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6033_00 FM.indd 2 10/25/13 8:20 AM

 Contents

Introduction
What’s in Every Unit? 4
Correlations: Common Core State Standards 6
Correlations: Texas Essential Knowledge and Skills 8

Informative/Explanatory Writing Prompts

Unit 1 LEVEL Read: Science Article, North American Owls 10
M Write: Compare-and-Contrast paragraph

Unit 2 LEVEL Read: Health Article, Melting Pot of Foods 18

N Write: Compare-and-Contrast paragraph

Unit 3 LEVEL Read: Science Article, Flowers and Insects 26

M Write: Sequence paragraph

Unit 4 LEVEL Read: Science Article, The Chocolate Process 34

M Write: Sequence paragraph

Unit 5 LEVEL Read: Science Article, The Venus’ Flytrap 42

N Write: Sequence paragraph

Unit 6 LEVEL Read: Biography, Charles Schulz 50

O Write: Sequence paragraph

Unit 7 LEVEL Read: Science Article, Pass the Salt 58

O Write: Explanatory paragraph

Unit 8 LEVEL Read: Social Studies Article, The Size of Asia 66

O Write: Explanatory paragraph

Unit 9 LEVEL Read: Science Article, Birds Migrate 74

L Write: Cause-and-Effect paragraph

Unit 10 LEVEL Read: Science Article, Weather Tools 82

P Write: Explanatory paragraph

Unit 11 LEVEL Read: Health Article, We Need Sleep 90

N Write: Cause-and-Effect paragraph

Opinion/Argument Writing Prompts

Unit 12 LEVEL Read: Social Studies Article, Ancient Civilizations 98
N Write: Opinion paragraph

Unit 13 LEVEL Read: Health Article, Little Berry, Big Benefit 106
P Write: Opinion paragraph

Unit 14 LEVEL Read: Biography, John Glenn 114

O Write: Argument paragraph

Unit 15 LEVEL Read: Social Studies Article, Mexico’s Murals 122

O Write: Argument paragraph

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 3

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 What’s in Every Unit?

For the Teacher

Resource pages outline lesson objectives and provide instructional guidance.

The reading level

helps identify
appropriate texts. UNIT Science Article – Level M
1 Compare-and-Contrast Writing Prompt

North American Owls UNIT

1
2 Learn Vocabulary
Read aloud each content vocabulary word and
have students repeat. Then read aloud and discuss
Lesson Objectives Prepare
Lesson objectives Writing Reproduce and distribute one copy for
the definitions. Point out that the words are
related to owls and that students will have a better
understanding of the words after they read the
Students use information from the science each student.

and content- article to write a compare-and-contrast

paragraph.
LESSON

Unit Focus and

PAGE
North American
Owls
science article. Have students write the vocabulary
words on the provided lines. Then review the Words
to Know, and encourage students to ask questions
1 12
Many people have
never seen or heard

Lesson Checklist
an owl in the wild,

area concepts
Vocabulary
but they are almost
everywhere! Owls
deserts, meadows,
live in forests,
and
about any words they do not understand.
Students learn content vocabulary words and swamps. They can
live in old buildings.
even

2
There

Learn Vocabulary 13
Great Gray Owl

use those words to write about how owls are

are 19 different
kinds of owls living

3 Read the Science Article:

in North America.
They all look and
sound different
from one another.
The largest North
American owl is

alike and different.

are indicated.
the great gray owl.
has a big face and

North American Owls

This owl
fluffy feathers. Its
feathers are dark
flecks of light gray gray with

Read the Science Article:

and white. The owl
stands about 30

3
and weighs about inches tall

14
3 pounds. Its wingspan

Read aloud the science article as students follow

great gray owl lives is almost 5 feet.
The

Content Knowledge
in the northern

North American Owls

United States. It
in spruce or fir trees. likes to live
It feeds on small
rodents such as
or voles. After dark gophers

along silently. Then have students reread the

you can hear its

Students understand the unique characteristics

soft, low call.
The smallest North
American owl is
the elf owl. It is

Answer Questions About the

about 6 inches tall only
and weighs less
than 2 ounces. Elf

of great gray owls and elf owls. 4 15

the southwestern
United States. They
owls live in
often make article independently or in small groups.
Science Article
their homes in giant
cactus plants. Elf
owls feed on
insects such as moths.
Owls The elf owl’s call

A suggested
UNIT North American sounds
1
Essential Understanding
5 Organize Information 16 4 Answer Questions About the Science Article
Students understand how owls sound, live,
To ensure reading comprehension, have students
and act in nature.
answer the text-dependent questions. Review the
learning path
Write a Compare-and-
6 17 answers together.
Contrast Paragraph

5 Organize Information
helps you pace
UNIT

Explain to students that they will use a compare-

1 Unit Focus and Lesson Checklist and-contrast graphic organizer to help them plan
Distribute one unit to each student and direct students’
Name

their paragraphs. Guide students in using the text

the lesson.
UNIT

1
attention to the Unit Focus and Lesson Checklist. Tell them to complete the organizer, rereading the article
n Owls
North America they will be able to refer to the focus of the unit as needed if needed.
Unit Focus
article about great
gray
while working on the lessons. Instruct students to check off
You are going
to read a science
owls and elf owls. each task on the checklist after they complete it. Remind students that a compare-and-contrast
As You Read:
Think about how
these two types
of owls are alike
paragraph:
and different.

After You Read:

Read aloud the focus statements, and verify that students

Common Core
to write a compare-
Use information
from the article
and-contrast paragraph
about the owls.
understand their purpose for reading. Ask: UNIT
• tells how two or more things are alike, and
1

Lesson Checklist
Check off each
task after you
complete it.
• What are we going to read about? (great gray owls • tells how two or more things are different.
Learn Vocabulary
and elf owls)
State Standards
Article:
Read the Science science article.

6
Owls

Write a Compare-and-Contrast Paragraph

North American
N
About the Title
Answer Questions
Science Article

Organize Information
• What are you going to learn about them? (how they Instruct students to complete the writing assignment
Write a Compare-and
-Contrast Paragraph
are alike and different) independently, with a partner, or in small groups.

correlations are
Corp.

• What are you going to write based on this article?

6033 • © Evan-Moor
Nonfiction • EMC
Text-Based Writing:

12
If needed, review the structure of a compare-and-
(a compare-and-contrast paragraph) contrast paragraph:

located in each CCSS: W 3.2, 3.8 RIT 3.4, 3.5, 3.10 © Evan-Moor Corp.
• EMC 6033 • Text-Based
Writing: Nonfiction
17
• The topic sentence tells about the two subjects.
• Details tell how the subjects are alike and different.

unit for easy 10 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 11

reference.

For the Student

Student pages provide unit focus, organizational tools, nonfiction content, and skills practice.

1 Unit Focus Name Name

2 Vocabulary
and Lesson UNIT UNIT

Checklist 1 1 North American Owls

Learn Vocabulary
North American Owls Read the word and its definition.

The Unit Focus Then write the vocabulary word on the line.
A dictionary
provides a
Unit Focus

You are going to read a science article about great gray

1. call the sound a bird or an introduces content
animal makes
purpose for
owls and elf owls.
words and provides
As You Read:
2. fluffy light and soft
reading. Think about how these two types of owls are alike
and different.
definitions.
3. swamp an area of land that is very
After You Read: wet or filled with water
Use information from the article to write a compare-
and-contrast paragraph about the owls.
4. wild the natural environment
The Lesson outside of towns or cities
Lesson Checklist
Checklist guides Check off each task after you complete it. 5. wingspan the total length of both
wings on a bird
students through Learn Vocabulary Additional
the learning path.
Read the Science Article:
North American Owls
Words to Know
vocabulary words
Answer Questions About the
Science Article
cactus dark feathers high-pitched rodents
are identified.
Organize Information

Write a Compare-and-Contrast Paragraph

12 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 13

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 3 Nonfiction Name Name
4 Comprehension
Article UNIT
Questions
1 North American Owls
North American Owls
A short text Answer Questions
Text-based
Many people have never seen or heard
introduces a an owl in the wild, but they are almost Read each question. Fill in the circle next to the correct answer. questions appear
in multiple-choice
everywhere! Owls live in forests,
content-area topic deserts, meadows, and 1. The great gray owl is the owl in North America.

and provides swamps. They can even

live in old buildings. There Great Gray Owl
A lightest
B loudest
and constructed-
details. are 19 different kinds of owls living in North America. C largest response formats.
They all look and sound different from one another.
2. Elf owls are different from great gray owls because elf owls .
The largest North American owl is the great gray owl. This owl
A live in the southwest
has a big face and fluffy feathers. Its feathers are dark gray with
B live in spruce trees
flecks of light gray and white. The owl stands about 30 inches tall
C are able to make sounds
and weighs about 3 pounds. Its wingspan is almost 5 feet. The
great gray owl lives in the northern United States. It likes to live Draw an elf owl hunting for its food. Write a sentence about it.
in spruce or fir trees. It feeds on small rodents such as gophers
or voles. After dark you can hear its soft, low call.
The smallest North American owl is the elf owl. It is only
about 6 inches tall and weighs less than 2 ounces. Elf owls live in
Illustrations the southwestern United States. They often make

and graphics their homes in giant cactus plants. Elf owls feed on
insects such as moths. The elf owl’s call sounds

provide additional like a short, high-pitched squeak. No matter the

size or sound of the owl, all owls are birds of prey,

information and Elf Owl or hunters. Most owls hunt at night.

context. 14 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 15

5 Graphic Name Name

6 Writing
Organizer UNIT UNIT
Prompt
1 North American Owls 1 North American Owls

A graphic Organize Information Compare and Contrast

A text-based
organizer helps Read the science article again. Then write information in the graphic Write a compare-and-contrast paragraph that explains how great writing prompt
organizer that tells how great gray owls and elf owls are alike and gray owls and elf owls are alike and different.
students organize different.
• Use information from your graphic organizer and the helps students
Great Gray Owls science article.
information from synthesize what
the article to plan Title they’ve learned.
their writing.

Both

Elf Owls

16 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 17

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 5

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 Correlations:
Common Core State Standards

Units

1 2 3 4 5 6 7 8

North Melting Flowers The

The Venus’ Charles Pass the The Size
American Pot of and Chocolate
W Writing Standards for Grade 3 Flytrap Schulz Salt of Asia
Owls Foods Insects Process

Text Types and Purposes

3.1 Write opinion pieces on topics or

texts, supporting a point of view with
reasons.
a. Introduce the topic or text they are
writing about, state an opinion, and
create an organizational structure that
lists reasons.
b. Provide reasons that support the
opinion.

3.2 Write informative/explanatory

texts to examine a topic and convey
ideas and information clearly. • • • • • • • •
b. Develop the topic with facts,
definitions, and details.

Research to Build and Present Knowledge

3.8 Recall information from

experiences or gather information from
print and digital sources; take brief
notes on sources and sort evidence into
• • • • • • • •
provided categories.

Reading Standards for

RIT
Informational Text, Grade 3
Key Ideas and Details

3.3 Describe the relationship between

a series of historical events, scientific
ideas or concepts, or steps in technical
procedures in a text, using language • • • • • • •
that pertains to time, sequence, and
cause/effect.

Craft and Structure

3.4 Determine the meaning of general

academic and domain-specific words
and phrases in a text relevant to a • • • • • • • •
grade 3 topic or subject area.

3.5 Use text features and search tools

(e.g., key words, sidebars, hyperlinks) to
locate information relevant to a given • • • • • • • •
topic efficiently.

Range of Reading and Level of Text Complexity

3.10 By the end of year, read and

comprehend informational texts,
including history/social studies, science,
and technical texts, at the high end of • • • • • • • •
the grades 2–3 text complexity band
independently and proficiently.

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 Units

9 10 11 12 13 14 15

Birds Weather We Need Ancient Little Berry, Mexico’s

John Glenn
Migrate Tools Sleep Civilizations Big Benefit Murals W Writing Standards for Grade 3

Text Types and Purposes

3.1 Write opinion pieces on topics or

texts, supporting a point of view with
reasons.
a. Introduce the topic or text they are
• • • • writing about, state an opinion, and
create an organizational structure that
lists reasons.
b. Provide reasons that support the
opinion.

3.2 Write informative/explanatory

texts to examine a topic and convey
• • • ideas and information clearly.
b. Develop the topic with facts,
definitions, and details.

Research to Build and Present Knowledge

3.8 Recall information from

experiences or gather information from
• • • • • • • print and digital sources; take brief
notes on sources and sort evidence into
provided categories.

Reading Standards for

RIT
Informational Text, Grade 3
Key Ideas and Details

3.3 Describe the relationship between

a series of historical events, scientific
ideas or concepts, or steps in technical
• • • • • • • procedures in a text, using language
that pertains to time, sequence, and
cause/effect.

Craft and Structure

3.4 Determine the meaning of general

academic and domain-specific words
• • • • • • • and phrases in a text relevant to a
grade 3 topic or subject area.

3.5 Use text features and search tools

(e.g., key words, sidebars, hyperlinks) to
• • • • • • • locate information relevant to a given
topic efficiently.

Range of Reading and Level of Text Complexity

3.10 By the end of year, read and

comprehend informational texts,
including history/social studies, science,
• • • • • • • and technical texts, at the high end of
the grades 2–3 text complexity band
independently and proficiently.

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 7

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 Correlations:
Texas Essential Knowledge and Skills

Units

1 2 3 4 5

North The
Melting Pot Flowers The Venus’
American Chocolate
of Foods and Insects Flytrap
110.13 English Language Arts and Reading, Grade 3 Owls Process

Writing

17) Writing/Writing Process. Students use elements of the

writing process (planning, drafting, revising, editing, and
publishing) to compose text. Students are expected to:
• • • • •
(A) plan a first draft by selecting a genre appropriate
for conveying the intended meaning to an audience
and generating ideas through a range of strategies (e.g., • • • • •
brainstorming, graphic organizers, logs, journals).

(20) Writing/Expository and Procedural Texts. Students

write expository and procedural or work-related texts to
communicate ideas and information to specific audiences • • • • •
for specific purposes. Students are expected to:

(C) write responses to literary or expository texts that

demonstrate an understanding of the text. • • • • •
(21) Writing/Persuasive Texts. Students write persuasive
texts to influence the attitudes or actions of a specific
audience on specific issues. Students are expected to write
persuasive essays for appropriate audiences that establish
a position and use supporting details.

Reading

(13) Reading/Comprehension of Informational Text/

Expository Text. Students analyze, make inferences, and
draw conclusions about expository text and provide
evidence from text to support their understanding.
• • • • •
Students are expected to:

(B) draw conclusions from the facts presented in text and

support those assertions with textual evidence; • • • • •
(C) identify explicit cause-and-effect relationships among
ideas in texts; and

(D) use text features (e.g., bold print, captions, key

words, italics) to locate information and make and verify
predictions about contents of text.
• • • • •
(15) Reading/Comprehension of Informational Text/
Procedural Texts. Students understand how to glean and
use information in procedural texts and documents. • • • • •
Students are expected to:

(A) follow and explain a set of written multi-step directions;

and • • •
(B) locate and use specific information in graphic features
of text. • • • •

8 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

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 Units

6 7 8 9 10 11 12 13 14 15

Charles Pass the The Size Birds Weather We Need Ancient Little Berry, Mexico’s
John Glenn
Schulz Salt of Asia Migrate Tools Sleep Civilizations Big Benefit Murals

• • • • • • • • • •

• • • • • • • • • •

• • • • • •

• • • • • • • • • •

• • • •

• • • • • • • • • •

• • • • • • • • • •
• • •

• • • • • • • • • •

• • • • • • • • • •

• •

• • • • •

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 9

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 UNIT Science Article – Level M
1 Compare-and-Contrast Writing Prompt

North American Owls

Lesson Objectives Prepare

Writing Reproduce and distribute one copy for

Students use information from the science each student.
article to write a compare-and-contrast LESSON PAGE
paragraph.
Unit Focus and
1 12
Vocabulary Lesson Checklist
Students learn content vocabulary words and
use those words to write about how owls are 2 Learn Vocabulary 13
alike and different.
Read the Science Article:
Content Knowledge 3 14
North American Owls
Students understand the unique characteristics
Answer Questions About the
of great gray owls and elf owls. 4 15
Science Article
Essential Understanding
Students understand how owls sound, live, 5 Organize Information 16
and act in nature.
Write a Compare-and-
6 17
Contrast Paragraph

1 Unit Focus and Lesson Checklist

Distribute one unit to each student and direct students’
Name

UNIT

1
attention to the Unit Focus and Lesson Checklist. Tell them
can Owls
North Ameri they will be able to refer to the focus of the unit as needed
Unit Focus
article about grea
t gray
while working on the lessons. Instruct students to check off
ce
to read a scien
You are going
owls and elf owls
:
.
each task on the checklist after they complete it.
As You Read s of owls are alike
these two type
Think about how
and different.

After You Read

:
le to write a com
pare-
Read aloud the focus statements, and verify that students
from the artic
Use information
understand their purpose for reading. Ask:
owls.
graph about the
and-contrast para

st
Lesson Checkli

• What are we going to read about? (great gray owls

it.
task after you complete
Check off each
ry
Learn Vocabula

Read the Scie

North America
nce Article:
n Owls
and elf owls)
s About the
Answer Question
Science Article

Organize Info
rmation
• What are you going to learn about them? (how they
Write a Compare
-and-Contras
t Paragraph
are alike and different)
oor Corp.

• What are you going to write based on this article?

6033 • © Evan-M
: Nonfiction • EMC
Text-Based Writing

12

(a compare-and-contrast paragraph)

CCSS: W 3.2, 3.8 RIT 3.4, 3.5, 3.10

10 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 10 9/30/13 3:03 PM

 Name

North American
Owls
2 Learn Vocabulary
Read aloud each content vocabulary word and
UNIT

1
lary
Learn Vocabu

Read the word and

its definition.
Then write the vocab
ulary word on the
line. have students repeat. Then read aloud and discuss
1. call
the sound a bird
animal makes
or an
the definitions. Point out that the words are
2. fluffy
light and soft related to owls and that students will have a better
understanding of the words after they read the
that is very
an area of land
3. swamp water
wet or filled with

science article. Have students write the vocabulary

onment
the natural envir
4. wild or cities
outside of towns Name

5. wingspan
the total length
wings on a bird
of both

North Americ
words on the provided lines. Then review the Words
an Owls
Words to Know Many people have
an owl in the wild,
never seen or heard to Know, and encourage students to ask questions
but they are almo

about any words they do not understand.

cactus dark st
everywhere! Owls
live in forests,
deser ts, meadows,
and
swamps. They can
even
live in old build
ings. There
are 19 different Great Gray Owl
kinds of owls living

3 Read the Science Article:

in North America.
They all look and
sound different
from one anoth
• EMC 6033 • Text-Bas
ed
The largest North er.
© Evan-Moor Corp. American owl is
the great gray owl.
has a big face and

North American Owls

This owl
fluffy feathers. Its
feathers are dark
flecks of light gray gray with
and white. The owl
stands about 30
and weighs abou inches tall
t 3 pounds. Its wing

Read aloud the science article as students follow

span is almost 5
great gray owl lives feet. The
in the northern
United States. It
in spruce or fir trees. likes to live
It feeds on small
rodents such as
or voles. After dark gophers

along silently. Then have students reread the

you can hear its
soft, low call.
The smallest North
American owl is
about 6 inches tall the elf owl. It is
only
and weighs less

article independently or in small groups.

than 2 ounces. Elf
owls
wls live in
the southwestern
United States. They
Name often make
their homes in giant
cactus plants. Elf
owls feed on
insects such as moth
Owls s. The elf owl’s call
UNIT North American like a short, high- sounds
1 pitched squeak.
No matter the
ns
size or sound of
Answer Questio or hunte
4
the owl, all owls are

Answer Questions About the Science Article

birds of pr prey,
rs. Most owls hunt
ct answer. at night.
next to the corre
ion. Fill in the circle
Read each quest

1. The great gray

owl is the owl in North Amer
ica. Nonfiction • EMC
6033 • © Evan-Mo
or Corp.
To ensure reading comprehension, have students
A lightest
B loudest
C largest
answer the text-dependent questions. Review the
owls .

answers together.
owls because elf
ent from great gray
2. Elf owls are differ
southwest
A live in the
live in spruce trees
B
Name s
make sound
C are able to
Write a

5 Organize Information
hunting for its food.
Draw an elf owl UNIT

1 North American
Owls

Read the science

Organize Info
article again. Then
rmation Explain to students that they will use a compare-
organizer that tells write information

and-contrast graphic organizer to help them plan

how great gray in the graphic
different. owls and elf owls
are alike and

Great Gray Owls

their paragraphs. Guide students in using the text

to complete the organizer, rereading the article
if needed.
© Evan-Moor Corp.

Both

Remind students that a compare-and-contrast

paragraph:
• tells how two or more things are alike, and
Name

Owls
UNIT North American
1
Contrast
Compare and

Write a compare-a
nd-contrast parag
raph that expla
different.
dif
ins how great
• tells how two or more things are different.
owls are alike and
gray owls and elf and the 6033 • © Evan-Mo
graphic organizer
or Corp.
from your
• Use information
science article.

Title 6 Write a Compare-and-Contrast Paragraph

Instruct students to complete the writing assignment
independently, with a partner, or in small groups.
If needed, review the structure of a compare-and-
contrast paragraph:
• The topic sentence tells about the two subjects.

© Evan-Moor Corp.
• EMC 6033 • Text-Bas
ed Writing: Nonfictio
n
17

• Details tell how the subjects are alike and different.

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 11

6033.indb 11 9/30/13 3:03 PM

 Name

UNIT

1
North American Owls

Unit Focus

You are going to read a science article about great gray

owls and elf owls.

As You Read:
Think about how these two types of owls are alike
and different.

After You Read:

Use information from the article to write a compare-
and-contrast paragraph about the owls.

Lesson Checklist
Check off each task after you complete it.

Learn Vocabulary

Read the Science Article:

North American Owls

Answer Questions About the

Science Article

Organize Information

Write a Compare-and-Contrast Paragraph

12 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 12 9/30/13 3:03 PM

 Name

UNIT

1 North American Owls

Learn Vocabulary
Read the word and its definition.
Then write the vocabulary word on the line.

1. call the sound a bird or an

animal makes

2. fluffy light and soft

3. swamp an area of land that is very

wet or filled with water

4. wild the natural environment

outside of towns or cities

5. wingspan the total length of both

wings on a bird

Words to Know

cactus dark feathers high-pitched rodents

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 13

6033.indb 13 9/30/13 3:03 PM

 Name

North American Owls

Many people have never seen or heard
an owl in the wild, but they are almost
everywhere! Owls live in forests,
deserts, meadows, and
swamps. They can even
live in old buildings. There Great Gray Owl

are 19 different kinds of owls living in North America.

They all look and sound different from one another.
The largest North American owl is the great gray owl. This owl
has a big face and fluffy feathers. Its feathers are dark gray with
flecks of light gray and white. The owl stands about 30 inches tall
and weighs about 3 pounds. Its wingspan is almost 5 feet. The
great gray owl lives in the northern United States. It likes to live
in spruce or fir trees. It feeds on small rodents such as gophers
or voles. After dark you can hear its soft, low call.
The smallest North American owl is the elf owl. It is only
about 6 inches tall and weighs less than 2 ounces. Elf owls live in
the southwestern United States. They often make
their homes in giant cactus plants. Elf owls feed on
insects such as moths. The elf owl’s call sounds
like a short, high-pitched squeak. No matter the
size or sound of the owl, all owls are birds of prey,
Elf Owl or hunters. Most owls hunt at night.

14 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033_01.indd 14 10/25/13 8:18 AM

 Name

UNIT

1 North American Owls

Answer Questions
Read each question. Fill in the circle next to the correct answer.

1. The great gray owl is the owl in North America.

A lightest
B loudest
C largest

2. Elf owls are different from great gray owls because elf owls .

A live in the southwest

B live in spruce trees
C are able to make sounds

Draw an elf owl hunting for its food. Write a sentence about it.

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 15

6033.indb 15 9/30/13 3:03 PM

 Name

UNIT

1 North American Owls

Organize Information
Read the science article again. Then write information in the graphic
organizer that tells how great gray owls and elf owls are alike and
different.

Great Gray Owls

Both

Elf Owls

16 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 16 9/30/13 3:03 PM

 Name

UNIT

1 North American Owls

Compare and Contrast

Write a compare-and-contrast paragraph that explains how great
gray owls and elf owls are alike and different.

• Use information from your graphic organizer and the

science article.

Title

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 17

6033.indb 17 9/30/13 3:03 PM

 UNIT Health Article – Level N
2 Compare-and-Contrast Writing Prompt

Melting Pot of Foods

Lesson Objectives Prepare the Unit

Writing Reproduce and distribute one copy for

Students use information from the health each student.
article to write a compare-and-contrast LESSON PAGE
paragraph.
Unit Focus and
1 20
Vocabulary Lesson Checklist
Students learn content vocabulary words
and use those words to write about how two 2 Learn Vocabulary 21
traditional meals are alike and different.
Read the Health Article:
Content Knowledge 3 22
Melting Pot of Foods
Students learn the ingredients and health
Answer Questions About the
benefits of three traditional meals. 4 23
Health Article
Essential Understanding
Students understand that we all benefit from 5 Organize Information 24
eating foods from other countries or cultures.
Write a Compare-and-
6 25
Contrast Paragraph

1 Unit Focus and Lesson Checklist

Distribute one unit to each student and direct students’
Name

UNIT

2
attention to the Unit Focus and Lesson Checklist. Tell them
of Foods
Melting Pot they will be able to refer to the focus of the unit as needed
Unit Focus t foods we eat
while working on the lessons. Instruct students to check off
th article abou
to read a heal
each task on the checklist after they complete it.
.
You are going other countries
s that are from
in the United State
: rent.
As You Read alike and diffe
the meals are
Think about how

After You Read

:

Use information
from the artic
le to write a com
pare-
of the meals.
Read aloud the focus statements, and verify that students
graph about two
and-contrast para
understand their purpose for reading. Ask:
st
Lesson Checkli it.
after you complete

• What are we going to read about? (foods we eat in

task
Check off each
ry
Learn Vocabula

Read the Hea

Melting Pot of
lth Article:
Foods the United States that are from other countries)
stion s About the
Answer Que
Health Article

Organize Info
rmation
t Paragraph
• What are you going to learn about them? (how they
-and-Contras
Write a Compare
are alike and different)
oor Corp.

• What are you going to write based on this article?

6033 • © Evan-M
: Nonfiction • EMC
Text-Based Writing

20

(a compare-and-contrast paragraph)

CCSS: W 3.2, 3.8 RIT 3.3, 3.4, 3.5, 3.10

18 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 18 9/30/13 3:03 PM

 Name

Melting Pot of
Foods
2 Learn Vocabulary
Read aloud each content vocabulary word and
UNIT

2
lary
Learn Vocabu

Read the word and

its definition.
Then write the vocab
ulary word on the
line. have students repeat. Then read aloud and discuss
1. culture
the shared religi
and beliefs of a
ons, ideas,
group of the definitions. Point out that the words are related
people

people who are

from the
to traditional meals and that students will have a
2. ethnic share the
same country or
group
same culture, langu
or race
age,
better understanding of the words after they read the
3. referred
called or known
as
Name

soybeans
health article. Have students write the vocabulary
a food made from
4. tofu

something that
is passed
words on the provided lines. Then review the Words
5. traditional ations of Melting Pot of
on through gener
families or group
s
The United States
This is because
is often referred
Foods
to as a “melting
pot.”
to Know, and encourage students to ask questions
about any words they do not understand.
our country is made
Words to Know different cultures
up of people from
many
and ethnic group
s. We all mix, or
curry together. However, “melt,”
cancer the melting pot
can also refer to
kinds of foods that the many
we like to eat.
Many of the tradit
ional meals from
other countries help
stay healthy. Here us

3 Read the Health Article: Melting Pot

are some examples:
Country Meal Description
• EMC 6033 • Text-Bas
ed
Vegetable Health Benefits
© Evan-Moor Corp. India Vegetables in curry
curry with dal sauce with spices Turmeric helps fight

of Foods
, Alzheimer’s diseas
such as turmeric e.
Side dish of rice Lentils have fiber,
and which
dal, which is a sauce guards against heart
made from lentils disease. They also
have

Read aloud the health article as students follow

protein, which helps
keep
you strong.
Italy Pasta with Pasta and tomato
tomato sauce sauce with herbs, Tomatoes protec
t women
and men from some

along silently. Then have students reread the

olive oil, and garlic
cancers.
Garlic has vitamin
C,
which keeps you
from
getting sick, and

article independently or in small groups.

vitamin
B6, which helps
your
brain work well.
Name
Miso helps you digest
food and guards
against
Foods some cancers.
UNIT Melting Pot of
2 Tofu is filled with
protein,
which helps keep
ns
Answer Questio
you

4 Answer Questions About the Health Article

strong.

er.
to the correct answ
ion. Fill in the circle next
Read each quest

1. Many traditional
hy
meals from other
countries . Nonfiction • EMC
6033 • © Evan-Mo
or Corp.
To ensure reading comprehension, have students
A help us stay healt
B have rice
in them

C help us diges
t food
answer the text-dependent questions. Review the
answers together.
.
help your body
2. Miso soup can
imer’s disease
A fight Alzhe
get more vitam in C
B
easily
C digest food more Name

5
that you

Organize Information
of a healt hful food
Draw a picture UNIT

2 Melting Pot of
Foods

Read the health

article again. Then
Organize Info
rmation Explain to students that they will use a compare-
organizer that tells write information

and-contrast graphic organizer to help them plan

how two of the in the graphic
and different. Give meals from the
details about the article are alike
health benefits.
Meal 1

their paragraphs. Guide students in using the text

to complete the organizer, rereading the article
if needed.
© Evan-Moor Corp.

Both

Remind students that a compare-and-contrast

paragraph:
• tells how two or more things are alike, and
Name

Foods
UNIT Melting Pot of
2
Contrast
Compare and

Write a compare-a
nd-contrast parag
raph that expla
ins how two
are alike and differ
ent.
• tells how two or more things are different.
Melting Pot of Foods
of the meals from its of each meal
.
t the health benef
6033 • © Evan-Mo
Give details abou
or Corp.
and the article.
from your graphic organizer
• Use information

Title 6 Write a Compare-and-Contrast Paragraph

Have students complete the writing assignment
independently, with a partner, or in small groups.
Review the structure of a compare-and-contrast
paragraph:
• The topic sentence tells about the two subjects.

© Evan-Moor Corp.
• EMC 6033 • Text-Bas
ed Writing: Nonfictio
n
25

• Details tell how the subjects are alike and different.

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 19

6033.indb 19 9/30/13 3:03 PM

 Name

UNIT

2
Melting Pot of Foods

Unit Focus

You are going to read a health article about foods we eat

in the United States that are from other countries.

As You Read:
Think about how the meals are alike and different.

After You Read:

Use information from the article to write a compare-
and-contrast paragraph about two of the meals.

Lesson Checklist

Check off each task after you complete it.

Learn Vocabulary

Read the Health Article:

Melting Pot of Foods

Answer Questions About the

Health Article

Organize Information

Write a Compare-and-Contrast Paragraph

20 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 20 9/30/13 3:03 PM

 Name

UNIT

2 Melting Pot of Foods

Learn Vocabulary
Read the word and its definition.
Then write the vocabulary word on the line.

1. culture the shared religions, ideas,

and beliefs of a group of
people

2. ethnic people who are from the

group same country or share the
same culture, language,
or race

3. referred called or known as

4. tofu a food made from soybeans

5. traditional something that is passed

on through generations of
families or groups

Words to Know

cancer curry guard heart disease vitamin

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 21

6033.indb 21 9/30/13 3:03 PM

 Name

Melting Pot of Foods

The United States is often referred to as a “melting pot.”
This is because our country is made up of people from many
different cultures and ethnic groups. We all mix, or “melt,”
together. However, the melting pot can also refer to the many
kinds of foods that we like to eat.
Many of the traditional meals from other countries help us
stay healthy. Here are some examples:

Country Meal Description Health Benefits

Vegetable Vegetables in curry Turmeric helps fight
India curry with dal sauce with spices, Alzheimer’s disease.
such as turmeric
Lentils have fiber, which
Side dish of rice and guards against heart
dal, which is a sauce disease. They also have
made from lentils protein, which helps keep
you strong.

Pasta with Pasta and tomato Tomatoes protect women

Italy tomato sauce sauce with herbs, and men from some
olive oil, and garlic cancers.
Garlic has vitamin C,
which keeps you from
getting sick, and vitamin
B6, which helps your
brain work well.

Miso soup Miso is soybean paste Miso helps you digest

Japan mixed with water. It’s food and guards against
served with seaweed, some cancers.
green onions, and
Tofu is filled with protein,
tofu.
which helps keep you
strong.

22 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 22 9/30/13 3:03 PM

 Name

UNIT

2 Melting Pot of Foods

Answer Questions
Read each question. Fill in the circle next to the correct answer.

1. Many traditional meals from other countries .

A help us stay healthy

B have rice in them
C help us digest food

2. Miso soup can help your body .

A fight Alzheimer’s disease

B get more vitamin C
C digest food more easily

Draw a picture of a healthful food that you eat. Write a sentence about it.

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 23

6033.indb 23 9/30/13 3:03 PM

 Name

UNIT

2 Melting Pot of Foods

Organize Information
Read the health article again. Then write information in the graphic
organizer that tells how two of the meals from the article are alike
and different. Give details about the health benefits.

Meal 1

Both

Meal 2

24 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 24 9/30/13 3:03 PM

 Name

UNIT

2 Melting Pot of Foods

Compare and Contrast

Write a compare-and-contrast paragraph that explains how two
of the meals from Melting Pot of Foods are alike and different.
Give details about the health benefits of each meal.

• Use information from your graphic organizer and the article.

Title

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 25

6033.indb 25 9/30/13 3:03 PM

 UNIT Science Article – Level M
3 Sequence Writing Prompt

Flowers and Insects

Lesson Objectives Prepare

Writing Reproduce and distribute one copy for

Students use information from the science each student.
article to write a sequence paragraph. LESSON PAGE
Vocabulary Unit Focus and
1 28
Students learn content vocabulary words Lesson Checklist
and use those words to write about plant
reproduction. 2 Learn Vocabulary 29

Content Knowledge Read the Science Article:

Students understand that insects and birds 3 30
Flowers and Insects
carry pollen to and from flowers.
Answer Questions About the
4 31
Essential Understanding Science Article
Students understand that plants, insects,
and birds work together to survive. 5 Organize Information 32

6 Write a Sequence Paragraph 33

1 Unit Focus and Lesson Checklist

Distribute one unit to each student and direct students’
Name

UNIT

3
attention to the Unit Focus and Lesson Checklist. Tell them
Insects
Flowers and they will be able to refer to the focus of the unit as needed
Unit Focus
ce article abou
t plants
while working on the lessons. Instruct students to check off
to read a scien
You are going
and flowers.
:
each task on the checklist after they complete it.
As You Read ts.
insects help plan
Think about how

After You Read

:

Use information
from the artic
le to write a sequ
flowers and inse
ence
cts
Read aloud the focus statements, and verify that students
explains how
paragraph that
help plants reproduc e.
understand their purpose for reading. Ask:
st
Lesson Checkli

• What are we going to read about? (plants and flowers)

it.
task after you complete
Check off each
ry
Learn Vocabula
nce Article:
Read the Scie
Flowers and Inse
cts

s About the
• What are you going to learn about them? (how insects
Answer Question
Science Article

Organize Info
rmation
help plants)
Paragraph
Write a Sequence

• What are you going to write based on this article?

oor Corp.

(a sequence paragraph)
6033 • © Evan-M
: Nonfiction • EMC
Text-Based Writing

28

CCSS: W 3.2, 3.8 RIT 3.3, 3.4, 3.5, 3.10

26 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 26 9/30/13 3:03 PM

 Name

Flowers and Insec

ts
2 Learn Vocabulary
Read aloud each content vocabulary word and
UNIT

3
lary
Learn Vocabu

Read the word and

its definition.
Then write the vocab
ulary word on the
line. have students repeat. Then read aloud and discuss
1. blossom
the top part of a
has petals
flower that
the definitions. Point out that the words are related
2. nectar
a liquid that insec
drink or use for
ts and birds
food
to plants and that students will have a better
3. pollinate
to make a flowe
seeds by giving
r produce
it pollen
understanding of the words after they read the
4. reproduce
to create a copy
of something
new form
or aName
science article. Have students write the vocabulary
5. survive
to stay alive words on the provided lines. Then review the Words
Flowers and Ins
Words to Know
A bee visits a flower
to get nectar.
ects
The bee visits a
and pollen falls
new flower,
to Know, and encourage students to ask questions
flowers

about any words they do not understand.

off its body
adaptations and pollinates
the flower.
Pollen sticks
to the bee.

© Evan-Moor Corp.
• EMC 6033 • Text-Bas
ed
3 Read the Science Article: Flowers
Flowers have differ
these differences
ent sizes, colors,
adaptations. Adap
and scents. Scien
tists call
and Insects
Read aloud the science article as students follow
tations help plant
Flowers on plant s survive.
s are beautiful to
look at and to smell
are also very usefu , but they
l. The flowers are
how plants repro
Plants use their duce.

along silently. Then have students reread the

flowers’ pollen to
create offspring,
plants. Insects and or baby
birds help carry
the pollen from
another. They are one flower to
attracted to the
flowers’ different

article independently or in small groups.

The process starts adap ptatio
tationns.
s.
when an insect
gets hungry. It looks
pretty or sweet-smel for a
Name ling blossom. The
flower containss
is a sweet, sugar nectar, which
y liquid. When an
insect lands on
the nectar, ts a flower to drink
UNIT Flowers and Insec pollen sticks to the
insect. When the
3 flower, some of the insect visits ananother

4 Answer Questions About the Science Article

pollen falls off its
ns body and pollin
Answer Questio ates
tes that

ct answer.
next to the corre
ion. Fill in the circle
Read each quest

1. What do insec
ts and birds carry
from one flower to another? Nonfiction • EMC
6033 • © Evan-Mo
or Corp.
To ensure reading comprehension, have students
A offspring
B pollen
answer the text-dependent questions. Review the
C nectar

2. Which of the
follow ing is not a plant
adaptation?
answers together.
A scent
B pollen

5
Name

Organize Information
C color
a flowe
ing nectar from
Draw a bee drink UNIT

Explain to students that they will use a sequence

Flowers and Insec
ts

Organize Info
rmation

graphic organizer to help them plan their

Read the science
article again. Then
organizer that tells write information
the order of event in the graphic
and reproduce. s for a plant to
be pollinated

1
paragraphs. Guide students in using the text to
complete the organizer, rereading the article if
© Evan-Moor Corp.
2 needed.
Remind students that a sequence paragraph:
3

• tells the time order of events, and

• allows readers to understand exactly how
Name

ts
UNIT Flowers and Insec
3
Sequence
s must happen
a process works.
explains what event
paragraph that de sequence words
Write a sequence reproduce. Inclu
pollinated and
for a plant to be
next, or finally.
first then, next
6033 • © Evan-Mo
or Corp.
such as first,

6
the

Write a Sequence Paragraph

ic organizer and
from your graph
• Use information
science article.

Title
Instruct students to complete the writing assignment
independently, with a partner, or in small groups.
If needed, review the structure of a sequence
paragraph:
• The topic sentence tells the subject of the
paragraph.
33

• Detail sentences list the events in order.

n
ed Writing: Nonfictio
• EMC 6033 • Text-Bas
© Evan-Moor Corp.

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 27

6033.indb 27 9/30/13 3:03 PM

 Name

UNIT

3
Flowers and Insects

Unit Focus

You are going to read a science article about plants

and flowers.

As You Read:
Think about how insects help plants.

After You Read:

Use information from the article to write a sequence
paragraph that explains how flowers and insects
help plants reproduce.

Lesson Checklist
Check off each task after you complete it.

Learn Vocabulary

Read the Science Article:

Flowers and Insects

Answer Questions About the

Science Article

Organize Information

Write a Sequence Paragraph

28 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 28 9/30/13 3:03 PM

 Name

UNIT

3 Flowers and Insects

Learn Vocabulary
Read the word and its definition.
Then write the vocabulary word on the line.

1. blossom the top part of a flower that

has petals

2. nectar a liquid that insects and birds

drink or use for food

3. pollinate to make a flower produce

seeds by giving it pollen

4. reproduce to create a copy or a new form

of something

5. survive to stay alive

Words to Know

adaptations flowers offspring plants pollen scents

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 29

6033.indb 29 9/30/13 3:03 PM

 Name

Flowers and Insects

The bee visits a new flower,
A bee visits a flower to get nectar. and pollen falls off its body
and pollinates the flower.

Pollen sticks
to the bee.

Flowers have different sizes, colors, and scents. Scientists call

these differences adaptations. Adaptations help plants survive.
Flowers on plants are beautiful to look at and to smell, but they
are also very useful. The flowers are how plants reproduce.
Plants use their flowers’ pollen to create offspring, or baby
plants. Insects and birds help carry the pollen from one flower to
another. They are attracted to the flowers’ different adaptations.
The process starts when an insect gets hungry. It looks for a
pretty or sweet-smelling blossom. The flower contains nectar, which
is a sweet, sugary liquid. When an insect lands on a flower to drink
the nectar, pollen sticks to the insect. When the insect visits another
flower, some of the pollen falls off its body and pollinates that
flower. Now, a new plant will grow!

30 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 30 9/30/13 3:03 PM

 Name

UNIT

3 Flowers and Insects

Answer Questions
Read each question. Fill in the circle next to the correct answer.

1. What do insects and birds carry from one flower to another?

A offspring
B pollen
C nectar

2. Which of the following is not a plant adaptation?

A scent
B pollen
C color

Draw a bee drinking nectar from a flower.

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 31

6033_03.indd 31 10/1/13 9:18 AM

 Name

UNIT

3 Flowers and Insects

Organize Information
Read the science article again. Then write information in the graphic
organizer that tells the order of events for a plant to be pollinated
and reproduce.

32 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033_03.indd 32 10/1/13 9:18 AM

 Name

UNIT

3 Flowers and Insects

Sequence
Write a sequence paragraph that explains what events must happen
for a plant to be pollinated and reproduce. Include sequence words
such as first, then, next, or finally.

• Use information from your graphic organizer and the

science article.

Title

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 33

6033.indb 33 9/30/13 3:03 PM

 UNIT Science Article – Level M
4 Sequence Writing Prompt

The Chocolate Process

Lesson Objectives Prepare

Writing Reproduce and distribute one copy for

Students use information from the science each student.
article to write a sequence paragraph. LESSON PAGE
Vocabulary Unit Focus and
1 36
Students learn content vocabulary words and Lesson Checklist
use those words to write about chocolate.
2 Learn Vocabulary 37
Content Knowledge
Students understand that chocolate comes Read the Science Article:
from cacao tree pods. 3 38
The Chocolate Process
Essential Understanding Answer Questions About the
4 39
Students understand that many steps are Science Article
involved to take food products from the farm
and produce the final product. 5 Organize Information 40

6 Write a Sequence Paragraph 41

Name
1 Unit Focus and Lesson Checklist
UNIT Distribute one unit to each student and direct students’
4
attention to the Unit Focus and Lesson Checklist. Tell them
te Process
The Chocola
they will be able to refer to the focus of the unit as needed
Unit Focus
to read a scien
ce article abou
t chocolate. while working on the lessons. Instruct students to check off
You are going
As You Read
:

Think about whe

re chocolate com
es from. each task on the checklist after they complete it.
: ence
After You Read le to write a sequ
from the artic
Read aloud the focus statements, and verify that students
olate
Use information people make choc
explains how
paragraph that
to eat.

st
understand their purpose for reading. Ask:
Lesson Checkli it.
task after you complete
Check off each

Learn Vocabula
ry
• What are we going to read about? (chocolate)
nce Article:
Read the Scie
Process
The Chocolate

Answer Question
Science Article
s About the
• What are you going to learn about it? (where it
Organize Info
rmation

Write a Sequence
Paragraph
comes from)

: Nonfiction • EMC
6033 • © Evan-M
oor Corp.
• What are you going to write based on this article?
(a sequence paragraph)
Text-Based Writing

36

CCSS: W 3.2, 3.8 RIT 3.3, 3.4, 3.5, 3.10

34 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 34 9/30/13 3:03 PM

 Name

The Chocolate
Process
2 Learn Vocabulary
Read aloud each content vocabulary word and
UNIT

4
lary
Learn Vocabu

Read the word and

its definition.
Then write the vocab
ulary word on the
line. have students repeat. Then read aloud and discuss
1. delicious
having a very good
taste
the definitions. Point out that the words are related
to chocolate and that students will have a better
where people
large buildings
2. factories different
do work in many
cts
steps to create produ

3. harvested
picked or gathered understanding of the words after they read the
4. pods
containers that
hold the seeds
of flowers, plant
trees
s, orName
science article. Have students write the vocabulary
5. process
a number of chan
happen in a certa
ges that
in order

The Chocolate
words on the provided lines. Then review the Words
Process
6. ripe
ready to be safely
eaten
Chocolate come
When chocolate
s from cacao trees. to Know, and encourage students to ask questions
is harvested, it doesn

about any words they do not understand.

’t
Words to Know have the same delici
ous flavor you are
used to. Many steps
cacao particles are needed to get
that chocolate taste.
Flower blossoms

3
form on the trunk

Read the Science Article: The Chocolate

s
of cacao trees throu
ghout the year.
The
flowers make footb
all-shaped pods
that

Process
• EMC 6033 • Text-Bas
ed hang from the bark
© Evan-Moor Corp. of the trees. It takes
five to six months
for the pods to chan
ge Cacao pods on
from green to a a tree
ripe purple color.

Read aloud the science article as students follow

Inside
each pod are 20
to 40 white seeds
(beans)
that are about the
size of almonds.
The
seeds and surroundin
of the pods. They
or with heat.
g pulp are cut out
are all dried in
the sun
Open cacao pod
along silently. Then have students reread the
After the beans
are thoroughly dried
, article independently or in small groups.
Name

4 Answer Questions About the Science Article

Process
UNIT The Chocolate
4
ns
Answer Questio
Crushed choco
late beans

Read each quest

ion. Fill in the circle next
to the correct answ
er.
To ensure reading comprehension, have students
answer the text-dependent questions. Review the
from .
chocolate comes
Nonfiction • EMC
6033 • © Evan-Mo
1. The flavor of
or Corp.

A tree bark
B cacao seeds
C flower blosso
ms
.
answers together.
from the pods,
and pulp are cut
2. After the seeds
treats
rs make chocolate

5 Organize Information
A factor y worke
to purple
they chan ge color from green
B
with heat or in the sun
C people dry them Name

Draw a cacao tree

that is ready to
UNIT

4
be harves

The Chocolate
Explain to students that they will use a sequence
Process

Organize Info
rmation
graphic organizer to help them plan their
Read the science

paragraphs. Guide students in using the text to

article again. Then
organizer that tells write information
how chocolate in
Include at least grows and is made the graphic
three steps. into treats.

Step 1 complete the organizer, rereading the article if

needed.
© Evan-Moor Corp.

Step 2
Remind students that a sequence paragraph:
• tells the chronological order, or time order,
of events, and
Name

UNIT

4
The Chocolate
Process • allows readers to understand exactly how
explains where
Sequence
chocolate come
s a process works.
paragraph that first then,
such as first,
Write a sequence de sequence words
it is made. Inclu
from and how 6033 • © Evan-Mo

6
next, or finally.
or Corp.

Write a Sequence Paragraph

next the
ic organizer and
from your graph
• Use information
science article.

Title Instruct students to complete the writing assignment

independently, with a partner, or in small groups.
If needed, review the structure of a sequence
paragraph:
• The topic sentence tells the subject.

41
• Detail sentences support the topic sentence
© Evan-Moor Corp.
• EMC 6033 • Text-Bas
ed Writing: Nonfictio
n

and list the events or steps in order.

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 35

6033.indb 35 9/30/13 3:03 PM

 Name

UNIT

4
The Chocolate Process

Unit Focus

You are going to read a science article about chocolate.

As You Read:
Think about where chocolate comes from.

After You Read:

Use information from the article to write a sequence
paragraph that explains how people make chocolate
to eat.

Lesson Checklist

Check off each task after you complete it.

Learn Vocabulary

Read the Science Article:

The Chocolate Process

Answer Questions About the

Science Article

Organize Information

Write a Sequence Paragraph

36 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 36 9/30/13 3:03 PM

 Name

UNIT

4 The Chocolate Process

Learn Vocabulary
Read the word and its definition.
Then write the vocabulary word on the line.

1. delicious having a very good taste

2. factories large buildings where people

do work in many different
steps to create products

3. harvested picked or gathered

4. pods containers that hold the seeds

of flowers, plants, or trees

5. process a number of changes that

happen in a certain order

6. ripe ready to be safely eaten

Words to Know

cacao particles pulp roasted treats

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 37

6033.indb 37 9/30/13 3:03 PM

 Name

The Chocolate Process

Chocolate comes from cacao trees.
When chocolate is harvested, it doesn’t
have the same delicious flavor you are
used to. Many steps are needed to get
that chocolate taste.
Flower blossoms form on the trunks
of cacao trees throughout the year. The
flowers make football-shaped pods that
hang from the bark of the trees. It takes
five to six months for the pods to change Cacao pods on a tree
from green to a ripe purple color. Inside
each pod are 20 to 40 white seeds (beans)
that are about the size of almonds. The
seeds and surrounding pulp are cut out
of the pods. They are all dried in the sun
Open cacao pod
or with heat.
After the beans are thoroughly dried,
they turn a dark chocolate color and are
shipped to candy factories all over the
world. In the factories, chocolate beans
are brushed clean, roasted, and crushed
Crushed chocolate beans
into particles. Now the chocolate is ready
to be made into delicious chocolate treats!

38 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 38 9/30/13 3:03 PM

 Name

UNIT

4 The Chocolate Process

Answer Questions
Read each question. Fill in the circle next to the correct answer.

1. The flavor of chocolate comes from .

A tree bark
B cacao seeds
C flower blossoms

2. After the seeds and pulp are cut from the pods, .

A factory workers make chocolate treats

B they change color from green to purple
C people dry them with heat or in the sun

Draw a cacao tree that is ready to be harvested.

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 39

6033.indb 39 9/30/13 3:03 PM

 Name

UNIT

4 The Chocolate Process

Organize Information
Read the science article again. Then write information in the graphic
organizer that tells how chocolate grows and is made into treats.
Include at least three steps.

Step 1

Step 2

Step 3

40 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 40 9/30/13 3:03 PM

 Name

UNIT

4 The Chocolate Process

Sequence
Write a sequence paragraph that explains where chocolate comes
from and how it is made. Include sequence words such as first, then,
next, or finally.

• Use information from your graphic organizer and the

science article.

Title

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 41

6033.indb 41 9/30/13 3:03 PM

 UNIT Science Article – Level N
5 Sequence Writing Prompt

The Venus’ Flytrap

Lesson Objectives Prepare

Writing Reproduce and distribute one copy for

Students use information from the science each student.
article to write a sequence paragraph. LESSON PAGE
Vocabulary Unit Focus and
1 44
Students learn content vocabulary words Lesson Checklist
and use those words to write about Venus’
flytraps. 2 Learn Vocabulary 45

Content Knowledge Read the Science Article:

Students understand that there is a sequence 3 46
The Venus’ Flytrap
Venus’ flytraps use to catch and digest food.
Answer Questions About the
4 47
Essential Understanding Science Article
Students understand that some plants rely
on more than just soil, sunlight, and water 5 Organize Information 48
to stay alive.
6 Write a Sequence Paragraph 49

1 Unit Focus and Lesson Checklist

Distribute one unit to each student and direct students’
Name

UNIT

5
attention to the Unit Focus and Lesson Checklist. Tell them
trap
The Venus’ Fly they will be able to refer to the focus of the unit as needed
Unit Focus t Venus’
while working on the lessons. Instruct students to check off
ce article abou
to read a scien
You are going
flytraps.
:
each task on the checklist after they complete it.
As You Read aps catch and
the Venus’ flytr
Think about how
eat insects.

After You Read

:
le to write a sequ
ence
Read aloud the focus statements, and verify that students
from the artic
Use information ap
paragraph that
catches and eats
explains how
food.
the Venus’ flytr
understand their purpose for reading. Ask:
Lesson Checkli
st

Check off each

task after you complete
it. • What are we going to read about? (Venus’ flytraps)
ry
Learn Vocabula

Read the Scie

nce Article:
The Venus’ Flytr
ap • What are you going to learn about them? (how they
Answer Question
Science Article
s About the
catch and eat insects)
rmation
Organize Info

Write a Sequence
Paragraph
• What are you going to write based on this article?
(a sequence paragraph)
oor Corp.
6033 • © Evan-M
: Nonfiction • EMC
Text-Based Writing

44

CCSS: W 3.2, 3.8 RIT 3.3, 3.4, 3.5, 3.10

42 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 42 9/30/13 3:03 PM

 Name

The Venus’ Flytr

ap
2 Learn Vocabulary
Read aloud each content vocabulary word and have
UNIT

5
lary
Learn Vocabu

Read the word and

its definition.
Then write the vocab
ulary word on the
line. students repeat. Then read aloud and discuss the
1. attract
to pull or to draw
oneself
toward
definitions. Point out that the words are related to
2. hinged
connected in a way
allows an object
that
to open
Venus’ flytraps and that students will have a better
understanding of the words after they read the
or close

usually
small animals that
3. insects ple body
have wings, multi
parts, and three
pairs of legs
Name
science article. Have students write the vocabulary
living things
a substance that
4. nutrient
need to live and
grow
words on the provided lines. Then review the Words
to give off; to let
go of The Venus’ Fly
trap
5. release

closed
A very strange plant
a device that snaps and South Carolina.
grows in North
teeth
to Know, and encourage students to ask questions
6. trap animals It is called the

about any words they do not understand.

quickly to catch Venus’ flytrap becau
se it traps and
eats insects. The
Venus’ flytrap
Words to Know grows in swampy
soil or even
in rocky places.
digest hunting These places

3 Read the Science Article: The Venus’ Flytrap

don’t have enoug
h nutrients tiny hair
in the soil, so the
Venus’
• EMC 6033 • Text-Bas
ed flytrap must catch
© Evan-Moor Corp. insects to eat.
The Venus’ flytra
an insect. It make
p goes through
s a sweet juice called
a process to catch
nectar. The necta
and eat Read aloud the science article as students follow
along silently. Then have students reread the
insects. When an r attracts
insect moves acros
s the tiny hairs
snaps shut like a on a leaf, it
trap. The leaves
can snap shut becau
halves of each leaf se the two
are hinged in the

article independently or in small groups.

middle. The edges
have long, stiff “teeth of the trap
.” After the leaf
trap is closed
ed,, it squeezes
the insect, or prey,
tightly. Then the
Venus’ flytrap’s
digestive juices. leaf re
releases
These juices help
the plant

4 Answer Questions About the Science Article

Name

ap
UNIT The Venus’ Flytr

To ensure reading comprehension, have students

5
ns
Answer Questio insect inside
ct answer.

answer the text-dependent questions. Review the

next to the corre
ion. Fill in the circle
Read each quest
an insec
inse t?
s’ flytrap to catch
en first for a Venu
Nonfiction • EMC
6033 • © Evan-Mo

answers together.
1. What must happ
or Corp.

to attract insects.
A The flytra
p makes nectar
releas ed from the flytrap.
are
B Digestive juices
C The leave
s snap shut.

an insect?

5 Organize Information
Venus’ flytrap “eat”
2. What helps the
A the soil
B its teeth
C digestive
juices Name

p after
Explain to students that they will use a sequence
ens to a Venus’ flytra
Draw what happ

graphic organizer to help them plan their

UNIT

several insects. 5 The Venus’ Flytr

ap

Read the science

article again. Then
organizer that tells
Organize Info

write
rmation
paragraphs. Guide students in using the text to
how a Venus’ flytra information in the graphic

complete the organizer, rereading the article if

p catches and eats
insects.
1

needed.
Remind students that a sequence paragraph:
2

© Evan-Moor Corp.

3 • tells the chronological order, or time order,

of events, and
Name • allows readers to understand exactly how
UNIT

5
The Venus’ Flytr
ap
a process works.
Sequence
Venus’ flytrap
explains how a
paragraph that first then,
such as first,

6
Write a sequence

Write a Sequence Paragraph

sequence words
its food. Include
catches and eats 6033 • © Evan-Mo
next, or finally.
or Corp.
next and the article.
from your graphic organizer
• Use information

Title
Instruct students to complete the writing assignment
independently, with a partner, or in small groups.
If needed, review the structure of a sequence
paragraph:
• The topic sentence tells the subject of the
paragraph.

ed Writing: Nonfictio
n
49 • Detail sentences support the topic sentence
• EMC 6033 • Text-Bas

and list the events in order.

© Evan-Moor Corp.

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 43

6033.indb 43 9/30/13 3:03 PM

 Name

UNIT

5
The Venus’ Flytrap

Unit Focus

You are going to read a science article about Venus’

flytraps.

As You Read:
Think about how the Venus’ flytraps catch and
eat insects.

After You Read:

Use information from the article to write a sequence
paragraph that explains how the Venus’ flytrap
catches and eats food.

Lesson Checklist

Check off each task after you complete it.

Learn Vocabulary

Read the Science Article:

The Venus’ Flytrap

Answer Questions About the

Science Article

Organize Information

Write a Sequence Paragraph

44 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 44 9/30/13 3:03 PM

 Name

UNIT

5 The Venus’ Flytrap

Learn Vocabulary
Read the word and its definition.
Then write the vocabulary word on the line.

1. attract to pull or to draw toward

oneself

2. hinged connected in a way that

allows an object to open
or close

3. insects small animals that usually

have wings, multiple body
parts, and three pairs of legs

4. nutrient a substance that living things

need to live and grow

5. release to give off; to let go of

6. trap a device that snaps closed

quickly to catch animals

Words to Know

digest hunting prey process strange

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 45

6033.indb 45 9/30/13 3:03 PM

 Name

The Venus’ Flytrap

teeth
A very strange plant grows in North
and South Carolina. It is called the
Venus’ flytrap because it traps and
eats insects. The Venus’ flytrap
grows in swampy soil or even
in rocky places. These places
tiny hair
don’t have enough nutrients
in the soil, so the Venus’
flytrap must catch insects to eat.
The Venus’ flytrap goes through a process to catch and eat
an insect. It makes a sweet juice called nectar. The nectar attracts
insects. When an insect moves across the tiny hairs on a leaf, it
snaps shut like a trap. The leaves can snap shut because the two
halves of each leaf are hinged in the middle. The edges of the trap
have long, stiff “teeth.” After the leaf trap is closed, it squeezes
the insect, or prey, tightly. Then the Venus’ flytrap’s leaf releases
digestive juices. These juices help the plant
“eat,” or digest, the insect. After
a leaf has trapped several
insects, it dies. Then a new
leaf grows to start hunting
again! insect inside

46 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 46 9/30/13 3:03 PM

 Name

UNIT

5 The Venus’ Flytrap

Answer Questions
Read each question. Fill in the circle next to the correct answer.

1. What must happen first for a Venus’ flytrap to catch an insect?

A The flytrap makes nectar to attract insects.

B Digestive juices are released from the flytrap.
C The leaves snap shut.

2. What helps the Venus’ flytrap “eat” an insect?

A the soil
B its teeth
C digestive juices

Draw what happens to a Venus’ flytrap after its leaf has eaten
several insects.

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 47

6033.indb 47 9/30/13 3:03 PM

 Name

UNIT

5 The Venus’ Flytrap

Organize Information
Read the science article again. Then write information in the graphic
organizer that tells how a Venus’ flytrap catches and eats insects.

48 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 48 9/30/13 3:03 PM

 Name

UNIT

5 The Venus’ Flytrap

Sequence
Write a sequence paragraph that explains how a Venus’ flytrap
catches and eats its food. Include sequence words such as first, then,
next, or finally.

• Use information from your graphic organizer and the article.

Title

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 49

6033.indb 49 9/30/13 3:03 PM

 UNIT Biography – Level O
6 Sequence Writing Prompt

Charles Schulz
Lesson Objectives Prepare

Writing Reproduce and distribute one copy for

Students use information from the biography each student.
to write a sequence paragraph. LESSON PAGE
Vocabulary Unit Focus and
1 52
Students learn content vocabulary words Lesson Checklist
and use those words to write about Charles
Schulz. 2 Learn Vocabulary 53

Content Knowledge Read the Biography:

Students understand that Charles Schulz 3 54
Charles Schulz
created Peanuts and Charlie Brown.
Answer Questions About the
4 55
Essential Understanding Biography
Students understand that Charles Schulz
worked hard during his lifetime and is 5 Organize Information 56
a famous cartoonist even today.
6 Write a Sequence Paragraph 57

1 Unit Focus and Lesson Checklist

Distribute one unit to each student and direct students’
Name

UNIT

6
attention to the Unit Focus and Lesson Checklist. Tell them
lz
Charles Schu they will be able to refer to the focus of the unit as needed
Unit Focus Schu lz.
while working on the lessons. Instruct students to check off
raphy of Charles
to read a biog
You are going
As You Read
:
t Cha rles Schulz did
in his lifet ime. each task on the checklist after they complete it.
Think about wha
:
After You Read
Use information
sequence para
from the biograph
graph about Cha
y to write a
rles Schulz’s life. Read aloud the focus statements, and verify that students
Lesson Checkli
st
understand their purpose for reading. Ask:
it.
task after you complete
Check off each

Learn Vocabula
ry

raphy:
• Who are we going to read about? (Charles Schulz)
Read the Biog
Charles Schulz

Answer Question
the Biography
s About
• What are you going to learn about him? (what he did
during his lifetime)
rmation
Organize Info
Paragraph
Write a Sequence

• What are you going to write based on this biography?

oor Corp.

(a sequence paragraph)
6033 • © Evan-M
: Nonfiction • EMC
Text-Based Writing

52

CCSS: W 3.2, 3.8 RIT 3.3, 3.4, 3.5, 3.10

50 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 50 9/30/13 3:03 PM

 Name

Charles Schulz
2 Learn Vocabulary
Read aloud each content vocabulary word and
UNIT

6
lary
Learn Vocabu

Read the word and

its definition.
Then write the vocab
ulary word on the
line. have students repeat. Then read aloud and discuss
1. characters
the people or anim
fiction stories
als in
the definitions. Point out that the words are related
2. comic
strips
cartoon stories;
are told through
stories that
pictures
to Charles Schulz and that students will have a
words
with or without

printed and sold

or given
better understanding of the words after they read
3. published

the biography. Have students write the vocabulary

to people
Name
worki ng
officially stopped
4. retired

5. television
a one-time progr
am that
appears on televi
sion
words on the provided lines. Then review the Words
special Charles Schulz

Words to Know
Charles Schulz was
Minnesota. He was
born on November
26, 1922, in Minn
eapolis,
to Know, and encourage students to ask questions
a shy child who

about any words they do not understand.

loved reading comic
fame a teenager, he took strips. As
course a course in carto
cartooning oning. In the late
Schulz started gettin 1940s,
g his cartoon strips
and magazines. publi shed in newspaper
s

In 1950, the strip

about a boy

3 Read the Biography: Charles Schulz

named Charlie
Brown was offici
ally
named Peanuts.
• EMC 6033 • Text-Bas
ed Schulz’s Peanuts
© Evan-Moor Corp.
characters all had

Read aloud the biography as students follow along

different
personalities and
were challenged
Charles Schulz
, creator of the
by
Peanuts comic
everyday problems.
strip Both children

silently. Then have students reread the biography

and adults loved
In the 1960s, You’re the comic strip.
a Good Man, Charl
ie Brown opened
television specia as a play. A
l about Peanuts began
. Television specia

independently or in small groups.

the Peanuts chara ls featuring
cters continue to
be shown today.
By 1984, over 2,300
newspapers carrie
published in over d Peanuts.. Schul
1,400 books. Schul z was
z worked until he
retired in
Name

UNIT

6
Charles Schulz 4 Answer Questions About the Biography
Answer Questio
ns

next to the corre

ct answer. Snoopy U.S. postag
To ensure reading comprehension, have students
ion. Fill in the circle e stamp
Read each quest

1. When did Char

les Schulz first start
publishing his cartoon strips
?
Nonfiction • EMC
6033 • © Evan-Mo
or Corp.
answer the text-dependent questions. Review the
A 1920s
B 1940s
answers together.
C 1960s
on strips .
how to draw carto
2. Schulz learned
A as a young child
B as a teena
ger
retired
5 Organize Information
C when he
Name

Draw pictures that UNIT

published.
6
show where Char
les Sc
Explain to students that they will use a timeline
and stories were

graphic organizer to help them plan their

Charles Schulz

Organize Info
rmation

paragraphs. Guide students in using the text to

Read the biography
again. Then write
life in order on events from Char
the timeline. les Schulz’s

1940s
complete the organizer, rereading the biography
if needed.
1950

Remind students that a sequence paragraph:

© Evan-Moor Corp.

1960s

• tells the chronological order, or time order,

1984

of events, and
• allows readers to understand exactly when
Name

UNIT Charles Schulz

6
Sequence
s in Charles
events happened.
the major event
that tells about before, after,
after
Write a paragraph l words such as
Use sequence signa
Schulz’s lifetime. 6033 • © Evan-Mo
during, or later on.
or Corp.

6
biography.

Write a Sequence Paragraph

from your timeline and the
• Use information

Instruct students to complete the writing assignment

Title

independently, with a partner, or in small groups.

If needed, review the structure of a sequence
paragraph:
• The topic sentence introduces the subject.

57
• Detail sentences support the topic sentence
and list events in order.
n
ed Writing: Nonfictio
• EMC 6033 • Text-Bas
© Evan-Moor Corp.

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 51

6033.indb 51 9/30/13 3:03 PM

 Name

UNIT

6
Charles Schulz

Unit Focus

You are going to read a biography of Charles Schulz.

As You Read:
Think about what Charles Schulz did in his lifetime.

After You Read:

Use information from the biography to write a
sequence paragraph about Charles Schulz’s life.

Lesson Checklist

Check off each task after you complete it.

Learn Vocabulary

Read the Biography:

Charles Schulz

Answer Questions About

the Biography

Organize Information

Write a Sequence Paragraph

52 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 52 9/30/13 3:03 PM

 Name

UNIT

6 Charles Schulz

Learn Vocabulary
Read the word and its definition.
Then write the vocabulary word on the line.

1. characters the people or animals in

fiction stories

2. comic cartoon stories; stories that

strips are told through pictures
with or without words

3. published printed and sold or given

to people

4. retired officially stopped working

5. television a one-time program that

special appears on television

Words to Know

cartooning course fame featuring personalities teenager

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 53

6033.indb 53 9/30/13 3:03 PM

 Name

Charles Schulz
Charles Schulz was born on November 26, 1922, in Minneapolis,
Minnesota. He was a shy child who loved reading comic strips. As
a teenager, he took a course in cartooning. In the late 1940s,
Schulz started getting his cartoon strips published in newspapers
and magazines.
In 1950, the strip about a boy
named Charlie Brown was officially
named Peanuts. Schulz’s Peanuts
characters all had different
personalities and were challenged by

Charles Schulz, creator of the everyday problems. Both children

Peanuts comic strip and adults loved the comic strip.
In the 1960s, You’re a Good Man, Charlie Brown opened as a play. A
television special about Peanuts began. Television specials featuring
the Peanuts characters continue to be shown today.
By 1984, over 2,300 newspapers carried Peanuts. Schulz was
published in over 1,400 books. Schulz worked until he retired in
1999. In 2000, Schulz died. He won
many awards for his Peanuts cartoons
and is also in the Cartoonists Hall
of Fame. Schulz will always be
remembered as one of the greatest
cartoonists in the world.
Snoopy U.S. postage stamp

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 Name

UNIT

6 Charles Schulz

Answer Questions
Read each question. Fill in the circle next to the correct answer.

1. When did Charles Schulz first start publishing his cartoon strips?

A 1920s
B 1940s
C 1960s

2. Schulz learned how to draw cartoon strips .

A as a young child
B as a teenager
C when he retired

Draw pictures that show where Charles Schulz’s cartoon strips

and stories were published.

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 55

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 Name

UNIT

6 Charles Schulz

Organize Information
Read the biography again. Then write events from Charles Schulz’s
life in order on the timeline.

1940s

1950

1960s

1984

1999

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 Name

UNIT

6 Charles Schulz

Sequence
Write a paragraph that tells about the major events in Charles
Schulz’s lifetime. Use sequence signal words such as before, after,
during, or later on.

• Use information from your timeline and the biography.

Title

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 57

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 UNIT Science Article – Level O
7 Explanatory Writing Prompt

Pass the Salt

Lesson Objectives Prepare

Writing Reproduce and distribute one copy for

Students use information from the science each student.
article to write an explanatory paragraph. LESSON PAGE
Vocabulary Unit Focus and
1 60
Students learn content vocabulary words Lesson Checklist
and use those words to write about salt.
2 Learn Vocabulary 61
Content Knowledge
Students understand where salt comes from Read the Science Article:
and how it is used. 3 62
Pass the Salt
Essential Understanding Answer Questions About the
4 63
Students understand that animals and Science Article
humans cannot live without salt.
5 Organize Information 64

Write an Explanatory
6 65
Paragraph

1 Unit Focus and Lesson Checklist

Distribute one unit to each student and direct students’
Name

UNIT

7
attention to the Unit Focus and Lesson Checklist. Tell them
Pass the Salt
they will be able to refer to the focus of the unit as needed
Unit Focus t salt.
while working on the lessons. Instruct students to check off
ce article abou
to read a scien
You are going
As You Read
:
re salt comes from
and why it
each task on the checklist after they complete it.
Think about whe
is important.

After You Read

:

Use information
from the scien
ce article to writ
e
salt is found and
Read aloud the focus statements, and verify that students
explains where
a paragraph that for humans and animals.
why it is importa nt
understand their purpose for reading. Ask:
st
Lesson Checkli

• What are we going to read about? (salt)

it.
task after you complete
Check off each
ry
Learn Vocabula
nce Article:
Read the Scie
Pass the Salt
s About the
• What are you going to learn about salt? (where it
Answer Question
Science Article

Organize Info
rmation
comes from; why it is important)
h to Explain
Write a Paragrap

• What are you going to write based on this article?

oor Corp.

(a paragraph that explains)

6033 • © Evan-M
: Nonfiction • EMC
Text-Based Writing

60

CCSS: W 3.2, 3.8 RIT 3.3, 3.4, 3.5, 3.10

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 Name

Pass the Salt

2 Learn Vocabulary
Read aloud each content vocabulary word and
UNIT

7
lary
Learn Vocabu

Read the word and

its definition.
Then write the vocab
ulary word on the
line. have students repeat. Then read aloud and discuss
1. cells
small living parts
up the human body
that make
the definitions. Point out that the words are
2. mineral
something found
in the
ground and in some
foods related to salt and that students will have a better
3. mines
underground areas
people dig for mine
where
rals or
understanding of the words after they read the
science article. Have students write the vocabulary
rocks
Name
last longer
to make something
4. preserve

5. store
to put things away
them until they
and keep
are needed
words on the provided lines. Then review the Words
Pass the Salt

Words to Know
What is salt and
where is it foun
Salt is a mineral.
d?
to Know, and encourage students to ask questions
alive blocks It is found in the
ground and in water
.
about any words they do not understand.
Most of the salt
in
the world is in our
oceans and seas.

© Evan-Moor Corp.
• EMC 6033 • Text-Bas
ed
Salt on land is found
as a mineral called
salt is from ocean
Salt being remov

halite, which is
ed from a salt mine

removed from salt

mines. This
3 Read the Science Article: Pass the Salt
Read aloud the science article as students follow
s that used to be
there long ago and
up. Ocean salt is then dried
very pure, and many
people think it tastes
than salt from mine better
s. Salt comes in

along silently. Then have students reread the

many different sizes,
and shapes. colors,

Who needs salt?

article independently or in small groups.

Humans need salt
to stay alive becau
of our blood and se salt makes up
cells. Animals need nearly 1%
salt to stay alive,
farmers give their too. Many
animals large block
s of salt that are
licks. Salt is also called salt
important becau
se we use it to prese
Name dries out the food rve foo
foods. Salt
and kills germs,
making the food

4 Answer Questions About the Science Article

Before refrigerato last longer.
rs were used, peopl
UNIT Pass the Salt e were able to store
ore food for long
periods of time
7 by using salt. Salt
is also used to make
ake soap and
other items. One ns
Answer Questio kind of salt is used in ice-cream mach

Read each question. Fill in

the circle next to
the correct answ
er.
achin
ines
es to make
To ensure reading comprehension, have students
1. People can get
s
halite from . Nonfiction • EMC
6033 • © Evan-Mo
or Corp.
answer the text-dependent questions. Review the
A salt mine
B ocean water
C the huma
n body
answers together.
.
rve food by
2. Salt can prese
stronger taste
A giving it a

5 Organize Information
B drying it out
more pure
C making it
Name

that you wou

Explain to students that they will use an idea-web

of something
Draw a picture UNIT

7
Pass the Salt

Read the science

Organize Info
article again. Then
rmation organizer to help them plan their paragraphs. Guide
organizer that tells write information

students in using the text to complete the organizer,

where salt come in the graphic
s from and why
it is needed.

rereading the article if needed.

© Evan-Moor Corp. Remind students that a paragraph that explains:
Salt
• gives facts about a topic, and
• tells why or how something is important.
Name

UNIT

7
Pass the Salt

Explain
6 Write an Explanatory Paragraph
Write a paragraph
that explains wher
e salt is found and
why
Instruct students to complete the writing assignment
it is important.

independently, with a partner, or in small groups.

the
ic organizer and
6033 • © Evan-Mo
or Corp.
from your graph
• Use information
science article.

If needed, review the structure of an explanatory

Title

paragraph:
• The topic sentence introduces the subject.
• Detail sentences explain the subject to the reader.

65
n
ed Writing: Nonfictio
• EMC 6033 • Text-Bas
© Evan-Moor Corp.

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 59

6033.indb 59 9/30/13 3:03 PM

 Name

UNIT

7
Pass the Salt

Unit Focus

You are going to read a science article about salt.

As You Read:
Think about where salt comes from and why it
is important.

After You Read:

Use information from the science article to write
a paragraph that explains where salt is found and
why it is important for humans and animals.

Lesson Checklist
Check off each task after you complete it.

Learn Vocabulary

Read the Science Article:

Pass the Salt

Answer Questions About the

Science Article

Organize Information

Write a Paragraph to Explain

60 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

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 Name

UNIT

7 Pass the Salt

Learn Vocabulary
Read the word and its definition.
Then write the vocabulary word on the line.

1. cells small living parts that make

up the human body

2. mineral something found in the

ground and in some foods

3. mines underground areas where

people dig for minerals or
rocks

4. preserve to make something last longer

5. store to put things away and keep

them until they are needed

Words to Know

alive blocks periods refrigerators removed

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 61

6033.indb 61 9/30/13 3:03 PM

 Name

Pass the Salt

What is salt and where is it found?
Salt is a mineral.
It is found in the
ground and in water.
Most of the salt in
the world is in our
oceans and seas.
Salt on land is found Salt being removed from a salt mine

as a mineral called halite, which is removed from salt mines. This

salt is from oceans that used to be there long ago and then dried
up. Ocean salt is very pure, and many people think it tastes better
than salt from mines. Salt comes in many different sizes, colors,
and shapes.

Who needs salt?

Humans need salt to stay alive because salt makes up nearly 1%
of our blood and cells. Animals need salt to stay alive, too. Many
farmers give their animals large blocks of salt that are called salt
licks. Salt is also important because we use it to preserve foods. Salt
dries out the food and kills germs, making the food last longer.
Before refrigerators were used, people were able to store food for long
periods of time by using salt. Salt is also used to make soap and
other items. One kind of salt is used in ice-cream machines to make
ice cream.

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 Name

UNIT

7 Pass the Salt

Answer Questions
Read each question. Fill in the circle next to the correct answer.

1. People can get halite from .

A salt mines
B ocean water
C the human body

2. Salt can preserve food by .

A giving it a stronger taste

B drying it out
C making it more pure

Draw a picture of something that you would need salt to make.

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 63

6033_07.indd 63 10/1/13 9:21 AM

 Name

UNIT

7 Pass the Salt

Organize Information
Read the science article again. Then write information in the graphic
organizer that tells where salt comes from and why it is needed.

Salt

64 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 64 9/30/13 3:03 PM

 Name

UNIT

7 Pass the Salt

Explain
Write a paragraph that explains where salt is found and why
it is important.

• Use information from your graphic organizer and the

science article.

Title

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 65

6033.indb 65 9/30/13 3:03 PM

 UNIT Social Studies Article – Level O
8 Explanatory Writing Prompt

The Size of Asia

Lesson Objectives Prepare

Writing Reproduce and distribute one copy for

Students use information from the social each student.
studies article to write an explanatory LESSON PAGE
paragraph.
Unit Focus and
1 68
Vocabulary Lesson Checklist
Students learn content vocabulary words
and use those words to write about Asia’s 2 Learn Vocabulary 69
population.
Read the Social Studies
Content Knowledge 3 70
Article: The Size of Asia
Students understand that Asia has grown
Answer Questions About the
extensively in the past and probably will 4 71
Social Studies Article
continue to do so in the future.
Essential Understanding 5 Organize Information 72
Students understand that Asia is, and
will continue to be, Earth’s most populous Write an Explanatory
6 73
Paragraph
continent.

1 Unit Focus and Lesson Checklist

Distribute one unit to each student and direct students’
Name

UNIT

8
attention to the Unit Focus and Lesson Checklist. Tell them
ia
The Size of As they will be able to refer to the focus of the unit as needed
Unit Focus about
while working on the lessons. Instruct students to check off
l studies article
to read a socia
You are going
the size and popu
:
lation of Asia.
each task on the checklist after they complete it.
As You Read n has grown
Asia’s populatio
Think about how k about how it will probably

Read aloud the focus statements, and verify that students

thin
over time. Also
futu re.
grow in the

After You Read

: graph
le to write a para
Use information
that explains
from the artic
Asia’s past and
future populatio
ns.
understand their purpose for reading. Ask:
Lesson Checkli
st

Check off each

task after you complete
it. • What are we going to read about? (the size and
Learn Vocabula

Read the Soci

al Stud
ry
ies Article:
population of Asia)
The Size of Asia

Answer Question
Social Studies
s About the
Article • What are you going to learn about Asia? (how it
rmation
Organize Info

Write a Paragrap
h to Explain has grown and how it will grow in the future)
• What are you going to write based on this article?
oor Corp.
6033 • © Evan-M
: Nonfiction • EMC
Text-Based Writing

68

(a paragraph that explains)

CCSS: W 3.2, 3.8 RIT 3.3, 3.4, 3.5, 3.10

66 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 66 9/30/13 3:03 PM

 Name

The Size of Asia

2 Learn Vocabulary
Read aloud each content vocabulary word and have
UNIT

8
lary
Learn Vocabu

Read the word and

its definition.
Then write the vocab
ulary word on the
line. students repeat. Then read aloud and discuss the
1. city
a place where many
live and where many
people

esses
definitions. Point out that the words are related to
buildings and busin
are located

on Earth
Asia’s population and that students will have a
a large area of land
2. continent

someone who know

s many
better understanding of the words after they read
3. expert in topic
facts about a certa

the number of peopl

e who
Name
the social studies article. Have students write the
4. population area
live in a certain

to say what is going

to
vocabulary words on the provided lines. Then review
5. predict
happen before it
happens The Size of Asi
The continent of
people. Asia has
Asia is home to
a
about 60% of the
world’s
the Words to Know, and encourage students to ask
Words to Know

questions about any words they do not understand.

always had the
largest population
continents. In 1950, of all seven
billion Asia’s population
Asia was about 1.4 billio
2010, the population n. By
of Asia was over
4 billion. Read the
to see how Asia’s bar graph
population has
grown over the
There are 50 count years.
ries in Asia. Those
countries have some

3 Read the Social Studies Article:

the largest popu of
lations
6
on Earth. For exam
in Billions

ed
ple,
• EMC 6033 • Text-Bas 5
© Evan-Moor Corp. Tokyo, Japan, has
more

The Size of Asia

than 35 million 4
people
China’s Population

living in the city 3

and
surrounding areas

Read aloud the social studies article as students

2
.
Asia’s population 1
will continue to
grow 0

follow along silently. Then have students reread

1950 1970 1990
in the future. Popu 2010 2030 2050
lation Years
exper ts predict that
by 2050, Arctic
the world will have

the article independently or in small groups.

Ocean
about
EUROPE
NORTH
AMERICA
ASIA

Name Atlantic
Ocean
Pacific
AFRICA Ocean
SOUTH

The Size of Asia

Pacific AMERICA
UNIT Ocean
Indian
8 Ocean

4
AUSTRALIA

Answer Questio
ns
Answer Questions About the Social
Southern
Ocean

ct answer.
ANTARCTICA

next to the corre

ion. Fill in the circle

Studies Article
Read each quest
because it .
Earth
st population on
Nonfiction • EMC
6033 • © Evan-Mo
1. Asia has the large
or Corp.

To ensure reading comprehension, have students

cities
A has the most
t continent
B is the oldes
e
st number of peopl
C has the large

2. By 2050, Asia
could have as many as
.
answer the text-dependent questions. Review the
people

answers together.
A 1.4 billion
B 5 billion people
e
C 9 billion peopl
Name

D
street somewhere in Asia.
Imagine a busy UNIT

5 Organize Information
The Size of Asia

Organize Info
rmation

Explain to students that they will use a timeline

Read the social
studies article again
Asia’s population . Then write inform
beside each date ation about
on the timeline.

1950
graphic organizer to help them plan their
paragraphs. Guide students in using the text to
© Evan-Moor Corp.
complete the organizer, rereading the article if
2010
needed.
Remind students that a paragraph that explains:
Name • tells readers information about a topic, and
UNIT The Size of Asia
8
Explain • includes facts or predictions about the topic.
has grown
Asia’s population
that explains how future.
Write a paragraph bly grow in the
how it will proba
in the past and social 6033 • © Evan-Mo
timeline and the

6
or Corp.

Write an Explanatory Paragraph

from your
• Use information
studies article.

Title
Instruct students to complete the writing assignment
independently, with a partner, or in small groups.
If needed, review the structure of an explanatory
paragraph:
• The topic sentence introduces the subject.

73
• Detail sentences explain the subject to the reader.
n
ed Writing: Nonfictio
• EMC 6033 • Text-Bas
© Evan-Moor Corp.

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 67

6033.indb 67 9/30/13 3:03 PM

 Name

UNIT

8
The Size of Asia

Unit Focus

You are going to read a social studies article about

the size and population of Asia.

As You Read:
Think about how Asia’s population has grown
over time. Also think about how it will probably
grow in the future.

After You Read:

Use information from the article to write a paragraph
that explains Asia’s past and future populations.

Lesson Checklist

Check off each task after you complete it.

Learn Vocabulary

Read the Social Studies Article:

The Size of Asia

Answer Questions About the

Social Studies Article

Organize Information

Write a Paragraph to Explain

68 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 68 9/30/13 3:03 PM

 Name

UNIT

8 The Size of Asia

Learn Vocabulary
Read the word and its definition.
Then write the vocabulary word on the line.

1. city a place where many people

live and where many
buildings and businesses
are located

2. continent a large area of land on Earth

3. expert someone who knows many

facts about a certain topic

4. population the number of people who

live in a certain area

5. predict to say what is going to

happen before it happens

Words to Know

Asia billion future surrounding

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 69

6033.indb 69 9/30/13 3:03 PM

 Name

The Size of Asia

The continent of Asia is home to about 60% of the world’s
people. Asia has always had the largest population of all seven
continents. In 1950, Asia’s population was about 1.4 billion. By
2010, the population of Asia was over 4 billion. Read the bar graph
to see how Asia’s population has grown over the years.
There are 50 countries in Asia. Those countries have some of
the largest populations 6
China’s Population in Billions

on Earth. For example, 5

Tokyo, Japan, has more
4
than 35 million people
3
living in the city and
2
surrounding areas.
1
Asia’s population
0
will continue to grow 1950 1970 1990 2010 2030 2050
Years
in the future. Population
experts predict that by 2050, Arctic
Ocean

the world will have about NORTH

EUROPE
ASIA
AMERICA

9 billion people, and Atlantic

Pacific
Ocean
Ocean
5 billion of them will AFRICA

SOUTH
AMERICA
be living in Asia! Asia Pacific
Ocean
Indian
Ocean AUSTRALIA

will keep its place as the Southern

Ocean
largest continent in both size ANTARCTICA

and population for a very long time.

70 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

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 Name

UNIT

8 The Size of Asia

Answer Questions
Read each question. Fill in the circle next to the correct answer.

1. Asia has the largest population on Earth because it .

A has the most cities

B is the oldest continent
C has the largest number of people

2. By 2050, Asia could have as many as .

A 1.4 billion people

B 5 billion people
C 9 billion people

Imagine a busy street somewhere in Asia. Draw what it looks like.

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 71

6033.indb 71 9/30/13 3:03 PM

 Name

UNIT

8 The Size of Asia

Organize Information
Read the social studies article again. Then write information about
Asia’s population beside each date on the timeline.

1950

2010

2050

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 Name

UNIT

8 The Size of Asia

Explain
Write a paragraph that explains how Asia’s population has grown
in the past and how it will probably grow in the future.

• Use information from your timeline and the social

studies article.

Title

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 73

6033.indb 73 9/30/13 3:03 PM

 UNIT Science Article – Level L
9 Cause-and-Effect Writing Prompt

Birds Migrate
Lesson Objectives Prepare

Writing Reproduce and distribute one copy for

Students use information from the science each student.
article to write a cause-and-effect paragraph. LESSON PAGE
Vocabulary Unit Focus and
1 76
Students learn content vocabulary words Lesson Checklist
and use those words to write about why birds
migrate. 2 Learn Vocabulary 77

Content Knowledge Read the Science Article:

Students understand that birds migrate in 3 78
Birds Migrate
the fall and spring in order to find food and
Answer Questions About the
protect their young. 4 79
Science Article
Essential Understanding
Students understand that there are good 5 Organize Information 80
reasons for animals’ migrations.
Write a Cause-and-Effect
6 81
Paragraph

1 Unit Focus and Lesson Checklist

Distribute one unit to each student and direct students’
Name

UNIT

9
attention to the Unit Focus and Lesson Checklist. Tell them
Birds Migrate they will be able to refer to the focus of the unit as needed
Unit Focus t birds
while working on the lessons. Instruct students to check off
ce article abou
to read a scien
You are going
that migrate.
: fall.
each task on the checklist after they complete it.
As You Read in the spring and
birds migrate
Think about why

After You Read

:

Use information
from the artic
le to write a caus
ains why birds
e-
Read aloud the focus statements, and verify that students
graph that expl
and-effect para
migrate in diffe
rent seasons.
understand their purpose for reading. Ask:
st
Lesson Checkli

• What are we going to read about? (birds that

it.
task after you complete
Check off each
ry
Learn Vocabula

Read the Scie

Birds Migrate
nce Article: migrate)
s About the
Answer Question
Science Article

Organize Info
rmation
• What are you going to learn about them? (why they
Write a Cause-a
nd-Effect Para
graph
migrate)
• What are you going to write based on this article?
oor Corp.
6033 • © Evan-M
: Nonfiction • EMC
Text-Based Writing

76

(a cause-and-effect paragraph)

CCSS: W 3.2, 3.8 RIT 3.3, 3.4, 3.5, 3.10

74 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 74 9/30/13 3:03 PM

 Name

Birds Migrate
2 Learn Vocabulary
Read aloud each content vocabulary word and have
UNIT

9
lary
Learn Vocabu

Read the word and

its definition.
Then write the vocab
ulary word on the
line. students repeat. Then read aloud and discuss the
1. migrate
to move from one
another during
place to
a change
definitions. Point out that the words are related to
in seasons

2. nectar
liquid food that
is found in
bird migration and that students will have a better
s
flowers or plant

animals that hunt

and eat understanding of the words after they read the
3. predators food
other animals for

to take care of and

help to
Name
science article. Have students write the vocabulary
4. raise
grow; to bring up

a line, or path, of
travel
words on the provided lines. Then review the Words
5. route Birds Migrate

Words to Know
Many animals migra
when the seasons
te to Know, and encourage students to ask questions
change.

daylight fall Birds are very good

migrating. Some
at
birds travel
about any words they do not understand.
only a few hund
red miles.
Others take route
s that cover
thousands of miles
.

© Evan-Moor Corp.
• EMC 6033 • Text-Bas
ed
The main reaso
migrate is to find
fall comes in the
n birds
food. When
Migration south
Migration north
3 Read the Science Article: Birds Migrate
Read aloud the science article as students follow
north, the days
get shorter. Flowe
rs and insects disap
pear. Birds that
berries, seeds, and feed on nectar,
insects need a new

along silently. Then have students reread the

supply of food. They
where it is often fly south,
warmer and the
days are longer.
Birds have good
reasons for migra
ting back to the
spring. There are north in the

article independently or in small groups.

good places for
them to raise their
are often fewer preda families. There
tors, too. Birds
return north durin
g the spring becau
se

Name

UNIT

9
Birds Migrate

ns
4 Answer Questions About the Science Article
Answer Questio

Read each quest

ion. Fill in the circle next to the
correct answer. To ensure reading comprehension, have students
1. During the fall
months in the north

er is warmer
, . Nonfiction • EMC
6033 • © Evan-Mo
or Corp.
answer the text-dependent questions. Review the
A the weath
B plants start
C the days
growing
are shorter
again
answers together.
to .
migrate in order
2. Birds mainly
safe
A find food and stay

5 Organize Information
ands of miles
B travel thous
er
C enjoy cooler weathName
from north

Explain to students that they will use a cause-

flying
of a birdUNIT
Draw the route
9 Birds Migrate

Read the science

article again. Then
Organize Info
rmation and-effect graphic organizer to help them plan
organizer that tells write information

their paragraphs. Guide students in using the text

why and when in the graphic
their migration birds migrate (caus
helps them (effec e) and how
t).

Cause
Effect
to complete the organizer, rereading the article if
needed.
© Evan-Moor Corp.

Remind students that a cause-and-effect paragraph:

• tells what happens (effect), and
Name • tells why it happens (cause).
UNIT Birds Migrate
9
ct
Cause and Effe

Write a cause-and-
effect paragraph
that explains why
birds migrate
6 Write a Cause-and-Effect Paragraph
with the seasons.

Instruct students to complete the writing assignment

the article.
ic organizer and
6033 • © Evan-Mo
or Corp.
from your graph
• Use information

Title
independently, with a partner, or in small groups.
If needed, review the structure of a cause-and-effect
paragraph:
• The topic sentence tells the cause-and-effect
relationship.
• Details support the topic sentence and tell
© Evan-Mo or Corp. • EMC 6033
• Text-Bas ed Writing: Nonfictio
n
81

more about the causes and the effects.

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 75

6033.indb 75 9/30/13 3:03 PM

 Name

UNIT

9
Birds Migrate

Unit Focus

You are going to read a science article about birds

that migrate.

As You Read:
Think about why birds migrate in the spring and fall.

After You Read:

Use information from the article to write a cause-
and-effect paragraph that explains why birds
migrate in different seasons.

Lesson Checklist
Check off each task after you complete it.

Learn Vocabulary

Read the Science Article:

Birds Migrate

Answer Questions About the

Science Article

Organize Information

Write a Cause-and-Effect Paragraph

76 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 76 9/30/13 3:03 PM

 Name

UNIT

9 Birds Migrate

Learn Vocabulary
Read the word and its definition.
Then write the vocabulary word on the line.

1. migrate to move from one place to

another during a change
in seasons

2. nectar liquid food that is found in

flowers or plants

3. predators animals that hunt and eat

other animals for food

4. raise to take care of and help to

grow; to bring up

5. route a line, or path, of travel

Words to Know

daylight fall miles seasons spring travel

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 77

6033.indb 77 9/30/13 3:03 PM

 Name

Birds Migrate
Many animals migrate
when the seasons change.
Birds are very good at
migrating. Some birds travel
only a few hundred miles.
Others take routes that cover
thousands of miles.
Migration south
The main reason birds Migration north

migrate is to find food. When

fall comes in the north, the days
get shorter. Flowers and insects disappear. Birds that feed on nectar,
berries, seeds, and insects need a new supply of food. They fly south,
where it is often warmer and the days are longer.
Birds have good reasons for migrating back to the north in the
spring. There are good places for them to raise their families. There
are often fewer predators, too. Birds
return north during the spring because
plants start growing again. There are
more hours of daylight during the
summer months. This means there’s
more time to find food. In the fall, the
migration will start all over again.

78 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

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 Name

UNIT

9 Birds Migrate

Answer Questions
Read each question. Fill in the circle next to the correct answer.

1. During the fall months in the north, .

A the weather is warmer

B plants start growing again
C the days are shorter

2. Birds mainly migrate in order to .

A find food and stay safe

B travel thousands of miles
C enjoy cooler weather

Draw the route of a bird flying from north to south during the fall.

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 79

6033.indb 79 9/30/13 3:03 PM

 Name

UNIT

9 Birds Migrate

Organize Information
Read the science article again. Then write information in the graphic
organizer that tells why and when birds migrate (cause) and how
their migration helps them (effect).

Cause Effect

80 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 80 9/30/13 3:03 PM

 Name

UNIT

9 Birds Migrate

Cause and Effect

Write a cause-and-effect paragraph that explains why birds migrate
with the seasons.

• Use information from your graphic organizer and the article.

Title

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 81

6033.indb 81 9/30/13 3:03 PM

 UNIT Science Article – Level P
10 Explanatory Writing Prompt

Weather Tools
Lesson Objectives Prepare

Writing Reproduce and distribute one copy for

Students use information from the science each student.
article to write an explanatory paragraph. LESSON PAGE
Vocabulary Unit Focus and
1 84
Students learn content vocabulary words Lesson Checklist
and use those words to write about weather-
related tools. 2 Learn Vocabulary 85

Content Knowledge Read the Science Article:

Students understand and can explain the 3 86
Weather Tools
tools that meteorologists use to study wind.
Answer Questions About the
4 87
Essential Understanding Science Article
Students understand that measuring the wind
helps meteorologists keep people safe. 5 Organize Information 88

Write an Explanatory
6 89
Paragraph

1 Unit Focus and Lesson Checklist

Distribute one unit to each student and direct students’
Name

UNIT

10
attention to the Unit Focus and Lesson Checklist. Tell them
Weather Tools they will be able to refer to the focus of the unit as needed
Unit Focus t tools that
while working on the lessons. Instruct students to check off
ce article abou
to read a scien
You are going
are used to mea
sure wind.
.
each task on the checklist after they complete it.
why they are used
:
As You Read
t the tools do and
Think about wha

After You Read

:

Use information
from the artic
le to write a para
work.
graph
Read aloud the focus statements, and verify that students
how these tools

understand their purpose for reading. Ask:

that explains

st
Lesson Checkli it.
after you complete

• What are we going to read about? (wind-measuring

task
Check off each
ry
Learn Vocabula

Read the Scie

Weather Tools
nce Article:
tools)
stion s About the
Answer Que
Science Article

Organize Info
rmation • What are you going to learn about them? (how they
h to Explain
Write a Paragrap
work; why they’re used)
• What are you going to write based on this article?
oor Corp.
6033 • © Evan-M
: Nonfiction • EMC
Text-Based Writing

84

(a paragraph that explains)

CCSS: W 3.2, 3.8 RIT 3.3, 3.4, 3.5, 3.10

82 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 82 9/30/13 3:03 PM

 Name

Weather Tools
2 Learn Vocabulary
Read aloud each content vocabulary word and
UNIT

10
lary
Learn Vocabu

Read the word and

its definition.
Then write the vocab
ulary word on the
line. have students repeat. Then read aloud and discuss
1. direction
the way something
moving
is
the definitions. Point out that the words are related
2. expands
becomes larger to wind and that students will have a better
understanding of them after they read the science
s
a person who studie
3. meteorologist
the weather

article. Have students write the vocabulary words on

something
how fast or slow
4. speed
is moving Name

5. tool
an item used to
easier
make work
the provided lines. Then review the Words to Know,
Weath
er Tools
6. wind
the movement of
the air
Wind is the move
on clear, sunny
ment of air. Wind
days. Wind can
blows during storm
be hot or cold. It
s and
and encourage students to ask questions about any
words they do not understand.
speeds, too. Peopl blows at different
e who study wind
Words to Know meteorologists. When and weather are
called
wind changes speed
brings a change and direction, it
air blows in the weather. often
or instruments to Meteorologists use
measure the wind special tools
A wind vane is an .
instrument that
the direction the shows
wind is blowing
from. Most

3 Read the Science Article: Weather Tools

wind vanes are
placed on the highe
a building. Many st point of
ed wind vanes have
• EMC 6033 • Text-Bas above the comp an arrow
© Evan-Moor Corp.
ass directions: north
east, and west. The , south,

Read aloud the science article as students follow

arrow points to
wind’s direction. show the Wind Vane
An anemometer
is used to measure
speed. The cups wind

along silently. Then have students reread the

catch the wind and
attached to the turn a dial
instrument. The
wind speed. The dial shows the
faster the anemomet
the faster the wind er spins,
Thermometers meas
Many thermomet
is blowing.
ure air temperatu
ers are glass tubes
re. Anemometer article independently or in small groups.
containing

Name

UNIT

10
Que
Weather Tools

stio ns Thermometer
4 Answer Questions About the Science Article
Answerpeople abou

To ensure reading comprehension, have students

t dangerous storm
s by using these simple weath
correct answer. ather
er tools.
ion. Fill in the circle next to the
Read each quest

1. Wind speed and

A measure
direction

the temperature
.
of the air
Nonfiction • EMC
6033 • © Evan-Mo
or Corp.
answer the text-dependent questions. Review the
ge in the weather
B often bring

C cannot be
a chan
measured answers together.
an anemometer.
of wind by using
measure the
2. Meteorologists
A temperature

5 Organize Information
B speed
C direction Name

the
weather tools from
Choose one of the UNIT

10
Weather Tools Explain to students that they will use a graphic
Read the science
articl
Organize Info
rmation organizer to help them plan their paragraphs.
organizer that name e again. Then write information

Guide students in using the text to complete the

s three wind-mea in the graphic
each tool does. suring tools and
tells what
Tool 1

organizer, rereading the article if needed.

Tool 2
Tool 3

© Evan-Moor Corp. Remind students that a paragraph that explains:

• tells what something is, and
What it does
What it does
What it does

• tells what something is used for or

Name how it works.
UNIT Weather Tools
10
Explain

Write a paragraph
that explains how
three wind-mea
suring
6 Write an Explanatory Paragraph
tools work.

Instruct students to complete the writing assignment

the
ic organizer and
6033 • © Evan-Mo
or Corp.
from your graph
• Use information
science article.

Title independently, with a partner, or in small groups.

If needed, review the structure of an explanatory
paragraph:
• The topic sentence introduces the subject.
• Detail sentences explain the subject to the reader.

89
n
ed Writing: Nonfictio
• EMC 6033 • Text-Bas
© Evan-Moor Corp.

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 83

6033.indb 83 9/30/13 3:03 PM

 Name

UNIT

10
Weather Tools

Unit Focus

You are going to read a science article about tools that

are used to measure wind.

As You Read:
Think about what the tools do and why they are used.

After You Read:

Use information from the article to write a paragraph
that explains how these tools work.

Lesson Checklist

Check off each task after you complete it.

Learn Vocabulary

Read the Science Article:

Weather Tools

Answer Questions About the

Science Article

Organize Information

Write a Paragraph to Explain

84 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 84 9/30/13 3:03 PM

 Name

UNIT

10 Weather Tools

Learn Vocabulary
Read the word and its definition.
Then write the vocabulary word on the line.

1. direction the way something is

moving

2. expands becomes larger

3. meteorologist a person who studies

the weather

4. speed how fast or slow something

is moving

5. tool an item used to make work

easier

6. wind the movement of the air

Words to Know

air blows measure spins temperature

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 85

6033.indb 85 9/30/13 3:03 PM

 Name

Weather Tools
Wind is the movement of air. Wind blows during storms and
on clear, sunny days. Wind can be hot or cold. It blows at different
speeds, too. People who study wind and weather are called
meteorologists. When wind changes speed and direction, it often
brings a change in the weather. Meteorologists use special tools
or instruments to measure the wind.
A wind vane is an instrument that shows
the direction the wind is blowing from. Most
wind vanes are placed on the highest point of
a building. Many wind vanes have an arrow
above the compass directions: north, south,
Wind Vane
east, and west. The arrow points to show the
wind’s direction.
An anemometer is used to measure wind
speed. The cups catch the wind and turn a dial
attached to the instrument. The dial shows the
wind speed. The faster the anemometer spins,
the faster the wind is blowing.
Anemometer
Thermometers measure air temperature.
Many thermometers are glass tubes containing
a liquid that shows a change in temperature.
When air around the tube heats the liquid, the
liquid expands and moves up the tube. A scale
then shows what the actual air temperature is.
Without these tools, it would be difficult to Thermometer
measure wind. Meteorologists are able to warn
people about dangerous storms by using these simple weather tools.

86 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 86 9/30/13 3:03 PM

 Name

UNIT

10 Weather Tools

Answer Questions
Read each question. Fill in the circle next to the correct answer.

1. Wind speed and direction .

A measure the temperature of the air

B often bring a change in the weather
C cannot be measured

2. Meteorologists measure the of wind by using an anemometer.

A temperature
B speed
C direction

Choose one of the weather tools from the article. Draw and label it.

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 87

6033.indb 87 9/30/13 3:03 PM

 Name

UNIT

10 Weather Tools

Organize Information
Read the science article again. Then write information in the graphic
organizer that names three wind-measuring tools and tells what
each tool does.

Tool 1 Tool 2 Tool 3

What it does What it does What it does

88 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 88 9/30/13 3:03 PM

 Name

UNIT

10 Weather Tools

Explain
Write a paragraph that explains how three wind-measuring
tools work.

• Use information from your graphic organizer and the

science article.

Title

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 89

6033.indb 89 9/30/13 3:03 PM

 UNIT Health Article – Level N
11 Cause-and-Effect Writing Prompt

We Need Sleep
Lesson Objectives Prepare

Writing Reproduce and distribute one copy for

Students use information from the health each student.
article to write a cause-and-effect paragraph. LESSON PAGE
Vocabulary Unit Focus and
1 92
Students learn content vocabulary words Lesson Checklist
and use those words to write about sleep.
2 Learn Vocabulary 93
Content Knowledge
Students understand that humans need sleep Read the Health Article:
to keep their bodies and minds healthy. 3 94
We Need Sleep
Essential Understanding Answer Questions About the
4 95
Students understand that getting enough Health Article
sleep is an essential part of healthy living.
5 Organize Information 96

Write a Cause-and-Effect
6 97
Paragraph

1 Unit Focus and Lesson Checklist

Distribute one unit to each student and direct students’
Name

UNIT

11
attention to the Unit Focus and Lesson Checklist. Tell them
ep
We Need Sle they will be able to refer to the focus of the unit as needed
Unit Focus t sleep.
while working on the lessons. Instruct students to check off
th article abou
to read a heal
You are going
As You Read
:
people need sleep
.
each task on the checklist after they complete it.
Think about why

Read aloud the focus statements, and verify that students

:
After You Read le to write a
from the artic
Use information explains what
paragraph that gh sleep.
cause-and-effect does not get enou
your body

understand their purpose for reading. Ask:

happens if

st
Lesson Checkli it.
after you complete

• What are we going to read about? (sleep)

task
Check off each
ry
Learn Vocabula
lth Article:
Read the Hea
We Need Sleep

Answer Que stion s About the • What are you going to learn about sleep?
Health Article

Organize Info
rmation
graph
(why we need it)
nd-Effect Para
Write a Cause-a

• What are you going to write based on this article?

(a cause-and-effect paragraph)
oor Corp.
6033 • © Evan-M
: Nonfiction • EMC
Text-Based Writing

92

CCSS: W 3.2, 3.8 RIT 3.3, 3.4, 3.5, 3.10

90 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 90 9/30/13 3:03 PM

 Name

We Need Sleep
2 Learn Vocabulary
Read aloud each content vocabulary word and
UNIT

11
lary
Learn Vocabu

Read the word and

its definition.
Then write the vocab
ulary word on the
line. have students repeat. Then read aloud and discuss
1. brain
the organ inside
your head
that controls your
thoughts
s
the definitions. Point out that the words are related
and body movement

2. cranky
in a bad mood;
easily
to sleep and that students will have a better
angered

to get better or recov

er from understanding of the words after they read the
3. heal s
an injury or illnes

that
the part of the body ses
Name
health article. Have students write the vocabulary
4. immune disea
fights germs and
system

the time period

when you
words on the provided lines. Then review the Words
5. sleep
are not awake We Need Sleep
All people need
survive. Sleep allow
sleep to to Know, and encourage students to ask questions
s your body
Words to Know

argue body
to rest for the next
your brain, too. Most
day. It helps
children
about any words they do not understand.
between the ages
of 5 and 13
get almost 10 hours
of sleep each night
. Some doctors thinkthink
children need even
more—up to 12

3 Read the Health Article: We Need Sleep

hours each night
!
What will happ
en if I don’t get
• EMC 6033 • Text-Bas ed enough sleep?
© Evan-Moor Corp.
If you don’t get
enough sleep, you

Read aloud the health article as students follow

may not grow as
body may not heal well. Your
quickly. Doctors
believe too little
weaken your immu sleep can also
ne system, which
is what keeps you
sick. When your from getting

along silently. Then have students reread the

body has not had
enough rest, you
or cranky. Some may feel tired
times, people argue
when they are tired.
sleepy can also Being
make it difficult
for you to talk to

article independently or in small groups.

others.
How does sleep
help me do well
in school?
Some scientists believ
e that while you
thinks about what are asleep, the brain
it learned durin
g the day and saves
Name They also say the inform
forma ation
tion..
brain solves probl
ems while you’r ’ree asleep. If you
don’t get enough

4 Answer Questions About the Health Article

sleep, you may not
be able to remember
UNIT We Need Sleep er what you
11 of new ideas. To roblem s or think
Answer10Que stionsdo well in school, you should try to sleep
To ensure reading comprehension, have students
hours a night to at least
help keep your body
ct answer. and mind healt
next to the corre hy.
each quest ion. Fill in the circle
Read

1. What does your

brain do while you
sleep? Nonfiction • EMC
6033 • © Evan-Mo
or Corp.
answer the text-dependent questions. Review the
A grows
B solves probl
C learns new
ems
things
answers together.
.
enough sleep,
2. If you don’t get
get sick
A you will not

5 Organize Information
you may be hungry
B
as well
C you may not growName

who is not ge

Explain to students that they will use a cause-

of someone
Draw a picture UNIT

11
We Need Sleep

Read the health

article again. Then
Organize Info
rmation and-effect graphic organizer to help them plan
organizer that tells write information

their paragraphs. Guide students in using the text

what happens in
enough sleep (caus (effect) if your body the graphic
e). does not get

Cause
Effect to complete the organizer, rereading the article if
needed.
© Evan-Moor Corp.

Remind students that a cause-and-effect paragraph:

• tells what happens (effect), and
Name • tells why it happens (cause).
UNIT We Need Sleep
11
ct
Cause and Effe

Write a cause-and-
effect paragraph
not get enough
that explains what
sleep.
happens if
6 Write a Cause-and-Effect Paragraph
your body does

Instruct students to complete the writing assignment

and the 6033 • © Evan-Mo
graphic organizer
or Corp.
from your
• Use information
health article.

Title independently, with a partner, or in small groups.

If needed, review the structure of a cause-and-effect
paragraph:
• The topic sentence tells the cause-and-effect
relationship.
• Details support the topic sentence and tell
© Evan-Mo or Corp. • EMC 6033
• Text-Bas ed Writing: Nonfictio
n
97

more about the causes and the effects.

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 91

6033.indb 91 9/30/13 3:03 PM

 Name

UNIT

11
We Need Sleep

Unit Focus

You are going to read a health article about sleep.

As You Read:
Think about why people need sleep.

After You Read:

Use information from the article to write a
cause-and-effect paragraph that explains what
happens if your body does not get enough sleep.

Lesson Checklist

Check off each task after you complete it.

Learn Vocabulary

Read the Health Article:

We Need Sleep

Answer Questions About the

Health Article

Organize Information

Write a Cause-and-Effect Paragraph

92 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 92 9/30/13 3:03 PM

 Name

UNIT

11 We Need Sleep

Learn Vocabulary
Read the word and its definition.
Then write the vocabulary word on the line.

1. brain the organ inside your head

that controls your thoughts
and body movements

2. cranky in a bad mood; easily

angered

3. heal to get better or recover from

an injury or illness

4. immune the part of the body that

system fights germs and diseases

5. sleep the time period when you

are not awake

Words to Know

argue body ideas rest solves tired

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 93

6033.indb 93 9/30/13 3:04 PM

 Name

We Need Sleep
All people need sleep to
survive. Sleep allows your body
to rest for the next day. It helps
your brain, too. Most children
between the ages of 5 and 13
get almost 10 hours of sleep each night. Some doctors think
children need even more—up to 12 hours each night!

What will happen if I don’t get enough sleep?

If you don’t get enough sleep, you may not grow as well. Your
body may not heal quickly. Doctors believe too little sleep can also
weaken your immune system, which is what keeps you from getting
sick. When your body has not had enough rest, you may feel tired
or cranky. Sometimes, people argue when they are tired. Being
sleepy can also make it difficult for you to talk to others.

How does sleep help me do well in school?

Some scientists believe that while you are asleep, the brain
thinks about what it learned during the day and saves information.
They also say the brain solves problems while you’re asleep. If you
don’t get enough sleep, you may not be able to remember what you
have learned. It may be more difficult to solve problems or think
of new ideas. To do well in school, you should try to sleep at least
10 hours a night to help keep your body and mind healthy.

94 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 94 9/30/13 3:04 PM

 Name

UNIT

11 We Need Sleep

Answer Questions
Read each question. Fill in the circle next to the correct answer.

1. What does your brain do while you sleep?

A grows
B solves problems
C learns new things

2. If you don’t get enough sleep, .

A you will not get sick

B you may be hungry
C you may not grow as well

Draw a picture of someone who is not getting enough sleep.

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 95

6033.indb 95 9/30/13 3:04 PM

 Name

UNIT

11 We Need Sleep

Organize Information
Read the health article again. Then write information in the graphic
organizer that tells what happens (effect) if your body does not get
enough sleep (cause).

Cause Effect

96 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 96 9/30/13 3:04 PM

 Name

UNIT

11 We Need Sleep

Cause and Effect

Write a cause-and-effect paragraph that explains what happens if
your body does not get enough sleep.

• Use information from your graphic organizer and the

health article.

Title

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 97

6033.indb 97 9/30/13 3:04 PM

 UNIT Social Studies Article – Level N
12 Opinion Writing Prompt

Ancient Civilizations
Lesson Objectives Prepare

Writing Reproduce and distribute one copy for

Students use information from the social each student.
studies article to write an opinion paragraph. LESSON PAGE
Vocabulary Unit Focus and
1 100
Students learn content vocabulary words Lesson Checklist
and use those words to write about studying
ancient civilizations. 2 Learn Vocabulary 101

Content Knowledge Read the Social Studies

Students understand that ancient civilizations 3 102
Article: Ancient Civilizations
needed food, water, and shelter to survive.
Answer Questions About the
4 103
Essential Understanding Social Studies Article
Students understand that ancient civilizations
had much in common with today’s 5 Organize Information 104
civilizations.
6 Write an Opinion Paragraph 105

1 Unit Focus and Lesson Checklist

Distribute one unit to each student and direct students’
Name

UNIT

12
attention to the Unit Focus and Lesson Checklist. Tell them
zations
Ancient Civili they will be able to refer to the focus of the unit as needed
Unit Focus
ies article abou
t
while working on the lessons. Instruct students to check off
l stud
to read a socia
You are going
ancient civilizati
ons.
each task on the checklist after they complete it.
As You Read
:
lived and what
ancient people
Think about how
they were like.

After You Read

:
le to write an opin
ion
Read aloud the focus statements, and verify that students
from the artic
Use information ent civilizations.
paragraph abou
t studying anci
understand their purpose for reading. Ask:
st
Lesson Checkli

• What are we going to read about? (ancient

it.
task after you complete
Check off each
ry
Learn Vocabula

Read the Soci

al Studies Arti
Ancient Civilizat
ions
cle:
civilizations)
s About the
Answer Question
Social Studies

Organize Info
Article

rmation
• What are you going to learn about them?
Write an Opinion
Paragraph
(how the people lived)
• What are you going to write based on this article?
oor Corp.
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Text-Based Writing

100

(an opinion paragraph)

CCSS: W 3.1, 3.8 RIT 3.3, 3.4, 3.5, 3.10

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 Name

Ancient Civilizatio
ns
2 Learn Vocabulary
Read aloud each content vocabulary word and have
UNIT

12
lary
Learn Vocabu

Read the word and

its definition.
Then write the vocab
ulary word on the
line. students repeat. Then read aloud and discuss the
1. ancient
very, very old definitions. Point out that the words are related to
ancient civilizations and that students will have a
the way
people who study
2. archaeologists humans lived long
ago

better understanding of the words after they read

survive:
things needed to
3. basic needs food, clothing, clean
air
shelter
and water, and

4. civilizations work, and follow

who live,
groups of people Name
rules
the social studies article. Have students write the
vocabulary words on the provided lines. Then review
together

hy
successful or wealt
5. prosperous Ancient Civiliz
ations
Words to Know
the Words to Know, and encourage students to ask
art hunting
questions about any words they do not understand.

© Evan-Moor Corp.
• EMC 6033 • Text-Bas
ed
Archaeologists are
work to find out
people who study
how people lived
ancient histor y
thousands of years
and 3 Read the Social Studies Article:
Ancient Civilizations
civilizations were ago. Ancient
built in Mesopotam
ia (modern-day
of Turkey and Syria Iraq and parts
). There were also
many prosperous
Egypt, Greece, Italy, cities in
China, and Mexi

Read aloud the social studies article as students

co.
All of these ancie
nt civilizations had
the same basic needs
• living near rivers :
or oceans

follow along silently. Then have students reread

• hunting for or
growing food
• shelters to live
in
• clothing to

Name
The people who
stones, wood, or
lived in these ancie
mud. They wore
nt lands built house
usess using
the article independently or in small groups.
clothes made from
the plants and
Civilizatio ns les had their own
UNIT Ancient kinds of art, music, religi
12 on, and writing.
Today

4
, archaeolog

Answer Questions About the Social

study what these ogists
ists
Answerstudy Questionspeople left behind. We can learn a lot ot from
ing the mistakes
and succe
ct answer. sses of these ancient civiliz
next to the corre ations.
a
Fill in the circle

Studies Article
ion.
Read each quest

is not a basic need?

Nonfiction • EMC
6033 • © Evan-Mo
1. Which of these
or Corp.

A books
B clothing
To ensure reading comprehension, have students
answer the text-dependent questions. Review the
C water
.
houses using
ancient lands built
2. The people from
animals

answers together.
A plants and
stone s, wood, or mud
B
and oceans
C rocks from rivers Name
nt house
imagine an ancie
Draw what you UNIT

12

5 Organize Information
Ancient Civilizatio
ns

Organize Info
rmation

Explain to students that they will use an idea-web

Read the social
studies article again
graphic organizer . Then write inform
that tells what archa ation in the
by studying ancie eologists have disco
nt civilizations. vered

graphic organizer to help them plan their paragraphs.

Guide students in using the text to complete the
© Evan-Moor Corp.
organizer, rereading the article if needed.
Ancient

Remind students that an opinion paragraph:

Civilizations

• tells how you feel about something, and

• tells why you feel that way.
Name

ns
UNIT Ancient Civilizatio
12
Opinion
ancient

6
on about studying
Write a paragraph
civilizations. Does
that tells your opini ancient worlds?
it help us learn
from your
about

graphic organizer
and the social 6033 • © Evan-Mo
or Corp.
Write an Opinion Paragraph
• Use information
studies article.
Instruct students to complete the writing assignment
independently, with a partner, or in small groups.
Title

If needed, review the structure of an opinion

paragraph:
• The topic sentence tells your opinion about
the subject.

105
• Detail sentences give reasons that support
your opinion.
n
ed Writing: Nonfictio
• EMC 6033 • Text-Bas
© Evan-Moor Corp.

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 Name

UNIT

12
Ancient Civilizations

Unit Focus

You are going to read a social studies article about

ancient civilizations.

As You Read:
Think about how ancient people lived and what
they were like.

After You Read:

Use information from the article to write an opinion
paragraph about studying ancient civilizations.

Lesson Checklist
Check off each task after you complete it.

Learn Vocabulary

Read the Social Studies Article:

Ancient Civilizations

Answer Questions About the

Social Studies Article

Organize Information

Write an Opinion Paragraph

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 Name

UNIT

12 Ancient Civilizations

Learn Vocabulary
Read the word and its definition.
Then write the vocabulary word on the line.

1. ancient very, very old

2. archaeologists people who study the way

humans lived long ago

3. basic needs things needed to survive:

food, clothing, clean air
and water, and shelter

4. civilizations groups of people who live,

work, and follow rules
together

5. prosperous successful or wealthy

Words to Know

art hunting religion shelter

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 Name

Ancient Civilizations

Archaeologists are people who study ancient history and

work to find out how people lived thousands of years ago. Ancient
civilizations were built in Mesopotamia (modern-day Iraq and parts
of Turkey and Syria). There were also many prosperous cities in
Egypt, Greece, Italy, China, and Mexico.
All of these ancient civilizations had the same basic needs:
• living near rivers or oceans
• hunting for or growing food
• shelters to live in
• clothing to wear
The people who lived in these ancient lands built houses using
stones, wood, or mud. They wore clothes made from the plants and
animals that were in their area. Ancient peoples had their own
kinds of art, music, religion, and writing. Today, archaeologists
study what these people left behind. We can learn a lot from
studying the mistakes and successes of these ancient civilizations.

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 Name

UNIT

12 Ancient Civilizations

Answer Questions
Read each question. Fill in the circle next to the correct answer.

1. Which of these is not a basic need?

A books
B clothing
C water

2. The people from ancient lands built houses using .

A plants and animals

B stones, wood, or mud
C rocks from rivers and oceans

Draw what you imagine an ancient house might have looked like.

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 Name

UNIT

12 Ancient Civilizations

Organize Information
Read the social studies article again. Then write information in the
graphic organizer that tells what archaeologists have discovered
by studying ancient civilizations.

Ancient
Civilizations

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 Name

UNIT

12 Ancient Civilizations

Opinion
Write a paragraph that tells your opinion about studying ancient
civilizations. Does it help us learn about ancient worlds?

• Use information from your graphic organizer and the social

studies article.

Title

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 UNIT Health Article – Level P
13 Opinion Writing Prompt

Little Berry, Big Benefit

Lesson Objectives Prepare

Writing Reproduce and distribute one copy for

Students use information from the health each student.
article to write an opinion paragraph. LESSON PAGE
Vocabulary Unit Focus and
1 108
Students learn content vocabulary words and Lesson Checklist
use those words to write about blueberries.
2 Learn Vocabulary 109
Content Knowledge
Students understand that blueberries contain Read the Health Article:
important vitamins and antioxidants. 3 110
Little Berry, Big Benefit
Essential Understanding Answer Questions About the
4 111
Students understand that people can eat Health Article
foods such as blueberries to stay healthy
and alert. 5 Organize Information 112

6 Write an Opinion Paragraph 113

1 Unit Focus and Lesson Checklist

Distribute one unit to each student and direct students’
Name

UNIT

13
attention to the Unit Focus and Lesson Checklist. Tell them
Big Benefit
Little Berry, they will be able to refer to the focus of the unit as needed
Unit Focus
th article abou
t blueberries.
while working on the lessons. Instruct students to check off
to read a heal
You are going
As You Read
:
blueberries affec
t the human body. each task on the checklist after they complete it.
Think about how
:
e an opinion
Read aloud the focus statements, and verify that students
After You Read
from the article to writ
Use information
t blueberries.
paragraph abou

Lesson Checkli
st
it.
understand their purpose for reading. Ask:
task after you complete
Check off each

Learn Vocabula
ry

lth Article:
• What are we going to read about? (blueberries)
Read the Hea fit
Big Bene
Little Berry,

Answer Question
Health Article
s About the
• What are you going to learn about them? (how they
affect the body)
rmation
Organize Info
Paragraph
Write an Opinion

• What are you going to write based on this article?

oor Corp.

(an opinion paragraph)

6033 • © Evan-M
: Nonfiction • EMC
Text-Based Writing

108

CCSS: W 3.1, 3.8 RIT 3.3, 3.4, 3.5, 3.10

106 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

6033.indb 106 9/30/13 3:04 PM

 Name

Little Berry, Big

Benefit
2 Learn Vocabulary
Read aloud each content vocabulary word and
UNIT

13
lary
Learn Vocabu

Read the word and

its definition.
Then write the vocab
ulary word on the
line. have students repeat. Then read aloud and discuss
1. antioxidants
things found in
or added to
food that stop dang
erous
body
the definitions. Point out that the words are related
reactions in your

2. contain
to have within
to blueberries and that students will have a better
3. immune
system
the part of your
fights infections
body that
and keeps
understanding of the words after they read the
you healthy

to stop or to keep
from
Name
health article. Have students write the vocabulary
4. prevent

words on the provided lines. Then review the Words

happening

in table salt
5. sodium
a mineral found Little Berry, Big
Benefit

Words to Know
Some foods are
for us than other
better
s. Even
to Know, and encourage students to ask questions
about any words they do not understand.
though blueberries
blueberry calories are tiny,
they can have a
big effect on
your body. Blueb
erries contain
important vitam
ins such as C,
A, B-complex, and
E. Even

3 Read the Health Article: Little Berry,

a blueberry’s color
is healthy.
ed The blue comes
© Evan-Moor Corp.
• EMC 6033 • Text-Bas from
antioxidants that

Big Benefit
are good
for you. There are
three things
blueberries do not
have a lot

Read aloud the health article as students follow

of: fat, sodium,
and calories.
Your brain needs
antioxidants to
help you stay
sharp. Antioxidan
help prevent your
ts can also
brain from havin
along silently. Then have students reread the
g memory loss when

article independently or in small groups.

much older. Your you are
heart needs antio
xidants, too. Your
vitamin A to help eyes need
Name you see. Your immu
ne system needs
and antioxidan vitamin C
ts to keep you from
fit gettin g sick. When
hen you have
UNIT Little Berry Big gBene
a ,stron immune system
, it’s easier for your

4
13 entire body to stay

Answer Questio
ns
to the correct answ
er.
Answer Questions About the Health Article
in the circle next

To ensure reading comprehension, have students

ion. Fill
Read each quest

in a lot of . Nonfiction • EMC

6033 • © Evan-Mo
1. Blueberries conta
or Corp.

A calories
B vitamins
answer the text-dependent questions. Review the
C fat

2. What gives blueb

erries their blue
color? answers together.
A antioxidants
B sodium

5
Name

Organize Information
C fat
can be hel
of the body that
Draw two parts UNIT

13

Explain to students that they will use an opinion

Little Berry, Big
Benefit

Organize Info
rmation

graphic organizer to help them plan their

Read the health
article again. Then
organizer that tells write information
your opinion abou in the graphic
not eat blueberries t why people shou
. Support your opini ld or should
on with reasons.

Opinion paragraphs. Guide students in using the text to

complete the organizer, rereading the article if
© Evan-Moor Corp.
needed.
Remind students that an opinion paragraph:
Reasons (Why
?)
• tells how you feel about something, and
• tells why you feel that way.
Name

Benefit
UNIT Little Berry, Big
13
Opinion
. Should
on about blueberries

6
that tells your opini
Write a paragraph
everyone eat blueb
erries? Why or why

• Use information
from your
not?

graphic organizer
and the 6033 • © Evan-Mo
or Corp. Write an Opinion Paragraph
health article.

Title
Instruct students to complete the writing assignment
independently, with a partner, or in small groups.
If needed, review the structure of an opinion
paragraph:
• The topic sentence tells your opinion about
the subject.

n
113 • Details give reasons why you feel that way.
ed Writing: Nonfictio
• EMC 6033 • Text-Bas
© Evan-Moor Corp.

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 Name

UNIT

13
Little Berry, Big Benefit

Unit Focus

You are going to read a health article about blueberries.

As You Read:
Think about how blueberries affect the human body.

After You Read:

Use information from the article to write an opinion
paragraph about blueberries.

Lesson Checklist

Check off each task after you complete it.

Learn Vocabulary

Read the Health Article:

Little Berry, Big Benefit

Answer Questions About the

Health Article

Organize Information

Write an Opinion Paragraph

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 Name

UNIT

13 Little Berry, Big Benefit

Learn Vocabulary
Read the word and its definition.
Then write the vocabulary word on the line.

1. antioxidants things found in or added to

food that stop dangerous
reactions in your body

2. contain to have within

3. immune the part of your body that

system fights infections and keeps
you healthy

4. prevent to stop or to keep from

happening

5. sodium a mineral found in table salt

Words to Know

blueberry calories memory loss vitamins

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 109

6033.indb 109 9/30/13 3:04 PM

 Name

Little Berry, Big Benefit

Some foods are better
for us than others. Even
though blueberries are tiny,
they can have a big effect on
your body. Blueberries contain
important vitamins such as C,
A, B-complex, and E. Even
a blueberry’s color is healthy.
The blue comes from
antioxidants that are good
for you. There are three things
blueberries do not have a lot
of: fat, sodium, and calories.
Your brain needs
antioxidants to help you stay
sharp. Antioxidants can also
help prevent your brain from having memory loss when you are
much older. Your heart needs antioxidants, too. Your eyes need
vitamin A to help you see. Your immune system needs vitamin C
and antioxidants to keep you from getting sick. When you have
a strong immune system, it’s easier for your entire body to stay
healthy. Feeling hungry? Eat some blueberries!

110 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

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 Name

UNIT

13 Little Berry, Big Benefit

Answer Questions
Read each question. Fill in the circle next to the correct answer.

1. Blueberries contain a lot of .

A calories
B vitamins
C fat

2. What gives blueberries their blue color?

A antioxidants
B sodium
C fat

Draw two parts of the body that can be helped by eating blueberries.

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 Name

UNIT

13 Little Berry, Big Benefit

Organize Information
Read the health article again. Then write information in the graphic
organizer that tells your opinion about why people should or should
not eat blueberries. Support your opinion with reasons.

Opinion

Reasons (Why?)

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 Name

UNIT

13 Little Berry, Big Benefit

Opinion
Write a paragraph that tells your opinion about blueberries. Should
everyone eat blueberries? Why or why not?

• Use information from your graphic organizer and the

health article.

Title

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 UNIT Biography – Level O
14 Argument Writing Prompt

John Glenn
Lesson Objectives Prepare

Writing Reproduce and distribute one copy for

Students use information from the biography each student.
to write an argument paragraph. LESSON PAGE
Vocabulary Unit Focus and
1 116
Students learn content vocabulary words Lesson Checklist
and use those words to write about why
John Glenn is or is not an American hero. 2 Learn Vocabulary 117

Content Knowledge Read the Biography: John

Students understand that John Glenn worked 3 118
Glenn
for the United States in multiple ways.
Answer Questions About the
4 119
Essential Understanding Biography
Students understand that people such as
John Glenn inspire others. 5 Organize Information 120

Write an Argument
6 121
Paragraph

1 Unit Focus and Lesson Checklist

Distribute one unit to each student and direct students’
Name

UNIT

14
attention to the Unit Focus and Lesson Checklist. Tell them
John Glenn
they will be able to refer to the focus of the unit as needed
Unit Focus Glen n.
while working on the lessons. Instruct students to check off
raphy of John
to read a biog
You are going
As You Read
:
brave and help
ful things that
each task on the checklist after they complete it.
Think about the
in his lifetime.
John Glenn did

After You Read

:

Use information
from the artic
le to write an argu
n is or is not an
ment
Read aloud the focus statements, and verify that students
t why John Glen
paragraph abou
American hero
.
understand their purpose for reading. Ask:
st
Lesson Checkli

• Who are we going to read about? (John Glenn)

it.
task after you complete
Check off each
ry
Learn Vocabula
n
raphy: John Glen
Read the Biog

Answer Question
s About the Biog
raphy
• What are you going to learn about him? (his brave
and helpful work)
rmation
Organize Info
nt Paragraph
Write an Argume

• What are you going to write based on this biography?

oor Corp.

(an argument paragraph)

6033 • © Evan-M
: Nonfiction • EMC
Text-Based Writing

116

CCSS: W 3.1, 3.8 RIT 3.3, 3.4, 3.5, 3.10

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 Name

John Glenn
2 Learn Vocabulary
Read aloud each content vocabulary word and
UNIT

14
lary
Learn Vocabu

Read the word and

its definition.
Then write the vocab
ulary word on the
line. have students repeat. Then read aloud and discuss
1. astronauts
people who go into
space
outer
the definitions. Point out that the words are related
2. crew
member
a person who works
others on a proje
ct
with
to John Glenn’s life and that students will have a
3. launched
to have lifted off
Earth in a rocke
t
from
better understanding of the words after they read
4. orbit
to circle around
an objec
Name
t
the biography. Have students write the vocabulary
words on the provided lines. Then review the Words
people
to be of use; to help
5. serve

can fly into John Glenn

a machine that
6. spacecraft
space
John Glenn was
ever to orbit Earth
the first person to Know, and encourage students to ask questions
in a spacecraft.

about any words they do not understand.

The
Words to Know Friendship 7 was
launched on Febru
ary
20, 1962. It went
cockpits inspired around Earth three
times. It was an
amazing event for
all
Americans.
Glenn was born

3
on July 18, 1921,

© Evan-Moor Corp.
• EMC 6033 • Text-Bas
ed
in Cambridge, Ohio.
and became a Marin
He went to colleg
e Corps pilot.
e Read the Biography: John Glenn
Glenn fought in

Read aloud the biography as students follow along

two wars and receiv John Herschel
ed Glenn, Jr.
many medals for
his service. On April
9, 1959, he becam
the first astronauts e one of
in the United States

silently. Then have students reread the biography

.
Along with flying
, Glenn did other
work for the space
He helped desig program.
n cockpits for the
Apollo spacecrafts
, which later flew
to the moon. In
United States senat
1974, Glenn becam
ea
or for Ohio. He serve
d
independently or in small groups.
in the Senate for
25 years.
On October 29,
1998, Glenn becam
Name e
the oldest person
to fly into space

4
. He

Answer Questions About the Biography

was a crew mem
UNIT John Glenn ber for the space
shuttle
14 . The shuttle came
back from
ns
Answer Questio
its journ ey on November

To ensure reading comprehension, have students

7, 1998. At 77,
Glenn inspired every
ct answer. one once again!
next to the corre
ion. Fill in the circle
Read each quest

1. John Glenn was

the first American

medal in the Marin

to

e Corps
. Nonfiction • EMC
6033 • © Evan-Mo
or Corp.
answer the text-dependent questions. Review the
A receive a

answers together.
States senator
B become a United
C orbit Earth
.
l because he
flight was specia
2. Glenn’s 1998
moon
person to go to the
A was the first

5
very
space shuttle Disco

Organize Information
B desig ned the
n to fly into space
C was the oldest perso
Name

s in Jo
of important event
Draw a timeline
14
UNIT

John Glenn Explain to students that they will use an argument

Read the biography
Organize Info
again. Then write
rmation graphic organizer to help them plan their
organizer that argue information in the

paragraphs. Guide students in using the text to

s why John Glen graphic
hero. Write three n is or is not an
details for your American
argument.
Argument

complete the organizer, rereading the biography

if needed.
© Evan-Moor Corp.

Remind students that an argument paragraph:

Detail 1
Detail 2
Detail 3
• makes an argument for or against something, and
Name • gives reasons or facts to support the argument.
UNIT John Glenn
14
Argument

Write a paragraph
that argues why
John Glenn is or
is not an
6 Write an Argument Paragraph
American hero.

Instruct students to complete the writing assignment

the biography.
ic organizer and
6033 • © Evan-Mo
or Corp.
from your graph
• Use information

Title
independently, with a partner, or in small groups.
If needed, review the structure of an argument
paragraph:
• The topic sentence states your argument.
• Detail sentences provide examples or reasons
that support your argument.
121
n
ed Writing: Nonfictio
• EMC 6033 • Text-Bas
© Evan-Moor Corp.

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 Name

UNIT

14
John Glenn

Unit Focus

You are going to read a biography of John Glenn.

As You Read:
Think about the brave and helpful things that
John Glenn did in his lifetime.

After You Read:

Use information from the article to write an argument
paragraph about why John Glenn is or is not an
American hero.

Lesson Checklist
Check off each task after you complete it.

Learn Vocabulary

Read the Biography: John Glenn

Answer Questions About the Biography

Organize Information

Write an Argument Paragraph

116 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

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 Name

UNIT

14 John Glenn

Learn Vocabulary
Read the word and its definition.
Then write the vocabulary word on the line.

1. astronauts people who go into outer

space

2. crew a person who works with

member others on a project

3. launched to have lifted off from

Earth in a rocket

4. orbit to circle around an object

5. serve to be of use; to help people

6. spacecraft a machine that can fly into

space

Words to Know

cockpits inspired Marine Corps pilot senator

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 Name

John Glenn
John Glenn was the first person
ever to orbit Earth in a spacecraft. The
Friendship 7 was launched on February
20, 1962. It went around Earth three
times. It was an amazing event for all
Americans.
Glenn was born on July 18, 1921,
in Cambridge, Ohio. He went to college
and became a Marine Corps pilot.
John Herschel Glenn, Jr.
Glenn fought in two wars and received
many medals for his service. On April 9, 1959, he became one of
the first astronauts in the United States.
Along with flying, Glenn did other work for the space program.
He helped design cockpits for the Apollo spacecrafts, which later flew
to the moon. In 1974, Glenn became a
United States senator for Ohio. He served
in the Senate for 25 years.
On October 29, 1998, Glenn became
the oldest person to fly into space. He
was a crew member for the space shuttle
Discovery. The shuttle came back from
its journey on November 7, 1998. At 77,
Space shuttle Discovery Glenn inspired everyone once again!

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 Name

UNIT

14 John Glenn

Answer Questions
Read each question. Fill in the circle next to the correct answer.

1. John Glenn was the first American to .

A receive a medal in the Marine Corps

B become a United States senator
C orbit Earth

2. Glenn’s 1998 flight was special because he .

A was the first person to go to the moon

B designed the space shuttle Discovery
C was the oldest person to fly into space

Draw a timeline of important events in John Glenn’s life.

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 Name

UNIT

14 John Glenn

Organize Information
Read the biography again. Then write information in the graphic
organizer that argues why John Glenn is or is not an American
hero. Write three details for your argument.

Argument

Detail 1 Detail 2 Detail 3

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 Name

UNIT

14 John Glenn

Argument
Write a paragraph that argues why John Glenn is or is not an
American hero.

• Use information from your graphic organizer and the biography.

Title

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 UNIT Social Studies Article – Level O
15 Argument Writing Prompt

Mexico’s Murals
Lesson Objectives Prepare

Writing Reproduce and distribute one copy for

Students use information from the social each student.
studies article to write an argument LESSON PAGE
paragraph.
Unit Focus and
1 124
Vocabulary Lesson Checklist
Students learn content vocabulary words
and use those words to write about Mexico’s 2 Learn Vocabulary 125
art murals.
Read the Social Studies
Content Knowledge 3 126
Article: Mexico’s Murals
Students understand that, after the
Answer Questions About the
revolution, the Mexican government 4 127
Social Studies Article
wanted to honor its people through art.
Essential Understanding 5 Organize Information 128
Students understand that history of all
kinds can be preserved and appreciated Write an Argument
6 129
Paragraph
through art.

1 Unit Focus and Lesson Checklist

Distribute one unit to each student and direct students’
Name

UNIT

15
attention to the Unit Focus and Lesson Checklist. Tell them
rals
Mexico’s Mu they will be able to refer to the focus of the unit as needed
Unit Focus
l studies article about life
while working on the lessons. Instruct students to check off
to read a socia
You are going
in Mexico in the
:
past.

als.
each task on the checklist after they complete it.
As You Read its artists’ mur
ico’s past and
Think about Mex

After You Read

:

Use information
from the artic
le to write a para
are not a good
graph
way Read aloud the focus statements, and verify that students
murals are or
that argues why
to show history.
understand their purpose for reading. Ask:
st
Lesson Checkli

• What are we going to read about? (Mexico)

it.
task after you complete
Check off each
ry
Learn Vocabula
cle:
al Studies Arti
Read the Soci
Mexico’s Murals
s About the
• What are you going to learn about it? (its past;
Answer Question
Social Studies

Organize Info
Article

rmation
its murals)
nt Paragraph
Write an Argume

• What are you going to write based on this article?

oor Corp.

(an argument paragraph)

6033 • © Evan-M
: Nonfiction • EMC
Text-Based Writing

124

CCSS: W 3.1, 3.8 RIT 3.3, 3.4, 3.5, 3.10

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 Name

Mexico’s Murals
2 Learn Vocabulary
Read aloud each content vocabulary word and
UNIT

15
lary
Learn Vocabu

Read the word and

its definition.
Then write the vocab
ulary word on the
line. have students repeat. Then read aloud and discuss
1. artists
people who write,
paint, sculpt,
or create other works
of art the definitions. Point out that the words are related
2. citizens
the people who
live in a certain
town, city, state,
or country to Mexico and that students will have a better
3. government
the group of peopl
the rules or laws
e who make
for a country understanding of the words after they read the social
4. mural
a large painting
usually on a wall
or drawing,
Name
studies article. Have students write the vocabulary
5. native
born and raised
in a country
words on the provided lines. Then review the Words
for all people to
use or see Mexico’s Mural
6. public

7. rights
things the law allow native
The governmen
s you to d t of Mexico made
citizens for many
s
life difficult for their
poor,
to Know, and encourage students to ask questions
years. People did

about any words they do not understand.

to own land or home not have enough
money
s. They had troub
Know le finding good
Words to peopl e were very unha jobs. The
ppy. They wanted
them better lives. fair laws that would
histor y In the give
farmers early 1900s, the citize
changes in the Mexi ns fought for these
can Revolution.
After the war was
Mexican governmen over, the

3
t invited many of

Read the Social Studies Article:

the country’s artist
murals on the walls s to paint
of government build
ed all of the people ings. In these publi
© Evan-Moor Corp.
• EMC 6033 • Text-Bas
could enjoy the c places,
artwork. The mura
ls would show

Mexico’s Murals
how the lives of
poor people impro
ved because they
their rights in the fought for
revolution. The
citizens would see
that they were
an important part
and its histor y.
of the country
Read aloud the social studies article as students
One of the paint

follow along silently. Then have students reread

ers was Diego
Rivera. His mura
ls showed peopl
e
and places durin
g and after the

Name
Triumph of the Revolu
Distribution of Food tion,
by Diego Rivera
the article independently or in small groups.
Mexico’s
showMurals ew land. Rivera’s
murals
UNIT important events in the histor
15 what
y of Mexico. They
also sh
show
life looked like in
ns
Answer Questio
the past. Mexico’s

4 Answer Questions About the Social

murals share
are its histor y
ct answer.
next to the corre
ion. Fill in the circle
Read each quest

1. Who invited
a
artists to paint the
murals in Mexico? Nonfiction • EMC
6033 • © Evan-Mo
or Corp.
Studies Article
A Diego River
B the citizens
C the Mexican
of Mexico
government To ensure reading comprehension, have students
Mexico .

answer the text-dependent questions. Review the

, the citizens of
Mexican Revolution
2. Because of the
jobs and homes
A had to give up their

answers together.
B were able
to buy land
to see less art
C are now able
Name

e the
shows people befor
Draw a mural that UNIT

15 Mexico’s Murals

Read the social

studies article again
the graphic organ
Organize Info
rmation
. Then write inform
5 Organize Information
Explain to students that they will use an argument
izer ation in
a good way to show that argues why murals are or
Mexico’s history are not
your argument. ry. Write three detai
ls for

Argument
graphic organizer to help them plan their writing.
Guide students in using the text to complete the
organizer, rereading the article if needed.
© Evan-Moor Corp.

Detail 1
Remind students that an argument paragraph:
Detail 2
Detail 3

• makes an argument for or against something, and

Name

UNIT

15
Mexico’s Murals
• gives reasons or facts to support the argument.
Argument
not a good
murals are or are
that argues why
Write a paragraph
co’s history
ry.

6
way to show Mexi

Write an Argument Paragraph

and the 6033 • © Evan-Mo
graphic organizer
or Corp.
from your
• Use information
e.
social studies articl

Title Instruct students to complete the writing assignment

independently, with a partner, or in small groups.
If needed, review the structure of an argument
paragraph:
• The topic sentence states your argument.
• Detail sentences provide examples or reasons
© Evan-Mo or Corp. • EMC 6033
• Text-Bas ed Writing: Nonfictio
n
129

that support your argument.

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 Name

UNIT

15
Mexico’s Murals

Unit Focus

You are going to read a social studies article about life

in Mexico in the past.

As You Read:
Think about Mexico’s past and its artists’ murals.

After You Read:

Use information from the article to write a paragraph
that argues why murals are or are not a good way
to show history.

Lesson Checklist
Check off each task after you complete it.

Learn Vocabulary

Read the Social Studies Article:

Mexico’s Murals

Answer Questions About the

Social Studies Article

Organize Information

Write an Argument Paragraph

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 Name

UNIT

15 Mexico’s Murals

Learn Vocabulary
Read the word and its definition.
Then write the vocabulary word on the line.

1. artists people who write, paint, sculpt,

or create other works of art

2. citizens the people who live in a certain

town, city, state, or country

3. government the group of people who make

the rules or laws for a country

4. mural a large painting or drawing,

usually on a wall

5. native born and raised in a country

6. public for all people to use or see

7. rights things the law allows you to do

Words to Know

farmers history past revolution workers

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 Name

Mexico’s Murals
The government of Mexico made life difficult for their poor,
native citizens for many years. People did not have enough money
to own land or homes. They had trouble finding good jobs. The
people were very unhappy. They wanted fair laws that would give
them better lives. In the early 1900s, the citizens fought for these
changes in the Mexican Revolution. After the war was over, the
Mexican government invited many of the country’s artists to paint
murals on the walls of government buildings. In these public places,
all of the people could enjoy the artwork. The murals would show
how the lives of poor people improved because they fought for
their rights in the revolution. The
citizens would see that they were
an important part of the country
and its history.
One of the painters was Diego
Rivera. His murals showed people
and places during and after the
revolution. One mural shows farmers, Triumph of the Revolution,
Distribution of Food
workers, and their families. They are by Diego Rivera

sharing the food they grew on their own new land. Rivera’s murals
show important events in the history of Mexico. They also show
what life looked like in the past. Mexico’s murals share its history
with its citizens and with the rest of the world.

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 Name

UNIT

15 Mexico’s Murals

Answer Questions
Read each question. Fill in the circle next to the correct answer.

1. Who invited artists to paint the murals in Mexico?

A Diego Rivera
B the citizens of Mexico
C the Mexican government

2. Because of the Mexican Revolution, the citizens of Mexico .

A had to give up their jobs and homes

B were able to buy land
C are now able to see less art

Draw a mural that shows people before the Mexican Revolution.

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 Name

UNIT

15 Mexico’s Murals

Organize Information
Read the social studies article again. Then write information in
the graphic organizer that argues why murals are or are not
a good way to show Mexico’s history. Write three details for
your argument.

Argument

Detail 1 Detail 2 Detail 3

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 Name

UNIT

15 Mexico’s Murals

Argument
Write a paragraph that argues why murals are or are not a good
way to show Mexico’s history.

• Use information from your graphic organizer and the

social studies article.

Title

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 Answer Key
TE = Teacher’s Edition
SB = Student Book

Unit 1 Unit 2
Name Name Name Name

UNIT UNIT UNIT UNIT

1 North American Owls 1 North American Owls 2 Melting Pot of Foods 2 Melting Pot of Foods

Answer Questions Organize Information Answer Questions Organize Information

Read each question. Fill in the circle next to the correct answer. Read the science article again. Then write information in the graphic Read each question. Fill in the circle next to the correct answer. Read the health article again. Then write information in the graphic
organizer that tells how great gray owls and elf owls are alike and organizer that tells how two of the meals from the article are alike
different. and different. Give details about the health benefits.
1. The great gray owl is the owl in North America. 1. Many traditional meals from other countries .
Great Gray Owls Meal 1 Answers will vary.
A lightest A help us stay healthy
B loudest B have rice in them
C largest big face live in northern U.S. C help us digest food India—Vegetable curry with dal:
fluffy feathers feed on small rodents Turmeric fights Alzheimer’s disease.
2. Elf owls are different from great gray owls because elf owls . soft, low call live in spruce or fir trees 2. Miso soup can help your body .
Lentils have fiber, which guards against
A live in the southwest 30 inches tall feathers are gray and white A fight Alzheimer’s disease
heart disease.
B live in spruce trees weigh 3 pounds B get more vitamin C
C are able to make sounds Both C digest food more easily Both

live in United States Both lentils and tofu have

Draw an elf owl hunting for its food. Write a sentence about it. Draw a picture of a healthful food that you eat. Write a sentence about it. Health
live in plants protein, which helps keep
benefits:
birds of prey you strong.
hunt at night

6 inches tall smallest North American owl

feed on insects weigh less than 2 ounces Japan—Miso soup:
Answers will vary. live in giant cactus short, high-pitched squeak Answers will vary. Helps you digest foods.
live in southwestern U.S. Guards against some cancers.

Elf Owls Meal 2

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 15 16 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 23 24 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

TE Page 15 / SB Page 6 TE Page 16 / SB Page 7 TE Page 23 / SB Page 12 TE Page 24 / SB Page 13

Unit 3 Unit 4
Name Name Name Name

UNIT UNIT UNIT

UNIT
3 Flowers and Insects 3 Flowers and Insects 4 The Chocolate Process
4 The Chocolate Process

Answer Questions Organize Information Answer Questions Organize Information

Read each question. Fill in the circle next to the correct answer. Read the science article again. Then write information in the graphic Read each question. Fill in the circle next to the correct answer. Read the science article again. Then write information in the graphic
organizer that tells the order of events for a plant to be pollinated organizer that tells how chocolate grows and is made into treats.
and reproduce. Include at least three steps.
1. What do insects and birds carry from one flower to another? 1. The flavor of chocolate comes from .
1
A offspring A tree bark Step 1
B pollen An insect or a bird gets hungry and lands on B cacao seeds
Cacao seeds are cut out of the pod and dried.
C nectar a flower to drink nectar. C flower blossoms

2. Which of the following is not a plant adaptation? 2. After the seeds and pulp are cut from the pods, .
A scent 2 A factory workers make chocolate treats
B pollen B they change color from green to purple
C color Pollen sticks to the insect or bird. C people dry them with heat or in the sun
Step 2

Draw a bee drinking nectar from a flower. Draw a cacao tree that is ready to be harvested.
The beans are shipped to chocolate factories all
over the world.
3

The insect or bird visits another flower, and some

of the pollen falls off its body and pollinates that
flower.
Step 3
Answers will vary. Answers will vary.
4 In the factories, chocolate beans are brushed
clean, roasted, and crushed into particles.
A new plant will grow.

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 31 32 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 39 40 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

TE Page 31 / SB Page 18 TE Page 32 / SB Page 19 TE Page 39 / SB Page 24 TE Page 40 / SB Page 25

Unit 5 Unit 6
Name Name Name Name

UNIT UNIT UNIT UNIT

5 The Venus’ Flytrap 5 The Venus’ Flytrap 6 Charles Schulz 6 Charles Schulz

Answer Questions Organize Information Answer Questions Organize Information

Read each question. Fill in the circle next to the correct answer. Read the science article again. Then write information in the graphic Read each question. Fill in the circle next to the correct answer. Read the biography again. Then write events from Charles Schulz’s
organizer that tells how a Venus’ flytrap catches and eats insects. life in order on the timeline.
1. What must happen first for a Venus’ flytrap to catch an insect? 1 1. When did Charles Schulz first start publishing his cartoon strips?
A The flytrap makes nectar to attract insects. The Venus’ flytrap makes a sweet juice called A 1920s
B Digestive juices are released from the flytrap. nectar. B 1940s 1940s Charles Schulz started getting his comic strips
C The leaves snap shut. C 1960s
published in newspapers and magazines.
2. What helps the Venus’ flytrap “eat” an insect? 2 2. Schulz learned how to draw cartoon strips .
A the soil The nectar attracts insects. A as a young child 1950 His comic strip was officially named Peanuts.
B its teeth B as a teenager
C digestive juices C when he retired

3 1960s The play You’re a Good Man, Charlie Brown

Draw what happens to a Venus’ flytrap after its leaf has eaten Draw pictures that show where Charles Schulz’s cartoon strips
several insects. An insect moves across the hairs on the leaf and and stories were published. opened; the Peanuts television special started.
the leaf snaps shut like a trap.
1984 Over 2,300 newspapers carried Peanuts.
4 Schulz was published in over 1,400 books.
The leaf trap squeezes the insect tightly.
1999 Schulz retired.
Answers will vary. Answers will vary.

5
The leaf releases digestive juices to eat the
insect.

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 47 48 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 55 56 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

TE Page 47 / SB Page 30 TE Page 48 / SB Page 31 TE Page 55 / SB Page 36 TE Page 56 / SB Page 37

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 Unit 7
1 Unit 8
Name Name Name Name

UNIT UNIT UNIT UNIT

7 Pass the Salt 7 Pass the Salt 8 The Size of Asia 8 The Size of Asia

Answer Questions Organize Information Answer Questions Organize Information

Read each question. Fill in the circle next to the correct answer. Read the science article again. Then write information in the graphic Read each question. Fill in the circle next to the correct answer. Read the social studies article again. Then write information about
organizer that tells where salt comes from and why it is needed. Asia’s population beside each date on the timeline.

1. People can get halite from . 1. Asia has the largest population on Earth because it .

A salt mines Salt is found A has the most cities

B ocean water in the ground Salt is a mineral. B is the oldest continent
1950 Asia’s population was about 1.4 billion.
C the human body and in water. C has the largest number of people

2. Salt can preserve food by . 2. By 2050, Asia could have as many as .

A giving it a stronger taste A 1.4 billion people
B drying it out B 5 billion people
C making it more pure C 9 billion people
Salt 2010 Asia’s population was over 4 billion.
Draw a picture of something that you would need salt to make. Imagine a busy street somewhere in Asia. Draw what it looks like.

Humans need Animals need

salt to stay alive. salt to stay alive. 2050 Asia’s population will be about 5 billion.
Answers will vary. Answers will vary.

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 63 64 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 71 72 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

TE Page 63 / SB Page 42 TE Page 64 / SB Page 43 TE Page 71 / SB Page 48 TE Page 72 / SB Page 49

Unit 9 Unit 10
Name Name Name Name

UNIT UNIT UNIT

UNIT
9 Birds Migrate 9 Birds Migrate 10 Weather Tools
10 Weather Tools

Answer Questions Organize Information Answer Questions Organize Information

Read each question. Fill in the circle next to the correct answer. Read the science article again. Then write information in the graphic Read each question. Fill in the circle next to the correct answer. Read the science article again. Then write information in the graphic
organizer that tells why and when birds migrate (cause) and how organizer that names three wind-measuring tools and tells what
their migration helps them (effect). 1. Wind speed and direction . each tool does.
1. During the fall months in the north, .
A the weather is warmer A measure the temperature of the air Tool 1 Tool 2 Tool 3
Cause Effect
B plants start growing again B often bring a change in the weather
Why birds migrate: Flowers and insects wind vane anemometer thermometer
C the days are shorter C cannot be measured
the seasons change disappear, so birds
need to find food. 2. Meteorologists measure the of wind by using an anemometer.
2. Birds mainly migrate in order to .
to find food
A find food and stay safe A temperature

B travel thousands of miles B speed

When and where The days are longer C direction
C enjoy cooler weather
birds migrate: and it’s warmer.
Draw the route of a bird flying from north to south during the fall. They fly south in Choose one of the weather tools from the article. Draw and label it.
the fall. There are fewer
predators and there
They fly north in What it does What it does What it does
are good places to
the spring. raise their families. shows the measures wind measures air
direction the speed temperature
wind is blowing
Answers will vary. Answers will vary. from

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 79 80 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 87 88 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

TE Page 79 / SB Page 54 TE Page 80 / SB Page 55 TE Page 87 / SB Page 60 TE Page 88 / SB Page 61

Unit 11 Unit 12
Name Name Name Name

UNIT UNIT UNIT UNIT

11 We Need Sleep 11 We Need Sleep 12 Ancient Civilizations 12 Ancient Civilizations

Answer Questions Organize Information Answer Questions Organize Information

Read each question. Fill in the circle next to the correct answer. Read the health article again. Then write information in the graphic Read each question. Fill in the circle next to the correct answer. Read the social studies article again. Then write information in the
organizer that tells what happens (effect) if your body does not get graphic organizer that tells what archaeologists have discovered
enough sleep (cause). by studying ancient civilizations.
1. What does your brain do while you sleep? 1. Which of these is not a basic need?
A grows A books
Cause Effect
B solves problems B clothing
C learns new things not getting You may not grow C water People wore They found out
enough sleep as well. clothes made how people lived
2. If you don’t get enough sleep, . 2. The people from ancient lands built houses using . from plants and thousands of
A you will not get sick A plants and animals
animals. years ago.
B you may be hungry B stones, wood, or mud
C you may not grow as well C rocks from rivers and oceans Ancient
Civilizations
Draw a picture of someone who is not getting enough sleep. You may feel Draw what you imagine an ancient house might have looked like.
tired and cranky.
People built
There were many
houses using
prosperous cities.
stones, wood,
or mud.

You may not Ancient peoples

Answers will vary. Answers will vary.
remember what had their own
you have learned. kind of art and
music.

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 95 96 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 103 104 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

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 Unit
Unit 13
1 Unit 14
Name Name Name Name

UNIT UNIT UNIT UNIT

13 Little Berry, Big Benefit 13 Little Berry, Big Benefit 14 John Glenn 14 John Glenn

Answer Questions Organize Information Answer Questions Organize Information

Read each question. Fill in the circle next to the correct answer. Read the health article again. Then write information in the graphic Read each question. Fill in the circle next to the correct answer. Read the biography again. Then write information in the graphic
organizer that tells your opinion about why people should or organizer that argues why John Glenn is or is not an American
should not eat blueberries. Support your opinion with reasons. hero. Write three details for your argument.
1. Blueberries contain a lot of . 1. John Glenn was the first American to .
Answers may vary.
A calories Opinion Answers may vary. A receive a medal in the Marine Corps
Argument

B vitamins B become a United States senator

C fat C orbit Earth John Glenn is an American hero.

2. What gives blueberries their blue color? 2. Glenn’s 1998 flight was special because he .
A antioxidants People should eat blueberries. A was the first person to go to the moon
B sodium B designed the space shuttle Discovery
C fat C was the oldest person to fly into space

Draw two parts of the body that can be helped by eating blueberries. Draw a timeline of important events in John Glenn’s life.

Detail 1 Detail 2 Detail 3

He fought in He was one He was a U.S.

two wars and of the first senator for
Reasons (Why?) received many astronauts. Ohio.
medals for his
Answers will vary. Blueberries contain vitamins C, A, B-complex, and E. Answers will vary. service.

Blueberries have antioxidants that help your brain

and heart.

© Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 111 112 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 6033 • Text-Based Writing: Nonfiction 119 120 Text-Based Writing: Nonfiction • EMC 6033 • © Evan-Moor Corp.

TE Page 111 / SB Page 78 TE Page 112 / SB Page 79 TE Page 119 / SB Page 84 TE Page 120 / SB Page 85

Unit 15
Name Name

UNIT UNIT

15 Mexico’s Murals 15 Mexico’s Murals

Answer Questions Organize Information

Read each question. Fill in the circle next to the correct answer. Read the social studies article again. Then write information in
the graphic organizer that argues why murals are or are not
a good way to show Mexico’s history. Write three details for
1. Who invited artists to paint the murals in Mexico? your argument.
A Diego Rivera Answers may vary.
Argument
B the citizens of Mexico
C the Mexican government
Murals are a good way to show Mexican history.
2. Because of the Mexican Revolution, the citizens of Mexico .
A had to give up their jobs and homes
B were able to buy land
C are now able to see less art

Draw a mural that shows people before the Mexican Revolution.

Detail 1 Detail 2 Detail 3

The people The murals The murals

could see that show how show what life
they were an the lives of looked like in
Answers will vary. important part poor people the past.
of the country. improved after
the revolution.

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TE Page 127 / SB Page 90 TE Page 128 / SB Page 91

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 3
SAMPLER

6033.indb 133 9/30/13 3:04 PM

 UNIT
1
LEVEL
Science Article
L Text Structure: Compare and Contrast

Big, Wild Cats!

Lesson Students will explain how a tiger moves, eats, and lives in the forests
Objective and jungles of Asia.

Content Animals depend on the land, water, and air to live and grow.
Knowledge

Sc ien c e

Cats!
Big, Wild

Lesson Preparation
Name:

Reproduce and distribute one copy of the shake with

fear.
ke a person , too.
tiger can ma
article, dictionary page, and activity pages The roar of
a lion or a
tigers are clo se rel atives, but
they have
differences

Lions and
to each student. Where Lio
ns and Tig
ers Live
in the wild.
However, the
y live in
nds of Afric
a.
big cat s both live in the grassla
These
the wo rld . Lions live l yel low grasses.
rts of h the tal
different pa ble nd s in wit
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same patte ere lions an , tigers are
er is hot wh to. However
The weath only if the y ha ve also
hunt. They
1 Read Aloud the Article 14–15 dry. They go
good sw im me
into water
rs. They ma
off.
y swim acr
oss rivers to

ter to cool
go into wa
Cats Live
How Big live and
of big cats
2
Both kinds
Introduce the Vocabulary 16 hunt in an area that cov
area is the ir
ers many
ter ritory.
miles. This ups called Sc ie n c e
family gro
Lions live in
Name:
s,
ha s ma les, female Big, Wild Cats!
de
prides. A pri de ha s its
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and their cub r to guard
3
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Students Read the Article own territo How Lions
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n’s Tigers
les aware
e mitigers
ay.
Lions live
Catch
in family
Their Food
the
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Lions
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and meat eaters.
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the ircreep on their prey and
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rs. Thlions do most of the hunting. They may work as a
only two yea
team to hunt animals that are faster than they are. Unlike
oor Corp.
lions, tigers hunt alone. • © Evan-M
EMC 3203
onal Text •
mati

4
Reading Infor

Identify Information 17 14
Dangers to Big Cats
Both lions and tigers
are in danger. Many lions
die from sicknesses caused
by hot weather and not

5 Answer Questions 18 enough water. Also, lions

are losing their territories
because people are using
the land to grow food.
Long ago, lions were found

6 Apply Vocabulary 19
in Africa, Asia, and
Europe. Today, they live
only in Africa and in one
forest in India. Unlike lions, tigers hunt alone. This tiger is creeping
toward its prey.
Some people hunt
tigers for their skin and
7 Examine Text Structure 20 other parts. Tigers are losing their territories as forests are
cut down. Tigers used to live in many parts of Asia. Today,
they live only in small areas. Many people are working to
save lions and tigers.
Write
Write About It:
8 21
A Tiger’s Life © Evan-Moor Corp. • EMC 3203 • Reading Informational Text 15

CCSS: RIT 3.1, 3.2, 3.3, 3.4, 3.5, 3.7, 3.8 W 3.2

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 1 Read Aloud the Article 4 Identify Information
Read aloud Big, Wild Cats! Have students Explain that students will locate
follow along silently as you read. important information in the article.
After students complete the activity, allow
2 Introduce the Vocabulary time for a question-and-answer session.

Content Vocabulary
5 Answer Questions
Read aloud the Content Vocabulary words
and definitions. Point out that grasslands Encourage students to use the article to
is a compound word that contains the answer the questions and/or check their
words grass and lands. The two words give answers.
clues about the meaning of the word.
Explain that sandy-colored is another 6 Apply Vocabulary
compound word used in the article. It Have students reread the article before
is a describing word that has a hyphen they complete the vocabulary activity.
connecting its two word parts. Discuss Optional: Have students mark each
definitions and usage as needed. vocabulary word as they read.
Academic Vocabulary
Next, read aloud the Academic Vocabulary 7 Examine Text Structure
words and definitions. Discuss definitions Read aloud the Compare and Contrast
and usage as needed. Then read these description and Signal Words. Then
context sentences from the article, have students read the article again,
emphasizing the Academic Vocabulary underlining signal words in red. Then
words: guide students in completing the activity.
Lions and tigers are close relatives, but they
have differences, too. 8 Write About It:
A Tiger’s Life
A pride has males, females, and their cubs.
Have students complete the writing
An adult lion’s roar can be heard up to five activity independently or in small groups.
miles away.

3 Students Read the Article

Have students read the article
independently, with a partner, or
in small groups. After students read,
guide a discussion about the article.
Direct students’ attention to graphic
elements or visual aids.

© Evan-Moor Corp. • EMC 3203 • Reading Informational Text 13

6033.indb 135 9/30/13 3:04 PM

 SCIENCE
Name:
Big, Wild Cats!

The roar of a lion or a tiger can make a person shake with fear.
Lions and tigers are close relatives, but they have differences, too.

Where Lions and Tigers Live

These big cats both live in the wild. However, they live in
different parts of the world. Lions live in the grasslands of Africa.
Their sandy-colored fur blends in with the tall yellow grasses.
Tigers live in forests and jungles in Asia. Their orange fur has dark
stripes that help them hide among trees. No two tigers have the
same pattern of stripes.
The weather is hot where lions and tigers live. Lions like to stay
dry. They go into water only if they have to. However, tigers are
good swimmers. They may swim across rivers to hunt. They also
go into water to cool off.

How Big Cats Live

Both kinds of big cats live and
hunt in an area that covers many
miles. This area is their territory.
Lions live in family groups called
prides. A pride has males, females,
and their cubs. Each pride has its
own territory. Lions roar to guard
their territory. An adult lion’s roar Lions live in family groups called prides.
can be heard up to five miles away.
Unlike lions, tigers do not live in groups. A mother tiger raises
her cubs without their father. The cubs stay with their mother for
only two years. Then they live alone in their own territory.

14 Reading Informational Text • EMC 3203 • © Evan-Moor Corp.

6033.indb 136 9/30/13 3:04 PM

 SCIENCE
Name:
Big, Wild Cats!

How Lions and Tigers Catch Their Food

Lions and tigers are meat eaters. Both kinds of cats are
strong hunters that have sharp teeth and claws. Lions and
tigers both creep up on their prey and attack by surprise.
Female lions do most of the hunting. They may work as a
team to hunt animals that are faster than they are. Unlike
lions, tigers hunt alone.

Dangers to Big Cats

Both lions and tigers
are in danger. Many lions
die from sicknesses caused
by hot weather and not
enough water. Also, lions
are losing their territories
because people are using
the land to grow food.
Long ago, lions were found
in Africa, Asia, and
Europe. Today, they live
only in Africa and in one
forest in India. Unlike lions, tigers hunt alone. This tiger is creeping
toward its prey.
Some people hunt
tigers for their skin and
other parts. Tigers are losing their territories as forests are
cut down. Tigers used to live in many parts of Asia. Today,
they live only in small areas. Many people are working to
save lions and tigers.

© Evan-Moor Corp. • EMC 3203 • Reading Informational Text 15

6033.indb 137 9/30/13 3:04 PM

 SCIENCE
Name:
Big, Wild Cats!

Dictionary

Content Vocabulary

attack jungles
to try to hurt or kill areas of land that are thickly
covered with bushes, trees,
forests
and vines
areas of land where many trees
grow prey
animals that are hunted and
grasslands
eaten by other animals
areas of land that are covered
with grasses but not trees or
bushes

Academic Vocabulary

relatives females
members of the same family animals that can be the mother
or animal group of young

males adult
animals that can be the father a full-grown animal
of young

Write a sentence that includes a vocabulary word.

16 Reading Informational Text • EMC 3203 • © Evan-Moor Corp.

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 SCIENCE
Name:
Big, Wild Cats!

Identify Information
You can understand a text better if you read it more than once. Look
for the following information as you read the article again. Put a check
mark in the box after you complete each task.

I did it!

Highlight any words that describe where lions live.

Draw a box around any words that describe where

tigers live.

Circle four words that describe the fur of lions and

tigers.

Draw a line under the sentence that explains how

tigers cool off.

Put brackets around the sentences that explain what

[] a territory is.

Draw a star next to the paragraph about how lions and

tigers hunt.

Put an X next to each paragraph that explains why

✖ people are working to save lions and tigers.

Draw a triangle next to any information that surprised

or interested you.

? Put a question mark beside any words or sentences

you don’t understand.

© Evan-Moor Corp. • EMC 3203 • Reading Informational Text 17

6033.indb 139 9/30/13 3:04 PM

 SCIENCE
Name:
Big, Wild Cats!

Answer Questions
Use information from the article to answer each question.

1. Lions live in Africa’s grasslands, but tigers live in .

A Africa’s forests
B Asia’s grasslands
C Asia’s jungles
D Africa and Asia

2. Both lions and tigers have .

A prides
B their own territories
C dark stripes
D sandy-colored fur

3. When they hunt, both kinds of big cats .

A attack by surprise
B roar loudly
C work as a team
D work alone

4. How does a lion’s fur help it live in the wild?

5. How does a tiger’s fur help it live in the wild?

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 SCIENCE
Name:
Big, Wild Cats!

Apply Vocabulary
Use a word from the word box to complete each sentence.

Word Box

females grasslands prey

jungles relatives males
attack forests adult

1. Lions blend in with Africa’s because of the color

of their fur.

2. Among lions, do most of the hunting.

3. Tigers and lions are both cats, which makes them .

4. Animals that live in forests and are food for tigers.

5. A team of female lions may work together to hunt .

6. Among tigers, the do not help raise their own

cubs.

7. An lion’s roar can be heard miles away.

8. Tigers can be found in and jungles throughout

Asia.

9. Lions and tigers use sharp teeth and claws to

their prey.

© Evan-Moor Corp. • EMC 3203 • Reading Informational Text 19

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 SCIENCE
Name:
Big, Wild Cats!

Compare and Contrast

A text that has a compare-and-contrast structure is about two

main ideas. It tells how the two ideas are alike (compares). It also
tells how the two ideas are different (contrasts).

Authors use these signal words to create a compare-and-contrast

structure:

Signal Words

both today but

long ago however unlike

1. The first paragraph tells us that the article will compare and contrast what
two things?

2. Write the sentence that tells how tigers are different from lions in the way
they live.

3. Are lions and tigers alike or different in what they eat? Write the sentence
from the article that tells you how they are similar or different.

20 Reading Informational Text • EMC 3203 • © Evan-Moor Corp.

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 SCIENCE
Name:
Big, Wild Cats!

Write About It
Explain how a tiger moves, eats, and lives in the forests and jungles
of Asia. Include facts and details from the article.

A Tiger’s Life

© Evan-Moor Corp. • EMC 3203 • Reading Informational Text 21

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6033.indb 144 9/30/13 3:04 PM
ISBN 9781629380636 EMC 6033i