Reading ADVANCEDIntroduction Unit Opener This section introduces the theme with a related picture to stimulate learners to think about what they will read and learn about. Essential Question Each unit begins with a question that encourages relevant inquiry into the core unit content. Learners work to answer this question throughout the unit. Build Background Vocabulary This section helps students activate their This section introduces key vocabularies background knowledge by answering with definitions and useful collocations questions. Learners will talk about the picture from the text. This prepares learners for and relate the theme to their own experiences. the subsequent reading text. Reading Text A variety of fiction and non- fiction texts with attractive illustrations and interesting text features is presented for learners to engage with the reading. Make Connections This section helps learners connect the text to the Essential Question and expand their understanding of the text and the theme.a Comprehension Strategy This section teaches learners important reading strategies that help them become active and purposeful readers. These techniques are taught in the series: «visualize» summarize sreread «make predictions + ask and answer questions Comprehension Check This section provides a series of comprehension questions such as multiple-choice, true or false, and open-ended questions that check and ensure learners’ understanding of the text. Summary This section is designed for learners to demonstrate their understanding of the text by completing the summary with key phrases from the reading. Vocabulary Review This section provides learners with additional practice in different contexts to consolidate their knowledge of the vocabulary. Comprehension Skill This section teaches learners important skills that help them build a sustainable reading routine and become fluent readers. These techniques are taught in the Make Connections This section helps learners +main idea and key details + compare and contrast connect the Essential Question, + character « point of view theme, and the text to their + sequence + author's point of view _| Personal experiences. + problem and solution + theme + cause and effectof Contents Take Action The Big Idea What are ways people can take action? CT) RYE: TL) Theme: What Con | Do? Realistic | Ask and Answer SauehCe 6 Our Place Fiction | Questions iu Theme; tevsTrade Expository sian Author's Point 14 When Corn Was Cash Text of View Theme: Reuse and Recycle Realistic The New Hoop Fiction Summarize | PointofView | 22 Theme: Teami ene Jeamingite Expository | Ask and Answer | Author's Point 30 Rescue Dogs Save the Day Text Questions of View Theme: Good Citi Cee Biocraoh ‘Ask and Answer | Main Idea and 38 ABig Heart TPN | Questions Key Details Theme: Energy . Expository | Ask and Answer | Cause and 46 We Have Power! Text Questions EffectThink lt Over The Big Idea How do we decide what's important? is uss (rts Birt) Skill be) 7 ee Reale Reread | Pointofview | 54 A Simple Life Fiction Theme: Treasures 8 AshenacandiBrachne Myth/Drama | Make Predictions Theme 62 Theme: Weather Historical 9 The Big Blizzard Fiction | Make Predictions) Theme 70 Theme: Learning to Succeed Problem and 7 Bit hy Reread " 78 10 | Rocketing Into Space aay vee Solution =A Theme: Animals and You Expository aan Compaeand | gg Butterflies Big and Small | —_Text Contrast Theme: Funny Times Realetc 12 The Camping Trip Fiction Make Predictions | Sequence 94eS How can we reach our goals? Read how a group of children Build Background work together to reach a goal.ma Vocabulary A. Look at the pictures and read the words. (¢ 1D B. Write the words next to the correct meanings. v. to throw or leave trash on the ground . n. a machine used to cut grass 1 2, 3. v. to change something into a much better thing 4. v. to spread something over the surface of an area 5. B a cart with two handles and one wheel used to carry small loads 6. v. to put big or heavy things into something 7. n. a place where trash is taken 8. n. an area of land that is used or could be used for building something C. Read and choose the correct words. 1. Water dripped from / by a hole in the ceiling. 2. Tina has to clean up/ through her room before she can go to the park. 3. My teacher put around / together a schedule for the project.Genre Realistic Fiction OUR PLACE Abel, Natalie, and Zach looked through the fence at the empty Abel spoke first. “This place looks like a he said. The lot was with trash and old tires. Weeds grew everywhere, and dirty water dripped from a broken fountain. “It’s ugly now, but it could be beautiful,” said Natalie. Zach looked at his friends. “Let's clean it up,” he said. “People should be able to come here and enjoy this place.” The friends put together a plan and asked other children to help. They knew the extra help would make a big difference.On Saturday morning, the children picked up the trash that was strewn all over the lot. After lunch, some of them put the tires into a wheelbarrow and pushed it to a truck. Then, they loaded the tires into the back. Zach’s mom drove the truck to a place that recycles tires. Later, some boys and girls pulled out the weeds. Natalie’s uncle lent them a lawnmower to cut the grass. On Sunday morning, everyone came back to keep working. They gathered the bags of trash and placed them in the truck. By late afternoon, it was finally time to rest. Abel's dad came with snacks and water. He also brought his y @, tools. “This fountain worked when I was your age, but it broke years ago,” he said. “I'll try to fix it.” “You played here when you were younger?” asked Natalie. “Tsure did,” answered Abel's dad. Soon, the fountain was working again. Now, the lot was a place for people in their community to meet and play. They looked around with pride as they saw how their hard work had transformed it. Make Connections Talk about what Abel, Natalie, and a : son Zach wanted to do. How did the You were right, Natalie, three friends reach their goal? said Abel. “Now the lot is ESSENTIAL QUESTION beautiful. And we did it together!” EEma (CSCC Comprehension Check SSikktiaiananmun A. Choose the correct answers. 1. What is the story about? a. It is about how people can work together to reach goals. b. It is about how keeping a park clean is important. c. It is about how neighborhoods need a place to throw away trash. 2. Why did Zach, Natalie, and Abel ask other children to help? a. They knew how much the other children would want to help. b. They knew extra help would make a huge difference. c. They knew their parents would want them to make new friends. 3. Why did all the children come back to the lot on Sunday? a. They wanted to meet and play there. b. They needed to finish planting the trees. c. They needed to clear away the bags of trash. 4. What can be inferred about Abel's dad at the end of the story? a. Abel's dad is happy that the empty lot is usable again. b. Abel's dad is going to find other things to fix in the neighborhood. c. Abel's dad thinks that keeping the lot clean is too much work. B. Read and circle TRUE or FALSE. 1. The fountain worked when Abel's dad was the children’s age. TRUE / FALSE 2. Other children helped when they saw the three friends working. TRUE / FALSE 3. Some of the parents helped the children with the work. TRUE / FALSE 4. The children turned the lot into a place that people can enjoy. TRUE / FALSE n Answer the questions. 1. How did the lot look at the beginning of the story? 2. How did the children remove the tires from the lot?am SCTE Comprehension Strategy LA Ask and Answer Questions As you read, stop and ask yourself questions about what you are reading. Then look for details in the story to support your answers. Asking and answering questions can help you understand the story better. ® Use Text Evidence Reread the text. Complete the questions with the words from the box. On Sunday morning, everyone came back to keep working. They gathered the bags of trash and placed them in the truck. By late afternoon, it was finally time to rest. What did When did Where did the children come back to keep working? the children place the trash bags? the children do in the late afternoon? Tae Write the number of the questions next to the correct answers. Then write your own question and answer it. They rested. They came back on Sunday morning. They placed them in the truck.aa (CSCC Comprehension Skill AAs Sequence The sequence tells the order of events in a story. A character's actions and words make up the sequence of events in a story. ®& Use Text Evidence Reread the text. Look at the chart that shows the sequence of events. On Saturday morning, the children picked up the trash that was strewn all over the lot. After lunch, some of them put the tires into a wheelbarrow and pushed it to a truck. Then, they loaded the tires into the back. Zach’s mom drove the truck to a place that recycled tires. Some of the children put tires in a wheelbarrow and pushed it to a truck, Event2 | They loaded the tires into the truck. Event 1 Event 3 | Zach's mom drove the truck to a place that recycled tires. Your Turn Reread the text. Complete the chart by putting the events in order. On Sunday morning, everyone came back to keep working. They gathered the bags of trash and placed them in the truck. By late afternoon, it was finally time to rest. Now, the lot was a place for people in their community to meet and play. ae All the children came back to unday morni —— e | the bags of trash and placed them Late afternoon | It was People can in the lotOS Summary SASSER SANREAS ENE Fill in the blanks to complete the summary. into the truck Abel, Natalie, and Zach saw a dirty lot and wanted to . They asked for help. On Saturday morning, the children picked up trash, other children transformed into and sent the tires . The next clean it up morning, they continued working and loaded trash bags . Finally, all the work was ulled weeds B done, and the lot had been a for recycling nice place for everyone. J 288 Vocabulary Review AAA Complete the sentences with the correct words. Two words will not be used. wheelbarrow transform strewn littered dump | lawnmower recycled —_— lot load drip 1. His room was so messy it looked like a 2. We cleaned up the street because it was with trash. 3. It took the movers two hours to the boxes into the truck. 4, Painting the walls white will that dark room. 5. It's much easier to use a to cut the grass. 6. His room has newspapers all over the floor. 7. They are going to build a new sports center on the empty 8. We put the logs ina and pushed it to the street. DPtake Connections Discuss how working together can help reach a goal.JANE A A OS Oe, 2 i When Corn How do we get what we need? Read how the barter system was Build Background used before money was introduced.a8 Vocabulary A. Look at the pictures and read the words. (OD B. Write the words next to the correct meanings. 1. adj. happening often; found in large numbers or in many places 2. v. to exchange things (such as goods or services) for other things without the use of money 3. v. to find an answer or solution for something by thinking it through 4. v. to think something is important or useful 5. n. anarea under the political control of another country 6. _n. an amount of something that is useful or important 7. _n. asmall piece of glass or wood with a hole in the middle for a string 8. _n. the act of giving money in exchange for something C. Read and choose the correct words. 1. He works hard and expects nothing of/in return. 2. Two plus four is equal over /to two times three. 3. He likes to ride his bicycle as /on a form of transportation.When Corn Was Cash Think about a time you traded with a friend. You gave one of your things to your friend. Your friend gave you something of theirs in return. This is called bartering. It is a good way to get what you need without using money. The Barter System Before there was money, people bartered. This was a way for them to get food and clothing. But this system had problems. It was hard to figure out each item’s worth. For example, people had to decide how many apples were equal to a goat. Even with problems like this, bartering was common in America’s past. Native Americans Native Americans did not have money in the past. Bartering was the only way to get what they needed. They did it often. Groups of people met to exchange items. They traded food, such as corn and beans, for stones to make things. Some Native American groups valued small beads made from clamshells. The beads were called wampum, which means “strings of white shell beads.” Later, these beads were used as a form of money. This made trading much easier. \ Native Americans used wampum to decorate clothes and other items, such as this belt.Settlers and Traders In the 1600s, people from Europe came to America. They did not have much money, but they had animals, cloth, and fur. They bartered these with the Native Americans for food. Later, people in the American colonies used corn and rice to make payments. Corn was cash! Anyone for a Trade? Life is easier now. We can use money to buy what we want. The value of an item is clear. We don’t have to figure out its worth. But people still like to barter. It can be fun to trade old things for something new. You never know what you might get! Make Connections How do people get what they need by bartering? ESSENTIAL QUESTION Goods Used as Money SO AL Goods eee Pes nes Northern colonies, such as ‘Massachusetts and Rhode Island Deer skins Northern colonies, such as Massachusetts and Rhode Island Tobacco Southern colonies, such as Virginia Southern colonies, such as Georgia and South Carolina Rice g= Livestock War vm: : . ~aa COCTE Comprehension Check SkiaaN A. Choose the correct answers. 1. What is the passage about? a. It is about how people figured out to use cash instead of corn. b, It is about how people got what they needed throughout history. . It is about how some things are worth more than others. 2. Why did Native Americans use wampum as money? a. It is because using wampum made trading easier. b. It is because Native Americans had a lot of wampum. c. It is because Europeans also used wampum as money. 3. What did the colonies use as money? a. They used wampum. b. They used corn and rice. «. They used dollar bills. 4. What can be inferred about trading from the passage? a. Trading became easier when Europeans came to America. b, Smaller goods were mainly used for trading. c. People tried to exchange items of equal value. B. Read and circle TRUE or FALSE. 1. Bartering to get food and clothing was common in the past. TRUE / FALSE 2. Native American groups valued wampum. TRUE / FALSE 3. Europeans started using money to barter with Native Americans. TRUE / FALSE 4. People don't barter anymore because we have money. TRUE / FALSE C. Answer the questions. 1. What was the main problem with bartering? 2. Why did people in the American colonies use corn as money?am CCT Comprehension Strategy Sana Summarize When you summarize, you tell the most important ideas and details froma text. Summarizing a text helps you understand it better. ® Use Text Evidence aD Reread the text. Underline the details that should be included in the summary. In the 1600s, people from Europe came to America. They did not have much money, but they had animals, cloth, and fur. They bartered these with the Native Americans for food. Later, people in the American colonies used a com and rice to make payments. Corn was cash! Summarize the text in Step 1 with the words from the box. eI corn and rice settled in a to barter for food Europeans __ America in the 1600s. They used goods such as animals, cloth, and fur _____________ with Native Americans | . Later, the colonies used ________ to trade for | goods.mae CCC Comprehension Skill Skike Author’s Point of View An author's point of view is what the author thinks about a topic. Details from the text show what the author thinks. ® Use Text Evidence Reread the text. Look at the chart that shows what the author thinks about trading. Some Native American groups valued small beads made from clamshells. The beads were called coampum, which means “strings of white shell beads.” Later, these beads were used as a form of money. This made trading much easier. | Details Author's Point of View Some Native American groups valued Ikampum. | = | YYampum made trading Wampum was used as a form of money. | much easier. Your Turn Reread the text. Complete the chart to show what the author thinks about money. Life is easier now. We can use money to buy what we want. The value of an item is clear. We don’t have to figure out its worth. But people still like to barter. It can be fun to trade old things for something new. You never know what you might get! Detail 1 We can use money to Detail2 | The Pee is clear. Detail 3 We don’t have to Author's Point of View "Money makes trading much easierQS Summary MMEANe WAN ee SL Fill in the blanks to complete the summary. forms of money Along time ago, people used to exchange goods and services. There was mone viol ecchonge no money, so it was hard to decide what reamenmen mens an . Some Native Americans used .Itmade item was worth trading easier. Colonists did not have much so they traded corn and rice for the . These were all the barter system early i Sa eldaelstalae ami Vocabulary Review Complete the sentences with the correct words. Two words will not be used. things they needed figure out common bartered money equal payment beads colony worth value 1, The United States of America used to be a British 2. Every month, | make a to the phone company. 3. Jim can't how much to save every month. 4. My sister and | our customs and traditions. 5. The flood caused about 10,000 dollars’ of damages to the town. 6. Itis to see twins wear matching clothes. 7. The fisherman his fish for fresh vegetables. 8, Mom bought a beautiful necklace of wooden DMake Connections Think of some items that would be good to barter. & 2lTheme Reuse and Recycle Essential Question How can we reuse what we already have? Read to see how Kim and Marco ‘e We ‘i reuse something to solve their Build Background problem. Read and say what you think. + Howare these children reusing the tire? + Have you ever reused or recycled something? + Why is it important to reuse and recycle things?m3 Vocabulary A. Look at the pictures and read the words. (©08 B. Write the words next to the correct meanings. 1. v. tomove or keep apart 2. _v. to move the eyebrows together to show you are annoyed or worried 3. v. to choose a place to throw at or hit 4, v. to win points in a game 5. v. tomake something smaller in size or amount 6. adj. can be used again from something that has been used before 7. adj. damaged but not fully broken into pieces 8. adj. remaining after someone has used it C. Read and choose the correct words. 1. When | saw my friend Jenny, | waved at / of her. 2. Sandra likes to walk ago / past the zoo, so she can see the animals. 3. I like to slice on/off the crust before eating a sandwich. 23Genre Realistic Fiction The New HOOP.. Marco and Kim were at the school gym. Marco looked up at the basketball hoop and threw the ball. It fell through the net. Marco scored another point! “Nice shot! But I’ll beat you next time!” said Kim. “I wish we could play at our neighborhood park.” “But the hoop at the park is broken,” sighed Marco. “It hasn’t been fixed yet. I don’t think people care about the hoop like the way we do.” Marco and Kim left the school and went past the town’s recycling center. They waved at the manager, Mr. Morse. Mr. Morse’s job was to separate all the recyclable plastic, paper, and metal items people brought to him. As they walked past, Marco had an idea. “Mr. Morse, do you have anything we could reuse to make a basketball hoop?” he asked. Mr. Morse held up an old plastic laundry basket and said, “Maybe you can use this.” REKim frowned. It looked useless and cracked. Marco smiled and said, “That looks useful! It could make a fine hoop.” “I want to play with a new hoop,” said Kim. “We reduce waste when we reuse things,” explained Marco. “This won’t look so bad. Wait and see!” At home, Marco's older brother, Victor, made a post and a backboard with some leftover wood. Marco and Victor sliced off the bottom of the basket, attached the basket to the backboard, and the backboard to the post. Then they went to the park, dug a hole, and put the post in the ground. The next day, Kim saw the new hoop. “It looks a lot better than I thought,” said Kim. “Here's the real test!” said Marco. He tossed the basketball to Kim. She bounced the ball, aimed, and scored a goal. Make Connections What problem do Kim and Marco have? How do they reuse something to solve it? ESSENTIAL QUESTION “I was wrong!” shouted Kim. “This recycled hoop is awesome! Now we can play basketball whenever we want!” “And I can win whenever I want!” laughed Marco. 25mam CCC R Comprehension Check Sssisasammnans A. Choose the correct answers. 1. What is the story about? a. It is about raising money to get a new hoop. b. It is about recycling a hoop to make a basket. c. It is about reusing things to make a new hoop. 2. Why couldn't Marco and Kim play basketball at the park? a. The basketball hoop at the park was broken. b. The school did not allow children in the park. c. The park was turned into a recycling center. 3. Why did Kim frown at the basket that Mr. Morse gave them? a. The laundry basket was dirty. b. The laundry basket was cracked. ¢. The laundry basket was too small. 4. What can be inferred from the story? a. It is important to fix broken things yourself. b. Adults need to care about cracked things like children do. c. You can fix and reuse things with recyclable materials. B. Read and circle TRUE or FALSE. 1. Mr. Morse was going to buy a new hoop for the park. TRUE / FALSE 2. Victor used leftover wood to make a hoop. TRUE / FALSE 3. Kim agreed that she was wrong about the laundry basket. TRUE / FALSE 4. Marco was the first person to throw a ball in the new hoop. TRUE / FALSE C. Answer the questions. 1. What kind of work is done at the town’s recycling center? 2. What did Marco and Victor reuse to make the new hoop? 26a (SCTE Comprehension Strategy Summarize When you summarize, you tell the most important events from a story. Summarizing a story helps you understand the story better. ® Use Text Evidence ED Reread the text. Underline the details that should be included in the summary. Marco and Kim were at the school gym. Marco looked up at the basketball hoop and threw the ball. It fell through the net. Marco scored another point! “Nice shot! But I’ll beat you next time!” said Kim. “I wish we could play at our neighborhood park.” “But the hoop at the park is broken,” sighed Marco. “Tt hasn’t been fixed yet. I don’t think people care about the hoop like the way we do.” Summarize the text in Step 1 with the words from the box. didn’t care about was broken neighborhood park play basketball Marco and Kim like to . Kim wanted to play it at their | . However, the hoop at the park and people getting a new hoop. | 27mam 1 SCCR Comprehension Skill LA Point of View A point of view is how a character feels about events or other characters in a story. What a character says and does help you understand what he or she thinks. ® Use Text Evidence Reread the text. Look at the chart that shows what Kim thinks about the broken basket. Kim frowned. It looked useless and cracked. Marco smiled and said, “That looks useful! It could make a fine hoop.” “T want to play with a new hoop,” said Kim. Details = is Kim’s Point of View Kim frowned when she saw the basket. | > Kim did not like the broken She thought it looked useless because it | basket and could not understand was cracked. She wanted a new hoop how it could become a hoop aT Reread the text. Complete the chart to show what Marco thinks about the broken basket. Kim frowned. It looked useless and cracked. Marco smiled and said, “That looks useful! It could make a fine hoop.” “[ want to play with a new hoop,” said Kim. “We reduce waste when we reuse things,” explained Marco. “This won't look so bad. Wait and see!” Details | [ Marco's Point of View Marco when he saw | | Marco thought recycling was the basket. He said that they could important and the hoop with the reduce waste if they broken basket would look fineSS Summary (Meee AES SAAS ERNE Fill in the blanks to complete the summary. to play basketball Kim and Marco wanted at the neighborhood park, but the hoop .On their way home, they passed by the . Marco got an old laundry cut off the bottom was broken basket from the center to . Victor recycling center helped him make a post and a backboard. They of the basket to make the hoop. At the park, they put the post with the hoop in the scored a goal ground. They tried it out and Kim. ! reuse it as a hoop 288 Vocabulary Review Sk Complete the sentences with the correct words. Two words will not be used. > waste recyclable separate reduce score ras aimed _ leftover cracked explains frowned 1. We should the fruits from the vegetables. 2. That cup is , but it can still hold water. 3. We will win the trophy if we two more points. 4. We took the food home and ate it for dinner. 5, My parents when they heard the bad news. 6. He__________and threw the stone but missed the hole. 7. The artist creates statues with materials to tell people that things can be reused and made beautiful. 8. You need to the amount of salt you eat. 2 Make Connections How did you reuse something to solve a problem? 29How do teams work together? Read how rescue dogs help in Build Background emergencies. 30m8 Vocabulary A. Look at the pictures and read the words. B. Write the words next to the correct meanings. 1, adj. doing what someone else tells you to do 2. adj. doing something without thinking carefully about it 3. 4. 8. n v. < v. the state of being protected from danger or harm to answer or do something as a reaction to something or someone . to need the help of someone or something . asmell that something or someone has to smell something or someone by taking air in through your nose in short breaths to fix your mind on one particular thing only C. Read and choose the correct words. 1. The lifeguard jumped into the water and saved the girl who was in/ of danger. 2. The teacher wants her students to pay attention to/in what she is saying. 3. Itcan take up/on toa week to repair your phone. 3IExpository Text 32 Rescue teams save people who are in danger. They respond quickly to reach people in trouble and bring them to safety. They are heroes. But did you know that dogs can be heroes, too? Rescue Dogs Are Heroes Rescue dogs work with police and firefighters. They use their good ears and their strong sense of smell to help. Rescue dogs can find people who are lost. They can help families who are in danger after a disaster. Rescue dogs are smart. They must also be obedient. They have to Pay attention to and get along with the people who work with them. Best Rescue Dog Breeds These dogs 6 make great Y rescue dogs. iI t \ AS DogBreed — Labrador German Bloodhound Border “Retriever Shepherd Collie Rescue Skill “friendly brave great sense of lots of energy smellGetting Ready to Work Rescue dogs begin training as puppies. The training can take up to two years. Rescue dogs learn to work outdoors in heat, cold, and bad weather. They run, jump, and climb for hours every day. The dogs learn to focus Rescue dogs are trained to go on their job so that they won't make careless "ywhere they are needed. mistakes. Everything a rescue dog learns to do has a purpose. A dog and the people it works with must learn to communicate as a team. They share their work and know they can depend on each other. And when they have practiced and trained enough, they are ready to rescue people. Good Dog! Arescue dog’s sense of smell is very strong. When a hiker is lost, a rescue dog sniffs the air and the ground following the hiker’s scent. When the dog finds someone, it barks to alert its partner. They work together quickly to save a life. Sometimes rescue dogs and their partners visit schools. They teach children about safety and what to do ina disaster. People like the dogs because they do such good work. Rescue dogs are heroes! Make Connections How do rescue workers and dogs work together in an emergency? ESSENTIAL QUESTION om , S i This team works in snowy mountain areas. 33ae CCC Comprehension Check Skkiiakiaan A. Choose the correct answers. 1. What is the passage about? a. It is about dogs in shelters that need to be rescued. b. It is about different breeds of dogs and their skills. ¢. Itis about dogs that help people who are in danger. 2. What happens when a hiker is lost? a. The dog learns to communicate with the lost hiker. b. The dog follows a scent and barks when it finds the lost hiker. ¢. The dog pays attention to and gets along with the lost hiker. 3. Which sentence does NOT describe a rescue dog? a. They have good hearing. b. They can find people who are lost underwater. c. They are obedient and pay attention to orders. 4, What can be inferred from the passage? a. The training prepares the dogs to be ready for all kinds of disasters. b, Rescue dogs have to get along with the people they rescue. «. Many schools have rescue dogs to protect the students. B. Read and circle TRUE or FALSE. 1, It takes more than two years to train a rescue dog. TRUE / FALSE 2. A rescue dog barks to ask its partner for help. TRUE / FALSE 3. Rescue dogs visit schools to teach children how to find people = TRUE/ FALSE who are in danger. 4, A rescue dog has a strong sense of smell. TRUE / FALSE C. Answer the questions. 1. What do young rescue dogs learn while they train? 2. What do rescue dogs and their partners do when they visit schools? 3uas CCT Comprehension Strategy kiN Ask and Answer Questions As you read, stop and ask yourself questions about what you are reading. Then look for details in the text to support your answers. Asking and answering questions can help you understand the text better. ®& Use Text Evidence Reread the text. Complete the questions with the correct words from the box. Rescue dogs work with police and firefighters. They use their good ears and their strong sense of smell to help. Rescue dogs can find people who are lost. They can help families who are in danger after a disaster. Rescue dogs are smart. They must also be obedient. They have to pay attention to and get along with the people who work with them. Word a » Who do What do How do rescue dogs do? rescue dogs work with? rescue dogs find people who are lost? Write the number of the questions next to the correct answers. Then write your own question and answer it. They use their good ears and strong sense of smell. They work with police and firefighters. They help families who are in danger after a disaster. 35aa OSCE Comprehension Skill Skike Author’s Point of View An author’s point of view is what the author thinks about a topic. Details from the text show what the author thinks. ® Use Text Evidence Reread the text. Look at the chart that shows what the author thinks about rescue dogs. ‘A rescue dog’s sense of smell is very strong, When a hiker is lost, a rescue dog sniffs the air and the ground following the hiker’s scent. When the dog finds someone, it barks to alert its partner. They work together quickly to save a life. Author's Point of View Details | When a hiker is lost, a rescue dog follows the |_| Rescue dogs and | hiker's scent their partners work | When the dog finds someone, it barks to alert its together quickly to | partner | save a life. Reread the text. Complete the chart to show what the author thinks about rescue dogs. Rescue dogs begin training as puppies. The training can take up to two years. Rescue dogs learn to work outdoors in heat, cold, and bad weather. They run, jump, and climb for hours every day. The dogs learn to focus on their job so that they won’t make careless mistakes. Details [ Author's Point of View The training for rescue dogs can 9g 2 >) Rescue dogs are hard learn to wor They learn to focus so thatQe Summary AAA eee Aa Fill in the blanks to complete the summary. lost people Rescue dogs work with to help people in trouble. As puppies, the to focus on PPeee Pupp ¥ learn to in heat, a good sense of cold, and bad weather. They also learn work outdoors their job. They have smell that helps our heroes 7 them find . Rescue police and firefighters dogs are ! ee 2888 Vocabulary Review SAAR Complete the sentences with the correct words. Two words will not be used. focus ACT | sniff careless depend _ outdoor os > obedient respond trained safety scent 1. Firefighters need to quickly in an emergency. 2. Tommy will get a treat if he listens and is 3. Sam knows that he can on his father for help. 4, James made mistakes on his math test and got a bad grade. 5. The of the beautiful red roses filled the room. 6. Amy tries hard to on her lessons and turns off her cell phone in class. 7. Wendy's mom worries about her whenever Wendy travels. 8. Our dog, Max, likes to at people's shoes, Make Connections What other animals would be good to team up with a rescue team? 37Good Citizens a coy eT mh Essential Question © What do good citizens do? 5 Read how Edmund Hillary's Build Background actions helped many people. ETT Rare luna . + What is the man doing? + Why are there flags on the graves? + Why is it important to remember heroes?a8 Vocabulary A. Look at the pictures and read the words. (© B. Write the words next to the correct meanings. 1. __n. the study of living things and the places they live 2. _n. the highest point of a mountain 3. _n. aperson whose job is to show a place or the way to a place to visitors 4. v. to build or make something, such as roads or buildings 5. adj. 6. adj, far from where other people live not being proud and thinking you are better than others 7. v. to show or feel great respect for a person or thing 8. _n. aperson who climbs mountains C. Read and choose the correct words. 1. For the rest with / of her life, Jane helped many children with heart disease. 2. You should ask her to give you advice about / from what to do. 3. I'm grateful to /on everyone who sent me cards and flowers when | was sick. 39Sir Edmund Hillary was born in 1919. This beekeeper from New Zealand was also a mountaineer. He explored many places. In 1953, he reached the summit of Mount Everest, the highest place on the Earth. He could not have done it without the Sherpas. These people from Nepal are expert mountain climbers. One of them, Tenzing Norgay, went to the top with Hillary. They became great friends. Hillary was famous, but he was humble, too. His friendship with Norgay and the Sherpas meant a lot to him. They had taken him to the top of the world. In return, he wanted to help them. He asked them what they needed. They told him the village needed a school so their children could learn.A School for the Himalayas Hillary helped build a school in ote this area. He asked groups # to donate building supplies. The ( people then the school sie notthemountainthat with these supplies. we conquer but ourselves.” Edmund Hillary The school opened in June 1961. The children were happy when they saw it. They knew that it could change their lives. A Lifetime Giving Help For the rest of his life, Hillary helped the Sherpas. He built more schools and hospitals. He built airports to connect people in the mountains. In 1972, he helped create a national park in Nepal. Local scientists knew the of the place well. They gave advice about the best S e plants to use. y The park protects nature and gives the Sherpas jobs. Many of them work as for visitors who come to the area to see its z beauty and to climb. . The Sherpas were grateful to Hillary and him as a member of their community. They called Make Connections Hillary Burra Sahib, which means ‘a big heart.’ What actions of Sir Edmund Hillary ® made him an honored community Z Edmund Hillary died member? * in 2008. He was a great ESSENTIAL QUESTION g climber and an even better ES * man.aa SCC Comprehension Check Sikkttiaianni A. Choose the correct answers. 1. What is the passage about? a. It is about how Sir Edmund Hillary and Norgay became friends. b. It is about how Hillary worked to help the Sherpas’ community. ¢. Itis about how Hillary helped people climb mountains. 2. Who was Tenzing Norgay? a. He was a Sherpa who served as a guide to Hillary. b. He was a doctor who worked at the hospital Hillary built. c. He was an explorer who helped the Sherpas by giving them jobs. 3. What did Hillary NOT do for the Sherpas’ community? a. He built schools for children in remote areas to get an education. b. He built airports to connect people in the mountains. c. He asked for building supplies to construct hospitals. 4. What can be inferred about Sir Edmund Hillary? a. He could reach the top because the Sherpas helped him. b. He knew what the Sherpas needed without asking them. c. He was more interested in helping people than in climbing. B. Read and circle TRUE or FALSE. 1. The summit of Mount Everest is the highest place on the Earth. = TRUE / FALSE 2. Hillary asked people to donate money to construct schools. TRUE / FALSE 3. Scientists from New Zealand found a place for the national park. TRUE / FALSE 4. The national park in Nepal gave jobs to the Sherpas. TRUE / FALSE C. Answer the questions. 1. Why did Hillary need the Sherpas? 2. What did the Sherpas call Hillary? What does it mean? 42a (CCC Comprehension Strateqy LA Ask and Answer Questions As you read, stop and ask yourself questions about what you are reading. Then look for details in the text to support your answers. Asking and answering questions can help you understand the text better. ®& Use Text Evidence Reread the text. Complete the questions with the words from the box. Hillary was famous, but he was humble, too. His friendship with Norgay and the Sherpas meant a lot to him. They had taken him to the top of the world. In return, he wanted to help them. He asked them what they needed. They told him the village needed a school so their children could learn. Who meant Why did What did 1, ___hiillary want to help the Sherpas? the village need? alot to Hillary? ED Write the number of the questions next to the correct answers. Then write your own question and answer it. Norgay and the Sherpas meant a lot to Hillary. It is because the Sherpas helped him climb Mount Everest. It needed a school so the children could learn. 43mam (CSC CR Comprehension Skill A Main Idea and Key Details The main idea is the most important idea that the author wants you to remember about the topic. Key details are supporting details that tell about the main idea. ® Use Text Evidence Reread the text. Look at the chart that shows the main idea and key details In 1953, Hillary reached the summit of Mount Everest, the highest place on the Earth. He could not have done it without the Sherpas. These people from Nepal are expert mountain climbers. One of them, Tenzing Norgay, went to the top with Hillary. They became great friends. {___Main Idea = _ KeyDetails | Sir Edmund Hillary He reached the top of Mount Everest with the reached the top of | gu | Sherpa, Tenzing Nongay. hout the Sherpas The Sherpas are expert mountain climbers Mount Everest with the Sherpas’ help. Reread the text. Complete the chart with the key details. For the rest of his life, Hillary helped the Sherpas. He built more schools and hospitals. He built airports to connect people in the mountains. In 1972, he helped create a national park in Nepal. Local scientists knew the ecology of the place well. They gave advice about the best plants to use. The Sherpas were grateful to Hillary and honored him as a member of their community. Main Idea - Key Details Sir Edmund Hillary He helped the Sherpas for the rest of his life. was honored as [reo Ss. ,ttiCi‘C;C;!O!”!OC™~S a member of the Lace Sherpas’ community. He helped createA Summary AMER 10 GS, RS Fill in the blanks to complete the summary. created jobs In 1953, Sir Edmund Hillary climbed to | Mount Everest. Hillary had the | the summit of Sherpas the top. Hillary was honored him as grateful and asked the Sherpas how he could help them Hillary, | constructed schools hospitals, and airports to improve the lives of the | chile itn te Sherpas. He also built a national park that protected the land and for the Sherpas. The in return Sherpas___————sa member of the community. a8 Vocabulary Review AAAS Complete the sentences with the correct words. Two words will not be used. > mountaineer ecology remote nature guide Box construct summit humble honor _— explored 1. We hired a to take us through the national park. 2. We did not reach the of the mountain because of the snow. 3. The town wanted to its mayor for all his hard work. 4. We need to take a plane and two buses to get to the beach. 5. Harry is a famous who has climbed many mountains in winter. 6. It took two years to the bridge over that river. 7. We study to understand living things and their environment. 8. Robby is the best player on the team, but he is about it. Make Connections What can you do to improve the lives of people in your community? 45UNIT PAGE AAC SE een nna We hlave Powedl ll Theme Energy => Essential Question What are different kinds of energy? Read about how the sun can be used as a source of power. Build Background Read and say what you think. OAL atante Cm Unron Tiare mOLs Nace) ola Ed + Why do people need energy? + What other ways are there to make energy?m8 Vocabulary A. Look at the pictures and read the words. B. Write the words next to the correct meanings. 1. v, tomake dirty or harmful by mixing in or adding waste material 2. _n. aplace, person, or thing that you get something from 3. n. anatural fuel formed in the Earth from dead plants or animals. 4. v. to exchange for something or someone else 5. v. to be used up 6. adv. outside of a house or building 7. adj. able to be replaced so that it is always available to be used 8. adj. able to be used instead of a different thing C. Read and choose the correct words. 1. Most of the milk we drink comes from / about cows. 2. Alice's mother told the kids to take / keep the kitchen clean. 3. Wind turbines change wind power in/to electricity. 47