1. Family Times
Daily Questions
Prior Knowledge
Generalize
Vocabulary
Context Clues
Predictions
Guided Comprehension
Graphic Sources
Simile
Independent Reader
Helpful Tools
Additional Resources
Language Skills

2. Study Skills Genre: Expository Nonfiction
Vocabulary Strategy: Context Clues
Comprehension Skill: Generalize
Comprehension Strategy: Predict

5. Question of the Week: Daily Questions:
How do people adapt to living with physical limitations?
Daily Questions:
How do specialists and others help Emily and Nic overcome their physical imitations?
How are the kids in the selection the same as and different that kids in your class?
What are some helpful tools that help visually impaired people adapt to their handicap?

6. Transparency: Pronouns and Antecedents
Language Skills
Daily Fix It
Day 1
Day 2
Day 3
Day 4
Day 5
Transparency: Pronouns and Antecedents
Practice Book
Page 65
Page 66
Page 67
Page 68
Spelling
Strategy
Page 65
Page 66
Page 67
Page 68
Writing Workshop
Reading Writing Connection Writing Prompt
Writer’s Craft Editing and Revising

7. Language Skills

8. Day 1
Daily Fix It
1. Handicapped children need a outtlet for their energy too.
Handicapped children need an outlet for their energy too.
Perry has cerebral palsy and they has difficulty walking and talking.
Perry has cerebral palsy, and he has difficulty walking and talking
Language Skills

9. Day 2 Daily Fix It Beryl has CP. Can her swim.
Language Skills
Day 2
Daily Fix It
Beryl has CP. Can her swim.
Beryl has CP. Can she swim?
She loves swimming it are fun to splash and kick in the water.
She loves swimming. It is fun to splash and kick in the water.

10. Day 3
Daily Fix It
1. Eric and Sally helps their sister. She help her stretch and exercise.
Eric and Sally help their sister. They help her stretch and exercise.
Dont ovorlook the handicapped. They have a great deal to offer.
Don’t overlook the handicapped. They have a great deal to offer.
Language Skills

11. Day 4
Daily Fix It
The girls exercise after school, and them get a snack at the supermarkit.
The girls exercise after school, and they get a snack at the supermarket.
On friday after practice the coach buys they ice cream.
On Friday after practice the coach buys them ice cream.
Language Skills

12. Day 5 Daily Fix It Can your ride the sub-way in a wheel chair?
Language Skills
Day 5
Daily Fix It
Can your ride the sub-way in a wheel chair?
Can you ride the subway in a wheel chair?
Marias operation lasted four ours.
Maria’s operation lasted four hours.

13. Language Skills

14. Language Skills

15. Language Skills

16. Language Skills

17. For example: sub/division, over/board, under/ground
Language Skills
Spelling Strategy
Divide and Conquer
Use syllables to make long words easier to study. Draw a line between the base word and the prefix. Then study the word one part at a time.
For example: sub/division, over/board, under/ground

18. Language Skills

19. Language Skills

20. Language Skills

21. Language Skills

22. Language Skills

23. Language Skills

24. Language Skills
Writing Prompt
Write a journal entry exploring your thoughts and feelings about young people with a serious disorder or disease. Explain something these kids teach you about yourself or the world.

25. Editing/Revising Checklist
Language Skills
Editing/Revising Checklist
Did I elaborate main ideas with enough details?
Are pronouns and antecedents used correctly?
Are words with prefixes over-, under-, sub-, super-, and out- spelled correctly.

26. K W L Activate Prior Knowledge Cerebral Palsy
Cerebral Palsy affects the muscles
What causes cerebral Palsy?

27. General Statement – Clue word?
Generalize:
An author may write similar details about different things or people. You can use these similar details to make a general statement that covers all the things or people. This statement is called a generalization.
A valid generalization can be supported by facts or details. A faulty generalization cannot.
Sometimes an author makes a generalization and uses a clue word such as all, many, or in general to signal it.
General Statement – Clue word?
Detail
Detail
Detail

28. Predict:
Active readers try to predict what will happen next. When you read a generalization, be on the lookout for similar details that fit it. You can also use a generalization to predict other details that fit it.

30. Write:
Read CP. Using a graphic organizer like the one above, write the generalization that the author makes about cerebral palsy.
Write a generalization of your own about people you know. Give three details that support your generalization.

34. Vocabulary Word List Introduce Vocabulary Abdomen Gait Therapist
Artificial
Handicapped
wheelchair
Introduce Vocabulary
Write each of the Words you know on an index card. On separate cards, write the definition of each word.
The teacher will distribute word cards and definition cards to students. One student hold up and read a definition card. The students with the correct word match stands up and says the word. Repeat with reading the word first and then the matching definition.

35. Abdomen
The part of the body containing the stomach, intestines, and other important organs.

36. Artificial
Made by human skill or labor; not natural

37. Gait
A manner of walking or running.

38. Handicapped
Having a physical or mental disability.

39. Therapist
A person who specializes in treatment of diseases, injuries, or disorders.

40. Wheelchair
A chair on wheels, used by people who are sick or who are unable to walk.

41. More Words to Know:
Blender: an electric kitchen appliance for grinding, mixing, or beating
Cerebral palsy: paralysis caused by damage to the brain before or at birth
Stroke: A sudden attack of illness, especially one caused by a blood clot or bleeding in the brain

42. Practice Lesson Vocabulary:
True/False
A therapist provides treatment to people with disabilities.
A person’s gait is best seen when he or she walks.
Handicapped children with CP always are confined to wheelchairs.
Yes/No
Are computer-generated voices artificial?
Does everyone who has CP need a wheelchair?
Is your abdomen in your head?

43. Vocabulary Strategies
Context Clues
When you find a word you do not know in a text, look for clues to its meaning. The situation the author is describing or the words of a character may suggest the unknown word’s meaning.
Read the words around the unknown word. Do they suggest a meaning for this word?
If not, then read the sentences around the word. Look for examples, comparisons, or contrasts that suggest the meaning of the word.
Think of a meaning and test it. Does this meaning make sense?
If you cannot find the meaning quickly, look it up in a dictionary or talk with a friend about it.
As you read “Physical Therapists,” look for clues to the meaning of each unknown word in the words and sentences around it.

46. Genre: Expository Nonfiction
Expository nonfiction gives information about the real world. What special kind of information is the author giving you here?

47. How do Emily, Nic, and Tanner adapt to cerebral palsy?

48. Preview and Predict
Preview the selection title and illustration and identify the topic of this selection. Use your vocabulary when you talk about what you expect to learn.

49. Guided Comprehension
Find the generalization about people with cerebral palsy on p. 418, paragraph 4. Is it valid? Why?
What caused Emily’s cerebral palsy?
Why do you think the author chose to use photographs to illustrate this selection?
Does Emily remind you of someone you know or have heard of who lives with a disability? Explain.
What does Emily mean when she says she is “like flowers and a rainbow”?
How does Nic’s case of CP compare to Emily’s?
How would you describe Nic?
Which sport do you think Nic prefers, bowling or swimming? Why?
Use context clues to figure out the meaning of pump on p. 425, paragraph 4.

50. Guided Comprehension Continued:
Predict what you will learn about CP by reading about Tanner’s experiences.
What is a generalization you can make about children with CP based on what you’ve read about Emily, Nic, and Tanner?
Does Tanner’s CP prevent him from being a good older brother to Cole?
Why do you think the author tells you Tanner sometimes feel sad and mad when friends try to rush him?
Paragraph 4 on p. 429 states that “Almost every Sunday, Leslie rides her horse.” Is this a generalization? Explain your answer.
The selection gives two examples of jobs that adults with CP might have. What other jobs might adults with CP have?
Were the predictions you made about CP accurate? If not, revise your predictions.
What did you learn about people with CP?

51. Graphic Sources:
Photographs are one form of graphic sources, but others include charts, graphs, maps, or other illustrations.
Authors use graphic sources to enhance the text.
The photographs is this selection show pictures of real people, like Emily, who live with cerebral palsy. Why do think the author used photographs?
Look at the bottom photograph on p. 420 and tell what it says about Emily.

53. Simile
Similes are a type of figurative language. They usually compare two unlike things that are alike in at least one way.
Similes may include the words like or as.
Similes can be used to call attention to a quality that is the same in the two things being compared.
On p. 422, paragraph 2: “I’m like flowers and a rainbow.” What two things are being compared, and What does it mean?”
Reread p. 425, paragraph 3. Write down a simile using the word like or as, that describes Nic when he is in the water.

54. COMPREHENSION QUESTIONS
SUMMARY
This reader gives information about the Special Olympics. It explains how and when they were started and the events that are included. It also provides stories of some of the intellectually disabled athletes who
have competed.
COMPREHENSION QUESTIONS
PAGE 4 Why did Eunice Kennedy Shriver start
day camps for people with intellectual disabilities?
PAGE 10 How did learning to run and, later, participating in the Special Olympics make Loretta
Claiborne’s life better?
PAGES 12–14 Support the generalization: Many
people who compete in the Special Olympics
overcome obstacles just to get there.

57. COMPREHENSION QUESTIONS
SUMMARY
This is a fictional story about two friends who help organize a walk-a-thon to raise money for further research on muscular disorders. They get the idea for the walk-a-thon when they find out that a girl with cerebral palsy will be a new student at the school.
COMPREHENSION QUESTIONS
PAGES 3–6 Why does Mr. Porter tell the class
about cerebral palsy?
PAGE 4 What is cerebral palsy?
PAGE 6 Which sentence is a generalization?
PAGES 12–13 What did the students decide to
do to help kids like Lisa?
PAGE 17 How did Karen and Dave recruit
walkers?

60. COMPREHENSION QUESTIONS
SUMMARY
This is an informational article about how the brain communicates with the musculoskeletal system to enable you to move. It explains how people grow, how people move, and what happens when they need to learn how to move again.
COMPREHENSION QUESTIONS
PAGE 13 What does it mean that muscles work in opposing pairs?
PAGES 12–13 What are two types of involuntary
muscles, and what makes them “involuntary”?
PAGE 15 Why is a healthy 15-year-old a better athlete than a healthy 5-year-old, besides the fact that the 15-year-old is bigger?
PAGES 16–17 Support this generalization: On average, women are shorter than men.
PAGE 18 Why does practice make Lisa Leslie a great athlete?

63. How will the headings help you know what the text will be about?
Genre: Expository Nonfiction
Expository Nonfiction can explain helpful technological devices.
The author explains how these devices work, who uses them and why.
Headings name the devices, and photos help explain them.
Look over the headings and photos to see what the selection will explain.
How will the headings help you know what the text will be about?
Why have these devices been invented?
What helpful technological devices are mentioned in Stretching Ourselves and “Helpful Tools,” and what are they used for?
Display your answers in a two-column chart.

64. Additional Resources
Similes
Prefixes Games