection . . . . . . . . . . 96 Reading Selection . . . . . . . . . . 104
Dictionary . . . . . . . . . . . . . . . . 98 Dictionary . . . . . . . . . . . . . . . . 106
Apply Vocabulary . . . . . . . . . . 99 Apply Vocabulary . . . . . . . . . . 107
Answer Questions . . . . . . . . . . 100 Answer Questions . . . . . . . . . . 108
Write About It . . . . . . . . . . . . . 101 Write About It . . . . . . . . . . . . . 109

Assessment Teacher Page:

Materials:
Tying It Together . . . . . . . . . . 110
(Paired Text Discussion)
Student Pages:
Plan Your Writing . . . . . . . . . . 111
Write an Essay . . . . . . . . . . . . 112

© Evan-Moor Corp. • EMC 1375 • Reading Paired Text Grade 5 93

1375.indb 93 10/2/13 1:25 PM

 Selection 1
How to Make a Kite

Lesson Plan
1. Introduce the Selection 4. Students Read the Selection
Have students discuss different activities Have students read the selection
they do outside and what kind of weather is independently, with a partner, or in
best for each activity. Tell students they will small groups.
read about different uses for a common
outdoor toy. 5. Analyze the Selection:
Oral Close Reading Activity
2. Read Aloud the Selection Use the script on the following page to guide
Reproduce the selection and distribute it to students in discussing the selection. Explain
each student. Students will use this for all that close reading will help them notice
activities within the unit. Point out that some important parts of the selection. Encourage
of the words in the text are defined at the students to refer to the selection as necessary
bottom of the pages. to find the information they need.
Have students follow along silently as you To support visual learners, you may wish to
read aloud. Direct students’ attention to cover up the sample responses and reproduce
graphic elements or visual aids. and distribute the discussion questions for
students to refer to.
3. Introduce Vocabulary
Reproduce the Dictionary and the Apply 6. Understand the Selection
Vocabulary activities and distribute them Reproduce the Answer Questions activity and
to each student. distribute it to each student. Have students
Dictionary: Read aloud the vocabulary complete the activity independently.
words and definitions. Discuss definitions Encourage students to refer to the selection as
and usage as needed. necessary to help them answer the questions
and/or to check their answers.
Have students find each vocabulary word in
the selection and read the context sentence. You may wish to use this as a formative
Then have students complete one of the assessment to determine students’
leveled activities below: understanding of the text.

• Basic level: Write the context sentence on 7. Write About the Selection
the lines below its definition. Reproduce the Write About It activity and
• Challenge level: Write a new sentence distribute it to each student.
using the vocabulary word and share Graphic Organizer: Have students complete
the sentence with a partner, a small group, the graphic organizer in small groups.
or the whole class.
Writing Prompt: Have students complete
Apply Vocabulary: Have students complete the writing assignment independently on
the activity independently, with a partner, or a separate sheet of paper.
in small groups.

94 Grade 5 Reading Paired Text • EMC 1375 • © Evan-Moor Corp.

1375.indb 94 10/2/13 1:25 PM

 Oral Close Reading Activity
Ask students the following text-dependent questions and have them refer to the selection as needed.

Questions Sample Responses

What are examples of practical uses Benjamin Franklin’s experiment; tests done by the
of kites mentioned in the selection? Wright brothers

According to the selection, what a place with plenty of wide-open space that doesn’t have too
should you look for when choosing many trees, people, buildings, or power lines
a good place to fly a kite?
Why are these conditions to prevent damage to the kite; to prevent damage to
important? property; for safety reasons

What did Benjamin Franklin do He flew a kite in a thunderstorm.

that was dangerous?
Which words tell you it was “Don’t put your life in peril.”
dangerous?

How is the wood glue used when gluing the pieces of wood together where they cross, gluing
making a kite? the paper onto the string

Why do you need to cut a slit in to attach the string securely to the balsa strips when forming
each end of the balsa strips? the frame of the kite

In the bridle directions, what does looseness

the word “slack” probably mean?
How did you figure it out? The string is longer than the vertical stick, and the picture
shows that it is loose.

What do the small, round close-up details of part of the bigger illustration
illustrations show?
Why are both the small and large The small ones show important details that you can’t see on
illustrations useful? the bigger ones, and the bigger ones show you how to do
something to the whole kite.

How do the headings help you read They tell you what part of the kite you are making.
the directions?
Why are there bullets under the The materials are just a list, and there isn’t an order to them.
“Gather the materials” section but The numbers in the other sections show steps in order.
numbers under all the other
sections?

© Evan-Moor Corp. • EMC 1375 • Reading Paired Text Grade 5 95

1375.indb 95 10/2/13 1:25 PM

 Essential Question How do people interact with weather?

How to Make a Kite

People have flown kites for at least two thousand years. Kites are
fun to fly, but did you know there are also practical reasons to fly them?
It is said that, in 1750, Benjamin Franklin flew a kite in a thunderstorm to
verify that lightning was electricity. The Wright brothers tested many of
their aviation theories by flying early airplane designs as kites. This
allowed them to try out different wing shapes and controls from the
ground before their famous first flight in 1903. They chose Kitty Hawk,
North Carolina, to test their plane designs because it was always so
windy there.
No matter why you fly kites, pay attention to the weather for good
kite-flying conditions. The wind should be between 5 and 25 miles per
hour (8 to 40 kilometers per hour). It should be neither too calm nor too
strong. Don’t put your life in peril, like Ben Franklin did, by flying a kite
when it’s raining or stormy. Be sure to find an open space. Don’t let your
kite be “eaten” by a tree or bump into people, buildings, or power lines.
You can purchase a kite in a store or online. If you prefer, you
can make your own. Here’s how to make a basic kite. This standard
diamond shape flies well in light or medium wind.

Gather the materials

• two strips of balsa wood:

one 24 inches (60 cm) long,
one 36 inches (90 cm) long
• wood glue
• string
• roll of brown wrapping paper, 36 inches (90 cm) wide
• craft knife
• crayons or marking pens (optional)
• strips of lightweight cloth

balsa wood: a type of very lightweight wood

96 Grade 5 Reading Paired Text • EMC 1375 • © Evan-Moor Corp.

1375.indb 96 10/2/13 1:25 PM

 How to Make a Kite, continued

Make the kite frame

1. Ask an adult to help you cut a narrow slit in each end of both balsa strips.
2. Lay the shorter strip across the longer one. Secure with glue.
3. Tie this joint with string and allow the glue to dry.
4. Tie a string to one end of a balsa strip.
5. Run the string through the slits on all the ends of the strips to form the
outline of your kite and give it strength.
6. Cut the string.

Put the covering on your kite

1. Spread wrapping paper on the floor. Lay your kite on the paper.
2. Cut the paper about 1 inch (3 cm) larger than your kite on all sides.
3. Decorate the paper if you wish.
4. Fold the edges of the paper over the strings and glue them down.

Make a tail for your kite

1. Tie a string to the bottom of the vertical stick. This string should be about
36 inches (90 cm) long.
2. Tie some strips of lightweight cloth to the string.

Make a bridle for your kite

1. Cut another piece of string 48 inches (120 cm) long.
2. Tie the string to the top and bottom of the vertical stick on the front side of
the kite. Leave some slack.
3. Tie one end of a roll of string to the bridle of the kite near the place where
the sticks cross.

Go fly your kite!

© Evan-Moor Corp. • EMC 1375 • Reading Paired Text Grade 5 97

1375.indb 97 10/2/13 1:25 PM

 Amusement in the Air:
Name:
How to Make a Kite

Dictionary
Write a sentence using each vocabulary word.

practical: useful

verify: to check that something is true

aviation: the science and skill of flying airplanes and other aircraft

theory: an idea of how something works

peril: danger; risk

purchase: to buy; to pay money for something

secure: to make sure something won’t move

vertical: in an up-and-down position

98 Grade 5 Reading Paired Text • EMC 1375 • © Evan-Moor Corp.

1375.indb 98 10/2/13 1:25 PM

 Amusement in the Air:
Name:
How to Make a Kite

Apply Vocabulary
Complete each sentence using a word from the word box.

Word Box

aviation peril practical purchase

secure theories verify vertical

1. I think the party starts at 7:00, but let me it in my e-mail.

2. My aunt is studying because she wants to be a pilot.

3. I will a new skateboard after I’ve saved up a little

more money.

4. Gary uses his computer for both fun and things.

5. The high winds in the harbor put the boats in .

6. Dad has several about how our dog escaped.

7. The new team uniforms have stripes.

8. The flight attendant told us to our bags before the plane

takes off.

Write two new sentences. Use a word from the word box in each.

1.

2.

© Evan-Moor Corp. • EMC 1375 • Reading Paired Text Grade 5 99

1375.indb 99 10/2/13 1:25 PM

 Amusement in the Air:
Name:
How to Make a Kite

Answer Questions
Read and answer each question.

1. According to the selection, the best 3. Why are the crayons or marking pens
weather for flying a kite is . optional?
A somewhat windy A You can substitute other materials.
B very windy B They should be used only in windy
C stormy conditions.
D calm C You can easily buy them in a store.
D They are used only to decorate
2. Why would Benjamin Franklin’s kite-flying the kite.
experiment have been risky?
A He flew the kite between buildings. 4. What is the last step in making a kite?
B He was trying out an electric kite. A attaching the string to the bridle
C He flew the kite in a thunderstorm. B adding the strips of cloth to the tail
D He didn’t assemble the kite correctly. C gluing on the covering
D tying on the tail

5. Why is it important to follow the steps in order when making a kite? Give an example of
what could go wrong if one step was done at a different time.

6. Why is it a good idea to pay attention to the weather before flying a kite?

100 Grade 5 Reading Paired Text • EMC 1375 • © Evan-Moor Corp.

1375.indb 100 10/2/13 1:25 PM

 Amusement in the Air:
Name:
How to Make a Kite

Write About It
Graphic Organizer
Think about how the weather can affect kite-flying. You will be asked to write about
the importance of checking weather conditions before deciding to fly a kite. Use the
chart below to organize your writing.

What could happen

Too little wind

Too much wind

Rainy or stormy weather

Writing Prompt
On a separate sheet of paper, write three paragraphs to explain how different weather
conditions could affect kite-flying. Describe possible safety concerns for the person
flying the kite, the surroundings, and other people. Include details from the selection
in your response.
© Evan-Moor Corp. • EMC 1375 • Reading Paired Text Grade 5 101

1375.indb 101 10/2/13 1:25 PM

 Selection 2
Airborne

Lesson Plan
1. Introduce the Selection 5. Analyze the Selection:
Ask students to think of things that fly. Oral Close Reading Activity
Discuss how the weather affects their ability Have students number each paragraph in
to fly. Tell them they will read about one way the selection before they begin the close
people can fly. reading discussion.

2. Read Aloud the Selection Use the script on the following page to guide
students in discussing the selection. Explain
Reproduce the selection and distribute it to
that close reading will help them notice
each student. Students will use this for all
important parts of the selection. Encourage
activities within the unit.
students to refer to the selection as necessary
Have students follow along silently as you to find the information they need.
read aloud. Direct students’ attention to
To support visual learners, you may wish to
graphic elements or visual aids.
cover up the sample responses and reproduce
3. Introduce Vocabulary and distribute the discussion questions for
students to refer to.
Reproduce the Dictionary and the Apply
Vocabulary activities and distribute them 6. Understand the Selection
to each student.
Reproduce the Answer Questions activity and
Dictionary: Read aloud the vocabulary distribute it to each student. Have students
words and definitions. Point out that draw is complete the activity independently.
a multiple-meaning word, or a homonym. Encourage students to refer to the selection as
Discuss definitions and usage as needed. necessary to help them answer the questions
Have students find each vocabulary word in and/or to check their answers.
the selection and read the context sentence. You may wish to use this as a formative
Then have students complete one of the assessment to determine students’
leveled activities below: understanding of the text.
• Basic level: Write the context sentence on
7. Write About the Selection
the lines below its definition.
Reproduce the Write About It activity and
• Challenge level: Write a new sentence distribute it to each student.
using the vocabulary word and share
the sentence with a partner, a small group, Graphic Organizer: Have students complete
or the whole class. the graphic organizer in small groups.

Apply Vocabulary: Have students complete Writing Prompt: Have students complete
the activity independently, with a partner, or the writing assignment independently on
in small groups. a separate sheet of paper.

4. Students Read the Selection

Have students read the selection
independently, with a partner, or in
small groups.

102 Grade 5 Reading Paired Text • EMC 1375 • © Evan-Moor Corp.

1375.indb 102 10/2/13 1:25 PM

 Oral Close Reading Activity
Ask students the following text-dependent questions and have them refer to the selection as needed.

Questions Sample Responses

How does Diego feel about this excited, thrilled
hang gliding experience at the
start?
Which words tell you this? “whooping and hollering,” “elation,” “excitement”

What is Diego’s reaction to the He wasn’t about to touch it.

warning about touching the
hang glider?
What can we tell about Diego He recognizes the dangers of hang gliding; he realizes that it’s
from this reaction? a good idea to follow Uncle Julio’s advice; he is being careful.

What does Uncle Julio mean when The circling of the hawks shows Uncle Julio where to find
he says that the hawks “know thermals.
something we don’t”?

According to the story, where are around hawks, eagles, and vultures; under cumulus clouds
places to look for thermals?

In the fifth paragraph, what does get a ride, use the thermals to move up
the phrase “hitch a ride” mean?
How did you figure it out? The paragraph before described how birds use thermals to
move up easily.

What could happen if someone He or she could get drawn into the cloud.
flew too close to a cumulus cloud?

Why do people in hang gliders It might be easy to crash into the side of the mountain.
have to be careful when trying to
catch a ridge lift?

Near the end of the story, what “elevators,” “buses in the sky”
figurative language does Diego
use to describe thermals and
ridge lifts?

What does Diego mean when he He is still elated/thrilled by the experience.

says, “That was a week ago, but
my feet are still not touching the
ground!”?

© Evan-Moor Corp. • EMC 1375 • Reading Paired Text Grade 5 103

1375.indb 103 10/2/13 1:25 PM

 Essential Question How do people interact with weather?

Airborne

After a short, fast run down the hillside, I was surprised to feel
the hang glider catch the wind and lift me right off my feet. One
moment I was running firmly on the ground; the next I was
suspended in the air. I may not be built to fly like a bird is, yet there
I was, gliding along. I started whooping and hollering with elation.
I wasn’t doing this by myself, of course. I was on what they call
a tandem flight. That’s when two people fly together, both strapped
into the same glider. One person knows what he’s doing. That would
be my Uncle Julio. He’s been doing this for years and belongs to a
gliding club. The other person was me! “Diego, hold on to me or this
bar,” Uncle Julio had said before we started. “Don’t touch anything
else on the glider!” And I wasn’t about to.
It was a beautiful sunny day with a few puffy white clouds
scattered over the valley. There was a breeze but not too much wind.
I could see a few hawks circling in the air ahead of us. I thought we
would just glide gently down and land in a meadow after a few
minutes. That would have been excitement enough for me! But Uncle
Julio had other plans.

104 Grade 5 Reading Paired Text • EMC 1375 • © Evan-Moor Corp.

1375.indb 104 10/2/13 1:25 PM

 Airborne, continued

“See those hawks up ahead?” he said. “They know something

we don’t. We’re going to catch ourselves a thermal.” Uncle Julio, it
turns out, could read many signs in the air, visible and invisible.
Thermals, he explained, are columns of rising warm air. Hawks,
eagles, and vultures often ride them. And hang gliders can ride
them, too, turning in tight circles just like the birds do. They rise
higher and higher with each turn, up to a mile or two off the
ground. To make a glider flight last, you have to gain altitude, and
catching thermals is the best way to do it.
Another way of finding a thermal is to fly under one of those
puffy clouds, which Uncle Julio called cumulus. Those clouds form
when warm air rises, and hang gliders can hitch a ride on those
thermals as well. You shouldn’t get too close to the bottom of the
clouds, though. Uncle Julio said those thermals can be so powerful
that they can draw you right up into the cloud, and that can get you
in trouble!
Between thermals, Uncle Julio headed back toward the
mountain we had launched from to catch what he called the
ridge lift. When the wind blows against a mountain, a stream of
air rides up the side. You have to be careful, but if you fly close to
the mountain you can catch this ridge lift and gain altitude that
way also.
We went on and on like that, sometimes catching thermals,
sometimes riding the ridge lift, as if these were elevators or buses
in the sky. We could have gone on for a lot longer, but after about
forty-five minutes, Uncle Julio thought that was probably enough
for a first flight.
He slowly brought us down and we landed safely on a grassy
meadow. That was a week ago, but my feet are still not touching
the ground!

© Evan-Moor Corp. • EMC 1375 • Reading Paired Text Grade 5 105

1375.indb 105 10/2/13 1:25 PM

 Amusement in the Air:
Name:
Airborne

Dictionary
Write a sentence using each vocabulary word.

suspend: to hang or lift something

elation: extreme joy or happiness

tandem: when two people or things work together

altitude: height; elevation

form: to develop; to start to exist

draw: to pull up with force

launch: to take off; to start a flight

106 Grade 5 Reading Paired Text • EMC 1375 • © Evan-Moor Corp.

1375.indb 106 10/2/13 1:25 PM

 Amusement in the Air:
Name:
Airborne

Apply Vocabulary
Complete each sentence using a word from the word box.

Word Box

altitude draw elation formed

launch suspend tandem

1. Let’s the cardboard signs from the ceiling with string.

2. Irina felt a rush of when she won the spelling bee.

3. In sledding, two people ride on one sled to make it

go faster.

4. Most jets fly at an of over 30,000 feet.

5. The new well will water at a much faster rate.

6. The best way to a kite is to hold it up and run against

the wind.

7. A crowd to watch the hip-hop dancer in the park.

Write two new sentences. Use a word from the word box in each.

1.

2.

© Evan-Moor Corp. • EMC 1375 • Reading Paired Text Grade 5 107

1375.indb 107 10/2/13 1:25 PM

 Amusement in the Air:
Name:
Airborne

Answer Questions
Read and answer each question.

1. You can tell from the story that Diego 3. What does Diego mean by saying that
is . Uncle Julio “could read many signs in
A new to hang gliding the air”?
B scared of hang gliding A Uncle Julio checks his instruments
C tired from hang gliding while he is flying.
B Uncle Julio can see thermals with
D hurt by hang gliding
special glasses.
C Uncle Julio can read signs on the
2. Why does Uncle Julio tell Diego to hold
ground from the sky.
on only to him or the hand glider’s bar?
D Uncle Julio pays attention to his
A Uncle Julio loves his nephew.
surroundings.
B Uncle Julio wants the narrator to
be warm.
4. Is Diego likely to go on another flight with
C Uncle Julio doesn’t want the glider
Uncle Julio?
to get dirty.
A Yes. Diego wants to be a pilot.
D Uncle Julio wants to keep Diego
B No. Diego was screaming during
safe.
the flight.
C Yes. Diego found the flight exciting.
D No. Diego didn’t like to be off the
ground.

5. Why is it useful for people riding hang gliders to know how to “catch thermals”?

6. Why can cumulus clouds show where thermals are?

108 Grade 5 Reading Paired Text • EMC 1375 • © Evan-Moor Corp.

1375.indb 108 10/2/13 1:25 PM

 Amusement in the Air:
Name:
Airborne

Write About It
Graphic Organizer
Think about how Uncle Julio uses what he knows about weather and hang gliding.
You will be asked to explain the weather conditions and things to watch for that make
a hang glide flight successful. Use the chart below to organize your writing.

Weather conditions Observations made while gliding

1.

2.

3.

Writing Prompt
On a separate sheet of paper, write two paragraphs to explain how the weather
conditions and observations made while gliding help make a hang gliding experience
successful. Use details from the selection in your response.

© Evan-Moor Corp. • EMC 1375 • Reading Paired Text Grade 5 109

1375.indb 109 10/2/13 1:25 PM

 Unit Assessment
Amusement in the Air

Topic: Amusement in the Air

Essential Question: How do people interact with weather?

Tying It Together
Use the script below to guide students in discussing the essential question and what they have
learned about the topic from the paired selections. Feel free to expand on these questions and
responses.
To support visual learners, you may wish to cover up the sample responses and reproduce and
distribute the discussion questions for students to refer to.

Questions Sample Responses

How can people interact with weather? They can fly kites or go hang gliding in breezy weather.
They can test airplanes in windy weather. They can do
experiments with electricity in a thunderstorm, but this is
dangerous.

Why should you avoid trying to fly a A little wind is needed to help launch the kite in the air.
kite on a calm day? If the air is still, it won’t hold the kite up.

If Diego and Uncle Julio had wanted to Yes. Kites need a little wind to fly well, but not any rain or
fly a kite instead of go hang gliding, stormy weather. When they went hang gliding, there was
would the weather conditions have a breeze but not too much wind. The weather that is
been right? Why or why not? good for hang gliding is also good for kite-flying.

How was the topic “amusement in the It told how to make a kite that flies in light to medium
air” shown in “How to Make a Kite”? wind. It also mentioned using weather and kites for
experiments and testing airplane designs.
How was the topic “amusement in the It showed how hang gliders and birds use breezes to fly
air” shown in “Airborne”? through the air and how they use thermals and ridge lift
to go higher.

Why do you think these selections They both talk about things you can do in certain kinds
were paired together? of weather, but one mostly gives directions for making a
kite you can fly in a breeze, and the other talks about
what it’s like to fly through the air in a hang glider and
how to “read” the air to control where you are going.

110 Grade 5 Reading Paired Text • EMC 1375 • © Evan-Moor Corp.

1375.indb 110 10/2/13 1:25 PM

 Amusement in the Air:
Name:
Unit Assessment

Plan Your Writing

Graphic Organizer
Think about how people interacted with different types of weather in “How to Make
a Kite” and “Airborne.” You will be asked to explain how people in the selections
used weather conditions for different purposes. Use the chart below to organize
your writing.

Weather
How it was used Why it worked for that use
condition

© Evan-Moor Corp. • EMC 1375 • Reading Paired Text Grade 5 111

1375.indb 111 10/2/13 1:25 PM

 Amusement in the Air:
Name:
Unit Assessment

Write an Essay

Writing Prompt
Write an essay to explain how people in the selections used weather conditions for
different purposes. Give your essay a title. Include details from the selections. Use
transitions to connect your ideas.

Title:

112 Grade 5 Reading Paired Text • EMC 1375 • © Evan-Moor Corp.

1375.indb 112 10/2/13 1:25 PM

 Reading Paired Text Grade
5
Home–School
CONNECTION Selection Connection: How to Make a Kite

Let’s Fly a Kite

In this activity, you and your child
will make and fly a kite. Don’t be W hat You Need
surprised if your child accidentally
• a copy of the selection
learns a little science along the way! “How to Make a Kite”
• two strips of balsa wood
:
one 24 inches (60 cm) long
,
one 36 inches (90 cm) long
• wood glue
• string
• a roll of wrapping pape
r,
36 inches (90 cm) wide
• a craf t knife
• crayons or marking pens
(optional)
• strips of light weight clo
th

How Long
It Will Take

approximately 2 hours

Illustration credit: ©Leon Skinner/Shutterstock.com

© Evan-Moor Corp. • EMC HS1375 • Reading Paired Text: Home–School Connection

Grade 5
Reading Paired Text, Grade 5 – Selection Connection: How to Make a Kite

W hat You Do Together

the
lp yo ur ch ild m ak e a kit e following the instructions in
1. He
selection.
d th e rig ht pla ce to fly th e kite. Look for a wide-
2. Help your child fin
ch as a pa rk , a be ac h, or an open field. Avoid places
open space, su
th po we r lin es, ro ad s, hi gh buildings, or lots of trees.
wi
ch ild fin d th e rig ht tim e to fly the kite. A diamond-
3. Help your miles per
ap ed kit e fli es be st in a m oderate wind, about 5 to 25
sh
at tre es or bu sh es or a fla g on a flagpole. When these
hour. Look Never fly
e m ov in g lig ht ly in th e wi nd, it’s about right for a kite.
ar
a kite in rain or lightning!
your child
he n yo u an d yo ur ch ild ar e ready to fly the kite, have
4. W e
th e wi nd hi tti ng hi s or he r back, hold the kite up by th
stand with kite will
idl e, an d let ou t so m e lin e. If there is enough wind, the
br
ere is no t en ou gh wi nd , yo ur child can let out the line
go up. If th e wind
ile yo u ca rry th e kit e ab ou t 50 feet in the direction of th
wh
) an d ho ld th e kit e up . On a count of three, let the kite
(downwind
on the line.
go while your child pulls in
kit e is in th e ai r, ha ve yo ur child pull in on the line a
5. Once the the air
tle to m ak e th e kit e cli m b higher. Pulling in increases
lit .
th e kit e, an d in cre as ed pr essure forces the kite upward
pressure on e and pull in to make
he r let ou t a lit tle m or e lin
Then have him or
the kite climb.
, enjoy
n th e kit e is hi gh en ou gh to be in smooth, steady wind
6. W he t
th e kit e da nc e! Yo ur ch ild should be prepared to adjus
watching kite from
e pu ll on th e lin e if an yt hi ng changes and to keep the
th
es or other hazards.
getting close to any other kit

© Evan-Moor Corp. • EMC HS1375 • Reading Paired Text: Home–School Connection

Grade 5
 Unit Overview
Mapping Our World and Beyond

Student Students will understand how maps have been useful throughout history and
Objective: how their purpose and the types of information they’ve provided have changed
through the years.

Essential Why have maps been valuable throughout the

Question:
world’s history?

Topic Share the unit title and essential question with students. Then explain that
Introduction: maps help us understand our world and guide us through it. Tell students that
they will read two selections about how making maps has led us to learn about
other things.

Paired Text Selection 1: Selection 2:

Selections: Cartography in the Modern World Drawing a New Conclusion
Nonfiction, Level W Fiction, Level V

Teacher Pages: Teacher Pages:

Lesson Plan . . . . . . . . . . . . . . . 34 Lesson Plan . . . . . . . . . . . . . . . 42
Oral Close Reading Activity . . 35 Oral Close Reading Activity . . 43
Student Pages: Student Pages:
Reading Selection . . . . . . . . . . 36 Reading Selection . . . . . . . . . . 44
Dictionary . . . . . . . . . . . . . . . . 38 Dictionary . . . . . . . . . . . . . . . . 46
Apply Vocabulary . . . . . . . . . . 39 Apply Vocabulary . . . . . . . . . . 47
Answer Questions . . . . . . . . . . 40 Answer Questions . . . . . . . . . . 48
Write About It . . . . . . . . . . . . . 41 Write About It . . . . . . . . . . . . . 49

Assessment Teacher Page:

Materials:
Tying It Together . . . . . . . . . . 50
(Paired Text Discussion)
Student Pages:
Plan Your Writing . . . . . . . . . . 51
Write an Essay . . . . . . . . . . . . 52

© Evan-Moor Corp. • EMC 1376 • Reading Paired Text Grade 6 33

1376.indb 33 10/22/13 2:45 PM

 Selection 1
Cartography in the Modern World

Lesson Plan
1. Introduce the Selection 4. Students Read the Selection
Show students a variety of maps: world Have students read the selection
map, freeway map, street map, map of the independently, with a partner, or in
inside of a building, physical map, weather small groups.
map, resource map, etc., including maps
available online. Ask students how they 5. Analyze the Selection:
have used maps. Oral Close Reading Activity
Have students number each paragraph in
2. Read Aloud the Selection the selection before they begin the close
Reproduce the selection and distribute it to reading discussion.
each student. Students will use this for all
Use the script on the following page to guide
activities within the unit. Point out that some
students in discussing the selection. Explain
of the words in the text are defined at the
that close reading will help them notice
bottom of the pages.
important parts of the selection. Encourage
Have students follow along silently as you students to refer to the selection as necessary
read aloud. Direct students’ attention to to find the information they need.
graphic elements or visual aids.
To support visual learners, you may wish to
3. Introduce Vocabulary cover up the sample responses and reproduce
and distribute the discussion questions for
Reproduce the Dictionary and the Apply
students to refer to.
Vocabulary activities and distribute them
to each student. 6. Understand the Selection
Dictionary: Read aloud the vocabulary Reproduce the Answer Questions activity and
words and definitions. Point out that branch distribute it to each student. Have students
is a multiple-meaning word, or a homonym. complete the activity independently.
Discuss definitions and usage as needed. Encourage students to refer to the selection as
Have students find each vocabulary word in necessary to help them answer the questions
the selection and read the context sentence. and/or to check their answers.
Then have students complete one of the You may wish to use this as a formative
leveled activities below: assessment to determine students’
• Basic level: Write the context sentence on understanding of the text.
the lines below its definition.
7. Write About the Selection
• Challenge level: Write a new sentence Reproduce the Write About It activity and
using the vocabulary word and share distribute it to each student.
the sentence with a partner, a small group,
or the whole class. Graphic Organizer: Have students complete
the graphic organizer in small groups.
Apply Vocabulary: Have students complete
the activity independently, with a partner, or Writing Prompt: Have students complete
in small groups. the writing assignment independently on
a separate sheet of paper.

34 Grade 6 Reading Paired Text • EMC 1376 • © Evan-Moor Corp.

1376.indb 34 10/22/13 2:45 PM

 Oral Close Reading Activity
Ask students the following text-dependent questions and have them refer to the selection as needed.

Questions Sample Responses

What is cartography? mapmaking
How was cartography used to show where newly discovered lands were
long ago?

Why do new maps still need to be The world changes all the time.
made?
What are some examples of changes new country borders after a war, new street map after
that would require a new map? a housing development is built

What does “GIS” stand for? Geographic Information Systems

What is GIS? a system that combines geography with other information

Look at the GIS map of Africa in the the distance of elephants to a water source
selection. What does it show?
What kinds of data were probably locations and sizes of African elephant groups, locations
combined with a map of Africa to of water sources
make this GIS map?

What would a hurricane damage the amount of damage to different towns during a
map show? hurricane
How would a relief worker use to decide where to send help first
this map?

In the sixth paragraph, what does draw on a map, make a map of

the word “plot” probably mean?
How did you figure it out? The words “make,” “map,” and “chart” were used nearby
in the same way.

What does GPS do? locates people and places, gives directions to get from where
you are right now to another place
Where are GPS devices commonly in cars and phones
found?

What other kinds of places have tectonic plates and faults in Earth’s crust, stars, Mars,
been mapped besides the continents? the moon

© Evan-Moor Corp. • EMC 1376 • Reading Paired Text Grade 6 35

1376.indb 35 10/22/13 2:45 PM

 Essential Question Why have maps been valuable throughout the world’s history?

Cartography in the Modern World

When you think of cartography, do you picture hand-drawn charts
made by ancient navigators? Mapmaking has come a long way. Long ago,
the main job of cartographers was to map newly discovered lands. Even
though cartographers have since mapped the entire world, their skills are as
necessary as ever. Creating, understanding, and interacting with maps are
still important skills, but for different reasons.
Our world is always changing. Over 30 new countries have been
formed since 1990 as countries have fought over their differences. When
developers build more houses, new streets are constructed. Maps must
be updated to reflect these changes.
But maps today can show much more than where things are located.
Modern-day mapping, which relies heavily on computers, is part of a branch
of technology called Geographic Information Systems (GIS). These systems
combine geography—location on Earth’s surface—with a wide variety of
other information. Instead of just mapping where the land is, we now map
data on top of the land. This makes it easier to see what is happening in
certain places. Weather maps are a familiar example. They combine
geographic information with radar and atmospheric measurements to
predict the weather.
The United States Geological Survey, or USGS, is a national
governmental science organization. It collects and provides information on
the environment, the weather, natural resources, and natural disasters such
as earthquakes. The scientists use sensors to gather data, but they also
use information from the public. For instance, anyone can go to the USGS
website and describe how much an earthquake shook and how much
damage there was at his or her location. Geologists combine this
information with sensor readings. Every contribution helps them refine their
maps of tectonic plates and faults in Earth’s crust.

data: pieces of information; measurements

atmospheric: related to the layers of air around Earth
tectonic plates: sheets of rock that continents and oceans sit on
faults: cracks in a tectonic plate or the place where two plates meet

36 Grade 6 Reading Paired Text • EMC 1376 • © Evan-Moor Corp.

1376.indb 36 10/22/13 2:45 PM

 Cartography in the Modern World, continued

GIS work often involves Layers

Accessories

studying data to anticipate and National borders

Country name lables.tif
Cover page
Weighted Environment Fa

adjust future events. For example, wcloudcover

wlandcover
wslope
wsoiltaxonomy

wildlife researchers use GIS to

wtemp
wpotevap
wprecip
wnpp
wpernwater

determine locations and sizes of 9

VALUE

13
16

African elephant groups. They add 19

wndvimay
welevation
wndviaug

data concerning food and water Weighted Human Constraint

wbovine
wdeforest
wmajorcities

sources, physical characteristics wutilitylines

wrailways
wroads

of the land, and locations of roads

wpopulation
wnatparks
wirrigation
wlandmines
wheavyindus

and human populations. This allows whannp

wburntareas
wairports
Ripple Background.tif

land managers to make decisions

that are optimal for both elephants
Example of a GIS map of Africa used by wildlife researchers
and humans.
Organizations make maps to track a wide variety of activities.
People who provide relief from disasters, such as oil spills, hurricanes,
and earthquakes, rely on maps to track damage and prioritize relief
efforts. Police map crimes to decide where to allocate their resources.
Politicians chart voting habits by region to organize their campaign
strategy. Airlines plot their flights to prevent crashes.
Mapping can also be useful to individuals. The Global Positioning
System (GPS) uses the signals from a network of satellites orbiting Earth
to calculate location. This handy tool in a car or phone can help you find
your hotel on vacation or help the pizza-delivery driver find your house.
It’s indispensable for use in search-and-rescue efforts.
Mapping is no longer limited to places on Earth. Thanks to today’s
sophisticated telescopes and satellites and having landed on the moon,
we have star charts and maps of the moon. We are even beginning to
map Mars. There are several rovers, or robots on wheels, that travel
Mars’s surface collecting data and soil samples. From your hometown
all the way to outer space, the possible uses of cartography are endless.

© Evan-Moor Corp. • EMC 1376 • Reading Paired Text Grade 6 37

1376.indb 37 10/22/13 2:45 PM

 Mapping Our World and Beyond:
Name:
Cartography in the Modern World

Dictionary
Write a sentence using each vocabulary word.

branch: an area of study or knowledge

sensor: something that detects heat, light, sound, or motion

refine: to improve with small changes

anticipate: to expect or predict

optimal: the best possible

prioritize: to decide what is most important

allocate: to divide and give out or assign

indispensable: very important; necessary

38 Grade 6 Reading Paired Text • EMC 1376 • © Evan-Moor Corp.

1376.indb 38 10/22/13 2:45 PM

 Mapping Our World and Beyond:
Name:
Cartography in the Modern World

Apply Vocabulary
Complete each sentence using a word from the word box.

Word Box

allocated anticipate branch indispensable

optimal prioritizing refining sensor

1. Mom and I are the places we want to visit on our vacation

to Wyoming.

2. Drivers should traffic delays due to construction on the freeway.

3. The weather this year should be for growing grapes.

4. These lights have a that makes them turn on in response

to movement.

5. Mario made his ice cream sauce three times, it each time.

6. Mr. Stady a week to studying the Rosetta Stone from ancient

Egypt.

7. Erin is taking classes in audiology, which is a of medicine.

8. If you live in Minnesota, a warm coat is an piece of clothing

in winter.

Write two new sentences. Use a word from the word box in each.

1.

2.

© Evan-Moor Corp. • EMC 1376 • Reading Paired Text Grade 6 39

1376.indb 39 10/22/13 2:45 PM

 Mapping Our World and Beyond:
Name:
Cartography in the Modern World

Answer Questions
Read and answer each question.

1. How are modern maps different from 3. An erupting volcano often throws millions
ancient maps? of tons of ash into the air. A map of the
A They show where countries are ash cloud would help .
located. A airlines route planes around the cloud
B They help people find their way when B people living nearby predict the
they travel. eruption
C They are created using computers. C scientists know how long the cloud
D They require careful observation of will last
land features. D a tourist get directions to the volcano

2. GIS combines a wide variety of 4. What technology does GPS use to gather
information with . information?
A research A calculators
B geography B a car or phone
C geologists C home computers
D satellites D a network of satellites

5. How is GPS different from GIS?

6. How is the purpose of cartography today different from its purpose in ancient times?

40 Grade 6 Reading Paired Text • EMC 1376 • © Evan-Moor Corp.

1376.indb 40 10/22/13 2:45 PM

 Mapping Our World and Beyond:
Name:
Cartography in the Modern World

Write About It
Graphic Organizer
Think about the kinds of information we get from Geographic Information Systems
(GIS). You will be asked to describe the kinds of information we get from GIS and
explain how it is useful in today’s world. Use the chart below to organize your writing.

Type of information How it is useful

1.

2.

3.

Writing Prompt
On a separate sheet of paper, write three paragraphs to explain how the different
kinds of information we get from GIS are useful. Include details from the selection
in your response.

© Evan-Moor Corp. • EMC 1376 • Reading Paired Text Grade 6 41

1376.indb 41 10/22/13 2:45 PM

 Selection 2
Drawing a New Conclusion

Lesson Plan
1. Introduce the Selection 4. Students Read the Selection
Review with students that during the time Have students read the selection
of European exploration, explorers did not independently, with a partner, or in
have maps to show them where to sail. small groups.
They had only previous explorers’ notes
and maps, which may have been incomplete 5. Analyze the Selection:
and inaccurate. Oral Close Reading Activity
Have students number each paragraph in
2. Read Aloud the Selection the selection before they begin the close
Reproduce the selection and distribute it to reading discussion.
each student. Students will use this for all
Use the script on the following page to guide
activities within the unit. Point out that some
students in discussing the selection. Explain
of the words in the text are defined at the
that close reading will help them notice
bottom of the pages.
important parts of the selection. Encourage
Have students follow along silently as you students to refer to the selection as necessary
read aloud. Direct students’ attention to to find the information they need.
graphic elements or visual aids.
To support visual learners, you may wish to
3. Introduce Vocabulary cover up the sample responses and reproduce
and distribute the discussion questions for
Reproduce the Dictionary and the Apply
students to refer to.
Vocabulary activities and distribute them
to each student. 6. Understand the Selection
Dictionary: Read aloud the vocabulary Reproduce the Answer Questions activity and
words and definitions. Point out that distribute it to each student. Have students
document is a multiple-meaning word, or complete the activity independently.
a homonym. Discuss definitions and usage Encourage students to refer to the selection as
as needed. necessary to help them answer the questions
Have students find each vocabulary word in and/or to check their answers.
the selection and read the context sentence. You may wish to use this as a formative
Then have students complete one of the assessment to determine students’
leveled activities below: understanding of the text.
• Basic level: Write the context sentence on
7. Write About the Selection
the lines below its definition.
Reproduce the Write About It activity and
• Challenge level: Write a new sentence distribute it to each student.
using the vocabulary word and share
the sentence with a partner, a small group, Graphic Organizer: Have students complete
or the whole class. the graphic organizer in small groups.

Apply Vocabulary: Have students complete Writing Prompt: Have students complete
the activity independently, with a partner, or the writing assignment independently on
in small groups. a separate sheet of paper.

42 Grade 6 Reading Paired Text • EMC 1376 • © Evan-Moor Corp.

1376.indb 42 10/22/13 2:45 PM

 Oral Close Reading Activity
Ask students the following text-dependent questions and have them refer to the selection as needed.

Questions Sample Responses

Who narrates the story? Juan de la Cosa
Who is with the narrator? Amerigo Vespucci

What is the setting of the story? around Columbus’s time, when Europeans found the
New World
How can you tell? De la Cosa sailed with Columbus in 1494; Vespucci talks
about the New World; they both talk about discovery and
drawing maps of lands they found.

What place is Vespucci describing in South America, the southern part of the New World
the third paragraph?

What place are they trying to figure Cuba

out more about?
What did Columbus say about Cuba? that it’s a peninsula of China
What do de la Cosa and Vespucci that it’s an island
think about Cuba?

In the fifth paragraph, what does friendly, welcoming

“well-disposed” probably mean?
How did you figure it out? The text says they weren’t well-disposed, and they definitely
weren’t welcoming with bows and arrows. Later they
became friendly, so they must not have been at first.

How is the word “gesture” used The gesture of goodwill was the action of giving gifts.
differently in the fifth and sixth The hand gestures were movements to try to communicate.
paragraphs?

What did the explorers ask the the land to the northwest
women on Hispaniola about?
How did they respond? One woman drew a map on the ground of all the
nearby islands.
How did she draw Cuba? as an island

© Evan-Moor Corp. • EMC 1376 • Reading Paired Text Grade 6 43

1376.indb 43 10/22/13 2:45 PM

 Essential Question Why have maps been valuable throughout the world’s history?

Drawing a New Conclusion

We had been moored in the gulf five days after documenting
land along the Caribbean Sea. Vespucci’s ship finally met up with
us, and he rowed over to our ship.
“Saludos, Amerigo!” I called out to him as he climbed on deck.
“Come, tell us what you have discovered to the south! Show us your
sketches!”
“Juan de la Cosa, my old friend!” he greeted me. “You cannot
imagine what wonders I have seen along the southern coasts of this
New World.” He unrolled his sketch of the coastline he had just
explored. “We journeyed so far south that we crossed the equator
and encountered a great river. It seems to me this is no island. It
appears to extend much farther south still! Spain will be pleased to
claim such a vast land for its kingdom.”
“I admit,” I said, “that the contours of this land are different
from what Columbus and I originally estimated.” Vespucci and I
compared our sketches, which matched up fairly well. “If Cuba is
really a peninsula of China, as Columbus insisted on our 1494
voyage, I simply don’t know what this southern continental land is!”
Our provisions were running low, and we agreed to restock both
ships on the island of Hispaniola for the journey back to Spain.
When we arrived at Hispaniola, a band of Indians was standing on
the shore, both men and women. The men had bows and arrows
and did not seem well-disposed toward us. After we had made a
gesture of goodwill, however, giving them ribbons, hats, and
buttons, they became friendly.
Some of the women, who had also been prepared to fight us,
gave us some roots to eat. A few of them agreed to take us to the
Spanish settlement. As we walked, we tried, using hand gestures,
to ask the women about the land to the northwest.

saludos: Spanish for “greetings”

peninsula: a narrow piece of land with water on three sides
Hispaniola: the island containing Haiti and the Dominican Republic

44 Grade 6 Reading Paired Text • EMC 1376 • © Evan-Moor Corp.

1376.indb 44 10/22/13 2:45 PM

 Drawing a New Conclusion, continued

Finally, the oldest broke off a twig and drew a rough map on the
ground. To my surprise, she sketched the Caribbean islands that I
had previously mapped, along with Hispaniola itself, with
remarkable accuracy. Then, she began to draw what looked like
Cuba to the northwest. Rather than show it as a peninsula blending
into the mainland, she outlined an island!
“While I would never want to contradict
Columbus,” I told Amerigo, “I’m inclined to agree
with this woman. Her knowledge of the region makes
it quite tempting to believe her, and I always
suspected that Cuba was an island.” Cuba
“With good reason,” said Vespucci, “and you
must remember that, because of the continental land
to the south, Cuba cannot be any peninsula of
China. Columbus will have to continue looking Hispaniola
for a trade route to India and the rest of Asia.”
Unfortunately, we had no time to sail around
Cuba. After stocking our ships with provisions, we
sailed back to Spain. Once there, I made a map of
all my travels based on my sketches and Vespucci’s. When Juan de la Cosa drew the
New World in 1500, European
In the map, I showed the New World as two large
explorers had not yet seen Florida
chunks of continental land, one to the north or Central America.
and one to the south. And, while I included
an image of Saint Christopher
to honor Christopher Columbus,
I drew Cuba as an island.

Cuba

Hispaniola

This is how Cuba and Hispaniola look

on a modern map, with Florida to the
north and Central America to the west.

© Evan-Moor Corp. • EMC 1376 • Reading Paired Text Grade 6 45

1376.indb 45 10/22/13 2:45 PM

 Mapping Our World and Beyond:
Name:
Drawing a New Conclusion

Dictionary
Write a sentence using each vocabulary word.

moor: to anchor a boat or ship in place

document: to create a record that something exists

encounter: to come across or find

contour: the shape or outline of something

provisions: necessary supplies

gesture: an action or activity that shows a feeling; a body movement that means something

contradict: to disagree with

inclined: thinking about but uncertain

46 Grade 6 Reading Paired Text • EMC 1376 • © Evan-Moor Corp.

1376.indb 46 10/22/13 2:45 PM

 Mapping Our World and Beyond:
Name:
Drawing a New Conclusion

Apply Vocabulary
Complete each sentence using a word from the word box.

Word Box

contour contradicted document encounter

gesture inclined moored provisions

1. If you a bear while you’re hiking, you should back away

calmly, without running.

2. There were many tourists on the wharf next to where we our boat.

3. It was a nice to bake a pie to welcome the Asaads to the

neighborhood.

4. At the trial, the victim’s statement what he had said the

day before.

5. Valerie bought enough for her family’s camping trip.

6. Mr. Santos kept his receipt so he could how much he paid

for the car repair.

7. The Eiffel Tower’s is easy to recognize.

8. The tourists were to skip the side trip to the gift shop and
spend more time relaxing on the beautiful beach.

Write two new sentences. Use a word from the word box in each.

1.

2.

© Evan-Moor Corp. • EMC 1376 • Reading Paired Text Grade 6 47

1376.indb 47 10/22/13 2:45 PM

 Mapping Our World and Beyond:
Name:
Drawing a New Conclusion

Answer Questions
Read and answer each question.

1. Both Amerigo Vespucci and Juan de la 3. De la Cosa’s attitude toward Vespucci is

Cosa are in the New World to . .
A make sketches of the land A sympathetic
B claim new land for themselves B suspicious
C get rich buying and selling goods C competitive
D prove Christopher Columbus wrong D cooperative

2. How does Vespucci feel about what he 4. Why didn’t de la Cosa and Vespucci sail
has learned in his latest explorations? around Cuba?
A disappointed A They were sure it was a peninsula.
B surprised B The Indian women showed them that
C uninterested it was not an island.
D doubtful C Columbus insisted it was part of
China.
D They didn’t have time before leaving
for Spain.

5. Why does de la Cosa draw an image of Saint Christopher on his map?

6. Explain how de la Cosa and Vespucci communicated with the women on Hispaniola.

48 Grade 6 Reading Paired Text • EMC 1376 • © Evan-Moor Corp.

1376.indb 48 10/22/13 2:45 PM

 Mapping Our World and Beyond:
Name:
Drawing a New Conclusion

Write About It
Graphic Organizer
Think about the title of the selection and what it refers to. You will be asked to explain
the new conclusion that Juan de la Cosa drew about Cuba and what led him to his
new conclusion. Use the chart below to organize your writing.

The old conclusion:

De la Cosa’s new conclusion:

What led to de la Cosa’s new conclusion:

Writing Prompt
On a separate sheet of paper, write three paragraphs to explain the old conclusion
about Cuba, Juan de la Cosa’s new conclusion, and what led to his new conclusion.
Include details from the selection in your response.

© Evan-Moor Corp. • EMC 1376 • Reading Paired Text Grade 6 49

1376.indb 49 10/22/13 2:45 PM

 Unit Assessment
Mapping Our World and Beyond

Topic: Mapping Our World and Beyond

Essential Question: Why have maps been valuable throughout the world’s history?

Tying It Together
Use the script below to guide students in discussing the essential question and what they have
learned about the topic from the paired selections. Feel free to expand on these questions and
responses.
To support visual learners, you may wish to cover up the sample responses and reproduce and
distribute the discussion questions for students to refer to.

Questions Sample Responses

How did explorers long ago get their They sailed to other places and explored them.
information?
What areas have been explored in People have landed on the moon, and there are rovers
similar ways in modern times? on Mars.

How does GIS rely on geographic Modern mapmakers start with a basic map that shows
maps? the land. Then they add information on top of it.
Give an example of how a geographic A weather map shows what the city, state, or region looks
map can be used in GIS. like. Then mapmakers add symbols or numbers to the
map to show where it will be raining or cloudy or what
the temperature will be in different places.

Why have maps been valuable They have helped people learn about the world, go where
throughout the world’s history? they want to go, and learn all kinds of information about
what is going on in different places.

How was the topic “mapping our world It explained new kinds of mapping that combine
and beyond” shown in “Cartography geography on Earth and in space with all kinds of
in the Modern World”? different information and data.
How was the topic “mapping our world It showed how old ideas or assumptions were replaced
and beyond” shown in “Drawing a with new information as explorers and cartographers
New Conclusion”? found new pieces of land.

Why do you think these selections They both describe mapmaking but for very different
were paired together? purposes. One talks about sailing long ago to figure out
what the world looked like, and the other talks about
using satellite information for a variety of purposes in the
modern world.

50 Grade 6 Reading Paired Text • EMC 1376 • © Evan-Moor Corp.

1376.indb 50 10/22/13 2:45 PM

 Mapping Our World and Beyond:
Name:
Unit Assessment

Plan Your Writing

Graphic Organizer
Think about how the European explorers and modern cartographers gathered
information and how they used it. You will be asked to compare the different
methods and uses of the information. Use the chart below to organize your writing.

How they gathered information How they used information

Cartographers
in the time
of European
exploration

Cartographers
in modern
times

© Evan-Moor Corp. • EMC 1376 • Reading Paired Text Grade 6 51

1376.indb 51 10/22/13 2:45 PM

 Mapping Our World and Beyond:
Name:
Unit Assessment

Write an Essay

Writing Prompt
Write an essay to compare European explorers’ and modern cartographers’ different
methods of gathering information and their different uses of the information. Give
your essay a title. Include details from the selections. Use transitions to connect
your ideas.

Title:

52 Grade 6 Reading Paired Text • EMC 1376 • © Evan-Moor Corp.

1376.indb 52 10/22/13 2:45 PM

 Reading Paired Text Grade
6
Home–School
CONNECTION Selection Connection: Drawing a New Conclusion

Treasure Map
People use maps to figure out how to
get somewhere. In this activity, you W hat You Need
and your child will create a map that
• small prize, such as a bo
leads a friend or family member to a ok
or candy bar
hidden treasure.
• plastic bag to protect th
e
prize

• paper and pencil

How Long
It Will Take
approximately
2 hours

© Evan-Moor Corp. • EMC HS1376 • Reading Paired Text: Home–School Connection

Grade 6
Reading Paired Text, Grade 6 – Selection Connection: Drawing a New Conclusion

W hat You Do Together

e tog ether wh ere to hi de a fun prize such as a book or
1. De cid
in a park, in the library, or on
candy bar. You could hide it
the school grounds.
er to dr aw a m ap for th e person who will hunt for
2. Work togeth the
hidd en tre asur e. Th e m ap should include the area where
the
be gin, th e ar ea wh ere the treasure is hidden, and all
person will
ace in be tw een. Do no t pu t any text on the map — only
the sp
such as ro om s, fu rn itu re, buildings, trees, walkways, or
landmarks ow which way is north.
aw a co m pa ss ro se to sh
play equipment. Dr
the prize is.
Put a big X on the map where
bag to protect it.
3. Put the prize in a plastic

4. Hide the prize.

e treasur e hu nter and qu iet ly watch him or her
5. Give the map to th
follow the map to the prize.

© Evan-Moor Corp. • EMC HS1376 • Reading Paired Text: Home–School Connection

Grade 6