MCI Aqua - School Specialty—Literacy and Intervention

MCIMaking Connections® InterventionComprehensive Blended Literacy InterventionGRADES 6–12RTIMCI OnlineMCI WritingMCI ComprehensionMCI Word StudyMCI Student Library12 books per level including fiction, nonfiction, and graphic novels.MCI (Making Connections ® Intervention) is aunique blended learning solution that providestargeted literacy intervention for struggling readersin middle school and beyond. At the heart ofthe program is direct, explicit comprehensioninstruction. The blended model integrates thebest of teacher-led instruction with engaging,individualized online instruction to maximizethe depth, intensity, and effectiveness of theintervention.Table of ContentsScope and Sequence...................................................3Introduction to MCI ………………………………4-5How MCI Works: Program Overview......................... 6-7Introduction to Components.............................8-30MCI Comprehension Student Edition ............... 8-10MCI Online..................................................... 11-16MCI Comprehension Teacher’s Edition............ 17-21MCI Assessment............................................. 22-25MCI Reports................................................... 26-27MCI Word Study...................................................28MCI Writing..........................................................29MCI Student Library.............................................30Sample Unit 4...................................................31-54To learn more,visit epsbooks.com/MCI

MCI Comprehension, Level Aqua epsbooks.com/MCI 3MCIComprehensionSCOPE AND SEQUENCEThe three levels of MCI—AQUA, GOLD, and CRIMSON—help struggling readers learn to applycomprehension skills and strategies.Main Idea and Details • •AQUA GOLD CRIMSONCompare and Contrast • • •SKILLSSTRATEGIESCause and Effect • • •Drawing Conclusions/Predicting Outcomes•Making Inferences • •Figurative Language • •Literary DevicesRecognizing Viewpoint: BiasRecognizing Viewpoint: PersuasionRecognizing Viewpoint: Author’s PerspectiveSynthesizing Information••Identify Text Structure • • •Monitor Comprehension • • •Learn Cooperatively • • •Use Graphic Organizers • • •Answer/Generate Questions • • •Summarize • • •Build Background Knowledge • • •Understand Vocabulary • • •Apply Multiple Strategies • • ••••MCI Comprehension 1

3. 4. Unit 1: Text 1 Practice the Ski l5. 6. Unit 1: Text 2 Practice the Ski l7. Unit 1: Text 8. Unit 1: Text 3 Practice the Ski l9. Unit 1: Text Co nections10. Unit 2: Introduction1. Unit 2: Text 12. Unit 2: Text 1 Practice the Ski l13. Unit 2: Text 215. Unit 2: Text 317. Unit 2: Text Co nections3. 4. 1 Practice the Ski l5. Unit 1: Text 27. Unit 1: Text 8. Unit 1: Text 3 Practice the Ski l9. Unit 1: Text Co nections10. Unit 2: Introduction1. Unit 2: Text 12. Unit 2: Text 1 Practice the Ski l13. Unit 2: Text 14. Unit 2: Text 2 Practice the Ski l15. Unit 2: Text 16. Unit 2: Text 3 Practice the Ski l17. Unit 2: Text Co nections3. 4. 1 Practice the Ski l5. 6. Unit 1: Text 2 Practice the Ski l7. Unit 1: Text 8. Unit 1: Text 3 Practice the Ski l9. Unit 1: Text Co nections10. Unit 2: Introduction1. Unit 2: Text 12. Unit 2: Text 1 Practice the Ski l13. Unit 2: Text 215. Unit 2: Text 317. Unit 2: Text Co nections3. 4. 1 Practice the Ski l5. Unit 1: Text 27. Unit 1: Text 8. Unit 1: Text 3 Practice the Ski l9. Unit 1: Text Co nections10. Unit 2: Introduction1. Unit 2: Text 114. Unit 2: Text 2 Practice the Ski l15. Unit 2: Text 16. Unit 2: Text 3 Practice the Ski l17. Unit 2: Text Co nections3. 4. Unit 1: Text 1 Practice the Ski l5. 6. Unit 1: Text 2 Practice the Ski l7. Unit 1: Text 8. Unit 1: Text 3 Practice the Ski l9. Unit 1: Text Co nections10. Unit 2: Introduction1. Unit 2: Text 12. Unit 2: Text 1 Practice the Ski l13. Unit 2: Text 215. Unit 2: Text 317. Unit 2: Text Co nections3. 4. 1 Practice the Ski l5. Unit 1: Text 28. Unit 1: Text 3 Practice the Ski l9. Unit 1: Text Co nections10. Unit 2: Introduction1. Unit 2: Text 12. Unit 2: Text 1 Practice the Ski l13. Unit 2: Text 14. Unit 2: Text 2 Practice the Ski l15. Unit 2: Text 317. Unit 2: Text Co nectionsAUDIORECORDINGSLEVEL CRIMSONDisc 1Units 1, 2ComprehensionAUDIORECORDINGSLEVEL CRIMSONDisc 1Units 1, 2AUDIODisc 1Units 1, 2AUDIORECORDINGSLEVEL AQUADisc 1Units 1, 2AUDIODisc 1Units 1, 2AUDIORECORDINGSDisc 1Units 1, 24 epsbooks.com/MCIMCI Comprehension, Level AquaMaking Connections ® Intervention (MCI) is is a acomprehensive intervention program for for students whowho struggle struggle with with literacy literacy in middle in middle school school and beyond. andbeyond. The complete The complete MCI program MCI program addresses addresses a wide range aintroduction to mCi wide of students’ range literacy of students’ needs, literacy including needs, both including reading andboth writing. reading It is and a blended writing. program, It is a blended combining program, teacherledinstruction, and assessment practice, using and print assessment materials, using along printcombining teacher-led instruction, practice,Introduction with computer-delivered to instruction, MCI practice, materials, and along assessment. with computer-delivered instruction,practice, and assessment.The goal of reading is comprehension, and proficiency in comprehension becomes evenmore critical as students go beyond learning to read to reading to learn. The MCIMCI Comprehension and MCI OnlineComprehension components focus on that critical skill. The MCI Comprehension StudentThe goal of reading is comprehension, and proficiency in comprehension becomes even moreEditions are hands-on and engaging, encouraging students to become active readers.critical as students go beyond learning to read to reading to learn. The MCI ComprehensionMCI Comprehension Video Introductions, short videos with high teen appeal, providecomponents focus on that critical skill. The MCI Comprehension Student Editions are handsonand engaging, encouraging students to become active readers. MCI Comprehension Videomotivation and build background for each MCI Comprehension unit. MCI ComprehensionAudio Recordings, which voice the entire Student Edition, provide reading support andIntroductions, short videos with high teen appeal, provide motivation and build backgroundmodel fluency.for each MCI Comprehension unit. MCI Comprehension Audio Recordings, which voice theFor entire each Student comprehension Edition, provide skill, MCI reading Online support provides and student-friendly model fluency. interactive instructionand practice supported by an animated smart-phone Helper Guide. Two engagingFor each comprehension skill, MCI Online provides student-friendly interactive instructionpaperbacks from the MCI Student Library conclude each unit with fiction and nonfictionand practice supported by an animated smart-phone Helper Guide. Two engaging paperbackschoices for independent reading.from the MCI Student Library conclude each unit with fiction and nonfiction choices forThe independent MCI Comprehension reading. Teacher’s Editions present direct, systematic, research-basedinstructionThe MCIofComprehensioncomprehensionTeacher’sskills in theEditionscontextpresentof a strategicdirect,approachsystematic,to reading.research-basedTheyalsoinstructionpreviewofthecomprehensiononline portionskillsofineachthe contextunit andofprovidea strategicpoint-of-useapproach toremindersreading. Theyfor allalsoassessmentspreview the onlineand coordinatedportion ofcomponents.each unit and provide point-of-use reminders for all assessmentsand coordinated components.1. Introduction - Be an Active Reader2. Unit 1: IntroductionComprehension14. Unit 2: Text 2 Practice the Ski lRECORDINGS1. Introduction - Be an Active Reader2. Unit 1: Introduction16. Unit 2: Text 3 Practice the Ski lComprehensionLEVEL AQUA6. Unit 1: Text 2 Practice the Ski l©2010 by Educators Publishing Service, a division of Sch ol Specialty Publishing,a member of the Sch ol Specialty Family. A l rights reserved. Unauthorizedduplication is a violation of a plicable laws. Made in the USA.Comprehension12. Unit 2: Text 1 Practice the Ski l13. Unit 2: Text 21. Introduction • Be an Active Reader2. Unit 1: Introduction©2010 by Educators Publishing Service, a division of Sch ol Specialty Publishing,a member of the Sch ol Specialty Family. A l rights reserved. Unauthorizedduplication is a violation of a plicable laws. Made in the USA.Comprehension14. Unit 2: Text 2 Practice the Ski lRECORDINGS1. Introduction • Be an Active Reader2. Unit 1: Introduction16. Unit 2: Text 3 Practice the Ski lLEVEL GOLD7. Unit 1: Text 31. Introduction - Be an Active Reader2. Unit 1: IntroductionComprehension6. Unit 1: Text 2 Practice the Ski l©2010 by Educators Publishing Service, a division of Sch ol Specialty Publishing,a member of the Sch ol Specialty Family. A l rights reserved. Unauthorizedduplication is a violation of a plicable laws. Made in the USA.16. Unit 2: Text 3 Practice the Ski lLEVEL GOLD14. Unit 2: Text 2 Practice the Ski l1. Introduction - Be an Active Reader2. Unit 1: Introduction16. Unit 2: Text 3 Practice the Ski l©2010 by Educators Publishing Service, a division of Sch ol Specialty Publishing,a member of the Sch ol Specialty Family. A l rights reserved. Unauthorized6. Unit 1: Text 2 Practice the Ski lduplication is a violation of a plicable laws. Made in the USA.©2010 by Educators Publishing Service, a division of Sch ol Specialty Publishing,a member of the Sch ol Specialty Family. A l rights reserved. Unauthorizedduplication is a violation of a plicable laws. Made in the USA.©2010 by Educators Publishing Service, a division of Sch ol Specialty Publishing,a member of the Sch ol Specialty Family. A l rights reserved. Unauthorizedduplication is a violation of a plicable laws. Made in the USA.viIntroduction

MCI Comprehension, Level Aqua epsbooks.com/MCI 5MCI provides Assessment a wide array of assessments. Three Unit Skill Tests, which are automaticallyscored MCI provides and reported, a wide array track of student assessments. progress Three for each Unit skill. Skill Tests, In addition, which are each automatically Skill Test 2places scored students and reported, into one track of two student Paths progress for online for instruction. each skill. In addition, each Skill Test 2places students into one of two Paths for online instruction.MCI Pre- and Post-Tests: Placement and Progress-Monitoring Using The LexileFramework MCI Pre- ® and for Post-Tests: Reading is Placement a curriculum-based and Progress-Monitoring measure (CMB) that Using can The be used Lexile tomonitor Framework students’ ® for Reading long-term is progress. a curriculum-based The MCI Progress-Monitoring measure (CMB) that Assessments: can be used Maze toTests monitor for students’ Comprehension long-term is progress. another CMB The MCI that provides Progress-Monitoring short tests for Assessments: close tracking Maze ofstudent Tests for progress. Comprehension Information is another about other CMB assessment that provides options short can tests be found for close in the tracking Directory ofof student Teacher progress. Resources Information in the online about other Management assessment System options or can on the be found MCI Comprehensionin the DirectoryAssessment of Teacher Resources CD-ROM. in the online Management System or on the MCI ComprehensionAssessment CD-ROM.While comprehension is the goal of reading, many middle school students still struggle withword-related MCI Word Study skills. MCI Word Study addresses those needs. Its Student Edition providesinstruction While comprehension and practice is the in word goal of identification reading, many skills middle and vocabulary school students strategies still struggle that are with tiedto word-related corresponding skills. units MCI in the Word MCI Study Comprehension addresses those components. needs. Its Its Student Teacher’s Edition Edition provides offerspedagogic instruction support and practice and answers. in word identification skills and vocabulary strategies that are tiedto corresponding units in the MCI Comprehension components. Its Teacher’s Edition offersNot only is writing an important literacy skill in its own right, it also supports comprehension.pedagogic support and answers.MCI Writing takes advantage of this reading-writing connection. Its Student Edition guidesstudents MCI Writing in using the writing process for genres and text structures that are tied to theunits Not only in MCI is writing Comprehension, an important while literacy its skill Teacher’s in its own Edition right, provides it also supports additional comprehension.support andopportunities MCI Writing takes for differentiating advantage of instruction. this reading-writing connection. Its Student Edition guidesstudents in using the writing process for genres and text structures that are tied to theThe MCI program provides many options for teachers to target instruction to the particularunits in MCI Comprehension, while its Teacher’s Edition provides additional support andneeds of their students. At the same time, all of these components are designed to workopportunities for differentiating instruction.together to improve the overall literacy development of struggling students.MCI Comprehensionvii

6 epsbooks.com/MCIMCI Comprehension, Level AquahoW McI WoRKS: PRoGRAM oVERVIEWMaking Connections Intervention ® (MCI) provides in-depth intervention instruction bycombining responsive, teacher-led group instruction with adaptive online instruction. Onecomprehension skill is taught in each of the six thematic units of each level.Before beginning the program, students may take the MCI Pre-Test online, which canserve as a baseline against which to measure progress on the MCI Post-Tests. Studentsalso complete baseline MCI Maze Tests online before they begin instruction and then takeadditional Maze Tests on an ongoing basis, typically biweekly, for progress monitoring.✔V Pre-Test and MCI Maze TestsmCi level overview: AquaLevelContentsUnit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6ComprehensionSkillThemeProgressmonitoringMain IdeaandDetailsOut ofThis WorldCompareandContrastCareerMovesCause andEffectBody andMindDrawingConclusions/PredictingOutcomesAncientEgypt✔ Bi-weekly Maze TestsFigurativeLanguageLet's TalkTechnologyRecognizingViewpoint:BiasCommunityVoices✔V Post-TestmCi Blended instruction: unit FlowTeacher-led Comprehension, Fluency, and Word study instructionStudents begin each MCI unit online by taking Unit Skill Test 1 and then watching a VideoIntroduction to build background knowledge for the unit theme. Students then move to theMCI Comprehension Student Edition to read Texts 1, 2, and 3. Each text is accompaniedby Practice the Skill activities and is supported by scaffolded strategy instruction in theTeacher’s Edition. Opportunities for building and monitoring fluency are embeddedthroughout. For students who need extra help with decoding and vocabulary related toeach text, a coordinated MCI Word Study lesson is available in a separate component.individualized online Comprehension instructionOnce students complete the Student Edition texts and activities, they take Skill Test 2. Theirresults will place them in either Path A or Path B of MCI Online. Path A provides morechallenging, content-area material with textbook-style features, while Path B provides lessdifficult texts for students who need more skill instruction and practice. Following SkillTest 2, students watch an engaging animated Interactive Skill Lesson, which presents theunit skill in an alternative, real-world context. Then, at their own pace, students read Texts4 and 5 of their assigned path. Each text is accompanied by Practice the Skill activities andis supported by scaffolded instruction provided by an animated Helper Guide, who walksstudents through all interactive texts and practice activities. After completing these texts,students take Skill Test 3, a final test of the unit skill.xxiiIntroduction

MCI Comprehension, Level Aqua epsbooks.com/MCI 7Writing instruction and the student libraryOnce the online portion of the unit is completed, teachers may extend instruction witha corresponding lesson in MCI Writing and the books in the MCI Student Library. MCIWriting reinforces the text structures taught in the corresponding comprehension unitswhile presenting a form of writing process designed specifically for struggling reader/writers. The twelve leveled books in the Library provide students with opportunities toread independently as they apply their newly acquired comprehension skills and strategies.mCi unit overviewV MCIOnline✔ Skill Test 1 Video IntroductionText 1: ComprehensionInstruction and Practice{ MCIComprehension & MCIWord StudyText 2: ComprehensionInstruction and PracticeText 3: ComprehensionInstruction and PracticeWord Study Part A Word Study Part B Word Study Part C✔ Skill Test 2Determines onlinePath A or Path BV MCIOnlineInteractiveSkill LessonPath APath BText 4:ComprehensionInstruction andPracticeText 4:ComprehensionInstruction andPracticeText 5:ComprehensionInstruction andPracticeText 5:ComprehensionInstruction andPracticeV MCIOnline { MCIWriting { MCILibrary✔ Skill Test 3 Writing Genre Lesson Fiction/Nonfiction BooksMCI Comprehensionxxiii

8 epsbooks.com/MCIMCI Comprehension, Level AquaMCI comprehension Student EditionThe Student Edition is organized into six units. Each unit hasthree texts that focus on one theme and one comprehensionskill with comprehension strategies incorporated throughout.Two additional texts—with the same theme and skill—are in theonline portion of the unit. These high-interest passages represent avariety of genres, some of which appear in real-world formats suchas magazine articles or Web pages. The appealing, age-appropriateillustrations engage students, and the clean design minimizesdistractions for struggling readers, helping them stay on task.Each Student Book:Be an Active Reader—This model showsstudents how to interact with the text byunderlining examples of the target skilland circling words or phrases they don’tunderstand.Each Unit:Unit Introduction—Short, thought-provokingpreviews and exciting photographs introducethe unit theme, build background, and providemotivation.Students are encouraged to make predictionsabout each text before reading.MCI Comprehensionxxv

MCI Comprehension, Level Aqua epsbooks.com/MCI 9Student Edition, cont.Three texts per unit:Unit Skill—The definition ofthe skill appears with Text 1.Focus questions for each texthelp students concentrate on thetargeted skill.Texts—High-interest textsinclude fiction and nonfiction,real-world genres, and graphicstories. Topics connect withcontent-area curriculum.Readability is three grades belowstudents’ nominal grade.Students identify and use graphic elements andtext features to support their understanding.Text is “chunked,” or presented insmall, manageable portions.xxviIntroduction

10 epsbooks.com/MCIMCI Comprehension, Level AquaPractice the Skill—Every text is followed byPractice the Skill activities. These pages follow aregular pattern, beginning with an activity thatsupports the unit skill.Graphic organizers provide a visual approach tounderstanding relationships among ideas. Onetype of graphic organizer for each skill providesconsistency and the opportunity for mastery.Some activities focus on comprehensionand vocabulary strategies. Writingprompts connect to students’ experience.Each Unit:Text Connections—These culminatingextension activities provide student choiceand an opportunity to work independentlyor collaboratively.Recommended Reading—High-interest tradebooks at a level students can read on theirown provide choices for independent reading.MCI Comprehensionxxvii

MCI Comprehension, Level Aqua epsbooks.com/MCI 11MCI OnlineStudents begin the MCI program by taking a Unit Skill Test andwatching a Video Introduction in MCI Online. After completing theMCI Comprehension portion of a unit, students return to MCI Onlinefor additional reading, skill instruction, and practice. They watch ananimated Interactive Skill Lesson first, which takes a light-heartedand entertaining approach and requires student participation.Performance on a second Skill Test branches students into one of twoinstructional paths, depending on their level of skill mastery. Students read andapply the skill in the context of two new selections while receiving scaffoldedsupport from a Helper Guide. Practice the Skill activities follow each selection.A final Skill Test indicates achievement. (For more information on assessmentsand reports, see the MCI Assessment section on page xl.)Lobby—Students access their MCI assignments via the video monitor. They can opentheir lockers to access previously viewed Video Introductions, Interactive Skill Lessons,My Words cards, and Skill Cards. They can also access unit completion certificates in thetrophy case.Helper Guide—The animated smart-phone Helper Guide guides and supports students asthey read, highlight the skill, and answer Notebook questions. It gives corrective feedbackfor all student responses.xxviiiIntroduction

12 epsbooks.com/MCIMCI Comprehension, Level AquaSkill Test 1—An assessment that serves as a baseline measure of studentperformance with the unit skill.Video Introduction—A short, highly engaging video that introduces the theme,builds background, and provides motivation for each MCI unit. The videointroductions can serve as a review of what students already know, suggestquestions to keep in mind while reading, and introduce new concepts andvocabulary.Teenage actors connectto their teen audience.Animation adds funand excitement.Videos build backgroundknowledge for typicalcontent-area topics.Skill Test 2—A second assessment of the unit skill given after students completeMCI Comprehension portion of the unit. It shows the progress students have madein MCI Comprehension. It also branches students into one of two instructionalpaths in MCI Online: Path A or Path B.MCI Comprehensionxxix

MCI Comprehension, Level Aqua epsbooks.com/MCI 13MCI Online, cont.Interactive Skill Lesson (ISL)—An entertaining animated skit featuring teenagers engagedin typical activities. The characters “take notes” as the student helps them use the skill tofigure out a real-world situation.Students complete activitiesduring the ISL.These drag-and-drop activitiesuse the same Graphic Organizerstudents used for the skill in the printcomponent and on the Skill Tests.A Skill Card closes each ISL. Thesecards are saved in student Lockersand can be accessed as studentsread selections and do Practicethe Skill activities.Choose a Selection screen—In each Path, students choose which selection to read first.Path A students have either science or social studies selections. Path B students have onefiction and one nonfiction selection.After reading bothselections, studentsrespond to awriting prompt.xxxIntroduction

14 epsbooks.com/MCIMCI Comprehension, Level AquaPath A—Students who score 70% or higher on Skill Test 2, and get 3 out of 4 skill questionscorrect, read content-area selections that are at a level equivalent to or slightly above theStudent Edition texts. The Helper Guide helps students work with such elements as readingpreview boxes, maps, charts, diagrams, and historical photos.Students can click on pre-selected vocabulary words to findout their meanings and pronunciations. They can save wordsto their My Words card deck and access these words later.Students canclick to hear thepage read aloud.In Path A, students are introducedto reading preview boxes typicalof content-area texts.My Words cards pop up whenstudents click on vocabulary words.One illustration per selectioncan be animated with a click.Others can be enlarged.MCI Comprehensionxxxi

MCI Comprehension, Level Aqua epsbooks.com/MCI 15MCI Online, cont.Path B—Students who score less than 70% on Skill Test 2 read fiction andnonfiction selections written one grade below the reading level of their StudentEdition. The Helper Guide continues to provide support for the skill.At the direction of the Helper Guide, students highlightexamples of the target skill. The Helper Guide providesscaffolded feedback for student responses.Students can click on theSkill Card for a reminderof the skill definition.After reading each page of the selection, students answer a question in theirNotebooks about the skill, general comprehension, or personal opinions. TheHelper Guide provides both right-answer and wrong-answer feedback.xxxiiIntroduction

16 epsbooks.com/MCIMCI Comprehension, Level AquaPractice the Skill—Every selection is followed by a set of Practice the Skill activities:Vocabulary, Focus on the Skill, Create a Summary, and Tell a Friend.Vocabulary A fill-in-the-blank ormatching exercise assesses studentknowledge of the highlightedvocabulary words from the selection.Focus on the SkillThese activities use thesame graphic organizerfeatured in the StudentEdition and the Skill Tests.Create a SummaryIn this exercise, studentsidentify the main ideasfrom the selection and putthem in the correct order.Tell a Friend This optional activity allows students to record asummary of the selection in their own words. The recording issaved in the Reports section of the online Management Systemfor teachers to listen to and score at their convenience.Skill Test 3—This final assessment of the unit skill is given after students completeboth MCI Online selections in their assigned path.MCI Comprehensionxxxiii

MCI Comprehension, Level Aqua epsbooks.com/MCI 17MCI comprehension Teacher’s EditionThe Teacher’s Edition provides wraparound support for the Student Edition withadditional information on the skill and topic of each unit. All lessons employthe same research-based strategies for interacting with a text before, during,and after reading. This structure gives teachers and students a predictableframework for comprehension. Scaffolding is built into the instructional planfor each unit: from modeling, to guiding, to coaching. The Teacher’s Editionalso explains how MCI Online and the MCI Student Library fit into the flow ofthe MCI program.Resources page—The opening page of each unit shows which specific parts of other MCIcomponents support the unit.Introduction to the Skill—An overview of the unit skill includes teaching suggestions.Out of This WorldMain Idea and DetailsStudent Book“The Disappearing Planet,” pages 6–9“Creature from Outer Space,” pages 10–15“Apollo 13: Disaster in Space,” pages 16–21MCI onLIneInteractive Skill Lesson: “The Video Store”Path A: “The Sun,” “The Moon”Path B: “Starring Neil DeGrasse Tyson,” “Abducted by an Alien”teaCher’S edItIonTeaching support for Student Book and Library Books, pages 1–19, 22–24Preview of MCI Online, pages 20–21Point-of-use icons for integrating all MCI components✔Video IntroductionTheme: Out of This WorldStudent LibraryFiction: The Quest of PerseusNonfiction: Exploring MarsAudio RecoRdingUnit 1, Disc 1, Tracks 2–9Introduction to Cause and EffectAssessmentscause is why something happens, and an effect is the result. The ability to recognizeSkill TestsA cause and effect in a text is an important comprehension skill because it allows readers1, 2, 3to see how events relate to one another. It helps readers organize and remember information.It also encourages a deeper understanding of that information, since recognizing cause andMaze Tests effect is a more sophisticated skill than simply recognizing sequence. The skill of cause andeffect allows students to answer the question “Why?” as they read.Key Idea Cards, The simplest end-of-class form cause checks and effect is one event leading to, or causing, one effect. However,Test 4, optional in the real diagnostic world—and in many texts—single causes can have multiple effects, and one effectTests 7 andcan8,haveLibrarymultipleBookcauses.AssessmentsFluency Recording Students will Sheets, encounter timed important assessment cause-effect of fluency patterns in their content area reading, such asin science and social studies. When they read fiction, this skill will help them understand themotivation and actions of the characters and the consequences of those actions.Genre and StructureStudents will examine cause and effect in many kinds of texts. Student Book: Students willread two informational articles, one about sports and one about health, as well as a graphicstory. Online: Path A contains science selections about the nervous and endocrine systems.Word Study Path B offers a realistic story about a boy developing baseball skills and an article about theflu. Library Books: Selections include a realistic story about a handicapped athlete and anLesson 1, “Closed Syllables,” pages 4–15informational book about Phineas Gage.WrItIngLesson 1, “Main TEChnIquES Idea-and-Details for TEaChInG Essay,” pages CauSE 4–17 and EffECTUnit11. Introduction - Be an Active Reader2. Unit 1: Introduction3. Unit 1: Text 14. Unit 1: Text 1 Practice the Ski l5. Unit 1: Text 26. Unit 1: Text 2 Practice the Ski l7. Unit 1: Text 38. Unit 1: Text 3 Practice the Ski l9. Unit 1: Text Connections10. Unit 2: Introduction1. Unit 2: Text 112. Unit 2: Text 1 Practice the Ski l13. Unit 2: Text 214. Unit 2: Text 2 Practice the Ski l15. Unit 2: Text 316. Unit 2: Text 3 Practice the Ski l17. Unit 2: Text ConnectionsComprehension©2010 by Educators Publishing Service, a division of Sch ol Specialty Publishing,a member of the Sch ol Specialty Family. A l rights reserved. Unauthorizedduplication is a violation of a plicable laws. Made in the USA.AUDIORECORDINGSLEVEL AQUADisc 1Units 1, 2Audio RecordingsThese recordings voice the entireStudent Edition so students canhear the texts read fluently andwith appropriate expression asthey follow along in their books.For extra support, students canalso play and replay the Practicethe Skill directions as they dothe activities.Help students recognize that words and phrases such as because, as a result, causes, and socan all signal cause-effect relationships. Also point out that not all causal relationships arelinked by these signal words and phrases. In those cases, readers must draw conclusions orunit 1 Resources 1make inferences to figure out causes and effects.In this unit, students will use graphic organizers to illustrate cause-effect relationshipsvisually. An arrow points from cause to effect in the graphic organizers to help them seeand remember which element is the cause and which the effect. Students will sometimes beasked to name the cause, and other times one or multiple effects. They will also use theirknowledge of cause and effect to answer the question “Why?”✔Skill TeST 1 • ASSeSSmenTEstablishes BaselineComponent icons appear on theResources page and at point-ofusewithin the unit.50 Introduction to Cause and EffectMCI Comprehensionxxxv

Unit 3: Cause and EffectIntroduction18 epsbooks.com/MCIMCI Comprehension, Level AquaTeacher’s Edition, cont.Introduce the Unit—The wraparound notes forthe unit opener in the Student Edition supportbackground building and student motivation.Unit Texts—Specific suggestions for explicit, directinstruction include answers to questions. The unitskill is introduced (Text 1) or reviewed (Texts 2and 3) before each new text.Making predictions about each text builds interestand prepares students for reading. Studentsevaluate their predictions at the end of the unit.Unit 3: Body and MindUnit3Video introductionTrack 3INTRODUCE THE UNITBackground KnowledgeRead the title aloud, and name runningYoga and karate train both the body and the mind. Whichone is for you?as an example of a physical activity—something people do with their bodies.Everyone needs water. What happens when we drink toolittle—or too much?Ask volunteers to name other examples.It’s the league championship match. What happens if the(dancing, walking, playing sports)star player is not a team player?Then discuss what kinds of activitiespeople do with their minds. (thinking,imagining, planning, solving problems)Now invite students to share their ideason how the mind can affect physicalactivity. (keeping focus, rememberingsteps to a dance) Then ask howphysical health and activity can affectthe mind or emotions. (Illness orinjury can cause worry or inability toconcentrate; exercising makes you feelgood; and sports can give a sense ofachievement.)Share information from the TeacherFact Box with students as needed.41Visual LiteracyInvite students to respond to thephotograph. Make sure they notice the look of concentration on the faces of the runners. Ask whichrunner seems to be concentrating the hardest, and have students use details from the photo to supporttheir opinions. Then ask: “What do you think the runners are thinking about or concentrating on now?How can that use of their mind help their racing performance?”Preview and PredictTell students that each group of sentences marked by a karate pose tells about a text in the unit. Readeach one aloud and ask: “What do you think this text will be about?” Then ask: “Which one sounds themost interesting? Why do you think so?” Have students jot down and discuss their answers. Tell themthat at the end of the unit they will see if their predictions were correct.Cause and EffectBEFORE READING62 Unit 3 Cause and EffectText 3: A Team Sport?a Team sporT ?how doescarsten’sattitude affectthe game?Skill FocusIt’s the league champIonshIp. WakefIeld West Is In theIrhuddle. carsten Is sure he’ll be the hero once agaIn.Ask a volunteer to define cause andremember to pass! most of these goofballseffect. (A cause is why somethingIf you pass, you’re a team. couldn’t shoot a goal if theirteams win championships. life depended on it. but Ihappens, and an effect is the result.)Individuals don’t.know how to score.Remind students that authors ofteninclude signal words such as because,so, and as a result to help readers findcause-effect relationships. Point outthat cause-effect relationships are notlet’s go,just important in science and history.WakefieldWakefield! go, numberIt’s time to showWest! Woooo!fifteen!these guys who’s in charge.They are also important in fiction.Watch and learn, kids.Say: “When readers figure out why acharacter does certain things, they arefinding causes. When readers understandthe results of a character’s feelings ordecisions, they are recognizing effects.”tWo hampton players run atcarsten! sorry, friend, but thisBackground Knowledgecarsten, but he dodges themI’m here!and races up the fIeld.one is all mine.I’m open!Ask students to name activities thatIs that all you’ve got?they have done in teams. (sports,Collaborative Learning activities in thisbook) Discuss what teamwork means.(Every team member contributes tothe success of the team. Everyone52helps everyone else perform as wellas possible. One person doesn’t bosseveryone else or do most of the work.)Tell students that they are going to read about a soccer game where teamwork should be very important.Have students who are familiar with soccer explain the basics of the game to the class if needed (See ELLSupport box on TE page 63), or share the information in the Teacher Fact Box.WORD STUDy • Lesson 3 • Open Syllables, Part CThe word unite is decoded and discussed. Students are directed to pronounce the word both ways to decide if it isdivided V/CV or VC/V. Other words with the prefix uni- are discussed regarding their meanings. Sample V/CV wordsfrom ”A Team Sport?” are he/ro, re/member, and de/pended.Teacher Fact Box• In soccer, each team tries to score points by kicking or “heading” a ball into the other team’s goal, a large netdefended by the goalie. The goalie can use hands or feet to stop the ball and get it back out to a player on hisor her team. Other players may use only their head or feet to move the ball.• There are eleven players on a team. Defenders help protect the goal. Midfielders can act either in a defensiverole or an attacking role. The front line players are those with the speed and skills to score goals.Text-specific background informationassists teachers in leading discussionsabout passage content.Teacher Fact BoxThe “stress response” is a well-known example of the body-mind connection. The body responds to the mind’sperception of danger with adrenalin, causing a rise in blood pressure, heart rate, muscle tension, and breathingrate. It is called the fight-or-flight response.Genre and StructureTell students that they will be readingthe goalIe has hIs eye only on carsten,so efI knoWs she has a clear shot.a graphic story which uses text andhere, carsten!so am I.pass! carsten, I’m take that, goalie!artwork together to tell what isclear!happening and why. The artwork isarranged in a series of panels, similarto a comic book. Say: “Becausemuch of the story is told through thepictures—there are even some panelswithout any words at all—be sure topay close attention to what is goingWhat a fluke. I only missedbecause the wind carriedWhen will thaton in the artwork: the background,the ball.kid ever learn?the actions of the characters, andgrrr.their expressions.”Preview Text FeaturesInvite students to read the title andfocus question silently. Then ask athis is like takingcarsten’s teammates stIll Want carsten! volunteer to read them aloud.candy from a baby.a chance to score.pass the ball!no,no way I’ll fall for thePoint out the blue narrative boxes, andcarsten! overhead shot again. let’sI’m here! see how they like this!discuss their purpose. (give backgroundfor the characters’ actions or tellmore about the story than is revealedby what the characters are saying orthinking) Make sure that studentsknow the difference between a speechA Team Sport? 53 balloon that shows what a charactersays (smooth edges and a “tail” leadingto the speaker) and a thought balloonthat shows what a character is thinking (scalloped edges and bubbles leading to the character). Workwith students to identify the first two on SE page 52. (The speech balloon is on the left, and the thoughtballoon is on the right.)Cause and Effect 51Suggestions for coordinating MCI materialsare placed at point-of-use.These sections address the characteristics,organization, and purpose of the genre.Now have partners look at the artwork on SE pages 52–53 and discuss what seems to be going on. Givethem these prompts to work with: “Where does the story take place? Who is the main character? Whatis this character doing? How are others reacting to this character?” Limit this discussion to the first twopages, since the artwork on the following pages gives away the plot and resolution. Have pairs sharepredictions about the story.Suggestions specifically geared toEnglish language learners help thesestudents keep up with their peers.ELL SupportStudents from countries where soccer is the national sport may be a good resource to explain the game. If theyhave trouble giving explanations in words, encourage them to pantomime.A Team Sport? 63xxxviIntroduction

MCI Comprehension, Level Aqua epsbooks.com/MCI 19Using scaffolded instruction, the teacher leads students through the application of strategies forbefore, during, and after reading.Compare and ContrastText 3: Putting the Move in MoviesFor the first reading of a text, theteacher reads aloud (Text 1), hasstudents read along (Text 2), or hasstudents read on their own (Text 3).These options helpteachers differentiateinstruction. The AudioRecordings provideanother way to supportstudents as they read.DURING READINGComprehension Monitoring/Question GeneratingRead and Mark for MeaningDepending on students’ needs, havethem read the text in small collaborativegroups or independently.AudioDisc 1, Track 15Extra Support Have students listen tothe audio or read with you. Then havethem pause at the end of the section Stop-Motion Animation on SE page 36and either summarize or answer: “Howis cel animation different from stopmotionanimation?”Remind students that as they readthey should circle words, phrases, orsentences that they don’t understand.Invite them to raise questions with theirgroup about what they have circled andto think aloud as they use strategies toanswer their questions.Some stop-motion animators make 3-D figures with clay. Others usefigures that are more like puppets. Then these animators use cel animationmethods to create each frame of a movie. The figures are placed in a scene,and a frame of film is recorded. Then the figures are moved a little bit,and another frame is filmed. When the frames of film are shown quickly inorder, the figures appear to move.Computer AnimationComputer animation is relativelynew. It was developed in the1990s. Animators make models ofthe figures they want to animateon the computer. They don’tuse pencils or paint like the celanimators. Instead, they use akeyboard, a mouse, a screen, andspecial software.The software allows them todraw the figures with points andlines connected together. Thesepoints and lines are oriented in3-D space to make them look morereal. Then the animators connectthe space between the lines. TheyCreating animation on a computeruse light and color to give thefigure a smooth, realistic surface.Once the models are made, it’s time to animate them. These animators onlyneed to make three or four frames for each second of film. The software fillsin the other frames.36 Unit 2: Compare and ContrastVocabulary If students mentionrelatively on SE page 36, model usingcontext to understand its meaning. Say: “The first sentence says ‘computer animation is relatively new.’The next sentence says it was developed in the 1990s. An invention from the 1990s isn’t new, but it isn’tvery old either. The beginning of the article said that animation had been around since the early 1900s.So if something is relatively new, it must be new in comparison to something else, or kind of new.”Phrases and Sentences Students may be confused by “two-dimensional image” and “3-D model” on SEpage 35. Explain that 3-D is short for “three-dimensional.” Then contrast a piece of paper with a block.Say: “I can see that this paper has only two dimensions: height and width.” Then show how the block hasdepth as well as height and width—three dimensions.ELL SupportELLs may be unfamiliar with the word presto, used in the last paragraph. Explain that magicians say “Presto!” whenthey make something seemingly impossible happen all at once. Act out a trick such as pulling a scarf out of a papercone, saying “Presto!” Point out that in this text, presto is used to show that what is happening is so amazing itseems to be magic.40 Unit 2 Compare and ContrastComputer animation is popular today for a lot of reasons. First, it’s easierto make. Second, it can make images that look like real people and places.Computer animation can even be used to combine fact with fiction. It canshow animated characters talking to real people.How is this done? A blank screen is placed behind an actor. The actor isfilmed talking to an empty space. Later, the animated character is placedinto that empty space. There you have it—a conversation with a cartoon.Computer animation was used tocreate these special effects.Computer animation can also be usedfor special effects in non-animated movies.Let’s say you want to show a giant alligatoreating Seattle. You start by finding apicture of Seattle. The computer can makethe city look very small. Then you finda picture of an alligator, and you makeit huge. Finally, you show the alligatoropening its jaws wide. Presto—he swallowed the city whole!What Are You Watching?Think about animatedmovies or television showsyou have seen recently.Can you tell what kind ofanimation was used tocreate them?Putting the Move in Movies37Read and Mark for SkillsHave students underline all thesimilarities in the text in one colorand the differences in another color.Remind them to make a key at thebottom of the page.Have students reread the focus questionsilently, and ask a volunteer to readit aloud. If necessary, explain thatwhen something has advantages oversomething else, it is different and betterin some ways. Ask another volunteerto answer the question and show someof the places where the answer is foundin the text. (Answers include: Figureslook more real than in other kindsof animation. Computer animationis easier to make, so it saves timeand money. Unlike other forms ofanimation, it can do more than makecartoons—it can make images thatlook like real people and places; itcan be combined with real people andplaces; and it can be used for specialeffects in live-action movies.)Collaborative LearningDiscussing/Sharing Give studentsthe opportunity to work in smallgroups to discuss their underlinedsimilarities and differences. Then invite the groups to share their ideas with the class.Collaborative Activity Students can reinforce their understanding of compare and contrast by doing thisactivity. Have groups of students discuss the question in the starburst at the end of the article: “Can youtell what kind of animation was used to create them?” Each group should list two or three movies or TVshows that use animation. They should label each one with the kind of animation it uses. Finally, groupsshould discuss which kind of animation they think is most effective (or that they like best) and why.Remind them that to pick a favorite they must compare and contrast. Volunteers from each group shouldpresent their conclusions to the class.The teacher scaffolds instructionby modeling (Text 1), guiding(Text 2), and coaching (Text 3)students as they mark examplesof the skill in the text.Text-based collaborative activitiesenhance comprehension as theyreinforce the target skill, encouragecreativity, and promote cooperation.✔AssessmentKey Idea CardIcons indicate when toadminister each assessment.Putting the Move in Movies 41MCI Comprehensionxxxvii

Tombs of Ancient Egypt20 epsbooks.com/MCIMCI Comprehension, Level AquaTeacher’s Edition, cont.Students reread the text in pairs or small groupsto improve fluency. There is also an option for awords-per-minute fluency assessment.Drawing Conclusions/Predicting OutcomesAFTER READINGReread for FluencyDepending on the needs of yourstudents, you may wish to have groupsof four students reread the text aloud.One student should read each section.Remind students to pay attention topunctuation while reading aloud. Theyshould drop their voices slightly andpause when they reach a period, andthey should also pause at a commaand a dash. Students should monitoreach other for accuracy, fluency, andappropriate expression. For studentswhose oral reading indicates fluencydeficits, you may wish to use the 207words of text on SE page 70 to doa words-per-minute calculation. Forscoring guidelines, see the Introductionto this TE.✔AssessmentFluency Recording SheetGraphic Organizers andQuestion AnsweringHave volunteers read aloud the sectionheadings and directions of Practice theText 3: Tombs of Ancient EgyptDraw ConclusionsRead the information below. What might have happened to these tombs?Write your conclusion.InformationConclusion• The Egyptians spent a lot ofmoney on their tombs.• The tombs contained food,clothing, furniture, weapons,tools, and cosmetics.• The contents of the tombs werequite valuable.• They were a great temptation.Check Comprehension1. What is an Egyptian mummy?the preserved body of a dead person2. Who were the pharaohs? Circle your answer.Pharaohs were Pharaohs were thethe nobles of the kings of Egypt.kingdom.Pharaoh is anothername for thegod Osiris.3. What was special about the tombs in the Valley of the Kings?Answers may include: They were in a secret area of the desert; ittook a long time to build them; they had rooms filled with treasures.74 Unit 4: Drawing Conclusions/Predicting OutcomesThieves may have brokeninto the tombs to stealthe treasures.Skill. Make sure students understand what they need to do. Review the meaning of temptation in thefourth piece of information in the chart.AudioDisc 2, Track 15Extra Support Tell students that they may want to look back at the article to answer the CheckComprehension questions. Model a method of scanning for information—running a finger down the sideof a page while your eyes look quickly at the text for particular words. Students should start by choosingthe most important word or words in each comprehension question (mummy, pharaoh, Valley of theKings) and scan the article for the first use of that word. When they find the word, they should stop toread more carefully.Tell students that the two questionsin the Tombs activity at the top ofTombsSE page 75 require them to draw1. Suppose a body had no tomb. What did ancient Egyptians think wouldconclusions based on information inhappen to the ka?the article.Answers will vary and may include: The ka would not have a restingplace to return to at night; the loved one would not be happy in thePoint out to students that the first twoafterlife.questions in the Vocabulary activity2. Why do you think archaeologists are so interested in opening tombs?require them to find synonyms—wordsAnswers will vary.with similar meanings. For question 3,direct students to Happily Ever Afterto find the word mourners and thinkVocabularyabout how it is used.1. Write a word from page 71 that means “belongings.”possessionsFor the Writing activity, tell studentsthat there is no right answer. They2. Write a word from page 72 that means “room.”chambershould consider what was involved inbuilding each kind of tomb, and decide3. What does the word mourners mean?people saddened by the death of a loved onewhich would have been harder to doat the time. Then they should supportWritingtheir choice with information fromDo you think it was more difficult to build Old Kingdom or New Kingdomtombs? Explain.the text.SummarizingHave students work in small groupsto create oral summaries of “Tombsof Ancient Egypt.” To decide what toinclude in the summary, they should75discuss each section heading and themost important details they markedin that section. Suggest that studentssummarize the entire article in just five or six sentences. Monitor their responses, giving help as needed.Students should end with a conclusion about why the ancient Egyptians made the kind of tombs they did.Have a volunteer from each group share the summary with the class.Reviewing and Evaluating PredictionsAsk students to look back at the unit introduction on SE page 59 and the predictions they wrote down.Discuss each text individually by having volunteers share their original predictions. Ask: “Why do youthink your prediction was correct (or incorrect)?” Ask students which text they found most interestingand discuss why they preferred it.Comparing and Contrasting Across TextsHave students compare and contrast the three texts in this unit in a paragraph that explains (1) whichtext provides the most factual information, and (2) which text they most enjoyed.✔ Skill TeST 2 • ASSeSSmenTIndicates Achievement / Places Students in Online Path A or BTombs of Ancient Egypt 91Progress Monitoring Students who have difficulty with the Practice the Skill activities and who havenot shown improvement from Text 2 may need extra support for the Library Books.✔ AssessmentKey Idea CardDrawing Conclusions/Predicting Outcomes90 Unit 4 Drawing Conclusions/Predicting OutcomesUnit4Drawing Conclusions/Predicting Outcomes Combine informationfrom a text with what you already know to build additionalmeaning and to tell what might happen next.Museum TripThe museum was dark and stuffy. Dannytrailed behind his class, shuffling his feet. Theclass stopped in front of another glass case.Danny yawned.“This is the sarcophagus, or coffin case,of the Prince Ramose,” the guide was saying.“He might have been pharaoh if he hadn’tWhat happenswhen Dannyexits themuseum?died young. His sarcophagus is unusual. Usually a type of goodluck charm, or amulet, of the falcon god Horus was placed on thesarcophagus. Ramose doesn’t have one.”“He looks miserable,” Amy said. “Is itbecause he didn’t have an amulet?”“Perhaps,” the guide smiled.“An amulet was important,to help the spirit of thedead person reach thenext world.”Danny didn’t care.“I’m more concernedabout getting to theoutside world,” Dannygrumbled to himself.“Will this tour ever end?”60 Unit 4: Drawing Conclusions/Predicting OutcomesTeacher Support for Comprehension Monitoring:Text 1: Museum Tripcircle: unknown words, phrases, or sentencesunderline: clues for drawing conclusionsStudents work together tocreate a summary of every text.Dear Parent or Guardian,Your son or daughter is using MCI, a program designed to make students successfulindependent readers.Please ask your son or daughter or his/her teacher to show you the MCI ComprehensionStudent Edition. Take a few minutes to thumb through it and see the kinds of topics,texts, and skills included in the book. You might be especially interested in Be an ActiveReader on page 4, which tells students how to mark the texts in their Student Edition asthey read.Your son or daughter may also be working online to complete the MCI program. Studentswill read new articles and stories online, but the topics and skills are the same asthose in the Student Edition. After students complete each online unit, they will receivea certificate recognizing their success. Invite your son or daughter to share thesecertificates with you.As students become increasingly independent as readers, they will apply the skills andstrategies learned in class to books from the MCI Student Library. They may bring thesebooks home to read or reread on their own (but not to mark). Encourage your son ordaughter to tell you about these books. You may also wish to read parts of the bookstogether so you can help with difficult words and discuss the content.To encourage a love of reading, MCI Comprehension also includes a list of threeRecommended Reading selections at the end of each unit. The list describes booksavailable in most libraries and bookstores. These books appeal to a wide range ofinterests and are at a level students can read successfully on their own. To support yourson or daughter’s independent reading you might:• Help him or her find one or two of the Recommended Reading books atthe library.• Give a Recommended Reading book as a holiday or birthday gift.• Read parts of a Recommended Reading book aloud together so you can helpwith difficult words, discuss the illustrations, or ask questions about the content.• Encourage him or her to react to the book by writing a brief review, readingaloud a favorite part to a family member, or recommending the book to a friend.Thank you for your participation in MCI! Your support and encouragement will help yourson or daughter become a successful independent reader.Museum Trip 155Sample Text 1 for each unit—Thesefacsimiles at the back of the Teacher’s Editionare marked for vocabulary and the skill.Parent Letter—This reproducible letter (in Englishand Spanish) will familiarize parents with howstudents use MCI to become independent readers.MCI Comprehension • © SSI • May Be Duplicated Letter to Parents 165xxxviiiIntroduction

MCI Comprehension, Level Aqua epsbooks.com/MCI 21MCI Online Preview—This spread gives teachers information about the textsand activites students will work on in the online portion of the unit.Provides a brief plotsynopsis of the unit’sInteractive Skill LessonShows the Graphic Organizer andthe Skill Card used in the lessonMain Idea and DetailsV MCI Online PreviewInteractIve SkIll leSSonthe video Store A customer is trying to find a movieshe’ll enjoy, but she can’t pick one until she knows whatit’s about. She needs to know the main idea. The clerkhelps her use movie titles to determine the main idea ofthe films, but she doesn’t like any of those choices.He then suggests the movie “Estelle and Mel,” and thecustomer wants to know more about it. Together theyuse the details on the cover of the DVD to figure outthe main idea of the movie.Path a — Science texts 4 and 5Path B — nonfiction and Fiction texts 4 and 5the SunThis selection answers the following questions: Why is the sun so important tolife on earth? What is the structure of the sun and how does it produce energy?How does the sun compare to other stars? What causes a solar eclipse?Diagrams help explain important ideas and enliven the text. An animatedillustration shows how a solar eclipse occurs.the MoonThis selection answers the questions: What is the moon’s surface like? How doesthe moon compare to Earth? Why does the moon seem to change shape? How didthe moon form?Photographs and diagrams help students visualize and understand importantinformation about the moon. An animated illustration demonstrates the phases ofthe moon.abducted by an alienTodd loves science fiction, especially stories about space creatures—even thoughhis sister mocks him for it. One night, he’s jolted awake to see a “terrifying spacecreature” in his room! The next thing he knows, he’s on the floor, bewildered.What could have happened?In this story, the illustrations and animation provide clues that help students solvethe mystery of the creature in Todd’s room.Starring neil de Grasse tysonThis biography shows how one man’s fascination with the stars led to a career asan astronomer, teacher, author, and TV science show host. It traces Tyson fromhis childhood visit to the Hayden Planetarium to becoming its director.Photographs bring Tyson’s story to life. The Milky Way, one of Tyson’s interests,is animated to show the location of our sun within the vast galaxy of stars.✔SkIll TeST 3 • ASSeSSMenTIndicates achievement20 Unit 1 Main Idea and DetailsMCI Online Preview 21Previews the selection screensfor online Path A and Path BGives information on the content andgraphics of Texts 4 and 5 in each pathMCI Comprehensionxxxix

22 epsbooks.com/MCIMCI Comprehension, Level AquaMCI AssessmentMCI addresses assessment and reporting in two ways: by embeddingopportunities for informal classroom assessment and progress monitoring,and by providing a robust suite of curriculum-based measures and programassessments that measure student progress and achievement with the focus skills.Informal Assessment in the ClassroomPractice the Skill ActivitiesEvery text in both MCI Comprehension and MCI Online is followed by Practice theSkill activities, which provide formative assessment data on the unit skill and on generalcomprehension and vocabulary. A writing prompt concludes each set of activities. Teachershave the option of including the prompt after the online texts. Monitoring student progressfrom text to text within a unit and then through successive units allows teachers todifferentiate instruction according to student needs.Marking for SkillsStudents interact with all texts by either underlining (in the Student Edition) or highlighting(online) examples of the target skill. These marked pages provide both short-and long-termdata for monitoring skill progress.Vocabulary StrategiesVocabulary is approached differently in the print and online portions of MCI. In the StudentEdition, students circle words they don’t understand and can work in groups to determinemeanings. When online, students can access and collect definitions of highlighted words.In both cases, teachers can monitor how students approach words they find difficult.Monitoring FluencyTo assess fluency, teachers can listen for accuracy, phrasing, and expression as studentsread aloud for the Fluency activity in the Teacher’s Edition. For formal fluency assessment,see the Directory of Teacher Resources or the MCI Comprehension Assessment CD-ROM.MCI Response Assessment, to Instruction cont.Teacher observation of students’ classroom behavior is invaluable. The Teacher’s Editionposes many questions for students, along with expected responses, to help teachers notewhich students respond incorrectly or rarely participate.MCI also offers a variety of optional assessments, including informal formativeassessment, cumulative skill tests for midway through the level and end of level,and diagnostic tests on the MCI Assessment CD-ROM.xlKey Idea CardsIntroduction✂Unit 1: Main Idea and DetailsText 1: The Disappearing Planet• Informal formative assessment of thekey idea of the day’s lesson: genre, skill,Name:Date:AName:Date:B1. What genre is “The DisappearingWhat is the main idea of the section

24 epsbooks.com/MCIMCI Comprehension, Level AquaMCI Assessment, cont.MCI Maze Tests• Short timed tests with modified cloze procedures. Students choose the correct word fromthree choices.• Same readability as the Student Edition texts in the same level.• After a baseline is established, additional Maze Tests are administered for ongoing progressmonitoring. Teachers can adjust the testing schedule in the Management System to coordinatewith their school’s RTI implementation.xliiIntroduction

MCI Comprehension, Level Aqua epsbooks.com/MCI 25Program AssessmentsEach unit has three core program assessments that focus on the comprehension skilltaught in that unit. The three Unit Skill Tests provide data points for tracking students’progress. Skill-based, formal formative assessments follow in standardized test format:reading passage; multiple-choice questions on the unit skill, general comprehension, andvocabulary; graphic organizer; and optional writing response.MCI Unit Skill Tests• Skill Test 1: Given before students begin the unit. It becomes the baseline for the unit skill.• Skill Test 2: Comes after completion of the print component. It indicates achievement with theskill and determines whether students follow Path A or Path B in MCI Online.• Skill Test 3: Administered at the end of the online portion of the unit and marks student progressfor the entire MCI unit.MCI Comprehensionxliii

26 epsbooks.com/MCIMCI Comprehension, Level AquaMCI Assessment, cont.MCI ReportsThe MCI Management System automatically records performance data from assessmentsand online activities. MCI Reports offers several options for viewing, interpreting, andusing this data, making it easy for teachers to monitor progress, group students fordifferentiated instruction, and manage RTI implementations. In addition, MCI Reportsoffers principals and administrators a simple and convenient way to monitor school- anddistrict-wide Adequate Yearly Progress (AYP) goals and ensure program fidelity.Key MCI Reports• The Student Skill Gains and Diagnostic Detail report, available through the Class Skill GainsReport, shows all the important data about the student on one convenient screen, includingstudent performance on Curriculum-Based Measures and Unit Skill Tests, and Reading PassageActivities. See sample reports on next page.• The Student Progress Monitoring Report can be used as a tool for setting reasonable yetchallenging goals for student gains in comprehension, as measured by Maze tests, and monitoringthis progress regularly. See sample report below.• The Class General Progress Report provides a snapshot of class achievement to date ingraphical and table format. It shows how the class is progressing on both curriculum-basedmeasures and specific skills. It also provides efficient options for grouping students.• The School General ProgressReport provides criticalinformation for administratorsand paraprofessionals workingwith multiple classes. Thereport summarizes keystatistics for the entireschool and shows detailedinformation for each class.Student Progress Monitoring ReportTrend lines and aim lines show whether studentsare meeting progress goals or if interventionplans or progress goals need to be adjusted.Notes automatically dates educators’comments or any changes made to theinstructional goals in the management system.Shows dates and scoreson the Maze Tests.xlviIntroduction

MCI Comprehension, Level Aqua epsbooks.com/MCI 27Class Skill Gains ReportThis feature uses assessment datato identify high-, medium-, and lowriskstudents to support grouping fordifferentiated instruction.Click to drill down from the classlevelSkill Gains Report to thestudent-level Skill Gains Report formore focused progress monitoring.Student Skill Gains and Diagnostic DetailThe Unit Skill Testsummary section offers asummary view as well as adetailed diagnostic view of thestudent’s challenges (specificskill, general comprehension,vocabulary).Click to drill downto test details.The Reading Passagesummary section providesdiagnostic information aboutanswers to practice activities.* Find more information about MCI Reports in the Directory of Teacher Resources inthe online Management System.MCI Comprehensionxlvii

28 epsbooks.com/MCIMCI Comprehension, Level AquaMCI Word StudyMCI Word Study is designed for students who struggle withdecoding. It also provides these students with useful strategies fordetermining word meanings. Each lesson part—A, B, and C—ofMCI Word Study is linked to a selection in MCI Comprehensionand helps prepare students for reading it. The placement test inthe MCI Word Study Teacher’s Edition can be given individuallyto determine which lesson part(s) a student needs.• More information is available in the MCI Word Study Teacher’s Edition.Lesson216PART A: Single SyllablesReview Short Vowel SoundsA syllable has just one vowel sound. These words all have one syllable.Mark the vowels with a v. Mark the consonants with a c. In a closed syllable,the vowel sound is short, so mark the vowel letter with a breve (˘).back pet fin hop cutLong Vowel SoundsSyllables with Long VowelsThese words also have one syllable. The two vowels are each markedwith a v. The first vowel is followed by a consonant and a final e. The e atthe end gives the first vowel a long sound. This means that the vowel saysits letter name. We mark the vowel with a line above it called a macron (¯).PART B: More Than One SyllableThe final e is sometimes called a silent e. We draw a line through it to showthat it has no sound.Long Vowels in VC/CV Wordsbāke Pēte fīn e hōpeIn VC/CVcūtewords, you know how to find shortv v v v v v v v v vvowel syllables. You can also find syllables thatThese words also have one syllable. The two vowels have long are each vowel marked sounds.with a v. Together, the two vowels make one long vowel Say each sound. syllable The in the word below. Then blendmacron above the first vowel letter marks the the syllables together to hear the whole word.long sound. The second vowel letter has a linethrough it because it has no sound. tipen tirerāi nvvbēevvē a tv vRead Each word below is divided into syllables.The letter y also actsSay the like syllables a vowel when separately. it Listen for the long vowelcomes after anothercūe līe cōa tvowel in words likemay and pay. Thesev v vv v vwords have a long asound. The y is silent.dāy māy pāyv v vv v vMaking Connections to Word Study • Lesson 2 • Aquasound in the second syllable. Then blend the syllables PART to say C: the Vocabularyword.sin cere sup pose ob tain What should cosyou tume do when you come to an unfamiliar word like sunscreenin Unit 2 of your Comprehension Student Book? You may know the wordMark and Read The words below are from Unit after 2 of your say Making it. If you don’t know it, you may still be able to figure out whatConnections Comprehension Student Book. Use it a means. line to divide Here are each three things you can do.word into two syllables. Read each word aloud.1 Figure out the sounds and syllables in the word.combine appear compare2 Look for clues to the word‘s meaning in nearby words and sentences.Challenge: Syllable com© EPS • Do Not DuplicatetipRemember, twoconsonants comebetween vowels in theVC/CV syllable pattern.To find the two syllables,divide the word betweenthe consonants, as inrib/bon and cac/tus.3 Look for parts of the word that you do know.The words combine and compare have the same first syllable: com.Sounds and SyllablesThis syllable comes at the beginning of many two-syllable words. Writecom in front of each syllable below. Say each word. Find the Write Vowels two more The vowel letters help you find the syllables. Writewords that begin with com.a v under the first vowel letter in the word sunscreen. You can see that1. pose5.the vowel letter comes between consonants. Now you know that the vowelplainhas a short u sound. Say it. Mark each next vowel letter with a v. These2. pute6. pletetwo vowels together have one long e sound. Say it.3. mute7.sunscreen4. pete8.Find the Syllables Two vowel sounds mean that there are two syllables.How should you divide the word sunscreen into syllables? The first syllable20 Making Connections to Word Study • Lesson 2 • Aquaends with a consonant. But which consonant? Try saying the word thesethree ways. Then circle the way that makes the most sense.© EPS • Do Not Duplicatesun screen suns creen sunsc reenSay the Whole Word Blend the two syllables to say the whole wordsunscreen. Have you ever heard the word before? Choose A or B belowand complete the sentence.A. No, I don’t know this word. But it might have to do withB. Yes, I know this word. It means..© EPS • Do Not Duplicate24 Making Connections to Word Study • Lesson 2 • AquaxlviiiIntroduction

MCI Comprehension, Level Aqua epsbooks.com/MCI 29MCI WritingStruggling readers are often struggling writers, and researchershave found that writing instruction also improves readingcomprehension. MCI Writing supports MCI Comprehension.It uses modeling and the writing process—planning, drafting,revising, editing, and publishing—to help students create a storyor essay that has the same text structure or genre that they find ineach unit of their MCI Comprehension Student Edition.• More information is available in the MCI Writing Teacher’s Edition.ModelModelFind the Features Some features in this essay about the International SpaceStation are identified. As you read the essay, find the rest of the features andlabel them.© EPS • Do Not DuplicateThe Incredible International Space Station© EPS • Do Not Duplicate© EPS • Do Not Duplicate123© EPS • Do Not DuplicatePlanningDid you know that the International SpaceStation (ISS) is the largest Write Your man-made Focus object Statement in Look over the facts you have circled. Thenspace? Astronaut crews ask yourself, live on the “What station is one and idea that ties these facts together?” Write afocusdo all kinds of research. sentence This that makes answers the ISS that one question. This is your focus statement.statementamazing place!main idea The ISS is the largest My construction Focus Statement project indetailsspace. Over fifteen nations are working on ittogether. When the station is finished, it will be asbig as a football field!DraftingA lot of important Plan work the happens Body What on the main ISS. ideas explain your focus statement? Write eachThe crews who live there main idea grow as plants. a sentence. They These do will Drafting be the topic sentences for each of yourmedical experiments. body They paragraphs. also study how spaceYou have created a plan for your main idea-and-details essay on pagesaffects living things—including themselves!6–8. Look it over. Do you have enough details to begin your first draft?Living in space is tricky Paragraph because 1 there — Main is no IdeaAdd to your plan now. You can also make changes later.gravity. The crews use sleeping bags attached toWrite your draft on separate paper. Use your plan to guide you. Don’tthe walls. They eat at a special table that keepsworry about spelling and grammar now. Just get your ideas down.food from floating away. During the day, crewsRevising & Editingfloat around the station. They do not have to use Write the Introduction Begin with a hook to grab your reader’s attention.their muscles very much. That’s why crews exercise Then preview the main ideas you will Check for Ideas As you revise, think about your supporting6 traits discuss in the body of your essay. Finally,for two hours every day Paragraph to stay in 2 shape. — Main Idea write your focus statement.details. Do they help explain your main ideas? Will they keepThe ISS is an amazing place. Together,your readers interested? Would other details be better?Write the Body Write one paragraph for eachastronauts from many countries are buildingmain idea. Be sure to state your main ideas as tipan incredible place to live and work. Wouldn’ttopic sentences. Remember to support Editing each topic Surprising orit be exciting if you could visit someday?sentence with interesting details.unusual detailsEditing will also help you make improve readers your want essay. Wait until you’ve finishedto keep reading.Write the Conclusion Remind revising. readers of Then your use the Editing Checklist on page 93 to check your essayParagraph Making Connections 3 — to Main Writing Idea • Lesson 1 • Aqua 5focus statement and main ideas. for End correct your essay grammar and usage. Don't forget to check your subject-verbwith an interesting fact or comment. agreement. (See page 12.)Write a Title Your finished draft needs a title. tipScore 4 3It should tell what your essay is about and make2 You don’t have to 1people want to read it. Try out some titles here. Put write your draft allSelf-ScoreOrganization There is a clearOne of these is a not star clear: next to the one you like best, Two and of these write are it at not clear: at once. The Take essay a break is not organizedand reread whatintroduction, body, andconclusion.introduction, body, the top or of your draft.conclusion.introduction, body, orconclusion.you’ve written into clear so parts. far.There are no main ideas.to Writing • LessonThe main ideas are easy toidentify.Making ConnectionsMost of the main ideas areeasy to identify. Titles1 • Aqua 7The main ideas are difficultto locate.Features The introduction has astrong focus statementand an interesting hook.Each body paragraphhas a clear topic sentencesupported by good details.The conclusion summarizesThe introduction has afocus statement and ahook.Most paragraphs haveclear topic sentences andsupporting details.The conclusionThe introduction hasa weak hook or focusstatement.Some paragraphs lacktopic sentences. Moresupporting details areneeded. Making Connections to Writing • LessonThe introduction lacksa hook and a focusstatement.Paragraphs lack topicsentences and supportingdetails.The 1 • Aqua conclusion 9 doesthe information well andends with an interestingsummarizes theinformation and ends withThe conclusion has a weaksummary.not summarize theinformation.fact or comment.a fact or comment.Conventions Grammar, spelling, andpunctuation are usedcorrectly.There are few grammar,spelling, and punctuationerrors.There are many grammar,spelling, and punctuationerrors.Most sentences havegrammar, spelling, andpunctuation errors.11Publishing© EPS • Do Not DuplicateMaking Connections to Writing • Lesson 1 • AquaContinue on another piece of paper if necessary.Making Connections to Writing • Lesson 1 • Aqua15MCI Comprehensionxlix

®30 epsbooks.com/MCIMCI Comprehension, Level AquaMCI Student LibraryThe MCI Student Library provides a pair of high-interest paperbacks ascapstones for each unit, giving students an opportunity to flexibly andindependently apply the target skill and multiple strategies in longer texts.These trade-like fiction and nonfiction books motivate struggling readers byproviding student choice. The three graphic novels per level will engage eventhe most reluctant readers. The Teacher’s Edition offers suggestions for before,during, and after reading activities for students who still need support.Two ancient Egyptian temples sit high on a hillabove the Nile River. The tall stone statues thatguard their entrances have stood there for centuries.Or have they?These temples have a mysterious past. Thepowerful king who built them wanted the templesto be admired forever. Twice, the temples werealmost lost. Then, in the late 1960s, the templeswere moved more than two hundred feet up a cliff.But how? And why?Making Connections ® Stone by Stone Pamela RushbyPamela RushbyLibrary Books look like trade books,without pedagogy on the covers orinside. Motivating blurbs on the backcover build interest in the content.®EDUCATORS PUBLISHING SERVICE800.225.5750www.epsbooks.comStreamlined design and compellingphotos and illustrations build interestin books tied to content areas.xxxivIntroduction

Teacher’s Edition Sample Unit 4 - MCI Comprehension, Level Aqua epsbooks.com/MCI 31Ancient EgyptAncient EgyptDrawing Conclusions/Predicting OutcomesDrawing Conclusions/Predicting OutcomesStudent editionStudent edition“Museum Trip,” pages 60–63“Museum“Clever Trip,” Inventions,” pages 60–63 pages 64–69“Clever Inventions,” “Tombs of Ancient pages 64–69 Egypt,” pages 70–75“Tombs of Ancient Egypt,” pages 70–75MCi onLineMCi onLineInteractive Skill Lesson: “Mystery on 19th Street”Interactive Path Skill A: Lesson: “Ancient “Mystery Egypt and on 19th the Nile,” Street” “Meet the Pharaohs”Path A: “Ancient Path B: “Last Egypt Laugh and the at Nile,” Giza,” “Meet “What the a Pharaohs” Wonder!”Path B: “Last Laugh at Giza,” “What a Wonder!”teaCher’S editionteaCher’S editionTEACHER’S EDITIONTeaching support for Student Edition and Library Books, pages 73–91, 94–96Teaching support for Student Edition and Library Books, pages 73–91, 94–96Preview of MCI Online, pages 92–93Preview of MCI Online, pages 92–93Point-of-use icons for integrating all MCI componentsPoint-of-use icons for integrating all MCI componentsVideo IntroductionVideo IntroductionTheme: AncientTheme:EgyptAncient EgyptStudent Student Library LibraryFiction: Pyramid Fiction: Scheme Pyramid SchemeNonfiction: Nonfiction: Stone by Stone: by Saving Stone: the Saving Temples the of Temples Abu Simbel of Abu SimbelSample Unit4UnitLevel Aqua4Audio RecoRdingUnit 4, Disc 2, Tracks 9–16Audio RecoRdingUnit 4, Disc 2, Tracks 9–16✔Assessments✔ AssessmentsComprehension Comprehension skill Assessments skill AssessmentsSkill Tests Skill 1, 2, Tests 3 1, 2, 3Assessments Assessments for progress for progress monitoring monitoringMaze Tests Maze TestsoptionAloptionAlAssessmentsAssessmentsKey Idea Key Cards, Idea end-of-class Cards, end-of-class checks checksTest 4, optionalTest 4,diagnosticoptional diagnosticTests 7 and 8, Library AssessmentsTests 7 and 8, Library AssessmentsFluency Recording Sheets, timed assessment of fluencyFluency Recording Sheets, timed assessment of fluencyWord StUdyLesson 4, Word “Syllables StUdy with r-Controlled Vowels,” pages 40–51Lesson 4, “Syllables with r-Controlled Vowels,” pages 40–51WrItIngLesson 4, WrItIng “Research Report,” pages 46–59Lesson 4, “Research Report,” pages 46–59Unit 4 Resources 73Unit 4 Resources 73MCI_TE2ed_Aqua_EPS3385_U4_r3.indd 731/5/12 1:24 PM

32 epsbooks.com/MCITeacher’s Edition Sample Unit 4 - MCI Comprehension, Level AquaIntroduction to drawing Conclusions/Predicting outcomesTo draw conclusions, readers combine information to build additional meaning. They “addup” facts in the text to reach their own conclusions. For example, they might read thatSarah gets two hits in her three at-bats in a softball game. Readers might “add up” these factsto conclude that Sarah is a good hitter. Readers can also combine information in a text withtheir own knowledge to draw conclusions. If they read that Sarah’s batting average is .347,and they know that .347 is a very good average, readers could safely conclude that Sarah is aconsistently good hitter, not just having a lucky day.Predicting outcomes is related to drawing conclusions. To make predictions, readers use cluesin the text and their own knowledge to make an educated guess about what might happennext. Having concluded that Sarah has been a good hitter all season, readers might predictthat she will continue to hit well in the next game. If she is at bat in the ninth inning of a tiegame, they might even predict that she will get the game-winning hit.genre and StructureThe skills of drawing conclusions and predicting outcomes can be used when reading bothfiction and nonfiction. These skills encourage students to use their own life experiences andunderstanding of the world to make an evaluation or generalization, or decide what mighthappen next. Student Edition: Students will read a fantasy story and two informationalarticles about ancient Egypt. Online: Path A students will read social studies selections aboutancient Egypt. Students in Path B will read a story set in ancient Egypt and an informationaltext about building the Great Pyramid. Library Books: Selections include a graphic novelmystery set in modern-day Egypt and an informational book about saving an ancient temple.teChnIqUeS for teAChIng drAWIng ConCLUSIonS/PredICtIng oUtComeSStudents should be careful to base their conclusions on sufficient evidence in the text and notto overgeneralize. They should have several facts or examples that support each conclusion.The graphic organizers in this unit will help students express this connection betweenevidence and conclusion visually. When students use their own background knowledge tohelp draw a conclusion, they should also carefully consider whether their experience reallyapplies to the particular case.✔Skill TeST 1 • ASSeSSmenTestablishes Baseline74 Introduction to Drawing Conclusions/Predicting Outcomes

Teacher’s Edition Sample Unit 4 - MCI Comprehension, Level Aqua epsbooks.com/MCI 33Unit 4: Ancient egyptUnit4Video inTRoducTionAncient EgyptIntrodUCe the UnItIt’s a class trip to the museum’s ancient Egypt room. One studentdisappears. Where has he gone?What do writing, telling time, and makeup have in common?How are they linked to ancient Egypt?Egyptian tombs were beautiful and costly. Why did ancientEgyptians care so much about these “Houses of Eternity”?Background KnowledgeRead the title aloud, and invite studentsto share what they know about ancientEgypt. Make sure they know it was apowerful kingdom of the ancient world.Then ask: “How do people today learnabout people who lived thousands ofyears ago?” (We study what they leftbehind, such as buildings, writings,and graves. We dig up things they used,such as tools and jewelry. We add upthese clues to picture how the peoplelived.) Explain that ancient thingsmade by people from past cultures arecalled artifacts.Share information from the TeacherFact Box with students as needed.Visual LiteracyInvite students to respond to thephotograph. Tell them that these statuesIntroduction 59were made by ancient Egyptians. Ask:“What is the first thing you noticeabout the statues? Why do you thinkmodern people are visiting them?” Discuss what students think the ancient people who built these statueswere like. (very skilled artists and engineers; able to move huge amounts of stone; worshipped heroicgods or rulers) Students should support their responses with details from the photo.Preview and PredictTell students that each group of sentences marked by a figurine tells about a text in the unit. Read eachone aloud and ask: “What do you think this text will be about?” Then ask: “Which one sounds the mostinteresting? Why do you think so?” Have students jot down and discuss their answers. Tell them that atthe end of the unit they will see if their predictions were correct.teacher fact Box• Egypt was a powerful kingdom from about 2700 bce until it was conquered by Rome in 31 bce. It waslocated on the Mediterranean coast of North Africa, along the Nile River. The modern nation of Egypt stillexists there today.• The pyramids were royal tombs designed to ensure that the dead king, or pharaoh, would journey undisturbedto the afterlife and have all of the necessary comforts there.Drawing Conclusions/Predicting Outcomes 75

34 epsbooks.com/MCIdrawing Conclusions/Predicting outcomesText 1: museum tripTeacher’s Edition Sample Unit 4 - MCI Comprehension, Level AquaBefore reAdIngSkill focusWrite these sentences on the board asyou say them aloud: “Roger puts ona batting helmet. Roger takes a bat.Roger takes a few practice swings.”Ask students what they can tell aboutRoger from these clues. (He is abaseball player.) Discuss how they usedRoger’s actions, along with their ownknowledge, to draw a conclusion aboutRoger. Then ask: “What will Roger donext?” (Roger will step up to the plate;he will be at bat.) Explain that they havejust used the same clues to makea prediction.Explain that readers use informationin a text to draw conclusions that arenot written in the text. For example,an author may tell only a character’sactions. Then readers have to drawconclusions about the character’spersonality or make a prediction aboutwhat the character will do next. Goodreaders constantly draw conclusions andmake predictions to stay involved ina story.Unit4Drawing Conclusions/Predicting Outcomes Combine informationfrom a text with what you already know to build additionalmeaning and to tell what might happen next.Museum TripThe museum was dark and stuffy. Dannytrailed behind his class, shuffling his feet. Theclass stopped in front of another glass case.Danny yawned.“This is the sarcophagus, or coffin case,of the Prince Ramose,” the guide was saying.“He might have been pharaoh if he hadn’tWhat happenswhen Dannyexits themuseum?died young. His sarcophagus is unusual. Usually a type of goodluck charm, or amulet, of the falcon god Horus was placed on thesarcophagus. Ramose doesn’t have one.”“He looks miserable,” Amy said. “Is itbecause he didn’t have an amulet?”“Perhaps,” the guide smiled.“An amulet was important,to help the spirit of thedead person reach thenext world.”Danny didn’t care.“I’m more concernedabout getting to theoutside world,” Dannygrumbled to himself.“Will this tour ever end?”60 Unit 4: Drawing Conclusions/Predicting OutcomesBackground KnowledgeAsk what students know about mummies. Discuss that the ancient Egyptians prepared their dead forburial by mummifying the bodies so that the dead could reach the afterlife safely.Explain that the ancient Egyptians often used pictures of animals in artwork and on other objects. Thesepictures of animals or animal-and-human creatures represented their gods and appear on many objectsburied with mummies.Word StUdy • Lesson 4 • Syllables with r-Controlled Vowels, Part AThis lesson reviews r-controlled vowel sounds with students. Sample syllables with r-controlled vowel sounds from“Museum Trip” are: dark, charm, hard, yards, sar(cophagus), and Hor(us).teacher fact Box• Mummifying preserves a dead body: the internal organs are removed, and the body is treated with chemicalsand wrapped tightly in cloth. This prepares the body for the afterlife.• The Egyptian god Horus (HOR-us) is often shown as a falcon, a hunting bird with sharp eyesight. A symbol ofHorus’s eye appears on many Egyptian objects because it was considered a charm for health and wholeness.• An amulet is a small piece of jewelry thought to protect against evil, danger, or disease.76 Unit 4 Drawing Conclusions/Predicting Outcomes

Teacher’s Edition Sample Unit 4 - MCI Comprehension, Level Aqua epsbooks.com/MCI 35Behind the case he sawa door marked “EXIT.”Danny looked at hisclassmates. No onewould miss him. Hequietly slipped throughthe door.It was pitch black.Danny stumbled on.Suddenly, there was asound like wings beating.Startled, Danny threw hishands up and somethingdropped into them. It was small,hard, and cold. He slipped it into hispocket and continued on.Then Danny came across another door. He opened it and quicklywalked through. He was standing in bright sunlight. There wascrunchy sand under his feet. High, bare cliffs rose in front of him. Inthe distance, he saw a wide river. Danny looked down. He was nolonger wearing the clothes he had thrown on that morning. He waswearing nothing but a white linen kilt.“Where am I? What’s happening?” Danny looked around uneasily.He saw a tent. In it was a group of men dressed in attire similar tohis. They were working on something laid out on a table. Dannylooked closer. They were working on a body!The men were carefully wrapping the body in yards of white linen.“Don’t just stand there!” cried one of the men. “Lend a hand!”Reluctantly, Danny helped the men. Then they all carefully liftedthe mummy and placed it in a painted wooden case.genre and StructureTell students that they are going to reada fantasy story. Fantasy stories, likescience fiction, are about imaginarypeople and events that could nothappen. Remind students that allstories have a setting (time and place).In some cases, such as this story,authors may include factual detailsabout a particular historical time andplace. Fantasy stories also have a maincharacter and a plot that usually beginswith a problem that the main characterhas to solve.Point out the definition of drawingconclusions and predicting outcomesat the top of SE page 60. Read it aloudas students follow along. Point outthat readers can draw conclusionsabout people, events, or situationsfrom details in the text. Then they canpredict—or make an educated guessabout—what might happen next.Preview text featuresRead aloud the title and focus questionMuseum Trip 61 as students follow along. Direct them tokeep the focus question in mind as youread the text because they will discussit later. Ask what the title suggestsabout the story. (Someone will have an experience on a trip to a museum.)Have students use the first paragraph and illustration to identify the main character and the setting. (aboy named Danny; a modern museum with an exhibit on ancient Egypt) Then have students look at thesecond illustration. If necessary, draw their attention to how much the Egyptian boy on the right lookslike Danny. Remind students that this is a fantasy, and ask what this similarity might signify. Finally, askfor predictions about what might happen in this story.eLL SupportUse the illustrations on SE pages 60–61 to help ELLs understand that the story has two settings: a modern museumand ancient Egypt. Name, or have students name, some details or pieces of information from the illustrations, andtalk about whether they are “here and now” or “long ago and far away.” You might begin with the characters’clothing.Museum Trip 77

36 epsbooks.com/MCIdrawing Conclusions/Predicting outcomesText 1: museum tripTeacher’s Edition Sample Unit 4 - MCI Comprehension, Level AquadUrIng reAdIngComprehension monitoring/question generatingread and mark for meaningRead the focus question and the textaloud or have students listen to the audiorecording as they follow along.AudioDisc 2, Track 10extra Support Pause at the end ofSE page 61 and have students eithersummarize what they have read oranswer: “Why does Danny go throughthe exit? What does he find?”As you read, model circling words,phrases, and sentences that might giveyour students trouble. Use the TeacherSupport for Comprehension Monitoringon TE pages 155–157 to help identifylikely trouble spots. Think aloud as yougenerate questions about the content ofthe text.Looking at Danny, the manordered, “Give me the amuletof Horus!”“The what of what?” Dannyresponded. “I’m not sure Iunderstand.”“You don’t have the amulet?” saidthe man. “Please tell us you’re joking!The prince’s mummy must have an amuletof the falcon god or his spirit will not reach thenext world.”“The falcon god,” Danny said. Then he remembered the wingsbeating above his head. He felt in the pleats of his kilt and pulledout a charm. It was the eye of a falcon. “Does the amulet look likethis?” he asked.The men sighed in relief. “That’s it! Don’t tease us like that! Wecould have been in real trouble. Now, put the amulet on the prince.”Danny carefully put the amulet on the sarcophagus. Then hestepped back across the crunchy sand. He continued stepping backthrough the door, into the dark passage,through another door . . . and intothe museum.His class had moved on to thenext room. Danny hurried tocatch up. He was still tryingto figure out what had justhappened. He took onelook into the glass case.The prince’s sarcophagushad a golden falconamulet sitting on it. And thepainted face was smiling.62 Unit 4: Drawing Conclusions/Predicting OutcomesVocabulary Model using context cluesto determine the meaning of sarcophaguson SE page 60. Say: “Sarcophagus is a hard word. Is there a clue to what it means in the sentence?” Readthe sentence aloud. Say: “The word sarcophagus is followed by a comma, the words ‘or coffin case,’ andanother comma. I know that when a hard word is followed by or, there is usually a definition betweenthe commas. A sarcophagus must be a coffin case.”Phrases and Sentences Some students may question why this sentence on SE page 62 has a questionmark: “You don’t have the amulet?” Model using context and your own experience to explain. Say:“That’s odd. ‘You don’t have the amulet’ seems like a statement or declarative sentence, not a question.A question would be ‘Don’t you have the amulet?’” Then say: “Wait a minute. Sometimes people say asentence like that as a question.” Read the sentence aloud that way. Say: “Right. It’s dialogue, or a personspeaking, and that’s how people talk.”read and mark for SkillsReread the focus question and the text aloud as students follow along. Model marking the text: underlinedetails important to drawing conclusions about the characters and situation. Use these colors to make akey. Use the Teacher Support for Comprehension Monitoring on TE pages 155–157 to help you identifythese details.78 Unit 4 Drawing Conclusions/Predicting Outcomes

Teacher’s Edition Sample Unit 4 - MCI Comprehension, Level Aqua epsbooks.com/MCI 37Draw ConclusionsRead the information below. What did Danny help the men do? Write yourconclusion. Answers will vary and may include:Information• The men were wrapping thebody in yards of white linen.• Danny helped the men.• They all carefully lifted themummy and placed it in a paintedwooden case.Predict OutcomesDo you think Danny will go through the same exit door next time he visitsthe museum? Explain.Answers will vary.Check ComprehensionConclusionDanny helped the menmummify a body.Why was it important to put an amulet on the prince’s sarcophagus?The amulet would help the prince’s spirit reach the next world.Show students how to use what you’veunderlined to help answer the focusquestion. (Danny travels back in timeto ancient Egypt. Men wrapping amummy think he is their assistant, andDanny provides the amulet that themummy needs.)Collaborative LearningHave student pairs clarify otherchallenging words, phrases, orsentences they have circled, and discussthe information they have underlined.Monitor their discussions, andencourage them to use vocabulary andquestion-generating strategies.✔ASSeSSmenTKey Idea CardAfter reAdIngVocabularyWrite the meanings of these words.• sarcophagus (page 60) coffin case• attire (page 61) clothes• reluctantly (page 61) unwillinglyMuseum Trip63reread for fluencyDepending on students’ needs, askgroups of three to reread the textaloud, each one reading one page.Remind them to use their voices toexpress each character’s feelings.Have students monitor each other foraccuracy and appropriate expression.For students whose oral reading indicates fluency deficits, use the Fluency Recording Sheet for Text 1 tomeasure students’ words-per-minute rates.✔ASSeSSmenTFluency Recording Sheetgraphic organizers and question AnsweringRead aloud the section headings and directions of Practice the Skill, and make sure students understandthem. Review that the three pieces of information should lead them to one conclusion.AudioDisc 2, Track 11SummarizingRemind students that summarizing helps readers say in a few sentences what a whole text is about.A story summary includes the most important information in the text and the conclusions that thereader has made about these pieces of information. Write these headings on the board: Main Character,Settings, and Events. Have students tell you what to write under each heading. Guide them in selectingonly the most important details. Make sure they include both settings: the modern museum and ancientEgypt. Then, as a group, use the information on the board to write a paragraph that summarizes“Museum Trip.”Museum Trip 79

38 epsbooks.com/MCIdrawing Conclusions/Predicting outcomesText 2: Clever InventionsTeacher’s Edition Sample Unit 4 - MCI Comprehension, Level AquaBefore reAdIngSkill focusAsk students what comprehension skillthey are using when they put togetherpieces of information that an authorprovides and come up with an ideathat the author does not state directly.(drawing conclusions) Ask whatcomprehension skill they are using whenthey use pieces of information to make agood guess about what will happen next.(predicting outcomes)Background KnowledgeAsk a volunteer to explain what aninvention is. (something new, created bysomeone for the first time) Discuss theusual purposes of an invention. (to solvea problem or make a task easier) Havestudents name some inventions that theywould not want to live without. Thenask them to name tools or devices theywish someone would invent in the futureand explain why.Like us, the ancient Egyptianswere always looking for ways toimprove their lives. They came upwith many interesting and creativeinventions.These inventions helpedto make their lives easier.Paper, Pen, and InkEgyptians who could write werescribes. Scribes wrote symbolsknown as hieroglyphs. The wordhieroglyph comes from Greek andmeans “sacred carved letter.”Hieroglyphs are over 5,000 yearsold. These letters look nothinglike the twenty-six letters of thealphabet that we use today.The Egyptians used over 700symbols, or small pictures.Some were exact pictures ofspecific objects. For example, apicture of an owl stood for owl.Other symbols showed more thanone thing. They might tell a story.For example, a picture could showtwo men pointing their spears at acrocodile. What do you think thatwould mean?The Egyptians carved thehieroglyphs in stone. They alsowrote on clay tablets. Using thesetablets, they could record theirwriting and carry it from placeto place.Hieroglyphs on a clay tabletHow did theseinventions changelife for the ancientEgyptians?Review the discussion of ancient Egypt64 Unit 4: Drawing Conclusions/Predicting Outcomesfrom Introduce the Unit on TE page 75and Background Knowledge for Text 1on TE page 76. Tell students that they will be reading about things that were invented in ancient Egypt.Review the meaning of the word artifact. (something made by human beings from a past culture) Ask forany ideas about what ancient Egyptian inventions might be.Word StUdy • Lesson 4 • Syllables with r-Controlled Vowels, Part BThis lesson teaches VC/VC, V/CV, and VC/V patterns that have r-controlled vowel sounds. Sample words from “CleverInventions” are car/ved, o/ver, stor/y, pa/per, car/bon, per/form, min/er/als, and clev/er.teacher fact BoxIn 1799, a stone tablet with ancient writing on it was found by French soldiers while rebuilding a fort in Egypt.This tablet came to be called the Rosetta Stone. The Rosetta Stone had the same message written on it in threelanguages: hieroglyphics, another ancient Egyptian language, and Greek. The French scholar Jean-FrançoisChampollion figured out the hieroglyphic system by comparing it to the other two languages. Until that time,modern people had been unable to read hieroglyphics. Deciphering the Rosetta Stone made it possible formodern people to read the texts of ancient Egypt.80 Unit 4 Drawing Conclusions/Predicting Outcomes

Teacher’s Edition Sample Unit 4 - MCI Comprehension, Level Aqua epsbooks.com/MCI 39genre and StructureHave students open their books to SEpages 64–65. Tell them that they will bereading an informational article aboutinventions in ancient Egypt. Reviewthat articles are nonfiction; they givefacts on a topic.These hieroglyphs were drawn on a sheet of papyrus.Later, the ancient Egyptiansinvented the first kind of paper. Itwas made from the papyrus reed,a grass-like plant that grew in theNile Valley. The English word papercomes from their word papyrus.To make this early paper-likesubstance, papyrus had to be torninto strips. Then the strips werewoven together. Heavy stoneswere placed on top of the strips toflatten them. As the papyrus dried,the strips stuck together to makesmall sheets. The sheets were light,strong, and easy to carry.Scribes used pens and ink towrite on papyrus. Pens were madefrom reeds, and ink was made fromfinely ground materials. Black inkcame from finely ground carbonor soot, and red ink came from astone called ocher (OH-ker). Afterthe information or message waswritten, the sheets of papyrus couldbe rolled up and sent far and wide.Clever Inventions 65Review that informational writingis often organized in sections withheadings. All of the paragraphs under aheading give facts and ideas related tothe heading. Ask: “Why is it useful tothink about the heading before readingthe paragraphs under that heading?”(to prepare yourself for understandinghow the paragraphs are related; topredict what you will learn about)Preview text featuresRead the title and focus questionaloud with students. Remind themto keep the focus question in mindas they read the text. Ask why theythink the word clever is in the title.(Inventions are clever because theyare the result of smart thinking andimagination; Egyptian inventions areparticularly clever.)Have student pairs look through thetext to find and discuss photographs that indicate that this is an informational article. (photographsof real artifacts) One student should describe the details in each photograph and then the other shoulddraw a conclusion based on those details. Have pairs share their conclusions with the class. Tell studentsthey will learn more about these artifacts as they read the article. Then they can see if their conclusionswere correct.Ask a volunteer to read aloud the headings of the article, reminding students that headings tell—in ageneral way—the content of each section. Depending on students’ needs, you might point out that thistext is set in two columns, and show students how to navigate this layout.eLL Support• Use props, sketches, and pantomime to help ELL students understand the headings: Paper, Pen, and Ink; Sundialsand Water Clocks; and Cosmetics.• If the first language of any ELL student is non-alphabetic—using symbols or pictographs rather than letters—seeif a volunteer will show and explain some examples to the class.Clever Inventions 81

40 epsbooks.com/MCIdrawing Conclusions/Predicting outcomesText 2: Clever InventionsTeacher’s Edition Sample Unit 4 - MCI Comprehension, Level AquadUrIng reAdIngComprehension monitoring/question generatingread and mark for meaningDepending on students’ needs, havethem read the text with you, followalong with the audio recording, or readin small groups.AudioDisc 2, Track 12extra Support Have students pause atthe end of SE page 65 and summarizewhat they have read or answer thesequestions: “Who used papyrus? Whywas papyrus useful?”Sundials and Water ClocksThe Egyptians invented thesundial to help them tell time. Asundial has two parts—an uprightpillar, or stick, and a flat base.When the sun shines on the pillar,it casts a shadow onto the base.The base has markings that showthe hours of the day. As the sunmoves across the sky, the shadowmoves too. Egyptians told timeaccording to where the shadowappeared on the base. However,there was a disadvantage. A sundialcan only be used to tell the timeduring daylight hours.Egyptian priests had to performceremonies in their temples atexact times. They needed toknow what time it was—day andnight, winter and summer. So theEgyptians invented a water clock.They saw that water dripped outof a hole in a container at a steadyrate. To make the clock, they useda deep dish with a small hole at thebase. They carved evenly spacedmarkings down the inside of thedish. Then the dish was filled withwater. As the water dripped out, themarkings were exposed. With thisclock, the Egyptians could tell timein all kinds of weather and at alltimes of the day or night.An Egyptian water clockAs they read, students should circle words,phrases, or sentences that they don’t understand.Invite them to raise questions aboutwhat they have circled and to think aloudas they use different strategies to answertheir questions.66 Unit 4: Drawing Conclusions/Predicting OutcomesVocabulary If students volunteerdisadvantage on SE page 66, point outthat they can use context and word partsto figure out its meaning. Say: “The sentence with disadvantage starts with the contrast word however.The previous sentence tells a benefit of the sundial—it does something useful; it tells time. So the sentenceafter however must tell about the opposite of a benefit, something not useful. Right! That sentence saysa sundial works only during daylight.” Then say: “I can also see the prefix dis- in the word, which canmean ‘not’ or ‘the opposite of.’ So a disadvantage is the opposite of an advantage, or benefit. That makessense.”Phrases and Sentences If a question arises about “far and wide” at the end of SE page 65, havestudents review why papyrus was such a useful invention. (It was flat and lighter in weight than stoneor clay, and it could be rolled up.) Say: “If sheets of papyrus could be carried more easily than stone orclay, people might carry it farther and to more distant places.” Then say, “I see that people could carrypapyrus far, but what about wide? On a map, a wide circle would cover a great distance. That must bethe meaning of wide here.” Encourage students to name other words or phrases that could replace “farand wide” and seem to have the same meaning in the sentence, such as everywhere, all over, and todistant places.82 Unit 4 Drawing Conclusions/Predicting Outcomes

Teacher’s Edition Sample Unit 4 - MCI Comprehension, Level Aqua epsbooks.com/MCI 41CosmeticsEgyptians were among the firstpeople to use cosmetics. They usedcosmetics as far back as 4000 BCE.At that time, eye makeup was notjust to make people more beautiful.It was also practical. Egypt is ahot, dry country with blinding sun.Makeup helped protect people’seyes from the sun and the drywinds of the desert.Both men and women wore eyemakeup in shades of green, black,and gray. The colors came from theminerals they were made of. Smalllumps of minerals were groundinto a fine powder. The powderwas too dry to stay on the skin byitself, so the Egyptians mixed thepowder with oil or fat. The oils inthe cosmetics helped protect theskin. Some of the minerals helpedprevent infection.Egyptian menand womenwore makeup toprotect their eyes.The Egyptians painted a thicklayer of green makeup on theireyelids. Green is a cool color thatreflects light. Then they outlinedtheir eyes in black or gray. A linedrawn out toward the hairline wasthought to be very stylish!Ancient Egyptians came up withclever solutions for writing, tellingtime, and protecting their skin.Modern versions of these inventionsare still used today.read and mark for SkillsWork with the class to underline thepieces of information that help readersdraw conclusions about the importantideas in the text. Remind students tomake a key at the bottom of the page.Have students reread the focus questionto themselves. Ask a volunteer to readit aloud and others to suggest answers.(Answers include: helped them keepwritten records and spread writteninformation, helped them tell timeaccurately and keep their ceremonieson schedule, and protected them fromthe sun.)Collaborative Learningdiscussing/Sharing Give students theopportunity to work in small groupsto discuss other challenging words,phrases, or sentences, as well as thedetails they have underlined. Theninvite the groups to share their workwith the class.Collaborative Activity Studentscan reinforce their understanding ofClever Inventions 67drawing conclusions with this activity.Have pairs review the second paragraphunder the heading Paper, Pen, and Ink.Direct them to the description of the picture of the two men and the crocodile. Have students answer thequestion at the end of the paragraph by drawing a conclusion about what that picture might represent.Then have the pairs create other “stories” that can be told in one or two pictures. One student shoulddraw a “story picture” and the other should come to a conclusion about what it means. Then studentscan switch roles. Finally, have pairs present their favorite story picture to the class, and have the classdiscuss its meaning.✔ASSeSSmenTKey Idea CardClever Inventions 83

42 epsbooks.com/MCIdrawing Conclusions/Predicting outcomesText 2: Clever InventionsTeacher’s Edition Sample Unit 4 - MCI Comprehension, Level AquaAfter reAdIngreread for fluencyDepending on the needs of yourstudents, you may wish to have groupsof three reread the text aloud, with eachstudent reading one section of text. Havestudents monitor each other for accuracyand appropriate expression. For studentswhose oral reading indicates fluencydeficits, use the Fluency RecordingSheet for Text 2 to measure students’words-per-minute rates.✔ASSeSSmenTFluency Recording Sheetgraphic organizers andquestion AnsweringRead the section headings and directionsof Practice the Skill with students, andmake sure they understand what theyneed to do. For example, make surestudents know that the two items inthe left section of the graphic organizerare details they can use to drawa conclusion.Draw ConclusionsRead the information below. What conclusion can you draw aboutEgyptian life?Information• Egyptians invented the sundial.• Egyptians invented a water clock.Predict OutcomesHow do you think Egyptian life might have changed after the inventionof papyrus sheets?Answers will vary.Check Comprehension1. Underline the statement that is true.Conclusion• Hieroglyphs are like the letters of our alphabet.• A hieroglyph is always a picture of one object.• Hieroglyphs were originally carved in stone or on clay tablets.2. How did the Egyptians use a sundial to tell time?They told time according to where the shadow appeared on thebase of the sundial.3. What are two reasons the ancient Egyptians used eye makeup?Answers include two of the following: to make themselves morebeautiful; to protect their eyes from the sun and wind; and toprevent infection68 Unit 4: Drawing Conclusions/Predicting OutcomesIt was important to be ableto tell the time.AudioDisc 2, Track 13Offer support for Predict Outcomes by guiding students in scanning the text on SE page 65 to find detailsabout the usefulness of papyrus.Tell students that they may look back in the text to answer the Check Comprehension questions.Progress monitoring Students who have difficulty with the Practice the Skill activities even with teacherhelp may need the audio recording and the Extra Support suggestions as they read Text 3.84 Unit 4 Drawing Conclusions/Predicting Outcomes

Teacher’s Edition Sample Unit 4 - MCI Comprehension, Level Aqua epsbooks.com/MCI 43Egyptian InventionsAncient Egyptians invented• an early version of paper, pen, and ink• sundials and water clocks• cosmetics.What conclusion can you draw about the ancient Egyptians?Egyptians were clever inventors who found solutions to problems andways of improving their lives.Vocabulary1. Define these words as they are used in the text.• scribes (page 64) people who could write• tablets (page 64) flat pieces of clay• steady (page 66) at an even, unchanging speed2. Find the word practical on page 67. Write a sentence using this word.Answers will vary.WritingYou’ve read about several Egyptian inventions. Which do you think was themost important? Explain why you think so.extra Support For the EgyptianInventions activity, point out thatthe three bulleted items are tied tothe headings in the article. They alsosum up the information in the article.Encourage students to ask a why orhow question about that information,such as “How did the Egyptians usepaper, pen, and ink?” or “Why did theEgyptians invent sundials and waterclocks?” Students can then “add up”their answers to draw their conclusion.Point out to students that they willuse context clues to answer theVocabulary questions. You may wishto review this strategy.SummarizingAsk students what they are doing whenthey provide only the most importantinformation or ideas from a text.(summarizing) Explain that conclusionsthat readers draw about the details in atext can be included in a summary.Ask volunteers to help you create aClever Inventions 69 summary of “Clever Inventions” byfinding the main ideas and importantdetails in each section. Monitorstudents’ responses to be sure they include only the most important ideas. Then ask them what conclusionthey can draw about the ancient Egyptians from each section. (Possible answer for the first section:Writing was important to the ancient Egyptians.) Have students include their conclusions in theirsummary. They may also wish to include a general conclusion about the ancient Egyptians from theentire article.✔✔ASSeSSmenTTest 4, Optional DiagnosticASSeSSmenTKey Idea CardClever Inventions 85

44 epsbooks.com/MCITeacher’s Edition Sample Unit 4 - MCI Comprehension, Level Aquadrawing Conclusions/Predicting outcomesText 3: tombs of Ancient egyptBefore reAdIngSkill focusAsk a volunteer to define drawingconclusions. (putting together pieces ofinformation from the text with yourown knowledge to come up with anidea that is not stated directly in the text)Ask a volunteer to define predictingoutcomes. (using the details in the textand your own knowledge to make a goodguess about what might happen next)Remind students that to come up withconclusions and predictions, readers mustpay close attention to details in the text.Background KnowledgeAsk students to recall how people todayknow about ancient Egypt and the waythe people lived there. (Archaeologistshave found and studied things made andused by the ancient Egyptians and havedrawn conclusions about Egyptian life.)Tell students they will be reading aboutthe tombs and pyramids built by theancient Egyptians.70Tombs ofANcieNT egypTprepAring for the AfterlifeThe inside of a tombWhy weremummiesand tombsso importantto ancientEgyptians?The ancient Egyptians believed that a dead person’s spirit lived on inthe afterlife. The spirit was called the ka. If the person had been good inlife, the ka would be able to continue to hunt and feast, sing and dancein the afterlife.The ka needed two things to live on forever. First, it needed a body toreturn to. This is why the Egyptians preserved, or mummified, their dead.To make the mummy, they cleaned the dead body and then wrapped it inlayers of cloth. Second, the ka needed a place to return at night to rest.The tomb held the mummy and provided a resting place for the ka.The Egyptians called the tomb the House of Eternity. They spent a lotof time and money preparing the tomb. They believed it should have allthe things the ka would need in the afterlife—food, clothing, furniture,weapons, tools, and cosmetics. Small objects were placed in the tomb.But some objects were justtoo large. So models orpictures of these objectswere used instead. Forexample, artists might painta herd of cows, a field ofgrain, or a boat on a wall.Unit 4: Drawing Conclusions/Predicting OutcomesReview that ancient Egyptiansmummified the bodies of the dead asa religious ritual linked to their belief in the afterlife. Remind students that for the ancient Egyptians,the afterlife was a place where the dead lived forever. Their bodies were restored, and they did the kindsof things they had done in life. Therefore, the things they had used during their earthly lives were oftenburied with them. Share information from the Teacher Fact Box as needed.Word StUdy • Lesson 4 • Syllables with r-Controlled Vowels, Part CThe word container is decoded and discussed. Students will discover the connection between number of vowelsounds and number of syllables. The suffix -er is taught. Sample r-controlled words from “Tombs of Ancient Egypt”are: person, af/ter/life, for/ev/er, e/ter/nit/y, art/ists, dis/tur/bed, long/er, des/ert.teacher fact Box• The Valley of the Kings is a valley in ancient Egypt where the pharaohs of the New Kingdom (about1570–1070 bce) were buried in pyramids. It is near the ancient city of Thebes, now called Luxor. Scientistsstill don’t know exactly how the ancient Egyptians brought the massive stones to the site and lifted themto build huge pyramids.• The Book of the Dead was a collection of prayers to help the dead make the journey to the afterlife. Thewritings were placed in the tomb with the mummy.• Osiris [oh-SI-ris] was the Egyptian god of the afterlife.86 Unit 4 Drawing Conclusions/Predicting Outcomes

Teacher’s Edition Sample Unit 4 - MCI Comprehension, Level Aqua epsbooks.com/MCI 45oLD KiNgDom TombsBetween 2700 and 2200 bce, the tombs of the Old Kingdom pharaohswere built. These were huge pyramids made of solid stone blocks. Theyeach had a special chamber where an Egyptian king would be buried.This chamber was at the bottom of a deep shaft. The tombs had manyrooms. The rooms were filled with possessions and painted with brightlycolored scenes from daily life.It took years to make and fill these tombs. Wealthy nobles built theirown tombs near the pharaohs’ pyramids. They made sure their tombswere finished before they died.It was important thatthe tombs were neverdisturbed. If the goodsinside were removed,the ka would no longerbe able to use them.But the contents ofthe tombs were quitevaluable. They werea great temptation.It took a lot of workers many years to build the pyramids.genre and StructureTell students that they will be readingan informational article about burialpractices in ancient Egypt. Reviewthat an informational article isnonfiction. Explain that an author ofnonfiction does research to find thefacts to include.Explain that “Tombs of Ancient Egypt”is organized like many informationalarticles, with headings that show themain idea of each section. Ask: “Howare the headings in an article differentfrom the title?” (The title gives thetopic of the whole article. Eachheading gives the topic of a section.)Preview text featuresInvite students to read the title, focusquestion, and headings silently. Aska volunteer to read them aloud. Havestudents discuss what they think thearticle will be about.Now have partners look at thephotographs in the article and readthe captions. Ask them to discussTombs of Ancient Egypt 71how these features indicate that thisis a factual article. (photographs ofreal places and artifacts) Then ask:“How do you think the photos will add to your understanding of the text?” (show what the things beingdescribed really look like) As a group, discuss what students think they will learn by reading “Tombs ofAncient Egypt.”Explain that the letters bce in the first sentence under Old Kingdom Tombs stand for “Before theCommon (or Christian) Era” and often appear in articles about ancient times. Ask: “Is the date 2500 bceabout 2,500 years ago?” (No, it was 2,500 years before our own year 1, so it was over 4,500 years ago.)Point out that a span of bce dates is given with the earlier date, or the larger number, first (2500–2000bce). Explain that the time span from 5 bce to 5 ce (Common Era) is ten years.eLL SupportPronounce the word tombs for ELLs. Explain that the b is silent and that the vowel sound is “oo” as in cool. Youmight compare tomb with a word that looks like it but does not rhyme with it: comb. Explain that English has manysuch words that “do not follow the rules.”Tombs of Ancient Egypt 87

46 epsbooks.com/MCIdrawing Conclusions/Predicting outcomesTeacher’s Edition Sample Unit 4 - MCI Comprehension, Level AquaText 3: tombs of Ancient egyptdUrIng reAdIngComprehension monitoring/question generatingread and mark for meaningDepending on students’ needs, havethem read the text in small collaborativegroups or independently.AudioDisc 2, Track 14extra Support Have students listento the audio or read with you. Inaddition, have them pause at the endof SE page 71 and either summarizeor answer these questions: “Whywere tombs so important to ancientEgyptians? How do we know that tombswere so important?”Remind students that as they readthey should circle words, phrases, orsentences they don’t understand. Invitethem to raise questions with their groupabout what they have circled and tothink aloud as they use strategies toanswer their questions.72new kingdom tombsDuring the New Kingdom era, from about 1570 to 1070 bce, manypharaohs and nobles were buried in tombs. These tombs were in a secretarea of the desert called the Valley of the Kings.It took many years and a lot of hard work to build a tomb in the Valley.The tomb had to be cut into the side of a cliff. The cliff was made of solidrock. A deep shaft was sunk through the rock for the burial chamber.The mummy would be placed inside a coffin in this chamber. The upperrooms in the tomb contained a statue of the dead person and the person’sbelongings. The walls were painted with pictures of things the personmost enjoyed. Before dying, the person chose the scenes to be painted,and carefully watched the artists as they worked.Also painted on thewalls were words fromthe Book of the Dead.These words were writtento help the ka. Theperson’s actions on Earthwere judged by the godOsiris. If the person hadnot lived a decent life,the ka would be thrownto a monster called theDevourer of Souls.Unit 4: Drawing Conclusions/Predicting OutcomesA tomb cut into the hillside in theValley of the KingsVocabulary If students volunteer temptation on SE page 71, help them use word parts to determinemeaning. Say: “I see the word tempt at the start of temptation. We want things that tempt us—they seemto pull us toward them.” Then point out the word part -tion. Say: “The word part -tion means ‘the act ofbeing.’ Temptation must mean ‘the act of being tempted’ or ‘something that tempts.’ This paragraph tellsabout the valuable goods inside a tomb, so that meaning makes sense.”Phrases and Sentences If students are confused about the phrase “procession of mourners” onSE page 73, suggest they look at the individual words as well as the context. Say: “The coffin is beingcarried to the tomb, and the mourners also carry some goods, so they must be walking with the coffin.I know there’s a procession at graduation. That’s people walking slowly in line.” Then ask: “During afuneral, who usually walks to the grave or tomb with the coffin? The people who are sad the persondied. That’s right—the next paragraph says the mourners are sad.” End by saying: “The procession ofmourners must be the people who are sad the person died, walking in a slow and orderly line withthe coffin.”88 Unit 4 Drawing Conclusions/Predicting Outcomes

Teacher’s Edition Sample Unit 4 - MCI Comprehension, Level Aqua epsbooks.com/MCI 47HAppily ever AfterWhen the person died, the mummified body was put inside abeautifully painted wooden coffin. The coffin was taken to the tombby a procession of mourners. The mourners also carried all the goods tobe placed in the tomb. A priest spoke words that the Egyptians believedbrought to life the painted objects and statues in the tomb.The door to the tomb was closed when the mourners went away. Thedead person was left in his or her House of Eternity. The mourners weresad to lose their family member or friend, but they got comfort from theirbelief that their loved one would be happy in the afterlife.Wooden coffins were beautifully painted.read and mark for SkillsHave students underline the pieces ofinformation that can be added togetherto lead to conclusions and predictions.Remind them to make a key at thebottom of the page.Have students reread the focus questionsilently, and ask a volunteer to read italoud. Ask another volunteer to answerit and to show some of the placeswhere the answer is found in the text.(Answers include: Ancient Egyptiansbelieved that the dead person’s spiritcould enjoy the afterlife only if it had abody and a place to return to; the bodywas preserved as a mummy, and theplace was the tomb.)Collaborative Learningdiscussing/Sharing Give students theopportunity to work in small groupsto discuss what they underlined and todraw conclusions from these details.Then invite the groups to share theirideas with the rest of the class.Tombs of Ancient Egypt 73Collaborative Activity Studentscan reinforce their understanding ofdrawing conclusions by doing thisactivity. Have small groups create aposter showing conclusions they have drawn about the tombs of ancient Egypt. They might draw orphotocopy diagrams or pictures of the various parts of a pyramid, label the illustration, and then writea sentence telling a conclusion they can draw from this piece of information. For example, the label fora mummy or sarcophagus might say, “A mummy is the preserved body of someone who has died.” Theconclusion might be, “The Egyptians thought the dead would need their bodies in the afterlife.”✔ASSeSSmenTKey Idea CardTombs of Ancient Egypt 89

48 epsbooks.com/MCIdrawing Conclusions/Predicting outcomesTeacher’s Edition Sample Unit 4 - MCI Comprehension, Level AquaText 3: tombs of Ancient egyptAfter reAdIngreread for fluencyDepending on the needs of yourstudents, you may wish to have groupsof four students reread the text aloud.One student should read each section.Remind students to pay attention topunctuation while reading aloud. Theyshould drop their voices slightly andpause when they reach a period, andthey should also pause at a commaand a dash. Students should monitoreach other for accuracy, fluency, andappropriate expression. For studentswhose oral reading indicates fluencydeficits, use the Fluency RecordingSheet for Text 3 to measure students’words-per-minute rates.✔ASSeSSmenTFluency Recording SheetDraw ConclusionsRead the information below. What might have happened to these tombs?Write your conclusion.Information• The Egyptians spent a lot ofmoney on their tombs.• The tombs contained food,clothing, furniture, weapons,tools, and cosmetics.• The contents of the tombs werequite valuable.• They were a great temptation.Check Comprehension1. What is an Egyptian mummy?the preserved body of a dead person2. Who were the pharaohs? Circle your answer.Pharaohs werethe nobles of thekingdom.Pharaohs were thekings of Egypt.ConclusionThieves may have brokeninto the tombs to stealthe treasures.Pharaoh is anothername for thegod Osiris.graphic organizers andquestion AnsweringHave volunteers read aloud the sectionheadings and directions of Practice theSkill. Make sure students understandwhat they need to do. Review the3. What was special about the tombs in the Valley of the Kings?Answers may include: They were in a secret area of the desert; ittook a long time to build them; they had rooms filled with treasures.74 Unit 4: Drawing Conclusions/Predicting Outcomesmeaning of temptation in the fourth piece of information in the chart.AudioDisc 2, Track 15extra Support Tell students that they may want to look back at the article to answer the CheckComprehension questions. Model a method of scanning for information—running a finger down the sideof a page while your eyes look quickly at the text for particular words. Students should start by choosingthe most important word or words in each comprehension question (mummy, pharaoh, Valley of theKings) and scan the article for the first use of that word. When they find the word, they should stop toread more carefully.Progress monitoring Students who have difficulty with the Practice the Skill activities and who havenot shown improvement from Text 2 may need extra support for the Library Books.✔ASSeSSmenTKey Idea Card90 Unit 4 Drawing Conclusions/Predicting Outcomes

Teacher’s Edition Sample Unit 4 - MCI Comprehension, Level Aqua epsbooks.com/MCI 49Tombs1. Suppose a body had no tomb. What did ancient Egyptians think wouldhappen to the ka?Answers will vary and may include: The ka would not have a restingplace to return to at night; the loved one would not be happy in theafterlife.2. Why do you think archaeologists are so interested in opening tombs?Answers will vary.Vocabulary1. Write a word from page 71 that means “belongings.”possessions2. Write a word from page 72 that means “room.”chamber3. What does the word mourners mean?people saddened by the death of a loved oneWritingDo you think it was more difficult to build Old Kingdom or New Kingdomtombs? Explain.Tell students that the two questionsin the Tombs activity at the top ofSE page 75 require them to drawconclusions based on information inthe article.Point out to students that the first twoquestions in the Vocabulary activityrequire them to find synonyms—wordswith similar meanings. For question 3,direct students to Happily Ever Afterto find the word mourners and thinkabout how it is used.For the Writing activity, tell studentsthat there is no right answer. Theyshould consider what was involved inbuilding each kind of tomb, and decidewhich would have been harder to doat the time. Then they should supporttheir choice with information fromthe text.SummarizingHave students work in small groupsto create oral summaries of “Tombsof Ancient Egypt.” To decide what toinclude in the summary, they shouldTombs of Ancient Egypt 75discuss each section heading and themost important details they markedin that section. Suggest that studentssummarize the entire article in just five or six sentences. Monitor their responses, giving help as needed.Students should end with a conclusion about why the ancient Egyptians made the kind of tombs they did.Have a volunteer from each group share the summary with the class.reviewing and evaluating PredictionsAsk students to look back at the unit introduction on SE page 59 and the predictions they wrote down.Discuss each text individually by having volunteers share their original predictions. Ask: “Why do youthink your prediction was correct (or incorrect)?” Ask students which text they found most interestingand discuss why they preferred it.Comparing and Contrasting Across textsHave students compare and contrast the three texts in this unit in a paragraph that explains (1) whichtext provides the most factual information, and (2) which text they most enjoyed.✔Skill TeST 2 • ASSeSSmenTIndicates Achievement / Places Students in online Path A or BTombs of Ancient Egypt 91

50 epsbooks.com/MCIDrawing Conclusions/Predicting OutcomesV MCI Online PreviewTeacher’s Edition Sample Unit 4 - MCI Comprehension, Level AquaINTERACTIVE SKILL LESSONMystery on 19th Street A teenager investigatessome strange sights and sounds on 19th Street for hisNeighborhood News web show. To draw a conclusionabout what happened, he interviews three residents ofa nearby building—and does some looking around himself.Once he has enough pieces of information—includingwater on window panes, a flying disc, and a wuh-wuh-wuhsound on the roof—he is able to draw a conclusion thatsolves the mystery.Path A — Social Studies Texts 4 and 52.2222 inAncient Egypt and the NileIn this selection, students will learn about the location and geography of theNile River. They will also discover why the Nile was important to the civilizationof ancient Egypt.Illustrations in the style of ancient Egyptian art give the flavor of the culture.A map of the Nile River valley helps students draw conclusions about how andwhy the ancient Egyptians were able to thrive in a land that is mostly desert.Meet the PharaohsThis selection describes the role of ancient Egyptian rulers. Students will drawconclusions about several important pharaohs and discover why the pharaohHatshepsut was unique in the history of ancient Egypt.Photographs of ancient Egyptian artifacts, such as the iconic mask of King Tut,help students envision this ancient culture and its rulers. A timeline shows thedates of the three kingdoms of ancient Egypt.92 Unit 4 Drawing Conclusions/Predicting Outcomes

Teacher’s Edition Sample Unit 4 - MCI Comprehension, Level Aqua epsbooks.com/MCI 51Path B — fiction and nonfiction texts 4 and 5Last Laugh at gizaToth and his lazy friend Amun work with thousands of others to build the GreatPyramid. Proud of his work on the king’s tomb, Toth takes his job seriously.Amun spends a lot of time joking around. When Amun’s poorly made rope isused to haul the heavy stone blocks up the pyramid ramps, disaster strikes and itis the careful, clever Toth who has the last laugh.The illustrations and animation contribute to students’ understanding of the maincharacters and help them to draw conclusions about what will happen next.What a Wonder!Approximately 2.3 million stone blocks, weighing 2.5 tons each, were used tobuild the Great Pyramid of Giza. But perhaps the most astonishing fact is that thepyramid was constructed over 4,500 years ago without any modern machinery.Students will use facts and data to draw conclusions about this wondrousstructure and how it may have been built.Photographs, diagrams, and an animated map help explain the building processof the Great Pyramid.✔Skill TeST 3 • ASSeSSmenTIndicates AchievementMCI Online Preview 93

52 epsbooks.com/MCITeacher’s Edition Sample Unit 4 - MCI Comprehension, Level AquaUnit 4: text ConnectionseXtend the UnIttext ConnectionsRead the title and introduction aloudwith students. Encourage students tochoose an activity that interests them.Read aloud and discuss each activity.• Explain that Horus took differentforms and played more than one roleduring Egypt’s long history.• Pictures in books about ancientcivilizations can help studentsimagine an ancient setting.• Suggest students research theirinventions on the Internet.• Encyclopedia articles on pyramidswill lead students to articles aboutpyramid builders worldwide.• Suggest that students use key searchterms from the article, such aspyramids, ka, House of Eternity, andBook of the Dead.• You may also want to ask whetherartifacts in foreign museums shouldbe returned to their lands of origin.Now that you have read some texts about ancient Egypt, do someinvestigations of your own. Choose one of the following topics.Create a poster about the Egyptian god Horus to display in theclassroom. Remember to include an illustration.Imagine you walked out a door and into an ancient civilization.Write a story about your adventures.In a small group, brainstorm some modern inventions. Whichinventions do you think will have the biggest impact on people inthe future? Write a magazine article that tells why.What other ancient cultures built pyramids? What did they usethem for? Research and report to the class.Use the Internet to research some of the artifacts found in OldKingdom and New Kingdom tombs. Create a pamphlet thatincludes pictures and labels.Do you think it is right for archaeologists to remove things fromancient tombs? Have a class discussion.Continue your explorations by reading these books:Pyramid from the DK Publishing Eye Wonder seriesExplore the world of the pyramids. What are they? How and why were they built?His Majesty, Queen Hatshepsut by Dorothy Sharp CarterHatshepsut longs to rule Egypt as her father did—but can she hold the kingdomagainst her stepson’s schemes?A Place in the Sun by Jill RubalcabaWhen Senmut accidentally kills a dove, he is sentenced to a lifetime of hard work inNubia. Can he survive the life-threatening mines?76 Unit 4: Drawing Conclusions/Predicting OutcomesBook ConnectionsChoosing among these books allowsstudents to make connections to authentic texts. Encourage students to use the skills and strategies theyhave learned in this unit as they read independently.• A stunning book from DK, Pyramid uses photographs and illustrations to introduce students to manykinds of pyramids from all over the world.• His Majesty, Queen Hatshepsut is the fictionalized account of the only woman in the history ofancient Egypt who dared to seize power and rule as Pharaoh.• Jill Rubalcaba’s A Place in the Sun paints a picture of everyday life in ancient Egypt—festivals andwork, crime and punishment, pharaohs and commoners.WrItIng • Lesson 4 • Research ReportIn this lesson, students write an expository report based on research, including a bibliography. They use the mainidea-and-detailstext structure and the drawing-conclusions skill they studied in the print and online selections.94 Unit 4 Drawing Conclusions/Predicting Outcomes

Teacher’s Edition Sample Unit 4 - MCI Comprehension, Level Aqua epsbooks.com/MCI 53drawing Conclusions/Predicting outcomesLibrary Book: FictionPyramid Scheme by Sally Odgersmultiple StrategiesBefore reAdIngReview that to draw conclusions and predict outcomes, readers combineinformation from a text with what they already know to build additionalmeaning and to tell what might happen next. Explain that they will bereading a graphic novel. Ask students to write the title and author in theirlibrary journals.Invite students to use the title and cover illustration to predict what this bookis about. Review what they know about ancient Egyptian pyramids, mummies,and burials. After you write this focus question on the board, read it aloudand have students write it in their journals: “What do you think is going on in the pyramid? Whatclues support your conclusions?” Remind students to use both picture and text clues to help them drawconclusions and make predictions.extra Support Students who need additional support halfway through the book should add this focusquestion to their journals. They should pause after page 18 to answer it: “How are the canopic jars a cluethat something strange is happening in the pyramid?”dUrIng reAdIngStudents should use their journals to keep track of their conclusions and predictions as they follow themystery. Students can record the words, phrases, and sentences they don’t understand. They can work tofind meanings with classmates or look the words up in a dictionary.After reAdIngAsk volunteers to answer the focus question and the Extra Support question, and discuss their responses.Then write the graphic organizer and the question below on the board. Ask students to copy them intotheir journals and work in groups or with you to fill in the graphic organizer. They should write theanswer to the question in the Conclusion box. What happened to Rashid?InformationConclusion• Matt shows his photo of Rashid to the police.• An officer tells his men to pick up Rashid.Rashid was arrested.• Rashid’s stall is gone.Suggest that students make time to reread Pyramid Scheme. Multiple readings will build students’confidence and develop their ability to use both images and text to make meaning.✔ASSeSSmenTLibrary Assessment 7 or 8Text Connections/Library Books 95

54 epsbooks.com/MCITeacher’s Edition Sample Unit 4 - MCI Comprehension, Level AquaLibrary Book: NonfictionStone by Stone: Saving the temples of Abu Simbel by Pamela Rushbymultiple StrategiesBefore reAdIngRemind students that to draw conclusions and predict outcomes, readerscombine information from a text with what they already know to buildadditional meaning and to tell what might happen next. Then tell students theywill be reading a nonfiction book, and have them write the title and author intheir library journals.Have students use the title, subtitle, and cover illustration to predict whatthis book is about. Ask what they know about ancient Egypt. Then writethis focus question on the board, read it aloud, and have students write it intheir journals: “How were the temples of Abu Simbel saved?” Remind students to use chapter titles andsubheadings to help them find this information.extra Support Have students who need additional support halfway through the book add this focusquestion to their journals. They should pause after page 19 to answer it: “How were the temples of AbuSimbel rediscovered?”dUrIng reAdIngStudents can use their journals to keep track of how the temples were saved. As they read, they can alsorecord the words, phrases, and sentences they don’t understand. They can work to find meanings withclassmates, use the glossary, or look the words up in a dictionary.After reAdIngDiscuss answers to the focus question and the Extra Support question. Then write the graphic organizerand the question below on the board. Ask students to copy it into their journals and work in groups orwith you to fill it in. They should write the answer to the question in the Conclusion box. Why was itimportant to move the temples of Abu Simbel?Information• Egypt needed to build a dam.• The dam would flood the Nile Valley.• The Nile Valley had beautiful ancient temples.ConclusionThe temples would bedestroyed by the flood.Encourage students to make time to reread Stone by Stone. Multiple readings will help increase theirreading speed and build their confidence.✔ASSeSSmenTLibrary Assessment 7 or 896 Unit 4 Drawing Conclusions/Predicting Outcomes

Notes

MCIMaking Connections® InterventionGRADES 6–12RTIAQUA Level3rd Grade ReadabilityGOLD Level4th Grade ReadabilityCRIMSON Level5th Grade ReadabilityStudent Library12 books: 3 fiction, 6 nonfiction, and 3 graphic novelsStudent Library12 books: 3 fiction, 6 nonfiction, and 3 graphic novelsStudent Library12 books: 3 fiction, 6 nonfiction, and 3 graphic novelsALL LEVELS: MCI Onlineepsbooks.com/MCIConnect with Us!tel 800.225.5750 fax 888.440.2665epsbooks.comScan this codeto visit our websiteLearn more atepsbooks.com/connect91017714-084-SAM