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ContentsUnit 1 • Growing Up

Future JobsThe Astronaut and the Onion

Phonics: Long i . . . . . . . . . . . . . . . . . . . . . . . . . . 46Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Comprehension: Character . . . . . . . . . . . . . . . . 48Comprehension: Character Web. . . . . . . . . . . . 49Fluency: Pacing and Phrasing . . . . . . . . . . . . . . 50Literary Elements: Metaphor and Personifi cation . . . . . . . . . . . . . . . . . . . . . . . . 51Vocabulary Strategy: Using a Dictionary . . . . . 52Spelling: Long i . . . . . . . . . . . . . . . . . . . . . . . . . . 53Grammar: Complex Sentences . . . . . . . . . . . . . 55Writing: Describing a Single Moment . . . . . . . . 57

RelationshipsBecause of Winn-Dixie

Phonics: Long o . . . . . . . . . . . . . . . . . . . . . . . . . 58Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Comprehension: Sequence . . . . . . . . . . . . . . . . 60Comprehension: Sequence Chart. . . . . . . . . . . 61Fluency: Intonation and Pacing. . . . . . . . . . . . . 62Literary Elements: Onomatopoeia and Simile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Vocabulary Strategy: Connotation and Denotation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Spelling: Long o . . . . . . . . . . . . . . . . . . . . . . . . . 65Grammar: Run-On Sentences. . . . . . . . . . . . . . 67Writing: Describing Setting. . . . . . . . . . . . . . . . . 69

Making a MoveMy Diary: From Here to There

Phonics: Short Vowels . . . . . . . . . . . . . . . . . . . . 9Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Comprehension: Make Inferences . . . . . . . . . . 11Comprehension: Inferences Word Web . . . . . . 12Fluency: Intonation and Expression . . . . . . . . . 13Text Feature: Time Line . . . . . . . . . . . . . . . . . . . 14Vocabulary Strategy: Word Origins. . . . . . . . . . 15Spelling: Short Vowels . . . . . . . . . . . . . . . . . . . . 16Grammar: Sentences . . . . . . . . . . . . . . . . . . . . . 18Writing: Single Moment in Time. . . . . . . . . . . . . 20

ChangingThe Adventures of Ali Baba Bernstein

Phonics: Long a . . . . . . . . . . . . . . . . . . . . . . . . . 21Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Comprehension: Character, Setting, Plot . . . . . 23Comprehension: Setting, Event, and Character’s Reaction Chart . . . . . . . . . . . . . . 24Fluency: Accuracy . . . . . . . . . . . . . . . . . . . . . . . 25Text Feature: Maps. . . . . . . . . . . . . . . . . . . . . . . 26Vocabulary Strategy: Synonyms . . . . . . . . . . . . 27Spelling: Long a . . . . . . . . . . . . . . . . . . . . . . . . . 28Grammar: Subjects and Predicates . . . . . . . . . 30Writing: Single Moment of Action . . . . . . . . . . . 32

Kids at WorkKid Reporters at Work

Phonics: Long e . . . . . . . . . . . . . . . . . . . . . . . . . 33Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Comprehension: Compare and Contrast . . . . . 35Comprehension: Venn Diagram . . . . . . . . . . . . 36Fluency: Intonation and Pacing. . . . . . . . . . . . . 37Study Skill: Use the Library . . . . . . . . . . . . . . . . 38Comprehension: Writing Frame. . . . . . . . . . . . . 39Vocabulary Strategy: Thesaurus: Antonyms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Spelling: Long e . . . . . . . . . . . . . . . . . . . . . . . . . 41Grammar: Simple and Compound Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . 45

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ContentsUnit 2 • Making a Difference

Saving AnimalsWild Horses

Phonics: r-Controlled Vowels ar, or . . . . . . . . . 107Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108Comprehension: Cause and Effect . . . . . . . . . 109Comprehension: Cause and Effect Chart. . . . 110Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . 111Literary Element: Hyperbole and Figure of Speech. . . . . . . . . . . . . . . . . . . . . . 112Vocabulary Strategy: Context Clues: Paragraph Clues . . . . . . . . . . . . . . . . . . . . . . 113Spelling: r-Controlled Vowels ar, or . . . . . . . . . 114Grammar: Possessive Nouns . . . . . . . . . . . . . 116Writing: Building a Strong Verb Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Being BraveMystic Horse

Phonics: Suffi xes . . . . . . . . . . . . . . . . . . . . . . . 119Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120Comprehension: Sequence . . . . . . . . . . . . . . . 121Comprehension: Sequence Chart. . . . . . . . . . 122Fluency: Intonation and Pacing. . . . . . . . . . . . 123Text Feature: Table . . . . . . . . . . . . . . . . . . . . . . 124Vocabulary Strategy: Homophones . . . . . . . . 125Spelling: Suffi xes . . . . . . . . . . . . . . . . . . . . . . . 126Grammar: Plurals and Possessives . . . . . . . . 128Writing: Building a Strong Verb Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . 130

Civil RightsMy Brother Martin

Phonics: Prefi xes . . . . . . . . . . . . . . . . . . . . . . . . 70Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71Comprehension: Author’s Purpose . . . . . . . . . . 72Comprehension: Author’s Purpose Map. . . . . . 73Fluency: Expression and Intonation . . . . . . . . . 74Text Feature: Salutation and Body . . . . . . . . . . 75Vocabulary Strategy: Prefi xes . . . . . . . . . . . . . . 76Spelling: Prefi xes . . . . . . . . . . . . . . . . . . . . . . . . 77Grammar: Common and Proper Nouns . . . . . . 79Writing: Identifying Showing and Telling Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Women in SportsMighty Jackie

Phonics: Digraphs . . . . . . . . . . . . . . . . . . . . . . . 82Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83Comprehension: Author’s Purpose . . . . . . . . . . 84Comprehension: Author’s Purpose Map. . . . . . 85Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . . . 86Text Feature: Primary Sources . . . . . . . . . . . . . 87Vocabulary Strategy: Context Clues: Description . . . . . . . . . . . . . . . . . . . . . . . . . . . 88Spelling: Digraphs . . . . . . . . . . . . . . . . . . . . . . . 89Grammar: Singular and Plural Nouns . . . . . . . . 91Writing: Identifying Showing and Telling Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Special OlympicsMaking a Splash

Phonics: Three-Letter Blends . . . . . . . . . . . . . . 94Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95Comprehension: Main Idea and Details . . . . . . 96Comprehension: Main Ideas and Details Chart . . . . . . . . . . . . . . . . . . . . . . . . . . 97Fluency: Accuracy . . . . . . . . . . . . . . . . . . . . . . . 98Study Skill: Using Parts of a Book . . . . . . . . . . . 99Comprehension: Writing Frame. . . . . . . . . . . . 100Vocabulary Strategy: Idioms . . . . . . . . . . . . . . 101Spelling: Three-Letter Blends . . . . . . . . . . . . . 102Grammar: Irregular and Plural Nouns. . . . . . . 104Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 106

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ContentsUnit 3 • The Power of Words

Word PowerWords Add Up to Success

Phonics/Word Study: Plurals . . . . . . . . . . . . . . 167Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168Comprehension: Fact and Opinion . . . . . . . . . 169Comprehension: Fact and Opinion . . . . . . . . . 170Fluency: Accuracy . . . . . . . . . . . . . . . . . . . . . . 171Study Skill: Using a Computer . . . . . . . . . . . . . 172Comprehension: Writing Frame. . . . . . . . . . . . 173Vocabulary Strategy: Latin Prefi xes . . . . . . . . 174Spelling: Plurals . . . . . . . . . . . . . . . . . . . . . . . . 175Grammar: Linking Verbs . . . . . . . . . . . . . . . . . 177Writing: Adding Sensory Detail to Develop Setting. . . . . . . . . . . . . . . . . . . . . . . 179

MemoriesMe and Uncle Romie

Phonics: Compound Words . . . . . . . . . . . . . . . 180Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181Comprehension: Character, Setting, Plot . . . . 182Setting Flow Chart . . . . . . . . . . . . . . . . . . . . . . 183Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . 184Text Feature: Directions . . . . . . . . . . . . . . . . . . 185Vocabulary Strategy: Context Clues: Description . . . . . . . . . . . . . . . . . . . . . . . . . . 186Spelling: Compound Words . . . . . . . . . . . . . . . 187Grammar: Irregular Verbs . . . . . . . . . . . . . . . . 189Writing: Using Sensory Details Purposefully . . . . . . . . . . . . . . . . . . . . . . . . . 191

Healing LettersWhen I Went to the Library

Phonics: r-Controlled Vowels er, ir, ur . . . . . . . 131Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132Comprehension: Make Inferences . . . . . . . . . 133Comprehension: Inferences Web . . . . . . . . . . 134Fluency: Pacing and Intonation. . . . . . . . . . . . 135Text Feature: Toolbars . . . . . . . . . . . . . . . . . . . 136Vocabulary Strategy: Base Words . . . . . . . . . 137Spelling: r-Controlled Vowels er, ir, ur . . . . . . . 138Grammar: Action Verbs . . . . . . . . . . . . . . . . . . 140Writing: Recognizing Capitalization. . . . . . . . . 142

The Art of PersuasionDear Mrs. LaRue

Phonics: Silent Letters . . . . . . . . . . . . . . . . . . . 143Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144Comprehension: Draw Conclusions . . . . . . . . 145Comprehension: Conclusions Chart . . . . . . . . 146Fluency: Expression. . . . . . . . . . . . . . . . . . . . . 147Text Feature: Line Graphs . . . . . . . . . . . . . . . . 148Vocabulary Strategy: Prefi xes . . . . . . . . . . . . . 149Spelling: Silent Letters . . . . . . . . . . . . . . . . . . . 150Grammar: Verb Tenses . . . . . . . . . . . . . . . . . . 152Writing: Using End Punctuation . . . . . . . . . . . . 154

Keeping PromisesRanita, the Frog Princess

Phonics: Soft c and g . . . . . . . . . . . . . . . . . . . . 155Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156Comprehension: Make Judgments . . . . . . . . . 157Comprehension: Make Judgments Chart . . . . 158Fluency: Expression. . . . . . . . . . . . . . . . . . . . . 159Text Feature: Map. . . . . . . . . . . . . . . . . . . . . . . 160Vocabulary Strategy: Antonyms . . . . . . . . . . . 161Spelling: Soft c and g . . . . . . . . . . . . . . . . . . . . 162Grammar: Main and Helping Verbs. . . . . . . . . 164Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 166

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ContentsUnit 4 • Working Together

Teams in Times of NeedThe Earth Dragon Awakes: The San Francisco Earthquake of 1906

Phonics: Diphthongs oi, oy, ou, ow . . . . . . . . . 229Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230Comprehension: Draw Conclusions . . . . . . . . 231Comprehension: Conclusions Chart . . . . . . . . 232Fluency: Expression. . . . . . . . . . . . . . . . . . . . . 233Text Feature: Technical Manual. . . . . . . . . . . . 234Vocabulary Strategy: Multiple-Meaning Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235Spelling: Diphthongs oi, oy, ou, ow . . . . . . . . . 236Grammar: Possessive Pronouns. . . . . . . . . . . 238Writing: Adding Quotation Marks. . . . . . . . . . . 240

Family TeamsMy Brothers’ Flying Machine

Phonics: Variant Vowel /ô/ au, aw, alt, alk, all . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242Comprehension: Author’s Perspective . . . . . . 243Comprehension: Author’s Perspective Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . 245Literary Element: Repetition and Personifi cation . . . . . . . . . . . . . . . . . . . . . . . 246Vocabulary Strategy: Suffi xes: -er and -or . . . 247Spelling: Variant Vowel /ô/

au, aw, alt, alk, all . . . . . . . . . . . . . . . . . . . . . 248Grammar: Pronouns and Homophones . . . . . 250Writing: Adding Quotation Marks and Punctuation . . . . . . . . . . . . . . . . . . . . . . . . . . 252

Value of FriendshipThe Cricket in Times Square

Phonics/Morphology: Infl ectional Endings . . . . . . . . . . . . . . . . . . . 192Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193Comprehension: Theme . . . . . . . . . . . . . . . . . 194Comprehension: Theme Map . . . . . . . . . . . . . 195Fluency: Expression. . . . . . . . . . . . . . . . . . . . . 196Text Feature: Advertisement . . . . . . . . . . . . . . 197Vocabulary Strategy: Context Clues: Paragraph Clues . . . . . . . . . . . . . . . . . . . . . . 198Spelling: Infl ectional Endings . . . . . . . . . . . . . 199Grammar: Pronouns and Antecedents . . . . . . 201Writing: Replacing “Telling” Statements with Dialogue That “Shows”. . . . . . . . . . . . . . . . . 203

Animal TeamsThe Life and Times of the Ant

Phonics/Morphology: Infl ectional Endings, Changing y to i . . . . . . . . . . . . . . . . . . . . . . . 204Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205Comprehension: Description . . . . . . . . . . . . . . 206Comprehension: Description Web. . . . . . . . . . 207Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . 208Literary Element: Character and Moral . . . . . . 209Vocabulary Strategy: Greek Roots . . . . . . . . . 210Spelling: Infl ectional Endings, Changing y to i . . . . . . . . . . . . . . . . . . . . . . . 211Grammar: Types of Pronouns . . . . . . . . . . . . . 213Writing: Using Effective Dialogue . . . . . . . . . . 215

California Teams UpWriting on the Wall

Phonics: /ü/, /u/, and /u/ Sounds . . . . . . . . . . . 216Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217Comprehension: Fact and Opinion . . . . . . . . . 218Comprehension: Fact and Opinion Chart . . . . 219Fluency: Accuracy . . . . . . . . . . . . . . . . . . . . . . 220Study Skill: Skim and Scan . . . . . . . . . . . . . . . 221Comprehension: Writing Frame. . . . . . . . . . . . 222Vocabulary Strategy: Word Origins . . . . . . . . . 223Spelling: /ü/, /u/, and /u/ Sounds . . . . . . . . . . . 224Grammar: Pronoun-Verb Agreement . . . . . . . 226Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 228

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ContentsOceansAt Home in the Coral Reef

Phonics: r-Controlled Vowel Syllables . . . . . . 290Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291Comprehension: Compare and Contrast . . . . 292Comprehension: Venn Diagram . . . . . . . . . . . 293Fluency: Intonation and Expression . . . . . . . . 294Literary Element: Protagonist and Hyperbole . . . . . . . . . . . . . . . . . . . . . . . . . . . 295Vocabulary Strategy: Context Clues: Description . . . . . . . . . . . . . . . . . . . . . . . . . . 296Spelling: r-Controlled Vowel Syllables . . . . . . 297Grammar: Comparing with More and Most . . . . . . . . . . . . . . . . . . . . . . . 299Writing: Logical Structure: Distinguishing Moments . . . . . . . . . . . . . . . . 301

Ocean AnimalsAdelina’s Whales

Phonics: Consonant + le Syllables . . . . . . . . . 302Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 303Comprehension: Sequence . . . . . . . . . . . . . . . 304Comprehension: Sequence Chart. . . . . . . . . . 305Fluency: Pacing and Expression . . . . . . . . . . . 306Literary Element: Meter and Rhyme Scheme . . . . . . . . . . . . . . . . . . . . . . 307Vocabulary Strategy: Homographs . . . . . . . . . 308Spelling: Consonant + le Syllables . . . . . . . . . 309Grammar: Comparing Good and Bad . . . . . . . 311Writing: Logical Structure: Distinguishing Moments . . . . . . . . . . . . . . . . 313

DesertsA Walk in the Desert

Phonics: Closed Syllables . . . . . . . . . . . . . . . . 253Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254Comprehension: Main Idea and Details . . . . . 255Comprehension: Main Idea Chart . . . . . . . . . . 256Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . 257Text Feature: Flow Chart . . . . . . . . . . . . . . . . . 258Vocabulary Strategy: Context Clues: Surrounding Words. . . . . . . . . . . . . . . . . . . . 259Spelling: Closed Syllables . . . . . . . . . . . . . . . . 260Grammar: Adjectives . . . . . . . . . . . . . . . . . . . . 262Writing: Logical Structure: Chronological Order . . . . . . . . . . . . . . . . . . . 264

Desert Animals Roadrunner’s Dance

Phonics: Open Syllables . . . . . . . . . . . . . . . . . 265Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266Comprehension: Author’s Purpose . . . . . . . . . 267Comprehension: Author’s Purpose Map. . . . . 268Fluency: Intonation and Pacing. . . . . . . . . . . . 269Literary Element: Foreshadowing and Symbolism. . . . . . . . . . . . . . . . . . . . . . . . . . . 270Vocabulary Strategy: Thesaurus: Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . 271Spelling: Open Syllables . . . . . . . . . . . . . . . . . 272Grammar: Articles . . . . . . . . . . . . . . . . . . . . . . 274Writing: Logical Structure: Chronological Order . . . . . . . . . . . . . . . . . . . 276

National ParksAnimals Come Home to Our National Parks

Phonics: Vowel Teams . . . . . . . . . . . . . . . . . . . 277Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278Comprehension: Main Idea and Details . . . . . 279Comprehension: Main Idea Chart . . . . . . . . . . 280Fluency: Accuracy . . . . . . . . . . . . . . . . . . . . . . 281Study Skill: Dictionary . . . . . . . . . . . . . . . . . . . 282Comprehension: Writing Frame. . . . . . . . . . . . 283Vocabulary Strategy: Latin Roots:

locat, duc . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284Spelling: Vowel Teams . . . . . . . . . . . . . . . . . . . 285Grammar: Adjectives That Compare. . . . . . . . 287Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 289

Unit 5 • Habitats

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ContentsStep-by-StepSnowfl ake Bentley

Phonics/Word Study: Suffi xes . . . . . . . . . . . . . 351Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352Comprehension: Draw Conclusions . . . . . . . . 353Comprehension: Conclusions Chart . . . . . . . . 354Fluency: Accuracy . . . . . . . . . . . . . . . . . . . . . . 355Text Feature: Imagery and Figurative Language. . . . . . . . . . . . . . . . . . . 356Vocabulary Strategy: Multiple-Meaning Words . . . . . . . . . . . . . . . 357Spelling: Suffi xes . . . . . . . . . . . . . . . . . . . . . . . 358Grammar: Prepositions and Prepositional Phrases. . . . . . . . . . . . . . . . . . 360Writing: Character Development: Change in Behavior . . . . . . . . . . . . . . . . . . . 362

Invent ItHow Ben Franklin Stole the Lightning

Phonics/Word Study: Suffi xes and Prefi xes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364Comprehension: Problem and Solution . . . . . 365Comprehension: Problem and Solution Chart . . . . . . . . . . . . . . . . . . . . . . . . 366Fluency: Pacing and Accuracy . . . . . . . . . . . . 367Literary Element: Figurative Language and Alliteration . . . . . . . . . . . . . . . . . . . . . . . . . . . 368Vocabulary Strategy: Dictionary: Idioms . . . . 369Spelling: Suffi xes and Prefi xes . . . . . . . . . . . . 370Grammar: Sentences Using Prepositions. . . . 372Writing: Character Development: Change in Behavior of a Character . . . . . . . . . . . . . . . . 374

Unit 6 • Problem Solving

Community Problem SolversLeah’s Pony

Phonics: -in, -on, -en. . . . . . . . . . . . . . . . . . . . . 314Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315Comprehension: Problem and Solution . . . . . 316Comprehension: Problem and Solution Chart . . . . . . . . . . . . . . . . . . . . . . . . 317Fluency: Accuracy . . . . . . . . . . . . . . . . . . . . . . 318Text Feature: Primary Sources . . . . . . . . . . . . 319Vocabulary Strategy: Unfamiliar Words . . . . . 320Spelling: -in, -on, -en. . . . . . . . . . . . . . . . . . . . . 321Grammar: Adverbs . . . . . . . . . . . . . . . . . . . . . . 323Writing: Character Growth: Believable . . . . . . 325

Finding Out About the PastThe Gold Rush Game

Phonics: Homophones. . . . . . . . . . . . . . . . . . . 326Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327Comprehension: Cause and Effect . . . . . . . . . 328Comprehension: Cause and Effect Diagram . . . . . . . . . . . . . . . . . . . . . . . 329Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . . 330Text Feature: Time Line . . . . . . . . . . . . . . . . . . 331Vocabulary Strategy: Suffi xes . . . . . . . . . . . . . 332Spelling: Homophones. . . . . . . . . . . . . . . . . . . 333Grammar: Comparing with Adverbs . . . . . . . . 335Writing: Character Growth: Believable . . . . . . 337

Improving LivesTaking the Lead

Phonics: Prefi xes . . . . . . . . . . . . . . . . . . . . . . . 338Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339Comprehension: Make Generalizations . . . . . 340Comprehension: Make Generalizations Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 341Fluency: Expression. . . . . . . . . . . . . . . . . . . . . 342Study Skill: Functional Documents . . . . . . . . . 343Comprehension: Writing Frame. . . . . . . . . . . . 344Vocabulary Strategy: More Latin and Greek Roots . . . . . . . . . . . . . . . . . . . . . . . . . 345Spelling: Prefi xes . . . . . . . . . . . . . . . . . . . . . . . 346Grammar: Negatives . . . . . . . . . . . . . . . . . . . . 348Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 350

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Practice

A. Choose a beginning and ending consonant from the lists below. Then write as many words with a short-vowel sound between the two consonants as you can. For example, if you choose n and p, you might write nip and nap.

Beginning consonants: b, c, d, g, h, j, l, m, n, p, r, t, v, w

Ending consonants: b, ck, d, ff, g, ng, ll, m, n, p, r, s, t, w, y

1. Consonants:

2. Consonants:

3. Consonants:

4. Consonants:

B. Now write a sentence that uses three of your short-vowel words.

5.

Phonics:Short Vowels

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMy Diary from Here to There

Grade 4/Unit 19

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opportunities boycotts citizenunions strikes border

A. Make your own crossword puzzle using the vocabulary words above. Remember to start with Across clues and then give the Down clues. Then draw numbered boxes for the answers. Exchange your puzzle with a partner and try to solve his or her puzzle.

Across Down

B. Write sentences using each of these words: strikes, boycotts, and unions.

Vocabulary

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMy Diary from Here to ThereGrade 4/Unit 1

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Read the following sentences from My Diary from Here to There. Make an inference from each one. Use what you already know from the plot along with what the sentence says.

1. “How can I sleep knowing we might leave Mexico forever?” Make an inference about how Amada feels.

2. “We each picked out a smooth, heart-shaped stone to remind us always of our friendship.” Make an inference about the way Amada and Michi feel.

3. “Mamá held Mario and our green cards close to her heart.” Make an inference about how Mamá feels.

4. “Tío Tito keeps trying to make us laugh instead of cry.” Make an inference about the feelings of Amada’s family.

Comprehension:Make Inferences

R 2.0 Reading ComprehensionMy Diary from Here to There

Grade 4/Unit 111

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ClueClue

Clue

Inference

ClueClue

ClueClue

Inference

Clue

As you read My Diary from Here to There, fill in the Inferences Word Web.

How does the information you wrote in the Inferences Word Web help you to generate questions about My Diary from Here to There?

Comprehension:Inferences Word Web

R 2.0 Reading ComprehensionMy Diary from Here to ThereGrade 4/Unit 1

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PracticeFluency:

Intonation and Expression

As I read, I will pay attention to end punctuation in each sentence and how it affects my intonation and expression.

Jin and Li Mei crept to the corner of the room. Jin pulled the loose 15 board out of the fl oor and squeezed through the hole. Then she helped 28 her sister slide down through the opening.35 “It’s still dark, Jin,” said Li Mei.42 “Not for long,” whispered Jin. “Now hold on to my jacket and 54 follow me. And be quiet!”59 They began to crawl. It was damp and smelly under the building. Li 72 Mei began to complain. But soon the girls were standing in the dim 85 light of morning.88 The ghostly sounds of foghorns fi lled the harbor. Angel Island itself, 99 however, was quiet. It seemed deserted. Soon the boat would bring the

111 island workers from San Francisco. Jin and Li Mei would then have to 124 hurry back. They were not allowed to leave the barracks without 135 permission. But it was worth the risk. Jin loved these opportunities to 147 get away from the crowded barracks. 153

Comprehension Check

1. What suggests that Jin and Li Mei might be unhappy in the barracks? Plot Development

2. How would you describe Jin? Plot Development

Words Read – Number of Errors = Words

Correct Score

First Read – =

Second Read – =

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.

My Diary from Here to ThereGrade 4/Unit 1

13

Practice

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Text Feature:Time Line

A. Read the time line below. It describes events in the life of a fictional character during the time of the California Gold Rush.

1900:

The U.S. adopts

the gold standard

for its currency.

1511:

King Ferdinand of Spain sends

explorers to the Western Hemisphere

with the command to search for gold.

18001700

1717:

Isaac Newton, Master of the

London Mint, sets a price for

gold that lasts for 200 years.

1803:

North Carolina is the site of the first U.S. gold rush

and supplies all the gold made into currency

in the U.S. Mint in Philadelphia until 1828.

1973:

The U.S. dollar

is removed from

the gold standard.

1500 1600

1787:

The first U.S. gold coin

is struck by Ephraim

Brasher, a goldsmith.

1900

B. Use the time line to answer the questions below.

1. Why are the points placed as they are?

2. What might this time line be named?

3. How long was it from the time gold prices were set to the minting of the

fi rst coin in the United States?

4. How long was it from the fi rst gold coin to the decision to adopt the gold

standard?

5. How long ago was that decision made?

6. Write your own question about the time line.

R 2.0 Reading ComprehensionMy Diary from Here to ThereGrade 4/Unit 1

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Vocabulary Strategy:Word Origins

The origin or history of a word can help you to understand it. Many words came into our language from other languages or have changed from what they used to mean.

microphone noun. a device that changes sound waves into electrical signals. I was glad the microphone was working when I addressed the assembly.

word history: Microphone comes from two Greek words that mean “very small” and “sound.”

Use your dictionary to find the word histories of four words that interest you. Write down what you learn in the form of the sample entry above.

1.

2.

3.

4.

R 1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases. My Diary from Here to There

Grade 4/Unit 115

Practice

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1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paper along the dotted line. Use the blanks to write each word as it is read aloud. When you finish the test, unfold the paper. Use the list at the right to correct any spelling mistakes.

Challenge Words

Review Words

1. smudge

2. alibi

3. plum

4. evidence

5. grimace

6. plots

7. heavy

8. bluff

9. dock

10. blot

11. sandwich

12. culprit

13. allergies

14. miller

15. sketches

16. shelves

17. wealthy

18. crunches

19. slipped

20. building

21. succession

22. shoveled

23. snack

24. step

25. pond

Spelling:Short Vowels

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.My Diary from Here to There

Grade 4/Unit 116

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Look at the words in each set below. One word in each set is spelled correctly. Look at Sample A. The letter next to the correctly spelled word in Sample A has been shaded in. Do Sample B yourself. Shade the letter of the word that is spelled correctly. When you are sure you know what to do, go on with the rest of the page.

Sample A: Sample B:

𝖠 goose 𝖤 fownd𝖡 goos 𝖥 found𝖢 gouse 𝖦 fohnd𝖣 goosh 𝖧 fonde

Spelling:Short Vowels

6. 𝖤 plots𝖥 plotts𝖦 platz𝖧 plottes

7. 𝖠 heavy𝖡 heaviy𝖢 heavey𝖣 hevy

8. 𝖤 blufe𝖥 bluffe𝖦 bluf𝖧 bluff

9. 𝖠 dock𝖡 dauk𝖢 doke𝖣 dauck

10. 𝖤 blott𝖥 blotte𝖦 blot𝖧 blaht

11. 𝖠 sanwiche𝖡 sandwich𝖢 sandwitch𝖣 sanwich

12. 𝖤 culpret𝖥 culprit𝖦 calprit𝖧 culprett

13. 𝖠 allargies𝖡 alergys𝖢 alerjies𝖣 allergies

14. 𝖤 mealer𝖥 millir𝖦 miller𝖧 meller

15. 𝖠 schetches𝖡 skeches𝖢 sckeches𝖣 sketches

16. 𝖤 shelves𝖥 shelfs𝖦 sheelves𝖧 shelfes

17. 𝖠 whealthy𝖡 whelthy𝖢 wealthy𝖣 wealthe

18. 𝖤 crenches𝖥 crunches𝖦 kruntches𝖧 cruntches

19. 𝖠 slipd𝖡 slipt𝖢 sliped𝖣 slipped

20. 𝖤 bilding𝖥 biulding𝖦 buidding𝖧 building

1. 𝖠 smudge𝖡 smuge𝖢 smuje𝖣 smudje

2. 𝖤 allibi𝖥 aliby𝖦 alibi𝖧 alibbi

3. 𝖠 plumm𝖡 plaum𝖢 pluhm𝖣 plum

4. 𝖤 evedence𝖥 evidence𝖦 evadince𝖧 evidance

5. 𝖠 grimase𝖡 grimace𝖢 grimmace𝖣 gremasce

𝖠

LC 1.7 Spell correctly roots, inflections, suffixes, and prefixes, and syllable constructions. My Diary from Here to There

Grade 4/Unit 117

Practice

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• A statement is a sentence that tells something. It ends with a period. .

• A question is a sentence that asks something. It ends with a question mark. ?

• A command tells or asks someone to do something. It ends with a period. .

• An exclamation shows strong feeling. It ends with an exclamation mark. !

Write each sentence with the correct punctuation.

1. Are you sure you brought your lunch

2. Maybe Jack took it

3. Class, stay in your seats

4. Don’t you dare say I stole it

5. Have you seen a stray cat in the building

6. Cats like eating fi sh

7. I can’t believe the cat took the sandwich

8. Do you think we should feed the cat each day

Grammar:Sentences

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill.My Diary from Here to There

Grade 4/Unit 118

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Read the passage. Think about what type of sentence each one is. Then rewrite the passage using the correct punctuation.

when our cat had her kitten, we did not know what we would do a grown-up cat can be left by itself a baby kitten needs someone to watch her who could we get to care for her all day long I go to school all day mom and Dad go to work all day could Grandpa take the kitten grandpa said he could now the kitten lives with Grandpa We visit them every weekend It’s wonderful

• A sentence is a group of words that express a complete thought.• A sentence fragment is a group of words that does not

express a complete thought.• A statement is a sentence that tells something. • A question is a sentence that asks something. • All sentences begin with a capital letter and end with a period,

a question mark, or an exclamation mark.

Grammar:Sentences

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper. My Diary from Here to There

Grade 4/Unit 119

Practice

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Writing: Single Moment

in Time

1. Read the following passage:

Ryan and Mandy were on the monkey bars. Alex was playing catch with Noah. Paula, Andrew, and Jessica sat in the shade playing cards.

2. Now, underline one of the sentences and write 2 more sentences about that sentence.

Example:

Ryan and Mandy were on the monkey bars. They were both hanging upside down with their knees bent like coat hangers. Mandy pointed and laughed at Ryan because his face was so red.

W 1.0 Writing StrategiesMy Diary from Here to ThereGrade 4/Unit 1

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Phonics:Long a

escape state take caves rain waves waiting snakes lakes Maine claim whale plains play days

Complete the story by filling in the blanks with words that have the long a sound. You may use some words more than once.

The Best Place

Some people __ai_ that an eastern

__a_e , like _ai__ , is more

beautiful than a desert __a_e , like Arizona. Visitors

to _ai__ can go __a_e

watching or catch fi sh in the many _a_es . They

can explore the rocky coast and __ay in the

_a_es along the shore. The only problem with

living in _ai__ is _ai_ing

until the cold _ays of winter are gone. On the other hand, people who visit the desert hardly ever see snow

or _ai_ . The temperature is often very hot, and

people __a_e indoors to air conditioning when they can. Some people don’t mind the heat. They like to explore

_a_es and go hiking on the

__ai_s . They watch out for

__a_es and _a_e plenty of water with them.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Adventures of Ali Baba

Bernstein • Grade 4/Unit 121

3.

1.

6.

4.

2.

5.

Practice

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Vocabulary

curious policy rangedseveral temporary frequently

Across

4. a rule or way of doing things

5. often

6. more than one or two

Down

1. not lasting a long time

2. wants to know about something

3. spanned between two things

Use the clues below to complete the vocabulary word puzzle.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Adventures of Ali Baba Bernstein • Grade 4/Unit 1

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A. Plan a story about a birthday party. Fill in the chart to organize your ideas for the story.

B. Use the information in your chart to write the first paragraph of your story.

Comprehension:Character, Setting, Plot

Characters BenBen’s Grandfather

Setting When: Saturday afternoonWhere: lake

Plot Beginning: Ben wonders what to do for his grandfather’s birthday.Middle: Makes coupons for things he will do with Grandpa, such as go fishing together.End: Grandpa is thrilled with his coupons.

R 2.0 Reading ComprehensionThe Adventures of Ali Baba


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Comprehension: Setting, Event, Character’s

Reaction Chart

Setting

Event Character’s Reaction

How does the information you wrote in this chart help you understand The Adventures of Ali Baba Bernstein?

As you read The Adventures of Ali Baba Bernstein, fill in the Setting, Event, and Character’s Reaction Chart.

R 3.3 Use knowledge of the situation and setting and of a character’s traits and motivations to determine the causes for that character’s actions.The Adventures of Ali Baba


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Fluency: Accuracy

As I read, I will focus on reading accurately.

Vera and Mario were walking home from school. As 9 they followed their usual path through the park, they enjoyed 19 watching everything that went on. Squirrels raced up and 28 down the trees. Ducks swam across the pond and quacked 38 loudly. Neighbors walked their dogs across the grass. 46 Children swung on the swings and played ball in the field. 57 This day’s walk began like any other for Vera and Mario, 68 but that soon changed. Vera stopped suddenly and pointed. 77 “Look at that!” she said with surprise. 84 Mario looked straight ahead. A large amount of trash was 94 on the ground near the pond. It was an ugly sight. The kids 107 walked closer to see exactly what was there. They saw plastic 118 bags, dirty paper plates and cups, and empty juice cartons. 128 There were chicken bones, half-eaten ears of corn, and 137 watermelon skins. Some of the trash was right at the edge of 149 the pond. 151

Comprehension Check

1. What problem do Vera and Mario discover? Problem and Solution

2. How does the fi rst paragraph relate to their discovery? Problem and Solution


Correct Score

First Read – =

Second Read – =

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression. The Adventures of Ali Baba


Practice

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Text Feature:Maps

Writers include maps to show readers geographic locations, features, natural resources, or products.

A. Use the map of the Silk Routes to answer the following questions.

1. If a traveler began in Xian, what towns would he pass through before

reaching Korla?

2. Name three towns that are located along multiple routes.

B. Write two questions that can be answered by looking at the map. Provide answers to your questions.

XianXian(Chang’an)(Chang’an)

DunhuangDunhuang

CherchenCherchen

TurfanTurfan

AntiochAntioch

DamascusDamascus

BabylonBabylon

EcbataneEcbataneMervMerv

BurkaraBurkara

ArabianSea

Black Sea

Casp

ian Sea

Red S

ea

INDIAN OCEAN

Mediterranean Sea Xian

(Chang’an)

Dunhuang

LanzhouKhotan

Cherchen

Turfan HamiKorlaKorlaKorla

Bactria

Antioch

Damascus

Babylon

EcbatanaSSeleuciaeleuciaSeleucia

Merv

BukharaKashgar

Yarkand

Saroakand

N

W E

S

The Silk Road

R 2.0 Reading ComprehensionThe Adventures of Ali Baba Bernstein • Grade 4/Unit 1

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Vocabulary Strategy:Synonyms

Write synonyms of the words below in the puzzle boxes. Put one letter in each box.

1. numerous

2. procedure

3. spanned

4. inquisitive

5. often

6. non-permanent

If you solved the puzzle correctly, the letters in 1. down will spell a word that describes a word with the same, or almost the same meaning as another word.

R 1.2 Apply knoweldge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases. The Adventures of Ali Baba


Practice

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Spelling: Long a


Challenge Words

Review Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

1. pale

2. parade

3. crate

4. display

5. stray

6. mistake

7. railway

8. relay

9. bail

10. wailing

11. break

12. ache

13. frail

14. fainting

15. fl ame

16. claimed

17. steak

18. eighteen

19. remain

20. nickname

21. neighbor

22. celebrate

23. grimace

24. plum

25. sandwich

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.The Adventures of Ali Baba


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Spelling: Long a

16. 𝖤 claymed claimed

𝖦 klaimed𝖧 claimmed

17. 𝖠 staik𝖡 stayke

steak𝖣 staek

18. 𝖤 eightean eighteen

𝖦 eigthteen𝖧 eightene

19. 𝖠 rumain remain

𝖢 remane𝖣 remaine

20. 𝖤 knickname𝖥 nicname𝖦 nikname

nickname

11. 𝖠 braik𝖡 braek𝖢 breake break

12. ache𝖥 ake𝖦 aike 𝖧 ach

13. 𝖠 fraile𝖡 frayle

frail𝖣 frael

14. 𝖤 fanting𝖥 faynting

fainting𝖧 faintting

15. fl ame𝖡 fl aim𝖢 fl ayme𝖣 fl aime

6. 𝖤 mestake𝖥 mistaik𝖦 mistak mistake

7. railway𝖡 raleway𝖢 raillway𝖣 raileway

8. 𝖤 reelay relay

𝖦 realay𝖧 rellay

9. 𝖠 baile𝖡 bayle𝖢 bael

bail

10. wailing𝖥 wailling𝖦 whailing𝖧 waeling

1. 𝖠 palle𝖡 payl

pale𝖣 paile

2. parade𝖥 perade𝖦 parrade𝖧 paraid

3. crate𝖡 crait𝖢 craite𝖣 crayte

4. 𝖤 dissplay𝖥 displae

display𝖧 dusplay

5. 𝖠 straiy𝖡 straye stray𝖣 strae

Look at the words in each set below. One word in each set is spelled correctly. Use a pencil to fill in the circle next to the correct word. Before you begin, look at the sample set of words. Sample A has been done for you. Do Sample B by yourself. When you are sure you know what to do, you may go on with the rest of the page.

Sample A: Sample B:

𝖠 dalayed shame𝖡 delaid 𝖥 shaim

delayed 𝖦 shaime𝖣 dellayed 𝖧 shamme

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions. The Adventures of Ali Baba


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• The predicate tells what the subject does or did.• The complete predicate includes all the words in the

predicate.• The simple predicate is the verb—the action word or words

in the complete predicate.• A compound predicate has two or more verbs.

Turn these fragments into complete sentences by adding a predicate. Write each complete sentence on the line.

1. Plants in the deserts

2. Most spiders

3. Dangerous scorpions

4. A quick coyote

5. Hungry lizards

6. The spines of a cactus

7. On their fi eld trip, the students

8. Animals that come out at night

Grammar: Subjects and Predicates

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill.The Adventures of Ali Baba


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Grammar: Subjects and Predicates

• A complete sentence contains both a subject and a predicate.

• You can sometimes correct a sentence fragment by adding a subject or a predicate.

Rewrite the advertisement. Correct the sentence fragments, punctuation, and capitalization.

A brand new video “Desert Adventure” must find water in the desert. Scorpions and coyotes will be after you. is there water behind the mesquite trees. Watch out for A rattlesnake can you escape them all? Enjoy the excitement of This game

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper. The Adventures of Ali Baba


Practice

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Writing: Single Moment

of Action

1. Make a list of 5 things that happened in your day today.

a.

b.

c.

d.

e.

2. Now, pick ONLY ONE of those moments. Write 5 sentences about that moment ONLY.

Example: Ate cereal

I poured the corn flakes into my favorite yellow cereal bowl and added milk. My mom handed me a plate of sliced strawberries. I arranged them like red mountains atop the crispy flakes. It looked almost too good to eat, but I dug in anyway. My head was filled with the sound of crunching flakes.

Extra Practice: Do the same exercise using a different moment from your list.

W 1.0 Writing StrategiesThe Adventures of Ali Baba Bernstein • Grade 4/Unit 1

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Phonics: Long e

Write a story about two friends on a hike through a national park. Include at least ten words with the long e sound formed by the letters ee, ie, and ea. Underline these words in your story.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentKid Reporters at Work

Grade 4/Unit 133

Practice

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Vocabulary

identified enterprising persistence venture

Read the passage, and then answer the questions that follow. Be sure to use the vocabulary word in your answer.

The whole week before the big game, Juan had butterfl ies in his stomach. He set time aside after school each day to practice with Lamar and prepare for the approaching game.

On the day of the game, the team felt ready. It was the bottom of the ninth. Bases were loaded. The pitch came at Juan fast, low, and inside. Even in his sleep, Juan stepped into the pitch and swung. Whack! The ball went all the way to the wall, and all his teammates ran home! Now it was a tie game, with Juan himself on third . . . .

Lamar stepped up to the plate and hit a home run!

1. Juan identifi ed a need to do something. What was it?

2. How does Juan show persistence in the passage?

3. Do you think Juan might approach another venture in his life the same way?

4. What proves that Juan and Lamar were enterprising?

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentKid Reporters at WorkGrade 4/Unit 1

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Comprehension: Compare and Contrast

Read the following adapted book review.

The fi rst book of this popular series introduces readers to an orphan and the tattered remains of his newfound family. Jonathan Warble loses his parents at a young age.

When his parents’ will is read (in Chapter Two), he fi nds himself rich beyond his wildest dreams. However, he can’t put his hands on the money until he is much older. Until then, he is placed in the care of his great-aunt Alice Mary Beth Grabbal-Andrun, a person from the other side of the family.

Aunt Alice Mary Beth and Jonathan have little to discuss. The great-aunt was a concert violinist and Jonathan plays electric guitar. Feelings of grief in both struggle against any happiness. But while Jonathan grieves for his parents, his aunt pines for their money.

The situation goes on like this forever. Many things happen—stilted conversations, awful food, an interesting concert, a couple of spiteful cousins. After years and years, Jonathan fi nally gets the money and Aunt Alice Mary Beth doesn’t. So everything turns out all right in the end.

Think about the characters described in the review. In what ways are they alike? In what ways are they different? Fill in the chart below. You may have to use a separate sheet of paper.

Alike Different

1. 1.

2. 2.

3. 3.

4. 4.

R 2.0 Reading ComprehensionKid Reporters at Work

Grade 4/Unit 135

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Name Comprehension:Venn Diagram

Different

Alike

As you read Kid Reporters at Work, fill in the Venn diagram.

How does the information you wrote in the Venn diagram help you to summarize Kid Reporters at Work?

U.N. Special Session on Children

World Children Organization

R 2.0 Reading ComprehensionKid Reporters at WorkGrade 4/Unit 1

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Fluency: Intonation and Pacing

As I read, I will pay attention to my intonation and pacing.

Most kids create businesses out of a hobby. That’s what Kenny 11 Kirkpatrick did when he turned his passion for woodworking into a 22 business called Ken’s Pens. 26 When Kenny was eight years old, he saw an ad for pen kits in a 41 woodworking catalog and decided to give it a try. By the age of 13, he 55 had a new moneymaking enterprise selling wood-covered pens. 63 Kenny fi gures that the cost of the raw materials for each pen is 76 about $5. He sells his pens for $25 to $50. At these prices he can pay 89 his advertising and shipping costs and still have enough money left 100 over to make a nice profi t. Sometimes kid entrepreneurs face obstacles 111 because they are young. Crystal Ann Ramous made scenery for her 122 school drama club. Teachers and friends praised her work. So she 133 donated her time to arrange fl owers for school and church events. But 145 then she discovered that people would pay her for her services. At 13, 157 she decorated a wedding for more than 200 people! In spite of her 169 talent and achievements, however, many people doubted that Crystal 178 could run a business because of her age. 186

Comprehension Check

1. What do Kenny and Crystal have in common? How are their businesses different? Compare and Contrast

2. What is the main idea of the fi nal paragraph? What details support it? Main Idea and Details


Correct Score

First Read – =

Second Read – =

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.

Kid Reporters at WorkGrade 4/Unit 1

37

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Study Skill: Use the Library

Imagine that you’re working at the library, and it’s your job to handle the card-catalog entries for the new books.

Create a card-catalog entry in the space below. It could be for one of your favorite books or for a book that you make up. Remember the following points as you create your entry:

• The publisher line describes where and when the book was published. • The description tells how many pages the book has and whether

it includes illustrations. • A book can be listed under more than one subject.

Author

Title

Publisher

Description

Summary

Subject

R 2.0 Reading ComprehensionKid Reporters at WorkGrade 4/Unit 1

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Compare/Contrast Writing Frame

Summarize Kid Reporters at Work.Use the Compare/Contrast Writing Frame below.

Both Terrence Cheromcka and Martin Jacobs are the same in some ways. They are the same because they both

.

However, in other ways Terrence Cheromcka and Martin Jacobs are different. They are different because

.

So, Terrence Cheromcka and Martin Jacobs have both similarities and differences.

Rewrite the completed summary on another sheet of paper. Keep it as a model for writing a summary of an article or selection using this text structure.

Comprehension: Writing Frame

R 2.0 Reading ComprehensionKid Reporters at Work

Grade 4/Unit 139

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Vocabulary Strategy: Antonyms

Write as many antonyms as you can for each word below.

1. hot

2. noisy

3. pleased

4. slow

5. funny

6. confused

R 1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases.Kid Reporters at Work

Grade 4/Unit 140

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Challenge Words

Review Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

1. beam

2. tea

3. chief

4. squeak

5. breezy

6. thirteen

7. volunteer

8. creature

9. tease

10. thief

11. deal

12. increased

13. appeal

14. league

15. engineer

16. fourteen

17. healing

18. breathe

19. speech

20. wheeze

21. freedom

22. refugee

23. bail

24. eighteen

25. neighbor

Spelling:Long e

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions. Kid Reporters at Work

Grade 4/Unit 141

Practice

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16. fourteen𝖥 forteen𝖦 foreteen𝖧 fourtene

17. 𝖠 helling𝖡 heeling𝖢 heling

healing

18. 𝖤 breeth breathe

𝖦 breethe𝖧 brethe

19. 𝖠 speache𝖡 speach𝖢 speche

speech

20. 𝖤 weeze wheeze

𝖦 weaze𝖧 weehze

11. 𝖠 dealle𝖡 deele𝖢 deale

deal

12. increased𝖥 inkreased𝖦 increesed 𝖧 increeced

13. 𝖠 appeel𝖡 apele

appeal𝖣 apeall

14. 𝖤 leage𝖥 leegue𝖦 leauge

league

15. 𝖠 enganeer𝖡 enjinere

engineer𝖣 enginear

6. thirteen𝖥 thirtteen𝖦 thirtene𝖧 thirtean

7. volunteer𝖡 voluntere𝖢 valenteer𝖣 vuluntere

8. 𝖤 creechure𝖥 creatchure𝖦 createur

creature

9. 𝖠 teese𝖡 teace𝖢 teasce

tease

10. 𝖤 theef𝖥 theif

thief𝖧 theaf

1. 𝖠 beem beam

𝖢 beeme𝖣 beame

2. 𝖤 teeh𝖥 teae𝖦 teh

tea

3. chief𝖡 cheef𝖢 cheif𝖣 chefe

4. squeak𝖥 squeeck𝖦 squeke𝖧 squeake

5. 𝖠 breesy𝖡 breasy

breezy𝖣 breezey


Sample A: Sample B:

crate 𝖤 staik𝖡 craite 𝖥 stak𝖢 creat steak𝖣 crayte 𝖧 steack

Spelling:Long e

LC 1.7 Spell correctly roots, inflections, suffixes, and prefixes, and syllable constructions.Kid Reporters at Work

Grade 4/Unit 142

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• A simple sentence has one independent clause. The sky was clear and sunny.• A compound sentence has two or more independent clauses. The faucet kept running, and the sink overflowed.• You can combine two independent clauses by joining them

with a coordinating conjunction such as or, but, or and.

Decide whether each sentence is simple or compound. Write simple or compound on the line.

1. Some logs are 100 feet long.

2. Rainwater boils, and it turns to steam.

3. Old Faithful is a geyser, and so is Giantess.

4. Boiling water shoots up in geysers.

5. The elks made a long journey.

6. Elks live in the park, and bears do too.

7. Forest fi res burn in the park, and they affect millions of acres.

8. My dad likes camping, but my sister does not.

Grammar: Simple and Compound Sentences

LC 1.1 Use simple and compound sentences in writing and speaking.Kid Reporters at Work

Grade 4/Unit 143

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• You can combine two sentences by using and, but, or or.• You can combine two sentences by joining two subjects or

two predicates with and or or.

Read the passage. Think about how two sentences are joined. Then rewrite the passage using the correct punctuation.

I enjoyed reading about Yellowstone National Park and I learned a lot from the book. at Yellowstone, you can see wolves or you might notice elks. I have been camping many times but I never saw those animals. the book describes geysers and forests. my family has never been to Yellowstone but this book made me want to go. maybe my family will visit Yellowstone someday!

Grammar: Simple and Compound Sentences

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper.Kid Reporters at Work

Grade 4/Unit 144

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Writing: Rubric

Writ

ing

Rub

ric

4 E

xcel

lent

3 G

ood

2 F

air

1 U

nsat

isfa

ctor

y

Idea

s an

d C

onte

nt/

Gen

reId

eas

and

Con

tent

/G

enre

Idea

s an

d C

onte

nt/

Gen

reId

eas

and

Con

tent

/G

enre

Org

aniz

atio

n an

d F

ocus

Org

aniz

atio

n an

d F

ocus

Org

aniz

atio

n an

d F

ocus

Org

aniz

atio

n an

d F

ocus

Sen

tenc

e S

truc

ture

/ F

luen

cyS

ente

nce

Str

uctu

re/

Flu

ency

Sen

tenc

e S

truc

ture

/ F

luen

cyS

ente

nce

Str

uctu

re/

Flu

ency

Con

vent

ions

Con

vent

ions

Con

vent

ions

Con

vent

ions

Wor

d C

hoic

eW

ord

Cho

ice

Wor

d C

hoic

eW

ord

Cho

ice

Voi

ceV

oice

Voi

ceV

oice

Pre

sent

atio

nP

rese

ntat

ion

Pre

sent

atio

nP

rese

ntat

ion

W 1.0 Writing StrategiesKid Reporters at Work

Grade 4/Unit 145

Practice

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A. Read the following long i words. Then use as many of these words as you can in a story that takes place in outer space.

drive file kite wipe pride pry shyprime slight climb sly sigh fright insidepies die spy twice height

1. First decide on a title for your story. Include at least one long i word in your title.

2. Now choose two characters to be in your story. Give each character a long i name. Write the names below.

B. Write your story on the lines that follow.

Phonics: Long i

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Astronaut and the OnionGrade 4/Unit 1

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endless display protestedsensible paralyzed realistic

Suppose that an astronaut has returned from a trip to space. He is coming to tell the students at your school about his trip. On the lines below, write a speech for him. Include all the vocabulary words above.

Vocabulary

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Astronaut and the Onion

Grade 4/Unit 147

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In the story The Astronaut and the Onion, Gloria is an outgoing character who meets the astronaut Dr. Grace Street. Think of how the plot would change if Gloria were shy instead. Some plot events might not happen. What other events might happen instead?

List your changes on the chart below.

Story Event The Astronaut and the Onion

The Shy Gloria

Gloria goes to the store.

She goes by herself.

Gloria has to buy an onion.

She grabs a big onion and stands in line alone to pay.

Gloria gets Dr. Street’s attention.

She tosses the onion in the air.

Gloria and the astronaut talk.

They first talk about the astronaut’s earrings.

Comprehension: Character

R 2.0 Reading ComprehensionThe Astronaut and the OnionGrade 4/Unit 1

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As you read The Astronaut and the Onion, fill in the Character Web.

How does the information you wrote in the Character Web help you analyze and make inferences about The Astronaut and the Onion?

Character:

Character:

Gloria

Dr. Street

Comprehension:Character Web

R 2.0 Reading ComprehensionThe Astronaut and the Onion

Grade 4/Unit 149

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Correct Score

First Read – =

Second Read – =

As I read, I will pay attention to pauses, stops, intonation, and characters’ words.

“Ready, Rae?” Commander Assad asked me. It was time to get into 12 my sleeping capsule. After a long mission in outer space, we were 24 heading home to Claryville. Everyone had to be asleep for the landing 36 on Earth. The computer would land the spaceship while we slept. 47 I climbed into my sleeping capsule and Commander Assad closed 57 the top. Pilot Velez was already asleep. The computer would close 68 Commander Assad’s capsule. I shut my eyes, relaxed, and waited for 79 sleep to come. I was happy to be going home. We had been in space for 95 only a few weeks, but it had seemed endless at times. I missed my 109 family and friends. I couldn’t wait to see everyone at school and tell 122 them about my trip. 126 Let me introduce myself. I’m Rae Chen, astronaut-in-training. I’m 135 the junior member of the Lotus Space Mission — that’s Commander 145 Assad, Pilot Velez, and me. 150

Comprehension Check

1. Even though Rae is excited to be going home, how do you know she enjoyed her time in space? Plot Development

2. What clues tell you that Rae is not a typical astronaut? Plot Development

Fluency: Pacing and Phrasing

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.The Astronaut and the Onion

Grade 4/Unit 150

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Metaphor: a figure of speech in which two very different objects or ideas are made to seem the same.Personification: giving animals or things human characteristics.

Think about a community worker that interests you. Write a short poem about the work he or she does. Use metaphor and personification to make the poem more interesting.

Literary Elements: Metaphor and

Personification

R 3.5 Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works. The Astronaut and the Onion

Grade 4/Unit 151

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Look up the following words in the dictionary or in the glossary of your reading textbook. For each word, write the part of speech, the definition, and an example of the word in a sentence.

1. rehearse part of speech:

defi nition:

example:

2. cranky part of speech:

defi nition:

example:

3. specialty part of speech:

defi nition:

example:

4. astronaut part of speech:

defi nition:

example:

Vocabulary Strategy: Using a Dictionary

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Astronaut and the OnionGrade 4/Unit 1

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1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.


Challenge Words

Review Words

1. fi led

2. shiny

3. tightly

4. remind

5. die

6. wipe

7. lightning

8. height

9. pride

10. spy

11. sigh

12. likely

13. prime

14. slyly

15. pry

16. climb

17. minding

18. frightened

19. twice

20. slightly

21. highway

22. paralyzed

23. chief

24. increased

25. engineer

Spelling: Long i

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions. The Astronaut and the Onion

Grade 4/Unit 153

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Sample A: Sample B:

wealthy 𝖤 hevvy𝖡 welthy 𝖥 heavey𝖢 wealthe 𝖦 hevee𝖣 wealthey heavy

Spelling: Long i

1. filed𝖡 fyled𝖢 fieled𝖣 filde

2. 𝖤 shiney𝖥 shyny𝖦 shinney

shiny

3. tightly𝖡 titely𝖢 tihgtly𝖣 titley

4. remind𝖥 reemind𝖦 reminde𝖧 rimind

5. 𝖠 di𝖡 dy𝖢 dei

die

6. 𝖤 whippe𝖥 wype𝖦 whype

wipe

7. 𝖠 litening lightning

𝖢 lightenning𝖣 lieghtning

8. height𝖥 hite𝖦 hieght𝖧 hight

9. 𝖠 prid𝖡 preid𝖢 pryde

pride

10. 𝖤 spie𝖥 spiy 𝖦 spye

spy

11. 𝖠 sye sigh

𝖢 sie𝖣 sihg

12. likely𝖥 lickly𝖦 liekly𝖧 likly

13. 𝖠 preim prime

𝖢 pryme𝖣 priem

14. slyly𝖥 sleily𝖦 slighly𝖧 sliely

15. 𝖠 prie pry

𝖢 prye𝖣 prigh

16. 𝖤 clighm𝖥 cliem𝖦 klime

climb

17. 𝖠 mynding𝖡 mighnding

minding𝖣 mindding

18. frightened𝖥 freigtened𝖦 fritened𝖧 frihgtened

19. 𝖠 twyce twice

𝖢 twise𝖣 twiece

20. slightly𝖥 sleightly𝖦 slitely𝖧 slightley

LC 1.7 Spell correctly roots, inflections, suffixes, and prefixes, and syllable constructions.The Astronaut and the Onion

Grade 4/Unit 154

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• A sentence that contains two related ideas joined by a conjunction other than and, but, or or is called a complex sentence.

To form a complex sentence, combine these ideas using the given conjunction. Be sure that the new sentence makes sense.

1. The astronaut eats his meal. He fl oats around in the rocket. (as)

2. Light leaves a star. It takes thousands of years to reach Earth. (after)

3. Eat some freeze-dried snacks. You work at the computer. (while)

4. He goes to the library. He reads books about space. (where)

5. Mom doesn’t want me to come along. It is dangerous. (since)

6. Fasten your seatbelts. The ship takes off. (before)

7. He brought a chunk of moon rock. He came home for the holidays. (when)

8. They watched. The rocket blasted off into space. (as)

Grammar: Complex Sentences

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill. The Astronaut and the Onion

Grade 4/Unit 155

Practice

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Rewrite the letter below. Fix any spelling, punctuation, and grammar mistakes.

678 Saturn Road Baltimore MD 21204 July 11 2007Mr. and mrs. Rhodes39 Sunshine driveBaltimore MD 21286

dear Mr. and Mrs. Rhodes

I would like to be an astronaut. Because it would be exciting. You were the first people to travel to Mars. I bet you know a lot about space travel. I would like to learn more about outer space? I want to travel to mars someday. I also plan to visit Jupiter and Venus. Do you know which schools I could go to! sincerely Diana Smith

• Remember that some conjuctions tell where, when, why, how, or under what condition.

Grammar: Complex Sentences

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper.The Astronaut and the Onion

Grade 4/Unit 156

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PracticeWriting:

Describing a Single Moment

1. Choose a single object in the room.

2. Write 3 sentences about that one object alone.

Example: The old map hangs crookedly on the bulletin board behind Ms. Andrews’ desk. It’s faded and worn and the top right corner is folded over like a floppy dog’s ear. Its edges are stained brown and yellow, and it smells like old library books.

Extra Practice: Choose another single object in the room and do this exercise again.

W 1.0 Writing StrategiesThe Astronaut and the Onion

Grade 4/Unit 157

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Phonics:Long o

Circle the word with the long o sound. Then turn the other word into a long o word by adding, taking away, or changing one letter only.

1. grow crown

2. cost told

3. love pole

4. boot fl oat

5. rope fond

6. old could

7. brow slow

8. moat out

9. fl ow now

10. loud phone

11. shove own

12. tool stone

13. roll gown

14. hope one

15. oven loaf

grow

t

pole

fl

rope

old

slow

moat

fl ow

phone

hope

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentBecause of Winn-DixieGrade 4/Unit 1

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Vocabulary

aware selecting positiveconsisted peculiar advanced

Write a story about a library visited by a large animal—a dog, a bear, or something else?—using all the vocabulary words above.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentBecause of Winn-Dixie

Grade 4/Unit 159

Practice

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Comprehension:Sequence

Putting events in sequence helps you understand what is happening in the selection.

Read the following passage. Then list important events in sequence.

Chances are, your local public library has a Children’s Room. This is a separate room within a library where kids can go to browse and read books written specifi cally for children. Sometimes, the children’s room librarian will read aloud some children’s books to the kids who are visiting.

Children’s books have been included in public libraries since 1895. In 1899, special rooms for children were included in library designs as new libraries were built. These rooms were designed with children in mind. Smaller chairs and tables are often set up in this section of a library. You might also see a reading corner with big pillows on the fl oor. In 1901, the Andrew Carnegie Free Library in Carnegie, Pennsylvania, designed a children’s room with low bookcases so children could reach the books.

The idea of a Children’s Library Story Time began in 1899. Charlotte Keith was the fi rst Children’s Librarian in a library in Pittsburgh, Pennsylvania. She started a story time to attract young readers to the library. The tradition has continued to this day.

R 2.1 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension.Because of Winn-Dixie

Grade 4/Unit 160

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Comprehension:Sequence Chart

As you read Because of Winn-Dixie, fill in the twoSequence Charts.

How does the information you wrote in the Sequence Charts help you to evaluate Because of Winn-Dixie?

R 2.0 Reading ComprehensionBecause of Winn-Dixie

Grade 4/Unit 161

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Name Fluency:Intonation and Pacing

As I read, I will pay attention to end punctuation.

Alicia pulled up the collar of her parka as a cold gust of 13 wind blew past. It wasn’t hot, it wasn’t sunny, and the beach 25 was 3,000 miles away in Florida, where they used to live before 36 Mom got a new job in Seattle. It had been a month since their 50 family had moved to Everton, a town outside Seattle, and Alicia 61 still wasn’t used to the weather. In Miami it was usually in the 74 70s in February. But here every day seemed to be cold and wet. 86 The skies were gray, and the air had a peculiar smell. It was 99 nothing like the salty sea air she was used to. 109 Mark kicked a stone and watched it skip into a puddle. “Of 121 course,” he thought to himself. “Where isn’t there a puddle?” 131 He knew that was an exaggeration. It didn’t always rain here. It 143 was just that when it rained in Florida, the skies cleared up 155 afterward. Here the skies stayed overcast for days. But Mark 165 tried to stay cheerful. He had read about the Pacifi c Northwest 176 and learned that the weather during the summer was just fi ne. 187 Then they would go to the mountains, which would be really 198 exciting. 199

Comprehension Check1. Even though Seattle and Miami are near oceans, how do they differ?

Compare and Contrast

2. How do the characters feel about their new home? Plot Development


Correct Score

First Read – =

Second Read – =

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.Because of Winn-Dixie

Grade 4/Unit 162

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PracticeLiterary Elements:

Onomatopoeia and Simile

Onomatopoeia is the use of a word that imitates the sound that it stands for.A simile compares two different things, usually by using the word like, as, or than.

A. Describe an exciting event using onomatopoeia. Try to use onomatopoeia at least two times.

B. Write three sentences, each using a simile to describe the way someone looks.

R 3.5 Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works. Because of Winn-Dixie

Grade 4/Unit 163

Practice

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NameVocabulary Strategy:

Connotation and Denotation

Write a synonym for each of the words below. Choose a synonym with a different connotation. Use it in a sentence, and then explain how your new word is different.

1. A synonym for full:

Sentence:

How my word is different:

2. A synonym for small:

Sentence:


3. A synonym for sad:

Sentence:


4. A synonym for walk:

Sentence:


R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentBecause of Winn-DixieGrade 4/Unit 1

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Practice

Spelling:Long o

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paper along the dotted line. Write the words in the blanks as they are read aloud. When you finish the test, unfold the paper. Use the list at the right to correct any spelling mistakes.

Challenge Words

Review Words

1. goalie

2. fl oating

3. closer

4. stove

5. chosen

6. poled

7. slowly

8. soaked

9. mold

10. toll

11. groaned

12. motionless

13. foaming

14. coaster

15. roasting

16. lower

17. lonely

18. blown

19. whole

20. quote

21. obeyed

22. motorize

23. tightly

24. likely

25. climb

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions. Because of Winn-Dixie

Grade 4/Unit 165

Practice

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6. 𝖤 poaled𝖥 pold𝖦 poald 𝖧 poled

7. 𝖠 slowley𝖡 slowly𝖢 slowely𝖣 slowlie

8. 𝖤 soaked𝖥 soked𝖦 sowked𝖧 soakked

9. 𝖠 moled𝖡 mold𝖢 mowld𝖣 moald

10. 𝖤 tole𝖥 toal𝖦 tolle𝖧 toll

11. 𝖠 groned𝖡 groand𝖢 groaned𝖣 growned

12. 𝖤 motionless𝖥 moationless𝖦 mowtionles𝖧 moshenlis

13. 𝖠 foming𝖡 fomeing𝖢 fowming𝖣 foaming

14. 𝖤 coster𝖥 cowster𝖦 coaster𝖧 coseter

15. 𝖠 roasting𝖡 rosting𝖢 roastting𝖣 rostting

16. 𝖤 loer𝖥 lowar𝖦 lower𝖧 lowwer

17. 𝖠 lonely𝖡 loanly𝖢 lownly𝖣 lonly

18. 𝖤 blown𝖥 bloan𝖦 blone𝖧 blowne

19. 𝖠 whoal𝖡 whowl𝖢 whole𝖣 hoale

20. 𝖤 quoat𝖥 quote𝖦 quot𝖧 quowt

1. 𝖠 goalie𝖡 goaly𝖢 goaley𝖣 golie

2. 𝖤 fl oting𝖥 fl owting𝖦 fl oating𝖧 fl oatting

3. 𝖠 closser𝖡 closar𝖢 cloaser𝖣 closer

4. 𝖤 stoave𝖥 stove𝖦 stowve𝖧 stoav

5. 𝖠 chosen𝖡 chosin𝖢 chozen𝖣 chosan

Spelling:Long o


Sample A: Sample B:

𝖠 tightly 𝖤 clime𝖡 tightlie 𝖥 climbe𝖢 titely 𝖦 climb𝖣 tightely 𝖧 clim

𝖠

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.Because of Winn-Dixie

Grade 4/Unit 166

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Grammar:Run-On Sentences

• You can correct a run-on sentence by rewriting it as a compound or a complex sentence.

Correct these run-on sentences by rewriting them as compound or complex sentences. Be sure that the new sentence makes sense.

1. I thought the visit would be boring I had a fun time.

2. I woke up the birds started chirping.

3. She looked at the drawings wondered who drew them.

4. He’s never been on a boat he’s afraid he’ll get seasick.

5. Grandma is an artist is carving a bear.

6. You can go on the raft you must wear a life jacket.

7. The fawn was trapped I set her free.

8. We have to be careful the water is deep.

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill. Because of Winn-Dixie

Grade 4/Unit 167

Practice

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Rewrite the journal entry below, correcting any punctuation and grammar mistakes. Be sure to fix any run-on sentences.

April 10 2005

Mom, Dad, Dave, and I went rafting on Foamy river today we had so much fun! We were worried about the water being cold it is only April. We brought extra sweaters. Of course, we also brought our life jackets? Dave and I wanted to steer the raft we were too little. The current was very strong. The raft went up and down we got splashed a few times. We passed the woods my brother saw a deer. At the end of the day we were tired we want to go again soon.

• A run-on sentence joins together two or more sentences.• You can correct a run-on sentence by separating two

complete ideas into two sentences.• You can correct a run-on sentence by rewriting it as a

compound or complex sentence.

Grammar:Run-On Sentences

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper.Because of Winn-Dixie

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Practice

1. Read the following sentence:

The room was crowded.

2. Think about what a crowded room is like.

3. Write 2–4 more sentences about the room that really SHOW that the room is crowded.

Extra Practice: Do the same exercise again, using the following sentence:

The house is very large.

Writing: Describing Setting

W 1.0 Writing StrategiesBecause of Winn-Dixie

Grade 4/Unit 1Because of Winn-Dixie

Grade 4/Unit 169

Practice

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Phonics/Word Study: Prefixes

Write as many words as you can that begin with the prefixes dis-, non-, un-, and mis-.

dis-

non-

un-

mis-

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMy Brother MartinGrade 4/Unit 2

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Vocabulary

injustice ancestors unfairnumerous segregation avoided

A. Use each pair of vocabulary words in a single sentence.

1. unfair, injustice

2. segregation, avoided

3. ancestors, numerous

B. List the vocabulary words under the correct part of speech.

Noun Verb Adjective

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMy Brother Martin

Grade 4/Unit 271

Practice

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Comprehension: Author’s Purpose

Decide whether the sentences below were written to inform or persuade. Write the author’s purpose on the blank. Then rewrite the sentence to achieve a different purpose.

Example: The car had a big engine and could go very fast.

inform

Don’t buy big cars with big engines because they waste gasoline and

they are dangerous. persuade

1. Dr. Martin Luther King was a hero who turned the world upside down

because he spoke out for his people.

2. In the segregated South, African Americans could not use some hotels

and were sent to separate schools.

3. Rosa Parks is the most famous Civil Rights activist because she was the

fi rst person to take action.

4. Christine’s family did not use the elevator at the city hall because it had

a sign that said “Whites Only.”

R 2.2 Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment).R 2.0 Reading Comprehension

My Brother MartinGrade 4/Unit 2

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Comprehension: Author’s Purpose Map

As you read My Brother Martin, fill in the Author’s Purpose Map.

Clue

How does the information you wrote in the Author’s Purpose Map help you to evaluate My Brother Martin?

Clue Clue

Author’s Purpose

R 2.0 Reading ComprehensionMy Brother Martin

Grade 4/Unit 273

Practice

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Fluency:Expression and

Intonation

As I read, I will pay attention to punctuation in each sentence.

In the early 1800s women in the United States had few 11 rights. Women could only hold a few types of jobs. They 22 could teach or work in factories. They couldn’t be doctors 32 or lawyers. A woman made less money than a man who 43 had the same type of job. And most important of all, 54 women couldn’t vote. 57 When a woman married, all her property became her 66 husband’s. Wives had to ask their husbands for spending 75 money. If a woman divorced, her children stayed with her 85 husband. A husband owned everything. 90 By the mid-1800s some people decided it was time to 100 change the way women were treated. Two of those people 110 were Susan B. Anthony and Elizabeth Cady Stanton. They 119 both thought women should be able to vote and have the 130 same rights as men. They worked hard to change the laws 141 and the way people thought. 146 Elizabeth Cady Stanton was born in 1815. Her mother’s 154 ancestors were wealthy and well known. Her father worked 163 hard. He studied law and worked in politics. 171

Comprehension Check1. Why do you think the author wrote about Susan B. Anthony and

Elizabeth Cady Stanton? Author’s Purpose

2. Why did these women want to change the laws? Cause and Effect


Correct Score

First Read – =

Second Read – =

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.My Brother Martin

Grade 4/Unit 274

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Text Feature: Salutation and Body

Write a letter to someone you feel has made a difference to our world. The person doesn’t have to be famous. Include a salutation in your letter. In the body of the letter, tell the person why you think he or she made a difference, and ask a question or questions. End your letter with a complimentary closing and sign your name.

R 2.0 Reading ComprehensionMy Brother Martin

Grade 4/Unit 275

Practice

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Vocabulary Strategy: Prefixes

Use un- and re- to create five new words below. Define each new word and use it in a sentence.

1. discover Prefi x-: Meaning:

Sentence:

2. believable Prefi x-: Meaning:

Sentence:

3. healthy Prefi x-: Meaning:

Sentence:

4. construct Prefi x-: Meaning:

Sentence:

5. identifi ed Prefi x-: Meaning:

Sentence:

Un- and re- are very useful prefixes, capable of changing the meanings of all kinds of words. But don’t just take our word for it—try it yourself.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMy Brother MartinGrade 4/Unit 2

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Practice

Spelling:Prefixes

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.


Challenge Words

Review Words

1. unblock

2. unborn

3. unchained

4. unloaded

5. unlocked

6. recalled

7. relearned

8. reselling

9. rewashed

10. rewind

11. imperfect

12. indirectly

13. incorrectly

14. illegally

15. overacting

16. overheat

17. submarine

18. preseason

19. preplan

20. superpower

21. international

22. transcontinental

23. quote

24. goalie

25. motionless

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions. My Brother Martin

Grade 4/Unit 277

Practice

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Spelling:Prefixes


Sample A: Sample B:

quote 𝖤 goaly𝖡 quoat 𝖥 goaley𝖢 quoate goalie𝖣 quot 𝖧 goley

1. unblock𝖡 unnblock𝖢 unblok𝖣 unbloc

2. 𝖤 unnborn𝖥 unborne

unborn𝖧 unbourn

3. 𝖠 unchaned𝖡 unchaind𝖢 unchainde

unchained

4. 𝖤 unloded unloaded

𝖦 unlodded𝖧 unlowded

5. unlocked𝖡 unnlocked𝖢 unloced𝖣 unloked

6. 𝖤 reecalled𝖥 recald𝖦 reecalled

recalled

7. 𝖠 relerned relearned

𝖢 relurned𝖣 relearnd

8. reselling𝖥 resselling𝖦 reeseling𝖧 resseling

9. 𝖠 rewasht rewashed

𝖢 rewashde𝖣 reewashed

10. 𝖤 rewinde𝖥 rewined𝖦 reewind

rewind

16. 𝖤 overheet𝖥 overhete

overheat𝖧 overrheat

17. submarine𝖡 submarene𝖢 subbmarine𝖣 submarin

18. preseason𝖥 preseasone𝖦 preseeson𝖧 preseasen

19. 𝖠 preeplan𝖡 preplann

preplan𝖣 preaplan

20. 𝖤 super power superpower

𝖦 superrpower𝖧 superpour

11. 𝖠 inperfect𝖡 unperfect

imperfect𝖣 immperfect

12. indirectly𝖥 indirectely𝖦 indirectley𝖧 indirectlie

13. 𝖠 incorectly𝖡 incorrectely𝖢 incorrectlie

incorrectly

14. 𝖤 ilegaly𝖥 illegely

illegally𝖧 illegaly

15. overacting𝖡 overracting𝖢 overackting𝖣 overactting

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.My Brother Martin

Grade 4/Unit 278

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PracticeGrammar:

Common and Proper Nouns

COMMON PROPER

• A proper noun names a particular person, place, or thing.Examples: Ms. Brown San Francisco Atlantic Ocean

• A proper noun begins with a capital letter.• Some proper nouns contain more than one word. Each

important word begins with a capital letter.Examples: Statue of Liberty Boston Red Sox

• The name of a day, month, or holiday begins with a capital letter.

Read the list of nouns below. Decide whether each noun is common or proper and write it in the correct column. Capitalize the nouns in the Proper column.

independence day summer uniform new york

hank aaron stadium ebbets field july

home plate jackie robinson coach world series

diamond game shortstop ohio

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill. My Brother Martin

Grade 4/Unit 279

Practice

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Grammar:Common and Proper

Nouns

• Some proper nouns contain more than one word. Each important word begins with a capital letter.

• The name of a day, month, or holiday begins with a capital letter.

Rewrite the invitation below. Fix any spelling, punctuation, and grammar mistakes. Remember to capitalize each important word in a proper noun. Use a separate page if you need more space.

westfield little league invites you to attend

our 2005 most valuable player awards ceremony

at five o’clock on sunday, january 30

westfield town hall

501 central avenue, westfield, virginia

Please contact sally and jim smith at 555-1212 if you plan to attend.

We hope you will join us!

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper.My Brother Martin

Grade 4/Unit 280

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Practice

Please read the following sentence:

Mary Beth shivered and zipped up her coat.

Think about what this sentence shows us about Mary Beth.

Underline the word that shows how Mary Beth felt.

Now read the following sentence:

Martin was scared to open the closet.

Write 2 more sentences that show how Martin felt.

Example:

Martin held his breath and peeked into the dark closet, trying not to think about the monster who lived there.

Martin got up his courage and opened the closet door, hoping all the clutter would not fall out.

Extra Practice: Read this sentence and add two more that show how Oscar felt.

Oscar was excited about going to the football game.

Writing: Identifying Showing

and Telling Sentences

W 1.0 Writing StrategiesMy Brother Martin

Grade 4/Unit 281

Practice

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Phonics:Digraphs

A. Write as many words that you can think of using the consonant digraphs below. Be sure to use each in the beginning, middle, and end position of the words where you can.

th:

sh:

wh:

ph:

ch:

B. Now write three sentences that each use at least two of the words you wrote above.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMighty JackieGrade 4/Unit 2

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Vocabulary

muttered gaped insultsnickering legendary flinched

Write a complete sentence using each vocabulary word. If you can, give your sentences a baseball setting.

1.

2.

3.

4.

5.

6.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMighty Jackie

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Comprehension:Author’s Purpose

A. Write a fi ctional story about baseball to entertain the reader. You could write about a Little League game or the time a fourth-grader won an Olympic gold medal by hitting a home run. Use these or other ideas of your choice. Begin your story in the space below.

B. Think of a subject related to sports that you have a strong opinion about. For example, should baseball be taught as a subject in fourth grade? Is football a better sport than baseball? Should organized sports be part of the school day? Write to persuade a reader about your opinion.

An author may write to entertain, to inform, to explain, or to persuade the reader.

R 2.0 Reading ComprehensionR 2.2 Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment).Mighty Jackie

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Comprehension:Author’s Purpose Map

Clue Clue Clue

Author’s Purpose

How does the information you wrote in the Author’s Purpose Map help you to analyze and make inferences about Mighty Jackie?

As you read Mighty Jackie, fill in the Author’s Purpose Map.

R 2.0 Reading ComprehensionMighty Jackie

Grade 4/Unit 285

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Fluency:Intonation

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

Jackie Robinson walked toward home plate, swinging 7 his bat. He was in a slump. He just couldn’t seem to hit 20 the ball. He couldn’t seem to catch it either. His team was 32 expecting more from him. So were the fans in Ebbets Field. 43 After all, he was the fi rst African-American player in the 54 major league. 56 As Jackie stepped up to the plate, he couldn’t believe 66 what he heard. Insults were fl ying out of the Philadelphia 76 Phillies dugout. 78 He almost put down his bat and quit the game of 89 baseball forever. Then he thought of his wife Rachel sitting 99 in the stands. He thought of all the people who wanted him 111 to succeed. 113 Planting his feet fi rmly in the ground, Jackie waited 122 for the pitch. The ball shot toward him and, with a 133 tremendous smack, he sent it into center fi eld. Later, in a 144 daring move, Jackie stole two bases. The fans jumped to 154 their feet. 156

Comprehension Check

1. What lesson do you think the author wants you to take away from this story? Author’s Purpose

2. What problem does Jackie Robinson face? How does he overcome it? Problem and Solution


Correct Score

First Read – =

Second Read – =

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.Mighty Jackie

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Text Feature:Primary Sources

A. Read the following primary source. It is an autobiographical sketch of a Chinese immigrant named Lee Chew, who came from China to the United States in the early 1900s.

My father gave me $100, and I went to Hong Kong with fi ve other boys from our place and we got steerage passage on a steamer, paying $50 each. Everything was new to me. All my life I had been used to sleeping on a board bed with a wooden pillow, and I found the steamer’s bunk very uncomfortable because it was so soft. The food was different from that which I had been used to, and I did not like it at all. . . .

When I got to San Francisco . . . I was half starved. . . . but a few days’ living in the Chinese quarter made me happy again. A man got me work as a house servant in an American family, and my start was the same as that of almost all the Chinese in this country.

B. What kinds of things can you learn about immigration from this story? What kinds of things can you not learn?

R 2.0 Reading ComprehensionMighty Jackie

Grade 4/Unit 287

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Vocabulary Strategy:Context Clues:

Description

When you read an unfamiliar word, context clues may help you figure out what it means. Read the entire sentence, and sentences nearby, to see if you can find clues to the meaning of the word.

Write sentences using the following words from the story Mighty Jackie. Include clues that would help someone understand the meaning of the word. For example, using the word mighty from the title, you might write: “Jackie was a mighty pitcher. She pitched so well that she struck out two famous major leaguers.”

1. exhibition:

2. insult:

3. glared:

4. bleachers:

5. jeering:

6. sandlot:

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMighty JackieGrade 4/Unit 2

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Spelling:Digraphs

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.


Challenge Words

Review Words

1. choose

2. kitchen

3. character

4. touchdown

5. sketched

6. ketchup

7. fl inched

8. duchess

9. cherish

10. chef

11. marshal

12. photograph

13. physical

14. phrase

15. bathtub

16. whole

17. nowhere

18. fi nished

19. whirl

20. width

21. champion

22. ethnic

23. unloaded

24. relearned

25. submarine

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions. Mighty Jackie

Grade 4/Unit 289

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Spelling:Digraphs


Sample A: Sample B:

unloaded 𝖤 sub marine𝖡 unloded 𝖥 sub marene𝖢 unlowded submarine𝖣 unnloaded 𝖧 submarene

6. 𝖤 katchup𝖥 kechup

ketchup𝖧 kachup

7. 𝖠 fl incht𝖡 fl innched

flinched𝖣 flinshed

8. 𝖤 duches duchess

𝖦 duchass𝖧 douchess

9. 𝖠 charish cherish

𝖢 chairish𝖣 cherrish

10. chef𝖥 shef𝖦 cheffe𝖧 sheffe

11. marshal𝖡 marshel𝖢 marshale𝖣 marshell

12. 𝖤 photagraph𝖥 photographe𝖦 photigraph

photograph

13. physical𝖡 physicial𝖢 phisical𝖣 physacal

14. 𝖤 phraise phrase

𝖦 phraze𝖧 fraise

15. 𝖠 bathtubb𝖡 bathttub𝖢 bathtubbe

bathtub

16. 𝖤 wholle whole

𝖦 whoal𝖧 hoal

17. 𝖠 nowere nowhere

𝖢 nowear𝖣 nowher

18. fi nished𝖥 fi nashed𝖦 fi nnished𝖧 fi neshed

19. whirl𝖡 wirll𝖢 wirle𝖣 wherl

20. 𝖤 wedth𝖥 widthe𝖦 wedthe

width

1. 𝖠 chooze𝖡 chuze

choose𝖣 chuse

2. 𝖤 kichen kitchen

𝖦 kitchin𝖧 kichin

3. character𝖡 carachter𝖢 charactar𝖣 caractar

4. 𝖤 tuchdown𝖥 toutchdown𝖦 touchdowne

touchdown

5. 𝖠 skeched sketched

𝖢 schetched𝖣 scetched

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.Mighty Jackie

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PracticeGrammar:

Singular and Plural Nouns

• A singular noun names one person, place, or thing. Examples: teacher, city, dog

• A plural noun names more than one person, place, or thing. Examples: teachers, cities, dogs

• Add -s to form the plural of most singular nouns.

Decide whether each underlined word is a singular or plural noun. Then write singular or plural on the line.

1. There are no jobs here.

2. My family is leaving the country.

3. We’re going to stay with my grandparents for now.

4. Papa sent us a letter.

5. He is meeting us at the bus station.

6. We’re waiting to get our green cards.

7. This trip is taking forever!

8. It’s been weeks since I’ve seen you.

9. The pages of my diary are fi lling up.

10. I miss the park I used to go to.

11. I had to sell my bike.

12. The apartment is crowded.

13. I kept my two parrots.

14. We bought some new clothes.

15. She received several letters.

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill. Mighty Jackie

Grade 4/Unit 291

Practice

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Grammar:Singular and Plural Nouns

• Add -s to form the plural of most singular nouns.• Add -es to form the plural of singular nouns that end in s, sh,

ch, or x.• To form the plural of nouns ending in a consonant and y,

change y to i and add -es.• To form the plural of nouns ending in a vowel and y, add -s.

Rewrite the radio advertisement below. Fix any spelling, punctuation, and grammar mistakes. Use a separate page if you need more space.

Looking for quick fi xs for bath and shower time? Dr. Minty’s Amazing 3-in-1 Gel is the answer! Use it to clean minor cuts and scratchs. It also works to soothe any itchs rashs or irritations of the skin. Lastly, it’s a gentle cleansing alternative to harsh soaps and body washs. It’s safe for adultes kids and even babys. The 3-in-1 Gel is available in boxs containing eight twelve or sixteen ounces. It’s one of our best buyes—each box lasts for monthies!

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper.Mighty Jackie

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PracticeWriting:

Identifying Showing and Telling Sentences

Please read the following sentences:

Latoya hurt her finger.

Pete drank the entire glass of water in one gulp.

Underline the one that tells, instead of showing.

Think about how showing means that you use language that helps the reader picture exactly what is happening. Now rewrite that sentence so that it shows the reader what is happening rather then telling.

Example: Rushing to put away her laundry, Latoya jammed her finger in her top drawer.

Now, write 2 more showing sentences about that same moment.

Example: She jumped up and down and shook her hand, trying to stop her finger from throbbing. Tears welled up in her eyes and she wished she hadn’t been in such a hurry in the first place.

Extra Practice: Do the same exercise with this sentence:

Steve felt sick.

W 1.0 Writing StrategiesMighty Jackie

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Phonics:Three-Letter Blends

A. On the lines below, write at least three examples of words that begin with the three-letter blends shr, spl, scr, and thr.

shr spl scr thr

B. Now use as many of the words you listed as possible in a paragraph. Circle the words that begin with three-letter blends.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMaking a SplashGrade 4/Unit 2

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similar challenges designedachieved varied

Use each pair of vocabulary words in a single sentence.

1. designed, achieved

2. similar, varied

3. similar, achieved

4. designed, varied

Vocabulary

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMaking a Splash

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Read the article below. In each paragraph, circle the main idea, underline the supporting details, and cross out any unnecessary information.

Beep Baseball is a lot like baseball. Beep Baseball is only played in a few places. It uses a ball. It uses bases. It has two teams. Some people don’t know much about the game. Some people really enjoy it. The players use a bat to hit the ball.

In some ways, Beep Baseball is different from baseball. Unlike players on baseball teams, the players on Beep Baseball teams are sighted and non-sighted people. It is diffi cult for non-sighted people to play soccer or baseball. Beep Baseball is played with a big ball and a big bat. There are only two bases, which look like soft towers.

This is how Beep Baseball is played. When a batter hits a ball, one of the bases begins to beep loudly. The batter runs toward the sound. If the batter can reach the base before someone throws a ball to the base, his or her team scores a point. Sometimes players have a diffi cult time scoring points. Some players are very good at it.

Comprehension:Main Idea and Details

Beep Baseball is only played in a fewplaces Some people don t knowmuch about the game Some people really enjoy it p y

p y p gIt is difficult for non-sighted people to play soccer or baseball

p p y g g y

p Sometimes players have a difficult time scoring points Someplayers are very good at it

R 2.1 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension.Making a Splash

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PracticeComprehension:

Main Idea and Details Chart

As you read “Leg Work,” fill in the Main Idea and Details Chart.

How does the information you wrote in the Main Idea and Details Chart help you understand the information presented in “Leg Work”?

Main Idea

Detail 1

Detail 2

Summary

R 2.1 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension.

Making a SplashGrade 4/Unit 2

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Fluency:Accuracy

As I read, I will focus on reading accurately.

Their mother gave them bottles of water and little bags of trail mix. 13 “This way,” she called as she headed off. 21 “Slow down!” Nick called out. He wanted to have time to look 33 around. Everything here was so different from the city. The city was 45 cluttered with cars, buildings, people, and loud noises. In the woods, 56 there was nothing but trees and the gentle “ssshhhhh” of the wind. 68 Up ahead Nick could see that Felix had reached the edge of the 81 forest and stopped. Beside him was a woman wearing a green uniform. 93 When Nick caught up, his eyes fi lled with wonder. They were standing 105 on top of a hill made of sand. Below them was the ocean. The air was 121 fi lled with the salty smell of the water. All around them were more hills 135 of sand. Some were small. Others, like the one they stood on, were huge. 149 Nick felt a little dizzy as he looked down. 158


Correct Score

First Read – =

Second Read – =

Comprehension Check

1. What does Nick fi nd interesting about the place he is exploring? Plot Development

2. How are Nick and Felix different in their approaches to exploring?Plot Development

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.Making a Splash

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Study Skill:Using Parts of a Book

Suppose you had a chance to design a book about the Paralympics. What topics would you cover? How would you organize the topics? Below, write a table of contents for your book. Include at least five chapters, a glossary, and an index. Give the page number where each would begin.

Chapter 1: Title

Chapter 2: Title

Chapter 3: Title

Chapter 4: Title

Chapter 5: Title

Chapter 6: Title

Glossary

Index

W 1.6 Locate information in reference texts by using organizational features (e.g., prefaces, appendixes). Making a Splash

Grade 4/Unit 299

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Comprehension:Writing Frame

Description Writing Frame

Summarize “Making a Splash.” Use the Description Writing Frame below.

Rudy Garcia-Tolson has become a world-champion athlete.

To be a great swimmer, he

.

He also

.

In addition, his legs and feet

.

All of these things have helped make him an Olympic champion!


R 2.0 Reading ComprehensionMaking a SplashGrade 4/Unit 2

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Vocabulary Strategy:Idioms

Read the idioms below. Think about how you have heard them used. Use each one in a sentence.

1. time fl ies

!

2. catch a train

3. raining cats and dogs

4. lend a hand

5. by the skin of your teeth

6. sit tight

R 1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases. Making a Splash

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Spelling:Three-Letter Blends

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.


Challenge Words

Review Words

1. shredding

2. throughout

3. sprout

4. sprawl

5. split

6. throb

7. throttle

8. shrink

9. scrawny

10. shrugged

11. screech

12. straighten

13. sprang

14. shriek

15. splashing

16. stringy

17. strand

18. script

19. thrillingly

20. throne

21. threatening

22. strictly

23. choose

24. photograph

25. character

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.Making a Splash

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Spelling: Three-Letter Blends


Sample A: Sample B:

scratchy 𝖤 threten𝖡 skratchy threaten𝖢 scrachy 𝖦 thereaten𝖣 scratchey 𝖧 threathen

1. 𝖠 shreading𝖡 shreding shredding𝖣 shraiding

2. 𝖤 theroughout𝖥 threwout𝖦 throuhout throughout

3. sprout𝖡 sproot𝖢 spurout𝖣 sprowt

4. 𝖤 sprall sprawl𝖦 spraul𝖧 spurawl

5. 𝖠 splitt𝖡 spllit split𝖣 spulit

6. 𝖤 thrrob𝖥 throbb𝖦 therob

throb

7. 𝖠 throttel throttle

𝖢 throtle𝖣 therrottle

8. 𝖤 shrrink𝖥 shrinkk𝖦 shringk

shrink

9. scrawny𝖡 skrawny𝖢 scrawney𝖣 skrauny

10. 𝖤 shruged shrugged

𝖦 sherugged𝖧 shrougged

11. 𝖠 skreech𝖡 screach

screech𝖣 screche

12. straighten𝖥 straten𝖦 straihten𝖧 straightin

13. 𝖠 spllashing𝖡 spplashing𝖢 splasheing

splashing

14. shriek𝖥 shreik𝖦 schriek𝖧 shreak

15. 𝖠 spraang sprang

𝖢 sprrang𝖣 sprange

16. 𝖤 scriped𝖥 skript

script𝖧 schript

17. 𝖠 strande strand𝖢 stirand𝖣 sttrand

18. 𝖤 stringey𝖥 stringgy𝖦 stirringy stringy

19. 𝖠 thrilingly𝖡 thrillingley thrillingly𝖣 thrilingley

20. 𝖤 throen𝖥 thone𝖦 throwne throne

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions. Making a Splash

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• A few nouns have the same plural and singular form.• To determine whether the noun is singular or plural, look at

the rest of the sentence.

Read the sentences below. Then decide whether the underlined noun is singular or plural. Write your answer on the line.

1. There was not one sheep on Papa’s farm.

2. A herd of buffalo trampled across the land.

3. Moose live in cold places, like Canada.

4. This species of insect only lives for two days.

5. I ate clams and shrimp at dinner.

6. Be quiet or you might scare that deer away.

7. We caught fi ve fi sh today.

8. We saw a moose at the zoo.

9. He dipped each shrimp into the cocktail sauce.

10. Sheep produce wool for sweaters.

11. We raked the leaves today.

12. I am not afraid of the mouse.

13. She is getting her teeth cleaned.

14. Several oxen passed the ranch.

15. He wanted a baked potato.

Grammar: Irregular Plural Nouns

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill.Making a Splash

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• A few nouns have the same plural and singular form.• To determine whether the noun is singular or plural, look at

the rest of the sentence.

Grammar: Irregular Plural Nouns

Rewrite the narrative below. Fix any spelling, punctuation, and grammar mistakes. Be sure to correct the 11 incorrectly formed plural nouns.

I want to be a chef who invents new, delicious dishs for people to enjoy! I decided this after visiting a new restaurant a few days ago. All of the mens, womans, and childs there watched the chef with great excitement. I watched him handle his long, sharp knifes carefully. Effortlessly, he diced potatos and tomatoeies into halfs and quarters. The shrimpses and fi shies sizzled as he cooked them on the hot grill. When our excellent meal arrived, we really sank our toothes into it. That’s when I decided cooking must be a fun way to be creative.

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper. Making a Splash

Grade 4/Unit 2105

Pra

ctice

Nam

e

© Macmillan/McGraw-Hill

Writing R

ubricWriting Rubric

4 Excellent 3 Good 2 Fair 1 Unsatisfactory

Ideas and Content/Genre




Organization and Focus




Sentence Structure/ Fluency




Conventions Conventions Conventions Conventions

Word Choice Word Choice Word Choice Word Choice

Voice Voice Voice Voice

Presentation Presentation Presentation Presentation

W 1.0 W

riting StrategiesM

aking a Splash

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PracticePhonics:

r-Controlled Vowelsar, or

Complete the word ladders below. Changing only one letter at a time, transform the starting word to the finishing word. Each change must result in a real word. Do not rearrange letters, and do not replace the r.

1. farm

harp

2. park

fort

3. barn

dark

4. score

shark

Now create two word ladders of your own.

5.

6.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentWild HorsesGrade 4/Unit 2

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Vocabulary

fragile threatened descendantsemerge sanctuary habitat

Using a pencil, fill in the crossword puzzle with the vocabulary words above. Then write the clues below.

Erase the answers from the puzzle. Exchange pages with a partner and solve each other’s puzzles.

Across

1.

6.

Down

2.

3.

4.

5.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentWild HorsesGrade 4/Unit 2

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Comprehension:Cause and Effect

For each cause given below, write a likely effect. For each effect given below, write a likely cause.

Cause Effect

1. It was a cloudy, rainy morning,

2.

Mary’s horse tried to throw her.

3. The fl ies wouldn’t leave the horses alone.

4. Write your own sentences to show cause and effect.

Cause Effect

a.

b.

Every cause has an effect, and every effect has a cause.

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As you read Wild Horses, fill in the Cause and Effect Chart.

How does the information you wrote in the Cause and Effect Chart help you to monitor your comprehension of Wild Horses?

Cause Effect


Chart

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Fluency:Pacing

As I read, I will pay attention to pacing.

Somewhere in Kentucky, a thoroughbred horse has just been born. 10 Within hours, the glistening newborn will be on its feet and taking its23 fi rst wobbly steps. The horse will stay close to its mother for about six37 months. A horse breeder runs the farm. He has high hopes for this young51 horse. Its mother and father were both fi ne racehorses.60 When a young horse is ready to begin training, it is often sold to a new76 owner. Some promising yearlings are sold for millions of dollars. The new88 owner will make sure the horse receives the right training to become a

101 strong racehorse.103 First, a young racehorse must get used to wearing a bridle. Then the 116 horse must get used to carrying a rider on its back. Trainers teach these130 new tasks gently and slowly. They don’t want the horses to feel frightened143 or threatened. 145 Young horses are not allowed to run fast until their bodies have grown. 158 In an exercise known as “ponying,” a riderless horse is led around the track.172 Trainers must also teach a horse to enter a starting gate. At fi rst, a horse187 may be afraid of the starting gate. With gentle coaxing, the horse will 200 become used to it. 204

Comprehension Check1. Why do trainers treat young racehorses so carefully? What do they

hope the result will be? Cause and Effect

2. What kind of training do young racehorses receive? Main Idea and Details


Correct Score

First Read – =

Second Read – =

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression. Wild Horses

Grade 4/Unit 2111

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Literary Element: Hyperbole and Figure

of Speech

A figure of speech is an expressive use of language that cannot be understood if each word is taken literally. One kind of figure of speech is hyperbole. This is when a writer uses exaggeration to make part of the story more dramatic or funny.

Underline the figure of speech in each sentence. Then rewrite the sentence without it.

1. Paul said that the new ranch hand always had a headache because his head kept banging up against the sky.

2. I knew that Paul was just pulling my leg.

3. Our new ranch hand, Joe, sure loved chocolate chip cookies, though, and he’d wash them down with a river of milk.

4. I loved those cookies, too. The sad thing was my eyes were always bigger than my stomach.

5. I was tickled pink when Joe said he’d teach me how to use a lasso.

6. When I missed that calf and it started chasing me, Joe laughed his head off.

p g g p g y

p g y g

gg y

p

R 3.5 Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works.Wild Horses

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Vocabulary Strategy:Context Clues

lasso foal gallop dam

On the lines below, create a short story about a horse. Use all four words in the box. Begin by looking up each word. Then write your story, including context clues that make the words’ meanings clear. Circle the words from the box, and underline your context clues.

g

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Spelling: r-Controlled Vowels

ar, or

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.


Challenge Words

Review Words

1. aboard

2. seminar

3. force

4. morning

5. carpet

6. scorch

7. uproar

8. predator

9. spark

10. award

11. guitar

12. charge

13. afford

14. argue

15. Oregon

16. guard

17. enlarge

18. barnyard

19. charcoal

20. forecast

21. neighborhood

22. starvation

23. screech

24. shrugged

25. throttle

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.Wild Horses

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PracticeSpelling:

r-Controlled Vowelsar, or

1. 𝖠 a’board𝖡 abored

aboard𝖣 abourd

2. 𝖤 semanar seminar

𝖦 seminor𝖧 semminar

3. force𝖡 fource𝖢 forse𝖣 fourse

4. 𝖤 mornning𝖥 morening𝖦 morrning

morning

5. 𝖠 carrpet carpet

𝖢 carpit𝖣 carrpit

6. 𝖤 skorch𝖥 scorche scorch𝖧 skorche

7. 𝖠 aproar𝖡 upproar uproar𝖣 uprore

8. 𝖤 pretator predator𝖦 pretater𝖧 predater

9. 𝖠 sparke spark𝖢 sparck𝖣 sparcke

10. award𝖥 awarde𝖦 aword𝖧 aworde

11. guitar𝖡 gitar𝖢 giutar𝖣 gutair

12. 𝖤 chardge𝖥 charje𝖦 charrge charge

13. afford𝖡 aford𝖢 afored𝖣 afforde

14. 𝖤 argu argue𝖦 arrgue𝖧 argew

15. 𝖠 Oragon𝖡 Oregen𝖢 Oragin Oregon

16. 𝖤 garde guard𝖦 garred𝖧 gaurd

17. enlarge𝖡 inlarge𝖢 enlardge𝖣 inlardge

18. 𝖤 barn-yard𝖥 barnyarde𝖦 barniard barnyard

19. 𝖠 charcole charcoal𝖢 charcoale𝖣 chaircole

20. 𝖤 forcast𝖥 forkast forecast𝖧 forcaste


Sample A: Sample B:

screech 𝖤 shruged𝖡 screach 𝖥 shruggd𝖢 screeche shrugged𝖣 skreach 𝖧 sherugged

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions. Wild Horses

Grade 4/Unit 2115

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• A plural possessive noun is a plural noun that shows ownership.

• To form the possessive of a plural that ends in s, add an apostrophe.

• To form the possessive of a plural noun that does not end in s, add an apostrophe and -s. A few nouns have the same plural and singular form.

Write the plural possessive form of each underlined noun.

1. Those experiments purpose was to teach us more about electricity.

2. For the fi rst time, the post offi ce delivered mail directly to people

houses.

3. The mayor honored the fi refi ghters heroism.

4. Electrical charges effects can be dangerous.

5. Ben Franklin won several countries respect.

6. The church bells ringing woke me.

7. Most limes skins are green, but one kind of lime is yellow.

8. The children book was very interesting.

9. That is the workers break room.

10. The bulbs shoots will sprout fl owers.

11. Twelve sinks drains must be cleaned out.

12. The insects habits inspired my work.

13. Airplanes tires are fully infl ated.

14. Those objects tags are missing.

Grammar:Possessive Nouns

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill.Wild Horses

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Grammar:Possessive Nouns

• A singular possessive noun is a singular noun that shows ownership.• A plural possessive noun is a plural noun that shows ownership.

Rewrite the book review below. Fix any spelling, punctuation, and grammar mistakes. Be sure to correct any mistakes in titles or possessive nouns.

I found Akimi Gibsons book, Lewis Howard Latimer: an inventive Mind, very interesting. Latimer, an African-American inventor, was born in the mid-1800s. He made drawings of other inventors creations, which were used to apply for patents. Then Latimers own ideas for inventions began to unfold. He helped improve the lavatories on trains and assisted with Alexander Graham Bells invention of the telephone. While working for the U. S. Electric Lighting Company, he found a way to protect light bulbses’ fi laments so they would not burn out quickly. This was a great improvement to Thomas Edisons’ light bulb. Gibsons biography of Latimer is an informative one.

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper. Wild Horses

Grade 4/Unit 2117

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Writing: Building a Strong Verb Vocabulary

Please read the following sentence and underline the verbs.

The tires screeched as the car leaned to one side and whizzed around the corner.

Fill in the blanks with 3 different strong verbs for each sentence below:

Example: The dancer twirled, leapt, skipped to the music.

I , , the paper airplane into the garbage.

Late for the bus, I , , down the street to the bus stop.

In order to make a smoothie, I took ice, fruit and yogurt and , , them in the blender.

I could not reach the top of the cabinet so I clambered, hopped, scrambled up on a chair.

Extra Practice: Fill in the blanks with three strong verbs.

The cow 1 2 3 over the moon.

She 1 2 3 off their tails with a carving knife.

This little piggy 1 2 3 to market.

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Phonics/Word Study:Suffixes

A. See how many words you can form using the base words in the top box and the suffixes in the bottom box. Remember that sometimes more than one suffix can be added to a word.

care busy joy noise fear might

-ness -ly -y -ful -less

B. Write a short story using at least five of the words you formed above. You may also use other words with the suffixes -ness, -ly, -y, -ful, and -less.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMystic Horse • Grade 4/Unit 2 119

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Vocabulary

mysterious responsibility midstloosened amazement sores

Use the vocabulary words in the box to create a short story about life on the Great Plains. Write your story on the lines below. Be sure to use each word.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMystic Horse • Grade 4/Unit 2120

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But who says that all stories have to be that way? On the lines below, write your own out-of-order story. Then try numbering the events in such a way that they do make sense.

1.

2.

3.

4.

5.

6.

A logical order, or sequence, of events is one of the keys to writing a story that makes sense.

R 2.1 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension. Mystic Horse • Grade 4/Unit 2 121

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As you read Mystic Horse, fill in the Sequence Chart.

Event

How does the information you wrote in the Sequence Chart help you to summarize Mystic Horse?


R 2.1 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension.Mystic Horse • Grade 4/Unit 2122

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Fluency:Intonation and Pacing

As I read, I will pay attention to the pacing and intonation of the passage.

The Navajo are the largest tribe of Native Americans in North 11 America. The ancestors of the Navajo lived in northwestern Canada 21 and Alaska. More than 1,000 years ago, the Navajo began moving 32 south. They settled in the southwestern part of the United States where 44 the present-day states of Colorado, Utah, New Mexico, and Arizona 55 meet. The land is made up of plains, wind-swept cliffs, and high 68 mountains.69 Spider Rock, the world’s tallest natural spire, is located here in 80 Canyon de Chelly (da SHAY) National Park in Arizona. This amazing 89 red sandstone spire, which soars over 800 feet high, has an important

101 place in Navajo mythology. It is the home of Spider Woman, the 113 Navajo “fairy godmother.” 116 The Navajo lived in homes called hogans. These houses were made 127 of wooden poles, mud, and tree bark. The Navajos also lived in caves 140 they built in the cliff walls of canyons. These caves were usually high 153 enough over the fl oor of the canyon so that the people would be safe 167 from enemies and dangerous fl oods. 172

Comprehension Check1. What is the author’s purpose in writing this selection? Author’s

Purpose

2. Why did the Navajo live in caves in the cliff walls? Cause and Effect


Correct Score

First Read – =

Second Read – =

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression. Mystic Horse • Grade 4/Unit 2 123

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Text Feature:Table

Make a table to display information from two games of your grade’s softball team. In the first game, your team had 12 hits, scored 5 runs, walked 3 times, struck out 5 times, and made 1 error. In the second game, your team had 17 hits, scored 8 runs, walked 6 times, struck out 2 times, and made 3 errors.

Give your team a name, and include it in a title for the table.

R 2.0 Reading ComprehensionMystic Horse • Grade 4/Unit 2124

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Vocabulary Strategy:Homophones

For each homophone pair below, write a sentence that includes both words.

1. soars/sores

2. horse/hoarse

3. write/right

4. prince/prints

5. heard/herd

6. whale/wail

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMystic Horse • Grade 4/Unit 2 125

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Name Spelling:Suffixes

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.


Challenge Words

Review Words

1. acrobatic

2. gymnastic

3. fantastic

4. allergic

5. carefully

6. wonderful

7. beautifully

8. graceful

9. spoonful

10. darkness

11. shapeless

12. ageless

13. illness

14. goodness

15. spotless

16. painless

17. weakness

18. darkest

19. clearest

20. thoughtful

21. brilliantly

22. enthusiastic

23. force

24. guitar

25. neighborhood

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.

Mystic Horse • Grade 4/Unit 2126

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Spelling:Suffixes


Sample A: Sample B:

force 𝖤 gitar𝖡 fource 𝖥 gutar𝖢 forse guitar𝖣 fourse 𝖧 gutair

1. 𝖠 acrabatic𝖡 acrobatick acrobatic𝖣 acrabatick

2. 𝖤 gimnastic gymnastic𝖦 gimnastick𝖧 gymnastick

3. fantastic𝖡 fantastick𝖢 fantastec𝖣 fantasteck

4. 𝖤 allargic𝖥 allerjic𝖦 allergick allergic

5. 𝖠 carfully carefully𝖢 carefuly𝖣 carfuly

6. 𝖤 wondarful𝖥 wunderful

wonderful𝖧 wonderfull

7. 𝖠 beautifuly𝖡 beautefully

beautifully𝖣 butifuly

8. 𝖤 gracful graceful

𝖦 gracefull𝖧 greaceful

9. 𝖠 spoonnful spoonful

𝖢 spoonfull𝖣 spoonfi l

10. darkness𝖥 darknes𝖦 darckness𝖧 darcness

11. shapeless𝖡 shapless𝖢 shapeles𝖣 shappless

12. 𝖤 agless𝖥 ageles𝖦 ajeless

ageless

13. illness𝖡 ilnes𝖢 ilness𝖣 illnes

14. 𝖤 gooddness goodness

𝖦 goodnes𝖧 goudness

15. 𝖠 spottless𝖡 spotles𝖢 spottles

spotless

16. painless𝖥 paneless𝖦 painles𝖧 paneles

17. weakness𝖡 weekness𝖢 weaknes𝖣 weakeness

18. darkest𝖥 darckest𝖦 darkist𝖧 darckist

19. 𝖠 cleerest clearest

𝖢 clearist𝖣 cleerist

20. 𝖤 thoghtful𝖥 thoutful

thoughtful𝖧 thoughtfull


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Grammar: Plurals and Possessives

1. She carried the noisy from several snakes.

2. When he saw the rattlesnake, he was scared by the sound.

3. I want to fi nd some about animals in the library.

4. This book has words but no .

5. This photographs are very interesting.

6. Snakes shed their when they grow.

7. Will you help me open those to see what’s inside?

8. A bite may or may not contain poison.

9. Oh no, that lid is moving!

10. Some types of snakes live in fi elds and .

• A plural noun names more than one person, place, or thing.• Add -s to most nouns to form the plural. Do not use an

apostrophe.• A possessive noun shows who or what owns or has

something.• Add an apostrophe (’) and -s to a singular noun to make it

possessive.

Write a plural noun or a possessive noun to complete each sentence. Use the singular nouns in the box to help you.

box picture snake rattle skin prairie book

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill.

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Correctly rewrite the letter below.

December 9, 2008Ms Margaret WilsonAtlanta Public library101 Reading RoadAtlanta, GA 33560

Dear ms Wilson

I am writing to complain about the poor service in the childrens section of your library. Last saturday, I wanted to check out the North American Snake Guide by Doctor david Howard. I waited for more than 30 minute’s before anyone came to help me. No ones should have to wait that long.

Yours truly, Kevin Andrews, Junior

• A plural noun names more than one person, place, or thing. • A possessive noun shows who or what owns or has something.

Grammar: Plurals and Possessives

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper.

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Writing: Building Strong Verb

Vocabulary

After each verb below, please write three showing verbs with a similar meaning.

Example: Run gallop, sprint, jog.

Cry

Eat

Hit

Fall

Need

Go

Look

Extra Practice: For each of the words below, give three showing verbs with a similar meaning.

Break

Clean

Say

W 1.0 Writing StrategiesMystic Horse • Grade 4/Unit 2130

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PracticePhonics:

r-Controlled Vowelser, ir, ur

A. On the lines below, write at least three examples that follow each of the patterns. Make sure that the word makes the /ûr/ sound. For example, turn makes the /ûr/ sound, but bury does not.

ir as in twirl ur as in urn er as in person

In words like twirl, urn, and person, the vowel + r combination stands for the /ûr/ sound.

B. Now use as many of the words you wrote as possible in a paragraph. Circle the words with the /ûr/ sound.

ir as in r twirl ur as in as ir urnn er as in ar personperson

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentWhen I Went to the Library

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Vocabulary

A. Sometimes we associate words with pictures in our minds. For example, you might think of birds flying if you hear the word flock. Describe a picture that you might associate with each vocabulary word below.

1. slithered

2. apologize

3. ambulance

4. weekdays

5. genuine

6. harmless

B. Choose one of the words above and write a paragraph describing the image that came to mind with vivid words.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentWhen I Went to the LibraryGrade 4/Unit 3

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Comprehension:Make Inferences

Read the passage and make inferences to answer the questions that follow.

Elena Serna Tinao was awake before her alarm clock rang. Still, after getting only about fi ve hours of sleep, Elena bounded out of bed and dressed quickly.

Grabbing her sleeping bag, her hiking boots, her guidebook about the Grand Canyon, and her packed duffel bag, Elena shuffl ed to the front door and set everything down. “Should I wake up the rest of the family now, or wait ten more minutes?” she asked herself.

1. What is Elena doing?

a. preparing to leave for a school trip

b. preparing to leave on a family outing

c. preparing eggs and bacon

2. Where is Elena going?

a. to the Grand Canyon

b. to the kitchen

c. to a sleepover at Pam’s house

3. What will Elena probably do there?

a. wake up her family

b. read the guidebook

c. go camping and hiking

4. How does Elena feel this morning?

a. excited

b. sleepy

c. contented

5. Why did Elena get only fi ve hours of sleep?

a. She watched too much television.

b. The guidebook was so fascinating.

c. She was too excited to sleep.

R 2.0 Reading Comprehension When I Went to the Library

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As you read When I Went to the Library, fill in the Inferences Web.

How does the information you wrote in the Inferences Web help you to generate questions about When I Went to the Library?

Inference

Comprehension:Inferences Web

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Fluency:Pacing and Intonation

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

The puff adder is one of Africa’s most common 9 venomous snakes. It can be found in dry areas like

19 woodlands, low forests, and grasslands all across Africa. 27 But it is hard to fi nd. Its light brown, green, and black skin 40 camoufl ages it very well. The puff adder also blends in 50 with its habitat among rocks and fallen trees. Because the 60 puff adder is well camoufl aged, people often accidentally 68 step on the snake or come too close to it.78 The puff adder can remain motionless for long periods 87 of time. Because of this, its prey and enemies often come 98 very close to the snake without realizing it. Within

107 seconds, the puff adder can strike. It puffs up its head and 119 makes a loud hissing sound before it attacks. The puff 129 adder moves forward in a straight line instead of slithering 139 from side to side. This helps it dart even more quickly at 152 nearby prey like rodents, toads, and other snakes. 160

Comprehension Check

1. Explain why the puff adder is so dangerous. Relevant Facts and Details

2. What was the author’s purpose in writing this passage? Author’s Purpose


Correct Score

First Read – =

Second Read – =

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression. When I Went to the Library

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Text Feature:Toolbars

Electronic encyclopedias contain articles on many subjects. You can find information in them by accessing the toolbar. The toolbar is usually located at the top of the screen. Use your mouse to open a toolbar. Inside you will find items to click on that will move you to different parts of the encyclopedia.

Answer these questions about the toolbar above.

Where would you click to learn:

1. about garter snakes?

2. about the sidewinder?

3. if there are any fi lms about cobras?

4. more detailed information about the Emerald Tree Boa?

5. how many kinds of rattlesnakes there are?

6. how to navigate through the encyclopedia?

Tools HelpFeatures Favorites Options

Related ArticlesRelated Articles

A–EF–JK–OP–TU–Z

Snakes

ContentsContents MultimediaMultimediaCobraEmerald Tree BoaSidewinder

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Vocabulary Strategy:Base Words

From the table below, pick a base word and a prefix or suffix (or both). The combination must be a real word. Write your words and their meanings on the lines below.

Prefixes

pre-

un-

in-

anti-

dis-

1. Word:

Defi nition:

2. Word:

Defi nition:

3. Word:

Defi nition:

4. Word:

Defi nition:

5. Word:

Defi nition:

Base Words

adventure

pay

green

help

creep

comfortable

please

definite

violent

Suffixes

-y or -ly

-ous

-ing

-ish

-ful

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Spelling:r-Controlled Vowels

er, ir, ur

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.


Challenge Words

Review Words

1. squirming

2. purse

3. birthmark

4. superbly

5. curved

6. curbed

7. further

8. whirlwind

9. permit

10. hurl

11. dangerous

12. swirl

13. herbs

14. turkey

15. turnip

16. purpose

17. blurred

18. sternly

19. serpent

20. pearl

21. reference

22. permanent

23. brilliantly

24. allergic

25. beautifully

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.When I Went to the Library

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PracticeSpelling:

r-Controlled Vowels er, ir, ur


Sample A: Sample B:

allergic 𝖤 beatifuly𝖡 alergic 𝖥 beautufuly𝖢 allerjic beautifully𝖣 allirjic 𝖧 beutifully

1. 𝖠 skwurming𝖡 squerming squirming𝖣 squerming

2. 𝖤 pirse purse𝖦 perse𝖧 purce

3. birthmark𝖡 birthmarke𝖢 berthmark𝖣 birthmarc

4. 𝖤 superbely𝖥 superbley𝖦 superblie superbly

5. 𝖠 curvde curved𝖢 cirved𝖣 cerved

6. 𝖤 curbd𝖥 cirbed

curbed𝖧 cerbed

7. 𝖠 fi rther𝖡 ferther

further𝖣 furthar

8. 𝖤 wirlwind whirlwind

𝖦 whurlwind𝖧 werelwind

9. 𝖠 pirmit permit

𝖢 purmit𝖣 permitt

10. hurl𝖥 hirl𝖦 herl𝖧 hurrl

11. dangerous𝖡 dangerouse𝖢 dangarous𝖣 dangirous

12. 𝖤 swerl𝖥 swurl𝖦 swurle

swirl

13. herbs𝖡 erbs𝖢 urbs𝖣 hirbs

14. 𝖤 turkie turkey

𝖦 tirkey𝖧 terkie

15. 𝖠 ternip𝖡 tirnip𝖢 turrnip

turnip

16. purpose𝖥 perpose𝖦 pirpose𝖧 purpice

17. blurred𝖡 blirred𝖢 blured𝖣 blerred

18. 𝖤 sturnlie𝖥 sturnley𝖦 sternley sternly

19. serpent𝖡 surpent𝖢 sirpent𝖣 serpint

20. 𝖤 perle pearl

𝖦 purle𝖧 pirl

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions. When I Went to the Library

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• Add -es to verbs that end in s, ch, sh, x, or z if the subject is singular.

• Change y to i and add -es to verbs that end with a consonant and y.

• Do not add -s or -es to a present-tense verb when the subject is plural or I or you.

Read each sentence. Write the correct present-tense form of each underlined verb on the lines provided.

1. The rattlesnake stretch out along the rocks.

2. His scales fl ashes silver in the hot desert sun.

3. He swish his long tail.

4. A prairie dog scurry away when it hears the snake’s rattle.

5. A small lizard crawl away.

6. The rattlesnake reach the edge of the rock.

7. A bee buzz past the snake.

8. The rattlesnake hurry down the rock.

9. He quickly pass by a cold, shaded area.

10. You approaches any snake with caution.

Grammar:Action Verbs

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill.When I Went to the Library

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• The present tense must have subject-verb agreement. • Add -s to most verbs if the subject is singular.• Add -es to verbs that end in s, ch, sh, x, or z if the subject is

singular.• Change y to i and add -es to verbs that end in a consonant

and -y.

Proofread the dialogue below. Look for mistakes in present tense subject-verb agreement and quotations. Rewrite the dialogue, using action verbs and quotations correctly.

I am so excited! Today I leaves on a trip to Taos, New Mexico! Carla say.Dad reply, we should be there in about an hour.Mom point to the mountains in the distance. She say, stop the car so we can takes some pictures. Carla remark, I see a strange bird in the distance. Dad explain, the bird is a roadrunner. Carla watch the speedy bird. It pass close enough to see its feathers.

Grammar:Action Verbs

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper. When I Went to the Library

Grade 4/Unit 3141

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Writing: Recognizing

Capitalization

1. Please read the following sentences:

alice was so angry she wanted to scream. her brother broke her stereo by accident. she burst into tears and just wanted to be left alone. her brother was extremely upset that he had broken his sister’s stereo by accident.

2. Now, circle the words that should start with capital letters. Remember, EVERY sentence starts with a capital letter.

Extra Practice: Do the same exercise with the following sentences:

amy loved horseback riding. each weekend she would wait for her lesson with anticipation. it always seemed to take forever to get to the stable and once she was there, she would have so much fun, her lesson would fly by.

W 1.0 Writing StrategiesWhen I Went to the LibraryGrade 4/Unit 3

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Phonics: Silent Letters

Certain combinations of letters often have one silent letter. Among these are wr (silent w), kn (silent k), lm (silent l), and mb (silent b).

A. In the blanks below, write a total of 20 words that include one of the silent letter combinations above. Be sure to write each word under the corre ct heading.

wr- kn- -lm -mb

B. Use as many of the words that you wrote as possible to create a short passage. You may choose to write a nonfiction article or the beginning or ending to a work of fiction.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentDear Mrs. LaRue • Grade 4/Unit 3 143143

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Vocabulary

Complete each sentence with a phrase that includes a word from the box and means the opposite of the underlined words in the sentence. For example, if the sentence begins, “He said he spoke the truth,” you might complete the sentence “but I knew he was bluffing.”

1. I was hopeful that I could fi nd a new dog,

2. My dog was so full of wild energy that

3. He said the plans were totally safe

4. He couldn’t stand my cat

neglected desperate obedienceappreciated endured misunderstood

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentDear Mrs. LaRue • Grade 4/Unit 3144144

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Comprehension:Draw Conclusions

The author of a story does not always explain what traits each character has. Sometimes readers have to draw conclusions in order to decide what traits certain characters have.

Read the story and then draw conclusions about at least two character traits of Wiggles. Explain why you listed each trait.

I called Wiggles, and she came running. When she saw the leash in my hand, she started to run around me in circles and bark. So I said, “Wiggles! Sit!” and she sat still while I got the leash on her.

Then we set off. Wiggles tugged at the leash and sniffed at everything we passed. When I called, “Heel!” she would drop back to walk beside me. Pretty soon, though, she would see something new and head straight for it, pulling me along.

When we got to the park I let her off the leash and we played “fetch” for a little while. She did a great job bringing the ball back. Usually, she would catch up to it before it stopped bouncing. But when I said, “Drop it!” she sometimes held onto the ball.

Just before it was time to go home, Wiggles saw a squirrel and dashed off across the meadow. The squirrel got safely up into a tree. Wiggles tried to climb straight up the trunk. When she couldn’t, she just ran around and around the tree, barking excitedly. She didn’t come when I called her. I had to go get her and put her leash on so that we could go home.

R 2.0 Reading ComprehensionDear Mrs. LaRue • Grade 4/Unit 3 145145

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Comprehension:Conclusions Chart

How does completing the Conclusions Chart help you draw conclusions about Dear Mrs. LaRue?

As you read Dear Mrs. LaRue, fill in the Conclusions Chart.

Text Clues Conclusions

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Fluency:Expression

As I read, I will pay attention to expression.

Dogs and people go together. For thousands of years, they have 11 lived in each other’s company. 16 Dogs helped hunters search for game and shepherds tend their 26 fl ocks. Dogs protected their human masters from danger and 35 unwelcome intruders. 37 Dogs are social animals too. They offer love and companionship 47 to the people around them. 52 Today most dogs live as pets. But some have jobs that require 64 special training. These dogs serve as helpers and companions to 74 people in need. They are well trained for the work they do. 86 Some helping dogs work in partnership with visually challenged 95 people. Others work with the hearing or physically challenged. 104 These dogs enable their human partners to live more independent lives. 115 Helping dogs also work in group facilities like nursing homes or 126 hospitals. These dogs provide welcome company for the many 135 residents or patients staying there. 140 Each type of helping work that a dog does demands certain skills. 152 It’s often hard work for a dog to learn them. But for those dogs that 167 succeed, their benefi t to humans is tremendous. Amazingly, all that 177 these dogs ask for in return is praise and loving care. 188

Comprehension Check

1. Why are dogs so easy to train? Cause and Effect

2. Why did the author write this passage? Author’s Purpose


Correct Score

First Read – =

Second Read – =

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression. Dear Mrs. LaRue • Grade 4/Unit 3 147147

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Text Feature:Line Graphs

Line graphs can show changes in all sorts of information over time: your allowance, your height, your bedtime—you name it. The graph below shows pet sales on the first five days of June.

Write what the sales were for Duval’s Pet Shop, and make up a story that could explain why more puppies were sold on some days and fewer on others.

14

12

10

8

6

4

2

0

June 1 June 2 June 3 June 4 June 5

Duval’s Pet Shop Sales

Num

ber

of P

ets

Sol

d

Sale Dates

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Vocabulary Strategy: Prefixes

A. Add mis- to each word below. Then create a pet story using all of the words you have made. For example, you could write about a dog whose misfortune was due to his misbehavior. Use other words with mis- if you want.

Words New Words

1. behavior

2. communication

3. fortune

4. pronounce

5. inform

B. Your Story

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentDear Mrs. LaRue • Grade 4/Unit 3 149149

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Spelling:Silent Letters

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.


Challenge Words

Review Words

1. autumn

2. lambs

3. knowledge

4. wrench

5. kneel

6. thumbs

7. honesty

8. wreckage

9. resign

10. plumber

11. honorable

12. knapsack

13. combs

14. wrapper

15. knives

16. doubt

17. knead

18. wriggle

19. heiress

20. wrinkle

21. knuckles

22. wrestle

23. superbly

24. dangerous

25. whirlwind


Dear Mrs. LaRue • Grade 4/Unit 3150150

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Spelling:Silent Letters


Sample A: Sample B:

sketch 𝖤 teese𝖡 skech tease𝖢 sckech 𝖦 teace𝖣 scetch 𝖧 teece

1. 𝖠 awtum autumn

𝖢 autunm𝖣 autume

2. 𝖤 lambes𝖥 lamms𝖦 lammbs

lambs

3. 𝖠 nolledge𝖡 nowlege

knowledge𝖣 knowlege

4. wrench𝖥 rench𝖦 wrinch𝖧 renche

5. 𝖠 knelle𝖡 neall𝖢 neile

kneel

6. thumbs𝖥 thums𝖦 thumbes𝖧 thumms

7. 𝖠 awnestey honesty

𝖢 honasty𝖣 onesty

8. 𝖤 reckage𝖥 wreckaje

wreckage𝖧 reckadge

9. 𝖠 resine𝖡 resigne𝖢 resiene

resign

10. 𝖤 plummer𝖥 plummber𝖦 plomber

plumber

16. 𝖤 dobt𝖥 doute𝖦 dowbt

doubt

17. 𝖠 nead knead

𝖢 nede𝖣 knied

18. 𝖤 wrigle wriggle

𝖦 rigle𝖧 riggle

19. 𝖠 eiress𝖡 hieress𝖢 earess

heiress

20. wrinkle𝖥 wrincle𝖦 rinkell𝖧 rinkle

11. 𝖠 honerable 𝖡 honorible

honorable𝖣 honnorble

12. 𝖤 napsak knapsack

𝖦 napsake𝖧 knapsake

13. 𝖠 kombs combs

𝖢 komes𝖣 combes

14. wrapper𝖥 wraper𝖦 rappor𝖧 rappure

15. 𝖠 nives𝖡 neives

knives𝖣 knieves

LC 1.7 Spell correctly roots, inflections, suffixes, and prefixes, and syllable constructions.

Dear Mrs. LaRue • Grade 4/Unit 3 151151

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Grammar:Verb Tenses

• A verb in the future tense tells about an action that is going to happen.

• To write about the future, use the special verb will.

Underline the action verb in each sentence. Rewrite the sentence so it tells about the future.

1. The teachers assign a project about the Civil Rights movement.

2. The students work in pairs.

3. All of the classes go to the library.

4. Cordell and Janine fi nd out about the Voting Rights Act of 1965.

5. Yvonne and Frank learn about educational rights.

6. The librarians show us the right books and magazines.

7. Juan and Patricia give an oral report.

8. Josie and Emmett create a poster.


Dear Mrs. LaRue • Grade 4/Unit 3152152

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Grammar:Verb Tenses

Rewrite the poem below. Change the underlined verbs to the past tense. Then circle the verb in the future tense.

Just History?

To me, it’s a mystery — Why do people thinkDr. King is just history? He stand on the brinkof a change. He dream of equality. He speakwith calm strength. His world seemcold, but he seekto warm it. Dr. King, we will rememberyou.

• A verb in the past tense tells about an action that already happened.

• A verb in the future tense tells about an action that is going to happen.


Dear Mrs. LaRue • Grade 4/Unit 3 153153

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Writing: Using End Punctuation

1. Please read the following journal entry:

i did it i can’t believe i fi nally hit the ball with the bat after weeks of swinging and missing, i fi nally feel like a baseball player are you as surprised as i am

2. Rewrite this entry using proper capitalization and punctuation. Remember, every sentence starts with a capital letter and every sentence ends with a period, a question mark, or an exclamation point.

Extra practice: Please try the same exercise with the following entry.

my cat spencer is the smartest cat i have ever known he is also the cutest he always comes running when i call him and we even play fetch with a tin foil ball sometimes every night he sleeps on my feet at the end of my bed

W 1.0 Writing StrategiesDear Mrs. LaRue • Grade 4/Unit 3154154

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Phonics: Soft c and g

• If c and g are followed by e, i, or y, they usually have a soft sound.

• If c and g are followed by a, o, u or any consonant except y, they usually have a hard sound.

A. List words with soft c and soft g under the appropriate heading.

Soft sound Hard sound

B. Write a short poem, using words the sounds of soft c and soft g. Your poem can rhyme, but it doesn’t have to.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentRanita, the Frog Princess

Grade 4/Unit 3155

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Vocabulary

cranky selfish exasperatedspecialty famished commotion

Imagine that you are writing a play. On the lines below, describe four of the characters in your play. Use all of the vocabulary words.

1.

2.

3.

4.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentRanita, the Frog PrincessGrade 4/Unit 3

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Comprehension: Make Judgments

Read the tale. Then complete the chart with two judgments abouteach character. Support your judgments with evidence.

Anansi was just sitting down to a delicious dinner. Turtle knocked on Anansi’s door and asked Anansi if he could share his meal. Anansi didn’t want to share his meal, but he agreed. Then he told Turtle he must wash his hands before eating. Turtle crawled to the stream to wash his hands, but by the time he returned to Anansi’s table, his hands were dirty again. Anansi sent Turtle away to wash his hands again. By the time Turtle returned, Anansi had fi nished the last bite of the meal.

Turtle thanked Anansi for sharing his meal and promised him a meal if he ever came to his house. Anansi went to Turtle’s house. Turtle had set the table under water. Anansi fi lled the pockets of his jacket with rocks so he could stay underwater, but Turtle told him he must remove his jacket to eat. Anansi fl oated to the surface and could not share Turtle’s feast.

Valid Judgment Evidence 1.

2.

3.

4.

5. Who do you think is more clever, Anansi or Turtle? Support your response with evidence from the tale.

R 2.0 Reading ComprehensionRanita, the Frog Princess

Grade 4/Unit 3157

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Comprehension:Make Judgments

Chart

As you read Ranita, the Frog Princess, fill in the Make Judgments Chart.

How does the information you wrote in the Make Judgements Chart help you to evaluate Ranita, the Frog Princess?

Action Judgment

R 2.0 Reading ComprehensionRanita, the Frog PrincessGrade 4/Unit 3

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Fluency:Expression


[Enter Rafael and Pauline from opposite sides of the stage. Rafael is 12 carrying a soccer ball under his arm and a math test in his hand. 26 Pauline is carrying an armful of books.] 33 Rafael: [smiling and waving a math test] Hey, Pauline! I got an “A” on 47 my math test. Thanks for your help!54 Pauline: [peers over the top of the books she’s holding] Good job! And 67 guess what? I got an “A” on the French test. 77 Rafael: [takes some of her books] That’s great! Why don’t we 88 celebrate? We could go to the park and kick a soccer ball around.

101 Pauline: No, thanks. I have rehearsal for Sleeping Beauty tonight, and I 113 need to fi nish my homework. Why don’t we just study?123 Rafael: [exasperated] You know what? You still haven’t learned how to 134 have any fun.137 Pauline: Yeah? Well, you’re just a silly boy. [Rafael and Pauline glare 149 at one another. Enter a man in a suit holding a cell phone.]162 Man in Suit: [to Rafael] Excuse me, your highness. The king wishes to 175 speak to you.178 Rafael: [taking the cell phone and speaking into it] Dad? 188

Comprehension Check

1. Why did Pauline choose homework over relaxing? Plot Development

2. What facts suggest that if Rafael and Pauline can stop arguing, they might make a good team? Relevant Facts and Details


Correct Score

First Read – =

Second Read – =

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression. Ranita, the Frog Princess

Grade 4/Unit 3159

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Text Feature: Map

Make a map of a park near your house. If there is no park near you, make one up. Create symbols for special features like trails, water fountains, or buildings. Show any bodies of water or unusual land features. Also include a scale with which to measure distances.

R 2.0 Reading ComprehensionRanita, the Frog PrincessGrade 4/Unit 3

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Vocabulary Strategy:Antonyms

Write as many antonyms as you can for each word below.

1. cold

2. poor

3. pleased

4. straight

5. funny

6. ordinary

R 1.5 Use a thesaurus to determine related words and concepts.Ranita, the Frog Princess

Grade 4/Unit 3161

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Spelling: Soft c and g

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.


Challenge Words

Review Words

1. offi cers

2. general

3. difference

4. passage

5. decision

6. exchange

7. badge

8. circus

9. cement

10. audience

11. manager

12. introduce

13. certain

14. orange

15. ounce

16. gingerly

17. scene

18. arranged

19. languages

20. villagers

21. persistence

22. ceremony

23. combs

24. unknown

25. wrench

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.Ranita, the Frog Princess

Grade 4/Unit 3162

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Spelling: Soft c and g


Sample A: Sample B:

appeal 𝖤 freedum𝖡 apeel 𝖥 freedem 𝖢 apeal freedom𝖣 appele 𝖧 freedome

1. 𝖠 ofi cers offi cers𝖢 offi sers𝖣 offucers

2. 𝖤 jeneral𝖥 jenneral𝖦 genneral general

3. difference𝖡 diference𝖢 differense𝖣 diffi rence

4. 𝖤 passaje𝖥 pastage

passage𝖧 passadge

5. 𝖠 descision decision𝖢 desision𝖣 descision

6. 𝖤 exchaing𝖥 exchainje𝖦 exchanege

exchange

7. badge𝖡 bage 𝖢 baje𝖣 badje

8. 𝖤 sircus𝖥 cirkus

circus𝖧 curcis

9. 𝖠 sement cement

𝖢 seement𝖣 cemint

10. audience𝖥 audence𝖦 audiense 𝖧 awdience

11. 𝖠 manajer manager

𝖢 maneger𝖣 manadger

12. 𝖤 interduce introduce

𝖦 interduse 𝖧 introduse

13. 𝖠 certian certain

𝖢 sertain𝖣 sertane

14. 𝖤 oranje 𝖥 oaranje

orange𝖧 orenge

15. 𝖠 ownce 𝖡 ounse 𝖢 ownse

ounce

16. 𝖤 ginjerly𝖥 jingerle 𝖦 jinjerley gingerly

17. 𝖠 sceen scene

𝖢 sene 𝖣 scean

18. 𝖤 arangt arranged𝖦 arranjed𝖧 aranjged

19. 𝖠 languajes languages

𝖢 langueges 𝖣 langauges

20. villagers𝖥 villejers𝖦 villegers𝖧 villujers

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions. Ranita, the Frog Princess

Grade 4/Unit 3163

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• The main verb in a sentence shows what the subject does or is.

• A helping verb helps the main verb show an action or make a statement.

• Have, has, and had can be helping verbs. • Is, are, am, was, were, and will can be helping verbs.

Write a main verb or helping verb to complete each sentence.

1. Charlie searched for a place to volunteer.

2. He has lists of groups.

3. Charlie worrying about choosing the right place to help.

4. He visit different groups.

5. The people in the soup kitchen are vegetables.

6. Many people donated clothes to this group.

7. This afternoon Charlie is for people who couldn’t leave their homes.

8. He has fl oors at the animal shelter.

9. Charlie pitch in wherever he can.

10. The leaders of the groups are him and telling him he’s done a great job.

Grammar:Main and Helping

Verbs

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill.Ranita, the Frog Princess

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• The main verb in a sentence shows what the subject does or is. • A helping verb helps the main verb show an action or make a

statement. Add -ed to most verbs to show past tense. • Have, has, and had can be helping verbs. • Is, are, am, was, were, and will can be helping verbs.

Rewrite the paragraphs below. Be sure to correct any main verbs, helping verbs, or contractions that are used incorrectly.

Everyone should volunteering to help others. It does’nt matter what you do. Any way you can help will makes a difference. You don’ot have to give up all of your free time. You can help even by volunteering just a few hours a week. Many local organizations are count on volunteers.

One way you can help is by working at a soup kitchen. Starting on Wednesday, I will work at the soup kitchen on Fifth Street. I’m look forward to it.

If you take time to help others, you will knowed that you has made your community a better place.

Grammar:Main and Helping

Verbs

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper. Ranita, the Frog Princess

Grade 4/Unit 3165

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Writing RubricW

ritin

g R

ubric

4 E

xcel

lent

3 G

ood

2 F

air

1 U

nsat

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Idea

s an

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Gen

reId

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and

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Idea

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Con

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Org

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d F

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Org

aniz

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Sen

tenc

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truc

ture

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luen

cyS

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nce

Str

uctu

re/

Flu

ency

Sen

tenc

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truc

ture

/ F

luen

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Str

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Flu

ency

Con

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ions

Con

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ions

Con

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Con

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Wor

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eW

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Cho

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Wor

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Cho

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Voi

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Voi

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Pre

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Pre

sent

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nP

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ntat

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W 1.0 Writing StrategiesRanita, the Frog PrincessGrade 4/Unit 3

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Phonics/Word Study: Plurals

Think of ten things that you saw on the way to school this morning. Write the singular form of each noun in the left column. Then write the plural form of each word in the right column.

Singular Plural

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentWords Add Up to Success

Grade 4/Unit 3167

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Vocabulary

A. Replace each vocabulary word in parentheses with another word that has almost the same meaning.

Today I (1.) (conceived) of an exciting idea. It is a Web site in which readers can (2.) (interact) with their favorite writers. Readers could ask questions, such as, “What is the (3.) (definition) of the word confrontation?” The Web site might (4.) (motivate) people to read more books. Some people might (5) (dismiss) my idea, but I think it is a good one.

B. Write new sentences for three of the vocabulary words used above. Underline the vocabulary word in each sentence.

6.

7.

8.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentWords Add Up to SuccessGrade 4/Unit 3

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Comprehension: Fact and Opinion

Read the passage, and then answer the questions.

When artists work together, they can make old buildings look new again. That is what happened in Twentynine Palms, California. In 1994, the first mural was painted in downtown Twentynine Palms. Today the town has 20 murals, each of which shows a different scene from the history of the area. Twentynine Palms is becoming more beautiful every year.

The first mural painted in Twentynine Palms is a painting of Bill and Frances Keys, who moved to the area in 1910 and built a ranch. The Keys were some of the first people in the area to drive an automobile, and their car is shown in the mural. The car in the painting looks almost real.

Twentynine Palms is home to the world’s largest Marine base. Several of the murals show important events in the history of United States Marines. The murals about Marines are some of the most interesting ones in town. Everyone should visit Twentynine Palms.

1. Find one fact in the passage. Write the fact on the line.

2. Write an opinion that someone might have about the fact you wrote.

3. Find one opinion in the passage.

4. Write a fact that supports this opinion.

R 2.6 Distinguish between cause and effect and between fact and opinion in expository text. Words Add Up to Success

Grade 4/Unit 3169

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Comprehension: Fact and Opinion Chart

As you read Words Add Up to Success, fill in the Fact and Opinion Chart.

Fact Opinion

How does the information you wrote on this Fact and Opinion Chart help you better understand Words Add Up to Success?

R 2.6 Distinguish between cause and effect and between fact and opinion in expository text.Words Add Up to Success

Grade 4/Unit 3170

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Fluency:Accuracy

As I read, I will pay attention to accuracy.

You have just arrived by boat at a city on a great river. 13 The town is built on a cliff high above the riverbank. You25 walk up 300 steps from the dock to reach the city gate. 36 The gate is built into the city’s old stone wall. A nearby 48 market sells everything from pears to high-heeled shoes.56 Near the city gate is a terrace. There are tables and 67 chairs where you can sit and look out over the mighty river 79 below. In the distance is the entrance to a magnifi cent gorge. 90 The cliffs of the river canyon rise steeply into the sky.

101 Boats look small from where you sit. 108 This is the town of Fengjie (FUNG-jee), China. It is 117 on the banks of the Yangtze (YANK-see) River, the longest 126 river in all of Asia. But Fengjie won’t be here much longer. 138 By the year 2009, the entire town will be under water. 148

Comprehension Check

1. When the author states that the town is built on a cliff, is that a fact or an opinion? Relevant Facts and Details

2. Name three details from the fi rst paragraph that support the idea that Fengjie is an old city that has not seen many modern changes. Main Idea and Detail


Correct Score

First Read – =

Second Read – =

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression. Words Add Up to Success

Grade 4/Unit 3171

Practice

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Study Skill: Using a Computer

Use a search engine to find information on the Internet. It is important to find sources you can trust.

Ask yourself, Where does this information come from? (Professional and reference sites are probably more trustworthy than personal sites.) How up-to-date is the information?

Look at the computer screen below. Answer the questions.

1. What information would you expect to fi nd from the American Wind

Power Association?

2. Which link would you click on to learn how wind power works?

3. Which of these sources seems to be the most up-to-date? Why?

4. Which site seems least helpful?

W 1.7 Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing. Words Add Up to Success

Grade 4/Unit 3172

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Cause/Effect Writing Frame

Summarize “Words Add Up to Success.” Use the Cause/Effect Writing Frame below.

Jaime Escalanate’s students were in trouble. They were in trouble because .

This caused Jaime Escalante to .

He also .

In addition, he .

As a result of Jaime Escalante’s efforts, .


R 2.0 Reading ComprehensionWords Add Up to Success

Grade 4/Unit 3173

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Choose the prefix non-, re-, or mis- to change the meaning of each word below. Then use the new word in a sentence.

1. behave .

2. stop

3. write

4. read

A prefix is a word part added to the beginning of a word to change its meaning.

Vocabulary Strategy: Latin Prefixes

Prefix Word New Word New Meaning

nonsense nonsense not making sense

miscount miscount to count something wrong

reappear reappear to appear again

R 1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., international).

Words Add Up to SuccessGrade 4/Unit 3

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Spelling: Plurals

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.


Challenge Words

Review Words

1. tipis

2. mints

3. belongings

4. arches

5. dresses

6. parents

7. batteries

8. trophies

9. hobbies

10. engines

11. couches

12. arrows

13. enemies

14. babies

15. ranches

16. patches

17. mistakes

18. supplies

19. mosses

20. armies

21. personalities

22. compasses

23. circus

24. passage

25. decision

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions. Words Add Up to Success

Grade 4/Unit 3175

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Spelling:Plurals


Sample A: Sample B:

𝖠 rock 𝖤 clapp 𝖡 rokk 𝖥 clape𝖢 rokc 𝖦 clap 𝖣 rok 𝖧 clappe

6. 𝖤 mintes 𝖥 mintts𝖦 mints 𝖧 minttes

7. 𝖠 baterys 𝖡 batterys 𝖢 batteries 𝖣 bateries

8. 𝖤 armies 𝖥 armys 𝖦 arrmies 𝖧 arrmys

9. 𝖠 mistakes 𝖡 misteaks 𝖢 mistaiks𝖣 mistaks

10. 𝖤 enemys 𝖥 enemies 𝖦 enimys 𝖧 enimies

1. 𝖠 mosess 𝖡 mosses 𝖢 mowses 𝖣 mossess

2. 𝖤 babys𝖥 babbys 𝖦 babies 𝖧 babbies

3. 𝖠 tippis 𝖡 tipies𝖢 tipis 𝖣 tippies

4. 𝖤 belonginges 𝖥 belonggings 𝖦 bellongings 𝖧 belongings

5. 𝖠 supplies 𝖡 suplies 𝖢 supplys𝖣 suplys

11. 𝖠 dresses 𝖡 dreses𝖢 dresess 𝖣 dresis

12. 𝖤 engins 𝖥 enginns 𝖦 enjines 𝖧 engines

13. 𝖠 trophys 𝖡 trophies 𝖢 troffys𝖣 troffi es

14. 𝖤 hobys 𝖥 hobbys 𝖦 hobbies 𝖧 hobies

15. 𝖠 patches 𝖡 patchess 𝖢 paches 𝖣 pachess

16. 𝖤 arows 𝖥 arrows 𝖦 arrowes𝖧 arows

17. 𝖠 arches 𝖡 archs𝖢 archess 𝖣 archus

18. 𝖤 cowches 𝖥 cowchs 𝖦 couchs 𝖧 couches

19. 𝖠 ranches 𝖡 ranchs 𝖢 ranchess𝖣 ranchss

20. 𝖤 parants 𝖥 parrants 𝖦 parents 𝖧 parrents

𝖦

𝖢

𝖧

𝖠

𝖦

𝖢

𝖤

𝖠

𝖥

𝖠

𝖧

𝖡

𝖦

𝖠

𝖥

𝖠

𝖧

𝖠

𝖦

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.Words Add Up to Success

Grade 4/Unit 3176

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Grammar:Linking Verbs

• A linking verb does not show action. It connects the subject to the rest of the sentence.

• Is, are, am, was, and were are often used as linking verbs. • Some linking verbs link the subject to a noun in the predicate.• Some linking verbs link the subject to an adjective in the

predicate.

Complete each sentence by writing the correct linking verb on the line. Then underline the complete subject of the sentence.

1. Our social studies project an interesting assignment.

2. I eager to get started on it.

3. The Pawnee tribe the subject of my project.

4. Mystic Horse my favorite book last year.

5. The Pawnee Indians unfamiliar to me before I read that book.

6. They a group I want to learn more about now.

7. The state of Nebraska the place the Pawnee lived long ago.

8. Many books about the Pawnee located in the school library.

9. The library so big that I can’t always fi nd what I need.

10. Our librarian, Ms. Kribble, helpful to students.

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill. Words Add Up to Success

Grade 4/Unit 3177

Practice

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Grammar:Linking Verbs

• A linking verb does not show action. It connects the subject to the rest of the sentence.

• Is, are, am, was, and were are often used as linking verbs. • Some linking verbs link the subject to a noun in the predicate.• Some linking verbs link the subject to an adjective in the

predicate.

Rewrite the lines of this play. Correct any linking verbs that are used incorrectly. Be sure to use proper punctuation for a play.

T.J. “I need an idea for my social studies project. I can’t think of anything.” T.J. paces the room nervously. CARA confidently. “My project are about Pawnee folktales.” T.J. “That’s a good idea, Cara.” CARA opens the book and points to a picture.CARA. “The Plains tribes is very interesting to read about.”T.J. excitedly. “This were a great idea.”

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper.Words Add Up to Success

Grade 4/Unit 3178

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1. Read the following journal entry:

We walked into the cafeteria with its deafening sounds of kids’ shouting. As we sat down, I immediately wrinkled my nose at the sour smell of sauerkraut. The floor beneath my table was slippery with it. My first bite of pizza tasted like socks.

2. Please look at the chart below. Each of your 5 senses is listed across the top, and under each heading is a sensory detail from the journal entry above that goes along with each sense.

Setting: Cafeteria

Sound Smell Sight Touch Tastedeafening shouting

sour sauerkraut

sauerkraut on the floor

slippery sauerkraut

pizza tasted like socks

3. Using the charts below, try to think of sensory details that you might be able to write about to describe the settings listed. Remember, sensory details are descriptions of sight, taste, touch, hearing, and smell.

Setting: Birthday Party

Sound Smell Sight Touch Taste

Setting: Library


4. Now try it with a setting of your choice.

Setting:


Extra Practice: Try again using another setting of your choice.

Setting:


Writing: Adding Sensory Details to

Develop Setting

W 1.0 Writing StrategiesWords Add Up to Success

Grade 4/Unit 3179

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Phonics/Word Study:Compound Words

A compound word is a word made by combining two other words. The new word has a meaning that is often related to the meanings of the original words.

Write as many compound words as you can using the words in the box. You may use words more than once.

ball fall set sunbeam flake shine riseburst light snow thunderdrop rain storm water

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMe and Uncle RomieGrade 4/Unit 3

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Vocabulary

strutting swarms barbecueskyscrapers glorious collage

Suppose you went to a museum on a class trip. On the lines below, write a journal entry to describe the different pieces of artwork that you saw. Use each vocabulary word at least once.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMe and Uncle Romie

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Comprehension:Character,

Setting, Plot

curious impatient artistic lazy friendly

Choose two words from the box. Write a passage about a character who could be described using one of the words you chose. Then have the character change so he or she could be described using the second word you chose. When you finish, exchange passages with a classmate. Did you show how the character changes?

R 2.0 Reading ComprehensionMe and Uncle RomieGrade 4/Unit 3

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Comprehension:Setting Flow Chart

As you read Me and Uncle Romie, fill in the Setting Flow Chart.

How does the information you wrote in the Setting Flow Chart help you to monitor your understanding of Me and Uncle Romie?

Setting

Event Character’sReaction



R 2.0 Reading ComprehensionMe and Uncle Romie

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Fluency:Pacing

As I read, I will pay attention to my pacing in order to match the action in the story.

“Over here, over here!” 4 I followed the voice and found Benvenuto lurking around the 14 corner of Signor Agnolo’s shop. 19 “Hold on,” he said. “I’ll go with you on your errand.” 30 “Aren’t you supposed to be working?” I asked. 38 “Yes, but it’s a glorious summer afternoon,” Benvenuto said. 47 “I thought I’d rather come with you than sit in a dark workshop.” 60 “Signor Agnolo will be angry,” I said. 67 “No, he won’t. I’ll fi nish my work when I get back, and then 80 he won’t have anything to complain about—if he even notices 91 I’m gone,” he added, smiling mischievously. 97 I knew he was right. Benvenuto Cellini was by far the most 109 talented of the apprentices at Signor Agnolo’s goldsmith shop. 118 He could fi nish any amount of work faster than anyone else. It would 131 be twice as good, too. Signor Agnolo knew that if he got rid of 145 Benvenuto, he would go to another shop. Then that goldsmith 155 would benefi t from his talent. 160 My parents had sent me to Signor Agnolo’s only three months ago, 172 right after my twelfth birthday. It was time for me to learn a trade. 186

Comprehension Check

1. What can you tell about Benvenuto’s character? Plot Development

2. What is Benvenuto trying to accomplish in his conversation? Plot Development


Correct Score

First Read – =

Second Read – =

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.Me and Uncle Romie

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Text Feature: Directions

On the lines below, write a set of directions that describe how to make a simple drawing. It could be a drawing of an animal, a face, a house, or anything you can describe in a few simple steps. List the materials that will be needed to follow the directions. Be sure to number your steps.

R 2.0 Reading ComprehensionMe and Uncle Romie

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Vocabulary Strategy: Description

Write a description that could be used as a context clue for each of the following words. Then do the same for a word ofyour choice.

1. easel

2. kiln

3. portfolio

4. museum

5. sketches

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMe and Uncle RomieGrade 4/Unit 3

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Spelling:Compound Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.


Challenge Words

Review Words

1. fi shbowl

2. courtroom

3. backyard

4. heartbroken

5. campfi re

6. overhead

7. waterproof

8. grandparent

9. teammate

10. snowstorm

11. loudspeaker

12. bookcase

13. skateboard

14. blindfold

15. eyesight

16. bedspread

17. undergrowth

18. gentleman

19. clothesline

20. undertake

21. masterpieces

22. paperweight

23. trophies

24. arrows

25. enemies

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions. Me and Uncle Romie

Grade 4/Unit 3187

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Spelling:Compound Words

1. 𝖠 fi shbole fi shbowl

𝖢 fishbowel𝖣 fishbowle

2. 𝖤 cortroom𝖥 courteroom𝖦 curteroom

courtroom

3. backyard𝖡 bakeyard𝖢 backeyard𝖣 backyarde

4. 𝖤 heartborken𝖥 hartbroken

heartbroken𝖧 heartbrocken

5. 𝖠 campfier𝖡 campfeir

campfire𝖣 camfire


Sample A: Sample B:

wheeze 𝖤 cheef𝖡 weez 𝖥 cheaf𝖢 wheaze chief𝖣 weeze 𝖧 chefe

6. 𝖤 overrhead𝖥 overhedd𝖦 overhed overhead

7. 𝖠 waterprouf𝖡 wadderproof waterproof𝖣 watterpruf

8. grandparent𝖥 grandparant𝖦 grandeparent𝖧 grandperant

9. 𝖠 teamate teammate𝖢 teemate𝖣 tememate

10. 𝖤 snowsturm𝖥 snowestorm snowstorm𝖧 snostorm

11. 𝖠 lowdspeaker loudspeaker

𝖢 loodspeaker𝖣 loudspeacker

12. bookcase𝖥 bookkase𝖦 bookcaise𝖧 bookcasse

13. skateboard𝖡 skatebord𝖢 skeatboard𝖣 skatebourd

14. 𝖤 blindefold𝖥 blindfoled𝖦 blindefolled

blindfold

15. 𝖠 eyesite𝖡 eyeseight

eyesight𝖣 eyesieght

16. 𝖤 bedspred𝖥 bedsprede𝖦 beddspread bedspread

17. 𝖠 undergroth𝖡 undregrowth undergrowth𝖣 undergroeth

18. 𝖤 gentelman gentleman𝖦 gentlemin𝖧 gentellman

19. 𝖠 clothsline clothesline𝖢 clothslein𝖣 clotheslin

20. 𝖤 undretake𝖥 undertacke𝖦 undertaike undertake

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.Me and Uncle Romie

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• Some irregular verbs have special spellings when used with the helping verbs have, has, or had.

Read each sentence and the verb choices in parentheses. Underline the verb choice that correctly completes the sentence.

1. Alice has (did, done) many drawings and photographs of the park in winter.

2. She had (make, made) it a hobby by the time she was ten years old.

3. For the past four years, her parents have (given, gave) her a photo album each year for her birthday.

4. Alice has carefully (put, putted) all of her winter pictures in the albums.

5. Today, the surface of the pond has (frozen, froze).

6. Alice took pictures of the tree because she had (saw, seen) icicles on it.

7. She has (lay, laid) her camera aside while she gets more fi lm out of her bag.

8. By the end of the afternoon, the icicles have (shrunk, shrank) in the sun.

9. Before she went home, Alice had (taken, took) more than 40 pictures.

10. The next morning, she saw that more snow had (fell, fallen).

Grammar:Irregular Verbs

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper. Me and Uncle Romie

Grade 4/Unit 3189

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Grammar:Irregular Verbs

Rewrite the character sketch below. Be sure to correct any mistakes in the use of irregular verbs.

Margaret Margaret getted up early this morning. She bringed her camera

to the pond. She taked a picture of a fi sh before it swimmed away. She photographed geese as they fl y south for the winter. Soon she had took dozens of pictures.

Ever since she was a little girl, Margaret had know she wanted to be a photographer. By the age of 15, she had winned three photography awards. Now 30 years old, she has write a guide for beginning photographers. She has maked photography her life’s work.

• An irregular verb is a verb that does not add -ed to form the past tense.

• Some irregular verbs have special spellings when used with the helping verbs have, has, or had.

To the Teacher: Have students complete the page independently.Ask students to add to the passage on a separate piece of paper.Me and Uncle Romie

Grade 4/Unit 3190

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PracticeWriting:

Using Sensory Details Purposefully

1. Please read the following sentence:

When I poured the milk, it was really gross.

2. Now, using your senses, write 2-3 sentences that SHOW what exactly was gross about the milk. If it helps, you can make a list of your 5 senses fi rst.

Example: The milk came out in yellow chunks. (sight)

Extra Practice: Try the same exercise again using the following sentence.

The tropical bird room at the zoo was very interesting.

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Phonics/Word Study: Inflectional Endings

Create your own word equations below. Write a one-syllable verb in the first blank, and either -ed or -ing in the second. Then write the completed word after the equal sign.

1. + =

2. + =

3. + =

4. + =

5. + =

6. + =

7. + =

8. + =

9. + =

10. + =

How to make word equations with the endings -ed and -ing:Add a letter if the word has a short vowel sound and ends in a consonant, like rip. Double the last letter before adding -ed or -ing. rip + ing = ripping rip + ed = rippedDrop a letter if the word ends in e. Just drop the e before adding the ending. save + ed = saved save + ing = saving

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Cricket in Times SquareGrade 4/Unit 4

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Vocabulary

eavesdropping route logicaljumble scornfully acquaintance

Pretend that you are an animal on an adventure to a new and unfamiliar place. Write a letter to a friend back home describing your journey. Be sure to use each vocabulary word at least once.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Cricket in Times Square

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Comprehension: Theme

The theme of a story is the story’s overall main idea—what the story is about. The author may state it directly, or it may come across in what the characters say and do. Examples of themes are friendship or facing new experiences.

Write a story with animal characters that has one of the following themes. Show the theme in what happens or what characters say. Then trade your story with a partner, and discuss each other’s themes.

• the comforts of home

• friends helping each other

• facing new experiences

• hidden strengths

R 2.0 Reading ComprehensionThe Cricket in Times SquareGrade 4/Unit 4

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As you read The Cricket in Times Square, fill in the Theme Map.

How does the information you wrote in the Theme Map help you to better understand The Cricket in Times Square?

Clue

Clue

Clue

Clue

Clue

Theme

Comprehension: Theme Map

R 2.0 Reading ComprehensionThe Cricket in Times Square

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Fluency:Expression


As Stella entered the little woods, a deer walked across the path. It 13 stopped to look at her. Stella had the odd feeling it was welcoming her. 27 In reply, she took out her lunch and put half of her apple on the path. 43 The deer took a dainty nibble of the apple and then fi nished it. It 57 looked at Stella with quiet brown eyes and then walked away through 69 the trees. 71 Stella kept walking. A few minutes later, she heard a scuffl ing 82 noise in the leaves. A squirrel popped its head out and looked at her 96 with bright eyes. Again Stella had the feeling it was welcoming her. 108 She smiled and offered the squirrel some walnuts from her lunch. The 120 squirrel packed the walnuts into its cheek, nodded its head 130 as if to say “Thank you,” and ran up the nearest tree. 142 Stella continued down the trail until she heard birds singing. Two 153 bluebirds swooped down. “Welcome,” they seemed to sing. 161 Stella was puzzled. Why did it seem like all the animals were 173 greeting her? But she took out her sandwich and put some 184 breadcrumbs and a little piece of apple on a tree branch for the 197 bluebirds. They landed on the branch, ate the food, and fl ew away. 209


Correct Score

First Read – =

Second Read – =

Comprehension Check1. What are the themes of this passage? How do you know? Essential

Message

2. How might Stella’s generosity help her if she encounters trouble in the forest? Plot Development

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.The Cricket in Times Square

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Text Feature: Advertisement

Design an advertisement for a group, new product, or service. Use both words and illustration to make your product seem special in some way. Here are some ideas for products or services you might advertise:

• a new veterinary office that deals with wild animals • an improved dog food • a trip to Africa to photograph wild animals • an organization that saves an endangered animal • a whale-watching trip • a fund-raiser for the local zoo

R 2.0 Reading ComprehensionThe Cricket in Times Square

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Vocabulary Strategy:Context Clues

Sometimes you can figure out the meanings of unfamiliar words by looking for context clues in the same paragraph in which they are found.

Write a word or phrase that would work as a context clue for each of the words below. Then write a paragraph that includes the words and context clues.

Context Clues:

1. pulsate

2. extinction

3. consume

4. safari

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Cricket in Times SquareGrade 4/Unit 4

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Spelling:Inf lectional Endings


Challenge Words

Review Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

1. endured

2. strumming

3. exploded

4. fl ipping

5. admitted

6. fl ipped

7. outwitted

8. fl agged

9. strummed

10. realized

11. exploding

12. admitting

13. skipping

14. appreciating

15. fl agging

16. discussed

17. demonstrated

18. demonstrating

19. forcing

20. discussing

21. appreciated

22. underscoring

23. bedspread

24. heartbroken

25. paperweight

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions. The Cricket in Times Square

Grade 4/Unit 4199

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Spelling:Inf lectional Endings

16. 𝖤 disscused𝖥 discused𝖦 discussed𝖧 discust

17. 𝖠 demonstrated𝖡 demonstraited𝖢 deminstrated𝖣 demenstrated

18. 𝖤 demonstrating 𝖥 demonstraiting𝖦 deminstrating𝖧 demenstrating

19. 𝖠 forceing𝖡 forsing𝖢 forcing𝖣 fourcing

20. 𝖤 discusing𝖥 discussing𝖦 disscussing𝖧 disscusing

11. 𝖠 explodeing𝖡 exploading𝖢 exploding𝖣 explodding

12. 𝖤 admitting𝖥 addmitting𝖦 admitteng 𝖧 admiting

13. 𝖠 skiping𝖡 scipping𝖢 sciping𝖣 skipping

14. 𝖤 apreciating𝖥 apprecciating𝖦 appreciating𝖧 aprecciating

15. 𝖠 fl agging𝖡 fl aging𝖢 fl aggeng𝖣 fl aging

6. 𝖤 fl ipt𝖥 fl ippid𝖦 fl iped𝖧 fl ipped

7. 𝖠 outwited𝖡 outwitted𝖢 outwittid𝖣 outwitid

8. 𝖤 fl agged𝖥 fl aged𝖦 fl aggde𝖧 fl agd

9. 𝖠 strumed𝖡 strummed𝖢 strumd𝖣 strummd

10. 𝖤 realiced𝖥 relised𝖦 relized𝖧 realized

1. 𝖠 endured𝖡 endurred𝖢 enderred𝖣 endurd

2. 𝖤 strummeng𝖥 struming𝖦 strumming𝖧 strumeng

3. 𝖠 exploaded𝖡 ecsploded𝖢 explodded𝖣 exploded

4. 𝖤 fl ippeng𝖥 fl ipping𝖦 fl iping𝖧 fl ipinng

5. 𝖠 admitted𝖡 admited𝖢 addmited𝖣 addmitted


Sample A: Sample B:

𝖠 bedspread 𝖤 hartbroken𝖡 bedspred 𝖥 heartibroken𝖢 beddspread 𝖦 heartbroken𝖣 beddspred 𝖧 hartbrokin

𝖦

𝖠

𝖦

𝖣

𝖥

𝖠

𝖧

𝖡

𝖤

𝖡

𝖧

𝖢

𝖤

𝖣

𝖦

𝖠

𝖦

𝖠

𝖤

𝖢

𝖥

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.The Cricket in Times Square

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• A pronoun is a word that takes the place of one or more nouns.

• A pronoun must match the noun it refers to. • Singular pronouns are I, you, he, she, it, me, him, and her.• Plural pronouns are we, you, they, us, and them.

Write the pronoun that correctly replaces the underlined noun in each sentence.

1. At fi rst, Roy didn’t want to go to the nursing home because Roy

thought the place was boring.

2. Mrs. Allen said Mrs. Allen found out that dogs were allowed in the

nursing home.

3. Roy knew Grandpa would be happy to see Buddy, so Roy

decided to bring Buddy.

4. The receptionist at the nursing home said to Roy, “I see Roy

brought a friend today.”

5. Mrs. Allen said, “Mrs. Allen got Buddy’s medical records this

morning.”

6. Grandpa said, “I’m glad you brought Buddy to Grandpa.”

7. Grandpa asked Martha if Buddy was allowed in the nursing

home.

8. Another man saw Buddy and said he had a dog that looked like

Buddy.

9. You can treat high blood pressure if you take medicine for the

problem.

10. Roy threw the ball to Buddy so Buddy could fetch it.

Grammar:Pronouns and Antecedents

To the Teacher: Have students complete the page independently. Then have students generate sentences with target skill. The Cricket in Times Square

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• A pronoun is a word that takes the place of one or more nouns. • A pronoun must match the noun it refers to. • Singular pronouns are I, you, he, she, it, me, him, and her.• The pronoun I must always be capitalized.• Plural pronouns are we, you, they, us, and them.

Read the following paragraphs. Circle all the incorrect pronouns. Then rewrite the paragraph, making sure all pronouns are correct and match their nouns.

Yesterday i went to the store to buy some food for my dog, Jones. Mr. Edwards greeted her when I came through the door.

She said, “What can me do for you, Sheila?” “I need six cans of the Beef and Chicken Special Diet.” Mr. Edwards added up the prices and said, “The total is $11.37.” “Me am sorry,” I said. “My mother only gave I $10. How much is it if me

only buy four cans?”“Let’s see. It would be $9.25,” he said. “All right. That solves my problem. She’ll only buy four.”

Grammar:Pronouns and Antecedents

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper.The Cricket in Times Square

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PracticeWriting: Replacing Telling Statements with Dialogue That

Shows

1. Please read the following: Think about what the two characters are feeling.

Marcus wanted a turn on the swing. Kim was hogging it.

2. Rewrite this sentence as a dialogue that SHOWS me what Kim and Marcus are feeling. For example:

“Come on Kim, I have waited forever for the swing,” yelled Marcus, but Kim just ignored him.

3. Rewrite these sentences as a dialogue that shows what the characters are feeling. Each person talks at least two times.

a. Billy was really hungry. Mandy ate the last two cookies.

b. Charlotte was bored at the store. Sara was not fi nished shopping.

Extra Practice: Rewrite the following sentence as a dialogue as you did above.

Mom was in a hurry to leave. Davey could not find his other shoe.

W 1.0 Writing StrategiesThe Cricket in Times Square

Grade 4/Unit 4203

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Phonics/Word Study:Inflectional Endings,

Changing y to i

List five words ending with a consonant + y in the left blank under each heading below. Be sure that you can add the ending shown in the heading to the words you write under it. Then add the ending shown and write the correct spelling of each word in the right blank.

Add -ed Add -er

1. 11.

2. 12.

3. 13.

4. 14.

5. 15.

Add -es Add -est

6. 16.

7. 17.

8. 18.

9. 19.

10. 20.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Life and Times of the AntGrade 4/Unit 4

204

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Vocabulary

A. Write a definition in your own words for each vocabulary word.

1. communication

2. investigates

3. nutrients

B. Write a sentence using each vocabulary word. Use each word in a context that shows its meaning.

4. solitary

5. prehistoric

6. territory

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Life and Times of the Ant

Grade 4/Unit 4205

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Comprehension:Description

Write a short essay about ants. Make sure you have descriptions in your essay that present information about your topic.

R 2.0 Reading ComprehensionThe Life and Times of the AntGrade 4/Unit 4

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Comprehension:Description Web

As you read The Life and Times of the Ant, fill in the Description Webs.

How does completing the Description Webs help you analyze the text structure of The Life and Times of the Ant?

Detail

Detail

Topic

Detail

Detail

Detail

Detail

Topic

Detail

Detail

R 2.0 Reading ComprehensionThe Life and Times of the Ant

Grade 4/Unit 4207

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Fluency:Pacing


Some beetles are solitary. They aggressively defend their territory. 9 Stag beetles have long mandibles, or jaws, which they use to move other 22 stag beetles out of the way. 28 There are beetles that make their homes with other insects. For example, 40 some rove beetles move in with ant or termite communities. The beetle 52 gets protection from the insect colony. In return, it keeps the colony clean 65 by eating the other animals’ waste products. 72 One of the reasons that beetles have survived so successfully is that 84 they have adapted to eat the foods that are found in different environments. 97 Some beetle species are herbivores, or plant eaters. Other beetle species 108 are carnivores, predators that eat other animals. 115 Some herbivore beetles eat only living plants and leaves. Other beetles 126 feed on dead and rotting wood and plants. These beetles do an important 139 job. They break down the plant materials so the nutrients can be recycled 152 back into the soil. 156 Carnivorous beetles often have strong jaws to help them catch and eat 168 their prey. For example, tiger beetle larvae build long vertical burrows. 179 When another insect comes close, the larva darts out of its burrow, 191 pounces on its prey, and drags it home to eat. 201

Comprehension Check1. Describe the burrow of a tiger beetle larva. Main Idea and Details

2. Do all beetles act the same way in order to survive? Why? Compare and Contrast


Correct Score

First Read – =

Second Read – =

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.The Life and Times of the Ant

Grade 4/Unit 4208

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Literary Element:Character and Moral

A. Write a fable. First, choose a moral. Circle one of the choices below, or write your own moral in the space provided.

One good turn deserves another.

Hard work is rewarded.

Treat others as you want to be treated.

Friendship is more important than wealth.

Obey your elders.

Other:

B. Now think about the characters and plot of the fable. Note the main events and the characters that experience them on the lines below. Be sure that the plot helps readers understand your moral.

C. Use your plot summary to write your fable. Write the moral as the final line of the story.

R 2.0 Reading ComprehensionThe Life and Times of the Ant

Grade 4/Unit 4209

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Vocabulary Strategy:Greek Roots

A root word is a word part used to build longer words. For example, the word helicopter contains the Greek root word helic, meaning “spiral,” and the root word pteron, meaning “wing.” A helicopter is an aircraft whose wings move in a spiral motion.

A. Use the Root Word Chart above to write a meaning of each word below.

1. geology 3. dinosaur

2. biography 4. biology

B. Use the clues below to write a word. Then write a definition for each word.

5. tele + photo (“light”) =

6. tele + graph =

7. astro (“star”) + naut (“sailor”) =

8. tele + scope (“see”) =

Root Word

bio-

geo-

tele-

dino-

Meaning

life

Earth

distant

terrible

Root Word

-logy

-graph

-scope

-saur

Meaning

the study of

write

see

lizard

R 1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., international).The Life and Times of the Ant

Grade 4/Unit 4210

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PracticeSpelling:

Inflectional Endings,Changing y to i

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.


Challenge Words

Review Words

1. funnier

2. handily

3. pennies

4. worried

5. replied

6. varied

7. abilities

8. carries

9. easily

10. silliest

11. jumpier

12. emptier

13. merrier

14. societies

15. cozily

16. sorriest

17. communities

18. lazier

19. happiest

20. dizziest

21. accessories

22. factories

23. exploding

24. admitted

25. demonstrated

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions. The Life and Times of the Ant

Grade 4/Unit 4211

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Spelling:Inflectional Endings,

Changing y to i

1. 𝖠 funier𝖡 funnyer

funnier𝖣 funyer

2. 𝖤 handely𝖥 handilie

handily𝖧 handiley

3. pennies𝖡 pennys𝖢 pennees𝖣 penees

4. 𝖤 worreed worried

𝖦 woried𝖧 woreed

5. 𝖠 repplied replied

𝖢 replide𝖣 replyed


Sample A: Sample B:

exploding 𝖤 addmitted𝖡 exploading 𝖥 addmited𝖢 explodding admitted𝖣 explodeing 𝖧 admited

6. 𝖤 veried𝖥 varried𝖦 verried

varied

7. 𝖠 abiliteys abilities

𝖢 abillities𝖣 abilliteys

8. 𝖤 carrys carries

𝖦 caries𝖧 carreys

9. 𝖠 eazily easily

𝖢 easilie𝖣 eassily

10. 𝖤 sillyest𝖥 siliest

silliest𝖧 sillyiest

11. 𝖠 jumppier𝖡 jumpyer

jumpier𝖣 jummpier

12. 𝖤 emptyer𝖥 emmptier𝖦 empteer

emptier

13. 𝖠 merier𝖡 merryer𝖢 merrire

merrier

14. societies𝖥 societys𝖦 societees𝖧 societties

15. cozily𝖡 cozilie𝖢 cosiley𝖣 cosily

16. 𝖤 soriest𝖥 sorryest

sorriest𝖧 soryest

17. 𝖠 comunities communities

𝖢 comunnities𝖣 communiteys

18. lazier𝖥 lasier𝖦 lazyer𝖧 lazzier

19. 𝖠 happyest happiest

𝖢 hapiest𝖣 happyist

20. 𝖤 dizzyest dizziest

𝖦 dizyest𝖧 diziest

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.The Life and Times of the Ant

Grade 4/Unit 4212

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Grammar:Types of Pronouns

• Use a reflexive pronoun instead of an object pronoun if the subject of the sentence is doing the action to himself or herself.

• Myself, yourself, himself, herself, itself, ourselves, and yourselves are reflexive pronouns.

Fill in the blanks in the sentences below with the correct reflexive pronoun.

1. Be careful and don’t hurt .

2. After I go swimming, I dry with a towel.

3. Your baby sister can’t feed .

4. He made dizzy by spinning around and around.

5. Let’s give a break and try again later.

6. The bird washed in the puddle.

7. Boys, please get ready for dinner.

8. The gardener shut the door and locked in the shed.

9. My grandfather almost fell, but he caught .

10. Look at ! You’re covered in mud!

11. I tried to reach the towel .

12. He looked at in the mirror.

13. We can plant that tree .

14. My sister cannot feed without some help.

15. You can help to some cookies.

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill. The Life and Times of the Ant

Grade 4/Unit 4213

Practice

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Grammar:Types of Pronouns

• Use a subject pronoun as the subject of a sentence.• I, you, he, she, it, we, and they are subject pronouns.• Use an object pronoun after an action verb or after a word

such as for, at, of, with, or to.• Me, you, him, her, it, us, and them are object pronouns.

A. Rewrite the paragraphs below. Circle every pronoun that is not used correctly.

Someone gave I directions to the museumYou and me need to walk to Maple Street. Then turn right at Oak Street.

Mr. Exeter lives there. Him and me go on walks sometimes. If him is in his yard, he will give a big wave to you and I.

When we got to the museum, we saw Mrs. Peters. Her and my dad went to school together. Them often like the same paintings

B. Rewrite the passage above. Use the correct forms of the pronouns. Be sure to use capital letters and end punctuation correctly.

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper.The Life and Times of the Ant

Grade 4/Unit 4214

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PracticeWriting:

Using Effective Dialogue

1. Please read the following: Think about what could be happening.

“Look at that!”

2. Now add details to show what is happening. For example:

“Look at that,” shouted Larry as he stepped backwards.

3. Now complete this dialogue by making sentences that SHOW what is happening and who is speaking. You need to add characters and specifi c verbs and details to SHOW what they are doing.

“Look at that!”

“What do you think it is?”

“I don’t know, but look at it.”

“I’ve never seen anything like it.”

Extra Practice: Repeat this drill with the following dialogue:

“Can you see where you are going?”

“No. Can you?”

“No. Oh, gross – I just stepped on something slimy!”

“Let’s get out of here!”

W 1.0 Writing StrategiesThe Life and Times of the Ant

Grade 4/Unit 4215

1 2

3

5 4

4

2

3

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Use the clues to complete the crossword puzzle. Words with /ü/ sounds go across, and words with /u / sounds go down. Words with /u/ sounds do not go in the puzzle.

Across

1. something to sit on

2. not me, but __

3. the month after May

4. it’s what you eat

5. you make it with meat and potatoes

Down

1. ought to

2. searching

3. a chocolate-chip dessert

4. it’s what comes from trees

5. the opposite of sat

Phonics:/ü/, /u /, and /u /

Sounds

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentWriting on the Wall • Grade 4/Unit 3216

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Vocabulary

A. Write a sentence, using each of the vocabulary words below. Make sure that your sentence shows that you understand the meaning of the vocabulary word.

1. community

2. donor

3. linked

4. restore

5. calculates

B. List the vocabulary words under the correct part of speech.

Noun Verb Adjective

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentWriting on the Wall • Grade 4/Unit 4 217

Practice

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In advertisements, writers use facts and opinions to make people want to buy a product. Write an ad for a product that you think people should buy. Include at least two facts and two opinions in your ad. Underline the facts. Circle the opinions.

Comprehension: Fact and Opinion

R 2.6 Distinguish between cause and effect and between fact and opinion in expository text.

Writing on the Wall • Grade 4/Unit 4218

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PracticeComprehension: Fact and Opinion

Chart

As you read Writing on the Wall, fill in the Fact and Opinion Chart.

Fact Opinion

How does the information you wrote on this Fact and Opinion Chart help you better understand Writing on the Wall?

R 2.6 Distinguish between cause and effect and between fact and opinion in expository text.

Writing on the Wall • Grade 4/Unit 4 219

Practice

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As I read, I will pay attention to my accuracy.

During the 1940s and 1950s, there was a serious outbreak of polio 10 in the United States. People were very frightened. Most of those who 22 got this disease were children. The most frightening thing about the 33 disease was that no one knew how it spread. People did not know how 47 to protect themselves or their children. 53 Scientists didn’t know why, but polio seemed to spread faster during 64 the summer months. Many public swimming pools and beaches were 74 closed during this outbreak as a way to prevent the spread of polio. 87 Children were very cautious when they went outside because they 97 were afraid they would get sick. Polio is especially scary because a 109 small number of people who became ill were paralyzed for life. People 121 with paralysis cannot move their arms, legs, or other parts of the body. 134 Some people even died from polio. 140 Perhaps most of the fear came from the fact that not much was 153 known about polio. Even today, scientists don’t know much more 163 about it than they did in the 1950s. 170

Comprehension Check

1. How did the fear of polio change children’s lives in the 1940s and 1950s? Relevant Facts and Details

2. Did many polio survivors develop paralysis? Relevant Facts and Details


Correct Score

First Read – =

Second Read – =

Fluency: Accuracy

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.Writing on the Wall • Grade 4/Unit 4220

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The best time for birding on Madagascar is from August to November. The Ranomafana rainforest is home to the crested ibis and the red-tailed vanga, while Zombitse National Park is the best place for locating the stately giant coua and the impressive Madagascar hoopoe.

1.

Treatment begins with removing the victim from the water and performing CPR to bring oxygen to the lungs, heart, and brain. CPR, which should be attempted only by people who have been trained and certified in its use, consists of the following sequence of steps.

2.

In 1500 Vasco Núñez de Balboa sailed with Rodrigo de Bastidas from Spain to Colombia, and they set out to search for treasures along the northern coast of South America. In 1511 Balboa founded the first European settlement in South America, and in 1513 he discovered the Pacific Ocean.

3.

Born in Gibbstown, New Jersey, Sylvia Earle was raised on a small farm near Camden. From the time she was small, Sylvia was fascinated by the creatures and plants she found as she explored the woods near her home. Then when Sylvia was 13, her family moved to Clearwater, Florida.

4.

Skim the following passages and write the name of a report you could use the information for.

If you were using a reference book to fi nd information to help you write a report, you would use the Index or Table of Contents to fi nd the pages that might have the information you needed. To locate a certain date or place name on one of these pages, what would you do—skim or scan?

5.

Study Skill: Skim and Scan

R 2.0 Reading ComprehensionWriting on the Wall • Grade 4/Unit 4 221

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Summarize Writing on the Wall.Use the Description Writing Frame below.

The Great Wall of Los Angeles is the longest mural in the world. There are many interesting facts about this famous piece of art.

One interesting fact is

.

A second interesting fact is

.

A third interesting fact is

.

A fourth interesting fact is

.

The Great Wall helps bring all people from the community together.


R 2.0 Reading ComprehensionWriting on the Wall • Grade 4/Unit 4222

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Many words in English originally came from other languages. Knowing the origin or history of a word can help you understand the word’s meaning.

raccoon noun. a small animal with grayish-black fur, long claws, black rings around its eyes, and a bushy tail. word origin: from an Algonquin (Native American) word meaning “he scratches with his hands.”

Turn to a glossary or dictionary. Read the entries for two interesting words. Write the word, its meaning, and its origin. Then tell how knowing the origin helps you understand the meaning of the word.

1. Word:

Meaning:

Word origin:

How does knowing the origin of this word help you understand its meaning?

2. Word:

Meaning:

Word origin:

How does knowing the origin of this word help you understand its meaning?

Vocabulary Strategy: Word Origins

R 1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases.


Practice

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1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.


Challenge Words

Review Words

1. zoom

2. chutes

3. brooks

4. you’ll

5. boost

6. smooth

7. suits

8. crew

9. spool

10. communicate

11. cookie

12. booth

13. prune

14. shrewd

15. fulfi ll

16. doodle

17. mute

18. stew

19. huge

20. should

21. crooked

22. juicy

23. balconies

24. communities

25. funnier

Spelling: /ü/, /u /, and /u /

Sounds



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Sample A: Sample B:

𝖠 rock 𝖤 clapp𝖡 rokk 𝖥 clape𝖢 rokc 𝖦 clap𝖣 rok 𝖧 clappe

11. 𝖠 smouth𝖡 smooth𝖢 smoove𝖣 smouve

12. 𝖤 proon𝖥 proun𝖦 proone𝖧 prune

13. 𝖠 booth𝖡 bouth𝖢 buth𝖣 buoth

14. 𝖤 dudle𝖥 dudel𝖦 doodel𝖧 doodle

15. 𝖠 suits𝖡 sutes𝖢 suets𝖣 soots

6. 𝖤 shuold𝖥 shoold𝖦 should𝖧 shuld

7. 𝖠 shreud𝖡 shrewd𝖢 shreued𝖣 shrewed

8. 𝖤 mute𝖥 meute𝖦 miute𝖧 meut

9. 𝖠 crewe𝖡 crew𝖢 crue𝖣 cruwe

10. 𝖤 brooks𝖥 brouks𝖦 broocks𝖧 bruks

1. 𝖠 comunnicate𝖡 communacate𝖢 communicate𝖣 comunicate

2. 𝖤 zoom𝖥 zoome𝖦 zume𝖧 zome

3. 𝖠 coukie𝖡 cookie𝖢 coulkie𝖣 coockie

4. 𝖤 fulfi l𝖥 fullfi ll𝖦 fulfi ll𝖧 fullfi l

5. 𝖠 huge𝖡 huje𝖢 hudge𝖣 hudje

16. 𝖤 stue𝖥 stoo𝖦 stu𝖧 stew

17. 𝖠 spool𝖡 spoul𝖢 spoule𝖣 spoole

18. 𝖤 you’ll𝖥 you’l𝖦 youll𝖧 youl

19. 𝖠 boust𝖡 booste𝖢 bouste𝖣 boost

20. 𝖤 chutes𝖥 shutes𝖦 cheutes𝖧 sheutes

Spelling: /ü/, /u /, and /u /

Sounds

𝖤

𝖡

𝖦

𝖠

𝖦

𝖡

𝖤

𝖡

𝖤

𝖡

𝖧

𝖠

𝖧

𝖠

𝖧

𝖠

𝖤

𝖣

𝖤

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions


Practice

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Grammar: Pronoun-Verb

Agreement

• The verbs have and be have special forms in the present tense.

Have BeI have We have I am We areYou have You have You are You areHe/She/It has They have He/She/It is They are

Write the correct form of the underlined action verb to complete each sentence.

1. I has a way to tell which house is yours.

2. Your house have six solar panels on its roof.

3. We has had them since last year.

4. They be helping us save energy.

5. They has already saved us some money.

6. I be trying to get my friends to use solar panels.

7. I think Fred and Elliot be going to buy some.

8. Bill be helping protect the environment.

9. Helen are good with tools.

10. She have a big truck that she uses on the job.

11. We be building an addition to our house.

12. Dad have to nail the beams.

13. We be putting in two windows.

14. Now you has a good design.



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PracticeGrammar:

Pronoun-Verb Agreement

• A present-tense verb must agree with its subject pronoun.• Add -s to most action verbs when you use the pronouns he,

she, and it.• Do not add -s to an action verb in the present tense when

you use the pronouns I, we, you, and they.• The verbs have and be have special forms in the present tense.

Rewrite the story. Be sure all verbs agree with their pronouns.

Working on the North Slope

Right now, I is far from my family. I is now working in a place called the North Slope. That is way up in Alaska. I has only been here about a month, but my friends Steve and Rob has been here about two years. We is here to build an oil pipeline. A few years ago, they found oil north of here. Now we is building a pipeline. When it is done, they will be able to put the oil on ships. It will be at least two years before the job are over. I am glad to be working, but I will be happy to see my family again.



Practice

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Writing RubricW

ritin

g R

ubric

4 E

xcel

lent

3 G

ood

2 F

air

1 U

nsat

isfa

ctor

y

Idea

s an

d C

onte

nt/

Gen

reId

eas

and

Con

tent

/G

enre

Idea

s an

d C

onte

nt/

Gen

reId

eas

and

Con

tent

/G

enre

Org

aniz

atio

n an

d F

ocus

Org

aniz

atio

n an

d F

ocus

Org

aniz

atio

n an

d F

ocus

Org

aniz

atio

n an

d F

ocus

Sen

tenc

e S

truc

ture

/ F

luen

cyS

ente

nce

Str

uctu

re/

Flu

ency

Sen

tenc

e S

truc

ture

/ F

luen

cyS

ente

nce

Str

uctu

re/

Flu

ency

Con

vent

ions

Con

vent

ions

Con

vent

ions

Con

vent

ions

Wor

d C

hoic

eW

ord

Cho

ice

Wor

d C

hoic

eW

ord

Cho

ice

Voi

ceV

oice

Voi

ceV

oice

Pre

sent

atio

nP

rese

ntat

ion

Pre

sent

atio

nP

rese

ntat

ion

W 1.0 Writing StrategiesWriting on the Wall • Grade 4/Unit 4228

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PracticePhonics:

Diphthongs oi, oy, ou, ow

Two different letter pairs stand for the /oi/ sound. oi foil oy enjoyTwo other letter pairs stand for the /ou/ sound.

ou couch ow frown

Read the passage below. Circle the words that have the /oi/ sound. Underline the words that have the /ou/ sound.

A boy named Floyd found a mouse in the house. As he played

with his toys, young Floyd enjoyed watching the mouse run around

in the soil of the fl ower pots. Then the boy followed the mouse into

the kitchen, where it carefully avoided Cook, carrying a bowl of

boiling soup.

“Eeek!” shouted the boy’s mother. “How did a mouse get into our

lovely house?”

“I doubt whether we’ll ever know how it got in, Mother. At the

party last week it might have come in with the crowd on the hem

of some proud lady’s gown. Perhaps Cook brought it in full grown

in a bag of fl our. Maybe it was born in our barn and raised in our

tower, and only now shows its little brown face without cowering.

Oh, Mother, don’t be a grouch! Don’t pout and don’t frown. Please

don’t shout or shoo it out. Our little friend makes no noise. It has

no voice and will never be loud. How can you think of destroying

what isn’t annoying?”

“It’s thoroughly spoiling an already rough day! I cannot allow

it to stay in the house! Take your mouse outside now in an old,

soiled pouch or I’ll drown it or pound it or broil it today.”

“Ouch,” replied Floyd, and went in search of a pouch.

boy Floyd

toys, Floyd enjoyed

soil boy

avoided

boiling

boy’s m

voice

noise.

destroying

spoiling

annoying?

soiled

Floyd,

broil

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Earth Dragon Awakes

Grade 4/Unit 4229

Practice

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trembles debris rescuersshifts collapsed area

A. Use each pair of vocabulary words in a single sentence.

1. collapsed, rescuers

2. debris, area

3. shifts, trembles

B. Use any three vocabulary words in a single sentence.

4.

Vocabulary

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Practice

Read the conclusions listed below. Write text clues that would make a reader draw each conclusion.

Example:

It was very hot. Kids’ ice pops melted before they could be tasted.

1. It was very cold.

2. It was raining.

3. She was delighted.

4. He was terrifi ed.

5. A storm was approaching.

6. There was a fl ood.

Comprehension: Draw Conclusions

R 3.3 Use knowledge of the situation and setting and of a character’s traits and motivations to determine the causes for that character’s actions. The Earth Dragon Awakes

Grade 4/Unit 4231

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As you read The Earth Dragon Awakes, fill in the Conclusions Chart.

How does the information you wrote in the Conclusions Chart help you analyze The Earth Dragon Awakes?

Text Clues Conclusions

Comprehension: Conclusions Chart

R 3.3 Use knowledge of the situation and setting and of a character’s traits and motivations to determine the causes for that character’s actions.The Earth Dragon Awakes

Grade 4/Unit 4232

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Fluency:Expression


Far away, in a land of ice and snow, there lived a father, a mother, and 16 their young son. The boy was small for his age. Everyone in the village 30 called him Miki, which meant “little” in the Inupiac language. 40 One day, Miki’s father and his uncle went north to hunt. They were 53 gone for many long days, and Miki and his mother began to worry. At 67 long last, Miki’s uncle returned. But he was alone and empty-handed. He 79 insisted that something had taken his brother away in the dark of night. 92 But he could not tell Miki or his mother what kind of creature had carried

107 him away. No footprints had been left behind. 115 He said, “The North Wind must have covered the footprints with snow. 127 Or maybe the North Wind itself blew my brother away. Either way, he 140 will never return.”143 Miki and his mother did not give up hope. They knew in their hearts 157 that the father could still be alive. They watched and waited for him. But 171 there came a time when there was no food and it was left to Miki to 187 provide for the family. It was a big responsibility for such a small boy. 201

Comprehension Check

1. How can you tell that Miki and his mother do not believe the uncle? Plot Development

2. What has occurred in the plot to change the lives of the characters? Plot Development


Correct Score

First Read – =

Second Read – =

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression. The Earth Dragon Awakes

Grade 4/Unit 4233

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Rescue teams at a disaster site have to know first aid. They may have read a manual such as the one below to learn how to properly treat frostbite. Read this page from a first-aid manual, then answer the questions.

First Aid for Frostbite

1. Get the victim out of the cold and into a warm place.2. Loosen or remove any wet clothing. 3. Never rub the area with snow or soak it in cold water.4. Soak the frostbitten area in a tub of warm water.5. Stop soaking when the frostbitten area becomes red, not when feeling

returns. (This may take about 45 minutes. If done too quickly, thawing can be painful and dangerous.)

6. If warm water is not available, cover the victim and keep the frostbitten area elevated, or raised.

1. What is the fi rst step in treating frostbite?

2. What are two things you should never do when treating frostbite?

3. When should you stop soaking the frostbitten area?

4. What should you do if water is not available to treat a frostbite victim?

Text Feature: Technical Manual

R 2.0 Reading ComprehensionThe Earth Dragon AwakesGrade 4/Unit 4

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PracticeVocabulary Strategy:

Multiple-Meaning Words

The words below have more than one meaning. Write two sentences for each word. Each sentence should use a different meaning of the word. Use a dictionary to check the meanings of words you are unsure of.

1. bark

2. blaze

3. shifts

4. case

5. lean

6. loaf

R 1.6 Distinguish and interpret words with multiple meanings.The Earth Dragon Awakes

Grade 4/Unit 4235

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Spelling: Diphthongs oi, oy,

ou, ow

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.


Challenge Words

Review Words

1. nowadays

2. void

3. downtown

4. mound

5. cowboy

6. prowl

7. empower

8. southpaw

9. howling

10. annoy

11. hardboiled

12. trouser

13. encounter

14. announce

15. thousand

16. wound

17. grouch

18. cough

19. shadow

20. voyage

21. drought

22. coward

23. cookie

24. suits

25. communicate

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.The Earth Dragon Awakes

Grade 4/Unit 4236

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PracticeSpelling:

Diphthongs oi, oy, ou, ow

1. 𝖠 nowaddays𝖡 nowedays

nowadays𝖣 nouadays

2. void𝖥 voide𝖦 voyd𝖧 voidd

3. downtown𝖡 downtowne𝖢 dountoun𝖣 downtoun

4. 𝖤 muond𝖥 mownd

mound𝖧 mounde

5. 𝖠 cowboi𝖡 kowboy

cowboy𝖣 couboy

6. 𝖤 prowel𝖥 proul𝖦 prowle prowl

7. empower𝖡 impower𝖢 empowwer𝖣 emphour

8. 𝖤 southpa southpaw𝖦 sowthpaw𝖧 southppaw

9. 𝖠 howlling𝖡 houling𝖢 houlling howling

10. annoy𝖥 anoy𝖦 annoi𝖧 annoiy

11. 𝖠 hardboled𝖡 hardboild𝖢 hardboyeld hardboiled

12. trouser𝖥 trowser𝖦 trousser𝖧 trousre

13. 𝖠 incounter𝖡 enncounter encounter𝖣 encownter

14. 𝖤 ennounce𝖥 announse announce𝖧 annownce

15. thousand𝖡 thowsand𝖢 thousend𝖣 thowsend

16. 𝖤 wownd wound𝖦 wowned𝖧 whound

17. 𝖠 growch𝖡 grouche grouch𝖣 groutch

18. 𝖤 cowgh cough𝖦 cawgh𝖧 cawff

19. 𝖠 shaddow shadow𝖢 shadoe𝖣 shaddoe

20. 𝖤 voiage𝖥 voyige𝖦 voyaje voyage


Sample A: Sample B:

𝖠 growlling spoiled𝖡 grouling 𝖥 spoyled growling 𝖦 spoiled 𝖣 groweling 𝖧 spowled

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions. The Earth Dragon Awakes

Grade 4/Unit 4237

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Grammar:Possessive Pronouns

• Some possessive pronouns can stand alone (mine, yours, his, hers, its, ours, yours, theirs).

In each sentence, replace the underlined incorrect possessive pronoun with the correct one on the line provided.

1. That is your boat, but this one is my’s.

2. Your’s is the smaller life-vest, the blue one.

3. I don’t have my own, but my brother let me use he’s.

4. You have your oars. Where are my?

5. I wanted to ask Mercedes if I could use her’s, but she wasn’t at home.

6. We are off, and the whole day is our!

7. Paco and Pepe say this beach is they’s, but it’s not.

8. I forgot my lunch, so will you share your?

9. Is that cooler her’s?

10. The fi shing shack on the right is he’s.

11. Should we go to his fi shing shack or your?

12. That tackle box is not our.

13. It’s handle is broken.

14. That pretty hat is my.

15. Those shoes are her’s.

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill.The Earth Dragon Awakes

Grade 4/Unit 4238

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Grammar:Possessive Pronouns

• Some possessive pronouns are used before nouns (my, your, his, her, its, our, your, their).

• Some possessive pronouns can stand alone (mine, yours, his, hers, its, ours, yours, theirs).

Rewrite the following paragraph. Be sure all possessive nouns and pronouns are used correctly.

Me name is Robert and this is mine wife, Florence. That’s her’ given name, but she prefers to be called Fluffy. Let us show you around our’s home. Down the hall we have our’s offi ces. The one on the left is mines and the one on the right is Fluffy’s. My offi ce is where we keep our’s jewels. They were my mother’s. My father bought them for her on he’s many trips abroad. He used to travel a lot in order to study whales. On his’s trips, he met some of the worlds’ top scientists. Theirs knowledge of whales was amazing.

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper. The Earth Dragon Awakes

Grade 4/Unit 4239

Practice

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Writing: Adding Quotation Marks

1. Please read the following and add quotation marks in the appropriate places.

I can’t believe we got a fl at. Do you know how to change it? asked Ralphie.

Well, not exactly, said Henry. But I know of a bike store down the block.

2. Now, add quotation marks to the following dialogues. Notice that the punctuation at the end of the speaker’s words is inside the end quotation marks.

a. What is that terrible smell? asked Liza.

Sorry, muttered Bert. I guess it must be my sneakers.

b. Bruce! You’re soaking wet! laughed Patty.

Yeah, Bruce agreed as he grabbed for a towel. I fell in the pool.

Extra Practice: Add quotation marks to this dialogue:

Oh no! The milk spilled all over the inside of the refrigerator! I wailed.

Then, my mom told me, You’re not leaving until you clean it up!

W 1.0 Writing StrategiesThe Earth Dragon AwakesGrade 4/Unit 4

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PracticePhonics/Word Study:

Variant Vowel /ô/au, aw, alt, alk, all

You can find the /ô/ sound in words like caller, walker, shawl, and caught.

List eight words with the /ô/ sound. Underline the letters that stand for the sound. Then write a sentence for each word.

1.

2.

3.

4.

5.

6.

7.

8.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development My Brothers’ Flying Machine

Grade 4/Unit 4241

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Vocabulary

assembled unstable applaudedheadlines hoisting assured

1. What kind of event might make the headlines?

2. Explain how a person assembled a new bicycle.

3. For what event has the audience applauded the longest?

4. What item might need hoisting by a crane?

5. Explain why a bicycle is more unstable than a tricycle.

Answer the questions using a vocabulary word in each answer.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development My Brothers’ Flying MachineGrade 4/Unit 4

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Read the paragraph. Then write three statements with which the author would agree and two statements with which the author would disagree.

I was having the worst day. My oral report was due tomorrow and I still couldn’t think of how to make it interesting. I didn’t want to bore everyone by just reading from note cards. Just then, my little sister Nita came bursting in. “Great!” I thought. “Just what I need—a visit from Nita the Nuisance. ”

“What’s wrong?” Nita asked. “My report is due tomorrow and I can’t think of how to make it more exciting, ” I explained.

Nita thought for a moment. Then her face lit up. “I’ll be right back, Gina, ” she exclaimed. When she returned, she had a paper bag on each hand. “Let’s make puppets for your report, ” she said. “You can do a puppet show. ”

“Why didn’t I think of that?” I wondered aloud. I gave my little sister a hug and thanked her. Her bright idea really saved the day. She proved that two heads are better than one! “When we get done, ” I told her, “I bet there will be time for me to help you practice your soccer drills. ” I should remember to be more patient with little sisters!

1. Agree:

2. Agree:

3. Agree:

4. Disagree:

5. Disagree:

Comprehension: Author’s Perspective

R 2.0 Reading Comprehension My Brothers’ Flying MachineGrade 4/Unit 4

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Comprehension: Author’s Perspective

Map

As you read My Brothers’ Flying Machine, fill in the Author’s Perspective Map.

How does the information you wrote in your Author’s Perspective Map help you understand the author’s feelings and opinions in My Brothers’ Flying Machine?

Clue Clue Clue

Author’s Perspective

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Fluency:Pacing

As I read, I will pay attention to my pacing in order to match the action in the story.

Bessie Coleman was the fi rst African American woman to fl y a 11 plane. She built a career as a famous barnstormer, a pilot who does 24 tricks in an airplane.28 Bessie was born on January 26, 1892. Her family soon moved to 38 Waxahachie, Texas. Bessie grew up in a segregated society. Black and 49 white children lived in different neighborhoods and went to separate 59 schools. It was not an easy life.66 Bessie’s family was poor. Her mother worked to support them. 76 Bessie helped take care of her younger sister. She always knew that 88 she wanted to make something of herself. And she did. Bessie worked

100 hard, fi nished high school, and left home for a college education.111 At that time, fl ying was a new and exciting adventure. Bessie read 123 about the Wright brothers and their historic fl ight at Kitty Hawk in 135 1903. She also read about a woman pilot named Harriet Quimby. 146 Bessie was surprised to learn that women fl ew, and she started to think 159 about fl ying herself.162 In 1915, Bessie moved to Chicago to live near her older brother. 173 She found work and set out to learn to fl y. 183

Comprehension Check

1. What obstacles did Bessie Coleman overcome to be a pilot? Main Idea and Details

2. What opinion did Bessie have about pilots? How did Harriet Quimby change Bessie’s mind? Relevant Facts and Details


Correct Score

First Read – =

Second Read – =

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression. My Brothers’ Flying Machine

Grade 4/Unit 4245

Practice

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Literary Element:Repetition and Personification

A. Write a short poem or a couple of sentences about an exciting event, using repetition at least once.

B. Write a short poem about a common household appliance, such as a vacuum cleaner or dishwasher. Use personification to make the poem more interesting.

Repetition: using a sound, word, or phrase two or more times for emphasisPersonification: giving animals or things human characteristics

R 3.5 Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works.My Brothers’ Flying Machine

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Vocabulary Strategy: Suffixes

Write five sentences about a time when you worked with someone else to make or do something. Use a noun with the suffix -er or -or in each sentence. Circle the nouns with -er or -or.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMy Brothers’ Flying Machine

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2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.


Challenge Words

Review Words

1. daughter

2. dinosaur

3. malt

4. stalk

5. applauded

6. caught

7. sprawling

8. halted

9. strawberry

10. fought

11. clause

12. halfway

13. audiences

14. because

15. thoughtful

16. vault

17. sought

18. shawl

19. wallpaper

20. squall

21. autograph

22. awkward

23. southpaw

24. announce

25. annoy

Spelling: Variant Vowel /ô/

au, aw, alt, alk, all

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.My Brothers’ Flying Machine

Grade 4/Unit 4248

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PracticeSpelling:

Variant Vowel /ô/ au, aw, alt, alk, all


Sample A: Sample B:

southpaw 𝖤 annoi𝖡 southpau 𝖥 anoy𝖢 sowthpaw annoy𝖣 southppaw 𝖧 annoie

1. 𝖠 daugter daughter

𝖢 dauhter𝖣 daoghter

2. 𝖤 dinasaure𝖥 dinasaur𝖦 dinosaure

dinosaur

3. 𝖠 mawlt𝖡 malte𝖢 mault

malt

4. 𝖤 stawk stalk

𝖦 stallk𝖧 staulk

5. 𝖠 aplaudded𝖡 applawded𝖢 apllauded

applauded

6. 𝖤 caugt𝖥 cauht

caught𝖧 cought

7. 𝖠 sprauling𝖡 spralling

sprawling𝖣 sprawlling

8. 𝖤 haulted halted

𝖦 hawlted𝖧 hallted

9. strawberry𝖡 strauberry𝖢 straweberry𝖣 stroberry

10. 𝖤 faught𝖥 fouht

fought𝖧 foght

16. vault𝖥 valt𝖦 vaulte𝖧 vawlt

17. 𝖠 saught𝖡 souht

sought𝖣 soght

18. shawl𝖥 shaul𝖦 shaule𝖧 shawle

19. 𝖠 walpaper𝖡 wallepaper

wallpaper𝖣 walpapper

20. 𝖤 squawl𝖥 squaul𝖦 sqaull

squall

11. clause 𝖡 clawse𝖢 claus𝖣 clauze

12. 𝖤 hafway halfway

𝖦 halfeway𝖧 halfwaye

13. 𝖠 audiances𝖡 audienses

audiences𝖣 audianses

14. 𝖤 becausse𝖥 becawse

because𝖧 becose

15. 𝖠 thoutful thoughtful

𝖢 thoughtfull𝖣 thaughtful

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions. My Brothers’ Flying Machine

Grade 4/Unit 4249

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Grammar:Pronouns and Homophones

• Its, their, and your are possessive pronouns.• It’s, they’re, and you’re are contractions for it is, they are,

and you are.• The word there means “in that place.” It sounds just like their

and they’re.

Write the homophone that correctly completes each sentence.

1. their they’re there

Go to a coral reef and explore the warm, clear waters .

2. Its It’s

not uncommon to fi nd corals in many bright colors.


Corals belong to a family of animals, and relatives include jellyfi sh and anemones.

4. Its It’s

even possible to fi nd corals growing on shipwrecks.

5. its it’s

A sponge eats by pumping water through tiny holes in body.


The bottom of the ocean is a busy place, and many creatures live

.

7. your you’re

Which one is favorite: the sea stars, the sand dollars, or the spiny lobsters?


No matter which one is your favorite, all important to life under the sea.

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill.My Brothers’ Flying Machine

Grade 4/Unit 4250

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PracticeGrammar:

Pronouns and Homophones

• Its, their, and your are possessive pronouns.• It’s, they’re, and you’re are contractions for it is, they are,

and you are.• The word there means “in that place.” It sounds just like their

and they’re.

Rewrite each sentence in the following short essay. There are six homophone mistakes.

Most people care about there environment and do things to protect it. But places exist here and their that we don’t see every day. Its important to take care of them, too. This summer I visited a beautiful coral reef. But a coral reef isn’t just a nice place to visit. Its also like a neighborhood. It’s millions of cracks and holes are home to many kinds of sea creatures. When I visited their, I learned that people have to take care of the oceans, not just the land.

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper. My Brothers’ Flying Machine

Grade 4/Unit 4251

Practice

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“I love playing basketball.” I said.

“Me too. I could play it all day!” he agreed.

Who taught you that jump shot I asked

Nobody he said I taught myself.

1. Read the dialogue at the top of this page. Add the quotation marks and punctuation to the last two lines. Follow the pattern you see in the fi rst two lines.

• Put quotation marks around the speaker’s words.

• Start a new line.

• Indent when the speaker changes.

2. Now practice adding quotation marks and punctuation to the lines below.

Want to play knockout I asked.

You’re brave. No one beats me at knockout he laughed.

That’s because you never played me before I bragged.

Extra Practice:

I don’t think it will fit back in that bag said Dee

Maybe it will if we fold it up really small suggested Carl

No way said Dee. It’s twice as big as the bag.

Writing: Adding Quotation Marks and Punctuation

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Phonics:Closed Syllables

A. On the lines below, list ten two-syllable words that have the VCCV pattern. Write the first syllable in the left blank and the second syllable in the right blank.

First Syllable Second Syllable

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

B. On the lines below, write pairs of words. One word should have the VCCV pattern, and the other should not. Have a partner circle the word with the VCCV pattern in each pair.

11.

12.

13.

14.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentA Walk in the Desert

Grade 4/Unit 5253

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Vocabulary

climate silken lumberinglurk shimmer eerie

Make your own crossword puzzle using the vocabulary words above. Give each word its own number. Then write out clues for your across and down words. Exchange puzzles with a partner.

Across Down

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentA Walk in the DesertGrade 4/Unit 5

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Comprehension: Main Idea and Details

A. In the space below, write the main idea of A Walk in the Desert. Then think about the details and facts that support the main idea. Write about three details that most impressed you in the selection.

Main Idea:

Details and Facts:

B. Think about one of the animals described in A Walk in the Desert. How would you describe the animal to a friend or family member? Write the details below.

Animal:

R 3.2 Identify the main events of the plot, their causes, and the influence of each event on future actions. A Walk in the Desert

Grade 4/Unit 5255

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As you read A Walk in the Desert, fill in the Main Idea Chart.

Comprehension:Main Idea Chart

How does the information you wrote in the Main Idea Chart help you to summarize A Walk in the Desert?

Main Idea

Detail 1

Detail 2

Summary

R 3.2 Identify the main events of the plot, their causes, and the influence of each event on future actions.A Walk in the Desert

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Fluency:Pacing


Welcome to the Great Basin Desert. It’s one of four 10 deserts in North America. The Great Basin Desert is the 20 coldest of the four North American deserts. 27 The Great Basin is an area in the western United States 38 that lies between the Sierra Nevada Mountains and the Rocky 48 Mountains. The land is like a big bowl that spreads across 59 several states. The Sierra Nevada and Rocky Mountains 67 are the high places that make the edges of the bowl. 78 Rain or snow that falls in the Great Basin remains 88 there. The water evaporates or drains into the dry ground. 98 Like all deserts, the Great Basin Desert gets less than 108 10 inches (25 cm) of rain or snow each year. 116 The Great Basin Desert covers most of Nevada and 125 Utah, as well as parts of nearby states. There are many 136 smaller mountain ranges between the Sierra Nevada 143 Mountains and the Rocky Mountains. There are valleys 151 between these mountain ranges. Geologists call this 158 landscape a basin-and-range pattern. 162

Comprehension Check

1. What is the main idea of the second paragraph? Main Idea and Details

2. What is the main idea of the fourth paragraph? Main Idea and Details


Correct Score

First Read – =

Second Read – =

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression. A Walk in the Desert

Grade 4/Unit 5257

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Text Feature:Flow Chart

Look at the flow chart below. Then answer the questions.

The Water Cycle

A flow chart is a good way to show a process from start to finish.

1. What happens during evaporation?

2. How are condensation and precipitation related?

3. What do you think happens to water that is soaked up into the ground during collection?

4. Based on what you know about the water cycle, why is it important to keep bodies of water clean?

EVAPORATIONThe sun heats the water in oceans, lakes, or rivers and turns it into steam. Then, the steam, or vapor, rises in the air.

CONDENSATIONThe vapor in the air cools and changes to liquid. That liquid is held in the clouds.

COLLECTIONWater that falls back to earth can be soaked up into the ground, or it can run back into the oceans, lakes, or rivers.

PRECIPITATIONWhen enough water collects in the clouds, the clouds can’t hold it. The water can fall as rain, snow, or hail.

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PracticeVocabulary Strategy:

Context Clues: Surrounding Words

rippled cactus drenched minerals scaly spines stinger crevice oasis snug landscape terrain

All the words below can be used in a desert or outdoors setting. Use at least five of the words to write sentences with a desert setting. Use context clues in your writing, giving examples to help to make the meaning of each word clear.

1.

2.

3.

4.

5.

6.

An example is one kind of context clue. Examples can help you to figure out the meaning of an unfamiliar word.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentA Walk in the Desert

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Spelling:Closed Syllables

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Challenge Words

Review Words

1. comfort

2. blanket

3. willow

4. plastic

5. welcome

6. perhaps

7. dipper

8. foggy

9. magnet

10. canyon

11. swallow

12. picket

13. witness

14. slender

15. windows

16. planner

17. palmetto

18. fossil

19. rumbles

20. blossom

21. cupboard

22. alumni

23. vault

24. sprawling

25. audience

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.A Walk in the Desert

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Spelling: Closed Syllables


Sample A: Sample B:

𝖠 vault 𝖤 sprauling𝖡 valt 𝖥 spralling𝖢 vawlt 𝖦 sprawling𝖣 vallt 𝖧 spraulling

1. 𝖠 comfort𝖡 comfert𝖢 commfort𝖣 comfurt

2. 𝖤 blankit𝖥 blankette𝖦 blanket𝖧 blannket

3. 𝖠 willo𝖡 willowe𝖢 wilow𝖣 willow

4. 𝖤 plasstic𝖥 plastic𝖦 plastick𝖧 plastec

5. 𝖠 welcome𝖡 wellcome𝖢 welcom𝖣 welcume

6. 𝖤 pirhaps𝖥 perrhaps𝖦 perhapps𝖧 perhaps

7. 𝖠 dippar𝖡 dipper𝖢 diper𝖣 dippor

8. 𝖤 foggy𝖥 foggey𝖦 foggie𝖧 fogy

9. 𝖠 magnit𝖡 magnet𝖢 maggnit𝖣 magnat

10. 𝖤 canyin𝖥 canyen𝖦 canyan𝖧 canyon

16. 𝖤 plannar𝖥 plannir𝖦 planner𝖧 plannor

17. 𝖠 palmetto𝖡 palmmeto𝖢 pallmetto𝖣 palmettoe

18. 𝖤 fossil𝖥 fossle𝖦 fossel𝖧 fossal

19. 𝖠 rumbels𝖡 rumbals𝖢 rumbles𝖣 rummbles

20. 𝖤 blossim𝖥 blossom𝖦 blossem𝖧 blossum

11. 𝖠 swollow 𝖡 swalow𝖢 swallow𝖣 swalloe

12. 𝖤 picket𝖥 pickit𝖦 pickitt𝖧 pickett

13. 𝖠 witnes𝖡 wittness𝖢 witniss𝖣 witness

14. 𝖤 slennder𝖥 slendar𝖦 slender𝖧 slendir

15. 𝖠 windows𝖡 windoes𝖢 windowes𝖣 winndows

𝖦

𝖠

𝖦

𝖣

𝖥

𝖠

𝖧

𝖡

𝖤

𝖡

𝖧

𝖢

𝖤

𝖣

𝖦

𝖠

𝖦

𝖠

𝖤

𝖢

𝖥

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions. A Walk in the Desert

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Grammar:Adjectives

• Proper adjectives are formed from proper nouns.• A proper adjective begins with a capital letter. • Common adjectives are not formed from proper nouns.

Do not capitalize common adjectives.

On the line, rewrite each proper adjective correctly.

1. Today I sat and read in the herman w. block room at the library.

2. I read a book about bears who live in the michigan woods.

3. I also learned that mosquitoes live in the fl orida swamps.

4. I read about a chinese custom of having brides wear red at weddings.

5. The room had a shelf of books about asian countries.

6. This library has more books than both pleasantville libraries put together.

7. I won’t miss the chill of minnesota winters.

8. I lived near the canadian border, where it got very cold.

9. That reminds me, I want to fi nd a book on eskimo life.

10. I already read a book on native american tribes.

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill.A Walk in the Desert

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Grammar:Adjectives

• Adjectives describe nouns or pronouns.• Proper adjectives are formed from proper nouns.• A proper adjective begins with a capital letter. • Common adjectives are not formed from proper nouns.

Do not capitalize common adjectives.

Rewrite each sentence in the paragraph below. Remember to use commas and and correctly with adjectives. Capitalize proper adjectives. Use a separate page if you need to.

The little, bookstore on the corner is different from the huge, Smithville bookstore in town. Both stores have lots of interesting, and exciting books. But that’s the only way they are alike. The small, blue, store on the corner is warm dim. It is fi lled with old and, unusual books. This store is not like the big smithville store. The Smithville store is bright, and cool. It has new, books by famous popular writers. There is even a counter where you can get a hot sweet tasty cup of cocoa.

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper. A Walk in the Desert

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Writing:Logical Structure:

Chronological Order

Drill 1: Putting Events in Logical Order

1. Read:

I was late for school.My alarm clock never went off.I jumped out of bed.I woke up.

2. Write the sentences in an order that makes sense:

1.

2.

3.

4.

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Phonics: Open Syllables

If the first syllable of a word is open, the vowel sound is long, and the syllables break in the V/CV pattern.If the first syllable of a word is closed, the vowel sound is short, and the syllables break in the VC/V pattern.

On the lines below, write ten words with an open first syllable and ten words with a closed first syllable. Divide the syllables with a slanted line (/).

Open First Syllable

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Closed First Syllable

11.

12.

13.

14.

15.

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17.

18.

19.

20.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Roadrunner’s Dance

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interfere guardian awkwardagile proclaimed convinced

A. Use the rhyming clues to help you identify the correct vocabulary word for each blank.

1. The teacher made it very clear that we should let them argue and not

.

2. The ballerina may look gangly and fragile, but when she dances she’s

very .

3. “I heard the news,” my friend exclaimed. “This is the law that the king

.”

4. I was that it was a good rule to wear a bathing cap in the pool.

5. I tried to do the crossword with my sprained hand, but my

writing was hard to understand.

6. Mr. Horatio Clive Carbuncle is not my but my uncle.

B. Write a sentence of your own that uses three of the vocabulary words.

Vocabulary

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Usually authors write to entertain, to inform or explain, or to persuade.

Write two sentences to entertain a reader. Your sentences might be from a folk tale involving talking animals. Follow them with two sentences that inform a reader of facts about animals or explain how to train an animal. Then write two sentences that persuade a reader to donate money to feed hungry animals.

1. Entertaining sentences:

2. Informational sentences:

3. Persuasive sentences:

Comprehension:Author’s Purpose

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Comprehension:Author’s Purpose Map

As you read Roadrunner’s Dance, fill in the Author’s Purpose Map.

Clue

How does the information you wrote in the Author’s Purpose Map help you to evaluate Roadrunner’s Dance?

Clue Clue

Author’s Purpose

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

Far away, in a land of ice and snow, there lived a father, a mother, and 16 their young son. The boy was small for his age. Everyone in the village 30 called him Miki, which meant “little” in the Inupiac language.

40 One day, Miki’s father and his uncle went north to hunt. They were 53 gone for many long days, and Miki and his mother began to worry. At 67 long last, Miki’s uncle returned. But he was alone and empty-handed. He 79 insisted that something had taken his brother away in the dark of night. 92 But he could not tell Miki or his mother what kind of creature had carried

107 him away. No footprints had been left behind. 115 He said, “The North Wind must have covered the footprints with snow. 127 Or maybe the North Wind itself blew my brother away. Either way, he 140 will never return.” 143 Miki and his mother did not give up hope. They knew in their hearts 157 that the father could still be alive. They watched and waited for him. But 171 there came a time when there was no food and it was left to Miki to 187 provide for the family. It was a big responsibility for such a small boy. 201

Comprehension Check

1. How can you tell that Miki and his mother do not believe the uncle? Plot Development

2. What has occurred in the plot to change the lives of the characters? Plot Development


Correct Score

First Read – =

Second Read – =

Fluency:Intonation and Pacing

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression. Roadrunner’s Dance

Grade 4/Unit 5269

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Literary Element: Foreshadowing and

Symbolism

Foreshadowing hints at what is going to happen in a story without giving the story away. Authors use foreshadowing to build suspense.

Symbols are actions, objects, pictures, or sounds that people use to stand for important ideas and things.

A. Read the passage. Underline the examples of foreshadowing. Then finish the story. Include at least one more example of foreshadowing. Underline the foreshadowing you add.

Mouse and Bird were strolling through the desert. As always, Mouse was paying close attention to his surroundings. Bird was busy whistling. “We’re walking past Tarantula’s house,” Mouse said. “Keep your eyes open!” Bird just kept whistling instead of paying attention.

B. Complete the chart below with five symbols and what they stand for. Include at least two objects and two actions. Remember that some symbols may have more than one meaning.

Symbol Meaning

R 2.3 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues.

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One common use of synonyms may be seen every day in your newspaper’s crossword puzzle. Write synonyms of the words below in the crossword puzzle boxes. Put one letter in each box. Use capital letters to write each word.

DOWN

1. meddle

2. uncoordinated

ACROSS

3. certain

4. defender

5. nimble

6. made a declaration

Vocabulary Strategy:Synonyms

R 1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases. Roadrunner’s Dance

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Spelling: Open Syllables

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5.

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25.


Challenge Words

Review Words

1. humid

2. leveled

3. balanced

4. talented

5. radar

6. limited

7. fi nance

8. fi nished

9. famous

10. spoken

11. famished

12. rehearse

13. habits

14. bison

15. cider

16. decay

17. promise

18. razor

19. pity

20. easel

21. sequence

22. vivid

23. swallow

24. plastic

25. blossom

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.Roadrunner’s Dance

Grade 4/Unit 5272

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Spelling:Open Syllables


Sample A: Sample B:

𝖠 swallow 𝖤 plastick𝖡 swalow 𝖥 plastec𝖢 swalloe 𝖦 plastic𝖣 swollow 𝖧 plasstic

1. 𝖠 hummid𝖡 humed𝖢 humid𝖣 huemid

2. 𝖤 levelled𝖥 levaled𝖦 leveled𝖧 levalled

3. 𝖠 ballanced𝖡 balanced𝖢 balannced𝖣 ballenced

4. 𝖤 tallented𝖥 talented𝖦 tallinted𝖧 talanted

5. 𝖠 raidar𝖡 raydar𝖢 raddar𝖣 radar

6. 𝖤 limmited𝖥 limited𝖦 limitted𝖧 limeted

7. 𝖠 fi nansce𝖡 fi nance𝖢 finnance𝖣 finanse

8. 𝖤 fi nished𝖥 fi nnished𝖦 fi neshed𝖧 fi nneshed

9. 𝖠 fammous𝖡 famouse𝖢 famous𝖣 fameous

10. 𝖤 spokin𝖥 spocken𝖦 spoaken𝖧 spoken

16. 𝖤 decaye𝖥 dacay𝖦 decay𝖧 deckay

17. 𝖠 prommise𝖡 promise𝖢 promice𝖣 prommice

18. 𝖤 razor𝖥 rasor𝖦 razer𝖧 raser

19. 𝖠 pitie𝖡 pittey𝖢 pity𝖣 pittie

20. 𝖤 easel𝖥 easal𝖦 easle𝖧 eesel

11. 𝖠 fammished 𝖡 fameshed𝖢 famished𝖣 fammeshed

12. 𝖤 rehearse𝖥 reherse𝖦 reaherse𝖧 reehearse

13. 𝖠 habets𝖡 habbits𝖢 habits𝖣 habbets

14. 𝖤 bisin𝖥 byson𝖦 bison𝖧 bisson

15. 𝖠 cyder𝖡 cider𝖢 cidar𝖣 cidre

𝖦

𝖢

𝖦

𝖡

𝖥

𝖣

𝖥

𝖡

𝖤

𝖢

𝖧

𝖢

𝖤

𝖢

𝖦

𝖡

𝖦

𝖡

𝖤

𝖢

𝖤

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions. Roadrunner’s Dance

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• Use the with singular nouns that name a particular person, place, or thing.

• Use the before all plural nouns. • Use a and an with singular nouns. • Use a if the next word starts with a consonant sound.• Use an if the next word starts with a vowel sound.

Read each sentence. Put one line under each article. Put two lines under the noun that each article points out.

1. The snake bared his fangs.

2. Father and his family took a different path home.

3. Many villagers went to speak to the elders.

4. They went to see Desert Woman to ask a favor.

5. She placed a noisy rattle on Snake’s tail.

6. Rattlesnake continued to threaten the animals.

7. They needed an animal that would make Rattlesnake behave.

8. Desert Woman molded a strange new bird from clay.

9. Roadrunner practiced dancing until he could twirl like a twister.

10. Roadrunner raced down the road to fi nd Rattlesnake.

11. Rattlesnake let out an angry hiss.

12. He struck, but Roadrunner hopped out of the way .

13. Roadrunner danced around Rattlesnake like a whirlwind .

14. Rattlesnake made a promise not to frighten everyone any more.

15. All the children thanked Roadrunner for helping them.

16. Now the road was safe for everyone to use .

Grammar:Articles

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill.Roadrunner’s Dance

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• Use a and an with singular nouns. • Use a if the next word starts with a consonant sound.• Use an if the next word starts with a vowel sound. • Use the with singular nouns that name a particular person,

place, or thing. • Use the before all plural nouns.

Rewrite each sentence in the poster below. Remember to use a, an, and the correctly. Add articles where they are missing.

VICEROY ELEMENTARY SCHOOL ANNOUNCESA THIRD ANNUAL ARTS AND CRAFTS SHOW!

show will take place on Saturday, March 28.If you have a art project or an craft project to display,

please let fourth-grade art teacher know.Gift card worth $30 will be awarded

to artist who wins first place.

Grammar:Articles

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper. Roadrunner’s Dance

Grade 4/Unit 5275

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Writing:Logical Structure:

Chronological Order

Drill 3: Identifying Different Types of Leads

1. Review:

There are many ways to start a journal entry:

Four Types of LeadsActionDialogueObservationQuestion

2. Read:

“No dogs allowed,” the manager told Kristy. Type of Lead

How was I going to finish all the cleaning before Mom got home? Type of Lead

The car stopped inches from Fluffy. Type of Lead

I saw the sun shine brightly on the dew-covered grass. Type of Lead

3. Write the correct type of lead next to each sentence above.

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Phonics: Vowel Teams

A. Write three words for each vowel team in the chart below. Make sure each word you write has a long vowel sound.

ai ea oa ee

B. Write five sentences about a special plant or animal that can be found in your community. Use at least five words with vowel teams. Underline the vowel teams in the words you used.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Animals Come Home to Our National Parks • Grade 4/Unit 5

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Vocabulary

Read the vocabulary words in the box. On the lines below write five sentences, each using one of the vocabulary words.

journey relocated natural roamed completed

1.

2.

3.

4.

5.

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Comprehension: Main Idea and Details

Read each paragraph. Then answer the questions that follow.

Grand Canyon National Park invites fourth through sixth graders to participate in our education program. The program will be offered Monday through Friday between September 20 and December 10, and again between March 7 and May 27.

1. What is the main idea of this paragraph?

2. List the supporting details below.

3. What will the next paragraph probably be about?

Grand Canyon National Park is one of 270 national parks in the Vital Signs Monitoring network. Vital Signs Monitoring keeps track of each and every component of a national park as an ecosystem. It also contributes information needed to understand and measure performance regarding water quality, landscape changes, and wildlife populations.

4. What is the main idea of this paragraph?

5. List the supporting details below.

6. What will the next paragraph probably be about?

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Comprehension:Main Idea Chart

How does the information you wrote in the Main Idea Chart help you to summarize Animals Come Home to Our National Parks?

As you read Animals Come Home to Our National Parks, fill in the Main Idea Chart.

How does the information you wrote in the Main Idea Chart help you to summarize Animals Come Home to Our National Parks?

Main Idea

Detail 1

Detail 2

Summary

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Fluency:Accuracy

As I read, I will pay attention to the pronunciation of vocabulary words and other difficult words.

It was the late 1920s. Ernst Coe had moved to Florida. He began 12 to notice that plants and birds were disappearing from one of his 24 favorite places, the Everglades. The Everglades were a giant marsh full 35 of unique plants and animals that couldn’t be found anywhere else. 46 Thousands of beautiful birds made the Everglades their home. 55 Turtles, manatees, and alligators roamed its waters. Ernst Coe 64 thought the Everglades should be turned into a national park.74 Some people thought Ernst Coe was foolish. The Everglades were 84 just a swamp. In some places, all you could see was water and grass. 98 Weren’t national parks supposed to be places that had spectacular

108 scenery? Luckily, new thinking about what makes a good national 118 park was taking shape in Washington, D.C. People didn’t want to 129 preserve only beautiful mountains. They were hoping to protect 138 places that were unique. They wanted parks that would preserve our 149 nation’s history and culture. 153

Comprehension Check

1. What problem did Ernst Coe identify, and how did he want to solve it? Problem and Solution

2. What is the main idea in the second paragraph? Main Idea and Details


Correct Score

First Read – =

Second Read – =

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and e xpression. Animals Come Home to Our

National Parks • Grade 4/Unit 5281

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Study Skill: Dictionary

park1 pärk noun [Middle English, from Old French parc enclosure] 1 enclosed land with wildlife owned by royalty. 2 a: land in or near a city or town used for recreation. b: land in its natural state owned by the public. 3 a stadium and surrounding facilities. park2 verb 1 to leave a vehicle at the edge of a street. 2 to set and leave temporarily. He parked himself on a chair.

Above are two sample dictionary entries for the word park. Using these as a model, create a dictionary entry for any multiple-meaning word you choose. Be sure to include the word’s correct spelling, pronunciation, part of speech, origin, and meanings.

W 1.7 Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing.Animals Come Home to Our


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A. Summarize Animals Come Home to Our National Parks. Use the Description Writing Frame below.

People are trying to restore the damaged in our National Parks.

First, they are

.

This is important because

.

They are also

.

This is important because

.

B. Rewrite the completed summary on another sheet of paper. Keep it as a model for writing a summary of an article or selection using this text structure.


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Vocabulary Strategy: Latin Roots

Words that have the Latin root locat have to do with places.Words that have the Latin root duc have to do with leading.

Write a sentence that includes each of the words shown.

1. deduction

2. relocated

3. education

4. location

5. induced

R 1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., international).Animals Come Home to Our


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Spelling: Vowel Teams

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.


Challenge Words

Review Words

1. airfare

2. staircase

3. billionaire

4. persuasion

5. discounted

6. compound

7. beneath

8. sleepless

9. oatmeal

10. eighteen

11. baboon

12. mermaid

13. trainer

14. repeating

15. approach

16. afl oat

17. defeat

18. revealing

19. increase

20. shoelace

21. referee

22. migraine

23. fi nance

24. fi nished

25. spoken

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions. Animals Come Home to Our


Practice

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Spelling: Vowel Teams


Sample A: Sample B:

finance 𝖤 finnished𝖡 finanse 𝖥 fineshed𝖢 finnance finished𝖣 finnanse 𝖧 finneshed

1. airfare𝖡 arfare𝖢 airfair𝖣 airfar

2. 𝖤 starcase𝖥 staircaise𝖦 stearcase

staircase

3. 𝖠 billionare𝖡 billionair𝖢 bilionnaire

billionaire

4. 𝖤 persasion persuasion

𝖦 perrsuasion𝖧 persuasione

5. discounted𝖡 disconted𝖢 discountted𝖣 disscounted

6. compound𝖥 compond𝖦 commpound𝖧 compouned

7. 𝖠 beaneath beneath

𝖢 beneeth𝖣 beneathe

8. sleepless𝖥 sleapless𝖦 slepeless𝖧 sleepliss

9. 𝖠 otemeal𝖡 oatmeel𝖢 oatmele

oatmeal

10. 𝖤 eightean𝖥 eightene𝖦 eightteen

eighteen

16. 𝖤 afl ote afl oat

𝖦 affl oat𝖧 affl ote

17. defeat𝖡 defeet𝖢 defete𝖣 difeat

18. revealing𝖥 reveeling𝖦 revelling𝖧 reavealing

19. 𝖠 increese𝖡 increace

increase𝖣 increese

20. 𝖤 sholace shoelace

𝖦 shoolace𝖧 shoelaice

11. 𝖠 babboon𝖡 baboone

baboon𝖣 babboone

12. mermaid𝖥 merrmaid𝖦 mermade𝖧 murmaid

13. 𝖠 traner𝖡 trayner𝖢 trainner

trainer

14. 𝖤 repeeting repeating

𝖦 repeting𝖧 ripeating

15. approach𝖡 approche𝖢 approch𝖣 aproach

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.Animals Come Home to Our


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• Add -er to most adjectives to compare two people, places, or things.

• Add -est to most adjectives to compare more than two. • For adjectives ending in e, drop the e before adding -er

or -est. • For adjectives ending in a consonant and y, change the y to i

before adding -er or -est.• For adjectives that have a single vowel before a final

consonant, double the final consonant before adding -er or -est.

Rewrite the sentences below, correcting the form or spelling of the underlined adjective.

1. After the sun went down, the air felt chilliest than before.

2. I think fi sh feel freeer in the ocean than they do in tanks.

3. Dad caught the bigest fi sh of all.

4. I wonder which ocean is the saltyest.

5. The dolphin is one of the smartiest animals.

6. The water is calmmer than it was yesterday.

7. My clothes are wettest than they were this morning.

8. That shark has the paleest skin I’ve ever seen.

Grammar:Adjectives

That Compare

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill. Animals Come Home to Our


Practice

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Rewrite the title and each sentence in the response to literature below. Remember to use -er and -est endings correctly with adjectives. Be sure to capitalize proper nouns, names, and titles.

Response to “exploring the undersea Territory”

I enjoyed reading this article. After learning about undersea explorers, I think that the work they do is strangeer and scaryer than most people’s jobs. But it is also more interesting.

One of the braveest explorers of all is sylvia Earle. She was nicknamed “Her deepness” because in 1979 she made the deeper ocean dive any human being had ever made alone. She went on to work as a businesswoman and as a scientist at the National oceanic and Atmospheric Administration.

Grammar:Adjectives

That Compare

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper.Animals Come Home to Our


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Writing: Rubric

Writ

ing

Rub

ric

4 E

xcel

lent

3 G

ood

2 F

air

1 U

nsat

isfa

ctor

y

Idea

s an

d C

onte

nt/

Gen

reId

eas

and

Con

tent

/G

enre

Idea

s an

d C

onte

nt/

Gen

reId

eas

and

Con

tent

/G

enre

Org

aniz

atio

n an

d F

ocus

Org

aniz

atio

n an

d F

ocus

Org

aniz

atio

n an

d F

ocus

Org

aniz

atio

n an

d F

ocus

Sen

tenc

e S

truc

ture

/ F

luen

cyS

ente

nce

Str

uctu

re/

Flu

ency

Sen

tenc

e S

truc

ture

/ F

luen

cyS

ente

nce

Str

uctu

re/

Flu

ency

Con

vent

ions

Con

vent

ions

Con

vent

ions

Con

vent

ions

Wor

d C

hoic

eW

ord

Cho

ice

Wor

d C

hoic

eW

ord

Cho

ice

Voi

ceV

oice

Voi

ceV

oice

Pre

sent

atio

nP

rese

ntat

ion

Pre

sent

atio

nP

rese

ntat

ion

W 1.0 Writing Strategies Animals Come Home to Our National Parks • Grade 4/Unit 5

289

Practice

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Under each heading, write three words with the /әr/ sound that have the indicated spelling. Then use the words in a sentence.

1. /әr/ spelled ar

2. Sentence:

3. /әr/ spelled er

4. Sentence:

5. /әr/ spelled or

6. Sentence:

Phonics:r-Controlled

Vowel Syllables

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentAt Home in the Coral ReefGrade 4/Unit 5

290

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Vocabulary

eventually reef brittlecurrent partnership suburbs

Make your own crossword puzzle using the vocabulary words above. Figure out which words will go across and which will go down. Be sure that the words in your puzzle cross in the right places. Then write clues. When you’re done, exchange puzzles with a partner.

Across Down

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentAt Home in the Coral Reef

Grade 4/Unit 5291

Practice

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Comprehension:Compare and Contrast

Compare and contrast yourself with one of your friends or relatives. Write your name at the top of the first column. Complete the column by writing five things about yourself. Write the other person’s name at the top of the second column. Then compare and contrast the other person with what you’ve written about yourself. If the two of you share the thing in common, write “same.” If not, describe how the other person is different from you.

My Name:

1.

2.

3.

4.

5.

His or Her Name:

1.

2.

3.

4.

5.

R 2.1 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension.At Home in the Coral Reef

Grade 4/Unit 5292

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Comprehension:Venn Diagram

Different

Alike

As you read At Home in the Coral Reef, fill in the Venn Diagrams.

How does completing the Venn Diagrams help you to analyze the text structure of At Home in the Coral Reef?

Different

Alike

Soft Polyps Hard Polyps

Gobies/Grouper Polyps/Plants

R 2.1 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension. At Home in the Coral Reef

Grade 4/Unit 5293

Practice

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Fluency:Intonation and

Expression

As I read, I will pay attention to my intonation and expression.

Some ocean ecosystems are fi lled with bizarre and beautiful life forms. 11 In warm, shallow waters, lush coral reefs bustle with life. Tourists visit 23 these reefs to see thousands of colorful fi sh. 31 In other ocean ecosystems, life struggles to survive in harsh conditions. Salt 43 water is poison to most trees. But mangrove trees manage to grow in the 57 ocean’s salty water. These trees provide food and shelter to many small 69 animals. 70 There is another ecosystem where conditions are even harsher. It rivals 81 the coral reefs for bizarre and beautiful life forms. 90 It is a world of towering chimneys squirting out what looks like black 103 smoke. It is a world fi lled with creatures that look like puffy orange balls 117 and giant pens with bright red caps. 124 Scientists only discovered this fantastic world in the 1970s. It is the 135 world of hydrothermal vents. 139 Hydrothermal vents remained a secret for so long because they are hidden 151 at the bottom of the ocean. They lie under more than a mile of water, and 167 it was not until the 1950s that submarines could dive down that deep. 179

Comprehension Check

1. How are coral reefs and hydrothermal vents similar? How are they different? Compare and Contrast

2. Which fact explains why hydrothermal vents were not discovered until the 1970s? Relevant Facts and Details


Correct Score

First Read – =

Second Read – =

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.At Home in the Coral Reef

Grade 4/Unit 5294

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A. Underline the hyperbole in each sentence. Then rewrite the sentence without it.

1. The boat we used for the expedition to the coral reef was older than time.

2. When we fi nally got to it, the reef looked like it was a million miles long.

3. I saw more fi sh swimming around the reef than there are stars in the sky.

4. The fi sh in the reef swam faster than lightning.

5. I would give my right arm if I could be an underwater explorer.

B. Write a definition of the word.

6. protagonist

A protagonist is the main character in a story. In a myth, the protagonist is usually a god or goddess, or a heroic character. Hyperbole is a kind of figurative language that uses exaggeration for emphasis, humor, and to add drama to writing. Examples of hyperbole are a million grains of sand, a towering wave, and a mile-long tail.

Literary Elements:Protagonist and

Hyperbole

g

y

g y g

g g

R 2.0 Reading ComprehensionAt Home in the Coral Reef

Grade 4/Unit 5295

Practice

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Vocabulary Strategy:Description

Sometimes writers will provide descriptions as context clues in order to help their readers clarify a word’s meaning.

Supply descriptions as context clues for each of the following five words. Be sure that the descriptive context clues help make the meanings of the words clear.

harsh sunken gusts compass cargo

1.

2.

3.

4.

5.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentAt Home in the Coral ReefGrade 4/Unit 5

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PracticeSpelling:

r-ControlledVowel Syllables

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.


Challenge Words

Review Words

1. grocery

2. professor

3. barbershop

4. grammar

5. polar

6. tractor

7. composer

8. ranger

9. odor

10. collar

11. waiter

12. powder

13. danger

14. cheddar

15. popular

16. harbor

17. anchor

18. elevator

19. daughter

20. victory

21. conductor

22. manufacturer

23. billionaire

24. mermaid

25. referee

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions. At Home in the Coral Reef

Grade 4/Unit 5297

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Spelling:r-Controlled

Vowel Syllables


Sample A: Sample B:

toaster 𝖤 guvaner𝖡 toester 𝖥 governa𝖢 toastar 𝖦 govurnor𝖣 toestar governor

1. grocery𝖡 grosery𝖢 groceree𝖣 grosury

2. 𝖤 proffessor𝖥 proffeser professor𝖧 professer

3. 𝖠 barburshop𝖡 barborshop𝖢 barbarshop barbershop

4. 𝖤 gramer𝖥 grammer𝖦 gramar grammar

5. 𝖠 poler𝖡 pohlar polar𝖣 polur

6. tractor𝖥 tracter𝖦 tracktor𝖧 trackter

7. composer𝖡 compozur𝖢 composar𝖣 compozer

8. 𝖤 rainger𝖥 rayngar

ranger𝖧 rangar

9. 𝖠 ohdor odor

𝖢 odur𝖣 oder

10. 𝖤 cholar collar

𝖦 collur𝖧 collor

11. 𝖠 waytur𝖡 waitor

waiter𝖣 waitar

12. 𝖤 powddur𝖥 powderr𝖦 powdur

powder

13. 𝖠 danjer danger

𝖢 daynger𝖣 dangur

14. 𝖤 chedar𝖥 chedder

cheddar𝖧 chedor

15. 𝖠 populer𝖡 popullar𝖢 populor

popular

16. 𝖤 harhbor𝖥 harbur𝖦 harber

harbor

17. anchor𝖡 anckor𝖢 ankor𝖣 ancher

18. elevator𝖥 elevater𝖦 elevaytor𝖧 elevatur

19. 𝖠 dawtur𝖡 dotter

daughter𝖣 daughtor

20. 𝖤 victerey𝖥 victury

victory𝖧 viktory

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.At Home in the Coral Reef

Grade 4/Unit 5298

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• For long adjectives, use more and most to compare people, places, or things.

• Use more to compare two people, places, or things.• Use most to compare more than two. • When you use more or most, do not use the ending -er or -est.

Rewrite each sentence. Use the correct form of the adjective.

1. Harlem is the more excitingest place I’ve ever been.

2. The sounds of the traffi c outside made me feel more awaker than at home.

3. At fi rst, Aunt Nanette seemed more caringer than Uncle Romie.

4. My visit to my grandparents’ house is the most peacefulest time I can remember.

5. My aunt and uncle are most importanter to me than they used to be.

6. Uncle Romie is the most artisticest person I know.

7. I was more carefuller with this collage than I usually am.

8. My mother makes the more excellentest pepper jelly I have ever tasted.

Grammar:Comparing withMore and Most

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill. At Home in the Coral Reef

Grade 4/Unit 5299

Practice

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• For long adjectives, use more and most to compare people, places, or things.

• Use more to compare two people, places, or things.• Use most to compare more than two.

Rewrite each sentence in the introduction speech below. Remember to use more and most correctly with adjectives. Use a comma after an introductory word used at the beginning of a sentence. Use a comma when the first word in the sentence addresses someone by name.

Class I would like to introduce my Uncle Romie to you. I met him last summer when I visited New York. He is the most creativest, most imaginativest person I know! His work is more unusualer and more powerfuler than any painting in a museum. Is he a painter? Is he a photographer? Is he a writer? No he’s all of those at once. He puts paint, pictures, newspapers, magazines, and other things together to make the most amazing collages. His collage of Harlem is the more joyfulest picture I’ve ever seen. Yes I have also started making collages, just like Uncle Romie.

Grammar:Comparing withMore and Most

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper.At Home in the Coral Reef

Grade 4/Unit 5300

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PracticeWriting:

Logical Structure: Distinguishing

Moments

Drill 1: Adding a Moment to a Student’s Journal

1. Read:

1. The dog started barking as I walked by the house.

2. I bit into the sandwich and felt something strange.

3. She spilled her lunch tray on the floor.

4. They ran to the door.

5. I opened my eyes and looked at the ceiling.

2. Write ONE sentence that shows what happens NEXT in each moment.

1. The dog started barking as I walked by the house.

2. I bit into the sandwich and felt something strange.

3. She spilled her lunch tray on the floor.

4. They ran to the door.

5. I opened my eyes and looked at the ceiling.

Extra Practice: Choose one moment and write a few more sentences about what happened.

W 1.0 Writing StrategiesAt Home in the Coral Reef

Grade 4/Unit 5301

Practice

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Phonics:Consonant + le

Syllables

labor people anvil royal middleelephant civil several travel telephoneanimal bugle agile snorkel

Read each word in the box and listen for the /әl/ sound. If the word has the /әl/ sound, write it below the correct spelling. If it does not have the /әl/ sound, mark it with an X. When you finish, choose four of the words and write two sentences, including two of the words in each.

/әl/ spelled al

/әl/ spelled il

/әl/ spelled el

/әl/ spelled le

Sentences:

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentAdelina’s Whales • Grade 4/Unit 5302

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Vocabulary

dove encounter massivetangles rumbling unique

Use the vocabulary words to create a newspaper article about a pod of whales. Be sure to use all the words in the article. Write your article on the lines below.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentAdelina’s Whales • Grade 4/Unit 5 303

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Recall the chronological order of events that happened on a vacation or during a special family event. Write down the sequence of events and put them in chronological order.

1.

2.

3.

4.

5.

6.

7.

8.


Adelina’s Whales • Grade 4/Unit 5304

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As you read Adelina’s Whales, fill in the Sequence Chart.

How does the information you wrote in the Sequence Chart help you to analyze the text structure of Adelina’s Whales?



Adelina’s Whales • Grade 4/Unit 5 305

Practice

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Fluency:Pacing and Expression

As I read, I will pay attention to my pacing and expression.

It is a warm, sunny day. You are on a whale-watching boat trip. 13 Everyone is very excited. The captain promises that you will see a gray 26 whale. After just a little while, you realize this is going to be even 40 better than you thought. There is a mother gray whale and her calf 53 swimming near your boat. 57 You are admiring the baby whale, just the way the mother whale 69 seems to want you to. Suddenly a dark black fi n appears in the water. 83 It’s the dorsal fi n of an orca whale. Now there are two dark black fi ns, 98 then three and four. What is happening? Six killer orca whales are 110 attacking the baby whale. 114 The mother does her best to fi ght them off. You keep watching, 126 hoping the mother can save her calf. She rolls like a log to push the 141 attackers away. Then she lifts the calf in the air with her fl ippers 154 so the baby is protected from the orca whales. Finally, the mother gray 167 whale manages to lead her calf to shallow waters. The killer whales do 180 not follow. 182

Comprehension Check

1. What events do the whale watchers witness from the boat? Chronological Order

2. What causes the orca whales to attack the calf, but not the mother? Cause and Effect


Correct Score

First Read – =

Second Read – =

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.Adelina’s Whales • Grade 4/Unit 5306

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PracticeLiterary Element:

Meter and Rhyme Scheme

A. Limericks may be short, but their format demands much thought to achieve the required meter and rhyme scheme. Study this limerick by Edward Lear. Then complete it by circling the correct words and explain whether each numbered word was chosen because of meter, rhyme scheme, or both.

There was an old man in a 1.

,

Whose whiskers were 2.

to 3.

,

But the birds of the 4.

Pluck’d them perfectly 5.

To make themselves 6.

in that tree.

1. tree hickory

Reason:

2. beautiful lovely

Reason:

3. see witness

Reason:

4. air sea

Reason:

5. clean bare

Reason:

6. comfortable nests

Reason:

B. Write your own limerick on the lines below. Be sure that your poem includes the correct rhyme scheme and meter.

tree

lovely

see

air

bare

nests

R 2.0 Reading ComprehensionAdelina’s Whales • Grade 4/Unit 5 307

Practice

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Vocabulary Strategy:Homographs

A. Write three pairs of homographs and their meanings on the lines below.

1.

2.

3.

B. Now write a short story using each of the homographs you wrote above.

R 1.6 Distinguish and interpret words with multiple meanings.Adelina’s Whales • Grade 4/Unit 5308

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PracticeSpelling:

Consonant + le Syllables

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.


Challenge Words

Review Words

1. mobile

2. tropical

3. eternal

4. funnel

5. formal

6. pebble

7. channel

8. loyal

9. paddle

10. pupil

11. symbol

12. medal

13. bicycle

14. ruffl e

15. vessel

16. bugle

17. decimal

18. special

19. ankle

20. docile

21. minimal

22. snorkel

23. barbershop

24. anchor

25. manufacturer



Practice

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Spelling:Consonant + le

Syllables

1. 𝖠 mobil𝖡 mobal

mobile𝖣 moabel

2. 𝖤 tropacal𝖥 tropicle

tropical𝖧 troppical

3. eternal𝖡 eternil𝖢 eturnal𝖣 eternel

4. 𝖤 funnle funnel

𝖦 funnal𝖧 funel

5. 𝖠 formel formal

𝖢 formmal𝖣 formil

6. 𝖤 pebal𝖥 pebbal𝖦 pebbel

pebble

7. 𝖠 chanel𝖡 chennal𝖢 channle

channel

8. 𝖤 loyle𝖥 loyel

loyal𝖧 loyl

9. paddle𝖡 paddel𝖢 padle𝖣 paddal

10. pupil𝖥 puppil𝖦 pupel𝖧 puple

11. 𝖠 simbol𝖡 symbel

symbol𝖣 symbal

12. 𝖤 meddal𝖥 meddol𝖦 medel

medal

13. 𝖠 bycicle bicycle

𝖢 bicycal𝖣 bicycul

14. 𝖤 ruffel𝖥 ruffal

ruffl e𝖧 ruffi l

15. vessel𝖡 vessle𝖢 vessal𝖣 vessil

16. 𝖤 bugal bugle

𝖦 buegle𝖧 bugile

17. 𝖠 desimal𝖡 decamal𝖢 decimel

decimal

18. 𝖤 speshial𝖥 spechile𝖦 speshal

special

19. 𝖠 ankel 𝖡 ankal

ankle𝖣 ancle

20. 𝖤 dossul𝖥 docale

docile𝖧 dosil


Sample A: Sample B:

𝖠 peddal 𝖤 strugil𝖡 pedle struggle pedal 𝖦 struggel𝖣 pedel 𝖧 strugal



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• Use worse to compare two people, places, or things.• Use worst to compare more than two.

Write worse or worst to complete each sentence correctly.

1. The invention of barbed-wire fences made life for wild horses than before.

2. During the period, the population of horses fell below 17,000.

3. Hunger and thirst were the threats to horses.

4. Seeing wild horses in fenced feedlots made Dayton Hyde feel

than he had for a long time.

5. The ranch was no than the feedlot.

6. The thought of the horses breaking down the fence was Dayton’s

fear.

7. Conditions were for horses after more land was settled.

8. The cold felt for the cowboys than it did for the horses.

9. This is the time to ride a horse.

10. My saddle sore is no than yours, I suppose.

11. That’s not the riding I’ve ever seen.

12. That trail is much than this trail.

Grammar:Comparing withGood and Bad



Practice

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Grammar:Comparing withGood and Bad

Rewrite each sentence in the scientific observation below. Remember to use forms of good and bad correctly.

QUESTION: What is the bestest way to approach a horse?OBSERVATIONS: Calm horses have relaxed muscles, heads, and necks. Frightened horses may raise their heads and tense their muscles. Flattened ears are one of the most worst signs of fear.

Alan and Maria approached the horse named Bertha. The trainer, Marcos, was with them. (It is always goodest to have adults present for safety.) When Alan walked noisily toward Bertha from behind, her signs of fear grew worser. When Maria walked slowly and quietly toward Bertha from the left front side, Bertha stayed more calmer. She seemed to like this approach much more better.CONCLUSION: Approaching a horse from the front or side is gooder than approaching from behind.



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PracticeWriting:

Logical Structure: Distinguishing

Moments

Drill 3: Brainstorming as Many Moments as Possible!

1. Think about what happens at a birthday party.

2. Brainstorm some moments that happen at a birthday party.

For example:

1. guests arrive

2. playing party games

3.

4.

5.

6.

3. Think about another kind of day that was special to you.

4. Write a title for your special day:

5. Brainstorm some moments from that special day.

1.

2.

3.

4.

5.

6.

7.

Extra Practice: Think of MORE moments to add to your brainstorm.

W 1.0 Writing StrategiesAdelina’s Whales • Grade 4/Unit 5 313

Practice

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Phonics: -in, -on, -en

A. Answer each riddle with a word that ends with the final /әn/ sound, spelled -en, -in, or -on.

1. I am the number of innings in a baseball game plus two.

What am I?

2. I am a glass of water that was left outside on a 20° day.

What am I?

3. If you didn’t have me, you wouldn’t be able to stand straight.

What am I?

4. I am a ship that is lying at the bottom of the sea.

What am I?

5. I am the child of your mother’s sister. Who am I?

6. I grow where it is warm and I’m often used to make clothing.

What am I?

7. I was a grape that was left in the sun to dry. Now I am wrinkled.

What am I?

8. What does ice cream do when you leave it out for awhile?

B. Think of two more riddles yourself. Swap with a partner to solve.

9.

10.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentLeah’s Pony • Grade 4/Unit 6314

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Practice: Vocabulary

items clustered bidding glistened overflowing sturdy

Use each pair of vocabulary words in a single sentence.

1. sturdy, clustered

2. bidding, overfl owing

3. glistened, sturdy

4. items, bidding

5. glistened, overfl owing

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentLeah’s Pony • Grade 4/Unit 6 315

Practice

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1. Main Character’s Name:

2. Story Problem:

3. First Event:

4. Second Event:

5. Solution:

6.

Plan a story that has a problem and a solution. Then write the first paragraph of the story.

Comprehension: Problem and Solution

R 2.0 Reading ComprehensionLeah’s Pony • Grade 4/Unit 6316

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Problem and Solution Chart

As you read Leah’s Pony, fill in the Problem and Solution Chart.

How does the information you wrote in the Problem and Solution Chart help you to better understand Leah’s Pony?

Action

Action

Action

Solution

R 2.0 Reading ComprehensionLeah’s Pony • Grade 4/Unit 6 317

Practice

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Fluency: Accuracy

As I read, I will pay attention to accuracy.

Marco Polo was born around 1254 in Venice, Italy. His father and 11 uncles were successful merchants. When Marco was born, his father, 21 Niccolo, and his uncle, Maffeo, were in Constantinople. The Polos left 32 Constantinople in about 1260. They set out eastward, along the Black 42 Sea. Marco did not meet his father until years later. 52 In this period, the Mongol Empire ruled much of Asia. Local 63 Mongol leaders, or khans, ruled different regions. The greatest was 73 Kublai Khan, the ruler of Cathay. That was what medieval Europeans 84 called China. After four years of travel, the Polos reached the Great 96 Khan’s court. He was probably at his summer palace. It was called 108 Shang-du, or Xanadu (ZAN-ah-doo). 112 The Polos won Kublai Khan’s favor. After a while, he sent them back 125 home to Europe. Their trip paved the way for Marco’s own adventures. 137 The Polos could not stay home for long, since Kublai Khan was 149 expecting them back. Marco’s father and uncle left again after being 160 home for only two years. This time, the teenaged Marco went with 172 them. They traveled by camel across what is now Turkey and 183 northern Iran. 185

Comprehension Check

1. Why do you think trading trips took years? Cause and Effect

2. What kinds of characteristics did the Polos have? Plot Development


Correct Score

First Read – =

Second Read – =

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.Leah’s Pony • Grade 4/Unit 6318

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Text Feature: Primary Sources

Primary sources are records from the past that have survived. They include diaries, advertisements, songs, photos, and other objects that existed in the past. By studying primary sources, we can learn about what life was like in earlier times.

Imagine that 100 years in the future, someone will be studying your life by using primary sources. Answer the questions.

1. Think about what you have done so far today. What written accounts have you created that might survive into the future?

2. What other objects have you used today that might be primary sources in the future?

3. What would these primary sources tell someone in the future about your life?

R 2.0 Reading ComprehensionLeah’s Pony • Grade 4/Unit 6 319

Practice

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Vocabulary Strategy: Unfamiliar Words

Choose a word you do not already know from the word box. Create a dictionary entry for it. When you are finished, create another entry with a different word.

amenable garish embodyperturb salient visage

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentLeah’s Pony • Grade 4/Unit 6320

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Spelling: -in, -on, -en

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.


Challenge Words

Review Words

1. listen

2. salmon

3. pardon

4. certain

5. mountain

6. sunken

7. eleven

8. cousin

9. woven

10. raisin

11. straighten

12. muffi n

13. kitchen

14. oxygen

15. mistaken

16. common

17. proven

18. often

19. penguin

20. skeleton

21. violin

22. vitamin

23. medal

24. pupil

25. bicycle


Leah’s Pony • Grade 4/Unit 6 321

Practice

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Spelling: -in, -on, -en


Sample A: Sample B:

bicycle 𝖤 puppil𝖡 bycicle 𝖥 pyupil𝖢 bisycle pupil𝖣 biscicle 𝖧 puppill

1. 𝖠 penguen𝖡 penguon𝖢 penguan

penguin

2. raisin𝖥 raison𝖦 raisen𝖧 raisan

3. 𝖠 straigton𝖡 straighton𝖢 straigthen

straighten

4. 𝖤 muffen muffi n

𝖦 muffan𝖧 muffon

5. 𝖠 kitchon𝖡 kichen𝖢 kichon

kitchen

6. oxygen𝖥 oxygin𝖦 oxygon𝖧 oxygan

7. proven𝖡 prooven𝖢 provan𝖣 proovan

8. 𝖤 cousen cousin𝖦 cousan𝖧 couson

9. 𝖠 salmin salmon𝖢 salman𝖣 salmen

10. 𝖤 pardin𝖥 parden pardon𝖧 pardan

11. listen𝖡 lissen𝖢 lisen𝖣 liston

12. 𝖤 wovon𝖥 wovan𝖦 woeven woven

13. 𝖠 skeletin skeleton𝖢 skeletan𝖣 skeleten

14. sunken𝖥 sunkin𝖦 sunkan𝖧 sunkon

15. certain𝖡 certian𝖢 certon𝖣 certoin

16. 𝖤 commen common𝖦 comon𝖧 comen

17. 𝖠 ofen𝖡 offten𝖢 offen often

18. mistaken𝖥 mistaiken𝖦 mistakon𝖧 mistaikon

19. eleven𝖡 elevon𝖢 elevin𝖣 elevan

20. 𝖤 mountin𝖥 mountan mountain𝖧 mounton

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.Leah’s Pony • Grade 4/Unit 6322

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Grammar:Adverbs

• An adverb is a word that tells more about a verb.• Some adverbs tell how an action takes place.• Some adverbs tell when an action takes place.• Some adverbs tell where an action takes place.

Underline the adverb in each sentence. Then write if the adverb tells how, when, or where the action takes place.

1. My mother and I went to the library together for information about our

ancestors.

2. Many Native Americans lived freely on this land.

3. Tomorrow we will visit our local museum of natural history.

4. Were they traveling far in search of gold?

5. Did James Marshall fi rst fi nd gold at Sutter’s Mill?

6. John Sutter, Jr., built a new city nearby along the Sacramento River.

7. We patiently sifted the sand for gold.

8. Our uncle examined the rock carefully.

9. He carelessly threw the stone back in the water.

10. That greedy miner looked at them suspiciously.

11. We quickly ran down the path.

12. We then found the gold.

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill. Leah’s Pony • Grade 4/Unit 6 323

Practice

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• An adverb is a word that tells more about a verb.• Some adverbs tell how an action takes place.• Most adverbs that tell how end in -ly. They are formed by

adding -ly to an adjective.

A. Read the magazine article below and circle the six incorrect adverbs. Then write the words correctly on the lines below.

When the gold miners of 1849 were looking for gold, they frequent found shiny stones in their pans. However, not all were true gold. Fool’s gold, also called pyrite, is a stone that some miners mistaken confused with the real thing. What if you ever fi nd a rock that looks like gold? These three ways can quick help you fi nd out if it is real gold or fool’s gold.

First, look careful at the color. Both are shiny and yellow-colored, but real gold also has a silver tone. The color of fool’s gold is more like brass. Next, look at the shape. Fool’s gold usual forms cubes and larger shapes. Real gold comes in chunks, fl akes, or sheets. Last, brisk rub it against another hard object and smell it. Gold has no smell, but fool’s gold will smell a little like rotten eggs. Maybe that’s why they call it fool’s gold!

1. 3. 5.

2. 4. 6.

B. Rewrite the above article with the correct adverbs on the lines.

Grammar:Adverbs

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper.Leah’s Pony • Grade 4/Unit 6324

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PracticeWriting:

Character Growth: Believable

1. Brainstorm 3 things you did yesterday or today. These should be things you think other kids your age do sometimes too.

Example: Got dressed

1.

2.

3.

2. Circle one of the moments from your brainstorm.

3. Think about the moment you circled.

4. List 3 things you did or said in the moment you circled.

Example: Couldn’t find my sneakers

1.

2.

3.

5. Write 3-5 sentences about a made-up kid doing the activity you described. What does the kid do and say in that moment?

W 1.0 Writing StrategiesLeah’s Pony • Grade 4/Unit 6 325

Practice

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Phonics/Word Study:Homophones

deer/dear sighed/side heard/herdpeek/peak rode/road through/threwwood/would I/eye fare/fairknows/nose knew/new here/hear

Write a paragraph describing an encounter between a wild animal and a human being. Use as many of the homophone pairs listed above as you can.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Gold Rush GameGrade 4/Unit 6

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annoyed circular outstretchedconducted reference disappointment

Vocabulary

Pretend that you are in California during the Gold Rush. What kind of people do you meet? Have you had any luck finding gold?

On the lines below, write a portion of a letter to the folks back home describing your adventures. Be sure to use as many of the vocabulary words as possible.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Gold Rush Game

Grade 4/Unit 6327

Practice

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One cause can have many effects. Each thing that happens can become a cause of another event.

Write a humorous paragraph that includes a chain of events caused by one of the following:

• You press a button that says “WARNING! DO NOT PRESS!” • You get on the wrong stagecoach in 1849.


The Gold Rush GameGrade 4/Unit 6

328

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As you read The Gold Rush Game, fill in the Cause and Effect Diagram.

How does the information you wrote in the Cause and Effect Diagram help you to analyze the story structure of The Gold Rush Game?

Cause Effect


Diagram


The Gold Rush GameGrade 4/Unit 6

329

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Fluency:Intonation

As I read, I will pay attention to intonation.

If you want to know how a city is made, San Francisco is a good 15 place to learn. 18 The fi rst residents of the area that became San Francisco were 29 Native Americans. For more than 10,000 years, the Ohlone nation lived 39 there. The land wasn’t called San Francisco back then and there were 51 no buildings. The land was fi lled with trees, fi elds, and wild animals. 63 The Ohlone was not a single nation. It was actually a group of more 77 than 40 different bands. They lived in the same area, but had different 89 languages and customs. The name Ohlone actually means “western people.” 99 The Ohlone did not live in a single place. They wandered the forests 112 and hills looking for food. If the land seemed good, they set up camp. 126 If not, they moved on. 131 There were usually many plants to eat and animals to hunt. The 143 Ohlone built small boats from wood and reeds. They had access to 154 many rivers, a giant bay, and the Pacifi c Ocean. There was not much 167 competition between the bands because there was so much food. They 178 shared the land and traded food and supplies. These natural riches 189 would eventually bring other wanderers and explorers. 196

Comprehension Check 1. Why was there little competition between the Ohlone bands? Cause and

Effect

2. Was the San Francisco area a good place to live? Why? Main Idea and Details


Correct Score

First Read – =

Second Read – =

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.The Gold Rush Game

Grade 4/Unit 6330

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Text Feature:Time Line

A. Read the time line below. Write a title for the time line.

1. Title:

B. Use the time line to answer the questions below.

2. Why are the points placed on the time line as they are?

3. How many years was it from the time coins were fi rst produced in Colombia to the date the United States stopped issuing gold coins for currency?

4. How long ago was the decision made to stop using gold coins as currency?

5. How many years after the $4 “Stella” coins were produced was the

American Eagle coin produced?

6. Write your own question about the time line.

R 2.0 Reading ComprehensionThe Gold Rush Game

Grade 4/Unit 6331

Practice

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Vocabulary Strategy:Suffixes

Add the suffix -er or -or to the verbs in the box to create nouns. Write a sentence about the California Gold Rush using those nouns.

mine travel translate instruct act settle hike visit

1.

2.

3.

4.

5.

6.

7.

8.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Gold Rush GameGrade 4/Unit 6

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Spelling:Homophones

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.


Challenge Words

Review Words

1. taught

2. principle

3. straight

4. principal

5. presence

6. dough

7. moose

8. presents

9. weather

10. whether

11. whose

12. who’s

13. taut

14. boulder

15. bolder

16. kernel

17. patience

18. patients

19. doe

20. mousse

21. colonel

22. strait

23. salmon

24. straighten

25. eleven

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions. The Gold Rush Game

Grade 4/Unit 6333

Practice

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Spelling:Homophones

1. 𝖠 tawt taught

𝖢 toaht𝖣 taugt

2. 𝖤 prinsipel principle

𝖦 prinsipal𝖧 principul

3. 𝖠 strate𝖡 strayte

straight𝖣 strayt

4. principal𝖥 prinsipal𝖦 principul𝖧 prinsipel

5. 𝖠 prezence𝖡 presance𝖢 precense

presence

6. 𝖤 dowe𝖥 doagh𝖦 douh dough

7. moose𝖡 muuse𝖢 mooze𝖣 mous

8. 𝖤 prezentz presents𝖦 prezents𝖧 prisents

9. 𝖠 wethur weather𝖢 weathur𝖣 wethir

10. 𝖤 wheathur𝖥 wheathor 𝖦 wether whether

11. 𝖠 huze𝖡 huse𝖢 whoze whose

12. 𝖤 hoo’s𝖥 who’is who’s𝖧 who’ze

13. taut𝖡 toat𝖢 tawt𝖣 taughte

14. 𝖤 bowldar𝖥 boelder𝖦 bouldur boulder

15. 𝖠 bowlder bolder𝖢 boeldar𝖣 boldur

16. kernal𝖥 cernal𝖦 curnle𝖧 kernul

17. 𝖠 pashence𝖡 patiense𝖢 payshance patience

18. 𝖤 paishents𝖥 payshents patients𝖧 pashients

19. 𝖠 doew𝖡 dowe doe𝖣 doow

20. mousse𝖥 mosse𝖦 muoose𝖧 mouss


Sample A: Sample B:

𝖠 peece scene𝖡 pease 𝖥 scean peace 𝖦 sene𝖣 peece 𝖧 sean

LC 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.The Gold Rush Game

Grade 4/Unit 6334

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PracticeGrammar:

Comparing with Adverbs

• Use more or most to form comparisons with adverbs that end in -ly or with longer adverbs.

• Use more to compare two actions.• Use most to compare more than two actions.• When you use more or most, do not use the ending -er or -est.

Use more or most with the underlined adverb in each first sentence to complete the two sentences that follow.

1. The train that Chester was on shook harshly as it moved on the track.

The second train shook every now and then.

But the subway car shook of all.

2. Chester furiously tried to escape from the picnic basket.

He tried as the train rattled and shook.

Chester tried the of all when they fi nally reached New York.

3. Harry Cat speedily jumped toward Chester and Tucker Mouse.

Chester jumped the of all into the matchbox.

Chester jumped than Harry Cat.

4. Chester chirps sweetly when he is excited.

Chester chirps when he is scared.

But Chester chirps the when he is happy.

5. Chester moves hastily through the drain pipe.

Harry Cat moves through the drain pipe.

But Tucker moves the of all through the drain pipe.

To the Teacher: Have students complete the page independently. Then have students generate sentences with the target skill. The Gold Rush Game

Grade 4/Unit 6335

Practice

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Grammar:Comparing with

Adverbs

A. Read the magazine article below and circle the six incorrect adverbs.

Last week, a baby bird was lucky found in a nest near school. It sad seems that the bird got lost when its family went south. The bird was not used to the cold weather, so it hid inside the nest. Then a young boy and his uncle heard her chirping frantic up in the tree.

They took the baby bird to the animal hospital. The doctor there kind offered to take the bird to the zoo. At the zoo, the workers are taking good care of her. She is feeling much better now. As soon as she gets complete well, the zoo will send her south to be with other birds. She will happy be in a warmer climate.

B. Rewrite the above article with the correct adverbs on the lines below.

To the Teacher: Have students complete the page independently. Ask students to add to the passage on a separate piece of paper.The Gold Rush Game

Grade 4/Unit 6336

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PracticeWriting:

Character Growth:Believable

Drill 3: Character’s Sense of Humor

1. Read:

Steven was caught completely off guard by what he saw. It was the funniest thing he’d seen all year.

2. Write 2–3 more sentences that show what Steven saw and how he reacted in this moment.

W 1.0 Writing StrategiesThe Gold Rush Game

Grade 4/Unit 6337

Practice

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Phonics: Prefixes

Write as many words as you can that begin with the prefixes dis-, non-, un-, and mis-.

dis-

non-

un-

mis-

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentTaking the Lead • Grade 4/Unit 6338

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Read each clue below to complete the crossword puzzle.

Across

1. involved

5. change

Down

2. a person who freely gives time or services

3. periods of ten years

4. broken or did harm to

Vocabulary

R 1.0 Word Analysis, Fluency, and Systematic VocabularyTaking the Lead • Grade 4/Unit 6 339

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A generalization is a broad statement that applies to a variety of people or situations.• To make a generalization, combine text information with your

own knowledge and experience.• Words such as none, always, usually, and many can signal

generalizations.

Read the paragraphs. Then write four generalizations you find. Use signal words to help you.

Mahatma Gandhi said, “Be the change you want to see in the world.” This means that if you want something to be different, you must work to change it. Look around you. Many neighborhood parks need cleaning up. Do you have older neighbors who need help caring for their yards or pets? Most communities need volunteers to help make them better places. You might be thinking, “What’s in this for me?” First, people usually find that helping others makes them feel good. Second, you may learn something new. Third, you may make new friends by volunteering in your community. What are you waiting for? Be the change you want to see in your community!

1.

2.

3.

4.

Comprehension: Make Generalizations

R 2.0 Reading ComprehensionTaking the Lead • Grade 4/Unit 6340

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As you read Taking the Lead, fill in the Make Generalizations Chart.

Important Information Generalization

How does the information you wrote in your Make Generalizations Chart help you understand and evaluate the information in Taking the Lead?

Comprehension: Make Generalizations

Chart

R 2.0 Reading ComprehensionTaking the Lead • Grade 4/Unit 6 341

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The auction was about to begin. For years, many people had waited 12 anxiously for this day. On October 4, 1997, in New York City, a 23 Tyrannosaurus rex named Sue came into the room and was put up for sale. 37 Well, really just her skull came into the room. Dinosaur Sue’s skull 49 was 5 feet (1.5 m) long and weighed 600 pounds (272 kg). It looked 59 like a big boulder. But it was much more valuable than that. 71 Dinosaur Sue caused a lot of excitement when she was discovered by 83 fossil hunter Sue Hendrickson in 1990. Fossil hunters search for fossils. 93 Fossils are hardened remains of plants or animals that lived long ago. 105 Many fossil hunters search for dinosaur remains. The fossils of Dinosaur 116 Sue were carefully removed from their home in South Dakota, where 127 they had rested for 67 million years, and were put in storage. 138 Seven years later, Sue was sold and was fi nally ready to move to her new 153 home. The Field Museum in Chicago had shocked everyone by bidding 164 nearly $8.4 million for Sue at the auction. 171 Dinosaur Sue lived during a period of Earth’s history called the 182 Mesozoic (mez-uh-ZOH-ik) era. 184

Comprehension Check

1. When did Dinosaur Sue live? Relevant Facts and Details

2. Why did Dinosaur Sue cause a lot of excitement? Cause and Effect


Correct Score

First Read – =

Second Read – =

Fluency: Expression

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.Taking the Lead • Grade 4/Unit 6342

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Practice filling out an application by filling out the one below.

Dinosaur Camp Application Form

Camper’s Name:

Address: City:

State: Zip Code: Home Phone:

Age: Birthday: Current Grade Level:

School:

Session(s) I Wish to Attend: July 12–16 July 19–23

July 26–30

Aug. 9–13

Have you attended Dinosaur Camp previously? If so, when?

Why do you want to go to Dinosaur Camp?

I hereby give my permission for to attend Dinosaur Camp.

Date Signature of Parent or Guardian

An application is a functional document that provides the information needed for someone to decide whether the applicant is suitable. An application may be for the purpose of entering a program, receiving an award or grant, being hired, or for a variety of other reasons.

Study Skill: Functional Documents

R 2.0 Reading ComprehensionTaking the Lead • Grade 4/Unit 6 343

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Sequence Writing Frame

A. Summarize Taking the Lead.Use the Sequence Writing Frame below.

Dolores Huerta is an important leader in the Latin community.

After college, Dolores Huerta

.

In 1955, she

.

In 1962, she teamed up with to

.

Over the years, she

.

Today, Dolores Huerta

.

Dolores Huerta has changed the lives of many people throughout California and beyond.

B. Rewrite the completed summary on another sheet of paper. Keep it as a model for writing a summary of an article or selection using this text structure.

R 2.0 Reading ComprehensionTaking the Lead • Grade 4/Unit 6344

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Words that have the root loc have to do with a place.Words that have the root phon have to do with sound.Words that have the root graph have to do with writing.

Write a sentence that includes the word shown.

1. phonograph

2. relocated

3. graphic

4. cacophony

5. biography

Vocabulary Strategy: More Latin and

Greek Roots

R 1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., international). Taking the Lead • Grade 4/Unit 6 345

Practice

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1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.


Challenge Words

Review Words

1. discourage

2. disappointment

3. disbelief

4. disappear

5. disloyal

6. mismanage

7. misheard

8. misfortune

9. misstep

10. misnumber

11. nonessential

12. nonfi ction

13. nonsense

14. nonspecifi c

15. unable

16. unoffi cial

17. uncertain

18. uncomfortable

19. unpredictable

20. unnecessary

21. mishap

22. unraveled

23. presence

24. kernel

25. bolder

Spelling: Prefixes


Taking the Lead • Grade 4/Unit 6346

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Sample A: Sample B:

𝖠 presence 𝖤 kernal𝖡 presense 𝖥 kernil𝖢 pressence 𝖡𝖡 kernel𝖣 presince 𝖧 kernle

6. 𝖤 unofi cial𝖡𝖡 unoffi cial𝖦 unnoffi cial𝖧 unoffi ccial

7. 𝖠 missheard𝖡 misherd𝖢𝖢 misheard𝖣 missherd

8. 𝖤 missfortune𝖥 misfortion𝖦𝖦 misfortune𝖧 misffortune

9. 𝖠 mistep𝖡𝖡 misstep𝖢 mistepp𝖣 misttep

10. 𝖤𝖤 misnumber𝖥 missnumber𝖦 misnumbar𝖧 misnummber

11. 𝖠 disscourage𝖡𝖡 discourage𝖢 discouredge𝖣 discourege

12. 𝖤𝖤 nonfi ction𝖥 nonfi cion𝖦 nonfi csion𝖧 nonfi cttion

13. 𝖠 nonnsense𝖡𝖡 nonsense𝖢 nonsence𝖣 nonesense

14. 𝖤𝖤 nonspecifi c𝖥 nonnspecifi c𝖦 nonspacifi c𝖧 nonnspacifi c

15. 𝖠 mismannage𝖡 mismanege𝖢𝖢 mismanage𝖣 missmanage

16. 𝖤 disapointment𝖥 dissappointment𝖦 dissapointment𝖧𝖧 disappointment

17. 𝖠 nonnessential𝖡 nonesential𝖢𝖢 nonessential𝖣 nonessencial

18. 𝖤 uncomfertable𝖥 unccomfortable𝖦𝖦 uncomfortable𝖧 uncomfterble

19. 𝖠𝖠 unpredictable𝖡 unpredictible𝖢 inpredictable𝖣 unnpredictable

20. 𝖤 unecesary𝖥 uneccesary𝖦 unneccesary𝖧𝖧 unnecessary

𝖠

1. 𝖠𝖠 uncertain𝖡 unncertain𝖢 uncertin𝖣 unccertain

2. 𝖤 unabel𝖥 unnable𝖦𝖦 unable𝖧 unabal

3. 𝖠 disbeleaf𝖡 disbeleif𝖢 disbellief𝖣𝖣 disbelief

4. 𝖤 disapear𝖥𝖥 disappear𝖣 dissappear𝖤 dissapear

5. 𝖠 desloyal𝖡 disloyel𝖢 disloyale𝖣𝖣 disloyal

Spelling: Prefixes


Taking the Lead • Grade 4/Unit 6 347

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• You can correct a sentence with two negatives by changing one negative to a positive word.

no—any nothing—anything no one—anyonenever—ever nobody—anybody nowhere—anywhere

Correct these sentences by changing one negative word to a positive word.

1. Hakeem never wanted nothing to do with science.

2. He didn’t like to be nowhere near dirt and bones.

3. His teacher thought he wouldn’t never pass her class.

4. There wasn’t nobody who disliked science more than he did.

5. Hakeem hadn’t never seen anything like that piece of amber.

6. Now there isn’t no class more fun than science.

7. Hakeem isn’t never late for class anymore.

8. There isn’t no better way to thank her for what she did.

Grammar:Negatives


Taking the Lead • Grade 4/Unit 6348

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A. Read the personal essay below. Underline the sentences that contain two negatives.

The New Kid in Class

Last month, I started going to a new school. I didn’t know nobody at this school. At fi rst, I thought there wasn’t no way I would be comfortable here.

The teacher introduced me to the class. I had to tell them a little about myself. Everyone was laughing at me. I didn’t have no idea what to say. I told the class about how I’d seen a real bear far off in the woods.

Instead of laughing at me, the students were all listening to me. They asked me lots of questions. I still don’t know if I’ll get used to this new school, but my fi rst day didn’t turn out so bad.

B. Rewrite the above personal essay, correcting the sentences that contain two negatives.

Grammar: Negatives


Taking the Lead • Grade 4/Unit 6 349

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Writing: Rubric

Writ

ing

Rub

ric

4 E

xcel

lent

3 G

ood

2 F

air

1 U

nsat

isfa

ctor

y

Idea

s an

d C

onte

nt/

Gen

reId

eas

and

Con

tent

/G

enre

Idea

s an

d C

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nt/

Gen

reId

eas

and

Con

tent

/G

enre

Org

aniz

atio

n an

d F

ocus

Org

aniz

atio

n an

d F

ocus

Org

aniz

atio

n an

d F

ocus

Org

aniz

atio

n an

d F

ocus

Sen

tenc

e S

truc

ture

/ F

luen

cyS

ente

nce

Str

uctu

re/

Flu

ency

Sen

tenc

e S

truc

ture

/ F

luen

cyS

ente

nce

Str

uctu

re/

Flu

ency

Con

vent

ions

Con

vent

ions

Con

vent

ions

Con

vent

ions

Wor

d C

hoic

eW

ord

Cho

ice

Wor

d C

hoic

eW

ord

Cho

ice

Voi

ceV

oice

Voi

ceV

oice

Pre

sent

atio

nP

rese

ntat

ion

Pre

sent

atio

nP

rese

ntat

ion

W 1.0 Writing StrategiesTaking the Lead • Grade 4/Unit 6350

Practice

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Adding suffi xes to the end of words changes their meanings.

sorrow + ful = full of sorrow

might + y = full of might

sincere + ly = in a sincere way

silly + ness = the state of being silly

sense + less = without sense

Add the correct suffix to the base word given. Then use the word you made in a sentence.

1. without power

2. full of beauty

3. in a careful way

4. full of snow

5. the state of being happy

6. in a proud way

Phonics: Suffixes

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentSnowfl ake Bentley • Grade 4/Unit 6 351

Practice

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Use the vocabulary words above to write a dialogue between two people stuck out in a snowstorm. Be sure to use each word at least once.

technique foolishness inspireevaporate magnify annual

Vocabulary

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentSnowfl ake Bentley • Grade 4/Unit 6352

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Comprehension:

Draw Conclusions

Read the passage. Then answer the questions. Support each response with evidence from the text.

Ramón’s science project was due on Wednesday, but things had not gone as planned. He was trying to train his dog, Snowball, not to bark when someone came through the door. He had thought that giving Snowball a treat when she stopped barking would teach her to sit quietly. He’d repeated the procedure each day for two weeks and recorded the results. Snowball was still barking.

Ramón talked to his teacher, Mrs. Gomez, about his problem. “Hmm,” she said. “From what you’ve written in your notebook, it looks like the two times when Snowball did sit quietly, you also used a firm voice and then patted her head.” “You’re right!” Ramón exclaimed. “I know exactly what to do.”

On Wednesday, the students in Mrs. Gomez’s class turned in their reports. Ramón was last. “Thanks for your help, Mrs. Gomez,” Ramón said. “I guess in science, just like everything else, it’s really important to keep on trying.”

1. Why does Ramón choose Snowball for his experiment?

2. What can we conclude about Ramón as a student?

3. What can we tell about Mrs. Gomez as a teacher?

4. Apart from training Snowball, what does Ramón learn from his experiment?

R 2.4 Evaluate new information and hypotheses by testing them against known information and ideas.

Snowfl ake Bentley • Grade 4/Unit 6 353

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As you read Snowflake Bentley, fill in the Conclusions Chart.

How does the information you wrote in your Conclusions Chart help youbetter understand Snowflake Bentley?

Comprehension: Conclusions Chart

Text Clues Conclusion

R 2.4 Evaluate new information and hypotheses by testing them against known information and ideas.

Snowfl ake Bentley • Grade 4/Unit 6354

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Fluency:Accuracy

As I read, I will pay attention to the pronunciation of vocabulary words.

Rain is liquid precipitation that falls in drops from the clouds. The 12 water from oceans, lakes, rivers, and even small puddles evaporates. It 23 goes back into the air as a gas, called water vapor. When the air gets 38 cold enough, the vapor turns back into a liquid and forms tiny water 51 droplets. These droplets aren’t heavy enough to fall from the sky. They 63 stay up in the air and millions of them join together to form a cloud. As 79 more water droplets gather together, they become heavy enough to fall 90 to the ground as rain. Over time, the rain will make its way back to the 106 oceans and other bodies of water. Then the water cycle will begin all 119 over again. 121 When rain falls, it usually soaks into the ground or flows into rivers 134 and streams. But too much rain can create a lot of damage. It can make 149 rivers and streams overflow. That can create floods that destroy homes 160 and property. Dams can get so full that they break and wipe out whole 174 cities. 175

Comprehension Check

1. What are the steps of the water cycle? Main Idea and Details

2. What is the author’s purpose in writing about the water cycle? Author’s Purpose


Correct Score

First Read – =

Second Read – =

R 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression. Snowfl ake Bentley • Grade 4/Unit 6 355

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Literary Element: Imagery and

Figurative Language

Complete the haikus with vivid imagery and figurative language.

1. The rain never stopped

2. Snow fell silently

3. The dark stormy night

4. The hail stones hammered

5. The sound of the wind

6. Ooooh—jalapeño.

7. Sheets on the clothesline

8. Not the alarm clock

9. Tomorrow’s a dream

10. One little teardrop

11. Deep, deep in my heart

12. Like the cry of wolves

R 3.5 Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works.


Practice

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Vocabulary Strategy:

Multiple-Meaning Words

A. The words below have more than one meaning. Write two sentences for each word. Each sentence should use a different meaning of the word. Use a dictionary to check the meanings of words that you are unsure of.

1. fi re

2. pack

3. cabinet

4. degree

5. object

6. post

B. Circle the word whose pronunciation changes depending on which meaning is intended.

R 1.6 Distinguish and interpret words with multiple meanings.Snowfl ake Bentley • Grade 4/Unit 6 357

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Spelling:Suffixes

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.


Challenge Words

Review Words

1. spotless

2. casually

3. furry

4. constantly

5. hurriedly

6. barely

7. tasteless

8. wonderful

9. lifeless

10. illness

11. hopefully

12. happiness

13. truthfulness

14. sorrowful

15. assuredly

16. foolishness

17. annually

18. aimless

19. breathlessly

20. certainly

21. superbly

22. successful

23. disappointment

24. nonessential

25. misnumber



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Spelling:Suffixes

6. 𝖤 barely𝖥 bairly𝖦 bayrley𝖧 bairlie

7. 𝖠 tastless𝖡 tasteless𝖢 taisteless𝖣 tasteliss

8. 𝖤 wonderfull 𝖥 wonderful𝖦 wunderfull𝖧 wunderful

9. 𝖠 lifeless𝖡 lyefl ess 𝖢 lifeliss𝖣 lyefl iss

10. 𝖤 ilnes𝖥 ilness𝖦 illnes𝖧 illness

11. 𝖠 hoapfulley 𝖡 hopefulley𝖢 hopefully𝖣 hoapfully

12. 𝖤 hapiness 𝖥 happiness𝖦 happyness𝖧 happines

13. 𝖠 truthfullness𝖡 truthfullniss𝖢 truthfulness𝖣 truthfallness

14. 𝖤 sorrowful𝖥 sorrowfull𝖦 sorrofull𝖧 sorrowfi ll

15. 𝖠 assuredly𝖡 asuredly𝖢 assuredley𝖣 assuredlie

16. 𝖤 foolishnes𝖥 fooleshness𝖦 foolishniss 𝖧 foolishness

17. 𝖠 anually𝖡 annually𝖢 annualy𝖣 annualley

18. 𝖤 ameless 𝖥 aimeless𝖦 aymless𝖧 aimless

19. 𝖠 brethlesly𝖡 breathlessley𝖢 breathlessly𝖣 breathlesley

20. 𝖤 certinly𝖥 certainly𝖦 certanly𝖧 certanley

1. 𝖠 spotles spotless

𝖢 spottless 𝖣 spotliss

2. 𝖤 cassually𝖥 casualy𝖦 casually𝖧 casuelly

3. 𝖠 furrie𝖡 furrey 𝖢 furray𝖣 furry

4. 𝖤 constantly𝖥 constantlie𝖦 constantley𝖧 constintly

5. 𝖠 hurredly 𝖡 hurredlie𝖢 hurriedley𝖣 hurriedly


Sample A: Sample B:

disappointment 𝖤 nonesential𝖡 disapointment 𝖥 nonnesential𝖢 disappoyntment nonessential𝖣 dissapointment 𝖧 nonessencial

𝖦

𝖣

𝖤

𝖣

𝖤

𝖡

𝖥

𝖠

𝖧

𝖢

𝖥

𝖢

𝖤

𝖠

𝖧

𝖡

𝖧

𝖢

𝖥



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Grammar:Prepositions and

Prepositional Phrases

A prepositional phrase is a group of words that begins with a preposition and ends with a noun or pronoun.

Underline the prepositional phrases in the following sentences.

1. When they fi nished their fi rst plane, Orv and Katherine went on a camping trip.

2. Will fl ew the plane over a group of boys.

3. Katherine helped her brothers by managing their shop.

4. In their letters, they told her everything they were doing.

5. Will said that Kitty Hawk was a safe place for practice.

6. The world had never before seen a craft fl y in the air.

7. First, they controlled their aircraft from the ground.

8. They came home to Dayton with a new idea.

9. Orv and Will worked from day to night.

10. They had their friend Charlie build an engine for their new aircraft.

11. “It could not be assembled in our shop.”

12. The fi rst fl ight of the Flyer was made by Will.

13. They wrote ideas on paper.

14. The brothers rode into town.

15. People fl ocked to the fi eld.

16. The fl ights were printed in the newspapers.



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Grammar:

Prepositions and Prepositional Phrases

Read the interview below. Then rewrite each line by switching the preposition in each underlined phrase with the correct one from another sentence.

1. “Captain Reilly, what do you like most inside exploring space?”

2. “I like the feeling that I am about another world. It’s exciting.”

3. “What is your job to the space shuttle?”

4. “I help the other crew members with repairs from the ship.”

5. “What can kids learn for exploring space?”

6. “Exploring space can help kids above their science and math classes.”

7. “Do you have any advice in our audience?”

8. “Yes. There is a whole world with you, kids. Discover it!”



Practice

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Writing:Character Development:

Change in Behavior

1. The best way to tell that someone has changed or grown is to look at how they act. Think of a thing or activity that you used to not like but like now. Write it on the line.

2. Write 2–3 sentences showing what you did or said when you didn’t like the thing or activity.

3. Write 2–3 sentences showing what you do or say now that you do like the thing or activity.

W 1.0 Writing StrategiesSnowfl ake Bentley • Grade 4/Unit 6362

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

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A. Add the correct prefix from the box to the base word. Then use the word in a senten ce.

dis- un- non-

B. Add the correct suffix from the box to the base word. Then use the word you made in a sentence.

1. not satisfi ed

2. not toxic

3. not usual

-ful -ness -less -ly

4. full of use

5. without care

6. in a proud way

7. the state of being inventive

How Ben Franklin Stole the Lightning • Grade 4/Unit 6

363


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Name Vocabulary

Think of something you’d like to invent. Your invention might make life easier, or it might be just for fun. Then write a paragraph advertising your invention. Use each vocabulary word.

hilarious dizzy nowadayshandy mischief independence


364

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Comprehension: Problem and Solution

A. Read each problem. Then write a creative solution that solves it.

1. Problem: Jason’s cat keeps pouncing on his school papers and tearing them. What can Jason do?

Solution:

2. Problem: Carmela is scheduled to be at play rehearsal and a soccer

practice at the same time. What should she do?

Solution:

B. Now make up problems to fit the following solutions.

3. Solution: Jean can go next door and ask her neighbor, who used to work at City Hall.

Problem:

4. Solution: Kia can write a list of instructions and tape them to

the refrigerator.

Problem:


365

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NameComprehension:

Problem and Solution Chart

As you read How Ben Franklin Stole the Lightning, fill in the Problem and Solution Chart.

Problem

How does the information you wrote in the Problem and Solution Chart help you to generate questions about How Ben Franklin Stole the Lightning?

Action

Action

Action

Solution


366

R 1.1 Read narrative and expository text aloud with grade-appropriate fl uency and accuracy and with appropriate pacing, intonation, and expression.

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Fluency: Pacing and Accuracy

As I read, I will pay attention to match my pacing to the energy of the passage.

Scotland in the 1800s was an exciting place. Scientists 8 were making many discoveries. There was a whirlwind 16 of inventing going on. New gas lamps lit the streets. 26 Railroads carried people and supplies across the country. 34 The telegraph could send messages with great speed. 42 Alexander Bell was born in Edinburgh, Scotland, on 50 March 3, 1847. Sound shaped his whole life. His mother 58 Eliza was hearing impaired. His father and his grandfather 67 studied speech. They taught people how to speak clearly in 77 public. They helped people overcome speech problems. 84 Bell’s mother taught Alexander and his two brothers at 93 home. When Bell was 11 years old, his parents sent him to 104 Royal Edinburgh High School. He did not like school and 114 left after four years without graduating. 120 Bell had not worked hard at his schoolwork. Instead, 129 he asked lots of questions and explored the countryside. 138 He did not get into mischief or make trouble, however. In 149 fact, Bell’s childhood was perfect for an inventor! 157

Comprehension Check

1. What kind of person was Alexander Bell? Plot Development

2. What opinion does the author express about Scotland in the 1800s? Relevant Facts and Details


Correct Score

First Read – =

Second Read – =


367

R 3.5 Defi ne fi gurative language (e.g., simile, metaphor, hyperbole, personifi cation) and identify its use in literary works.

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NameLiterary Element:

Figurative Language and Alliteration

A. Write at least one piece of figurative language for each of the items below.

1. sour milk

2. art class

3. new bicycle

4. hot popcorn

5. so ugly

6. oops a skunk

7. the best birthday present

8. the play that won the game

B. Now choose one of the items above to begin creating a poem of 4 to 8 lines. Visualize your subject and play with vivid words, including the figurative language you wrote above. Then tie together strings of words with alliteration.

As your poem starts coming together, think about where you would like the poem to rhyme. Perhaps you would prefer to write a poem without rhyme. Organize your poem on a separate sheet of paper and rewrite the final version to give to your teacher.


368


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Vocabulary Strategy: Idioms

A. In the blanks below, write the letter of the definition that best matches each idiom.

1. as the crow fl ies

2. eat crow

3. for the birds

4. My goose is cooked.

5. a feather in my cap

6. under my wing

7. fl y in the ointment

8. bee in my bonnet

a. something that I keep thinking about

b. worthless, ridiculous

c. something to be proud of

d. in my care

e. make a diffi cult apology

f. drawback, problem

g. in a straight line from place to place

h. I’m in trouble.

B. Use as many of these idioms as you can in a passage below.


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LC 1.7 Spell correctly roots, infl ections, suffi xes and prefi xes, and syllable constructions.

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Name Spelling: Suffixes and Prefixes

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1. unchanged

2. unnamed

3. restated

4. reversible

5. infrequently

6. invisible

7. disappointment

8. displeased

9. nonfi ction

10. nonstop

11. oversized

12. prejudged

13. interstate

14. intersection

15. defl ate

16. semiweekly

17. happily

18. happiness

19. fi nally

20. fearful

21. transplant

22. superhuman

23. constantly

24. wonderful

25. truthfulness

Challenge Words

Review Words


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LC 1.7 Spell correctly roots, infl ections, suffi xes and prefi xes, and syllable constructions.

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Name

PracticeSpelling:

Suffixes and Prefixes

11. 𝖠 overseized 𝖡 oversised oversized𝖣 oversighzed

12. 𝖤 prejuged prejudged𝖦 prejudjed𝖧 prejujed

13. 𝖠 interrstate𝖡 interstayte𝖢 interstait interstate

14. 𝖤 intersecction𝖥 intersecion intersection𝖧 inntersection

15. 𝖠 defl ayte 𝖡 defl ait𝖢 defl aight defl ate

6. 𝖤 invisable 𝖥 invissible

invisible 𝖧 invizible

7. 𝖠 disapointment disappointment

𝖢 disapoyntment𝖣 disippointment

8. displeased 𝖥 displeesed𝖦 displeazed𝖧 displeezed

9. 𝖠 nonfi cion nonfi ction

𝖢 nonfi csion𝖣 nonfi cktion

10. 𝖤 nonsstop𝖥 nonstoppe𝖦 nonstopp nonstop

1. 𝖠 unnchanged𝖡 unchainged𝖢 unchangded

unchanged

2. 𝖤 unamed unnamed

𝖦 unnaimed𝖧 unnammed

3. restated 𝖡 reestated𝖢 restaited𝖣 reastated

4. 𝖤 reversable reversible𝖦 revercible𝖧 reverssable

5. 𝖠 unfrequently infrequently𝖢 unfrequentley𝖣 infrequentlie


Sample A: Sample B:

constantly 𝖤 wonderfull𝖡 constantley 𝖥 wondarful 𝖢 constantlie wonderful𝖣 constently 𝖧 wonnderful

16. 𝖤 semiweeklie semiweekly𝖦 semiweakly 𝖧 semiweekley

17. happily𝖡 hapily𝖢 happiley𝖣 happilie

18. happiness𝖥 happyness𝖦 happieness𝖧 hapiness

19. 𝖠 fi nallie fi nally

𝖢 fi nalley𝖣 fi naly

20. 𝖤 feerful 𝖥 fearfull𝖦 feerfull fearful


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Practice

NameGrammar:

Sentences Using Prepositions

Two sentences can be combined by adding a prepositional phrase to one sentence.

Rewrite the sentences below, using the prepositional phrase to combine them into one sentence.

1. Ants make their anthills by digging. They dig through dirt.

2. Ants scoop dirt. They scoop with their jaws.

3. Ants live like people. They live in social communities.

4. Most ants live and work together. They live under the ground.

5. The queen ant lays eggs. She does this inside the hive.

6. Worker ants protect the queen. They protect her from harm.

7. Male ants die. They die after mating with the queen.

8. Ant eggs develop into adult ants. They develop after three months.


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Name

PracticeGrammar:

Sentences Using Prepositions

Read the passage below. Combine each pair of underlined sentences into one sentence by adding a prepositional phrase. Write the combination sentences on the lines below.

I read an interesting book. It was about ants. The book says that ants are one of the greatest insects around. Ants protect plants. They protect them from other insects. Also, they feed the dirt with good things so that we can grow pretty fl owers, like Mr. Chang’s pink roses! There are three kinds of ants that help each other. They help to get things done.

Worker ants look after the other ants. They do this by gathering food, watching the queen and her eggs, and building the anthill. Male ants don’t live long, but they help the queen produce lots of eggs. Finally, there’s the queen ant. She is the mother of all the ants. Without her, none of the ants would have anything to do! I recommend this book to all kids who want to learn more about ants and the way they live.

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2.

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4.


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W 1.0 Writing Strategies

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NameWriting: Character

Development: Change in Behavior of a

Character

1. The best way to tell that someone has changed or grown is to look at how they act. Practice with an imaginary character. Here is a list of activities that a person might not like:

• Getting new braces • Sleeping away from home • Getting a haircut • Going to the dentist • Eating mushrooms

2. Pick one of the items on the list and write it on the line.

3. Write 2–3 sentences showing what your character did and said when he or she didn’t like the thing that you chose.

4. Write 2–3 sentences showing what your character does and says now that he or she does like the thing you chose.


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