R @S^`]RcQWPZSa - Weeblymrpack.weebly.com/uploads/8/5/0/5/8505687/l5_beyond.pdf© Macmillan/McGraw-Hill Contents Unit 1 • Taking a Stand Helping a Friend The Night of San Juan Phonics:

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ContentsUnit 1 • Taking a Stand

Helping a FriendThe Night of San Juan

Phonics: r-Controlled Vowels ar, air, or . . . . . . . 46Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Comprehension: Problem and Solution . . . . . . 48Comprehension: Story Map. . . . . . . . . . . . . . . . 49Fluency: Intonation and Pausing. . . . . . . . . . . . 50Text Feature: Diagram . . . . . . . . . . . . . . . . . . . . 51Vocabulary Strategy: Suffi xes . . . . . . . . . . . . . . 52Spelling: Words with r-Controlled Vowels

ar, air, or . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Grammar: More Sentence Combining . . . . . . . 55Writing: Developing One Theme . . . . . . . . . . . . 57

Heroes Young and OldSleds on Boston Common

Phonics: r-Controlled Vowels ur, er, ir, ear, eer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Comprehension: Draw Conclusions . . . . . . . . . 60Comprehension: Conclusions Chart . . . . . . . . . 61Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . . 62Literary Element: Meter and Alliteration . . . . . . 63Vocabulary Strategy: Word Families . . . . . . . . . 64Spelling: Word with r-Controlled Vowels

ur, er, ir, ear, eer. . . . . . . . . . . . . . . . . . . . . . . . 65Grammar: Run-On Sentences. . . . . . . . . . . . . . 67Writing: Developing a Single Moment in

Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Fighting BackGoin’ Someplace Special

Phonics: Short Vowels . . . . . . . . . . . . . . . . . . . . 9Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Comprehension: Character and Setting . . . . . . 11Comprehension: Character and

Setting Chart . . . . . . . . . . . . . . . . . . . . . . . . . . 12Fluency: Expression. . . . . . . . . . . . . . . . . . . . . . 13Text Feature: Time Line . . . . . . . . . . . . . . . . . . . 14Vocabulary Strategy: Homophones . . . . . . . . . 15Spelling: Short Vowels . . . . . . . . . . . . . . . . . . . . 16Grammar: Sentence Types . . . . . . . . . . . . . . . . 18Writing: Developing a Single Moment in

Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Stand Up for What’s RightShiloh

Phonics: Long Vowels . . . . . . . . . . . . . . . . . . . . 21Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Comprehension: Make Inferences . . . . . . . . . . 23Comprehension: Inferences Chart . . . . . . . . . . 24Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . . . 25Text Feature: Photos and Captions . . . . . . . . . . 26Vocabulary Strategy: Idioms . . . . . . . . . . . . . . . 27Spelling: Long Vowels . . . . . . . . . . . . . . . . . . . . 28Grammar: Subjects and Predicates . . . . . . . . . 30Writing: Refi ning Topic Development . . . . . . . . 32

Remembering Those Who Took a StandMaya Kin, Architect of Memory

Phonics: Long u . . . . . . . . . . . . . . . . . . . . . . . . . 33Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Comprehension: Main Idea and Details . . . . . . 35Comprehension: Main Ideas and

Details Web . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . . 37Study Skill: Using the Internet . . . . . . . . . . . . . . 38Comprehension: Writing Frame. . . . . . . . . . . . . 39Vocabulary Strategy: Infl ectional Endings . . . . 40Spelling: Words With Long u . . . . . . . . . . . . . . . 41Grammar: Sentence Combining . . . . . . . . . . . . 43Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . 45

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ContentsUnit 2 • The American West

Tall TalesDavy Crockett Saves the World

Phonics: Contractions . . . . . . . . . . . . . . . . . . . 107Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108Comprehension: Plot and Setting . . . . . . . . . . 109Comprehension: Plot and Setting Chart . . . . . 110Fluency: Expression. . . . . . . . . . . . . . . . . . . . . 111Text Feature: Toolbar and Link . . . . . . . . . . . . 112Vocabulary Strategy: Compound Words . . . . 113Spelling: Contractions . . . . . . . . . . . . . . . . . . . 114Grammar: Possessive Nouns . . . . . . . . . . . . . 116Writing: Selecting Details to

Convey Emotion . . . . . . . . . . . . . . . . . . . . . . 118

The Right to VoteWhen Esther Morris Headed West

Phonics: Closed Syllables . . . . . . . . . . . . . . . . 119Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120Comprehension: Fact and Opinion . . . . . . . . . 121Comprehension: Fact and Opinion Chart . . . . 122Fluency: Pronunciation. . . . . . . . . . . . . . . . . . . 123Text Feature: Time Line . . . . . . . . . . . . . . . . . . 124Vocabulary Strategy: Dictionary:

Word Origins . . . . . . . . . . . . . . . . . . . . . . . . . 125Spelling: Words with Closed Syllables . . . . . . 126Grammar: Plurals and Possessives . . . . . . . . 128Writing: Showing the Same Moment with

Different Emotions . . . . . . . . . . . . . . . . . . . . 130

The Spanish In Early CaliforniaValley of the Moon: The Diary of Maria Rosalia de Milagros

Phonics: Variant Vowel /ô/;

Diphthongs oi, oy, ou, ow . . . . . . . . . . . . . . . . 70Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71Comprehension: Cause and Effect . . . . . . . . . . 72Comprehension: Cause and Effect Chart. . . . . 73Fluency: Expression. . . . . . . . . . . . . . . . . . . . . . 74Text Feature: Time Line . . . . . . . . . . . . . . . . . . . 75Vocabulary Strategy: Thesaurus:

Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76Spelling: Words with /ô/, /ou/, /oi/ . . . . . . . . . . . . 77Grammar: Common and Proper Nouns . . . . . . 79Writing: Using Showing to

Convey Emotions . . . . . . . . . . . . . . . . . . . . . . 81

ExplorationsA Historic Journey

Phonics: Plurals . . . . . . . . . . . . . . . . . . . . . . . . . 82Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83Comprehension: Cause and Effect . . . . . . . . . . 84Comprehension: Cause and Effect Chart. . . . . 85Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . . 86Study Skill: Dictionary, Thesaurus. . . . . . . . . . . 87Comprehension: Writing Frame. . . . . . . . . . . . . 88Vocabulary Strategy: Thesaurus:

Antonyms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89Spelling: Plural Words . . . . . . . . . . . . . . . . . . . . 90Grammar: Singular and Plural Nouns . . . . . . . . 92Writing: Using Showing to

Convey Emotions . . . . . . . . . . . . . . . . . . . . . . 94

CowboysBlack Cowboy Wild Horses

Phonics: Infl ectional Endings . . . . . . . . . . . . . . 95Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96Comprehension: Make Inferences . . . . . . . . . . 97Comprehension: Inferences Chart . . . . . . . . . . 98Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . . 99Literary Element: Repetition and

Assonance . . . . . . . . . . . . . . . . . . . . . . . . . . 100Vocabulary Strategy: Analogies . . . . . . . . . . . 101Spelling: Words with Infl ectional Endings. . . . 102Grammar: More Plural Nouns . . . . . . . . . . . . . 104Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 106

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ContentsUnit 3 • Using Your Wits

ChallengesBlancafl or

Phonics: Consonant + le Syllables . . . . . . . . . 168Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169Comprehension: Theme . . . . . . . . . . . . . . . . . 170Comprehension: Theme Chart . . . . . . . . . . . . 171Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . 172Text Feature: Map. . . . . . . . . . . . . . . . . . . . . . . 173Vocabulary Strategy: Context Clues:

Figurative Language. . . . . . . . . . . . . . . . . . . 174Spelling: Words with

Consonant + le Syllables . . . . . . . . . . . . . . . 175Grammar: Linking Verbs . . . . . . . . . . . . . . . . . 177Writing: Connecting Observations to

Emotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179

Talking in CodesThe Unbreakable Code

Phonics: r-Controlled Vowel Syllables . . . . . . 180Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181Comprehension: Author’s Perspective . . . . . . 182Comprehension: Author’s Perspective

Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183Fluency: Intonation and Phrasing . . . . . . . . . . 184Literary Element: Consonance and

Symbolism. . . . . . . . . . . . . . . . . . . . . . . . . . . 185Vocabulary Strategy: Context Clues . . . . . . . . 186Spelling: Words with r-Controlled Vowel

Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187Grammar: Irregular Verbs . . . . . . . . . . . . . . . . 189Writing: Climax and Resolutions . . . . . . . . . . . 191

TrickstersThe Catch of the Day, A Trickster Play

Phonics: Open Syllables . . . . . . . . . . . . . . . . . 131Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132Comprehension: Author’s Purpose . . . . . . . . . 133Comprehension: Author’s Purpose Chart . . . . 134Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . 135Literary Element: Simile and Metaphor. . . . . . 136Vocabulary Strategy: Analogy . . . . . . . . . . . . . 137Spelling: Words with Open Syllables . . . . . . . 138Grammar: Action Verbs . . . . . . . . . . . . . . . . . . 140Writing: Including Narration in Dialogue . . . . . 142

Think It ThroughThe Golden Mare, The Firebird, and the Magic Ring

Phonics: Open Syllables . . . . . . . . . . . . . . . . . 143Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144Comprehension: Sequence . . . . . . . . . . . . . . . 145Comprehension: Sequence Chart. . . . . . . . . . 146Fluency: Intonation and Phrasing . . . . . . . . . . 147Text Feature: Venn Diagram . . . . . . . . . . . . . . 148Vocabulary Strategy: Homophones . . . . . . . . 149Spelling: Words with Open Syllables . . . . . . . 150Grammar: Verb Tenses . . . . . . . . . . . . . . . . . . 152Writing: Mixing Narration with Dialogue . . . . . 154

TalesTricky Tales

Phonics: Vowel Team Syllables . . . . . . . . . . . . 155Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156Comprehension: Compare and Contrast . . . . 157Comprehension: Venn Diagram . . . . . . . . . . . 158Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 159Study Skill: Study Strategies . . . . . . . . . . . . . . 160Comprehension: Writing Frame. . . . . . . . . . . . 161Vocabulary Strategy: Homographs . . . . . . . . . 162Spelling: Words with Vowel Team

Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163Grammar: Main and Helping Verbs. . . . . . . . . 165Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 167

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ContentsUnit 4 • Team Up to Survive

Family TeamsZathura

Phonics: -ture, -sure . . . . . . . . . . . . . . . . . . . . . 229Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230Comprehension: Draw Conclusions . . . . . . . . 231Comprehension: Conclusions Diagrams . . . . 232Fluency: Intonation and Phrasing . . . . . . . . . . 233Text Feature: Toolbar and Link . . . . . . . . . . . . 234Vocabulary Strategy: Analogies . . . . . . . . . . . 235Spelling: -ture, -sure . . . . . . . . . . . . . . . . . . . . . 236Grammar: Possessive Pronouns. . . . . . . . . . . 238Writing: Setting and Context:

Audience and Purpose . . . . . . . . . . . . . . . . . 240

Camping OutSkunk Scout

Phonics: -ence, -ance. . . . . . . . . . . . . . . . . . . . 241Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242Comprehension: Make Judgments . . . . . . . . . 243Comprehension: Judgments Chart . . . . . . . . . 244Fluency: Expression. . . . . . . . . . . . . . . . . . . . . 245Text Feature: Interview. . . . . . . . . . . . . . . . . . . 246Vocabulary Strategy: Dictionary . . . . . . . . . . . 247Spelling: Words with -ence, -ance . . . . . . . . . . 248Grammar: Pronouns, Contractions, and

Homophones. . . . . . . . . . . . . . . . . . . . . . . . . 250Writing: Setting and Context:

Audience and Purpose . . . . . . . . . . . . . . . . . 252

Extreme ConditionsSpirit of Endurance

Phonics: -el, -en . . . . . . . . . . . . . . . . . . . . . . . . 192Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193Comprehension: Problem and Solution . . . . . 194Comprehension: Problem and

Solution Map . . . . . . . . . . . . . . . . . . . . . . . . . 195Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . 196Text Feature: Primary Sources:

Journals and Letters . . . . . . . . . . . . . . . . . . . 197Vocabulary Strategy: Word Parts:

Root, Prefi x, Suffi x . . . . . . . . . . . . . . . . . . . . 198Spelling: Words with -el, -en . . . . . . . . . . . . . . 199Grammar: Pronouns and Antecedents . . . . . . 201Writing: Setting and Context . . . . . . . . . . . . . . 203

Teams on the JobUltimate Field Trip 5: Blast Off To Space Academy

Phonics/Word Study: Prefi xes . . . . . . . . . . . . . 204Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205Comprehension: Main Idea and Details . . . . . 206Comprehension: Main Idea Chart . . . . . . . . . . 207Fluency: Pronunciation. . . . . . . . . . . . . . . . . . . 208Literary Element: Symbolism and Moral . . . . . 209Vocabulary Strategy: Context Clues:

Descriptions or Explanations . . . . . . . . . . . . 210Spelling: Prefi xes . . . . . . . . . . . . . . . . . . . . . . . 211Grammar: Subject and Object Pronouns . . . . 213Writing: Setting and Context . . . . . . . . . . . . . . 215

Helping OutHeroes in Time of Need

Phonics: Homographs . . . . . . . . . . . . . . . . . . . 216Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217Comprehension: Fact and Opinion . . . . . . . . . 218Comprehension: Fact and Opinion Chart . . . . 219Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 220Study Skill: Parts of a Book . . . . . . . . . . . . . . . 221Comprehension: Writing Frame. . . . . . . . . . . . 222Vocabulary Strategy: Greek and

Latin Roots . . . . . . . . . . . . . . . . . . . . . . . . . . 223Spelling: Homographs . . . . . . . . . . . . . . . . . . . 224Grammar: Pronoun-Verb Agreement . . . . . . . 226Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 228

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ContentsTest It OutUp In the Air: The Story of Balloon Flight

Phonics/Word Study: Suffi xes . . . . . . . . . . . . . 290Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291Comprehension: Make Generalizations . . . . . 292Comprehension: Generalizations Chart . . . . . 293Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . 294Literary Element: Simile and Metaphor. . . . . . 295Vocabulary Strategy: Greek Roots . . . . . . . . . 296Spelling: Words with Suffi xes . . . . . . . . . . . . . 297Grammar: Comparing with More and Most. . . 299Writing: Evidence: Linked to Argument . . . . . . 301

Extreme WeatherHurricanes

Phonics: -ion . . . . . . . . . . . . . . . . . . . . . . . . . . . 302Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 303Comprehension: Description . . . . . . . . . . . . . . 304Comprehension: Description Chart. . . . . . . . . 305Fluency: Intonation and Phrasing . . . . . . . . . . 306Literary Element: Personifi cation,

Imagery, and Onomatopoeia . . . . . . . . . . . . . 307Vocabulary Strategy:

Multiple-Meaning Words . . . . . . . . . . . . . . . 308Spelling: Words with -ion . . . . . . . . . . . . . . . . . 309Grammar: Comparing Good and Bad . . . . . . . 311Writing: Evidence: Linked to Argument . . . . . . 313

ScientistsHidden Worlds

Phonics: Suffi xes . . . . . . . . . . . . . . . . . . . . . . . 253Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254Comprehension: Sequence . . . . . . . . . . . . . . . 255Comprehension: Sequence Chart. . . . . . . . . . 256Fluency: Intonation and Phrasing . . . . . . . . . . 257Literary Element: Rhyme Scheme and

Rhythm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258Vocabulary Strategy: Greek and

Latin Roots . . . . . . . . . . . . . . . . . . . . . . . . . . 259Spelling: Suffi xes . . . . . . . . . . . . . . . . . . . . . . . 260Grammar: Independent and

Dependent Clauses . . . . . . . . . . . . . . . . . . . 262Writing: Relevant Evidence . . . . . . . . . . . . . . . 264

Ask QuestionsRattlers!

Phonics/Word Study: Homophones . . . . . . . . 265Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266Comprehension: Main Idea and Details . . . . . 267Comprehension: Main Idea Web. . . . . . . . . . . 268Fluency: Intonation and Phrasing . . . . . . . . . . 269Literary Element: Hero and

Personifi cation . . . . . . . . . . . . . . . . . . . . . . . 270Vocabulary Strategy: Context Clues . . . . . . . . 271Spelling: Homophones. . . . . . . . . . . . . . . . . . . 272Grammar: Independent and

Dependent Clauses . . . . . . . . . . . . . . . . . . . 274Writing: Relevant Evidence . . . . . . . . . . . . . . . 276

Scientifi c DiscoveriesThese Robots are Wild!

Phonics: Prefi xes . . . . . . . . . . . . . . . . . . . . . . . 277Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278Comprehension: Make Generalizations . . . . . 279Comprehension: Generalizations Chart . . . . . 280Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 281Study Skill: Using the Library and

Media Center. . . . . . . . . . . . . . . . . . . . . . . . . 282Comprehension: Writing Frame. . . . . . . . . . . . 283Vocabulary Strategy: Greek and

Latin Roots . . . . . . . . . . . . . . . . . . . . . . . . . . 284Spelling: Words with Prefi xes . . . . . . . . . . . . . 285Grammar: Adjectives That Compare. . . . . . . . 287Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 289

Unit 5 • Investigations

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ContentsFitting InWeslandia

Phonics/Word Study: Number Prefi xes. . . . . . 351Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352Comprehension: Theme . . . . . . . . . . . . . . . . . 353Comprehension: Theme Chart . . . . . . . . . . . . 354Fluency: Intonation and Phrasing . . . . . . . . . . 355Text Feature: Hyperlinks and Key Words . . . . 356Vocabulary Strategy: Word Origins. . . . . . . . . 357Spelling: Words with Number Prefi xes . . . . . . 358Grammar: Prepositions and

Prepositional Phrases. . . . . . . . . . . . . . . . . . 360Writing: Subjects and Predicates. . . . . . . . . . . 362

Taking a ChanceThe Gri Gri Tree

Phonics/Word Study: -ible, -able . . . . . . . . . . . 363Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364Comprehension: Summarize . . . . . . . . . . . . . . 365Comprehension: Summarize Chart. . . . . . . . . 366Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . 367Text Feature: Graphs . . . . . . . . . . . . . . . . . . . . 368Vocabulary Strategy: Latin Roots . . . . . . . . . . 369Spelling: Words with -ible, -able . . . . . . . . . . . 370Grammar: Sentence Combining . . . . . . . . . . . 372Writing: Subjects and Predicates. . . . . . . . . . . 374

Unit 6 • Changes

Overcoming ObstaclesMiss Alaineous

Phonics/Word Study: Greek Roots . . . . . . . . . 314Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315Comprehension: Character and Plot. . . . . . . . 316Comprehension: Character and Plot Chart. . . 317Fluency: Intonation and Phrasing . . . . . . . . . . 318Text Feature: Photographs and Captions . . . . 319Vocabulary Strategy: Context Clues:

Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . 320Spelling: Words with Greek Roots. . . . . . . . . . 321Grammar: Adverbs . . . . . . . . . . . . . . . . . . . . . . 323Writing: Varying Sentence Types. . . . . . . . . . . 325

Growing UpCarlos and the Skunk

Phonics/Word Study: Latin Roots . . . . . . . . . . 326Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327Comprehension: Author’s Purpose . . . . . . . . . 328Comprehension: Author’s Purpose Chart . . . . 329Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . . 330Text Feature: Deck and Headings . . . . . . . . . . 331Vocabulary Strategy: Context Clues . . . . . . . . 332Spelling: Words with Latin Roots. . . . . . . . . . . 333Grammar: Adverbs that Compare . . . . . . . . . . 335Writing: Varying Sentence Types:

Sentence Combining . . . . . . . . . . . . . . . . . . 337

Changing LivesA Dream Comes True

Phonics/Word Study:

Words from Mythology . . . . . . . . . . . . . . . . . 338Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339Comprehension: Persuasion . . . . . . . . . . . . . . 340Comprehension: Fact and Opinion Chart . . . . 341Fluency: Pronunciation. . . . . . . . . . . . . . . . . . . 342Study Skill: Everyday Communications . . . . . 343Comprehension: Writing Frame. . . . . . . . . . . . 344Vocabulary Strategy: Context Clues . . . . . . . . 345Spelling: Words from Mythology . . . . . . . . . . . 346Grammar: Negatives . . . . . . . . . . . . . . . . . . . . 348Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 350

8

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

A. Underline the letter or letters that have the short vowel sound

in each word. Then write another word that has the same short

vowel sound in the same way.

1. lunch

2. ship

3. match

4. odd

5. spent

6. tough

7. knock

8. myth

9. graph

10. bread

B. Sort the words above according to their vowel sound.

short a

1.

2.

short e

3.

4.

short i

5.

6.

short o

7.

8.

C. Write a brief paragraph using some of the words from part A.

Phonics:

Short Vowels

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentGoin’ Someplace Special

Grade 5/Unit 19

Practice

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Vocabulary

Read the following questions and think about the meaning of the

boldfaced vocabulary words. Then answer each question with a

complete sentence.

1. What is the temperature of water that a person can scald for cooking?

2. What are two activities that you can do without fi rst getting permission from

a family member or teacher?

3. How might someone get to a library without bus fare?

4. Whose autograph would you like to have, and why?

5. What would you do if you blurted out a secret that you had promised to

keep?

6. Why couldn’t you eat if your teeth were clenched?

7. What would you do if you were approached by a policeman?

8. What would be your idea of a way to spend a spectacular afternoon?

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentGoin’ Someplace SpecialGrade 5/Unit 1

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Comprehension:

Character and

Setting

Read the story below, and then fill in the Plot Development Chart.

All Kinds of Heroes by Calliope Booth

Ana and Duane worked in the same office. Duane had a sports poster on

his wall that showed a football hero. Ana just pointed to a small photograph

on her desk, saying, “That’s my hero.”

Duane always wondered who the woman in the photograph was. Once

he asked Ana, and she just smiled. “You ought to know,” she said. Duane

thought the woman looked familiar, but then he figured that it must be Ana’s

mother. He had seen her once, although he could not remember what she

looked like.

Then one Friday he mentioned that his hero was coming into town for a

sports event. Ana just pointed to the picture on her desk and said, “There are

all kinds of heroes.”

“Who is that woman?” asked Duane. “Is that your mother?”

“No,” said Ana. “It’s Rosa Parks. Her refusal to give up her bus seat in the

1950s started a civil rights protest that changed my life forever. So she’s my

hero. Remember, not every hero wears a sports uniform.”

Characters:

Setting:

Problem or Conflict:

Resolution:

R 2.0 Reading Comprehension (Focus on Informational Materials)Goin’ Someplace Special

Grade 5/Unit 111

Practice

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Comprehension:

Character and

Setting Chart

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

Setting Chart.

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

Charact er Setting

R 2.0 Reading Comprehension (Focus on Informational Materials)Goin’ Someplace SpecialGrade 5/Unit 1

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Fluency:

Expression

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

This afternoon was a special occasion for Alexandra

8 and all the other students at the Metropolitan Music School.

18 Their annual spring recital was a chance to show off the hard

30 work and practice that they had put in during the winter.

41 Alexandra’s chestnut brown hair was in a neat bun like a

52 ballerina’s, tied with a velvet ribbon—not her usual bouncy

62 ponytail. Her long, blue velvet skirt fell gracefully to the floor

73 around the piano bench. She reached the end of the piece and

85 sat back. The people in the audience broke into applause.

95 “So talented for a teenager,” one woman whispered to

104 her neighbor. “Isn’t it a shame about.... ” But her neighbor

114 couldn’t hear the rest of the sentence because the applause

124 drowned it out.

127 Still sitting on the bench, the young pianist turned toward

137 the audience. “My next piece is one of my favorites, a short,

149 two-part invention by J. S. Bach,” Alexandra said.

158 Again, she played beautifully, and the applause was loud

167 and enthusiastic. Waiting offstage in the wings, Alexandra’s

175 parents smiled proudly. 178

Comprehension Check1. How is Alexandra’s appearance at her recital different from her usual

appearance? Compare and Contrast

2. Why were Alexandra’s parents proud of her? Plot Development

Words Read –Number of

Errors=

Words Correct Score

First Read – =

Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately

and with appropriate pacing, intonation, and expression. Goin’ Someplace SpecialGrade 5/Unit 1

13

1955:Rosa Parksrefuses to give up her bus seat.

1950

1954:Brown vs. Board of Educationrules it is unconstitutional tosegregate schools.

1960:Ruby Bridgesintegrates schoolsin New Orleans.

1964:Civil RightsAct ispassed.

1963:Martin Luther King, Jr.delivers "I Have ADream" speech.

1955 1960 1965 1970

CIVIL RIGHTS

MOVEMENT

Practice

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A time line is a series of events plotted along a chart. The events are placed in the order in which they happened.

A. What are the advantages and disadvantages of presenting

information in a time line instead of in an article? Write your

answer in the chart.

Advantages of Time Line Disadvantages of Time Line

B. Write a brief paragraph about the time line above. Include at least

three dates.

Text Feature:

Time Line

R 2.1 Understand how text features (e.g., format, graphics, sequence,

diagrams, illustrations, charts, maps) make information accessible

and usable.Goin’ Someplace SpecialGrade 5/Unit 1

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Vocabulary Strategy:

Homophones

Homophones are words that sound alike but are spelled differently and have different meanings. For example, hear means “to listen,” and here means “in this place.” When you write, be aware of homophones and make sure that you use the right one.

Look at each pair of homophones. Then write one sentence using

each. If you wish, you may write one sentence that contains both

homophones. Be sure to use each word correctly.

1. fare fair

2. tows toes

3. ceiling sealing

4. aisle isle

5. hare hair

6. aloud allowed

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentGoin’ Someplace Special

Grade 5/Unit 115

Practice

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Fold back the paper

along the dotted line.

Use the blanks to

write each word as it

is read aloud. When

you finish the test,

unfold the paper.

Use the list at the

right to correct any

spelling mistakes.

Review Words

Challenge Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

1. credit

2. summit

3. tenth

4. shrugged

5. slumped

6. sense

7. stranded

8. orally

9. fl ing

10. notch

11. gushing

12. scanned

13. batches

14. roughly

15. stump

16. tougher

17. blond

18. guess

19. lead

20. dove

21. past

22. dock

23. plum

24. cinch

25. laughing

Spelling:

Short Vowels

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly.Goin’ Someplace SpecialGrade 5/Unit 1

16

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Look at the words in each set below. One word in each set is spelled

correctly. Use a pencil to fill in the circle next to the correct word.

Before you begin, look at the sample set of words. Sample A has been

done for you. Do Sample B by yourself. When you are sure you know

what to do, you may go on with the rest of the page.

Sample A: Sample B:

𝖠 swittched 𝖤 grummble𝖡 swetched 𝖥 grumble𝖢 swiched 𝖦 grumbel𝖣 switched 𝖧 gromble

16. 𝖤 toogether𝖥 together𝖦 tagether𝖧 togethir

17. 𝖠 blande𝖡 blond𝖢 blaund𝖣 blondd

18. 𝖤 gess𝖥 geuss𝖦 gues𝖧 guess

19. 𝖠 lehd𝖡 leade𝖢 lead𝖣 leadd

20. 𝖤 duv𝖥 dove𝖦 duve𝖧 dov

11. 𝖠 gusshing𝖡 goshing𝖢 gushing𝖣 gusching

12. 𝖤 skanned𝖥 scaned𝖦 scanned 𝖧 schanned

13. 𝖠 baches𝖡 battches𝖢 batchs𝖣 batches

14. 𝖤 ruffl y𝖥 roughley𝖦 roughly𝖧 roufl y

15. 𝖠 stump𝖡 stumpp𝖢 stummp𝖣 stumpe

6. 𝖤 sents𝖥 sennse𝖦 sense𝖧 cence

7. 𝖠 strainded𝖡 stranded𝖢 strannded𝖣 strandid

8. 𝖤 orally𝖥 orully𝖦 orrally𝖧 orilly

9. 𝖠 fl ingh𝖡 fl inng𝖢 faling𝖣 fl ing

10. 𝖤 notch𝖥 knotch𝖦 noch𝖧 notche

1. 𝖠 kredit𝖡 creddit𝖢 credet𝖣 credit

2. 𝖤 sumit𝖥 summit𝖦 sommit𝖧 summet

3. 𝖠 tenth𝖡 teenth𝖢 tennth𝖣 tinth

4. 𝖤 shruged𝖥 shrugged𝖦 chrugged𝖧 shruggde

5. 𝖠 slumpped𝖡 slummped𝖢 slumpt𝖣 slumped

Spelling:

Short Vowels


constructions correctly. Goin’ Someplace SpecialGrade 5/Unit 1

17

Practice

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Grammar:

Sentence Types

• A command tells someone to do something. It ends with a period.• An exclamation expresses strong feeling. It ends with an

exclamation point.

Read each sentence. Decide whether each sentence is a command

or an exclamation, and write your choice on the line. Then rewrite

the sentences with the correct end marks.

1. Please tell me what the vocabulary words are for this week

2. Write each word fi ve times

3. Be sure to include each word’s defi nition

4. Oh my, she hung up the phone with a crash

5. Line up by the board for the Vocabulary Parade

6. How sad for Sage to feel so devastated

7. Wow, that’s an amazing gold trophy that Sage won

8. Oh no, Mr. Bell’s suit is all soggy

To the Teacher: Have students complete the page independently.

Then have students generate sentences with the target skill.Goin’ Someplace SpecialGrade 5/Unit 1

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Grammar:

Sentence Types

• Begin every sentence with a capital letter.• Place a period at the end of a statement. • Place a question mark at the end of a question.• Place a period at the end of a command.• Place an exclamation point at the end of an exclamation.

Rewrite the paragraph below. Use the correct capitalization and

punctuation marks.

I like spelling? it’s my favorite subject! Each week, our teacher gives

us 20 spelling words? I always write the words in my notebook! the boy

who sits next to me sneezed? How sick I became. I could not be at school

the day our teacher gave us the spelling words? I called my friend to get

the words for the week? I feel confi dent that I will get all the words right

on the test! this is going to be easy? i hope i’m not sick the day of the

spelling test!


Ask students to add to the passage on a separate piece of paper. Goin’ Someplace SpecialGrade 5/Unit 1

19

Practice

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

Example: Got wet in the rain

Pick one of these moments and write 5 sentences about that moment ONLY.

Example: I had just rounded the corner and could see my school in the distance when suddenly the sky turned black. A threatening mass of clouds obscured the sun and rain started pouring down. I held my backpack over my head and sprinted for the building. Unfortunately, I wasn’t fast enough to escape the rain and by the time I got to the front door I was soaked from head to toe. My math homework was ruined and I had to wear wet socks all day.

Writing:

Developing a Single

Moment in Time

W 1.0 Writing StrategiesGoin’ Someplace SpecialGrade 5/Unit 1

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Phonics:

Long Vowels

A. Underline the letters that spell the long vowel sound in each

word. Then write another word that spells the same long vowel

sound in the same way.

1. greet 8. narrow

2. made 9. fighter

3. coach 10. aimless

4. spice 11. fl oat

5. stray 12. grow

6. code 13. toaster

7. bean 14. revoke

B. Write a brief paragraph using the words from part A.

Words with the VCe pattern usually have a long vowel sound, as in fame, mine, and bone. The vowel digraphs ai and ay can stand for the long a sound, as in pail and play. The digraphs ee and ea can stand for the long e sound, as in see and heap. The digraphs oa and ow can stand for the long o sound, as in boat and flow. The vowel i can stand for the long i sound in words such as wind and wild. The letters igh in high can also stand for the long i sound.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Shiloh • Grade 5/Unit 1Shiloh • Grade 5/Unit 1 21

Practice

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Name Vocabulary

decency injury delivering shrieks

couple sympathy mournful

Suppose that you and a parent found an injured animal near

your home. Write a paragraph or two describing the animal and

describing what you would do to help the animal. Include as many

vocabulary words as you can.


Shiloh • Grade 5/Unit 1Shiloh • Grade 5/Unit 122

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Comprehension:

Make Inferences

Read the excerpt from Shiloh. Then answer the questions.

Dad don’t say much. He come home to find Shiloh there, he just stands

off to one side, listening to what Doc Murphy said about him; he don’t get

close enough for Shiloh to take a lick. But when supper’s over and I go off to

the bathroom to brush my teeth, I peek back through the doorway, and Dad’s

over by Shiloh’s box, letting him lick his plate clean. Dad crouches there a

minute or two, scratching all down Shiloh’s back and up again.

Inference from Text

1. Who is Shiloh? How do you know?

2. What job does Doc Murphy have? How do you know?

Inference from Life Experience/Previous Reading

1. Is Shiloh in good health? How do you know from your own life experience?

2. From your own life experience or from previous reading, what inference can

you make about someone who cannot bring his or her sick pet to the vet?

You know that when you make inferences, you are filling in information that is not specifically stated in the text. Authors do not always reveal everything that takes place in a selection, but these events still contribute to the development of the plot.

R 2.4 Draw inferences, conclusions, or generalizations about text and

support them with textual evidence and prior knowledge.Shiloh • Grade 5/Unit 1 23

Practice

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Comprehension:

Inferences Chart

How does the information you wrote in this Inferences Chart help you monitor comprehension of Shiloh?

As you read Shiloh, fill in the Inferences Chart.

Text CluesWhat

You Know Inferences

R 2.4 Draw inferences, conclusions, or generalizations about text

and support them with textual evidence and prior knowledge.Shiloh • Grade 5/Unit 124

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Fluency:

Intonation

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

From behind a curtain of trees came a low growl and then

12 a loud, angry bark. “What is it, Brett?” Chandra turned to

23 look. Fifty feet from their dog was a black bear. He looked

35 like a young bear, just a cub maybe.

43 Chandra tried to remember if you were supposed to

52 look a bear in the eye and scream or drop down and play

65 dead. And what were you supposed to do with your dog?

76 “Brett!” she shouted. But he just kept barking until the bear

87 backed off deeper into the woods. Chandra and Animesh

96 stared after the retreating bear.

101 “I think he’s a stray,” said Animesh.

108 “What makes you say that?” Chandra asked.

115 “Why else would he come to the edge of the woods?”

126 “Maybe he’s hungry,” she said. Chandra knew you didn’t

135 call a bear a stray, but she couldn’t think of what else it

148 might be called. 151

Comprehension Check1. How would you summarize the second paragraph of the passage? Main

Idea and Details

2. Why does Chandra tell her dog to be quiet? Plot Development


Errors=

Words Correct Score

First Read – =

Second Read – =


and with appropriate pacing, intonation, and expression.Shiloh • Grade 5/Unit 1 25

Practice

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Text Feature:

Photos and Captions

A photograph can help you visualize what a story or article is

explaining or describing. The photograph’s caption provides

more information about what you see in the photograph.

Study the photograph and read the caption and the article. Then, beside

each true statement, show where the information can be found by

writing a C for caption, P for photo, or A for article on the line. Put an X

next to statements that cannot be proved true.

The Third Street Animal Shelter,

located on the corners of Third

Street and Broadway, is holding an

adoption fair from 9 A.M. to 7 P.M.

today. Linda Bailey, the director of

the shelter, invites families to stop by

and visit the animals. “The fair will

be like one big petting zoo with ten

dogs, twelve puppies, fi ve cats, and

seven kittens waiting for adoption,”

she said. “And all pets adopted at

the fair will be given free shots.”

1. Ten dogs, fi ve cats, seven kittens, and twelve puppies were up for adoption.

2. The Third Street Animal Shelter is open from 9 a.m. to 7 p.m. daily.

3. There was a clown giving out balloons and a cowboy offering free pony rides.

4. The name of the boy petting the beagle is Richard Vitarelli.

5. Eleven-year-old Richard adopted the beagle.

6. At the fair, each animal was in its own crate.

7. Free shots were given to the pets that were adopted.

8. All the animals were adopted, except for a cat and two dogs.

Richard Vitarelli, 11, chooses a beagle

at the Third Street Adoption Fair.

R 2.1 Understand how text features (e.g., format, graphics,

sequence, diagrams, illustrations, charts, maps) make

information accessible and usable.Shiloh • Grade 5/Unit 126

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Idioms

A. Use a dictionary to help find the meanings of the idioms below.

Then use each in a sentence.

1. can’t make heads or tails of it

2. to hit it off

3. to get up on the wrong side of the bed

B. Write a paragraph using two of the idioms from the box.

to bite off more than one can chew

to catch on

to put the cart before the horse

to be on a wild-goose chase

R 1.5 Understand and explain the figurative and metaphorical use of

words in context.Shiloh • Grade 5/Unit 1 27

Practice

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1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paper


Use the blanks to


is read aloud. When


unfold the paper. Use

the list at the right to

correct any spelling

mistakes.

Review Words

Challenge Words

1. paste

2. wildcats

3. parade

4. spices

5. greedy

6. pleaded

7. succeed

8. heap

9. tornado

10. coach

11. theme

12. lifetime

13. crowing

14. growth

15. yolk

16. upbeat

17. claimed

18. prey

19. tow

20. grinding

21. tenth

22. stranded

23. laughing

24. decay

25. typing

Spelling:

Long Vowels


constructions correctly.Shiloh • Grade 5/Unit 128

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Look at the words in each set below. One word in each set

is spelled correctly. Use a pencil to fill in the circle next to

the correct word. Before you begin, look at the sample set

of words. Sample A has been done for you. Do Sample B by

yourself. When you are sure you know what to do, you may

go on with the rest of the page.

Sample A: Sample B:

𝖠 promenaid 𝖤 streemlime𝖡 promenaide 𝖥 stremeline𝖢 promenade 𝖦 stremline𝖣 promanade 𝖧 streamline

1. 𝖠 paste𝖡 paiste𝖢 payst𝖣 paist

2. 𝖤 wildcatts𝖥 wildkats𝖦 wildecats𝖧 wildcats

3. 𝖠 purade𝖡 parade𝖢 parrade𝖣 paraid

4. 𝖤 spices𝖥 spyces𝖦 spieces𝖧 spises

5. 𝖠 gready𝖡 greety𝖢 greedy𝖣 greedey

6. 𝖤 pleeded𝖥 pleadded𝖦 plieded𝖧 pleaded

7. 𝖠 suceed𝖡 succeed𝖢 succede𝖣 succed

8. 𝖤 heape𝖥 heap𝖦 heep𝖧 heepe

9. 𝖠 tornaedo𝖡 tornadoe𝖢 tornato𝖣 tornado

10. 𝖤 coche𝖥 cowch𝖦 coach𝖧 coache

11. 𝖠 theme𝖡 theam𝖢 theem𝖣 thiem

12. 𝖤 lyfetyme𝖥 lifetime𝖦 lifethyme𝖧 liftime

13. 𝖠 crowing𝖡 croaing𝖢 krowing𝖣 croeing

14. 𝖤 growth𝖥 graoth𝖦 grohth𝖧 groeth

15. 𝖠 yoak𝖡 yokl𝖢 yolk𝖣 yowk

16. 𝖤 upbeet𝖥 upbeate𝖦 upbete𝖧 upbeat

17. 𝖠 clamed𝖡 klaimed𝖢 claimmed𝖣 claimed

18. 𝖤 praye𝖥 preye𝖦 prey𝖧 prahe

19. 𝖠 towe𝖡 tow𝖢 toa𝖣 toh

20. 𝖤 grindeing𝖥 grindding𝖦 grinding𝖧 griending

Spelling:

Long Vowels


constructions correctly.Shiloh • Grade 5/Unit 1 29

Practice

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• A compound subject contains two or more simple subjects that have the same predicate.

• A compound predicate contains two or more simple predicates that have the same subject.

• You can combine two sentences by joining two subjects or two predicates with and or or.

A. Read each sentence. Write S on the line if the sentence has

a compound subject. Write P on the line if the sentence has a

compound predicate.

1. Davy and Death Hug danced in the forest.

2. Davy combed his hair with a rake and shaved his beard with an ax.

3. The President and Davy posed for pictures.

4. Davy climbed to the top of Eagle Eye Peak and waited for the comet.

B. Rewrite each set of sentences as one sentence. Combine the

compound subject or compound predicate in each pair with

and or or.

5. Davy jumped over the comet’s shoulder. Davy planted his teeth around its neck.

6. Sally Sugartree was happy to see Davy return. The community was happy to see Davy return.

Grammar:

Subjects and

Predicates


Then have students generate sentences with the target skill.Shiloh • Grade 5/Unit 130

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Practice

• Be sure that every sentence begins with a capital letter and ends with the correct punctuation mark.

• Use commas to separate three or more words or phrases in a series.

• When combining subjects and predicates, use the words and or or.

Rewrite the passage, combining sentences and adding commas

where needed. Use correct capitalization and punctuation.

davy Crockett was a frontiersman. He chopped wood hunted wild animals

and ran a powder mill. Every morning he got up early to see the sunrise. He

got up early to eat breakfast.

one day, Sally Sugartree asked Davy to dance. Davy wouldn’t dance

because his boots were too big. He wouldn’t dance because he would step on

her toes. sally then asked Davy to sing. His voice was so strong that it made

the trees sway the clouds move and the animals scatter. Sally liked Davy’s

voice so much that she decided to marry him.

Grammar:

Subjects and

Predicates


Ask students to add to the passage on a separate piece of paper.Shiloh • Grade 5/Unit 1 31

Practice

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Writing:

Refining Topic

Development

Please read the following journal entry:

Max tried to make a lay-up. His body sprang towards the hoop. I heard

the Bump! as the ball hit the backboard. But it didn’t go in. I made a lay-up

later on. It looked like my hand was waving goodbye to the ball as it went

into the net. My whole team yelled “Yeah!”

Pick one moment from the journal entry and write 3 more showing sentences about what happened in that moment.

Example: His body sprang towards the hoop. I crossed my fingers as I watched Max’s feet leave the ground. Everything seemed to be moving in slow motion. The crowd looked like a sea of eyes, and they were all on Max.

W 1.0 Writing Strategies

Shiloh • Grade 5/Unit 132

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Practice

Phonics:

Long u

A. Read the headings of the chart. Then write the words from the

box in the correct column.

The /ü/ sound in loon

The /u/

sound in

mule

The /u/

sound in

book

B. Use your completed chart to write the different letter

combinations that can be used to spell each sound.

1. the vowel sound in loon

2. the vowel sound in mule

3. the oo sound in book

The words below have the vowel sounds that you hear in loon, mule, and book.

truth few crook smoothfuel stood poodle juiceproduce wood strewn menuglue foot computer acutebamboo brook cruise

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Maya Lin, Architect of Memory

Grade 5/Unit 133

Practice

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Vocabulary

Write a clue for each word in the crossword puzzle below.

Make each clue a sentence with a blank where the word in the

puzzle could go.

d1

s2

e3

q u a l i t y

d t

i e

c

a4

r t i f a c t s

t

e5

x h i b i t s

d

Across

3.

4.

5.

Down

1.

2.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMaya Lin, Architect of MemoryGrade 5/Unit 1

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Practice

Comprehension:

Main Idea

and Details

The main idea of an article or a story is the story’s most important point. Details support the main idea. When you summarize an article, you identify the main idea and supporting details.

Read the article below. In each paragraph, circle the main idea,

underline the supporting details, and cross out any unnecessary

information.

Maya Lin is one of a unique few who has managed to make a connection

between art and architecture. Infl uenced by Earth artists of the 60s and 70s,

she uses the notion of landscape in her work. “I work with the landscape, and

I hope that the object and the land are equal partners,” she says. Lin attended

Yale University, and received a bachelor of arts degree in architecture in

1981, and a master of architecture from Yale’s School of Architecture in

1986. Since 1987, when she opened her studio, Lin has completed art and

architecture projects designed for various locations in the United States.

Maya Lin has been the recipient of many awards. She has won the

architecture prize from the American Academy of Arts and Letters for

designing buildings like the Langston Hughes Library and the Museum

for African Art in SoHo, New York. She has also received the Presidential

Design Award, The American Institute of Architects Honor Award, and

the Henry Bacon Memorial Award. Lin has won honorary doctorates

in f ine arts from Harvard, Yale, Brown, Smith, and Williams. She is

currently working on sculpture installations for the Rockefeller Foundation

Headquarters and the Cleveland Public Library.

R 2.3 Discern main ideas and concepts presented in texts, identifying

and assessing evidence that supports those ideas. Maya Lin, Architect of MemoryGrade 5/Unit 1

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Practice

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Comprehension:

Main Idea and Details

Web

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

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

Details Web.


and assessing evidence that supports those ideas.Maya Lin, Architect of MemoryGrade 5/Unit 1

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Practice

Fluency:

Phrasing

As I read, I will pay attention to punctuation.

In 2000 the Erie Canal celebrated its 175th anniversary.

9 Today the canal is part of the New York State Canal System.

21 Visitors can explore canal museums, their exhibits, and

29 early boater artifacts in many of the major towns along the

40 canal route. In some places the once busy towpaths are now

51 pleasant bike and walking trails.

56 The best way to experience the canal is by boat. Boats

67 up to 300 feet long and 40 feet wide are welcome. Since

79 the low bridges are still around, boat height should be no

90 more than 15 to 20 feet, depending on what part of the canal

103 you explore.

105 It’s also possible to travel the Erie Canal on the tugboat

116 Urger. The Urger was built in 1901 in Michigan. For the first

128 20 years of her life she was a fishing boat. Then she was sold

142 and began work as a cargo boat on the Erie Canal. She

154 continued working for about 60 years before being retired in

164 the 1980s.

166 In 1991, Urger was taken out of retirement. 174

Comprehension Check1. What changes have taken place along the canal route? Compare and

Contrast

2. What is the Urger? Main Idea and Details


Errors=

Words Correct Score

First Read – =

Second Read – =


and with appropriate pacing, intonation, and expression. Maya Lin, Architect of MemoryGrade 5/Unit 1

37

Practice

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Study Skill:

Using the Internet

Answer the following questions about the Internet.

1. What could you type to fi nd information about the Vietnam Veterans

Memorial that Maya Lin designed?

2. What could you type to fi nd information about Sarah Salter or Willie

Edwards?

3. What could you type to fi nd information about Dr. Martin Luther King, Jr., but

not the schools that are named after him?

4. Why is it good to use more than one search engine when you are

researching a topic?

To find more information about the past, you can use the Internet. The Internet is made up of millions of computers that are connected to make a world wide network. You can use a search engine to find articles, images, and databases about almost any topic.

Most search engines have a system of locating specific Web sites by using key words linked by AND, OR, or NOT.

You can narrow your search by typing in key words; for example, “monuments” AND “civil rights” OR “Native Americans” NOT “veterans.” When you want to search for words together, place them inside quotation marks. Different search engines will produce different Web page results.

R 2.0 Reading Comprehension (Focus on Informational Materials)Maya Lin, Architect of MemoryGrade 5/Unit 1

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Practice

Comprehension:

Writing Frame

Description Writing Frame

A. Summarize “Maya Lin, Architect of Memory.” Use the Description

Writing Frame below.

Maya Lin is the architect who designed two important memorials in Washington,

D.C.

One important memorial she designed is .

This memorial is important because

.

Maya Lin was perfect for this job because

.

Another important memorial she designed is .

She was inspired by

.

This memorial is special because

.

B. Rewrite the completed summary on another sheet of paper. Keep it as

a model for writing a summary of an article or selection using this text

structure.

R 2.0 Reading ComprehensionMaya Lin, Architect of Memory

Grade 5/Unit 139

Practice

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Inflected Endings

A. Fill in the chart below.

Base Word Add -ed Add -ing

drip

rake

dedicate

rely

refer

B. Now write a paragraph about a monument that you would like to

design. Use three words with inflected endings.

You can add -ed to verbs to show that something happened in the past. You can add -ing to verbs to show that something is happening in the present.

Remember these spelling rules:

1. If the base word ends with a consonant, double the final consonant before adding -ed or -ing.

2. If the base word ends in y, change the y to i before adding -ed or -ing.

3. If the base word ends in silent e, drop the e before adding -ed or -ing.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMaya Lin, Architect of MemoryGrade 5/Unit 1

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Practice

Spelling:

Words with Long u

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paper

along the dotted

line. Use the blanks

to write each word

as it is read aloud.

When you finish

the test, unfold

the paper. Use the

list at the right to


mistakes.

Review Words

Challenge Words

1. spruce

2. reduce

3. toucan

4. chewy

5. soothe

6. bamboo

7. accuse

8. crooks

9. statue

10. woodpeckers

11. deciduous

12. handbook

13. proved

14. recruit

15. raccoon

16. plume

17. hue

18. viewpoint

19. bruise

20. union

21. theme

22. succeed

23. wildcats

24. strewn

25. museum


constructions correctly. Maya Lin, Architect of MemoryGrade 5/Unit 1

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Practice

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Spelling:

Words with Long u

1. 𝖠 spruce𝖡 spruice𝖢 sprooce𝖣 sprews

2. 𝖤 riduce𝖥 reduce𝖦 redooce𝖧 reduece

3. 𝖠 twocan𝖡 toocan𝖢 toukan𝖣 toucan

4. 𝖤 choowy𝖥 chewey𝖦 chewy𝖧 chuewy

5. 𝖠 suethe𝖡 sueth𝖢 soothe𝖣 sewthe







Sample A: Sample B:

𝖠 tattue 𝖤 croose𝖡 tattew 𝖥 cruise 𝖢 tattoo 𝖦 cruize 𝖣 tatoo 𝖧 cruese

6. 𝖤 bambue𝖥 bambboo𝖦 bambu𝖧 bamboo

7. 𝖠 accuse𝖡 ackuse𝖢 accewse𝖣 acuese

8. 𝖤 crooks𝖥 krooks𝖦 crucks𝖧 crewks

9. 𝖠 statchue𝖡 statue𝖢 stachew𝖣 statoo

10. 𝖤 wouldpeckers𝖥 woudpeckers𝖦 woodpekers𝖧 woodpeckers

11. 𝖠 decidoous𝖡 diciduous𝖢 decidous𝖣 deciduous

12. 𝖤 handbok𝖥 handbook𝖦 handbooke𝖧 handbock

13. 𝖠 pruved𝖡 proved𝖢 prueved𝖣 prooved

14. 𝖤 racruit𝖥 recruite𝖦 recroot𝖧 recruit

15. 𝖠 raccoon𝖡 racoon𝖢 raccune𝖣 rackoon

16. 𝖤 ploom𝖥 plume𝖦 plueme𝖧 ploome

17. 𝖠 hoo𝖡 hyo𝖢 hue𝖣 huew

18. 𝖤 viewpointe𝖥 veiwpoint𝖦 vuepoint𝖧 viewpoint

19. 𝖠 bruise𝖡 bruse𝖢 brooze𝖣 bruice

20. 𝖤 unoin𝖥 yoonion𝖦 unnion𝖧 union


constructions correctly.Maya Lin, Architect of MemoryGrade 5/Unit 1

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Practice

• A conjunction joins words or groups of words. And, but, and or are conjunctions.

• A sentence that contains two sentences joined by and, but, or or is called a compound sentence.

• In a compound sentence, a comma is placed before the conjunction.

A. Read each sentence below. Underline the conjunction, and put a

comma in the correct place.

1. Limited rainfall or lengthy drought can cause wildfi res but these fi res can also be caused by campfi res or a stray match.

2. Helicopters can drop chemicals to slow fl ames and fi refi ghters can set up fi re lines.

3. Tiny bonsai trees may look like young plants but they are full grown.

4. Many areas in the world are covered with trees but the Arctic tundra is treeless.

5. Moisture is absorbed and then it evaporates and falls as rain.

B. Read each sentence below. If it is a compound sentence, write C

on the line. If it is not a compound sentence, leave the line blank.

6. There are no leaves to decompose and make the ground suitable for

growth.

7. Some plants will not thrive in a coniferous forest, but some animals

do well in this biome.

8. North America, Europe, and eastern Asia all have deciduous

forests.

Grammar:

Sentence Combining


Then have students generate sentences with the target skill. Maya Lin, Architect of MemoryGrade 5/Unit 1

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Practice

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• Use commas to separate three or more words in a series.• Two related sentences can be joined with a comma and and,

but, or or.

Read the passage below. Circle mistakes in capitalization and

punctuation. Then rewrite the passage.

Almost half of the world’s rain forests are in Brazil but many are

found in Asia Africa South america Central America and on many Pacif ic

Islands. the vegetation in a rain forest is thick and this means that a great

deal of moisture is absorbed into the atmosphere. The moisture eventually

evaporates. The moisture falls back to Earth as rain. Amazingly, tropical rain

forests receive 70 inches of rain a year?

A rain forest has three layers. the canopy is the tallest. The understory

is in the middle. The forest f loor is on the bottom. The forest f loor is very

dense. It is covered with ferns and mosses.

Grammar:

Sentence Combining


Ask students to add to the passage on a separate piece of paper.Maya Lin, Architect of MemoryGrade 5/Unit 1

44

© Macmillan/McGraw-Hill N

am

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Pra

ctic

e

Writin

g:

Ru

bric

Writing Rubric

4 Excellent 3 Good 2 Fair 1 Unsatisfactory

Ideas and Content/Genre




Organization and Focus




Sentence Structure/ Fluency




Conventions Conventions Conventions Conventions

Word Choice Word Choice Word Choice Word Choice

Voice Voice Voice Voice

Presentation Presentation Presentation Presentation

W 1

.0 W

riting S

trategies

Ma

ya

Lin

, Arc

hite

ct o

f Me

mo

ryG

rad

e 5

/Un

it 14

5

Practice

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Phonics:

r-Controlled Vowels:

ar, air, or

/är/ in large /âr/ in square /ôr/ in core

B. Use your completed chart to write the different letter

combinations that can stand for each sound.

1. words with /är/ such as large

2. words with /âr/ such as square

3. words with /ôr/ such as core

4. Which word with the /âr/ sound does not follow the pattern?

explore chart starch staresgorge uproar marsh harmwearing sparkplug coarse bewarescarce swear course there

A. Read the headings on the chart. Say the words in the box, and

listen to their vowel and r sounds. Then write the words in the

correct column of the chart.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Night of San JuanGrade 5/Unit 1

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Vocabulary

Think about the meaning of each boldfaced vocabulary word. Then

write a sentence containing that word. Make sure your sentence

shows that you know the definition of the vocabulary word.

1. forbidden

2. reluctant

3. mischievous

4. hesitation

5. purchased

6. gossiped

7. elegant

8. irresistible

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Night of San Juan

Grade 5/Unit 147

Practice

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Comprehension:

Problem and Solution

Read the story below. Then answer the questions.

Kaitlin put her food tray on the table, looked at her watch, and said, “Ten

minutes to eat again!” Janell mumbled between bites of her sandwich, “What

else is new?”

Tearing through the sandwich wrapper, Kaitlin felt angry. It wasn’t fair

that the line was always so long. There had to be something she could do

to change things. Kaitlin looked around and counted three workers in the

cafeteria. Millie was at the cash register and Alice and Mo were behind

the counter dishing out the casserole even though most kids ordered cold

sandwiches on Fridays. Suddenly Kaitlin said, “I’m going to write a letter to

Mrs. Bromley.”

Janell gasped, “The principal? Kaitlin, are you serious?”

“I certainly am,” Kaitlin answered. “I don’t know how much money the

school has, but I hope there’s enough for another cash register.”

1. Who is the main character in the story?

2. What problem does the main character have?

3. What solution does the main character come up with?

4. What will the rest of the story probably be about?

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

R 2.0 Reading ComprehensionThe Night of San JuanGrade 5/Unit 1

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Comprehension:


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

Character

Setting

Problem

Events

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

Solution

R 2.0 Reading ComprehensionThe Night of San Juan

Grade 5/Unit 149

Practice

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Fluency:

Intonation

and Phrasing

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

Kiko and his friends lived in a small fishing village on the

12 coast of Puerto Rico. The people in the village may not have

24 been rich, but they were fortunate because they had the

34 beautiful Caribbean in their backyards. Most people in the

43 village, including Kiko’s family, made their living from

51 the sea.

53 Kiko and his friends Joseph, Morris, Tommy, Pedro, and

62 Cala were inseparable. They would go to the beach together

72 every day after school and play volleyball on a court that they

84 had made themselves. They took an old fishing net and used

95 it to divide the court, and they would spend hours playing and

107 having a great time. On their walk back home each night,

118 Joseph would tell a story, and it was almost always

128 about pirates.

130 One evening, Joseph told his friends the story of Captain

140 Peg Leg. According to Joseph, he was the most fearless pirate

151 in the Caribbean. He would attack ships, disabling them with

161 his cannons, and then board them with his men to steal

172 everything in sight. 175

Comprehension Check1. What does the author mean when she says that the villagers made their

living from the sea? Plot Development

2. Who is Captain Peg Leg? Character


Errors=

Words Correct Score

First Read – =

Second Read – =


and with appropriate pacing, intonation, and expression.The Night of San JuanGrade 5/Unit 1

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Text Feature:

Diagram

Read the diagram. Then answer the questions.

1. What does the diagram show?

2. Why do you think the diagram shows two views?

3. Compare the two views. How are they alike and different?

4. Why is a leash cup important?

5. Why do you think the stringer is an important part of the surfboard?

A diagram is a graphic aid that shows information. The important parts of the diagram are labeled. A diagram can help readers make comparisons.

Top View of Surfboard Side View of SurfboardRail

Rail

Stringer

Nose Nose

Rocker

Deck

Deck

Bottom Fin

Rail

Tail Tail

LeashCup

Leash

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary ReviewThe Night of San Juan

Grade 5/Unit 151

Practice

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Suffixes

Word Suffix New Word New Meaning

visible -ity visibility the state of being visible

demonstrate -ion demonstration the act of demonstrating

poison -ous poisonous having the qualities of poison

Use the suffixes -ity, -ion, and -ous to change the meaning of each word

below. Then write a sentence that contains the new word. Remember

that there may be spelling changes when you add the suffix.

1. mischief

2. glory

3. humid

4. instruct

Suffixes are word parts added to the ends of base words to change their meanings or their parts of speech. • The suffix -ity means “the state of.”

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

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

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Night of San JuanGrade 5/Unit 1

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Practice

Fold back the paper


Use the blanks to


is read aloud. When


unfold the paper.

Use the list at the


spelling mistakes.

Review Words

Challenge Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

1. heartfelt

2. swear

3. aboard

4. awareness

5. explore

6. uproar

7. scorned

8. starch

9. source

10. fare

11. barge

12. escorts

13. parched

14. forcefully

15. sparsely

16. scarce

17. coarse

18. fl ared

19. portfolios

20. swords

21. parcel

22. gorge

23. museum

24. proved

25. statue

Spelling:


ar, air, or


constructions correctly. The Night of San JuanGrade 5/Unit 1

53

Practice

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16. 𝖤 scarse𝖥 skarce𝖦 sckars𝖧 scarce

17. 𝖠 coarse𝖡 coarce𝖢 coorse𝖣 cource

18. 𝖤 fl arred𝖥 fl ared𝖦 fl aired𝖧 falred

19. 𝖠 portfolios𝖡 portfoolios𝖢 purtfolios𝖣 poartfolios

20. 𝖤 suards𝖥 swoards𝖦 swords𝖧 swoords

11. 𝖠 bargde𝖡 bardge𝖢 barge𝖣 barrge

12. 𝖤 eskorts𝖥 escorts𝖦 escourts 𝖧 escorrts

13. 𝖠 partched𝖡 partshed𝖢 parcht𝖣 parched

14. 𝖤 forsefully𝖥 forcfully𝖦 forsfully𝖧 forcefully

15. 𝖠 sparcely𝖡 sparsly𝖢 sparsely𝖣 sparsily

6. 𝖤 uprore𝖥 uproar𝖦 uproor𝖧 uprorre

7. 𝖠 skorned𝖡 sckorned𝖢 scornd𝖣 scorned

8. 𝖤 startsh𝖥 startch𝖦 staarch𝖧 starch

9. 𝖠 source𝖡 soorce𝖢 soorse𝖣 sworce

10. 𝖤 faare𝖥 farr𝖦 fare𝖧 faire

1. 𝖠 hartfelt𝖡 heartfeld𝖢 heartfelt𝖣 hearrtfelt

2. 𝖤 swaer𝖥 swere𝖦 sware𝖧 swear

3. 𝖠 aboard𝖡 aborde𝖢 abboard𝖣 aborred

4. 𝖤 awarness𝖥 awarnnes𝖦 awareness𝖧 awereness

5. 𝖠 explor𝖡 explorre𝖢 explore𝖣 expllore







Sample A: Sample B:

𝖠 meusum 𝖤 proved𝖡 musium 𝖥 prooved𝖢 musuem 𝖦 pruved𝖣 museum 𝖧 provved

Spelling:


ar, air, or


constructions correctly.The Night of San JuanGrade 5/Unit 1

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Grammar:

More Sentence

Combining

• If the complex sentence begins with the conjunction, then a comma should follow the last word in that part of the sentence.

• Sometimes the comma is unnecessary if the conjunction appears in the middle of the sentence.

From each pair of conjunctions in parentheses, choose the

conjunction that combines the sentences into a single sentence

that makes sense. Write the new sentence, using a comma if

necessary.

1. The Hubble Telescope must be powerful. It can spot a fi refl y ten thousand miles away. (because/although)

2. I was feeling brave. I saw how fast the multi-axis trainer was spinning. (so that/before)

3. Bethany held on to the 5DF Chair. The kids practiced moving along the wall. (while/because)

4. The moon does not have an atmosphere. There is no wind to blow the prints away. (until/since)

A sentence that contains two related ideas joined by a conjunction other than and, but, or or is called a complex sentence. These conjunctions include after, although, as, because, before, if, since, so that, until, when, whether, and while. The conjunction can appear at the beginning of the sentence or in the middle of the sentence.


Then have students generate sentences with the target skill. The Night of San JuanGrade 5/Unit 1

55

Practice

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Grammar:

More Sentence

Combining

• If a complex sentence begins with a conjunction, then a comma should follow the last word in that part of the sentence.

• Sometimes a comma is necessary if the conjunction appears in the middle of the sentence.

Read the diary entry below. Correct errors in capitalization and

punctuation. Use commas where needed.

February 18 2008

dear diary:

you’ll never believe what I did today. I got to use a gravity chair. Before I sat

down I made sure to watch the person in front of me so I would know what to do. I

was scared at first but the team leaders made me relax and have fun. I can’t wait to

try it again tomorrow.

your friend

Lindsay

• Begin the greeting and the closing of a letter with capital letters.• Use a comma after the greeting in a friendly letter and the

closing in all letters.• Use a comma between the names of a city and a state.• Use a comma to separate the day and the year in a date.


Ask students to add to the passage on a separate piece of paper.The Night of San JuanGrade 5/Unit 1

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Practice

Writing:

Developing One Theme

Please read the following passage:

We all had a great time at the park during the last week of school. It wasn’t

fair to have to go to school into July just because of a snow day. Jamee

missed three days of the last week of school.

Choose one of the sentences above and write two more sentences about that topic that will develop one theme. Remember that theme is the author’s message or feeling because of the topic or events that are happening.

Example: We all had a great time at the park during the last week of school. Every day was warm and sunny, perfect for playing flag football. I was excited because my team won 3 out of 5 games and no one on the other team was a sore loser.

W 1.0 Writing StrategiesThe Night of San Juan

Grade 5/Unit 157

Practice

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Phonics:

r-Controlled Vowels

ur, er, ir, ear, eer

A. Say the words below, and listen to their vowel + r sounds. Write

each word in the correct column of the chart. Then add two

more words to each column.

fear dirty beard blurtthirsty rehearse submerge appearunclear pioneer herd engineer

/ûr/, as in fur /îr/, as in gear

B. Use your completed chart to write ways to spell each sound.

1. /ûr/, as in fur

2. /îr/, as in fear

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentSleds on Boston CommonGrade 5/Unit 1

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Vocabulary

Read each clue below to complete the crossword puzzle.

Across

2. to examine closely

3. empty, bare

5. leader or ruler of a state, usually elected

7. to teach

Down

1. steering a ship on its course

4. ruler who rules unjustly

6. people who are loyal to a nation

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Sleds on Boston Common

Grade 5/Unit 159

Practice

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Comprehension:

Draw Conclusions

Use information from your own knowledge to draw conclusions

about the plot development in Sleds on Boston Common.

1. How do the people of Boston feel about having the British soldiers on their

Common? Explain the reasons for your conclusion.

2. Why would someone tell his children to listen with their eyes and ears when

they go to the Common? Explain your answer.

3. Why did every patriot who thought King George was wrong help the Sons

of Liberty? Explain the reasons for your conclusion.

4. General Gage allowed some children to sled on Boston Common. What aresome words you could use to describe him? Explain your answer.


support them with textual evidence and prior knowledge.Sleds on Boston CommonGrade 5/Unit 1

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Comprehension:

Conclusions Chart

As you read Sleds on Boston Common, fill in the

Conclusions Chart.

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

Text Clues Conclusion


support them with textual evidence and prior knowledge. Sleds on Boston CommonGrade 5/Unit 1

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Practice

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Fluency:

Phrasing

As I read, I will pay attention to phrasing.

Boston became the center of colonial protests against the

9 British. Samuel Adams and other patriots called King George III

18 a tyrant. In 1770, British troops killed six people in a riot known

30 as the Boston Massacre. In 1773, during the Boston Tea Party,

40 patriots threw British tea into the harbor. They were protesting a

51 tax they viewed as unfair. King George III had seen enough. He

62 thought what was happening in the colonies was a stark case of

74 rebellion. It was time to get tough.

81 The British governor of Massachusetts in 1775 was General

89 Thomas Gage. To stop the colonists’ rebellion, Gage had orders

99 to arrest two patriot leaders, Sam Adams and John Hancock.

109 When British spies had found out that Hancock and Adams were

120 hiding in the village of Lexington near Boston, Gage decided to act.

132 The spies also told Gage that the patriot militia, a group of colonists

145 ready to fight, was in nearby Concord. This group, called the

156 Minutemen, had hidden guns and gunpowder there.

163 The patriots also had spies. They found out the British plans. 174

Comprehension Check1. What caused the Boston Tea Party? Cause and Effect

2. How did the British and the patriots fi nd out information about each other?



Errors=

Words Correct Score

First Read – =

Second Read – =


and with appropriate pacing, intonation, and expression.Sleds on Boston CommonGrade 5/Unit 1

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Literary Element:

Meter and Alliteration

Write a poem about the American Revolution that uses meter and

alliteration.

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

R 2.0 Reading Comprehension (Focus on Informational Materials)Sleds on Boston Common

Grade 5/Unit 163

Practice

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Word Families

A. Read the prefixes and suffixes shown in the chart. Use these

prefixes and suffixes to write words in each word family. Check

your answers in a dictionary.

Prefix Meaning Suffix Meaning

dis- the opposite of -ic having

un- not -ism act of or state of

-ful full of

Trust Word Family

1.

2.

3.

Belief Word Family

4.

Patriot Word Family

5.

6.

7.

Truth Word Family

8.

9.

10.

A prefix is a word part that is added to the beginning of a base word and changes its meaning. A suffix is a word part that is added to the end of a base word and changes its meaning.

B. Make a new word family for another word.

11.

12.

13.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentSleds on Boston CommonGrade 5/Unit 1

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Practice

Spelling:

r-Controlled Vowels


1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paper


Use the blanks to


is read aloud. When


unfold the paper.

Use the list at the


spelling mistakes.

Review Words

Challenge Words

1. clearly

2. earthworm

3. squirrel

4. verse

5. surface

6. lurk

7. tearful

8. western

9. spurts

10. lurch

11. urban

12. thirsty

13. courage

14. engineer

15. jeer

16. sneer

17. dreary

18. squirm

19. swerve

20. yearns

21. aboard

22. portfolios

23. scarce

24. smeared

25. rehearse


constructions correctly. Sleds on Boston CommonGrade 5/Unit 1

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Practice

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Spelling:

r-Controlled Vowels








Sample A: Sample B:

𝖠 aborde 𝖤 scarse𝖡 aborrde 𝖥 scarce𝖢 aboard 𝖦 skarse𝖣 aborrd 𝖧 sckarce

16. 𝖤 snere𝖥 sneere𝖦 sneerr𝖧 sneer

17. 𝖠 dreery𝖡 drearie𝖢 dreary𝖣 dreerie

18. 𝖤 skuirm𝖥 scuirm𝖦 squirm𝖧 skuyrm

19. 𝖠 swerve𝖡 swervv𝖢 swurve𝖣 swerrve

20. 𝖤 yurns𝖥 yearns𝖦 yerns𝖧 yarnes

11. 𝖠 erban 𝖡 urbann𝖢 urbanne𝖣 urban

12. 𝖤 thersty𝖥 thirstey𝖦 thirstie𝖧 thirsty

13. 𝖠 coorage𝖡 courage𝖢 curage𝖣 couraje

14. 𝖤 enginere𝖥 enginire𝖦 engineer𝖧 engeneer

15. 𝖠 geer𝖡 jere𝖢 gere𝖣 jeer

6. 𝖤 lerk𝖥 lurke𝖦 lerke𝖧 lurk

7. 𝖠 teareful𝖡 tearfull𝖢 terefull𝖣 tearful

8. 𝖤 westrene𝖥 western𝖦 weastern𝖧 westerrn

9. 𝖠 sperts𝖡 spoorts𝖢 spurts𝖣 spworts

10. 𝖤 lerch𝖥 lurche 𝖦 lurtch𝖧 lurch

1. 𝖠 clearely𝖡 cleerly𝖢 kleerly𝖣 clearly

2. 𝖤 earthwerm𝖥 earthworme𝖦 earthworm𝖧 erthworm

3. 𝖠 scquirrel𝖡 squirell𝖢 squirrel𝖣 skuirrel

4. 𝖤 vurse𝖥 verse𝖦 versse𝖧 verce

5. 𝖠 surface𝖡 serface𝖢 surrface𝖣 surfaace


constructions correctly.Sleds on Boston CommonGrade 5/Unit 1

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Grammar:

Run-On Sentences

• Correct a run-on sentence by separating its complete thoughts into separate sentences.

• Correct a run-on sentence by rewriting it as a compound sentence.

Correct the run-on sentences below either by separating them as

two sentences or by rewriting them as a compound sentence.

1. Lupe lived in San Pablo Etla the village is in southern Mexico.

2. The roof dogs would run to the edge of their roofs they would bark furiously at Lupe and Pipiolo.

3. The dogs didn’t frighten Lupe she knew they were the ones who were frightened.

4. Pipiolo was lucky Lupe didn’t have a fl at roof Papa would have put him up there.

5. Lupe gave each roof dog a tuft of grass she saved the piece with a fl ower for Chulita.

6. Lupe continued to dig up grass Pipiolo slept in the shade.

You can correct a run-on sentence in several ways.


Then have students generate sentences with the target skill. Sleds on Boston CommonGrade 5/Unit 1

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Practice

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• A run-on sentence joins together two or more sentences that should be written separately.

• A run-on sentence can be broken into two separate sentences or rewritten as a compound or complex sentence.

• Remember to add a comma before and, but, or or when changing a run-on sentence into a compound sentence. Also, use commas to separate three or more words or phrases in a series.

Proofread the following paragraph. Rewrite it correctly on the lines

provided.

Pipiolo and Chulita went on many adventures together they traveled

over mountains across prairies and through forests. Wherever they went,

they helped more roof dogs escape to freedom they even made a few friends

along the way.

one day, they came across the village of Viquera there were many dogs

trapped on the fl at, concrete roofs. Pipiolo came up with a plan to set them

all free Chulita told the dogs about the plan. Because they were so excited

they barked loudly all day long.

Grammar:

Run-On Sentences


Ask students to add to the passage on a separate piece of paper.Sleds on Boston CommonGrade 5/Unit 1

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Writing:

Developing a Single

Moment in Time

1. Please review the following chart. In the fi rst column is a list of themes. In the second column is text from some journal entries.

Theme Textual Evidence Relevant/Not Relevant

Problem Solving “Now all I needed was some peace and quiet.”

Problem Solving “Luckily, I got an idea! I wrapped my makeshift pillow around my head. It worked perfectly, almost drowning out all of the sound.”

Being Prepared “Bug spray—check, sleeping bag—check, pillow—check.”

Being Prepared “Unfortunately, what I received was quite the opposite: laughing, sighing, hitting, and a bunch of snoring.”

2. Decide whether or not you think that the journal entry text is relevant to the theme listed next to it. Remember, relevant means related and important.

3. Depending on what you decide, write “Relevant” or “Not Relevant” in the column on the far right.

W 1.0 Writing StrategiesSleds on Boston Common

Grade 5/Unit 169

Practice

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Phonics:

Variant Vowel /ô/;

Diphthongs oi, oy,

ou, ow

A. Fill in each column of the chart with five words that have either

the /ô/, the /ou/, or the /oi/ sound. Make sure that each column

contains words that spell the sound differently.

/ô/ in law, haul,

thought

/ou/ in counter, cow /oi/ in boil, loyal

B. Use your chart to write the ways each sound can be spelled.

1. words with /ô/

2. words with /ou/

3. words with /oi/

C. Complete the sentences by using a word that includes the /ou/

sound.

4. When my uncle goes to the diner, he likes to sit at the .

5. People throw coins in a for good luck.

6. You must lay a before you erect a building.

• The /ô/ sound can be spelled aw, as in law, ough as in thought, augh, as in caught, or au, as in haul.

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

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


Valley of the Moon • Grade 5/Unit 270

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Vocabulary

In an analogy the symbol : means “is to.” The symbol ::

means “as.”

Example: A : B :: C : D means “A is to B as C is to D.”

eldest obedience detested ignoredrefuge projects obvious depicts

A. Use the words in the box to finish each analogy.

1. tells : explains :: shows :

2. smallest : largest :: youngest :

3. loved : adored :: hated :

4. presentations : performances :: tasks :

5. silent : loud :: unclear :

6. agree : agreement :: obey :

7. asked : answered :: noticed :

8. hunger : food :: danger :

B. Now write two analogies of your own. Each analogy should include a

vocabulary word from the box above.

9. : :: :

10. : :: :


Valley of the Moon • Grade 5/Unit 2 71

Practice

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Comprehension:

Cause and Effect

Sometimes, a single event can be both an effect and a cause. For example, the arrival of Russians in California was the effect of their search for natural resources. The arrival of the Russians was also a cause: it led Spain to strengthen its claim in California.

For each event below, write an imaginary cause and an imaginary

effect.

1. Cause:

The young Spanish sailor jumped off his ship and swam to the shore of California.

Effect:

2. Cause:

The young sailor used sign language to show that he was very hungry.

Effect:

3. Cause:

Over time, the sailor learned the local language.

Effect:

4. Cause:

The sailor greeted them in their own language!

Effect:

R 2.0 Reading Comprehension (Focus on Informational Materials)

Valley of the Moon • Grade 5/Unit 272

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As you read Valley of the Moon: The Diary of María Rosalia de

Milagros, fill in the Cause and Effect Chart.

Cause Effect

How does the information you wrote in this Cause and Effect Chart help you be more aware of cause-and-effect relationships as you read Valley of the Moon: The Diary of María Rosalia de Milagros?

Comprehension:

Cause and Effect

Chart



Practice

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Fluency:

Expression


Morgan and Megan are ten-year-old twin sisters. They look alike, they

11 sound alike, and often they even dress alike. But there’s one thing that

24 Morgan and Megan do not do alike, and that’s gardening. Both girls belong

37 to the town gardening club and have for several years. But while Morgan can

51 grow just about anything and everything, Megan can hardly ever get

62 anything to sprout.

65 “I’m considering quitting the gardening club,” Megan said one day to her

77 sister.

78 “Mom won’t like that one bit,” said Morgan as she pruned old blooms

91 from her prize-winning rose bush.

96 You see, Morgan and Megan come from a long line of champion

108 gardeners. Millie Milton, Morgan and Megan’s mom, raised them to be

119 gardeners from birth. They have been digging in dirt since before they could

132 walk.

133 “I know,” said Megan. “She will really treat me like an outcast. But I

147 already feel like one since I’m so terrible at gardening.” Megan looked over

160 at her rose bush, which was wilted and bare.

169 “Maybe you should stick it out a little longer,” said Morgan. “You never

182 know what can happen.” 186

Comprehension Check1. Compare and contrast Morgan and Megan. Compare and Contrast

2. Why does Megan want to quit gardening? Plot Development


Errors=

Words Correct Score

First Read – =

Second Read – =


and with appropriate pacing, intonation, and expression.Valley of the Moon • Grade 5/Unit 274

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Practice

Read the time line below. Use it to write a paragraph about the early history of San Diego.

Time Line of First Spanish Mission in California

Text Feature:

Time Line



and usable. Valley of the Moon • Grade 5/Unit 2 75

Practice

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good (adj.) pleasant, agreeable, nice, enjoyable, lovely, satisfying

ground (adj.) earth, soil, land, dirt

rain (noun) precipitation, drizzle, shower, rainfall, monsoon

sing (verb) tweet, chirp, peep, warble

stop (verb) prevent, bar, hinder, deter

wet (adj.) damp, soaked, drenched, soggy, sopping, dripping, moist

walk (noun) stroll, hike, trek, march

Use the thesaurus entries to find synonyms for the words in

parentheses. Fill in the blanks with synonyms that make sense.

It was a (wet) afternoon in the mountains. However,

the (rain) did not (stop) the

travelers from continuing their (walk) . The (ground)

was muddy beneath their feet. All around, they

could hear birds (sing) . Even though they were (wet)

, they had a (good) day because

they were closer to their goal.


Thesaurus

R 1.3 Understand and explain frequently used synonyms, antonyms,

and homographs.Valley of the Moon • Grade 5/Unit 276

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Spelling:

Words with

/ô/, /ou/, /oy/

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paper


Use the blanks to


is read aloud. When





mistakes.

Challenge Words

Review Words

1. loiter

2. outnumber

3. poise

4. hoist

5. stout

6. dawdle

7. mouthful

8. council

9. wrought

10. bawl

11. fountain

12. sprawls

13. douse

14. clause

15. scour

16. cautious

17. turmoil

18. scrawny

19. foundations

20. renowned

21. buoyant

22. turquoise

23. surface

24. rehearse

25. squirm


constructions correctly.Valley of the Moon • Grade 5/Unit 2 77

Practice

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6. 𝖤 council𝖥 counsil𝖦 counsle𝖧 cownsil

7. 𝖠 ranowned

𝖡 renowned𝖢 renoned𝖣 reknouned

8. 𝖤 hoyst𝖥 hiost

𝖦 hoist𝖧 hoiste

9. 𝖠 sprowls𝖡 sprawls𝖢 sprawles𝖣 sprauls

10. 𝖤 clause𝖥 claus𝖦 clawse𝖧 clase

11. 𝖠 loitre𝖡 loiter𝖢 loyter𝖣 loater

12. 𝖤 baul𝖥 bawle𝖦 baull𝖧 bawl

13. 𝖠 otnumber𝖡 outnummer𝖢 outnumber𝖣 owtnumbre

14. 𝖤 daus𝖥 dause𝖦 douse𝖧 dous

15. 𝖠 fowntain𝖡 founten𝖢 fountan𝖣 fountain

16. 𝖤 cautious𝖥 caushious𝖦 cauteous𝖧 cawtious

17. 𝖠 poise𝖡 poys𝖢 pois𝖣 poyse

18. 𝖤 daudel𝖥 dawdel𝖦 doddle𝖧 dawdle

19. 𝖠 stowt𝖡 stout𝖢 stawt𝖣 staut

20. 𝖤 mouthfull𝖥 mothful𝖦 mauthful𝖧 mouthful

1. 𝖠 scower𝖡 scuor

𝖢 scour𝖣 skour

2. 𝖤 turmoyl𝖥 termoil

𝖦 turmoil𝖧 termoill

3. 𝖠 scrawny𝖡 scrauny𝖢 scrowny𝖣 scranny

4. 𝖤 wrot𝖥 wrought𝖦 wroght𝖧 wraght

5. 𝖠 foundatons𝖡 foundatians𝖢 fawndations𝖣 foundations





yourself. When you are sure you know what to do, you may go

on with the rest of the page.

Sample A: Sample B:

𝖠 lump 𝖤 tacke𝖡 lumpe 𝖥 taak𝖢 lumpp 𝖦 tack𝖣 luump 𝖧 takk

Spelling:

Words with

/ô/, /ou/, /oi/


constructions correctly.Valley of the Moon • Grade 5/Unit 278

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• A proper noun names a particular person, place, or thing.• Some proper nouns contain more than one word.• Days of the week, months of the year, and holidays are proper

nouns.• A person’s title is a proper noun.

Read each sentence. Then write it correctly on the line.

1. jonah and sally ann live in the state of california.

2. jonah hopes that dad will go to see dr. mason.

3. jonah thinks that he can earn money by delivering papers on fridays.

4. If jonah fi nds work in town, he can pay mr. dennis.

5. jonah looks for work in sacramento, california.

6. sally ann brushes daisy with an old hairbrush.

7. Even mrs. snow said nice things about daisy.

8. jonah asks doc mason about delivering newspapers.

9. jonah’s father’s name is john henry.

10. By april, jonah, sally ann, and daisy are good friends.

Grammar:

Common and Proper

Nouns


Then have students generate sentences with the target skill.Valley of the Moon • Grade 5/Unit 2 79

Practice

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• Capitalize every proper noun.• Capitalize important words in proper nouns with more than

one word.• Capitalize common nouns only when they begin a sentence.

Circle capitalization mistakes. Then rewrite the passage correctly.

harry peters takes home a runaway Dog. It seems to harry as though

the dog has been mistreated by his Owner, jack willson. mr.willson has the

reputation of being mean and nasty.

mr. and mrs. peters, Harry’s Parents, know that their son has grown fond

of the dog, whom he has named shaggy. harry takes the dog to the Animal

Doctor, dr. nickels. jack willson is angry when he fi nds out that the Dog has

been injured. mr. peters says that his son will pay for the Animal Doctor.

Grammar:

Common and Proper

Nouns

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner.Valley of the Moon • Grade 5/Unit 280

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Writing:

Using Showing to

Convey Emotions

1. Please read the following sentence:

William was really nervous.

2. List fi ve ways that you can tell when someone feels nervous.

a. Stuttering

b. Biting nails

c. Tapping pencil on desk

d. Looking around room

e. Fidgeting in chair

3. Write three sentences that show the reader what William looks like

and how he acted when he felt nervous:

William shifted nervously in his chair, biting the nails on his left hand and

tapping his pencil on his desk with his right, hoping that the teacher would

call on anyone but him. “This is just my luck,” William thought to himself

as Mr. White pointed to him to answer. “I-I-I d-d-didn’t do the assignment,”

William stammered quickly.

Extra Practice: Write three sentences that show how Jessica looks and how she acts when she is angry.

Jessica felt angry.



Practice

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Write a sentence that contains the plural form of each word below.

Underline all of the plural nouns in each sentence.

1. compass

2. grassland

3. eyelash

4. enemy

5. supply

6. loss

7. index

8. highway

9. ditch

10. ability

To make most words plural, add -s to the singular form of the word. However, add -es to singular words that end in ch, sh, s, x, or z. When a singular word ends in a consonant and y, change the y to i and add -es.

Phonics/Word Study:

Plurals


A Historic Journey • Grade 5/Unit 282

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Practice

instill combined naturalist vacant diverse

A. Write the word from the box above that best completes each

group.

1. empty, unoccupied,

2. unifi ed, joined,

3. teach, instruct,

4. biologist, environmentalist,

5. different, varied,

B. Use each vocabulary word in a sentence about learning

from nature.

6.

7.

8.

9.

10.

Vocabulary


A Historic Journey • Grade 5/Unit 2 83

Practice

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Read the paragraph to find four cause-and-effect relationships.

In the early 19th century, President Thomas Jefferson was considering the

purchase of a huge area of land from France, and he asked Meriwether Lewis

to explore the new territory. This territory, which would later be known as

the Louisiana Purchase, would double the size of the United States. The area

needed to be explored because not much was known about it. Meriwether

Lewis asked his friend William Clark to help him study the geography of the

territory and report on the people, plants, and animals. The explorers made

very good maps and kept superb diaries, enabling people today to picture

what life in the territory was like at the time of Lewis and Clark.

Cause

Effect

Cause

Effect

Cause

Effect

Cause

Effect

Comprehension:

Cause and Effect



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Practice

As you read A Historic Journey, fill in the Cause and Effect Chart.

How does the information you wrote in this Cause and Effect Chart help you make inferences and analyze A Historic Journey?

Cause Effect

Comprehension;

Cause and Effect

Chart


A Historic Journey • Grade 5/Unit 2 85

Practice

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As I read, I will pay attention to punctuation.

Rachel Carson was born on May 27, 1907, in Springdale,

8 Pennsylvania. As a child, she loved exploring the fields and

18 woods around her home. Her mother shared Rachel’s interest

27 in nature. She encouraged Rachel’s curiosity. Rachel

34 observed the plants and animals and learned about them.

43 Even though she loved nature, Rachel was sure she would

53 be a writer when she grew up. She loved to read and listen to

67 stories. When she was 10, she wrote a story and sent it to a

80 children’s magazine. Her story won an award. Rachel’s

88 career as a writer had begun.

94 Even when she started college, Rachel was still sure that

104 she would be a writer. So, she planned to study English. But

116 one year she had to take a biology course. She liked it so

129 much that she decided to be a scientist. She took more

140 biology courses.

142 After graduating, Carson studied at Johns Hopkins

149 University. A few years later, she got a graduate degree in

160 zoology. She also spent the summers doing research at the

170 Marine Biological Laboratory in Woods Hole,

176 Massachusetts. There, Carson began observing the world of

184 the sea. She wanted to learn all she could about it. 195

Comprehension Check

1. What did Rachel Carson want to be when she grew up? Main Idea and

Details

2. What changed her mind? Plot Development


Errors=

Words Correct Score

First Read – =

Second Read – =

Fluency:

Phrasing


and with appropriate pacing, intonation, and expression.A Historic Journey • Grade 5/Unit 286

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Practice

Find the following words in a dictionary or thesaurus. Answer the

questions. Write the source in which you found the answer.

native glimpse entomology buffalogully trove remote vast

Question Dictionary or

Thesaurus?

1. Which word contains a Greek root meaning “insect”?

2. Which word can mean a “discovery,” a “haul,” or a

“collection”?

3. Which word has three different acceptable ways to

form the plural?

4. For which word are lonely, isolated, and out-of-the-

way synonyms?

5. Which word means “trench” or “small valley”?

6. Which word is pronounced as just one syllable and

means “to look at quickly”?

7. For which word are giant and enormous synonyms?

8. Which word contains a Latin root meaning “to be

born”?

Study Skill:

Dictionary, Thesaurus

W 1.5 Use a thesaurus to identify alternative word choices and meanings.

R 2.0 Reading Comprehension (Focus on Informational Materials)A Historic Journey • Grade 5/Unit 2 87

Practice

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Comprehension:

Writing Frame

Sequence Writing Frame

A. Summarize A Historic Journey. Use the Sequence Writing Frame below.

In 1803, Lewis and Clark

.

The Louisiana Purchase was important because

.

In May 1804,

.

That summer and fall,

.

The next year,

.

More than 500 days after they started their journey,

.

Their trip was important because

.

B. Rewrite the completed summary on another sheet of paper. Keep it

as a model for writing a summary of an article or selection using this

text structure.

R 2.0 Reading Comprehension


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A. Read each word below. Then look in a dictionary or thesaurus to

find an antonym for each word.

1. heroic

2. locate

3. combined

4. diverse

5. penniless

6. display

7. soaked

8. stationary

9. scorching

10. sluggish

B. Choose five pairs of words from above, and use each pair in a

sentence with but.

11.

12.

13.

14.

15.


Antonyms


and homographs.A Historic Journey • Grade 5/Unit 2 89

Practice

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Spelling:

Plural Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the

paper along the

dotted line. Use

the blanks to write

each word as it is

read aloud. When


unfold the paper.

Use the list at the


spelling mistakes.

Review Words

Challenge Words

1. rattlers

2. molecules

3. countries

4. calamities

5. potatoes

6. species

7. geniuses

8. reptiles

9. surroundings

10. beliefs

11. diffi culties

12. crutches

13. mangoes

14. mosquitoes

15. identities

16. losses

17. possibilities

18. notches

19. zeroes

20. eddies

21. council

22. fountain

23. cautious

24. courtesies

25. sinews


constructions correctly.A Historic Journey • Grade 5/Unit 290

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Practice

1. 𝖠 rattlers𝖡 ratlers𝖢 rattlerses𝖣 rattelers

2. 𝖤 moleculs𝖥 molekules𝖦 moleckoules𝖧 molecules

3. 𝖠 countrys𝖡 countreys𝖢 contries𝖣 countries

4. 𝖤 calamities𝖥 kalamaties𝖦 calamites𝖧 calameties

5. 𝖠 potatos𝖡 patatoes𝖢 pototoes𝖣 potatoes

Look at the words in each set below. One word in each set is

spelled correctly. Use a pencil to fill in the circle next to the correct

word. Before you begin, look at the sample set of words. Sample

A has been done for you. Do Sample B by yourself. When you are

sure you know what to do, you may go on with the rest of the page.

Sample A: Sample B:

𝖠 counsil 𝖤 fountain𝖡 councille 𝖥 fountin𝖢 counsille 𝖦 fountaine𝖣 council 𝖧 fontin

6. 𝖤 speces𝖥 species𝖦 spesies𝖧 speceis

7. 𝖠 geniusses𝖡 genuises𝖢 geniuses𝖣 geeniuses

8. 𝖤 reptyles𝖥 reptls𝖦 reptiles𝖧 reptuils

9. 𝖠 surroundings𝖡 suroundings𝖢 surroundingse𝖣 surrondings

10. 𝖤 believs𝖥 beliefes 𝖦 beliefs𝖧 beleifs

11. 𝖠 diffi cultise𝖡 diffi culties𝖢 difi culties𝖣 diffi cultys

12. 𝖤 krutches𝖥 cruches𝖦 crutchs𝖧 crutches

13. 𝖠 mangos𝖡 mangose𝖢 mangoes 𝖣 manngoes

14. 𝖤 moskuitoes𝖥 mosquitos𝖦 mosquitoose𝖧 mosquitoes

15. 𝖠 indentitys𝖡 identities𝖢 identites𝖣 idindities

16. 𝖤 losses𝖥 loss’s𝖦 losss𝖧 lossis

17. 𝖠 possibilitys𝖡 possibilites𝖢 posibilities𝖣 possibilities

18. 𝖤 notchs𝖥 notches𝖦 nootches 𝖧 nocthes

19. 𝖠 zeros𝖡 zeeroes𝖢 zeroes𝖣 zerros

20. 𝖤 eddies𝖥 edies𝖦 eddys𝖧 edys

Spelling:

Plural Words


constructions correctly.A Historic Journey • Grade 5/Unit 2 91

Practice

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Grammar:

Singular and

Plural Nouns

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

ch, or x.

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

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

A. Write the plural of each noun.

1. enemy

2. valley

3. moss

4. bush

5. country

6. inch

7. box

8. baby

9. patch

10. family

B. Read each sentence. On the line provided, write the correct

plural for each underlined word.

11. Squirrels and rabbits make good lunch for rattlers.

12. Rattlers live in deserts and prairies rather than in city .

13. The McCrystals spend many day helping protect rattlers.

14. Sometimes coyotes and fox eat rattlers.


Then have students generate sentences with the target skill.A Historic Journey • Grade 5/Unit 292

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Practice

Grammar:

Singular and

Plural Nouns

• A singular noun names one person, place, or thing.• A plural noun names more than one person, place, or thing.• Most plural nouns are formed by adding -s.

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

ch, or x.

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

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

Rewrite each sentence. Correct the plural forms.

1. Dad and I walked across wide stretchs of land.

2. We hiked over tall hills and down into rocky ditchies.

3. We listened for the soundes that rattlers make.

4. Any rattlers nearby could feel vibrationes as we walked.

5. The pites on their faces help them feel our body heat.

6. We knew that they would rather strike rabbites than people.

7. People are enemys of rattlers, though, so we were careful.

8. We saw one long snake with diamond-shaped blotchies on its skin.

9. More snakes could have been hidden in the grassies.

10. We heard a hawk’s crys as we walked back to our car.


Ask students to add to the passage on a separate piece of paper.A Historic Journey • Grade 5/Unit 2 93

Practice

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Writing:

Using Showing to

Convey Emotions


Sally was scared during the movie.

Now, rewrite this idea in three sentences showing how Sally looked and acted without using the word scared.

Example:

Sally covered her eyes and peeked through her fi ngers while the lion was attacking the gazelle. When the poor gazelle fell to the ground, she gasped. Then she bunched up into a ball in her seat and buried her face in her brother’s coat until the scene was over.

Extra Practice: Follow these instructions with the following sentence:

David was angry with his brother after his brother broke his model.



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Phonics/Word Study:

Inflectional Endings

Suppose that you are planning to visit Muir Woods National

Monument in California. On the lines below, write a letter to a park

ranger with questions and ideas about your trip to Muir Woods.

Use six words with inflected endings in your letter.

Add the inflectional endings -ed and -ing to a word to show a change in how the word is used. When you add an inflectional ending, follow the spelling rules shown in the examples below to avoid changing the vowel sound of the base word.

Read these examples:

hope + -ing = hoping Drop the silent e so that hope keeps a long o sound.

hop + -ing = hopping Double the end consonant so that hop keeps a short o sound.

deny + -ed = denied Change the y to i so that deny keeps the long e sound and the long i sound of y.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentBlack Cowboy, Wild Horses

Grade 5/Unit 295

Practice

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Vocabulary

Read each partial sentence. Think about the meaning of the

underlined vocabulary word. Then complete each sentence to

show that you know the meaning of that word.

1. As the sun sets, the horizon

2. If a cowboy’s horse swerved suddenly while galloping,

3. The hoofprints in the dust were so distinct

4. The vastness of the open plains makes many people

5. If something is suspended from a saddle,

6. A cowboy might show enthusiasm for a task

7. For many cowboys, the presence of so many cattle

8. An area that has a ravine

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentBlack Cowboy, Wild Horses Grade 5/Unit 2

96

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Practice

Read each sentence and think about what it states. Then write one

inference that you can make from that sentence.

1. Although the former slave could not read, he was the only one who could track a herd of wild horses and bring it in alone.

2. A wild horse smells smoke from miles away and begins to pace about nervously.

3. When lightning fl ashes, a horse rears up and then races away in the opposite direction.

4. Many hoofprints can be found on one side of the river, but none on the other side.

5. When a horse hears a rattlesnake, it snorts and moves away quickly.

6. A herd’s leader constantly listens for strange sounds and sniffs the air.

To make inferences about plot development, look for a situation in the story in which the author gives clues, but doesn’t state directly what is taking place. Then think about what you already know about a similar situation. Combining story clues with your own experiences, you can make an inference to explain what is taking place or why something has happened.

Comprehension:

Make Inferences


support them with textual evidence and prior knowledge. Black Cowboy, Wild HorsesGrade 5/Unit 2

97

Practice

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How does the information you wrote in the Inferences Chart help you monitor comprehension of Black Cowboy, Wild Horses?

As you read Black Cowboy, Wild Horses, fill in the Inferences Chart.

Text CluesWhat

You Know Inferences

Comprehension:

Inferences Chart


support them with textual evidence and prior knowledge.Black Cowboy, Wild HorsesGrade 5/Unit 2

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Fluency:

Pacing

As I read, I will pay attention to pacing.

William F. Cody was born in Iowa in 1846. His father

11 was killed when he was just 11, and within a year, the boy

24 had a job. He worked as a cattle driver for a wagon train.

37 When he was just 13, he joined the Colorado Gold Rush. At

49 15, he was a rider for the Pony Express.

58 The Pony Express delivered mail. It used riders and

67 teams of horses to carry mail across the West. In its day, it

80 was the fastest way to bring mail to California. It helped link

92 that area to the rest of the country.

100 Cody worked hard. On one trip, he covered 300 miles

110 (483 km) in less than a day. He changed horses 20 times

121 because the horses got tired out from running. This story

131 was the first of many that added to the legend of Buffalo Bill.

144 The telegraph put an end to the Pony Express. Fast as its

156 riders were, telegrams were even faster. Still, people told

165 many stories about the Pony Express. Its riders were seen as

176 brave and daring. 179

Comprehension Check1. What is the Pony Express? Main Idea and Details

2. How did the invention of the telegraph affect the Pony Express? Cause

and Effect


Errors=

Words Correct Score

First Read – =

Second Read – =


and with appropriate pacing, intonation, and expression. Black Cowboy, Wild HorsesGrade 5/Unit 2

99

Practice

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Literary Element:

Repetition and

Assonance

Many poems contain repetition. Repetition means some element is repeated, either words or lines. Assonance is the repetition of the same or similar vowel sounds in a series of words.

Read the poem. Then answer the questions.

1 Now, boys. Get down from your bunks, boys.

2 Strap on your hats and your chaps, boys.

3 Strap on those saddles and scat, boys.

4 Now, boys. Get down from your bunks, boys.

5 Scoop up your spurs and your boots, boys.

6 Loop up your lassoes and shoo, boys.

7 Oh, you know how, boys. . . .

8 You’re cowboys!

1. Where do you see repetition?

2. Where is assonance in the repeated lines?

3. Why isn’t boys an example of assonance?

4. Where is assonance in line 2?




8. Is there assonance in line 7?

R 2.0 Reading ComprehensionBlack Cowboy, Wild HorsesGrade 5/Unit 2

100

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Analogies

Complete each analogy below with a word from the box.

1. Sun is to shade as limited is to

2. Lost is to found as dense is to

3. Few is to many as mountain is to

4. Sit is to stand as trot is to

5. Obvious is to invisible as whole is to

6. Generous is to stingy as shout is to

7. Darkness is to light as absence is to

8. Large is to small as blurry is to

9. Bottom is to top as left is to

10. Straight is to crooked as simple is to

Analogies are a way of showing relationships between pairs of words. Analogies contain two pairs of words, and both pairs have the same relationship. If the words in the first pair are antonyms, then the words in the second pair should also be antonyms.

hollow fragment distinct vast mutterright gallop presence complicated valley


and homographs. Black Cowboy, Wild HorsesGrade 5/Unit 2

101

Practice

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Spelling:

Words with


1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paper


Use the blanks to


is read aloud. When





mistakes.

Challenge Words

Review Words

1. accepted

2. shredding

3. skimmed

4. recognizing

5. amusing

6. easing

7. regretted

8. forbidding

9. referred

10. portrayed

11. dedicated

12. applied

13. unifi ed

14. soothing

15. complicated

16. qualifi ed

17. threatening

18. gnarled

19. envied

20. fascinated

21. adoring

22. exhibited

23. diffi culties

24. notches

25. species


constructions correctly.Black Cowboy, Wild HorsesGrade 5/Unit 2

102

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Practice

6. 𝖤 eazing𝖥 eesing𝖦 easing𝖧 easeng

7. 𝖠 regreted𝖡 reggretted𝖢 regretted𝖣 regredded

8. 𝖤 ferbidding𝖥 forbidding𝖦 forbiding𝖧 forbideing

9. 𝖠 refered𝖡 referred𝖢 refurred𝖣 referd

10. 𝖤 portrayed𝖥 portrade𝖦 portraied𝖧 portraid

11. 𝖠 dedicated𝖡 deadicated𝖢 dedacated𝖣 dedicatted

12. 𝖤 aplied𝖥 applyed𝖦 aplyed𝖧 applied

13. 𝖠 unifi ed𝖡 unifi de𝖢 unifyed𝖣 unnifi ed

14. 𝖤 sootheing𝖥 soothing𝖦 sothing𝖧 sootheng

15. 𝖠 complecated𝖡 complicatted𝖢 complacated𝖣 complicated

16. 𝖤 qualifi ed𝖥 quallifi ed𝖦 quallifi de𝖧 qualifyed

17. 𝖠 threatening𝖡 threatning𝖢 thretning𝖣 threataning

18. 𝖤 narled𝖥 knarled𝖦 narlled𝖧 gnarled

19. 𝖠 envied𝖡 envyed𝖢 enveed𝖣 ennvied

20. 𝖤 fasinated𝖥 fascinated𝖦 facinated𝖧 facinatted

1. 𝖠 acepted𝖡 aceppted𝖢 accepted𝖣 acceppted

2. 𝖤 shreding𝖥 shredding𝖦 shreeding𝖧 shreading

3. 𝖠 skimmed𝖡 scimmed𝖢 schimmed𝖣 skimed

4. 𝖤 reconizing𝖥 recognising𝖦 reconising𝖧 recognizing

5. 𝖠 amuseing𝖡 amusing𝖢 ammusing𝖣 amussing


is spelled correctly. Look at Sample A. The letter next to the

correctly spelled word in Sample A has been shaded in. Do

Sample B yourself. Shade the letter of the word that is spelled

correctly. When you are sure you know what to do, go on with

the rest of the page.

Sample A: Sample B:

𝖠 diffi culties 𝖤 notchs𝖡 difi cullties 𝖥 nottches𝖢 difi culties 𝖦 notches𝖣 diffeculties 𝖧 knotches

Spelling:

Words with



constructions correctly. Black Cowboy, Wild HorsesGrade 5/Unit 2

103

Practice

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Grammar:

More Plural Nouns

• To form the plural of nouns that end with a vowel and o, add -s.

• To form the plural of nouns that end with a consonant and o,

add -s or -es.

• Some nouns have special forms.• A few nouns have the same singular and plural forms.

A. Write the plural of each noun.

1. radio

2. piano

3. stereo

4. banjo

5. kangaroo

B. Read each sentence. On the line provided, write the correct form

of any incorrect plural nouns.

6. Learning about the past is like hearing echos from history.

7. Monuments and museums help us remember American heros.

8. Architect Maya Lin designed a civil rights monument that is nine foots

high.

9. Memorials have been built to honor both men and womans.

10. We can learn about brave people by reading books or watching

videoes.


Then have students generate sentences with the target skill.Black Cowboy, Wild HorsesGrade 5/Unit 2

104

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Grammar:

More Plural Nouns

• To form the plural of most nouns ending in f or fe, add -s.

• For other nouns, change the f to v and add -es.

• To form the plural of nouns that end with a vowel and o, add -s.

• To form the plural of nouns that end with a consonant and o, add -s or -es.

• Some nouns have special forms.• A few nouns have the same singular and plural forms.

Read the following paragraph. Then rewrite the paragraph,

changing any incorrect plural nouns.

Adults and childs enjoy visiting the National Air and Space Museum.

This museum has the largest collection of aircraftes in the world. It is hard to

believe that persones fl ew in some of those early planes. They were brave to

risk their lifes.


Ask students to add to the passage on a separate piece of paper. Black Cowboy, Wild HorsesGrade 5/Unit 2

105

Pra

ctic

e

Na

me

© Macmillan/McGraw-Hill

Writin

g:

Ru

bric

Writing Rubric


















W 1

.0 W

riting S

trategies

Bla

ck

Co

wb

oy, W

ild H

ors

es

Gra

de

5/U

nit 2

106

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Phonics/Word Study:

Contractions

Write a contraction for each pair of words. Then use the

contraction in a sentence.

1. we are

2. you will

3. will not

4. you are

5. should not

6. they have

7. they are

8. would not

9. I will

10. that will

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentDavy Crockett Saves the World

Grade 5/Unit 2107107

Practice

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Vocabulary


Choose from the words below.

advertisement commenced elected posedimpress original sauntered wring

Across

1. Gain the respect of

4. Began

6. Public notice that is meant to persuade

7. Squeeze

8. Voted into offi ce

Down

2. Walked slowly; strolled

3. Held a position, as if for pictures

5. First; earliest

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentDavy Crockett Saves the WorldGrade 5/Unit 2

108108

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Comprehension:

Plot and Setting

Think about a fiction story you have read recently in which the

setting is important. It might be a tall tale, a fairy tale, science

fiction, or historical fiction. Answer the questions.

1. What is the title of the story? What was the story’s setting? Why was the

setting important to the plot?

2. Who is the main character in the story? What problem does the main

character have to solve?

3. What were the important events in the plot? How did the main character

solve the problem?

The plot of a story is the action that happens to the characters. The plot has a conflict, or a problem, that the characters have to solve. The setting is when and where the story takes place.

R 2.2 Analyze text that is organized in sequential or chronological

order. Davy Crockett Saves the WorldGrade 5/Unit 2

109109

Practice

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How does the information you wrote in this Plot and Setting Chart help you analyze the story structure of Davy Crockett Saves the World?

As you read Davy Crockett Saves the World, fill in the

Plot and Setting Chart.

Plot Setting

Comprehension:

Plot and Setting

Chart

R 2.2 Analyze text that is organized in sequential or chronological

order.Davy Crockett Saves the WorldGrade 5/Unit 2

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Fluency:

Expression


Little Stormy sure loved the sea. Lots of folks figured

10 that he was born at sea—no one knew—but he certainly

22 made it his second home. Some days he’d dive into the water

34 and swim clear over to Boston and back, just for fun. Other

46 days, he’d hitch a ride on a passing whale. If he was lucky,

59 the whale would dive for the bottom, taking Stormy along

69 for the ride.

72 Stormy never meant to cause anyone trouble, but

80 accidents did happen. One day he dove into the sea but

91 didn’t go headfirst. He tucked up his knees and did a sort

103 of cannonball. Well, wouldn’t you know it, he caused giant

113 tidal waves in Rhode Island! Folks there got pretty flustered

123 until they discovered the cause. Then they just chuckled,

132 because even in Rhode Island they had heard about little

142 Stormy.

143 As Stormy grew older and bigger, he started to feel a

154 little cramped on Cape Cod. Stormy felt hemmed in by all

165 the cute little houses and villages. 171

Comprehension Check1. What types of accidents did Stormy cause? Plot Development

2. Where do Stormy’s adventures take place? Setting


Errors=

Words Correct Score

First Read – =

Second Read – =


and with appropriate pacing, intonation, and expression. Davy Crockett Saves the WorldGrade 5/Unit 2

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Practice

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Text Feature:

Toolbar and Link

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

Look at the toolbar and the two topics on the computer screen

below. Answer the questions.

1. What icon on the toolbar can you click to fi nd more information about these

topics or another topic?

2. What link can you click on to fi nd information about and examples of tall

tales? How do you know it is a link?

3. What links might you click on to fi nd information about tall-tale heroes

other than Davy Crockett?


diagrams, illustrations, charts, maps) make information accessible and

usable.Davy Crockett Saves the WorldGrade 5/Unit 2

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Compound Words

A. Draw a line to match each word in the first column with a word

in the second column to form a compound word. Then write the

new word. Use a dictionary to help you decide whether to write

the word as one word or with a hyphen.

1. cheer yard

2. cannon paper

3. fi fty confi dent

4. make leader

5. wheel sauce

6. every believe

7. self body

8. ship seven

9. news chair

10. apple ball

B. Write a paragraph using at least five compound words.

A compound word is two or more words that appear together and have one meaning. A compound word can be written as one word, such as handbag, or as a hyphenated word, such as thirty-five.

c

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentDavy Crockett Saves the World

Grade 5/Unit 2113113

Practice

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Spelling:

Contractions

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paper


Use the blanks to


is read aloud. When





mistakes.

Challenge Words

Review Words

1. you’ve

2. she’d

3. that’s

4. what’s

5. doesn’t

6. there’s

7. you’re

8. wasn’t

9. we’ll

10. we’ve

11. we’re

12. couldn’t

13. I’ve

14. didn’t

15. they’re

16. shouldn’t

17. wouldn’t

18. he’d

19. don’t

20. isn’t

21. won’t

22. aren’t

23. accepted

24. recognizing

25. fascinated


constructions correctly.Davy Crockett Saves the WorldGrade 5/Unit 2

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Spelling:

Contractions







Sample A: Sample B:

𝖠 accepted 𝖤 fasinated

𝖡 aceppted 𝖥 facinated

𝖢 acepted 𝖦 fascinated

𝖣 acceppted 𝖧 facenated

16. 𝖤 shouldnt

𝖥 shoudn’t𝖦 shouldn’t

𝖧 sholdn’t

17. 𝖠 wouldn’t

𝖡 woodn’t

𝖢 woudn’t

𝖣 wou’dnt

18. 𝖤 he’d

𝖥 h’ed

𝖦 he’ed

𝖧 hed

19. 𝖠 dont

𝖡 do’nt𝖢 don’t

𝖣 dont’

20. 𝖤 isnt𝖥 isn’t

𝖦 is’nt

𝖧 isnt’

11. 𝖠 w’ere

𝖡 were’𝖢 we’re

𝖣 whe’re

12. 𝖤 couldn’t

𝖥 coudn’t

𝖦 coul’dnt

𝖧 cou’dnt

13. 𝖠 i’ve

𝖡 Ive

𝖢 ih’ve𝖣 I’ve

14. 𝖤 diddn’t

𝖥 did’nt𝖦 didn’t

𝖧 dedn’t

15. 𝖠 they’re

𝖡 the’ir

𝖢 the’re

𝖣 theyre’

6. 𝖤 their’s

𝖥 theres’

𝖦 theirs’𝖧 there’s

7. 𝖠 yo’re𝖡 you’re

𝖢 you’r

𝖣 your’e

8. 𝖤 wasn’t

𝖥 wassn’t

𝖦 wasnt’

𝖧 was’nt

9. 𝖠 we’ill𝖡 we’ll

𝖢 w’ell

𝖣 we’will

10. 𝖤 weh’ve

𝖥 wev’e

𝖦 we’eve𝖧 we’ve

1. 𝖠 you’ve

𝖡 y’ouve

𝖢 youve

𝖣 youve’

2. 𝖤 she’ed𝖥 sh’ed𝖦 she’d

𝖧 shed’

3. 𝖠 thats

𝖡 thats’

𝖢 that’is𝖣 that’s

4. 𝖤 whats𝖥 what’s

𝖦 wh’ats

𝖧 wat’s

5. 𝖠 doesn’t

𝖡 dosno’t

𝖢 d’oesnt

𝖣 does’nt


constructions correctly. Davy Crockett Saves the WorldGrade 5/Unit 2

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Grammar:

Possessive Nouns

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

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

• To form the possessive of a plural noun that does not end in -s, add an apostrophe and -s.

Read each sentence. Write the correct possessive noun on the line.

1. José Manuel found the three girls note in the basket.

2. All the houses balconies had beautiful railings.

3. Both doors hinges squeaked.

4. Grandmas frown made them feel a little frightened.

5. Amalia called her sisters names to get their attention.

6. The girls smelled the corn fritters aroma, so they stayed longer.

7. When the girls got home, Mamis face showed that she was upset.

8. The sisters hadn’t asked their mothers permission to invite José Manuel.

9. The childrens trip to the beach was special because José Manuel

joined them.

10. Evelyns wish for José Manuel will come true.


Then have students generate sentences with the target skill.Davy Crockett Saves the WorldGrade 5/Unit 2

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Grammar:

Possessive Nouns

• A possessive noun is a noun that shows who or what owns or has something.

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

• Form a singular possessive noun by adding an apostrophe (’) and -s to a singular noun.

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

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

• To form the possessive of a plural noun that does not end in -s, add an apostrophe and -s.


correcting any mistakes in singular and plural possessive nouns

and plural nouns.

In Old San Juan, three sisters notice that José Manuel never gets to play outside. The girls’ decide to help him. They hurry through the square and see a vegetable vendor who can send a note to José Manuel. After reading the note, José Manuel drop’s a ball. The girls’ return the ball and ask José Manuels grandma whether he can join their familys trip to the beach that night.


Ask students to add to the passage on a separate piece of paper. Davy Crockett Saves the WorldGrade 5/Unit 2

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Writing:

Selecting Details to

Convey Emotion


He came into the classroom.

2. Rewrite this sentence three times each time SHOWING the following different emotions.

ANGER:

JOY:

SADNESS:

If you’re having trouble getting started, the following example of a sentence showing anger might help:

Slamming the classroom door, he stormed to his seat.

Examples for joy and sadness:

The boy skipped to into the room, grinning from ear to ear.

Head down, the boy shuffled across the room and slumped into his seat with a “Sigh”.

Extra Practice: Rewrite the following sentence three times to convey anger, then joy, then sadness:

Sarah walked to the soccer field.

W 1.0 Writing StrategiesDavy Crockett Saves the WorldGrade 5/Unit 2

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Phonics:

Closed Syllables

A. Combine syllables to form words with closed syllables. You

may use a syllable more than once.

men les ren sig kit mit wit fit ness nal son ten tal

B. Now choose two pairs of rhyming words from above to use

in riddles. For example, “What’s an outlet for a remote control

spacecraft?” “A rocket socket”

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentWhen Esther Morris Headed West

Grade 5/Unit 2119

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Use your knowledge of the boldfaced vocabulary words to

answer each question, using a complete sentence. Use the

boldfaced word in your answer.

1. What is an example of something you might submit to a teacher?

2. What is one job a colonel might do?

3. Where might you fi nd an attorney?

4. If you postpone an event, when does it take place?

5. What is one way that a person might qualify to vote?

6. What might you do if you have a notion about a new law?

7. What is one responsibility of a representative?

8. What is an example of a satisfactory voting law?

Vocabulary

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentWhen Esther Morris Headed WestGrade 5/Unit 2

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Facts are statements that can be proven to be true. Opinions are statements about what a person believes or prefers. A relevant

detail is important information that may be either a fact or an opinion.

A. Read each sentence. Write Fact if it states a fact. Write Opinion

if it states an opinion.

1. Esther Morris was a very brave and daring woman.

2. Esther Morris was the fi rst female in the United States to hold public offi ce.

3. Being a judge is a very diffi cult job.

4. Wyoming was the fi rst place in the United States to give women the right to

vote.

B. Underline the statements below that are facts.

5. Gold fever brought many people to the Wyoming Territory.

6. In the days of Esther Morris, Wyoming had wide, open spaces.

7. Wyoming was the best place to live in North America.

8. After 1869, women had the right to vote in Wyoming.

C. Write a paragraph explaining how two of the facts and opinions in

Parts A and B are relevant details. Use additional paper if you need it.

Comprehension:

Fact and Opinion

R 2.5 Distinguish facts, supported inferences, and opinions in text.When Esther Morris Headed West

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As you read When Esther Morris Headed West, fill in the

Fact and Opinion Chart.

How does the information you wrote in the Fact and Opinion Chart help you evaluate When Esther Morris Headed West?

Fact Opinion

Comprehension:

Fact and Opinion

Chart

R 2.5 Distinguish facts, supported inferences, and opinions in text.When Esther Morris Headed WestGrade 5/Unit 2

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As I read, I will pay attention to pronunciation.

“Free at last!” shouted the African Americans after the Civil War.

11 And that was true in many ways. They were not enslaved

22 anymore, they could live in new places, and they could

32 make some choices.

35 In our nation’s capital, lawmakers were busy. They

43 passed three important changes to the Constitution, called

51 amendments. The Thirteenth Amendment ended slavery.

57 The Fourteenth Amendment gave African Americans their

64 citizenship. The Fifteenth Amendment gave all African

71 American men the right to vote.

77 But this was not an easy time for our nation. The North

89 and South still had very different opinions. Northerners

97 had won the war. They wanted changes to take place right

108 away. Some even believed the South should be punished for

118 supporting slavery and for fighting the other states.

126 The South argued that the North wanted too much change

136 too soon. 138

Comprehension Check1. What did our nation’s lawmakers do for African Americans? Relevant

Facts and Details

2. How did the North and South feel at the end of the Civil War? Compare

and Contrast


Errors=

Words Correct Score

First Read – =

Second Read – =

Fluency:

Pronunciation


and with appropriate pacing, intonation, and expression. When Esther Morris Headed WestGrade 5/Unit 2

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A time line is a diagram that arranges events in the order in which they took place. A time line helps to organize information in an easy, visual way.

A. Look at the time line and answer the questions.

1. How many years make up this time line?

2. Was the railroad completed before or after Lewis and Clark’s expedition? How do you know?

3. How many years before the Nineteenth Amendment was passed did women in Wyoming have the right to vote?

4. Where does your birthday fi t on this time line?

B. Write a summary about the information on this time line.

1800 1850 1900 1950 20001919Nineteenth

Amendment

passed

1990sDenver becomes one

of the fastest growing

cities in the United States

1805Lewis and

Clark

expedition

1859Gold

discovered

at Pikes Peak

1869Transcontinental

railroad completed;

Women earn the right

to vote in Wyoming

1946Bureau of Land

Management

created

1868Fort Bridger

Treaty signed

Text Feature:

Time Line



and usable.When Esther Morris Headed WestGrade 5/Unit 2

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Practice

Dictionaries contain more than just meanings, pronunciations, and spellings. They also provide word origins, or histories, for some words. Information about where a word comes from is usually found in brackets and might look like this:

daisy [from Old English daeges, meaning “of the day” and eage, meaning “eye”]

Look up each of the following words in your dictionary. List each

word’s origin.

1. squirrel

2. tomato

3. barbecue

4. poinsettia

5. alphabet

6. currant


Word Origins

R 1.2 Use word origins to determine the meaning of unknown words.When Esther Morris Headed West

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1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paper


Use the blanks to


is read aloud. When





mistakes.

Challenge Words

Review Words

1. swerving

2. jogger

3. cinder

4. fl attery

5. muttered

6. fl ickered

7. whimper

8. hollow

9. clammy

10. suspend

11. culture

12. stallion

13. summon

14. whinnied

15. kennel

16. canyon

17. fragment

18. gallop

19. vulture

20. pigment

21. eclipse

22. hammock

23. won’t

24. shouldn’t

25. we’re

Spelling:

Words with

Closed Syllables


constructions correctly.When Esther Morris Headed WestGrade 5/Unit 2

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1. 𝖠 swurving𝖡 swerving𝖢 swirving𝖣 swerveing

2. 𝖤 joger𝖥 joggar𝖦 joggir𝖧 jogger

3. 𝖠 sinder𝖡 cindar𝖢 sindar𝖣 cinder

4. 𝖤 fl atery𝖥 fl attery𝖦 fl aterry𝖧 fl atterey

5. 𝖠 muddered𝖡 mutered𝖢 mutterd𝖣 muttered

6. 𝖤 fl iccered𝖥 fl ickerd𝖦 fl ickered𝖧 fl iccerd

7. 𝖠 wimper𝖡 wimpir𝖢 whimper𝖣 whimmper

8. 𝖤 holow𝖥 holloe𝖦 hollow𝖧 hollowe

9. 𝖠 clamy𝖡 clammy𝖢 clammie𝖣 clammey

10. 𝖤 suspend𝖥 susspend𝖦 suscpend𝖧 suspenned

11. 𝖠 culcher 𝖡 cullture𝖢 culture𝖣 culchure

12. 𝖤 stallion𝖥 stalion𝖦 stalyon𝖧 stallione

13. 𝖠 summen𝖡 summon𝖢 sumon𝖣 summin

14. 𝖤 whinnied𝖥 winnied𝖦 whinied𝖧 whinnyed

15. 𝖠 kennal𝖡 cennel𝖢 kennel𝖣 kenell

16. 𝖤 canyin𝖥 canyon𝖦 cannyon𝖧 cannyen

17. 𝖠 fragment𝖡 fragmint𝖢 fraggment𝖣 fragmant

18. 𝖤 gallip𝖥 galop𝖦 gallop𝖧 galoppe

19. 𝖠 vulture𝖡 vullture𝖢 vulcher𝖣 vultcher

20. 𝖤 pigmint𝖥 piggment𝖦 piggmint𝖧 pigment







Sample A: Sample B:

𝖠 won’t 𝖤 shoudn’t𝖡 wont 𝖥 shoudnt’𝖢 willn’t 𝖦 shouldn’t𝖣 wo’nt 𝖧 shouldnt’

Spelling:

Words with

Closed Syllables


constructions correctly. When Esther Morris Headed WestGrade 5/Unit 2

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

• Add an apostrophe and -s to a singular noun to make it possessive.

• Add an apostrophe to make most plural nouns possessive.

Read these paragraphs and study the noun choices in

parentheses. In each case, draw a line under the correct noun

form.

Bob knew that he had to have the (earth’s/earths) smell on him before the

(horses/horses’) would accept him. He couldn’t even build a fi re because the

animals could smell the smoke on his clothes from (miles’/miles) away.

At the (dawn’s/dawns) early light, Bob saddled up to search for the herd.

When a storm struck, Warrior reared and pawed at the air with his (hooves’/

hooves). Lightning brightened the sky, and Bob saw the (mustangs’/

mustangs) for the fi rst time.

The storm had washed away the (herds, herd’s) tracks, but Bob knew

where to look for them. He rode to the big river and waited. Finally, the

herd arrived. The lead stallion sniffed the air and looked in (Bobs, Bob’s)

direction. Bob remained perfectly still. When the (horses/horse’s) began to

graze, he knew he had been accepted. If the stallion trusted him, Bob would

have the (mares’/mares) trust, too.

Grammar:

Plurals and

Possessives


Then have students generate sentences with the target skill.When Esther Morris Headed WestGrade 5/Unit 2

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

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

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

possessive.• Add an apostrophe to make most plural nouns possessive.


correcting mistakes in the formation of singular and plural

possessive nouns and plural nouns.

Cowboy’s spent a lot of time on horseback. Horses’ allowed them to

cover great distances when herding ranchers cattle. The cowboys rode horses

called mustangs. Mustangs were fast and strong, so they made good cow

ponie’s. The mustang’s had to be tamed before anyone could ride them.

Grammar:

Plurals and

Possessives


Ask students to add to the passage on a separate piece of paper. When Esther Morris Headed WestGrade 5/Unit 2

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Writing: Showing the

Same Moment with

Different Emotions

1. Read the following sentence:

Maria took Sara’s picture.

2. Now rewrite this sentence to SHOW the emotions listed below:

SHY: Sara covered her face with her magazine when Maria tried to take her picture.

HAPPY: When Maria took her picture, Sara’s smile was so big, it looked as if her cheeks might burst.

CONFUSED: When she tried to take Sara’s picture, Maria looked into the wrong side of the camera and the flash went off in her eyes.

Extra Practice: Do the same exercise using the following telling sentence:

Carrie walked into a room full of people.

W 1.0 Writing StrategiesWhen Esther Morris Headed WestGrade 5/Unit 2

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Phonics:

Open Syllables

The point at which two syllables meet can help you decide whether the vowel sound is long or short. If the syllable ends in a vowel (as in lo/cal), then it is an open syllable, and the vowel sound is long. If the syllable ends in a consonant (as in sal/ad), then it is a closed syllable, and the vowel sound is short.

Say the words below. Listen to the first vowel. Draw a line (/) to divide

each word into syllables. Circle the word in each word pair that has the

same vowel sound and syllable pattern.

Example: local lo/cal total salad

1. humid rumor linen

2. recent fi nish meter

3. closet robin minus

4. lilac shiver tiger

5. basic vacant comet

6. prison limit student

7. body legal modern

8. relish lemon labor

9. cabin decent rapid

10. punish cover tyrant

11. native dated camel

12. given favor river

total

rumor

meter

robin

tiger

vacant

limit

modern

lemon

rapid

cover

dated

river

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Catch of the Day

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Vocabulary

Read each sentence beginning. Think about the meaning of

the underlined vocabulary word. Then complete each sentence

to show the meaning of that word.

1. The new sign would instruct people to

2. The most colorful wares at the market

3. The company hired a treasurer to

4. The store’s merchandise was

5. One way to educate someone is

6. Everyone had burdens that

7. One way to show appreciation is

8. An example of an unfortunate day might be

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Catch of the DayGrade 5/Unit 3

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Comprehension:

Author’s Purpose

Write a paragraph about trickster tales for each purpose below.

Purpose: To Entertain

Purpose: To Inform

Purpose: To Persuade

Purpose: To Explain

Purpose: To Entertain g y

y g g , ,

g

Purpose: To Inform g y

g g

p y

Purpose: To Persuade p y

y , g

p

, y

pp

Purpose: To Explain g ,

p p , p

p y p p ,

y p

y

R 2.0 Reading Comprehension (Focus on Informational Materials)The Catch of the Day

Grade 5/Unit 3133

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Comprehension:

Author’s Purpose

Chart

Clues Author’s Purpose

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

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

R 2.0 Reading Comprehension (Focus on Informational Materials)The Catch of the DayGrade 5/Unit 3

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Fluency:

Pacing


(Thor enters, dragging Loki along with him. Thor is 9 holding Sif’s hair in his other hand. He stops center stage

20 and shakes the hair in Loki’s face.)27 Thor: Look what you’ve done, Loki, you wicked

35 trickster! How dare you cut off my wife’s beautiful hair?

45 Loki: I’m sorry, I’m so sorry, Thor. I . . . I just thought it

57 would be funny for Sif to wake up and find her hair gone.

70 Really, the scissors almost seemed to take over my hand and

81 make me do it!

85 Thor: I don’t want to hear any excuses! Sif is crying her

97 eyes out, and you think it’s funny! Do you know how long it

110 took for her hair to grow that long?

118 Loki: I’ll get the hair back for Sif, I promise I will. I’ll

131 find her some hair that’s even more beautiful. In fact . . . in

142 fact, I’ll find her hair that’s spun out of real gold.

153 Thor: You’re going to find hair spun out of real gold? Is

165 this another one of your tricks, Loki?

172 Loki: No, Thor, I mean it. I promise you, I’ll do it. 184

Comprehension Check1. What does Loki blame for his trick? Main Idea and Details

2. How does Loki plan to solve his problem? Plot Development


Errors=

Words Correct Score

First Read – =

Second Read – =


and with appropriate pacing, intonation, and expression. The Catch of the DayGrade 5/Unit 3

135

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Literary Element:

Simile and Metaphor

Read each phrase below. Then write a simile and a metaphor to

describe that kind of person.

1. a clever person

Simile:

Metaphor:

2. a wise person

Simile:

Metaphor:

3. a proud person

Simile:

Metaphor:

4. an athletic person

Simile:

Metaphor:

R 3.5 Describe the function and effect of common literary devices

(e.g., imagery, metaphor, symbolism).The Catch of the DayGrade 5/Unit 3

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Analogy

A. Write a word to complete each of the following analogies.

1. Nibble is to eat as sip is to .

2. Baker is to as weaver is to cloth.

3. is to book as artist is to painting.

4. Doctor is to healing as is to fl ying.

5. Chef is to cook as carpenter is to .

6. Driver is to as conductor is to train.

7. Teacher is to school as is to hospital.

8. is to apples as vine is to grapes.

9. is to poet as song is to singer.

10. Governor is to state as president is to .

B. Write five analogies of your own .

11.

12.

13.

14.

15.

Analogies show relationships between pairs of words. Word pairs can be related in different ways. Some word pairs show a relationship between a worker and the worker’s activity, product, tools, or place of work.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Catch of the Day

Grade 5/Unit 3137

Practice

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Spelling:

Words with

Open Syllables

Fold back the paper


Use the blanks to


is read aloud. When


unfold the paper.

Use the list at the


spelling mistakes.

Challenge Words

Review Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

1. relevant

2. separate

3. license

4. rehearse

5. recent

6. utensil

7. vinyl

8. profi le

9. bayonets

10. comet

11. vacant

12. punished

13. caverns

14. stamen

15. decent

16. tirade

17. biceps

18. panic

19. smoky

20. tyrant

21. fatigue

22. fugitive

23. canyon

24. cinder

25. culture


constructions correctly.The Catch of the DayGrade 5/Unit 3

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Spelling:

Words with

Open Syllables

16. 𝖤 tireade𝖥 tirade𝖦 tyrade𝖧 tyraid

17. 𝖠 biceps𝖡 bicepts𝖢 byceps𝖣 biccepts

18. 𝖤 pannick𝖥 panick𝖦 pannic𝖧 panic

19. 𝖠 smokey𝖡 smoky𝖢 smokie𝖣 smockey

20. 𝖤 tirant𝖥 tirent𝖦 tyrant𝖧 tyrent

11. 𝖠 vacant𝖡 vaccant𝖢 vaccent𝖣 vacent

12. 𝖤 punnished𝖥 puneshed𝖦 punneshed 𝖧 punished

13. 𝖠 caverns𝖡 cavirns𝖢 cavarns𝖣 cavernes

14. 𝖤 staimens𝖥 stamens𝖦 staymens𝖧 stammens

15. 𝖠 desent𝖡 desint𝖢 decint𝖣 decent

6. 𝖤 utencil𝖥 utencel𝖦 utensil𝖧 utensel

7. 𝖠 vinle𝖡 vinal𝖢 vinyl𝖣 vynel

8. 𝖤 proffi le𝖥 profi le𝖦 profyle𝖧 proafi le

9. 𝖠 bayanets𝖡 bayonets𝖢 bayonnets𝖣 bayonettes

10. 𝖤 comet𝖥 commet𝖦 comit𝖧 comett

1. relavant relavent

𝖢 relevant relavint

2. 𝖤 seperate𝖥 separate𝖦 sepperate𝖧 seporate

3. 𝖠 license𝖡 lisence𝖢 liscence𝖣 liscense

4. 𝖤 reherse𝖥 rehearce𝖦 reherce𝖧 rehearse

5. 𝖠 rescent𝖡 recent𝖢 recint𝖣 rescint







Sample A: Sample B:

canyon 𝖤 sinder𝖡 cannyon 𝖥 sindar𝖢 canyin 𝖦 cinder𝖣 cannion 𝖧 cinnder


constructions correctly. The Catch of the DayGrade 5/Unit 3

139

Practice

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• An action verb is a word that tells what happens or happened.• A verb must agree with its subject. A singular subject takes a

singular verb. A plural subject takes a plural verb.• Add -s to most verbs in the present tense if the subject is

singular.• If the subject is plural, the verb must be plural. Do not add -s to

the verb if the subject is a plural noun.

Circle each action verb in these sentences. If the verb does not

agree with the subject, write the correct verb on the line following

the sentence. All sentences should be in the present tense.

1. Rebels fi ghts for independence.

2. The British troops destroys the children’s snow forts.

3. Henry’s father make a sled for Henry.

4. The soldiers break the ice in the pond.

5. Henry’s brothers walks to school with Henry.

6. General Gage help the children.

7. King George punishes the colonists.

8. The children pulls their sleds through the snow.

Grammar:

Action Verbs


Then have students generate sentences with the target skill.The Catch of the DayGrade 5/Unit 3

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In the passage below, circle verbs that don’t agree with their

subjects. Also, circle mistakes in spelling, capitalization, or

punctuation. Then rewrite the passage, adding commas where

needed.

The sun rest over the still water. Henry, joshua and Nathan sit at the edge

of the pier and gaze out at the empty sea. The only movement in the harbur

is at the far end, where British soldiers are getting a ship ready to sail.

Joshua, the yungest man in the group, reach into his pockets. “I have no

money,” he announces to Henry and nathan.

Nathan looks at Joshua and says “None of us has money,”

Henry run his fi ngers through his gray hair and says, “we need to get back

to work.” He pauses and looks out at the sea? “We need our harbor back.”

• Be sure that the verb agrees with the subject.• Be sure that each sentence begins with a capital letter and

ends with the correct punctuation mark.• Use commas to separate three or more words or phrases in a series.

Grammar:

Action Verbs


Ask students to add to the passage on a separate piece of paper. The Catch of the DayGrade 5/Unit 3

141

Practice

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Writing:

Including Narration

in Dialogue

1. Read the following dialogue:

“Look at that!” .

“What do you think it is?” .

“I don’t know, but look at it,” .

“I’ve never seen anything like it,” .

2. Now, add narration to the dialogue. Remember, narration is a phrase added to dialogue that helps the reader know who is speaking.

Example: “Look at that!” Lucy shouted.

Extra Practice: Please try the same exercise again using the following dialogue:

“How much do you think this comic book costs?” .

“I’m not sure, but it’s very rare,” .

“We should ask the cashier,” .

“Good idea. I bet she would know,” .

W 1.0 Writing StrategiesThe Catch of the DayGrade 5/Unit 3

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Phonics:

Open Syllables

A. In some words, vowels that appear together are pronounced

as one sound. In other words, vowels that appear together

are pronounced individually. Divide each word into syllables

between the vowels that appear together. Then circle the word

with the same vowel-vowel sound.

1. poet poem roam

2. video rodeo road

3. radio raid patio

4. giant diameter maintain

5. variety relied science

6. riot lion laughter

7. actual casual cause

8. fuel argued cruel

9. genuine ruin bruise

10. meander meaner react

B. Write a paragraph about the right to vote. Use at least six V/V

words. Underline each V/V word you use.

poem

rodeo

diameter

science

p

lion

casual

c

ruin

oe

eo

io

ia

ie

io

ua

ue

ui

ea

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development The Golden Mare, the Firebird, and

the Magic Ring • Grade 5/Unit 3143

3.

7.

4.

8.

1. 2.

5.

6.

Practice

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Across

3. went down

7. send away

8. agreed

Down

1. fi ne foods

2. plans

4. no hope

5. go with

6. to look for

Vocabulary

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Golden Mare, the Firebird, and the Magic Ring • Grade 5/Unit 3

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Comprehension:

Sequence

A. Read the summary below of The Golden Mare, the Firebird,

and the Magic Ring. Circle transitions such as first, next,

then, and finally.

First Alexi meets a golden mare. Next, the mare helps him to become

the Tsar’s huntsman. Later, Alexi brings the Firebird to the Tsar. Next, he

brings Yelena the Fair to the Tsar. Finally, he brings Yelena’s wedding ring

to the Tsar. Yelena the Fair does not want to marry the Tsar, so she helps turn

the Tsar into a baby. Then Alexi becomes the Tsar and marries Yelena the

Fair. The first thing Alexi does as Tsar is order the release of the Firebird.

B. Use the transition words you circled above to help you figure

out the correct sequence of events for those listed below. Then

number each event in chronological order.

Alexi brings the Firebird to the Tsar.

Alexi becomes the Tsar and marries Yelena the Fair.

Alexi brings Yelena the Fair to the Tsar.

The Tsar is turned into a baby.

The golden mare helps Alexi become the Tsar’s huntsman.

Alexi orders the release of the Firebird.

Alexi meets a golden mare.

Yelena’s wedding ring is brought to the Tsar.

C. Answer the question.

Other than when reading a story, when is knowing a sequence helpful?

Why?

First A Next,

Later, Next, hg

. Finally,

Then A

first

R 2.2 Analyze text that is organized in sequential or chronological order.The Golden Mare, the Firebird, and


Practice

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As you read The Golden Mare, the Firebird, and the Magic Ring, fill

in the Sequence Chart.

How does the information you wrote in this Sequence Chart help you summarize The Golden Mare, the Firebird, and the Magic Ring?

Event

Comprehension:

Sequence Chart

R 2.2 Analyze text that is organized in sequential or chronological order.The Golden Mare, the Firebird, and the Magic Ring • Grade 5/Unit 3

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Fluency:

Intonation

and Phrasing

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

Once upon a time, in a land far, far away, lived a mother with her three

16 daughters and very young son. They lived on a beautiful old farm

28 surrounded by hills and mountains that were covered in wildflowers.

38 The mother loved flowers so much that when her daughters were born

50 she named each sweet child after a flower. Their names were Rose,

62 Poppy, and Lily. The three girls grew into beautiful young women. They

74 were very smart, just like their mother. They loved to read and knew all

88 about the plants that grew around their home. They were often seen

100 walking the hills collecting flowers to study.

107 Every day, the daughters helped their mother. Rose cared for their

118 herds of sheep and goats. Poppy and Lily worked in the garden. They all

132 baked bread.

134 When the girls finished their chores, they went for walks collecting

145 plants. They drew pictures and took notes about each specimen they

156 found. They also talked, as sisters will on these walks. They talked about

169 their friends, school, flowers, and their dreams.

176 Rose, the eldest sister, loved the hardy plants that covered the cool

188 mountaintop. Her dream was to become an herbalist and discover new

199 medicinal uses for different herbs. 204

Comprehension Check1. How did the three daughters get their names? Main Idea and Details

2. How did the daughters spend their days? Plot Development


Errors=

Words Correct Score

First Read – =

Second Read – =


and with appropriate pacing, intonation, and expression. The Golden Mare, the Firebird, and the Magic Ring • Grade 5/Unit 3

147

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Read the Venn diagram. Then write a compare-and-contrast

summary based on the information in the diagram.

Text Feature:

Venn Diagram


sequence, diagrams, illustrations, charts, maps) make information

accessible and usable.The Golden Mare, the Firebird, and the Magic Ring • Grade 5/Unit 3

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Homophones

Write the homophone. Then write a sentence for each word.

1. bridle

2. grate

3. mown

4. prey

5. lessen

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Golden Mare, the Firebird, and


Practice

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Spelling:

Words with

Open Syllables

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paper


Use the blanks to


is read aloud. When


unfold the paper.

Use the list at the


spelling mistakes.

Challenge Words

Review Words

1. dialect

2. grueling

3. riot

4. radiance

5. calcium

6. pioneers

7. ideas

8. ruined

9. glorious

10. patriot

11. fl uidity

12. evaluate

13. cruelly

14. genuine

15. casual

16. trials

17. variety

18. meteor

19. diameter

20. meander

21. situation

22. mosaic

23. recent

24. rehearse

25. relevant

LC 1.5 Spell roots, suffixes, prefixes, contractions, and

syllable constructions correctly.The Golden Mare, the Firebird, and the Magic Ring • Grade 5/Unit 3

150

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Spelling:

Words with

Open Syllables

16. 𝖤 tryals𝖥 trials𝖦 triols𝖧 tryels

17. 𝖠 variety𝖡 varietey𝖢 variaty𝖣 varriety

18. 𝖤 meteor𝖥 metear𝖦 metior𝖧 meateor

19. 𝖠 diammeter𝖡 diameter𝖢 diametar𝖣 diamettar

20. 𝖤 meannder𝖥 meandor𝖦 meander𝖧 meandar

11. 𝖠 fl uidity𝖡 fl uiddity𝖢 fl uedity𝖣 fl ueddity

12. 𝖤 evalluate𝖥 eveluate𝖦 evvaluate 𝖧 evaluate

13. 𝖠 cruely𝖡 cruelly𝖢 crueley𝖣 cruelley

14. 𝖤 gennuine𝖥 genuine𝖦 genuin𝖧 genuwine

15. 𝖠 cazual𝖡 casuel𝖢 cassual𝖣 casual

6. 𝖤 pianeers𝖥 pionears𝖦 pioneers𝖧 pianears

7. 𝖠 iddeas𝖡 ideas𝖢 idees𝖣 ideaz

8. 𝖤 ruenned𝖥 ruined𝖦 ruinned𝖧 ruaned

9. 𝖠 glorrious𝖡 gloryous𝖢 glorius𝖣 glorious

10. 𝖤 patriot𝖥 patriet𝖦 patriate𝖧 pattriot

1. 𝖠 dialect𝖡 dilect𝖢 dielict𝖣 dialeckt

2. 𝖤 grewling𝖥 gruling𝖦 grueling𝖧 greuling

3. 𝖠 ryit𝖡 riat𝖢 riot𝖣 riet

4. 𝖤 radience𝖥 radionce𝖦 raddience𝖧 radiance

5. 𝖠 calcium𝖡 calsium𝖢 calceum𝖣 calseum





correctly. When you are sure you know what to do, go on with the

rest of the page.

Sample A: Sample B:

𝖠 recent 𝖤 reherse𝖡 recant 𝖥 rehearce𝖢 recint 𝖦 rehearse𝖣 reccent 𝖧 reherce


syllable constructions correctly. The Golden Mare, the Firebird, and the Magic Ring • Grade 5/Unit 3

151

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

• If a verb ends in e, drop the e before adding -ed: hoped.• If a verb ends in one vowel and one consonant, double the

consonant before adding -ed: omitted. • If a verb ends in a consonant and y, change y to i before adding

-ed: carried.• A verb in the future tense tells about an action that is going to

happen. To write about the future, use the word will in front of the verb.

A. Complete each sentence with the past tense of one of the verbs

in the box above.

1. Both men and women in elections.

2. Women in Wyoming the right to vote.

3. She stones to build a memorial.

4. The government the Constitution.

B. Complete each sentence with the future tense of one of the

verbs in the box above.

5. Much time before the Constitution changes again.

6. Many people Esther Morris forever.

7. The mayor of South Pass City the citizens to a dedication ceremony.

8. Esther Morris as a judge in South Pass City.

collect change remember invite

pass gain serve vote

Grammar:

Verb Tenses

To the Teacher: Have the students complete the page independently.

Then have students generate sentences with the target skill.The Golden Mare, the Firebird, and the Magic Ring • Grade 5/Unit 3

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• A verb in the present tense tells what is happening now. • A verb in the past tense tells about an action that already

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

happen.

Rewrite the following passage. Change the tense or spelling of

incorrect verbs. Correct errors in capitalization.

Esther morris traveleded by carriage to South pass city, When she arrived,

she thought, “I will paid a call on Colonel William Bright.” colonel Bright

was busy getting his beard trimmed, so she wait outside of the barber shop.

After some time will pass, Mr. Benjamin Sheeks walked by and asked her

if she thought South Pass City was a pleasant place to visit. Esther say that her

vote was yes to that question. Mr. Sheeks was surprise by her reply. He said

that women were not allowed to vote. Esther will smile, and asked him why he

had asked her the question if he thought she couldn’t have an opinion.

Grammar:

Verb Tenses

To the Teacher: Have the students complete the page independently.

Ask students to add to the passage on a separate piece of paper. The Golden Mare, the Firebird, and the Magic Ring • Grade 5/Unit 3

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1. Read the following dialogue:

“Wow!” shouted Tom.

“This is the best thing I’ve ever done!”

“I can’t believe we never tried this before!” Tom yelled.

“When we’re done, lets go again!” Sara shouted.

2. Now, rewrite these sentences to show:

a. What Sara and Tom are doing

b. Where they are

c. What actions they are making

Example: “Wow!” shouted Tom, looking back at Sara as he slid down the watery slide.

Extra Practice: Try the exercise again with the following dialogue:

“This is delicious!” Mimi exclaimed.

“I’ve never had anything quite like it,” Aaron added.

“What do you think it’s made of?” asked Mimi.

“Not sure, but it tastes a little like cherries,” observed Aaron.

Writing:

Mixing Narration

with Dialogue

W 1.0 Writing StrategiesThe Golden Mare, the Firebird, and the Magic Ring • Grade 5/Unit 3

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Phonics:

Vowel Team

Syllables

A. On the lines below, write at least three two-syllable words that

include each of the vowel teams shown.

ea as in meal

ow as in snow

ay as in pay

ee as in week

B. Now use as many of these words as possible in a short story.

Underline the vowel team in each word.


Tricky Tales • Grade 5/Unit 3 155

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Vocabulary


Across

2. to keep from being lost

4. a model of the world

5. humorous

Down

1. groups of people born around the same time

3. to make known


Tricky Tales • Grade 5/Unit 3156

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Comprehension:

Compare and Contrast

Words for Comparing Words for Contrasting

like unlike too yet similarly however both but and

Choose one of the pairs below. Answer the questions about the

two things, using complete sentences. In each sentence, use

a signal word or words to show your readers whether you are

comparing or contrasting.

• pet birds and pet dogs• breakfast and dinner• basketball and soccer• reading a book and watching TV

1. Tell which two things you are comparing.

2. How are these two things alike?

3. How are these two things different?

4. How else are these two things different?



Practice

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Comprehension:

Venn Diagram

As you read Tricky Tales, fill in the Venn Diagram.

How does the information you wrote in this Venn Diagram help you compare and contrast the stories in Tricky Tales?

Dif

fere

nt

Ali

ke



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Fluency:

Phrasing


“Wow!” Arlene said happily, as she stood back to admire

10 the jungle scene she and Aunt Violet had painted on a piece

22 of canvas. Arlene had to admit that they had done fantastic

33 work. “It’s unbelievable! I’ll get the stepladder so we can

43 hang it up!”

46 “My goodness, Arlene. Let the paint dry first!” Aunt

55 Violet said. “On a rainy day like this, that paint could take

67 a while to dry. While we’re waiting, let’s go over the list of

80 party foods. Now where did I put my glasses? I can’t seem

92 to keep track of them!”

97 Arlene and Aunt Violet were finishing up the preparations

106 for a party that night. It was a birthday celebration for Arlene’s

118 little brother, Gary. He loved wild animals, so Arlene and

128 Aunt Violet had transformed Aunt Violet’s living room into

137 a jungle. There was even a cardboard giraffe peeking out

147 from behind the big red chair!

153 While Aunt Violet went over her list, Arlene glanced over

163 the room. It was turning out just as she had planned. 174

Comprehension Check1. What are Arlene and Aunt Violet preparing for? Plot Development

2. What does the word transformed mean? Context Clues


Errors=

Words Correct Score

First Read – =

Second Read – =


and with appropriate pacing, intonation, and expression.Tricky Tales • Grade 5/Unit 3 159

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Study Skill:

Study Strategies

Read the passage below, and then answer the questions.

Global warming, or the steady rising of Earth’s surface temperature,

results from a phenomenon called the greenhouse effect. To understand this

phenomenon, think of a greenhouse. Inside the greenhouse everything stays

warm. That is because the walls and ceiling of the greenhouse trap the air

inside. Earth’s atmosphere, the layer of gases surrounding Earth, acts like

the walls and ceiling of a greenhouse. That is, the atmosphere traps heat.

One gas that traps heat is carbon dioxide. Burning fossil fuels results in the

release of increased carbon dioxide into the atmosphere.

If global warming continues, scientists fear that it will have dangerous

consequences for Earth’s environment. The ice at the North and South poles

will melt if people do not take steps to stop global warming. This would cause

ocean levels to rise and coastlines to flood. Furthermore, Earth’s weather

patterns could change, resulting in more storms, heat waves, and droughts.

1. Scan this passage for a key word or phrase. Defi ne the term.

Key word:

Defi nition:

2. Skim this passage. What is the main idea?

3. What are two notes you might take on this passage?

There are different ways to read a nonfiction book or article. Skimming is quickly looking over a passage to identify main ideas. Scanning is searching for key words as you look over text. As you read, take notes to help you remember main ideas, names, or key words. Another method of taking notes is to write an outline, or a summary that lists the most important ideas and details of a selection.



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Compare/Contrast Writing Frame

A. Summarize Tricky Tales. Use the Compare/Contrast Writing Frame below.

Both Robert Greygrass and Tchin are the same in some ways. They are the

same because

.

However, in other ways Robert Greygrass and Tchin are different. They are

different because

.

So, Robert Greygrass and Tchin have both similarities and differences.



structure.

Comprehension:

Writing Frame



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Homographs

A. Read the definitions for each homograph pair. Write the

homograph.

1. the highest point OR a toy that spins

2. an area outside a house OR 36 inches

3. a body part that only appears when you sit OR one trip around a track

4. did dive OR bird of peace

5. large forest animal OR to carry

6. something you put around something else to hold it together OR a group of musicians

7. mixture made from egg, fl our, and milk OR a baseball player

B. Write a sentence that includes both words in one of the above

homograph pairs. (For example: That fly can really fly.)

8.


and homographs.Tricky Tales • Grade 5/Unit 3162

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Practice

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paper


Use the blanks to


is read aloud. When


unfold the paper.

Use the list at the


spelling mistakes.

Challenge Words

Review Words

1. footprint

2. fairground

3. although

4. allowance

5. appoint

6. laughter

7. bleachers

8. laundromat

9. encounter

10. bountiful

11. entertainment

12. fl awlessly

13. lawyer

14. applause

15. faucet

16. caution

17. boundary

18. doubting

19. southern

20. roughness

21. grouchiness

22. distraught

23. dialect

24. pioneers

25. ruined

Spelling:

Vowel Team Syllables


constructions correctly.Tricky Tales • Grade 5/Unit 3 163

Practice

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Look at the words in each set below. One word in each set is spelled

correctly. Use a pencil to fill in the circle next to the correct word.

Before you begin, look at the sample set of words. Sample A has

been done for you. Do Sample B by yourself. When you are sure you

know what to do, you may go on with the rest of the page.

Sample A: Sample B:

lump 𝖤 tacke𝖡 lumpe 𝖥 taak𝖢 lumpp tack𝖣 luump 𝖧 takk

1. 𝖠 flalessly

𝖡 flawlesly flawlessly

𝖣 flahlessly

2. laughter

𝖥 laghter𝖦 luaghter

𝖧 lafter

3. allowance

𝖡 alowance

𝖢 allowence

𝖣 allowanse

4. 𝖤 suothern

𝖥 suthern𝖦 southearn

southern

5. laundromat

𝖡 lawndromat

𝖢 laundrymat

𝖣 lawndrymat

Spelling:

Vowel Team Syllables

6. 𝖤 entertanemint entertainment

𝖦 entertainmint

𝖧 entertanement

7. 𝖠 cuation

caution

𝖢 cawtian

𝖣 cation

8. bleachers

𝖥 bleechers𝖦 bleachors

𝖧 bleechors

9. applause

𝖡 applaus

𝖢 applase

𝖣 aplause

10. 𝖤 altho although

𝖦 althuogh

𝖧 althogh

11. 𝖠 boundarry

𝖡 boundery boundary

𝖣 bowndary

12. 𝖤 fawcet

𝖥 fawset faucet

𝖧 fauset

13. 𝖠 encountar

𝖡 encownter

𝖢 enconter encounter

14. 𝖤 bountyful

𝖥 bowntiful bountiful

𝖧 bauntiful

15. fairground

𝖡 fareground

𝖢 fairgrowned

𝖣 fairgrouned

16. 𝖤 dowting

𝖥 douting doubting

𝖧 dowbting

17. appoint

𝖡 apoint

𝖢 appointe

𝖣 apointe

18. footprint

𝖥 foutprint𝖦 footprent

𝖧 fotprint

19. 𝖠 lauyer

𝖡 loyer lawyer

𝖣 lawer

20. 𝖤 ruoghness

𝖥 ruffness𝖦 roughnes

roughness


constructions correctly.Tricky Tales • Grade 5/Unit 3164

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Practice

• Forms of be (Is, are, am, was, and were) can be used as helping verbs.

• Make sure that the helping verb agrees with the subject. Use is and was with a singular subject. Use are and were with a plural subject or you. Use am or was with I.

Choose a form of be as a helping verb in each sentence.

1. The students working to create a safer and more healthful environment.

2. I trying to recycle all of my cans and bottles.

3. The world risking the danger of global warming.

4. Acid rain harming trees and wild animals.

5. Environmental organizations growing around the world.

6. The result appearing as an improvement in living standards.

7. Years ago, scientists becoming concerned about the effects of technology.

8. McDougald’s class sending out a message about wilderness responsibility.

9. I doing my part to protect the forests of America.

10. Parks becoming beautiful places to picnic.

Grammar:

Main and Helping

Verbs


Then have students generate sentences with the target skill.Tricky Tales • Grade 5/Unit 3 165

Practice

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

statement.

Rewrite the following passage. Change the helping verbs to match

the subject. Add commas where necessary.

According to many scientists around the world, the environment are

getting worse. Global warming am a serious threat to healthy living. I were

a college student in southern Ohio. I has researched the subject, and I had

come to the conclusion that we need to decrease pollution recycle our cans

and bottles and conserve our natural resources. The time have come to take

more responsibility for our actions.

I have begun an environmental organization called Help Us Breathe. Our

group am working to get more people to take a train or bus to work. We also

was trying to educate people on the importance of recycling.

Grammar:

Main and Helping

Verbs


Ask students to add to the passage on a separate piece of paper.Tricky Tales • Grade 5/Unit 3166


am

e

Pra

ctic

e

Writin

g:

Ru

bric

W 1

.0 W

riting S

trategies

Writing Rubric


















Tric

ky

Ta

les

•

Gra

de

5/U

nit 3

167

Practice

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Phonics:

Consonant + le

Syllables

List as many words as you can that end in a consonant + le.

Separate each word into syllables. Then write a short poem.

Include at least three words from your list.

Poem

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentBlancafl orGrade 5/Unit 3

168

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Practice

Vocabulary

Read the clues and unscramble the letters. Then rearrange

the circled letters to spell the first thing you should do when

you have a big problem to solve.

1. Asked a doctor? (csnuodelt)

2. The opposite of fall ill (revcore)

3. Chores? (ktsas)

4. Not later (suirepvo)

5. A chase (supurti)

6. Moved ahead (cedredpoe)

7. What you feel when you need to act fast!! (rugcyen)

8. Find (decett)

.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentBlancafl or

Grade 5/Unit 3169

Practice

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Comprehension:

Theme

Look at the story title below. Plan a story to fit that title. Make sure that story has a theme. Fill in the chart to organize your story ideas.

Story Title: Harry, the Furless Kitten

Main Character Harry, a kitten

Main Character’s

Problem

What Character

Does

What Happens to the Character?

Conclusion

Theme

Use the information in your chart to write the first paragraph of

your story.

R 3.4 Understand that theme refers to the meaning or moral of a

selection and recognize themes (whether implied or stated directly)

in sample works.Blancafl orGrade 5/Unit 3

170

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Practice

Comprehension:

Theme Chart

How does the information you wrote in the Theme Chart help you understand the theme of Blancaflor?

As you read Blancaflor, fill in the Theme Chart.

Theme

What Does the CharacterDo and Say?

What Happens to the

Character?



in sample works.Blancafl or

Grade 5/Unit 3171

Practice

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Fluency:

Pacing


People who are concerned about the environment often

8 look at organic farming as an enlightened way of growing

18 food. They argue that organic foods are healthier than

27 conventionally grown food because they contain fewer

34 chemicals.

35 Other people like the fact that organic farming is usually

45 done on small farms. They like knowing the people who

55 produce their food.

58 There are plenty of critics of organic farming, too.

67 Some argue that its methods can’t produce enough food

76 to feed all of humanity.

81 Others point out that prevailing farming methods take

89 less land than organic farming. As a result, we’re able to

100 conserve more wild lands.

104 Still, organic farming keeps growing in popularity. Even

112 agribusinesses are starting to look at it. It’s clear that the older

124 way of doing things has a bright future ahead of it. 135

Comprehension Check1. What do people say who support organic farming? Main Idea and Details

2. What do critics of organic farming say? Main Idea and Details


Errors=

Words Correct Score

First Read – =

Second Read – =


and with appropriate pacing, intonation, and expression.Blancafl orGrade 5/Unit 3

172

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Practice

Text Feature:

Map

Draw a map of the block or area where you live. Label your

house, the street or streets, and any features that are

important to you (such as a friend’s house, a store,

a park, or a bridge).



and usable.Blancafl or

Grade 5/Unit 3173

Practice

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Figurative Language

Read each sentence and look at the underlined example of

figurative language. Write the meaning of the phrase. Then

write a new sentence that includes the phrase.

1. Jonah read the sign: “New Cars: $20.00” and he thought that something smelled fi shy.

Meaning:

Sentence:

2. Of all the dancers in her ballet class, Leah was the brightest star.

Meaning:

Sentence:

3. For Kieran, learning the new game was a breeze.

Meaning:

Sentence:

4. Our poor puppy has many rivers to cross before he graduates from obedience school; he must learn to sit, stay, heel, and come when called.

Meaning:

Sentence:

R 1.5 Understand and explain the figurative and metaphorical use of

words in context.Blancafl orGrade 5/Unit 3

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Practice

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paper

along the dotted


to write each word


When you finish

the test, unfold

the paper. Use the



mistakes.

Challenge Words

Review Words

1. unstable

2. saddle

3. nocturnal

4. noble

5. chronicle

6. stumble

7. maternal

8. beetle

9. kettle

10. eagle

11. royal

12. cripple

13. hospital

14. illegally

15. label

16. fundamental

17. journalists

18. monumental

19. several

20. castle

21. incidental

22. environmental

23. entertainment

24. encounter

25. southern

Spelling:

Consonant + le

Syllables


constructions correctly. Blancafl orGrade 5/Unit 3

175

Practice

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Sample A: Sample B:

lump 𝖤 tacke

𝖡 lumpe 𝖥 taak

𝖢 lumpp tack

𝖣 luump 𝖧 takk

16. cripple

𝖥 criple

𝖦 cripel

𝖧 crippel

17. stumble

𝖡 stumbel

𝖢 stumbal

𝖣 stumbble

18. 𝖤 royel

𝖥 roill

royal

𝖧 royall

19. castle

𝖡 cassle

𝖢 castel

𝖣 casstle

20. 𝖤 nobel

𝖥 nobble

noble

𝖧 nobell

11. 𝖠 nocturnel

𝖡 nocternal

nocturnal

𝖣 nockternal

12. unstable

𝖥 unstabel

𝖦 unstayble

𝖧 unstaible

13. 𝖠 fundimental

𝖡 fundemental

𝖢 fundamentle

fundamental

14. chronicle

𝖥 cronicle

𝖦 chronacle

𝖧 cronacle

15. 𝖠 lable

label

𝖢 labal

𝖣 labil

6. 𝖤 maternel

maternal

𝖦 meternal

𝖧 matirnal

7. 𝖠 ketel

kettle

𝖢 kettel

𝖣 keddle

8. several

𝖥 severel

𝖦 seviral

𝖧 severell

9. 𝖠 jernalists

𝖡 juornalists

journalists

𝖣 jurnalists

10. beetle

𝖥 beatle

𝖦 beetel

𝖧 beetal

1. 𝖠 eagal

𝖡 eagall

𝖢 egull

eagle

2. 𝖤 saddel𝖥 sadle

saddle

𝖧 sadal

3. illegally

𝖡 illegaly

𝖢 ilegally

𝖣 ilegaly

4. monumental𝖥 monumentle

𝖦 monumantal

𝖧 monumentel

5. 𝖠 hospitle

𝖡 hospitell

𝖢 hospitall

hospital

Spelling:

Consonant + le

Syllables


constructions correctly.Blancafl orGrade 5/Unit 3

176

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Practice

• A linking verb links the subject of a sentence to a noun or an adjective in the predicate.

• The noun that follows a linking verb renames or identifies the subject.

• The adjective that follows a linking verb describes the subject.

A. Read each sentence. Underline the word that is connected to the

subject by a linking verb.

1. The water pump is broken.

2. My grandmother is worried about the baobab trees.

3. I felt proud of my grandmother’s accomplishment.

4. The village was concerned about the lack of water.

5. People in our village seem very thankful for my grandmother’s generosity.

B. Complete each sentence with a linking verb. Then underline the

word that names or describes the subject.

6. The desert a dry, hot landscape.

7. I thankful for the baobab trees.

8. All of the villagers fascinated with new technology.

9. I a little nervous when no water spilled from the pump.

10. Water better from the baobab tree.

11. The villagers say that she a mysterious old woman.

12. The desert fi lled with water someday.

Grammar:

Linking Verbs


Then have students generate sentences with the target skill. Blancafl orGrade 5/Unit 3

177

Practice

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• A linking verb does not show action. A linking verb shows a state of being or states a condition.

• A linking verb links the subject of a sentence to a noun or an adjective in the predicate.

• The noun that follows a linking verb renames or identifies the subject.

Rewrite the passage. Use the correct verb forms.

The time has come for me to make my journey into the desert. I is only

18. But, all children my age am required to make the journey to be accepted

as adult members of the community. The village chief told me that it were

very important to take plenty of water and materials to build a tent.

The mission seem long and hard. I tastes the fresh water from my

canteen, and the sun feel too hot to bear. I travel many days and many nights.

After seven days, I return home with relief. As I arrive back at my

village, the villagers appears so proud of me.

Grammar:

Linking Verbs


Then have students add to the passage on a separate sheet of paper.Blancafl orGrade 5/Unit 3

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Practice

Writing: Connecting

Observations to

Emotion

Read the following sentence:

Monique felt nervous when she got on the bus.

Now, write 2–3 sentences that show how Monique feels. You can use

descriptive details, dialogue, and strong verbs.

Example: Monique was looking down, but she could feel everyone’s eyes on her. Her stomach was in knots as she rushed down the aisle trying to find an empty seat.

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

Jonah was disappointed that he lost the tennis match.

W 1.0 Writing StrategiesBlancafl or

Grade 5/Unit 3179

Practice

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Phonics:

r-Controlled Vowel

Syllables

The /әr/ sound is often found in an unaccented syllable. The three most common spellings for words that end in the /ә/ sound + r are ar, er, and or.

Write each word from the list below in the correct column. Add

at least five other words that have the same accent and spelling

pattern to each column.

singer director soldier governorerror professor scholar pillarfounder equator commander sugar

-ar -er -or

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Unbreakable Code Grade 5/Unit 3

180

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Practice

Vocabulary

Use your knowledge of the boldface vocabulary words to answer

each question with a complete sentence. Use the boldface

word in your sentence.

1. What is an invasion?

2. What is one reason why Navajo men enlisted to fi ght in World War II?

3. Where was the location of Grandfather’s code-talking training classes?

4. How is a reservation different from other land?

5. Why would someone use a shield?

6. What does something that is creased look like?

7. Where might a corridor lead?

8. What is something you could use for the transmission of information?

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Unbreakable Code

Grade 5/Unit 3181

Practice

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Comprehension:

Author’s Perspective

Read each passage from the story. Then answer the questions.

Grandfather sat down and began to speak gently in Navajo. The sounds

wove up and down, in and out, as warm and familiar as the patterns of one of

Grandmother’s Navajo blankets. John leaned against his grandfather’s knee.

1. How does this passage show the author’s feelings about the characters and their relationships?

2. What are the author’s feelings about the Navajo language?

“But why did you leave in the first place?” asked John.

His grandfather lifted him gently onto the horse. “The answer to that is in

the code,” he said. “The code name for America was ‘Our Mother.’ You fight

for what you love. You fight for what is yours.”

3. How does this passage show the author’s feelings about America?

4. How does the tone of Grandfather’s words suggest the author’s opinions?

R 2.0 Reading ComprehensionThe Unbreakable Code Grade 5/Unit 3

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Practice

Comprehension:

Author’s Perspective

Chart

Clues Author’s Perspective

As you read The Unbreakable Code, fill in the Author’s Perspective Chart.

How does the information you wrote in the Author’s Perspective Chart help you generate questions about The Unbreakable Code?

R 2.0 Reading ComprehensionThe Unbreakable Code

Grade 5/Unit 3183

Practice

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Fluency:

Intonation and

Phrasing


Throughout history, in every part of the world, civilizations have built

11 cities. They have made laws and created art. Some civilizations have

22 mysteriously disappeared. What happened to them? How can we uncover

32 their secrets?

34 Fortunately, the people who lived in many of these lost cultures left

46 clues behind. Tiny bits of writing have been discovered. These fragments

57 of writing are often the keys that can unlock the mystery of a lost culture.

72 All languages are codes. They are made up of words, letters, and/or

84 pictures that stand for something else. In the English language, the word

96 hat stands for something that you wear on your head. The number 5

108 stands for a certain number of things. The letter B represents a sound

121 found in the word ball or baby.

128 Today, hundreds of languages are spoken around the world. To study

139 them, we can speak to the people who use these languages.

150 But some cultures are like locked boxes with missing keys. Their

161 languages cannot be read by anyone. The lives of the people who used

174 them remain unknown to us.

179 As long as there are codes to crack, experts will take language

191 fragments apart, piece by piece, to try to find answers. 201

Comprehension Check1. What clues do experts use to study lost cultures? Main Idea and Details

2. How are languages like codes? Main Idea and Details


Errors=

Words Correct Score

First Read – =

Second Read – =


and with appropriate pacing, intonation, and expression.The Unbreakable Code Grade 5/Unit 3

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Practice

Literary Element:

Consonance and

Symbolism

Some poems have consonance and symbolism. Consonance is the repetition of the same consonant sound at the end of words. Symbolism is the use of concrete objects to represent or express abstract concepts, qualities, or ideas.

A. Read each cinquain below, then answer the questions.

Try to 1

Imagine this: 2

Dangerous night with stars 3

Cold stars different from the ones 4

Back home. 5

1. Which words in line 4 show consonance?

2. What might the different stars symbolize?

B. Write a paragraph explaining what consonance and symbolism

add to poems.



(e.g., imagery, metaphor, symbolism).The Unbreakable Code

Grade 5/Unit 3185

Practice

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Context Clues

Read the paragraph. Use context clues to help you figure out the

meanings of the boldface words. Write definitions of the boldface

words on the lines below.

The secret message was lying right beside me. But how would I ever

decipher the secret code? I decided to call Mei and tell her my problem.

Right away, I recruited her for the job of code breaker!

When I handed her the message, Mei went to work. She became

preoccupied and fell into a deep state of concentration. After a while, I had

to remind her that I was still there and that breaking the code did not have

to be a solitary job! Still she was persistent and kept at it. After about half

an hour, she said, “I’m beginning to see a recurrent pattern here. Quick! I’ll

dictate my ideas about the things that repeat. Write down what I say.”

I wrote down everything Mei said. Then she took my notes and pondered

some more. At last, she said, “Eureka! I think I’ve got this cipher figured out!”

1. decipher

2. recruited

3. preoccupied

4. solitary

5. persistent

6. recurrent

7. dictate

8. pondered

9. Eureka

10. cipher

Context clues give hints about the meanings of unfamiliar words. Context clues can be in the same sentence as the unfamiliar word or in surrounding sentences.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Unbreakable Code Grade 5/Unit 3

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Practice

Spelling:

r-Controlled Vowel

Syllables

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paper


Use the blanks to


is read aloud. When


unfold the paper.

Use the list at the


spelling mistakes.

Challenge Words

Review Words

1. binocular

2. gentler

3. scissors

4. founder

5. director

6. remainder

7. semester

8. laborer

9. commander

10. clamor

11. charter

12. pillar

13. splendor

14. peddler

15. professor

16. stagger

17. governor

18. vaporize

19. equator

20. soldier

21. refrigerator

22. scholarship

23. nocturnal

24. royal

25. incidental


constructions correctly. The Unbreakable CodeGrade 5/Unit 3

187

Practice

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Spelling:

r-Controlled Vowel

Syllables

1. 𝖠 binnocular𝖡 binocular𝖢 binoculer𝖣 binoculor

2. 𝖤 gentaler𝖥 gentlar𝖦 gentler𝖧 genteler

3. 𝖠 scissors𝖡 scissers𝖢 scissars𝖣 scisors

4. 𝖤 foundar𝖥 founder𝖦 foundor𝖧 fownder

5. 𝖠 director𝖡 directar𝖢 directer𝖣 direcdor

6. 𝖤 remaindor𝖥 remaindar𝖦 remander 𝖧 remainder

7. 𝖠 semester𝖡 semestor𝖢 semestar𝖣 simestor

8. 𝖤 laborer𝖥 laborrer𝖦 labborer𝖧 laberor

9. 𝖠 comandder𝖡 commander𝖢 commandor𝖣 comanndor

10. 𝖤 clammor𝖥 clambor𝖦 clammer𝖧 clamor

11. 𝖠 chartar 𝖡 chartter𝖢 charter𝖣 chartor

12. 𝖤 pillar𝖥 pilar𝖦 pillor𝖧 piler

13. 𝖠 splender𝖡 splendar𝖢 splennder𝖣 splendor

14. 𝖤 peddaler𝖥 pedalor𝖦 peddler𝖧 pedlar

15. 𝖠 profesor𝖡 professor𝖢 proffessor𝖣 proffesor

16. 𝖤 staggar𝖥 stager𝖦 stagger𝖧 staggor

17. 𝖠 governor𝖡 governer𝖢 govorner𝖣 govorner

18. 𝖤 vaporize𝖥 vaporise𝖦 vaperize𝖧 vaperise

19. 𝖠 equater𝖡 equatar𝖢 equator𝖣 equaitor

20. 𝖤 solder𝖥 soldier𝖦 soldiar𝖧 soldior







Sample A: Sample B:

𝖠 nocturnal 𝖤 royel𝖡 nocternal 𝖥 royil𝖢 nocturnel 𝖦 royal𝖣 nocternel 𝖧 royol


constructions correctly.The Unbreakable Code Grade 5/Unit 3

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Grammar:

Irregular Verbs

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

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

Change the following verbs so that they can be used with the

helping verb.

1. begin had

2. choose have

3. eat has

4. drink had

5. take have

6. get has

7. speak had

8. grow has

9. fl y have

10. know had


Then have students generate sentences with the target skill. The Unbreakable CodeGrade 5/Unit 3

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Grammar:

Irregular Verbs

• Be sure that verbs are in the correct form.

• Be sure that each sentence begins with a capital letter and ends with the correct punctuation mark.

Circle verbs that are in the incorrect form. Also, circle mistakes in

capitalization and punctuation. Then rewrite the passage, adding

commas where needed.

Luther and i have always been great friends. We have do fun things together

and have saw many crazy sights. Last Thursday we seen the craziest sight ever,

We were walking down an alley when a space alien jumped out from

behind a pile of tall smelly wet trash.

The space alien was large blue, and plump, He moved toward us. He

leaved slimy sludge on the ground when he walked, and he smelled like a

dirty garbage can. when he got close to us, he standed up tall, stretch his four

arms out and wrapped them around us. He gived us a quick, gentle, loving

squeeze and then went back behind the pile of trash.


Ask students to add to the passage on a separate piece of paper.The Unbreakable Code Grade 5/Unit 3

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Practice

Writing:

Climax and

Resolutions

Dissection DayBy Audrey Jackson

On February 4, 2005, first and second period in Mr. Shadow’s class had to dissect a shark. Corey went to get it and returned to his group’s table, carrying the shark like a sleeping baby. Talia told him, “Don’t come next to me with that shark. Take your fishy child away from me.” And he dumped it on the table right in front of her.

So Talia decided to get it over with. She would take care of it. “Pass me the scissors so I can slice and dice.” She cut straight down on the left side and this yellow juice squirted out. It stunk. Everyone backed off but Jeanette. Talia watched Jeanette carefully—she saw her wrinkle her nose, and lean in to take a closer look.

“Pass me the other scissors,” Jeannette demanded. “This looks like fun.” Now Talia leaned in and together, Jeanette and Talia began slicing and cutting. It looked like they were unwrapping candy. Talia couldn’t wait to see what was behind the next flap of skin.

Directions:

1. Read the excerpt above:

2. Answer the following questions in your journal:

a. What emotions does Talia feel at the beginning of her shark dissection experience and how do you know?

b. What emotions does Talia feel at the end of her shark dissection experience and how do you know?

c. Where do you think the climax of the story is? Hint—what happens just before we see a change?

W 1.0 Writing StrategiesThe Unbreakable Code

Grade 5/Unit 3191

Practice

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Phonics:

-el, -en

The /әl/ sound and /әn/ sound that you hear in words can be spelled in many different ways. The /әl/ sound can be spelled al, el, il, or le. The /әn/ sound can be spelled en, in, an, on, or ain.

Underline the letters that spell the final /әl/ or /әn/ sound in each

word. Then write a word from the box that spells the same sound

in the same way.

able button certain barrel littlepelican raisin global vowel widenwooden fiddle tighten thimble turtleroyal ribbon dragon general frighten

1. angel

2. bacon

3. sharpen

4. vessel

5. captain

6. basin

7. broken

8. terrible

9. human

10. signal

11. reason

12. happen

13. ripple

14. lesson

15. capital

16. nibble

17. handle

18. women

19. festival

20. sudden

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentSpirit of EnduranceGrade 5/Unit 4

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Vocabulary

Read each sentence beginning. Think about the meaning of

the underlined vocabulary word. Then complete each sentence

to show the meaning of the word.

1. In order to triumph in tonight’s game, the hockey team

.

2. In very cold places, people perform labor to

.

3. People may abandon a voyage to the South Pole

.

4. One reason that the South Pole is mainly uninhabited is because

.

5. The crew dismantled the ship

.

6. In frigid places, people

.

7. If conditions are treacherous, then they are

.

8. An expedition to the South Pole might also be called

.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentSpirit of Endurance

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Practice

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Comprehension:


Read the definitions below, then complete the chart by listing an

action and a result for each problem.

Problem—something to be worked out or solved

Action—what was done to fix or solve the problem

Result—what happens as a result of the action; the effect or outcome

Problem Action Result

The Endurance begins breaking up.

The men must get off the ice because the ice floe will eventually be carried out to sea.

A ship might never come to Elephant Island to rescue the crew.

Shackleton reaches the whaling station, but the men on Elephant Island still must be rescued.

R 3.2 Identify the main problem or conflict of the plot and explain how

it is resolved.Spirit of EnduranceGrade 5/Unit 4

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As you read Spirit of Endurance, fill in the Problem and Solution Map.

How does the information you wrote in the Problem and Solution Map help you generate questions about Spirit of Endurance?

Problem

Attempt Outcome

Attempt Outcome

Attempt Outcome

Solution

Comprehension:


Map


it is resolved. Spirit of EnduranceGrade 5/Unit 4

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Practice

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Fluency:

Pacing


Professor Babcock will tell you that 160 million years ago, Antarctica

10 was very different than it is today. It was warmer. When he looks at

24 the frozen land in Antartica, Professor Babcock can imagine what was

35 there three millions of years ago. He says, “I see ponds, forests, and some

49 reptiles swimming around.”

52 The fossils that Professor Babcock found are proof that Antarctica

62 once had a warmer climate. Fossils are arthropods. Arthropods are

72 animals like spiders, crustaceans, and insects. Most arthropods don’t

81 have body parts, like teeth or toes, that easily turn into fossils.

93 Antarctica is one of the only places in the world where fossils of

106 arthropods can be found. One question Professor Babcock is trying to

117 answer is why these animals did turn to fossils in Antarctica. According

129 to Professor Babcock, two things have to happen in order for a fossil

142 to form. First, no predator can eat the creature. Second, something has to

155 happen to turn it into rock.

161 The fossils were found in the Trans-Antarctic Mountains. Long ago,

171 these mountains were active volcanoes. Professor Babcock thinks that

180 these little arthropods lived in pools that were hot because they were

192 close to volcanic vents. That cut down on the number of predators. 204


Errors=

Words Correct Score

First Read – =

Second Read – =

Comprehension Check1. How can Professor Babcock prove that Antarctica was once warmer? Plot

Development

2. Why is it diffi cult to fi nd fossils of arthropods? Main Idea and Details


and with appropriate pacing, intonation, and expression.Spirit of EnduranceGrade 5/Unit 4

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Text Feature:

Primary Sources:

Journals and Letters

A primary source is an illustration, a letter, a journal, or other information created by someone who witnessed actual events.

A. Write a journal entry about what it is like to live at the North

Pole. Describe what you do each day.

B. Write a letter to a friend back home about your new school at

the North Pole. Describe what your classroom, teacher, and

classmates are like.



and usable. Spirit of EnduranceGrade 5/Unit 4

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Word Parts:

Root, Prefix, Suffix

An affix is a word part such as a prefix or suffix that can be

added to a base or root word. For the items below, use affixes,

base words, or root words to make new words. Note changes in

spelling. Then use each new word in a sentence that correctly

shows the meaning of the word.

Base Word + Affixes Root Word + Affixes

un- + do = undo

un- + do + -able = undoable

in- + spect = inspect

inspect + -ion = inspection

1. mountain + -eer + -ing

2. un- + in- + habit + -ed

3. sur- + viv + -al

4. un- + forget + -able

5. pre- + dict + -ion

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentSpirit of EnduranceGrade 5/Unit 4

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Spelling:

Words with -el, -en

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paper


Use the blanks to


is read aloud. When





mistakes.

Challenge Words

Review Words

1. slogan

2. hasten

3. broaden

4. abandon

5. frighten

6. lengthen

7. salmon

8. mountain

9. fi nancially

10. identical

11. global

12. chisel

13. marveled

14. barrel

15. practically

16. parallel

17. morsel

18. chuckled

19. ample

20. nozzle

21. dungeon

22. champion

23. scissors

24. professor

25. governor


constructions correctly. Spirit of EnduranceGrade 5/Unit 4

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Practice

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1. 𝖠 slogane𝖡 slogan

𝖢 slogin

𝖣 slogen

2. 𝖤 hassen𝖥 hasen𝖦 hasten𝖧 hastin

3. 𝖠 broaden

𝖡 broadin

𝖢 broadden

𝖣 broden

4. 𝖤 abandonne

𝖥 abandone𝖦 abandon𝖧 abanndon

5. 𝖠 frightun

𝖡 frightin

𝖢 frighen

𝖣 frighten

Spelling:

Words with -el, -en

16. 𝖤 paralel

𝖥 parralel𝖦 parallel

𝖧 parellel

17. 𝖠 morsil

𝖡 morsal

𝖢 morsle

𝖣 morsel

18. 𝖤 chuckled

𝖥 chukled

𝖦 chuckeled

𝖧 chuckiled

19. 𝖠 ampul

𝖡 ampile

𝖢 ample

𝖣 ampull

20. 𝖤 nozzel

𝖥 nozle

𝖦 nozelle𝖧 nozzle

11. 𝖠 globil𝖡 global

𝖢 globel

𝖣 globale

12. 𝖤 chissel

𝖥 chissle𝖦 chisel

𝖧 chisle

13. 𝖠 marvilled𝖡 marveled

𝖢 marvelled

𝖣 marvalled

14. 𝖤 barrell

𝖥 barrelle𝖦 barrel

𝖧 barell

15. 𝖠 practiclely𝖡 practically

𝖢 practicalely

𝖣 practicley

6. 𝖤 lengthen

𝖥 lenthen

𝖦 lengthene𝖧 lengthin

7. 𝖠 salmone𝖡 salmon

𝖢 samon

𝖣 sammon

8. 𝖤 mountaine

𝖥 mountin

𝖦 mountan𝖧 mountain

9. 𝖠 fi nancialy

𝖡 fi nnancially

𝖢 fi nancially

𝖣 fi nanshially

10. 𝖤 identicle

𝖥 identikle

𝖦 identicel𝖧 identical


spelled correctly. Use a pencil to fill in the circle next to the

correct word. Before you begin, look at the sample set of words.

Sample A has been done for you. Do Sample B by yourself.

When you are sure you know what to do, you may go on with


Sample A: Sample B:

𝖠 sissors 𝖤 proffesor

𝖡 scissers 𝖥 profeser

𝖢 scissors professor 𝖣 scisors 𝖧 proffesur


constructions correctly.Spirit of EnduranceGrade 5/Unit 4

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Complete each sentence by writing the correct pronoun or pronouns.

1. “Hurry up,” said Mama Frances, “before change my mind.”

2. ’Tricia Ann blew her grandmother a kiss, and then rushed out the door.

3. Mama Frances told ’Tricia Ann, “Those signs can tell

where to sit, but can’t tell what to think.”

4. “ am going to Someplace Special,” thought ’Tricia Ann

as looked out the window.

5. No seats were left in the rear of the bus. had been taken by the crowd of people who got on at the Farmer’s Market.

6. Mrs. Grannell and ’Tricia Ann don’t like the Jim Crow laws.

think the laws are unfair.

7. Jimmy Lee’s brother works in Monroe’s Restaurant, where

is a cook.

8. ’Tricia Ann bought a soda; helped wash down Jimmy Lee’s pretzel.

9. When Mr. Willis referred to ’Tricia Ann as an angel,

smiled at and said, “No sir. It’s just .”

10. The hotel manager said to ’Tricia Ann, “What makes

think that can come inside?”

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

plural pronoun.• The antecedent of a pronoun is the noun (or nouns) to which a

pronoun refers.

Grammar:

Pronouns and

Antecedents


Then have students generate sentences with the target skill. Spirit of EnduranceGrade 5/Unit 4

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Practice

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

plural pronoun.• The antecedent of a pronoun is the noun (or nouns) to which a

pronoun refers.

Circle the pronouns that do not agree with their antecedents. Then

rewrite the paragraph, using the correct pronouns.

Me like “Goin’ Someplace Special” very much. He is a work of

historical fi ction. They is set during the time when Jim Crow laws were

in force. It were harsh laws that treated African Americans unfairly. Them

had to sit in the back of buses. Us could not eat at the same restaurants

as white people. The same was true for schools, hotels, swimming pools,

and even drinking fountains. My grandmother says that he remembers

Jim Crow laws. Her says that me wouldn’t have liked living in those

times. We agree with them.

Grammar:

Pronouns and

Antecedents


Ask students to add to the passage on a separate piece of paper.Spirit of EnduranceGrade 5/Unit 4

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Writing:

Setting and Context

1. Read:

When Tia saw Jason’s house, she could hardly believe her eyes.

“Your house looks really ,” she said.

2. Consider that Tia might think that Jason’s house looks really crowded. Then she might write: You have books overflowing from every shelf in your room. Toys are stacked all over the floor. I have never seen such a big fish tank. It takes up half the room.

3. Choose one of the following adjectives to describe the house. Circle it.

old fancy crowded

4. Write three new sentences that describe the house so that it matches the adjective you chose.

W 1.0 Writing StrategiesSpirit of Endurance

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Read the meanings of the prefixes below. Then write the definition

of each word and use it in a sentence.

1. unusual

2. disagree

3. reunited

4. subway

5. misguided

6. nonspecifi c

dis- (to do) the opposite of un- not, oppositere- again mis- wrong, notsub- under non- not

Phonics/Word Study:

Prefixes

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentUltimate Field Trip 5: Blasting Off to Space Academy • Grade 5/Unit 4

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Vocabulary

B. Think about a space mission that you have heard about.

Write a paragraph describing the mission. Use as many

of the vocabulary words as you can in your paragraph.

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

1. Scientists often have rats run through a to see if the rats can fi nd food.

2. Astronauts must know the of each button in the space shuttle.

3. Space is a different from Earth, so astronauts need to adapt.

4. is a force that helps keep Earth in its orbit around the sun.

5. Every member of a space mission is trained to avoid any .

6. One day, there may be a to send astronauts to Mars.

7. The astronauts the heights of their chairs.

8. The launch must be safe and clear before a shuttle launches.

mission environment gravity maze zone adjusted function disasters

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Ultimate Field Trip 5: Blasting Off to Space Academy • Grade 5/Unit 4

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Comprehension:


The main idea of a passage is what the passage is all about. It is the most important point that an author makes about a topic. It is sometimes stated at the beginning of a paragraph. The rest of the sentences give details that help to support or explain the main idea. If the main idea is not stated directly in the passage, you must put together details to figure out the unstated main idea.

Choose a nonfiction article you have read. Write a summary of the

article, including the main idea, whether it is stated or unstated,

and the details that support it.


and assessing evidence that supports those ideas.Ultimate Field Trip 5: Blasting Off to Space Academy • Grade 5/Unit 4

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Comprehension:

Main Idea Chart

Main Idea

Detail Detail Detail

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

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


and assessing evidence that supports those ideas. Ultimate Field Trip 5: Blasting Off to Space Academy • Grade 5/Unit 4

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Fluency:

Pronunciation


When a space shuttle crew’s job at the ISS is done, it undocks, fires

14 its thrusters, and heads back to Earth. Three crewmembers are left on

26 the ISS to work for the next four to six months.

37 One of the most important things the astronauts do is run

48 experiments. The ISS is running long-term studies on how human

58 bodies behave in a low-gravity environment. This study might involve

69 researching how people sleep. It might mean taking frequent blood

79 samples. These samples can show how a crewmember’s body

88 chemistry is changing or how his or her immune system is responding

100 to living in a very enclosed space. The experiments also might involve

112 measuring a crewmember’s bone density.

117 Another set of important experiments on the ISS studies how

127 various materials act in space. The results of these studies will help us

140 make better metals and materials to use in space.

149 While some astronauts are gathering data, others are working on

159 computers to record the results of their studies. 167

Comprehension Check1. What are some experiments the astronauts run on the ISS? Plot

Development

2. How do the astronauts know if the experiments are successful or not?



Errors=

Words Correct Score

First Read – =

Second Read – =


and with appropriate pacing, intonation, and expression.Ultimate Field Trip 5: Blasting Off to Space Academy • Grade 5/Unit 4

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On the following lines, write a very short story that includes

symbolism and has a moral. Remember that symbolism is the use

of concrete objects to represent abstract ideas. A moral is the

lesson a story teaches. It may be stated or implied.

Literary Element:

Symbolism and Moral



in sample works.


(e.g., imagery, metaphor, symbolism).

Ultimate Field Trip 5: Blasting Off to Space Academy • Grade 5/Unit 4

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Context Clues:

Descriptions or

Explanations

Read the paragraph. Then use context clues to write a

definition for each underlined word.

The first few hours in space can cause a great deal of suffering and

extreme discomfort for astronauts. Many of the problems result from the

absence of gravity. Gravity is the force that holds us down on Earth, a bit

like the way a tether holds a dog to a tree or post. Without gravity, many

unusual things happen. Blood rushes upward, which causes astronauts’ faces

to become puffy and flushed. Veins in the face and neck can start pulsating

hard enough for others to see the blood pumping. Astronauts may experience

nausea, too, a sick feeling in the stomach. People also become disoriented

in space. This confusion occurs because the brain’s sense of balance is lost.

Some effects of zero gravity are even more surprising. Gravity tends to

compress and tighten us as it pulls us downward. Without gravity, people get

a little taller. In fact, their bodies are altered slightly as their waists and legs

thin out. With all of these changes, it is no wonder that people feel distressed

and anxious during the first few hours without gravity.

1. discomfort

2. gravity

3. tether

4. fl ushed

5. pulsating

6. nausea

7. disoriented

8. compress

9. altered

10. distressed

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentUltimate Field Trip 5: Blasting Offto Space Academy • Grade 5/Unit 4

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1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paper


Use the blanks to


is read aloud. When





mistakes.

Challenge Words

Review Words

1. unusually

2. underwater

3. regain

4. repaired

5. subaquatic

6. unfriendly

7. unfi nished

8. unimportant

9. miscalculated

10. replenished

11. reunited

12. rediscovering

13. rewrap

14. disconnect

15. discouraged

16. dishonestly

17. nonspecifi c

18. misguided

19. overwhelm

20. submerge

21. impatiently

22. inaccurately

23. slogan

24. frighten

25. parallel

Spelling:

Prefixes


constructions correctly. Ultimate Field Trip 5: Blasting Off to Space Academy • Grade 5/Unit 4

211

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spelled correctly. Use a pencil to fill in the circle next to the


Sample A has been done for you. Do Sample B by yourself. When

you are sure you know what to do, you may go on with the rest of

the page.

Sample A: Sample B:

𝖠 slogann 𝖤 parallell

𝖡 slogin 𝖥 parrellel

𝖢 slogan 𝖦 paralel

𝖣 slowgan parallel

16. 𝖤 dishonestley

𝖥 dishonestlie

𝖦 dishonestly

𝖧 disshonestly

17. 𝖠 nonnspecifi c

𝖡 nonspecifi ck

𝖢 nonspeciffi c

𝖣 nonspecifi c

18. 𝖤 missguided

𝖥 misguided

𝖦 misguited

𝖧 misgided

19. 𝖠 overwhelm

𝖡 overwehlm

𝖢 overwelm

𝖣 overwhelme

20. 𝖤 submerdge

𝖥 submurge

𝖦 submerge

𝖧 submmerge

11. 𝖠 reunitted

𝖡 reunnited

𝖢 reunited

𝖣 reunided

12. 𝖤 rediscovereing𝖥 rediscovering

𝖦 redescovering

𝖧 rediscoverring

13. 𝖠 rerrap

𝖡 rewrape

𝖢 reerap

𝖣 rewrap

14. 𝖤 disconect

𝖥 dissconnect

𝖦 discconect

𝖧 disconnect

15. 𝖠 discourraged

𝖡 discouraged

𝖢 disscouraged

𝖣 discourged

6. 𝖤 unfriendely

𝖥 unfreindly

𝖦 unfriendley

𝖧 unfriendly

7. 𝖠 unfi nisht

𝖡 unfi nished

𝖢 unfi nishud

𝖣 unfi nnished

8. 𝖤 unimportent

𝖥 unimportint

𝖦 unimportant

𝖧 unimportunt

9. 𝖠 miscalculatted

𝖡 misscalculated

𝖢 miscallculated

𝖣 miscalculated

10. 𝖤 replenished

𝖥 replenushed

𝖦 replennished

𝖧 reeplenished

1. 𝖠 unusually

𝖡 unusualley

𝖢 unusally

𝖣 unusualie

2. 𝖤 underwwater

𝖥 underrwater

𝖦 underwatre

𝖧 underwater

3. 𝖠 regaine

𝖡 regain

𝖢 regane

𝖣 regainne

4. 𝖤 repaired

𝖥 reparred

𝖦 reepaired

𝖧 re-paired

5. 𝖠 subaquatic

𝖡 subaqutic

𝖢 subbaquatic

𝖣 subacquatic

Spelling:

Prefixes


constructions correctly.Ultimate Field Trip 5: Blasting Off to Space Academy • Grade 5/Unit 4

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Grammar:

Subject and Object

Pronouns

• Use a subject pronoun as the subject of a sentence.• Use an object pronoun after an action verb or after a word

such as for, at, of, with, or to.

Correct each sentence by writing the correct pronoun on the line.

Then write whether the pronoun is a subject or object pronoun.

1. As Carlos and Gloria walked down the road, them saw Dos Dedos.

2. “Me will catch Dos Dedos,” Carlos said.

3. Carlos’s clothes smelled terrible; in fact, the smell of they was unbearable.

4. When his mother came into the kitchen, her noticed the smell.

5. Carlos did not want to talk about the smell, so him slipped out the back

door.

6. Carlos picked tomatoes from the garden and squeezed they into the

bathtub.

7. Him scrubbed with a cloth soaked in tomato juice.

8. The next day, Carlos went to church; him sat near the back.

9. Carlos was embarrassed by the smell of his shoes; everyone in church

could smell they.

10. At dinner, his parents said, “Us think Carlos is unusually quiet.”


Then have students generate sentences with the target skill. Ultimate Field Trip 5: Blasting Off to Space Academy • Grade 5/Unit 4

213

Practice

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Grammar:

Subject and Object

Pronouns

• Subject pronouns are the subjects in a sentence. • Object pronouns receive the action of a verb or follow a

preposition.

Circle all of the incorrect subject and object pronouns. Then rewrite the

passage.

Carlos and Gloria were good friends. Them often played together

after them fi nished their chores and homework. When Carlos and Gloria

were together, they noticed Dos Dedos, a skunk them had named. Carlos

wanted to show off for Gloria, so him tried to catch the skunk by the tail.

The skunk sprayed he, and Carlos was embarrassed. The smell remained

on Carlos’s shoes. When him wore they to church the next day, everyone

noticed the awful smell. Carlos’s father took he shopping for a new pair

of shoes.


Ask students to add to the passage on a separate piece of paper.Ultimate Field Trip 5: Blasting Off to Space Academy • Grade 5/Unit 4

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Writing:

Setting and Context

1. Read:

It’s not very bright in here and not very warm either. Once in a while I hear a penguin honking, but mostly it’s the chatter of other kids I hear. I press my hands against the cool glass and watch a giant sea turtle fl oat by.

2. Name the setting for those sentences

3. List three details that showed you that setting , ,

4. Choose one of the places listed below. Consider choosing a place that you know well so you can think of lots of details to describe it. Circle your choice.

Computer lab school fi eld trip to zoo grocery store swimming pool bus

movie theatre arcade fast food restaurant mall amusement park library

5. Now, imagine that you are in that setting that you chose. Write 5-7 sentences describing your setting without telling what the setting is.

W 1.0 Writing Strategies Ultimate Field Trip 5: Blasting Off to Space Academy • Grade 5/Unit 4

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Practice

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Underline the homograph in each sentence and circle the accented

syllable. Then write the definition.

1. Many voters refuse to vote for members of another party.

Street cleaners picked up refuse after the election.

2. Contrary to popular belief, rain does fall in the desert.

The senator would not desert her party’s principles.

3. The mayor signed a contract to buy new voting equipment.

Your pupils will contract when in bright light.

4. There is only a minute chance of snow on Election Day.

It takes only a minute or two to cast your vote.

5. Do people need permits to put up signs for candidates?

The city permits residents to put signs on their own property.

Homographs are words that are spelled the same but have different meanings. Sometimes words that are homographs are accented, or stressed, on different syllables. The part of speech and the meaning of the word depend on which syllable is accented.

Phonics/Word Study:

Homographs

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentHeroes in Time of NeedGrade 5/Unit 4

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Write a sentence, using each of the vocabulary words below. Make

sure that your sentence shows that you understand the meaning of

the vocabulary word.

1. supplies

2. violent

3. involved

4. impact

5. survived

Vocabulary

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentHeroes in Time of Need

Grade 5/Unit 4217

Practice

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A statement of fact tells something that can be checked and proven to be true. A statement of opinion tells what someone believes is true.

Writers use facts to support their opinions.

Example: Hiking is a good form of exercise because hikers walk up and down hills.

A. Circle each statement of opinion. Underline the supporting facts.

1. Scuba divers can see hundreds of species of fi sh, so everyone should try

scuba diving.

2. Scuba classes cost about $500 and are the best way to begin diving.

3. People of all ages can dive together, so diving is a great family activity.

B. Write two statements of opinion. Support each opinion with a

statement of fact.

4. Opinion:

Fact:

5. Opinion:

Fact:

Comprehension:

Fact and Opinion

R 2.5 Distinguish facts, supported inferences, and opinions in text.Heroes in Time of NeedGrade 5/Unit 4

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Comprehension:

Fact and Opinion

Chart

As you read Heroes in Time of Need, fill in the Fact and

Opinion Chart.

How does the information you wrote in the Fact and Opinion Chart help you evaluate Heroes in Time of Need?

Fact Opinion

R 2.5 Distinguish facts, supported inferences, and opinions in text.Heroes in Time of Need

Grade 5/Unit 4219

Practice

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The Gobi Desert is located on the continent of

9 Asia. If you look at a map, you will see that Mongolia is

22 right in the middle of Asia. Far from any coast, ocean, or sea,

35 the area is landlocked. There is land on all sides.

45 The Gobi Desert is a continental desert that formed

54 because it lies far away from any water source and is

64 surrounded by high mountains. However, only the southern

72 part of the Gobi is true desert. Flat Gobi plateau is dry and

85 barren. The rest is a dry, grassy steppe, like much of the rest of

98 Mongolia. Rain and snow fall high in the mountains that

108 border the desert.

111 The Gobi Desert has extreme weather conditions. There

119 is no humidity, or moisture, in the air, and the daytime sun

131 is scorching. The temperatures range from subzero in the

140 winter to summer highs around 130 degrees Fahrenheit

147 (54 degrees Celsius). Winds can bring on sudden

154 temperature changes in just a few minutes. You might be

164 gushing sweat in a T-shirt one moment and scrambling for

174 your warm hat and boots the next. 181

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

2. What is the weather like in the Gobi Desert? Main Idea and Details


Errors=

Words Correct Score

First Read – =

Second Read – =

Fluency:

Phrasing


and with appropriate pacing, intonation, and expression.Heroes in Time of NeedGrade 5/Unit 4

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Practice

Suppose that you have a book on American history that you

are using to find information for a research paper. Use the table

to help you identify the book part that you would use to find the

information below.

Parts Information

Title Page book title, author name, publisher, publication date

Table of Contents a list of major book features, such as chapters, illustrations, glossaries, and indexes, with the starting page number of each feature

Chapter Titles and Headings

names of each chapter and major chapter divisions

Index an alphabetical list of the book’s topics and the page numbers that apply to each item

Glossary an alphabetical list of important word definitions

Endnotes additional information about chapter contents

Bibliography a list of research sources that the author used

1. the page number on which Chapter 2 begins

2. the meaning of poll tax

3. additional notes about a presidential election

4. titles of other books about American history

5. the author’s middle name

6. the names of the major sections in Chapter 4

7. If a book did not have an index, what could you do to fi nd the information you

want?

8. Where can you fi nd the chapter titles?

Study Skill:

Parts of a Book

W 1.3 Use organizational features of printed text (e.g., citations, end

notes, bibliographic references) to locate relevant information. Heroes in Time of NeedGrade 5/Unit 4

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Practice

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Cause/Effect Writing Frame

A. Summarize Heroes in Time of Need. Use the Cause/Effect Writing Frame

below.

In 2004 and 2005, there were devastating hurricanes, tsunamis, and

earthquakes around the world.

As a result of these disasters,

.

This caused students in Texas to help out by

.

This caused students in California to help out by

.

This caused students in Maryland to help out by

.

These disasters brought out the best in people all over the world.



structure.

Comprehension:

Writing Frame

R 2.0 Reading ComprehensionHeroes in Time of NeedGrade 5/Unit 4

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Greek and Latin Roots

Root Origin Meaning

bio Greek life

pod Greek foot

graph Greek write

rupt Latin break

port Latin carry

Read each sentence. Write the meaning of each underlined word on

the line provided. Use the table of Greek and Latin roots above to help

you determine each definition.

1. If the dam were to rupture, there would be a fl ood.

2. Jonah is studying graphic design.

3. The president stood on a podium and gave a speech.

4. California will export fruit to other countries.

5. I am reading a great biography of Jackie Robinson.

Many English words originally come from Greek or Latin. Here are some common Greek and Latin roots and their meanings.

R 1.4 Know abstract, derived roots and affixes from Greek and Latin

and use this knowledge to analyze the meaning of complex words

(e.g., controversial). Heroes in Time of NeedGrade 5/Unit 4

223

Practice

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1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paper

along the dotted


to write each word


When you finish

the test, unfold

the paper. Use the



mistakes.

Challenge Words

Review Words

1. incense

2. content

3. protest

4. combat

5. permits

6. rebel

7. coordinate

8. insert

9. desert

10. subject

11. predicate

12. compact

13. conduct

14. contract

15. refuse

16. confl ict

17. research

18. excuse

19. entrance

20. extract

21. effect

22. affect

23. unusually

24. rediscovering

25. misguided

Spelling:

Homographs


constructions correctly.Heroes in Time of NeedGrade 5/Unit 4

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1. 𝖠 dessurt𝖡 desurt𝖢 desert𝖣 dezert

2. 𝖤 research𝖥 resurch𝖦 reasearch𝖧 reserch

3. 𝖠 predicate𝖡 predicut𝖢 predacate𝖣 predecate

4. 𝖤 comepact𝖥 compacd𝖦 campact𝖧 compact

5. 𝖠 ecxuse𝖡 excuse𝖢 excuze𝖣 exkuse



word. Before you begin, look at the sample set of words. Sample A

has been done for you. Do Sample B by yourself. When you are sure

you know what to do, you may go on with the rest of the page.

Sample A: Sample B:

𝖠 lump 𝖤 tacke𝖡 lumpe 𝖥 taak𝖢 lumpp 𝖦 tack𝖣 luump 𝖧 takk

6. 𝖤 combat𝖥 cambat𝖦 combatt𝖧 commbat

7. 𝖠 incence𝖡 insence𝖢 incense𝖣 insense

8. 𝖤 rebel𝖥 rebbel𝖦 rebell𝖧 reble

9. 𝖠 subbject𝖡 subjict𝖢 subjeck𝖣 subject

10. 𝖤 coordinate𝖥 cordinate𝖦 coordenate𝖧 coordanate

11. 𝖠 extracked𝖡 exstract𝖢 extract𝖣 axtract

12. 𝖤 purmits𝖥 permets𝖦 permmits𝖧 permits

13. 𝖠 protest𝖡 pratest𝖢 prottest 𝖣 protessed

14. 𝖤 contennt𝖥 cantent𝖦 content𝖧 conntent

15. 𝖠 entrance𝖡 entranse𝖢 entrence𝖣 enterance

16. 𝖤 refuze𝖥 reffuse𝖦 refuse𝖧 rafuse

17. 𝖠 conduct𝖡 conducked𝖢 conduck𝖣 condoct

18. 𝖤 cantract𝖥 contrect𝖦 contracked𝖧 contract

19. 𝖠 confl ick𝖡 canfl ict𝖢 confl ict𝖣 confl ect

20. 𝖤 incert𝖥 inncert𝖦 insert𝖧 innsert

Spelling:

Homographs


constructions correctly. Heroes in Time of NeedGrade 5/Unit 4

225

Practice

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• The verbs have and be take special forms in the present tense. Make sure to use the form that agrees with the subject of the

sentence.

Rewrite each sentence. Correct all errors in pronoun-verb agreement.

1. Our country has two major political parties; they is the Democratic party and the Republican party.

2. They has animals that represent each party.

3. The Democrats have their animal; it are a donkey.

4. The Republicans have theirs, too; it am an elephant.

5. The donkey is associated with Andrew Jackson; it be a symbol of strong will.

6. Cartoonist Thomas Nast made the symbols famous; they is in his cartoons.

7. Republicans like the elephant, and they has no problem with it.

8. Democrats like their donkey because it are smart and brave.

Grammar:

Pronoun-Verb

Agreement


Then have students generate sentences with the target skill.Heroes in Time of NeedGrade 5/Unit 4

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• The verbs have and be take special forms in the present tense. Use the form that agrees with the subject of the sentence.

Rewrite the passage, using the correct forms of have and be.

Russia are located in both Europe and Asia. It have mountains, plains,

and large forests. Also, it be rich in natural resources such as gold and coal.

Since 1991, Russia have been an independent nation. The president of Russia

be elected by the Russian people. The government in Russia be considered a

democracy.

Before 1991, Russia belonged to a group of countries called the Union

of Soviet Socialist Republics, or U.S.S.R. The U.S.S.R. had a form of

government called communism. In communist countries, the government

have control of most property and businesses.

Grammar:

Pronoun-Verb

Agreement


Ask students to add to the passage on a separate piece of paper. Heroes in Time of NeedGrade 5/Unit 4

227

Pra

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e

Na

me


Writin

g:

Ru

bric

Writing Rubric


















W 1

.0 W

riting S

trategies

He

roe

s in

Tim

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f Ne

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Gra

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5/U

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Phonics:

-ture, -sure

agriculture creature enclosure composure

future gesture exposure legislature

mixture measure nature pleasure

fracture leisure treasure disclosure

A. Read the headings on the charts. Then write each word from the

list in the correct column.

/chәr/ sounds /zhәr/ sounds

B. Complete each sentence to explain ways to spell the sounds.

1. The ending sounds in culture

2. The ending sound in measure


Zathura • Grade 5/Unit 4 229

Practice

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Vocabulary

Read each sentence beginning. Think about the meaning of the

boldfaced vocabulary word. Then complete each sentence to show

the meaning of that word.

1. We have programmed our robot to

.

2. When I reversed the controls,

.

3. Our robot rotated when

.

4. Taking tokens off the game board

.

5. Perhaps the robot staggered because

.

6. That defective robot

.

7. Wires were dangling

.

8. A meteor can

.


Zathura • Grade 5/Unit 4230

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Comprehension:

Draw Conclusions

When you draw conclusions as you read, you think about different pieces of information and then arrive at a new understanding about a text or the plot development in a story.

Read the paragraph below, and then write two separate paragraphs.

Write two different conclusions you can draw about the situation

that is described.

Back from her trip, Mrs. Hernandez looked out the door and gasped! The

hole in the backyard, or the hole that seemed to be the backyard, was much

larger than she had expected. She wondered again how much bigger it was

going to get and what she was going to tell her children.

Possible conclusion 1:

Possible conclusion 2:


support them with textual evidence and prior knowledge.Zathura • Grade 5/Unit 4 231

Practice

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Comprehension:

Conclusions Diagrams

As you read Zathura, fill in the Conclusions Diagrams.

How does the information you wrote in the Conclusions Diagrams help you better understand Zathura?

Evidence Conclusion

Evidence Conclusion


support them with textual evidence and prior knowledge.Zathura • Grade 5/Unit 4232

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Fluency:

Intonation

and Phrasing


“Mom!” Frances slammed the door and ran into her

9 mother’s office. “Mom, you’ve got to see this. It’s my

19 terrarium from science class. Mrs. Gill said it was the best.

30 All my plants lived!”

34 Frances’s mother looked at the terrarium and then at

43 Frances. “That’s terrific! Why don’t we head down to the

53 lake and collect some frogs to put in there?”

62 Frances and her mother caught three frogs who seemed

71 quite happy with their new home.

77 “I can’t believe Mom is letting you keep frogs in your

88 room. I’m so jealous,” said Paul as he threw himself down

99 on Frances’s bed. “Besides the frogs, what else are you

109 going to add to it?”

114 Frances’s was watching the frogs. “I don’t know. Maybe

123 a lizard?”

125 Paul sat up, “Let’s get our bikes and go to Mr. Peters’s

137 Pets right now.” 140

Comprehension Check1. Why is Frances excited? Plot Development

2. How did Frances’s mom respond to Frances’s news? Plot Development


Errors=

Words Correct Score

First Read – =

Second Read – =


and with appropriate pacing, intonation, and expression.Zathura • Grade 5/Unit 4 233

Telescope. An optical instrument that uses lenses or mirrors to enlarge the images of distant objects.

Galileo Galilei. Galileo was the leader of the Scientific Revolution of the 17th century. Born in Pisa in 1564, Galileo studied medicine at the University of Pisa. He left the university in 1585 and continued to study mathematics independently. In 1589 he became the head of Pisa’s mathematics department.

www.space_skyview.com

Practice

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Look at the toolbar and the two topics on the computer screen below.

Answer the questions.

1. What icon on the toolbar would you click to fi nd more information about

these topics or another topic?

2. What is the fi rst link in the entry Galileo Galilei? How do you know it is a link?

3. How could you fi nd more information about Galileo’s education?

4. What would you do to learn about the way mirrors work?

Text Feature:

Toolbar and Links



and usable.Zathura • Grade 5/Unit 4234

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Analogies

Analogies show relationships. They often contain two pairs of words that show a similar relationship. If the words in the first pair are synonyms, then the words in the second pair should also be synonyms, as in this analogy:

Conquer is to defeat as irritate is to bother.

To complete this analogy, you might think, “Conquer means the same as defeat. What word means the same as irritate? Bother is a synonym for irritate, so it correctly completes the analogy.”

Choose a word from the list below to complete each of the

following analogies.

intelligent everyday lessen defective revisefrequently uncertain stride fearless produce

1. Increase is to extend as decrease is to .

2. Perfect is to faultless as brave is to .

3. Fix is to repair as rewrite is to .

4. Grand is to magnifi cent as common is to .

5. Magnifi cent is to great as smart is to .

6. Run is to hasten as march is to .

7. Ripped is to torn as fl awed is to .

8. Ruin is to destroy as make is to .

9. Seldom is to rarely as often is to .

10. Worthless is to useless as doubtful is to .


Zathura • Grade 5/Unit 4 235

Practice

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Spelling:

-ture, -sure

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paper


Use the blanks to


is read aloud. When


unfold the paper.

Use the list at the


spelling mistakes.

Challenge Words

Review Words

1. stature

2. searcher

3. pressured

4. enchanter

5. leisurely

6. exposure

7. pleasure

8. mixture

9. manufacture

10. feature

11. pasture

12. posture

13. lecture

14. gesture

15. architecture

16. fractured

17. moisturize

18. stretcher

19. legislature

20. azure

21. miniature

22. disclosure

23. incense

24. desert

25. entrance


constructions correctly.Zathura • Grade 5/Unit 4236

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16. 𝖤 lecsure𝖥 lecshure𝖦 lectur𝖧 lecture

17. 𝖠 surcher𝖡 searchar𝖢 sercher𝖣 searcher

18. 𝖤 pressured𝖥 presured𝖦 preshured𝖧 preashured

19. 𝖠 statcher𝖡 stature𝖢 statore𝖣 stasure

20. 𝖤 mannufacture𝖥 manufacture𝖦 manifacture𝖧 manufactore

11. 𝖠 moisturise𝖡 moistorize𝖢 moisturize𝖣 moisterize

12. 𝖤 streacher𝖥 stretchar𝖦 strecher 𝖧 stretcher

13. 𝖠 pleasure𝖡 plezure𝖢 plesure𝖣 pleshure

14. 𝖤 feeture𝖥 feachure𝖦 feacher𝖧 feature

15. 𝖠 fractured𝖡 frachured𝖢 fracshured𝖣 fractered

6. 𝖤 architecsure𝖥 archatecture𝖦 architecture𝖧 archetecture

7. 𝖠 ashure𝖡 azure𝖢 azzure𝖣 azhure

8. 𝖤 mixtuer𝖥 mickstur𝖦 mixsure𝖧 mixture

9. 𝖠 expozure𝖡 exposure𝖢 exposeure𝖣 exposuer

10. 𝖤 posture𝖥 pastore𝖦 pawsture𝖧 postore

1. 𝖠 gessure𝖡 gesture𝖢 jesture𝖣 gester

2. 𝖤 liesurely𝖥 leisurly𝖦 leisurely𝖧 leizurely

3. 𝖠 pastur𝖡 patsure𝖢 pashture𝖣 pasture

4. 𝖤 enchantre𝖥 inchanter𝖦 enchenter𝖧 enchanter

5. 𝖠 legislature𝖡 lejislature𝖢 legislacher𝖣 legislasure







Sample A: Sample B:

lump 𝖤 tacke𝖡 lumpe 𝖥 taak𝖢 lumpp 𝖦 tack𝖣 luump 𝖧 takk

Spelling:

-ture, -sure


constructions correctly.Zathura • Grade 5/Unit 4 237

Practice

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• Some possessive pronouns are used before nouns (my, your, his, her, its, our, your, their).

• Some possessive pronouns stand alone in a sentence and function as nouns (mine, yours, his, hers, its, ours, yours, theirs).

Read each sentence. Find the incorrect possessive pronoun and

write it correctly on the line.

1. What kinds of storms do you have in yours town?

2. In my, there are hurricanes.

3. Mine home is located near the coast of North Carolina.

4. Hurricane Fran caused a lot of damage to ours house.

5. During the last hurricane, my sister was frightened when strong winds

broke a window in hers room.

6. Many large trees fell in Phil and Gina’s yard and ruined theirs shed.

7. Three big trees fell on top of the shed, crashing through her roof.

8. However, the roof on ours house was not damaged.

9. We have learned about hurricanes in mine science class.

10. The people in ours neighborhood help one another when hurricanes

hit.

Grammar:

Possessive Pronouns


Then have students generate sentences with the target skill.Zathura • Grade 5/Unit 4238

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Grammar:

Possessive Pronouns

• A possessive pronoun can take the place of a possessive noun. It shows who or what has or owns something.

• Some possessive pronouns are used before nouns. Some possessive pronouns stand alone in a sentence and function as nouns.

Read the following passage. Circle all of the incorrect possessive

pronouns. Then rewrite the passage.

In mine hometown, the most dangerous storms are tornadoes. In fact,

a town near my was destroyed twice by tornadoes. Ours cousins live in

that town. Many people lost possessions, and some lost theirs homes.

Ours cousins’ home wasn’t destroyed, although theirs yard was in bad

shape. My cousin said that hers house is more vulnerable to tornadoes

than hers neighbor’s house because hers house is more exposed than his’.

It sits on top of a hill, and its’ big windows face toward the southwest.

I’m glad ours house is in a well protected area and that we have several

battery-powered radios for emergencies.


Ask students to add to the passage on a separate piece of paper.Zathura • Grade 5/Unit 4 239

Practice

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Writing:

Setting and Context:

Audience and Purpose

1. Read the sentence: Cory trudged through the swamp.

2. Consider what you learn from this sentence. You know Cory is walking in a swamp. It seems like it is a muddy swamp because he trudged through it.

3. Consider how Cory feels. Is he worried? Is he happy? Is he lost?Maybe he is upset about his sneakers. Cory nearly cried at the thought that his brand-new sneakers would end up brown and stinky. He hated that the bottoms of his jeans were getting muddy.

4. Write 3 sentences that describe Cory “trudging” through the swamp. Include details that let the reader know what Cory is like as a character.


Zathura • Grade 5/Unit 4240

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Practice

Phonics:

-ence, -ance

The suffixes -ance and -ence mean “the state or quality of.” They are suffixes with unstressed vowels and can change verbs to nouns or adjectives to nouns.

assistance attendance dependence ignoranceimportance persistence radiance residencesubstance distance hesitance inference

A. Read the headings of the chart. Say the words in the above box

aloud and listen for the stressed syllable. Write the words under

the correct header.

First syllable is stressed Second syllable is stressed

B. Which words in the chart can be changed to an adjective? Write

the adjective.


Skunk Scout • Grade 5/Unit 4 241

Practice

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Vocabulary

Answer each question in a complete sentence. Use the boldface

word in your answer.

1. If something is guaranteed to happen, how likely is it?

2. If you were asked to supervise a hike, what might you do?

3. What has frustrated you about hiking or camping?

4. When would you need coordination at a campsite?

5. Why would you ease away from a skunk?

6. What scenery would you like to see on a camping trip?

7. What might you put in a bundle for a camping trip?

8. If marshmallows fused before you toasted them, what would you do?


Skunk Scout • Grade 5/Unit 4242

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Comprehension:

Make Judgments

Read each event below. Then answer each question.

1. The ranger gives Uncle Curtis a map of the campground. Uncle Curtis does not even glance at it. He throws it into the backseat. Do you think this behavior was a good idea?

2. When Uncle Curtis fails to fi nd the campsite easily, he says, “They really ought to mark the campsite better.” Do you think this is a reasonable comment considering the information from the fi rst question?

3. The meat was packed in dry ice. When Uncle Curtis and the boys want to eat the meat, it is frozen solid. Do you think it was a good decision to pack the meat in dry ice?

4. Uncle Curtis says that nature lovers always share with one another. When Uncle Curtis needs fi rewood, other campers sell it to him for ten dollars. Why do you think the campers asked Uncle Curtis to pay?



Practice

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Comprehension:

Judgments Chart

As you read Skunk Scout, fill in the Judgments Chart.

How does the information you wrote in this Judgments Chart help you monitor comprehension of Skunk Scout?

Action Judgment



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Fluency:

Expression

As I read, I will pay attention to expression.

Yellowstone is in the heart of the American West. Its rivers

11 flow to both the East Coast and the West Coast. The Yellowstone

23 River starts south of the park. It flows to Yellowstone Lake and

35 then out of the park. Later, the river joins up with the mighty

48 Missouri River, then the Mississippi, and finally the Gulf of

58 Mexico. Water that flows west out of Yellowstone Park

67 eventually ends up in the Pacific Ocean.

74 To find Yellowstone National Park on a map, look at the place

86 where northwestern Wyoming borders Montana and Idaho. In

94 fact, the park extends just a bit into both of those states.

106 For most people, Old Faithful is the symbol of Yellowstone.

116 Old Faithful is a geyser from which heated water and air escape.

128 It gets its name from the fact that it erupts faithfully—

139 approximately every 60 to 120 minutes. It’s been doing that for

148 well over 100 years—ever since people started taking notes.

157 When Old Faithful spouts, it’s quite a sight! A plume of water

169 more than 100 feet high shoots into the air. 177

Comprehension Check1. Yellowstone National Park is mostly located in which state? Main Idea and

Details

2. How is the name Old Faithful appropriate? Relevant Facts and Details


Errors=

Words Correct Score

First Read – =

Second Read – =


and with appropriate pacing, intonation, and expression.Skunk Scout • Grade 5/Unit 4 245

Practice

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Text Feature:

Interview

Think of someone you would like to know more about. Compose

a list of at least five questions to ask this person. Make sure to

include questions that will allow a conversation to flow and for

information to be exchanged.

Name of person to be interviewed:

Interview Questions:



usable.Skunk Scout • Grade 5/Unit 4246

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Dictionary

Multiple-meaning words have several meanings. Context clues can help you figure out the meaning of the word, or you can check a dictionary.

Write two sentences for each word below, using different

meanings of the word.

1. turn

2. patch

3. bear

4. rock

5. back

6. ground



Practice

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Spelling:

Words with -ence, -ance

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paper


Use the blanks to


is read aloud. When





mistakes.

Challenge Words

Review Words

1. tolerance

2. perseverance

3. acceptance

4. attendance

5. absence

6. prevalence

7. dependence

8. substance

9. disturbance

10. appearance

11. assistance

12. ignorance

13. brilliance

14. ambulance

15. residence

16. radiance

17. resistance

18. reluctance

19. persistence

20. hesitance

21. vigilance

22. inference

23. posture

24. exposure

25. stature


constructions correctly.Skunk Scout • Grade 5/Unit 4248

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1. 𝖠 tolerence𝖡 tolerance 𝖢 tollerance𝖣 tollerence

2. 𝖤 persiverence𝖥 persevirance𝖦 perserverence𝖧 perseverance

3. 𝖠 acceptince 𝖡 acceptence𝖢 acceptance 𝖣 acceptants

4. 𝖤 attendance 𝖥 attendence𝖦 atendance𝖧 atendence

5. 𝖠 absense𝖡 absence 𝖢 abcense𝖣 abcence






Sample A: Sample B:

𝖠 postour 𝖤 exposure 𝖡 postoure 𝖥 exposhure𝖢 poschur 𝖦 expochure 𝖣 posture 𝖧 expozure

Spelling:

Words with -ence,

-ance

6. 𝖤 prevelence 𝖥 previlence𝖦 prevelince𝖧 prevalence

7. 𝖠 dependence 𝖡 dependance𝖢 depandence 𝖣 dapendence

8. 𝖤 substence𝖥 substince𝖦 substance 𝖧 substants

9. 𝖠 disturbance 𝖡 distirbance 𝖢 disturbence𝖣 distirbence

10. 𝖤 appeerance 𝖥 appearance 𝖦 appearence𝖧 appaerance

11. 𝖠 asisstance 𝖡 assistence𝖢 assisstence 𝖣 assistance

12. 𝖤 ignorance 𝖥 ignorence 𝖦 ignorints𝖧 ignoreince

13. 𝖠 brillance𝖡 brillience𝖢 briliance𝖣 brilliance

14. 𝖤 ambulence 𝖥 ambulance 𝖦 ambulants𝖧 ambulents

15. 𝖠 resedence𝖡 residance 𝖢 residence 𝖣 residince

16. 𝖤 radeance 𝖥 radience𝖦 radiannce𝖧 radiance

17. 𝖠 resistence𝖡 resistince𝖢 resistance 𝖣 resistents

18. 𝖤 reluctance 𝖥 relluctance 𝖦 reluctence𝖧 relluctence

19. 𝖠 persistance𝖡 persistence 𝖢 persestance𝖣 persestence

20. 𝖤 hesitence𝖥 hesitents 𝖦 hesitance 𝖧 hezitance


constructions correctly.Skunk Scout • Grade 5/Unit 4 249

Practice

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Grammar: Pronouns,

Contractions, and

Homophones

• Its, their, and your are possessive pronouns. It’s, they’re, and you’re are contractions. These possessive pronouns and contractions are homophones, words that sound the same but are spelled differently.

• Contractions always use apostrophes.

Rewrite each sentence. Use possessive pronouns, homophones,

and contractions correctly.

1. The fi sher tricks some people on there way to the market.

2. He stands their next to the log bridge and shakes it.

3. There likely to be frightened by the shaky log.

4. They will think that their going to fall into the river.

5. They could lose there merchandise or even drown.

6. “Put some of you’re baskets down before you cross,” the fi sher says.

7. He tells the others to leave some of there food before crossing the log.

8. As they go to the market, there easily tricked.

9. However, on they’re way home, they see nothing wrong with the bridge.

10. They decide that there going to trick the fi sher.


Then have students generate sentences with the target skill.Skunk Scout • Grade 5/Unit 4250

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Practice

Grammar: Pronouns,

Contractions, and

Homophones

• Its, their, and your are possessive pronouns. It’s, they’re, and you’re are contractions. These possessive pronouns and contractions are homophones.

• The word there means “in that place.” It is a homophone of they’re and their.

• Do not confuse possessive pronouns with contractions.

Circle all mistakes in the use of possessive pronouns,

homophones, and contractions. Then rewrite the passage.

This play is an original trickster story. It’s main character is a fi sher

who is hungry because he can’t catch any fi sh to eat or to sell. He decides

to trick people into leaving the goods that there bringing to market on

the other side of the river. He does this by pretending that the log bridge

is unsteady and that he will hold it in it’s place. He tells the people that

there in danger if they cross with too much merchandise. So they leave

there goods their on the ground before they cross. Then the fi sher crosses

over and picks up the goods right their where the people left them.


Ask students to add to the passage on a separate piece of paper.Skunk Scout • Grade 5/Unit 4 251

Practice

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Writing:

Setting and Context:

Audience and Purpose

An AdventureBy Sheila Ryan

Shayda’s breath was a white puff in front of her face. The bitter cold wind whipped into her numbing ears, making an echoing howl. The snowfl akes felt like little daggers on her cheeks. Families were huddled together. A big smile spread across Shayda’s face as she jumped off the chairlift and headed down the slopes.

1. Read the passage at the top of the page.

2. List some details that Sheila uses to show us the setting.

3. How does Shayda feel in this setting?

4. Continue the story. Write three more sentences that describe Shayda’s adventure as she skis down the hill. Include enough detail to show how Shayda responds to the setting.



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Phonics/Word Study:

Suffixes

A. See how many words you can form by combining the root words

in the first box with the suffixes in the second box. Remember to

make any necessary spelling changes.

Root Words

A suffix is a word part added to the end of a root word to change its meaning. Adding a suffix sometimes changes the spelling of a root word.

close observe beauty concentrate happy microscope care

Suffixes

-ly -ic -able -ion -ation -ness -ful

B. Think about a science project or experiment you have

completed. Describe what you did. Use at least four of the words

you formed above.


Hidden Worlds • Grade 5/Unit 5 253

Practice

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Vocabulary

specimens transferred murky dormantbiology scoured research observer

1. samples, examples,

2. moved, adjusted,

3. cleared, cleaned,

4. inactive, sleeping,

5. witness, onlooker,

6. studies, investigation,

7. zoology, botany,

8. dark, muddy,

B. Write a paragraph about the type of work a scientist does.

Use as many of the vocabulary words as you can.

A. Write the word from the list that best completes each group.


Hidden Worlds • Grade 5/Unit 5254

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Comprehension:

Sequence

Use the sequence of events to retell major events in the life of

Dennis Kunkel in chronological order. Add transition words such

as first, next, then, after, and later, as well as any other details that

you think are needed.

received his first microscope when he was ten

looked through the microscope to study prepared (dead) specimens

began to go on trips to collect live specimens

went to college, where he was able to use good microscopes and speak

with others about science

went to graduate school and began to use an electron microscope for

his own research

earned a Ph.D. in botany (the study of plants)

was part of a team that explored Mount St. Helens after it erupted

R 2.2 Analyze text that is organized in sequential or chronological order.

Hidden Worlds • Grade 5/Unit 5 255

Practice

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Comprehension:

Sequence Chart

As you read Hidden Worlds, fill in the Sequence Charts .

How does the information you wrote in the Sequence Charts help you summarize Hidden Worlds?

Event

Event

R 2.2 Analyze text that is organized in sequential or chronological order.


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Fluency:

Intonation and

Phrasing


Much of the energy people use comes from oil and coal.

11 Oil and coal are fossil fuels. They were made inside the

22 earth from dead plants and animals.

28 Fossil fuels powered many of the advances of the last 200

38 years. They sent trains rumbling down tracks and planes

47 zooming into the sky. They supplied power to run factories.

57 But fossil fuels create a lot of pollution. And sooner or later,

69 they will run out.

73 Scientists are searching for alternatives to replace fossil fuels.

82 Some kinds of alternative energy have been used for thousands

90 of years. Others are only just beginning to be discovered.

102 Fossil fuels helped the modern world grow. But as an

112 energy source, fossil fuels are far from perfect. For one

122 thing, the supply of oil and coal is limited. The oil that is

135 being used now was made many millions of years ago. When

146 this oil is gone, it cannot be replaced. Some observers

156 believe that the world’s supply of oil will be gone in 50 years.

168 No big new oil fields have been found since the 1970s.

178 And when new oil fields are found, they contain lower

188 quality oil. The oil is also harder to reach. 197

Comprehension Check 1. How are fossil fuels made? Main Idea and Details

2. Why are scientists searching for alternatives to replace fossil fuels?



Errors=

Words Correct Score

First Read – =

Second Read – =


and with appropriate pacing, intonation, and expression.Hidden Worlds • Grade 5/Unit 5 257

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Literary Element:

Rhyme Scheme

and Rhythm

A. Write a line that rhymes with each line below.

1. I would like to fl y

2. I’d like to visit space one day

3. A place with zero gravity

4. We will visit Mars

5. Outer space will prove a zone

B. Read the following lines from a poem. Then underline the

accented syllables to find the rhythm.

The sun was shining on the sea,

Shining with all his might:

He did his very best to make

The billows smooth and bright.

Rhyme schemes are the patterns of rhyming words in poems. Rhythm is the regular repetition of accented syllables.



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Many roots and other word parts have Latin or Greek origins. For example, -logy is a Greek word part and means “study of.” Script and scrib are Latin roots that mean “to write.”

Follow the directions below to create word families. Some words

may change spelling. Write each new word and its meaning.

The -logy Word Family

1. geo (earth) + -logy =

2. bio (life) + -logy =

3. hydr (water) + -logy =

4. psych (mind) + -logy =

5. techn (skill) + -logy =

The script/scrib Word Family

6. pre + script + -ion =

7. de + scrib =

8. scrib + le =

9. post + script =

10. in + script + -ion =



(e.g., controversial). Hidden Worlds • Grade 5/Unit 5 259

Practice

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Spelling:

Suffixes

Fold back the paper

along the dotted


to write each word


When you finish

the test, unfold

the paper. Use the



mistakes.

Challenge Words

Review Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

1. seriously

2. furiously

3. aquatic

4. eruption

5. destruction

6. mathematics

7. forgetful

8. comfortably

9. subconscious

10. sensible

11. unforgettable

12. questionable

13. eventually

14. microscopic

15. allergic

16. scientifi c

17. enjoyable

18. charitable

19. improvement

20. argument

21. knowledgeable

22. representative

23. ignorance

24. appearance

25. substance


syllable constructions correctly.Hidden Worlds • Grade 5/Unit 5260

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Spelling:

Suffixes

Spelling:

Suffixes

16. 𝖤 scientifi c

𝖥 sciantifi c

𝖦 scienttifi c

𝖧 scientifec

17. 𝖠 ennjoyable

𝖡 enjoyible𝖢 enjoyable

𝖣 enjoiable

18. 𝖤 charitible

𝖥 charittable

𝖦 charritable𝖧 charitable

19. 𝖠 immprovement

𝖡 improvment𝖢 improvement

𝖣 improovment

20. 𝖤 arrgument

𝖥 arguement

𝖦 argumment𝖧 argument

11. 𝖠 unforgettable

𝖡 unforgetible

𝖢 unforgetable

𝖣 unnforgetable

12. 𝖤 questionible𝖥 questionable

𝖦 questionnable

𝖧 questionabble

13. 𝖠 eventually

𝖡 eventuallie

𝖢 eventualley

𝖣 eventualy

14. 𝖤 microscopick

𝖥 micrascopic𝖦 microscopic

𝖧 miccroscopic

15. 𝖠 alergic

𝖡 alerrgic

𝖢 allerdgic𝖣 allergic

6. 𝖤 mathimatics

𝖥 mathamatics𝖦 mathematics

𝖧 mathmaticks

7. 𝖠 forgettful

𝖡 forgitful

𝖢 forgetfull𝖣 forgetful

8. 𝖤 comfortibly𝖥 comfortably

𝖦 commfortably

𝖧 comfortablie

9. 𝖠 subconscious

𝖡 subbconscious

𝖢 subconcious

𝖣 subconsious

10. 𝖤 sensable𝖥 sensible

𝖦 senssable

𝖧 sensibble

1. 𝖠 seriusly

𝖡 seriousley𝖢 seriously

𝖣 serioussly

2. 𝖤 furiously𝖥 furriously

𝖦 furyously

𝖧 furiouslie

3. 𝖠 aquatick

𝖡 aquatec

𝖢 aquattic𝖣 aquatic

4. 𝖤 erupsion

𝖥 erupttion𝖦 eruption

𝖧 erupption

5. 𝖠 destrucion

𝖡 destrucsion

𝖢 destrucction𝖣 destruction







Sample A: Sample B:

ignorance 𝖤 appearence𝖡 ignorence 𝖥 apearrence𝖢 ignorrance 𝖦 appearance𝖣 ignorrence 𝖧 apearrance

𝖦

𝖢

𝖤

𝖣

𝖦

𝖦

𝖣

𝖣

𝖥

𝖠

𝖠

𝖥

𝖠

𝖥

𝖦

𝖤

𝖣

𝖧

𝖢

𝖢

𝖧


syllable constructions correctly.Hidden Worlds • Grade 5/Unit 5 261

Practice

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Grammar:

Independent and

Dependent Clauses

• A clause has a subject and predicate.• An independent clause can stand alone as a sentence.• A dependent clause cannot stand alone as a sentence.

A. Read each clause. Tell whether it is an independent clause or a

dependent clause.

1. When the scientists looked through the microscope

2. We saw different kinds of plants on the nature walk

3. Because she loved being outdoors

4. Before we explored the pond

5. We collected samples of leaves and mushrooms

B. Find the dependent clause in each sentence and write it on the line.

6. Before we hiked, we packed our backpacks.

7. We gather leaves and soil when we go on nature fi eld trips.

8. Since John was an expert on volcanoes, he was invited to study one that

had just erupted.

9. You can use a magnifying glass if you want to see something closer.

10. After a volcano erupts, life eventually returns to the surrounding areas.


Then have students generate sentences with the target skill.Hidden Worlds • Grade 5/Unit 5262

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Grammar:

Independent and

Dependent Clauses

Read the paragraph below. Rewrite the paragraph correctly on the

lines provided. Be sure each dependent clause is combined with

an independent clause. Set off appositives with commas. Correct

any punctuation and capitalization errors.

When Hector was young. He knew he wanted to be a scientist. He wanted

to become a scientist because he liked to study nature? He learned how to

dive. So that he could collect specimens or samples from the ocean. By

scrutinizing or examining the specimens scientists can learn how living

things survive. do you think science is interesting. If you do. Study science

like hector did. Then you can become a scientist, too


Ask students to add to the passage on a separate piece of paper.Hidden Worlds • Grade 5/Unit 5 263

Practice

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Writing:

Relevant Evidence

1. Read:

STATEMENT 1: Whales are powerful.

EVIDENCE A: Whales are the largest mammals on the planet.

EVIDENCE B: When whales breach and let their tails hit the water, they create large waves that can make nearby boats rock.

EVIDENCE C: With shiny grey eyes and soft skin, whales look as though they’d make beautiful pets.

2. Circle the evidence (above) that shows Statement 1 is true.

3. Read:

STATEMENT 2: I had fun at the amusement park.

EVIDENCE A: The fourth time I rode the largest rollercoaster I had my hands in the air the whole time; I felt the wind pound into my mouth, which stayed open in laughter.

EVIDENCE B: My father stepped in gum while we were waiting in line.

EVIDENCE C: My older brother won three stuffed animals and gave them to me; I kept one and gave the other two to these little kids who loved them.

4. Circle the evidence (above) that shows Statement 2 is true.



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Phonics:

Homophones

Use each word below in a complete sentence that shows the

word’s meaning. You may use a dictionary if you need help.

1. fl our

2. fl ower

3. suite

4. sweet

5. presents

6. presence

7. peer

8. pier

9. current

10. currant


Rattlers! • Grade 5/Unit 5 265

Practice

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Write a sentence that includes each of the vocabulary words below.

Make sure that your sentence shows that you understand the

meaning of the vocabulary word.

1. vibrates

2. surroundings

3. species

4. prey

5. alert

6. predators

7. lunging

8. survive

Vocabulary


Rattlers! • Grade 5/Unit 5266

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The main idea is the most important point the author is making in a passage. Details are facts that are added to support the main idea.

Read the paragraphs below. Underline the main idea in each and write

the supporting details of the main idea on the lines below the passage.

The territory of the western diamondback rattlesnake extends from

southern California across the tip of Nevada, through the southern half of

Arizona to Texas, Oklahoma and Arkansas, and south to the interior of

Mexico. They can be found in a wide range of habitats from coastal sand

dunes to forests, to deserts, and even at altitudes of over 7,000 feet. They

stand their ground when threatened, often strike repeatedly, and account

for more serious and fatal snake bites than any other American snake. For

these reasons, the western diamondback rattlesnake is considered the most

dangerous reptile in North America.

1.

Copperhead snakes should be considered a dangerous pest for rural families.

Although its bite is rarely fatal, it is very painful. They can be expected to be seen

in gardens, fl ower beds, and around houses. Copperheads prefer to eat small rodents

and frogs which are attracted to the dampness that can be found around these areas.

2.

The sidewinder, a small desert rattlesnake, is also called the “Horned

Rattlesnake.” It is light in color, ranging from tan, cream, or pink to gray or sandy-

colored, with darker patches on its back. Its supraoculars, triangular projections

over each eye, are pointed and upturned, giving them a horn-like appearance.

3.

Comprehension:



and assessing evidence that supports those ideas.Rattlers! • Grade 5/Unit 5 267

Practice

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

Main Idea

Comprehension:

Main Idea Web

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


and assessing evidence that supports those ideas.Rattlers! • Grade 5/Unit 5268

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Let’s look at one ecosystem on the island of Guam, which

11 is in the Pacific Ocean. The region has a warm tropical

22 climate. Dense forest covers much of the land. There are also

33 open grasslands and marshes and tall mountains with rocky

42 cliff faces.

44 Wildlife on the island is rich and varied. Many kinds of

55 birds live there, as well as reptiles, mammals, insects, and

65 other species. Among the reptiles that live in the region are

76 many kinds of snakes. One snake, the brown tree snake, is an

88 alien species. This snake changed the balance of nature there.

98 The brown tree snake is well adapted to living in the

109 tropical forests on islands in the South Pacific. This snake is a

121 predator like all snakes. It can grow to be 10 feet long.

133 It is a venomous snake, and it uses its venom to kill its

146 prey. 147

Comprehension Check1. What is the ecosystem of the South Pacifi c like? Main Idea and Details

2. How does the brown tree snake kill its prey? Main Idea and Details


Errors=

Words Correct Score

First Read – =

Second Read – =

Fluency:

Intonation and

Phrasing


and with appropriate pacing, intonation, and expression.Rattlers! • Grade 5/Unit 5 269

Practice

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Write a short legend that explains how the sky became blue. Make

sure that your legend has a hero and includes the personification

of at least one animal or thing.

Legends are stories that come down from the past, based on the traditions of a people or region. The hero is the main character in a legend, who often does something brave to help others. Personification is the assignment of human characteristics to an animal, a thing, or an idea.

Literary Elements:

Hero and

Personification



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If you don’t know a word, you can use the words in the same or nearby sentences to help you define it. Defining a word this way is known as using context clues.

A. Read the sentences and then complete the chart.

1. Different kinds of rattlers live in different habitats, or environments. For example, sidewinders live in deserts, and many timber snakes live in rocky woodlands.

2. All the old skin is exuded, or comes off, when rattlesnakes shed.

3. After a snake injects its venom, or poison, its prey has little chance for survival.

4. Some predators, animals that capture rattlesnakes for food, include hawks, owls, and eagles.

Word Context Clue Definition

1. habitats

2. exuded

3. venom

4. predators

B. Write two sentences about snakes, using context clues set off

by a comma.

5.

6.


Context Clues


Rattlers! • Grade 5/Unit 5 271

Practice

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Spelling:

Homophones

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paper


Use the blanks to


is read aloud. When





mistakes.

Challenge Words

Review Words

1. sweet

2. principle

3. principal

4. peer

5. bazaar

6. bizarre

7. allowed

8. manner

9. current

10. manor

11. pier

12. aloud

13. currants

14. presents

15. counsel

16. presence

17. council

18. stationary

19. stationery

20. suite

21. kernel

22. colonel

23. eruption

24. unforgettable

25. scientifi c


constructions correctly.Rattlers! • Grade 5/Unit 5272

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Spelling:

Homophones






Sample A: Sample B:

𝖠 eruption 𝖤 unforrgetable

𝖡 erruption 𝖥 unnforgetable

𝖢 erupsion 𝖦 unforgettable

𝖣 erupption 𝖧 unforgetible

6. 𝖤 bizzarre 𝖥 bizarre

𝖦 bizzar 𝖧 bizzare

7. 𝖠 alowwed 𝖡 allowed

𝖢 alloud

𝖣 allowd

8. 𝖤 manner

𝖥 mannor

𝖦 mannir 𝖧 mannar

9. 𝖠 curent 𝖡 current

𝖢 currint

𝖣 currente

10. 𝖤 mannor

𝖥 manar

𝖦 mannar

𝖧 manor

11. 𝖠 pier

𝖡 peir

𝖢 peere

𝖣 peare

12. 𝖤 aloud

𝖥 alowd

𝖦 alloud 𝖧 alloude

13. 𝖠 curants

𝖡 curannts

𝖢 cerrants

𝖣 currants

14. 𝖤 pressents 𝖥 presents

𝖦 presints 𝖧 presentse

15. 𝖠 counsil

𝖡 counsal 𝖢 counsel

𝖣 counsle

16. 𝖤 presense 𝖥 presence

𝖦 pressence 𝖧 pressense

17. 𝖠 council

𝖡 councle

𝖢 counsil

𝖣 councel

18. 𝖤 stationary

𝖥 stationnary

𝖦 stationarry 𝖧 stattionary

19. 𝖠 stattionery

𝖡 stationnery 𝖢 stationery

𝖣 stationerry

20. 𝖤 siute 𝖥 suite

𝖦 swuite 𝖧 sweete

1. 𝖠 swete

𝖡 sweet

𝖢 sweit

𝖣 sweete

2. 𝖤 prinnciple

𝖥 principple𝖦 principle

𝖧 prinsiple

3. 𝖠 principel

𝖡 prinsipal

𝖢 principal

𝖣 principall

4. 𝖤 peir𝖥 peer

𝖦 peere𝖧 pere

5. 𝖠 bazaar

𝖡 bazzar

𝖢 bazarre

𝖣 baazar


constructions correctly.Rattlers! • Grade 5/Unit 5 273

Practice

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Grammar:

Independent and

Dependent Clauses

An independent clause can stand alone as a sentence.

Example: The snake slithered behind the rock.

A dependent clause begins with a conjunction such as after, because, when, if, since, though, or where. It cannot stand alone as a sentence.

Example: when it saw me

A complex sentence has an independent clause and one or more dependent clauses.

Example: The snake slithered behind the rock when it saw me.

A. Read each sentence. Circle the conjunction and underline the

dependent clause.

1. Because he has several pet snakes, my brother is the family expert on reptiles.

2. I checked out a book about lizards so I could learn more about them.

3. Don’t be afraid to ask a question if you aren’t sure what to do.

4. After talking to the veterinarian, I was better able to care for my dog.

B. Combine the independent and dependent clauses to write a

complex sentence.

5. After the speaker was fi nished. I asked a question.

6. The librarian helped me fi nd a book about alligators. When I had to write a report.

7. My dad knows a lot about nature. Because he is a park ranger.

8. I like to record things I see. So I keep a journal.


Then have students generate sentences with the target skill.Rattlers! • Grade 5/Unit 5274

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Grammar:

Independent and

Dependent Clauses

A dependent clause cannot stand alone as a sentence. It must be joined to an independent clause.

Rewrite the paragraph. Fix any sentence fragments by combining

independent and dependent clauses. Correct any errors in

punctuation or capitalization.

I want to become a biologist. Because I love studying plants and animals.

When a Biologist visited my science class. I asked her what i needed to do to

prepare for a career in science. She told me that scientists are curious They

ask lots of questions? Then they do experiments and research. To fi nd the

answers to their questions. She told me i was off to a great start. Because Im

not afraid to ask questions. She also recommended a book titled Becoming a

biologist and a magazine article titled On your way to a Career in science.”


Ask students to add to the passage on a separate piece of paper.Rattlers! • Grade 5/Unit 5 275

Practice

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Writing:

Relevant Evidence

1. Read:

My father should give me a ride to school.

2. Think: What are two questions you could ask in order to fi nd relevant

evidence to support this statement?

Examples:

How far away is school from your house?

Why can’t you take a school bus or public transportation?

3. Write two questions you could ask in order to fi nd relevant evidence to support these statements:

Statement 1: Tennis is the most interesting sport to watch.

Example Question: What makes tennis interesting?

Question 1:

Question 2:

Statement 2: Poetry is usually hard to understand.

Question 1:

Question 2:

Statement 3: Movies should not be rated.

Question 1:

Question 2:



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Phonics/Word Study:

Prefixes

Read the meanings of the prefixes below. Then write a meaning

for each word and use it in a sentence.

1. preview

2. misinform

3. disobey

4. prehistoric

5. disagreement

6. inconsiderate

dis- (to do) the opposite of in- notmis- wrong pre- before

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThese Robots Are Wild!

Grade 5/Unit 5277

Practice

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Vocabulary

A. Use the words in the box to finish each analogy. In an analogy, the

symbol : means “is to” and the symbol :: means “as.” A : B :: C : D

means “A is to B as C is to D.”

1. said : spoke :: watched :

2. wash : clean :: fi ght :

3. go : stop :: encourage :

4. serious : funny :: ignoring :

5. pretty : beautiful :: understanding :

B. Now write three analogies of your own. Each analogy should

include a vocabulary word from the box above.

6. : :: :

7. : :: :

8. : :: :

insight investigating inhibitconquer observed

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThese Robots Are Wild!Grade 5/Unit 5

278

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Practice

Comprehension:

Make Generalizations

Read the passage. Then write four generalizations based on the

text and your previous knowledge.

Few places on Earth are more remote than Antarctica. Surrounded

by ocean, this continent is thousands of miles from the nearest human

settlement.

Antarctica has some of the harshest weather on the planet. Inland, the

climate is too harsh to support animal life; almost all Antarctic animals live

near the coast. The sea provides food for these aquatic animals. Penguins and

seals eat f ish and other sea creatures, while giant baleen whales f ilter tiny

organisms from the water. Every animal can f ind the food it needs.

Antarctic animals are generally not afraid of people, making it possible for

scientists to closely observe them. By studying these unusual animals, scientists

are discovering how organisms can survive in the coldest place on Earth.

1.

2.

3.

4.


and support them with textual evidence and prior knowledge. These Robots Are Wild!Grade 5/Unit 5

279

Practice

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Comprehension:

Generalizations Chart

As you read These Robots Are Wild!, fill in the Generalizations

Chart.

How does the information you wrote in the Generalizations Chart help you evaluate These Robots Are Wild!?

Important Information Generalization


and support them with textual evidence and prior knowledge.These Robots Are Wild!Grade 5/Unit 5

280

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Fluency:

Phrasing


On May 29, the Virginians presented a whole new plan for a national

12 government to the other delegates. Delegates soon called it the

22 Virginia Plan.

24 Their plan was complex. They believed the country needed a stronger

35 national government. Yet they also knew that strong governments could

45 misuse their powers. The challenge was to create a government that had

57 the strength to meet the needs of the nation, but one that had limits

71 as well.

73 At the heart of their plan was a Congress made up of two houses.

87 One house would be made up of elected representatives. Members of

98 the other house, called the Senate, would not be elected. They would

110 simply be chosen by state governments. This Congress would write the

121 nation’s laws. Both houses had to pass a law for it to take effect.

135 The Virginia Plan also called for a national president. The presidency

146 was a new idea. The states had no president under the Articles of

159 Confederation. Under the new plan, the presidential powers would

168 differ from those of Congress. Congress alone would write and pass

179 laws. The president’s main duty would be to carry out the laws. 191

Comprehension Check1. What challenge did the Virginians face when they came up with their

plan for government? Main Idea and Details

2. Under the Virginia Plan, what was the role of Congress? Main Idea and

Details


Errors=

Words Correct Score

First Read – =

Second Read – =


and with appropriate pacing, intonation, and expression. These Robots Are Wild!Grade 5/Unit 5

281

Practice

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Study Skill:

Using the Library and

Media Center

Answer the questions about the library and media center.

1. You are looking for a book called Blazing Bush and Forest Fires. What are

two ways to search a library catalog for this book?

2. In which section of the media center would you fi nd a book about trees of

North America?

3. You are looking for a magazine that focuses on rain forests. In which section

of the library would this magazine be kept?

4. You know that Jean Craighead George has written a novel about a boy who lives in the woods, but you do not know the title. What are two ways

that you could search for the novel?

5. You fi nd a book that has a call number. In which section of the library

should this book be shelved?

To find an item in the library or media center, use the card catalog or online catalog. In both catalogs you can search by title, author, or subject. Online catalogs also allow you to search by key word.

When you go to the library, remember that items are arranged in a certain order. Works of fiction are arranged alphabetically by the author’s last name. Works of nonfiction are arranged from lowest call number to highest call number. Periodicals (such as magazines) and nonprint materials (such as CDs) are kept in special areas.

R 2.0 Reading ComprehensionThese Robots Are Wild!Grade 5/Unit 5

282

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Comprehension:

Writing Frame

Problem/Solution Writing Frame

A. Summarize These Robots Are Wild! Use the Problem/Solution Writing

Frame below.

Scientists are busy creating robots to help solve difficult problems.

One problem is finding people in collapsed buildings after an earthquake. To

solve this problem, scientists are studying animals such as

.

This is because

.

As a result, robots made like these animals will

.



structure.

R 2.0 Reading ComprehensionThese Robots Are Wild!

Grade 5/Unit 5283

Practice

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Root Meaning Language

cosm universe Greek

ortho straight Greek

don give Latin

mater mother Latin

1. The orthodontist said that I need to wear braces on my teeth.

2. A generous donor gave money to build a new school.

3. Our dog Lily was very maternal toward her puppies.

4. Our street is very cosmopolitan; the people who live here come from Kenya, Italy, and Japan.

5. We got donations of food and money.

6. The orthopedist put a cast on my broken arm.

7. The space mission brought back samples of cosmic dust.

8. Grandmother is the matriarch of our family.

Read each sentence. Use context clues and information from

the chart to write a meaning for the underlined word.



(e.g., controversial).These Robots Are Wild!Grade 5/Unit 5

284

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Spelling:

Words with

Prefixes

Fold back the paper


Use the blanks to


is read aloud. When


unfold the paper.

Use the list at the


spelling mistakes.

Challenge Words

Review Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

1. prerequisite

2. disable

3. dismantle

4. mistaken

5. predisposition

6. mistrust

7. inaccurate

8. disconnect

9. preview

10. prejudge

11. misjudge

12. discomfort

13. dismount

14. misunderstand

15. discontent

16. dishearten

17. injustice

18. disapprove

19. inexpensive

20. indefi nite

21. prehistoric

22. misbehave

23. presence

24. stationary

25. colonel


constructions correctly. These Robots Are Wild!Grade 5/Unit 5

285

Practice

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Spelling:

Words with

Prefixes


is spelled correctly. Use a pencil to fill in the circle next to the


Sample A has been done for you. Do Sample B by yourself. When

you are sure you know what to do, you may go on with the rest

of the page.

Sample A: Sample B:

𝖠 colonel 𝖤 stationry𝖡 coronel 𝖥 stationary𝖢 keronel 𝖦 stationry𝖣 colonell 𝖧 stasionary

16. 𝖤 descontent𝖥 disscontent𝖦 discontent𝖧 discontant

17. 𝖠 misjuge𝖡 mesjuge𝖢 missjudge𝖣 misjudge

18. 𝖤 misunderstand𝖥 missunderstand𝖦 misundarstand𝖧 misundurstand

19. 𝖠 inackurate𝖡 inaccurite𝖢 inacurate𝖣 inaccurate

20. 𝖤 disshearten𝖥 dishearten𝖦 disharten𝖧 dissharten

11. 𝖠 dissconect𝖡 disconect𝖢 disconnect𝖣 dissconnect

12. 𝖤 dismantle𝖥 dismantel𝖦 dissmantel 𝖧 dissmantle

13. 𝖠 predisposition𝖡 pridisposition𝖢 predisposision𝖣 predispossition

14. 𝖤 missteaken𝖥 misstaken𝖦 mistaken𝖧 misteaken

15. 𝖠 innjustice𝖡 injustess𝖢 injustace𝖣 injustice

6. 𝖤 inexpenseve𝖥 inecspensive𝖦 inexpennsive𝖧 inexpensive

7. 𝖠 disaprove𝖡 disapprove𝖢 dissaprove𝖣 dissapprove

8. 𝖤 preeview𝖥 priveiw𝖦 priview𝖧 preview

9. 𝖠 dismont𝖡 desmount𝖢 dissmount𝖣 dismount

10. 𝖤 prerequisite𝖥 prerecquisite𝖦 prerequisate𝖧 prereqisate

1. 𝖠 mistrussd𝖡 mistrusst𝖢 misstrust𝖣 mistrust

2. 𝖤 disscomfert𝖥 discomfert𝖦 discomfort𝖧 disscomfort

3. 𝖠 indifi nate𝖡 indefanite𝖢 indefi nate𝖣 indefi nite

4. 𝖤 disabal𝖥 disabel𝖦 dissable𝖧 disable

5. 𝖠 prijuge𝖡 prijudge𝖢 prejudge𝖣 prejuge


constructions correctly. These Robots Are Wild!Grade 5/Unit 5

286

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Grammar:

Adjectives

That Compare

• For adjectives ending in e, drop the e before adding -er or -est.• For adjectives ending in a consonant and y, change the y to i

before adding -er or -est.• For one-syllable adjectives that have a single vowel before the final

consonant, double the final consonant before adding -er or -est.

Read each sentence. Rewrite it with the correct adjective form.

1. One of the healing plants was leafy than the others.

2. Even the tiny insects can teach scientists important things about nature.

3. He felt like the lucky science teacher in the country.

4. E. O. Wilson worked to make our planet healthy than it was.

5. Neither Clark nor Lewis was brave than the other.

6. Lewis and Clark are two of the brave men in history.

7. Keeping a journal is easy for some people than it is for others.

8. The men thought it was hot today than it was yesterday.


Then have students generate sentences with the target skill. These Robots Are Wild!Grade 5/Unit 5

287

Practice

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Identify the errors involving adjectives that compare in the

following paragraph. Rewrite the paragraph, correcting errors in

grammar, capitalization, and punctuation.

Welcome to the Columbus history Museum! We have made a few

changes. First, we have a large exhibit about lewis and Clark than we did

before. Now we room have for a map from 1804. It is the old map in the

museum. Also, The lights are bright than before. People say that it is easy to

read signs than it was.

Grammar:

Adjectives

That Compare


Ask students to add to the passage on a separate piece of paper.These Robots Are Wild!Grade 5/Unit 5

288


am

e

Pra

ctic

e

Writin

g:

Ru

bric

Writing Rubric


















W 1

.0 W

riting S

trategies

Th

ese

Ro

bo

ts A

re W

ild!

Gra

de

5/U

nit 5

28

9

Practice

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Phonics/Word Study:

Suffixes

Read the directions below to write a new word. Then use each

word in a sentence.

1. Add a suffi x to a base word to write a word that means “without fear.”

2. Add a suffi x to a base word to write a word that means “kind act.”

3. Add a suffi x to a base word to write a word that means “without effort.”

4. Add a suffi x to a base word to write a word that means “state of being weak.”

5. Add a suffi x to a base word to write a word that means “state of being foolish.”

6. Add a suffi x to a base word to write a word that means “without a bottom.”


Up in the Air • Grade 5/Unit 5290

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Vocabulary

A. Circle the vocabulary word that correctly completes

the sentence.

1. At the moment, the hot-air balloon is (anchored/launched) to the ground.

2. That woman and her (companion/hydrogen) will soon fl y in the balloon.

3. In order to (anchor/infl ate) the balloon, the air inside has been heated with propane.

4. Tiny (companions/particles) in the air are moving around quickly inside the balloon.

5. The air inside the balloon is hotter and lighter than the air outside, which is cool and (dense/scientifi c).

6. Let’s wait here until the balloon is (anchored/launched) so that that we can see it rise.

7. Some balloons are used for pleasure, and others are used for (companion/scientifi c) purposes.

8. A (scientifi c/civil) war broke out between the mountain people and river people.

B. Write a definition for each vocabulary word.

9. anchored g g

10. launched

11. particles

12. dense

13. companion

14. infl ate

15. scientifi c

(anchored/

(companion/

/infl ate)

/particles)

/civil)

/scientifi c)

/launched)

(dense/


Up in the Air • Grade 5/Unit 5 291

Practice

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Comprehension:

Make Generalizations

A generalization is a broad statement made by adding information in a text to your own knowledge and experience. Some generalizations are universal and others are limited.

Read each pair of sentences. Use your prior knowledge and the

information in the sentences to write a valid generalization. Then

label your generalization as Limited or Universal.

1. George de Mestral noticed his dog’s coat was covered with burrs. He used

the natural shape of the burrs to create a design for Velcro.

2. It took George de Mestral eight years to perfect the design for Velcro. It

took Jacques Brandenberger ten years to perfect a machine for creating

cellophane.

3. The inventor Thomas Edison asked a lot of questions. Alexander Graham

Bell was also curious as a child.

4. Andrew Fleming wasn’t trying to create penicillin. He discovered it by

accident when one of his petri dishes became covered with mold.

5. Laboratories can be dangerous. Following safety rules keeps everyone safe.


and support them with textual evidence and prior knowledge.Up in the Air • Grade 5/Unit 5292

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Comprehension:

Generalizations Chart

As you read Up in the Air: The Story of Balloon Flight, fill in the

Generalizations Chart.

How does the information you wrote in the Generalizations Chart help you understand and evaluate the information in Up in the Air: The Story of Balloon Flight?

Information from Text

Prior Knowledge

Generalization


and support them with textual evidence and prior knowledge.Up in the Air • Grade 5/Unit 5 293

Practice

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Fluency:

Pacing


For thousands of years, people have been fascinated by the sky.

11 At night they looked up to see the moon and stars. In the daytime,

25 people observed the sun and cloud formations. In order to study the sky,

38 early scientists depended on a few simple tools—telescopes, kites,

48 balloons, and thermometers—to make their discoveries.

55 In 1749, Scottish scientist Alexander Wilson flew kites that carried

64 thermometers. The thermometers gave Wilson an idea of air temperatures

74 at different heights. A few years later, Benjamin Franklin flew kites to

86 experiment with electricity.

89 Scientists have not been anchored to Earth since the late 1800s. They

100 have sent balloons and rockets into the air to gain knowledge. In 1892,

112 the first weather balloons were flown in France. They measured

122 temperature, humidity, and air pressure.

127 Tools in the air also helped scientists learn more about Earth. Soon

139 after the first weather balloons were created, Swedish scientist Alfred Nobel

150 experimented with rockets. He designed one that flew up and

160 photographed the Earth.

163 Today, scientific research takes place in Earth’s atmosphere and

172 beyond. With advances in modern technology, scientists can fly into

182 raging storms. Weather balloons can soar high into the air. 192

Comprehension Check1. Why is it useful that scientists use weather balloons and fl y into storms?

Plot Development

2. How have kites been used as scientifi c tools? Relevant Facts and Details


Errors=

Words Correct Score

First Read – =

Second Read – =


and with appropriate pacing, intonation, and expression.Up in the Air • Grade 5/Unit 5294

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Practice

Literary Element:

Simile and Metaphor

A simile is a figure of speech in which one object is compared to another to suggest that they are alike. Similes contain the words like or as to connect the two objects.A metaphor is a figure of speech in which one object is compared to another to suggest that they are alike.

Read the haiku, then answer the questions.

#1 #2The pilot writes lines The roaring sky chalk

Like a poet in the air Draws a thick white line of smoke

Across the blue sky. On the bright blue board.

1. Find the simile in the fi rst haiku and tell what is being compared.

2. What does the fi rst haiku describe?

3. Find the metaphors in the second haiku and tell what is being compared.

4. What does the second haiku describe?


(e.g., imagery, metaphor, symbolism).Up in the Air • Grade 5/Unit 5 295

Practice

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Greek Roots

Read each sentence. Use context clues and information from

the chart to write a meaning for each underlined word.

Root Meaning Root Meaning

bio life graph write

hydro water mega very large

1. This biography is about Joseph Montgolfi er.

2. Pictographs are very ancient writing systems.

3. Early hot-air balloons were fi lled with hydrogen.

4. The scientists examined the megaspore with the microscope.

5. Learning biology can help us understand animals, but not hot-air balloons.

6. The balloonist plans to write her autobiography.

7. We saw the movie about hot-air balloons at the megaplex.

8. The new dam provided hydroelectric power.



(e.g., controversial).Up in the Air • Grade 5/Unit 5296

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Practice

Spelling:

Words with

Suffixes

Fold back the

paper along the

dotted line. Use

the blanks to

write each word

as it is read

aloud. When you

finish the test,

unfold the paper.

Use the list at the

right to correct

any spelling

mistakes.

Challenge Words

Review Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

1. vastness

2. eeriness

3. breathless

4. harmless

5. peacefulness

6. numbness

7. stillness

8. merciless

9. sleeveless

10. weakness

11. bottomless

12. foolishness

13. fondness

14. effortless

15. meaningless

16. emptiness

17. forgiveness

18. motionless

19. ceaseless

20. fi erceness

21. weightlessness

22. thoughtlessness

23. inaccurate

24. misunderstand

25. preview


constructions correctly.Up in the Air • Grade 5/Unit 5 297

Practice

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Spelling:

Words with

Suffixes







Sample A: Sample B:

inaccurate 𝖤 misunnderstand𝖡 inacurate 𝖥 missunderstand𝖢 innacurate 𝖦 misunderstand𝖣 inacurrate 𝖧 misundderstand

16. 𝖤 emptyness𝖥 emptiness𝖦 emptines𝖧 emmptiness

17. 𝖠 forgiveness𝖡 forgivness𝖢 forgivnes𝖣 forrgiveness

18. 𝖤 motionnless𝖥 mosionless𝖦 motionless𝖧 motionles

19. 𝖠 ceaseless𝖡 ceeseless𝖢 seaseless𝖣 ceaceless

20. 𝖤 fearceness𝖥 feirceness𝖦 feerceness𝖧 fi erceness

11. 𝖠 botomless𝖡 bottomles𝖢 bottomless𝖣 bottimless

12. 𝖤 foolishness𝖥 fooleshniss𝖦 fewlishness 𝖧 foolishnes

13. 𝖠 fondnes𝖡 fondness𝖢 fawndness𝖣 fondniss

14. 𝖤 effortless𝖥 effertless𝖦 efortless𝖧 effortles

15. 𝖠 meanningless𝖡 meaningles𝖢 meaningless𝖣 meeningless

6. 𝖤 knumness𝖥 numness𝖦 numbness𝖧 knumbniss

7. 𝖠 stilness𝖡 stillniss𝖢 stillness𝖣 stilnes

8. 𝖤 mercyless𝖥 merrciless𝖦 merciless𝖧 merciles

9. 𝖠 sleaveless𝖡 sleeveless𝖢 sleveles𝖣 sleevless

10. 𝖤 weakness𝖥 weaknes𝖦 weekness𝖧 wekeness

1. 𝖠 vastnes𝖡 vastness𝖢 vastniss𝖣 vasdness

2. 𝖤 eeryness𝖥 eariness𝖦 eerieness𝖧 eeriness

3. 𝖠 brethless𝖡 breatheless𝖢 breethless𝖣 breathless

4. 𝖤 harmles𝖥 harmless𝖦 harmliss𝖧 harrmless

5. 𝖠 peacfulness𝖡 peasefulness𝖢 peacefullness𝖣 peacefulness

LC 1.5 Spell roots, prefixes, contractions, and syllable

constructions correctly.Up in the Air • Grade 5/Unit 5298

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Practice

Grammar:

Comparing with

More and Most

• When you use more and most, do not use the ending -er or -est.

Read the paragraphs. Then rewrite each paragraph, correcting any

mistakes. Be sure that more and most are used correctly and that

all adjectives are spelled correctly.

When Grandfather was young, he thought that the clouds were most

beautifulest in the hills. Being outside was always more pleasanter than

being in school. Grandfather was happier of all when he could stay outside

Creating a code is very more diffi cult, but it is even most diffi culter to

break a code. In the past, breaking a code was one of the more crucial skills

of all. Sometimes governments didn’t realize that a code had been broken,

and they continued to send their most secretest messages in that code.


Then have students generate sentences with the target skill.Up in the Air • Grade 5/Unit 5 299

Practice

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In the following paragraph, identify the errors in the use of more and

most with adjectives. Then rewrite the paragraph, correcting any

mistakes.

Codes have been used for a long time. Codes are a way to make a

message more harder to understand than if the message had been written

in everyday language. Some of the most diffi cultest codes change the

order of the letters in words. Other codes use an uncommon language. An

example of this type is the Navajo code used during World War II. It was

one of the bestest choices because few people know Navajo. No matter

how hard the Japanese tried, they could not break this code. Navajo code

was one of the most importantest weapons for the United States during

World War II.

Grammar:

Comparing with

More and Most


Ask students to add to the passage on a separate piece of paper.Up in the Air • Grade 5/Unit 5300

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Practice

Writing:

Evidence: Linked to

Argument

School Uniforms

By Ethan Green

Not wearing school uniforms is too stressful for students. My sister Beth

is late for school almost every day because she spends so much time deciding

what to wear. Clothes cause a lot of arguments between my mother and Beth,

too. She begs Mom to buy expensive jeans, but Mom says, “Honey, that’s not in

our budget.” Once, Beth saved up her baby-sitting money for two months to buy

a trendy shirt. She spilled a meatball sub down the front and ruined it the fi rst

time she wore it. She cried for days about that. If she had to wear a uniform to

school, life would be much easier for my sister Beth.

1. Read the paragraph above.

2. Think: What is the argument the writer is trying to make?

What is the evidence the writer uses to support his/her argument?

3. Write the argument and evidence on the lines below:

Argument:

Evidence:

Evidence:

Evidence:


Up in the Air • Grade 5/Unit 5 301

Practice

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Name Phonics:

-ion

Add -ion to each word below. Then write sentences using the

words that you made.

1. elect

2. correct

3. prevent

4. predict

5. locate

6. decorate

7. concentrate

8. discuss


Hurricanes • Grade 5/Unit 5302

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Practice

Vocabulary

Answer each question in a complete sentence. Use the

vocabulary word in your response.

1. Why do you think that damages from some storms cost so much?

2. What kinds of property might people own?

3. What are some ways that the government could make facts available to

many people?

4. What happens to air when it makes contact with something very hot or cold?

5. Where can you see Earth’s atmosphere clearly?

6. Why do some storms cause more destruction than others?

7. What makes an ocean surge so dangerous to people living near water?


Hurricanes • Grade 5/Unit 5 303

Practice

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Name Comprehension:

Description

Description is an organizational pattern authors sometimes use in textbook writing. On the lines below, use information from the selection to write a passage explaining how hurricanes form. Include signal words and phrases such as first, most important, for example, for instance, or to begin with to alert readers that you are using description as an organizational pattern to present information.



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Practice

Comprehension:

Description Chart

Signal Words Descriptive Facts

As you read Hurricanes, fill in the Description Chart.

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



Practice

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NameFluency:

Intonation and

Phrasing


Does California have the most earthquakes in the world? No! Not even

12 close. Earthquakes happen all over the world and even on other planets.

24 Earthquakes have caused much destruction throughout time. The

32 Ancient Greeks lived along the edge of one of the continental plates,

44 and they had many earthquakes. The Greek philosopher Aristotle

53 thought that earthquakes were caused by wind that was trapped inside

64 the earth. This mistaken belief persisted into the nineteenth century.

74 The Minoan civilization on the island of Crete in the Mediterranean

85 Sea was almost completely destroyed by a series of earthquakes

95 3,700 years ago. An earthquake in China in 1556 killed 830,000

103 people. It was the deadliest earthquake in history.

111 Native Americans living along the coast of California hundreds of

121 years ago must have experienced many earthquakes. A few West

131 Coast tribes talk about earthquakes in their legends. The Yurok tribe

142 of the Pacific Northwest imagined that thunder and earthquakes

151 could talk to each other. They also believed that one purpose of an

164 earthquake was to flood the coast to make the land richer for farming.

177 Do you remember how tsunamis, or giant waves, often follow

187 underwater earthquakes? 189


Errors=

Words Correct Score

First Read – =

Second Read – =

Comprehension Check1. What did Aristotle think caused earthquakes? Main Idea and Details

2. What beliefs did the Yurok tribe have about earthquakes? Main Idea and

Details


and with appropriate pacing, intonation, and expression.Hurricanes • Grade 5/Unit 5306

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Name

PracticeLiterary Element:

Personification,

Imagery, and

Onomatopoeia

Read each example of poetry, and decide which technique the poet

used. Underline the words that tell you. Then write a new line on a

similar topic using the same technique.

1. Acorns clatter onto the concrete below.

2. The river rose from its bed and wandered about the neighborhood.

3. Shiny pink petals spread across gray stone.

4. Night winds lick the grass but do not consume it.

5. Flocks of golden fi nches glitter on black branches.

Poets use a variety of techniques in their poems:Personification gives human characteristics to an animal, a thing, or an idea. Imagery is the use of description to create vivid pictures in a reader’s mind. Onomatopoeia uses words to imitate the sounds of an action or object.


(e.g., imagery, metaphor, symbolism).Hurricanes • Grade 5/Unit 5 307

Practice

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NameVocabulary Strategy:

Multiple-Meaning

Words

Write two different meanings for each word. Use a dictionary if you

need help.

1. advance

2. atmosphere

3. bands

4. form

5. peak

6. pressure

7. spinning

8. tone



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Practice

Spelling:

Words with -ion

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paper


Use the blanks to


is read aloud. When


unfold the paper.

Use the list at the


spelling mistakes.

Challenge Words

Review Words

1. impress

2. predict

3. prediction

4. discuss

5. infl ect

6. infl ection

7. confuse

8. estimate

9. impression

10. appreciate

11. appreciation

12. discussion

13. motivate

14. motivation

15. confusion

16. estimation

17. concentrate

18. exhaust

19. concentration

20. exhaustion

21. conclude

22. conclusion

23. merciless

24. sleeveless

25. forgiveness


constructions correctly.Hurricanes • Grade 5/Unit 5 309

Practice

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Name Spelling:

Words with -ion

1. 𝖠 impres𝖡 immpress𝖢 impress𝖣 imppress

2. 𝖤 predickt𝖥 predict𝖦 preedict𝖧 preddict

3. 𝖠 prediction𝖡 predicion𝖢 predicsion𝖣 preddiction

4. 𝖤 discuss𝖥 disckus𝖦 disscuss𝖧 disscus

5. 𝖠 infl ec𝖡 infl eckt𝖢 infl ecct𝖣 infl ect







Sample A: Sample B:

merciless 𝖤 sleaveless𝖡 mercyless 𝖥 sleevless𝖢 merrciless 𝖦 sleeveless𝖣 merciles 𝖧 sleavless

6. 𝖤 infl ecsion𝖥 infl ection𝖦 infl eckion𝖧 infl eccion

7. 𝖠 confuze𝖡 confuise𝖢 confuse𝖣 connfuse

8. 𝖤 esstimate𝖥 esttimate𝖦 estimate𝖧 estimait

9. 𝖠 impresion𝖡 impression𝖢 immpresion𝖣 impretsion

10. 𝖤 apreciate𝖥 appreciate𝖦 aprecciate𝖧 apreaciate

11. 𝖠 appreciation𝖡 apreciation𝖢 apreaciation𝖣 aprecciation

12. 𝖤 discussion𝖥 disscussion𝖦 discusion𝖧 disscusion

13. 𝖠 mottivate𝖡 motivait𝖢 moativate𝖣 motivate

14. 𝖤 motivation𝖥 mottivation𝖦 motivasion𝖧 motivacion

15. 𝖠 connfusion𝖡 confusion𝖢 confussion𝖣 confucion

16. 𝖤 esstimation𝖥 estimacion𝖦 estimmation𝖧 estimation

17. 𝖠 concentrate𝖡 conncentrate𝖢 consentrate𝖣 concentrait

18. 𝖤 exhaust𝖥 exaust𝖦 exhawst𝖧 exhaused

19. 𝖠 conncentration𝖡 consentration𝖢 concentraition𝖣 concentration

20. 𝖤 exhaustion𝖥 exaustion𝖦 exhawstion𝖧 exhausion

𝖥

𝖠

𝖤

𝖣

𝖥

𝖢

𝖦

𝖡

𝖥

𝖦

𝖠

𝖤

𝖣

𝖤

𝖡

𝖧

𝖠

𝖤

𝖣

𝖤


constructions correctly.Hurricanes • Grade 5/Unit 5310

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Practice

Grammar:

Comparing with

Good and Bad

• The comparative forms of the adjective bad are irregular; they are not formed by adding -er or -est.

• Use worse to compare two people, places, or things.• Use worst to compare more than two.

Rewrite each sentence, correcting the form of bad where necessary.

1. Winter is the worse time to visit the República Dominicana.

2. Making a fuss about the sea monster would be worst than not telling anybody.

3. Guario thinks that sitting in a gri gri tree is the worser way to spend time.

4. Roberto complained that washing dishes was a worst chore than sweeping.

5. Spring is a worst time than winter for whales to migrate.

6. Spotting the sea monster was not the worse thing that happened that day.

7. Roberto was a worser domino player than Papi.

8. Ana Rosa had a worst time at the gathering than her neighbors.


Then have students generate sentences with the target skill.Hurricanes • Grade 5/Unit 5 311

Practice

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NameGrammar:

Comparing with

Good and Bad


lines provided.

Once, far beneath the sailboats that fl oat on the sea, lived the most best

swimmer in the ocean. He could swim faster than the fastest dolphin, and

no fi sh was gooder at diving deep, deep down. This fi ne swimmer was also

the biggest creature in all the sea, and he scared away the baby fi sh. The

worstest thing about his size was that the other ocean creatures called him

a sea monster, and no one wanted to be his friend. He thought there was

nothing worser than being so big.

To the Teacher: Have students complete the page independently. Ask

students to add to the passage on a separate piece of paper.Hurricanes • Grade 5/Unit 5312

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Practice

Writing:

Evidence: Linked to

Argument

Read:

The cafeteria food at our school is terrible. For example…

Think about ONE specific cafeteria meal that was terrible.

Write three sentences to add to the sentence above. Use sensory details.

Example: The cafeteria food at our school is terrible. Last week, five people complained to the cafeteria manager because the pizza was burnt.

The cafeteria food at our school is terrible…



Practice

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Root Meaning Root Meaning

astr/aster star phon sound

auto self mech machine

photo light graph something written

Replace the underlined words in each sentence with one of the

words from the box below. Then rewrite the sentence.

Greek roots are found in many English words. A root is a small word part that usually cannot stand on its own.

mechanic photometer autographastronaut phonics biography

1. The author’s own signature is on the fi rst page.

2. Carla would like to meet the person who travels to the stars.

3. I will take the broken lawnmower to the person who fi xes machines.

4. Knowing rules about sounds and syllables helps me read.

5. This book about the life of Abraham Lincoln is interesting.

6. The scientist used a tool for measuring light in her experiment.

Phonics/Word Study:

Greek Roots


Miss Alaineus • Grade 5/Unit 6314

Practice

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soggy categories strands capableslumped gigantic luminous credit

Suppose that you have just signed up to take part in a talent

contest. Write a story about what happens before, during, and after

the contest. Use as many of the words listed above as you can.

Vocabulary


Miss Alaineus • Grade 5/Unit 6 315

Practice

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Comprehension:

Character and Plot

In “The Talent Contest,” Danny is concerned, as he explains

to his friend Elena, that he doesn’t know what he’s going to do

for the talent contest. Suppose that instead of being unhappy,

Danny is confident about his skills. How might Elena react if

Danny were optimistic about the talent contest? Using these ideas,

write a new story that includes Danny and Elena’s conversation.

Then write about what might happen during the contest. Add

character details.


Miss Alaineus • Grade 5/Unit 6316

Practice

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Character and Plot

Chart

How does the information you wrote in this Character and Plot Chart help you analyze the story structure of Miss Alaineus?

As you read Miss Alaineus, fill in the Character and Plot Chart.

Character Plot



Practice

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Fluency:

Intonation and Phrasing


The first thing readers should understand is this: I don’t normally do

12 journals. My friend Lucy Matsuko, on the other hand, is capable of filling

25 up a book each month. It can be puffy and pink, or fitted with a heart-

41 shaped lock, or one of those old marbled notebooks you buy at the

54 drugstore. And everything goes on those pages—every boring thought or

65 mundane occurrence. No offense, Luce, if you’re reading this.

74 But sometimes, an event comes along that changes everything. When

84 that happened to me, I had to write it all down. There had to be some kind

101 of official record.

104 Technically, I suppose, what you’re about to read isn’t just a journal.

116 It’s really more like a scrapbook—which makes it more than just my

129 story. Anything that anyone had to say about it got thrown in here

142 (accompanied, of course, by my running commentary).

148 It all happened last spring, and I put this book together this summer,

161 while the whole thing was fresh in my mind. 170

Comprehension Check1. How does the narrator feel about most journals? Character

2. Why did the narrator change his or her mind about writing a journal?

Plot Development


Errors=

Words Correct Score

First Read – =

Second Read – =


and with appropriate pacing, intonation, and expression.Miss Alaineus • Grade 5/Unit 6318

Practice

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Photographs and

Captions

Photographs and captions give visual examples that help explain what the text states.

Look at the drawing and read the caption. Write a paragraph that

explains what is happening.

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


sequence, diagrams, illustrations, charts, maps) make information

accessible and usable. Miss Alaineus • Grade 5/Unit 6 319

Practice

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Synonyms

Rewrite the sentences below. Use a synonym from the word box

to replace each underlined word.

1. The man on the cover of the magazine was good looking.

2. The brave woman helped save the children.

3. Put those words in that group.

4. When she was left out, Jenna became angry.

5. After the long climb, everyone was tired.

6. A pile of coins sat on Grandpa’s desk.

7. Isabel could not wait to see what was inside the huge box.

8. That’s the house where I used to live.

9. Students need to learn everything on this page.

10. The dark clouds made a rainstorm seem certain.

weary inevitable handsome courageous heapreside furious master gigantic category


and homographs.Miss Alaineus • Grade 5/Unit 6320

Practice

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Words with

Greek Roots

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paper


Use the blanks to


is read aloud. When





mistakes.

Challenge Words

Review Words

1. astronaut

2. telephone

3. automobile

4. photography

5. mechanical

6. myth

7. television

8. phonics

9. automatic

10. photosynthesis

11. telescope

12. mythical

13. telegraph

14. mechanic

15. telegram

16. telephoto

17. autograph

18. astronomer

19. mechanized

20. homophone

21. symphony

22. photogenic

23. impression

24. discussion

25. motivation


constructions correctly.Miss Alaineus • Grade 5/Unit 6 321

Practice

Name

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Spelling:

Words with

Greek Roots







Sample A: Sample B:

𝖠 impression 𝖤 disscusion𝖡 immpresion 𝖥 discussion𝖢 impressian 𝖦 discushion𝖣 imppressian 𝖧 disscussion

1. 𝖠 astronot𝖡 astranot𝖢 astronaut𝖣 astranaut

2. 𝖤 tellephone𝖥 tellaphone𝖦 telophone𝖧 telephone

3. 𝖠 autamobile 𝖡 automobile𝖢 automobbile𝖣 automobeal

4. 𝖤 photographie𝖥 photography𝖦 photograffi el𝖧 photografy

5. 𝖠 mechanical𝖡 meckanical𝖢 machanical 𝖣 mechannical

6. 𝖤 mith𝖥 mythe 𝖦 myth𝖧 mithe

7. 𝖠 telavision𝖡 tellavision𝖢 television𝖣 tellevision

8. 𝖤 phonics𝖥 phonicks𝖦 phonnics 𝖧 fonics

9. 𝖠 autamatic𝖡 automatic𝖢 auttomatic𝖣 automatick

10. 𝖤 photosinthesis𝖥 photosynthisis𝖦 photosynthesis𝖧 fotosynthesis

11. 𝖠 telescope𝖡 tellescope𝖢 telascopel 𝖣 tellascope

12. 𝖤 mythical𝖥 mithical𝖦 mythacal𝖧 mithacal

13. 𝖠 tellagraph𝖡 telegraph𝖢 telagraph 𝖣 tellegraph

14. 𝖤 mechanic𝖥 machanic𝖦 mechanick𝖧 mecanic

15. 𝖠 tellegram𝖡 telegram𝖢 telagram𝖣 tellagram

16. 𝖤 telaphoto𝖥 tellephoto𝖦 telephoto𝖧 tellafoto

17. 𝖠 autograph𝖡 autagraph𝖢 autograf𝖣 auttograph

18. 𝖤 astronomer𝖥 astronamer𝖦 astronommer𝖧 astraunamer

19. 𝖠 mecanized𝖡 meccanized𝖢 mechanized𝖣 mechanised

20. 𝖤 homophone𝖥 homaphone𝖦 hommophone𝖧 homofone


constructions correctly.Miss Alaineus • Grade 5/Unit 6322

Practice

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An adverb can describe a verb. It can also describe an adjective or another adverb.

A. In these sentences, the adverbs describe verbs, adverbs, or adjectives.

Underline each adverb. Some sentences contain more than one adverb.

1. The Golden Mare spoke quietly.

2. Yelena the Fair realized that she would be in danger very soon.

3. The Tsar was terribly angry about Alexi’s success.

4. The Lake of the Sun shone brilliantly in the morning.

5. The Water of Youth began to boil very quickly.

B. Complete each sentence with an adverb that describes the

underlined word. Choose from the adverbs in the box.

almost very completely finally quite rather too

6. The Tsar acted greedily.

7. They poured water into the iron pot until it was full.

8. The ship moved gracefully across the water.

9. Alexi stayed awake late that night.

10. Alexi and the Golden Mare defeated the Tsar.

Grammar:

Adverbs


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lines provided.

The Golden Mare was real old when she met Alexi. Because she was

amazing, she looked and felt quitely healthy and young. The Golden

Mare could gallop quick through the forest as though she were made

of wind. Her hooves hard hit the ground when she ran. Alexi could not

believe his well fortune when he saw this mysterious creature. He rough

rubbed his eyes, expecting the horse to disappear sudden.

Grammar:

Adverbs


Ask students to add to the passage on a separate piece of paper.Miss Alaineus • Grade 5/Unit 6324

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Varying Sentence Types

1. Remember that there are many ways to vary sentences. Here are two that we have discussed:

• Change the verb.

• Include dialogue.


Franklin wanted to do well on the quiz, so he made sure to study for several hours.

3. List three other ways to say “want.”

a. (example: desire)

b.

c.

4. List three other ways to say “study.”

a. (example: review)

b.

c.

5. Rewrite the sentence. Change the verb:

Example: Franklin wanted to do well on the quiz, so he remembered to review for several hours.

6. Rewrite the sentence. Include dialogue:

Example: “Mom,” Franklin whined, “I can’t clean my room right now. You know I’ve got this quiz. I’m going to fail if I don’t study for it!”


Even though dogs are more common as pets, pigs are actually more intelligent.

8. Rewrite the sentence two times using two ways to vary sentences.



Practice

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Phonics/Word Study:

Latin Roots

A. Study the chart. Then write the root of each word below.

Root Word Meaning Root Word Meaning

aud hear port carry

spect look at, see mit/miss send

1. spectator 4. porter

2. auditorium 5. spectacular

3. intermission 6. submit

B. Use the clues below to find a new word. Then write a sentence

that includes the new word.

7. ex- (out) + port =

8. miss + -ion (process of) =

9. in- (in) + spect + -ion (process of) =

10. in- (not) + aud + -ible (able) =

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentCarlos and the SkunkGrade 5/Unit 6

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Vocabulary

Write the clues for this crossword puzzle.

Across:

3.

7.

8.

Down:

1.

2.

4.

5.

6.

c

e

o ra

g8.

4.iv

n

i

s

u

o

r

l i m p s e

s6.

d

d

u

l

c

e

u

s5.

7.a n tae

b

n2.

3.

lpn

t

n

n

e

d

he

s

t

l

d

s

o

u

1.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentCarlos and the Skunk

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Comprehension:

Author’s Purpose

Read each passage below. On the line provided, write whether the

author’s main purpose is to persuade, to inform, to explain, or to

entertain. Then write an additional sentence that is consistent with

the author’s purpose.

1. Author’s purpose:

If you cross paths with a wild animal, you should leave it alone.

Frightening any wild animal stresses it and puts it in danger. Also, some

animals may attack you if they see you as threatening. You should observe

wild animals from a safe distance.


Skunks are small mammals that weigh only about eight or nine pounds.

They move slowly but may cover several miles while looking for food. They

eat almost anything, including rodents, lizards, garbage, and even poisonous

insects.


Sara and her sister were playing basketball in their backyard. The ball

rolled into the bushes. Sara ran to get the ball, but before she could reach

down and grab it, a furry shape suddenly walked right in front of it. “Ah! It’s

a skunk!” Sara shouted with fear.

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Comprehension:

Author’s Purpose

Chart

Clues Author’s Purpose

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

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

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Fluency:

Intonation

As I read, I will pay attention to intonation.

Like most animals, insects prefer to avoid danger. Many

9 predators, such as birds and skunks, hunt insects for food. Insects

20 will run or fly to get away from them. Such good avoidance

32 behaviors keep these insects alive. But running away is not the

43 only way insects avoid danger.

48 Insects have excellent eyesight, which helps keep them safe

57 from predators. Special sense organs on their antennae and feet

67 also alert them to danger. They can “hear” sound vibrations in

78 the air as well as feel them through the ground or on other

91 surfaces where they live.

95 Some insects use disguises to stay out of danger. Green

105 lacewing larvae are both predators and prey. As predators, these

115 young lacewings hunt insects that have soft bodies, such as

125 aphids. As prey, they need to hide from predators who want to

137 snatch them up for a meal. So, green lacewing larvae cover

148 themselves with debris. For example, they might take the bodies

158 of aphids they have eaten and stick them on their backs. 169

Comprehension Check1. What is the main idea of this passage? Main Idea and Details

2. How do insects use their antennae and feet to protect them from danger?



Errors=

Words Correct Score

First Read – =

Second Read – =


and with appropriate pacing, intonation, and expression.Carlos and the SkunkGrade 5/Unit 6

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Text Feature:

Deck and Headings

A magazine article has many features that are designed to catch your attention and help you find information. For example, the title and headings give you a quick look at what the article will be about. The byline tells who wrote the article. The deck is a short preview of the article.

Write a magazine article about animal self-defense. Include a deck

and headings.

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Context Clues

Write the definition of each boldfaced word on the line provided.

Underline the context clues that help you figure out the definition.

1. Walking on the sand was diffi cult, but we trudged along as best we could.

2. The rickety bridge swayed and creaked even in the gentlest breeze.

3. With a striking white stripe against its black fur, a skunk certainly looks conspicuous.

4. Skunks look for food mainly at night and usually start foraging at sunset.

5. The rabbit was so startled that it ran into a tree and was momentarily stunned from the collision.

6. The deer’s initial reaction to danger was to stay still, but then it raced away.

7. I read a full-length article on those insects in a book, but an abridged version is online.

8. Some animals cope with danger by hiding, but other animals respond to danger by facing their enemies.

9. He was writing the manuscript so it could be printed by the newspaper.

10. The menacing dog frightens the young girls with its loud bark.

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Spelling:

Words with

Latin Roots

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paper


Use the blanks to


is read aloud. When


unfold the paper.

Use the list at the


spelling mistakes.

Challenge Words

Review Words

1. subtraction

2. transportation

3. missile

4. portable

5. export

6. committee

7. prospector

8. transport

9. intractable

10. spectator

11. attraction

12. dismissal

13. inspector

14. distract

15. spectacle

16. inspect

17. mission

18. import

19. intermission

20. circumspect

21. spectacular

22. protractor

23. telescope

24. astronaut

25. photosynthesis


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Spelling:

Words with

Latin Roots







Sample A: Sample B:

𝖠 telescope 𝖤 astranaut𝖡 tellascope 𝖥 astronot𝖢 telascope 𝖦 astronaut𝖣 tellescope 𝖧 astranot

1. 𝖠 subtraction𝖡 subtraxion𝖢 subtracsion𝖣 subtracttion

2. 𝖤 transporrtation𝖥 transportation𝖦 transportacion𝖧 transportasion

3. 𝖠 misile𝖡 missel𝖢 missille𝖣 missile

4. 𝖤 portible𝖥 portable𝖦 porttable𝖧 portabble

5. 𝖠 export𝖡 expourt𝖢 exsport𝖣 exporrt

6. 𝖤 comitee𝖥 comittee𝖦 committee𝖧 commitee

7. 𝖠 prospector𝖡 prospecter𝖢 prospectar𝖣 prospecktor

8. 𝖤 trannsport𝖥 transporrt𝖦 transport𝖧 transporte

9. 𝖠 intractible𝖡 intractable𝖢 inttractable𝖣 untractible

10. 𝖤 specktator𝖥 spectater𝖦 spectator𝖧 spectatar

11. 𝖠 atraction𝖡 attracion𝖢 atracttion𝖣 attraction

12. 𝖤 dismissal𝖥 dismisal𝖦 dissmissal𝖧 dissmisal

13. 𝖠 inspecter𝖡 innspector𝖢 inspector𝖣 inspecctor

14. 𝖤 distract𝖥 disstract𝖦 distracked𝖧 distrackt

15. 𝖠 specticle𝖡 spectackle𝖢 speckticle𝖣 spectacle

16. 𝖤 innspect𝖥 inspecked𝖦 inspect𝖧 inspecte

17. 𝖠 miscion𝖡 mision𝖢 missian𝖣 mission

18. 𝖤 import𝖥 imporrt𝖦 impourt𝖧 immport

19. 𝖠 inntermission𝖡 intermision𝖢 intermission𝖣 intermissian

20. 𝖤 circumspect𝖥 cirrcumspect𝖦 circemspect𝖧 circimspect


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Grammar:

Adverbs That Compare

• Use more or most to form comparisons with adverbs that end in -ly and with most other adverbs having two or more syllables.

• Use more to compare two actions; use most to compare more than two.

• When you use more or most, do not use the ending -er or -est.

A. Read the sentences. Write the correct form of the adverb in

parentheses.

1. (hungrily) Of them all, it was Teddy who stared at the hot dogs

.

2. (patiently) Bobby waited than Teddy did.

3. (quietly) Bobby worked of them all.

4. (quickly) Teddy walked than Bobby did.

5. (easily) Uncle Curtis got lost than Teddy did.

B. Read each sentence. If the adverb is correct, write Correct on

the line. If it is not correct, rewrite the sentence with the correct

form of the adverb.

6. Uncle Curtis grinned happiliest of all.

7. Bobby learned more quicklier than Teddy.

8. Uncle Curtis ate slowlier than the boys.

9. Teddy treated the map more carefully than did Uncle Curtis.

10. Teddy eats more noisily of all.


Then have students generate sentences with the target skill. Carlos and the SkunkGrade 5/Unit 6

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Grammar:

Adverbs That Compare

Read the letter below. Rewrite the letter correctly on the lines

provided.

Dear Mom and Dad,

I know you think that I’m messy, but I clean more carefullier than

Mother Nature does. There are dirt and rocks everywhere in the woods!

Since we’ve been at the campsite, we’ve been eating most poorly than we

do at home. You cook much more expert than Uncle Curtis does. Of all

the campers, it’s the mosquitoes who seem to be eating happiliest. I hope

we come home more sooner rather than late.

Your son,

Teddy


Ask students to add to the passage on a separate piece of paper.Carlos and the SkunkGrade 5/Unit 6

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Writing: Varying

Sentence Types:

Sentence Combining

1. Read the following passage:

Poodles are playful and fun. Poodles are really cute. Poodles are also

probably one of the best pets to have in general because they are fun and

they aren’t messy. More importantly, I have never heard of a poodle hurting a

human or another dog. Poodles are just gentle and nice.

2. Notice that four out of fi ve sentences begin with the word “poodles.”

3. Remember that sometimes repeating a word gives a sense of rhythm to a piece of writing.

4. Note, though, that in this case, the sentences sound like they are repeating the same thing over and over.

5. Remember that when you are combining sentences, you are just trying to do it differently. AFTER you write it differently, THEN you can decide if you like it better. Most of the time, you’ll need to try a bunch of different ways of combining before you fi nd something you like better than the original.

6. Try combining the fi rst two sentences (this is easy!):

Poodles are playful and fun. Poodles are really cute.

(Example: Poodles are really cute because they are playful and fun.)

7. Try combining these sentences (this is harder!):

Poodles are really cute. More importantly, I have never heard of a poodle

hurting a human or another dog.

(Example: I think poodles are really cute, and it is not just because I have never heard of a poodle hurting a human or another dog.)

8. Turn to your journal entry and choose two sentences that you will try to combine: (They don’t have to be two sentences that follow one another.)

Sentence 1:

Sentence 2:

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Phonics/Word Study:

Words from Mythology

Use the word origins in the left column to give the definitions of

the words in the right column.

Words and Names from Myths English Words and

Meanings Today

Gaea was the Greek Earth goddess. geology:

geography:

Kosmos was the Greek word for “order.”

cosmic:

cosmetic:

The Titans were a family of giants in Greek mythology.

titanic:

Vulcan was the Roman god of fire. volcano:

Jove was a Roman god who controlled the seasons.

jovial:

Atlas was a Greek Titan who had to hold up the world.

atlas :

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Vocabulary

A. Read each sentence beginning. Think about the meaning of

the boldface vocabulary word. Then complete each sentence

to show the meaning of the word.

1. If something is elementary, it is

.

2. An example of a physical activity is

.

3. A person who uses a wheelchair

.

4. If your schedule is rigid, you

.

5. You interact with your classmates when

.

B. Write a paragraph about ways to improve lives. Use as many of

the vocabulary words as possible.

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Comprehension:

Persuasion

Read the following descriptions of techniques of persuasion.

Design an ad in each space below, using one of the techniques.

Slogan: A catchy phrase or statement is used to sell a service or product.

Repetition: The name of a product is repeated many times.

Bandwagon: People are told that everyone is using the product.

Testimonial: A well-known person supports a product or service.

Emotional appeal: A person is made to have strong feelings about a situation or product.

Technique of Persuasion:

Technique of Persuasion:

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Comprehension:

Fact and Opinion Chart

As you read “A Dream Comes True,” fill in the Fact and Opinion Chart.

How does the information you wrote in this Fact and Opinion Chart help you monitor comprehension of “A Dream Comes True”?

Fact Opinion

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Fluency:

Pronunciation


At the age of two, Anne contracted an eye disease called trachoma.

12 By age five, she was nearly blind. Anne’s mother died when she was

25 nine. After her father left the family, Anne and her young brother

37 Jimmie were brought to the Tewksbury orphanage. It was a large and

49 dreary building. Jimmie died there, and Anne, who was only ten, was

61 left alone in the world.

66 But when Anne, known as Annie, turned 14, things began to get

77 better for her. Annie pleaded to go to school. She wanted to learn.

90 One man listened to her.

95 Impressed by Annie’s plea, the Boston philanthropist R. F. Sanborn

103 arranged for her to go to the Perkins Institution, a school for the

116 blind. At the school, Annie befriended Laura Bridgman. Laura had

126 become famous because she was able to communicate even

135 though she was deaf and blind. Many people visited the school to see

148 the remarkable young woman. Annie learned to sign so that the two

160 could interact. At first Annie hated the rigid rules of the school, but

173 she loved to learn. By the time she finished school, Annie was

185 number one in her class. 190

Comprehension Check1. What challenges did Annie experience in her early life? Plot Development

2. How did Annie’s life change when she turned 14? Plot Development


Errors=

Words Correct Score

First Read – =

Second Read – =


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Study Skill:

Everyday

Communications

We read everyday communications each day to find information about products, services, places, and people.

• Directions tell how to find a location.

• Consumer materials include instructions for a product.

• Brochures show and tell information about a place, product, or service in a way that is easy to read.

• Advertisements persuade you to buy, or give to something.

• Newsletters inform others about the activities of one particular group.

Write a short story in which the main character reads one example

of each everyday communication. Underline the examples.

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Comprehension:

Writing Frame

Problem/Solution Writing Frame

A. Summarize “A Dream Comes True.” Use the Problem/Solution Writing

Frame below.

Hannah Kristan, like other children in wheelchairs, is unable to play on most

playground equipment.

To solve this problem, Boundless Playgrounds

.

As a result,

.

To get a special playground in her town, Hannah

.

As a result, children with disabilities can now enjoy playing with children of

all abilities.



structure.

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Context Clues

Write the meaning of each bold word. List the context clues that

you used to define the word.

1. People who run inside on treadmills never have to worry about the weather outside.

Meaning:

Context clues:

2. Vikram has a rigid exercise routine, and he never breaks it.

Meaning:

Context clues:

3. Studies show that children’s activity levels start out high when they are young but then decline and reach very low levels when they become older.

Meaning:

Context clues:

4. Satellite tools give guidance to the visually impaired, allowing blind people to go places on their own.

Meaning:

Context clues:

5. Our sailing teacher was a gracious person who tried to make everyone feel comfortable and welcome.

Meaning:

Context clues:

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Spelling:


1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paper


Use the blanks to


is read aloud. When





mistakes.

Challenge Words

Review Words

1. arachnid

2. lethargic

3. muse

4. hygiene

5. ogre

6. hypnosis

7. martial

8. salute

9. fury

10. nemesis

11. sphinx

12. cyclone

13. gigantic

14. Olympics

15. territory

16. terrace

17. parasol

18. nocturnal

19. furious

20. gracious

21. jovial

22. venerable

23. suspect

24. inspect

25. intermission


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Spelling:








Sample A: Sample B:

𝖠 suspect 𝖤 innspect𝖡 susspect 𝖥 inspeckt𝖢 suspeckt 𝖦 inspect𝖣 suspecct 𝖧 inspecked

1. 𝖠 arachnid 6. 𝖤 hipnosis 11. 𝖠 sphincks 16. 𝖤 terace𝖡 arrachnid 𝖥 hypnossis 𝖡 sphinks 𝖥 terrase𝖢 aracknid 𝖦 hypnosess 𝖢 sphinx 𝖦 terrace𝖣 araccnid 𝖧 hypnosis 𝖣 sphinxe 𝖧 terris

2. 𝖤 letharjic 7. 𝖠 marcial 12. 𝖤 cyclone 17. 𝖠 parasol𝖥 letharrgic 𝖡 martial 𝖥 syclone 𝖡 pairasol𝖦 lethargic 𝖢 marsial 𝖦 cycloan 𝖢 parrasol𝖧 lethargick 𝖣 marshel 𝖧 cyclonne 𝖣 parasoll

3. 𝖠 muse 8. 𝖤 salute 13. 𝖠 giggantic 18. 𝖤 nocturnal𝖡 mewse 𝖥 sallute 𝖡 gigantick 𝖥 nocturnle𝖢 musse 𝖦 saloot 𝖢 gygantic 𝖦 nockturnal𝖣 muise 𝖧 salloot 𝖣 gigantic 𝖧 nocternal

4. 𝖤 hygene 9. 𝖠 furie 14. 𝖤 olympics 19. 𝖠 furrious𝖥 hygiene 𝖡 fury 𝖥 Olimpics 𝖡 furyous 𝖦 hygeine 𝖢 furrie 𝖦 Olympics 𝖢 furious𝖧 higiene 𝖣 furey 𝖧 olimpics 𝖣 furryous

5. 𝖠 oger 10. 𝖤 nemmesis 15. 𝖠 territory 20. 𝖤 grasious𝖡 ogar 𝖥 nemesis 𝖡 teritory 𝖥 gracious𝖢 oggre 𝖦 nemessis 𝖢 territorie 𝖦 graichus𝖣 ogre 𝖧 nemasis 𝖣 teritorry 𝖧 gratious


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Rewrite each sentence, replacing one of the negative words with a

positive word.

1. The kids never have nothing bad to say about gym class.

2. No one never passes up a chance to learn kickboxing.

3. No person nowhere should be without a new GPS device.

4. What if you couldn’t fi nd nobody to give you directions?

5. None of the athletes says nothing negative.

6. There weren’t no playgrounds where she could play.

Correct a sentence with two negatives by changing one negative word to a positive word.

Negative Positive

no, none any never ever nothing anything nobody anybody no one anyone nowhere anywhere

Grammar:

Negatives


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lines provided.

Thank you, Sara, and good morning, everyone. There aren’t no boring

sports headlines today! First, the Paralympics began last night. None of

the athletes had no trouble showing spirit. The fans, too, never showed

nothing but excitement. During the fi rst basketball game, nobody couldn’t

get no shot past Jennifer Howitt. She didn’t defend the basket with no

fancy moves—she just played well. Her team had never won no games

before last night. They couldn’t not be more proud. The players on the

other team weren’t never sorry that they lost. These Paralympic athletes

are not never sore losers. The positive energy at the game was thrilling!

And now back to you, Sara, for the day’s weather.

Grammar:

Negatives


Ask students to add to the passage on a separate piece of paper. A Dream Comes TrueGrade 5/Unit 6

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W 1

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Phonics/Word Study:

Number Prefixes

A prefix is a word part that is added to the beginning of a word to change its meaning. These prefixes are number prefixes:

uni- (one) bi- (two) tri- (three) cent- (one hundred)

Replace the underlined word or words in each sentence with

a word from the word box.

binoculars unify unique trio centimeter

centipede biweekly trilogy century unicycle

1. Is it diffi cult to ride a bike with one wheel?

2. The employees are paid every two weeks.

3. Use the instrument with two telescopes to see the bird.

4. The group of three performed last night.

5. Here are the separate parts we want to make one.

6. The distance was just one-hundredth of a meter.

7. That sofa is certainly one of a kind.

8. I recommend reading the three books in a series.

9. The creature with one hundred legs moves slowly.

10. What will happen during the next one hundred years?


Weslandia • Grade 5/Unit 6 351

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Vocabulary


Across

4. creation or start of something

5. plan

6. society; type of culture

8. bounced back or off

Down

1. customary; conventional

2. complicated

3. person who has been sent away; lonely wanderer

7. lack of

1. 2. 3.4.

5.

6.

7.

8.


Weslandia • Grade 5/Unit 6352

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Comprehension:

Theme

Read each theme and passage below. Then complete the story,

keeping in mind the story’s theme.

Theme: It’s fine to be different.

Amy really enjoyed playing soccer. Her favorite part was stealing the ball

from the defense and scoring goals. Amy was really good at soccer, but none

of her friends played. Stacy, Juan, and Julie preferred to play basketball.

Theme: Don’t judge people by their appearances.

I had to admit that I was disappointed that I was assigned Edmund as a

lab partner. He seemed to be the only boy in my school who enjoyed being

alone. I rarely saw him eat with or speak to anyone at recess. And when I

would see him with someone, he always wore a scowl on his face and didn’t

say much.

The theme, or essential message of a story, is the overall idea or message about life that the author wants to convey to readers. As you read, ask yourself, “What message does the author want to get across?”



in sample works. Weslandia • Grade 5/Unit 6 353

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As you read Weslandia, fill in the Theme Chart.

How does the information you wrote in the Theme Chart help you make inferences and analyze Weslandia?

What Does the Character Do and Say?

What Happens to the

Character?

Comprehension:

Theme Chart



in sample works.Weslandia • Grade 5/Unit 6354

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Practice

Fluency:

Intonation and

Phrasing


Morgan and Megan are 11-year-old twin sisters. They look alike, they

11 sound alike, and often they even dress alike. But there’s one thing that

24 Morgan and Megan do not do alike, and that’s gardening. Both girls belong

37 to the town gardening club and have for several years. But while Morgan can

51 grow just about anything and everything, Megan can hardly ever get

62 anything to sprout.

65 “I’m considering quitting the gardening club,” Megan said one day to her

77 sister.

78 “Mom won’t like that one bit,” said Morgan as she pruned old blooms

91 from her prize-winning rose bush.

96 You see, Morgan and Megan come from a long line of champion

108 gardeners. Millie Milton, Morgan and Megan’s mom, raised them to be

119 gardeners from birth. They have been digging in dirt since before they could

132 walk.

133 “I know,” said Megan. “She will really treat me like an outcast. But I

147 already feel like one since I’m so terrible at gardening.” Megan looked over

160 at her rose bush, which was wilted and bare.

169 “Maybe you should stick it out a little longer,” said Morgan. “You never

182 know what can happen.” 186

Comprehension Check1. Compare and contrast Morgan and Megan. Compare and Contrast

2. Why does Megan want to quit gardening? Plot Development


Errors=

Words Correct Score

First Read – =

Second Read – =


and with appropriate pacing, intonation, and expression.Weslandia • Grade 5/Unit 6 355

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Read the article below, then answer the questions.

Recently, scientists have developed a new kind of fruit called the pluot. This fruit is a combination of a plum and an apricot. When one plant is

combined with another to develop a new plant, the new plant is called a

hybrid. Other hybrids include square watermelons, blue potatoes, and purple

cauliflower. Hybrid fruits often stay fresher during shipping, which is a real

advantage for supermarkets and their customers. Don’t be surprised to see

more and more unusual fruits and vegetables, which may make the produce

section of the supermarket look very different.

1. Which key words could have been used to reach this article if it were on a

Web page?

2. Which words would you make hyperlinks to go to a new page about other

hybrid fruits or vegetables?

3. How could you fi nd more information about the two fruits a pluot is made

from?

4. What could you do to make sure the information in this article is accurate?

Text Feature:

Hyperlinks and

Key Words



usable.Weslandia • Grade 5/Unit 6356

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Practice

Many of the words we use everyday in English come from other

languages. Make a list of five foods, places, and kinds of people.

Then use a dictionary to find out from what language these words

came. An example for each column has been given to get you

started.

Food Places People

sushi-Japanese ranch-Spanish diplomat-French


Word Origins

R 1.2 Use word origins to determine the meaning of unknown words.

Weslandia • Grade 5/Unit 6 357

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Spelling:

Words with

Number Prefixes

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paper


Use the blanks to write

each word as it is read

aloud. When you finish

the test, unfold the

paper. Use the list at

the right to correct any

spelling mistakes.

Challenge Words

Review Words

1. triumvirate

2. triplet

3. unicorn

4. unilateral

5. unison

6. binary

7. triathlon

8. bilingual

9. tricycle

10. unicycle

11. triangle

12. bisect

13. trio

14. trilogy

15. centipede

16. centimeter

17. century

18. binoculars

19. universe

20. university

21. bilingual

22. unifi cation

23. muse

24. terrace

25. hypnosis


constructions correctly.Weslandia • Grade 5/Unit 6358

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Spelling:

Words with

Number Prefixes



word. Before you begin, look at the sample set of words. Sample A

has been done for you. Do Sample B by yourself. When you are


Sample A: Sample B:

𝖠 muse 𝖤 terrase𝖡 muce 𝖥 terrise𝖢 muise 𝖦𝖦 terrace𝖣 muice 𝖧 terrice

1. 𝖠 tryumvirate𝖡 triumverate𝖢𝖢 triumvirate𝖣 tryumverate

2. 𝖤𝖤 triplet𝖥 tripplet𝖦 triplit𝖧 triplette

3. 𝖠𝖠 unicorn𝖡 unnicorn𝖢 unycorn𝖣 unacorn

4. 𝖤 unylateral𝖥𝖥 unilateral𝖦 unnilateral𝖧 unilattaral

5. 𝖠 unnison𝖡 unisson𝖢𝖢 unison𝖣 unisen

6. 𝖤 bynary𝖥 binarie𝖦 bynarie𝖧𝖧 binary

7. 𝖠𝖠 triathlon𝖡 triathalon𝖢 tryathlon𝖣 triathllon

8. 𝖤𝖤 bilingual𝖥 bilingwal𝖦 bilinguel𝖧 billingual

9. 𝖠 trycycle𝖡 tricicle𝖢𝖢 tricycle𝖣 trycicle

10. 𝖤 unycycle𝖥𝖥 unicycle𝖦 unnicycle𝖧 unicicle

11. 𝖠 tryangle𝖡 triangel𝖢 trianngle𝖣𝖣 triangle

12. 𝖤𝖤 bisect𝖥 bysect𝖦 bissect𝖧 byssect

13. 𝖠 treo𝖡 triow𝖢𝖢 trio𝖣 treeo

14. 𝖤 trillogie𝖥 trilogey𝖦𝖦 trilogy𝖧 trilogie

15. 𝖠 centapede𝖡𝖡 centipede𝖢 centipeed𝖣 centapead

16. 𝖤 centameter𝖥𝖥 centimeter𝖦 cenntimeter𝖧 centemeter

17. 𝖠𝖠 century𝖡 sentury𝖢 centrey𝖣 centurie

18. 𝖤 binocculars𝖥 banoculars𝖦𝖦 binoculars𝖧 binoculers

19. 𝖠 unaverse𝖡 unniverse𝖢𝖢 universe𝖣 univverse

20. 𝖤 universitey𝖥𝖥 university𝖦 universitie𝖧 unniversitey


constructions correctly.Weslandia • Grade 5/Unit 6 359

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A. Underline the preposition in each sentence. Circle the object of

the preposition.

1. Jacques Charles learned about hydrogen.

2. They waved from the balloon.

3. Balloonists cannot be afraid of heights.

4. François Pilâtre De Rozier anchored his balloon with a tether.

5. The fi rst human passenger fl ew over Paris.

B. Complete each sentence with a prepositional phrase.

6. The wind was strong that they left.

7. There were 25 members .

8. A duck, a rooster, and a sheep rode .

9. , the balloonists prepared to launch.

10. The balloons were a beautiful sight.

• A prepositional phrase is a group of words that begins with a preposition and ends with a noun or pronoun.

• A prepositional phrase makes a connection between two nouns or pronouns in a sentence.

• The object of a preposition is the noun or pronoun that follows the preposition.

Grammar:

Prepositions and

Prepositional Phrases


Then have students generate sentences with the target skill.Weslandia • Grade 5/Unit 6360

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Read the paragraph below. Rewrite the paragraph correctly on the lines

provided. Be sure to add commas where needed and to remove incorrect

commas. Replace any prepositions that are used incorrectly.

From her balloon perch Cynthia looked at the world laid out beneath

her. The trees reached from her as though to tickle the balloon basket as

she passed. The lakes and rivers sparkled and winked on the sun. The

green above the grass looked brighter than Cynthia had ever thought it

could. She gave a sigh to contentment. She wished that she could stay

about her balloon, forever.

Grammar:

Prepositions and

Prepositional Phrases


Ask students to add to the passage on a separate piece of paper.Weslandia • Grade 5/Unit 6 361

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Writing:

Subjects and

Predicates

1. For each of the following sentences, CIRCLE the subject and UNDERLINE the predicate. The first two are done for you.

Examples:

During class, she checked out the teacher’s shoes.

After she tripped, he fell down laughing.

Now, you:

After lunch, Jake darted to the door.

Over the weekend, Caitlin raised $30 for the school fund-raiser.

2. Open your journal to the entry on when you were part of a successful team. (If you don’t have that one, choose the one before it.)

3. Choose two sentences from that entry and write them below.

4. For each of the sentences, CIRCLE the subject and UNDERLINE the predicate.


Weslandia • Grade 5/Unit 6362

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Phonics/Word Study:

-ible, -able

Make new words by adding -able or -ible to each base word or root

below. Then write a sentence using each new word.

1. suit + -able =

2. afford + -able =

3. convert + -ible =

4. like + -able =

5. favor + -able =

6. poss + -ible =

7. vis + -ible =

8. use + -able =

9. comfort + -able =

10. collapse + -ible =


The Gri Gri Tree • Grade 5/Unit 6 363

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Vocabulary

A. Use the words in the box to complete the passage below. Write

your answers on the lines provided.

The bay in our town is famous as a great spot for whale-watching. In

fact, during the summer, whale-watching trips are the town’s main

for tourists. The first whale-watching trip every

year, however, is for town citizens only. Last year, I

on the water and spotted the first whale as it from

the sea.

This year, there have been many about the

upcoming whale-watching season. A group of scientists has arrived to study

the whales, and their equipment is across the beach.

Some people think it is of the scientists to take over

the beach. In school, I to say that it was important that

we learn as much as we can about the whales. My teacher suggested that

I go to the beach and about what the scientists are

trying to learn.

B. Write a new sentence for each of the following vocabulary words.

1. attraction:

2. discussions:

attraction discussions emerged focused

inquire ventured sprawled unreasonable


The Gri Gri Tree • Grade 5/Unit 6364

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Practice

Comprehension:

Summarize

When you summarize, you tell the most important events, ideas, and details of a story or a text.

Read the story. Then write a summary. Remember to include only

the most important events and details.

When I was younger, I was very shy. I always sat in the back of the class.

I never spoke to anyone unless they spoke to me fi rst. I dreamed of becoming

an actor, but I couldn’t imagine ever performing in front of others. My mother

always told me “Alma, dreams come true for people who make them come true.”

For my tenth birthday, I decided to follow my mother’s advice. I asked

my parents if I could enroll in acting lessons. I knew I had to start taking

steps toward overcoming my shyness if I ever wanted to fulfi ll my dream.

My parents agreed and signed me up for lessons with Mrs. Parker, an acting

coach in our community.

When my mother dropped me off at Mrs. Parker’s house, I was so terrifi ed

I could hardly say hello. Mrs. Parker put me at ease, though. Soon we were

doing a few simple acting exercises. Before long, I forgot my shyness as I

learned to put my heart and mind into different characters.

Over time, the confi dence I gained in Mrs. Parker’s classes helped me

become more confi dent at school. Soon I was raising my hand to ask and

answer questions. It also got easier for me to make friends.

I knew I had overcome my shyness once and for all when I gathered the

courage to audition for the school play. I didn’t get the lead role, but I did get a

supporting role. I felt so happy under the bright lights that I plan to audition for

more plays. If I keep working hard and practicing, maybe one day you’ll see

me, Alma Sanchez, on a television or movie screen.


it is resolved.The Gri Gri Tree • Grade 5/Unit 6 365

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As you read The Gri Gri Tree, fill in the Summarize Chart.

How does the information you wrote in your Summarize Chart help you remember the most important events in The Gri Gri Tree?

Beginning Middle End

Summary

Co

mp

reh

en

sio

n:

Su

mm

arize

Ch

art

R 3

.2 Id

entify th

e main p

rob

lem o

r con

flict of th

e plo

t and exp

lain ho

w

it is resolved

.T

he

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Fluency:

Pacing


“A whole weekend at Sunset Cove?” I asked, hardly believing

10 such good luck.

13 “Sure,” my father answered. “You and Gregory deserve a weekend

23 at the beach, Melissa. After all, school starts next week, so this trip

36 will be our last adventure of the summer.”

44 “Wow!” my brother, Gregory, cried. “When do we leave? Where

54 will we stay?”

57 “We’ll leave as soon as we’re packed,” Dad said. “It’s Friday, so

69 later this afternoon there could be lots of weekend traffic heading to

81 the beach. We’d better leave early, around noon, and then we’ll be at

94 Sunset Cove by 3:00 or 3:30. We’ll be staying at the Old Fisherman’s

107 Inn, which is one of those beautiful little inns right on Shoreside

119 Avenue. I’ve heard the food is so good there that the place is a major

134 attraction for Sunset Cove visitors.”

139 “What a great surprise!” I remember saying those words, even

149 though I had no idea just how surprising that weekend would be.

161 My brother, Gregory, and I are twins, and the following week we

173 would begin the sixth grade. Dad is a history professor at Bridgewater

185 College and had just started to write his new book, which is all about

199 Spanish explorers. 201

Comprehension Check1. Why did Melissa’s father want to leave for Sunset Cove as soon as possible?


2. What does Melissa’s father do? Relevant Facts and Details


Errors=

Words Correct Score

First Read – =

Second Read – =


and with appropriate pacing, intonation, and expression.The Gri Gri Tree • Grade 5/Unit 6 367

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Text Feature:

Graphs

10

30

50

70

milestraveledper hour

90

1 2 3 4 5 6

Distance Blue Whales Travel

Time in Hours

Mile

s

14

28

42

56

70

84

Blue whales are the largest animals on Earth. They usually swim 14 miles per hour but have been known to go as fast as 30 miles per hour.

Use the line graph to answer the questions.

1. How many miles total will the blue whale swim in 6 hours?

2. If a blue whale were swimming at 30 miles per hour, how many miles would

it travel in 2 hours?

3. How many miles would a blue whale travel if it was swimming for 7 hours?

4. Why is this line graph useful?

Graphs are a way to compare data. Line graphs show how data changes over time.



usable.The Gri Gri Tree • Grade 5/Unit 6 368

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Latin Roots

Read each sentence. Write the meaning of each underlined word

on the line provided. Use the list of Latin roots above to help you

determine each definition.

1. The baseball diamond was the biggest attraction in the town.

2. The child’s T-shirt was a medium size.

3. Let’s fortify the shaky bridge with better supports.

4. The host will conduct everyone into the main dining room.

5. The army headed back to the safety of the fortifi cation.

Many word roots are Latin in origin. Here are some common Latin roots and their meanings.

Root Meaning

duct lead, take, bringmedius middlefortis strongtract to pull or draw



(e.g., controversial). The Gri Gri Tree • Grade 5/Unit 6 369

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Spelling:

Words with

-ible, -able

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paper


Use the blanks to


is read aloud. When


unfold the paper.

Use the list at the


spelling mistakes.

Challenge Words

Review Words

1. redeemable

2. transferable

3. favorable

4. likable

5. observable

6. respectable

7. affordable

8. gullible

9. unreasonable

10. laughable

11. inexcusable

12. convertible

13. reversible

14. honorable

15. capable

16. sensible

17. inseparable

18. knowledgeable

19. collapsible

20. suitable

21. exchangeable

22. tangible

23. unilateral

24. bilingual

25. triangle


constructions correctly.The Gri Gri Tree • Grade 5/Unit 6370

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Spelling:

Words with

-ible, -able

1. 𝖠𝖠 redeemable𝖡 redeemible𝖢 redeamable𝖣 redeamible

2. 𝖤 transferrable𝖥 transferrible𝖦𝖦 transferable𝖧 transferible

3. 𝖠 favorible𝖡𝖡 favorable𝖢 favvorable𝖣 faivorible

4. 𝖤𝖤 likable𝖥 likeable𝖦 likible𝖧 lykable

5. 𝖠𝖠 observable𝖡 observvible𝖢 observible𝖣 obbservable


is spelled correctly. Look at Sample A. The letter next to

the correctly spelled word in Sample A has been shaded in.

Do Sample B yourself. Shade the letter of the word that is

spelled correctly. When you are sure you know what to do,


Sample A: Sample B:

𝖠 unilateral 𝖤 bilinguil𝖡 unilateril 𝖥 bilingwal𝖢 unnilaterral 𝖦𝖦 bilingual𝖣 unilatteral 𝖧 bilinguale

6. 𝖤𝖤 suitable𝖥 sutable𝖦 suiteable𝖧 sewtible

7. 𝖠 afordable𝖡 aforddable𝖢𝖢 affordable𝖣 affordible

8. 𝖤 guillible𝖥 gullable𝖦 gullabel𝖧𝖧 gullible

9. 𝖠 sensable𝖡 sennsible𝖢𝖢 sensible𝖣 sennsable

10. 𝖤 laughible𝖥 laffable𝖦𝖦 laughable𝖧 laffi ble

11. 𝖠 respectible𝖡 respecctable𝖢𝖢 respectable𝖣 resspectable

12. 𝖤 convertable𝖥 converttable𝖦 convertabel𝖧𝖧 convertible

13. 𝖠 reversable𝖡𝖡 reversible𝖢 reverrsible𝖣 reverssable

14. 𝖤 honorrable𝖥 honorible𝖦 honnorable𝖧𝖧 honorable

15. 𝖠 cappable𝖡𝖡 capable𝖢 capible𝖣 capeible

16. 𝖤 unreasonible𝖥𝖥 unreasonable𝖦 unnreasonable𝖧 unreasanable

17. 𝖠𝖠 inseparable𝖡 insepparable𝖢 inseperable𝖣 innseparable

18. 𝖤 knowlegable𝖥 knowlegeable𝖦𝖦 knowledgeable𝖧 knowlidgablel

19. 𝖠 collapsable𝖡 colappsible𝖢𝖢 collapsible𝖣 colappsable

20. 𝖤𝖤 inexcusable𝖥 inexcuseable𝖦 inexcusible𝖧 inexcuseible

𝖠


constructions correctly.The Gri Gri Tree • Grade 5/Unit 6 371

Practice

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Grammar:

Sentence Combining

• You can combine two sentences that tell about the same noun by adding an adjective to one of the sentences.

• You can combine two sentences that tell about the same action by adding an adverb to one sentence.

• You can also combine two sentences that tell about the same location by adding a prepositional phrase to one sentence.

Read each pair of sentences. Combine them with an adjective, an

adverb, or a prepositional phrase.

1. Dennis walked to a pond. The pond was small.

2. He worked in the lab. It was a science lab.

3. He went to college. The college was in Seattle.

4. Dennis helped others. He helped them happily.

5. The scientists traveled to a camp. It was a mountain camp.

6. Rivers were fl ooded by mud. They were fl ooded quickly.

7. The helicopter fl ew over the blast zone. It fl ew low.

8. Dennis found living things. He found them in the lakes.


Then have students generate sentences with the target skill.The Gri Gri Tree • Grade 5/Unit 6372

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Grammar:

Sentence Combining

Read the paragraph below. Rewrite the paragraph, combining short

sentences that deal with the same subject and correcting punctuation.

dennis went to school He went to school to become a scientist.

scientists study. They study nature Dennis knew that he would like to be

a scientist. He knew because he liked to study nature. he learned how

to dive. He learned in order to study ocean plants. One day he flew in a

helicopter. He flew in one and collected water samples These samples

helped scientists learn. They helped scientists learn about how living

things survive. do you think science is important Study nature as Dennis

did. Go to school like dennis did. Then you can become a scientist, too


Ask students to add to the passage on a separate piece of paper.The Gri Gri Tree • Grade 5/Unit 6 373

Practice

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Writing:

Subjects and

Predicates

1. Remember that earlier in the unit, we rewrote sentences by just rearranging the order.

2. Note that today, we are also going to rewrite sentences by

A. rearranging the order.

AND, in addition, we are going to

B. use our knowledge of subjects and predicates to divide the sentences into parts.


Edgar ate the eggs even though he hated them.

4. Circle the subject and underline the predicate.

5. Now, rewrite the sentence by rearranging the subject and predicate (often called the “components” of a sentence).

Example: Even though he hated them, Edgar ate the eggs.

6. Now circle the subject, and underline the predicate in your rewritten sentence to check to see that you did rearrange the components. Note: The new sentence is not always a “better” sentence. It’s just different and gives you some choices when you are writing and rewriting.

7. Now, for each of the following sentences:

A. Circle the subject, and underline the predicate AND

B. Use the space below the sentence to reorder the components.

i. My cousin Demitris plays squash every afternoon at 2:45.

Reorder:

ii. The 14-pound tomato was the winner of the produce contest.

Reorder:

iii. I mow the lawn at home twice a month.

Reorder:


The Gri Gri Tree • Grade 5/Unit 6374

Documents

R @S^`]RcQWPZSa - Weeblymrpack.weebly.com/uploads/8/5/0/5/8505687/l5_beyond.pdf© Macmillan/McGraw-Hill Contents Unit 1 • Taking a Stand Helping a Friend The Night of San Juan Phonics: