b two penn plaza, new york, new york 10121. distributed in...

B

Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc.,

Two Penn Plaza, New York, New York 10121.

Copyright © by Macmillan/McGraw-Hill. All rights reserved. No part of this publication may be reproduced or

distributed in any form or by any means, or stored in a database or retrieval system, without the prior written

consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or

broadcast for distance learning.

Printed in the United States of America

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ContentsVocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Comprehension: Character and Plot . . . . . . . . . . . . . . . . . 2Comprehension: Character and Plot Chart . . . . . . . . . . . . 3Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Text Features: Photographs and Captions . . . . . . . . . . . . 5Vocabulary Strategy: Synonym . . . . . . . . . . . . . . . . . . . . . 6Phonics: Short Vowels . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Comprehension: Plot and Setting. . . . . . . . . . . . . . . . . . . . 9Comprehension: Plot and Setting Chart . . . . . . . . . . . . . 10Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Text Features: Toolbar and Link . . . . . . . . . . . . . . . . . . . . 12Vocabulary Strategy: Compound Words . . . . . . . . . . . . . 13Phonics: Long Vowels. . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Comprehension: Compare and Contrast . . . . . . . . . . . . . 16Comprehension: Venn Diagram . . . . . . . . . . . . . . . . . . . . 17Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Study Skill: Using the Library, Media Center . . . . . . . . . . 19Vocabulary Strategy: Homographs . . . . . . . . . . . . . . . . . 20Phonics: Words with /ü/, /u/, /u / . . . . . . . . . . . . . . . . . . . . 21

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Comprehension: Summarize . . . . . . . . . . . . . . . . . . . . . . 23Comprehension: Summary Chart . . . . . . . . . . . . . . . . . . 24Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Literary Elements: Rhyme Scheme and Rhythm . . . . . . 26Vocabulary Strategy: Context Clues . . . . . . . . . . . . . . . . 27Phonics: Words with /är/, /âr/, /ôr/ . . . . . . . . . . . . . . . . . . 28

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Comprehension: Cause and Effect . . . . . . . . . . . . . . . . . 30Comprehension: Cause and Effect Chart . . . . . . . . . . . . 31Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Text Feature: Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Vocabulary Strategy: Synonyms . . . . . . . . . . . . . . . . . . . 34Phonics: Words with /ûr/, /îr/ . . . . . . . . . . . . . . . . . . . . . . . 35

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36, 37

School ContestsMiss Alaineus

American LegendsDavy Crockett Saves the World

Trees for LifeTime for Kids: Forests of the World

Exploring SpaceUltimate Field Trip 5: Blasting Off to Space Academy

Rescue DogsPipiolo and the Roof Dogs

Unit 1 Vocabulary Review

Unit 1 • Challenges

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People Helping AnimalsShiloh

Slithery Snakes!Rattlers!

Remembering the Past Time for Kids: Maya Lin: Architect of Memory

The Caribbean IslandsThe Night of San Juan

Cowboys and CowgirlsBlack Cowboys Wild Horses


Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Comprehension: Make Inferences. . . . . . . . . . . . . . . . . . 39Comprehension: Inferences Chart. . . . . . . . . . . . . . . . . . 40Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Text Features: Photographs and Captions . . . . . . . . . . . 42Vocabulary Strategy: Idioms . . . . . . . . . . . . . . . . . . . . . . 43Phonics: Compound Words . . . . . . . . . . . . . . . . . . . . . . . 44

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Comprehension: Main Idea and Details . . . . . . . . . . . . . 46Comprehension: Main Idea Web . . . . . . . . . . . . . . . . . . . 47Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Literary Elements: Hero and Personifi cation . . . . . . . . . . 49Vocabulary Strategy: Context Clues . . . . . . . . . . . . . . . . 50Phonics: Plurals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Comprehension: Main Idea and Details . . . . . . . . . . . . . 53Comprehension: Main Idea Web . . . . . . . . . . . . . . . . . . . 54Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55Study Skill: Using the Internet . . . . . . . . . . . . . . . . . . . . . 56Vocabulary Strategy: Infl ected Endings. . . . . . . . . . . . . . 57Phonics: Infl ected Endings . . . . . . . . . . . . . . . . . . . . . . . . 58

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Comprehension: Problem and Solution . . . . . . . . . . . . . . 60Comprehension: Story Map . . . . . . . . . . . . . . . . . . . . . . . 61Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Text Feature: Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Vocabulary Strategy: Suffi xes . . . . . . . . . . . . . . . . . . . . . 64Phonics: Words with /ô/, /ou/, /oi/ . . . . . . . . . . . . . . . . . . . 65

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Comprehension: Make Inferences. . . . . . . . . . . . . . . . . . 67Comprehension: Inferences Chart. . . . . . . . . . . . . . . . . . 68Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69Literary Elements: Repetition and Assonance. . . . . . . . . 70Vocabulary Strategy: Antonyms . . . . . . . . . . . . . . . . . . . 71Phonics: VCCV Pattern. . . . . . . . . . . . . . . . . . . . . . . . . . . 72

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73, 74

Unit 2 • Discoveries

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Unit 3 • Turning Points

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75Comprehension: Draw Conclusions. . . . . . . . . . . . . . . . . 76Comprehension: Conclusions Chart . . . . . . . . . . . . . . . . 77Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78Literary Elements: Meter and Alliteration . . . . . . . . . . . . . 79Vocabulary Strategy: Build Word Families. . . . . . . . . . . . 80Phonics: V/CV and VC/V Patterns . . . . . . . . . . . . . . . . . . 81

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Comprehension: Fact and Opinion . . . . . . . . . . . . . . . . . 83Comprehension: Fact and Opinion Chart . . . . . . . . . . . . 84Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85Text Feature: Time Line . . . . . . . . . . . . . . . . . . . . . . . . . . 86Vocabulary Strategy: Pronunciation Key . . . . . . . . . . . . . 87Phonics: V/V Pattern. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89Comprehension: Fact and Opinion . . . . . . . . . . . . . . . . . 90Comprehension: Fact and Opinion Chart . . . . . . . . . . . . 91Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92Study Skill: Study Strategies. . . . . . . . . . . . . . . . . . . . . . . 93Vocabulary Strategy: Prefi xes . . . . . . . . . . . . . . . . . . . . . 94Phonics: VCCCV Pattern . . . . . . . . . . . . . . . . . . . . . . . . . 95

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96Comprehension: Compare and Contrast . . . . . . . . . . . . . 97Comprehension: Venn Diagram . . . . . . . . . . . . . . . . . . . . 98Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99Text Feature: Process Diagram . . . . . . . . . . . . . . . . . . . 100Vocabulary Strategy: Denotation and Connotation . . . . 101Phonics: Accented Syllables . . . . . . . . . . . . . . . . . . . . . 102

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103Comprehension: Draw Conclusions. . . . . . . . . . . . . . . . 104Comprehension: Conclusions Diagram . . . . . . . . . . . . . 105Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106Text Features: Headline and Byline . . . . . . . . . . . . . . . . 107Vocabulary Strategy: Synonyms . . . . . . . . . . . . . . . . . . 108Phonics: Final /әr/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110, 111

The American RevolutionSleds on Boston Common

The Right to VoteWhen Esther Morris Headed West

Protecting the EnvironmentTime for Kids:Beyond the Horizon

Desert HabitatsMy Great-Grandmother’s Gourd

Into the FutureZathura


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Unit 4 • Experiences

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112Comprehension: Character and Setting . . . . . . . . . . . . 113Comprehension: Character and Setting Chart . . . . . . . 114Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115Text Feature: Time Line . . . . . . . . . . . . . . . . . . . . . . . . . 116Vocabulary Strategy: Recognize Homophones. . . . . . . 117Phonics: Final /әl/, /әn/ . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119Comprehension: Author’s Purpose . . . . . . . . . . . . . . . . 120Comprehension: Author’s Purpose Chart . . . . . . . . . . . 121Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122Text Features: Deck and Headings . . . . . . . . . . . . . . . . 123Vocabulary Strategy: Context Clues . . . . . . . . . . . . . . . 124Phonics: More Accented Syllables. . . . . . . . . . . . . . . . . 125

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126Comprehension: Make Generalizations. . . . . . . . . . . . . 127Comprehension: Generalizations Chart. . . . . . . . . . . . . 128Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129Study Skill: Parts of a Book . . . . . . . . . . . . . . . . . . . . . . 130Vocabulary Strategy: Prefi xes and Suffi xes. . . . . . . . . . 131Phonics: Accented Syllables in Homographs . . . . . . . . 132

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133Comprehension: Description . . . . . . . . . . . . . . . . . . . . . 134Comprehension: Description Chart . . . . . . . . . . . . . . . . 135Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136Literary Elements: Personifi cation, Imagery, Onomatopoeia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137Vocabulary Strategy: Multiple-Meaning Words . . . . . . . 138Phonics: Words with /chәr/, /zhәr/ . . . . . . . . . . . . . . . . . 139

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140Comprehension: Author’s Purpose . . . . . . . . . . . . . . . . 141Comprehension: Author’s Purpose Chart . . . . . . . . . . . 142Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143Literary Elements: Moral and Metaphor. . . . . . . . . . . . . 144Vocabulary Strategy: Relationships . . . . . . . . . . . . . . . . 145Phonics: Words with -ance, -ence . . . . . . . . . . . . . . . . . 146

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .147, 148

Civil RightsGoin’ Someplace Special

Animal DefensesCarlos and the Skunk

DemocracyTime for Kids: Getting Out the Vote

Extreme WeatherHurricanes

Trickster TalesThe Catch of the Day: A Trickster Play


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Unit 5 • Achievements

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149Comprehension: Problem and Solution . . . . . . . . . . . . . 150Comprehension: Problem and Solution Map. . . . . . . . . 151Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152Text Feature: Primary Sources: Journalsand Letters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153Vocabulary Strategy: Base and Root Wordswith Affi xes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154Phonics: Words with Soft g. . . . . . . . . . . . . . . . . . . . . . . 155

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156Comprehension: Theme . . . . . . . . . . . . . . . . . . . . . . . . . 157Comprehension: Theme Chart. . . . . . . . . . . . . . . . . . . . 158Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159Text Features: Hyperlinks and Keywords. . . . . . . . . . . . 160Vocabulary Strategy: Word Origins . . . . . . . . . . . . . . . . 161Phonics: Homophones . . . . . . . . . . . . . . . . . . . . . . . . . . 162

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163Comprehension: Cause and Effect . . . . . . . . . . . . . . . . 164Comprehension: Cause and Effect Chart . . . . . . . . . . . 165Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166Study Skill: Dictionary/Thesaurus . . . . . . . . . . . . . . . . . 167Vocabulary Strategy: Antonyms . . . . . . . . . . . . . . . . . . . 168Phonics: Prefi xes dis-, in-, mis-, pre- . . . . . . . . . . . . . . . 169

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170Comprehension: Author’s Perspective. . . . . . . . . . . . . . 171Comprehension: Author’s Perspective Chart . . . . . . . . 172Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173Literary Elements: Consonance and Symbolism . . . . . 174Vocabulary Strategy: Context Clues . . . . . . . . . . . . . . . 175Phonics: Suffi xes -less, -ness . . . . . . . . . . . . . . . . . . . . 176

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177Comprehension: Summarize . . . . . . . . . . . . . . . . . . . . . 178Comprehension: Summary Chart . . . . . . . . . . . . . . . . . 179Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180Text Feature: Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . 181Vocabulary Strategy: Latin Roots. . . . . . . . . . . . . . . . . . 182Phonics: Adding -ion . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184, 185

North Pole, South PoleSpirit of Endurance

Fantastic FoodsWeslandia

Learning from NatureTime for Kids: A Historic Journey

Talking in CodesThe Unbreakable Code

WhalesThe Gri Gri Tree


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Unit 6 • Great Ideas

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186Comprehension: Sequence . . . . . . . . . . . . . . . . . . . . . . 187Comprehension: Sequence Chart . . . . . . . . . . . . . . . . . 188Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189Text Feature: Venn Diagram. . . . . . . . . . . . . . . . . . . . . . 190Vocabulary Strategy: Recognize Homophones. . . . . . . 191Phonics: Greek Roots . . . . . . . . . . . . . . . . . . . . . . . . . . . 192

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193Comprehension: Make Judgments . . . . . . . . . . . . . . . . 194Comprehension: Judgments Chart . . . . . . . . . . . . . . . . 195Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196Text Feature: Interview . . . . . . . . . . . . . . . . . . . . . . . . . . 197Vocabulary Strategy: Multiple-Meaning Words . . . . . . . 198Phonics: Latin Roots . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200Comprehension: Persuasion . . . . . . . . . . . . . . . . . . . . . 201Comprehension: Fact and Opinion Chart . . . . . . . . . . . 202Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203Study Skill: Everyday Communications . . . . . . . . . . . . . 204Vocabulary Strategy: Context Clues . . . . . . . . . . . . . . . 205Phonics: Words from Mythology. . . . . . . . . . . . . . . . . . . 206

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207Comprehension: Make Generalizations. . . . . . . . . . . . . 208Comprehension: Generalizations Chart. . . . . . . . . . . . . 209Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210Literary Elements: Simile and Metaphor . . . . . . . . . . . . 211Vocabulary Strategy: Greek Roots. . . . . . . . . . . . . . . . . 212Phonics: Number Prefi xes uni-, bi-, tri-, cent- . . . . . . . . 213

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214Comprehension: Sequence . . . . . . . . . . . . . . . . . . . . . . 215Comprehension: Sequence Chart . . . . . . . . . . . . . . . . . 216Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217Literary Elements: Symbolism and Figurative Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218Vocabulary Strategy: Use Latin and Greek Word Parts. 219Phonics: Words with -able, -ible . . . . . . . . . . . . . . . . . . . 220

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221, 222

Fairy TalesThe Golden Mare, the Firebird, and the Magic Ring

Camping OutSkunk Scout

Improving LivesTime for Kids: A Dream Comes True

Balloon FlightUp in the Air: The Story of Balloon Flight

Scientists at WorkHidden Worlds


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Practice

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Fluency

As I read, I will pay attention to pauses and breaks in the text.

Julie took a sip of water. Then she scanned the long 11 table, looking at the 16 other contestants. Seven were out of 21 the contest. If Julie didn’t get her focus back soon, she knew 33 she’d be the next to go. 39 What was the moderator asking? The questioning had 47 moved along the row until it was just three seats away. Paul 59 from Baker Junior High was asked. “What Southeast Asian 68 country was formerly named Siam?” 73 That’s easy, thought Julie. Thailand. But she could see a 83 red flush spread from Paul’s neck onto his cheeks. 92 “Cambodia?” he said, then slumped in his chair. Bye, 101 Paul. 102

Comprehension Check

1. How do you think Julie feels about the contest? Character and Plot

2. How does Julie feel when Paul gives the wrong answer? Character and

Plot

Words Read – Number of Errors = Words

Correct Score

First Read – =

Second Read – =

4 Miss Alaineus • Grade 5/Unit 1

At Home: Help the student read the passage, paying attention to the goal at the top of the page.

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Name

Practice

Look at the drawing. Read the caption. Answer the questions.

1. Who do you see in the drawing? What are they doing?

2. What does the banner tell you?

3. What do you learn from the caption?

Text Feature:

Photographs and

Captions

Photographs or drawings and their captions give more information about the topic of an article.

Fifth graders learn about fitness and health by running a one mile race.

5Miss Alaineus • Grade 5/Unit 1

At Home: Find a favorite picture, and write a caption for it.

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Name

Practice

best tough win lock sack gush send stop

mist plum notch scan batch nick lead

Phonics:

Short Vowels

Sort the words in the word box according the short vowel sound.

Underline the letters that stand for the short vowel sound.

short a /a/ in cat:

short e /e/ in ten:

short i /i/ in sit:

short o /o/ in hop:

short u /u/ in fun:

The letters a, e, i, o, and u usually stand for the short vowel sounds /a/ in damp, /e/ in ten, /i/ in sit, /o/ in hop, and /u/ in fun. Some words with short vowel sounds do not follow this pattern. For example, ea, as in head, can have the /e/ sound and ou followed by gh, as in rough, can have the /u/ sound.

7Miss Alaineus • Grade 5/Unit 1

At Home: Together with a parent or helper, fi nd two objects in or around your home that have each short vowel sound.

Practice

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Read each sentence. Then replace the underlined word or

words with a vocabulary word.

impress wring fireball originalcommenced advertisement elected sauntered

1. Davy Crockett wanted to squeeze the tail off

that comet.

2. Davy Crockett walked slowly to Sally Sugartree’s cabin.

3. Davy Crockett hoped that his dancing would amaze Sally Sugartree.

4. The people voted for Davy Crockett to represent them in Congress.

5. The President wrote the fi rst note asking for Davy Crockett’s help.

6. After receiving the President’s plea, Davy Crockett began

his trip to the White House.

7. Halley’s Comet appeared as a burning globe in the sky.

8. Sally Sugartree read the announcement in the newspaper.

Vocabulary

8 Davy Crockett Saves the World • Grade 5/Unit 1

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The plot of a story is what happens to the characters. The plot often contains a problem that the characters must solve. The setting of a story is where the action takes place. Sometimes stories have more than one setting.

A. Read the story. Then use it to number the sentences below in

the correct order.

Halley’s Comet is heading toward Earth. The president of the United States wants to stop the comet before it crashes. He places an advertisement in newspapers and asks Davy Crockett to pull the tail off the comet. Davy Crockett is in the forest, dancing with his pet bear, Death Hug. Davy wants to impress his friend Sally Sugartree with his dancing. Sally reads the advertisement in the newspaper and shows it to Davy. Davy heads for Washington, D.C., to meet with the president.

Davy dances with Death Hug.

Davy goes to Washington, D.C., to meet the president.

Halley’s Comet is going to crash into Earth.

The president writes an advertisement and asks for Davy’s help.

Sally Sugartree tells Davy about the advertisement.

B. Answer the questions below.

1. What is the plot of the story?

2. What are the settings?

Comprehension:

Plot and Setting

9At Home: Write the plot and setting of a movie that you have seen or a story that you have read. Davy Crockett Saves the World

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Fluency

As I read, I will pay attention to punctuation.

Sluefoot Sue was born on a ranch somewhere around 9 El Paso. She was a pretty little thing with shiny blue eyes. 21 But her parents knew right away that their daughter was 31 different. 32 First of all, as a newborn baby, she had long red curls and 45 a full set of teeth! Sue didn’t act like other babies, either. 57 When she was two weeks old, she pried open the bars of her 70 crib and hopped out. 74 Then, one morning, she climbed up on the family dog, 84 Chester. He yawned and started to walk outside. As Sue 94 rode across the floor on Chester’s back, a huge smile spread 105 across her face. “Yippee!” she yelled. Sue had taken her first 116 ride. 117

Comprehension Check1. How was Sue different from other babies? Character

2. Where does this story take place? Setting


Correct Score

First Read – =

Second Read – =

11At Home: Help the student read the passage, paying attention to the goal at the top of the page. Davy Crockett Saves the World

Grade 5/Unit 1

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1. What buttons do you fi nd on the toolbar?

2. What links do you fi nd on the Web site?

3. If you click on the link “John Henry,” what kind of information do you think

you will fi nd?

4. Davy Crockett was at the Alamo. What feature would you select to fi nd out

more about the Alamo?

Text Features:

Toolbar and Link

A toolbar is a strip of icons, or symbols, that allows you to visit different features on a Web site. A link is an electronic connection on a Web site that provides direct access to other documents or information.

Use the Web site page to answer the questions.

12 Davy Crockett Saves the WorldGrade 5/Unit 1

At Home: Visit a trusted Web site with an adult and examine the toolbar and links.

Practice

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Phonics:

Long Vowels

light snake show leaf hay sheet shine

treat road goat time paid rind grown

words with the long a sound

words with the long e sound

words with the long i sound

words with the long o sound

Words that have the VCe pattern usually have a long vowel sound, as in phone and cane. Long vowels can also be spelled in other ways. The letters ai and ay can stand for the long a sound, as in pail and play. The letters ee and ea can stand for the long e sound, as in see and heap. The letters oa and ow can stand for the long o sound, as in boat and flow. The vowel i can stand for the long i sound in words such as wind, wild. The letters igh in high can also stand for the long i sound.

Sort the words according to the long vowel sound. Underline the

letters that stand for the long vowel sound.

14 Davy Crockett Saves the WorldGrade 5/Unit 1

At Home: Think of one more word for each long vowel sound above with a parent or helper.

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buffet quest reduce settings major

B. Read the story below. Then use the clues to help you fill in

the spaces with the correct vocabulary word from the box.

Like Thomas Pakenham, I decided to look for interesting trees. Pakenham

found huge trees in faraway (clue: places) , such as the countrysides of Germany, Mexico, and Japan. I did not travel around the

world to find unusual trees. My (clue: search) for trees took place in my own neighborhood. As I was walking, I saw how trees

provide shade and (clue: lower) noise. I also noticed that many people planted pine trees on the north side of their houses. These pine trees are protection from the cold winds that can (clue: hit)

houses in the winter. Finally I saw plenty of acorns

from oak trees. Acorns are one of the (clue: main) sources of food for squirrels.

Vocabulary

A. Write the vocabulary word from the box that goes with each

definition.

1. to take away something or to make less

2. surroundings or places

3. bigger or more important

4. to hit again and again

5. a search for something

15Forests of the WorldGrade 5/Unit 1

Practice

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• When authors compare two things, they tell how the things are alike.

• When authors contrast two things, they tell how the things are different.

• Signal words such as both, alike, unlike, different, similarly, and on the other hand help you identify when two things are being compared or contrasted.

Read each sentence. Decide if it compares or contrasts two things.

Write compare or contrast on the line. Underline any signal words.

1. Oak trees and maple trees are both deciduous trees.

2. However, the leaves on maple trees and oak trees have different shapes

and colors.

3. Scotch pines and blue spruces are similar because they are coniferous

trees.

4. Deciduous trees and coniferous trees both grow in the United States.

5. Unlike deciduous trees, coniferous trees do not lose their leaves in the fall.

6. Many kinds of wildlife live in both coniferous forests and deciduous forests.

Comprehension:

Compare and Contrast

16 Forests of the WorldGrade 5/Unit 1

At Home: Write two sentences that compare two kinds of trees and two sentences that contrast two kinds of trees.

Practice

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Words called homographs are spelled the same way but have more than one meaning. Homographs may have different pronunciations.

Use a dictionary to find the meanings of the homographs below.

Example: bow: the front part of a ship OR to bend down OR a knot with loops

1. buffet:

2. content:

3. minute:

4. produce:

5. miss:

6. root:

7. row:

8. wind:

9. tear:

10. drill:

Vocabulary Strategy:

Homographs

20 Forests of the WorldGrade 5/Unit 1

At Home: Say aloud the homographs above and mark those that have different pronunciations for different meanings.

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Sort each word according to the vowel sound.

Loon Mule Book

Phonics:

Words with /ü/, /u/,

and /u/

tuna booth used looks flew hoof cute doom

flute wood dew June units tube fumes

• The vowel u in tuna, the vowels oo in soon, and the letters ew in grew can stand for the /ü/ sound. The VCe pattern in plume can also stand for the /ü/ sound.

• The vowel u in music, the vowels ue in cue, the letters ew in few, and the VCe pattern in cute can all stand for the /u/ sound.

• The vowels oo can sometimes stand for the /u· / sound in good and book.

21Forests of the WorldGrade 5/Unit 1

At Home: List words relating to forests and forest animals that use the three sounds on this page.

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When you summarize, you tell only the most main ideas of a nonfiction article, or a chapter, or a book. Summarizing what you read helps you recognize what is important in a selection.

A. Read the paragraph. Then answer the questions below.

The United States Space and Rocket Center in Huntsville, Alabama, gives children an idea of what it’s like to travel in space. At the training center, children use special machines that help them feel what it is like to be weightless and move around in space. Children also eat the same food and wear the same clothing that astronauts wear on missions in space. Children even solve problems together to better understand the challenges of working as a team in space.

The first sentence of the paragraph tells you the main idea.

1. Look again at the fi rst sentence. What do children learn at the United States Space and Rocket Center?

B. Now look at the rest of the sentences in the summary. These

sentences give more details about the main idea. Refer to the

details of the summary to answer the following questions.

2. How do children learn what it feels like to be weightless?

3. What kind of food do the children eat at the training center?

4. How do children learn to better understand the challenges of working as a

team in space?

Comprehension:

Summarize

23Ultimate Field Trip 5: Blasting Offto Space Academy • Grade 5/Unit 1

At Home: Read a newspaper article with a parent or helper. Write a summary of the article.

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Comprehension:

Summarize

Summary

Main Ideas Main Ideas Main Ideas

As you read Ultimate Field Trip 5, fill in the Summary Chart.

How does the information you wrote in this Summary Chart help you generate questions about Ultimate Field Trip 5?

At Home: Have the student use the chart to retell the story.

Practice

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Rhyme scheme is the pattern of rhyming words that appear at the end of lines in a poem. Rhythm is the regular repetition of accented and unaccented syllables. In this nursery rhyme, the first and second lines rhyme and the third and fourth lines rhyme, so the rhyme scheme is aabb. The every other syllable is accented. That gives the poem rhythm.

Twinkle twinkle little star. a How I wonder what you are. a Up above the world so high, bLike a diamond in the sky. b

Read this nursery rhyme. Look at the pattern of rhyming words.

Notice the pattern of bold face accented syllables in the first two

lines. Then answer the questions.

Literary Elements:

Rhyme Scheme

and Rhythm

Hickory dickory dockThe mouse ran up the clock.The clock struck oneAnd down he run.Hickory dickory dock.

1. Which words rhyme? What is the rhyme scheme?

2. Which syllables are accented in the fi rst and last lines of the rhyme?

3. Which syllables are accented in the third, and fourth lines of the rhyme?


At Home: Read a poem aloud with a parent or helper. Circle the words that rhyme. Show the rhythm by highlighting the accented syllables.

Practice

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Phonics:

Words with

/är/, /âr/, /ôr/

Sort the words in the box according to the vowel sound. Underline

the letters that stand for the vowel sound.

/är/ sound in car

the /âr/ sound in bear

/ôr/ sound in for

• The letters ar usually stand for the /är/ sound in car and carve.• The letters ear and are can stand for the /âr/ sound in bear and

care.• The letters or, ore, oar, our can stand for the /ôr/ sound in for,

core, roar, and your.

dare wore yard storm large stare square roar

wear before marsh pear course start spark pour


At Home: Look through newspaper articles with a parent or helper. Find at least fi ve words with /är/, /ar/, or /or/.

Practice

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Some things cause other things to happen. A cause is why something happens. An effect is the event, feeling, or situation that results from the cause. Signal words such as because, so, as a result help readers identify cause-and-effect relationships.

Read each sentence or pair of sentences. Decide what is a cause

and what is an effect. Write cause or effect on the line. Underline

the signal words.

1. John was blind and could not walk safely by himself.

As a result, he adopted a companion dog.

2. Mrs. Johnson woke up during the night

because her companion dog was barking loudly.

3. The dog and his owner received an award from the city

because they saved many people during a

natural disaster.

4. Champ, a companion dog, helped Maria all day long

so he was very tired and took a long nap.

5. Mr. Chang felt ill and was not able to get to the phone.

As a result, his dog barked until a neighbor came to help.

Comprehension:

Cause and Effect

Pipiolo and the Roof DogsGrade 5/Unit 1

30At Home: If Pipiolo visits the roof dogs in the next village, what might be a possible effect?

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Fluency

As I read, I will pay attention to tempo.

“It’s my turn to pick a book!” Matthew yelled, drying the 11 supper dishes. 13 “You always pick books that are hard to read!” said his 24 sister, Jill. 26 “Come on, you two, stop fighting,” their mother said. 35 “We have a variety of new library books. You can each pick 47 one.” 48 Every night, Matthew, Jill, and Mom had a “story time” 58 just before bed. They sat on Mom’s bed and took turns 69 reading. Tonight there was a problem. 75 “Can’t we watch television instead? I don’t want to read 85 tonight,” Jill said. 88 “Why? What’s wrong?” Matthew asked. 93 “I’m tired, and reading’s too hard when you’re tired,” she 103 answered. 104 “But I thought you enjoyed reading with us,” Mom said. 114 Why do we always have to do things that Matthew’s good 125 at?” Jill wailed. 128

Comprehension Check

1. Why are Matthew and Jill arguing? Cause and Effect

2. Why doesn’t Jill want to read? Plot


Correct Score

First Read – =

Second Read – =


32At Home: Help the student read the passage, paying attention to the goal at the top of the page.

Practice

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Synonyms are words that have almost the same meaning. A thesaurus helps you find synonyms for words. An entry in a thesaurus tells you a word’s part of speech and lists words that have similar meanings.

A. Use the thesaurus entries below to answer the questions.

perfume: n. scent, fragrance, aroma

smelly: adj. foul, stinking, malodorous

1. What words are synonyms for perfume?

2. Would a malodorous smell be one you would expect to enjoy?

3. Circle the item below that has the strongest aroma.book coffee paper


Synonyms

coffee

A dictionary entry tells you what a word means and how to pronounce the word. It also tells you whether the word is a noun, a verb, or another part of speech.

B. Use the sample dictionary entries below to answer the

questions.

fra·grance (frag´rәns) n. 1. a sweet or pleasant smell 2. a perfume or cologne designed to have a pleasant smell

stink (stingk) v. 1. to give off a strong, foul smell 2. n. a strong, bad smell

4. What part of speech is fragrance?

5. Stink means “to give off a strong, foul smell.” What is the other meaning of

stink?

6. Write a sentence in which the word fragrance means “a sweet or pleasant

smell.”


34At Home: Write two sentences that describe some of the smells that Pipiolo and Lupe enjoy in Pipiolo and the Roof Dogs.

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PracticePhonics:

Words with /ûr/

and / îr/

Read each word in the word box. Then sort it according to the

sound of the vowel + r. Underline the letters that stand for that

sound.

/ûr/ in fur, her, bird, earn

/îr/ in fear and deer

• The letters ur, er, ir, or ear can stand for the /ûr/ sound, as in fur, her, bird, and earn.

• The letters ear and eer can stand for the /îr/ sound, as in fear and deer.

hurt yearn deer thirst clear birth gear clerk

steer curb stern cheer learn year blurt

35Pipiolo and the Roof DogsGrade 5/Unit 1

At Home: Read a newspaper article with a parent or helper. Circle the words that have the /ûr/ or /îr/ sound.

Practice

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Unit 1

Vocabulary Review

A. Read each word in the first column. Find its synonym, the

word or words most nearly the same in meaning, in the second

column. Then write the letter of the word on the line.

Column 1 Column 2

1. capable a. called off

2. original b. lessen

3. reduce c. able

4. adjusted d. fi rst

5. canceled e. changed

6. major f. main

B. Write the vocabulary word that is closest in meaning to the

underlined word or words.

1. At the space academy, the training center is a dirt-free area.

2. There are two main types of trees that grow in this region.

3. Davy was on a mission to save the world.

4. She was voted into offi ce by all of the members of the club.

5. His idea was that a meteor was going to hit Earth.

6. They looked enormous in their astronaut suits.

categories elected gigantic zone quest theory

36 Unit 1 Review • Grade 5/Unit 1

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Unit 1

Vocabulary Review

soggy canceled mission reduce commenced strands

1. Damp or wet

2. To decrease

3. Began or started

4. Assignment or quest

5. Ended, no longer occuring

6. Things similar to threads

A. Write the correct vocabulary word from the box next to

its meaning in each sentence.

advertisement major fragranceoriginal capable environment

B. Choose the word from the box that best completes each

sentence below.

7. Although the document was lost, we still had a good copy.

8. The at summer camp is fun and friendly.

9. If we all work together, we are of saving Earth’s resources.

10. It will require a effort to stop pollution, but people will succeed if everyone cooperates.

11. When fl owers bloom, they give off a lovely .

12. During the television show, we saw an for shampoo.

37Unit 1 Review • Grade 5/Unit 1

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Fluency


As he moved from rabbit to rabbit, Howie tried to 10 remember their names. Velvet and Black, the bunnies, 18 were especially hard to tell apart, but Howie noticed 27 that Velvet’s eyes were bigger. 32 Around 6:00, Ms. Alfonso came by. Howie could feel 41 her watching him closely, just like he had been watching 51 the rabbits. “Tomorrow,” she said, “I want you to do the 62 same thing.” Howie smiled. It was peaceful watching the 71 rabbits. 72 A couple of days later, Howie watched Guthrie for a 82 long time, wondering how it felt to have a bandage on his 94 paw. Libby, he noticed, was acting strangely. She looked 103 at Howie with mournful eyes, and Howie wondered what 112 was wrong. 114

Comprehension Check1. Why did Ms. Alfonso tell Howie to do the same thing tomorrow? Make

Inferences

2. While Howie was following Ms. Alfonso’s instructions, what did he learn about individual rabbits? Summarize


Correct Score

First Read – =

Second Read – =

41At Home: Help the student read the passage, paying attention to the goal at the top of the page. Shiloh • Grade 5/Unit 2

Practice

Text Feature:

Photos and CaptionsName

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Read the paragraph, and then answer the questions.

Dog walk in the park is a success.

Each year, the local animal adoption clinic sponsors a dog walk in the local park to help raise money for its shelter. Many people participate to get exercise and to help animals. Without money, the animal shelter would not be able to care for the many cats and dogs it houses. Each dog walker gets many people to sponsor him or her. These donations are very helpful, so the animals can get food, water, medicine, and other needs.

1. How does the picture help describe what the paragraph is about?

2. What details can you learn about the dog walk based on what you see in

the picture?

3. How does the caption help you understand the picture?

4. What could be another caption for this picture

• Photographs help you visually see what the text is explaining or describing.

• Captions provide information about the photograph.

42 Shiloh • Grade 5/Unit 2

At Home: Go through newspapers or magazines to fi nd photographs and captions. Explain how the photographs help you understand more about the story.

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Idioms

• An idiom is a word or phrase that has a special meaning different from its standard or dictionary meaning.

• For example, “going to make it” means something will live, not whether something will be made.

Underline the idiom in each sentence. Then rewrite the sentence to

show the meaning of the idiom. The first one is done for you.

1. Peter’s mom works in the afternoons to help her husband make ends meet.

2. My sister was very sick last winter, but thankfully she pulled through.

3. The bank robbers made off with almost a hundred thousand dollars.

4. We had better shake a leg. I think I see the bus coming!

5. The fact that Janet is a good swimmer is beside the point. She should have asked her mother if she could go to the lake.

Peter’s mom works in the afternoons to help her

husband have enough money to pay all the bills.

43At Home: Use each of the idioms in a sentence.

Shiloh • Grade 5/Unit 2

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Practice

Comprehension:

Main Idea and Details

How does the information you wrote in this Main Idea Web help you summarize the section of “Rattlers!” you chose?

As you read a section of “Rattlers!”, fill in the Main Idea Web.

Main Idea

47Rattlers! • Grade 5/Unit 2


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Fluency


Where in the world do giant snakes live? None of the 11 world’s biggest snakes live in the United States, except in 21 zoos. The longest snakes living in the United States reach 31 lengths of about 8 feet. 36 One of these species is the eastern diamondback 44 rattlesnake. Its cousin, the western diamondback, is almost 52 the same size. Diamondbacks aren’t only long, but they are 62 also thick and heavy. Some can weigh as much as 25 pounds. 74 A coiled diamondback has been mistaken for a car tire 84 lying on the ground. When its rattle vibrates, however, there’s 94 no mistaking this snake! 98 While diamondbacks are big, most of the giant snake world 108 live in tropical areas. Tropical areas are the warm regions 118 around the equator. 121

Comprehension Check1. What are some of the largest species of snakes living in the United States?


2. Where do most giant snakes live? Main Idea and Details


Correct Score

First Read – =

Second Read – =

48At Home: Help the student read the passage, paying attention to the goal at the top of the page.Rattlers! • Grade 5/Unit 2

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fangs scales cold-blooded extinctdinosaurs offspring vertebrates kingdom

Complete these sentences with words from the box. The bold

section of each sentence are the context clues.

1. Reptiles have , or plate-like structures that

form all or part of their outer covering.

2. Most ancient reptiles are , or no longer in existence.

3. Most reptiles lay eggs on land, although some give birth to live

.

4. All reptiles are and cannot keep their body

temperatures steady.

5. Reptiles belong to the animal , the largest group used

to classify living things.

6. , animals with backbones, can be found in almost

any surroundings.

7. Snakes have really sharp teeth called .

8. , a large group of extinct reptiles, lived millions of years ago.

When you see a word you do not know, context clues can help you figure out what the word means. Context clues may be other words or phrases in the sentence, or they may be the way the unfamiliar word is used in the sentence.

Rattlers! • Grade 5/Unit 2

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Practice

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A. Read each sentence. Choose the vocabulary word that

best defines the word or phrase in bold print in each sentence,

and write that word on the line.

dedicated equality artifacts exhibits site

1. Maya Lin’s monument in Montgomery, Alabama, honors those who worked

for the same rights for all people.

2. The Museum of the American Indian includes objects from the past that

were made by people in more than 1,000 tribes.

3. The location of the national monument is high on a cliff.

4. Displays at Cabrillo National Monument included an early map of the

Pacifi c coast.

5. After the museum was opened to the public, thousands of tourists came

to visit.

B. Match the vocabulary word with the word(s) with the closest meaning.

Vocabulary

1. equality

2. artifacts

3. exhibits

4. site

5. dedicated

a. relics

b. displays

c. fairness

d. offi cially opened for use

e. location

Maya Lin • Grade 5/Unit 252

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A. Read the paragraph about the architect Maya Lin. Then read the

sentences below. If a statement is the main idea, write M. If a

statement is a detail, write D. If a statement is not essential to

the story, write X.

Architect Maya Lin has designed important memorials in the United States. She designed a memorial to honor Vietnam veterans as a college student. Many veterans at first objected to the monument, but later they approved of it. Later in Lin’s career, she was asked to design a Civil Rights Memorial. She was too young to remember the civil rights movement, but she studied the events of the movement. She based her design for the Civil Rights Memorial on a line from a speech by Dr. Martin Luther King, Jr. She designed a monument that included flowing water and the words from King’s speech.

Maya Lin designed the Vietnam Veterans Memorial.

Maya Lin studied the civil rights movement.

Maya Lin was a college student.

Maya Lin designed the Civil Rights Memorial.

Veterans objected to Lin’s memorial.

Maya Lin has designed important American memorials.

B. Now summarize the paragraph about Maya Lin, and include the

main idea. Use the sentences above or your own words.

Comprehension:


The main idea is the most important point of a story. Supporting

details reinforce the main idea. When you summarize a story, you should include the main idea and supporting details.

At Home: With a family member or helper, read Remembering the Past and summarize the main idea of each section.

Maya Lin • Grade 5/Unit 2 53

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Comprehension:


How does the information you wrote in this Main Idea Web help you summarize “Maya Lin: Architect of Memory”?

As you read “Maya Lin: Architect of Memory,” fill in the Main Idea Web.

Maya Lin • Grade 5/Unit 254At Home: Have the students use the chart to retell the story.

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Add the endings -ed or -ing to the words in the sentences below,

and double the final consonant as needed. You may want to say the

words aloud to listen for the vowel sounds.

1. sit (add -ing) We were around the campfi re.

2. clap (add -ed) The children at the end of the show.

3. plan (add -ed) The family to hike in the canyon.

4. pin (add -ed) Our teacher a map of Muir Woods to the board.

5. snip (add -ed) You should have the edges to make them even.

6. sob (add -ing) The baby is loudly because he is tired.

7. regret (add -ed) We not taking pictures of the memorial.

8. drip (add -ed) After the rain, water from the trees for hours.


Inflected Endings

An inflected ending is added to a word to show a change in the way the word is used. To add the -ed and -ing endings to words that end in consonants, double the final consonant. The word wrap, for example, becomes wrapping when -ing is added. Doubling the final consonant keeps short vowel sounds from changing to long vowel sounds when endings are added.

Look at this example: hop + -ing = hoping. To keep the vowel sound the same and avoid changing the word’s meaning, double the p to make hopping. Without a double p, hop + -ing = hoping, which is a different word.

At Home: Add -ing and -ed to three other words with short vowel sounds and listen to the vowel sounds before and after the infl ected endings.

Maya Lin • Grade 5/Unit 2 57

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Vocabulary

Complete each sentence with a vocabulary word from the box.

Use the clues at the end of each sentence to help you choose the

correct word.

1. The naughty children had looks on their faces.

(playfully causing trouble)

2. The women looked in their formal gowns. (well-dressed

or graceful)

3. José Manuel was to play in the street. (not allowed)

4. The music from the radio and out into the street.

(produced a loud sound)

5. The women gathered beside the fountain and about

people in the village. (talked casually)

6. The sisters were to go along with Amalia’s plan.

(not willing)

7. The fruit in the stand smelled so good that it was .

(very appealing)

8. Amalia greeted José Manuel’s grandmother without .

(a doubtful pause)

elegant blared forbidden mischievous

reluctant hesitation irresistible gossiped

59The Night of San JuanGrade 5/Unit 2

PracticeComprehension:

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Identifying a story character’s problem and paying attention to how that character finds a solution will help you better understand and enjoy the story.

Read the story. Then answer the questions below.

Lucia was new in school and was worried about making friends. On the first day of school, she sat by herself during lunch. She was too shy to approach the other girls, and no one came to talk to her. That night, she thought about how she could get the other students to like her. The next day, for show-and-tell, Lucia brought in a dress that her grandmother had made for her. It had bright colors and beads that sparkled in the light. The other children watched in amazement as she talked about the dress and where it came from. Later, during lunch, three girls came over to Lucia’s table to sit with her. They asked her about the dress and her grandmother. Making friends wasn’t so hard after all.

1. What is Lucia’s problem in this story?

2. What is Lucia’s solution?

The Night of San JuanGrade 5/Unit 2

60At Home: Think of a problem that you have solved. Then write down the steps that you took to fi nd your solution.

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Comprehension:

Problem and Solution

As you read The Night of San Juan, fill in the Story Map.

Character

Setting

Problem

Events

How does the information you wrote in the Story Map help you summarize The Night of San Juan?

Solution


61At Home: Have the student use the chart to retell the story.

Practice

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As I read, I will pay attention to pauses and intonation.

One day, Cachita couldn’t stand it anymore and begged 9 her mother to move somewhere quieter because there was 18 just too much noise. Cachita’s mother explained that they 27 couldn’t move. The neighbors, as noisy as they may have 37 been, were like family. Cachita’s mother reminded her of 46 times when the neighbors were there for her in times 56 of need. 58 Later that day, Cachita saw men carrying boxes to the 68 apartment next door. That apartment had been empty for a 78 long time, and Cachita was anxious to meet the new 88 neighbor. Just then, a tall man wearing elegant clothing 97 approached the apartment. He wore large, dark 104 sunglasses and used a cane. He was greeted by another 114 man who told him, “Welcome to the building, Señor 123 (sen-YAWR) Montoya.” But he didn’t say a word. 131

Comprehension Check1. Why does Cachita want to move? Main Idea and Details

2. Why do you think Cachita’s new neighbor wears dark sunglasses and uses a cane? Make Predictions


Correct Score

First Read – =

Second Read – =


62At Home: Help the student read the passage, paying attention to the goal at the top of the page.

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Commonwealth of Puerto Rico

Population (2003): 3,885,877

Official languages: Spanish and English

Total land area: 3,425 square miles

Capital: San Juan

Chief crops: coffee, plantains, pineapples, tomatoes, sugarcane, bananas, mangoes

Climate: mild

Flower: Flor de maga

Tree: Ceiba

Bird: Reina mora

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Practice

Text Feature: Charts

Use the chart about Puerto Rico to answer the questions below.

1. What is the capital of Puerto Rico?

2. What are Puerto Rico’s chief crops?

3. In 2003, what was the population of Puerto Rico?

4. What is the offi cial fl ower of Puerto Rico?

5. What is the total land area of Puerto Rico?

6. What is the offi cial tree of Puerto Rico?

7. What is the general climate of Puerto Rico?

8. What is the offi cial bird of Puerto Rico?

Charts organize information and make it easy to read and remember.


63At Home: Look through magazines for other examples of charts.

PracticeVocabulary Strategy:

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Combine a suffix from the box with each word below to form the

word that best fits each sentence.

Suffixes are word parts added to the ends of base words to change their meanings or their parts of speech.

• The suffix -ity means “the state of.”

• The suffix -ion means “act or process of.”

• The suffix -ous means “having the qualities of.”

The chart below contains common examples of these suffixes. Notice that the final e is often dropped.

Word Suffix New Word New Meaning

rare -ity rarity the state of being rare

demonstrate -ion demonstration the act of demonstrating

poison -ous poisonous having the qualities of poison

-ous -ity -ion

danger 1. That curve in the highway becomes whenever it snows.

subtract 2. You’ll need to do to solve this math problem.

humid 3. The air feels sticky because of all the nearthe beach.

instruct 4. He read the fi rst on the test.

fame 5. One day I would like to be rich and .

hesitate 6. The judge gave his decision without any .


64At Home: Find four more words with the suffi xes shown above. Make a two-column chart, then write the base words in one column and the suffi xes in the other column.

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Phonics: Words with

/ô/, /ou/, and /oi/

Decide which sound each of the words in the box makes. Then

write the words below in the correct column of the chart.

The /ô/ sound can be spelled aw, as in law, or au, as in haul.

The /ou/ sound can be spelled ou, as in counter, or ow, as in cow.

The /oi/ sound can be spelled oi, as in boil, or oy, as in loyal.

/ô/ sound, as in law /ou/ sound, as in now /oi/ sound, as in boy

1.

2.

3.

4.

5.

6.

7.

1.

2.

3.

4.

5.

6.

7.

1.

2.

3.

4.

5.

6.

7.

dawdle brought crowd toil sought

joint loyal noise mountain loud

daughter fountain sprawls foil point

house thought bawl royal mouse


65At Home: Think of three more words with sounds that match each of the three vowel sounds above.

Practice

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A. Circle the vocabulary word that correctly completes each

sentence.

1. When the rain began to fall, Bob took his horse down into the shelter of

the (ravine/horizon).

2. Bob could tell that his horse wanted to run in the (vastness/enthusiasm) of

the wide prairie.

3. The bolt of lightning (fl ickered/suspended) in the sky during the storm.

4. As the horses raced for the corral, Bob and Warrior (suspended/swerved)

out of the way at the last moment.

5. The fl ying hawk seemed (fl ickered/suspended) between Earth and sky.

6. At sunset, the cowboys watched the big red ball slip below the

(horizon/vastness).

7. Bob was very good with horses and showed great (vastness/enthusiasm)

about catching the mustangs.

8. The (vastness/presence) of the stallion protected the herd from attackers.

B. Choose two vocabulary words and write a sentence for each.

9.

10.

Vocabulary

(ravine/

(vastness/

(fl ickered/

/swerved)

/suspended)

(horizon/

/enthusiasm)

/presence)

Black Cowboy Wild Horses Grade 5/Unit 2

66

Practice

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Literary Elements:

Repetition and

Assonance

Repetition occurs when a line or sequence of lines appears more than once in a selection. When words have the same or similar vowel sounds, this is called assonance.

Read the poem and answer the questions that follow.

1 There once was a cowboy named Ray2 Who never had that much to say,3 Except for the times4 Stampedes stopped on a dime5 When that cowboy named Ray hollered “Hey!”

1. In which lines do you see repetition?

2. What is the example of assonance in the repeated words?

3. What other examples of assonance do you see in line 1?

4. What is the example of assonance in line 2?

5. Is there an example of assonance in line 3?

6. Is there an example of assonance in line 4?

70At Home: Think of a favorite song. Sing it with a family member, and point out the song’s repetition and chorus.Black Cowboy Wild Horses

Grade 5/Unit 2

Practice

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Look at the words below. Put a checkmark on the line to show

which spelling pattern it has. Then rewrite each word again,

placing a slash mark where the syllables are divided. The first one

is done for you.

Same Different No

Consonant Consonant VCCV

1. basket ¸ bas/ket

2. select

3. traffi c

4. duty

5. human

6. thunder

7. summer

8. canyon

9. camel

10. cabbage

11. dentist

12. blizzard

13. lumber

Looking at the pattern of vowels and consonants in words can help you figure out how to say them. Some words have a pattern of Vowel-Consonant-Consonant-Vowel (VCCV). In this pattern, two-syllable words are divided between the two consonants (VC / CV). The two consonants may be the same or different, as in jogger or winter.

Phonics:

VCCV Pattern

72 Black Cowboy Wild Horses Grade 5/Unit 2

At Home: Make your own list of words that have the VCCV pattern. Divide your list into words that use the same two consonants and words that use different consonants.

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Column 1 Column 2

1. tyrant a. spirit

2. patriots b. cruel leader

3. spunk c. a ship’s course or position

4. instruct d. to strut

5. navigation e. those loyal to their country

6. swagger f. having no inhabitants

7. governor g. to teach

8. stark h. ruler or elected offi cial

B. Complete the sentence with the correct word.

9. Paul Revere and his friends were (tyrants/patriots) and helped protect the colonies.

10. The barren fi eld looked (stark/spunk) .

11. The colonists had a lot of (spunk/swagger) , which helped them defeat the British army.

12. The (governor/tyrant) ruled the colony in a fair manner.

A. Read each word in column 1. Match it with its definition in

column 2. Then write the letter of your answer on the line

next to the correct vocabulary word.

patriots governor navigation starkinstruct tyrant swagger spunk

Vocabulary

75Sleds on Boston CommonGrade 5/Unit 3

Practice

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Read each of the stories. Then circle the letter next to the

conclusion you can draw from the information provided. Remember

to think about your own experience as you read the stories.

1. Susanna has read six books about the American Revolution. She also has written a story for a magazine titled “Paul Revere and the Redcoats.”

a. Susanna enjoys historical stories.

b. Susanna is 10 years old.

2. Cameron wants to go to ice-skating camp next winter break. He signed up for an extra day of newspaper delivery to make more money to pay for camp. Also, he’s working for the neighbors doing odd jobs.

a. Cameron is good at ice skating.

b. Cameron is determined to go to ice-skating camp.

3. In Meghan’s classroom the walls are covered with green stripes. The paintings are framed with green paper. The teacher gave each student a green pencil at the beginning of the year.

a. There are many paintings in Meghan’s classroom.

b. Meghan’s teacher likes the color green.

4. Zach described the giant mouse. He said that it could talk and was dressed in fancy velvet clothes. Zach explained that the mouse could play the violin.

a. Zach made up an interesting story.

b. Zach owns a specially trained mouse.

When you draw conclusions, you connect new information with your own experience or knowledge. By using logic and reasoning, you can arrive at a new understanding.

Comprehension:

Draw Conclusions

76 Sleds on Boston CommonGrade 5/Unit 3

At Home: Draw a conclusion about the kind of day someone else has had. Tell what information you used to draw your conclusion.

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Comprehension:

Draw Conclusions

As you read Sleds on Boston Common, fill in the

Conclusions Chart.

How does the information you wrote in the Conclusions Chart help you make inferences and analyze Sleds on Boston Common?

Text Clues Conclusion



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Meter is the regular arrangement of accented and unaccented syllables in a line of poetry. Alliteration is the repetition of the same first letter or sound in a series of words.

A. Read the lines of poetry below. If the line uses alliteration,

write A on the line next to it. On the line below, write how many

accented and how many unaccented syllables each line of

poetry has.

1. Wanders and watches, with eager ears

2. Listen, my children, and you shall hear

3. Masses and moving shapes of shade

4. To every Middlesex village and farm

5. And the midnight message of Paul Revere.

B. Identify the sounds that are repeated using alliteration for

questions 1-5. Write the words that use the repeated sound.

6.

7.

8.

9.

10.

Literary Elements:

Meter and Alliteration


At Home: Look through books or magazines for more examples of meter and alliteration.

Practice

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To build word families add a prefix or suffix to base words in order to change the meaning. For example, patriot is a base word meaning “one who supports his or her country.” Unpatriotic and patriotism use this base word, but the prefix un- and the suffix -ism give these words a different meaning.

Use the clues to add prefixes and suffixes to the root words.

In the space provided, write the new word.


Build Word Families

Prefixes Suffixes

anti- against -ful full ofmis- wrong -less withoutre- again -like resemblingun- not -ship the state of

-y having or being-able able to-ation quality of

1. able to navigate (suffi x)

2. to behave wrongly (prefi x)

3. in the state of being an owner (suffi x)

4. not steady (prefi x)

5. full of power (suffi x)

6. resembling a child (suffi x)

7. without thought (suffi x)

8. having spunk (suffi x)

9. against democratic processes (prefi x)

10. to write again (prefi x)

80 Sleds on Boston CommonGrade 5/Unit 3

At Home: Make two more words using prefi xes from the list and two more words using suffi xes from the list.

Practice

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When two vowels appear together in separate syllables, both vowels are pronounced. Words that follow this vowel/vowel

pattern (V/V) have more than one syllable. In addition the first vowel in this pattern is always long because it is part of an open syllable, as in create.

V/V = separates between syllables and has a long first vowel, as in tri/al.

Look at the list of words below. Some are one-syllable words that

contain double vowels. Others are two-syllable words that follow

the V/V pattern and divide between the vowels. Sort the words into

two categories.

Phonics:

V/V Pattern

jail video poet fruit fuel toe

fluid suit quiet clean moat science

V/V Pattern Same Syllable

88 When Esther Morris Headed WestGrade 5/Unit 3

At Home: Read a magazine or newspaper article, and identify other words that have the V/V pattern.

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There are different ways to read a book or an article. Skimming is looking quickly over a passage to identify the main ideas. Scanning is searching for key words as you look over a text. A useful method of taking notes while you read is to write important information in an outline. An outline is a summary that lists the most important ideas and details of a selection.

A. Read the passage below. Then answer the questions.

Recycle for the Future

Did you know that it takes more than 30 million trees to make a year’s supply of newspapers? Recycling is an excellent way to preserve the environment and save some trees. Recycling one ton of paper saves 17 trees. When you recycle one aluminum can, you save enough electricity to run a TV for three hours. Recycling one glass bottle saves enough electricity to keep a light bulb lit for four hours. Taking a little time to recycle can help the environment in a big way!

1. Skim the passage. What is its main idea?

2. Scan the passage. What are some key words that you notice?

B. Complete the outline so that it contains the same information as

the passage.

Recycle for the Future

I. Recycling paper

A. It takes trees to make a year’s supply of newspapers.

B. Recycling of paper saves trees.

Study Skill:

Study Strategies

93Beyond the HorizonGrade 5/Unit 3

At Home: Continue the outline of the passage.

Practice

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Vocabulary

gnarled parched landscape scorching

gushed brimming scrawny progress

A. Complete each group of words or phrases with a vocabulary

word from the box that has a similar meaning.

1. dried, thirsty,

2. twisted, crooked,

3. fl owed, fl ooded,

4. improvement, forward movement,

5. burning, hot,

6. scenery, geography,

7. thin, skinny,

8. to the top, fi lled,

B. Complete the sentences with the correct vocabulary words.

9. The old tree’s branches were and twisted.

10. Some people do not like and like to keep things the way they are.

11. The sun makes it diffi cult for people to live in the hot desert.

12. The drought had the land and no plants would grow in the cracked and dry soil.

My Great-Grandmother’s GourdGrade 5/Unit 3

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The exact meaning of a word is called a denotation. Synonyms have similar denotations as the original word, and can carry positive or negative feelings, or connotations, as well. For example, two synonyms that describe a relaxed person are lazy, which has a negative connotation, and easygoing, which has a more positive connotation.

A. Look at the words below. Write the word with the most positive

connotation on the line.

1. artifi cial, manmade, phony

2. peaceful, dull, boring

3. hurriedly, hastily, speedily

4. bright, piercing, glaring

5. sly, know-it-all, intelligent

B. Write the word with the most negative connotation on the line.

6. mislay, misplace, lose

7. drenched, sopping, soaked

8. disgusting, distasteful, unpleasant

9. distressed, worried, desperate

10. ridiculous, amusing, funny

C. Choose 2 words from above and write its exact meaning.

11.

12.


Denotation and

Connotations

101My Great-Grandmother’s GourdGrade 5/Unit 3

At Home: With a family member or helper, choose four of your answers above and write one more positive and negative connotation for each word.

Practice

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In words that have more than one syllable, one syllable is always stressed, or accented. A stressed syllable can appear at the beginning or at the end of a two syllable word. No matter how the vowel in the unaccented syllable is spelled, it often gets the schwa sound, written as ә. For example, the second syllable of the word confirm is accented. The first syllable has the /ә/ sound, even though it is spelled with an o.

Look at each word below and circle the accented syllable. Then use

a dictionary to check your work. Notice the pronunciation of the

unstressed vowel. Circle the spelling of the unaccented vowel ә.

/ә/ sound spelled with an

1. helpful a e i o u

2. control a e i o u

3. common a e i o u

4. above a e i o u

5. lentil a e i o u

6. pronounce a e i o u

7. golden a e i o u

8. venom a e i o u

9. canal a e i o u

10. perplex a e i o u

Phonics:

Accented Syllables

helpf

ntrol o

comm o

above a

lent i

onounce o

golde e

veno o

anal a

rplex e

My Great-Grandmother’s GourdGrade 5/Unit 3

102At Home: Use a dictionary to fi nd another word for each spelling of the /ә/ sound.

Practice

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When you draw conclusions you make decisions based on information. The information can come from clues in your reading or from your own experience.

Read the story. Then circle Yes or No after each statement to indicate

whether it was a conclusion that could be drawn from the story. Give at

least one clue if the answer is Yes. If the answer is No, explain why not.

Chandra began to cry. She ran to her brother and began tugging on his pants leg. Charlie sighed and clicked the pause button. He noticed that his sister was pointing at the light switch on the living room wall, so he picked Chandra up, walked over to the switch, and turned the dial to the right.

Chandra looked up at the ceiling light and began to giggle and clap her hands. Then she started fussing again and leaned towards the switch again. Charlie smiled and turned the dial to the left.

1. Chandra is a very young child. Yes No

Clues:

2. Charlie had been watching a movie. Yes No

Clues:

3. Charlie was correct when he guessed what his sister wanted. Yes No

Clues:

4. Chandra wanted Charlie to turn the light off again. Yes No

Clues:

Comprehension:

Draw Conclusions

Yes

Yes

Yes

No

Zathura • Grade 5/Unit 3104At Home: Work with a family member or helper to draw one more conclusion from the story.

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Practice

A headline is a short title about an event or subject that is designed to grab the reader�s attention. A byline tells who wrote the article.

Read the article below, and then answer the questions.

Robots: How They Have Changed Our Lives by William Brackman

In 1939 millions of people flocked to the New York World’s Fair. Among the major attractions was a huge mechanical man named Electro. Many visitors believed that a mechanical creature called a robot would do all kinds of work for humans in the future. A robot is any machine with moving parts that performs tasks on command. Most robots are used in factories, where they perform repetitive tasks, or those that must be done in the same manner over and over again. Robots are inventions that have changed our lives.

1. What is the article about?

2. Who wrote the article?

3. What is the headline of the article?

4. Write another possible headline for this article.

Text Features:

Headline and Byline

107Zathura � Grade 5/Unit 3

At Home: List the headlines and bylines of � ve newspaper or magazine articles.

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/әr/ spelled -ar /әr/ spelled -er /әr/ spelled -or

The /әr/ sound is often found in an unaccented final syllable.

Look at the endings on these words to see three common ways to spell the /әr/ sound:

Character uses an er to stand for the /әr/ sound.

Cellar uses an ar to stand for the /әr/ sound.

Sculptor uses an or to stand for the /әr/ sound.

Write the words from the word box in the correct column of the

chart. Circle the main accented syllable in each word. Then think

of one other word that has the same spelling pattern and add it

to the chart.

Phonics:

Final /әr/

actor director labor visitor

sugar founder beggar brother

dancer writer burglar liar

109Zathura • Grade 5/Unit 3

At Home: Think of other words that have similar / er/ sounds. Check the spellings to see which end in -ar, -er, or -or.

Practice

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Unit 3

Vocabulary Review

A. Use words from the box to fill in the blanks in the

paragraph below.

navigation defective scorching

postpone meteor progress

Since humans began exploring space, knowledge of our universe has shown

a great deal of (improvement) when trying to solve

the mystery of what exists beyond Earth’s atmosphere. Scientists have learned

much about (burning) stars. They also study where a

falling (rock that enters Earth’s atmosphere from space)

comes from. Tools for the (guidance) of spacecrafts

have also improved. However, these tools must always be double-

checked before anyone goes into space in case they are (have a flaw)

. No one wants to (put off) a

space mission, but the safety of the astronauts is very important.

B. Write the correct vocabulary word from the box next to its

meaning.

stark instruct humanity

landscape legislature patriots

1. people who love their country:

2. branch of government that writes laws:

3. the human race:

4. outdoor scenery:

5. bare, or without decoration:

6. to give directions:

110 Unit 3 ReviewGrade 5/Unit 3

Practice

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Vocabulary

blurted scald permission fare

clenched chiseled autograph spectacular

Write the vocabulary word that best completes each sentence. Use

the clue in the sentence to help you.

1. The young girl asked for (consent) to travel across

town by herself.

2. For this recipe you (heat) the vegetables in boiling

water.

3. She didn’t want to complain, but she (said suddenly)

out her story to the gardener.

4. The stone mason (carved) the name of the building

and the year in the stone wall.

5. The athlete wrote her (signature or handwritten name)

on the poster for me.

6. The bus (charge or cost for transportation) to the

library was fi fty cents.

7. Worried that she might lose her hat, she (squeezed) it

tightly in her hand.

8. He told me that the new amusement park is (fantastic)

.

112 Goin’ Someplace SpecialGrade 5/Unit 4

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When you analyze story structure, you identify the characters, or people in the story, and the setting, or where the story takes place.

Read the story below. Analyze the story structure and answer

the questions.

When ’Tricia Ann got ready to go downtown for the first time, her grandmother told her, “Hold your head high. Act like you belong to someone.” ’Tricia Ann knew that her grandmother wanted her to act brave.

’Tricia Ann remembered her grandmother’s advice as she took the bus to a place she called Someplace Special. Sometimes she was frightened because people looked at her in an unfriendly way. She saw signs marked Whites Only and Colored Section. When she saw the signs, she felt sad. She wondered why African Americans like herself could sit only in certain spots.

’Tricia Ann held her head high, just like her grandmother told her. Finally, she made it to Someplace Special. Her special place was the public library. It was a building where all people were welcome, no matter what color of skin they had.

1. Who are the characters in the passage?

2. How would you describe ‘Tricia Ann?

3. When does the story take place? How do you know?

4. Where does the story take place? Where is the main character going?

5. What is Someplace Special?

Comprehension:

Character and Setting

113Goin’ Someplace SpecialGrade 5/Unit 4

At Home: Read a favorite story. Then identify the characters and the setting.

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Comprehension:

Character and

Setting

As you read Goin’ Someplace Special, fill in the Character and

Setting Chart.

How does the information you wrote in the Character and Setting Chart help you analyze the story structure of Goin’ Someplace Special?

Character Setting



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Fluency


“Boy, is it ever hot! I wish the pool would hurry up and 13 open.” Dan and his sister, Jean, leaned against the wall 23 outside the city pool. The words “City Swimming Pool” 32 were chiseled into the stone over the green doors. The 42 children carried their bathing suits wrapped up in towels, 51 along with their bus fare home. Dan looked at his watch.62 “Just a few minutes more,” he said. “I can’t wait to dive74 into that cool water!”78 It was a hot summer day in the city. The air felt thick 91 and heavy and had a smoky smell. Going to the pool was

103 about the only way to keep cool this summer. Very few 114 buildings had air conditioning in 1958.120 “Hey, look,” said Jean. “Isn’t that Jesse from school 129 across the street?” 132


Correct Score

First Read – =

Second Read – =

Comprehension Check1. What is the setting of this passage? Setting

2. How do you think Dan and Jean got to the pool? Draw Conclusions



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A time line is a special kind of diagram that shows events in the order in which they happened. It also shows how much time passed between events. A time line helps you to organize information in an easy, visual way.

Use the time line to answer the questions.

1925 1950 1975 2000

THE LIFEOF ROSAPARKS

1913Born in

Tuskegee,Alabama

1955Parks is arrestedfor not giving up

her bus seat

2000Rosa Parks Libraryand Museum opensin Montgomery

1980Parks receives MartinLuther King, Jr. Non-violent Peace Prize

1900

1. Find the title of the time line. What is this time line about?

2. What is the fi rst date on the time line? The last date?

3. What happened in 1955?

4. In what year did the Rosa Parks Library and Museum open?

5. How old was Rosa Parks when she was arrested?

Text Feature:

Time Line


At Home: President Harry Truman ended segregation in the military in 1948. With a family member or helper, place this event on the time line in the correct place.

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Words that sound the same but have different meanings and spellings are called homophones. For example, the word there is used to describe where someone or something is. However, the word their is used to show ownership.


Recognize

Homophones

Look at the sentence pairs below. Read the sentences and

circle the homophone that completes each sentence with the

correct meaning.

1. There will be a street this year that will feature face painting and live music. fair fare

When I boarded the train, the conductor asked me for my .fair fare

2. If the boat begins to leak, we will the water with buckets.bail bale

We fed the horses a of hay. bail bale

3. You should not go to the library in feet. bear bare

My grandmother and I saw a at the zoo. bear bare

4. There are so many books to read at the library that we will never be .bored board

We used a to make another shelf for our books. bored board

5. There are many fountains in the city, but the visitors had to to visit just one. choose chews

As she the hamburger, Jenny realizes that she forgot to put ketchupon it. choose chews

6. There were empty stools at the counter in the diner. ate eight

The woman in the wheelchair her lunch. ate eight

r

fare

bail

bale

bare

bear

bored

board

ychoose

chews

eight

ate


At Home: Think of two more pairs of homophones and use them in sentences that show the words’ meanings.

Practice

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Many words end with unaccented syllables. They often appear with an l or n ending. These are called final /әl/ and final /әn/ sounds. These words begin with an accented syllable, which is shown with an accent mark.

Words that end in /әl/ include angel and bot tle. The /әl/ sound can end with -el, -le, -il, or -al.

Words that end in /әn/ include bacon and sharpen. The /әn/ sound can end with -en, -in, -an, -on, or -ain.

Phonics:

Final /әl/ and /әn/

1. able

2. human

3. lesson

4. barrel

5. bison

6. fasten

7. global

8. captain

9. pencil

10. cabin

A. Look at the words listed below. First divide the words into

syllables. Then put an accent mark over the accented syllable,

and circle the final /әl/ or /әn/ sound.

B. Sort the words from section A into the categories below.

/әl/ sound /әn/ sound


At Home: Look through a newspaper article for other words that end in the /әn/ or /әl/ sound. Notice which syllable is stressed in these words.

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Vocabulary

Read the sentences. On the line, write the vocabulary word from

the box that best replaces the underlined word or phrase. To help

you choose, the vocabulary word’s part of speech is given beside

each sentence.

Noun Adjective Verb

behavior

glimpse

arroyo

stunned

secluded

nestled

unpleasant

arousing

1. Skunks use their disagreeable smell to defend themselves. (adjective)

2. Snuggled comfortably under the bushes, the little raccoon was sound

asleep. (adjective)

3. The children tiptoed through the garden without exciting or scaring the

skunk. (verb)

4. Carlos’s actions showed how much he wanted Gloria’s friendship. (noun)

5. Wild animals like to nest in places that are hidden from view.

(adjective)

6. Gloria climbed in and out of the gully made by a stream. (noun)

7. The strong smell left Carlos unable to move or act. (adjective)

8. They caught only a quick view of the rare bird before it fl ew away. (noun)

119Carlos and the SkunkGrade 5/Unit 4

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Authors have a purpose, or reason, for writing. Authors may write to persuade, to inform, or to entertain the reader.

Read each passage below. On the line write whether the author’s

purpose is to persuade, to inform, or to entertain.

1. Skunks use their scent to protect themselves. They can spray a powerful liquid up to ten feet away. Skunks are able to stun predators with their smell.

2. A monarch in fl ight—What a wonder to see.Bright orange, bright black.Flying colorfully.

3. Everyone should get up early next Saturday to take the guided hike at the Nature Center. An expert on woodland animals will lead hikers through the woods. The hike costs only $5, and it begins at 8 A.M. You will learn a great deal about the animals that live in our forests.

4. Many different animals use camoufl age to protect themselves from predators. An animal that protects itself through camoufl age has fur or skin that blends in with the animal’s surroundings. Some animals even use their shape as a disguise. A leaf butterfl y, for example, has wings that look like leaves. When it lands on a tree, a leaf butterfl y looks just like one of the tree’s leaves.

Comprehension:

Author’s Purpose

120 Carlos and the SkunkGrade 5/Unit 4

At Home: Look at an advertisement in a newspaper. Pick out the words that the advertisement uses to persuade the reader.

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Comprehension:

Author’s Purpose

Clues Author’s Purpose

As you read Carlos and the Skunk, fill in the Author’s Purpose Chart.

How does the information you wrote in the Author’s Purpose Chart help you evaluate Carlos and the Skunk?



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Fluency

As I read, I will pay attention to intonation.

Mammals are animals that are warm-blooded and have 8 backbones. They breathe air. They have fur or hair on their 19 bodies. Mother mammals give birth to live young. Then they 29 nurse their babies with milk. Mammals also have many ways 39 to protect themselves from danger. 44 It can be a dangerous world for mammals. Mammals that 54 are predators hunt other animals for food. The cat catches 64 a mouse. The lion catches an antelope. This behavior is 74 natural. Animals have to eat. But no animal wants to be eaten. 86 Most mammals try to stay away from danger. They might 96 run away. They might try to hide. These survival instincts 106 help keep them alive. Mammals have other ways to protect 116 themselves from predators as well. 121

Comprehension Check1. What are mammals? Main Idea and Details

2. What are some survival instincts mammals use? Main Idea and

Details


Correct Score

First Read – =

Second Read – =



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Magazine articles have different parts.• The title of the article gives the name of the article.• The byline tells who wrote the article.• The deck is the short preview of the article.• Headings are subtitles that divide the article into different parts.

A. Look at the magazine article below. Label each part of the article

on the numbered lines under the article.

1. Animal Self-Defense 2. by Elle Wainwright3. If you were a wild animal about to become someone’s dinner, what

would you do? Run? Hide? Fight? Animals may do any of these things when they feel threatened.

Wild animals live dangerous lives. While they hunt for food, they must also be careful not to be caught by another animal. To help them stay alive, animals have developed adaptations.

4. Hide and Seek Some adaptations help animals hide. If an animal can remain unseen,

it will be safe.

1. 3.

2. 4.

B. Answer the questions about the article.

1. How does the deck get your interest?

2. What does the heading tell you that part of the article will be about?

Literary Element:

Deck and Headings


At Home: Look at a magazine article. Identify the article’s title, byline, deck, and any headings.

Practice

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When you find a word you don’t know, you can often figure out what it means by looking at other words in the sentence. Defining a word in this way is using context clues.

Read each passage. Circle the letter next to the definition that

best fits the underlined word. Use context clues to help you

choose the answer.

1. The puppy climbed up and down the sides of the arroyo. The gully was dry this time of year, but during the spring rains, they could quickly fi ll with water.

a. riverbed b. tall mountains

2. The dog caught just a glimpse of the cat’s tail as it slipped under the fence. This quick peek made the curious dog run to the fence.

a. sleepy b. eager to know

3. The dog’s sleepy behavior told its owner that it was exhausted from the long walk. The dog usually acted more lively in the evening and eager to play until all of the children went to bed.

a. awake b. tired

4. The dog turned around in its bed to make a comfortable place to sleep. Once it was nestled in bed, the dog would not wake up for hours.

a. at ease b. respectful

5. The pesky mosquito annoyed the girl as it buzzed in her ear.

a. irritating b. hungry


Context Clues


At Home: Ask a family member or helper to choose an unfamiliar word in a short story or newspaper article. Try to use context clues to defi ne the word.

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Some words have vowel sounds that are neither long nor short. The ow sound in plow, the aw sound in all, and oy sound in boy are examples of these types of vowel sounds. Each of these vowel sounds can be spelled in several different ways.

Look at the list of words below. The accented syllable in each word

has been bolded. Circle the sound made by the vowel pattern in

the accented syllable.

For example:

Phonics:

More Accented

Syllables

Spelling Word Spelling Word Spelling Word

ow how aw jaw oy joy

ou found a tall oi foil

au haul

ough bought

1. countingow aw oy

2. loyalow aw oy

3. drowsyow aw oy

4. applause

ow aw oy

5. sausageow aw oy

6. oilow aw oy

7. showerow aw oy

8. thoughtfulow aw oy

9. allow

ow aw oy

10. boilingow aw oy

11. oysterow aw oy

12. fallingow aw oy

ow

aw

oy

ow

aw

ow

ow

oy

aw

aw


At Home: Look at a newspaper or magazine article. For each of the vowel sounds above, fi nd a word in the article that makes that vowel sound.

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compelled presidential disrespectful unenthusiastically succeed preoccupied

Read the sentences below. Fill in each blank space with the correct

vocabulary word from the list above. Use the clue next to the space

to help you decide.

1. In the United States, no one is (clue: forced, urged)

to vote in an election.

2. Candidates encourage people to cast their ballots in (clue: for the

president) races.

3. An offi cial cannot (clue: come next) to the presidency if he does not meet the Constitutional requirements.

4. Even if we are (clue: thinking about other things)

, we should take the time to vote.

5. It would be (clue: not thoughtful) to take the right to vote for granted.

6. People should vote happily, not (clue: in an unexcited way)

.

Vocabulary

Getting Out the Vote • Grade 5/Unit 4126

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Comprehension:

Make Generalizations

Read each paragraph. Circle the letter of the sentence that you

think is the best generalization from the paragraph.

1. On election day, my aunt talked to people in her offi ce about voting. She talked to several people who were wearing stickers that said “I voted.” They were excited about voting for their candidates. She also talked to several people who had not been to the polls. Some people were not interested in voting. Some people were too busy to vote. A couple said that they just forgot! My aunt thought that too many people found excuses not to vote.

a. People cast votes at the polls on election day.

b. Too many people fi nd excuses not to vote.

c. Candidates register to vote as soon as they can.

2. The Great Seal of the United States was designed in the 1700s. It has an eagle in the center. It also shows a motto that means “Out of many, one.” The seal sends a strong message that unity is important to the United States. The seal also is printed on the back of dollar bills, as well as on many government documents.

a. The Great Seal of the United States has an eagle in the center.

b. The Great Seal of the United States was designed in the 1700s.

c. The seal is an important symbol of unity in the United States.

A generalization is a broad statement that is based on information in a story and the reader’s own knowledge.

127Getting Out the Vote • Grade 5/Unit 4

At Home: Make a generalization about a news story that you heard on the radio or on television.

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Comprehension:

Make Generalizations

As you read “Getting Out the Vote”, fill in the Generalizations Chart.

How does the information you wrote in this Generalizations Chart help you evaluate “Getting Out the Vote”?

Information from Text

Prior Knowledge

Generalizations

Getting Out the Vote • Grade 5/Unit 4128At Home: Have the student use the chart to retell the story.

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Fluency

As I read, I will pay attention to pauses.

In 1912 Roosevelt decided to run for president again. But 10 this time the Republicans did not choose him as their 20 candidate. They chose William Howard Taft. He was the 29 current president, and was running for re-election. 36 Roosevelt and his supporters were furious. They thought 44 the Republicans were disrespectful. They felt compelled to 52 form a new party. It was called the Progressive Party. 62 Progressive means moving forward, in favor of reform 70 or improvement. The new party would support Roosevelt for 79 president. 80 Roosevelt proposed many reforms. He wanted to preserve 88 the environment. He supported giving women the right to 97 vote. He was in favor of the eight-hour workday. These were 108 very new ideas at that time. 114 With the Republican voters split between Taft and 122 Roosevelt, the Democrats saw their big chance. They 130 nominated Woodrow Wilson. 133

Comprehension Check1. What does the word progressive mean? Context Clues

2. What reforms did Roosevelt support? Main Idea and Details


Correct Score

First Read – =

Second Read – =



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Use the descriptions of the parts of a book to help you answer

these questions.

1. To fi nd topics or important names in alphabetical order, use the

.

2. To fi nd extra information about facts in the book, look at the

.

3. To fi nd out who published the book, look at the .

4. To fi nd the chapters, look at the .

5. To fi nd the meanings of important words, use the .

6. To fi nd sources that the author used to write the book, look at the

.

7. To fi nd the author’s name, look at the .

8. Why is it important for an index to be in alphabetical order?

Study Skill:

Parts of a Book

Knowing how to use the parts of a book can help you find the information that you need.• A title page lists a book’s title, author, and publisher.• A table of contents lists a book’s units and chapters.• A glossary lists and defines important vocabulary words.• An index lists important names and topics in alphabetical order

and tells the number or the page number on which you can find each item.

• A bibliography lists the research sources that the author used. • The endnotes give extra information about what is in the book.

Getting Out the Vote • Grade 5/Unit 4130At Home: Look at one of your textbooks. Identify the book’s title and publisher. Use the glossary and index.

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Add prefixes and suffixes to the underlined words below to form

the new words described in the definitions.

Prefixes Suffixes

pre- = before -ial = having the quality of

dis- = not -ful = full of

un- = not -ly = acting in the manner of

-able = able to

1. (suffi x) having the quality of a president

2. (prefi x) not pleasant

3. (prefi x and suffi x) not able to be stopped

4. (prefi x and suffi x) not acting in an enthusiastic way

5. (prefi x and suffi x) not acting in a way that is full of respect

6. (prefi x) approve beforehand

7. (suffi x) acting in a secret manner

8. (suffi x) having the quality of a territory


Prefixes and Suffixes

Prefixes are word parts added to the beginning of words. Suffixes are word parts added to the end of words. Adding a prefix, a suffix, or both makes a new word with a new meaning.


At Home: Use the prefi xes and suffi xes to form three new words. Form at least one word that includes both a prefi x and a suffi x.

Practice

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A. Read aloud the homographs below. Stress the syllable that is

in capital letters. Use a dictionary to help you match the correct

definition to each word.

NamePhonics:

Accented Syllables in

Homographs

1. minUTE

2. MINute

3. conFLICT

4. CONfl ict

5. exTRACT

6. EXtract

7. conTENT

8. CONtent

a. the meaning in a text

b. to take out

c. satisfi ed

d. very small

e. to disagree

f. a pure material

g. 60 seconds of time

h. disagreement

Homographs are words that are spelled alike but have different meanings. Words that are homographs have different pronunciations because they are accented on different syllables.

The word present means “a gift” when it is pronounced PREsent.

The word present means “to introduce” when it is pronounced preSENT.

B. Use the homographs above to write four sentences. Use both

homographs in each.

9.

10.

11.

12.

Getting Out the Vote • Grade 5/Unit 4132At Home: Find three more homographs in a book or magazine. Look up each one in a dictionary to learn the different meanings of the words.

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Use the correct word from the list below to complete the sentences.

Vocabulary

1. The winds and rain of hurricanes can bring to cities on the coast.

2. The water damaged much of the in the community, including buildings and roads.

3. We stored canned food and bottled water so that both would be

during a storm.

4. Tropical storms begin around low-pressure areas that are high above the

ocean in Earth’s .

5. The town offi cials were in with a weather center that sent them information about the hurricane.

6. The wave g , which was more than ten feet high, covered the highway near the coast.

7. We call strong tropical storms , but people in the North Pacifi c call them typhoons.

8. Builders estimated that the g to homes and schools would cost more than $10 million to repair.

damages property available contact

atmosphere destruction hurricanes surge

Hurricanes • Grade 5/Unit 4 133

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Read the story. Then answer the questions that follow.

Aunt Jamie lives in Homestead, Florida. Jamie has lived in Florida all her life and is used to its weather. She is very energetic and likes outdoor activities. She was living there in 1992 when Hurricane Andrew hit the state. She had just returned from a vacation in the Everglades when she heard about a storm in the Atlantic Ocean. First she followed the weather reports and then made preparations to leave as the storm drew near. Next she nailed boards across the windows of her house to try to prevent damage.

Hurricane Andrew turned out to be one of the most destructive hurricanes ever to hit the United States. Seven inches of rain fell in Florida during that storm. The winds were more than 155 miles per hour.

When Jamie returned, she found that many trees had been uprooted in her neighborhood. One had fallen on the roof of her house. Jamie’s house was damaged, but it was still standing. Many houses in Homestead were totally destroyed.

1. Where does the narrator’s Aunt Jamie live?

2. What did Jamie do to prepare for the hurricane?

3. How much rain fell in Florida during Hurricane Andrew?

4. How strong were the hurricane’s winds?

5. Which descriptive words does the narrator use?

Comprehension:

Description

Description in a story helps to tell how things happen. First, next, last, when, and finally are descriptive words.

Hurricanes • Grade 5/Unit 4134At Home: Ask a family member or helper to recall a storm that he or she witnessed. As the person is speaking, write down as many details as you can.

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Comprehension:

Description

Signal Words Descriptive Facts

As you read Hurricanes, fill in the Description Chart.

How does the information you wrote in the Description Chart help you analyze the text structure of Hurricanes?

Hurricanes • Grade 5/Unit 4 135At Home: Have the student use the chart to retell the story.

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As I read, I will pay attention to pronunciation.

Scientists and meteorologists are working to make it 8 easier to predict blizzards. If we know a storm is coming, we

20 can prepare for it. 24 These snow researchers use special tools to measure 32 snow and ice. Some scientists study how storms behave. 41 They measure how much snow falls in a snowstorm, how 51 cold it is, and how hard the wind blows.60 Other scientists try to create snowy conditions in their 69 labs. They may use an artificial cold chamber. A cold 79 chamber helps scientists find out what kinds of conditions 88 make what kinds of snow. Snow can be wet and heavy or dry

101 and fluffy.103 Scientists are also studying ways to cope with snow and 113 ice. For instance, researchers at the Institute of Snow 122 Research in Michigan are exploring how to make better 131 de-icers. 132

Comprehension Check1. Why do scientists study snowstorms? Main Idea and Details

2. What is a cold chamber? Main Idea and Details


Correct Score

First Read – =

Second Read – =

Fluency

Hurricanes • Grade 5/Unit 4136At Home: Help the student read the passage, paying attention to the goal at the top of the page.

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Read the selection below and answer the questions.

Hurricane Conversation

Often long. Always loud. 1 From the winds: howl. 2 The trees, struggling to stay upright, reply: groan. 3 Or, failing, announce: smash 4 Depending on where the trees land, the window may call: crash. 5

1. How are trees personifi ed in lines 3 and 4?

gg g

2. What thing is personifi ed in line 5? How?

3. Name some examples of onomatopoeia used to describe the hurricane.

g

Literary Elements:

Personification,

Imagery,

Onomatopoeia

Personification gives human characteristics to an animal, thing, or idea. Imagery uses descriptions to create vivid pictures in the reader’s mind. Onomatopoeia uses words that imitate the sounds of an object or action.

Hurricanes • Grade 5/Unit 4 137At Home: Write a short poem about a storm. Use one or more of the literary devices described above.

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Look at the examples below. Then write the number of the

definition that fits each sentence.

atmosphere, noun: 1. the gases surrounding a planet, especially those surrounding Earth, and held by a planet’s gravity 2. a feeling associated with a particular place: a store with a friendly atmosphere

1. A hurricane forms high up in the atmosphere. g

2. The museum we visited had a very formal atmosphere.

g

bark, verb: 1. to make a sharp cry 2. to snap at someonebark, noun: 3. the outside covering of a plant or tree. 4. a small boat

3. The fi erce wind even blew the bark from the trees. g

4. We heard the storm coming because the dog started to bark.

g

fair, noun: 1. a gathering or an exhibition fair, adjective: 2. light in color 3. free of storms 4. not showing favoritism or bias; impartial

5. Before hurricane season started in August, the skies were always fair.

g

6. The group gave out emergency supplies in a fair manner.

g


Multiple-Meaning

Words

Multiple-meaning words are words that can have several meanings. The meaning of the word becomes clear when you see how it is used in the sentence. You can use the dictionary to check all the meanings of these words.

Hurricanes • Grade 5/Unit 4138 At Home: Look up three words you already know in a dictionary. See how many meanings you can fi nd for each of these common words.

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PracticePhonics:

Words with /ch

e

r/

and /zh

e

r/

teacher future pleasure creaturerancher treasure exposure searcher

/chәr/ (culture) /zhәr/ (measure)

The sounds you hear in the final syllable of the words culture and measure can be spelled in different ways, including -ture, -cher, and -sure. Listen to the final syllables in the words measure (/zhәr/ sound) and culture (/chәr/ sound).

A. Look at the words listed below. Say the words aloud to find

out if they make the /chәr/ or /zhәr/ sound. Then sort them in two

columns according to the sound of their ending.

B. After you have sorted the words in the word list:

1. Write the patterns that can be used to spell the /chәr/ sound.

2. Write the patterns that can be used to spell /zhәr/.

Hurricanes • Grade 5/Unit 4 139At Home: Find other words in a newspaper or magazine you can fi nd that have the /ch

r/ and /zh

r/ sounds.e e

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A. Write the vocabulary word on the line that matches each

definition.

Vocabulary

riverbank educate wares treasurermerchandise unfortunate burdens appreciation

1. the edge of a river

2. heavy loads

3. to teach

4. a stock of goods

5. items for sale

6. a person who manages money

7. thankfulness

8. unhappy or unlucky

B. Find a vocabulary word in each line.

9. v e o l m e r c h a n d i s e p l o m

10. t y a p p r e c i a t i o n o m a l q

11. t y p a n e r o u q u w a r e s h o

12. c r i v e r b a n k q u e l z a r e s

The Catch of the DayGrade 5/Unit 4

140

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Read each paragraph and identify the author’s purpose by circling

the correct letter.

1. Next time you go on a family vacation, you should visit a museum. You would fi nd the museums that tell the stories of different cultures in the United States very interesting. For example, our city just opened a wonderful new African American cultural center—you should go see it next week!

a. entertain b. inform c. persuade

2. The Fox saw Crow in a tree. Crow was holding a piece of cheese in his beak, and Fox wanted the cheese very much. Fox said, “If the crow could sing, he would be the king of all birds!” Crow very much wanted to be the king of all birds. So he opened his mouth to sing. The cheese fell to the ground, and Fox quickly ate it. Crow saw that he had been tricked, and he learned not to believe people who wanted to fl atter him.


3. Griots played an important role in African culture. Long ago, griots taught African princes and gave advice to kings. In some cultures, griots memorized all of the important events in a village’s history. A griot would remember, for example, the births, deaths, and marriages in a village.Griots were also musicians. They sang and played instruments such as the lute.


Comprehension:

Author’s Purpose

The author’s purpose is his or her reason for writing the story. The purpose may be to inform, to entertain, or to persuade.

141The Catch of the DayGrade 5/Unit 4

At Home: Read an article in a magazine. Discuss whether the article was written to entertain, inform, or persuade.

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Comprehension:

Author’s Purpose

Clues Author’s Purpose

As you read The Catch of the Day, fill in the Author’s Purpose Chart.

How does the information you wrote in the Author’s Purpose Chart help you evaluate The Catch of the Day?


142At Home: Have the student use the chart to retell the story.

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Fluency

As I read, I will pay attention to tempo.

NARRATOR 2: This morning, Iktome the Spider has 7 taken a human shape so he can walk beside Coyote and talk

19 with him. Iktome has just finished telling Coyote about his 29 latest trick.31 IKTOME: (laughing) Well, Brother Coyote, try to top 39 that trick if you can. You must admit that I did well, didn’t I?53 COYOTE: I wouldn’t say you did well. I wouldn’t say 63 you did badly. What I must say, though, is that your tricks 75 aren’t as tricky as mine are.81 IKTOME: You surprise me, my friend. 87 COYOTE: Really, how can your little trick compare to 96 the time I stole the Sun and the Moon?

105 IKTOME: (frowning) As I remember, that didn’t turn out 114 too well, did it? Isn’t it your fault that the day is so cold and 129 we’re shivering? If it weren’t for you, the sun and the 140 moon would still be in a box, and we would have summer all 153 year long. 155

Comprehension Check1. Describe Iktome and Coyote. Character

2. What does Iktome blame Coyote for? Main Idea and Details


Correct Score

First Read – =

Second Read – =



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A. Read the summary of a fable below. Then circle the letter of the

moral the fable teaches.

Grasshopper watched Ant working hard all summer. Ant was putting away grain and other supplies to eat when winter came. Grasshopper spent the summer singing and playing. When winter came, Ant had plenty to eat, but Grasshopper went hungry.

Literary Elements:

Moral and Metaphor

Fables are stories that teach a moral, or lesson. A metaphor is a type of figurative language that compares two things without using the words, “like” or “as”.

a. Think of practical ways to solve problems.

b. Keep trying, even if it seems that others are winning the race.

c. A person who lies will not be trusted to tell the truth.

d. Prepare today for what you will need tomorrow.

B. Read each sentence below. If the sentence uses a metaphor,

write M on the line. If it does not use a metaphor, write X on

the line.

1. Your beauty is a ray of sunlight.

2. As the crow sang, the cheese fell to the ground.

3. Your feathers are of the fi nest polished ebony.

4. The fox moves as fast as a blinking eye.

5. Your voice is as magnifi cent as your feathers.

6. The untrustworthy fox is a snake in the grass.

7. The crow is a shadow in the sky.

8. You are clever like a fox.


144At Home: Read a book of fables. List the animals, problems, and tricks in each to see what they have in common.

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Complete the analogies below by circling the word that correctly

completes the relationship.

1. A treasurer is to money as a farmer is to .

a. crops b. roads

2. A library is to books as a department store is to .

a. cars b. merchandise

3. A microscope is to a scientist as a guitar is to a

a. musician b. sales clerk

4. A writer is to paper as a baker is to .

a. ink b. flour

5. A basketmaker is to straw as a dressmaker is to .

a. leaves b. cloth

6. A sparrow is to an eagle as a cat is to .

a. deer b. lion

7. A griot is to a story as a singer is to a .

a. piano b. song


Relationships

Analogies show relationships between things that are similar to or different from each other. For example, a shovel is to a gardener as a spoon is to a cook. This analogy shows that both a shovel and a spoon are used as tools.


At Home: Write a list of jobs and the tools that people use to do those jobs. Then use the list to write two analogies.

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A. Write the base word on the line next to each word.

1. disturbance

4. resistance

2. performance

5. assistance

3. attendance 6. appearance

B. Add the suffix -ant or -ent to the following words. Then decide if

the word uses -ance or -ence.

Word -ant/-ent -ance/-ence

7. depend

8. reside

9. persist

10. confi de

11. excel

12. differ

Phonics:

Words with -ance

and -ence

The suffixes -ance and -ence mean “the state or quality of.” They are suffixes with unstressed vowels. The suffix -ance is used to form a noun from a verb. It is also used to form nouns from adjectives ending in -ant. The suffix -ence is used to form nouns from adjectives ending in -ent.


146At Home: Read a book or a newspaper article and look for fi ve words that end with -ance and -ence. Circle the base word of each.

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A. Replace the underlined word in each sentence with a word

from the box. Write your answers on the lines provided.

Unit 4

Vocabulary Review

arroyo fare autograph

educate damages compelled

1. The movie star’s signature was on the poster.

2. My family and I went wading in the stream behind our house.

3. The police offi cers visited our school to teach us about bicycle safety.

4. Losses were high because no one had expected the storm to strike with

such force.

5. The roar of the plane engine forced them to cover their ears.

6. To be able to ride the bus, we gave the money to the driver.

B. Match each word below with its antonym.

7. appreciation (thankfulness) a. busy

8. available (free, able to assist) b. relaxed

9. secluded (hidden from view) c. considerate

10. stunned (dazed) d. alert

11. clenched (held tightly) e. obvious

12. disrespectful (lacking respect) f. ungratefulness

147Unit 4 Review Grade 5/Unit 4

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Complete each sentence with a word from the box. Use the

clues in parentheses to help you choose. Write your answer on

the lines provided.

Unit 4

Vocabulary Review

succeed unfortunate merchandise glimpseatmosphere property blurted behavior

1. Did you (get a quick look) the castle through the window when the train rose over the hill?

2. She (spoke without thinking about) the answer as soon as the teacher asked a question.

3. Tuesdays will always (come next) Mondays.

4. Certain gases pollute the (air around Earth) .

5. The vendor displays his (goods for sale) in a very clever way.

6. Although the accident was (unlucky) , Jaime learned a valuable lesson about bicycle safety.

7. You might lose your (belongings) if you are not more careful.

8. The animal’s (way of acting) told the zookeeper a great deal about the animal’s health.

148 Unit 4 Review Grade 5/Unit 4

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Base and Root Words

with Affixes

A base word is a word that can stand alone. A root word is a word part that forms the core of a longer word. Base and root words can be changed by adding word parts called prefixes to the beginnings of words or parts called suffixes to the ends of words.

A. Look at the base and root words listed below. Add prefixes and/

or suffixes from the list above to form a new word. Use the clues

in parentheses.

1. reach (not able to be reached)

2. inhabit (not able to be inhabited)

3. new (able to be made new again)

4. trace (trace again)

B. Now use the words from above to complete each sentence.

5. We learned that the harsh climate makes the South Pole

for most plants and animals.

6. After they lost their way, they tried to their steps.

7. The frozen ice makes the continent by ship.

8. The food supplies at the station were because the explorers could eat the fi sh they caught.

Prefixes: Suffixes:

un- not -less without

re- again -able able to

over- too much; past -ful full of

154 Spirit of Endurance • Grade 5/Unit 5

At Home: Think of new root words to combine with the prefi xes and suffi xes listed above.

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Phonics:

Words with Soft g

The letter g can make more than one sound. When it sounds like the g in game, it has a hard sound. When it sounds like the g in giraffe, it has a soft sound. The soft g sound also can be spelled like the letter j in major.

Look at the words in the box below. Say aloud the g sounds, and

determine which ones have the soft g sound as in Georgia. Write

the words with the soft g sound on the lines below.

dog budge frigid rug January challenge wagon frog guitar disintegrate wig glacier gash flag journal agent bridge sponge damage tiger

South Georgia Island

155Spirit of Endurance • Grade 5/Unit 5

At Home: Look at g words in a newspaper or magazine. Identify the words that have soft g sounds.

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Vocabulary

A. Match each vocabulary word from the left column with

the best definition from the two columns to its right.

1. civilization a. social development i. wilderness

2. complex b. easy j. diffi cult

3. outcast c. rejected person k. member

4. shortage d. lack l. extra

5. strategy e. plan m. lack of method

6. refl ected f. soaked in n. bounced back

7. bedlam g. confusion o. calm

8. traditional h. usual p. unusual

B. Find the vocabulary words in the puzzle below.

9. i n c i v i l i z a t i o n

10. a r b e d l a m p l e x a m

11. o u t r a d i t i o n a l g y

12. s h o r c o m p l e x e c t

13. r e f l e c t e d d l a m t

14. s h r o u t c a s t e g y s

15. h a w s t r a t e g y i o n

16. s h o r t a g e t e g s l a

c

b e d l a m

t r a d i t i o n a l

c o m p l e x

r e f l e c t e d

o u t c a s t

s t r a t e g y

s h o r t a g e

156 Weslandia • Grade 5/Unit 5

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instill combined naturalist vacant diverse

A. Read the paragraph below. Fill in the blank spaces with the

correct vocabulary word from the list above. Use the clue at the

end of each sentence to help you decide.

If you love animals and plants, you might want to become a

. (clue: someone who studies nature) You

don’t have to go to a jungle to study nature—you can see nature in a

lot. (clue: empty) Even small green spaces can have

a number of plants. (clue: different) Many school

programs in students a love of nature. (clue: to teach)

An appreciation of nature with a love of learning could

lead to great scientific discoveries. (clue: joined together)

B. Match the antonym, or opposite, on the left with the vocabulary

word on the right.

1. separated a. vacant

2. full b. instill

3. same c. combined

4. learn d. diverse

Vocabulary

163A Historic Journey • Grade 5/Unit 5

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A dictionary entry tells what a word means and how to pronounce it. It also tells whether a word is a noun, a verb, or another part of speech. A thesaurus entry provides a list of words with similar meanings. It also contains parts of speech for each of the words.

Study Skill:

Dictionary, Thesaurus

Use the sample dictionary and thesaurus entries below to

answer the questions.

Dictionary:

va•cant (va´ kәnt) adj. [from Latin vacans, to be empty] 1. having nothing inside, empty 2. having no occupants; see empty

Thesaurus:

VACANT: Adj: open, available, free, unoccupied, unfilled, untaken, untended, unmanned, unstaffed

1. Which part of speech is vacant? Which source contains this information?

2. How many syllables does vacant have? Which source contains this

information?

3. What is the origin of the word vacant? Which source contains this

information?

4. Looking only at the dictionary entry, give one synonym for vacant.

5. Looking at the thesaurus entry, give three different synonyms for vacant.

167At Home: Look through dictionary and thesaurus entries for one other word in the vocabulary list. Find the word’s defi nition and a list of its synonyms.

A Historic Journey • Grade 5/Unit 5

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A dictionary entry tells you what a word means. It also may provide an example of an antonym, or word having an opposite meaning, for the word defined. A thesaurus is another tool that helps you find synonyms and antonyms for words.


Antonyms

A. Use the sample dictionary and thesaurus entries below to

answer the questions.

Dictionary entry:

diverse: adj.1. differing from one another, unlike2. made of distinct or unlike elementssynonym see Different.antonym see Similar.

Thesaurus entry:

Synonyms DIFFERENT dissimilar, distant, unalike, unequal, unlike, variousAntonyms identical

1. According to the dictionary entry, what is an antonym of diverse?

2. Is the word unalike a synonym or antonym of diverse?

3. According to the thesaurus entry, what is an antonym of diverse?

B. Use a dictionary or thesaurus to find an antonym for each of the

words below.

4. combined

5. vacant

6. remote

7. vast

8. harsh

168 A Historic Journey • Grade 5/Unit 5

At Home: Look at a dictionary or thesaurus. Find antonyms for the words valuable, endless, and shallow.

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A prefix is a word part that is added to the beginning of a word to change the meaning of a word. The prefixes dis-, in-, mis-, and pre- have the following meanings:

dis- not, opposite, lack of discomfort

in- not invisible

mis- wrong, not misbehave

pre- earlier than, before prepaid

Phonics:

Prefixes dis-, in-, mis-, and pre-

A. Underline the prefix and write the meaning of the word.

1. disapprove

2. mistrust

3. injustice

4. prejudge

5. disbelief

6. misunderstand

7. inexpensive

8. preview

B. Add a prefix to each word in boldface to make a new word. Use

the words to complete the sentences.

honest 9. When we discovered that money was missing, we realized

that some of the businesses had been .

apply 10. Without the instructions, she was afraid she would

the paint.

complete 11. Until I add my letters of recommendation, the fi le will be

.

historic 12. The animal fossil is older than any they had found before.

169A Historic Journey • Grade 5/Unit 5

At Home: Look at the words above that were formed by adding prefi xes. Note which word pairs have opposite meanings when the prefi xes are added.

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Some poems have consonance and symbolism. Consonance is the repetition of end consonant sounds in a series of words, such as secrets and this. Symbolism is the use of an object to represent a larger idea. For example, flags symbolize countries or states.

Literary Elements:

Consonance,

Symbolism

Read the poem below and answer the questions.

The Navajo IslandCrossing the ocean to an island of fighting. 1

Talking well-known words that no one else understands. 2

“Egg” means “bomb.” 3

Remembering that other island of teaching and scolding, 4

Where words were so important. 5

Learning only in English, but remembering in Navajo, 6

That words are strong. 7

1. What examples of consonance do you see in the poem? Write two

examples.

2. What does the island symbolize in the poem?

174The Unbreakable CodeGrade 5/Unit 5

At Home: Look through a newspaper for pictures that could symbolize larger ideas. Write down two of the symbols and the larger ideas they represent.

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A suffix is a word part that is added to the end of a word to change the word’s meaning. When added to base words, the suffixes -less and -ness are unaccented syllables. The suffix -less means “without.” The suffix -ness means “the state of.”

Example: effort + -less = EF fort less

sad + -ness = SAD ness

Phonics:

Suffixes

-less and -ness

A. Read aloud each sentence below. Say the words with suffixes

carefully, putting stress on the correct syllable. Circle the

syllable that is accented.

1. The soldiers seemed fearless.

2. Sending secret messages was not hopeless.

3. Code talkers worked under the cover of darkness.

4. He wanted to raise awareness about code talkers.

5. It was careless to light a match and alert the enemy.

6. It seemed harmless until it was used to send battle messages.

7. The enemy’s weakness was not knowing the Navajo language.

8. There was great gladness when the soldiers returned home.

B. Add -less or -ness to the base word. Write the new word on

the line.

9. worth + “without” =

10. still + “the state of” =

11. dry + “the state of” =

12 forgive + “the state of” =

hope

fear

darkn

awaren

care

harml

weakn

gladn

176The Unbreakable CodeGrade 5/Unit 5

At Home: List other words ending in -less or -ness. Pronounce each word, stressing the correct syllable.

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A. Fill in the blanks in each sentence with one of the vocabulary

words in the box.

1. A knight had to use a to keep himself from getting hurt.

2. When the soldiers landed on the beach, the was a surprise.

3. They worked together, so the tasks were done much more quickly.

4. Sometimes walking on ice can be very .

5. The harvest was poor, so there was a of food.

6. The naturalist will try to her love of nature in the children.

B. Write the vocabulary word from the box that has the opposite

meaning, or nearly the opposite meaning, of the word or group

of words on the left.

Unit 5

Vocabulary Review

7. member of a group

8. simple

9. land for sale

10. straightened up gg

11. the same

12. shied away

combined shield treacherousshortage instill invasion

complex sagged ventureddiverse outcast reservation

185Unit 5 Review • Grade 5/Unit 5

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Read the paragraphs below. Then fill in the Venn diagram.

Cinderella

Cinderella is a household servant with an evil stepmother, evil stepsisters, and a fairy godmother. At midnight at the royal ball, she loses a slipper The prince searches the kingdom for the owner. The prince finds Cinderella and they get married and live happily ever after.

Rhodopis

Rhodopis is a household servant with animal friends for whom she sings and dances. She loses a slipper while dancing and a falcon picks it up and drops it at the pharaoh’s throne. The pharaoh then has the kingdom searched for the owner. Rhodopis and the pharaoh are married and live happily ever after.

A Venn diagram uses overlapping circles to organize similarities and differences between different things. Where the circles overlap, similarities are written.

Text Feature:

Venn Diagram

household servants, lost

slipper, kingdom is searched, end

with marriage and happiness

Cinderella Both Rhodopis

190The Golden Mare, the Firebird, and the Magic Ring • Grade 5/Unit 6

At Home: Read a favorite fairy tale. Draw a Venn diagram like the one above, and use it to compare Cinderella to the fairy tale that you read.

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Phonics:

Greek Roots

Study the root chart. Then write the Greek root contained in each

word below on the lines provided.

1. biography

2. photometer

3. mechanic

4. astronomer

5. television

6. automatic

7. homophone

8. telescope

9. mechanism

10. automobile

11. phonics

12. astronaut

Many words in English have Greek roots. A root is a small word part and usually cannot stand on its own. Learning the meanings of roots can aid you in defining unfamiliar words.

Greek Root Meaning

astr star auto self, same graph thing written photo light tele far, distant phon sound, voice mech machine

192The Golden Mare, the Firebird, and the Magic Ring • Grade 5/Unit 6

At Home: Write the Greek roots on index cards. Shuffl e the cards. Take turns choosing a card and thinking of a word that contains that root.

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Read the sentences. Write the vocabulary word that best

defines the boldface words or phrase in each sentence.

Vocabulary

coordination ease bundle supervise

scenery frustrated guaranteed fused

1. The frozen hot dogs were stuck together in a lump and could not

be separated.

2. The company promised that the tent would not leak if there was

a rainstorm.

3. We tied the camping gear in a package and carried it to our tent.

4. When we put up the tent, our uncle was sure to watch carefully so that

we used the tools safely.

5. The peaceful mountain landscape was very different from the city traffi c.

6. We were disappointed to fi nd that our camping spot was taken.

7. Working well together is needed to pitch a tent.

8. My father tried to slowly move the car into the street.

193Skunk Scout • Grade 5/Unit 6

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Vocabulary

A. Read the paragraph below. Fill in the blank spaces with the

correct vocabulary word from the box. Use the clues to help you.

elementary physical rigid interact wheelchair

Playgrounds are based on an idea—that all kids need a place to play and have fun. (clue: simple, basic) Until recently,

there have not been many playgrounds for kids with disabilities. (clue: having to do with the body) A child in a

, for example, would not be able to enjoy a regular swing. (clue: a chair with wheels) Playground designers, however,

have changed the , old-fashioned kinds of equipment. (clue: not bending, set) At new playgrounds, kids with disabilities can

with the equipment and each other and enjoy their time outdoors. (clue: connect with something)

B. Match the words with their definitions. Then write the letter on

the line.

1. physical a. simple or basic

2. interact b. a chair mounted on wheels

3. rigid c. to act on or infl uence each other

4. elementary d. of or relating to the body

5. wheelchair e. not yielding or bending

200A Dream Comes TrueGrade 5/Unit 6

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Sometimes authors use techniques of persuasion to convince readers that they should think or act a certain way.

• Testimonial: A famous person supports a product.

• Bandwagon: Viewers or readers are told that everyone, everywhere, supports a product.

• Emotional appeal: Strong feelings are encouraged.

• Repetition: A product or service name is repeated many times.

• Slogan: A catchy phrase is used to sell a product.

Read the sample advertisements below. Write the technique of

persuasion used in each on the line.

1. I’m Steve Strong. You probably know that I won a gold medal in the Paralympics last year. You might not know that I trained on equipment that you can buy at Academy Sports—a great store that sells a range of sports equipment for people with disabilities. So take it from an Olympic winner—

Academy Sports will help you go for the gold!

2. Where does everyone go to have fun? To Gym-o-Rama! Find all of your friends there using the newest sports and playground equipment. There are also special areas for young kids, older kids, and those with physical disabilities. So come on over and see what everyone is talking

about!

3. Have a blast with a bigger, brighter, better Blastoff Bike!

4. The Atlas GPS Tool can give you freedom. The Atlas GPS Tool can give you independence. The Atlas GPS Tool can give you confi dence. Buy an Atlas

GPS Tool today!

5. This little girl could never play outside at recess. She had to sit by herself in her wheelchair while the other children played on the playground. She could never do these things until Adventure Playgrounds, that is! Adventure

Playgrounds makes toys for all children!

Comprehension:

Persuasion

201A Dream Comes True

Grade 5/Unit 6

At Home: Find two advertisements in a newspaper or magazine. Name the technique or techniques of persuasion used.

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Fluency

As I read, I will pay attention to tempo and phrasing.

Through the ages many stories have been told of people 10 who wanted to fly. One is the ancient Greek myth of 21 Daedalus (DED-ah-lahs) and Icarus. Daedalus was an 28 inventor, and Icarus was his son. Daedalus made wings for 38 them, using feathers held together with wax. When they tried 48 to fly, Daedalus flew and landed safely. But Icarus flew too 59 high. The sun melted the wax in his wings. The wings came 71 apart. He fell into the sea and drowned. 79 Like the characters in that tale, most of the early 89 inventors had the wrong idea. They wanted to imitate 98 birds by using wings to fly. But people aren’t built like 109 birds. Their efforts were doomed to fail.116 Around 400 B.C. Chinese inventors had a different idea. 123 They built the first kites. Kites stayed aloft with the help of 135 wind. They used gliding motion, or smooth, easy movements, 144 which worked better than flapping like birds. 151

Comprehension Check1. How did early inventors think they could fl y? Main Idea and Details

2. How did kites change the way people thought about fl ight? Main Idea

and Details


Correct Score

First Read – =

Second Read – =

Up in the Air • Grade 5/Unit 6210At Home: Help the student read the passage, paying attention to the goal at the top of the page.

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Writers sometimes compare two objects that seem very different. If the comparison uses the words like or as to compare the two, it is called a simile.

When two things are compared without using like or as, it is called a metaphor.

Read each sentence below. Identify it as a simile or a metaphor.

Then on the line provided, write the two things that are being

compared.

1. We watched the fl ying balloon, a cloud fl oating in the sky.

2. The amazed crowd stood like statues and watched the balloonist sail over

Paris.

3. The fearless explorer was a brave lion.

4. The balloon fl oated like a ship on the sea.

5. The balloon’s linen cloth was as light as a feather.

6. Like peacocks the brothers were very proud when their experiment worked.

Literary Elements:

Simile and Metaphor

211Up in the Air • Grade 5/Unit 6

At Home: Write three similes that describe balloons or airplanes.

Practice

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A root is a word or word part that forms the core of a longer word. You can use roots to figure out what a word means. Many English words have Greek roots.

A. The root hydro comes from a Greek word that means “water.”

Choose the correct word from the box that goes with its

definition below. You can use the clues next to each definition

to help you figure out the word’s meaning.


Greek Roots

hydrothermal hydrology hydrometer hydroscope

1. the study of water (-ology meaning “study of”)

2. a device for seeing things underwater (-scope meaning “to see”)

3. an instrument that measures liquids (-meter meaning “to measure”)

4. having to do with hot water (-therm meaning “heat”)

B. Now put the meanings of the roots together to figure out the

meaning of a new word. Write the meaning of the word on the line.

5. therm (“heat”) + meter (“to measure”) = thermometer

6. bio (“life”) + ology (“study of”) = biology

7. tele (“far off”) + scope (“to see”) = telescope

8. tele (“far off”) + graph (“to write”) = telegraph

Up in the Air • Grade 5/Unit 6212At Home: Think of words that are based on the roots geo, graph, and cycle.

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Practice

A prefix is a word part that is added to the beginning of a word. Prefixes give words new meaning. Some prefixes refer to an amount and are called number prefixes.

uni- = one tri- = three

bi- = two cent- = one hundred

A. Match the words in column 1 with their meanings in column 2.

Column 1 Column 2

1. triathlon a. a mythical animal with one horn

2. triangle b. a competition with three events

3. unicorn c. one-hundredth of a meter

4. century d. a three-sided fi gure with three angles

5. binoculars e. having one form or manner

6. centimeter f. happening two times per year

7. uniform g. glasses made of two telescopes

8. biannual h. one hundred years

B. Use four of the words above to complete these sentences.

9. Armies used balloons in the American Civil War, which happened more

than a ago.

10. The balloon race will be a event, held each year in January and July.

11. After he competes in the swimming portion of the , he will run a long race and then bicycle for fi ve miles.

12. The offi cer who tested the balloon wore a navy to show that he was part of the U.S. military.

Phonics:

Number Prefixes

213Up in the Air • Grade 5/Unit 6

At Home: Find one more word for each prefi x: uni-, bi-, tri-, and cent-.

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Vocabulary

A. Read each clue. Then find and circle the vocabulary word

in the row of letters.

specimens erupted murky dormant biology scoured research observer

1. the study of life b i o l o g y r a o b s e r d o r g a b l e

2. samples e t d o s p e c i m e n s m e o y t q u a

3. someone who watches r e s e r o o t m i s s o b s e r v e r b a t

4. exploded b f u n e r u p t e d n s c o u r e i n d m o

5. dark or unclear x z v i w o k m u r k y d o r m a b n o r

6. cleaned or cleared z o n s c o u r e d s p e c i g q s h a b e

7. not active o i j k m d s a d m u s t i e d o r m a n t

8. study a g f r e s e a r c h d i e m j o t e d y m

B. Complete the sentences with the vocabulary words.

9. Life science is known as .

10. A biologist searched dark, water for samples

of .

11. A scientist is an who must fi nd facts by doing

a lot of .

12. The inactive volcano has not for many years.

13. The scientist the minerals clean.

14. The volcano was not dangerous because it was .

b i o l o g y

s p e c i m e n s

o b s e r v e r

e r u p t e d

m u r k y

s c o u r e d

d o r m a n t

r e s e a r c h

Hidden Worlds • Grade 5/Unit 6214

Practice

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Myths are often written using symbolism and figurative

language. Symbolism is the use of concrete objects to represent abstract ideas. Figurative language uses imaginative language to describe objects, places, or people.

Read this retelling of a myth. Then answer the questions below.

How Fire Was Brought to Earth

Once there was a god name Prometheus. His father was Zeus, the leader of all the gods. Zeus sent Prometheus and his brother Epimetheus to Earth. Zeus told Prometheus to make people, and he told Epimetheus to make animals. He also told his sons to give gifts to the people and animals, but Epimetheus used up all of the gifts. So Prometheus had nothing to give his people. He decided that he would give fire to people on Earth. However, fire belonged only to the gods. The gods did not want to share it. So Prometheus stole fire from the gods and took it to Earth. There he taught people how to use it. When Zeus found out, he was very angry because people were being treated like gods. Zeus chained Prometheus to a mountain forever. So the god who brought fire to humans was severely punished like a wild animal for giving them this gift.

1. Which of the following is a symbol in the myth?

a. water b. fi re c. glass d. anger

2. What do the chains symbolize?

a. health b. joy c. power d. lack of freedom

3. Which phrase is an example of fi gurative language in the myth?

a. once there was a god

b. was severely punished like a wild animal

c. Zeus chained Prometheus to a mountain forever

Literary Elements:

Symbolism and

Figurative Language

Hidden Worlds • Grade 5/Unit 6218At Home: Find another myth with symbolism and fi gurative language.

Practice

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The suffixes -able and -ible can be added to verbs to form adjectives. The suffixes sound similar, but they are added to words in different ways.

The suffix -able means “able to” or “causing” when added to a verb. The suffix -able is usually added to complete words that can stand alone. When it is added to words that end in silent e, the e usually is dropped.

The suffix -ible means “able to” or “causing” when added to a verb. The suffix -ible is usually added to roots.

Read the definitions on each line below. Use the guidelines to add

the suffixes -able or -ible to these words and roots.

1. able to be excited

2. able to be heard (aud meaning “to hear”)

3. able to be respected

4. able to be seen (vis meaning “to see”)

5. able to be laughed at

6. able to be done (poss meaning “able”)

7. able to be afforded

8. able to cause a feeling of fright (horr meaning “to be afraid”)

9. able to be passed

10. able to be fi xed

11. able to be read (leg meaning “read”)

12. able to be believed

13. able to be broken

14. able to be used

15. able to be adored

Phonics:

Words with -able, -ible

Hidden Worlds • Grade 5/Unit 6220At Home: With a family member or helper, think of some words with -able or -ible that can describe scientists.

Practice

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Unit 6

Vocabulary Review

A. Choose the correct vocabulary word from the box to complete

the sentences below.

anchored research dormant scenery bridle supervise

1. Almost all scientists must do .

2. When you look off in the distance, you can see the pleasant

.

3. The people felt safe around the inactive volcano because it was

.

4. He tried to the experiment, but the researchers would not follow his directions.

5. Even though there was a bad storm, the boat stayed in one place because

it was to a rock.

6. The cowboy put the on the horse.

B. Read each word in column 1. Find its synonym, or the word or

words closest in meaning, in column 2. Then write the letter of

that word on the line.

Column 1 Column 2

7. infl ate a. move slowly

8. rigid b. equipment

9. ease c. no hope

10. gear d. swell with air

11. despair e. cleaned

12. scoured f. unbending

222 Unit 6 Review • Grade 5/Unit 6

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