Building Comprehension
Refer to the questions of each section of the worksheet. Ask students to share their summaries of each section.

Ask students to restate facts and details in their own words.

Ask: What do Tohono O'odham and Bedouin mean in English?

Ask: What desert does each of the groups live in?

Ask: What wild foods did they eat?

Ask: What fruit and vegetables did they grow?

Ask: What kinds of animals did they hunt?

Ask: Where did they find water?

Ask: Were they nomadic?

Ask: Where did they sleep?

Ask: Are there any other things of interest about either of the groups?

Word Work
Compound words
Explain to students that many compound words are made up of two words that are joined together If necessary, explain the difference between a compound word and a contradiction (for example, cannot versus can't).

Use the following example from the story: daytime, page 5.

Say: This word is made up of two words, day and time. It is called a compound word.

Ask: Can you find any other compound words in the story?

Write these onto a chart as students find them. Discuss what two words have been joined to form the compound word.

Ask: What two words have been used to make the new word?

Have students think of other compound words, and list them on a chart.

Ask: Can you think of any other compound words?

Add these to the chart.

Word endings
Explain to students that the meaning of words can change by adding a different ending.

Use the following word from the story: rolling, page 5.

Start with the base word roll.

Discuss how the words could be used in a sentence with these different endings:
s
ed
er
ing

Ask: Can you find other words in the story that can be changed by adding different endings? Can you put them into a sentence?

Introduce the second worksheet. Explain to students that it is related to the work just covered on word endings and compound words. 

Learning through Visual Devices
Read and Interpret a Map.
Put the map of the world onto the overhead. Explain to students that there are features of maps that make them easier to read and get information from. They might include the following:

Title - Tells what the map is about.

Legend or key - Shows what particular markings on the map stand for.

Using these features ask students to suggest information they can see in the map.

Ask: Using the features we have talked about. What information can you see in this map?

Read and Interpret a Table
Point out the table of World Desert Comparison in the text. Explain to students that there are features of tables that make them easier to read and get information from. They might include the following:

Title: Tells what the table is about.

Columns: The areas that run down the table.

Rows: the areas that run across the table.

Each row or column will usually have a heading.

Information is contained within the table where the columns and rows meet.

Ask: Using the features we have talked about, what information can you see in this table?

Writing Link
Have students think about the information in the story.

Choose one of the desert peoples and write a story about his or her typical day.  

Assessment

• Review students' completed comprehension worksheet in order to assess whether they understood the reading.
• Have students write sentences or paragraphs using selected words from the vocabulary list, or word work examples from the lesson, in order to demonstrate their understanding of word meaning.
• Assess students' knowledge of word endings and compound words.