Professional Documents
Culture Documents
GRADE
1
WORD COUNT
100
EXTENSION: Writing
GENRE
Expository Nonfiction
BEFORE READING
BUILD BACKGROUND
Present Vocabulary and some or all of the Other Vocabulary in
groups, using the process shown below. Discuss the words, using
the suggested strategy. Give the meaning or context provided.
Write or Display the term.
Say the term.
Point to the term.
Track the term and have students repeat.
LEVEL
Below-Level
Lexile 310L
Guided Reading F
SUMMARY
Presents identical content
and vocabulary for the
chapter in the Student Edition.
Especially designed for
struggling readers.
Harcourt Leveled
Readers Online
www.eharcourtschool.com
ISBN 0-15-364274-2
01 02 03 04 05 06 07 08 09 10
179
16 15 14 13 12 11 10 09 08 07
If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be
resold. Resale of examination copies is strictly prohibited and is illegal.
Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
CXENL09ALR1X_BLTG01.indd 1
3/29/07 11:41:00 AM
MAZER
mammals a kind of animal that has hair or fur and feeds its young milk
(dogs, horses, cows)
birds the only kind of animal that has feathers (robin, sparrow)
amphibians a kind of animal that has smooth, wet skin (frog, salamander)
reptiles a kind of animal that has scaly, dry skin (snake, turtle)
fish a kind of animal that is covered in scales, uses gills to breathe, and lives
in water (goldfish, shark)
insects a kind of animal that has three body parts and six legs (fly, butterfly)
Write living and nonliving on the board as column headings. Read the words
aloud. Then name the following living and nonliving things, one at a time:
rock, dog, water, sand, robin, frog, glass, snake, toy, shark, butterfly. Have
students identify each thing as living or nonliving. List the items under the
appropriate heading. How are all the living things alike? How are the
nonliving things alike? Direct attention to the list of animals. Point out that
each one belongs to a different group of animals. Explain that a dog belongs
to a group of animals called mammals. Write the term as you say it. Follow a
similar procedure for each animal listed.
LIFE CYCLES
life cycle
birth
butterfly
hatch
caterpillar
larva
All About Animals
Teacher Guide
CXENL09ALR1X_BLTG01.indd 2
3/22/07 1:27:25 PM
MAZER
pupa the part of a life cycle where a caterpillar changes into a butterfly
body the whole of an animal, person, or plant
tadpole a young frog that comes out of an egg and has gills to breathe
Invite students to complete the sentence: A [kitten] grows to become
a
. Point out that all animals are born or hatched, grow to become
adults, and then give birth to young or lay eggs. This is their life cycle. Write
life cycle on the board. Then write and number the following terms: 1 butterfly,
2 eggs, 3 hatch, 4 larva, caterpillar, 5 pupa. Point to each term as you
explain that a butterfly lays eggs that hatch to become larva, which are
called caterpillars. Caterpillars become pupa, which then grow and change
into butterflies. Point out that a tadpole hatches from a frog egg; its body
grows legs as it changes to look like a frog. Explain that mammals are
animals that give birth to live young. Write the vocabulary words on the
board as they are used.
Independent Practice Vocabulary Copying Master, page 5
5
DURING READING
OPTIONS FOR READING
Use the following prompts and questions to help students preview the
visuals and text. Afterward, invite students to follow along while you read
the text aloud. Then, have students read the text aloud in unison. Finally,
allow time for independent silent reading.
Page 2 Direct attention to the heading and read it aloud. Point out that the heading
identifies the topic of the information on the page.
Invite students to identify the living things in the picture as well as the
things that are nonliving.
Pages 34 Read the heading on page 3 aloud with students. What do you think you will
be reading about on these pages?
Have students offer ideas about the need each animal on page 3 may
be meeting.
Direct attention to the boxed word on page 4. Explain that the word is a label
that names and shows the location of a specific part of the fishs body. Have
students point to the gills as you read the label aloud.
Pages 59 For each page, have students point to the heading, as you read it aloud.
Have them identify the animal(s) shown. This animal is a [mammal]. How do
you think all [mammals] are alike? Write students responses on the board.
Revisit the responses after reading the page in order to confirm, revise, or
add to them.
All About Animals
3
Teacher Guide
CXENL09ALR1X_BLTG01.indd 3
3/22/07 1:27:27 PM
MAZER
Pages 1011 For each page, direct attention to the heading, and read it aloud. Remind
students that a life cycle is all the parts of an animals life. Point out that the
animals on these pages undergo big changes during their life cycle. Have
students describe the pictures in sequence, focusing on how the animal
changes as it grows. At each step, read the appropriate label while students
track it.
Independent Practice Comprehension Copying Master, page 6
6
AFTER READING
RESPOND
Encourage students to respond to the text by describing the type of animal
they found most interesting and why.
SEQUENCE
Have students contribute sentences to a description of the life cycle of a frog
and then a butterfly. Write and number the sentences on the board. Read
them aloud with students.
Independent Practice Oral Reading Fluency Copying Master, page 7
7
EXTENSION
And the Winner Is . . . (Writing)
Ask students to think about an animal they feel is very special. It may be, for
example, their own pet or an animal they saw at a zoo. Have students write
a poster using describing words telling why their chosen pet is the most
special one of all.
CXENL09ALR1X_BLTG01.indd 4
3/22/07 1:27:28 PM
MAZER
Vocabulary
Name
rock
2. nonliving
cat
3. mammal
robin
4. bird
bee
5. amphibian
shark
6. reptile
snake
7. fish
lion
8. insect
frog
9. shelter
10. gills
11. lungs
a young frog
13. tadpole
14. larva
caterpillar
15. pupa
caterpillar in a covering
CXENL09ALR1X_BLTG01.indd 5
Harcourt Grade 1 BL
3/22/07 1:27:30 PM
MAZER
Comprehension
Name
insect
air
scales
butterfly
.
2. An animal covered with hair or fur is a
3. Birds have
is an
CXENL09ALR1X_BLTG01.indd 6
Harcourt Grade 1 BL
3/22/07 1:27:31 PM
MAZER
Oral Reading
Fluency
Name
mammals
smooth
birth
young
CXENL09ALR1X_BLTG01.indd 7
Harcourt Grade 1 BL
3/22/07 1:27:33 PM
MAZER
Vocabulary
Comprehension
Name
rock
2. nonliving
cat
3. mammal
robin
Name
insect
air
scales
butterfly
bee
5. amphibian
shark
6. reptile
snake
air
.
mammal
7. fish
lion
8. insect
frog
9. shelter
10. gills
11. lungs
a young frog
3. Birds have
is an
13. tadpole
14. larva
caterpillar
15. pupa
caterpillar in a covering
feathers
insect
.
scales
Harcourt Grade 1 BL
CXENL09ALR1X_BLTG01.indd 5
3/22/07 1:25:40 PM
CXENL09ALR1X_BLTG01.indd 6
butterfly
Harcourt Grade 1 BL
3/22/07 1:25:41 PM
Oral Reading
Fluency
Name
Student Worksheets
mammals
smooth
birth
young
CXENL09ALR1X_BLTG01.indd 7
Harcourt Grade 1 BL
3/22/07 1:25:43 PM
ISBN-13: 978-0-15-364274-6
ISBN-10: 0-15-364274-2
90000
CXENL09ALR1X_BLTG01.indd 8
Harcourt Leveled
Readers Online
www.eharcourtschool.com
3/22/07 1:34:00 PM
MAZER
GRADE
1
BEFORE READING
WORD COUNT
125
VOCABULARY GROUPS
Present Vocabulary and some or all of the Other Vocabulary in
groups, using the process shown below. Discuss the words using the
suggested strategy. Give the meaning or context provided.
GENRE
Expository Nonfiction
LEVEL
Below-Level
Lexile 290L
Guided Reading F
SUMMARY
Presents identical content
and vocabulary for the
chapter in the Student
Edition. Especially designed
for struggling readers.
NEEDS OF PLANTS
nutrients minerals in the soil that plants need to grow and stay
healthy
sunlight light that comes from the sun
soil the top layer of Earth, made of sand, humus, and clay
water liquid that plants need to live
Harcourt Leveled
Readers Online
www.eharcourtschool.com
ISBN 0-15-364275-0
01 02 03 04 05 06 07 08 09 10
179
16 15 14 13 12 11 10 09 08 07
If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be
resold. Resale of examination copies is strictly prohibited and is illegal.
Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
CXENL09ALR1X_BLTG02.indd 1
3/29/07 11:40:53 AM
MAZER
Invite students to name their favorite fruits and vegetables. Point out that
these foods contain vitamins and minerals that help the body grow and stay
well. Explain that another word for vitamins and minerals is nutrients. Write
the word nutrients on the board as you say it. Comment that plants also
need nutrients. Plants get most of the nutrients they need from soil. Write
soil on the board. What else do you think plants need to live and grow?
Write students responses on the board. Add sunlight and water to the list if
they are not mentioned.
TYPES OF PLANTS
edible describes something that is safe to eat
nonedible describes something that is not safe to eat
Recall with students their favorite fruits and vegetables. Write the names of
the fruits and vegetables as a list on the board. Point out that these foods
are parts of plants that are safe to eat. They are edible. Write the vocabulary
word as a column heading at the top of the list as you say it. Then, write and
say the word nonedible. Ask students to speculate about its meaning.
Afterward, explain that non- is a prefix, or word part added to the beginning
of a word that changes the meaning of the word. Non- adds the meaning of
not to the base word. Call on volunteers to offer ideas as to the meaning of
the word nonedible.
CXENL09ALR1X_BLTG02.indd 2
3/22/07 1:27:38 PM
MAZER
If possible, display edible fruits with large seeds, such as peaches, plums,
avocados, or oranges. Have students name each food. What part of the
plant is this? What is inside the fruit? Cut open the fruit to reveal its seed or
seeds. Write the words fruit and seeds on the board. If possible, distribute
seeds for students to observe. Point out that seeds are covered with a seed
coat that protects the seed. Explain that with warmth and water, the tiny
plant inside the seed may grow to become a new plant. Write the vocabulary
words on the board as they are used.
DURING READING
OPTIONS FOR READING
Use the following prompts and questions to help students preview the
visuals and text. Afterward, invite students to follow along while you read
the text aloud. Then, have students read the text aloud in unison. Finally,
allow time for independent silent reading.
Pages 23 Direct attention to the heading and read it aloud. Point out that the heading
identifies the topic of the information on these pages. What are the needs
you think you will be reading about on these pages? Direct attention to the
boxed words. Explain that the words are labels that, in this case, name and
identify parts of a picture that illustrate something plants need. Have
students find and point to each label as you read it aloud.
Page 4 Read the heading aloud while students track it. Be sure students understand
that the large photo shows a potted plant with part of the pot cut away to
reveal the soil and roots that would not otherwise be visible. Encourage
students to find and describe the roots in the photographs on this page.
CXENL09ALR1X_BLTG02.indd 3
3/22/07 1:27:39 PM
MAZER
Page 5 Have students locate and read the heading aloud. Allow them to speculate
about the information they will be reading on this page.
Page 6 Direct attention to the heading and read it aloud. Encourage students to
describe the shape and color of the leaves shown on this page.
Direct attention to the boxed label. Have students track the word as you read
it aloud. Write leaf and leaves on the board. Help students understand that
one is the singular form while the other is plural.
Page 7 Read aloud the heading and labels while students track them. Help students
understand that the flowers are from an orange tree and that the oranges
shown in the photograph may have formed from those flowers.
Pages 89 Help students find and read aloud the heading. Guide students to
understand that the photos show the sequence of how a seed grows to
become a new plant, in this case a strawberry plant.
Pages 1011 Point out that there are many ways to group plants. Invite students to
describe groupings suggested by the photos.
Independent Practice
AFTER READING
RESPOND
Encourage students to respond to the text by offering a fact about plants
they found especially interesting and why.
CXENL09ALR1X_BLTG02.indd 4
3/23/07 9:08:50 AM
MAZER
Vocabulary
Name
sunlight
seed coat
edible
nonedible
CXENL09ALR1X_BLTG02.indd 5
Harcourt Grade 1 BL
3/22/07 1:27:43 PM
MAZER
Comprehension
Name
water
food
seeds
roots
to grow.
6. Seeds need
CXENL09ALR1X_BLTG02.indd 6
Harcourt Grade 1 BL
3/22/07 1:27:45 PM
MAZER
stems
inside
leaves
seed
CXENL09ALR1X_BLTG02.indd 7
Harcourt Grade 1 BL
3/22/07 1:27:46 PM
MAZER
Vocabulary
Comprehension
Name
Name
stem
stems
leaves
root
water
food
seeds
roots
leaves
food
flowers
fruit
stems
seeds
2. Draw a line from the word to the phrase that describes it.
nutrients
seeds
seed coat
nonedible
6. Seeds need
.
water
to grow.
Harcourt Grade 1 BL
CXENL09ALR1X_BLTG02.indd 5
3/22/07 1:25:45 PM
CXENL09ALR1X_BLTG02.indd 6
Harcourt Grade 1 BL
3/22/07 1:25:48 PM
Student Worksheets
stems
inside
leaves
seed
CXENL09ALR1X_BLTG02.indd 7
Harcourt Grade 1 BL
3/22/07 1:25:50 PM
ISBN-13: 978-0-15-364275-3
ISBN-10: 0-15-364275-0
90000
CXENL09ALR1X_BLTG02.indd 8
Harcourt Leveled
Readers Online
www.eharcourtschool.com
3/22/07 1:34:05 PM
MAZER
Environments for
Living Things
READING FOCUS SKILLS: Main Idea and Details, Compare
and Contrast
VOCABULARY: environment, adaptations, camouflage, oxygen,
GRADE
1
WORD COUNT
100
linked
EXTENSION: Writing
GENRE
Expository Nonfiction
BEFORE READING
LEVEL
Below-Level
Lexile 350L
Guided Reading F
BUILD BACKGROUND
Present Vocabulary and some or all of the Other Vocabulary in
groups, using the process shown below. Discuss the words, using
the suggested strategy. Give the meaning or context provided.
Write or Display the term.
Say the term.
SUMMARY
Presents identical content
and vocabulary for the
chapter in the Student Edition.
Especially designed for
struggling readers.
CHARACTERISTICS OF AN ENVIRONMENT
environment
living
nonliving
alive
ISBN 0-15-364276-9
01 02 03 04 05 06 07 08 09 10
179
16 15 14 13 12 11 10 09 08 07
If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be
resold. Resale of examination copies is strictly prohibited and is illegal.
Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
CXENL09ALR1X_BLTG03.indd 1
3/29/07 11:40:45 AM
MAZER
Invite students to look around the classroom and name what they see. List
their responses on the board in groups according to whether they are living
or nonliving things. If students do not mention people, plants, or animals,
prompt them to do so. Do you see people in the room? Plants? Animals?
Explain that all the things students have named are part of the classroom
environment. Write the word environment as you say it. Review the list of
nonliving objects. Help students perceive that all the things on the list are
nonliving things. Write the word nonliving as a column heading, and read it
aloud. How are the things in the other list alike? Help students verbalize that
they are living things. They are alive. Write the words as column headings
as you say them.
ADAPTING TO AN ENVIRONMENT
adaptation
camouflage
sharp
teeth
CXENL09ALR1X_BLTG03.indd 2
3/22/07 1:28:03 PM
MAZER
animals.
DURING READING
OPTIONS FOR READING
Use the following prompts and questions to help students preview the
visuals and text. Afterward, invite students to follow along while you read
the text aloud. Then, have students read the text aloud in unison. Finally,
allow time for independent silent reading.
Pages 23 Direct attention to the heading and read it aloud. Point out that the heading
identifies the topic of the information on these pages.
Have students describe the environments shown on these pages. How are
the environments different from each other?
Pages 45 Read the heading aloud while students track it. Remind students that an
adaptation is a body part or behavior that helps a living thing.
Direct attention to the boxed word on page 4. Have students point to the trees
roots as you read the label aloud. Point out that the roots are an adaptation.
Encourage students to speculate about how the roots help the tree.
Pages 67 Help students read the heading aloud. Direct attention to the photos, one at
a time. What adaptations do you think the photos show? How might each
adaptation help the animal?
Pages 89 Read the heading aloud. Then direct attention to the photos. How are the
animals using plants? What are some other ways animals use plants?
CXENL09ALR1X_BLTG03.indd 3
3/22/07 1:28:04 PM
MAZER
Page 10 Read the heading aloud. Explain that the butterfly is helping the plant
by spreading the pollen that sticks to its wings as it flies from one flower
to another.
Page 11 Help students interpret the diagram. Point out that the numbered captions
show what happens to the plants and animals and how they are linked in a
food chain. Read the captions aloud while students track them.
Independent Practice Comprehension Copying Master, page 6
6
AFTER READING
RESPOND
Encourage students to respond to the text by describing the information
about plants and animals they found to be the most interesting and why.
EXTENSION
Birds Fly South (Writing)
Remind students that temperatures are warmer in the south and colder in
the north. Tell them that some birds fly south in the winter. Have them write
a paragraph telling what birds would find in the south that they might not
have found in the north.
CXENL09ALR1X_BLTG03.indd 4
3/22/07 1:28:06 PM
MAZER
Environments for
Living Things
5
Vocabulary
Name
2. adaptation
something about an
animal, like its color,
that helps it hide
3. camouflage
4. oxygen
5. pollen
6. food chain
CXENL09ALR1X_BLTG03.indd 5
Harcourt Grade 1 BL
3/22/07 1:28:07 PM
MAZER
Environments for
Living Things
Comprehension
Name
hide
adaptation
nonliving
things.
that
helps them
CXENL09ALR1X_BLTG03.indd 6
Harcourt Grade 1 BL
3/22/07 1:28:08 PM
MAZER
Environments for
Living Things
7
Oral Reading
Fluency
Name
sharp
food chain
oxygen
alive
CXENL09ALR1X_BLTG03.indd 7
Harcourt Grade 1 BL
3/22/07 1:28:10 PM
MAZER
Environments for
Living Things
Environments for
Living Things
5
Vocabulary
Name
Comprehension
Name
1. environment
2. adaptation
something about an
animal, like its color,
that helps it hide
oxygen
hide
adaptation
nonliving
nonliving
things.
3. camouflage
4. oxygen
5. pollen
adaptation
that
helps them
6. food chain
Harcourt Grade 1 BL
CXENL09ALR1X_BLTG03.indd 5
3/22/07 1:25:57 PM
CXENL09ALR1X_BLTG03.indd 6
Environments for
Living Things
Harcourt Grade 1 BL
3/22/07 1:25:59 PM
Student Worksheets
Oral Reading
Fluency
Name
adaptations
breathe
hide
oxygen
alive
CXENL09ALR1X_BLTG03.indd 7
Harcourt Grade 1 BL
3/22/07 1:26:01 PM
ISBN-13: 978-0-15-364276-0
ISBN-10: 0-15-364276-9
90000
CXENL09ALR1X_BLTG03.indd 8
Harcourt Leveled
Readers Online
www.eharcourtschool.com
3/22/07 1:34:14 PM
Places
to Live
Places to Live
READING FOCUS SKILLS: Main Idea and Details
VOCABULARY: forest, habitat, desert, ocean
OTHER VOCABULARY: shade, soil, moist, area, cactus, stem,
tortoise, crabs, stingrays
CXENL09ALR1X_BL04CV.indd 3
EXTENSION: Writing
BEFORE READING
WORD COUNT
100
BUILD BACKGROUND
Present Vocabulary and some or all of the Other Vocabulary in
groups, using the process shown below. Discuss the words, using
the suggested strategy. Give the meaning or context provided.
Write or Display the term.
GENRE
Expository Nonfiction
LEVEL
Below-Level
Lexile 400L
Guided Reading F
SUMMARY
Presents identical content
and vocabulary for the
chapter in the Student Edition.
Especially designed for
struggling readers.
FORESTS
forest
shade
moist
soil
12/1/09 10:35:42 AM
GRADE
1
Harcourt Leveled
Readers Online
www.eharcourtschool.com
ISBN 0-15-364277-7
01 02 03 04 05 06 07 08 09 10
179
16 15 14 13 12 11 10 09 08 07
If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be
resold. Resale of examination copies is strictly prohibited and is illegal.
Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
CXENL09ALR1X_BLTG04.indd 1
Places to Live
Teacher Guide
2/17/10 1:30:57 PM
MAZER
Write the word forest on the board and read it aloud. What words or ideas
come to mind when you think of a forest? List students responses on the
board. Use questions such as the following to prompt responses such as
shade and moist soil if they are not mentioned: Is there mostly sunshine, or
mostly shade, in a forest? Do you think the soil is moist or dry? Invite
students to share experiences they may have had visiting forests.
HABITATS
habitat the place where an animal finds food, water, and shelter
area a region or section of something
Invite students to think of a small animal they are familiar with, such as an
insect or a worm. Discuss the kind of place the animal lives. Is the place
large? Small? On the ground? Under leaves? In a tree? Point out that
students are describing the animals habitat. Write the word habitat on the
board as you use it. Explain that a habitat can be large or small. In either
case, it is an area, or section, of a place. Write the word area on the board,
and say it aloud as you track it. Invite students to describe a habitat they
see on their way to school.
DESERTS
land that gets very little rain
filled with the light and warmth of the sun
a type of plant that grows in the desert
the part of a plant that holds up the plant and lets food and water move
through the plant
tortoise a turtle that lives on land
desert
sunny
cactus
stem
Places to Live
Teacher Guide
CXENL09ALR1X_BLTG04.indd 2
3/22/07 1:27:12 PM
MAZER
OCEANS
ocean a large body of salt water
crabs sea animals with a hard shell, eight legs, and two front claws
stingrays fish with a flat body, very broad fins, and a long, thin tail
Direct students attention to a globe or a wall map of the world. Explain that
the blue areas are water. Call on a volunteer to trace the large expanses of
water. Point out that these are the worlds oceans. Write the word ocean on
the board as you say it. Explain that many animals live in the ocean. Invite
students to name ocean animals they are familiar with, such as sharks,
whales, and dolphins. List them on the board. Add crabs and stingrays to the
list if they are not mentioned. Invite students to share experiences they have
had at ocean beaches, boating on the ocean, or viewing ocean animals in an
aquarium.
Independent Practice Vocabulary Copying Master, page 5
5
DURING READING
OPTIONS FOR READING
Use the following prompts and questions to help students preview the
visuals and text. Afterward, invite students to follow along while you read
the text aloud. Then, have students read the text aloud in unison. Finally,
allow time for independent silent reading.
Pages 23 Direct attention to the heading and read it aloud. Point out that the heading
identifies the topic of the information on these pages.
Invite students to describe the trees and plants shown on pages 23. What
do you think it might be like to walk through a forest like this one? Why do
you think the forest is shady? What causes the shade? Do you think the
plants on page 3 need as much sun as the trees on page 2? Why or why not?
Pages 45 Read the heading aloud while students track it. Suggest they study the
photos on these two pages. What animals do you see living in this forest?
What other animals might live in a forest?
Point out that the photos on the two pages show different types of habitats.
Invite students to compare and contrast the habitats.
Pages 67 Have students read the heading aloud with you. Direct attention to the boxed
word on page 7. Explain that the word is a label that names the plant shown
in the photo. Have students point to the cactus as you read the label aloud.
CXENL09ALR1X_BLTG04.indd 3
Places to Live
Teacher Guide
3/22/07 1:27:13 PM
MAZER
What do you notice about this desert? Are there a lot of plants or only a
few plants? Guide students to observe the thick cactus stem. Comment
that if students were to slice the stem of a cactus, they would see that it is
moist inside.
Pages 89 Have students read the heading aloud and identify the topic of the
information on these pages. Invite them to use the photos on these pages to
make predictions about the animals they will be reading about and the
information they will be learning. How do you think the needs of desert
animals might be different from the needs of forest animals? Write students
responses on the board. Revisit them to revise, confirm, or add to them after
reading these pages.
Pages 1011 Encourage students to use the photos on these pages to predict the topic
they will be reading about. Suggest they read the heading to confirm their
predictions. Point out that the animal on page 10 is a hermit crab; the animal
on page 11 is a stingray. Both animals live in the ocean, but in very different
parts of the ocean. Explain that, like animals in other places, the crab and
the stingray find what they need to live in their ocean habitats.
Independent Practice Comprehension Copying Master, page 6
6
AFTER READING
RESPOND
Encourage students to respond to the text by describing the place they found
most interestingforests, desert, or oceansand why.
EXTENSION
A Home for Me (Writing)
Have students think about places on earth where people can live and places
where people cannot live. Do people live in deserts? Forests? Oceans? Have
students answer the questions giving reasons why they would or could not
live in each place.
Places to Live
Teacher Guide
CXENL09ALR1X_BLTG04.indd 4
3/22/07 1:27:15 PM
MAZER
Places to Live
Vocabulary
Name
desert
forest
ocean
place where an
animal finds food,
water, and shelter
habitat
CXENL09ALR1X_BLTG04.indd 5
Harcourt Grade 1 BL
3/22/07 1:27:17 PM
MAZER
Places to Live
Comprehension
Name
habitat
ocean
forest
live in a
in a
live in the
CXENL09ALR1X_BLTG04.indd 6
Harcourt Grade 1 BL
3/22/07 1:27:19 PM
MAZER
Places to Live
Oral Reading
Fluency
Name
shade
sunny
moist
ocean
CXENL09ALR1X_BLTG04.indd 7
Harcourt Grade 1 BL
3/22/07 1:27:21 PM
MAZER
Places to Live
Places to Live
Vocabulary
Comprehension
Name
Name
desert
habitat
ocean
forest
live in a
forest
forest
in a
habitat
desert
live in the
ocean
habitat
Harcourt Grade 1 BL
CXENL09ALR1X_BLTG04.indd 5
3/22/07 1:25:33 PM
CXENL09ALR1X_BLTG04.indd 6
Harcourt Grade 1 BL
3/22/07 1:25:36 PM
Places to Live
Oral Reading
Fluency
Name
Student Worksheets
shade
sunny
moist
ocean
CXENL09ALR1X_BLTG04.indd 7
Harcourt Grade 1 BL
3/22/07 1:25:38 PM
ISBN-13: 978-0-15-364277-7
ISBN-10: 0-15-364277-7
90000
Places to Live
Teacher
9 7 8 0 1 Guide
53 642777
CXENL09ALR1X_BLTG04.indd 8
Harcourt Leveled
Readers Online
www.eharcourtschool.com
3/22/07 1:33:55 PM
Our
Earth
Our Earth
READING FOCUS SKILLS: Compare and Contrast, Cause
and Effect
VOCABULARY: mountains, hills, valleys, plain, beach, lake,
ocean, stream, rivers, drought, flood, erosion
CXENL09ALR1X_BL05CV.indd 3
12/1/09 10:32:39 AM
GRADE
1
EXTENSION: Writing
WORD COUNT
125
BEFORE READING
GENRE
Expository Nonfiction
BUILD BACKGROUND
Present Vocabulary and some or all of the Other Vocabulary in
groups, using the process shown below. Discuss the words, using
the suggested strategy. Give the meaning or context provided.
LEVEL
Below-Level
Lexile 420L
Guided Reading F
SUMMARY
Presents identical content
and vocabulary for the
chapter in the Student Edition.
Especially designed for
struggling readers.
LANDFORMS
mountains the highest kind of land with sides that slope up to
the top
hills a high place that is smaller than a mountain and
usually round on top
valley the low land between mountains or hills
plain flat land that spreads out a long way
Harcourt Leveled
Readers Online
www.eharcourtschool.com
ISBN 0-15-364278-5
01 02 03 04 05 06 07 08 09 10
179
16 15 14 13 12 11 10 09 08 07
If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be
resold. Resale of examination copies is strictly prohibited and is illegal.
Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
CXENL09ALR1X_BLTG05.indd 1
Our Earth
Teacher Guide
2/17/10 1:28:56 PM
MAZER
Use clay to make a landscape that includes a mountain, two hills side by
side, and a plain. Or, draw a landscape on the board. Point to the landforms,
one at a time. Call on volunteers to suggest words or phrases that describe
the landform. Write their suggestions in a column on the board. Write the
name of the landform at the top of the column as you say the word aloud.
MOVING WATER
stream a small body of moving water that flows downhill
river a large body of moving water
Direct attention to the Mississippi River on a large wall map of the United
States. Point out that water, such as rivers, is usually indicated in blue.
Invite a volunteer to trace the Mississippi River to the Gulf of Mexico. Point
out that the water in a river flows, or moves. The water of the Mississippi
flows into the Gulf of Mexico. Explain that a stream is much smaller than a
river, but that the water in a stream also flows.
BODIES OF WATER
lake
ocean
beach
body
shore
Our Earth
Teacher Guide
CXENL09ALR1X_BLTG05.indd 2
3/22/07 1:27:51 PM
MAZER
Use soil to form a mound in a large pan. Pour a stream down one side of the
mound while students observe. What is happening to the soil? Why? Point
out that students are observing a model of erosion. Help students formulate
a definition for erosion. Point out that erosion of a hillside can take place
during a rainstorm. Explain that a flood can happen because of heavy rains.
Invite students to share flood-related experiences they may have had, seen,
or heard about. Write the word flood on the board. Then follow a similar
procedure for droughts. Guide students to understand that floods and
droughts are the result of too much and too little rainfall, respectively. Point
out that rainfall is a part of weather.
Independent Practice Vocabulary Copying Master, page 5
5
DURING READING
OPTIONS FOR READING
Use the following prompts and questions to help students preview the
visuals and text. Afterward, invite students to follow along while you read
the text aloud. Then, have students read the text aloud in unison. Finally,
allow time for independent silent reading.
Pages 23 Direct attention to the headings and read them aloud. Point out that the
headings identify the topics of the information on these pages. Refer to the
boxed words. Point out that the words are labels that name and show the
location of specific landforms. Encourage students to use information in the
photographs to compose a sentence that uses the words mountain and
valley. Write the sentence on the board. Revisit it after the pages are read to
confirm, revise, or add to it.
Page 4 Read the heading aloud while students track the word. Guide students to
interpret the photograph. What words would you use to describe a plain?
How is a plain different from a mountain?
Page 5 Direct attention to the heading and read it aloud. Refer students to the
photograph. Invite them to suggest words that describe a beach. Write
students suggestions on the board for reference later.
Pages 67 Have students point to the heading and read it aloud with you. What do you
think the information on page 6 is about? Guide students to understand that
the photograph and label are clues that help them anticipate what they will
be reading about. In this case, the photograph and label show a lake. Follow
a similar procedure for page 7.
CXENL09ALR1X_BLTG05.indd 3
Our Earth
Teacher Guide
3/22/07 1:27:52 PM
MAZER
Page 8 Read the heading aloud while students track the words. Direct attention to
the labels. How do the labels on this page help you know which picture shows
a river and which shows a stream? How are rivers and streams different?
Point out that many streams form high in the mountains as snow melts.
Pages 911 Read the headings aloud with students. Help them understand they will be
reading about the effect of weather on Earth. What kind of effect do you
think different kinds of weather might have? Write students responses on
the board. Revisit them after these pages are read to confirm, revise, or add
to the responses.
Independent Practice Comprehension Copying Master, page 6
6
AFTER READING
RESPOND
Encourage students to respond to the text by describing the landform or
body of water they found most interesting or would most like to visit.
EXTENSION
The Great Outdoors (Writing)
Ask students to choose an outdoor place they enjoy, such as a mountain,
a lake, a park, or an ocean. Have them write a poem about the outdoor
place. Encourage them to use their five senses to describe the place in
detail.
Our Earth
Teacher Guide
CXENL09ALR1X_BLTG05.indd 4
3/22/07 1:27:54 PM
MAZER
Our Earth
Vocabulary
Name
2. A drought is
3. Erosion is
4. A flood is
5. Hills are
6. A lake is
7. Mountains are
8. An ocean is
9. A plain is
11. A stream is
CXENL09ALR1X_BLTG05.indd 5
Harcourt Grade 1 BL
3/22/07 1:27:55 PM
MAZER
Our Earth
Comprehension
Name
mountain
valleys
rivers
.
3. Streams may join together to form
.
4. Most of the water on Earth is in
CXENL09ALR1X_BLTG05.indd 6
Harcourt Grade 1 BL
3/22/07 1:27:57 PM
MAZER
Our Earth
Oral Reading
Fluency
Name
valleys
floods
stream
soil
CXENL09ALR1X_BLTG05.indd 7
Harcourt Grade 1 BL
3/22/07 1:27:58 PM
MAZER
Our Earth
Our Earth
Vocabulary
Comprehension
Name
Name
2. A drought is
3. Erosion is
4. A flood is
5. Hills are
6. A lake is
7. Mountains are
flood
oceans
valleys
rivers
oceans
.
flood
Harcourt Grade 1 BL
CXENL09ALR1X_BLTG05.indd 5
11. A stream is
mountain
rivers
9. A plain is
mountain
valleys
8. An ocean is
3/22/07 1:25:52 PM
CXENL09ALR1X_BLTG05.indd 6
Harcourt Grade 1 BL
3/22/07 1:25:53 PM
Our Earth
Oral Reading
Fluency
Name
Student Worksheets
valleys
floods
stream
soil
CXENL09ALR1X_BLTG05.indd 7
Harcourt Grade 1 BL
3/22/07 1:25:55 PM
ISBN-13: 978-0-15-364278-4
ISBN-10: 0-15-364278-5
90000
Our Earth
Teacher
9 7 8 0 1 Guide
53 642784
CXENL09ALR1X_BLTG05.indd 8
Harcourt Leveled
Readers Online
www.eharcourtschool.com
3/22/07 1:34:09 PM
MAZER
Natural Resources
READING FOCUS SKILLS: Main Idea and Details, Compare and
Contrast, Cause and Effect
VOCABULARY: natural resources, rocks, soil, humus, pollution,
reduce, reuse, recycle
OTHER VOCABULARY: water, air, sand, clay, trash
GRADE
1
BEFORE READING
WORD COUNT
100
BUILD BACKGROUND
Present Vocabulary and some or all of the Other Vocabulary in
groups, using the process shown below. Discuss the words, using
the suggested strategy. Give the meaning or context provided.
Write or Display the term.
GENRE
Expository Nonfiction
LEVEL
Below-Level
Lexile 330L
Guided Reading F
SUMMARY
Presents identical content
and vocabulary for the
chapter in the Student Edition.
Especially designed for
struggling readers.
NATURAL RESOURCES
natural
resources anything from nature that people can use
nature the living and nonliving parts of Earth that are not
made by people
water the liquid that all living things need
air a mixture of gases that most living things need to live
rock a hard, nonliving thing that comes from Earth
soil the top layer of earth, made of sand, humus, and clay
Harcourt Leveled
Readers Online
www.eharcourtschool.com
ISBN 0-15-364279-3
01 02 03 04 05 06 07 08 09 10
179
16 15 14 13 12 11 10 09 08 07
If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be
resold. Resale of examination copies is strictly prohibited and is illegal.
Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
CXENL09ALR1X_BLTG06.indd 1
Natural Resources
Teacher Guide
3/29/07 11:41:07 AM
MAZER
Ask children to think about their trip to school today. What things did you
see that were not made by people? If children hesitate in responding,
suggest they think about natural things, such as trees and grass. Write
childrens responses on the board. Add water, air, rocks, and soil if they are
not mentioned. Explain that the list names Earths natural resources. Write
the term natural resources on the board as you say it. Point out that natural
resources are things in nature.
WHAT IS IN SOIL
humus pieces of dead plants and animals. Humus, clay, and sand make up soil.
sand tiny bits of rock
clay fine-grained material that can be molded and shaped when moist.
Distribute index cards with soil samples to small groups of children. Allow
time for children to use toothpicks to separate the different kinds of material
they find in their soil sample. Afterward, discuss childrens findings. What
did you find in your soil sample? List childrens responses on the board.
Add sand and clay to the list if they are not mentioned. Comment that the
blackish material may be made up of parts of dead plants and animals, such
as insects. Point out that the word that describes this part of soil is humus.
CXENL09ALR1X_BLTG06.indd 2
3/22/07 2:26:22 PM
MAZER
Reuse Display an empty, rinsed milk carton and an empty egg carton.
We could throw these things out, or we could figure out new uses for them.
What are some ways we could reuse these things? List childrens ideas on
the board.
Reduce Write the word reduce on the board, and explain that it means
to use less. Point out that paper is made from trees, a natural resource.
Comment that reducing the amount of paper used reduces the amount of the
natural resource used. Brainstorm with children ways to reduce the amount
of paper they use, including writing on both sides of a sheet of paper.
Recycle Point out that some resources, such as paper, plastic, and
aluminum, can be reused to make new things. Write the word recycle on the
board, and read it aloud with children. Explain that newspaper can be
collected and taken to a recycling center where it is used to make new paper.
A recycling process also takes place when aluminum and plastic cans are
taken to a recycling center.
Independent Practice
DURING READING
OPTIONS FOR READING
Use the following prompts and questions to help children preview the visuals
and text. Afterward, invite children to follow along while you read the text
aloud. Then, have children read the text aloud in unison. Finally, allow time
for independent silent reading.
Pages 23 Direct attention to the headings and read them aloud. Point out that the
headings identify the topics of the information on these pages. What is the
natural resource you will be reading about?
Help children locate the labels on page 3. Explain that labels give information
about what the photograph is intended to show. Read the labels aloud while
children track them. What are some other ways we use water?
Page 4 Read the heading aloud with children. Help children understand that the
snorkel tube allows the swimmer to breathe air while remaining under
water. Read the labels aloud while children track them. Invite them to share
experiences involving the use of air to make something move, such as kites
and sailboats.
Page 5 Read the heading and label with children. What are some ways we use
rocks? Point out that rock is sometimes used to make sidewalks or patios
and that sand, which is tiny bits of rock, is used to make glass.
CXENL09ALR1X_BLTG06.indd 3
Natural Resources
Teacher Guide
3/22/07 2:26:23 PM
MAZER
Pages 67 Read the heading aloud with children. Point out that the photos on page 6
show the different things that are in soil. Read the labels on page 6 aloud.
Encourage children to speculate about what humus is, based on their
observations in the photo. Have children point to the labels on page 7 while
you read them aloud. What is growing in the soil in our area?
Pages 89 Direct attention to the heading and read it aloud with children. Have children
track the label on page 8 as you read it aloud. Encourage them to speculate
about why it is important to walk instead of use cars. Follow a similar
procedure for page 9.
Pages 1011 Read the heading aloud with children. Then, direct attention to the
photograph on page 10. Read the label aloud while children track the words.
Why do you think using cloth bags instead of paper bags would reduce
trash? What are some other ways to reduce trash? Follow a similar process
for page 11.
Independent Practice
AFTER READING
RESPOND
Encourage children to respond to the text by explaining what they have or
can do to help take care of Earths natural resources.
Natural Resources
Teacher Guide
CXENL09ALR1X_BLTG06.indd 4
3/22/07 2:26:25 PM
MAZER
Natural Resources
Vocabulary
Name
soil
rock
humus
natural
resource
recycle
reuse
reduce
CXENL09ALR1X_BLTG06.indd 5
Harcourt Grade 1 BL
3/22/07 2:26:26 PM
MAZER
Natural Resources
Comprehension
Name
reuse
harms
soil
.
2. Pollution from cars and trucks
natural resources.
3. Instead of throwing away old newspaper,
it.
people can
CXENL09ALR1X_BLTG06.indd 6
Harcourt Grade 1 BL
3/22/07 2:26:28 PM
MAZER
Natural Resources
Oral Reading
Fluency
Name
pollution
reuse
natural resources
recycle
CXENL09ALR1X_BLTG06.indd 7
Harcourt Grade 1 BL
3/22/07 2:26:29 PM
MAZER
Natural Resources
Vocabulary
Natural Resources
Comprehension
Name
Name
soil
rock
humus
natural
resource
recycle
reuse
recycle
reuse
harms
soil
natural resources.
people can
recycle
it.
reuse
reduce
Harcourt Grade 1 BL
CXENL09ALR1X_BLTG06.indd 5
3/22/07 2:25:21 PM
CXENL09ALR1X_BLTG06.indd 6
Harcourt Grade 1 BL
3/22/07 2:25:23 PM
Natural Resources
Oral Reading
Fluency
Name
Student Worksheets
pollution
reuse
natural resources
recycle
CXENL09ALR1X_BLTG06.indd 7
Harcourt Grade 1 BL
3/22/07 2:25:25 PM
ISBN-13: 978-0-15-364279-1
ISBN-10: 0-15-364279-3
90000
Natural Resources
Teacher
9 7 8 0 1 Guide
53 642791
CXENL09ALR1X_BLTG06.indd 8
Harcourt Leveled
Readers Online
www.eharcourtschool.com
3/22/07 2:34:31 PM
MAZER
Measuring Weather
READING FOCUS SKILLS: Compare and Contrast, Main Idea and
Details, Cause and Effect
VOCABULARY: weather, temperature, thermometer, water cycle,
evaporate, water vapor, condense
OTHER VOCABULARY: measure, anemometer, speed, windsock
GRADE
1
EXTENSION: Writing
WORD COUNT
125
BEFORE READING
GENRE
Expository Nonfiction
BUILD BACKGROUND
Present Vocabulary and some or all of the Other Vocabulary in
groups, using the process shown below. Discuss the words, using
the suggested strategy. Give the meaning or context provided.
SUMMARY
Presents identical content
and vocabulary for the
chapter in the Student Edition.
Especially designed for
struggling readers.
LEVEL
Below-Level
Lexile 320L
Guided Reading F
Harcourt Leveled
Readers Online
www.eharcourtschool.com
ISBN 0-15-364280-7
01 02 03 04 05 06 07 08 09 10
179
16 15 14 13 12 11 10 09 08 07
If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be
resold. Resale of examination copies is strictly prohibited and is illegal.
Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
CXENL09ALR1X_BLTG07.indd 1
Measuring Weather
Teacher Guide
3/29/07 11:41:10 AM
MAZER
MEASURING WIND
anemometer a tool used to measure the speed of wind
windsock a cone-shaped sleeve mounted on a pivot used for showing the direction of
the wind
speed how fast something is moving
Tell students that wind, or moving air, is part of weather. Point out that tools
measure the speed of the wind and the direction in which it is blowing. Write
the vocabulary words on the board as you say them. Repeat, pointing to
each syllable of a word as you say it aloud.
the movement of water from Earth to the air and back again
water in the air that you cannot see
to change from liquid into water vapor
to change from water vapor into tiny liquid water drops
Call on volunteers to put a drop of water on a sheet of paper and wave the
paper back and forth. After the paper has dried, encourage students to offer
ideas about where the water went. Guide students to understand that the
water evaporated into the air and formed water vapor. Write the vocabulary
words on the board as you use them. Explain that water is evaporating from
the surface of Earth all the time. There is always water vapor in the air. Point
out that at times water vapor may condense and form water droplets that we
see as clouds. These droplets may fall to Earth as rain or snow, and the cycle
begins again. Write the term water cycle on the board. Read it aloud as
students track the words. Call on volunteers to offer sentences that describe
the steps in the water cycle from evaporation to condensation.
Independent Practice Vocabulary Copying Master, page 5
Measuring Weather
Teacher Guide
CXENL09ALR1X_BLTG07.indd 2
3/22/07 2:26:46 PM
MAZER
DURING READING
OPTIONS FOR READING
Use the following prompts and questions to help students preview the
visuals and text. Afterward, invite students to follow along while you read
the text aloud. Then, have students read the text aloud in unison. Finally,
allow time for independent silent reading.
Pages 23 Direct attention to the heading and read it aloud. Point out that the heading
identifies the topic of the information on these pages.
Invite students to name kinds of weather they have experienced or are
familiar with and to suggest which kind of weather is being depicted in
each photo.
Pages 45 Read the heading aloud while students track it. Have students describe the
clouds today and the weather. Point out that sometimes clouds are clues to
the weather. Write the word clues on the board as you say it.
Have students describe the clouds in the photos and comment on the type of
weather they suggest.
Page 6 Call on a volunteer to read the heading aloud. Invite students to suggest
ways the weather affects their activities and the clothes they wear.
Page 7 Direct attention to the boxed word. Explain that the word is a label that
identifies the object shown in the photo. Read the label aloud with students.
What does a thermometer do? After students respond, read the heading
aloud with them.
Pages 89 Read each heading and associated labels aloud with students. Recall with
students any earlier discussions you may have had about tools used for
measuring different parts of weather. Invite students to offer ideas about
how these tools might work.
Pages 1011 Direct attention to the heading and read it aloud. Recall with students any
earlier discussions of the steps in the water cycle. To help students interpret
the diagram, read the numbered sentences aloud while students track them.
What happens to the rain or snow that falls? Why do you think this is called
the water cycle? Before moving on, be sure students understand that the
process of evaporation, condensation, and precipitation (rain or snowfall) is
continuous.
Independent Practice Comprehension Copying Master, page 6
6
CXENL09ALR1X_BLTG07.indd 3
Measuring Weather
Teacher Guide
3/22/07 2:26:47 PM
MAZER
AFTER READING
RESPOND
Encourage students to respond to the text by describing their favorite type of
weather and explaining why it is their favorite.
EXTENSION
Where Did the Puddle Go? (Writing)
After talking about the water cycle with students, have them write a story
about a puddle. The stories must include the parts of the water cycle.
Measuring Weather
Teacher Guide
CXENL09ALR1X_BLTG07.indd 4
3/22/07 2:26:49 PM
MAZER
Measuring Weather
Vocabulary
Name
water cycle
temperature
thermometer
water vapor
weather
CXENL09ALR1X_BLTG07.indd 5
Harcourt Grade 1 BL
3/22/07 2:26:50 PM
MAZER
Measuring Weather
Comprehension
Name
water vapor
thermometer
clouds
of
at a
CXENL09ALR1X_BLTG07.indd 6
Harcourt Grade 1 BL
3/22/07 2:26:52 PM
MAZER
Measuring Weather
Oral Reading
Fluency
Name
weather
cycle
clouds
Earth
CXENL09ALR1X_BLTG07.indd 7
Harcourt Grade 1 BL
3/22/07 2:26:53 PM
MAZER
Measuring Weather
Vocabulary
Measuring Weather
Comprehension
Name
Name
weather
water vapor
thermometer
clouds
water cycle
temperature
of
weather
at a
thermometer
thermometer
3. Water evaporates and forms
water vapor
water vapor
clouds
weather
Harcourt Grade 1 BL
CXENL09ALR1X_BLTG07.indd 5
3/22/07 2:25:33 PM
CXENL09ALR1X_BLTG07.indd 6
Harcourt Grade 1 BL
3/22/07 2:25:34 PM
Measuring Weather
Oral Reading
Fluency
Name
Student Worksheets
weather
cycle
clouds
Earth
CXENL09ALR1X_BLTG07.indd 7
Harcourt Grade 1 BL
3/22/07 2:25:36 PM
ISBN-13: 978-0-15-364280-7
ISBN-10: 0-15-364280-7
90000
Measuring Weather
Teacher
9 7 8 0 1 Guide
53 642807
CXENL09ALR1X_BLTG07.indd 8
Harcourt Leveled
Readers Online
www.eharcourtschool.com
3/23/07 9:13:44 AM
MAZER
Seasons
READING FOCUS SKILLS: Main Idea and Details, Sequence
VOCABULARY: season, spring, summer, fall, migrate, winter
OTHER VOCABULARY: pattern, born, hatch, daylight, leaves
EXTENSION: Writing
GRADE
1
BEFORE READING
WORD COUNT
125
BUILD BACKGROUND
Present Vocabulary and some or all of the Other Vocabulary in
groups, using the process shown below. Discuss the words, using
the suggested strategy. Give the meaning or context provided.
Write or Display the term.
Say the term.
GENRE
Expository Nonfiction
LEVEL
Below-Level
Lexile 320L
Guided Reading F
SUMMARY
Presents identical content
and vocabulary for the
chapter in the Student Edition.
Especially designed for
struggling readers.
CHARACTERISTICS OF SPRING
spring the season after winter when the weather
gets warmer
born brought into life
hatch to come out of an egg
Harcourt Leveled
Readers Online
www.eharcourtschool.com
Write the word spring on the board, and read it aloud with children.
Invite children to suggest words that come to mind when they think
of spring. Note childrens suggestions on the board. Use the
following prompts as needed:
ISBN 0-15-364281-5
01 02 03 04 05 06 07 08 09 10
179
16 15 14 13 12 11 10 09 08 07
If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be
resold. Resale of examination copies is strictly prohibited and is illegal.
Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
CXENL09ALR1X_BLTG08.indd 1
Seasons
Teacher Guide
3/29/07 11:40:49 AM
MAZER
What is the weather like in spring? What season comes before spring? After
spring? If if is not mentioned, point out that many animals are born in
spring. Others hatch. Write the words born and hatch on the board as you
say them. Retain childrens notes on the board for review when all the
seasons have been discussed.
CHARACTERISTICS OF SUMMER
summer the season after spring that is usually hot. Summer has many hours
of daylight.
daylight the light of day
Recall with children things they do during summer. How is summer different
from other times of the year? What is the weather like during summer? Note
childrens responses on the board under the word summer. If it is not
mentioned, comment that during summer the days are longer; there are
more hours of daylight. Write the word daylight on the board. Guide children
to see that daylight is a compound word made up of two smaller words.
Retain childrens notes on the board for use after the other seasons have
been discussed.
CHARACTERISTICS OF FALL
fall the season after summer when the air begins to get cooler
migrate to move to a new place to find food
leaves the parts of plants and trees that take in light and air; plural of leaf
Write the word fall on the board as a heading. Point out that fall is the
season that comes after summer. The school year in most places begins in
fall. What is the weather like in fall? What things happen in fall? If it is not
mentioned, comment that in some places leaves turn color and fall from
trees. Write the word leaves on the board as part of the phrase leaves fall
from trees and read it aloud with children. Explain that many animals,
including some types of birds, migrate in fall in order to find food. Write the
word migrate on the board as you use it. Retain the phrases and notes
children have suggested for use after all the seasons have been discussed.
CHARACTERISTICS OF WINTER
winter the season after fall that is usually cold. Winter has the fewest hours
of daylight.
Ask children to name the season of the year when the weather is coldest.
Write winter on the board as a heading. What does it look like outside in
winter? What words tell about the weather in winter? Write childrens
responses on the board under the heading.
Seasons
Teacher Guide
CXENL09ALR1X_BLTG08.indd 2
3/22/07 2:26:58 PM
MAZER
A YEAR OF WEATHER
season a time of year. A year has four seasons.
pattern organization or action that is repeated
Write or refer to the names of the four seasons on the board. Explain that
each word refers to a different season, or time of year. Write the word season
on the board. Guide children to understand that the seasons form a pattern
that is repeated. Lets name the seasons one after the other spring,
summer, fall, winter. What season comes after winter? Draw a circle or ring
on the board. Explain that, like a circle, the pattern of seasons has no
beginning or end; it repeats itself.
Review the characteristics of the seasons with reference to the words and
phrases on the board. Invite volunteers to suggest one or two sentences that
describe each season. Write the sentences on the board in a paragraph
about the seasons.
Independent Practice Vocabulary Copying Master, page 5
5
DURING READING
OPTIONS FOR READING
Use the following prompts and questions to help children preview the visuals
and text. Afterward, invite children to follow along while you read the text
aloud. Then, have children read the text aloud in unison. Finally, allow time
for independent silent reading.
Pages 23 Direct attention to the heading and read it aloud. Point out that the heading
identifies the topic of the information on these pages.
Guide children to interpret the diagram by explaining that the same tree is
shown in each season and that the arrows suggest that the seasons form a
continuous pattern.
Pages 45 Read the heading aloud with children. Direct attention to the boxed words.
Explain that the words are labels that give information about the
photographs. Read the labels aloud while children track them.
Pages 67 Read the heading aloud. Encourage children to comment on the part of
summer each photo shows. Then read the labels with children. Point out
that a label may give information about what the particular photo is
intended to show.
Pages 89 Have children point to the heading as you read it aloud. Encourage children
to use the labels to describe the part of fall each photograph shows. As
needed, read the labels aloud while children track them.
CXENL09ALR1X_BLTG08.indd 3
Seasons
Teacher Guide
3/22/07 2:26:59 PM
MAZER
Pages 1011 Have children read the heading aloud and track the labels as you read them.
Afterward, discuss the way in which each photograph adds to childrens
understanding about what takes place during winter.
Independent Practice Comprehension Copying Master, page 6
6
AFTER READING
RESPOND
Encourage children to respond to the text by describing the part of each
season they like best.
SEQUENCE
Name a season, such as spring. Have children identify the season that
comes before and after the one you named.
Independent Practice Oral Reading Fluency Copying Master, page 7
7
EXTENSION
Name the Season (Writing)
Ask students to write ten words to describe a season of the year. Encourage
them to use words that describe the temperature, places to go, and things to
do during that season. Have students take turns reading their lists aloud
while other students guess the season.
Seasons
Teacher Guide
CXENL09ALR1X_BLTG08.indd 4
3/22/07 2:27:01 PM
MAZER
Seasons
Vocabulary
Name
2. winter
3. summer
4. fall
hot weather
5. season
6. migrate
CXENL09ALR1X_BLTG08.indd 5
Harcourt Grade 1 BL
3/22/07 2:27:02 PM
MAZER
Seasons
Comprehension
Name
fall
seasons
most
hours of daylight.
4. Summer is the season with the
hours of daylight.
CXENL09ALR1X_BLTG08.indd 6
Harcourt Grade 1 BL
3/22/07 2:27:04 PM
MAZER
Seasons
Oral Reading
Fluency
Name
summer
winter
fall
season
CXENL09ALR1X_BLTG08.indd 7
Harcourt Grade 1 BL
3/23/07 9:20:20 AM
MAZER
Seasons
Seasons
Vocabulary
Comprehension
Name
Name
1. spring
2. winter
3. summer
4. fall
hot weather
5. season
6. migrate
spring
fewest
fall
seasons
seasons
.
spring
hours of daylight.
hours of daylight.
fall
most
Harcourt Grade 1 BL
CXENL09ALR1X_BLTG08.indd 5
3/22/07 2:25:38 PM
CXENL09ALR1X_BLTG08.indd 6
Harcourt Grade 1 BL
3/22/07 2:25:39 PM
Seasons
Oral Reading
Fluency
Name
Student Worksheets
summer
winter
fall
season
CXENL09ALR1X_BLTG08.indd 7
Harcourt Grade 1 BL
3/23/07 9:20:13 AM
ISBN-13: 978-0-15-364281-4
ISBN-10: 0-15-364281-5
90000
Seasons
Teacher
9 7 8 0 1 Guide
53 642814
CXENL09ALR1X_BLTG08.indd 8
Harcourt Leveled
Readers Online
www.eharcourtschool.com
3/23/07 9:20:50 AM
MAZER
GRADE
1
BEFORE READING
WORD COUNT
125
BUILD BACKGROUND
Present Vocabulary and some or all of the Other Vocabulary in
groups, using the process shown below. Discuss the words, using
the suggested strategy. Give the meaning or context provided.
Write or Display the term.
GENRE
Expository Nonfiction
LEVEL
Below-Level
Lexile 290L
Guided Reading F
SUMMARY
Presents identical content
and vocabulary for the
chapter in the Student Edition.
Especially designed for
struggling readers.
UP IN THE SKY
sun the star closest to Earth
star an object in the sky that gives off its own light
moon a huge ball of rock in the sky that does not give off its
own light
planet a relatively large body that travels around the sun
(Mercury, Venus, Earth, Mars, Jupiter, Saturn,
Uranus, Neptune)
Harcourt Leveled
Readers Online
www.eharcourtschool.com
ISBN 0-15-364282-3
01 02 03 04 05 06 07 08 09 10
179
16 15 14 13 12 11 10 09 08 07
If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be
resold. Resale of examination copies is strictly prohibited and is illegal.
Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
CXENL09ALR1X_BLTG09.indd 1
3/29/07 11:41:04 AM
MAZER
Go outside with children, or ask them to suppose that you were standing
outside. If you looked up at the sky right now, what would you see? Write
childrens responses on the board. Add sun if it is not mentioned. What
would you see if you looked up at the sky at night? Add moon and stars if
they are not mentioned. Point to and read each word aloud. Comment that
the sun actually is a star; it is the star closest to Earth. Then write the word
planet on the board, and read it aloud. Explain that a planet may be visible
in the sky at night. Invite children to share their understanding about the
differences between planets and stars.
CXENL09ALR1X_BLTG09.indd 2
3/22/07 2:26:34 PM
MAZER
DURING READING
OPTIONS FOR READING
Use the following prompts and questions to help children preview the visuals
and text. Afterward, invite children to follow along while you read the text
aloud. Then, have children read the text aloud in unison. Finally, allow time
for independent silent reading.
Pages 23 Direct attention to the heading and read it aloud. Point out that the heading
identifies the topic of the information on these pages.
Have children point to the labels as you read them aloud. Explain that the
labels name and locate important details in the photograph. What else
might you see in the sky during the day?
Pages 45 Read the heading and labels with children. Point out that it may be difficult,
especially in and near cities, to see planets in the sky at night though they
may be visible in other regions. How does the moon look in the sky at night?
How is that different from the way stars look? Why do you think this is so?
Pages 67 Direct attention to the heading and read it aloud. If possible, demonstrate
Earths rotation, using a lighted flashlight to represent the sun and a globe
or ball to represent Earth. Then direct attention to the images on these
pages. In each case, have children locate the sun and point to the part of
Earth that the suns light reaches. Guide them to understand that as Earth
rotates, different parts of Earth face the sun. Those parts facing the sun
have day.
Pages 89 Read the heading aloud with children. Explain that the diagram shows how
the appearance of the moon seems to change during a months time. Explain
that the moon itself does not change; it only seems to change. Recall with
children that the moon does not give off its own light, but reflects light from
the sun. Its appearance seems to change because during the 29-day period,
different parts of the moon are reflecting the suns light.
Pages 1011 Read the heading and labels with children. Help them understand that the
astronaut is actually on the moon itself. Encourage children to describe the
moon as fully as they can and to comment about what it might be like to be
an astronaut.
Independent Practice Comprehension Copying Master, page 6
6
CXENL09ALR1X_BLTG09.indd 3
3/22/07 2:26:35 PM
MAZER
AFTER READING
RESPOND
Encourage children to respond to the text by naming their favorite object in
the sky and giving a fact about it.
SEQUENCE
Have children contribute sentences to a paragraph about how the phases of
the moon change during a months time. Urge them to begin each sentence
with a sequence word, such as first, next, then, and last.
Independent Practice Oral Reading Fluency Copying Master, page 7
7
EXTENSION
Who Am I? (Writing)
Write the following words on the board: sun, star, moon, planet, astronaut.
Have students choose one of the words and write three things they know
about that word. Have them read their sentences while other children guess
which word is being described.
CXENL09ALR1X_BLTG09.indd 4
3/23/07 9:22:38 AM
MAZER
Vocabulary
Name
sun
.
star
3. An object in the sky that does not give off its own
light is the
.
moon
sun
rotates
crater
CXENL09ALR1X_BLTG09.indd 5
Harcourt Grade 1 BL
3/23/07 9:22:40 AM
MAZER
Comprehension
Name
light
rotate
night
sky.
we have
one time.
4. The Earth and the moon do not give off
their own
CXENL09ALR1X_BLTG09.indd 6
Harcourt Grade 1 BL
3/23/07 9:22:41 AM
MAZER
Oral Reading
Fluency
Name
moon
change
Earth
astronauts
CXENL09ALR1X_BLTG09.indd 7
Harcourt Grade 1 BL
3/23/07 9:22:43 AM
MAZER
Vocabulary
Comprehension
Name
Name
day
night
night
sky.
star
day
we have
sun
rotate
3. An object in the sky that does not give off its own
light is the
.
moon
light
sun
rotate
one time.
rotates
4. The Earth and the moon do not give off
crater
their own
light
Harcourt Grade 1 BL
CXENL09ALR1X_BLTG09.indd 5
3/23/07 9:22:23 AM
CXENL09ALR1X_BLTG09.indd 6
Harcourt Grade 1 BL
3/23/07 9:22:24 AM
Oral Reading
Fluency
Name
Student Worksheets
moon
change
Earth
astronauts
CXENL09ALR1X_BLTG09.indd 7
Harcourt Grade 1 BL
3/23/07 9:22:26 AM
ISBN-13: 978-0-15-364282-1
ISBN-10: 0-15-364282-3
90000
CXENL09ALR1X_BLTG09.indd 8
Harcourt Leveled
Readers Online
www.eharcourtschool.com
3/23/07 9:24:15 AM
MAZER
GRADE
1
forms, ice
EXTENSION: Writing
WORD COUNT
125
GENRE
Expository Nonfiction
BEFORE READING
BUILD BACKGROUND
Present Vocabulary and some or all of the Other Vocabulary in
groups, using the process shown below. Discuss the words, using
the suggested strategy. Give the meaning or context provided.
SUMMARY
Presents identical content
and vocabulary for the
chapter in the Student Edition.
Especially designed for
struggling readers.
Harcourt Leveled
Readers Online
www.eharcourtschool.com
FORMS OF MATTER
matter
solid
liquid
gas
LEVEL
Below-Level
Lexile 290L
Guided Reading F
ISBN 0-15-364283-1
01 02 03 04 05 06 07 08 09 10
179
16 15 14 13 12 11 10 09 08 07
If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be
resold. Resale of examination copies is strictly prohibited and is illegal.
Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
CXENL09ALR1X_BLTG10.indd 1
3/29/07 11:41:17 AM
MAZER
Ask students to name foods they eat and drink at mealtimes. List the foods
in columns according to whether they are solids or liquids. Direct attention to
the drinks. Point out that the drinks are a form of matter called liquids. Write
the term at the top of the column. Follow a similar procedure for the solid
foods. Invite students to give additional examples of solids and liquids. Then
ask students to inhale. Point out that the air they breathe is made up of
gases, another form of matter. Write the term gas on the board. Point out
that solids, liquids, and gases are forms of matter.
MEASURING SOLIDS
mass the measure of how much matter something has
balance a tool, or instrument, used to measure mass
CXENL09ALR1X_BLTG10.indd 2
3/22/07 3:01:30 PM
MAZER
Display a small pile of soil. How much soil do you think this is? How do you
think we could find out the amount of soil? After discussing students ideas,
place the soil on one side of a balance. Use objects such as coins or buttons
to equalize the balance. We can use this balance to find out the amount or
mass of the soil. The soil has the same mass as these (coins). Write the
vocabulary words on the board as they are used.
LETTER-SOUND CORRESPONDENCE: EA
steam gas that comes from boiling water
heat the degree to which something is hot
Have students listen for the vowel sound as you say each word. What is the
vowel sound in these words? Write the words one under the other so the like
vowel letters line up. Call on volunteers to underline the letters in each word
that stand for the vowel sound. Point out that the letters ea stand for the
long e vowel sound in many words. Write more examples on the board.
Independent Practice Vocabulary Copying Master, page 5
5
DURING READING
OPTIONS FOR READING
Use the following prompts and questions to help students preview the
visuals and text. Afterward, invite students to follow along while you read
the text aloud. Then, allow time for independent silent reading.
Pages 23 Direct attention to each heading and read it aloud. Point out that the
heading on each page identifies the topic of the information on the page.
Have students describe the solids on page 3. How are the objects in this
picture different from water?
Pages 45 Read aloud each heading. Ask students to identify the topic for the page.
Direct attention to the objects in the fish bowl on page 4. Which one floats?
Which one sinks? Have students observe the bubble the girl on page 5 is
making. Point out that another form of matter is in the bubble. Encourage
students to use the information in the heading to speculate about what that
form of matter might be.
Pages 67 Point out that different solids may be used to make mixtures; mixtures can
also be made with solids and liquids. Recall that salt water, such as ocean
water, is a mixture in which salt is dissolved in, or completely mixed with,
water.
Pages 89 Read the heading aloud. Help students identify the measuring tools on each
page. Discuss what each tool measures.
All About Matter
3
Teacher Guide
CXENL09ALR1X_BLTG10.indd 3
3/22/07 3:01:31 PM
MAZER
Pages 1011 Have students describe what is taking place in the photo on page 10. Then
read the heading. What matter is being heated in the photo? Follow a
similar procedure for page 11. What matter is being cooled?
Independent Practice Comprehension Copying Master, page 6
6
AFTER READING
RESPOND
Encourage students to respond to the text by describing the type of matter
that seemed to be most interesting to them and why.
EXTENSION
School Matter (Writing)
Ask students to carry notebooks with them on a class walk around the
school grounds. Each time they change locations, students should record in
the notebook five types of matter they see. Afterwards, have students
compare lists.
CXENL09ALR1X_BLTG10.indd 4
3/22/07 3:01:33 PM
MAZER
Vocabulary
Name
solids
matter
steam
liquid
gas
mass
dissolves
8. A balance measures
.
sinks
CXENL09ALR1X_BLTG10.indd 5
Harcourt Grade 1 BL
3/22/07 3:01:35 PM
MAZER
Comprehension
Name
sink
matter
ice
up of
is a
a solid called
things
CXENL09ALR1X_BLTG10.indd 6
Harcourt Grade 1 BL
3/22/07 3:01:36 PM
MAZER
Oral Reading
Fluency
Name
shape
measure
liquids
amount
CXENL09ALR1X_BLTG10.indd 7
Harcourt Grade 1 BL
3/22/07 3:01:38 PM
MAZER
Vocabulary
Comprehension
Name
Name
matter
steam
solid
sink
matter
ice
up of
matter
liquid
is a
gas
solid
mass
dissolves
8. A balance measures
.
sinks
ice
a solid called
things
sink
Harcourt Grade 1 BL
CXENL09ALR1X_BLTG10.indd 5
3/22/07 3:00:19 PM
CXENL09ALR1X_BLTG10.indd 6
Harcourt Grade 1 BL
3/22/07 3:00:21 PM
Oral Reading
Fluency
Name
Student Worksheets
shape
measure
liquids
amount
CXENL09ALR1X_BLTG10.indd 7
Harcourt Grade 1 BL
3/22/07 3:00:23 PM
ISBN-13: 978-0-15-364283-8
ISBN-10: 0-15-364283-1
90000
CXENL09ALR1X_BLTG10.indd 8
Harcourt Leveled
Readers Online
www.eharcourtschool.com
3/22/07 3:10:19 PM
MAZER
GRADE
1
WORD COUNT
125
GENRE
Expository Nonfiction
BEFORE READING
BUILD BACKGROUND
Present Vocabulary and some or all of the Other Vocabulary in
groups, using the process shown below. Discuss the words, using
the suggested strategy. Give the meaning or context provided.
LEVEL
Below-Level
Lexile 260L
Guided Reading F
SUMMARY
Presents identical content
and vocabulary for the
chapter in the Student Edition.
Especially designed for
struggling readers.
Harcourt Leveled
Readers Online
www.eharcourtschool.com
HEAT
heat a kind of energy that makes things hotter
energy something that can cause change. Most energy on
Earth comes from the sun.
fire the flame and heat caused by something burning
stove a device that creates heat for cooking
ISBN 0-15-364284-X
01 02 03 04 05 06 07 08 09 10
179
16 15 14 13 12 11 10 09 08 07
If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be
resold. Resale of examination copies is strictly prohibited and is illegal.
Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
CXENL09ALR1X_BLTG11.indd 1
3/29/07 11:41:14 AM
MAZER
Invite children to think of the stove they have at home. What do people use
stoves for? Point out that stoves can be used to create heat for cooking food.
Write the words stove and heat on the board as you use them. What else
gives off heat? Write childrens responses on the board. Add fire if it is not
mentioned. Explain that heat is a form of energy. Write the word on the
board. Discuss with children the changes that heat from a stove can
bring about.
LIGHT
light
shadow
lamp
clear
SOUND
sound
vibrate
pluck
guitar
string
CXENL09ALR1X_BLTG11.indd 2
3/22/07 3:01:18 PM
MAZER
DIFFERENT SOUNDS
loudness how loud or soft a sound is
pitch how high or low a sound is
shout a sudden and loud outcry or sound
Clap you hands, first quietly, then loudly. How has the clapping sound
changed? Write the word loudness on the board. Challenge children to find a
small, familiar word within the longer word. Invite a volunteer to underline
the small word. Encourage children to suggest examples of soft sounds,
such as whispers, and loud sounds, such as shouts. Write the word shout on
the board if it is not mentioned.
Independent Practice Vocabulary Copying Master, page 5
5
DURING READING
OPTIONS FOR READING
Use the following prompts and questions to help children preview the visuals
and text. Afterward, invite children to follow along while you read the text
aloud. Then, have children read the text aloud in unison. Finally, allow time
for independent silent reading.
Pages 23 Direct attention to the heading and read it aloud. Point out that the heading
identifies the topic of the information on these pages. Point out that the
words associated with the photographs on these pages are captions. Point
out that a caption explains what is important about a picture. Read both
captions while children track the words.
Invite children to suggest answers to the caption question on page 3. Revisit
their ideas after they read the information on the page.
Page 4 Read the heading aloud with children. Then direct attention to the boxed
words. Explain that the words are labels that identify the image in the
photograph. Have students point to each label as you read it aloud. These
are things that give off heat. What else can you think of that gives off heat?
Page 5 Read the heading and label aloud with children. Where is the light in these
pictures coming from? What else gives off light?
Pages 67 Direct attention to the shadows on page 7. What do you think is happening
that causes the shadows? Look at the door on page 6. Why do you think the
door isnt making a shadow? Note childrens responses on the board. Revisit
the responses to revise them after these pages are read.
CXENL09ALR1X_BLTG11.indd 3
3/22/07 3:01:19 PM
MAZER
Pages 89 Read the heading and caption on page 8 aloud with children. Invite children
to name the sounds they might hear on the street shown in the photograph.
What part of the guitar on page 9 is making a sound? Revisit childrens
responses after they read the page.
Pages 1011 Read the heading and captions with children. Who can make a high sound?
A low sound? A soft sound? Invite children to demonstrate and describe
different sounds.
Independent Practice Comprehension Copying Master, page 6
6
AFTER READING
RESPOND
Encourage children to respond to the text by naming a fact or word they
learned that was particularly interesting.
EXTENSION
My Song (Writing)
Ask students to think about a tune that is likely to be familiar to all, such as
Twinkle, Twinkle, Little Star. Together, have them hum the notes of the song
without singing the words. Then, have them each write their own version of
the lyrics and share it with the class.
Heat, Light, and Sound
Teacher Guide
CXENL09ALR1X_BLTG11.indd 4
3/22/07 3:01:21 PM
MAZER
Vocabulary
Name
heat
sound
loudness
shadow
vibrate
CXENL09ALR1X_BLTG11.indd 5
pitch
Harcourt Grade 1 BL
3/22/07 3:01:22 PM
MAZER
Comprehension
Name
heat
clear
loudness
CXENL09ALR1X_BLTG11.indd 6
Harcourt Grade 1 BL
3/22/07 3:01:24 PM
MAZER
Oral Reading
Fluency
Name
light
vibrates
shadows
pitch
CXENL09ALR1X_BLTG11.indd 7
Harcourt Grade 1 BL
3/22/07 3:01:26 PM
MAZER
Vocabulary
Comprehension
Name
shadow
pitch
sound
loudness
heat
shadow
loudness
clear
shadow
heat
clear
heat
Name
loudness
pitch
pitch
Harcourt Grade 1 BL
CXENL09ALR1X_BLTG11.indd 5
3/22/07 3:00:13 PM
CXENL09ALR1X_BLTG11.indd 6
Harcourt Grade 1 BL
3/22/07 3:00:15 PM
Oral Reading
Fluency
Name
Student Worksheets
light
vibrates
shadows
pitch
CXENL09ALR1X_BLTG11.indd 7
Harcourt Grade 1 BL
3/22/07 3:00:17 PM
ISBN-13: 978-0-15-364284-5
ISBN-10: 0-15-364284-X
90000
CXENL09ALR1X_BLTG11.indd 8
Harcourt Leveled
Readers Online
www.eharcourtschool.com
3/22/07 3:10:24 PM
MAZER
Motion
READING FOCUS SKILLS: Compare and Contrast, Cause and
Effect, Main Idea and Details
VOCABULARY: motion, speed, force, push, pull, gravity, magnet,
attract, magnetic force, pole, repel
OTHER VOCABULARY: iron
GRADE
1
EXTENSION: Writing
WORD COUNT
125
BEFORE READING
GENRE
Expository Nonfiction
BUILD BACKGROUND
Present Vocabulary and some or all of the Other Vocabulary in
groups, using the process shown below. Discuss the words, using
the suggested strategy. Give the meaning or context provided.
LEVEL
Below-Level
Lexile 340L
Guided Reading F
SUMMARY
Presents identical content
and vocabulary for the
chapter in the Student Edition.
Especially designed for
struggling readers.
Harcourt Leveled
Readers Online
www.eharcourtschool.com
MOTION
motion when something is moving
Toss a ball or other similar object. What is moving? What is in
motion? Call on volunteers to offer complete sentences that describe
what is in motion. Paraphrase the sentences to include the word
motion if it is not used. Invite volunteers to demonstrate how things
move, such as in a zigzag, in a curved path, in a straight path, and in
a circle.
Copyright by Harcourt, Inc.
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including
photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Permission is hereby granted to
individual teachers using the corresponding Science Leveled Readers to photocopy student worksheets from this publication in classroom quantities for
instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to School
Permissions and Copyrights, Harcourt, Inc., 6277 Sea Harbor Drive, Orlando, Florida 32887-6777. Fax: 407-345-2418.
HARCOURT and the Harcourt Logo are trademarks of Harcourt, Inc., registered in the United States of America and/or other jurisdictions.
Printed in the United States of America
ISBN 978-0-15-364285-2
ISBN 0-15-364285-8
01 02 03 04 05 06 07 08 09 10
179
16 15 14 13 12 11 10 09 08 07
If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be
resold. Resale of examination copies is strictly prohibited and is illegal.
Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
CXENL09ALR1X_BLTG12.indd 1
Motion
Teacher Guide
3/29/07 11:40:57 AM
MAZER
MOVING THINGS
force
push
pull
speed
GRAVITY
gravity a force that pulls things down to the ground
Display an eraser or a pencil where children can see it. What will happen if I
let go of this? Why do you think it will fall down and not up or sideways?
Guide children to understand that a force called gravity is pulling it down.
Write the word gravity on the board as you say it. Write the following
sentence on the board: Gravity is a force that pulls everything to the
ground. Read the sentence aloud as you track the words.
MAGNETIC FORCE
magnetic
force
magnet
iron
attract
Motion
Teacher Guide
CXENL09ALR1X_BLTG12.indd 2
3/22/07 3:01:42 PM
MAZER
POLES
repel to push away. Poles that are the same repel each other.
pole the end of a magnet, where its pull is strongest
Display two bar magnets. Explain that the ends of a magnet are called
poles. One end is the N pole; the other is the S pole. Invite a volunteer to put
the S pole of one magnet next to the N pole of the other magnet and describe
what happens. On the board, write, The N pole and the S pole attract each
other. Follow a similar procedure for the two like poles. Help children
understand that two like poles push against each other, or repel. Write the
word repel on the board as you use it.
Independent Practice Vocabulary Copying Master, page 5
5
DURING READING
OPTIONS FOR READING
Use the following prompts and questions to help children preview the visuals
and text. Afterward, invite children to follow along while you read the text
aloud. Finally, allow time for independent silent reading.
Pages 23 Help children understand that the arrowed labels on page 2 name the kind
of motion shown in the image. Have children point to each label as you read
it aloud. Invite them to name other things that move in the same way.
Pages 45 Read the heading and labels aloud with children. Invite children to
demonstrate pushing and pulling objects in the classroom such as books
and chairs. Point out that every action is either a push or a pull.
Pages 67 Read the heading while children follow in their books. Be sure children
understand that the labels on page 6 refer to the movement shown in the
corresponding photograph.
Read the caption on page 7 with children. Be sure children understand that
when the bat hits the ball, the force of the bat changes the balls direction.
What do soccer players do to change the direction of the ball?
Page 8 Explore the effects of gravity. If you throw a ball high into the air, what
happens to it? Why? Why do you think it takes more effort to go up a flight
of stairs than to go down? Help children understand that gravity holds them
onto the surface of Earth. Without gravity, everything and everyone on Earth
would be floating.
CXENL09ALR1X_BLTG12.indd 3
Motion
Teacher Guide
3/22/07 3:01:44 PM
MAZER
Pages 911 Read the headings aloud with children. Review the photographs and labels
on pages 10 and 11 carefully. If possible, display two bar magnets for
children to observe the pole markings and experience the feeling of the
magnets attracting and repelling each other.
Independent Practice Comprehension Copying Master, page 6
6
AFTER READING
RESPOND
Encourage children to respond to the text by describing an interesting fact
about magnets or gravity they learned from reading the book.
EXTENSION
Opposites Action (Writing)
Ask students to make a list of five pairs of motion-related words that
are opposites, such as fast/slow; push/pull; up/down; attract/repel;
backward/forward. Then, have them use the words to write a story
about two friends who always want to do opposite of what the other
wants to do. How do they remain friends?
Motion
Teacher Guide
CXENL09ALR1X_BLTG12.indd 4
3/23/07 9:14:40 AM
MAZER
Motion
Vocabulary
Name
1. motion
2. speed
3. force
4. push
5. pull
6. gravity
7. magnet
to pull something
8. attract
9. repel
to push away
CXENL09ALR1X_BLTG12.indd 5
Harcourt Grade 1 BL
3/22/07 3:01:47 PM
MAZER
Motion
Comprehension
Name
force
iron
gravity
CXENL09ALR1X_BLTG12.indd 6
Harcourt Grade 1 BL
3/22/07 3:01:48 PM
MAZER
Motion
Oral Reading
Fluency
Name
gravity
iron
magnets
poles
CXENL09ALR1X_BLTG12.indd 7
Harcourt Grade 1 BL
3/22/07 3:01:50 PM
MAZER
Motion
Motion
Vocabulary
Comprehension
Name
Name
1. motion
speed
force
iron
gravity
2. speed
3. force
4. push
5. pull
6. gravity
7. magnet
to pull something
8. attract
9. repel
to push away
gravity
Harcourt Grade 1 BL
CXENL09ALR1X_BLTG12.indd 5
3/22/07 3:00:25 PM
.
speed
CXENL09ALR1X_BLTG12.indd 6
iron
Harcourt Grade 1 BL
3/22/07 3:00:26 PM
Motion
Oral Reading
Fluency
Name
Student Worksheets
gravity
iron
magnets
poles
CXENL09ALR1X_BLTG12.indd 7
Harcourt Grade 1 BL
3/22/07 3:00:28 PM
ISBN-13: 978-0-15-364285-2
ISBN-10: 0-15-364285-8
90000
Motion
Teacher
9 7 8 0 1 Guide
53 642852
CXENL09ALR1X_BLTG12.indd 8
Harcourt Leveled
Readers Online
www.eharcourtschool.com
3/22/07 3:10:15 PM
Readers
Project Cards,
Black-Line Masters
Grade 1
Use these activities to extend and reinforce the concepts found in the readers.
PROJECT 1
Be a Reporter
Write sentences about
the book you just read.
Answer these questions:
What was the book
about?
Did the pictures help
you understand the
book?
Materials:
Paper
Pencil
If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they
may not be resold. Resale of examination copies is strictly prohibited and is illegal.
Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
PROJECT 2
Book Covers
Look at the cover of the
book you just read.What is
the title? What picture is on
the cover?
Think of a new title for
the book. Think of a new
picture. Draw a new book
cover for this book.
Materials:
Paper
Crayons or markers
PROJECT 3
Harcourt
Make a Match
PROJECT 4
A Clay Scene
Find a favorite scene in
the book you just read. Take
some clay. Make something
that belongs in the scene.
Set your clay object in a
shoebox. Add objects that
belong in the scene. Draw
pictures to decorate the
shoebox.
Materials:
Clay
Shoebox
Paper
Crayons or markers
Scissors
Paste
PROJECT 5
Harcourt
Friendly Letter
Write a letter to a
classmate telling what you
learned in the book you just
read. Think about which
facts your classmate would
find interesting. Tell about
those facts.
Materials:
Paper
Pencil
PROJECT 6
Put On a Show
Get a partner. Together,
make up a skit about
something you read in your
book. Tell your teacher
what you want to do, and
ask for ideas. Practice your
skit. Act it out for the class.
Materials:
Science reader
PROJECT 7
Paper
Pencil
Markers or crayons
Harcourt
Materials:
PROJECT 8
Poetry Time
Write a poem describing
Materials:
Paper
four things. Find four words
Pencil
in your book that name
things you studied. Make up a
sentence with the word like to describe each thing.
For example, you could say,Lakes are like swimming
pools. Copy your poem over neatly.
PROJECT 9
Harcourt
Play Bingo
Draw pictures of different
Materials:
Paper with tic-tac-toe grid
things you read about on the
Markers, scissors, paper
squares of your grid. This
Counters
is your board. Copy the
pictures, and cut them out.
Ask a classmate to call out what is on them.
Put counters on the pictures on your board.
When you get three in a row, shout Bingo!
5
PROJECT 10
Points of View
The book you read tells
the facts from a persons
point of view. How would
those facts look to a plant
or another animal? Write
the facts from its point
of view.
Materials:
Paper
Pencil
PROJECT 11
Bookmarks
Harcourt
PROJECT 12
Important Words
Choose six important
words from the book you
just read. Write each word
on a card. On the back of the
card, draw a picture of the
word. Put the words in a-b-c
order. Show the picture to
your classmates. Can they
guess the word?
Materials:
Pencil
Index cards
Crayons or markers
PROJECT 13
Harcourt
Crazy Quiz
Make up three questions
Materials:
Paper and pencil
about what you read.Write
the answers. Then ask a
classmate the questions. See
if your classmate comes up with the same answers.
Then answer your classmates questions.
PROJECT 14
Materials:
Crayons or markers
Drawing paper
Scissors
Paste
PROJECT 15
Craft sticks
young owl. Then cut out the
Tape
pictures. Tape a craft stick to
Crayons or markers
the back of each picture.
Pencil
Write down some
questions about the book
you just read. Make a puppet show for your classmates.
The young owl can ask the questions, and the wise old owl
can give the answers. Then have the old owl ask questions,
and have the young owl give the answers.
8
Harcourt
Materials: