Te Grade 4 - Intro - Unknown

Nouns to Know
Read Words in Context

Getting Started
Materials Needed
• Student Reproducible, p. 27 Mystery Word of the Week Clue 1
• Transparency 1, p. 418
“I can’t spend a lot of money,” said Keisha,
“so I’m looking for a ______.”
Vocabulary Words
agreement
apartment The Mystery Word of the Week is bargain.
auditorium
Model/Teach
basis
• Distribute the Student Reproducible page 27.
condition
• Tell students to look at the Word Learning Tip. Explain that a noun is
issue the name of a person, place, or thing. A noun often comes before the
knowledge verb. It tells who or what does the action described by the verb. A
singular noun stands for one. A plural noun stands for more than one.
manner
Ask students to create oral sentences using singular and plural nouns,
movement naming things they see in the classroom.
opportunity • Then students should look at the Vocabulary Building Strategy. Tell
property them that they can use the other words in the sentence or nearby
quality sentences to understand a noun they don’t know.
speaker • Read the story aloud once while students follow along.
spectacle
• Let students know that you are going to read the story a second time.
station
Tell them that this time you want them to think about the words in
boldface type and try to determine their meanings.
• Have students read the first paragraph silently while you read it aloud.
Then do the on page 21.
• As you continue to read this story, stop after each boldface word, so
that students can talk about it.
• Place Transparency 1 on the overhead projector. Explain that you are
going to write down their thoughts as they find the meaning of each
boldface word.
20 Context Clues
Powerful Vocabulary for Reading Success: Teacher's Edition, Grade 4 © Scholastic Teaching Resources
• Continue reading the rest of the story aloud. Pause at each
sentence with a boldface word. Ask student volunteers to explain
how they determined the meaning of each word.
• After students have finished the story, divide the class into small Think Aloud
groups. Have them use the flashcards to reinforce word meaning.
Here’s what I would think about if I didn’t
know the meaning of the word auditorium.
English Language Learners My first clue is that auditorium comes
• Model how to pronounce each vocabulary word. If you have before the verb was. This tells me that it
them available, have students use an audiotape recorder to probably is a noun. It seems to name a
record themselves as they say each word. Have them listen to place because it is “packed full of people.”
their own recordings and evaluate them. If a tape recorder is not Auditorium also has the word school in
available, meet with students in small groups for this activity. front of it, so it must be a place
Some students may have difficulty pronouncing vocabulary somewhere in a school. The next sentence
words with r. Tell them to touch their tongues as they say this talks about students, teachers, the
principal, and a speaker, so I guess I’m
sound in order to feel the correct position of the tongue.
right. Now, I read that students and
teachers sit in seats that face a stage. An
Independent Activity auditorium sounds like a kind of theater to
Create a Garden Word Chart Ask students to make a list me. Someone named Danica is excited
of at least ten nouns that have to do with gardens or farms. about being there. Something exciting or
Draw a three-column chart on the chalkboard. Label the interesting seems to be about to happen.
columns People, Places, Things. Students should copy the chart All of these context clues seem to point to
in their journals and write their words in the appropriate the auditorium being a kind of theater.
columns. Explain When I put all my knowledge about nouns
that some words and the context clues in the sentences
People Places Things
may fit into more together, I see that a school auditorium is
than one category. gardener yard hoe a theater inside a school.
Answer Key
See page 388 for definitions.
Nouns to Know 21
Nouns to Know
Connect Words and Meanings

Getting Started
Materials Needed
•Student Reproducibles, pp. 28–29 Mystery Word of the Week Clue 2
“Armando likes to shop at Cristo’s,” said Jake.
“He claims he can get a good _____ there.”
Think Aloud
I notice that it is a matching
Review and Share Give students the opportunity to share their
exercise. I’m supposed to find the
categorization of words in the Create a Garden Word Chart activity on
best definition for each numbered
word. I look at each word and then page 21. You may wish to divide the Things category into Objects and Ideas.\
at all the definitions that might fit. Discuss meanings of unfamiliar nouns. Allow a few minutes for students to
The first word is agreement. I decorate their charts and display the decorated charts.
remember from the story that Danica
gave her parents an agreement to Model/Teach
sign. From my own experience, I • Distribute the Student Reproducible pages 28 and 29.
know that you can have agreements
to rent a house or apartment or to
• Before students start the first activity, do the .
do a job for someone. I also know • After you have modeled finding the meaning of a word, have students
that I’m in agreement with someone complete the rest of the items on their own.
if we both think alike about
• Ask students to share their responses and explain their thinking.
something. Now I put together what I
know and what I have read. Let’s • Then preview the second activity (on page 29) with students and have
see. An agreement is something that students complete the exercise on their own.
shows that two people feel the same
way about something. Now I look for English Language Learners
the definition that is most like mine.
• Explain that in English, we stress words that carry the content or main
Here it is. Choice C, “two people
meaning, such as nouns and verbs. We do not stress articles such as a, an,
sign a paper to say they will do
and the, or prepositions, such as of, to, and for. Write the following
something,” is the most similar, so I
sentence on the board: The girl went to the store. Ask students which words
write C in the blank.
you would stress (girl, went, store). Model how to say this sentence aloud
and have the students repeat it after you.
Answer Key
1. C 6. G 11. station Independent Activity
2. F 7. D 12. movement Sentence Round Robin Have students complete the activity on page 29
3. H 8. E 13. apartment
9. J 14. condition
You might set up a round robin contest. The pair of students that can
4. I
5. A 10. B 15. speaker use the most vocabulary nouns wins the contest.
Bonus Mystery Plant: tomatoes
22 Context Clues
Materials Needed
Use Words in Context • Student Reproducible, p. 30
Getting Started
Mystery Word of the Week Clue 3 Think Aloud
“My mom helps me use the Internet to I know that to answer these questions, I’m
find a _______,” said Ray. “That way I really going to have to think about what the
can stretch my allowance.” boldface words mean. Let’s look at the first
sentence together. “If you had the
opportunity to take a trip, where would you
Review and Share Invite students to share their sentences go?” If I didn’t know what the word
from their round robin stories from the activity on page 29. opportunity means, I’d start to look for
clues. I see the words “take a trip.” Now
taking a trip is usually fun. It’s something
Model/Teach
I’d like to do. An opportunity must be an
• Distribute the Student Reproducible page 30. Ask students to
especially good thing: like a chance to learn
look at the activity.
a new skill or a useful or fun activity. Now I
• Before students begin, do the . know how to answer the question. “If I had
the opportunity, I’d take a trip to Africa.”
• After you have modeled answering the question, have students
complete the rest of the items on their own.
Independent Activities
Tell About It Have students complete the Tell About It activity
on page 30. Explain that a storyboard tells a story with pictures,
words in speech balloons, and captions. Each picture is in a frame.
The frames are arranged to show the sequence of events.
• Make a Wish Write the sentence starter on the chalkboard: If I could
have my wish come true, I’d wish for the opportunity to _____________.
Ask each student to choose a partner. Give them five minutes to talk
with their partner about their wish.
Answer Key
Students’ responses will vary.
See page 398 for sample sentences.
Nouns to Know 23
Nouns to Know
Put Words Into Action

Getting Started
Materials Needed
• Word Meaning Map Graphic “It’s not a _______ if what you buy turns out
Organizer p. 422 to be of poor quality,” said Anita.
Review and Share Give students an opportunity to share their

Think Aloud storyboards from the activity on page 30. Post them on the bulletin board.
The word you are going to be
mapping is spectacle—so I am Model/Teach
going to show you how I would • Distribute the Student Reproducible page 31.
complete a word meaning map
• Explain that the purpose of a word-meaning map is to help you
using a different word: issue.
brainstorm about words. Before students begin, use the .
Notice the first question: What is
it? OK, what is an issue? An issue • After you have modeled how to complete the activity, tell students to put
is a topic, it’s a question, it’s on their own thinking caps. Remind them that the word they will map is
something I want to talk about, to spectacle. Then have students finish the map on their own.
figure out, to make a decision
• Review students’ responses with them.
about. Now look at the second
question with me: What words
describe it? An issue can be hard
or difficult or uncertain. Now let’s
Make Word Meaning Maps Suggest that students work in groups of
look at the last question: What are five and fill in a word meaning map for each of the vocabulary words.
some examples? I might have an Each student will have three nouns. You may choose to do this activity
issue with a friend because she over two or three days.
smokes and I don’t think she • Can You See It? Explain to students that some nouns name something
should since it’s bad for her health. you can see and touch, while other nouns name things you cannot see or
touch. Ask students which of the nouns name something you can see and
touch [agreement (if it’s written), apartment, auditorium, movement, property,
speaker, spectacle, station]. Divide the class into small groups. Challenge
students to find pictures in magazines and newspapers or to draw pictures
of each thing you can see and touch and share these findings with the class.
Answer Key
See page 3 98 for sample sentences.
24 Context Clues
Materials Needed
Review and Extend •Student Reproducible, p. 32
Getting Started
“If it’s a ______, you buy it at a low price Read the first item with me silently as I
but still get a good product,” said Nikki. read it aloud. “Many students look for
chances to sing, dance, or play an
instrument. In school shows, there are
Review and Share Give students the opportunity to share
many ___________ to do these things.”
their word meaning maps. Discuss different interpretations
First, I look for the context clue and find
of the words. Ask them to evaluate whether or not using word
the boldface word chances. I know that
meaning maps has increased their understanding of the words. getting a chance to sing, dance, or play an
instrument is a good thing, so I’m looking
Model/Teach for a word that carries these meanings—
• Distribute the Student Reproducible page 32. something good, a chance. Then I look at
the boldface word that comes right before
• Use the before they begin the activity to show how to
the blank to decide if my noun is talking
choose the correct vocabulary word and the appropriate plural ending.
about one or more than one. “Many” gives
• After you have modeled completing an item, ask students to finish it me a clue that the noun is plural. Now I
on their own and share their responses. glance through my vocabulary words and
remember that opportunity means
English Language Learners “chance,” so I’m going to try this word in
• English Language Learners may need additional help in forming the next sentence: “In school shows, there
plurals. Have students generate a list of 12 nouns that name are many opportunity to do these things.”
That’s almost right, but something is
people, places, and things. Write them on the chalkboard. As you
wrong. I have to put opportunity in its
say each word aloud, ask a student volunteer to offer its plural
plural form, opportunities.
form. Say this word aloud and have students repeat it after you.
Spanish-speaking students may be tempted to add -es after nouns
that end in a consonant, since this is the pattern in Spanish.
Remind them that in English, you form the plural of most words that
end in a consonant by adding -s.
Independent Activity
Add to Your Personal Word List Have students complete the Answer Key
activity and write the eight plurals in their notebooks. Explain to Mystery Word of the Week: bargain
(Accept any other nouns that fit the context.)
students that we do not often use the plural form of the word basis. It’s
1. opportunities
an unusual word with a special spelling: bases, pronounced ba s ēz. It 2. auditoriums
looks like the plural form of base but that is a different word and is 3. agreements
4. movements
pronounced differently: There were players on all three bases. 5. spectacles
Nouns to Know 25
Nouns to Know
Check Your Mastery

Give the Test
Materials Needed • Distribute the Student Reproducible page 33.
• Student Reproducible, p. 33
• Explain that the Check Your Mastery activity has two parts.
• Read aloud the directions for the first part. Show how to answer a
question in the first part by writing the following sentences on the
Student board and reading them aloud:
Self-Assessment
Journal Writing Have students Suppose you want to keep your plants healthy. What actions
write in their journals telling what are the basis of a good plan to keep plants healthy?
they learned about nouns this week.
• Ask students to explain what basis means in this sentence. Then have
them orally compose the sentence.
• Next a student volunteer can read the directions to the second part aloud.
• Write the following question on the chalkboard:
If someone is warm and friendly, that person

has a friendly ______.
A. manner C. issue
B. movement D. agreement
Answer Key
Students’ responses will vary. Here are some
suggested responses. • Have students explain how they would find the answer (A).
1. It would be fun to live in a building with
many apartments because there might be a lot
• Tell students to complete both sections and that after they finish they
of children to play with. should read over the page and check their answers.
2. In a city, you might find a fire station, a • Review Check Your Mastery orally with the students.
police station, and a train station.
3. If both people sign the agreement, you • Allow students time to work with a partner to talk about the questions
know that they both mean what they say. they got wrong. Ask them to write a new sentence using the correct
4. A general might have to decide the time vocabulary word for each item they missed.
and place of the troop’s movements.
• Suggest that students discuss how the Word Learning Tip and
5. It is important to keep a bike in good
condition because a poorly maintained bike Vocabulary Building Strategy helped them find the correct response.
might cause an accident.
• Tally students’ correct responses.
6. C
7. A
8. B
9. A
10. D
26 Context Clues
Nouns to Know
Vocabulary Words The After-School Garden

agreement movement
Danica was excited. The school auditorium was packed
apartment opportunity
full of people. Students and teachers sat in rows facing the
auditorium property
stage. The principal, Mrs. Yee, introduced the speaker.
basis quality
condition speaker
Mr. Williams spoke in a friendly manner to the
issue spectacle students. He said that students would grow vegetables on the
knowledge station school property. It was a piece of land next to the
manner playground. The gardeners would gain knowledge about
how to take care of plants.
Word Learning Tip! This was a great opportunity for students to enjoy
A noun is a word that names themselves, learn about plants, and grow some delicious, fresh
a person, place, or thing. vegetables to bring home. The quality would be very high.
A noun often appears before
Danica went home to her family’s apartment in the
a verb and may have the
word a, an, or the in front of building on Worth Street. She had an agreement for her parents
it. A noun may be singular or to sign. This piece of paper said they would let Danica work on
it may be a plural, ending in the garden after school. They were happy to sign the agreement.
–s, –es, or –ies. You can use
these clues—and ask Signing it wasn’t an issue, or hard decision, for them.
whether the word names a Seeing all the students outside on their knees in the
person, place, or thing—to garden was a spectacle to behold—a truly remarkable sight!
determine if an unknown
They worked with great care, planting tomatoes, beans,
word is a noun.
carrots, squash, and lettuce in neat rows. The teachers
Vocabulary watched the students’ careful movements as they tried not to
Building Strategy step on any of the new plants just coming up.
Use Context Clues You can The students soon learned that the basis of gardening is
find the meaning of nouns
to keep plants healthy. Gardeners water plants, keep them
you don’t know by using the
context. Put together the free of bugs, and keep away animals that might eat them.
meanings of all the words When the vegetables ripened, they
around an unknown word. were in great condition. The kids
This will help you understand
a noun’s meaning.
had more than enough to take
home. They set up a stand at the
local fire station to sell the
extra vegetables.
27 Context Clues
Powerful Vocabulary for Reading Success: Student's Edition, Grade 4 © Scholastic Teaching Resources
Nouns to Know

agreement basis knowledge opportunity speaker
apartment condition manner property spectacle
auditorium issue movement quality station
Directions Read the numbered words. Then find the definition of each word. Write the letter of the
definition in the blank next to the word. You may use the glossary to help you.
Word Definition
1. ______ agreement A. information or know-how and skill
2. ______ auditorium B. an exciting or remarkable sight or event
3. ______ basis C. two people sign a paper to say they will do something
4. ______ issue D. a chance to do something
5. ______ knowledge E. buildings, land, and other things belonging to someone
6. ______ manner F. a large room where people gather for meetings, plays,
concerts, and other events
7. ______ opportunity G. the way someone acts or does something
8. ______ property H. the idea or reason behind something
9. ______ quality I. topic to think about or decide on
10. ______ spectacle J. the fineness or worth of something
(continued on next page)
Nouns to Know 28
Nouns to Know
Connect More Words and Meanings

Directions Read the definition above the squares. Write in the word from the vocabulary list that fits
the definition. Then put together the letters in the numbered squares to spell out the name of a
plant that Danica and her friends grew in their garden. (Put the letters in numerical order.) You may
use the glossary to help you.
BONUS
11. a place where you go to buy tickets or receive a service MYSTERY PLANT
1 2
1
12. what you have to have to go from one place to another 2
3
3
13. a set of rooms to live in within a larger building 4

4 5
14. how a person, animal, place, or thing looks or feels

6 6
7
15. a person who talks in front of a large group of people
8 7
8
Sentence Round Robin Work with a partner to continue a story. Your first sentence is: It was the opportunity
of a lifetime. On a separate sheet of paper, write the next sentence for the story. Use one of your vocabulary
words. Then give the paper to your partner so that your partner can write the third sentence using another
vocabulary word. See how long you can keep the story going.
29 Context Clues
Nouns to Know
Use Words in Context

Directions Use your vocabulary words to write a sentence answering each question below.
1. If you had the opportunity to take a trip, where would you go? ____________________
__________________________________________________________________________
2. About what topic would you like to have more knowledge? _______________________
__________________________________________________________________________
3. What would you like to learn about from a speaker? _____________________________

__________________________________________________________________________
4. What activity takes place in the school auditorium? ______________________________

__________________________________________________________________________
5. What kind of spectacle would you like to be in: a parade or a show? Tell why.
__________________________________________________________________________
6. Why must your parents sign an agreement before you can join an after-school activity?
__________________________________________________________________________
7. What is an issue you would have to think about before you joined an after-school
activity? __________________________________________________________________
8. How does your school want students to behave on school property?

___________________________________________________________________________
Tell About It Imagine you are making a movie about yourself. Create a storyboard showing two hours
in a day in your life after school. Write as many frames as you like.
Nouns to Know 30
Nouns to Know

Directions The word meaning map below has questions for you to answer about the word spectacle.
Fill in the answers in the boxes.
SPECTACLE
What Is It? (Definition)
1.
What Words Describe It?

2. 3. 4.
What Are Some Examples?

5.
6.
7.
8.
Make Word Meaning Maps Work in a group of five students. Make word meaning maps for five vocabulary
nouns. After your group is finished, discuss each word map.
31 Context Clues
Nouns to Know
Review and Extend

Learn
More! A noun can be Singular Noun What to Do to Make Plural Plural Noun
either singular or agreement Add –s at end for most nouns agreements
plural. A singular
wish If a noun ends in –s, –sh, –ch, wishes
noun names one –z, or –x, add –es
person, place, or
thing. A plural noun property If a noun ends in a consonant properties
names more than one. and –y, change the –y to –i
and add –es
Directions Choose the right vocabulary word from the box to fit in the blank. A context clue is
printed in boldface type. Add the ending –s or –es to the word you chose. Write your answer on
the blank. In the vocabulary box, put a check next to each word you use.
1. Many students look for chances to sing, dance, or play an instrument. In school shows,
there are many _______________________ to do these things.
2. School shows are held in the room set aside for plays and concerts. Most
_______________________ have stages with special lighting and a curtain.
3. Parents have to sign papers so that students can perform in the school shows. These
_______________________ say that students can stay after school to practice.
4. The dance teacher taught the boys and girls some neat steps. The group’s
_______________________ became smoother the more they practiced.
5. School shows are exciting and dramatic events. The many talented performers make these
_______________________ fun to watch.
Add to Your Personal Word List Write the plurals for the vocabulary words that you didn’t check. Do not
write plurals for knowledge and basis.
Nouns to Know 32
Nouns to Know
Check Your Mastery

Directions Answer each of the following questions with a sentence using the word in boldface.
Write your sentences on the blanks.
1. Why might it be fun to live in a building with many apartments? ______________________

_____________________________________________________________________________
2. What are three different kinds of stations you might find in a city? ____________________
_____________________________________________________________________________
3. Why is it better for two people to sign an agreement instead of just saying they will do
something? __________________________________________________________________
____________________________________________________________________________
4. What decisions might a general make about the movement of troops? _________________
_____________________________________________________________________________
5. Why is it important to keep a bike in good condition? _______________________________

_____________________________________________________________________________
Directions Read each item below. Circle the letter of the best choice to complete each sentence.
6. A good place to see a class play is in the school ______________________.

A. manner B. basis C. auditorium D. property
7. If a coat is poorly made, it is not of good ______________________.

A. quality B. issue C. spectacle D. speaker
8. If you need answers to questions, you look for someone who has a lot of _____________________.
A. agreement B. knowledge C. opportunity D. condition
9. If you need someone to give a talk at a meeting, you try to find a ___________________________.
A. speaker B. quality C. spectacle D. knowledge
10. Someone who likes to travel would look for a job that offers this ___________________________.
A. basis B. quality C. manner D. opportunity
33 Context Clues
DEFINITIONS
The words in this program were chosen for their speaker (spee-kur) noun: a person who talks
importance and to illustrate specific Word Learning before a large group of people
Principles and Vocabulary Building Strategies.
The definitions of the words as they are used in the spectacle (spek-tuh-kuhl) noun: an exciting or
lessons are given below. remarkable sight or event
station (stay-shuhn) noun: a place where you go
to buy tickets or receive a service
Lesson 1
agreement (uh-gree-muhnt) noun: a paper two
people sign to say they will do something
apartment (uh-part-muhnt) noun: a set of rooms
to live in within a larger building
auditorium (aw-di-tor-ee-uhm) noun: a large room
where people gather for meetings, plays,
concerts, and other events
basis (bay-siss) noun: the idea or reason behind
something
condition (kuhn-dish-uhn) noun: how a person,
animal, place, or thing looks or feels
issue (ish-oo) noun: topic to think about or
decide on
knowledge (nol-ij) noun: information or
know-how and skill
manner (man-ur) noun: the way someone acts or
does something
movement (moov-muhnt) noun: what you must
have to go from one place to another
opportunity (op-ur-too-nuh-tee) noun: a chance to
do something
property (prop-ur-tee) noun: buildings, land, and
other things belonging to someone
quality (kwahl-uh-tee) noun: the fineness or
worth of something
There are no symbols used in this pronunciation system (Scholastic

Children’s Dictionary, copyright © 2002, 1996 Scholastic Inc.). Instead
letters and letter combinations are used to stand for different sounds.
388
TP = Teacher’s Pages. SP = Student’s Pages
SAMPLE SENTENCES
Lesson 1 3. If both people sign the agreement, you know that they both
mean what they say.
Use Words in Context, page 23 (TP), 30 (SP) 4. A general might have to decide the time and place of the
troop’s movements.
1. I would like the opportunity to take a camping trip in
Vermont. 5. It is important to keep a bike in good condition because a
poorly maintained bike might cause an accident.
2. I would like more knowledge about animals.
3. I would like to hear a speaker tell about whales and

dolphins.
4. The band practices in the school auditorium.
5. The spectacle I would like to be in is a parade because I

could march and twirl a baton.
6. My parents must sign an agreement because they have to
give me permission to stay after school.
7. My issue is that I have to help my family with chores after
school.
8. The school wants students to be well behaved on school
property.
Put Words Into Action, page 24 (TP), 31 (SP)

1. exciting, dramatic event
2. thrilling
3. beautiful
4. fun to watch
5. The circus is an example of a spectacle.
6. A fireworks display is an example of a spectacle.
7. An annual parade is an example of a spectacle.
8. An airplane show is an example of a spectacle.
Check Your Mastery, page 26 (TP), 33 (SP)

Students' responses will vary. Here are some suggested
responses.
1. It would be fun to live in a building with many apartments
because there might be a lot of children to play with.
2. In a city, you might find a fire station, a police station, and a
train station.
398
GLOSSARY
A S
agreement (uh-gree-muhnt) noun: a paper two
speaker (spee-kur) noun: a person who talks
people sign to say they will do something
before a large group of people
apartment (uh-part-muhnt) noun: a set of
rooms to live in within a larger building spectacle (spek-tuh-kuhl) noun: an exciting or
remarkable sight or event
auditorium (aw-di-tor-ee-uhm) noun: a large station (stay-shuhn) noun: a place where you go
room where people gather for meetings, to buy tickets or receive a service
plays, concerts, and other events
B
basis (bay-siss) noun: the idea or reason behind
something
C
condition (kuhn-dish-uhn) noun: how a person,
animal, place, or thing looks or feels
I
issue (ish-oo) noun: topic to think about or
decide on
K
knowledge (nol-ij) noun: information or know-
how and skill
M
manner (man-ur) noun: the way someone acts
or does something
movement (moov-muhnt) noun: what you must
have to go from one place to another
O
opportunity (op-ur-too-nuh-tee) noun: a chance
to do something
P
property (prop-ur-tee) noun: buildings, land,
and other things belonging to someone
Q
quality (kwahl-uh-tee) noun: the fineness or
worth of something
404
Powerful Vocabulary for Reading Success Transparency 1
Word My Thinking Meaning
418
Graphic Organizers
Word Meaning Map

Word: _______________________________
What Is It? (Definition)
What Words Describe It?
What Are Some Examples?
422
Lesson 1 Lesson 1 Lesson 1
agreement apartment auditorium

(uh-gree-muhnt) (uh-part-muhnt) (aw-di-tor-ee-uhm)
basis condition issue

(bay-siss) (kuhn-dish-uhn) (ish-oo)
knowledge manner movement

(nol-ij) (man-ur) (moov-muhnt)
opportunity property quality

(op-ur-too-nuh-tee) (prop-ur-tee) (kwahl-uh-tee)
speaker spectacle station

(spee-kur) (spek-tuh-kuhl) (stay-shuhn)
427
noun: a large room where people
noun: a set of rooms to live in noun: a paper two people sign to
gather for meetings, plays, con-
within a larger building say they will do something
certs, and other events
noun: topic to think about or noun: how a person, animal, place, noun: the idea or reason behind
decide on or thing looks or feels something
noun: what you must have to go noun: the way someone acts or noun: information or know-how
from one place to another does something and skill
noun: the fineness or worth of noun: buildings, land, and other
noun: a chance to do something
something things belonging to someone
noun: a place where you go to buy noun: an exciting or remarkable noun: a person who talks before a
tickets or receive a service sight or event large group of people
428
Verbs to Know

Getting Started
Materials Needed
Mystery Word of the Week Clue 1 • Student Reproducible, p. 41
Rico likes to ______________ that his dog • Transparency 1, p. 418
is very brave. • Word Web Graphic

Organizer, p. 421
The Mystery Word of the Week is boast. Vocabulary Words

advance
Model/Teach annoy
assume
• After students read the Word Learning Tip, explain that a verb is a
word that shows actions or feelings. It often appears right after a noun compete
or pronoun. Sometimes a verb ends in -s, -ed, or -ing. Sometimes it endanger
appears after helping words such as may, can, could, shall, should, will, exhaust
or would. Remind students that they can use these clues to learn new
fascinate
words. Then ask them to give examples of verbs.
hesitate
• Next, students should look at the Vocabulary Building Strategy.
Explain that the context will often provide clues that tell what indicate
someone or something is doing or feeling. These clues will help them maintain
determine the meaning of an unknown verb. neglect
• Read the passage aloud once while students follow along. prefer
• Tell students that you are going to read the passage a second time. release
After you read the first paragraph aloud, pause. Use the
relieve
on page 35 to model how to use the Word Learning Tip and
Vocabulary Building Strategy to determine meanings. seize
• Place Transparency 1 on the overhead projector. Let students know
that as you continue to read this passage, you will stop after each
boldface verb so that they can talk about it. You want them to think
about the Word Learning Tip they are using to determine its meaning.
What clues tell them that the word is a verb? In addition, you would
like them to think about the Vocabulary Building Strategy. What clues
help them understand what the verb means? They should let you
know their thinking so that you can record it on the transparency.
Verbs to Know 34
Verbs to Know
• After you have finished reading the story a second time and discussed
the words, pair up the students. Give them time to reinforce the
Think Aloud meanings of the words by using flashcards.
Here’s what I would think about if I
didn’t know the word compete in English Language Learners
the first sentence. I see that the Make a tape of yourself reading the passage or ask an adult aide to
word comes after the words teams read it on a tape. Students can play the tape and read along with it.
of sled dogs. It seems to be some- Explain that they can use this reading as a model for how to pro-
thing the teams do, so I think it is nounce words and to choose words in a sentence to stress.
a verb. Now I look at the rest of
the sentence, and I see that com-
pete has something to do with a
Create a Word Web Pass out copies of the graphic organizer.
special race. I start to think about
Write the word racing in the center circle. Invite students to fill
all the things that dog sleds might
out the word web by listing at least six verbs that have to do with rac-
do in a race. They might run, they
might take part in a race, they
ing on foot, by bicycle, or in cars. Tell them that they can add more
might try to see who is fastest— circles to the web if they like.
there are a lot of possibilities—so
I look again at the context to try to
find other clues. The next sen-
tence describes the race. Then the trotting
last sentence says, “The fastest speeding spurting
team wins.” So compete must
have to do with winning or losing.
Now I’ll go back to the first sen-
jogging sprinting
tence: “Every March, teams of
sled dogs compete in a special
racing
race called the Iditarod.” This sen-
tence reminds me of the word running charging
competition, which means “con-
test.” So, to compete must mean
“to try hard to do better than oth-
ers at a task in a race or contest.” rushing hurrying
dashing
Answer Key
35 Context Clues
Materials Needed
• Student Reproducibles, pp. 42–43

Getting Started
Mystery Word of the Week Clue 2
Think Aloud
“My dog would risk her life to save me,” Rico Matching a word to its definition
would _____ to his friends. “She’s the bravest seems like such an easy thing to
dog there is.” do, but I’ve found that sometimes
a definition seems harder than the
word itself. So the first thing I do is
Review and Share Have students share the words they generated read the definition and activate my
for the Create a Word Web activity on page 35. You might want prior knowledge. Look at the first
to build a word wall. First post all of the vocabulary words. Next add definition with me: “to take away a
problem or chore or to ease some-
all the new verbs students generated to the wall. Continue adding
one’s trouble or pain.” That makes
verbs to the wall during the week.
me think of doctors, nurses, and
medicines. They would help people
Model/Teach in pain. Kind people would ease
• Distribute the Student Reproducible pages 42 and 43. someone’s trouble by helping them.
• Before students start the activity, do the . Now I look to see which of the
words expresses these ideas—
• After you have modeled finding the meaning of a word, have students
compete, neglect, or relieve. I
complete the rest of the items on their own and share their responses.
remember that compete means to
try to do better than someone else.
Independent Activities That’s not it. Neglect means not to
Use Verbs to Ask and Answer Riddles Have students complete help at all. That’s wrong, too. That
the riddles activity. They may need help with the more abstract leaves relieve. I recognize this word
verbs: assume and indicate. You may suggest that students not use from TV commercials that say to
these words or give students who do use these words bonus points. take this product to relieve pain or
This activity can also be used for homework. a cold or an allergy. Relieve means
to take the pain or problem away.
• Use Alliteration Tell students that alliteration is the repetition of the
Now I circle the word relieve to
first consonant sound in a word. Ask each student to choose one
show that it is my answer.
vocabulary word. They should write a sentence using as many words
as they can that begin with the first consonant sound in this word.
Answer Key
For example: A crafty character competed in a close contest.
1. relieve 6. release 11. maintain
2. annoy 7. compete 12. seize
3. exhaust 8. indicate 13. endanger
4. prefer 9. advance 14. hesitate
5. assume 10. fascinate 15. neglect
Students’ responses to items 16–18 will vary.

Verbs to Know 36
Verbs to Know

Getting Started
Materials Needed
• Sequence Chart Graphic “I think my dog is braver than yours.
Organizer, p. 423 He once saved my life,” Carmella would ______.
Think Aloud Review and Share Have students share the riddles they wrote
for the activity on page 36. Collect the riddles in a book for the
Here’s the thinking that I do to
classroom library.
complete this activity. I look at the
first item: “Long races hold the
attention of fans for hours.” I want Model/Teach
to find the word that means the • Distribute the Student Reproducible page 44.
same thing as “hold the attention • Before students start the activity, do the .
of.” Now I look at the vocabulary
words. The first word I come to that
• After you have modeled finding the meaning of a word, have students
might be right is fascinate. I know
complete the rest of the items on their own and share their responses.
that if something fascinates me, it
holds my attention. If fans can English Language Learners
watch a race for hours, it must • Explain to students that in English the subject of the sentence usually
certainly fascinate them. Now I put comes before the main verb. Write the following sentences on the
the word in the sentence to see if chalkboard: The boys sing in the choir. The batter hit the ball. The team
it can take the place of the won the game. The race ended early. Read each sentence aloud. Have
boldface words. “Long races students identify the subject and verb in each sentence.
fascinate fans for hours.” That
sounds right to me, so fascinate is
my answer.
Write a Tall Tale Have students complete the Write a Tall Tale
activity. Suggest that before they start they brainstorm details they
would include in a tall tale. Who are the main characters? What is the
setting? What is the competition? Then distribute copies of the
Sequence Chart Graphic Organizer. Ask students to complete it to
help them write their stories.
Answer Key
1. fascinate 6. neglect
2. prefer 7. relieve
3. compete 8. endanger
4. maintain 9. advance
5. exhaust 10. seize
37 Context Clues
Materials Needed
Put Words Into Action • Student Reproducible, p. 45
Getting Started
Think Aloud
“I think that you both ____ too much about
I want to model for you the type
your dogs,” chimed in Nickie. “I have a cat and of thinking I do to complete this
she’s braver than either of them.” activity. Suppose I didn’t know
where to place the word advance.
Review and Share Have students share the tall tales they wrote I’d ask myself, “Is this an action I
for the activity on page 16. Create a bulletin board display. can demonstrate or show or is it
something that goes on in my
mind?” Well, I know I can
Model/Teach
demonstrate how to advance
from one place to another by
• Explain to students that some verbs show physical activity. Ask student taking a giant step. Since I can
volunteers to offer a verb that shows a physical activity and act it out. show this activity physically, I’m
(For example, build, sing, dance.) going to put the word in the list
labeled Physical Activities.
• Tell students that some verbs show mental activity. These verbs show
things that go on in your mind. Ask students for examples of this type
of verb. (For example, think, consider, trust, believe.)
• Also tell students that some words can fit both categories. For example,
you can help a person cross a street and you can help yourself by
studying hard. The first activity is physical, while the second is mental.
• Before students start to sort the words, do the .
Answer Key
• Students can work in pairs and discuss their thinking with each other. Students’ responses will vary. Many words
can appear in both physical and mental
categories. The purpose of this activity is to
English Language Learners get students to think about and talk about
Students can practice asking and answering questions by using negative the words. Make sure students can support
their answers.
sentence patterns. Write the following sentence on the chalkboard: Does
Carrie prefer tennis to soccer? Explain that to answer this question Physical Mental
negatively, you must start the answer with the subject and add the word Activities Activities
1. advance 8. assume
not between the helping verb and the main verb. Carrie does not prefer 2.compete 9. indicate
tennis to soccer. Have students work with a partner and use this pattern. 3. endanger 10. prefer
4. exhaust
5. maintain Both
Independent Activity 6. release 11. annoy
Illustrate Words As a challenge, you might suggest that early 7. seize 12. fascinate
13. hesitate
finishers next try to draw pictures or find photographs of facial 14. neglect
expressions that illustrate verbs that show mental activities. 15. relieve
Verbs to Know 38
Verbs to Know
Review and Extend

Getting Started
Materials Needed
“Let’s write an adventure story together about
my dog, Carmella’s dog, and Nickie’s cat. Then
we will all get a chance to ______,” said Rico.
Think Aloud
Let’s look at the first item: Two Review and Share Give students the opportunity to share their words
children raced down the street. The and illustrations from the activity on page 38. Compile students’
faster one _____ the lead when the work into two separate booklets: Physical Activities and Mental Activities.
other tripped. I ask myself, if two
children are racing and one trips,
Model/Teach
what would the other do? I think
• Distribute the Student Reproducible page 46. Ask students to read
that the faster child would try to
grab the lead and get ahead. So
the boxed information about tense.
grab is one verb that would fit • Then use the at left before students complete the activity.
there. Now I am going to look for
• Tell students that you have modeled completing an item by using the
the vocabulary word that means
Word Learning Tip and Vocabulary Building Strategy. They now can finish
the same or something similar to
the rest of the activity on their own.
grab. The best choice seems to be
seize. Seize means “to grab or take
hold of something suddenly.” That English Language Learners
fits the meaning exactly. Now I just • Have English Language Learners work in groups of three. You can use the
have to put seize in the correct cards made for the definitions game below for this activity. Using the verb
tense. I read the item again and from a card, have the first student in the group tell about something that takes
see that the word raced is in the place in the present. Have the second student tell about something that takes
past tense, as is the word tripped. place in the past. Have the third tell about something that is ongoing. (Tell the
So I think that seize should be in students to use the pronouns he, she, or it to start their sentences.)
the past tense, too. I will drop the
final –e and add –ed to make the
word seized.
Play the Definitions Game Have students work in groups of five to
play the definitions game. Make sure each group uses all of the words.
If possible, provide index cards on which students can write their true and
false definitions. Give early finishers the opportunity to continue playing
Answer Key the definitions game. You may suggest that students put all their definitions
Mystery Word of the Week: boast
(Accept any other verbs that fit the context.)
in a paper bag and switch bags with another group.
1. seized 2. prefers 3. indicating
4. released 5. hesitated
39 Context Clues
Materials Needed
Check Your Mastery • Student Reproducible, p. 47
Give the Test

• Distribute the Student Reproducible page 47. Student
Self-Assessment
• Tell students that the Check Your Mastery activity has two parts.
Journal Writing Have students
• Read aloud the directions for the first part: “Choose the correct word
make a Knew, Learned, Practiced
to fit in each blank from the three that appear in parentheses. Write it
Chart in their notebooks or journals.
on the blank.”
On the chart, they will write the
• Model how to answer a question by writing these sentences on the verbs they already knew, the verbs
chalkboard and reading them aloud: they learned or learned more about,
and what they learned from writing
sentences with these verbs.
Mrs. Bennett spent hours completing the project.
She _________ (exhausted, annoyed, competed)
herself with all the hard work and was very tired.
• Ask students to choose the vocabulary word that best fits in the blank
(exhausted). Have them explain their choice by telling which context
clues helped them to select the correct verb.
• Then read aloud the directions for the second part: “In the left-hand
column are ten vocabulary words. In the right-hand column are ten
situations. Match each situation with a verb you could use to describe
it. Write the letter of the situation in the blank by the word.”
• Check that students understand where they would write their answers.
• Tell students that after they finish, they should read over the page and
check their answers.
• Go over the two sections. Have students talk with a partner about the
questions they got wrong. Ask them to write a new sentence using the
correct core word for each item they missed.
• Ask them to discuss how the Word Learning Tip and Vocabulary
Building Strategy helped them find the correct response.
Answer Key
1. competing 6. D 11. J
2. indicates 7. G 12. B
3. hesitated 8. E 13. F
4. assumed 9. H 14. I
5. seized 10. A 15. C
Verbs to Know 40
Verbs to Know
Racers on Four Paws Vocabulary Words

advance indicate
Every March, teams of sled dogs compete in a special
annoy maintain
race called the Iditarod [I-dit-er-ohd]. They pull a sled over assume neglect
more than a thousand miles of ice and snow across Alaska compete prefer
from Anchorage to Nome. The fastest team wins. endanger release
Winning depends on having a good team of dogs. Most exhaust relieve
drivers prefer huskies, since this breed of dog has a lot of energy. fascinate seize
A race as hard as the Iditarod would exhaust weaker dogs. hesitate
The dogs and their human drivers train all year. They
Word Learning Tip!
need to maintain good health and fitness so that they’re
ready for this difficult race. A verb is a word that shows
actions or feelings. Often
The dog at the head of the team is the lead dog. During a verb comes right after a
the race, drivers assume that their lead dog will follow their noun or pronoun. Sometimes
commands right away. If the lead dog hesitates, the other you can spot a verb because
it ends in –s, –ed, or –ing.
dogs will be confused. They might become upset or annoyed.
Sometimes a verb has a
Drivers are careful not to endanger the dogs. They look for helping word such as may,
dangerous patches of ice. They watch the team for signs of trouble. can, could, shall, should, will,
Limping or a drooping head may indicate that a dog is injured or or would in front of it. You
can use these clues to learn
sick. The driver must not neglect a dog that needs help. new words.
There are several rest stops along the way. At a rest stop,
the driver will release the dogs from their harnesses. The Vocabulary
driver and dogs seize the opportunity to eat and rest. The Building Strategy
resting time relieves the lead dog from its job for a while. Use Context Clues When
you come across a verb you
After this rest, the team gets back to the
do not know, look at the
race and advances over the icy trail. The context. Often, you will find
first teams may reach the finish line in clues that help you under-
about ten days. stand what someone or
something is doing or feeling.
Dog-sled racing fascinates many These clues will help you
people. They become fans of one driver determine the meaning of
and team and are there every year to the unfamiliar verb.
cheer them on!
Verbs to Know 41
Verbs to Know

advance compete fascinate maintain release
annoy endanger hesitate neglect relieve
assume exhaust indicate prefer seize
Directions Read each definition below. Circle the word that matches each definition.
You may use the glossary to help you.
1. to take away a problem or chore or to ease someone’s trouble or pain

compete neglect relieve
2. to make someone feel angry or upset or lose patience

seize annoy prefer
3. to make very tired

neglect compete exhaust
4. to like one thing better than another

advance assume prefer
5. to suppose that something is true or will happen without checking it

neglect assume relieve
6. to free something or someone

exhaust release advance
7. to try hard to do better than others at a task or in a race or other contest

compete neglect exhaust
8. to show or point out something

hesitate maintain indicate
9. to move forward toward a goal

relieve assume advance
10. to attract and hold someone’s attention

prefer fascinate annoy
42 Context Clues
Verbs to Know

Directions Continue the activity. Read each definition below. Circle the word that matches each
definition. You may use the glossary to help you.
11. to keep something in good condition or continue to do something

maintain indicate hesitate
12. to grab or take hold of something quickly or suddenly

relieve annoy seize
13. to put in a dangerous or risky situation

maintain endanger hesitate
14. to pause before you do something, or to not do something right away

indicate hesitate maintain
15. to fail to take care of someone or something

neglect advance relieve
BONUS Write three sentences using three different vocabulary words.
16. _________________________________________________________________________________________
_________________________________________________________________________________________
17. _________________________________________________________________________________________
_________________________________________________________________________________________
18. _________________________________________________________________________________________
_________________________________________________________________________________________
Use Verbs to Ask and Answer Riddles Write “What Am I?” riddles to stump your classmates. Select a
person or thing. Then write statements that tell what this person or thing does. For example: I help
sailors. I indicate what way to go in the dark. What am I? (Answer: A lighthouse) Use five vocabulary words
and five new verbs in your riddles.
Verbs to Know 43
Verbs to Know

Directions Bianca is writing a report about a long race called a marathon. Help her rewrite her
sentences. Cross out the words in boldface. Replace them with the right vocabulary word. Write
the word on the blank.
1. Long races hold the attention of fans for hours. __________________________________

2. Many fans like much better to watch these races in person than to watch them on
television. __________________________________________________________________
3. Hundreds of racers go against one another for the glory of winning the marathon.
___________________________________________________________________________
4. A racer must keep up a comfortable speed in order not to get too tired.
___________________________________________________________________________
5. Racers should be careful not to get too tired themselves. ___________________________
6. A racer cannot fail to take care of a problem when he or she is racing.
___________________________________________________________________________
7. They must wear the right running shoes to take away the problems of their tired feet.
___________________________________________________________________________
8. If racers run with a hurt leg or foot, they risk danger to themselves.
___________________________________________________________________________
9. The best racers move ahead toward the finish line. ________________________________
10. One racer may grab or take hold of the opportunity to pull ahead of the others and win.
___________________________________________________________________________
Write a Tall Tale Make up a tall tale about a race or competition. Your race doesn’t have to be between
two people. It could be about two animals or even two things, for instance. Try to make your tale as
exaggerated and outlandish as you can. Use at least five vocabulary words and two new verbs in your tale.
44 Context Clues
Verbs to Know

Directions Some verbs show physical activity. Others show mental activity, or actions that go on
entirely in your mind. Think about each vocabulary word. Sort the words into these two categories:
“Physical Activities” and “Mental Activities,” Some words may fit in both categories if the action is
physical but is also something that can go on in your head. List those words under “Both.”
PHYSICAL ACTIVITIES MENTAL ACTIVITIES
1. ______________________________________ 8. ______________________________________
2. ______________________________________ 9. ______________________________________
3. ______________________________________ 10. ______________________________________
4. ______________________________________
5. ______________________________________ BOTH
6. ______________________________________ 11. ______________________________________
12. ______________________________________
7. ______________________________________
13. ______________________________________
14. ______________________________________
15. ______________________________________
Illustrate Words Look at your list of words under Physical Activities. Choose five of them. For each,
write the word and its definition on one side of a piece of paper. Find a photograph in a magazine or
newspaper or draw a picture to illustrate each word. Put the illustration on the reverse side.
Verbs to Know 45
Verbs to Know
Review and Extend

Learn
More! The ending of a Present Tense Past Tense Ongoing Action
verb tells when
he jumps he jumped he is jumping
something happens.
This is called the tense. she imagines she imagined she is imagining
Directions Read each pair of sentences. Then fill in the blank with the correct verb from the
vocabulary list. Be sure to put the verb in the correct tense. You may have to add one of these
endings to the verb: –s, –ed, –ing. If the verb ends in –e, drop the –e before adding –ed or –ing.
1. Two children raced down the street. The faster one ________________________________
the lead when the other tripped.
2. Cala likes to read biographies of famous athletes. She ______________________________

them to any other kind of book.
3. The police officer is pointing at our car. She is _____________________________________

that we must wait until the racers pass.
4. Jarret ________________________________________ the balloons when the race was over.

They flew up into the sky.
5. One runner did not act quickly enough. He ______________________________________

at the starting line.
Play the Definitions Game Here are the directions for playing the definitions game: Work with a group
of five students. Choose three vocabulary words. Create both correct and incorrect definitions to
stump your classmates. Take a piece of paper and cut it in half. Write one verb and its definition on one
piece. Write the verb and an incorrect definition on the other piece. Do this for each of your three words.
Then the group puts all the slips of paper in a pile in the center of the table. Everyone takes a turn and
selects a slip. Can each person identify if the verb is matched with the correct definition?
46 Context Clues
Verbs to Know
Check Your Mastery

Directions Choose the correct word to fit in each sentence from the three that appear in the parentheses.
Write it on the blank.
1. Two people are on a game show. They are ________________________________________

(competing, fascinating, releasing) for a prize.
2. A red traffic light ______________________________ (neglects, exhausts, indicates) “stop.”
3. The boy paused for a short time before answering the question. He ____________________
(advanced, hesitated, released) until he was sure of the answer.
4. Don’t be too sure that your facts are correct. I _____________________________________
(assumed, preferred, relieved) that, but I was wrong.
5. Jake _____________________ (competed, assumed, seized) the ball and ran for the finish line.
Directions In the left-hand column are ten vocabulary words. In the right-hand column are ten situations.
Match each situation with a verb you could use to describe it. Write the letter of the situation in the blank
by the word.
Words Situations
_____ 6. exhaust A. Paint fumes may put painters at risk so they wear masks.
_____ 7. neglect B. The players move up to the next level.
_____ 8. prefer C. The workers let the bird caught in the screen go.
_____ 9. relieve D. Mariah is worn out from climbing up the mountain.
_____ 10. endanger E. Alex likes strawberries better than apples.
_____ 11. fascinate F. The flies buzzed around his head.
_____ 12. advance G. Harry let his bicycle rust.
_____ 13. annoy H. Karim takes the place of a tired player.
_____ 14. maintain I. Lucinda keeps her skates in good condition.
_____ 15. release J. The clowns hold everyone’s attention.
Verbs to Know 47
DEFINITIONS
The words in this program were chosen for their
importance and to illustrate specific Word Learning
The definitions of the words as they are used in the
lessons are given below.
Lesson 2
advance (ad-vanss) verb: to move forward toward prefer (pri-fur) verb: to like one thing better than
a goal another
annoy (uh-noi) verb: 1. to make someone feel release (ri-leess) verb: to free something or
angry or upset; 2. to make someone lose someone
patience relieve (ri-leev) verb: 1. to take away a problem or
assume (uh-soom) verb: to suppose that chore; 2. to ease someone’s trouble or pain
something is true or will happen without seize (seez) verb: to grab or take hold of
checking it something quickly or suddenly
compete (kuhm-peet) verb: to try hard to do better
than others at a task or in a race or other
contest
endanger (en-dayn-jur) verb: to put in a
dangerous or risky situation
exhaust (eg-zawst) verb: to make very tired
fascinate (fass-uh-nate) verb: to attract and hold
someone’s attention
hesitate (hez-uh-tate) verb: 1. to pause before you
do something; 2. to not do something right
away
indicate (in-duh-kate) verb: to show or point out
something
maintain (mayn-tayn) verb: 1. to keep something
in good condition; 2. to continue to do
something
neglect (ni-glekt) verb: to fail to take care of
someone or something

388
SAMPLE SENTENCES
Lesson 2
Connect More Words and Meanings,

page 36 (TP ), 43 (SP )
16. I like to compete in the annual checkers competition
because I always win.
17. Never hesitate to put on your seat belt because seat belts
save lives.
18. Mrs. Jones maintains the most beautiful garden in the
neighborhood.
398
GLOSSARY
A P
advance (ad-vanss) verb: to move forward prefer (pri-fur) verb: to like one thing better
toward a goal than another
R
annoy (uh-noi) verb: 1. to make someone feel
angry or upset; 2. to make someone lose release (ri-leess) verb: to free something or
patience someone
assume (uh-soom) verb: to suppose that relieve (ri-leev) verb: 1. to take away a problem or
something is true or will happen without chore; 2. to ease someone’s trouble or pain
checking it S
C seize (seez) verb: to grab or take hold of
compete (kuhm-peet) verb: to try hard to do something quickly or suddenly
better than others at a task or in a race or
other contest
E
endanger (en-dayn-jur) verb: to put in a
dangerous or risky situation
exhaust (eg-zawst) verb: to make very tired
F
fascinate (fass-uh-nate) verb: to attract and hold
someone’s attention
H
hesitate (hez-uh-tate) verb: 1. to pause before
you do something; 2. to not do something
right away
I
indicate (in-duh-kate) verb: to show or point
out something
M
maintain (mayn-tayn) verb: 1. to keep
something in good condition;
2. to continue to do something
N
neglect (ni-glekt) verb: to fail to take care of
someone or something
404
418
Graphic Organizers
Word Web
421
Graphic Organizers
Sequence Chart
First Event or Step
Second Event or Step
Third Event or Step
Conclusion
423
advance annoy assume

(ad-vanss) (uh-noi) (uh-soom)
compete endanger exhaust

(kuhm-peet) (en-dayn-jur) (eg-zawst)
fascinate hesitate indicate

(fass-uh-nate) (hez-uh-tate) (in-duh-kate)
maintain neglect prefer

(mayn-tayn) (ni-glekt) (pri-fur)
427
release relieve seize
(ri-leess) (ri-leev) (seez)
verb: to suppose that something is verb: 1. to make someone feel
verb: to move forward toward a
true or will happen without angry or upset; 2. to make
goal
checking it someone lose patience
verb: to try hard to do better than

verb: to put in a dangerous or risky
verb: to make very tired others at a task or in a race or
situation
other contest
verb: 1. to pause before you do

verb: to show or point out some- verb: to attract and hold someone’s
something; 2. to not do something
thing attention
right away
verb: 1. to keep something in

verb: to like one thing better than verb: to fail to take care of some-
good condition; 2. to continue to
another one or something
do something
verb: 1. to take away a problem or

verb: to grab or take hold of some- verb: to free something or
chore; 2. to ease someone’s trouble
thing quickly or suddenly someone 428
or pain
More Verbs to Know

Getting Started
Materials Needed
• Transparency 1, p. 418 Don’t ________ me with more chocolates!
I’ve already eaten too many.
Vocabulary Words
abandon
accuse The Mystery Word of the Week is tempt.
budge
Model/Teach
commit • Distribute the Student Reproducible page 55.
damage • Invite students to look at the Word Learning Tip. Remind them that a
discover verb shows actions or feelings. A complete sentence has a subject and
explode a verb. If the subject is singular (one person, place, or thing), then the
verb must be singular. Give them some examples, such as The boy
forgive
runs. He runs. If the subject is plural (more than one), then the verb
impress must be plural, too. Give them some examples, such as The boys run.
improve They run.
intend • Have students look at the Vocabulary Building Strategy. Remind them
involve that they can use known words in a sentence or nearby sentences to
understand a verb they don’t know.
loosen
• Read the story aloud once while students follow along in their books.
nudge
• Now read the first paragraph of the story again to students. Pause to
succeed
do the on page 49.
• Place Transparency 1 on the overhead projector. Explain to students
that as you continue to read this story, you will stop after each
boldface word so that they can tell you about it. You want them to
think about the Word Learning Tip and Vocabulary Building Strategy
they are using to determine its meaning. They should tell you what
the word means and how they knew it.
48 Context Clues
• Continue reading the rest of the story aloud. Pause at each sentence
with a boldface word. Ask volunteers to explain how they determined
the meaning of each word. Prompt them to identify the subject and Think Aloud
the verb. Encourage them to consider all the context clues in the Here’s what I would think about if I
surrounding sentences. Write their responses on the transparency. didn’t know the word budge. I take
• Pair students. Have them use flashcards to reinforce meanings. a look at the whole sentence:
“Usually, I do not budge from my
bed before noon.” First, I notice
English Language Learners
budge
that budge follows the words I do
• Write budge and nudge on the board.
not. I is a pronoun that refers to
nudge
Model how to pronounce each word.
the cat and it comes before the
Have students repeat the words after
words do not. So, budge is going to
fudge
you several times. Point out that –dge tell me what the cat does not do.
in budge and nudge is pronounced /j/.
sludge
Now I look for clues in the
Then work with two volunteers to act next sentence. I see that normally
out what nudge and budge mean.
judge
nothing can move the cat to get up
Make a list of other –dge words that early. I bet budge is a verb that
students know. means “move.” Let me try this
meaning in the sentence: “Usually,
Independent Activity I do not move from my bed before
Act It Out Have students create a story continuing where The noon.” That seems to fit. This cat
is very lazy and likes to sleep late.
Case of the Missing Tuna left off. Have each student take the part of
one of the characters and act out their story. Encourage them to
improvise dialogue using the written story as a model. Challenge
them to use vocabulary words in their dialogue.
Answer Key
More Verbs to Know 49

More Verbs to Know

Getting Started
Materials Needed
• Student Reproducibles, pp. 56–57
The baker is trying to ________ the
customers to buy a lot of cookies, so she
hands out free samples with every purchase.
Think Aloud
I want to tell you a little trick that I Review and Share Ask volunteer groups to act out the story.
have for completing crossword Challenge the audience to identify which vocabulary words were
puzzles. First I look at the clues. I used in the dialogue. Make sure all groups are given an opportunity to
see that there are two sets of clues,
act out their stories if they’d like.
one for the squares that run across
the page and the other for the
Model/Teach
squares that run down the page.
The first clue under Across goes
• Distribute the Student Reproducible pages 56 and 57.
with the squares that begin with the • Before students start, do the at left.
number 2. I find these squares and
• After you have finished modeling, students can finish the crossword
count how many there are. This
puzzle on their own.
gives me my first clue about the
word—it has six letters. Now I read • Ask students to work with a partner to provide an answer to the first
the definition clue: to mean to do item. The cakes and cookies are “sweet treats.”
something. I know that when I mean • Then provide time for them to complete the next activity (on page 57)
to do something, I plan to do it or I and share their responses.
intend to do it. Aha, intend is a
vocabulary word and it has six
letters. So I write intend in the
squares and go on to the next word.
• Pair English Language Learners with more proficient students who
can help them identify subjects and verbs. Create flashcards using
index cards. Write simple subject-and-verb sentences, such as: Marie
Answer Key
Across Down
succeeds. Brent discovers a good book. Jamie forgives his sister. Have pairs
2. intend 1. forgive take turns pointing to the subject and verb of each sentence and
5. loosen 2. impress
9. commit 3. explode
saying the words aloud.
10. budge 4. discover
11. succeed 6. improve
13. abandon 7. accuse
14. involve 8. nudge Favorite Recipe Stories Give students the opportunity to com-
12. damage
plete their paragraphs about a favorite recipe. You might chal-
1. sweet 5. large lenge them to write the actual recipe. Explain that recipes are present-
2. brain 6. stash
3. steer 7. silly
ed as a series of steps. The steps are listed in time order.
4. moan 8. tray sleigh
50 Context Clues
Materials Needed
Getting Started
Think Aloud
Can I ________ you to have another piece
Let me make sure that I know what
of this delicious carrot cake? to do. I have to read the sentence
and fill in the blank with the verb
that fits the context. I notice that
there are three verbs in parenthe-
Review and Share Ask volunteers to share their favorite recipe ses. I read the sentence, and think
stories with the class. Encourage them to tell why this is a about which of these three verbs
favorite of theirs, and whether they have their favorite dish often or fits the sentence best: “Fernando
and I start a cooking club. Most
not. If possible, list any special ingredients on the board and lead a
meetings ______ learning how to
class discussion about them.
cook a different cookie recipe.” The
three choices are discover, impress,
Model/Teach and involve. “Most meetings discov-
• Distribute the Student Reproducible page 58. er” doesn’t make sense—discover
• Before students start, do the . isn’t something a meeting would
do, it is something a person would
• After you have modeled finding the correct word to fill in the blank
do—so it’s not the right choice. I try
in the sentence, have students complete the rest of the items on their
impress. That doesn’t make sense,
own and then share their responses.
either, so I try involve. “Fernando
and I start a cooking club. Most
Independent Activities meetings involve learning how to
Make a Flyer Demonstrate for students how to fold paper to cook a different cookie recipe.” I
make flyers for the Make a Flyer activity on page 58. Challenge remember that involve means to be
them to use several vocabulary words along with some new verbs. a necessary part of something, so
You may also want to brainstorm some cookie names and write involve is definitely the correct
them on the board. In addition, you might ask students to bring choice. I complete the sentence by
in advertisements for cookies and discuss them. writing involve in the blank.
• Get the Word Out Ask students to brainstorm other ways that they
could advertise for the annual cookie fair. Write their suggestions on
the chalkboard. Then have a class vote to choose the suggestion that
they feel will work best. To extend the activity, you may want to Answer Key
have students create their final choice for advertising. 1. involve 6. succeed
2. improve 7. nudges
3. impress 8. loosen
4. discover 9. intend
5. budge 10. forgive

More Verbs to Know

Getting Started
Materials Needed
• Problem-Solution Chart The smell of that hot peach pie may _____
Graphic Organizer, p. 424 you to want to eat the whole pie!
Think Aloud Review and Share After students have completed their cookie
flyers, divide the class into small groups. Hand out five flyers to
I want to model for you how I would
complete this activity. First, I look
each group, giving each group an opportunity to look at the flyers and
at the picture. Next, I read the defi- evaluate them. Then briefly review the flyers’ purpose. Lead a class
nition. After that, I must choose the discussion about whether the flyers achieved this purpose. Finally,
correct word from the vocabulary display the flyers around the classroom.
word list. Finally, I have to write a
sentence using that word. Let’s Model/Teach
look at the first picture. It shows a • Distribute the Student Reproducible page 59.
man trying very hard to push a
• Before students start the activity, do the .
cart, but it won’t move. Now I read
the definition. It says “to move • After you have modeled how to complete the activity, have students
something out of position.” I put finish it on their own and share their responses.
together the picture clue and the
definition. Since the cart won’t Independent Activities for All Learners
move, I think budge is the word I’m Create a Comic Strip Have pairs work together to complete
looking for, so I write budge in the their comic strips. Pass out copies of the Problem-Solution
blank. Now I’ll write a sentence
Graphic Organizer. Suggest that they might want to complete this
using the word: “The man is trying
chart showing how their detective solves the mystery before they
to move the cart, but it won’t
begin their comic strips. Review with students how speech bubbles are
budge.”
used in comic strips. Remind them to make sure they have used sever-
al vocabulary words.
Answer Key • Make Mnemonic Devices Explain that a mnemonic device is a trick
1. budge
for remembering a word. For example, abandon: don’t leave a band
3. discover behind. Tell students that sometimes the sillier a mnemonic device is,
5. nudge the easier it is to remember. Allow students to work with a partner to
7. impress create a mnemonic device for one of the vocabulary words. Then have
Students’ responses to 2, 4, 6, and 8 will vary. the pairs of students share their devices with the class.
52 Context Clues
Materials Needed
• Word Web Graphic
Review and Extend Organizer, p. 421
Getting Started
Think Aloud
Please don’t ______ me anymore with offers
I see that I am supposed to choose
of an ice cream sundae. I’ve already had a the correct verb and write it in the
banana split! present tense, making sure the verb
agrees with the subject in number.
Let’s read the first sentence together:
Review and Share When students have finished drawing their “Lionel and Max ______ their sister
comic strips, invite volunteers to share them with the class. for eating all the popcorn.” The
Afterward help students put together a comic strip book for the choices are abandon, forgive, and
impress. Their sister shouldn’t have
classroom library.
done this. Lionel and Max might be
angry or they might be more
Model/Teach understanding and let it go. I think
• Distribute the Student Reproducible page 60. Ask students to forgive fits this context, since it tells
read the boxed information. me what they would do if they
• Before students start, do the . stopped blaming her for her action.
Now that I have my verb, I want to
Independent Activities for All Learners write forgive in its singular or plural
form. The subject of this sentence is
Create a Word Web Pass out copies of the Word Web Graphic
Lionel and Max, so the subject is
Organizer. After students complete the activity on their own, give
plural and I have to write forgive in its
them time to share their responses. Suggest that early finishers choose
plural form. I know that I do not have
another category based on one of the vocabulary words and complete
to add –s or –es to a verb when the
another web. subject is plural. “Lionel and Max
• Write Acrostic Poems Ask students to choose a vocabulary word forgive” is the correct subject and
they particularly like or one they find particularly colorful. They verb since they agree in number.
should write the word vertically on a piece of paper. Suggest that they I now write forgive on the blank.
write a poem, where
the first letter of each S ee what you can do
line begins with a
U se your talents fully
letter of the verb
C hoose your battles Answer Key
they choose. They Mystery Word of the Week: tempt
should try to make C are about your friends (Accept any other verbs that fit the context.)
1. forgive
the poem tell E xcel in school 2. succeeds
something about the E njoy your free time 3. accuses
word. The lines do 4. intend
D emand the most of yourself 5. nudges
not have to rhyme.

More Verbs to Know
Check Your Mastery

Give the Test
• Tell students that the Check Your Mastery has two parts.
• Read aloud the directions for the first part. “Read each item below.
Circle the letter of the verb that best fits the meaning.” Tell students
Student that there are three choices for each meaning. Their job is to pick the
Self-Assessment word that best fits the definition, and circle the letter of the verb.
Journal Writing Ask students to • Model how to complete this exercise by writing the following item on
write some notes about subject the chalkboard:
and verb agreement in their
journals so they can refer to them If you wanted to get a friend’s attention, you might do
if they need a reminder. this.
A. nudge him B. budge him C. forgive him
• Ask students to choose the verb that best fits the context. Have them
explain their choice.
• Then read aloud the directions for the second part: “Choose a
vocabulary word to complete each sentence below. Write the word in
the blank.”
• Model how to complete this exercise by writing the following sentence
on the chalkboard and reading it aloud:
If you found a pirate map in an old book, you might try

to ______ (discover, improve, explode) a treasure.
• Ask students to choose the correct vocabulary word to write in the

blank. Remind them to make sure that the subject and verb agree.
Answer Key check their answers.
1. B
2. A • Review Check Your Mastery orally with the students.
3. C
• Have them work with a partner about the questions they got wrong.
4. A
5. C Ask them to write a new sentence using the correct vocabulary word
6. discovers for each item they missed.
7. loosens
8. nudges • Ask them to discuss how the Word Learning Tip and Vocabulary
9. explode Building Strategy helped them find the correct response.
10. forgives
54 Context Clues
More Verbs to Know
Vocabulary Words The Case of the Missing Tuna

abandon impress
Like most cats, I like my comfort. Usually, I do not budge
accuse improve
from my bed before noon. Normally, nothing can move me to
budge intend
get up early, but today a strange feeling led me to abandon my
commit involve
soft cushion.
damage loosen
Never in my eight years of life have I felt such pangs. At first,
discover nudge
I thought my stomach would explode, or burst. Perhaps I felt this
explode succeed
way because I had licked up that spilled salt the night before. I
forgive
hadn’t intended to, but I couldn’t resist when I saw it there.
Word Learning Tip! I must impress upon you that I don’t usually give in to
temptation. But you’ll have to forgive me. No one is perfect,
A verb shows an action or a
feeling. A complete sentence not even me.
has both a subject and a Then I realized that this strange feeling didn’t involve
verb. The subject tells who being too full. It came from being hungry. I walked over to my
is doing the action or having food bowl, but what I saw there didn’t improve the situation.
the feeling. The subject and
It was empty.
verb in a sentence agree in
number, or match. In the old days, my bowl was always kept full. But then
the veterinarian discovered this fact: When she found out that
Vocabulary I could snack whenever I wanted, she accused me of eating
Building Strategy too much. The unfairness of it all! Now I can no longer get a
Use Context Clues You can decent bellyful at all hours.
find the meaning of verbs you Then I saw a bowl of tuna sitting on the kitchen
don’t know by using context counter. I guess someone was about to make lunch. Could
clues. Look for words you
these aging muscles do it? Could I succeed in making the
know that are near the
unknown word. Also look at jump? I sprang with all my might and landed on the
the whole passage. Using counter. I nudged the bowl, which fell to the floor.
context clues can help you Immediately I followed, leaping down. The bowl wasn’t
determine a verb’s meaning. damaged or hurt. I started eating quickly, gobbling up the
delicious chunks. Some of the tuna was stuck to the sides,
so I used my paws to loosen the stuck chunks.
What a satisfying meal. Today, I committed my
first crime and became a cat burglar.
55 Context Clues
More Verbs to Know

abandon commit explode improve loosen
accuse damage forgive intend nudge
budge discover impress involve succeed
1
Directions Read each definition
clue below. Write the vocabulary 2 3 4 5
word that fits each meaning in
the crossword puzzle. You may
use the glossary to help you.
6
7 8 9
10
11 12
13
14
DOWN
1. to pardon or to stop blaming someone
ACROSS
2. to make someone think highly of you or to
2. to mean to do something affect strongly
5. to make something less tight 3. to blow apart
9. to do something wrong or not lawful 4. to find something
10. to move something 6. to get better at something or to make
11. to get what you want something better
13. to leave forever 7. to say someone has done something wrong

14. to include someone or something 8. to give someone or something a small push
as a necessary part 12. to harm something

More Verbs to Know

Directions A “hink pink” is a pair of rhyming words. For example, a tiny room you enter after coming
in the door could be called a “small hall.” Demonstrate your understanding of the meaning of the
vocabulary words below by completing the hink pinks.
1. Everyone loves the baker’s cakes and cookies and says that she simply can’t improve
her ______________________ treats.
2. When he forgot the answers to the questions, his friends accused him of
having a ___________________________ drain.
3. I’m so angry that you had better _____________________ clear of me or I’ll just explode.
4. Since all his phone calls involved complaining, his parents accused him of
having a _____________________________ phone.
5. In the river, the police discovered the _______________________ barge used to carry
stolen goods.
6. The thief committed a crime by taking money from the cash ______________________.
7. “I forgive you. I know you didn’t mean it,” said Aunt Priscilla. “You’re so silly.
You’re just a ______________________ billy.”
8. Impress your friends. Ask your parents if you can have a tray to create
a tray __________________________________ to slide down the hill in the snow.
Favorite Recipe Stories In your personal word journal, write a paragraph about a favorite recipe that a
family member or someone else cooks for you. Try to include why you like this recipe. Is this food
cooked often or only on special occasions? Does it have any special ingredients? Use at least two vocabulary
words and two new verbs.
57 Context Clues
More Verbs to Know

Directions Read each sentence below. Write the word that best fits in the blank.
1. Fernando and I start a cooking club. Most meetings _____________________________

(discover, impress, involve) learning how to cook a different cookie recipe.
2. The club likes to cook oatmeal cookies. We ___________________________________
(improve, forgive, abandon) the recipe every time we bake them.
3. Armando wanted to __________________________________ (nudge, succeed, impress)
his friends with a special treat, so we baked delicious ginger cookies.
4. Jenna was very happy to _______________________________ (discover, accuse,
commit) a lemon cookie recipe in an old cookbook in the attic.
5. Charlene refuses to join the club. At first, she won’t _____________________________
(nudge, budge, forgive). Then she decides that she’ll try one meeting.
6. Most of the club members ___________________________ (impress, succeed, damage)
in learning how to make three cookie recipes.
7. Alba _____________________________ (nudges, forgives, abandons) Jake to ask him a
question: “How much sugar do we need?”
8. Angela tries a recipe in which she has to roll out dough, but she has to _________________
(loosen, abandon, explode) it from the bowl first. The cookie dough falls apart!
9. Jason does not _______________________________ (intend, involve, commit) to keep
making the same mistake of burning the cookies.
10. Everyone is willing to _____________________________ (forgive, explode, accuse) any
cooking mistake if the cookies taste good!
Make a Flyer Selling cookies is a good way to raise money. Use a sheet of paper to design and write
a flyer that tells about the club’s yearly cookie fair. Include a description of the fair and when and
where it will take place. Make up some original names for the cookies that will be sold. Use several vocabulary
words along with one or two new verbs.
More Verbs to Know

Directions Look at each picture and read the definition. Choose the word from the vocabulary list
that fits the definition. Write it in the blank. Then write a sentence using the word.
Definition: to move something out of position
1. Word: ________________________________________________________
2. My Sentence: _________________________________________________
Definition: to find something by chance
3. Word: ________________________________________________________
4. My Sentence: _________________________________________________
Definition: to give someone a small push
5. Word: ________________________________________________________
6. My Sentence: _________________________________________________
Definition: to make someone think highly of you
7. Word: ________________________________________________________
8. My Sentence: _________________________________________________
Create a Comic Strip Work with a partner. Use a sheet of paper to draw a comic strip about a funny
food detective. Brainstorm with your partner. Decide what food mystery the detective has to solve
and how the detective solves it. Use some of your vocabulary words in the cartoon speech bubbles that you
create for words that the detective speaks.
59 Context Clues
More Verbs to Know
Review and Extend

Learn
More! A complete sentence should have a subject and a verb. Present Tense of Verb
The subject and verb must agree, or match. If the subject Singular Plural
is singular (only one), the verb must be singular. If the
subject is plural (more than one), the verb must be plural. The The girl
girl and boy
In the present tense, add –s or –es to verbs when the subject
eats. eat.
is a singular noun or the pronouns are he, she, or it. Do not
add an –s or –es when the subject is a plural noun or if the She They
pronouns are we, you, or they. eats. eat.
Directions Read each sentence below. First, choose the verb that best fits in each sentence.
Then, in the blank, write the verb in the present tense in its singular or plural form. Make sure that
the subject and the verb agree.
1. Lionel and Max ______________________ (abandon, forgive, impress) their sister for
eating all the popcorn.
2. Fiona tries to follow the recipe for making tacos and she ______________________
(budge, damage, succeed).
3. Iliana ______________________ (commit, accuse, improve) Hector of taking the last

cookie from the cookie jar.
4. Tarik and Tony ______________________ (intend, loosen, involve) to learn how to cook
pizza someday.
5. Lucy ______________________ (nudge, accuse, discover) Teddy to remind him to thank

Mrs. James for the taco.
Create a Word Web Write the following category in the center circle of a word web: Things That Won’t
Budge. Then brainstorm to come up with as many words as you can to fit this category. Write them in
the empty circles.
More Verbs to Know
Check Your Mastery

Directions Read each item below. Circle the letter of the verb that best fits the meaning.
1. If you want a friend to change his mind, you might try to get him to do this.
A. accuse B. budge C. damage
2. A person who wants to be your friend might try to do this.

A. impress you B. involve you C. abandon you
3. If you receive an invitation to a party, you probably do this.

A. forgive someone B. explode with anger C. intend to go
4. If you are not doing well in a subject, you might study hard so that
your grades would do this.
A. improve B. impress C. succeed
5. Firefighters might do this if they felt they couldn’t save a building.

A. commit it B. damage it C. abandon it
Directions Choose a vocabulary word to complete each sentence below. Write the word in the blank.
6. A scientist _______________________________ (abandons, succeeds, discovers) a cure

for a sickness. His discovery helps many people.
7. After eating a big meal, Damien ____________________________________________

(loosens, damages, improves) his belt. The belt feels too tight.
8. Brian __________________________________ (impresses, nudges, explodes) his friend

Jesse with his elbow. He wants to get Jesse’s attention.
9. When the fireworks _____________________________ (explode, damage, budge), they

make beautiful designs in the sky.
10. Tara ____________________________ (accuses, forgives, intends) Jake for ruining her
favorite CD because she knows he feels bad.
61 Context Clues
DEFINITIONS
Lesson 3
abandon (uh-ban-duhn) verb: to leave forever
accuse (uh-kyooz) verb: to say someone has done
something wrong
budge (buhj) verb: to move something
commit (kuh-mit) verb: to do something wrong or
not lawful
damage (dam-ij) verb: to harm something
discover (diss-kuh-vur) verb: to find something
explode (ek-splode) verb: to blow apart
forgive (fur-giv) verb: to pardon or to stop blaming
someone
impress (im-press) verb: 1. to make someone
think highly of you; 2. to affect strongly
improve (im-proov) verb: 1. to get better at
something; 2. to make something better
intend (in-tend) verb: to mean to do something
involve (in-volv) verb: to include someone or
something as a necessary part
loosen (loo-suhn) verb: to make something less
tight
nudge (nuhj) verb: to give someone or something
a small push
succeed (suhk-seed) verb: to get what you want

389
SAMPLE SENTENCES
Lesson 3

2. The man is trying to move the cart, but it won’t budge.
4. Anita and Malcolm try to discover where Chris is hiding.
6. Carla nudges Mike to get his attention.
8. Charmaine impresses her father because she knows so
much about computers.
398
GLOSSARY
A
abandon (uh-ban-duhn) verb: to leave forever
accuse (uh-kyooz) verb: to say someone has
done something wrong
B
budge (buhj) verb: to move something
C
commit (kuh-mit) verb: to do something wrong
or not lawful
D
damage (dam-ij) verb: to harm something
discover (diss-kuh-vur) verb: to find something
E
explode (ek-splode) verb: to blow apart
F
forgive (fur-giv) verb: to pardon or to stop
blaming someone
I
impress (im-press) verb: 1. to make someone
think highly of you; 2. to affect strongly
improve (im-proov) verb: 1. to get better at
something; 2. to make something better
intend (in-tend) verb: to mean to do something
involve (in-volv) verb: to include someone or
L
loosen (loo-suhn) verb: to make something
less tight
N
nudge (nuhj) verb: to give someone or
something a small push
S
succeed (suhk-seed) verb: to get what you want
404
418
Graphic Organizers
Word Web
421
Graphic Organizers
Problem-Solution Chart
Problem
Steps to Solve a Problem
Step 1 Step 2
Step 3
Solution
424
abandon accuse budge

(uh-ban-duhn) (uh-kyooz) (buhj)
commit damage discover

(kuh-mit) (dam-ij) (diss-kuh-vur)
explode forgive impress

(ek-splode) (fur-giv) (im-press)
improve intend involve

(im-proov) (in-tend) (in-volv)
loosen nudge succeed

(loo-suhn) (nuhj) (suhk-seed)
429
verb: to say someone has done
verb: to move something verb: to leave forever
something wrong
verb: to do something wrong or

verb: to find something verb: to harm something
not lawful
verb: 1. to make someone think

verb: to pardon or to stop
highly of you; 2. to affect
blaming someone
verb: to blow apart
strongly
verb: 1. to get better at
verb: to include someone or
verb: to mean to do something something; 2. to make
something better
verb: to give someone or verb: to make something less

verb: to get what you want
something a small push tight
430
Irregular Verbs to Know

Getting Started
Materials Needed
Don’t ________ up your food. If you eat • Transparency 1, p. 418
quickly, you might get a stomachache.
Vocabulary Words
awake/awoke/awoken
The Mystery Word of the Week is gobble.
become/became/become
Model/Teach bite/bit/bitten
• Distribute the Student Reproducible page 69. bring/brought/brought
• Tell students to look at the Word Learning Tip. Point out that they can creep/crept/crept
use the place in the sentence where a word comes as a clue to its find/found/found
meaning. Verbs usually come after a noun. Explain that the past tense
grind/ground/ground
of irregular verbs has to be memorized.
leave/left/left
• Ask students to look at the vocabulary words. Explain that these verbs
are all irregular verbs. Read the list, one word at a time, giving the rise/rose/risen
three forms of the verb. shed/shed/shed
• Then students should look at the Vocabulary Building Strategy. Tell spread/spread/spread
them that they can use context clues in the sentence or nearby
spring/sprang/sprung
sentences to understand a verb they don’t know.
swing/swung/swung
• Begin reading the passage a second time. Pause after you read the
on page 63 tear/tore/torn
sentence containing the word awoke. Use the
to model using the Word Learning Tip and Vocabulary Building understand/understood/
Strategy to find the meaning of this word. understood
• After you have modeled finding the meaning of an irregular verb,

place Transparency 1 on the overhead projector. Tell students that as
you continue to read the passage, you will stop at each boldface word.
You want them to use the Word Learning Tip and the Vocabulary
Building Strategy to determine the meaning of each word. You will call
on volunteers to explain their thinking.
Irregular Verbs to Know 62

• Continue reading the rest of the passage aloud. Pause at each

sentence with a boldface word. Ask student volunteers to explain
Think Aloud how they determined the meaning of each word. Write their response
Here’s what I would do if I didn’t on the transparency.
know the word awoke. What I would • Pair students. Have them use flashcards to reinforce meanings.
think about first is that awoke is
similar to a verb I do know—wake. English Language Learners
I know awoke is a verb, too,
• Write tear on the board and pronounce it [tair]. Write tear again and
because it comes after the noun
say the pronunciation [tihr]. Point out that the definition for tear,
woman and it is in the past tense.
pronounced tair, means to pull apart, while the word, tear,
So the word is telling something
pronounced tihr, means a drop of clear liquid from the eye. Then have
that the woman did in the past. I
notice dawn at the end of the
pairs of students use the note cards made for the Independent Activity
sentence. Now I’m almost sure below. Ask them to practice saying all the words on the note cards.
that awoke means something like
“got up or woke up.” Then I read Independent Activity
the next sentence. The woman got Illustrate a Word Card Have students illustrate vocabulary
out of her sleeping hammock, so I words from the story on note cards. For example, they could draw
think my guess is right. I put the a man creeping up behind an animal. Then invite them to write a cap-
meaning “got up or woke up” in the tion in which they include the vocabulary word they chose. On the
sentence to see if it fits: “A Taino back of the card, they should write the word illustrated in all its tenses.
woman woke up at dawn.” That
makes sense, so I know I chose
the right meaning.
Answer Key
63 Context Clues
Materials Needed
Connect Words • Student Reproducibles, p. 70–71

• Venn Diagram Graphic
and Meanings Organizer, p. 425
Getting Started
When I’m really hungry, I _____ my lunch greedily. I see that I have to find a vocabulary
word that fits the definition and write
the verb in its present-tense form.
First I read through the vocabulary list
to familiarize myself with the words. I
Review and Share Have students share the illustrations and captions
see that the present-tense form is the
they created for the Illustrate a Word Card activity on page 63.
first word of the three given forms for
Display the illustrations around the classroom. Then lead a class each verb. These are the words that
discussion about the illustrations that the students drew. I’ll use. Now I read the first definition.
It’s “to discover or come across
Model/Teach something.” Here’s a little trick I use
• Distribute the Student Reproducible pages 70 and 71. to make sure that I understand the
definition. I make up a sentence using
• Tell students that the purpose of this activity is to make sure they
the word discover. “The divers discover
understand what each word means.
an old ship.” Next, I look through the
• Before students start, do the . vocabulary list for a word that means
• After you have modeled finding a word, have students complete the discover and could replace it in my
activity on their own. Ask students to share their responses. sentence. I see find on the list. I think
that’s the correct word, so I substitute
• Then a volunteer should read aloud the directions for the second find for discover. “The divers find an
activity (page 71). After the activity is completed, ask students to old ship.” The sentence makes sense.
share their responses and explain their thinking. Now I know the correct word is find
and I write find in the blank.
Write Now and Long-Ago Stories Before students start the activity,
Answer Key
pass out copies of the Venn Diagram Graphic Organizer. Suggest that 1. find 6. tear 11. A
they brainstorm details for their story by using this chart to show similarities 2. bring 7. understand 12. B
and differences. Encourage students to make as many comparisons as they 3. leave 8. bite 13. B
4. spread 9. swing 14. C
can about how they think the morning activities of a family today are similar 5. awake 10. become 15. A
and different from those of a Taino family long ago. 16. A
17. C
• Create Situation Cards Have students choose a verb and Word: spread 18. A
Definition: to unfold or stretch out
create a situation card for it. (See sample situation card.) You are having a picnic. You bring
along
Situation:
et and
First they write the word. Next they write the meaning. a big blanket. You unfold the blank
it out unde r the trees so that you
stretch
Then they write a situation that shows when they would can sit on it with your friends and
eat.
a
use this verb. Finally, they write a question using the word. Question: When was the last time you spread
c?
blanket under the trees and had a picni
I\ rregular Verbs to Know 64


Getting Started
Materials Needed
Every morning we _________ down our
breakfast because we are always late.
Think Aloud
Read the first item silently as I Review and Share Invite volunteers to share their comparisons
read it aloud. “What can you do of a Taino family’s morning and a family today from the activity
with a piece of clothing you have
on page 71. On the chalkboard, make a chart of the similarities and
torn?” First I see that torn is a
differences. Lead a class discussion, and invite students to add to the
form of the verb tear, but it tells
lists if they think of other similarities and differences.
about something that happened in
the past. If I didn’t know what the
word torn means, I’d use the words Model/Teach
“piece of clothing” to figure out the • Distribute the Student Reproducible page 72.
meaning. So torn is something I • Before students start, do the .
might have done to a piece of
• After you have modeled answering the question, have students complete
clothing. From my own knowledge, I
the activity on their own. Then ask them to share their responses.
think that when you tear
something, you rip it. I’ve ripped
clothing a number of times. Now Independent Activities
that I’m sure of the meaning, I can Write a Character Sketch Students should complete the
answer the question: You can mend Write a Character Sketch activity. Encourage them to think
a piece of clothing you have torn by about what people their age might have done for fun 500 years ago.
sewing it. Do they think that they might have listened to music, played
games, or enjoyed sports, for example?
• Learn Idioms Explain that an idiom is an expression in which words
are not used with their literal or dictionary meaning. On the
chalkboard, write the following items that contain the word bring:
bring down the house (win overwhelming approval), bring home the
bacon (earn a living for a family), and bring to justice (punish someone
for a crime). Have students talk about situations that fit these idioms.
Answer Key
65 Context Clues
Materials Needed
Getting Started
Think Aloud
On Saturday morning, my sister tries to
I want to model the type of thinking
_________ up all the pancakes my father I do to complete this activity. I look
makes before I can get any! at the first category: Things You
Would Like to Find. So I ask
myself, what sort of things would I
Review and Share Have a few volunteers share the character want to discover or come across? I
sketches they created for the activity on page 65. Lead a class put on my brainstorming hat and
discussion about the favorite activities and chores that people the start thinking. I’d like to find a
million dollars, the watch I lost a
age of your students might have done 500 years ago.
while ago, and a good book to
read. Okay, that’s a start. Let me
Model/Teach keep going. I’d like to find a
• Distribute the Student Reproducible pages 73. sweater to go with my pants, a
• Use the to model how to complete the activity. good place to go swimming, and a
new friend. I keep going like this
• After you have modeled how to complete the activity, have students
until I fill all the spaces with my
finish it on their own and work in pairs to share their responses.
ideas.

• Pair more proficient students with English Language Learners for this
Answer Key
activity. Invite pairs to choose a vocabulary word to act out for the rest Sample answers:
of the class. Before they act out the word, have pairs rehearse how Things You Would Like to Find
they will act it out. Then invite the class to guess the words as pairs 1. a lost glove 4. treasure
act them out. 2. keys 5. eyeglasses
3. a friend
Things You Can Spread

Independent Activity 6. jelly 9. a blanket
Play the Word Game You might want to have students work in 7. a tablecloth 10. the news
8. gossip
pairs to play the word game. When one student runs out of ideas,
the other can start contributing ideas. They can continue to switch Things You Can Swing
11. a baseball bat
roles until neither student can contribute any more ideas. 12. a child in a hammock
13. a door
14. a swing seat
15. a rope or chain
Things You Can Tear

16. paper 19. pants
17. cloth 20. an envelope
18. a cardboard box

Review and Extend

Getting Started
Materials Needed
Just like a turkey, people can __________
food, too!
Think Aloud
Read the first item with me silently Review and Share Ask volunteers to share their answers for the
as I read it aloud. “By the time the word game on page 67. Create a word wall of categories and
sun has ________ (rise, rose, risen), items that fit in this category.
farmers are hard at work.”
I know from the directions that I
Model/Teach
have to choose the verb form that
• Distribute the Student Reproducible page 74 and read the boxed
best fits the sentence. That means
that I have to know what tense of
information.
the verb I should write. I see that • Then use the .
the subject is sun and that sun is
• Tell students that you have modeled completing an item by using
followed by the word has. This is a
what you know about verbs and their tenses and by using context
clue I can use for finding out which
clues in the sentence. Tell them to use these tools to finish the activity
tense of a verb to use. It tells me
on their own.
that I should use the past
participle form of the verb. The • Then have students share their responses.
past participle is the form that is
used with the helping verbs has or English Language Learners
have. I choose risen because it is • Create flashcards using index cards. On one side, write the present
the past participle form of the verb tense; on the other side, write the past-tense and past participle. Pair
rise. I know “The sun has risen …”
English Language Learners with more proficient students who can
is correct, so I write risen in the
help them. Have one student read the present tense while the other
blank.
student tells the past tense or the past participle form of the verb.
Answer Key Go on a Word Hunt To help students with their word hunt,
Mystery Word of the Week: gobble bring in some old magazines and newspapers or allow students to
(Accept any other verbs that fit the context.)
1. risen
spend some time in the library. Give them the opportunity to share
2. awoke their verbs and post them on the word wall.
3. swung
4. ground
5. became
67 Context Clues
Materials Needed
Give the Test

Self-Assessment
Journal Writing Ask students to
• Read aloud the directions for the first part: “Choose the correct form of
write about how they can learn new
the verb and write it in the blank.” Tell students that there are three
words by using the fact that verbs
choices for each word. Each choice shows a verb in the present, past, or
usually come after nouns and that
past participle form. Their job is to choose the correct form of the verb
some verbs have irregular forms.
and write it in the blank.
• Model how to answer a question by writing the following sentence on
the board and reading it aloud:
My brother has _________ off part of my sandwich!

bite bit bitten
• Ask students to choose the word that best fits in the sentence. Have
them explain their choice by telling which context clues helped them
choose the correct tense of the verb.
• Then read aloud the directions for the second part: “Read each sentence.
Then circle the correct verb to replace the words in boldface type.” Tell
students that a definition of the verb appears in boldface type. Their job
is to show that they understand the meaning of the vocabulary words by
choosing a word that matches the definition in the sentence.
The lizard’s skin dropped off on the sandy ground.

found shed wing
• Ask students which word could replace the words in boldface type. Have Answer Key
1. sprang
them explain their choice by telling how they used clues to find out the
2. risen
meaning and the correct tense of the verb. 3. bitten
4. awoke
• Tell students that after they finish, they should read over the page and 5. tore
check their answers. 6. crept
7. became
• Review Check Your Mastery orally with the students. 8. found
• Ask students to discuss how the Word Learning Tip and Vocabulary 9. swung
10. grinds


Vocabulary Words
awake/awoke/awoken
A Day in the Life of the Taino become/became/become
bite/bit/bitten
Long ago, the Taino [Tah-ee-no] people lived on some of the
bring/brought/brought
islands in the Caribbean Sea. They lived on what are now Puerto
creep/crept/crept
Rico, Cuba, Haiti, and the Dominican Republic. This story shows
find/found/found
what the life of these Indians was like more than five hundred grind/ground/ground
years ago. leave/left/left
A Taino woman awoke at dawn. She rose early and got rise/rose/risen
up from her sleeping hammock. This hanging bed swung shed/shed/shed
between two wooden posts inside her house. Then she spread/spread/spread
prepared breakfast for her family. She took some corn flour spring/sprang/sprung
from a basket. The flour had been ground from corn that swing/swung/swung
she grew herself. She mixed the flour with water and made tear/tore/torn
corn cakes. understand/understood/
understood
Her husband and children sprang from their hammocks.
They jumped up eager to begin the day. The children left the Word Learning Tip!
house to search for wood for the cooking fire. After they A verb is a word that
found the wood and brought it back to the house, she cooked describes an action or a state
the corn cakes over the fire. After the flat cakes were baked, of being. It usually is the word
right after the noun. Irregular
she spread them out on a mat. Each member of the family
verbs like the ones in this
tore off a piece of corn cake to bite into. lesson don’t form the past
During the day, the Taino mother and children took care tense by adding -d or -ed.
of their corn, yams, and other plants. One child found a
snakeskin in the field—the outer skin that a snake had shed.
Vocabulary
Building Strategy
The father joined a hunting party looking for iguanas and
Use Context Clues You can
sea turtles. These hunters understood the habits of the
find the meaning of verbs you
animals they hunted. They knew where to find them. The don’t know by using the
hunters crept up behind the animals and caught them. context. Put together the
The sons had become expert fishermen. Sometimes they meanings of all the words
around an unknown word.
caught fish with their hands, sometimes they used nets, and Also look at the tense of the
sometimes they used lines. Today, they were lucky. They verb. This will help you
brought home several fish to cook for dinner. determine a verb’s meaning.


awake/awoke/awoken find/found/found spread/spread/spread
become/became/become grind/ground/ground spring/sprang/sprung
bite/bit/bitten leave/left/left swing/swung/swung
bring/brought/brought rise/rose/risen tear/tore/torn
creep/crept/crept shed/shed/shed understand/understood/
understood
Directions Find the vocabulary word that best fits each meaning. Write it in the blank next to the
definition. Use only the present-tense form of the verb (awake, become, and so on). You may use the
glossary to help you.
_______________________ 1. to discover or come across something
_______________________ 2. to take someone or something with you; to carry
_______________________ 3. to go away from or out of
_______________________ 4. to cover a surface with something; to unfold or stretch out
_______________________ 5. to get up from sleep
_______________________ 6. to rip or pull apart; to make an opening
_______________________ 7. to know what something means or how it works
_______________________ 8. to close your teeth around something; to cut with your teeth
_______________________ 9. to move back and forth, especially on a hinge
_______________________ 10. to start to be
70 Context Clues

understood
Directions Read each word and the meanings below it. Circle the letter of the meaning that defines the
word. You may use the glossary to help you.
11. creep 15. spring

A. move slowly and quietly A. jump suddenly; leap
B. move quickly and forcefully B. walk up stairs
C. move up and down C. go back and forth over and over again
12. grind 16. swing

A. work hard A. move back and forth
B. crush something into a powder B. discover something
C. make music C. take something back
13. rise 17. leave

A. have A. cut apart
B. go up or get up B. get out of bed
C. sing C. go away from
14. shed 18. spread

A. cover something A. unfold or stretch out
B. put away B. crush something into a powder
C. let something fall or drop off; give off C. give off
Write Now and Long-Ago Stories Work with a partner to brainstorm about how the morning activities of
a family today compares with those of a Taino family of long ago. Think about how the activities are
similar and how they are different. Then write a paragraph in your journal telling about the comparisons. Try
to use at least four vocabulary words and four new verbs.

understood
Directions Answer each question below by writing a sentence using the vocabulary word in boldface.
Write your sentence with the vocabulary word on the blank line.
1. What can you do with a piece of clothing you have torn?

__________________________________________________________________________
2. What time do you usually awake on weekdays?

__________________________________________________________________________
3. What do you like to spread on your bread?

__________________________________________________________________________
4. What did you do after you left school today?

__________________________________________________________________________
5. What would you like to become when you grow up?

__________________________________________________________________________
6. Have you ever been bitten by an insect? How did it feel?

__________________________________________________________________________
7. What did you bring to school in your backpack or bag today?

__________________________________________________________________________
8. Did you ever find something valuable? Tell what it was and how you found it.
__________________________________________________________________________
Write a Character Sketch Create a character who’s about your age and who lived 500 years ago.
Think about what the character looked like, what the character’s favorite activities might have been,
and what the character’s chores might have been. Try to use at least three vocabulary words and three new
verbs in your description.
72 Context Clues

understood
Directions Each of the categories below contains a vocabulary word. In each box, list at least five
things that fit in that category.
Things You Would Like to Find Things You Can Spread
1. _____________________________________ 6. _____________________________________
2. _____________________________________ 7. _____________________________________
3. _____________________________________ 8. _____________________________________
4. _____________________________________ 9. _____________________________________
5. _____________________________________ 10. _____________________________________
Things You Can Swing Things You Can Tear
11. _____________________________________ 16. _____________________________________
12. _____________________________________ 17. _____________________________________
13. _____________________________________ 18. _____________________________________
14. _____________________________________ 19. _____________________________________
15. _____________________________________ 20. _____________________________________
Play the Word Game Write the heading Things That _____ in your personal word journal. Choose one
of your vocabulary words to fit the blank. (Do not choose a word used in the activity above.) Then
challenge yourself to come up with at least five items that fit that category.

Review and Extend

understood
Learn
More! Present Past Past The past participle of a
Irregular verbs don’t follow
Tense Tense Participle verb is the form you
the pattern of adding the ending
-d or –ed to create the past tense awake awoke awoken use after has or have.
or the past participle. The only The teacher has left
bring brought brought
way to learn these words is to the room. They have
memorize them. shed shed shed torn their tickets up.
Directions Choose the verb form that best fits the sentence. Write the word on the blank.
1. By the time the sun has ___________________ (rise, rose, risen), farmers are hard at work.
2. Farmers of long ago often _____________________ (awake, awoke, awoken) before dawn.
3. In earlier times, farmers _____________________________ (swing, swung) long knives
to cut down wheat.
4. Then, they __________________________ (grind, ground) the wheat to make flour.
5. A flour and water mixture called dough was baked and _____________________________
(become, became) a loaf of bread.
Go on a Word Hunt Find a set of directions or instructions in a textbook, magazine, or newspaper. You
can also look for recipes or directions for how to build something. Identify four verbs that give you a
clear picture of what to do. Write these verbs in your personal word journal. Also write the sentence in which
you found the verb.
74 Context Clues
Check Your Mastery

Directions Choose the correct form of the verb and write it in the blank.
1. The tiger ________________________ (spring, sprang, sprung) out of the tall grass and
chased the antelope.
2. A full moon has _________________________ (rise, rose, risen) high in the night sky.
3. Many mosquitoes have ________________________ (bite, bit, bitten) me this summer.
4. The alarm clock rang and Rita (awake, awoke, awoken) _________________________.
5. Doug was so angry that he _________________________ (tear, tore, torn) up the letter.
Directions Read each sentence. Then circle the correct verb to replace the words in boldface type.
6. The alligator moved slowly and quietly through the dark water.
crept brought left
7. Bonnie started to be sad when she was told that she had to change classes.
found became awoke
8. I discovered the keys that I lost yesterday.
understood swung found
9. The cowboy moved the rope back and forth in the air and then roped the calf.
swung spread shed
10. Dad makes a powder of coffee beans every morning for a fresh cup of coffee.
brings tears grinds

DEFINITIONS
Lesson 4
awake (uh-wake) verb: to get up from sleep
become (bi-kuhm) verb: to start to be
bite (bite) verb: 1. to close your teeth around
something; 2. to cut with your teeth
bring (bring) verb: 1. to take someone or
something with you; 2. to carry
creep (kreep) verb: to move slowly and quietly
find (finde) verb: to discover or come across
something
grind (grinde) verb: to crush something into a
powder
leave (leev) verb: to go away from or out of
rise (rize) verb: 1. to go up; 2. to get up
shed (shed) verb: 1. to let something fall or drop
off; 2. to give off
spread (spred) verb: 1. to cover a surface with
something; 2. to unfold or sketch out
spring (spring) verb: to jump suddenly, leap
swing (swing) verb: to move back and forth,
especially on a hinge
tear (tair) verb: to rip or pull apart; to make an
opening
understand (uhn-dur-stand) verb: to know what
something means or how it works

389
SAMPLE SENTENCES
Lesson 4
Use Words in Context, page 65 (TP), 72 (SP)

1. I could sew a piece of clothing I have torn.
2. I usually awake at 9:00 in the morning on weekdays.
3. I like to spread peanut butter on my bread.
4. I played soccer after I left school today.
5. I would like to become a scientist and study animals.
6. I have been bitten by a lot of mosquitoes, and the bites
were itchy.
7. I brought my books and my lunch.
8. Yes, I found a pearl ring on the beach. I was building a

sandcastle when I found it.
398
GLOSSARY
A T
awake (uh-wake) verb: to get up from sleep
tear (tair) verb: to rip or pull apart; to make an
B opening
become (bi-kuhm) verb: to start to be U
bite (bite) verb: 1. to close your teeth around understand (uhn-dur-stand) verb: to know
something; 2. to cut with your teeth what something means or how it works
bring (bring) verb: 1. to take someone or
something with you; 2. to carry
C
creep (kreep) verb: to move slowly and quietly
F
find (finde) verb: to discover or come across
something
G
grind (grinde) verb: to crush something into a
powder
L
leave (leev) verb: to go away from or out of
R
rise (rize) verb: 1. to go up; 2. to get up
S
shed (shed) verb: 1. to let something fall or
drop off; 2. to give off
spread (spred) verb: 1. to cover a surface with
something; 2. to unfold or sketch out
spring (spring) verb: to jump suddenly, leap
swing (swing) verb: to move back and forth,
especially on a hinge
404
418
Graphic Organizers
Venn Diagram
Different Same Different
425
awake become bite

(uh-wake) (bi-kuhm) (bite)
bring creep find

(bring) (kreep) (finde)
grind leave rise

(grinde) (leev) (rize)
shed spread spring

(shed) (spred) (spring)
429
swing tear understand
(swing) (tair) (uhn-dur-stand)
verb: 1. to close your teeth
around something; 2. to cut with verb: to start to be verb: to get up from sleep
your teeth
verb: to discover or come across verb: 1. to take someone or

verb: to move slowly and quietly
something something with you; 2. to carry
verb: to crush something into a

verb: 1. to go up; 2. to get up verb: to go away from or out of
powder
verb: 1. to cover a surface with

verb: 1. to let something fall or
verb: to jump suddenly, leap something; 2. to unfold or sketch
drop off; 2. to give off
out
verb: to know what something verb: to rip or pull apart; to make verb: to move back and forth,
means or how it works an opening especially on a hinge 430
Adjectives to Know

Getting Started
Materials Needed
• Transparency 1, p. 4``18
Melody is a ________________ person who
doesn’t like to speak up in class.
Vocabulary Words
absolute
The Mystery Word of the Week is bashful.
bitter
bronze Model/Teach
capable • Distribute the Student Reproducible page 83.
colorful • Tell students to look at the Word Learning Tip. Explain that adjectives
countless are words that describe a noun or pronoun. Point out that they
usually come before the noun or pronoun (the enormous room) and
distinct
after forms of the verb to be (he is sloppy).
enormous
• Have students look at the Vocabulary Building Strategy. Explain that
generous they can use other words in the sentence or nearby sentences to learn
immense the meaning of an adjective they don’t know.
memorable • Read the passage aloud once while students follow along.
numerous • Then begin reading the passage a second time. Tell students to read
partial the first paragraph silently while you read it aloud. Do the
on page 77 to show how you used context clues to
sloppy determine the meaning of the word capable.
tasty
• Place Transparency 1 on the overhead projector. Tell students that as
you read the story, you will stop and discuss each boldface word. You
want them to use the Word Learning Tip to understand why each word
is an adjective. Then they can use the Vocabulary Building Strategy to
find the meaning of the word from clues in its context. Encourage
students to share how they determined each word’s meaning.
• Read the rest of the story aloud. Pause at each sentence with a
boldface word. Invite student volunteers to explain how they
determined the meaning of each word. Make sure they explain why
each word is an adjective and give the context clues they used to find
its meaning. Write students’ responses on the transparency.
76 Context Clues
• Ask students to identify the two words that are synonyms, or very close
in meaning. Explain that both enormous and immense mean “very large; Materials Needed
huge.” Usually, the words can replace one another in a sentence. • Student Reproducible, p. 83
However, there are shades of differences. Enormous suggests something • Transparency 1, p. 4`18
that is so large that it is beyond what you would expect. Immense
suggests something that is even larger; in fact, it may be so large you
might not be able to measure it.
• After students have finished reading the story, allow them to work in Think Aloud
small groups using flashcards to reinforce word meaning.
This is the thinking I would do if I
didn’t understand the word
capable. I begin by identifying
• Remind English Language Learners that adjectives usually come capable as an adjective because it
before nouns in English and that adjectives do not change their form comes before and describes the
when describing plural nouns: one immense wall, two immense walls. noun students. Then I look for clues
Have students work in pairs to generate an oral sentence for each that tell me what kind of students
adjective in the vocabulary list. they are. The first clue is in the
next sentence. It tells me that they
Independent Activity are very talented. The sentence
Link Adjectives and Nouns Ask students to write each vocabu- after that one also contains the
lary word on a separate line in their personal word journals. Next word talents—the teacher wants
the students to put their talents to
to each adjective, have them write two nouns that the adjective could
work—so I’m sure I’m on the right
describe. For example: bronze statue, bronze medal. If they can think
track. Adding up this information, I
of more nouns, urge them to write those down too.
think capable means something
like “skillful” or “able to do the
job.” It describes people who are
able or talented. If I’m capable of
doing something, I’m able to do it.
Answer Key
Adjectives to Know 77
Adjectives to Know

Getting Started
Materials Needed
• Student Reproducibles, pp. 84–85 Mystery Word of the Week Clue 2
Organizer, p. 421
The ___________ artist didn’t want to
show his paintings to strangers.
Review and Share Ask students to share the nouns they linked
Think Aloud to the vocabulary words in the Link Adjectives and Nouns activ-
ity on page 77. Encourage students to record adjective and noun
First I read the directions to find out
combinations in their personal word journals.
what I am supposed to do. The
directions tell me that the word in
the left-hand column is a definition Model/Teach
and that I am to circle the letter of • Distribute the Student Reproducible pages 84 and 85.
the word from the right-hand column • Before students start the first activity, do the .
that fits each definition. The first
• After modeling how to complete the first item, have students do the
definition is “not complete.” I say to
myself, what means “not finished”
rest of the items on their own. Ask students to share their responses.
or “incomplete”? Then I look at • Have a student volunteer read the directions for the second activity.
choice A, countless. This has to do Make sure students understand what a synonym is. Then have
with numbers and has nothing to do students complete the second activity and share their answers.
with something being incomplete. I
• Finally, ask a student volunteer to read the directions for the third
read choice B, partial. This word
activity. Tell students to complete the activity and share their answers.
sounds like the word part. A part is
“not complete” so partial sounds
like it might be the right answer. But English Language Learners
I am going to check choice C to • Say each vocabulary word aloud. Have students repeat it after you. These
make sure it is not even closer to are some pronunciation problems English Language Learners may have:
the mark. No, choice C, sloppy, has not pronouncing the double consonants in bitter and sloppy; substituting
to do with appearance, not /s/ for /z/ in bronze; substituting /h/ for /j/ in the initial sound of generous;
completeness, so choice B is the failing to pronounce –tial in partial as /sh∂ l/. Students may pronounce /sh/
best answer. I will circle choice B. as /s/ or /ch/.
Answer Key Independent Activity

1. B 4. B 7. A 10. C 13. B
Create a Word Web Invite students to complete the Create a
2. C 5. C 8. B 11. C 14. A
3. A 6. A 9. C 12. D 15. E Word Web activity. Pass out copies of the Word Web Graphic
16. enormous, immense Organizer. Invite students to form brainstorming groups if they are hav-
17. tasty, bitter ing trouble thinking of adjectives.
18. bronze, colorful
19. numerous, countless
20. absolute, partial
78 Context Clues
Materials Needed
Getting Started

Someone who doesn’t like to be the center The first thing I do is read the
of attention may be _________. directions. They tell me to respond

to each question with a sentence
that shows I understand the
meaning of the word in boldface
Review and Share Have students share the words they generated type. I read the first item: “What
for the Create a Word Web activity on page 78. Have them put could a generous person give to
the words on cards and illustrate one or two of them. Then create a someone else?” I note that the
word in boldface is generous. The
word wall with the students’ words and pictures.
context helps me determine that
generous means “giving a lot.” Now
Model/Teach I must think of an example of
• Distribute the Student Reproducible page 86. something a generous person
• Before students start, do the . would do. I think of my mother who
gave me a computer for my
• After you have modeled how to respond to the first item, have
birthday even though she had to
students complete the rest of the items on their own. Ask them to
work hard to save the money. I
share their responses.
write the sentence “My generous
mother gave me a computer for my
Independent Activities birthday” on the line. This sentence
Write an Ad Before students begin this activity, bring newspapers shows that I know what a generous
and magazines into class. Ask students to find ads and talk about person would do.
them with a partner. What adjectives do they include that make them
effective? How do the pictures show what the adjectives are describ-
ing? Once they understand what an ad does, have pairs use adjectives
to write an ad.
• Use Word Personification Ask students to choose one vocabulary
word to personify or bring to life. They should write this word in a
way that shows its meaning. For example, one student might write the
word enormous using very large letters. Another student might write
the word sloppy using very messy handwriting. Someone else might
use different fruits to form the letters of the word tasty.
Answer Key
Adjectives to Know
Materials Needed Put Words Into Action

Getting Started

Think Aloud The __________ little boy wouldn’t smile or
Let me show you the thinking I do say hello to the other children.
as I interview a word. First I think
about interviews I have heard on
television and radio. People ask
and answer questions in an Review and Share. Have a few students read the ad copy they
interview in order to learn about wrote for the activity on page 79. Write all adjectives on the
the person who is being chalkboard and list the nouns they used in the ads. Then have stu-
interviewed. In this activity, I am dents display their ads in the classroom.
going to pretend that a word is a
person and think as if I were the Model/Teach
word as I ask it four questions. I • Distribute the Student Reproducible page 87.
will imagine the word’s answers
• Before students start, do the .
and write them on the lines
provided. This is fun. Let me try • After modeling the thinking, have students complete the activity on
the first one for the word absolute. their own. Ask them to share their responses.
“What other words mean the same
as you do?” Other words that English Language Learners
mean absolute are complete and • Have English Language Learners choose five vocabulary words they
total, so I’ll write these words on
find useful for this Say, Define, Draw activity. On paper or index
the line: “What are you good at
cards, have them write the word and a definition that makes sense to
describing?” “I’m good at
them. At the bottom, they can draw a picture that reminds them of the
describing things that are all good
word’s meaning.
or all bad, like an absolute
success or an absolute failure.”
“What don’t you like?” Things done Independent Activity
halfway. “What advice would you Be a Word Have student pairs interview and impersonate the
give to kids?” Do your best always. remaining 13 vocabulary words, working first orally and then
writing up their interviews on separate sheets of paper.
Questions to ask IMME

NSE
Questions to ask ABSOLUTE 5. huge, enormous, gig
antic, very big
Answer Key 1. complete, total 6. I’m good at describing
Students’ responses will vary. things that are very, ver
are all good y
2. I’m good at describing things that big, like whales and din
osaurs.
Sample answers at right. success or an
or all bad, like an absolute 7. I don’t like tiny things
like little dogs and little
absolute failure. chairs and tables like the
y have in
al. I’m
3. I don’t like being halfway or parti kindergarten.
absolute about every thing. 8. Think big. The world
is immense. Explore it.
4. Always do your absolute best.
80 Context Clues
Materials Needed
Review and Extend • Student Reproducible, p. 88
Getting Started

________________ means the same as shy. Here is how I would do this activity,
First, I would read the directions
carefully. They tell me to write the
correct vocabulary word in the
Review and Share Have students read the interviews with blank in each sentence, using the
vocabulary words that they did for the activity on page 80. After words in boldface as context clues.
volunteers have shared their responses, put the interviews together in I read the first sentence: “Everyone
a book for the classroom library. will remember the author coming to
school and reading from her novel.
It was a _______ experience.” I
Model/Teach
immediately notice the boldface
• Distribute the Student Reproducible page 88. clue remember. I know that if
• Before students start the activity, do the . everyone will remember something,
it must be memorable. I write that
• After modeling how to answer the first item, have students complete
word in the blank and I circle the
the other items on their own. Invite them to share their responses.
adjective ending, –able.
Illustrate Words Before students begin, you might model for
them how you would illustrate the word sloppy. Suggest that if
they do not want to draw a picture illustrating the word, they can find
a picture to use from a newspaper or magazine.
• Extend the Chart Have students in small groups brainstorm as many
adjectives as possible to fit under each adjective ending. If students
are not sure if a word is an adjective, suggest they test it by trying to
use it to describe a noun.
Answer Key
Mystery Word of the Week: bashful
(Accept any other adjectives that fit
the context.)
1. memor able
2. Numer ous
3. enorm ous
4. color ful
5. gener ous
Adjectives to Know
Check Your Mastery

Give the Test
• Tell students that the Check Your Mastery test has two parts.
• Read aloud the directions for the first part: “Circle the letter of the
correct answer to each question.” Tell students that there are three
Student choices for each answer. Model how to answer by writing the
Self-Assessment following item on the board and reading it aloud:
write in their journals what they Which animal would be the best to describe as enormous?
learned about adjectives and how A. a dog B. a whale C. a bear
their place in the sentences can
help them learn new words. • Ask students to choose the word that best answers the question (B). Have
them explain their choice by telling what they know about the relative
size of these three animals. Point out that they have to understand what
the word enormous means in order to answer the question.
• Then read aloud the directions for the second part: “Read the
sentences and the words that follow them. Then fill in the blank with
the word choice that best fits the context.”
• Model how to answer this type of question by writing the following
on the board:
She painted her bike a ______ color because she really likes
reddish-brown paint.
bronze countless bitter
• Ask a student volunteer to answer the question and explain how he or

she found the answer.
Answer Key • Tell students to watch for clues in the sentence that will help them
1. B
make their choice.
2. C
3. A • After students finish all the items, they should reread them and check
4. A
5. A
their answers.
6. colorful • Have students talk with a partner about the items they got wrong and
7. memorable
8. generous
why they made the wrong choices.
9. partial
10. countless
82 Context Clues
Adjectives to Know
Vocabulary Words An Art Show at School

by Sheena Ardell
absolute generous
bitter immense “Let’s put on the best art show this school has ever
bronze memorable
seen,” said Mrs. Choi. “This class has so many capable
capable numerous
students. You are all very talented and able to do great work.
colorful partial
So I want you to put your talents to work.”
countless sloppy
Mrs. Choi’s pep talk really inspired us. We worked for a
distinct tasty
month and set up the show. Everyone prepared carefully. No
enormous
one was sloppy, or careless. We all wanted to do our best job.
Word Learning Tip! Generous parents helped, too. They gave a lot of time
Adjectives are words that and energy. They hung the works of art in the gym. They also
describe a noun or a made tasty cookies and other snacks.
pronoun. Adjectives usually Finally, the day of the show arrived. There were
come before a noun or after
a linking verb. You can use
numerous paintings on display. An enormous oil painting by
the location of a word in a one of the students covered a whole wall of the gym. It was
sentence as a clue to unlock immense. The painting showed a bitter cold day in late
its meaning.
December. Two people were out fishing on the lake.
Vocabulary On another wall were two smaller, colorful drawings.
Building Strategy The swirls of bright color showed people dancing. A
Use Context Clues You can watercolor showed a partial view of a city street from an
find clues to the meaning of apartment window. You could see only the heads of the
adjectives you don’t know by people down below. Another painting I liked was made up of
looking at their context, or
the words around them. Look countless dots of color. When you stood back from it, the
for clues in the sentences many dots took the shape of a ship.
before and after the unknown Some students painted plates and bowls. Each one had a
word. These hints will help
clear and distinct pattern. Last but not least, Mrs. Choi presented
you learn the new word’s
meaning. a bronze sculpture she made showing a horse running.
The art show was
declared an absolute, or
complete, success. Such a
memorable event will surely
be talked about for years.
83 Context Clues
Adjectives to Know

absolute capable distinct immense partial
bitter colorful enormous memorable sloppy
bronze countless generous numerous tasty
Directions Look at the definitions on the left. Then circle the letter of the word on the right that
best fits the definition. You may use the glossary to help you.
1. not complete A. countless B. partial C. sloppy
2. very large A. memorable B. distinct C. immense
3. give or share a lot A. generous B. capable C. memorable
4. too many to count A. sloppy B. countless C. distinct
5. complete, total A. immense B. distinct C. absolute
6. worth remembering A. memorable B. bitter C. immense
7. able to do something well A. capable B. generous C. bronze
8. more than a few things A. enormous B. numerous C. generous
9. upset and angry about something; A. partial B. countless C. bitter

very cold
10. made from a hard, brownish-gold A. colorful B. sloppy C. bronze

metal; a reddish-brown color

Adjectives to Know

Directions Match the vocabulary word on the left with the best synonym on the right. A synonym is a
word that means the same thing. Write the letter in the blank. You may use the glossary to help you.
11. ______ distinct A. delicious
12. ______ sloppy B. huge
13. ______ enormous C. one of a kind
14. ______ tasty D. messy
15. ______ colorful E. green or yellow, for example
Directions Use your knowledge of word meanings to choose the two vocabulary words that match each
item below. Write them in the blank.
16. You might use these words to describe the size of an elephant. ___________________________
17. You might use these words to describe the taste of something you eat. ______________________
18. You might use these words to describe the colors in a statue. ____________________________
19. You might use these words to describe how many stars there are
in the sky. _____________________________________________________________________
20. You might use these words to compare a king with complete power and one with
only some power. _______________________________________________________________
Create a Word Web Write the word Art in the center circle of a word web. Then write adjectives you could use
to describe works of art (such as interesting) around the center circle. Write at least five new adjectives.
85 Context Clues
Adjectives to Know

Directions Respond to each question below with a sentence that shows you understand the
meaning of the word in boldface type. Write the sentence on the line.
1. What could a generous person give to someone else?

_________________________________________________________________________
2. What foods do you find to be most tasty?

_________________________________________________________________________
3. Why would someone want a bronze medal?

_________________________________________________________________________
4. How could you become a more capable student?

_________________________________________________________________________
5. What is something that is truly countless?

_________________________________________________________________________
6. What would a sloppy dresser wear?

_________________________________________________________________________
7. What experience might make a person feel bitter?

_________________________________________________________________________
8. Where would you be likely to find enormous animals?

_________________________________________________________________________
Write an Ad Work with a partner to write the copy words for an advertisement. Use new adjectives and
the words absolute, colorful, distinct, immense, and memorable. Your ad could describe an event like
a circus, a video, a movie, or something similar.
Adjectives to Know

Directions Pretend to be talking to a word as if it were a person. Below are some interview questions
to ask the word. Write the answers you think the word would give on the lines.
Questions to ask ABSOLUTE Questions to ask IMMENSE
1. What other words mean the same 5. What other words mean the same
as you do? as you do?
______________________________ ______________________________
______________________________ ______________________________
2. What are you good at describing? 6. What are you good at describing?
______________________________ ______________________________
______________________________ ______________________________
3. What don’t you like? Why? 7. What don’t you like? Why?
______________________________ ______________________________
______________________________ ______________________________
4. What advice would you give to 8. What advice would you give
students? to kids?
______________________________ ______________________________
______________________________ ______________________________
Be a Word Working with a partner, take the role of a vocabulary word (other than absolute or immense)
and answer your partner’s questions. Your partner may ask the questions used above or create some new
questions. Use your imagination and have fun being a “word.” Write the questions and answers in your journal.
87 Context Clues
Adjectives to Know
Review and Extend

Learn
–ful –less –y –able –ous
More! A word’s ending
may be a clue to (means (means (means like (means able (means full
the meaning and full of) without) or tending to) or can) of or having)
show that it is an
adjective. Adjective colorful countless sloppy capable enormous
endings can be: tasty memorable generous
numerous
Directions Write the correct vocabulary word in the blank space in each sentence. The words in
boldface will give you a clue to the correct word. Then circle the adjective ending in each word.
1. Everyone will remember the author coming to school and reading from her novel.
It was a(n) _______________________________________________ experience.
2. After she read, many students wanted her autograph. ______________________________
students stood in line, waiting for her to sign her book.
3. The huge auditorium is large enough to hold a(n) __________________________ crowd.

It was immense.
4. He chose a lively, bright green paint to give the room a(n) _________________________
look.
5. The __________________________________writer gave the school a thousand dollars
to buy books for the library.
Illustrate Words Choose one of your vocabulary words. Draw a picture that illustrates this word. For
example, to illustrate the word sloppy, you might draw a room with clothing thrown on the floor and the
bed not made up. Write a sentence under the picture to describe it. Use your vocabulary word in your sentence.
Adjectives to Know
Check Your Mastery

Directions Circle the letter of the correct answer to each question.
1. Which of these might make things look more distinct?

A. a picture B. eyeglasses C. a clock
2. Which of these is most likely to be an immense space?

A. a bedroom B. a closet C. a sports stadium
3. How does a bitter person feel?

A. angry B. calm C. joyful
4. What is an absolute mess like?

A. completely messy B. a little messy C. not at all messy
5. What usually happens to a capable worker?

A. gets a raise B. is ignored C. gets fired
Directions Read the sentences and the words that follow them. Then fill in the blank with the word
choice that best fits the context.
6. The dancers wore _______________________________ (bronze, bitter, colorful) costumes.

They were red, yellow, blue, and purple.
7. Julio’s birthday party was a ________________________ (tasty, partial, memorable) event.

I’ll never forget the fun we had.
8. Mr. Murphy is a ________________________________ (generous, numerous, sloppy) man.

He gives his time to many community projects.
9. Elisa gave a(n) _______________________________ (partial, enormous, capable) answer to

the question. She left out some important information.
10. Scientists say there are ____________________________ (countless, absolute, memorable)

stars in the sky. We may never know just how many there are.
89 Context Clues
DEFINITIONS
Lesson 5
absolute (ab-suh-loot) adjective: 1. complete,
total; 2. without limit
bitter (bit-ur) adjective: 1. upset and angry about
something; 2. very cold
bronze (bronz) adjective: 1. made from a hard,
brownish-gold metal; 2. a reddish-brown color
capable (keyb-puh-buhl) adjective: able to do
something well
colorful (kuhl-ur-ful) adjective: 1. full of color;
2. having bright colors
countless (kount-liss) adjective: too many to count
distinct (diss-tingkt) adjective: one of a kind
enormous (i-nor-muhss) adjective: huge
generous (jen-ur-uhss) adjective: give or share a lot
immense (i-menss) adjective: very large
memorable (mem-ur-uh-buhl) adjective: worth
remembering
numerous (noo-mur-uhss) adjective: more than a
few things
partial (par-shuhl) adjective: not complete
sloppy (slop-ee) adjective: messy
tasty (tayst-ee) adjective: delicious

389
SAMPLE SENTENCES
Lesson 5

1. My generous mother gave me a computer for my birthday.
2. I think any foods that have raspberries in them are tasty.
3. A bronze medal would show that you did very well in a

contest.
4. I would be a more capable student if I studied every
night.
5. All the stars in the sky cannot be counted, even by
astronomers, so they are countless.
6. Someone who is sloppy might wear ripped jeans and an old
T-shirt.
7. Having a friend tell lies about you would be a bitter
experience.
8. You might see enormous animals in a game park.
399
GLOSSARY
A P
absolute (ab-suh-loot) adjective: 1. complete, partial (par-shuhl) adjective: not complete
total; 2. without limit
B S
bitter (bit-ur) adjective: 1. upset and angry sloppy (slop-ee) adjective: messy
about something; 2. very cold T
bronze (bronz) adjective: 1. made from a hard, tasty (tayst-ee) adjective: delicious
brownish-gold metal; 2. a reddish-brown
color
C
capable (keyb-puh-buhl) adjective: able to do
something well
colorful (kuhl-ur-ful) adjective: 1. full of color;
2. having bright colors
countless (kount-liss) adjective: too many to
count
D
distinct (diss-tingkt) adjective: one of a kind
E
enormous (i-nor-muhss) adjective: huge
G
generous (jen-ur-uhss) adjective: give or share
a lot
I
immense (i-menss) adjective: very large
M
memorable (mem-ur-uh-buhl) adjective: worth
remembering
N
numerous (noo-mur-uhss) adjective: more than
a few things
404
418
absolute bitter bronze

(ab-suh-loot) (bit-ur) (bronz)
capable colorful countless

(keyb-puh-buhl) (kuhl-ur-ful) (kount-liss)
distinct enormous generous

(diss-tingkt) (i-nor-muhss) (jen-ur-uhss)
immense memorable numerous

(i-menss) (mem-ur-uh-buhl) (noo-mur-uhss)
partial sloppy tasty

(par-shuhl) (slop-ee) (tayst-ee)
431
adjective: 1. made from a hard,
adjective: 1. upset and angry adjective: 1. complete, total;
brownish-gold metal; 2. a red-
about something; 2. very cold 2. without limit
dish-brown color
adjective: 1. full of color; adjective: able to do something

adjective: too many to count
2. having bright colors well
adjective: give or share a lot adjective: huge adjective: one of a kind
adjective: more than a few things adjective: worth remembering adjective: very large
adjective: delicious adjective: messy adjective: not complete
432
More Adjectives to Know

Getting Started
Materials Needed
Mystery Word of the Week Clue 1 •Student Reproducible, p. 97
•Transparency 1, p. 418
To climb a wall, you don’t have to be ________ .
It’s more important to climb slowly and carefully.
Vocabulary Words
amateur
The Mystery Word of the Week is swift. available
bewildered
Model/Teach
• Distribute the Student Reproducible page 97. clumsy
• Tell students to look at the Word Learning Tip. Remind them that an craggy
adjective describes a noun or a pronoun. Adjectives can come before a extreme
noun or pronoun or after a linking verb. Linking verbs connect fortunate
adjectives to the nouns or pronouns that they describe. Ask students
furious
to give examples of words that are adjectives.
incredible
• Then ask students to look at the Vocabulary Building Strategy. Tell
them they can use context clues to help them understand words they modern
don’t know. necessary
• Read the passage aloud once, while students follow along. permanent
restless
• Tell students that you are going to read the passage a second time. Ask stubborn
students to read the first paragraph silently while you read it aloud.
Then do the on page 91 to model how to find the
suspicious
meaning of a boldface word.
• Then explain to students that as you continue to read the story, you
will pause so they can discuss each boldface word. Encourage them to
think about the Word Learning Tip to understand its meaning. Also,
ask them to think about the Vocabulary Building Strategy. Invite them
to share their thinking with you and to tell you what the word means
and how they determined it.
• Place Transparency 1 on the overhead projector. Continue reading
the passage, pausing at each boldface words. Write down students’
thinking as they determine the meaning of each word.
More Adjectives to Know 90

• Ask each student to choose a partner. Pass out flashcards for them to
use to reinforce word meaning.
Think Aloud
Here’s what I would think about if I Independent Activities
didn’t know the word craggy. First, Create a Rock-Climbing Sequel Pair students with a friend to
I’d make sure that I know what write a sequel to this adventure. Have them pretend that they are
craggy is describing. I see that Laurel or the narrator. Ask them to tell at least three things that
craggy describes rocks. Adjectives happened to them. They should use as many vocabulary words as they
are the type of words that describe can to describe these events.
nouns or pronouns, so I know right
• Find New Adjectives Ask students to select a sport they are really
away that craggy is an adjective. I
interested in. Then allow them to thumb through books and
also see the words “sharp, steep
cliffs.” I know the craggy rocks and
magazines about this sport to find a picture of it. Challenge them to
the sharp, steep cliffs are write at least five sentences with adjectives to tape to the bottom of
connected. I can picture in my the picture. Display papers with adjectives and pictures describing the
mind someone climbing in a very same sport together.
rugged place. Now I put together
what I know about climbing rocks
and cliffs, along with the words
sharp and steep. I determine that
craggy means “rugged.” This
definition makes good sense in the
context of this sentence.
Answer Key
91 Context Clues
Materials Needed
•Student Reproducibles, pp. 98–99

Getting Started

Because Mariah is so ________, she wins I want to tell you the strategy I use
the race every year. when I have to match a word to its
definition. First, I read the
definition. I put it in my own words
Review and Share Invite students to display their rock-climbing and shorten it if I can. Let’s take a
sequel stories from the activity on page 91. Ask the class to tell look at the first definition: “not
which sequel’s use of adjectives best portrayed the characters and why. professional; having to do with
someone who takes part in a sport
or activity for fun rather than for
money.” I can shorten this
Model/Teach
definition easily to “plays sports for
fun/no money.” I ask myself what I
• Before students start, do the . know about this topic. I know that
• After you have modeled finding the word that matches the meaning, people who play sports for money
are called “pros.” That is short for
ask students to complete the rest of the items on their own and share
“professionals.” I also know that if
their responses.
you don’t get paid to play a sport,
• Ask a student volunteer to read the directions to the second activity. you are called an amateur. I read
After the activity is completed, have students share their responses all the word choices and see that
and thinking. the word amateur is one of the
choices. I circle the letter next to
English Language Learners the word amateur because I am
• Write the following words on the chalkboard: clumsy, craggy, sure that it is the correct answer.
necessary. Explain that in English, the letter y can spell a vowel sound
like the sound you hear in my, or a consonant sound, like the sound
you hear in yell. Say the three vocabulary words aloud. Have students
repeat them after you. Ask whether the sound they hear at the end of
these words is a vowel sound or a consonant sound.
Answer Key
Independent Activity 1. C 8. C 15. sure
Name That Sport Ask students to complete this activity in their 2. B 9. A 16. busy
personal word journals. Encourage them to use words that really 3. A 10. C 17. peaceful
4. B 11. calm 18. certain
describe how they would feel about trying a new sport. Would they 12. extra 19. smooth
5. A
feel nervous? Excited? Happy? Afraid? 6. A 13. tame 20. average
7. B 14. unlucky


Getting Started
Materials Needed
•Student Reproducible, p. 100
You have to be ________ to finish first.
Think Aloud
To do this activity, I have to finish a Review and Share Invite student volunteers to share their
sentence. Let me show you my descriptions of themselves playing sports from the activity on
thinking as I complete the first page 92. Ask them to discuss new feelings they might have about
sentence: “The girl felt bewildered learning a new sport. Add new adjectives to the word wall.
when she—.” I remember that the
word bewildered means “confused
Model/Teach
or puzzled,” so I’m going to try to
think of a situation that fits this
meaning. Okay, that’s easy enough. • Before students start, do the
I remember quite a few times when • After you have modeled completing the sentences, ask students to
I have felt bewildered. Last
finish the rest of the activity on their own and share their responses.
weekend, I felt bewildered trying to
learn how to hook up my printer to
my computer. Actually, I often feel
bewildered when I have to learn
• Students may find it helpful to locate the smaller words within bigger
something new that seems words. Write the words bewildered, fortunate, furious, and restless on
complicated or difficult. I decide to the chalkboard. Ask students what smaller word they see in
write: “The girl felt bewildered bewildered. Circle the word wild. Talk about the connection between
when she read the directions for bewildered and wild. If something bewilders you, it can drive you wild.
making a taco salad.” Repeat the process for the next three words. Point out the spelling
change in fortune and fury.
Make Word Cards Distribute index cards to the students, or if
index cards are not available, simply have students work on
separate pieces of paper. Ask volunteers how they might illustrate the
word incredible. Tell them to suggest sentences they would put under
their illustrations. Then use other vocabulary words as examples until
Answer Key you are sure the class understands what to do.
93 Context Clues
Materials Needed
•Word Map Graphic
Put Words Into Action Organizer, p. 426
Getting Started

A swimmer has to dive quickly and be very I want to show you the thinking
________ when a race begins. involved in completing a word map.

The word I’m going to use is
incredible. First, I have to think of two
synonyms for this word. That’s easy,
Review and Share Give students the opportunity to share the since I know that when something is
word cards they created for the activity on page 93. Gather all of incredible, it is amazing. It’s also
the cards and create a word-card deck to keep in the resource center. unbelievable. Those are two good
synonyms, so I write amazing and
unbelievable in the box labeled
Model/Teach
Synonyms. Then I have to find two
antonyms. If something isn’t amazing,
• Use the to model the thinking involved in completing it must be very ordinary or common.
this activity. Those are two good antonyms, so I
write ordinary and common in the box
• After you have modeled how to do the activity, ask students to
labeled Antonyms. Now comes the fun
complete a word map for the word fortunate. Then have them share
part. I have to think of two examples
their responses.
of this word. I think of things I’ve
seen that are just amazing. Here’s
Independent Activities one: whales jumping out of the water.
Make Word Map Cards Distribute copies of the Word Map Here’s another: a double rainbow. I
Graphic Organizer. Before students start the activity, check the write them in the box labeled
words they have chosen. If all the words are not covered, ask for Examples. Now I have to think of two
volunteers to take those words. non-examples. In other words, what
isn’t incredible or what is very
• Word Challenge Write the word feelings on the chalkboard. Challenge
ordinary? Here’s an idea: buying
pairs to come up with as many words as they can that describe people’s
groceries at the supermarket. Here’s
feelings and write them in their personal word journals. Then work
another: mailing a letter. I write them
with students to create a list of all the different adjectives they wrote.
in the box labeled Non-Examples.
Answer Key
Sample answers:
1. lucky 5. having good friends
2. good 6. winning a prize
3. unlucky 7. losing a contest
4. bad 8. losing a friend

Review and Extend

Getting Started
Materials Needed
•Student Reproducible, p. 102 Mystery Word of the Week Clue 5
________ means the same as “very fast.”
Think Aloud Review and Share Display the word maps students created for
Read the first item silently as I the activity on page 94 and give students an opportunity to
read it aloud. “The coach is discuss them among themselves. Then invite several volunteers to
________ of the referees. He does read their maps and discuss their thinking.
not think they are treating his team
fairly.” I know that I have to choose
Model/Teach
a vocabulary word that best fits the
• Distribute the Student Reproducible page 102 and read the boxed
first sentence. Here’s my strategy. I
information.
reread both sentences to look for
clues. I try rewording the sentences • After discussing adjectives and linking verbs, use the to
to see if that makes the meaning model completing the activity.
any clearer. These sentences are
• Tell students that you have modeled completing an item by using
about a coach who doesn’t think
what you know about adjectives and the context clues. Ask them to
the judges are being fair. I know
finish this activity on their own.
that sometimes teams don’t feel
their scores are fair and think that • Then have students share their answers and explain their thinking.
something is wrong. They think the
judges prefer the other team. I look English Language Learners
at my choices. I rule out extreme • Write The clumsy clown fell and The clown is clumsy on the board.
immediately. I know that’s not right. Underline clumsy in both sentences and read them aloud. Tell students
Neither is fortunate. The word that that they can express the same idea in two ways—they can write clumsy
best fits the idea of wondering if
before the noun or after a linking verb. Have more fluent students work
you are being treated unfairly is
with other students to choose vocabulary words and make up sentences
suspicious. That’s the word I write
that show how they can place the adjective in two different ways.
in the blank.
Give a Pep Talk Encourage students to recall situations when
Answer Key
Mystery Word of the Week: swift family members, friends, or coaches tried to encourage them to
(Accept any other adjectives that fit the do the best they could. Ask them to try to think about different
context.)
adjectives that were used to persuade them to do their best. Then have
1. suspicious 2. necessary 3. available
4. incredible 5. modern
students write their pep talk.
95 Context Clues
Materials Needed
Check Your Mastery •Student Reproducible, p. 103
Give the Test

• Tell students that the Check Your Mastery activity has two parts. Read
Self-Assessment
aloud the directions for the first part: “Complete each sentence below. Journal Writing Have students
Make sure your sentence fits the meaning of the boldface word.” Tell write in their journals telling how
students they will use the definition of each word in boldface to figure the Word Learning Tip and
out how to complete the sentence. Model how to answer a question by Vocabulary Building Strategy can
writing the following sentence on the board and reading it aloud: be used to learn the meanings of
unknown words.
If someone feels happy, he might ___________.
• Ask students to offer several ways to finish the sentence. Let them
explain how their sentence fits the meaning of the boldface word.
• Then read aloud the directions for the second part: “Choose the word
that fits best in the blank in each sentence. Circle the letter of the
word you choose.”
• Model how to complete the activity by writing the following example
on the board and reading it aloud:
The climber did not take any risks and was very ___________
when she started to climb the steep cliffs.
A. curious B. carefree C. careless D. careful
• Ask students to complete the sentence. Request that they explain

their response by telling how they used the information that an
adjective can follow a linking verb and the other context clues in
order to choose the right word.
Answer Key
• Review Check Your Mastery orally with the students. Students’ responses to 1–5 will vary.
Sample answers:
• Have students talk with a partner about the sentences they got wrong. 1. open so that you can sit at it
Ask them to write a new sentence using the correct vocabulary word 2. drop things and break them
3. always want her own way
for each item they missed.
4. look for clues
• Provide time for students to discuss how the Word Learning Tip and 5. get paid for playing a sport
6. C
Vocabulary Building Strategy helped them find the correct responses.
7. A
• Tally students’ correct responses. 8. B
9. D
10. B

Look Up—It’s Time to Climb! Vocabulary Words

amateur incredible
When I think about rock climbing, danger springs to
available modern
mind. I imagine huge, craggy rocks or sharp, steep cliffs.
bewildered necessary
Climbing a cliff is too extreme for me! I like sports that are a
clumsy permanent
little more ordinary—at least that’s what I thought until last
craggy restless
Saturday!
extreme stubborn
Laurel and I were feeling restless just sitting around, so
fortunate suspicious
she talked me into climbing a rock! It was actually a rock wall
furious
at Barney’s Gym. We signed up for a beginner’s class. Luck
was with us. We were fortunate that we got in because it was Word Learning Tip!
the most popular class. Adjectives are words that
The instructor, Aaron, told us that the wall has holes, or describe a noun or pronoun.
knobs, where you place your hands and feet to climb. Adjectives can come before
Climbing holes come in many colors, so people create different the noun or pronoun they are
describing or after a linking
routes using the colors. At first, Laurel and I were bewildered
verb. Linking verbs are verbs
and a little confused. Aaron assured us that we’d learn quickly. such as is, are, was, and were.
He’d always be available to answer questions and help. I was a
little suspicious. But then I decided to trust him. Vocabulary
It’s necessary to wear a safety harness when you climb a Building Strategy
wall. I felt clumsy and awkward at first. I thought I would Use Context Clues You
can find the meaning of
never be able to do it. But I’m stubborn. I don’t give up
adjectives you don’t know
easily. It really makes me furious and angry with myself when by using context clues.
I give up. Finally I got more comfortable. And it was worth it. Think about the meanings
Reaching the top was an incredible, of words around an unknown
amazing experience. word. This will help you
understand the meaning of
That day, I decided to become a
an adjective you don’t know.
permanent member of the gym! I’ll
never be a professional, but being an
amateur climber can be fun. There’s a
contest coming up soon! Laurel and I are
reading about modern, up-to-date
climbing equipment and skills. Maybe
we’ll have a chance to win.


amateur clumsy fortunate modern restless
available craggy furious necessary stubborn
bewildered extreme incredible permanent suspicious
Directions Read each definition below. Circle the letter of the word that matches each definition.
1. not professional; having to do with someone who takes part in a sport or activity for
fun rather than for money
A. stubborn B. fortunate C. amateur
2. not able to keep still or to concentrate

A. suspicious B. restless C. clumsy
3. unbelievable or amazing
A. incredible B. craggy C. available
4. confused or puzzled
A. restless B. bewildered C. furious
5. lasting or meant to last for a long time; not expected to change

A. permanent B. incredible C. modern
6. awkward and careless

A. clumsy B. amateur C. bewildered
7. rugged and uneven

A. necessary B. craggy C. furious
8. not busy; free to do things; ready to be used or bought

A. incredible B. permanent C. available
9. up-to-date or new in style; having to do with the present

A. modern B. extreme C. necessary
10. going beyond the ordinary or average; very great

A. clumsy B. modern C. extreme
98 Context Clues

Directions Each item below has a vocabulary word followed by a group of three words. Two of the words
in the group are synonyms for the vocabulary word. They have almost the same or a similar meaning.
Circle the word that does not fit in the group. You may use your glossary or a dictionary to help you.
11. furious angry fierce calm
12. necessary extra needed important
13. stubborn willful determined tame
14. fortunate lucky favorable unlucky
15. suspicious sure distrustful doubting
16. available free busy open
17. restless peaceful nervous uneasy
18. bewildered confused certain puzzled
19. craggy smooth rough jagged
20. extreme average greatest highest
Name That Sport Work with a partner and brainstorm different sports or activities that you might like to try
but never have. Select a vocabulary word to go with each sport that describes your doing that sport. For
example, you might be a “furious ice skater” because you get angry at yourself for falling down. Or you might be
a “permanent baseball player” because you love this sport. Challenge yourself to use all 15 adjectives.

Directions Complete each sentence below. Write your answer on the blank line. Make sure your
sentence fits the meaning of the boldface word.
1. The girl felt bewildered when she _________________________________________________
____________________________________________________________________________ .
2. Because Renee doesn’t want to stay an amateur piano player, she ______________________
____________________________________________________________________________ .
3. The mountain was so craggy that ________________________________________________
____________________________________________________________________________ .
4. Shane was so stubborn that _____________________________________________________
_________ .
______________________________________________________________________
5. Because we were feeling restless, we ______________________________________________
____________________________________________________________________________ .
6. Janeen feels clumsy when she tries to _____________________________________________
____________________________________________________________________________ .
7. Cooking on a modern stove is easier than cooking on an old-fashioned one because ______
____________________________________________________________________________ .
8. The most incredible sight I ever saw was __________________________________________
___ .
_____________________________________________________________________________
Make Word Cards Choose three vocabulary words. Write each word on the front of an index card. Draw
a picture illustrating the word on the back of the card. For example, for the word restless, you could
draw a tiger pacing back and forth in his cage. Write a sentence using the word under each picture.
100 Context Clues


Directions Create a word map for the word fortunate. Provide two synonyms and antonyms for the word.
Give two examples of things the word could describe, and give two non-examples, too. A non-example
shows something the word doesn’t describe at all.
Synonyms Antonyms
1. ___________________________ 3. ____________________________
2. ___________________________ 4. ____________________________
fortunate
Examples Non-Example
5. ___________________________ 7. ____________________________
6. ___________________________ 8. ____________________________
Create Word Maps Choose three other vocabulary words. Create word maps for these words.

Review and Extend

Learn
More! Adjectives often come after linking verbs. The chocolate cake tastes delicious.
Some linking verbs are: be, feel, look, seem, The baseball game was memorable.
appear, become, taste, sound, and stay. A linking
verb is a link between the subject of a sentence That mountain looks enormous.
and a word that describes the subject. The song sounds beautiful.
Directions Read each sentence. Choose the adjective that best fits. Write the word in the blank.
1. The coach is __________________________ (suspicious, extreme, fortunate) of the referees.
He does not think they are treating his team fairly.
2. It is ___________________________________ (permanent, craggy, necessary) to wear light,
spiked shoes to climb a wall so that you can move easily.
3. There were no tickets left for the Big Rock Adventure. Then one ticket became
__________________________________ (incredible, available, extreme).
4. Some climbers create amazing routes up the wall. These routes are
__________________________________________________(restless, suspicious, incredible).
5. Indoor climbing is a fast-growing and very _______________________________________
(modern, clumsy, available) sport that can be a lot of fun.
Give a Pep Talk Imagine that your school soccer team is losing by 2 points with about 10 minutes left
to play. Write a pep talk that the coach might give. What descriptive adjectives might the coach use
to inspire the team to try a little harder? Use four vocabulary words and four new adjectives.
102 Context Clues
Check Your Mastery

Directions Complete each sentence below. Make sure your sentence fits the meaning of the boldface word.
1. If a table at a restaurant is available, it is ________________________________________.
2. If someone is clumsy, he might ________________________________________________.
3. If a person is stubborn, she would ______________________________________________.
4. If a detective felt suspicious, he would __________________________________________.
5. If an athlete is an amateur, she would not _______________________________________.
Directions Choose the word that fits best in the blank in each sentence. Circle the letter of the word
you choose.
6. Juan was ________ to learn how to play baseball from his father.
A. extreme B. bewildered C. fortunate D. modern
7. The gymnasts were puzzled by the other team’s actions and felt __________.
A. bewildered B. incredible C. necessary D. permanent
8. Everything in our new gym is ________ and up-to-date.

A. restless B. modern C. craggy D. furious
9. Sean played an amazing game today! His team was losing by 1 point with 30 seconds left
when Sean made a(n) __________ basket to score 2 points.
A. clumsy B. permanent C. amateur D. incredible
10. The basketball coach was hired for only one season. However, when her team won the
championship, her job became ________.
A. clumsy B. permanent C. amateur D. incredible

DEFINITIONS
necessary (ness-uh-ser-ee) adjective: 1. needed;
importance and to illustrate specific Word Learning 2. important
Principles and Vocabulary Building Strategies. permanent (pur-muh-nuhnt) adjective: 1. lasting
The definitions of the words as they are used in the or meant to last for a long time; 2. not
expected to change
Lesson 6 restless (rest-liss) adjective: 1. not able to keep still
or to concentrate; 2. nervous and uneasy
amateur (am-uh-chur or am-uh-tur) adjective: not
professional; having to do with someone who stubborn (stuhb-urn) adjective: 1. willful; 2.
takes part in a sport or activity for fun rather determined
than for money suspicious (suh-spish-uhss) adjective: distrustful,
available (uh-vay-luh-buhl) adjective: 1. not busy; doubting
2. free to do things; 3. ready to be used or
bought
bewildered (bi-wil-derd) adjective: confused or
puzzled
clumsy (kluhm-zee) adjective: awkward and
careless
craggy (krag-gee) adjective: rugged and uneven
extreme (ek-streem) adjective: 1. going beyond the
ordinary or average; 2. very great
fortunate (for-chuh-nit) adjective: lucky, favorable
furious (fyu-ree-uhss) adjective: angry, fierce
incredible (in-kred-uh-buhl) adjective:
unbelievable or amazing
modern (mod-urn) adjective: 1. up-to-date or new
in style; 2. having to do with the present

390
SAMPLE SENTENCES
Lesson 6

1. The girl felt bewildered when she read the instructions for
assembling the bike.
2. Because Renee doesn’t want to stay an amateur piano
player, she practices every day.
3. The mountain was so craggy that I didn’t want to ski down it.
4. Shane was so stubborn that he wouldn’t admit he was

wrong.
5. Because we were feeling restless, we went to the mall.
6. Janeen feels clumsy when she tries to dance.
7. Cooking on a modern stove is easier than cooking on an

old-fashioned one because you can control the heat.
8. The most incredible sight I ever saw was a man walking on
a tightrope between two buildings.
399
GLOSSARY
A P
amateur (am-uh-chur or am-uh-tur) adjective: permanent (pur-muh-nuhnt) adjective: 1.
not professional; having to do with lasting or meant to last for a long time;
someone who takes part in a sport or 2. not expected to change
activity for fun rather than for money R
available (uh-vay-luh-buhl) adjective: 1. not restless (rest-liss) adjective: 1. not able to keep
busy; 2. free to do things; 3. ready to be still or to concentrate; 2. nervous and uneasy
used or bought
B S
bewildered (bi-wil-derd) adjective: confused or stubborn (stuhb-urn) adjective: 1. willful;

puzzled 2. determined
C suspicious (suh-spish-uhss) adjective:
clumsy (kluhm-zee) adjective: awkward and distrustful, doubting
careless
craggy (krag-gee) adjective: rugged and uneven
E
extreme (ek-streem) adjective: 1. going beyond
the ordinary or average; 2. very great
F
fortunate (for-chuh-nit) adjective: lucky,
favorable
furious (fyu-ree-uhss) adjective: angry, fierce
I
incredible (in-kred-uh-buhl) adjective:
unbelievable or amazing
M
modern (mod-urn) adjective: 1. up-to-date or
new in style; 2. having to do with the
present
N
necessary (ness-uh-ser-ee) adjective: 1. needed;
2. important
404
418
Graphic Organizers
Word Map
Synonyms Antonyms
___________________________________ ___________________________________
___________________________________ ___________________________________
Word
Examples Non-Examples
___________________________________ ___________________________________
___________________________________ ___________________________________
426
amateur available bewildered

(am-uh-chur or am-uh-tur) (uh-vay-luh-buhl) (bi-wil-derd)
clumsy craggy extreme

(kluhm-zee) (krag-gee) (ek-streem)
fortunate furious incredible

(for-chuh-nit) (fyu-ree-uhss) (in-kred-uh-buhl)
modern necessary permanent

(mod-urn) (ness-uh-ser-ee) (pur-muh-nuhnt)
431
restless stubborn suspicious
(rest-liss) (stuhb-urn) (suh-spish-uhss)
adjective: not professional; having
adjective: 1. not busy; 2. free to
to do with someone who takes
adjective: confused or puzzled do things; 3. ready to be used or
part in a sport or activity for fun
bought
rather than for money
adjective: 1. going beyond the

adjective: rugged and uneven adjective: awkward and careless
ordinary or average; 2. very great
adjective: unbelievable or
adjective: angry, fierce adjective: lucky, favorable
amazing
adjective: 1. lasting or meant to adjective: 1. up-to-date or new in

adjective: 1. needed;
last for a long time; 2. not style; 2. having to do with the
2. important
expected to change present
adjective: 1. not able to keep still

adjective: 1. willful;
adjective: distrustful, doubting or to concentrate; 2. nervous and
2. determined 432
uneasy
Adverbs to Know

Getting Started
Materials Needed
• Transparency 1, p. 418 Every day we raise the flag in front of the
school. It is a ________ performed ritual.
Vocabulary Words
accidentally The Mystery Word of the Week is regularly.
almost
certainly Model/Teach
comfortably • Distribute the Student Reproducible page 111.
downright • Direct students to look at the Word Learning Tip. Explain that an
adverb describes a verb, an adjective, or another adverb. An adverb
especially tells how, when, or where an action happens. Stress that an adverb can
gradually come before or after the word it describes. Point out that some
instead adverbs end in –ly, but others do not.
merely • Ask students to look at the Vocabulary Building Strategy and review
the concept of using context clues to learn the meaning of
occasionally
unfamiliar words.
onward
• Read the complete passage aloud once, while students follow along.
powerfully
recently • Explain that you are going to read the passage a second time. This
steadily time you want them to think about the adverbs in boldface type and
usually try to determine their meanings.
• Tell students to read the first paragraph silently while you read it
aloud. Then do the on page 105.
• Then say to students: As we continue to read this passage, I will stop
after each boldface word so we can talk about it. I want you to think
about the Word Learning Tip. What clues tell you that the word is an
adverb? Also think about the Vocabulary Building Strategy. What
context clues help you determine what the word means? Tell me what
the word means and how you knew this.
104 Context Clues

• Place Transparency 1 on the overhead projector. Tell students that you
are going to write down their thoughts as they determine the meaning
of each boldface word. Think Aloud
• Continue reading the rest of the passage aloud. Pause at each sentence Here is what I would do if I didn’t
with a boldface word. know the meaning of the word acci-
dentally. First, I would note that
• Ask volunteers to explain how they determine the meaning of each
accidentally follows the verb killed.
word. Prompt them to look at the syntax of the sentence to determine
It tells me how her husband was
whether the word is an adverb. Help them consider all the context
killed. That makes me think that
clues in the surrounding sentences. Write their responses on the the word is an adverb, since it is
transparency. telling me something about an
• After students have finished reading the story, have them use action. The fact that the word ends
flashcards to reinforce word meanings. in –ly also suggests it may be an
adverb. Now I look for any context
clues to the word’s meaning. The
phrase “an explosion that no one
Write a Newspaper Story Ask students to work in pairs to find
had predicted” suggests that the
out information and then write the first paragraph of a newspaper
husband died in a manner that was
report on the beginnings of American symbols like the flag, Uncle
“not planned” or “unpredictable.”
Sam, the eagle, the Liberty Bell, etc. Have students tell readers when, The adverb accidentally fits that
where, and how one of these was created, using at least three adverbs meaning.
from the vocabulary list.
• Locate Adverbs Explain that adverbs can be placed before or after
the verbs they describe. Then ask students to locate two sentences in
the passage in which an adverb appears before the verb and two
sentences in which an adverb appears after the verb.
Answer Key
Adverbs to Know 105

Adverbs to Know

Getting Started
Materials Needed
•Student Reproducibles, pp. 112–113 Mystery Word of the Week Clue 2
The sun rises ________ whether we see it or not.
Think Aloud
Let me show you the thinking I do Review and Share Invite students to share the opening
to complete this activity. Read the
paragraphs of the newspaper story they wrote for the activity on
first definition with me: “from time
page 105. You may wish to have students work in small groups to
to time.” Now I look through the
complete the stories.
adverbs on the vocabulary list to
find a word that matches this defi-
nition. I know that I am looking for Model/Teach
an adverb that tells me something • Distribute the Student Reproducible pages 112 and 113.
about time or how often something • Before students begin the activity, do the .
happens. Gradually and occasionally
• After you have modeled the thinking involved in completing the first
both fit this category, but occasionally
item, have students do the rest of the items on their own. Before they
is the better choice because it tells
me how often something happens
begin, you might want to point out that the words especially and
rather than how fast or how slow downright have a somewhat similar meaning. However, downright has
it gets done. I try the adverb a folksier feel to it and is less formal. Ask students to share their
occasionally in the sentence to see responses and the thinking behind them.
if it fits in the context: “Most of the
time, I like to read books about English Language Learners
today. Occasionally, I enjoy reading • Speakers of Asian languages may need extra practice with –ly endings.
historical fiction.” Occasionally Have students practice pronouncing the words in small, mixed-ability
fits the context, so I write it in groups, using a tape recorder if available.
the blank.
Answer Key Draw a Flag Direct students to look at a flag or a picture of a
1. Occasionally 9. steadily flag while making their copy. For homework, students may wish
2. downright 10. merely to write more extensively about the history of the flag, what the flag
3. gradually 11. comfortably
4. onward 12. instead means to them, or other topics.
5. Certainly 13. recently
6. powerfully 14. Usually
7. almost 15. accidentally
8. especially
106 Context Clues

Materials Needed
Use Words in Context •Student Reproducible, p. 114
Getting Started
Think Aloud
Our class has reading, writing, and math
Let me show you my thinking as I
________, but we have social studies and complete this activity. Read the
science only occasionally. first item silently as I read it aloud:
“_____, I am learning to speak
Spanish. Little by little, I learn new
Review and Share Have students share the sentences they wrote words and phrases.” I notice the
about the current American flag. You may wish to collect these in words in boldface: “Little by little.”
a classroom book called “Our Flag.” They are a clue to the meaning of
the word I am looking for. Now, I
look at the words in parentheses to
Model/Teach
see which one tells how someone
learns a little bit at a time.
• Before students start the activity, do the . Immediately, I eliminate the adverb
• After you have modeled how to do the first item, invite students to do instead, since this word means “in
place of” and it doesn’t fit the con-
the rest of the items on their own. Ask them to share their responses
text. Gradually and steadily are pos-
and the thinking behind them.
sibilities. But I think gradually is
the better choice, because it
English Language Learners means “little by little,” while steadi-
• Explain that a syllable is a unit of sound in a word. It contains a vowel ly means “continuously” or “all the
sound and one or more consonant sounds. A word may be only one time.” Since the directions say to
syllable, or it may be made up of two or more syllables. Say the words choose the best word for each sen-
almost and powerfully aloud. Have students clap as they hear each syl- tence, I write gradually in the blank.
lable. Then ask students to create a chart in their personal word jour-
nals with these headings: Two Syllables, Three Syllables, Four
Syllables, and Five Syllables. They should sort the vocabulary words
according to how many syllables each word has.
Answer Key
Independent Activity 1. Gradually
2. comfortably
Write in Your Journal To help students get ideas for this 3. downright
activity, have them form small discussion groups and talk about 4. recently
5. especially
what they do in the morning and where, when, and how often they do
6. steadily
these things. 7. accidentally
8. onward
9. occasionally
10. powerfully
Adverbs to Know 107

Adverbs to Know

Getting Started
Materials Needed
Your ________ scheduled activities should
include work, play, and rest.
Think Aloud
This activity asks me to think about Review and Share Ask volunteers to share some of the
the way adverbs work. Some sentences they wrote for the journal activity on page 107 by
adverbs tell how, some tell when, writing them on the chalkboard and underlining the adverbs they
some tell where, some tell how
used. The class can discuss what each new adverb tells about the verb
often, and some tell how much. Let
or some other word in the sentence.
me look at the first box. To fill in
this box, I have to find adverbs that
tell how. The sentences in the box
Model/Teach
should help me determine which • Distribute the Student Reproducible page 115.
adverbs to list. Here is the first • Before students start, do the .
sentence: “I was sleeping ______.”
• After you have modeled how to do the first item, request students to
Now let me look at my adverbs.
sort the rest of the words on their own. Ask them to share their
Accidentally tells how, but it doesn’t
responses and the thinking behind them.
tell how I was sleeping, so this
isn’t the word that fits in the blank.
Almost doesn’t really tell how you English Language Learners
do something; I think it tells how • Pair students for practice working with adverbs. One student can say
much, like “almost five dollars.” I the vocabulary word aloud. The other can say a sentence using the
continue looking down the vocabu- adverb. Listen to each pair to see if they are correctly pronouncing the
lary list, thinking about each word, adverbs and placing them appropriately in the sentences.
until I reach the word comfortably.
This word would tell how I was Independent Activity
sleeping, so I write it in the blank.
Find Additional Adverbs Allow students to search through
books in your classroom library to find additional adverbs. Also
suggest that they use a dictionary.
Answer Key
1. comfortably 6. occasionally
2. accidentally 7. steadily
3. gradually 8. almost
4. recently 9. downright
5. onward 10. especially
108 Context Clues

Materials Needed
Getting Started
Think Aloud
In order to stay informed, you should read a I know that sometimes I can form
____________ published daily newspaper, not an adverb from an adjective by
a weekly one. adding –ly. Let’s see how I can do
this in the first item: “She was
certain her design would work. It
Review and Share Have volunteers share the adverbs they was ______ a good design.” The
found for the activity on page 108. Discuss the words and add adjective certain is in boldface
them to the word wall. type. This word tells me how she
feels. Now let me add –ly to it and
see if it fits in the next sentence:
Model/Teach
“It was certainly a good design.” In
• Distribute the Student Reproducible page 116 and read the
this sentence, the adverb certainly
boxed information. means “surely.”
• After you have modeled how to do the first item, have students do
the rest on their own. Ask them to share their responses and their
thinking.
Create an Adjective-to-Adverb Chart Before students start this
activity, you might want them to look again at the chart at the top of
the page. Ask student volunteers to suggest words to add to the chart.
• Tell About a Courageous Person Ask students to prepare short oral
reports about a courageous person from history. They should tell what
this person did and why they think this person was brave. Encourage
them to use at least three adverbs in their reports.
Answer Key
Mystery Word of the Week: regularly
(Accept any other adverbs that fit the context.)
Students’ responses to 2, 4, 6, and 8 will vary.
1. certainly
3. usually
5. comfortably
7. accidentally
9. occasionally
Adverbs to Know 109

Adverbs to Know
Check Your Mastery

Give the Test
• Model how to answer a question by writing the following item on the
board and reading it aloud:
Student The leader spoke _________ (comfortably, powerfully,

Self-Assessment
accidentally) to the audience. She used strong words to
Journal Writing Encourage stu- get her ideas across.
dents to imagine a world without
adverbs. Would they be able to
communicate as effectively? Why • Ask students to choose the word that best fits in the blank. Encourage
or why not? them to explain their choice by telling which context clues helped
them to select the correct word.
• Review Check Your Mastery orally with the students.
• Have students talk with a partner about the questions they got wrong.
Answer Key
1. onward
2. especially
3. usually
4. Almost
5. downright
6. gradually
7. steadily
8. powerfully
9. certainly
10. recently
110 Context Clues

Adverbs to Know

Vocabulary Words Betsy Ross and the American Flag
accidentally merely Betsy Ross made the first flag for the new American
almost occasionally nation. Mrs. Ross was a seamstress in Philadelphia. Her
certainly onward
husband had been killed accidentally in January of 1776. He
comfortably powerfully
died in an explosion that no one had predicted. So recently,
downright recently
or not long ago, Mrs. Ross had become a widow.
especially steadily
Betsy Ross had to work to support her family. This was
gradually usually
difficult, and she had almost given up hope of getting work
instead
when she received a visit from George Washington. General
Word Learning Tip! Washington had decided that creating a new flag was especially
Adverbs are words that important to boost the spirit of his army. He asked Betsy to
describe verbs, adjectives, or make it, and she told him that she would gladly take the job.
other adverbs. Many adverbs
end in –ly, but some do not. A loyal patriot, Mrs. Ross felt downright proud to be
Adverbs can come before or fashioning the first flag for the new country. She suggested
after the word they describe that it have 13 stars to represent the 13 new states. She did
and tell how, when, or where
not want to use 5-pointed stars. She recommended using
an action happens.
6-pointed ones instead.
Vocabulary General Washington and Mrs. Ross worked comfortably
Building Strategy together. He agreed with most of her suggestions. Together
Use Context Clues You can they gradually came up with a perfect design. The new flag
find the meaning of adverbs
you don’t know by studying
had 7 white stripes and 6 red ones. The stripes stood for the
their context. Put together the 13 colonies. In the left-hand corner was a circle of 13 stars on
meanings of the words around blue cloth.
an unknown adverb. This will
Betsy Ross began sewing and worked steadily for a
help you understand the
unfamiliar word’s meaning. month. Occasionally, she worried that her flag would not be
accepted, but she certainly had no need to
fear. The new flag affected Washington’s
soldiers powerfully. A country’s flag
usually makes people feel proud. But this
was not merely a flag; it was a symbol
of hope. It helped the soldiers march
onward through difficult times.
111 Context Clues

Adverbs to Know

accidentally comfortably gradually occasionally recently
almost downright instead onward steadily
certainly especially merely powerfully usually
Directions Read each definition below. Then read the sentence that follows the definition.
Choose the vocabulary word from the list that matches the definition and fits in the sentence.
Write it in the blank. You may use the glossary to help you.
1. from time to time

Most of the time, I like to read books about today. _______________________________,
I enjoy reading historical fiction.
2. completely, totally
We laughed and laughed at the dog’s antics. They were _______________________ silly.
3. slowly, bit by bit

You can’t stop change. It happens ____________________________________ over time.
4. forward
The mountains were difficult to pass, but the pioneers pressed ______________________ .
5. surely, definitely
Keisha is my best friend. ______________________________, she will come to my party.
6. in a very strong way

The general spoke ___________________ to the soldiers. He told them to have courage.
7. very nearly
It’s been __________________________ a year since I started taking swimming lessons.
8. more than is common; particularly

Kari’s parents were ________________________ proud when she won the soccer medal.
Adverbs to Know 112

Adverbs to Know

Directions Continue connecting words and meanings. Read each definition below. Then read the
sentence that follows the definition. Choose the vocabulary word from the list that matches the
definition and fits in the sentence. Write it in the blank. You may use the glossary to help you.
9. continuously, without stopping
The wind blew ________________________________________ throughout the night.
10. just, only, simply
It was _______________________________________ a scratch, not a serious wound.
11. in a relaxed way
Marta sat ___________________________________________ on the soft, cushy sofa.
12. in place of another
Levar didn’t want to play baseball. He wanted to play soccer _______________________ .
13. a short time ago
Frankie could tell every detail of the movie. She had seen it ________________________ .
14. most of the time; normally
________________________________ , Lee goes on his own to camp in the summer.

This year, he is taking a trip with his parents.
15. in a way that is unexpected
The playful kitten _________________________ knocked the glass vase off the table.
Draw the Flag Draw the current flag of the United States. Write a few sentences under the flag telling
about it. Use at least three adverbs in your sentences. Two adverbs should be from the vocabulary list.
113 Context Clues

Adverbs to Know

Directions Write a vocabulary word in the blank in each item. Use the context clues in boldface to
help you choose the best word.
1. _____________________________ , I am 6. If it rains all day, it is raining

learning to speak Spanish. Little by little, _______________________________ .
I learn new words and phrases. (instead, comfortably, steadily)
(Steadily, Instead, Gradually)
7. If you didn’t mean to spill the juice,
2. I will sleep __________________________
then it happened __________________ .
under such a soft, warm blanket.
(comfortably, downright, recently) (powerfully, accidentally, certainly)
3. If I won a really big prize, I would feel 8. When the parade moves forward,
______________________________ happy. it goes ___________________________ .
I would be very glad. (onward, almost, usually)
(downright, steadily, usually)
9. Once in a while, Yasmin writes a
4. Did you receive the letter
poem. She writes _________________ ,
____________________________ or have
but not often.
you had it for quite a while?
(accidentally, occasionally, powerfully)
(almost, occasionally, recently)
5. Most people would be 10. Paco hit the ball so

___________________________ motivated _________________________ that it
by a reward of a thousand dollars. went out of the ballpark.
They would want to help more than they (occasionally, powerfully, merely)
usually would.
(especially, onward, merely)
Write in Your Journal Write about the things you do to get ready for school in the morning. Use at least
three vocabulary words to describe your morning routine.
Adverbs to Know 114

Adverbs to Know

Directions Sort the adverbs in the vocabulary list according to what they tell about verbs and other
words. Write the adverbs on the lines.
Adverbs That Tell How

1. I was sleeping ______________________________________________ .
2. The glass broke ______________________________________________ .
3. Rita learned to speak Spanish __________________________ over time.
Adverbs That Tell When

4. The snow was still on the ground. It snowed _____________________ .
Adverbs That Tell Where

5. We wouldn’t give up. We kept moving __________________________ .
Adverbs That Tell How Often

6. Jason practiced not every day but only __________________________ .
7. His sister practiced ___________________________________ every day.
Adverbs That Tell How Much

8. Vicky was _____________________ certain she would get on the team.
9. His behavior after the game was _________________________ foolish.
10. I was ________________________________ pleased to receive the gift.
Find Additional Adverbs Brainstorm with a partner. Try to come up with at least one additional adverb
to fit in each box. Write it in the box next to the heading.
115 Context Clues

Adverbs to Know
Review and Extend

Learn
More! An adverb tells more about a verb, an Adjective Adverb
adjective, or another adverb. An adjective tells mere + –ly merely
more about a noun or a pronoun. Often, you can
form an adverb by adding –ly to an adjective. gradual + –ly gradually
Directions Read each sentence below. Notice the adjective in boldface. Add –ly to the adjective to
form the adverb. Write the adverb in the blank. Then write your own sentence using this adverb.
1. She was certain her design would work. It was ____________________ a good design.
2. Sentence: ________________________________________________________________
3. It is usual that a flag is wider than it is long. Flags are __________________ wider than long.
4. Sentence: ________________________________________________________________
5. Her life was quite comfortable. She lived ___________ on her earnings from sewing.
6. Sentence: ________________________________________________________________
7. His choice was not accidental. He did not choose her ___________________________.
8. Sentence: ________________________________________________________________
9. She had an occasional job. She worked _______________________________________.
10. Sentence: ________________________________________________________________
Create an Adjective-to-Adverb Chart Search through textbooks, magazines, and newspapers to find four
adverbs that were formed by adding –ly to an adjective. Create a chart showing how each adverb was
formed. Use the chart at the top of this page as your model.
Adverbs to Know 116
Adverbs to Know
Check Your Mastery

Directions Choose the word in parentheses that best fits in the blank. Write it in the blank.
1. Flag Day is celebrated on June 14. It has been celebrated on that day from 1877
________________________________________________ (onward, recently, accidentally).
2. Flag Day is an ________________________________ (almost, instead, especially) popular
holiday with Americans who want to show their patriotism.
3. Some Americans ______________________ (usually, gradually, accidentally) fly their flags
on June 14 as well as on Memorial Day and Independence Day.
4. ___________________________ (Merely, Almost, Instead) all public schools have a special
Flag Day celebration.
5. Some towns and cities are so ______________________ (downright, comfortably, onward)
proud of the flag that they hold a special parade.
6. Flag Day __________________________ (especially, recently, gradually) became accepted
as a holiday. It took from 1877 to 1916 to become widely celebrated.
7. It was a tireless schoolteacher who worked ______________________________________
(steadily, downright, almost) over the years to make Flag Day a holiday in every state.
8. The American flag is a strong symbol of American identity. It _______________________
(powerfully, merely, occasionally) represents the national spirit.
9. The Great Star flag of 1818 was ___________________ (certainly, occasionally, gradually)
different from earlier flags. It had twenty stars, arranged in a star shape.
10. Hawaii is the state that most __________________________ (powerfully, recently, steadily)
joined the United States. It became a state in 1959.
117 Context Clues

DEFINITIONS
Lesson 7
accidentally (ak-si-duhnt-lee) adverb: in a way
that is unexpected
almost (awl-most) adverb: very nearly
certainly (sur-tuhn-lee) adverb: surely, definitely
comfortably (kuhm-fur-tuh-buhl-ee) adverb: in a
relaxed way
downright (doun-rite) adjective: completely, totally
especially (ess-pesh-uh-lee) adverb: 1. more than
common; 2. particularly
gradually (grad-yoo-uhul-lee) adverb: 1. slowly;
2. bit by bit
instead (in-sted) adverb: in place of another;
rather than
merely (mihr-lee) adverb: 1. just; 2. only; 3. simply
occasionally (uh-kay-zhuh-nuhl-lee) adverb: from
time to time
onward (on-wurd) adverb: forward
powerfully (pou-ur-fuhl-lee) adjective: in a very
strong way
recently (ree-suhnt-lee) adverb: a short time ago
steadily (stead-uh-lee) adverb: continuously,
without stopping
usually (yoo-zhoo-uhl-lee) adverb: 1. most of the
time; 2. normally

390
SAMPLE SENTENCES
Lesson 7
Review and Extend, page 109 (TP), 116 (SP)

2. Certainly the best time to cross the street is when the traffic
sign says “walk.”
4. Roosters usually crow at dawn.
6. The best shoes to wear are the ones that fit your feet most
comfortably.
8. Lisa accidentally left her cell phone on during church
service on Sunday.
10. It is good to occasionally treat yourself to a tasty desert.
399
GLOSSARY
A R
accidentally (ak-si-duhnt-lee) adverb: in a way recently (ree-suhnt-lee) adverb: a short time ago
that is unexpected
S
almost (awl-most) adverb: very nearly
steadily (stead-uh-lee) adverb: continuously,
C without stopping
certainly (sur-tuhn-lee) adverb: surely, definitely U
comfortably (kuhm-fur-tuh-buhl-ee) adverb: in usually (yoo-zhoo-uhl-lee) adverb: 1. most of
a relaxed way the time; 2. normally
D
downright (doun-rite) adjective: completely,
totally
E
especially (ess-pesh-uh-lee) adverb: 1. more
than common; 2. particularly
G
gradually (grad-yoo-uhul-lee) adverb: 1. slowly;
2. bit by bit
I
instead (in-sted) adverb: in place of another;
rather than
M
merely (mihr-lee) adverb: 1. just; 2. only;
3. simply
O
occasionally (uh-kay-zhuh-nuhl-lee) adverb:
from time to time
onward (on-wurd) adverb: forward
P
powerfully (pou-ur-fuhl-lee) adjective: in a very
strong way
404
418
accidentally almost certainly

(ak-si-duhnt-lee) (awl-most) (sur-tuhn-lee)
comfortably downright especially

(kuhm-fur-tuh-buhl-ee) (doun-rite) (ess-pesh-uh-lee)
gradually instead merely

(grad-yoo-uhul-lee) (in-sted) (mihr-lee)
occasionally onward powerfully

(uh-kay-zhuh-nuhl-lee) (on-wurd) (pou-ur-fuhl-lee)
recently steadily usually

(ree-suhnt-lee) (stead-uh-lee) (yoo-zhoo-uhl-lee)
433
adverb: in a way that is
adverb: surely, definitely adverb: very nearly
unexpected
adverb: 1. more than common;

adjective: completely, totally adverb: in a relaxed way
2. particularly
adverb: in place of another;

adverb: 1. just; 2. only; 3. simply adverb: 1. slowly; 2. bit by bit
rather then
adjective: in a very strong way adverb: forward adverb: from time to time
adverb: 1. most of the time; adverb: continuously, without

adverb: a short time ago
2. normally stopping
434
Multiple-Meaning
Words to Know

Getting Started
Materials Needed
It was in all the local papers that Toby broke • Transparency 1, p. 418
the ____________ for home runs.
Vocabulary Words
channel
charge
The Mystery Word of the Week is record.
content
Model/Teach current
• Distribute the Student Reproducible page 125. firm
• Invite them to look at the Word Learning Tip. Point out that a initial
multiple-meaning word is a word that has two or more very different mint
meanings. Discuss how learning the part of speech for the unknown
patient
word can help them determine its meaning. For example, the word
light can be used as a noun, verb, or adjective. The light is bright. I period
light the candle. The package is light. permit
• Read the Vocabulary Building Strategy with students. Tell them that quarter
context clues are very helpful when they want to find the rare
definition of a multiple-meaning word. Ask them why they think
relation
this is true.
sole
• Read the passage aloud once while students follow along.
stable
• Before you read the passage the second time, do the on
page 119.
• Then tell students that as they continue to read the passage, you’ll
stop and discuss each boldface word. You want them to use the Word
Learning Tip and the Vocabulary Building Strategy to determine how
the multiple-meaning word is being used in the sentence.
• Place Transparency 1 on the overhead projector. Tell students that you
are going to record their thinking as they determine the meaning of
each boldface word.
Multiple-Meaning Words to Know 118

Multiple-Meaning
Words to Know
• Read the rest of the story aloud. Pause at each sentence with a
boldface word. Ask student volunteers to explain how they determine
Think Aloud the meaning of each word. Write students’ responses on the
Here is what I would do if I didn’t transparency.
know the meaning of the word • After students have determined the meaning of each vocabulary word,
charge in this sentence: “The first have them work in small groups, using flashcards to reinforce
thing we must decide is how much meanings.
we can charge for each issue.”
First, I try to determine which part
of speech the word is. I see that
• Pair more proficient students with English Language Learners. On a
the word charge follows the helping
piece of paper, invite students to draw a picture of a quarter. Next to
verb can, so I know that in this sen-
tence charge is a verb. Next, I look
the picture of a quarter, have them draw pictures that show a quarter
for context clues around the word of a circle and a quarter of an hour. How are the ideas presented in
charge. I see that the words “for these three pictures alike? (They all should be one fourth of
each issue” follow charge. That something.) Ask students to write the word quarter and a short
helps me a little bit because it sentence that uses the word correctly to describe each picture.
makes me think that charge is
probably about money and not Independent Activity
about “taking control of some- Plan a Newspaper Invite students to work in small groups to
thing,” which I know is another brainstorm ideas for features for a newspaper. Point out that
meaning. I read the next sentence
features are the categories, such as news, sports, weather, or food,
for more context clues: “They
about which articles are written on a regular basis. Ask what topics
agreed that 25 cents was neither
they like to read about in a newspaper. Do they have favorite features?
too little nor too much.” I rephrase
Challenge students to use vocabulary words in their discussion.
the idea of these two sentences.
“They decide to charge 25 cents
because it’s a fair price.” I decide
that charge in this sentence is a
verb that means “to ask someone
to pay a certain price.”
Answer Key
See page 3 91 for definitions.
119 Context Clues

Getting Started
Materials Needed
It’s important for reporters to ___________
the actual facts of a story.
Think Aloud
Review and Share Open up the discussion of the activity on page
I want to tell you the strategy used
119 by asking the groups to share with the class what features
to complete this activity. I read the
they’d like to read in a newspaper. Ask a volunteer to make a list of
first sentence and see that channel
the group’s ideas. Then ask students which vocabulary words they is the boldface word for which I
used most often in their discussions. have to choose the definition that
best fits in the context. Next, I read
Model/Teach the two definitions for channel.
• Distribute the Student Reproducible pages 126 and 127. Okay, now I’m ready to start. I
reread the numbered sentence to
look for context clues that might
• After you have modeled choosing the correct meaning of a word, have help me. I see the words whale
students complete the rest of the items on their own. Ask them to and swam. I know right away that
share their responses. both of these words have to do
with water. I look at the definitions
Independent Activities again. A is “a TV or radio station.” I
Write Headlines Before students start, write the following am positive that this is not the
headlines on the chalkboard: “Channel 43—Music That Rocks!” answer, so I look at the definition
And “Dolphin Lost in City Channel.” Discuss how the same word— for B. I see that the definition is “a
narrow stretch of water between
channel—is used with two very different meanings. Then explain that
two pieces of land.” I am sure that
people who write headlines try to be imaginative using as few words as
this is the correct definition so I
possible to catch people’s attention so they’ll read the article.
draw a circle around the letter B.
• Stress the Right Syllable Write the word permit on the board. Request
a volunteer to provide a sentence using permit as a noun. Ask students
what syllable is stressed in the noun permit (the first one). Then ask a
volunteer to offer a sentence using permit as a verb. Ask which syllable
is stressed this time (the second one). Explain that sometimes the Answer Key
pronunciation changes when a word is used as two different parts of 1. B 6. A 11. B
speech. Challenge students to find the other word on the vocabulary list 2. B 7. A 12. B
3. A 8. A 13. A
with a pronunciation shift (content) and to write two sentences using 4. B 9. A 14. B
this word with two different meanings in their personal word journals. 5. A 10. A 15. B
See page 3 99 for bonus sample sentence.

Multiple-Meaning
Words to Know

Getting Started
Materials Needed
•Sequence Chart Graphic The ________ of the meeting shows that
Organizer, p. 423 Melody suggested writing an article about a
sports event.
Think Aloud Review and Share Ask volunteers to read their headlines aloud
Let’s think about this together. from the activity on page 120. As headlines are read, have the class
To do this activity, I have to listen carefully for the vocabulary words and how each vocabulary
understand the context of how the word is used. Display headlines and lead a class discussion about
boldface words are used in each which headlines the class thinks are the most creative and why.
sentence. I read the numbered Discuss how multiple-meaning words can be used in a variety of
sentence carefully to make sure interesting ways.
that I understand how current is
used: “Our class’s current project
Model/Teach
is running a refreshment stand to
raise money for stray animals.”
First, I see that current is an • Before students start, do the .
adjective. It tells about the project. • After you have modeled finding the sentence with the same meaning,
I also know that the definition of ask students to complete the rest of the items on their own and share
current in this sentence means “in
their responses.
the present time.” I read the two
choices. Sentence A talks about
the current of a river, so I know that
the meaning of current in that
• Put students of intermediate and advanced fluency with other English
sentence is very different. I read Language Learners in small groups. Have the students with the least pro-
sentence B. This sentence talks ficiency point to or say a word. Challenge more fluent students to make
about an activity that is taking up oral sentences using one meaning of the word, and another student to
place “in the present time,” so the develop a sentence using a different meaning of that same word.
meaning of current in this sentence
is the same. I circle letter B. Independent Activity
Start a Company Distribute copies of the Sequence Chart
Graphic Organizer. Suggest that students use it to think about the
steps they would have to take to start a business. Ask them to
Answer Key
consider what they would discuss in the initial meetings. Who would
1. B 3. B 5. B 7. B
be in charge? What would the business sell, and how much would
2. A 4. A 6. A 8. A
they charge?
121 Context Clues

Materials Needed
Put Words Into Action •Student Reproducible, p. 129
Getting Started

Luis keeps a ________ of how many news- I see that in this activity I have to
papers he sells each week. read clues and then find a vocabu-
lary word that fits. The first clue
says: “You might order ice cream
made with this flavor.” I think about
Review and Share Ask volunteers to share their ideas about a the words in the sentence that
business they would like to start from the activity on page 121. might help me understand the
Then lead a class discussion about the kinds of businesses students word. I see ice cream and flavor.
That makes it pretty easy because I
chose and why. Discuss which vocabulary words they used and if the
know that I have to find a word that
words were used correctly.
is a flavor. I know that it’s possible
for ice cream to have mint flavoring
Model/Teach because my sister always orders
• Distribute the Student Reproducible page 129. mint chocolate chip, so most likely
• Use the . that’s the word that fits. Just to be
sure, I read over the whole vocabu-
lary list one more time. I don’t see
finish it on their own.
any other words that would work
with this clue, so I decide that mint
English Language Learners is definitely the correct word. I write
• Write the word pairs sole/soul and current/currant on the chalkboard. mint in the blank.
Explain that the words in these pairs sound the same but have differ-
ent spellings and different meanings. These types of words are called
homophones. Ask students what the word sole means. Then tell them
that soul means “a person or the spiritual part of a person.” Ask them
what current means. Then explain that a currant is a small, sour berry
or raisin. Have each English-language learner work with a more profi-
cient partner to brainstorm a list of other homophones.
Write Puns and Riddles Before students begin this activity, give Answer Key
1. mint 6. period
them an opportunity to share some of their favorite puns and 2. initial 7. rare
riddles based on playing with the multiple meanings of words. Then 3. quarter 8. content
4. relation 9. channel
allow them to work individually or with a partner, if they need help
5. stable 10. charge
getting the creative juices flowing.

Multiple-Meaning
Words to Know
Review and Extend

Getting Started
Materials Needed
Marissa wants to keep a ________ of the
interview with her grandmother.
Think Aloud
For this activity I see that I have to
identify the part of speech for the Review and Share Invite volunteers to share their puns and
boldface vocabulary word. Let’s riddles from the activity on page 122. Create a class booklet of
take a look at the first sentence these clever examples of wordplay.
that uses the vocabulary word quar-
ter: “Louisa gave Sam a quarter to Model/Teach
buy a grape juice.” I see that the • Distribute the Student Reproducible page 130 and read the boxed
word quarter is a noun because the
information.
definition of quarter in this sen-
tence is the name of a coin. Since • After answering any questions they may have about multiple-meaning
a noun is the name of a person, words and parts of speech, use the to model how to
place, or thing, I circle the word complete the activity.
noun. Now let’s look at the second • Tell students that you have modeled completing an item by using
sentence: “She told him to please what you know about parts of speech and context clues for
return in a quarter of an hour for
multiple-meaning words. Have them finish the activity on their
the meeting.” I know that a quarter
own and share their responses.
of an hour is 15 minutes. It is a
word naming what part of the hour,
so quarter in this sentence is also
a noun. I circle the word noun. Word Jam/Poetry Slam! Have pairs of students brainstorm ideas
for a very short story. Point out that they will use the story as the
basis of their poems. Then challenge students to create rhyming
poems. If students have difficulty with the beat, suggest that they clap
or tap a rhythm to help them. Encourage them to use vocabulary
words along with new multiple-meaning words. Then invite student
Answer Key volunteers to read their poems.
Mystery Word of the Week: record
(Accept any other words that fit • Illustrate Words Invite students to choose a vocabulary word to
the context.)
illustrate. Have them fold a piece of paper in half. On one side of the
1. noun 6. adjective
2. noun 7. noun page, they should illustrate one meaning of the word; on the other
3. adjective 8. verb side, they should illustrate another meaning of the word. Ask them to
4. verb 9. noun
write a caption using each word under each picture. Use these for
5. noun 10. adjective
reviews and games.
123 Context Clues

Materials Needed
Check Your Mastery •Student Reproducible, p. 131
Give the Test

Self-Assessment
Journal Writing Ask students
• Read aloud the directions for the first part: “Read each question.
which of the multiple-meaning
Circle the letter of the correct answer.” Tell students there are three
words were new to them. Of how
word choices. Their job is to pick the word that best fits the meaning
many did they know one meaning
of the sentence.
of the word and not the other
• Model how to answer these questions by writing the following on meaning? What were they? Invite
the board: them to write how what they
learned about multiple-meaning
Which of these people is most likely to be a relation of a girl words will help them in the future.
named Lorrie?
A. her teacher B. the mayor C. her uncle
• Ask students which letter they would circle. Have them explain their
choices and why the others don’t work.
• Then read aloud the directions for the second part: “Read each
sentence. Replace the boldface word(s) in each sentence with the
vocabulary word that best fits. Circle this word.” Students must show
they know the vocabulary word that fits each definition.
• Model how to replace the boldface words with a vocabulary word by
writing the following sentence on the chalkboard and reading it aloud:
Snow leopards are not often seen.

rare channel stable
• Ask students which word would best replace the boldface words.
Have them explain why they chose rare. Answer Key
• Tell students that after they finish they should read over the page and 1. A
2. B
check their answers. 3. A
• Review Check Your Mastery orally with the students. 4. C
5. C
• Have them talk with a partner about the items they got wrong and 6. content
7. period
why they missed them. Ask them to write a new sentence using the
8. rare
correct vocabulary word for each item that they missed. 9. current
10. relation

Multiple-Meaning Words to Know
What’s the Scoop? Vocabulary Words

channel period
Johari, Neal, and their friends decided to start a weekly
charge permit
newspaper. “The first thing we must decide is how much we can
content quarter
charge for each issue,” said Neal. They agreed that 25 cents was
current rare
neither too little nor too much. “So a quarter is a fair price,” Neal
firm relation
stated.
initial sole
“Okay,” Johari said, “let’s talk about features.” Luke suggested
mint stable
Sports Scoops, stories about sports events. Justin had an idea for a patient
feature called Photo of the Week, but then changed his title to
Click Picks. Everyone liked that name much better than his Word Learning Tip!
initial idea. Ayana suggested Science Sneaks— stories about rare A multiple-meaning word has
and unusual animals in nature. two or more very different
After about a one-hour period of discussion, Neal said in a meanings. The meaning of
the word depends on how the
firm manner, “Let’s get down to business. We have to decide the
word is being used in the
content of the articles for the current issue. What should the sentence. A multiple-meaning
articles in our first issue be about?” word might be used as a
Johari added, “Let’s be patient and listen to everyone’s ideas. noun, a verb, or an adjective.
You never know how one not-so-great idea can lead to a fantastic Understanding the part of
speech of the word in a
one. Look at the number of newspapers sold in relation to the
sentence will help you
number of interesting articles. More good articles mean more determine its meaning.
people buy the newspaper. It’s our sole and only goal to create a
really interesting newspaper. But it wouldn’t be bad to make some Vocabulary
money, too.” Building Strategy
Ayana suggested an article about Jennifer Clark, the Use Context Clues Context
clues help you identify the
newscaster for Channel 25—a local TV station. Ayana said that
meaning of a multiple-
she’d call to see if the station manager would permit two of them meaning word. Use context
to interview her. Then Eduardo suggested an article about the clues to choose the meaning
Hayloft Restaurant, which was in an old horse stable. “It’s really that makes sense in the
sentence that the word is in.
cool,” he said. “Customers sit on huge bales of hay up in the
hayloft! They also have the best mint ice cream in the city!”
“Ice cream!” responded Lily. “Now you’re talking. I vote
that we go to the Hayloft right now and finish our plans there!”


channel current mint permit relation
charge firm patient quarter sole
content initial period rare stable
Directions Read each sentence. Then read the two definitions for the boldface word.
Circle the letter of the definition that best matches how the boldface word is used.
1. Gregory wrote a great story about a whale that swam up the channel and got lost.
A. a TV or radio station
B. a narrow stretch of water between two pieces of land
2. Sammy decided to take charge of the meeting because everyone was talking at the same time.
A. to ask someone to pay a certain price
B. control or command of something
3. Rosa was content to write poems every week for the newspaper.
A. happy and satisfied
B. the information in a piece of writing; what makes it up
4. Here’s the most current information we have about solar storms.

A. movement of water in a river or ocean, or if electricity, in a wire
B. happening now, up-to-date
5. Her voice was gentle, but firm, when she told the reporter to check the facts of his article.
A. confident and strong
B. a business or company
6. Tracy’s initial reaction was disbelief. She couldn’t believe Donna had written the story.
A. first or at the beginning
B. the first letter of a name or word
7. Martina forgot to put a period at the end of the sentence.

A. the punctuation mark that ends a sentence
B. a length of time
8. Jessica wrote an article about a rabbit that likes mint leaves better than carrots.
A. a plant whose leaves have a strong, pleasant smell
B. a place where coins and bills are made
126 Context Clues


Directions Continue the activity. Read each sentence. Then read the two definitions for the bold-
face word. Circle the letter of the definition that best matches how the boldface word is used.
9. Mrs. Ramirez worked at the hospital when Jaime was a patient there.
A. a person treated by a doctor or other health worker
B. able to wait calmly for a result, not hasty
10. Latoya’s older brother just received his driver’s permit.
A. a document giving someone the right to do something
B. to allow something
11. The town voted to quarter the troops in the library.
A. one of four parts or a coin representing one fourth of a dollar
B. to house or furnish with housing
12. Reese liked to eat his steak rare.
A. not often found, seen, or occurring
B. cooked very lightly
13. My cousin Alexis is my favorite relation.
A. a member of one’s family
B. a connection between two or more things
14. I bet you will laugh if I tickle the sole of your foot with a feather.
A. only or single
B. bottom part of a foot, shoe, or boot
15. The house can withstand a hurricane; it is quite stable.
A. a building where houses or cows are kept
B. solid and steady
BONUS Write a sentence that includes three of the vocabulary words.

_____________________________________________________________________________________________
Write Headlines Imagine you are working on a newspaper. Your job is to write headlines for two news
stories. The trick is that in each headline, you should use the same vocabulary word. But you must
use one meaning of the word in the first headline and another meaning of that same word in the second
headline. For example: The Sole Survivor of the Claremount Disaster Tells Her Story and Are You Being
Overcharged? Why Getting a Sole on Your Shoe Can Cost an Arm and a Leg.

Directions Read each group of sentences below. Circle the letter of the sentence in which the
boldface word has the same meaning as in the numbered sentence.
1. Our class’s current project is running a refreshment stand to raise money for stray animals.
A. The current in that river is very strong and often changes direction.
B. The current news is that our class project has raised about $100.
2. We sell brownies at the stand and charge 50 cents apiece for them.
A. Some people charge a lot more for brownies.
B. Lucy is the person in charge of the refreshment stand.
3. For every dollar we make, we donate a quarter to the animal shelter.
A. Do you think we can quarter the soldiers in the factory?
B. Our cookies cost a quarter each.
4. Our parents permit us to make the cookies and brownies at home.
A. My mom and dad permit us to use the kitchen on Saturday mornings.
B. We don’t need a permit for the refreshment stand.
5. Our brownies are so good that the TV cooking channel wants to interview us.
A. The sightseeing boat on the channel buys our brownies for their snack bar.
B. Flip the dial to another radio channel.
6. Our initial batch of brownies was delicious because we added extra chocolate.
A. The initial comments about the stand were very good.
B. I write my initial on each brownie wrapper along with the date.
7. Everyone was firm in the decision to make ginger cookies for the stand.
A. The law firm where Jonathan’s father works printed the flyers for us.
B. We were firm about the art we wanted for our refreshment stand flyers.
8. The carpenter took a long time to build the stand, but we tried to be patient.
A. Cooks must be patient, or they will make mistakes.
B. The patient in the hospital received gifts of food and flowers.
Start a Company Work in small groups and brainstorm ideas about companies that would be fun to start.
Choose one company and write about what you have to do to get the business going by a certain date.
Try to include at least three vocabulary words and two new multiple-meaning words in your time line.
127 Context Clues


Directions Read each clue. Then write the vocabulary word that describes the clue.
1. Clue: You might order an ice cream made 6. Clue: When you ask a question, you use
with this flavor. a question mark instead of this.
chocolate _______________________ a ______________________________
2. Clue: You might want a piece of jewelry 7. Clue: If you found a gem like this, it
with this on it. could be worth a lot of money.
your ___________________________ a __________________________ gem
3. Clue: You might use this to play a game 8. Clue: If you are very happy because you
at an amusement park. did a good deed, you might feel like this.
a ______________________________ ________________________________
4. Clue: Your sister, uncle, cousin, or aunt 9. Clue: You might use a remote control to
is this person. change this.
your ___________________________ a ______________________________
5. Clue: You might go to this place to ride 10. Clue: If you don’t pay for something with
horses. cash, you might do this.
a _____________________________ ______________________________ it
Write Puns and Riddles Puns and riddles are types of wordplay that may use the multiple meanings of
a word for fun. Write a pun or riddle that uses the same word in two different ways. For example: What
do you call someone who has waited too long in a doctor’s office? A no-longer patient patient.

Review and Extend

Learn
More! Multiple-meaning words may have Noun Verb Noun Adjective
different meanings when they are used
as different parts of speech in sentences. permit to permit a sole sole
Some multiple-meaning words can be a fishing permit the sole of the sole
nouns and verbs. Others can be nouns permit him to go your shoe reason
and adjectives. Here are some examples:
Directions Read each pair of sentences. Look at how the boldface word is used. Circle the correct
part of speech for each boldface word.
1. Louisa gave Sam a quarter to buy a grape juice. verb noun

2. She told him to please return in a quarter of an hour for the meeting. verb noun
3. Pam’s initial idea was to have the newspaper staff meet weekly. verb adjective
4. She was happy to initial the memo she received from the editor. verb adjective
5. Lucia thought an article about saving the old horse stable was great. adjective noun
6. The horses needed a safe, stable place to live. adjective noun
7. Billy and Samantha got a permit to hand out free newspapers on the corner. verb noun
8. The town will permit them to give the papers away from 9 A.M. to 6 P.M. verb noun
9. Josie worked very hard on the content of the article. adjective noun
10. She felt content with the report when she handed it to the editor. adjective noun
Word Jam/Poetry Slam! Imagine that one of the features in your newspaper is Word Jam/Poetry Slam!
Work with a partner and brainstorm ideas for poems. To get started, write a very short story in your
journal. Now turn it into a poem. Then read the words out loud. Is there a beat? If you get stuck with the
beat, keep trying. Reread the words out loud until you get a word rhythm. Try to use at least two vocabulary
words and a new multiple-meaning word if possible.
130 Context Clues
Check Your Mastery

Directions Read each question. Circle the letter of the correct answer.
1. Which of the following can you get at a mint?

A. coins B. clothes C. candies
2. Which one of these can travel on a channel?

A. an airplane B. a ferry boat C. a horse
3. For which of these activities do you need a permit?

A. learning to drive B. riding a bike C. writing a book
4. On which of the following would you find a sole?

A. a shirt B. a hat C. a shoe
5. Which of these is a rare event?

A. a rainstorm B. a windstorm C. an eclipse
Directions Read each sentence. Replace the boldface word(s) in each sentence with the vocabulary
word that best fits. Circle this word.
6. Marianna enjoyed the topic and information in that story very much.
charge content relation
7. The time in which we live is sometimes called “The Information Age.”

quarter period stable
8. The scientist discovered an uncommon type of frog living in the pond.

initial rare mint
9. Who is on the cover of the most recent issue of that magazine?

current firm permit
10. I didn’t know that you are a family member of a famous news reporter.
relation patient channel

DEFINITIONS
Lesson 8
channel (chan-uhl) noun: 1. a TV or radio station; quarter (kwor-tur) noun: 1. one of four parts;
2. a narrow stretch of water between two pieces 2. a coin representing one fourth of a dollar;
of land verb: 3. to house, to furnish with housing
charge (charj) noun: 1. control or command of
rare (rair) adjective: 1. not often found, seen, or
something; verb: 2. to ask someone to pay a
occurring; 2. cooked very lightly
certain price
relation (ri-lay-shuhn) noun: 1. a member of your
content (kuhn-tent) noun: 1. the information in a
family; 2. a connection between two or more
piece of writing; what makes it up;
things
(kon-tent) adjective: 2. happy and satisfied
sole (sole) noun: 1. bottom part of a foot, shoe, or
current (kur-uhnt) noun: 1. movement of water in boot; adjective: 2. only or single
a river or ocean, or if electricity, in a wire;
stable (stay-buhl) noun: 1. a building where
adjective: 2. happening now; up-to-date
horses or cows are kept; adjective: 2. solid and
firm (furm) noun: 1. a business or company; steady
adjective: 2. confident and strong
initial (i-nish-uhl) noun: 1. the first letter of a
name or word; adjective: 2. first or at the
beginning
mint (mint) noun: 1. a plant whose leaves have a
strong, pleasant smell; 2. a place where coins
and bills are made
patient (pay-shuhnt) noun: 1. a person treated by
a doctor or other health worker; adjective:
2. able to wait calmly for a result; 3. not hasty
period (pihr-ee-uhd) noun: 1. the punctuation
mark that ends a sentence; 2. a length of time
permit (pur-mit) noun: 1. a document giving
someone the right to do something; (pur-
mit)verb: 2. to allow something

391
SAMPLE SENTENCES
Lesson 8
Connect Words and Meanings,

page 120 (TP), 126 (SP)
BONUS: We tried to row our boat upstream, but the firm
current didn’t permit the boat to go there.
399
GLOSSARY
C Q
channel (chan-uhl) noun: 1. a TV or radio quarter (kwor-tur) noun: 1. one of four parts;
station; 2. a narrow stretch of water 2. a coin representing one fourth of a
between two pieces of land dollar; verb: 3. to house, to furnish
with housing
charge (charj) noun: 1. control or command of R
something; verb: 2. to ask someone to pay a
certain price rare (rair) adjective: 1. not often found, seen, or
content (kuhn-tent) noun: 1. the information in occurring; 2. cooked very lightly
a piece of writing; what makes it up; relation (ri-lay-shuhn) noun: 1. a member of
(kon-tent) adjective: 2. happy and satisfied your family; 2. a connection between two
current (kur-uhnt) noun: 1. movement of or more things
water in a river or ocean, or if electricity, S
in a wire; adjective: 2. happening now;
up-to-date sole (sole) noun: 1. bottom part of a foot, shoe,
F or boot; adjective: 2. only or single
firm (furm) noun: 1. a business or company; stable (stay-buhl) noun: 1. a building where
adjective: 2. confident and strong horses or cows are kept; adjective: 2. solid
I and steady
initial (i-nish-uhl) noun: 1. the first letter of a

name or word; adjective: 2. first or at the
beginning
M
mint (mint) noun: 1. a plant whose leaves have a
strong, pleasant smell; 2. a place where
coins and bills are made
P
patient (pay-shuhnt) noun: 1. a person treated
by a doctor or other health worker;
adjective: 2. able to wait calmly for a result;
3. not hasty
period (pihr-ee-uhd) noun: 1. the punctuation
mark that ends a sentence; 2. a length of
time
permit (pur-mit) noun: 1. a document giving
someone the right to do something;
(pur-mit) verb: 2. to allow something
404
418
Graphic Organizers
Sequence Chart
First Event or Step
Third Event or Step
Conclusion
423
channel charge content

(chan-uhl) (charj) (kon-tent or kuhn-tent)
current firm initial

(kur-uhnt) (furm) (i-nish-uhl)
mint patient period

(mint) (pay-shuhnt) (pihr-ee-uhd)
permit quarter rare

(pur-mit or pur-mit) (kwor-tur) (rair)
433
relation sole stable
(ri-lay-shuhn) (sole) (stay-buhl)
noun: 1. the information in a
noun: 1. control or command of noun: 1. a TV or radio station;
piece of writing; what makes it
something; verb: 2. to ask 2. a narrow stretch of water
up; adjective: 2. happy and
someone to pay a certain price between two pieces of land
satisfied
noun: 1. movement of water in a

noun: 1. the first letter of a name
noun: 1. a business or company; river or ocean, or if electricity, in
or word; adjective: 2. first or at
adjective: 2. confident and strong a wire; adjective: 2. happening
the beginning
now; up-to-date
noun: 1. a person treated by a noun: 1. a plant whose leaves

noun: 1. the punctuation mark
doctor or other health worker; have a strong, pleasant smell;
that ends a sentence; 2. a length
adjective: 2. able to wait calmly 2. a place where coins and bills
of time
for a result; 3. not hasty are made
noun: 1. one of four parts; 2. a noun: 1. a document giving

adjective: 1. not often found,
coin representing one fourth of a someone the right to do
seen, or occurring; 2. cooked
dollar; verb: 3. to house, to something; verb: 2. to allow
very lightly
furnish with housing something
noun: 1. a building where horses noun: 1. bottom part of a foot, noun: 1. a member of your
or cows are kept; adjective: shoe, or boot; adjective: 2. only or family; 2. a connection between
434
2. solid and steady single two or more things
Synonyms to Know

Getting Started
Materials Needed
Do you like the ________ of mint? Or is that
________ too strong for you?
Vocabulary Words
antique
blunder The Mystery Words of the Week are the synonyms taste and
flavor. Tell students that there are two mystery words this week and
caution that they are synonyms.
clasp
clench Model/Teach
creative • Distribute the Student Reproducible page 139.
doctor • Direct students to the Word Learning Tip. Tell them that synonyms
are words that mean the same or nearly the same. Ask students to
fracture give examples of synonyms for new and old and write these on the
guess chalkboard.
holler • Ask students to read the Vocabulary Building Strategy. Remind them
humble to study the words and sentences around an unknown word for clues
to its meaning. Point out that synonyms usually have words that mean
hunch
the same thing in the same sentence or in the next sentence.
inventive
• Read the story aloud once while students follow along.
mistake
• Read the first paragraph aloud a second time, then do the
modest on page 133.
old • Next, place Transparency 1 on the overhead projector. Tell students
physician that as you continue to read the story, you will stop after each
shatter boldface word so they can talk about it. You want them to think about
the Word Learning Tip and the Vocabulary Building Strategy. What
shout
context clues can help them determine the meaning of the boldface
warn word? Which word in the sentence or nearby sentence is a synonym
for the boldface word? What does the synonym mean? Inform
students that you are going to write down their thoughts as they
determine the meaning of each boldface word.
132 Context Clues

• Continue reading the rest of the passage aloud. Pause at each sentence
with a boldface word. Ask volunteers to explain how they understand Materials Needed
the meaning of each word. Help them consider all the context clues, • Student Reproducible, p. 139
including synonyms, in the surrounding sentences. Write their • Transparency 1, p. 418
responses on the transparency.
• After students have discussed the meaning of the words, divide the
class into small groups. Allow them to use flashcards to reinforce
word meaning.
Think Aloud
English Language Learners Here’s my strategy for determining
what cautioned means in the first
• Provide extra practice for students who may have trouble with the
sentence. I begin by looking for
pronunciation of the following: antique [an-teek], blunder [bl∂ n-der],
clues to its meaning in the sur-
caution [kaw-sh ∂ n], fracture [frak-ch ∂ r], modest [mah-d∂ st], physician
rounding words and sentences:
[fis-ish-∂ n]. Have students do oral work in small, mixed-proficiency
“Josh’s Grandma cautioned him
groups in which they have lots of opportunity to hear and say the about going down the back stairs.
vocabulary words in sentence context. She warned him not to use them
until they were fixed.” I notice that
Independent Activity warned, like cautioned, is an action
Make a Comic Strip Suggest that students work with a partner verb and that both actions are taken
to make a comic strip. They might tell about an accident like by the same person: Josh’s grand-
Josh’s or other mishap. Challenge them to use as many synonyms as mother. This leads me to believe
they can in the speech balloons. that the two words may by syn-
onyms. I know that warned means
“told someone that something was
wrong or dangerous.” The context
tells me that Grandma warned Josh
not to use the stairs until they were
fixed. Therefore, it makes sense
that Grandma cautioned Josh to
take care because the stairs were
dangerous. So cautioned and
warned are synonyms that both
mean “told someone of danger.”
Answer Key
Synonyms to Know 133

Synonyms to Know

Getting Started
Materials Needed
•Venn Diagram Graphic Which ________ of ice cream is your favorite?
Organizer, p. 425 Or does the ________ of all ice cream appeal
equally to you?
Think Aloud Review and Share Have students share the comic strips they
This is how I approach a crossword
made for the activity on page 133. Ask them to point out the
puzzle. I begin by reading the first synonyms. Display the comic strips in the classroom or make a class
clue under Across: “2. to hold cartoon book.
somebody or something with the
hands or arms; a synonym for Model/Teach
clench.” I think that when I hold • Distribute the Student Reproducible pages 140 and 141.
something tightly, I clasp it. I might
clasp a friend’s hand, for example.
Since the clue is marked 2. Across, • After you have modeled how to do the first item in the crossword
I find the number 2 on the puzzle, have students complete the rest on their own.
crossword puzzle and count how • Then have them complete the second activity and share their responses.
many boxes there are for the word.
There are five boxes reading across,
so I know that my word must have
Write About an Invention Before students begin, provide time for
five letters. Clasp has five letters,
them make a list of inventions they value. Then they can discuss
so it fits and I write it in the puzzle.
how one of these inventions replaced an earlier device or method.
Suggest they use a chart, such as a Venn diagram, to compare and
contrast the old and the new.
• Put It in Context Have students work in pairs to create an oral sen-
tence for each set of synonyms. They can use the more familiar syn-
Answer Key onym as a context clue to the meaning of the unfamiliar one. For exam-
Page 140 Across: 2. clasp 6. fracture 8. shout ple, “The antique table is very old and valuable.”
10. holler 12. physician 15. old 16. modest
17. warn 18. antique Down: 1. mistake
2. clench 3. guess 4. caution 5. humble
7. inventive 9. blunder 11. shatter
13. creative 14. doctor
Page 141 1. creative, inventive 2. caution, warn
3. antique, old 4. shatter, fracture
5. clasp, clench 6. modest, humble
7. physician, doctor 8. blunder, mistake
9. holler, shout 10. hunch, guess
134 Context Clues

Materials Needed
Getting Started
Think Aloud
Spices add ________ to food. They improve
This is how I would approach this
the ________ of many dishes. activity. I would read the directions
and then look at the first item:
“Why would an object be called
antique?” I know that most old
Review and Share Invite volunteers to share the paragraphs on stuff is just thrown away, but some
inventions they wrote for the activity on page 134. Have students old objects are called “antiques”
point out and discuss how different writers used the synonyms and sold in “antique” stores for
high prices. That tells me that an
differently and whether the context gave each synonym a negative or
antique object is not just old but is
positive meaning.
worth money. Now I write my
sentence: “A desk from the 1800s
Model/Teach would be called antique because
• Disribute the Student Reproducible page 142. it is very old and worth a lot
• Before students start, do the . of money.”
• After you have modeled completing the first item, have students
complete the rest on their own. Invite them to share responses and
explain their thinking.
Play Synonym Match up Have students draw a vertical line
down the center of a piece of paper. Describe how they are to
match synonym pairs by writing one word to the left of the line and
its synonym to the right of the line. Show them an example with
antique/old. Ask them to time themselves and write how many
minutes it took them on the top of the page.
• Understanding Idioms Write the idiom “eat humble pie” on the
chalkboard. Explain that this idiom does not mean literally to eat a
certain type of pie. It is a way of saying that someone is being forced to
apologize or admit that he or she is wrong. Then write the following
idioms with the word eat on the chalkboard: eat your heart out, eat your
words, eat out of someone’s hand. Divide the class into small groups, with
Answer Key
each group taking one idiom. Challenge each group to find the Students’ responses will vary.
meaning of the idiom and to write a sentence using it. See page 399 for sample sentences.

Synonyms to Know

Getting Started
Materials Needed
This tea has the ________ of lemons and mint.
It has a sharp, minty ________ .
Think Aloud
I am going to do four things to com- Review and Share Provide time for students to share their lists
plete this activity. I’m going to look of synonym matches from the activity on page 135. Discuss which
at a picture. Then, I’ll read a defini- pairs were hardest to match and why.
tion. Next, I will write a set of syn-
onyms under the definition. Finally, I Model/Teach
will look at the picture again and • Distribute the Student Reproducible page.
write a sentence using a synonym
that matches the picture. I look at
the first picture. I see a girl looking • After you have modeled how to do the first item, students can finish
at a lamp broken into many pieces the rest on their own. Ask them to share their responses and their
on the table beside her. The small thinking.
pieces are the visual clue. Now I
look at the definition: “to break or Independent Activities
crack something.” The synonyms Create a Synonym Pie You might want to have students work in
that fit the picture and the definition
small groups to create their synonym pies. They will probably be
are shatter and fracture, so I write
able to come up with one or two additional synonyms without using
them in the blanks. Then, on the
any outside resources.
lines provided, I write the sentence:
“The girl did not mean to shatter • Create Look-Read-Choose-Write Cards Ask students to choose one
the beautiful lamp.” set of synonyms. Direct them to choose words that were not used in
the main activity on the student page. Using the main activity as a
model, have them complete a card for their synonym pair. On their
card, they should write the two additional synonyms, write a defini-
Answer Key tion, draw a picture illustrating the synonyms, and write a sentence
1. fracture 8. clench using one of the synonyms to describe their picture.
2. shatter 10. caution
4. physician 11. warn
5. doctor 13. holler
7. clasp 14. shout
Students’ responses for 3, 6, 9, 12,

and 15 will vary.
136 Context Clues

Materials Needed
Getting Started
Think Aloud
This cough drop has the __________ of honey.
I would begin this activity by
I prefer the ________ of cherry cough drops. reading the directions and the first
item: “Which do you think is more
embarrassing—a blunder or a
mistake?” I think that blunder is “a
Review and Share Allow students to share their synonym pies foolish mistake” whereas mistake
from the activity on page 136. Encourage the class to come up with is “an error or misunderstanding.”
other synonyms to add to each pie. Then display the synonym pies on Blunder has a suggestion of
foolishness that mistake does not
the wall or chalkboard.
have. Probably, a blunder would be
more embarrassing than a mistake,
Model/Teach because a mistake may arise out
• Distribute the Student Reproducible page 144 and read the boxed of a simple misunderstanding. So, I
information. answer the question in item 1 with
• After discussing the boxed information with the students, do the the following sentence: “A blunder
. is more embarrassing than a
mistake because it means doing
• Now that you have modeled how to do the first item, ask students to
something foolish.” Notice that I
do the rest on their own. Invite them to share their responses and
have turned the question into a
their thinking. statement and added a reason to
explain my statement.
• Have English Language Learners work with English-proficient part-
ners to make “degrees of difference” charts with the headings
Positive/Negative; Formal/Informal; and Strong/Weak as column heads
under which the synonyms are ranked.
Write a Letter Ask students whether they would be more likely
to use formal or less formal synonyms in a letter to a friend. Then
ask them to go through the vocabulary list, discussing which Mystery Words of the Week: taste, flavor
(Accept any other synonyms that fit
synonym, if any, is the least formal in each set. Those are the words the context.)
they would be most likely to use in their letters.
Answer Key
Student’s responses will vary.

Synonyms to Know
Check Your Mastery

Give the Test
• Read the directions aloud: “Read each item below. Choose the word in
parentheses that best fits the context. Write it on the line.” Model how
to answer a question by writing the following sentences on the board
and reading them aloud:
Student
Self-Assessment
Journal Writing Ask students to The musical selections were _______ (inventive, antique,
write in their journals about how humble). They dated from the 1500s and were played on
they can learn the meaning of old instruments that are no longer used today.
unknown synonyms in the future.
• Ask students to choose the word in parentheses that best fits the
context (antique). Have them explain how they used context clues like
“old instruments” to make their choice.
• Have students talk with a partner about the questions they got wrong
and write a new sentence with different context clues for every
vocabulary word they missed.
Building Strategy helped them make the correct response.
Answer Key
1. creative 6. clench
2. modest 7. hunch
3. doctor 8. antique
4. blunder 9. shouted
5. warned 10. shatter
1382 Context Clues

Synonyms to Know
Vocabulary Words The Accident

antique fracture modest
Josh’s grandma cautioned him about
blunder guess old
going down the back stairs. She warned
caution holler physician
him not to use them until they were fixed.
clasp humble shatter
The stairs were old, but lots of things in
clench hunch shout
creative inventive warn
Grandma’s house were old. She called these things antique,
doctor mistake meaning that, in addition to being old, they may have been
valuable. The spinning wheel and the rocking chair, for
Word Learning Tip! example, were both made by hand a long time ago.
A synonym is a word that Josh meant to stay away from the back stairs. But one
means the same or nearly the morning, he heard a loud noise in the backyard. Josh got very
same as another word.
Synonyms can replace one excited. That’s when he made his blunder. He made the
another in sentences because mistake of running down the back stairs because they were the
they are the same part of closest to the yard. About halfway down, a stair split in two.
speech. For example, in the
Josh fell and began hollering. When he shouted, Grandma
sentences “It was an old
chair” and “It was an antique came running. At first, she began to yell at Josh because he
chair,” old and antique are hadn’t minded her. Then she saw that he was really hurt. He
both adjectives with similar was clenching his right ankle with his hand and moaning in
meanings.
pain. Grandma clasped Josh’s hand with hers and said, “I’m
Vocabulary calling the doctor right now.”
Building Strategy Doctor Chen was Grandma’s physician. “You seem to have
Use Context Clues You can fractured or perhaps broken your ankle, young man,” he said.
learn what a synonym means
“We’ll have to get an X ray to see if you shattered your bone
by using clues in the words
and sentences around it. into little pieces.”
Most often, one word has a Josh had a hunch that he would be walking on crutches.
meaning like another word His guess was correct. Yet, he found creative and inventive
that is in the same sentence
or the next sentence. These ways to get help when he needed it. He put together an electric
words are synonyms. buzzer so that he could call Grandma when he needed her.
Grandma thought the invention was great, but Josh was
modest about it. He didn’t brag because the accident had made
him feel pretty humble. He was not proud that he had
disobeyed his grandmother and used the broken stairs.
139 Context Clues

Synonyms to Know

antique clench guess inventive physician
blunder creative holler mistake shatter
caution doctor humble modest shout
clasp fracture hunch old warn
Directions Read each numbered clue below. Then complete the crossword puzzle.
1
ACROSS
2. to hold somebody or something with the hands or arms; a synonym for clench
6. a break, split, or crack in an object or a material; a synonym for shatter
8. to speak in a loud or angry voice; a synonym for holler
10. to call out or use a loud voice; a synonym for shout
12. a formal word for someone trained to treat sick 2
people; a synonym for doctor

3 4 5
15. not new or not young; a synonym for antique
16. not having or expressing a high opinion of 6 7
your own achievements or abilities; a synonym
for humble
17. to tell someone something about a danger or bad 8 9
thing that might happen; a synonym for caution
18. not new and probably valuable; a synonym 10
for old
11
12 13
14 15
16
17
18
DOWN
1. an error or misunderstanding; a synonym for blunder 7. displaying creativity or imagination in its design; a synonym
2. to hold or grip tightly or to close your teeth or fist tightly; for creative
a synonym for clasp 9. a foolish error; a synonym for mistake
3. to form an opinion without knowing for sure; a synonym 11. to break or cause something to break suddenly into many
for hunch small, brittle pieces; a synonym for fracture
4. to advise someone that something is risky or dangerous; a 13. using or showing use of the imagination to form new ideas
synonym for warn or things; a synonym for inventive
5. unassuming in attitude and behavior; a synonym for modest 14. a more casual way of referring to someone who treats sick
people; a synonym for physician

Synonyms to Know

Directions Read each group of words below. Write the two words in each group that are synonyms.
Synonyms
1. creative, dull, inventive, blunder ____________________ ____________________
2. antique, gossip, caution, warn ____________________ ____________________
3. new, clasp, antique, old ____________________ ____________________
4. modest, shatter, fracture, repair ____________________ ____________________
5. clasp, drop, clench, shout ____________________ ____________________
6. modest, blunder, boastful, humble ____________________ ____________________
7. warn, physician, doctor, nurse ____________________ ____________________
8. blunder, correct, mistake, caution ____________________ ____________________
9. holler, shout, whisper, inventive ____________________ ____________________
10. hunch, guess, mistake, fact ____________________ ____________________
Write About an Invention Think about a modern invention, such as the cell phone, the VCR, or the DVD.
Write a paragraph comparing and contrasting it with a device it replaced. Use the words old, antique,
inventive, warn, hunch, creative, guess, humble, and modest in your paragraphs, and two new synonyms as well.
141 Context Clues

Synonyms to Know

Directions Answer the question by writing a sentence on the blank line. Use the boldface word in
your sentence.
1. Why would an object be called antique?

________________________________________________________________________
2. What hunch of yours turned out to be true?
________________________________________________________________________
3. What is the most creative thing that you have ever done?
________________________________________________________________________
4. Do you think it’s better to be humble or proud?
________________________________________________________________________
5. What can you learn from a blunder that you make?
________________________________________________________________________
6. What would you warn a younger kid about?

________________________________________________________________________
7. How could you fracture a bone?
________________________________________________________________________
8. When is it always a good idea to shout?
________________________________________________________________________
Play Synonym Matchup On a sheet of paper, draw a vertical line down the center of the page. Put all
the words on the vocabulary list in synonym pairs, one synonym on each side of the line. Time how
long it takes you to match each word with its synonym.

Synonyms to Know

Directions Look at each picture. Read the definition. Then write the synonyms that match the defi-
nition. Finally, write a sentence using one of the synonyms to describe the picture.
Definition: to break or crack something

Synonyms: 1. _____________________ 2. ______________________
3. Sentence: _______________________________________________
____________________________________________________________
Definition: someone trained to treat sick people

Synonyms: 4. _____________________ 5. ______________________
6. Sentence: _______________________________________________
____________________________________________________________
Definition: to hold or grip tightly

Synonyms: 7. _____________________ 8. ______________________
9. Sentence: _______________________________________________
____________________________________________________________
Definition: to tell someone about a danger
Synonyms: 10. ____________________ 11. _____________________
12. Sentence: ______________________________________________
____________________________________________________________
Definition: to call out or use a loud voice
Synonyms: 13. ____________________ 14. _____________________
15. Sentence: ______________________________________________
____________________________________________________________
Create a Synonym Pie Draw a circle on a piece of paper. Divide it into five parts. Choose one of the
synonym pairs and write each word in a sentence on one piece of the pie. Then find three other
synonyms to write in sentences on the other slices. You can use a dictionary, thesaurus, or glossary to help you.
143 Context Clues

Synonyms to Know
Review and Extend

Learn
More! Some synonyms have small differences in meaning. These small differences are called shades
of meaning. One synonym may have a more positive meaning than another (antique/old) or
one may be more formal than another (instructor/teacher).
Synonyms can also show degrees of intensity or strength. A frigid day is colder than a cool day.
Although frigid, cold, and cool are all synonyms, there are shades of difference in their meanings.
Directions Answer the following questions about shades of meaning in the synonyms. Write your
answer in a complete sentence in the blank.
1. Which do you think is more embarrassing—a blunder or a mistake?
Why? _______________________________________________________________________
2. Which word—physician or doctor—would you be more likely to use in a letter to a friend?
Why? ________________________________________________________________________
3. Would you rather someone clasp your hand or clench it?
Why? _______________________________________________________________________
4. Which of the synonyms—shout or holler—would you be less likely to use in a formal school
essay? Why? __________________________________________________________________
5. Which word—warn or caution—would you put on a bottle of poison?
Why? ________________________________________________________________________
Write a Letter Write an informal letter to a friend in which you describe an accident that you or someone
you know had. Use one synonym from at least two of the sets of synonyms in the vocabulary word list.
Underline the synonyms you used. Be prepared to explain why you chose one synonym over the other.

Synonyms to Know
Check Your Mastery

Directions Read each item below. Choose the word in parentheses that best fits the context.
Write it on the line.
1. Thomas Edison invented the electric light and the phonograph. He was a very
______________________________________________(creative, humble, antique) person.
2. Do you think it is difficult to stay _______________________________(modest, inventive,
fracture) when you are praised by presidents and heads of great corporations?
3. When he was twelve years old, Edison was hit in the head. Years later, he told a famous
___________________________________________(mistake, doctor, holler) that the blow
caused him to slowly lose his hearing.
4. Young Edison did experiments with chemicals in the baggage cars of trains. Once he made
the __________________________ (guess, blunder, shatter) of setting the train car on fire.
5. Edison once saw a railroad car heading straight for a boy. Edison quickly
_________________________________(shattered, warned, hunch) the boy and saved his life.
6. When Edison was concentrating very hard on an experiment, he was sometimes seen to
________________________________(clench, caution, shout) his teeth in determination.
7. Edison had an inspired _________________________________ (hunch, physician, clasp).
He believed he could record sound, and he proved it when he invented the phonograph.
8. Have you ever seen the ______________________________________(clasp, antique, yell)
record player that Edison invented in 1877?
9. As Edison grew older, he became more deaf. He had trouble hearing people even if they
___________________________________(shouted, fractured, cautioned) right into his ear.
10. In 1879, Edison produced the first electric light. People were amazed that the heat from
the electricity did not _______________________(shatter, clench, blunder) the glass bulb.
145 Context Clues

DEFINITIONS
Lesson 9
antique (an-teek) adjective: not new and probably creativity or imagination in its design; creative
valuable; old mistake (muh-stake) noun: an error or
blunder (bluhn-dur) noun: a foolish error; mistake misunderstanding; blunder
caution (kaw-shun) verb: to advise someone that modest (mod-ist) adjective: not having or
something is risky or dangerous; to warn expressing a high opinion of your own
clasp (klasp) verb: to hold somebody or achievements or abilities; humble
something with the hands or arms; to clench old (ohld) adjective: not new or not young; antique
clench (klench) verb: 1. to hold or grip tightly; to physician (fuh-zish-uhn) noun: a formal word for
clasp; 2. to close your teeth or fist tightly someone trained to treat sick people; a doctor
creative (kree-ay-tiv) adjective: using or showing shatter (shat-ur) verb: to break or cause
use of the imagination to create new ideas or something to break suddenly into many small,
things; inventive brittle pieces; to fracture
doctor (dok-tur) noun: a more casual way of shout (shout) verb: to speak in a loud or angry
referring to someone who treats sick people; a voice; to holler
physician warn (worn) verb: to tell someone something
fracture (frak-chur) noun: 1. a break, split, or about a danger or a bad thing that might
crack in an object or a material; verb: 2. to happen; to caution
break or shatter
guess (gess) noun: 1. a hunch; verb: 2. to form an
opinion without knowing for sure
holler (hol-lur) verb: to call out or shout
something; to shout
humble (huhm-buhl) adjective: unassuming in
attitude and behavior; modest
hunch (huhnch) noun: an idea that is not backed
by proof but comes from intuition; a guess
inventive (in-ven-tiv) adjective: displaying

391
SAMPLE SENTENCES
Lesson 9

1. A desk from the 1800s would be called antique because it is
very old and worth a lot of money.
2. I once had a hunch that my friends were planning a surprise
party and it turned out to be right.
3. The most creative thing I ever did was write a short story.
4. I think it is better to be humble because no one likes a

person who boasts too much.
5. You can learn from a blunder what to do right the next
time.
6. I would warn a younger kid about the danger of crossing
the street without looking both ways.
7. I could fracture a bone if I fall when skating.
8. It’s a good idea to shout in order to warn people of danger.

3. The girl did not mean to shatter the beautiful lamp.
6. When I am sick, my parents take me to the family doctor.
9. The children clasp hands and run to the playground.
12. The sign cautions people not to enter the cave.
15. The boy has to shout so that his friend can hear him.

1. A blunder is more embarrassing than a mistake because it
means doing something foolish.
2. I would be more likely to use the word doctor in a
letter to a friend because it is more informal than physician.
3. I would rather have my hand clasped than clenched because
the clasping action is weaker and less likely to hurt me.
4. I would be less likely to use holler in a formal essay because
it is the most informal of the synonyms.
5. I would use the word warn on a poison bottle to
signal the grave danger of swallowing the contents.
399
GLOSSARY
A H
antique (an-teek) adjective: not new and holler (hol-lur) verb: to call out or shout
probably valuable; old something; to shout
B humble (huhm-buhl) adjective: unassuming in
attitude and behavior; modest
blunder (bluhn-dur) noun: a foolish error;
mistake hunch (huhnch) noun: an idea that is not
C backed by proof but comes from intuition;
a guess
caution (kaw-shun) verb: to advise someone
I
that something is risky or dangerous; to
warn inventive (in-ven-tiv) adjective: displaying
creativity or imagination in its design;
clasp (klasp) verb: to hold somebody or
creative
something with the hands or arms; to
clench M
clench (klench) verb: 1. to hold or grip tightly; mistake (muh-stake) noun: an error or
to clasp; 2. to close your teeth or fist tightly misunderstanding; blunder
modest (mod-ist) adjective: not having or
creative (kree-ay-tiv) adjective: using or showing expressing a high opinion of your own
use of the imagination to create new ideas achievements or abilities; humble
or things; inventive
O
D
doctor (dok-tur) noun: a more casual way of old (ohld) adjective: not new or not young;
referring to someone who treats sick antique
people; a physician P
F physician (fuh-zish-uhn) noun: a formal word
fracture (frak-chur) noun: 1. a break, split, for someone trained to treat sick people;
or crack in an object or a material; verb: a doctor
2. to break or shatter S
G shatter (shat-ur) verb: to break or cause
guess (gess) noun: 1. a hunch; verb: 2. to form something to break suddenly into many
an opinion without knowing for sure small, brittle pieces; to fracture
shout (shout) verb: to speak in a loud or angry
voice; to holler
W
warn (worn) verb: to tell someone something
about a danger or a bad thing that might
happen; to caution
404
418
Graphic Organizers
Venn Diagram
Different Same Different
425
antique blunder caution

(an-teek) (bluhn-dur) (kaw-shun)
clasp clench creative

(klasp) (klench) (kree-ay-tiv)
doctor fracture guess

(dok-tur) (frak-chur) (gess)
holler humble hunch

(hol-lur) (huhm-buhl) (huhnch)
inventive mistake modest

(in-ven-tiv) (muh-stake) (mod-ist)
old physician shatter

(ohld) (fuh-zish-uhn) (shat-ur)
Lesson 9 Lesson 9
shout warn
(shout) (worn)
435
verb: to advise someone that
adjective: not new and probably
something is risky or dangerous; noun: a foolish error; mistake
valuable; old
to warn
adjective: using or showing use of verb: 1. to hold or grip tightly; to verb: to hold somebody or
the imagination to create new clasp; 2. to close your teeth or fist something with the hands or
ideas or things; inventive tightly arms; to clench
noun: 1. a hunch; verb: 2. to form noun: 1. a break, split, or crack in noun: a more casual way of
an opinion without knowing for an object or a material; verb: 2. to referring to someone who treats
sure break or shatter sick people; a physician
noun: an idea that is not backed
adjective: unassuming in attitude verb: to call out or shout
by proof but comes from
and behavior; modest something; to shout
intuition; a guess
adjective: not having or

expressing a high opinion of your noun: an error or adjective: displaying creativity or
own achievements or abilities; misunderstanding; blunder imagination in its design; creative
humble
verb: to break or cause something noun: a formal word for someone

adjective: not new or not young;
to break suddenly into many trained to treat sick people; a
antique
small, brittle pieces; to fracture doctor
verb: to tell someone something

verb: to speak in a loud or angry
about a danger or a bad thing that
voice; to holler
might happen; to caution
436
Antonyms to Know

Getting Started
Materials Needed
Mystery Word of the Week Clue 1 •Student Reproducible, p. 153
The criminal tried to _____________ his crime, •Transparency 1, p. 418
but the clever detective was able to _________

his evil deed.
Vocabulary Words
agree
The Mystery Words of the Week are the antonyms conceal and expose. Tell ascend
students that there are two mystery words this week and that they are calm
antonyms, or opposites. descend
expand
Model/Teach
• Distribute the Student Reproducible page 153. fact
• Tell students to look at the Word Learning Tip. Remind them that familiar
antonyms are words that mean the opposite or nearly the opposite. Ask frantic
students to give examples of antonyms and write them on the chalkboard. glimpse
• Direct students to read the Vocabulary Building Strategy. Make sure they guilty
understand that antonyms are just one kind of context clue and that there
innocent
are many other kinds, including synonym clues.
inspect
• Read aloud the list of antonyms and the passage once while students
follow along. insult
• Then read the passage aloud for the second time, stopping after you read opinion
the sentence with the word glimpse. ordinary
• Do the on page 147. praise
• Tell students: As we continue to read this passage, I will stop after each quarrel
boldface word so we can talk about it. I want you to think about the shrink
Word Learning Tip and the Vocabulary Building Strategy. What context
clues help you determine each word’s meaning? Is there an antonym in the
unknown
sentence or a nearby sentence that gives a clue? Tell me what each word unusual
means and how you knew this.
• Place Transparency 1 on the overhead projector. Tell students that you are
going to write down their thoughts as they understand the meaning of
each boldface word.
Antonyms to Know 146

Antonyms to Know
• Continue reading the rest of the passage aloud. Pause at each sentence
Materials Needed with a boldface word. Ask volunteers to explain how they figured out
• Student Reproducible, p. 153 the meaning of each word. Help them consider all the context clues in
• Transparency 1, p. 418 the surrounding sentences and parts of speech of each word. Write their
responses on the transparency.
• Pair students. Have them use flashcards to reinforce word meanings.
Think Aloud English Language Learners

• Spanish speakers may need practice with certain sounds: /ex/ in expand;
Here’s how I would determine the
/s/ for sc in ascend, descend, and c in innocent; /sh/ in shrink, and silent
meaning of the word glimpse. I
letters in calm, unknown. Asian-language speakers may need practice
would reread the sentences around
with the /l/ sound in glimpse, guilty, unusual, and familiar. Model pronun-
the word glimpse: “Holmes can find
clues to a crime where other
ciation or provide a tape for practice sessions. If possible, have students
people see nothing. What they record themselves for self-evaluation.
barely glimpse, Holmes inspects
thoroughly.” First, I notice that Independent Activity
glimpse is a verb and describes an Write a Description Ask students to describe their favorite child
action taken by the subject “they.” or adult detective from books, television, or movies. Instruct them
It is contrasted or opposed to to tell why they like this detective by using vocabulary words.
another action, inspects, which is
taken by a different subject,
Holmes. Holmes inspects what
“they” or “other people” glimpse.
This leads me to believe that
inspects is an antonym clue that
will help me determine the
meaning of glimpse. Another
context clue is the word thoroughly,
which contrasts with barely. I know
that Holmes’s way of seeing
evidence is being contrasted to the
way others look at it. They barely
look or look briefly or carelessly,
whereas Holmes looks carefully
and thoroughly. On the basis of
these context clues, I conclude that
glimpse here means “to look briefly
or carelessly at something.”
Answer Key
147 Context Clues

Getting Started
Materials Needed
The thief decided to _____________ the stolen
gold in a cave. He was sure no one would
_____________ his treasure.
Think Aloud
I want to model for you the thinking
Review and Share Without revealing the detective’s name, have
that I do to complete this activity.
students in groups share the descriptions they wrote for the
Read the first definition along with
activity on page 147. Others can then guess the identity of the me: “to argue and to share the
detective. Group members should also identify and evaluate the same ideas.” I see that there are
use of vocabulary words. really two definitions here and that
they mean the opposite thing, so I
Model/Teach know that I am looking for a pair of
• Distribute the Student Reproducible pages 154 and 155. antonyms. Now I think about the
definitions. When I argue with
someone, we think differently about
• After you have modeled how to do the first item, have students things; we don’t agree. In fact, we
complete the rest on their own. Invite them to share their responses quarrel a lot. That’s one of my
and the thinking behind them. antonym pairs—agree and quarrel.
• Then have students complete the second activity. So I write quarrel in the blank to
match the first definition and then
agree to match the second
definition.
Make a Chart Before students begin the chart, suggest they
brainstorm a list of superheroes and supervillains and their
qualities. Draw a two-column chart on the chalkboard as a model.
Remind students to use opposite words, or antonyms, to contrast the Answer Key
1. quarrel and agree
two characters. 2. praise and insult
• Make Antonym Cards Have pairs of students choose five sets of 3. ascend and descend
4. calm and frantic
antonyms from the vocabulary list. Direct them to write the first word 5. unusual and ordinary
of each antonym pair on the front of an index card along with its 6. opinion and fact
7. expand and shrink
definition and an example sentence On the back, they can write the
8. familiar and unknown
same information for the other antonym in the pair. Have partners 9. glimpse and inspect
place the cards face down and take turns guessing the words on the 10. innocent and guilty
backs of the cards. 1. E 2. G 3. C 4. I 5. D

6. J 7. F 8. A 9. H 10. B

Antonyms to Know

Getting Started
Materials Needed
Some criminals try to ________ who they really
are. They hope no one will ________ their past
life of crime.
Think Aloud
This is how I would approach this
Review and Share Have students in groups share the charts
activity. I read the first item: “The tele-
they made for the activity on page 148. Then have those who
vision detective Columbo is very
chose the same characters compare lists, or have the class create a
smart. He has an extraordinary intelli-
gence, but he acts like an everyday
master list of contrasting qualities for heroes and villains.
person.” The directions tell me to
replace the boldface words with a pair Model/Teach
of antonyms. The words in boldface • Distribute the Student Reproducible page 156.
are extraordinary and everyday. They • Before students start, do the .
are antonyms. I look at the vocabulary
list to find another pair of antonyms
• After you have modeled completing the first item, have students do
with similar meanings. I discover ordi- the rest on their own. Invite them to share their responses and their
nary and unusual. I see that unusual thinking.
means the same as “extraordinary”
and ordinary means the same as Independent Activities
“everyday.” So, if I replace the Write a Script To help students complete the scripts, show them
antonyms in boldface in item 1 with an example of a script for a movie or a teleplay. Explain what
unusual and ordinary, the item should dialogue is and invite them to read their dialogue aloud.
keep its original meaning. I read the
• Play the Antonym Concentration Game Have pairs of students
two sentences with these replace-
ments: “The television detective
write each vocabulary word in a sentence on a separate index card.
Columbo is very smart. He has an Then ask them to arrange the 20 cards on the table, blank side up.
unusual intelligence, but he acts like Students should take turns turning over two cards. If a match of two
an ordinary person.” The item still has antonyms is made, the student takes the cards. Then the other person
the same meaning. So, I write gets a turn. Students continue playing until all the cards are used.
unusual and ordinary in the blanks.
Answer Key
1. unusual, ordinary 2. frantic, calm
3. agree, quarrel 4. inspect, glimpse
5. opinions, facts 6. unknown, familiar
7. praise, insult 8. shrink, expand
149 Context Clues

Materials Needed
Put Words Into Action •Student Reproducible, p. 157
Getting Started
Think Aloud
Superheros may try to ________ their special
The directions tell me to sort the
powers and pretend to be ordinary. They may not pairs of antonyms on the vocabulary
want to ________ themselves to their enemies. list among the three categories on the
page. I am to write the antonyms in
the blanks in the sentences where
Review and Share Have students in small group share the they make the most sense. The first
scripts they wrote for the activity on page 149. Invite some group category reads Words That Describe a
members to enact the dialogue and have listeners identify the Way of Moving. The item contains two
pairs of sentences in a balloon
vocabulary words and suggest others that might be used.
shape. The pairs of sentences read:
“A balloon can ______.” I understand
Model/Teach that I am to search the vocabulary list
• Distribute the Student Reproducible page 157. for two pairs of antonyms that can
• Use the . describe ways a balloon can move. I
look at the list and see that
• After you have modeled how to complete the first item, have students
ascend/descend (“going up/going
do the rest on their own. Invite them to share and explain their
down”) and expand/shrink (“getting
responses.
bigger/getting smaller”) are pairs of
antonyms that describe movements a
Independent Activities balloon can make. No other antonym
Have a Talk Jump-start students’ discussion by telling them that pairs on the list make sense in this
facts can be proven with evidence, whereas opinions are based on context. So, I write ascend/descend
personal beliefs or values. and expand/shrink in the blanks in
• Find Antonyms in Print Have students look through magazines the sentences.
and newspapers for examples of antonyms in headlines and

advertisements. Have them clip out examples and share them with the
class. Encourage discussion of the meanings of the antonyms and any Answer Key
visual or textual context clues. Word order may vary. Accept correct antonym
pairs in any order within a category.
1. ascend 10. agree

2. descend 11. innocent
3. expand 12. guilty
4. shrink 13. frantic
5. inspect 14. calm
6. glimpse 15. ordinary
7. insult 16. unusual
8. praise 17. unknown
9. quarrel 18. familiar

Antonyms to Know
Review and Extend

Getting Started
Materials Needed
Some television shows try to ________
criminals and their crimes. It is hard
to ________ yourself when millions of people
Think Aloud have seen your face on television.
Here is how I would go about com-
pleting the first analogy: “Glance is
to examine as glimpse is to Review and Share Have students share the lists of words and
[blank].” I look at the first pair of sentences they composed for the discussion activity on page 150.
words to see how they are related.
Invite the different groups to compare their sentences and agree on a
I know that the word glance means
single sentence that best expresses the difference between facts and
“to look at briefly.” I might glance
opinions.
at a picture in a magazine. Next, I
look at the other word in the pair:
examine. I know that examine Model/Teach
means “to look at carefully.” A doc- • Distribute the Student Reproducible page 158 and read the
tor examines a patient carefully to boxed information.
see why he or she is sick. So, I see • After discussing analogies based on antonyms, use the .
that these two words have opposite
• After you have modeled completing the first analogy, ask students to
meanings. Now, I look at the sec-
ond half of the analogy. The word
do the rest on their own. Then have students share their responses
glimpse means “to look at briefly.” and their thinking.
To complete the analogy, I must
find a word from the vocabulary list English Language Learners
that means the opposite of • Students may begin by writing analogies in their first languages and
glimpse. I choose the word inspect, then translating them into English with the aid of a bilingual diction-
which means “to look at carefully.” ary. They can share these analogies with their classmates, explaining
I write the word inspect in the blank the relationships in English.
in item 1.
Answer Key Write Analogies If students are comfortable with analogies,
Mystery Words of the Week: conceal, expose request that they create more analogies based on different
(Accept any other antonyms that fit
the context.) relationships. Suggest they try working with pairs of synonyms, or
1. inspect 6. opinion give examples of other possible relationships, such as part to whole
2. guilty 7. insult
(hand is to arm as foot is to leg) and activity to product (bake is to
3. frantic 8. quarrel
4. descend 9. ordinary cake as whip is to cream).
5. shrink 10. familiar
151 Context Clues

Check Your Mastery
Give the Test
• Distribute the Student Reproducible page 159. Materials Needed
• Read the directions aloud.
• Model how to do the activity by writing the following item on the
board and reading it aloud:
Student
If I nibble at my sandwich, I will eat very ______________.
Self-Assessment
If I gobble my lunch, I will eat ______________. Journal Writing Ask students to
write the Word Learning Tip and the
Vocabulary Building Strategy in
• Ask students to fill in the blanks with words that show they their own words. Tell them to
understand the boldface words. (Possible answers: little/slowly; explain how they will learn the
quickly) Have them explain their answers by telling what the two meaning of antonyms in the future.
boldface words mean.
• Tell students that after they finish, they should read over all the items
and check their answers.
• Invite students to talk with a partner about the questions they got
wrong. Ask them to fill in the blanks in the items they missed with
words or phrases that show they understand the vocabulary words.
Building Strategy helped them make correct responses.
Answer Key
Accept all reasonable responses.
1. dislike; like
2. elevator or escalator or stairs
3. eat too much; stop eating so much
4. a proven piece of information; a belief
that can’t be proven
5. test; she found out she passed
6. go to jail; go free or be declared not
guilty
7. don’t open it or don’t let him in; open
the door or let the person in
8. sad or upset; happy
9. forget; remember
10. snow; winter

Antonyms to Know
The Great Detective Vocabulary Words

agree innocent
One of the most famous detectives in the world is not a
ascend inspect
real person but a fictional character. He is Sherlock Holmes, the
calm insult
main character in a series of stories by the British writer Sir
descend opinion
Arthur Conan Doyle. In the stories, Sherlock Holmes solves
expand ordinary
mysteries with the help of his best friend, Dr. Watson.
fact praise
Holmes can find clues to a crime where other people see
familiar quarrel
nothing. What they barely glimpse, Holmes inspects
frantic shrink
thoroughly. When others give their opinions about who is glimpse unknown
guilty, he gives facts. Holmes never falsely accuses an innocent guilty unusual
person. He is familiar with methods of finding criminals that
are unknown to the police. Word Learning Tip!
Holmes and Watson share a second-story apartment in An antonym is a word that
London. Many frantic people ascend the stairs to ask for help. means the opposite or nearly
the opposite of another word.
By the time the worried person descends the stairs, he or she
Even though their meanings
feels calm and assured that Holmes can solve the problem. are the opposite, antonyms
Sherlock Holmes is an unusual character with amazing are always the same part
gifts. His friend Dr. Watson, on the other hand, is more of speech.
ordinary. The two work together very well. They agree about
Vocabulary
most things, but sometimes they quarrel. Watson praises Building Strategy
Holmes for his brilliant mind, but Holmes sometimes insults
Use Context Clues Clues in
Watson. The great detective thinks Watson allows his emotions the context—the surrounding
to get in the way of his ability to reason or think clearly. words and sentences—can
Watson, however, has more sympathy for human weakness help you learn antonyms.
The meaning of an antonym
than the ever-logical Holmes.
is usually found in a phrase
The number of Sherlock Holmes fans expands or sentence that comes after
every year. Millions have read about his adventures, it and tells the opposite
and millions more may have seen stories about meaning of that word.
him on television or in movies. Since the
interest in detective fiction seems to grow
more popular every year, there is little
chance that the number of Holmes fans will
shrink any time soon.
Antonyms to Know

agree expand glimpse insult quarrel
ascend fact guilty opinion shrink
calm familiar innocent ordinary unknown
descend frantic inspect praise unusual
Directions Read both clues in each item below. Then write the antonyms on the lines in the order
that matches the definitions. You may use the glossary to help you.
1. to argue and to share the same ideas

________________________________________________________________________________
2. to say something good about someone and to say something bad about someone
________________________________________________________________________________
3. to go up and to go down
________________________________________________________________________________
4. peaceful and very upset
________________________________________________________________________________
5. not common and common or everyday
________________________________________________________________________________
6. unproven information and proven information
________________________________________________________________________________
7. get larger and get smaller
________________________________________________________________________________
8. known by a lot of people and not known by anyone
________________________________________________________________________________
9. to look briefly and to look carefully
________________________________________________________________________________
10. not having done something wrong and having done something wrong
________________________________________________________________________________
154 Context Clues

Antonyms to Know

Directions Write the letter of the correct vocabulary word on the line next to each definition in the
first column.
1. _______ belief or idea A. glimpse
2. _______ to get smaller B. ordinary
3. _______ to argue C. quarrel
4. _______ to say words of approval D. calm
5. _______ not troubled E. opinion
6. _______ to move or go up F. familiar
7. _______ well known and easily recognized G. shrink
8. _______ to look at briefly H. innocent
9. _______ not to be blamed I. praise
10. _______ common or everyday J. ascend
Make a Chart Make a chart that shows how two people are opposite. You might choose a superhero
or superheroine and contrast him or her with a super-villain. Use five antonyms from the vocabulary
list and five new antonyms you find in textbooks, magazines, or newspapers.

Antonyms to Know

Directions Replace the boldface words in each item with a pair of antonyms from the list. Write the
replacement words on the blanks after each item.
1. The television detective Columbo is very 5. Detectives cannot rely on beliefs that are not
smart. He has an extraordinary intelligence, backed up by evidence. They need to find
but he acts like an everyday person. true pieces of information that will hold up
in court. (Make the vocabulary words plural.)
_________________ _________________ _________________ _________________
2. Columbo never gets upset. 6. Sometimes the real criminal is not known
No matter what happens, for a long time. He or she might be a
he seems peaceful. well-known person that nobody thinks
would ever commit a crime.
_________________ _________________ _________________ _________________
3. Detectives working in pairs need to 7. To gain his suspect’s trust, Columbo goes
have the same ideas on how to solve out of his way to say approving things
crimes. If partners argue, they lose time about them. He is careful never to say
and fail to catch the criminals. upsetting things to his suspects.
_________________ _________________ _________________ _________________
4. Columbo and other detectives 8. You would think the pool of criminals would get
look closely at clues and speak to smaller because of great detectives like Columbo,
witnesses. Witnesses who only briefly see but the numbers of wrongdoers continue to get
a suspect are not very helpful. bigger each day—at least on television.
__________________ __________________ __________________ __________________
Write a Script Take the chart you created. Partner with a friend to write a television mystery. Write a
script for four characters. Describe the setting and action, and create dialogue for your characters.
Use at least ten vocabulary words.
156 Context Clues

Antonyms to Know

Directions Sort the pairs of antonyms on the vocabulary list. Write the antonyms in the blanks in
the sentences where they make the most sense. Do not repeat words.
Words
That Describe Words
a Way of Moving That Describe
What People Do
1. A balloon 5. Detectives _____________.
can _________________. 6. Onlookers ______________.
2. A balloon 7. Some critics ____________.
can __________________.
8. Other critics may _______.
3. A balloon
9. Candidates __________.
can ________________.
4. A balloon can 10. Candidates
_____________. ____________.
Words That Describe the Way People Are

11. A suspect can be 15. Some students can be
__________________. __________________.
12. A suspect can be 16. Other students can be
__________________. __________________.
13. A parent can be 17. A visitor can be
__________________. __________________.
14. A parent can be 18. A visitor can be
__________________. __________________.
Have a Talk Form a small discussion group. Show you know the difference between a fact and an
opinion by giving examples of each one using vocabulary words. Then work together to compose a
sentence that explains the difference between the two words.

Antonyms to Know
Review and Extend

Learn
More! Antonyms, or words that have opposite meanings, can be used in analogies. An analogy
shows how two pairs of words are related in similar ways. One type of relationship between
words is one of opposition or contrast. Here is an example:
Hot is to cold as fast is to slow.
The first pair of words, hot and cold, are opposites. For the analogy to work, the second pair
must have the same relationship.
Directions Complete the analogies below by filling in the correct word from the vocabulary list in the blank.
1. Glance is to examine as glimpse is to _________________________________________.
2. Light is to dark as innocent is to ____________________________________________.
3. Peaceful is to upset as calm is to ____________________________________________.
4. Rise is to fall as ascend is to ________________________________________________.
5. Run is to walk as expand is to _______________________________________________.
6. Knowledge is to belief as fact is to ___________________________________________.
7. Love is to hate as praise is to ________________________________________________.
8. Laugh is to cry as agree is to ________________________________________________.
9. Exciting is to boring as unusual is to _________________________________________.
10. Lost is to found as unknown is to ____________________________________________.
Write Analogies Work with a partner to create analogies like the ones above. Use at least two sets of
antonyms from the vocabulary words. Then write two analogies with antonyms not on the list. Use a
dictionary, thesaurus, or glossary to help you.
158 Context Clues

Antonyms to Know
Check Your Mastery

Directions Fill in the blanks in the items below with words or phrases of your own that show you
understand the meaning of the boldface words.
1. If you insult people, they will ______________________ you. If you praise them,
they will ______________________ you.
2. You can ascend and descend on a(n) ______________________.
3. My stomach will expand if I ______________________, but it will shrink again

if I ______________________.
4. A fact is ______________________ while an opinion is ______________________.
5. The student was frantic after the ______________________. She became calm
when ______________________.
6. If the man is found guilty, he will ______________________. If the jury believes he is

innocent, he will ______________________.
7. When an unknown person comes to the door, I ______________________. If the face is

familiar, I ______________________.
8. When friends quarrel, they feel ______________________. When they find a way to
agree, they feel ______________________ again.
9. If you glimpse at a photograph, you will ______________________ the details, but if

you inspect it, you will ______________________ them.
10. In the state where I live, ______________________ is unusual in the summer but quite
ordinary in the ______________________.

DEFINITIONS
Lesson 10
agree (uh-gree) verb: to share the same ideas opinion (uh-pin-yuhn) noun: unproven information
ascend (uh-send) verb: to go up ordinary (ord-uh-ner-ee) adjective: common or
calm (kahm) adjective: peaceful everyday
descend (di-send) verb: to go down praise (praze) verb: to say something good about
someone
expand (ek-spand) verb: to get larger
quarrel (kwor-uhl) verb: to argue
fact (fakt) noun: proven information
shrink (shringk) verb: to get smaller
familiar (fuh-mil-yur) adjective: known by a
lot of people unknown (uhn-nohn) adjective: not known by
anyone
frantic (fran-tik) adjective: very upset
unusual (uhn-yoo-zhoo-uhl) adjective: not
glimpse (glimps) verb: to look briefly
common
guilty (gil-tee) adjective: having done something
wrong
innocent (in-uh-suhnt) adjective: not having done
something wrong
inspect (in-spekt) verb: to look carefully
insult (in-suhlt) verb: to say something bad about
someone

392
GLOSSARY
A P
agree (uh-gree) verb: to share the same ideas praise (praze) verb: to say something good
about someone
ascend (uh-send) verb: to go up
Q
C
quarrel (kwor-uhl) verb: to argue
calm (kahm) adjective: peaceful
S
D shrink (shringk) verb: to get smaller
descend (di-send) verb: to go down
U
E unknown (uhn-nohn) adjective: not known
expand (ek-spand) verb: to get larger by anyone
F unusual (uhn-yoo-zhoo-uhl) adjective: not
common
fact (fakt) noun: proven information
familiar (fuh-mil-yur) adjective: known by a lot
of people
frantic (fran-tik) adjective: very upset
G
glimpse (glimps) verb: to look briefly
guilty (gil-tee) adjective: having done something
wrong
I
innocent (in-uh-suhnt) adjective: not having
done something wrong
inspect (in-spekt) verb: to look carefully
insult (in-suhlt) verb: to say something bad
about someone
O
opinion (uh-pin-yuhn) noun: unproven
information
ordinary (ord-uh-ner-ee) adjective: common or
everyday
404
418
innocent inspect insult

(in-uh-suhnt) (in-spekt) (in-suhlt)
opinion ordinary praise

(uh-pin-yuhn) (ord-uh-ner-ee) (praze)
quarrel shrink unknown

(kwor-uhl) (shringk) (uhn-nohn)
Lesson 10
unusual
(uhn-yoo-zhoo-uhl)
Lesson 10
agree
(uh-gree)
Lesson 10 Lesson 10
Lesson 10
ascend calm descend

(kahm) (di-send)
(uh-send)
expand fact familiar

(ek-spand) (fakt) (fuh-mil-yur)
435
frantic glimpse guilty
(fran-tik) (glimps) (gil-tee)
verb: to say something bad about adjective: not having done
verb: to look carefully
someone something wrong
verb: to say something good

adjective: common or everyday noun: unproven information
about someone
adjective: not known by anyone verb: to get smaller verb: to argue
adjective: not common
verb: to share the same ideas
verb: to go down adjective: peaceful verb: to go up
adjective: known by a lot of

noun: proven information verb: to get larger
people
adjective: having done something

verb: to look briefly adjective: very upset
wrong 436
Putting It Together

Getting Started
Materials Needed
•Transparency 1, p. 418 The winner of the Fencing Tournament became
the _________ fencer in the state.
Vocabulary Words
additionally
banner The Mystery Word of the Week is champion.
depart
Model/Teach
eastern • Distribute the Student Reproducible page 167.
grasp • Tell students to look at the Word Learning Tip. Remind them that
lighter knowing the part of speech of a word can help them determine the
plead meaning of the unknown word.
rapid • Ask students to read the Vocabulary Building Strategy. Tell them they
can use the words they know in a sentence, or surrounding sentences,
retreat to understand the meaning of a word they don’t know.
western • Read the whole passage aloud once while students follow along.
• Before you read the passage again, tell students to think about the
words in boldface type and to try to determine their meanings.
• Invite students to read the first paragraph silently while you read it
aloud. Then do the on page 161.
• Place Transparency 1 on the overhead projector. Then tell students
that you will read the rest of the passage aloud, stopping at each
boldface word so that they can try to understand the meaning of the
word from the context of the sentence as well as by using the Word
Learning Tip and the Vocabulary Building Strategy. Encourage them to
share their thinking about how they determine what each word
means. Let them know that you are going to write down their
thoughts as they understand the meaning of each boldface word.
160 Context Clues

• Continue reading the rest of the passage aloud. Pause at each boldface
word. Ask volunteers to explain how they understand the meaning Materials Needed
of each word. Encourage students to look for context clues and to • Student Reproducible, p. 167
use the Vocabulary Building Strategy. Write their responses on the • Transparency 1, p. 418
transparency.
• After students have discussed the meaning of each boldface word,
provide time for them to work in groups, using flashcards to reinforce
meaning.
Think Aloud
English Language Learners Here’s what I would think about if I
didn’t know the word depart. Right
• Pair more fluent learners with those who are in early fluency. Invite
away, I would try to identify the part
pairs to write the words eastern and western in their personal word
of speech for depart. My first clue
journals. Then challenge students to make a list of places that are east
is that depart tells an action that
and west of school.
the warriors do. I know that action
words are verbs, so I decide that
Independent Activity depart is a verb. Now I can put
The Trip Home Ask students to imagine that they had gone to together what I know so far—that
the tournament. They are knights and live in a castle. Invite pairs this verb shows the warriors’
to brainstorm castle names and write a brief paragraph telling about action—with other context clues to
their trip home. Invite them to use four vocabulary words and four learn what the word means. I look
new adjectives. at the other phrase in the sen-
tence, “from the huge castle of Sir
Henry Craft.” I also look at the pre-
vious sentence and context clues:
“Knights are on their way to a tour-
nament, a big event in the Middle
Ages.” So now it’s clear to me that
the knights are going somewhere,
and they have to leave from their
castle. I also see that they go out
the castle gate. I think that leave is
probably a synonym for depart.
Now I can put all my thoughts
about verbs and context clues
together. Depart tells me that the
knights leave their castle to go to
the tournament. So depart must
mean “to leave.”
Answer Key
Putting It Together 161

Putting It Together

Getting Started
Materials Needed
When Max won three events, he became the
new __________ for his age group.
Think Aloud
Review and Share Encourage volunteers to read the story about
I’d like to go over how I’d complete this their trip home that they created for the activity on page 162.
activity. I know a good strategy for doing
Discuss the new adjectives that they used and add them to the word
a matching exercise. First, I match the
wall.
words and definitions I know. Then, I go
back and try to match the definitions of
which I’m not sure with words that have
Model/Teach
not been used. As I keep matching • Distribute the Student Reproducible pages 168 and 169.
words and definitions, the choices • Before the students start, do the .
become fewer, and it becomes easier
• After you have modeled matching words and definitions, ask students
to make the correct choice. Okay, now
to complete the rest of the items on their own and then share their
I’m going to do the first item. I have to
responses.
match retreat with its definition. I look
at my choices and decide that the • Then tell students to turn to page 169 and complete the next activity.
answer is probably E, “to move back or
withdraw from a difficult situation,” but Independent Activities
just to make sure, I think about how I Describe a Medieval Tournament! Point out to students that
could use the definition in a sentence. I one of the main kinds of entertainment during the Middle Ages
know that sometimes knights had to
was going to a tournament to watch knights fight against each other.
withdraw from difficult battles so I use
Challenge them to write about and describe a tournament event from
what I know about knights and the defi-
the point of view of the lords and ladies who watched, using at least
nition for retreat in a sentence. “The
two vocabulary words and four new verbs.
knights were forced to withdraw or
retreat from a difficult battle.” That • Create Word Cards Invite students to choose
sounds right. I decide that the correct two vocabulary words.
answer for retreat is definitely E: “to On a separate piece of Word lighter
move back or withdraw from a difficult paper, ask them to make Say li-t∂ r
situation.” I write the letter E in the a word card that includes tive and noun
Part of Speech adjec
blank next to retreat. the word name, how to (2) weighs less
Definitions (1) brighter
pronounce the word, its something
Answer Key (3) a device for lighting
1. E 2. F 3. G 4. A 5. H 6. I 7. D 8. C 9. J 10. B
part of speech, its
Picture
11. plead 12. rapid 13. Additionally 14. banner definition(s), and a
15. eastern, western 16. retreat, retreat picture(s), if possible.
17. lighter, lighter 18. grasp
162 Context Clues

Materials Needed
Getting Started
Think Aloud
Melanie is a riding __________ who has won Let’s read the first sentence togeth-
many first-place ribbons for her skills. er. “The knight refuses to
_________, or beg, and quickly
offers gold to his enemy.” Let me
show you how I would choose the
Review and Share Give volunteers an opportunity to share their correct word for this sentence.
descriptions of a tournament event from the activity on page 162. There are three choices: rapid,
When they have finished, give other students an opportunity to ask depart, and plead. Right away I
eliminate rapid because I know that
volunteers several questions about the event about which they wrote.
rapid is an adjective and I need a
Add all new nouns and verbs to the word wall.
verb. That leaves depart and plead.
I know that both of these words are
Model/Teach verbs. I decide to read the sen-
• Distribute the Student Reproducible page 170. tence again and notice the word
• Before students start, do the . beg follows the word I need to write
in the blank. I know that beg is a
• After you have modeled finding the best word to fit in the blank,
synonym for plead so the correct
have students complete the rest of the items on their own. Then ask
word is plead. I write plead in
students to share their responses.
the blank.

• Review the list of eastern and western places students made. Underline
–ern in eastern and western. Ask students to repeat –ern several times.
Then have them say southern and northern. These words may cause
pronunciation problems for English Language Learners because the –e
(long e) in east and the –e (short e) in west are each pronounced dif-
ferently than the e in –ern.
Independent Activity Answer Key

Write a Diary Entry Remind students that a diary entry usually 1. plead
2. eastern
tells about a person’s thoughts and feelings about certain events in 3. banner
their lives. Encourage them to write a diary entry from the point of 4. depart
view of a squire, knight, lord, or lady. You may also want briefly to 5. additionally
6. rapid
discuss the role of each of these people in the Middle Ages. 7. lighter
8. retreat
9. western
10. grasp

Putting It Together

Getting Started
Materials Needed
A _____________ is someone who wins
competitions or tournaments.
Think Aloud
Let’s take a look at the directions Review and Share Before students read their diary entries from
for this activity: “Sort the vocabu- the activity on page 163, ask them to explain briefly why they
lary words. Write each word under
chose to be a squire, knight, lord, or lady. Then discuss the words
the correct heading. Some words
from earlier lessons that they used. Add these to the word wall.
can be used more than once.”
First, I would read each heading to
make sure I understand the cate-
Model/Teach
gories. There are two ways that I • Distribute the Student Reproducible page 171.
can do this activity. I can look at • Use the to model sorting words.
each heading and decide what
• Suggest that students complete the activity on their own and then
word or words fit, or I can start with
work in pairs to share their responses.
the first vocabulary word and
decide under which heading I
should write it. I think it’s easier to English Language Learners
start with the first heading: Nouns. • Display a map of the United States. Write eastern and western on the
I read the first vocabulary word, chalkboard. Show students the eastern and the western parts of the
additionally. I know that additionally United States. Invite volunteers to complete this sentence: “[Maine] is
is not a noun, it’s an adverb, so I in the eastern part of the United States. [Utah] is in the western part
read the next word, banner. Right of the United States.” Continue this activity using other state names.
away, I recognize that banner is a
noun because it names something, Independent Activity
so I write banner in the blank.
Become a Play Writer Demonstrate how students can use all the
words in this lesson in complex sentences. For example, you
Answer Key could show how you put several of the nouns together in one
Word order within each category may vary. sentence: The knight lit the torch with a lighter, picked up the banner,
Nouns Adjectives Verbs and made a fast retreat.
1. banner 4. eastern 8. depart
2. retreat 5. lighter 9. grasp
3. lighter 6. rapid 10. plead
7. western 11. retreat
Adverbs
12. additionally
See page 400 for bonus sample sentence.
164 Context Clues

Materials Needed
Getting Started
Think Aloud
Laila plays chess better than anyone in her Read the first item silently with me
school club. She won the chess tournament as I read it aloud. “The Seven Ups
and became the club __________. are the number one softball team
in the east. They won the
championship for the eastern
Review and Share Give students the opportunity to discuss the division.” The first thing I have to do
sentences from play writing activity on page 164. Have them work is determine what part of speech
with a partner to polish their sentences. Then post them on the eastern is in this sentence. My first
clue is that the word eastern tells
bulletin board.
more detail about division. That tells
me that eastern is an adjective. I
Model/Teach write adjective in the first blank.
• Distribute the Student Reproducible page 172 and read the boxed Now, I have to find the meaning of
information. the word eastern. If I didn’t know
• After discussing the boxed information, use the . what eastern means, I could use
context clues to understand it. I
• Ask students to complete the remaining items on their own and then
read the sentences again and
notice that this is the number one
softball team in the east. East is a
Independent Activities very useful clue. It helps me to
Make a Synonym and Antonym Web Encourage the class to determine that “in the east” is a
brainstorm a list of synonyms and antonyms for the following good short definition for eastern.
words: depart, grasp, plead, and rapid. Invite a volunteer to draw a I write “in the east” in the blank.
word web on the board for each word, with smaller categories labeled
Synonyms and Antonyms. Challenge students to think of as many
words as possible. Tell them to use a dictionary and a thesaurus for Answer Key
Mystery Word of the Week: champion
this activity if they’d like. (Accept any other words that fit the context.)
Note: Wording in definitions will vary.
• Use Nouns as Adjectives Tell students that some nouns can work Accept all reasonable responses.
like an adjective in a sentence if placed before another noun. Write 1. adjective
2. in the east
the following sentences on the chalkboard. The team flew its banner. 3. adjective
We had a banner year. Ask students what part of speech banner is in 4. in the west
each sentence. Explain that in the second sentence, banner is an 5. verb
6. hold tight
adjective that means unusually good. Challenge students to look 7. adverb
through textbooks, magazines, and newspapers to find an example 8. in addition to
of the same word used as a noun and an adjective and write the 9. noun
10. a large piece of material
sentences in which they find the word in their journals.

Putting It Together
Check Your Mastery

Give the Test
• Read the directions for the Check Your Mastery activity. “Fill in the
blank to complete each sentence.” Tell students that their job is to
show what they know about each vocabulary word by completing
Student each sentence. Model how to answer a question by writing the
Self-Assessment following sentence on the board and reading it aloud:
share what they learned about put- You can make your backpack lighter by ___________.
ting their knowledge about words
together in this lesson. Invite them
to write how knowing a word’s part • Ask students to complete the sentence by adding words to fit in the
of speech helped them understand blank. Have them explain how the context helped them to complete
the word’s definition. the sentence.
• Tell students that after they finish, they should read over the page
and check their answers to make sure they make sense and express
their ideas.
• Have them talk with a partner about the questions they got wrong.
Ask them to write a new sentence using the correct vocabulary word
for each item they missed.
Answer Key
Here are some samples.
Accept all reasonable answers.
1. a sporting event
2. hold, clutch, grab
3. equal rights for all
4. a bear
5. slow
6. west
7. in addition to
8. adjective
9. eastern
10. go away, leave
166 Context Clues

Putting It Together
Vocabulary Words Lights! Camera! Action!

additionally lighter
“Let me explain
banner plead
this scene!” the
depart rapid
director calls out.
eastern retreat
grasp western
“Knights are on their
way to a tournament, a big
Word Learning Tip! event in the Middle Ages. These
In this chapter, you have warriors depart from the huge
learned that words can be castle of Sir Henry Craft. The sun is rising in the eastern
different parts of speech.
sky as they ride on horses in a long line out of the castle
You can use the part of
speech of an unknown word gate. Their helpers, called squires, ride in front of the
to understand its meaning. knights. The squires hold up a blue and gold banner. This
Multiple-meaning words have flag shows Sir Henry Craft’s colors. In the center there is a
different meanings when
they are used as different
special design, called a coat of arms, that also stands for Sir
parts of speech. Henry’s family name. The knights grasp lances in their
right hands, and they wear heavy armor that is made of
Vocabulary
metal plates. Additionally, each of them wears a sword on
Building Strategy
the left side of his armor.”
Use Context Clues Context
clues can help you determine “Everyone moves at a steady, rapid pace. The knights
the meaning of an unfamiliar ride quickly to get to the tournament on time as the
word. Look for synonyms and morning sky gets lighter and brighter. Finally, they arrive
antonyms as context clues.
and the event begins. The knights try to knock one another
Use context clues to under-
stand which meaning of a off their horses. Sir Henry falls off his horse. Because
multiple-meaning word is knights don’t beg, he refuses to plead for mercy. Instead he
being used. chooses to pay a big fine in gold to the knight who defeated
him. Sir Henry decides it’s time to retreat and withdraws
quickly from the tournament.”
“The tournament ends as the sun sets in the western sky.
Everyone is tired after a day of thrilling tournament battles.”
“Do you understand the scene?” asks the director.
“Okay, let’s shoot it now!”
167 Context Clues

Putting It Together

additionally depart grasp plead retreat
banner eastern lighter rapid western
Directions Match each word with its definition. Write the letter of the correct definition in the blank
before the word. You may use the glossary to help you.
1. _________ retreat A. quick, fast
2. _________ eastern B. to beg someone to do something
3. _________ banner C. in addition to, plus, also
4. _________ rapid D. in or from the west
5. _________ lighter E. to move back or withdraw from a difficult situation
6. _________ grasp F. in or from the east
7. _________ western G. a long piece of cloth with writing, designs, and pictures
8. _________ additionally H. brighter or less in weight;

a device for lighting something
9. _________ depart I. to hold something tightly
10. _________ plead J. to leave

Putting It Together

Directions Use the definition clue to choose the word that fits in each sentence below.
11. A verb that means to beg or to say in court that you are not guilty
The defendant will ______________________________________________ “not guilty.”
12. An adjective that means very fast, quick, or speedy
After the accident, her heartbeat was very _____________________________________.
13. An adverb that means in addition to or extra
This summer I would like to go to camp. _____________________________________,
I would like to take a trip with my parents to a national park.
14. A noun that names a piece of cloth with a motto or legend
The school proudly displayed the __________________ with the words “Reach for the Stars.”
15. An antonym pair of adjectives that mean from the east and from the west
Maine is an __________________ state, and California is a ___________________ state.
16. A verb that means to move back from a difficult situation that is also a noun that means a
quiet place to go to relax and think
After the soldier was forced to ______________________________________________,
he went to a __________________________________ to think about what went wrong.
17. A verb that means brighter or less in weight, as well as a noun that means a device for
lighting a candle or fire
Josh lit the fire with his _____________________________________. After he removed
the cooking supplies, his knapsack was _______________________________________.
18. A verb that means to hold something tightly and to understand something
Kim didn’t understand. She couldn’t _______________________________ the problem.
Describe a Medieval Tournament Work in small groups. Brainstorm different points of view of the lords
and ladies who watched the tournament events. Write a description of what they might have seen and
how they felt during a tournament. Use at least two vocabulary words and four new verbs in your description.
169 Context Clues
Putting It Together

Directions Write the vocabulary word that best fits in the blank.
1. The knight refuses to ______________________________________ (rapid, depart, plead),

or beg, and quickly offers gold to his enemy.
2. The princess rode slowly east for two days to see the ______________________________
(eastern, rapid, western) part of her kingdom.
3. Each knight carried a _____________________________________ (retreat, grasp, banner)
that had a different design!
4. Lady Elizabeth will ______________________________________ (western, depart, grasp)
from the castle at 10 A.M. in the morning.
5. Young squires studied all day and, _____________________________________________
(eastern, additionally, lighter), had to learn how to serve food.
6. Lord Henry’s horse galloped at a very ___________________________________________
(banner, retreat, rapid) speed and won the race easily.
7. Sir Richard lifted the __________________________________ (banner, lighter, additionally)
shield up to his neck, while the squire lifted the heavier one.
8. Lady Katherine told the knights to _____________________________________________
(plead, additionally, retreat) after the attack on the castle.
9. If you travel west, toward the ____________________________ (eastern, western, lighter)
kingdoms, you will see Sir Edward Watts’s castle.
10. The young squire was told to ________________________________ (plead, depart, grasp)
the reins tightly as he rode the horse.
Write a Diary Entry Imagine you are a squire, knight, lord, or lady. Select a vocabulary word that your
character might use from each lesson in this chapter. Put these words in sentences that your
character would write in his or her diary.
Putting It Together

Directions Sort the vocabulary words. Write each word under the correct heading. Some words can
be used more than once.
Nouns Verbs
1. _____________________________ 8. _____________________________
2. _____________________________ 9. _____________________________
10. _____________________________
3. _____________________________
11. _____________________________
Adjectives
4. _____________________________ Adverbs
5. _____________________________ 12. _____________________________
6. _____________________________
7. _____________________________
BONUS Choose one noun, one verb, one adjective, and one adverb from the vocabulary words. Write a
sentence using all four words.
______________________________________________________________________________
______________________________________________________________________________
Become a Play Writer People who write plays know how to write good sentences. See how well you can
write directions for a play about a tournament. Write four sentences telling what happens in your play.
One sentence will use all the nouns above. One will use all the verbs. One will use all the adjectives. The
last will use the adverb.
171 Context Clues

Putting It Together
Review and Extend

Learn
More! When you can identify what part of speech an unknown Multiple-meaning words have
word is, it can help you understand the meaning. You different meanings when they are
can also use synonyms or antonyms as context clues to help used as different parts of speech.
you understand an unfamiliar word by looking for a similar
Multiple-Meaning Words
or opposite word that is the same part of speech.
The lighter had a strong
Synonyms and Antonyms flame.
Nancy’s team will leave at 3 P.M., while Jenny’s team A feather is lighter than a
will depart at 4 P.M. stone.
New Hampshire is an eastern state, while Wyoming
is a western state.
Directions Read each sentence. Write what Coach James told the girls that it was
part of speech the boldface word is.
important to grasp their bats very tightly
Then write a short definition for each word.
when it was their turn to hit.
5. Part of Speech: __________________
The Seven Ups are the number one
6. Definition: ______________________
softball team in the east. They won the
championship for the eastern division. Marissa is the top player for the Seven Ups.
1. Part of Speech: __________________ Additionally, she is the captain of the team.
2. Definition: ______________________ 7. Part of Speech: __________________
8. Definition: ______________________
The Cougars, on the other hand, are the
top softball team in the west. They won The banner on the gym wall said, “Go Seven
the title of western champions. Ups! Beat the Cougars!”
3. Part of Speech: __________________ 9. Part of Speech: __________________
4. Definition: ______________________ 10. Definition: _______________________
Make a Synonym and Antonym Web Brainstorm synonyms and antonyms for depart, grasp, plead, and
rapid. Think of as many words as possible. You may use a dictionary, thesaurus, and your own
knowledge to find these words.
Putting It Together
Check Your Mastery

Directions Fill in the blank to complete each sentence.
1. You might see a banner at ____________________________________________________.
2. A synonym for grasp is _______________________________________________________.
3. One thing you might plead for is _______________________________________________.
4. Most people would retreat from _______________________________________________.
5. An antonym for rapid is ______________________________________________________.
6. In the evening, the sun sets in the ___________________________, or in the western sky.
7. Another way to say additionally is _____________________________________________.
8. When the word lighter describes something that weighs less, it is an ____________________.
9. The opposite of western is ___________________________________________________.
10. A synonym for depart is ______________________________________________________.
173 Context Clues

DEFINITIONS
Lesson 11
additionally (uh-dish-uh-nuhl-lee) adverb: in
addition to; plus; also
banner (ban-ur) noun: a long piece of cloth with
writing, designs, and pictures
depart (di-part) verb: to leave
eastern (eest-urhn) adjective: in or from the east
grasp (grasp) verb: 1. to hold something tightly;
2. to understand
lighter (lite-ur) noun: 1. a device for lighting

something; adjective: 2. brighter;
3. less in weight
plead (pleed) verb: 1. to beg someone to do
something; 2. to say in court that you are
not guilty
rapid (rap-id) adjective: quick, fast
retreat (ri-treet) noun: 1. a place to go to relax and
think; verb: 2. to move back; 3. to withdraw
from a difficult situation
western (wess-turn) adjective: in or from the west

392
SAMPLE SENTENCES
Lesson 11

BONUS: The troops were happy that they were able to retreat
to the eastern quarter in time to depart by train and
additionally, to get their victory banner.
400
GLOSSARY
A
additionally (uh-dish-uh-nuhl-lee) adverb: in
addition to; plus; also
B
banner (ban-ur) noun: a long piece of cloth with
D
depart (di-part) verb: to leave
E
eastern (eest-urhn) adjective: in or from the east
G
grasp (grasp) verb: 1. to hold something tightly;
2. to understand
L
lighter (lite-ur) noun: 1. a device for lighting
something; adjective: 2. brighter;
3. less in weight
P
plead (pleed) verb: 1. to beg someone to do
something; 2. to say in court that you are
not guilty
R
rapid (rap-id) adjective: quick, fast
retreat (ri-treet) noun: 1. a place to go to relax
and think; verb: 2. to move back;
3. withdraw from a difficult situation
W
western (wess-turn) adjective: in or from the
west
404
418
Lesson 11 Lesson 11
additionally banner
(uh-dish-uh-nuhl-lee) (ban-ur)
depart eastern grasp

(di-part) (eest-urhn) (grasp)
lighter plead rapid

(lite-ur) (pleed) (rap-id)
Lesson 11 Lesson 11
retreat western
(ri-treet) (wess-turn)
437
noun: a long piece of cloth with
adverb: in addition to; plus; also
verb: 1. to hold something

adjective: in or from the east verb: to leave
tightly; 2. to understand
verb: 1. to beg someone to do noun: 1. a device for lighting

adjective: quick, fast something; 2. to say in court that something; adjective: 2. brighter;
you are not guilty 3. less in weight
noun: 1. a place to go to relax

and think; verb: 2. to move back
adjective: in or from the west
3. to withdraw from a difficult
situation
438
Words With Prefixes
(dis-, fore-, sub-, under-)
Be a Word Architect
Getting Started
Materials Needed
The weather forecaster reported that a
strong hurricane is headed this way. It could
be a terrible _________ for our town.
Vocabulary Words
disagreeable
discomfort
discontent The Mystery Word of the Week is disaster.
displease
Model/Teach
distrust
forearm
• Read the Word Learning Tip aloud. Tell students that many long words can be
forecaster learned by looking to see if they contain word parts. For example, words in
foretell this lesson contain a word part called a prefix. A prefix is a letter or group of
submerge letters that is added to the beginning of a word or root. A prefix always has the
same meaning. Point out to students that whenever they don’t know a word,
subscription they should look to see if it has a prefix. If they know the prefix meaning, they
subway can use it to help them determine what the unfamiliar word means.
subzero • Ask students to read the Vocabulary Building Strategy. Tell students they
underground can find the meaning of a new word by putting together the meaning of
the prefix and the word or root it was added to. The meaning of the new
underpay
word comes from the meaning of these two parts.
underrate
• Write the prefixes dis-, fore-, sub-, and under- on the board. Tell students
that the prefix dis- means “not, lack of, or opposite of.” Fore- means “in
front of, ahead of time, or before.” Sub- and under- have similar meanings.
Sub- means “under or lower than.” Under- means “below or less than.”
Ask students to suggest words that they know with these prefixes. Then
have students look at the chart on page 182 showing these prefixes
and their meanings.
• Explain that when they see one of these prefixes in an unfamiliar word,
they immediately know one thing: The new word has, as part of its
meaning, the meaning of the prefix. For example, if they see the word
submarine, they immediately know that the word contains the meaning
175 Words and Their Parts

“under.” This helps them determine that a submarine is a boat
that goes under the water.
• Have students turn to the activity on page 183.
Think Aloud
Explain that now they are going to sort the vocabulary words by The first vocabulary word is disagreeable. I
placing all of the words with the same prefix on the same branch see the prefix dis–, so I put this word on
of the prefix tree. the branch of the prefix tree labeled “dis–.”
I know that all of the words that I put
• Use the to model how to complete the activity.
on this branch will carry one of these
• Request that students complete the rest of the activity on their meanings: “not, lack of, or opposite of.”
own. Then invite student volunteers to share their responses. Knowing this will help me understand their
meaning. Let me see how this works.
• Ask students to think about the meaning of each word. Have them
Since I know the meaning of dis–, I can
put the meaning of the word parts together to try to determine the
determine that disagreeable means “not
meaning of each unfamiliar word. Explain that they should try to
agreeable” or “not pleasing.”
think creatively as they do this. Some words will be easy to
understand, such as distrust. Some will be harder, such as
subscription. Explain and discuss the meaning of each word with
your students. The purpose is to encourage the students to use the
Word Learning Tip and Vocabulary Building Strategy to determine
word meanings.
• Divide the class into small groups. Have them use flashcards to
reinforce the meaning of the words.

• Some students may need help pronouncing words with prefixes. In
English, the pattern is that prefixes and suffixes are usually not
stressed. However, this vocabulary list contains three prefixes that do
receive the stress: fore-, sub-, and under- (the first syllable in under is
stressed). Draw a chart on the board. Label the first column: Prefix Is
Stressed. Label the second column: Prefix Is Not Stressed. Say each
vocabulary word aloud. Ask students to decide in which column you
should write the word. (Words with the prefixes fore-, sub-, and under-
Answer Key
go in the first column; words with the prefix dis- go in the second
fore– sub–
column.) f o re a r m s u b m e rg e
f o re c a s t e r subscription
f o re t e l l subway
Independent Activity s u b z e ro
Find New Words With Prefixes Provide a variety of books, dis-
newspapers, and magazines for students to browse through to d i s a g re e a b l e
d i s c o m f o rt under–
find new words. Students should list their words in their personal discontent u n d e rg ro u n d
word journals as well as in each sentence in which they found the displease underpay
distrust underrate
word. As a challenge, suggest that students write a new sentence
using each word they found. See page 392 for definitions.
Words With Prefixes (dis-, fore-, sub-, under-) 176

Words With Prefixes

Getting Started
Materials Needed
Nikki and her friends were going to put on a play
in their neighborhood. If Mike or Leah forgot all
their lines, the play would be a _________!
Think Aloud
Let me show you how I use the
clues to help me find the
Review and Share Provide an opportunity for students to share the
vocabulary word that matches the words and definitions they found for the find new words activity on
definition. Let’s look at the first page 176. Ask volunteers to write each vocabulary word on an index card
definition together: “to tell about and put it on the word wall. Then invite them to write their new words on
something before it happens; to index cards, share the words with the class, and add their new words to
predict.” Here’s the first clue: “This the word wall.
word begins with a prefix that
means ‘ahead of time.’” I Model/Teach
remember that the prefix that • Distribute the Student Reproducible pages 184 and 185.
means “ahead of time” is fore-.
Now I look at the vocabulary list.
• Before students begin, do the .
There are three words that begin • After you have modeled using clues to connect a word with its meaning,
with the prefix fore-: forearm, ask students to complete the rest of the activity on their own.
forecaster, foretell. The second clue
should help me figure out which of Independent Activities
these words matches the definition:
Forecast Future Events Before students start this activity, lead a
“It ends with a verb that means
class discussion about changes that have happened in the last 20
‘say.’” Now I know that foretell is
years. Then suggest that students look to the future. Divide them into
the word I’m looking for, since tell is
small groups so that they can talk about events that might happen in the
another word for say. So foretell
means to tell about something
next 20 years. Remind them that when you predict the future, you
before it happens. Foretell is the forecast or foretell it.
word I write in the blank. • Make an Opposite-Pair Poster Explain to students that the prefix dis-
helps you form opposites. The words please and displease are opposites,
Answer Key for example, as are the words comfort and discomfort. Ask students to
1. foretell 9. distrust
choose a pair of opposites formed by using the prefix dis-. (They can use
2. displease 10. underpay
3. subway 11. discomfort a vocabulary word and its opposite or two new words.) Have them divide
4. underrate 12. disagreeable a piece of paper in two and, on each side, write a sentence telling about
5. underground 13. forecaster
6. subzero 14. submerge
each word. For example: Content is a kitten curled up on your lap.
7. discontent 15. subscription Discontent is a rainy day when you can’t go outside to play. If you like,
8. forearm suggest that they illustrate their sentences.

Materials Needed
Learn Words in Context • Word Web Graphic
Organizer, p. 421
Getting Started
Jamal’s family planned a barbecue to celebrate I’d like to model my thinking when I come
his birthday. Unfortunately, it rained very hard to a word that I don’t know with a prefix.
The interviewer says: “My name is Jenny
as everyone began to eat. The food and the people
Jensen. I want to be a weather forecaster
were soaking wet. Everyone thought it was a _______! like you when I grow up, so I’d like to ask
you a few questions about your job.” If I
didn’t know the word forecaster, I’d look at
Review and Share Ask students to share their forecasts of the word to see if it contains a prefix. I
future events from the activity on page 177. Take a poll to see that forecaster begins with the prefix
discover the top ten events that students predict will occur. Post fore-. If I break forecaster apart, I get fore
them on the bulletin board. plus cast plus er. I know that fore- means
“before” or “ahead of time.” I know cast
Model/Teach means to spread out or throw and I
associate the word cast with broadcast, so
cast could also mean to “announce” or
• Tell students that you are going to read an interview that includes “tell.” I also remember that the ending -er
their vocabulary words. They should follow along silently as you often means “someone who does a
read the interview aloud. certain job.” So now I can put together
• Before you read the story again, do the . what I know about the prefix and the
other word parts. A forecaster must be
• Place the transparency on the overhead projector. Tell students
“a person who tells what will happen
that as you read this time, you will stop at each boldface word.
in the future.”
Ask them to use the Word Learning Tip and Vocabulary Building
Strategy to determine the meaning. You also want them to
explain their thinking.
• After you have finished reading, have students review the meaning of
the vocabulary words.
Write About a Weather Event Before they begin, distribute copies
of the Word Web Graphic Organizer. Write Amazing Weather
Events in the center. Invite students to suggest events that fit in the outer
circles. For example: hurricane, ice storm, or tornado. Then have
students choose one of these events or pick their own topic to write
about. Tell them to use three vocabulary words and three new words Answer Key
with prefixes. See page 392 for definitions.

Words With Prefixes

Getting Started
Materials Needed
The river overflowed and flooded the town.
People had to be rescued from their homes
and businesses. The flood was a ________.
Think Aloud
Let’s look at the first item together.
Review and Share Ask student volunteers to read their
“The weather in Alaska is almost
paragraphs about amazing weather events aloud from the
always below zero in the winter.”
activity on page 178. After each paragraph is read, have the class
My job is to find the vocabulary
identify which vocabulary words were used.
word that fits the definition “below
zero.” This is easy since I’m pretty
sure the word will have zero in it. I Model/Teach
look through the vocabulary words • Distribute the Student Reproducible page 187.
and see the word subzero. I know • Before students begin, do the .
that the prefix sub- can mean
“under or lower than,” so when I
• After you have modeled how to put together the meaning of prefixes
put the meaning of sub- together
and words to find a new word’s meaning, ask students to complete the
with zero, I get “under zero or lower activity on their own. Provide time for them to share their responses.
than zero.” That means about the
same as “below zero.” I replace English Language Learners
below zero with subzero as a final • Use index cards to make flashcards. On the first set, write the prefixes.
check. “The weather in Alaska is On the other set, write the root words. Shuffle each deck and put
almost always subzero in the them in two different piles. Hold up the top card from each deck. Ask
winter.” It makes sense. I write students whether or not these two cards make a word. Continue this
subzero in the blank. process until you have made five words.
Give a Weather Report Encourage students to write their
Answer Key weather reports to resemble those in newspapers or online. Take a
1. subzero
2. distrust few minutes to discuss what information belongs in a weather report,
3. underrate such as temperatures and symbols for rain or sunshine. Ask students
4. foretell
5. forecaster
to use as many vocabulary words as possible.
6. displease
• Think About Words Explain that in some parts of the world (for
7. discomfort
8. disagreeable example, England), people refer to the subway as the underground.
9. discontent Ask students to write in their journal telling why the word
10. underground
underground also makes sense as a name for this type of train.

Materials Needed
Review and Extend Organizer, p. 421
Getting Started
Hurricanes can do a lot of damage. Let’s look at the first sentence together:
This kind of severe weather is a ________. “When divers submerge, they go __________
the water.” I know that the prefix sub- means
“under.” Let’s see if that word fits in the
Review and Share Give students an opportunity to present oral sentence: “When divers submerge, they go
weather reports, using their weather reports as notes from the under the water.” That fits, so I write the word
activity on page 179. You may also want to let them use simple props. under in the blank.
Encourage a class discussion about which reports were the most

useful and interesting.
Model/Teach
• Distribute the Student Reproducible page 188. Ask a student
volunteer to read the directions aloud.
• Do the to model using the meaning of a prefix to
determine the meaning of an unfamiliar word.
• After you model the first item, have students finish the activity.
• Let students complete the bonus item and share their sentences.
Draw a Word Web Distribute copies of the Word Web Graphic
Organizer. Have students work in four groups. Give groups an
opportunity to brainstorm new words before they look in the
dictionary for new words. Answer Key
Mystery Word of the Week: disaster
• Understand Word History Tell students that in the past, people (Accept any other nouns that fit the
used stars to tell the future. The stars might support an action or be context.)
1. under
against it. Write the word disaster on the board. Explain that it is 2. under
made up of the prefix dis- and the Latin word for “star,” astrum. 3. not
4. not
Ask students to list ten things that may be disasters.
5. ahead of time/in advance
6. in front of
7. less than/not as much as
8. beneath/below
9. opposite
10. opposite
Students’ responses to bonus sentence will
vary. See page 400 for sample sentence.

Words With Prefixes
Check Your Mastery

Give the Test
• Read the directions: “Choose the word that best fits each sentence.
Write it in the blank.” Tell students that there are three word choices.
Their job is to choose the word that best fits the context of the sentence
Student and write it in the blank.
Self-Assessment • Model how to complete a sentence by choosing the correct word choice.
Journal Writing Ask students to Write the following on the board:
think about what they learned
about using prefixes and how they
If someone tells you a lie, you will probably __________
can put together word parts to
learn what a word means. Ask
(discomfort, disagreeable, distrust) him or her in the future.
them to tell how they can use the
Word Learning Tip and Vocabulary
• Ask students to choose the word that best completes the sentence. Have
Building Strategy in the future to
them explain why they chose that word and not one of the others.
determine the meaning of words
with prefixes. • Tell students that after they finish, they should read over the page and
check their answers. If they want to change an answer, they need to
erase the old answer completely.
Answer Key
1. underground
2. subscription
3. forearm
4. disagreeable
5. discontent
6. submerge
7. underrate
8. subzero
9. subway
10. forecaster

Words With Prefixes (dis–, fore–, sub–, under–)
Be a Word Architect
Learn
Vocabulary Words More!
disagreeable submerge A prefix always has the same meaning. Use the meaning of the
discomfort subscription prefix to help learn what a new word means.
discontent subway
You know something right away about all the words that begin with
displease subzero the prefix dis–. They all contain the meaning “not, lack of, or
distrust underground opposite of.” Words with the prefix fore– all contain the meaning
forearm underpay “in front of, ahead of, or before.” Words with the prefix sub– all
forecaster underrate contain the meaning “under or lower.” Words with the prefix under–
foretell all contain the meaning “below, beneath, or less than.” Notice that
the prefixes sub– and under– mean basically the same thing.
Word Learning Tip!
Prefix Meaning
To learn a long word, try
dis– not, lack of, opposite of
looking for the meaning in its
parts. Some long words are fore– in front of, ahead of time, before
made up of a prefix and a sub– under, lower than
word or root. A prefix is a under– below, beneath, less than
letter or group of letters you
can add to a word to form a
new word. For example,
dis + please = displease. You
can also add a prefix to a
root—another word part.
For example, the root
merge comes from the
Latin word for “dive”:
sub + merge = submerge.
Vocabulary
Building Strategy
Use Prefixes A prefix is
always added to the beginning
of a word or root. Put together
the meaning of the prefix with
the meaning of the word or
root to determine the meaning
of a new word. Find New Words With Prefixes Look through magazines and books.
Find at least four new words, one each for the prefixes dis–,
fore–, sub–, under–. Write the words and the sentences in your journal.
Then try to write a new sentence for each word.
L
Be a Word Architect
disagreeable displease forecaster subscription underground
discomfort distrust foretell subway underpay
discontent forearm submerge subzero underrate
Directions Look at each branch of the prefix tree below. Place each vocabulary word in the blank on
the correct branch. Circle the prefix in each word.
fore– in front of, ahead of time, before sub– under, lower than
under– below, beneath, less than
dis– not, lack of, opposite of
Words With Prefixes (dis–, fore–, sub–, under–) 183


Directions Read each definition. Then look at the clues. Write the word that matches the definition in
the blank. You may use the glossary or a dictionary to help you.
1. Definition: to tell about something before 5. Definition: beneath the ground

it happens; to predict Clues: This word begins with a prefix that
Clues: This word begins with a prefix that means “beneath.” It ends with a noun that
means “ahead of time.” It ends with a verb means “the surface of the earth.”
that means “say.” ___________________________________
____________________________________ 6. Definition: below zero
2. Definition: to not make someone happy or Clues: This word begins with a prefix that
satisfied; to annoy means “lower than.” It ends with a noun
Clues: This word begins with a prefix that that names the number that comes before 1.
means “opposite of.” It ends with a verb ___________________________________
that means “to satisfy or give pleasure.” 7. Definition: a feeling of not being satisfied;
____________________________________ restlessness; a feeling of wanting
3. Definition: a train that runs under the something better
streets of a city Clues: This word begins with a prefix
Clues: This word begins with a prefix that that means “not.” It ends with an
means “under.” It ends with a noun that adjective that means that you are satisfied
means “a road” or “a route.” with what you have.
____________________________________ ___________________________________
4. Definition: to value or judge something 8. Definition: the front part of your arm
too little Clues: This word begins with a prefix that
Clues: This word begins with a prefix that means “in front of.” It ends with a noun
means “less than.” It ends with a verb that that names the part of the body that
means “to judge or rank.” connects the hand to the shoulder.
____________________________________ ___________________________________

L

Directions Continue the activity. Read each definition. Then look at the clues. Write the word that
matches the definition in the blank. You may use the glossary or a dictionary to help you.
9. Definition: not trust 13. Definition: a person who tells what he

Clues: This word begins with a prefix or she thinks will happen in the future
that means “lack of.” It ends with a verb Clues: This word begins with a prefix
that shows that you believe in someone that means “ahead of time.” It contains
or something. the word cast, which means “to estimate
or guess.” It ends with the suffix -er,
___________________________________
which means “a person who.”
10. Definition: to pay too little for something ___________________________________
or to value something less than it is worth
Clues: This word begins with a prefix that 14. Definition: to go completely underwater
means “less than.” It ends with a verb that Clues: This word begins with a prefix that
means “give money in return for something.” means “under.” The second part of the
word comes from the Latin word mergere,
___________________________________
which means “to sink, plunge, or dive.”
11. Definition: pain or worry ___________________________________
Clues: This word begins with a prefix
that means “opposite of.” It ends with a 15. Definition: a signed agreement to receive a
noun that means “the feeling of being magazine or newspaper on a regular basis
relaxed and free from pain and worry.” Clues: This word begins with a prefix that
means “under.” The second part of the
___________________________________
word comes from the Latin word scribere,
12. Definition: not pleasant; not to one’s liking which means “to write.” When you have
Clues: This word begins with a prefix that this, you have written your name under or
means “not.” It ends with an adjective that at the bottom of an agreement to show that
means “pleasant” or “pleasing.” you accept what the agreement says.
___________________________________ ___________________________________
Forecast Future Events Work in small groups to forecast the future. Talk about events or discoveries
that you think might happen in the next 20 years. What will be popular? What will scientists
discover? How will people feel about these new discoveries? Then write a paragraph summarizing your
discussion. Use as many vocabulary words as you can.
Learn Words in Context

Sam Stormsniffer Tells All

Interviewer: My name is Jenny Jensen. I want to be a weather forecaster like you
when I grow up, so I’d like to ask you a few questions about your job.
Sam Stormsniffer: I’d be happy to answer your questions, Jenny.
Interviewer: Do you like your job?
Sam Stormsniffer: I like being a forecaster, but in some ways I am discontent. For
one thing, the TV station underpays me. News reporters get much higher pay.
That’s because weather forecasters are underrated. The station owner doesn’t think
we’re that important, but the viewers do. They need our weather reports every day.
Interviewer: Do people distrust weather forecasters?
Sam Stormsniffer: Sometimes. Many people don’t understand how hard it is to
foretell the weather. Sometimes what we think will happen doesn’t happen. Here’s
an example. I said that Saturday would be sunny and warm. Unfortunately, it
rained all day. It was very disagreeable weather, and it displeased a lot of people.
Interviewer: What is the worst weather this area has ever had?
Sam Stormsniffer: Last winter, we had subzero temperatures with about 40
inches of snow. It caused people a lot of discomfort. It wasn’t much fun going
outdoors. In the spring, all the snow melted in three days and there were floods.
It was terrible! Basements of houses were submerged in water and so was the
subway. Workers had to go underground and pump out the water. Look at my
hand and forearm. The water in the subway was up to my elbow.
Interviewer: Wow! That’s pretty deep! Well, thank you very much for talking to
me. In spite of all the problems, I still really want to become a weather forecaster.
Sam Stormsniffer: Good luck! You may want a subscription to Stormsniffer
Weekly. It’s my weekly magazine, which keeps people up to date on weather
forecast information. I’ll tell you what, how about I give you a free subscription,
which saves you $5 a month?
Interviewer: Great! Thanks!


Directions Choose the vocabulary word that fits the definition in boldface. Write the word in the blank.
1. The weather in Alaska is almost always 6. Weather people make mistakes and
below zero in the winter. sometimes do not please people.
__________________________________ __________________________________
2. Some people do not trust weather reports. 7. Lucy is tired of the lack of comfort
__________________________________ during this cold weather.
3. I think that they rate too low __________________________________
or don’t value highly enough 8. It is not agreeable or pleasant to be
weather scientists. caught without an umbrella on a rainy day.
__________________________________ __________________________________
4. Weather is very hard to 9. People are not content when they get
tell ahead of time. caught in a rainstorm.
__________________________________ __________________________________
5. A person who tells about what will 10. Here’s one solution to weather problems:
happen in the future has to read a lot of Live in a house that is below the ground!
information. It’s warm in winter and cool in summer.
_________________________________ __________________________________
Give a Weather Report Take a look at some newspaper weather reports. Then work with a partner to
write a newspaper weather report for two days. Use symbols for a sunny, rainy, cloudy, or snowy day.
Give temperatures and other information. Use at least three vocabulary words in your weather reports.

Review and Extend

NEW WORDS disappears discontinue foreword subheading underline
Directions Use what you know about prefixes and other word parts to review the vocabulary and learn
new words. Read the sentences. Think about the meaning of the prefix in the boldface word. Then fill in
the blank.
1. When divers submerge, they go 6. A foreword is the words from the author
_________________________ the water. that appear _________________________
2. A subheading appears the first chapter in the book.
_________________________ the main 7. If you underrate something, you value it
heading in an article.
________________________ you should.
3. If you feel discomfort, you are
8. When you underline something, you
___________________________ at ease.
draw a line _______________________ it.
4. If a store decides to discontinue selling
9. If you displease someone, you do the
an item, they will __________________
___________________________________
go on selling it.
of making that person happy.
5. When scientists foretell an earthquake,
they say _________________________ 10. If someone disappears, that person does
that it will happen. the ____________________ of appearing.
BONUS Write a sentence using two of the new vocabulary words. __________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Draw a Word Web Work in small groups. Choose a prefix. On the word web graphic organizer, write your
group’s prefix in the middle circle. Brainstorm as many new words with this prefix as you can. Write the
words and their meanings around the circle. Use a dictionary to find more new words.

Check Your Mastery

Directions Choose the word that best fits each sentence. Write it in the blank.
1. When there is a tornado with high winds, people hide in __________________________
(underground, underrate, subzero) places.
2. Ali decided to get a _______________________________ (forearm, distrust, subscription)
to a science magazine.
3. Lisa is wearing a bracelet on her _______________________ (subway, forearm, submerge).
4. It is ______________________________________ (disagreeable, underrate, distrust) to be
criticized. Nobody likes it.
5. There was a lot of __________________________________ (distrust, discontent, foretell)
among the students because it rained so hard the class trip was canceled.
6. We watched the diver _______________________________________________________
(underground, subscription, submerge) herself completely under the water.
7. Don’t __________________________________________ (underrate, forecaster, discontent)

Vicky’s ability. I think she can do the job very well.
8. It was freezing last night. The temperature was __________________________________
(subzero, underpay, underground), and the winds were strong.
9. The quickest way to travel in a city is to take the ________________________________
(underpay, subway, displease).
10. The weather ________________________________________ (forearm, foretell, forecaster)
said that a storm was coming.

DEFINITIONS
Lesson 12
disagreeable (diss-uh-gree-uh-buhl) adjective: underground (uhn-dur-ground) adjective: beneath
1. not pleasant; 2. not to one’s liking the ground
discomfort (diss-kuhm-furt) noun: pain or worry underpay (uhn-dur-pay) verb: 1. to pay too little
discontent (diss-kuhn-tent) noun: 1. a feeling of for something; to pay less than something is
not being satisfied; 2. restlessness; 3. wanting worth
something better underrate (uhn-dur-rayt) verb: to value something
displease (diss-pleez) verb: 1. to not make too little
someone happy or satisfied; 2. to annoy
distrust (diss-trust) verb: to not trust
forearm (for-arm) noun: the front part of the arm
forecaster (for-kast-ur) noun: a person who tells
what he or she thinks will happen in the future
foretell (for-tel) verb: 1. to tell about something
before it happens; 2. to predict
submerge (suhb-murj) verb: to go completely
underwater
subscription (suhb-skrip-shuhn) noun: a signed
agreement to receive a magazine or newspaper
on a regular basis
subway (suhb-way) noun: a train that runs under
the streets of a city
subzero (suhb-zihr-oh) adjective: below zero

392
SAMPLE SENTENCES
Lesson 12

BONUS: Kwame found his name hidden in the subheading of
the foreword.
400
GLOSSARY
D U
disagreeable (diss-uh-gree-uh-buhl) adjective: underground (uhn-dur-ground) adjective:
1. not pleasant; 2. not to one’s liking beneath the ground
discomfort (diss-kuhm-furt) noun: pain or underpay (uhn-dur-pay) verb: 1. to pay too
worry little for something; to pay less than
something is worth
discontent (diss-kuhn-tent) noun: 1. a feeling of
not being satisfied; 2. restlessness; underrate (uhn-dur-rayt) verb: to value
3. wanting something better something too little
displease (diss-pleez) verb: 1. to not make
someone happy or satisfied; 2. to annoy
distrust (diss-trust) verb: to not trust
F
forearm (for-arm) noun: the front part of the
arm
forecaster (for-kast-ur) noun: a person who tells
what he or she thinks will happen in the
future
foretell (for-tel) verb: 1. to tell about something
before it happens; 2. to predict
S
submerge (suhb-murj) verb: to go completely
underwater
subscription (suhb-skrip-shuhn) noun: a signed
agreement to receive a magazine or
newspaper on a regular basis
subway (suhb-way) noun: a train that runs
under the streets of a city
subzero (suhb-zihr-oh) adjective: below zero
404
418
Graphic Organizers
Word Web
421
subway subzero underground

(suhb-way) (suhb-zihr-oh) (uhn-dur-ground)
Lesson 12 Lesson 12
underpay underrate
(uhn-dur-pay) (uhn-dur-rayt)
Lesson 12
disagreeable
(diss-uh-gree-uh-buhl)
discomfort discontent displease

(diss-kuhm-furt) (diss-kuhn-tent) (diss-pleez)
distrust forearm forecaster

(diss-trust) (for-arm) (for-kast-ur)
437
foretell submerge subscription
(for-tel) (suhb-murj) (suhb-skrip-shuhn)
noun: a train that runs under the
adjective: beneath the ground adjective: below zero
streets of a city
verb: 1. to pay too little for

verb: to value something too little something; to pay less than
something is worth
adjective: 1. not pleasant; 2. not
to one’s liking
noun: 1. a feeling of not being

verb: 1. to not make someone
satisfied; 2. restlessness; 3. noun: pain or worry
happy or satisfied; 2. to annoy
wanting something better
noun: a person who tells what he

or she thinks will happen in the noun: the front part of the arm verb: to not trust
future
noun: a signed agreement to

verb: 1. to tell about something
receive a magazine or newspaper verb: to go completely underwater
before it happens; 2. to predict 438
on a regular basis
Words With Suffixes
(-fy, -ic, -ation/-tion, -ment)
Be a Word Architect
Getting Started
Materials Needed
Mystery Word of the Week Clue 1 • Student Reproducibles, pp. 197–198
Jasmine liked to sing along with the tune.
The tune was quite _________.
Vocabulary Words
adjustment
admiration
The Mystery Word of the Week is melodic.
advancement
Model/Teach application
• Distribute the Student Reproducible pages 197 and 198. extinction
• Tell students to read the Word Learning Tip. Explain that many words fascination
can be learned by looking at the word parts. The words in this lesson
hesitation
contain a word part called a suffix. A suffix is added to the end of a
word or root. A suffix always has the same meaning. Point out to intention
students that whenever they don’t know a word, they can see if it has involvement
a suffix. If it does, they can use the meaning of the suffix to learn an magnify
unknown word.
metallic
• Demonstrate how you can add the suffix -ment to the word adjust by
poetic
writing the following on the board: adjust + ment = adjustment. Show
how you can add a suffix to the root magni by writing the following: scientific
magni + fy = magnify. Tell students that a root is another word part; it simplify
cannot stand by itself. A prefix or a suffix must be added to it to form terrify
a word.
• Have students read the Vocabulary Building Strategy. Point out that
they can use a suffix to turn a word from one part of speech into
another. Knowing the meaning of a suffix can help them identify what
part of speech a word is.
• Have students read the suffix chart. Write the suffixes -fy, -ic, -ation/
-tion, and -ment on the board. Tell students that the suffix -fy means
“to make.” It turns the word into a verb. The suffix -ic means “related
to or like.” It turns the word into an adjective. Explain that -ation and
-tion are two forms of the same suffix that means “the act or state
of.” The suffix -ment means “result of an action or state of.” Both
-ation/-tion and -ment turn a word into a noun.
Words With Suffixes (-fy, -ic, -ation/-tion, -ment ) 190

Words With Suffixes
• Ask a student to read aloud the directions for the activity on page 198.
Then do the .
Think Aloud • Have students complete the activity on their own, and then invite
I’d like to show you my thinking as I volunteers to share their responses.
complete this activity. The first • Encourage students to try to determine the meaning of each word and
word is adjustment. I see the suffix write the meanings on a sheet of paper. Remind them to put the
-ment, so I place this word on the meaning of the word parts together to determine the meaning of each
branch of the tree labeled “–ment” unfamiliar word. Explain that they should think creatively as they do
and I circle the letters ment. I know this. Some words will be easy to understand, such as poetic. Some will
that this word is a noun and that I be harder, such as advancement. Explain the meaning of each word,
can use the words “result of an but do not mark students’ responses right or wrong at this point. The
action” or “state of” to determine purpose is to encourage the students to use the Word Learning Tip
its meaning. I think that adjustment and Vocabulary Building Strategy to find word meanings. This will
must mean “the result of build word consciousness by allowing them to play with word
adjusting,” or “what happens when meanings without the worry of being marked incorrect.
you adjust something.” When
• Pair students. Have them use flashcards to reinforce meanings.
someone makes an adjustment
that person makes a change.
• Point out that a suffix is usually one or more complete syllables. Write
these words on the board and break them into syllables: mag-ni-fy; sci-
en-tif-ic; ex-tinc-tion; ad-vance-ment. Clap out the syllables. Then
model the pronunciation of each vocabulary word, and have students
repeat the words after you. Invite them to clap out syllables with you.
Answer Key Independent Activity

-fy
magnify Find New Words With Suffixes Invite students to look through
simplify newspapers, magazines, or books for words with the suffixes in
terrify
this lesson. Since many of the vocabulary words lend themselves to
-ment
science, you might suggest that they look through books and
adjustment
advancement magazines about science. Suggest that students add the new words to
involvement the suffix tree and their personal word journals.
-ic
metallic
poetic
scientific
-ation/-tion
admiration
application
extinction
fascination
hesitation
intention

Getting Started
Materials Needed
Mystery Word of the Week Clue 2 • Student Reproducibles, pp. 199–200
Kevin listened to the notes as he played the • Word Web Graphic
Organizer, p. 421
piano. They were pleasing and _________.
Review and Share Provide an opportunity for students to share

the new words and definitions they found for the Find New
Think Aloud
Words With Suffixes activity on page 191. Create a suffix word wall. Look at the first pair of sentences
Ask volunteers to write each of the vocabulary words on an index with me. The definition is: “like
card and put the cards on the word wall. Then invite students to poetry; like the way a poet writes.”
write their new words on index cards, share them with the class, I read the definition again and see
the word like. I know that the suffix
and add the new words to the word wall.
–ic can mean “being or like.” When
added to a word, it makes the word
Model/Teach an adjective. So I add -ic to poet
• Distribute the Student Reproducible pages 199 and 200. and write the word poetic in the
• Before students begin the activity, do the . blank. Now I put the word in the
sentence and complete it:
• Students should complete the activity on their own and then share
“Someone who is poetic might
their responses.
write a poem and give it to me as a
present.” I know that this meaning
Independent Activities makes sense in the sentence.
Draw a Word Web Encourage students to think about each
vocabulary word and how it might be associated with science.
For example, students might not think that adjustment is associated
with science. Point out to them that in scientific experiments,
scientists might make a small adjustment in their experiment. And a
scientist’s discovery could lead to a great advancement in the study of
Answer Key
animals, for example. See page 400 for sample sentences
for questions 2, 4, 6, 8, 10, 12, 14, 16, 18,
• Sort the Words Ask students to create a three-column chart in their 20, 22, 24, 26, 28, 30.
journals and label the columns Noun, Verb, and Adjective. Tell them
1. poetic 3. intention 5. fascination
to sort their vocabulary words according to their part of speech.
7. adjustment 9. terrify 11. metallic
Challenge them to find new words with these same suffixes to add to 13. admiration 15. hesitation 17. simplify
each column. 19. application 21. involvement
23. magnify 25. scientific 27. extinction
29. advancement

Words With Suffixes

Getting Started
Materials Needed
• Transparency 1, p. 418 A violin has a strong ________ sound.
Think Aloud Review and Share Ask volunteers to share their word webs from
the activity on page 192. How many vocabulary words were they
I’m going to tell you what I think
able to associate with the word science?
when I come to a word I don’t know
with a suffix. Listen while I read the
first sentence aloud: “Many
Model/Teach
scientists have a fascination with • Distribute the Student Reproducible page 201.
nature from the time they are • Tell students that you are going to read aloud a story that includes the
children.” Here’s what I would think vocabulary words. Ask them to follow along silently while you read.
about if I didn’t know the word
• Before you read the story a second time, do the .
fascination. First I notice that it
ends with the suffix –tion, so I can • Place the transparency on the overhead projector. Tell students that as
break the word apart. The root you read the story a second time, you will stop at each boldface word
word is fascinate and the suffix is with a suffix. Ask them to use their Word Learning Tip and Vocabulary
–tion. I know that –tion means “the Building Strategy to tell you the meaning.
act or state of,” and I know that
• After you have finished, review the meaning of each word with students.
fascinate means “to be very
interested in something.” If I put
the two meanings together, the
definition I get for fascination is • Provide English Language Learners with extra practice in asking and
“the act of being fascinated, or answering questions. Write the words Who? What? When? Where?
very interested in something.” I Why? and How? on the board. Explain that these words are often used
also know that the –tion ending at the start of questions. A noun or pronoun is often used at the start of
makes the word fascination a noun. answers. Model how to ask and answer questions: “Who helped you?”
“Dr. Frank helped me.”
Interview Jane Goodall Spend a few minutes discussing useful
and interesting interview questions that people might ask a famous
scientist. Then ask pairs to brainstorm and write some questions they’d
Answer Key like to ask Jane Goodall if they had the opportunity. Encourage them to
use at least five vocabulary words in their questions.

Materials Needed
Getting Started

Anita liked the poem because it had a strong Let’s read the first item together:
melody, or ________ quality. “Many scientists are worried about

the __________ of animals in the
wild. Animals such as tigers and
pandas are few in number.” I take a
Review and Share Ask students to share some of the look at my word choices. The first
questions they’d like to ask Jane Goodall from the activity on choice is intention. I try intention in
page 193. Then invite volunteers to stage a Jane Goodall interview the sentence. It doesn’t make
using their questions. Challenge students to use vocabulary words much sense in the context of both
in their answers. sentences. Besides, I don’t think
animals have intentions. I try
Model/Teach extinction. Extinction makes sense
• Distribute the Student Reproducible page 202. in the sentence, especially because
• Do the . of the clue “few in number.” Just to
make sure, though, I try advance-
• Have students complete the activity on their own.
ment in the sentence. Advancement
• Then invite them to complete the second activity and share their doesn’t make much sense, either. I
responses with the class.
decide that extinction is the word
that best fits, and write the word in
Independent Activities the blank.
Discuss Animal Scientists Before students start this activity,
lead a class discussion about different animals that scientists
study in the wild, such as tigers, pandas, and chimpanzees, and the
qualities that scientists must have to live in the wild among these
animals. Encourage students to use vocabulary words in the
discussion, as well as other words that end in -fy, -ic, -tion, and -ment.
• Research an Endangered Animal Have students work in small
groups to brainstorm a list of different animals that they think may be
endangered. Invite a volunteer to write a list on a sheet of paper. Then Answer Key
ask each student to choose one animal to research. They should look 1. extinction
2. involvement
for information in a variety of books and on the Internet. Have 3. intention
students write a short report, using at least four vocabulary words. 4. application
Students’ responses to 5–8 will vary.


Words With Suffixes
Review and Extend

Getting Started
Materials Needed Mystery Word of the Week Clue 5
Someone who works as a television or radio
announcer has to have a pleasant, ________
voice.
Think Aloud
Look at the first item with me: “A
sunset has the power to fascinate Review and Share Continue the class discussion about qualities
me. I feel a sense of _____ when that animal scientists must have to live in the wild from the
I watch a sunset.” In the first activity on page 194. Encourage students to use vocabulary words in
sentence, the word fascinate is a their discussion, along with new words that describe scientists who
verb. I need to use a noun based study and research animals. Post new words on the word wall.
on fascinate in the second
sentence. Two suffixes let me turn Model/Teach
verbs into nouns. They are -ment
and -ation/-tion. Let me try adding
-ment to fascinate—fascinatement. • Before students begin, do the .
I’m pretty sure that isn’t right, so I • After you have modeled how to complete the first item, ask students
try adding -tion—fascination. I’m to complete the rest of the activity on their own.
sure that’s right, but I double-check
my answer against the vocabulary
list. This also helps me check the
Guess My Word Invite students to choose their words and write
spelling. When I added the suffix
as much as they can about them. Point out that knowing a lot
-tion to fascinate, I dropped the te.
about their words will make it easier to answer questions that their
Now I put the word in the
sentence: “I feel a sense of
partners ask. Then spend a few minutes discussing different questions
fascination when I watch a sunset.” students might ask so they can guess a word with as few questions as
That makes sense. possible.
• Interview a Word Have students choose another word and
“interview” it. On separate paper, have students answer these
questions about their words: What do you mean? What part of speech
Answer Key are you? How could I use you in a sentence? What do you like? Why?
Mystery Word of the Week: melodic
1. fascination 6. admiration
2. involvement 7. application
3. advancement 8. intention
4. adjustment 9. magnification
5. hesitation 10. simplification

Materials Needed
Check Your Mastery

Give the Test
Self-Assessment
• Read aloud the directions: “Read each item below. Circle the letter of
the word that best fits in the sentence.” Point out that there are three Journal Writing Ask students to
choices for each sentence. Their job is to pick the word that best fits think about what they learned
the context and circle its letter. about suffixes and how they can
put together the meaning of word
• Model how to choose a word to complete a sentence by writing this parts to determine what a word
item on the board and reading it aloud: means. Then have them write
about what they learned in their
Marissa really looked up to her older sister for her many personal word journals.
accomplishments. She felt great __________ for her.
A. poetic B. advancement C. admiration
• Ask students to choose the word that best fits in the blank. Then have
them explain why they chose that word and not one of the others.
• Have students complete the activity.
check their answers. If they want to change an answer, they need to
erase the old answer completely.
Answer Key
1. B
2. C
3. A
4. A
5. B
6. B
7 C
8. B
9. A
10. C

Words With Suffixes (–fy, –ic, –ation/–tion, –ment)
Be a Word Architect
Learn
More!
Vocabulary Words
Suffix Meaning Part of Speech
adjustment involvement –fy to make verb
admiration magnify
–ic related to or like adjective
advancement metallic
–ation, –tion the act or state of noun
application poetic
extinction scientific –ment result of an noun
action or state of
fascination simplify
hesitation terrify Suffixes tell you the part of speech and they give you help in
intention determining the meaning of an unknown word. For example, if
you see the word metallic, you know from the suffix –ic that it is
Word Learning Tip! an adjective. Using the meaning of the suffix, you can determine
that metallic means “related to metal” or “like metal.” So
Some words are made up of something that is metallic is probably made of metal. If something
a word or root followed by a has a metallic taste, it would taste like metal.
suffix. For example, the root
magni– comes from a Latin What do the words “state of” mean in the suffix –ation, –tion,
word that means “great.” A or –ment? “State of” tells you that it is the way something is.
root needs a prefix or suffix For example, if you are fascinated, you are very interested.
to form a word. Add the Fascination is “the state of being fascinated” or the way it feels
suffix –fy to magni– to form when you are fascinated.
magnify. When you put
together the meanings of the
parts, you can figure out the
meaning of new words.
Vocabulary
Building Strategy
Use Suffixes When you add a
suffix to a word, it often
changes the part of speech of
that word. For example, if you
add –fy to a word or root, you
make a verb. If you add –ic,
you make an adjective. If you
add –ation, –tion, or –ment,
you make a noun. Sometimes, Find New Words With Suffixes Look through newspapers, magazines,
there are spelling changes or books. Find a new word that contains each of the suffixes in
when you add a suffix. this lesson: –fy, –ic, –ation, –tion, –ment. Write these words in your
personal word journal. Also, write the sentence in which you find each
word. Then add them to the suffix tree (page 93).

L
Be a Word Architect
adjustment application hesitation magnify scientific
admiration extinction intention metallic simplify
advancement fascination involvement poetic terrify
Directions Look at each branch of the suffix tree below. Place each vocabulary word in the blank on
the correct branch. Circle the suffix in the word.
–fy verb –ment noun
–ation/–tion noun
–ic adjective
Words With Suffixes (–fy, –ic, –ation/–tion, –ment) 198


Directions Read each pair of sentences below. Write a vocabulary word that matches each definition by
adding a suffix to the word or word part in boldface type. (Some words have spelling changes when you
add a suffix. Be sure to check the vocabulary list for the correct spelling.) Then complete the sentence
that follows it. You may use the glossary or a dictionary to help you.
1. Definition: like poetry; like the way a poet writes ________________________________

2. Someone who is ___________________ might ___________________________________.
3. Definition: the act of intending or meaning to do something; a plan _________________

4. He didn’t mean to be late for school. He had no ______________ of _________________.
5. Definition: the act of being fascinated or very interested in something or someone; strong
interest or attraction _________________________________________________________
6. I get a feeling of ______________________ whenever I _____________________________.
7. Definition: the act of adjusting or moving something a little bit; change ______________
8. The tailor had to make an ________________ to the pants because ______________
_____.
9. Definition: to make someone feel intense fear or terror; to frighten ______________

_____
10. They hoped that the scarecrow would ________________ the ___________________
_____.
11. Definition: made of metal or seeming like metal ______________________________

_____
12. She used a __________________________ paint to ____________________________
_____.
13. Definition: the act of admiring someone or something; respect _______________________

14. I feel a lot of ____________________________ for _____________________________
_____.
___
15. Definition: the act of hesitating or waiting before acting _____________________ _____
16. The firefighters showed no ___________________ before _______________________
_____.

L

Directions Continue the activity. Write a vocabulary word that matches each definition by adding a suffix
to the word or word part in boldface. Complete the sentence that follows it.
17. Definition: to make something easier or simpler ___________

________________________
18. In order to ______________________ the instructions, _________________________
_____.
19. Definition: a form to fill out to apply for a job or school ______________________
______
20. Penelope filled out an _______________________ for ________________________
_______.
21. Definition: the act of being included or involved in some activity ______________
_______
22. Because of his _________________________ in the club, _____________________
_______.
23. Definition: to give something magnitude; to make something appear larger

with a special glass __________________________________________________________
24. They wanted to _____________________ the picture so that ________________________.
25. Definition: something that is concerned with or about science ______________________

26. In my opinion, the most important _______________ discovery is the ________________.
27. Definition: not existing anymore, or the state of being extinct _______________________
28. The group tries to protect animals and prevent their _______________________________
because ________________________________________________________________ _____.
29. Definition: the act or result of advancing or moving forward; progress ________________
30. The general ordered the _____________________________________ of the troops so that
________________________________________________________________________ ____.
Draw a Word Web Write the word scientific in the center of a word web. Complete the web by writing all
the vocabulary words that may be connected to science. Make sure you can explain how each word is
associated with science.


Jane Goodall, Scientist

Many scientists have a fascination with nature from the time they are children. Bugs and
snakes may terrify other boys and girls, but not those who have scientific minds. They just
want to know more about them. They look at bugs and rocks under a microscope. They like
to magnify things so that they can see small details. For example, if you look at a rock
through a magnifying glass, you can see metallic bits. Those are pieces of metal in the rock.
Jane Goodall is a scientist who studies chimpanzees in Africa. At the age of ten, Jane told
her mother about her intention to study animals. Jane said she intended to live in Africa.
When Jane was twenty-six, her dream came true when she was asked to work there. Without
any hesitation, or doubts, she went to Africa to study chimps in the wild.
At first, the chimps were terrified of Jane. Over time, however,
they made an adjustment to her. They began to trust her and
let her come closer to them. Jane’s involvement with the
chimps helped her learn many surprising facts about them.
A famous scientist felt a lot of admiration for Jane. He
helped her make an application to study higher-level science
at college. This led to her advancement in the world of
science. Jane used her fame to help the chimps. She worked
hard to save them from extinction because she believed chimps
were too important to let them no longer exist.
Jane Goodall has written many books about chimps. She
writes in a poetic way about her love of animals. She can
simplify scientific ideas so that most people can
understand them easily.

L

Directions Choose the word that best completes each sentence. Write the word in the blank.
1. Many scientists are worried about the _____________ (intention, extinction, advancement)
of animals in the wild. Animals such as tigers and pandas are few in number.
2. A lot of people work hard to protect animals. Their ______________________________
(adjustment, fascination, involvement) in the fight to save animals has had many good
results. Scientists are glad that so many people are involved.
3. Laws have been passed to protect wild animals. The ________________________________
(intention, poetic, metallic) of these laws is to keep these animals alive and to protect the
places where they live.
4. When I was asked to fill out an ___________________ (application, simplify, adjustment)
for the job, I quickly agreed. I really wanted to work for an organization that helps animals.
Directions Read each question. Use the word in boldface in your answer. Write your sentence in the blank.
5. Name a person for whom you have a lot of admiration. Tell why you admire this person.
_________________________________________________________________________
6. Name a scientific topic that interests you. Tell why it interests you.
_________________________________________________________________________
7. Name something that might terrify you. Tell why it might terrify you.
_________________________________________________________________________
8. Name something that you would like to magnify under a magnifying glass. Tell why you
would like to magnify it. ____________________________________________________
Discuss Animal Scientists Work in small groups. Imagine that you are a scientist who studies animals in
the wild. Think about the qualities a person would need to live in the wild and study wild animals. Use
as many words ending in -fy, -ic, -ation, -tion, and -ment as you can in your discussion. Keep track of these
words by writing them and their meanings in your personal word journal.

Review and Extend

NEW WORDS magnification simplification
Directions Use the suffixes –ment, –ation, or –tion to turn each boldface verb into a noun. Write
the noun in the blank. (There may be some spelling change when you add the suffix.)
1. A sunset has the power to fascinate me. 6. I admire people who work hard to make
I feel a sense of ____________________ this a better world. They fill me with
when I watch a sunset. _________________________________.
2. Kim wanted to involve his parents in 7. Carmen wants to apply to that camp.
planning the party. He wanted their Her parents will help her fill out an
__________________________________. _________________________________.
3. The football player tried to advance with 8. Do you intend to try out for the school
the ball. His _______________________ band? What is your
was stopped by the other team. ________________________________ ?
4. The doctor tried to adjust Leticia’s 9. The scientist uses a microscope to
glasses. Her glasses needed an magnify the image.
__________________________________. ___________________________ makes
5. Tito knew the answer and did not the image easier to see.
hesitate before responding. 10. The teacher tried to simplify the problem.
He showed no Her ______________________________
__________________________________. made it easier to solve.
Guess My Word Work with a partner. Each of you should choose a vocabulary word and write it in your
personal word journal. Then take turns asking each other questions about the word. Challenge each
other to guess the other’s word in as few turns as possible.
Check Your Mastery

Directions Read each item below. Circle the letter of the word that best fits in the sentence.
1. This is what you do when you study nature. You study something in a ___________ way.
A. simplify B. scientific C. fascination
2. If you read only books about lions, then you probably have a ________ with this animal.
A. hesitation B. advancement C. fascination
3. A microscope makes tiny things much bigger. It can ____________ a bug so that you can
see the bug in great detail.
A. magnify B. simplify C. metallic
4. You fill out an _____________ form in order to get a job. On this form, you tell
information about yourself.
A. application B. involvement C. extinction
5. Often, Jim means to do something good, such as help with chores. His _____________ is
good, but he may not get around to doing it.
A. poetic B. intention C. adjustment
6. Mrs. Garcia tried to make the difficult mathematics problem easier for her students. She
tried to _____________ the idea so that they could understand it.
A. involvement B. simplify C. scientific
__ to a new
7. It is usually difficult to move to a new town. You must make a big __________
school and classmates.
A. terrify B. intention C. adjustment
8. If tigers die out, they will be gone forever. The ______________ of any group of animals
upsets the natural balance in the world of nature.
A. terrify B. extinction C. admiration
9. Louisa was very happy when she got the promotion at work. The _____________ meant
that she had more people working for her and more responsibilities.
A. advancement B. magnify C. scientific
10. Poets often express a love of nature in their poems. Their ____________ words often help
readers see nature in new and different ways.
A. application B. simplify C. poetic

DEFINITIONS
Lesson 13
adjustment (uh-juhst-muhnt) noun: 1. the act of poetic (poh-eh-tik) adjective: like poetry; like the
adjusting or moving something a little bit; way a poet writes
2. change scientific (sye-uhn-tif-ik) adjective: something that
admiration (ad-mir-ay-shuhn) noun: 1. the act of is concerned with or about science
admiring someone or something; 2. respect simplify (sim-pluh-fye) verb: to make something
advancement (ad-vanss-muhnt) noun: the act easier or simpler
or result of advancing or moving forward; terrify (ter-uh-fye) verb: 1. to make someone feel
progress intense fear or terror; 2. to frighten
application (ap-luh-kay-shuhn) noun: a form to
fill out to apply to a job or school
extinction (ek-stingk-shuhn) noun: not existing
anymore, or the state of being extinct
fascination (fass-uh-nay-shuhn) noun: 1. the act
of being fascinated; 2. being very interested in
something or someone; 3. strong interest or
attraction
hesitation (hez-uh-tay-shuhn) noun: the act of
hesitating or waiting before acting
intention (in-ten-shuhn) noun: the act of intending
or meaning to do something; a plan
involvement (in-volv-muhnt) noun: the act of
being included or involved in some activity
magnify (mag-nuh-fye) verb: 1. to give something
magnitude; 2. to make something appear larger
with a special glass
metallic (muh-tal-ik) adjective: 1. made of metal;
2. seeming like metal

393
SAMPLE SENTENCES
Lesson 13
Connect Words and Meanings, Use Words in Context, page 194 (TP), 202 (SP)
page 192 (TP), 199 (SP) 5. I have a lot of admiration for Michelle Kwan because she
2. Someone who is poetic might write a poem and give it to has determination.
me as a present. 6. A scientific topic that interests me is the study of the ocean
4. He had no intention of being late. because I am fascinated by sea creatures.
6. I get a feeling of fascination whenever I listen to music. 7. A scary movie would probably terrify me because it would
show creepy things.
8. The tailor had to make an adjustment to the pants because
the boy grew taller. 8. I would like to magnify the wing of a butterfly under a
magnifying glass to see it better.
10. They hoped that the scarecrow would terrify the crows.
12. She used a metallic paint to paint the bike.
14. I feel a lot of admiration for doctors and nurses.
16. The firefighters showed no hesitation before entering the

burning building.
18. In order to simplify the instructions, he cut out some
steps.
20. Penelope filled out an application for a job.
22. Because of his involvement in the club, it was a big

success.
24. They wanted to magnify the picture so that they could see
it better.
26. In my opinion, the most important
scientific discovery is the telescope.
28. The group tries to protect animals and prevent their
extinction because they do not want different creatures to
disappear.
30. The general ordered the advancement of the troops so that
the army could win the battle.
400
GLOSSARY
A P
adjustment (uh-juhst-muhnt) noun: 1. the act poetic (poh-eh-tik) adjective: like poetry; like
of adjusting or moving something a little the way a poet writes
bit; 2. change
S
admiration (ad-mir-ay-shuhn) noun: 1. the act of
admiring someone or something; 2. respect scientific (sye-uhn-tif-ik) adjective: something
advancement (ad-vanss-muhnt) noun: the that is concerned with or about science
act or result of advancing or moving simplify (sim-pluh-fye) verb: to make something
forward; progress easier or simpler
application (ap-luh-kay-shuhn) noun: a form T
to fill out to apply to a job or school
terrify (ter-uh-fye) verb: 1. to make someone
E feel intense fear or terror; 2. to frighten
extinction (ek-stingk-shuhn) noun: not existing
anymore, or the state of being extinct
F
fascination (fass-uh-nay-shuhn) noun: 1. the
act of being fascinated; 2. being very
interested in something or someone;
3. strong interest or attraction
H
hesitation (hez-uh-tay-shuhn) noun: the act of
hesitating or waiting before acting
I
intention (in-ten-shuhn) noun: the act of
intending or meaning to do something;
a plan
involvement (in-volv-muhnt) noun: the act of
being included or involved in some activity
M
magnify (mag-nuh-fye) verb: 1. to give
something magnitude; 2. to make
something appear larger with, special glass
metallic (muh-tal-ik) adjective: 1. made of
metal; 2. seeming like metal
404
418
Graphic Organizers
Word Web
421
Lesson 13
adjustment
(uh-juhst-muhnt)
admiration advancement application

(ad-mir-ay-shuhn) (ad-vanss-muhnt) (ap-luh-kay-shuhn)
extinction fascination hesitation

(ek-stingk-shuhn) (fass-uh-nay-shuhn) (hez-uh-tay-shun)
intention involvement magnify

(in-ten-shuhn) (in-volv-muhnt) (mag-nuh-fye)
metallic poetic scientific

(muh-tal-ik) (poh-eh-tik) (sye-uhn-tif-ik)
Lesson 13 Lesson 13
simplify terrify
(sim-pluh-fye) (ter-uh-fye)
439
noun: 1. the act of adjusting or
moving something a little bit; verb: to value something too little
2. change
noun: the act or result of noun: 1. the act of admiring

noun: a form to fill out to apply
advancing or moving forward; someone or something;
to a job or school
progress 2. respect
noun: 1. the act of being
noun: the act of hesitating or fascinated; 2. being very interested noun: not existing anymore, or
waiting before acting in something or someone; the state of being extinct
3. strong interest or attraction
verb: 1. to give something

noun: the act of being included or noun: the act of intending or
magnitude; 2. to make something
involved in some activity meaning to do something; a plan
appear larger with a special glass
adjective: something that is adjective: like poetry; like the way adjective: 1. made of metal;
concerned with or about science a poet writes 2. seeming like metal
verb: 1. to make someone feel

verb: to make something easier or
intense fear or terror; 2. to
simpler
frighten
440
Words With Common Roots
(aster/astro, stel/stell,
mar/mari, mig/migr)
Be a Word Architect
Getting Started
Materials Needed
• Student Reproducibles, Mystery Word of the Week Clue 1
pp. 212–213
Animals that live in the sea are _________
animals. Whales, swordfish, and jellyfish are
all animals of the sea.
Vocabulary Words
aquamarine
aster
asterisk The Mystery Word of the Week is marine.
astronaut
Model/Teach
astronomer
astronomical
• Tell them to look at the Word Learning Tip. Explain that many long
astronomy words are built by adding word parts together.
constellation • Write the root aster/astro on the board. Explain that in this lesson,
emigrate when a root is written with a slash mark, it indicates that there are
immigrate two different spellings for the root.
marina • Tell students that when they come upon a long word they don’t know,
they can look to see if it contains a root they do know. Then they can
maritime use their knowledge of the meaning of the root and of other word
migrate parts to determine what the entire word means.
stellar • Have students read the Vocabulary Building Strategy. Explain that a
submarine root is the main word part. It carries the main part of a word’s
meaning. By adding the meaning of the prefix, root, and suffix
together they can have a clue to the meaning of the entire word.
• Ask students to look at the boxed information containing the meaning
of the roots. Explain that these roots always have these meanings, no
matter what other word parts are added to them.
• Use the on page 206 to model how to do the activity on
page 213.

• Have students complete the rest of the activity on their own. Point
out that some words are made up of two roots (astronaut,
aquamarine) and others have prefixes or suffixes or both. Also point Think Aloud
out that although aster is a root, it is also a complete word that I want to model for you the thinking
names a flower that looks like a star. that I do to complete this activity.
• Invite students to share their responses and explain their thinking. Look at the first word with me:
• Ask students to try to think about the meaning of each word. Have aquamarine. I see the root mari in
them put the meaning of the word parts together to understand the this word, so I write it on the branch
meaning of each unfamiliar word. Explain that they should think of the tree labeled mar/mari and I
creatively as they do this. Some words will be easy to understand, circle the letters mari. I know that
such as stellar. Some will be harder, such as aquamarine. Then all the words that I put on this
provide and discuss the meaning of each word. The purpose is to branch of the tree will tell me
encourage the students to use the Word Learning Tip and something about the sea or ships.
Vocabulary Building Strategy to determine word meanings. This will

build word consciousness.
• Allow time for groups to use flashcards to reinforce roots and
meaning.

• Latin and Greek roots may be familiar to speakers of Romance and
other languages. Ask these students to compile lists of words in their
native languages using the roots in this lesson along with their
definitions. Students may present their word lists to the class and Answer Key
participate in a discussion of the similarities—across languages—in stel/ stell
constellation
roots and the words formed from them. stellar
mig/migr
Independent Activity migrate
Find New Words Students can look in newspapers and emigrate
magazines for other words with the same roots. Have them use immigrate
dictionaries to check their discoveries. Remind them that there are aster/astro
sometimes slight changes in the spelling of the roots when suffixes are a s t ro n a u t
added. They can write these new words in their personal word a s t ro n o m e r
a s t ro n o m i c a l
journals. a s t ro n o m y
aster
asterisk
mar/mari-
aquamarine
marina
maritime
submarine
Words With Common Roots 206

mar/mari, mig/migr)

Getting Started
Materials Needed
• Student Reproducible, Mystery Word of the Week Clue 2
pp. 214–215
A soldier who is trained to fight on land
and on sea is called a _________.
Think Aloud
Read the first definition with me:
constellation: “a group of stars that
Review and Share Create a word wall by having students write
form a pattern in the sky.” Before I each of the vocabulary words (with the root underlined) on an
answer the question, I’m going to index card and paste it on the wall. Have groups of students evaluate
think about the word and its the words others found for the activity on page 206. Then they can
definition. I see the root stell in agree on a selection of new words to add to the word wall.
constellation, so this word will have
stars in its meaning. When I look at
the night sky, sometimes I see Model/Teach
patterns in the stars. The definition
tells me that stars that form
patterns are called constellations. • Review the list of roots and their meanings on page 214.
So, in a constellation, the stars • Before students start the activity, do the .
seem to work together to form
• Now have students complete the rest of the items on their own and
something. I know there is a
then share their responses.
constellation called Orion’s Belt that
forms a picture of a belt. Now I’m
going to put the definition together
with my thoughts to answer the • If possible, make a tape of the correct pronunciation for constellation,
question: “The Big Dipper is a astronomy, astronomer, marina, submarine, migrate. Have students in
constellation of seven stars that small groups clap out the syllables and stamp their feet to show which
form a bowl with a handle. How can syllable gets the primary stress.
this constellation that points to the
North Star help sailors navigate?” Independent Activity
Here’s my answer: “When they see Write Sentences To help students get ideas, suggest they pick a
this constellation, sailors can locate theme for their sentences, such as a trip to the stars or moving to
north and tell in which direction they
the United States from a foreign country. Ask them to underline the
are going.” Notice that I used the
vocabulary words in their sentences.
vocabulary word in my answer.
Answer Key

Materials Needed
Getting Started

Many plants live in the ocean. Seaweed is one I want to show you how I think
kind of _____________ plant. when I come to a word in my
reading that I don’t know or am not
sure of. Listen closely while I read
the first two sentences of
Review and Share Invite volunteers to read the sentences they “Daydreaming”: “It was September.
wrote for the activity on page 207. Tell them to leave out the The white and purple asters were
vocabulary word when they read each sentence and ask their classmates in bloom.” I am not sure what
asters are. I know the root aster
to figure it out from the context. If the class fails to identify the word,
means “star or starlike.” I know the
the students should revise the sentence until the word can be identified.
sentence said asters bloom. I know
plants bloom. I think about what
Model/Teach kind of plant could bloom, be white
• Distribute the Student Reproducible page 216. and purple, and look like a star.
• Tell them you are going to read aloud a passage that includes the Flowers could do that. This leads
vocabulary words. Ask them to follow along silently. me to think that an aster is a
flower that looks like a star.
• Before you read the story a second time, do the .
• Place the transparency on the overhead projector. Tell students that
as you read the story this time, you will stop at a boldface word with
one of these roots. Students should use the Word Learning Tip and
Vocabulary Building Strategy to tell you the meaning of each word.
They should also explain the thinking they did to determine the
meaning. Write their responses on the transparency.
• After you finish reading, review the words and their meanings.
Write a Letter Ask students to consider what they would like to
know about the work of an astronaut, a naval officer, or an
astronomer. Have them write a letter to someone with one of these
jobs, and ask some of their questions. They should use at least three
vocabulary words in their letters.
• Bring the Dreams to Life Encourage students to discuss the career
choices that Luis dreams about in the passage, then write about what
Answer Key
dream they want to pursue. See pages 393 for definitions.

mar/mari, mig/migr)

Getting Started
Donna likes to paint pictures of the ocean.
She calls them _________ paintings because
they show the beauty of the sea.
Think Aloud
Let’s read the first item: “Viktor Review and Share Encourage students to share the letters they
decided to leave his own country wrote for the activity on page 208. Discuss with students how
because he could not find a job.” I they could do research in the library or online to find answers to
look at the underlined words. Which
their career questions.
vocabulary word could replace leave
his own country? I know that the
root mig/migr means “to move.”
Model/Teach
There are three vocabulary words • Distribute the Student Reproducible page 217.
with this root: migrate, emigrate, and • Before students start the activity, do the .
immigrate. Migrate means “to move
• After you have modeled how to do the first item, have students
from place to place.” It is a possible
complete the rest on their own. Then ask them to share their
answer, but I’ll consider the other
responses and their thinking.
choices. The other words have
prefixes. The prefix e- or ex- means
“out of or away from.” Therefore, Independent Activities
emigrate means “to move out of or Make a Poster To help students get ideas for their immigration
away from a place.” This is similar in posters, suggest they discuss what they like about living in the
meaning to “leave his own country.” United States. For example, they may want to draw or find a picture of
In immigrate, the prefix im-, a a public park with kids playing or of a public library with banks of
variation of in-, means “to move to computers.
or into.” So, immigrate does not fit
• Talk About the Stars Have students form small discussion groups.
because Viktor wants to go away
You might write these questions on the board: What are the names of
from his country. Emigrate is the
best choice. I write it in the blank.
some constellations? What do these groups of stars look like? How do
scientists learn about the stars and space? What tools do astronomers
use in their study? What have we learned about space from astronauts?
What else would you like to know about space travel?
Answer Key
1. emigrate 6. astronomer
2. marina 7. constellations
3. stellar 8. aster
4. immigrate 9. aquamarine
5. astronomy 10. submarine

Materials Needed
• Sequence Chart Graphic
Review and Extend Organizer, 423
Getting Started

Uncle Paul fixes the engine on a big ship. Let’s do the first item together so
He is a _________ engineer. that I can show you my thinking. The
word asteroid has the root aster in
it, so I know that the word has
something to do with stars. The
Review and Share Have students display the posters they made definition tells me that an asteroid
for the activity on page 209 on the classroom walls or bulletin is a very small planet that travels
board. Ask the class to discuss how the various posters tried to around the sun. Now I read the
convince people to immigrate to the United States. question: “How could an
astronomer study an asteroid?” I
Model/Teach remember that an astronomer is a
• Distribute the Student Reproducible page 218. Ask a volunteer scientist who studies space or the
to read the new words aloud. stars. Now I am going to write my
• Before starting the activity, do the . answer using both the words
astronomer and asteroid. “An
• Instruct students to complete the rest of the activity on their own
astronomer would use a telescope
and then share their responses.
to study an asteroid.”
Individual Activities for All Learners

Write a Space Adventure Distribute copies of the sequence
chart. Suggest that students fill it out before they start writing.
After they have finished writing, give students time to share their
stories and the new words they created.
• Coin New Words Have you ever eaten “spaghetti marinara”? This is a
tasty dish made with pasta, tomatoes, onions, garlic, and spices. The
word marinara comes from an Italian word that means “in sailor style,”
or the way sailors like it. Create a new dish for a sailor or for an
astronaut. Name it by coining a new word based on one of the roots in
this lesson. Then write a paragraph telling how the dish is made.
Answer Key
Mystery Word of the Week: marine


mar/mari, mig/migr)
Check Your Mastery

Give the Test
• Tell them that the test has two parts.
• Model how to complete the first part of the test by writing this
sentence on the board and reading it aloud:
Student
Self-Assessment An aster is a flower in the shape of a(n) __________.

think about the advantages and
• Have students complete the sentence orally. Remind them to consider
disadvantages of doing an activity
the root in the word in boldface type when choosing their answer.
alone, with a partner, and with a
group. Do they prefer doing certain • Model how to complete the second part of the test by writing the
kinds of activities alone, with a following on the board:
partner, or group? Which way do
they think is best for learning
The planetarium had exhibits with a having to do with star
words with roots? Encourage them
to discuss various learning
groups and patterns theme.
strategies. A. aquamarine B. maritime C. constellation
• Ask students to use their knowledge of roots and other word parts to
choose the word that best answers the question.
• Tell students to reread all the test items and check their answers.
Answer Key
Students’ responses for items 1–5 may
vary. Accept all reasonable answers.
1. stars, planets, and outer space
2. boats, motorboats, and sailboats
3. blues and greens
4. medal
5. a pattern
6. B
7. C
8. B
9. A
10. C

Words With Common Roots (aster/astro, stel/stell, mar/mari, mig/migr)
Be a Word Architect
Learn
More!
Vocabulary Words Root Meaning
aster/astro star, of the stars
aquamarine emigrate
aster immigrate stel/stell star, starlike
asterisk marina mar/mari sea, of the sea or ships
astronaut maritime mig/migr to move
astronomer migrate
astronomical stellar When you see a word with the root aster/astro or stel/stell,
astronomy submarine you know that it has something to do with stars. When
you see a word with the root mar/mari, you know it tells
constellation
about the sea or ships. When you see a word mig/migr, you
know it has to do with moving. The meaning of these roots
Word Learning Tip! is a great aid that helps you determine the meaning of
unfamiliar words.
You can learn the meaning of
many long words if you know the
meanings of any of the parts in
them. These parts give clues
that will help you determine the
meaning of the entire word.
Vocabulary
Building Strategy
Use Roots A root is a word
part that carries a word’s
main meaning. A root cannot
stand by itself as a word. It
needs a prefix, suffix, or
another root or word added to
it to form a word. To determine
the meaning of a word with a
root, add the meaning of the
root together with the
meaning of any prefixes or
suffixes in the word. For
example, astro means “star”:
astro + naut = astronaut. An
Find New Words Work with a partner to find other words with the
astronaut is a traveler to the
roots in the chart on this page. Try to find one new word for
stars and space.
each root. Check your words in the dictionary. Write each word with its
meaning in your personal word journal and underline the root.

L
Be a Word Architect
aquamarine astronomer emigrate migrate
aster astronomical immigrate stellar
asterisk astronomy marina submarine
astronaut constellation maritime
Directions Look at the root tree below. Place each vocabulary word on the correct branch of the tree.
Circle the root in each word.
stel/stell star, starlike

mig/migr to move
aster/astro
mar/mari
star, of the stars
sea, of the sea or ships
Words With Common Roots (aster/astro, stel/stell, mar/mari, mig/migr) 213


Directions Read each definition below. Then answer the question that follows each definition.
Write your answer on the line. Use the vocabulary word in your answer.
1. constellation: a group of stars that form a pattern in the sky

The Big Dipper is a constellation of seven stars that form a bowl with a handle. How can
this constellation that points to the North Star help sailors navigate? __________________
____________________________________________________________________________
2. immigrate: to come into a country to stay
Why do you think people would leave the country in which they were born and
immigrate to a new country? __________________________________________________
3. astronomer: a scientist who studies the stars, planets, and space
What is one question that an astronomer might try to answer? _______________________
____________________________________________________________________________
4. submarine: a ship that can travel both on the surface of the ocean and underwater
How do you think it would feel to be a sailor on a submarine? _______________________
____________________________________________________________________________
5. asterisk: a star-shaped symbol
If you see an asterisk next to a word in a book you are reading, you look at the bottom of
the page. What is the symbol next to the footnote called and what shape would it have?
___________________________________________________________________________
6. maritime: having to do with ships, sailors, and the sea
If you read a book about maritime history, what would you be reading about?
___________________________________________________________________________
7. stellar: relating to or being like a star; outstanding
What performance have you seen in a movie or on television that you would describe as
stellar? ____________________________________________________________________
8. emigrate: to leave a country for good
What could make people emigrate from the country where they were born and raised?
____________________________________________________________________________

L

Directions Continue this activity. Read each definition below. Then answer the question that follows
each definition. Write your answer on the line.
9. aster: a star-shaped flower with petals around a yellow center

How is an aster different from a rose? _________________________________________
10. marina: a place to leave a boat; a small harbor where boats are kept
What is one reason that someone might leave a boat in a marina? __________________
__________________________________________________________________________
11. astronaut: a traveler to the stars; someone who travels in space

Why do you think that an astronaut needs to be brave? __________________________
__________________________________________________________________________
12. aquamarine: the blue-green color of the sea; a gemstone that is a blue-green color
Would you like your bedroom to be painted aquamarine? Why or why not?
__________________________________________________________________________
13. astronomical: having to do with the stars or their study; very large
What do you think a group of astronomical instruments are used for?
__________________________________________________________________________
14. migrate: to move from place to place, usually at fixed times

If you are studying how birds migrate in the spring and in the fall, what are you
learning about? ____________________________________________________________
15. astronomy: the scientific study of the stars

What subjects in school should you try to learn a lot about if you want to enter the field
of astronomy? ____________________________________________________________
Write Sentences With a partner, choose three vocabulary words with the same root and write sentences
using these words. Make sure your sentences show that you know what the words mean.


Daydreaming
It was September. The white and purple asters were in bloom. Luis sat on the dock of
the marina. The sun was shining brightly on the aquamarine water. The sunlight on the
waves sparkled like silver asterisks. Sailboats passed by quietly as if in a dream.
The boats made Luis think of the sailors of long ago. These sailors saw pictures or
patterns in the stars in the night sky. The sailors of long ago used these star patterns to steer
their boats across the open ocean. These clusters of stars came to be called constellations.
The sailors gave names to the stars. A group of stars might look like a bear or a man with a
bow and arrow.
Sometimes Luis thought he wanted to become an astronomer. Then he could learn all
about the stars, planets, and other heavenly bodies. Maybe he would even invent an
astronomical device that would advance the science of astronomy. Or, he could become an
astronaut and travel into space.
If he couldn’t go to outer space, perhaps he could have a maritime career and travel the
waterways of the earth. He could work on a huge container ship or an oil
tanker or maybe under the sea in a submarine. A career as a naval
officer would be a stellar adventure. Everyone would admire him,
and he could travel all around the world. He could migrate easily
from country to country. When he retired from the navy, he could
move wherever he wanted. Perhaps by that time he could
immigrate to a colony on the Moon or Mars. Or he could stay in
the United States if he did not want to emigrate. He would have the
knowledge to make the best possible choice for himself.
Suddenly, Luis realized the sun was setting and he had spent the
afternoon dreaming about his future. It was time to return to the present
and go home for dinner.


Directions Replace the underlined words with a vocabulary word. Write the vocabulary word in the
blank at the beginning of each item.
1. ___________________ Viktor decided to leave his own country because he could not
find a job.
2. ___________________ The sailors met at the place where boats are kept before the race.
3. ___________________ The coach was proud of the brilliant, starlike performance of the
gymnastics team.
4. ___________________ Thousands of people move permanently to the United States
every year.
5. ___________________ I like to read books about the science of the stars and planets.
6. ___________________ Maria Mitchell discovered a comet in 1847. She was the first
American woman to become a(n) scientist who studies the stars
and planets.
7. ___________________ Sailors long ago gave names to the groups of stars they saw
in the sky.
8. ___________________ The child placed a single star-shaped flower in a tiny vase.
9. ___________________ Elisa’s dress is blue-green in color, like the sea on a sunny day.
10. ___________________ A(n) ship that travels underwater can’t be seen by ships that are
traveling on the top of the water.
Make a Poster Work with a partner to create a poster that invites people to move to the United States.
First, write a short sentence of invitation using the word immigrate. Then write three or four sentences
telling about good features of American life. Find or draw a picture to illustrate your poster that sends the
message that this is a great place to live.

Review and Extend

NEW WORDS asteroid disaster migrant mariner astrodome
Directions Read the definition of each new word. Then answer the question that follows.
Use both boldface words in your response.
1. asteroid: a very small planet that travels around the sun

How could an astronomer study an asteroid? ______________________________________
____________________________________________________________________________
2. mariner: a sailor
What stories might a mariner tell while his boat is docked in a marina? ________________
___________________________________________________________________
__________
3. disaster: an event that causes great damage or loss
Note the root aster in disaster. Long ago, people thought evil stars brought disaster. They
looked at the position of stars and constellations to predict good fortune or disaster. If the
stars seemed to be in a bad position, what types of disasters might these people predict?
_________________________________________________________________________
____
4. astrodome: a clear dome or roof shaped like half a ball on a building or aircraft used for
navigation or finding the way
Why would astrological equipment be kept in the astrodome? ___________________
______
_______________________________________________________________________
______
5. migrant: someone or something that moves from place to place
Would a migrant worker be more likely to stay in one place or to migrate from place to place? Why?
_____________________________________________________________________
________
Write a Space Adventure English is constantly growing, with new words formed to describe new situations
and new things. Write a story about an adventure for an astrodog, a dog that lives in space. Use your
knowledge of word parts to form at least three new words. Use at least three of your vocabulary words, too.
Check Your Mastery

Directions Complete each sentence below. Write your answer in the blanks.
1. Astronomy is the science of studying the ________________________________________.
2. At a marina, you will see _____________________________________________________.
3. If a painting is mostly aquamarine, it has a lot of _________________________________.
4. The reward for a stellar performance at the Olympics is a(n) ________________________.
5. A constellation of stars forms _________________________________________________.
Directions Choose the best word to replace the underlined words in each sentence.
Circle the letter of your choice.
6. In 1983, Guion Bluford became the first African American traveler in space.
A. constellation B. astronaut C. immigrate
7. If you see a(n) mark that looks like a star at the end of a sentence, look for a footnote at
the bottom of the page.
A. aster B. aquamarine C. asterisk
8. Some animals move from place to place when the weather changes.
A. maritime B. migrate C. emigrate
9. The Hubble telescope is a modern star-studying device.

A. astronomical B. submarine C. constellation
10. We visited a waterfront museum that focused on shipping by sea history.

A. astronaut B. astronomy C. maritime

DEFINITIONS
Lesson 14
aquamarine (ak-wuh-muh-reen) noun: 1. a maritime (ma-ruh-time) adjective: having to do
gemstone that is a blue-green color; adjective: with ships, sailors, and the sea
2. the blue-green color of the sea
migrate (mye-grate) verb: to move from place to
aster (ass-tur) noun: a star-shaped flower with place, usually at fixed times
white, pink, yellow, or purple petals around a
stellar (stel-uhr) adjective: 1. relating to or being
yellow center
like a star; 2. outstanding
asterisk (ass-tuh-risk) noun: a star-shaped symbol submarine (suhb-muh-reen or suhb-muh-reen)
often used to indicate where something else is noun: a ship that can travel both on the surface
on a page of the ocean and underwater
astronaut (ass-truh-nawt) noun: 1. a traveler to
the stars; 2. someone who travels in space
astronomer (ass-truh-no-mur) noun: a scientist
who studies the stars, planets, and space
astronomical (ass-truh-nom-uh-kuhl) adjective:
1. having to do with the stars or their study;
2. very large
astronomy (uh-stron-uh-mee) noun: the scientific
study of the stars
constellation (kon-stuh-lay-shuhn) noun: a group
of stars that form a pattern in the sky
emigrate (em-uh-grate) verb: to leave a country for
good
immigrate (im-uh-grayt) verb: to come into a
country to stay
marina (muh-reen-ah) noun: 1. a place to leave a
boat; 2. a small harbor where boats are kept

393
SAMPLE SENTENCES
Lesson 14
Connect Words and Meanings, Review and Extend, page 210 (TP), 218 (SP)
page 207 (TP), 214 (SP) 1. An astronomer would use a telescope to study an asteroid.
1. When they see this constellation, sailors can locate north 2. A mariner might tell stories about a huge fish that he once
and tell which direction they are going. caught while his boat is docked in a marina.
2. People might immigrate to a new country to seek better
3. If the stars or constellations were in what they thought was
opportunities. a bad position, these people might predict disasters such as
3. An astronomer might try to find out if there is life on any floods and earthquakes.
other planets. 4. Astrological equipment would be kept to the astrodome so
4. If I were a sailor on a submarine, I would be excited that scientists could use them to study the stars.
because I would be having a deep-sea adventure.
5. The symbol is an asterisk. I know that an asterisk has a star
shape.
6. If I am reading a book about maritime history, I am reading
about the history of boats and the sea.
7. I would describe the actor who plays the hero in the movie I
recently saw as giving a stellar performance.
8. Food shortages and disease can force people to emigrate
because they have to go elsewhere to find food to eat and to
get away from sickness.
9. Asters are star shaped with a yellow center, and a rose is
shaped like a bulb and has thorns.
10. Someone might leave a boat in a marina to have repairs
made.
11. An astronaut needs to be brave because he or she might
encounter dangerous situations.
12. I would like my bedroom painted aquamarine because it
is a very peaceful color.
13. Astronomical instruments are used for studying the stars.
14. If you are studying how birds migrate in the spring and
fall, you are learning about where they travel.
15. You should try to learn a lot about mathematics and
science if you want to enter the field of astronomy.
398
GLOSSARY
A
aquamarine (ak-wuh-muh-reen) noun: migrate (mye-grate) verb: to move from place to
1. a gemstone that is a blue-green color; place, usually at fixed times
adjective: 2. the blue-green color of the sea S
aster (ass-tur) noun: a star-shaped flower with stellar (stel-uhr) adjective: 1. relating to or being
white, pink, yellow, or purple petals around like a star; 2. outstanding
a yellow center
asterisk (ass-tuh-risk) noun: a star-shaped
symbol often used to indicate where
something else is on a page
astronaut (ass-truh-nawt) noun:
1. a traveler to the stars; 2. someone who
travels in space
astronomer (ass-truh-no-mur) noun: a scientist
who studies the stars, planets, and space
astronomical (ass-truh-nom-uh-kuhl) adjective:
1. having to do with the stars or their
study; 2. very large
astronomy (uh-stron-uh-mee) noun: the
scientific study of the stars
C
constellation (kon-stuh-lay-shuhn) noun: a
group of stars that form a pattern in the sky
E
emigrate (em-uh-grate) verb: to leave a country
for good
I
immigrate (im-uh-grayt) verb: to come into a
country to stay
M
marina (muh-reen-ah) noun: 1. a place to
leave a boat; 2. a small harbor where boats
are kept
maritime (ma-ruh-time) adjective: having to do
with ships, sailors, and the sea
404
418
Graphic Organizers
Sequence Chart
First Event or Step
Third Event or Step
Conclusion
423
marina maritime migrate

(muh-reen-ah) (ma-ruh-time) (mye-grate)
Lesson 14
Lesson 14
stellar submarine
(suhb-muh-reen
(stel-uhr) or suhb-muh-reen)
Lesson 14
aquamarine
(ak-wuh-muh-reen)
aster asterisk astronaut

(ass-tur) (ass-tuh-risk) (ass-truh-nawt)
astronomer astronomical astronomy

(ass-truh-no-mur) (ass-truh-nom-uh-kuhl) (uh-stron-uh-mee)
439
constellation emigrate immigrate
(kon-stuh-lay-shuhn) (em-uh-grate) (im-uh-grayt)
noun: 1. a place to leave a boat;
verb: to move from place to place, adjective: having to do with ships,
2. a small harbor where boats are
usually at fixed times sailors, and the sea
kept
noun: a ship that can travel both

adjective: 1. relating to or being
on the surface of the ocean and
like a star; 2. outstanding
underwater
noun: 1. a gemstone that is a
blue-green color; adjective: 2. the
blue-green color of the sea
noun: a star-shaped symbol often noun: a star-shaped flower with

noun: 1. a traveler to the stars;
used to indicate where something white, pink, yellow, or purple
2. someone who travels in space
else is on a page petals around a yellow center
noun: the scientific study of the adjective: 1. having to do with the noun: a scientist who studies the
stars stars or their study; 2. very large stars, planets, and space
verb: to come into a country to noun: a group of stars that form a

verb: to leave a country for good
stay pattern in the sky 440
Compound Words
Be a Word Architect
Getting Started
Materials Needed
Kaisha’s grandfather is a good ____. He tells

stories about what life was like when he was
growing up. Vocabulary Words
barefoot
crossroads
The Mystery Word of the Week is storyteller.
downpour
flashlight
Model/Teach folklore
• Distribute the Student Reproducible page 227. lifeguard
• Tell students to look at the Word Learning Tip. Explain that compound loudspeaker
words are made up of two shorter words that are put together to make
a new, longer word. Knowing the meanings of the shorter words can
masterpiece
help them learn the meaning of the compound word. runway
• Have students look at the Vocabulary Building Strategy. Remind them safeguard
that if they come upon a compound word in their reading, they spotlight
should identify the words that make it up and think about what these
teammate
words mean. Then, they can put these meanings together to find a
definition for the compound word. thunderstorm
• Before students start the activity, do the on page 221. timetable
• After you have modeled how to do the first item, have students
videotape
complete the rest on their own.
• Invite students to share their responses and explain their thinking.
Encourage them to put together the meaning of the smaller words to
find the meaning of the compound words. Discuss the meanings they
come up with.
• Allow time for groups to use flashcards to reinforce meaning.
Compound Words 220

Compound Words

• Spanish-speaking students may have difficulty pronouncing flashlight
Think Aloud and thunderstorm because the digraphs sh and th do not exist in
The directions tell me to draw a line Spanish. Students may pronounce the sh in flashlight as /s/ and the th
between the two words that make in thunderstorm as /d/. You may wish to provide these students with
up each compound word and write additional oral practice with these words.
the two words in the blanks. Let’s
look at the first item. The Independent Activity
compound word is barefoot. What Write Sentences Before students start this activity, demonstrate
two shorter words make up this writing a sentence with the two individual words that form a
compound word? Sometimes it
compound word. For example: “I read the table to find out what time
helps to say the word aloud. When I
the next train would arrive.”
say barefoot, I hear the words bare
and foot. I draw a line between the
e in bare and the f in foot. Then, I
write the word bare in the first
blank and foot in the second blank.
I know that bare means “not
covered” or “without clothes” and,
of course, foot is the part of my
body I walk on. When I put these
two ideas together, I think barefoot
must mean “not having your feet
covered or not wearing shoes.” So if
I walk barefoot, I have bare feet. I’m
not wearing shoes or even socks.
Answer Key
1. bare/foot; bare foot
2. video/tape; video tape
3. down/pour; down pour
4. time/table; time table
5. folk/lore; folk lore
6. loud/speaker; loud speaker
7. thunder/storm; thunder storm
8. run/way; run way
9. team/mate; team mate
10. spot/light; spot light
11. cross/roads; cross roads
12. flash/light; flash light
13. life/guard; life guard
14. master/piece; master piece
15. safe/guard; safe guard

Getting Started
Materials Needed
Mystery Word of the Week Clue 2 • Student Reproducibles,
The local ____ has many tales to tell about pp. 228–229
the early settlers of this area. No one knows

if her stories are true.
Think Aloud
Review and Share Invite volunteers to read aloud the
sentences they wrote for the activity on page 222. Ask them to I want to show you how I would
write their sentences on sentence strips and then post them on the approach this activity. The directions
bulletin board. say each item has a definition of a

compound word and that the boldface
words can be put together to form that
Model/Teach
compound word. So let’s read the first
item: “heavy rains that pour down.”
The two words in boldface type are
• After modeling how to do the first item, have students do the rest of pour and down. The two ways I can put
the items on their own. Provide time for them to share and discuss them together are pourdown and
their responses. downpour. Pourdown is not a
vocabulary word, but downpour is. This
Independent Activities word, like many compound words,
Describe a Masterpiece Point out to students that a creates a vivid picture in my mind. I
masterpiece can be something to look at, such as a painting, can just see the heavy rains pouring
dance, or play. It also can be something to read, such as a story or a down and getting everything wet. Now
poem, or something to listen to, such as music or a speech. Have I’m going to complete the sentence.
students talk to a partner about the masterpiece they select before “During a sudden ________, I might
they start to write. __________.” I put the word downpour
in the first blank and then complete the
• Learn Word Order Students may have difficulty remembering the
order of the words in a compound. Write the first word of each sentence: “During a sudden downpour,
compound on the board, followed by a blank line. Then have I might run under a shop awning.”
volunteers come to the board, say the second part of each

compound, and then write that second word just after the first one
to complete each compound.
Answer Key
Compound Words 222

Compound Words

Getting Started
Materials Needed
• Transparency 1, p. 418 Centuries ago, very few people had books.
Instead of reading stories, they gathered
around a fire to hear the words of a(n) _____.
Think Aloud
Review and Share Invite students to read aloud the descriptions
I want to show you the thinking that of masterpieces they wrote for the activity on page 222. Ask
I do when I come across an listeners to identify the compound words they hear in the
unfamiliar compound word. Let’s descriptions. Add any new compound words to the word wall.
read the first two sentences
together: “For more than 50 years,
Model/Teach
our city has sponsored a yearly
party at the lake. Stories about this
party have become part of our
• Explain that you are going to read a story that includes the vocabulary
words they are learning. Ask them to follow along silently while you
folklore.” I see that the word
read the story aloud.
folklore is a compound word. If I
didn’t know its meaning, I would • Before you read the story again, do the .
look closely at the two shorter • Place the transparency on the overhead projector. Inform students that
words in it. I know folk means as you read the story this time, you will stop at each boldface word.
“people.” I am less familiar with the Point out that you want them to use the Word Learning Tip and
word lore, but I think it has Vocabulary Building Strategy to tell you the meaning of each word.
something to do with knowledge or Record their responses and their thinking on the transparency.
information. The next lines speak of
• After you have finished reading the story, have students review the
stories and tales, and also tell me
compound words and their meanings.
that these tales are passed on. I
think all of these meanings are part
of the meaning of the word lore. If I
Make a Timeline Have students create a timeline of important
put the meanings of folk and lore
events in their lives. Encourage them to use compound words in the
together, I see that folklore means
labels on their timelines. (For example, the word birthday is a compound.)
“the stories of people that are
passed on.” • Talk About It Folklore features the traditions of a family or
community. Have students participate in a discussion about folklore.
Use questions like these as prompts: What holidays do people you
Answer Key
See pages 394 for definitions. know celebrate? What games did you learn from others? What foods
does your family eat? What songs do you sing at special events?

Materials Needed
Use Words in Context Organizer, p. 421
Getting Started

The visitors wanted to learn about the history Let’s do the first item together so that
I can show you the thinking I do to
and traditions of the villagers. They asked the
answer this question: “The mayor
local ____ to tell them what he knew. announced that piles of snow were
blocking the _________ (runway,
timetable, lifeguard), so the airport was
Review and Share Invite volunteers to present to the class the closed.” The three word choices are
timelines they created for the activity on page 223. Ask runway, timetable, and lifeguard. I know
presenters to explain why the events on their timelines are that planes speed along a certain
important to them. Class members can keep a list of compound track or path as they try to take off
words used on the timelines and in the oral presentations. from the airport. Another word for path
is way, as in highway and throughway.
Another word for speed along is run.
Model/Teach Of the three choices, the word that
• Distribute the Student Reproducible page 231. carries both these ideas is runway.
• Before students start, do the . Now I’m going to try runway in the
sentence to see if it fits the context:
• After you have modeled the first item, have students complete the
“The mayor announced that piles of
rest of the items on their own. Then invite them to share their
snow were blocking the runway, so the
responses and their thinking.
airport was closed.” That fits, so
runway is the word I write in the blank.
Write About Teamwork Before students start the activity,
distribute copies of the Word Web Graphic Organizer. Have them
write the word teamwork in the center circle and then brainstorm
ideas about the importance of teamwork.
• Play Concentration Distribute 15 index cards cut in half to student Answer Key
1. runway
pairs. On each pair of cards, students write the two words that make up 2. masterpiece
each vocabulary word, one word per card. Then students stack the cards 3. safeguard
and shuffle them. They then arrange the cards face down in six rows of 4. flashlights
5. loudspeaker
five cards and turn them over, one at a time, looking for matches. When 6. lifeguard
a player makes a match, he or she keeps the cards. When all the cards 7. barefoot
are played, the player with the most cards wins. 8. spotlight
9. folklore
10. teammate
Compound Words 224

Compound Words
Review and Extend

Getting Started
Materials Needed
There is nothing better than listening to a
good __________ tell ghost stories on a dark,
cold night.
Think Aloud
Here’s what I think about as I
Review and Share Ask partners to share the passages they wrote
answer the first question: “What do
about teamwork for the activity on page 224. Add new
you look for when the power fails
compound words to the word wall.
and the lights go out?” First, I see
the word lights in boldface. This
Model/Teach
tells me that I’m looking for a
• Distribute the Student Reproducible page 232 and read the new
compound word that contains the
compound words. Tell them to draw a line between the two parts of
word light or lights. I know that if
each word.
the lights go out, I would need
something to help me see in the • Before students start the activity, do the .
dark or give me light. Now I think • After you have modeled how to do the first item, have students do the
about my vocabulary words. The rest on their own. Provide time for them to share their responses and
compound word that carries this their thinking.
meaning and contains the word
light is flashlight: “When the power Independent Activities
fails, I look for a flashlight.” Find More New Words Ask the class to share all of their new
compound words. Add them to the word wall.
• Give Spelling Clues Have students work in pairs to give clues for the
vocabulary words. For example, “I start with a d and end with an r,
what ‘wet’ word am I?” (downpour) “I am made up of two ‘timely’
words that start with the letter t.” (timetable) The partner then looks
at the vocabulary list and chooses the word that fits the clue.
Answer Key
Mystery Word of the Week: storyteller
(Accept any other nouns that fit
the context.)
See page 401 for sample answers.

Materials Needed
Check Your Mastery

Give the Test
Self-Assessment
• Point out that the test on the page has two parts.
Journal Writing Ask students what
• Model how to complete an item in the first part by writing the
they learned this week about using
following on the board:
the meanings of the shorter words
in a compound to determine the
You cannot make a videotape without a(n) _____________. meaning of the entire word. Then
ask them to write in their journals
how they think this strategy can
• Ask students to tell you how they would complete the sentence. Be help them when they read.
sure they understand that their response must reflect their
understanding of the word in bold type.
• Next, model how to choose the best answer in the second part of the
test by writing the following on the board:
Air bags ________ passengers in case of an accident.

lifeguard safeguard spotlight
• Ask students what word they would choose to complete the sentence,
and have them explain their response.
• Have students complete the two parts of the test and read over their
responses. Point out that if they want to change an answer, they need
to erase the old answer completely.
• Tally students’ correct responses. Answer Key
Students’ responses to items 1–5 will vary.
Sample responses are given.
1. you are walking in the dark
2. run for cover
3. they have to rescue drowning people
4. the times when trains arrive and leave
5. stepping on something sharp
6. crossroads
7. folklore
8. videotape
9. thunderstorm
10. teammate
Compound Words 226

Compound Words
Be a Word Architect
Directions Read each compound word. Draw a line or slash between
the two words that make up the compound word. Then write the two
Vocabulary Words words in the blanks.
barefoot runway
crossroads safeguard
1. barefoot ______________ ______________
downpour spotlight
2. videotape ______________ ______________
flashlight teammate
folklore thunderstorm 3. downpour ______________ ______________
lifeguard timetable
loudspeaker videotape 4. timetable ______________ ______________
masterpiece
5. folklore ______________ ______________
Word Learning Tip!
A compound word is made up 6. loudspeaker ______________ ______________
of two words that are put
together to make one new 7. thunderstorm ______________ ______________
word. If you know the
meaning of the words that 8. runway ______________ ______________
make up a compound word,
you can determine the
meaning of the whole word.
9. teammate ______________ ______________
Vocabulary 10. spotlight ______________ ______________

Building Strategy
Use Compound Words When
11. crossroads ______________ ______________
you come across a long word
that you do not know, look to 12. flashlight ______________ ______________
see if it contains individual
words that make it up. Then 13. lifeguard ______________ ______________
you should think about what
the individual words mean. 14. masterpiece ______________ ______________
Next, add the meanings of
the individual words together
15. safeguard ______________ ______________
to come up with a meaning
for the compound word.
Finally, check to see if that
meaning makes sense in the Write a Sentence Choose one of the compound words from the
context in which you found vocabulary list. Break it apart into the two words that formed it.
the compound word. Write a sentence using each of these words. Then do the same thing for
three additional vocabulary words.
Compound Words

barefoot flashlight loudspeaker safeguard thunderstorm
crossroads folklore masterpiece spotlight timetable
downpour lifeguard runway teammate videotape
Directions Read each definition. Put the boldface words together to form a compound word that fits
each definition. Then read the sentence that follows. Write this compound word in the first blank and
then complete the sentence.
1. Definition: heavy rains that pour down
During a sudden _______________________, I might ____________________

____________.
2. Definition: the place where two roads cross one another; a point where two directions
are possible.
At a _________________________, you might find a sign that says ________

_____________.
3. Definition: a storm with thunder and lightning
During a __________________________, you might ________________________

_________.
4. Definition: a table telling the time of arrivals and departures; a schedule
You might find a _______________________ on the wall at a ________________

__________.
5. Definition: a tape on which video or images are recorded
We made a _________________________ of ______________________________

__________.
6. Definition: a mate or fellow member of a team
When you pass a ball to a ____________________, you hope that ____________

__________.
7. Definition: the lore, or customs, stories, and beliefs, of the folk, or common people;
knowledge or beliefs passed down from people to people
My favorite character from _____________________ is _____________________

__________.
8. Definition: a piece of work or art by a master or expert; an outstanding piece of work
If a museum has a _____________________ by an artist, it has ________________________.
Compound Words 228

Compound Words

Directions Continue this activity. Read each definition and put the boldface words together to form
a compound word that fits the definition. Then read the sentence that follows. Write this compound
word in the first blank and then complete the sentence.
9. Definition: without any covering on the feet; one foot and the other foot are bare
It’s fun to walk ______________________ when __________________________________.

10. Definition: a light that you can flash on and off; a small, battery-powered lighting device
I need a ______________________ when ________________________________________.

11. Definition: a person who is trained to guard the life of a person who is swimming; a person
trained to save swimmers in danger
The ____________________ blew her whistle when she ___________________________.

12. Definition: a device that turns electric signals into sounds and makes the voice of the
speaker loud enough to be heard over a large area
The coach spoke over the _______________ in order to ___________________________.

13. Definition: a strip of ground, path, or way where aircraft seem to make a run for the sky,
then take off and later land; a narrow walkway on a stage
The plane couldn’t take off because the _________________ was ____________________.
14. Definition: something that serves as a guard or to keep things safe; to protect someone
The balcony has a railing as a ________________ to make sure that __________________.

15. Definition: a beam of light that shines on a certain spot or area
The _________________ showed the two actors __________________________________.
Describe a Masterpiece In your personal word journal, describe something you have seen or heard that
you think is a masterpiece. What is it? Why do you like it? Try to use at least three vocabulary words
and one other compound word in your description.
Compound Words

What a Party!
For more than 50 years, our city has sponsored a yearly party at the lake. Stories about
this party have become part of our folklore. Just about everyone has heard tales about this
party as they were growing up, and they in turn have told them to their children.
This year’s party was a big success. Buses took people to and from the beach throughout
the day. There was a published timetable so people could find out exactly when the buses
traveled.
One of the most popular activities was the sandcastle contest. Albert Yeh created a
fantasy home of the future. It even had a runway for a plane to land on. He beamed with
pride as the newspaper photographer took a picture of him and his masterpiece. Albert likes
attention, and he was in the spotlight.
Two teams competed in a game of volleyball. The team members played barefoot on the
sand. At one point, one teammate hit the ball so hard that it ended up in a big, dark hole.
Someone had to get a flashlight to see where it had gone.
In the late afternoon, huge clouds formed and the wind picked up. The lifeguard said it
looked as if a thunderstorm was approaching. She wanted to safeguard swimmers from any
danger, so she called out over her loudspeaker, “Everyone out of the water!” Everybody got
out quickly and ran for shelter just
as the downpour began.
Inside the picnic tent, the mayor
spoke to us all. A news reporter
made a videotape of his speech.
“Our city is a great place to live, but
it is now at a crossroads. As we get
bigger, we may be tempted to forget
our traditions. We must never lose
the spirit shown here today.”
Compound Words 230

Compound Words

Directions Choose the best vocabulary word to fit in each blank. Write your answer on the line.
1. The mayor announced that piles of snow were blocking the _________________________
(runway, timetable, lifeguard), so the airport was closed.
2. He said that the museum has bought a ___________________________________________
(spotlight, downpour, masterpiece) by the great artist Frida Kahlo.
3. The mayor reported that the children had received flu vaccines to ____________________
(safeguard, loudspeaker, teammate) them against the illness.
4. He announced an outing to our famous caves. The city would supply _________________
(flashlights, loudspeakers, videotapes) to help people explore them.
5. The mayor made an announcement over the ______________________________________
(folklore, loudspeaker, masterpiece).
6. A ________________________________________ (barefoot, safeguard, lifeguard) would be
stationed at each pool to watch the swimmers.
7. “Visit our parks in the summer,” he said. “Take a walk _____________________________
(downpour, barefoot, timetable) through the grass.”
8. The ______________________________
___(teammate, spotlight, loudspeaker) shone on the
mayor as he stood on the platform. It lit up his face.
9. “In the past,” he said, “most ___________________________ (videotape, crossroads, folklore)
was passed on by word of mouth and not written down.”
10. “Now we will form teams of people to collect our stories. Each person will work with a
partner, or _________________________________________ (lifeguard, teammate, barefoot).”
Write About Teamwork Just like the word teammate, the word teamwork also contains the smaller word
team. Teamwork is when people work together for a common goal. In your personal word journal,
tell whether you think teamwork is important or not. Use at least three vocabulary words and one new
compound word.
L
Compound Words
Review and Extend

NEW WORDS bareheaded downside lightweight thunderclap timeline
Directions Use one of your vocabulary words or a new compound word to answer each question.
The boldface clue will help you choose the correct word.
1. What do you look for when the power 6. Everyone goes through “ups and downs,”
fails and the lights go out? or good times and bad times. If you look at
___________________________________ only the bad points, what do you look at?

___________________________________
2. A light jacket that you would wear in the
7. What word describes your feet when you
spring is made of what type of material?
take off your shoes, bare your feet, and
___________________________________ walk on the grass?
3. What can you use to find out what time a ___________________________________
train will come? 8. A doctor will tell you not to go out in the
___________________________________ rain without a hat or scarf to cover your
4. If you wanted to show events in the order head. How shouldn’t you go out?
___________________________________
in which they happened in time, you
9. What kind of storm sometimes frightens
might display them on what?
children and dogs because of the noise
___________________________________
and lightning? _____________________
5. What happens when the rain comes down 10. What sound might you hear when it
suddenly and surprises you? thunders?
___________________________________ ___________________________________
Find More New Words With a partner, make a list of the shorter words that make up each new compound
word. Then work together to come up with more compound words made from these individual words. Try
to write a definition of each new compound word in your personal word journal.
Compound Words 232
Compound Words
Check Your Mastery

Directions Complete each sentence in a way that shows you understand the boldface word. Write your
answer on the line.
1. You might need a flashlight when ______________________________________________.
2. If you get caught in a downpour, you may want to ________________________________.
3. Lifeguards have to be good swimmers because ___________________________________.
4. One thing you can find on a train timetable is ____________________________________.
5. A danger of walking barefoot is ________________________________________________.
Directions Circle the word choice that correctly completes each item.
6. Greg stopped at the ____________________________. He did not know which way to turn.
spotlight crossroads barefoot
7. Folktales about Anansi the Spider are part of African _______________________________.

videotape folklore spotlight
8. We watched a __________________________________________ of my cousin’s wedding.

masterpiece timetable videotape
9. There was a lot of lightning during yesterday’s ____________________________________.

thunderstorm masterpiece loudspeaker
10. The basketball player tossed the ball to his _______________________________________.

safeguard teammate runway

DEFINITIONS
Lesson 15
barefoot (bair-fut) adjective: without any covering safeguard (sayf-gard) noun: 1. something that
on the feet; having both feet bare serves as a guard or to keep things safe;
crossroads (krawss-rohdz) noun, plural: 1. the verb: 2. to protect someone
place where two roads cross one another; 2. a spotlight (spot-lite) noun: a beam of light that
point where two directions are possible shines on a certain spot or area
downpour (doun-por) noun: heavy rains that pour teammate (teem-mate) noun: a mate or fellow
down member of a team
flashlight (flash-lite) noun: a light that you can thunderstorm (thuhn-dur-storm) noun: a storm
flash on and off; a small, battery-powered with thunder and lightning
lighting device
timetable (time-tay-buhl) noun: a table telling the
folklore (fohk-lor) noun: 1. the lore, customs, time of arrivals and departures; a schedule
stories, and beliefs of the folk, or common
videotape (vid-ee-oh-tape) noun: a tape on which
people; 2. knowledge or beliefs passed from
video or images are recorded
people to people
lifeguard (life-gard) noun: a person who is trained
to guard the life of a person who is swimming;
a person trained to save swimmers in danger
loudspeaker (loud-spee-kur) noun: a device that
turns electric signals into sounds and makes
the voice of the speaker loud enough to be
heard over a large area
masterpiece (mass-tur-peess) noun: a piece of
work or art by a master or expert; an
outstanding piece of work
runway (ruhn-way) noun: 1. a strip of ground,
path, or way where aircraft seem to make a run
for the sky and take off and then land;
2. a narrow walkway on a stage

394
SAMPLE SENTENCES
Lesson 15
Connect Words and Meanings, 4. I might display the events on a timeline.

page 222 (TP), 228 (SP) 5. During a downpour, I might go inside a shop and look
1. During a sudden downpour, I might run under a shop around.
awning. 6. If you look at only the bad points, you see only the
2. At a crossroads, you might find a sign that says “Stop!” downside.
3. During a thunderstorm, you might stay inside the house. 7. When walking barefoot on the grass just after a warm
summer rain, I’m wearing no shoes.
4. You might find a timetable on the wall at a
train station. 8. A doctor might tell you not to go out bareheaded,
especially if you have a cold.
5. We made a videotape of our class play.
9. A thunderstorm sometimes frightens children and dogs.
6. When you pass a ball to a teammate, you hope that he or
she will catch it. 10. During a thunderstorm, you might hear a
thunderclap.
7. My favorite character from folklore is Pecos Bill.
8. If a museum has a masterpiece by an artist, it has that

artist’s greatest work.
9. It’s fun to walk barefoot when you have a soft rug to
walk on.
10. I need a flashlight when the power goes out.
11. The lifeguard blew her whistle when she noticed a

swimmer too far out in the water.
12. The coach spoke over the loudspeaker in order to direct
the team.
13. The plane couldn’t take off because the runway was too
short.
14. The balcony has a railing as a safeguard to make sure that
people will not fall off.
15. The spotlight showed the two actors taking their bows.

1. When the power fails, I look for a flashlight.
2. A jacket I would wear in the spring is made of

lightweight material.
3. I can look at a timetable to find out what time a train will
come.
401
GLOSSARY
B S
barefoot (bair-fut) adjective: without any safeguard (sayf-gard) noun: 1. something that
covering on the feet; having both feet bare serves as a guard or to keep things safe;
C verb: 2. to protect someone
crossroads (krawss-rohdz) noun, plural: 1. the spotlight (spot-lite) noun: a beam of light that
place where two roads cross one another; shines on a certain spot or area
2. a point where two directions are possible
T
D
teammate (teem-mate) noun: a mate or fellow
downpour (doun-por) noun: heavy rains that member of a team
pour down
thunderstorm (thuhn-dur-storm) noun: a storm
F with thunder and lightning
flashlight (flash-lite) noun: a light that you can
timetable (time-tay-buhl) noun: a table telling
flash on and off; a small, battery-powered
the time of arrivals and departures; a schedule
lighting device
V
folklore (fohk-lor) noun: 1. the lore, customs,
stories, and beliefs of the folk, or common videotape (vid-ee-oh-tape) noun: a tape on
people; 2. knowledge or beliefs passed from which video or images are recorded
people to people
L
lifeguard (life-gard) noun: a person who is
trained to guard the life of a person who is
swimming; a person trained to save
swimmers in danger
loudspeaker (loud-spee-kur) noun: a device that
turns electric signals into sounds and
makes the voice of the speaker loud enough
to be heard over a large area
M
masterpiece (mass-tur-peess) noun: a piece of
work or art by a master or expert; an
outstanding piece of work
R
runway (ruhn-way) noun: 1. a strip of ground,
path, or way where aircraft seem to make a
run for the sky and take off and then land;
2. a narrow walkway on a stage
404
418
Graphic Organizers
Word Web
421
Lesson 15
barefoot
(bair-fut)
crossroads downpour flashlight

(krawss-rohdz) (doun-por) (flash-lite)
folklore lifeguard loudspeaker

(fohk-lor) (life-gard) (loud-spee-kur)
masterpiece runway safeguard

(mass-tur-peess) (ruhn-way) (sayf-gard)
spotlight teammate thunderstorm

(spot-lite) (teem-mate) (thuhn-dur-storm)
Lesson 15 Lesson 15
timetable videotape
(time-tay-buhl) (vid-ee-oh-tape)
441
adjective: without any covering
on the feet; having both feet bare
noun, plural: 1. the place where

noun: a light that you can flash
two roads cross one another; 2. a
on and off; a small, battery- noun: heavy rains that pour down
point where two directions are
powered lighting device
possible
noun: a device that turns electric noun: a person who is trained to noun: 1. the lore, customs, stories,
signals into sounds and makes the guard the life of a person who is and beliefs of the folk, or common
voice of the speaker loud enough swimming; a person trained to people; 2. knowledge or beliefs
to be heard over a large area save swimmers in danger passed from people to people
noun: 1. a strip of ground, path, or

noun: 1. something that serves as noun: a piece of work or art by a
way where aircraft seem to make a
a guard or to keep things safe; master or expert; an outstanding
run for the sky and take off and then
verb: 2. to protect someone piece of work
land; 2. a narrow walkway on a stage
noun: a storm with thunder and noun: a mate or fellow member of noun: a beam of light that shines
lightning a team on a certain spot or area
noun: a table telling the time of

noun: a tape on which video or
arrivals and departures; a
images are recorded
schedule
442
Word Families (care)
Be a Word Architect
Getting Started
Materials Needed
pp. 241–242
The mother was very concerned about her sick
child. She tucked her child ____ into bed.
Vocabulary Words
carefree
careful The Mystery Word of the Week is caringly.
carefully
Model/Teach
carefulness
caregiver
• Have students look at the Word Learning Tip. Tell them that when
careless they see a word they don’t know, they can check to see if it has a
carelessly main word that is part of a word family. The main word may be
carelessness attached to a prefix, suffix, or another word, but its meaning will
relate to other words that contain this main word. All the words in
caretaker this lesson are related because they have the word care in them. They
caring are members of the care word family.
childcare • Now look at the Vocabulary Building Strategy. Explain to students that
daycare if they come upon a word that has a main word in it, they should
think about what the main word means. They can add this meaning to
healthcare
the meaning of the prefix, suffix, or other word also attached to it and
uncaring come up with a meaning for the larger word.
uncaringly • Ask students to look at the list of prefixes and suffixes. Tell them that
they can add the meaning of care to the meaning of a prefix or suffix
and come up with a meaning for the bigger word.
• Point out that the final e in care is dropped when adding –ing, as in
caring, uncaring, and uncaringly.
• Students should turn to page 242. Read the directions for the
activity aloud as students follow along silently. Use the
on page 235 to model how to complete the activity.
• Ask students to complete the rest of the activity on their own and
then share their responses and explain their answers.

• Invite students to use the Word Learning Tip and Vocabulary
Building Strategy to determine the meaning of the words. Tell them
to think creatively. Some words will be easy to determine, such as Think Aloud
careful. Some will be a little more difficult, such as carefree or I’d like to show you the thinking that I do as I
caretaker. As students explain their thinking and provide meanings, complete this activity. The first word is
let them know the correct definition. carefree. I see that this word has two parts:
• Explain that the word childcare and daycare are close in meaning. a main word, care, which is in the care word
Sometimes they are used as synonyms. Daycare refers to care given family, with the word free added to it. A word
during the day to very young children away from their homes. It that is made up of two different words is a
also describes the place where this care is provides (a daycare compound word. So I write carefree in the
center). Childcare describes the care given to children. For example, chart labeled Care + word. Now I use these
new parents might take a course in childcare. This care doesn't have word parts to try to determine the meaning
to be during the day. of carefree. I put together the meaning of
both words to learn that carefree means
• After students have discussed each of the words, divide the class
into small groups. Allow them to use flashcards to reinforce word “free of care and worries.”
meaning.

• Tell students to listen closely as you say each vocabulary word.
Pronounce the syllables carefully. Ask students to clap out the syllables
as you say each word. Then tell students that you will say each word
again, but now you want them to repeat the words after you. Answer Key
Accept words in any order as long as they
are under the correct heading.
Write About a Proverb Before students start, explain that a Care + one suffix
1. careful
proverb is a wise saying that teaches a common truth about life.
2. careless
Write the two proverbs on the board. Ask students to suggest other 3. caring
proverbs that tell about being careful. Then have them choose a Care + two suffixes
4. carefully
proverb and complete the activity. 5. carefulness
6. carelessly
7. carelessness
Prefix + care + one or more suffixes
8. uncaring
9. uncaringly
Care + word
10. carefree
Care + word + suffix
11. caregiver
12. caretaker
Word + care
13. healthcare
14. daycare
15. childcare
Word Families (care) 235


Getting Started
Materials Needed
pp. 243–244
Milton’s grandfather looked lovingly and _____
at his grandson.
Think Aloud
Review and Share Invite volunteers to share the proverbs they
I want to let you see what I’m thinking
chose and their thoughts about them from the activity on page
as I do this activity. The definition for
235. Create a bulletin board display of proverbs about being careful.
the first word is “state or quality of
being careful; giving close attention to
Model/Teach
one’s work.” First I notice the word
careful. Then I see the words “state or
quality of.” I know this is the meaning • Before students start, do the .
of the suffix –ness. If I add –ness to the • After modeling how to complete the first item, have students complete
end of careful, I can form the word the rest of the activity on their own and then share their responses
carefulness. Now I try the word and their thinking.
carefulness in the sentence to see if it
makes sense: “By showing a little English Language Learners
carefulness when you begin a project, • Students may have difficulty differentiating between the different parts
you can avoid a lot of problems.” It fits, of speech. For example, they might not understand the difference
so I write it in the blank. between uncaring and uncaringly. Point out that uncaring is an
adjective—a word that describes a person, place, or thing. A person
can be uncaring. Uncaringly is an adverb—a word that describes a verb,
Answer Key
1. carefulness adjective, or another adverb. A person can do something uncaringly.
2. careful Remind students of the differences between adjectives, adverbs, nouns,
3. healthcare
and verbs.
4. caring
5. careless
6. uncaring Independent Activity
7. uncaringly
8. carelessly
Write About a Caring Job Before students begin, ask them to
9. carefully talk to a partner about things they take care of. Then have them
10. carelessness write their paragraphs.
11. daycare (also accept childcare)
12. caretaker
13. carefree
14. caregiver
15. childcare (also accept daycare)

Materials Needed
Learn Words in Context • Student Reproducible, p. 245

Getting Started

Don’t act uncaringly when a friend tells you a I want show you what I do when I come
problem. You should act ____ instead. across an unfamiliar word and want to
determine what it means. Listen closely
as I read the following: “Galaxy
Stadium is now hiring a bookkeeper. It
Review and Share Encourage partners to share the is looking for a person who is careful
descriptions they wrote for the activity on page 236. with numbers.” If I didn’t know what the
Discuss the job vocabulary words they used in their sentences. word careful meant, I would look at it
closely. I see that it is made up of the
word care and the suffix –ful. I know
Model/Teach
that the word care means “to give
• Distribute the Student Reproducible page 245. concern or attention.” The suffix –ful
• Inform students that you are going to read a passage that includes the means “full of.” If I put these meanings
vocabulary words. Ask them to follow along silently while you read. together, I get “full of concern or
attention.” Then I put that meaning in
• Before you read the passage again, do the .
the sentence and see if it makes
• Place the transparency on the overhead projector. Tell students that as sense: “Galaxy Stadium is now hiring a
you read the passage a second time, you will stop at each related word bookkeeper. It is looking for a person
with care in it. Point out that you want them to use the Word Learning who is full of concern or attention with
Tip and Vocabulary Building Strategy to find the meaning of the word numbers.” This makes sense. A
and tell you their thinking. Record their responses on the transparency. bookkeeper needs to pay attention and
show a lot of care and concern.
• After you have finished, review the meanings of the words.
Help Wanted Ads Tell students to write Help Wanted ads using
care words. You may wish to provide old newspapers and have
students look through Help Wanted ads.
• Draw a Cartoon Ask students: What kinds of things do you have to
do carefully? What can happen if you are careless in these situations?
Have students draw two cartoons. In the first cartoon, they should
show someone in a situation being careful. In the second, draw what
happens if someone isn’t careful. Students should write captions using
at least four vocabulary words.
Answer Key


Getting Started
Materials Needed
Byron stroked his new puppy _____________
and lovingly.
Think Aloud
I would like to do the first item with Review and Share Ask volunteers to share their Help Wanted
you so you can see how I think Ads from the activity on page 238. Ask which vocabulary words
when I do this kind of activity. they were able to use. Post the ads on the bulletin board.
Listen closely as I read the first
item: “What is one responsibility
that a caregiver for a baby might
have?” To answer, I have to know
Model/Teach
what a caregiver is. A caregiver is • Distribute the Student Reproducible page 246.
someone who takes care of sick • Do the .
people, or someone who takes
• After you have modeled how to complete the first item, have students
care of children or a dependent
complete the rest of the activity on their own. Then ask them to share
adult. Let’s see. One thing I can
their responses.
think of that a caregiver might do
is change the baby’s diapers and
clothes. So in the blank I write: “A Independent Activities
caregiver might be responsible for Write a Letter of Recommendation Before students begin, ask
changing the baby’s clothes.” students to brainstorm a list of characters from books they enjoy.
Tell them to select one of these characters and list reasons why this
person would or would not be a good babysitter. Finally, have them
write their letters of recommendation. Remind them to use as many
care words as they can.
• Play the Word Game (You will need posterboard and dice.) Divide
the class into small groups. Have each group trace a path on a piece of
posterboard and mark 15 spaces along this path. They should write a
vocabulary word in each space. As players roll the dice and land on a
space, they must provide a sentence using that word. If a player
cannot come up with a sentence or uses the word incorrectly, he or
she goes back the number of spaces he or she had advanced at that
Answer Key roll of the dice and the next player takes a turn. Students should

Materials Needed
Getting Started
Amy looked after her garden in a caring way. Let’s do the first item together. Listen
She even talked to her plants ______. closely as I read it aloud. “An antonym
for careless is _____.” I know that the
suffix –less adds the meaning
“without.” I also remember that the
Review and Share Invite students to read the letters they wrote suffix –ful adds the opposite meaning,
for the activity on page 238. Discuss the care words that were used. “full of.” So the antonym of careless
must be careful. Now I’m going to put
Model/Teach those words in the sentences by the
• Distribute the Student Reproducible page 247. number 2. “Jared was careless and left
• Use the to model finding and using antonyms. his bike out in the rain. Next time, he
will be more careful with his things.”
Careless fits in the first blank, because
finish it on their own and then share their answers and thinking.
if Jared left his bike out in the rain, he
didn’t act with care. Careful fits the
second blank, because now Jared has
Use Antonyms Ask students to select two pairs of antonyms
learned that he needs to act with care.
and write them in their personal word journal. They should also
write two sentences using each pair. Provide time for students to
share their sentences.
• Use Synonyms Remind students that a synonym is a word that
means the same or almost the same as another word. Ask them to
choose five words from the vocabulary list. Then they should use a
dictionary or a thesaurus to find a synonym for each word. Challenge Answer Key
them to write sentences in their personal word journals using each Mystery Word of the Week: caringly
pair of synonyms.
1. careful
2. careless; careful
3. uncaring
4. uncaring; caring
5. carelessly
6. carefully; carelessly
7. carelessness
8. Carefulness; Carelessness
Bonus sentences will vary.


Check Your Mastery

Give the Test
• Student Reproducible, p. 248 • Read aloud the directions for the activity. Tell students that in this
activity they will choose the correct word to complete each item and
write it in the blank.
Student • Model how to complete an item by writing the following on the board:
Self-Assessment
Tanya was ______ when she held the newborn baby.
think about what they learned this
week about word families and how carefully careful carefree
they can add the meaning of a
prefix, suffix, or other word to the
main word of a word family to learn • Ask students which word they would choose to complete the
the meaning of the unknown word. sentence. Then have them explain their response. Point out to
Then have students write in their students that they should look at the part of speech that is needed to
personal word journals what they complete the sentence.
learned about using the Word
• Have students complete the activity.
Learning Tip and the Vocabulary
Building Strategy to learn new words. • Tell students to read over their responses after they have finished.
If they want to change an answer, they need to erase the old answer
completely.
Answer Key
1. childcare
2. careless
3. healthcare
4. caregiver
5. carefree
6. carefully
7. caretaker
8. careful
9. carelessness
10. caring

Be a Word Architect
Learn
More!
Each of the vocabulary words is built from the word Vocabulary Words
care. Knowing the meaning of a prefix or suffix will help you
determine the meaning of the new word. (Note: When you carefree caretaker
add a suffix beginning with a vowel to care, you drop the e at careful caring
the end of care. For example: care + ing = caring) carefully childcare
carefulness daycare
Prefix Suffix
caregiver healthcare
un– not –er a person who
careless uncaring
–ful full of carelessly uncaringly
–ing action of carelessness
–less without, lacking
Word Learning Tip!
–ly in a certain way
Words can have similar
–ness state or quality of (makes a noun)
meanings when they all
contain the same smaller
Also, some words are compound words made from other
word. Longer words with the
words and words plus suffixes: carefree, caregiver, caretaker,
same words in them can be
childcare, daycare, and healthcare. Knowing the meaning of grouped together as a word
each word in the compound will help you learn the meaning family, since the meanings
of the compound word. are related. In this lesson,
you will study the word family
based on the word care.
Vocabulary
Building Strategy
Understand Word Families
Some words are related
because they have the same
word in them. If you know the
meaning of this main word in
a word family, it can help you
figure out the meaning of all
the larger words.
Write About a Proverb Many proverbs tell us to be careful. One

English proverb says, “Look before you leap.” An Italian one says,
“The stitch is lost unless the thread is knotted.” Choose one of these or
another proverb about being careful. Write what you think it means, and
tell whether or not you agree with it. Use at least four vocabulary words.
Be a Word Architect
carefree carefulness carelessly caring healthcare
careful caregiver carelessness childcare uncaring
carefully careless caretaker daycare uncaringly
Directions Look at each word below. Try to determine the word parts that make it up. Then write each
word in the correct box.
Care + one suffix Care + word

1. _________________________ 10. ________________________
2. _________________________
3. _________________________
Care + two suffixes Care + word + suffix
4. _________________________ 11. ________________________
5. _________________________ 12. ________________________
6. _________________________
7. _________________________
Prefix + Care + one or more suffixes Word + Care

8. _________________________ 13. ________________________
9. _________________________ 14. ________________________
15. ________________________

L

Directions Read each definition below. Then use your knowledge of word parts to write the correct
vocabulary word in the blanks. You may use your dictionary or the glossary to help you.
1. Definition: state or quality of being careful; giving close attention to one’s work
By showing a little _____________________________________ when you begin a project,
you can avoid a lot of problems.
2. Definition: taking great care while doing something

Belinda is very _________________________ when she does her mathematics homework.
3. Definition: the care given to prevent and treat illness

The clinic offered classes in _______________________________________ to its patients.
4. Definition: showing care or concern

In her speech, Senator Bartelli said that we needed to be a more _______________ society.
5. Definition: not giving close attention to what one is doing; done without care
In some jobs, being __________________________________________ can cause injuries.
6. Definition: having no interest or sympathy; lacking affection; without care or thought for
others
Senator Chin argued that the other candidate was _________________________________
and showed no concern for others.
7. Definition: in a way that shows little care, affection, or thought for others
The nurses treat the patients in a very caring way. They do not treat the patients
___________________________________________________________________________.
8. Definition: in a way that shows little thought or care and that often leads to mistakes
If you add up the numbers __________________________, you will make mistakes.


Directions Continue this activity. Read each definition below. Then use your knowledge of word parts
to write the correct vocabulary word in the blank in each sentence. You may use your dictionary or the
9. Definition: done in a way that shows or takes great care

When Tony helps his brother in the tool shop, he works very _______________________.
10. Definition: state or quality of not being careful or not giving close attention to what one
is doing
The carpenter kept making mistakes. His __________________________ lost him his job.
11. Definition: care given during the day to very young children away from their homes;
place where care is provided
Some businesses provide __________________ for the young children of their employees.
12. Definition: person employed to look after goods, property, or a person

The __________________________ took care of the grounds while the owners were away.
13. Definition: without any worries or care; free from care

During the summer, Amelia felt ______________________________ and without worries.
14. Definition: a person who gives care to sick people or who attends to needs of a child; a
doctor or nurse
When Mr. Johnston took ill, the doctor asked who the _____________________________
or person providing care would be.
15. Definition: of, relating to, or providing care for children

The new parents bought a book about __________________________________________.
Write About a Caring Job In your personal word journal, write a paragraph about something you have to
take care of. For example, it could be a pet, a plant, your room, your toys, your books, a school project,
or a community activity. Use at least five vocabulary words in your paragraph.
L

Nick’s big brother Kevin was looking for his first job. He read the want ads in the local paper.
HELP WANTED
Galaxy Stadium is now Sunshine Childcare
hiring a bookkeeper. It is Center needs a daycare
looking for a person who worker. You must be
is careful with numbers. responsible and like
being around children.
$$$$$$$
Beekman Gardens has
a position available as The Pine Shore Animal
The Slope Health
the grounds caretaker. Shelter needs volunteers.
Center is looking for
Responsibilities include Are you a happy and
a caregiver. We need a
overseeing the upkeep of carefree person with
caring person with three
the gardens. No careless some extra time available?
years experience as a
people need apply. We Do you want to lift your
nurse. Uncaring people
want a person who knows spirits by being around
should not apply.
a lot and cares about pets? We have the perfect
plants. If you treat plants job for you! You won’t
uncaringly, do not apply. earn any money, but you’ll
get paid with lots of love!
Kevin decided to apply for a job in healthcare, so he circled the ad for the Slope Health Center.
He thought carefully about what to wear to his interview because he didn’t want to dress
carelessly. He knew that people often judge others on how neat they look.
Kevin did well in the interview. He said that people in healthcare jobs should never show
carelessness, because they need to pay attention to every individual they are helping.
Kevin’s carefulness made a good impression. He got the job.


Directions Write an answer to each question on the line. Use the word in boldface in your answer.
1. What is one responsibility that a caregiver for a baby might have?

_________________________________________________________________________
2. If you make a model airplane, why should you be careful when measuring?
_________________________________________________________________________
3. What is one thing you might see children doing at a daycare center?
_________________________________________________________________________
4. If you are careless when you put away the pieces to a jigsaw puzzle, what might happen
the next time you try to use it? _______________________________________________
5. How might a caring person react to a crying child? ______________________________
6. If you show carelessness when you pour sugar into your lemonade, what might
happen?__________________________________________________________________
7. If you do your homework carefully, what effect might it have on your

grades?___________________________________________________________________
8. If you address a letter to a friend carelessly, what might happen to it?

_________________________________________________________________________
Write a Letter of Recommendation Select one of your favorite characters from a book you have read. Think
about whether this character would make a good babysitter or not. Then write a letter of recommendation
for this character. (If you think that the character does not have the qualities to be a good babysitter, tell why.)
Use as many care words as you can.
Review and Extend

Directions Antonyms are words that have opposite meanings. They are also the same part of speech.
First find an antonym for each boldface word. Then write the antonym pair in the sentences.
1. An antonym for careless is ____________________________________________________.
2. Jared was ______________________________ and left his bike out in the rain. Next time,
he will be more ________________________________________________ with his things.
3. An antonym for caring is _____________________________________________________.
4. Everyone thought that the man was mean and ________________________. It turned out
that he was shy but really kind and _____________________________________________.
5. An antonym for carefully is ___________________________________________________.
6. If you treat your toys ___________________________________, they will last a long time.
If you treat them _______________________________________________, they will break.
7. An antonym for carefulness is _________________________________________________.
8. _________________________________________ is very important when you are driving.
_________________________________________________________ can lead to accidents.
Bonus Write your own sentence using a pair of antonyms.
_________________________________________________________________________
Use Antonyms Choose two pairs of antonyms from the list above that were not already used in the sentences.
Write them in your personal word journal. Then write two sentences, using one word in each sentence.

Check Your Mastery

Directions Choose the best word to complete each item. Write the word in the blank.
1. The Sunshine School provides ________________________________ for young children.

caring childcare caretaker
2. The ___________________________________ plumber did a sloppy job fixing the sink.

careful carelessness careless
3. Because he was interested in helping others, he wanted a career in _____________________.

healthcare carefulness carelessness
4. The ___________________________________________ gave the sick man his medicine.

daycare caretaker caregiver
5. Dan enjoyed the ________________________________ time he had during spring break.

carefree careful uncaringly
6. Always handle a sharp knife __________________________________________________.

carefully healthcare uncaring
7. The _______________________________________ of the museum had the roof repaired.

caregiver daycare caretaker
8. Be ______________________________________ when you wind the watch because it is

an antique from my great-grandfather.
carelessly careful uncaring
9. Gloria lost her sweater because of her __________________________________________.

carefulness carelessly carelessness
10. The ___________________________________________ parents made sure their children

dressed warmly for the cold.
childcare careless caring

DEFINITIONS
Lesson 16
carefree (kair-free) adjective: without any worries daycare (day-kair) noun: care given during the day
or cares; free from cares to very young children away from their homes;
careful (kair-fuhl) adjective: taking great care place where care is provided
while doing something healthcare (helth-kair) adjective: the care given to
carefully (kair-fuhl-lee) adverb: done in a way that prevent and treat illness
shows or takes great care uncaring (uhn-kair-ing) adjective: 1. having no
carefulness (kair-fuhl-ness) noun: 1. state or interest or sympathy; 2. lacking affection;
quality of being careful; 2. giving close 3. without care or thought for others
attention to one’s work uncaringly (uhn-kair-ing-lee) adjective: in a way
that shows little care, affection, or thought for
caregiver (kair-giv-ur) noun: a person who gives
others
care to sick people or who attends to the needs
of a child; a doctor or nurse
careless (kair-luhss) adjective: 1. not giving close
attention to what one is doing; 2. done without
care
carelessly (kair-luhss-lee) adverb: in a way that
shows little thought or care and that often leads
to mistakes
carelessness (kair-luhss-ness) noun: state or
quality of not being careful or not giving close
attention to what one is doing
caretaker (kair-tay-kur) noun: a person employed
to look after goods, property, or another person
caring (kair-ing) adjective: showing care or
concern
childcare (childe-kair) noun: of, relating to, or
providing care for children

395
SAMPLE SENTENCES
Lesson 16

1. A caregiver might be responsible for changing the baby’s
clothes.
2. You should be careful when measuring so that all of the
parts will fit.
3. At a daycare center, you might see children reading books.
4. If you are careless, pieces might be missing when you try to

put the puzzle together again.
5. A caring person might try to make a crying child feel better.
6. If you show carelessness when you pour sugar, the

lemonade might become too sweet.
7. If you do your homework carefully, you might get better
grades.
8. If you address a letter carelessly, the letter might go to the
wrong address.

BONUS: When in doubt, it is best to be careful about making a
decision rather than being careless
402
GLOSSARY
C H
carefree (kair-free) adjective: without any healthcare (helth-kair) adjective: the care given
worries or cares; free from cares to prevent and treat illness
careful (kair-fuhl) adjective: taking great care U
while doing something uncaring (uhn-kair-ing) adjective: 1. having no
carefully (kair-fuhl-lee) adverb: done in a way interest or sympathy; 2. lacking affection;
that shows or takes great care 3. without care or thought for others
carefulness (kair-fuhl-ness) noun: 1. state or uncaringly (uhn-kair-ing-lee) adjective: in a way

quality of being careful; 2. giving close that shows little care, affection, or thought
attention to one’s work for others
caregiver (kair-giv-ur) noun: a person who gives

care to sick people or who attends to the
needs of a child; a doctor or nurse
careless (kair-luhss) adjective: 1. not giving
close attention to what one is doing;
2. done without care
carelessly (kair-luhss-lee) adverb: in a way that
shows little thought or care and that often
leads to mistakes
carelessness (kair-luhss-ness) noun: state or
quality of not being careful or not giving
close attention to what one is doing
caretaker (kair-tay-kur) noun: a person
employed to look after goods, property, or
another person
caring (kair-ing) adjective: showing care or
concern
childcare (childe-kair) noun: of, relating to, or
providing care for children
D
daycare (day-kair) noun: care given during the
day to very young children away from their
homes; place where care is provided
404
418
childcare daycare healthcare

(childe-kair) (day-kair) (helth-kair)
Lesson 16 Lesson 16
uncaring uncaringly
(uhn-kair-ing) (uhn-kair-ing-lee)
Lesson 16
carefree
(kair-free)
careful carefully carefulness

(kair-fuhl) (kair-fuhl-lee) (kair-fuhl-ness)
caregiver careless carelessly

(kair-giv-ur) (kair-luhss) (kair-luhss-lee)
441
carelessness caretaker caring
(kair-luhss-ness) (kair-tay-kur) (kair-ing)
noun: care given during the day to
adjective: the care given to very young children away from noun: of, relating to, or providing
prevent and treat illness their homes; place where care is care for children
provided
adjective: 1. having no interest or

adjective: in a way that shows
sympathy; 2. lacking affection; 3.
little care, affection, or thought
without care or thought for
for others
others
adjective: without any worries or
cares; free from cares
noun: 1. state or quality of being

adverb: done in a way that shows adjective: taking great care while
careful; 2. giving close attention
or takes great care doing something
to one’s work
adverb: in a way that shows little adjective: 1. not giving close noun: a person who gives care to
thought or care and that often attention to what one is doing; sick people or who attends to the
leads to mistakes 2. done without care needs of a child; a doctor or nurse
noun: a person employed to look noun: state or quality of not

adjective: showing care or
after goods, property, or another being careful or not giving close
concern 442
person attention to what one is doing
Words to Get You
Ready for Algebra
Learn Words About a New Subject

Getting Started
Materials Needed
• Student Reproducibles,
pp. 257–258 Mystery Word of the Week Clue 1
• Transparency 2, p. 419 When you have __________, you can use
algebra and other kinds of math to solve them.
Vocabulary Words
equation
is greater than The Mystery Word of the Week is problems.
is less than
Model/Teach
symbol • Distribute the Student Reproducible pages 257 and 258.
variable • Ask a volunteer to read the Word Learning Tip. Explain that content
words are often the most difficult words they may read. However, these
are words that they see frequently when studying that content area.
• Invite students to read the Vocabulary Building Strategy. Tell them
that even though some of the content words may seem difficult,
students have a big clue that will help them determine their
meanings. If they are reading about a certain topic, all of the content
words will relate to that topic. In this lesson, all of the content words
will tell them about algebra.
• Ask students to read the directions and look at the five panels shown
on pages 257 and 258. Read the text aloud.
• Before you read the text a second time, do the on page
251 to model how to find the meaning of the content words.
• After you have modeled how to find the meaning of the word equation
by associating the word with the topic, read each panel on the page
again and have students look at the pictures. This time pause at each
boldface word.
• Place the transparency on the overhead projector. Ask students what
word belongs as the title or the author’s big idea. Tell students that as
you pause at each boldface word, you want them to tell you how the
word is connected to the topic of algebra and/or to one of the other
250 Content Words

content words. You also want them to tell you what it means. For
example, equation is connected to algebra because it is a number
sentence that shows two equal amounts. Think Aloud
• As students discuss a word, record the definitions and the I want to share with you my thinking as I
students’ thinking on the transparency. try to understand the meaning of these
content words. First, I think about what the
• After discussing all the words, allow students to work in small
author’s big idea is. How are all of these
groups. Give them the opportunity to use flashcards to reinforce
words connected? I see that they all deal
word meanings.
with a part of mathematics that has to do
with algebraic equations. I look at the first
Independent Activities panel and see the numbers: 5 + 3 = 6 +
List Careers Work with a partner. Make a list of careers in 2. I know that this is a number sentence.
which you think knowing algebra is important. For example, Now I read what the girl is saying: “An
if you want to work in the space program, you have to know equation is a number sentence that shows
algebra. two equal amounts.” I look at the number
sentence again to find out if the sides of
• Greater Than, Less Than Use index cards to make flashcards
this equation are equal. I simplify the
for a variety of numbers, such as 42, 37, 51, 68, 25, and 16,
equation on both sides: 5 + 3 = 8
along with the symbols < and >. Hand out cards to pairs. Have
and 6 + 2 = 8, so 8 = 8. The group of
students pick two cards at a time and use the symbols < and > to numbers on the left is equal to the group
show which number is greater and which number is less. of numbers on the right.
Answer Key
Words to Get You Ready for Algebra 251

Words to Get You
Ready for Algebra

Getting Started
Materials Needed
When you design machines that are used
in factories and on farms, you have to
eliminate ________.
Think Aloud
Here’s what I would do to complete
the first activity. The definition
Review and Share Have students share the lists of careers they
says, “a letter used to represent generated for the activity on page 259. Provide time for them to
any one of a set of numbers.” Then discuss why they think algebra would be important in these fields.
I look at the sentence: “In
5 + y = 12, y is a ( ) ___________.”
In this equation, I see the letter y. Model/Teach
The y is standing for an unknown • Distribute the Student Reproducible page 259.
number. Now I think about both the
definition and the sentence. I
remember that a variable is a letter • After you have modeled how to complete the first item, have students
that stands for a number. So this is complete the rest on their own.
how I complete the sentence: “In 5 • Then read the directions for the second part aloud. Have students
+ y = 12, y is a variable.”
complete it on their own and share their responses.
Understand How Content Words Are Connected Explain that
English words have come from many other languages. Egyptian
mathematicians in Africa first used algebra to solve problems. Europeans
learned algebra from them and adopted the word. Invite students to
choose either the word algebra or the word symbol. Tell them to explain
why solutions are important in algebra or how symbols and signs are alike.
• Research a New Topic Have students work in small groups to find out
more about algebra. Encourage them to look up algebra in a dictionary
and encyclopedia, do an online search using the word algebra, or
interview a math teacher. You may wish to assign specific tasks to each
Answer Key group and have them report their findings to the class. Tell students to
1. variable 6. sign or mark
keep track of new content words they use. Ask them how the Word
2. symbol 7. equal
3. equation 8. > Learning Tip and Vocabulary Building Strategy helped them to
4. is greater than 9. letter understand these new content words.
5. is less than 10. <
252 Content Words

Materials Needed
Use Content Words

Getting Started
Automotive _________________ also depend I’d like to share with you how I’d
on algebraic calculations. complete this activity. I see right away
that there are algebra facts, and I have
to understand the best vocabulary word
to complete each fact statement. The
Review and Share Have volunteers share their paragraphs
first fact looks interesting because it
about word connections for the activity on page 259. Lead
starts with a number sentence. Actually,
a class discussion on the connections about which students wrote. I’m going to write the equation on the
You may also want to add new words that relate to algebra to board: 37 < 45. Now I’ll read the rest of
the word wall. the sentence: “This means that 37
_______ 45.” I know the answer to this,
Model/Teach but first I want to share an easy way to
• Distribute the Student Reproducible page 260. remember these symbols because
sometimes they can be confusing: I
• Before students start the first activity, do the .
always remember than the symbol is
• After you have modeled filling in the blank with the word that open to the greater number. I look at the
fits the context, instruct students to do the rest on their own. number sentence again and see that the
• Then ask students to complete the second activity. Arrange them symbol is open to 45 so that tells me
in pairs to share their responses to both activities. that 37 is less than 45. I write the
phrase is less than in the blank.

• Write the word equation on the board along with this example: 4 +
2 = 5 + 1. Ask volunteers to show how the numbers on the left are
equal to the numbers on the right: 6 = 6. Give students other
opportunities to practice until they are comfortable with the word
equation.
Create Equations Have students work in pairs to create five
algebraic equations. When their equations are finished, place two
sets of student pairs together to complete the remaining two steps
(identifying symbols) in this activity. Ask them to name any new Answer Key
1. is less than 6. equal
content words they use. 2. equation 7. unknown
3. symbol 8. divide
4. variable 9. >
5. is greater than 10. <

Words to Get You
Ready for Algebra

Getting Started
Materials Needed
__________ may require mathematics and
algebra to reach solutions.
Think Aloud
Let’s begin this activity together, so
that I can show you my thinking as
Review and Share Invite volunteers to share their equation
I choose a word to fit in each words and explain how they relate to algebra for the activity on
blank. This passage shows me how page 260. Add any new words to the word wall. Have them discuss
to solve a problem. It’s going to how the Word Learning Tip and Vocabulary Building Strategy helped
show me how to set up my them understand content words.
equation. Let’s read the beginning
of the passage together, “First, use Model/Teach
letters to stand for the unknown • Distribute the Student Reproducible page 261.
numbers of dogs and cats. Since
these numbers will vary, we can
• Before students start, read the problem aloud and have students
call the letter that stands for them
discuss it. Then do the .
a ________.” My three choices for • After you have modeled completing an item, ask students to finish the
words are symbol, variable, and rest on their own and then share their responses.
equation. I know that the word I am
looking for refers to a letter that Independent Activities
stands for an unknown number. I
Write a Word Problem Before students begin, have them look
also see the word vary in the
through their mathematics textbook to find word problems.
sentence. I remember that the
Divide the class into small groups. Ask each group to select a problem
word variable, which is related to
and talk about how it was put together. Then have individual students
vary, means “a letter that stands
for a number in an equation,” so I
write their own word problems. Remind them to record any new
write variable in the blank. content words they use.
• Solve a Problem Write this problem on the board: 32 + 12 = 54 – x.
Challenge students to simplify the equation to find the missing
number (44 = 54 - 4). Then have students work in pairs to write three
equations of their own in which there is a missing number. They can
then exchange with other pairs. Have students talk to a partner about
Answer Key these problems.
1. variable 5. is less than
2. equation 6. 5 + y = 8
3. symbol 7. x + 1 = 8
4. is greater than 8. 3 and 7
254 Content Words

Materials Needed
Review and Extend

Getting Started
Computer __________ also occur and are Read the first item with me silently as I read
sometimes repaired by using algebra. it aloud: “This group of numbers—6, 8, 10,
12, 14—is called a ___________ of numbers.”
Well, the first thing I notice is that there is a
group of numbers in the sentence. I know that
Review and Share Have volunteers share their word a group of numbers can also be called a set.
problems from the activity on page 254. Invite others to Just to make sure, I check the definition in
share their made-up questions and answers if they are different the box above. That’s right! A set is a group of
numbers. I write set in the blank.
from those of the volunteers.
Model/Teach
• Distribute the Student Reproducible page 262. Read the boxed
information aloud and discuss the new bonus content words.
• Then use the to model how to complete the activity.
• After you have modeled completing an item, ask students to finish
the rest on their own and then share their responses.
Write About Algebra You may wish to discuss how algebra
can be used in everyday life to solve mathematical problems.
Have partners brainstorm situations in which they might use algebra
to solve a problem, such as figuring out how many of several items
one can buy for a set amount of money. Then have them write about
one situation.
• Make a TV Commercial Divide students into small groups to plan a
TV commercial about algebra or any other kind of math. Their goal is
to convince the audience that algebra is useful and fun. Show them
Answer Key
how to make a storyboard of the pictures and dialogue in their Mystery Word of the Week: problems
commercial. Then have groups present their commercials to the class. (Accept any other words that fit the
context.)
1. set
2. subset
3. formula
4. factors
5. equation; variable; symbol

Words to Get You
Ready for Algebra
Check Your Mastery

Give the Test
• Tell students that the Check Your Mastery activity has two parts. Read aloud
the directions for the first part: “Read each item below. Circle the vocabulary
word that best fits in each sentence.” Tell students that their job is to choose
the vocabulary word that makes sense in the context.
Student
Self-Assessment • Model how to answer a question by writing the following sentence on the
Journal Writing Have students board and reading it aloud:
look at some algebra problems in
A(n) _________ is a math problem that may contain letters and
their math textbook. Tell them to
look for content words they don’t
numbers.
know. Ask them to write in their A. variable B. equation C. symbol
journals how they determined the
meanings of these unfamiliar • Ask students to choose the vocabulary word that best fits in the blank (B).
content words. Have them explain their choice by telling which context clues helped them
to select the correct word.
• Next, read the directions for the second part: “Look at the item below. Then
write a vocabulary word in the blank in each sentence.” Tell students that
their job is to fill in the vocabulary word that makes sense in the context
and write it in the blank.
• Model how to complete the activity by writing the following sentence on
Fourteen is a number that _________ 25.
• Ask students to complete the sentence. Have them explain their response by
telling how they used the context clues in the sentence to determine that
the missing phrase is is less than.
• Tell students that after they finish, they should read over the page and check
Answer Key
1. A their answers.
2. C
3. B
4. B • Have students work with a partner to talk about the items they got wrong.
5. A
Ask them to write a new sentence using the correct vocabulary word for
6. equation
7. variable each item they missed.
8. symbol
9. is greater than
• Ask them to discuss how the Word Learning Tip and Vocabulary Building
10. is less than Strategy helped them find the correct response.
256 Content Words

Words to Get You Ready for Algebra

Directions As you look at the pictures and read the speech balloons,
think about how the boldface words are connected to the topic. They
Vocabulary Words work together to give you a big picture of algebra.
equation symbol
is greater than variable
is less than
An equation is a number sentence that shows two equal
amounts. I can simplify this equation to find out if both
sides are equal. I add 5 + 3 and 6 + 2 to get 8 each
Word Learning Tip! time. Both sides of the equation are equal.
When you read about a new
subject in mathematics, such
as algebra, you may see
content words you don’t
know. These words are not
the words that you read in
5+
3=
most other books. They may
6+
also be the longest and most
2
difficult words in the text. A
clue to their meaning is that
content words tell about the
main topic. In this lesson, all
the context words tell about
algebra. Even if you don’t
know their meaning, you
know that they are connected Here’s another equation. I know what each symbol means:
to the idea of algebra. + means “plus,” – means “minus,” and = means “is equal
to.” I know that both sides of the equation have to be equal.
Vocabulary So, I add 2 + 2 and get 4. Then I simplify 5 – 1 to get 4.
Building Strategy Both sides of the equation are equal.
When you read a new content
word, you can learn its
meaning by thinking about
how it relates to the big idea
in the text you are reading.
Use this big idea to
2+
2=
determine the exact meaning
5-
of each content word.
257 Content Words

L

This equation has two unknown numbers in it. The letter x stands for one number and the
letter y stands for the other. Each of these letters is called a variable. A variable is a letter
that stands for a number or a set of numbers. In this equation, x could be 6 and y could be
2. Or, x could be 1 and y could be 7. Can you think of other possibilities?
x+
y=
8
I use the symbol > to show when the number on the left is greater than the number on the
right in a number sentence. The equation says that 80 is greater than 79.
80
> 79
I use the symbol < to show when the number on the left is less than the number on the right
in a number sentence. The equation says that 79 is less than 80.
79
< 80


equation is greater than is less than symbol variable
Directions Read each definition clue below. Then choose the vocabulary word that best fits in the blank.
1. Definition: a letter used to represent any one of a set of numbers

In 5 + y = 12, y is a(n) _____________________________________________________.
2. Definition: a sign or mark that stands for something else
In 15 + 17 = 32, + is a(n) _________________________________ that tells you to add.
3. Definition: a mathematical statement that one set of numbers or values
is equal to another set of numbers or values
There are two unknown quantities in the ___________________________ x + y = 105.
4. Definition: is more than or a larger number than; usually represented by the symbol >
x > y means that x _____________________________________ y.
5. Definition: is not as much as or has fewer than; usually represented by the symbol <
x < y means that x _____________________________________ y.
Directions Complete each sentence below. Write your answer in the blank.
6. A symbol is a ___________________________________ that stands for something else.

7. An equation shows two ____________________________________________ amounts.
8. A number that is greater than another number can be shown using the symbol
____________________________________________________________________________.
9. A variable is a ________________________________________ that stands for any one
of a set of numbers.
10. A number that is less than another number can be shown using the symbol
____________________________________________________________________________.
Understand How Content Words Are Connected Algebra comes from an Arabic word meaning “solution.”
The ancient Egyptians and Babylonians were the first to use algebra to solve problems. Symbol
comes from a Greek word meaning “sign.” In your personal word journal, tell either how algebra is connected
to solution or how symbol is connected to sign.
259 Content Words

Use Content Words

Directions Here is a list of facts about algebra. You might find these facts listed in a mathematics book.
Write a vocabulary word in each blank to complete the sentence.
Fact 1: Here is a number sentence. 37 < 45. This means that 37 ________________________45.
Fact 2: In algebra, a(n) __________________ is a number sentence that shows two equal amounts.
Fact 3: The ___________________________________________________ for is greater than is >.
Fact 4: A ___________________________________________ is a letter that stands for a number.
You can use x, y, or n to stand for this number.
Fact 5: Here is a number sentence. 52 > 30. This means that 52 ________________________ 30.
Directions Notice the vocabulary word in each Fact statement. Write a word in each blank that shows that
you understand the vocabulary word.
Fact 6: An equation is a mathematical sentence about two ____________________ sets of numbers.
Fact 7: A variable is a letter that stands for one or more ______________________________
numbers. For example, if Josie and Josh have 5 coins, you know that x + y = 5.
Fact 8: A symbol or sign can tell you to do one of these operations: add, subtract, multiply, or
_______________________________________________________________________.
Fact 9: The symbol _______________________________________ between numbers means
that the number on the left is greater than the number on the right.
Fact 10: The symbol _______________________________________ between numbers means
that the number on the left is less than the number on the right.
Create Equations Write five algebra equations on one sheet of paper and their answers on a different
sheet of paper. Give your equations to another student. Ask this student to write the content words
below the symbols you used in your problems, and then solve the problems. After completing these two
steps, check the answers. Make a list of any new content words you use.


Directions Read the passage below. Select the vocabulary word that best fits the context. Write the
word in the blank.
Here is a problem. There are 8 pets at Annie’s house. Some are cats and some are dogs.
There are more cats than dogs. How many are there of each? Write all the possible answers.
First, use letters to stand for the unknown numbers of dogs and cats. Since these
numbers will vary, we can call the letter that stands for them a (1)_____________________
(symbol, variable, equation). Use x to stand for the number of cats. Use y to stand for the
number of dogs. Then write this (2)________________________ (symbol, variable, equation):
x + y = 8. The (3) _______________________ (symbol, variable, equation) + tells you that you
will be adding x and y. You know that x must be a number that (4) _____________________
(is greater than, is less than) y, because there are more cats than dogs. You know that y must
be a number that (5) _______________________________ (is greater than, is less than) x,
because there are fewer dogs than cats.
Here are all the possible answers to this problem.
x = cats y = dogs
5 3
6 2
7 1
BONUS
6. Write an equation to find out the value of y if x = 5. ________________________________
7. Write an equation to find out the value of x if y = 1. ________________________________
8. Write the answer to each equation. _______________________________________________

_______________________________________________________________________________
Write a Word Problem Use the problem above as a model. Write a word problem for your partner to
solve. Then exchange papers with your partner. Write an equation to solve your partner’s problem.
Record any new content words you use.
261 Content Words
L
Review and Extend

BONUS WORDS Here are four new set A set is a group of numbers. This is a set of numbers:
words that relate to algebra. Remember 2, 4, 6, 8, 10.
that these words all deal with the same subset A subset is part of a set. A subset is made up of some of the
big idea as your vocabulary words. That numbers in the set. 2, 4, 6 are a subset of the set 2, 4, 6, 8, 10.
means that even if you have never seen formula A formula is a rule that is expressed by using variables and
these words before, you do know one numbers.
important fact—they all tell you factor A factor is one of two or more numbers that are multiplied to
something about this form of make a product. In this number sentence, 6 x 5 = 30, 6 and 5 are
mathematics called algebra. factors of 30.
Directions Read each item below. Choose the vocabulary word or the new content word that best fits
the context. Write the word in the blank.
1. This group of numbers—6, 8, 10, 12, 14—is called a ___________________ of numbers.

2. Here is a set of numbers: 1, 3, 5, 7, 9. The numbers 3, 5, 7 are a ____________________
of this larger set.
3. Tomas wants to find out how much wood he needs to build a doghouse. He makes up a
way to solve his problem. He uses this _________________________: height times width
times depth. It is written like this: D = hwd.
4. Kareem has 20 dollars to spend on music CDs. He needs to know the 2 or more
numbers that can be multiplied to make 20. Another name for the numbers to be
multiplied is ____________________________________________________________(s).
5. Denise had to solve this _____________________________: y – 15 = 20. The letter y is
called a _____________________. The minus sign is called a ________________________.
Write About Algebra Algebra is used every day by scientists and mathematicians. With a partner, talk
about how algebra might help you solve a problem. Then write about one situation in which you could
use algebra to solve a problem. Use at least two vocabulary words and three new content words you have
learned this week by using the Word Learning Tip and Vocabulary Building Strategy.
Check Your Mastery

Directions Read each item below. Circle the vocabulary word that best fits in each sentence.
1. A(n) ________ stands for an unknown number or set of numbers.

A. variable B. symbol C. equation
2. A(n) ________ might look like this: x + y = 20.

A. symbol B. variable C. equation
3. The ________ x means “to multiply.”

A. equation B. symbol C. variable
4. If n < 40, you know that n is a number that ________ 40.

A. is greater than B. is less than C. is equal to
5. If n > 40, you know that n is a number that ________ 40.

A. is greater than B. is less than C. is equal to
Directions Look at the item below. Then write a vocabulary word in the blank in each sentence.
x + 12 > y + 5
x + y = 30
This is a very difficult ( 6)__________________________________________, thought Kevin.
The first (7)___________________________________________ is represented by the letter x.
The (8)_______________________________________ > tells me that the first set of numbers
(9)___________________________________ the second set of numbers. If the > symbol were
turned in the other direction it would mean (10)____________________________________.
263 Content Words

DEFINITIONS
Lesson 17
equation (i-kway-zhuhn or i-kway-shuhn) noun: a
mathematical statement that one set of
numbers or values is equal to another set of
numbers or values
is greater than (iz grayt-ur THan) to be more
than or a larger number than; usually
represented by the symbol >
is less than (iz less THan) to be not as much as or
have fewer than; usually represented by the
symbol <
symbol (sim-buhl) noun: a sign or mark that
stands for something else
variable (vair-ee-uh-buhl) noun: a letter used to
represent any one of a set of numbers

395
GLOSSARY
E
equation (i-kway-zhuhn or i-kway-shuhn)
noun: a mathematical statement that one set
of numbers or values is equal to another set
of numbers or values
I
is greater than (iz grayt-ur THan) to be more
than or a larger number than; usually
represented by the symbol >
is less than (iz less THan) to be not as much
as or have fewer than; usually
represented by the symbol <
S
symbol (sim-buhl) noun: a sign or mark that
stands for something else
V
variable (vair-ee-uh-buhl) noun: a letter used
to represent any one of a set of numbers
404
Author’s Big Idea or Subject is _________________________
is connected to the is connected to the is connected to the is connected to the
idea of _____________ idea of _____________ idea of _____________ idea of _____________
because ____________ because ____________ because ____________ because ____________
_____________________ _____________________ _____________________ _____________________
_____________________ _____________________ _____________________ _____________________
_____________________ _____________________ _____________________ _____________________
is connected to the idea of
________________________________
because _______________________
________________________________
419
Lesson 17
equation
(i-kway-zhuhn or i-kway-shuhn)
is greater than is less than symbol

(iz grayt-ur THan) (iz less THan) (sim-buhl)
Lesson 17
variable
(vair-ee-uh-buhl)
443
noun: a mathematical statement
that one set of numbers or values
is equal to another set of
numbers or values
to be not as much as or have to be more than or a larger

noun: a sign or mark that stands
fewer than; usually represented number than; usually represented
for something else
by the symbol < by the symbol >
noun: a letter used to represent
any one of a set of numbers
444
Words About How
Living Things Depend
on One Another

Getting Started
Materials Needed
pp. 271–272
Food gives plants and animals the __________
they need for living.
Vocabulary Words
The Mystery Word of the Week is energy. carnivore
food chain
Model/Teach
herbivore
omnivore
• Ask a volunteer to read the Word Learning Tip. Explain that when
they read about a special subject such as science, they may find many prey
content words they do not know. These words may be the longest and
the most difficult words in the text. They may appear over and over
again. Content words are all related to the big idea they are reading
about. In this lesson, the big idea is that living things depend on one
another for food.
• Invite students to read the Vocabulary Building Strategy. Remind them
to think of the connections between the content words and the big
idea. Tell them to relate the vocabulary words to the big idea in order
to learn what specific meaning that word has and what it tells about
the big idea.
• Then have students read the directions. Discuss what a storyboard
is used for and how it is set up (pictures of action and dialogue for
characters). Ask students where the action is taking place in the
first panel. Have them tell who the characters are. Read the
dialogue aloud.
• Before you read the text a second time, do the on
page 265.
• After you have modeled how to find the meaning of the phrase food
chain by associating the word with the big idea, read each panel on
pages 271-272 again. This time pause at each boldface word.
Words About How Living Things Depend on One Another 264

Words About How
on One Another

word belongs as the title or the author’s big idea (how living things
Think Aloud depend on one another for food). Remind students that all the words
I want to share with you my thinking are related to this idea and write the phrase in the title space.
as I determine the meaning of • Tell students that as you pause at each boldface word, you want them
these content words. First, I want to to tell you how the word is connected to the big idea. You also want
get an understanding of what the them to tell you what it means. For example, food chain is connected
author’s big idea is. I see that the to the idea of how living things depend on one another for food,
story is set in a natural history
because it tells the connection between living beings, in which smaller
museum, so I know that the topic is
weaker creatures are eaten by larger, stronger ones. Record their
science. The teacher and students
thinking on the transparency.
are visiting an exhibit about food
chains. The phrase food chain • After students have discussed each word, allow them to work in small
appears in the first panel. I read the groups. Give them the opportunity to use flashcards to reinforce word
dialogue carefully to find clues to meanings.
what a food chain is. The teacher
says, “We’re going to see how living English Language Learners
things depend on one another for
• Spanish- and French-speaking students may recognize four of the
food. That’s called a food chain.”
vocabulary words: carnivore, herbivore, omnivore, prey. Ask students to
That probably is the big idea! Next, I
say the words in their languages of origin. Have students practice
read what the first student says:
pronouncing the English words with the accent on the first syllable.
“That means one thing eats
Then ask them to use the words in oral sentences.
another, right?” Now I know that a
food chain refers to the way living
things are linked because one living Independent Activity
thing eats another living thing. In Think About Consequences Ask students to create a food chain
other words, a food chain shows showing how all the living creatures mentioned in the storyboard
how living things depend on one are linked: algae--krill--codfish--seal--whale. Ask students what
another for food. The new content would happen to the whale if the water became polluted and the algae
words will tell something specific died. Have them write their answers in their personal word journals.
about how this food chain works or Tell them to use as many vocabulary words as they can.
what it is.
Answer Key
265 Content Words

Getting Started
Materials Needed
Many plants make their food by using the

________ from sunlight.
Think Aloud
Review and Share Have students share their food chains and I know that all of the vocabulary words
the consequences they wrote about for the activity on page 265. deal with the big idea of how living
creatures depend on one another for
Post their food chains on the bulletin board and add the vocabulary
food. Let’s look at the first definition
words to the word wall.
together: “a living creature that eats a
wide variety of plants and animals.” I
Model/Teach notice the word eat in the definition,
• Distribute the Student Reproducible page 273. which connects to the big idea. I
• Before students start, do the . remember that three of the vocabulary
words tell about the types of food that
• After you have modeled matching a word to its definition, have
living creatures eat. They are herbivore,
students finish the rest of the activity on their own.
carnivore, and omnivore. An herbivore
• Then tell students to read the directions to the second activity and eats only plants, and a carnivore eats
complete it on their own. only meat. I’m looking for a word that
tells that the creature eats both plants
Independent Activities and animals, so omnivore is my answer,
Make Connections Among Words Write the following words and I write it in the blank.
on the chalkboard: carnivore, herbivore, and omnivore.

Demonstrate breaking them down into word parts: vore (from vorore)
means “to eat up completely,” carni- is “meat,” herba- means “a plant
with seeds,” and omni- means “all.” Tell students these roots all come
from Latin. Have students write about the meanings of the three words
and their roots in their journals. Answer Key
1. omnivore
• Illustrate Food Chains Have students work in small groups to 2. herbivore
3. carnivore
research a food chain in a particular environment, such as a local
4. food chain
stream or lake, a local park or garden, a desert, a temperate forest, or a 5. prey
tropical rain forest. Invite each group to make a poster of its food 6. food chain
7. herbivore
chain to present to the class.
8. carnivore
9. prey
10. omnivore

Words About How
on One Another
Use Content Words

Getting Started
Animals that are carnivores get their _______
from eating meat.
Think Aloud
I see that this diagram shows which
animals eat other animals or
thoughts about the word connections they wrote about in their
plants. I think these are food
personal word journals for the activity on page 266. Ask them for other
chains. Let’s read the first
related words. Add them to the word wall.
numbered sentence to find out
more. It says: “A food web shows
the different food chains in an Model/Teach
environment. Figs, wasps, and • Distribute the Student Reproducible page 274.
spiders make up one ____________ • Before students start the activity, do the .
in the rain-forest food web.” When I
look back at the chart, I see that
• After you have modeled filling in the blanks with the vocabulary
figs, wasps, and spiders make up a
words, have students complete the rest of the items on their own.
food chain. Wasps eat figs, and
then spiders eat the wasps. That English Language Learners
fits what I know about a food chain. • Divide students into small groups. Have them discuss the food chains
I’ll write food chain in the blank. in the diagram and others that they have researched. Tell them to
write down new words and phrases that come up in the discussion.
Create a Food Chain Guide students in their research about food
chains. Students can do research in encyclopedias and nonfiction
books. Or, they can enter search words on the Internet. Help students
Answer Key find key words to make their research successful. Remind them to use
1. food chain the Word Learning Tip and Vocabulary Building Strategy to find the
2. prey
3. carnivore
meaning of new words as they read.
4. herbivore • Think About Idioms After students study the food chains, ask them
5. herbivore
6. omnivore
to talk to a partner about what the expression “at the bottom of the
7. prey food chain” means. Is this a good place to be or a bad place to be?
8. carnivore Then have them write a sentence using the expression.
9. food chain
10. carnivore
267 Content Words

Materials Needed
Getting Started
Animals that are herbivores get their ________ I see that these items are riddles about
from eating plants. animals. The riddles contain clues and
end with a question. My job is to
answer the question. Let’s read the
first item together. Then I will model the
Review and Share Have students share the food-chain webs type of thinking I do to complete the
they created for the activity on page 267. Ask them to identify item. “I am a rabbit. My fear is that an
the plants and animals on the web and show how the food chains are owl, hawk, or coyote will catch and eat
me. What is the word that describes an
related. Remind them to tell about the sources they used for
animal like me that is hunted by other
information.
animals?” I think carefully about what
the question is asking. It asks for the
Model/Teach vocabulary word that describes animals
• Distribute the Student Reproducible page 275. that are hunted by other animals. I look
• Use the . through the vocabulary words for the
word that fits best. Animals that are
• After you have modeled how to complete the activity, ask students
hunted by other animals are called
to finish it on their own. Arrange them in pairs to share their
prey. For example, a rabbit is the prey of
responses.
owls, hawks, and coyotes. They all hunt
and eat rabbits. So, I’ll write the word
Independent Activities prey in the blank.
Make a Collage This activity would make a good homework
assignment. If done in class, students can draw pictures or
cartoons to illustrate the vocabulary words. You might assign one word
to each student if the activity is done in class.
• Write About Food Chains Have students write a paragraph
summarizing what they have learned about food chains. Remind them
to use all the vocabulary words in their paragraph. Answer Key
1. prey
2. herbivore
3. omnivore
4. carnivore
5. food chain
6. carnivore
7. prey
8. herbivores
9. omnivore
10. food chain

Words About How
on One Another
Review and Extend

Getting Started
An animal that is the prey of other animals
needs lots of ________ to run for its life.
Think Aloud
Follow along as I read the first Review and Share Give students the opportunity to share the
sentence aloud: “All the plants and
collages they created for the activity on page 268. Class members
animals that live in a forest form
can guess which parts of the collage are meant to illustrate specific
a(n) ________.” I can think of two
vocabulary words. Create a display area for the collages.
possible answers. The first could be
food chain, but a food chain doesn’t
include all the plants and animals in Model/Teach
a forest. A single food chain would • Distribute the Student Reproducible page 276. Read the boxed
include only those plants and information aloud and discuss the new bonus content words:
animals that are food for one ecosystem and predator.
another. The other possible answer • Use the to model how to complete the activity.
is ecosystem. Let’s reread the
definition for ecosystem: “a
• After you have modeled completing an item, ask students to finish the
community of plants and animals rest on their own and then share their responses.
that is affected by its environment,
including the air, water, sunlight, and Independent Activities
soil. Example: all the plants and Think About It Allow students to work with a partner to discuss
animals in a lake.” This definition the question: Why do carnivores like lions and tigers need long,
convinces me that ecosystem is the sharp teeth? Then have them write their responses individually. As
correct choice. So, I will write that in students share their responses, make sure they understand the cause-
the blank. and-effect relationship between long, sharp teeth and the ability to
catch prey and devour them.
Answer Key • Create a Diagram Have students make a diagram of an ecosystem
Mystery Word of the Week: energy
(Accept any other words that fit the they have researched. Discuss with students what might happen if an
context.) important predator disappeared from an ecosystem. What would
1. ecosystem
2. herbivores
happen to its prey?
3. predators
4. prey
5. carnivores
6. ecosystem
7. prey
8. carnivores (also accept predators)
269 Content Words

Materials Needed
Give the Test

Self-Assessment
• Read the directions aloud. “Read each question below. Circle the letter
of the choice that best answers each question.” Point out to students Journal Writing Have students
that their job is to choose the best word to answer each question. answer the following questions in
their personal word journals: How
• Model how to answer a question by writing the following on the
are all of the words in this lesson
board and reading it aloud: linked? What have you learned
from the Word Learning Tip and
I’m a squirrel that eats seeds and nuts.
Vocabulary Building Strategy that
Which vocabulary word describes my eating habits?
can help you learn other unknown
A. carnivore B. herbivore C. omnivore content words in the future?
• Ask students to choose the correct answer (B). Remind them to circle
the letter of their answer.
• Tell students that, after they finish, they should read over the page and
• Have students work with a partner to talk about the questions they
got wrong. Ask them to write a new sentence using the correct
vocabulary word for each item they missed.
Answer Key
1. C
2. A
3. B
4. B
5. A
6. C
7. A
8. C
9. B
10. C

L
Words About How Living Things Depend on One Another

Directions The panels below are a storyboard for a video. Look at the
pictures and the dialogue. Think about how the boldface words are connected
to the big idea of how living things depend on each other for food.. Vocabulary Words
carnivore omnivore
We’re going to see how This is the beginning of the food chain prey
living things depend on ocean food chain. The herbivore
one another for food. small plants floating in the
That’s called a food chain. ocean are called algae. Word Learning Tip!
They make their food from When you read about a new
sunlight. The krill are like subject, you may see new
shrimp. They eat algae. Krill content words that you
are herbivores, which haven’t seen in everyday
means they eat only plants. reading. These words are
often the longest and most
difficult words in the text.
They tell something specific
about the topic. To learn
these new words, think about
That means the big idea or subject about
one animal eats which you are reading. All of
another, right? the words in this lesson tell
how living things depend on
one another for food. They all
tell about how animals eat.
Vocabulary
Building Strategy
To learn the meaning of
content words that tell about
a new subject, make
connections between the
Cool! unknown words and the big
idea or subject you are
I’m definitely reading about. Tie together
not a herbivore! the big idea and the
meanings of other content
words you know in the text.
This will help you learn the
meaning of unknown words.


carnivore food chain herbivore omnivore prey
Humans eat
animals, like your tuna
fish sandwich. We also eat
plants, like that salad.
We are omnivores.
Here is the rest of

the ocean food chain. These
animals are all carnivores. They
eat only meat. The cod eats the krill. We eat everything!
The seal eats the cod, and the whale We are omnivores!
eats the seal. The animal that
is hunted and eaten is
called the prey.
272 Content Words

L

Directions Write the vocabulary word that best fits each definition. You may use your dictionary or the
1. Definition: a living creature that eats a wide variety of plants and animals _________________
2. Definition: a living creature that eats only or mostly plants _________________________
3. Definition: a living creature that is only or mostly a meat eater ______________________
4. Definition: a chain of living beings in which smaller and weaker creatures are eaten by
larger and stronger creatures ___________________________________________________
5. Definition: an animal that is hunted and eaten by another animal

(or even by a meat-eating plant!) _______________________________________________
Directions Write the vocabulary word that best fits in each blank. Use each vocabulary word only once.
A (6)___________________________ is made up of living creatures that eat one another. One

example can be seen in the grasslands of Africa. An antelope is a (7)_____________________
that feeds on the grass. The lion is a (8)_____________________________ that eats only meat.
The lion hunts and then eats the antelope, which is its (9)_____________________________.
Monkeys live in the rain forests of Africa. They eat plant leaves and fruits. Monkeys also eat
birds, birds’ eggs, insects, and lizards. A monkey is an (10) ____________________________.
Make Connections Among Words Many science words contain Latin roots. The three words that describe
“eaters” in a food chain are carnivore, herbivore, and omnivore. The root –vore comes from the Latin
word vorore, which means “to eat up completely.” Other Latin roots are carni–, which means “meat,” herba–
which means “a plant with seeds,” and omni–, which means “all.” In your personal word journal, tell how
these roots make up the meaning of these three words: carnivore, herbivore, and omnivore.
Use Content Words

Directions Look at the food chains below. The first item that is eaten is at the bottom of the food
chain. Write the vocabulary word that fits best in each sentence.
chameleons
spiders or lizards eagles
wasps ants monkeys
figs orchids figs lizards
1. A food web shows the different food 6. The monkey is a(n)

chains in an environment. Figs, wasps, ________________________________
and spiders make up one because it eats both figs and lizards.
___________________________________ 7. An animal can be the
in the rain-forest food web. _________________________________
2. The wasp is the _____________________ of a stronger, larger, or fiercer animal.
of the spider that eats it. 8. A chameleon eats mostly ants and other
3. The eagle is a(n) ____________________ insects. Is the chameleon a carnivore or
that eats meat. an herbivore? _____________________
4. An ant is a(n) _______________________ 9. One _____________________________
because it eats only plants, such as in the rain forest begins with orchids.
orchids and other flowers. 10. A spider traps wasps and other insects
5. An adult wasp feeds mainly on fruit and in its web and then eats them. Is the
sugar. It eats figs. Is the wasp a carnivore spider a carnivore or an herbivore?
or an herbivore? ____________________ _________________________________
Create a Food Chain Put a plant at the bottom of a food chain and show the animal or animals that
eat it. Next, add an animal that eats the plant-eating animal. Look in an encyclopedia for information.
Label each animal with the word carnivore, herbivore, or omnivore.
274 Content Words
L

Directions Read the animal riddles below. Answer each riddle question with a vocabulary word. Write it
in the blank.
1. I am a rabbit. My fear is that an owl, hawk, 6. The bald eagle is the national bird of
or coyote will catch and eat me. What is the United States. This bird eats small
the word that describes an animal like me animals. What is the name of an animal
that is hunted by other animals? with these eating habits?
____________________________________ _________________________________
2. I am a horse that eats hay. I like oats and 7. What is a word for the small animals,
apples, too. I do not eat meat. What is the such as squirrels, rabbits, and birds,
name for an animal like me? that an eagle hunts?
____________________________________ ___________________________ _______
3. I am a bear that eats mice, squirrels, and fish. 8. Sheep, goats, and camels eat grass.
Birds’ eggs and worms are my favorite snacks. What is the vocabulary word that
But I’m also famous for eating honey. I like describes all these animals?
berries, fruits, nuts, and the leaves and roots of _________________________________
plants. I guess you could say I’m an all-around 9. Last night, I ate chicken, rice, and
eater. What is the name for an animal like me? carrots. What word describes my
____________________________________ eating habits?
4. I’m a tiger. We are strict meat eaters. _________________________________
What is the name for an animal like me? 10. Alligators eat water snakes that eat fish
____________________________________ that eat worms that eat water plants.
5. In a forest, squirrels eat seeds and nuts. A fox What is the way these living things are
mother kills a squirrel for food for her babies, which linked together called?
are called kits. Later, a hawk steals a kit for its ______ ____________________________
dinner. What is the name for this way of nature?
____________________________________
Create a Collage Cut pictures from magazines and put them in food chains. Label the pictures
using vocabulary words and write a caption that describes the big idea to which all of your
content words connect.

Review and Extend

BONUS WORDS Here are two new words predator an animal that lives by hunting other
about food chains. Remember that these animals for food
words all deal with the same big idea as Example: a shark
your vocabulary words. That means that
even if you have never seen these words ecosystem a community of plants and animals
before, you do know one important thing— that is affected by its environment, including the
they both tell you something about how living air, water, sunlight, and soil
creatures depend on one another for food. Example: all the plants and animals in a lake
the context. Write it in the blank.
All the plants and animals that live in a forest form a(n) (1) _____________________.
The plants use sunlight, soil, and water to make their own food. Plant-eating birds and
animals are called (2)____________________. They eat grass, seeds, nuts, roots, and leaves.
Larger and stronger animals often hunt these plant eaters. These (3)_________________(s),
or hunters, depend on the animals that are their (4)_________________________. Without
them, the meat eaters, or (5) ____________________________________, would go hungry.
If there is a change in an (6) ____________________________, all the members of the
community are affected. If there is too little rain, some plants may die. Some of the animals
that eat these plants will die also. Without (7)_______________________________ to hunt,
the (8)_______________________ will have to move elsewhere to find meat. They will
need to join a new community or they will die.
Think About It Think about the teeth of lions and tigers. Why do you think that carnivores such as these
need long, sharp teeth? Write in your personal word journal to explain your answer. Use as many
vocabulary words as you can and other content words that connect to the big idea of how lions and tigers eat.
276 Content Words

Check Your Mastery

Directions Read each question below. Circle the letter of the choice that best answers each question.
1. Which vocabulary word best describes the eating habits of a cat that feeds on mice?
A. herbivore B. prey C. carnivore
2. Which vocabulary word explains that humans eat a variety of plants and animals?
A. omnivore B. carnivore C. herbivore
3. What do you call an animal that is hunted by another animal?

A. food chain B. prey C. carnivore
4. The Venus flytrap is a plant that eats insects. Which word describes this plant’s
eating habits?
A. herbivore B. carnivore C. prey
5. A flower makes a sweet juice called nectar. A hummingbird drinks the nectar. Which
word describes the bird’s eating habits?
A. herbivore B. carnivore C. omnivore
6. A shrimp eats plants in the ocean. A fish eats the shrimp. Then a seal eats the fish.
Finally, a polar bear kills the seal and eats it. What do you call this feeding sequence?
A. carnivore B. omnivore C. food chain
7. An owl hunts for a mouse. The owl is called the predator. What do you call the mouse?
A. prey B. carnivore C. food chain
8. Which word describes how sheep, goats, cows, and deer, which eat mostly grass and
other plants, eat?
A. food chain B. omnivore C. herbivore
9. A lizard in the desert eats insects. Then a snake eats the lizard. A coyote later kills
and eats the snake. What name describes what occurs among this set of animals?
A. herbivore B. food chain C. prey
10. A monkey in the rain forest will eat figs and bananas. It will also eat meat when it
can. Which vocabulary word describes its eating habits?
A. carnivore B. herbivore C. omnivore

DEFINITIONS
Lesson 18
carnivore (kar-nuh-vor) noun: a living creature
that is only or mostly a meat eater
food chain (food chayn) noun: a chain of living
beings in which smaller and weaker creatures
are eaten by larger and stronger creatures
herbivore (hur-buh-vor) noun: a living creature
that eats only or mostly plants
omnivore (om-ni-vor) noun: a living creature that
eats a wide variety of plants and animals
prey (pray) noun: an animal that is hunted and
eaten by another animal (or even by a meat-
eating plant!)

395
GLOSSARY
C
carnivore (kar-nuh-vor) noun: a living creature
that is only or mostly a meat eater
F
food chain (food chayn) noun: a chain of living
beings in which smaller and weaker
creatures are eaten by larger and stronger
creatures
H
herbivore (hur-buh-vor) noun: a living creature
that eats only or mostly plants
O
omnivore (om-ni-vor) noun: a living creature that
eats a wide variety of plants and animals
P
prey (pray) noun: an animal that is hunted and
eaten by another animal (or even by a
meat-eating plant!)
404
_____________________ _____________________ _____________________ _____________________
_____________________ _____________________ _____________________ _____________________
_____________________ _____________________ _____________________ _____________________
________________________________
because _______________________
________________________________
419
Lesson 18 Lesson 18
carnivore food chain

(kar-nuh-vor) (food chayn)
herbivore omnivore prey

(hur-buh-vor) (om-ni-vor) (pray)
443
noun: a chain of living beings in
which smaller and weaker noun: a living creature that is only
creatures are eaten by larger and or mostly a meat eater
stronger creatures
noun: an animal that is hunted

noun: a living creature that eats a noun: a living creature that eats
and eaten by another animal (or
wide variety of plants and animals only or mostly plants
even by a meat-eating plant!)
444
Words About Volcanoes

Getting Started
Materials Needed
pp. 285–286
Volcanoes in Hawaii are the least violent. In
these quiet eruptions, you might see lava
____________ out of the mountain. Then the lava
cools off and adds to the rock on the mountain.
Vocabulary Words
crater
dormant
The Mystery Word of the Week is flowing.
eruption
lava Model/Teach
magma • Distribute the Student Reproducible pages 285 and 286.
• Ask a volunteer to read the Word Learning Tip. Explain that content
words are often the longest and most difficult in a text. They also
occur the most frequently and they all connect to the big idea of the
passage they are reading.
• Next invite students to read the Vocabulary Building Strategy. Tell
them that studying the diagram of the volcano will help them see the
relationships among the vocabulary words. This will help them
remember the meanings of the words.
• Then, have students read the directions and look at the diagram of a
volcano on pages 285 and 286. Read the text aloud.
279 to model how to determine the meaning of the content words.
• After you have modeled how to find the meaning of eruption by
associating the word with the topic of volcanoes, read the text and
refer to the diagram and its call-outs. This time, pause at each
boldface word.
word belongs as the title or the author’s big idea (volcanoes). Remind
students that all the words are related to volcanoes and write the word
in the title space. Ask students to tell what they know about
volcanoes.
278 Content Words

• Tell students that as you pause at each boldface word, you want
them to tell you how the word is connected to the topic of
volcanoes. You also want them to tell you what it means. For Think Aloud
example, eruption is connected to the idea of volcanoes because it Let’s look at the title of the diagram on
tells about a volcano exploding. Then have them describe the page 138, Eruption of a Volcano. If I
thinking they do to determine the meaning of the content words. didn’t know the word eruption, I would
• As students discuss a word, write it and its definition in a blank on still know one very important thing.
Transparency 2. Eruption is going to tell me something

about the volcano. Now let’s look at the
• After students have discussed each word, allow them to work in first sentence: “The eruption of a
small groups. Give them the opportunity to use flashcards to volcano is a terrifying sight.” This
reinforce word meanings. sentence tells me that an eruption is
something I can see a volcano doing,
English Language Learners and this sight is terrifying. Now let’s
• Point out to students that eruption is the noun form of the verb to look at the diagram. It seems to show
erupt. Ask students to use the noun and verb in oral sentences. rocks and gases exploding from the top
English Language Learners may need to practice the of a mountain. This would be a
pronunciations of the vocabulary words. Model the pronunciations terrifying sight. When I put all of these
ideas together, I can determine that an
of crater, dormant, eruption, lava, and magma. The underlined
eruption must be an explosion.
sounds are those students may need to practice. Have students
practice pronunciations in small groups and make oral sentences
for the words.
Create Your Own Connections Graph Divide the class into small
groups. Pass out copies of the Transparency 2 Blackline Master.
Ask students to talk about volcanoes and add new words about
volcanoes to their graphs.
Answer Key
Words About Volcanoes 279


Getting Started
Materials Needed
Lava, or melted rock, is ____________ down
the mountain.
Think Aloud
I want you to show you the thinking
Review and Share Have students share the volcano words they
I do to complete this activity. The
generated for the activity on page 279. Make a word wall of the
first item has a definition: “the hot
vocabulary words and the new words students found.
liquid that flows out of a volcano.”
I’m not sure if that is lava or
magma. Next, I will read the
sentence that contains a blank. Model/Teach
I know that the word that fits the • Distribute the Student Reproducible page 287.
definition will also fit best into the • Before students start, do the .
blank. I read the sentence: “The
________ flowed down the mountain
• After you have modeled completing a sentence, have students finish
like syrup.” Now, I remember the
the rest of the items on their own. Ask them to share their responses.
difference between lava and Make sure they explain their thinking.
magma. Magma is the name for the
hot, melted rock under the ground. Independent Activities
Lava is the name for the hot liquid Find Out More About Volcanoes Allow students to read about
formed from magma that comes volcanoes on the Internet or in a book. Ask them to learn three
out of the volcano when it erupts. new words by using the Word Learning Tip and Vocabulary Building
I’ll remember the difference this Strategy.
way: underground, it’s magma;
outside, it’s lava. Now that I know
• Think About Your Learning Ask students to write in their journals
that lava is the “outside” name, I
telling which word they find the easiest to understand and which they
am sure it belongs in the blank. find the most difficult. They should also explain why.
Answer Key
1. lava 6. crater
2. lava 7. magma
3. dormant 8. magma
4. dormant 9. eruption
5. crater 10. eruption
280 Content Words

Materials Needed
Use Content Words • Student Reproducible, p. 288
Getting Started
Think Aloud
When lava stops _________, it slowly turns
I see that these sentences will give me
into rock. information about volcanoes. My job is
to fill in the blank in each item with the
vocabulary word that fits best. I’ll read
Review and Share Have students share their volcano facts and the first item aloud while you read it
the words they found from the activity on page 281. Ask a silently. “Volcanoes form wherever
volunteer to write these facts and words on the board. Then ask there is hot, melted rock called
students to discuss how they used the Word Learning Tip and ________ under the ground. This hot
rock pushes through the cooler rock
Vocabulary Building Strategy to learn new content words.
until an explosion occurs.” Next, I look
at the vocabulary words to see which
Model/Teach would fit best here. The context clue
• Distribute the Student Reproducible page 288. “under the ground” reminds me that I
• Have a volunteer read the directions for the activity. need the name for hot, melted rock
when it is under the ground. The
second sentence gives me another
• After you have modeled filling in the first blank with the word that fits clue. This rock moves through the
the context, have students complete the rest of the items on their own. volcano and causes an explosion. The
word magma is the name for the hot,
English Language Learners melted rock while it is under the ground
• Divide students into groups of five. Tell each student in the group to and also while it is traveling through
pick one of the vocabulary words. Then instruct them to write their the volcano. So, I write magma in the
word in a sentence on a piece of paper. Each group member should tell blank in the sentence.
what their word has to do with volcanoes based on their use of the
Word Learning Tip and Vocabulary Building Strategy. Have group
members share their explanations with one another orally.
Independent Activity Answer Key

1. magma
Understand Words Related to Science Read aloud the
2. lava
information about the history of the word volcano. Ask students 3. crater
what they know about Vulcan, the Roman god of fire. Then tell 4. dormant
5. eruptiion
students to find three other words from Latin or Greek myths that
6. crater
relate to science. You might suggest they find the history and meaning 7. eruption
of cereal, mercury, and terrestrial. Remind students to use the Word 8. lava
9. dormant
Learning Tip and Vocabulary Building Strategy to learn meanings. 10. eruption


Getting Started
Materials Needed
• Sequence Chart
Red-hot, glowing lava is _________ like a river.
Graphic Organizer, p. 423 It is an awesome sight.
Think Aloud Review and Share Have students share the myth-related words
they found for the activity on page 281. Ask them how these
The title tells me that the passage
is about the eruption of a mountain
words are connected to science. Add the new words to the word wall.
called Mount St. Helens. Now, I’ll
start reading. “Mount St. Helens Model/Teach
is a volcano in Washington state. • Distribute the Student Reproducible page 289.
It had been ________ for close to
100 years. Then, on May 18, 1980,
Mt. St. Helens erupted.” The first • After you have modeled completing a sentence, have students finish
sentence tells me that the the activity on their own, then share their responses and thinking.
mountain is a volcano. The second
has the blank. The word that Independent Activities
belongs there tells what the Write an Eyewitness Report Distribute copies of the sequence
mountain was like for almost 100 Chart Graphic Organizer. Tell students to reread the information
years. The third sentence tells when in the passage. Remind them to write about the eruption of Mount St.
the volcano erupted. I think the Helens as if they were there while it was happening. They should use as
word that belongs in the blank many vocabulary words as possible in their report. Tell them to
means the opposite of erupting.
underline each vocabulary word they use as well as other new words
I remember that dormant means
connected to the big idea of volcanoes.
“sleeping” and describes a volcano
when nothing is happening. I’ll try • Play “Let Me In, Let Me Out” Create a tag for the door that says
that word. “It had been dormant for “Password—Science.” Tell students that each time they want to leave
close to 100 years. Then, on May or enter the room, they must provide a word related to science. Keep
18, 1980, Mt. St. Helens erupted.” track of all these words on the chalkboard.
That sounds right to me.
Answer Key
1. dormant 6. lava
2. crater 7. lava
3. eruption 8. dormant
4. magma 9. magma
5. crater 10. eruption
282 Content Words

Materials Needed
Getting Started
Think Aloud
After Mt. St. Helens erupted, there were rivers
Read the first item with me silently as I
of mud __________ down the mountain into read it aloud. “Trip # 1 Mount Fuji is
the town. the highest mountain in Japan. It was
once an active, or erupting, volcano.
Now, it is a ( ) ________, or dormant,
Review and Share Invite volunteers to share the eyewitness volcano.” I see that the third sentence
reports they wrote for the activity on page 283. Students might has a blank for me to fill in. I know that
present their eyewitness reports in a TV news interview format. the missing word is going to describe
the volcano. I see the words or
dormant, so I know that the missing
Model/Teach
word may mean the same thing as
• Distribute the Student Reproducible page 290. Read the dormant. I also see the words once an
boxed information aloud and discuss the new bonus words. Point active or erupting volcano. So I know
out the difference between an inactive volcano that might erupt that the word that fits best in the blank
again and an extinct one that probably will not. Tell students that will describe the opposite of an active,
inactive and dormant are synonyms when they describe volcanoes. or erupting, volcano. That’s inactive,
• Have a volunteer read the directions. Discuss the fact that tourists which is a synonym for dormant. I write
visit active and inactive volcanoes. inactive in the blank.

• After you have modeled completing an item, ask students to finish
the rest on their own. Then have them share responses.

• Discuss the plurals of the vocabulary words that are nouns. Point out
that eruption and crater both take a final s. Explain that lava and
magma do not have a plural form. Explain that volcano takes an –es
ending in the plural to make volcanoes. Have students work with a
partner to write sentences with the plural forms of these nouns.
Answer Key
Learn New Words About Travel If possible, bring into class 1. inactive
books, magazines, and brochures about travel, or provide time for 2. crater
3. extinct
students to go to the library to gather information about travel. Remind
4. eruptions
students to use the Word Learning Tip and Vocabulary Building 5. magma
Strategy to learn the meaning of new content words.

Check Your Mastery

Give the Test
• Student Reproducible, p. 291 • Tell students that the Check Your Mastery activity has two parts.
• Read aloud the directions for the first part: “Match the words on the left
with the correct definition on the right. Write the letter of the definition
Student in the blank by the vocabulary word.”
Self-Assessment
• Model how to match a word and its definition by writing the following
Journal Writing Have the class on the board in two columns:
write in their personal word journals
telling how learning volcano ____1. dormant A. an active volcano
vocabulary helped them understand B. a sleeping volcano
the process of how a volcano
erupts. Ask students to evaluate • Point out the vocabulary word in the first column and the choice of two
how different parts of the lesson definitions in the second column. Ask students to tell you which
helped them understand the definition matches the word.
vocabulary and/or bonus words, and
• Then read aloud the directions for the second part. “Read the multiple-
the connections among the words.
choice questions below. Circle the letter in front of the correct answer.”
Tell students that their job is to use their knowledge of the vocabulary
words to pick the correct answer from three choices.
• Model how to answer a question by writing the following question and
choices on the board and reading it aloud:
Which word names the melted rock that is found under a volcano?
A. lava B. magma C. crater
• Ask students to choose the best answer to the question. Have them
explain their response by telling how they used their knowledge of the
vocabulary words to choose answer B, magma.
Answer Key • Have students work with a partner to talk about the questions they got
wrong. Ask them to write a new sentence using the correct vocabulary
1. E 6. B
2. D 7. A word for each item they missed.
3. A 8. C
4. C 9. B
5. B 10. B Building Strategy helped them find the correct response.
284 Content Words


Directions Look at the diagram of a volcano erupting, or exploding.
Read the text and labels to learn about the parts of a volcano and
Vocabulary Words about how the explosion of a volcano happens.
crater lava
dormant magma
eruption Eruption of a Volcano
Word Learning Tip! The eruption of a volcano is a terrifying sight. A volcano can
be dormant, or “sleeping,” for a long time. Then it can explode
When you read words about
or erupt. Melted rock called magma pushes through the
a new subject, you may see
words that you have not seen
mountain and comes out of the crater. The magma becomes
before in your everyday lava, or hot liquid, that flows down the mountain. Hot ash and
reading. These words are gases also come out of the crater. This is called an eruption.
often the longest and most
difficult words in the text.
They tell you something
specific about the topic. To Lava is hot liquid rock that
learn these new words, think pours out of a volcano when
about the big idea or subject. it erupts. Hot ashes mix
In this lesson, all of the with lava as it flows down
words tell about volcanoes. the mountain. When the
lava and ash cool, they form
Vocabulary new rock on the mountain.
Building Strategy
a new subject, make
connections between the
unknown word and the big
idea or subject. The new
word will tell something
specific about that big idea
or subject. Tie together the
big idea and the meanings of
other content words that you
know in the text. This will
help you learn the exact A dormant volcano is one that
meaning of the unknown is not active. But it could erupt
content words. again and then the volcano is
active, not dormant.
285 Content Words

L
The mouth of the volcano is called the crater.

A vent is the Melted rock, gases, ashes, and pieces of rock
tunnel through come out of this opening.
which melted
rock moves up
to the crater.
gas
rocks
crater
lava
vent
Magma is melted
magma
rock found deep
underground.
Magma becomes
lava that flows out
of the crater of
the mountain.


crater dormant eruption lava magma
Directions First choose the vocabulary word that matches each definition. Then fill in the blank in the
sentence that follows the definition. You may use a dictionary or the glossary to help you.
1. Definition: the hot liquid that flows out of a volcano ______________
2. The ______________ flowed down the mountain like syrup.
3. Definition: sleeping or not active ______________
4. Most of the time, volcanoes are _________. They may not erupt for hundreds of years.
5. Definition: the mouth of a volcano; the cup-shaped hole or cavity at the top of
the volcano ______________
6. When the volcano erupted, hot gas, rocks, and lava came bursting out of the
______________ of the mountain.
7. Definition: the melted rock deep beneath Earth’s surface _____________
8. The ______________ pushed its way through the mountain and created an explosion.
9. Definition: the name for a volcano exploding ______________
10. The ______________ of a volcano is often a terrible disaster. People can be hurt or
killed and property can be destroyed.
Find Out More About Volcanoes Use the library, your textbook, or the Internet to find out more about
volcanoes. Record three interesting facts. Then find three new content words about volcanoes and
write them in your personal word journal. Tell how you used the Word Learning Tip and Vocabulary Building
Strategy to learn their meaning.
287 Content Words
Use Content Words

Directions Below are interesting facts about the volcanoes. Fill in the blanks in the sentences with the
vocabulary word that fits best.
1. Volcanoes form wherever there is hot, 6. Some volcanoes are under the ocean
melted rock called __________________ floor. When the volcano erupts, it
under the ground. This hot rock pushes makes a __________________________
through the cooler rock until an or opening in the ocean floor.
explosion occurs.
7. A volcano called Stromboli is in the
2. Mount Vesuvius erupted in ancient Mediterranean Sea near Italy. The
Roman times. The __________________ ________________________________
that flowed out of the mountain poured of Stromboli seldom stops. The
into the Roman town of Herculaneum. It volcano can be erupting for months or
filled the town and the harbor. even years at a time.
3. The Roman town of Pompeii was buried 8. ________________________________
under ash and pieces of rock. Ashes and from underwater volcanoes collects on
rock blasted out of the ______________ the ocean floor and makes underwater
at the top of Vesuvius. Pompeii was dug mountains.
out in the 1700s. People now visit the
9. In 1982, El Chichon in Mexico erupted
town to see what Roman life was like
and killed 187 people. It is now
thousands of years ago.
“sleeping,” or
4. Mauna Loa is the world’s largest volcano. ________________________________.
It erupted about 50 years ago. Since
10. The ____________________________
then, it has been ___________________.
of Krakatoa produced waves in the
5. The _______________________ of Mont ocean that were 130 feet high. The
Pelee destroyed the city of Saint Pierre. waves drowned 36,000 people who
Thirty-eight thousand people were killed lived on islands near the blast.
by the poisonous gases from the volcano.
Understand Words Related to Science The word volcano comes from Vulcan, the Roman name for their
god of fire. Romans believed that Vulcan lived in the sea under an island. They called this island
Vulcano. The island was created by lava from an underwater volcano. Use your dictionary or the Internet to
find three other words that come from Greek and Roman myths that are related to science.


Directions Read the paragraphs. Fill in the blanks with the vocabulary word that fits best.
The Eruption of Mount St. Helens

Mount St. Helens is a volcano in Washington state. It had been (1) ____________________
for close to 100 years. Then on May 18, 1980, Mt. St. Helens erupted. Steam and ash were
blown out of the side of the mountain. This made a(n) (2) ____________________________
or opening on the side, not the top, of the mountain. That was unusual because a crater is
usually at the top of a mountain.
The people in nearby towns were surprised by the (3) ____________________________

of Mt. St. Helens. But scientists knew the volcano would erupt sooner or later. Under Mt. St.
Helens, there was melted rock called (4) _______________________. The last explosion had
created a long vent or tunnel inside the mountain. The gases from the magma pushed it up
through the vent. The gases made a hole called a(n) (5) _________________________ in the
side of the mountain. A blast sent rocks, ash, and gases out of the mountain. A liquid, made
of melted rocks, called (6) __________________________, came flowing out of the hole also.
Later, when the (7) ______________________________ began to cool, it hardened into rock.
Mt. St. Helens is once more a (8) _________________________________, or “sleeping,”

volcano. But it could erupt again. There is still (9) _________________________, or hot,
melted rock, under the ground. It could push its way through the mountain once again. This
would cause another (10) _______________________________ of Mt. St. Helens.
Write an Eyewitness Report Imagine that you lived in a town near Mount St. Helens. Use the information
in the passage above to write about what you saw and heard as the volcano exploded. Be sure to tell
how you felt as the eruption was happening. Use as many of the vocabulary words as you can.
289 Content Words

L
Review and Extend

BONUS WORDS Here are two new words that describe extinct used to describe a volcano
volcanoes. Remember that these words all deal with the same that has burned itself out and will
big idea as your vocabulary words. That means that even if you probably not erupt in the future
have never seen these words before, you know that they have inactive used to describe a
to do with volcanoes. You can use what you already know volcano that is dormant, but
about volcanoes to understand the meanings of these words. could erupt in the future
Directions The paragraphs below are part of a travel brochure. They tell about various trips tourists can
take to see volcanoes around the world. Read each trip description and fill in the vocabulary or bonus
word that best fits in each blank.
e
nt Fuji
is Trip # 2 ld you lik
V IS IT 1 Mo u is a mo Aconcagua W ou
Trip # 3volcano that is
Trip # hest mountain u
THE g
the hi It was once Argenti ntain in to see a rupting? Then
n
n. , a volcan a. It was once e
always lcano named
WO R in Japa , or erupting ) o
LD v e n 3. ____ , but it is now o
visit a v li. You can see
an acti Now, it is a(
GREA ’S .
volcano _________,
It has b
u
______
______
.
o
Stromb its many
VO L C T _ _ The wh rnt itself out. r
and hea __________(s
).
1. ___ ant, volcano. o
ANOE of the m le upper part _
4. ____ on it is always
or dorm ds of people
S n crumbl ountain has s
The rea is that
Thousa the top to ed away g de
o
climb t ountain’s
. eruptin ________ insi g
_ n
m
see the _________, o
r 5. ____ no is produci
a
_
2. ____ . Because the t the volc escaping gas s.
e n
g
openin is not active,
i gas. Th lot of explosio d
n
volcano be there. causes a e it on an isla
e
is safe t
o Come s oast of Italy.
c
off the
Learn New Words About Travel Pick a place you would like to travel to. Gather information about
it from books, the Internet, and travel brochures. Identify at least three new words about travel.
Write them in your journal and tell how the Word Learning Tip and Vocabulary Building Strategy helped
you to learn their meaning.

Check Your Mastery

Directions Match the words on the left with the correct definition on the right. Write the letter of the
definition in the blank by the vocabulary word.
___ 1. crater A. the explosion of a volcano

___ 2. lava B. a word that describes an inactive volcano
___ 3. eruption C. melted rocks that push up from under the ground
___ 4. magma D. the hot liquid that flows out of a volcano
___ 5. dormant E. the bowl-shaped opening created by a volcano exploding
Directions Read the multiple-choice questions below. Circle the letter in front of the correct answer.
6. What is the difference between magma and lava?

A. None, they are the same thing.
B. Magma is under the ground and lava comes out of the volcano.
C. Lava is under the ground and magma comes out of the volcano.
7. What might you see at the dormant volcano?
A. tourists exploring the crater
B. gas and rocks exploding out of the mountain
C. lava flowing down the mountain
8. Where might you see the crater of a volcano?
A. inside the mountain
B. underground
C. at the top of the mountain
9. Which of these things does NOT happen during the eruption of a volcano?
A. Lava, rocks, and ash are blown out of the mountain.
B. There is always peace and quiet.
C. There is an explosion, like a bottle blowing its top.
10. What might you see flowing down the side of a mountain?
A. crater
B. lava
C. dormant
291 Content Words

DEFINITIONS
Lesson 19
crater (kray-tur) noun: 1. the mouth of a volcano;
2. the cup-shaped hole or cavity at the top of
the volcano
dormant (dor-muhnt) adjective: sleeping or not
active
eruption (i-rup-shuhn) noun: the name for a
volcano exploding
lava (lah-vuh or la-vuh) noun: the hot liquid that
flows out of a volcano
magma (mag-muh) noun: the melted rock deep
beneath the earth’s surface

395
GLOSSARY
C
creative (kree-ay-tiv) adjective: using or showing
use of the imagination to create new ideas
or things; inventive
D
dormant (dor-muhnt) adjective: sleeping or not
active
E
eruption (i-rup-shuhn) noun: the name for a
volcano exploding
L
lava (lah-vuh or la-vuh) noun: the hot liquid
that flows out of a volcano
M
magma (mag-muh) noun: the melted rock deep
404
_____________________ _____________________ _____________________ _____________________
_____________________ _____________________ _____________________ _____________________
_____________________ _____________________ _____________________ _____________________
________________________________
because _______________________
________________________________
419
Graphic Organizers
Sequence Chart
First Event or Step
Third Event or Step
Conclusion
423
crater dormant eruption

(kray-tur) (dor-muhnt) (i-rup-shuhn)
Lesson 19 Lesson 19
lava magma
(lah-vuh or la-vuh) (mag-muh)
443
noun: 1. the mouth of a volcano;
noun: the name for a volcano
adjective: sleeping or not active 2. the cup-shaped hole or cavity
exploding
at the top of the volcano
noun: the melted rock deep noun: the hot liquid that flows
beneath the earth’s surface out of a volcano
444
Words About Voting

Getting Started
Materials Needed
• Student Reproducibles,
Mystery Word of the Week Clue 1 pp. 299–300
Marie Chin wanted to serve her country. She • Transparency 2, p. 419
was named by her party to run for ________.
The Mystery Word of the Week is senator. Vocabulary Words

ballot
Model/Teach
candidate
election
words are often the longest and most difficult in the text. Usually, they political party
are not words we use every day, unless we are studying that content area. register
• Then invite students to read the Vocabulary Building Strategy. Tell them
that even though content words may look difficult, students know
something very important that will help them determine their meaning.
If they are reading about a certain topic, all of the content words will
relate to that topic. Ask them what big topic these vocabulary words are
associated with.
• Then have students read the directions and look at the scene shown on
page 299. Read the text aloud.
293 to model how to find the meaning of content words.
• After you have modeled how to find the meaning of the word election
by associating the word with the topic, read each item in the scene
aloud again. This time pause at each boldface word.
word belongs as the title or the author’s big idea (voting). Tell students
that as you pause at each boldface word, you want them to tell you how
the word is connected to the idea of voting and/or to one of the other
Words About Voting 292

Words About Voting
content words. You also want them to tell you what it means. For
example, election is connected to the idea of voting because it names
Think Aloud the process of choosing someone.
I want to share with you my thinking • As students discuss a word, write their responses in the blanks on the
as I try to learn the meaning of transparency.
these content words. The first thing
• After students have discussed each word, give them time to work in
I do is try to get an understanding of
small groups using flashcards to reinforce word meanings.
what the author’s subject is. What
important idea or topic do all the
words and images relate to? How English Language Learners
are all of these words connected? I • The idea of voting may be foreign to some English Language Learners.
see a school door with a notice Find photographs that show voting and elections in a social studies
about voting hours, people passing textbook, or cut some out of magazines and newspapers. Display these
out pamphlets, a sign posted to a illustrations, label them with content words, and talk about them.
tree telling whom to vote for,
someone giving a speech, and Independent Activity
another sign about voting. All of Create Your Own Connections Graph Divide the class into
these words and activities tell me
small groups. Pass out copies of the blackline master of
that the topic is voting. So I know
Transparency 2. Ask students to talk about voting and to add as many
that my vocabulary words all have to
new words about voting as they can to their charts.
do with this topic. Now I look at the
first item. The sign on the door
reads: “Election today. Voting
hours—7:30 AM–10:00 PM.” This
sign is telling me about an event.
It’s telling me when people can vote.
So an election must be an event
when people vote.
Answer Key
293 Content Words

Getting Started
Materials Needed
She is one of the two _____________(s) from
this state.
Review and Share Have students share the voting words

they generated for the activity on page 293 in the teacher’s Think Aloud
pages. Then create a word wall. Add all the vocabulary words
Here’s what I do to complete this
and the new words.
activity. First I look at the word register
and its definition. It means “to enter
Model/Teach your name formally so that you can
• Distribute the Student Reproducible page 301. vote.” Now I think about what I know
• Before students start, do the . about voting and try to connect these
ideas. Well, I know that it’s important to
• After you have modeled completing a sentence, have students finish
make sure that people are eligible to
the rest of the items on their own.
vote. People have to be 18 or over, and
• Ask students to share their responses. Make sure they explain their they have to be citizens of the United
thinking. States. So people have to register, or
• Then tell students to complete the second activity. put their names on a list, to show that
they can vote. Now let me look at the
incomplete sentence to see how I
would complete it. “If you don’t register
Understand Words About Voting Tell students that words, just
to vote, _______.” I would write, “If you
like people, have interesting histories. Some words come from
don’t register to vote, you won’t be
Latin, the language spoken by the ancient Romans. Read the history able to vote in the election.”
of the word candidate. Have students write in their journals about the
qualities a candidate should have.
• Build Another Big Ideas Connections Graph Distribute copies of the
blackline master for Transparency 2. Have students work in small
groups to list as many words as they can that describe our elections.
Then ask them to write these words on a big ideas connections graph. Answer Key
Students’ answers to 1–5 will vary.
6. election
7. candidate
8. ballot
9. register
10. political party

Words About Voting
Use Content Words

Getting Started
Materials Needed
Do you support Armando Legere as a
candidate for __________?
Think Aloud
I see that this is a chart that is
going to show me how something is
thoughts about the candidates from the activity on page 294. Add
done. There seem to be steps: first
any new voting words they use to the word wall.
one thing happens, then the next
thing, and finally the last thing. The
title tells me this is a process, Model/Teach
which is a sequence of steps or • Distribute the Student Reproducible page 302.
actions that occur. The word I’m • Before students start the activity, do the .
looking for will say what kind of
process all these steps describe.
• After you have modeled filling in the blank with the word that fits the
That’s easy—they are all telling me
context, have students complete the rest of the items on their own.
about voting or the process of
electing someone. This is the English Language Learners
election process. • Divide students into groups of five. Suggest that each student in the
group choose one of the vocabulary words. (They should each choose
a different word.) Then have them write their word on a piece of
paper. They should tell why they chose that word and what it has to
do with the election process. Provide time for the groups to share
their words and what they wrote about them with the class.
Write About Voting Before students start this activity, divide the
class into small groups. Ask each group to discuss the importance
of voting. Then have students write their reasons why voting is
important in their personal word journals. They should use two
vocabulary words and two new content words they have learned this
week by applying the Word Learning Tip and Vocabulary Building
Answer Key
Strategy.
1. election 5. candidate
2. Register 6. election
3. political party 7. ballot
4. candidates 8. ballot
295 Content Words

Materials Needed

Getting Started

The ___________ voted in Congress on I want to model for you the type of thinking I
whether or not to raise taxes. do to complete this activity. The first
situation says that I want to report on the
voting record of one of the people who is
running. It asks me what word I would use
Review and Share Ask students to share their reasons from the for this person. I know that someone who is
activity on page 295. As each student states a reason, write it on running for office or is up for election is a
the chalkboard. Put a check mark by a reason each time a student candidate, so this is the word I will write for
answer 1. I can use the word candidate any
offers the same one. Tally how many students gave the same reasons.
time I write about this person. Here’s a
Based on this information, what were the three reasons the class as a
sentence I can write: The candidate voted
whole considered the most important?
to protect the environment.
Model/Teach
• Use the .
• After you have modeled how to complete the activity, ask students to
finish it on their own. Then arrange them in pairs to share their
responses.
Write a Speech Before students begin writing their speeches, ask
them to jot down reasons why they or some other candidate
should be elected. Tell them to be sure to use their best reasons in their
speeches. Remind them to use their vocabulary words and two new
content words they learned using the Word Learning Tip and
Vocabulary Building Strategy.
• Create a Campaign Poster Provide time for students to design a
campaign poster for the election for class president. Tell them to use Answer Key
Students’ responses to questions
at least three vocabulary words and three new content words in their 2, 4, 6, 8, and 10 will vary.
poster. See page 402 for sample sentences.
1. candidate
3. election
5. political party
7. ballot
9. register

Words About Voting
Review and Extend

Getting Started
Materials Needed
Her father was a congressman in the House of
Representatives, and now she is a ___________
in the Senate.
Think Aloud
Read the first item with me silently
Review and Share Provide time for students to deliver the
as I read it aloud. “Make sure you
speeches they created for the activity on page 296. After all
cast your vote for the ______ of
your choice before the _______
students have given their speeches (or select volunteers), have the class
close at 10 P.M.” I see that this fill out ballots to determine which candidate would win the election.
sentence has two blanks for me to
fill in. Let me try the first one. I see Model/Teach
the words cast your vote so I know • Distribute the Student Reproducible page 304. Read the boxed
that I’m looking for a word about information aloud and discuss the new bonus content words.
voting. Then I see the words of your
choice. I think the word I’m looking
for is person. I would cast my vote • After you have modeled completing an item, ask students to finish the
for a person of my choice. The rest on their own and then share their responses.
vocabulary word that fits here is
candidate, since a candidate is a English Language Learners
person who wants to be elected. • Students may not be familiar with the idiom cast your vote. Explain
Now I look at the second part of the that it means to place your ballot in the ballot box or simply to
sentence. It tells me that vote. Have students work with a partner to practice using this
something or probably some place
idiom in a sentence.
closes at 10 P.M., so I better get
there before that time if I want to
cast my vote. I would cast my vote at
the polls, so polls is the word I will
Search for More Words About Voting This is a good activity to
put in this blank. have students do for homework. After they have finished it,
provide time for them to share their words. Add the new words to the
Answer Key word wall.
Mystery Word of the Week: senator
(Accept any other word that
fits the context.)
1. candidate 6. register
2. polls 7. election
3. endorse 8. ballot
4. political party 9. candidate
5. poll 10. poll
297 Content Words

Materials Needed
Give the Test

Self-Assessment
• Read aloud the directions for the first part: “Read each item below.
write in their personal word journals
Write the vocabulary word that best fits in each sentence.” Students
telling how they can learn new
must pick the vocabulary word that best fits the context and write it
content words in the future. Ask
in the blank. them to rewrite the Word Learning
• Model how to answer a question by writing the following sentence on Tip and Vocabulary Building
the board and reading it aloud: Strategy in their own words.
Who will you vote for in the next _______?

A. election B. political party C. ballot
• Ask students to choose the vocabulary word that best fits in the
blank (A). Have them explain their choice by telling which context
clues helped them to select the correct word.
• Now read aloud the directions for the second part: “Read the passage
below. Select the vocabulary word that best fits the context. Write it in
the blank.”
• Model the activity by writing the following sentence on the board:
My mother belongs to one _______ (political party, election, ballot),

and my father to another group.
• Ask students to complete the sentence and explain their response,

telling how they used the context clues to get political party.
• After they finish, remind students to check their answers.
• Review Check Your Mastery orally with the students. Answer Key
1. A
2. A
got wrong, and write a new sentence using the correct word for each 3. C
item they missed. 4. B
5. B
• Ask them to discuss how the Word Learning Tip and Vocabulary 6. election
Building Strategy helped them find the correct response. 7. political party
8. candidate(s)
• Tally students’ correct responses. 9. ballot
10. register(ed)

L
Words About Voting
Vocabulary Words
ballot political party
candidate register
election
“Leticia Spencer Word Learning Tip!

is the only person When you read about a new
favored by both subject, you see many
political parties.” content words you have never
seen before. They are often
the longest words and
describe difficult concepts
about the subject. They are
not words you read in a lot of
other books. To learn them,
think about the big idea that
you are reading about and
what part of it the new word
is describing.
Vocabulary
Building Strategy
When you read new context
words, you can make
associations and connections
between that word and the
subject and other long
context words. You know that
all the context words tell
something important about
the topic. You can use the
subject, or big idea, and the
setting that the author
described so far in the text to
of each context word.

Words About Voting

ballot candidate election political party register
ELECTION
TODAY
300 Content Words

Words About Voting

Directions Read each definition below. Then complete the sentence that follows it.
1. register: to enter your name formally so that you can vote

If you don’t register to vote, _________________________________________________.
2. ballot: a secret way of voting, or a sheet of paper or a card used so a vote can be counted
Mark the ballot carefully so that _____________________________________________.
3. election: the act or process of choosing someone or deciding something by voting

It is important to hold an election because _____________________________________.
4. political party: an organized group of people with similar beliefs who try to win elections
A political party might celebrate when ________________________________________.
5. candidate: someone who is running for an office in an election

I would vote for one candidate over another if __________________________________.
Directions Read each sentence below, paying special attention to the boldface clue. In the blank, write
the vocabulary word that can be used to replace these words.
6. The town was holding an (activity in which you choose a person) ___________ for mayor.
7. One (person running for office) _______________ made a speech at the shopping center.
8. “Remember my name,” he said, “when you fill out your (sheet of paper used for voting)
__________________________.”
9. “And don’t forget to (enter your name formally so that you can vote) ______________,”
he said.
10. Then people passed out shopping bags with the candidate’s name and the name of his
(organized group of people with similar beliefs) ________________________________.
Understand Words About Voting In ancient Rome, a candidate for office wore a white robe to show that
he was pure. The white robe showed that no one controlled the candidate or could tell that candidate
what to do. The Latin word for white is candidus, and it is from this word that we get our word candidate. In
your personal word journal, tell what qualities you think a candidate for office should have. Use at least two
vocabulary words. Also, use two new content words you have learned this week by using the Word Learning
Tip and Vocabulary Building Strategy.
Words About Voting
Use Content Words

Directions Use your content words to fill out the process chart below.
THE (1) __________________ PROCESS
(2) _____________________ to vote.
Learn about the people each (3) ______________ recommends.
Listen to the (4) ______________ (s) as they debate the issues.
Decide which (5) ______________ you think is the best for the job.
Mark the day of the (6) ______________ on your calendar.
Fill out a(n) (7) ______________ for the candidate of your choice.
Make sure you mark your (8) ______________ correctly.
Write About Voting Voting in elections is very important for our system of government to work. This is
how “we the people” make our voices heard. It is how we exercise our power. The number of people
who register to vote and actually cast their votes should be 100 percent, but it is far from it. In your
personal word journal, write three or four reasons why you think it is important to vote. Use at lease three
vocabulary words in your sentences.
302 Content Words

Words About Voting

Directions Imagine you are a reporter covering an election. You want to make sure that you have
mastered the words you need to write about this topic. Read each situation in the left-hand column. Then
write the content word you would use in the right-hand column. Also, write a sentence using the word.
Situation: You want to report on the voting 1. Word ___________________________

record of one of the people who is 2. Sentence ________________________
running. What word would you use for
this person? ___________________________________
Situation: You want to report about the 3. Word ___________________________

event that happened four years ago in 4. Sentence ________________________
which people voted. What word would
you use to describe the event? ___________________________________
Situation: You want to compare the groups 5. Word ___________________________

that are supporting each person who is 6. Sentence ________________________
running. What word would you use to
name such a group? ___________________________________
Situation: You want to report the secret way 7. Word ___________________________

in which people vote. What word 8. Sentence ________________________
would you use to tell what people used to
mark their votes? ___________________________________
Situation: You want to report the reason 9. Word ___________________________

some people were unable to vote. What 10. Sentence _________________________
word would you use to tell what they did
not do? ____________________________________
Write a Speech Imagine your school is holding an election for class president. Write a speech telling why
you or some other candidate should be elected. (The candidate does not have to be a real person.) Use
at least three vocabulary words in your speech and two new content words that you have learned this week
using the Word Learning Tip and Vocabulary Building Strategy.

Words About Voting
Review and Extend

BONUS WORDS Here are three new words endorse to support or approve someone or
about voting. Remember that these words all something
deal with the same big idea as your vocabulary
words. That means that even if you have never poll a survey of people’s opinions and beliefs
seen these words before, you do know one polls the place where votes are cast and
important fact—they all tell you something recorded during an election
about voting.
Directions Read each item below. Choose the vocabulary word or the new bonus word that best fits the
context. Write it in the blank.
Make sure you cast your vote for the (1)______________________________________ of your
choice before the (2)_________________________________ close at 10 P.M.
The homeowners group decided to (3)______________________________ Miguel Rodriguez
instead of the person recommended by the other (4)__________________________________.
According to the latest (5) ______________________________________, if the election were
held today, Sonia Jamison would win.
Remember to (6)_____________________________________________ so that you can vote
during the (7)_________________________________________________________________.
Look at the (8)________________________________________ carefully before you fill it out
so that you don’t mark a vote for the wrong (9)______________________________________.
A (10)___________________________________ shows how voters feel about different issues.
Search for More Words About Voting Look through newspapers or newsmagazines or listen to a newscast
on television. In your personal word journal, record three new words you learned about voting using the
Word Learning Tip and Vocabulary Building Strategy. Write what each one means.
304 Content Words

Words About Voting
Check Your Mastery

Directions Read each item below. Write the vocabulary word that best fits in each sentence.
1. Some states use a paper ________, while others use a voting machine.
A. ballot B. candidate C. election
2. The symbol of one ___________ is a donkey, and of the other is an elephant.

A. political party B. register C. ballot
3. Before you can vote, you have to _____________.

A. ballot B. election C. register
4. Ravi Stantos is the __________ I will select.

A. political party B. candidate C. ballot
5. You have to be eighteen years old to vote in a presidential __________.

A. candidate B. election C. register
Directions Read the passage below. Select the vocabulary word that best fits the context.
Write it in the blank.
There is a(n) (6) _____________________ (election, register, ballot) for President every four
years on the first Tuesday after the first Monday in November.
Each (7)________________________ (candidate, political party, ballot) creates a list of
(8) ______________________s (election, register, candidate) this group wants you to vote for.
The names of the people running for office appear on the (9)__________________________
(ballot, political party, candidate). But you can’t vote for them unless you are
(10) __________________________(ed) (register, candidate, election).

DEFINITIONS
Lesson 20
ballot (bal-uht) noun: 1. a secret way of voting;
2. a sheet of paper or a card used so a vote
will be counted
candidate (kan-duh-date) noun: someone who is
running for office in an election
election (i-lek-shuhn) noun: the act or process of
choosing someone or deciding something by
voting
political party (po-lit-uh-kuhl par-tee) noun: an
organized group of people with similar beliefs
who try to win elections
register (rej-uh-stur) verb: to enter your name
formally so that you can vote

396
SAMPLE SENTENCES
Lesson 20

page 294 (TP), 301 (SP)
1. If you don’t register to vote, you won’t be able to vote in the
election.
2. Mark the ballot carefully so that the right candidate gets
your vote.
3. It is important to hold an election because it allows people
to have a voice in government.
4. A political party might celebrate when its candidate wins.
5. I would vote for one candidate over another if I preferred

that candidate’s views.

2. The candidate voted to protect the environment.
4. Few people turned out in the last election.
6. The political party named David Spears as its candidate.
8. He was careful to mark the right name on the ballot.
10. Because many people did not take the time to register,
voter turnout was low.
402
GLOSSARY
B
ballot (bal-uht) noun: 1. a secret way of voting;
2. a sheet of paper or a card used so a vote
will be counted
C
candidate (kan-duh-date) noun: someone who
is running for office in an election
E
election (i-lek-shuhn) noun: the act or process of
choosing someone or deciding something
by voting
P
political party (po-lit-uh-kuhl par-tee) noun: an
organized group of people with similar
beliefs who try to win elections
R
register (rej-uh-stur) verb: to enter your name
formally so that you can vote
404
_____________________ _____________________ _____________________ _____________________
_____________________ _____________________ _____________________ _____________________
_____________________ _____________________ _____________________ _____________________
________________________________
because _______________________
________________________________
419
Lesson 20
ballot
(bal-uht)
candidate election political party

(kan-duh-date) (i-lek-shuhn) (po-lit-uh-kuhl par-tee)
Lesson 20
register
(rej-uh-stur)
443
noun: 1. a secret way of voting;
noun: the melted rock deep
2. a sheet of paper or a card used
so a vote will be counted
noun: an organized group of noun: the act or process of

noun: someone who is running
people with similar beliefs who choosing someone or deciding
for office in an election
try to win elections something by voting
noun: an expression in which verb: to enter your name formally

words are used in a poetic way so that you can vote
444
Words About
Figurative Language

Getting Started
Materials Needed
pp. 313–314
When a poet uses figurative language, the
reader has to __________ the meaning.
Vocabulary Words
figure of speech The Mystery Word of the Week is infer.
literal
metaphor Model/Teach
personification
simile
words are not words students see every day. They are words about a
specific subject. All content words in this lesson tell about a special way
to use words, called figurative language.
• Then invite students to read the Vocabulary Building Strategy. Tell them
that even though some of the content words seem difficult, students
know that they are all about figurative language. Learning the
differences in the kinds of figurative language will help them when they
encounter these words in their reading.
• Next, have students read the directions and look at the four panels
shown on pages 313 and 314. Read the text aloud.
• Before you read the text a second time, do the on
page 307 to model how to find the meaning of the content words.
• After you have modeled how to find the meaning of the word literal by
associating the word with the topic, read each panel on the page again.
This time pause at each boldface word.
word belongs as the title or the author’s big idea (figurative language).
Discuss with students where they have seen figurative language.
• Tell students that as you pause at each boldface word, you want them to
tell you how the word is connected to the topic of figurative language
and/or to one of the other content words. You also want them to tell you
306 Content Words

what it means. For example, metaphor is connected to the idea of
figurative language because it is a figure of speech in which one
thing is said to be another thing. Then have students tell you the Think Aloud
thinking they do to determine the meaning of the content words. I want to share with you my
Record their responses on the transparency. thinking as I try to learn the
• After students have discussed each word, allow them to work in meaning of these content words.
small groups using flashcards to reinforce word meanings. The first thing I do is try to
understand what the author’s
subject is. The directions tell me
English Language Learners that these words are about
• Help students with the pronunciation and definition of the figurative language. The pictures,
vocabulary words. Divide the words into syllables and have students the speech balloons, and the text
clap out the syllables. Point out that the first syllable is accented in will help me understand the
literal, metaphor, simile, and figure. Pronounce personification with a meaning of the vocabulary words.
stress on the second syllable and the next-to-last syllable. Provide Let’s look at the first panel. I see a
students with a tape of the pronunciations for practice. If this is not girl listening to music through
possible, demonstrate and practice with students in small groups. earphones. She is saying: “When
I’m feeling lonely, I listen to my
Independent Activity music.” Next, I’ll look at the text. It

says: “This is a literal statement. It
Make Cartoons Ask students to brainstorm phrases using
means just what the words say.” So
figures of speech they hear in everyday life. For example: It’s
literal must mean “meaning exactly
raining cats and dogs. Take the bull by its horns. They should label
what the words say.” I relate this
each sentence as “metaphor,” “simile,” or “personification.”
word to the big idea (figurative
language). Since literal statements
do not use words in a special way, I
think literal statements are the
opposite of figurative language.
Answer Key
Words About Figurative Language 307

Words About
Figurative Language

Getting Started
Materials Needed
Some poems have more than one meaning
that a reader can __________ .
Think Aloud Review and Share Have students share the cartoons they
Let’s look at the phrase figure of generated for the activity on page 307. Post their work on the
speech and its definition. It is a bulletin board.
noun that means “an expression in
which words are used in a poetic Model/Teach
way.” I remember that figurative lan- • Distribute the Student Reproducible page 315.
guage is made up of figures of
speech. There are three kinds of fig-
ures of speech I have learned • After you have modeled completing a sentence, have students finish
about. They are the simile, the the rest of the items on their own.
metaphor, and personification. Now
• Ask students to share their responses. Make sure they explain their
let me look at the example: “He is
as strong as an ox.” This is not a
thinking.
literal statement. The man is not
really as strong as an ox. But the English Language Learners
words are a poetic way of saying • Encourage English Language Learners to share some figurative
that the man is very strong. When I language from their own cultures. They can make a list of common
read this figure of speech, I see a similes in their native language and translate them. Have students
picture in my mind. I see an ox and discuss similar figures of speech across cultures and languages.
I think of how strong an ox is. That
helps me imagine how strong this
man is. He may not really be as
Search for Figures of Speech This would be a good homework
strong as an ox, but he’s very, very
assignment. Tell students to look in their reading books, library
strong. I complete the sentence:
“The figure of speech ‘as strong as
books, and books at home to find examples of similes, metaphors,
an ox’ means that the person is and personifications. They may also use the Internet. You might also
very strong.” have students use the figures of speech they find as models and write
their own.
Answer Key
Student’s responses to questions 1–5 will
vary. See page 402 for sample sentences.
6. figure of speech 7. literal 8. figure of
speech 9. figure of speech 10. literal
308 Content Words

Materials Needed
Use Content Words • Student Reproducible, p. 316
Getting Started
Think Aloud
The meanings in figurative language can
Let’s look at the first item: “A poem
become clear if you __________ and read can express your feelings or tell your
between the lines. thoughts about a topic. But you
don’t want your poem to use only
________ language, or language that
Review and Share Have students share the similes, metaphors, means exactly what the words say.
and personifications they found for the activity on page 309. Use some figurative language, too.”
Discuss the differences among these kinds of figures of speech. I need to find the vocabulary word
that says that the words mean
exactly what they say. This word
Model/Teach
describes language that is the oppo-
site of figurative language. I look at
• Before students start, do the . the vocabulary words. They all
describe figurative language, except
• After you have modeled filling in the blank with the word that fits
for the word literal. I remember that
the context, have students complete the rest of the items on their
literal means “every word says
own. Then allow time for them to share their responses.
exactly what it means.” That fits the
meaning of the sentence. I write lit-
Independent Activities eral in the blank and reread the sen-
Create Figures of Speech Students may work alone or in pairs tence. “But you don’t want your
to write a simile, a metaphor, and a personification. Students poem to use only literal language.”
who wish to do so may write a poem. It fits the meaning of the sentences
in item 1.
• Knock, Knock Each day, write the word simile, metaphor, or
personification on the board. As students ask permission to leave the
room, they have to give you an example of that type of figurative
language. (You might want to change the word at noon each day.)
Answer Key
1. literal
2. simile
3. metaphor
4. personification
5. figure of speech
6. figures of speech
7. simile
8. metaphor
9. Personification
10. literal

Words About
Figurative Language

Getting Started
Materials Needed
When someone doesn’t say exactly what they
mean, you have to ________ why they said
what they did and what they meant.
Think Aloud
Review and Share Invite students share the similes, metaphors,
Let’s do the first item together:
and personifications or poems they wrote for the activity on page
“Write a metaphor that expresses
your feelings about a rainy day.” A
317. Encourage them to write or print them and display them in the
metaphor is a figure of speech. It classroom.
does not use the word like or as,
but makes a direct comparison. Model/Teach
Now I am going to think about how • Distribute the Student Reproducible page 317.
a rainy day makes me feel.
• Use the before students begin the activity.
Sometimes a rainy day makes me
feel good, because it gives me an • After you have modeled how to complete the activity, have students
excuse not to do all the little finish it independently.
chores that clutter up my life. It
• Finally, tell students to read the directions to the second part of the
frees me up to do anything I want.
activity and complete it.
What else gives me that feeling?
Well, when I play Monopoly, I get • Arrange students in pairs to share their responses.
that feeling when I draw the “get
out of jail” card. So my metaphor Independent Activities
is: “A rainy day is a ‘get out of jail’ Write Figurative and Literal Statements Review the difference
card, freeing me up to do whatever between a figurative statement and a literal statement. Then ask
I want.”
students to choose topics and complete the activity independently.
• Share a Poem Have students share their favorite poem containing
figurative language with a partner. As they discuss the poem, remind
Answer Key them to use the vocabulary words.
Students’ responses to questions
1–5 will vary.
6. personification
7. simile
8. literal
9. figure of speech
10. metaphor
310 Content Words

Materials Needed
Getting Started

The mystery word has two syllables and means Read the first item with me silently
as I read it aloud: “Figurative lan-
“to read between lines.” It is ________.
guage creates _______ pictures in
your mind. It helps you see things
in new and unusual ways.” I think
Review and Share Provide time for students to share the one of the new bonus words fits
figurative and literal statements they wrote for the activity on here. Vivid describes these pic-
page 310. Then have the class decide which of the figurative tures. It tells me that they are
sharp and clear. I know that effec-
statements are examples of similes, of metaphors, and of
tive figurative language makes me
personification.
see things clearly in my mind’s eye.
So vivid is the word I choose to
Model/Teach write in the blank.
• Distribute the Student Reproducible page 318. Read the boxed
information aloud and discuss the new bonus content words.
• After you have modeled completing an item, ask students to finish the
rest on their own and share their responses.
Make a Comparison This is a good activity for students to do for
homework. If done in class, have students work in small groups.
Give each group two poems to compare. Then have them share their
comparisons.
• Write a Poem Invite students to write a poem. Encourage them to
use at least one simile, metaphor, or personification. Students who Answer Key
Mystery Word of the Week infer
wish to share their poems with the class may give a poetry reading.
(Accept any other words that fit
the context.)
1. vivid
2. image
3. simile
4. metaphor
5. personification
6. Literal

Words About
Figurative Language
Check Your Mastery

Give the Test
• Read the directions to the Check Your Mastery activity: “Read each
item below. Write the vocabulary word that best fits in each sentence.”
Student the board and reading it aloud:
Self-Assessment
Journal Writing Have students dis- A figure of speech is NOT ________.
cuss how learning the new way that
A. a metaphor B. a simile C. literal
content words are used (figurative
language) can help them better
• Ask students to choose the vocabulary word or words that best fit in
understand poetry and other things
the blank (C). Have them explain their choice by telling which
they read. Encourage them to
describe how the content words in
context clues helped them select the correct answer.
this lesson relate to the big idea of • Tell students that after they finish, they should read over the page and
figurative language. check their answers.
Answer Key
1. C 6. C
2. B 7. B
3. A 8. C
4. A 9. A
5. C 10. B
312 Content Words

Words About Figurative Language

Directions As you look at the pictures below and on page 153, think
about how the boldface words are connected to the topic of figurative
Vocabulary Words language. Use the examples and the words below them to learn the
exact meaning of each vocabulary word.
figure of speech
literal
metaphor When
personification I’m feeling
simile lonely, I listen to
my music.
Word Learning Tip!
subject, you may see words you
have not seen before in your
everyday reading. These words
are often the longest and most
difficult in the text. They tell you
something specific about the
subject. To learn these new
words, think about the big idea
or subject about which you are This is a literal statement. It means just what the words say.
reading. In this lesson, all
content words deal with
figurative language, a special
way to use words.
Music is good
Vocabulary company!
Building Strategy
content words that tell about a
new subject, make connections
between the unknown word and
the big idea or subject. The
new word will tell something
specific about that big idea or
subject. Tie together the big
idea and the meanings of other
content words that you know in
the text. This will help you This is a figure of speech. It says the same thing as the literal
determine the exact meaning statement. But it says it in a poetic or imaginative way by
of the unknown content words. putting two words together that don’t usually connect to the
same big idea, like music and company.
313 Content Words

L
A simile is one kind of figure of speech. It

compares two very different content words by
saying one word is like another. “Music is like a
friend” is a simile. A simile uses the word as or Hi! Can I
like to make this comparison between two words. come in and stay
for a while?
Music is like a
friend who understands
how you feel.
Music is my
best friend.
A metaphor is another kind of figure of

speech. It compares two very different
words by saying that one is another. “Music In this scene, a musical note acts like a person.
is my best friend” is a metaphor. The words It walks into a room and talks. Making a
are not literal. They do not mean exactly thing, idea, or word into a person is called
what they say. Instead, they create an personification. It’s another kind of figure of
imaginative picture that shows an emotion, speech.
thought, or thing. This metaphor shows how
much the boy enjoys music.


figure of speech literal metaphor personification simile
Directions Read each definition and example below. Then complete the sentence that follows.
1. figure of speech (noun): an expression in which words are used in a poetic way
Example: He is as strong as an ox.
Sentence: The figure of speech “as strong as an ox” means __________________________.
2. literal (adjective): meaning exactly what the words say

Example: He is a very strong man.
Sentence: It is important to write the literal truth when _____________________________.
3. simile (noun): a figure of speech that uses the word like or as in which two very different
things are said to be similar
Example: Her eyes are as blue as the sky.
Sentence: “The baby is as sweet as sugar” is a simile because _________________________.
4. metaphor (noun): a figure of speech in which one thing is said to be another thing
Example: My love is a rose.
Sentence: A metaphor is different from a simile because _____________________ _________.
5. personification (noun): a figure of speech in which a nonliving thing acts like a human being
Example: The soft breeze ran its fingers through the leaves of the tree.
Sentence: The breeze is acting like a person because ________________________________.
Directions Write literal or figure of speech next to each statement below.
6. My love is as deep as the sea. __________________________________________________
7. The depth of the water is 36 feet. _______________________________________________
8. The sun took pity on the old man and warmed him with her rays. ____________________
9. A book is food for the mind. ___________________________________________________
10. The book costs $21 __________________________________________________________
Search for Figures of Speech Look in a book of poems. Find an example of a simile, a metaphor, and
personification. Write these figures of speech in your personal word journal and label them.
315 Content Words

Use Content Words

Directions Read these instructions for how to write a poem. Fill each blank with the vocabulary word or
phrase that fits best. You will use each word twice. (The plural of figure of speech is figures of speech.)
1. A poem can express your feelings or tell your thoughts about a topic. But you don’t want
your poem to use only ____________________ language, or language that means exactly
what the words say. Use some figurative language, too.
2. Try to use some figures of speech. Don’t just say, “I feel angry.” Use a _________________
such as “I could roar like a lion.”
3. If you are feeling angry a lot, you might use a __________________ such as “ I am a lion,
roaring with anger.”
4. Or you could try _______________. You could take a feeling and make it act like a person.
For example, you could say, “Anger walked the streets of the city and made everyone afraid.”
5. A poem can be like a song. It can have a regular rhythm. The lines can rhyme. These poems use
word pictures called similes, metaphors, or personification. Each one is a __________________.
6. Other poems can be in free verse. These poems don’t rhyme. The rhythm is the same as
ordinary talking. But these are still poems because they use ___________________ to create
word pictures and express thoughts poetically.
7. A ________________________ uses the word like or as to show that two things are alike or
similar. An example is: “ I feel as swift as the wind when I run.”
8. A ____________________________ is a stronger way to say that two things are alike.
An example is: “When I run, I am the wind.” Can you see the difference?
9. __________________________ creates a word picture that can be fun to read. Take a thing
or idea and make it act like a person. For example: “The clouds are weeping today.”
10. Similes, metaphors, and personification are all ways for poets to express their ideas.
These figures of speech are not _____________________ statements. They don’t mean
exactly what the words say. But word pictures make a poem have more meaning than just
saying the literal truth. So use your imagination and see what word pictures you can create.
Create Figures of Speech Pick a topic you would like to write about in a poem. Write a simile, a metaphor,
and a personification about that topic. Save these in your personal word journal.

Directions Read each item below. Pay special attention to the vocabulary word in the instructions.
Then complete the sentence. Write your answer in the blank.
1. Write a metaphor that expresses your feelings about a rainy day.

____________________________________________________________________________
2. Write a simile that shows how you feel about eating ice cream.
____________________________________________________________________________
3. Write a figure of speech that imaginatively tells your ideas about winning a big game.
____________________________________________________________________________
4. Use literal language to tell how you feel after you win a big game.
____________________________________________________________________________
5. Use personification to show what your refrigerator thinks every time you open the door.
____________________________________________________________________________
Directions Help Carlotta complete this composition about a poem she read. Choose the correct vocabulary
word from the two in parentheses. Write the missing vocabulary word in the blank. Use each word once.
I liked the way the poet used (6) _________________(simile, personification) to describe
the moon. He made the moon seem so shy that she often hid her light so people couldn’t find
her. There was one (7)_____________________ (metaphor, simile) I liked a lot. It is “The light
of the moon was as gentle as a cat’s purr.” I know these words were not meant to have their
(8)____________________ (literal, figure of speech), or exact, meaning, because the light of the
moon and a cat’s purr are two very different things. But this (9) _________________________
(figure of speech, personification) created an interesting word picture in my mind. Another figure
of speech I liked a lot was this (10) _____________________ (metaphor, literal): “The moon
is a silver coin tossed in the sky.”
Write Figurative and Literal Statements Choose any two topics. Write one statement that is literal about
one topic and one statement that is figurative about the other topic.
317 Content Words

Review and Extend

BONUS WORDS Here are two new words. Remember that these words all image a word
deal with the same big idea as your vocabulary words. That means that even picture
if you have never seen these words before, you know that they have to do vivid sharp and
with figurative language. You can use what you already know about figurative clear
language to understand the meanings of these words.
the context. Write it in the blank.
1. Figurative language creates ___________________________________________ pictures in

your mind. It helps you see things in new and unusual ways.
2. Sometimes the __________________________, or picture, may surprise you. For example,

thinking of a cat as a comma on a rug makes you see the cat in an unexpected way.
3. You can identify a(n) ___________________________ because it always contains the word
like or as. When you say, “He is as clever as a fox,” you are using this figure of speech.
4. A ________________________________________________ is more direct. When you say

“He is a fox,” you are using a metaphor.
5. “The car hummed happily as we drove along a country road.” This is an example of
____________________________________________, or making a thing act like a person.
6. ____________________________________ language is the opposite of figurative language.

When you use this type of language, you mean exactly what you say.
Make a Comparison Pick two poems that you like. Make a list of the ways they are similar. Do they both
use similes, metaphors, and personification? Do they both have rhyme and rhythm? Next, make a list of
the ways they are different. Then write a comparison between the two, telling how they are alike and different.

Check Your Mastery

Directions Read each item below. Write the vocabulary word that best fits in each sentence.
1. “Her eyes are like stars” is a __________________. It makes a comparison using like or as.
A. personification B. metaphor C. simile
2. “Her eyes are stars” is a ___________________________. It says that one thing is another.
3. If you were writing a recipe telling how to make pizza, you would use ________________
language instead of figurative language.
A. literal B. simile C. figure of speech
4. “A flower opened her petals and smiled at me” is an example of _____________________.

5. A _______________________________________________ can be a simile or a metaphor.

A. literal B. personification C. figure of speech
6. “I’m hungry” is a ___________________________________________________ statement.

A. figure of speech B. personification C. literal
7. “I’m as hungry as a bear” is a __________________________________________________.

A. metaphor B. simile C. personification
8. “Kindness whispered in her ear and told her to help needy people.”
This sentence is a figure of speech called a _______________________________________.
A. simile B. metaphor C. personification
9. “She is wearing her heart on her sleeve” is a ______________________________________.

A. figure of speech B. personification C. literal statement
10. “You are my shining star” is a __________________________________________________.

A. simile B. metaphor C. personification
319 Content Words

DEFINITIONS
Lesson 21
figure of speech noun: an expression in which
words are used in a poetic way
literal (lit-ur-uhl) adjective: meaning exactly what
the words say
metaphor (met-uh-for or met-uh-fur) noun: a
figure of speech in which one thing is said to
be another thing
personification (pur-son-eh-fi-kay-shuhn) noun: a
figure of speech in which a nonliving thing acts
like a human being
simile (sim-uh-lee) noun: a figure of speech in
which two things are said to be similar, often
using like or as

396
SAMPLE SENTENCES
Lesson 21

page 308 (TP), 315 (SP)
1. The figure of speech “as strong as an ox” means that the
person is very strong.
2. It is important to write the literal truth when someone asks
you how to do something.
3. “The baby is as sweet as sugar” is a simile because the baby
and sugar are described as similar, and the statement
contains the word as.
4. A metaphor is different from a simile because with a
metaphor you say the two things are the same. You may use
the verb to be in a metaphor. In a simile, you use like or as.
5. The breeze is acting like a person because it has fingers and
it is running its fingers through the leaves of the tree.

1. A rainy day is a “get out of jail” card, freeing me up to do
whatever I want.
2. Eating ice cream is like celebrating your birthday 365 days
of the year.
3. Winning the big game made me as happy as a dog with a
new bone.
4. After the big game I felt very happy.
5. The refrigerator is grumpy every time I open the door and
growls at me for letting out its cool air.
402
GLOSSARY
F
figure of speech noun: an expression in which
words are used in a poetic way
L
literal (lit-ur-uhl) adjective: meaning exactly
what the words say
M
metaphor (met-uh-for or met-uh-fur) noun: a
figure of speech in which one thing is said
to be another thing
P
personification (pur-son-eh-fi-kay-shuhn) noun:
a figure of speech in which a nonliving
thing acts like a human being
S
simile (sim-uh-lee) noun: a figure of speech in
which two things are said to be similar,
often using like or as
404
_____________________ _____________________ _____________________ _____________________
_____________________ _____________________ _____________________ _____________________
_____________________ _____________________ _____________________ _____________________
________________________________
because _______________________
________________________________
419
Lesson 21 Lesson 21
figure of speech literal

(lit-ur-uhl)
443
metaphor personification simile
(met-uh-for or met-uh-fur) (pur-son-eh-fi-kay-shuhn) (sim-uh-lee)
adjective: meaning exactly what noun: an expression in which

the words say words are used in a poetic way
noun: a figure of speech in which noun: a figure of speech in which noun: a figure of speech in which
two things are said to be similar, a nonliving thing acts like a one thing is said to be another
444
often using like or as human being thing
Test-Taking Words

Getting Started
Materials Needed
pp. 327–328
A test item may ask you to __________
where the Rocky Mountains are on a map.
Organizer, p. 421
The Mystery Word of the Week is locate. Vocabulary Words

identify
Model/Teach insert
• Distribute the Student Reproducible pages 327 and 328. passage
• Ask a volunteer to read the Word Learning Tip. Point out to students prompt
the importance of knowing test-taking words. Understanding what response
these words mean will be helpful when students have to follow
directions on a test.
• Invite students to read the Vocabulary Building Strategy. Ask them to
put in their own words how they can determine the meaning of new
content words.
• Ask students to read the directions and look at the five sample test
items on pages 327 and 328. Read the text aloud.
• Before you read the text aloud a second time, do the on
page 321 to model how to find the meaning of the content words.
• After you have modeled how to find the meaning of the word passage
by associating it with the topic, read each item on the page again. This
time pause at each boldface word.
word belongs as the title, or the author’s big idea (taking tests).
• Tell students that as you pause at each boldface word, you want them
to tell you how the word is connected to the big idea. You also want
them to tell you its meaning. For example, passage is connected to the
Test-Taking Words 320

Test-Taking Words
idea of taking tests because it names the fictional or informative text

you might find on the test. Record their thinking on the transparency.
Think Aloud • After students have discussed each word, allow them to work in small
I want to share my thinking with groups. Give them the opportunity to use flashcards to reinforce word
you as I try to determine the mean- meanings.
ing of these content words. The
first thing I notice when I look over
the page is that there are test
• Some students may need practice pronouncing both of the consonants
directions using different vocabu-
in consonant clusters. Model the following underlined clusters:
lary words. This leads me to con-
clude that the big idea is taking
identify; insert; prompt; respond. Model the second syllable in passage.
tests. Follow along silently as I Supervise students’ practice in small groups and have them define
read the first sentence in the box. each word after they say it.
It says: “Read the passage below.
Then tell the main idea of the Independent Activity
passage.” I take a minute to think Create a Passage Ask pairs to write a passage of three paragraphs
about what the directions are ask- in length. Then challenge them to think of, and write, as many
ing me to do. I have to read some- different kinds of questions that they might find on a test about this
thing and then decide what the passage. The passage should be about a topic or story that students
main idea is. That means that I am
read that day or week at school.
going to read a selection of some
kind. I look at the selection below
the directions and see that it is a
short, fictional selection or piece of
literature. Now I can put this all
together with the big idea. I think
that a passage is a short piece of
literature that can appear on a
test. I also know that whenever I
see the word passage on a test, it
means that it is a specific type of
test-taking word. It tells me that I
will read something (the passage)
and answer questions about it.
Answer Key
321 Content Words

Getting Started
Materials Needed
When you have to interpret a graph on a test,
you are often asked to __________ data by
looking at bars or lines.
Think Aloud
Review and Share Have volunteers share the passages they created Here’s what I would do to complete
for the activity on page 321 in the teacher’s pages. Make a list of the this activity. Let’s look at the first
different kinds of passages and questions that students might encounter definition together. It says: “to tell
on a test. Review the list, making sure students understand each word. what something is or who someone
Then add their vocabulary words to the word wall. is.” If I didn’t know or wasn’t sure of
the correct vocabulary word for this
definition, I’d look at the three
Model/Teach
choices. I’d ask myself which words I
could eliminate. The first word choice
• Before students start, do the . is insert. Luckily, I know that insert
means “to put or add something in
• After you have modeled how to complete this activity, have students
the correct place,” so insert is not
finish the rest of it on their own. Then have students complete the
the correct answer. Next, I look at the
second activity. Invite students to share their answers.
word response. I don’t think that’s the
answer, either. A response is the
Independent Activities answer I write. So, that leaves the
Write Some Test-Taking Tips Have a class discussion about word identify. I was pretty sure that I
tests students have taken. Ask them what they have learned from knew the definition of identify, but
taking tests. Are there some tips they’d like to share with other now I am certain that it means “to
students that might be helpful? Encourage them to include at least tell what something is or who
three vocabulary words in their test-taking tips along with other test- someone is.” I circle the letter C.
taking words they know.

• Create a Word Race Ask volunteers to trace a path on posterboard,
and mark off 14 or 15 spaces. In each space, have them write a
vocabulary word in a sentence, like one that would appear on a test.
Invite them to add other test-taking words that they know. Now have Answer Key
students work in teams. Give dice to each team. Whatever number they 1. C 6. passage
2. A 7. identify
toss is the number of spaces they have to move on the path. For each 8. prompt
3. C
vocabulary word on which they land, they must give a definition. Have 4. B 9. response
them continue playing until they have defined all the words. 5. B 10. insert

Test-Taking Words
Use Content Words

Getting Started
Materials Needed
The first test question asks you to ________
where the Missouri River begins on the map.
Think Aloud
I’d like to share my thinking about
Review and Share Provide time for volunteers to share the
how to complete this activity. Let’s
test-taking tips they wrote for the activity on page 322. Then lead
start with the first item: “A punctu-
a class discussion about which tips might be the most helpful. Compile
ation mark is missing from this
sentence. Add it in the correct
a list of the most useful tips for students to use on a chart.
place. What word describes what
you are asked to do?” I notice a Model/Teach
very useful clue in the second sen- • Distribute the Student Reproducible page 330.
tence. The word is add. I look over
• Before students start, do a .
the vocabulary words again, and
the only word that I see that means • After you have modeled how to answer the questions, have students
about the same as add is insert. I complete the rest of the items on their own. Then invite students to
know from other tests that some- share their answers.
times I leave out a word or a punc-
tuation mark. When that happens, I English Language Learners
have to add, or insert, the word or
• Divide students into groups of five. Suggest that each student in the
punctuation mark. I write insert in
group choose a different vocabulary word. Have them tell the group
the blank.
why they chose that word and what it would mean on a test. Then
have each group member write a few sentences about their word in
their notebooks.
Write a Prompt Discuss these questions with students: How do
you prepare for a test? What do you do while you are taking a test?
What do you do when you don’t know an answer? Have volunteers
Answer Key write a few prompts on the board. Then have students write their own
1. insert
2. response prompt in their personal word journals.
3. passage
4. prompt
5. insert
6. identify
323 Content Words

Materials Needed
Getting Started

A test item may ask you to _____________ the I’d like to share my thinking for
main idea of a paragraph. choosing the correct vocabulary
word for this activity. Let’s read the
first sentence together. It says:
“This writing task, or __________,
Review and Share Invite students to share the prompts they asked you to tell where the story
wrote for the activity on page 323. Compile a class book of took place. You included that infor-
writing prompts about literature. mation in what you wrote. Good

work!” Let’s think about which
vocabulary word would fit in this
Model/Teach
sentence. I see the words writing
task. I know that a writing task is
• Before students start, do the . also called a prompt. I also know
that a prompt can have three or
• After you have modeled how to complete the first item, ask students
four parts that I have to answer. I
to complete the activity on their own. Invite pairs to share their
try prompt in the sentence, and it
answers.
makes sense. I write prompt in
the blank.
Write a Test With a Partner Before students start working with
a partner, have the class generate a few questions they could ask on
tests using the vocabulary words.
• Take a Survey Challenge students to create survey questions about
how people feel about taking tests and use all vocabulary words in
their questions. For example: Do you like writing a response? Or, does
reading a passage on a test make you nervous? Once they have created
questions, have students use the questions to take a class or school Answer Key
survey. Then give students an opportunity to discuss the results. 1. prompt
2. identify
3. passage
4. response
5. insert
6. identify
7. response
8. insert
9. passage
10. prompt

Test-Taking Words
Review and Extend

Getting Started
Materials Needed
The mystery word, __________, means the
same as “to find out where something is.”
Think Aloud
I’ll read the first item aloud while
Review and Share Have volunteers share the questions they
you read along silently. “This test
wrote for the activity on page 324. Add any new test-taking words
item asks you to ________ your
to the word wall.
thoughts about friendship by stating
in writing what you think and feel.”
My job is to find the vocabulary Model/Teach
word or bonus word that fits best in • Distribute the Student Reproducible pages 332. Read the boxed
the blank. What would a test item information aloud and discuss the new bonus content words.
ask me to do about my thoughts
about friendship? I could tell about
my thoughts. So, I look for a word • After you have modeled how to complete the activity, ask students to
that means “tell about my finish it on their own. Then arrange students in pairs to share their
thoughts.” There are two possibili- responses.
ties: identify and express. I don’t
think a test would ask me to identi- Independent Activities
fy my thoughts. Identify means to Write Test Questions Provide time for students to work in pairs
choose the correct answer in a
and exchange passages and test questions. Encourage partners to
question, or to name something.
give feedback to each other on how well the questions fit the passages.
The other choice, express, makes
more sense. To express means “to • Search for More Test-Taking Words This is a good activity to have
show what you feel or think by say- students do for homework. Have them share their new words and
ing, doing, or writing something.” I definitions and contribute them to the wall for test-taking words.
try express in the sentence. It fits,
so I write express in the blank.
Answer Key
Mystery Word of the Week: locate
(Accept any words that fit the context.)
1. express 5. prompt
2. connect 6. passage
3. insert 7. response
4. identify 8. passage
325 Content Words

Materials Needed
Give the Test

Self-Assessment
• Tell students that the Check Your Mastery activity has ten multiple-
choice questions. Journal Writing Have students write
in their personal word journals about
• Read aloud the directions: “Read each item below. Circle the letter of
how they will learn new content
the vocabulary word that best fits in each sentence.” words in the future. Then, ask them
• Model how to choose the answer by writing the following sentence on to explain how they will find the
the board and reading it aloud: meaning of new test-taking words in
the future if they are taking a test
After you read a prompt, you think and can’t ask what a test question
about what your _________ will be. is asking them to do.
A. identify B. response C. insert
• Ask students to choose the vocabulary word that best fits in the
blank (B) and explain their answer.
• Have students work with a partner to talk about the questions they got
word for each item they missed.
Answer Key
1. B 6. B
2. A 7. C
3. C 8. A
4. A 9. C
5. B 10. A

L
Test-Taking Words

Directions Read each test item so that you will recognize how
each word might be used in a test. Look at the information after
the test item to find out more about the word. Vocabulary Words
identify prompt
Read the passage below. Then tell the main idea of the passage. insert response
Jimmy’s parents bought him a trumpet on his eleventh birthday. As passage
soon as he got the trumpet, he started to practice every day for at least
two hours. All the neighbors could hear him playing the same song over Word Learning Tip!
and over again. It didn’t really bother anyone. In fact, everyone thought it
was fantastic that he practiced so hard. And besides, they didn’t even have
subject, you may see words
to look at their clocks to know when it was time for dinner. Every night at
you have not seen before in
six o’clock sharp, Jimmy stopped practicing. That meant his mom had
your everyday reading. These
called him to come downstairs for dinner! words are often the longest
and most difficult in the text.
They tell you something
A passage is a short piece of literature that you read on a test. specific about the subject. To
Some passages are fiction. Other passages are nonfiction and learn these new words, think
give interesting facts and information. When you see a about the big idea or subject
passage on a test, it means that you will have to tell about the about which you are reading.
passage or answer questions about it. In this lesson, all of the
words tell about test taking.
PROMPT: Choose two folktales from different cultures that

Vocabulary
explain why people should share. Compare and contrast Building Strategy
these two folktales. To learn the meaning of
In your response, be sure to:
a new subject, make
• tell from which two cultures the folktales come connections between the
• describe what the folktales mean to you about sharing unknown word and the big
idea or subject. The new word
• give specific details and examples will tell something specific
about that big idea or subject.
Tie together the big idea and
A prompt on a test tells you how to respond. It describes the the meanings of other content
words that you know in the
writing task and outlines everything you are expected to do to
text. This will help you
write a good response. The prompt may give you a topic about
which to write, or it may have you choose something to write of the unknown content words.
about. The prompt may also ask several questions for you to
answer in writing.
Test-Taking Words

identify insert passage prompt response
RESPONSE: Both “Anita and the Crows” and “The Secret of Ling” tell about how two families
learned to share. They come from Brazil and China. They taught me that it is important to share
what I have with people who might have less. You never know when you might be the person who
doesn’t have enough to eat. In the folktale from Brazil, “Anita and the Crows,” at first Anita is very
selfish. Then she loses everything she has. Her only friends are the crows, who share food with her.
In the Chinese folktale, “The Secret of Ling,” Ling’s family loses everything in a bad storm. The only
family in the village who has anything left is the Lee family. They are the poorest family in the
village, but they offer to share what little food they have with Ling’s family.
Your response is what you write to address the response. The response may consist of your
thoughts, opinions, or feelings. It includes information to back up your ideas.
Look at the map below. Identify the capital city of the

state of Georgia. Write your answer on the blank line. To identify means to
recognize or tell what
something is, where
something is, or who
Atlanta someone is. You
might be asked to
GEORGIA identify a place or a
person on a test.
Insert a comma in the correct place in this sentence:

After Bessie Coleman learned to fly she dazzled audiences with her loop-the-loops and figure eights.
Some questions test your knowledge of grammar, usage, and mechanics. To insert means to put,
or add, something in the correct place. You might be asked to insert a punctuation mark or to
insert words to make a sentence grammatically correct.
328 Content Words

Test-Taking Words

Directions Read each definition. Circle the letter of the vocabulary word that best fits. You may use a
dictionary or the glossary to help you.
1. to tell what something is or who someone is

A. insert B. response C. identify
2. a writing task outlining what has to be included in a composition
A. prompt B. passage C. identify
3. what you write as the result of a prompt on a writing test
A. insert B. identify C. response
4. to add something in the correct place
A. respond B. insert C. prompt
5. a fictional or informational selection on a test
A. prompt B. passage C. response
Directions Read the paragraph. Write the vocabulary word that fits best in each blank.
Carmelita looked at the test carefully. On the first page she read a short, nonfiction
(6) __________________________________ about Betsy Ross, who made the first American
flag. There were eight multiple-choice questions to answer. One question asked students to
(7) __________________________ the state in which Betsy Ross sewed the first American flag.
On the next page, there was a writing (8) ____________________________________, or task.
Students were asked to write a composition about what the American flag means to them.
Carmelita really liked the (9) ____________________________ she wrote to this task. When
she read it over, she noticed that she had left out a word in one sentence. Carmelita had to
(10) ____________________________________ the word to correct a grammar error. Then,
her test was complete.
Write Some Test-Taking Tips Work with a partner. Spend a few minutes brainstorming some useful tips for
taking a test. Then write at least five test-taking tips in your personal word journal. Try to include at least
three vocabulary words and other test-taking words that you know.

Test-Taking Words
Use Content Words

Directions Read the following items. Then write the vocabulary word that answers each question.
You will use each vocabulary word two times in the activity. Write each word in the blank.
1. A punctuation mark is missing from this 4. Choose two songs that make you feel
sentence. Add it in the correct place. What happy. Write about them, using an opening
word describes what you are asked to do? paragraph, a body, and a conclusion.
_________________________________ In your response, tell:
• what the songs are
2. You have just read an article about Lewis
• who the singers are
and Clark, who were early American
• why the songs make you happy
explorers. Tell whether you would have
What is the above writing task called?
liked to be part of their expedition. Why
___________________________________
or why not? What form will your answer
take? _____________________________ 5. Combine these two sentences:
• Put a comma before the word and.
3. Read the following selection:
• Which vocabulary word describes
Every summer, I go to New Hampshire in
what you do when you put a
August so that I can see the shooting stars.
comma before the word and?
August is really the best month to see them.
_________________________________
It’s a lot of fun to row the boat out to the
middle of Lake Winnepesaukee and watch 6. Look at the map of the United States. Write
the stars streak across the night sky. the names of the states that border Ohio.
What is another word that means the same What vocabulary word tells what you must
as selection? ________________________ do here? ___________________________
Write a Prompt Work with a partner. Select a book you both have read. On a separate piece of paper,
write a prompt about this book for a test. Remember to list what you want included in the response.
330 Content Words

Test-Taking Words

Directions Here are some comments that a teacher might write in response to a test you took. Write
the vocabulary word that best fits in the blank.
1. This writing task, or __________________, asked you to tell where the story took place.
You included that information in what you wrote. Good work!
2. Please _________________ the capital of Massachusetts. Tell where the capital is located.
3. You’ve shown that you understood the ____________________ you read about the Hopi
Indians. The information you included in your answer is very interesting.
4. You left out a few words in your __________________. Read your answer again to make
sure that the grammar and punctuation are correct.
5. You forgot to _______________ a comma in this sentence. Otherwise, everything is perfect.
6. This is a very good essay about Benjamin Banneker. You were careful to
___________________________________________ where he was born and what he did.
7. I really liked your answer, but I want you to rewrite your _______________________ to
also include your opinion about the story. This will make it even better.
8. Reread your test answers to make sure that you didn’t leave out any other words. If you
did, make sure that you _______________________________ them in the correct place.
9. Reread this informational _________________________________ about San Francisco.
Then choose a different answer.
10. You did a very nice job of answering each part of the ______________________, or task,
but you didn’t proofread what you wrote. Please take a few minutes to reread this and
make any necessary changes.
Write a Test With a Partner Work with a partner. Brainstorm some questions you might include on a test.
Write the questions in your personal word journal. Use all vocabulary words and two other test-taking
words that you know. Your questions should be about a subject you’ve studied this week at school.

Test-Taking Words
Review and Extend

BONUS WORDS Here are two new test-taking words. Remember connect to link two or more
that these words all deal with the same big idea as your vocabulary things
words. That means that even if you have never seen these words express to show what you
before, you know that they have to do with taking tests. You can feel or think by saying, doing,
use what you already know about taking tests to understand the or writing something
meaning of these words.
Directions Read each item below. Choose the vocabulary word or bonus word that best fits. Write it in the blank.
1. This test item asks you to ____________________________________ your thoughts about

friendship by stating in writing what you think and feel.
2. Another test item asks you to ______________________________________ two sentences
using the word because.
3. Be careful to _____________________________________ a comma between two complete
thoughts in a sentence.
4. Can you _________________________ the names of the countries that border Switzerland?
5. After you look at the writing task described in the _________________________________,
write your composition on the lines below it.
6. This direction line asks you to read the ________________________________ and then answer
questions about it.
7. After you read the prompt on the test, think about the points that you must address in your
_____________________________.
8. Read this informational _________________________________ about hurricanes and then
write a short paragraph that tells what you learned.
Write Test Questions In your personal word journal, write a short paragraph about a topic you know
something about. It can be about a favorite book, an animal, a sport, or any other topic you like.
Write three test questions for the passage.
332 Content Words
Test-Taking Words
Check Your Mastery

Directions Read each item below. Circle the letter of the vocabulary word that best fits in each sentence.
1. The first ________ in the test is a short story. Read it and then answer the
multiple-choice questions.
A. prompt B. passage C. insert
2. Another question asks you to ________ the two countries that border the United States.
A. identify B. insert C. response
3. One of the test items has missing punctuation marks. Your job is to ________ them
around the author’s exact words.
A. identify B. response C. insert
4. The last test item is a writing ________. It asks you to write a composition about two
sea creatures that you find scary.
5. For test item 4, your _________ must include your opinion about space travel.
A. prompt B. response C. insert
6. When you read an informational ________, think about how the facts fit together.
7. You may be asked to ________ the main idea. The facts must fit this main idea.
A. prompt B. insert C. identify
8. On some tests, you may have to read a poem and discuss what the poem means in your
_______.
A. response B. identify C. insert
9. The grammar section of a test might ask you to ________ words to make a sentence
complete.
A. response B. passage C. insert
10. This ________ asks you to compare and contrast two characters from your
favorite book.
A. prompt B. response C. identify

DEFINITIONS
Lesson 22
identify (eye-den-tuh-fye) verb: to tell who
someone is or what something is
insert (in-surt) verb: to add something in the right
place
passage (pass-ij) noun: a fictional or informational
selection on a test
prompt (prompt) noun: a writing task outlining
what is to be included in a composition
respond (ri-spond) verb: to answer a question or
tell what you think about a topic

396
GLOSSARY
I
identify (eye-den-tuh-fye) verb: to tell who
someone is or what something is
insert (in-surt) verb: to add something in the
right place
P
passage (pass-ij) noun: a fictional or
informational selection on a test
prompt (prompt) noun: a writing task outlining
what is to be included in a composition
R
respond (ri-spond) verb: to answer a question
or tell what you think about a topic
404
_____________________ _____________________ _____________________ _____________________
_____________________ _____________________ _____________________ _____________________
_____________________ _____________________ _____________________ _____________________
________________________________
because _______________________
________________________________
419
Graphic Organizers
Word Web
421
identify insert passage

(eye-den-tuh-fye) (in-surt) (pass-ij)
Lesson 22 Lesson 22
prompt respond
(prompt) (ri-spond)
445
noun: a fictional or informational verb: to add something in the verb: to tell who someone is or
selection on a test right place what something is
noun: a writing task outlining

verb: to answer a question or tell
what is included in a
what you think about a topic
composition
446
Words From
Other Languages

Getting Started
Materials Needed
• Transparency 3, p. 420 This word comes from the Aztec Indians of
Mexico. Long ago, they made _________ from
cacao beans.
Vocabulary Words
avocado
banana The Mystery Word of the Week is chocolate.
bologna
Model/Teach
coffee • Distribute the Student Reproducible page 342.
cole slaw • Ask a volunteer to read the Word Learning Tip. Explain that the
curry vocabulary words are all names of foods that come from other
frankfurter languages. Ask students to identify the vocabulary words they know.
To learn the meanings of the unknown words, they can mentally
hamburger picture the food and link the name to the food.
kebab
• Have students read the Vocabulary Building Strategy. Tell them that
macaroni they will be learning the history of the vocabulary words and how
pasta they came to be part of the English language. This will help them
understand the meanings.
pickle
spaghetti • Read the passage aloud once while students follow along.
strudel • Do the on page 336 to show how you can use word
history to determine the meaning of an unknown word.
tofu
• After you have modeled how to find the meaning of frankfurter and
hamburger by associating the words with their history, tell students you
will read the passage for the second time. Remind them to use clues
from the word’s history to learn the meaning of each vocabulary word.
335 Words and Their Histories

• Place Transparency 3 on the overhead projector. Tell students
that as you pause at each boldface word, you want them to tell
you what is special about the word. In other words, what Think Aloud
language does it come from? How does it look or sound unusual? Let me show you what I am thinking as I try
Then tell them you want them to tell you how they are going to to understand these words from other lan-
remember it and what it means. guages. I’ll read the first sentence, which
• After students have discussed each word, allow students to work has two boldface words: “Which do you like
in small groups. Give them the opportunity to use flashcards to better—a frankfurter or a hamburger?”
Suppose I don’t know what the words frank-
reinforce word meanings.
furter and hamburger mean. I pay attention
• Write the words pasta, spaghetti, and macaroni on the chalkboard. to the spelling and sounds of the words to
Explain that pasta is the general word used to name any see if the sounds are spelled the way we
noodles made of flour and water. Spaghetti and macaroni are would normally spell them in English. If they
two types of pasta. have an unusual spelling or sound, it could
mean that the words came to us long ago
English Language Learners from another country. Because they are for-
• Have students create picture flashcards for the vocabulary words. eign words that we’ve borrowed, I have to
They can draw the food or paste a picture on the front of the memorize the spelling and sound of the
word, since the word’s letters will not follow
card. On the back they will write the word, its pronunciation,
the rules we use in English. Then, I look for
and a short description of what the food is like. Give them time
clues to the meaning that the word must
to use the flashcards in pairs to pronounce and define words.
have to make sense in the sentence. For
example, I read: “You may think these are
Independent Activity all-American meats.” I use the clue meats
Make a Word Map Provide students with a world map or along with my prior knowledge to determine
have students trace a world map from a dictionary, that frankfurters and hamburgers are types
encyclopedia, or atlas. Students can work in pairs to write the of meat. The next sentences tell me that
vocabulary words on the correct country of origin on the map. the names frankfurter and hamburger come
from the names of German cities. So these
names are German words. The spellings of
both words are a little unusual because
they came into English from German. We
have Americanized the word frankfurter, so
that we often simply call a frankfurter a
frank or a hot dog. We have also shortened
hamburger to burger.
Answer Key
Words From Other Languages 336

Words From
Other Languages

Getting Started
Materials Needed
The Aztec emperor Montezuma drank ________
from a golden cup.
Think Aloud
Review and Share Invite students to share the word maps they
There are three parts to each
generated for the activity on page 336. Create a class map with the
item: first, a definition of a
vocabulary word, next, the word
words in the correct locations and display it in class.
history, which tells what place and
language the word comes from; Model/Teach
and third, a sentence with a blank. • Distribute the Student Reproducible pages 343 and 344.
My job is to pick the vocabulary
word that fits the definition and
history and also works in the • After you have demonstrated how to complete the items, let students
sentence. Let’s look at the first finish the first activity on their own. Then have them share their
item. The definition is: “a green, responses.
pear-shaped fruit with a large pit.” • Ask students to read the directions for the second activity. Point out that it is
The history tells me the word a matching exercise with the vocabulary words on the left and definitions on
came from the Aztecs, an Indian the right. Encourage students to share responses.
people who lived in Mexico
hundreds of years ago. The
Spanish used the word and then it
came into English via Spanish.
• The vocabulary words provide a good opportunity for encouraging
Now, I look at the sentence with
English Language Learners to generate words about foods. Write the
the blank: “Nilda made a salad following categories on the board: meat, fish, poultry, fruit, vegetable,
with lettuce, tomato, and bread or grain, milk products. First, have the class discuss which
________.” A salad is usually category each vocabulary word fits in. Then, ask them to generate at
made with vegetables, but the least three other words to fit in each category.
definition is: “a green, pear-
shaped fruit.” I remember that an Independent Activity
avocado is a green, pear-shaped Find Other Foreign Words Allow students time to gather their
fruit that is often cut up into salads. sources for the new foreign words. Have students record the words,
the sentences in which they found them, and their meanings in their
Answer Key personal word journals. Then they can check their answers in the
1. avocado 2. spaghetti 3. curry
4. strudel 5. hamburger 6. tofu dictionary.
7. coffee 8. banana 9. D 10. A 11. F
12. I 13. H 14. C 15. J 16. B 17. L
18. G 19. E 20. K

Materials Needed

Getting Started
In 1849, an Englishman made the first ________ I want to model for you the thinking I do to
candy. Then milk ________ was created by Swiss complete this activity. Let’s look at the first
candy makers in 1847. item together: “Our school had a Foods of
the World Fair. One family made a food that
had meat and vegetables on a metal stick.
They put these _________(s) on a grill and
Review and Share Provide time for students to share their
cooked them.” My job is to tell what kind of
foreign words and meanings from the activity on page 337. food is placed on a metal stick with meat
Display the words and their meanings on the bulletin board or and vegetables to be cooked on a grill. I’ve
collect for a class book. seen small chunks of beef or lamb on a
metal stick. After each meat chunk, there
Model/Teach are one or more vegetables, such as a
• Distribute the Student Reproducible page 345. small whole onion, green or red pepper, little
tomatoes, or mushrooms. These are all on
a metal stick called a skewer and are
• After you have finished demonstrating how to answer a question, placed on a grill to be cooked. For my
have students complete the rest of the activity on their own. answer, I’ll write kebab.
• Then instruct them to do the second activity. Provide time to
review students’ responses.
Find Names of Cars Brainstorm a list of car names, inventions,
and products so that students can research the word histories of
these words. They can use the library or Internet in their research.
Ask a volunteer to write the words and their meanings on the board.
Have students take turns telling how the Word Learning Tip and
Vocabulary Building Strategy helped them learn the meaning of these
foreign words Answer Key
1. kebab
• Play a Board Game Small groups can create a board game for words
2. strudel
from other countries. Pass out pieces of cardboard or oaktag. (or even 3. pasta
a piece of paper). Tell students to draw a path and mark off 15 spaces 4. tofu
5. hamburgers and frankfurters
and write a vocabulary word in each. Students roll the dice to see how
many spaces to move. They must provide the definition of the word Students’ responses to questions
they land on and its country of origin. 6–10, will vary. See page 403 for sample
sentences.

Words From
Other Languages

Getting Started
Materials Needed
In the 1600s and 1700s, people in Europe
went to coffeehouses to drink coffee and a
_________ drink sweetened with sugar. It was
Think Aloud an expensive treat.
I’d like to share with you my
thinking as I do this activity. I see
that there are eight menus on this
Review and Share Provide time for students to share their car
page, each from a different words from the activity on page 338. Collect the words and their
country. I remember that the meanings and post them on the bulletin board.
vocabulary words we have been
learning name foods that come Model/Teach
from different languages. So my • Distribute the Student Reproducible page 346.
job is to sort the words according
to their country of origin. Let’s
look at the first word on the • After you have modeled sorting words, have students complete the
vocabulary list—avocado. That activity on their own and then share their responses.
word actually comes from the
Aztecs who had a great civilization English Language Learners
in Mexico many years ago. So I’m • Encourage these students to share a recipe from their culture. Invite
going to put the word on the menu them to give a brief talk on the foods and ingredients in their recipe
that says Mexico. and to tell why they like this food.
Learn a Word History Before students start, ask the class to
generate a list of other words for foods that they think may have
come from other languages. If possible, bring in menus from different
Answer Key types of restaurants (Spanish restaurants, Italian restaurants, etc.) and
Italy: 1. bologna 2. spaghetti 3. pasta have students look through them. Then have each student choose one
4. macaroni
word to research. Encourage them to look for books on word history
Germany: 5. frankfurter 6. hamburger
7. strudel in the library or to research their words in dictionaries and
Holland (Dutch): 8. cole slaw 9. pickle encyclopedias or online. Introduce the word etymology, meaning
Turkey: 10. coffee 11. kebab
“word history” to aid students in their research.
Africa: 12. banana
India: 13. curry
China and Japan: 14. tofu
Mexico: 15. avocado

Materials Needed
Review and Extend

Getting Started
Cortes, the conqueror of Mexico, took cacao First, I will read the directions for this
beans to Spain. Hot _____________ became activity while you follow along silently:
a popular drink in Spain and Italy. “Replace the underlined words in each
sentence with the correct vocabulary or
bonus word. Write the word in the blank.”
Review and Share Have students share their findings Let’s look at the first item. “We went to a
about words from the activity on page 339. Add all the new restaurant that served meat with a spicy
words along with their country of origin to the word wall. sauce cooked over a fire. This food has a
Spanish name.” I see that my task is to
find a vocabulary word that fits the
Model/Teach
definition of the underlined words. I look
• Distribute the Student Reproducible page 347. Read the through the list and find two possibilities:
boxed information aloud and discuss the new bonus words. barbecue and kebab. Both are cooked
Remind students that words that come into the English language over a fire or on a grill. To decide which
from foreign languages can themselves come from other word to choose, I will use clues from the
languages. Tell students that words are constantly being other sentence in the item. That tells me
borrowed from one language to another. that this food has a Spanish name.
Barbecue has a Spanish name, while
• Then use the to show how to complete the activity.
kebab has a Turkish name. So I will write
• After modeling how to use context clues to find the correct word barbecue in the blank after the sentence.
for the underlined definition, instruct students to complete the
activity on their own.
Search for New Words From Other Languages Students
should work in pairs to list names of foods that come from
Spanish, Italian, Chinese, Japanese, and the American Indians. Then
have students make a bingo card with their words from other
languages. The bingo card should have 25 squares. The squares
running across the page should be labeled A, B, C, D, E. The squares
Answer Key
running down the page should be labeled 1, 2, 3, 4, 5. Then they Mystery Word of the Week: chocolate
should write clue cards with numbers. (For example: B1, meat from (Accept any other word that fits
the context.)
Germany served on a long bun.) Play the bingo game by reading the
clues. The student with the matching word square covers the word. 1. barbecue 2. salsa 3. curry 4. kebab
5. pickle 6. pasta 7. cole slaw 8. bologna
9. coffee 10. strudel

Words From
Other Languages
Check Your Mastery

Give the Test
• Read the directions aloud: “Read the following sentences. Circle the
letter of the word that best answers the question or completes the
statement.”
Student • Tell students that three choices appear after each item. These choices
Self-Assessment have a letter in front of them (A, B, C). Their job is to pick the correct
Journal Writing Ask students what one. Remind them that they need to circle the letter of the first choice.
they liked about learning the • To model how to complete the test, write the following item on the board:
histories of the vocabulary words.
Discuss how and why words from
Which food name is a translation of the Dutch word koolsla?
other languages came into the
English language. Have students
A. curry B. coffee C. cole slaw
write a sentence or two in their
personal word journal telling how • Ask students which answer is correct (C). Have them explain their
thinking about the history of response.
unusual-looking or -sounding words • Remind students to read over their responses after they are finished. If
helped them remember their they want to change an answer, they need to erase the old answer
meaning, spelling, and/or
completely.
pronunciation.
• Have students work with a partner to talk about the questions they got
Answer Key
1. B 2. A 3. C 4. A 5. B
6. A 7. B 8. B 9. C 10. A

Words From Other Languages
A World of Food Treats

Vocabulary Words
Which do you like better—a frankfurter
avocado kebab
banana macaroni
or a hamburger? You may think these are all-
bologna pasta American meats. But they are not.Frankfurters
coffee pickle and hamburgers came from Germany. Frankfurters are named after
cole slaw spaghetti the city of Frankfurt, Germany. Hamburgers come from the German
curry strudel city of Hamburg. Do you eat bologna sandwiches? This meat product
frankfurter tofu comes from Italy. It was named after the Italian city of Bologna.
hamburger
Another favorite American food is spaghetti. It also comes
Word Learning Tip! from Italy. It is a form of pasta, a food made from flour and water.
Some words in our language Pasta comes in many shapes and sizes. Macaroni is pasta cut into
look or sound different small, fat tubes.
because they were first used From the late 1500s on, European explorers sailed to lands
in another language or country.
that were new to them. They brought back from Africa the yellow
We “borrowed” these words
and use them in the English fruit that hangs from trees and kept its African name—banana.
language. Knowing a word’s They brought curry from India and kept its Indian name. This
history can help you understand spice mixture was used to make meat and vegetable dishes.
its meaning. The words in this
lesson all name foods that Coffee, a hot or cold strong-tasting drink, and kebabs, meat or
came from other countries vegetables cooked on a stick, came from Turkey. Spanish
and languages. explorers returned from Mexico with avocados, a green fruit that
Vocabulary we eat very much like a vegetable. Tofu—a soft food made from
Building Strategy soybeans—is from China and Japan. We kept its name, although
Use Word History The words we changed its spelling and pronunciation a bit.
in this lesson name foods Some foods came to the United States with early settlers who
that come from Spanish,
used the words from their native lands. The Dutch put vegetables in
Italian, German, Japanese,
and even the ancient Aztec vinegar or salt and water so they would not spoil. A cucumber that
Indians’ language. Picture has been preserved in vinegar or salt is called a pickle after the Dutch
each food in your mind. Think word pekel. Cole slaw is a salad of shredded cabbage and mayon-
about where it came from
and link the picture and place
naise. It comes from the Dutch word koolsla. Strudel is a German
with the name of the food. word that names a tasty German pastry with a fruit or cheese filling.
This can help you understand The original German word meant “whirlpool.” When you taste
the word’s meaning.
strudel, do you feel a whirlpool of tasty delights on your tongue?


avocado coffee frankfurter macaroni spaghetti
banana cole slaw hamburger pasta strudel
bologna curry kebab pickle tofu
Directions Read the definition of each word and its history. Then choose the vocabulary word that fits in
the blank. You may use the dictionary or the glossary to help you.
1. Definition: a green, pear-shaped fruit 5. Definition: a meat patty

with a large pit History: This food gets its name from a
History: The word comes from the city in Germany called Hamburg.
Aztecs of Mexico by way of the Spanish. Do you want your ___________________
Nilda made a salad with lettuce, tomato, with or without fries?
and ______________________________.
6. Definition: a bland, cheeselike food made
2. Definition: a noodle made of flour from soybeans that is rich in protein
and water History: This word comes from the
History: The name of this food comes Chinese and Japanese languages. It is
from the Italian language. It adds the made up of two smaller words, dou,
meaning “little” to the word spago, which which means “bean,” and fu, which
means “small cord.” means “rot.”
__________________________________ The hot-and-sour soup contained
comes in long, thin sticks that you boil. _________________ as well as vegetables.
3. Definition: a mixture of hot spices in a 7. Definition: a dark-brown drink made by
dish of meat and vegetables brewing roasted, beanlike seeds in water
History: This word comes from India. History: This word comes from the
The original word was kari. Turkish language. It is based on the name
The ______________________________ of the area in Ethiopia, Kaff, where the
at the Indian restaurant had a spicy plant grows.
yellow sauce. Dad always puts milk in his
__________________________________.
4. Definition: a pastry made of dough and a
sweet filling of fruit or cheese 8. Definition: a long, curved, yellow
History: The word for this dessert comes tropical fruit
to us from the German language and History: This word comes from West
means “whirlpool.” It is related to the Africa, where the word looks very much
German word stredan, meaning “to bubble.” the same. The Spanish and Portuguese
The warm apple ___________________ brought it into the English language.
made a wonderful dessert. Keisha sliced a _____________________
and placed it on top of her ice cream.

Directions Match each food in the left-hand column with its definition in the right-hand column. Write the
letter of the correct definition on the blank by the word.You may use a dictionary or the glossary to help you.
9. ____ cole slaw A. a hot dog named after the town of Frankfurt, in Germany
10. ____ frankfurter B. a smoked sausage named after an Italian city
11. ____ macaroni C. a hot drink with a Turkish name; its name may have come from
Kaff, Ethiopia
12. ____ kebab D. a side dish made with shredded cabbage; from the Dutch word koolsla
13. ____ spaghetti E. a meat patty named after a German city
14. ____ coffee F. short, hollow tubes of pasta; from the Italian word maccaroni
15. ____ tofu G. a cucumber soaked in salty water; from the Dutch word pekel,
meaning a mix of salt and water
16. ____ bologna H. long, thin sticks of pasta; from the Italian word spago plus the
ending for “little”
17. ____ banana I. meat or vegetables cooked on a stick; a Turkish treat from the word
kabāb
18. ____ pickle J. a Chinese/Japanese word for bean curd, made up of the words
dou and fu
19. ____ hamburger K. a green, pear-shaped fruit that came from Mexico; some people
call it “alligator pear”
20. ____ avocado L. a yellow fruit with an African name
Find Other Foreign Words Each week, new words are added to the English language. Read a newspaper,
magazine, or textbook for 20 minutes. Find three words that look or sound as if they came from another
language. Write the sentence in which you found them and what you think they mean. Check a dictionary to
see if you are correct.


Directions Read each sentence below. Write the vocabulary word(s) that best fits in the sentence.
1. Our school had a Foods of the World Fair. One family made a food that had meat and
vegetables on a metal stick. They put these _______________________(s) on a grill and
cooked them.
2. Mr. and Mrs. Bergen made a pastry that had two fruits in it. Everyone wanted a piece of
this tasty dessert called ______________________________________________________.
3. At a booth called “Little Italy,” you could eat macaroni, spaghetti, and other
____________________________________________________________________ dishes.
4. Mr. and Mrs. Tanaka showed our class how to prepare a spicy bean-curd recipe with
__________________________________________________________________________.
5. Some summertime picnic favorites were served, too. Although these dishes seem
“all American,” they are named after two cities in Germany. They were
__________________________________________________________________________.
Directions Answer each of the questions with a complete sentence containing a vocabulary word. Do
not use a vocabulary word more than once. Write your answers on the blank line.
6. Which one of these foods would you like to eat at a picnic? ________________________
__________________________________________________________________________
7. Which one of these foods would you like to eat for lunch at home? __________________
__________________________________________________________________________
8. Which one of these foods would grown-ups like more than kids? ____________________
__________________________________________________________________________
Find Names of Cars Several cars have names that originally came from other countries. Write the names of
two cars that you think may be a word from another language. Tell how the Word Learning Tip and Vocabulary
Building Strategy can help you learn the meaning of words that name new cars, inventions, and products.


Directions Below are menus from different restaurants. Think about the origin of each vocabulary word.
Then write the word on the correct menu.
Italy Germany Holland (Dutch) Turkey

1. ________________ 5. ________________ 8. _______________ 10. _______________
2. ________________ 6. ________________ 11. _______________
9. _______________
3. ________________
7. ________________
4. ________________
Africa India China and Japan Mexico

12. _______________ 13. _______________ 14. ______________ 15. _______________
Learn a Word History Choose one of the following names of a food—guacamole, tamales, sushi,
ketchup, papaya, tomatoes—or select a different food. Find out about its history. You may use the
dictionary, a reference book from the library, or the Internet to help you. Tell the history of your word in a
paragraph, in a comic strip, or in pictures.

L
Review and Extend

BONUS WORDS Here are some Spanish food words and their histories.
Barbecue meat cooked with a spicy sauce on an Salsa a spicy tomato sauce flavored with onions
outdoor grill. Barbecue comes from the Spanish and peppers. Salsa is a Spanish word. It comes
name for the grill that the meat is cooked on. The from the Latin word for salt. Latin was the language
word originally came from the Taino Indians of the of the ancient Romans. Salt was used by the
Caribbean, who were conquered by the Spaniards. Romans to flavor food and keep it from spoiling.
Directions Replace the underlined words in each sentence with the correct vocabulary or bonus word. Write
the word in the blank.
1. We went to a restaurant that served meat with a spicy sauce cooked over a fire. This food
has a Spanish name. _______________________
2. A spicy tomato sauce from Mexico went well with our burritos. _______________________
3. The special mixture of spices from India gave the dish a delicious flavor. ___________________
4. Consuela ate meat and vegetables on a stick. This is a favorite food in Turkey, Israel, Egypt,
and other countries in the Middle East. ____________________________
5. Doreen asked for a cucumber soaked in vinegar. She liked having this along with with her
cheese sandwich. _____________________________
6. Evan likes noodles made from flour and water. “I’ll take any kind,” he said, “spaghetti,
macaroni, rigatoni, ravioli, or whatever other kind you have.” ________________________
7. The name for shredded cabbage salad comes from the Dutch word koolsla. “It goes well
with potato salad and sandwiches,” said Kevin. _______________________________
8. “I’ll have some with my smoked sausage and cheese sandwich,” Carla remarked.
________________________________
9. In Italian it’s called caffe. In French, it’s called cafe. Most of the time, adults in this country
order it by its American name. ______________________________
10. Lance made a dessert with a cheese filling. “Save room for it,” he said. ____________________
Search for New Words From Other Languages Work with a partner to make a list of words for foods
from other languages. Think of some words from the Spanish language for Mexican foods and from
Italian, Chinese, and Japanese languages for foods from these countries. Also think of names of foods
American Indians gave us.
Check Your Mastery

Directions Read the following sentences. Circle the letter of the word that best answers the
question or completes the statement.
1. If you ate a Japanese soup with bean curd, it would contain:

A. coffee B. tofu C. avocado
2. If you like baked apples in a fluffy pastry crust, this is just the dessert for you.
A. strudel B. banana C. pickle
3. Which food is NOT a kind of pasta?

A. macaroni B. spaghetti C. cole slaw
4. People drink this beverage in the morning, although in some parts of the world they
prefer tea.
A. coffee B. bologna C. tofu
5. If you are hungry for a type of sausage on a roll with mustard, you would order this.
A. hamburger B. frankfurter C. strudel
6. You have finished your sandwich and you don’t want dessert. What might you pick
up from the side of your dish to eat?
A. pickle B. strudel C. bologna
7. When some people eat this, they take the meat and vegetables from the stick.
A. cole slaw B. kebab C. curry
8. This yellow fruit has a peel that you must take off in order to eat.
A. avocado B. banana C. hamburger
9. If you go to an Indian restaurant, you might order this.

A. banana B. hamburger C. curry
10. This green fruit has a delicious taste and it’s also used in creams and lotions.
A. avocado B. macaroni C. pickle

DEFINITIONS
Lesson 23
avocado (av-uh-kah-doh) noun: a green fruit with
a large pit
banana (buh-na-nuh) noun: a yellow tropical fruit
bologna (bal-oh-nee) noun: a meat named for an
Italian city
coffee (kaw-fee or kof-ee) noun: a hot drink made
with coffee beans
cole slaw (kohl-slaw) noun: a side dish made with
shredded cabbage
curry (kuh-ree) noun: a mixture of hot spices in a
dish of meat and vegetables
frankfurter (frangk-fur-tur) noun: a hot dog or a
type of sausage
hamburger (ham-bur-gur) noun: a meat patty
usually served on a bun
kebab (kah-bab or kee-bab or kah-bob) noun:
meat and vegetables on a stick
macaroni (mak-uh-roh-nee) noun: 1. short, hollow
tubes of pasta; 2. a dish made from this pasta
pasta (pah-stuh) noun: a noodle made of flour and
water; spaghetti and macaroni are types of pasta
pickle (pik-uhl) noun: a cucumber soaked in salty
water
spaghetti (spuh-get-ee) noun: long, thin sticks of
pasta
strudel (stru-duhl) noun: a pastry made of dough
and a sweet filling
tofu (toh-foo) noun: a Japanese word for bean curd
396
SAMPLE SENTENCES
Lesson 23

6. I would like to eat frankfurters at a picnic.
7. I would eat macaroni and cheese.
8. Grown-ups would drink coffee.
403
GLOSSARY
A P
avocado (av-uh-kah-doh) noun: a green fruit pasta (pah-stuh) noun: a noodle made of flour
with a large pit and water; spaghetti and macaroni are types
B of pasta
banana (buh-na-nuh) noun: a yellow tropical pickle (pik-uhl) noun: a cucumber soaked in
fruit salty water
bologna (bal-oh-nee) noun: a meat named for an S
Italian city spaghetti (spuh-get-ee) noun: long, thin sticks
C of pasta
coffee (kaw-fee or kof-ee) noun: a hot drink strudel (stru-duhl) noun: a pastry made of
made with coffee beans dough and a sweet filling
T
cole slaw (kohl-slaw) noun: a side dish made
with shredded cabbage tofu (toh-foo) noun: a Japanese word for
bean curd
curry (kuh-ree) noun: a mixture of hot spices
in a dish of meat and vegetables
F
frankfurter (frangk-fur-tur) noun: a hot dog or a
type of sausage
H
hamburger (ham-bur-gur) noun: a meat patty
usually served on a bun
K
kebab (kah-bab or kee-bab or kah-bob) noun:
meat and vegetables on a stick
M
macaroni (mak-uh-roh-nee) noun: 1. short,
hollow tubes of pasta; 2. a dish made from
this pasta
404
Word Attribute Chart

What’s Special How I Will
Word About This Word? Remember It
Meaning
420
Lesson 23
avocado
(av-uh-kah-doh)
banana bologna coffee

(buh-na-nuh) (bal-oh-nee) (kaw-fee or kof-ee)
cole slaw curry frankfurter

(kohl-slaw) (kuh-ree) (frangk-fur-tur)
hamburger kebab macaroni

(ham-bur-gur) (kah-bab or kee-bab or kah-bob) (mak-uh-roh-nee)
pasta pickle spaghetti

(pah-stuh) (pik-uhl) (spuh-get-ee)
Lesson 23 Lesson 23
strudel tofu
(stru-duhl) (toh-foo)
445
noun: a green fruit with a large
pit
noun: a hot drink made with noun: a meat named for an Italian
noun: a yellow tropical fruit
coffee beans city
noun: a hot dog or a type of noun: a mixture of hot spices in a noun: a side dish made with
sausage dish of meat and vegetables shredded cabbage
noun: 1. short, hollow tubes of

noun: meat and vegetables on a noun: a meat patty usually served
pasta; 2. a dish made from this
stick on a bun
pasta
noun: a noodle made of flour and

noun: a cucumber soaked in salty
noun: long, thin sticks of pasta water; spaghetti and macaroni
water
are types of pasta
noun: a Japanese word for bean noun: a pastry made of dough

curd and a sweet filling
446
Homophones

Getting Started
Materials Needed
It’s going to take at least two more hours to • Transparency 3, p. 420
climb up to that mountain _____________ .
Vocabulary Words
aisle/I’ll/isle
The Mystery Words of the Week are the homophones peak/peek.
bail/bale
Model/Teach cheap/cheep
• Distribute the Student Reproducible page 356. chews/choose
• Ask a volunteer to read the Word Learning Tip. Explain that hoarse/horse
homophones are words that sound alike but have different meanings
and spellings. Discuss the Word Learning Tip. Remind students that
homophones have come into English from different languages.
• Invite students to read the Vocabulary Building Strategy. Explain that
homophones can be tricky, so it’s important to look at the context in
which the word is being used. It can help them understand the
meaning of a word.
• Tell students that you are going to read the passage again. This time
you want them to think about the words in boldface type so they can
decide what each word means.
• Have students read the first two paragraphs silently while you read
them aloud. Then do the .
• Explain to students that as you read the passage, you will stop and
discuss each boldface word. Remind students to look at how each
word is spelled and think about how it’s used in the sentence.
• Place the transparency on the overhead projector. Point out that as
you pause at each boldface word, you want the students to tell you
what is special about the word. What is special about the spelling?
What is its homophone? Then you want them to tell you how they are
going to remember it and what it means.
Homophones 349
Homophones
• Read the story a second time. As students discuss each word, write
their responses on the transparency.
Think Aloud • Then divide the class into small groups. Give them an opportunity to
Follow along silently as I read use flashcards to reinforce the words’ meanings.
aloud: “Did you know that a horse
can talk?” asked Jared. I know the English Language Learners
sound of the word horse can have
• Homophones can be particularly tricky for English Language Learners
two different meanings: It can mean
since they may not be familiar with the idea that the same sound can
“a large animal with hooves that
be spelled by different letters. Explain the vowel-consonant-e pattern.
people ride” or it can mean “a
When a vowel is followed by a consonant and then e, the e signals a
rough, husky voice” like one you
long vowel sound. Ask students which vocabulary word follows this
have after a cold. Words like this
that sound alike but have different
pattern. In bale, the a spells a long /a/ sound because the word follows
meanings are called homophones. I this pattern. Then have students find the homophone for bale (bail).
have to learn the spelling of these Ask which letters spell the long /a/ sound in this word (ai). Finally,
words to know the meanings. The have students generate a list of other words that fit this pattern.
words horse and hoarse are
homophones. Horse, spelled h-o-r-s- Independent Activity
e, means “an animal with hooves.” Play a Game Called “Teakettle” Divide the class into two
Hoarse, spelled h-o-a-r-s-e, means teams, and have the teams take turns. Challenge each team to
“a rough, husky voice.” The vowel write a sentence for each homophone. The first team reads its first
sound in the first word is spelled
sentence, but it substitutes the word teakettle for the homophone. For
with o and the vowel sound in the
example: “We have to teakettle the sinking boat.” The other team must
second word is spelled oa, since o
guess the correct homophone and spell it correctly. Remind students
and oa can spell the same sound.
not to follow one homophone sentence with a sentence using the
In the first sentence, horse means
“an animal with hooves.” Later in
other in the pair.
the story, we will see how the writer
used hoarse, spelled
h-o-a-r-s-e.
Answer Key

Materials Needed

Getting Started

Melody looked in the closet and got a good The first definition says: “to make a
sound like a baby bird; from a
________ at her birthday presents!
Scottish word that imitates the
sound of a bird.” The two word
choices are: c-h-e-a-p and c-h-e-e-p.
These words are homophones
Review and Share Discuss with students which words were because the letters eap and eep
most difficult for them to guess for the “Teakettle” activity on sound the same. I know that cheap,
spelled c-h-e-a-p, is a word people
page 350. What methods can they use to remember those words?
use to describe an item that
Is there a picture of the word they can create in their minds?
doesn’t cost much, so I’m certain
Add vocabulary words to the word wall.
that cheap is not the correct word. I
look at the definition again. The
Model/Teach words “sound” and “baby bird” are
• Distribute the Student Reproducible page 357. good clues. I say the word cheep to
• Then do the . myself. I remember now that cheep,
spelled c-h-e-e-p, most likely came
• After you have modeled how to complete the items in this activity,
into being to imitate the sound of a
let students finish the rest on their own. Then have them share their
bird. I circle the letter B. If I didn’t
responses. know this word, though, there’s a
trick that I would use to memorize
English Language Learners it. I‘d remember that the word
• Pair more fluent students with those who are less fluent. Write cheap cheep sounds like what it describes
and cheep on the board. Point out that the long e sound in cheap and —a bird sound. Or, I might picture a
cheep can be spelled ea or ee. Ask students to say each word as you baby chick in my mind, linking it to
point to it. Then have students generate a list of other words in which the word cheep, spelled c-h-e-e-p.
the long /e/ sound is spelled ea (reap, each, eat, seat, meat). Repeat the
process to have them create a list of words in which long /e/ is spelled
ee (keep, deep, meet, feed, week).
Play a Word Game Hand out vocabulary flashcards to pairs of
students. Remind students that they must make up a sentence for
each card they chose. If they use the word in the correct context, they Answer Key
1. B 2. B 3. B 4. B 5. A
can keep the card. If not, they have to give the card to the other person. 6. B 7. A 8. B 9. A 10. A
Homophones 351
Homophones

Getting Started
Materials Needed
The word _________ comes from the Old English
word picken, meaning “to look quickly and slyly.”
Think Aloud Review and Share Ask volunteers to discuss how the card game
Let’s look at the first item together: in the activity on page 351 helped them remember the spellings
“Mandy said to Gina, ‘Let’s walk and definitions of the homophones in this lesson. Discuss tips they
down the _________ (isle, I’ll, aisle) used to help them write their sentences.
and find seats for the movie.’”
I notice that there are three
Model/Teach
homophones from which to choose.
I think the best way to decide
which word fits is to eliminate • Before students start the first activity, do the .
words that I know aren’t correct. I
• After you have finished modeling how to complete each sentence,
know that I’ll is a contraction for “I
have students finish the activity on their own. Invite students to share
will.” That doesn’t work in the
responses.
sentence at all. I also recall that
isle means “island,” so that won’t
work in this sentence. Next, I look Independent Activities
at the context of the sentence to Combine Two Homophones Challenge students to make up
see if there are any words that sentences using homophone pairs from the vocabulary list. Ask
might help me be certain that aisle them to write their sentences on separate pieces of paper.
is correct. The words “find seats • Make Up Hink Hinks Tell students that a “hink hink” is a kind of
for the movie” are helpful. I know
riddle. The answer to a “hink hink” consists of two homophones that
that when I go the movies, I walk
sound alike. For example: What do you call a pony with a sore throat?
down a pathway between the rows
A hoarse horse. Encourage pairs to write their “hink hinks” on a
of seats to find a seat. The word
separate piece of paper and then read them to another pair to solve.
that names this passageway is
aisle, so now I’m certain that aisle,
You may want to allow time for students to share their riddles with
spelled a-i-s-l-e, is the answer. I the entire class.
write aisle in the blank.
Answer Key
1. aisle 5. horse 9. cheap
2. Isle 6. hoarse 10. cheep
3. chews 7. bale
4. choose 8. bail

Materials Needed
Getting Started
Think Aloud
The word ____________ comes from an Old
I want to model how I would do this
English word, pike, meaning “sharp point” or
activity. Let’s look at the first
“pointed top of a mountain.” question: “How can you avoid
getting hoarse?” I know that hoarse
means “a rough, husky voice” and
Review and Share Ask volunteers to share their sentences usually refers to a person’s voice
from the activity on page 352. Have them write the vocabulary being hoarse. It is spelled h-o-a-r-s-
words and their sentences on sentence strips or separate pieces of e. I also know that horse, the
homophone of hoarse, means “a
paper. Post them on the bulletin board.
large animal that people ride.” The
homophone horse spelled h-o-r-s-e is
Model/Teach not the word used in this sentence.
• Distribute the Student Reproducible page 359. Now, I think about how to answer
• Ask a volunteer to read the directions aloud. the question. Sometimes when I
have a cold, my voice gets hoarse.
Or when I go to a basketball game, I
• After you have modeled how to formulate an answer to a question, might yell too much and get hoarse.
have students complete the activity on their own. Ask pairs to I think that I’ll write a sentence
discuss their responses. about going to a basketball game. I
use the wording of the question to
Independent Activities write my sentence. “I can avoid
Make a Homophone Chart Start students off by asking getting hoarse by not yelling loudly
volunteers for two or three sets of homophones. Make a model at a basketball game.” I write that
chart on the board with two columns, one column for Words and sentence on the line. Then I reread
the sentence to make sure that I
the second column for Meanings. Then give pairs some time to
spelled hoarse correctly.
create their own lists.
• Guess That Word Invite students to work in teams and take turns.
Each team chooses two pairs of words. They also create four questions
to ask another team about that team’s words. For example, Does your
word gallop? or Does your word make a sound? Challenge each team
to guess the correct word asking as few questions as possible.
Answer Key
Homophones 353
Homophones
Review and Extend

Getting Started
“Take a ________ through these binoculars. You
can see the lion carrying its cub back to the den.
Think Aloud
Listen as I read the first sentence:
Review and Share Provide time for volunteers to discuss the
“Dad drives to work along the same
road every day.” First, I ask myself
homophone charts they created for the activity on page 353.
what I know about a road. I know it’s Display the charts around the classroom, giving students a chance to
“a wide path that people use to get review them and discuss them among themselves.
from one place to another.” I look at
the vocabulary words and bonus Model/Teach
words to see which word means • Distribute the Student Reproducible page 360 and read the boxed
about the same as road. The best information.
choice is route. It means “a road or
• Discuss the bonus words.
a usual path someone or something
takes.” Finally, I replace road with • Then use the .
route to see if it makes sense in the • After modeling how to find the correct word to replace the boldface
sentence: “Dad drives to work along word, allow students time to complete the activity on their own. Then
the same route every day.” It fits, so
ask students to share their responses.
I’ll write route in the blank. Here’s
an interesting fact about language.
The way we pronounce words can
change over time and from one part
Write Movie Titles Encourage students to brainstorm some
of a country to another. That’s how ideas for movie titles and directors in which they use one
some words that started out very vocabulary word for each title. Point out that each director’s name
differently came to sound the should be words that can be used as context clues to identify the
same. Most people pronounce vocabulary word in the title. For example, The Horse at Pine Patch
route so it sounds the same as Ranch by George Gallop.
root, but others say it so that it
• Make a Word History Chart Students can work in small groups to
rhymes with doubt.
make a word history chart with three columns: Homophone/Meaning/
Language It Came From. Encourage them to use word histories they’ve
Answer Key
Mystery Word of the Week: peek/peak
learned in this lesson along with other word histories they might know.
(Accept other words that fit the context.)
1. route 2. cheap 3. male 4. root

5. bale 6. I’ll 7. choose 8. hoarse
9. mail 10. bail

Materials Needed
Give the Test

Self-Assessment
• Read the directions aloud: “Read the questions. Circle the letter of the
best answer to each question.” Tell students their job is to circle the Journal Writing Ask students to
letter of the correct answer. write about how the Word Learning
• Model how to complete the test by writing the following item on the Tip and Vocabulary Building
Strategy helped them learn these
board:
homophones. Then ask them to
Which of the following might someone mail? write a tip they would give to
A. a letter B. a boat C. a porcupine someone to help them decide
which homophone to choose when
• Ask students to explain how they know which word is the correct they have to make a choice
answer (A). between two homophones.
Answer Key
1. A 2. B 3. C 4. C 5. A
6. C 7. B 8. A 9. A 10. C
Homophones 355
L
Homophones
Buster’s Rescue Vocabulary Words

“Did you know that a horse can talk?” asked Jared. “Watch aisle/I’ll/isle
Starbuck eat from that bale of hay. See how he chews. Now he bail/bale
draws back his lips and says, ‘Neigh.’” cheap/cheep
“But that means no more than a bird saying, ‘Cheep, cheep,’” chews/choose
I reply. hoarse/horse
“Moon Shadow’s nudging Starbuck to get at the food. Listen to
Word Learning Tip!
Starbuck squeal at the other horse. That squeal is a warning signal
that says, ‘Stay away’ or ‘Watch out.’” explained Jared. English words come from
many other languages. Some
“Let’s walk down the aisle between the stalls. Choose a seat. English words are pro-
Pull up one of those old chairs. I want to tell you a story.” said Jared. nounced the same but are
“Every horse has its own special whinny or neigh. When I spelled differently and have
different meanings. Although
hear you speak, I can recognize you by your voice. I can even tell
they sound the same, they
it’s you when your voice is a little hoarse from a cold. Horses can are really two different words.
recognize one another by the sound of their whinnies and neighs.
They can hear this sound from half a mile away. Vocabulary
“Last year I brought Moon Shadow and her foal, Buster, to a Building Strategy
horse show on Greenwood Island. Of course, you know that a When words sound alike but
are spelled differently and
foal is a baby horse. The first night there, I rowed out to watch
have different meanings, they
the sunset. The sunset was beautiful, but I had some trouble with are easy to confuse. Think
the boat. It was a pretty cheap rowboat, though, not at all an about the context of the sen-
expensive one. I had to bail water for most of the night because tence to determine the correct
homophone. You can also look
the boat leaked so badly. at how the word is spelled.
“The next day, Buster got lost. Moon Shadow whinnied, call- Both of these strategies can
ing for her child. Her ears pricked up when she heard an answering help you to determine the
neigh. Off she ran, with us following, until she brought us right to meaning of the word and how
it is used in the sentence.
where Buster was trapped by a fallen tree.”
“After we freed the foal, Moon Shadow and Buster
nickered gently. Horses make this soft sound to greet one
another. A mare uses it to tell its foal to stay close.”
I laughed, “I’ll bet Moon Shadow nickered the
rest of the time you spent on the isle.”
Homophones 356
Homophones

aisle/I’ll/isle bail/bale cheap/cheep chews/choose hoarse/horse
Directions Circle the letter in front of the word in each pair of homophones that fits the definition.
You may use a dictionary or your glossary to help you.
1. to make a sound like a baby bird; from 6. not costing very much; from the Old
a Scottish word that imitates the sound English word meaning “not
of a bird expensive, a bargain”
A. cheap B. cheep A. cheep B. cheap
2. to scoop water out of a boat; from an 7. a bundle of something tied up tightly,

Old French word for bucket; the word such as hay or straw; from an Old
also means a sum of money paid to get French word meaning “ball”
someone out of jail A. bale B. bail
A. bale B. bail 8. grinds food with its teeth; from an
3. a rough, husky voice; from the Middle Old English word meaning “to bite”
English word hors A. choose B. chews
A. horse B. hoarse 9. a pathway between seats in a theater
4. an island; from the French word ile, or train; from the French word ele,
for island meaning “a wing of a building”
A. aisle B. isle A. aisle B. isle
5. to pick out something or someone from 10. a large animal with hooves that people
among several; from a Middle English ride; from the Middle English word
word that meant “to split” hors, which split into two different
A. choose B. chews words forming two homophones
A. horse B. hoarse
Play a Word Game Your teacher will hand out flashcards with a word on one side and a definition on the
other. Take turns. Shuffle the cards, and then put the cards face down. Each player takes a card from
the pile and makes up a sentence for that word. If the player uses the word incorrectly, he or she gives the card
to the other player. Keep playing until you have made up a sentence for each card.

Homophones

Directions Read each pair of sentences. Write the correct vocabulary word in each blank.
1. Mandy said to Gina, “Let’s walk down the _________________________ (aisle, I’ll, isle)
and find seats for the movie.”
2. We want to have good seats to see The ____________________________ (Aisle, I’ll, Isle)
of Pink Shells and Coconuts.
3. Stella _____________________________ (chews, choose) her nails when she is nervous.
4. She gets nervous when she has to _______________________________ (chews, choose)

an answer on a test.
5. Cody spent a lot of time in the barn treating his _________________________________

(hoarse, horse) for a bruised leg.
6. Yesterday he caught a cold and now his voice is _________________________________

(hoarse, horse).
7. Terrell put a ___________________________ (bail, bale) of hay out for the horse to eat.
8. The man paid _____________________________ (bail, bale) to get his friend out of jail.
9. A ________________________ (cheap, cheep) way to get fresh eggs is to raise chickens.
10. You can listen to the baby chicks _________________________________ (cheap, cheep)
as they run around the barnyard.
Combine Two Homophones Work with a partner. Think of a way to combine a set of two homophones in
one or two sentences. For example, you might write: “Lisa got hoarse calling out to the horse to come
back to her.” Use your imagination and make up sentences of your own using all the homophones from the
vocabulary list.
Homophones 358
Homophones

Directions Read each question. Write an answer for each question that uses the boldface word. Write
the answer on the line.
1. How can you avoid getting hoarse? ________________________________________________
2. What are two items that you might be able to buy at a cheap price? _____________________
______________________________________________________________________________
3. Why do you think that hay is packed in a bale? ______________________________________
4 What can you use to bail out a boat? _______________________________________________
5. What animals cheep? ____________________________________________________________
6. What are some things that a boy chews? ____________________________________________
7. If you could own a horse, where would you ride it? __________________________________
8. If you could pick a place to visit, what place would you choose? ________________________
______________________________________________________________________________
9. Where would you most likely find an aisle? _________________________________________
______________________________________________________________________________
10. When you say, “I’ll do it!” do you mean that you already did something or that you will
do something? __________________________________________________________________
Make a Homophone Chart Work with a partner to make a list of the homophones you know on a
separate piece of paper. Remember that the words must sound alike but have different meanings
and spellings. Make two columns for your chart. At the top of one column write Words and at the top of the
other write Meanings. Put your words and their definitions on your chart.

L
Homophones
Review and Extend

BONUS WORDS Here are some other homophones that sound alike but are spelled differently and have
different meanings. They also have different word histories.
mail/male Mail means “letters and packages” and comes from a French word for the bag that was used to
carry mail. Male is used to describe masculine people and animals. The word came into English from French.
root/route A root is the underground part of a plant. It comes from an Old English word. A route can be
a road or the usual path someone or something takes. Route comes from a French word for road. An
example is the route the school bus takes to school. Route is a homophone for root when it is
pronounced /root/, but some people pronounce it /rout/.
Directions Read each sentence. Look at the word(s) in boldface. In the blank, write the correct vocabulary
or bonus word that could replace the word(s) in boldface.
1. Dad drives to work along the same road every day. ________________________________
2. The computer was on sale for a very low price. ___________________________________
3. Only one kitten in the litter was a boy. The others were all females. __________________
4. The gardener pulled the bottom part of the plant out of the ground. _________________
5. One package of straw sat alone in the back of the truck. ___________________________
6. I will bring a present to Mike’s birthday party. ____________________________________
7. How am I going to pick just one of these great T-shirts to buy? _____________________
8. After giving a long speech, the candidate’s voice sounded rough and sore. _____________
9. The office is waiting for important letters and packages. ___________________________
10. When waves splashed into the boat, we had to scoop out the water. __________________
Write Movie Titles With a partner, brainstorm some ideas for four movie titles and directors’ names.
Choose four vocabulary words—one for each title. Then make up a director’s name for each title that
has good context clues for each vocabulary word you chose. For example, “The Route to Apache Junction!”
By Robbie Road. Write the movie titles in your personal word journal.
Homophones 360
Homophones
Check Your Mastery

Directions Read the questions. Circle the letter of the best answer to each question.
1. Which of the following might make someone hoarse?

A. shouting B. riding C. playing baseball
2. Which of the following would say “cheep”?

A. a puppy B. a baby bird C. a store owner
3. Which of the following might be in bales stacked in a barn?

A. water B. honey C. hay
4. Which of the following has the same meaning as “I will pick”?

A. Isle choose B. I’ll chews C. I’ll choose
5. Which of the following might you have to bail out?

A. a boat B. a bicycle C. a skateboard
6. Which of these has the same meaning as island?

A. aisle B. I’ll C. isle
7. Which of the following is LEAST likely to be cheap?

A. shoes B. a computer C. a book
8. Which of the following is something a horse chews?

A. carrots B. pebbles C. water
9. Which of the following would be found on a train?

A. aisle B. isle C. I’ll
10. Which of the following phrases is correct?

A. a bail of string B. a cheep car C. a bale of hay

DEFINITIONS
Lesson 24
aisle (ile) noun: the pathway between seats in a
theater
bail (bayl) noun: 1. the sum of money needed to get
someone out of jail; verb: 2. to empty the
water out of a boat
bale (bale) noun: a bundle of something tied up
tightly (hay or cotton, for example)
cheap (cheep) adjective: costing very little
cheep (cheep) noun: 1. the sound of a baby bird;
verb: 2. to make a sound like a baby bird
chews (chooz) verb: grinds food with its teeth
choose (chooz) verb: to select something freely
hoarse (horss) adjective: a rough, harsh voice
horse (horss) noun: an animal that people ride
isle (eye-uhl) noun: an island

394
SAMPLE SENTENCES
Lesson 24

1. I can avoid getting hoarse by not yelling at a basketball
game.
2. I could buy socks and T-shirts for a cheap price.
3. Hay is packed in a bale to make it easier to lift.
4. People use a bucket to bail water out of a boat.
5. Birds cheep.
6. He chews gum, pizza, and apples.
7. If I owned a horse, I would ride my horse on country roads.
8. I would choose to go to Mexico to visit my family.
9. I would most likely find an aisle in a movie theater.
10. When I say, “I’ll do it!” it means that I will do something.
403
GLOSSARY
A
aisle (ile) noun: the pathway between seats in a
theater
B
bail (bayl) noun: 1. the sum of money needed to
get someone out of jail; verb: 2. to empty
the water out of a boat
bale (bale) noun: a bundle of something tied up
tightly (hay or cotton, for example)
C
cheap (cheep) adjective: costing very little
cheep (cheep) noun: 1. the sound of a baby bird;
verb: 2. to make a sound like a baby bird
H
hoarse (horss) adjective: a rough, harsh voice
horse (horss) noun: an animal that people ride
I
isle (eye-uhl) noun: an island
404

Meaning
420
Lesson 24
aisle
(ile)
bail bale cheap

(bayl) (bale) (cheep)
cheep chews choose

(cheep) (chooz) (chooz)
445
hoarse horse isle
(horss) (horss) (eye-uhl)
noun: the pathway between seats
in a theater
noun: 1. the sum of money

noun: a bundle of something tied
needed to get someone out of
adjective: costing very little up tightly (hay or cotton, for
jail; verb: 2. to empty the water
example)
out of a boat
noun: 1. the sound of a baby

verb: to select something freely verb: grinds food with its teeth bird; verb: 2. to make a sound
like a baby bird
noun: an island noun: an animal that people ride adjective: a rough, harsh voice
446
Easily Confused Words
LESSON

Getting Started
Materials Needed
Drew had _________ an exciting day at the
baseball game.
Vocabulary Words
advice/advise
affect/effect
The Mystery Words of the Week are the easily confused words
costume/custom
quiet and quite.
expect/suspect
loose/lose Model/Teach
• Ask a volunteer to read the Word Learning Tip. Explain that easily
confused words sound similar but have different meanings and
spellings. Tell students that it is important to hear the difference
among these words. It will help them remember how to spell the word
and what the word means.
• Invite a volunteer to read the Vocabulary Building Strategy. Remind
students to think of clues tied to the spelling of the word to help them
decide which word meaning is meant.
• Before you read the passage again, tell students to think about the
words in boldface so they can decide what each word means.
• Do the on page 363.
• Tell students that as you read the story, you will stop and discuss each
boldface word. They should look at how the word is spelled and think
about how it is used in the sentence. The context will help them
understand the meaning of each word.
• Put Transparency 3 on the overhead projector. Tell students that as
you pause at each boldface word, you want them to tell you what is
special about the word. In other words, with what word is it
commonly confused? Then you want them to tell you how they are
going to remember it and what it means.

• Read the story a second time. As students discuss each word, add
their responses to the transparency.
• Divide the class into small groups. Allow them to use flashcards to
Think Aloud
reinforce words’ meanings. Follow along silently as I read
aloud: “Long ago, griots were
English Language Learners advisors to the kings of the great
empire of Mali. Today, they still
• Write the words advice and advise on the board. Point out that advice
perform important tasks by giving
ends in ce and advise ends in se. Say each word aloud so students can
advice to people in their
hear the different sound in each word. In advise, the s has the sound
community.” If I weren’t sure what
of /z/. In advice, the c has the sound of /s/. Invite more fluent students
advice meant, I’d look at the
to use each word in a sentence.
sentence to see what part of
speech advice is. It’s a noun. Next,
Independent Activity I look for context clues. I see the
Write a Pass-It-Along Story Invite students to think about a words advisor and giving. I put
story that they would like to have passed along to others about together what I know and decide
their family or community. Lead a discussion about different stories that advice, spelled a-d-v-i-c-e, is “a
that families might pass down from one generation to the next. suggestion about what someone
Point out that some of the stories people pass along are often should do.” Since this lesson is
humorous because it makes them more fun to hear! Have students about easily confused words, I
write their stories on separate pieces of paper. They should include know that there is another word
that sounds very similar to the
at least six vocabulary words.
word advice but is spelled
differently and has a different
meaning. I look at the vocabulary
list to see what the other word is. I
see advise, spelled a-d-v-i-s-e. It’s
important for me to learn the
spelling of these words so I can
understand their meanings. I create
a clue using the spelling of advice
to remember the meaning; since
advice has a c in it, I remember
that advice is given by a counselor.
That’s how I remember what it
means when I compare it to advise.
Answer Key
Easily Confused Words 363


Getting Started
Materials Needed
Clyde was ________ surprised when the
• Sequence Chart Graphic
Organizer, p. 423 pitcher walked him.
Think Aloud Review and Share Ask volunteers to read their stories for the
activity on page 363. Then lead a discussion about the words that
The first definition says: “to
students used, and about whether they used them in the story correctly.
influence people, or to change
Add the vocabulary words to the word wall.
someone or something (borrowed
from the Latin word affectare
meaning “to exert influence.’”) The
word choices are effect and affect. Model/Teach
I think the word that I want to use • Distribute the Student Reproducible page 370.
here is affect, but I find it very easy • Do the .
to confuse these two words, so I
must be very careful. First, I look at
• After you have modeled how to complete the activity, invite students
how each word is spelled. Affect is
to finish it on their own. Then have them share their responses.
spelled a-f-f-e-c-t, and effect is
spelled e-f-f-e-c-t. Next, I think about Independent Activities
what I’ve learned about each word Write a Trickster Tale Spend a few minutes talking about
and what part of speech each word trickster characters. For example, point out that tricksters are
is. I know that affect means “to usually naughty or sneaky animals that end up getting caught for
influence someone” and is a verb. whatever trick they’ve played on other animals. Some famous animal
Part of the definition says “to tricksters have been rabbits, foxes, and spiders. Tricksters are found in
influence people” so I’m pretty stories all over the world. Distribute copies of the Sequence Chart
sure that affect, spelled a-f-f-e-c-t,
Graphic Organizer so that students can use it to organize their stories.
is the correct word. Effect is a
Have them create their own trickster tale.
noun that means “the result of
something.” That is not what the • Research a Trickster Tale As a homework assignment, ask students
definition states, so I choose affect. to use the library or the Internet to research some trickster folktales.
This is also a good opportunity for students who come from different
countries of origin to share folktales from their countries. Ask
Answer Key students to read the folktales and write a brief book report for the
1. affect 2. expect 3. loose 4. costume class. They should use at least six vocabulary words in their reports.
5. advise 6. suspect 7. custom
8. advice 9. effect 10. lose

Materials Needed
Getting Started

Geraldine shouted so much during the game that Read the first item silently as I
now she is going to be _______ and rest her voice. read it aloud: “Margot doesn’t want
to ________ (loose/lose) any of the
beads on the antique dress.” I
know that the words loose and lose
Review and Share Invite volunteers to share their trickster can be confused, but they have
tales for the activity on page 364. When they are finished, ask entirely different meanings. Loose,
them to reread the sentences in which they used vocabulary words. spelled l-o-o-s-e, means “not
fastened or attached firmly.” Lose,
Lead a class discussion about whether the words were used correctly
spelled l-o-s-e, means “to not have
and how the students could tell.
something anymore.” I also make a
note that loose has two o’s and
Model/Teach lose has one. I read the sentence
• Distribute the Student Reproducible page 371. again. I think about the context of
• Do the . the sentence. Because the dress is
very old, Margot is probably worried
• After you have modeled how to choose the best word to complete
that she will lose, l-o-s-e, some of
the sentence, ask students to finish the activity on their own. Then
the beads, so the word lose is the
have them share their responses.
best choice for this sentence. I
write lose in the blank.
• Write the words custom and costume on the board. Ask students to
say each word as you point to it. Ask more fluent students to tell about
customs from their countries of origin. If possible, display photographs
of a variety of costumes that reflect the customs of different countries,
such as Cinco de Mayo in Mexico or Chinese New Year.
Write About a Custom in the United States Spend a few
minutes discussing different customs that people follow in the
United States. Encourage students from other countries of origin to
share some of their customs and costumes that might be different. For
example, many people celebrate Thanksgiving, but a wide variety of Answer Key
1. lose 2. loose 3. affect 4. effect
different foods are served on that day. There are also many customs 5. custom 6. costume 7. expect
for which people would wear special costumes. Point out that many 8. suspect 9. advise 10. advice
customs in the United States have their origins in other countries.


Getting Started
A hush fell over the crowd, and everyone grew
_________ as they waited to see whether Garcia
would hit a home run.
Think Aloud
I see that we have to decide
Review and Share Invite volunteers to read their custom
whether the boldface word in each
passages from the activity on page 365. Then take a class vote on
sentence is used correctly. Let’s
which custom in the United States is their favorite and why.
look at the first item together so
that I can share my thinking. It
says: “Mariko wore a Japanese Model/Teach
custom to the party.” I don’t think • Distribute the Student Reproducible page 372.
that custom, spelled c-u-s-t-o-m, is • Do the .
the correct word because I know
• After you have modeled how to answer the question, ask students to
that custom means “a tradition in a
complete the activity on their own. Then invite students in pairs to
culture or society.” I think the
correct word is costume, spelled
c-o-s-t-u-m-e. Costume means
“clothes worn for some purpose or Independent Activities
occasion.” Let’s take a closer look Write Mixed-Up Sentences Pair students for this activity.
at the sentence to understand the Challenge them to write six sentences in which they use the
context because I know that correct vocabulary word in some sentences, and in other sentences,
custom and costume can be easily they use the word with which it is easily confused. Ask them to
confused. I see the words wore exchange and correct their partners sentences, where necessary.
and party. Those are great clues
because I know that sometimes
• Think About Easily Confused Words Pair students. Ask them to
people wear “clothes for special
work together to draw or write about the clues they created to
occasions,” or a costume, spelled remember the meaning of a pair of words on the list or another pair
c-o-s-t-u-m-e, to parties. I write they have found in their reading this year.
costume in the blank.
Answer Key
1. costume 2. advise 3. correct
4. lose 5. expect 6. correct
7. loose 8. effect 9. correct
10. advise

Materials Needed
Getting Started
Think Aloud
Suddenly, the crowd wasn’t _________ anymore.
Let’s look at the first item:
They were cheering and yelling because Garcia hit “Rosalinda took off her wet
another home run. raincoat. ‘Don’t ________ (lie, lay) it
on the chair,’ said her mother.” The
word choices lie and lay are very
Review and Share Invite volunteers to write one of the mixed- tricky, so let’s take a closer look at
up sentences they wrote for the activity on page 366 on the the sentence to understand the
board, and underline the vocabulary word they used. Ask the class context. I see the words wet
raincoat and chair. Those are great
whether the word is used correctly in the sentence. If it is not, have
clues because I know that lay,
volunteers tell the correct word.
spelled l-a-y, means “to put or
place.” It seems to me that
Model/Teach Rosalinda’s mother would not want
• Distribute the Student Reproducible page 373, and read the a wet raincoat placed on the chair!
boxed information. In the context of this sentence, I’m
• Then use the to model how to complete the activity. pretty sure that lay is the correct
word, but I go over the word lie in
• After you have shown how to fill in the blank, let students finish the
my head. I remember that lie,
activity on their own. Encourage them to share their responses.
spelled l-i-e, means “to get into or
be in a flat position.” That doesn’t
Independent Activities make any sense in this sentence. I
Create Word Reminder Tips Ask students to work with a write lay in the blank.
partner to create two word reminder tips that might help them
tell the difference between two easily confused words. Tell them to
choose words that they have not already written tips for. Spend a few
minutes discussing memorization techniques they could use to help
them remember how to spell the words.
• Write About Word History Write the word custom on the board.
Remind students that this word was borrowed from Latin. The word
originally meant “habit.” Ask students how the original definition is
connected to the definition of the word custom today. Invite them to Answer Key
write a brief explanation in their personal word journals. Mystery Word of the Week: quiet/quite
(Accept other words that fit the context.)
1. lay 2. lie 3. effect 4. advise

5. expect 6. lose 7. custom 8. advice

Check Your Mastery

Give the Test
• Read the directions aloud: “Read each sentence. Write the correct
word in the blank.” Students must choose the correct word and write
it in the blank.
Student • Model how to complete the activity by writing the following item on
Self-Assessment the board:
write in their journals telling what Marissa was tired, so she decided to _________ (lie, lay) on
they learned about words that are the couch and rest.
easily confused. Then have them
choose a word pair, and write a tip • Ask students to choose the word that best completes the sentence (lie).
for how they might remember the • Tell them that after they finish, they should read over their answers.
definition for each word and how to
spell it.
• Have students work with a partner to talk about the items they got
• Encourage students to discuss how the Word Learning Tip and
Vocabulary Building Strategy helped them find the correct responses.
Answer Key
1. advice 2. effect 3. custom
4. suspect 5. loose 6. expect
7. costume 8. affect 9. advise
10. lose

Griots: Keepers of History

Vocabulary Words
Some stories have been passed along orally from one
advice/advise
generation to another. They have not been written down. In
affect/effect
Africa, special people have been given the honor of retelling the
costume/custom
stories of their ancestors. They are called griots (GREE-oz).
expect/suspect
Long ago, griots were advisors to the kings of the great
loose/lose
empire of Mali. Today, they still perform important tasks by
giving advice to people in their community. Their most Word Learning Tip!
important job, though, is to retell the ancient stories of their Sometimes words are easy
ancestors. to confuse because they
sound almost alike. However,
Griots tell different kinds of stories to help them inform
they have very different
and entertain people. Sometimes they tell trickster tales to meanings. The two easily
advise people about what is right or wrong. They also share confused words may have
myths to explain customs that are part of their community. come from different lan-
guages. Or, they may have
Griots might even dress in a costume to portray a certain come from the same word,
character. Good stories can affect, or influence, how people live. but as their pronunciations
The griots’ stories and songs have a strong effect on started to change, so did
their meanings.
people. Sometimes, the listeners suspect that parts of the
stories are not exactly true. Even so, they don’t want to lose the Vocabulary
stories of their past, so it’s not important to them that every Building Strategy
detail is accurate. It is sometimes easy to
For entertainment, the audience expects griots to “raise a confuse words because they
sound similar, but remember
song” so the community can respond. This
their meanings are always
is called “call and response.” When different. One way to tell the
griots sing a song-tale, they play difference between words that
stringed instruments that they are easily confused is to look
at the context in which a word
pluck, and they wear long, loose is used. Then create a clue
robes. Griots have been retelling tied to the spelling of the
stories for hundreds of years now. word to help you remember
that word’s meaning.
The art of storytelling remains a
beautiful living tradition in Africa
and other places.


advice/advise affect/effect costume/custom expect/suspect loose/lose
Directions Choose the correct vocabulary word for each definition. Write it in the blank.
1. Definition: to influence people, or to change someone or something (borrowed from the

Latin word affectare, meaning “to exert influence”) _____________________ (effect, affect)
2. Definition: to think that something ought to happen (borrowed from the Latin word
expectare, meaning “to hope or to look for”) _______________________ (suspect, expect)
3. Definition: not fastened or attached firmly (borrowed from the old Norse word lauss)
______________________________________ (lose, loose)
4. Definition: clothes worn for some purpose or occasion (borrowed from the Old French and
Italian word costume, meaning “fashion or habit”) __________________ (costume, custom)
5. Definition: to give someone a suggestion about what to do (borrowed from the Old
French avis, meaning “opinion”) __________________________________ (advise, advice)
6. Definition: to think something might be true (borrowed from the Latin word suspicere,
meaning to “to look under”) ____________________________________ (suspect, expect)
7. Definition: a tradition in a culture or society (borrowed from the Latin word cōnsuē tūdō,
meaning “habit”) ___________________________________________ (costume, custom)
8. Definition: a suggestion about what someone should do (borrowed from the Old French
phrase a vis, meaning “opinion”) _________________________________ (advice, advise)
9. Definition: the result or consequence of something (borrowed from the Latin word
effectus, meaning “result or completion”) _____________________________ (affect, effect)
10. Definition: to not have something anymore (developed from the Old English word losian,
meaning “to lose”) _______________________________________________ (lose, loose)
Write a Trickster Tale Work with a partner. Brainstorm a clever animal character for your story. For
example, you might want to use a tortoise, an owl, or a mosquito! Then discuss how the animal
character advises people about something that is right or wrong. Write the story in your personal word
journal. Use at least six vocabulary words in your tale.


Directions Choose the correct word to complete each sentence. Write the word in the blank.
1. Margot doesn’t want to _____________ (loose/lose) any of the beads on the antique dress.
2. The dress is very old, so many of the beads are _________________________ (loose/lose).
3. Because the new coach ____________________________________ (ed) (affect/effect) the

team in a positive way, it had a winning season.
4. The _____________________________________________ (affect/effect), or result, of the

teacher’s new grading system was that a student could earn bonus points.
5. Abraham Lincoln made Thanksgiving a national holiday on October 3, 1863. Through

the years, celebrating Thanksgiving has become a favorite _________________________
(costume/custom) of many people.
6. Carmelo thought it was fun to wear a __________________ (costume/custom) to the party.
7. Leah didn’t ________________________________________ (expect/suspect) that so many

people would come to her concert.
8. She didn’t ______________ (expect/suspect) that her mother had invited many of the people.
9. “What would you _______________________________________ (advice/advise) me to do

regarding that problem?” asked Jermaine.
10. Can you give me some good _____________________________________ (advice/advise)

about what to tell him?” asked Maya.
Write About a Custom in the United States Work with a partner. Talk about some customs that people
follow in the United States. Make a list in your personal word journal. Then choose a custom where
people might wear costumes. Write about a costume that you might wear to celebrate the custom. Use all
the vocabulary words in your description.

Directions Read each sentence. If the boldface vocabulary word is not used correctly in the sentence,
write the correct word in the blank. If the word is correct, write correct.
1. Mariko wore a Japanese custom to the party. _______________________
2. A coach should advice players on how to be better in a sport. _______________________
3. How did the book affect you? Did it make you feel happy? _______________________
4. Be careful not to loose your sunglasses. _______________________
5. “I suspect you to review all the notes you took,” said Mr. Wang. _______________________
6. Jeremy’s favorite custom is the West Indian Parade

that happens every September. _______________________
7. “Be careful! The hinges on the door are lose,” said DeeDee. _______________________
8. “What affect will the snowstorm have on our trip?”

Deanna asked. “Will we still be able to go to the play?” _______________________
9. “I expect everyone to turn in their assignments on time,”

said Mr. Gee. _______________________
10. “Please advice us of your plans when you know them,”

Mrs. Knight said. _______________________
Write Mixed-Up Sentences Write six sentences on a separate piece of paper. In some sentences, use the
correct vocabulary word. In other sentences, use the word with which it is easily confused. Exchange your
sentences with another student, and challenge him or her to find the mixed-up word, cross it out, and write the
correct word. For example, “The advise that Brittany gave her brother was very helpful.” Advise should be advice.

Review and Extend

BONUS WORDS Here are some other words that are easily confused. Even though they sound very
similar, they are spelled differently and have different meanings.
Word Meaning Sentence
lay to put or to place Lay the coats on the bench.
lie to get into or be in a flat position Lie down on the blanket.
Directions Read each sentence. Choose the vocabulary word or bonus word that best fits and write it in
the blank.
1. Rosalinda took off her wet raincoat. “Don’t _______________________________ (lie, lay)
it on the chair,” said her mother.
2. Matt was feeling sick. “I think I’d better ___________________________ (lie, lay) down,”
he told his brother.
3. Moving away from the old neighborhood had a big ____________________ (affect, effect)
on Tim. He missed his friends a lot.
4. The job of a school counselor is to ________________________________ (advice, advise)
students about how to deal with problems.
5. The bus comes to this bus stop every ten minutes. I _______________________________
(expect, suspect) that a bus will come very soon.
6. If you keep a lot of change in your pockets, you may ______________________________
(loose, lose) some of it.
7. It is a ___________________________________ (custom, costume) in the United States to
celebrate the Fourth of July.
8. Ming liked the ________________________________ (advice, advise) that Coach Murphy
gave her about her gymnastics program.
Create Word-Reminder Tips Work with a partner. Brainstorm some ideas for two tips that might help you
not confuse these vocabulary words. What techniques could you use to memorize the words so you
don’t confuse them? Write the tips in your personal word journal. For example, here’s a tip for loose and lose:
Remember that the word lose has lost one of its o’s.

Check Your Mastery

Directions Read each sentence. Write the correct word in the blank.
1. Rhea took her friend’s _________________________________________ (advise, advice)

and studied for the test.
2. The big blizzard last night had a huge _____________________________ (affect, effect)
on my going to school today.
3. My favorite _____________________________________ (costume, custom) is watching

the fireworks on the Fourth of July.
4. I ___________________________________ (suspect, expect) that Sally is having a party

because I hear a lot of talking and music.
5. My little sister has a __________________________________ (lose, loose) tooth that will

probably fall out in a day or two.
6. What might you ____________________________________ (suspect, expect) to happen

when those two teams play against each other in the soccer tournament?
7. Darcy plans to wear an elephant _______________________________ (costume, custom)

to the parade.
8. How do you think your sister’s decision will ________________________ (affect, effect)
the horse’s training?
9. Maury called Nellie to ______________________________ (advice, advise) her that the

band would rehearse at 3 o’clock on Wednesday.
10. Dwight doesn’t want to _________________________________ (loose, lose) the stamps,

so he puts them in his back pocket.

DEFINITIONS
Lesson 25
advice (ad-vice) noun: helpful information;
a suggestion about what to do
advise (ad-vize) verb: to tell someone what to do
affect (uh-fekt) verb: to influence someone or
something
costume (koss-toom) noun: special clothes for
some purpose or special event
custom (kuhss-tuhm) noun: 1. something people in
a certain place do, like flying the American flag
on the Fourth of July; 2. a tradition
effect (uh-fekt) noun: the result of a cause
expect (ek-spekt) verb: to think something ought
to happen
loose (looss) adjective: shaky; not tight; not fastened
or attached firmly
lose (looz) verb: to not have something anymore;
the opposite of find
suspect (suh-spekt) verb: 1. to think someone has
done something wrong; 2. to think something
might be true

397
GLOSSARY
A
advice (ad-vice) noun: helpful information; a
suggestion about what to do
advise (ad-vize) verb: to tell someone what to do
affect (uh-fekt) verb: to influence someone or
something
C
costume (koss-toom) noun: special clothes for
some special purpose or event
custom (kuhss-tuhm) noun: 1. something
people in a certain place do, like flying
the American flag on the Fourth of July;
2. a tradition
E
effect (uh-fekt) noun: the result of a cause
expect (ek-spekt) verb: to think something
ought to happen
L
loose (looss) adjective: shaky; not tight; not
fastened or attached firmly
lose (looz) verb: to not have something
anymore; the opposite of find
S
suspect (suh-spekt) verb: 1. to think someone
has done something wrong; 2. to think
something might be true
404

Meaning
420
Graphic Organizers
Sequence Chart
First Event or Step
Third Event or Step
Conclusion
423
advice advise affect

(ad-vice) (ad-vize) (uh-fekt)
costume custom effect

(koss-toom) (kuhss-tuhm) (uh-fekt)
expect loose lose

(ek-spekt) (looss) (looz)
Lesson 25
suspect
(suh-spekt)
447
verb: to influence someone or noun: helpful information; a
verb: to tell someone what to do
something suggestion about what to do
noun: 1. something people in a

certain place do, like flying the noun: special clothes for a special
noun: the result of a cause
American flag on the Fourth of purpose or special event
July; 2. a tradition
verb: to not have something adjective: shaky; not tight; not verb: to think something ought
anymore; the opposite of find fastened or attached firmly to happen
verb: 1. to think someone has
done something wrong; 2. to
think something might be true
448
Idioms and Other
Common Expressions

Getting Started
Materials Needed
Coach Williams always tells us that it’s
important to stop and make sure we do each
move correctly before we go on to the next
move. She says at the beginning of each Vocabulary Words
practice, “_________________________.” face the music
fit like a glove
get off to a flying
start
The Mystery Idiom of the Week is “A stitch in time saves nine.”
half a loaf is better
than none
Model/Teach
• Distribute the Student Reproducible page 382. in the doghouse
• Ask a volunteer to read the Word Learning Tip. Explain that idioms keep a straight face
are sayings and phrases that cannot be taken at face value. They have
lightning never
different meanings than what the words say separately. Tell students
strikes twice
that idioms are an imaginative way of expressing a thought.
make ends meet
• Invite a volunteer to read the Vocabulary Building Strategy. Remind
students to think about a phrase they might use in place of the idiom. sit on the fence
This can help them remember what the idiom means. when it rains,
• Read the passage aloud once while students follow along. it pours
• Tell students to think about the words and phrases in boldface and
picture what they probably mean.
• Before you read the passage again, do the on page 376.
• Place Transparency 3 on the overhead projector. Tell students that as
you pause at each idiom, you want them to tell you what is special
about it. What picture do they see in their minds as they try to
visualize the idiom? Then you want them to tell you how they are
going to remember the idiom’s meaning.
Idioms and Other Common Expressions 375

Idioms and Other
Common Expressions
• After students have defined each idiom, arrange them in pairs to

create dialogues using the idioms. Guide students to discuss common
Think Aloud experiences to make the idioms easy to learn.
Follow along silently as I read • Then divide the class into small groups. Allow them to use flashcards
these sentences. “Elvira couldn’t to reinforce the meaning of each idiom.
believe it! She got the part. For two
weeks, the movie director hadn’t English Language Learners
been able to make up his mind
• Explain to students that they might have to change a pronoun or the
between two people. He had been
tense of a verb in an idiom to make it fit in a sentence. For example,
sitting on the fence about picking
for get off to a flying start, you might have to change “get” to “got.”
her.” Actually, I know what sitting on
For example, “Ramsey got off to a flying start in yesterday’s game.”
the fence means because my sister
uses this idiom all the time. It
Give students an opportunity to practice.
means “not be able to make up
your mind.” If I didn’t know what Independent Activity
sitting on the fence meant, though, Write About “Getting Off to a Flying Start” Ask students to
I would think about what people work with a partner and brainstorm some situations in their lives
would be like if they sat on a tall, when they got off to a flying start. Invite them to write a story in their
thin fence. They would be swaying personal word journal. Challenge them to include three other idioms
back and forth and looking from from this lesson, or other idioms they know, in their stories.
side to side. This overall picture
helps me understand how this
idiom could have been created long
ago to describe how people could
teeter from one side of a decision
to the opposite side until they
finally made up their mind about
what to do. This idiom helps me
understand that the director
couldn’t make up his mind. He
liked two people for the part and
couldn’t decide between them.
Answer Key

Getting Started
Materials Needed
Coach Williams said: “If you can’t jump onto those

uneven bars correctly, you need to practice the
move again. The judges are going to mark you down.”
How many times do I have to say: “______________.” Think Aloud
Let’s take a look at the first
definition: “better to have
Review and Share Have students share their flying start something rather than nothing.” I
stories from the activity on page 376. You may want to make can use my imagination to think
about a situation that’s happened
a list on the board of the situations in which the students got
to me that fits this definition. I
off to a flying start! Write all the idioms on the word wall.
think about what it was like when I
had to clean out the birdcages at
the pet store last summer when
Model/Teach what I really wanted to do was
• Distribute the Student Reproducible page 383. exercise the dogs. As my brother
• Before students start, do the . said: “You’re lucky that you have a
• After you have modeled how to do the activity, students should summer job. Most of your friends
complete it on their own. Then, have them share their responses. couldn’t find one.” I look at the
idioms and see the idiom half a
loaf is better than none. I know
that’s the answer because it’s
• Write the idiom keep a straight face on the board. Invite a volunteer to close to the situation I imagined. I
mimic a straight face. Explain that when a person keeps a straight face write half a loaf is better than none
it means that the person doesn’t show what he or she is feeling. It can in the blank.
also mean to stop yourself from laughing. Ask more fluent students to
name a few situations in which they’ve had to keep a straight face.
Answer Key
Independent Activity 1. half a loaf is better than none
2. when it rains, it pours
Create Idiom Tips Ask students to work in small groups. Invite 3. fit like a glove
them to choose three idioms and think of three tips that might 4. sit on the fence
help them remember the idioms. Remind them that they might want 5. in the doghouse
6. get off to a flying start
to picture something in their minds. They might know another idiom 7. lightning never strikes twice
that means about the same thing. Or they might use situations to help 8. keep a straight face
9. face the music
them remember.
10. make ends meet

Idioms and Other
Common Expressions

Getting Started
Materials Needed
Everyone on the gymnastics team was so tired
of Coach Williams saying “ ________.” Sometimes
the team just wanted to move on to new routines.
Think Aloud
This activity is a bit different from
the others we’ve done. For this Review and Share Ask volunteers to read their idiom tips from
activity, we have to answer the activity on page 377. You may also want to put together a
questions about the idioms. Let’s
book of idiom tips for the class to use as a reference.
take a look at the first question
together. The question reads: “Do Model/Teach
you think that lightning doesn’t
strike twice? Why or why not?”
Well, what’s really interesting about • Before students start, do the .
this idiom is that in real-life • After you have modeled how you would answer the questions, allow
situations lightning can strike twice students to finish the activity on their own.
in the same place, so I have to
remember not to take this idiom
literally. Actually, this idiom is an
Play Idiom Charades Create teams and allow time for students
old superstition that people had a
to prepare their charades about idioms. Remind them that these
long time ago. It means that when
charades lend themselves to hand gestures and pantomime
“something unusual happens to
you, it probably won’t happen again
movements.
in exactly the same way.” So, now I • Respond to This Dialogue Read the following dialogue. Then ask
have to think about how I’m going students to respond, using as many idioms from this lesson as they
to answer this question. I think that can. “Have you decided whether you are going to climb the mountain
I’ll write: “I think it’s true that or not? Every one in the club thinks that you’re sitting on the fence. If
lightning never strikes twice you don’t decide soon, you’re really going to be in the doghouse with
because nothing ever happens in
us. We really want you to go because we’ll get off to a flying start with
exactly the same way two times.”
your incredible mountain-climbing knowledge.”
Answer Key

Materials Needed
Getting Started
Think Aloud
If you’re having trouble with your footwork, take
For this activity, I see we have to
the time now to practice it some more. Don’t wait read sentences. I notice that each
until just before the competition. I know that you sentence uses an idiom. Then we
understand the old saying: “______________.” have to answer the question without
using the idiom. Let’s look at the
first item. It says: “Charisse was so
Review and Share Give teams an opportunity to act out their happy that she got off to a flying
charades idioms from the activity on page 378. When teams start at her gymnastics class. What
kind of start did Charisse have?” I
have finished, give students time to discuss which hand gestures and
know what getting off to a flying
pantomime movements best helped them guess the idioms.
start means because it’s one of my
favorite idioms, but if I didn’t know
Model/Teach
it, here’s what I would do. First, I’d
think about the overall picture that
• Before students start, do the . the words communicate to help me.
• After you have shown how to complete this activity, have students I also read that Charisse was happy
finish it on their own. Ask students to work in pairs to share their at her gymnastics class. That
responses. means that she had a good time.

This helps me understand that to
get off to a flying start probably
means that Charisse got off to a
Guess That Idiom Make sure that a variety of idioms are
good start or had a good beginning.
chosen so that there are illustrations for all the idioms. Then I decide to write this sentence to
give students an opportunity to draw illustrations that reflect what answer the question: Charisse had
they think the idioms mean. a good start at her gymnastics class.
• Play a Card Game Pair students for a card game. Help them create
a deck of ten cards with one idiom on each card. Players are dealt
five cards and take turns making up a sentence for each idiom on
their cards. If the player uses the idiom correctly, he or she keeps the
card. If not, the card must be given to the other player. Pairs continue
playing until each idiom has been used in a sentence correctly.
Answer Key

Idioms and Other
Common Expressions
Review and Extend

Getting Started
This idiom means that it’s important to take the
time to do something right the first time, so you
don’t have to do it again. The idiom is
Think Aloud “___________________.”
I want to model for you how I can
use the overall picture an idiom Review and Share Make time for volunteers to share their
paints along with my own
idiom illustrations from the activity on page 379. Then lead a
experience to determine which
discussion about how well the illustrations convey the idioms’
idiom to use. Let’s look at the first
meanings.
item: “Because Maria was new at
her job as a scout for the Sea
Lions, she started __________.” I Model/Teach
think the most useful word clues • Distribute the Student Reproducible page 386. Read the boxed
here are new and started. I know information and discuss the bonus idioms.
that when someone starts a new • Before students start, do the .
job that they often have to start at
the very lowest position in a
• After modeling how to complete a sentence, allow students to finish
company so they can learn about the activity on their own. Encourage them to share their responses.
all the tasks they have to do. I try
at the bottom of the ladder in the Independent Activities
sentence, and it makes sense. I Write a Sports Dialogue Invite students to work in pairs and
write at the bottom of the ladder on brainstorm a sport for which they’d like to write a sports dialogue
the line. between two coaches or two sports commentators. Challenge them to
use as many idioms as they can in their dialogue.
• Research Origins of Idioms This might be a good homework
Answer Key assignment. Ask each student to choose an idiom from the lesson to
Mystery Words of the Week: a stitch in
time saves nine research. Encourage them to use the Internet or a local library. Ask
them to try to find out whether the idiom started out as legend, a real-
1. at the bottom of the ladder
2. lost at sea
life story, or had another beginning.
3. sit on the fence
4. in the doghouse
5. got off to a flying start
6. face the music
7. keep a straight face
8. fit like a glove

Materials Needed
Give the Test

Self-Assessment
• Read the directions for the first activity aloud: “Read each item. Then
circle the letter of the idiom that best fits the situation.” Tell students Journal Writing Ask students to
their job is to choose the correct idiom and circle the letter in front of it. write about how they learned the
meanings of the idioms in this
• Model how to complete the test by writing the following item on the
lesson. Did they create pictures in
board: their minds to help them? How well
did these techniques work? How
Annie was ____________ when the coach asked her to can they learn the meanings of
show the bar exercise to her teammates. She had no idea other idioms in the future when
what she was supposed to do. they read?
A. at the bottom of the ladder
B. lost at sea
C. sit on the fence
• Ask students for choose the idiom that best completes the sentence
(B).
• Have students work with a partner to talk about any items they got
wrong. Ask them to write a new sentence using the correct idiom for
each item they missed.
Answer Key
1. B 2. A 3. C 4. B 5. A
6. A 7. B 8. B 9. B 10. C

Idioms and Other Common Expressions
Lights! Camera! Action! Vocabulary Words

Elvira couldn’t believe it! She got the part. For two weeks, • face the music
the movie director hadn’t been able to make up his mind • fit like a glove
between two people. He had been sitting on the fence about • get off to a flying start
picking her. Elvira really wanted the role of the famous comic. • half a loaf is better than none
It fit like a glove. What a perfect match! At the tryout, the • in the doghouse
director really liked her jokes. He could barely keep a straight • keep a straight face
face when she told the joke about the elephants. • lightning never strikes twice
On the first day of rehearsals, Elvira got off to a flying • make ends meet
start. The director enjoyed her songs. The crew laughed at all • sit on the fence
her jokes. Elvira was thrilled, but the afternoon rehearsal was a • when it rains, it pours
disaster. She forgot the words to her songs. Even worse, she sang
Word Learning Tip!
off-key, and her tap-dance routine was the biggest disaster of all.
The director was impatient. If she didn’t improve, he might An idiom is an expression that
means something different from
regret his choice. Elvira would be in the doghouse. She thought what the individual words
that she might get fired, and, if she did, she didn’t know how normally mean. When the words
she’d make ends meet. She didn’t have much money saved. Of are put together, they are an
course, she did have her part-time job at the theater. “Half a imaginative way of expressing
an idea. For example, to “sit on
loaf is better than none,” her cousin Tasha always said.
the fence” means to “not make
She was sure that she was going to have to face the music up your mind.” Remember the
any moment, and she didn’t mean facing her songs. She meaning of “sit on the fence”
thought the director might replace her. A few minutes later, the by imagining a person sitting on
director said: “Five-minute break!” a fence, unable to decide which
side of the fence to climb down.
Elvira walked over to Melissa, the makeup artist, to get a
retouch. “Listen, Elvira, you made one mistake and then a lot Vocabulary
of mistakes followed. Sometimes when it rains Building Strategy
it pours. It’s your first day. It’ll work out.” An idiom is a group of words
“Thanks!” said Elvira. “Also, I think with a special meaning that
that I’ll just try to remember that light- may have been created a
ning never strikes twice!” long time ago. To determine
the meaning of an idiom,
Guess what? It didn’t. After the
think about the overall
break, Elvira sang every song well and picture that the words could
danced every step perfectly for the communicate.
rest of the day!


• face the music • keep a straight face
• fit like a glove • lightning never strikes twice
• get off to a flying start • make ends meet
• half a loaf is better than none • sit on the fence
• in the doghouse • when it rains, it pours
Directions Read the definition for each idiom in the column on the right. Write the idiom that best fits
the meaning in the blank. Use the glossary to help you.
_________________________________ 1. better to have something rather than nothing
_________________________________ 2. when one thing starts to happen, everything

starts to happen
_________________________________ 3. something is a perfect match or suits you
_________________________________ 4. to not be able to make up your mind
_________________________________ 5. in trouble or in a bad spot
_________________________________ 6. to have a good beginning
_________________________________ 7. something unusual that happened once won’t

happen again in exactly the same way
_________________________________ 8. to not show what you’re really feeling; stop

yourself from laughing
_________________________________ 9. to confront an unpleasant situation; accept

punishment or harsh words
_________________________________ 10. to live within one’s income or means; make and

spend the amount of money that you have
Create Idiom Tips Work in small groups. Choose three idioms. Write them on separate paper. Come up
with three tips that might help you remember what these idioms mean. For example, picture in your mind
what it looks like when rain pours down heavily. Think of a tip you could use to remember when it rains, it pours.

Directions Read each question. Think about the imaginative meaning of the idiom. Then write your answer
on the blank line. Remember to write complete sentences, and include the idiom in your answer.
1. Do you think it is true that lightning doesn’t strike twice? Why or why not?
________________________________________________________________________
2. When have you found it hard to keep a straight face?
________________________________________________________________________
3. What hobby or sport do you like that fits you like a glove?
________________________________________________________________________
4. Why would you not want to be in the doghouse?
________________________________________________________________________
5. What is an example of half a loaf being better than none?
________________________________________________________________________
6. What does it usually mean when someone has to face the music?
________________________________________________________________________
7. Why is it important to make ends meet? ______________________________________
8. If someone is new at a school, how could he or she get off to a flying start?
________________________________________________________________________
9. In what situation might you use the idiom when it rains, it pours?
________________________________________________________________________
10. Do you think it is a good idea or a bad idea to sit on the fence when you have
to make a decision? _______________________________________________________
Play Idiom Charades Break into teams. Write the idioms on a piece of paper and put them in a bowl.
Ask a volunteer from each team to pick an idiom. Point out that there are many hand gestures and
pantomime movements that lend themselves to these particular idioms. Take some time to decide how your
group is going to act out the idiom. Then take turns acting out your idioms for the class.


Directions Read each sentence. Look at the idiom in boldface. Write an answer to the question on the
line. Do not use the idiom in your answer.
1. Charisse was so happy that she got off to 6. Bret said that half a loaf is better than
a flying start at her gymnastics class. none when he was offered the job of
What kind of start did Charisse have? understudy for the lead actor. What
__________________________________ does Bret mean?
__________________________________
2. Hasan could hardly keep a straight face
7. “You and that guitar fit like a glove,”
when he saw the mime put a rabbit on said Ben. What does Ben mean?
Sonya’s head! What did Hasan have a _________________________________
hard time doing?
___________________________________ 8. “Lightning never strikes twice, so
enjoy every moment of winning that
3. Carlotta is in the doghouse with her trip!” Samantha’s grandmother told her.
brother because she broke his CD player. Why would Samantha’s grandmother
What might happen to Carlotta? say that?
___________________________________ _________________________________
9. “How long are you going to sit on the
4. Tonight, when Melissa gets home, she’s
fence about whether you’re going to try out
going to have to face the music about for the baseball team?” Josh asked his friend
why she didn’t clean out her hamster’s Hari. Why did Josh ask this question?
cage. What’s going to happen? ____________________________________
___________________________________
10. Ricardo won a medal for placing first in
5. Darnell told Jesse that it’s going to be the diving competition yesterday. Today he
really difficult to make ends meet until won a medal for placing second in the
the end of the week. What will Darnell backstroke race. “When it rains, it
have to do? pours,” his mother said excitedly. What
did she mean?
___________________________________
___________________________________
Guess That Idiom Work with a partner. Choose an idiom to illustrate, and write the idiom you’re going
to illustrate in your personal word journal, but don’t tell your partner. On a separate paper, draw a
picture that shows what the idiom means. Exchange papers with your partner, and challenge your partner to
guess the idiom you illustrated.

L
Review and Extend

BONUS IDIOMS Here are two other idioms and their lost at sea completely confused
meanings. Remember, you can’t take the words at face at the bottom of the ladder in the
value in an idiom. The expression has another meaning. lowest position in a group or job
Directions Read each sentence. Then write the vocabulary or bonus idiom that best completes each
sentence. You may have to change the tense of the verb in the idiom so that it fits the sentence.
1. Because Maria was new at her job as a scout for the Sea Lions, she started __________________.
2. Chipper feels ____________________________ when it comes to understanding what this
new mathematics lesson is all about.
3. Derek can’t stand to ____________________________ when it comes to making decisions
about his basketball career.
4. Marissa feels like she’s _____________________________ with her teammates because she
only scored four points in last night’s game.
5. Within the first five minutes, the Sea Lions scored a goal, and the commentator praised
the team because they _______________________________________________________!
6. The Whalers know that they are going to have to __________________________________
after the game because they played so poorly. The coach will not be happy. This is the
fourth game the Whalers have lost.
7. The coach could not _____________________________________ when he saw Jake in the
extra-large uniform that was much too big. Instead, he broke out laughing.
8. The best part of the night for the Sea Lions was that Artie scored 20 points. Artie and that
basketball __________________________________________________________________.
Write a Sports Dialogue Work with a partner. Brainstorm some ideas for a dialogue that two sports
commentators or coaches might have about a basketball or baseball game. Write the dialogue on a
separate piece of paper. Use as many idioms from this lesson as you can. You may also want to use other
idioms you know or have recently learned.
Check Your Mastery

Directions Read each item. Then circle the letter of the idiom that best fits the situation.
1. It was really difficult for Jasmine not to laugh when she saw her brother in that silly
costume, but she didn’t.
A. face the music B. keep a straight face C. sit on the fence
2. Brigette had told her sister that she would be in big trouble if she even thought about
borrowing her new sneakers.
A. in the doghouse B. make ends meet C. when it rains, it pours
3. Joe didn’t know how he would have enough money to make it through the week on his
allowance. He’d spent most of it at the movies last night.
A. face the music B. get off to a flying start C. make ends meet
4. It really bothered Delilah that her best friend always had such a difficult time making
any kind of decision.
A. lightning never B. sit on the fence C. fit like a glove
strikes twice
5. On the first day of our vacation, we went to the beach. That evening, we went to an
amusement park. We were so glad that our vacation started happily.
A. get off to a flying start B. in the doghouse C. face the music
6. Mark wanted to stay up late Friday and Saturday night to watch special television
shows. His parents said he could only stay up late Saturday night. Mark was glad that at
least he got to stay up on Saturday night.
A. half a loaf is B. sit on the fence C. make ends meet
better than none
7. Mei-ling learned to ride a horse in a very short time. Horseback riding suits her.
A. face the music B. fit like a glove C. in the doghouse
8. Rodney got invitations to three different parties on the same night.
A. lightning never B. when it rains, it pours C. face the music
strikes twice
9. After Dad changed the flat tire, we continued on our trip. Dad said that we wouldn’t get
another flat.
A. fit like a glove B. lightning never C. sit on the fence
strikes twice
10. Theresa was not happy that she had to be punished for her behavior at the dinner table
last night.
A. make ends meet B. get off to a flying start C. face the music

DEFINITIONS
Lesson 26
face the music: to admit your mistake even
though you may be punished
fit like a glove: a perfect fit or match
get off to a flying start: to do well at something
right from the start
half a loaf is better than none: it is better to have
something rather than nothing
in the doghouse: to be in deep trouble
keep a straight face: able not to laugh or smile or
give one’s feelings away
lightning never strikes twice: something unusual
that happens once won’t happen again in
exactly the same way; disasters don’t happen
twice in a row
make ends meet: to be able to pay your bills
sit on the fence: to not be able to make up your
mind
when it rains, it pours: when one thing starts to
happen, everything starts to happen

397
SAMPLE SENTENCES
Lesson 26
Use Words in Context, page 378 (TP), 383 (SP) Put Words Into Action, page 379 (TP), 385 (SP)
1. I think it’s true that lightning never strikes twice because 1. Charisse had a good start at her gymnastics class.
nothing ever happens in exactly the same way two times.
2. Hasan had a hard time not laughing.
2. When my brother makes weird faces, I can’t keep a straight
3. Carlotta might get into a lot of trouble with her brother.
face.
4. Melissa is going to accept harsh words or punishment.
3. The sport that fits me like a glove is basketball.
5. Darnell will have to watch how he spends his money.
4. I wouldn’t want to be in the doghouse at school because
then my parents would be upset. 6. Bret means that even though he didn’t get the lead, he’s
happy to have been chosen at all.
5. It’s better to have some food than no food at all, because
half a loaf is better than none. 7. Ben means that the person is well suited to play the guitar.
6. If someone has to face the music, that person has to admit 8. Samantha’s grandmother means that Samantha probably
that he did something wrong and say he is sorry. won’t win another trip so she should have a great time.
7. It’s important not to spend more money than you have. It’s 9. Josh asked the question because Hari was taking a long time
important to make ends meet. to make his decision.
8. He or she could get off to a flying start by being friendly to 10. She meant that sometimes when one good thing happens,
all the kids. other good things happen.
9. Two friends call me. One asks me to go on a picnic on

Saturday. Another friend asks me to go on a hike on
Saturday. I might say: “When it rains, it pours!”
10. I think it’s a good idea to sit on the fence for a few days
when I have to make really important decisions.
403
GLOSSARY
F
face the music: to admit your mistake even
fit like a glove: a perfect fit or match
G
get off to a flying start: to do well at something
right from the start
H
half a loaf is better than none: it is better to
have something rather than nothing
I
in the doghouse: to be in deep trouble
K
keep a straight face: able not to laugh or smile
or give one’s feelings away
L
lightning never strikes twice: something
unusual that happens once won’t happen
again in exactly the same way; disasters
don’t happen twice in a row
M
make ends meet: to be able to pay your bills
S
sit on the fence: to not be able to make up your
mind
W
when it rains, it pours: when one thing starts to
happen, everything starts to happen
404

Meaning
420
Lesson 26 Lesson 26
face the music fit like a glove
get off to half a loaf is in the

a flying start better than none doghouse
keep a lightning never make

straight face strikes twice ends meet
Lesson 26 Lesson 26
sit on when it rains,

the fence it pours
447
to admit your mistake even
a perfect fit or match
it is better to have something to do well at something right

to be in deep trouble
rather than nothing from the start
something unusual that happens

once won’t happen again in able not to laugh or smile or give
to be able to pay your bills
exactly the same way; disasters one’s feelings away
don’t happen twice in a row
when one thing starts to happen, to not be able to make up your

everything starts to happen mind
448

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Nouns to Know

Read Words in Context

Connect Words and Meanings

Use Words in Context • Student Reproducible, p. 30

Put Words Into Action

Review and Share Give students an opportunity to share their

Review and Extend •Student Reproducible, p. 32

Check Your Mastery

If someone is warm and friendly, that person

Read Words in Context

Vocabulary Words The After-School Garden

Connect Words and Meanings

1. ______ agreement A. information or know-how and skill

2. ______ auditorium B. an exciting or remarkable sight or event

4. ______ issue D. a chance to do something

5. ______ knowledge E. buildings, land, and other things belonging to someone

7. ______ opportunity G. the way someone acts or does something

8. ______ property H. the idea or reason behind something

9. ______ quality I. topic to think about or decide on

10. ______ spectacle J. the fineness or worth of something

(continued on next page)

Connect More Words and Meanings

12. what you have to have to go from one place to another 2

13. a set of rooms to live in within a larger building 4

14. how a person, animal, place, or thing looks or feels

Use Words in Context

3. What would you like to learn about from a speaker? _____________________________

4. What activity takes place in the school auditorium? ______________________________

8. How does your school want students to behave on school property?

Put Words Into Action

What Words Describe It?

What Are Some Examples?

Review and Extend

there are many _______________________ to do these things.

_______________________ have stages with special lighting and a curtain.

_______________________ say that students can stay after school to practice.

_______________________ became smoother the more they practiced.

_______________________ fun to watch.

Check Your Mastery

1. Why might it be fun to live in a building with many apartments? ______________________

5. Why is it important to keep a bike in good condition? _______________________________

6. A good place to see a class play is in the school ______________________.

7. If a coat is poorly made, it is not of good ______________________.

There are no symbols used in this pronunciation system (Scholastic

3. I would like to hear a speaker tell about whales and

5. The spectacle I would like to be in is a parade because I

Put Words Into Action, page 24 (TP), 31 (SP)

5. The circus is an example of a spectacle.

6. A fireworks display is an example of a spectacle.

7. An annual parade is an example of a spectacle.

8. An airplane show is an example of a spectacle.

Check Your Mastery, page 26 (TP), 33 (SP)

Word My Thinking Meaning

Word Meaning Map

What Is It? (Definition)

What Words Describe It?

What Are Some Examples?

agreement apartment auditorium

Lesson 1 Lesson 1 Lesson 1

basis condition issue

Lesson 1 Lesson 1 Lesson 1

knowledge manner movement

(nol-ij) (man-ur) (moov-muhnt)

3. 10.

6. 11.