This document provides instructions for teaching a reading lesson on the story "Ta-Na-E-Ka". It includes definitions of realistic fiction and strategies for students to use such as monitoring comprehension and using a Venn diagram to compare and contrast characters. It also previews vocabulary words and provides discussion questions to develop comprehension as students read the story, such as having students paraphrase sections in their own words.

1. Comprehension
Genre
Realistic Fiction tells an
invented story that could
have happened in real life.
Monitor Comprehension
Compare and Contrast
As you read, use your
Venn Diagram.
Read to Find Out
How are Grandfather’s
ideas different from
Mary’s?
508508
MAIN SELECTION
• Ta-Na-E-Ka
• Skill: Compare and Contrast
PAIRED SELECTION
• “A Fable by Aesop”
• Literary Elements: Moral and
Personification
SMALL GROUP OPTIONS
• Differentiated Instruction,
pp. 529M–529V
Comprehension
GENRE: REALISTIC FICTION
Have a student read the definiton of
realistic fiction on Student Book page
508. Students should look for realistic
details, events, and characters.
STRATEGY
MONITOR COMPREHENSION
Explain to students that good readers
pause to make sure they understand
developments in the narrative by using
self-correction techniques and deciding
what they need to do to understand
what they have read.
SKILL
COMPARE AND CONTRAST
Remind students that good readers
identify similarities and differences
between characters and story events as
they read. Comparing and contrasting
helps readers organize and remember
story events and other important
details.
Vocabulary Words Review the tested vocabulary words:
participate, encounter, victorious, grimaced, ordeals, nourishing,
anticipated, and dejectedly.
Story Word Students may find this word difficult. Pronounce the
word and present its meaning as necessary.
goose bumps (p. 519): bumps that rise on the skin in response to cold
or fear
508

2. by
Mary Whitebird
Main Selection
illustrated by
Shonto Begay
509509
Preview and Predict
Ask students to read the title, preview
the illustrations, and make predictions
about what this story will be about.
What could the title mean? Have
students write about their predictions
and indicate what else they want to
discover in the story.
Set Purposes
FOCUS QUESTION Discuss the “Read
to Find Out” question and how to look
for the answer as students read.
Point out the Venn Diagram in the
Student Book and on Leveled Practice
Book page 158. Explain that students
will fill it in as they read.
Read Ta-Na-E-Ka
Use the questions and Think Alouds for
additional instruction to support the
comprehension strategy and skill.
Main Selection Student pages 508–509
As you read Ta-Na-E-Ka, fill in the Venn Diagram.
How does the information you wrote in this Venn Diagram help you
monitor comprehension of Ta-Na-E-Ka?
On Level Practice Book O, page 158
Approaching Practice Book A, page 158
Beyond Practice Book B, page 158Story available on Listening Library Audio CD
If your students need support
to read the Main Selection,
use the prompts to guide
comprehension and model
how to complete the graphic
organizer. Encourage students
to read the story aloud.
If your students can read the
Main Selection independently,
have them read and complete
the graphic organizer. Remind
students to set purposes, adjust
reading rate, and use self-
monitoring and self-correction
strategies when reading.
If your students need an alternate selection, choose the
Leveled Readers that match their instructional level.
Ta-Na-E-Ka 509

3. 510
Main Selection Student page 510
Develop
Comprehension
1 STRATEGY
MONITOR COMPREHENSION
Teacher Think Aloud The title of
this selection, Ta-Na-E-Ka, is not
a word or term that is familiar to
me. From the illustration on this
page, I can infer that this story is
probably about Native Americans.
I will read ahead to see if the term
“Ta-Na-E-Ka” is defined in the text,
and I’ll continue to monitor my
comprehension. I can stop and
ask myself questions such as what
if?, why?, and how? to make sure I
understand everything that is taking
place in the selection. This will also
help me to compare and contrast
characters’ actions and events in the
plot.
1
THE KANZA LANGUAGE
The traditional language of the Kaw, or Kanza, people is called
Kanza. Kanza has many aspects that make it different from English.
In English the verb usually comes in the middle of a sentence, while
in Kanza it comes at the end. Also, instead of only stating what is
occurring, the verb in Kanza tells you who or what is doing the
action and who or what the action is being done to. Therefore a
sentence such as “I want water” becomes “ni kómbla” in Kanza,
which literally means “Water I want it.”
Have students see what else they can find out about Kanza,
including the alphabet and pronunciation of words. For fun,
students can try to discover common words and phrases and
practice speaking Kanza to each other.
510

4. As my birthday drew closer,
I had awful nightmares about
it. I was reaching the age at which
all Kaw Indians had to participate
in Ta-Na-E-Ka. Well, not all Kaws.
Many of the younger families on the
reservation were beginning to give up
the old customs. But my grandfather,
Amos Deer Leg, was devoted to
tradition. He still wore handmade
beaded moccasins instead of shoes,
and kept his iron-gray hair in tight
braids. He could speak English,
but he spoke it only with white
men. With his family he used a
Sioux dialect.
Grandfather was one of the last
living Indians (he died in 1953 when
he was 81) who actually fought
against the U.S. Cavalry. Not only
did he fight, he was wounded in a
skirmish at Rose Creek—a famous
encounter in which the celebrated
Kaw chief Flat Nose lost his life.
At the time, my grandfather was only
eleven years old.
Eleven was a magic word
among the Kaws. It was the time
of Ta-Na-E-Ka, the “flowering
of adulthood.” It was the age, my
grandfather informed us hundreds of
times, “when a boy could prove himself
to be a warrior and a girl took the
steps to womanhood.”
“I don’t want to be a warrior,”
my cousin, Roger Deer Leg, con-
fided to me. “I’m going to become
an accountant.”
“None of the other tribes make
girls go through the endurance
ritual,” I complained to my mother.
“It won’t be as bad as you think,
Mary,” my mother said, ignoring my
protests. “Once you’ve gone through
it, you’ll certainly never forget it.
You’ll be proud.”
I even complained to my teacher,
Mrs. Richardson, feeling that, as a
white woman, she would side with me.
She didn’t. “All of us have rituals
of one kind or another,” Mrs.
Richardson said. “And look at it
this way: How many girls have the
opportunity to compete on equal
terms with boys? Don’t look down
on your heritage.”
Heritage, indeed! I had no inten-
tion of living on a reservation for the
rest of my life. I was a good student.
I loved school. My fantasies were
about knights in armor and fair ladies
in flowing gowns, being saved from
dragons. It never once occurred to me
that being an Indian was exciting.
511
Develop
Comprehension
2 COMPARE AND CONTRAST
How is Mary’s grandfather different
from the younger families on the
reservation? How are they alike? Record
your answer on the Venn Diagram.
(Answers may vary but should include
that although Mary’s grandfather
and the younger families are all Kaw
Indians and live on the reservation,
Grandfather is devoted to tradition. He
still speaks Sioux and braids his hair.
The younger families are beginning to
give up the old traditions.)
Main Selection Student page 511
2
3
4
3 LITERARY DEVICE: NARRATOR
Who is telling this story? How do you
know? (The narrator is a character
named Mary. Because this character
has the same name as the author, the
author may be retelling a personal
experience in fictional form.)
4 DRAW CONCLUSIONS
What can you conclude about
Mary’s views of her heritage? (Mary
complains about the endurance ritual.
She doesn’t think being an Indian is
exciting, and she does not want to
live on a reservation for the rest of her
life. It seems Mary does not think her
heritage is very important to her.)
All
live on
reservation
and are Kaw
Indians.
Grandfather
speaks Sioux and
braids
his hair.
The younger
families are
beginning to give
up the
old traditions.
Monitor and Clarify: Paraphrase
Explain Tell students that paraphrasing information means using
your own words to restate what you have read. Explain that when
you paraphrase, you include the author’s ideas and all the details
from the text.
Discuss How might paraphrasing a few paragraphs help you to
figure out if you understand a story? (If you cannot restate what
is happening in the story, then it is a signal that you may need to
monitor your comprehension more carefully.)
Apply To monitor their comprehension, have students stop and
paraphrase a page from the story as they read Ta-Na-E-Ka. Remind
them to apply reading strategies such as rereading and asking
questions if they are having trouble paraphrasing the text.
Ta-Na-E-Ka 511

5. But I’ve always thought that
the Kaw were the originators of
the women’s liberation movement.
No other Indian tribe—and I’ve
spent half a lifetime researching
the subject—treated women more
“equally” than the Kaw. Unlike most
of the sub-tribes of the Sioux Nation,
the Kaw allowed men and women to
eat together. And hundreds of years
before we were “acculturated,” a
Kaw woman had the right to refuse
a prospective husband even if her
father arranged the match.
The wisest women (generally
wisdom was equated with age) often
sat in tribal councils. Furthermore,
most Kaw legends revolve around
“Good Woman,” a kind of super-
squaw, a Joan of Arc of the high
plains. Good Woman led Kaw
warriors into battle after battle
from which they always seemed to
emerge victorious.
And girls as well as boys were
required to undergo Ta-Na-E-Ka.
The actual ceremony varied from
tribe to tribe, but since the Indians’
life on the plains was dedicated
to survival, Ta-Na-E-Ka was a test
of survival.
“Endurance is the loftiest virtue of
the Indian,” my grandfather explained.
512
Main Selection Student page 512
Develop
Comprehension
5 GENRE: REALISTIC FICTION
Realistic fiction deals with events and
settings that may be based on real-life
experiences, but is not a true, factual
story about them. What elements
of realistic fiction can you find in
this story? (Answers should include
dialogue that the author may have
invented, as well as situations and
characters that are made up.)
6 STRATEGY
MONITOR COMPREHENSION
Teacher Think Aloud The text on
this page lists ways that the Kaw are
different from other Sioux tribes.
Use paraphrasing to make sure
you understand how the Kaw are
different.
(Encourage students to apply the strategy
in a Think Aloud.)
Student Think Aloud The Kaw
allowed men and women to eat
together. All tribes had survival
ceremonies, but the Kaw required
girls as well as boys to undergo
Ta-Na-E-Ka. Kaw women had
the right to refuse a prospective
husband and often sat in tribal
councils.
5
6
Cross–Curricular Connection
ART APPRECIATION
Tell students that in Ta-Na-E-Ka, Mary is taking part in a ritual
that is part of her heritage. Then show students pictures of
famous works of art from different cultures and historical
periods that give some insight into that culture’s customs
and traditions. Compare the people and events pictured and
discuss how they appear to be different but still share common
experiences and attitudes. Ask students to think critically about
what they like about the art and how it helps them understand
the cultures and time periods that are pictured.
Have students create works of art from their own points of
view that show something about their own cultural heritage.
Have students analyze their own work as well as the work of
their classmates, remaining open to interpretations.
Read the sentence with the word
victorious. What other words could be
used instead of victorious? (triumphant,
winningly)
512

6. out for enemies. And we did have
enemies—both the white soldiers and
the Omaha warriors, who were always
trying to capture Kaw boys and girls
undergoing their endurance test. It
was an exciting time.”
“To survive, we must endure. When
I was a boy, Ta-Na-E-Ka was more
than the mere symbol it is now. We
were painted white with the juice of
a sacred herb and sent naked into
the wilderness without so much as a
knife. We couldn’t return until the
white had worn off. It wouldn’t wash
off. It took almost eighteen days,
and during that time we had to stay
alive, trapping food, eating insects
and roots and berries, and watching
Compare and Contrast
How is the grandfather’s
opinion of Ta-Na-E-Ka
different from Mary’s opinion?
513
Literary Device: Flashback
Explain Authors use flashbacks to give background for something
that is happening in the story. Often a flashback will help explain a
situation or a character’s motives.
Apply Have students read grandfather’s speech on page 513. Ask,
Is this a flashback? Why or why not? (Students should recognize
that although the speech is part of the dialogue, it is a flashback to
grandfather’s childhood.) What does this flashback tell you about
Ta-Na-E-Ka? (It explains why Ta-Na-E-Ka is a part of Kaw heritage. In
grandfather’s time survival was more important, and undergoing
Ta-Na-E-Ka was essential.) How does this flashback help you to
understand grandfather’s feelings? (Ta-Na-E-Ka was an important
part of his past, and it is this past that he wants Mary and Roger to
be a part of.)
Develop
Comprehension
7 STRATEGY
USE WORD PARTS
The Latin root durare means “to
make hard.” How does this help you
understand what an “endurance test”
is? (An endurance test is used to
determine how long a person can do
a tiring or difficult task. Some people
would say a person who is successful
in an endurance test has become
hardened or has become tougher.)
8 COMPARE AND CONTRAST
How is the grandfather’s opinion of
Ta-Na-E-Ka different from Mary’s
opinion? (Mary’s grandfather values
endurance and the ability to survive.
He values Ta-Na-E-Ka, a ceremony that
tests a person’s abilities. Mary dreads
the ceremony. She sees no need to
participate because she plans to leave
the reservation when she is older.)
9 MAKE JUDGMENTS
Is Mary’s view of her grandfather and
other members of the tribe fair or
unfair? Give reasons for your answer.
(Students may say that no, Mary’s view
is not fair since she does not value her
heritage enough. Or they may say that
yes, Mary’s view is fair since Ta-Na-E-Ka
is an old-fashioned practice.)
Main Selection Student page 513
8
7
9
Ta-Na-E-Ka 513

7. “What happened if you couldn’t
make it?” Roger asked. He was born
only three days after I was, and we
were being trained for Ta-Na-E-Ka
together. I was happy to know he
was frightened, too.
“Many didn’t return,” Grandfather
said. “Only the strongest and shrewdest.
Mothers were not allowed to weep
over those who didn’t return. If a
Kaw couldn’t survive, he or she wasn’t
worth weeping over. It was our way.”
“What a lot of hooey,” Roger
whispered. “I’d give anything to get
out of it.”
“I don’t see how we have any
choice,” I replied.
Roger gave my arm a little
squeeze. “Well, it’s only five days.”
Five days! Maybe it was better than
being painted white and sent out naked
for eighteen days. But not much better.
We were to be sent, barefoot and
in bathing suits, into the woods.
Even our very traditional parents put
their foot down when Grandfather
suggested we go naked. For five
days we’d have to live off the land,
keeping warm as best we could,
getting food where we could. It
was May, but on the northernmost
reaches of the Missouri River the
days were still chilly and the nights
were fiercely cold.
Grandfather was in charge of the
month’s training for Ta-Na-E-Ka.
One day he caught a grasshopper and
demonstrated how to pull its legs and
wings off in one flick of the fingers
and how to swallow it.
I felt sick, and Roger turned green.
“It’s a darn good thing it’s 1947,” I
told Roger teasingly. “You’d make a
terrible warrior.” Roger just grimaced.
I knew one thing. This particular
Kaw Indian girl wasn’t going to
swallow a grasshopper no matter
how hungry she got. And then I
had an idea. Why hadn’t I thought
of it before? It would have saved
nights of bad dreams about squooshy
grasshoppers.
I headed straight for my teacher’s
house. “Mrs. Richardson,” I said,
“would you lend me five dollars?”
“Five dollars!” she exclaimed.
“What for?”
514
Main Selection Student page 514
Develop
Comprehension
10 COMPARE AND CONTRAST
Compare and contrast the Ta-Na-E-Ka
ritual in 1947 with the way this rite
of passage was conducted when
Mary’s grandfather was a boy. In what
way is the ritual the same? How is it
different? (In Grandfather’s day, girls
and boys were painted white and sent
naked into the wilderness without
any weapons or food. They could not
return to the tribe until the white paint
had worn off, which took about 18
days. In 1947, boys and girls were sent
into the wilderness for only five days,
wearing bathing suits. They were not
painted white.)
10
514

8. “You remember the ceremony I
talked about?”
“Ta-Na-E-Ka. Of course. Your
parents have written me and asked
me to excuse you from school so you
can participate in it.”
“Well, I need some things for the
ceremony,” I replied, in a half-truth.
“I don’t want to ask my parents for
the money.”
“It’s not a crime to borrow money,
Mary. But how can you pay it back?”
“I’ll babysit for you ten times.”
“That’s more than fair,” she said,
going to her purse and handing me
a crisp, new, five-dollar bill. I’d never
had that much money at once.
“I’m happy to know the money’s
going to be put to a good use,” Mrs.
Richardson said.
A few days later, the ritual
began with a long speech from my
grandfather about how we had reached
the age of decision, how we now had
to fend for ourselves and prove that we
could survive the most horrendous of
ordeals. All the friends and relatives
who had gathered at our house for
dinner made jokes about their own
Ta-Na-E-Ka experiences. They all
advised us to fill up now, since for
the next five days we’d be gorging
ourselves on crickets. Neither
Roger nor I was very hungry. “I’ll
probably laugh about this when I’m an
accountant,” Roger said, trembling.
“Are you trembling?” I asked.
“What do you think?”
“I’m happy to know boys tremble,
too,” I said.
At six the next morning, we
kissed our parents and went off to
the woods. “Which side do you
want?” Roger asked. According to
the rules, Roger and I would stake
out “territories” in separate areas
of the woods and we weren’t to
communicate during the entire ordeal.
“I’ll go toward the river, if it’s
OK with you,” I said.
“Sure,” Roger answered. “What
difference does it make?”
To me, it made a lot of difference.
There was a marina a few miles up the
river and there were boats moored there.
At least, I hoped so. I figured that a boat
was a better place to sleep than under a
pile of leaves.
“Why do you keep holding your
head?” Roger asked.
“Oh, nothing. Just nervous,” I told
him. Actually, I was afraid I’d lose
the five-dollar bill, which I had tucked
into my hair with a bobby pin. As
we came to a fork in the trail, Roger
shook my hand. “Good luck, Mary.”
515
Develop
Comprehension
11 COMPARE AND CONTRAST
In this section does the author show
how the children are alike or how they
are different? Explain your answer.
(The children are both about the same
age and they trained for Ta-Na-E-Ka
together. Mary, however, has a plan
for how she will survive the test, while
Roger is more frightened.)
12 MAKE PREDICTIONS
How do you think Mary will use the
money she borrowed? (Answers should
include that Mary may use the money
to buy food.)
Have students respond to the selection
by confirming or revising their
predictions. Ask them to note any new
questions they have.
Main Selection Student page 515
11
12
Can students compare
and contrast to see how the
characters are alike or how they
are different? If not, see the
Extra Support on this page.
Compare and Contrast
Ask, What do we know about each child’s background? How does each
child feel about Ta-Na-E-Ka? What does each child plan to do? Write
signal words used to compare and contrast: and, but, also, both,
however. Help students make statements using the words as they
compare the children. Next, ask, Does the author show us on these
pages how the children are similar or different?
Read the sentence with the word
ordeals. Why is the word ordeals used
to describe the ritual? (To show how
serious and difficult the ritual is.)
Stop here if you wish to read
this selection over two days.
STOP
Ta-Na-E-Ka 515

9. 516
Main Selection Student page 516
Develop
Comprehension
13 SUMMARIZE
Summarize what has happened in
the story so far. (In 1947, Mary and
other Kaw Indians her age prepared
to participate in Ta-Na-E-Ka. The
ceremony marked the transition of
boys and girls into young adulthood.
Mary’s grandfather taught the boys
and girls Native American survival
skills to prepare them for the five
days they lived off the land. Mary and
Roger were frightened and did not
want to participate in Ta-Na-E-Ka.) If
you are having trouble summarizing,
what are some strategies that can help
you? (Rereading the story, generating
questions, and making an outline.)
13
Explain In English there are many words that are used to express
strong emotion. One kind of word that serves this purpose is
called an interjection. Interjections are almost always found at
the beginning of a sentence, but are not grammatically related to
any other part of a sentence in which they appear. They are usually
followed by an exclamation point, and sometimes by a comma.
Model Write the following sentences on the board:
Hey! I just remembered where I put my gloves!
Ouch! That hurt!
Oh no, I forgot we’re having a quiz today.
Have volunteers identify the interjection in each sentence.
Apply Have students locate the interjection on page 517 of
Ta-Na-E-Ka. (Argh!) Discuss with students how the author’s use of
an interjection underscores the emotion the main character feels
when she tastes the berries. Then ask them to come up with a similar
interjection. (Answers may include Yuck! or Ugh!)
Interjections
516

10. “N’ko-n’ta,” I said. It was the Kaw
word for courage.
The sun was shining and it was
warm, but my bare feet began to hurt
immediately. I spied one of the berry
bushes Grandfather had told us about.
“You’re lucky,” he had said. “The
berries are ripe in the spring, and they
are delicious and nourishing.” They
were orange and fat and I popped one
into my mouth.
Argh! I spat it out. It was awful
and bitter, and even grasshoppers
were probably better tasting, although
I never intended to find out.
I sat down to rest my feet. A rabbit
hopped out from under the berry
bush. He nuzzled the berry I’d spat
out and ate it. He picked another one
and ate that, too. He liked them. He
looked at me, twitching his nose.
I watched a red-headed woodpecker
bore into an elm tree, and I caught
a glimpse of a civet cat waddling
through some twigs. All of a sudden
I realized I was no longer frightened.
Ta-Na-E-Ka might be more fun than
I’d anticipated. I got up and headed
toward the marina.
“Not one boat,” I said to myself
dejectedly. But the restaurant on
the open shore, “Ernie’s Riverside,”
was open. I walked in, feeling silly
in my bathing suit. The man at the
counter was big and tough-looking.
He wore a sweatshirt with the
words “Fort Sheridan, 1944,” and he
had only three fingers on one of his
hands. He asked me what I wanted.
“A hamburger and a milk shake,”
I said, holding the five-dollar bill in
my hand so he’d know I had money.
“That’s a pretty heavy breakfast,
honey,” he murmured.
“That’s what I always have for
breakfast,” I lied.
“Forty-five cents,” he said,
bringing me the food. (Back in 1947,
hamburgers were twenty-five cents
and milk shakes were twenty cents.)
“Delicious,” I thought. “Better ’n
grasshoppers—and Grandfather never
once mentioned that I couldn’t eat
hamburgers.”
While I was eating, I had a
grand idea. Why not sleep in the
restaurant? I went to the ladies’
room and made sure the window
was unlocked. Then I went back
outside and played along the
riverbank, watching the water birds
and trying to identify each one.
I planned to look for a beaver dam
the next day.
517
Develop
Comprehension
14 DRAW CONCLUSIONS
Why does Mary suddenly feel that
Ta-Na-E-Ka might be a fun experience?
(She realized she was no longer
frightened.)
15 COMPARE AND CONTRAST
Both Mary and her grandfather have
plans for Ta-Na-E-Ka. How is Mary’s
plan different from her grandfather’s
plan? (She plans to spend it in comfort;
her grandfather expects it to be a test
of endurance.)
Main Selection Student page 517
14
15
STRATEGIES FOR EXTRA SUPPORT
Question 15 COMPARE AND CONTRAST
Reread the paragraph on page 514 that explains what the children
will do for Ta-Na-E-Ka starting with “Five Days! Maybe it was better
than...” Then write, Grandfather expects that Mary will .
Mary plans to . Help students complete the sentences. Put
ideas together to make statements: Grandfather expects that Mary
will eat grasshoppers, but Mary plans to eat hamburgers.
Ta-Na-E-Ka 517

11. The restaurant closed at sunset, and
I watched the three-fingered man drive
away. Then I climbed in the unlocked
window. There was a night-light on, so
I didn’t turn on any lights. But there was
a radio on the counter. I turned it on to
a music program. It was warm in the
restaurant, and I was hungry. I helped
myself to a glass of milk and a piece of
pie, intending to keep a list of what I’d
eaten so I could leave money. I also
planned to get up early, sneak out
through the window, and head for the
woods before the three-fingered man
returned. I turned off the radio, wrapped
myself in the man’s apron, and in spite
of the hardness of the floor, fell asleep.
“What the heck are you doing here,
kid?”
It was the man’s voice.
It was the morning. I’d overslept.
I was scared.
“Hold it, kid. I just wanna know
what you’re doing here. You lost?
518
Main Selection Student page 518
Develop
Comprehension
16 PROBLEM AND SOLUTION
What problem does Mary face in this
story? How does she go about solving
that problem? (Mary does not want to
participate in Ta-Na-E-Ka because she
fears the test of endurance. She solves
her problem by borrowing money
for food and finding a place to sleep
that is sheltered from the elements.)
Was her solution effective? Why or
why not? (Students may say yes, her
solution was effective because Mary
avoided the hardships of Ta-Na-E-Ka.
Or students may say no, her solution
wasn’t effective, because Mary wasn’t
really participating in an endurance
ceremony.)
17 SETTING
What effect does the setting have on
the problem and its solution? (The
setting gives Mary the opportunity not
to have to spend her first night of
Ta-Na-E-Ka in the woods.)
16
17
518

12. the first I’ve heard of Ta-Na whatever-
you-call-it.” He looked at me, all
goosebumps in my bathing suit. “Pretty
silly thing to do to a kid,” he muttered.
You must be from the reservation.
Your folks must be worried sick
about you. Do they have a phone?”
“Yes, yes,” I answered. “But don’t
call them.”
I was shivering. The man, who
told me his name was Ernie, made
me a cup of hot chocolate while I
explained about Ta-Na-E-Ka.
“Darnedest thing I ever heard,” he
said, when I was through. “Lived next
to the reservation all my life and this is
Compare and Contrast
How are Mary’s experiences
similar to and different from
what she expected during
Ta-Na-E-Ka?
519
Develop
Comprehension
18 COMPARE AND CONTRAST
How are Mary’s experiences similar to
and different from what she expected
during Ta-Na-E-Ka? (At first, Mary
expected Ta-Na-E-Ka to be difficult and
frightening, but then she decided to
borrow five dollars and sleep indoors.
She also was able to observe nature.)
Main Selection Student page 519
18
Read Dialogue with Expression
Explain Sometimes an author will not tell you directly what
dialogue should sound like, but leaves it to the reader to infer
the tone from what the characters are saying. Authors often use
dialogue to develop the plot and character.
Discuss Have students read the dialogue between Mary and
Ernie on page 518. Ask students what they think Ernie sounds like.
(Students may say that his voice is gruff, since he uses words and
phrases like heck and hold it.)
Apply Call on two volunteers to read the dialogue on page 519 to
each other, acting out how they think the characters sound. Make
sure students realize that Ernie’s tone changes after he asks Mary if
she’s lost.
Ta-Na-E-Ka 519

13. That was just what I’d been thinking
for months, but when Ernie said it, I
became angry. “No, it isn’t silly. It’s a
custom of the Kaw. We’ve been doing
this for hundreds of years. My mother
and my grandfather and everybody in
my family went through this ceremony.
It’s why the Kaw are great warriors.”
“Okay, great warrior,” Ernie
chuckled, “suit yourself. And, if you
want to stick around, it’s okay with
me.” Ernie went to the broom closet
and tossed me a bundle. “That’s the
lost-and-found closet,” he said. “Stuff
people left on boats. Maybe there’s
something to keep you warm.”
The sweater fitted loosely, but it
felt good. I felt good. And I’d found
a new friend. Most important, I was
surviving Ta-Na-E-Ka.
My grandfather had said the
experience would be filled with
adventure, and I was having my fill.
And Grandfather had never said we
couldn’t accept hospitality.
520
Main Selection Student page 520
Develop
Comprehension
19 MAKE INFERENCES
Why do you think Mary becomes angry
when Ernie called Ta-Na-E-Ka silly?
(Students should recognize that
Ernie’s comment, which was made
by someone who is not a member
of the Kaw tribe, caused Mary to feel
pride in her culture. She realized
Ta-Na-E-Ka wasn’t silly, but rather a
special, centuries-old tradition of her
people.)
20 DRAW CONCLUSIONS
Do you think Mary misjudged some
of the people in her tribe and their
traditions? Explain. (Students should
recognize that Mary’s defense of her
tribe and their traditions shows that
she is beginning to realize that she
misjudged them.)
21 GENRE: REALISTIC FICTION
How does the narrator’s voice make
the story seem more real? (The narrator
uses language that makes it seem like
an older Mary is telling a story from
when she was a girl.)
19
20
21
Semantic/Meaning
Explain Tell students that good readers make sure what they read
makes sense. One way to confirm the meaning of a word is to use
context clues and background knowledge.
Model Look at the last word in the last sentence on page 520. I’m
not sure I’ve seen that word before, but I think it’s hospitality. Does
the word hospitality make sense here? The paragraphs that come
before say that Ernie told Mary she could stick around and he offered
her a sweater. Yes, I read the word correctly.
Apply Encourage students to identify specific words that cause
comprehension difficulties. Have them use context clues and
background knowledge to predict and confirm meaning. Have them
use a dictionary to check definitions and confirm their predictions of
meaning.
Ways to Confirm Meaning
520

14. But Ta-Na-E-Ka was over, and
as I approached my house, at about
nine-thirty in the evening, I became
nervous all over again. What if
Grandfather asked me about the
berries and the grasshoppers? And my
feet were hardly cut. I hadn’t lost a
pound and my hair was combed.
“They’ll be so happy to see me,”
I told myself hopefully, “that they
won’t ask too many questions.”
I opened the door. My grandfather
was in the front room. He was
wearing the ceremonial beaded
deerskin shirt which had belonged to
his grandfather. “N’g’da’ma,” he said.
“Welcome back.”
I embraced my parents warmly,
letting go only when I saw my
cousin Roger sprawled on the couch.
His eyes were red and swollen.
He’d lost weight. His feet were an
unsightly mass of blood and blisters,
and he was moaning: “I made it, see.
I made it. I’m a warrior. A warrior.”
My grandfather looked at me
strangely. I was clean, obviously well-
fed, and radiantly healthy. My parents
got the message. My uncle and aunt
gazed at me with hostility.
I stayed at Ernie’s Riverside for the
entire period. In the mornings I went
into the woods and watched the animals
and picked flowers for each of the tables
in Ernie’s. I had never felt better. I was
up early enough to watch the sun rise on
the Missouri, and I went to bed after it
set. I ate everything I wanted—insisting
that Ernie take all my money for the
food. “I’ll keep this in trust for you,
Mary,” Ernie promised, “in case you are
ever desperate for five dollars.” (He did,
too, but that’s another story.)
I was sorry when the five days were
over. I’d enjoyed every minute with
Ernie. He taught me how to make
western omelets and to make Chili
Ernie Style (still one of my favorite
dishes). And I told Ernie all about the
legends of the Kaw. I hadn’t realized
I knew so much about my people.
521
Develop
Comprehension
22 COMPARE AND CONTRAST
What have Mary and Roger
accomplished? How is Mary’s
appearance different from that of her
cousin? Why? (Both Mary and Roger
have survived their test. Mary looks
clean, healthy, and well-fed. Roger
looks miserable, injured, and has
lost weight. She has spent her
Ta-Na-E-Ka in comfort in a restaurant,
but he has been suffering out in the
woods.) Record your ideas in a Venn
Diagram.
Main Selection Student page 521
22
Both
survived
their
test.
Roger is
miserable and
injured and has
lost weight. His
Ta-Na-E-Ka
was difficult.
Mary is
clean, healthy,
and well-
fed. Her
Ta-Na-E-Ka
was
comfortable.
Follow Directions
Explain Ernie taught Mary how to make omelets and chili. Learning
how to read and write directions is an important skill. Directions
tell you how to do or make something. They take you through the
process step by step.
Discuss What are some important things to include when you write
directions for a recipe? (title, materials, steps to follow). What is one
of the most important things to remember when writing or reading
directions? (make sure the steps are in the correct order)
Apply Have students write directions for a simple recipe such as a
sandwich. Remind them to put the steps in the correct order. When
students finish, ask volunteers to read the directions aloud while
students take turns acting them out.
Ta-Na-E-Ka 521

15. Finally my grandfather asked,
“What did you eat to keep you
so well?”
I sucked in my breath and blurted
out the truth: “Hamburgers and milk
shakes.”
“Hamburgers!” my grandfather
growled.
“Milk shakes!” Roger moaned.
“You didn’t say we had to eat
grasshoppers,” I said sheepishly.
“Tell us about your Ta-Na-E-Ka,”
my grandfather commanded.
I told them everything, from
borrowing the five dollars, to Ernie’s
kindness, to observing the beaver.
“That’s not what I trained you
for,” my grandfather said sadly.
I stood up. “Grandfather, I learned
that Ta-Na-E-Ka is important. I
didn’t think so during training. I was
scared stiff of it. I handled it my way.
And I learned I had nothing to be
afraid of. There’s no reason in 1947 to
eat grasshoppers when you can eat
a hamburger.”
I was inwardly shocked at my own
audacity. But I liked it. “Grandfather,
I’ll bet you never ate one of those
rotten berries yourself.”
Grandfather laughed! He laughed
aloud! My mother and father and aunt
and uncle were all dumbfounded.
Grandfather never laughed. Never.
“Those berries—they are terrible,”
Grandfather admitted. “I could never
swallow them. I found a dead deer on
the first day of my Ta-Na-E-Ka—shot
by a soldier, probably—and he kept
my belly full for the entire period of
the test!”
Grandfather stopped laughing.
“We should send you out again,”
he said.
I looked at Roger. “You’re pretty
smart, Mary,” Roger groaned. “I’d
never have thought of what you did.”
“Accountants just have to be good
at arithmetic,” I said comfortingly.
“I’m terrible at arithmetic.”
Roger tried to smile but couldn’t.
My grandfather called me to him.
“You should have done what your
cousin did. But I think you are more
alert to what is happening to our
people today than we are. I think you
would have passed the test under any
circumstances, in any time. Somehow,
you know how to exist in a world
that wasn’t made for Indians. I don’t
think you’re going to have any trouble
surviving.”
Grandfather wasn’t entirely right.
But I’ll tell about that another time.
522
Main Selection Student page 522
Develop
Comprehension
23 WRITER’S CRAFT: REARRANGE IDEAS
Writers often rearrange ideas when
comparing and contrasting to make
their writing clearer. How does the
author arrange ideas to contrast
Roger’s reaction to Mary’s? (Roger
is downcast since he didn’t think
of Mary’s smart solutions. Mary is
comforting since she admits she isn’t
as smart in arithmetic.)
24 MAINTAIN
AUTHOR’S PERSPECTIVE
Do you think the author approves of
how Mary spent her Ta-Na-E-Ka? (Yes,
the author presents Mary as a clever,
resourceful character. Her decision
is portrayed as an admirable one.
Additionally, Mary’s grandfather’s praise
shows that she did a smart thing.)
24
Cross–Curricular Connection
NAVAJO CODE TALKERS
During World War II, the Marines used members of the Navajo
tribe to transmit messages securely. The Japanese, who were
skilled at deciphering codes, were never able to figure out the
Navajo code. The code talker would first break the message
into letters; each letter would be assigned a word and then
translated into its Navajo equivalent. Therefore the word Navy
could be represented in Navajo code as “tsah (needle) wol-la-
chee (ant) ah-keh-di-glini (victor) tsah-ah-dzoh (yucca).” The
Navajo code was responsible for many important victories
during World War II.
Have students find a Navajo dictionary and create a coded
sentence. Have students trade papers and decipher each
other’s code.
23
522

16. 523
Develop
Comprehension
RETURN TO PREDICTIONS AND
PURPOSES
Review students’ predictions and
purposes. Were they correct? Did
they figure out how Grandfather’s
ideas were different from Mary’s?
(Grandfather follows tradition and
custom while Mary adapts tradition to
her own way of life.)
REVIEW READING STRATEGIES
Ask students how comparing and
contrasting characters, their actions,
their motives, and plot events helped
them understand the story. What other
strategies did you use?
PERSONAL RESPONSE
Ask students to write about the theme
of Ta-Na-E-Ka and then relate it to
their own experiences. Have students
discuss how Mary used clever thinking
to overcome a challenge. How can
Mary’s experiences help them generate
solutions to their own problems?
Students should use specific references
to the story to support their ideas.
As an alternative assignment, have
students write an interpretive essay
on Ta-Na-E-Ka that includes a plot
summary, a description of the
characters and how they change,
a description of the setting, and a
discussion of the importance of the
setting to the story. Students should
use specific references to the story
throughout the essay.
Main Selection Student page 523
During Small Group Instruction
If No Approaching Level Leveled Reader Lesson, p. 529P
If Yes On Level Options, pp. 529Q–529R
Beyond Level Options, pp. 529S–529T
Can students compare and contrast to monitor their
comprehension?
Ta-Na-E-Ka 523

17. Shonto Begay
Author’s Purpose
Mary handled her challenge in her own way.
How does the author feel about the way Mary
survived Ta-Na-E-Ka? How can you tell?
Mary Whitebird
Find out more about Mary
Whitebird and Shonto Begay at
www.macmillanmh.com
524
Respond Student page 524
Author and Illustrator
ON A JOURNEY WITH MARY
WHITEBIRD AND SHONTO BEGAY
Have students read the biographies.
DISCUSS
How might someone relate to Mary
Whitebird’s story even if they do not
share her background?
How do Shonto Begay’s beginnings
suggest ways in which talent can
develop in unlikely situations?
Remind students that it is important to
respect the age, gender, position, and
cultural traditions of the writer. Ask
students how these factors have
influenced the writing of Mary Whitebird.
Ask students if they have read any
other books by Mary Whitebird.
Encourage students to read daily
for enjoyment. Students should use
personal criteria such as favorite
authors and genres, personal interests
and needs, and recommendations
of others to select reading materials.
Students may also keep a list of
reading accomplishments in a journal.
WRITE ABOUT IT
Have students write about a time they
faced a challenge.
Author’s Craft
Dialogue
Mary Whitebird uses dialogue in Ta-Na-E-Ka to give the story a
realistic feeling and to help develop the plot.
Dialogue is conversation, or any verbal exchange, that occurs
between two or more characters.
When Ernie finds Mary in his restaurant, he asks, “You lost?”
This is how it would likely be said by this character in this
context, instead of the complete phrase: “Are you lost?”
Discuss how dialogue reveals information about the character and
how this, in turn, influences plot events.
Students can find more information at
www.macmillanmh.com
Author’s Purpose
The author seems to agree with the
grandfather when he supports Mary’s
way to survive Ta-Na-E-Ka.
524

18. Comprehension Check
Summarize
Use your Venn Diagram to help
you summarize “Ta-Na-E-Ka.”
How does Mary’s Ta-Na-E-Ka
experience differ from her grandfather’s?
Think and Compare
1. Compare and contrast Grandfather’s generation of Kaw
people with Mary’s. How do you think the world of 1947
has affected the Kaw’s traditions? Monitor Comprehension:
Compare and Contrast
2. Mary completes the Kaw endurance test in an untraditional
way. In your opinion, is Mary victorious? Why or why not?
Use examples from the text to support your argument.
Evaluate
3. Think of how you celebrate special occasions. What unique
traditions do you have? How have those traditions changed
over time? Synthesize
4. Mary’s experience with Ta-Na-E-Ka represents a problem
faced by many cultures: the desire to hold on to ancient
traditions and the impulse to join with modern society. How is
it possible to strike a balance between them? Evaluate
5. Read “Rites of Passage” on pages 506–507. Which experiences
mentioned are the ones that Mary dreaded having to face?
Which traditions are different from the Kaw tradition of
Ta-Na-E-Ka? Reading/Writing Across Texts
525
Comprehension Check
SUMMARIZE
Have partners write a summary of or
paraphrase the events that take place
in Ta-Na-E-Ka. Remind students to use
their Venn Diagrams.
THINK AND COMPARE
Sample answers are given.
1. Compare and Contrast: Students
may say that Grandfather’s and
Mary’s generation share many
of the same traditions. The older
generation’s practice of those
traditions seems more conservative
and extreme to members of the
younger generation. USE AUTHOR AND ME
2. Evaluate: Answers will vary.
Students may say that in spite of her
unconventional methods, Mary did
pass the endurance test because she
survived in the wilderness using the
resources available.
3. Text to Self: Answers will vary.
Students should describe a cultural
or family tradition and explain ways
in which it has changed.
4. Text to World: Answers will vary.
Students may say that it is possible
to strike a balance between the
two, so long as the culture keeps an
open mind to the changes brought
about by modern society.
FOCUS QUESTION
5. Text to Text: Mary dreads having
to find food, living in the wild, and
meeting wild animals. The Hispanic
quinceañera and the Jewish-
American bat mitzvah are different,
because they are celebrations rather
than endurance tests.
Respond Student page 525
Author and Me
Model the Author and Me strategy with question 1.
The answer to this question is not stated in the text, but there may
be clues. Connect these text clues with what you know to answer the
question.
Question 1: Think Aloud I know that my life is much different
than my parents’ life when they were growing up. Now there
is more technology, people get married later, and family-life
seems less important to some people. Yet even in my family we
still have certain traditions that are very important. After 1947, I
know that the Kaw didn’t have to be warriors anymore, so they
had to adapt to a more modern life.
Ta-Na-E-Ka 525

19. Fluency/Comprehension
Fluency
Repeated Reading: Punctuation
EXPLAIN/MODEL Model read the passage on Transparency 22,
then read one sentence at a time. Have students echo-read each
sentence back.
Remind students that the punctuation marks help them to know
when to pause, when to stop, and also when to make their voice
rise or fall.
Objectives
• Read accurately with good
prosody
• Rate: 140–160 WCPM
Materials
• Fluency Transparency 22
• Fluency Solutions Audio CD
• Leveled Practice Books, p. 159
Think Aloud I see from the quotation marks that the characters
are speaking. I will try to make my voice sound like they are really
talking to each other. I will also pay attention to the punctuation
marks, such as the exclamation point in the last paragraph.
PRACTICE/APPLY Have each student work with a partner. Have
one student read and the other student echo each sentence in the
passage. For additional practice, have students use Leveled Practice
Book page 159 or the Fluency Solutions Audio CD.
During Small Group Instruction
If No Approaching Level Fluency, p. 529N
If Yes On Level Options, pp. 529Q–529R
Beyond Level Options, pp. 529S–529T
Can students read accurately with good prosody?
Transparency 22
“What a lot of hooey,” Roger whispered. “I’d give anything
to get out of it.”
“I don’t see how we have any choice,” I replied.
Roger gave my arm a little squeeze. “Well, it’s only five
days.”
Five days! Maybe it was better than being painted white
and sent out naked for eighteen days. But not much better.
Fluency Transparency 22 from Ta-Na-E-Ka, page 514
As I read, I will pay attention to punctuation and characters’ voices.
Most kids would fall flat on their faces if they tried to read while
14 walking quickly, but not Stacey Taylor. She stepped nimbly over
24 sidewalk cracks, veered around a tricycle some little kid had left out,
36 and even gave her neighbor’s poodle a pat on the head—all without
49 ever lifting her nose from the book in her hands.
59 The book was the true story of an amazing reporter named Nellie
71 Bly. Back in the late 1800s, most people thought that only men should
83 be reporters. But Nellie Bly did daring things that male reporters were
95 afraid to do. No adventure was too bold for her, no ordeal too severe.
109 She had herself locked up in an insane asylum and wrote about how
122 badly the inmates were treated. She traveled around the world by boat,
134 train, and even rickshaw.
138 Wow, thought Stacey. Wouldn’t it be great to be a reporter like
150 Nellie Bly? She tried to think of something daring she could do.
162 Maybe she could discover what horrific secret ingredients were in the
173 cafeteria food.
175 Of course, for all she knew, the cafeteria served nourishing,
185 delicious food cooked by a gourmet chef. In fact, there were a lot of
199 things Stacey didn’t know about Walker Middle School. Today was the
210 first day of the school year, and she was just starting sixth grade. 223
1. What characteristics does Stacey admire in Nellie Bly? Make Inferences
2. How can you tell the author admires Nellie Bly? Author’s Perspective
Words Read – =
First Read – =
Second Read – =
On Level Practice Book O, page 159
Approaching Practice Book A, page 159
Beyond Practice Book B, page 159
Echo-Read Discuss the
characters’ feelings as you
say the lines and have
students repeat. Make
sure students understand
expressions such as “What
a lot of hooey!” Encourage
students to imitate
your intonation and
expressiveness.
525A

20. Fluency/Comprehension
Objective
• Evaluate the author’s
perspective
Author’s Perspective
Introduce U4: 453A–453B
Practice/
Apply
U5: 454–471; Leveled
Practice Books, 141–142
Reteach/
Review
U4: 475M–475T
Assess Weekly Tests; Unit 4 Tests;
Benchmark Tests A, B
Maintain U5: 497B, 525B
Comprehension
MAINTAIN SKILL
AUTHOR’S PERSPECTIVE
EXPLAIN/MODEL Tell students:
Authors have feelings and opinions about the topics they choose.
We call those feelings the author’s perspective.
An author rarely expresses his or her perspective directly. The
reader usually must infer it from the way the author writes about
the subject.
Have students develop the stance of a critic by making judgments
about an author’s perspective. Ask them to look for details in the
text to support their opinions and consider alternative ideas.
PRACTICE/APPLY
Have students form groups to discuss the author’s perspective in
Ta-Na-E-Ka.
How does the author feel about Mary’s teacher, Mrs. Richardson?
How do you know?
Do you think the author is more like Mary, her grandfather, or Mrs.
Richardson? What details from the text support your opinion?
How does the author feel about Ta-Na-E-Ka? Do you think she
thinks it is an important ceremony? Why or why not?
Encourage students to then participate in whole class discussions
with the results of their groups’ discussions. For comprehension
practice use the Graphic Organizers on Teacher’s Resource Book
pages 40–64.
Ta-Na-E-Ka 525B

21. A
FAble
Introduction
The real Aesop was born a slave
about the year 620 B.C. in the ancient
republic of Greece, where he was
later granted freedom as a reward for
his learning and wit. Though he died
about 565 B.C., for years his clever
wisdom was passed down orally from
generation to generation. Somewhere
around 300 B.C., about 200 stories
were gathered into a collection called
Assemblies of Aesopic Tales. No one
knows how many of the narratives
attributed to Aesop were actually
composed by him. Interestingly,
motifs from many of them occur
in the storytelling traditions of a
variety of cultures—proof of the
universality of the themes and
lessons of these tales.
Language Arts
Genre
A Fable is a brief story
that teaches a moral, often
through the actions of
animals that act like people.
Literary Elements
A Moral is a lesson taught
by a fable or story. It is
usually stated outright at
the end of the fable.
Personification is a literary
device where human
characteristics are given to
animals or things.
by Aesop
retold by Jerry Pinkney
526
Paired Selection Student page 526
Fable
GENRE: FABLE
Have students read the bookmark on
Student Book page 526. Point out that
a fable
usually features animals as the main
characters
teaches a lesson that is expressed as
a moral
Literary Elements: Moral
and Personification
EXPLAIN Both of these elements are
typical of fables:
A moral is a short saying that states
the lesson taught by a fable. “Don’t
cry over spilled milk” and “Slow and
steady wins the race” are examples
of morals.
Personification is attributing human
qualities to nonhumans. “The wind
slapped my face” and “The wind
whispered through the trees” are
examples of personification.
PRACTICE/APPLY Have students
recall examples of a moral and
personification that they have heard
used in their lives or in a story. Discuss
with students and ask why authors
might choose to include morals and
personification in their writing.
Read “A Fable by Aesop”
As you read, remind students to apply what they have learned about
the literary elements moral and personification. Have students think
about common cultural characteristics they may have seen in tales like
this from world, national, or state literature.
526

22. The Crow and the Pitcher
For weeks and weeks there had been no rain. The streams
and pools had dried to dust, and all of the animals were
thirsty. Two crows, flying together in search of water, spotted a
pitcher that had been left on a garden wall. They flew to it and
saw that it was half full of water. But neither one could reach
far enough inside the pitcher’s narrow neck to get a drink.
“There must be a way to get that water,” said the first crow.
“If we think it through, we’ll find an answer.”
The second crow tried to push the pitcher over, straining
with all of his might. But it was too heavy to budge. “It’s
hopeless!” he croaked, and flew away to look for water
elsewhere.
But the first crow stayed by the pitcher and thought, and
after a time he had an idea. Picking up some small pebbles
in his beak, he dropped them one by one into the pitcher
until at last the water rose to the brim. Then the clever bird
happily quenched his thirst.
Wisdom and patience succeed where force fails.
Language Arts
Connect and Compare
1. Why does personification work especially well in fables? What
would fables be like if they only featured humans? Personification
2. Why do you think an author who wanted to teach a lesson would
choose to write a fable? Analyze
3. Compare “The Crow and the Pitcher” to “Ta-Na-E-Ka.” How do
the main characters in both stories use their brains to solve a
problem in an unusual way? Reading/Writing Across Texts
Find out more about fables at www.macmillanmh.com
The moral
of the fable.
The crows speak.
This is personification.
527
1 SEQUENCE
What does the second crow do after
trying to push over the pitcher? (He
gives up and flies away.)
2 LITERARY ELEMENTS:
PERSONIFICATION
In what ways do the crows act like
people you know? (One gives up easily;
one insists that there must be an
answer.)
Connect and Compare
SUGGESTED ANSWERS
1. Personification is especially
effective because having animals
act like humans allows them to
illustrate universal qualities. If a
fable only featured humans, it
wouldn’t be such an entertaining
or pleasant way to learn a lesson.
PERSONIFICATION
2. Using a fable to teach a lesson
seems more universal and less
judgmental. ANALYZE
3. FOCUS QUESTION Both characters
use cleverness to succeed where
they might be expected to fail.
READING/WRITING ACROSS TEXTS
Paired Selection Student page 527
1
2
Smart Thinking
Ask students to brainstorm a list of important inventions that have
made their lives easier. Ask each student to research an invention
and write a short report that explains how smart thinking led to
the invention.
Students can display their reports on a classroom “Smart Thinking”
bulletin board.
Internet Research and Inquiry Activity Students can find more
facts about fables at www.macmillanmh.com
Ta-Na-E-Ka 527

23. I Could Be a
Character in a Book
by Lourdes M.
While reading “Ta-Na-E-Ka,” I was surprised to see
how much I am like the main character, Mary. Both Mary
and I have families that value tradition very much. Both
of our cultures have special traditions that we celebrate.
For instance, Mary took part in her Ta-Na-E-Ka when
she was eleven years old and I will have my quinceañera
celebration when I turn fifteen. In some Hispanic cultures,
the quinceañera is a tradition that celebrates a teenage
girl’s fifteenth birthday.
I also noticed how Mary and I are different. Mary did
not look forward to her Ta-Na-E-Ka; however, I am very
excited about my quinceañera. Also, Mary had to go on a
kind of journey for her Ta-Na-E-Ka. Even though I have
the choice of taking a journey for my quinceañera, I have
chosen a celebration instead. This way I can be like my
mother and celebrate my quinceañera with the people I
love the most—my family! Maybe one day I will write a
story about my incredible quinceañera experience.
Writer’s Craft
Rearrange Ideas
rearrange
ideas
528
Writing
Rearrange Ideas
READ THE STUDENT MODEL
Read the bookmark about rearranging
ideas to make writing clearer. Explain
that when comparing and contrasting,
describing similarities in one paragraph
and differences in another is an
effective way to arrange ideas.
Have students turn to the last several
paragraphs on page 507. Discuss how
the boys could arrange ideas in their
report.
Then have the class read Lourdes’s
compare-and-contrast essay and
the callouts. Tell students they will
write an essay in which they compare
themselves with a character from a
story or compare two characters.
WRITING
• Compare and Contrast
• Writer’s Craft: Rearrange Ideas
WORD STUDY
• Words in Context
• Word Parts: Latin Roots
• Phonics: Latin Roots
• Vocabulary Building
SPELLING
• Words with Latin Roots
GRAMMAR
• Articles
SMALL GROUP OPTIONS
• Differentiated Instruction,
pp. 529M–529V
Features of a Compare-and-Contrast Essay
In a compare-and-contrast essay, a writer presents similarities and
differences organized to present clearly the points of comparison.
A compare-and-contrast essay focuses on two people, places, or
things.
It compares by telling how the two are similar and contrasts by
telling how the two are different.
It includes signal words that point out likenesses and
differences.
It demonstrates a sufficient knowledge of a subject to reflect
background and understanding.
528

24. PREWRITE
Discuss the writing prompt on page
529. Ask students to use their writer’s
notebook to list ideas and then choose
a topic that interests them.
Display Transparency 85. Discuss how
Lourdes used the chart to identify
similarities and differences between
herself and Mary. Have students create
their own chart and discuss with a
classmate the characters they have
chosen.
DRAFT
Display Transparency 86. Discuss how
Lourdes organized ideas in her essay.
In her first paragraph, she mentioned
differences but did not describe them
until the second paragraph.
Before students begin writing, present
Rearranging Ideas on page 529A. Then
have students use their chart to draft
their essay. Remind them to use logical
organizational structure. Students may
wish to draft collaboratively.
REVISE
Display Transparency 87. Ask students
about revision ideas and discuss
Lourdes’s revisions. Point out that she
moved a sentence and added words.
Students can revise their draft or place
it in their portfolio to work on later.
If students choose to revise, have them
use the Writer’s Checklist on page 529
and work with partners to review the
writing. Have students evaluate their
writing for consistent development of
ideas within and among paragraphs.
Have students proofread. For
Publishing Options see page 529A.
For lessons on Conventions,
Portfolios, Articles, and Latin Roots
see page 529B and 5 Day Spelling and
Grammar on pages 529G–529J.
Writing Student pages 528–529
Transparency 85: Compare-
and-Contrast Chart
Transparency 86: Draft
Transparency 87: Revision
Transparency 85
Writing Transparency 85
Compare-and-Contrast Writing
Ideas and Content:
Organization: rearrange ideas
Voice:
Word Choice:
Sentence Fluency:
Conventions:
a an
Your Turn
529
Ta-Na-E-Ka 529

25. Publishing Options
Students may read their essays
to the class. See the Speaking
and Listening tips below.
Have students use their best
cursive to copy their essays.
(See Teacher’s Resource
Book pages 168–173 for
cursive models and practice.)
Some students may decide
to type their essays on a
computer. Collect students’
writing in a binder with a blank
page for comments on each
contribution. Circulate the
binder in the class and have
students comment on their
classmates’ essays.
Writer’s Craft
Writing
SPEAKING STRATEGIES
Use verbal and nonverbal
communication
techniques.
Vary intonation for
emphasis and to create
interest.
Adjust volume and tempo
to meet the needs of the
audience.
LISTENING STRATEGIES
Give the speaker your full
attention.
Listen to evaluate tone,
mood, and emotion of
verbal and nonverbal
behavior.
Ask questions after the
speaker has finished.
4- and 6-Point Scoring Rubrics
Use the rubrics on pages 595G–
595H to score published writing.
Writing Process
For a complete lesson, see Unit
Writing pages 595A–595H.
Rearrange Ideas
EXPLAIN/MODEL
Good writers use a logical structure to arrange ideas. In a compare-
and-contrast essay, writers usually arrange ideas in one of two ways.
They may discuss similarities between people, places, or things
in one paragraph, and differences in the next. Alternatively, they
may use one paragraph to discuss the first person, place, or thing,
and then use the next paragraph to discuss the second. Display
Transparency 88.
Think Aloud These ideas could be arranged in one of two ways.
I could discuss how birthdays and name days are alike, and
then how they are different. Another way would be to discuss
birthdays first and then name days. I think that would work best,
because there are more differences than similarities.
PRACTICE/APPLY
Help students get started arranging the points in a logical order in
paragraphs, with all the points about birthdays in one paragraph
and all those about name days in another. Then challenge students
to rearrange the ideas, using one paragraph to discuss similarities
between the special days and another to discuss differences.
As students write their essays, encourage them to arrange ideas in a
logical way that they think suits the information they are comparing
and contrasting.
Transparency 88
Writing Transparency 88
529A

26. Technology
Writer’s Toolbox
Writing Trait: Conventions
Explain/Model Point out the semicolon and the
word however in the second sentence of the second
paragraph on page 528. Explain that when two
main clauses are joined by words such as therefore,
moreover, or however, as here, a semicolon is used
to separate them. In addition, when however joins
two clauses, it is followed by a comma.
Practice/Apply Have students scan other
selections for semicolons. Discuss their use in
context. Remind students to use semicolons
correctly in their own writing and to insert a comma
after however when it is used to join clauses.
Portfolios
Explain/Model Explain that students’portfolios
should contain a variety of their work. Students
should keep examples of different types of writing
in their portfolios. Remind students that portfolios
should include more than just finished work. They
can also include notes about the various types of
writing as well as successive published versions of
previous work.
Practice/Apply Encourage students to evaluate
their essay to decide whether it belongs in their
portfolio. Remind them to include notes on what
they have learned about compare-and-contrast
writing. Suggest that students make this a regular
part of their writing process.
Spelling Words with Latin Roots
Explain that many English words have Latin roots.
Some common Latin roots are aud (to hear), fac
(to make), and cred (to believe). Point out the word
incredible in the last sentence in Lourdes’s essay
on page 528. Help students use the Latin root
cred and the Latin prefix in- (not) and suffix -ible
(can be) to define the word. (cannot be believed)
Students can use a print or online dictionary to
check the spelling and meaning of words with
Latin roots in their drafts. For a complete lesson on
words with Latin roots, see pages 529G–529H.
Articles
Explain/Model Explain that articles are a kind
of adjective. List a, an, and the on the board. Tell
students that a and an are indefinite articles that
identify non-specific people, places, things, or
ideas. The is a definite article that identifies specific
people, places, things, or ideas. Have students
locate indefinite and definite articles in the first
paragraph of Lourdes’s essay on page 528.
Practice/Apply Have students locate indefinite
and definite articles in the rest of the essay on
page 528 and tell what nouns they identify.
Remind students to use indefinite and definite
articles where needed in their essays. For a
complete lesson on articles, see pages 529I–529J.
Mechanics Explain that colons are used to
introduce lists and long formal statements, after
the greeting of a business letter, and to separate
the hour and minute of the time of day. Have
students correct colon usage as they proofread.
Use page 152 of the Teacher’s Resource Book to
review proofreading marks with students.
Remind students that many word processors have tools
that can help them find and correct errors in grammar.
Demonstrate how these tools work.
Writing
Ta-Na-E-Ka 529B

27. Word Study
Word Study
Review
Vocabulary
Words in Context
EXPLAIN/MODEL
Review the meanings of the vocabulary words. Display
Transparency 43. Model how to use word meanings and context
clues to fill in the missing words in the first sentence.
Think Aloud In the first sentence, I see that the word I am looking
for is a singular noun. The word an is a clue. Which word is a
singular noun that describes a thing in which people could lose
lives or be wounded? The word must be encounter.
participate (p. 511) to take
part in something with
others
ordeals (p. 515) severe
tests or experiences
nourishing (p. 517) giving
nourishment
encounter (p. 511) a clash
between enemies or rivals
grimaced (p. 514) twisted
the face or its features
anticipated (p. 517)
foresaw and dealt with, or
provided for beforehand
dejectedly (p. 517) low in
spirits
victorious (p. 512) having
won a victory PRACTICE/APPLY
Have students use context clues to find the missing words for
sentences 2–5 on their papers. Ask students to work with a partner
to check their answers and to explain the context clues they used
to find the missing words. Ask students to orally define nourishing,
anticipated, and dejectedly.
Complete the Idea Ask a student to use a vocabulary word and
the beginning of a sentence. A volunteer finishes the sentence and
then sets up the next one. For example, I paid the fee to participate
in the race, but then . When the marathon runner finished
his speech about his ordeals, I raised my hand and said . The
oranges the volunteers handed out during the race were nourishing, but
I would have rathered .
Objective
• Apply knowledge of word
meanings and context clues
• Identify Latin roots
Materials
• Vocabulary Transparency 43
• Vocabulary Strategy
Transparency 44
• Leveled Practice Books, p. 161
Reinforce Vocabulary
Write: Food that is
nourishing makes you
strong and healthy. Have
students list foods that are
and aren’t nourishing and
tell why.
Transparency 43
participate grimaced ordeals encounter victorious
During an (1) encounter at Rose Creek, in which a famous Kaw
chief lost his life, the girl’s grandfather was wounded.
When Good Woman led the warriors into battle, there was
usually a happy and (2) victorious outcome.
Roger (3) grimaced at the unpleasant thought of eating a
grasshopper.
Because it was custom, young people were expected to
(4) participate in Ta-Na-E-Ka when they were eleven years
old.
Friends and relatives talked about their own (5) ordeals of
surviving their Ta-Na-E-Ka experiences.
Vocabulary Transparency 43
529C

28. STRATEGY
USE WORD PARTS: LATIN ROOTS
EXPLAIN/MODEL
Tell students:
Latin roots are word parts that form the basis for other words.
Many modern English words have their roots in Latin.
Knowing the meanings of Latin roots can help you figure out the
meanings of longer words.
Read the following sentence in Student Book page 517, and model
how to identify the Latin root in the highlighted word to clarify
its meaning: “Not one boat,” I said to myself dejectedly. Work with
students to complete the definitions of the first two underlined
words on Transparency 44.
PRACTICE/APPLY
Have students complete questions 3–5 on their own. Ask volunteers
to come up and write the answers on the transparency.
Word Study
Use Gestures To show
the similarities in meanings
of words with the same
root, use a similar gesture
as you explain the words.
For example, ject means
“throw.” As you explain
words such as inject
and reject use a gesture
suggesting movement.
Have students repeat the
words with the gestures as
they say them alone and in
sentences.
Many English words have Latin roots. Familiarizing yourself
with Latin root meanings will help you determine the meanings of
English words. These roots usually do not stand alone as words.
The Latin root ject means “to throw.” In the word dejectedly, the
root means “put down” or “thrown down,” as in depressed.
A. Fill in the chart with as many words as possible that have the
Latin roots as listed. Use a dictionary if needed.
B. Choose six of the words you listed above and use them in
sentences. Use at least one of the words in each sentence.
5.
6.
7.
8.
9.
10.
1. ject: throw 2. spect: view 3. scribe, script:
write, writing
4. duc, duct: lead
On Level Practice Book O, page 161
Approaching Practice Book A, page 161
Beyond Practice Book B, page 161
During Small Group Instruction
If No Approaching Level Vocabulary, pp. 529N–529O
If Yes On Level Options, pp. 529Q–529R
Beyond Level Options, pp. 529S–529T
Can students identify words in context? Can students use
Latin roots to figure out the correct definition?
Transparency 44
Latin Roots
1. ject throw
To reject something as junk is to throw it away.
2. fac make
A factory is a place where people make things.
3. spec see
A spectator is a person who sees but does not take
part.
4. aud hear
If something is audible, then you can hear it.
5. liber free
To liberate something is to set it free .
Vocabulary Strategy Transparency 44
Ta-Na-E-Ka 529D

29. Word Study
Word Study
Phonics
Decode Words with Latin Roots
EXPLAIN/MODEL Explain to students that many English words
contain Latin roots. Knowing the pronunciation of the Latin root
can help you understand how to pronounce an unfamiliar word.
Knowing the meaning of Latin roots can also help you figure out
the meaning of unfamiliar words. Some common Latin roots are
aud, meaning “hear”; bene/bon, meaning “good”; cred, meaning “to
believe”; dict, meaning “to speak or say”; fac/fact, meaning “to make
or do”; flect/flex, meaning “bend or flex”; ject, meaning “throw”;
manu, meaning “hand”; sect, meaning “to cut”; struct, meaning “to
build”; port, meaning “carry”; scrib/script, meaning “write”; spect,
meaning “look”; and tract, meaning “draw or pull.”
New words are formed when prefixes and/or suffixes are added to
a Latin root. For example, porter is made up of the root port, which
means “to carry” and the suffix er, which can mean “one who.” So
porter means “someone who carries.” Write the word manufacture.
Think Aloud I see this word has the Latin root fact, which means
to “make.” I also see the root manu, which means “hand.” When I
combine the meanings, I get “to make by hand.” When I look up
manufacture in the dictionary, I find that one meaning is “to make
or process something, especially in quantity.”
PRACTICE/APPLY Write these words on the board and ask
volunteers to pronounce each and identify its Latin root: prospective
(spect), liberty (liber), objection (ject), respectively (spect).
Decode Multisyllabic Words Have students use their knowledge of
phonics patterns, compound words, and word parts to decode long
words. Write spectator, ejection, and liberation. Model how to decode
spectator, focusing on the Latin root spect. Then work with students
to decode the other words and read them aloud. Encourage
students to work with a partner and use a dictionary to look up the
definitions. For more practice decoding multisyllabic words, see the
Decodable Passages on page 26 in the Teacher’s Resource Book.
Objectives
• Decode words with Latin
roots
• Learn how to use word parts
to figure out word meanings
Materials
• Leveled Practice Books, p. 162
• Teacher’s Resource Book,
p. 26
Some words in English have Latin roots. When you know
particular roots, you can often figure out the meaning of a word.
Roots do not normally stand on their own, so they are often in the
middle of a word, surrounded by prefixes and/or suffixes.
Underline the Latin root of each word. Use the word in a sentence
that makes the meaning clear. Use a dictionary if you need to.
1. project
2. biography
3. bookmobile
4. microscope
5. tractor
6. manuscript
7. flexible
8. periscope
jj
g p yg p y
pp
pp
pp
On Level Practice Book O, page 162
Approaching Practice Book A, page 162
Beyond Practice Book B, page 162
Use Gestures Practice
saying each root with
students. Use a gesture
that suggests the meaning
of each root as you say it
and explain its meaning:
spect = point to eyes;
liber = arms out suggesting
freedom. Say the words
in each word family alone
and in sentences with
students.
During Small Group Instruction
If No Approaching Level Phonics, p. 529M
If Yes On Level Options, pp. 529Q–529R
Beyond Level Options, pp. 529S–529T
Can students decode words with Latin roots?
529E

30. Word Study
Vocabulary Building
Apply Vocabulary
Writing Activity Ask students to think about
customs or traditions in their own families that
have to do with getting older and accepting
more responsibility. Have students interview a
family member about milestones or markers that
family members reach and what that experience
is like. Chronicle a sequence of three or more
of these milestones or events using at least two
vocabulary words. Remind students that when
they conduct an interview about family traditions
with a relative, they are using a primary source. A
secondary source is one that is written after the
primary source and deals with some aspect of the
primary source.
Vocabulary Building
Prefixes Provide students with a list of different
prefixes. Using these prefixes, have students make
a list of as many words as they can. When they
cannot think of any more words, encourage them
to use a dictionary and find more words with the
same prefixes. Have students share their list with
the rest of the class.
Vocabulary Review
Vocabulary Game Arrange students in a circle.
Ask them to sketch a tree on their paper. Have
them write one of the Latin roots, such as ject,
spect, durare, or liber on the trunk or main part
of the tree. Ask students to pass their tree to the
next person in the circle. Have students draw a
branch that extends out from the main trunk and
then write a word that can be formed from that
Latin root. Have students continue to pass the
trees around the circle until they receive their
own tree.
Vocabulary PuzzleMaker For vocabulary games and practice
go to www.macmillanmh.com
Oral Language
Expand Vocabulary Have students use print
and electronic dictionaries and other resources to
build a word web for each of these Latin roots:
ject, spect, durare, liber. Ask students to write each
root in the center of a web. On lines that extend
out from the center, have them write words that
use the Latin root. Ask them to compare and read
their webs aloud with a partner.
ject
Ta-Na-E-Ka 529F

31. 5 Day Spelling
Words with Latin Roots
ASSESS PRIOR KNOWLEDGE
Use the Dictation Sentences. Say
the underlined word, read the
sentence, and repeat the word.
Have students write the words
on Spelling Practice Book page
135. For a modified list, use the
first 17 Spelling Words and the
three Review Words. For a more
challenging list, use Spelling Words
3–20 and the two Challenge Words.
Students may correct their own
tests.
Have students cut apart the Spelling
Word Cards BLM on Teacher’s
Resource Book page 87 and figure
out a way to sort them. They can
save the cards for use throughout
the week.
For Leveled Word Lists, go to
www.macmillanmh.com
TEACHER AND STUDENT SORTS
Write structure, factory, destruction,
and manufacture on the board.
Prompt students to classify these
words according to their Latin roots.
Explain that many English words
have Latin roots. The root might
appear at the beginning, middle,
or end of a word. Some common
Latin roots are aud from the Latin
word audire (to hear), ject from
the Latin word jacere (to throw),
bene from the Latin word bene
(well), and struct from the Latin
word structus (put together).
Invite students to sort the words
by Latin root, or any other
way they wish; for example, by
number of syllables. Discuss
students’ methods of sorting.
Spelling
Dictation Sentences
1. The audience clapped.
2. Sam would benefit from studying.
3. Ed’s parents own the factory.
4. Athletes are flexible.
5. They should reduce class sizes.
6. My teacher gave me extra credit.
7. Sarah has a dictionary.
8. I have the sports section.
9. It’s incredible that he is on time.
10. The structure is a building.
11. The fly is an insect.
12. The audio portion did not work.
13. Will you introduce him to me?
14. What is your prediction?
15. The volcano caused destruction.
16. Education goes a long way.
17. They inject humor into games.
18. I see your reflection in the lake.
19. Her objection was withdrawn.
20. Gloria often felt dejected.
Review/Challenge Words
1. The storm will lessen by tonight.
2. Remove the bag from the aisle.
3. We read about the principle of
gravity.
4. Our companies manufacture
cameras.
5. Dictate this sentence while I write
it.
Display the Spelling Words
throughout the week.
Pretest Word Sortsaudience section destruction
benefit incredible education
factory structure inject
flexible insect reflection
reduce audio objection
credit introduce dejected
dictionary prediction
Review lessen, aisle, principle
Challenge manufacture, dictate
Spelling Practice Book, Pages 135–136 Spelling Practice Book, Page 137
529G

32. DEFINITIONS
Ask students to copy the list of
words below. Tell them to define
the word and explain how the
word is derived from its Latin root.
audience: a hearing, or people
who hear (from the Latin root aud)
credit: a commendation, or a sum
of money that is lent (from the
Latin root cred)
benefit: something good (from the
Latin root bene)
Challenge students to look up
the roots of the words education,
dictionary, and flexible. Have
them explain how the Latin
roots contribute to each word’s
meaning.
SPIRAL REVIEW
Write lessen, aisle, and principle on
the board. Ask students to use the
words in sentences.
PROOFREAD AND WRITE
Write the following sentences on
the board including the misspelled
words. Ask students to proofread
and write the correct spellings.
I was called out of the audiance
to come up on stage. (audience)
The student made a predicshun
about the story. (prediction)
A good edducation will help you
do well in life. (education)
Oliver wanted to interduce me
to his sister. (introduce)
POSTTEST
Use the Dictation Sentences on
page 529G for the Posttest.
If students have difficulty with
any words in the lesson, have
them copy the words in a list
entitled “Spelling Words I Want
to Remember” in a word study
notebook.
WORD STUDY NOTEBOOK
Challenge student partners to
think of words that have Latin
roots. If partners are unsure or
disagree about how a word should
be spelled, have them use a
dictionary to check. Have students
write the words in a word study
notebook under the heading
“Other Words with Latin Roots.”
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book, Page 138 Spelling Practice Book, Page 139 Spelling Practice Book, Page 140
Ta-Na-E-Ka 529H

33. 5 Day Grammar
Articles
INTRODUCE ARTICLES
Present the following:
An article is a kind of adjective.
Articles include the words a, an,
and the.
Articles are some of the most
commonly used words in the
English language.
Example:
I have a new friend in math class.
Ian is on the soccer team.
REVIEW ARTICLES
Review the function of articles.
INDEFINITE AND DEFINITE
ARTICLES
Present the following:
A and an are indefinite articles.
An indefinite article identifies
non-specific people, places,
things, or ideas.
A is used before words that begin
with a consonant. An is used before
words beginning with a vowel.
The is a definite article. A definite
article identifies specific people,
places, things, or ideas.
Example:
I gave my ticket to a man.
I gave my ticket to the man.
Grammar
Daily Language
Activities
Write the day’s activities on the
board or use Transparency 22.
DAY 1
These story is about a native
American girl and her adventures
(1. This; 2. Native; 3. adventures.)
DAY 2
Coming of age is the way of saying
“growing up” It marks an step toward
adulthood. (1. a; 2. up.”; 3. a)
DAY 3
Ceremonies for coming of age
include. jewish bar mitzvahs and a
variety of tests in a Native American
culture. (1. include; 2. Jewish; 3. the)
DAY 4
Events like staying at home alone for
the first time also mark the persons’
coming of age. Approaching these
events shows an person’s maturity.
(1. a; 2. person’s; 3. a)
DAY 5
An finel challenge will be momentus.
(1. A; 2. final; 3. momentous)
Introduce the Concept Teach the Concept
Study the pair of articles in each sentence. Underline the article that
correctly completes the sentence.
1. Matthew and Andrew have (a, an) problem.
2. (A, The) time in the afternoon goes by too quickly.
3. What (a, an) annoying situation!
4. (The, A) homework never seemed to get done.
5. But (the, a) boys always had time to play games.
6. Baby robins open their mouths wide for (a, an) meal of worms.
7. In the summer months, (a, the) sun rises high in the sky.
Complete each sentence with the correct article: a, an, or the.
(More than one answer may be correct.)
8. Matthew and Andrew tried to figure out solution to the
problem.
9. They finally came up with idea.
10. Matthew said, “Maybe we could do homework before
we play games.”
11. Andrew wasn’t sure he liked solution.
12. Matthew said, “I think this is case of some smart
thinking!”
13. Sometimes you can see rainbow in the sky after it rains.
14. Matthew goes to chess class on Tuesday.
• The words a, an, and the are special adjectives called articles.
• Use a and an with singular nouns.
• Use a if the next word starts with a consonant sound.
• Use an if the next word starts with a vowel sound.
Grammar Practice Book, Page 135
• The words a, an, and the are special adjectives called articles.
• Use a and an with singular nouns. Use a if the next word starts
with a consonant sound.
• Use an if the next word starts with a vowel sound.
• Use the with singular nouns that name a particular person,
place, or thing. Use the before all plural nouns.
Change the article in parentheses so that it correctly completes
each sentence. Then rewrite the sentence on the line provided.
1. Matt’s friends called him (an) hero.
2. They thought it was (a) unusual situation.
3. “That’s (a) incredibly smart idea,” said Randi.
4. On (a) first Monday of each month, all the students studied together.
5. Studying together with others means taking (a) time to listen and help.
6. Matt has (a) oak tree in his front yard.
7. Tom received (a) acceptance letter from the local college.
8. (A) earth’s surface is seven parts water and three parts land.
Grammar Practice Book, Page 136
See Grammar Transparency 106 for
modeling and guided practice.
See Grammar Transparency 107 for
modeling and guided practice.
Variations in Languages
Many languages omit
articles or do not have a
similar distinction between
a and the. It is best to
address the use of articles
in short lessons within the
context of reading and
writing activities.
529I

34. REVIEW ARTICLES
Have students review using
articles. Present corrected
sentences from Days 1–3. Tell
students to underline the articles
in the sentences.
MECHANICS AND USAGE: USING
COLONS
Use a colon before a long formal
statement or quotation.
Use a colon between
independent clauses when the
second clause explains the idea
in the first.
Use a colon after the salutation
of a business letter.
Use a colon to separate the hour
and the minute of the time of
day.
IDENTIFY ARTICLES
Distribute copies of newspaper
or magazine articles for students
in the class. Have students draw
a circle around the articles used
in the writing. Afterwards, discuss
what students found as a class.
PROOFREAD
Have students proofread the
following sentences, correcting
any errors in grammar, usage, and
punctuation.
1. Coming of age is an process
that everyone must go
through. (a)
2. Not all culture have a event
to mark the coming of age.
(cultures, an)
ASSESS
Use the Daily Language Activity
and page 139 of the Grammar
Practice Book for assessment.
RETEACH
Have students write three
sentences, leaving blanks where
the articles should appear. Then,
have them trade papers with
partners and fill in the blanks
with appropriate articles. Make
sure that students use a and an
properly and use definite and
indefinite articles properly. Invite
students to share their work with
the class.
Use page 140 of the Grammar
Practice Book for additional
reteaching.
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book, Page 137 Grammar Practice Book, Page 138 Grammar Practice Book, Pages 139–140
See Grammar Transparency 108 for
modeling and guided practice.
See Grammar Transparency 109 for
modeling and guided practice.
See Grammar Transparency 110 for
modeling and guided practice.
Ta-Na-E-Ka 529J

35. ELL Practice and
Assessment, 140–141
Fluency Assessment
End-of-WeekAssessments
Administer the Test
Weekly Reading Assessment,
Passage and questions, pages 277–284
ASSESSED SKILLS
• Compare and Contrast
• Vocabulary Words
• Word Parts: Latin Roots
• Articles
• Latin Roots
Administer the Weekly Assessment online or on CD-ROM.
Fluency
Assess fluency for one group of students per week. Use the
Oral Fluency Record Sheet to track the number of words
read correctly. Fluency goal for all students:
140–160 words correct per minute (WCPM).
Approaching Level Weeks 1, 3, 5
On Level Weeks 2, 4
Beyond Level Week 6
Alternative Assessments
• ELL Assessment, pages 140–141
Weekly Assessment, 277–284
Assessment Tool
529K

36. VOCABULARY WORDS
VOCABULARY STRATEGY
Word Parts: Latin Roots
Items 1, 2, 3, 4
IF...
0–2 items correct . . .
THEN...
Reteach skills using the Additional
Lessons page T7.
Reteach skills: Log on to
www.macmillanmh.com
Vocabulary PuzzleMaker
Evaluate for Intervention.
COMPREHENSION
Skill: Compare and Contrast
Items 5, 6, 7, 8
0–2 items correct . . . Reteach skills using the Additional
Lessons page T2.
Evaluate for Intervention.
GRAMMAR
Articles
Items 9, 10, 11
0–1 items correct . . . Reteach skills: Grammar Practice Book
page 140.
SPELLING
Latin Roots
Items 12, 13, 14
0–1 items correct . . . Reteach skills: Log on to
www.macmillanmh.com
FLUENCY 133–139 WCPM
0–132 WCPM
Fluency Solutions
Evaluate for Intervention.
Diagnose Prescribe
End-of-WeekAssessments
R E A D I N G
To place students
in the Intervention
Program, use
the Diagnostic
Assessment in the
Intervention Teacher’s
Edition.
Triumphs
AN INTERVENTION PROGRAM
Ta-Na-E-Ka 529L

37. Approaching Level Options
Phonics
Objective Decode multisyllabic words with Latin roots in both familiar and unfamiliar
text
Materials • Student Book “Rites of Passage”
WORDS WITH LATIN ROOTS
Model/Guided Practice
Write the Latin root spect on the board. Say: The root spect has the
/e/ sound. Spect means “to look.” Write the word inspect on the board.
Knowing the Latin root helps me pronounce and understand the word
inspect. It is pronounced /in spekt’/. It means “look into.”
Write the roots ject (throw) and liber (free) on the board and pronounce
them. Help students determine the meanings of reject and liberty.
Repeat the process with the Latin roots anim (life), grad (step), port
(carry), and voc (voice).
MULTISYLLABIC WORDS WITH LATIN ROOTS
Write the Latin root aud on the board. Say: The Latin root aud has the
/ô/ sound. Aud means “hear.” Write the word audible on the board. When
I look at the word audible, I see the Latin root aud. I know it is pronounced
/ôd/ and means “hear.” That helps me pronounce and understand this word
with aud. Say the word aloud. It means “able to be heard.”
Have small groups decode words with Latin roots. Write the following
words on the board or provide students with the list. Say: Underline the
Latin root. Then use what you know about the root to pronounce each word
correctly and explain the word’s meaning.
advocate subject dictate
endurance vocalize injection
credence graduate prospective
Check each group’s progress and accuracy. Circulate and provide
constructive feedback.
WORD WEBS: WORDS WITH LATIN ROOTS IN CONTEXT
Have small groups search “Rites of Passage” for words with Latin roots.
Extend the activity to include other selections of students’ choice. Tell
them to create webs with each root at the center and the words they
find containing the root around it in the web.
Monitor each group’s work for accuracy.
Invite student groups to share words from their webs for each root.
Have students pronounce the words and explain their meanings.
For each skill below,
additional lessons are
provided. You can use these
lessons on consecutive days
after teaching the lessons
presented during the week.
• Compare and Contrast, T2
• Word Parts: Latin Roots, T7
Additional Resources
Encourage students to
consult a dictionary if they
are uncertain about the
pronunciation of a Latin
root in a word. Tell students
that a word’s etymology—
the information provided in
a dictionary about a word’s
origins or history—usually
explains the meaning of
its Latin root. Work with
students to locate and
comprehend etymologies
provided in a dictionary for
words with Latin roots.
Constructive
Feedback
To help students build
speed and accuracy when
reading multisyllabic
words, use the additional
decodable text on page 26
of the Teacher’s Resource
Book.
Decodable Text
529M

38. Objective Read accurately with good prosody at a rate of 140–150 WCPM
Materials • Approaching Practice Book A, p. 159
MODEL EXPRESSIVE READING
Model reading the fluency passage on Approaching Practice Book A
page 159. Tell students to pay close attention to how punctuation affects
your reading. Then have students echo-read, first as a group and then one
by one. Listen for accuracy.
REPEATED READING
Have students practice reading the passage aloud as you circulate and
provide constructive feedback. During independent reading time, partners
can take turns reading the passage. Have one student read each sentence
aloud and the other repeat the sentence.
TIMED READING
At the end of the week, direct students to do a timed reading of the
passage that they have been practicing. With each student:
Place the passage from Approaching Practice Book A page 159
facedown.
When you say “Go,” the student begins reading the passage aloud.
When you say “Stop,” the student stops reading the passage.
As students read, note any miscues. Stop them after one minute. Help
students record and graph the number of words they read correctly.
Vocabulary
Objective Apply vocabulary word meanings
Materials • Vocabulary Cards • Transparencies 22a and 22b
VOCABULARY WORDS
Display the Vocabulary Cards for participate, ordeals, nourishing,
encounter, grimaced, anticipated, dejectedly, and victorious. Help
students locate and read the vocabulary words in “Rites of Passage” on
Transparencies 22a and 22b. For words they do not know, help
students determine the meanings based on how the words are used in
context. Have students use each word in a new sentence.
Then have students use the vocabulary words to write questions that ask
for a choice. For example, Would you rather participate in a basketball
game or a play? After students write their questions, have them ask and
answer the questions with a classmate.
If students are having
difficulty reading dialogue
expressively, choose a
sentence with dialogue.
Read it aloud and ask
volunteers to say the
sentence the way they
would in a conversation.
Then have students choral
read the same sentence.
Constructive
Feedback
Approaching Practice Book A, page 159
Ta-Na-E-Ka 529N

39. Approaching Level Options
Vocabulary
Pantomime and
Gesture Tell students
to use pantomime and
gesture to show the
meanings of some of the
vocabulary words from
“Rites of Passage.” Write
the following words on
the board: anticipated,
victorious, nourishing,
grimaced, dejectedly,
ordeals, and participate.
Have students work in
pairs or groups of three
to pantomime the word
meanings. Have the
remainder of the class
guess which word the
group is acting out.
Objective Use Latin roots
Materials • Student Book Ta-Na-E-Ka
WORD PARTS: LATIN ROOTS
Write the word liberty on the board. Tell students that the Latin root of
liberty is liber, meaning free. How does the Latin meaning help you figure
out what liberty means? Have students look in Ta-Na-E-Ka for other words
that contain the Latin root liber and other Latin roots they have learned
and create word towers, adding as many prefixes and suffixes as they can.
(liberation, dejectedly)
Comprehension
Objective Compare and contrast
Materials • Student Book “Rites of Passage” • Transparencies 22a and 22b
STRATEGY
MONITOR COMPREHENSION
Remind students that good readers monitor comprehension by stopping
periodically to evaluate what they have read.
SKILL
COMPARE AND CONTRAST
Explain/Model
Remind students that comparing and contrasting as they read will help
them monitor their comprehension of the text.
Comparing is telling how two things are alike; contrasting is telling how
two things are different.
Display Transparencies 22a and 22b. Reread the first paragraph of
“Rites of Passage.” Ask volunteers to circle on the transparencies people
or things named in the paragraph. Discuss the last sentence in the
paragraph.
Think Aloud The writer says all humans participate in rites of passage.
That’s a comparison because it tells me one way that people are alike.
Practice/Apply
Reread the rest of “Rites of Passage,” and have volunteers continue to
circle items. Have students list examples of two or more things that can
be compared in “Rites of Passage.” Discuss with students the choices they
have made and how comparing and contrasting helps them monitor
comprehension.
Review last week’s words
(reputation, uttered,
quickened, migrant,
mistreated, wrath, illegally,
ruptured) and this week’s
words (participate, ordeals,
nourishing, encounter,
grimaced, anticipated,
dejectedly, victorious). Have
students use each word in a
sentence.
Rites of
Passageby Luis Rivera
Student Book, or
Transparencies 22a and 22b
529O

40. Leveled Reader Lesson
Objective Read to apply strategies and skills
Materials • Leveled Reader Zach’s Best Shot • Student Book Ta-Na-E-Ka
PREVIEW AND PREDICT
Show the cover of Zach’s Best Shot. Read the title, author, and table of
contents with students. Ask students what they think this story will be
about, and have them set purposes for reading and note any questions
they have.
VOCABULARY WORDS
Before reading, review the vocabulary words as needed. As you read
together, discuss how each word is used in context.
STRATEGY
MONITOR COMPREHENSION
Remind students that good readers monitor comprehension by stopping
periodically to evaluate what they have read. Read pages 2–4 aloud.
Think Aloud On page 2, the story starts in the middle of a scene, and
I wasn’t sure what was going on. I decided to read ahead and now I
understand that Zach is taping an audition for his friend Manuel.
SKILL
COMPARE AND CONTRAST
Remind students that understanding how to compare and contrast will
help them understand the characters in a story. Discuss these questions
with students. What similarities do the two boys share? In what ways are they
different? Begin a Venn diagram on chart paper.
READ AND RESPOND
After students have read the entire story, have them paraphrase what
takes place. Guide them in comparing and contrasting characters and
events using the Venn diagram. Afterward, discuss how Zach became
creative when it was time to do his oral presentation.
MAKE CONNECTIONS ACROSS TEXTS
Summarize and discuss Ta-Na-E-Ka and Zach’s Best Shot. Have students
explain how monitoring comprehension helped them compare and
contrast as they read.
How are the experiences of Zach and Mary the same? How are they
different?
Compare and contrast how the two characters overcame their fears.
Leveled Reader
Ta-Na-E-Ka 529P

41. Vocabulary
Objective Use vocabulary words and words with Latin roots in paragraphs
Materials • Student Book “Rites of Passage” • dictionary
VOCABULARY WORDS
Have students review the meanings of the vocabulary words from “Rites
of Passage.” Have students write a paragraph or brief story about either a
real or made-up rite of passage, using all the vocabulary words.
WORD PARTS: LATIN ROOTS
Suggest that students use a dictionary to check vocabulary words
containing Latin roots (dejectedly, victorious). Have them write down each
word, underline the Latin root, and give a definition for each word. Then
have students write word-family sentences or humorous paragraphs with
the words.
Literary Elements
Objective Discuss moral and personification
Materials • Student Book “A Fable by Aesop”
MORAL AND PERSONIFICATION
Discuss with students the importance of a moral and personification in
“A Fable by Aesop.” Have students look through the story to find specific
examples of moral and personification. Ask students to write a paragraph
that has a moral and uses personification.
Objective Read accurately with good prosody at a rate of 140–160 WCPM
Materials • On Level Practice Book O, p. 159
REPEATED READING
Model reading the fluency passage on page 159 of On Level Practice
Book O. Tell students to pay close attention to the different characters’
voices and listen to how punctuation affects your reading. Then have
students echo-read, first as a group and then one by one. Listen for
accuracy.
Have students practice reading the passage to each other. Circulate and
provide feedback.
Timed Reading At the end of the week, have students do a timed
reading of the passage to check how many words they read correctly in
one minute.
On Level Options
As I read, I will pay attention to punctuation and characters’ voices.
Most kids would fall flat on their faces if they tried to read while
14 walking quickly, but not Stacey Taylor. She stepped nimbly over
24 sidewalk cracks, veered around a tricycle some little kid had left out,
36 and even gave her neighbor’s poodle a pat on the head—all without
49 ever lifting her nose from the book in her hands.
59 The book was the true story of an amazing reporter named Nellie
71 Bly. Back in the late 1800s, most people thought that only men should
83 be reporters. But Nellie Bly did daring things that male reporters were
95 afraid to do. No adventure was too bold for her, no ordeal too severe.
109 She had herself locked up in an insane asylum and wrote about how
122 badly the inmates were treated. She traveled around the world by boat,
134 train, and even rickshaw.
138 Wow, thought Stacey. Wouldn’t it be great to be a reporter like
150 Nellie Bly? She tried to think of something daring she could do.
162 Maybe she could discover what horrific secret ingredients were in the
173 cafeteria food.
175 Of course, for all she knew, the cafeteria served nourishing,
185 delicious food cooked by a gourmet chef. In fact, there were a lot of
199 things Stacey didn’t know about Walker Middle School. Today was the
210 first day of the school year, and she was just starting sixth grade. 223
1. What characteristics does Stacey admire in Nellie Bly? Make Inferences
2. How can you tell the author admires Nellie Bly? Author’s Perspective
Words Read – =
First Read – =
Second Read – =
On Level Practice Book O, page 159
Student Book
A
FAble
Rites of
Passageby Luis Rivera
Student
Book
529Q

42. Leveled Reader Lesson
Objective Read to apply strategies and skills
Materials • Leveled Reader Stacey’s Winning Move • Student Book Ta-Na-E-Ka
PREVIEW AND PREDICT
Show the cover and read the title of Stacey’s Winning Move. Ask students
what they think the title indicates. Have students write down their
predictions and any questions they have about the story.
STRATEGY
MONITOR COMPREHENSION
Remind students that good readers monitor their comprehension to make
sure they understand the material. Comparing and contrasting can help
readers organize story elements and details.
SKILL
COMPARE AND CONTRAST
Point out to students that comparing and contrasting characters may help
students monitor comprehension in a text. Begin a Venn diagram on chart
paper and help students to complete it as they read the story.
READ AND RESPOND
Have the students read Chapters 1 and 2 orally and offer fluency support
as needed. Discuss the type of bond Stacey has with her friends and how
starting junior high might change their relationship.
Continue with Chapters 3 and 4. Discuss how Stacey discovers that she
can do two things at once. Afterward, ask students to paraphrase the
story. Encourage them to ask additional questions about the story.
VOCABULARY WORDS
Discuss the vocabulary words as they are used in the story. Reteach
meanings as necessary.
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Ta-Na-E-Ka and Stacey’s Winning Move.
Are Mary and Stacey similar? How do they solve their dilemmas?
Compare and contrast how this week’s theme, Smart Thinking, applies
to the two stories.
ELL
Leveled Reader
Go to pages
529U–529V.
Leveled Reader
Ta-Na-E-Ka 529R

43. Vocabulary
Objective Write a song or story based on this week’s theme
Materials • Student Book Ta-Na-E-Ka
EXTEND VOCABULARY
Have students write a story or lyrics for a music video about a time when
they or someone they know used Smart Thinking to solve a dilemma. Ask
students to include at least three vocabulary words in their story or lyrics
and to highlight them by using repetition or rhyme.
Encourage students to read through Ta-Na-E-Ka and use the vocabulary
words as they are used in the story if possible.
Literary Elements
Objective Discuss moral and personification
Materials • Student Book “A Fable by Aesop” • magazines
MORAL AND PERSONIFICATION
Have students discuss the moral and examples of personification in “A
Fable by Aesop.” Have students draw pictures or make collages inspired by
the examples. Magazines can be used to find pictures for the collages.
Students who choose to do so can display their finished products in a
“Smart Thinking” art corner.
Objective Read fluently with a good prosody at a rate of 150–160 WCPM
Materials • Beyond Practice Book B, p. 159
REPEATED READING
Model reading the fluency passage on page 159 of Beyond Practice
Book B. Tell students to pay close attention to the different characters’
voices and listen to how punctuation affects your reading. Then have
students echo-read, first as a group and then one by one. Listen for
accuracy.
Have partners take turns reading the passage and providing feedback.
Pairs should continue to practice reading the passage during independent
reading time. At the end of the week, have students do a timed reading
of the passage and record their reading rate.
Beyond Level Options
As I read, I will pay attention to punctuation and characters’ voices.
The sound of tires crunching on the gravel driveway told her that her
13 mom was home. Anna dropped the pail and ran around to the front yard to
28 greet her. “Hey, Mom!” she yelled. “How come you’re so la—” She stopped
41 short. Her mom had a long scratch on her face, and her left arm was in a
58 sling. “Are you okay? What happened?”
64 Mrs. Willard shook her head, grimacing. “I was showing a young couple
76 that old farm way out on Sugar Hollow Road, and like a fool I tried to climb
93 the ladder in the barn and fell.”
100 Anna looked at her mom, who was wearing her usual suit and heels—
113 reasonable clothes for a real estate agent, but not for climbing rickety
125 old ladders.
127 “I should have known better than to go anywhere near a farm,” her mom
141 grimaced in pain and went on disgustedly. “As far as I’m concerned, nothing
154 good could ever happen there.”
159 Ordinarily, Anna would have protested indignantly. Her favorite place in
169 the world was the family farm where her mom and Aunt Rachel had grown
183 up. Almost every morning she rode her bicycle a mile and a half each way
198 to help milk the cows and tend the chickens. Her three cousins, Brady, Pete,
212 and Eddie, groaned about their chores, but Anna thought the work was
224 fun. 225
1. Compare and contrast Mrs. Willard’s and Anna’s opinions about farms.
Compare and Contrast Anna loves farms, but Mrs. Willard
does not.
2. Do you think the author agrees with Mrs. Willard about farms? Explain.
Author’s Perspective
Words Read – =
First Read – =
Second Read – =
Beyond Practice Book B, page 159
Personification Ask: What
is personification? (giving
human characteristics to
animals or things) Ask for
examples of personification
in “A Fable by Aesop.”
Brainstorm a list of animals
that authors might use to
tell a story. Divide students
into small groups and
assign one animal from the
list to each group. Have the
group give five adjectives
describing the animal.
Then have them draw a
picture of the animal.
Student Book
A
FAble
529S

44. Leveled Reader Lesson
Objective Read to apply strategies and skills
Materials • Leveled Reader A Fair Trade
PREVIEW AND PREDICT
Show the cover and read the title of A Fair Trade. Have students set
purposes for reading, and predict what the story will be about.
STRATEGY
MONITOR COMPREHENSION
Remind students that good readers monitor comprehension by stopping
periodically to evaluate what they have read. Comparing and contrasting
can help readers organize story elements and details.
SKILL
COMPARE AND CONTRAST
Ask a volunteer to explain what it means to compare and contrast in a
story. Have students discuss how stopping periodically to compare and
contrast story events will help them better understand a story.
READ AND RESPOND
Have students read Chapters 1 and 2 and then paraphrase the events.
Discuss Anna’s dilemma. Have students finish reading the story. After
students finish, have them share personal responses. Discuss with students
why Anna decides to tell the truth. Would they have made the same
choice as Anna?
VOCABULARY WORDS
Ask volunteers to provide the meanings of this week’s vocabulary words.
Review vocabulary words as needed. Ask students questions such as When
might you grimace? When you smell spoiled food or sharpen a pencil?
Self-Selected Reading
Objective Read independently to compare and contrast
Materials • Leveled Readers or trade books at students’ reading level
READ TO COMPARE AND CONTRAST
Invite students to select a book to read independently and for enjoyment.
For a list of theme-related titles, see pages T19–T20. As students read,
have them monitor comprehension by comparing and contrasting the
characters and events in the story.
After students have finished reading, have them compare and contrast
their selections with partners.
Leveled Reader
Ta-Na-E-Ka 529T

45. English Language Learners
Academic Language
Throughout the week, the English language learners in your class will need
help in building their understanding of the academic language used in
daily instruction and assessment instruments. The following strategies will
help to increase their language proficiency and comprehension of content
and instructional words.
Strategies to Reinforce
Academic Language
Use Context Academic Language used by the teacher
(see chart below) should be explained in the context
of the task during Whole Group. You may use gestures,
expressions and visuals to support meaning.
Use Visuals Use charts, transparencies, and graphic
organizers to explain key labels to help students
understand classroom language.
Model Demonstrate the task using academic language in
order for students to understand instruction.
Academic Language Used in Whole Group Instruction
Content/Theme Words Skill/Strategy Words Writing/Grammar Words
smart thinking (p. 504)
trickster (p. 504)
clever (p. 505)
fable (p. 526)
wit (p. 526)
compare (p. 507A)
contrast (p. 507A)
perspective (p. 525B)
personification (p. 526)
Venn diagram (p. 507B)
moral (p. 526)
compare-and-contrast essay
(p. 529)
rearrange ideas (p. 529)
articles (p. 529I)
colons (p. 529J)
For additional language
support and oral language
development, use the lesson
at www.macmillanmh.com
529U

46. ELL Reader Lesson
DEVELOP ORAL LANGUAGE
Build Background What do you do when you
have to choose between two things that you want?
How do you decide which is the best choice? List
responses and discuss how to think about the
consequences of each choice before deciding.
Review Vocabulary Write the vocabulary and
story support words on the board and discuss their meaning. Model using
them in sentences. Luis decided to participate in a program to read to the
blind. Julie made a commitment to work.
PREVIEW AND PREDICT
Point to the cover illustration and read the title aloud. Who is trying to
make a decision in this picture? What makes you think so?
Set a Purpose for Reading Show the Venn Diagram and remind students
they have used it before. Ask them to use a similar diagram to compare
and contrast the characters.
Choose from among the differentiated strategies to support students’
reading at all levels of language acquisition.
Beginning
Shared Reading Do a
shared reading, pausing to
fill in a Venn Diagram as you
compare and contrast Stacey
and her group of friends.
How are they alike? How
are they different? Check
students’ comprehension
and use vocabulary and
support words.
Intermediate
Read Together Read
Chapter 1. Ask students
about the event the
author describes in this
chapter. Help them identify
characters’ traits to write in
the Venn Diagram. Resume
reading, taking turns
with students. Have them
continue to fill in the Venn
Diagram.
Advanced
Independent Reading
Have students read the
book. Ask them to fill in a
Venn Diagram that compares
and contrasts Stacey and
her friends. Then ask them
to discuss with a partner
positive and negative
aspects of the activities
Stacey is interested in.
Remind students to use the vocabulary and story words in their whole-
group activities.
by Nan Walker illustrated by Mark Weber
The Big
Decision
The Big
Decision
ELL Teacher’s Guide
for students who need
additional instruction.
DAY 1 • Academic
Language
• Oral Language and
Vocabulary Review
DAY 2 • Academic
Language
• ELL Leveled Reader
DAY 3 • Academic
Language
• ELL Leveled Reader
DAY 4 • Academic
Language
• ELL Leveled Reader
DAY 5 • Academic
Language
• ELL Leveled Reader
Comprehension
Check and Literacy
Activities
Objective
• To apply vocabulary and
comprehension skills
Materials
• ELL Leveled Reader The
Big Decision
Ta-Na-E-Ka 529V