TEACHER GUIDE 5 IN
ISBN: 978-0-8294-5734-6 Copyright © 2024 Loyola Press All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher. “Bed in Summer” is part of the Public Domain. Image Credits Teacher Guide Cover yacht (c) © Jhati/AdobeStock; sky background (t) © Alexlukin/Getty Images; water background (b) © thesweetsheep/AdobeStock. Common Art Border © cherezoff/Getty Images. Step 2 Printable Dictionary icon © Gannet77/E+/Getty Images. Step 3 Printable Partners Work icon © Don Mason/Tetra Images/Getty Images; Fluency icon, Grammar icon, Writing icon © bubaone/DigitalVision/Getty Images. Step 4 Printable Question Mark icon © NicoElNino/iStock/Getty Images. Book Covers © Sundance Newbridge Publishing. i, iii © Jhati/AdobeStock. ii © Pressmaster/Shutterstock.com. iv © Nadzeya_Dzivakova/iStock/Getty Images Plus. vii, 36 Step 1 Printable (tr) © paulaphoto/Shutterstock.com. ix © skegbydave/iStock/Getty Images Plus. 26 Step 1 Printable (tr) © Daniel Llao Calvet/Getty Images. 27, 39 Step 5 Printable (tr) © paulaphoto/ Shutterstock.com. 37 Step 5 Printable (tr) © Daniel Llao Calvet/Getty Images. www.voyagesinenglish.com/reading 24 25 26 27 28 29 30 31 TPS 10 9 8 7 6 5 4 3 2 1
TEACHER GUIDE 5
Program Overview See pages iv–ix to learn more about how you can empower your students’ learning through Reading in Action. Welcome to Reading in Action! You are in the right place to connect reading, writing, and grammar with a spirit of independent learning. Encountering and working with grammar and writing concepts within the context of reading helps children master important reading skills as well as provides excellent opportunities for reallife grammar- and writing-skill acquisition and application. The flexible format enhances already established literacy instruction. The Explorations in this guide build key reading skills (vocabulary, fluency, and comprehension) and reinforce grammar and writing concepts taught through the Voyages in English program. As part of the Loyola Press family of literacy products, Reading in Action provides the tools necessary for students to develop as effective, powerful communicators. In addition to Reading in Action, the following programs work together in any literacy block to crystallize student success. • Voyages in English (grammar and writing) • Phonics in Action (phonological and phonemic awareness and phonics) • Vocabulary in Action (vocabulary) • English Skills in Action (English Language Learning and English Language Development) • Exercises in English (grammar) Reading in Action • Program Overview ii
Table of Contents Answer Keys Ocean Exploration/They Dared to Dream . . . . 40 Blood/Amusement Park Science .............. 41 Penguins/Feet First ........................... 42 Clocks from Time to Time/Hurricanes ......... 43 Raising Courage/ One Thing Leads to Another ................44 Fantastic Plastics/ How Animals Communicate ................45 Book Reports/Queen Anne’s Revenge ........46 For a Good Cause/The Harlem Renaissance . . 47 Ring of Fire/Literary Analysis .................48 Poetry ........................................49 Implementation ............................iv Program Components .....................vi Explorations Ocean Exploration ............................ 2 They Dared to Dream ......................... 4 Blood .......................................... 6 Amusement Park Science ...................... 8 Penguins ..................................... 10 Feet First ..................................... 12 Clocks from Time to Time ..................... 14 Hurricanes ................................... 16 Raising Courage .............................. 18 One Thing Leads to Another .................. 20 Fantastic Plastics ............................. 22 How Animals Communicate .................. 24 Book Reports ................................. 26 Queen Anne’s Revenge ....................... 28 For a Good Cause ............................ 30 The Harlem Renaissance ..................... 32 Ring of Fire ................................... 34 Literary Analysis .............................. 36 Poetry ........................................ 38 iii www.voyagesinenglish.com/reading • GRADE 5
Implementation STEP 1 STEP 2 STEP 3 STEP 4 STEP 5 BASIC FIVE-STEP EXPLORATION STRUCTURE Start and end the Exploration in conjunction with the start and end of your Voyages in English grammar section or writing chapter. Expect to keep each learning center “open” for as long as you take to complete your Voyages in English grammar section or writing chapter. TEACHER-LED Introduce Book and Main Grammar Concept or Writing Genre in conjunction with first Voyages in English lesson. SELF-MONITORED Reading Vocabulary and Grammar or Writing Concept One WITH A PARTNER Reading Fluency and Grammar or Writing Concept Two SELF-MONITORED Reading Comprehension and Grammar or Writing Concept Three TEACHER-LED Review Reading and Grammar or Writing Concept in conjunction with last Voyages in English lesson. Students take online assessment. INDEPENDENT LEARNING THROUGHOUT Learning Center Instruction Designate an area in the classroom to be your Reading in Action learning center, such as near your classroom library. Rotate materials in the learning center with each new Exploration. For each Exploration, stock the learning center with the designated books, copies of the Printable for each step, writing paper, pencils, and any additional materials as described in this guide. Be sure to post the Step 3 Printable for partner work. Exploration Pacing Steps 1 and 5 for each Exploration require some limited guided instruction from the teacher. Steps 2, 3, and 4 are self-guided and self-paced. When beginning a new section or chapter of Voyages in English, introduce each book as described. Once introduced, follow your normal Voyages in English pacing and allow students to complete the Exploration during independent work time in your literacy block. There is no need to match formal instructional dates or times with concepts taught through the book—self-pacing allows for skill building through natural encounters with reading, grammar, and writing concepts. When students complete an Exploration, have them take the Online Vocabulary and Comprehension Assessment and email the results. (Grammar and writing assessments are conducted through the Voyages in English program.) iv Reading in Action • Implementation
Alternate Implementation Models Whole-Group Instruction The flexible format of Reading in Action also allows each Exploration to be used during whole-group instruction. For each Exploration, make copies of the Printable for each step and any additional materials. Also have enough books available for each student in your class (to be purchased separately in six packs). When beginning a new section or chapter of Voyages in English, introduce each book as described in Step 1 during the whole-group portion of your literacy block. For each Exploration, have students read the book independently prior to each step or read it together in round-robin style, page by page, or paragraph by paragraph. Use the Printable to guide the class through each step. For Step 3, have students work with a partner to practice fluency and the designated grammar or writing concept. Circulate around the classroom and listen as each pair reads aloud. To wrap up the Exploration, complete the review activity with the whole class, have students work independently on the Step 5 Printable, and have them take the Online Vocabulary and Comprehension Assessment. STEP 1 STEP 2 STEP 3 STEP 4 STEP 5 WHOLE GROUP Introduce Book and Main Grammar Concept or Writing Genre in conjunction with first Voyages in English lesson. WHOLE GROUP Reading Vocabulary and Grammar or Writing Concept One WHOLE GROUP WITH PARTNER WORK Reading Fluency and Grammar or Writing Concept Two WHOLE GROUP Reading Comprehension and Grammar or Writing Concept Three WHOLE GROUP AND SELF-MONITORED Review Reading and Grammar or Writing Concept in conjunction with last Voyages in English lesson. Students take online assessment. WHOLE GROUP Introduce Book and Main Grammar Concept or Writing Genre in conjunction with first Voyages in English lesson. SMALL GROUP Reading Vocabulary and Grammar or Writing Concept One SMALL GROUP WITH PARTNER WORK Reading Fluency and Grammar or Writing Concept Two SMALL GROUP Reading Comprehension and Grammar or Writing Concept Three SMALL GROUP AND SELF-MONITORED Review Reading and Grammar or Writing Concept in conjunction with last Voyages in English lesson. Students take online assessment. STEP 1 STEP 2 STEP 3 STEP 4 STEP 5 Small-Group Instruction Reading in Action can also be used for small-group instruction. For each Exploration, make copies of the Printable for each step and any additional materials as described in this guide. When beginning a new section or chapter of Voyages in English, introduce each book to the whole class as described in Step 1. Once introduced, follow your normal Voyages in English pacing. For Steps 2, 3, 4, and 5, meet with students during your small-group instruction block. Have students read the book before you meet with them or conduct your typical round-robin reading sessions. Once the book is read, use the Printable to guide students through each step. Step 3 is for partner work, so have students work together to practice fluency and the designated grammar or writing concept. For fluency, listen as each pair reads and provide guidance as needed. To wrap up the Exploration, complete the review activity with each small group, have students work independently on the Step 5 Printable, and have them take the Online Vocabulary and Comprehension Assessment. v www.voyagesinenglish.com/reading • GRADE 5
Program Components Each grade contains a thoughtfully curated collection of books for students. They are designed to align and integrate with corresponding Voyages in English lesson concepts. Teachers will appreciate a straightforward and easy-to-use five-step instructional process that allows educators the flexibility to implement this program. The Materials specify required items for the learning center or for teacher-led activities. The Action Plan lists the outcomes of each step. The corresponding Voyages in English section or chapter is clearly noted. Lead students in the Step 5 review activity or game. Access all the resources for an Exploration through the Digital Library. An at-a-glance overview of the Exploration is provided. During Step 1, introduce the book and main concept from Voyages in English. Grade 5 Teacher Guide Grade 5 Books • 16 full-color books provided in packs of six • Historical fiction, science fiction, and informational texts • High-interest topics ground each Exploration Teacher-Led STEP 1 Access all the resources for this Exploration through the Digital Library. Self-Monitored STEP 2 Introduction Read aloud the Step 2 Printable directions to the class. Tell students to read Penguins on their own and complete the worksheet during independent work time. Remind students to return books and materials to their proper location when finished. INTRODUCE THE BOOK Display the image on page 9 of Penguins. Ask students what they know about penguins. Prompts can include: What did you learn about penguins from this image? Name some different kinds of penguins. What do you already know about these penguins? Record students’ responses on the board, circling any adverbs of manner students share. Tell students the book will give them a chance to learn about penguins and the places where they live. INTRODUCE THE TOPIC: ADVERBS Point out the adverbs on the board. Say: Adverbs describe verbs. They tell when, how often, where, or how an action happens. The author of Penguins uses adverbs to help explain where penguins live, how they care for their young, and much more. Then guide students through the first Voyages in English Grammar Lesson in Grade 5, Section 5: Adverbs of Time, Place, and Manner. Explain to students that they will practice identifying and using adverbs as they read Penguins. INTRODUCE THE LEARNING CENTER Point out the learning center. Tell students that they should complete Steps 2–4 during independent work time. Explain that Steps 2 and 4 have worksheets. Add that in Step 3 they will work with a partner and follow the directions on the poster displayed in the center. If you wish to introduce all steps at once, take time on this first day to present the directions for Steps 2–4 by following the Introduction directions that follow on this page and the next. ACTION PLAN Read the book to build vocabulary Complete vocabulary and adverbs of time, place, and manner practice MATERIALS Penguins Copies of Step 2 Printable Answer Key, p. 42 ACTION PLAN Introduce the book Introduce adverbs MATERIALS Penguins Voyages in English Grade 5, Section 5 STEP 1 Teacher-Led Reading: Build background for reading; tap prior knowledge. Grammar: Identify adverbs and adverb usage in context. STEP 2 Self-Monitored Reading: Build vocabulary skills using context. Grammar: Identify adverbs of time, place, and manner. STEP 3 With a Partner Reading: Read familiar text to develop fluency. Grammar: Use troublesome and negative words correctly. STEP 4 Self-Monitored Reading: Answer questions to demonstrate understanding. Grammar: Identify and use adverb clauses. STEP 5 Teacher-Led Grammar: Demonstrate understanding of adverbs. Reading: Recall and explain key details from nonfiction writing. ASSESS Self-Monitored After Step 5, distribute the URL for the online assessment and have each student complete it independently. ADVERBS For use with Voyages in English Grade 5 • Section 5 2 STEP ADVERBS OF TIME, PLACE, AND MANNER Read each sentence. Circle the adverb. Write whether it tells the time, place, or manner. 1. Penguins were once able to walk, fly, and swim. 2. They gradually lost their ability to fly. 3. They can move powerfully through the water. 4. Their plump bodies help them stay afloat. 5. Their heavy bones allow them to dive down into the deep water. 6. Penguins waddle slowly across the ice. 1. The penguin chicks gathered together in a to keep warm. 2. Penguin chicks grow new juvenile feathers after they . 3. Some kinds of penguins to avoid the coldest months. 4. Galápagos penguins live along Earth’s . 5. Penguins eat , which are tiny sea creatures with hard shells. 6. A does not have waterproof feathers. VOCABULARY Choose the best word from Penguins to complete the sentence. On the second line, write a new sentence using the word in the correct context. Penguins molt krill fledgling crèche migrate equator www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4489 Reading in Action • Grade 5 10 Reading in Action • Penguins With a Partner Self-Monitored Teacher-Led STEP 3 STEP 4 STEP 5 Play a Game Divide students into four teams: Emperors, Rockhoppers, Galápagos Penguins, and Little Blues. Give each group a sheet of paper and set a stopwatch to 20 seconds. Have one student from each team write a fact about his or her team’s penguin before time runs out. Then ask students to read aloud their team’s fact. If the fact is correct and completed in the time allowed, the team receives a point. If the team members can add an adverb to the fact, the team gets an extra point. Repeat until each team member has written and shared a fact. Review Using the Step 5 Printable, have students review the adverb concepts from Steps 2–4 and then write a book review for Penguins. Ask volunteers to share their reviews with the class. ACTION PLAN Play a review game Complete adverb and book reviews Introduction Read the Step 4 Printable directions to the class. Tell students to read Penguins on their own and then complete the worksheet during their independent work time. Remind students to return books and materials to their proper location when finished. Introduction Post the Step 3 Printable in the learning center and read aloud the fluency instructions. Then demonstrate how to complete the grammar activity. Assign partners and have them complete the activity during independent work time. Remind students to return books and materials to their proper location when finished. MATERIALS Penguins Copies of Step 5 Printable Stopwatch or clock Blank paper Answer Key, p. 42 ACTION PLAN Read the book to check comprehension Recognize and practice using adverb clauses MATERIALS Penguins Copies of Step 4 Printable Answer Key, p. 42 ACTION PLAN Read the book to build fluency Complete grammar practice with a partner MATERIALS Penguins Step 3 Printable Blank paper Answer Key, p. 42 Boo Review 5 STEP ADVERBS REVIEW Skim Penguins to look for sentences that match each category. Write the sentences on a separate sheet of paper. 1. Find a sentence with an adverb of time or place. Underline the adverb. Then tell whether it is an adverb of time or place. 2. Find a sentence with an adverb of manner. Underline the adverb. 3. Find a sentence with a troublesome or negative word. Underline the word. 4. Find a sentence with an adverb clause. Underline the adverb clause. Penguins The fact about penguins that I found most surprising was I found this fact surprising because The most important thing that people can learn from studying penguins is Rating: I gave this book stars because Title: Penguins Author: Neil Sims Fiction or Nonfiction (circle one) What did you think about Penguins? Write a review. Then share your review with others. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4492 Reading in Action • Grade 5 4 STEP ADVERB CLAUSES Underline the adverb clause in each sentence. Circle the conjunction that helps identify the clause. 1. Little blue penguins hunt for food in the water until evening comes. 2. Before the sun sets, people gather to watch the little blues emerge from the sea. 3. The penguins march to their burrows as soon as they leave the water. 4. Once they reach their burrows, they feed their hungry chicks. 5. When morning comes, little blue penguins head back out to the sea. Use Penguins as a guide. Complete each sentence with an adverb clause. 6. Galápagos penguins put their eggs in deep crevices . 7. Rockhopper penguins fight back against skuas . 8. Little blue populations were good . COMPREHENSION Read Penguins. Then answer the questions. 1. How are all penguins alike? (pages 6–10) 2. What are some features of emperor penguins’ bodies that help them survive? (pages 12–17) 3. Which penguin do you think has the most interesting ways to survive? Why? (pages 12–29) 4. What are two differences between rockhopper and little blue penguins? (pages 18–21, 26–29) Penguins www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4491 Reading in Action • Grade 5 Print and display this poster in your Reading in Action learning center for partner work. 3STEP GRAMMAR REVIEW Good is an adjective that modifies a noun. For example, She is a good listener. The adjective good describes listener, a noun. Well is generally an adverb that modifies verbs. For example, She listens well. The adverb well describes listens, a verb. If you are not sure whether to use good or well, try to identify whether you are describing a noun or a verb. FLUENCY TIP When you reach the end of a page, try to summarize it. If you have trouble, it might mean that you read it too quickly. Read the page again more slowly. Focus on making sense of the words. Then try summarizing the page again to check your understanding. GRAMMAR PRACTICE 1. Open Penguins as a guide. On a separate sheet of paper, rewrite and complete each sentence using good or well. a. Male emperor penguins are at caring for their eggs. b. They protect the eggs by tucking them inside a flap of loose skin on their belly. c. After the eggs hatch, the females take care of the chicks. 2. Rewrite and then complete each sentence with real or very. a. Rockhopper penguins are different from emperor penguins. b. Rockhoppers may look big in the photographs, but in life, they are much smaller than emperors. 3. Choose the correct word to complete each sentence. a. Galápagos penguins live on hot, dry islands that do not usually have (any no) cold days. b. (Anything Nothing) keeps them cool like swimming does. 4. Compare your responses with your partner’s. If your responses are different, discuss your reasoning. FLUENCY PRACTICE 1. First reading: Read Penguins together with your partner. Take turns reading every other page. This may take more than one reading session. 2. Second reading: Reread pages 12–21 with your partner. Alternate pages. Focus on your reading pace. Remember that you should read aloud naturally. Read slowly enough that your partner can easily understand what you are saying. 3. After the second reading, discuss the answers to these questions with your partner: Where did we find ourselves reading Penguins too quickly? How can we help each other slow down and read naturally? Penguins PARTNER WORK www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4490 Reading in Action • Grade 5 11 www.voyagesinenglish.com/reading • GRADE 5 vi Reading in Action • Program Components
Step 2 Printable During Step 2, students practice newly acquired vocabulary words and Grammar or Writing Concept One from Voyages in English. All vocabulary words appear in the book. The grammar or writing concept is clearly labeled and is introduced in Voyages in English. The activities in Reading in Action allow for students to build upon the grammar or writing concept in a natural way. Step 1 Printable For the Literary Analysis and the Book Reports Exploration, students get to select the book they want to read! To help students work through the Explorations, they use a Step 1 Printable. For the Poetry Exploration, students read a poem provided on a Step 1 Printable. For all other Explorations, students will be provided a book to read. Accessing the Printables The Digital Library is the key to managing the resources that accompany Reading in Action. With an access code provided by your administrator, the Digital Library eliminates the hassle of juggling printed worksheets and accessing assessments. 2STEP ADVERBS OF TIME, PLACE, AND MANNER Read each sentence. Circle the adverb. Write whether it tells the time, place, or manner. 1. Penguins were once able to walk, fly, and swim. 2. They gradually lost their ability to fly. 3. They can move powerfully through the water. 4. Their plump bodies help them stay afloat. 5. Their heavy bones allow them to dive down into the deep water. 6. Penguins waddle slowly across the ice. 1. The penguin chicks gathered together in a to keep warm. 2. Penguin chicks grow new juvenile feathers after they . 3. Some kinds of penguins to avoid the coldest months. 4. Galápagos penguins live along Earth’s . 5. Penguins eat , which are tiny sea creatures with hard shells. 6. A does not have waterproof feathers. VOCABULARY Choose the best word from Penguins to complete the sentence. On the second line, write a new sentence using the word in the correct context. Penguins molt krill fledgling crèche migrate equator www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4489 Reading in Action • Grade 5 YOUR TURN 1. List three stories or plays that you have read recently. Include the titles and authors. a. Title: Author: b. Title: Author: c. Title: Author: 2. List the characters that you find interesting from each story or play. a. b. c. 3. Circle the story or the play and two characters that you want to write about. 4. Explain why you chose the two characters that you did. Character 1: Character 2: 1 STEP Literary Analysis CHOOSING A TEXT FOR YOUR LITERARY ANALYSIS Have you ever read an interesting story or play that you’d like to write about? Now is your chance! You can share your ideas in a literary analysis. STUDENT MODEL Ava received the following prompt from her teacher: Compare and contrast two characters and include the effect of dialect. Ava thought about books she had recently read that featured two interesting characters. Ava wanted a book with a lot of dialogue because it is a helpful element to use when analyzing characters’ personalities and when examining dialect. She made a list of possible books. Ava decided that the supporting characters in Wonder would be the best subjects for the prompt. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4542 Reading in Action • Grade 5 vii www.voyagesinenglish.com/reading • GRADE 5
Program Components, continued Step 4 Printable During Step 4, students practice reading comprehension and Grammar or Writing Concept Three from Voyages in English. Page references are provided as a guide, so students can spend their time efficiently. Open-ended questions challenge students and show them that their opinions, thoughts, and feelings are important. For learning continuity, the grammar and writing concepts and the way they are defined are the same as Voyages in English. Step 3 Printable The Step 3 Printable should be displayed in the learning center. All Step 3 practice is completed with a partner. During Step 3, students practice their fluency skills and Grammar or Writing Concept Two from Voyages in English. The tips and notes in the side column not only provide support to students as they work on Step 3 but also can be applied by students outside the Exploration. 4STEP ADVERB CLAUSES Underline the adverb clause in each sentence. Circle the conjunction that helps identify the clause. 1. Little blue penguins hunt for food in the water until evening comes. 2. Before the sun sets, people gather to watch the little blues emerge from the sea. 3. The penguins march to their burrows as soon as they leave the water. 4. Once they reach their burrows, they feed their hungry chicks. 5. When morning comes, little blue penguins head back out to the sea. Use Penguins as a guide. Complete each sentence with an adverb clause. 6. Galápagos penguins put their eggs in deep crevices . 7. Rockhopper penguins fight back against skuas . 8. Little blue populations were good . COMPREHENSION Read Penguins. Then answer the questions. 1. How are all penguins alike? (pages 6–10) 2. What are some features of emperor penguins’ bodies that help them survive? (pages 12–17) 3. Which penguin do you think has the most interesting ways to survive? Why? (pages 12–29) 4. What are two differences between rockhopper and little blue penguins? (pages 18–21, 26–29) Penguins www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4491 Reading in Action • Grade 5 Print and display this poster in your Reading in Action learning center for partner work. 3STEP GRAMMAR REVIEW Good is an adjective that modifies a noun. For example, She is a good listener. The adjective good describes listener, a noun. Well is generally an adverb that modifies verbs. For example, She listens well. The adverb well describes listens, a verb. If you are not sure whether to use good or well, try to identify whether you are describing a noun or a verb. FLUENCY TIP When you reach the end of a page, try to summarize it. If you have trouble, it might mean that you read it too quickly. Read the page again more slowly. Focus on making sense of the words. Then try summarizing the page again to check your understanding. GRAMMAR PRACTICE 1. Open Penguins as a guide. On a separate sheet of paper, rewrite and complete each sentence using good or well. a. Male emperor penguins are at caring for their eggs. b. They protect the eggs by tucking them inside a flap of loose skin on their belly. c. After the eggs hatch, the females take care of the chicks. 2. Rewrite and then complete each sentence with real or very. a. Rockhopper penguins are different from emperor penguins. b. Rockhoppers may look big in the photographs, but in life, they are much smaller than emperors. 3. Choose the correct word to complete each sentence. a. Galápagos penguins live on hot, dry islands that do not usually have (any no) cold days. b. (Anything Nothing) keeps them cool like swimming does. 4. Compare your responses with your partner’s. If your responses are different, discuss your reasoning. FLUENCY PRACTICE 1. First reading: Read Penguins together with your partner. Take turns reading every other page. This may take more than one reading session. 2. Second reading: Reread pages 12–21 with your partner. Alternate pages. Focus on your reading pace. Remember that you should read aloud naturally. Read slowly enough that your partner can easily understand what you are saying. 3. After the second reading, discuss the answers to these questions with your partner: Where did we find ourselves reading Penguins too quickly? How can we help each other slow down and read naturally? Penguins PARTNER WORK www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4490 Reading in Action • Grade 5 viii Reading in Action • Program Components
Step 5 Printable For Explorations that focus on writing concepts, students demonstrate their understanding by writing a particular genre. When the focus is grammar, students complete a variety of tasks to show what they have learned. At the end of each Exploration, students complete a book review that allows them to summarize the book and synthesize what they learned or would like to learn more about. Then students rate each book and are encouraged to share their review with the rest of the class. Assessment After Step 5, access the book’s Online Vocabulary and Comprehension Assessment in your Digital Library. Each interactive assessment includes five vocabulary questions and five comprehension questions. Depending on the implementation model chosen, the assessment link may be emailed directly to students (individually, in groups, or as a class) and completed in class or at home. Students then complete and return the assessment results. Boo Review 5STEP ADVERBS REVIEW Skim Penguins to look for sentences that match each category. Write the sentences on a separate sheet of paper. 1. Find a sentence with an adverb of time or place. Underline the adverb. Then tell whether it is an adverb of time or place. 2. Find a sentence with an adverb of manner. Underline the adverb. 3. Find a sentence with a troublesome or negative word. Underline the word. 4. Find a sentence with an adverb clause. Underline the adverb clause. Penguins The fact about penguins that I found most surprising was I found this fact surprising because The most important thing that people can learn from studying penguins is Rating: I gave this book stars because Title: Penguins Author: Neil Sims Fiction or Nonfiction (circle one) What did you think about Penguins? Write a review. Then share your review with others. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4492 Reading in Action • Grade 5 Boo Review 5STEP Raising Courage PERSONAL NARRATIVES WORKSHOP Think about a time when you tried something new that made you nervous. On a separate sheet of paper, write a personal narrative about your experience. Remember Use concrete words and sensory details to paint a picture of what happened. Use a strong and natural voice to help readers understand how you feel about the experience. Read aloud your narrative and listen for a natural voice. Add interest to your writing by using different kinds of sentences. This story is about The part of the story I found the most interesting was because One lesson I learned from Lily and Courage is Rating: I gave this book stars because Title: Raising Courage Author: Cheryl Solimini Fiction or Nonfiction (circle one) What did you think about Raising Courage? Write a review. Then share your review with others. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4508 Reading in Action • Grade 5 Boo Review 5STEP Raising Courage PERSONAL NARRATIVES WORKSHOP Think about a time when you tried something new that made you nervous. On a separate sheet of paper, write a personal narrative about your experience. Remember Use concrete words and sensory details to paint a picture of what happened. Use a strong and natural voice to help readers understand how you feel about the experience. Read aloud your narrative and listen for a natural voice. Add interest to your writing by using different kinds of sentences. This story is about The part of the story I found the most interesting was because One lesson I learned from Lily and Courage is Rating: I gave this book stars because Title: Raising Courage Author: Cheryl Solimini Fiction or Nonfiction (circle one) What did you think about Raising Courage? Write a review. Then share your review with others. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4508 Reading in Action • Grade 5 ix www.voyagesinenglish.com/reading • GRADE 5
Teacher-Led STEP 1 Self-Monitored STEP 2 Introduction Read aloud the Step 2 Printable directions to the class. Tell students to read Amusement Park Science on their own and complete the worksheet during independent work time. Remind students to return books and materials to their proper location when finished. INTRODUCE THE BOOK Display the cover and interior images of Amusement Park Science. Ask: What do all of the images have in common? Have students share their ideas. Then say: All the rides and people in the images appear to be moving. Next have students share what they think the book will be about. Point out the title of the book and ask: How do you think the book would be different if the title were The History of Amusement Parks? As students share their answers, record the action verbs you hear on the board. INTRODUCE THE TOPIC: VERBS Point out the verbs on the board. Say: A verb is a word that describes an action or a state of being. Every sentence needs a verb. Verbs help tell us about motion and activity in Amusement Park Science. Then guide students through the first Voyages in English Grammar Lesson in Grade 5, Section 4: Action Verbs and Being Verbs. Explain to students that they will practice using verbs as they read Amusement Park Science. INTRODUCE THE LEARNING CENTER Point out the learning center. Tell students that they should complete Steps 2–4 during independent work time. Explain that Steps 2 and 4 have worksheets. Add that in Step 3 they will work with a partner and follow the directions on the poster displayed in the center. If you wish to introduce all steps at once, take time on this first day to present the directions for Steps 2–4 by following the Introduction directions that follow on this page and the next. ACTION PLAN Read the book to build vocabulary Complete vocabulary and action and being verbs practice MATERIALS Amusement Park Science Copies of Step 2 Printable Answer Key, p. 41 STEP 1 Teacher-Led Reading: Build background for reading; tap prior knowledge. Grammar: Identify verbs and verb usage in context. STEP 2 Self-Monitored Reading: Build vocabulary skills using context. Grammar: Identify action and being verbs in context. STEP 3 With a Partner Reading: Read familiar text to develop fluency. Grammar: Identify the present, past, and past participle forms of irregular verbs. STEP 4 Self-Monitored Reading: Answer questions to demonstrate understanding. Grammar: Demonstrate understanding of simple verb tenses. STEP 5 Teacher-Led Grammar: Demonstrate understanding of verbs. Reading: Recall and explain key details from nonfiction writing. ASSESS Self-Monitored After Step 5, distribute the URL for the online assessment and have each student complete it independently. ACTION PLAN Introduce the book Introduce verbs MATERIALS Amusement Park Science Voyages in English Grade 5, Section 4 VERBS For use with Voyages in English Grade 5 • Section 4 Access all the resources for this Exploration through the Digital Library. 2STEP ACTION VERBS AND BEING VERBS Underline the verb in each sentence. Then write whether it is an action verb or a being verb. 1. Bumper cars are different from other cars. 2. The wide bumpers around the bottom keep passengers safe. 3. Riders are safe because of the bumpers. 4. Bumper cars collide all the time. 5. They exert a force on each other. 6. They move in opposite directions because of the force. 7. The jolt is stronger for the people in the lighter car. 1. centripetal force 2. energy 3. force 4. kinetic energy 5. potential energy 6. rotating 7. weightlessness a. energy that an object has because of its motion b. a sensation someone feels when he or she no longer feels the pull of gravity c. a force toward the center of a circle that causes an object to move in a circular path d. energy that an object has stored e. something that starts an object moving or that stops or changes an object’s motion f. turning (in a circle) around an axis g. the capacity for doing work; forms include kinetic, potential, sound, and heat VOCABULARY Match each word from Amusement Park Science to its definition. On a separate sheet of paper, write a sentence using each word in the correct context. Amusement Par Science www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4485 Reading in Action • Grade 5 8 Reading in Action • Amusement Park Science SAMPLE
With a Partner Self-Monitored Teacher-Led STEP 3 STEP 4 STEP 5 Review Activity Round 1: Have students form two circles, similar to the inner and outer circles on a carousel. Tell students in the outer circle to start walking slowly around the circle when the music starts and to stop when it stops. At that point, each student in the outer circle should turn to the person closest to him or her in the inner circle and share a fact from the book. Then have him or her identify the verbs in each fact. Round 2: Repeat the activity, having the students in the inner and outer circles take turns walking. Review Using the Step 5 Printable, have students review the verb concepts from Steps 2–4 and then write a book review for Amusement Park Science. Ask volunteers to share their reviews with the class. ACTION PLAN Complete a review activity Complete verb and book reviews Introduction Read the Step 4 Printable directions to the class. Tell students to read Amusement Park Science on their own and then complete the worksheet during their independent work time. Remind students to return books and materials to their proper location when finished. Introduction Post the Step 3 Printable in the learning center and read aloud the fluency instructions. Then demonstrate how to complete the grammar activity. Assign partners and have them complete the activity during independent work time. Remind students to return books and materials to their proper location when finished. MATERIALS Amusement Park Science Copies of Step 5 Printable Music player Answer Key, p. 41 ACTION PLAN Read the book to check comprehension Practice using simple verb tenses MATERIALS Amusement Park Science Copies of Step 4 Printable Answer Key, p. 41 ACTION PLAN Read the book to build fluency Complete grammar practice with a partner MATERIALS Amusement Park Science Step 3 Printable Blank paper Answer Key, p. 41 Boo Review 5STEP VERBS REVIEW Skim Amusement Park Science to look for sentences that match each category. Write each sentence that you find and circle the verb. 1. Find two sentences: one with an action verb and one with a being verb. 2. Find a sentence with one irregular verb. 3. Find a sentence with one verb in the simple past, simple present, or simple future tense. Amusement Par Science Title: Amusement Park Science Author: Dan Greenberg Fiction or Nonfiction (circle one) What did you think about Amusement Park Science? Write a review. Then share your review with others. The ride I found most interesting to learn about was because This ride helped me understand how I would encourage others to learn about the laws of motion because Rating: I gave this book stars because www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4488 Reading in Action • Grade 5 4STEP SIMPLE TENSES Complete each sentence with the form of the verb in parentheses. 1. The roller coaster slowly (climb; simple present) the steep hill. 2. An electric motor (help; simple present) it reach the top. 3. After a brief pause, you (start; simple future) to fall. 4. The people around you (scream; simple future) with delight. 5. Who (want; simple past) to sit in the last car? 6. The last car (travel; simple present) the fastest. 7. Soon, the car (go; simple future) around a loop. 8. Loops were (add; simple past) to roller coasters in the 1970s. 9. Engineers (realize; simple past) that oval loops would be safest. 10. Designers (continue; simple future) to build exciting rides. COMPREHENSION Read Amusement Park Science. Then answer the questions. 1. Why do you think the author chose Amusement Park Science as the title of this book? 2. How does a roller coaster work? (pages 20–27) 3. How is a pendulum ride at an amusement park similar to a swing set at a playground? (pages 17–19, 28) 4. How does reading about a carousel help you better understand the science of movement and energy? (pages 10–13) Amusement Par Science www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4487 Reading in Action • Grade 5 Print and display this poster in your Reading in Action learning center for partner work. 3STEP GRAMMAR REVIEW Irregular verbs are different from regular verbs. Their simple past and past participle forms do not end in -ed. Sometimes, the simple past and past participle forms are the same. For example, the simple past and participle of teach is taught and taught. Other words like swim have different forms. The simple past of swim is swam, but the past participle is swum. FLUENCY TIP Think of end punctuation marks like signals from a coach. For example, a baseball coach might tell a player to stop at first base or speed up and run to second. Similarly, end punctuation tells us when to stop, slow down, or change our voices. Remember to pay attention to the author’s signals as you read! GRAMMAR PRACTICE 1. Open Amusement Park Science as a guide and work with your partner to complete the tasks. 2. On a separate sheet of paper, rewrite the irregular verbs below and identify the present, past, and past participle of each verb. a. begin c. bend b. keep d. swing 3. Next read the following sentences. Write the past or past participle of the irregular verb in parentheses to complete each sentence. a. We had (ride) on the carousel at the state fair. b. The centripetal force (make) the ride move in a circle. c. We (go) on the Ferris wheel next. d. The first Ferris wheel was (build) in 1893. e. We looked down and (see) the entire fair below us. FLUENCY PRACTICE 1. First reading: Read Amusement Park Science together with your partner. Take turns reading every other page. This may take more than one reading session. 2. Second reading: Reread pages 5–15 with your partner for fluency. Alternate pages. Practice pausing at end punctuation. Raise your voice at the end of the sentence when you see a question mark. Show excitement when you see an exclamation point. 3. After the second reading, discuss the answer to this question with your partner: In Amusement Park Science, how did the end punctuation help us read with expression? Amusement Par Science PARTNER WORK www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4486 Reading in Action • Grade 5 9 www.voyagesinenglish.com/reading • GRADE 5 SAMPLE
Teacher-Led STEP 1 Self-Monitored Introduction Read aloud the Step 2 Printable directions to the class. Tell students to read One Thing Leads to Another on their own and complete the worksheet during independent work time. Remind students to return books and materials to their proper location when finished. STEP 2 INTRODUCE THE BOOK Display the cover and pages 4 and 5 of One Thing Leads to Another. Briefly summarize page 5. Ask: Based on the title of the book and the name of the first chapter, what do you think this book will be about? Why do you think the word can is underlined in the chapter title? Explain that the book will describe how people have built on each other’s ideas to develop many of the inventions we use today. Say: You’ll be working with this book to learn about how-to articles. INTRODUCE THE TOPIC: HOW-TO ARTICLES Display a recipe. Say: A recipe is an example of how-to writing. What elements does this recipe have? How might each one be helpful to readers? Ask students to tell about a time when they used how-to writing to learn how to do something. Ask: Which elements made the instructions clear and helpful? (diagrams, the numbered steps) Then guide students through the first Voyages in English Writing Lesson in Grade 5, Chapter 2: What Makes a Good How-to Article? INTRODUCE THE LEARNING CENTER Point out the learning center. Tell students that they should complete Steps 2–4 during independent work time. Explain that Steps 2 and 4 have worksheets. Add that in Step 3 they will work with a partner and follow the directions on the poster displayed in the center. If you wish to introduce all steps at once, take time on this first day to present the directions for Steps 2–4 by following the Introduction directions that follow on this page and the next. ACTION PLAN Read the book to build vocabulary Complete vocabulary and how-to articles practice MATERIALS One Thing Leads to Another Copies of Step 2 Printable Answer Key, p. 44 STEP 1 Teacher-Led Reading: Build background for reading; tap prior knowledge. Writing: Identify elements of a how-to article. STEP 2 Self-Monitored Reading: Build vocabulary skills using a dictionary. Writing: Identify topics for a how-to article. STEP 3 With a Partner Reading: Read familiar text to develop fluency. Writing: Arrange steps in a logical order. STEP 4 Self-Monitored Reading: Answer questions to demonstrate understanding. Writing: Use transition words in how-to writing. STEP 5 Teacher-Led Writing: Demonstrate understanding of key elements used in a how-to article. Reading: Recall and explain key details from nonfiction writing. ASSESS Self-Monitored After Step 5, distribute the URL for the online assessment and have each student complete it independently. ACTION PLAN Introduce the book Introduce how-to articles MATERIALS Recipe One Thing Leads to Another Voyages in English Grade 5, Chapter 2 HOW-TO ARTICLES For use with Voyages in English Grade 5 • Chapter 2 Access all the resources for this Exploration through the Digital Library. 2STEP HOW-TO ARTICLES: TOPIC Tell which of the following would be a good topic for a how to-article. Explain your reasons. 1. adding special effects to a video 2. why inventing a tool to clean your room is a good idea Reread the how-to article on pages 12–13 of One Thing Leads to Another. 3. What is the topic of the how-to article? How does it relate to one of the inventions in the book? 1. impact (page 7) 2. innovative (page 8) 3. lever (page 16) 4. panoramas (page 10) 5. patent (page 17) One Thing Leads to Another VOCABULARY Find each word in One Thing Leads to Another. Use context to write a definition in your own words. Then check your definition in a dictionary and make any needed corrections. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4509 Reading in Action • Grade 5 20 Reading in Action • One Thing Leads to Another SAMPLE
With a Partner Self-Monitored Teacher-Led STEP 3 STEP 4 STEP 5 Play a Game Round 1: Divide students into three teams. Have each student write a fun or interesting fact that he or she learned from One Thing Leads to Another on a slip of paper. Collect the slips in a basket. Have students from each team take turns picking a fact and silently acting it out while the rest of the team guesses. Round 2: Rearrange the groups and repeat the activity, but this time have groups race against each other to be the first group to guess the fact. Use a timer to keep a total of the amount of time it takes for each group to guess its fact. The group with the fastest time overall wins. Review Using the Step 5 Printable, have students write a how-to article about something they know how to make and then write a book review for One Thing Leads to Another. Ask volunteers to share their reviews with the class. ACTION PLAN Play a review game Complete a book review Write a how-to article Introduction Read the Step 4 Printable directions to the class. Tell students to read One Thing Leads to Another on their own and then complete the worksheet during their independent work time. Remind students to return books and materials to their proper location when finished. Introduction Post the Step 3 Printable in the learning center and read aloud the fluency instructions. Then demonstrate how to complete the logical order activity. Assign partners and have them complete the activity during independent work time. Remind students to return books and materials to their proper location when finished. MATERIALS One Thing Leads to Another Copies of Step 5 Printable Slips of paper Basket Timer Answer Key, p. 44 ACTION PLAN Read the book to check comprehension Practice using transition words MATERIALS One Thing Leads to Another Copies of Step 4 Printable Answer Key, p. 44 ACTION PLAN Read the book to build fluency Complete logical order practice with a partner MATERIALS One Thing Leads to Another Step 3 Printable Blank paper Answer Key, p. 44 Boo Review 5STEP HOW�TO ARTICLES WORKSHOP Think about a craft you enjoy making. On a separate sheet of paper, write a how-to article about your topic. Remember Be sure your topic is something you know well and can explain clearly. Place the steps in a logical order using a numbered list. Use transition words and phrases, such as first, so, then, next, later, and finally, to help readers follow the steps in order. One Thing Leads to Another The invention from the book that interests me the most is because It is important to know how inventions changed over time because If I were to invent something, it would be Rating: I gave this book stars because Title: One Thing Leads to Another Author: Debra Lucas Fiction or Nonfiction (circle one) What did you think about One Thing Leads to Another? Write a review. Then share your review with others. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4512 Reading in Action • Grade 5 4STEP TRANSITION WORDS Read the paragraph below about the invention of the Vacuum Dirt Mat. Write a transition word in each blank. Use transition words that you know. 1. ennifer Garcia was tired of vacuuming dirt from the floor mat, she identified the problem and a partial solution: vacuum her shoes instead of the floor. She decided to invent a floor mat with a built-in vacuum. , she drew a plan of how the mat would work. , she built it, working on one section at a time. , she was finished. She entered the Vacuum Dirt Mat in a competition, and it won first prize! Read the paragraph below about how roller skates have changed over time. Replace some of the then transition words in parentheses with other suitable transition words. 2. Most early roller skates had a row of wheels attached to the bottom of a shoe. Then, in 1867, ames Plimpton invented skates that had two wheels in the front and two in the back. (Then), people could skate backward and turn. (Then), inventors started using new materials and designs. (Then), modern in-line skates were invented. They are lighter and give the skater much more control. COMPREHENSION Read One Thing Leads to Another. Then answer the questions. 1. How are the inventions in this book alike? (pages 4–30) 2. How did an argument about a horse lead to the invention of motion pictures? (pages 8–12) 3. What did Nestlé do that helped make the invention of chocolate chip cookies even better? (pages 25–27) 4. Why do you think the invention of the lightbulb helped people? (pages 18–21) One Thing Leads to Another www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4511 Reading in Action • Grade 5 Print and display this poster in your Reading in Action learning center for partner work. 3STEP FLUENCY TIP When you read aloud a nonfiction book, pretend you are teaching a friend about the topic. Make each sentence sound interesting. If you come to a question, pause briefly so your listener can think about it. If you come to a fact that is surprising or interesting, change your voice so it stands out for your listener. LOGICAL ORDER PRACTICE 1. Open One Thing Leads to Another to pages 12–13 as a guide. 2. The steps below are about how to make still pictures move, but they are out of order. Read the steps with your partner and think about the correct order. Then on a separate sheet of paper, write the steps in the correct order using a numbered list. a. Attach a third paper and draw the person again with the ball a bit higher. b. Continue adding papers and drawing the moving ball over the person’s head and toward the other hand. c. First, draw someone holding a ball. d. Flip all the pages to watch the ball move to the other hand! e. Then, put a second paper on top. Draw the person again but move the ball up a bit. f. Flip through the first three pages so you can see how the drawings move so far. 3. Now write a numbered list with your partner that describes how to get from your classroom to the library. FLUENCY PRACTICE 1. First reading: Read One Thing Leads to Another together with your partner. Take turns reading every other page. This may take more than one reading session. 2. Second reading: Reread pages 15–21 with your partner for fluency. Alternate paragraphs. Think about your expression. Practice reading with your natural voice, as if you are speaking to a friend. 3. After the second reading, discuss the answer to this question with your partner: In One Thing Leads to Another, how did reading to each other using our natural voices help us get excited about Mary Anderson’s invention? One Thing Leads to Another HOW�TO ARTICLE WRITING TIP In a how-to article, the steps are presented in logical order, or the order in which the steps will be completed. Putting the steps in a numbered list before you write them in paragraph form can help you keep the steps in order. PARTNER WORK www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4510 Reading in Action • Grade 5 21 www.voyagesinenglish.com/reading • GRADE 5 SAMPLE
languagearts.loyolapress.comRkJQdWJsaXNoZXIy OTQ3NzU=