Co

py

righ

t © M

cGra

w-H

ill Ed

uca

tion

Unit 5 Week 4

Genre Realistic Fiction

GR L

Word Count 651

Lexile 420

ReadNote Taking Have children take notes as they

read. Encourage children to record:

• important ideas

• unfamiliar words

• any questions about text that they have

Children can also fi ll in a graphic organizer,

noting the important events for each section.

Reread

COLLABORATE

Discuss Notes Ask children to share

their questions. Then work with them

to go back into the text to fi nd evidence to

answer the questions. Discuss evidence

children cited in the text.

C hapter 1 (pages 2–5)

Structural Analysis Remind children that

when the infl ectional endings -ed or -ing are

added to a word, sometimes the fi nal e on the

original word is dropped. Ask children to fi nd

words in this chapter ending in -ed or -ing in

which the fi nal e is dropped.

Phonics Say the word gown. Have children

listen for the /ou/ sound. Explain that /ou/

can be spelled ou and ow. Ask children to fi nd

words on pages 3 and 4 with /ou/ spelled ou

and ow.

Specifi c Vocabulary Point to the word

common on page 3. Tell children that common

means “ordinary or found in large numbers.”

Ask: Will Dee hear common birds on her bird

walk? How do you know?

Going on a Bird Walk

B EYOND LEVELBEYOND LEVEL

PAIREDREAD How to Make a Wind Chime

Realistic Fiction

by Amy Helferillustrated by Mike Reid

Going on a Bird Walk

FC_BC_CR14_LR_G1_U5W4_L24_BEY_119642.indd 3 2/18/12 9:20 AM

9595Card

CLOSE READING

ESSENTIAL QUESTION What sounds can you hear? How are they made?

What Makes the Text Complex?

Foundational SkillsDecode words with diphthongs ou, ow Children can practice

reading words with diphthongs ou and ow to connect to text.

S tructural Analysis Children can practice reading words with the

infl ectional endings -ed and -ing (drop fi nal e).

Access Complex TextSpecifi c Vocabulary The use of unfamiliar language and

onomatopoeia may be a challenge for children.

Connection of Ideas Children will need to make inferences and

make connections between details in the text to understand the story.

AS

ReadHave children read “How to Make a Wind

Chime.” Ask what type of text “How to Make a

Wind Chime” is. How can they tell?

R eread to Compare Texts

COLLABORATE

Have partners talk about each step on

pages 14 and 15. Ask: Are the steps

clear? What things do you need? How are the

sounds in both selections alike?

Ch apter 2 (pages 6–7)

Phonics Ask children to fi nd a word on page 6

with /ou/ spelled ou.

Structural Analysis Ask children to fi nd a

word on page 7 with an -ed infl ectional ending

in which the fi nal e is dropped.

Specifi c Vocabulary Say the word

buzz aloud. Tell children that buzz makes the

sound it is describing. Explain that this is called

onomatopoeia. Have them repeat the word

buzz. Ask children to fi nd words on page 7 that

sound like the words they are describing.

Connection of Ideas How does Dee

feel about going on the bird walk? How can

you tell?

Comprehension Check Explain that authors

sometimes organize their stories by having the

characters face a problem, which they solve by

the end of the story. Ask: What is the problem

that Dee solves? Use text evidence to support

your answer.

Chapter 3 (pages 8–11)

Phonics Have partners fi nd words with /ou/

spelled ou and ow in this chapter.

Specifi c Vocabulary Point to the word

chickadee on page 8. Explain that a chickadee

is a common bird with a black head or cap.

Tell children that its call is chick-a-dee-dee-dee.

Ask: How did Dee know that the bird was a

chickadee? Use text evidence to support your

answer.

Connection of Ideas Does Dee fi gure

out how to make the bird call work? How do

you know?

Structural Analysis Ask children to fi nd

words on pages 10 and 11 ending in -ed or -ing

in which the fi nal e is dropped.

Comprehension Check How does Dee feel

after the bird walk? Find evidence in the text to

support your answer.

PAIRED READ “ H ow t o M a ke a Wi n d C h i m e”

Write About ReadingWAnalytical Writing

Ana W

Inform Have

children write about

how sounds are important in

both selections. Ask: How

were the sounds made in

both? Have partners use evidence

from the texts to support their writing.

Ask volunteers to share their writing

with the class.

Write About ReadingWAnalytical Writing

Ana W

Inform Have children write a

response to the text using the

Essential Question. What sounds are

in this story? How are the sounds being

made? Have them use evidence from

the text to support their ideas.

How to Make How to Make a Wind Chimea Wind Chime

Compare Texts Read how to make a wind chime.

Genre How-to

13

Pure

stoc

k/G

etty

Imag

es

001_016_CR14_LR_G1_U5W4_L24_BEY_119642.indd 13 3/11/12 5:35 PM

Co

py

righ

t © M

cGra

w-H

ill Ed

uca

tion

BEYOND LEVEL Going on a Bird Walk Unit 5 Week 4

C H A P T E R 1Structural Analysis:

Ask children to fi nd words in this chapter ending in -ed or -ing in which the fi nal e is dropped. scrambled, using

Phonics:

Ask children to fi nd words on pages 3 and 4 with /ou/ spelled ou and ow. brown, out, sounds

Specifi c Vocabulary:

Will Dee hear common birds on her bird walk? How do you know? Answer/Evidence She will hear common birds on her walk. Her grandparents are taking her on a bird walk. The title of the book they sent is Common Birds and Their Calls.

C H A P T E R 2Phonics:

Ask children to fi nd a word on page 6 with /ou/ spelled ou. ouch

Structural Analysis:

Ask children to fi nd a word on page 7 with an -ed infl ectional ending in which the fi nal e is dropped. practiced

Specifi c Vocabulary:

Ask children to fi nd words on page 7 that sound like the words they are describing. Answer/Evidence The words are screeches, squeaks, tweets, and chirps.

Connection of Ideas:

How does Dee feel about going on the bird walk? How can you tell? Answer/Evidence On page 7, I read that Dee practiced using the bird call. She wants to go on the bird walk, or she would not have spent time practicing how to use the bird call.

Comprehension Check:

What is the problem that Dee solves? Use text evidence to support your answer. Answer/Evidence The problem that Dee solves is learning how to make the bird call work.

C H A P T E R 3Phonics:

Have partners fi nd words with /ou/ spelled ou and ow in this chapter. down, sounds, around, house, wow, proudly

Specifi c Vocabulary:

How did Dee know that the bird was a chickadee? Use text evidence to support your answer. Answer/Evidence On page 3, I read that she received a book called Common Birds and Their Calls. I read on page 7 that she read, practiced, and listened. On page 8, she heard a bird sound that she recognized. That’s how she knew it was a chickadee.

Connection of Ideas:

Does Dee fi gure out how to make the bird call work? How do you know? Answer/Evidence Yes. On page 9 she uses the bird call and the birds come.

Structural Analysis:

Ask children to fi nd words on pages 10 and 11 ending in -ed or -ing in which the fi nal e is dropped. lived, practicing

Comprehension Check:

How does Dee feel after the bird walk? Find evidence in the text to support your answer. Answer/Evidence Dee feels happy and excited. On page 11, I read that she’s happy and can’t wait to go on another bird walk.

W R I T E A B O U T R E A D I N GInform Have children write a response to the text using the Essential Question. What sounds are in this story? How are the sounds being made? Have them use evidence in the text to support their ideas. Children’s responses may vary but should include that the sounds in the story are from Dee’s bird call. And later, the sounds are also from real birds. Dee calls the birds with her bird call.

P A I R E D R E A DRead:

Have children read “How to Make a Wind Chime.” Ask what type of text “How to Make a Wind Chime” is. How can they tell? Answer/Evidence This is a how-to article. It shows how to make a wind chime with a cup and some jingle bells.

Reread to Compare Texts:

Have partners talk about each step on pages 14 and 15. Ask: Are the steps clear? What things do you need? How are the sounds in both selections alike? Children’s responses may vary but should include that each step is clear. There are six steps. You need a cup, jingle bells, string or yarn, and a pipe cleaner. Both wind chimes and real bird calls are heard outside.

W R I T E A B O U T R E A D I N GInform Have children write about how sounds are important in both selections. Ask: How were the sounds made in both? Have partners use evidence from the texts to support their writing. Ask volunteers to share their writing with the class. Children’s responses may vary but should include that Dee learns how to use a bird call in the story. In the nonfi ction selection, the sound is made by a wind chime.

A nswer Key