Comprehension Instructional Sequence Module Overview

TEACHERS NAMES: __Alissa Wright (SRMS) and Amy Falvey ( MS)_ C!ASS"#RA$E: __Si%th #rade_________________________________ TE&T T'T!E: (The Case )* M)n+eys that Fell *r)m the Trees,- (Why M)n+eys !ive in Trees, and (The Walr.s and the Car/enter, S 0RCE: Prentice Hall Literature: Language and Literacy, Unit 1, Fiction and Nonfiction Additional resources from www.PearsonSuccessNet.com ( rade ! access code: PHLA1"N#$N%P"!# (t&ese are case sensiti'e and t&at is a (ero not an )o*+

Step 1: Vocabulary Instruction and Modeling Reading to uild Comprehension:

!as"s: Tea1her instr.1ts *r)m an essential 2.esti)n(s)- /r)vides relevant v)1a3.lary instr.1ti)nreads al).d t) st.dents 4hile st.dents 1)de te%t- st.dents read the te%t and /arti1i/ate in dire1ted n)teta+ing5 #urpose: T) 3ring 4)rld relevan1e t) te%t reading- esta3lish a /.r/)se *)r reading- /r)vide relevant v)1a3.lary instr.1ti)n- m)del *l.ent reading- /r)vide )//)rt.nities *)r st.dents t) 3e1)me intera1tive 4ith the te%t- and thin+ critically a3).t in*)rmati)n in the te%t5 $ O O A5 $oo" %uestion & e'ore Reading(

)hen 'aced with a choice* what 'actors do we use to ma"e our decision+

) R I ! I . /

65 ,ssential %uestion &#redictive )riting(

$ow do we decide what is true+

C'S 7!ANN'N# R#AN'8ER

C5 Vocabulary Instruction: (The Case )* the M)n+eys that Fell *r)m the Trees,- /ages 9: ;:< W R$ V O C 2 3 4 2 R 5 incidents abruptly distress data consistently tec&ni'ue toxicity W R$ 7ARTS " C NTE&T p. 79 Noun Events; occurrences p. 79 Adverb Suddenly p. 80 Noun Serious pain or sadness Prefix dis! "eanin# not! p. 8$ noun bits of infor"ation p. 8% adverb re#ularly p. 8( noun "et&od p. 8( noun state of bein# poisonous

! , 6 ! C O 7 I . /

$5 !e0t Mar"ing Tea1her reads aloud and models the te%t mar+ing /r)1ess thr).gh a thin+ al).d5 The tea1her may continue reading aloud in the te0t1 Reading the /assage al).d may 3ridge any de1)ding iss.es *)r !evel = )r > st.dents t) hel/ /r)vide a11ess t) 1)m/le% te%t5 't 4).ld n)t al4ays 3e ne1essary t) read al).d the entire /assage? the tea1her 4).ld ma+e this determinati)n 3ased ./)n the needs )* the 1lass5 As st.dents listen and *)ll)4 al)ng in their te%t- st.dents mar+"1)de their te%t5 ,#&e te-t coding .uestion d)es n)t &a'e to /e t&e same as t&e essential .uestion0 &owe'er, it s&ould lead students to t&e information in t&e te-t t&at su11orts t&e essential .uestion.

C'S 7!ANN'N# R#AN'8ER

!e0t Coding %uestion:

)hat in'ormation needs to be gathered in order to ma"e our decision+

!e0t Code: @ 3servati)ns made 3y s)me)ne )r s)mething5 E @ Eviden1e gathered 3y s)me)ne )r s)mething5 S @ (Sam/ling, )r analyAing 1)lle1ted materials 0/)n 1)m/leti)n )* te%t 1)ding- divide st.dent int) /artners )r small gr)./s5 Have st.dents 1)m/are and dis1.ss di**eren1es in their te%t 1)ding5 ) R I ! I . / : ; E1 Second )riting A*ter the *irst reading- st.dents 4ill .se the (Essential B.esti)n Hand).t, t) re1)rd their ans4er t) the essential 2.esti)n5 The se1)nd 2.esti)n sh).ld essentially remain the same as the *irst 2.esti)n? h)4ever- 4)rding 1an 3e 1hanged t) dire1tly relate t) the te%t5 ,ssential %uestion:

3sing in'ormation 'rom the te0t* how do we decide what is true+

'nstr.1t st.dents t) s.//)rt s.ggested ans4ers *r)m the te%t? st.dents sh).ld n)t g.ess5

7 I R , C ! , 7 . O ! , ! 2 I . /

F5 7irected .ote8ta"ing St.dents read the same te%t and engage in dire1ted n)te;ta+ing: 6e*)re reading- /resent a g.iding 2.esti)n which is the essential question modi'ied to allow organi9ing o' te0tual evidence t) dire1t the st.dents thin+ing 4hile they read and ta+e n)tes5 St.dents sh).ld .se the te%t 1)ding t) g.ide their n)tes5 M)del the generati)n )* n)tes5 %uestion:

)hat 'actors led to the mon"eys 'alling out o' trees+

$ire1ted N)te;Ta+ing Categ)ries N.m3ers )* F))d S).r1es Changes in F))d S).r1es Eating Ha3its )* M)n+eys C'S 7!ANN'N# R#AN'8ER

Have st.dents read and 1)m/lete the ($ire1ted N)te;ta+ing, hand).t either inde/endently- in /airs- )r in small gr)./s5 Thr).gh).t this time- the tea1her 1an s1a**)ld a small gr)./ )* st.dents 4h) 1ann)t read the te%t e**)rtlessly t) s.//)rt their te%t reading and n)te;ta+ing5 A*ter st.dents *inish their n)te;ta+ing: o Have st.dents 1)m/are n)tes 4ith 1lassmates (in /airs )r in small gr)./s) o Have st.dent /artners )r st.dent gr)./s /la1e a star ne%t t) the m)st signi*i1ant n)te in ea1h 1ateg)ry

Step ;: Rereading and %uestion /eneration to 7eepen Comprehension

!as"s: Tea1her m)dels the generati)n )* a 1)m/le% 2.esti)n 3ased )n a se1ti)n )* te%t- relating t) a 3r)ad /ers/e1tive )r iss.e5 St.dents re1)rd the 2.esti)ns- and then st.dents re;read the te%t t) generate their )4n 2.esti)ns5 #urpose: T) /r)vide st.dents 4ith a dem)nstrati)n )* 2.esti)n generati)n and the )//)rt.nity *)r them t) intera1t 4ith the te%t 3y generating 2.esti)ns t) dee/en their 1)m/rehensi)n5 % 3 , S ! I O . / , . , R 2 ! I O . A5 M)del re;reading a /)rti)n )* the te%t and generate a high;level 2.esti)n5

Sample %uestion: <Some plants produce more poisons a'ter their leaves or twigs are eaten by plant8eating animals1 !hese same plants ma"e 'ewer poisons i' they are not damaged= &>?* lines 11 8 1@(1 )hy does the level o' to0icity change in some plants+
$is/lay the 2.esti)n5 St.dents 1)/y the 2.esti)ns )n the (B.esti)n #enerati)n, Hand).t5

65 St.dents revie4"s1an the te%t and .se their re1)rded n)tes t) generate 2.esti)ns yet .nans4ered *r)m their *irst te%t reading5 St.dents re1)rd their 2.esti)ns )n their St.dent B.esti)n #enerati)n /a/er as they 4)r+ in /airs )r small gr)./s5 St.dents 4h) have di**i1.lty reading the te%t e**)rtlessly may need /artner s.//)rt 4ithin a small gr)./ in )rder t) generate 2.esti)ns5 Mean4hile- the tea1her r)ams the r))mlistening t) the 2.ality )* st.dent thin+ing as a means )* *)rmative assessment5 (N TE: St.dents *)1.s C.st )n 2.esti)n generati)n and 4ill have s.3se2.ent )//)rt.nities t) generate their ans4ers5)

C'S 7!ANN'N# R#AN'8ER

T) 1)n1l.de 2.esti)n generati)n- the tea1her: has st.dents share their 2.esti)ns 4ith the 4h)le 1lass t) identi*y 4hi1h 2.esti)ns they have in 1)mm)n- and 4hi1h 2.esti)ns are m)st relevant )r signi*i1ant t) their learning re1)rds"/)sts 1)mm)n and relevant"signi*i1ant 2.esti)ns )n the B.esti)n #enerati)n 7)ster *)r *.t.re .se in: o e%tended te%t dis1.ssi)n o see+ing ans4ers in te%t;reading thr).gh).t the remainder )* the 1ha/ter".nit o *)1.sing )n .nans4ered 2.esti)ns in 1)lla3)rative in2.iry5 The tea1her 1an /)st st.dent 2.esti)ns and 1lassi*y them 3y 1ateg)ries esta3lished d.ring the dis1.ssi)n t) rein*)r1e the s+ills )* s).r1ing and 1)rr)3)rati)n as st.dents sear1h- l)1ate- and validate ans4ers t) s)me )* the 2.esti)ns thr).gh).t the remainder )* the .nit5

Step ?: 3sing !e0t8 ased ,ssential %uestions to Aacilitate Student !hin"ing )hile Reading1
!as": Tea1her /)sts an essential 2.esti)n that is te%t;3ased- st.dents .se in*)rmati)n *r)m their 1)m/leted gra/hi1 )rganiAer"n)tes t) hel/ them ans4er the 2.esti)n- st.dents dis1.ss ans4ersrevie4"revise ans4ers t) essential 2.esti)n 3ased )n dis1.ssi)n #urpose: T) /r)vide )//)rt.nities *)r st.dents t) intera1t 4ith the te%t and 4ith their /eers t) *a1ilitate 1)m/le% thin+ing and dee/ 1)m/rehensi)n )* te%t5 ! , 6 ! 7 I S C 3 S S I O . 21 ,0tended !e0t 7iscussion M)di*y the essential 2.esti)n t) re2.ire st.dents t) *)rm a te%t.al 3ased arg.ment5 B.esti)n:

6ased ./)n the te%t- 4hat *a1t)r m)st signi*i1antly led t) the m)n+eys *alling ).t )* treesD
7)st the essential 2.esti)n in the 1lassr))m5 Fa1ilitate an e%tended te%t dis1.ssi)n in 4hi1h st.dents ta+e a /)siti)n 3y .sing their dire1ted n)te ta+ing 1hart t) s.//)rt their eviden1e 3ased 1laim5 The tea1her remains ne.tral and as+s )/en;ended 2.esti)ns t) drive the dis1.ssi)n and 3ring all 1laims 3a1+ t) the te%t5

C'S 7!ANN'N# R#AN'8ER

) R I ! I . / : ?

1 Ainal )riting Have st.dents .se in*)rmati)n *r)m their 1)m/leted directed note8ta"ing chart t) hel/ them 4rite their *inal res/)nse t) the essential 2.esti)n )n the Essential B.esti)n Hand).t5 St.dents share their ans4ers 4ith a /artner )r in small gr)./s5 St.dents 4h) have di**i1.lty reading the te%t e**)rtlessly may need t) /artner 4ith an)ther st.dent 4ithin their small gr)./ t) 1)m/lete this tas+5

Step @: 4iterature Selection

<)hy Mon"eys 4ive in !rees= &B@ C BB( !as": Tea1her revie4s (!earning a3).t Fi1ti)n vs5 N)n*i1ti)n, (E F 9)5 Tea1her m)dels and *a1ilitates 1)m/leti)n )* n)n*i1ti)n side )* (Fi1ti)n vs5 N)n*i1ti)n, gra/hi1 )rganiAer5 #urpose: T) .nderstand the 1hara1teristi1s )* *i1ti)n and n)n*i1ti)n5 21 Vocabulary Instruction: reflection p. 7) Noun *"a#e of one+s self, as seen in a "irror Prefix re! "eanin# bac-; a#ain! Suffix ion! "eanin#! process! and indicatin# noun p. 7. Adverb *n a royal /ay; li-e a -in# or 'ueen ly! /ord endin# indicatin# adverb p. 7. 0erb 1ried out in a lo/, loud voice ed! /ord endin# indicatin# past tense

V O C 2 3 4 2 R 5

re#ally

bello/ed

(G)1a3.lary 6.ilder,- /age ==<- 0nit ne Res).r1e? 7renti1e Hall !iterat.re )r 4445/ears)ns.11essnet51)m (see $e/artment Head *)r a11ess 1)des)

C'S 7!ANN'N# R#AN'8ER

1 Students read <)hy Mon"eys 4ive in !rees= and complete 'iction side o' graphic organi9er1 ,0tended )riting &Optional( Situation: 5our good 'riend has missed ten days o' school and you have been unable to reach himDher1 !here are many rumors circulating around school about your 'riendEs disappearance1 )hat 'actors will you investigate to determine the true reason behind your 'riendEs absence+ #rompt: In an essay* e0plain how you will go about 'inding the true reason 'or your 'riendEs absence+ Include 'our vocabulary words 'rom <!he Case o' the Mon"eys that Aell 'rom the !rees= and <)hy Mon"eys 4ive in !rees=1 !as": Tea1her /)sts te%t;3ased /r)m/ts and st.dents dra*t 4ritten res/)nses5 #urpose: T) /r)vide )//)rt.nities *)r st.dents t) 4rite as a means )* learning in )rder t) e%/and- re*ine- and dee/en their .nderstanding )* 1)ntent area in*)rmati)n and 1)n1e/ts5

S!,# F: #oetry Selection

2: Vocabulary instruction W R$ beseec& W R$ 7ARTS " C NTE&T p. .77 verb 2e# 3prefix 2e! "eanin# t&orou#&ly!4 p. .79 ad5ective causin# #loo" or "isery 3prefix dis! "eanin# unfavorable condition!4 p. .80 0erb S&are in a feelin#; feel co"passion 3prefix sy"! "eanin# 7/it&, in co"pany /it&, to#et&er /it&7

V O C 2 3 4 2 R 5

dis"al

sy"pat&i6e

: Read selection <!he )alrus and the Carpenter= page FBG

C'S 7!ANN'N# R#AN'8ER

C: #lot sequence: <#lot the OystersE #erilH= Description

After reading the narrative poem, The Walrus and the Carpenter by Lewis Carroll, students use a comic strip format to study the organization and presentation of ideas and supporting details in the plot sequence of the poem.

http:DDwww1beaconlearningcenter1comD4essonsD@I;1htm 3se website 'or directions and resources to complete activity1 2'ter completing activity* show <!he )alrus and Carpenter= youtube video to students 'or te0tDactivity connection1 htt/:""4445y).t.3e51)m"4at1hDv@Tv ThH Idas 7: Ainal ,ssential %uestion ,valuation C <$ow do we decide what is true+= 0sing (0nit < res).r1es, 3))+ (<J)- st.dents 4ill 1)m/lete the (Enri1hment: S1ien1e and n)nsense, 4)r+sheet5 (See /ears)ns.11essnet51)m (Res).r1es and $)4nl)ads, and 1li1+ )n 0nit < *)r a 1)/y )* the 4)r+sheet) On a separate sheet o' paper* respond to the 'ollowing question in a complete* well8 organi9ed paragraph1 'n (The Walr.s and the Car/enter,- the eldest )yster 1h))ses n)t t) 4al+ 4ith the Walr.s and the Car/enter5 Many )* the y).ng )nes C.st h.rry ./ and g)5 What d)es Carr)ll seem t) 3e s.ggesting a3).t age and )nes a3ility t) determine the tr.thD 0se details *r)m the /)em t) s.//)rt y).r ans4er5

C'S 7!ANN'N# R#AN'8ER

Common Core Standards !ang.age <535 0se 1)mm)n- grade;a//r)/riate #ree+ )r !atin a**i%es and r))ts as 1l.es t) the meaning )* a 4)rd (e5g5- a.dien1e- a.dit)ry- a.di3le)5 Reading !iterat.re =K5 L*)r literary te%tM 6y the end )* the year- read and 1)m/rehend literat.rein1l.ding st)ries- dramas- and /)ems- in the grades E;: te%t 1)m/le%ity 3and /r)*i1iently- 4ith s1a**)lding as needed at the high end )* the range5 L RM Reading 'n*)rmati)nal Te%t =K5 L*)r in*)rmati)nal te%tM 6y the end )* the year- read and 1)m/rehend literary n)n*i1ti)n in the grades E; : te%t 1)m/le%ity 3and /r)*i1iently- 4ith s1a**)lding as needed at the high end )* the range5 !ang.age E5 A12.ire and .se a11.rately grade;a//r)/riate general a1ademi1 and d)main;s/e1i*i1 4)rds and /hrases? gather v)1a3.lary +n)4ledge 4hen 1)nsidering a 4)rd )r /hrase im/)rtant t) 1)m/rehensi)n )r e%/ressi)n5 Reading 'n*)rmati)nal Te%t =5 L*)r in*)rmati)nal te%tM Cite te%t.al eviden1e t) s.//)rt analysis )* 4hat the te%t says e%/li1itly as 4ell as in*eren1es dra4n *r)m the te%t5 L RM Reading !iterat.re =5 L*)r literary te%tM Cite te%t.al eviden1e t) s.//)rt analysis )* 4hat the te%t says e%/li1itly as 4ell as in*eren1es dra4n *r)m the te%t5 Reading !iterat.re =5 L*)r literary te%tM Cite te%t.al eviden1e t) s.//)rt analysis )* 4hat the te%t says e%/li1itly as 4ell as in*eren1es dra4n *r)m the te%t5 L RM Reading 'n*)rmati)nal Te%t =5 L*)r in*)rmati)nal te%tM Cite te%t.al eviden1e t) s.//)rt analysis )* 4hat the te%t says e%/li1itly as 4ell as in*eren1es dra4n *r)m the te%t5 Reading 'n*)rmati)nal Te%t =K5 L*)r in*)rmati)nal te%tM 6y the end )* the year- read and 1)m/rehend literary n)n*i1ti)n in the grades E;: te%t 1)m/le%ity 3and /r)*i1iently- 4ith s1a**)lding as needed at the high end )* the range5 L RM Reading !iterat.re =K5 L*)r literary te%tM 6y the end )* the year- read and 1)m/rehend literat.re- in1l.ding st)ries- dramas- and /)ems- in the grades E;: te%t 1)m/le%ity 3and /r)*i1iently- 4ith s1a**)lding as needed at the high end )* the range5

C'S 7!ANN'N# R#AN'8ER

7irected .ote8!a"ing Student $andout $ire1ti)ns: Re1)rd n)tes 1)ntaining the m)st im/)rtant in*)rmati)n relevant t) the g.iding 2.esti)n5

<!he Case o' the Mon"eys that Aell 'rom the !rees= #rentice $all 4iterature* page B>8>@

/uiding %uestion: What *a1t)rs led t) the m)n+eys *alling ).t )* the treesD
#age :

.O!,S
<Suspiciously* some o' the mon"eys that 'ell had been 'eeding in trees "nown to have poisonous leaves1=

Chec" relevant categories below

.umbers o' Aood Sources Changes in Aood Sources ,ating $abits o' Mon"eys

BJ

&

C'S 7!ANN'N# R#AN'8ER

%uestion /eneration Student $andout $ire1ti)ns: Re1)rd 2.esti)ns that y). have 3ased )n y).r n)tes and te%t;reading5 <!he Case o' the Mon"eys that Aell 'rom the !rees= #rentice $all 4iterature #age :

%3,S!IO.S
(S)me /lants /r)d.1e m)re /)is)ns a*ter their leaves )r t4igs are eaten 3y /lant;eating animals5 These same /lants ma+e *e4er /)is)ns i* they are n)t damaged 3y /lant;eaters5, )hy does the level o' to0icity change in some plants+

Chec" relevant categories below

.umbers o' Aood Sources Changes in Aood Sources ,ating $abits o' Mon"eys

>?

C'S 7!ANN'N# R#AN'8ER

Aiction and .on'iction <)hy Mon"eys 4ive in !rees= ,lements o' Aiction Chara1ters: <!he Case o' the Mon"eys that Aell 'rom the !rees= Characteristics o' .on'iction Resear1hers:

Setting:

S.3Ce1ts:

7)int )* Gie4:

7)int )* Gie4:

7l)t $etail:

Fa1t:

7l)t $etail:

Fa1t:

7l)t $etail:

Fa1t:

Theme:

Writers 7.r/)se:

C'S 7!ANN'N# R#AN'8ER

<!he Case o' the Mon"eys that Aell 'rom the !rees*= <)hy Mon"eys 4ive in !rees= and <!he )alrus and the Carpenter= G)1a3.lary B.iA 7irections: As ' say the v)1a3.lary 4)rd and .se it in a senten1e- /lease s/ell the 4)rd 1)rre1tly and identi*y its /art )* s/ee1h5 Vocabulary )ord =5) N5) O5) 95) J5) ==5) =N5) =5) N5) O5) 95) J5) ==5) =N5) #art o' Speech Vocabulary )ord >5) <5) E5) :5) =K5) =>5) >5) <5) E5) :5) =K5) =>5) #art o' Speech

7irections: C)m/lete the senten1es 3el)4 4ith the 1)rre1t v)1a3.lary 4)rd (S/elling d)es n)t 1).nt)5 =<5) (C)nsidering the ever;1hanging _______________ )* the leaves in a *)rest- h)4ever#lander reas)ned that individ.al m)n+eys s)metimes ma+e mista+es5, =O5) =E5) =95) =:5) (A*ter s.1h +indness- that 4).ld 3e " a _______________ thing t) d)P, (Hi//)/)tam.s r)ared and Hi//)/)tam.s _______________ 5, (_______________ - she *ell )** the 3ran1h, ( - ysters- 1)me and 4al+ 4ith .sP " The Walr.s did _______________5,

C'S 7!ANN'N# R#AN'8ER

=J5) (The _______________ sh)4ed that the m)n+eys sele1ted )nly 1ertain tree s/e1ies *)r *eeding5, >K5) ( ther s1ientists )3served h)4lers eating leaves *r)m many +inds )* trees- in1l.ding /)is)n).s s/e1ies- 4ith).t any signs )* _______________ 5, >=5) (!e)/ard l))+ed ar).nd 4ith 1lam dignity5 Then he str)de _______________ )ver t) his *riend- !i)n5, >>5) (When the _______________ 3egan in A.g.st =J9>- 3i)l)gist Hen #lander and his 4i*eM)lly- had 3een st.dying the eating ha3its )* a tr))/ )* h)4ling m)n+eys in n)rth4estern C)sta Ri1a *)r nearly three m)nths5, >N5) (6y .sing this _______________ - the m)n+eys 4).ld av)id eating t)) many )* the m)st t)%i1 /lant /)is)ns5, ><5) (' 4ee/ *)r y).- the Walr.s said: Q' dee/ly _______________ 5,

>O5) (The h)4ling m)n+eys had _______________ sele1ted the m)st n.triti).s- m)st digesti3le- and least /)is)n).s leaves availa3le in their /at1h )* *)rest5, >E5) (This t))+ many h).rs )* l))+ing at his _______________ - 4hi1h !e)/ard did n)t mind5,

htt/:""44451art))nst)1+51)m"l)4res"an)KKKNl5C/g C'S 7!ANN'N# R#AN'8ER

<!he Case o' the Mon"eys that Aell 'rom the !rees*= <)hy Mon"eys 4ive in !rees= and <!he )alrus and the Carpenter= G)1a3.lary B.iA -,5 7irections: As ' say the v)1a3.lary 4)rd and .se it in a senten1e- /lease s/ell the 4)rd 1)rre1tly and identi*y its /art )* s/ee1h5 =5 We deem it ne1essary t) 1an1el d.e t) sn)45 >5 The gymnast consistently 4as a4arded high s1)res5 N5 ( h- n)P, he bellowed5 (My 4allet is g)neP, <5 We had incidents )* *)rest *ires d.e t) la1+ )* rain5 O5 The to0icity )* the s4am/ 4ater 4ill ma+e y). si1+5 E5 The 2.een 4aved regally at the 1r)4d5 95 ' beseech y). t) thin+ a3).t the 1)nse2.en1es )* y).r a1ti)ns5 :5 The data indi1ated that the h.rri1ane 4).ld n)t hit 'ndian River C).nty5 J5 She 1ried ).t in distress5 =K5 The 3.s st)//ed s) abruptly that my glasses *ell )**5 ==5 7lease .se the technique e%/lained )n y).r /a/er t) 1)nd.1t the e%/eriment5 =>5 ' sympathi9e 4ith the girl 4h) l)st her d)g5 =N5 ' sa4 a re'lection )* my *a1e in the 4ind)4/ane5 Vocabulary )ord =5) dismal N5) 3ell)4ed O5) t)%i1ity 95) 3esee1h J5) distress ==5) te1hni2.e =N5) re*le1ti)n #art o' Speech =5) adCe1tive N5) ver3 O5) n).n 95) ver3 J5) n).n ==5) n).n =N5) n).n Vocabulary )ord >5) 1)nsistently <5) in1idents E5) regally :5) data =K5) a3r./tly =>5) sym/athiAe #art o' Speech >5) adver3 <5) n).n E5) adver3 :5) n).n =K5) adver3 =>5) ver3

C'S 7!ANN'N# R#AN'8ER

7irections: C)m/lete the senten1es 3el)4 4ith the 1)rre1t v)1a3.lary 4)rd (S/elling d)es n)t 1).nt)5 =<5) (C)nsidering the ever;1hanging to0icity )* the leaves in a *)rest- h)4ever- #lander reas)ned that individ.al m)n+eys s)metimes ma+e mista+es5, =O5) =E5) =95) =:5) =J5) (A*ter s.1h +indness- that 4).ld 3e " a dismal thing t) d)P, (Hi//)/)tam.s r)ared and Hi//)/)tam.s bellowed 5, (2bruptly - she *ell )** the 3ran1h, ( - ysters- 1)me and 4al+ 4ith .sP " The Walr.s did beseech5, (The data sh)4ed that the m)n+eys sele1ted )nly 1ertain tree s/e1ies *)r *eeding5,

>K5) ( ther s1ientists )3served h)4lers eating leaves *r)m many +inds )* trees- in1l.ding /)is)n).s s/e1ies- 4ith).t any signs )* distress5, >=5) (!e)/ard l))+ed ar).nd 4ith 1lam dignity5 Then he str)de regally )ver t) his *riend!i)n5, >>5) (When the incidents 3egan in A.g.st =J9>- 3i)l)gist Hen #lander and his 4i*e- M)llyhad 3een st.dying the eating ha3its )* a tr))/ )* h)4ling m)n+eys in n)rth4estern C)sta Ri1a *)r nearly three m)nths5, >N5) (6y .sing this technique- the m)n+eys 4).ld av)id eating t)) many )* the m)st t)%i1 /lant /)is)ns5, ><5) (' 4ee/ *)r y).- the Walr.s said: Q' dee/ly sympathi9e 5,

>O5) (The h)4ling m)n+eys had consistently sele1ted the m)st n.triti).s- m)st digesti3leand least /)is)n).s leaves availa3le in their /at1h )* *)rest5, >E5) (This t))+ many h).rs )* l))+ing at his re'lection - 4hi1h !e)/ard did n)t mind5,

C'S 7!ANN'N# R#AN'8ER