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Unit 2 Week 5

Genre Nonfi ction

GR J

Word Count 422

Lexile 420

ReadNote Taking Have children take notes as they

read. Encourage children to record:

• important ideas

• unfamiliar words

• any questions about text that they have

Children can also fi ll in a graphic organizer,

noting the important events for each section.

Reread

COLLABORATE

Discuss Notes Ask children to share

their questions. Then work with them

to go back into the text to fi nd evidence to

answer the questions. Discuss evidence

children cited in the text.

Chapter 1 (pages 2–5)

Phonics Have children listen for the consonant

digraph ch. Say the word choose. Have children

listen for the beginning digraph ch. Then have

children fi nd a word on page 2 with the ending

digraph ch.

Comprehension Check Explain to children

that in nonfi ction selections it is important

to fi gure out the main topic, or what the text

is mostly about. Key details give information

about the main topic. Look at page 2. Ask: What

is the main topic of this selection? Find one

detail that gives information about the topic.

How Maps Help

BEYOND LEVELBEYOND LEVEL

Nonfiction

PAIREDREAD

by Francine Thompson

On the Map

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3939Card

CLOSE READING

ESSENTIAL QUESTION How can you fi nd your way around?

What Makes the Text Complex?

Foundational SkillsDecode words with consonant digraphs ch and wh Children can

practice reading words with the consonant digraphs ch and wh.

Structural Analysis Children can practice reading plural nouns

with -es.

Access Complex TextGenre Children will need to be introduced to the glossary feature in

order to gain meaning from the text.

Specific Vocabulary The use of figurative language may be a

challenge for children.

AG

ReadHave children read “On the Map.” Ask what type

of text “On the Map” is. How can they tell?

Reread to Compare Texts

COLLABORATE

Have partners use evidence from the

text to compare the two selections. Ask:

What is similar? What is diff erent? Have

partners share their fi ndings.

Chapter 2 (pages 4–7)

Phonics Say the word when. Have children listen

for the wh consonant digraph. Then have children

fi nd words on pages 4 through 7 with wh.

Genre Point to the word beavers on

page 5. Explain that beavers is in bold print

because it appears in the glossary on page

15. Explain that a glossary shows how to

pronounce, or say, a word. It also gives the

meaning of the word, and tells you what page

the word is on in the main text. Help children

use the glossary to look up the pronunciation

or meaning of the other words in bold print

from the chapter.

Comprehension Check What details do you

learn about the park from the maps in this

chapter?

Chapter 3 (pages 8–10)

Specifi c Vocabulary Point to the

chapter title. Children may not be familiar with

the phrase take a break. Explain that to take a

break means “to take a rest or stop what you

are doing to rest.” Ask: Do you think Take a

Break is a good title for this chapter? Why? Does

it support the main topic of these pages?

Structural Analysis Recall with children

that plural words are words that mean “more

than one” of something. Explain that to make

the plural of some words we need to add -es

instead of just -s. Explain that when a noun

ends in s, ss, x, z, ch, or sh you add -es to make it

plural. Have children fi nd a plural noun in this

chapter that has the -es ending.

Phonics Have children fi nd a word on page 10

starting with ch.

Comprehension Check How do the people in

this chapter use maps? What map features help

them?

PAIRED READ “O n t h e M a p”

Write About ReadingWAnalytical Writing

Ana W

Inform Have

children write about

how the bus map is similar to

the park maps. Ask: How is it

diff erent? Have partners use

evidence from the texts to support

their writing. Ask volunteers to share

their writing with the class.

Write About ReadingWAnalytical Writing

Ana W

Inf orm Have children write a

response to the text to address the

Essential Question. How do you fi nd

your way around a big park? What kinds

of things can you fi nd? Have them use

evidence from the text to support

their ideas.

Compare TextsHow do you use a map?

Genre Nonfiction

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BEYOND LEVEL How Maps Help Unit 2 Week 5

Answer Key

C H A P T E R 1Phonics:

Then have children fi nd a word on page 2 with the ending digraph ch. which

Comprehension Check:

What do you think is the main topic of this selection? Find one detail that gives information about the topic. Answer/Evidence I think the main topic is how to use a map. The selection is going to show us how to use a map at a park. The text on page 2 gives details about maps. Maps help people get from one place to another. There are many kinds of maps. Maps help us fi nd which way to go.

C H A P T E R 2Phonics:

Then have children fi nd words on pages 4 through 7 with wh. where, which

Genre:

Help children use the glossary to look up the pronunciation or meaning of the other words in bold print from the chapter. Answer/Evidence Children should look up trails on page 6 and pond on page 7.

Comprehension Check:

What details do you learn about the park from the maps in this chapter? Answer/Evidence On page 5, the map shows where animals live in the park. On page 7, the map shows where the trails are in the park. The map key shows the symbol for the trails, the mountains, the ponds, and the river.

C H A P T E R 3Specifi c Vocabulary:

Do you think Take a Break is a good title for this chapter? Why? Does it support the main topic of these pages? Answer/Evidence I think Take a Break is a good title because these pages talk about picnic areas. When people in the park need to rest or eat, they can fi nd a picnic spot on the map. They can fi nd a place to stop. Yes, the title supports the main topic because it is about picnic spots.

Structural Analysis: Have children fi nd a plural noun in this chapter that has the -es ending. Answer/Evidence benches on page 9

Phonics:

Have children fi nd a word on page 10 starting with ch. check

Comprehension Check:

How do the people in this chapter use maps? What map features help them? Answer/Evidence People use the map on page 9 to fi nd a picnic area. That map has a key. The family on page 10 uses a map to fi nd their way back to the parking lot.

W R I T E A B O U T R E A D I N GInform How do you fi nd your way around a big park? What kinds of things can you fi nd? Have them use evidence in the text to support their ideas. Children responses will vary but should include that you can fi nd your way around a big park with a map. You can fi nd animals, trails, picnic areas, and the way out with a map.

P A I R E D R E A DRead:

Have children read “On the Map.” Ask what type of text “On the Map” is. How can they tell? Answer/Evidence This is nonfi ction. It shows a bus map and photos of real people on the bus.

Reread to Compare Texts:

Have partners use evidence from the text to compare the two selections. What is similar? What is diff erent? Have partners share their fi ndings. Children responses will vary but should include that the fi rst selection is all about using maps to fi nd your way around a park. The second selection is about using a bus map.

W R I T E A B O U T R E A D I N GInform Have children write about how the bus map is similar to the park maps. How is it diff erent? Have partners use evidence from the texts to support their writing. Ask volunteers to share their writing with the class. Children responses will vary but should include that the bus map is similar to the park maps because it shows you where to go. It helps people fi gure out what to do. The maps are diff erent because the bus map shows where to go on a bus. The park maps show the location of animals, trails, and picnic areas.