ELA Teacher Resources and Answer Key GRADE 5
Teacher Resources and Answer Key READING
Grade 5 3
SCHOLASTIC INC. Scholar Zone Extended Learning gratefully acknowledges content provided by Scholastic Magazines+.
Excepting those parts intended for classroom use, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012. Scholastic Inc. grants teachers who have purchased this product permission to reproduce from this book those pages intended for use in their classrooms. Notice of copyright must appear on all copies of copyrighted materials.
Compilation copyright © 2021 by Scholastic Inc. All rights reserved. Published by Scholastic Inc. Printed in the U.S.A. ISBN 978-1-338-82461-2 SCHOLASTIC and associated logos are trademarks and/or registered trademarks of Scholastic Inc. 1 2 3 4 5 6 7 8 9 10 150 31 30 29 28 27 26 25 24 23 22 Scholastic Inc., 557 Broadway, New York, NY 10012
TK I Welcome to Scholar Zone Extended Learning! (continued)
Overview of Session Types: Grade 5, Volume 3 Reading Time
Students read and discuss engaging fiction and informational texts.
Respond to Reading (Write About Reading, Think It Through)
Activities tied to the Reading Time texts guide students to apply comprehension strategies as they respond to texts through writing, drawing, and responding to questions.
Skills Practice (Ready, Set, Read, Write!; Word Work)
Additional activities build and reinforce grade-level English Language Arts skills in varied formats.
Write About the Read-Aloud
Students listen as a read-aloud text is read by the teacher. They think about the text and respond in writing through prompts that guide them to apply comprehension strategies.
My Journal
Students have the opportunity to reflect on and write about ideas that are likely to be important to them.
Science Time
Scholastic’s SuperScience articles give students opportunities to branch out into STEM topics for a few sessions to build science knowledge and skills.
Just for Fun
Open-ended Just for Fun pages at the back of the book provide opportunities for early finishers or students looking for diverting activities to create, write, and draw. These optional activities can be done at any time, just for fun.
3
Supporting Students’ Work With Reading and Language Arts
As students engage in reading and language arts work, ask them to explain their thinking. Provide coaching as needed for areas that challenge students, referring to any supports on the pages. Engage students in conversation to broaden their speaking and listening skills. Consult the Answer Key provided if you need to find correct answers. Coaching Strategies When a student responds to a text, say: • Interesting idea! What details in the text led you to this idea? • I can see you are really thinking. • What other ideas would you like to share? When a student appears to be confused or challenged, say: • Let’s think about this together. Begin by modeling your thinking, giving hints as needed, and guiding the student to develop a response. • Let’s see how you can use the information here to help with this.
• Break down the task. First, we need to figure out ... • Remember, there’s no such thing as a “good reader.” When we put in effort, we are all “growing readers.” • Remember, no one is a “bad writer.” We just need to learn the tools that will make us “strong writers.” When a student comes up with an incorrect response, say: • Think about this and try again. • Remember, you can always ask for help. • Let’s sound this word out together. • Let’s break this big word into smaller parts so we can figure it out.
4
Sharing Texts and Read-Alouds
Scholar Zone Extended Learning provides discussion questions to help you guide students through texts in the student books. Expand the questioning and conversations as students engage with the texts to build comprehension and enjoyment. Engaging Students With Fiction Texts • Preview the text with students, reading the title and discussing images. Invite them to talk about what they notice and make predictions about what the story will be about. • Identify the time and place in which the story takes place. Build background as needed, discussing what students know or might need to know before reading. • If you are reading aloud, pause to explain challenging vocabulary. Or ask students to circle unfamiliar words. After reading, have students help with explanations. • After reading, have students retell the story in their own words. Ask them to think about why the author wrote the story and what the author might want readers to think about. • If a reading occurs over more than one session, have students collaborate to retell key events before resuming reading. Engaging Students With Informational Texts • Preview the text with students, reading the title and discussing the images. Introduce the topic and invite students to share what they know about it. Build background as needed, discussing what they might need to know in order to understand the text. • During or after reading, ask questions or point out interesting information. Focus on the informational text features—photos, headings, diagrams, labels, and illustrations. • If you are reading aloud, pause to explain challenging vocabulary. Or ask students to circle unfamiliar words. After reading, have students help with explanations. Review the information shared in the text to reinforce students’ understanding and help them build knowledge. • If a reading occurs over more than one session, have students collaborate to retell key ideas and details before resuming reading. Books to Use for Read-Alouds Scholar Zone Extended Learning ELA provides time for sharing read-alouds with students. Look for Write About the Read-Aloud pages on every fourth session in the student books. Use read-alouds that are provided with Scholar Zone Extended Learning and/or books that align with student interests, current events, or curricular priorities. Try alternating between fiction and informational titles. If you have multiple choices, let students vote on which book they’d like to hear read aloud.
5
Sharing Texts and Read-Alouds (continued)
Sample Questions for Read-Alouds Fiction Texts Analyze Character: Why do you think the character (did something/said something/ reacted in a certain way) ? What makes you think that? Plot/Problem and Solution: What problem is the character facing? How is the character trying to solve the problem? Summarize: What’s been happening so far? (As you continue reading a book over time, ask students to give a quick review of what’s happened so far.)
Informational Texts
Topic: What does the author want us to learn about?
Key Ideas and Details: What is the key idea of the section we just read? What details help explain it? Summarize: What was the last section mostly about? What is the most important information you’ve learned from the text so far?
Make Predictions: What do you think will happen next? Why?
Cause and Effect: What event does the text explain? What caused this event to occur?
Setting: Where and when is this action taking place? What clues help you to know?
Problem and Solution: What problem(s) does the author explain? What solutions have been tried out? Author’s Purpose/Point of View: Why do you think the author wants us to know this information? Author’s Craft: How would you describe the writing style the author uses? What makes the text interesting and engaging (or not)? Make Connections: How might you use the information you learned from this text in your life?
Theme: What do you think the author wants us to be thinking about?
Author’s Craft: What do you notice and enjoy about the author’s writing style?
Make Connections: Are there parts of the story that remind you of another text you’ve read? Explain. Are there parts that remind you of your own experiences? Explain.
6
Planning and Pacing
Each session may be accomplished in one day. If a session takes longer, just complete it the next day. Pacing is flexible, and you may adapt it to meet your needs. You may also choose to reorder sessions based on the needs of your students. Pacing Guide: Grade 5, Volume 3
1 S
2 S
3 S
4 S
Reading Time: Rock Star, pp. 4–5
Think It Through, pp. 6–7
Ready, Set, Read, Write!, p. 8 Word Work, p. 9
Write About the Read-Aloud, p. 10 My Journal, p. 11
• Read Informational Text: Build knowledge about a young woman who became a professional rock climber despite her disability
• Practice:
• Practice: Building comprehension of a passage by making inferences; Practicing
• Practice: To identify the key ideas and details in an informational text • Write: To write a letter
Identifying key ideas and details, drawing conclusions, and asking questions to build comprehension of an informational article; Building on and making personal connections to text ideas
vocabulary and building words
5 S
6 S
7 S
8 S
Reading Time: Athena vs. Poseidon, pp. 12–13 • Read Literary Text: Read a myth about the Greek goddess Athena and how the city of Athens, Greece, received its name
Write About Reading, pp. 14–15
Ready, Set, Read, Write!, pp. 16–17
Write About the Read-Aloud, p. 18 My Journal, p. 19
• Write: To use story details to write an original narrative; To envision a scene that takes place in a myth
• Practice: Comparing and contrasting genres and completing a riddle activity; Practicing
• Practice:
Identifying the problems and solutions in an informational text • Write: To convey an imagined experience
vocabulary and building words
7
Planning and Pacing (continued)
9 S
10 S
11 S
12 S
Science Time: Chocolate Crisis?, pp. 20–21
Science Time: Chocolate Crisis? (continued), pp. 22–23
Explore More, p. 24 Word Work, p. 25
Write About the Read-Aloud, p. 26 My Journal, p. 27
• Read Informational Text: Build knowledge about how climate change
• Read Informational Text: Build knowledge about how climate change
• Practice:
• Practice:
Identifying where and when key events occur in an informational text • Write: To convey an imagined experience
Identifying key ideas and details and making inferences using information from a map; Using text evidence to answer questions about the text
and disease have put the future of chocolate at risk
and disease have put the future of chocolate at risk
13 S
14 S
15 S
16 S
Reading Time: The Pied Piper, pp. 28–29 • Read Literary Text: Read a folktale about a town that
Write About Reading, pp. 30–31
Word Work, pp. 32–33
Write About the Read-Aloud, p. 34 My Journal, p. 35
• Practice: Learning how prefixes change word meaning; Analyzing words with prefixes
• Practice:
• Write: To use story details to write an opinion piece; To envision events that take place after a story
Identifying the key facts and events in an informational text • Write: To write and draw about a real experience
strikes a deal to get rid of its rat problem
8
Planning and Pacing (continued)
17 S
18 S
19 S
20 S
Reading Time: Wild in the City, pp. 36–37
Reading Time: Wild in the City (continued), pp. 38–39
Think It Through, p. 40 Write About Reading, p. 41 • Practice: Using map skills, identifying key ideas and details, practicing vocabulary skills, and making personal connections to an informational text
Write About the Read-Aloud, p. 42 My Journal, p. 43
• Read Informational Text: Build knowledge about different types of wildlife moving into urban areas
• Read Informational Text: Build knowledge about different types of wildlife moving into urban areas
• Practice: Retelling the sequence of text events and making predictions • Write: To write about an imaginary experience
• Write: To use speaking and
listening skills to share and explain opinions
21 S
22 S
23 S
24 S
Reading Time: How the Buffalo Were Released on Earth, pp. 44–45 • Read Literary Text: Read a folktale about how Coyote released the buffalo on Earth
Write About Reading, pp. 46–47
Ready, Set, Read, Write!, pp. 48–49
Write About the Read-Aloud, p. 50 My Journal, p. 51
• Write: To use story details to write a narrative; To develop an idea for an illustration that reflects the setting and events of a folktale
• Practice: Practicing vocabulary, spelling, grammar, handwriting, and language analysis; Identifying key ideas and details, determining the author’s point of view, distinguishing fact and using context clues to build comprehension of an informational passage opinion, drawing conclusions, and
• Practice: Analyzing the main character of a fiction text • Write: To express feelings and preferences in song lyrics
9
Planning and Pacing (continued)
25 S
26 S
27 S
28 S
Science Time: The Secrets of Slime, pp. 52–53
Science Time: The Secrets of Slime (continued), pp. 54–55 • Read Informational Text: Build knowledge about how different
Explore More, pp. 56–57
Write About the Read-Aloud, p. 58 My Journal, p. 59
• Read Informational Text: Build knowledge about how different animals use slime, or mucus, in unique ways
• Practice:
• Practice:
Demonstrating comprehension of an informational article; Using information from a chart to draw conclusions
Identifying and describing the setting of an informational text • Write: To convey an imagined experience
animals use slime, or mucus, in unique ways
29 S
30 S
31 S
32 S
Reading Time: The Secret Garden, pp. 60–61 • Read Literary Text: Read an excerpt from a classic fantasy story that tells about a young girl on a quest to discover secrets
Write About Reading, pp. 62–63
Word Work, pp. 64–65
Write About the Read-Aloud, p. 66 My Journal, p. 67
• Write: To make
• Practice:
• Practice:
inferences about a character based on what other characters say and think about that character; To envision a character in a story
Identifying a problem and solution in a fiction text
Identifying subject and object pronouns; Practicing vocabulary and building words
• Write: To write about being
inspired by reading, writing, and/or drawing
Just for Fun, pp. 68–79
10
Answer Key
Session 2 Page 6: Think It Through 1. Answers will vary but could include that learning to climb with only one hand is more challenging than learning to climb with two. Falling is an important part of learning how to climb. 2. The force of gravity pulls a climber toward the ground. The force of friction between the rock and the climber’s shoes and hands keeps the climber from sliding off the rock wall. 3. C 4. D 5. Answers will vary. Interview questions may include: When did you decide you wanted to be a rock climber? What’s the most difficult climb you’ve ever done? What is one piece of advice you would give to someone who wants to become a professional rock climber? Session 3 Page 8: Making Inferences 1. Inference, Inference, Fact, Inference; 2. yes, no, no Page 9: Strength Training weak, week, weed, reed, read, road, roach, coach, couch, touch, tough Session 7 Page 16: Jumpstart Ready, Set, Read! 1. Both were originally spread by word of mouth. 2. Myths explain how the world works or came to be, while fables attempt to teach a lesson. 3. Answers and explanations will vary. BrainTeaser: 1. towel or sponge 2. a ton 3. the wind 4. a hole 5. a river
Page 17: And the Winner Is… champ, chomp, chimp, chip, chin, shin, spin, spinner, dinner, winner Session 10 Page 23: Chocolate Meltdown 1. Answers will vary, but milk chocolate typically has a lower melting point because it has a lower percentage of cocoa. 2. Chocolate’s melting point can be affected by the amount of cocoa in the chocolate; the addition of other ingredients, such as sugar and milk; and how the chocolate is made. TAKE IT FURTHER: White chocolate melts at a lower melting point than both milk and dark chocolate because it does not contain any cocoa. Session 11 Page 24: Cocoa Makers
1. B 2. A
3. Cacao trees grow best in tropical rainforest areas, found near the equator. Much of the United States is not warm or rainy enough for them to grow. 4. Answers may include that the areas of the world where cacao trees can grow will shrink and that many countries may not be able to produce cocoa at all. Page 25: Find the Evidence 1. Answers may include that there are fewer areas of the world suitable for growing cacao plants because of increased droughts and because diseases are threatening the survival of cacao trees.
2. A 3. C
4. Answers may include that tropical rainforests are expected to experience more droughts as temperatures rise in areas around the equator.
11
Answer Key (continued)
Cursive Quote: Check students’ handwriting for accuracy and legibility. Responses will vary. Analogy of the Day: D (antonyms analogy) Check that students’ answers are reasonable. Page 49: Pets in Paris 1. A; 2. A. Fact; B. Fact; C. Opinion; 3. B; 4. C Session 27 Page 56: No-Sweat Bubble Test 1. D 2. D 3. A 4. A 5. C 6. B 7. C 8. D 9. B 10. B Page 57: Snot Signals 1. A 2. C 3. C 4. Drink water. 5. Answers will vary. Sample response: Breathing air in a dusty room. Snot traps dust particles and turns mucus brown. Session 31 Page 64: Word Work Subject and Object Pronouns Page 45 1. They 4. him 7. it 2. It 5. She 6. her 8. We 11. her 12. she 3. He 9. us Page 46 A. 1. b 2. c 2. a 3. c 3. c 4. a 4. b B. 1. a a nsWer k ey
Plants in tropical rainforests will also grow more slowly because of limited water. 5. Answers may include that disease-resistant cacao plants are growing on farms in Central American countries and that cacao trees may be bred to be resilient to climate change. Session 15 Page 33: Together We Stand: co- com- col-
collect – to group together coexist – to exist together
coworkers – people who work together cooperate – to work together with others collide – to come together combine – to mix together compound – something formed by combining parts together company – group of people who work together colony – group of living things that live together compartment – section of spaces that are together communicate – to share information together compress – to squeeze together Session 19 Page 40: Think It Through 1. B 2. D 3. A 4. whatever food or shelter is available 5. Answers will vary. Session 23 Page 48: Jumpstart Word of the Day: Check students’ paragraphs for accurate usage of the term. Sentence Mender: Niko’s dad really knows the ropes when it comes to sailing.
Pag A.
10. them 13. them
14. it
5. b 5. b
B.
Page 47 A. 1. neighbor him
4. holes them
2. roses They 3. garden It
5. woodcutter you 6. woodcutter he
C.
B. 1. him : O 5. he : S, it : O 2. I : S, you : O, she : S 6. I : S, her : O 3. We : S, us : O 7. I : S, me : O 4. They : S, them : O Page 65: A Rose Is a Rose flower, lower, low, slow, slot, lot, not, knot, note, nose, rose Page 48 1. him 4. They 5. them 11. me
7. We 8. He 9. her
10. They 13. me
2. her 3. she
14. them
6. I
12. him
15. He
Pag A.
Page 49 A. 1. a
12
2. c 2. a
3. b 3. b
4. c 4. b
5. a 5. a
B.
B. 1. c
Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12Made with FlippingBook - Online catalogs