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12/12/2018 Journeys Projectables G5

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A Package for Mrs. Jewls Analyze the Text Story Structure

Projectable 1.2

Setting Characters

Plot

Conflict:

Events:

Resolution:

Analyze the Text © Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Grade 5, Unit 1

Story Map: Story Structure

Copyright © 2014 by Houghton Mifflin Harcourt Publishing Company



A Package for Mrs. Jewls Vocabulary Strategies Using Context

Projectable 1.3

Vocabulary

courtesy *cortesía

deliver surprise

*sorpresa stranger

*extranjero package

*paquete trick

*truco

*Spanish cognates

A Singing Surprise

Miss Mason worked with other people in an office. She was unusually thoughtful to her coworkers. So, as a courtesy, she arranged for a Singing Gorilla to deliver a birthday telegram as a surprise for the boss.

On the day of the birthday, a stranger wearing red suspenders walked in. He was a skinny man holding a small package. The man told her that he had come to sing. Miss Mason said that she had ordered a Singing Gorilla. He giggled and said that the gorillas were on vacation. Miss Mason wondered if this was some kind of trick. Suddenly, the man hopped on her desk and began singing loudly. Next, the man pulled Miss Mason on the desk and twirled her around. Papers flew everywhere. Miss Mason soon forgot all about the Singing Gorilla, and the boss was laughing.

Word Context Clue

courtesy

Vocabulary Strategies © Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Grade 5, Unit 1

Using Context




A Royal Mystery Vocabulary Strategies Prefixes non-, un-, dis-, mis-

Projectable 2.3

Prefixes non-, un-, dis-, mis-

A Happy Camper

I love camp. I always have, ever since I was a little girl. My friend Jackie does not, however. For the first three days every summer, her complaining is unbearable. She is unimpressed with the beautiful setting. She would prefer to vacation in a city. She is dissatisfied with the food. She says that it is tasteless. Of course, she finds her cot uncomfortable. According to her, a bed of nails would be softer. She also claims to be misunderstood by all the other campers. She disagrees with everything that they say.

After several years of being Jackie’s tentmate, I am nonjudgmental. I know that on the fourth day, Jackie will wake up beaming. From then on, she will be a happy camper!

non- un- dis- mis-


Grade 5, Unit 1




Off and Running Vocabulary Strategies Using Context

Projectable 3.3

Using Context Vocabulary

race *raza

campaign *campaña

ballot agenda

*agenda clown ticket tally elect

*elegir

*Spanish cognates

Stewart for Mayor

The town of Newberry is electing a new mayor. It doesn’t appear to be an exciting race. I have been working on the campaign for Mr. Stewart. He is known as a very honest person who has done great things for our town.

Ms. Zylot and Mr. Mansfield are on the ballot, too. Few people know Ms. Zylot. The people who do think her agenda calls for too much change to happen to our small town. Mr. Mansfield is known as the “Town Clown.” He loves to play pranks. No one takes him seriously. That’s why the ticket for this election isn’t too exciting. I am sure that when they tally the votes, Mr. Stewart will win.

I have just completed the signs urging voters to elect Mr. Stewart. I can’t wait for election day to arrive. I am already planning a celebration for the election of Mayor Stewart!

race


Grade 5, Unit 1




Old Yeller Vocabulary Strategies Adages and Proverbs

Projectable 7.3

Adages and Proverbs Vocabulary

deed rise healthy wealthy wise sufficient*

suficiente

*Spanish cognate

A Saying for Every Occasion

My grandmother has a saying to fit every occasion. The other day when I was visiting her, I told her that Sally, my friend, was having trouble in math. I wondered if I should help her. I am really good at math. Grandma wagged her finger at me and said, “A friend in need is a friend in deed.” Just then I yawned. I explained that I had stayed up late to watch a movie. Shaking her head at me, Grandma chirped, “Early to bed, early to rise makes you healthy, wealthy, and wise.” Before I even figured that one out, she added, “A word to the wise should be sufficient.” Finally, I told her what was really bothering me. I hadn’t done as well as I had hoped in the spelling bee. Grandma hugged me and told me to talk to her any time about my problems. “Two heads are better than one,” she said.

Saying Meaning

A friend in need is a friend in deed. If you are a true friend (a friend in deed), you will be a friend when others need you.

Early to bed, early to rise makes you healthy, wealthy, and wise.

A word to the wise should be sufficient.

Two heads are better than one.


Grade 5, Unit 2


Lesson 1V O C A B U L A R Y

Name

specialty numb

disturbing staggered

collapsed struggled

squashing wobbled

shifted interrupted

Word Study Grade 5

Untitled-604 1 5/23/2011 4:17:45 AM

© Houghton Mifflin Harcourt Publishing Company


Name

discomfort immersed

primitive bungled

interior contagious

honored brandishing

secretive imprinted

Word Study Grade 5

5_RNLEAO895970_L02_VBLM.indd 15_RNLEAO895970_L02_VBLM.indd 1 2/13/12 8:21:23 PM2/13/12 8:21:23 PM



Name

debate scanned

prodded inflated

gradually stalled

decorated shaken

beckoned hesitated

Word Study Grade 5

Untitled-608 1 5/23/2011 4:18:08 AM



Name

romp frantic

strained lunging

picturing checking

wheeled stride

shouldered bounding

Word Study Grade 5

Untitled-616 1 5/23/2011 4:19:01 AM


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T5Answer Key© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Grade 5

Answer Key

Grade 5

Weekly Test Lesson 1Item

NumberCorrect Answer Unit, Lesson, Program Skill CCSS Depth of

Knowledge

READING

1 B U1L1: Comprehension: Story Structure RL.5.5 2

2 to be on time U1L1: Vocabulary Strategy: Using Context L.5.4a 1

3 D U1L1: Comprehension: Story Structure RL.5.5 2

4C; Fernando

had to acknowledge…

U1L1: Comprehension: Story Structure RL.5.5 3

5 D U1L1: Comprehension: Irony RL.5.4 2

6

See rubric on p. T35. U1L1: Comprehension: Point of View RL.5.6 3

Sample two-point response: The author shows the points of view of both Fernando and Miguel. Using both viewpoints lets the reader see what each boy is doing and thinking. The reader understands the thoughts and feelings of both characters.

Sample one-point response: The author uses the points of view of both Fernando and Miguel. They are both main characters.

WRITING

7 B U1L1: Spelling: Short Vowels L.5.2e 1

8 A U1L1: Grammar: Complete Sentences W.5.5 2

9 D U1L1: Grammar: Complete Sentences W.5.5 2

10Lessons

learned…; In the future…

U1L1: Grammar: Complete Sentences W.5.5 2


Answer Key© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Grade 5T6

Answer Key

Grade 5



Knowledge

READING

1 You boys have been… U1L2: Comprehension: Elements of Drama RL.5.5 1

2 C U1L2: Vocabulary Strategy: Prefixes non-, un-, dis-, mis- L.5.4b 2

3 B; D U1L2: Comprehension: Theme RL.5.2 3

4 B U1L2: Comprehension: Characterization RL.5.3 1

5 D U1L2: Comprehension: Characterization RL.5.3 2

6

See rubric on p. T35. U1L2: Comprehension: Elements of Drama RL.5.5 3

Sample two-point response: The play is made up of three scenes. These scenes focus on three different events in the story. The events include the introduction of a situation where two brothers have to entertain themselves. The first scene explains the reason they need to do this, and the final two scenes show two different ways that the brothers remain entertained.

Sample one-point response: The play is split into three scenes to show three separate events in the play. The scenes are the beginning, middle, and end.

WRITING

7 C U1L2: Spelling: Long a and Long e L.5.2e 1

8 A U1L2: Grammar: Kinds of Sentences W.5.5 1

9 B U1L2: Grammar: Kinds of Sentences W.5.5 1

10He asks his

dad…; Are they going…

U1L2: Grammar: Kinds of Sentences W.5.5 2



Grade 5

Answer Key

Grade 5



Knowledge

READING

1

See answer below. U1L3: Comprehension: Formal and Informal Language L.5.3b 2

Formal: “Change is a natural…”; Informal: “What’s wrong…”, “Hey, what’s up…”

2 B U1L3: Comprehension: Compare and Contrast RL.5.3 3

3 A U1L3: Comprehension: Idioms L.5.5b 2

4 A U1L3: Comprehension: Idioms L.5.5b 2

5 D U1L3: Comprehension: Compare and Contrast RL.5.3 2

6

See rubric on p. T35. U1L3: Vocabulary Strategy: Using Context L.5.4a 3

Sample two-point response: There are several phrases in the paragraph that provide context for the definition of debate. The phrases “this type of discussion,” “topics,” and “for or against each issue” all help to discover the meaning of debate.

Sample one-point response: The phrases “this type of discussion” and “topics” both help define debate.

WRITING

7 A U1L3: Spelling: Long i Sound L.5.2e 1

8 A U1L3: Grammar: Compound Sentences W.5.5 1

9Her teachers want…; She hopes to…

U1L3: Grammar: Compound Sentences W.5.5 1

10

See rubric on p. T35. U1L3: Writing: Elaboration W.5.3b 3

Sample two-point response: Last week, I got a new puppy for my birthday. Her name is Gracie, and she is so cute. She has white paws and a black body. My dad promised me that I would get to name her. I picked the name “Gracie” because that is my grandmother’s name. She is my favorite relative. I love Gracie already.

Sample one-point response: Last week, I got a new puppy. Her name is Gracie, and she is so cute. She has white paws and a black body. My dad promised me that I would get to name her. I love Gracie already.



Grade 5

Answer Key

Grade 5



Knowledge

READING

1 A; A U2L7: Comprehension: Author’s Word Choice RL.5.4 3

2 C U2L7: Comprehension: Author’s Word Choice RL.5.4 2

3 A U2L7: Comprehension: Understanding Characters RL.5.3 2

4

See rubric on p. T35. U2L7: Vocabulary Strategy: Adages and Proverbs L.5.5b 3

Sample two-point response: At the end of the text, Pa uses the adage “all’s well that ends well” when responding to Benjamin. This adage means that things might not have always gone well, but in the end they worked out. This describes the situation with the sinking ship. The ship was in danger, but the lifesaving crew arrived just in time to save them.

Sample one-point response: At the end of the text, Pa tells Benjamin “all’s well that ends well.” This means things did not always look good, but they turned out well.

5 D U2L7: Comprehension: Understanding Characters RL.5.3 2

6See answer

below. U2L7: Comprehension: Dialect L.5.3b 1

Dialect: “I reckon…”; “Land sakes…” Not Dialect: “I doubt the sailors…”; “What is happening…”

WRITING

7 A U2L7: Spelling: More Vowel + /r/ Sounds L.5.2e 1

8 B U2L7: Grammar: Direct and Indirect Objects L.5.3a 1

9 tuna, salmon U2L7: Grammar: Direct and Indirect Objects L.5.3a 2

10

See rubric on p. T35. U2L7: Writing: Elaboration W.5.2b 3

Sample two-point response: My mom, dad, brother, and I took a camping trip in the mountains. We set up our red nylon tent and then decided to go for a walk. We hiked a long, narrow dirt path and stopped to pick up sticks and branches to make a campfire. When we got back, my mom built a fire. The delicious aroma of toasted marshmallows soon filled the air.

Sample one-point response: My family took a camping trip one summer. We set up our red tent and then decided to go for a walk. We walked down a dirt path and stopped to pick up sticks to make a fire. When we got back, my mom built a fire. The smell of toasting marshmallows soon filled the air.

1 Grade 5

Name Date

Weekly Test Lesson 7© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Reading

Grade 5L E S S O N 7

Weekly Test Lesson 7Read the text. Then answer the questions.

The Lightkeeper’s DiscoveryIt was a warm August day with a moist breeze from the north that first caught

Benjamin’s attention as he wandered the beach.

“I reckon that storm is just going to miss us,” Benjamin said. He inhaled the hidden scent of moisture from a distant storm. Then he gazed off at the thin bank of clouds that were standing like soldiers along the southern horizon. Although he could tell that the nor’easter was passing away from them, he had been well trained by his father to be vigilant. Storms just off the coast could bring unusual surprises.

Benjamin continued to scan the ocean. He noticed a large object bobbing on the whitecaps. His eyes fixed on the object as it washed ashore. It looked like a long piece of wood from a clipper ship. Benjamin’s eyes leaped from the fallen piece of wood to a solitary shadow creeping out of the fog bank from the south. At the same time, the faint silhouette of a distant forsaken ship bobbed toward shore.

“Land sakes! It’s sure as sunrise that the ship is taking on water,” Benjamin said. He saw the ship ambling sideways as it broke the horizon.

In a situation like this, he knew every second mattered. He dashed back to the lightkeeper’s house that abutted Rocky Point Lighthouse. His father served there as lightkeeper and manager of the lifesaving crew.

“Hey, Pa,” Benjamin managed between weak breaths. “You’ve got to come and see this. I think a ship is taking on water and coming close to the breakers.”

Pa looked up from the lightkeeper’s journal he was writing and gazed out the window through a small spyglass. He could clearly discern a wounded ship taking on water as the sailors tried to lower lifeboats hastily into the surf.

“You go alert the lifesaving crew, and I’ll see what I can do to signal them,” Pa said. He turned from the window with a hint of worry on his brow. “I doubt the sailors know these waters well. If they did, there is no way they would approach the breakers like that. They’ll be dashed to pieces.”

Benjamin rushed into the larger house attached to the lightkeeper’s home. He rang a captain’s bell, alerting the lifesavers.

“What is happening?” one of the elder lifesavers said, interrupting his chess game.

2 Grade 5

Name Date


Reading


“Ship’s taking on water not far from the breakers, and the crew is abandoning,” Benjamin offered. “Looks like they might hit the breakers if they’re not careful.”

The men in the shack jumped up. They made quick work of readying themselves and two of their own lifeboats for the tough task of rescuing the sailors. Benjamin raced out with the crew and joined his father. Pa had waded out into the surf and feverishly waved his hands to motion the sailors away from the breakers. A few minutes later, the first lifesaving boat arrived and began rescuing the sailors.

“Looks like all’s well that ends well,” Pa said with a smile. “Life in the lighthouse has trained you well. If you weren’t on the lookout, I reckon we might not have noticed the ship until it was too late.”

3 Grade 5

Name Date


Reading


This question has two parts. First, answer part A. Then, answer part B.

Part A

Read the selection from the text.

It was a warm August day with a moist breeze from the north that first caught Benjamin’s attention as he wandered the beach.

“I reckon that storm is just going to miss us,” Benjamin said. He inhaled the hidden scent of moisture from a distant storm. Then he gazed off at the thin bank of clouds that were standing like soldiers along the southern horizon. Although he could tell that the nor’easter was passing away from them, he had been well trained by his father to be vigilant. Storms just off the coast could bring unusual surprises.

What is the effect of the author’s word choice in this paragraph?

It describes the setting.

It builds a sense of sadness.

It resolves a central problem in the text.

It explains the purpose of the lifesaving crew.

Part B

How does the author create the effect in part A?

by describing the sights, sounds, and smells

by giving information about beaches

by telling the character’s feelings

by relaying facts about storms

Read the sentence from the text.

He could clearly discern a wounded ship taking on water as the sailors tried to lower lifeboats hastily into the surf.

Why does the author use the word wounded?

to confuse the reader

to create a sense of relief

to build tension in the text

to add an element of fantasy

4 Grade 5

Name Date


Reading


Benjamin tells Pa about the sinking ship. What does Pa’s reaction indicate?

The ship is in danger.

The storm is getting closer.

The lighthouse is in danger.

Life in a lighthouse is exciting.

Read this sentence from the text.

“Looks like all’s well that ends well,” Pa said with a smile.

What does the phrase all’s well that ends well mean? Use clues from the text to support your answer.

How are Pa and Benjamin alike?

Both are fond of stormy weather.

Both manage the lifesaving crew.

Both are forced to abandon a ship.

Both have learned to read nature well.

5 Grade 5

Name Date



Reading

Mark the boxes to indicate whether each sentence is an example of dialect.

DialectNot

Dialect

“I reckon that storm is just going to miss us,” Benjamin said.

“Land sakes! It’s sure as sunrise that the ship is taking on water,” Benjamin said.

“I doubt the sailors know these waters well.”

“What is happening?” one of the elder lifesavers said, interrupting his chess game.

6 Grade 5

Name Date



Writing

Choose the sentence that contains a spelling error.

The man dug into the erth.

We caught several fish from the pier.

We should volunteer at the book fair.

The mayor of the city gave an exciting speech.

Which sentence contains an error in grammar usage?

We served cake and coffee at the party.

Chin raced my brother and I down the hill.

My mother and I fed the chickens and ducks.

Coach called Ava and Madison to the outfield.

Read the sentence. Underline the two words that receive the action.

The little cat ate raw tuna and fresh salmon.

Jessica is writing about her camping trip. Read the paragraph from her essay and complete the task that follows.

My family took a camping trip. We set up our tent and then decided to go for a walk. We walked down a path, and stopped to pick up stuff to make a fire. When we got back, my mom built a fire. The smell of marshmallows soon filled the air.

Rewrite the paragraph to add more detail. Be sure to include vivid details and sensory words.

1 Grade 5

Name Date


Reading



Watching CaseyScene I: The kitchen. The characters are sitting around a table having breakfast.

Mom: Guys, I have a big assignment to do, and I’m going to be writing all morning on the computer. Do you think you can keep each other busy until we go to the park this afternoon?

Adam: (excited) Sure, I’ll be the babysitter for the day!

Casey: It sounds like we can have a lot of fun.

Adam: Well, we could go to the park, the community pool, or maybe even the school playground.

Mom: Not to discourage you, but the park is too far away for you to walk there on your own, and I’d worry about you being able to watch Casey safely in the pool. No one is allowed in the playground because they are putting in new equipment, so that is out of the question.

Casey: Well, then, there’s nothing to do.

Adam: Casey, we know what we can’t do, so now let’s talk about what we can do.

Scene II: The boys’ bedroom. They are happily playing with trucks and trains, while books are strewn about.

Casey: Here comes a truck to unload the coal car! Let’s get it filled before the storm comes in!

Adam: Maneuver it into position, and now tip it. (Mom comes in.)

Mom: You boys have been so quiet in your bedroom, and I really appreciate your cooperation. What have you been up to?

Casey: First, we read some books. Then we’ve been playing with the trains and trucks for a while, but I’m kinda tired of doing that.

Mom: What about making a picture or something artistic like that?

Adam: We left our drawing stuff at Grandma’s house, so let’s look around for other things to do.

2 Grade 5

Name Date


Reading


Scene III: The kitchen. The boys are looking in a drawer. There is yarn on the table, as well as a box of circular-shaped cereal.

Adam: I know I saw some in here last week.

Casey: What are you looking for?

Adam: (He holds up a tape dispenser excitedly.) Now that I’ve found what I am looking for, I think we can get started.

Casey: On what?

Adam: We’re going to put a small piece of tape on the end of the yarn so it does not unravel, then string the cereal on the yarn to make a treat for the birds.

Casey: Hmmm, I remember doing something like this in school with Ms. Crosby as a way to celebrate winter. Let’s get going and see how many we can make. (The boys string cereal until the strings are almost filled. Mom enters.)

Mom: Alright, my work is all done, so should we go to the park?

Adam: (holds up the bird treats) And we have treats for the birds!

Mom: (looks on, impressed) The two of you worked together and made all of these? I am so proud!

Adam: (beaming) Yes, we did work together. Can we try to hang these in the bushes near the pond?

Mom: Well then, let’s go and see how many birds flock to these wonderful treats! (They all leave.)

Read the selection from the text. Underline the sentence from the text that shows where this scene is set.

Mom: You boys have been so quiet in your bedroom, and I really appreciate your cooperation. What have you been up to?

Casey: First, we read some books. Then we’ve been playing with the trains and trucks for a while, but I’m kinda tired of doing that.

Mom: What about making a picture or something artistic like that?

Adam: We left our drawing stuff at Grandma’s house, so let’s look around for other things to do.

3 Grade 5

Name Date


Reading


Read this sentence from the text.

Not to discourage you, but the park is too far away for you to walk there on your own. . . .

What does the word discourage mean as it is used in the text?

to urge a person to work

to hurt a person’s feelings on purpose

to try to stop a person from doing something

to convince someone that something is untrue


Part A

Which sentence best states the theme of the text?

A friend is a person you can count on.

Teamwork can lead to positive results.

It is easier to work alone than together.

All work and no play can leave a person empty.

Part B

Which sentence from the text best supports the answer to part A?

It sounds like we can have a lot of fun.

You boys have been so quiet in your bedroom, and I really appreciate your cooperation.

We’re going to put a small piece of tape on the end of the yarn so it does not unravel, then string the cereal on the yarn to make a treat for the birds.

The two of you worked together and made all of these?

Which word best describes Adam?

tired

creative

uncertain

frustrated

4 Grade 5

Name Date


Reading


How does Casey change throughout the text?

He relies less on his brother.

He becomes more responsible.

He develops more independence.

He discovers he can have fun in the house.

Why did the author organize the play into three scenes? Use details from the play to support your answer.

5 Grade 5

Name Date



Writing

Choose the sentence that has a spelling error.

He has some tricks up his sleeve.

You cannot remain in the house.

The flags were on displae.

This is my niece.

Which punctuation indicates that someone is shouting?

Look out below!

Look out below?

Look out below,

Look out below.

Which sentence is punctuated correctly?

You must feed the cats today?

You must feed the cats today.

You must feed the cats today

You must feed the cats today,

Jason is writing a story about a baseball game. He wants to revise the draft to eliminate errors and make the writing stronger. Underline two sentences that are written incorrectly.

James enjoys watching baseball. He is getting ready to go to a game. He asks his dad what time they need to leave?

“Right now!” shouts his dad.

They jump in the car. Are they going to be late. They get to the game in plenty of time.

1 Grade 5

Name Date


Reading



Late to PlayFernando yawned, stretched, and looked at the clock on his bureau. He was

supposed to meet his friend Miguel at the park at 9:00, and it was already 8:15. Forty-five minutes was barely sufficient time to dress, consume breakfast, and bicycle to the park with his mother. Fernando swung his feet to the floor, but then he collapsed back on the bed. He was always lethargic first thing in the morning and had difficulty moving quickly. Maybe being a few minutes tardy was acceptable; after all, Fernando was typically late. In fact, he was virtually always delayed, so surely Miguel would not expect promptness this week.

On the other hand, Miguel was consistently early, even knowing Fernando customarily ran behind schedule. Their individual habits were as predictable as sunrise and sunset. However, Miguel had started complaining about Fernando’s chronic lateness. Fernando had to acknowledge the unfairness of constantly making Miguel wait.

Fernando scrambled out of bed, determined to change his previous practices. He dressed hastily and dashed to the kitchen, where his mother had breakfast prepared, and announced his plan. If they hustled, he could arrive in advance of Miguel for the first time in their history. That would be a monumental surprise for Miguel!

Across the city, Miguel pondered his itinerary. He’d slept longer than normal, but he still had adequate time to reach the park on schedule. Besides, Fernando was persistently late, so why should Miguel hurry? He had a leisurely breakfast and washed his dishes. He even waited patiently while his teenage brother Nicolau finished a telephone call to his girlfriend. They finally departed with their dog, Chico, at 9:00. Miguel remained unconcerned while Chico loitered on the way, stopping to examine every fragment of sidewalk.

Meanwhile, at the park, Fernando scanned the area, anticipating Miguel’s appearance. Fernando’s mother was already conversing with friends, but Fernando had nothing to absorb his interest. He hadn’t realized how tedious it was to hang around unoccupied, unable to start an activity since his friend might show up momentarily. Now he felt especially ashamed of how frequently he had made Miguel wait for him.

At 9:15, Miguel, Nicolau, and Chico entered the park and Nicolau went off to the basketball court. Miguel was astonished to see Fernando already sitting by the fountain where they usually met. Miguel approached Fernando and exclaimed, “You’re early!”

2 Grade 5

Name Date


Reading


“You’re late!” Fernando said simultaneously.

Miguel chuckled and said, “I decided to dawdle today, since you’re usually late. I didn’t intend to make you wait for me.”

Fernando said, “I resolved to hustle this morning, so I could be early for once. I apologize for usually making you wait for me, and I’ll try to be on time in the future.”

“That sounds fair to me,” Miguel agreed. “If we’re both punctual, we won’t squander a moment of our day together!”

What is the setting of the text?

The text is set in a city in historic times.

The text is set in a city in modern times.

The text is set in the country in historic times.

The text is set in the country in modern times.

Read the paragraph from the text. Underline the phrase from the text that best helps the reader understand the meaning of the word punctual.

Fernando said, “I resolved to hustle this morning, so I could be early for once. I apologize for usually making you wait for me, and I’ll try to be on time in the future.”

“That sounds fair to me,” Miguel agreed. “If we’re both punctual, we won’t squander a moment of our day together!”

How do Miguel and Fernando resolve their differences?

Miguel decides to be late.

The boys meet at the park.

Fernando decides to arrive at the park early.

The boys decide they should both be punctual.

3 Grade 5

Name Date


Reading



Part A

What is the main conflict of the text?

Miguel is late for his meeting with Fernando.

Fernando likes to sleep late on Saturday mornings.

Fernando is always late while Miguel is always early.

Miguel has to wait for his brother before he can go to the park.

Part B

Read the sentences from the text. Underline the sentence that best shows Fernando’s realization of the conflict in part A.

Fernando swung his feet to the floor, but then he collapsed back on the bed. He was always lethargic first thing in the morning and had difficulty moving quickly. Maybe being a few minutes tardy was acceptable; after all, Fernando was typically late. In fact, he was virtually always delayed, so surely Miguel would not expect promptness this week.

On the other hand, Miguel was consistently early, even knowing Fernando customarily ran behind schedule. Their individual habits were as predictable as sunrise and sunset. However, Miguel had started complaining about Fernando’s chronic lateness. Fernando had to acknowledge the unfairness of constantly making Miguel wait.

What event was the opposite of what both boys expected?

Fernando and Miguel stay friends despite their different habits.

Fernando changes his behavior, but Miguel does not know this is happening.

Miguel decides to act like Fernando, but Fernando no longer acts the way he did.

Fernando and Miguel both change their behavior, yet they still do not arrive at the same time.

4 Grade 5

Name Date



Reading

What is the point of view of the text, and why does the author choose this point of view? Support your answer with details from the text.

5 Grade 5

Name Date



Writing

Choose the sentence that contains a spelling error.

Many children love to climb the old oak tree in the park.

The janitor had to scrob all of the classroom floors.

Mashed potatoes are one of my favorite foods.

Turn the lights off when you leave the kitchen.

Kevin wrote in his journal about something that happened last weekend. Read the journal entry and the question that follows.

My stepfather took me for a drive all the way out to the country, where there are lots of farm fields and cows. We heard a big bang and the car jumped, so he pulled over to the side of the road and stopped the car. When we got out. We discovered we had a flat tire that had been punctured by a sharp rock. We had to call the tow truck, and we waited for two hours, but it was all right because we had a good talk.

Which revision is needed for the underlined sentences?

When we got out, we discovered we had a flat tire that had been punctured by a sharp rock.

When we got out; we discovered we had a flat tire that had been punctured by a sharp rock.

When we got out: we discovered we had a flat tire that had been punctured by a sharp rock.

When we got out then we discovered we had a flat tire that had been punctured by a sharp rock.

Which of the following is an incomplete sentence?

She hoped to find answers.

A scientist experimented.

She ran experiments.

To check her idea.

6 Grade 5

Name Date



Writing

Chen is writing a report about Mars. He wants to revise the draft to eliminate errors and make the writing stronger. Underline the two incomplete sentences.

Scientists have been studying Mars for many years. NASA scientists sent the Curiosity rover to Mars for scientific research. Curiosity gathered rock and soil samples. Lessons learned from Curiosity. These will be important for later missions. In the future. Scientists hope to bring samples back from Mars.

Lesson 1S P E L L I N G / P H O N I C S

Name

breath gravity

wobble frantic

blister swift

crush feather

direct comic

promise bundle

grasp solid

numb weather

hymn energy

shovel stingy

Word Study Grade 5

Untitled-603 1 5/23/2011 4:17:40 AM



Name

awake ashamed

feast sleeve

stray waist

greet beneath

praise sheepish

disease release

repeat remain

display sway

braces training

thief niece

Word Study Grade 5

Untitled-605 1 5/23/2011 4:17:51 AM



Name

sign excite

groan apply

reply slight

thrown define

strike odor

mighty spider

stroll control

compose silent

dough brighten

height approach

Word Study Grade 5

Untitled-607 1 5/23/2011 4:18:02 AM



Name

earth squirm

peer weary

twirl alert

burnt murmur

smear thirsty

further reverse

appear worship

worthwhile career

nerve research

pier volunteer

Word Study Grade 5

Untitled-615 1 5/23/2011 4:18:56 AM




Can’t You Make Them Behave, King George? Writing Model Opinion Writing

Projectable 12.7

Writing Model: Problem-Solution Composition

Prompt: problem of taxation without representation.

Write a paragraph that presents a solution to the

Lead Sentence States the problem

Supporting Sentences Discuss a solution

Conclusion

1. For taxation to be just, the people who are

being taxed must agree to it. When King George

III taxed the colonists, the colonists had no one in

Parliament to argue for them. The best solution

to this problem was to protest. The colonists had

tried writing and talking. The time came to act,

so they dumped tea into Boston Harbor. This act

did not gain representation for them, but it was the

beginning of the American Revolution. Today, all

Americans have a representative in government.

2. In the United States, there is no taxation

without representation–except for the sales taxes

that kids pay! We cannot vote until we are 18 years

old, so we cannot choose someone to represent us

in Congress. The only solution is for kids to write

to the representatives whom adults voted for and

ask them to listen to our opinions. We have less

money than adults do, but we still pay sales taxes

like everyone else. If we tell the representatives

what we think, they can represent us, too.

Writing Model © Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Grade 5, Unit 3




Can’t You Make Them Behave, King George? Prewriting Opinion Writing

Projectable 12.8

Prewriting: Planning a Problem-Solution Composition

Prompt: Write a composition that states a problem in your community and a possible solution.

Title or Topic:

Problem:

Supporting Detail:

Supporting Detail:

Possible Solution:

Prewriting © Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Grade 5, Unit 3




They Called Her Molly Pitcher Writing Model Opinion Writing

Projectable 13.7

Writing Model: Persuasive Letter

Prompt: Write a letter from a daughter to her father asking to be a part of the American Revolution.

Lead Sentence States an opinion

Supporting Sentences Give and explain reasons

Closing

1. I believe that I could be valuable to the army.

I am strong and can help our troops. Like Molly

Pitcher, I can bring water to the thirsty. I also

have skills as a nurse and can help the wounded.

These skills are needed by our army. Father, don’t

you agree that I could be more helpful near the

battlefield than I am sewing at home? I don’t sew

that well, anyway! Please allow me to join you and

General Washington to help our important cause.

2. I can help the cause by reporting on the

battles for the newspaper. You know that I love to

write. From your letters, I already know the names

of the important generals. My teacher says that my

writing has improved greatly this year. She even

sent one of my essays about independence to the

local paper, and they will print it this Sunday! I will

send you a copy of it. I know that once you read

it, you will agree that I can help spread the news of

the war effort and victories.

Writing Model © Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Grade 5, Unit 3




They Called Her Molly Pitcher Prewriting Opinion Writing

Projectable 13.8

Prewriting: Planning a Persuasive Letter

Prompt: something.

Write a letter that convinces the Continental Congress to do

Title or Topic:

Opinion:

Supporting Reason:

Supporting Reason:

Supporting Reason:

Supporting Reason:


Grade 5, Unit 3




James Forten Writing Model Opinion Writing

Projectable 14.7

Writing Model: Persuasive Essay Prompt: whether Americans would or would not have been better off under British rule.

Write a paragraph, based on research, to convince your classmates

Lead Sentence States an opinion

Supporting Sentences Give reasons supported by facts

Closing

1. The United States could have been a

better country if the colonies did not declare

independence. Some colonists thought it was

best to stay under British rule, which united the

colonies. Also, the colonists would, over time, be

included in the British government. While we do

have a great nation today, we have 50 states that do

not always agree. We might have achieved more as

British subjects. We would have been united with a

great power to do great things.

2. Independence from Britain was the right

choice for the American colonists. King George’s

treatment was unfair and not likely to change soon.

One unfair tax would follow another. In fact, the

Stamp Act came after the Sugar Act, which made

sugar and other imported goods more expensive.

Also, American life was very different from life

in Britain. This unique place should have its own

government. Our nation is built on pride and

independence. We could not have achieved what

we have as British subjects. Writing Model © Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Grade 5, Unit 3




James Forten Prewriting Opinion Writing

Projectable 14.8

Prewriting: Planning a Persuasive Essay Prompt: Write an essay, based on research, in which you persuade readers that the

Choose an important figure from the Revolutionary War period.

person had a positive impact on American history.

Title or Topic:

Opinion:

Reason:

Detail:

Detail:

Reason:

Detail:

Detail:


Grade 5, Unit 3




A Package for Mrs. Jewls Grammar Complete Sentences

Projectable 1.4

A sentence is a group of words that expresses a complete thought. Every sentence has two parts: a subject and a predicate. The simple subject is the main word or words that tell who or what the sentence is about. The simple predicate is the main word or words that tell what the subject is or does.

simple subject The students learned about gravity in

simple predicate

science class.

Thinking Questions What word tells whom or what the sentence is about? What word tells what the subject is or does?

Underline the simple subject. Circle the simple predicate.

1. The students researched gravity.

2. Butch and Frank found a website about it.

3. The teacher read the website aloud.

4. He asked for an example of gravity.

5. Katie raised her hand.

6. The class had lots of examples in mind.

7. Suddenly Alice sat down on the floor.

8. Everyone in the class clapped at Alice’s example.

Grammar © Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Grade 5, Unit 1

Simple Subjects and Predicates





Projectable 1.5

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

sentence fragment The art students covered in paint.

Thinking Question Does this group of words tell who or what and also what is or what happens?

Write whether the group of words is a sentence or a sentence fragment.

1. The class experimented with paint colors.

2. The boy with the brown hair.

3. Jenner used blue paint for his hair.

4. Whatever color they want.

Tell whether the sentence fragment is missing a subject or a predicate.

5. encouraged the students

6. blue, red, and yellow paint

7. April and the other girls

8. hung the paintings


Grade 5, Unit 1

Sentence Fragments





Projectable 1.6

A complete sentence has a subject and a predicate. The subject tells whom or what the sentence is about. The predicate tells what the subject is or does. The complete sentence expresses a complete thought.

sentence fragment The eager students

complete sentence The eager students planned a trip to the science museum.

Thinking Questions Does each group of words tell who or what the sentence is about? Does it tell what is or what happens?

Write a subject or a predicate on the line to form a complete sentence.

1. laughed

and talked on the bus.

2. Upon arriving, their teacher

3. Then the museum guide

4. illustrated a different scientific principle.

5. were interactive.

6. Most of the students

7. At the end of their tour, the students

8. asked if they could take more field trips.


Grade 5, Unit 1

Writing Complete Sentences




A Royal Mystery Grammar Kinds of Sentences

Projectable 2.4

Declarative and Interrogative Sentences

A declarative sentence tells something. It ends with a period. An interrogative sentence asks something. It ends with a question mark. Changing the order of words can change a declarative sentence into an interrogative sentence.

declarative sentence We can go to the movie tonight.

interrogative sentence Can we go to the movie tonight?

Thinking Question Does this sentence tell something or ask something?

Form a declarative sentence and an interrogative sentence from each group of words. Be sure to use the correct end punctuation and capitalization.

1. at the museum meet we will at noon

declarative

interrogative

2. a painter famous there will be

declarative

interrogative

3. to talk visitors meet her can

declarative

interrogative


Grade 5, Unit 1





Projectable 2.5

Imperative and Exclamatory Sentences

An imperative sentence gives an order. It ends with a period. An exclamatory sentence expresses strong feeling. It ends with an exclamation point.

imperative sentence Find your seat before the show starts.

exclamatory sentence What a huge crowd!

Thinking Question Does this sentence give an order or express strong feeling?

Tell if the sentence is imperative or exclamatory. Then write the sentence using correct punctuation and capitalization.

1. the movie on television was great

2. don’t switch channels in the middle of the movie

3. she is my very favorite actress

4. watch the ending to the movie

5. tell me about other movies you’ve seen


Grade 5, Unit 1





Projectable 2.6

Identifying Sentence Types

A declarative sentence tells something. It ends with a period. An interrogative sentence asks something. It ends with a question mark. An imperative sentence gives an order. It ends with a period. An exclamatory sentence expresses strong feeling. It ends with an exclamation point.

interrogative sentence Did you see the movie about Mars?

Thinking Question Does this sentence tell something, ask something, give an order, or express strong feeling?

Write the sentence using correct end punctuation and capitalization. Then label the sentence declarative, interrogative, imperative, or exclamatory.

1. wow, the scene with the rocket launch was amazing

2. don’t turn the movie off before it’s done

3. did you like the special effects

4. when I grow up, I want to make movies


Grade 5, Unit 1




Off and Running Grammar Compound Sentences

Projectable 3.4

Complete Subjects and Predicates

A complete subject contains all of the words that tell whom or what the sentence is about. A complete predicate contains all of the words that tell what the subject is or does.

complete subject The members of the election committee announced the winner.

complete predicate

Thinking Questions What are the words that tell whom or what the sentence is about? What are the words that tell what the subject is or does?

Draw a line that divides the complete subject and complete predicate.

1. Sandra’s friend lost the election.

2. Red and white balloons filled the cafeteria.

3. The happy winner thanked his friends and family.

4. His classmates’ cheers interrupted his acceptance speech.

5. The best candidate won the election by a landslide.

6. The class hopes the candidate will fulfill all of his promises.


Grade 5, Unit 1





Projectable 3.5

Subject-Verb Agreement

The subject and verb of a sentence should agree. Use a singular verb with a singular subject. Use a plural verb with a plural subject.

singular subject and verb The student votes tomorrow. Mary or Ben has my vote.

plural subject and verb The students vote tomorrow. Mary and Ben have my vote.

Thinking Questions Is the sentence about more than one person, place, thing, or idea? If so, is the verb plural?

Draw a line under the subject. Circle the verb that goes with it.

1. Devon, Marco, and Ellie (want / wants) to run for president.

2. Devon and Marco (is / are) good friends.

3. Marco (wish / wishes) Devon would not run for president.

4. Marco and Devon (talk / talks) about the election.

5. They (decide / decides) they can both run and be friends.

6. (Is / Are) anyone surprised that Ellie won the election?


Grade 5, Unit 1





Projectable 3.6

Compound Sentences

A compound sentence is made up of two smaller sentences. Each smaller sentence has its own subject and predicate. The sentences are joined by a comma and a conjunction such as and, or, or but.

Brenda worked hard on the election, but Max didn’t do any work.

Thinking Questions Which groups of words express a complete thought? What word joins the two complete thoughts?

Draw a line under each simple sentence. Place a comma before the conjunction that joins them.

1. Dixie could help her friend Janet in the election or she could ride the

school bus.

2. Dixie didn’t like to make signs but Janet needed them.

3. They got together with a few other friends and they made great signs.

4. Dixie carried a sign in front of the school and Janet carried one in the

cafeteria.

5. Janet didn’t win but Dixie had fun working with the group.


Grade 5, Unit 1




Old Yeller Grammar Direct and Indirect Objects

Projectable 7.4

Direct Objects

A direct object is a word in the predicate that receives the action of the verb.

verb direct object The boy helped his mother with the chores.

Thinking Question What word tells who or what receives the action of the verb?

Underline the action verb of each sentence once.Then underline the direct object of each sentence twice.

1. He chopped enough wood for a week.

2. He plowed the field for the corn.

3. Later in the day, he even picked berries for jam.

4. Then he read a story to his brother.

5. Just before going to bed, he walked the dog along the river.

6. That night his head hit the pillow, and he was asleep.

7. The next day he painted the barn.

8. No wonder he welcomed his father back gratefully.


Grade 5, Unit 2





Projectable 7.5

Compound Direct Objects

A direct object receives the action of a verb. Some sentences contain more than one direct object, or a compound direct object.

compound direct object My dog Pete requires care and attention.

Thinking Question What words tell who or what receives the action of the verb?

Underline the direct objects in each sentence.

1. We love Pete and his quirky personality.

2. He guards our property and us!

3. Pete follows my little brother and my sister everywhere they go!

4. He even watches my big brother and me, just in case we get into

trouble.

5. Pete shows loyalty and affection to all of us.

6. He sometimes disobeys my father or my mother.

7. Most of the time, though, we praise Pete and his behavior!

8. When he is good, he gets extra treats and sometimes our leftovers!


Grade 5, Unit 2





Projectable 7.6

Indirect Objects

Some sentences have both a direct and an indirect object. The direct object receives the action of the verb. The indirect object tells to or for whom or what the action of the verb is done. The indirect object comes before the direct object in a sentence.

indirect object direct object Old Yeller gave Arliss a lick.

Arliss is the indirect object. It names the person to whom the lick was given.

Thinking Question To whom or what or for whom or what is the action of the verb done?

Underline the indirect object in each sentence. Circle the direct object.

1. Travis showed his father the chopped wood.

2. Arliss gave Old Yeller a hug.

3. Travis told his mother the news.

4. Arliss owed Old Yeller his life.

5. She made the dog a special dinner.

6. Travis’s dad brought them presents.

7. He threw him a juicy bone.

8. Travis read Arliss a story.


Grade 5, Unit 2




Everglades Forever Grammar Conjunctions

Projectable 8.4

Using And, But, and Or

Conjunctions are words that connect other words or groups of words in a sentence. The coordinating conjunctions and, but, and or join sentence parts that are alike.

conjunction Some desert animals are endangered and need our protection.

Thinking Question What word’s function is to connect other words or groups of words that are alike?

Circle the conjunction in each sentence and underline the words or word groups connected by it.

1. The Sonoran Desert has extreme hot and cold weather.

2. These tortoises have adapted to and thrived in deserts.

3. It is unlawful to touch or take the tortoises from the park.

4. Their shells are hard, but they are still vulnerable to predators.

5. Desert tortoises eat desert grasses and shrubs.

6. Desert vegetation is fragile and slow-growing.

7. Visitors to the desert usually comment on the temperature or the

lack of humidity.

8. The Saguaro cactus and the Joshua tree need very little water to

survive.


Grade 5, Unit 2




Everglades Forever Grammar Conjuctions

Projectable 8.5

Conjunctions in Compound Sentences

To form a compound sentence, use a comma and a coordinating conjunction to connect two complete sentences. If the sentences are related to the same subject or idea, use and. If they present contrasting ideas, use but or or.

The Everglades is endangered by development. Alien species are also a threat.

The Everglades is endangered by development, and alien species are also a threat.

Thinking Questions How are the two sentences related? What conjunction can I use to connect them?

Rewrite each of the following to form a compound sentence.

1. We may visit a national park we may explore a desert area.

2. The land would be wet there would be fish and frogs there.

3. Bees pollinate flowers this alien species kills them.

4. The vegetation in the Everglades is lush. Plants grow quickly.

5. We can help save the Everglades. We can lose this wonderful

resource.

6. The forest is silent. The city is noisy.


Grade 5, Unit 2





Projectable 8.6

Using Subordinating Conjunctions

Subordinating conjunctions are words that connect one sentence part to another. The subordinating conjunction makes one part of the sentence dependent on the other sentence part, forming a complex sentence.

Because the climate is dry, lizards thrive in the desert.

Thinking Question Which part of the sentence is dependent on the other part?

Use the subordinating conjunctions in parentheses to form complex sentences. Write each new sentence on the line.

1. We go camping. We make a list of supplies. (before)

2. We are waiting. Let’s discuss how the tortoise finds food.

(while)

3. We hike the trail. We will see foxes near the cactus grove.

(if)

4. The marshlands are beautiful. I would rather camp in the

mountains. (although)


Grade 5, Unit 2




Storm Warriors Grammar Complex Sentences

Projectable 9.4

Complex Sentences and Subordinating Conjunctions

A complex sentence is formed by joining two groups of words with a subordinating conjunction. One group of words expresses a complete thought. The other group adds meaning but does not form a complete thought on its own. It begins with a subordinating conjunction, such as because, although, when, or as.

subordinating conjunction Because a storm had passed through the area, the waves were high.

Thinking Questions Which part of the sentence cannot stand on its own? What word does it begin with?

Circle the subordinating conjunction in the sentence. Then underline the part of the sentence that does not form a complete thought on its own.

1. Anna looked for a lifeguard before she decided to go swimming.

2. When she saw a lifeguard on duty, she went into the water.

3. She wanted to be careful because the tide was very strong.

4. Although Anna was not a very good swimmer, she loved the ocean.

5. Since people sometimes swam too far out, the town had roped off

a safe swimming area.

6. Once, a boy almost drowned after the tide pulled him past the

rope.

7. His sister saw him and called out until the lifeguard heard her.

8. Though it was difficult, the boy kept his head above the water.


Grade 5, Unit 2





Projectable 9.5

Independent and Dependent Clauses

The two parts of a complex sentence are called the independent clause and the dependent clause. The independent clause is the part that expresses a complete thought and could be a sentence of its own. The dependent clause begins with a subordinating conjunction and cannot stand on its own as a sentence.

independent clause George went to the store after he heard about

dependent clause

the hurricane.

Thinking Questions Which part of the sentence can stand on its own? Which part just gives extra information?

Underline the independent clause. Double underline the dependent clause.

1. If a hurricane was coming, George wanted to be prepared.

2. He made a list of the things he needed before he went to the store.

3. Although his faucets were working, George bought bottles of water.

4. He also bought dry and canned food though he had fresh food at

home.

5. George went to a hardware store once he was finished buying

groceries.

6. He picked up extra batteries while he was waiting for the salesperson.

7. Unless it was a Category One hurricane, George always nailed boards

over his windows.

8. Whenever there was a hurricane, George helped his neighbors cover

their windows too.


Grade 5, Unit 2





Projectable 9.6

Correlative Conjunctions

Some conjunctions always work in pairs. They are called correlative conjunctions. They connect two words, phrases, or clauses that are parallel, or have the same function in the sentence. Correlative conjunctions include both/and, either/or, neither/nor, not only/but also, whether/or.

correlative conjunctions Neither the crew nor the rescuers knew what to do. Both Zara and her mother read “Storm Warriors.” Either the rescuers will throw the line or they will swim out to the boat.

Thinking Question What two words work together to connect parallel parts of the sentence?

Write the correlative conjunctions that correctly complete each sentence.

1. tourists residents were allowed on

the beach during the storm.

2. The Pea Island surfmen rescued the baby

the rest of the crew.

3. we should watch the documentary

we should read the book to learn more about the Pea Island surfmen.

4. It was up to the captain the surfmen attempted the

rescue they waited out the storm.

5. improved navigational devices better

communication systems have decreased the number of shipwrecks.


Grade 5, Unit 2





Projectable 1.4

A sentence is a group of words that expresses a complete thought. Every sentence has two parts: a subject and a predicate. The simple subject is the main word or words that tell whom or what the sentence is about. The simple predicate is the main word or words that tell what the subject is or does.

simple subject The students learned about gravity in

simple predicate

science class.

Thinking Questions What word tells whom or what the sentence is about? What word tells what the subject is or does?

Underline the simple subject. Circle the simple predicate.

1. The students researched gravity.

2. Butch and Frank found a website about it.

3. The teacher read the website aloud.

4. He asked for an example of gravity.

5. Katie raised her hand.

6. The class had lots of examples in mind.

7. Suddenly Alice sat down on the floor.

8. Everyone in the class clapped at Alice’s example.


Grade 5, Unit 1

Simple Subjects and Predicates





Grade 5, Unit 1


Projectable 1.5

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

sentence fragment The art students covered in paint.

Thinking Question Does this group of words tell whom or what and also what is or what happens?

Write whether the group of words is a sentence or a sentence fragment.

1. The class experimented with paint colors. sentencesentence

2. The boy with the brown hair. sentence fragmentsentence fragment

3. Jenner used blue paint for his hair. sentencesentence

4. Whatever color they want. sentence fragmentsentence fragment

Tell whether the sentence fragment is missing a subject or a predicate.

5. encouraged the students subjectsubject

6. blue, red, and yellow paint predicatepredicate

7. April and the other girls predicatepredicate

8. hung the paintings subjectsubject

Sentence Fragments





Projectable 1.6

A complete sentence has a subject and a predicate. The subject tells whom or what the sentence is about. The predicate tells what the subject is or does. The complete sentence expresses a complete thought.

sentence fragment The eager students

complete sentence The eager students planned a trip to the science museum.

Thinking Questions Does each group of words tell whom or what the sentence is about? Does it tell what is or what happens?

Write a subject or a predicate on the line to form a complete sentence.

1. Filled with excitement, theyFilled with excitement, they laughed

and talked on the bus.

2. Upon arriving, their teacher explained what they would see in the museum.explained what they would see in the museum.

3. Then the museum guide led them around to the displays.led them around to the displays.

4. Each exhibitEach exhibit illustrated a different scientific principle.

5. were interactive. Some of the exhibitsSome of the exhibits

6. Most of the students loved the hands-on learning.loved the hands-on learning.

7. At the end of their tour, the students felt that they had learned a lot.felt that they had learned a lot.

8. Several of the studentsSeveral of the students asked if they could take more field trips.


Grade 5, Unit 1

Writing Complete Sentences





Projectable 2.4

Declarative and Interrogative Sentences

A declarative sentence tells something. It ends with a period. An interrogative sentence asks something. It ends with a question mark. Changing the order of words can change a declarative sentence into an interrogative sentence.

declarative sentence We can go to the movie tonight.

interrogative sentence Can we go to the movie tonight?

Thinking Question Does this sentence tell something or ask something?

Form a declarative sentence and an interrogative sentence from each group of words. Be sure to use the correct end punctuation and capitalization.

1. at the museum meet we will at noon

declarative We will meet at the museum at noon.

interrogative Will we meet at the museum at noon?

2. a painter famous there will be

declarative A famous painter will be there.

interrogative Will a famous painter be there?

3. to talk visitors meet her can

declarative Visitors can meet her to talk.

interrogative Can visitors meet her to talk?


Grade 5, Unit 1





Projectable 2.5

Imperative and Exclamatory Sentences

An imperative sentence gives an order. It ends with a period. An exclamatory sentence expresses strong feeling. It ends with an exclamation point.

imperative sentence Find your seat before the show starts.

exclamatory sentence What a huge crowd!

Thinking Question Does this sentence give an order or express strong feeling?

Tell if the sentence is imperative or exclamatory. Then write the sentence using correct punctuation and capitalization.

1. the movie on television was great exclamatory The movie on television was great!

2. don’t switch channels in the middle of the movie imperative Don’t switch cannels in the middle of the movie.

3. she is my very favorite actress exclamatory She is my very favorite actress!

4. watch the ending to the movie imperative Watch the ending to the movie.

5. tell me about other movies you’ve seen imperative Tell me about other movies you’ve seen.


Grade 5, Unit 1





Projectable 2.6

Identifying Sentence Types

A declarative sentence tells something. It ends with a period. An interrogative sentence asks something. It ends with a question mark. An imperative sentence gives an order. It ends with a period. An exclamatory sentence expresses strong feeling. It ends with an exclamation point.

interrogative sentence Did you see the movie about Mars?

Thinking Question Does this sentence tell something, ask something, give an order, or express strong feeling?

Write the sentence using correct end punctuation and capitalization. Then label the sentence declarative, interrogative, imperative, or exclamatory.

1. wow, the scene with the rocket launch was amazing Wow, the scene with the rocket launch was amazing!

exclamatory

2. don’t turn the movie off before it’s done Don’t turn the movie off before it’s done.

imperative

3. did you like the special effects Did you like the special effects?

interrogative

4. when I grow up, I want to make movies When I grow up, I want to make movies.

declarative


Grade 5, Unit 1





Projectable 3.4

Complete Subjects and Predicates

A complete subject contains all of the words that tell whom or what the sentence is about. A complete predicate contains all of the words that tell what the subject is or does.

complete subject The members of the election committee announced the winner.

complete predicate

Thinking Questions What are the words that tell whom or what the sentence is about? What are the words that tell what the subject is or does?

Draw a line that divides the complete subject and complete predicate.

1. Sandra’s friend lost the election.

2. Red and white balloons filled the cafeteria.

3. The happy winner thanked his friends and family.

4. His classmates’ cheers interrupted his acceptance speech.

5. The best candidate won the election by a landslide.

6. The class hopes the candidate will fulfill all of his promises.


Grade 5, Unit 1





Projectable 3.5

Subject-Verb Agreement

The subject and verb of a sentence should agree. Use a singular verb with a singular subject. Use a plural verb with a plural subject.

singular subject and verb The student votes tomorrow. Mary or Ben has my vote.

plural subject and verb The students vote tomorrow. Mary and Ben have my vote.

Thinking Questions Is the sentence about more than one person, place, thing, or idea? If so, is the verb plural?

Draw a line under the subject. Circle the verb that goes with it.

1. Devon, Marco, and Ellie (want / wants) to run for president.

2. Devon and Marco (is / are) good friends.

3. Marco (wish / wishes) Devon would not run for president.

4. Marco and Devon (talk / talks) about the election.

5. They (decide / decides) they can both run and be friends.

6. (Is / Are) anyone surprised that Ellie won the election?


Grade 5, Unit 1





Projectable 3.6

Compound Sentences

A compound sentence is made up of two smaller sentences. Each smaller sentence has its own subject and predicate. The sentences are joined by a comma and a conjunction such as and, or, or but.

Brenda worked hard on the election, but Max didn’t do any work.

Thinking Questions Which groups of words express a complete thought? What word joins the two complete thoughts?

Draw a line under each simple sentence. Place a comma before the conjunction that joins them.

1. Dixie could help her friend Janet in the election, or she could ride the

school bus.

2. Dixie didn’t like to make signs, but Janet needed them.

3. They got together with a few other friends, and they made great signs.

4. Dixie carried a sign in front of the school, and Janet carried one in the

cafeteria.

5. Janet didn’t win, but Dixie had fun working with the group.


Grade 5, Unit 1





Projectable 7.4

Direct Objects

A direct object is a word in the predicate that receives the action of the verb.

verb direct object The boy helped his mother with the chores.

Thinking Question What word tells who or what receives the action of the verb?

Underline the action verb of each sentence once. Then underline the direct object of each sentence twice.

1. He chopped enough wood for a week.

2. He plowed the field for the corn.

3. Later in the day, he even picked berries for jam.

4. Then he read a story to his brother.

5. Just before going to bed, he walked the dog along the river.

6. That night his head hit the pillow, and he was asleep.

7. The next day he painted the barn.

8. No wonder he welcomed his father back gratefully.


Grade 5, Unit 2





Projectable 7.5

Compound Direct Objects

A direct object receives the action of a verb. Some sentences contain more than one direct object, or a compound direct object.

compound direct object My dog Pete requires care and attention.

Thinking Question What words tell who or what receives the action of the verb?

Underline the direct objects in each sentence.

1. We love Pete and his quirky personality.

2. He guards our property and us!

3. Pete follows my little brother and my sister everywhere they go!

4. He even watches my big brother and me, just in case we get into

trouble.

5. Pete shows loyalty and affection to all of us.

6. He sometimes disobeys my father or my mother.

7. Most of the time, though, we praise Pete and his behavior!

8. When he is good, he gets extra treats and sometimes our leftovers!


Grade 5, Unit 2





Projectable 7.6

Indirect Objects

Some sentences have both a direct and an indirect object. The direct object receives the action of the verb. The indirect object tells to or for whom or what the action of the verb is done. The indirect object comes before the direct object in a sentence.

indirect object direct object Old Yeller gave Arliss a lick.

Arliss is the indirect object. It names the person to whom the lick was given.

Thinking Question To whom or what or for whom or what is the action of the verb done?

Underline the indirect object in each sentence. Circle the direct object.

1. Travis showed his father the chopped wood.

2. Arliss gave Old Yeller a hug.

3. Travis told his mother the news.

4. Arliss owed Old Yeller his life.

5. She made the dog a special dinner.

6. Travis’s dad brought them presents.

7. He threw him a juicy bone.

8. Travis read Arliss a story.


Grade 5, Unit 2





Projectable 8.4

Using And, But, and Or

Conjunctions are words that connect other words or groups of words in a sentence. Examples of coordinating conjunctions are and, but, and or.

Thinking Question What word’s function is to connect other words or groups of words in the sentence?

conjunction Some desert animals are endangered and need our protection.

Circle the conjunction in each sentence and underline the words or word groups connected by it.

1. The Sonoran Desert has extreme hot and cold weather.

2. These tortoises have adapted to and thrived in deserts.

3. It is unlawful to touch or take the tortoises from the park.

4. Their shells are hard, but they are still vulnerable to predators.

5. Desert tortoises eat desert grasses and shrubs.

6. Desert vegetation is fragile and slow-growing.

7. Visitors to the desert usually comment on the temperature or the

lack of humidity.

8. The Saguaro cactus and the Joshua tree need very little water to

survive.


Grade 5, Unit 2




Everglades Forever Grammar Conjuctions

Projectable 8.5

Conjunctions in Compound Sentences

To form a compound sentence, use a comma and a coordinating conjunction to connect two complete sentences. If the sentences are related to the same subject or idea, use and. If they present contrasting ideas, use but or or.

The Everglades is endangered by development. Alien species are also a threat.

The Everglades is endangered by development, and alien species are also a threat.

Thinking Questions How are the two sentences related? What conjunction can I use to connect them?

Rewrite each of the following to form a compound sentence.

1. We may visit a national park we may explore a desert area. We may visit a national park, or we may explore a desert area.

2. The land would be wet there would be fish and frogs there. The land would be wet, and there would be fish and frogs there.

3. Bees pollinate flowers this alien species kills them. Bees pollinate flowers, but this alien species kills them.

4. The vegetation in the Everglades is lush. Plants grow quickly. The vegetation in the Everglades is lush, and plants grow quickly.

5. We can help save the Everglades. We can lose this wonderful

resource. We can help save the Everglades, or

we can lose this wonderful resource.

6. The forest is silent. The city is noisy. The forest is silent, but the city is noisy.


Grade 5, Unit 2





Projectable 8.6

Using Subordinating Conjunctions

Subordinating conjunctions are words that connect one sentence part to another. The subordinating conjunction makes one part of the sentence dependent on the other sentence part, forming a complex sentence.

Because the climate is dry, lizards thrive in the desert.

Thinking Question Which part of the sentence is dependent on the other part?

Use the subordinating conjunctions in parentheses to form complex sentences. Write each new sentence on the line.

1. We go camping. We make a list of supplies. (before) Before we go camping, we make a list of supplies.

2. We are waiting. Let’s discuss how the tortoise finds food.

(while)

While we are waiting, let’s discuss how the tortoise finds food.

3. We hike the trail. We will see foxes near the cactus grove.

(if) If we hike the trail, we will see foxes near the cactus grove.

4. The marshlands are beautiful. I would rather camp in the

mountains. (although) Although the marshlands are beautiful, I would rather camp

in the mountains.


Grade 5, Unit 2





Projectable 9.4

Complex Sentences and Subordinating Conjunctions

A complex sentence is formed by joining two groups of words with a subordinating conjunction. One group of words expresses a complete thought. The other group adds meaning but does not form a complete thought on its own. It begins with a subordinating conjunction, such as because, although, when, or as.

subordinating conjunction Because a storm had passed through the area, the waves were high.

Thinking Questions Which part of the sentence cannot stand on its own? What word does it begin with?

Circle the subordinating conjunction in the sentence. Then underline the part of the sentence that does not form a complete thought on its own.

1. Anna looked for a lifeguard before she decided to go swimming.

2. When she saw a lifeguard on duty, she went into the water.

3. She wanted to be careful because the tide was very strong.

4. Although Anna was not a very good swimmer, she loved the ocean.

5. Since people sometimes swam too far out, the town had roped off

a safe swimming area.

6. Once, a boy almost drowned after the tide pulled him past the

rope.

7. His sister saw him and called out until the lifeguard heard her.

8. Though it was difficult, the boy kept his head above the water.


Grade 5, Unit 2





Projectable 9.5

Independent and Dependent Clauses

The two parts of a complex sentence are called the independent clause and the dependent clause. The independent clause is the part that expresses a complete thought and could be a sentence of its own. The dependent clause begins with a subordinating conjunction and cannot stand on its own as a sentence.

independent clause dependent clause George went to the store after he heard about the hurricane.

Underline the independent clause. Double underline the dependent clause.

1. If a hurricane was coming, George wanted to be prepared.

2. He made a list of the things he needed before he went to the store.

3. Although his faucets were working, George bought bottles of water.

4. He also bought dry and canned food though he had fresh food at

home.

5. George went to a hardware store once he was finished buying

groceries.

6. He picked up extra batteries while he was waiting for the salesperson.

7. Unless it was a Category One hurricane, George always nailed boards

over his windows.

8. Whenever there was a hurricane, George helped his neighbors cover

their windows too.


Grade 5, Unit 2

Thinking Questions Which part of the sentence can stand on its own? Which part just gives extra information?





Projectable 9.6

Correlative Conjunctions

Some conjunctions always work in pairs. They are called correlative conjunctions. They connect two words, phrases, or clauses that are parallel, or have the same function in the sentence. Correlative conjunctions include both/and, either/or, neither/nor, not only/but also, whether/or.

correlative conjunctions Neither the crew nor the rescuers knew what to do. Both Zara and her mother read “Storm Warriors.” Either the rescuers will throw the line or they will swim out to the boat.

Thinking Question What two words work together to connect parallel parts of the sentence?

Write the correlative conjunctions that correctly complete each sentence.

1. Neither tourists nor residents were allowed on

the beach during the storm.

2. The Pea Island surfmen rescued not only the baby but also the rest of the crew.

3. Either we should watch the documentary or

we should read the book to learn more about the Pea Island surfmen.

4. It was up to the captain whether the surfmen attempted the

rescue or they waited out the storm.

5. Both improved navigational devices and better

communication systems have decreased the number of shipwrecks.


Grade 5, Unit 2


GREENWOOD INTERNATIONAL SCHOOL Decoding Homework Worksheet- Grade 5

Name: __________________________________________ Date: __________________________

Look at the words given and syllabicate either with V/CV or VC/V pattern.

Word V/CV or VC/V

parlor VC/V

prefer

logic

tulip

super

Look at the words given and put a juncture with ‘/’ Write the pattern as well (V/CV or VC/V)

Word V/CV or VC/V pattern Juncture /’

behave V/CV be/have

future

cabin

focus

family Use ‘/ ‘ to decode the following words.

eg. pilot pi/lot

1. music -

2. camel -

3. final -

4. baker -

5. second -

Greenwood International School English Department (Elementary)

Semester 1 Name: _________________________________ Grade/Section: ___________________________ Decoding VCV and VVCV syllable Pattern – Homework Sheet

CCSS.ELA-LITERACY.RF.5.3.A

Know and apply grade-level phonics and word analysis skills in decoding words. --------------------------------------------------------------------------------------------------------------------------

Find VCV and VVCV pattern and draw a box around it.

1. student

2. Greece

3. leader

4. eagle

Look at the bank of words given, highlight the words that have the correct syllabication. rem/ove not/e se/ven Ye/men

gra/de reas/on fin/ish laz/y

Read the words on the left and the right, then match the word if it is VCV or VVCV. human pretend

teacher meeting

second minute

river frozen

For example: p i l o t f r e e d o m v c v v v c v

VCV

VVCV


Semester 1 Name: _________________________________ Grade/Section: ___________________________ Decoding VCCV syllable Pattern – Homework Sheet


Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

--------------------------------------------------------------------------------------------------------------------------

Find VCCV pattern and draw a box around it.

For Eg: a n g e r v c c v 1. p o w d e r

2. h a p p y

3. K e n y a

4. y e l l o w

Look at the bank of words given, highlight the words that have the correct VCCV syllabication. a/ction pict/ure Dent/ist fi/gure

se/ction ex/tend cal/cium plas/tic

Divide the word into syllables using the VCCV pattern. Write the pattern below each word and then divide with a ‘/’.

1. a g r e e 2. t h u n d e r 3. c o s t u m e

4. m a g n e t 5. l o b b y 6. s u c c e s s

7. s a n d a l 8. s i g n a l 9. s a d l y


Semester 1 Name: _________________________________ Grade/Section: ___________________________ Decoding Words with Vowel + /r/ sound – Homework Sheet


Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

------------------------------------------------------------------------------------------------------------------ A. Sort the following words into their /r/ controlled vowel sounds.

purse harm thirty jerk hard herb bird curse hurt fur charm first curb girl dirt star form turn large mark twirl inform person kernel

ar er ir or ur

B. Check the words given and write words with the similar /r/ controlled vowel

sounds in the space provided. Choose from words in the box from part A above.

1. squirm - _______ 2. burnt - ________ 3. art - _______

4. alert - ________ 5. reform - _______ 6. nurse - ________

GREENWOOD INTERNATIONAL SCHOOL Decoding Homework Worksheet- Grade 5

Name: __________________________________________ Date: __________________________

Look at the words given and syllabicate either with V/CV or VC/V pattern.

Word V/CV or VC/V

parlor VC/V

prefer V/CV

logic VC/V

tulip V/CV

super V/CV

Look at the words given and put a juncture with ‘/’ Write the pattern as well (V/CV or VC/V)

Word V/CV or VC/V pattern Juncture /’

behave V/CV be/have

future V/CV fu/ture cabin VC/V cab/in

focus V/CV fo/cus

family VC/V fam/ily

Use ‘/ ‘ to decode the following words. eg. pilot pi/lot

1. music - mu/sic 2. camel - cam/el 3. final- fi/nal 4. baker - ba/ker 5. second- sec/ond

Greenwood International School

English Department (Elementary) Semester 1

Name: _________________________________

Grade/Section: ___________________________

Decoding VCV and VVCV syllable Pattern – Homework Sheet


Know and apply grade-level phonics and word analysis skills in decoding words.

--------------------------------------------------------------------------------------------------------------------------

Find VCV and VVCV pattern and draw a box around it.

For example: p i l o t f r e e d o m

v c v v v c v

1. student v c v

3. leader v v c v

2. Greece v v c v

4. eagle v v c c v

Look at the bank of words given, highlight the words that have the

correct syllabication.

rem/ove not/e se/ven Ye/men

gra/de reas/on fin/ish laz/y

Read the words on the left and the right, then match the word if it is VCV

or VVCV.

human VCV pretend

teacher meeting

second VVCV minute

river frozen

Greenwood International School

English Department (Elementary) Semester 1

Name: _________________________________

Grade/Section: ___________________________

Decoding VCCV syllable Pattern – Homework Sheet


Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology

(e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

--------------------------------------------------------------------------------------------------------------------------

Find VCCV pattern and draw a box around it.

For Eg: a n g e r

v c c v

1. p o w d e r v c c v

3. K e n y a v c c v

2. h a p p y v c c v

4. y e l l o w v c c v

Look at the bank of words given, highlight the words that have the

correct VCCV syllabication.

a/ction pict/ure Dent/ist fi/gure

se/ction ex/tend cal/cium plas/tic

Divide the word into syllables using the VCCV pattern. Write the pattern

below each word and then divide with a ‘/’.

1. a g / r e e v c c v

2. t h u n / d e r v c c v

3. c o s / t u m e v c c v

4. m a g / n e t v c c v

5. l o b / b y v c c v

6. s u c / c e s s v c c v

7. s a n / d a l v c c v

8. s i g / n a l v c c v

9. s a d / l y v c c v


Semester 1 Name: _________________________________

Grade/Section: ___________________________

Decoding Words with Vowel + /r/ sound – Homework Sheet


Use combined knowledge of all letter-sound correspondences, syllabication patterns, and

morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context

and out of context.

------------------------------------------------------------------------------------------------------------------ A. Sort the following words into their /r/ controlled vowel sounds.

purse harm thirty jerk hard herb bird curse hurt fur charm

first curb girl dirt star form turn large mark twirl inform person kernel

ar ur er ir or

harm purse jerk thirty form

hard curse herb bird inform

charm hurt person first

star fur kernel girl

large curb twirl

mark turn

B. Check the words given and write words with the similar /r/ controlled vowel

sounds in the space provided. Choose from words in the box from part A above.

1. squirm - thirty

2. burnt - turn

3. art - mark

4. alert - person

5. reform - inform

6. nurse - curse



A Package for Mrs. Jewls Analyze the Text Story Structure

Projectable 1.2

Setting Wayside School

Characters Louis, delivery man, Mrs. Jewls, children in Mrs. Jewls’s class

Plot

Conflict: • Louis has to deliver a big, heavy package to Mrs. Jewls’s classroom on the top

floor of the school.

• He doesn’t know what’s inside the package or why the schoolyard is such a mess.

Events: • A heavy box is delivered to Wayside School.

• Louis struggles up the stairs with the heavy box to deliver it to Mrs. Jewls on the thirtieth floor.

• Louis’s hands go numb and legs go wobbly carrying the heavy box.

Resolution: • Mrs. Jewls determines that a computer is inside the box and pushes it out the

window to teach gravity to her students.

• Louis learns how the schoolyard became such a mess when Mrs. Jewls reveals that the students had been throwing pencils out the window to understand gravity.


Grade 5, Unit 1

Story Map: Story Structure




A Royal Mystery Analyze the Text Theme

Projectable 2.2

Inference Map: Theme

Detail Rena: I’ve been riding almost my entire life. Althea: So, listen, we can get a higher team score if you jump Charger.

Detail Althea and Rena both want to win the tournament and work hard to overcome their difficulties.

Detail Althea and Rena both have the same necklace and that probably means they are related.

Theme People often have more in common than they think.


Grade 5, Unit 1




Off and Running Analyze the Text Compare and Contrast

Projectable 3.2

Venn Diagram: Compare and Contrast

Audience Reaction to Miata

Both Audience Reaction to Rudy

• listens quietly • does not clap or

cheer

• listens to their ideas • responds loudly to statements

• laughs and jokes


Grade 5, Unit 1




Old Yeller Analyze the Text Understanding Characters

Projectable 7.2

T-Map: Understanding Characters

Travis Arliss

• He is a hard worker. “I was worn

down to a nub” from chopping

wood. (p. 210)

• He is responsible.

• He reacts quickly. “I tore up the

trail . . .” (p. 211) “I ran in and

jerked Little Arliss loose from

the cub.” (p. 215)

• He is brave. “Then I swung my

chopping axe high and

wheeled . . .” (p. 215)

• He is always getting into

trouble. “What with his always

playing in our drinking

water . . .” (p. 219)

• He is unable to move during

the conflict with the bear. He

just clings on to the cub’s leg.

• He is not very responsible.


Grade 5, Unit 2




Old Yeller Analyze the Text Understanding Characters

Projectable 7.2

T-Map: Understanding Characters

Travis Arliss


Grade 5, Unit 2




Off and Running Analyze the Text Compare and Contrast

Projectable 3.2

Venn Diagram: Compare and Contrast

Audience Reaction to Miata

Both Audience Reaction to Rudy


Grade 5, Unit 1




A Royal Mystery Analyze the Text Theme

Projectable 2.2

Inference Map: Theme

Detail Detail Detail

Theme


Grade 5, Unit 1


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