ELA Gr 5, Vol 3 Student Handbook

Table of Contents

Session1...............4 Reading Time: Rock Star

Sessions 9–10.. . . . . . . . . 20 Science Time: Chocolate Crisis?

Session2...............6 Think It Through Think It Through • Show Your Support Session3...............8 Ready, Set, Read, Write! Making Inferences Word Work Strength Training Session4..............10 Write About the Read-Aloud Informational Mini-Movie My Journal

Session11.............24 Explore More Cocoa Makers • Find the Evidence Session12.............26 Write About the Read-Aloud Informational Mini-Movie: Keeping the Events and Setting Real My Journal Session13.............28 Reading Time: The Pied Piper Session14.............30 Write About Reading Session15.............32 Word Work Prefixes co-, com-, col- • Together We Stand

Session5..............12 Reading Time: Athena vs. Poseidon

Session6..............14 Write About Reading

Session7..............16 Ready, Set, Read, Write! Jumpstart • And the Winner Is… Session8..............18 Write About the Read-Aloud Informational Mini-Movie: What’s the Problem? My Journal

Session 16

Write About the Read-Aloud Informational Mini-Movie: Just the Facts My Journal Sessions 17–18.. . . . . . . . . 36 Reading Time: Wild in the City

Session19.............40 Think It Through Think It Through Write About Reading Session20.............42 Write About the Read-Aloud A Mini-Movie My Journal Session21.............44 Reading Time: How the Buffalo Were Released on Earth Session22.............46 Write About Reading Session23.............48 Ready, Set, Read, Write! Jumpstart • Pets in Paris Session24.............50 Write About the Read-Aloud A Mini-Movie: Character Study My Journal Sessions 25–26.. . . . . . . . 52 Science Time: The Secrets of Slime

Session27.............56 Explore More No-Sweat Bubble Test • Snot Signals Session28.............58 Write About the Read-Aloud A Mini-Movie: Setting the Stage for an Event My Journal Session29.............60 Reading Time: The Secret Garden Session30.............62 Write About Reading Session31.............64 Word Work Subject and Object Pronouns • A Rose Is a Rose Session32.............66 Write About the Read-Aloud A Mini-Movie: What’s the Problem? My Journal

JustforFun.. . . . . . . . . . . 68

Reading Time

The Pied Piper is an old story that has been told as a poem, a play, and a fairy tale. Different town names are used in different stories, but in every version, a town that is overrun by rats is helped by a strange man in a many-colored coat ( pied means “having many colors”) who plays the pipes.

Short Reads Fiction

ranchville is a sleepy little town on the shore. As sleepy as it is now, it was once lively, and what made it especially lively was its rats. The place was so infested with them as to be hardly worth living in. There was not a barn or storeroom or cupboard that hadn’t been eaten into. Not a cheese that the rats hadn’t gnawed hollow. Not a sugary treat that they hadn’t gobbled up. The noise of rats hurrying and scurrying and squeaking was so loud that no one in the town could get any rest. No matter what they tried—cats, poison, rat-catchers, traps—every day there seemed to be more rats than ever.

The mayor and the town council were at their wits’ end. As they were sitting in the town hall one day, a messenger brought word that a strange man was at the town gates. This stranger was tall and thin, with keen, piercing eyes. He wore a coat with all the colors of the rainbow, and he offered to get rid of the rats. “I’m called the Pied Piper,” he began. “What might you be willing to pay me, if I rid you of every rat in your town?” Well, much as the town officers feared the rats, they feared parting with their money even more. But, in

Folktale (German)

Teacher: Students may read this folktale on their own or with a partner. Purpose: To read a folktale about a town that strikes a deal to get rid of its rat problem

28 Session 13

the end, they promised the Pied Piper fifty crowns—a generous sum—as soon as not a single rat was left to squeak in Franchville. Out of the hall stepped the Piper, and as he did so he laid his pipe to his lips and played a high-pitched tune. Up Silver Street and down Gold Street he went, and then to the harbor, and out of every hole the rats came tumbling. As the Piper paced along, slowly and gravely, the townsfolk flocked to see him, the rats parading behind. They called many blessings down upon his head. At the water’s edge he stepped onto a boat, and as he shoved off into deep water, piping shrilly all the while, the rats followed him, splashing, paddling, and wagging their tails with delight. On and on he played, until the rats sank deeper in the slimy ooze of the harbor and drowned. Then the Piper returned to the town in his boat, not a single rat in pursuit. The townsfolk had tossed their caps into the air and hurrahed and set the church bells a-ringing. But as soon as the Piper stepped ashore, the mayor began to shake his head. The town money chest had been sadly emptied of late, and where was the fifty crowns going to come from? And the Piper’s job had been easily accomplished— all he had done was pipe his way through town and set off in a boat. Why, the mayor himself could have done that!

“Come, my good man,” said he, “you see what poor folk we are. We cannot pay fifty crowns! Maybe twenty crowns? When all is said and done, it will be good pay for the trouble you’ve taken.” “Fifty crowns was our agreement,” said the Piper. “And if I were you, I’d pay it quickly.” “What will you do if we don’t pay you?” asked the mayor. “The rats are all dead. You can’t bring them back.” And he turned his back on the Piper and walked away. The Piper then laid his pipe to his lips and played a tune that was joyous, full of happy laughter and merry play. And as he paced down the streets, from schoolrooms and playrooms and nurseries, every child in the town ran out with eager glee and followed the Piper. Dancing, laughing, and joining hands, the bright throng moved along up Gold Street and down Silver Street, and beyond Silver Street to the cool, green forest of old oaks and wide-spreading beeches. As the group wove in and out among the oak trees, the townsfolk glimpsed the Piper’s many-colored coat and listened to the laughter of the children as it faded away. Deeper and deeper into the green wood the stranger strode and played on his pipe, the delighted children in tow. And watch and wait as they might, the townspeople never saw the Piper or their children ever again.

Teacher: Use these questions to spark a conversation after reading. 1. Describe the Pied Piper. What kind of person is he? How do you know? 2. How is the music the Piper plays for the children different from the music he plays for the rats? Why is this important to the story? 3. How do the details in the illustration match what you learn about the story events? What additional details about the story does the illustration provide?

Session 13 29

Write About Reading

Do you think that the price the mayor and town officers paid for their actions was fair? Why do you think the Piper exacts such a high price in the end? Write your opinion. Include reasons.

_______________________________________________________

Teacher: Ask students to complete this work independently. Invite students to brainstorm ideas with partners, if they would like. Purpose: To use story details to write an opinion piece

30 Session 14

Think about what the townspeople might do after the children leave with the Piper. Draw a picture of the event below. Include a caption explaining what is taking place in your picture.

_______________________________________________________

Teacher: Ask students to complete this work independently. Purpose: To envision events that take place after a story

Session 14 31

Word Work 15

PREFIXES

Sample Words cooperate – to operate, or work, together coexist – to exist together company – a group of people who work together community – a group of people who live in the same area or have a common interest collect – to come together in one place colony – a group of living things, like insects, that live together co- The prefixes co-, com-, and col- all indicate something accompanying or being together.

Teacher: Ask students to read this information with a partner, or guide them through it as a group. Purpose: To learn how prefixes indicate word meaning

32 Session 15

co-, com-, col-

Name:

Date:

Together We Stand Underline the prefixes co-, com-, or col- in the words below. Choose six words to write in the chart. Then tell what each word has to do with being together.

collect collide colony

coexist

coworkers compound

cooperate company compress

combine

compartment

communicate

Word

What does this word have to do with together?

Teacher: Ask students to complete this work independently or with a partner. Purpose: To analyze words with prefixes

Session 15 33

Write About the Read-Aloud 16

Informational Mini-Movie: Just the Facts Imagine that you are planning a movie that’s based on the informational read-aloud book that your group is sharing. Write about three key facts or true events that you read about so far. Tell why you want to include these things.

Title: __________________________________________

Fact #1:

Fact #2:

Fact #3:

Teacher: Read aloud a section of the book to students. Have them complete this work to respond. Purpose: To identify the key facts and events in an informational text

34 Session 16

My Journal

Think about a time when you laughed really hard. What made you laugh? Why did it make you laugh? How did it make you feel?

One Time I Laughed Really Hard

_______________________________________________________

Draw a picture about what made you laugh.

Teacher: Ask students to complete this independently. Encourage them to use strong adjectives and vivid verbs. Purpose: To write and draw about a real experience

Session 16 35

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12

Made with FlippingBook - Online catalogs