Introduce the underlined words using the vocabulary routine on How to Use the Ora l Vocabulary C ards.. Introduce the underlined words using the vocabulary routine on How to Use the Ora
Trang 1Printed in China
1 2 3 4 5 6 7 8 9 10 DSS 12 11 10 9 8
ISBN 10: 0-02-202029-2 ISBN 13: 978-0-02-202029-3
Trang 2What Goat Learned
The Three Friends
The Story of the Donkey
The Nightingale
The Statue of Liberty
Two Brothers
The Scent of Bread
How Coyote Stole Fire
John Henry
Daedalus and Icarus
The Powwow: A Native American
Celebration
La Cucarachita Martina Gets Married
Spider Woman Teaches the Navajo
Jack and the Beanstalk Brer Rabbit in Mr Man’s Garden Sharks!
From Tadpole to Frog Coral Reefs
The Desert Is Their Home The Fox and the Crane Febold Feboldson, Drought Buster The Stonecutter
Why the Moon Is in the Sky
Trang 3Generate Syno nyms Say:
Goat is eager to learn
to climb Whe n you really, really w ant to do something, ho w do you feel? What w ords mean almost the sam e as eager?
Who are your t eachers? Wha
t do you learn from them? W hat would happen if you stopped liste
ning to them?
Long, long ago, when the la
nd was new a nd all the animals were free to do as they wished, C
at and Goat were good friends They spent their days together explorin
g the green fo rests and high mountains of their beautiful island home
It was during their travels th
at Goat began to notice th
e way that Cat moved G oat was loud and clumsy, b
ut Cat could creep quietly along the forest fl oor Cat co
uld leap gracefully from rock
to rock And best of all, Cat could clim
b high into the tall green trees In fact, Cat made climbing trees look li
ke so much fu n, Goat was eager to try it himself
“Cat,” said Goat, “you are a
n expert at climbing trees Will you teach me to climb, too?” Cat a
greed.
A Tale from Haiti
to do something very much
Example: Bob is eager to go to
the beach this summer.
Ask: What are
Example: A fi refi ghter is an
expert at rescuing people.
Ask: Who are some experts in
your neighborhood? What do they do?
Additional Vocabulary Rere
ad the selectio
n Introduce the underlined words using the vocabulary routine on How
to Use the Ora l Vocabulary C ards.
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dd 1
2/12/07 11:22:16 AMO r a l
Vo c a b u l a r y
ELL
What is a cora l reef? Where would you see o
ne? What woul d you like
to learn about coral reefs?
Coral reefs are busy underwat er places where many colorful animals and plants live
Some people th ink coral reefs are made of rocks or shells, but that’s not so Coral reefs are ac tually made up of tiny living cr eatures called coral polyps These anim als are only abo ut 1/4 inch acros s It takes millions of coral polyps to make one ree
f Different pol yps form different kinds of coral Coral can be many different colors I
t can be interesting sha pes and sizes, t oo.
Coral reefs are located in war m, shallow wat er, usually near land
The biggest co ral reef in the w orld is Australia ’s Great Barrier Reef The Great Barrier Re ef is about 1,260 miles long!
Defi ne: When you tell where
something is lo cated, you tell
where it is found
Example: Our school is located
on Pine Street, next to the park.
Ask: Where is your house
located?
Use Photograph s Help
students use the photograph to describe a coral reef Ask: What color
is this coral reef? What does the coral look like to you?
Guide students to compare the coral to other things:
The coral looks like
Additional Voca bulary Reread the selection Introduce the underlined words using the vocabulary routine on How to Use the Oral Vocabulary Cards.1
N2CRDOV_FL_U4W5_RD09.indd 1
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How to Use the Oral Vocabulary Cards
Key Features of the Oral Vocabulary Cards
• The Oral Vocabulary Cards feature folk tales from
around the world and high-interest nonfiction There
is one set of four cards for each selection/per week.
• Every card has a full-color illustration or photo on
the front The images can be shown while reading
the text aloud They can be used to reinforce the
Wonderful Words and additional words These words
build children’s oral vocabularies beyond their reading
vocabularies A minimum of ten words are included in
each selection.
• A Wonderful Words section provides a routine for
introducing new vocabulary Introduce highlighted
words using the following routine:
Define: offers a student-friendly definition
Example: uses the word in a context children will
relate to
the word in their own sentences as they reply
• Additional Vocabulary Words are provided for more
vocabulary opportunities Introduce the underlined
vocabulary using the Define/Example/Ask routine.
• English Learner (EL) strategies help unlock the
meanings of words through engaging activities for all
children.
• A Retelling feature helps children use the illustrations
and photographs to retell the events and facts.
Using the Oral Vocabulary Cards
While You Read
• Use the focus questions before the selection to start
a discussion with children before reading Evaluate children’s prior knowledge of the concepts introduced
in the story and use the discussion to build children’s background.
• Read the selection aloud, engaging children by pointing out key elements of the illustrations or photos that help make the text comprehensible As you encounter a highlighted word, stop and use the
Define/Example/Ask routine to teach the word and
provide time for discussion
• As an alternative, first read the selection straight
through and then go back to use the Define/Example/
Ask routine to teach the Wonderful Words.
Trang 4Ask routine to teach the underlined additional vocabulary
words Use the EL strategies if you have not already done
so Use language frames and sentence starters so children
have a context in which to supply vocabulary words
Encourage them to echo the sentences when the frames
are complete.
Retelling
Do a Modeled Retelling of the selection by holding up
each card and talking about what you see as you ask
children questions found in the Retell box.
For example, for “What Goat Learned,” a Haitian tale,
retell the story as follows:
Card 1: Long ago, Cat and Goat were good friends Goat
wanted to learn how to climb trees the way Cat did So he
asked Cat to teach him how.
Card 2: Goat tried hard to climb the tree like Cat, but
he could not get his back legs off the ground Cat
encouraged him to keep trying.
Card 3: Later, Cat found Goat teaching Dog how to
climb a tree But Cat did not want Dog to learn how to
climb trees Now, Cat knew that Goat had never finished
learning how to climb, and so would not be able to teach
Dog So Cat said that he would not be Goat’s teacher
anymore
Card 4: Goat and Dog kept trying to climb the tree, but
they couldn’t Cat watched from a tree branch She was
happy, because she knew that without her as a teacher,
neither Goat nor Dog would ever learn to climb a tree
children, use the following strategies to engage children
in independent and group responses.
• Motivate discussion by asking children about their experiences Use the focus questions at the beginning
of each selection Discuss unfamiliar concepts by relating to children’s personal experiences Use examples from your own life to make concepts clear.
• Pause long enough to allow children to think and respond.
• Ask children, one by one, to retell the events of the story in a group situation Encourage each child to tell one event or fact in chronological order.
• Practice fluency with the patterned parts and repetitive stanzas.
• Have children role-play the parts of the story by becoming characters Have a narrator tell the story while children use the characters’ words at the appropriate time Allow groups of children to become one character so that children at a beginning language level can participate.
• Provide a simple synopsis of the story and invite children to add the details they remember.
Trang 5Intensive Vocabulary Instruction
For children needing additional vocabulary
development, follow the Intensive Vocabulary
5-Day Plan below Spend 15-20 minutes a day providing
targeted vocabulary instruction and practice using
the Oral Vocabulary Cards.
Intensive Vocabulary 5-Day Plan
Day 1: Review the previous week’s words Then
administer the Oral Vocabulary Pretest in the
Teacher’s Resource Book If time allows, read the
selection aloud for enjoyment and prompt children to
offer personal responses
Day 2: Read the selection and teach the highlighted
words using the Define/Example/Ask routines
provided.
Day 3: Reread the selection and teach the underlined
words using the Define/Example/Ask routine.
Day 4: Revisit the selection, review the vocabulary
words, and guide children in a retelling.
Day 5: Administer the Oral Vocabulary Posttest in the
Teacher’s Resource Book Allow time for children to
independently retell the selection Prompt them to
use the new vocabulary taught by providing sentence
frames or sentence starters.
Periodic Review
Once a set of words has been taught, continue to review the words throughout the upcoming weeks Children will need several weeks of continuous review
to master many of these words To provide ample review:
• Review the previous week’s words at the beginning of each new week.
• Incorporate the new words into classroom discussions Rephrase children’s responses, when appropriate, to use new words Ask children to repeat.
• Use the new words in transition activities For example, ask children to name a time they were
exhausted as they line up for recess, one by one.
• At the end of the each unit, revisit all the Oral Vocabulary Card stories for that unit State a targeted vocabulary word, and ask children to use it in a
sentence that tells about a story or something they learned in that unit.
• Send home the list of vocabulary words taught and sentence starters for families to engage their children
in discussions using the words.
Trang 6words include those harder Tier 2 words that appear
in much of children’s reading materials as well as the language of instruction
Tier 2 Words: Academic words (exhausted, analyze,
majority)
Tier 3 Words: Content specific words (lava,
Louisiana Purchase, viceroy)
The words chosen for instruction on the Oral
Vocabulary Cards were carefully sequenced and
selected by consulting three sources: (1) the Living Word
Vocabulary list, (2) Avril Coxhead’s list of High-Incidence Academic Words, and (3) Andrew Biemiller’s Words Worth Teaching list.
Trang 8It was during their travels that Goat began to notice the way that Cat moved Goat was loud and clumsy, but Cat could creep quietly along the forest fl oor Cat could leap gracefully from rock to rock And best of all, Cat could climb high into the tall green trees In fact, Cat made climbing trees look like so much fun, Goat was eager to try it himself
“Cat,” said Goat, “you are an expert at climbing trees Will you teach me to climb, too?” Cat agreed
What Goat Learned
A Tale from Haiti
©Macmillan/McGraw-Hill • illustration by Oleynikov “What Goat Learned” appears as “The Education of Goat” in
eager
Defi ne: An eager person wants
to do something very much
Example: Bob is eager to go to
the beach this summer.
Ask: What are you eager to do
this weekend?
expert
Defi ne: An expert knows a lot
about something or can do something very well.
Example: A fi refi ghter is an
expert at rescuing people.
Ask: Who are some experts in
your neighborhood? What do they do?
Intensive Vocabulary Support Reread the selection Introduce the underlined words
using the vocabulary routine on How to Use the Oral Vocabulary Cards.
Generate Synonyms Say: Goat
is eager to learn to climb When you really, really want
to do something, how do you feel? What words mean almost the same as eager?
1
Trang 10UNIVERSAL ACCESS
English Learners
Now, climbing trees was not something that came naturally to Goat
Oh, no! After all, Goat did not have claws for digging into tree trunks
He did not have a long tail for balance He was not quick, and he was not graceful But with Cat’s help, Goat made progress
Clat-a-tat-tat! Clat-a-tat-tat! As Cat watched, Goat’s front hooves
clattered up a tree trunk Clat-a-tat-tat! Clat-a-tat-tat! Goat’s front legs
reached higher and higher while his back legs stayed on the ground
After a few attempts , Goat was able to stretch his front legs halfway
up the trunk He could even reach the lowest branches and nibble on the tasty green leaves
“Keep going!” cried Cat “Don’t give up! As my grandfather used to say: ‘With patience, even an ant can climb a mountain!’”
So Goat kept trying But try as he may, Goat’s back legs never came off the ground
attempt
Defi ne: An attempt is a try.
Example: Justin made an
attempt to build his model
airplane.
Ask: Why is it important not
to quit if your fi rst attempt at
something doesn’t work out?
What Goat Learned
©Macmillan/McGraw-Hill illustration by Oleynikov
Compare and Contrast Say:
Cat and Goat are good friends, and they both walk on all fours But Cat is a much better climber Why? How is Cat different from Goat?
2
Trang 12UNIVERSAL ACCESS
English Learners
One fi ne morning not long after this, Cat went to fi nd his friend Goat He saw Goat beside a tree, talking to Dog
“Watch closely, Dog, and do what I do,” said Goat Then he lifted
his front hooves onto the tree trunk Clat-a-tat-tat! Clat-a-tat-tat! Goat
was teaching Dog everything he’d learned about how to climb a tree
Now Cat knew that if Dog learned how to climb, there would be real trouble in the trees! A cat like her would have no safe place to go
But Cat also knew that Goat had never really fi nished his lessons so he didn’t yet know how to climb a tree
“Goat,” said Cat with a clever smile, “I see that you have become a teacher! There is nothing more you can learn from me Good luck!”
©Macmillan/McGraw-Hill illustration by Oleynikov
©Macmillan/McGraw-Hill illustration by Oleynikov
What Goat Learned
lesson
Defi ne: In a lesson, a teacher
teaches a skill to a student.
Example: During Jane’s piano
lesson, the teacher shows her
how to play new songs.
Ask: What kind of lessons
would you like to take?
Paraphrase Say: Goat is
teaching Dog how to climb a tree But Cat doesn’t want Dog
to know how to climb trees! Why doesn’t Cat want Dog
to climb trees? What does Cat do?
3
Trang 14“Without me as a teacher,” thought Cat, “Goat will never have the knowledge to climb trees And if Goat doesn’t learn how to climb trees, he can’t teach Dog how to climb either I am safe up here,
indeed!”
And that is why Goat never completed his lessons with Cat And that is why Goat never learned to climb to the top of a tree, and neither did Dog
Clat-a-tat-tat! Clat-a-tat-tat!
knowledge
Defi ne: Knowledge is
information, or what someone knows.
Example: Danny used his great
knowledge of dinosaurs to
write a report.
Ask: What kind of knowledge
does a doctor need?
What Goat Learned
©Macmillan/McGraw-Hill illustration by Oleynikov
Help children use the pictures to retell the story Card 1: What does Goat
want to learn how to do? Why does he think Cat would be a good teacher?
Card 2: Why is it hard for
Goat to climb to the top of the tree? What advice does Cat offer?
Card 3: What is Goat saying
to Dog? Why doesn’t Cat want Dog to learn to climb trees?
Card 4: What is Cat’s plan?
Why doesn’t Goat ever learn
to climb trees?
4
Trang 16Do you think a deer, a woodpecker, and a turtle could be friends?
What could they do together? How could they help each other?
Once upon a time, three friends lived by a lake Deer lived in the woods near the lake Woodpecker lived in a tree next to the lake And Turtle made his home in the mud at the edge of the very same lake
The three were very fond of each other and spent their days happily playing
One day, a hunter came to the lake Seeing Deer’s footprints, he said, “I will set a trap to catch this deer!” He put out a strong leather trap and then went home
That very evening Deer stepped into the trap “My friends!” he cried out “I am caught fast in this trap!”
The Three Friends
A Tale from India
©Macmillan/McGraw-Hill illustration by Alessia Girasole
fond
Defi ne: Fond of means to like
a lot.
Example: I am fond of my pets.
Ask: What are some things that
you are fond of?
Intensive Vocabulary Support Reread the selection Introduce the underlined words
using the vocabulary routine on How to Use the Oral Vocabulary Cards.
UNIVERSAL ACCESS
English Learners
Identify Story Elements Ask
children to identify the setting
of the story Ask: Does it look
like a place where you have been? In what way? Help
children name the animals, the lake, the trees, and other features in the setting.
1
Trang 18companion
Defi ne: A companion is
someone whom you spend time with.
Example: My companion and I
play together every day.
Ask: Do you have a companion
you like to spend time with? What do you like to do together?
The Three Friends
©Macmillan/McGraw-Hill illustration by Alessia Girasole
agree
Defi ne: When you agree with
someone, you have the same idea about something.
Example: Mario and Kim agree
that cats are wonderful pets.
Ask: What are some things you
and your friends agree about?
Woodpecker and Turtle heard their companion’s cry Woodpecker
fl ew down from her treetop Turtle hurried out of the water They saw Deer trapped by the leather straps
“We must fi nd a way to help our friend!” cried Woodpecker
“I agree ,” said Turtle “My teeth are as sharp as a saw I will use them to cut the straps.”
“And I will fl y to the hunter’s hut,” said Woodpecker “I will keep him away until you cut through the straps.”
All night long, Turtle worked on the straps with his teeth
“Thank you, my kind friend,” said Deer trembling
Turtle smiled up at Deer and then continued to work
Meanwhile, Woodpecker waited at the hunter’s hut In the morning, the hunter came out the front door Woodpecker gave a loud cry and
fl apped her wings wildly at him
“What is that!?” cried the hunter, hurrying back inside Next, the hunter came out the back door But Woodpecker was waiting for him She fl ew at him and fl apped her wings frantically Once again the hunter rushed back inside But the third time, the hunter ran past Woodpecker
UNIVERSAL ACCESS
English Learners
Words with Multiple
Meanings Say: Turtle and
Woodpecker saw that Deer was trapped What does saw mean here? (used their eyes to
see) Turtle says his teeth are as
sharp as a saw What does saw mean here? (a tool that cuts) Use saw in sentences to show both meanings.
2
Trang 20Woodpecker fl ew back to her friends as fast as she could “The hunter is coming!” she warned them.
By this time, Turtle had bitten through all the straps but one The leather was hard, and Turtle was very tired “I don’t think I can do it,”
thought Turtle But he was a loyal friend and did not give up
Then Deer saw the hunter coming through the forest “There is no more time!” he cried And using all his strength, Deer broke the last strap and ran off as fast as he could
Woodpecker swiftly fl ew up to her nest in the treetop But Turtle was so weak that he could not crawl away He lay quietly where he was
When the hunter saw Turtle and the broken trap, he said, “I have lost the deer, but at least I will have this turtle.” With that, he picked Turtle up, put him in a cloth bag, and tied the bag up tight
©Macmillan/McGraw-Hill illustration by Alessia Girasole
The Three Friends
loyal
Defi ne: A loyal friend is a friend
you can count on.
Example: My dog is a loyal
companion to me.
Ask: What makes you a loyal
companion to your friends?
UNIVERSAL ACCESS
English Learners
Make Predictions Ask: Do you
think Deer and Woodpecker will save Turtle? What could they do?
3
Trang 22Deer saw that his friend Turtle was in trouble “I appreciate how Turtle saved my life,” he said “Now I must do the same for him!” So Deer stepped into the open to let the hunter see him
“Now I will get you, Deer,” cried the hunter He hung the cloth bag with Turtle in it on a tree and chased after Deer
Down fl ew Woodpecker She pecked a hole in the bag “Jump out, Turtle!” she said
“It’s too far to jump,” cried Turtle “My shell will break!”
By this time, Deer had led the hunter far into the forest Then, swift
as the wind, he turned and galloped back to Turtle With his long horns, Deer lifted the bag down from the tree and put it on the grass
Turtle crept out through the hole that Woodpecker had made
When the hunter returned, all he found was his torn bag
Deer, Woodpecker, and Turtle had gone to the other side of the lake There the three loyal friends and companions lived happily for the rest of their lives
appreciate
Defi ne: When you appreciate
something, you are grateful for it.
Example: I appreciate it when
my brother helps me do my chores.
Ask: What has someone done
that you appreciate?
Help children use the pictures to retell the story Card 1: Who are the main
characters in this story? What is the setting? What
is the problem?
Card 2: How does Turtle
try to help Deer? How does Woodpecker try to help? Why do you think they try
to help Deer?
Card 3: What does Deer
do when he sees the hunter coming back? What happens to Turtle?
Card 4: How does Deer
help Turtle? How does Woodpecker help? How do you know that the animals are the best of friends?
Retell
The Three Friends
©Macmillan/McGraw-Hill illustration by Alessia Girasole
4
Trang 24UNIVERSAL ACCESS
English Learners
Intensive Vocabulary Support Reread the selection Introduce the underlined words
using the vocabulary routine on How to Use the Oral Vocabulary Cards.
The Story of the Donkey
Based on a Fable by Aesop
What kinds of activities do you enjoy doing with family members such as aunts, uncles, and grandparents? What have you learned from them?
Long ago, a girl named Anna lived with her parents and grandfather
Anna and Grandfather had a special relationship He liked to tell her stories, and he taught her how to play the games that he played as
a boy But their bond became even stronger when they took a trip together This is the story of what happened on that journey
One day, the family decided it was time to sell their donkey
Grandfather volunteered to take the donkey to market, and Anna wanted to go with him So early the next morning, they set off for the market with the donkey following behind
The two had been walking for a little while, when they met a man who was chopping wood “Why are you both walking?” he asked
“One of you should be riding How foolish you are!”
relationship
Defi ne: A relationship is a
connection between people
Example: James has a close
relationship with his brother
They love to play sports together
Ask: What family member do
you have a close relationship with? What do you do
together?
bond
Defi ne: A bond is a feeling
of understanding that holds people together
Example: Beth and Sarah share
a bond because they’ve been
friends since kindergarden.
Ask: With what friend do you
have a strong bond? What made the bond strong?
Compose Sentences Say:
Grandfather volunteered to take the donkey to market What do you volunteer to do
at school? Have children fi nish
this sentence: At home, I
volunteer to .
©Macmillan/McGraw-Hill illustration by John Hovell
1
Trang 26So Grandfather put Anna on the donkey, and they went on their way They had traveled a short distance when two women passed them and said, “What a lazy girl you are to let your grandfather walk while you ride! Have you no respect for your grandfather?”
On hearing that remark, Anna quickly got down from the donkey, and Grandfather got on the donkey Then they resumed their journey
After some time, they passed a group of people that were having
a picnic The people were pointing at Grandfather, and one of them called out, “How can you let a young girl walk while you ride comfortably on that donkey? You are a grown man and she is just a small child How can you be so selfi sh?”
resume
Defi ne: To resume means to go
on again after stopping.
Example: After the rain shower
ended, the baseball game
resumed.
Ask: When does school resume
after the summer?
Generate Synonyms Say:
The women ask Anna, “Have you no respect for your grandfather?” To respect is to honor and show consideration for someone Two words that means the same as respect are value and admire Say the words with me: respect,
value, admire Do you think
that Anna values and admires her grandfather? How do you know? What does Anna do to show respect to Grandfather?
UNIVERSAL ACCESS
English Learners
©Macmillan/McGraw-Hill illustration by John Hovell
The Story of the Donkey
2
Trang 28Upon hearing what was said, Grandfather felt ashamed So he got off the donkey to discuss the matter with Anna “We should ride together on the donkey,” said Grandfather “You will ride in front, and I will ride behind you.” So Grandfather and Anna both got on the donkey and resumed their journey.
After some time, they passed two farmers who were planting crops in their fi eld The farmers pointed at Grandfather and Anna and scolded them “How cruel the two of you are to be riding together on that donkey! Don’t you know that poor animal must be terribly fatigued ?”
fatigued
Defi ne: To be fatigued is to be
very tired.
Example: After hiking all day,
Karen was fatigued.
Ask: What activities make you
feel fatigued?
Summarize Say: First Anna
and Grandfather walked in front of the donkey Then Anna rode the donkey Then Grandfather rode the donkey What happened after that? What do you think will happen next?
UNIVERSAL ACCESS
English Learners
©Macmillan/McGraw-Hill illustration by John Hovell
The Story of the Donkey
3
Trang 30Grandfather and Anna got off the donkey and tried to fi gure out what
to do Finally, Grandfather found a pole and tied the donkey’s feet to
it Then he and Anna raised the pole to their shoulders Off they went, carrying the donkey to market
After a while, they passed a group of people on horseback When the people saw them carrying the donkey, they burst out laughing “What a strange sight!” they yelled “Are you both fools? Donkeys are meant to carry people!”
So Grandfather and Anna untied the donkey Then they sat down
to refl ect on all that had happened Finally, Grandfather spoke “We must do what we think is best and not worry about what others think
When we try to please everyone, we end up pleasing no one, especially ourselves.” Anna agreed
They set off again, both of them walking and the donkey following behind, which is exactly what they had done in the fi rst place! When they reached the market, they sold their donkey for a good price As they walked home, they laughed and talked about the lesson they had learned
reflect
Defi ne: When you refl ect,
you think about something carefully.
Example: Rita refl ected on
what her grandmother might like for her birthday.
Ask: Why is it a good idea to
refl ect before doing something
important?
Help children use the pictures to retell the story Card 1: Where are Anna
and Grandfather going with the donkey? What does the man say to them?
Card 2: What do the
women say to Anna? What happens next?
Card 3: What do the
farmers say to Anna and Grandfather? What do Anna and Grandfather do?
Card 4: What do the people
on horseback say? What do Anna and Grandfather do next? What lesson do they
fi nally learn?
©Macmillan/McGraw-Hill illustration by John Hovell
The Story of the Donkey
4
Trang 32UNIVERSAL ACCESS
English Learners
Have you heard a bird sing? What did it sound like?
Long, long ago the emperor of China lived in a magnifi cent palace surrounded by a huge forest The forest was home to a bird called the nightingale Travelers who passed through the forest said the nightingale’s song was the most beautiful song ever heard They told stories of the joy her song could bring to those who listened
Soon the emperor heard the stories about the nightingale “Why haven’t I heard this remarkable bird sing?” the emperor asked his lords “It is my wish to hear the nightingale tonight!”
So the lords asked everyone in the palace about the nightingale At last a kitchen maid said she knew of the bird, and she led them to her
“Sweet nightingale!” cried the lords “Will you come to the palace tonight to sing for the emperor?” The nightingale agreed
The Nightingale
Based on a Tale by Hans Christian Andersen
©Macmillan/McGraw-Hill illustration by Chi Chung
magnificent
Defi ne: Something that is
magnifi cent is wonderful
and very beautiful.
Example: The magnifi cent
sunset turned the sky red, pink, and orange.
Ask: What have you seen that
is magnifi cent?
remarkable
Defi ne: Someone or something
that is remarkable is unusual
and worth noticing.
Example: A hummingbird is
remarkable because it fl aps its
wings 50 times a second.
Ask: What remarkable bird do
you know about? What makes
it remarkable?
Intensive Vocabulary Support Reread the selection Introduce the underlined words
using the vocabulary routine on How to Use the Oral Vocabulary Cards.
Identify Story Elements Ask:
Who is the main character
in this story so far? What do you think it means to be an emperor? What animal is also
an important character? What word do you hear in the word
nightingale? (Point out that
nightingales are known for singing at night.)
1
Trang 34UNIVERSAL ACCESS
English Learners
That evening, the nightingale appeared at the palace of the emperor The palace had been wonderfully decorated for the event, and the little gray bird was invited to sit upon a golden perch to sing her song When the bird was fi nished, the emperor’s eyes fi lled with tears of joy
“Sweet nightingale,” said the emperor, “you must stay and sing your song for me every evening.” Touched by the emperor’s tears, the nightingale agreed
So the emperor’s palace became the nightingale’s new home
The nightingale lived in a golden cage, and she had her own servants
to give her food and water Every evening the nightingale entertained
a royal audience Yet in her heart, the nightingale was not happy
She longed to be a wild creature again, living in the forest The golden cage was not her true home
entertain
Defi ne: To entertain is to amuse
and interest someone.
Example: A clown will entertain
the audience at the circus.
Ask: What do you do to
entertain your friends and
family?
The Nightingale
©Macmillan/McGraw-Hill illustration by Chi Chung
Compose Sentences Say: The
nightingale entertains the emperor and his followers What things entertain you?
Have children fi nish this
sentence: I am entertained
when _
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Trang 36UNIVERSAL ACCESS
English Learners
Several weeks passed in this way Then one day, the emperor received a package from his brother “I have heard of your little brown bird,” wrote his brother, “but this golden bird is better!”
When the emperor unwrapped the package, he found a mechanical nightingale Amazed by the shiny golden bird, the emperor wound it
up and listened to its song The bird’s song was not as sweet as the song of the real nightingale, but its gold feathers pleased the emperor
That evening, when the little brown nightingale settled on her perch to sing, the emperor set the golden nightingale next to her “You must both sing together!” the emperor declared But the sound of the mechanical bird startled the nightingale, and she fl ew out the window
“Ungrateful creature!” cried the emperor “Fly away if you will I still have my golden bird to sing to me!” So each night, the mechanical nightingale sang for the emperor’s amusement The mechanical bird sounded different from the nightingale, but the emperor didn’t notice
He was dazzled by its golden feathers
©Macmillan/McGraw-Hill illustration by Chi Chung
The Nightingale
amusement
Defi ne: Something done for
amusement makes people
smile, laugh, and enjoy themselves.
Example: The storyteller told a
funny tale for our amusement.
Ask: What shows and movies
do you watch for amusement?
Make Predictions Ask: What
do you think will happen after the real nightingale leaves the palace? Do you think the emperor will be happy or sad? Will the nightingale return or stay away? What makes you think that?
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Trang 38A whole year passed in this way Each night, the emperor wound up the mechanical nightingale, and each night it sang for him Then one
night, something went wrong Whiz! Whir! Clink, clank, clunk! A spring
cracked, and the bird fell silent The best workers in the land used their skills to try to fi x it, but they could not The golden bird could sing no more
Without the music of the nightingale, the emperor’s days were
fi lled with sorrow Growing weak and ill, the emperor took to his bed
Then one terrible evening when it seemed the emperor would not live through the night, his lords heard a sweet song at the window The real nightingale had returned, and she was singing for the emperor!
Night after night, the nightingale sang her song, and night after night, the emperor grew stronger When the emperor was well again,
he begged the little brown bird to stay with him The nightingale knew she was a wild creature whose true home was the forest, but she wanted to please the emperor So she promised to come each night to sing at the emperor’s window And that is what she did
skill
Defi ne: A skill is something that
you can do well.
Example: My brother took an
art class to work on his drawing
emperor want to hear the nightingale’s song? How do his lords fi nd the little bird?
Card 2: What happens
when the nightingale sings for the emperor? How does the nightingale’s life change after that?
Card 3: What gift does the
emperor receive from his brother? How does this gift affect the nightingale?
Card 4: Why does the
emperor fall ill? How is the nightingale able to help the emperor?
Retell
The Nightingale
©Macmillan/McGraw-Hill illustration by Chi Chung
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Trang 40Have you ever seen or heard of the Statue of Liberty? What do you know about it?
She stands on an island in New York Harbor with a torch held high
in one hand From head to toe, she is as tall as a 15-story building Her skin is made of copper, and she weighs thousands of pounds Her nose alone is about as long as you are tall! Who is she? She is the Statue of Liberty She has greeted people coming to the United States for over one hundred and twenty years
The Statue of Liberty is one of the most famous statues in the world
It was a gift to the people of America from the people of France The statue was built to celebrate the friendship between the two countries
But today the statue stands for much more Today the statue is a symbol of freedom and liberty for all people
The Statue of Liberty
©Macmillan/McGraw-Hill photos © Macmillan/McGraw-Hill
greet
Defi ne: When you greet people,
you meet and welcome them.
Example: My babysitter greets
me after school with a wave and a smile.
Ask: How does your teacher
greet you in the morning?
liberty
Defi ne: Liberty is the freedom
to believe and act in a way that you think is right.
Example: Young Americans
have the liberty to choose
what they will be when they grow up.
Ask: Do you think children
should have the liberty to
choose their own clothes? Why
or why not?
Intensive Vocabulary Support Reread the selection Introduce the underlined words
using the vocabulary routine on How to Use the Oral Vocabulary Cards.
UNIVERSAL ACCESS
English Learners
Use Photographs Point to
and name the features of the Statue of Liberty, such as her crown and torch Have children repeat Then have them describe the statue in their own words.
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