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Differentiated Readingfor ComprehensionCD-104617

Recognizing and understanding academic vocabulary is critical for comprehending the broader concepts taught in school. Research shows that a fi rm knowledge of academic vocabulary is one of the strongest indicators of a student’s success in the content areas. The 200+ words in this book have been carefully selected to provide students with grade-appropriate resources to help them build crucial vocabulary skills. Included in this volume are vocabulary lists from all content areas, reproducible student pages, a student dictionary, game suggestions and templates, and an answer key. Additionally, a free set of vocabulary fl ash cards is available online.

Kelley Wingate Reading Comprehension and SkillsCD-104623

Common Core Connections:Language ArtsCD-104612

Carson - D ellosa Publishing

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VocabularyPractice

Academic

• Presents relevant words in context

• Develops content-area vocabulary

• Offers practice and word play

• Includes a student dictionary

• Reproducible pages

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2 Academic Vocabulary Practice • Grade 5 • CD-104810

Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Vocabulary Four Square Template . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Important Math Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Important Science Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Important Technology Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Important Language Arts Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Important Social Studies Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Important Geography Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Important Civics and Economics Words . . . . . . . . . . . . . . . . . . . . . 79

Important Art Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Game Ideas and Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

Vocabulary Bingo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

Vocabulary Racetrack. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Student Dictionary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

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Academic Vocabulary Practice • Grade 5 • CD-104810 3

IntroductionThe Academic Vocabulary Practice SeriesResearch shows that a firm knowledge of academic vocabulary is one of the strongest indicators of a student’s success in the content areas. Academic Vocabulary Practice is a series that provides students with the resources they need to build crucial vocabulary skills for success in school. The series promotes and supports literacy in: math, science, technology, language arts, social studies, geography, civics and economics, and art. The reproducible pages are designed to give students extra practice using academic vocabulary. The word lists focus on subject-specific words that often challenge students because they may rarely encounter these words in everyday use.

The books align with Common Core State Standards by offering systematic practice and usage of many of the academic and domain-specific words and phrases. Teaching vocabulary to meet the Common Core State Standards is an essential component of any standards-based curriculum.

Reproducible Pages in This BookThis book presents 200+ subject-specific words that are organized by content area. Ample opportunity is given to help students learn and connect with the vocabulary in a variety of ways.

• The Vocabulary Four Square on page 4 is an essential organizer that helps students learn new words by stating word meanings in their own words, drawing pictures to represent the words, engaging with peers in word discussions, and creating context for words.

• The Explore a Word activities let students focus on one word at a time to create associations.

• The Compare Words activities show students how two or more related words are alike and different in meaning.

• The Make Connections pages help students understand the relationships between words that are commonly presented together.

• The Play with Words activities provide review in a more playful but effective learning format.

Special FeaturesThe Game Ideas and Suggestions section includes ideas for using the flash cards (offered online) and game templates for small group or whole group activities. The Student Dictionary pages are organized by content area and support the activity pages in each section.

Online Support To further enhance student learning, a full set of the 200+ vocabulary words are available in flash card format online at activities.carsondellosa.com. These will provide opportunities for additional practice and other peer activities.


Name ___________________________________


Vocabulary Four SquareUse the Vocabulary Four Square to practice new words in this book.

What I Think the Word Means Picture

What My Friend Thinks the Word Means

Synonyms

Antonyms

Sentence

Word

_____________________


Name ___________________________________


Important Math Words You Need to Know

Use this list to keep track of how well you know the new words.

0 = Don’t Know 1 = Know Somewhat 2 = Know Well

___ acute angle

___ algebra

___ average

___ circumference

___ composite

___ coordinates

___ data

___ degree

___ divisible

___ equation

___ expression

___ formula

___ frequency

___ integer

___ isosceles triangle

___ mean

___ median

___ mode

___ negative integer

___ obtuse angle

___ prime

___ ratio

___ sample

___ scalene triangle

___ square

___ vertex


Name ___________________________________


Explore a WordRead the paragraph. Think about the meaning of the bold word.

It is easy to find the circumference of a circle or any closed arc. Just use this formula:

C � π � d

10 inches

This circle has a diameter of 10 inches. d � 10 inches π � 3.14 3.14 �10 inches � 31.4 inches

1. What do you think the word means? Write your idea.

circumference:

2. Write a sentence with the word circumference. Show what it means.

3. Check the meaning of circumference in the Student Dictionary.

4. If your sentence in number 2 above matches the meaning, place a 3 after it. If your sentence does not match the meaning, write a better sentence.

5. Find the circumference of each circle.

20 cm 4 m 24 in.

________________ ________________ ________________


Name ___________________________________


Compare WordsRead the paragraphs. Think about the meaning of each bold word. Then, check the Student Dictionary.

Can you tell the difference between an equation and an expression? They may seem similar but are two different things.

An expression is a mathematical phrase that stands for a particular number.

3 � 5 23 � 6 34 �

12

An equation is a mathematical sentence that shows that two things are equal. It can be true or false.

13 �

13 �

23 y � 10 � 10 � x (7 � 3) � (6 � 2) � 21 � 12

Write equation or expression in front of each statement.

__________________ 1. 33 � 11 __________________ 2. 19 � y

__________________ 3. (32 � 12)

5 � 4 __________________ 4. (3 � 4) � (5 � 6)

__________________ 5. 34 �

14 � 1 __________________ 6. 10

2 � 84 � 10

__________________ 7. 0.3 � 1.7 __________________ 8. 36 � 4 � 2 � 20

__________________ 9. 16 � 8 __________________ 10. 248

__________________ 11. 5x � 5y � 5z __________________ 12. 17x

Challenge!

The root equ- means “equal or same.” The word equation means that two parts of a mathematical sentence are equal. Write other words that begin with the same root. Add a definition for each.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________


Name ___________________________________


Compare WordsRead the paragraph. Think about the meaning of each bold word. Then, check the Student Dictionary.

Imagine that you are riding a bus to a city that is 180 miles away. The bus travels at a rate of about 60 miles per hour. How long will your trip last? Use the formula d � r � t (distance � rate � time). Then, use algebra to figure out the unknown number for t: 180 � 60 � t. (Answer: t � 3 hours)

Fill in the chart to show your understanding of each word.

formula algebra

What Is It?

What I Picture

Why Is It Important?


Name ___________________________________


Make ConnectionsRead the paragraph. Think about the meaning of each bold word. Then, check the Student Dictionary.

A prime number is divisible by two numbers, 1 and itself. Those numbers are its factors. A composite number has more than two factors. A square number is the number you get when a number is multiplied by itself.

Fill in the blanks.

1. List all of the factors for 6. __________________________________________________________________ Is 6 a prime or composite number? _______________________________________________________

2. List all of the factors for 9. __________________________________________________________________ Is 9 a prime or composite number? _______________________________________________________

3. List all of the factors for 21. _________________________________________________________________ Is 21 a prime or composite number? _______________________________________________________






9. List all of the numbers above that are square numbers. ___________________________ __________________________________________________________________________________________________

Challenge!Get together with a partner. List all of the prime numbers up to 200.

_____________________________________________________________________________________

_____________________________________________________________________________________


Name ___________________________________


Make ConnectionsLook at the diagram and caption. Think about the meaning of each bold term. Then, check the Student Dictionary.

–5 –4 –3 –2 –1 0 1 2 3 4 5

1

2

3

4

5

–1

–2

–3

–4

–5

y-axis

x-axis

(–2,–4)

Two number lines meet at the coordinates (0,0). The numbers called integers are shown on both number lines.

Negative integers are less than zero. The coordinates (–2,– 4) name a point where two negative integers meet.

Circle Yes or No for each question. Write your reason on the line.

1. Is zero an integer? Yes No

__________________________________________________________________________________________________

2. Could the coordinates (1,–5) be shown on this grid? Yes No

__________________________________________________________________________________________________

3. Could negative integers be fractions? Yes No

__________________________________________________________________________________________________

4. Are the coordinates (1,–1) and (–1,1) the same? Yes No

__________________________________________________________________________________________________

5. Is 150 an integer? Yes No

__________________________________________________________________________________________________


Name ___________________________________


Make ConnectionsRead the paragraph. Think about the meaning of each bold word. Then, check the Student Dictionary.

Suppose you are gathering data about students’ favorite places to visit. You can’t ask every student, so you’ll have to choose a sample of people. You’ll also need to show the frequency of each choice. You might decide to express your findings as a ratio such as “Two of three students prefer to visit the science museum over the art museum.”

Underline the correct ending to each sentence.

1. Frequency has to do with A. the number of rainy days each month this year.B. the amount of rain in a measuring device.

2. Data about popular places to visit can be shown inA. a bar graph or a circle graph.B. a captioned photograph.

3. The frequencies of three events labeled X, Y, and Z are shown in this pattern:

XXYYYYZZ

One way to state a ratio for the list isA. “X and Z are 4.”B. “X is to Y as 2 is to 4.”

4. Scientists would need a sample of peopleA. to test a medicine.B. for a trip to a space station.

5. Scientists try to gather data from samples thatA. are typical of the whole.B. show the results of an experiment.

6. A ratio is likeA. a graph that shows change over time.B. a fraction that shows part of a whole.


Name ___________________________________


Make ConnectionsRead the chart and the paragraph. Think about the meaning of each bold word. Then, check the Student Dictionary.

Circle Yes or No for each question. Write your reason on the line.

1. Is the median price of something the same as the average price? Yes No

__________________________________________________________________________________________________

2. Is the average figured out in the same way as the mean? Yes No

__________________________________________________________________________________________________

3. Does every list of numerical data have a mode? Yes No

__________________________________________________________________________________________________

4. Could the mean be greater than the highest number in a list? Yes No

__________________________________________________________________________________________________

5. Could the mean and the median be the same number? Yes No

__________________________________________________________________________________________________

6. If five of your test scores were 95%, but one test score was 72%, would you want your final grade to be based on the median score? Yes No

__________________________________________________________________________________________________

Carla’s Math Test Scores

Test 1 90%Test 2 85%Test 3 90%Test 4 90%Test 5 75%Test 6 78%Test 7 100%

Carla’s average test score, also called the mean, is found by adding the seven scores and dividing by 7. The mean test score is 87%. If the scores were listed from lowest to highest, the median would be the middle number. The median test score is 90%. The mode is the number that appears most often. The mode is 90%.



Answer KeyMathPage 61. Answers will vary. 2. Answers will vary. 3. Students will research. 4. Answers will vary. 5. 62.8 cm, 12.56 m, 75.36 in.

Page 71. expression; 2. expression; 3. equation; 4. expression; 5. equation; 6. equation; 7. expression; 8. equation; 9. expression; 10. expression; 11. equation; 12. expression; Challenge! Answers will vary but may include equal, equate, equator, equilateral.

Page 8Answers will vary but may include: formula: a number sentence with letters standing for numbers; letters on both sides of an equal sign, such as A = L x W for finding area; You replace the letters with numbers and find out how long something takes, or how big it is, or other information about amounts. algebra: a way to work with equations that include missing numbers shown with letters; an equation that has numbers and letters, such as 2x = 14; You use algebra to figure out missing numbers.

Page 91. 1, 2, 3, 6, composite; 2. 1, 3, 9, composite; 3. 1, 3, 7, 21, composite; 4. 1, 2, 3, 4, 6, 9, 12, 18, 36, composite; 5. 1, 37, prime; 6. 1, 3, 9, 27, 81, composite; 7. 1, 5, 25, composite; 8. 1, 47, prime; 9. 9, 25, 36, 81; Challenge! 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97, 101, 103, 107, 109, 113, 127, 131, 137, 139, 149, 151, 157, 163, 167, 173, 179, 181, 191, 193, 197, 199

Page 10Answers will vary but may include: 1. Yes, an integer is any whole number including 0. 2. Yes, (+1,–5) would be in the lower right. 3. No, integers are wholenumbers, not parts of numbers. 4. No, the order of the numbers makes a difference in where the point is. 5. Yes, 150 is a whole number.

Page 111. A; 2. A; 3. B; 4. A; 5. A; 6. B

Page 12Answers will vary but may include: 1. No, the average and the median are not the same. 2. Yes, the average and the mean are the same. 3. No, because theremight not be a number that appears more often than other numbers. 4. No, because the mean will alwaysbe less than the highest number. 5. Yes, there could

be a list in which the middle number is the same as the average. 6. Yes, I would want the median score because the middle number would be 95, but the mean score would be lower than that.

1. Students’ drawings should show a triangle with twoequal sides and one angle greater than 90 degrees.2. Students’ drawings should show a triangle with sidesof different lengths and no angle 90 degrees or greater. 3. Students’ drawings should show a square orother rectangle.

Page 14Answers spell geometry.

Page 151. frequency; 2. mode; 3. acute; 4. vertex; 5. formula; 6. isosceles; 7. obtuse; 8. mathematics; 9. sample; 10. integer; Answer to riddle: your mother

SciencePage 17Answers will vary but may include: air pressure: the push of air; a balloon filling up until it bursts; We need air pressure to breathe. atmosphere: the gases that surround Earth; blue sky and clouds; The atmosphere protects Earth from the sun’s harmful rays and holds the gases needed for life.

Page 18Answers will vary but may include: 1. he saw that theplants still died even when they had enough sunlight.2. try to explain what else might cause the weight gain. 3. make a scientific test comparing health when they eat the high-sugar snacks for a period and when they stop eating them for the same period. 4. what is known and what seems likely to be true.Word Alert! 1. hypotheses; 2. hypothesis

Page 191. tendon, tissue; 2. ligament; 3. ligaments; 4. tendon; 5. tendons; 6. Ligaments; Challenge! Answers will vary but may include: Achilles’ unprotected heel was famous because of the myth, so the tendon in the heel was named after him.

Page 201. radiation; 2. convection; 3. conduction; 4. convection; 5. radiation; 6. conduction; 7. Answers will vary but may include an electric iron. 8. Answers will vary but may include a convection oven. 9. Answers will vary but may include a fluorescent lamp. 10. to behave in the same way as others; 11. to meet with others; 12. with the same size and shape, or to match with something else


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