UNIT 2 WEEK 3

SUGGESTED WEEKLY PLAN

LESSON 1 LESSON 2
Suggested Daily Times READING WORKSHOP READING WORKSHOP
READING WORKSHOP GENRE & THEME SHARED READ
• Interact with Sources: Explore the Poem: • Introduce the Text T160–T177
SHARED READING. . . . . . . . . . . . . . . 35–50 Min. Weekly Question T146–T147 »» Preview Vocabulary
READING BRIDGE. . . . . . . . . . . . . . . . . . 5–10 Min. • Listening Comprehension: Read Aloud: »» Read: Hatchet
“A Pinhole Camera” T148–T149
SMALL GROUP . . . . . . . . . . . . . . . . . . . 20–30 Min. • Respond and Analyze T178–T179
• Realistic Fiction T150–T151
»» My View
WRITING WORKSHOP Quick Check T151
»» Develop Vocabulary
MINILESSON. . . . . . . . . . . . . . . . . . . . . . . . . . 10 Min. Quick Check T179
INDEPENDENT WRITING . . . . . . . 30–40 Min. »» Check for Understanding
WRITING BRIDGE. . . . . . . . . . . . . . . . . . 5–10 Min.
READING BRIDGE READING BRIDGE

Learning Goals • Academic Vocabulary: Context Clues

T152–T153
• Word Study: Apply r-Controlled Vowels
T180–T181
• Word Study: Teach r-Controlled Vowels
• I can learn more about the theme
T154–T155
Observations by understanding point of
view in realistic fiction.
• I can develop knowledge about language
to make connections between reading and SMALL GROUP/INDEPENDENT SMALL GROUP/INDEPENDENT
writing. TEACHER-LED OPTIONS TEACHER-LED OPTIONS
• Guided Reading/Leveled Readers • Guided Reading/Leveled Readers
• I can use elements of informational writing T156–T157, T159 T156–T157, T183
to write an informational article. • Strategy, Intervention, and On-Level/ • Strategy and Intervention Activities T182
Advanced Activities T158 • Fluency T182
SEL SOCIAL-EMOTIONAL LEARNING
• ELL Targeted Support T158 • ELL Targeted Support T182
• Conferring T159 • Conferring T183
 ssessment Options
A INDEPENDENT/COLLABORATIVE
• Independent Reading T159
INDEPENDENT/COLLABORATIVE
• Independent Reading T183
for the Week • Literacy Activities T159 • Literacy Activities T183

• Daily Formative Assessment Options

B O O K CLUB T159, T484–T485 SEL

The following assessments are available on

WRITING WORKSHOP WRITING WORKSHOP
SavvasRealize.com:
MINILESSON MINILESSON
• Progress Check-Ups • Informational Article T386–T387 • Informational Article T390–T391
• Cold Reads »» Develop and Compose an Introduction »» Develop with Related Information
»» Share Back »» Share Back
• Weekly Standards Practice for Language
and Conventions INDEPENDENT WRITING INDEPENDENT WRITING
• Informational Article T387 • Informational Article T391
• Weekly Standards Practice for Word Study • Conferences T384 • Conferences T384
• Weekly Standards Practice for Academic
Vocabulary
• Practice Tests WRITING BRIDGE WRITING BRIDGE
FLEXIBLE OPTION • Spelling: Teach Words with r-Controlled
• Test Banks • Spelling: Words with r-Controlled Vowels T392
Vowels T388
FLEXIBLE OPTION
Assess Prior Knowledge T388 • Language and Conventions: Oral
FLEXIBLE OPTION Language: Principal Parts of Irregular
• Language and Conventions: Spiral Verbs T393

Materials Review: Principal Parts of Regular Verbs

T389
Turn the page for a list of materials that
will support planning for the week.

T142 UNIT 2 • WEEK 3

 LESSON 3 LESSON 4 LESSON 5
READING WORKSHOP READING WORKSHOP READING WORKSHOP
CLOSE READ CLOSE READ CLOSE READ
• Analyze Point of View T184–T185 • Generate Questions T192–T193 • Reflect and Share T200–T201
»» Close Read: Hatchet »» Close Read: Hatchet »» Write to Sources
Quick Check T185 Quick Check T193 Quick Check T201
»» Weekly Question

READING BRIDGE READING BRIDGE READING BRIDGE

• Read Like a Writer: Analyze Voice • Write for a Reader: Use Voice T194–T195 FLEXIBLE OPTION
T186–T187 • Word Study: r-Controlled Vowels
FLEXIBLE OPTION T202–T203
FLEXIBLE OPTION • Word Study: Spiral Review: Final Stable
• Word Study: More Practice: r-Controlled Syllables -le, -tion,-sion T196–T197 Assess Understanding T202
Vowels T188–T189

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

TEACHER-LED OPTIONS TEACHER-LED OPTIONS TEACHER-LED OPTIONS
• Guided Reading/Leveled Readers • Guided Reading/Leveled Readers • Guided Reading/Leveled Readers
T156–T157, T191 T156–T157, T199 T156–T157, T205
• Strategy and Intervention Activities T190 • Strategy and Intervention Activities T198 • Strategy, Intervention, and On-Level/
• Fluency T190 • Fluency T198 Advanced Activities T204
• ELL Targeted Support T190 • ELL Targeted Support T198 • ELL Targeted Support T204
• Conferring T191 • Conferring T199 • Conferring T205
INDEPENDENT/COLLABORATIVE INDEPENDENT/COLLABORATIVE INDEPENDENT/COLLABORATIVE
• Independent Reading T191 • Independent Reading T199 • Independent Reading T205
• Literacy Activities T191 • Literacy Activities T199 • Literacy Activities T205
• Partner Reading T191 B O O K CLUB T205, T484–T485 SEL

WRITING WORKSHOP WRITING WORKSHOP WRITING WORKSHOP

MINILESSON MINILESSON MINILESSON
• Informational Article T394–T395 • Informational Article T398–T399 • Informational Article T402
»» Develop with Transitions »» Use Formatting »» Develop and Compose a Conclusion
»» Share Back »» Share Back »» Share Back
INDEPENDENT WRITING INDEPENDENT WRITING INDEPENDENT WRITING
• Informational Article T395 • Informational Article T399 • Select a Genre T403
• Conferences T384 • Conferences T384 • Conferences T384

WRITING BRIDGE WRITING BRIDGE WRITING BRIDGE

FLEXIBLE OPTION FLEXIBLE OPTION • Spelling: Words with r-Controlled
• Spelling: More Practice: Words with • Spelling: Spiral Review: Final Stable Vowels T404
r-Controlled Vowels T396 Syllables -le, -tion, -sion T400
Assess Understanding T404
• Language and Conventions: Teach • Language and Conventions: Practice
Principal Parts of Irregular Verbs T397 Principal Parts of Irregular Verbs T401 FLEXIBLE OPTION
• Language and Conventions: Standards
Practice T405

Hatchet T143
UNIT 2 WEEK 3
WEEK AT A GLANCE: RESOURCE OVERVIEW

Materials
READING WORKSHOP
WEEKLY LAUNCH: POEM
W EEK

INTERACTIVITY
3
Weekly Question

PERFECT I’ll be here a week. I center the kindling

How can careful

Inspiration The nights will be cool.

In the mornings I’ll need

and carefully light

wood shavings beneath it.

observation help a
person survive?

a combustible fuel— Soon embers glow bright.

by Emil Martin TURN andTALK With a partner,
take turns reading stanzas of
Firewood, that is, A log or two added—
the poem aloud. Summarize the
from the wood pile out back. soon crackles and flames poem. Then describe a time when
you noticed something that other
I split it two years ago, capture my gaze
people did not. How did this
built up the stack. and whisper their names: observation help you?

The wood is well seasoned; Red cedar, cottonwood,

it’s cured, you could say, aspen, and yew;

now dry as a desert— juniper, hemlock,

it burns best that way. and spruce. All will do.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

This toasty gold fire

which I feed to make burn

lets me snooze over words

on each page that I turn.

290 291 293

POEM
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READING
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EDITABLE
Perfect Inspiration ANCHOR CHART ANCHOR CHART
Realistic Fiction Realistic Fiction

Name Name

Language and Conventions

Prepositions and Prepositional Phrases
Word Study
Related Words
The Light at Jupiter Lake
• Prepositions are words that show how a noun or pronoun is related to by J.H. Diel
Words that share word parts or roots are related words.
another word in a sentence. • Depending on the part of speech, related words can have
Guided Reading Level Q
• Prepositional phrases are groups of words that begin with a preposition and
Name
different meanings. Use Onomatopoeia
usually end with a noun or pronoun. • Related words are often pronounced differently. DRA Level 40
• Related words are often multisyllabic. Lexile Measure 800L
My TURN Underline the preposition or prepositions in each sentence. Spelling Minilesson
1. A farmer with three sons had a problem. My TURN For each word below, write two related words. TEACHING POINT Onomatopoeia refers to words whose form imitates the sound
Word Count 3,356
Related Words

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

Observe students as they read, and monitor their comprehension. Talk with
Grade 4, Unit 3, Week 1
© Pearson Education, Inc., or its affiliates. All rights reserved.
94 Grade 5, Unit 5, Week 2
© Pearson Education, Inc., or its affiliates. All rights reserved.
194
Observe and students about their Noticings, Connections, and Wonderings.
Monitor
Noticings, Connections, and Wonderings
As they read The Light at Jupiter Lake silently to themselves, have students use
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the Noticings, Connections, and Wonderings page at the end of this guide to

RESOURCE DOWNLOAD CENTER

capture their thoughts, questions, and unfamiliar words. Encourage students to
use their notes in discussions and writing.

Additional Practice
© Copyright 2020 1

LEVELED READERS
TEACHER’S GUIDE

Words of the Week

Develop Vocabulary Spelling Words Challenge Spelling Words
gingerly armada majority tarpaulin
ignite conserve turbulent notorious
sputtered guitar quarter honorable
painstaking proportion harmony
gratified internal vertex
category minority
vertical
partition Unit Academic Vocabulary
conform
expert
guardian
focus
external
visible
cardinal
relate
excursions
detect
injury

T144 UNIT 2 • WEEK 3

 myView REALIZE DOWNLOAD ASSESSMENT
Digital READER

WEEK 3 LESSON 1
GENRE & THEME
READING WORKSHOP Interactive Read Aloud

Fiction Lesson Plan

Listening Comprehension WHY
InterACTIVE Read-Alouds
• expose students to texts above their independent reading level.
OBJECTIVES
Listen actively to verbal
Realistic Fiction • deepen students’ comprehension.
messages, observe nonverbal • enhance students’ overall language development.
messages, ask relevant questions, Tell students you are going to read a realistic story aloud. Have students listen • provide an opportunity to model fluency and expressive reading.
and make pertinent comments. as you read “A Pinhole Camera.” Explain that students should listen actively, • foster a love and enjoyment of reading.
Recognize and analyze literary paying careful attention to details that make the story realistic, or true to life,
elements within and across and to the characters’ different points of view, or ways of looking at the events.
increasingly complex traditional, PLANNING Possible Teaching Points
contemporary, classical, and
Prompt students to ask questions to clarify information and follow agreed-upon
diverse literary texts. discussion rules. • Select a text from the Read Aloud Trade Book Library or the school • Recount the Story
or classroom library. • Describe Characters,
Setting, Plot
START-UP • Identify the big idea of the story.
• Determine Theme
ELL Language Transfer • Determine the Teaching Point.
READ-ALOUD ROUTINE • Write open-ended questions and modeled Think Alouds on sticky
• Make Connections
Cognates Point out these • Determine Point of View
notes and place in the book at the points where you plan to stop to
Spanish cognates in “A Pinhole Purpose Have students actively listen for elements of realistic fiction.
Camera”: interact with students.
READ the entire text aloud without stopping for Think Aloud callouts.
• camera : cámara
• solar : solar REREAD the text aloud, pausing to model Think Aloud strategies related to BEFORE READING
• aluminum : aluminio realistic fiction. • Show the cover of the book to introduce the title, author, illustrator, and genre.
• State the big idea or theme of the story.
• Point out interesting artwork or photos.
FLUENCY
• Evoke prior knowledge and build essential background necessary for
After completing the Read Aloud
Routine, display “A Pinhole
A Pinhole Camera understanding.
Camera.” Model reading a section • Discuss key vocabulary essential for understanding.
of the story aloud, asking students “Everybody’s talking about the solar eclipse. It’s going to be amazing!”
to pay attention to your expression DURING READING
and how you indicate the “How long is it going to last, Sofia?” asked Marco, her younger brother.
punctuation. Explain that fluency • You can choose to do a first reading so students get the gist of the story and
is about reading for meaning, not “Hey, I heard it was only going to last two minutes,” said her older apply Think Alouds and open-ended questioning for a deeper dive into the
speed. Invite partners to practice sister, Neve, as she walked into the kitchen. “That’s not very long text.

READ ALOUD TRADE BOOK LIBRARY

expressive reading using their at all.” • Read with expression to draw in listeners.
favorite dialogue from the story.
• Ask questions to guide the discussion and draw attention to the teaching
“Two minutes! We might not get to see it,” sighed their youngest point.
brother, Isaac. “Besides, we don’t have any solar glasses. Your eyes • Use Think Alouds to model strategies skilled readers use to monitor
can get seriously injured if you look at the sun.” comprehension and construct meaning from text.
• Help students make connections to their own experiences, texts they have
“My science teacher, Mrs. Padilla, showed us how to make a pinhole
THINK ALOUD read or listened to in the past, or the world.
Analyze Realistic Fiction I notice
camera so we can watch it without solar glasses, and it will be totally
four characters speaking about visible,” Sofia said as she walked toward the kitchen. “Neve, do we
how to view a solar eclipse. The have aluminum foil and scissors?”
AFTER READING
characters seem like real people, • Summarize and allow students to share thoughts about the story.
telling about everyday feelings in “I’ll look,” Marco offered. “What else do we need?” • Support deeper conversation by revisiting the theme or big idea of the story.
everyday language. The information
about building a pinhole camera is “We each need a cardboard box. Maybe Mom has some shoeboxes. • Choose and assign a Student Response Form available on Realize.com
detailed and seems accurate. So I’d They would be a good size.”
say this work of fiction is realistic, or
true to life. “I’ll go ask,” Marco volunteered, and he took off to the laundry room
where their mother was folding clothes.

T148 UNIT 2 • WEEK 3

READ ALOUD
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INTERACTIVE READ ALOUD

“A Pinhole Camera” LESSON PLAN GUIDE

Mentor STACK
B OO K
Genre
from Realistic Fiction

Hatchet CLUB
by Gary Paulsen
Writing Workshop T383
Titles related to
Spotlight Genre and SCOUT
LITERACY
Theme: T484–T485 STATIONS
Copyright © Savvas Learning Company LLC. All Rights Reserved.

AUDIO

 ANNOTATE
BACKGROUND
When the pilot of a small plane has a heart attack, thirteen-
year-old Brian Robeson, the only other passenger, crash-lands
the plane deep in the wilderness. His only survival tool is a
hatchet that his mother gave him. Forced to fend for himself,
Brian makes a rough shelter and finds berries. After seeing a
bear, Brian resolves to keep his hatchet close.

295

SHARED READ
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Hatchet

  Assessment Options for the Week

• Daily Formative Assessment Options

The following assessments are available on SavvasRealize.com:

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

Hatchet T145
WEEK 3 LESSON 1
WEEKLY LAUNCH GENRE & THEME

Interact with Sources

OBJECTIVES
Summarize written text read
Explore the Poem
aloud or information presented
in diverse media and formats, Remind students of the Essential Question for Unit 2: How do we learn through
including visually, quantitatively, our observations? Point out the Week 3 Question: How can careful observation
and orally. help a person survive?
Interact with sources in
meaningful ways such as Direct students’ attention to the poem on pp. 290–291 in the Student Interactive.
notetaking, annotating, freewriting,
Note that it uses structures specific to the genre of poetry—it is presented
or illustrating.
in lines, for example, and the lines are in groups called stanzas. It also uses
Recognize and analyze
genre-specific characteristics, rhymes, like many poems do. Have partners take turns reading aloud stanzas of
structures, and purposes within the poem and discuss what the poem is about.
and across increasingly complex
traditional, contemporary, Use the following questions as a way to interact with the poem and guide the
classical, and diverse texts.
discussion about it. Encourage students to take notes on the discussion and
annotate the poem.
ACADEMIC • What experience does the poem describe?
VOCABULARY
Language of Ideas Academic
• How does the speaker feel in the last stanza?
language helps students access
ideas. After you read and discuss • What might the “perfect inspiration” of the title be?
the poem, ask: Do you have to be
an expert to understand a poem? WEEKLY QUESTION Reread the Week 3 Question: How can careful
Could you detect and relate to the observation help a person survive? Point out that carefully observing and
mood the poem creates? following the steps for lighting a fire, which are described in the poem, can
• expert • focus sometimes be a matter of survival.
• visible • relate
• detect TURN, TALK, AND SHARESHARE Have partners summarize the theme, or
Emphasize that these words will message, of the poem and discuss a time when they each observed something
be important as students read and others did not. Then have them share their answers with classmates.
write about the Essential Question.

EXPERT’S VIEW Jim Cummins, Professor Emeritus, University of Toronto

“academic
Having a strong conceptual foundation in the first language creates a solid foundation for learning
language in English. It is good to encourage kids to continue to learn and read in their first
language. Knowledge transfers from one language to another. If students have the concept in their first
”
language, it is an easier lift because they only have to learn the English vocabulary.
See SavvasRealize.com for more professional development on research-based best practices.

T146 UNIT 2 • WEEK 3

 myView
INTERACTIVITY NOTEBOOK
Digital

ELL Targeted Support Listening Comprehension Read aloud each stanza of

the poem. Have students demonstrate comprehension as they listen and respond to
questions about the text.
Discuss the precise details the poem contains. Preview key vocabulary: fuel, firewood,
burns, light, flames. Discuss how these words are related to fire. EMERGING
Discuss how the precise details make the poem realistic, or true to life. Preview key
vocabulary: desert, embers, gaze, toasty, snooze. Ask: What feelings do toasty and
snooze suggest? DEVELOPING
Have partners discuss how the precise details make the poem realistic. Preview key
vocabulary: combustible, kindling. Ask: How are the words combustible and kindling
related? EXPANDING
Have partners discuss how the precise details make the poem realistic. Preview the
multiple-meaning words stock, cured, seasoned, and shavings. Ask students if picturing
the scene helps them understand the words’ meanings. BRIDGING

STUDENT INTERACTIVE, pp. 290–291

WEEKLY LAUNCH: POEM

W EEK

INTERACTIVITY
3
Weekly Question

PERFECT I’ll be here a week. I center the kindling

How can careful

Inspiration The nights will be cool.

In the mornings I’ll need

and carefully light

wood shavings beneath it.

observation help a
person survive?

a combustible fuel— Soon embers glow bright.

by Emil Martin TURN andTALK With a partner,
take turns reading stanzas of
Firewood, that is, A log or two added—
the poem aloud. Summarize the
from the wood pile out back. soon crackles and flames poem. Then describe a time when
you noticed something that other
I split it two years ago, capture my gaze
people did not. How did this
built up the stack. and whisper their names: observation help you?

The wood is well seasoned; Red cedar, cottonwood,

it’s cured, you could say, aspen, and yew;

now dry as a desert— juniper, hemlock,

it burns best that way. and spruce. All will do.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

This toasty gold fire

which I feed to make burn

lets me snooze over words

on each page that I turn.

290 291

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Hatchet
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T147
WEEK 3 LESSON 1
READING WORKSHOP GENRE & THEME

Listening Comprehension
OBJECTIVES
Listen actively to verbal
Realistic Fiction
messages, observe nonverbal
messages, ask relevant questions, Tell students you are going to read a realistic story aloud. Have students listen
and make pertinent comments. as you read “A Pinhole Camera.” Explain that students should listen actively,
Recognize and analyze literary paying careful attention to details that make the story realistic, or true to life,
elements within and across and to the characters’ different points of view, or ways of looking at the events.
increasingly complex traditional,
contemporary, classical, and
Prompt students to ask questions to clarify information and follow agreed-upon
diverse literary texts. discussion rules.

START-UP
ELL Language Transfer READ-ALOUD ROUTINE
Cognates Point out these
Spanish cognates in “A Pinhole Purpose Have students actively listen for elements of realistic fiction.
Camera”:
READ the entire text aloud without stopping for Think Aloud callouts.
• camera : cámara
• solar : solar REREAD the text aloud, pausing to model Think Aloud strategies related to
• aluminum : aluminio realistic fiction.

FLUENCY
After completing the Read Aloud
Routine, display “A Pinhole
A Pinhole Camera
Camera.” Model reading a section
of the story aloud, asking students “Everybody’s talking about the solar eclipse. It’s going to be amazing!”
to pay attention to your expression
and how you indicate the “How long is it going to last, Sofia?” asked Marco, her younger brother.
punctuation. Explain that fluency
is about reading for meaning, not “Hey, I heard it was only going to last two minutes,” said her older
speed. Invite partners to practice sister, Neve, as she walked into the kitchen. “That’s not very long
expressive reading using their at all.”
favorite dialogue from the story.
“Two minutes! We might not get to see it,” sighed their youngest
brother, Isaac. “Besides, we don’t have any solar glasses. Your eyes
can get seriously injured if you look at the sun.”

“My science teacher, Mrs. Padilla, showed us how to make a pinhole

THINK ALOUD
Analyze Realistic Fiction I notice
camera so we can watch it without solar glasses, and it will be totally
four characters speaking about visible,” Sofia said as she walked toward the kitchen. “Neve, do we
how to view a solar eclipse. The have aluminum foil and scissors?”
characters seem like real people,
telling about everyday feelings in “I’ll look,” Marco offered. “What else do we need?”
everyday language. The information
about building a pinhole camera is “We each need a cardboard box. Maybe Mom has some shoeboxes.
detailed and seems accurate. So I’d They would be a good size.”
say this work of fiction is realistic, or
true to life. “I’ll go ask,” Marco volunteered, and he took off to the laundry room
where their mother was folding clothes.

T148 UNIT 2 • WEEK 3

 “A Pinhole Camera,” continued
“How’s that going to work?” Isaac asked. “A camera is supposed to THINK ALOUD
focus light. How will a box ever do that?” he asked nervously. Analyze Realistic Fiction As I
read, I noticed that the narrator
“Get a thumbtack and some duct tape and I’ll show you.” is not a character in the story but
instead refers to all the characters
Isaac ran off to the garage to find a thumbtack. with pronouns such as he, she,
and they. Still, I can tell that each
When they had their supplies back in the kitchen, Sofia instructed the character has a different way of
looking at things. Sofia knows
others cut a hole, big enough for any eye to look into, at one end of the most and seems to be the
the long side of the box. Next, she told them to cut another, smaller leader. Neve seems more doubtful,
hole on the short side of the box closest to the other hole. Finally, they and Isaac seems worried. Marco
taped the lid onto the box, making sure no light would get in. It was a just wants to be helpful. These
characters could all exist in real life.
painstaking process, but they finally had their “camera.”

“How will this work?” Isaac asked anxiously.

“Oh, it’ll never work!” Neve sputtered and frowned. ELL Access
To help prepare students for
“Sure it will,” said Sofia. “We just need to tape the aluminum foil over the oral reading of “A Pinhole
the hole on the short end of the box and poke a tiny hole in it with the Camera,” read aloud this short
tack. Then you’ll see.” summary:
Sofia tells her sister and two
Once they were finished, Sofia grinned, “Good job! Now let’s go make brothers how to make a pinhole
sure it works before tomorrow.” camera to watch a solar eclipse.

As sunlight streamed through the thumbtack hole, they saw the image
of a perfectly round sun inside the the other end of box, and they knew
tomorrow was going to be amazing!

WRAP-UP

OBSERVATION FLEXIBLE OPTION

Use a sequence chart to help students
list the steps for making a pinhole camera
INTERACTIVE
described in the story. Trade Book Read Aloud
• Conduct an Interactive read aloud
of a full-length trade book.
• Choose a book from the Read
Aloud Trade Book Library or the
school or classroom library.
• Select an INTERACTIVE Read
Aloud Lesson Plan Guide and
Student Response available on
SavvasRealize.com.
• Preview the book you select for
appropriateness for your students.

Hatchet T149
WEEK 3 LESSON 1
READING WORKSHOP GENRE & THEME

Realistic Fiction
LEARNING GOAL
I can learn more about the theme
MInilesson
Observations by understanding
point of view in realistic fiction. FOCUS ON STRATEGIES Define realistic fiction as literature about imaginary
people and events that is nevertheless true to life. Discuss literary elements
OBJECTIVES such as plot, setting, theme, and characters.
Use appropriate fluency (rate,
accuracy, and prosody) when • Ask yourself whether the characters seem like real people. Do they act
reading grade-level text. and change in a realistic way?
Recognize and analyze literary • Consider whether the plot events could happen in real life. Do they
elements within and across
center around a true-to-life problem?
increasingly complex traditional,
contemporary, classical, and • Look for details that capture the setting. Does the place where the story
diverse literary texts.
is set seem like a real place, even if it is not?

MODEL AND PRACTICE Model determining that a text is realistic fiction.

LANGUAGE OF Say: In “A Pinhole Camera,” Sofia knows how to make a camera so she
THE GENRE
and her brothers and sister can look at the solar eclipse without harming
After discussing the genre and
anchor chart, remind students
their eyes. I ask myself if this could really happen. Yes, it could. Do the
to use words related to realistic characters seem realistic? Do brothers and sisters talk to each other this
fiction in their discussions. way? Yes, and yes. Looking at the details, I determine that “A Pinhole
• characters  • events Camera” is an example of realistic fiction.
• setting   • plot
Talk about stories from popular culture with which students are familiar.
FLEXIBLE OPTION Discuss the characters, settings, and plots, and whether these stories
ANCHOR CHARTS are realistic.
• Display a blank poster-sized FLUENCY Explain to students that, when they read with expression, they
anchor chart in the classroom.
should be sure to express a character’s emotion and pay attention to end
• Have students work with you to
add genre characterstics.
punctuation. Read aloud a paragraph from “A Pinhole Camera” or from
• Have students add specific another realistic fiction text. Then read it together as a class. Give students
titles as they read new texts. time to practice reading independently. Finally, have students read the
passage on their own, and check their fluency, focusing on expression.
ELL Language Transfer
Cognates Point out the Spanish
cognate related to realistic fiction:
• realistic : realista
ELL Targeted Support Describe Have students describe a character
from a story or movie.
Prompt students to describe a favorite character. Write words and phrases
from their descriptions on the board. Use these words to describe another
character, and have students repeat what you say. EMERGING/DEVELOPING

Call on a volunteer to describe a character from a favorite story. Discuss

whether he or she is realistic and why. EXPANDING/BRIDGING

T150 UNIT 2 • WEEK 3

 myView
NOTEBOOK
Digital

FORMATIVE ASSESSMENT OPTIONS

Apply QUICK CHECK

Notice and Assess Can students identify
Have students use the strategies to identify realistic fiction.
realistic fiction?
OPTION 1 TURN, TALK, AND SHARE SHARE Have partners complete
Decide
the Turn and Talk activity on p. 292 of the Student Interactive.
• If students struggle, revisit instruction
Circulate to discover if students understand the difference between
about realistic fiction in Small Group on
informational text and realistic fiction.
pp. T158–T159.
OPTION 2 Use Independent Text Have students use sticky notes
• If students show understanding, have
to mark places in the text where they notice characters, settings, and
them continue practicing the strategies
events that are like real-world people, settings, and events. Direct
for reading realistic fiction in Small
them to write on the sticky note how each is realistic.
Group on pp. T158–T159.

Be a Fluent Reader Have students work with a partner to complete the fluency activity
on p. 292 of the Student Interactive.

STUDENT INTERACTIVE, pp. 292–293

GENRE: REALISTIC FICTION READING WORKSHOP

Learning Goal Realistic Fiction

I can learn more
about the theme Realistic fiction includes events and characters that
Observations by seem real—but are not. Look for
understanding
point of view in • A purpose of entertaining with a believable story
realistic fiction. • Characters and events that are imaginary
but believable
• The plot, or what happens in the story and could
also happen in real life
• The setting, or the time and place of the story
• The theme, or the author’s message

TURN andTALK Describe how realistic fiction is

different from informational texts you have read.
Use the chart to compare and contrast genres.
Share your thoughts with a partner.

Be a Fluent Reader Fluent readers read with

expression. Realistic fiction often contains
dialogue between characters as well as internal
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

monologue, which is one character’s inner voice.

Dialogue and internal monologue are perfect for
practicing reading with expression.

When you read dialogue or internal

monologue,

Raise or lower the pitch of your voice to

express the emotion of the character.

Use inflection when you see a question

mark at the end of a sentence.

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T151
WEEK 3 LESSON 1
READING-WRITING WORKSHOP BRIDGE

Academic Vocabulary
LEARNING GOAL
I can develop knowledge about
Context Clues
language to make connections
between reading and writing. MInilesson
OBJECTIVE
Use context within and beyond a
FOCUS ON STRATEGIES Knowing how to look for context clues can help
sentence to determine the relevant readers when they encounter an unfamiliar word. Context clues are the
meaning of unfamiliar words or words and phrases surrounding a word that suggest its meaning.
multiple-meaning words.
• When you encounter an unfamiliar word in your reading, first use the
context to identify its part of speech.
ELL Language Transfer • Keeping its part of speech in mind, look at other words in the same
In Spanish, words often end in sentence for clues to the unfamiliar word’s meaning.
vowels, and some consonants
never end words. As a result, • Look beyond the sentence for more clues if necessary.
Spanish speakers may delete
or substitute consonant sounds
at the ends of English words. MODEL AND PRACTICE Model the strategy using the Academic Vocabulary
Encourage them to practice word expert in the first sentence on Student Interactive p. 317.
correctly writing and pronouncing
English words with final • What part of speech is expert? Since it comes after a and names
consonants. something, I think it’s a noun. Then I look at the whole sentence. It
says the expert is well-respected and gives lectures and speeches on
WEEKLY STANDARDS wilderness survival. I think an expert is someone who knows a lot about
PRACTICE a topic.
To assess student progress on
Academic Vocabulary, use the
• Have students independently use context within a sentence with
Weekly Standards practice at another word from p. 317. Then discuss their definitions and correct
SavvasRealize.com. any misunderstandings.

ELL Targeted Support Academic Vocabulary Tell students that

sounding out words and hearing different sounds will help them recognize
which letters are being used. Display the word expert.

Say each letter sound aloud; have students repeat it. Say the entire
word; have students repeat it. Repeat with other Academic Vocabulary
words. EMERGING

Complete the above activity and then have students work in pairs to sound
out the other Academic Vocabulary words. DEVELOPING

Complete the above activities and then have students spell the words to
each other. EXPANDING

T152 UNIT 2 • WEEK 3

 myView
Digital
NOTEBOOK ASSESSMENT READING BRIDGE

ASSESS UNDERSTANDING

Apply
M y TURN Have students use context clues to help them discover the meaning
of unfamiliar words in the sentences on p. 317 of the Student Interactive. Remind
students that these words will be used throughout this unit.

STUDENT INTERACTIVE, p. 317

VOCABULARY READING-WRITING BRIDGE

Academic Vocabulary Learning Goal

Context clues, or surrounding words and phrases, I can develop

knowledge about
can be used to determine the meaning of words. Look language to make
for definitions of unfamiliar or multiple-meaning connections between
reading and writing.
words within and beyond sentences. Also look for
examples that help you determine relevant meanings.

My TURN For each sentence,

1. Read the underlined academic vocabulary word.

2. Highlight the context clue or clues.

3. Write a brief definition of the word based on the clues.

Dr. Garcia is a well-respected expert who gives lectures and speeches about
wilderness survival.

Definition: a person who knows a lot about a certain topic

The math team made sure to focus by studying hard and concentrating on
the questions.

Definition: to fix one’s attention on something

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Using dry wood and leaves, the camper built a big, bright fire that was clearly
visible from several miles away.

Definition: able to be seen

As he looked for evidence in the woods, Mr. O’Hara tried to detect if any
animals were hiding nearby.

Definition: to discover or uncover

317

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Hatchet T153
WEEK 3 LESSON 1
READING-WRITING WORKSHOP BRIDGE

Word Study r-Controlled Vowels

OBJECTIVES LESSON 1
Decode multisyllabic words with
r-controlled syllables.
Teach r-Controlled Vowels
Use print or digital resources to
determine meaning, syllabication, FOCUS ON STRATEGIES Explain that r-controlled vowels are vowels
pronunciation, and word origin. connected to the letter r. When vowels are followed by the letter r, the
vowel sounds change. Note that some r-controlled vowels sound the
same but are spelled differently.

MODEL AND PRACTICE To show how vowel sounds change when they
are connected to the letter r, display the words pack and park. Point out
that the short a sound in pack is different from the r-controlled vowel
sound in park.

To show how the same r-controlled vowel sound can be spelled

differently, write the words turn, learn, birth, and person. Point out that
the same r-controlled vowel sound, er, is spelled ur in turn, ear in learn,
ir in birth, and er in person.

Have students suggest other pairs of words that have the same
r-controlled vowel sound but are spelled differently. Tell them that they
can use a print or digital dictionary to check for correct pronunciation.

T154 UNIT 2 • WEEK 3

 READING BRIDGE

ELL Targeted Support

r-Controlled Vowels Tell students that understanding vowel sounds in
English words will help them improve their language skills. Display and say
the word turned and have students pronounce it after you.

Say the words return and burning and have students pronounce and write
them. EMERGING/DEVELOPING

Have students work with partners to identify and write words that make the
same sound as the ur in turned but use a different vowel or vowels before the
r (perhaps, learn, etc.). EXPANDING/BRIDGING

LESSON 1
FLEXIBLE OPTION FLEXIBLE OPTION FLEXIBLE OPTION
Teach r-Controlled
Vowels LESSON 2 LESSON 3 LESSON 4 LESSON 5

Apply r-Controlled More Practice Spiral Review:  Assess

Vowels Final Stable Understanding
Syllables -le,
-tion, -sion

Hatchet T155
WEEK 3 LESSON 1
READING WORKSHOP ASSESS & DIFFERENTIATE

Matching Texts to Learning TMR Teacher Managed Resource

To select other texts that match your instructional focus and your groups’ instructional range,
use the Leveled Reader Search functionality at SavvasRealize.com.

Sheri Doyle
Art by Simona Ceccarelli

TMR TMR TMR

Hanan Hazime

LEVEL S LEVEL S LEVEL S

Kirsten Donaghey and Art by Felicia Cano
Lina Mockus

LVR_G5_LS_U2_9781486908677.indd 1 2017-09-25 11:45 AM LVR_G5_LS_U2_9781486908783.indd 1 2017-09-21 11:09 AM LVR_G5_LS_U2_9781486908790.indd 1 2017-09-27 12:45 PM

Genre Traditional Literature Genre Informational Text Genre Science Fiction

Text Elements Text Elements Text Elements

• Descriptive language • Dense content and format • Descriptive language
• Figurative language • Some new words depend on • Figurative language
Text Structure glossary Text Structure
• Chronological Text Structure • Chronological
• Description

Guided Reading Instruction Prompts

To support the instruction in this week’s minilessons, use these prompts.

Identify Realistic Fiction Develop Vocabulary Analyze Point of View

• How can you tell this text is • What context clues point to the • Who is narrating the story?
fiction? meaning of the word ____? • What different attitudes do
• What is the main problem in the • What does the word ____ tell different characters express
story? you about characters and toward the same events?
• Do the characters and settings events? • Which characters’ thoughts and
seem like real-world people and • What new or interesting words feelings does the reader learn?
places? did the author use?
• Are the events similar to things
that have happened to you?

T156 UNIT 2 • WEEK 3

 myView REALIZE
Digital READER
DOWNLOAD
SMALL GROUP

TMR Teacher Managed Resource

Katie Mastromattei • Art by Evan Piccirillo

TMR TMR
Joe Keenan
Art by Kevin Hopgood LEVEL T LEVEL T Nancy Furstinger
LEVEL W
LVR_G5_LT_U2_9781486908806.indd 1 2017-09-27 12:40 PM LVR_G5_LW_U2_9781486908592.indd 1 2017-09-14 12:31 PM

LVR_G5_LT_U2_9781486908646.indd 1 2017-09-25 11:48 AM

Genre Fantasy Genre Realistic Fiction Genre Informational Text

Text Elements Text Elements Text Elements

• Minimal illustration • Minimal illustration • Extensive use of text boxes
• Wide range of sentence types • Wide range of sentence types • Decoding challenges
Text Structure Text Structure Text Structure
• Chronological • Chronological • Description

Leveled Reader
Teacher’s Guide
For full lesson plans for these
and other leveled readers, go
Generate Questions Compare Texts online to SavvasRealize.com.
• What characters in the book • What connections can you The Light at Jupiter Lake

would you like to know more make between texts?

by J.H. Diel

Guided Reading Level Q

DRA Level 40
Lexile Measure 800L

about?
Word Count 3,356

• What did the author do to make Text

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

• What questions would you like this text more interesting than Build Background
ELL Access Video
Use the interactive video in The Light at Jupiter Lake digital leveled reader to
engage students, to support language development, to activate prior knowledge,
and to build background for the text.

to ask the main character? some others?

Preview the Text
Say: This book is about a young boy named Alec who moves from his city home in Texas
Launch the Book
to a rural home on Jupiter Lake in New Hampshire. Let’s read to find out what happens
to Alec as he tries to adjust to his new home.

Preview the Genre

Say: The Light at Jupiter Lake is an example of realistic fiction. Show students
the cover of the book. Say: What about this cover tells you that this book is realistic
fiction? As you read, ask yourself if the events in the story are things that could happen

• What questions could you ask

in real life.

Preview Vocabulary
perspective (p. 16) assess (p. 28)
selected (p. 19) expertly (p. 29)
structured (p. 25)

the author to learn about writing

Observe students as they read, and monitor their comprehension. Talk with
Observe and students about their Noticings, Connections, and Wonderings.
Monitor
Noticings, Connections, and Wonderings
As they read The Light at Jupiter Lake silently to themselves, have students use
the Noticings, Connections, and Wonderings page at the end of this guide to

fiction? Word Study

capture their thoughts, questions, and unfamiliar words. Encourage students to
use their notes in discussions and writing.

© Copyright 2020 1

For possible Teaching Points, see

the Leveled Reader Teacher’s
Guide.

Hatchet T157
WEEK 3 LESSON 1
READING WORKSHOP ASSESS & DIFFERENTIATE

Use the QUICK CHECK on p. T151 to determine small group instruction.

TMR Teacher Managed Resource

Teacher-Led Options
Strategy Group Intervention Activity
IDENTIFY REALISTIC FICTION READING REALISTIC FICTION
Teaching Point Today I want to remind you Use Lesson 15, pp. T99–T104, in the myFocus
that when you are reading realistic fiction, it Intervention Teacher’s Guide for instruction on
helps when you can figure out who is telling the the characteristics of fiction.
story. The point of view of the story can also help
you discover each character’s voice. Review the LEVEL F • READ

Lesson 15 Genre: Fiction

Anchor Chart on Student Interactive p. 293. Ask
TMR
DIRECTIONS Read each story. Pay attention to how the events are organized.

students to identify the elements that show that

Think about the characters and the setting.

“A Pinhole Camera” on pp. T148–T149 is realistic 1

Try Again
My little brother believes everything I tell him. Every now

fiction. 2
and then I take advantage to give me a leg up. The last whopper,
though, worked to my disadvantage.
I was so busy bragging about how awesome I am at carnival
games, I didn’t realize I was setting myself up. He, of course,
asked me to win a prize for him. Don’t get me wrong. I would

ELL Targeted Support 3

love to win a giant stuffed animal for Ty, but I have never—not
even once—won a carnival game.
“Jamal is going to win a giant stuffed animal for me at the
fair next week!” Ty declared. Dad looked skeptical. Mom shook
Tell students that realistic fiction tells a story with 4
her head. I tried to look confident but failed miserably.
I hoped Ty would forget. He didn’t. Every time he saw me,

characters, a setting, and a plot that could exist

he asked which game I was going to win. I told him I would
have to check things out at the fair.
5 In the meantime, I checked my piggy bank. I knew I would

in real life. The characters usually face a problem.

be spending my life’s savings trying to get that giant stuffed
animal for Ty. Maybe one of the attendants would take pity on
me. That seemed like my only hope.
6 The fair arrived and we went. Mom and Dad wished me

Use a T-chart to list elements of realistic fiction

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

on one side. Provide strips with definitions and

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

have students place the definitions next to the

something. . . . I had the perfect idea. There was a game I could
win for sure!
8 I told Dad my plan. He nodded. I ran as fast as I could in the
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

appropriate element. Echo read the completed 9

other direction. It took only five minutes.
As I returned to my family, I could see the smile stretch
across Ty’s face. He started jumping up and down! “For me???”

chart with students. EMERGING 10

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

Ask students to complete sentences for the story

elements: The setting of this story is ______. The
__________ are named _________, _________, Reading Literature T • 99

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Ask students: Who is Sofia? Where does the

story take place? What is the problem? What
happens during the story? EXPANDING/ On-Level and Advanced
BRIDGING
 or additional support, see the online
F
INQUIRY
Language Awareness Handbook. Question and Investigate Have students
investigate details in “Perfect Inspiration” on
pp. 290–291 to determine if they are realistic.
Throughout the week, have them conduct
research about their chosen details. See
Extension Activities pp. 82–86 in the Resource
Download Center.

T158 UNIT 2 • WEEK 3

 REALIZE
myView READER
AUDIO ANNOTATE VIDEO
SMALL GROUP
Digital
INTERACTIVITY GAME DOWNLOAD NOTEBOOK

Independent/Collaborative
3 students / 3–4 minutes
Conferring per conference Independent Reading
IDENTIFY REALISTIC FICTION Students can
Talk About Independent Reading Ask students • read a self-selected trade book.
to share what they wrote on their sticky notes • read or listen to a previously read leveled
and to explain how knowing the characteristics reader or selection.
of realistic fiction helped them better understand • begin reading their Book Club text or
the story. one of the books from the suggested titles
on p. T477.
Possible Conference Prompts
• What characters, settings, and events were
like real-world people, settings, and events? Centers
• How did you use what you know about
• See the myView Literacy Stations in the
realistic fiction to understand the story?
Resource Download Center.
Possible Teaching Point Can you explain
the difference between informational text
and realistic fiction? How does knowing the
Literacy Activities
difference help you understand the text you Students can
are reading?
• write about their reading in a reading notebook.
• retell to a partner.
• play the myView games.
• work on an activity in the Resource Download
Leveled Readers Center.
IDENTIFY REALISTIC FICTION
• For suggested titles, see The Light at Jupiter Lake B O O K CLUB
“Matching Texts to Learning,”
by J.H. Diel

Guided Reading Level Q

DRA Level 40
Lexile Measure 800L
Word Count 3,356

pp. T156–T157. Text

Characteristics
Text Structure
• Chronological
(Conflict, climax,
resolution)
Text Features
• Chapters
• Illustrations
See Book Club, pp. T484–T485, for
• teacher’s summary of chapters in The
ELL Access Video

• For instructional support on

Build Background Use the interactive video in The Light at Jupiter Lake digital leveled reader to
engage students, to support language development, to activate prior knowledge,
and to build background for the text.

Preview the Text

Say: This book is about a young boy named Alec who moves from his city home in Texas
Launch the Book
to a rural home on Jupiter Lake in New Hampshire. Let’s read to find out what happens

Tarantula Scientist.
to Alec as he tries to adjust to his new home.

how to find characteristics of

Preview the Genre
Say: The Light at Jupiter Lake is an example of realistic fiction. Show students
the cover of the book. Say: What about this cover tells you that this book is realistic
fiction? As you read, ask yourself if the events in the story are things that could happen
in real life.

• talking points to share with students.

Preview Vocabulary

realistic fiction, see Leveled

perspective (p. 16) assess (p. 28)
selected (p. 19) expertly (p. 29)
structured (p. 25)

Observe students as they read, and monitor their comprehension. Talk with
Observe and students about their Noticings, Connections, and Wonderings.

• collaboration prompts and conversation starters.

Monitor

Readers Teacher's Guide.

Noticings, Connections, and Wonderings
As they read The Light at Jupiter Lake silently to themselves, have students use
the Noticings, Connections, and Wonderings page at the end of this guide to
capture their thoughts, questions, and unfamiliar words. Encourage students to
use their notes in discussions and writing.

© Copyright 2020 1
• suggestions for incorporating the Discussion
Chart.
• alternate texts to support the unit theme and
Spotlight Genre.
Whole Group
Share Bring the class back together. Invite one or two students to summarize
some observations from the Turn and Talk discussion. Reinforce with the class the
reading strategies the student used to read realistic fiction.
Hatchet T159
WEEK 3 LESSON 2
READING WORKSHOP SHARED READ

Introduce the Text

Preview Vocabulary
• Introduce the vocabulary words on p. 294 in the Student Interactive and
define them as needed.
Hatchet
  gingerly: cautiously; with great care
  ignite: catch fire
OBJECTIVES   sputtered: gave out popping sounds
Establish purpose for reading
assigned and self-selected texts.   painstaking: done with great care and attention
Generate questions about text   gratified: felt great satisfaction
before, during, and after reading
to deepen understanding and gain • Tell students: These words will help you understand the actions and feelings
information. of the main character in Hatchet. As you read, highlight the words and ask
Make connections to personal yourself questions about what they are telling you about Brian.
experiences, ideas in other texts,
and society.

Read
Discuss the First Read Strategies. Prompt students to establish that the purpose
Shared Read Plan for reading this selection is for understanding and enjoyment.
First Read Read the text.
Pause to discuss the First FIRST READ STRATEGIES
Read notes with students.
Close Read Use the Close NOTICE Remind students to pay attention to how the main character responds to events.
Read notes to guide your GENERATE QUESTIONS Encourage students to ask themselves how the point of view
instruction for Lessons 3 and 4. from which the story is told affects their understanding of the main character’s actions,
thoughts, and feelings.
CONNECT Ask students to consider how events and ideas in this text connect to other
things you have read, including the poem on pp. 290–291.
RESPOND Have students discuss with others their thoughts about the text as they
read it.

Students may read independently, in pairs, or as a whole class. Use the

First Read notes to help students connect with the text and guide their
understanding.

T160 UNIT 2 • WEEK 3

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ELL Access
ELL Targeted Support Concept Mapping Tell students that concept Background Knowledge Students
mapping can help them learn relationships between words and meanings. make meaning not only from the
words they learn but also from their
Display a web diagram with the five vocabulary words around the phrase prior knowledge. Encourage students
to share personal knowledge or texts
Actions and Feelings in a central circle. Read each word aloud and have about someone who is alone and
students repeat it. Stress that these words name an action or a feeling. needs to solve a problem.
Encourage students to act out the meanings. EMERGING/DEVELOPING

Direct students to draw a web diagram in their notebooks with the five
vocabulary words around a blank central circle. Have students discuss
what the words tell about and write that in the center circle (Actions and
Feelings). Have partners add additional words to the web and then share
them with the group. EXPANDING/BRIDGING

STUDENT INTERACTIVE, pp. 294–295

Genre
Meet the Author from Realistic Fiction

Hatchet
from

Hatchet
Preview Vocabulary
As you read the excerpt from Hatchet, pay attention
Gary Paulsen is to these vocabulary words. Notice how they relate
no stranger to to Brian’s feelings or actions. by Gary Paulsen
adventure. He has
lived in the woods,
raced dogs in
gingerly ignite
Alaska, and, like
Brian in Hatchet, sputtered painstaking gratified
survived tough
situations alone.
He also goes to
extremes with books.
Paulsen says that he
Read
reads “like a wolf Before you read, use what you know about realistic
eats”—and wants
you to read like
fiction to establish a purpose for reading. Follow
that, too! these strategies as you read this text for the first time.

Notice Generate Questions

how characters about point of view.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

respond to events.

First
Connect Read Respond AUDIO

ideas within the by discussing your

text to other texts thoughts about the
 ANNOTATE
BACKGROUND
you have read. text as you read.
When the pilot of a small plane has a heart attack, thirteen-
year-old Brian Robeson, the only other passenger, crash-lands
the plane deep in the wilderness. His only survival tool is a
hatchet that his mother gave him. Forced to fend for himself,
Brian makes a rough shelter and finds berries. After seeing a
bear, Brian resolves to keep his hatchet close.

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Hatchet T161
WEEK 3 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ
1 At first he thought it was a growl. In the still
First Read Analyze Point
darkness of the shelter in the middle of the night his
eyes came open and he was awake and he thought
of View
Notice Underline the words in
there was a growl. But it was the wind, a medium
paragraphs 1 through wind in the pines had made some sound that brought
THINK ALOUD Even before the 7 that show that the him up, brought him awake. He sat up and was hit
narrator tells me the boy’s name, I can tell narrator telling the
story is not the main with the smell.
that he is scared. Many words and details character.
show me his fear. He hears a growl. He 2 It terrified him. The smell was one of rot, some
smells something that terrifies him. He is musty rot that made him think only of graves with
reminded of “fright movies,” or horror films. cobwebs and dust and old death. His nostrils widened
He hears slithering. He screams. and he opened his eyes wider but he could see
nothing. It was too dark, too hard dark with clouds
covering even the small light from the stars, and he
could not see. But the smell was alive, alive and full
and in the shelter. He thought of the bear, thought of
Bigfoot and every monster he had ever seen in every
Close Read fright movie he had ever watched, and his heart
hammered in his throat.
Analyze Point of View 3 Then he heard the slithering. A brushing sound,
Have students scan paragraphs 1–7. a slithering brushing sound near his feet—and he
Ask: What pronouns do you see in these kicked out as hard as he could, kicked out and threw
paragraphs? Are the pronouns talking about the hatchet at the sound, a noise coming from his

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

the narrator, or someone else? Have students throat. But the hatchet missed, sailed into the wall
underline the pronouns they see, and discuss where it hit the rocks with a shower of sparks, and
what they tell the reader about the narrator his leg was instantly torn with pain, as if a hundred
and the narrator’s point of view. See student needles had been driven into it. “Unnnngh!”
pages for possible responses.
4 Now he screamed, with the pain and fear, and
Possible Response: The pronouns he, his, skittered on his backside up into the corner of the
and him refer to Brian, so the story is told in
shelter, breathing through his mouth, straining to
third-person point of view.
see, to hear.
Lead students to recognize that the point
of view of Hatchet is third-person limited—
limited to the thoughts and feelings of the
main character, Brian, as told by the narrator.
DOK 1
296
OBJECTIVE
Identify and understand the use of literary
devices, including first- or third-person point of RDG20_SE05_NA_U02W03_3RW.indd Page 296 11/29/19 1:24 AM F-0313a /151/PE03397_RB/MVWLIT20/NA/SE/2020/Grade5_1/0134908864/Layout/Interior_Files/Uni ...

view. Possible Teaching Point

Read Like a Writer | Author’s Craft
Legend Point out that paragraph 2 includes an allusion, or reference,
to Bigfoot, a large apelike creature of Native American and Canadian
legend, also called Sasquatch, who is said to inhabit the Pacific Northwest.
Discuss how and why this allusion stresses Brian’s fear, eliciting that since
Bigfoot is scary, smelling something that makes Brian think of Bigfoot
shows how frightened he is.

T162 UNIT 2 • WEEK 3

 myView REALIZE AUDIO ANNOTATE NOTEBOOK
Digital READER

CLOSE READ
5 The slithering moved again, he thought toward him
at first, and terror took him, stopping his breath.
He felt he could see a low dark form, a bulk in the Generate First Read
Questions
darkness, a shadow that lived, but now it moved
Highlight something the Respond
away, slithering and scraping it moved away and he narrator describes. What
saw or thought he saw it go out of the door opening. question do you have THINK ALOUD I know from the
about the narrator’s
point of view?
Background note on page 295 that Brian is
6 He lay on his side for a moment, then pulled where he is because the plane he was on
a rasping breath in and held it, listening for the Record your question on crashed when the pilot had a heart attack. But
the chart.
attacker to return. When it was apparent that the I’m surprised that he was the only passenger
shadow wasn’t coming back he felt the calf of his leg, on the plane. Now he’s alone, trying to survive
where the pain was centered and spreading to fill the in the wilderness, which would be terrifying.
whole leg.

7 His fingers gingerly touched a group of needles gingerly cautiously; with

great care
that had been driven through his pants and into the
f leshy part of his calf. They were stiff and very sharp
on the ends that stuck out, and he knew then what
the attacker had been. A porcupine had stumbled Close Read
into his shelter and when he had kicked it the thing
had slapped him with its tail of quills. Generate Questions
Have students scan paragraphs 5–7 to
find and highlight something the narrator
describes. See student page for possible
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

responses.

Ask students to generate questions about

the information the narrator provides in
these descriptions and then to answer the
questions they ask.

Possible Response: Question: Why does

the narrator delay in telling me that the
“low dark form” is a porcupine? Answer:
He wants me to feel the same mystery and
tension that Brian feels so that I understand
Brian’s experience better and find the story
suspenseful.
DOK 3
297

OBJECTIVE
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Generate questions about text before, during, and
after reading to deepen understanding and gain
Possible Teaching Point information.

Academic Vocabulary | Context Clues

Use the Academic Vocabulary lesson on pp. T152–T153 in the Reading-
Writing Workshop Bridge to teach the use of context clues to determine
word meanings. Then direct students’ attention to the multiple-meaning
word calf in paragraph 7. Note that calf can mean a young cow or bull, a
young dolphin or whale, a large piece of ice broken off a glacier, or the
fleshy back part of the leg below the knee. Ask students to use context
clues to determine which of these meanings applies in the text.

Hatchet T163
WEEK 3 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ
8 He touched each quill carefully. The pain made it
First Read Analyze Point
seem as if dozens of them had been slammed into
his leg, but there were only eight, pinning the cloth
of View
Connect Underline sentences that
against his skin. He leaned back against the wall
show that the narrator for a minute. He couldn’t leave them in, they had
THINK ALOUD When the narrator is revealing Brian’s to come out, but just touching them made the pain
describes how Brian’s leg feels after the thoughts to the reader.
more intense.
porcupine quills spiked him, I remembered
a time when I scraped my skin pretty badly 9 So fast, he thought. So fast things change. When
and needed to put special salve on it. I sure he’d gone to sleep he had satisfaction and in just
wouldn’t have wanted to be on my own in the a moment it was all different. He grasped one of
wilderness when it happened! the quills, held his breath, and jerked. It sent pain
signals to his brain in tight waves, but he grabbed
another, pulled it, then another quill. When he had
pulled four of them he stopped for a moment. The
pain had gone from being a pointed injury pain to
spreading in a hot smear up his leg and it made him

Close Read catch his breath.

10 Some of the quills were driven in deeper than

Analyze Point of View others and they tore when they came out. He
breathed deeply twice, let half of the breath out, and
Remind students that a third-person narrator went back to work. Jerk, pause, jerk—and three more
is not a character but can reveal the thoughts
times before he lay back in darkness, done. The pain
and feelings of characters.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

filled his leg now, and with it came new waves of self-
Have students scan paragraphs 8–10 and pity. Sitting alone in the dark, his leg aching, some
underline sentences in which the narrator mosquitos finding him again, he started crying. It
reveals Brian’s thoughts and feelings. See was all too much, just too much, and he couldn’t take
student page for possible responses. it. Not the way it was.
DOK 2

OBJECTIVE
Identify and understand the use of literary
devices, including first- or third-person point of
view.

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CROSS-CURRICULAR PERSPECTIVES Science

Porcupines are plant-eating members of the rodent family native to North and
South American woodlands. Their quills are actually long hairs coated with keratin,
the same substance that makes up human fingernails and toenails. Porcupines
cannot shoot their quills, as people used to believe, but the quills do come out
with contact and have sharp backward barbs that irritate the skin. Ask students
why Brian is so careful when he touches the quills in his leg. (They have cut into
and irritated his skin.)

T164 UNIT 2 • WEEK 3

 myView REALIZE AUDIO ANNOTATE NOTEBOOK
Digital READER

CLOSE READ
11 I can’t take it this way, alone with no fire and in
the dark, and next time it might be something worse,
maybe a bear, and it wouldn’t just be quills in the leg, Analyze Point First Read
of View
it would be worse. I can’t do this, he thought, again
Underline sentences that Notice
and again. I can’t. Brian pulled himself up until he show the narrator telling
was sitting upright back in the corner of the cave. He Brian’s thoughts using THINK ALOUD I notice that
the first-person point
put his head down on his arms across his knees, with of view.
paragraph 11 opens with Brian’s thoughts.
stiffness taking his left leg, and cried until he was The long first sentence runs on with detail
cried out. after detail linked by the word and. This
captures the way a person thinks when he or
12 He did not know how long it took, but later he she is scared.
looked back on this time of crying in the corner of
the dark cave and thought of it as when he learned
the most important rule of survival, which was that
feeling sorry for yourself didn’t work. It wasn’t just
that it was wrong to do, or that it was considered
incorrect. It was more than that—it didn’t work.
When he sat alone in the darkness and cried and was Close Read
done, was all done with it, nothing had changed. His
leg still hurt, it was still dark, he was still alone and Analyze Point of View
the self-pity had accomplished nothing. Have students scan the text on p. 299 and
underline the sentences that show Brian’s
thoughts using first-person pronouns. See
student page for possible responses.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Have students discuss whether the

sentences they underlined are actually a shift
to first-person point of view or, if not, what
the narrator is doing. Elicit that while the
phrase “he thought” shows that the third-
person narrator is still present, the narrator
gives Brian’s thoughts directly, using I just as
if Brian were speaking dialogue. Ask: What is
the effect of shifting to first-person pronouns
here?

Possible Response: It makes Brian’s

thoughts seem more direct and personal.
DOK 3
299

OBJECTIVE
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Identify and understand the use of literary
devices, including first- or third-person point of
Possible Teaching Point view.

Word Study | r-Controlled Vowels

Use the Word Study lesson on pp. T154–T155 to teach r-controlled
vowels. Identify words with r-controlled vowels in paragraph 11 of Hatchet
(fire, dark, worse, bear, corner, arms). Discuss the differences in sound,
sometimes slight and sometimes marked, created by linking a vowel to
an r by comparing the r-controlled vowel sounds to vowel sounds in words
without the r: fire and fine, won and worse.

Hatchet T165
WEEK 3 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ
13 At last he slept again, but already his patterns
First Read Generate
were changing and the sleep was light, a resting
doze more than a deep sleep, with small sounds
Questions
Generate Questions Highlight details that
awakening him twice in the rest of the night. In the
show that the narrator last doze period before daylight, before he awakened
THINK ALOUD I wonder if people is communicating what finally with the morning light and the clouds of new
really have problems they can’t solve in Brian sees and hears as
he dreams. mosquitos, he dreamed. This time it was not of his
the daytime and then get ideas about the mother, not of the Secret, but of his father at first and
solutions in their dreams. I think I’ll do some Generate a question
about the relationship then of his friend Terry.
research to find out more about how dreams between Brian and his
relate to our real lives. father based on his 14 In the initial segment of the dream his father was
dream. Record your
question in the chart.
standing at the side of a living room looking at him
and it was clear from his expression that he was
trying to tell Brian something. His lips moved but
there was no sound, not a whisper. He waved his
hands at Brian, made gestures in front of his face as

Close Read if he were scratching something, and he worked to

make a word with his mouth but at first Brian could
not see it. Then the lips made an mmmmm shape but
Generate Questions no sound came. Mmmmm—maaaa. Brian could not
Point out the words in paragraph 13 (such hear it, could not understand it and he wanted to so
as “At last he slept” and “he dreamed”) that badly; it was so important to understand his father,
show the narrator is going to describe a to know what he was saying. He was trying to help,
dream that Brian has. Then have students trying so hard, and when Brian couldn’t understand

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

scan paragraph 14 and highlight details that he looked cross, the way he did when Brian asked
communicate what Brian sees and hears as questions more than once, and he faded. Brian’s
he dreams. See student page for possible
father faded into a fog place Brian could not see and
responses.
the dream was almost over, or seemed to be, when
Have students generate a question about Terry came.
Brian’s relationship with his father based on
the dream.

Possible Response: How does Brian react

in his dream when his father is cross with him
for asking questions?
DOK 3

OBJECTIVE
300
Generate questions about text before, during, and
after reading to deepen understanding and gain
information.
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Possible Teaching Point

Academic Vocabulary | Context Clues
Direct students’ attention to the word gestures in paragraph 14. Ask
them to use context clues to determine what the word means (“hand
movements”) and identify the clue that helped them figure out the
meaning (“waved his hands”). For more instruction on using context clues
to determine word meanings, see the Academic Vocabulary lesson on
pp. T152–T153 in the Reading-Writing Workshop Bridge.

T166 UNIT 2 • WEEK 3

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Digital READER

CLOSE READ
15 He was not gesturing to Brian but was sitting in
the park at a bench looking at a barbecue pit and for
a time nothing happened. Then he got up and poured Generate First Read
Questions
some charcoal from a bag into the cooker, then some
Highlight words that tell Connect
starter f luid, and he took a f lick type of lighter and you what is going on
lit the f luid. When it was burning and the charcoal inside Brian’s head. THINK ALOUD This description
was at last getting hot he turned, noticing Brian for What question would of Terry starting a fire in a barbecue pit is
the first time in the dream. He turned and smiled you ask the author very detailed. It reminds me of the detailed
about Brian? Record description of starting a fire in the poem on
and pointed to the fire as if to say, see, a fire. your question in the
chart. pages 290 and 291.
16 But it meant nothing to Brian, except that he
wished he had a fire. He saw a grocery sack on the
table next to Terry. Brian thought it must contain hot
dogs and chips and mustard and he could think only
of the food. But Terry shook his head and pointed
again to the fire, and twice more he pointed to the
fire, made Brian see the f lames, and Brian felt his Close Read
frustration and anger rise and he thought all right,
all right, I see the fire but so what? I don’t have a Generate Questions
fire. I know about fire; I know I need a fire.
Have students highlight words that tell what
17 I know that. Brian is thinking. See student page for
possible responses.

Direct students to generate a question they

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

would ask the author to gain information

about Brian. If students need prompting,
suggest that they might ask about the
reasons for Brian’s feelings in paragraph 16.
DOK 2

OBJECTIVE
Generate questions about text before, during, and
after reading to deepen understanding and gain
information.

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ELL Targeted Support Expressions Tell students that expressions,

such as “felt his frustration and anger rise” in paragraph 16, communicate
ideas or feelings different from or in addition to the literal meanings of the
words. Point out that the verb rise often means “to move upward,” but in this
case, its definition is “to grow stronger.”
Read aloud the last three sentences of paragraph 16. Have small groups
explain what the phrase “felt his frustration and anger rise” refers to. (Brian’s
feelings of annoyance, irritation, and impatience: “I see the fire but so what?
I don’t have a fire. I know about fire; I know I need a fire.”) Discuss how the
expression adds emphasis to the text. EMERGING/DEVELOPING
Have volunteers give examples of something else that can “rise.” Correct
misunderstandings as needed. EXPANDING/BRIDGING

Hatchet T167
WEEK 3 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ
18 His eyes opened and there was light in the cave,
First Read Analyze Point
a gray dim light of morning. He wiped his mouth
and tried to move his leg, which had stiffened like
of View
Connect Underline clues that
wood. There was thirst, and hunger, and he ate
show you that the some raspberries from the jacket. They had spoiled
THINK ALOUD I’m thinking about narrator knows Brian’s a bit, seemed softer and mushier, but still had a rich
what I know about how fires can start. I think physical and emotional
feelings. sweetness. He crushed the berries against the roof of
the dream is a clue. It shows that Brian needs his mouth with his tongue and drank the sweet juice
to pay attention to the sparks the hatchet
as it ran down his throat. A f lash of metal caught his
made when he threw it.
eye and he saw his hatchet in the sand where he had
thrown it at the porcupine in the dark.

19 He scootched up, wincing a bit when he bent his

stiff leg, and crawled to where the hatchet lay. He
picked it up and examined it and saw a chip in the
top of the head.
Close Read 20 The nick wasn’t too large, but the hatchet was
important to him, was his only tool, and he should
Analyze Point of View not have thrown it. He should keep it in his hand,
Point out that the Close Read note on p. 302 and make a tool of some kind to help push an animal
addresses what Brian can physically sense away. Make a staff, he thought, or a lance, and save
as well as his emotions. Have students scan the hatchet. Something came then, a thought as he
paragraphs 18–20 and underline clues that held the hatchet, something about the dream and his
indicate the narrator knows both Brian’s

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

father and Terry, but he couldn’t pin it down.
physical and emotional feelings. See student
page for possible responses.

Have students discuss why they underlined

the words they did.
DOK 3

OBJECTIVE
Identify and understand the use of literary
devices, including first- or third-person point of
view.

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Possible Teaching Point

Read Like a Writer | Author’s Craft
Sensory Language Have students identify sensory details in paragraph
18 and the senses to which they appeal. (For example, “stiffened like
wood,”“softer and mushier,” and “crushed the berries” appeal to the sense
of touch; “rich sweetness” and “sweet juice,” to the sense of taste; “gray
dim light of morning” and “flash of metal,” to the sense of sight.) Discuss
the overall effect of this vivid sensory language.

T168 UNIT 2 • WEEK 3

 myView REALIZE AUDIO ANNOTATE NOTEBOOK
Digital READER

CLOSE READ
21 “Ahhh . . .” He scrambled out and stood in the
morning sun and stretched his back muscles and his
sore leg. The hatchet was still in his hand, and as he Generate First Read
Questions
stretched and raised it over his head it caught the
Highlight details that Connect
first rays of the morning sun. The first faint light hit help you ask a question
the silver of the hatchet and it f lashed a brilliant about the narrator’s THINK ALOUD I remember that
understanding of
gold in the light. Like fire. That is it, he thought. Brian’s reasons for
this unit is about observations and how they
What they were trying to tell me. his actions. can help a person. I’m thinking that Brian
has been very observant about some things
22 Fire. The hatchet was the key to it all. When he but has taken a while to notice some other
threw the hatchet at the porcupine in the cave and things. It seems to me that his observations
missed and hit the stone wall it had showered sparks, will eventually help him solve his problem.
a golden shower of sparks in the dark, as golden with
fire as the sun was now.

23 The hatchet was the answer. That’s what his father

and Terry had been trying to tell him. Somehow he
could get fire from the hatchet. The sparks would
make fire.

24 Brian went back into the shelter and studied Close Read
the wall. It was some form of chalky granite, or a
sandstone, but imbedded in it were large pieces of a Generate Questions
darker stone, a harder and darker stone. It only took
Have students reread paragraphs 21–23 and
him a moment to find where the hatchet had struck. highlight details that help them understand
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

The steel had nicked into the edge of one of the the narrator’s knowledge about Brian’s
darker stone pieces. Brian turned the head backward reasons for his actions. See student page
so he would strike with the f lat rear of the hatchet for possible responses.
and hit the black rock gently. Too gently, and nothing
Ask: What question do you have for the
happened. He struck harder, a glancing blow, and
narrator about Brian’s reasons and actions?
two or three weak sparks skipped off the rock and
died immediately. Have students discuss the reasons for the
questions they proposed.
DOK 3

OBJECTIVE
Generate questions about text before, during, and
after reading to deepen understanding and gain
303 information.

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CROSS-CURRICULAR PERSPECTIVES Science

One way to start a fire is with flint and steel. Flint is a hard gray rock often found
in chalk. Other materials like flint, also found in softer rock such as chalk or
limestone, include jasper and agate. When steel hits one of these hard rock
materials, it causes a spark that can be used to ignite a piece of tinder to start a
fire. The fire can then be fed with bigger and bigger pieces of wood. Have students
connect this information to the details in Hatchet and to the poem on Student
Interactive pp. 290–291.

Hatchet T169
WEEK 3 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ
25 He swung harder, held the hatchet so it would hit
First Read Analyze Point
a longer, sliding blow, and the black rock exploded
in fire. Sparks f lew so heavily that several of them
of View
Respond Underline descriptions
skittered and jumped on the sand beneath the rock
that show that the and he smiled and struck again and again.
THINK ALOUD Now I know why this narrator relates Brian’s
story is called Hatchet. The hatchet is going thoughts when Brian 26 There could be fire here, he thought. I will have a
thinks them.
to save Brian’s life and the brainstorm he has fire here, he thought, and struck again—I will have
about how to use it is sort of like a hatchet fire from the hatchet.
striking.
27 Brian found it was a long way from sparks to fire.

28 Clearly there had to be something for the sparks

ignite catch fire to ignite, some kind of tinder or kindling—but what?
He brought some dried grass in, tapped sparks into it
and watched them die. He tried small twigs, breaking

Close Read them into little pieces, but that was worse than the
grass. Then he tried a combination of the two, grass
and twigs.
Analyze Point of View
29 Nothing. He had no trouble getting sparks, but the
Have students scan the text on p. 304. Say: tiny bits of hot stone or metal—he couldn’t tell which
I like how the author shares Brian’s thoughts
sputtered gave out they were—just sputtered and died.
as Brian is thinking them. popping sounds
30 He needed something finer, something soft and fine
Ask students to underline descriptions that
and f luffy to catch the bits of fire.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

show that the narrator is sharing Brian’s
thoughts as Brian is thinking them. See 31 Shredded paper would be nice, but he had no paper.
student page for possible responses.
32 “So close,” he said aloud, “so close . . .”
DOK 2

OBJECTIVE
Identify and understand the use of literary
devices, including first- or third-person point of
view.

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Possible Teaching Point

Academic Vocabulary | Context Clues
Direct students’ attention to tinder and kindling in paragraph 28. Ask
students to use context clues to determine what the two words mean
(“flammable material used to start a fire”) and to identify the context clue
(“something for the sparks to ignite”). Note that the words are synonyms,
although tinder refers to any dry flammable material used to start a fire,
and kindling usually refers to sticks or twigs. For more instruction on
context clues, see the Academic Vocabulary lesson on pp. T152–T153.

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CLOSE READ
33 He put the hatchet back in his belt and went out
of the shelter, limping on his sore leg. There had to
be something, had to be. Man had made fire. There Generate First Read
Questions
had been fire for thousands, millions of years. There
Highlight parts of the Notice
had to be a way. He dug in his pockets and found narrator’s description
the twenty-dollar bill in his wallet. Paper. Worthless that help you answer THINK ALOUD I know that Brian is
questions about how
paper out here. But if he could get a fire going . . . Brian sees the world
looking for something finer and fluffier than
changing. twigs to help him light a fire. I’m going to use
34 He ripped the twenty into tiny pieces, made a the details the narrator provides to picture the
pile of pieces, and hit sparks into them. Nothing Vocabulary in birch trees and their peeling, papery bark.
happened. They just wouldn’t take the sparks. But Context
there had to be a way—some way to do it. Skilled readers use
context clues to
35 Not twenty feet to his right, leaning out over the determine the meaning
of unknown words.
water were birches and he stood looking at them for
a full half-minute before they registered on his mind. Underline the
context clues
They were a beautiful white with bark like clean,
slightly speckled paper.
that help you
define tendrils. Close Read
36 Paper. Generate Questions
37 He moved to the trees. Where the bark was peeling
In paragraphs 33–35, have students
from the trunks it lifted in tiny tendrils, almost f luffs. highlight parts of the narrator’s description
Brian plucked some of them loose, rolled them in that show how Brian sees the world. See
his fingers. They seemed f lammable, dry and nearly student page for possible responses. Then
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

powdery. He pulled and twisted bits off the trees, discuss the questions students have about
packing them in one hand while he picked them with Brian’s worldview.
the other, picking and gathering until he had a wad
DOK 3
close to the size of a baseball.

Vocabulary in Context
Have students reread paragraph 37 and use
context clues to figure out what tendrils are.

Possible Response: long, thin, curling or

fluffy pieces

Then direct students to underline the context

clues that support their definition of tendrils.
See student page for possible responses.
305
DOK 2

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OBJECTIVES
Use context within and beyond a sentence
CROSS-CURRICULAR PERSPECTIVES Science
to determine the relevant meaning of unfamiliar
words or multiple-meaning words.
Birches are thin, fast-growing trees with bark that often peels. The papery
peelings make excellent tinder for starting a fire. The wood of a birch, Generate questions about text before, during, and
however, is less suitable for creating a fire than the soft wood of red cedar, after reading to deepen understanding and gain
cottonwood, aspen, spruce, and pine. Hardwoods such as birch, oak, maple, information.
and walnut are denser and more difficult to ignite without proper kindling.
Have students connect this information to the details in the poem on
pp. 290–291.

Hatchet T171
WEEK 3 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ
38 Then he went back into the shelter and arranged
First Read Analyze Point
the ball of birchbark peelings at the base of the black
rock. As an afterthought he threw in the remains
Generate Questions of View
Underline Brian’s
of the twenty-dollar bill. He struck and a stream of
sparks fell into the bark and quickly died. But this
thoughts told from the
THINK ALOUD Brian has a hatchet, narrator’s point of view. time one spark fell on one small hair of dry bark—
and that seems like it is his most important almost a thread of bark—and seemed to glow a bit
survival tool. I am going to ask myself what brighter before it died.
else, besides the porcupine, was working
against his survival. 39 The material had to be finer. There had to be a soft
and incredibly fine nest for the sparks.

40 I must make a home for the sparks, he thought. A

perfect home or they won’t stay, they won’t make fire.

41 He started ripping the bark, using his fingernails at

Close Read first, and when that didn’t work he used the sharp edge
of the hatchet, cutting the bark in thin slivers, hairs
Analyze Point of View painstaking done with
great care and attention
so fine they were almost not there. It was painstaking
work, slow work, and he stayed with it for over two
Have students scan the text on p. 306 and hours. Twice he stopped for a handful of berries and
underline the thoughts Brian has that are once to go to the lake for a drink. Then back to work,
shared from the narrator’s point of view. See the sun on his back, until at last he had a ball of f luff
student page for possible responses. as big as a grapefruit—dry birchbark f luff.
Ask: What do you think Brian means when he

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

thinks, “I must make a home for the sparks”?

Possible Response: He must make the

fire material into a place where the sparks
can stay.
DOK 2

OBJECTIVE
Identify and understand the use of literary
devices, including first- or third-person point of
view.

306

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ELL Targeted Support Compound Words Explain that two English

words sometimes join to form a compound word. Use flash cards to show
the two words (birch and bark) that make up birchbark in paragraph 38. Then
explain that it means “the bark of the birch.”
Point out the word fingernails in paragraph 41. Have students use flash
cards to explain the word’s meaning and show the words that make it up.
EMERGING/DEVELOPING

Point out afterthought in paragraph 38. Have students explain its meaning
by putting together the meanings of the smaller words that make it up.
Have students repeat this process using other compound words in Hatchet.
EXPANDING/BRIDGING

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Digital READER

First Read
Notice
THINK ALOUD In this picture, I
notice the whitish trees behind Brian. They
have bark that looks like it could be peeling.
I think they must be birches.
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307

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Hatchet T173
WEEK 3 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ
42 He positioned his spark nest—as he thought of
First Read Analyze Point
it—at the base of the rock, used his thumb to make
a small depression in the middle, and slammed the
of View
Generate Questions Underline sentences
back of the hatchet down across the black rock. A
in which the narrator cloud of sparks rained down, most of them missing
THINK ALOUD I notice that Brian relates Brian’s thoughts. the nest, but some, perhaps thirty or so, hit in the
thinks he would be better at lighting a fire depression and of those six or seven found fuel and
if he were an early man living in a cave—a grew, smoldered and caused the bark to take on the
Cro-Magnon man. I wonder how long it took
red glow.
those early cave dwellers to figure out how to
start a fire. I wonder how they survived before 43 Then they went out.
they learned to build fires.
44 Close—he was close. He repositioned the nest,
made a new and smaller dent with his thumb, and
struck again.

45 More sparks, a slight glow, then nothing.

46 It’s me, he thought. I’m doing something wrong.

Close Read I do not know this—a cave dweller would have had
a fire by now, a Cro-Magnon man would have a fire
Analyze Point of View by now—but I don’t know this. I don’t know how to
make a fire.
Have students reread p. 308 and underline
sentences in which the narrator relates 47 Maybe not enough sparks. He settled the nest in
Brian’s thoughts. See student page for place once more and hit the rock with a series of

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

possible responses. blows, as fast as he could. The sparks poured like
a golden waterfall. At first they seemed to
Ask: What emotions do you think Brian feels
during the events in paragraph 47? take, there were several, many sparks
that found life and took brief ly, but
Possible Responses: disappointment; they all died.
frustration
48 LStarved.
DOK 2

OBJECTIVE
Identify and understand the use of literary
devices, including first- or third-person point of
view.

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CROSS-CURRICULAR PERSPECTIVES Science

Observation as a Science Skill Tell students that making observations is an
important part of the scientific method, vital for learning about the world. Offer
these four tips for practicing good observation skills: (1) Pay close attention,
and be willing to engage other senses besides the sense of sight. (2) Observe
from all angles and for as long as needed. (3) Be sure to have the tools you need
(magnifying glass, scale, ruler, pencil, notebook, and so on) to conduct your
observation. (4) Record your findings neatly and accurately.

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CLOSE READ
49 He leaned back. They are like me. They are
starving. It wasn’t quantity, there were plenty of
sparks, but they needed more. Analyze Point First Read
of View
50 I would kill, he thought suddenly, for a book of Underline text evidence Connect
that shows the narrator
matches. Just one book. Just one match. I would kill. has access to Brian’s THINK ALOUD Brian thinks about
thoughts and memories.
51 What makes fire? He thought back to school. To all what he learned in science class as he tries
those science classes. Had he ever learned what made to build the fire. I’ve been thinking about that
too. I’ve been trying to use what I know from
a fire? Did a teacher ever stand up there and say,
science to predict what Brian will need and
“This is what makes a fire . . .”
do to start a fire.
52 He shook his head, tried to focus his thoughts.
What did it take? You have to have fuel, he thought—
and he had that. The bark was fuel. Oxygen—there
had to be air.

53 He needed to add air. He had to fan on it, blow on it.

54 He made the nest ready again, held the hatchet Close Read
backward, tensed, and struck four quick blows.
Sparks came down and he leaned forward as fast as Analyze Point of View
he could and blew.
Have students scan the text on p. 309
55 Too hard. There was a bright, almost intense glow, and underline the sentences in which the
then it was gone. He had blown it out. narrator shows he has access to what Brian
is thinking and remembering. See student
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

56 Another set of strikes, more sparks. He leaned page for possible responses.
and blew, but gently this time, holding back and
Then direct students’ attention to paragraph
aiming the stream of air from his mouth to hit the
55 and ask: Which sentence in paragraph
brightest spot. Five or six sparks had fallen in a
55 states what Brian is thinking and
tight mass of bark hair and Brian centered his remembering most directly?
efforts there.
Possible Response: The first sentence, “Too
hard.”

Discuss how this paragraph blends thoughts

from Brian’s point of view with the narrator’s
third-person point of view.
DOK 3

309
OBJECTIVE
Identify and understand the use of literary devices
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including first- or third-person point of view.

Possible Teaching Point

Read Like a Writer | Author’s Craft
Point of View Have students examine the different ways the narrator
provides Brian’s thoughts in paragraphs 49 and 50. Elicit that in paragraph
49, the narrator gives Brian’s direct thoughts. In paragraph 50, though,
the phrase “he thought suddenly” shows the presence of the narrator,
but the short sentences show Brian’s direct thoughts again. Discuss how
the repetition in paragraph 50 helps make the thoughts more realistic and
effective. For more instruction on the Author’s Craft, see pp. T186–T187.

Hatchet T175
WEEK 3 LESSON 2
READING WORKSHOP SHARED READ

CLOSE READ
57 The sparks grew with his gentle breath. The red
First Read Generate
glow moved from the sparks themselves into the
bark, moved and grew and became worms, glowing
Questions
Respond Highlight parts of the
red worms that crawled up the bark hairs and caught
narrator’s description other threads of bark and grew until there was a
THINK ALOUD This story could have that show Brian’s pocket of red as big as a quarter, a glowing red coal
changed dramatically if Brian had not had his actions. What question
do you have about of heat.
hatchet and had not made the observation Brian’s actions?
that his hatchet caused a spark when it hit 58 And when he ran out of breath and paused to
the wall of the cave. Brian has shown me the Record your question on inhale, the red ball suddenly burst into f lame.
the chart.
importance of learning from our observations
and how doing so might even save a life 59 “Fire!” He yelled. “I’ve got fire! I’ve got it, I’ve got it,
someday. I’ve got it . . .”

60 But the f lames were thick and oily and burning

fast, consuming the ball of bark as fast as if it were
gasoline. He had to feed the f lames, keep them going.
Working as fast as he could he carefully placed the

Close Read gratified felt great

dried grass and wood pieces he had tried at first on
top of the bark and was gratified to see them take.
satisfaction
Generate Questions 61 But they would go fast. He needed more, and more.
He could not let the f lames go out.
Have students scan paragraphs 58–62
and highlight the parts of the narrator’s 62 He ran from the shelter to the pines and started
description that show Brian’s actions. See breaking off the low, dead small limbs. These he

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

student page for possible responses. threw in the shelter, went back for more, threw those
in, and squatted to break and feed the hungry f lames.
Have students evaluate the effectiveness
of the description. Were they able to follow When the small wood was going well he went out and
Brian’s actions? If not, what questions found larger wood and did not relax until that was
do they have that will deepen their going. Then he leaned back against the wood brace of
understanding? his door opening and smiled.

DOK 3

OBJECTIVE
Generate questions about text before, during, and
after reading to deepen understanding and gain
information.

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CROSS-CURRICULAR PERSPECTIVES Science

Oxygen is a chemical element discovered in the 1770s by several chemists. One
of them, Carl Wilhelm Scheele, called it “fire air” because it was the only known
supporter of combustion. Burning, or combustion, is really a side product of a
chemical process called oxidation. When wood or another fuel is heated, it begins
to break down and release gases. As the gases get hotter, the molecules break
apart and recombine with oxygen to form carbon dioxide and other products.
This process is called oxidation; the heat it generates is the fire we observe. Have
students connect this information with details in Hatchet and in the poem on
Student Interactive pp. 290–291.

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Digital READER

CLOSE READ
63 I have a friend, he thought—I have a friend now.
A hungry friend, but a good one. I have a friend
named fire. Analyze Point First Read
of View
64 “Hello, fire . . .” Underline words that Generate Questions
show the narrator
65 The curve of the rock back made an almost perfect communicating Brian’s I can think of several “what if” questions I
loneliness.
drawing f lue that carried the smoke up through have about the story: What if Brian had not
the cracks of the roof but held the heat. If he kept had the hatchet? What if he hadn’t thrown it
Fluency and hit a hard rock? What if he hadn’t seen
the fire small it would be perfect and would keep Read paragraphs 57–70 the birch trees?
anything like the porcupine from coming through the aloud with a partner to
practice reading with
door again. expression. Pay attention Remind students that this selection from
to words in quotation Hatchet is part of a longer book. Direct them
66 A friend and a guard, he thought. marks. to list in their notebook one “what if” question
67 So much from a little spark. A friend and a guard about what happens next to Brian.
from a tiny spark.

68 He looked around and wished he had somebody to

tell this thing, to show this thing he had done. But
there was nobody.

69 Nothing but the trees and the sun and the

breeze and the lake. Close Read
70 Nobody. Analyze Point of View
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Have students scan paragraphs 66–70 and

describe how Brian seems to feel at the end
of the story.

Possible Response: delighted with the fire

but lonely because no one is with him

Have students underline the words with

which the narrator communicates Brian’s
loneliness. See student page for possible
responses.
DOK 2

Fluency
311
Have students read paragraphs 57–70 with
a partner to practice fluency. Students should
focus on reading with appropriate expression.
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Possible Teaching Point DOK 1

Read Like a Writer | Author’s Craft OBJECTIVES

Voice To help students develop a clear understanding of how an author Use appropriate fluency (rate, accuracy, and
develops a character’s voice, draw their attention to paragraphs 66 and 67. prosody) when reading grade-level text.
Discuss the meaning and tone of this text and what it reveals about Brian’s Identify and understand the use of literary
feelings as the fire burns. For more instruction on Author’s Craft, see devices, including first- or third-person point of
pp. T186–T187. view.

Hatchet T177
WEEK 3 LESSON 2
READING WORKSHOP SHARED READ

Respond and Analyze

My View
Use these suggestions to prompt students’ initial responses to reading Hatchet.

Hatchet • Brainstorm What other observations did Brian make besides the sparks
from the hatchet? Find evidence in the text of his observations.
• Discuss Have you ever been in a situation when you were all alone and
OBJECTIVES had something important to do but were not sure how to do it?
Use text evidence to support an
appropriate response.
Respond using newly acquired
vocabulary as appropriate. Develop Vocabulary
Recognize and analyze
genre-specific characteristics,
structures, and purposes within
MInilesson
and across increasingly complex
traditional, contemporary, FOCUS ON STRATEGIES Tell students that authors choose certain words
classical, and diverse texts.
to convey information about characters. The vocabulary words gingerly,
Explain the author’s purpose and ignite, sputtered, painstaking, and gratified tell us about Brian’s actions and
message within a text.
feelings in Hatchet.
Compose argumentative texts,
including opinion essays, using • Remind yourself of the word’s meaning.
genre characteristics and craft.
• Ask yourself what the author is trying to convey about the actions and
feelings of the character. What is the author’s purpose?

MODEL AND PRACTICE Model filling out part of the word web on Student
Interactive p. 312 using the word gingerly.
• In the story, Brian is attacked by a porcupine. Afterward, he runs his
hands on his leg because the porcupine quills are stuck there and
causing a lot of pain.
• Gingerly means “with great care.” The author uses this word to explain
that Brian is being very careful when he touches his leg.

ELL Targeted Support Vocabulary Display five vocabulary words from

Hatchet: gingerly, ignite, sputtered, painstaking, gratified. Explain that these
words describe feelings and actions.
Provide students with sentence frames that they can fill in using the
vocabulary words: Making a shelter in the wilderness is a _____ process.
Brian feels _____ after he builds a fire. Encourage students to collaborate to
complete the sentences, say the sentences aloud, and ask questions about
the words. EMERGING/DEVELOPING

T178 UNIT 2 • WEEK 3

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NOTEBOOK
Digital

FORMATIVE ASSESSMENT OPTIONS

Apply QUICK CHECK

Notice and Assess Can students
Have students use the strategies for developing vocabulary.
identify how vocabulary words connect
OPTION 1 My TURN Have students respond using newly to the character?
acquired vocabulary as they complete p. 313 of the Student
Decide
Interactive. They should use text evidence in their answers.
• If students struggle, revisit
OPTION 2 Use Independent Text Have students make a instruction for developing vocabulary
two‑column chart in their notebooks. In the first column, have them in Small Group on pp. T182–T183.
list unfamiliar words related to the actions or feelings of characters
• If students show understanding,
in their independent reading texts. In the second column, have them
extend instruction for developing
list context clues from the text that help them determine the meaning
vocabulary in Small Group on
of each word.
pp. T182–T183.

Check for Understanding M y TURN Have students complete p. 313 of the Student Interactive.

STUDENT INTERACTIVE, pp. 312—313

VOCABULARY COMPREHENSION READING WORKSHOP

Develop Vocabulary Check for Understanding

In realistic fiction, words that describe actions and feelings help the reader My TURN Look back at the text to answer the questions.
understand the characters, the narrator, and the story’s point of view. Possible responses:
1. How can you determine that the passage from Hatchet is realistic fiction?
My TURN Complete the web of vocabulary words. Write a sentence explaining DOK 2 The events in the story could happen, and the setting is a real
how the author uses each word to describe feelings or actions. Notice how the place. Brian is a character the author made up, but his thoughts,
words help show details about character and point of view in Hatchet.
feelings, and actions seem like those of an actual person who is
trying to survive in the wilderness.
Possible responses:
gingerly ignite

2. What is the author’s purpose? How do you know? Give examples.

Brian knows that DOK 3 The author’s purpose is to entertain. I know this because the
After a porcupine author uses descriptive details and craft elements like tension and
getting sparks to
suspense to pull readers into the story. The narrator makes you feel
attack, Brian ignite kindling is
as if you are right there with Brian. You can feel Brian’s pain in his
gingerly runs a long way from
leg, his loneliness, and his thoughts about what to do.
his hands over BRIAN a fire.
needles the animal
3. How does the narrator help make the story seem real? Use text evidence.
left behind in
DOK 3 The narrator makes the story seem real by describing Brian in a
Brian’s calf. realistic way. Like a real person, Brian feels scared of bears and “every
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

monster he had ever seen.” Real people in Brian’s situation would have
to figure out how to make a fire with tools like a hatchet and birch
bark. They might also think about loved ones as they try to survive.
painstaking gratified
Brian knows he needs patience Brian feels extremely gratified
during the painstaking work of the moment the fire starts. 4. Do you think you would survive in Brian’s situation? Write a short
turning tiny bits of bark into a ball
DOK 3 argument describing how you would react to the same events.
of kindling. Responses will vary but should include a specific event from the
story, such as the porcupine attack or trying to build a fire, and
what students think they would do in similar circumstances.

312 313

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T179
WEEK 3 LESSON 2
READING-WRITING WORKSHOP BRIDGE

Word Study r-Controlled Vowels

OBJECTIVES LESSON 2
Decode multisyllabic words with
r-controlled syllables.
Apply r-Controlled Vowels
Use print or digital resources to
determine meaning, syllabication, APPLY My TURN Have students complete the chart on p. 318 in the
pronunciation, and word origin. Student Interactive.

For each r-controlled vowel sound, ar, er, and or, have students find
two more words. The words in each pair should spell the r-controlled
vowel sound differently. For example, cord and shore. Have students
use a print or digital dictionary to check for correct pronunciation, if
needed.

T180 UNIT 2 • WEEK 3

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Digital
INTERACTIVITY READING BRIDGE

STUDENT INTERACTIVE, p. 318

WORD STUDY

r-Controlled Vowels
r-Controlled vowels are vowels connected to the letter r. The sounds of vowels
change when they are followed by the letter r. Many r-controlled vowels sound
the same but are spelled differently. The r-controlled vowel sound you hear in
the word turn can be spelled er, ir, or, or ur. The r-controlled vowel sound you
hear in the word store can be spelled or, ore, or oar.

My TURN For each row, read each word with an r-controlled vowel. Then
complete the chart by adding two words with an r-controlled vowel from
Hatchet or from other texts you have read this week. Use a print or digital
dictionary to check for correct pronunciation.
Possible responses:

Sound Spellings Words

ar ar sparks dark
barbecue

er er perhaps survival
ir thirteen burning
or worked
ur turned
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

or or morning porcupine
ore tore before
oar roaring

318

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LESSON 2
FLEXIBLE OPTION FLEXIBLE OPTION FLEXIBLE OPTION
Apply r-Controlled
LESSON 1 Vowels LESSON 3 LESSON 4 LESSON 5
Teach r-Controlled More Practice Spiral Review:  Assess
Vowels Final Stable Understanding
Syllables -le,
-tion, -sion

Hatchet T181
WEEK 3 LESSON 2
READING WORKSHOP ASSESS & DIFFERENTIATE

Use the QUICK CHECK on p. T179 to determine small group instruction.

Teacher-Led Options
Strategy Group Intervention Activity
DEVELOP VOCABULARY myFOCUS READER
Teaching Point I want to remind you to pay Read pp. 22–23 in the
close attention to the words authors use to myFocus Reader with
describe the feelings and actions of characters. students. Use the teaching
Understanding these words will give you a better support online at
understanding of what the characters are like SavvasRealize.com to
and why they act the way they do. provide additional insight
for students on why
ELL Targeted Support observations can be so
Tell students that learning general academic important to survival.
vocabulary can help them better understand a
Provide instructional support for comprehension
story and describe a character’s actions and
and word study—r-Controlled Vowels and
feelings.
Academic Vocabulary words.
Choose pictures from a book or magazine that
illustrate the words ignite, gingerly, sputtered,
painstaking, and gratified. Ask leading questions
Assess 2-4
about each picture. EMERGING Fluency students
Have students take turns acting out the
vocabulary words ignite, gingerly, painstaking,
PROSODY
and gratified. DEVELOPING Have students choose a short passage from
the text or a leveled reader. Tell them to watch
Have partners take turns using one of the five for question marks and exclamation points as
vocabulary words to describe how Brian feels or clues to changes in intonation. Ask students to
acts in the story. EXPANDING take turns reading with appropriate expression
Have students work individually to explain the and intonation. If needed, model reading with
meaning of each vocabulary word and then give expression and intonation.
synonyms for each. BRIDGING
ORAL READING RATE AND ACCURACY
 or additional support, see the online
F Use pp. 43–48 in Unit 2 Week 3 Cold Reads to
Language Awareness Handbook. assess students. Have partners practice reading
the passage. Use the Fluency Progress Chart to
track student progress.

T182 UNIT 2 • WEEK 3

 REALIZE VIDEO
myView READER
ANNOTATE DOWNLOAD ASSESSMENT
SMALL GROUP
Digital
AUDIO GAME NOTEBOOK INTERACTIVITY

Independent/Collaborative
3 students / 3–4 minutes
Conferring per conference Independent Reading
DEVELOP VOCABULARY Students can
Talk About Independent Reading Ask students • reread or listen to Hatchet or the myFocus
to tell you about words the author uses to Reader text.
describe characters’ feelings and actions and • read a self-selected trade book or their Book
how students figured out unfamiliar words. Club text.
• partner-read a text, asking each other questions
Possible Conference Prompts about the book.
• How did the author use specific words to tell
you about a character’s feelings and actions?
• Did the author’s words make the character
Centers
and his or her actions seem realistic? See the myView Literacy Stations in the
• What context clues helped you understand Resource Download Center.
unfamiliar words?
Possible Teaching Point As you read Literacy Activities
descriptions of a character’s feelings and
actions, ask yourself, “Why did the author Students can
choose that particular word? What is the author • complete the graphic organizer on Student
trying to tell me?” Interactive p. 312.
• work with a partner to discuss and answer the
questions on Student Interactive p. 313.
Leveled Readers • play the myView games.
• choose a passage from the text and with a
DEVELOP VOCABULARY partner take turns reading it with appropriate
• For suggested titles, The Light at Jupiter Lake intonation and expression.
see “Matching Texts to
by J.H. Diel

Guided Reading Level Q

DRA Level 40
Lexile Measure 800L
Word Count 3,356

Learning,” pp. T156–T157. Text Text Structure

• Chronological
Text Features
• Chapters

SUPPORT INDEPENDENT
Characteristics (Conflict, climax, • Illustrations
resolution)

ELL Access Video

• For instructional support on

Build Background Use the interactive video in The Light at Jupiter Lake digital leveled reader to
engage students, to support language development, to activate prior knowledge,
and to build background for the text.

READING
Preview the Text
Say: This book is about a young boy named Alec who moves from his city home in Texas
Launch the Book
to a rural home on Jupiter Lake in New Hampshire. Let’s read to find out what happens
to Alec as he tries to adjust to his new home.

how to develop vocabulary,

Preview the Genre
Say: The Light at Jupiter Lake is an example of realistic fiction. Show students
the cover of the book. Say: What about this cover tells you that this book is realistic

Help students set goals for their

fiction? As you read, ask yourself if the events in the story are things that could happen
in real life.

Preview Vocabulary

see Leveled Readers

perspective (p. 16) assess (p. 28)
selected (p. 19) expertly (p. 29)
structured (p. 25)

reading. Tell them that they should

Observe students as they read, and monitor their comprehension. Talk with
Observe and students about their Noticings, Connections, and Wonderings.
Monitor

Teacher’s Guide.
Noticings, Connections, and Wonderings
As they read The Light at Jupiter Lake silently to themselves, have students use
the Noticings, Connections, and Wonderings page at the end of this guide to

track progress toward their goals.

capture their thoughts, questions, and unfamiliar words. Encourage students to
use their notes in discussions and writing.

© Copyright 2020 1

See also the Small Group Guide

for additional support and
resources to target your students’
specific instructional needs.
Whole Group
Share Bring the class back together. Invite one or two students to share new
words, what the words mean, and why the author chose those words.
Hatchet T183
WEEK 3 LESSON 3
READING WORKSHOP CLOSE READ

Analyze Point of View

MInilesson
FOCUS ON STRATEGIES The narrator’s point of view, or perspective,
Hatchet determines the way the reader sees settings, characters, and events. As a
character in the story, a first-person narrator gives a personal eyewitness
account and uses the first-person pronouns I and me. A third-person
OBJECTIVE narrator stands outside the story, is more objective than a first-person
Identify and understand the use of narrator, and uses third-person pronouns. An omniscient third-person
literary devices, including first- or narrator relays the thoughts and feelings of many characters. A limited third-
third-person point of view.
person narrator relays the thoughts and feelings of just one.

MODEL AND PRACTICE Use the Close Read note on Student Interactive
ACADEMIC p. 296 to model how to annotate the text to analyze point of view:
VOCABULARY
• Which words on page 296 reveal the narrator’s point of view? The
Integrate Offer students oral
practice using the unit Academic narrator uses the pronouns he, him, and his to refer to Brian. I am going
Vocabulary words to talk about to underline those words. The narrator gives only Brian’s thoughts and
point of view. Give them sentence feelings, so I’ll write “third-person limited” in the margin.
frames, such as:
• Brian had to focus to _____ • Have pairs continue to underline the words on p. 297 that show the
a fire. third-person limited point of view.
• He would have to become an
expert on how to _____.

ELL Access ELL Targeted Support Point of View Tell students that describing
Discuss the importance of
understanding the narrator’s point
or explaining how they learn about characters can help them identify the
of view. Present text excerpts that story’s point of view.
are told from different points of
view, and have the class compare Work with students to create a two-column list of first-person pronouns and
and contrast them. third-person pronouns. EMERGING/DEVELOPING

Have student pairs list first-person pronouns and third-person pronouns in a

T-chart. Then have them look back at previously read texts and identify the
points of view. EXPANDING/BRIDGING

EXPERT’S VIEW Judy Wallis, Literacy Specialist and Staff Developer

“students
In general, we are spending way too much time scaffolding the text for students. When we do this, the
don’t really have any work to do. The consequence is that neither we nor the students really
know what they can do on their own. Coaching and scaffolding should occur within the context of the
reading and should include just enough support so that students can be successful on their own.
See SavvasRealize.com for more professional development on research-based best practices.
”
T184 UNIT 2 • WEEK 3
 myView
ANNOTATE NOTEBOOK
Digital

FORMATIVE ASSESSMENT OPTIONS

Apply QUICK CHECK

Notice and Assess Can students
Have students use the strategies for analyzing point of view.
identify the narrator’s point of view?
OPTION 1 M y TURN Have students annotate the text using Decide
the other Close Read notes for Analyze Point of View and then use
• If students struggle, revisit
the text evidence from their annotations to complete the chart on
instruction about analyzing point
Student Interactive p. 314.
of view in Small Group on
OPTION 2 Use Independent Text Have students examine pp. T190–T191.
pronouns in the text and use sticky notes to mark pronouns and
• If students show understanding,
other elements, including thoughts and feelings of the characters,
extend instruction about analyzing
that show point of view.
point of view in Small Group on
pp. T190–T191.

STUDENT INTERACTIVE, p. 314

CLOSE READ

Analyze Point of View

Point of view is the perspective from which an author presents the actions
and characters of a story. First-person point of view is told by a narrator who
is a character in the story and uses the pronouns I and me. Third-person point
of view is told by a narrator who is not a character in the story and uses the
pronouns he/him or she/her.

A third-person omniscient narrator can tell thoughts and feelings of any or all
characters. A third-person limited narrator tells only the thoughts and feelings
of one character, who is not the narrator.

1. My TURN Go to the Close Read notes in Hatchet. Underline the parts that
identify that the narrator knows all Brian’s actions, thoughts, and feelings.

2. Text Evidence Use the parts you underlined to complete the item and chart.
Words that show point of view: he, his, him

Point of View: Third-Person Limited

Possible responses:
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Actions: Thoughts: Feelings:

“He struck harder, “I can’t do this, he “There was thirst,

a glancing blow, thought, again and and hunger.”
and two or three again.” “the hatchet was
weak sparks important to him”
skipped off the “Something came
rock” then, a thought as
he held the hatchet”

314

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Hatchet T185
WEEK 3 LESSON 3
READING-WRITING WORKSHOP BRIDGE

Read Like a Writer

OBJECTIVE
Examine how the author’s use of
Analyze Voice
language contributes to voice.

MInilesson
FOCUS ON STRATEGIES Authors create voice in literature by choosing
specific words and descriptive details that help the reader understand story
characters and their experiences. Follow these steps to analyze voice.
• Make note of any details in the text that describe what a character is
thinking or feeling.
• Ask yourself if there are any details that make you feel like you are in
the story or seeing the event through the character’s eyes.

MODEL AND PRACTICE Model analyzing the author’s craft technique of

voice by directing students to the top of p. 319 in the Student Interactive.
Have them follow along as you complete the steps.
• Identify the descriptive language the author uses to describe what
Brian does and how he feels.
• Ask how these phrases help the reader understand Brian’s feelings.
• Draw conclusions about how the author created voice and what it
accomplished. Consider how the passage would be different without
this descriptive language.

ELL Targeted Support Voice Help students examine the way the
author of Hatchet uses voice to help the reader understand Brian’s
feelings.
Have students complete this sentence frame: When the author writes that
Brian “held his breath,” it shows that Brian feels ___________. EMERGING
Have students reread paragraph 9. Ask: How does Brian feel when he
pulls out the porcupine quills? How do you know? What does this tell you
about Brian? Give students sentence starters if needed to answer the
questions. DEVELOPING
Have student pairs take turns reading paragraph 9 in Hatchet. Direct
them to give examples of words or phrases that show how Brian
feels. EXPANDING
Have individuals write how Brian feels in their reader’s notebooks. Instruct
them to use text evidence in their answers. BRIDGING

T186 UNIT 2 • WEEK 3

 myView
Digital
NOTEBOOK READING BRIDGE

ASSESS UNDERSTANDING

Apply
M y TURN Direct students to reread paragraph 63 from Hatchet. Then
have them complete the activities on p. 319 of the Student Interactive so
that they can see how the author’s use of specific language and details
creates voice.

STUDENT INTERACTIVE, p. 319

ANALYZE AUTHOR’S CRAFT READING-WRITING BRIDGE

Read Like a Writer

In literature, readers experience story events through a narrator’s or a
character’s eyes, thoughts, and voice. Authors use specific language,
including word choice and descriptive details, when writing from a particular
point of view.

Model Read the text from Hatchet.

He grasped one of the quills, held his breath, and

jerked. It sent pain signals to his brain in tight waves,
but he grabbed another, pulled it, then another quill.
descriptive
language
1. Identify In Hatchet, the narrator uses descriptive
language to describe what Brian does and how he feels.

2. Question How does the narrator’s voice help me understand what

Brian feels?

3. Conclude The descriptive details help me feel Brian’s pain

vividly and immediately, as if I were there.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Reread paragraph 63 from Hatchet.

My TURN Follow the steps to analyze the paragraph. Examine

how the author’s use of language contributes to voice.

1. Identify The narrator uses the language “hungry friend” and “a friend
named fire” to describe Brian’s thoughts .
2. Question How does the narrator’s voice help me understand what Brian
is thinking?

3. Conclude The descriptive details help me understand that Brian knows

both the importance and danger of fire .

319

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Hatchet T187
WEEK 3 LESSON 3
READING-WRITING WORKSHOP BRIDGE

Word Study r-Controlled Vowels

FLEXIBLE OPTION
OBJECTIVES LESSON 3
Decode multisyllabic words with
r-controlled syllables.
More Practice
Use print or digital resources to
determine meaning, syllabication, FOCUS ON STRATEGIES Remind students that a vowel’s sound changes
pronunciation, and word origin. when it is followed by an r and that some r-controlled vowels sound
alike but are spelled differently.

MODEL AND PRACTICE Give an example of a word with an r-controlled

vowel. Discuss the correct pronunciation of the word and how the
vowel’s sound changes with the r. Have students offer examples and
discuss their sounds.

T188 UNIT 2 • WEEK 3

 myView
Digital
DOWNLOAD READING BRIDGE

APPLY Have students complete Name

Word Study p. 47 from the Resource Word Study

r-Controlled Vowels
Vowels that are followed by the letter r are called r-controlled vowels. These

Download Center. Note that students vowels make certain sounds:

• sound ar as in backward
• sound er as in external

will practice reading the words in • sound or

Many r-controlled vowels sound the same but are spelled differently. For

context.
example, the sound you hear in the word gathered can be spelled er, ir, or, or ur.

My TURN Read the following words and tell which sound is made by their
r-controlled vowel.
1. flutter er 5. start ar

2. charcoal ar 6. core or

3. churn er 7. guard ar

4. form or 8. curve er

My TURN Read the following paragraph:

There are many guards at the pool in the summer. Some of them start early in
the morning, and some work into the evening. Part of their responsibility is to
make sure everyone has a safe time swimming. Many of them also teach
swimming classes. They teach how to swim forward, which is called the front
crawl. They teach how to swim backward, which is the back crawl. They make
sure to teach the right forms for swimming, including how to turn around at the
side of the pool. The guards at the pool make sure everyone is prepared with
safety and knowledge.

TURN andTALK With a partner, use r-controlled words in oral sentences.

Grade 5, Unit 2, Week 3 47

© Pearson Education, Inc., or its affiliates. All rights reserved.

Word Study, p. 47
RDG21_OSR05_FL_U02W03_WS.indd 47 20/02/19 1:26 PM

FLEXIBLE OPTION

LESSON 3
FLEXIBLE OPTION FLEXIBLE OPTION
More Practice
LESSON 1 LESSON 2 LESSON 4 LESSON 5
Teach r-Controlled Apply r-Controlled Spiral Review:  Assess
Vowels Vowels Final Stable Understanding
Syllables -le,
-tion, -sion

Hatchet T189
WEEK 3 LESSON 3
READING WORKSHOP ASSESS & DIFFERENTIATE

Use the QUICK CHECK on p. T185 to determine small group instruction.

Teacher-Led Options
Strategy Group Intervention Activity
ANALYZE POINT OF VIEW ANALYZE POINT OF VIEW
Teaching Point Analyzing point of view helps Use Lesson 22, pp. T147–T152, in the myFocus
readers understand whether a story is told from Intervention Teacher’s Guide for instruction on
the perspective of a character inside the story analyzing literary devices such as point of view.
or someone outside it. Work with students to LEVEL F • READ

complete the graphic organizer on Student Lesson 22 Literary Devices

Interactive p. 314. DIRECTIONS Read the following texts. As you read, notice who is narrating the
poem or story, how language is used to describe things, and the voice or style
of the writing.

ELL Targeted Support Hero (First Person)

1 After school I walked down the street to the restaurant where

Review with students that first-person point my mother worked. I would sit and do my homework at the counter
for about an hour while she finished her shift. Then she would walk
me home. Mom always wanted to make sure I got home safely.

of view uses first-person pronouns, and third- 2 One day my homework was to write about my hero. I was
dead tired from a long day at school and couldn’t think of
anything to write about.

person point of view uses third-person pronouns 3 Sitting next to me was a regular customer, Mr. Eagleston. He
was friendly, and it made me feel good whenever he sat nearby.
He offered to help me.

for all the characters. 4 He said, “A hero is someone who helps people, who protects
others and keeps them safe without asking for anything in return.
Who is like that in your life?”
5 I watched my mother working hard behind the counter. I

Ask students to identify the pronouns used in thought about how even when she was tired after a shift she was
always there for me and made sure I got home safely. Suddenly,
I knew the hero I would write about!

Hatchet. (mostly third-person pronouns, with a

Hero (Third Person)
few first-person ones) Guide groups to write a 1 After school Keesha walked down the street to the restaurant
where her mother worked. Keesha would sit and do her homework
sentence in third-person point of view starting at the counter for about an hour while her mother finished her
shift. Then the pair would walk home together. Keesha’s mom
always wanted to make sure Keesha got home safely.
with He or She. Check for pronoun agreement. One day Keesha’s homework was to write about her hero.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

2
She was dead tired from a long day at school and couldn’t think
of anything to write about.
EMERGING 3 Sitting next to her was a regular customer, Mr. Eagleston. He
was friendly, and it made Keesha feel good whenever he sat nearby.
He noticed Keesha seemed troubled and decided to help her.
4 He said, “A hero is someone who helps people, who protects

Have pairs write one sentence from third-person others and keeps them safe without asking for anything in return.
Who is like that in your life?”
5 Keesha watched her mother working hard behind the counter.

point of view and one sentence from first-person She thought about how even when her mother was tired after a
shift, she was always there and made sure Keesha got home safely.
Suddenly, Keesha knew the hero she would write about!

point of view, making sure each sentence has Reading Literature T • 147

correct pronoun agreement. DEVELOPING

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Have individuals write a sentence with a first-

person point of view. Then have them change
Assess 2–4
the sentence to be third-person point of view. Fluency students
EXPANDING
Have each student rewrite a short passage PROSODY
of Hatchet, changing the point of view. Have Have student pairs practice reading a short
partners review each other’s work, checking for passage with appropriate intonation and
pronoun agreement. BRIDGING expression.

 or additional support, see the online

F ORAL READING RATE AND ACCURACY
Language Awareness Handbook. Use pp. 43–48 in Unit 2 Week 3 Cold Reads to
assess students. Have partners practice reading
the passage. Use the Fluency Progress Chart to
track student progress.

T190 UNIT 2 • WEEK 3

 REALIZE VIDEO
myView READER
ANNOTATE DOWNLOAD ASSESSMENT
SMALL GROUP
Digital
AUDIO GAME NOTEBOOK INTERACTIVITY

Independent/Collaborative
3 students/ 3–4 minutes
Conferring per conference Independent Reading
ANALYZE POINT OF VIEW Students can
Talk About Independent Reading Ask students • reread or listen to Hatchet or another text they
to look back at their sticky notes and share what have previously read.
they learned about point of view. • read a self-selected trade book or their Book
Club text.
Possible Conference Prompts • collaborate with partners in developing a
• Is the narrator a character in the story? How summary of a passage they read in their book.
do you know?
• What does the reader learn about the main
character’s thoughts, feelings, and actions? Centers
Possible Teaching Point Omniscient means See the myView Literacy Stations in the
“all seeing and all knowing,” which explains why Resource Download Center.
this point of view includes the thoughts and
feelings of many characters. A limited point of
view is restricted to thoughts and feelings of only Literacy Activities
one character.
Students can
• complete the graphic organizer on Student
Interactive p. 314.

Leveled Readers • play the myView games.

• choose a passage from a text and with a
ANALYZE POINT OF VIEW partner take turns reading it with appropriate
• For suggested titles, see intonation and expression.
The Light at Jupiter Lake

“Matching Texts to Learning,”

by J.H. Diel

Guided Reading Level Q

DRA Level 40
Lexile Measure 800L
Word Count 3,356

pp. T156–T157.
SUPPORT PARTNER READING
Text Text Structure Text Features
• Chronological • Chapters
Characteristics (Conflict, climax, • Illustrations
resolution)

• For instructional support

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

Keep partners on track by giving

and to build background for the text.

Preview the Text

Say: This book is about a young boy named Alec who moves from his city home in Texas
Launch the Book
to a rural home on Jupiter Lake in New Hampshire. Let’s read to find out what happens

on how to analyze point of

to Alec as he tries to adjust to his new home.

Preview the Genre

them a list of suggested

Say: The Light at Jupiter Lake is an example of realistic fiction. Show students
the cover of the book. Say: What about this cover tells you that this book is realistic
fiction? As you read, ask yourself if the events in the story are things that could happen
in real life.

view, see Leveled Readers

Preview Vocabulary
perspective (p. 16) assess (p. 28)

conversation prompts to keep

selected (p. 19) expertly (p. 29)
structured (p. 25)

Observe students as they read, and monitor their comprehension. Talk with
Observe and students about their Noticings, Connections, and Wonderings.

Teacher’s Guide.
Monitor
Noticings, Connections, and Wonderings

their book discussions going.

As they read The Light at Jupiter Lake silently to themselves, have students use
the Noticings, Connections, and Wonderings page at the end of this guide to
capture their thoughts, questions, and unfamiliar words. Encourage students to
use their notes in discussions and writing.

© Copyright 2020 1

See the Small Group Guide for

additional support and resources
for Partner Reading.

Whole Group
Share Bring the class back together. Invite two students to describe how the
narrator’s point of view helps them understand the story. Ask them for evidence of
point of view from the text they read.
Hatchet T191
WEEK 3 LESSON 4
READING WORKSHOP CLOSE READ

Generate Questions
MInilesson
FOCUS ON STRATEGIES Readers ask and answer questions about a text to
Hatchet improve their understanding and gain information before, during, and after
they read.
• Think about information you read in the text that interests you, makes
OBJECTIVES you wonder, or is unclear, and ask yourself questions about it.
Generate questions about text
before, during, and after reading • Keep the questions in mind as you continue to read.
to deepen understanding and gain
information. • Use details from the text to help you answer your questions.
Identify and understand the use of
literary devices, including first- or MODEL AND PRACTICE Use the Close Read note on p. 297 in the Student
third-person point of view. Interactive to model how to generate questions.
The narrator describes “a low dark form, a bulk in the darkness” in
ACADEMIC paragraph 5 but does not say what it is until two paragraphs later. Why
VOCABULARY does he delay telling me? I think he is putting me in Brian’s shoes, trying to
Integrate Offer students oral
make me feel the same mystery and tension Brian feels. It’s a way to show
practice using the unit Academic Brian’s perspective even though Brian isn’t telling the story. It’s also a way
Vocabulary words to generate to make the story more exciting.
questions about Hatchet.
• How do details provided by the
narrator help me relate to
Brian’s feelings?
ELL Targeted Support Respond to Questions Tell students that asking
• Why does the narrator focus on
the incident with the hatchet? and answering questions as they read will deepen their understanding of
a text.
Have students echo-read paragraph 7. Then display and ask these
questions: What attacked Brian in the cave? How do you know? Have
students respond verbally. EMERGING

Repeat the activity above, but have students respond to the questions in
their notebooks. DEVELOPING

Ask students why or how questions about Hatchet. Have students write
down your questions as well as their answers. Ask them to use your
question structure to ask other why or how questions about parts of the text
they found confusing. EXPANDING

Have students generate a list of questions about Hatchet. Then have them
exchange their lists with a partner. After answering the questions, pairs
should discuss why they wrote the questions they did. BRIDGING

T192 UNIT 2 • WEEK 3

 myView
ANNOTATE NOTEBOOK
Digital

FORMATIVE ASSESSMENT OPTIONS

Apply QUICK CHECK

Have students use the strategies for generating questions to deepen Notice and Assess Can students
understanding of a text and to gain understanding after reading. generate questions to better understand
a text?
OPTION 1 My TURN Have students annotate the text using the
Decide
other Close Read notes for Generate Questions and then use the text
evidence to complete the chart on Student Interactive p. 315. • If students struggle, revisit
instruction for generating questions
OPTION 2 Use Independent Text Have students ask and answer in Small Group on pp. T198–T199.
questions to understand the text, using index cards to record
• If students show understanding,
questions, answers, page numbers, and relevant quotations from
extend instruction for generating
the text.
questions in Small Group on
pp. T198–T199.

STUDENT INTERACTIVE, p. 315

READING WORKSHOP

Generate Questions
Before, during, and after reading, readers generate, or come up with, questions
about the text to deepen understanding. Readers use evidence from the text to
answer these questions.

1. My TURN Go back to the Close Read notes and highlight parts that helped
you generate questions while reading Hatchet.

2. Text Evidence Use your highlighted text to ask questions, and use evidence
to support your understanding of the text. Complete the chart by asking
and answering one more question now that you have finished reading.
Possible responses:
When I
Asked the My Questions Evidence in the Text
Question

Before Why is this story “the hatchet was important to

Reading called Hatchet ? him, was his only tool, and he
should not have thrown it”
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

During Why doesn’t the “He felt he could see a low dark
Reading narrator describe the form, a bulk in the darkness, a
creature as a shadow that lived, but now it
porcupine right away? moved away . . . ”

After How does the The narrator’s point of view

Reading narrator’s point provides insight into Brian’s
of view help me thoughts, feelings, and actions.
understand Brian?

315

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Hatchet T193
WEEK 3 LESSON 4
READING-WRITING WORKSHOP BRIDGE

Write for a Reader

OBJECTIVES
Examine how the author’s use of
Use Voice
language contributes to voice.
Compose literary texts such as
personal narratives, fiction, and
poetry using genre characteristics
Minilesson
and craft.
FOCUS ON STRATEGIES Writers develop their craft by reading the work of
other authors. As readers, writers can see how authors use elements of
craft, such as how authors use language, to create specific effects.
Remind students that they just analyzed how author Gary Paulsen uses
sensory details and word choice to create the narrator’s voice in Hatchet.

MODEL AND PRACTICE Discuss with students how they can use word
choice and sensory language to create voice in their own writing. Use
p. 320 of the Student Interactive to model an example.
• Identify a character trait or emotion to illustrate, such as sadness.
• Consider specific words and sensory details that might help readers
understand the sadness. For example, say: I might write a detail that
appeals to the senses, such as seeing the character’s teardrop roll
down his cheek. Or I might say that the character’s heart sank.
• As a class, write a sentence or two with the suggested details to
showcase the voice. Ask students to offer suggestions on how to
further improve the intended voice.

ELL Targeted Support Sensory Details Clarify that sensory details

appeal to one or more of the five senses: sight, sound, taste, touch,
and smell. Display these five words.

Have students work in pairs to list verbs that signal sensory details (felt,
tasted, touched, heard, saw). Then have them write a short sentence using
one of the words. EMERGING/DEVELOPING

Have students work in pairs to create lists of sensory words, such as

hot, cold, soft, and hard for touch, and then write sentences using the
words. EXPANDING/BRIDGING

T194 UNIT 2 • WEEK 3

 myView
Digital
NOTEBOOK READING BRIDGE

ASSESS UNDERSTANDING

Apply
M y TURN Remind students of how Gary Paulsen used descriptive
language to create the voice of the narrator in Hatchet. Then direct students
to complete the activity on p. 320 of the Student Interactive.

Writing Workshop
In fiction, authors use descriptive language to create voice in their
stories. Tell students that they can use similar language in their
informational articles from the Writing Workshop. Encourage them to
find opportunities to use word choice or sensory language to develop
their topics and supporting details.

STUDENT INTERACTIVE, p. 320

DEVELOP AUTHOR’S CRAFT

Use specific
language to
Write for a Reader make your
Authors use point of view and language to contribute to voice heard!
a narrator’s or character’s voice. They often use sensory
details—about sights, sounds, and more—to help readers
experience a character’s thoughts and feelings.

My TURN Think about how the narrator’s voice in Hatchet

affects you as a reader. Now identify how you can use a
character’s voice to influence your own readers.

1. If you were trying to create a character with a specific voice,

and that character was in a dangerous environment,
what language would you use?

Responses will vary but should include language that is specific to the
character, such as “Donovan frantically tried to grab the rope, but his
heart sank as the rope sailed out of view.”

2. Write a passage describing your character’s thoughts and actions.

Choose a point of view that best expresses the character’s voice.
Use descriptive details to help your readers feel and “see” what the
character is experiencing.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Responses will vary but should include language that shows what
makes the character’s voice and point of view unique. All descriptive
details should be filtered through the character.

320

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Hatchet T195
WEEK 3 LESSON 4
READING-WRITING WORKSHOP BRIDGE

Word Study Spiral Review

FLEXIBLE OPTION
OBJECTIVE LESSON 4
Decode multisyllabic words with
final stable syllables. Consult
references as needed to spell Spiral Review: Final Stable Syllables -le, -tion,
words correctly.
-sion
FOCUS ON STRATEGIES Review the previous week’s strategies about
the final stable syllables of a consonant + le, -tion, and -sion.

MODEL AND PRACTICE Call on a volunteer to rewrite a multisyllabic

word ending in a consonant + le, -tion, or -sion to show the word
divided into syllables. Remind students that the e is unaccented in -le,
that -tion is pronounced shun, and that -sion is pronounced shun or
zhun.

APPLY Have students work in pairs to list examples of words with each
final stable syllable and then rewrite them to show the syllables. Allow
students to share their lists and compare syllabication with others.

T196 UNIT 2 • WEEK 3

 READING BRIDGE

ELL Targeted Support

Final Stable Syllables -le, -tion, -sion Tell students that recognizing words
with final stable syllables will make the words easier to spell and pronounce.
Display bicycle, graduation, and explosion.

Have students work in pairs to divide the words and pronounce them.
EMERGING/DEVELOPING

After students divide and pronounce the words, provide them with additional
words for practice. EXPANDING

After students divide and pronounce the words, ask them to brainstorm and
practice additional words. Have them use a dictionary, if necessary. BRIDGING

FLEXIBLE OPTION

LESSON 4
FLEXIBLE OPTION FLEXIBLE OPTION
Spiral Review:
LESSON 1 LESSON 2 LESSON 3 Final Stable LESSON 5
Syllables -le,
Teach r-Controlled Apply r-Controlled More Practice  Assess
-tion, -sion
Vowels Vowels Understanding

Hatchet T197
WEEK 3 LESSON 4
READING WORKSHOP ASSESS & DIFFERENTIATE

Use the QUICK CHECK on p. T193 to determine small group instruction.

Teacher-Led Options
Strategy Group Intervention Activity
GENERATE QUESTIONS GENERATE QUESTIONS
Teaching Point You can better understand a Use Lesson 17, pp. T113–T118, in the myFocus
text if you ask and answer questions about it. Intervention Teacher’s Guide for instruction on
Guide students to list some key questions about asking and answering questions.
Hatchet.

ELL Targeted Support

LEVEL F • READ

Lesson 17 Set a Purpose for Reading and Ask and

Answer Questions
Encourage students to use key words and DIRECTIONS Read the following passages. As you read, ask questions about

expressions in asking and answering questions

what you want to know.

about Hatchet. 1
A Farm Field Trip
Right now, my science teacher, Mr. Frye, is handing out
permission slips for a field trip. I can hardly wait. Next week my

List on the board the key question words who, science class will be visiting a farm. I think my classmates are
just as excited as I am. None of us lives near a farm, so visiting
one will be something new for all of us.

what, where, when, why, and how. Help students 2 Mr. Frye says that the farm has different types of animals
living there. It has goats for milking and for keeping the grass
short. The farmer has chickens and sells their eggs. The farmer

formulate simple questions using each of these also raises pigs and collects honey from his own bees. The farm
mainly grows vegetables for people to eat. At the farm, first we
will be visiting a greenhouse where the farmer is growing plants

words. EMERGING from seeds. Then we will see how the seedlings are planted in
the ground.
3 Not long ago in class, we were learning about how plants
grow. This spring we planted vegetable seeds, just like farmers

Have students complete these sentence frames do. Except instead of planting seeds in a field, we planted them
in little pots and lined up the pots in a sunny window of our
classroom. The pots are still there in the window. Last week

to generate questions: Why does Brian dream some of the seeds were sprouting. On our field trip, we will be
learning about how this process works on a real farm. Mr. Frye
says we will be there just in time to see fields of seeds starting to

about _______ ? How does the narrator show 4

sprout.
I must remember to ask my mom to sign the permission slip.
I certainly don’t want to miss out on a farm field trip.
_______ ? What is the effect of the narrator giving
details about _______ ? DEVELOPING
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Have students work in pairs to complete the

sentence frames above and then answer
them. EXPANDING
Reading Literature T • 113
Encourage students to ask two questions about
how people can survive in the wilderness—one RDG20_TG_LevF_MF_Int_L17.indd 113 9/7/17 9:00 AM

that can be answered from text evidence and

one that can be answered through research. Assess 2–4
BRIDGING
Fluency students

 or additional support, see the online

F PROSODY
Language Awareness Handbook. Have student pairs practice reading a short
passage with appropriate intonation and
expression.

ORAL READING RATE AND ACCURACY

Use pp. 43–48 in Unit 2 Week 3 Cold Reads to
assess students. Use the Fluency Progress Chart
to track student progress.

T198 UNIT 2 • WEEK 3

 REALIZE VIDEO
myView READER
ANNOTATE DOWNLOAD ASSESSMENT
SMALL GROUP
Digital
AUDIO GAME NOTEBOOK INTERACTIVITY

Independent/Collaborative
3 students/ 3–4 minutes
Conferring per conference Independent Reading
GENERATE QUESTIONS Students can
Talk About Independent Reading Ask students • reread or listen to another text they read.
to share with partners the questions and answers • read a trade book or their Book Club text.
they wrote on their index cards. • practice fluent reading with a partner by
Possible Conference Prompts reading their texts like a storyteller.
• What part of the story led you to ask the
question? Centers
• How did the text answer the question?
See the myView Literacy Stations in the
Possible Teaching Point When you generate Resource Download Center.
and answer questions, be sure to include text
evidence. You may ask about something in the Literacy Activities
text or answer using details from the text.
Students can
• complete the graphic organizer on Student
Interactive p. 315.
Leveled Readers
• write about their book in their reader’s
GENERATE QUESTIONS notebook.
• For suggested titles, see The Light at Jupiter Lake • play the myView games.
“Matching Texts to Learning,”
by J.H. Diel

Guided Reading Level Q

• with a partner, take turns reading a text with

DRA Level 40
Lexile Measure 800L
Word Count 3,356

pp. T156–T157.
expression and intonation.
Text Text Structure Text Features
• Chronological • Chapters
Characteristics (Conflict, climax, • Illustrations
resolution)

ELL Access Video

• For instructional support on

Build Background Use the interactive video in The Light at Jupiter Lake digital leveled reader to
engage students, to support language development, to activate prior knowledge,
and to build background for the text.

Preview the Text

Say: This book is about a young boy named Alec who moves from his city home in Texas
Launch the Book
to a rural home on Jupiter Lake in New Hampshire. Let’s read to find out what happens
to Alec as he tries to adjust to his new home.

how to generate questions,

Preview the Genre
Say: The Light at Jupiter Lake is an example of realistic fiction. Show students
the cover of the book. Say: What about this cover tells you that this book is realistic
fiction? As you read, ask yourself if the events in the story are things that could happen
in real life.

Preview Vocabulary

see Leveled Readers SUPPORT INDEPENDENT READING

perspective (p. 16) assess (p. 28)
selected (p. 19) expertly (p. 29)
structured (p. 25)

Observe students as they read, and monitor their comprehension. Talk with
Observe and students about their Noticings, Connections, and Wonderings.
Monitor

Teacher’s Guide.
Noticings, Connections, and Wonderings
As they read The Light at Jupiter Lake silently to themselves, have students use

Students will need to practice

the Noticings, Connections, and Wonderings page at the end of this guide to
capture their thoughts, questions, and unfamiliar words. Encourage students to
use their notes in discussions and writing.

© Copyright 2020 1
independent reading throughout
the unit. Encourage them by
urging them to choose texts
with genres and topics that
appeal to them.
See the Small Group Guide for
additional support and resources
for Independent Reading.
Whole Group
Share Bring the class back together in whole group. Invite one or two students
to share some of the questions they generated about their reading and the answers
they found in their texts.
Hatchet T199
WEEK 3 LESSON 5
READING WORKSHOP COMPARE TEXTS

Reflect and Share

Write to Sources
MInilesson
Hatchet
FOCUS ON STRATEGIES Explain that when students compare and contrast
texts, they will often need to paraphrase texts, or restate them in their
OBJECTIVES
own words. Doing so will enable students to cite text evidence without
Apply grade 5 Reading
standards to literature. plagiarizing.
Retell, paraphrase, or summarize • Use your own words when you paraphrase.
texts in ways that maintain
meaning and logical order. • Be sure your words accurately reflect the events and other details in
the text.
Compose informational texts,
including brief compositions that • Paraphrase using a logical order.
convey information about a topic,
using a clear central idea and
genre characteristics and craft. MODEL AND PRACTICE Before students compose their own brief
paraphrase, model how to paraphrase using the opening paragraph of
Hatchet on p. 296 in the Student Interactive:
ACADEMIC To paraphrase paragraph 1, I begin by rereading it to make sure I
VOCABULARY understand what happened. Then I restate the events and details from the
Integrate Offer students oral paragraph using my own words. I also make sure I keep the meaning of
practice using the unit Academic
Vocabulary words to reflect on the paragraph and the order of events true to the original paragraph. For
the text and make connections to example, I could paraphrase paragraph 1 to say: In the dark night, Brian
other texts, the unit theme, and wakes up to what he thinks is a growl. It turns out to be just the wind. Then
the Essential Question. Ask:
he smells something that wakes him up again.
• What does Brian detect
when he looks at the stone
the hatchet hit? Why is this
observation important?
• How do Brian’s experiences ELL Targeted Support Paraphrase Use the poem on pp. 290–291
relate to those of characters
to give students practice with paraphrasing.
in other texts about survival?
What role does observation play Give students these sentence frames to paraphrase the first four lines of the
in each of them?
poem: I will be here for _____. Since the nights will be _____, I need _____.
I will use _____. Tell students to use words other than those in the poem—
seven days for a week, for example, or chilly instead of cool. Clarify that
combustible means “able to be burned.” EMERGING/DEVELOPING
Have students paraphrase the events of the poem. Tell them to
look up unfamiliar words in a dictionary. EXPANDING/BRIDGING

T200 UNIT 2 • WEEK 3

 myView
NOTEBOOK
Digital

FORMATIVE ASSESSMENT OPTIONS

Apply QUICK CHECK

Notice and Assess Can students make
Have students use the strategies for paraphrasing while making
comparisons across texts?
connections between texts.
Decide
OPTION 1 Use the Shared Read Have students use evidence
• If students struggle, revisit
from this week’s texts to discuss how careful observations can help
instruction for making text
people survive.
comparisons in Small Group
OPTION 2 Use Independent Text Have students use their on pp. T204–T205.
independent reading texts to examine other forms of observations
• If students show understanding,
that helped people survive. Remind them to use their own words
extend instruction for making text
when they paraphrase.
comparisons in Small Group
on pp. T204–T205.

WEEKLY QUESTION Have students use evidence from the texts they have read this week to
respond to the Weekly Question. Tell them to write their response on a separate sheet of paper
or discuss in small groups.
STUDENT INTERACTIVE, p. 316

RESPOND TO TEXT
M y VIEW
Reflect and Share Write About It For additional
practice on developing and writing
Write to Sources In Hatchet, Brian uses natural
resources around him to survive. What other opinions using text evidence, ask
survival stories have you read this week? Were
these situations as dangerous as that of Brian?
students to respond to the prompt
Use examples from the texts to compose and support below on a separate sheet of paper.
a response.

In paragraph 23, the narrator

Paraphrase Texts When writing a response, it is important reveals Brian’s thoughts: “The
to understand the texts you are writing about. Think about what
you read this week and in this unit so far.
hatchet was the answer.” What do
Which texts helped you learn something new about survival? you think the hatchet means to
Which texts told risky stories of survival?
Brian? Why is this object important
1. Choose two texts about survival.
2. Identify passages in each text that tell you about the
to the events of the story? Use text
dangers people faced and the solutions they found. evidence to support your opinion.
3. Next, paraphrase what happens in the text. As you use your
own words to describe people, places, and events, be sure
to maintain meaning and logical order.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

4. Then ask questions such as What did I learn about how

people respond to unsafe situations? Answer those
questions and record any other thoughts that come to mind.
5. Finally, use what you paraphrased to compose a response.

Weekly Question
How can careful observation help a person survive?

316

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Hatchet T201
WEEK 3 LESSON 5
READING-WRITING WORKSHOP BRIDGE

Word Study r-Controlled Vowels

FLEXIBLE OPTION
OBJECTIVES LESSON 5
Decode multisyllabic words with
r-controlled syllables.
Assess Understanding
Use print or digital resources to
determine meaning, syllabication, To assess students’ understanding of r-controlled vowels, have
pronunciation, and word origin.
students group each of the following words according to their
r-controlled vowel sounds:
WEEKLY STANDARDS 1. Earth
PRACTICE 2. organ
To assess student progress
3. word
on Word Study, use the
Weekly Standards Practice on 4. score
SavvasRealize.com. 5. birth
6. mark
7. purple
8. soar

When students are finished, discuss their answers. (Answers: ar: mark;
er: Earth, word, birth, purple; or: organ, score, soar).

T202 UNIT 2 • WEEK 3

myView
Digital
ASSESSMENT DOWNLOAD READING BRIDGE

Develop Language Awareness

For additional practice with r-controlled
vowels, complete the activity on p. 24 of
the Language Awareness Handbook. In this
practice activity, students will use visual
support to identify and pronounce words with
r-controlled vowels.

FLEXIBLE OPTION

LESSON 5
FLEXIBLE OPTION FLEXIBLE OPTION
 Assess
LESSON 1 LESSON 2 LESSON 3 LESSON 4 Understanding

Teach r-Controlled Apply r-Controlled More Practice Spiral Review:

Vowels Vowels Final Stable
Syllables -le,
-tion, -sion

Hatchet T203
WEEK 3 LESSON 5
READING WORKSHOP ASSESS & DIFFERENTIATE

Use the QUICK CHECK on p. T201 to determine small group instruction.

Teacher-Led Options
Strategy Group Intervention Activity
COMPARE TEXTS myFOCUS READER
Teaching Point When you compare texts, Reread pp. 22–23 with
you need to show how they are similar and students. Use the teaching
how they are different. Create a Venn diagram support online at
with students to show how the ideas about SavvasRealize.com to
observation in “Perfect Inspiration” and in engage students in a
Hatchet are the same and different. conversation that
demonstrates how the texts
ELL Targeted Support they have read this week
Work with students to fill in this sentence starter. support their understanding
Both Hatchet and _____ show the importance of of observations and encourages
observation in helping a person _____. them to use the Academic Vocabulary words.
Then display these sentence starters to model
using comparing and contrasting connecting
words. Have students complete the sentences Intervention Activity
orally with a partner. Then have them write their
responses in their notebooks.
WORD STUDY
Brian makes an important observation For students who need support, Word Study
when _____. EMERGING lessons are available in the myFocus Intervention
Brian’s most important observation was _____. Teacher’s Guide, Lessons 1–10.
It was important because _____. DEVELOPING
Like Brian, _____ learns that observation is
important to survival. Both Brian and _____ are On-Level and Advanced
similar because _____. EXPANDING
Both Brian and _____ learn about the importance INQUIRY
of observation. However, unlike Brian, _____ Organize Information and Communicate
does/does not _____. BRIDGING Students should organize their findings on their
 or additional support, see the online
F chosen realistic details into an effective format.
Language Awareness Handbook.
Critical Thinking Talk with students about their
findings and the process they used.

See Extension Activities pp. 82–86 in the Resource

Download Center.

T204 UNIT 2 • WEEK 3

 REALIZE
myView READER
AUDIO ANNOTATE DOWNLOAD RESEARCH
SMALL GROUP
Digital
VIDEO GAME NOTEBOOK INTERACTIVITY

Independent/Collaborative
3 students/ 3–4 minutes
Conferring per conference Independent Reading
COMPARE TEXTS Students can
Talk About Independent Reading Ask students • reread or listen to the poem “Perfect
to share what they learned by comparing and Inspiration” with a partner.
contrasting the two survival stories. • read a self-selected text.
• reread or listen to their leveled reader.
Possible Conference Prompts
• How are characters’ situations in the two texts
similar? How are they different? Centers
• How are the points of view of the two texts
See the myView Literacy Stations in the
similar or different?
Resource Download Center.
• What do the two texts show about the
importance of observation to survival?

Possible Teaching Point Readers think

Literacy Activities
about other texts to make connections between Students can
characters, events, ideas, and points of view.
• write in their reader’s notebook in response to
the Weekly Question.
• research other survival skills besides making
Leveled Readers a fire.
• play the myView games.
COMPARE TEXTS
• For suggested titles,
see “Matching Texts to
The Light at Jupiter Lake
by J.H. Diel

Guided Reading Level Q

DRA Level 40
Lexile Measure 800L
Word Count 3,356
B O O K CLUB
Learning,” pp. T156–T157.
See Book Club, pp. T484–T485, for
Text Text Structure Text Features
• Chronological • Chapters
Characteristics (Conflict, climax, • Illustrations
resolution)

• For instructional support on

ELL Access Video
Build Background Use the interactive video in The Light at Jupiter Lake digital leveled reader to

• teacher’s summary of chapters in The

engage students, to support language development, to activate prior knowledge,
and to build background for the text.

Preview the Text

Say: This book is about a young boy named Alec who moves from his city home in Texas
Launch the Book
to a rural home on Jupiter Lake in New Hampshire. Let’s read to find out what happens

how to compare texts, see

to Alec as he tries to adjust to his new home.

Tarantula Scientist.
Preview the Genre
Say: The Light at Jupiter Lake is an example of realistic fiction. Show students
the cover of the book. Say: What about this cover tells you that this book is realistic
fiction? As you read, ask yourself if the events in the story are things that could happen
in real life.

Leveled Readers Teacher’s

Preview Vocabulary
perspective (p. 16) assess (p. 28)

• talking points to share with students.

selected (p. 19) expertly (p. 29)
structured (p. 25)

Observe students as they read, and monitor their comprehension. Talk with
Observe and students about their Noticings, Connections, and Wonderings.

Guide.
Monitor
Noticings, Connections, and Wonderings

• collaboration prompts and conversation

As they read The Light at Jupiter Lake silently to themselves, have students use
the Noticings, Connections, and Wonderings page at the end of this guide to
capture their thoughts, questions, and unfamiliar words. Encourage students to
use their notes in discussions and writing.

© Copyright 2020 1
starters.
• suggestions for incorporating the
Discussion Chart.
• alternate texts to support the unit theme and
Spotlight Genre.
Whole Group
Share Bring the class together. Invite one or two students to share similarities
and differences between Hatchet and another survival text, including similarities or
differences in points of view.
Hatchet T205
WEEK 3
WRITING WORKSHOP DEVELOP STRUCTURE

Weekly Overview
Students will
WEEK WRITING PROCESS FLEXIBLE PATH
• develop and compose an introduction and Introduce and
1 Prewriting
a conclusion. Immerse

• develop informational articles with related 2 Drafting Develop Elements

information and transitions. 3 Drafting Develop Structure

• use proper formatting. 4 Revising and Editing Writer’s Craft

Publish, Celebrate,
5 Publishing and Assess

Minilesson Bank
Daily Plan Based on what you know about your students’ writing, choose one
minilesson from the options below for each day’s instruction.
FAST TRACK FAST TRACK FAST TRACK
LESSON 1 LESSON 2 LESSON 3
MINILESSON

5—10 min.
Develop and Compose an Develop with Related Develop with Transitions
Introduction T386 Information T390 T394

INDEPENDENT WRITING
AND CONFERENCES Independent Writing Independent Writing and Independent Writing and
30—40 min. and Conferences T387 Conferences T391 Conferences T395

SHARE BACK FOCUS

5—10 min. General Observation, Specific to General,

Text Structures T395
Hook T387 General to Specific T391

READING-WRITING FLEXIBLE OPTION • Spelling Teach Spell FLEXIBLE OPTION

WORKSHOP BRIDGE • Spelling Assess Prior • Spelling More
Words with r-Controlled
Knowledge T388 Practice T396
5—10 min. Vowels T392
FLEXIBLE OPTION • Language &
• Language & FLEXIBLE OPTION
• Language & Conventions Teach
Conventions Spiral
Conventions Oral Principal Parts of
Review: Principal Parts
Language: Principal Parts Irregular Verbs T397
of Regular Verbs T389
of Irregular Verbs T393

T382 UNIT 2 • WEEK 3

 myView
Digital
DOWNLOAD
INFORMATIONAL ARTICLE

Mentor STACK
The following criteria may be helpful in selecting texts from the stack to teach students the elements
of informational articles:
• The length of the article is approximately the same length as the students’ articles should be.
• Introductions, transitions, and conclusions are clearly identifiable in the article.
• The article has multiple examples of text features, such as headings, bulleted lists, and bold words.

FAST TRACK FAST TRACK

LESSON 4 LESSON 5 ADDITIONAL RESOURCES
MINILESSON
Develop and Compose a Write a Headline Put Important
Use Formatting T398 5—10 min.
Conclusion T402 and Byline Information First

INDEPENDENT WRITING
AND CONFERENCES Independent Independent
Independent Writing and Select a Genre and
Writing and Writing and
Conferences T399 Conferences T403 30—40 min. Conferences Conferences

SHARE BACK FOCUS

Heading, Bulleted List, Topic, Purpose, and 5—10 min. Order of
Headlines
Bold and Italic Print T399 Audience T403 Importance

FLEXIBLE OPTION • Spelling Assess

• Spelling Spiral See the online See the Small
Understanding T404 Language
Review T400 Group Guide
FLEXIBLE OPTION Awareness for additional
• Language & • Language & Handbook for writing support.
Conventions Practice Conventions Standards additional
Principal Parts of Practice T405 writing support.
Irregular Verbs T401

T383
WEEK 3
WRITING WORKSHOP DEVELOP STRUCTURE

Conferences Mentor STACK

During this time, assess for understanding of the basic elements of
informational articles in order to gauge where students may need
support in developing the structure of their articles. Have stacks and
minilessons available to reference during the conferences.

FORMATIVE ASSESSMENT Conference Prompts Conference Support for ELL

Develop and Compose an Introduction EMERGING
If students need
Then help them identify the elements • Help students understand the terms
additional support, introduction, body, transitions, and
of an introduction in a stack text.
conclusion.
If students show Then have them practice writing another
• Read a simple stack text aloud and
understanding, draft using a different hook. ask the students to identify the
beginning, middle, and end.
Develop with Related Information
• Use shared writing to help students
If students need map their article.
Then ask them to identify a general and
additional support,
specific statement about their topic.
DEVELOPING
If students show Then have them move onto drafting a
• Use shared writing to create a
understanding, second paragraph about their topic.
graphic organizer for the
Develop with Transitions introduction.
• Have students define introduction,
If students need
Then help them identify one transition transitions, formatting, and
additional support, conclusion in their own words.
that applies best to their topic.
• Have students practice putting
If students show Then ask: How can you add transitions to sample sentences in logical order.
understanding, help readers understand your topic?
EXPANDING
Use Formatting
• Use modeled writing to demonstrate
If students need use of transitions.
Then ask: What is the main topic of this
additional support, • Have students explain where they
paragraph?
might add headings and other
If students show Then have them add a heading to the formatting.
understanding, paragraph. • Read a stack text and have students
identify the introduction, transitions,
Develop and Compose a Conclusion and the conclusion.
If students need Then ask: Why did you think this topic
additional support, BRIDGING
was important?
• Have students identify introductions
If students show Then ask: How can you tie the conclusion and conclusions in stack texts.
understanding, back to your introduction? • Have students use graphic
organizers to show the organization
of stack texts.
Reading-Writing Workshop Bridge • Have students use transitions to
summarize their article.
While conferring with students, refer back to the Bridge
minilessons on voice and irregular verbs.

T384 UNIT 2 • WEEK 3

myView
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DOWNLOAD
INFORMATIONAL ARTICLE

ELL Minilesson Support

See the online
Language Awareness
Week 3: Develop Structure Handbook for
During the developing structure week, your ELLs will benefit from additional writing
support.
additional writing support that expands their awareness of writing
structure and how to create an informational article. These targeted
supports were chosen to help students better understand the planning
process behind writing.

Use this note for the minilesson on p. T390. Use this note for the minilesson on p. T394.

ELL Targeted Support ELL Targeted Support

DEVELOP WITH RELATED INFORMATION DEVELOP WITH TRANSITIONS
Organizing a text by grouping related To vary sentence lengths and make
information together is key in being able to add relationships of ideas clear, students need to
details and specificity to writing. use transitions in their writing.
Read the body of a stack text. Discuss the main Read aloud an excerpt from a stack text and
points of each paragraph, and record main give printed copies to the students. Have them
ideas as a group. EMERGING raise their hands when they identify a transition
word and highlight it on their copies.
Have pairs read a different stack text and
EMERGING
highlight the topic sentences of each paragraph
on printed copies. Have pairs take notes on the Have students read the excerpt aloud to a
main ideas and specific details. DEVELOPING partner and write down the transitions it
contains. Then have students write and
Ask students to brainstorm different main points
combine their own sentences using the same
of their informational article, write down at least
transitions. DEVELOPING
three topic sentences, and number them in a
logical order. EXPANDING Have students write one sentence or short
paragraph with a transition for each of the text
Have students make an outline listing topic
types on p. 325 of the Student Interactive.
sentences and details to show what they want
EXPANDING
to cover in each paragraph of their article.
BRIDGING Ask students to identify transitions in their own
draft. If there are none, challenge them to add a
few to bring clarity to the writing and vary
sentence lengths. BRIDGING

Hatchet T385
 WEEK 3 LESSON 1
WRITING WORKSHOP DEVELOP STRUCTURE
FAST TRACK

Develop and Compose an

Introduction
OBJECTIVE
Develop drafts into a focused,
Minilesson Mentor STACK
structured, and coherent piece
of writing by organizing with TEACHING POINT An introduction grabs the reader’s attention and tells
purposeful structure, including what the article is about. A well-structured introduction includes
an introduction, transitions, and a
conclusion. • a general statement about the topic.
• a more specific statement about what the article will address.
• a way to catch the reader’s attention.
STUDENT INTERACTIVE, p. 323

INFORMATIONAL ARTICLE WRITING WORKSHOP MODEL AND PRACTICE Explain that a good introduction should make the
Develop and Compose
an Introduction
Learning Goal
I can use elements
reader interested in learning more about the topic. It should tell the reader
what to expect and why a reader should be interested in it.
of informational
An introduction to an informational article creates writing to write an
a structure for the text. Many introductions use the informational article.

following structure.

Read sample introductions from the stack and help students identify the
General statement
After being domesticated, or tamed, 10,000 or observation
years ago, dogs soon became companions about topic

for humans. Today many dogs provide more than

parts of each introduction as shown on Student Interactive p. 323.

Topic narrowed to
companionship for people—they provide what article will
lifesaving help. Many people assume that service be about

dogs are a modern development, but a painting

Hooks reader’s interest with
unearthed in the ancient Roman city of

• After reading each sentence aloud, ask students which part of the
interesting statement, fact,
Herculaneum tells a different story. or question

My TURN In your writing notebook, use the graphic organizer as a model for
the introduction to your informational article. Then develop a draft of your
introduction.
introduction they just heard.
• Pick one well-structured introduction from the stack and use modeled
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

General Statement About the Topic

writing to develop a graphic organizer as an example.

Narrow the Topic

• Ask the students what the reader has learned about the topic.
Hook

Direct students to pick a topic and begin building a graphic organizer like
the one on p. 323 for their informational article introduction.
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T386 UNIT 2 • WEEK 3

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INTERACTIVITY INFORMATIONAL ARTICLE

Independent Writing Mentor STACK

FOCUS ON INTRODUCTION Students should transition into independent

writing by using their graphic organizer to draft their informational article
introduction.
• If students need additional opportunities to learn about the structure of
an introduction, refer them to examples in the stack.

WRITING SUPPORT
• Modeled Do a Think Aloud to brainstorm what a reader might
be interested to know about a student’s topic.

• Shared Have students explain their topic while taking notes

about main points and then discuss how they could be used in
an introduction.

• Guided Have students identify the elements of an introduction

in a stack text.
Intervention Refer to the Small Group Guide for support.

• If students show comprehension of the topic, have them draft their own
introduction in their writer’s notebook.

See the Conference Prompts on p. T384.

Share Back
Ask for volunteers to share their introductions with the class and explain
how they structured an introduction in their draft.

Hatchet T387
WEEK 3 LESSON 1
READING-WRITING WORKSHOP BRIDGE

Spelling Spell Words with

r-Controlled Vowels
FLEXIBLE OPTION
OBJECTIVE LESSON 1
Spell multisyllabic words
with closed syllables; open
syllables; VCe syllables; vowel Assess Prior Knowledge
teams, including digraphs and
diphthongs; r-controlled syllables; Use the sentences from Lesson 5 Spelling, p. T404, to assess students’
and final stable syllables. prior knowledge of r-controlled vowels.

For students who understand that some r-controlled vowels sound the
same but are spelled differently, include the following Challenge Words
SPELLING WORDS with the spelling list.

armada external Challenge Words

conserve cardinal tarpaulin
guitar excursions notorious
proportion injury honorable
internal majority
category turbulent
vertical quarter
partition harmony ELL Targeted Support
conform vertex r-Controlled Vowels Remind students that vowel sounds change when they are linked
to the letter r.
guardian minority
Give the correct pronunciation of each spelling word, and have students repeat after
you. EMERGING
After the above activity, have students work in pairs to practice pronouncing the words
with each other. DEVELOPING
After the above activities, have student pairs practice spelling the words. EXPANDING

FLEXIBLE OPTION

LESSON 1
FLEXIBLE OPTION FLEXIBLE OPTION
 Assess Prior
Knowledge
LESSON 2 LESSON 3 LESSON 4 LESSON 5

Teach: Spell words More Practice: Spiral Review:  Assess

with r-Controlled Spell words with Final Stable Understanding
Vowels r-Controlled Vowels Syllables -le,
-tion, -sion

T388 UNIT 2 • WEEK 3

 WRITING BRIDGE

Language & Conventions

Spiral Review
FLEXIBLE OPTION

LESSON 1 OBJECTIVES
Use verb tense to convey various
times, sequences, states, and
Spiral Review: Principal Parts of Regular Verbs conditions.

FOCUS ON STRATEGIES Review principal parts of regular verbs on p. T373. Edit drafts using standard English
conventions, including past tense
MODEL AND PRACTICE Display for students the principal parts of the verb talk. of irregular verbs.

• talks
• is talking
• talked
• has talked

Remind them of each principal part and of the helping verbs that accompany
participles. As a class, change the verb in the following sentence to one that
uses a present participle and a past participle: She walks to the store. (She is
walking to the store. She has walked to the store.)

APPLY On their own, have students complete this sentence using the four
principal parts of the verb pull: Runners ____ muscles. (pull, are pulling,
pulled, have pulled)

ELL Targeted Support

Use Appropriate Verb Forms Tell students that it is and rewrite each sentence using a different principal part.
important to use verb forms correctly to show when events DEVELOPING
happened.
Write or display the principal parts of a regular verb. Ask
Review principal parts of verbs by providing a regular verb students to write sentences that correctly use each verb
(such as live) and four cloze sentences, one for each part. tense. EXPANDING
EMERGING
Have students exchange sentences with a partner for editing.
Display several short sentences using the principal parts Instruct them to make sure participles have the correct form
of regular verbs. Have students identify the verb form of be or have. BRIDGING

FLEXIBLE OPTION

LESSON 1
FLEXIBLE OPTION FLEXIBLE OPTION
Spiral Review:
LESSON 2 LESSON 3 LESSON 4 LESSON 5
Principal Parts of
Regular Verbs
Principal Parts of Teach Principal Parts Practice Principal Standards Practice
Irregular Verbs of Irregular Verbs Parts of Irregular
Verbs

Hatchet T389
 WEEK 3 LESSON 2
WRITING WORKSHOP DEVELOP STRUCTURE
FAST TRACK

Develop with Related Information

OBJECTIVES
Develop drafts into a focused,
Minilesson Mentor STACK
structured, and coherent piece of
writing. TEACHING POINT Information articles are separated into paragraphs, with
Compose informational texts, each expressing its own main point. The paragraphs organize the article into
including brief compositions that a logical order.
convey information about a topic,
using a clear central idea and • Paragraphs can be organized from specific to general or general to
genre characteristics and craft. specific.
• A topic sentence usually expresses the main point of a paragraph.
• All the paragraphs should refer back to the topic of the article.
STUDENT INTERACTIVE, p. 324

INFORMATIONAL ARTICLE MODEL AND PRACTICE Ask students to turn to p. 324 in the Student
Develop with Related Information
Paragraphs and sections show how facts and details relate to each other.
Interactive and work on the first My Turn activity. Students should put a
Each paragraph often has one topic sentence that explains its main idea. All
paragraphs support the main idea of the entire text. A writer can organize
paragraphs in different ways.
number in front of each sentence corresponding with the order in which the
Specific to General sentences should appear, from 1 to 4. Ask students why they chose that
Amur tigers once roamed All tigers that are endangered
most of Asia. must be saved.
order and whether the order goes from general to specific or specific to
General to Specific
general.
If we don’t protect the Preventing runoff from
planet, the human race may factories and farms can reduce

Read through stack texts and have students identify the topic sentences of
not have a future. pollution in our lakes.

My TURN Each sentence is the topic sentence of a paragraph in an

informational text. Put the topic sentences in a logical order. each paragraph.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

1 Many kinds of animals are on the Endangered Species List.

4 People must stop killing green sea turtles for their shells, eggs, and meat.

3 Green sea turtles are threatened by humans and climate change.

2 Almost every species of sea turtle is endangered.

My TURN In your writing notebook, develop a draft of your informational

article. Organize your ideas into paragraphs that support your main idea.

324

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Possible Teaching Point Writing Process

Drafting | Brainstorming
This week students will be writing an informational article about a topic
they know or want to learn more about.
Have students
• think about subjects in which they have an interest and choose one
• jot notes about the most important information or questions they
have about their subject
• look in mentor stacks or other resources for information about the
subject

T390 UNIT 2 • WEEK 3

myView
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INTERACTIVITY INFORMATIONAL ARTICLE

Independent Writing Mentor STACK

FOCUS ON PARAGRAPH ORDER After the minilesson, students should

transition into independent writing.
• If students need additional support, have them use a stack text to help
them see the logical order of paragraphs.

WRITING SUPPORT
• Modeled Do a Think Aloud using a stack text to identify topic
sentences.

• Shared Have students explain the main points of their article.

Prompt them to put these points in order from least detailed to
most detailed.

• Guided Encourage students to outline their article using topic

sentences and to number the sentences before drafting their
paragraphs.
Intervention Refer to the Small Group Guide for support.

• If students have identified topic sentences for their paragraphs, they

can begin developing a logical order for the sentences and drafting
their ideas into paragraphs.

See the Conference Prompts on p. T384.

Share Back
Ask students to explain how they chose the order of their paragraphs.

Hatchet T391
WEEK 3 LESSON 2
READING-WRITING WORKSHOP BRIDGE

Spelling Spell Words with

r-Controlled Vowels
OBJECTIVE LESSON 2
Spell multisyllabic words
with closed syllables; open
syllables; VCe syllables; vowel Teach
teams, including digraphs and
diphthongs; r-controlled syllables; FOCUS ON STRATEGIES Explain that vowel sounds change when they
and final stable syllables. precede an r. Illustrate with the different vowel sounds in fat and far, sit and
. sir.

SPELLING WORDS MODEL AND

SPELLING READING-WRITING BRIDGE
PRACTICE Write or display
armada external the words external, Spell Words with r-Controlled Vowels
Vowels followed by the letter r are called r-controlled vowels. To spell

conserve cardinal cardinal, excursions, words with r-controlled vowels, consider the different spellings of the

conform, and vertex.

r-controlled vowel sounds. For example, or, ore, and oar are ways to spell

guitar excursions the r-controlled vowel sound you hear in the word core. The r-controlled

Say each word aloud vowel sound you hear in the word bird can be spelled er, ir, or, or ur.

proportion injury and have students Myy TURN Read the words. Spell and sort the list words by the sound
M
made by their r-controlled vowel sound.
internal majority echo you, focusing on SPELLING WORDS

category turbulent the r-controlled vowel armada

conserve
category
vertical
external
cardinal
turbulent
quarter

vertical quarter sounds. guitar

proportion
partition
conform
excursions
injury
harmony
vertex
internal guardian majority minority
partition harmony APPLY M y TURN Have
conform vertex students complete the sound ar as in car sound er as in hurt sound or as in cord

guardian minority activity on p. 321 of the armada conserve proportion

guitar internal category
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Student Interactive. partition vertical conform

guardian external majority
cardinal excursions minority
harmony injury
turbulent
vertex
quarter

321

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LESSON 2
FLEXIBLE OPTION FLEXIBLE OPTION FLEXIBLE OPTION
Teach: Spell Words
LESSON 1 with r-Controlled LESSON 3 LESSON 4 LESSON 5
Syllables
 Assess Prior More Practice: Spiral Review:  Assess
Knowledge Spell Words with Final Stable Understanding
r-Controlled Syllables Syllables -le,
-tion, -sion

T392 UNIT 2 • WEEK 3

 myView
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INTERACTIVITY WRITING BRIDGE

Language & Conventions

Principal Parts of Irregular Verbs
FLEXIBLE OPTION

LESSON 2 OBJECTIVES
Use verb tense to convey various
times, sequences, states, and
Oral Language: Principal Parts of Irregular Verbs conditions.
Edit drafts using standard English
FOCUS ON STRATEGIES Introduce irregular verbs by giving students
conventions, including past tense
examples such as go, went, and gone. Explain that irregular verbs do not of irregular verbs.
add -ed to form the past tense or past participle and that many irregular
verbs have different simple past and past participle forms. Note that all
verbs form their present participles in the regular way, by adding -ing. This
is why present participles are not listed on p. 322 even though they are one
of the four principal parts of verbs. Point out that the most irregular verbs
are high-frequency words, or words that appear often in texts.

MODEL AND PRACTICE Point out that many common verbs are irregular.
Help students think of examples and write their present, past, and past
participle forms on the board. Remind students to add a form of have
before a past participle; for example, I see, I saw, I have seen. Work with
the class to edit several examples. Following patterns and rules will help
students correctly spell words.

APPLY Have students work in pairs to identify the past tense and past
participle of irregular verbs sing, break, and choose.

FLEXIBLE OPTION

LESSON 2
FLEXIBLE OPTION FLEXIBLE OPTION
Oral Language:
LESSON 1 Principal Parts of LESSON 3 LESSON 4 LESSON 5
Irregular Verbs
Spiral Review: Teach Principal Parts Practice Principal Standards Practice
Principal Parts of of Irregular Verbs Parts of Irregular
Regular Verbs Verbs

Hatchet T393
 WEEK 3 LESSON 3
WRITING WORKSHOP DEVELOP STRUCTURE
FAST TRACK

Develop with Transitions

OBJECTIVE
Develop drafts into a focused,
Minilesson Mentor STACK
structured, and coherent piece
of writing by organizing with TEACHING POINT Transitions help carry a thought from one sentence or
purposeful structure, including paragraph to another. They guide the reader through an article by making
an introduction, transitions, and a
conclusion. logical connections between points or ideas. Transitions also provide
structure. Writers use different transitions to show different relationships of
ideas, such as
• cause and effect.
STUDENT INTERACTIVE, p. 325

WRITING WORKSHOP • time order or chronology.

Develop with Transitions
Writers use transitions and linking words to guide readers through a text. The
transitional words, phrases, and clauses in an informational article provide
• compare and contrast.
structure by showing the logical relationships between details. Different text
structures use different transitions. Depending on the writer’s purpose, an
informational article may follow one of these common text structures. • problems and solutions.
Structure Transitions Example

Cause and
Effect
because, as a result, then,
since, for, cause, effect
Jackie learned to be a great
tennis player because she
• steps in a process.
worked hard at tennis camp.

Time Order/
Chronology
first, then, meanwhile,
immediately, until, now,
next, finally, soon
First, she learned the basics.
Then she began to practice
her technique daily.
MODEL AND PRACTICE Review each of the different text types and
Comparison
and Contrast
similar, different,
especially, as, yet, like,
Her playing style at first
was clumsy, but soon she
transition examples. Ask students to turn to their neighbor to take turns
unlike, however, although, learned discipline and

Problem and
in contrast, but, at first

as a result, problem,
gained strength.

As a result, her playing

reading the example sentences. Use a stack text to have students identify
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

transitions and the text type being used.

Solution solution, challenge improved rapidly.

Process after, since, during, when, Now she tells other young
while, first, second, third, players, “First, you need a goal.
next, finally, after that, Then you have to practice all
then, last, meanwhile, the time. Meanwhile, you have
in the end to believe in yourself. In the
end, you will succeed.”

My TURN In your writing notebook, develop a draft of your informational

article. Use transitions to create structure.

325

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Possible Teaching Point

Langauge & Conventions | Principal Parts of Irregular Verbs

As students draft their informational articles, ask them to be aware of
their uses of irregular verbs. Remind them that
• past and past participle forms of irregular verbs do not end in -ed
• simple past and past participle forms of an irregular verb often have
different forms
• all verbs form their present participles in the regular way

T394 UNIT 2 • WEEK 3

myView
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INTERACTIVITY INFORMATIONAL ARTICLE

Independent Writing Mentor STACK

FOCUS ON TRANSITIONS After the minilesson, students should transition

into independent writing.
• Remind students that they may need to adjust some of their
paragraphs to add transitions. If they need further explanation of how to
use transitions, guide them to stack texts that use transitions frequently.

WRITING SUPPORT
• Modeled Do a Think Aloud that includes transitions as you
describe a sequence of events.

• Shared Have students choose a stack text and identify its

transitions from the list on p. 325.

• Guided Have students identify a transition in a stack text and

then create their own sentence using that transition.
Intervention Refer to the Small Group Guide for support.

• If students demonstrate understanding, encourage them to look back

over their draft and add transitions to help create structure.

See the Conference Prompts on p. T384.

Share Back
Ask students to share with a partner one of their sentences with transitions.
Have students explain why they chose the transitions and how they create
structure. Then call on volunteers to share with the whole class.

Hatchet T395
WEEK 3 LESSON 3
READING-WRITING WORKSHOP BRIDGE

Spelling Spell Words with

r-Controlled Vowels
FLEXIBLE OPTION
OBJECTIVE LESSON 3
Spell multisyllabic words
with closed syllables; open
syllables; VCe syllables; vowel More Practice
teams, including digraphs and
diphthongs; r-controlled syllables; FOCUS ON STRATEGIES Remind students that vowel sounds change when
and final stable syllables. they are r-controlled and that some r-controlled vowels sound alike but are
spelled differently.

MODEL AND PRACTICE Write the following sentences and have students
SPELLING WORDS
work in pairs to fill in the blanks with spelling words.
armada external
1. On their __________, the hikers climbed
conserve cardinal to Twin Falls. (excursion)
guitar excursions Name

2. There were __________ columns at the Spelling

proportion injury building’s entrance. (vertical)

Spell Words with r-Controlled Vowels
When vowels are followed by the letter r, they are called r-controlled vowels.
When spelling words with r-controlled vowels, keep the following in mind:

internal majority
• Many r-controlled vowels sound the same but are spelled differently.
• The sound you hear in the word swerve can be spelled er, ir, or, or ur.

APPLY Have students complete Spelling

The sound you hear in the word shortest can be spelled as or, ore, or oar.

category turbulent
SPELLING WORDS

p. 52 from the Resource Download Center.

armada category external turbulent
conserve vertical cardinal quarter
guitar partition excursions harmony

vertical quarter proportion

internal
conform
guardian
injury
majority
vertex
minority

partition harmony My TURN Read the following words, and identify the r-controlled vowel sound
made by each.

er or
1. injury 4. conform

conform vertex
2. guitar ar 5. turbulent er
3. cardinal ar 6. vertical er

My TURN Choose three of the following words and use them in sentences:

guardian minority
proportion, excursions, internal, majority, conserve, partition. Use what you
learned about r-controlled vowels to spell correctly.
Responses will vary but should include correct spelling.

Grade 5, Unit 2, Week 3 52

© Pearson Education, Inc., or its affiliates. All rights reserved.

RDG20_OSR05_U02W03_SP.indd 52 1/25/18 10:44 AM

FLEXIBLE OPTION

LESSON 3
FLEXIBLE OPTION FLEXIBLE OPTION
More Practice:
LESSON 1 LESSON 2 Spell Words with LESSON 4 LESSON 5
r-Controlled Vowels
 Assess Prior Teach: Spell Words Spiral Review:  Assess
Knowledge with r-Controlled Final Stable Understanding
Vowels Syllables -le,
-tion, -sion

T396 UNIT 2 • WEEK 3

 myView
Digital
DOWNLOAD
WRITING BRIDGE

Language & Conventions

Principal Parts of Irregular Verbs
LESSON 3 OBJECTIVES
Use verb tense to convey various
times, sequences, states, and
Teach Principal Parts of Irregular Verbs conditions.
Edit drafts using standard English
FOCUS ON STRATEGIES Tell students that irregular verbs are verbs in which
conventions, including past tense
the past or past participle forms do not end in -ed. Often they have of irregular verbs.
different forms for the simple past and past participle as well: break, broke,
have broken. Sometimes they have the same irregular form for both:
teach, taught, have taught. Note that students can check whether a verb is
irregular by looking it up in a dictionary. The dictionary will list any irregular
forms after the main entry for the verb.

MODEL AND PRACTICE Reinforce the lesson with more examples of common
irregular verbs, such as speak, buy, fall, catch, shake, drive, and tear. Place
students in pairs to write simple sentences that illustrate the past and past
participle of these verbs. Remind them to use a form of have before the
past participles. Tell students that memorizing irregular verbs and other
high-frequency words will help them read and write more fluently.

ELL Targeted Support

Language Structures Help students learn new language structures heard during class. Explain that past
participles use has, have, or had as a helping verb.
Have students repeat after you: The test has begun. The tests have begun. Have students identify the different
participles. EMERGING
Have groups orally complete these sentence frames: The test has _____. The tests have _____. DEVELOPING
Have pairs edit these sentences so that the verbs use the past participle: I drank the milk. (I have drunk the
milk.) She took the book. (She has taken the book.) Have pairs read their answers aloud. EXPANDING
Read sentences aloud and have students orally change each verb so that it has the past participle. BRIDGING

LESSON 3
FLEXIBLE OPTION FLEXIBLE OPTION FLEXIBLE OPTION
Teach Principal Parts
LESSON 1 LESSON 2 of Irregular Verbs LESSON 4 LESSON 5

Spiral Review: Principal Parts of Practice Principal Standards Practice

Principal Parts of Irregular Verbs Parts of Irregular
Regular Verbs Verbs

Hatchet T397
 WEEK 3 LESSON 4
WRITING WORKSHOP DEVELOP STRUCTURE
FAST TRACK

Use Formatting
OBJECTIVE
Compose informational texts,
Minilesson Mentor STACK
including brief compositions that
convey information about a topic, TEACHING POINT Formatting in informational articles provides a guide for
using a clear central idea and readers as they read and interpret the article. It helps them identify what is
genre characteristics and craft.
important about a topic and what the writer wants them to remember.
• Headings tell what the following paragraph will be about.

STUDENT INTERACTIVE, p. 326

• Bold words indicate words readers should remember.
INFORMATIONAL ARTICLE • Italics identify special terms.
Use Formatting
Formatting allows a writer to highlight important information and words
within an informational article. Types of formatting include headings, bulleted
• Bulleted lists identify basic facts or quickly sum up information.
lists, bold words, and italics.

The Pink Meanie

The recently discovered pink meanie

A heading tells what the
paragraph will be about.
MODEL AND PRACTICE Have students turn to p. 326 in the Student
Interactive and reread “The Pink Meanie.” Tell them to use the information
Bold words indicate
jellyfish has earned its name. Its arms and words that the reader
should remember.
tentacles are a soft shade of pink, and this
“meanie” devours other jellyfish. Aside
from its snacking habits, the jellyfish,
officially named Drymonema larsoni, is also
Italics indicate a
special term—in this
in the paragraph to create a bulleted list of the main facts. Have students
remarkable because it is different from case, a scientific name.

other jellies. The pink meanie jellyfish is so

different that scientists had to create a new repeat this exercise using stack texts. Additionally, have them choose a
family name for it, something that hasn’t
been done since 1921.
stack text and add formatting, such as paragraph headings and bold or
italic words, to the text.
My TURN Create a bulleted list from the information in the paragraph.
A writer can use a bulleted list when he or she wants a reader to quickly
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

understand basic facts.

The Pink Meanie

•
•
•
•

My TURN In your writing notebook, compose a draft of your informational

article. Use formatting to help your readers understand what you write.

326

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Possible Teaching Point

Spelling | Words with r-Controlled Vowels

Help students understand that it is important to use correct spelling,
especially in attention-getting headings. Remind them that
• vowel sounds change when they are followed by the letter r
• some r-controlled vowels sound the same but are spelled differently,
such as those in guardian and guitar
If students are in doubt about a word’s correct spelling, they should try
sounding out the word or looking it up in a dictionary.

T398 UNIT 2 • WEEK 3

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INTERACTIVITY INFORMATIONAL ARTICLE

Independent Writing Mentor STACK

FOCUS ON FORMATTING After the minilesson, students should transition

into independent writing.
• If students need additional guidance on where to use formatting, refer
them to stack texts with multiple examples of formatting.

WRITING SUPPORT
• Modeled Use a Think Aloud to read the students’ paragraphs
and identify words they may want to emphasize in bold or
italic print.

• Shared Have students read and identify formatting options in

a stack text.

• Guided Have students highlight words in their draft that are

technical or that they want the reader to remember.
Intervention Refer to the Small Group Guide for support.

• If students demonstrate understanding, have them continue adding

formatting to additional paragraphs in their text, including a bulleted list
to sum up information.

See the Conference Prompts on p. T384.

Share Back
Ask volunteers to share formatting examples, including their bulleted lists.

Hatchet T399
WEEK 3 LESSON 4
READING-WRITING WORKSHOP BRIDGE

Spelling Spiral Review

FLEXIBLE OPTION
OBJECTIVE LESSON 4
Spell multisyllabic words
with closed syllables; open
syllables; VCe syllables; vowel Spiral Review: Final Stable Syllables -le, -tion, -sion
teams, including digraphs and
diphthongs; r-controlled syllables; FOCUS ON STRATEGIES Review the spelling rule about the final stable
and final stable syllables. syllables of a consonant -le, -tion, and -sion on p. T368.

MODEL AND PRACTICE Display this sentence: Americans have the right to
peacefully assembull. Call on a volunteer to correct the misspelling. Point
SPELLING WORDS out that knowing how to spell final stable syllables can help students spell
armada external the words in which they appear, such as assemble.

conserve cardinal APPLY Have students use the spelling words on p. T368 to make flash
guitar excursions cards and quiz each other on the correct spellings.
proportion injury
internal majority
category turbulent
vertical quarter
partition harmony
conform vertex
guardian minority

Writing Workshop
As students proofread
their drafts, remind them
to check for spelling errors
in words with final stable
syllables.

FLEXIBLE OPTION

LESSON 4
FLEXIBLE OPTION FLEXIBLE OPTION
Spiral Review:
LESSON 1 LESSON 2 LESSON 3 Final Stable
LESSON 5
Syllables -le,
 Assess Prior Teach: Spell Words More Practice:  Assess
-tion, -sion
Knowledge with r-Controlled Spell Words with Understanding
Vowels r-Controlled Vowels

T400 UNIT 2 • WEEK 3

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INTERACTIVITY WRITING BRIDGE

Language & Conventions

Principal Parts of Irregular Verbs
LESSON 4 OBJECTIVES
Use verb tense to convey various
times, sequences, states, and
Practice Principal Parts of Irregular Verbs conditions.
Edit drafts using standard English
APPLY M y TURN Have students edit the draft paragraph on Student
conventions, including past tense
Interactive p. 322. of irregular verbs.

LANGUAGE AND CONVENTIONS

Principal Parts of Irregular Verbs Writing Workshop

A verb’s tenses are formed from its principal parts: the present, the past, and
the past participle. Spell the past tense of regular verbs by adding -ed. Use has,
have, or had with the past tense to form the past participle. An irregular verb
does not add -ed to form the past tense. Most irregular verbs have different
Direct students to look at
spellings for the past and the past participle.
their writing notebooks
to find places where they
(has, have, or
Present Past had +) Past
Participle
Present Past
(has, have, or
had +) Past have used irregular verbs
Participle

become became become go went gone

in their drafts. Have them
begin began begun know knew known
check to make sure they
drink drank drunk see saw seen
have used correct verb
forget forgot forgotten take took taken forms and the correct
spelling for words with
Myy TURN Edit this draft by changing the irregular present-tense verbs in
M
each sentence to past tense or past participle. Spell the words correctly. patterns and rules.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Possible responses:
had forgotten became
Brian forgets how cold the woods become at night. He
^ ^
understood took
understands that it takes a lot for him to survive in the
^ ^
began
wilderness. He begins each morning searching for water, and he
^ had
went had seen
goes to the nearby stream. Earlier, he sees that several animals
^ ^ ^
drunk knew
drink the water, so he knows it was clean.
^ ^

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LESSON 4
FLEXIBLE OPTION FLEXIBLE OPTION FLEXIBLE OPTION
Practice Principal
LESSON 1 LESSON 2 LESSON 3 Parts of Irregular LESSON 5
Verbs
Spiral Review: Principal Parts of Teach Principal Parts Standards Practice
Principal Parts of Irregular Verbs of Irregular Verbs
Regular Verbs

Hatchet T401
 WEEK 3 LESSON 5
WRITING WORKSHOP DEVELOP STRUCTURE
FAST TRACK

Develop and Compose a Conclusion

OBJECTIVE
Develop drafts into a focused,
Minilesson Mentor STACK
structured, and coherent piece of
writing by organizing with TEACHING POINT A conclusion summarizes the main points of a text and
purposeful structure, including an
introduction, transitions, and a • creates structure and coherence by providing closure.
conclusion.
• indicates why the topic is important.
• tells the reader how to learn more about the topic.
STUDENT INTERACTIVE, p. 327 • leaves readers with a lesson to apply to their lives.
• calls readers to action.
WRITING WORKSHOP

Develop and Compose a Conclusion

MODEL AND PRACTICE Select a few stack texts to read aloud, but do not
A writer sums up the events in an informational article with a concluding
statement or section. The conclusion provides structure and helps readers
understand how they can use the information in the article. For example, a
writer may conclude an article with a suggestion about how the reader could
learn more about the topic.
read the conclusions. Discuss with students the main points of the text
My TURN Choose a topic and develop a draft. Focus your writing around a
clear structure. Be sure to include a conclusion.
using these questions:
How can you sum up the topic of your article?

• How can you sum up the topic of this text?

Why is the topic important for your readers to learn about? • Why is this topic important for readers to learn about?
• What do you think the author wants readers to do with information in
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

the text?
What do you want your readers to do with the information in
the article?

Read a conclusion of a stack text to see how the author summarized the
text and discuss what the author wanted the reader to learn.
327

Have the students turn to p. 327 in the Student Interactive to answer the
listed questions about their informational article draft.
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Independent Writing
Students should transition to independent writing and work to complete
their informational article drafts. If students are making great progress on
their drafts, you may choose to use the Select a Genre feature on p. T403.
See the Conference Prompts on p. T384.

Share Back
Ask students to share a concluding summary of their article in one sentence
or their complete conclusion if they choose. Have them explain how they
structured their writing to make it coherent.

T402 UNIT 2 • WEEK 3

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INTERACTIVITY INFORMATIONAL ARTICLE

SELECT A GENRE
Topic In their writing notebooks, ask students to brainstorm possible topics
or modifications to their informational article topic. Use these prompts to help
students generate ideas.
• What action could a reader take after reading your informational article?
• What is your favorite hobby?
• Think of a funny, exciting, or scary experience you recently had.
• Tell me about a person you admire.
Purpose Tell students that determining the purpose of their writing will help
them select a genre in which to write. Students should decide whether they
want to
• convince a reader to change something or accomplish something.
• entertain a reader.
• inform a reader about a topic they find interesting.

Audience Have pairs of students discuss possible audiences for their topic.
They should ask each other who they would like to read their writing. After the
discussion, have students decide on an audience and write down their decision
in their writing notebooks.

Genre of Choice
Students should look at their topic, purpose, and audience to select a genre.
If students need support in naming the genre, provide common options such
as the following as a starting point.
• Personal Narrative
• Realistic Fiction
• Poetry
• Argumentative Text
• Informational Article
In their writing notebooks, tell students to begin writing a first draft.

Hatchet T403
WEEK 3 LESSON 5
READING-WRITING WORKSHOP BRIDGE

Spelling Spell Words with

r-Controlled Vowels
OBJECTIVE LESSON 5
Spell multisyllabic words
with closed syllables; open
syllables; VCe syllables; vowel Assess Understanding
teams, including digraphs and
diphthongs; r-controlled syllables;
Use the following sentences for a spelling test.
and final stable syllables.
Spelling Sentences
1. The city tries to conserve water during the hot summer months.
SPELLING WORDS 2. She took her guitar to the music shop to get it tuned.
3. The form had to be signed by a parent or guardian.
armada external
4. Something is wrong with the internal workings of the computer.
conserve cardinal
5. The pilot warned of a turbulent landing.
guitar excursions
6. He earned a quarter for every shirt he ironed.
proportion injury
7. The red cardinal was easy to see in the snow.
internal majority
category turbulent 8. A partition divided the room.
vertical quarter 9. The proportion of students who do sports is rising.
partition harmony 10. Her injury kept her out for the rest of the season.
conform vertex
guardian minority

LESSON 5
FLEXIBLE OPTION FLEXIBLE OPTION FLEXIBLE OPTION
 Assess
LESSON 1 LESSON 2 LESSON 3 LESSON 4 Understanding

 Assess Prior Teach: Spell Words More Practice: Spiral Review:

Knowledge with r-Controlled Spell Words with Final Stable
Vowels r-Controlled Vowels Syllables -le,
-tion, -sion

T404 UNIT 2 • WEEK 3

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ASSESSMENT DOWNLOAD WRITING BRIDGE

Language & Conventions

Principal Parts of Irregular Verbs
FLEXIBLE OPTION

LESSON 5 OBJECTIVES
Use verb tense to convey various
times, sequences, states, and
Standards Practice conditions.
Display the sentence and have students respond independently. Edit drafts using standard English
The pet store gives away dog treats for free. conventions, including past tense
of irregular verbs.
Which choice changes the verb gives form present tense to simple past?
A gived
B gave WEEKLY STANDARDS
PRACTICE
C has gave
To assess student progress on
D had given Name

Language and Conventions Language and Conventions, use

APPLY Have students complete Language
Principal Parts of Irregular Verbs
The principal parts of a verb are:
the Weekly Standards Practice at
• present
SavvasRealize.com.
and Conventions p. 57 from the Resource
• present participle
• past
• past participle

Download Center. To form the past tense for regular verbs, add -ed, as in the following example for
the word watch:

Kwame watched the movie.

However, do not add -ed to form the past tense for irregular verbs. Instead, most
irregular verbs have completely different spellings for the past tense. Here is an
example for the word drink:

Louisa drank a cold glass of lemonade after mowing the lawn.

The word has or have is added to form the past participle of irregular verbs:

Marcella has begun to volunteer at the community garden.

My TURN Complete the following sentences using the irregular verb form shown
in parentheses.
forgot
1. Mrs. Ochoa (forget; past) ______________ to charge her cell phone.

2. Taylor and Kristen (know; past participle) have known each other for years.
______________

saw
3. Kenny (see; past) ______________ a turtle while kayaking.

has gone to the art exhibit twice this month.

4. Aisha (go; past participle) ______________

My TURN Write one sentence using an irregular verb in the past tense and one
sentence using the past participle of an irregular verb.
Responses will vary but should include correct irregular verbs.

Grade 5, Unit 2, Week 3 57

© Pearson Education, Inc., or its affiliates. All rights reserved.

RDG20_OSR05_U02W03_LC.indd 57 1/22/18 7:06 PM

FLEXIBLE OPTION

LESSON 5
FLEXIBLE OPTION FLEXIBLE OPTION
Standards Practice
LESSON 1 LESSON 2 LESSON 3 LESSON 4

Spiral Review: Principal Parts of Teach Principal Parts Practice Principal

Principal Parts of Irregular Verbs of Irregular Verbs Parts of Irregular
Regular Verbs Verbs

Hatchet T405
 B O O K CLUB
OBJECTIVES
Listen actively to verbal
Week 3
messages, observe nonverbal
messages, ask relevant TEACHER’S SUMMARY
questions, and make pertinent
comments. Chapter 3 In “Secrets of the Burrow,” we follow Sam as he continues
Read grade-appropriate texts studying the Goliath birdeater tarantula. Sam focuses on studying the
independently. spider’s burrow, or underground home. He describes how tarantulas keep
Establish purpose for reading their homes tidy and compares a tarantula’s grooming habits to those of a
assigned and self-selected texts.
cat. He tries to lure out the tarantula with a worm and ultimately digs into
Generate questions about the burrow to catch the spider so that he can measure and mark her.
text before, during, and after
reading to deepen understanding During the dig, he encounters other chambers and animals within the
and gain information. burrow. Angered by Sam’s persistent pestering, the tarantula attacks him
Make connections to personal by throwing dartlike hairs at his nose and arms. The chapter ends with a
experiences, ideas in other texts, feature on spiders found in the United States and tips for viewing them.
and society.

KEY IDEAS If necessary, refer to the Teacher’s Summary and share some
of the following talking points to guide students’ thinking toward elements
the class has been working on.
What surprises and questions does Sam’s dig reveal?

What animal does the author repeatedly compare spiders to, and how
effective are those comparisons?

What is the most important reason a tarantula grooms its hair?

Whose perspective does the author focus on? Why do you think the author
describes the exploration this way?

What two key ideas does the author want readers to grasp from the feature
“Arachnids All Around”?

What questions do you have after reading this chapter?

COLLABORATION Offer other sentence stems like these as examples of

how to phrase ideas in a conversation.
• The illustration of _______ helps me understand _______.
• One detail I find interesting is _______.

T484 UNIT 2
 READING WORKSHOP

SMALL GROUP

Session 5 SUGGESTED
By Session 5, students will have read through p. 37 of The Tarantula
Scientist.
S
When groups sit down for their conversation, they might have trouble
getting started. If so, ask groups the following questions to spark
collaborative discussion of the text:

CONVERSATION STARTERS
• What tarantula behaviors do you find most interesting?
• What more have you learned about tarantulas?   The Tarantula
Scientist by
• How is a tarantula like a cat? How is it different? Sy Montgomery,
Houghton Mifflin
• What do you think might happen with the unusual Harcourt Publishing
tarantula Sam captured? Company, 2004

 Journey into the

Deep by Rebecca
L. Johnson

 Ben and Me by
Session 6 Robert Lawson

By Session 6, students will have read the feature “Arachnids All  John Muir
Around,” thus finishing Chapter 3 in The Tarantula Scientist. Wrestles a
Waterfall by Julie
Danneberg

CONVERSATION STARTERS  A Journey into a

Wetland by Rebecca
• What different kinds of observations can you make about L. Johnson
spiders within a 24-hour span?
 The Secret Garden
• What clues reveal where a spider might have been in by Frances Hodgson
your home? Burnett

• What questions do you have about tarantula behavior?

Students should refer to details and ideas from their Discussion

Charts. Students should be prepared to discuss Chapters 4 and 5
next week.

Book Club T485