Weekly Literature - Ellis Familyellis2020.org/treasures/TG-treasures/unit6_week1_1.pdf · Weekly Literature Week At A Glance ... Comprehension Weekly Theme: The Gold Rush Whole Group

by Patricia West

by Al Ortiz

Weekly Literature

Week At A Glance

Tested Skills for the Week

Read-Aloud AnthologyListening Comprehension

Readers’ Theater

•

•

Vocabulary/Comprehension

Weekly Theme: The Gold Rush

Whole Group

VOCABULARY

reference, prospectors,

disappointment, annoyed,

circular, outstretched, glinted

Word Parts/Suffixes

COMPREHENSION

Strategy: Analyze Story

Structure

Skill: Cause and Effect

WRITING

Expository Writing

Social Studies LinkGeography

Small Group Options

Differentiated Instructionfor

Tested Skills


Social Studies Link Genre Nonfiction


Main Selection Genre Science Fiction

662J

A

UDIO CD

by Dan Furey

Informational Nonfiction

by Dan Furey


by Dan Furey


by Dan Furey


by Dan Furey


by Dan Furey


Resources for Differentiated Instruction

Leveled ReadersLeveled Readers

• Same Theme• Same Vocabulary• Same Comprehension Skills

LEVELED PRACTICE

CLASSROOM LIBRARY

Approaching On Level Beyond

On-Level Reader

sheltered for English

Language Learner

ELL Teacher’s Guide

also available

Beyond LevelApproaching Level

English Language Leveled Reader

On Level

ELL

HOME-SCHOOL CONNECTION

Family letters in

English and Spanish

Take-Home Stories

•

•

ONLINEINSTRUCTION

www.macmillanmh.com

AUDIO CD

Listening

Library

Fluency

Solutions

•

•

CD ROM

Vocabulary

PuzzleMaker

•

A

UDIO CD CD ROM

Also AvailableLEVELED READER PROGRAM

Genre Informational Nonfiction

Genre Narrative NonfictionGR Levels P–U

P R U

Phonics and Decoding

Comprehension

Vocabulary

Also available Reading Triumphs,

Intervention Program

•

•

•

INTERVENTION ANTHOLOGY

Approaching On Level Beyond

Trade books to apply Comprehension Skills

The Gold Rush Game 662K

http://www.macmillanmh.com

by Dan Furey


The Gold Rush Game,

666–679

ORAL LANGUAGE• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing

Focus Question How would your life change if gold were discovered in your town?

Build Background, 662

Read Aloud: “The Golden Wish,” 663

Listening/Speaking

Focus Question Which part of this story is science and which part is fiction?

WORD STUDY• Vocabulary

• Phonics/Decoding

Vocabulary

reference, prospectors, disappointment, annoyed, circular, outstretched, glinted, 664

Practice Book A-O-B, 186

Strategy: Word Parts/Suffixes, 665

Vocabulary

Review Vocabulary, 666

Phonics

Decode Words with Final /ә n/, 687E


READING• Develop

Comprehension

• Fluency

“In Search of Gold,” 664–665

Comprehension, 665A–665B

Strategy: Analyze Story Structure



Model Fluency, 663

Partner Reading, 662R

The Gold Rush Game, 666–679

Comprehension, 666–679





LANGUAGE ARTS• Writing

• Grammar

• Spelling

Writing

Daily Writing Prompt: What do you think would be difficult about being a miner in the days of the Gold Rush? What struggles do you think you might face?

Magazine Article, 686–687B

Grammar Daily Language Activities, 687I

Adverbs, 687I

Grammar Practice Book, 161

Spelling Pretest Words with Final /ә n/, 687G

Spelling Practice Book, 161–162

Writing

Daily Writing Prompt: Why was gold so important to people in the days of the Gold Rush? Write a few sentences to explain your reasons.



Adverbs, 687I


Spelling Word Sorts, 687G

Spelling Practice Book, 163

ASSESSMENT• Informal/Formal Vocabulary, 664

Comprehension, 665B

Comprehension, 675, 679

Phonics, 687E

Leveled Readers

Student Book

by Al Ortiz

Student Book

Differentiated Instruction 687M-687VDifferentiated Instruction 687M-687VTurn the Page for

Small Group Lesson Plan

Suggested Lesson Plan Instructional NavigatorInteractive Lesson Planner

662L662L

Vocabulary

Vocabulary Words

Word Parts/Suffixes

Comprehension



Writing

Expository Writing

Listening/Speaking

Focus Question How is Larry’s experience similar to that of the prospectors in The Gold Rush Game? How is it different? Use details from both selections in your answer.

Summarize, 681


Focus Question Think about this article and The Gold Rush Game. What details did you learn that the author might have included in his story?

Expand Vocabulary: The Gold Rush, 687F


Focus Question What effects did the discovery of gold have on California’s population and diversity? What other changes did it cause?

Speaking and Listening Strategies, 687A

Vocabulary

Review Words in Context, 687C

Strategy: Word Parts/Suffixes, 687D


Phonics

Decode Multisyllabic Words, 687E

Vocabulary

Content Vocabulary: precious, historians, environment, 682

Connotation, 687F

Apply Vocabulary to Writing, 687F

Vocabulary

Spiral Review: Pan for Words, 687F

The Gold Rush Game, 666–679

Comprehension

Comprehension Check, 681

Maintain Skill: Character, 681B

Repeated Reading, 681A



“Gold!” 682–685

Comprehension

Social Studies: Nonfiction Article

Time Line, 682



Self-Selected Reading,662R

Comprehension

Connect and Compare, 685

Practice, 681A


Writing

Daily Writing Prompt: Gold miners spend a lot of time looking for gold. Write a journal entry about a time that you looked hard for something that was like “gold” to you.

Writer’s Craft: A Strong Conclusion, 687A



Mechanics and Usage, 687J


Spelling Word Meanings, 687H


Writing

Daily Writing Prompt: Suppose that you are a miner who has traveled far from your home to look for gold. Write a letter to your family to tell them about your new life in California.

Writing Trait: Voice, 687B



Adverbs , 687J


Spelling Review and Proofread, 687H


Writing

Daily Writing Prompt: Most miners were part of the Gold Rush because they wished they could have lots of money. What is one of your wishes? Write a poem about your wish.



Adverbs , 687J

Grammar Practice Book, 165–166

Spelling Posttest, 687H


Fluency, 681A Vocabulary, 687D

Student Book

by Patricia West

Student Book Student Book

Differentiated Instruction 687M-687V Differentiated Instruction 687M-687VDifferentiated Instruction 687M-687V

Weekly Assessment, 325–332

The Gold Rush Game 662M

Suggested Lesson Plan

For intensive intervention see TriumphsR E A D I N G

Focus on Skills

Differentiated Instruction

What do I do in small groups?

Instructional Navigator Interactive Lesson Planner

Approaching Level

• Additional Instruction/Practice

• Tier 2 Instruction

Fluency, 687N

Vocabulary, 687N

Comprehension, 687O

Phonics, 687M

Vocabulary, 687O

Leveled Reader Lesson, 687P

• Vocabulary

• ComprehensionOn Level

• Practice Vocabulary, 687Q

Leveled Reader Lesson, 687R

• ComprehensionELL Leveled Reader,

687U–687V


• Comprehension

• Vocabulary

Beyond Level

• Extend Vocabulary, 687S

Leveled Reader Lesson, 687T

• Comprehension


• Comprehension

• Vocabulary

Use your observations to guide additional instruction and practice.

Vocabulary

Words: annoyed, prospectors, circular,

outstretched, glinted, reference,

disappointment

Strategy: Word Parts/Suffixes

Comprehension



Fluency

Phonics

Decode Words with final /ә n/

662N

Day 5

Focus on Leveled Readers

Leveled Reader DatabaseGo to www.macmillanmh.com

Search by

• Comprehension Skill

• Content Area

• Genre

• Text Feature

• Guided Reading Level

• Reading Recovery Level

• Lexile Score

• Benchmark Level

BeyondApproaching

ELL

Apply skills and strategies while reading

appropriate leveled books.

by Dan Furey


P R U

On LevelSubscription also available.

Levels P-U

Small Group Options

Additional Leveled Reader Resources

Phonics, 687M

Fluency, 687N

Vocabulary, 687O


• Comprehension

Phonics, 687M


• ComprehensionELL Cause and Effect, 687P

Fluency, 687N


• Make Connections Across

Texts

Fluency, 687Q

Vocabulary, 687Q


• Comprehension

Text Feature, 687Q


• Comprehension

Fluency, 687Q


• Make Connections Across

Texts

Fluency, 687S

Vocabulary, 687S


• Comprehension

Text Feature, 687S


• ComprehensionELL Create Time Lines, 687S

Fluency, 687S

Self-Selected Reading, 687T

The Gold Rush Game 662O


Teacher-Led Small Groups

Indepen

de

nt

Ac

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itie

sLite

rac

yW

orkstations

© M

acmillan/M

cGraw

-Hill

✔ Put a check next to the activities you complete.

Name Date

My To-Do ListMy To-Do List

Reading

Practice fluency

Read a science fiction story

Writing

List details of a place

Write interview questions

Social Studies

Research the Gold Rush

Create a time line

Technology

Vocabulary Puzzlemaker

Fluency Solutions

Listening Library

www.macmillanmh.com

Word Study

Look up story words

List words with schwa + n

Science

Find facts about gold

Write True/False questions

Leveled Readers

Write About It!

Content Connection

Independent Practice

Practice Book, 186–192

Grammar Practice Book, 161–166

Spelling Practice Book, 161–166

28 Unit 6 • The Gold Rush Game Contracts

Isabella

Vincent

Jack Eliza

Dean

Maria

Green

Literacy Workstations

Independent Activities

Teacher-LedSmall Groups

Red

Blue

Orange

Green

What do I do with the rest of my class?

Managing the Class

Class Management Tools

Includes:

• How-To Guides • Rotation Chart • Weekly Contracts

Layered Book Foldable Pyramid Foldable

Hands-on activities for reinforcing weekly skills.

662P

A

UDIO CD

by Dan Furey


Write a Journal EntryPretend you are living in a boomtown in

California during the 1800s. It is the end of

the day. With a partner, write a paragraph

about your day. Tell what your day was like

and how you feel about moving to this new

town. Reread pages 10–11 for help.

The Journey WestUse books or the Internet to find the path the

settlers took as they moved to the Old West.

Trace the path on an outline map of the United

States.

Independent Activities

Approaching On Level ELL Beyond

LEVELED PRACTICE

Approaching On Level ELLBeyond

ONLINE INSTRUCTION www.macmillanmh.com

Turn the page for Literacy Workstations.

VOCABULARY PUZZLEMAKER

Activities providing multiple exposures to vocabulary, spelling,and high-frequency words including crossword puzzles, word searches, and word jumbles

CD ROMCD ROM

For Repeated Readings and Literacy Activities

Leveled ReadersLeveled Readers

Skills: Vocabulary (p. 186), Comprehension: Cause and Effect (p. 187), Graphic Organizer (p. 188), Fluency (p. 189),

Text Feature: Time Line (p. 190), Vocabulary Strategy: Word Parts (p. 191), Phonics (p. 192)

• Meet the Author/Illustrator

• Oral Language Activities

• Computer Literacy Lessons

• Vocabulary and Spelling Activities

• Research and Inquiry Activities

• Leveled Reader Database

LISTENING LIBRARY

Recordings of selections

• Main Selections

• Leveled Readers

• ELL Readers

• Intervention Anthology

FLUENCY

SOLUTIONS

Recorded passages for modeling and practicing fluency

The Gold Rush Game 662Q


Reading20 Minutes

Extension

• Read each sentence again, emphasizing difficult words.

• Readers Theatre: Practice fluency with the play Little Talk/But I Wonder...

• Select a paragraph from the Fluency passage on page 18 9 of your Practice Book.

• With a partner, take turns reading the sentences. Slow down if you come to unfamiliar words and break them into syllables.

Fluency

Fluency SolutionsListening Library

Things you need:

• Practice Book

• Little Talk/But I Wonder... page 220 of Read Aloud Anthology

51

In

dep

en

de

nt

Ac

tiv

itie

s

Teacher-Led Small Groups

Lite

rac

yW

ork

statio

ns

662R

Objectives• Practice fluency with readers’ theater.

• Read passage fluently and with expression.

• Read a science fiction story and identify

cause-and-effect relationships.

Objectives• Use a dictionary to find definitions of

vocabulary words.

• Identify letters that make the schwa +n

(/ә n/) sound.

Literacy ActivitiesCollaborative Learning Activities

Managing the Class




ReadingWORKSTATION FLIP CHART

Macmillan/McGraw-Hill

WORKSTATION FLIP CHART


Word StudyWORKSTATION FLIP CHART

Writing


WORKSTATION FLIP CHART


Science/Social Studies

Objectives• Make a list of details about a place in your

community.

• Write interview questions about your

community.

Objectives• Research information about gold.

• Research historical events connected to the

California Gold Rush.

Literacy Workstations

The Gold Rush Game 662S


662

ORAL LANGUAGE• Build Background

• Read Aloud

• Expand Vocabulary

VOCABULARY• Teach Words in Context

• Suffixes

COMPREHENSION• Strategy: Analyze Story

Structure

• Skill: Cause and Effect

SMALL GROUP OPTIONS

• Differentiated Instruction, pp. 687M–687V

Oral LanguageBuild Background

ACCESS PRIOR KNOWLEDGE

Share the following information.

James Marshall discovered gold in

Sutter’s Mill, California, in 1848. By

1849 the Gold Rush had begun.

TALK ABOUT THE GOLD RUSH

Discuss the weekly theme.

■ What event led to the Gold Rush?

■ Where did miners come from?

FOCUS QUESTION Ask a volunteer to

read “Talk About It” on Student Book

page 663 and describe the photo.

■ What is happening in the photo?

■ Do you think everyone in the photo

discovered gold? Why or why not?

Beginning Develop Language Write the words town, 1800s,

and gold on the board. Say, This is a town in the 1800s. Point to and

name items. Have students repeat. Say, These people are miners.

They want to find gold. Have students repeat.

Intermediate Develop Language Complete the Beginning

task. Ask, How can you tell this picture is from a long time ago? Find

out what students know about the Gold Rush. Ask, Where did the

people come from? Where did they find gold? Why was gold important?

Restate what students say in full sentences and provide information

as needed.

Advanced Compare and Contrast Complete the Intermediate

task. Ask students to compare a city street of today to the one in

the photo.

662

Talk About ItThis town sprang up when

gold was discovered. How

would your life change if

gold were discovered in

your town?

Find out more about

the Gold Rush at

www.macmillanmh.com

663

Talk About It Student pages 662–663

Read AloudRead “The Golden Wish”

GENRE: Myth

Tell students that

a myth is a story

originating in folk

beliefs that often

explains something

about nature. Gods

and goddesses are

frequently characters

in myths.

LISTENING FOR A PURPOSE

Encourage students to listen for causes

and effects in the story as you read

“The Golden Wish” in the Read-Aloud

Anthology. Choose from among the

teaching suggestions.

Fluency Ask students to listen

carefully as you read aloud. Tell

students to listen to your phrasing,

expression, and tone of voice.

RESPOND TO THE STORY

Invite students to express their

opinions about the story. Challenge

them to use figurative language

purposefully. Ask them if they have

ever wished for something and then

later felt the wish was a mistake.

Challenge them to explain why or

why not.

Expand VocabularyHave students pick three more words

in the story that relate to this week’s

theme of the Gold Rush. Students

should draw word webs in a word

journal to show how the words relate.

Then have students share their work

with a partner.

Picture Prompt

Look at the picture. Write about what you see. You can write a poem,

a story, or a description, or use any other type of writing you like.

For an extended lesson plan and Web site activities for oral language development, go to www.macmillanmh.com

Read Aloud pages 105–110

The Gold Rush Game 663



Do students understand

word meanings?

Vocabularyreference circular

prospectors outstretched

disappointment glinted

annoyed

Word PartsSuffixes are word parts

added to the end of words

that change the meanings.

-or = one who

prospector = one who looks

for gold

Mr. Rodriguez’s fourth-grade class was

on a fi eld trip at the Sutter Gold Mine.

Larry couldn’t wait to load up on gold. He

even brought along some photographs to

use as a reference. He didn’t want to pick

up any “fool’s gold” by mistake.

Larry’s class boarded the Boss Buggy

Shuttle that would take them down into

the mine. Everyone had to wear a hardhat

for safety. On the ride down, their guide

Ron gave them some information about

the Gold Rush.

“Many prospectors came to this area

beginning in 1848,” explained Ron. “A prospector is someone who searches for

valuable metals like gold.”

Margaret commented, “Everyone

must have gotten rich!”

“Actually,” said Ron, “not everyone

was successful. Many left the mines fi lled

with disappointment. People often

turned to farming or ranching to make a

living instead.”

by Al Ortiz

664

664

Vocabulary/Comprehension Student page 664

VocabularyTEACH WORDS IN CONTEXT

Use the following routine.

■ Prospectors are people who search

and explore for precious minerals. Many

prospectors went to Nevada after silver

was found there. How are prospectors

and explorers different and alike?

COMPARE AND CONTRAST

■ When things do not happen the

way a person wants or expects, he

or she faces disappointment . Her

disappointment at not getting an A

caused Jean to work harder. What is an

antonym for disappointment? ANTONYMS

■ A person who is annoyed is bothered

to the point of being upset or angry.

We were annoyed that people had left

litter on the beach. Describe a situation

when you felt annoyed. DESCRIPTION

■ If the movement or shape of something

is circular , it is round. We thought the

circular patterns of the fireworks were

beautiful. What else moves in a circular

pattern? PRIOR KNOWLEDGE

■ Something that is outstretched is

extended outward. The black horse’s

outstretched neck crossed the finish line

first. When might you see a person with

a hand outstretched? EXAMPLE

■ If something glinted , it sparkled with

flashes of light. Her ring glinted in the

sunlight. What is a synonym for glinted?

SYNONYM

During Small Group Instruction

If No Approaching Level

Vocabulary, p. 687N

If Yes On Level Options,

pp. 687Q–687R

Beyond Level Options,

pp. 687S–687T

Word Clusters Write the

word prospectors. Around

it write these categories:

what they did, how they traveled, where they searched, tools they used. Introduce

words in each category

and encourage students to

add others. Use sketches

to convey meaning as

appropriate. Afterwards, ask

students to use the words to

say three things they know

about prospectors. Have

them practice in pairs before

sharing their ideas.

Define: A reference is a source of

information, or a mention of a source of

information.

Example: The reference at the end of

the chapter guided him to read more

books by the author.

Ask: When might you use a reference?

EXAMPLE

annoyed prospectors outstretched circularglinted reference disappointment

A. Draw a line to match the vocabulary word to its meaning.

1. reference a. reaching out

2. prospectors b. sparkled

3. disappointment c. round, like a circle

4. annoyed d. upset

5. circular e. people who search for gold

6. outstretched f. the feeling when something

7. glinted doesn’t happen the way you hoped it would

g. a source of reliable information

B. Write a paragraph or two using as many of the vocabulary words as possible.

By the stream stood some prospectors. Looking

hopeful, the man in the center held a circular pan in

his outstretched hands. The others leaned over to

look at something that glinted in the sun.

“That’s fool’s gold again, Mike!” said one of the

men, with an annoyed face.

With disappointment, Mike emptied the pan.

Possible response provided.

dd

On Level Practice Book O, page 186

Approaching Practice Book A, page 186

Beyond Practice Book B, page 186

Vocabulary and Comprehension

Reread for Comprehension

Analyze Story StructureCause and Effect In many stories, cause and effect is an important part of the story structure. A cause is why something happens. What happens is the effect. An author doesn’t always write about the cause before the effect. The reader must read the text carefully.

A Cause and Effect Diagram can help you understand what happens and why. Reread the story and identify causes and effects.

“If I don’t fi nd any gold today, I’ll be really annoyed,”

Larry thought to himself.

The underground tour lasted about an hour. Then it

was time to go to the mining fl umes and pan for gold. Ron

handed out pans and demonstrated how to swirl them in

a circular motion.

“It’s okay to let some of the water splash out,” said

Ron. “If there’s any gold in your pan, it will sink to

the bottom.”

Larry found an open place at one of the fl umes.

With his arm outstretched, he dipped his pan below the

surface of the water. Then he swished around the water.

“Nothing,” he said with a sigh.

Larry repeated the process several times. Then he

noticed something at the bottom of his pan. Larry

angled the pan so he could get a better look.

Whatever it was, it glinted in the sunlight. Larry

pulled out the photos and compared them with

what was in his pan. Then he went to show Ron.

“You’ve found gold!” Ron exclaimed with surprise.

Everyone gathered around to see. It was just a small

piece, but Larry felt like he had hit the jackpot.

665

Vocabulary/Comprehension Student page 665

VocabularySTRATEGYWORD PARTS

Suffixes Explain that a suffix comes

at the end of a word and attaches to

a base word or root. Suffixes change

the meaning of the words to which

they attach. Knowing the meanings

of suffixes can help a reader predict a

word’s meaning and part of speech.

Encourage students to keep a page

of suffixes and their meanings in their

word study notebooks.

Write on the board: -or/-er = one who.

Then ask students what a prospector

does. To extend the lesson, have

students give examples of other words

that use the -or suffix. (actor, instructor)

Read “In Search of Gold”

As you read “In Search of Gold” with

students, ask them to identify clues

that reveal the meanings of the

highlighted words. Tell students they

will read these words again in The Gold

Rush Game.

Vocabulary Students are taught to

take words apart to make the meaning

connection. We teach students to look

at prefixes, suffixes, base words, and

word roots.

Donald Bear

Go to www. macmillanmh.com

The Gold Rush Game 665


Vocabulary/ComprehensionVocabulary/Comprehension

Student Book pages 664–665 available on Comprehension Transparencies 26a and 26b

Vocabulary and Comprehension

Reread for Comprehension

Analyze Story StructureCause and Effect In many stories, cause and effect is an important part of the story structure. A cause is why something happens. What happens is the effect. An author doesn’t always write about the cause before the effect. The reader must read the text carefully.

A Cause and Effect Diagram can help you understand what happens and why. Reread the story and identify causes and effects.

“If I don’t fi nd any gold today, I’ll be really annoyed,”

Larry thought to himself.

The underground tour lasted about an hour. Then it

was time to go to the mining fl umes and pan for gold. Ron

handed out pans and demonstrated how to swirl them in

a circular motion.

“It’s okay to let some of the water splash out,” said

Ron. “If there’s any gold in your pan, it will sink to

the bottom.”

Larry found an open place at one of the fl umes.

With his arm outstretched, he dipped his pan below the

surface of the water. Then he swished around the water.

“Nothing,” he said with a sigh.

Larry repeated the process several times. Then he

noticed something at the bottom of his pan. Larry

angled the pan so he could get a better look.

Whatever it was, it glinted in the sunlight. Larry

pulled out the photos and compared them with

what was in his pan. Then he went to show Ron.

“You’ve found gold!” Ron exclaimed with surprise.

Everyone gathered around to see. It was just a small

piece, but Larry felt like he had hit the jackpot.

665

Transparency 26b

Vocabularyreference circular

prospectors outstretched

disappointment glinted

annoyed

Word PartsSuffixes are word parts

added to the end of words

that change the meanings.

-or = one who

prospector = one who looks

for gold

Mr. Rodriguez’s fourth-grade class was

on a fi eld trip at the Sutter Gold Mine.

Larry couldn’t wait to load up on gold. He

even brought along some photographs to

use as a reference. He didn’t want to pick

up any “fool’s gold” by mistake.

Larry’s class boarded the Boss Buggy

Shuttle that would take them down into

the mine. Everyone had to wear a hardhat

for safety. On the ride down, their guide

Ron gave them some information about

the Gold Rush.

“Many prospectors came to this area

beginning in 1848,” explained Ron. “A prospector is someone who searches for

valuable metals like gold.”

Margaret commented, “Everyone

must have gotten rich!”

“Actually,” said Ron, “not everyone

was successful. Many left the mines fi lled

with disappointment. People often

turned to farming or ranching to make a

living instead.”

by Al Ortiz

664

Transparency 26a

Reread for

ComprehensionSTRATEGYANALYZE STORY STRUCTURE

Story structure is the way an author organizes the events of the plot.

He or she does this by using story elements, such as character and

setting. Understanding how the events of a story are organized can

help readers better understand and remember what they are reading.

SKILLCAUSE AND EFFECT

When an author uses the plot of a story to show how or why

things happen in a certain way, readers will be made aware of

various causes and their effects. Thinking about cause-and-effect

relationships helps good readers better understand why things

happen and why characters act the way they do.

As students read a story, they should look for plot elements that

depend on others. For example, they should look for actions the

characters take as a result of certain events. In addition, they should

consider what caused the characters to behave in particular ways.

Objectives• Analyze story structure

• Identify cause and effect

• Use academic language:

analyze, structure, cause, effect

Materials

• Comprehension

Transparencies 26a and 26b

• Graphic Organizer

Transparency 26

• Leveled Practice Books, p. 187

Monitor Comprehension/

Guiding Questions When

using examples from the

text, explicitly point out

the words that describe the

causal events and discuss

them. Have students read

in groups. Ask them to

pause at times and tell you

what they learn. Explain

vocabulary as needed. Ask

guiding questions to help

them arrive at cause-and-

effect relationships.

Cause and Effect

Introduce 635A–B

Practice/Apply

636–651; Leveled Practice, 178–179

Reteach/ Review

657M–T, 665A–B, 666–681, 687M–T; Leveled Practice, 187–188

Assess Weekly Tests; Unit 5, 6 Tests

Maintain 725A

665A

A cause is what makes something happen. If you can answer the question “Why did that happen?” then you know the cause.

What happens as a result of the cause is the effect. If you can answer the question “What happened?” then you know the effect.

Read the passage below. As you read, think about causes and effects. Then answer the questions.

Sam Brannan was a merchant in San Francisco. When he heard that

gold had been found near the American River, he knew just what to do.

He bought up every pickax, shovel, and pan in the entire city. Then he

ran through the streets of San Francisco spreading the news about the

discovery of gold.

Because Brannan was the only merchant who had tools to sell, he could

charge as much as he wanted. Prospectors were willing to spend $15.00 for

a pan that was worth only 60 cents. It wasn’t long before Brannan became

one of the richest men in California—without ever panning for gold!

1. What caused Sam Brannan to buy up all the mining tools?

2. What was the effect of Brannan’s spreading the news about gold?

3. What caused miners to pay $15.00 for a 60-cent pan?

4. What was the effect of so many prospectors buying Brannan’s tools?

He wanted to be the only merchant with tools.

Many people came to him to buy pans and shovels.

They had no

other choice. They couldn’t buy pans elsewhere.

Brannan became very rich.

On Level Practice Book O, page 187

Approaching Practice Book A, page 187

Beyond Practice Book B, page 187

During Small Group Instruction

If No Approaching Level Comprehension, p. 687O

If Yes On Level Options, pp. 687Q–687R

Beyond Level Options, pp. 687S–687T

Can students identify causes and effects in a story?


Transparency 26

Cause EffectSomeone found a lot of gold at Sutter’s Mine.

Many people came there to try their

luck.Many people did

not find gold.They had to make a living in other ways.

Gold is heavier than the other material

from the mine.

Panning for gold is still an effective

method.

Larry brought photos of real gold.

He can identify the shiny substance in

his pan.

Cause and Effect Diagram

Graphic Organizer Transparency 26

MODEL

Read the first two paragraphs of “In Search of Gold” on

Student Book page 664.

Think Aloud I know that authors don’t always state directly

what caused certain things to happen, so I will have to read

carefully and use clues from the story. For example, what

caused Larry to be concerned about picking up “fool’s gold,”

instead of real gold? He must have read how a mineral called

pyrite looks very much like gold. Sometimes the author

doesn’t need to say what caused something, because the

reason is obvious. For example, it is clear why everyone must

wear a hardhat when going into the mine. It became a rule

after people had been injured.

GUIDED PRACTICE

■ Ask students to read the next two paragraphs of the story.

Have them say what they think caused people to come to the

Sutter Mine in 1848. (Someone must have discovered a lot of

gold there not long before, and many people thought they

could get rich, too.) Ask them what the author says was the

effect when people did not find any gold. (They looked for

other ways to make a living.)

■ Have students use their answers to begin filling in the Cause

and Effect Diagram.

APPLY

Have students reread the remainder of “In Search of Gold” and use

information, both directly and indirectly stated, to complete the

diagram. Ask students to explain how identifying cause and effect

helped them better understand the story.

Students should be able to identify text organization, including

cause and effect.

The Gold Rush Game 665B

Documents

Weekly Literature - Ellis Familyellis2020.org/treasures/TG-treasures/unit6_week1_1.pdf · Weekly Literature Week At A Glance ... Comprehension Weekly Theme: The Gold Rush Whole Group