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Name: LEVEL 21 | Structural Analysis
Vocabulary Strategies 3
Lexia Skill Builders® 1
7 Write your own definition for each word you used to complete Sentences 7 to 10. Think about theword parts to help you.
Read each sentence, and underline the word with the given prefix or suffix. Then, draw a line from the sentence to the part of speech and meaning of the word you underlined.
1 fore- The white cat in the foreground of the photo
contrasted with the dark forest behind it.
2 trans- Cyclists in the transcontinental race started in
Europe and finished in Asia.
3 in- The moth was so well camouflaged as it rested
on the leaf that it seemed to be invisible.
4 -ure The community swimming pool announced its
closure at the end of the summer.
5 -ic My sister, who has paintings in a local museum,
is the most artistic person in our family.
6 -ity The puppy's curiosity about its new home
helped it overcome its shyness.
(adjective) having the qualities of an artist
(adjective) extending across continents
(noun) the ground in front
(noun) the state of being curious
(adjective) not visible
(noun) the process of closing
Read the words in the box below, and think about their meanings. Circle the prefix or suffix in each word. (One word has both.) Then, find the word that best completes each sentence, and write it on the line.
transformation moisture indirectly forethought
7 Most living things get energy from the sun—either directly from sunlight or
____________________ from another living thing in the food web.
8 When people exercise, their bodies keep cool by letting off ____________________
in the form of sweat.
9 The caterpillar undergoes a miraculous ____________________ from a worm-like
creature to a delicate butterfly.
10 When packing for her trip to the lake, Lola had the ____________________ to pack an
umbrella in case it rained.
Name: Structural Analysis
Vocabulary Strategies 3
Cor
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Name: LEVEL 21 | Structural Analysis
Vocabulary Strategies 3
Lexia Skill Builders® 2
7 Choose five words from the box at the top of the page, and write a sentence for each.
Read the words in the box, and think about their meanings. Circle the prefix (fore-, in-, trans-) or suffix (-ic, -ity, -ure) added to the base word. Then, use the words to complete the crossword puzzle.
equality
inaccurate
foretell
negativity
invisible
exposure
systemic
transport
insincere
athletic
Use the words in the box to complete the crossword puzzle. Look for hints in the clues below to help with the meaning of each word.
1 2
3
4
5
6 7
8
9
10
ACROSS
1. having the qualities of a system
4. a state of being critical or negative
6. the state of being equal
9. the process of showing or exposing
10. not able to be seen
DOWN
2. not correct
3. to predict or tell ahead of time
5. to carry across
7. having qualities of an athlete
8. not showing genuine feelings
1 2
3
4
5
6 7
8
9
10
ACROSS
1. having the qualities of a system
4. a state of being critical or negative
6. the state of being equal
9. the process of showing or exposing
10. not able to be seen
DOWN
2. not correct
3. to predict or tell ahead of time
5. to carry across
7. having qualities of an athlete
8. not showing genuine feelings
Name: Structural Analysis
Vocabulary Strategies 3
Cor
e5 L
evel
21
This
mat
eria
l is
a co
mpo
nent
of L
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® C
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Name: LEVEL 21 | Structural Analysis
Vocabulary Strategies 3
Lexia Skill Builders® 3
Read the words in the box, and think about their meanings. Circle the prefix (fore-, in-, trans-) or suffix (-ic, -ity, -ure) added to the base word.
forestall
inconsequential
metallic
rigidity
pressure
foremost
inadequate
hygienic
transform
ability
Choose the word from the box that matches each part of speech and definition, and write it on the line. Then, use the word in a sentence.
1 __________________________________ (adjective) not important or not consequential
____________________________________________________________________________
2 __________________________________ (verb) to change in form or appearance
____________________________________________________________________________
3 __________________________________ (noun) the state of being able
____________________________________________________________________________
4 __________________________________ (adjective) before anything else in rank
____________________________________________________________________________
5 __________________________________ (adjective) having the qualities of metal
____________________________________________________________________________
6 __________________________________ (adjective) not adequate or not enough
____________________________________________________________________________
7 __________________________________ (adjective) having qualities of cleanliness
____________________________________________________________________________
8 __________________________________ (noun) the action of pressing
____________________________________________________________________________
9 __________________________________ (noun) to stop or pause ahead of time
____________________________________________________________________________
10 __________________________________ (noun) the quality of being rigid or hard
____________________________________________________________________________
7 Read your sentences to a partner.
Name: Structural Analysis
Vocabulary Strategies 3
Cor
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21
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l is
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nent
of L
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Name: LEVEL 21 | Structural Analysis
Vocabulary Strategies 3
Lexia Skill Builders® 4
7 Read this passage to a partner. Talk about the information and explain your answers to thequestions above.
Read the words in the box, and think about their meanings. Circle the prefix or suffix added to the base word. One word has a prefix and a suffix.
massive
hazardous
problematic
reproduce
collection
unpredictable
transported
pollution
natural
reassembled
Read the passage. Think about word parts to help with the meaning of complex words.
Life can be unpredictable and full of surprises. You never know when inspiration may strike.
For Dutch inventor Boyan Slat, it happened while scuba diving, at age sixteen, when he noticed
more garbage than fish.
Boyan began to investigate the issue. Massive garbage patches were floating around the world’s
oceans—one of them three times the size of France! Boats and nets were being used to haul it
out, but this was slow and problematic. Wildlife was getting caught in the nets, and the boats
were spewing hazardous fumes and deadly poisons into the air, adding to the pollution problem.
Boyan explored the idea of using natural ocean currents to gather trash. After years of
research, he helped create a system of giant floating barriers called booms. The mile-long
booms are constructed on land out of pipes. Then, they are transported out to sea in sections
and reassembled there.
The booms are curved in a wide arc and designed to reproduce the effects of a beach,
gathering trash along the edges, then funneling it into a collection bin.
Use word-part clues and context clues to help you answer the questions below. Write in complete sentences.
1 The author claims that life can be unpredictable. What does unpredictable mean?
____________________________________________________________________________
2 What was the inspiration for Boyan Slat’s invention?
____________________________________________________________________________
3 Why is the process of using boats and nets to clean ocean pollution problematic?
____________________________________________________________________________
____________________________________________________________________________
4 In your own words, explain how the system of giant barriers works to reduce pollution.
____________________________________________________________________________
____________________________________________________________________________
Name: Structural Analysis
Vocabulary Strategies 3
Cor
e5 L
evel
21
This
mat
eria
l is
a co
mpo
nent
of L
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® C
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Name: LEVEL 21 | Structural Analysis
Vocabulary Strategies 3
Lexia Skill Builders® 5
7 Read this passage to a partner. Then, discuss other innovative products that make life easier.
Read the words in the box, and think about their meanings. Circle the prefix or suffix added to the base word. One word has a prefix and a suffix.
redesigning
accidentally
unveiled
internationally
activity
innovative
foremost
inventive
creativity
globally
Read the passage. Think about word parts to help with the meaning of complex words.
Ayla Hutchinson wasn’t expecting to invent an innovative product that would be sold globally,
all around the world. She was trying to do homework. Her science project would be due soon,
and she didn’t have an idea yet.
She sat and thought while her mother chopped kindling (wood for a fire). Coming up with an
idea was difficult. What if she wasn’t an inventive person? Maybe creativity wasn’t her strength.
Whack! The hatchet hit her mom’s finger and cut it open. When the bleeding stopped, Ayla
knew she’d stumbled upon an idea. Cutting kindling was unsafe. She’d accidentally uncovered an
activity in need of a better solution.
Ayla went to work, designing and redesigning her idea with safety foremost in her mind.
Instead of swinging a hatchet, she thought, why not flip the blade upside-down and put it
on the ground? But someone might stumble and fall on the blade unless a safety ring was
constructed around it. She sketched out yet another design.
The first Kindling Cracker™ was unveiled at Ayla’s school science fair in New Zealand. Today,
thousands are being distributed internationally.
Use word-part clues and context clues to help you answer the questions below. Write in complete sentences.
1 Ayla wonders whether she’s an inventive person What does inventive mean?
____________________________________________________________________________
2 Ayla uncovered an activity in need of a better solution. What was this activity?
____________________________________________________________________________
3 Why did Ayla spend time designing and redesigning her invention?
____________________________________________________________________________
____________________________________________________________________________
4 In your own words, explain how the Kindling Cracker™ works.
____________________________________________________________________________
____________________________________________________________________________
Name: Structural Analysis
Vocabulary Strategies 3
Cor
e5 L
evel
21
This
mat
eria
l is
a co
mpo
nent
of L
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® C
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©20
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Name: LEVEL 21 | Fluency
Fluent Reading 3
Lexia Skill Builders® 1
7 Read each sentence to a partner. Your partner should be able to tell which word you put emphasis on.
Read each sentence aloud, and put emphasis on the bold word. Then, circle the question that the bold word answers.
1 The doctor asked, “Is the new
microscope available?”What? When? Which one?
2 The doctor asked, “Is the new
microscope available?”What? When? Which one?
3 Jaxon exclaimed, “Eight astronauts
will visit my school tomorrow!”When? Who? How many?
4 Jaxon exclaimed, “Eight astronauts
will visit my school tomorrow!”When? Who? How many?
5 My geography teacher said, “Please
draw a small map tonight.”What kind? When? What?
6 My geography teacher said, “Please
draw a small map tonight.”What kind? When? What?
7 With so many modern technologies,
do people use telegrams anywhere?Who? Where? What?
8 With so many modern technologies,
do people use telegrams anywhere?Who? Where? What?
Read each sentence and the question that follows it aloud. Circle the word in the sentence that answers the question. Then, reread the sentence, putting emphasis on the circled word so it stands out.
9 “I signed those autographs quickly,” he answered. Which ones?
10 “I signed those autographs quickly,” he answered. How?
11 Long ago thousands of bison roamed the plains. How many?
12 Long ago thousands of bison roamed the plains. What?
13 The thunder boomed loudly and startled me. Who?
14 The thunder boomed loudly and startled me. How?
Name: Fluency
Fluent Reading 3
Prim
ary
Stan
dard
: CC
SS.E
LA-L
iter
acy.
RF.5
.4a
- Re
ad o
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vel t
ext
wit
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tand
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Name: LEVEL 21 | Fluency
Fluent Reading 3
Lexia Skill Builders® 2
7 Read each correct sentence to a partner. When you pause, your partner should tap the table quietly.
Read each sentence aloud. Circle the sentence that has a pause (/) in the best spot.
1 Like many / musicians and athletes, he practices often.
Like many musicians and athletes, / he practices often.
Like / many musicians and athletes, he practices often.
2 They hung up the telephone / ending the conversation.
They hung up / the telephone ending the conversation.
They hung / up the telephone ending the conversation.
3 Maria worked quickly so she / finished early and went home.
Maria worked / quickly so she finished early and went home.
Maria worked quickly / so she finished early and went home.
4 Without enough / water that plant will wilt and eventually die.
Without enough water that plant will / wilt and eventually die.
Without enough water / that plant will wilt and eventually die.
5 He loves seafood, / including lobster, shrimp, and scallops.
He / loves seafood, including lobster, shrimp, and scallops.
He loves seafood, including / lobster, shrimp, and scallops.
6 Above all / we hope to inspire future archeologists.
Above / all we hope to inspire future archeologists.
Above all we hope to inspire future / archeologists.
7 In the afternoon Elena / attends art class with her brother and a friend.
In the afternoon / Elena attends art class with her brother and a friend.
In the / afternoon Elena attends art class with her brother and a friend.
8 When they saw the audiogram, the / doctors frowned.
When / they saw the audiogram, the doctors frowned.
When they saw the audiogram, / the doctors frowned.
Name: Fluency
Fluent Reading 3
Prim
ary
Stan
dard
: CC
SS.E
LA-L
iter
acy.
RF.5
.4a
- Re
ad o
n-le
vel t
ext
wit
h pu
rpos
ean
d un
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tand
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Supp
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tand
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: RF
.5.4
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Name: LEVEL 21 | Fluency
Fluent Reading 3
Lexia Skill Builders® 3
7 Read Sentences 11 to 14 to a partner. When you pause, your partner should tap the table quietly.
Read each sentence aloud. Add a pause (/) in the best spot.
1 Suddenly the rain stopped.
2 As the puppy slept it snored.
3 They live in Wakefield, a village on the lake.
4 We will cook, and they will clean.
5 I live in this house, which has blue doors.
6 If the pie burns please bake a new one.
7 As of tonight the power is still out.
8 In the first weeks of spring, the weather can be cold.
9 To arrive on time make sure to leave by noon!
10 Occasionally that clock chimes quietly.
Choose four sentences from a book you are reading, and write them on the lines below. Then, add a pause (/) in the best spot. Some of your sentences may have more than one pause!
11 _____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
12 _____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
13 _____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
14 _____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Name: Fluency
Fluent Reading 3
Prim
ary
Stan
dard
: CC
SS.E
LA-L
iter
acy.
RF.5
.4a
- Re
ad o
n-le
vel t
ext
wit
h pu
rpos
ean
d un
ders
tand
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Supp
orti
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tand
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: RF
.5.4
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Name: LEVEL 21 | Fluency
Fluent Reading 3
Lexia Skill Builders® 4
7 Write a poem that fits the following rhyme scheme: A B C B. Then, read your poem to a partner.
Read each poem. Underline the word at the end of each line. Then, circle the the correct rhyme scheme.
1 The Young Doctor
You really should read this story
about a doctor named Clara McCory.
It says that when she was just six,
an injured leg she could easily fix.
A B C B
A B A B
A A B B
2 Treasure
Sitting on the shelf near a jar of honey,
I spotted many coins.
Quite a lot of newfound money!
Now I wonder: Can I buy
that really fancy silk necktie?
A B A C C
A A B B A
A B B A A
3 Look Up
Always look up toward the sky
as you never do quite know
what might happen to go by.
In the sunshine, rain, or snow,
will you see a hawk, a jet, or butterfly?
A B B A A
A A B B A
A B A B A
Read each poem. Underline the word at the end of each line. Then, write the rhyme scheme next to the poem.
5 Oops!
After he’d finished the sweet dessert, _____
he looked up from his plate. _____
“I’d planned to eat just half of this, _____
but now I see that it’s too late!” _____
6 The Farm Escape
Through the gate the goat did run, _____
enjoying its freedom in the sun. _____
Past the barn the horse did trot, _____
ignoring the rules it had been taught. _____
Around the grass Farmer Val did spin, _____
as she tried to get both animals in. _____
Name: Fluency
Fluent Reading 3
Prim
ary
Stan
dard
: CC
SS.E
LA-L
iter
acy.
RF.5
.4a
- Re
ad o
n-le
vel t
ext
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ean
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Supp
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Name: LEVEL 21 | Vocabulary
Academic Vocabulary 3
Lexia Skill Builders® 1
1 To
is to make different.
2
are substances that help
plants and animals live.
3
is a signal word that
means even with.
4 To
is to change something
from one form to another.
5
are units that measure
the energy a food makes.
6
describes something that
is bad.
7 With a partner, play a word guessing game. Describe one of the words without saying the word itself. Use the definition, synonyms, and examples as clues. Once a word is guessed correctly, switch roles.
vary
I try to vary what I do so I’m not bored.
Match the words at the top of the page with their definitions below. Then, draw an image and write an example sentence that helps you remember the definition. This can be a thing, a person, or a way to use the word.
vary calories despite negative nutrients process
Name: Vocabulary
Academic Vocabulary 3
Prim
ary
Stan
dard
: CC
SS.E
LA-L
iter
acy.
L.5.
6 -
Acqu
ire
and
use
accu
rate
lygr
ade-
appr
opri
ate
gene
ral a
cade
mic
and
dom
ain-
spec
ific
wor
ds a
nd p
hras
es,
incl
udin
gth
ose
that
sig
nal c
ontr
ast,
add
itio
n, a
nd o
ther
logi
cal r
elat
ions
hips
(e.
g.,
how
ever
, al
thou
...
Supp
orti
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: RI
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.5.4
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5.5c
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Name: LEVEL 21 | Vocabulary
Academic Vocabulary 3
Lexia Skill Builders® 2
7 Create a poster about junk food with pictures, words, and diagrams. Explain the negative effects of processed foods, and provide suggestions of foods with healthy nutrients to eat instead.
Read the words at the top of the page. Then, use these words to fill in the blanks in the passages.
1 Lawmakers Should Make the Rules
A healthy human diet includes fats. Fats provide _____________________ for energy,
make muscles work, and help cells grow. Fats from vegetables, nuts, and fish are healthy,
but one kind of fat has _____________________ effects on health. These “trans” fats were
once put in pastries, chips, and other foods that are _____________________ in factories
before people eat them. In the 1990s, scientists showed links between trans fats and heart
disease. Governments passed laws to stop restaurants and factories from using trans fats.
2 Businesses Should Make the Rules
People want the government to protect them from foods that are unsafe to eat. But what
about foods that are bad for you _____________________ being safe to eat? A 20-ounce
bottle of cola has about 15 teaspoons of sugar and 240 calories. Foods with such “empty
calories” do not provide needed _____________________. Instead, these foods can have
_____________________ effects on health. When the mayor of New York City tried to stop
restaurants from selling extra-large sodas, a court decided that the city did not have the
right to enforce such a rule, which limited personal freedoms.
3 In your opinion, should lawmakers or businesses decide what foods are sold and
how they are processed? On another page, make a concept web like the one below
to plan your response. Include details from the passages.
why? why?
your opinion
processed negative despite calories nutrients negative
Name: Vocabulary
Academic Vocabulary 3
Prim
ary
Stan
dard
: CC
SS.E
LA-L
iter
acy.
L.5.
6 -
Acqu
ire
and
use
accu
rate
lygr
ade-
appr
opri
ate
gene
ral a
cade
mic
and
dom
ain-
spec
ific
wor
ds a
nd p
hras
es,
incl
udin
gth
ose
that
sig
nal c
ontr
ast,
add
itio
n, a
nd o
ther
logi
cal r
elat
ions
hips
(e.
g.,
how
ever
, al
thou
...
Supp
orti
ng S
tand
ards
: RI
.5.1
, RI
.5.4
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5.5c
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Name: LEVEL 21 | Vocabulary
Academic Vocabulary 3
Lexia Skill Builders® 3
1
means not important or
not serious.
2 The
is when the problem in a
story is worked out.
3 A
is a way of looking at and
understanding something.
4 A
is a struggle between
people or things.
5 To
is to see an event as
it happens.
6 An
is an important topic or
problem people discuss.
7 Write each word on its own card and each definition on a separate card. Shuffle the cards and flip them over. Play a card memory game to match each word with its definition.
Minor
My scraped knee was just a minor injury.
Match the words at the top of the page with their definitions below. Then, draw an image and write an example sentence that helps you remember the definition. This can be a thing, a person, or a way to use the word.
minor conflict issue perspective resolution witness
Name: Vocabulary
Academic Vocabulary 3
Prim
ary
Stan
dard
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Name: LEVEL 21 | Vocabulary
Academic Vocabulary 3
Lexia Skill Builders® 4
7 Write a historical fiction story from the perspective of someone who lived 100 years ago. What conflicts does she or he witness? What issues must be resolved?
Read the words at the top of the page. Then, use these words to fill in the blanks in the passages.
1 The Porcupine Year – A Book Review
In Louise Erdrich’s novel The Porcupine Year, readers travel back in time to 1852 to
_____________________ the adventures of Omakayas, a 12-year-old girl. Omakayas and
her family are Anishinabe (AH-nish-in-AH-bay). Like other Native Americans of the time,
this family must deal with the _____________________ of European-American settlement.
Forced to leave their homeland, they are searching for a place where they can live freely.
Readers get to know Omakayas and share her perspective of the people around her.
The _____________________ of the novel shows the journey’s end and leaves readers
hoping for a bright future for Omakayas.
2 Inside Out & Back Again – A Book Review
It is 1975. Hà and her family face an unknown future as refugees who are escaping
from South Vietnam. Refugees are people who flee their own country because
of war or other _____________________. To understand the issues that Hà tries to
deal with, read the beautifully written and moving novel Inside Out & Back Again,
by Thanha Lai. The author shares her own _____________________ on her childhood
in Vietnam and her arrival in the United States. Readers _____________________
Hà’s experiences of being lonely, struggling with English, and accepting loss.
3 In your opinion, which book reviewed here are you more interested in reading?
Select one of the following ways to present your opinion:
q Write a paragraph to state your opinion.
q Discuss your opinion with a classmate or an adult. In what ways do you agree
or disagree?
q Create a comic strip with words and pictures that illustrate your opinion.
issue conflicts perspective resolution witness witness
Name: Vocabulary
Academic Vocabulary 3
Prim
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Stan
dard
: CC
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Name: LEVEL 21 | Vocabulary
Academic Vocabulary 3
Lexia Skill Builders® 5
1 To
is to improve or increase.
2
means producing a lot or
getting a lot done.
3
means getting closer to
achieving something.
4
means relating to tools
invented using science.
5 An
is a new idea, tool, or way
to do something.
6 A
is what happens as a
result of an action.
7 Brainstorm other forms of each word (e.g., productive: produce, producer, production). Create a word cloud or word tree to show how the words are related.
enhance
I think adding salt enhances the flavor.
Match the words at the top of the page with their definitions below. Then, draw an image and write an example sentence that helps you remember the definition. This can be a thing, a person, or a way to use the word.
enhance consequence productive progress innovation technological
Name: Vocabulary
Academic Vocabulary 3
Prim
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Stan
dard
: CC
SS.E
LA-L
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Name: LEVEL 21 | Vocabulary
Academic Vocabulary 3
Lexia Skill Builders® 6
7 With a partner, design a new technology. Think about the problem your innovation solves. Be sure to consider any negative consequences!
Read the words at the top of the page. Then, use these words to fill in the blanks in the passages.
1 Robot Service at Restaurants
New technologies are changing restaurants. _____________________ include robots that
do the work that human workers have always done. Robots take food orders, flip burgers,
and serve food. These robots are faster and more _____________________ than human
workers. As the price of robots declines, restaurants will pay less for robots than for human
workers. But, restaurants worldwide employ millions of people. As innovations in robots
continue to improve and make _____________________, where will those people find jobs?
2 Drones: Flying Machines with the Potential to Help
The flying machine called a drone is changing the world. A drone has no crew, is smaller
than a plane, and is operated remotely. Utility companies use drones to fly over power lines.
Drones find problems for people to fix, making workers more _____________________.
Drones fly over areas hit by floods, mudslides, and other disasters. They send images
that guide rescue workers’ efforts. Of course, _____________________ changes are never
problem-free. As a _____________________ of so much drone use, people worry about
protecting their privacy from all those snooping cameras.
3 In your opinion, which innovation—restaurant robots or drones—would have a
greater impact on your life? On another page, make a concept web like the one
below to plan your response. Include details from the passages.
why? why?
your opinion
consequence progress productive innovations technological productive
Name: Vocabulary
Academic Vocabulary 3
Prim
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Stan
dard
: CC
SS.E
LA-L
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Name: LEVEL 21 | Vocabulary
Academic Vocabulary 3
Lexia Skill Builders® 7
7 Write each word on its own card and each definition on a separate card. Shuffle the cards and flip them over. Play a card memory game to match each word with its definition.
Match the words at the top of the page with their definitions below. Then, draw an image and write an example sentence that helps you remember the definition. This can be a thing, a person, or a way to use the word.
duration accurate biased investigate professional restrict
1 A
is a set amount of time.
2 A
is a person with a job that
requires special training.
3 To
is to try to find the truth
by searching for details.
4 To
is to limit something.
5
means unfairly preferring
one group over another.
6
means correct or precise.
duration
She increased the duration of her workout.
Name: Vocabulary
Academic Vocabulary 3
Prim
ary
Stan
dard
: CC
SS.E
LA-L
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L.5.
6 -
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Name: LEVEL 21 | Vocabulary
Academic Vocabulary 3
Lexia Skill Builders® 8
7 Create the front page of a student newspaper. Investigate topics that you care about, and interview students and adults to get accurate information for your stories.
Read the words at the top of the page. Then, use these words to fill in the blanks in the passages.
1 Roxana Saberi
In 2003, American journalist Roxana Saberi eagerly accepted a job reporting from Iran.
Saberi wanted her American readers and viewers to get true, _____________________
information about issues affecting the Iranian people. The Iranian government
_____________________ many freedoms, controlling what people could do. Saberi
had to be careful. After living in Iran for six years, she was accused of spying and
sentenced to eight years in prison. Saberi did not know it at the time, but journalists
in other countries were _____________________ her story. They reported on her unjust
imprisonment, and media attention spread worldwide. Did the journalists’ actions have
an impact? Maybe—because Saberi was set free.
2 Margaret Bourke-White
Margaret Bourke-White was one of the greatest photojournalists. Photojournalists investigate
and report the news, but they do it with their cameras. When Bourke-White decided
to become a photojournalist, almost all of these _____________________ were male.
However, she would not let the _____________________ views people had about the
roles of women stop her. Bourke-White thought _____________________ stories could
be told “in the simple black-and-white truthfulness of the photograph.”
3 In your opinion, which professional’s work would you prefer to read or see?
Select one of the following ways to present your opinion:
q Write a paragraph to state your opinion.
q Discuss your opinion with a classmate or an adult. In what ways do you agree
or disagree?
q Create a multimedia presentation with images and words to explain your opinion.
biased accurate professionals investigating accurate restricted
Name: Vocabulary
Academic Vocabulary 3
Prim
ary
Stan
dard
: CC
SS.E
LA-L
iter
acy.
L.5.
6 -
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Name: LEVEL 21 | Comprehension
Grammar Concepts 3
Lexia Skill Builders® 1
7 Read Sentences 9 to 14 to a partner. Explain why you used each verb tense.
Read the terms in the box below, and think about how each part of speech functions in a sentence. Then, match each term to its meaning, and write it on the line.
preposition
adverb
noun
interjection
adjective
pronoun
conjuction
verb
1 A ___________________________ names a person, place, thing, or idea.
2 A ___________________________ takes the place of a noun.
3 A ___________________________ shows an action or links words.
4 An ___________________________ tells where, when, or how the action happens.
5 An ___________________________ tells what kind, how many, or which one.
6 An ___________________________ shows strong feeling or emphasis.
7 A ___________________________ joins ideas within and across sentences.
8 A ___________________________ starts a prepositional phrase that tells where or when.
Write a sentence about yourself using each given verb tense.
9 past tense
10 past tense
11 present tense
12 present tense
13 future tense
14 future tense
Comprehension
Grammar Concepts 3Name:
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Name: LEVEL 21 | Comprehension
Grammar Concepts 3
Lexia Skill Builders® 2
7 Find three sentences that use prepositional phrases in your independent reading. Write thesentences on another page, and tell whether the prepositional phrases tell where or when.
Use the given preposition to write a prepositional phrase that completes each sentence.
1 on Ciara will travel to Peru ____________________________________________ .
2 near I think a famous actor lives _________________________________________ .
3 under ___________________________________________, there is a secret message.
4 until He was so tired that he slept _______________________________________ .
5 after ___________________________________________ we completed our chores.
6 during Did you and Simon chat ___________________________________________?
7 into She was nervous, but she jumped ___________________________________ .
8 in _________________________________________ my kids will drive flying cars.
9 above They put the book on the shelf _____________________________________ .
10 before __________________________________________ Amir’s sister will play golf.
Complete each sentence with a prepositional phrase that tells where.
11 She found the book _________________________________________________________.
12 The wild horses ran _________________________________________________________.
13 _________________________________________________________, a majestic eagle soars.
Complete each sentence with a prepositional phrase that tells when.
14 Thaman and I hiked _________________________________________________________.
15 __________________________________________________, I need to do my homework.
16 He always brushes his teeth __________________________________________________.
Comprehension
Grammar Concepts 3Name:
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Name: LEVEL 21 | Comprehension
Grammar Concepts 3
Lexia Skill Builders® 3
Underline the three nouns. Then, replace them with different nouns. Write the new sentence on the line.
1 Those friendly dogs and cats live in this red building.
_____________________________________________________________________________________________________________
Underline the two adjectives. Then, replace them with different adjectives. Write the new sentence on the line.
2 The delicate bowls sat on the square table.
_____________________________________________________________________________________________________________
Underline the two past tense verbs. Then, replace them with different verbs in the future tense. Write the new sentence on the line.
3 My cousins walked on the trail, but I explored near the lake.
_____________________________________________________________________________________________________________
Underline the two nouns. Then, replace them with pronouns. Write the new sentence on the line.
4 Ben can’t sleep when the dogs howl loudly.
_____________________________________________________________________________________________________________
Underline the two adverbs. Then, replace them with different adverbs. Write the new sentence on the line.
5 The children will play there, or they will read quietly.
_____________________________________________________________________________________________________________
Underline the two pronouns. Then, replace them with different pronouns. Write the new sentence on the line.
6 We swam across the river, but he used the bridge.
_____________________________________________________________________________________________________________
Underline the prepositional phrase that tells when. Then, replace it with a prepositional phrase that tells where. Write the new question on the line.
7 Did the musicians perform throughout the day?
_____________________________________________________________________________________________________________
Underline the two possessive nouns. Then, replace them with different possessive nouns. Write the new sentence on the line.
8 The scientists’ research proved the student’s theory.
_____________________________________________________________________________________________________________
7 Write your own sentence and set of directions for changing it. Then, ask a partner to try it, and checktheir work.
Comprehension
Grammar Concepts 3Name:
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Name: LEVEL 21 | Comprehension
Grammar Concepts 3
Lexia Skill Builders® 4
7 Find three examples of interjections in your independent reading. Then, write them on another page.
Use the given interjection in a sentence. Then, draw a sketch to illustrate each sentence.
1 Woohoo!
Woohoo! it’s almost time for our__________________________________________________________
spring concert__________________________________________________________
2 Wow!
__________________________________________________________
__________________________________________________________
3 Hmm,
__________________________________________________________
__________________________________________________________
4 Oops!
__________________________________________________________
__________________________________________________________
5 Ouch!
__________________________________________________________
__________________________________________________________
6 Ahem,
__________________________________________________________
__________________________________________________________
7 Aha!
__________________________________________________________
__________________________________________________________
Woohoo!
Comprehension
Grammar Concepts 3Name:
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Name: LEVEL 21 | Comprehension
Grammar Concepts 3
Lexia Skill Builders® 5
7 On another page, explain why it is helpful to know the meanings of different conjunctions andhow to use them in sentences.
Read each pair of simple sentences. Circle the conjunction that would keep the meaning of the two simple sentences when combined to make a compound sentence. Then, write the new sentence on the line. Note: You may add or replace words.
1 It started to rain. Therefore, we left the park.
It started to rain, so we left the park.______________________________________________________________________________________________
so
but
2 Sam picked flowers. She also put them in a vase.
______________________________________________________________________________________________
and
if
3 Satchel could take a nap. His other choice is to do the dishes.
______________________________________________________________________________________________
so
or
4 The car looks old. However, it still runs well.
______________________________________________________________________________________________
if
but
5 I play basketball. In addition, I compete in chess tournaments.
______________________________________________________________________________________________
or
and
6 The horse was tired. As a result, it pulled the wagon slowly.
______________________________________________________________________________________________
so
but
Underline both parts of each paired conjunction. Then, complete the sentence.
7 We will either visit the museum or _____________________________________________.
8 Neither the table nor _____________________________________________ is clean.
9 No sooner had I sat down than _____________________________________________.
10 She found both the red scarf and _____________________________________________.
11 Not only is Jason friendly, but also _____________________________________________.
12 Please have either some fruit or _____________________________________________.
Comprehension
Grammar Concepts 3Name:
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Name: LEVEL 21 | Comprehension
Grammar Concepts 3
Lexia Skill Builders® 6
Read each sentence starter, and underline the conjunction. Then, complete the sentence.
1 The runners were tired because ______________________________________________ .
2 As soon as the rain stopped, __________________________________________________ .
3 If I go to bed late, __________________________________________________________ .
4 Our visitors will arrive as soon as ______________________________________________ .
5 The nurse will call you if _____________________________________________________ .
6 It looks like it is going to rain, so ______________________________________________ .
Read each question. Then, answer it by completing the sentence using a conjunction: because, so, or as soon as.
7 Why did Tim paint the door?
Tim painted the door ________________________________________________________ .
8 When will the shop open?
The shop will open __________________________________________________________ .
9 What was the result of all the clocks stopping?
All the clocks stopped, _______________________________________________________ .
10 When did her arm begin hurting?
Her arm began hurting ______________________________________________________ .
11 Why did you move indoors?
We moved indoors __________________________________________________________ .
12 What was the result of Ben not eating breakfast?
Ben did not eat breakfast, ____________________________________________________ .
13 Why is your homework missing?
My homework is missing _____________________________________________________ .
7 Read Sentences 1 to 6 to a partner. Explain how you used the given conjunctions to completeeach sentence.
Comprehension
Grammar Concepts 3Name:
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Name: LEVEL 21 | Comprehension
Text Connections 4
Lexia Skill Builders® 1
7 Draw a diagram using arrows to show the transfer of energy from the sun to a food you ate today.
THINK ABOUT
When you’re trying to find answers to science questions, it’s wise to check more than one source.
Each source may present similar terms and concepts but explain them in different ways. Reading more
than one explanation will deepen your understanding of the topic.
READ
Reread “Diagram of a Food Web” (page 2) and “Interview with a Food Scientist” (page 3).
Both sources tell about the same topic—food webs.
1 As you read, underline important terms and details that help answer this Target Question:
How does a food web work?
EXPLORE
2 Look again at the information you underlined. Make a plan to use it to write a paragraph that
answers the Target Question. To make your plan, fill in this chart with details from both texts.
Diagram of a Food Web Interview with a Food Scientist
3 The first sentence of your paragraph will state the topic. Write a topic sentence that shows what
you will write about.
_____________________________________________________________________________________________________________
WRITE
4 On another page, write a paragraph that answers the Target Question. Start your paragraph
with the topic sentence and use your chart to help you with the supporting details. (Hint: Imagine
you’re explaining the answer to someone who has never heard of a food web.)
Name: Comprehension
Text Connections 4
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Name: LEVEL 21 | Comprehension
Text Connections 4
Lexia Skill Builders® 2
Diagram Of A Food Web
sunlight
green plant
mouse
snake coyote
A food web is a system of organisms that transfer energy to each other by eating
and being eaten. Arrows show the direction that energy flows through the system.
sunlight
Sunlight gives plants the energy they need to make their own food. Almost every
living thing gets energy from the sun—either directly from rays of sunlight or
indirectly from another organism.
green plant
Green plants get energy from the sun when sunlight reaches Earth’s surface.
The plant uses sunlight, water, and air to make its own food. Because plants
produce their own food, they are called producers.
mouse
The mouse can’t make its own food like the plant can, so it must eat the plant to get
energy. Animals that get energy from eating other organisms are called consumers.
snake
Sunlight energy passes to the snake when it eats other animals, like the mouse.
Each time energy is transferred, there is less available because each plant or animal
uses up some energy for its own survival.
coyote
The coyote gets energy by eating many different animals, and even plants.
Energy passes to the coyote from different sources throughout the food web.
Name: Comprehension
Text Connections 4
Prim
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Name: LEVEL 21 | Comprehension
Text Connections 4
Lexia Skill Builders® 3
Interview With a Food Scientist
This interview between ten-year old Riley Noor and food scientist Dr. Alisha Lee
explains how food scientists know so much about the foods we eat.
Riley: Thank you for meeting with me, Dr. Lee. I have so many questions about
food! First of all, how does food give us energy?
Dr. Lee: The energy in the food we eat can be traced all the way back to the
sun. Sunlight gives energy to green plants so they can produce their own food
using air and water in a process called photosynthesis.
Riley: But what does that have to do with how we get energy?
Dr. Lee: Every time you have a salad, eat rice, or drink orange juice, you’re
getting energy directly from green plants. Green plants can also be mixed with
other ingredients to make food. A chocolate chip cookie, for example, is made
from flour, sugar, eggs, butter, and chocolate. Flour and sugar start out as green
plants. Eggs and butter come from animals that eat green plants. Even chocolate
is made from cocoa beans, which grow on green, leafy trees. So, when you eat a
cookie, the energy from the sun gets passed on, or transferred, to you!
Riley: How do we know how much energy we’re getting when we eat?
Dr. Lee: You can see exactly how much energy you’re getting from any food
just by walking through the supermarket. The next time you go shopping, pick
up a box, a can, a bottle, or a bag, and look for the word calories listed on the
Nutrition Facts label. Calories are an actual measurement of the energy available
when you eat a serving of food.
Riley: What else do you study in the foods we consume?
Dr. Lee: I measure the amount and specific kinds of vitamins and minerals that are in
foods. Those are the parts of food that help your body grow and stay healthy. Even
that chocolate chip cookie has some vitamins and minerals. (Not as much as fruits
and vegetables, of course!)
Name: Comprehension
Text Connections 4
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Name: LEVEL 21 | Comprehension
Text Connections 4
Lexia Skill Builders® 4
THINK ABOUT
Realistic fiction presents characters who have thoughts, feelings, and problems that real people
might experience. To appreciate these stories, readers pay attention to characterization—how authors
develop fictional characters who seem so lifelike.
READ
Reread “Sol Painting, Inc.,” an excerpt from a story by Meg Medina (page 5), and “Secret Samantha,”
an excerpt from a story by Tim Federle (page 6). Each story is told from a first-person point of view.
1 As you read, underline details that help answer this Target Question: What is each main
character like, and how can you tell?
EXPLORE
2 In each story excerpt, a character shows what she is thinking and feeling. What can you tell about
her character traits (words that describe her personality)? Fill in this chart with your ideas.
Character Character Traits How Those Traits Are Shown
Merci
Samantha
WRITE
3 On another page, write a paragraph that answers the Target Question. Start your paragraph
with a topic sentence and use your chart to help you with the supporting details. Be sure to use
quotation marks when you write story titles.
7 Imagine that Merci and Samantha are meeting each other. Create a comic strip showing what they sayto get to know each other.
Name: Comprehension
Text Connections 4
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Name: LEVEL 21 | Comprehension
Text Connections 4
Lexia Skill Builders® 5
Sol Painting, Inc.
An excerpt from a story by Meg Medina
I wonder what it’s going to be like for me this year. Roli and I will both be at
Seaward Pines, although I’ll be in the lower school with all the other seventh-grade
“amoebas” (his word). Roli is five years older than I am—a senior. The last time we
were in the same school, I was in kindergarten and he was one of the bossy safety
patrols with a plastic badge. After that, he became a Sunshine Scholar at fancy
Seaward Pines School, where everybody thinks he’s a genius.
Mami says I’m going to love Seaward Pines, but I don’t know. I’m not much for
fancy, and everything about that place is shiny and stiff. Even the red blazers I’ll have
to wear look hot and silly, if you ask me. Plus, no one from our neighborhood goes
there, except Roli, so I’ll have to make new friends. Stuff like that doesn’t bother Roli.
In fact, he’s never brought home a friend in all the years he’s gone there. I asked him
about it once, but he told me to close my oral cavity.
I think what Mami really means is that she’s going to love it. Last year was tough
on her. My highest grade was a C.... Well, it was frustrating for me, too. To think, all my
years of perfect attendance and neat penmanship did absolutely nothing to butter up
my teachers at report card time. It’s what we call a poor return on investment in the
business world. Mami finally said, “iHasta aqui!” and called Papi to “discuss my future,”
so I knew I was dead meat. I fought it as best I could, but they decided that I needed
“a more structured learning environment,” aka Seaward Pines.
“Why does it matter if I get an A in science or English?” I cried to Mami.
“I’m going to take over Papi’s business anyway!”
She gaped at me like a fish out of water. ‘’Business? Is that what you’re calling
a dented van and the few guys who show up when they feel like it? A business?’’
Mami: She has no vision. No wonder she and Papi don’t get along.
Anyway, with Roli’s help, I managed to broker a deal. I agreed not to run away.
I’d go to Seaward Pines but only if I could apprentice with Papi and get paid.
So far, they’re living up to the agreement. I’m twelve, so for now, I mostly do the
trim, and I’m not allowed to go on all the jobs on account of child labor laws and
all that [nonsense]. I’ve been on two sites so far: Ramon’s Auto Parts (not bad since
it was air-conditioned) and the marina, which left me smelling like bait for days.
Name: Comprehension
Text Connections 4
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Name: LEVEL 21 | Comprehension
Text Connections 4
Lexia Skill Builders® 6
Secret Samantha
An excerpt from a story by Tim Federle
The mall is a zoo, if the zoo forgot to build cages.
Half the shops are permanently closed, and the food court is a war zone.
But after we pick up [a gift card] for Miss Lee, Mom beelines straight for a boutique
that’s within the price range of our Secret [Sharer] rules.
“What about this, Sammy?” she says, holding up a mini makeup kit that’s right
by the front of this quirky pop-up shop. Mom calls me Sammy because she knows
I hate Samantha, and she knows I prefer Sam, and so Sammy is kind of “in the middle.”
We are working on being in the middle with one another.
“Maybe,” I say, and Mom goes, “Speak up, Sammy,” and I say, “Maybe.”
That right there is a good example of me being in the middle, because I
wanted to throw the makeup against the wall and shout, “Blade doesn’t need
makeup to be cool!”
“Well, I’ll hold on to it,” Mom says, making apology eyes at the cashier.
“Unless you find something better.”
But I don’t find something better, is the problem. I go up and down the aisles,
and I find things that I could use—like these turquoise dragon earrings that might
distract people from my giant ears, or this mini embroidered DIVA pillow that would
be a good bed for my bunny, Sir Hop-a-Lot—but none of it seems very Blade.
“Samantha?” I hear from the front. I’m allowed out of my mom’s sight for
about ten seconds for every year I’ve been alive.
As I’m shuffling back to her, I’m making note of the silver high heels she’s
got on that I know make her feet “scream.” She always looks so dolled up but
so uncomfortable. She’s the very opposite of me. I’d rather be plain and relaxed.
If I could wear sweatpants to church, I would. If I could buzz off my hair, I would.
I’m serious!
“So?” Mom says, tapping the makeup kit against the counter. “Shall we?”
But then she gets a phone call from her boyfriend—I recognize the special
ring—and she hands the cashier both of her credit cards, says, “One of those
should work,” and steps away to take Scott’s call.
Name: Comprehension
Text Connections 4
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Name: LEVEL 21 | Comprehension
Text Connections 4
Lexia Skill Builders® 7
7 Locate a copy of the book Salt. Take turns with a partner reading aloud the parts of Anikwa andJames. Discuss how the visual layout of each poem adds meaning to the story.
THINK ABOUT
To learn about a period in history, readers look for answers to the basic questions When? Where?
Who? What happened? Why? Informational texts have answers to those questions. Historical fiction
also has answers but presents them differently—through the eyes of the characters.
READ
Reread “A Timeline of the War of 1812” (page 8) and Salt: A Story Of Friendship In A Time Of War,
an excerpt from a book by Helen Frost (page 9). Both tell about the same historical event: the
War of 1812.
1 As you read, underline details about the war that appear in both sources.
EXPLORE
2 What information in the timeline helps readers understand why Kekionga is destroyed?
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
3 Which details in the timeline seem to best match major ideas in both poems?
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
WRITE
4 To write a historical novel, an author must combine both factual research and imagination.
What topics did the author need to research? What elements came from her imagination?
On another page, write a paragraph to explain your answers.
Name: Comprehension
Text Connections 4
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Name: LEVEL 21 | Comprehension
Text Connections 4
Lexia Skill Builders® 8
A Timeline of the War of 1812
1810 18151814181318121811
1810
Hostility and distrust between Americans and British grow when the British force
American sailors to join the British Royal Navy. At the same time, many Native
American nations unite to stop the United States from claiming more land in the
Northwest Territory. Some American settlers and Native Americans peacefully share
this land and trade supplies.
1811
Americans and British clash over control of the Northwest Territory. This area is
already home to thousands of Native Americans. British troops offer weapons to
some Native Americans to help them fight against American soldiers.
1812
The United States declares war. Some Native Americans support the United States.
Other Native Americans join the British army to fight against American soldiers.
Fort Wayne is attacked and surrounded by Native Americans. People in Fort Wayne
begin to run out of food. American soldiers set fire to nearby Native American villages.
1813
The war damages relationships between Native Americans and American families
who have settled in the Northwest Territory. Settlers and Native Americans who
once traded with each other and lived in peace are now unsure whom to trust.
1814
Relationships between American settlers and Native Americans grow worse as native
people are forced off land where they have lived for centuries.
1815
The Treaty of Ghent is signed, and the war officially ends. The treaty states that the
United States must return any land that had been home to Native Americans before
the war. This does not happen. American settlers continue to expand westward and
claim land for the United States.
Name: Comprehension
Text Connections 4
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Name: LEVEL 21 | Comprehension
Text Connections 4
Lexia Skill Builders® 9
These events are described from the perspectives of two 12-year-old boys.
Anikwa, a Native American, and James, an American settler, live in what is
now the US state of Indiana. Anikwa and his family have returned to Kekionga
(their village) to find that it has been burned by American soldiers.
Salt: A Story of Friendship in a Time of War
An excerpt from a book by Helen Frost
ANIKWA
It’s almost dark
when we walk into Kekionga.
Or where it used to be. Now it’s … ashes.
Kwaahkwa told us, but no one could
imagine how terrible it is:
every house
torn apart
and burned. The fish
we had to leave on drying racks
scattered everywhere, and trampled.
Corncobs and fish heads covered with flies—
the army must have eaten what they wanted, and then
destroyed whatever was left over. Didn’t they know—
they must have known—it’s too late to grow more
corn, and we won’t be able to catch many
fish before the river freezes.
Will the animals find
their way
back?
Will deer give us
hides for warmth and shelter, meat
for winter food? Father says, It’s worse than I thought.
Grandma says, You helped them go to Piqua.
They should help us now.
Name: Comprehension
Text Connections 4
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SS.E
LA-L
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RL.5
.2,
RL.5
.5,
RI.5
.3,
RI.5
.6,
RI.5
.9,
RL.5
.6,
RL.5
.9,
SL.5
.1,
L.5.
2d
Cor
e5 L
evel
21
This
mat
eria
l is
a co
mpo
nent
of L
exia
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ore5
® R
eadi
ng.
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exia
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rnin
g, a
Cam
bium
Lea
rnin
g® G
roup
com
pany
.R
eprin
ted
for c
lass
room
use
onl
y. A
ll ot
her r
ight
s re
serv
ed. N
ot fo
r res
ale.
Name: LEVEL 21 | Comprehension
Text Connections 4
Lexia Skill Builders® 10
Salt: A Story of Friendship in a Time of War
(continued)
JAMES
Anikwa looks at me like he’s forgotten who I am, his eyes so sad
and angry I don’t know what to say. I made him a new whistle, but now
it seems like it belongs someplace we can’t go back to. I keep it
in my pocket. We give them a ball of twine, a new blade for their saw.
Ma says, This is not on credit. It’s a gift. Pa looks surprised to hear that,
but he doesn’t disagree. A few leaves are turning yellow, falling
from the trees into the river. When I do offer the whistle to Anikwa,
he takes it, but he doesn’t smile. He looks older. He looks hungry.
They all do. Mink spreads out her hands and speaks to us. Old Raccoon
repeats her words in English: Please sit with us and eat. He goes away and
comes back with a roasted rabbit. Mink holds out a small gourd bowl to Pa.
He turns red and looks down at the ground before he dips his fingers in. Salt.
Thank you, he says softly. I whisper to Ma, They hardly have any food. Why
are they feeding us? She answers, You should know by now. This is who they are.
Name: Comprehension
Text Connections 4
Prim
ary
Stan
dard
: CC
SS.E
LA-L
iter
acy.
RF.5
.4a
- Re
ad o
n-le
vel t
ext
wit
h pu
rpos
ean
d un
ders
tand
ing.
Supp
orti
ng S
tand
ards
: RI
.5.1
, RI
.5.1
0, R
I.5.
4, R
I.5.
7, R
L.5.
1, R
L.5.
10,
RL.5
.7,
RL.5
.3,
RI.5
.2,
RI.5
.8,
RL.5
.2,
RL.5
.5,
RI.5
.3,
RI.5
.6,
RI.5
.9,
RL.5
.6,
RL.5
.9,
SL.5
.1,
L.5.
2d
Cor
e5 L
evel
21
This
mat
eria
l is
a co
mpo
nent
of L
exia
® C
ore5
® R
eadi
ng.
©20
21 L
exia
Lea
rnin
g, a
Cam
bium
Lea
rnin
g® G
roup
com
pany
.R
eprin
ted
for c
lass
room
use
onl
y. A
ll ot
her r
ight
s re
serv
ed. N
ot fo
r res
ale.
Lexia Skill Builders®
LEVEL 21 | Structural Analysis
Vocabulary Strategies 3
Nam
e:
LEV
EL
21
| St
ruct
ural
Ana
lysi
s
Voca
bul
ary
Stra
teg
ies
3
Lexi
a Sk
ill B
uild
ers®
2
7
Ch
oo
se fi
ve w
ord
s fr
om
th
e b
ox
at t
he
top
of t
he
pag
e, a
nd
wri
te a
sen
ten
ce f
or
each
.
Rea
d t
he
wo
rds
in t
he
bo
x, a
nd
th
ink
abo
ut t
hei
r m
ean
ing
s. C
ircl
e th
e p
refi
x (f
ore
-, in
-, tr
ans-
) or
suffi
x (-
ic, -
ity,
-ure
) ad
ded
to
th
e b
ase
wo
rd. T
hen
, use
th
e w
ord
s to
co
mp
lete
th
e cr
oss
wo
rd p
uzz
le.
equal
ity
inac
cura
te
fore
tell
negat
ivity
invi
sible
exp
osu
re
syst
em
ic
tran
sport
insince
re
athle
tic
Use
th
e w
ord
s in
th
e b
ox
to c
om
ple
te t
he
cro
ssw
ord
pu
zzle
. Lo
ok
for
hin
ts in
th
e cl
ues
bel
ow
to
hel
p w
ith
th
e
mea
nin
g o
f eac
h w
ord
.
12
3
4
5
67
8
9
10
ACRO
SS
1.
hav
ing t
he q
ual
itie
s of a
syst
em
4.
a st
ate o
f bein
g c
ritica
l or
negat
ive
6.
the s
tate
of bein
g e
qual
9.
the p
roce
ss o
f sh
ow
ing o
r exp
osing
10. n
ot
able
to b
e s
een
DO
WN
2.
not
corr
ect
3.
to p
redic
t or
tell
ahead
of tim
e
5.
to c
arry
acr
oss
7.
hav
ing q
ual
itie
s of an
ath
lete
8.
not
show
ing g
enuin
e feelin
gs
12
3
4
5
67
8
9
10
ACRO
SS
1.
hav
ing t
he q
ual
itie
s of a
syst
em
4.
a st
ate o
f bein
g c
ritica
l or
negat
ive
6.
the s
tate
of bein
g e
qual
9.
the p
roce
ss o
f sh
ow
ing o
r exp
osing
10. n
ot
able
to b
e s
een
DO
WN
2.
not
corr
ect
3.
to p
redic
t or
tell
ahead
of tim
e
5.
to c
arry
acr
oss
7.
hav
ing q
ual
itie
s of an
ath
lete
8.
not
show
ing g
enuin
e feelin
gs
sy
st
em
ic
nf
ne
ga
ti
vi
ty
oc
rc
te
ur
eq
ua
li
ty
ra
te
an
ih
lt
sn
ll
ex
po
su
re
oi
tr
ni
tc
ce r
in
vi
si
bl
e
Nam
e:
Stru
ctur
al A
naly
sis
Voca
bul
ary
Stra
teg
ies
3N
ame:
LE
VE
L 2
1 |
Stru
ctur
al A
naly
sis
Voca
bul
ary
Stra
teg
ies
3
Lexi
a Sk
ill B
uild
ers®
1
7
Wri
te y
ou
r o
wn
defi
nit
ion
for
each
wo
rd y
ou
use
d t
o c
om
ple
te S
ente
nce
s 7
to
10
. Th
ink
abo
ut t
he
wo
rd p
arts
to
hel
p y
ou
.
Rea
d e
ach
sen
ten
ce, a
nd
un
der
line
the
wo
rd w
ith
th
e g
iven
pre
fix
or
suffi
x. T
hen
, dra
w a
lin
e fr
om
th
e se
nte
nce
to
th
e p
art o
f sp
eech
an
d m
ean
ing
of t
he
wo
rd y
ou
un
der
lined
.
1fo
re-
The w
hite c
at in t
he fore
gro
und o
f th
e p
hoto
contr
aste
d w
ith t
he d
ark
fore
st b
ehin
d it.
2tr
ans-
Cyc
lists
in t
he t
ransc
ontinenta
l ra
ce s
tart
ed in
Euro
pe a
nd fin
ished in A
sia.
3in
-The m
oth
was
so w
ell
cam
ouflag
ed a
s it r
est
ed
on t
he leaf
that
it
seem
ed t
o b
e invi
sible
.
4-u
reThe c
om
munity
swim
min
g p
ool an
nounce
d its
closu
re a
t th
e e
nd o
f th
e s
um
mer.
5-i
cM
y sist
er, w
ho h
as p
aintings
in a
loca
l m
use
um
,
is the m
ost
art
istic
pers
on in o
ur
fam
ily.
6-i
tyThe p
uppy'
s cu
riosity
about
its
new
hom
e
help
ed it
ove
rcom
e its
shyn
ess
.
(adje
ctiv
e) hav
ing
the q
ual
itie
s of
an a
rtist
(adje
ctiv
e)
ext
endin
g a
cross
co
ntinents
(noun)
the
gro
und in fro
nt
(noun)
the s
tate
of bein
g c
urious
(adje
ctiv
e)
not
visible
(noun)
the
pro
cess
of
closing
Rea
d t
he
wo
rds
in t
he
bo
x b
elo
w, a
nd
th
ink
abo
ut t
hei
r m
ean
ing
s. C
ircl
e th
e p
refi
x o
r su
ffix
in e
ach
wo
rd. (
On
e w
ord
h
as b
oth
.) Th
en, fi
nd
th
e w
ord
th
at b
est c
om
ple
tes
each
sen
ten
ce, a
nd
wri
te it
on
the
line.
tran
sform
atio
nm
oistu
rein
direct
lyfo
reth
ought
7M
ost
liv
ing t
hin
gs
get
energ
y fr
om
the s
un—
either
direct
ly fro
m s
unlig
ht
or
____________________ fro
m a
noth
er
livin
g t
hin
g in t
he food w
eb.
8W
hen p
eople
exe
rcise, th
eir b
odie
s ke
ep c
ool by
lett
ing o
ff _
___________________
in t
he form
of sw
eat
.
9The c
aterp
illar
underg
oes
a m
irac
ulo
us
____________________ fro
m a
worm
-like
creat
ure
to a
delic
ate b
utt
erf
ly.
10
When p
acking for
her
trip
to t
he lak
e, Lo
la h
ad t
he _
___________________ t
o p
ack
an
um
bre
lla in c
ase it
rain
ed.
indire
ctly
moist
ure
tran
sfor
mat
ion
fore
thou
ght
Nam
e:
Stru
ctur
al A
naly
sis
Voca
bul
ary
Stra
teg
ies
3
Structural Analysis
Vocabulary Strategies 3
Cor
e5 L
evel
21
This
mat
eria
l is
a co
mpo
nent
of L
exia
® C
ore5
® R
eadi
ng.
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21 L
exia
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rnin
g, a
Cam
bium
Lea
rnin
g® G
roup
com
pany
.R
eprin
ted
for c
lass
room
use
onl
y. A
ll ot
her r
ight
s re
serv
ed. N
ot fo
r res
ale.
Lexia Skill Builders®
LEVEL 21 | Structural Analysis
Vocabulary Strategies 3
Nam
e:
LEV
EL
21
| St
ruct
ural
Ana
lysi
s
Voca
bul
ary
Stra
teg
ies
3
Lexi
a Sk
ill B
uild
ers®
4
7
Re
ad t
his
pas
sag
e t
o a
par
tne
r. T
alk
ab
ou
t th
e in
form
atio
n a
nd
ex
pla
in y
ou
r an
swe
rs t
o t
he
qu
est
ion
s ab
ove
.
Re
ad t
he
wo
rds
in t
he
bo
x, a
nd
th
ink
abo
ut
the
ir m
ean
ing
s. C
ircl
e th
e p
refi
x o
r su
ffix
add
ed
to
th
e b
ase
wo
rd.
On
e w
ord
has
a p
refi
x an
d a
su
ffix.
mas
sive
haz
ardous
pro
ble
mat
ic
repro
duce
colle
ctio
n
unpre
dic
table
tran
sport
ed
pollu
tion
nat
ura
l
reas
sem
ble
d
Rea
d t
he
pas
sag
e. T
hin
k ab
ou
t wo
rd p
arts
to
hel
p w
ith
th
e m
ean
ing
of c
om
ple
x w
ord
s.
Life
can
be
unpre
dic
table
and full
of su
rprise
s. Y
ou n
ever
know
when
insp
irat
ion m
ay s
trike.
For
Dutc
h inve
nto
r Boya
n S
lat, it hap
pen
ed w
hile
scu
ba
div
ing, at
age
sixt
een, w
hen
he
notice
d
more
gar
bag
e th
an fish.
Boya
n b
egan
to in
vest
igat
e th
e issu
e. M
assive
gar
bag
e pat
ches
wer
e flo
atin
g a
round the
world’s
oce
ans—
one
of th
em thre
e tim
es the
size
of Fr
ance
! Boat
s an
d n
ets
wer
e bei
ng u
sed to h
aul i
t
out, b
ut th
is w
as s
low
and p
roble
mat
ic. W
ildlif
e w
as g
etting c
aught in
the
net
s, a
nd the
boat
s
wer
e sp
ewin
g h
azar
dous
fum
es a
nd d
eadly
poisons
into
the
air, a
ddin
g to the
pollu
tion p
roble
m.
Boya
n e
xplo
red the
idea
of using n
atura
l oce
an c
urr
ents
to g
ather
tra
sh. After
yea
rs o
f
rese
arch
, he
hel
ped
cre
ate
a sy
stem
of gia
nt flo
atin
g b
arrier
s ca
lled b
oom
s. T
he
mile
-long
boom
s ar
e co
nst
ruct
ed o
n lan
d o
ut of pip
es. Th
en, th
ey a
re tra
nsp
ort
ed o
ut to
sea
in s
ections
and r
eass
emble
d ther
e.
The
boom
s ar
e cu
rved
in a
wid
e ar
c an
d d
esig
ned
to r
epro
duce
the
effe
cts
of a
bea
ch,
gat
her
ing tra
sh a
long the
edges
, th
en funnel
ing it in
to a
colle
ctio
n b
in.
Use
wo
rd-p
art c
lues
an
d c
on
tex
t clu
es t
o h
elp
yo
u an
swer
th
e q
ues
tio
ns
bel
ow
. Wri
te in
co
mp
lete
sen
ten
ces.
1The a
uth
or
clai
ms
that
life c
an b
e u
npre
dic
table
. W
hat
does
unpre
dic
table
mean
?
____________________________________________________________________________
2W
hat
was
the insp
irat
ion for
Boya
n S
lat’s
inve
ntion?
____________________________________________________________________________
3W
hy
is t
he p
roce
ss o
f using b
oat
s an
d n
ets
to c
lean
oce
an p
ollu
tion p
roble
mat
ic?
____________________________________________________________________________
____________________________________________________________________________
4In
your
ow
n w
ord
s, e
xpla
in h
ow
the s
yste
m o
f gia
nt bar
riers
work
s to
reduce
pollu
tion.
____________________________________________________________________________
____________________________________________________________________________
Unp
redi
ctab
le m
eans
not
abl
e to
be
know
n be
fore
it h
appe
ns.
He
obse
rved
mor
e ga
rbag
e th
an fi
sh w
hile h
e wa
s sc
uba
divin
g.
Usin
g bo
ats
and
nets
was
pro
blem
atic
beca
use
wild
life
got ca
ught
in
the
nets
, and
boa
t fu
mes
cre
ated
mor
e po
llutio
n.
The
long, c
urve
d bo
oms
colle
cted
tra
sh a
nd d
irect
ed it
into
a
cont
aine
r to
rem
ove
it.
Nam
e:
Stru
ctur
al A
naly
sis
Voca
bul
ary
Stra
teg
ies
3N
ame:
LE
VE
L 2
1 |
Stru
ctur
al A
naly
sis
Voca
bul
ary
Stra
teg
ies
3
Lexi
a Sk
ill B
uild
ers®
3
Rea
d t
he
wo
rds
in t
he
bo
x, a
nd
th
ink
abo
ut t
hei
r m
ean
ing
s. C
ircl
e th
e p
refi
x (f
ore
-, in
-, tr
ans-
) or
suffi
x (-
ic, -
ity,
-ure
) ad
ded
to
th
e b
ase
wo
rd.
fore
stal
l
inco
nse
quential
meta
llic
rigid
ity
pre
ssure
fore
most
inad
equat
e
hyg
ienic
tran
sform
abili
ty
Ch
oo
se t
he
wo
rd f
rom
th
e b
ox
that
mat
ches
eac
h p
art o
f sp
eech
an
d d
efi
nit
ion
, an
d w
rite
it o
n th
e lin
e. T
hen
, use
th
e w
ord
in a
sen
ten
ce.
1__________________________________ (ad
ject
ive)
not
import
ant
or
not
conse
quential
____________________________________________________________________________
2__________________________________ (ve
rb)
to c
han
ge in form
or
appear
ance
____________________________________________________________________________
3__________________________________ (noun)
the s
tate
of bein
g a
ble
____________________________________________________________________________
4__________________________________ (ad
ject
ive)
befo
re a
nyt
hin
g e
lse in r
ank
____________________________________________________________________________
5__________________________________ (ad
ject
ive)
hav
ing the q
ual
itie
s of m
eta
l
____________________________________________________________________________
6__________________________________ (ad
ject
ive)
not ad
equat
e o
r not enough
____________________________________________________________________________
7__________________________________ (ad
ject
ive)
hav
ing q
ual
itie
s of clean
liness
____________________________________________________________________________
8__________________________________ (noun)
the a
ctio
n o
f pre
ssin
g
____________________________________________________________________________
9__________________________________ (noun)
to s
top o
r pau
se a
head
of tim
e
____________________________________________________________________________
10
__________________________________ (noun)
the q
ual
ity
of bein
g r
igid
or
har
d
____________________________________________________________________________
7
Rea
d y
ou
r se
nte
nce
s to
a p
artn
er.
incon
sequ
entia
lSt
uden
t se
nten
ces
will
vary
.
tran
sfor
mSt
uden
t se
nten
ces
will
vary
.
abilit
ySt
uden
t se
nten
ces
will
vary
.
fore
mos
tSt
uden
t se
nten
ces
will
vary
.
met
allic
Stud
ent se
nten
ces
will
vary
.
inade
quat
eSt
uden
t se
nten
ces
will
vary
.
hygi
enic
Stud
ent se
nten
ces
will
vary
.
pres
sure
Stud
ent se
nten
ces
will
vary
.
fore
stall
Stud
ent se
nten
ces
will
vary
.
rigid
itySt
uden
t se
nten
ces
will
vary
.
Nam
e:
Stru
ctur
al A
naly
sis
Voca
bul
ary
Stra
teg
ies
3
Structural Analysis
Vocabulary Strategies 3
Cor
e5 L
evel
21
This
mat
eria
l is
a co
mpo
nent
of L
exia
® C
ore5
® R
eadi
ng.
©20
21 L
exia
Lea
rnin
g, a
Cam
bium
Lea
rnin
g® G
roup
com
pany
.R
eprin
ted
for c
lass
room
use
onl
y. A
ll ot
her r
ight
s re
serv
ed. N
ot fo
r res
ale.
Lexia Skill Builders®
LEVEL 21 | Structural Analysis
Vocabulary Strategies 3
Nam
e:
LEV
EL
21
| St
ruct
ural
Ana
lysi
s
Voca
bul
ary
Stra
teg
ies
3
Lexi
a Sk
ill B
uild
ers®
5
7
Re
ad t
his
pas
sag
e t
o a
par
tne
r. T
he
n, d
iscu
ss o
the
r in
no
vati
ve p
rod
uct
s th
at m
ake
life
eas
ier.
Re
ad t
he
wo
rds
in t
he
bo
x, a
nd
th
ink
abo
ut
the
ir m
ean
ing
s. C
ircl
e th
e p
refi
x o
r su
ffix
add
ed
to
th
e b
ase
wo
rd.
On
e w
ord
has
a p
refi
x an
d a
su
ffix.
redesignin
g
acci
denta
lly
unve
iled
inte
rnat
ional
ly
activi
ty
innova
tive
fore
most
inve
ntive
creat
ivity
glo
bal
ly
Rea
d t
he
pas
sag
e. T
hin
k ab
ou
t wo
rd p
arts
to
hel
p w
ith
th
e m
ean
ing
of c
om
ple
x w
ord
s.
Ayl
a H
utc
hin
son w
asn’t e
xpec
ting to inve
nt an
innova
tive
pro
duct
that
would
be
sold
glo
bal
ly,
all ar
ound the
world. Sh
e w
as try
ing to d
o h
om
ework
. H
er s
cien
ce p
roje
ct w
ould
be
due
soon,
and s
he
did
n’t h
ave
an idea
yet
.
She
sat an
d thought w
hile
her
moth
er c
hopped
kin
dlin
g (w
ood for
a fir
e). C
om
ing u
p w
ith a
n
idea
was
diff
icult. W
hat
if s
he
was
n’t a
n in
ventive
per
son?
May
be
crea
tivi
ty w
asn’t h
er s
tren
gth
.
Whac
k! T
he
hat
chet
hit h
er m
om
’s fin
ger
and c
ut it o
pen
. When
the
ble
edin
g s
topped
, Ayl
a
knew
she’
d s
tum
ble
d u
pon a
n id
ea. C
uttin
g k
indlin
g w
as u
nsa
fe. S
he’
d a
ccid
enta
lly u
nco
vere
d a
n
activi
ty in
nee
d o
f a
bet
ter
solu
tion.
Ayl
a w
ent to
work
, des
ignin
g a
nd r
edes
ignin
g h
er idea
with s
afet
y fo
rem
ost
in h
er m
ind.
Inst
ead o
f sw
ingin
g a
hat
chet
, sh
e th
ought, w
hy
not fli
p the
bla
de
upside-
dow
n a
nd p
ut it
on the
gro
und?
But so
meo
ne
mig
ht st
um
ble
and fal
l on the
bla
de
unle
ss a
saf
ety
ring w
as
const
ruct
ed a
round it. S
he
sket
ched
out ye
t an
oth
er d
esig
n.
The
first
Kin
dlin
g C
rack
er™
was
unve
iled a
t Ayl
a’s
school sc
ience
fai
r in
New
Zea
land. To
day
,
thousa
nds
are
bei
ng d
istr
ibute
d inte
rnat
ional
ly.
Use
wo
rd-p
art c
lues
an
d c
on
tex
t clu
es t
o h
elp
yo
u an
swer
th
e q
ues
tio
ns
bel
ow
. Wri
te in
co
mp
lete
sen
ten
ces.
1Ayl
a w
onders
wheth
er
she’s
an inve
ntive
pers
on W
hat
does
inve
ntive
mean
?
____________________________________________________________________________
2Ayl
a unco
vere
d a
n a
ctiv
ity
in n
eed o
f a
bett
er
solu
tion. W
hat
was
this a
ctiv
ity?
____________________________________________________________________________
3W
hy
did
Ayl
a sp
end t
ime d
esignin
g a
nd r
edesignin
g h
er
inve
ntion?
____________________________________________________________________________
____________________________________________________________________________
4In
your
ow
n w
ord
s, e
xpla
in h
ow
the K
indlin
g C
rack
er™
work
s.
____________________________________________________________________________
____________________________________________________________________________
Inve
ntive
mea
ns b
eing
som
eone
who
new
cre
ates
thi
ngs.
The
dang
erou
s ac
tivity
was
cho
pping
woo
d, o
r ki
ndlin
g, wi
th a
hat
chet
.
Ayla w
ante
d he
r inv
entio
n to
be
safe
, so
she
need
ed to
rede
sign
it to
kee
p pe
ople fro
m s
tum
bling
and
fallin
g on
the
blade
.
The
Kind
ling
Crac
ker
work
s by
placin
g wo
od o
ver
a bl
ade
that
is
on the
gro
und.
Nam
e:
Stru
ctur
al A
naly
sis
Voca
bul
ary
Stra
teg
ies
3
Structural Analysis
Vocabulary Strategies 3
Cor
e5 L
evel
21
This
mat
eria
l is
a co
mpo
nent
of L
exia
® C
ore5
® R
eadi
ng.
©20
21 L
exia
Lea
rnin
g, a
Cam
bium
Lea
rnin
g® G
roup
com
pany
.R
eprin
ted
for c
lass
room
use
onl
y. A
ll ot
her r
ight
s re
serv
ed. N
ot fo
r res
ale.
Lexia Skill Builders®
LEVEL 21 | Fluency
Fluent Reading 3
Nam
e:
LEV
EL
21
| Fl
uenc
y
Flue
nt R
ead
ing
3
Lexi
a Sk
ill B
uild
ers®
2
7
Rea
d e
ach
co
rrec
t sen
ten
ce t
o a
par
tner
. Wh
en y
ou
pau
se, y
ou
r p
artn
er s
ho
uld
tap
th
e ta
ble
qu
ietl
y.
Rea
d e
ach
sen
ten
ce a
lou
d. C
ircl
e th
e se
nte
nce
th
at h
as a
pau
se (/
) in
the
bes
t sp
ot.
1Li
ke m
any
/ m
usici
ans
and a
thle
tes, h
e p
ractice
s oft
en.
Like
man
y m
usici
ans
and a
thle
tes, /
he p
ractice
s oft
en.
Like
/ m
any
musici
ans
and a
thle
tes, h
e p
ractice
s oft
en.
2They
hung u
p t
he t
ele
phone /
endin
g t
he c
onve
rsat
ion.
They
hung u
p /
the t
ele
phone e
ndin
g t
he c
onve
rsat
ion.
They
hung /
up t
he t
ele
phone e
ndin
g t
he c
onve
rsat
ion.
3M
aria
work
ed q
uic
kly
so s
he /
fin
ished e
arly
and w
ent
hom
e.
Mar
ia w
ork
ed /
quic
kly
so s
he f
inished e
arly
and w
ent
hom
e.
Mar
ia w
ork
ed q
uic
kly
/ so
she f
inished e
arly
and w
ent
hom
e.
4W
ithout
enough /
wat
er
that
pla
nt
will
wilt
and e
ventu
ally
die
.
Without
enough w
ater
that
pla
nt
will
/ w
ilt a
nd e
ventu
ally
die
.
Without
enough w
ater
/ th
at p
lant
will
wilt
and e
ventu
ally
die
.
5H
e love
s se
afo
od, /
incl
udin
g lobst
er,
shrim
p, an
d s
callo
ps.
He /
love
s se
afo
od, in
cludin
g lobst
er,
shrim
p, an
d s
callo
ps.
He love
s se
afo
od, in
cludin
g /
lobst
er,
shrim
p, an
d s
callo
ps.
6Above
all
/ w
e h
ope t
o insp
ire futu
re a
rcheolo
gis
ts.
Above
/ a
ll w
e h
ope t
o insp
ire futu
re a
rcheolo
gis
ts.
Above
all
we h
ope t
o insp
ire futu
re /
arc
heolo
gis
ts.
7In
the a
ftern
oon E
lena
/ at
tends
art
clas
s w
ith h
er
bro
ther
and a
friend.
In t
he a
ftern
oon /
Ele
na
atte
nds
art
clas
s w
ith h
er
bro
ther
and a
friend.
In t
he /
aft
ern
oon E
lena
atte
nds
art
clas
s w
ith h
er
bro
ther
and a
friend.
8W
hen t
hey
saw
the a
udio
gra
m, th
e /
docto
rs fro
wned.
When /
they
saw
the a
udio
gra
m, th
e d
octo
rs fro
wned.
When t
hey
saw
the a
udio
gra
m, /
the d
octo
rs fro
wned.
Nam
e:
Flue
ncy
Flue
nt R
ead
ing
3N
ame:
LE
VE
L 2
1 |
Flue
ncy
Flue
nt R
ead
ing
3
Lexi
a Sk
ill B
uild
ers®
1
7
Rea
d e
ach
sen
ten
ce t
o a
par
tner
. Yo
ur
par
tner
sh
ou
ld b
e ab
le t
o t
ell w
hic
h w
ord
yo
u p
ut e
mp
has
is o
n.
Rea
d e
ach
sen
ten
ce a
lou
d, a
nd
pu
t em
ph
asis
on
the
bo
ld w
ord
. Th
en, c
ircl
e th
e q
ues
tio
n th
at t
he
bo
ld w
ord
an
swer
s.
1The d
octo
r as
ked, “I
s th
e n
ew
mic
rosc
ope a
vaila
ble?”
What
?W
hen?
Whic
h o
ne?
2The d
octo
r as
ked, “I
s th
e n
ew
mic
rosc
ope a
vaila
ble?”
What
?W
hen?
Whic
h o
ne?
3Ja
xon e
xcla
imed, “E
ight
astr
onau
ts
will
visit m
y sc
hool to
mo
rrow
!”W
hen?
Who?
How
man
y?
4Ja
xon e
xcla
imed, “E
ight
astr
onau
ts
will
visit m
y sc
hool to
morr
ow
!”W
hen?
Who?
How
man
y?
5M
y geogra
phy
teac
her
said
, “P
leas
e
dra
w a
sm
all m
ap t
onig
ht.”
What
kin
d?
When?
What
?
6M
y geogra
phy
teac
her
said
, “P
leas
e
dra
w a
sm
all m
ap t
onig
ht.”
What
kin
d?
When?
What
?
7W
ith s
o m
any
modern
tech
nolo
gie
s,
do p
eople
use
tele
gra
ms
anyw
here
?W
ho?
Where
?W
hat
?
8W
ith s
o m
any
modern
tech
nolo
gie
s,
do p
eople
use
tele
gra
ms
anyw
here
?W
ho?
Where
?W
hat
?
Rea
d e
ach
sen
ten
ce a
nd
th
e q
ues
tio
n th
at f
ollo
ws
it a
lou
d. C
ircl
e th
e w
ord
in t
he
sen
ten
ce t
hat
an
swer
s th
e q
ues
tio
n.
Then
, rer
ead
th
e se
nte
nce
, pu
ttin
g e
mp
has
is o
n th
e ci
rcle
d w
ord
so
it s
tan
ds
ou
t.
9“I
sig
ned t
hose
auto
gra
phs
quic
kly,”
he a
nsw
ere
d.
Whic
h o
nes?
10
“I s
igned t
hose
auto
gra
phs
quic
kly,”
he a
nsw
ere
d.
How
?
11
Long a
go t
housa
nds
of bison r
oam
ed t
he p
lain
s.H
ow
man
y?
12
Long a
go t
housa
nds
of bison r
oam
ed t
he p
lain
s.W
hat
?
13
The t
hunder
boom
ed loudly
and s
tart
led m
e.
Who?
14
The thunder
boom
ed loudly
and s
tart
led m
e.
How
?
Nam
e:
Flue
ncy
Flue
nt R
ead
ing
3
Fluency
Fluent Reading 3
Prim
ary
Stan
dard
: CC
SS.E
LA-L
iter
acy.
RF.5
.4a
- Re
ad o
n-le
vel t
ext
wit
h pu
rpos
ean
d un
ders
tand
ing.
Supp
orti
ng S
tand
ards
: RF
.5.4
b
Cor
e5 L
evel
21
This
mat
eria
l is
a co
mpo
nent
of L
exia
® C
ore5
® R
eadi
ng.
©20
21 L
exia
Lea
rnin
g, a
Cam
bium
Lea
rnin
g® G
roup
com
pany
.R
eprin
ted
for c
lass
room
use
onl
y. A
ll ot
her r
ight
s re
serv
ed. N
ot fo
r res
ale.
Lexia Skill Builders®
LEVEL 21 | Fluency
Fluent Reading 3
Nam
e:
LEV
EL
21
| Fl
uenc
y
Flue
nt R
ead
ing
3
Lexi
a Sk
ill B
uild
ers®
4
7
Wri
te a
po
em t
hat
fits
th
e fo
llow
ing
rhy
me
sch
eme:
A B
C B
. Th
en, r
ead
yo
ur
po
em t
o a
par
tner
.
Rea
d e
ach
po
em. U
nd
erlin
e th
e w
ord
at t
he
end
of e
ach
lin
e. T
hen
, cir
cle
the
the
corr
ect r
hym
e sc
hem
e.
1The Y
oung D
octo
r
You r
eal
ly s
hould
read
this s
tory
about
a docto
r nam
ed C
lara
McC
ory
.
It s
ays
that
when s
he w
as just
six
,
an inj
ure
d leg s
he c
ould
eas
ily f
ix.
AB
CB
AB
AB
AA
BB
2Tr
easu
re
Sittin
g o
n the s
helf n
ear
a jar
of honey,
I sp
otted m
any
coin
s.
Quite a
lot of new
found m
oney!
Now
I w
onder: C
an I b
uy
that
real
ly fan
cy s
ilk n
eck
tie?
AB
AC
C
AA
BB
A
AB
BA
A
3Lo
ok
Up
Alw
ays
look
up t
ow
ard t
he s
ky
as y
ou n
eve
r do q
uite k
now
what
mig
ht
hap
pen t
o g
o b
y.
In t
he s
unsh
ine, ra
in, or
snow
,
will
you s
ee a
haw
k, a
jet, o
r butt
erf
ly?
AB
BA
A
AA
BB
A
AB
AB
A
Rea
d e
ach
po
em. U
nd
erlin
e th
e w
ord
at t
he
end
of e
ach
lin
e. T
hen
, wri
te t
he
rhym
e sc
hem
e n
ext t
o t
he
po
em.
5O
ops!
Aft
er
he’d
fin
ished t
he s
weet
dess
ert
, __
___
he looke
d u
p fro
m h
is p
late
. __
___
“I’d
pla
nned t
o e
at just
hal
f of th
is,
____
_
but
now
I s
ee t
hat
it’s
too lat
e!”
____
_
6The F
arm
Esc
ape
Thro
ugh t
he g
ate t
he g
oat
did
run,
____
_
enj
oyi
ng its
fre
edom
in t
he s
un.
____
_
Pas
t th
e b
arn t
he h
ors
e d
id t
rot,
____
_
ignoring t
he r
ule
s it h
ad b
een t
aught.
____
_
Aro
und t
he g
rass
Far
mer
Val
did
spin
, __
___
as s
he t
ried t
o g
et
both
anim
als
in.
____
_
A AB AC BB B C C
Nam
e:
Flue
ncy
Flue
nt R
ead
ing
3N
ame:
LE
VE
L 2
1 |
Flue
ncy
Flue
nt R
ead
ing
3
Lexi
a Sk
ill B
uild
ers®
3
7
Rea
d S
ente
nce
s 11
to
14
to
a p
artn
er. W
hen
yo
u p
ause
, yo
ur
par
tner
sh
ou
ld t
ap t
he
tab
le q
uie
tly.
Rea
d e
ach
sen
ten
ce a
lou
d. A
dd
a p
ause
(/) i
n th
e b
est s
po
t.
1Su
ddenly
the r
ain s
topped.
2As
the p
uppy
slept it s
nore
d.
3They
live in W
ake
field
, a
villa
ge o
n t
he lake
.
4W
e w
ill c
ook,
and t
hey
will
cle
an.
5I liv
e in t
his h
ouse
, w
hic
h h
as b
lue d
oors
.
6If the p
ie b
urn
s ple
ase b
ake
a n
ew
one.
7As
of to
nig
ht
the p
ow
er
is s
till
out.
8In
the f
irst
weeks
of sp
ring, th
e w
eat
her
can b
e c
old
.
9To
arr
ive o
n tim
e m
ake
sure
to leav
e b
y noon!
10
Occ
asio
nal
ly t
hat
clo
ck
chim
es
quie
tly.
Ch
oo
se f
ou
r se
nte
nce
s fr
om
a b
oo
k yo
u ar
e re
adin
g, a
nd
wri
te t
hem
on
the
lines
bel
ow
. Th
en, a
dd
a p
ause
(/) i
n th
e b
est s
po
t. S
om
e o
f yo
ur
sen
ten
ces
may
hav
e m
ore
th
an o
ne
pau
se!
11
___
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
12
___
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
13
___
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
14
___
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
Nam
e:
Flue
ncy
Flue
nt R
ead
ing
3
Fluency
Fluent Reading 3
Prim
ary
Stan
dard
: CC
SS.E
LA-L
iter
acy.
RF.5
.4a
- Re
ad o
n-le
vel t
ext
wit
h pu
rpos
ean
d un
ders
tand
ing.
Supp
orti
ng S
tand
ards
: RF
.5.4
b
Cor
e5 L
evel
21
This
mat
eria
l is
a co
mpo
nent
of L
exia
® C
ore5
® R
eadi
ng.
©20
21 L
exia
Lea
rnin
g, a
Cam
bium
Lea
rnin
g® G
roup
com
pany
.R
eprin
ted
for c
lass
room
use
onl
y. A
ll ot
her r
ight
s re
serv
ed. N
ot fo
r res
ale.
LEVEL 21 | Vocabulary
Academic Vocabulary 3
Lexia Skill Builders®
Nam
e:
LEV
EL
21
| V
oca
bul
ary
Aca
dem
ic V
oca
bul
ary
3
Lexi
a Sk
ill B
uild
ers®
2
7
Cre
ate
a p
ost
er a
bo
ut j
un
k fo
od
wit
h p
ictu
res,
wo
rds,
an
d d
iag
ram
s. E
xpla
in t
he
neg
ativ
e ef
fect
s o
f p
roce
ssed
foo
ds,
an
d p
rovi
de
sug
ges
tio
ns
of f
oo
ds
wit
h h
ealt
hy n
utr
ien
ts t
o e
at in
stea
d.
Rea
d t
he
wo
rds
at t
he
top
of t
he
pag
e. T
hen
, use
th
ese
wo
rds
to fi
ll in
th
e b
lan
ks
in t
he
pas
sag
es.
1La
wm
ake
rs S
hould
Make
the R
ule
s
A h
eal
thy
hum
an d
iet in
cludes
fats
. Fa
ts p
rovi
de _
____
____
____
____
____
for
energ
y,
make
musc
les
work
, an
d h
elp
cells
gro
w. Fa
ts fro
m v
egeta
ble
s, n
uts
, an
d fish a
re h
eal
thy,
but one k
ind o
f fa
t has
___
____
____
____
____
__ e
ffect
s on h
eal
th. These
“tr
ans”
fat
s w
ere
once
put in
pas
trie
s, c
hips, a
nd o
ther
foods
that
are
___
____
____
____
____
__ in fac
tories
befo
re p
eople
eat
them
. In
the 1
990s, s
cientist
s sh
ow
ed lin
ks b
etw
een tra
ns
fats
and h
ear
t
diseas
e. G
ove
rnm
ents
pas
sed law
s to
sto
p r
est
aura
nts
and fac
tories
from
using tra
ns
fats
.
2Busi
ness
es
Should
Make
the R
ule
s
People
wan
t th
e g
ove
rnm
ent to
pro
tect
them
fro
m foods
that
are
unsa
fe to e
at. But w
hat
about fo
ods
that
are
bad
for
you _
____________________ b
ein
g s
afe to e
at?
A 2
0-o
unce
bott
le o
f co
la h
as a
bout 15 teas
poons
of su
gar
and 2
40 c
alories. F
oods
with s
uch
“em
pty
calo
ries”
do n
ot pro
vide n
eeded _
____________________. In
stead
, th
ese
foods
can h
ave
_____________________ e
ffect
s on h
eal
th. W
hen the m
ayor
of N
ew
York
City
trie
d to s
top
rest
aura
nts
fro
m s
elli
ng e
xtra
-lar
ge s
odas
, a
court
deci
ded that
the c
ity
did
not hav
e the
right to
enfo
rce s
uch
a r
ule
, w
hic
h lim
ited p
ers
onal
fre
edom
s.
3In
your
opin
ion, sh
ould
law
make
rs o
r busi
ness
es
deci
de w
hat
foods
are
sold
and
how
they a
re p
roce
ssed?
On a
noth
er
page, m
ake
a c
once
pt
web lik
e t
he o
ne b
elo
w
to p
lan y
our
resp
onse
. In
clude d
eta
ils
from
the p
ass
ages.
why?
why?
your
opi
nion
pro
cess
ed
negat
ive
desp
ite
calo
ries
nutr
ients
negat
ive
proc
esse
d
calor
ies
nutr
ient
s
desp
ite
nega
tive
nega
tive
Stud
ent an
swer
s wi
ll va
ry.
Nam
e:
Vo
cab
ular
y
Aca
dem
ic V
oca
bul
ary
3N
ame:
LE
VE
L 2
1 |
Vo
cab
ular
y
Aca
dem
ic V
oca
bul
ary
3
Lexi
a Sk
ill B
uild
ers®
1
1To
is t
o m
ake
diffe
rent.
2
are s
ubst
ance
s th
at h
elp
pla
nts
and a
nim
als
live.
3
is a
sig
nal
word
that
mean
s eve
n w
ith.
4 To
is t
o c
han
ge s
om
eth
ing
from
one form
to a
noth
er.
5
are u
nits
that
meas
ure
the e
nerg
y a
food m
ake
s.
6
desc
ribes
som
eth
ing t
hat
is b
ad.
7
Wit
h a
par
tner
, pla
y a
wo
rd g
uess
ing
gam
e. D
escr
ibe
on
e o
f th
e w
ord
s w
ith
ou
t say
ing
th
e w
ord
itse
lf.
Use
th
e d
efin
itio
n, s
yno
nym
s, a
nd
exa
mp
les
as c
lues
. On
ce a
wo
rd is
gue
ssed
co
rrec
tly,
sw
itch
ro
les.
vary
I tr
y to
var
y wh
at I
do
so
I’m n
ot b
ored
.
Mat
ch t
he
wo
rds
at t
he
top
of t
he
pag
e w
ith
th
eir
de
fin
itio
ns
bel
ow
. Th
en, d
raw
an
imag
e an
d w
rite
an
exam
ple
se
nte
nce
th
at h
elp
s yo
u re
mem
ber
th
e d
efi
nit
ion
. Th
is c
an b
e a
thin
g, a
per
son
, or
a w
ay t
o u
se t
he
wo
rd.
vary
ca
lories
d
esp
ite negat
ive nutr
ients
pro
cess
proc
ess
Nut
rient
s
Calor
ies
Des
pite
Neg
ative
Stud
ent sk
etch
es
and
sent
ence
s
will
vary
.
Stud
ent sk
etch
es
and
sent
ence
s
will
vary
.
Stud
ent sk
etch
es
and
sent
ence
s
will
vary
.
Stud
ent sk
etch
es
and
sent
ence
s
will
vary
.
Stud
ent sk
etch
es
and
sent
ence
s
will
vary
.
Nam
e:
Vo
cab
ular
y
Aca
dem
ic V
oca
bul
ary
3
Vocabulary
Academic Vocabulary 3
Prim
ary
Stan
dard
: CC
SS.E
LA-L
iter
acy.
L.5.
6 -
Acqu
ire
and
use
accu
rate
lygr
ade-
appr
opri
ate
gene
ral a
cade
mic
and
dom
ain-
spec
ific
wor
ds a
nd p
hras
es,
incl
udin
gth
ose
that
sig
nal c
ontr
ast,
add
itio
n, a
nd o
ther
logi
cal r
elat
ions
hips
(e.
g.,
how
ever
, al
thou
...
Supp
orti
ng S
tand
ards
: RI
.5.1
, RI
.5.4
, L.
5.5c
Cor
e5 L
evel
21
This
mat
eria
l is
a co
mpo
nent
of L
exia
® C
ore5
® R
eadi
ng.
©20
21 L
exia
Lea
rnin
g, a
Cam
bium
Lea
rnin
g® G
roup
com
pany
.R
eprin
ted
for c
lass
room
use
onl
y. A
ll ot
her r
ight
s re
serv
ed. N
ot fo
r res
ale.
LEVEL 21 | Vocabulary
Academic Vocabulary 3
Lexia Skill Builders®
Nam
e:
LEV
EL
21
| V
oca
bul
ary
Aca
dem
ic V
oca
bul
ary
3
Lexi
a Sk
ill B
uild
ers®
4
7
Wri
te a
his
tori
cal fi
ctio
n s
tory
fro
m t
he
pe
rsp
ect
ive
of
som
eo
ne
wh
o li
ved
10
0 y
ears
ag
o.
Wh
at c
on
flic
ts d
oe
s sh
e o
r h
e w
itn
ess
? W
hat
issu
es
mu
st b
e re
solv
ed
?
Rea
d t
he
wo
rds
at t
he
top
of t
he
pag
e. T
hen
, use
th
ese
wo
rds
to fi
ll in
th
e b
lan
ks
in t
he
pas
sag
es.
1The
Porc
upin
e Ye
ar
– A
Boo
k Revie
w
In L
ouise E
rdrich
’s n
ovel The P
orc
upin
e Y
ear, r
ead
ers
tra
vel bac
k in
tim
e t
o 1
852 t
o
____
____
____
____
____
_ th
e a
dve
ntu
res
of O
maka
yas, a
12-
year
-old
girl.
Om
aka
yas
and
her
fam
ily a
re A
nishin
abe (AH
-nish-in-A
H-b
ay). L
ike o
ther
Nat
ive A
merica
ns
of th
e t
ime,
this fam
ily m
ust
deal
with t
he _
____
____
____
____
____
of Eu
ropean
-Am
erica
n s
ett
lem
ent.
Forc
ed t
o leav
e t
heir h
om
ela
nd, th
ey
are s
ear
chin
g for
a pla
ce w
here
they
can liv
e fre
ely.
Read
ers
get
to k
now
Om
aka
yas
and s
har
e h
er
pers
pective
of th
e p
eople
aro
und h
er.
The _
____
____
____
____
____
of th
e n
ove
l sh
ow
s th
e journ
ey’
s end a
nd leav
es
read
ers
hopin
g for
a bright
futu
re for
Om
aka
yas.
2In
side
Out &
Back
Again
– A
Boo
k Revie
w
It is
1975. H
à an
d h
er
fam
ily fac
e a
n u
nkn
ow
n futu
re a
s re
fugees
who a
re e
scap
ing
from
South
Vie
tnam
. Refu
gees
are p
eople
who f
lee t
heir o
wn c
ountr
y b
eca
use
of
war
or
oth
er
____
____
____
____
____
_. T
o u
nders
tand t
he iss
ues
that
Hà
trie
s to
deal
with, re
ad t
he b
eau
tifu
lly w
ritt
en a
nd m
ovin
g n
ovel In
side O
ut
& B
ack
Again
,
by T
han
ha
Lai
. The a
uth
or
shar
es
her
ow
n _
____
____
____
____
____
on h
er
childhood
in V
ietn
am a
nd h
er
arri
val
in t
he U
nited S
tate
s. R
ead
ers
___
____
____
____
____
__
Hà’
s exp
erience
s of
bein
g lonely
, st
ruggling w
ith E
nglish
, an
d a
ccepting loss
.
3In
your
opin
ion,
whic
h b
oo
k re
vie
wed h
ere
are
you m
ore
inte
rest
ed in r
eadin
g?
Sele
ct
one o
f th
e follo
win
g w
ays
to p
rese
nt
your
opin
ion:
qW
rite
a p
arag
raph t
o s
tate
your
opin
ion.
qD
iscu
ss y
our
opin
ion w
ith a
cla
ssm
ate
or
an a
dult. In
what
way
s do y
ou a
gre
e
or
disag
ree?
qCre
ate
a co
mic
str
ip w
ith w
ord
s an
d p
ictu
res
that
illu
stra
te y
our
opin
ion.
issu
e
conflic
ts
pers
pective
reso
lution
witness
w
itness
reso
lution
witn
ess
pers
pect
ive
confl
ict
witn
ess
issue
Stud
ent an
swer
s wi
ll va
ry.
Nam
e:
Vo
cab
ular
y
Aca
dem
ic V
oca
bul
ary
3N
ame:
LE
VE
L 2
1 |
Vo
cab
ular
y
Aca
dem
ic V
oca
bul
ary
3
Lexi
a Sk
ill B
uild
ers®
3
1
mean
s not
import
ant
or
not
serious.
2The
is w
hen the p
roble
m in a
story
is
work
ed o
ut.
3A
is a
way
of lo
oking a
t an
d
unders
tandin
g s
om
eth
ing.
4A
is a
str
uggle
betw
een
people
or
thin
gs.
5To
is t
o s
ee a
n e
vent
as
it h
appens.
6An
is a
n im
port
ant
topic
or
pro
ble
m p
eople
discu
ss.
7
Wri
te e
ach
wo
rd o
n it
s o
wn
card
an
d e
ach
defi
nit
ion
on
a se
par
ate
card
. Sh
uffl
e th
e ca
rds
and
flip
th
em o
ver.
Pla
y a
card
mem
ory
gam
e to
mat
ch e
ach
wo
rd w
ith
its
defi
nit
ion
.
Mino
r
My
scra
ped
knee
was
just
a
mino
r inj
ury.
Mat
ch t
he
wo
rds
at t
he
top
of t
he
pag
e w
ith
th
eir
de
fin
itio
ns
bel
ow
. Th
en, d
raw
an
imag
e an
d w
rite
an
exam
ple
se
nte
nce
th
at h
elp
s yo
u re
mem
ber
th
e d
efi
nit
ion
. Th
is c
an b
e a
thin
g, a
per
son
, or
a w
ay t
o u
se t
he
wo
rd.
min
or
co
nflic
t issu
e p
ers
pective
r
eso
lution w
itness
confl
ict
reso
lution
witn
ess
pers
pect
ive
issue
Stud
ent sk
etch
es
and
sent
ence
s
will
vary
.
Stud
ent sk
etch
es
and
sent
ence
s
will
vary
.
Stud
ent sk
etch
es
and
sent
ence
s
will
vary
.
Stud
ent sk
etch
es
and
sent
ence
s
will
vary
.
Stud
ent sk
etch
es
and
sent
ence
s
will
vary
.
Nam
e:
Vo
cab
ular
y
Aca
dem
ic V
oca
bul
ary
3
Vocabulary
Academic Vocabulary 3
Prim
ary
Stan
dard
: CC
SS.E
LA-L
iter
acy.
L.5.
6 -
Acqu
ire
and
use
accu
rate
lygr
ade-
appr
opri
ate
gene
ral a
cade
mic
and
dom
ain-
spec
ific
wor
ds a
nd p
hras
es,
incl
udin
gth
ose
that
sig
nal c
ontr
ast,
add
itio
n, a
nd o
ther
logi
cal r
elat
ions
hips
(e.
g.,
how
ever
, al
thou
...
Supp
orti
ng S
tand
ards
: RI
.5.1
, RI
.5.4
, L.
5.5c
Cor
e5 L
evel
21
This
mat
eria
l is
a co
mpo
nent
of L
exia
® C
ore5
® R
eadi
ng.
©20
21 L
exia
Lea
rnin
g, a
Cam
bium
Lea
rnin
g® G
roup
com
pany
.R
eprin
ted
for c
lass
room
use
onl
y. A
ll ot
her r
ight
s re
serv
ed. N
ot fo
r res
ale.
LEVEL 21 | Vocabulary
Academic Vocabulary 3
Lexia Skill Builders®
Nam
e:
LEV
EL
21
| V
oca
bul
ary
Aca
dem
ic V
oca
bul
ary
3
Lexi
a Sk
ill B
uild
ers®
6
7
Wit
h a
par
tne
r, d
esi
gn
a n
ew
te
chn
olo
gy.
Th
ink
ab
ou
t th
e p
rob
lem
yo
ur
inn
ova
tio
n s
olv
es.
B
e su
re t
o c
on
sid
er
any
ne
gat
ive
con
seq
ue
nce
s!
Rea
d t
he
wo
rds
at t
he
top
of t
he
pag
e. T
hen
, use
th
ese
wo
rds
to fi
ll in
th
e b
lan
ks
in t
he
pas
sag
es.
1Robot
Serv
ice a
t Rest
aura
nts
New
tech
nolo
gie
s ar
e c
han
gin
g r
est
aura
nts
. _____________________ include r
obots
that
do the w
ork
that
hum
an w
ork
ers
hav
e a
lway
s done. Robots
take
food o
rders
, flip
burg
ers
,
and s
erv
e food. These
robots
are
fas
ter
and m
ore
_____________________ than
hum
an
work
ers
. As
the p
rice
of ro
bots
declin
es, r
est
aura
nts
will p
ay less
for
robots
than
for
hum
an
work
ers
. But, r
est
aura
nts
worldw
ide e
mplo
y m
illio
ns
of people
. As
innova
tions
in r
obots
continue to im
pro
ve a
nd m
ake
___
____
____
____
____
__, w
here
will those
people
fin
d jobs?
2D
rones:
Fly
ing M
ach
ines
wit
h t
he P
ote
ntial to
Help
The
flyi
ng m
achi
ne
calle
d a
dro
ne
is c
han
gin
g the
world. A d
rone
has
no c
rew, is s
mal
ler
than
a p
lane,
and is
oper
ated
rem
ote
ly. U
tilit
y co
mpan
ies
use
dro
nes
to fly
ove
r pow
er lin
es.
Dro
nes
find p
roble
ms
for
people
to f
ix, m
aking w
ork
ers
more
___
____
____
____
____
__.
Dro
nes
fly
ove
r ar
eas
hit b
y floods, m
udslid
es, a
nd o
ther
disas
ters
. They
send im
ages
that
guid
e r
esc
ue w
ork
ers
’ effort
s. O
f co
urs
e, __
____
____
____
____
___
chan
ges
are n
eve
r
pro
ble
m-fre
e. As
a __
____
____
____
____
___
of so
much
dro
ne u
se, people
worr
y ab
out
pro
tecting t
heir p
riva
cy
from
all
those
snoopin
g c
amera
s.
3In
your
opin
ion, w
hic
h innovation—
rest
aura
nt
robots
or
dro
nes—
would
have a
gre
ate
r im
pact
on y
our
life
? O
n a
noth
er
page, m
ake
a c
once
pt
web lik
e t
he o
ne
belo
w t
o p
lan y
our
resp
onse
. In
clude d
eta
ils
from
the p
ass
ages.
why?
why?
your
opi
nion
conse
quen
ce pro
gre
ss pro
duct
ive
in
nova
tions
tec
hnolo
gical
pro
duct
ive
Inno
vatio
ns
prod
uctiv
e prod
uctiv
e
cons
eque
nce
tech
nolog
ical
prog
ress
Stud
ent an
swer
s wi
ll va
ry.
Nam
e:
Vo
cab
ular
y
Aca
dem
ic V
oca
bul
ary
3N
ame:
LE
VE
L 2
1 |
Vo
cab
ular
y
Aca
dem
ic V
oca
bul
ary
3
Lexi
a Sk
ill B
uild
ers®
5
1To
is t
o im
pro
ve o
r in
creas
e.
2
mean
s pro
duci
ng a
lot or
gett
ing a
lot done.
3
mean
s gett
ing c
lose
r to
achie
ving s
om
eth
ing.
4
mean
s re
lating t
o t
ools
inve
nte
d u
sing s
cience
.
5An
is a
new
idea,
tool,
or
way
to d
o s
om
eth
ing.
6A
is w
hat
hap
pens
as a
resu
l t o
f an
action.
7
Bra
inst
orm
oth
er
form
s o
f ea
ch w
ord
(e.g
., p
rod
ucti
ve: p
rod
uce,
pro
duc
er, p
rod
ucti
on)
. Cre
ate
a w
ord
clo
ud
or
wo
rd t
ree
to s
ho
w h
ow
th
e w
ord
s ar
e re
late
d.
enha
nce
I th
ink a
dding
sa
lt en
hanc
es
the
flavo
r.
Mat
ch t
he
wo
rds
at t
he
top
of t
he
pag
e w
ith
th
eir
de
fin
itio
ns
bel
ow
. Th
en, d
raw
an
imag
e an
d w
rite
an
exam
ple
se
nte
nce
th
at h
elp
s yo
u re
mem
ber
th
e d
efi
nit
ion
. Th
is c
an b
e a
thin
g, a
per
son
, or
a w
ay t
o u
se t
he
wo
rd.
enhan
ce co
nse
quence
pro
duct
ive pro
gre
ss in
nova
tion te
chnolo
gical
Tech
nolog
ical
Prod
uctiv
e
innov
ation
Prog
ress
cons
eque
nce
Stud
ent sk
etch
es
and
sent
ence
s
will
vary
.
Stud
ent sk
etch
es
and
sent
ence
s
will
vary
.
Stud
ent sk
etch
es
and
sent
ence
s
will
vary
.
Stud
ent sk
etch
es
and
sent
ence
s
will
vary
.
Stud
ent sk
etch
es
and
sent
ence
s
will
vary
.
Nam
e:
Vo
cab
ular
y
Aca
dem
ic V
oca
bul
ary
3
Vocabulary
Academic Vocabulary 3
Prim
ary
Stan
dard
: CC
SS.E
LA-L
iter
acy.
L.5.
6 -
Acqu
ire
and
use
accu
rate
lygr
ade-
appr
opri
ate
gene
ral a
cade
mic
and
dom
ain-
spec
ific
wor
ds a
nd p
hras
es,
incl
udin
gth
ose
that
sig
nal c
ontr
ast,
add
itio
n, a
nd o
ther
logi
cal r
elat
ions
hips
(e.
g.,
how
ever
, al
thou
...
Supp
orti
ng S
tand
ards
: RI
.5.1
, RI
.5.4
, L.
5.5c
Cor
e5 L
evel
21
This
mat
eria
l is
a co
mpo
nent
of L
exia
® C
ore5
® R
eadi
ng.
©20
21 L
exia
Lea
rnin
g, a
Cam
bium
Lea
rnin
g® G
roup
com
pany
.R
eprin
ted
for c
lass
room
use
onl
y. A
ll ot
her r
ight
s re
serv
ed. N
ot fo
r res
ale.
LEVEL 21 | Vocabulary
Academic Vocabulary 3
Lexia Skill Builders®
Nam
e:
LEV
EL
21
| V
oca
bul
ary
Aca
dem
ic V
oca
bul
ary
3
Lexi
a Sk
ill B
uild
ers®
8
7
Cre
ate
th
e f
ron
t p
age
of
a st
ud
en
t n
ew
spap
er.
In
vest
igat
e t
op
ics
that
yo
u c
are
ab
ou
t,
and
inte
rvie
w s
tud
en
ts a
nd
ad
ult
s to
ge
t ac
cura
te in
form
atio
n f
or
you
r st
ori
es.
Rea
d t
he
wo
rds
at t
he
top
of t
he
pag
e. T
hen
, use
th
ese
wo
rds
to fi
ll in
th
e b
lan
ks
in t
he
pas
sag
es.
1Roxana S
aberi
In 2
003, Am
erica
n journ
alis
t Roxa
na
Saberi e
agerl
y a
ccepte
d a
job r
eport
ing fro
m Ira
n.
Saberi w
ante
d h
er
Am
erica
n r
ead
ers
and v
iew
ers
to g
et
true, _____________________
info
rmat
ion a
bout
issu
es
affecting t
he Ira
nia
n p
eople
. The Ira
nia
n g
overn
ment
_____________________ m
any fre
edom
s, c
ontr
olli
ng w
hat
people
could
do. Sa
beri
had
to b
e c
arefu
l. Aft
er
livin
g in Ira
n for
six
year
s, s
he w
as a
ccuse
d o
f sp
ying a
nd
sente
nce
d t
o e
ight
year
s in
priso
n. Sa
beri d
id n
ot
know
it
at t
he t
ime, but
journ
alis
ts
in o
ther
countr
ies
were
_____________________ h
er
story
. They
report
ed o
n h
er
unj
ust
impriso
nm
ent, a
nd m
edia
att
ention s
pre
ad w
orldw
ide. D
id the journ
alists
’ ac
tions
hav
e
an im
pac
t? M
aybe—
beca
use
Sab
eri w
as s
et free.
2M
arg
are
t Bourk
e-W
hit
e
Mar
gar
et Bourk
e-W
hite
was
one o
f th
e g
reat
est
photo
journ
alists
. Ph
oto
journ
alists
inve
stig
ate
and r
eport
the n
ew
s, b
ut
they
do it
with t
heir c
amera
s. W
hen B
ourk
e-W
hite d
eci
ded
to b
eco
me a
photo
journ
alis
t, a
lmost
all
of th
ese
_____________________ w
ere
mal
e.
How
eve
r, sh
e w
ould
not le
t th
e _
____________________ v
iew
s people
had
about
the
role
s of w
om
en s
top h
er.
Bourk
e-W
hite t
hought
_____________________ s
tories
could
be t
old
“in
the s
imple
bla
ck-
and-w
hite t
ruth
fuln
ess
of th
e p
hoto
gra
ph.”
3In
your
opin
ion, w
hic
h p
rofe
ssio
nal’s
work
would
you p
refe
r to
read o
r se
e?
Sele
ct
one o
f th
e follo
win
g w
ays
to p
rese
nt
your
opin
ion:
qW
rite
a p
arag
raph t
o s
tate
your
opin
ion.
qD
iscu
ss y
our
opin
ion w
ith a
cla
ssm
ate
or
an a
dult. In
what
way
s do y
ou a
gre
e
or
disag
ree?
qCre
ate
a m
ultim
edia
pre
senta
tion w
ith im
ages
and w
ord
s to
exp
lain
your
opin
ion.
bia
sed ac
cura
te pro
fess
ional
s inve
stig
atin
g ac
cura
te res
tric
ted
rest
ricte
d
inves
tigat
ing
bias
edpr
ofes
siona
ls
accu
rate
accu
rate
Stud
ent an
swer
s wi
ll va
ry.
Nam
e:
Vo
cab
ular
y
Aca
dem
ic V
oca
bul
ary
3N
ame:
LE
VE
L 2
1 |
Vo
cab
ular
y
Aca
dem
ic V
oca
bul
ary
3
Lexi
a Sk
ill B
uild
ers®
7
7
Wri
te e
ach
wo
rd o
n it
s o
wn
card
an
d e
ach
defi
nit
ion
on
a se
par
ate
card
. Sh
uffl
e th
e ca
rds
and
flip
th
em o
ver.
Pla
y a
card
mem
ory
gam
e to
mat
ch e
ach
wo
rd w
ith
its
defi
nit
ion
.
Mat
ch t
he
wo
rds
at t
he
top
of t
he
pag
e w
ith
th
eir
de
fin
itio
ns
bel
ow
. Th
en, d
raw
an
imag
e an
d w
rite
an
exam
ple
se
nte
nce
th
at h
elp
s yo
u re
mem
ber
th
e d
efi
nit
ion
. Th
is c
an b
e a
thin
g, a
per
son
, or
a w
ay t
o u
se t
he
wo
rd.
dura
tion ac
cura
te bia
sed in
vest
igat
e pro
fess
ional
re
strict
1A
is a
set
amount
of tim
e.
2A
is a
pers
on w
ith a
job t
hat
requires
speci
al t
rain
ing.
3To
is to try
to fin
d the tru
th
by
sear
chin
g for
deta
ils.
4To
is to lim
it s
om
eth
ing.
5
mean
s unfa
irl y
pre
ferr
ing
one g
roup o
ver
anoth
er.
6
mean
s co
rrect
or
pre
cise
.
dura
tion
She
incre
ased
th
e du
ratio
n of
he
r wo
rkou
t.
rest
rict
prof
essio
nal
Bias
ed
inves
tigat
e
Accu
rate
Stud
ent sk
etch
es
and
sent
ence
s
will
vary
.
Stud
ent sk
etch
es
and
sent
ence
s
will
vary
.
Stud
ent sk
etch
es
and
sent
ence
s
will
vary
.
Stud
ent sk
etch
es
and
sent
ence
s
will
vary
.
Stud
ent sk
etch
es
and
sent
ence
s
will
vary
.
Nam
e:
Vo
cab
ular
y
Aca
dem
ic V
oca
bul
ary
3
Vocabulary
Academic Vocabulary 3
Prim
ary
Stan
dard
: CC
SS.E
LA-L
iter
acy.
L.5.
6 -
Acqu
ire
and
use
accu
rate
lygr
ade-
appr
opri
ate
gene
ral a
cade
mic
and
dom
ain-
spec
ific
wor
ds a
nd p
hras
es,
incl
udin
gth
ose
that
sig
nal c
ontr
ast,
add
itio
n, a
nd o
ther
logi
cal r
elat
ions
hips
(e.
g.,
how
ever
, al
thou
...
Supp
orti
ng S
tand
ards
: RI
.5.1
, RI
.5.4
, L.
5.5c
Cor
e5 L
evel
21
This
mat
eria
l is
a co
mpo
nent
of L
exia
® C
ore5
® R
eadi
ng.
©20
21 L
exia
Lea
rnin
g, a
Cam
bium
Lea
rnin
g® G
roup
com
pany
.R
eprin
ted
for c
lass
room
use
onl
y. A
ll ot
her r
ight
s re
serv
ed. N
ot fo
r res
ale.
Lexia Skill Builders®
LEVEL 21 | Comprehension
Grammar Concepts 3
Nam
e:
LEV
EL
21
| C
om
pre
hens
ion
Gra
mm
ar C
onc
epts
3
Lexi
a Sk
ill B
uild
ers®
2
7
Fin
d t
hre
e se
nte
nce
s th
at u
se p
rep
osi
tio
nal
ph
rase
s in
yo
ur
ind
ep
en
de
nt
read
ing
. Wri
te t
he
sen
ten
ces
on
an
oth
er
pag
e, a
nd
te
ll w
he
the
r th
e p
rep
osi
tio
nal
ph
rase
s te
ll w
her
e o
r w
hen
.
Use
th
e g
ive
n p
rep
osi
tio
n t
o w
rite
a p
rep
osi
tio
nal
ph
rase
th
at c
om
ple
tes
eac
h s
en
ten
ce.
1on
Cia
ra w
ill tra
vel to
Peru
____________________________________________
.
2near
I th
ink
a fa
mous
acto
r liv
es
_________________________________________
.
3under
___________________________________________, th
ere
is
a se
cret
mess
age.
4until
He w
as s
o t
ired t
hat
he s
lept
_______________________________________
.
5af
ter
____
____
____
____
____
____
____
____
____
____
___
we c
om
ple
ted o
ur
chore
s.
6during
Did
you a
nd S
imon c
hat
___________________________________________?
7in
toSh
e w
as n
erv
ous, b
ut sh
e jum
ped ___________________________________
.
8in
____
____
____
____
____
____
____
____
____
____
_ m
y kids
will
drive
fly
ing c
ars.
9ab
ove
They
put
the b
ook
on t
he s
helf _
____________________________________
.
10
befo
re__
____
____
____
____
____
____
____
____
____
____
Am
ir’s
siste
r w
ill p
lay
golf.
Co
mp
lete
eac
h s
en
ten
ce w
ith
a p
rep
osi
tio
nal
ph
rase
th
at t
ell
s w
he
re.
11
She found the b
ook
_________________________________________________________.
12
The w
ild h
ors
es
ran _
________________________________________________________.
13
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_, a
maj
est
ic e
agle
soar
s.
Co
mp
lete
eac
h s
en
ten
ce w
ith
a p
rep
osi
tio
nal
ph
rase
th
at t
ell
s w
he
n.
14
Tham
an a
nd I h
iked _
________________________________________________________.
15
__________________________________________________, I need t
o d
o m
y hom
ew
ork
.
16
He a
lway
s bru
shes
his t
eeth
__________________________________________________.
on (Tu
esda
y)
near
(th
is pa
rk)
Und
er (th
at r
ock)
until
(no
on)
Afte
r (b
reak
fast
) durin
g (lu
nch)
into
(the
lake
)
In (th
e fu
ture
)
abov
e (m
y de
sk)
Befo
re (di
nner
)
Sent
ence
com
plet
ions
will
vary
Sent
ence
com
plet
ions
will
vary
Sent
ence
com
plet
ions
will
vary
Sent
ence
com
plet
ions
will
vary
Sent
ence
com
plet
ions
will
vary
Sent
ence
com
plet
ions
will
vary
Co
mp
rehe
nsio
n
Gra
mm
ar C
onc
epts
3N
ame:
N
ame:
LE
VE
L 2
1 |
Co
mp
rehe
nsio
n
Gra
mm
ar C
onc
epts
3
Lexi
a Sk
ill B
uild
ers®
1
7
Rea
d S
ente
nce
s 9
to
14
to
a p
artn
er. E
xpla
in w
hy y
ou
use
d e
ach
ver
b t
ense
.
Re
ad t
he
term
s in
th
e b
ox
be
low
, an
d t
hin
k ab
ou
t h
ow
eac
h p
art
of
spe
ech
fu
nct
ion
s in
a s
en
ten
ce. T
he
n, m
atch
e
ach
te
rm t
o it
s m
ean
ing
, an
d w
rite
it o
n t
he
lin
e.
pre
position
adve
rb
noun
inte
rject
ion
adje
ctiv
e
pro
noun
conju
ctio
n
verb
1A _
__________________________ n
ames
a pers
on, pla
ce, th
ing, or
idea.
2A _
__________________________ tak
es
the p
lace
of a
noun.
3A _
__________________________ s
how
s an
act
ion o
r lin
ks w
ord
s.
4An _
__________________________ tells
whe
re, w
hen,
or
how
the a
ctio
n h
appens.
5An _
__________________________ tells
wha
t kind
, ho
w m
any, o
r w
hich
one
.
6An _
__________________________ s
how
s st
rong feelin
g o
r em
phas
is.
7A _
__________________________ join
s id
eas
within
and a
cross
sente
nce
s.
8A _
__________________________ s
tart
s a
pre
positional
phra
se that
tells
whe
re o
r w
hen.
Wri
te a
se
nte
nce
ab
ou
t yo
urs
elf
usi
ng
eac
h g
ive
n v
erb
te
nse
.
9pas
t te
nse
10
pas
t te
nse
11
pre
sent
tense
12
pre
sent
tense
13
futu
re t
ense
14
futu
re t
ense
noun
pron
oun
verb
adve
rb
adject
ive
inter
ject
ion
conju
nctio
n
prep
ositi
on
Stud
ent se
nten
ces
will
vary
.
Stud
ent se
nten
ces
will
vary
.
Stud
ent se
nten
ces
will
vary
.
Stud
ent se
nten
ces
will
vary
.
Stud
ent se
nten
ces
will
vary
.
Stud
ent se
nten
ces
will
vary
.
Co
mp
rehe
nsio
n
Gra
mm
ar C
onc
epts
3N
ame:
Comprehension
Grammar Concepts 3
Cor
e5 L
evel
21
This
mat
eria
l is
a co
mpo
nent
of L
exia
® C
ore5
® R
eadi
ng.
©20
21 L
exia
Lea
rnin
g, a
Cam
bium
Lea
rnin
g® G
roup
com
pany
.R
eprin
ted
for c
lass
room
use
onl
y. A
ll ot
her r
ight
s re
serv
ed. N
ot fo
r res
ale.
Lexia Skill Builders®
LEVEL 21 | Comprehension
Grammar Concepts 3
Nam
e:
LEV
EL
21
| C
om
pre
hens
ion
Gra
mm
ar C
onc
epts
3
Lexi
a Sk
ill B
uild
ers®
4
7
Fin
d t
hre
e ex
amp
les
of i
nte
rjec
tio
ns
in y
ou
r in
dep
end
ent r
ead
ing
. Th
en, w
rite
th
em o
n an
oth
er p
age.
Use
th
e g
iven
inte
rjec
tio
n in
a s
ente
nce
. Th
en, d
raw
a s
ketc
h t
o il
lust
rate
eac
h s
ente
nce
.
1W
oohoo!
Woo
hoo! it
’s alm
ost tim
e fo
r ou
r__
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____
____
sprin
g co
ncer
t__
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____
2W
ow
!
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____
____
__
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__
3H
mm
,
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__
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__
4O
ops!
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__
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__
5O
uch
!
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__
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__
6Ahem
,
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__
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7Aha!
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____
__
Woo
hoo!
Stud
ent se
nten
ces
and
sket
ches
wi
ll va
ry.
Stud
ent se
nten
ces
and
sket
ches
wi
ll va
ry.
Stud
ent se
nten
ces
and
sket
ches
wi
ll va
ry.
Stud
ent se
nten
ces
and
sket
ches
wi
ll va
ry.
Stud
ent se
nten
ces
and
sket
ches
wi
ll va
ry.
Stud
ent se
nten
ces
and
sket
ches
wi
ll va
ry.
Co
mp
rehe
nsio
n
Gra
mm
ar C
onc
epts
3N
ame:
N
ame:
LE
VE
L 2
1 |
Co
mp
rehe
nsio
n
Gra
mm
ar C
onc
epts
3
Lexi
a Sk
ill B
uild
ers®
3
Un
de
rlin
e th
e th
ree
no
un
s. T
he
n, r
ep
lace
th
em
wit
h d
iffe
ren
t n
ou
ns.
Wri
te t
he
ne
w s
en
ten
ce o
n t
he
lin
e.
1
Those
friendly
dogs
and c
ats
live in t
his r
ed b
uild
ing.
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____
____
____
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____
____
____
____
____
_
Un
de
rlin
e th
e tw
o a
dje
ctiv
es.
Th
en
, re
pla
ce t
he
m w
ith
dif
fere
nt
adje
ctiv
es.
Wri
te t
he
ne
w s
en
ten
ce o
n t
he
lin
e.
2
The d
elic
ate b
ow
ls s
at o
n t
he s
quar
e t
able
.
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____
____
_
Un
de
rlin
e th
e tw
o p
ast
ten
se v
erb
s. T
he
n, r
ep
lace
th
em
wit
h d
iffe
ren
t ve
rbs
in t
he
futu
re t
en
se. W
rite
th
e n
ew
se
nte
nce
on
th
e li
ne
.
3
My
cousins
wal
ked o
n t
he t
rail,
but
I exp
lore
d n
ear
the lak
e.
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____
____
_
Un
de
rlin
e th
e tw
o n
ou
ns.
Th
en
, re
pla
ce t
he
m w
ith
pro
no
un
s. W
rite
th
e n
ew
se
nte
nce
on
th
e li
ne
.
4
Ben c
an’t s
leep w
hen t
he d
ogs
how
l lo
udly
.
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____
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____
____
____
____
____
____
_
Un
de
rlin
e th
e tw
o a
dve
rbs.
Th
en
, re
pla
ce t
he
m w
ith
dif
fere
nt
adve
rbs.
Wri
te t
he
ne
w s
en
ten
ce o
n t
he
lin
e.
5
The c
hild
ren w
ill p
lay
there
, or
they
will
read
quie
tly.
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____
____
____
____
_
Un
de
rlin
e th
e tw
o p
ron
ou
ns.
Th
en
, re
pla
ce t
he
m w
ith
dif
fere
nt
pro
no
un
s. W
rite
th
e n
ew
se
nte
nce
on
th
e li
ne
.
6
We s
wam
acr
oss
the r
iver, b
ut
he u
sed t
he b
ridge.
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____
____
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____
____
_
Un
de
rlin
e th
e p
rep
osi
tio
nal
ph
rase
th
at t
ell
s w
he
n. T
he
n, r
ep
lace
it w
ith
a p
rep
osi
tio
nal
ph
rase
th
at t
ell
s w
he
re.
Wri
te t
he
ne
w q
ue
stio
n o
n t
he
lin
e.
7
Did
the m
usici
ans
perf
orm
thro
ughout
the d
ay?
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____
____
____
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____
____
____
____
____
_
Un
de
rlin
e th
e tw
o p
oss
ess
ive
no
un
s. T
he
n, r
ep
lace
th
em
wit
h d
iffe
ren
t p
oss
ess
ive
no
un
s. W
rite
th
e n
ew s
en
ten
ce
on
th
e li
ne
.
8
The s
cientist
s’ r
ese
arch
pro
ved t
he s
tudent’s
theory
.
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_
7
Wri
te y
ou
r o
wn
sen
ten
ce a
nd
set
of d
irec
tio
ns
for
chan
gin
g it
. Th
en, a
sk a
par
tner
to
try
it, a
nd
ch
eck
thei
r w
ork
.
Thos
e fr
iend
ly (b
oys)
and
(gi
rls) liv
e in
this
red
(hou
se).
The
(white
) bo
wls
sat on
the
(ro
und)
tab
le.
My
cous
ins (w
ill ru
n) o
n th
e tr
ail,
but I
(will
hike
) nea
r th
e lak
e.
(Kyli
e) c
an’t
sleep
whe
n th
e (w
olves
) ho
wl lo
udly.
The
child
ren
will
play
(no
isily)
, or
they
will
read
(he
re).
(The
y) s
wam
acr
oss
the
river
, but
(she
) use
d th
e br
idge
.
Did
the
mus
ician
s pe
rfor
m (at
the
fes
tival)?
The
(doc
tor’s
) re
sear
ch p
rove
d th
e (tea
cher
s’) the
ory.
Co
mp
rehe
nsio
n
Gra
mm
ar C
onc
epts
3N
ame:
Comprehension
Grammar Concepts 3
Cor
e5 L
evel
21
This
mat
eria
l is
a co
mpo
nent
of L
exia
® C
ore5
® R
eadi
ng.
©20
21 L
exia
Lea
rnin
g, a
Cam
bium
Lea
rnin
g® G
roup
com
pany
.R
eprin
ted
for c
lass
room
use
onl
y. A
ll ot
her r
ight
s re
serv
ed. N
ot fo
r res
ale.
Lexia Skill Builders®
LEVEL 21 | Comprehension
Grammar Concepts 3
Nam
e:
LEV
EL
21
| C
om
pre
hens
ion
Gra
mm
ar C
onc
epts
3
Lexi
a Sk
ill B
uild
ers®
6
Re
ad e
ach
se
nte
nce
sta
rte
r, a
nd
un
de
rlin
e th
e co
nju
nct
ion
. Th
en
, co
mp
lete
th
e se
nte
nce
.
1The r
unners
were
tired b
eca
use
______________________________________________
.
2As
soon a
s th
e r
ain s
topped, __________________________________________________
.
3If I g
o to b
ed lat
e, _
_________________________________________________________
.
4O
ur
visito
rs w
ill a
rriv
e a
s so
on a
s ______________________________________________
.
5The n
urs
e w
ill c
all yo
u if _
____________________________________________________
.
6It looks
like it is g
oin
g to r
ain, so
______________________________________________
.
Re
ad e
ach
qu
est
ion
. Th
en
, an
swe
r it
by
com
ple
tin
g t
he
sen
ten
ce u
sin
g a
co
nju
nct
ion
: bec
ause
, so
, or
as s
oo
n a
s.
7W
hy
did
Tim
pai
nt
the d
oor?
Tim
pai
nte
d the d
oor
________________________________________________________
.
8W
hen w
ill t
he s
hop o
pen?
The s
hop w
ill o
pen _
_________________________________________________________
.
9W
hat
was
the r
esu
lt o
f al
l th
e c
lock
s st
oppin
g?
All
the c
lock
s st
opped, _______________________________________________________
.
10
When d
id h
er
arm
begin
hurt
ing?
Her
arm
began
hurt
ing
______________________________________________________
.
11
Why
did
you m
ove
indoors
?
We m
ove
d indoors
__________________________________________________________
.
12
What
was
the r
esu
lt o
f Ben n
ot
eat
ing b
reak
fast
?
Ben d
id n
ot eat
bre
akfa
st,
____________________________________________________
.
13
Why
is y
our
hom
ew
ork
missing?
My
hom
ew
ork
is
missing _
____________________________________________________
.
7
Re
ad S
en
ten
ces
1 t
o 6
to
a p
artn
er.
Ex
pla
in h
ow
yo
u u
sed
th
e g
ive
n c
on
jun
ctio
ns
to c
om
ple
te
eac
h s
en
ten
ce.
Sent
ence
com
plet
ions
will va
ry
Sent
ence
com
plet
ions
will va
ry
Sent
ence
com
plet
ions
will va
ry
Sent
ence
com
plet
ions
will va
ry
Sent
ence
com
plet
ions
will va
ry
Sent
ence
com
plet
ions
will va
ry
beca
use..
.
as s
oon
as...
so... as s
oon
as...
beca
use..
.
so...
beca
use..
.
Co
mp
rehe
nsio
n
Gra
mm
ar C
onc
epts
3N
ame:
N
ame:
LE
VE
L 2
1 |
Co
mp
rehe
nsio
n
Gra
mm
ar C
onc
epts
3
Lexi
a Sk
ill B
uild
ers®
5
7
On
an
oth
er
pag
e, e
xp
lain
wh
y it
is h
elp
ful t
o k
no
w t
he
me
anin
gs
of
dif
fere
nt
con
jun
ctio
ns
and
h
ow
to
use
th
em
in s
en
ten
ces.
Re
ad e
ach
pai
r o
f si
mp
le s
en
ten
ces.
Cir
cle
the
con
jun
ctio
n t
hat
wo
uld
ke
ep
th
e m
ean
ing
of
the
two
sim
ple
se
nte
nce
s w
he
n c
om
bin
ed
to
mak
e a
com
po
un
d s
en
ten
ce. T
he
n, w
rite
th
e n
ew
se
nte
nce
on
th
e li
ne
. No
te:
You
may
ad
d o
r re
pla
ce w
ord
s.
1It s
tart
ed t
o r
ain. There
fore
, w
e left t
he p
ark.
It s
tart
ed to
rain,
so
we le
ft the
par
k.__
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____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
so but
2Sa
m p
icke
d flo
wers
. Sh
e a
lso p
ut
them
in a
vas
e.
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____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
and
if
3Sa
tchel co
uld
tak
e a
nap
. H
is o
ther
choic
e is
to d
o t
he d
ishes.
____
____
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____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
so or
4The c
ar looks
old
. H
ow
eve
r, it
still
runs
well.
____
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____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
if but
5I pla
y bas
ketb
all.
In a
dditio
n, I co
mpete
in c
hess
tourn
aments
.
____
____
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____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
or
and
6The h
ors
e w
as t
ired. As
a re
sult, it p
ulle
d t
he w
agon s
low
ly.
____
____
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____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
so but
Un
de
rlin
e b
oth
par
ts o
f e
ach
pai
red
co
nju
nct
ion
. Th
en
, co
mp
lete
th
e se
nte
nce
.
7W
e w
ill e
ither
visit th
e m
use
um
or
_____________________________________________.
8N
either
the tab
le n
or
_____________________________________________ is
clean
.
9N
o s
ooner
had
I s
at d
ow
n than
_____________________________________________.
10
She found b
oth
the r
ed s
carf a
nd _
____________________________________________.
11
Not only
is
Jaso
n friendly
, but al
so _
____________________________________________.
12
Pleas
e h
ave e
ither
som
e fru
it o
r _____________________________________________.
Sam
pick
ed fl
ower
s, an
d sh
e pu
t the
m in
a vas
e.
Satc
hel c
ould ta
ke a
nap
, or
he c
ould d
o th
e dish
es.
The
car
looks
old, b
ut it
stil
l run
s we
ll.
I pl
ay b
aske
tball
, and
I c
ompe
te in
che
ss to
urna
men
ts.
The
hors
e wa
s tir
ed, s
o it
pulle
d th
e wa
gon
slowl
y.
Sent
ence
com
plet
ions
will va
ry
Sent
ence
com
plet
ions
will va
ry
Sent
ence
com
plet
ions
will va
ry
Sent
ence
com
plet
ions
will va
ry
Sent
ence
com
plet
ions
will va
ry
Sent
ence
com
plet
ions
will va
ryCo
mp
rehe
nsio
n
Gra
mm
ar C
onc
epts
3N
ame:
Comprehension
Grammar Concepts 3
Cor
e5 L
evel
21
This
mat
eria
l is
a co
mpo
nent
of L
exia
® C
ore5
® R
eadi
ng.
©20
21 L
exia
Lea
rnin
g, a
Cam
bium
Lea
rnin
g® G
roup
com
pany
.R
eprin
ted
for c
lass
room
use
onl
y. A
ll ot
her r
ight
s re
serv
ed. N
ot fo
r res
ale.
Lexia Skill Builders®
LEVEL 21 | Comprehension
Text Connections 4
Nam
e:
LEV
EL
21
| C
om
pre
hens
ion
Text
Co
nnec
tions
4
Lexi
a Sk
ill B
uild
ers®
2
Dia
gra
m O
f A
Food W
eb
sunl
ight
gree
n pl
ant
mou
se
snak
eco
yote
A food w
eb is
a sy
stem
of org
anism
s th
at tra
nsf
er
energ
y to
eac
h o
ther
by
eat
ing
and b
ein
g e
aten. Arr
ow
s sh
ow
the d
irect
ion that
energ
y flow
s th
rough the s
yste
m.
sunlig
ht
Sunlig
ht
giv
es
pla
nts
the e
nerg
y th
ey
need t
o m
ake
their o
wn food. Alm
ost
eve
ry
livin
g t
hin
g g
ets
energ
y fr
om
the s
un—
either
directly
from
ray
s of su
nlig
ht
or
indirectly
from
anoth
er
org
anism
.
gre
en p
lant
Gre
en p
lants
get
energ
y f
rom
the s
un w
hen s
unlig
ht
reac
hes
Eart
h’s
surf
ace.
The p
lant
use
s su
nlig
ht,
wat
er, a
nd a
ir t
o m
ake
its
ow
n food. Beca
use
pla
nts
pro
duce
their o
wn food, th
ey
are c
alle
d p
roduce
rs.
mouse
The m
ouse
can
’t m
ake
its
ow
n food lik
e the p
lant ca
n, so
it m
ust
eat
the p
lant to
get
energ
y. A
nim
als
that
get energ
y from
eat
ing o
ther
org
anism
s ar
e c
alle
d c
onsu
mers
.
snake
Sunlig
ht energ
y pas
ses
to the s
nake
when it eat
s oth
er
anim
als, lik
e the m
ouse
.
Each
tim
e e
nerg
y is tra
nsf
err
ed, th
ere
is
less
ava
ilable
beca
use
eac
h p
lant or
anim
al
use
s up s
om
e e
nerg
y fo
r its
ow
n s
urv
ival
.
coyo
te
The c
oyote
gets
energ
y b
y e
atin
g m
any d
iffe
rent
anim
als,
and e
ven p
lants
.
Energ
y p
asse
s to
the c
oyo
te fro
m d
iffe
rent so
urc
es
thro
ughout th
e food w
eb.
Nam
e:
Co
mp
rehe
nsio
n
Text
Co
nnec
tions
4N
ame:
LE
VE
L 2
1 |
Co
mp
rehe
nsio
n
Text
Co
nnec
tions
4
Lexi
a Sk
ill B
uild
ers®
1
7
Dra
w a
dia
gra
m u
sin
g a
rro
ws
to s
ho
w t
he
tran
sfer
of e
ner
gy
fro
m t
he
sun
to a
fo
od
yo
u at
e to
day
.
TH
INK A
BO
UT
When y
ou’r
e t
ryin
g t
o f
ind a
nsw
ers
to s
cience
quest
ions, it’s
wise t
o c
heck
more
than
one s
ourc
e.
Each
sourc
e m
ay p
rese
nt sim
ilar
term
s an
d c
once
pts
but exp
lain
them
in d
iffe
rent w
ays. R
ead
ing m
ore
than
one e
xpla
nat
ion w
ill d
eepen y
our
unders
tandin
g o
f th
e t
opic
.
REA
D
Rere
ad
“D
iag
ram
of
a F
ood
Web” (
pag
e 2
) an
d “
Inte
rvie
w w
ith a
Food
Scie
nti
st” (
pag
e 3
).
Both
sourc
es
tell
about
the s
ame t
opic
—fo
od w
ebs.
1
As
you r
ead
, underl
ine im
po
rtant
term
s and d
eta
ils
that
help
answ
er
this
Targ
et
Quest
ion:
How
does
a food w
eb w
ork
?
EX
PLO
RE
2
Look
agai
n a
t th
e info
rmat
ion y
ou u
nderlin
ed. M
ake
a p
lan t
o u
se it
to w
rite
a p
arag
raph t
hat
answ
ers
the T
arget
Quest
ion. To
make
your
pla
n, fill
in t
his c
har
t w
ith d
eta
ils fro
m b
oth
texts
.
Dia
gra
m o
f a F
ood W
eb
Inte
rvie
w w
ith a
Food S
cientist
3
The f
irst
sente
nce
of yo
ur
par
agra
ph w
ill s
tate
the t
opic
. W
rite
a t
opic
sente
nce
that
show
s w
hat
you w
ill w
rite
about.
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
WRIT
E
4
On a
noth
er
pag
e, w
rite
a p
ara
gra
ph t
hat
answ
ers
the T
arg
et
Quest
ion. St
art
your
par
agra
ph
with the topic
sente
nce
and u
se y
our
char
t to
help
you w
ith the s
upport
ing d
eta
ils. (H
int: Im
agin
e
you’r
e e
xpla
inin
g t
he a
nsw
er
to s
om
eone w
ho h
as n
ever
hear
d o
f a
food w
eb.)
-sh
ows
how
ener
gy is
tra
nsfe
rred
- gr
een
plan
ts =
pro
duce
rs; u
sesu
nligh
t to
mak
e fo
od-
anim
als
that
eat
gre
en p
lant
s or
ot
her
anim
als
= co
nsum
ers
- ph
otos
ynth
esis
= ho
w gr
een
plan
ts m
ake
food
from
sun
’sen
ergy
- fo
od e
nerg
y co
mes
from
gre
enpl
ants
or
from
anim
als
that
eat
pl
ants
; mea
sure
d in
calor
ies
Ener
gy fr
om s
unlig
ht fo
rms
the
basis
of a
food
web
.
Stud
ent pa
ragr
aphs
will
vary
but
sho
uld in
clude
info
rmat
ion fr
om
the
char
t.
Nam
e:
Co
mp
rehe
nsio
n
Text
Co
nnec
tions
4
Comprehension
Text Connections 4
Prim
ary
Stan
dard
: CC
SS.E
LA-L
iter
acy.
RF.5
.4a
- Re
ad o
n-le
vel t
ext
wit
h pu
rpos
ean
d un
ders
tand
ing.
Supp
orti
ng S
tand
ards
: RI
.5.1
, RI
.5.1
0, R
I.5.
4, R
I.5.
7, R
L.5.
1, R
L.5.
10,
RL.5
.7,
RL.5
.3,
RI.5
.2,
RI.5
.8,
RL.5
.2,
RL.5
.5,
RI.5
.3,
RI.5
.6,
RI.5
.9,
RL.5
.6,
RL.5
.9,
SL.5
.1,
L.5.
2d
Cor
e5 L
evel
21
This
mat
eria
l is
a co
mpo
nent
of L
exia
® C
ore5
® R
eadi
ng.
©20
21 L
exia
Lea
rnin
g, a
Cam
bium
Lea
rnin
g® G
roup
com
pany
.R
eprin
ted
for c
lass
room
use
onl
y. A
ll ot
her r
ight
s re
serv
ed. N
ot fo
r res
ale.
Lexia Skill Builders®
LEVEL 21 | Comprehension
Text Connections 4
Nam
e:
LEV
EL
21
| C
om
pre
hens
ion
Text
Co
nnec
tions
4
Lexi
a Sk
ill B
uild
ers®
4
TH
INK A
BO
UT
Real
istic
fiction p
rese
nts
char
acte
rs w
ho h
ave t
houghts
, fe
elin
gs, a
nd p
roble
ms
that
real
people
mig
ht
exp
erience
. To
appre
ciat
e t
hese
sto
ries, r
ead
ers
pay
att
ention t
o c
har
acte
riza
tion—
how
auth
ors
deve
lop f
ictional
char
acte
rs w
ho s
eem
so lifelike
.
REA
D
Rere
ad “
Sol Pain
ting, In
c.,”
an e
xcerp
t from
a s
tory
by
Meg M
edin
a (p
age 5
), a
nd “
Secre
t Sam
anth
a,”
an e
xcerp
t from
a s
tory
by
Tim
Federle (pag
e 6
). E
ach s
tory
is
told
fro
m a
first
-pers
on p
oin
t of vi
ew.
1
As
you r
ead
, underl
ine d
eta
ils
that
help
answ
er
this
Targ
et
Quest
ion: W
hat
is e
ach
main
chara
cte
r like
, and h
ow
can y
ou t
ell?
EX
PLO
RE
2
In e
ach s
tory
exc
erp
t, a
char
acte
r sh
ow
s w
hat
she is
thin
king a
nd feelin
g. W
hat
can y
ou t
ell a
bout
her
chara
cte
r tr
ait
s (w
ord
s th
at
desc
ribe h
er
pers
onality
)? F
ill in
this
chart
wit
h y
our
ideas.
Chara
cte
rChara
cte
r Tr
ait
sH
ow
Those
Tra
its
Are
Show
n
Merc
i
Sam
anth
a
WRIT
E
3
On a
noth
er
pag
e, w
rite
a p
ara
gra
ph t
hat
answ
ers
the T
arg
et
Quest
ion. St
art
your
par
agra
ph
with a
topic
sente
nce
and u
se y
our
char
t to
help
you w
ith t
he s
upport
ing d
eta
ils. Be s
ure
to u
se
quota
tion m
arks
when y
ou w
rite
sto
ry t
itle
s.
7
Imag
ine
that
Mer
ci a
nd
Sam
anth
a ar
e m
eeti
ng
eac
h o
ther
. Cre
ate
a co
mic
str
ip s
ho
win
g w
hat
th
ey s
ay
to g
et to
kn
ow
eac
h o
ther
.
Stud
ent pa
ragr
aphs
will
vary
but
sho
uld in
clude
det
ails
from
the
cha
rt.
-fu
nny
-pr
actic
al-
indep
ende
nt-
busin
ess-
mind
ed
-fu
nny
-ca
sual
-ind
epen
dent
-ob
serv
ant
- sa
ys s
he’s
“ not
muc
h fo
r fa
ncy” &
the
red
blaz
ers
“look
hot
and
silly
”-
uses
bus
iness
ter
ms
like
“ret
urn
on in
vest
men
t” &
“br
oker
a d
eal”
- co
mpa
res
mall
to a
“zo
o” w
ithou
tca
ges
& fo
od c
ourt
to a
“wa
r zo
ne”
- lik
es to
be “
plain
and
relaxe
d”
vs. h
er “
dolle
d up
” m
othe
r wh
ose
shoe
s “m
ake
her
feet
‘scr
eam
’”
Nam
e:
Co
mp
rehe
nsio
n
Text
Co
nnec
tions
4N
ame:
LE
VE
L 2
1 |
Co
mp
rehe
nsio
n
Text
Co
nnec
tions
4
Lexi
a Sk
ill B
uild
ers®
3
Inte
rvie
w W
ith a
Food S
cientist
This inte
rvie
w b
etw
een t
en-y
ear
old
Rile
y N
oor
and food s
cientist
Dr.
Alis
ha
Lee
exp
lain
s how
food s
cientist
s kn
ow
so m
uch
about
the foods
we e
at.
Riley: Than
k you for
meeting w
ith m
e, D
r. Le
e. I hav
e s
o m
any q
uest
ions
about
food! Fi
rst
of al
l, how
does
food g
ive u
s energ
y?
Dr.
Lee: The e
nerg
y in t
he food w
e e
at c
an b
e t
race
d a
ll th
e w
ay b
ack
to t
he
sun. Su
nlig
ht
giv
es
energ
y t
o g
reen p
lants
so t
hey c
an p
roduce
their o
wn food
using a
ir a
nd w
ater
in a
pro
cess
cal
led p
hoto
synth
esis.
Riley: But
what
does
that
hav
e t
o d
o w
ith h
ow
we g
et
energ
y?
Dr.
Lee: Ev
ery
tim
e y
ou h
ave a
sal
ad, eat
ric
e, or
drink
ora
nge juic
e, you’r
e
gett
ing e
nerg
y d
irectly fro
m g
reen p
lants
. G
reen p
lants
can
also b
e m
ixed w
ith
oth
er
ingre
die
nts
to m
ake
food. A c
hoco
late
chip
cooki
e, fo
r exa
mple
, is m
ade
from
flo
ur,
sugar
, eggs,
butt
er,
and c
hoco
late
. Fl
our
and s
ugar
sta
rt o
ut
as g
reen
pla
nts
. Eg
gs
and b
utt
er
com
e fro
m a
nim
als
that
eat
gre
en p
lants
. Ev
en c
hoco
late
is m
ade fro
m c
oco
a bean
s, w
hic
h g
row
on g
reen, le
afy
tre
es.
So, w
hen y
ou e
at a
cooki
e, th
e e
nerg
y fro
m t
he s
un g
ets
pas
sed o
n, or
tran
sferr
ed, to
you!
Riley: H
ow
do w
e k
now
how
much
energ
y w
e’r
e g
ett
ing w
hen w
e e
at?
Dr.
Lee: Yo
u c
an s
ee e
xactly h
ow
much
energ
y y
ou’r
e g
ett
ing fro
m a
ny food
just
by w
alki
ng t
hro
ugh t
he s
uperm
arke
t. T
he n
ext
tim
e y
ou g
o s
hoppin
g, pic
k
up a
box, a
can, a
bott
le, or
a bag
, an
d look
for
the w
ord
cal
ories
liste
d o
n t
he
Nutr
itio
n F
acts
lab
el.
Cal
ories
are a
n a
ctu
al m
eas
ure
ment
of th
e e
nerg
y a
vai
lable
when y
ou e
at a
serv
ing o
f fo
od.
Riley: W
hat
else d
o y
ou s
tudy in t
he foods
we c
onsu
me?
Dr.
Lee: I m
eas
ure
the a
mount an
d s
peci
fic
kinds
of vi
tam
ins
and m
inera
ls that
are
in
foods. T
hose
are
the p
arts
of fo
od that
help
your
body
gro
w a
nd s
tay
heal
thy. E
ven
that
choco
late
chip
cookie h
as s
om
e v
itam
ins
and m
inera
ls. (N
ot as
much
as
fruits
and v
egeta
ble
s, o
f co
urs
e!)
Nam
e:
Co
mp
rehe
nsio
n
Text
Co
nnec
tions
4
Comprehension
Text Connections 4
Prim
ary
Stan
dard
: CC
SS.E
LA-L
iter
acy.
RF.5
.4a
- Re
ad o
n-le
vel t
ext
wit
h pu
rpos
ean
d un
ders
tand
ing.
Supp
orti
ng S
tand
ards
: RI
.5.1
, RI
.5.1
0, R
I.5.
4, R
I.5.
7, R
L.5.
1, R
L.5.
10,
RL.5
.7,
RL.5
.3,
RI.5
.2,
RI.5
.8,
RL.5
.2,
RL.5
.5,
RI.5
.3,
RI.5
.6,
RI.5
.9,
RL.5
.6,
RL.5
.9,
SL.5
.1,
L.5.
2d
Cor
e5 L
evel
21
This
mat
eria
l is
a co
mpo
nent
of L
exia
® C
ore5
® R
eadi
ng.
©20
21 L
exia
Lea
rnin
g, a
Cam
bium
Lea
rnin
g® G
roup
com
pany
.R
eprin
ted
for c
lass
room
use
onl
y. A
ll ot
her r
ight
s re
serv
ed. N
ot fo
r res
ale.
Lexia Skill Builders®
LEVEL 21 | Comprehension
Text Connections 4
Nam
e:
LEV
EL
21
| C
om
pre
hens
ion
Text
Co
nnec
tions
4
Lexi
a Sk
ill B
uild
ers®
6
Secre
t Sam
anth
a
An e
xcer
pt
from
a s
tory
by
Tim
Fed
erle
The m
all is a
zoo, if the z
oo forg
ot to
build
cag
es.
H
alf th
e s
hops
are p
erm
anently c
lose
d, an
d t
he food c
ourt
is
a w
ar z
one.
But af
ter
we p
ick
up [
a gift ca
rd] fo
r M
iss
Lee, M
om
beelin
es
stra
ight fo
r a
boutique
that
’s w
ithin
the p
rice
ran
ge o
f our
Secr
et [S
har
er] r
ule
s.
“W
hat
about th
is, Sa
mm
y?”
she s
ays, h
old
ing u
p a
min
i m
ake
up k
it that
’s r
ight
by
the
front of th
is q
uirky
pop-u
p s
hop. M
om
cal
ls m
e Sa
mm
y bec
ause
she
know
s
I hat
e Sa
man
tha,
and s
he
know
s I pre
fer
Sam
, an
d s
o S
amm
y is k
ind o
f “i
n the
mid
dle
.”
We a
re w
ork
ing o
n b
ein
g in the m
iddle
with o
ne a
noth
er.
“May
be,”
I s
ay, an
d M
om
goes, “
Speak
up, Sa
mm
y,”
and I s
ay, “M
aybe.”
That
rig
ht
there
is
a good e
xam
ple
of m
e b
ein
g in t
he m
iddle
, beca
use
I
wan
ted t
o t
hro
w t
he m
ake
up a
gai
nst
the w
all an
d s
hout, “
Bla
de d
oesn
’t n
eed
make
up t
o b
e c
ool!”
“W
ell,
I’ll hold
on t
o it,
” M
om
say
s, m
aki
ng a
polo
gy e
yes
at t
he c
ashie
r.
“U
nle
ss y
ou f
ind s
om
eth
ing b
ett
er.”
But I don’t fin
d s
om
eth
ing b
ett
er,
is the p
roble
m. I go u
p a
nd d
ow
n the a
isle
s,
and I fin
d thin
gs
that
I c
ould
use
—lik
e these
turq
uoise d
ragon e
arrings
that
mig
ht
distr
act people
fro
m m
y gia
nt ear
s, o
r th
is m
ini em
bro
idere
d D
IVA p
illow
that
would
be a
good b
ed for
my
bunny, S
ir H
op-a
-Lot—
but none o
f it s
eem
s ve
ry B
lade.
“S
aman
tha?
” I hear
fro
m t
he fro
nt. I’m
allo
wed o
ut
of m
y m
om
’s s
ight
for
about
ten s
eco
nds
for
eve
ry y
ear
I’v
e b
een a
live.
A
s I’m
shuff
ling b
ack
to h
er, I
’m m
aki
ng n
ote
of
the s
ilver
hig
h h
eels
she’s
got
on t
hat
I k
now
make
her
feet
“scr
eam
.” S
he a
lway
s lo
oks
so d
olle
d u
p b
ut
so u
nco
mfo
rtab
le. Sh
e’s
the v
ery
opposi
te o
f m
e. I’d r
ather
be p
lain
and r
ela
xed.
If I c
ould
wear
sw
eat
pan
ts t
o c
hurc
h, I w
ould
. If I c
ould
buzz
off m
y hai
r, I w
ould
.
I’m
serious!
“So?
” M
om
say
s, t
appin
g t
he m
ake
up k
it a
gai
nst
the c
ounte
r. “S
hal
l w
e?”
But
then s
he g
ets
a p
hone c
all fr
om
her
boyfr
iend—
I re
cogniz
e t
he s
peci
al
ring—
and s
he h
ands
the c
ashie
r both
of her
credit c
ards, s
ays, “
One o
f th
ose
should
work
,” a
nd s
teps
away
to t
ake
Sco
tt’s
cal
l.
Nam
e:
Co
mp
rehe
nsio
n
Text
Co
nnec
tions
4N
ame:
LE
VE
L 2
1 |
Co
mp
rehe
nsio
n
Text
Co
nnec
tions
4
Lexi
a Sk
ill B
uild
ers®
5
Sol Pain
ting,
Inc.
An e
xcer
pt
from
a s
tory
by
Meg
Med
ina
I w
onder
what
it’s
goin
g to b
e lik
e for
me this y
ear
. Roli
and I w
ill b
oth
be a
t
Seaw
ard P
ines, a
lthough I’ll be in the low
er
school w
ith a
ll th
e o
ther
seve
nth
-gra
de
“am
oebas
” (h
is w
ord
). R
oli
is fiv
e y
ear
s old
er
than
I a
m—
a se
nio
r. The las
t tim
e w
e
were
in the s
ame s
chool,
I w
as in k
inderg
arte
n a
nd h
e w
as o
ne o
f th
e b
oss
y sa
fety
pat
rols w
ith a
pla
stic
bad
ge. After
that
, he b
eca
me a
Sunsh
ine S
chola
r at
fan
cy
Seaw
ard P
ines
School,
where
eve
rybody
thin
ks h
e’s
a g
eniu
s.
M
ami sa
ys I’m
goin
g to love
Seaw
ard P
ines, b
ut I don’t k
now. I’m
not m
uch
for
fancy
, an
d e
very
thin
g a
bout th
at p
lace
is
shin
y an
d s
tiff. Ev
en the r
ed b
laze
rs I’ll
hav
e
to w
ear
look
hot an
d s
illy, if yo
u a
sk m
e. Pl
us, n
o o
ne fro
m o
ur
neig
hborh
ood g
oes
there
, exc
ept Roli, s
o I’ll
hav
e to m
ake
new
friends. S
tuff lik
e that
doesn
’t b
oth
er
Roli.
In fac
t, h
e’s
neve
r bro
ught hom
e a
friend in a
ll th
e y
ear
s he’s
gone there
. I as
ked h
im
about it o
nce
, but he told
me to c
lose
my
ora
l ca
vity.
I th
ink
what
Mam
i re
ally
mean
s is that
she’s
goin
g to love
it. L
ast ye
ar w
as tough
on h
er.
My
highest
gra
de w
as a
C...
. W
ell, it w
as fru
stra
ting for
me, to
o. To
thi
nk,
all
my
year
s of perf
ect
attendan
ce a
nd n
eat
penm
ansh
ip d
id a
bso
lute
ly n
oth
ing to b
utter
up
my
teac
hers
at re
port
car
d tim
e. It’s
what
we c
all a
poor
retu
rn o
n inve
stm
ent in
the
business
world. M
ami final
ly s
aid, “i
Has
ta a
qui!”
and c
alle
d P
api to
“discu
ss m
y fu
ture
,”
so I k
new
I w
as d
ead
meat
. I fo
ught it a
s best
I c
ould
, but th
ey
decided that
I n
eeded
“a m
ore
str
uct
ure
d lear
nin
g e
nvi
ronm
ent,”
aka
Seaw
ard P
ines.
“W
hy d
oes
it m
atte
r if I
get
an A
in s
cience
or
Englis
h?” I
cried t
o M
ami.
“I’m
goin
g to t
ake
ove
r Pa
pi’s
business
anyw
ay!”
Sh
e g
aped a
t m
e lik
e a
fish o
ut of w
ater.
‘’Business
? Is
that
what
you’re c
allin
g
a dente
d v
an a
nd the few
guys
who s
how
up w
hen they
feel lik
e it?
A b
usiness
?’’
Mam
i: Sh
e h
as n
o v
isio
n. N
o w
onder
she a
nd P
api don’t g
et al
ong.
Anyw
ay, w
ith R
oli’
s help
, I m
anag
ed to b
roke
r a
deal
. I ag
reed n
ot to
run a
way
.
I’d g
o t
o S
eaw
ard P
ines
but
only
if I co
uld
appre
ntice
with P
api an
d g
et
pai
d.
So far
, th
ey’
re liv
ing u
p to the a
gre
em
ent. I’m
tw
elv
e, so
for
now
, I m
ost
ly d
o the
trim
, an
d I’m
not al
low
ed to g
o o
n a
ll th
e jobs
on a
ccount of ch
ild lab
or
law
s an
d
all th
at [
nonse
nse
]. I’v
e b
een o
n tw
o s
ites
so far
: Ram
on’s
Auto
Par
ts (not bad
sin
ce
it w
as a
ir-co
nditio
ned)
and the m
arin
a, w
hic
h left m
e s
melli
ng lik
e b
ait fo
r day
s.
Nam
e:
Co
mp
rehe
nsio
n
Text
Co
nnec
tions
4
Comprehension
Text Connections 4
Prim
ary
Stan
dard
: CC
SS.E
LA-L
iter
acy.
RF.5
.4a
- Re
ad o
n-le
vel t
ext
wit
h pu
rpos
ean
d un
ders
tand
ing.
Supp
orti
ng S
tand
ards
: RI
.5.1
, RI
.5.1
0, R
I.5.
4, R
I.5.
7, R
L.5.
1, R
L.5.
10,
RL.5
.7,
RL.5
.3,
RI.5
.2,
RI.5
.8,
RL.5
.2,
RL.5
.5,
RI.5
.3,
RI.5
.6,
RI.5
.9,
RL.5
.6,
RL.5
.9,
SL.5
.1,
L.5.
2d
Cor
e5 L
evel
21
This
mat
eria
l is
a co
mpo
nent
of L
exia
® C
ore5
® R
eadi
ng.
©20
21 L
exia
Lea
rnin
g, a
Cam
bium
Lea
rnin
g® G
roup
com
pany
.R
eprin
ted
for c
lass
room
use
onl
y. A
ll ot
her r
ight
s re
serv
ed. N
ot fo
r res
ale.
Lexia Skill Builders®
LEVEL 21 | Comprehension
Text Connections 4
Nam
e:
LEV
EL
21
| C
om
pre
hens
ion
Text
Co
nnec
tions
4
Lexi
a Sk
ill B
uild
ers®
7
7
Loca
te a
co
py
of t
he
bo
ok
Salt
. Tak
e tu
rns
wit
h a
par
tner
rea
din
g a
lou
d t
he
par
ts o
f An
ikw
a an
dJa
mes
. Dis
cuss
ho
w t
he
visu
al la
you
t of e
ach
po
em a
dd
s m
ean
ing
to
th
e st
ory
.
TH
INK A
BO
UT
To lear
n a
bout
a period in h
isto
ry, re
aders
look
for
answ
ers
to t
he b
asic
quest
ions
When
? W
her
e?
Who?
What happen
ed?
Why?
Info
rmat
ional
texts
hav
e a
nsw
ers
to t
hose
quest
ions. H
isto
rica
l fiction
also
has
answ
ers
but
pre
sents
them
diffe
rently—
thro
ugh t
he e
yes
of th
e c
har
acte
rs.
REA
D
Rere
ad “
A T
imeline o
f th
e W
ar
of 1812” (pag
e 8
) an
d S
alt: A
Sto
ry O
f Fr
iendsh
ip In A
Tim
e O
f W
ar,
an e
xcerp
t fr
om
a b
ook
by H
ele
n F
rost
(pag
e 9
). B
oth
tell
about
the s
ame h
isto
rica
l event: t
he
War
of
1812.
1
As
you r
ead
, underl
ine d
eta
ils
about
the w
ar
that
appear
in b
oth
sourc
es.
EX
PLO
RE
2
What
info
rmation in t
he t
imeline h
elp
s re
aders
unders
tand w
hy K
ekio
nga is
dest
royed?
____
____
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____
_
____
____
____
____
____
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____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
____
____
____
____
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____
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____
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____
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_
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____
____
_
3
Whic
h d
eta
ils
in t
he t
imeline s
eem
to b
est
matc
h m
ajo
r id
eas
in b
oth
poem
s?
____
____
____
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_
____
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____
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____
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____
____
____
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____
____
_
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____
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____
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____
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_
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_
WRIT
E
4
To w
rite
a h
isto
rica
l novel, a
n a
uth
or
must
com
bin
e b
oth
fac
tual
rese
arch
and im
agin
atio
n.
What
topic
s did
the a
uth
or
need t
o r
ese
arch
? W
hat
ele
ments
cam
e f
rom
her
imag
inat
ion?
On a
noth
er
pag
e, w
rite
a p
ara
gra
ph t
o e
xpla
in y
our
answ
ers
.
Stud
ent an
swer
s wi
ll va
ry b
ut s
hould
inclu
de in
form
ation
from
the
tim
elin
e as
“fa
ctua
l res
earc
h” a
nd t
he p
ersp
ectiv
es o
f th
e bo
ys
as “
imag
inatio
n.”
In 18
12, s
ome
Nat
ive A
mer
ican
s jo
in t
he B
ritis
h ar
my
to fi
ght
agai
nst
Amer
ican
sol
dier
s. N
ative
Am
erican
s at
tack
and
sur
roun
d Fo
rt W
ayne
. Am
erican
sol
dier
s fig
ht b
ack
by s
ettin
g fir
e to
N
ative
Am
erican
villag
es.
“The
war
dam
ages
rela
tions
hips
bet
ween
Nat
ive A
mer
icans
and
Am
erica
n fa
milie
s wh
o ha
ve s
ettle
d in
the
Nor
thwe
st T
errit
ory.
Settler
s an
d N
ative
Am
erica
ns w
ho o
nce
trad
ed w
ith e
ach
othe
r an
d liv
ed in
pea
ce a
re n
ow u
nsur
e wh
om to
trus
t.”
Nam
e:
Co
mp
rehe
nsio
n
Text
Co
nnec
tions
4N
ame:
LE
VE
L 2
1 |
Co
mp
rehe
nsio
n
Text
Co
nnec
tions
4
Lexi
a Sk
ill B
uild
ers®
8
A T
imeline o
f th
e W
ar
of 1812
1810
1815
1814
1813
1812
1811
1810
Host
ility
and d
istr
ust
betw
een A
merica
ns
and B
ritish
gro
w w
hen t
he B
ritish
forc
e
Am
erica
n s
ailo
rs t
o join
the B
ritish
Royal
Nav
y. A
t th
e s
ame t
ime, m
any N
ativ
e
Am
erica
n n
atio
ns
unite to s
top the U
nited S
tate
s from
cla
imin
g m
ore
lan
d in the
Nort
hw
est
Terr
itory
. So
me A
merica
n s
ett
lers
and N
ativ
e A
merica
ns
peac
efu
lly s
har
e
this lan
d a
nd tra
de s
upplie
s.
1811
Am
erica
ns
and B
ritish
cla
sh o
ver
contr
ol of th
e N
ort
hw
est
Terr
itory
. This a
rea
is
alre
ady
hom
e to thousa
nds
of N
ativ
e A
merica
ns. B
ritish
tro
ops
offer
weap
ons
to
som
e N
ativ
e A
merica
ns
to h
elp
them
fig
ht ag
ainst
Am
erica
n s
old
iers
.
1812
The U
nited S
tate
s decl
ares
war
. So
me N
ativ
e A
merica
ns
support
the U
nited S
tate
s.
Oth
er
Nat
ive A
merica
ns
join
the B
ritish
arm
y to
fig
ht
agai
nst
Am
erica
n s
old
iers
.
Fort
Way
ne is
atta
cke
d a
nd s
urr
ounded b
y N
ativ
e A
merica
ns. P
eople
in F
ort
Way
ne
begin
to r
un o
ut of fo
od. Am
erica
n s
old
iers
set fire
to n
ear
by
Nat
ive A
merica
n v
illag
es.
1813
The w
ar d
amag
es
rela
tionsh
ips
betw
een N
ativ
e A
merica
ns
and A
merica
n fam
ilies
who h
ave s
ett
led in t
he N
ort
hw
est
Terr
itory
. Se
ttle
rs a
nd N
ativ
e A
merica
ns
who
once
tra
ded w
ith e
ach o
ther
and liv
ed in p
eac
e a
re n
ow
unsu
re w
hom
to t
rust
.
1814
Rela
tionsh
ips
betw
een A
merica
n s
ett
lers
and N
ativ
e A
merica
ns
gro
w w
ors
e a
s nat
ive
people
are
forc
ed o
ff lan
d w
here
they
hav
e liv
ed for
centu
ries.
1815
The T
reat
y of G
hent is s
igned, an
d the w
ar o
ffic
ially
ends. T
he tre
aty
stat
es
that
the
United S
tate
s m
ust
retu
rn a
ny
land that
had
been h
om
e to N
ativ
e A
merica
ns
befo
re
the w
ar. This d
oes
not hap
pen. Am
erica
n s
ett
lers
continue to e
xpan
d w
est
war
d a
nd
clai
m lan
d for
the U
nited S
tate
s.
Nam
e:
Co
mp
rehe
nsio
n
Text
Co
nnec
tions
4
Comprehension
Text Connections 4
Prim
ary
Stan
dard
: CC
SS.E
LA-L
iter
acy.
RF.5
.4a
- Re
ad o
n-le
vel t
ext
wit
h pu
rpos
ean
d un
ders
tand
ing.
Supp
orti
ng S
tand
ards
: RI
.5.1
, RI
.5.1
0, R
I.5.
4, R
I.5.
7, R
L.5.
1, R
L.5.
10,
RL.5
.7,
RL.5
.3,
RI.5
.2,
RI.5
.8,
RL.5
.2,
RL.5
.5,
RI.5
.3,
RI.5
.6,
RI.5
.9,
RL.5
.6,
RL.5
.9,
SL.5
.1,
L.5.
2d
Cor
e5 L
evel
21
This
mat
eria
l is
a co
mpo
nent
of L
exia
® C
ore5
® R
eadi
ng.
©20
21 L
exia
Lea
rnin
g, a
Cam
bium
Lea
rnin
g® G
roup
com
pany
.R
eprin
ted
for c
lass
room
use
onl
y. A
ll ot
her r
ight
s re
serv
ed. N
ot fo
r res
ale.
Lexia Skill Builders®
LEVEL 21 | Comprehension
Text Connections 4
Nam
e:
LEV
EL
21
| C
om
pre
hens
ion
Text
Co
nnec
tions
4
Lexi
a Sk
ill B
uild
ers®
9
Thes
e eve
nts
are
des
crib
ed fro
m the
per
spec
tive
s of tw
o 1
2-ye
ar-old
boys
.
Anik
wa, a N
ative
Am
eric
an,
and J
am
es, an A
mer
ican s
ett
ler,
live
in w
hat is
now
the
US
state
of In
dia
na. A
nik
wa a
nd h
is fam
ily h
ave
retu
rned
to K
ekio
nga
(thei
r vi
llage)
to fin
d that it h
as
bee
n b
urn
ed b
y A
mer
ican s
old
iers
.
Salt
: A
Sto
ry o
f Fr
iendsh
ip in a
Tim
e o
f W
ar
An e
xcer
pt
from
a b
ook
by
Hel
en F
rost
AN
IKW
A
It’s
alm
ost
dar
k
when w
e w
alk
into
Kekionga.
Or
where
it use
d to b
e. N
ow
it’s
… a
shes.
Kw
aahkw
a to
ld u
s, b
ut no o
ne c
ould
imag
ine h
ow
terr
ible
it is:
eve
ry h
ouse
torn
apar
t
and b
urn
ed. The fish
we h
ad to leav
e o
n d
ryin
g r
acks
scat
tere
d e
very
where
, an
d tra
mple
d.
Corn
cobs
and fish h
ead
s co
vere
d w
ith flie
s—
the a
rmy
must
hav
e e
aten w
hat
they
wan
ted, an
d then
dest
roye
d w
hat
eve
r w
as left o
ver.
Did
n’t they
know
—
they
must
hav
e k
now
n—
it’s
too lat
e to g
row
more
corn
, an
d w
e w
on’t b
e a
ble
to c
atch
man
y
fish
befo
re the r
iver
freeze
s.
Will
the a
nim
als
find
their w
ay
bac
k?
Will
deer
giv
e u
s
hid
es
for
war
mth
and s
helter,
meat
for
win
ter
food?
Fath
er
says
, It’s
wors
e th
an I thought.
Gra
ndm
a sa
ys, Yo
u h
elped
them
go to P
iqua.
They
should
hel
p u
s now.
Nam
e:
Co
mp
rehe
nsio
n
Text
Co
nnec
tions
4N
ame:
LE
VE
L 2
1 |
Co
mp
rehe
nsio
n
Text
Co
nnec
tions
4
Lexi
a Sk
ill B
uild
ers®
10
Salt
: A
Sto
ry o
f Fr
iendsh
ip in a
Tim
e o
f W
ar
(continued
)
JAM
ES
Anik
wa
looks
at m
e lik
e h
e’s
forg
ott
en w
ho I a
m, his e
yes
so s
ad
and a
ngry
I d
on’t k
now
what
to s
ay. I m
ade h
im a
new
whistle, but now
it s
eem
s lik
e it belo
ngs
som
epla
ce w
e c
an’t g
o b
ack
to. I ke
ep it
in m
y pocke
t. W
e g
ive them
a b
all of tw
ine, a
new
bla
de for
their s
aw.
Ma
says
, Thi
s is n
ot on c
redit. It’s
a g
ift. P
a lo
oks
surp
rise
d to h
ear
that
,
but he d
oesn
’t d
isag
ree. A few
leav
es
are turn
ing y
ello
w, fa
lling
from
the tre
es
into
the r
iver.
When I d
o o
ffer
the w
histle to A
nik
wa,
he t
ake
s it, but he d
oesn
’t s
mile
. H
e looks
old
er.
He looks
hungry
.
They
all do. M
ink
spre
ads
out her
han
ds
and s
peaks
to u
s. O
ld R
acco
on
repeat
s her
word
s in
Englis
h: Pl
ease
sit w
ith u
s and e
at. H
e g
oes
away
and
com
es
bac
k w
ith a
roas
ted r
abbit. M
ink
hold
s out a
smal
l gourd
bow
l to
Pa.
He turn
s re
d a
nd looks
dow
n a
t th
e g
round b
efo
re h
e d
ips
his fin
gers
in. Sa
lt.
Thank
you, he s
ays
softly. I w
hisper
to M
a, T
hey
hard
ly h
ave
any
food. W
hy
are
they
fee
din
g u
s? S
he a
nsw
ers
, Yo
u s
hould
know
by
now. Thi
s is w
ho they
are
.
Nam
e:
Co
mp
rehe
nsio
n
Text
Co
nnec
tions
4
Comprehension
Text Connections 4
Prim
ary
Stan
dard
: CC
SS.E
LA-L
iter
acy.
RF.5
.4a
- Re
ad o
n-le
vel t
ext
wit
h pu
rpos
ean
d un
ders
tand
ing.
Supp
orti
ng S
tand
ards
: RI
.5.1
, RI
.5.1
0, R
I.5.
4, R
I.5.
7, R
L.5.
1, R
L.5.
10,
RL.5
.7,
RL.5
.3,
RI.5
.2,
RI.5
.8,
RL.5
.2,
RL.5
.5,
RI.5
.3,
RI.5
.6,
RI.5
.9,
RL.5
.6,
RL.5
.9,
SL.5
.1,
L.5.
2d
Cor
e5 L
evel
21
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mat
eria
l is
a co
mpo
nent
of L
exia
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ore5
® R
eadi
ng.
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21 L
exia
Lea
rnin
g, a
Cam
bium
Lea
rnin
g® G
roup
com
pany
.R
eprin
ted
for c
lass
room
use
onl
y. A
ll ot
her r
ight
s re
serv
ed. N
ot fo
r res
ale.