OXFORD UNIVERSITY PRESS Scope and Sequence Writing WORDS TO WRITING WRITING PLANNING KNOW FOCUS OUTPUT TOOLS camper explore universe Formal and informal Awelcome letter Word web technology attached director language solar system observatory telescope mission control spacecraft antigravity How cơn we fossil preserve palaeontologist Topic sentence and An informational KWL chart ee eee La) dinosaur footprint determine concluding sentence. text past? discover examine shark scientist prehistoric reptile Cora Ue camo beat) organic fresh process local Summarizing with a bar Abar graph Bar graph your food grocery store compare lemon graph pear strawberry mushroom travel? Page 16 graffiti improve famous Supporting an opinion An opinion text T-chart talented beautiful illegal legal with reasons spray paint paintbrush canvas ruin complex congested ramen noodle Adescriptive text Word web slippery crispy spicy cherry fresh peaceful sushi tuna squishy How do our react heartrate blood Cause and effect Aprocess text Cause and effect bodies react to pressure increase pupil dilate emotions? muscles tense immune system digestive system pump tight Page 34 investigate app Internet post Writing within a restricted Anews web post Main idea and suspect social network terrible word count details chart crime happen website deep crack earthquake Descriptive adjectives and An adventure story Planning chart crumble collapse landslide onomatopoeia gloomy flood muddy swoop mucky tornado Why are proposal propose artificial Persuasive writing A proposal Chart artificial biomes rainforest biome humid importan†? difference educate experience destruction Page 52 Spelling Master Class SPELLING FOCUS 9) ¬ 5= < m 1 Words with silent letters: wrong, rhyme, knee Page 58 Page 58 3 Words with ch and que: archaeologist, antique Page 59 4 Prefix dis-: dishonest, dissatisfied Page 59 5 Words with cand sc: introduce, science PETA} 6 -ate and -ete endings: circulate, delete Page 60 Ễ : Mnemonics Page 61 slowly, greedily -ent, -ence, -ant, and -ance endings Page62 FOCUS: Formal vs. informal language OUTPUT: A welcome letter How can we learn about the universe? Words to know camper explore universe technology attached director solar system observatory telescope mission control spacecraft antigravity Read LA) A welcome letter greets people and gives information about a place. When would you get a welcome letter? Check.
At soccer camp At anew job At a house At a hotel With a computer At a school @ Read the welcome letter. explore the solar system Dear Space Campers, Observatory Welcome to your summer space camp and telescope workshop adventure! You are going to have a great time exploring space with us. You will learn about our universe in classes and by DN 9 Ạ using technology. — | explore the mission control room — 4 Unit 1 How can we learn about the universe? Please see the attached calendar for a list mà a spacecraft of activities.
Expl and an antigravity Thank you for joining our program. We can’t room 4 — wait to see you in space! Sincerely, Doris Connelly Space communication Camp Director Understand @ Match the sections of the letter to the information. 1 () Greeting 4 C) Paragraph 3 2 C) Paragraph 1 5 C) Closing a describes the calendar of activities or refers to an attached calendar b ends the letter and gives the name of the writer c addresses the reader and gives some description about the program d tells who the letter is for e thanks the reader for being a part of the program oO Look at the photo in ©. Which activity does it show? How can we learn about the universe? Unit 1 5 @ Look at the space camp calendar of activities in ©.
Then read what Eva did. Write the correct day. Q@e learned how Qe learned a lot of people sent laser interesting things about communications to all of the planets and the moon. Qe went up high in this My parents came today, building, and we looked and ( showed them all at stars.
{t was really of the things ( did cooff daring the week. (was in a room with a ( put on a special suit lot of computers. We and went into a room. learned how people There wasnt any on Earth work with gravity in the room, and | astronauts on space (floated around, fast missions.
like in space! @ Look at the calendar again. Which activities would you like to do? Why? e Awelcome letter uses “you” to give the reader information. Why do you think it does this? 6 Unit1 Think Oo Think of ideas for a summer camp for children. Write as many ideas as you can.
Description Camp ( Activities ——y How can we learn about the universe? Unit 1 7 Organize and Plan © writing focus When we write a welcome letter, we use formal language. Formal Informal Does not use contractions Uses contractions You are going to have You’re going to have a great time. Does not use abbreviations Uses abbreviations Monday Mon. Uses formal words and greetings Uses informal words and greetings Dear Space Campers, Hey Mom and Dad, Look at the letter and calendar in ©.
Write the formal words. T1 WôtlllEfidbØúfBúEUñNEISE:a y 2 Thanks for joining our pogram. ee — @ Look at your description in (). Describe your camp using formal words.
8 Unit 1) = How can we learn about the universe? Write @ Now write your welcome letter and a calendar for your camp. Use your work in activities ) - to help you. Greeting Welcome Refer to calendar Thank the reader Closing Monday Tuesday Wednesday Thursday Friday Saturday | Ị Edit oO Read and check. Now read your partner's writing and check if you agree.
In my welcome letter: af L] CI I can write a formal greeting and a formal closing. L] L] T1 can use formal language. L] Ican write complete sentences. ae How can we learn about the universe? Unit 1 q FOCUS: Topic sentence and concluding sentence OUTPUT: An informational text How can we learn from the past? Words to know.
fossil preserve palaeontologist dinosaur footprint determine discover examine shark scientist prehistoric reptile Read © An informational text gives readers real information about something. What types of informational texts have you read? @ Read the informational text. Learning from Fossils A fossil is a part ofa plant or animal that has been preserved in the Earth. Fossils, like bones, teeth, and footprints, help people learn important things about the past.
Palaeontologists learned a lot about dinosaurs from their fossilized footprints. They determined whether some dinosaurs walked on two or four legs, and if a dinosaur traveled in groups or alone, by looking at the number of footprints. They learned that many dinosaurs walked with their tails in the air, because the footprints did not have any “drag marks” near them. 10 Unit2 Howcanwelearn from the past? By looking at how far apart some footprints were, palaeontologists discovered the fastest dinosaurs could run over 40 kilometers per hour.
By examining fossilized sharls teeth, scientists determined that sharks lived over 400 million years ago, before the dinosaurs. They learned that one prehistoric shark, called Squalicorax, had teeth with edges like a knife. Scientists discovered that the Squalicorax ate large fish and reptiles, because they found fossilized bones of these animals with Squalicorax teeth in them! People will continue to learn even more about the past from fossils. Understand @ What is the main idea of the text? Circle.
a Fossils are found in many parts of the world. b People learn about the past from fossils. ¢ People learn the most from dinosaur and shark fossils. d People learn about the future from fossils.
oO According to the text, what have people learned from fossils? Check. 1 some dinosaurs traveled in groups 2 most dinosaurs walked with their tails on the ground 3 some dinosaurs could run fast 4 dinosaurs are older than sharks 5 sharks could swim fast 6 sharks ate large fish and reptiles How can we learn from the past? Unit2 T1 @ Look at the last sentence of the text. What does it do? Check. summarizes the information in the text makes a prediction about what will happen in the future gives the writer’s opinion @ Look at the photo of fossilized dinosaur footprints.
What can you guess about the dinosaurs by looking at the footprints? e If you found a fossilized shark tooth, what would you do with it? 12 Unit2 Howcar Think © What other things can we use to learn about the past? Write as many ideas as you can. k f ani that 4 live tod sundials that tell time == SE ancient pottery ancient jewelry đồ Choose one of the things in (") to write about in an informational text. What do you know about this object? What do you want to know? Write. Thing from the past: K What I know W What I want to know L What I learned @) Use books, magazines, or the Internet to find out about your object from the past.
You can also ask someone in your family. Write what you have learned in the“L” column in the chart in). How can we learn from the past? Unit2 13 Organize and Plan Q Writing focus A topic sentence gives the main idea of a text. It is near the beginning.
Fossils, like bones, teeth, and footprints, help people learn important things about the past. A concluding sentence can summarize a text, give an opinion, or make a prediction. It is near the end. Summary: People learn many important things about the past from fossils.
Opinion: I think everyone should read about fossils and what they tell us about the past. Prediction: People will continue to learn even more about the past from fossils. Look at the text in (). What kind of concluding sentence did the writer use? Look at your ideas in ().
Write a topic sentence and three kinds of concluding sentences for your informational text. Topic sentence: Concluding sentences Summary: Opinion: Prediction: Now circle your best concluding sentence. Look your ideas in ()). Choose the six most interesting facts and write them in a logical order.
14 Unit 2 How can we learn from the past? Write @ Now write your informational text to explain what can be learned from the past. Use your work in activities ({) - () to help you. Title Ts < Topic sentence Facts Concluding sentence Edit Oo Read and check. Now read your partner's writing and check if you agree.
In my informational text: ~ L] 1 can write q †opic sentence and a concluding senlence. L] LI Ican write facts about my object from the past. w wcanwelearn from the past? Unit2 15 FOCUS: Summarizing witha bar graph OUTPUT: A bar graph How far does your food travel? Words to know. organic fresh process local grocery store compare lemon pear strawberry mushroom Read © A bar graph shows data organized in a diagram.
Look at the bar graph on page 17. What two things does it compare? @ Read the text. FOOD TRAVELS ~ Eating local food is better than eating food that comes from far away.The shorter the travel, the fresher the food is. Organic beans that come from far away are healthier than a can of processed beans, but local beans from a farmer’s market are the best option! However, eating local foods can be expensive, so you have to make the best choices for yourself.
16 Unit3 How fardoesy t food travel? So, how far does How Far Food Travels our food travel? 100 We compared q0 the foods from 80 a local farmer's 70 market anda local 60 grocery store. 50 40 30 20 10 o ` © @ © && `4 sOo Š Oo (Farmer's Market « et Ss Ss rad ` vở @ © Grocery Store w œ& Unders†and Q Write the numbers. How far do. travel?