Practice Book Grade 3

Name

Summary Boom Town The discovery of gold in California brought new settlers with dreams of striking it rich. Some prospectors brought their families and everything they owned. The new settlers needed food, clothes, banks, and schools. In one short year, a town would rise where there had been only a field of wildflowers.

Activity Build a Boom Town Imagine that your family just sold all of its possessions and hopped on a stagecoach going to California. Together, talk about what you will need when you get there and where you might find those things.

Comprehension Skill © Pearson Education 3

Realism and Fantasy Realistic stories tell about something that could happen. A fantasy is a story about something that could never happen.

Activity What Happened Today? Ask family members to tell you about things that happened to them today. Ask them to tell things that really did happen and some things that could never happen. Guess which happened and which did not and explain how you could tell.

Practice Book Unit 1

14519_U1W1_PB_001-002 1

Family Times

1 9/14/05 8:31:58 PM

Lesson Vocabulary

Grammar

Words to Know

Sentences

Knowing the meanings of these words is important to reading Boom Town. Practice using these words to learn their meanings.

A complete sentence tells a complete idea, begins with a capital letter, and ends with an end mark.

Vocabulary Words

Not a Sentence: chewing on a bone playing on the grass

business the work one does to make money coins pieces of metal used as money fetched to have gone after and brought back something laundry place where clothes are washed and ironed mending fixing; repairing

Activity Making Sentences Players take turns offering a sentence or a part of a sentence. The other players say “sentence” if the sentence is complete. If the phrase is not a sentence, they offer ways to make it a complete sentence.

pick a pointed tool used to break rocks and loosen dirt skillet a shallow pan with a handle, used for frying spell a period of time

Not a Sentence are beautiful ten blue balloons jumping up and down

Sentence ful. Flowers are beauti rise. Ten blue balloons are Crazy kangaroos wn. jumping up and do

© Pearson Education 3

boom a time of fast growth

Sentence: The dogs run across the grass. They bark happily.

Practice Tested Spelling Words

2

Family Times

14519_U1W1_PB_001-002 2


9/14/05 8:32:01 PM

Boom Town

Name

Realism and Fantasy

•

Prior Knowledge

• A realistic story tells about something that could happen. • A fantasy is a story about something that could never happen. • Use your prior knowledge and connect what you read with what you already know to help your understanding. You can also use prior knowledge to judge whether a story is realistic or a fantasy.

Directions Read the following passage.

M

arcus is a cowboy and Sam is his special horse. Marcus put the saddle on Sam, and then he got on to ride away. As they left the corral, Sam spread his wings and flew over the fence. They landed in a meadow far away.

“That was fun,” said Marcus. “Now let’s fly across the Rocky Mountains.” “Okay,” said Sam, and he flew over the mountains to the Pacific Ocean. Then he flew back home again. “You’re the best horse I’ve ever had,” Marcus said to Sam.

Directions Complete the chart. Tell what happens and whether it could happen or not. Then tell if the story is a realistic story or a fantasy. Explain why. What Happens?


Sam flies over the fence.

Could This Happen? (Check one)

Yes

No

Yes

No

This story is a

Home Activity Your child identified a story as a fantasy by finding things that happen in the story that could not happen in real life. Discuss familiar books with your child and ask your child to tell whether the story is a realistic story or a fantasy.


14519_U1W1_PB_003-003 3

Comprehension

3 9/14/05 8:32:06 PM

Boom Town

Name

Vocabulary Directions Choose the word from the box that best matches each definition. Write the word on the line. ____________________ 1. went after or got fetched ____________________ boom

2. fast-growing

____________________ mending

3. repairing

____________________ spell

4. a period of time

____________________ skillet

5. a frying pan

Check the Words You Know boom business coins fetched laundry mending pick skillet spell

Directions Choose the word from the box that best matches each clue. Write the word on the line. ____________________ pick

6. This is a tool used for breaking up rocks.

____________________ coins

7. People use these metal pieces to pay for things.

____________________ laundry

8. This is where you might find stacks of dirty clothes.

____________________ business

9. A gas station and grocery store are examples of this.

____________________ 10. Sewing skills are needed for this task. mending

Write a Movie Script © Pearson Education 3

On a separate sheet of paper, tell what would happen in a movie you might make about life in a fast-growing town long ago. Identify the main characters and describe key events in the beginning, middle, and end of the story. Use as many vocabulary words as possible. Students’ writing

should incorporate lesson vocabulary in a description of main characters and sequence of events from a movie about life in a boom town long ago. Home Activity Your child identified and used vocabulary words from Boom Town. With your child, read a story or nonfiction book about the California Gold Rush. Discuss what it might have been like to live during that period of time. Encourage your child to use vocabulary words in your conversation.

4

Vocabulary

14519_U1W1_004-004 4


3/1/05 3:47:54 PM

Boom Town

Name

Vocabulary

•

Context Clues

• Homonyms are words that are pronounced and spelled the same but have different meanings. • Use the words and sentences around the homonym to help you figure out what it means.

Directions Read the following passage about life during the Gold Rush. Then answer the questions below. Look for context clues as you read.

O

ur family decided to head West after we heard about the discovery of gold. As the boat carried us away, we waved to our friends standing on the bank of the river watching us leave. Once we reached the West, it didn’t take long to see that we weren’t going to strike it rich as miners. For a short spell, we didn’t know how we would live. Then Dad had an idea.

He decided the boom town that had grown so quickly near the mines needed a store. The store would sell tools and other supplies that miners needed. The first day we opened, Dad sold a pick and a shovel. After that, business just kept growing.

1. What does leave mean in this passage? What clues help you to determine the meaning? 2. What are two meanings for bank? What clues tell you the word’s meaning here?


3. What does spell mean in this passage? 4. What does boom mean in this passage? What clues help you know this? 5. In this passage, is a pick something you use or something you do? What clues help you to figure this out? Home Activity Your child used context clues to understand homonyms—words that are pronounced and spelled the same but have different origins and meanings. Provide sentences with homonyms such as ball (a round object/a formal dance) or bat (a flying animal/a club). Ask your child to use context clues to determine the meaning of each homonym.


14519_U1W1_PB_005-005 5

Vocabulary

5 9/14/05 8:32:10 PM

Boom Town

Name

Character Directions Read the following passage. Then answer the questions below.

M

ona’s parents own a laundry business. Mona’s mother also does mending. Mona always stops in after school. She likes the smell of soap and the noise of coins going into the laundry machine slots. “Hello, dear,” says Mom when Mona enters the laundry. “How was school today?” “Fine,” says Mona. She watches as Mom stitches the hem in a pair of pants. “I need more blue thread,” Mom says to Mona. “Would you mind fetching some for me?”

Mona goes over to her mother’s sewing box. She picks out more blue thread and takes it to her mother. Then she hears a noise at the back door. “That must be your father returning from his errands,” says Mom, as Dad pops into the room. “Howdy!” Dad says, setting down boxes of laundry soap. Mona looks at his cheerful expression and feels happy.

1. Who are the characters in the story?

2. What word in the story tells you what Mona’s father is like?

3. How do you know that Mona likes going to the laundry?

5. Write a description of Mona’s mother. Tell what she is like and how you know.


4. What does Mona do that tells you she is helpful?

Home Activity Your child identified character traits for several characters in a realistic story. Read a story together that has several characters. Tell who are the characters in the story. Discuss the character traits, or qualities, of each of the characters.

6

Comprehension

14519_U1W1_PB_006-006 6


9/14/05 8:32:13 PM

Boom Town

Name

Realism and Fantasy

•

Prior Knowledge

• A realistic story tells about something that could happen. • A fantasy is a story about something that could never happen. • Use your prior knowledge and connect what you read with what you already know to help your understanding. You can also use prior knowledge to judge whether a story is realistic or a fantasy.

Directions Read the following passage. Then answer the questions below.

J

ames and Ted want to go to baseball camp, but they don’t have enough money. “Why don’t we sell lemonade?” James said to Ted. “We could put a stand at the corner.”

So the two brothers mixed up some lemonade in a pitcher. Then they made a sign that said: LEMONADE 25¢ The boys sold 5 pitchers of lemonade and made $10. “Let’s keep selling until we have enough for camp,” said Ted.

1. Could two brothers sell lemonade and make money? 2. Is it possible for two boys to make lemonade? 3. Do you think the boys could have made $10 in real life?


4. Is this story a realistic story or a fantasy? Explain.

5. What did you already know that helped you decide whether the story is realistic or not?

Home Activity Your child was asked questions to decide whether a story was a realistic story or a fantasy. Ask similar questions when you read stories together. Have your child explain his or her answer using prior knowledge.


14519_U1W1_PB_007-007 7

Comprehension

7 9/14/05 8:32:17 PM

Boom Town

Name

Realism and Fantasy • A realistic story tells about something that could happen. • A fantasy is a story about something that could never happen.


W

hen the Kellys came across the sea to America, Dad got a job sweeping streets. Everyone else got a job at the mill. Mom wove cloth at a loom. Patrick swept floors. Missy was a bobbin girl. She put new spools of thread on the machines when they were empty.

Mom made a dollar a day. The children made only a few pennies. “I wish you didn’t have to work,” said Dad. “But we need the money.” “We’ll never get rich,” said Patrick. “Maybe someday we’ll start our own business,” said Mom. “Then we’ll make more money.”

Directions Complete the chart. Tell what happens and whether or not it could happen. Then tell if the story is a realistic story or a fantasy. Explain why. What Happens?

Dad gets a job sweeping streets.

Could This Happen? (Check one)

Yes

No


Yes No Answers will vary, but they should be events that are told in the passage. This story is a realistic story because the characters and events could happen.

Home Activity Your child identified a story as a realistic story by determining that events in cotton mills one hundred years ago could have happened. Tell your child about events that happened a long time ago. Also, make up some things that could not happen. Ask your child to tell whether the events could really happen or not.

8 14519_PB_008 8

Comprehension


3/23/05 9:47:21 PM

Boom Town

Name

Short Vowels Directions Choose the word with the short vowel sound in the first syllable to complete each sentence. Write the word on the line. ____________________

1. My mom works in a big (hotel/hospital).

____________________

2. She got the job last (April/winter).

____________________

3. She works for a (doctor/painter).

____________________

4. Mom writes (poems/messages).

____________________

5. She uses a (pencil/notepad).


Directions Circle the word with the short vowel sound in the first syllable. Then underline the letter that stands for that short vowel sound. 6. happen

higher

hoses

7. miner

problem

music

8. paper

private

puppet

9. lately

lettuce

likely

10. trial

toaster

tunnel

11. napkin

native

notebook

12. spoken

spider

signal

13. baby

basket

biker

14. sister

safety

season

15. tasteful

timer

tennis

Home Activity Your child identified words with a short vowel sound in the first syllable, such as happen, lettuce, and tennis. Have your child make a collage of magazine pictures showing items that have a short vowel sound in the first syllable of each item’s name. Help your child label each picture.


14519_U1W1_PB_009-009 9

Phonics Short Vowels

9 9/14/05 8:32:20 PM

Boom Town

Name

Advertisement/Poster An advertisement is an announcement that tries to persuade readers, listeners, or viewers to do or buy something or to feel a particular way about something. An advertisement sometimes appears on a poster or sign.

Directions Use the poster advertisement to answer the questions that follow.

1. What does the advertisement/poster want readers to do?

2. What is one reason for buying goods from this trading post?

4. What words are used to help persuade readers?

5. What slogan, or saying, does the advertisement use to describe items sold in the store?


3. What kind of people might shop at the trading post?

Home Activity Your child used a poster advertisement to answer questions. Have your child create a poster to “sell” one of his or her favorite toys. Encourage your child to use persuasive words and ideas on the poster.

10

Research and Study Skills

14519_U1W1_PB_010-010 10


9/14/05 8:32:24 PM

Name

Summary What About Me? Once there was a boy who hungered for knowledge. So he went to see a Grand Master who might teach him. But the Grand Master sent him on a hunt for a carpet, which led to a search for thread, and then to a search for goat hair, goats, a goat pen, and a wife for the carpenter. As the boy worked to help others get what they needed, he learned that the best gifts come when a person is giving and that knowledge can come when we least expect it.

ART per spec

Activity What Can I Do For You? Together, spend an hour doing something for someone else. You might make a neighbor cookies, fix a broken toy for your brother or sister, or leave fun notes for those you love. How did doing something for someone else make you feel? What gift did you get from giving?


Sequence Sequence is the order in which things happen in a story—what happens first, next, and last. Picturing the story in your mind as you read may help you remember the order of events.

Activity Teach Me How Think about one of your skills. Are you a good helper in preparing dinner? Can you change your own bicycle tire? Take turns explaining the steps needed to do the task correctly in the order in which they must occur.


14519_PB_011-012 11

Family Times

11 3/30/05 5:46:40 PM

Lesson Vocabulary

Grammar

Words to Know

Subjects and Predicates

Knowing the meanings of these words is important to reading What About Me? Practice using these words.

A sentence tells a complete idea with a subject and predicate. A subject tells who or what the sentence is about. A predicate tells what the subject is or does. In the following sentences, the subject is underlined and the predicate is circled.

Vocabulary Words carpenter a person who builds and repairs houses and other things made of wood

The boys climb the tree.

carpetmaker a person who makes carpets

They laugh and play.

knowledge an understanding that is gained through experience or study

Activity

merchant a person whose business is buying goods and selling them for a profit plenty more than enough of something straying wandering or lost thread very thin cord used in sewing and in weaving cloth

Noun

Verb

cats

nap

Ten silky cats nap in the afternoon sun.


marketplace a place where food and other products are bought and sold

Put It All Together This activity works well on a quick trip in the car or even in line at the supermarket. The first player says a noun and a verb. The other players take turns coming up with the best complete sentence using those two words.


12

Family Times

14519_U1W2_PB_011-012 12


9/14/05 8:32:31 PM

What About Me?

Name

Sequence

•

Summarize

• Sequence is the order in which things happen in a story—what happens first, next, and last. • Sometimes a writer uses clue words such as first, so, then, and at last. • Good readers sum up as they read and remember important events in the order they happened.


F

irst, Cisco raked leaves for Mrs. Rey. He put the leaves into four piles on the lawn. Cisco could not put the leaves in plastic bags by himself. So Cisco asked his brother Rico to help.

Rico held the bags open, and then Cicso dumped leaves inside. When a bag was full, Cicso tied it at the top. At last they were done, and Mrs. Rey gave Cisco twenty dollars. Cisco gave Rico five dollars for helping.

Directions Write these sentences in the correct place on the organizer. • Cisco put leaves in a bag. • Mrs. Rey paid Cisco $20. • Cisco asked Rico to help. • Cisco raked the leaves. 1. First

Cisco raked the leaves. 2. Next

Cisco asked Rico to help. 3. Then © Pearson Education 3

Cisco put leaves in a bag. 4. Last

Mrs. Rey paid Cisco $20. 5. On another piece of paper, use the sentences to write a summary of the story.

Cisco raked leaves. He asked Rico to help. Cisco put the leaves in a bag. Mrs. Rey paid Cisco $20. Home Activity Your child put events from a story in the order they happened. Read a simple story to your child. Name events from the story by asking, “What are some things that happened in the story?” Then ask your child to retell the story putting the events in the order they happened.


14519_PB_013 13

Comprehension

13 3/22/05 3:18:02 PM

What About Me?

Name

Vocabulary Directions Write the word from the box that best completes each sentence. Check the Words You Know carpenter carpetmaker knowledge marketplace

1. Sara had

merchant plenty straying thread

of clothes to mend.

2. She needed to buy

for sewing.

3. She walked to the

to go shopping.

4. She found a

who sold what she wanted.

5. Later she talked to the

about a new rug.

Directions Write the word from the box that best matches each clue. 6. a person who builds with wood 7. a lot 8. wandering or roaming 9. facts and ideas

Write an Interview On a separate paper, write five questions you could ask a carpenter, merchant, or a carpetmaker. Answer each question. Use as many vocabulary words as possible.


10. someone who makes rugs

Home Activity Your child identified and used vocabulary words from What About Me? With your child, act out a conversation that might have taken place in an old-time village marketplace. Use vocabulary words as you and your child discuss what you are buying or selling.

14 14519_PB_014-014 14

Vocabulary


3/22/05 9:56:14 PM

What About Me?

Name

Vocabulary

•

Word Structure

• Sometimes you may come across a word you don’t know. The word may be a long compound word made up of two small words. • If you know the meaning of the small words, it will help you figure out the meaning of the long compound word.

Directions Read the riddle. Then circle the compound word that solves the riddle. 1. I take care of goats. I watch them during the day. I watch them at night. Who am I? goatkeeper goaltender 2. I sit and weave all day. I make wonderful patterns of many colors. I make things you put on your floor and walk on. Who am I? coverup carpetmaker 3. I raise goats. When they are big, I sell them to people. Who am I? cowboy goatseller 4. I help people get married. I help a man meet a woman that he will like. I help a woman meet a man she will like. Who am I? matchmaker firefighter 5. I am a place where people go to buy things. There are many people selling things here. There are many people buying things here. What am I? doorknob marketplace


6. I am a place for children. I have swings and monkey bars. I have many things that children can play on. What am I? playground outline 7. Birds live inside me. I have a perch for them to sit on. I have cups for food and water. What am I? cardboard birdcage 8. I own a store. I help my customers. I stand behind the counter. People who buy things in my shop pay me. Who am I? shopkeeper airport

Home Activity Your child used word structure to figure out the meaning of unfamiliar compound words. Read a newspaper article or store advertisement with your child. Encourage your child to identify unfamiliar compound words by defining the small words that make up each compound word.


14519_U1W2_PB_015-015 15

Vocabulary

15 9/14/05 8:32:36 PM

What About Me?

Name

Author’s Purpose Directions Read the following passage. Then answer the questions below.

A

carpenter made a beautiful table. He asked his mule to help him take the table to the marketplace. The carpenter tied the table to the mule’s back, and they started down the path. Soon the mule was tired. The mule saw some shade under a large tree, but he kept going.

Then the mule saw a stream of fresh water. The mule wanted to take a drink, but he kept going. Finally, they arrived at the town. The carpenter sold the table to a merchant. Then he put the mule in the shade and gave the mule plenty of water and food to eat. Moral: Working hard leads to a reward.

1. What did the mule get as a reward for his hard work?

2. The mule wants to stop twice on the trip to town, but he doesn’t. Why do you think the author tells us this?

3. Why do you think the author writes mainly about the mule?


4. What does the reader learn about the most in this story—travel, hard work, or how to behave? Explain.

5. Why did the author most likely write this selection?

Home Activity This story is a fable, or a short story that teaches a lesson. Your child answered questions about the author’s purpose, or the reason an author writes a story. After reading a story with your child, stop to discuss why the author wrote the story. Some reasons are to persuade, to entertain, to inform, or to express feelings.

16

Comprehension

14519_U1W2_PB_016-016 16


9/14/05 8:32:39 PM

What About Me?

Name

Sequence

•

Summarize

• Sequence is the order in which things happen in a story—what happens first, next, and last. • Sometimes a writer uses clue words such as first, so, and then. • Good readers sum up as they read and remember important events in the order they happened.


G

eorge wanted a blue kite. He didn’t have a kite of his own, but he had lots of marbles and a plan. First, he would ask Tammy if she would trade stickers for some marbles. Tammy said,“Okay, I do want some marbles, but why do you want stickers?” “You’ll see,” said George. Then, George took the stickers to Sam. He asked Sam to trade his blue kite for

the stickers. Sam was excited to see his favorite stickers, so he traded with George. “That was my plan,” said George. “Now we all have something we wanted!” Finally, George unwrapped the blue kite. He held on tight to the string. The kite flew into the sky. George was happy.

1. Who had the marbles first?

2. Who got the marbles next?

3. What did Tammy give to George?


4. The last event to happen in the story is George flying the kite. What clue word lets you know that?

5. Write a summary of the story.

Home Activity Your child answered questions about the order in which events happened in a story. As you read other books together, write some of the events on cards. Then ask your child to put the cards in the correct order.


14519_U1W2_PB_017-017 17

Comprehension

17 9/14/05 8:32:42 PM

What About Me?

Name

Sequence • Sequence is the order in which things happen in a story—what happens first, next, and last. • Sometimes a writer uses clue words such as first, so, then, and after.


A

shepherd named Kit sat by the sea as his sheep ate grass nearby. I should sell the sheep and become a merchant, thought Kit. And so he did. Then Kit bought some apples. He put the apples on a wagon to take them to market.

It began to storm. The wind blew strong. The wagon fell over and all of the apples were ruined. After that, Kit wished he would have kept his sheep.

Directions Write these sentences in the correct place on the organizer. • The wagon fell over. • Kit bought some apples.

• Kit sold his sheep. • Kit sat by the sea.

1. First

2. Next


3. Then

4. Last

Home Activity Your child put events from a story in the order they happened. Read a simple story to your child. Write four events from the story on cards. Ask your child to arrange the cards in the order the events happened in the story.

18

Comprehension

14519_U1W2_PB_018-018 18


9/14/05 8:32:46 PM

What About Me?

Name

Plurals Directions Use the plural form of each word in ( ) to complete each sentence. Write the word on the line. ____________________

1. Tanya put her hands into her (pocket).

____________________

2. She pulled out a handful of (penny).

____________________

3. She also found two (pencil).

____________________

4. She traded each pencil for two boxes of (paint).

____________________

5. She used the money to buy two new (brush).

____________________

6. She filled (glass) with water for cleaning her brushes.

____________________

7. She painted a forest filled with trees and (bush).

____________________

8. She made pictures of (beach) and waves.

____________________

9. She showed (family) having fun together.

____________________ 10. Tanya gave away many (copy) of her pictures.


Directions Write the plural form of each word below. 11. lady

____________________

16. supply

___________________

12. dish

____________________

17. fox

___________________

13. class

____________________

18. boss

___________________

14. peach ____________________

19. list

___________________

15. kiss

20. book

___________________

____________________

Home Activity Your child wrote plurals—words naming more than one person, place, or thing. Ask your child to look around a room in your home and tell what he or she sees. Work with your child to write a list of twenty things in the room. Ask your child to write the plural form of each word.


14519_U1W2_PB_019-019 19

Phonics Plurals

19 9/14/05 8:32:49 PM

What About Me?

Name

Alphabetical Order Entries or subjects in encyclopedias, dictionaries, and indexes are listed in alphabetical order, so you can find information quickly and easily. When two entries or subjects have the same first letter, alphabetize by the second letter. If the second letters are also the same, alphabetize by the third letter, and so on. See how these occupation entries have been alphabetized in an index.

Accountant, 12 Actor, 22 Auto mechanic, 32 Bank Teller, 34 Barber, 8 Bus Driver, 10

Butcher, 35 Carpenter, 18 Carpet Installer, 20 Cashier, 9 Chef, 7 Computer Operator, 6

Counselor, 14 Dancer, 23 Dentist, 29 Designer, 24 Educator, 26 Engineer, 19

Directions Put these words from What About Me? in alphabetical order. Use the index example above to help you. moral wise weave spinner merchant

1.

6.

2.

7.

3.

8.

4.

9.

5.

10.


master carpet work thread spun

Home Activity Your child put words in alphabetical order. Give your child a list of 5 names of family members and/or friends. Ask him or her to put the names in alphabetical order.

20


14519_U1W2_PB_020-020 20


9/14/05 8:32:52 PM

Name

Summary Alexander, Who Used to Be Rich Last Sunday Alexander is the youngest of three brothers who each receive a dollar from their visiting grandparents. He means to save the dollar to buy a walkie-talkie, but over the course of the day he spends some of it, loses some of it, and must use some of it to pay for bad decisions. At the end of the day, his dollar is gone, so he sits and thinks about where the money went and how he feels about it all.

ART per spec Activity High Finance This week, keep track of how much money you spend. What do you spend each day on bus fare, hot lunch, drinks, and other items? Together, discuss how you might save money for something you want. Set a goal and talk each day about your progress toward your savings goal.


Comprehension Skill Sequence Sequence is the order in which things happen in a story. Sometimes a writer uses clue words like first, then, next, and finally.

Activity All Mixed Up Take turns telling stories about the events of your day, but mix up the order of events. Then have the listener try to figure out the correct order of events using prior knowledge and clues in your story.


14519_U1W3_PB_021-022 21

Family Times

21 9/14/05 8:32:56 PM

Lesson Vocabulary

Grammar

Words to Know

Statements and Questions

Knowing the meanings of these words is important to reading Alexander, Who Used to Be Rich Last Sunday. Practice using these words.

A statement tells something. It begins with a capital letter and ends with a period. A question asks something. It begins with a capital letter and ends with a question mark.

Vocabulary Words

Statement: Today is sunny.

college a school that offers higher education than high school

Question: What is the weather today?

dimes coins in the United States equal to ten cents

Activity

downtown the main part or business part of a town fined punished by making someone pay money for breaking a rule

Ask and Tell Players take turns thinking of a question. Each partner responds with two statements that answer the question. Players then switch roles.

nickels coins in the United States equal to five cents rich having much money, land, or other valuable things quarters coins in the United States equal to twenty-five cents

I like all brown dogs.

What kind of dog do you like?


I like enormous dogs with thick fur.


22 14519_PB_021-022 22

Family Times


3/30/05 5:46:18 PM

Alexander

Name

Sequence

•

Visualize

• Sequence is the order in which events happen in a story. Look for these clue words: first, after, finally. • As you read, visualize the characters and what is happening to help keep track of the sequence of events.


F

irst, Frankie put five dollars in the bank. Dad said they would do this every month. After four months, Frankie thought, “I have twenty dollars in the bank!” After eight months, Frankie thought, “I have forty dollars in the bank!”

Finally, Frankie had saved for one year. He got a letter from the bank. It said that Frankie had sixty-five dollars in the bank. “But I saved only sixty dollars,” said Frankie. “You made five dollars this year,” said Dad. “The bank pays you for keeping money in the bank.”

Directions Write the important events in the correct place on the timeline. Then answer the question. 1. First Month 5 .00 $

3. After eight months $ 40 .00


2. After four months $ 20 .00

4. After one year $ 65 .00

5. Picture Frankie in your mind when his dad tells him that he made five dollars. Describe what Frankie looks like.

Frankie has a smile on his face.

Home Activity Your child ordered events in a story. Name four events that happened in your family during the last year. Do not tell them in the order they happened. Ask your child to put them in the correct order. Encourage your child to use the words first, then, next, and finally.


14519_PB_023 23

Comprehension

23 3/31/05 1:21:12 PM

Alexander

Name

Vocabulary Check the Words You Know college dimes downtown fined

nickels rich quarters

Directions Draw a line to match each word with its definition. 1. rich

coins worth ten cents each

2. nickels

having much money

3. fined

center of town

4. dimes

ordered to pay money for breaking a law

5. downtown

coins worth five cents each

Directions Write the word from the box that best completes each sentence. 6. Tina saved most of her money to pay for 7. Her piggy bank was so full that she felt

. .

8. One day, Tina and her mother went

to shop.

9. They got a parking ticket and were

one dollar. to pay the fine.

Write an Essay On a separate sheet of paper, write an essay explaining why it is important to save. Use as many vocabulary words as possible.


10. Tina gave her mother four

Home Activity Your child identified and used vocabulary words from Alexander, Who Used to Be Rich Last Sunday. Ask your child to help you count loose coins, such as nickels, dimes, and quarters. Talk about their value, what you or your child could do with them and why it is important to save money. Use as many vocabulary words as possible.

24

Vocabulary

14519_U1W3_PB_024-024 24


9/14/05 8:33:04 PM

Alexander

Name

Vocabulary

•

Glossary or Dictionary

• Sometimes you come across a word you don’t know. You can use a glossary or a dictionary to find the meaning of the unfamiliar word. • A glossary has the meanings of important words in a book. A dictionary has the meanings of many words. Both have words in alphabetical order.

college n. a school one attends after high school dime n. a coin worth ten cents downtown n. a part of a city or town with stores and offices

fined v. money paid as punishment for doing something wrong quarter n. a coin worth 25 cents, or one-quarter of a dollar rich adj. having a lot of money

Directions Each sentence has one underlined word. Use the dictionary entries above to find the meaning. Write the meaning of the word on the line. 1. I gave the man four quarters, and he gave me one dollar.

2. My dad fined me one dollar for not doing my chores.

3. The rich man had a large house with a swimming pool.

4. When Grandma was little, it cost two nickels to ride the bus downtown.


5. My babysitter goes to college to study teaching.

6. On holidays my Aunt Dee comes for dinner and always gives me ten dimes.

Home Activity Your child used sample dictionary entries to learn the meaning of unfamiliar words. Read a story or magazine article about money together and look up unfamiliar words. Encourage your child to look up unfamiliar words in the dictionary while reading.


14519_U1W3_PB_025-025 25

Vocabulary

25 9/23/05 2:36:04 PM

Alexander

Name

Draw Conclusions • A conclusion is a decision you reach after you think about details and facts. • As you read, think about the details and facts and what you already know to draw conclusions about characters and the things that happen.


P

eter works at a store after school. On Monday, Mrs. Wick asks Peter to stack cans of beans. She gives Peter five nickels. When Peter goes home, he puts the nickels in his nickel jar. On Wednesday, Mrs. Wick asks Peter to sweep the floor. She gives Peter three dimes. When Peter goes home, he puts the dimes in his dime jar.

On Friday, Mrs. Wick asks Peter to take a sack of food to the lady next door. She gives Peter a quarter. When Peter goes home, he puts the quarter in his quarter jar. That weekend, Peter looks at his jars of money. I’m not rich, he thinks, But someday I will use this money to go to college.

1. How do you know that Peter is a hard worker?

2. Which days does Peter probably work each week?

3. Why do you think Peter has a job?


4. How much money did Peter earn this week?

5. How do you think Peter feels as he looks at the money in his jars?

Home Activity To answer the above questions, your child practiced the skill of drawing conclusions. The author does not always tell everything in a story. Sometimes, readers have to draw conclusions to understand what happened. Read a realistic fiction story with your child. Ask your child questions that require drawing conclusions.

26

Comprehension

14519_U1W3_PB_026-026 26


9/14/05 8:33:10 PM

Alexander

Name

Sequence

•

Visualize

• Sequence is the order in which events happen in a story. Look for these clue words: first, then, next, and last. • As you read, visualize the characters and what is happening to help keep track of the sequence of events.


T

ina’s mother liked to look at rainbows. Tina decided to make her mom a rainbow. First she found some red and orange buttons which she glued onto a piece of paper. Then Tina used the glue and added some yellow and green glitter under the red and orange buttons.

Next she glued some old scraps of blue and indigo colored fabric under the yellow and green glitter. Last she used some violet colored paint to finish her work of art. Now her mom can see a beautiful rainbow at any time.

1. When did Tina find the red and orange buttons?

2. What did Tina glue on the paper after the red and orange buttons?

3. When did Tina use the scraps of blue and indigo colored fabric?


4. What color did Tina use last?

5. Picture the sequence that Tina followed. Why did she do things in this order?

Home Activity Your child answered questions about the order that events happened in a story. Write the events from this story on cards or pieces of paper. Ask your child to put the cards in the correct order.


14519_U1W3_PB_027-028 27

Comprehension

27 9/14/05 8:33:14 PM

Alexander

Name

Sequence • Sequence is the order in which events happen in a story. Look for these clue words: first, next, then, and last. • As you read, visualize the characters and what is happening to help keep track of the sequence of events.


F

irst, Ben took the money out of his piggy bank. He had three dollars and twenty-five cents. Not enough money, he thought. Then, Inez raked leaves. She got one dollar. We need more money, she thought.

Next, Alex found three quarters in the sofa. Now we have enough money, he thought. Finally, the children went to the store. They got a vase for their mother’s birthday. The vase cost five dollars.

Directions Write the money amounts from the story in the correct place on the time line. Then answer the question. 3. Next, Alex finds ¢.

2. Then, Inez gets $ .00.

4. Finally, the children spend $ .00. © Pearson Education 3

1. First, Ben has $ .25.

5. What do you think will happen next?

Home Activity Your child puts events from a story in the order they happened. Remind your child of an event you did together recently. It can be as simple as picking up toys or getting ready for bed. Ask your child to tell what you did first, then, next, and last.

28

Comprehension

14519_U1W3_PB_027-028 28


9/14/05 8:33:16 PM

Alexander

Name

Base Words and Endings Directions Add -ed and -ing to each word on the left. Remember that you may have to double the last consonant, drop the final e, or change y to i. Word

-ed

-ing

plan

planned

planning

1. please

_______________ pleased

_______________ pleasing

2. use

_______________ used

_______________ using

3. shop

_______________ shopped

_______________ shopping

4. worry

_______________ worried

_______________ worrying

5. tug

_______________ tugged

_______________ tugging


Directions Add -er and -est to each word on the left. Remember that you may have to double the last consonant, drop the final e, or change y to i. Word

-er

-est

heavy

heavier

heaviest

6. great

_______________ greater

_______________ greatest

7. easy

_______________ easier

_______________ easiest

8. thin

_______________ thinner

_______________ thinnest

9. angry

_______________ angrier

_______________ angriest

_______________ bigger

_______________ biggest

10. big

Home Activity Your child wrote words that ended with -ed, -ing, -er, and -est. Work with your child to write a story using the words on the page above. Before the writing begins, ask your child to review the words he or she wrote and think about ways to use the words.


14519_U1W3_029-029 29

Phonics Base Words and Endings

29 3/1/05 3:47:04 PM

Alexander

Name

Skim and Scan Readers skim to find the main idea of a text. Skimming is reading quickly and not reading every word. To skim, read titles, headings, and some sentences. Readers scan to look for certain words or phrases. Scanning can be used to find out if a text or resource has the information a reader wants or if it answers a question.

Directions Skim or scan the chart to answer each question. Making and Using Money How to Earn It

• Do yard work for neighbors

• Do odd jobs

How to Save It

• Put it away where you won’t see it all the time

• Put it in the bank

• Return bottles and cans

How to Spend Wisely

• Make a list of things you want

• Spend money only on things on the list

for cash 1. What kind of information is in the first column?

2. What is one way to earn money?

3. Who might skim the information in this table?


4. What is one way to save money?

5. Which column would you read to find ways to buy what you want?

Home Activity Your child has learned to skim and scan text. Have your child skim and scan a newspaper or magazine article to determine the main idea.

30 14519_PB_030 30



3/30/05 10:39:38 PM

Name

Summary If You Made a Million In this story by David M. Schwartz, a friendly magician shows you the relative size of different amounts of money. Looking at gradually larger amounts of money, the magician takes you from a simple penny to a million dollars. Along the way, he explains interest in a savings account, the use of checks, and the way a bank loan works. At the end, the magician sums up his lessons by reminding the reader that “Making money means making choices.”

ART per spec Activity Is It Worth It? As you run errands together, such as purchasing groceries or buying gas, look at the total amount of the purchase. How much is that worth? For example, thirty dollars worth of gas might buy 25 loaves of bread or one video game. Which is the best use of your money? What circumstances might affect your answer?


Comprehension Skill Realism and Fantasy Realistic stories tell about something that could happen. A fantasy is a story about something that could never happen.

Activity What Could You Buy? Describe things you would want to buy if you had a million dollars, such as a flying carpet or enough ice cream to fill up your kitchen. Explain whether each thing could really be bought or could never be bought.


14519_U1W4_PB_031-032 31

Family Times

31 9/14/05 8:33:20 PM

Lesson Vocabulary

Grammar

Words to Know

Commands and Exclamations

Knowing the meanings of these words is important to reading If You Made a Million. Practice using these words.

A command tells someone to do something. It begins with a capital letter and ends with a period. An exclamation tells something with very strong emotion. It begins with a capital letter and ends with an exclamation point.

Vocabulary Words amount the sum of two or more numbers or quantities

Command: Put the cup on the table.

check a written order directing a bank to pay a certain amount of money to the person named

Exclamation: This apple is delicious!

earned deserved or won because of hard work or good behavior

What Kind? Players take turns thinking of a sentence. Each partner responds by naming the kind of sentence. Players then switch roles.

expensive having a high price; very costly interest money that is paid for the use of borrowed or deposited money million 1,000,000 thousand 1,000

Activity

statement question command exclamation

Look Is it The sun is The sky sunny out the so bright! is blue. today? window.

value the worth of something in money


worth equal in value to


32

Family Times

14519_U1W4_PB_031-032 32


9/14/05 8:33:23 PM

If You Made a Million

Name

Realism and Fantasy • Monitor and Fix Up • A realistic story tells about something that could happen. • A fantasy story could never happen. Some stories are mostly realistic but may include events that are fantasy. • Check your understanding as you read. If you are not sure about something, you can reread parts.


J

ennifer had a loose tooth. When she was brushing her teeth, she noticed that the tooth had fallen out. She looked into the sink, and the tooth was not there. She checked to see if it was stuck in her toothbrush and then looked into the sink

again. The tooth was missing. Jennifer had really lost her tooth! Out of the corner of her eye she saw something moving. Then she heard something cheerfully say, “I found it!” Her toothbrush was pushing the missing tooth toward her.

Directions Complete the chart. Tell what’s real and what’s not. Then tell if the story is a realistic story or a fantasy. What’s Real?

What’s Not?

1. Jennifer had a loose tooth.

4.

2.

5.


3.

6. This story is a

.

Home Activity Your child identified a story as a fantasy by finding something in it that could not happen in real life. List all of the events in the story for your child in the order they happened. Ask if each event could really happen. Explain that if just one thing happens that isn’t real, the story is a fantasy.


14519_U1W4_PB_033-033 33

Comprehension

33 9/14/05 8:33:28 PM


Name

Vocabulary Check the Words You Know amount value interest check million

worth earned expensive thousand

Directions Fill in the blank with the word from the box that fits the meaning of the sentence. 1. The actor said the lady doesn’t know the 2. That gold ring is

of a dollar. a lot of money.

3. Money that you save in a bank earns

.

4. If I had one dollar more than $999, I’d have one 5. That skyscraper cost about twenty

dollars. dollars to build.

Directions Draw a line from the word to its definition. 6. expensive

what something is worth

7. amount

costs a lot of money

8. check

worked for money

9. earned

a written order for a bank to pay money

10. value

the total sum © Pearson Education 3

Write a Story On a separate sheet of paper, write a story about someone who wins a lot of money. Describe how the money is won and spent. Use as many vocabulary words as possible.

Home Activity Your child identified and used words from If You Made a Million Dollars. Read a story or newspaper article about money. Discuss the story or article with your child using this lesson’s vocabulary words.

34

Vocabulary

14519_U1W4_PB_034-035 34


9/14/05 8:33:32 PM


Name

Vocabulary

•

Context Clues

• Sometimes you may come across a word you don’t know. The word might have two meanings. • Use context clues—the words around the unfamiliar word—to help you figure out its meaning.

Directions Read each sentence. One word is underlined in each sentence. There are two meanings written below each sentence. Circle the meaning of the underlined word. 1. My money earns interest while it’s in my account. curiosity money paid by the bank 2. Please check to see if the water is boiling. look at carefully an order written to pay money from a bank 3. My aunt raises horses on her farm. lifts takes care of 4. I am trying to save enough money to buy a bike. rescue set aside 5. We went fishing near the banks of the river. places you keep money land that edges the water


6. My father paid the gas bill by writing a check to the gas company. charge paper money 7. Your money grows if you let it stay in the bank a long time. gets taller increases in amount 8. It’s time for me to leave for school. let alone go out

Home Activity Your child used context clues to figure out the meaning of words that have two meanings. Read a story about money with your child. Encourage him or her to identify any words that have two meanings and to use context clues to figure out what they mean.


14519_U1W4_PB_034-035 35

Vocabulary

35 9/14/05 8:33:33 PM


Name

Sequence of Events Sequence is the order in which events happen in a story. Look for clue words such as first, then, next, and last.


B

illions of coins are made at the U.S. Mint. First, round disks are punched out of sheets of metal. The blank rounds are heated until they are soft, and then they are run through a washer and dryer. Next, all of the blank coins are checked to see if they are the right size and shape. The blanks go through a mill that raises a rim around their edges. Then they are sent through a press that stamps a design and words on each coin.

Different presses make different kinds of coins. Each kind of coin has a different value. The dollar coins are worth the greatest amount. When the coins are finished, they are checked again for any mistakes. Then a counting machine counts them and drops them by the thousands into bags. A forklift takes the bags to a vault.

1. What must be done first when making coins?

2. What happens just before the coins are run through a washer and dryer?

4. What happens to the coins after they are finished?

5. If you can’t remember the order of the steps, what can you do to check your understanding?


3. After the blank coins are checked, what happens next?

Home Activity To answer the above questions, your child used knowledge of sequence, or the order in which things happen. Make up a story about a task you do around the house, such as washing the car or doing the dishes. Use the words first, next, and finally. Then ask your child questions about what happened first, next, and last.

36

Comprehension

14519_U1W4_PB_036-036 36


9/14/05 8:33:36 PM


Name

Realism and Fantasy • Monitor and Fix Up • A realistic story tells about something that could happen. • A fantasy story could never happen. Some stories are mostly realistic but may include events that are fantasy. • Check your understanding as you read. If you are not sure about something, you can reread parts.


J

oy had five dollars. It wasn’t enough money to buy the new pair of jeans she wanted. Joy put her five-dollar bill under a chicken in the chicken coop. The next morning, she went out to gather eggs.

Instead of one five-dollar bill, she now had four five-dollar bills! “The chicken laid five-dollar bills!” Joy said. She went right to the store and bought her pair of jeans.

1. Is it realistic that a child might want a new pair of jeans?

2. Is it possible for a child to put a five-dollar bill under a chicken?

3. Do you think Joy is right when she says the chicken laid five-dollar bills?


4. If the chicken laid the five-dollar bills, what kind of story is it?

5. Check your understanding. What if you read on and find this out: The extra five-dollar bills were put in the chicken’s nest by Joy’s father. Then what kind of story is it?

Home Activity Your child determined whether events in a story could really happen or not. Name these events and decide whether it’s possible that a child could do them in real life: play the piano well (yes), talk to a chicken (yes), hold a conversation with an owl (no), stay up all night (yes), run faster than a parent (yes), grow wings and fly (no).


14519_U1W4_PB_037-037 37

Comprehension

37 9/14/05 8:33:40 PM


Name

Realism and Fantasy • A realistic selection could really happen. Nonfiction writing gives facts and is realistic. • In a fantasy, things happen that are not real. A fantasy is fiction writing, but nonfiction writing can give facts about a fantasy.


D

o you like books? You can read lots of books at a library. Most people have favorite stories—ones they like better than others. Which story do you like best? Some like the story of Peter Rabbit.

In this story, a rabbit goes into a garden. The owner chases him. Peter loses a shoe and his jacket. Peter gets away, but he is sick. His mother makes him drink tea. He has to stay in bed.

Directions Complete the chart. Tell what’s real and what’s not. What’s Real?

What’s Not?

1. Reading books at a

3. A rabbit wears

2. A story about

4. The rabbit mother gives Peter


5. Using what you know about rabbits, write two nonfiction sentences telling about how real rabbits live.

Home Activity Your child identified some things in writing that are fantasy. Read stories in which animals talk, wear clothes, and do other things that humans do. Discuss whether animals really do these things. Ask your child whether the stories are real or imaginary.

38

Comprehension

14519_U1W4_PB_038-038 38


9/14/05 8:33:43 PM


Name

Long Vowel Digraphs Directions Choose the word with the long a, long e, or long o sound that best matches each definition. Write the word on the line. ____________________

1. all right

glad

okay

well

____________________

2. a sound of pain

groan

sob

whimper

____________________

3. free from dirt

clean

fresh

spotless

____________________

4. toss

fling

pitch

throw

____________________

5. go along with

accept

admit

agree

____________________

6. reach or get

gain

gather

win

____________________

7. heat until brown

cook

toast

broil


Directions Circle the word that has the long a, long e, or long o sound. Then underline the letters in the word that stand for that vowel sound. 8. chock

chop

cheep

9. best

blown

bought

10. flash

float

flock

11. braid

brick

build

12. school

sorry

stay

13. feast

flash

friend

14. dish

dream

droop

15. sand

screen

shoe

16. plain

plant

print

Home Activity Your child wrote words in which the long a sound is spelled ay and ai, the long e is spelled ee and ea, and the long o is spelled oa and ow. Ask your child to list words that rhyme with the long a, e, and o words on the page above. Write the rhyming words and have your child read them noting different spellings for the same sound.


14519_U1W4_PB_039-039 39

Phonics Long Vowel Digraphs

39 9/14/05 8:33:46 PM


Name

Parts of a Book Books have different parts that help you find the information you need. At the front, a table of contents lists chapters, articles, or stories and their page numbers. An index lists subjects that the book covers and tells the page on which the information can be found. An index is usually in the back of the book.

Directions Use the table of contents and the index to answer the questions. Table of Contents Money Around the World

Index

Chapter 1 North and South America

3

Chapter 2 Europe and Asia

10

Chapter 3 Africa and Australia

25

Dollar Australia, 32 Canada, 5 Taiwan, 14 United States, 4 Euro List of Countries, 10

1. In which chapter will you look if you want to read about money in South America?

Chapter 1 2. On which page will you look to find the countries that use the Euro as money?

page 10 3. Which chapter has information about the Australian dollar?

4. On which page is there information about the Canadian dollar?

page 5 5. Chapter 3 starts on which page?


Chapter 3

page 25

Home Activity Your child used a table of contents and index to answer questions. Ask your child to locate information using a table of contents and index in a favorite book.

40 14519_PB_040 40



4/1/05 5:03:22 PM

Name

Summary My Rows and Piles of Coins Saruni helps his mother sell her goods at the market every Saturday. After each day of sales, she gives him a few coins to spend on anything he wants. But Saruni has a dream of helping his mother by buying a bicycle to take her goods to market. He saves his coins each week while he learns to ride a bicycle. He saves for months, and, with the help of his mother and father, finally gets his bike. As soon as he has it, he comes up with a new plan to help her.

ART per spec

Activity Helping Others Together, talk about the people or groups that matter to you. How could you help them? Could you organize a bake sale, a group yard sale, or provide help with their activities? Set some goals and try to meet them.


Comprehension Skill Character and Setting A character is a person who takes part in the events of a story. The setting is when and where a story takes place.

Activity Your Favorite Story Think about your favorite story. Tell who the characters are in the story and where it takes place. Talk about some things the characters do and how they feel about these things. Practice Book Unit 1

14519_PB_041-042 41

Family Times

41 3/30/05 5:44:32 PM

Lesson Vocabulary

Grammar

Words to Know Knowing the meanings of these words is important to reading My Rows and Piles of Coins. Practice using these words.

Vocabulary Words arranged put in order or position bundles things tied or wrapped together so that they are easier to carry dangerously unsafely errands short trips to do something

Compound Sentences A compound sentence is made up of two simple sentences joined with a comma and a word such as and or but. To make a compound sentence, write the first sentence. Put a comma in place of the end punctuation and add a word such as but. Then add the second sentence, but begin it with a lowercase letter unless it is a proper noun or I. Example: I took my notebook, but I forgot to take my pencil.

Activity

steady firmly fixed; not swaying

Making Compound Sentences One player is the writer. All players think of simple sentences. There should be at least two sentences for each topic. The writer records each sentence on a scrap of paper. When there are at least six simple sentences, players lay the paper scraps face up on the table. Players then take turns choosing two sentences that go together and making them into a compound sentence.

unwrapped uncovered by removing something placed around an item wobbled moved from side to side in an unsteady or shaky way


excitedly with strong lively feelings


42

Family Times

14519_U1W5_PB_041-042 42


9/14/05 8:33:53 PM

Rows and Piles of Coins

Name

Character and Setting

•

Story Structure

• A character is a person or animal who takes part in the events of a story. You can learn about characters by their words and actions. • The setting is when and where a story takes place. • Use the story structure—beginning, middle, and end—to learn about characters and setting.

Directions Read the following passage. Then complete the chart below.

E

bu’s family owns a salt mine in North Africa. Ebu is only 10 years old. He reads about faraway cities and sees them on TV, but there is no other place he would rather live. Ebu helps tie salt slabs onto the camels. They journey through the desert.


Characters

At night, Ebu helps feed the camels. Then he eats food cooked over a fire. Ebu and his family arrive at Timbuktu. They set up their stall. Soon all of their salt has been sold.

Setting

1. Name and age

3. Where story takes place

2. Character trait

4. When story takes place

5. Write the sentence in the last paragraph that describes the setting.

Home Activity Your child answered questions about a story’s characters and setting. Name stories your child is familiar with and ask your child to list the characters in it. Then ask where and when the story takes place.


14519_U1W5_PB_043-043 43

Comprehension

43 9/14/05 8:33:58 PM


Name

Vocabulary Check the Words You Know errands steady dangerously unwrapped

bundles wobbled arranged excitedly

Directions Fill in the blank with the word that fits the meaning of the sentence. so I can climb up.

1. Hold the ladder 2. I

often when I first learned to ride a bike.

3. He

his birthday presents after the party.

4. She did a few

to help her grandmother.

5. We tied our clothes in

and went to the laundry.

Directions Draw a line from the word to its definition. 6. dangerously

put in order

7. arranged

shook from side to side

8. excitedly

uncovered

9. unwrapped

in an unsafe way

10. wobbled

with strong, lively feelings

On a separate sheet of paper, write an advertisement for a job. Write about someone who is looking for a student to work after school. Describe the job and how much it pays. Use as many vocabulary words as possible.


Write an Advertisement

Home Activity Your child identified and used words from My Rows and Piles of Coins. Read a story about a student who gets a job. Discuss the story with your child using this lesson’s vocabulary words.

44

Vocabulary

14519_U1W5_PB_044-045 44


9/14/05 8:34:01 PM


Name

Vocabulary

•

Word Structure

• Sometimes you may come across words you do not know. You can look to see if the base word has a prefix at the beginning or a suffix at the end that helps you figure out the meaning. • The prefix un- makes a word mean “not” or “the opposite of.” For example, unhappy means “not happy.” • The suffix -ly makes a word mean “in a way.”

way.” For example, slowly means “in a slow

Directions Read each sentence. One word is underlined in each sentence. Circle the prefix un- or suffix -ly in the underlined word. Then circle the correct meaning of the word. 1. When I unloaded the heavy things from the bike, it was easy to ride. took off put on 2. I was deeply pleased when I won the prize. a strongly felt way very low 3. The boy stood dangerously close to the edge of the cliff. in an unsafe way in an angry way 4. She unwrapped the gift and found ice skates inside. took off the cover did not open 5. He laughed gleefully when he won the spelling bee. in a silly way in a happy way


6. After the hike, we returned wearily to our tents and went to sleep. very quickly in a tired way 7. My father proudly gave me a hug when he saw my report card. in a loud way in a pleased way 8. I untied the bundle of coins and gave my sister a dime. opened spilled

Home Activity Your child used prefixes and suffixes to figure out the meaning of words. With your child, read a story about a person who gets a part-time job to earn money. Encourage your child to find words that have prefixes and suffixes and to use them to figure out the meaning of unfamiliar words.


14519_U1W5_PB_044-045 45

Vocabulary

45 9/14/05 8:34:03 PM


Name

Realism and Fantasy A realistic story tells things that could happen. A fantasy story could never happen.


H

ong lives in Chinatown. Her parents make fortune cookies. Sometimes Hong runs errands. Sometimes she helps put small papers in the cookies. The papers tell a fortune. The cookies are sold to Chinese restaurants all over the United States. “Today will be fun,” says Hong excitedly. “It’s the day of the big parade.” Hong sits on the curb with her friend. Soon they see huge paper dragons coming down the street.

The dragons wobble. They come dangerously close to the curb. Hong can see the steady feet of the people carrying them. Bundles of firecrackers are set off. Then children start to play games in the street. Soon everyone is laughing and eating dim sum. Hong unwraps a cookie. The fortune says, “Save money.”

1. Do you think Chinatown is a real place? Explain why.

2. Would a story about live dragons be real or make-believe? How do you know?

3. How do you know that the dragons in this story are not real?


4. Are fortune cookies real or make-believe? How do you know?

5. Check the story’s beginning, middle, and end. Does anything happen that could not happen in real life? What kind of story is it? Home Activity Your child determined whether a story is a realistic story or a fantasy. For a story to be a fantasy, it must include at least one thing that cannot happen in real life. Ask your child to retell familiar stories. Then ask if the story is a realistic story or a fantasy. If the story is a realistic story, ask your child to change the story to include something that could not really happen. Then ask what kind of story it is (fantasy).

46 14519_PB_046-046 46

Comprehension


3/22/05 10:05:32 PM


Name

Character and Setting

•

Story Structure

• A character is a person who takes part in the events of a story. You learn about characters by their words and actions. • The setting is when and where a story takes place. • Use the story structure—beginning, middle, and end—to learn about characters and setting.


F

atima was born in Morocco. Now her family lives in New York City. Her father owns a gas station. Mother wants to visit Morocco. Fatima and her brothers talk to Dad. They set up a car wash at the gas station.

They wash cars all summer. They save every penny they make. “By fall, we can give the money to Mother,” says Fatima. “Then she can go to Morocco.”

1. What is the setting of this selection?

2. How do you know Fatima wants her mother to be able to visit Morocco?

3. Why do you think Fatima’s mother wants to visit Morocco?


4. What clues tell you that this story takes place in the present time?

5. Reread the story’s beginning, middle, and end. What does each part tell you about Fatima?

Home Activity Your child answered questions about a story’s characters. We can learn more about characters by what they say and do. Ask this question: Which of the following words describe Fatima? Then list these words and ask your child to respond by saying yes or no: mean (no), helpful (yes), loving (yes), hard-working (yes), problem-solver (yes), greedy (no), flexible (yes).


14519_U1W5_PB_047-047 47

Comprehension

47 9/14/05 8:34:06 PM


Name

Character and Setting • A character is a person or animal who takes part in the events of a story. You learn about characters by their words and actions. • The setting is when and where a story takes place.


K

elly’s friends ride bicycles on the road past Kelly’s farm. Kelly wants to join them, but she doesn’t have a bike. Every day Kelly helps with the farm chores. She gathers eggs. She feeds pigs. She weeds the family garden. On Fridays, Kelly’s dad gives her ten dollars.

Kelly saves each ten-dollar bill. Finally, she has eighty dollars. Her dad takes her into town to get a bike. When Kelly’s friends ride by, Kelly hops on her bike. Now, when her chores are done, she can go riding with her friends.

Directions Complete the chart. Setting

1. Name

3. Where story takes place

2. Character trait

4. When story takes place

5. Reread the story’s beginning, middle, and end. What does each part tell you about Kelly?


Character

Home Activity Your child answered questions about a story’s character and setting. Ask your child to name as many places as he or she can think of. Suggest places your child likes to visit as well as states and countries. Tell your child that these places could be the setting for a story.

48

Comprehension

14519_U1W5_PB_048-048 48


9/14/05 8:34:09 PM


Name

Vowel Diphthongs Directions Circle each word with ou or ow that has the same vowel sound as out. Then write the word on the line. ____________________ counted

1. Jen slowly counted her money.

____________________ amount

2. She had the amount she needed.

____________________ proud

3. Jen was proud that she didn’t have to borrow money.

____________________ powder

4. She could buy her mother some bath powder.

____________________ flowers

5. Jen would also buy some yellow flowers.

Directions Circle each word with oi or oy that has the same vowel sound as toy. Then write the word on the line. ____________________ choice

6. It was time for Al to make a choice.

____________________ employer

7. Should he find a new employer?

____________________ avoid

8. Al wanted to avoid a long ride to work.

____________________ enjoy

9. He wanted to enjoy his job.

____________________ 10. He also hoped to work in an office that was not noisy. noisy


Directions Circle each word with the same vowel sound as the first word. Then underline the letters in the circled word that stand for that vowel sound. 11. town

loyal

proud

snow

12. boy

sound

know

broil

13. choice

coat

plow

spoil

14. hour

crown

float

show

bay

annoy

brown

15. join

Home Activity Your child wrote words with the vowel sound in out, spelled ou as in proud and ow as in shower and the vowel sound in toy, spelled oi as in choice and oy as in voyage. Have your child list other words that have the vowel sounds in out and toy. Tell your child to underline the letters that stand for the vowel sound in each word.


14519_U1W5_049-049 49

Phonics Vowel Diphthongs

49 3/1/05 3:45:43 PM


Name

Graphs Graphs help you compare information in numbers. Pictographs use pictures or symbols. Circle graphs are shaped like a pie and show information in sections of the circle.

Directions The pictograph below shows the money Sam earned selling lemonade. The circle graph shows what coins he has in his money box. Use one of the graphs to answer each question. Tell which graph you used. Money Earned Quarter

Coins in Money Box

Q Q Q Q Q Q Q Q Q Q Q Q quarter—8

Dime

D D D D D D D D D D

Nickel

N N N N

nickel—4 dime—12

1. How many dimes did Sam earn selling lemonade?

2. How much are the nickels worth in the money box?

3. How many quarters are in the money box?


4. How many coins are in the money box in all?

5. How many quarters did Sam earn selling lemonade?

Home Activity Your child answered questions by interpreting data in a pictograph and a circle graph. Get a group of different kinds of coins. Have your child count how many there are of each kind and make a pictograph or circle graph to show the results.

50


14519_U1W5_PB_050-050 50


9/14/05 8:34:12 PM

Name

Summary Penguin Chick A mother and father emperor penguin have only one baby a year. In Antarctica, there is nothing to build a nest with, so the father must keep the egg warm. The mother goes in search of food. The baby hatches shortly before the mother returns. She feeds the baby and cares for him while the father goes to eat and bring back food. The mother and father continue to take turns caring for and feeding the chick until the baby penguin is old enough to go hunt for food on its own.

Activity Feed the Family Imagine that you have no refrigerator and no garden. You can only eat fresh foods, but the food is many days away! How will you make sure that there is always someone at home to watch the children and always someone collecting food? Discuss your solution.


Main Idea and Supporting Details The topic is what a piece of writing is about. The main idea is the most important idea about the topic. Supporting details are small pieces of information that tell about the main idea.

Activity Cook Up a Story Find a very large mixing bowl and place inside of it a slightly smaller bowl. Into this bowl, place many measuring cups. Explain that the biggest bowl is the topic, the smaller bowl is the main idea, and the cups are details. Together, draw the organizer and brainstorm ideas for a story.


14519_PB_051-052 51

Family Times

51 3/30/05 5:45:20 PM

Lesson Vocabulary

Grammar

Words to Know

Common and Proper Nouns

Knowing the meanings of these words is important to reading Penguin Chick. Practice using these words to learn their meanings.

A common noun names any person, place, or thing. A proper noun names a particular person, place, or thing.

Vocabulary Words

Common nouns: girl, city, school Proper nouns: Lucy, Houston, John Adams Elementary School

cuddles holds close and tenderly flippers broad, flat limbs on a penguin used for swimming and moving along on land frozen hardened with cold; turned into ice hatch to come from an egg pecks strikes something with the beak in a quick, short motion

Activity Ten Questions The first player thinks of a proper noun and offers a common noun as a clue. Then the other players ask questions to gather clues about the proper noun. The player who correctly identifies the proper noun chooses the next proper noun.

preen to smooth or clean with the beak


snuggles holds closely for warmth, protection, or affection


52 14519_PB_051-052 52

Family Times


3/30/05 5:45:24 PM

Penguin Chick

Name

Main Idea and Details • Graphic Organizers • The topic is what a piece of writing is about. The main idea is the most important idea about the topic. Supporting details are small pieces of information about the main idea. • A graphic organizer can help organize information as you read.

Directions Read the following passage. Complete the graphic organizer below.

W

hat if you wanted to cross Antarctica? What would you need to take along? You would need warm clothes, such as a parka and fur-lined boots. You’d also need bulky socks, thick pants, and the warmest mittens you could find!

Don‘t forget to bring your own food. You could warm frozen casseroles over a fire and eat nuts and snack bars during the day. At night, you’ll need a sleeping bag. Take the warmest one you can find so you are sure to keep warm all night long!

3. Detail 1. Topic

2. Main Idea 4. Detail


5. Detail

Home Activity Your child found the topic, main idea, and details in a passage. Read a nonfiction book to your child. To find the topic, ask, “In one word, what is the book all about?” To find the main idea, help your child make a sentence that tells the most important part about the topic. Then ask your child to list several details that tell more about the main idea.


14519_PB_053-053 53

Comprehension

53 3/22/05 10:06:39 PM

Penguin Chick

Name

Vocabulary Check the Words You Know hatch snuggles flippers cuddles

pecks preen frozen

Directions Choose the vocabulary word from the box and write it next to its meaning. 1. taps at 2. turned into solid ice 3. limbs used for swimming 4. to make yourself clean and neat 5. curls up comfortably Directions Write the word on the line that fits the meaning of the sentence. the little baby in her arms.

7. The chick is about to 8. Penguins use their 9. The penguins

out of its egg. to help them swim. their young until their feathers are clean.

10. It was so cold that we could ice skate on the

lake.

Write a News Report On a separate sheet of paper, tell what happens when a penguin chick hatches. Describe the setting and the sequence of events using as many vocabulary words as possible.


6. Mother

Home Activity Your child identified and used vocabulary words from Penguin Chick. Read a story or a nonfiction article about penguins with your child. Discuss the story using this week’s vocabulary words.

54

Vocabulary

14519_U2W1_PB_054-054 54


9/14/05 8:34:16 PM

Penguin Chick

Name

Vocabulary

•

Context Clues

• Sometimes you come across a word you don’t know. The author may give you a clue about its meaning. The clue may be a synonym, a word that means the same thing. • Look for synonyms to figure out the meaning of unfamiliar words.

Directions Read the sentences. One word is underlined. Circle the synonym of the underlined word. Write the meaning of the underlined word on the line. 1. The chick pecks at the inside of the egg. After the chick taps a hole in the egg, the chick can leave the egg.

2. She made an error in her spelling, so she fixed the mistake.

3. Joe can put on his flippers or his fins to swim quickly.

4. Penguins preen their chicks by cleaning and brushing them with their beaks.

5. The penguin chick must stay on its mother’s feet to remain warm.


6. Penguins hunt creatures of the sea, such as the tiny animals called krill.

7. The newborn chick was very fluffy, with soft and fuzzy feathers all over it.

8. Like human children who love hugs, penguin chicks love to cuddle.

Home Activity Your child used context clues such as synonyms to figure out the meaning of new words. Read a story together and encourage your child to find synonyms in the text that help to figure out the meaning of unfamiliar words.


14519_U2W1_PB_055-055 55

Vocabulary

55 9/23/05 3:41:29 PM

Penguin Chick

Name

Sequence of Events Sequence is the order in which events happen in a story. Look for clue words such as first, then, next, and last.


M

ost birds lay their eggs in nests. Robins lay blue eggs in a nest high in a tree. A mother robin usually lays four eggs, one egg each day. Then the mother snuggles up to the eggs to keep them warm. While she sits there, she may preen her feathers to keep herself clean.

Tiny babies hatch from the eggs in about two weeks. Each baby pecks at the egg until finally it can get out. Then the baby bird cuddles up to the mother to keep warm. The babies also cuddle with each other. Both parents bring worms for the growing babies to eat. In about two weeks, the babies are ready to fly away. Then they can find food for themselves.

1. What is the first stage in the life of a robin?

2. What does the mother robin do after she lays the eggs?

3. When are the babies ready to hatch?


4. During what stage does the father robin help?

5. How would a chart help you keep track of the life cycle of a robin?

Home Activity Your child learned the sequence, or stages, in the life of a robin. Read a book about a different life cycle, perhaps one about butterflies. When finished, ask your child to tell what stage happens first, next, and last.

56 14519_PB_056-056 56

Comprehension


3/22/05 10:07:18 PM

Penguin Chick

Name

Main Idea and Details • Graphic Organizers • The topic is what a piece of writing is about. The main idea is the most important idea about the topic. Supporting details are small pieces of information about the main idea. • A graphic organizer can help organize information as you read.


E

very summer, Jamie’s family goes to a beach to swim in the warm waters. Jamie’s mom and dad like to snorkel. They breathe through a tube. They wear goggles so they can see the colorful fish. But Jamie does not swim well. He cannot go snorkeling yet.

This summer, Jamie takes snorkeling lessons. He learns how to breathe through a tube. Then Jamie learns how to swim with flippers. The flippers help him kick better and faster. Finally, Jamie’s mom and dad help him practice. For the first time, Jamie gets to snorkel and see the colorful fish.

1. What is the topic of the selection?

2. What is the main idea of the selection?

3. Why can’t Jamie go snorkeling at first?


4. What three things does Jamie learn in order to snorkel?

Home Activity Your child found the topic and main idea of a selection. Then your child answered questions that required understanding the details about the main idea. Write a story with your child about a problem you had and how you solved it. Then ask your child to tell the story’s topic and main idea.


14519_PB_057-057 57

Comprehension

57 3/22/05 10:07:45 PM

Penguin Chick

Name

Main Idea and Details The topic is what a piece of writing is about. The main idea is the most important idea about the topic. Supporting details are small pieces of information about the main idea.


W

hat is the life cycle of a frog? There are three stages. A frog begins as an egg. The egg hatches in about a week. A small tadpole wiggles out. A tadpole looks a bit like a fish. It swims around in water, looking for algae to eat.

As the tadpole eats, it grows and changes. The tadpole loses its tail and grows hind legs. Soon the tadpole is a frog. Now it can hop on land and catch insects with its long tongue.

Directions Complete the graphic organizer to organize the information you read. 3. Detail

1. Topic

2. Main Idea 4. Detail


5. Detail

Home Activity Your child found the topic, main idea, and details in a passage. Talk about an animal your child is familiar with, such as a family pet. Then ask your child what topic you have been talking about (family pet). Ask your child to list three details from your conversation.

58

Comprehension

14519_U2W1_PB_058-058 58


9/14/05 8:34:22 PM

Penguin Chick

Name

Syllables V/CV, VC/V Directions Circle each word in the box with the long vowel sound in the first syllable. Underline each word in the box with the short vowel sound in the first syllable. Then write each word in the correct column. lady

lemon

finish

baby

robot

panel

spider

polish

moment

credit

long vowel

short vowel

1. ____________________

6. ____________________

2. ____________________

7. ____________________

3. ____________________

8. ____________________

4. ____________________

9. ____________________

5. ____________________

10. ____________________

Directions Circle each word in the box with the long vowel sound in the first syllable. Underline each word in the box with the short vowel sound in the first syllable. Then use the words to complete the sentences. Write each word on the line.


menu

female

motor

cousin

zebra

____________________ 11. A

horse is called a mare.

____________________ 12. A

has black and white stripes.

____________________ 13. A

is a list of food.

____________________ 14. Your ____________________ 15. A

is your aunt or uncle’s child. is an engine.

Home Activity Your child identified words that have a long or short vowel sound in the first syllable. Ask your child to read the long and short vowel words he or she circled or underlined on the page above. Help your child use some of these words to write a story.


14519_U2W1_PB_059-059 59

Phonics Syllables V/CV, VC/V

59 9/14/05 8:34:24 PM

Penguin Chick

Name

Dictionary A dictionary is a book of words and their meanings. The words are listed in alphabetical order. Guide words are printed in large, dark type at the top of each dictionary page. They show the first and last words printed on the page.

Directions Use the dictionary page to answer the questions. romp • roost rook, n. 1 a European bird about the size of a crow that lives in a flock with many other birds 2 a cheat 3 v. to cheat or trick someone

rookery, n. a breeding place for certain animals or birds, such as seals or penguins rookie, n. a beginner, as on a police force or in a sport

1. Which word can be used to describe a football player playing his or her first season?

2. Which entry word or words can be used as a verb?

3. Find the entry word rook. Which meaning (1, 2, or 3) of rook is used in this sentence? The rook flew above the flock.

4. What are the guide words for this page?


5. Which of these words would be found on this dictionary page: round, roll, roof, rock?

Home Activity Your child read entries in a dictionary and used them to answer questions. Read a book with your child and have him or her identify two or three unfamiliar words. Ask your child to find the meanings of the words in a dictionary.

60 14519_PB_060 60



3/30/05 10:39:12 PM

Name

Summary A Day’s Work Francisco’s grandfather is a carpenter who has arrived from Mexico only two days ago. He wants to work. Francisco wants to help his grandfather. So when a man in a gardening truck comes looking for help for a day, Francisco eagerly promises him the help he needs. He doesn’t tell the gardener that his grandfather does not know anything about gardening. Francisco and his grandfather do a beautiful job at their work—except for one big error. They mix up the weeds and the plants, and pull out the wrong plants. Francisco’s grandfather makes everything all right, but only after teaching Francisco an important lesson about telling the truth.

Activity What Can We Do Together? Together, decide on a task that needs to be done around the home. Maybe a fence needs painting, or a leaky faucet needs fixing. Research how to do the job, gather the needed materials, and talk as you go about how to do the best job possible for even the simplest tasks. Then talk about how doing the job together makes it more fun.


Comprehension Skill Character A character is a person or animal who takes part in the events of a story. Look at what a character says and does to learn what he or she is like.

Activity Lend a Hand Interview someone who does volunteer work and ask questions such as: What is the best part about helping? How much time do you give? Is it fun or hard work? Why do you volunteer? Then discuss with your family how you might help a family member or friend with a messy or unpleasant task. Practice Book Unit 2

14519_U2W2_PB_061-062 61

Family Times

61 9/14/05 8:34:29 PM

Lesson Vocabulary

Grammar

Words to Know

Singular and Plural Nouns

Knowing the meanings of these words is important to reading A Day’s Work. Practice using these words.

Words that name one person, place, or thing are called singular nouns. Words that name more than one are called plural nouns. Many plural nouns end in -s. Add -es to singular nouns that end in ch, sh, x, s, or ss to make them plural. Some singular nouns end in a consonant and then y. To form the plural of these nouns, change the y to i and add -es.

Vocabulary Words excitement the state of stirred up emotions gardener a person who works in or takes care of a garden motioned directed by wave of hand or another gesture sadness a state of sorrow or regret

camp

camps

fox

foxes

batch

batches

glass

glasses

ash

ashes

fly

flies

shivered shook, trembled

Activity

shocked surprised or horrified

Back and Forth The first player offers a singular or plural noun. The second player changes it so that a singular noun becomes plural or a plural noun becomes singular. Singular Plural cat toy crash

Singular Plural

cats bench toys lady crashes tax

benches ladies taxes


slammed thrown loudly with force


62 14519_PB_061-062 62

Family Times


3/30/05 5:44:57 PM

A Day’s Work

Name

Character

•

Visualize

• Characters are the people or animals in a story. What they say and do tells you about them. • When you read how a character acts, picture him or her. Visualizing will help you understand what the character is like.


M

issy joined Dee and Karen to write a report on butterflies. “Let’s each take one part,” said Missy. “I will write about butterfly migration.” But when it was time to meet again, Missy hadn’t done her work. Dee and Karen wrote the report without her.

“I know how to make a good cover,” said Missy. She took the report. She folded the papers in half. She slipped the papers into an envelope. “That’s not a good cover,” said Dee and Karen. Dee and Karen had to make another cover for their report.

Directions Tell about Missy as you complete the graphic organizer.


What Character Says

What Character Does

1.

3.

2.

4.

Visualize What Character Is Like

5.

Home Activity Your child answered questions about a story’s character. The author reveals information about characters through what a character says and does. Have your child think of other familiar stories. Ask your child to tell what each character is like and why. Your child should be able to support answers with details from the stories.


14519_U2W2_PB_063-063 63

Comprehension

63 9/14/05 8:34:36 PM

A Day’s Work

Name

Vocabulary Directions Match the word with its meaning. Draw a line from the word to its definition. Check the Words You Know shivered motioned slammed gardener

excitement shocked sadness

1. shivered

surprised

2. shocked

someone who plants and takes care of growing things

3. sadness

trembled or shook

4. motioned

unhappiness

5. gardener

made a move to someone

Directions Choose a word from the box that fits the meaning of the sentence and write it on the line. 6. He

the door so hard, a glass fell off the shelf and broke.

7. You could feel the 8. I was

before the race started. by the messy room.

9. The

trimmed the branches on the bush. to me with his hand to come and talk to him.

Write a Weather Report On a separate sheet of paper, write a weather report that tells what the weather is likely to be during the spring and summer. Include information about rainfall and temperature. Use as many vocabulary words as you can in your writing.


10. He

Home Activity Your child identified and used new vocabulary words from A Day’s Work. Read a story about work with your child. Talk about the story using this week’s vocabulary words.

64

Vocabulary

14519_U2W2_PB_064-064 64


9/14/05 8:34:39 PM

A Day’s Work

Name

Vocabulary

•

Context Clues

• Sometimes you can figure out the meaning of a word by looking at the words and sentences around it. • Context clues are the words around an unfamiliar word that help you figure out its meaning.

Directions Read the following passage about a garden. Then answer the questions below. Look for context clues as you read.

W

e used to live in the city. Then we had to move to the country. I was filled with sadness to leave my friends. But I was not unhappy for long. My excitement grew as we drove because I was thrilled to see new things. It was night when we got to our new house. I got out of the car. It was so cold outside, I shivered. Inside the house, I stopped shaking but was shocked by how dark it was. “Don’t look so surprised,” Mom said. “It will look better in the morning.”

The next morning, I got up early and went downstairs. Dad was standing by the back door. He raised his arm and motioned for me to follow him outside. There was a beautiful, big garden! It had trees and lots of flowers. “Can I take care of the garden?” I asked. “Yes,” Dad said, “you can be the family gardener.” I smiled and knew that I would love living in the country.

1. What does sadness mean in this passage? What clues help you find out?

unhappy; Clues: not unhappy for long 2. What does excitement mean in this passage? What clues help you find out?

thrilled; Clues: I was thrilled © Pearson Education 3

3. What does shivered mean in this passage? What clues help you find out?

shook; Clues: I stopped shaking 4. What does shocked mean in this passage? What clues help you find out?

surprised; Clues: “Don’t look so surprised.” 5. What does motioned mean in this passage? What clues help you find out?

gestured; Clues: raised his arm and motioned to me to follow him 6. What does gardener mean in this passage? What clues help you find out?

someone who gardens; Clues: “Can I take care of the garden?” Home Activity Your child identified and used context clues to understand new words in a passage. Work with your child to identify unfamiliar words in an article and to find context clues to help with understanding new words. Confirm the meanings with your child.


14519_U2W2_065-065 65

Vocabulary

65 3/1/05 3:45:10 PM

A Day’s Work

Name

Realism and Fantasy A realistic story tells things that could happen. A fantasy story could never happen.


T

here was much excitement in the rental shop. The twins, Jane and James, were at a ski lodge in the mountains. They would ski for the first time! The twins hobbled out to the ski slope as they shivered in their jackets. A ski instructor motioned for the twins to come over so she could show them how to use the poles, make turns, and keep their balance. Then the twins took the lift up to an easy hill.

“Let’s ski down together,” said Jane as she pulled her ski cap tightly around her face. The twins had just taken off down the slope when suddenly Jane slammed into James. Shocked, both twins fell down. “Watch where you’re going!” said James. “Maybe we shouldn’t ski so close together after all,” Jane replied.

1. How do you know that people go skiing in real life?

2. Would James yell at his sister in a realistic story?

3. Does anything happen in this story that could not happen in real life?


4. Is this story a realistic story or a fantasy?

5. Picture the twins running into each other. Tell how you know that this could happen in real life.

Home Activity Your child answered questions to determine whether a story was realistic or a fantasy. A story is realistic if nothing happens in it that could not happen in real life. Ask similar questions when you read stories together. Have your child explain the answer using prior knowledge.

66 14519_PB_066-068 66

Comprehension


3/22/05 10:09:00 PM

A Day’s Work

Name

Character

•

Visualize

• Characters are the people or animals in a story. What they say and do tells you about them. • When you read how a character acts, picture him or her. Visualizing will help you understand what the character is like.


J

asmine and Kim play soccer whenever they can. Sometimes they even play on the street in front of their apartment. One Saturday, Jasmine kicked the ball too far, and it went right through a window on the first floor. “Run!” said Jasmine. “We don’t want anyone to find out who did that!”

“But our ball is inside,” said Kim. “Everyone will know it was us.” The two girls told the manager what happened. “You must pay for the window,” she said, “and then everything will be all right.”

1. How do you know that the two girls love soccer?

2. What does Jasmine want to do when the ball goes through the window?


3. Tell what each character is like.

4. Do you think the girls will pay for the broken window? Tell why or why not.

5. Picture the girls talking to the manager. Tell how they probably felt.

Home Activity Your child answered questions about characters in a story. Read a familiar story together and ask your child to tell about the characters based on their actions in the story.


14519_U2W2_PB_066-068 67

Comprehension

67 9/14/05 8:34:44 PM

A Day’s Work

Name

Character Characters are the people or animals in a story. What they say and do tells you about them.


“L

et’s all play baseball at recess,” said Jed. So we got the bats and balls. We took them out to the playground. Jed helped us divide into two teams. “What base do you want to play?” Jed asked Maria.

“I’d rather play in the outfield,” Maria said. So Maria played in the outfield. Jed pitched, like he always does. He struck out several players. No one minded because Jed let everyone play ball.

Directions Tell about Jed as you complete the graphic organizer. What Character Says

What Character Does

1.

3.

2.

4.

What Character Is Like


5.

Home Activity Your child answered questions about a character from a story. The author reveals information about characters through what a character says and does. Read stories to your child. Ask your child to name the characters in the story. Then ask your child to tell what each character is like, and why. Your child should be able to support his or her answers using details from the story.

68

Comprehension

14519_U2W2_PB_066-068 68


9/14/05 8:34:46 PM

A Day’s Work

Name

Syllables C + le Directions Write the two syllables that make up each word on the lines. 1. _________ gig

+

_________ gle

=

giggle

2. _________ mid

+

_________ dle

=

middle

3. _________ ti

+

_________ tle

=

title

4. _________ nee

+

_________ dle

=

needle

5. _________ mar

+

_________ ble

=

marble

6. _________ ea

+

_________ gle

=

eagle

7. _________ bub

+

_________ ble

=

bubble

8. _________ sad

+

_________ dle

=

saddle

9. _________ can

+

_________ dle

=

candle

10. _________ tur

+

_________ tle

=

turtle

Directions Choose the word in the box that matches each picture. Write the word on the line. Then draw a line to divide it into its syllables. table

poodle

puzzle

rattle

cattle

11. _________________ cat/tle © Pearson Education 3

12. _________________ poo/dle 13. _________________ ta/ble 14. _________________ rat/tle 15. _________________ puz/zle Home Activity Your child wrote words that end with the final syllable sound heard in handle. Help your child make a list of ten more words that end with -le (such as little, juggle, and nibble). Work with your child to write a silly poem using some of the -le words from your child’s list and from the page above.


14519_U2W2_069-069 69

Phonics Syllables C + le

69 3/1/05 3:44:47 PM

A Day’s Work

Name

Procedures and Instructions Procedures and instructions tell the reader how to do or make something.

Directions Use the instructions for planting a shrub to answer the questions. Planting a Shrub 1. Use a shovel to dig a hole. The hole should be as deep as the shrub container and twice as wide. 2. Add peat moss to the soil you dig out. 3. Put the shrub (still in the container) in the hole. The top of the container should match the ground. 4. Remove the shrub from the container and place the shrub in the hole. 5. Fill the hole with soil and peat moss. 6. Water the planted shrub thoroughly.

1. What tool do you need to plant the shrub?

2. What do you do with the soil dug from the hole?

3. Why do you put the shrub in the hole when it is still in the container?


4. What do you do after removing the shrub from the container?

5. What is the last thing you do?

Home Activity Your child answered questions about procedures and instructions. Look through an instruction manual you have and discuss what kind of information it gives the reader.

70 14519_PB_070 70



3/30/05 10:37:12 PM

Name

Summary Prudy’s Problem and How She Solved It Prudy has a collection. Her problem is that it is a collection of everything anyone could possibly collect. It is taking over her house. It is taking over her life. Prudy is forced to come up with a solution. She decides to build an enormous museum for all her collections. The project is wildly successful, and she happily continues to collect and display her treasures.

Activity One Man’s Trash Does your family have collections of things it never meant to collect? This week throw away or donate things taking up space in your home. Spend time in one room of your home, tossing trash and setting aside things that can be donated. Discuss how it feels to have a home with less clutter.


Comprehension Skill Main Idea and Supporting Details The main idea tells what the story is all about. Details are small pieces of information. When you put them all together, they help you understand the main idea.

Activity String Them Along Write a detail related to a main idea on a paper strip. Together, place the strips of paper into an order that makes sense to you. What main idea do they reflect? Fill in missing details on new paper strips. Then use glue or tape to make a paper strip loop. Thread the loops together to make a chain.


14519_U2W3_PB_071-072 71

Family Times

71 9/14/05 8:34:50 PM

Lesson Vocabulary

Grammar

Words to Know

Irregular Plural Nouns

Knowing the meanings of these words is important to reading Prudy’s Problem. Practice using these words.

An irregular plural noun is not spelled by adding -s or -es to the singular. For example, the plural of man is not mans but men. Irregular plural nouns must be learned because they do not follow the regular rules.

collection a gathering of items that are similar in some way enormous very large; huge realize to understand clearly scattered spread about in various places shiny bright and polished strain to draw too tight; stretch too much

Activity Matching Write the noun pairs below on index cards. Mix the cards and put them facedown in rows. Players take turns flipping over two cards and reading the words. If the words name the same noun in the singular and plural, the player keeps the pair. If the cards don’t refer to the same person, place, or thing, then the cards are turned facedown, and play goes to the next player. man

men

woman

women

child

children

mouse

mice

foot

feet

tooth

teeth

leaf

leaves

life

lives


Vocabulary Words


72

Family Times

14519_U2W3_PB_071-072 72


9/14/05 8:34:52 PM

Prudy’s Problem

Name

Main Idea

•

Monitor and Fix Up

• The main idea answers the question, “What is this story all about?” Details are small pieces of information that help tell what the story is about. • As you read, ask yourself, “What are the important details in this story so far?” Sum up to help you understand what is happening and to help you tell what the story is about.


K

endra saw all sorts of colorful rocks at the beach. She had been looking for something to collect. Kendra decided she would collect rocks. Kendra loaded her backpack with red rocks, yellow rocks, black rocks, and speckled rocks. Then she lugged them home.

Once home, Kendra looked for a place to keep her rocks. She couldn’t keep them in her backpack. Kendra found a pretty box. She set the colorful rocks in the box and put them on the porch. Kendra showed her beautiful rock collection to everyone who came to visit.

Directions Complete the graphic organizer to tell what the story is all about. Detail


1.

Detail

Detail

2.

3.

What the Story Is All About

4.

Home Activity Your child found the main idea of a story. The main idea is a sentence that sums up what the story is all about. Read a story like the one above, and ask your child to name some of the details in the story and then write one sentence to tell what the story is all about.


14519_U2W3_PB_073-073 73

Comprehension

73 9/14/05 8:34:57 PM

Prudy’s Problem

Name

Vocabulary Directions Choose the vocabulary word from the box and write it next to its meaning. Check the Words You Know enormous strain collection

shiny scattered realize

1. spread over a large area 2. a group of similar things a person gets and saves 3. to understand something clearly 4. to stretch too much 5. very big; huge Directions Each sentence has a word missing. Circle the word at the end of each sentence that fits the meaning. that she had left her coat behind.

realized

7. We polished the car until it looked bright and

.

scattered enormous

8. We

the grass seed all over the front yard.

9. The

dictionary in the library is too heavy to lift. shiny

10. My brother has a large

of baseball cards.

scattered

strain

shiny

strained enormous

collection

Write an Advertisement On a separate sheet of paper, write an advertisement describing an item for sale. Tell why a person would want it in a collection. Use as many vocabulary words as possible.


6. She

Home Activity Your child identified and used vocabulary words from Prudy’s Problem and How She Solved It. Ask your child to explain Prudy’s problem to you and how it was solved. Encourage your child to use as many vocabulary words as possible.

74

Vocabulary

14519_U2W3_PB_074-074 74


9/14/05 8:35:01 PM

Prudy’s Problem

Name

Vocabulary

•

Dictionary

• Sometimes when you are reading, you come across a word you don’t know. You can use a dictionary to find the meaning of the word. • A dictionary has word meanings. The words are listed in alphabetical order.

clutter n. mess collection n. a group of similar things one gets and keeps organize v. to put in order

realize v. to come to see; to understand scrutinize v. to look very closely at; to study vacuum n. machine used to take dirt from floors, rugs, and carpets

Directions Each sentence has one underlined word. Use the dictionary entries above to find the meaning. 1. Mom told me to organize all the things in my room.

to put in order 2. Every Saturday morning, Dad uses a vacuum on the rugs in the house.

machine used to take dirt from floors, rugs, and carpets 3. There is so much clutter in my closet, I can’t find anything.

mess 4. My room looks clean as long as you don’t scrutinize it.

to look very closely at; to study 5. Now I keep each of my collections in a separate box.


group of similar things one gets and keeps 6. I realize that having too many things can sometimes make life difficult.

to come to see; to understand

Home Activity Your child used sample dictionary entries to find the meaning of unfamiliar words. Read a story or newspaper article together and look up unfamiliar words. Encourage your child to identify unfamiliar words while reading and then look up their definitions in a dictionary.


14519_U2W3_075-075 75

Vocabulary

75 3/1/05 3:44:15 PM

Prudy’s Problem

Name

Character Characters are the people or animals in the story. What they say and do tells you about them.


A

group of gophers had an inspiration. They gathered together a huge collection of leaves. It was a strain to carry them into their holes. But gophers need bedding to sleep on during the winter, and those leaves were perfect. While they worked, an enormous moose with a shiny nose came by.

“What’s all this clutter?” the moose demanded as he scattered the leaves with his big feet. Phil, a grandfather gopher, spoke up. “For your information, we use leaves for bedding in the winter,” he said. “Oh, I’m sorry,” said the moose. “I didn’t realize what you were doing.”

1. How do you know that the gophers are hardworking?

2. What word would you use to describe the moose when he first shows up?

3. What word would you use to describe Phil?


4. Why does the moose say that he is sorry?

5. Think about how you felt about the moose when he first showed up. Then think about how you felt about him at the end of the story. Tell how your feelings about the moose changed, and why.

Home Activity Your child answered questions about the characters in a story. Read a new story together. As you read, stop occasionally and name a character. Ask what that character has said or done so far and have your child name words that describe the character.

76 14519_PB_076-078 76

Comprehension


3/22/05 10:09:54 PM

Prudy’s Problem

Name

Main Idea

•

Monitor and Fix Up

• The main idea can be found by asking, “What is this story all about? Details are small pieces of information that help tell what the story is about. • As you read, ask yourself, “What are the important details so far?” Sum up to help you understand what is happening and to help you tell what the story is about.


J

ermaine’s bedroom was so full of books that they covered the bed, and Jermaine had nowhere to sleep. “I need to do something about this,” thought Jermaine. So he found some old bricks and boards in the garden.

Jermaine took all the books out of his bedroom. He laid bricks on the floor up against the walls and stacked a board on top. Then Jermaine put down more bricks and stacked another board on top. Jermaine repeated the steps many more times. Soon Jermaine had bookshelves that went to the ceiling, and all of Jermaine’s books fit on the shelves.

1. What details in the first paragraph will help you tell what this story is all about?

Books cover the bed; Jermaine can’t sleep in the bed. 2. Jermaine decides he needs to do something about the books. How does this detail help you understand what this story is all about?

It lets you know that this story will be about how Jermaine solves his problem. © Pearson Education 3

3. The bookshelves went to the ceiling. Is this an important detail? Explain.

Possible response: No; the important detail is that he built bookshelves to solve his problem. 4. Use the details to sum up. Tell what this story is all about.

Building bookshelves is a good way to keep books out of the way. Home Activity Your child used details in a story to determine its main idea, or what the story is all about. Have your child recall familiar stories. Discuss the important details. Then help your child write a sentence to tell what the story is all about.


14519_PB_077 77

Comprehension

77 3/31/05 1:57:53 PM

Prudy’s Problem

Name

Main Idea The main idea answers the question, “What is this story all about?” Details are small pieces of information that help tell what the story is about.


J

snow, and when John wanted to leave, he couldn’t see any tracks. Then John saw an eagle overhead. “Eagle,” said John. “Please help me find my way out.” The eagle flew south, then west. John followed until he was out of the woods.

ohn went into the woods on a snowy day, and his boots made tracks where he walked. “I can follow my tracks back out,” thought John, so he didn’t pay attention to where he was going. But the sun came out and melted the

Directions Complete the graphic organizer to tell what the story is all about.

1.

Detail

2.

Detail

3.


Detail

What This Story Is All About

4.

Home Activity Your child found the main idea of a story. The main idea is a sentence that sums up what the story is all about. Read a story like the one above with your child. Ask your child to name details from the story and then tell what the story is all about.

78 14519_PB_076-078 78

Comprehension


3/22/05 10:10:17 PM

Prudy’s Problem

Name

Compound Words Directions Identify the two words that make up each compound word. Write the words on the lines. 1. _________ sun

+

_________ glasses

=

sunglasses

2. _________ rail

+

_________ road

=

railroad

3. _________ hair

+

_________ cut

=

haircut

4. _________ tree

+

_________ house

=

treehouse

5. _________ pop

+

_________ corn

=

popcorn

6. _________ my

+

_________ self

=

myself

7. _________ green

+

_________ house

=

greenhouse

8. _________ back

+

_________ yard

=

backyard

9. _________ rain

+

_________ water

=

rainwater

10. _________ sun

+

_________ flower

=

sunflower

Directions Choose the compound word to complete each sentence. Write the word on the line. Draw a line between the two words that make up each compound word. ____________________ 11. My (grandfather/uncle) lives on a farm. grand/father


____________________ 12. I help him take care of his animals (whenever/when) when/ever I visit. ____________________ 13. Last winter I was with him during a terrible snow/storm (snowstorm/blizzard). ____________________ 14. We had to work (outside/quickly) in the cold and snow. out/side ____________________ 15. It’s (sometimes/often) difficult to be a farmer. some/times Home Activity Your child wrote compound words—words formed by joining two shorter words—such as homework. With your child, read advertisements to find compound words (such as everyday, something, and everyone). Have your child identify the two words that make up each compound word.


14519_U2W3_079-079 79

Phonics Compound Words

79 3/1/05 3:49:47 PM

Prudy’s Problem

Name

Magazine or Periodical Directions Read the magazine article. Use it to answer the questions below. Collector’s Monthly

How to Manage Your Collectibles By Sara Vega We all love our collectibles, but often there are too many items to manage. Here are some suggestions: • Set a goal or purpose for your collection. Get rid of items that don’t meet this goal or purpose. • Buy or make storage containers. You want to be able to view each item. • Make a list of each item in your collection. Add and remove items from the list as needed. You may want to keep your list on a computer.

FOR SALE Action Figures More than 100 favorites. Call Mike 430-1874. Rare Coins Many hard-to-find U.S. coins. 555-7372 Ask for Marcia.

1. What is the title of the magazine?

2. What is the title of the article?

3. What is the article about?


4. Who might buy this magazine?

5. If you were looking for a rare coin or sports card, how might you use this magazine?

Home Activity Your child read a magazine page and answered questions about it. Look through a children’s magazine. Ask your child to point out the different parts. Have him or her suggest other articles or materials that might be found in a magazine like this.

80


14519_U2W3_PB_080-080 80


9/14/05 8:35:04 PM

Name

Summary Tops and Bottoms Bear is an animal with a lot of land, a lot of money, and absolutely no get-up-and-go. Left to his own devices, he can sleep through anything. Hare is a clever rabbit who didn’t always make the best decisions in the past. He now has a big family, no land, and no food. He tricks Bear into letting him farm his land. By the end of their “business deal,” both Bear and Hare have learned that good things come through hard work.

Activity What Could You Do? Imagine you have a need for something such as a new pair of sports shoes or school clothes. What can you do to earn those things? Brainstorm jobs that you can do together that would help someone else as you earn money. For example, your family might offer to rake leaves in your neighborhood for a fee. How is the work different when you do it together?


Comprehension Skill Author’s Purpose The author’s purpose is the reason an author writes something. An author writes to persuade, to inform, to entertain, or to express ideas and feelings.

Activity Book Talk Have each participant bring a favorite book to present. Take turns telling the title, the author, and a little about what happens in the story. Then tell what you think the author’s purpose was in writing the story. Finally, trade books with someone who had a book you think sounded interesting or fun. Spend some time reading.


14519_U2W4_PB_081-082 81

Family Times

81 9/14/05 8:35:07 PM

Lesson Vocabulary

Grammar

Words to Know

Singular Possessive Nouns

Knowing the meanings of these words is important to reading Tops and Bottoms. Practice using these words.

To show that one person owns something, use a singular possessive noun. Add an apostrophe and the letter s (’s) to a singular noun to make it a singular possessive noun.

Vocabulary Words Activity

cheated acted dishonestly clever having a quick mind crops plants grown to be used as food or sold for profit lazy not willing to work partners people who run a business together and share the gains and losses of it wealth a great amount of money or valuable things

To Whom Does This Belong? Write singular nouns on index cards. On one card, write ’s and trim the card so that the ’s, when placed at the end of any of the other cards, will make the word possessive. Next, mix the word cards. Each player chooses a card. Players then take turns placing the ’s card on their word card, reading the new singular possessive noun aloud, and then saying a sentence using that singular possessive noun.

baby ’s

nurse ’s


bottom the lowest part


82

Family Times

14519_U2W4_PB_081-082 82


9/14/05 8:35:10 PM

Tops and Bottoms

Name

Author’s Purpose

•

Predict

• The author’s purpose is the reason an author writes something. Some reasons are to inform or teach, to entertain, to persuade, or to express ideas and feelings. • Good readers try to predict what will happen and why. You can also predict the author’s purpose.

Directions Read the passage and follow the directions to complete the graphic organizer. Planting Bushes STOP and answer Question 1 below. he Lopez family had just built a nice house in the desert. The only problem was that the hot sun shone through the huge windows on the south side. Early one morning, Dad and Grandpa planted bushes along the south side of the house.

T

“I wonder why they did that,” thought Lupe. STOP and answer Question 2 below. Every day, Dad or Grandpa watered the bushes. They began to grow. Soon the bushes got so tall they blocked the sun from coming in the windows. “Now I know why they did that!” thought Lupe.

1. Before You Read: Read the title. For which reason might the author write a passage with this title?


2. As You Read: Predict the author’s purpose. Why do you think the author is telling this story?

3. After You Read: Give the author’s purpose. Why did the author most likely write this selection? Explain.

Home Activity Your child determined the author’s purpose for writing a story. Purposes include to inform, to persuade, to entertain, or to express feelings or ideas. Talk about the author’s purpose for writing tales your child is familiar with. Ask your child to give reasons for his or her answers.


14519_PB_083-083 83

Comprehension

83 3/22/05 10:13:49 PM

Tops and Bottoms

Name

Vocabulary Directions Each sentence has an underlined word. Circle the word at the end of the sentence with the same meaning as the underlined word. Check the Words You Know lazy crops cheated wealth

bottom clever partners

1. My lazy brother hates to do his chores.

idle

young

2. Jill put the cookies on the bottom shelf.

lowest

long

3. Juan and I are partners in a lawn mowing business. 4. Jim does well in school because he is very clever. 5. A person with lots of money has lots of wealth.

co-workers a class lazy

smart

riches

need

Directions Write a word from the box to complete each sentence below. 6. The farmer plants many

because farming takes lots of work.

8. Ann is an honest student, so I don’t think she 9. The rich man had so much 10. We will work together as

on the test. , he owned five houses. to build a business.

Write a Story On a separate sheet of paper, write about two farmers working together on something special. Describe them and what happens. Use as many vocabulary words as possible.


7. A farmer cannot be

, including corn and wheat.

Home Activity Your child identified and used vocabulary words from Tops and Bottoms. Visit the supermarket produce aisle together and have your child identify the vegetables whose tops or bottoms we eat. Encourage using as many vocabulary words as possible.

84

Vocabulary

14519_U2W4_PB_084-084 84


9/14/05 8:35:15 PM

Tops and Bottoms

Name

Vocabulary

•

Context Clues

• Sometimes you come across a word you don’t know. The author may use a word with the opposite meaning—an antonym—as a clue to the word’s meaning. • Use antonyms as context clues to figure out the meaning of unfamiliar words.

Directions Read each sentence. One word is underlined. Circle the antonym of the underlined word. Write the meaning of the underlined word on the line. 1. Sue is always so busy that no one can say she is lazy.

2. Put the glass on the top shelf because your sister may break it if it’s on the bottom.

3. Danny is so clever, he would never do a silly thing like that.

4. The cat was asleep, but the dog was awake.

5. Months after planting the seeds, the farmer can harvest the corn.

6. Do not scatter the papers, but gather them into one pile.


7. You look so nice when you smile that you should never scowl.

8. Whisper the secret in my ear, don’t holler it out loud.

Home Activity Your child identified and used new words by understanding antonyms used in context. Read a story together and encourage identifying unfamiliar words. Then help look for antonyms in the text that might help figure out the words’ meanings.


14519_U2W4_PB_085-085 85

Vocabulary

85 9/14/05 8:35:18 PM

Tops and Bottoms

Name

Main Idea and Details The main idea answers the question, “What is this story all about?” Details are small pieces of information that help tell what the story is about.


T

wo pigs were hungry for corn, so they decided to plant some at the bottom of a hill. Mr. Pigg planted the crops while Mr. Hogg watered them. When it was time to pick the corn, the two partners worked together. “We have a ton of corn,” said Mr. Pigg when they were done. “Let’s share our wealth with our neighbors.”

The neighbors were delighted. “What clever farmers you are,” said Mrs. Hoof. “You sure aren’t lazy,” said Mrs. Barnyard. After that, the two pigs grew corn every summer. In the fall, they shared what they harvested.

1. What is the topic of this story?

2. What lesson could the reader learn from this story?

3. What is this story all about?


4. Do you think the two pigs will continue to share their harvest? Explain.

Home Activity Your child answered questions about the story’s main idea. What the story is all about often has to do with a lesson the reader can learn from reading it. Read animal fables together. Talk about what the animals learn and what the reader can learn. Then ask your child to write a sentence stating the fable’s main idea.

86 14519_PB_086-088 86

Comprehension


3/22/05 10:14:09 PM

Tops and Bottoms

Name

Author’s Purpose

•

Predict

• Author’s purpose is the reason an author writes something. Some reasons are to inform or teach, to entertain, to persuade, or to express ideas and feelings. • Good readers try to predict what will happen and why. You can also predict the author’s purpose.

Directions Read the following passage. Then answer the questions below. Being a Farmer arming is a wonderful business. You can raise many animals, from pigs to horses. You can grow many different kinds of crops. You can be your own boss. Your children will grow up in the country. You can stay in shape by working

F

hard with your hands. You will be surrounded by peace and quiet. Farmers make money by selling the crops they grow. Some farmers can make good money and enjoy a good life.

1. When you first read the title, what did you think this passage would be about?

2. Why do you think the author wrote this passage?


3. Explain your reasons for choosing the author’s purpose.

4. Did the author do a good job of making the reader want to be a farmer? Why or why not?

Home Activity Your child read a story and then answered questions about the author’s purpose. After reading stories to your child, stop to discuss why the author may have written the story. Authors write for various reasons. An author may have more than one purpose. Common reasons for writing are to entertain, inform, persuade, or express ideas or feelings.


14519_PB_086-088 87

Comprehension

87 3/22/05 10:14:18 PM

Tops and Bottoms

Name

Author’s Purpose Author’s purpose is the reason an author writes something. Some reasons are to inform or teach, to entertain, to persuade, or to express ideas and feelings.

Directions Read the title and answer question 1. Read the first part, and answer question 2. Then finish the passage and complete the graphic organizer. The Cat and the Cherries at loved cherries on the trees in the orchard. Bird helped Cat by dropping cherries onto the ground so she could eat them. But today Bird was nowhere in sight. Cat just had to have a cherry! Cat clawed her way up the tiny tree. After she feasted on several cherries, she

C

tried to go down. But she couldn’t get out of the tree. Then Bird flew by. “Why are you in the tree?” he asked. “I wanted a cherry,” said Cat. “But now I can’t get down.” “You should have waited for your friend to help you,” said Bird.

1. Before You Read: Read the title. For which reason might the author write a story with this title?


2. As You Read: Predict the author’s purpose. Why do you think the author is telling this story?

3. After You Read: Now what do you think the author’s purpose was?

Home Activity Your child read a story and then determined the author’s purpose. Read a fairy tale or fable to your child. Discuss reasons why the author may have written the story. If your child needs help, ask if the story teaches, entertains, persuades, or expresses ideas or feelings.

88

Comprehension

14519_U2W4_PB_086-088 88


9/14/05 8:35:24 PM

Tops and Bottoms

Name

Consonant Blends Directions Read the story. Underline the words with the three-letter blends spl, squ, str, and thr. Then write the underlined words on the lines.

Emily threw on her coat and ran down the street. As she got to the town square, she saw three friends throwing water balloons at one another. Each time a balloon struck the ground, it split open. Water splashed everywhere. Then someone tossed a balloon with such strength that it flew through an open car window. Emily knew they had to find the owner and tell what they had done.

1.

____________________

2.

____________________

3.

____________________

4.

____________________

5.

____________________

6.

____________________

7.

____________________

8.

____________________

9.

____________________

10.

____________________


Directions Read each word and listen for the three-letter blend. Then write two more words that start with the same blend. Underline the three-letter blend in each word you write. 11. straw

________________

________________

12. splurge

________________

________________

13. squeak

________________

________________

14. thread

________________

________________

15. straight

________________

________________

Home Activity Your child wrote words that begin with the three-letter blends spl (as in splash), squ (as in square), str (as in strike), and thr (as in throw). Challenge your child to name additional words that begin with these three-letter blends. For help in identifying words with these starting letters, you can use a dictionary.


14519_U2W4_PB_089-089 89

Phonics Consonant Blends

89 9/14/05 8:35:27 PM

Tops and Bottoms

Name

Encyclopedia

E–F G–H

Volume 7

D

Volume 6

Volume 3

C

Volume 5

Volume 2

A–B

Volume 4

Volume 1

An encyclopedia is a set of books, or volumes, that has entries and articles on many subjects. Volumes and entries are arranged in alphabetical order. Guide words show the first and last entries on a page or facing pages. Electronic encyclopedias display links to articles on subjects for which you search.

I

J–K

Home

Search

View

Print

Mail

Back

Forward

ELECTRONIC ENCYCLOPEDIA A|B|C|D|E|F|G|H|I|J|K|L|M|N|O|P|Q|R|S|T|U|V|W|X|Y|Z Search: rabbits

T

Volume 15

S

Volume 14

Volume 13

L–M N O–P Q–R

Volume 12

Volume 11

Volume 10

Volume 9

Volume 8

Home > Search Results > rabbits Found: 61 Showing: 1 – 4 Next

U–V W–Z

• • • •

The Body of a Rabbit Kinds of Rabbits The Life of a Rabbit Pet Rabbits

Directions Use the information above to answer the questions. 1. What word or words would you use to find information about the climate of the Northeast United States? Write the volume number you would use.

3. You want to compare an alligator and a crocodile. Which volumes will you use?

4. How many different articles on rabbits are shown in the electronic encyclopedia window?


2. The entry tortoise might be found between which guide words: tidal wave/tiger, tornado/town, or toy/trampoline? Write the volume number in which it would be found.

5. Which article will you read to learn about the size of a rabbit?

Home Activity Your child identified words and volume numbers to locate answers to questions about using an encyclopedia. Help your child write four or five questions about a topic of interest. Have your child use an encyclopedia, either print or electronic, to answer the questions.

90


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9/14/05 8:35:31 PM

Name

Summary William’s House William and his wife have settled in a new land. He builds his family a house exactly like the one he grew up in. But as time passes, he finds that summers are a little warmer, the winds blow harder, and the air turns drier than at home. Each change in the weather prompts William to make a change in his home until it is perfect for his new land.

Activity Solving Problems Together, take a walk around your home and see it with new eyes. Do you have carpeting? What purpose does it serve? Is there anything your home needs that it doesn’t have? How could you work together to make it?

Comprehension Skill


Draw Conclusions A conclusion is a decision you reach after you think about details and facts. As you read, think about the details and facts and use what you already know to better understand the characters and events.

Activity Widget Whatsit Go to the kitchen area of a store and look at the kitchen gadgets. Together, find any unfamiliar tools. Discuss what you know about cooking and think aloud about the characteristics of the gadget. Is it meant for mixing? for cutting? for high or low temperatures? Draw conclusions about the gadget’s use, and then check the packaging to see how the item is meant to be used. Practice Book Unit 2

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Family Times

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Lesson Vocabulary Words to Know Knowing the meanings of these words is important to reading William’s House. Practice using these words.

Grammar Plural Possessive Nouns

cellar room built underground

If two or more people share or own something, use a plural possessive noun. Add an apostrophe to plural nouns that end in -s (the boys’ shirts), -es (the benches’ legs), or -ies (the ladies’ hats) to make them possessive. Add an apostrophe and an -s to make irregular plural nouns possessive (the men’s coats).

clearing a piece of land free of trees and bushes

Activity

Vocabulary Words barrels large, round wooden containers with curved sides

pegs pieces of wood driven into a surface to hold things spoil to become bad or not fit to eat or use steep having a very sharp slope

Using Plural Possessive Nouns Write sentences similar to the following on paper. Help your child decide the correct way to make the underlined word possessive. Then have your child read aloud the corrected sentences. 1. Put the boys door.

boots by the

2. The puppies

collars are blue.

3. Are those the children

coats?



92

Family Times

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9/14/05 8:35:37 PM

William’s House

Name

Draw Conclusions

•

Ask Questions

• A conclusion is a decision you reach after you think about details and facts. Then think about what you already know to help draw conclusions. • As you read, ask yourself why certain things happen or why characters act as they do. You may be able to draw conclusions about them.


T

he Chumash lived in California long before settlers came. They lived in huge round houses made from tule reeds. First, the Chumash placed willow poles around a circle. Then they bent the poles and tied them together at the top. The people covered the poles with mats made

from reeds. A hole was left in the top of the house. A house was 50 feet across. Aunts, uncles, and cousins all lived together in one house. A fire burned in the center pit. The rest of the space was divided into areas for each family.

Directions Complete the graphic organizer to draw a conclusion.

Facts or Details

1. fire burns in

+ © Pearson Education 3

Conclusion

What You Already Know

Fire makes smoke.

=

3. A hole was left in the top of the house so

2. top of house

Home Activity Your child used a graphic organizer to draw a conclusion. Authors don’t tell the reader everything. Readers draw conclusions while they read to help them understand the story. Reread or retell the story “The Three Little Pigs.” Ask your child to tell why each house except the brick house blew down. (They were not strong enough.)


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Comprehension

93 9/28/05 11:58:24 AM

William’s House

Name

Vocabulary Check the Words You Know clearing steep barrels

pegs cellar spoil

Directions Read the sentences. Write the word from the box that fits the sentence. in the woods.

1. We set up our tent in a 2. We put

from our tent into the ground to hold it down.

3. The hill was so

, I nearly slipped and fell.

4. We keep lots of tools downstairs in our 5. You must use eggs before they

. and make you sick.

Directions Match the word with its meaning. Draw a line from the word to its definition. 6. barrels

wooden pins

7. spoil

large containers

8. clearing

a room under a house

9. cellar

to rot or go bad

10. pegs

an open space in a forest

On a separate sheet of paper, write a description of your home or of any house you have been in. Describe what the home is like from the outside and inside. Describe the rooms in the home. Use as many vocabulary words as possible in your writing.


Write a Description

Home Activity Your child identified and used vocabulary words from William’s House. Ask your child to describe William’s house using as many vocabulary words as possible.

94

Vocabulary

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9/14/05 8:35:46 PM

William’s House

Name

Vocabulary

•

Context Clues

Sometimes in your reading you see a word you don’t know. You can use context clues— the words and sentences around the unfamiliar word—to figure out its meaning.

Directions Read the following passage. Then answer the questions.

L

ast summer, my family and I spent two weeks living in a log cabin. The cabin was in a clearing, where the trees had been cut down. Life in a log cabin is very different from life in the city. You hang your clothes on pegs sticking out of the wall. Even pots and pans hang on pegs in the kitchen. Under the kitchen rug was a trap door. It led downstairs to the cellar.

My brother and I loved the cellar. We had to walk down very steep stairs almost like a ladder! The cellar was filled with large, covered barrels containing dried corn and other food. Also, the cellar was very cool. Food does not spoil where it is cool. So the food in the cellar stayed fresh. The cellar was a great place to be on a hot summer day!

1. What does clearing mean in this passage? What clues help you determine the meaning?

2. What does pegs mean in this passage? What clues help you determine the meaning?


3. What does cellar mean in this passage? What clues help you determine the meaning?

4. What does steep mean in this passage? What clues help you determine the meaning?

5. What does barrels mean in this passage? What clues help you determine the meaning?

Home Activity Your child identified and used context clues to understand new words in a passage. Work with your child to identify unfamiliar words in a paragraph, then have your child find context clues to help with the understanding of new words. Confirm the meaning with your child.


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Vocabulary

95 3/22/05 10:15:30 PM

William’s House

Name

Character Characters are the people or animals in a story. What they say and do tells you about them.


I

t was five o’clock in the morning, and Pierre felt someone tapping his shoulder. “Pierre,” said Grandpa, “it’s time to wake up. The fish are waiting!” Pierre snuggled back into his blanket and thought, Why are we getting up so early? He put his head back under the covers. “I’m ready Grandpa!” said Pierre’s brother Luc, “Let’s go!” Luc had woken up extra early to be ready to go when Grandpa arrived. It was a big day. Grandpa had

come from far away to take the boys on their first fishing trip to the big river. Luc and Grandpa set off for the river, while Pierre stayed in bed. They returned at the end of the day with lots of fish and lots of stories. At dinner, Luc and Grandpa were telling about their day and the fun they shared. Pierre was sad that he had stayed in bed and missed the adventure.

1. Who are the main characters in this story?

2. How do you know that Luc was excited to go fishing?

3. Why is it a big day?


4. Why was Pierre sad at the end of the story?

5. Write a question about why Pierre stayed in bed. Then tell what the answer reveals about Pierre.

Home Activity Your child answered questions about a story’s characters. Clues in the story help the reader decide what a character is like. Understanding what the characters are like will help your child better understand the story. When your child reads stories, ask what the characters are like, and why.

96

Comprehension

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9/23/05 3:42:54 PM

William’s House

Name

Draw Conclusions

•

Ask Questions

• A conclusion is a decision you reach after you think about details and facts and then think about what you already know to help draw conclusions. • As you read, ask yourself why certain things happen or why characters act as they do. You may be able to draw conclusions about them.


M

y friends and I formed a game club, but we needed a place to meet. We decided to use some leftover lumber from my backyard to build a tree house. We hauled wood up a ladder to the highest branches, and then we started to pound nails to make the floor.

“What are you doing?” screeched Mom. “Get down!” Fortunately, Dad decided to help us. He got the floorboards straight and secure, and then he put up walls and a roof. Finally, we had our game room.

1. Why do you think the club didn’t meet at someone’s house?

2. Why do you think Mom wanted the friends to get down?

3. Why might Dad have decided to help the friends?

4. Do you think the following is a valid conclusion? Explain your reasons.


The tree house is a safe tree house.

5. Write a question you might ask about the friends hauling wood up the tree. Then tell how you could use the answer to draw a conclusion.

Home Activity Your child answered questions that required drawing conclusions. We all draw conclusions as we read by using facts and details in the story and our own experiences. When your child reads, ask questions such as the ones above. Also ask your child to give reasons for any conclusions drawn.


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Comprehension

97 9/14/05 8:35:53 PM

William’s House

Name

Draw Conclusions A conclusion is a decision you reach after you think about details and facts and then think about what you already know to draw conclusions.


J

ane’s ancestors moved to Kansas about 150 years ago. They built a sod house. Sod is pieces of earth with grass growing on them. Pa dug a hole in a hill. Then he cut sod into strips. Pa stacked the sod to make a wall. He left an opening for a door. To make a roof, Pa laced twigs, branches, and hay together. Then he put

sod on top of that. At night, dirt fell from the ceiling onto Jane as she slept. Ma cooked inside the sod house. Often, she had to put an umbrella over the pot and over her family as they ate.

Directions Complete the graphic organizer to draw a conclusion.

Facts or Details

1.

=

3.

+

4. Without an umbrella


2.

Conclusion

What You Already Know

Home Activity Your child learned to draw conclusions. A conclusion is a decision that readers make by thinking about the facts and details in a story. Readers draw conclusions all the time as they read. Listen to your child read and ask questions that require him or her to draw conclusions about the characters or events in a story.

98

Comprehension

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9/14/05 8:35:54 PM

William’s House

Name

Consonant Digraphs Directions Write sh, th, ph, ch, tch, or ng to complete each word. Write the whole word on the line to the left. ____________________

1. Maria’s family pur

ased a house.

____________________

2. Her mo

____________________

3. She went to the store and bought bru buckets.

____________________

4. When she came home she put on old clo

____________________

5. Then she pa

____________________

6. Maria didn’t know what color her room was goi to be.

____________________

7. She

____________________

8. Her friend helped Maria make the

____________________

9. Maria picked a beautiful

er decided to paint it. es and

ing.

ed the cracks and nail holes.

oned her friend to talk about it. oice.

ade of peach.

Directions Say the name of each picture. Write sh, th, wh, ph, tch, or ng to complete each word.

y

11. wa

12. a

14. swi

15. spla

lete


10. tro

13.

ale

Home Activity Your child wrote words with the consonants sh (English), th (father), wh (wheel), ph (trophy), ch (chapter), tch (watch), and ng (wing). Have your child read the words on the page above. Ask your child to change one or more letters in some of the words to form new words. For example, substituting t for p in peach forms teach.


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Phonics Consonant Digraphs

99 9/14/05 8:35:58 PM

William’s House

Name

Diagram A diagram is a special drawing with labels. It usually shows how something is put together, how its parts relate to one another, or how it works. This diagram shows some of the parts of a house.

Diagram

Sun Room

Bathroom

Kitchen

Master Bedroom

Study/ Bedroom Bathroom Bathroom

Living Room

Hallway

Dining Room

Stairway

Bedroom

Entry Floor 1

Floor 2

Directions Use the information from the diagram to answer each question. 1. How many floors does this house have?

2. How many rooms are on the second floor?


3. What appears to be the largest room in the house?

4. How many bathrooms does this house have?

5. According to the diagram what room is above the kitchen?

Home Activity Your child used a diagram to answer questions. Have your child make a drawing of one floor in your home. Encourage him or her to label each room and possibly furniture or other fixtures.

100


14519_U2W5_PB_100-100 100


9/23/05 3:43:29 PM

Name

Summary The Gardener Lydia Grace goes to live with her uncle in the city when money gets tight at home. She helps in his bakery, learns to make bread, and makes friends there. Lydia loves to garden, and even though gardening space is limited in the city, she makes the best of what room she has. By the end of the story, she has transformed her uncle’s building with her passion for growing things.

Activity Plant a Window Garden Fill a pan with soil. Find seeds suitable for a small space such as herbs for cooking or small flowers. Plant them following the directions on the package. How do the flowers change the feel of the window in which they sit?


Comprehension Skill Cause and Effect A cause tells why something happened. An effect is what happened. Words such as because, since, and so are clues that can help you figure out a cause and its effect.

Activity Marbles Use marbles or tennis balls to explore cause and effect. What happens when one marble strikes another? Can you make the second marble go in the direction you want? What happens if you try to bounce a marble on the floor? Experiment with cause and effect together.


14519_U3W1_PB_101-102 101

Family Times

101 9/14/05 8:36:05 PM

Lesson Vocabulary

Grammar

Words to Know

Action and Linking Verbs

Knowing the meanings of these words is important to reading The Gardner. Practice using these words to learn their meanings.

An action verb tells what something or someone does. A linking verb tells what someone or something is.

Vocabulary Words beauty quality that makes a person or thing pleasing to look at blooming the opening of flowers on a plant bulbs the round parts of some plants that are underground

Action verbs: run, plays, laughs Linking verbs: am, is, are, was, were

Activity Circle the Verbs Cut out a page from an old magazine. Together, find and circle the action verbs. Then find and underline the linking verbs.

doze to sleep lightly or for a short time humor the ability to enjoy funny things recognizing know and remember from the past showers brief rain fall


sprouting beginning to grow


102 14519_PB_101-102 102

Family Times


3/30/05 5:43:28 PM

The Gardener

Name

Cause and Effect

•

Story Structure

• A cause tells why something happened. • An effect is what happened. • Words such as because and so are clues that can help you figure out a cause and its effects.


P

edro’s family lives on a farm. His father grows corn for the family to enjoy. There is one important job that Pedro gets to do. He looks out for corn earworm moths. These moths lay eggs in the corn and cotton crops. Their larvae eat the plants, destroying them. To keep the moths away, Pedro’s father has to hire pilots to spray

their fields with chemicals to kill the moths. Because bats eat moths, they help guard the crop too. Mexican free-tailed bats live in caves near the fields. They can eat a thousand tons of moths in one night! That means fewer moths for Pedro to watch for, and more corn for his family to enjoy.

Directions Complete the cause and effect graphic organizer. Cause

1.

Effects

2. What must Pedro’s father do?


3. What animal eats the moths?

4. What pattern in the story helped you figure out the answers?

Home Activity Your child found a cause and two effects in a passage. To help your child understand cause and effect, point out causes to your child and ask him or her to name the effects. For example, you might mention a rainy day as a cause. The effects could be using an umbrella and not being able to play outdoors.


14519_U3W1_PB_103-103 103

Comprehension

103 9/14/05 8:36:13 PM

The Gardener

Name

Vocabulary Check the Words You Know recognizing doze blooming showers

humor bulbs sprouting beauty

Directions Fill in the blank with a word from the box that fits the meaning of the sentence. you.

1. You’ve grown so tall that I had trouble 2. I was so tired that I began to 3. The the spring.

while sitting in a chair. I planted last fall will come up as flowers in

4. Anyone who laughs at my jokes must have a good sense of

.

5. All the flowers were pretty, but the red one was a real

.

Directions Match the word with its meaning. Draw a line from the word to its definition. growing out of the ground

7. blooming

something that is very good looking

8. sprouting

light rainfall

9. doze

beginning to open

10. beauty


6. showers

to nap, or fall asleep

Write a Letter On a separate sheet of paper, write a letter to a friend or relative about a plant you would like to grow. Use as many vocabulary words as possible.

Home Activity Your child identified and used vocabulary from The Gardener. Read a story about urban gardens to your child. Discuss the story, using this week’s vocabulary words.

104

Vocabulary

14519_U3W1_PB_104-104 104


9/14/05 8:36:16 PM

The Gardener

Name

Vocabulary

•

Word Structure

• Sometimes you can figure out the meaning of unfamiliar words by looking at the word structure. Some words have an -s ending to show more than one. Some words have an -ed ending to show that something happened in the past. • Use word endings to help you figure out the meaning of unfamiliar words.

Directions Read each sentence. Underline the noun with the -s ending that shows more than one. 1. I sent my grandmother a picture of a bunch of flowers. 2. I miss my grandmother, but I like writing letters to her. 3. There are three trees in my front yard. 4. I planted carrot seeds in my garden. 5. We planted one bulb in each of the pots. Directions Read each sentence. Underline the verb with the -ed ending that shows what happened in the past. 6. Yesterday, I planted four rows of corn. 7. I pushed the seeds down carefully into the ground.


8. Then I covered the seeds with some soil. 9. After two weeks, the first tiny sprouts appeared. 10. All my corn plants survived, and now we eat fresh corn.

Home Activity Your child identified and used new words by understanding word structure and the endings -s and -ed. Read a story with your child. Encourage your child to identify unfamiliar words with these endings, and then help your child figure out the meaning of the words.


14519_U3W1_PB_105-105 105

Vocabulary

105 9/14/05 8:36:19 PM

The Gardener

Name

Draw Conclusions • A conclusion is a decision you reach that makes sense after you think about details or facts in what you read. • As you read, think about the details and make decisions about the characters and what happens in the story.

Directions Read the following letter. Then answer the questions below. Dear Cousin Howie, We traveled all summer. We finally arrived here at the end of August. Wildflowers were blooming everywhere. The prairie has a beauty of its own. Before snow fell, we planted bulbs. We had our prized tulips in the spring. You wouldn’t believe the showers we had this

spring. We plowed and planted the muddy fields anyway. I got so tired that I dozed off at supper every night. The grains are sprouting now. Can you come out to help us with the August harvest? Yours, Jonathan

1. Using what you know, what are Jonathan and his family doing?

2. How do you know that cousins Jonathan and Howie are close friends?

3. What fact tells you that before moving, Jonathan did not live on the prairie?

5. How does the text structure help you know that the two cousins live far away?


4. Why was Jonathan so tired in the spring?

Home Activity Your child had to draw conclusions to answer questions. A conclusion is a decision the reader reaches after thinking about the passage’s details and facts. The reader also uses prior knowledge to draw conclusions. After reading together, ask questions that require your child to use facts and prior knowledge to come to a conclusion about the story’s characters and events.

106

Comprehension

14519_U3W1_PB_106-106 106


9/14/05 8:36:22 PM

The Gardener

Name

Cause and Effect

•

Story Structure

• A cause tells why something happened. • An effect is what happened. • Words such as because and so are clues that can help you figure out a cause and its effects.

Directions Read the following letter. Then answer the questions below. Dear June, I’ve been helping Mom and Dad in the flower shop. We grow flowers and sell them to customers. Yesterday, our cat Boots got into the shop. She left dirty tracks everywhere because her feet were muddy from running through the gardens. We tried to catch her.

When I chased her, she jumped up on the shelves. She knocked down several vases, and they broke. So, now we have to put Boots in the basement before we open the shop in the morning. Love, Nellie

1. What happened when Boots got into the flower shop?

2. What did Boots do when Nellie tried to catch her?

3. Why did the vases break?


4. Why does Boots have to go to the basement now?

5. What pattern in the text helps you find cause and effect?

Home Activity Your child answered questions about causes and effects in a story and found clue words that tell about cause-and-effect relationships. Ask your child to make up sentences using the words because and so. Then have your child identify the cause and effect in each pair of sentences.


14519_U3W1_PB_107-108 107

Comprehension

107 9/14/05 8:36:25 PM

The Gardener

Name

Cause and Effect • A cause tells why something happened. • An effect is what happened. • Words such as because and so are clues that can help you figure out a cause and its effects.


“Y

ou’re going to go to camp this summer,” said Mom. “You need to get out of the city.” So, Shante went to a camp in the country. She went swimming in a lake. She hiked in the mountains and picked

wildflowers. The air was clean and crisp. When she got home, her mother said, “You look so healthy because you went to camp. You got lots of exercise and breathed clean air. You’re not coughing from the city smoke.”

Directions Complete the cause and effect graphic organizer. Cause

1. Why did Shante leave the city?

Effects

2. First


3. Second

4. What clue words helped you figure out the answers?

Home Activity Your child identified a cause and two effects in a story. Understanding causes and effects helps your child better understand what he or she reads. The words because and so are clue words that a cause and effect have happened. Ask your child questions using the words cause and effect. For example, you might say, “What caused the noodles to get soft? (cooking them) What is the effect of eating? (no longer hungry)

108

Comprehension

14519_U3W1_PB_107-108 108


9/14/05 8:36:27 PM

The Gardener

Name

Contractions Directions Use each pair of words to make a contraction. Write the contraction on the line. 1. have not

8. I would

2. when is

9. let us

3. did not

10. they are

4. they will

11. that is

5. she is

12. he would

6. you will

13. was not

7. we would

14. you would

Directions: Use the words in ( ) to make a contraction to complete each sentence. Write the contraction on the line. 15. Judy (has not) planted a garden before. 16. This year she decided (she would) like to grow some plants. 17. Her mom said that (they would) work together. 18. Judy’s mom told her that it (was not) yet time to plant the garden. © Pearson Education 3

19. She explained that seeds can’t grow if (it is) too cold. 20. She also said that plants (would not) grow without water.

Home Activity Your child formed contractions by using an apostrophe to take the place of letters that are left out. Ask your child to think of at least ten other word pairs that can be used to form contractions, such as she is (she’s), we will (we’ll), and are not (aren’t). Ask your child to write sentences using these contractions.


14519_U3W1_PB_109-109 109

Phonics Contractions

109 9/14/05 8:36:31 PM

The Gardener

Name

Card Catalog and Library Database Libraries use a card catalog or a computerized library database to organize their materials. You can search for a book using the author, title, or subject. Look for the author’s last name followed by the first name. When the book is located, either on the card or computer, there will be a call number. Each book in the library has its own call number that appears on the spine of the book.

Directions A database entry for a book on gardening is shown below. Use the entry to answer the questions. Main Menu

Exit

Keyword Search

Browse

Advanced Search

Help

PUBLIC LIBRARY CARD CATALOG/DATABASE

Records 1 of 1

Gardening for Kids / by Patricia Farley New York: Nature Publishing, 2005 CALL NUMBER: 536.2 Click on any of the following to start a new search: Author / Title / Subject

1. What would you type to search the database by author to find this book?

2. What is the call number for this book?

3. What would you type to search the database by subject to find this book?


4. You want to find a book about gardening. Which word will you click on to begin your search?

5. In which year was this book published?

Home Activity Your child answered questions about a library database. If possible, visit the library with your child to review the computerized database. If not, look at some books and have your child tell how to search for it by subject, author, and title.

110


14519_U3W1_PB_110-110 110


9/14/05 8:36:34 PM

Name

Summary Pushing Up the Sky Long ago, the sky was very close to Earth. This might sound like a lot of fun, but it was in the way. The chiefs all got together and had a meeting to decide what to do. It was decided that if they pushed together with long poles, they might succeed in pushing the sky out of the way. Their efforts moved the sky to where it is today!

Activity What If the World Was Like That? Imagine that the world was very different in one way, much as the sky was very different in the story Pushing Up the Sky. What problems would this cause? Make up a play about the problem and the way you and your family would solve it.


Author’s Purpose The author’s purpose is the reason an author writes something. An author may write to persuade, to inform, to entertain, or to express ideas and feelings.

Activity Topic Spin Think of a list of writing topics and write them down. Then make a spinner using a paper plate, a pencil, and a paper clip. Divide the spinner into four sections and write inform, entertain, express, and persuade, respectively, in each section. Players take turns picking a topic, spinning the spinner, and then describing what they could write with that topic and purpose. Practice Book Unit 3

14519_PB_111-112 111

Family Times

111 3/30/05 5:41:37 PM

Lesson Vocabulary

Grammar

Words to Know

Main and Helping Verbs

Knowing the meanings of these words is important to reading Pushing Up the Sky. Practice using these words.

Main verbs show the action in the sentences. Helping verbs can show the time of the action. Have, has, had, will, is, am, are, was, and were can be helping verbs. A verb phrase uses a main verb and a helping verb together.

antlers one of two bony growths on the head of a deer and certain other animals imagined formed pictures in a person’s mind of things or ideas that are elsewhere or not real languages spoken or written words narrator a person who tells the story overhead over the head; placed high up; above poked pushed with something pointed; jabbed

We were running. They are climbing. The dogs have barked before.

Activity Using Verb Phrases Write main verbs and helping verbs, each on an index card. Divide the cards into main verb and helping verb piles. Mix each pile and place the cards facedown. Each player takes the two top cards and creates a verb phrase. Then the player uses the verb phrase in a sentence. If the helping verb and main verb do not make sense together, return the helping verb to the bottom of the pile and choose another helping verb card until a phrase can be made that makes sense.


Vocabulary Words


112

Family Times

14519_U3W2_PB_111-112 112


9/14/05 8:36:40 PM

Pushing Up the Sky

Name

Author’s Purpose

•

Summarize

• The author’s purpose is the reason an author writes something. • An author may try to persuade, to inform, to entertain, or to express ideas and feelings. • Different parts of a piece of writing may have different purposes. • Summarizing the main ideas and details as you read can help you figure out the author’s purpose.


N

orthwest Indians were expert basket makers. They used baskets to store food, make food, and serve food. The baskets were woven so tightly they held water. The people used thin sticks of wood or reeds. They wove grass or threads made

from roots between the sticks. They pulled the threads tightly together. If you ever go to the Northwest, you can see these baskets. You can buy them in stores. You can also see pictures of them on the Internet.

Directions Complete the chart. Give the author’s purpose for each part. Then explain the purpose. Purpose


Beginning

Inform: give information about the baskets.

Why do you think so?

1.

The first paragraph describes the baskets.

Middle

2.

Inform: Tell how the baskets were made.

3.

The second paragraph tells how they made the baskets.

End

4.

Inform: Tell where the baskets can be seen.

5.

The last paragraph tells where to go to see or buy the baskets.

Home Activity Your child described the author’s purpose for a piece of writing. Authors may have more than one purpose. The purpose of nonfiction is often to inform. Read nonfiction articles together. Ask your child to explain why the author wrote it. Remember, the author may have had more than one purpose.


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Comprehension

113 3/1/05 3:37:51 PM

Pushing Up the Sky

Name

Vocabulary Check the Words You Know overhead imagined antlers

poked narrator languages

Directions Write the vocabulary word from the box next to its meaning. 1. jabbed with a finger or stick 2. someone who tells a story 3. bonelike growths on an animal’s head, such as a deer 4. the words and grammar people use to communicate 5. formed a picture in your mind about something Directions Fill in the word from the box that fits the meaning of the sentence.

7. We looked at the clouds 8. The boy 9. My brother 10. Rafael speaks two

on its head. to see if it would rain. that he would grow up to be a great ball player. me in the arm to wake me up. , English and Spanish.

Write a Poem On a separate sheet of paper, write a poem about something wonderful you imagine. Use as many vocabulary words as possible.


6. The deer had huge, pointed

Home Activity Your child has identified and used vocabulary words from Pushing Up the Sky. Play a game with your child in which you take turns imagining something, with each of you adding to what the other imagined. Use as many vocabulary words as you can.

114

Vocabulary

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9/14/05 8:36:45 PM

Pushing Up the Sky

Name

Vocabulary

•

Glossary

• Sometimes you can use a glossary to find the meaning of a word. A glossary gives the meanings of important words in a book. • A glossary lists words and their meanings in alphabetical order.

i•mag•ine (i majå n), VERB. to picture in your mind. mis•er•a•ble (mizå r b l), ADJECTIVE. feeling terrible. rus•tle (ruså l), VERB. a sound of things gently rubbing together. shiv•er (shivå r), VERB. to shake with cold. e

e e e

e

–åte_ ), NOUN. a doglike wild animal coy•o•te (kı– o of North America. dis•ap•pear (disß pirå), VERB. to vanish; to no longer be seen. fierce (firs), ADJECTIVE. wild, untamed. fire•brand (f –ı råbrandß), NOUN. a burning torch. e

e

Directions Read the story. Find the definition of the underlined words in the glossary.

R

ay was lost in the woods. It was night, and it was cold. Ray imagined what it would be like to be warm at home. He was cold and miserable. He started to shiver. He was hungry too. Then he heard the bushes rustle. He looked up and saw a coyote. The coyote looked fierce, but he spoke kindly. “I will make you a fire,” the coyote said.

The coyote brought wood and made a fire. Ray and the coyote sat warming themselves by the fire. Then the coyote said, “I will take you home.” The coyote took a firebrand and led Ray out of the woods. Soon they were near Ray’s house. “Goodbye,” the coyote said. “Thank you very much,” Ray said. Then he watched the coyote disappear.

1. imagined 2. miserable © Pearson Education 3

3. shiver 4. rustle 5. coyote 6. fierce 7. firebrand 8. disappear Home Activity Your child used a glossary to find the meaning of words. Read a nonfiction book with your child and encourage using the glossary to find the meanings of unfamiliar words.


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Vocabulary

115 9/23/05 3:44:02 PM

Pushing Up the Sky

Name

Cause and Effect • A cause is why something happened. • An effect is something that happens.

Directions Read the following passage. Then answer the questions below. Narrator Moose and Weasel use language to talk to each other in the woods they share. Scene I Moose Gets Antlers Moose My antlers finally grew in. I love having huge antlers overhead.

Scene II Weasel Gets Antlers Too Weasel I imagined antlers, and now I have them. They are so heavy on my head. Moose They are too big for you. I hope you don’t poke anyone with them. Weasel If I wish it, they will go away.

Weasel They make you taller. I wish I had antlers too.

1. Why are Moose and Weasel talking together in the woods?

Moose’s antlers just grew in. 2. What effect do the antlers have on Weasel?

Weasel wants to have them too. 3. How did Weasel get antlers?

He wished for them. They are heavy; they are too big. 5. Write a summary of the play. Use the words because and so. How do the details help you find cause and effect? Moose has antlers, so Weasel wants

them too. Weasel gets antlers because he wishes for them. The antlers are too big and heavy for Weasel.


4. What two problems do the antlers cause Weasel?

Home Activity Your child identified causes and effects in a play. A cause is what made something happen. An effect is what happened. Ask questions about causes: What causes a cake to bake in an oven? (heat) What causes plants to grow? (the right amounts of sun and rain) Ask questions about effects. What makes a car run? (fuel)

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Comprehension


3/12/05 2:04:20 PM

Pushing Up the Sky

Name

Author’s Purpose

•

Summarize

• The author’s purpose is the reason an author writes something. • An author may try to persuade, to inform, to entertain, or to express ideas and feelings. • Different parts of a piece of writing may have different purposes. • Summarizing the main ideas and details as you read can help you figure out the author’s purpose.


A

ir contains oxygen, and people need oxygen to breathe. Smoke from factories and car exhaust makes the air dirty. This is called air pollution. Air is important to people. We need clean air to be healthy. A clean sky is

beautiful too, and we need beauty in our lives. Please do what you can to keep the air clean. Instead of riding in a car, ride your bicycle. Walk to school or take the trolley.

1. What facts does the first paragraph contain?

It contains facts about our air. 2. What is the purpose of the first paragraph?

To inform people about the problem of air pollution. 3. Why does the author write the second paragraph?

To express feelings 4. What is the purpose of the last paragraph? © Pearson Education 3

To persuade others to work for clean air 5. Write a summary of the last paragraph. How does it help you figure out the author’s purpose?

Summary: To keep air clean, use transportation that does not pollute. The author wants to inform and persuade. Home Activity Your child answered questions about the author’s purpose. Find a letter to the editor in the newspaper and read it to your child. Ask him or her to explain why the author wrote it. Discuss what your child might write about in a letter written to persuade.


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Comprehension

117 3/1/05 3:37:42 PM

Pushing Up the Sky

Name

Author’s Purpose • The author’s purpose is the reason an author writes something. • An author may try to persuade, to inform, to entertain, or to express ideas and feelings. • Different parts of a piece of writing may have different purposes.

Directions Read the following passage. Props Use two blue blankets for the river. Put potted plants around the river as trees. Narrator People who lived near the river fished for salmon. Salmon was an important part of their diet. Man That fish looks tasty. I want to catch that fish.

Salmon Use a net. (Man puts net in river. Salmon jumps over it.) Salmon I don’t want to be caught today. I want to swim upstream instead. Man The joke is on me.

Directions Complete the chart. Give the author’s purpose for each part. Then explain the purpose.

Beginning (Props)

Inform: Tell how to make the props.

Why do you think so?

1. The sentences after “Props”

Middle (Narrator)

2. Inform:

3. The narrator tells

End (Man and Salmon)

4.

5. The play made me


Purpose

Home Activity Your child found the author’s purpose for three different parts of a play. Read another play. Ask your child to explain the purpose of its different parts. Remember that an author may have more than one reason for writing a play. Some parts of a play inform the reader. Other parts are meant to entertain, persuade, or express feelings.

118

Comprehension

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9/14/05 8:36:55 PM

Pushing Up the Sky

Name

Prefixes un-, re-, mis-, disDirections Add the prefix un-, re-, mis-, or dis- to each base word. Write the new word on the line. 1. un-

+

load

=

2. re-

+

act

=

3. mis-

+

direct

=

4. un-

+

roll

=

5. dis-

+

like

=

Directions Write the word from the box that best fits each definition. 6. to spell wrong 7. not agree 8. not known

disagree dishonest misspell rewrite unknown

9. to write again 10. not honest Directions Add the prefix un-, re-, mis-, or dis- to the word in ( ) to complete each sentence. Write the new word on the line. 11. Last night I was (able) to see the stars.


12. The sky was so dark, I thought they had (appeared). 13. I couldn’t use the telescope. Someone had (placed) it. 14. When I asked who had used the telescope last, no one could (call). 15. It’s (likely) that I will see the stars tonight.

Home Activity Your child wrote words with the prefixes un- (unhappy), re- (recall), mis- (mistake), and dis(dislike). Ask your child to choose words from the box above and use them in sentences. Then ask your child to remove the prefix from each word and use the new words in sentences.


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Phonics Prefixes un-, re-, mis-, dis-

119 3/22/05 10:17:26 PM

Pushing Up the Sky

Name

Thesaurus A thesaurus includes entry words with synonyms (words with the same or similar meanings) and antonyms (words with opposite meanings). Most word processing programs have a thesaurus to help you choose just the right word.

Directions Use the thesaurus entry to answer the questions. Entry Word

Definition

Quiet means making little or no noise. Children are quiet at the library. Synonyms

Silent means not talking or making no sound. The room became silent when the principal entered. Still means not moving. The crowd was still as the last shot of the game was made.

Antonym

ANTONYM:

loud

1. What is the entry word for this thesaurus?

2. Which synonym of quiet best completes this sentence? Peter stood very as the angry dog approached.

4. How could you use a thesaurus to find more antonyms for quiet?


3. Which word could you use to replace the underlined phrase in this sentence? The children on the playground were not quiet.

5. What is one way that you could use a thesaurus for schoolwork?

Home Activity Your child answered questions about a thesaurus entry. Read a book or story with your child. Select appropriate words for him or her to look up in a thesaurus to find synonyms and antonyms.

120


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9/14/05 8:36:59 PM

Name

Summary Night Letters Lily loves to look at the critters and plants she finds in nature. When she looks carefully at their fine details, she feels like they are talking to her in a secret code. She writes what she observes in her nature journal. Her last message of the day comes from a tree that asks her to return tomorrow. She replies with a promise of more visits the next day.

Activity What Does Nature Tell You? This week, spend some time together in a quiet spot in nature. Draw what you see and jot down a few words about what you feel. Compare your drawings and ideas.


Draw Conclusions A conclusion is a decision you reach after thinking about facts and details you know. You can use what you have learned in the story and what you already knew before you began to read.

Activity Nature Walk Take a nature walk together. Look for clues about the local wildlife. Is there evidence of raccoons? Are there more birds in one yard than another? Use what you know about and what you see around you to draw conclusions about these critters.


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Family Times

121 3/30/05 5:41:53 PM

Lesson Vocabulary

Grammar

Words to Know

Subject-Verb Agreement

Knowing the meanings of these words is important to reading Night Letters. Practice using these words.

The subject and verb in a sentence must work together, or agree. To make most present tense verbs agree with singular subjects, add -s. If the subject is a plural noun or pronoun, the present tense verb does not end in -s.

Vocabulary Words blade a leaf of grass budding beginning to form a flower dew moisture from the air that forms drops on cool surfaces fireflies small beetles that fly at night and give off short flashes of light from their bodies flutter to move or fly with quick, light, flapping movements notepad a pad of paper with blank pages for notes patch a small piece of ground where something grows

Activity Let’s Agree to Agree Write the subjects and verbs below on index cards. Keep the subjects and verbs in separate piles. Mix each pile and spread them facedown on a table. Players take turns flipping over one card from each pile and reading the words. If the subject and verb agree, the player keeps the pair. If the cards don’t agree, then the cards are turned facedown and play goes to the next player. Subjects

Verbs they

talk

talks

it

are

is

she

we

does

do

I

you (plural)

am

can


he you (singular)


122

Family Times

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9/14/05 8:37:05 PM

Night Letters

Name

Draw Conclusions

•

Ask Questions

• A conclusion is a decision you reach after thinking about facts and details you read. • You can also use what you already know to help draw a conclusion. • Then ask yourself, “Does my conclusion make sense?”

Directions Read the following passage. Complete the chart to draw a conclusion.

P

lants need food, water, and sunlight to grow. Most plants make their food from the sun. Venus’s-flytraps have a special way to get their food. Venus’s-flytraps trap and digest insects! Their leaves snap shut in an instant when something crawls inside. The insect’s movements set off the plant’s trigger hairs.

Venus’s-flytrap leaves grow close to the ground. A tall stem grows from them. In the spring, white flowers bloom at the top of the stem. Insects, such as honeybees, help by carrying pollen from one Venus’sflytrap to the next.

Fact or Detail

Fact or Detail

1. Where are the leaves located?

2. Where are the flowers located?

Conclusion


3. What can you conclude about the honeybees?

4. Does your conclusion make sense? Explain why.

5. Tell how asking questions helped you make a good conclusion. Home Activity Your child drew conclusions by using facts or details in a selection combined with what he or she already knows. Draw another graphic organizer like the one above. Write two facts or details in the top parts. For example, you might write “A plant is dry” and “It hasn’t rained for a long time.” Then help your child draw the conclusion that the plant needs water.


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Comprehension

123 9/14/05 8:37:10 PM

Night Letters

Name

Vocabulary Check the Words You Know blade fireflies dew notepad

flutter patch budding

Directions Read each question. Then fill in the bubble next to the correct answer. 1. What is a piece of grass? a branch a blade a flower 2. What is a small piece of ground? dew flutter patch

3. The word flutter means to stop and wait to become flat to flap wings quickly 4. What are the water drops found on a flower in the morning? buds dew patch

5. blade

a small piece of land

6. notepad

to begin to form a flower

7. fireflies

a leaf of grass

8. budding

something you write in

9. patch

insects that produce their own light

Write a Friendly Letter Write a letter to an insect or animal you have seen. Tell something about your life. Use as many vocabulary words and compound words as you can in your letter.


Directions Draw a line from the word to its definition.

Home Activity Your child identified and used vocabulary words from Night Letters. Work with your child to write a letter from the point of view of your pet or of an animal you’ve seen in your neighborhood. The letter should describe something about the animal’s life. Use as many vocabulary words and compound words as possible in your letter.

124

Vocabulary

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9/14/05 8:37:13 PM

Night Letters

Name

Vocabulary

•

Word Structure

• Sometimes you may see words that are made up of two small words. • Use the two small words to figure out the meaning of the compound word.

Directions Read each sentence. A compound word is underlined in each. Circle the two small words that make up the underlined compound word. 1. I use a notepad to list things I need to buy. 2. I grow lots of flowers in my backyard garden. 3. On summer nights, I love to watch the blinking fireflies. 4. We picked blackberries that my mother will use to make jam. 5. I need to use a flashlight when I go down into the dark basement. 6. I carry my school books in my backpack. 7. The squirrel made a treetop nest near my window. 8. We decorated our classroom with pictures of animals. Directions Think of five compound words. Write a sentence for each word. Circle each compound word in your sentences. 9.

10.


11.

12.

13.

Home Activity Your child identified and used compound words. Read a story or nonfiction book about insects. Encourage your child to identify and define compounds words in the story.


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Vocabulary

125 3/22/05 10:18:25 PM

Night Letters

Name

Author’s Purpose • The author’s purpose is the reason an author writes something. Some reasons are to persuade, to inform, to entertain, or to express ideas and feelings. • Different parts of a piece of writing may have different purposes.


I

n the morning, Tommy took his notepad with him as he walked to school. He saw some dew on a blade of grass. Tommy stopped to draw a picture of it. “Dew on a blade of grass,” he wrote on his notepad. After school, Tommy saw a luna moth. He drew a picture of it in his notepad. “Luna moths are pale green,” he wrote. “Their hindwings have long curving tails.”

That night, Tommy sat in the backyard. Fireflies swirled around him. Tommy drew a picture of a firefly on his notepad. “Fireflies flutter their wings to stay in the air,” he wrote. Tommy saw that the apple trees were budding. He drew the buds. After many days, his notepad was filled up. Then Tommy started another one.

1. What is the purpose of the first paragraph?

2. Why do you think the author tells us what Tommy wrote on his notepad?

4. Do you think the author most likely wrote this selection to teach or to inform? Explain your answer.


3. What did you learn about luna moths in the second paragraph?

5. What question can you ask to find the author’s purpose?

Home Activity Your child answered questions about the author’s purpose. Authors sometimes have more than one purpose for their writing. They may write to entertain, inform, express ideas and feelings, or persuade. While reading, stop to ask your child, “What is the author’s purpose?” List the four reasons above if your child needs help.

126

Comprehension

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9/14/05 8:37:18 PM

Night Letters

Name

Draw Conclusions

•

Ask Questions

• A conclusion is a decision you reach after thinking about facts and details you read. • You can also use what you already know to help draw a conclusion. • Then ask yourself, “Does my conclusion make sense?”


M

y friends and I started a nature writing club. We asked our parents to join us. We hiked different trails every Saturday. We saw waterfalls, lakes, rivers, and streams. We saw trees, grasses, and

wildflowers. We saw insects, birds, frogs, turtles, and small mammals. Sometimes, Mike went fishing, but no one else did. While we were there, we wrote about what we saw. At the end of the year, we put all of our writing together to make a book.

1. Why do you suppose these friends wanted to start a nature writing club?

2. Why did they invite their parents to join them?

3. What do you think they wrote about?


4. Who most likely wrote about what it’s like to go fishing? Explain.

5. Write a question about the book the club members made. Then draw a conclusion to answer your question.

Home Activity Your child answered questions that required drawing conclusions. Sometimes the answers to these questions are not found directly in the story. Your child must make a decision using details from the story along with prior knowledge.


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Comprehension

127 9/14/05 8:37:20 PM

Night Letters

Name

Draw Conclusions • A conclusion is a decision you reach after thinking about facts and details you read. • You can also use what you already know to help draw a conclusion. • Then ask yourself, “Does my conclusion make sense?”

Directions Read the following passage. Then complete the chart to draw a conclusion.

T

he Bradfords left home early in the morning. It took them most of the morning to get to the beach. When they got there, everyone scrambled out of the car. Joey and Cindy ran into the water. Kevin hiked along the

beach to collect some rocks. Miranda played in the sand. They barely stopped to eat lunch. Finally, the sun was setting. Mom and Dad called them to go home, but no one wanted to leave.

Fact or Detail

Fact or Detail

1. What happens at lunchtime?

2. What happens when it’s time to go home?

They barely stop to eat lunch.

No one wants to leave.

CONCLUSION about the Bradfords 3.

They love playing at the beach. © Pearson Education 3

4. Does your conclusion make sense? Tell why.

Yes, I know that when I don’t want to stop doing something, it’s because I’m having a great time.

Home Activity Your child drew a conclusion by using two facts or details from a story. Good readers draw conclusions as they read, using both facts in the story and their own prior knowledge. Provide your child with two facts or details, such as “Sam fills up a tub with water” and “the dog runs away.” Ask your child to use the information to draw a conclusion. (The dog does not want to have a bath.)

128 14519_PB_128 128

Comprehension


3/22/05 3:19:08 PM

Night Letters

Name

Spellings of /j/, /k/, /s/ Directions Underline the letter or letters that stand for the sound /j/ in jar, large, and edge. Then write a sentence using each word. 1. damage

2. bridge

3. banjo

4. village

Directions Circle the words in the box that have the sound /k/ spelled k, c, ck, and ch as in mark, cost, pick, and school. Write the words on the lines below. brake branch cellar decide locket merchant peaceful stomach stretch stuck 5.

7.

6.

8.


Directions Choose the words with the sound /s/ as in person and pencil. Write the word on the line. 9. acid 10. become 11. coat 12. account

is

picture catch

dance

inside was

bacon

once

Home Activity Your child wrote words with the /j/ sound in jar, large, and edge, the /s/ sound in person and pencil, and the /k/ sound in mark, cost, pick, and chorus. Encourage your child to identify other words with the /j/, /s/, or /k/ sounds. Together, make a list of these words and use them in sentences.


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Phonics Spellings of /j/, /k/, /s/

129 9/14/05 8:37:23 PM

Night Letters

Name

Adjust Reading Rate When you read for different purposes, it helps to adjust your reading rate. If you are reading a science book with unfamiliar words, you may want to read slowly. Reading slowly also helps when studying for a test. Read quickly when you are skimming for important words or the main idea.

Directions Adjust your reading rate to answer the questions. 370 Part 5/Atmospheric Conditions

Clouds As warm air rises and cools, clouds are formed at different levels above the ground. Clouds are grouped by their shape and height above the ground. There are high-, medium-, and low-level clouds. High-Level Clouds usually form higher than 20,000 feet above sea level. They are formed mostly of ice crystals.

1. How are clouds formed? 2. How are clouds grouped?

4. How would you determine what this selection is mostly about?


3. How many feet above sea level do high-level clouds appear?

5. Part of a science test is to describe the shapes of high-level clouds. How would you study for this part of the test?

Home Activity Your child has learned to adjust his or her reading rate to answer questions about a reading selection. Ask your child to give examples of times when he or she might want to read something slowly. Also ask for examples of when he or she can skim, scan, and read text quickly.

130


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9/14/05 8:37:27 PM

Name

Summary A Symphony of Whales In this story, a young girl is gifted with the ability to hear whale songs. One night, she dreams that her sled dogs lead her to whales—and the next day they do. But the whales are in trouble! It is too late in the year for them to be this close to shore. They are trapped by ice, and each day they are in greater danger of either starving or suffocating. The girl and her people call for help from a Russian icebreaker ship. They break the ice, and they feed the whales their own food. With the help of the ship and a symphony of music, they save the whales from certain death.

Activity What Would You Do? What animals would inspire you to the kind of hard work and sacrifice the Inuit village showed in saving these whales? Draw a picture of your favorite animals together.


Generalize When you read ideas about several things, you may see how they are alike in some way. You can make a general statement about all of them together.

Activity Attributes Brainstorm three different characteristics in people. These can be physical or part of a personality. Then think of all the people you know with those characteristics and compose a sentence that summarizes these characteristics in a generalization. Finally, talk about other ways that these people may be alike. Can you think of other generalizations to make about this group of people? Practice Book Unit 3

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Family Times

131 3/30/05 5:41:20 PM

Lesson Vocabulary

Grammar

Words to Know

Present, Past, and Future Tense

Vocabulary Words anxiously nervously or in a worried manner bay a part of an ocean enclosed by the coastline blizzards heavy snowstorms with very strong winds channel a body of water joining two larger bodies of water chipped broke off small pieces of something melody a series of musical notes that make up a tune supplies quantities of something needed surrounded encircled; enclosed symphony a long musical work written for an orchestra

Verbs can show action. They can also show when the action happens. Different verb tenses have different forms. Many present tense verbs end in -s. You form the past tense of most verbs by adding -ed. The future tense tells what will happen in the future. When you add the helping verb will to a verb, you make it a future tense verb. You also can use the future tense when you want to tell about what probably will happen.

Activity The Present, Past, and Future Family Each player takes on the identity of one of the tenses. For example, you might have a Mr. Present, Mrs. Past, and Master Future. The player representing the present thinks of a verb and uses it in a sentence. Then the players representing past and future must each change the verb to their tense and use the word correctly in the same sentence—modifying the sentence as needed. © Pearson Education 3

Knowing the meanings of these words is important to reading A Symphony of Whales. Practice using these words.


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Family Times


3/30/05 5:41:24 PM

Symphony of Whales

Name

Generalize

•

Answer Questions

• Ideas in what you read are sometimes alike in several ways. To generalize, you can make a general statement about them together. • Look for clue words like most, many, all, some, or few. • Ask and answer questions as you read to help you reach a generalization.


M

ammals are animals that need to breathe air. Most mammals give birth to live babies. Mammal mothers also give milk to their babies.

Gray whales live in the ocean. Mothersto-be find a safe place, like a lagoon, to give birth. After the calf is born, a female helper pushes it up to the surface so it can breathe. Then the mother feeds the baby.

Directions Are gray whales mammals? Complete the chart. Make a generalization. Example

Example

1. Do gray whales breathe air?

Example

2. Do gray whales give birth to babies?

3. Do gray whales nurse their young?

Generalization


4. Gray whales are

.

5. How did answering the questions in the examples help you make a generalization?

Home Activity Your child made a generalization by finding examples of the ways things are alike. Draw a graphic organizer like the one above. Write examples about the ways dogs are alike in the three example boxes (dogs bark, wag tails, have hair). Then help your child write a generalization about dogs.


14519_U3W4_PB_133-133 133

Comprehension

133 9/14/05 8:37:30 PM

Symphony of Whales

Name

Vocabulary Directions Read the pairs of sentences below. Use one word from the box to fill in the blank in each pair of sentences. Use context clues to help you fill in the correct word.

Check the Words You Know surrounded bay supplies chipped symphony channel blizzards anxiously melody

1. This winter was very snowy. We had four in December alone! 2. The bird sang a beautiful tune. The sweet and sad.

was

3. The children gathered all around the teacher. She was by her class. 4. She was worried about her grade on the test. She waited as the tests were handed back. She passed! 5. The water flowed along a narrow stream. The stream was a carried the water to the sea.

that

Directions In each sentence below, two words are underlined. Circle the word that makes sense. Use context clues in the sentence to help you choose the correct word. 6. The ship sailed into the large bay / blizzard that is near our town. 7. Before we went on the hike, I put a big bay / supply of water in my backpack. 8. Dan surrounded / chipped at the wood with a small ax. 9. We heard many musical instruments playing a beautiful symphony / channel together.

Write a Scene from a Play On a separate sheet of paper, write a short scene from a play about a person communicating with an animal. Use as many vocabulary words as possible.


10. I heard a song on the radio, and I have been humming the symphony / melody all day.

Home Activity Your child identified and used vocabulary words from A Symphony of Whales. Read a story or article about animals to your child. Have your child point out unfamiliar words. Work together to try to figure out the meaning of each word by using other words that appear near it.

134

Vocabulary

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9/14/05 8:37:33 PM

Symphony of Whales

Name

Vocabulary

•

Context Clues

• Sometimes when you are reading, you may come across a word you don’t know. • Look for context clues to find the meaning. Look at the words and sentences around the word for clues that tell you what the word means.

anxiously bay blizzards channel chipped melody supplies surrounded symphony Directions Match the word with its meaning. Draw a line from each word to its definition. 1. symphony

narrow stream of water

2. blizzards

music composed for an orchestra

3. channel

uneasily

4. melody

snowstorms

5. anxiously

tune

Directions Use a vocabulary word from the box to complete each sentence below. Write the word in the space. 6. We were

by the goats at the children’s zoo.

7. Thomas had

away the ice with the shovel.

8. Zak sailed his boat into the


9. The campers had enough 10. Grandpa whistled a catchy

safe from the ocean’s waves. for three days. .

Home Activity Your child identified and used context clues to understand new words in text. Read a story or article about animals to your child. Have your child point out unfamiliar words. Work together to try to figure out the meaning of each word by using other words that appear near it.


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Vocabulary

135 9/14/05 8:37:36 PM

Symphony of Whales

Name

Draw Conclusions A conclusion is a decision you reach that makes sense after you think about details or facts and what you already know.


S

andy heard about the whales, so she hurried down to the bay. Instead of swimming out to sea, whales had gone through the channel. Now the whales were marooned. When she got there, people already surrounded the whales. Sandy helped chip ice to free them.

Firefighters brought hoses and other supplies. The tide was rising. Everyone waited anxiously to see what would happen. The swish of water from the hoses sounded like a symphony. The water melted the ice. The whales wiggled loose. They swam out to sea. Everyone cheered.

1. Why did Sandy hurry to the bay?

2. What does marooned mean?

3. How did the whales get in trouble?


4. Why were firefighters called to rescue the whales?

5. What detail tells you that the people were happy that the whales were freed?

Home Activity Your child answered questions about a story that required drawing conclusions. Drawing conclusions means reaching a decision using facts and details in the story. A conclusion should also make sense. Give your child a faulty conclusion, such as “The best day to go to the beach is a rainy day.” Ask your child to correct the sentence and give a reason. “The best day is a sunny day because people go to the beach to enjoy the sun.”

136

Comprehension

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9/14/05 8:37:39 PM

Symphony of Whales

Name

Generalize • Ideas in what you read are sometimes alike in several ways. To generalize, you can make a general statement about them together. • Look for clue words like most, many, all, some, or few. • Ask and answer questions as you read to help you reach a generalization.


T

ameika wrote a report on gray whales. She said that gray whales do not have teeth. They feed by filtering shellfish from the ocean bottom through thin plates in their mouths. Byron wrote a report on killer whales. He said that killer whales have teeth. They hunt other sea animals.

The two students exchanged reports. “How can killer whales hunt when gray whales do not?” Byron asked Tameika. Tameika and Byron looked in an encyclopedia. Here’s what they found: Some whales hunt for food. Others strain small prey from ocean waters through plates in their mouths.

1. What example of eating was in Tameika’s report?

2. What example of eating was in Byron’s report?


3. What part of the story is a generalization about the way whales eat?

4. What clue word tells you that a generalization is being made?

5. How did the question Byron asked help the two students generalize?

Home Activity Your child answered questions about the process of making generalizations. To make a generalization, you must read a passage with several examples. Find a book or magazine article that tells about different kinds of birds (or flowers). After reading, make a generalization about them.


14519_U3W4_PB_136-138 137

Comprehension

137 9/14/05 8:37:41 PM

Symphony of Whales

Name

Generalize • Ideas in the things you read are sometimes alike in several ways. To generalize, you make a general statement about them. • Look for clue words like most, many, all, or few.


M

rs. Jones took her class to a sea animal park. “Animals that breathe through a blowhole are whales,” she said. “Find the animals that are whales.” The students watched the show. Porpoises came up for food. They all blew air out of blowholes.

Next, a man swam with dolphins. Before the dolphin went underwater, it took a breath. Then it closed its blowhole. Then orcas raced around the pool. One orca jumped out of the water. The students saw its blowhole when it fell back into the water. “Now we know some sea animals that are whales,” the students said.

Directions Complete the chart to make a generalization. Example

Example

have blowholes.

have blowholes.

Example

have blowholes.

Generalization

, and

are whales. © Pearson Education 3

,

Home Activity Your child made a generalization by looking for examples in a story. To make a generalization, a reader must look at several ideas and find a way that they are alike. Tell your child that animals with feathers are birds. Look for birds as you take a walk. Have your child make a generalization about them.

138

Comprehension

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9/14/05 8:37:43 PM

Symphony of Whales

Name

Suffixes -ly, -ful, -ness, -less Directions Add the suffix -ly, -ful, -ness, or -less to each base word. Write the new word on the line. 1. grace

+

-ful

=

2. bare

+

-ly

=

3. worth

+

-less =

4. fair

+

-ness =

5. play

+

-ful

6. wire

+

-less =

7. rare

+

-ly

8. neat

+

-ness =

=

=

Directions Add -ly, -ful, -ness, or -less to the base word in ( ) to best complete each sentence. Use the word box for help. Write the new word on the line. careful careless illness quickly safely spotless thickness 9. A (care) mistake can cause an oil spill at sea. 10. This can (quick) cause problems for seabirds. 11. In order to fly, birds need to keep themselves (spot).


12. If the oil is not (safe) removed, the birds cannot fly. 13. If a seabird swallows oil, it can develop an (ill). 14. The (thick) of a bird’s eggshell can also change. 15. To protect the sea and its wildlife, ships’ captains must be (care). Home Activity Your child wrote words with the suffixes -ly (safely), -ful (playful), -ness (illness), and -less (worthless). Name some base words such as slow, thank, harm, kind, and help. Ask your child to make new words using the suffixes he or she practiced on this page.


14519_U3W4_PB_139-139 139

Phonics Suffixes -ly, -ful, -ness, -less

139 9/14/05 8:37:46 PM

Symphony of Whales

Name

Outlining and Summarizing Summarizing is finding the most important ideas about a topic or text. You can summarize what you read or what you learn in class. One way to summarize is by making an outline. An outline shows a main idea and details, as in the one shown below.

An Endangered Animal—The African Elephant

I. Size A. Weight 1. 7,000 to 15,000 pounds 2. Males larger B. Height and Length 1. 10 to 13 ft high 2. 20 to 24 ft long

II. Diet—Vegetation A. Grasses B. Leaves C. Fruit III. Habitat—Africa A. Forest B. Grassland

Directions Write the words from the box in the outline. Use the outline above as a guide. Habitat

Deer

45 to 80 pounds

Rabbits

Wetlands

I. Size A. 4 1/2 to 5 1/2 ft long B. Weight 1. 2. Males larger II. A. Forests B. Mountains C.

III. Diet A. Mainly small animals 1. Rodents 2. B. Others 1. Insects 2. Berries 3.


The Red Wolf

Home Activity Your child learned how to make an outline to summarize ideas. Give your child information about a familiar topic. Include at least three main ideas and several details about the main ideas. Help him or her organize these ideas in an outline.

140


14519_U3W4_PB_140-140 140


9/14/05 8:37:49 PM

Name

Summary Volcanoes An active volcano destroys everything in its path. It can be a deadly force of nature even though it may look magnificent from a distance. Volcanoes occur because of the way that the surface of Earth moves over the melted rock below. The same forces cause earthquakes. Volcanoes happen where pressure builds so great that some of the melted rock comes to the surface. We still don’t know how to predict when they will blow, but we know they will!

Activity A Volcano’s Good Side Hawaii has many active volcanoes. These volcanoes are sometimes destructive, but they are also the reason that Hawaii has numerous plants and animals. Together, research the connection between volcanoes and rich, fertile soil.


Comprehension Skill Compare and Contrast When you compare and contrast two or more things, you look for the ways they are alike and different.

Activity Alike and Different Gather a variety of small household objects and place them in a box. Players take turns pulling two objects and naming ways the objects are alike and ways they are different. Return the objects to the box when you are done.


14519_U3W5_PB_141-142 141

Family Times

141 9/14/05 8:37:53 PM

Lesson Vocabulary

Grammar

Words to Know

Irregular Verbs

Knowing the meanings of these words is important to reading Volcanoes. Practice using these words.

Usually you add -ed to a verb to show action in the past. Irregular verbs do not follow this rule. Instead of ending in -ed to show past time, these verbs change to other words. When have, has, or had comes before these verbs, a third form of the word is used.

beneath under buried covered up underground chimney a natural or human-made hollow, vertical structure for the passage of smoke, gas, or fire earthquakes sudden movements of Earth’s crust followed by a series of shocks fireworks explosions set off to create bright lights and colorful displays for entertainment

I go. They went. He has gone.

Activity 1, 2, 3 Whoops! Players take turns using the following words in sentences—incorrectly. The first player to correctly shout out the sentence using the correct form of the verb gets to think of the next mixed-up sentence.

force power or energy trembles vibrates; shakes volcanoes openings in Earth’s crust from which molten rock, dust, ash, and hot gases flow or erupt

present

past

write speak ring see take

wrote spoke rang saw took

past with have, has, had written spoken rung seen taken


Vocabulary words


142

Family Times

14519_U3W5_PB_141-142 142


9/14/05 8:37:56 PM

Volcanoes

Name

Compare and Contrast and Fix Up

•

Monitor

• When you compare and contrast, you tell how two or more things are alike and how they are different. • You can use a Venn diagram to compare and contrast. • Reading slowly helps you notice details, key words, or other clues the author uses in comparing and contrasting.


H

ave you ever been to Hawaii? If you go, you must see the volcanoes. There are many. Some are active. Others are not. Mauna Loa is active. It covers half of an island. It is Earth’s largest volcano. It last erupted, or blew up, in 1984.

Kilauea is Earth’s most active volcano. It erupted in 1983 and it is still erupting. The fires are still burning. It is the longestlived volcano. It is also the youngest one on the island.

Directions Complete the Venn diagram to compare and contrast. Use these words: volcanoes, youngest, largest, longest-lived, most active

Kilauea 1. © Pearson Education 3

2.

Both 4. Active

Mauna Loa 5.

in Hawaii

3.

Home Activity Your child used a Venn diagram to compare and contrast volcanoes in Hawaii. Draw a Venn diagram together. Write “Active” in the first circle, “Inactive” in the second circle, and “Volcanoes” where the two circles overlap. Ask your child to explain the differences between an active and inactive volcano using the diagram.


14519_U3W5_PB_143-143 143

Comprehension

143 9/14/05 8:38:01 PM

Volcanoes

Name

Vocabulary Check the Words You Know beneath volcanoes force chimney

earthquakes fireworks trembles buried

Directions Write the word from the box that matches the definition. 1. shakes 2. movements between two of Earth’s plates 3. a vent that lets out steam or smoke 4. a display of burning, bright lights 5. covered under earth or other material Directions Draw a line from the word to its definition. 6. force

under

7. volcanoes

vibrates

8. beneath

a brick structure on a roof

9. trembles

power mountains that erupt with lava and gases © Pearson Education 3

10. chimney

Write a News Broadcast On a separate sheet of paper, write what you would say to report that a volcano has erupted in the United States. Write as if you were going to report the eruption on TV news. Use as many vocabulary words as possible in your news broadcast.

Home Activity Your child identified and used vocabulary words from Volcanoes. Read a news report to your child that describes a natural event, such as a volcano, earthquake, storm, or flood, that occurred somewhere in the world. Talk about the event using this week’s vocabulary words.

144

Vocabulary

14519_U3W5_PB_144-145 144


9/14/05 8:38:04 PM

Volcanoes

Name

Vocabulary

•

Dictionary

• You can use a dictionary to find the meaning of unfamiliar words. • The words in a dictionary are listed in alphabetical order.

Directions Read the sentences below. One word is underlined. Use the sample dictionary page to write the definition of the underlined word on the line. earthquake • volcano earthquake n. a movement of the plates that make up Earth’s crust erupt v. to explode outward lava n. melted rock that flows from a volcano predict v. to make a statement about what will happen later trembles v. shakes volcano n. a mountain that erupts, shooting lava, rocks, and hot ash onto Earth’s surface

1. Scientists knew that the volcano was about to erupt.

2. The volcano shot hot ash high into the air.

3. Scientists can predict when an earthquake will occur.


4. The earthquake damaged a lot of buildings in the city.

5. During an earthquake, the surface of the earth above it trembles.

6. Some volcanoes send streams of lava flowing over the ground.

Home Activity Your child identified and used vocabulary words from Volcanoes. Read a story or nonfiction book about earthquakes or volcanoes. Encourage your child to use a dictionary to find the meaning of unfamiliar words.


14519_U3W5_PB_144-145 145

Vocabulary

145 9/14/05 8:38:06 PM

Volcanoes

Name

Author’s Purpose • The author’s purpose is the reason an author writes something. • An author may try to persuade, inform, entertain, or express feelings.


M

ount Vesuvius is a volcano in Italy. It is an old, active volcano. The volcano was quiet for a long time. People living nearby did not think it was active. But it erupted with great force in A.D. 79. Fireworks of lava and ash escaped. Two cities were buried. Today you can see pictures of some of the things left behind. They tell how the people lived a long time ago.

The volcano erupted again 1,500 years later. With no warning, more people were killed. Finally, scientists started to study the volcano. A lab was built to take measurements. When the volcano trembles, scientists know it is about to erupt. They are able to warn people. When people nearby hear a warning, they leave the area and don’t get hurt.

1. What is the purpose of the first paragraph?

2. What is the purpose of the second paragraph?

3. How does the third paragraph tell that the volcano is still dangerous?

5. Scientists today can warn people when a volcano is about to erupt. In which part of the passage did you learn that?


4. What is the purpose of the last paragraph?

Home Activity Your child answered questions to help understand the author’s purpose. Read a story or article with your child and have him or her identify author’s purpose.

146

Comprehension

14519_U3W5_PB_146-146 146


9/14/05 8:38:09 PM

Volcanoes

Name

Compare and Contrast Fix Up

•

Monitor and

• When you compare and contrast, you tell how two or more things are alike and different. • Reading slowly helps you notice details, key words, and clues used to compare and contrast.


W

e used to live in Florida where hurricanes brought wind, rain, and flooding. A television announcer told us when one was coming. We taped boards over our windows so they wouldn’t break. Sometimes, we got into our car and went to a safer place. Other times, we stayed inside until the bad weather was over.

Now we live in California. We have earthquakes here. The ground shakes. The walls and windows rattle in our apartment. Sometimes, papers and even spoons and cups fall off the table! In a bad earthquake, our building could fall down. We run outside to keep safe. But usually, the earthquake is just a small tremor.

1. Write the topic for each paragraph.

2. How are California and Florida different?


3. How are earthquakes and hurricanes different?

4. In what ways are hurricanes and earthquakes alike?

5. For which dangerous event do people usually get a warning?

Home Activity Your child answered questions that required comparing and contrasting. Have your child pick two items, perhaps two games. Talk about how the games are alike and different. Use the words compare and contrast.


14519_U3W5_PB_147-147 147

Comprehension

147 9/14/05 8:38:12 PM

Volcanoes

Name

Compare and Contrast • When you compare and contrast, you tell how two or more things are alike and how they are different. • You can use a Venn diagram to compare and contrast.


H

downhill that houses at the bottom can get covered in mud! Slides happen in snowy mountains, too. First, a blizzard drops a lot of snow. The heavy snow starts to slide. When lots of snow slides all together, it is called an avalanche.

ave you ever gone sledding? Then you know that things can slide down steep slopes. Earth, rocks, gravel, mud, and snow can slide down steep slopes, too. A mud slide happens after lots of rain. A slope gets muddy, and the mud starts to slide downhill. So much mud can slide

Directions Complete the Venn diagram to compare and contrast. Use these words: snow, rain, blizzard, mud. Write in the center what both have in common.

Mud Slide 1.

3.

Avalanche 4. 5. © Pearson Education 3

2.

Both

Home Activity Your child used a Venn diagram to compare and contrast two things. Draw a Venn diagram together. Write “Dogs” in the first circle, “Cats” in the second circle, and “Pets” where the two circles overlap. Ask your child to explain the differences between dogs and cats using the diagram.

148

Comprehension

14519_U3W5_PB_148-148 148


9/14/05 8:38:16 PM

Volcanoes

Name

Silent Consonants Directions Choose the word in ( ) with the silent consonant, as in wr, kn, st, mb, or gn, to complete each sentence. Write the word on the line. 1. It seemed like the perfect winter day for a (climb/hike) up the mountain. 2. Jan packed water and snacks in a (cooler/knapsack). 3. She put on her coat and (knit/new) cap. 4. She grabbed the scarf with the blue and yellow (design/stripes). 5. Then she (tossed/wrapped) it around her neck. 6. Jan began to (close/fasten) her coat. 7. The radio was on, and Jan stopped to (hear/listen). 8. The reporter said there were (calls/signs) that a big snowstorm was on its way. 9. Jan (learned/knew) she would have to go hiking another day. Directions Circle each word in the box that has a silent consonant. Write the circled words in alphabetical order on the lines below.


gnaw relax castle wrong basket no comb knot humid water trap numb 10.

13.

11.

14.

12.

15.

Home Activity Your child wrote words with the silent consonants wr (write), kn (knight), st (listen), mb (thumb), and gn (gnaw). Work with your child to see how many words with those silent letters you can name together. Write the words, and take turns making sentences using each word.


14519_PB_149-149 149

Phonics Silent Consonants

149 3/22/05 10:21:47 PM

Volcanoes

Name

Newsletter Directions Read the newsletter. Use it to answer the questions below.

Storm Chasers’ Digest From the Editor Season of the Cyclone Hold on to your hats! It’s the beginning of the hurricane season. It could be a busy season too. We will print the facts about the storms as they happen. Stay tuned. Letters to the Editor

Tornado Trivia • In the United States, an average of 100 tornadoes are observed or reported each year.

Dear Editor,

• Most tornadoes occur in April, May, and June.

Please give us more information about snowstorms. I would like to learn more about cold weather. Hot in Florida

1. Who wrote the information in Season of the Cyclone?

2. What is the name of the newsletter?


3. What is included in the Tornado Trivia section?

4. Why might someone write a letter to the editor?

5. What other information might be included in this newsletter?

Home Activity Your child read a newsletter and answered questions about it. Ask him or her to name some of the parts in a newsletter. Then have your child imagine that your neighborhood has its own newsletter. Encourage him or her to write a neighborhood news item.

150


14519_U3W5_PB_150-150 150


9/14/05 8:38:19 PM

Name

Summary Wings Ikarus Jackson is the new boy at school, and he is a little different. Ikarus has wings. He has real wings that allow him to fly. But the other kids at school laugh and tease him. The adults Ikarus meets aren’t much kinder. Ikarus has a friend though. When she steps in and says, “Stop!” and “Your flying is beautiful,” he finds the heart to fly again.

ART per spec Activity


What Is Special About Me? What are the qualities about you that are special? How would the people who love you describe you? Write your name at the top of a sheet of paper. Find pictures in newspapers and magazines that represent some part of you. Cut them out and glue them onto the paper to make a collage of all that is part of you.

Comprehension Skill Cause and Effect A cause tells why something happened. An effect is what happened. Clue words that signal a cause and effect relationship are because and so.

Activity Playground Cause and Effect Head to the playground! Explore cause and effect on the slide, the merry-go-round, the swings, and the teeter-totter.


14520_U4W1_PB_001-002 1

Family Times

1 3/18/05 5:54:07 PM

Lesson Vocabulary

Grammar

Words to Know

Singular and Plural Pronouns

Knowing the meanings of these words is important to reading Wings. Practice using these words.

Singular pronouns are words that take the place of singular nouns. I, he, she, and it are pronouns that take the place of one noun. Plural pronouns are words that take the place of plural nouns or more than one noun. We and they are examples of pronouns that take the place of more than one noun. You can be used as a singular and plural pronoun.

Vocabulary Words swooping rushing down suddenly looping moving in large circles or loops attention watching, listening, or concentrating drifting floating on a current of air or water glaring staring angrily complained said something was wrong or found fault

Emma read that book. She read that book. Students ride bikes. They ride bikes. This class may be dismissed. You may be dismissed.

Activity

giggle laugh in a silly or nervous way

Making Sentences Players take turns saying a sentence with a single or plural proper noun as the subject. The other players must repeat the sentence using an appropriate pronoun in place of the subject.


struggled made a great effort


2

Family Times

14520_U4W1_PB_001-002 2


9/27/05 10:36:55 AM

Wings

Name

Cause and Effect • Answer Questions • A cause tells why something happened. • An effect is what happened.

Directions Read the following passage. Then complete the diagram below.

D

an Dragon had trouble making friends. But he kept trying. “Hi,” Dan greeted a robin on a tree. But Dan’s breath was fiery. His flames burned the branch where Robin sat. Frightened, Robin flew away. She did not want Dan as a friend. So, once again, Dan felt alone.

The next day, Dan met a dragon, just like himself. “No one will play with me,” Dan complained. “I will!” David Dragon said. So the two happy dragons had fun roasting marshmallows with the flames from their breath.

Causes

breath burned Robin’s branch. Robin got scared.

1. Dan’s

Robin flew away.

Why did it happen?

What happened?

2. Dan

Dan felt alone.

Why did it happen?

What happened?

3. The

Dan and David became friends.

Why did it happen?

What happened?

4. Dan

Dan and David roasted marshmallows together.

couldn’t make friends with Robin. two dragons had a lot in common.


Effects

and David realized their fiery breath could serve a good purpose. Why did it happen?

What happened?

Possible response: I searched in the story and thought about what happened to make Robin fly away.

5. What did you do to answer question 1, above?

Home Activity Your child identified cause and effect in a fantasy passage about dragons. With your child, read a magazine article about a different animal. Work together to identify cause and effect in the story.


14520_U4W1_003-003 3

Comprehension

3 3/1/05 5:09:26 PM

Wings

Name

Vocabulary Directions Match the word with its meaning. Draw a line from the word to its definition. Check the Words You Know swooping attention glaring giggle

looping drifting complained struggled

1. swooping

staring at

2. complained

had a hard time with something

3. looping

flying down fast

4. glaring

grumbled about

5. struggled

moving in arcs and circles

Directions Use a vocabulary word from the box to complete each sentence below. Write the word in the space. 6. You must pay

every time I read the funny cartoons.

8. The two boys 9. She never 10. I had a strange dream as I was

to carry the heavy box into the house. if she did not get what she wanted. out to sea. © Pearson Education 3

7. I

in school if you want to learn.

Write a Friendly Letter On a separate sheet of paper, write a friendly letter to someone who is different from other people. Tell why it is fine to be different and that you like the person for who he or she is. Use as many vocabulary words from this week as you can.

Home Activity Your child has identified and used vocabulary words from Wings. Read and discuss a story about flying with your child. Try using this week’s vocabulary words.

4

Vocabulary

14520_U4W1_PB_004-005 4


9/27/05 10:37:44 AM

Wings

Name

Vocabulary • Word Structure • You may see a word you don’t know that has a special word ending. Sometimes a word has the ending -ing. • The ending -ing is usually added to a verb, or action word. Knowing the base word may help you figure out the meaning of the word with the -ing ending.

Directions Read each sentence. Each sentence has one word underlined. Circle the word at the end of the sentence that is the base word of the underlined word. 1. The dragonfly was looping through the air.

loop

look

2. The drifting sand covered the blanket on the beach.

drag

drift

3. The boy was struggling with his broken bike.

giggle

struggle

4. The swooping bird landed on my roof.

swoop

sweet

5. Stop glaring at me! I didn’t break your bike.

glare

glad

Directions Look at the words in the box. Then read the sentences. Each sentence has one word missing. Add -ing to the word in the box that best fits each sentence. Write the -ing word. complain

enjoy

6. When it rains, some people start

fly

say

walk

about the weather.


7. I am different because I like to go out 8. Sometimes I see birds 9. Other times I hear people 10. They must not know that I am

in the rain. high in the sky. that I’m wet. myself.

Home Activity Your child identified and used base words and the -ing ending to figure out the meaning of unfamiliar words. Play a game with your child. Say a verb out loud. Then have your child say the verb with an -ing ending. Take turns saying verbs and words with -ing endings.


14520_U4W1_PB_004-005 5

Vocabulary

5 9/27/05 10:38:24 AM

Wings

Name

Sequence of Events • Sequence is the order in which things happen in a story. • Clue words, such as before and after, can tell you when something happens.

Directions Read the following story. Then answer the questions below.

O

ne morning, two bears woke up. They were hungry. The day before, they had eaten all the berries on their side of the river. “Look at those berries on the west side of the river,” said Grizzly Bear. “If we leap up when the wind blows, we can catch a ride to our dinner.”

Just then, a strong wind came up. The bears leaped into the air and were carried west. They landed among hundreds of berries. The bears ate enough berries to fill their bellies. After that, they felt satisfied and drowsy. Then they fell asleep.

1. How did the bears feel when they first woke up?

They felt hungry. 2. What idea did Grizzly Bear have for filling their stomachs?

Grizzly Bear thought they could catch a ride to the other side of the river, where there were plenty of berries. 3. What happened after Grizzly Bear expressed his idea?


A wind came along and the bears leaped into the air and were carried west. 4. How did the bears feel after they filled their bellies?

The bears felt satisfied and drowsy. 5. What did the bears do last?

Last of all, the bears fell asleep. Home Activity Your child identified sequence of events in a story about bears. Read another story about a different animal with your child. Work together to identify the sequence of events.

6

Comprehension

14520_U4W1_006-006 6


3/1/05 5:10:17 PM

Wings

Name

Cause and Effect • Answer Questions • A cause tells why something happened. • An effect is what happened.


A

lice was new in class. She lived in a different neighborhood and didn’t know any children in the room. “Don’t talk to her,” one girl said to another. “She’s not from around here.” So the others ignored Alice. Alice felt lonely. One day in art class, Alice used wool and string to make a doll. She put the doll beside her on her chair. She knew it was silly, but it made her feel better. The next day the principal came

into the room. She spotted Alice. “Who’s that?” the principal asked kindly. “Your star student,” answered Alice. “I believe it,” responded the principal, smiling. The children saw how pleased the principal seemed. One girl smiled shyly at Alice, suddenly wishing she could be her friend.

1. Why didn’t Alice know anyone in her class?

2. What effect did being ignored have on Alice?


3. What caused Alice to make a doll?

4. What caused Alice to put the doll on the chair next to her?

5. Which part of the story shows the effect of the principal’s visit on Alice?

Home Activity Your child read a fantasy passage in which a person’s actions cause an effect on other people. With your child, make a list of ways that each family member’s behavior affects your whole family. Make a simple Cause/Effect chart.


14520_U4W1_PB_007-008 7

Comprehension

7 9/27/05 10:39:34 AM

Wings

Name

Cause and Effect • A cause tells why something happened. • An effect is what happened. • Because and so are words that show cause and effect. Sometimes a clue word is not used.

Directions Read the following passage. Then complete the chart below.

G

regory did not have much money. He had a son, Nicky. Gregory was worried about Nicky. Nicky longed to have the things that other boys on their block had. So Gregory thought of a plan. He wanted them to leave the city. He gathered all the sheets, blankets, and curtains he

could find. He used them to make a hot-air balloon. When the balloon was finished, Gregory and Nicky filled it with hot air, and it rose high into the sky. The neighbors looked on. They were shocked. The man and his son floated away from the city, looking for a new place to live.

Causes

Effects

1. Families on the block made fun of them. Why did it happen?

What happened?

2. Gregory worried about his son. Why did it happen? What happened?

What happened? © Pearson Education 3

3. Gregory made a hot-air balloon out of sheets, blankets, and curtains. Why did it happen? 4. The neighbors saw the two float away. Why did it happen?

What happened?

5. The hot-air balloon worked for Gregory and Nicky. Why did it happen?

What happened?

Home Activity Your child identified the cause in a fantasy passage about a family affected by certain events. With your child, read a fantasy story about a different family and identify cause and effect.

8

Comprehension

14520_U4W1_PB_007-008 8


9/27/05 10:40:12 AM

Wings

Name

Phonics • Irregular Plurals Directions Use the plural form of each word in ( ) to complete each sentence. Write the word on the line. 1. Timmy wasn’t like the other (mouse). 2. He was missing all his (tooth). 3. He couldn’t chew into the (loaf) of bread in the bakery where he lived. 4. Using his (foot) to pull off tiny pieces of bread didn’t work. 5. Of course the (woman) who worked in the bakery would never feed him. 6. When the delivery (man) came, Timmy would run and hide. 7. Timmy finally solved his problem when he saw some (child) dropping crumbs. 8. Now he stores the crumbs behind the (shelf) so he can eat them whenever he wants. Directions Write the plural form of each word below.


9. wife

15. banjo

10. wolf

16. elf

11. scarf

17. half

12. hero

18. goose

13. cuff

19. knife

14. calf

20. sheep

Home Activity Your child wrote plurals—words naming more than one person, place, or thing. Ask your child to review the plural forms of the words on the page above. Work together to write a silly poem or song using these and other plural words.


14520_U4W1_PB_009-009 9

Phonics Irregular Plurals

9 3/11/05 10:44:46 PM

Wings

Name

Reference Sources Different reference sources can be used to find information. Some examples are a telephone directory, almanac, atlas, dictionary, and encyclopedia.

Directions Write which of the five reference sources should be used for each situation below. Explain your answers. 1. Shawna plans to buy a popular toy as a gift for her cousin. She wants to find a store that sells the toy.

2. Sho reads a word he does not know in a magazine article. He wants to find its meaning.

3. Alan wants to find out the average temperature each month for different cities.


4. Gina’s family is planning a ski trip in another state. They will be driving to the mountains and want to know how to get there.

5. Troy is writing a report about several U.S. Presidents. He wants to find the years that they were in office.

Home Activity Your child determined what kind of reference source to use for locating specific information. Display a few references you have at home. Ask your child to describe a situation in which each reference might be used.

10 14520_PB_010 10



3/31/05 12:12:06 AM

Name

Summary Hottest, Coldest, Highest, Deepest This piece details some of the most amazing places on Earth. There is information about the longest river—the Nile—to the snowiest place on Earth—Mt. Rainier.

Activity Biggest, Smallest, Thinnest, Widest Together, think about different things in your home. What are the biggest, smallest, thinnest, and widest items found in your home? Which is the coldest room in the winter and the hottest room in the summer? Which room is the brightest? darkest? quietest?


ART per spec

Comprehension Skill Compare and Contrast

Activity

When you compare and contrast, you tell how things are alike and different. When you read, look for clue words that signal comparisons and contrasts, such as like, both, different, and however.

I See Alike and Different Choose two items (like cars) to compare and contrast. Describe how the items are alike and different. Have someone guess what you are describing.


14520_U4W2_PB_011-012 11

Family Times

11 9/27/05 10:41:29 AM

Lesson Vocabulary

Grammar

Words to Know

Subject and Object Pronouns

Knowing the meanings of these words is important to reading Hottest, Coldest, Highest, Deepest. Practice using these words.

The subject of a sentence can be a noun or a pronoun. When a pronoun is used as the subject, it is called a subject pronoun. Some pronouns are used after action verbs. They are called object pronouns.

Vocabulary Words depth the distance from top to bottom average the usual amount or kind tides the regular rise and fall of the oceans’ water peak the pointed top of a mountain or hill

Activity Subject and Object Pronouns Players think of sentences using subject or object pronouns. The other players must correctly identify the pronouns and tell whether they are subject or object pronouns. Object Pronouns

waterfalls natural streams of water falling from a high place

I, you

me, you

he, she, it

him, her, it

outrun to run or move faster than someone or something

we, they

us, them


Subject Pronouns

deserts dry and usually sandy areas of land without trees


12

Family Times

14520_U4W2_PB_011-012 12


9/27/05 10:42:05 AM

Hottest, Coldest

Name

Compare and Contrast

•

Ask Questions

• When you compare and contrast, you tell how things are alike and different. • To compare and contrast, look for clue words that signal comparisons and contrasts, such as like, both, different, and however. • As you read, ask yourself, “How are these things alike? How are they different?”


T

However, Boston and Philadelphia are different, too. Philadelphia is larger than Boston. Philadelphia has a population of about 1,517,550 people, but Boston has only about 589,141 people. Philadelphia is about 135 square miles. However, Boston is about 48 square miles.

he cities of Boston and Philadelphia are alike in many ways. They are two of the largest cities in the U.S., and both are the largest cities in their states. Both cities are in states that were part of the thirteen original colonies. Also, both cities are located in the northeastern part of the U.S.

Boston

Both

1.

3.

2.

4.

Philadelphia 6. 7.


5.

8. Write a sentence telling another way you think these cities could be alike.

Home Activity Your child read a nonfiction passage that gives information about how two large cities in the United States are alike and different. With your child, read books about two other U.S. cities. Work together to identify how the cities are alike and different.


14520_U4W2_PB_013-013 13

Comprehension

13 9/27/05 10:44:53 AM

Hottest, Coldest

Name

Vocabulary Directions Draw a line from the word to its definition. Check the Words You Know outrun deserts peak depth

tides waterfalls average

1. average

the rising and falling of ocean waters because of the pull of the Moon

2. desert

the very top of a mountain

3. depth

normal, usual

4. tides

places with little rainfall

5. peak

having to do with how deep something is

Directions Write the word from the box that best matches each clue. 6. The winners of a race do this. 7. These falling waters are often shown on postcards. 8. Snow is often found on this part of a mountain. 9. Cactus plants grow here. 10. These are related to ocean waters.


Write a Travel Brochure On a separate sheet of paper, write a travel brochure describing a place and the things people may see there. Use as many vocabulary words as possible.

Home Activity Your child identified and used vocabulary words from Hottest, Coldest, Highest, Deepest. With your child, read a story or nonfiction article about Earth science. Talk about landforms. Encourage your child to use vocabulary words in your conversation.

14

Vocabulary

14520_U4W2_PB_014-015 14


9/27/05 10:45:45 AM

Hottest, Coldest

Name

Vocabulary

•

Word Structure

• When you are reading, you may see a word that looks like two words put together. • A compound word is made up of two small words. If you know the meaning of the two small words, it will help you figure out the meaning of the compound word.

Directions Read each sentence. Each sentence has a compound word that is underlined. On the line below the sentence, write the two small words that make up the compound word. 1. I walked upstairs to the third floor.

2. There are many waterfalls that flow over mountains into lakes.

3. The wettest places on Earth get a lot of rainfall.

4. The squirrel ran up into the treetop to its nest.

5. In summer, I love to swim in the freshwater lake near my town.


Directions Read each sentence. One compound word is underlined in each sentence. Circle the two small words that make up the compound word. 6. From the mountaintop, we could see for miles around. 7. The movie was seen worldwide, in every country. 8. The patrolman was watching the neighborhood streets. 9. The ocean waves crashed against the shoreline. 10. Many different kinds of birds live in a rainforest.

Home Activity Your child identified compound words. Read a story or article with your child. Encourage your child to identify compound words in the text.


14520_U4W2_PB_014-015 15

Vocabulary

15 9/27/05 10:46:28 AM

Hottest, Coldest

Name

Cause and Effect • A cause tells why something happened. • An effect is what happened. • Look for clue words, such as if, then, because, since, and so, to help you understand what happens and why it happens.


H

ow does a volcano form? Deep inside Earth, there is a layer of rock known as the mantle. If some of the mantle melts, magma, or molten rock, from within the Earth rises to the surface. It moves through the Earth’s crust. Then it lets out gases. Soon, hot lava may flow out onto Earth’s surface. Luckily, a volcano usually gives warnings so people can leave the area

before it erupts. Some signs before an eruption are earthquakes, tremors, and an ash plume. If scientists observe those indicators, they can warn people in the area to leave so they won’t be hurt. If a volcano erupts, there can be lava damage to property. Poisonous gases and blast damage may cause death to people, animals, and other living things.

1. What is one possible effect of an erupting volcano?

Hot lava can damage property nearby. 2. How might an erupting volcano damage living things?

The eruption of a volcano can kill living things.

Local people may move away for a while to avoid being hurt by an erupting volcano. 4. What is one effect of the mantle starting to melt?

It may rise to the surface of the Earth. Gases and lava may flow.


3. What is one possible effect of scientists telling local people that a volcano may erupt soon?

5. What clue words in the selection show cause or effect?

Clue words are then, if, and so. Home Activity Your child read a nonfiction selection about causes and effects of volcanoes. With your child, consult encyclopedias or other reference materials to find causes and effects of earthquakes. Look for clue words that point out causes and effects.

16

Comprehension

14520_U4W2_PB_016-016 16


9/26/05 4:20:35 PM

Hottest, Coldest

Name

Compare and Contrast

•

Ask Questions

• When you compare and contrast, you tell how things are alike and different. • To compare and contrast, look for clue words that signal comparisons and contrasts, such as like, both, different, and however. • As you read, ask yourself, “How are these things alike? How are they different? What do I already know about these things?”


T

wo mighty rivers in the world are the Nile and the Amazon. Both are long rivers. However, the Amazon has the greater amount of water flowing in it. The Nile and the Amazon differ in another way. They are located in two

different continents. The Nile is in Africa. The Amazon is in South America. There are many animals in both rivers. Crocodiles can be seen along the banks of both the Amazon and the Nile. Unlike the Nile, the Amazon is home to the world’s longest snake, the anaconda.

1. What is one way the Amazon and Nile Rivers are alike?

2. How do the Amazon and Nile Rivers differ by the continents in which they are located?


3. What animal can be found in the Amazon but not in the Nile?

4. What is the name of the animal that is found by the Nile and the Amazon?

5. How else might the Amazon and Nile Rivers be alike?

Home Activity Your child read a nonfiction passage about how two rivers of the world are alike and different. Read books with your child on two different bodies of water. Make a chart of how those bodies of water are alike and different. Before reading, ask what your child already knows about the topic.


14520_U4W2_PB_017-018 17

Comprehension

17 9/27/05 10:47:26 AM

Hottest, Coldest

Name

Compare and Contrast • When you compare and contrast, you tell how things are alike and different. • To compare and contrast, look for clue words that signal comparisons and contrasts, such as like, both, different, and however.


T

The Ohio River’s pollution problem has been improved. In the last few years, more people are using the river for fun activities. Parts of the Missouri River still have problems. There is still a loss of fish and wildlife in and near the river. People are working to clean up the Missouri River.

Both

Missouri River

2,565 miles long 2. Longer than Ohio River 3. Still has problems 1.

4. 5. 6.

Two of longest rivers in U.S. Problems with pollution Trying to clean up pollution

Ohio River

7. 981

miles long 8. Has been improved 9. Used for fun activities


wo of the longest rivers in the United States are the Missouri River and the Ohio River. The Missouri River is the longest. It is 2,565 miles in length. The Ohio River is the ninth longest. It is 981 miles in length. Both rivers have had problems with pollution. People have tried to clean them up.

Home Activity Your child read a nonfiction passage that gives information about how two rivers in the United States are alike and different. Read a book or article with your child about another river in this country. Work together to identify how the river is like and different from one of the rivers from above.

18

Comprehension

14520_U4W2_PB_017-018 18


9/26/05 4:20:41 PM

Hottest, Coldest

Name

Phonics • r-Controlled Vowels Directions Circle the words in the box that have the vowel sound /er/ ˙ as in bird, her, turn, earn, and work. Choose two of the circled words with the same vowel sound spelled the same as the words over each column. Write the words in the correct column. burst

cheer

corn

deer

early

farm

fern

fire

hard

heart

girl

hurry

learn

pear

perch

skirt

tire

torn

world

worm

bird

her

turn

1.

3.

5.

2.

4.

6.

earn

work

7.

9.

8.

10.


Directions Circle the word that has the same vowel sound as the first word. Then write a sentence on the line that uses the word you circled. 11. dirt

bring

first

tired

12. verb

peer

perfect

pretend

13. burn

crunch

prune

purse

14. earth

ear

clear

search

15. word

corn

north

workout

Home Activity Your child identified and wrote words with the r-controlled vowel sound /er/, ˙ as in dirt, verb, burn, ear th, and word. Work together to write a sentence for the words in exercises 1–10 above. Ask your child to underline the letters that make the /er/ ˙ vowel sound in each word.


14520_U4W2_PB_019-019 19

Phonics r-Controlled Vowels

19 9/27/05 10:48:09 AM

Hottest, Coldest

Name

Bar Graphs Bar graphs compare amounts and numbers. The bars can go across or up and down. The words on the graph tell what is being compared. The ends of the bars line up to a number.

Directions The bar graph below shows the five longest distances thrown in a baseball throw event. Use the graph to answer each question.

Baseball Throw Contest Thrower

Raul Gina Ian Lynn Mario 0

10

20

30

40

50

60

70

80

90 100

Distance of Throw in Feet 1. What is the distance of the longest throw?

90 feet 2. Which person threw the shortest distance?

Gina 3. What distance did Ian throw the baseball? © Pearson Education 3

85 feet 4. Which two people threw the same distance?

Lynn and Mario 5. What is the distance between the longest and shortest throws?

15 feet Home Activity Your child answered questions by interpreting data in a bar graph. Collect some data about your family, such as height, age, or shoe size. Help your child make a bar graph with this data.

20


14520_U4W2_PB_020-020 20


9/26/05 4:20:44 PM

Name

Summary Rocks in His Head The author talks with great pride about her father and his love of rocks. She tells how he started collecting rocks when he was a child and how that interest sustained him through both good and hard times. Eventually, his love of rocks brings him a new job caring for rocks at the science museum.

Activity I’m Proud of You Talk about the other people in your family. What special things do they do that make you proud? Do you like their hobbies? Are they especially polite or helpful? Make a list of the things about them that you think are wonderful—then make a point of telling them so.


Comprehension Skill Generalize When you read, you can sometimes make a general statement about what you have read.

Activity The Important Thing Keep an eye out for groups of objects. When you find a grouping, make a generalization about the items, stating some way in which they are all alike. Then try to think of another generalization for the same group of items. Practice Book Unit 4

14520_U4W3_PB_021-022 21

Family Times

21 9/27/05 11:08:42 AM

Lesson Vocabulary

Grammar

Words to Know

Possessive Pronouns

Knowing the meanings of these words is important to reading Rocks in His Head. Practice using these words.

Some pronouns show who or what owns, or possesses, something. This kind of a pronoun is a possessive pronoun.

Vocabulary Words spare more than needed; extra attic the space just below the roof of a house labeled wrote an object’s name on a tag and attached it customer a person who buys things at a store or uses the services of a business board a long, flat piece of sawed wood stamps small pieces of paper stuck to letters or packages showing that a fee has been paid

Activity I Found It Players take turns thinking of desirable and undesirable objects that might be found. Players use the cloze sentence I was walking . in the sun, and I found a To whom does this belong? If the object is desirable, the other players may claim it by responding with sentences such as The is mine. or The is ours. or That is my . If the object is undesirable, players assign ownership to other real or imaginary people, using an appropriate possessive pronoun such as your, yours, her, hers, his, their, theirs, or its.


chores small jobs or tasks


22 14520_PB_021-022 22

Family Times


3/18/05 6:01:43 PM

Rocks in His Head

Name

Generalize

•

Prior Knowledge

• When you read, you can sometimes make a general statement about what you have read that tells how some things are mostly alike or all alike. • Look for examples. Ask what they have in common. • Use what you already know about a topic to help you understand what you read.

Directions Read the following passage. Then complete the diagram below to make a generalization.

W

ant to start a rock collection? It’s not hard to do. Begin by taking a walk in your neighborhood with a parent. If you see some interesting rocks, pick them up and save them. Study the rocks. Some have many colors. Others have only one color. Some

Example

Example

2.

1.

are smooth. Others are rough. Some are shiny. Others are dull. Ask yourself questions about the rocks. After you have collected some rocks, organize them. Get a book about types of rocks. Sort your rocks. Label each group.

Example

3.


Generalize

4.

5. What do you already know about rocks?

Home Activity Your child made a generalization from a nonfiction passage about rocks. Read another nonfiction passage with your child and discuss any generalizations the author made. Have your child tell how the author made those generalizations.


14520_U4W3_PB_023-025 23

Comprehension

23 9/27/05 11:09:45 AM

Rocks in His Head

Name

Vocabulary Check the Words You Know stamps chores labeled board

spare attic customer

Directions Write the word from the box that fits the meaning of each sentence.

stamps

1. I went to the post office to buy 2. The store owner 3. We store things in the 4. My dad put a wooden

labeled attic board

for my letters.

everything with a price.

5. Taking out trash and washing dishes are my

at the top of the house. on my wall to use as a shelf.

chores

at home.

Directions Circle one word at the end of each sentence that fits the meaning.

7. The salesman asked each any help. custom customer

pencil, so I gave one to my friend to use. in the store if she needed

8. Walking the dog is one of my

.

9. We like to play upstairs in the

.

10. My dad nailed legs to a bread board

chores

chokes

attention

attic

to make a little table.

Write an Advertisement On a separate sheet of paper, use vocabulary words to write an advertisement for something you would like to sell if you owned a store.


6. I had a spare short

Students’ writing should use lesson vocabulary in an advertisement for something on sale in a store. Home Activity Your child identified and used vocabulary words from Rocks in His Head. Visit a store with your child and have him or her describe the labels on items. Use as many of this week’s vocabulary words as you can.

24

Vocabulary

14520_U4W3_023-025 24


3/1/05 5:13:54 PM

Rocks in His Head

Name

Vocabulary

•

Context Clues

• Sometimes you will see a familiar word that doesn’t make sense in the sentence. The word may have more than one meaning. • Try the word meaning you know. If it doesn’t make sense, look at the words around it for context clues to see if they give you a clue about what the word means.

Directions Read the sentence. One word is underlined. Use context clues to figure out the meaning of the underlined word. Look at the word meanings under the sentence. Circle the meaning of the word. 1. Whenever the baby gets angry, he stamps his feet on the floor. something you put on a letter to pound feet on the ground 2. My father is on the school board and helps plan what we learn in school. a piece of wood a group of people who make rules 3. Our car has a spare tire in the trunk. extra lean 4. The snowstorm will last all night and all morning. force continue 5. Every morning, I slip out of the house to get the newspaper. go quietly fall down 6. I had to stick my fork into the potato. stab become fastened


7. It’s been 20 minutes, and I’m still waiting for the bus to come. continuing to quiet 8. I am going to read the story about a dog named Lucky. falsehood tale 9. At 3 o’clock the school bell rings and we all go home. sounds echo 10. I tried not to tear the wrapping paper. pull hard hole Home Activity Your child has identified and used context clues to figure out the meaning of words that look the same but have different meanings. Read a story to your child. Encourage him or her to find words that look like familiar words but have an unfamiliar meaning. Help your child use context clues to figure out the meanings of the words.


14520_U4W3_PB_023-025 25

Vocabulary

25 9/27/05 11:10:20 AM

Rocks in His Head

Name

Cause and Effect • A cause tells why something happened. • An effect is what happened. • Look for clue words, such as if, then, because, since, and so, to help you understand what happens and why it happens.

Directions Read the following selection. Then answer the questions below.

O

n his way home from work, Dad often stopped at the eyeglass store on our block. Sometimes he needed the screw on his frame fixed. Other times, he needed the nose pad adjusted. Each time he got a free gift—an eyeglass case. So, Dad collected more than fifty cases over the years, in all styles and colors.

One day last week I sat in my artist’s studio. I chatted with Dad about needing something to create a new sculpture. Soon Dad presented me with fifty of the most colorful and unusual eyeglass cases I’d ever seen. Then “Eyeglass Sculpture” won first prize in an art contest at the museum.

1. What was one cause for Dad stopping at the local eyeglass store?

Dad needed the screw on his frame fixed. 2. What was one effect of Dad stopping at the local eyeglass store?

Dad got a free eyeglass case. 3. What was the effect of Dad stopping so often at the eyeglass store?

4. What was the effect of Dad giving his daughter material for her sculpture?

The daughter used the eyeglass cases in her sculpture. 5. What clue words in the story show cause or effect?


Dad had a large collection of free eyeglass cases.

Clue words are then and so. Home Activity Your child read a story that shows cause and effect. Play a game with your child. Name an effect (such as people holding up umbrellas). Then ask your child to suggest a possible cause. Then change roles.

26

Comprehension

14520_U4W3_026-026 26


3/1/05 5:13:12 PM

Rocks in His Head

Name

Generalize

•

Prior Knowledge

• When you read, you can sometimes make a general statement about what you have read that tells how some things are mostly alike or all alike. • Look for examples. Ask what they have in common. • Use what you already know about a topic to help you understand what you read.


A

nn kept her garden neat. She pulled weeds. She trimmed bushes. One day she saw that some vines grew wild on her stone wall. She snipped the vines and collected them in a box week after week. The vines turned gray. They became stiff. They looked a bit like metal.

1. How did Ann show she liked things neat?

Ann had an idea. She put some vines on the table. She glued them into odd shapes at the corners. Some looked like dancers bending. Some looked like animals running. Ann had just begun a new hobby in art.

Answers will vary.

Ann pulled weeds. She trimmed bushes. She cut vines. 2. In what ways did the vines look like pieces of metal?

The vines were gray and stiff, like some metal. 3. What statement can you make about Ann’s personality?

Ann is neat, but creative too. © Pearson Education 3

4. What general statement can you make about Ann’s sculptures?

They looked like people or animals in motion. 5. What do you already know about sculpture?

Possible response: Sculpture can be made from almost anything. Sometimes sculpture takes on odd shapes.

Home Activity Your child identified generalizations in a biography. Read another biography with your child and discuss the generalizations the author made. Have your child tell how the author had made those generalizations.


14520_U4W3_027-028 27

Comprehension

27 3/1/05 5:13:25 PM

Rocks in His Head

Name

Generalize • When you read, you can sometimes make a general statement about what you have read. • A general statement tells how some things are mostly alike or all alike. • Look for examples. Ask what they have in common.

Directions Read the following passage. Then complete the diagram below to make a generalization.

I

remember when I was a child. I loved to read books. I liked stories about girls who found lost pets. I loved stories about girls who sang at hospitals. I loved stories about girls who found lost children. Mom always wanted me to donate my book collection to the library. But, I saved

Example

Example

2.

1.

all of my books. Years later, I still had the books. My Mom’s birthday was coming soon. I sold the books to buy her a gift. She never knew how I paid for the special present she loved so much.

Example

3.


Generalize

4.

Home Activity Your child read a short passage that has examples from which a reader can make a generalization. Play a game with your child. Show your child three items and ask what they have in common. Have your child make a general statement about the items.

28

Comprehension

14520_U4W3_PB_027-028 28


9/27/05 11:11:07 AM

Rocks in His Head

Name

Phonics • Prefixes pre-, mid-, over-, outDirections Add the prefix pre-, mid-, over-, or out- to each base word. Write the new word on the line. 1. over-

+

load

=

2. out-

+

going

=

3. pre-

+

paid

=

4. mid-

+

point

=

5. out-

+

cry

=

6. pre-

+

heat

=

7. over-

+

due

=

Directions Choose the word from the box that best fits the definition. Write the word on the line. 8. a word part added to the beginning of a word 9. bursting forth 10. the middle of the week

midweek outburst overtime prefix

11. beyond a set time limit Directions Add the prefix pre-, mid-, over-, or out- to the base word in ( ) to complete each sentence. Write the word on the line. © Pearson Education 3

12. Elena began to collect rocks when she was in (school). 13. She thought this hobby would (last) any of her other hobbies. 14. It is easy to (look) rocks during the day. 15. Finding them at (night) is nearly impossible. Home Activity Your child formed and wrote words with the prefixes pre-, mid-, over-, and out-. Work together to list other words with these prefixes, such as pretest, midway, overhead, and outgrow. Have your child use each word in a sentence.


14520_U4W3_PB_029-029 29

Phonics Prefixes pre-, mid-, over-, out-

29 9/27/05 11:12:04 AM

Rocks in His Head

Name

Clarify Directions To follow directions, read all of the directions before doing anything. Then do each step in order one at a time. Sometimes there are numbers to help you with the order.

Directions Read the directions for completing a science lab. Then answer the questions. Science Lab: Identifying Rocks

1. Select a rock and label it A. Weigh the rock and record the weight in your chart. 2. Use the string to measure the circumference of the rock. Use a ruler to measure the string. Record the length in the chart. 3. Examine the texture of the rock. Record any descriptions and features in the chart, for example, color and hardness. 4. Look at the rock handbook to identify the sample. 5. Repeat each step with the other rock samples.

Materials • • • • • •

group of rocks hand lenses scale ruler string masking tape (for labeling samples)

1. What do you do first after selecting and labeling each sample?

2. What is the second measurement taken for each sample?


3. What features of rocks are used to help identify them?

4. Write a brief summary of this lab.

Home Activity Your child read a set of directions and answered questions about the directions. Have your child read a simple recipe. Ask him or her what to do first, next, last, how to prepare for making the recipe, and so on.

30 14520_PB_030 30



3/31/05 12:12:21 AM

Name

Summary America’s Champion Swimmer: Gertrude Ederle David Adler tells the true story of Gertrude Ederle. Although she nearly drowned at the age of seven, ten years later she was the top swimmer on the U.S. Olympic team. She went on to become the first woman to swim the English Channel. At one point during the swim, her coach encouraged her to come out because her leg had gone numb, and she wasn’t able to kick properly. She yelled back, “What for?” and kept swimming. She beat the men’s record by nearly two hours.

Activity What Is Your Passion? Together, draw a picture showing things that you love to do. Talk about the activities as you draw. What do you love about them? Do you have a special talent or skill that is related to any of these activities?


Comprehension Skill Fact and Opinion A statement of fact tells something that can be proved true or false. You can prove it by reading or asking an expert. A statement of opinion tells someone’s ideas or feelings.

Activity I Heard It on the Radio Watch for examples of fact and opinion on radio and TV this week. Challenge your child to point out examples of each that he or she notices. Practice Book Unit 4

14520_PB_031-032 31

Family Times

31 3/31/05 1:09:59 PM

Lesson Vocabulary

Grammar

Words to Know

Contractions

Knowing the meanings of these words is important to reading America’s Champion Swimmer: Gertrude Ederle. Practice using these words.

You can make contractions from verbs and the adverb not. An apostrophe shows where a letter has been left out. Sometimes more than one letter is dropped to form a contraction.

drowned died by suffocating underwater strokes combinations of arm and leg movements used in swimming stirred moved about medals flat pieces of metal, often shaped like a coin or attached to a ribbon, given as rewards continued went on without stopping celebrate observe or honor something special with ceremonies and activities current part of a body of water that is moving along in a path

Activity Not Not! Players take turns thinking of a contraction. Other players respond by saying the two words that form the contraction. If the first player thinks of a contraction that is not formed by using not (for example, I’ll from I and will), then the first player to yell not not! gets to think of the next contraction. Verb is has are were was do

+ + + + + + +

not not not not not not not

contraction isn’t hasn’t aren’t weren’t wasn’t don’t


Vocabulary Words


32 14520_PB_031-032 32

Family Times


3/31/05 1:10:03 PM

Gertrude Ederle

Name

Fact and Opinion

•

Monitor and Fix Up

• A statement of fact tells something that can be proved true or false. You can prove it by reading or asking an expert. • A statement of opinion tells someone’s ideas or feelings. Words that tell feelings, such as should or best, are clues to opinions. • You can ask an expert or use reference books to check whether a statement is true.


S

wimming is a sport that helps keep people in good shape. If you have any doubt, just ask Mark Spitz. He holds the record for winning the most gold medals in swimming events at the Olympics. In Germany, at the Olympics in 1972, Spitz won seven gold medals. He also set

Fact

new world records in each of the seven events. During those events, Spitz wore a mustache. The mustache distracted from his great performance. He should have shaved the mustache. That would have been best.

How to Prove

1. 2.

Opinion

Clue words


3. 4. 5. How can you find out if Mark Spitz won seven gold medals at the Summer Olympics in 1972?

Home Activity Your child identified fact and opinion in a nonfiction passage about swimming. Read another passage or editorial with your child and discuss whether the statements are fact or opinion. Have your child explain how to check to be sure seemingly true statements are really facts.


14520_U4W4_PB_033-035 33

Comprehension

33 9/27/05 11:13:02 AM

Gertrude Ederle

Name

Vocabulary Check the Words You Know drowned medals continued celebrate

strokes current stirred

Directions Fill in the blank with a word from the box that fits the meaning of the sentence.

continued

1. He

to swim so that he could reach the shore.

strokes

2. The more she practiced, the stronger her swimming became.

medals

3. The swimmer won prizes and 4. The ocean

current

for every race she won.

was strong, and he worked to swim against it.

5. The waves were high on the day she almost

drowned

.

Directions Draw a line from the word to its meaning. 6. stirred

prizes or ribbons you win

7. celebrate

moved around

8. current

kept on going

9. medals

the movement of ocean water to have a party

Write a Newspaper Article On a separate sheet of paper, write a newspaper article describing a swimming race. Use as many vocabulary words as possible.


10. continued

Students’ writing should use the lesson vocabulary in a description of a swimming race. Home Activity Your child identified and used vocabulary words from America’s Champion Swimmer: Gertrude Ederle. Read a sports article from a newspaper with your child. Encourage your child to discuss the article using this week’s vocabulary words.

34

Vocabulary

14520_U4W4_033-035 34


3/1/05 5:13:41 PM

Gertrude Ederle

Name

Vocabulary

•

Context Clues

• Sometimes you will see a familiar word that doesn’t make sense in a sentence. The word may have another meaning. • Look at the words and sentences around the unfamiliar word for context clues. They may help you figure out the meaning of the word.

Directions Read the paragraph. Then answer the questions.

T

swimming race. She was very happy. Her heart stirred, she was so happy. People cried, “Hurray!” and cheered. She beamed at all the people clapping for her.

he swimmer had strong arms. She swam with long, strong strokes. She moved quickly against the ocean current. She swam so fast that she won the

1. What does strokes mean in this passage? What clues helped?

Arm movements. Clues: swam with long, strong strokes. 2. What does current mean in this passage? What clues helped you?

Movement of ocean water. Clues: ocean. 3. What does stirred mean in this passage? What clues helped you?

Moved with feeling/emotion. Clues: her heart stirred, so happy. 4. What does cried mean in this passage? What clues helped you?

Yelled. Clues: cried, “Hurray!”


Directions Look at the word meanings under each sentence. Circle the meaning of the word. 5. What is your current state of health? 6. I learned new painting strokes.

moving ocean water

marks from a brush

at this time

arm movements

7. Get some water from the tap. open up faucet 8. Jill swam laps in the pool. tank of water to swim in

puddle

Home Activity Your child has identified and used context clues to figure out the meaning of words that look the same but have different meanings. Read a magazine article to your child. Encourage him or her to find words that look like familiar words but that have an unfamiliar meaning. Help your child use context clues to figure out the meanings of the words.


14520_U4W4_PB_033-035 35

Vocabulary

35 9/26/05 4:20:51 PM

Gertrude Ederle

Name


Directions Read the following selection. Then answer the questions below.

O

lympic athlete Babe Didrikson Zaharias had many successes in her career. She was talented in many sports including swimming, track, basketball, and golf. She won gold medals in the 1932 Olympics for the javelin and hurdles. She continued her career as a professional basketball player and golfer.

Babe won every major women’s golf championship—including winning the world championship four times. She helped start the LPGA (Ladies Professional Golf Association) and established the Babe Zaharias Trophy to honor outstanding women athletes.

Possible responses: 1. What is one example of a success Babe Didrikson had in her career?

She won two gold medals at the Olympics. 2. In which sports did Babe Didrikson excel?

swimming, track, basketball, and golf 3. What general statement can you make about Babe Didrikson’s success as an athlete? © Pearson Education 3

She is an extraordinary athlete in many sports. 4. What example shows that Babe Didrikson was a talented golfer?

She won every major women’s golf championship. 5. What general statement can you make about Babe Didrikson and women athletes?

Babe helped and honored them. Home Activity Your child identified generalizations in a nonfiction selection about an American athlete. Read a book or article with your child about another athlete and discuss general statements that can be made and are supported by examples.

36

Comprehension

14520_U4W4_PB_036-036 36


9/26/05 4:20:55 PM

Gertrude Ederle

Name

Fact and Opinion

•

Monitor and Fix Up

• A statement of fact tells something that can be proved true or false. You can prove it by reading or asking an expert. • A statement of opinion tells someone’s ideas or feelings. Words that tell feelings, such as could or best, are clues to opinions. • You can ask an expert or use reference books to check whether a statement is true.


M

eet Olympic swimmer Ian Thorpe. Born in Australia, Thorpe is known as “The Torpedo.” That’s because he explodes with speed in the water. In the 2004 Summer Olympics, Thorpe won the

gold medal in the 200 meter and the 400 meter in freestyle events. He also won a silver and a bronze in other events there. If he had trained harder, he could have won more gold medals.

1. What fact did you learn about Thorpe’s nickname?

2. What reference book can you use to check to see if Thorpe’s nickname is correct?


3. What does the word could in the last paragraph tell you about that statement?

4. Do you think the statement “In the 2004 Summer Olympics, Thorpe won the gold medal in the 200 meter and the 400 meter in freestyle events” is fact or opinion? Why? How can you check whether it is a fact?

Home Activity Your child identified fact and opinion in a nonfiction passage about a famous swimmer. Play a game with your child. Repeat a statement from the passage and ask your child if it is fact or opinion. Have your child explain how he or she can check to determine if it’s factual.


14520_U4W4_PB_037-038 37

Comprehension

37 9/27/05 11:14:59 AM

Gertrude Ederle

Name

Fact and Opinion • A fact tells something that can be proved true or false. • An opinion tells someone’s ideas or feelings. Words that tell feelings, such as should or best, are clues to opinions. • You can ask an expert or use reference books to check whether a statement is true.


J

anet Evans is a famous swimmer. She won three gold medals at the 1988 Summer Olympics. Four years later, in 1992, she won a gold and a silver medal in the sport. She should have tried harder to make the silver medal into a gold medal.

Fact

Janet started swimming at the age of two. That was young. But she should have started swimming at the age of one. When she was 15 years old, she broke a world record. Evans is an American swimmer of whom we can feel proud.

How to Prove

1.

2.

Opinion

Clue Words


3.

4.

5. What reference sources would you use to find out if Janet Evans won three gold medals at the 1988 Summer Olympics?

Home Activity Your child identified fact and opinion in a nonfiction passage about a well-known female swimmer. Read a book about another female athlete. Then compare the facts in the book with those in a reference book.

38

Comprehension

14520_U4W4_PB_037-038 38


9/27/05 11:15:42 AM

Gertrude Ederle

Name

Phonics • Suffixes -er, -or, -ess, -ist Directions Add the suffix to each base word. Write the new word on the line. 1. edit

+

-or

=

2. art

+

-ist

=

3. conduct

+

-or

=

4. lion

+

-ess

=

5. sell

+

-er

=

Directions Write the word from the box that best fits each definition. 6. a doctor who cares for your teeth 7. one who ships packages 8. a private teacher 9. a scientist in the field of chemistry

chemist dentist hostess shipper tutor

10. a woman who greets restaurant guests Directions Add the suffix -er, -or, -ess, or -ist to the base word in ( ) to complete each sentence. Use the words in the box to help. Write the word on the line. 11. Gertrude Ederle was the first woman (swim) to swim across the English Channel. 12. Many thought her coach was the greatest swimming (instruct) in the world. © Pearson Education 3

13. After she became famous, Ederle was offered work as an (act), but she declined.

actress instructor swimmer teacher tourist

14. Instead, she traveled as a (tour). 15. Later, Ederle became a swimming (teach) for deaf children.

Home Activity Your child formed and wrote words with the suffixes -er, -or, -ess, and -ist. Together, think of additional job-related words that end with -er, -or, -ess, or -ist (such as doctor, countess, biologist, police officer). Help your child write a paragraph explaining which jobs sound most interesting to him or her and why.


14520_U4W4_PB_039-039 39

Phonics Suffixes -er, -or, -ess, -ist

39 9/27/05 11:16:34 AM

Gertrude Ederle

Name

Line Graphs • A line graph is a visual way to summarize changes over time. The changes appear as numbers or amounts. • Line graphs have two axes—one line that goes across (horizontal axis) and one line that goes up and down (vertical axis). The scale (the numbers) usually appears on the vertical axis. The periods of time (hours, weeks, years) are usually labeled below the horizontal axis. • Points are plotted where the period of time meets the appropriate number on the scale. A line connects the points.

Medals Won

Directions Use the line graph to answer each question. 10 9 8 7 6 5 4 3 2 1 0

Medals Won

First

Second

Third Season

Fourth

Fifth

1. In which season did the gymnast win the fewest medals? 2. In which season did the gymnast win the most medals?

4. How many medals did the gymnast win in all five seasons? 5. In general, how did the number of medals won change from the first to fifth season?


3. How many medals did the gymnast win in the third season?

Home Activity Your child answered questions by interpreting data in a line graph. Ask your child to record the amount of time spent doing homework each night for one week. Then help him or her make a line graph to show this data.

40


14520_U4W4_PB_040-040 40


9/27/05 11:18:57 AM

Name

Summary Fly, Eagle, Fly! This folk tale tells the story of a farmer who rescues an eaglet. He brings the chick home and raises it with his chickens. Because the eagle grows up with chickens, it acts a lot like a chicken. One of the farmer’s friends feels strongly that the eagle should be flying in the sky and not living with the chickens. So when the eagle is grown, he works hard to remind the eagle of its true nature.

Activity


Animal Natures Talk about the characteristics of different animals. What is a dog like? What is a cat like? What traits do you especially associate with these animals?

Comprehension Skill Literary Elements: Plot and Theme The plot of a story includesForesman_ the important things that happen at the beginning, NETS_8600_Scott 14520_U4W5_PB_041-042 middle, andG3 end. As you read, think rdw about the theme or the big idea of the story. 12-29-04 Edit pas 03-15-05 3rd pp

Activity Discuss It As you read this week, have your child retell the beginning, middle, and end of the story. Discuss the big ideas of the story and agree on its probable theme. Practice Book Unit 4

14520_U4W5_PB_041-042 41

Family Times

41 9/27/05 11:20:06 AM

Lesson Vocabulary

Grammar

Words to Know

Prepositions

Knowing the meanings of these words is important to reading Fly, Eagle, Fly! Practice using these words.

A preposition is a word that shows a relationship of one word to another in a sentence. A preposition is the first word in a prepositional phrase. A prepositional phrase ends with a noun or pronoun called the object of the preposition. The preposition shows the relationship between the noun or pronoun and the other words.

Vocabulary Words valley an area of low land between hills or mountains reeds long, tall grasses with leaves and hollow stems echoed repeated a sound gully a narrow ditch made by flowing water scrambled moved or climbed quickly clutched grasped or held tightly

Activity Act It Out Write a preposition such as those shown below, on a card. Mix up the cards and place them in a pile facedown on a table. Take turns picking a card and thinking of a command to give the other players using that preposition, such as “Put your hands on your head.” against beneath

in

near inside

past

above

beside

across

among

behind between

through

under

around


below


42

Family Times

14520_U4W5_PB_041-042 42


9/27/05 11:20:09 AM

Lesson Vocabulary

Grammar

Words to Know

Prepositions

Knowing the meanings of these words is important to reading Fly, Eagle, Fly! Practice using these words.

A preposition is a word that shows a relationship of one word to another in a sentence. A preposition is the first word in a prepositional phrase. A prepositional phrase ends with a noun or pronoun called the object of the preposition. The preposition shows the relationship between the noun or pronoun and the other words.

Vocabulary Words valley an area of low land between hills or mountains reeds long, tall grasses with leaves and hollow stems echoed repeated a sound gully a narrow ditch made by flowing water scrambled moved or climbed quickly clutched grasped or held tightly

Activity Act It Out Write a preposition such as those shown below, on a card. Mix up the cards and place them in a pile facedown on a table. Take turns picking a card and thinking of a command to give the other players using that preposition, such as “Put your hands on your head.” against beneath

in

near inside

past

above

beside

across

among

behind between

through

under

around


below


42

Family Times

14520_U4W5_PB_041-042 42


9/27/05 11:21:16 AM

Fly, Eagle, Fly!

Name

Plot and Theme

•

Graphic Organizers

• The plot of a story includes the important events at the beginning, middle, and end. • As you read, think about what happens in the story and why these things are important. • Think, “What is the big idea of the story? What did a character learn in this story?” • Use a graphic organizer to help you see and understand information.

Directions Read the following story. Then complete the diagram and answer the questions.

B

feet carried him fast. Fast as he was, he still couldn’t run after birds like the bigger dogs. Mom said, “Enjoy life as you are.” One year later, Bertie had grown up. He chased squirrels and birds with his friends. “My boy has grown up!” said Mom.

ertie didn’t want to be a puppy. He wanted to be big enough to play with the big dogs. “Be patient. Enjoy your life as a puppy,” Mom said. “Growth just takes time.” A few months later, Bertie was ten pounds heavier. His body was bigger. His

Beginning

1.

Middle

2.

End

3.


4. What is the most important message in this story?

5. How else could the story have ended?

Home Activity Your child identified parts of the plot in a story about a puppy in a hurry to grow up. With your child, read a fictional story about another baby animal that wants something badly. Work together to identify the beginning, middle, and end of the story.


14520_U4W5_PB_043-045 43

Comprehension

43 9/27/05 11:22:20 AM

Fly, Eagle, Fly!

Name

Vocabulary Check the Words You Know scrambled echoed reeds

gully valley clutched

Directions Read each sentence. Write a word from the box to complete each sentence. 1. The boy

over the rocks as quickly as he could.

2. The sound of thunder

through the night.

3. We walked down the mountain into the

below.

4. The bird seemed to disappear in the tall

near the lake.

5. We walked up the side of a small

to the top of the hill.

Directions Choose the word from the box that best matches each clue. Write the word on the line. 6. held tightly 7. ditch 8. quickly climbed 9. repeated, as a sound does


10. tall grasses

Write a Scene from a Play On a separate sheet of paper, write a scene in which a child finds a baby animal and wants to take care of it. Use as many vocabulary words as possible.

Home Activity Your child identified and used vocabulary words from Fly, Eagle, Fly! With your child, read a story or nonfiction article about nature. Discuss the setting. Encourage your child to use vocabulary words in your conversation.

44

Vocabulary

14520_U4W5_PB_043-045 44


9/27/05 11:22:52 AM

Fly, Eagle, Fly!

Name

Vocabulary

•

Word Structure

• Sometimes you may come across a word you don’t know. The word may have an -ed ending. • An -ed ending is usually added to a verb. Use the ending to figure out the meaning of the word.

Directions Read each sentence. Each sentence has a word with an -ed ending that is underlined. On the line, write the base word without the -ed ending. 1. I clutched my father’s hand as we climbed down the steep hill.

clutch 2. The sound of dripping water echoed through the cave.

echo 3. We scrambled some eggs for breakfast.

scramble 4. She searched everywhere but could not find her keys.

search 5. He placed the glass carefully on the shelf.

place


Directions Match the base word with the same word that has an -ed ending. Draw a line to connect the two words. 6. roar

helped

7. climb

roared

8. reach

stretched

9. help

climbed

10. stretch

reached

Home Activity Your child identified and used words with -ed endings. Read a story together and help identify and define words with -ed endings.


14520_U4W5_043-045 45

Vocabulary

45 3/1/05 5:14:39 PM

Fly, Eagle, Fly!

Name



A

mother duck was waiting for the last of her eggs to hatch. When at last it did, the chick looked and acted differently from the others. This chick was bigger than the others. He swam like the other ducks, but he had a longer neck. The others wouldn’t accept him, and they wouldn’t be his friends. They would not play with him.

Time passed. The duckling decided to go into the world. There he saw a flock of large birds with long necks. They looked just like him. The duckling, which was really a swan, had found a family to which he belonged. He was not an ugly duckling after all; he was a beautiful swan. “You are one of us,” his new playmates said.

1. How was the last duckling to hatch similar to the other ducklings?

2. What is one example of how other ducks treated the ugly duckling in a mean way?

3. What is another example of how other ducks were mean to the ugly duckling?

5. Make a general statement about the ugly duckling’s acceptance by the swans.


4. How did the flock of birds at the end of the story look like the ugly duckling?

Home Activity Your child identified generalizations in a tale about an ugly duckling. With your child, read or tell another traditional tale and identify general statements and examples in that story.

46

Comprehension

14520_U4W5_PB_046-046 46


10/4/05 3:54:48 PM

Fly, Eagle, Fly!

Name

Plot and Theme

•

Graphic Organizers

• The plot of a story includes the important events at the beginning, middle, and end. • As you read, think about what happens in the story and why these things are important. • Think, “What is the big idea of the story? What did a character learn in this story?” • Use a graphic organizer to help you see and understand information.


L

ucia was a field cat who didn’t fit in. When the other cats played, Lucia sat alone, sketching trees and sky. “I want to fit in, but I don’t know how.” Mother Cat came and whispered in Lucia’s ear. The next day at the field Lucia had a pad and charcoal. She drew a picture of each cat that was beautiful in its own way.

One captured the cat’s spotted fur. Another caught the cat’s long whiskers. To the side of each cat was a sketch of Lucia, off to herself. The cats looked at her work. At first, they were silent. Finally, they said, “You have a special gift. We want you as our friend.”

1. At the beginning of the story, what did Lucia do while the other cats played?

Lucia drew pictures. 2. What do you think Mother Cat whispered to Lucia?

Possible answer: She suggested that Lucia draw the cats’ portraits. 3. In the middle of the story, what did Lucia do to give the other cats a message?

Lucia drew portraits of the other cats, with herself to the side. © Pearson Education 3

4. Is the cats’ statement “We want you as our friend” at the middle or end?

The statement came at the end of the story. 5. What can you draw to help you remember the plot of this tale?

Make a graphic organizer to remember the plot.

Home Activity Your child read a traditional tale about an animal that doesn’t fit in. With your child, read another traditional story. Ask your child to draw scenes from the beginning, middle, and end of the story.


14520_U4W5_047-048 47

Comprehension

47 3/1/05 5:15:10 PM

Fly, Eagle, Fly!

Name

Plot and Theme • The plot of a story includes the important events at the beginning, middle, and end. • As you read, think about what happens in the story and why these things are important. • Think, “What is the big idea of the story? What did a character learn in this story?” • Use a graphic organizer to help you see and understand information.

Directions Read the following story. Then complete the diagram below.

S

am is a chameleon. A chameleon is an animal that can change its color. It can blend in with its background. One minute it can be gray. The next, it can change to black or green. Sam was sitting on a branch. His skin was brown. He looked at his two neighbors across the way. He said, “Hello.” Sid and Rufus, his neighbors, are chameleons too. They sat on a green leaf, so they were green.

“You are not like us,” said Rufus. “You are brown; we are green.” “I am just like you,” said Sam. Sam crawled forward. He reached the green leaf. Slowly, his skin turned green. “See,” Sam said. “I’m just like you, but a bit more friendly.”

Beginning

Middle

End

1.

3.

4.

2.


5.

Home Activity Your child read a tale and identified the beginning, middle, and end. Together, create three cards, each with an illustration of an event from the beginning, middle, and end. Ask your child to put the cards in the order of the story.

48

Comprehension

14520_U4W5_PB_047-048 48


9/27/05 11:24:41 AM

Fly, Eagle, Fly!

Name

Phonics • Syllables VCCCV Directions Choose the word in ( ) with the VCCCV syllable pattern to finish each sentence. Write the word on the line.

children surprise address inspect contrast hundred

1. The third grade (children/students) took a trip to the zoo. 2. Their teachers had a (surprise/special) assignment for them. 3. The zookeeper gave an (alert/address) to the students. 4. He told them to (inspect/watch) each animal’s living space. 5. He suggested they (compare/contrast) different animals. 6. By the end of the day, the students had seen about one (dozen/hundred) animals.

Directions Circle the word that has the VCCCV syllable pattern. Then write a sentence on the line that uses the word you circled. 7. forgive

monster

wonder

Possible response: I read a book about a scary monster. 8. human

fortress

winner

Possible response: John built a fortress out of blocks. 9. complain

number

writer

Possible response: Some people complain about everything. 10. constant

planet

signal


Possible response: The noise from the machine was constant. 11. beyond

robin

sample

Possible response: The store gave everyone a free sample. 12. chosen

control

copper

Possible response: That dog is out of control. Home Activity Your child wrote words with the VCCCV syllable pattern found in mon/ster. Ask your child to read each of the words he or she wrote on the page above. Take turns making up additional sentences using these words. Help your child write the sentences and underline the words with the VCCCV syllable pattern.


14520_U4W5_PB_049-049 49

Phonics Syllables VCCCV

49 9/26/05 4:20:59 PM

Fly, Eagle, Fly!!

Name

Take Notes and Record Findings As you research a subject, taking notes and recording findings of important information helps give your research a focus. You may want to organize your notes by main ideas and details or as answers to questions you have about the subject.

Directions Look at the chart below. Read the paragraph and highlight or underline important information as you read. Then record your findings in the lists to complete them. Albino Animals Imagine seeing an animal that looks like a deer, but it’s different. It has white fur and pink eyes! The tail, the ears, and everything else look the same. Just the color is different. This animal is an albino deer. Albinos have a trait that is different from that of others of its species. An albino animal has no pigment in its skin, hair, or eyes. That’s why the skin, fur, or feathers are white. Deer are not the only albino animals. Many others have been discovered. There are albino dogs, squirrels, leopards, and even birds.

Why It Is White

Features

has different traits

Kinds of Animals

looks like others

dogs leopards

2.

1.

squirrels 3.

4. © Pearson Education 3

5.

Home Activity Your child read a paragraph and recorded important information about it in categories. Help your child find a paragraph in a reference book, nonfiction text, or from a Web site. Ask your child to take notes about the important information in the paragraph.

50


14520_U4W5_PB_050-050 50


9/27/05 11:25:22 AM

Name

Summary Suki’s Kimono Suki is so enchanted with the kimono and wooden shoes that her grandmother gave her this summer that she insists on wearing them to her first day of first grade. Her older sisters are embarrassed. At first it looks like it might be a disaster! There are quite a few snickers. But Suki is so sure of how wonderful she looks that she soon wins over her new friend, new teacher, and new class.

Activity Who You Are Talk together about your cultural background and characteristics of that culture. What are some traditions that your family shares? How do you celebrate holidays or special occasions?

Comprehension Skill


Compare and Contrast When you compare and contrast two or more things, you tell how they are alike and different.

Activity Cultures Talk about some of the similarities and differences in the way people dress. Create a collage of pictures and words comparing and contrasting clothing.


14520_U5W1_PB_051-052 51

Family Times

51 9/26/05 4:21:03 PM

Lesson Vocabulary

Grammar

Words to Know

Adjectives and Articles

Knowing the meanings of these words is important to reading Suki’s Kimono. Practice using these words.

A, an, and the are words called articles. Use a before singular nouns beginning with a consonant. Use an before singular nouns beginning with a vowel. The can be used before a singular or plural noun. An adjective is a word that can describe a person, place, or thing. Adjectives can tell more about nouns. An adjective can tell how a person, place, or thing looks or sounds. Often an adjective comes just before the noun.

paces single steps rhythm a regular or orderly repeating of sounds or movements festival a celebration or holiday cotton plant fiber used to make thread handkerchief a square, soft piece of cloth used to wipe the nose or face pale not bright in color graceful beautiful or pleasing in movement snug giving warmth and comfort

Activity Five Words for You Write each player’s name on a slip of paper and place them in a bag. Shake the bag and have each player take out a slip of paper. Each player then reads the name on the paper silently and writes five words that describe that person on a piece of paper. Finally, each player reads his or her adjectives. Other players use the adjective clues to identify the person.


Vocabulary Words


52

Family Times

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9/27/05 12:01:20 PM

Suki’s Kimono

Name

Compare and Contrast • Predict • To compare and contrast, tell how two or more things are alike and different. • Clue words that signal differences include but, however, and instead. • Active readers predict what might happen next based on what they have read.

Directions Read the following passage. Answer the questions.

F

ong and his family were traveling in Senegal for the summer. On their first night, they had dinner at a friend’s house. Instead of a table and chairs, everyone sat on the floor around the edges of a big blanket. Out came a large bowl of food.

Fong watched as the dinner guests ate from the bowl of food with their hands. Rather than taking food onto a plate like they did at home, the guests ate from the part of the bowl that faced them. The food smelled delicious.

1. What is being compared and contrasted?

2. How is dinner in West Africa different from dinner at Fong’s house?

3. What do both ways of eating dinner have in common?


4. Which clue words told you that two things were being compared and contrasted? 5. Predict whether Fong will eat the dinner. Use details to support your answer.

Home Activity Your child learned about telling how two or more things are alike and different. Choose two objects in your home, such as a chair and a bed. Ask your child to describe how they are similar and different.


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Comprehension

53 9/27/05 11:57:20 AM

Suki’s Kimono

Name

Vocabulary Directions Write the word on the line that fits the meaning of the sentence. Check the Words You Know festival paces pale handkerchief

rhythm graceful cotton snug

1. Every New Year, my neighborhood has a 2. One song had a great

with fireworks. , so everyone danced.

3. The dancer moved her arms in

curves.

4. I pull the covers up to my chin, and then I feel 5. In summer, I wear cool

in bed. T-shirts.

Directions Match the word with its meaning. Draw a line from the word to its definition. 6. paces

piece of cloth for wiping one’s nose or face

7. pale

wrapped up; warm and cozy

8. handkerchief

walks; steps

9. cotton

having very little color material made from a plant © Pearson Education 3

10. snug

Write a Description On a separate sheet of paper, describe a costume that you would like to wear on a special occasion. Use as many vocabulary words as possible.

Home Activity Your child identified and used words from Suki’s Kimono. Read a story about Japan together. Encourage your child to discuss the article or story using this week’s vocabulary words.

54

Vocabulary

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9/27/05 11:57:58 AM

Suki’s Kimono

Name

Vocabulary

•

Context Clues

• Sometimes you may come across a word you don’t know. There may be another word in the sentence that has the same meaning. These words are called synonyms, and they can help you figure out the meaning of a word. • Look for synonyms to help you figure out the meaning of unfamiliar words.

Directions Circle the synonym for the underlined word. Then write the meaning of the underlined word on the line. 1. The festival was held as a celebration of the city’s anniversary.

2. You grab the baseball, and I’ll snatch the glove from my locker.

3. José walked three paces in front of me, but Jim walked several steps behind.

4. I feel so warm and snug inside my sleeping bag.

5. I am happy to tell you that I’m pleased with your school work.

6. The flag flutters and waves in the wind.


7. It is not kind to laugh at people, so please stop giggling.

8. If it is chilly outside, wear a hat so you won’t get cold.

Home Activity Your child used synonyms and context clues to find the meaning of unfamiliar words. Read a story or folktale with your child. Encourage your child to identify unfamiliar words by looking for synonyms within the text.


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Vocabulary

55 9/27/05 11:58:57 AM

Suki’s Kimono

Name

Generalize You can make general statements about what you have read that tell how things are mostly or all alike. As you read, look for examples. Ask yourself what they have in common.


N

athan needed a job. He was in such a hurry that he didn’t notice his shirt had a hole in the sleeve. He also forgot to comb his hair. The first place he went was a gas station. The owner there wouldn’t hire Nathan. He thought that a lot of people with holes in their clothes looked sloppy, so they’d do sloppy work. Next, Nathan

tried the grocery store. The grocer thought anyone with messy hair would do a messy job. He didn’t hire Nathan either. So Nathan went home. He put on a new shirt and combed his hair. Then he went to the hardware store and asked the owner for a job. The owner thought that people who looked neat like Nathan were honest, hard working people. Nathan got the job.

1. What could you say about Nathan?

2. What could you say about the people who wouldn’t give Nathan a job? 3. Were the store owners’ beliefs correct or not? Why or why not?


4. Which words are clues that a generalization is being made? 5. What generalization did the person who hired Nathan make about him? How was this like the other generalizations that were made about him?

Home Activity Your child read a story and used its details to review making generalizations. Read a story together that includes a number of characters. After reading, ask your child to make some generalizations about the characters in the story.

56

Comprehension

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9/27/05 12:02:42 PM

Suki’s Kimono

Name

Compare and Contrast • Predict • When you compare and contrast two or more things, you tell how they are alike and different. • Some clue words that signal things might be the same are like, same, both, also, and as well as. • Some clue words that signal differences are but, however, different, and instead of.


L

ucy’s family couldn’t buy her a new band outfit for the concert. Lucy had to wear her best clothes instead. She was very self-conscious. The rest of the band was staring at Lucy. She felt like a bug under a microscope.

But when Lucy began to play her solo, she forgot about everything else. Nothing mattered to her except the sound of her playing. No one noticed that she was dressed differently. Instead of her clothes, everyone noticed her beautiful music.

1. How was Lucy dressed differently from the other members of the band?

2. What did Lucy compare herself to?

3. Which words told you that comparisons or contrasts were being made?


4. What did you predict about Lucy’s solo?

5. How do you think Lucy felt after her solo?

Home Activity Your child learned about telling how two or more things are alike and different. Read two stories with your child. Ask how the stories are alike and how they are different.


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Comprehension

57 9/27/05 12:03:13 PM

Suki’s Kimono

Name

Compare and Contrast • When you compare and contrast two or more things, you tell how they are alike and different. • Some clue words that signal things might be the same are like, same, both, also, and as well as. • Some clue words that signal differences are but, however, different, and instead of.

Directions Read the following passage. Then complete the diagram below by filling in the blank lines.

S

umi had black hair. Dafina’s hair was black too. But instead of being straight, Dafina’s hair was curly. She complained that it was too curly and hard to brush. Sumi’s hair was as straight as a stick. She disliked it and said she’d rather have curly hair. Sumi had green eyes.

Dafina’s eyes were dark brown. They were as dark as coffee without cream in it. Sumi was short like her mom. Dafina was tall like her dad. Even though the girls were very different in some ways, they were still best friends.

Things About Sumi Things About Dafina Both Girls

1. short

4.

6. tall

2.

5.

7. 8.


3.

Home Activity Your child learned about telling how two or more things are alike and different. Find two items to compare. Have your child tell you how the items are alike and different.

58

Comprehension

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9/27/05 12:03:57 PM

Suki’s Kimono

Name

V/V Syllable Pattern Directions Circle the word with two vowels together where each vowel has a separate vowel sound. Then underline the letters that stand for the two different vowel sounds. 1. clean

paint

patio

2. audio

faith

search

3. greed

journal

rodeo

4. either medium southern 5. beach 6. duo

pound poison

pioneer waiter

7. grain

group

stadium

8. mean

freeze

video

Directions Read the paragraph. Circle all the underlined words with two vowels together where each vowel has a separate vowel sound. Write the words on the lines below.


Marie was eager to create a new song. She thought she had an idea for a tune. She tried it on the piano. Then she wrote a part for the violin. She liked the way it sounded. Marie invited three friends to go to the studio with her. Her friends were singers. Marie explained the music. The trio made a stereo recording. Someday you might even hear it on the radio.

9.

10.

11.

12.

13.

14.

15.

16.

Home Activity Your child identified and wrote words in which two vowels together each stand for a separate vowel sound, as in stereo and stadium. Ask your child to read the words aloud from the page above. Have your child name the long vowel sounds in each word.


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Phonics Syllables V/V

59 9/27/05 12:04:46 PM

Suki’s Kimono

Name

Evaluate and Draw Conclusions Evaluating information means deciding if a source is reliable. To be reliable, it must be factual, complete, and up-to-date. To draw conclusions, think about what you learned from the source and tell what it means or shows.

Directions Read this section from a nonfiction book called Festivals Around the World. Then answer the questions below. Chinese New Year

S

ince ancient times, Chinese people have been celebrating the start of the new year. In China, this event is known as the Spring Festival. It celebrates the beginning of a new growing season. The party begins on New Year’s Eve. After a family dinner, most people stay up until midnight. At that time, firecrackers are lit. A parade of dancers and drummers marches through the streets. At the front is a large cloth dragon chasing a ball that represents the sun. This festival takes place in China and in cities around the world where Chinese people live.

1. Why is this a reliable source for information about the Chinese New Year?

2. Do you think this information is up-to-date? Explain.


3. What kind of information does this passage tell about the Chinese New Year?

4. Is this an important Chinese festival? Explain.

Home Activity Your child evaluated the information in a passage and used it to draw conclusions. Ask your child to explain why some sources are more reliable than others.

60 14520_PB_060 60



3/31/05 12:12:52 AM

Name

Summary How My Family Lives in America This selection shares the stories of three children who live in New York City with parents who were born outside of the United States. Sanu’s father speaks the language of Senegal in West Africa, Eric’s dad speaks Spanish, and April’s parents both speak Mandarin Chinese. The three children write enthusiastically about the treasures of their heritages.

Activity


A Family Tree Pull out a map or atlas of the world and discuss together your family’s heritage. In what parts of the world do you have roots? Help your child find those places and relate them to where you now live.

ART per spec

Comprehension Skill Fact and Opinion

Activity

A statement of fact can be proved true or false. A statement of opinion gives someone’s thoughts or feelings about something. Words that express feelings are clues to an opinion.

Fact or Opinion? Play a game where you take turns offering statements of fact or opinion. Challenge the other players to correctly identify the type of statement made.


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Family Times

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Lesson Vocabulary

Grammar

Words to Know

Adjectives That Compare

Knowing the meanings of these words is important to reading How My Family Lives in America. Practice using these words.

We often use adjectives to make comparisons. To compare two people, places, groups, or things, you usually add -er to an adjective. These are called comparative adjectives. To compare three or more people, places, groups, or things, you usually add -est. These are called superlative adjectives.

admire respect custom an old or popular way of doing things famous very well-known mention speak about or refer to overnight during or through the night popular liked or accepted by many people public of or for everyone; belonging to the people twist a braid formed by weaving together three or more strands of hair, ribbon, or yarn

Activity Sooo Big! The first player thinks of an adjective and uses it in a sentence. The next player must use the comparative form of that adjective in a sentence. The third player must use the superlative form of that adjective in a sentence. Players take turns thinking of the first adjective and sentence. Adjective

Comparative Superlative Adjective Adjective

smart light

smarter lighter

smartest lightest


Vocabulary Words


62

Family Times

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9/27/05 12:06:00 PM

My Family in America

Name

Fact and Opinion

•

Text Structure

• A statement of fact tells something that can be proved true or false. You can prove it true or false by reading, observing, or asking an expert. • A statement of opinion tells ideas or feelings. It cannot be proved true or false.

Directions Read the following passage and use the information to complete the facts and opinions chart below.

I

think any time you want cookies, you should make them yourself. It’s fun to bake cookies, and ones you make yourself always taste better. My friend Carmen doesn’t agree with me, though. When she wants a cookie, she doesn’t want to spend time making it. She wants to open a package and pull one out.

I think packaged cookies taste okay. You can buy almost any kind you want. They’re convenient. But homemade cookies make the whole house smell good. You can eat them when they’re warm. And you can feel good that you made something by yourself!

Directions Write the statements of fact from the passage in the left column. Write the statements of opinion in the right column. Possible responses are given.


Facts

Opinions

1.

You can buy almost any kind you want.

4.

Homemade cookies taste better.

2.

They’re convenient.

5.

3.

You can eat them when they’re warm.

6.

But homemade cookies make the whole house smell good. And you can feel good that you made something by yourself!

Home Activity Your child learned about the difference between statements of fact and statements of opinion. Ask your child to tell you about something he or she did in school. Write down some of the statements. Then go back over the statements with your child and ask him or her to tell you if they are statements of fact or statements of opinion.


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Comprehension

63 3/18/05 6:32:54 PM


Name

Vocabulary Check the Words You Know famous mention admire custom

overnight twist popular public

Directions Write the meaning of the underlined word on the line. 1. This Saturday, I will stay overnight at my friend’s house.

all through the night until morning 2. Reading is the most popular subject in the survey.

well-liked 3. I like to swim in the public pool that is near the park.

something owned by or referring to citizens or communities 4. It is my family’s custom to invite friends and relatives over for dinner.

usual way of doing things Directions Write a word from the box that fits the meaning of the sentence.

6. Please don’t 7. I 8. People

famous mention

twist admire

singer on TV last night. my surprise to anyone.

my hair into a braid and then tie a ribbon on it. those who are always honest.


5. We watched the

Write a Friendly Letter On a separate sheet of paper, write a letter to someone from another country. Ask about his or her life in that country. Use as many vocabulary words as possible.

Students’ writing should incorporate the vocabulary words in a letter asking about life in another country. Home Activity Your child identified and used words from How My Family Lives in America. Read a story or article about immigrants coming to America. Discuss the story, using this week’s vocabulary words.

64

Vocabulary

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9/26/05 4:21:11 PM


Name

Vocabulary

•

Context Clues

• Sometimes you come across words you don’t know. The author may use an antonym in the sentence to give you a clue about the unfamiliar word. An antonym is a word with the opposite meaning. • Look for antonyms in sentences to help you figure out the word’s meaning.

Directions A word is underlined in one sentence. Circle the antonym of the word in the other sentence. Then write the meaning of the underlined word on the line. 1. Today I am an unknown singer. But one day I will be famous.

2. I like to wear my hair in a twist. My friend Meg keeps her hair straight.

3. Our school has a private book collection. I usually visit the public library.

4. James thinks mystery books are interesting. I think they are dull.

5. I thought learning English would be easy. But it turned out to be quite difficult.

6. After dinner I must finish my homework. Then I can start my project.


7. The plant looks ordinary when it begins growing. When it flowers, it looks special.

8. I enjoy playing and running outside. I dislike when it rains.

Home Activity Your child used antonyms and context clues to find the meaning of unfamiliar words. Read a book with your child. Encourage your child to look for antonyms that help to determine the meaning of unfamiliar words.


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Vocabulary

65 9/27/05 12:06:59 PM


Name

Compare and Contrast • When you compare and contrast two or more things, you tell how they are alike and different. • Some clue words that signal that things might be the same are like, same, both, also, and as well as. • Some clue words that signal differences are but, however, different, and instead of.


T

hree languages are spoken most in the world. They are Chinese, English, and Spanish. Almost one billion people in the world speak Chinese. That is more than any other language. The number of people who speak English and Spanish are almost the same. When you write English and Spanish, you use the same letters. Some of the sounds are different, however.

When you write Chinese, you use symbols. Some of the symbols mean sounds. Some of the symbols mean words. And some of the symbols mean whole ideas. It’s easier to learn a language when people in your family speak it. Then you hear it all the time. What languages do the people in your family speak?

1. Which languages are being compared?

English, Spanish, Chinese are being compared. 2. Which language uses symbols?

Chinese uses symbols. 3. Which languages use the same letters?

Spanish and English use the same letters. © Pearson Education 3

4. What three things do Chinese symbols stand for?

Chinese symbols stand for sounds, words, and ideas. 5. Which language do you think would be hardest to learn? Why?

Possible response: Chinese, because you would have to learn all the symbols for everything instead of just how to spell words Home Activity Your child learned about telling how two or more things are alike and different. Ask your child to make two drawings of a favorite family event. Have him or her tell you what is alike and different about the drawings.

66 14520_PB_066-066 66

Comprehension


3/18/05 6:33:18 PM


Name

Fact and Opinion

•

Text Structure

• A statement of fact tells something that can be proved true or false. You can prove it true or false by reading, observing, or asking an expert. • A statement of opinion tells ideas or feelings. It cannot be proved true or false.


P

uerto Rico is a beautiful country. It was settled by the Spanish a long time ago. Other countries wanted to rule Puerto Rico, but the Puerto Ricans fought them. After the Spanish-American War, Spain gave Puerto Rico to the United States, and it became a territory of the United States. A territory is land whose rulers are a distant government. People who live in Puerto Rico are U.S. citizens.

They have most of the same rights, but they cannot vote in national elections even if they serve in the U.S. military. Some think Puerto Rico should become the 51st state. Others think it should stay just the way it is. And still others think it should become free of the United States. But no matter how things turn out, you should try to visit Puerto Rico. I’m sure you’ll have a great time!

1. Is it possible to prove the first sentence in the passage? Why or why not?

Possible response: No. It’s an opinion. Some people might not think it’s beautiful. 2. Is it possible to prove the second sentence in the passage? How might you prove or disprove it?

Possible response: Yes. You could find the information in books and on the Internet.

3. What might be a good title for this passage? © Pearson Education 3

Possible response: The History of Puerto Rico 4. Write one statement of fact and one statement of opinion about the town in which you live.

Possible response: My town is 60 miles from Chicago. My town looks pretty when it snows.

5. How do you know the order in which different countries ruled Puerto Rico?

Possible response: The facts are given in the order that they happened. Home Activity Your child learned about the difference between statements of fact and statements of opinion. At your next mealtime, have your child make three statements of fact and three statements of opinion about what you are eating. Have him or her say why or how each statement can or cannot be proved.


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Comprehension

67 9/26/05 4:21:15 PM


Name

Fact and Opinion • A statement of fact tells something that can be proved true or false. You can prove it true or false by reading, observing, or asking an expert. • A statement of opinion tells ideas or feelings. It cannot be proved true or false.

Directions Read the following passage and use the information to complete the facts and opinions chart below.

M

y name is Ishai. I just came to America with my mother and father. In Israel, I lived in a kibbutz. In America, I live in a large city. Just my family lives in our apartment. In Israel, all of the children lived together in the kibbutz. They were like my brothers and sisters. I miss them, but I like living in our apartment too.

I think my daddy likes his new job. He smiles a lot now when he comes home. He tells us funny stories in Hebrew. That’s what we spoke in the kibbutz. I tell him that we are in America now. Then he laughs and tries to tell the story in English.

Directions Write the statements of fact from the passage in the left column. Write the statements of opinion in the right column. Opinions

1.

4.

2.

5.

3.

6.


Facts

Home Activity Your child learned about the difference between statements of fact and statements of opinion. Read a book together. Point to simple sentences and ask your child to tell you if they are statements of fact or statements of opinion.

68

Comprehension

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9/27/05 12:07:42 PM


Name

Homophones Directions Choose the word that best matches each definition. Write the word on the line. 1. a small room in a prison

sell

cell

2. to record on paper

right

write

3. 60 minutes

hour

our

4. not strong

weak

week

5. a period of darkness

knight

night

6. swallowed

ate

eight

7. a story

tail

tale

8. also

to

too

Directions Choose the best word to complete each sentence. Write the word on the line. 9. My aunt (cent/sent) us a letter. 10. I did not hear/here you.


11. The letter said my aunt would (meat/meet) us at the airport. 12. Our (plain/plane) arrived late. 13. We looked everywhere and did not (sea/see) my aunt. 14. Finally (eye/I) spotted her near the baggage claim area. 15. Then we (knew/new) everything would be fine in our new country. Home Activity Your child identified and wrote homophones—words that sound the same but have different meanings and spellings. Work with your child to make a list of other homophones, such as for/four, heard/herd, sail/sale, and one/won. Take turns writing sentences that correctly use each homophone.


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Phonics Homophones

69 9/27/05 12:09:31 PM


Name

Maps Maps are drawings of places that show cities, states, and countries. Some maps show roads. Other maps show hills, mountains, and bodies of water. Symbols show the location of different places.

Directions Look at the map of Florida. Then answer the questions.

1. Florida is located between which two bodies of water?

2. What is the state capital of Florida? What number and letter tell the location of the capital?


3. Which two states border Florida?

4. What river is shown on the map?

5. Would you use this map to find the road routes you would follow to drive from Tampa to Orlando? Explain.

Home Activity Your child answered questions about a simple state map. Look at a map of your own state with your child. Locate places you have visited. Point out major rivers, lakes, mountains, or any appropriate landform. If possible, identify the bordering states.

70


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9/27/05 12:10:15 PM

Name

Summary Good-Bye, 382 Shin Dang Dong Jangmi is a girl living in Korea. She has a best friend, loves chummy melons, and appreciates the monsoon season. However, she is moving with her parents to Massachusetts—half a world away—and she is worried and sad about such a big move. Jangmi says good-bye to her extended family, good-bye to her friend, and flies to her new home. She settles into her new home in Massachusetts, but knows she will never forget her first home in Korea.

ART per spec

Activity Treasures at Home Talk together about what it would be like to leave your home. What would be the advantages and disadvantages? Where do you think you would want to go? What would make you want to stay?


Sequence of Events The sequence of a story is the order in which the events happen. Clue words such as first, next, then, and finally are often used to signal the sequence of events.

Activity Sequence Game Think of familiar tasks and tell them with the steps out of order. Have other players tell you the correct order of events for that task.


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Family Times

71 3/18/05 6:08:00 PM

Lesson Vocabulary Words to Know Knowing the meanings of these words is important to reading Good-Bye, 382 Shin Dang Dong. Practice using these words.

Vocabulary Words airport a place where airplanes take off and land curious strange, odd, or unusual delicious pleasing to the taste described gave a picture of something in words farewell good-bye and good luck homesick sad because of being away from one’s home or family

Grammar Adverbs An adverb is a word that can tell how, when, or where something happens. Adverbs tell more about the actions that are named by verbs. Adverbs can come before or after the verbs that they describe. Adverbs that tell how something happens or happened often end in -ly.

Activity Just the Facts, Ma’am Each player writes a list of five adverbs. Players trade papers. Each player must then pretend to be a news reporter telling about the day’s news. Players must use all five adverbs before they get to the end of their news report.

memories people, events, and things you remember


raindrops drops of rain


72

Family Times

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9/27/05 12:10:49 PM

Good-Bye, 382

Name

Sequence • Monitor and Fix Up • The sequence of a story is the order in which events happen. • Clue words, such as first, next, then, and finally, are often used to signal the sequence of events. Dates and times can also be clues. Sometimes, no clue words are used at all. • If you are confused by the order of events, read on to see if the events become clearer.


F

irst my parents told me they were going to start looking for a new house for us to live in. Did I want to move? No way! I was perfectly happy in our old house. I had friends next door and friends across the street, and I liked my room. I didn’t want to go to a different school.

Then my parents said they’d look for a house in the same neighborhood so I didn’t have to change schools. At least that was something. So after looking and looking, they finally found a house they liked. But it was in a different town. I had to change schools after all.

Directions Number the following three events in the order in which they happened. 1. 2. 3.

3 1 2

My parents found a house. My parents said we were going to move. My parents looked for a house in our neighborhood.

4. What, if anything, might have changed if the child’s parents had said they were moving out of town right from the beginning?


Possible response: Nothing probably would have changed, since they moved out of town anyway. 5. Was there anything that didn’t make sense to you as you read? What did you do to help yourself understand?

I was confused about why the child might have to change schools. I kept reading to see if there was an answer. They were moving out of town.

Home Activity Your child learned about understanding and recognizing the order of events that happen in a story. Read a story together. Ask your child to tell you what happened first, next, and last.


14520_PB_073 73

Comprehension

73 3/18/05 6:35:12 PM

Good-Bye, 382

Name

Vocabulary Check the Words You Know homesick raindrops farewell described

airport memories curious delicious

Directions Draw a line from the word to its definition. 1. homesick

parting

2. farewell

told what something looked like

3. memories

longing for home

4. delicious

things you remember

5. described

tasting very good

Directions Write a word from the box that fits the meaning of the sentence. 6. I opened my umbrella when I felt 7. When I go to the

falling on my head. , I like to look for famous people.

8. I enjoy social studies because I am 9. I have many happy 10. This Chinese restaurant has

about the world. of my summer vacation. food.


Write a Journal Entry On a separate sheet of paper, write a journal entry about a happy memory you have. Use as many vocabulary words as possible.

Home Activity Your child identified and used words from Good-Bye, 382 Shin Dang Dong. Read a story or poem that tells about feelings. Discuss the story or poem using this week’s vocabulary words.

74

Vocabulary

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9/27/05 12:11:47 PM

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Name

Vocabulary

•

Word Structure

• Sometimes you may come across a long word you don’t know. Some long words are compound words that are made up of two small words. • Use the meaning of the two small words to help you figure out the meaning of the long, compound word.


Directions Read each pair of words. Then write the compound word and draw a line from the compound word to its definition. 1. birth + place

paper with news

2. home + sick

place for a fire

3. rain + drops

place where a person is born

4. bed + room

all people

5. under + ground

longing for home

6. fire + place

room with a bed

7. news + paper

drops of rain

8. every + body

under the ground

9. back + pack

toward the sky

10. pot + holder

able to see far

11. class + room

to lift up

12. sky + ward

pack that is worn on the back

13. far + sighted

room where class is held

14. up + lift

used to hold hot pots

Home Activity Your child used word structure to find the meaning of unfamiliar compound words. Read a story about a family moving to a new place. Encourage your child to look for compound words and to use the smaller words to figure out the meaning of the compound words.


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Vocabulary

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Good-Bye, 382

Name

Compare and Contrast • To compare and contrast two or more things, you tell how they are alike and different. • Some clue words that signal that things might be the same are like, same, both, also, and as well as. Some clue words that signal differences are but, however, different, and instead of.


T

he moving van roared down our street. It was coming to take us to our new home. I was so excited! We were moving from our small apartment to a big house in the country! I hadn’t seen it, but from the pictures, I knew I’d love it. I’d miss my friends, but now they could sleep over.

My new room is bigger than my old one. There’s even a separate TV room! And there’s a pool nearby to go swimming in, instead of the muddy river. Sure, I’ll miss some things around here. I have good memories of our apartment, but I just can’t wait to move!

1. How is the new house different from the apartment?

2. How does the main character feel about both places?


3. What might the house and the apartment have in common?

4. Which words in the text tell you that two things are being compared and contrasted?

5. On a separate sheet of paper, write a continuation of the story that compares and contrasts how the girl feels about her old apartment after she’s moved. Home Activity Your child learned about telling how two or more things are alike and different. Choose two pictures that are of animals, people, or plants from a magazine. Ask your child to explain how the two objects are alike and different.

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Comprehension

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Name

Sequence

•

Monitor and Fix Up

• The sequence of a story is the order in which events happen. • Clue words, such as first, next, then, and finally, are often used to signal the sequence of events. Dates and times can also be clues. Sometimes, no clue words are used at all. • If you are confused by the order of events, read on to see if the events become clearer.


L

ast week, my parents told me we were spending the summer in Italy. We had to leave in six days! That wasn’t much time, but it was part of Dad’s job. So we packed what we thought we’d need. Then it was time to go, and we went to the airport. As the plane pulled away, I felt homesick, but I was curious about what the next few months would be like.

When we got to Italy, we took a cab to our new house. We unpacked a little bit and then went for a walk. The streets were really narrow, and everyone was very friendly. A girl my age smiled at me and began talking, but I don’t know Italian! We both laughed when she realized I only speak English. Finally, we headed home to fix our first meal in our new home.

1. Summarize what happened first, next, and last in the story.

Possible response: The parents told the child they were moving to Italy for the summer. When the family got to Italy, they explored their neighborhood. Then they went home to fix dinner.


2. How would retelling the events out of order affect the reader’s understanding?

Possible response: It would confuse you because you wouldn’t be able to keep track of what happened when. 3. Was there anything that confused you in the passage? What did you do to help your understanding?

Possible response: At first I wondered why they had to leave in six days. But I read on and found out it was because of Dad’s job. Home Activity Your child learned about understanding and recognizing the order of events that happen in a story. Ask your child to tell you about his or her day in the order that the events happened. Encourage your child to use the clue words first, then, next, last, and finally.


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Good-Bye, 382

Name

Sequence • The sequence of a story is the order in which events happen. • Clue words, such as first, next, then, and finally, are often used to signal the sequence of events. Dates and times can also be clues. Sometimes, no clue words are used at all.

Directions Read the passage and complete the sequence chart below.

T

to the train station. We got on the train. I watched as our house got farther and farther away. It seemed like we were on the train forever. Finally we arrived at the station near my aunt’s house.

his morning, Mama ran into my room. She told me that a bad storm was coming and we had to leave home and go to my aunt’s house. Then she told me to pack my things. I didn’t want to leave, but I did as Mama asked. Next, we walked

Directions Circle the statements that best tell the beginning, middle, and end of the story. Beginning

Middle

1. We had to leave our home. We walked to the station. My aunt lives far away.

2. It was a short trip. A bad storm was coming. We took a train ride.

End


3. I didn’t want to leave. We got to a station near my aunt’s house. I packed my things. 4. Circle clue words in the passage that tell the order of events. Then write them.

This morning, Then, Next, Finally

Home Activity Your child learned about understanding and recognizing the order of events that happen in a story. Find a short newspaper article about something your child might be interested in. Read the article together and ask your child to tell what happened at the beginning of the article, the middle of the article, and the end of the article.

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Comprehension


3/18/05 6:36:13 PM

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Vowel Sound in ball Directions Choose the word with the vowel sound in ball. Write the word on the line. 1. We moved (because/when) we wanted to live near family. 2. We live in a (little/small) apartment. 3. My aunt and uncle live with us (also/too). 4. Each day at (daybreak/dawn) my mom goes to work. 5. She works hard so that someday we can buy a house with a (lawn/yard). 6. Sometimes we (speak/talk) about our old home. 7. We think about the beautiful land and the (banana/palm) trees that grew everywhere. 8. We miss some things, but we (always/still) agree that we are glad we came to this country. Directions Write a, au, aw, or al to complete each word. Use the word box to help you. Write the whole word on the line to the left. automobile

pause

sausage

shawl

straw

walk

walnuts

9. I picture my grandmother in her rocker, wearing a purple sh l around her shoulders. 10. I remember the scent of warm w © Pearson Education 3

11. I miss the s 12. Then I p 13. We can w

lnut rolls.

sage she cooked us for dinner. se and think of what we have now. k about freely, wherever we want.

14. Our floor is covered with soft rugs, not scratchy str 15. We even own an

.

tomobile.

Home Activity Your child wrote words with the vowel sound in ball, as in small, because, straw, and walk. Ask your child to think of words that rhyme with ball, fault, straw, and walk. Work together to make a list of rhyming words. Then have your child write sentences using the words on your list.


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Phonics Vowel Sound in ball

79 3/11/05 10:59:28 PM

Good-Bye, 382

Name

Atlas An atlas is a book of maps. CD-ROM atlases contain maps too. CD-ROMs can store a large amount of information on a small disk. On one CD-ROM, you can find a collection of maps of countries, states, cities, as well as road maps.

Directions Look at the map of Massachusetts. Then answer the questions below.

1. What are the names of two cities in Massachusetts?

2. The airport is located near which city and which body of water?


3. Which two states border Massachusetts on the north?

4. What are the Berkshires?

5. How would you describe the location of the Quabbin Reservoir in the state?

Home Activity Your child answered questions about a map. Look at an atlas with your child. Look through the different maps and discuss all of the different features that are shown.

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Name

Summary Jalapeño Bagels Our narrator is trying to decide what treat to take to his class at school. As he helps his parents make food items in the bakery shop, he goes over his choices. Able to draw from his mother’s Latin American heritage and his father’s Jewish heritage, he has an unusual array of choices.

Activity What Traditions Does Your Family Have? Make a list of all the foods, traditions, decorations, or routines that your family has inherited from its heritage. Do you have a favorite soup passed down from your grandmother? Do you have a favorite saying that your mother learned from her mother?

ART per spec

Comprehension Skill Draw Conclusions © Pearson Education 3

A conclusion is a decision or opinion that makes sense based on facts and details.

Activity Riddles Take turns reading from a book of riddles. Riddles require you to use what you already know and the information given in the riddle to draw a conclusion. What a funny way to practice this important skill!


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Family Times

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Lesson Vocabulary

Grammar

Words to Know

Adverbs That Compare

Knowing the meanings of these words is important to reading Jalapeño Bagels. Practice using these words.

Some adverbs compare actions. To compare two actions, add -er to many adverbs. To compare three or more actions, add -est to many adverbs.

Vocabulary Words bakery a place where breads, pies, cakes, and pastries are cooked in ovens batch a group of prepared or gathered together boils liquid gets hot enough to bubble and give off steam

Activity Describe That Action Write these verbs and adverbs about things we can do in the kitchen on cards as shown below. Have each student choose a card and create a sentence using either the comparative or superlative form of the adverb to describe the verb.

braided woven or twined together dough thick mixture of flour and water that is usually baked ingredients parts that go into a mixture knead stretch out, fold over and press dough

twist (tight)

mix (fast)

stir (slow)

bake (long)

wrap (loose)

remove (soon)


mixture something made up of different things that are put together


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Family Times

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9/27/05 12:14:35 PM

Jalapeño Bagels

Name

Draw Conclusions • Summarize • A conclusion is a decision or opinion that makes sense based on facts and details. • You can also use what you already know to draw a conclusion. • Good readers stop often and sum up, or list the important ideas, of what they’ve read so far.

Directions Read the following passage and use the information to complete the chart below.

M

y dad is a baker. He works right around the corner from our house. He leaves our house in the morning, when it is still very, very dark out. He has to start early so people can have fresh baked goods when the bakery opens.

Dad doesn’t mind getting up so early. He says it’s really quiet outside when he goes to work. And he especially likes the smiles on people’s faces when they bite into something good that he has made.


Directions Write a fact from the story in boxes 1–3. Write something you know about that relates to the story in box 4. Then write a conclusion in box 5. 1. Fact:

2. Fact:

Dad doesn’t mind getting up early.

Dad likes that it’s so quiet when he goes to work.

3. Fact:

He likes the smiles on customers’ faces.

4. What I Know:

People are happy when they’re doing something they like to do.

5. Conclusion:

The dad in the story has a job that he likes and that makes him happy.

Home Activity Your child learned about drawing conclusions. Tell your child about something that you did today. Ask him or her to draw a conclusion based on what you’ve said and what he or she already knows about you or the thing you did.


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Comprehension

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Name

Vocabulary Directions Write the word from the box that fits the meaning of each sentence. Check the Words You Know bakery knead batch mixture

ingredients dough braided boils

1. I walked to the

to buy bread.

2. Mom and I made a

of 24 muffins for the bake sale.

3. Flour is one of the main 4. My father

in baking. water when he makes tea.

Directions Read the definition. Write true next to the word with that meaning. Write false next to the word that does not have that meaning. 5. several things blended together mixture

braided

6. to press on dough until it is well mixed boil

knead

7. made into a twisted shape braided

boiled

bakery


8. a mix of flour and other ingredients that you bake dough

Write a Menu On a separate sheet of paper, create a menu for a restaurant. Your menu may include foods for breakfast, lunch, or dinner. Use as many vocabulary words as possible.

Home Activity Your child identified and used words from Jalapeño Bagels. Read a recipe or magazine article about food. Discuss the recipe or article using the vocabulary words.

84

Vocabulary

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Name

Vocabulary • Context Clues • Sometimes you come across words you don’t know. You can use the words and sentences around the unfamiliar word to help you figure out its meaning. • Look for context clues around unfamiliar words to help you figure out what they mean.

Directions Read each sentence. Use context clues to figure out the meaning of the underlined word. Write the meaning on the line. 1. After dinner my brother likes ice cream, but I like cake for dessert.

2. Our cat likes milk, but he especially loves cream.

3. This cake is made with only four ingredients, but it still tastes delicious.

4. My mom cooks many international foods, such as those from China and Spain.

5. Would you like to work in a bakery, where they make cakes and cookies?

6. A baker kneads dough with his hands to make sure it is smooth.


7. If you follow this recipe, you will make a delicious cornbread.

8. Pancakes are a mixture of flour, eggs, and milk.

Home Activity Your child used context clues to find the meaning of unfamiliar words. Read a story or advertisement about a bakery. Encourage your child to look for context clues to figure out the meaning of unfamiliar words.


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Vocabulary

85 9/27/05 12:17:45 PM

Jalapeño Bagels

Name



M

ama woke me up this morning. She wanted me to help her make lasagna for our family dinner. My mom makes the best lasagna! Her mom taught her, and her grandmother taught her mom. The recipe has been in our family for ten generations. I helped Mama mix the ingredients for the sauce. It took a long time to cook. Then I

put the water on the stove for the noodles. When the water boiled, I put the noodles in. The noodles took forever to cook. It took us almost all day to get everything ready. We put the lasagna in the oven to bake. It filled the house with delicious smells. Everyone came to eat. Everyone loves Mama’s lasagna.

1. Write the sentence that tells the author’s opinion of her mother’s lasagna.

My mom makes the best lasagna! 2. What is another statement of opinion in this story?

Possible responses: The noodles took forever to cook. It filled the house with delicious smells. Everyone loves Mama’s lasagna. 3. Rewrite the statement of fact, Mama woke me up this morning, into an opinion. © Pearson Education 3

Possible response: Mama woke me up way too early today. 4. Is the sentence It filled the house with delicious smells a fact or opinion? Why?

Possible response: It is an opinion. What one person thinks of as being delicious might not be what another person thinks. Home Activity Your child learned about the difference between statements of fact and statements of opinion. Have your child help you prepare a meal and ask questions about what you are doing as you prepare it. Then ask if each statement was a fact or opinion.

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Jalapeño Bagels

Name

Draw Conclusions

•

Summarize

• A conclusion is a decision or opinion that makes sense based on facts and details. • You can also use what you already know to draw a conclusion. • Good readers stop often and sum up, or list the important ideas, of what they’ve read so far.


Y

ou can eat a bagel for breakfast or have a bagel sandwich for lunch. You can eat a bagel plain, toasted, or seasoned. You might wonder how and when the bagel was invented. Some say that a baker invented the bagel in 1683 for the king of

Poland. The king had just won a battle. The baker made dough into the shape of the king’s stirrup. No one knows exactly when the first bagel was made, but we do know that they are here to stay.

1. Why might people want to know when and how bagels were invented?

2. How do you think the baker felt about the king’s victory? How do you know?


3. What does the passage suggest about the popularity of bagels?

4. What would be a good summary of this passage?

Home Activity Your child learned about drawing conclusions. Briefly research and read about another popular food item. Ask your child to draw some conclusions about the item based on your reading and what he or she already knows about it.


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Jalapeño Bagels

Name

Draw Conclusions • A conclusion is a decision or opinion that makes sense based on facts and details. • You can also use what you already know to draw a conclusion.

Directions Read the following passage and use the information to complete the chart below.

M

y mom is making crepes for breakfast. My dad said that crepes are the same things as blintzes. Crepe is a French word, so I guess crepes are the French version of blintzes. He said that blintzes are from Europe. A blintz is a thin pancake that’s rolled around a filling. Dad likes cheese in his, but I like mine with strawberries and sour cream. Mom likes

hers with cheese and blueberries. To make crepes or blintzes, first you have to make the pancake. Then you fill it and either fry it or bake it—we like ours fried. You can put whatever topping you want on them. Dad says they’re good with whipped cream, but Mom won’t let me have whipped cream for breakfast. I love crepes! I love blintzes too!

1. Fact:

2. Fact:

3. Fact:

4. What I Know:

True or false? Crepes and blintzes are the same thing.

Blintzes are from which part of the world?

What’s one thing you can put on or in a blintz or crepe? Possible

Possible answer: Different people like to eat different foods.

True

Europe

answer: blueberries © Pearson Education 3

Directions Answer the questions in boxes 1–4. Then write a conclusion about what you read.

5. Conclusion:

Depending on where your family came from, you might call crepes blintzes and might put different things in them and on them. Home Activity Your child learned about drawing conclusions. Have your child tell you about something that happened to him or her during the school day. Then help your child summarize what happened and draw a conclusion from it.

88

Comprehension

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Name

. More Spellings of /o / Directions Choose the word with the vowel sound in ball to complete each sentence. Write the word on the line. 1. Tino and I (disagreed/fought) over whose bread was better. 2. We each (decided/thought) our own tasted great. 3. Tino and I (brought/provided) slices of bread to Ashley. 4. We told Ashley we (desired/sought) her honest opinion. 5. We agreed she (ought/had) to decide which was best. 6. Ashley took a bite of Tino’s bread and began to (choke/cough). 7. A crumb was (caught/stuck) in her throat. 8. After Ashley felt better, her (afterthought/answer) was that she liked my bread better! Directions Cross out the seven words in the box that do not have the vowel sound you hear in ball. Choose a word that is left to match each clue. Write the word on the line. 9. a parent’s female child 10. a sign of a bad cold 11. purchased 12. gave lessons © Pearson Education 3

13. argued 14. bad 15. what animals drink from

bought boulder cough daughter dough fought frighten height laughter naughty shoulder taught though trough

Home Activity Your child wrote words with the vowel sound in ball, as in caught and fought. Work together to make a crossword puzzle using words and definitions from this page. Your child can use a dictionary to find definitions for the words in exercises 1–8.


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. Phonics More Spellings of /o/

89 9/27/05 12:40:26 PM

Jalapeño Bagels

Name

Outlining Summarizing is finding the most important ideas about a topic. You can summarize when you read sources during research. One way to summarize is by making an outline. An outline shows a main idea and details, like the one shown below.

Favorite Mexican Dishes I. Meat A. Beef 1. Dried beef 2. Grilled beef steak B. Poultry 1. Chicken 2. Chicken enchiladas

II. Vegetables A. Beet salad B. Zucchini with corn III. Fruit A. Grapefruit salad B. Mango salsa

Directions Write the words from the box in the outline. Use the outline above as a guide. Shrimp

Peppers

Spaghetti

Parmesan

Vegetables

Common Italian Ingredients

III. Pasta

A. Mozzarella

A. Rigatoni

B.

B. © Pearson Education 3

I. Cheese

IV. Fish

II. A. Mushrooms

A. Salmon

B. Onions

B. Sea bass

C.

C.

Home Activity Your child learned how to make an outline to summarize ideas. Write the names of several different foods. Ask your child to organize the food names in an outline by food groups.

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Name

Summary Me and Uncle Romie Romare Bearden was a famous painter and collage artist of the Harlem Renaissance. This is a realistic fiction selection that explores what it would have been like if Romare Bearden had had a nephew who came to New York. The story is told from the point of view of the fictitious nephew.

Activity Imagine If Together, talk about different kinds of artwork and how the art reflects what the artist thinks and feels. What kind of artwork would best reflect your life and culture? Take an afternoon to shape things from clay, paint a picture, draw with colored pencils, or make music as a family.


Comprehension Skill Author’s Purpose The author’s purpose is the reason the author has for writing. There are many reasons for writing: to persuade, to inform, to entertain, or to express ideas and feelings. Read carefully to draw conclusions about the author’s purpose.

Activity Conduct an Interview Take turns pretending to be the author of a favorite book. The other players should pretend to be reporters who interview the author to learn why he or she wrote the book. Practice Book Unit 5

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Family Times

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Lesson Vocabulary

Grammar

Words to Know

Conjunctions

Knowing the meanings of these words is important to reading Me and Uncle Romie. Practice using these words.

Vocabulary Words fierce dangerous or wild cardboard heavy, stiff paper used to make boxes and posters

A conjunction is a word that connects words or groups of words. To add information, you can use the conjunction and. To show a choice, you can use the conjunction or. To show a difference, you can use the conjunction but. You can use a conjunction to combine two sentences that make sense together.

Activity

feast a large, rich meal on a special occasion

Using Conjunctions Have each student write a sentence using each of the conjunctions. Working in pairs, have one student read his or her sentence leaving out the conjunction. The other student should fill in the blank with the correct conjunction. After each pair has read their sentences and provided the conjunction, the pairs can switch partners with another group.

treasure anything that has great value or importance flights sets of stairs from one story of a building to another stoops porches or entryways to homes pitcher a baseball player who throws the ball to the batter


ruined destroyed or spoiled


92

Family Times

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9/27/05 12:42:21 PM

Lesson Vocabulary

Grammar

Words to Know

Conjunctions

Knowing the meanings of these words is important to reading Me and Uncle Romie. Practice using these words.

Vocabulary Words fierce dangerous or wild cardboard heavy, stiff paper used to make boxes and posters

A conjunction is a word that connects words or groups of words. To add information, you can use the conjunction and. To show a choice, you can use the conjunction or. To show a difference, you can use the conjunction but. You can use a conjunction to combine two sentences that make sense together.

Activity

feast a large, rich meal on a special occasion

Using Conjunctions Have each student write a sentence using each of the conjunctions. Working in pairs, have one student read his or her sentence leaving out the conjunction. The other student should fill in the blank with the correct conjunction. After each pair has read their sentences and provided the conjunction, the pairs can switch partners with another group.

treasure anything that has great value or importance flights sets of stairs from one story of a building to another stoops porches or entryways to homes pitcher a baseball player who throws the ball to the batter


ruined destroyed or spoiled


92

Family Times

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9/27/05 12:42:53 PM

Me and Uncle Romie

Name

Author’s Purpose • Prior Knowledge • The author’s purpose is the reason the author has for writing. • An author usually writes to inform, to persuade, to entertain, or to express an opinion. • As you read, think about what you already know to help you understand why the author wrote something.

Directions Read the following passage and complete the web below.

U

ntil 1954, the Empire State Building was the tallest building in the world. Work began in 1930. It took 410 days to build. The building has 102 floors. It is 1,250 feet high. From the top of it, you can see 80 miles in all directions if the day is clear. When it storms, the building can get

hit by lightning. This happens about 100 times a year. But the building is made out of steel, so it serves as a lightning rod. A lightning rod makes the lightning go down into the ground. Nothing gets hurt that way.

Directions Fill in the author’s purpose for this passage in the center circle. Then write the facts from the passage in the other circles.

1.

It took 410 days to build the Empire State Building.

3.


Author’s Purpose

2.

4. 5.

Home Activity Your child learned about the reasons an author has for writing. Look through the books you have in your home. Have your child tell you if the author wrote the book to provide information, persuade the reader, entertain the reader, or express an opinion.


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Comprehension

93 9/27/05 12:45:36 PM

Me and Uncle Romie

Name

Vocabulary Directions Underline the word that completes each sentence. Write the word on the line. Check the Words You Know flights pitcher

1. Our team’s pitcher 2. My neighbors’ fierce

fierce feast

pitcher

stoops ruined

struck everyone out.

treasure

stoops

needed repairs to the broken stairs.

stoops

3. After my aunt discovered the chest in the attic, she found a feast treasure 4. My grandmother made us a special flights feast

feast

flights

of stairs.

5. I walked up three treasure

treasure cardboard

treasure

.

for the holiday.

flights

Directions Write the word from the box that completes each sentence.

fierce when it growled. cardboard We packed the books in a box. feast I ate so much at the that I’m not hungry now. ruined The cake was when she dropped it on the floor. treasure The ring from my grandfather is something to keep as a

7. 8. 9. 10.


6. The lion looked very

.

Write a Thank-You Note On a separate sheet of paper, write a thank-you note that James might write to Uncle Romie after his visit. Use as many vocabulary words as possible.

Students should use vocabulary in a thank-you note from James to his Uncle Romie. Home Activity Your child has identified and used the vocabulary words from Me and Uncle Romie. Read a story about a family together. Have a conversation with your child about your family, using some of the vocabulary words in this lesson.

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Vocabulary

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9/26/05 4:21:23 PM

Me and Uncle Romie

Name

Vocabulary • Context Clues • A homonym is a word with different meanings but only one spelling. • Sometimes you can use the words and sentences around a homonym to figure out its meaning.

Directions Read each sentence. Use context clues to figure out the meaning of the underlined word. Circle the meaning of the underlined word that fits the sentence. 1. The girl stoops to pick up the book she dropped. bends down

porches

2. I was a bit late for the beginning of the movie. took a bite

little

3. Did the server use a pitcher to fill our water glasses? baseball player

container with a spout

4. The apple I had for lunch tasted tart. sour

fruit pie

5. I had to take a rest after I ran five miles. what is left

be inactive

6. The boy climbed four flights to his apartment on the top floor. groups of stairs in a building

airplane trips

7. The best man made a toast at the wedding.


slices of heated bread

wish for good fortune

8. The pitcher threw a fast ball and struck out the batter. container with a spout

baseball player

9. We saw a school of minnows in the ocean. large group of fish

a place for learning

10. The rain cannot last all day! end

continue Home Activity Your child has identified and used context clues to figure out the meaning of homonyms. Read a story together and encourage looking for words that are homonyms. Help your child use context clues to understand the meaning of unfamiliar words.


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Vocabulary

95 9/27/05 12:46:31 PM

Me and Uncle Romie

Name



T

oday was moving day. Dad changed jobs, and we had to move back to the city. I liked our house in the country, but I had missed the city with its wonderful smells and constant noise. In the city, people sit and visit on their stoops on a hot summer night. You can walk from place

to place instead of always having to be in a car. I was thinking about how glad I was to be back when it started to rain. We quickly dragged the last of the boxes up the two flights of stairs to our apartment. The rain felt good. But it felt even better to be home.

1. Summarize how the author felt about moving back to the city.

Possible response: The author missed the city and was very glad to be moving back. 2. Write two statements of fact the author makes about city life.

Possible response: People sit on their stoops in the summer. You can walk from place to place. 3. Is sentence #3 a statement of fact or a statement of opinion? Why?


It is an opinion. Not everyone thinks the city has wonderful smells or likes constant noise. 4. Which words help you know a statement is an opinion?

wonderful, always, felt, good, better

Home Activity Your child learned about the difference between statements of fact and statements of opinion. Find a short newspaper article that your child might be interested in reading. Read each sentence and ask your child to tell you if it is a statement of fact or a statement of opinion.

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Comprehension


3/18/05 6:39:35 PM

Me and Uncle Romie

Name

Author’s Purpose

•

Prior Knowledge

• The author’s purpose is the reason the author has for writing. • An author usually writes to inform, to persuade, to entertain, or to express an opinion. • As you read, think about what you already know to help you understand why the author wrote something.


I

s there really such a thing as pepper jelly? There sure is! And the main ingredient is, of course, peppers. Green peppers, red peppers, and jalapeño peppers are mixed with vinegar, sugar, and cayenne pepper. Cayenne pepper is red and a little spicy. You also add pectin to your pepper

jelly mixture. After this is cooked the jelly will gel. Add a little green food coloring to make it really green. When the jelly is set, it’s ready to eat. Spread cream cheese on a cracker and top it with the jelly. Your taste buds will thank you!

1. What might be the primary purpose for writing this piece?

2. What might be the secondary purpose for writing this piece?


3. Do you think the author likes pepper jelly or not? What makes you think that?

4. What did you already know about this topic that helps your understanding?

Home Activity Your child learned about the reasons an author has for writing. Look through the newspaper with your child for articles that are written to entertain, inform, persuade, or express an opinion. Cut them out and label them. Discuss with your child why the authors of the articles might have written them the way they did.


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Comprehension

97 9/27/05 12:47:17 PM

Me and Uncle Romie

Name

Author’s Purpose • The author’s purpose is the reason the author has for writing. • An author usually writes to inform, to persuade, to entertain, or to express an opinion. • As you read, think about what you already know to help you understand why the author wrote something.

Directions Read the following passage and use the information to complete the web below.

J

amie is a writer. She hasn’t written anything for a while, though. She said she has writer’s block. I didn’t know what that was. At first I thought it was some kind of horrible disease. But she told me it’s when a writer can’t think of anything to write about. So every day we went for a walk. I guess she hoped she’d see

something or hear something that would inspire her—something that she could write about. Today we saw a little girl sitting on a stoop, holding a kitten. Jamie watched her for a while. When we got home, she locked herself in her office. When she came out, she handed me something to read. I liked it. I think Jamie’s cured!

Directions Circle what you think the author’s purpose is for this passage. Then circle the correct detail in each box. 1. Jamie is a writer. 4. Kittens are 2. It was a nice day really cute. for a walk. I like Jamie. Jamie watched a little Jamie has writer’s girl holding a kitten. block. Author’s Purpose

We went for a walk every day.

3.

Jamie lived in an apartment.

Jamie doesn’t have writer’s block anymore. The little girl really liked the kitten. 6.


to entertain to persuade Jamie stayed in her office.

5.

I wish I had an office.

Home Activity Your child learned about the reasons an author has for writing. Go through today’s mail with your child and have him or her tell you the purpose for each piece of writing. For example, you might hold up an advertisement for something for your home. The writer’s purpose is to get you to buy something. Or you might have a notice from the library about an overdue book. The writer’s purpose is to inform you about something.

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Comprehension


3/18/05 6:40:05 PM

Me and Uncle Romie

Name

Suffixes -y, -ish, -hood, -ment Directions Combine the base word and suffix. Write the new word on the line. 1. pay

+

-ment

=

2. cloud

+

-y

=

3. self

+

-ish

=

4. boy

+

-hood

=

5. storm

+

-y

=

6. excite

+

-ment

=

7. false

+

-hood

=

8. baby

+

-ish

=

Directions Add -y, -ish, -hood, or -ment to the base word in ( ) to best complete each sentence. Use the word box for help. Write the new word on the line. childhood entertainment foolish frosty movement neighborhood snowy

9. During my (child) we moved often. 10. We moved to a (neighbor) with a woods and a pond nearby. 11. Playing outdoors provided plenty of (entertain). 12. One (snow) day, my brother and I decided to go skating. © Pearson Education 3

13. We were scared by (move) along the edge of the pond. 14. How (fool) we felt when we saw it was Ben, our new neighbor. 15. We thought it was a (frost) snowman come to life.

Home Activity Your child added the suffixes -y, -ish, -hood, and -ment to base words to form new words. Work together to form other words with these suffixes, such as thirsty, childish, and shipment. Have your child write sentences using the new words.


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Phonics Suffixes -y, -ish, -hood, -ment

99 9/27/05 12:47:56 PM

Me and Uncle Romie

Name

Understand the Question To answer a question about a text, first read and understand the question. Look for key words in the question. Try to find the words in the text that relate to the key words in the question.

Directions Read the selection. Then read the questions and look for key words. Then reread the selection and write the answers. City Life

V

isiting a city for the first time can be a shock. Cities are busy. There are lots of people who seem to be always moving. People get around a city by foot, bike, car, bus, and sometimes by train. You might wonder what all these people are doing. They are working, shopping, and dining in restaurants. There is always something to do.

Cities have much to offer for your free time too. There are museums and movie theaters. You can see different kinds of live shows—listen to a band, watch a ballet, or see a play. Do you like being outdoors? If so, visit a city park or find a bike trail. Or you can just walk around and enjoy the city sights!

1. What are two types of transportation in the city?

2. Which word in the first paragraph describes a city?


3. What could an art lover do in the city?

4. What are three forms of entertainment the city offers?

5. What is there to do outdoors in a city?

Home Activity Your child learned to find key words in questions about a text and then find the answers by reading. To practice this concept, find some questions in your child’s social studies or science textbooks. Ask him or her to identify key words in several questions.

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3/31/05 12:14:01 AM

Name

Summary The Story of the Statue of Liberty It took 18 years to design and construct the Statue of Liberty. The statue then was disassembled and shipped to the United States. Here, an enormous base was built for the statue. The statue was reassembled, and Liberty has welcomed newcomers to the harbor ever since.

Activity Learn More About Early Immigration Together, look for books or online resources that talk about Ellis Island and the Statue of Liberty. Were there other parts of the country where new immigrants arrived?


Comprehension Skill Main Idea

Activity

The main idea is the most important idea in a paragraph or a selection. The small pieces of information that tell about the main idea are the supporting details.

What Is This About? Look through a favorite children’s magazine together and take turns picking an article to read aloud. After reading each article, discuss what you believe to be the main idea of that article. Are the main ideas in some articles easier to pinpoint than others? Why?


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Family Times

101 9/27/05 12:50:41 PM

Lesson Vocabulary

Grammar

Words to Know

Capital Letters

Knowing the meanings of these words is important to reading The Story of the Statue of Liberty. Practice using these words to learn their meanings.

There are many situations where a word should begin with a capital letter. All sentences begin with a capital letter. Proper nouns, personal titles, initials, the pronoun I, the first word in quotation marks, and all words in the greeting and first word of the closing of a letter begin with a capital letter.

crown a covering for the head worn by kings and queens liberty the freedom to act, speak, or think the way one pleases models small-sized copies of something symbol something that represents something else tablet a thin, flat surface that has writing on it

Activity Yes/No Write the following words and phrases on index cards. Mix up the cards. The first player picks and reads a card. The second player says “Yes” if the word or situation should begin with a capital letter and “No” if the word or situation should not. Then players switch roles. January

the name of a holiday such as Mother’s Day

all nouns

kinds of animals

June

a person’s name

the first word in a sentence

the first word in a quotation

the last word in a sentence

the name of a place

torch a long stick with material that burns at one end of it unforgettable memorable; permanently impressed on one’s memory unveiled revealed from under a large veil or cloth


Vocabulary Words


102

Family Times

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9/27/05 12:51:17 PM

Statue of Liberty

Name

Main Idea and Details • Text Structure • The main idea is the most important idea in a selection or a paragraph. • The small pieces of information that tell about the main idea are the supporting details. • Look for key words in the text, such as who, what, where, why, and when, to get details about the main idea.

Directions Read the following passage and complete the web below.

I

was getting seasick again. The trip on the boat to America was taking longer than a 12-year-old girl like me ever imagined. I disliked the constant rocking and the smells of all the people crammed together in such a small space. It didn’t seem like we’d ever get to the

place everyone called New York—the place where we’d soon be calling home. Suddenly, people started yelling. I ran outside to see what was going on. There, in front of me, stood a giant statue. They called it the Statue of Liberty. It was beautiful. We were home at last!

Directions Write what you think the story is about in box 1 below. Then write the details that support that idea in boxes 2–5. 1. Main Idea

3. Detail

4. Detail

5. Detail


2. Detail

Home Activity Your child learned about finding the main idea and details in a piece of writing. Read a short book together. Ask your child to tell you in just a few words what the book is about. Then ask him or her who, what, where, when, and why questions to find out the supporting details.


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Comprehension

103 9/27/05 12:52:15 PM

Statue of Liberty

Name

Vocabulary Directions Solve each riddle with a word from the box. Write the word on the line. 1. I describe something that you will always remember. What am I? unforgettable

Check the Words You Know liberty crown tablet symbol unveiled torch models unforgettable

2. People who live in a free country have me. What am I? liberty 3. Kings and queens wear me on their heads. What am I? crown 4. I am another word for uncovered. What am I? unveiled 5. I am a light that helps people see in dark caves. What am I? torch

Directions Write the word from the box that best completes each sentence below.

7. At night we lit a 8. A flag is a 9. A

of an airplane.

to help us see our campsite. of a country.

is a stone that has writing cut into it.

models torch symbol tablet

Write an Editorial On a separate sheet of paper, write an editorial about the first time the Statue of Liberty was seen in New York. Write as if you worked for a newspaper. Tell readers how you felt when you first saw the new statue. Use as many vocabulary words as possible.


6. The wood carver made two

Students’ writing should use vocabulary to describe the unveiling of the Statue of Liberty and express their feelings about it. Home Activity Your child has identified and used vocabulary from The Story of the Statue of Liberty. Read a story together about this or another historical monument. Have a conversation about the monument and its meaning. Encourage your child to use vocabulary words.

104 14520_U6W1_104-104 104

Vocabulary


3/1/05 5:16:12 PM

Statue of Liberty

Name

Vocabulary

•

Word Structure

• A prefix is a word part added to the beginning of a word. Prefixes can help you figure out the meaning of a word you don’t know. • The prefix un- means “not” or “opposite of.”

Directions Match the word with the prefix un- with its meaning. 1. unforgettable

not common

2. unveiled

not divided into pieces

3. unhappy

not something you’ll forget

4. unusual

opposite of happy

5. uncut

not covered

Directions Read each pair of sentences. Circle the word that belongs in the blank. Write the word on the line. 6. The laces of her shoes dragged on the ground. The laces of her shoes were

.

untied

uncover

undone

unhealthy

until

unpack

unstring

upend

under

untrue

7. Too much sugar is not good for our bodies. Eating too many sweets is

.

8. He just got home from vacation.


He will

his bags.

9. The artist takes the beads off the string. She will

the beads.

10. The main character never tells lies. He never says anything that is

.

Home Activity Your child has identified and used words with the prefix un-. Read a short story or paragraph with your child. Together, look for words with the prefix un-. Help your child figure out the meaning of these words.


14520_U6W1_PB_105-105 105

Vocabulary

105 9/27/05 12:59:14 PM

Statue of Liberty

Name

Cause and Effect • A cause is why something happened. An effect is what happened. • A cause may have more than one effect. Because I forgot to set my alarm clock, I overslept, and I was late for school. • An effect may have more than one cause. Dad’s computer crashed because it didn’t have enough memory, and he was running too many programs at once.

Directions Read the following passage and fill in the chart below.

CAUSES: Why did it happen?

1.

Emma was a good writer.

When money was being raised to build a base for the Statue of Liberty, Emma wrote a poem about America as a land of opportunity. She donated the poem to raise funds. Her poem and other donations raised a great deal of money, and the base was built. The statue has become a symbol of freedom. Emma’s poem is at its base.

EFFECTS: What happened?

Her poems became well-known.

Emma wanted to help the immigrants.

2.

Emma stopped writing.

Money was being raised to build a base for the Statue of Liberty.

3.

Emma wrote a poem.

4.

Emma’s poem and other donations raised a lot of money.


E

mma Lazarus was born in New York City in 1849 in a large, wealthy Jewish family. She started writing poems when she was in her teens, and her poems became very well-known. As a young woman, Emma learned about the problems faced by Jewish people in Russia. She stopped writing and helped these people as they immigrated to New York.

The base of the Statue of Liberty was built.

Home Activity Your child learned about cause and effect. Play a cause-and-effect game with your child. Name an effect and have your child make up a possible cause. Then name a cause and have him or her make up a possible effect. Continue until you have named five causes and effects.

106

Comprehension

14520_U6W1_PB_106-106 106


9/26/05 4:21:28 PM

Statue of Liberty

Name

Main Idea and Details

•

Text Structure

• The main idea is the most important idea in a selection or a paragraph. • The small pieces of information that tell about the main idea are the supporting details. • Look for key words in the text, such as who, what, where, why, and when, to get details about the main idea.


W

here are your ancestors from? Maybe they came from another country. And maybe they came through Ellis Island, which is about a mile outside of New York City. Samuel Ellis owned the island in the 1770s. He sold it to the state of New York, which sold it for use as an immigration station. About 17 million people came through Ellis Island. They

were registered and given physicals. A wall was built at Ellis Island that has some of the immigrants’ names written on it. Do you want to see if your relatives are there? There are sites online where you can type in your last name. You’ll get a list of people who were at Ellis Island who have the same last name.

1. What is this passage about?

It’s about Ellis Island and how many people came to this country through Ellis Island. 2.–4. Name three supporting details about Ellis Island.


Possible responses: 2) It was owned by Samuel Ellis. 3) It was a big immigration station. 4) There’s a wall with immigrants’ names on it. 5. Is this passage fiction or nonfiction? How can you tell?

It’s nonfiction. It is written with dates and facts and is about a real place and a real thing that happened. Home Activity Your child learned about finding the main idea and details in a piece of writing. Watch a TV show with your child. When it’s over, have your child tell you what the main idea and some of the supporting details were on the show. Discuss why your child chose the details he or she did.


14520_PB_107 107

Comprehension

107 3/18/05 6:41:37 PM

Statue of Liberty

Name

Main Idea and Details • The main idea is the most important idea in a selection or a paragraph. • The small pieces of information that tell about the main idea are the supporting details. • Look for keywords in the text, such as who, what, where, why, and when, to get details about the main idea.

Directions Read the following passage and complete the chart below.

I

stood in line at Ellis Island for a long time. People were speaking different languages all around me. Finally, it was my turn. I told the man my name. Then he asked a question. I didn’t know what to answer because I didn’t understand English. Another man told me in my own

language that he wanted to know if I ever was in prison. I was only 13 years old! He asked me if I was sick, and I said “No.” He tried to say my name, but couldn’t. He wrote a new name next to mine. The other man told me my new name. “Welcome to America, young lady,” he said.

Directions Write the main idea of the passage in box 1. Then write the details that support that idea in boxes 2–5. 1. Main Idea

What is the passage about?

2. Detail

3. Detail

4. Detail

5. Detail

Where was the girl?

What was one problem the girl had?

What was one question the man asked the girl?

What happened to the girl’s name?

She couldn’t speak English.

The man asked if she had been in prison.

The man changed it because he couldn’t say it.

She was in line at Ellis Island.


A girl goes through the immigration line at Ellis Island.

Home Activity Your child learned about finding the main idea and details in a piece of writing. Read a newspaper or magazine article with your child. Have him or her tell you what the article was about and give three details that support the main idea.

108 14520_PB_108 108

Comprehension


3/18/05 6:42:01 PM

Statue of Liberty

Name

Vowels in tooth, cook Directions Circle each word with the vowel sound in tooth or the vowel sound in cook. Then write each word in the correct column. 1. Our school took us on a field trip to an art museum. 2. We spent a full day studying famous paintings and statues. 3. We looked at works by some of the art world’s true masters. 4. After we returned to class, our teacher asked us to make a few drawings in our notebooks. 5. I sketched a picture of President Lincoln wearing a black wool suit and a very tall hat. vowel sound in tooth

6. 7. 8. 9. 10.

vowel sound in cook

school statues true few suit

11. 12. 13. 14. 15.

took full looked notebooks wool


Directions Cross out the one word in each line that does not have the vowel sound in tooth or the vowel sound in cook. 16. build

cushion

glue

17. bushel

rocket

smooth

18. button

bookstore

juice

19. football

stew

story

20. balloon

pudding

throat

Home Activity Your child identified and wrote words with the vowel sounds in tooth (as in school, few, glue, and fruit) and cook (as in cookie and cushion). Have your child write riddles using words with the vowel sounds in tooth and cook. Try to guess the answer after your child reads each riddle to you.


14520_U6W1_109-109 109

Phonics Vowels in tooth, cook

109 3/1/05 5:16:22 PM

Statue of Liberty

Name

Time Line A time line shows events in the order that they happened or will happen. It can show days, weeks, months, and years.

Directions Look at the time line. Use the time line to answer the questions. 1885

1903

1924

1956

1986

1886

1885 Statue parts arrive in New York in June. 1886 President Grover Cleveland officially accepts statue on October 28. 1903 Poem by Emma Lazarus is added to the base. 1924 Statue becomes a national monument. 1956 Island is renamed Liberty Island. 1975 Centennial celebration honors statue’s 100th year. 1. What is the first year shown on the time line?

1885 2. In which year was a poem added to the statue?

1903 3. When did the statue parts arrive in New York? When did President Cleveland accept the statue? About how much time passed between these two events?

4. What major events happened between 1920 and 1960?

statue became a national monument; island was renamed


1885; 1886; a little more than a year

5. Why was 1986 an important year for the Statue of Liberty?

The Statue of Liberty turned 100 years old. Home Activity Your child read information on a time line and answered questions about it. Help your child list the dates of some important family events. Ask him or her to make a time line with these events.

110


14520_U6W1_PB_110-110 110


9/26/05 4:21:32 PM

Name

Summary Happy Birthday Mr. Kang Mr. Kang came to the United States 50 years ago, and he still misses his old home. Newly retired, he spends his days writing poetry, reading The New York Times, and caring for his caged bird. He enjoys the company of his grandson, Sam, and visits with friends and other bird-lovers from China every Sunday morning. One day, early in his retirement, he reflects on his feelings of freedom after working so hard for so long. At his grandson’s urging, he sets his bird free. Sam regrets the loss of the bird, but they are both comforted to find the bird waiting at home. Mr. Kang sees another parallel between himself and the bird. They can both fly free, but they chose this new place as their home.

ART per spec Activity What Are Your Freedoms? Together, talk about the ways in which you enjoy freedom and the responsibilities associated with it. Are they good responsibilities? How do you benefit from them?

Comprehension Skill


Cause and Effect A cause is why something happens. An effect is what happens. A cause may have more than one effect. An effect may have more than one cause.

Activity Kitchen Cause and Effect Go into the kitchen and look for appliances or materials that could act as a cause for some effect. For example, a freezer could cause water to turn to ice. Yeast can cause bread dough to rise. Take turns looking for five examples of causes and its effects.


14520_U6W2_PB_111-112 111

Family Times

111 9/27/05 1:00:25 PM

Lesson Vocabulary

Grammar

Words to Know

Abbreviations

Knowing the meanings of these words is important to reading Happy Birthday Mr. Kang. Practice using these words.

Abbreviations of days and months begin with a capital letter and end with a period. Most abbreviations of days and months are the first three letters of the day or month.

bows a bending of the head or body in greeting, respect, worship, or submission chilly unpleasantly cool foolish without good sense; unwise foreign of or from another country narrow not wide or broad perches sits or rests on something recipe a list of ingredients and instructions for making something to eat

Activity Match Up Write words and abbreviations on index cards, such as Sunday and Sun. and April and Apr. Mix up the cards and arrange them facedown on a table. Players take turns flipping over two cards to find a match. If a match is made, the player may keep the cards and try again. If no match is made, the player turns the cards facedown again, and play passes to the next player. Play continues until all the cards are matched. This game can also be played by only one person.


Vocabulary Words


112

Family Times

14520_U6W2_PB_111-112 112


9/27/05 1:00:49 PM

Mr. Kang

Name

Cause and Effect • Graphic Organizer • A cause is why something happens. An effect is what happens. • A cause may have more than one effect. Because I did not do my homework, I couldn’t watch the movie or go outside for recess. • An effect may have more than one cause. Dad’s plants dried up because he left them in the hot sun and did not water them. • A graphic organizer can help you identify and organize information as you read.

Directions Read the following story. Then fill in the chart below.

R

osa’s mother made beautiful tin ornaments. No two were the same. One day, a man asked her to come to the United States to make the ornaments for his business. So Rosa and her mother left Mexico. People loved the ornaments. The

man sold everything Rosa’s mother made. She was so busy, she had to teach others to make the tin pieces. The man was so happy that he made Rosa’s mother a business partner.



1.

A man wanted Rosa’s mother to make the ornaments for his business.

The man asked Rosa’s mother to come to the United States.


3.

2.

The man sold everything Rosa’s mother made.

Rosa’s mother was very busy.

5.

4.

The man made Rosa’s mother a partner. Home Activity Your child learned about cause and effect. Read a story together. Ask your child to describe something that happened in the story. Then ask him or her to tell you what caused the effect. Repeat the exercise two or three times.


14520_U6W2_PB_113-113 113

Comprehension

113 9/27/05 1:04:04 PM

Mr. Kang

Name

Vocabulary Directions Match each word with its meaning. Draw a line to connect them. Check the Words You Know narrow perches recipe foreign

foolish bows chilly

1. foolish

cool

2. recipe

from a different country

3. narrow

silly

4. chilly

directions for cooking food

5. foreign

skinny

Directions Write the word from the box that best completes each sentence below. 6. Watch the red bird as it

8. The gap was too

to the audience. for me to squeeze through.

9. He moved here from a 10. My stepmother wrote that

country called Sudan. for beef stew. © Pearson Education 3

7. After he sings, he

on the branch.

Write a Recipe On a separate sheet of paper, write a recipe for something you like to eat or drink. It can be something simple, like chocolate milk or a sandwich. Use as many vocabulary words as possible.

Home Activity Your child identified and used vocabulary words from Happy Birthday Mr. Kang. Have your child plan a menu for dinner or help you prepare food from a written recipe. Encourage your child to use vocabulary words in conversations.

114

Vocabulary

14520_U6W2_PB_114-114 114


9/27/05 1:04:34 PM

Mr. Kang

Name

Vocabulary

•

Context Clues

• Sometimes when you read you see unfamiliar words. The context, or words around it, may help you figure out the meaning. • Look to see if the author used an antonym, a word with the opposite meaning, and use that word to help you with the meaning of the unfamiliar word.

Directions Read the paragraph. Then answer the questions below.

M

y family wanted to eat at a Chinese food restaurant instead of the usual burger place. We had never been to a Chinese restaurant before and were excited to learn about a different culture. We walked in through a narrow hallway that didn’t seem wide enough for us to fit. We drank hot tea with dinner, which was perfect because I was chilly. I tried to eat

with chopsticks, but felt foolish because I seemed clumsy with them. I thought it was sensible to ask for a fork! After this restaurant becomes an old favorite, maybe my family will again try something new—maybe Brazilian food!

1. What does the word usual mean in the passage? What context clue helps?

normal; different 2. What does the word narrow mean in the passage? What context clue helps?

thin; wide 3. What does the word chilly mean in the passage? What context clue helps?


cold; hot 4. What does the word foolish mean in the passage? What context clue helps?

silly; sensible 5. What does the word old mean in the passage? What context clue helps?

familiar; new

Home Activity Your child has identified and used context clues to understand new words. Read a story with your child and encourage looking for context clues to help her or him understand the meaning of unfamiliar words.


14520_U6W2_PB_115-115 115

Vocabulary

115 9/26/05 4:21:35 PM

Mr. Kang

Name

Plot and Theme • The important parts of the story—the beginning, middle, and end—and why they happen, make up the plot of the story. • The theme is the “big idea” of the story, which can be stated in a single sentence.


I

t was a wet, chilly day, and Lisha heard meowing. A dripping wet cat sat shivering at the door. Lisha brought it inside, dried it off, and gave it a bowl of warm milk. Then Lisha picked the cat up and cuddled it—she’d always wanted one. Lisha wanted to keep the cat, but in the morning, her parents made her put it back outside to find its way home. At

school, Lisha heard a girl say she was upset that her cat had disappeared. The girl had owned the cat since it was a newborn kitten. Lisha felt bad for the girl because she, too, loved the cat. The next day, the girl was happy again. Her cat had come home. And Lisha felt glad—glad that the cat found its way home.

1. What was the first thing that happened in the story? 2. What happened in the middle of the story?

3. What happened at the end of the story?


4. What’s the “big idea” in this story? Write it in a single sentence.

5. How important to the plot is the fact that it was a wet and chilly day? Why?

Home Activity Your child learned about identifying the plot and theme of a story. Have your child make up a story and tell it to you. Help him or her identify the plot of the story and its theme. Do this by reviewing the beginning, middle, and end of the story. Then create one sentence that tells what the “big idea” is in the story.

116

Comprehension

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9/27/05 1:05:22 PM

Mr. Kang

Name

Cause and Effect

•

Graphic Organizer

• A cause is why something happens. An effect is what happens. • A cause may have more than one effect. Because I forgot my wallet, I couldn’t buy lunch or go to a movie. • An effect may have more than one cause. Dad couldn’t use his flashlight because his batteries were old and he didn’t have new ones. • A graphic organizer can help you identify and organize information as you read.


T

he boys and their dad, the park ranger, were hiking when they saw the mountain lion cub. As they got closer, the cub made a crying noise. There was a large cut on the cub’s leg. Dad gently picked it up and carried it to the veterinarian. Soon, the cub’s leg was healed. The boys


The cub was hurt.

2.

They took the cub to the veterinarian.


The boys loved the cub.

4.

It was time for the cub to go back to the wild.

The cub was a wild animal.

loved the cub and visited it every day after school. One day, the boys’ father said it was time for the cub to return to where it belonged. The boys were sad because they loved the cub. But they knew their dad was right. They knew that wild animals need to be in the wild.


1.

The cub made a crying noise.

The cub got better.

3.

The boys visited the cub every day.

The boys were sad.

5.

They let the cub go.

Home Activity Your child learned about cause and effect. Build a tower of blocks with your child. Have him or her pull out one of the bottom blocks and watch what happens. Have your child tell you why it happened (the cause) and what happened (the effect).


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Comprehension

117 9/26/05 4:21:38 PM

Mr. Kang

Name

Cause and Effect • A cause is why something happens. An effect is what happens. • A cause may have more than one effect. • An effect may have more than one cause.


A

nthony was just a kid—a kid who had to make a big decision. Anthony’s aunt in Italy wanted him to come spend the summer with her family. His parents kept telling him how wonderful it would be for him and how happy it would make his aunt. But Anthony was nervous—he didn’t even like sleepovers and could never sleep. How could he go all that way to Italy all by himself? How could he leave his family for

two whole months? He really didn’t want to go. He barely knew his aunt. Anthony couldn’t sleep. He couldn’t eat, and he felt nervous all of the time. Finally, he told his parents that he had decided not to go. Anthony’s stomach immediately felt better. He felt calm. He slept well for the first time. He knew he had made the right decision.

1. What effect did worrying about the trip have on Anthony?

He felt nervous, couldn’t eat, and couldn’t sleep. 2. How did Anthony feel about going away for the summer?

He didn’t know his aunt well and didn’t want to go.


3. What happened to Anthony after he made his decision?

He felt better. 4. What might be the “big idea” of this story?

Possible response: In this story, Anthony listens to his feelings and makes the right decision. Home Activity Your child learned about cause and effect. Do an experiment with your child. If it’s hot out, have your child put an ice cube in a bowl outside. Ask him or her what happened to the ice cube after an hour. If it’s cold out, put a shallow pan of water outside. Ask him or her what happened to the water after a few hours. Have your child tell the cause and effect of the experiment.

118

Comprehension

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9/26/05 4:21:42 PM

Mr. Kang

Name

Schwa Directions Choose the word with a vowel that has the same sound as the underlined vowels in about, taken, pencil, lemon, and circus to complete each sentence. Write the word on the line to the left. ____________________ 1. Susan was (afraid/scared) to walk her dog without a afraid leash. ____________________ 2. Every time she opened the front door, the little (puppy/ rascal rascal) ran off. ____________________ 3. One time she took her dog to a (local/nearby) park. local ____________________ 4. All the (animals/doggies) were fetching or chasing. animals ____________________ 5. Susan removed her puppy’s leash and let the dog run around (around/freely). ____________________ 6. When her dog ran off, Susan opened a (paper/plastic) paper bag and pulled out a treat. ____________________ 7. Susan’s dog quickly (traveled/bounded) back. traveled


____________________ 8. Now anytime Susan offers her dog a tasty (biscuit/ morsel morsel), it comes racing to her. Directions Circle the letter in each word that stands for the same sound as the underlined vowels in about, taken, pencil, lemon, and circus. 12. family

15. gallon

18. ago

10. river

13. melon

16. dollar

19. open

11. surprise

14. sugar

17. nickel

20. canyon

9. kitchen

Home Activity Your child identified and wrote words that contain the vowel sound called schwa, heard in unaccented syllables such as about, taken, pencil, lemon, and circus. Help your child write sentences with words that have this sound. Ask your child to read each sentence and identify the letter that stands for the schwa sound.


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Phonics Schwa

119 3/1/05 5:16:39 PM

Mr. Kang

Name

Maps Maps are drawings of places that show cities, states, and countries. Maps can show the location of landforms, bodies of water, and other important places.

Directions Look at the map of China. Then answer the questions.

China

1. What are two countries that border China?

2. Which river is located in southern China?

4. The capital of China is located close to which body of water?


3. The Great Wall runs along the border of which region?

5. Is Tibet a country, or is it part of China? How can you tell?

Home Activity Your child answered questions about a map of China. Together, look at maps of different countries. Find countries that are divided into states, provinces, regions, and so on. Look for each country’s landforms, bodies of water, cities, and the capital.

120


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9/27/05 1:06:02 PM

Name

Summary Talking Walls: Art for the People This story tells about public murals in America and the messages that are communicated through them. We learn about each artist and the work he or she created. Many of the murals are meant to encourage and inspire the people who look at the art, especially children.

Activity


Paint Your Own Mural Think of a theme you would like to communicate and sketch out a mural together on blank paper. Then use colored chalk to create your mural on a side walk, driveway, or concrete wall near your home. How does it make you feel to complete the picture? What do others who see it say about it?

ART per spec

Comprehension Skill Fact and Opinion

Activity

A statement of fact tells something that can be proved true or false. You can find proof by reading, observing, or asking an expert. A statement of opinion tells your ideas or feelings about something.

A Little of Both Take turns thinking of different topics. Make a statement of fact and then a statement of opinion for each topic. The listener should then identify which statement was the fact and which was the opinion.


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Family Times

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Lesson Vocabulary

Grammar

Words to Know

Combining Sentences

Knowing the meanings of these words is important to reading Talking Walls: Art for the People. Practice using these words.

You can combine sentences by taking two related shorter ideas and connecting them with a conjunction such as and, but, or, and so. You can also combine sentences by taking two different subjects that are doing the same action and combining them into a compound subject.

encourages gives courage, hope, or confidence to; urges on expression the act of putting thoughts or feelings into words or actions local having to do with a certain nearby place native a person who was born in a particular country or place settled made a home in a place social having to do with people as a group support to help

Activity Looking at Sentences Look through a story that you are reading together and find five examples of sentences that have either a compound (more than one) subject or that are two related ideas joined by or, and, or but. Write these on paper. Together, find the two ideas that have been joined. Discuss what these ideas have in common. Discuss what is different. Discuss how the sentences are different and why the author chose to put the ideas in one sentence instead of using many shorter sentences.


Vocabulary Words


122

Family Times

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9/27/05 1:06:55 PM

Talking Walls

Name

Fact and Opinion

•

Answer Questions

• A statement of fact tells something that can be proved true or false. You can prove it true or false by reading, observing, or asking an expert. • A statement of opinion tells your ideas or feelings. It cannot be proved true or false. • Words such as great, best, and worst can be clues to statements of opinion.

Directions Read the following passage and use the information to complete the Fact and Opinion Chart below.

W

hat do flesh, Prussian blue, and Indian red have in common? They were all crayon colors. Some crayon colors were retired because they were dull. But flesh, Prussian blue, and Indian red were changed by one crayon maker for other reasons. Peach replaced flesh. Skin comes in many shades, not just in one color.

Prussian blue was changed to midnight blue. Most kids don’t know much about Prussia. Indian red is now chestnut. Some people thought the name stood for the skin color of Native Americans. Indian red is actually the name of an oil paint made in India that has a reddish color.

Directions Write the statements of fact from the passage in the left column. Write the statements of opinion in the right column. Fact and Opinion Chart


Facts

Opinions

1.

4.

2.

5.

3.

6.

Home Activity Your child learned about the difference between statements of fact and statements of opinion. Choose a food your child likes and ask him or her to tell about the food using three statements of fact and three statements of opinion.


14520_U6W3_PB_123-123 123

Comprehension

123 10/4/05 3:56:26 PM

Talking Walls

Name

Vocabulary Directions Match each word with its meaning. Draw a line to connect them. Check the Words You Know encourages settled local support

native social expression

1. support

someone born in a place

2. native

a statement of an idea

3. social

provide help

4. encourages

having to do with other people

5. expression

urges

Directions Write the word from the box that best completes each sentence below. 6. We moved to the United States and 7. My father always

me to study hard.

8. My parents are active in

neighborhood sports.

9. My cousin was born in Madrid, so she is a

of Spain.

my team by cheering at all of my games. © Pearson Education 3

10. My parents

in Houston.

Write a Description On a separate sheet of paper describe a painting that you think would look good on the wall of a building in your neighborhood. Use as many vocabulary words as possible.

Home Activity Your child has identified and used vocabulary words from Talking Walls: Art for the People. Take a walking tour of your neighborhood. Encourage your child to use this week’s vocabulary words as you talk about what you see.

124

Vocabulary

14520_U6W3_PB_124-124 124


9/27/05 1:08:10 PM

Talking Walls

Name

Vocabulary

•

Reference Sources

• Sometimes you can use a glossary to find the meaning of an unknown word. • A glossary is a reference source. It is an alphabetical list of important words in a book.

Directions Look carefully at the partial glossary page below. The words are listed in alphabetical order, and guide words are at the top of the page. Use this glossary page to answer the questions.

sup•port (s pôrt’), VERB. 1. to help or encourage. 2. to provide with money. sym•bol (sim’b l), NOUN. 1. something that stands for something else. 2. a sign. e

sketch (skech), 1. NOUN. a quick drawing. 2. VERB. to draw something quickly, to describe briefly.

e

set•tle (set’l), VERB. 1. to move to and live in a place. 2. to sink to the bottom of a liquid.

_ so•cial (so’sh l), ADJECTIVE. 1. involving friends. 2. related to human society. NOUN. a kind of party e

send • synonym

1. Which word can be used to describe something an artist may make?

2. Find the word support. Which meaning of support is used in this sentence: I always support my friends in whatever they do.


3. What are the guide words for this page?

4. Which of these words would you find on this page? safety, separate, section, tablet

5. Which of these words would you not find on this glossary page? seldom, slipper, speck, shove

Home Activity Your child identified and used new words by using a glossary to find their meanings. Read a nonfiction book that contains a glossary with your child and encourage using the glossary to find the meanings of unfamiliar words.


14520_U6W3_PB_125-125 125

Vocabulary

125 9/27/05 1:08:46 PM

Talking Walls

Name

Main Ideas and Details • The main idea is the most important idea in a selection or a paragraph. • The small pieces of information that tell about the main idea are the supporting details.


F

resco is a way of painting wall murals that has been used for hundreds of years. Dry colors are mixed with water and applied to wet plaster. The paint becomes part of the wall. One of the most well-known fresco artists was José Clemente Orozco. He was born in Mexico in 1883. José painted

murals about social issues. One theme found throughout José’s bold and colorful murals is man versus machine. José moved from Mexico to the United States for several years. He painted murals on both coasts. By the time he returned to his native Mexico, José had become a well-known artist.

1. What is this passage about?

The life of José Orozco, a famous fresco mural painter 2. What is one important fact in this passage?

Possible response: He painted murals about social issues. 3. What is a popular theme in José Orozco’s art?

Man versus machine. Possible response: That fresco murals have been around for hundreds of years

4. What is one supporting detail in this passage?


5. What might be a fact you think is important that has been left out of this passage?

Possible response: Why José Orozco left and then returned to Mexico.

Home Activity Your child learned about finding the main idea and details in a piece of writing. Find a newspaper advertisement for a product that is being sold in a store. Help your child decide what the ad is about and what the facts are about the product.

126

Comprehension

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9/26/05 4:21:45 PM

Talking Walls

Name

Fact and Opinion

•

Answer Questions

• A statement of fact tells something that can be proved true or false. You can prove it true or false by reading, observing, or asking an expert. • A statement of opinion tells your ideas or feelings. It cannot be proved true or false.


G

uernica was a small city in Spain. The people who lived there didn’t want to be under Spanish rule. At first, they held meetings under an oak tree. The tree became a symbol of freedom. Later, they built a place to meet behind the tree. Soldiers attacked the city during the Spanish Civil War and destroyed it—all except for the tree and the building. It was good that they were not destroyed.

Pablo Picasso, a famous artist, painted a mural about the bombing. He thought that war was a terrible waste and tried to show it in the mural. All the people, animals, and buildings in the mural were painted in black and white. Many people believe that this mural was Picasso’s greatest work of art.

1. Write one statement of fact about the oak tree.

2. Write one statement of opinion about the oak tree.


3. Write one statement of fact about Picasso’s mural.

4. Write one statement of opinion about Picasso’s mural.

5. Answer the question: Why did Picasso paint the mural in only black and white?

Home Activity Your child learned about the difference between statements of fact and statements of opinion. Read a story with your child. Have him or her write three statements of fact and three statements of opinion about the story. For example, FACT: The story is about three pigs. OPINION: They were too young to go out on their own.


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Comprehension

127 9/27/05 1:09:23 PM

Talking Walls

Name

Fact and Opinion • A statement of fact tells something that can be proved true or false. You can prove it true or false by reading, observing, or asking an expert. • A statement of opinion tells your ideas or feelings. It cannot be proved true or false.

Directions Read the following passage and use the information to complete the Fact and Opinion Chart below.

A

ngel Island was the main immigration station in the West. Mostly Chinese immigrants came through Angel Island. Some were there for weeks and some for months. That’s a long time to wait. Years later, the buildings were supposed to be torn down. It’s a good thing they weren’t

because Chinese writing was found on the walls. The writing was carved into the walls where the people stayed. The writing turned out to be poems. Who wrote these poems? Why were they written? They were written by the immigrants. They told the stories of their long wait.

Directions Write the statements of fact from the passage in the left column. Write the statements of opinion in the right column. Facts

2.

3.

Angel Island was the main immigration station in the West. Some Chinese immigrants stayed there for a long time.

4.

Waiting for weeks and months is a long time to wait.

5.

It was a good thing that the buildings weren’t torn down. © Pearson Education 3

1.

Opinions

Poems written in Chinese were found on the walls.

6. Who wrote the poems, and what were they about?

People waiting to enter the United States wrote them about their experiences while they waited. Home Activity Your child learned about the difference between statements of fact and statements of opinion. Help your child write a poem about a recent experience he or she had. Discuss the poem’s statements of fact and statements of opinion.

128 14520_U6W3_126-128 128

Comprehension


3/1/05 5:17:41 PM

Talking Walls

Name

Syllables with -tion, -sion, -ture Directions Read the passage. Circle each word that ends in -tion, -sion, or -ture. Then write each word in the correct column. Summer vacation was filled with excitement. One day we went to see the sculpture garden in the park. Another time we watched some artists as they painted a giant mural. Each division of the mural showed a different time in our country’s history. The last part showed the artist’s vision for the future of our nation.

-tion

-sion

vacation nation

1. 2.

3. 4.

-ture

division vision

5. 6.

sculpture future

Directions Choose the word from the box that finishes each word below. Two letters in each word are given. Write the other letters to complete each word. action creature direction explosion feature furniture mansion mission question

7. 8. 9. 10. © Pearson Education 3

11. 12. 13. 14. 15.

d i r e c t i o n f e a t u r e m i ss i o n a ct i o n e x p l o s i o n c r e a t u r e f u r n i t u r e q u e s t i o n m a ns i o n Home Activity Your child wrote words that end with the syllables -tion, -sion, and -ture. Work together to write sentences using the words from the page above. Ask your child to underline the final syllable in the words that end with -tion, -sion, and -ture.


14520_U6W3_129-129 129

Phonics Syllables -tion, -sion, -ture

129 3/1/05 5:18:19 PM

Talking Walls

Name

Reference Sources People use reference sources to find information about a topic. One kind of reference source is a telephone directory. It is a book of telephone numbers for an area. Businesses are often listed separately in a business listing. Businesses can advertise in a telephone directory’s yellow pages section.

Directions Use the yellow page section shown here to answer the questions.

Bicycles–Dealers & Repairs Artie’s Cycles–Sales and Service in Hyde Park 1234 E. 12th Street Chicago 773-123-0981 Bicycles for Everyone–Sales and Repairs 2543 W. Pear Street Chicago 773-555-8934 Eduardo’s Bike Shop–Parts and Accessories 18 W. Ellison Avenue Chicago 773-233-5988 Jennings on Wheels–Largest Inventory of Used Bikes in Chicago 324 S. 10th Street Chicago 773-595-2342 Recreational Biking–Used Bikes for Less 18 N. Clyburn Chicago 773-232-1800

1. Would a listing for Geraldo Bicycles appear before or after Eduardo’s Bike Shop in this telephone directory?

2. What is the telephone number for Bicycles for Everyone?

4. After which business listing would Montrose Cycles appear?


3. Where would you go for a bicycle if you wanted to save money? Explain.

5. On which street is Artie’s Cycles?

Home Activity Your child learned how and why people use reference sources. He or she also discovered how a telephone directory is organized. Show your child several reference sources and discuss how they are organized and what kind of information they have.

130


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9/27/05 1:10:04 PM

Name

Summary Two Bad Ants In this story, Chris Van Allsburg describes the world from the point of view of a colony of ants. Intent on getting their queen all the sweet sugar she wants, they raid the sugar jar of a home. But two ants decide to hang back and stay in the sugar. They do not know what life is like in a kitchen for two ants! Tossed from the sugar to a cup of coffee, they end up in a toaster, the garbage disposal, and finally—a kitchen outlet. The ants are relieved to go home with the other ants the following night.

Activity Is It Worth It? Have you ever made a decision you later regretted? What happened? How did you fix the situation? Do you think you will make a different decision the next time you are in a similar situation? Talk over these questions together.


Comprehension Skill Literary Elements: Plot and Theme The plot of a story includes the important things that happen at the beginning, middle, and end. As you read, ask “What is the big idea of the story?”

Activity Today Take time to tell each other about the important things that happened at the beginning, middle, and end of each of your days. Then think of the day as a whole and tell what kind of big idea might describe the day. Practice Book Unit 6

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Family Times

131 3/18/05 6:17:45 PM

Lesson Vocabulary

Grammar

Words to Know

Commas

Knowing the meanings of these words is important to reading Two Bad Ants. Practice using these words.

Commas are used between city and state, at the end of the greeting in a letter, and at the end of the closing of a letter. Commas separate anything that is listed in a series: I ate cheese, bread, grapes, and peanuts for lunch. Commas are also often used before the conjunction when joining two sentences together.

Vocabulary Words crystal a hard, solid piece of some substance that is naturally formed on flat surfaces and angles. disappeared went out of sight discovery see or find something for the first time goal something that is desired; aim journey a long trip joyful feeling, showing, or causing great happiness; glad

Activity Colorful Commas Write each of the sentences below on lined paper. Omit all of the commas. Decide where the commas should go. Add the missing commas. Dan, Kate, and Tanner are running.

scoop a tool shaped like a small shovel, used for taking up substances

I will clean my room, and then I will go to the park.

unaware not knowing or realizing

The cats jumped up on the wall, and then they began to howl. I like the colors blue, yellow, and green.


My dad likes spaghetti, pizza, meatloaf, and split pea soup!


132

Family Times

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9/27/05 1:11:18 PM

Two Bad Ants

Name

Plot and Theme • Visualize • The important events in a story make up the plot with a beginning, middle, and end. • The “big idea” of the story is called the theme. It can be stated in a single sentence. • As you read, form a picture in your mind about what is happening in the story.


T

he ants felt sorry for the grasshopper. He’d saved no food and was starving. So they shared what they had. The grasshopper swore he’d remember their kindness and repay them someday. When summer came, the ants were playing outside and accidentally hurt themselves.

How would they gather their food? Just then the grasshopper stopped by. When he heard what happened, he told the ants to climb on his back. The ants told the grasshopper where to go and what to gather. Soon the trio had all the food they needed for the winter ahead.

What happened at the beginning of the story? 1.

The ants shared their food with the grasshopper.

What happened in the middle of the story? 2.

The ants hurt themselves and couldn’t gather food.

What happened at the end of the story? © Pearson Education 3

3.

The grasshopper helped the ants gather food.

Responses may vary. Help others because one day you might need someone to help you.

4. What is the “big idea” of this story?

5. On a separate sheet of paper, draw what you picture in your mind as you finish reading this story.

Possible drawing: The grasshopper with two ants on its back. Home Activity Your child identified the plot and theme of a story. Read a favorite story together. Ask your child to retell the beginning, middle, and end of the story and to say one sentence that tells the “big idea.”


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Comprehension

133 3/1/05 5:17:52 PM

Two Bad Ants

Name

Vocabulary Directions Read each sentence. Write the meaning of the underlined word. Check the Words You Know goal scoop journey disappeared

discovery crystal joyful unaware

1. They used a scoop to pour the birdseed into the feeder. 2. The hikers were on a journey over the mountain. 3. My goal this summer is to learn how to swim. 4. I saw the ant carry a crystal of salt. 5. The chipmunk disappeared among the rocks. Directions Match each word on the left with its meaning. Draw a line from the word to its definition. 6. discovery

not noticing

7. joyful

something new you find

8. unaware

full of happiness

9. disappeared

was no longer seen

On a separate sheet of paper, write a narrative about visiting another planet. Write about being very small compared with other things on the planet. Use as many vocabulary words as possible.


Write a Narrative

Home Activity Your child identified and used vocabulary from Two Bad Ants. Read a story about insects to your child. Then discuss the story using this week’s vocabulary words.

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Vocabulary

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9/27/05 1:12:18 PM

Two Bad Ants

Name

Vocabulary

•

Word Structure

• A prefix is a word part added to the beginning of a word. A suffix is added to the end of a word. Prefixes and suffixes can help you figure out the meaning of a word you don’t know. • The prefixes un- and dis- mean “not” or “the opposite of.” The suffix -ful means “full of.”

Directions Read each pair of sentences. Circle the word that has the same meaning as the underlined words. 1. The girl pushed ahead of me in line. That is not fair. unfair

unhappy

2. Climbing this mountain is too hard. I am not able to do it. disease

unable

3. My father did not climb the ladder. He is full of fear high above the ground. under

fearful

4. He does not keep his word. That’s why I do not trust him. distrust

untrue

5. That dog is mean. I do not like her. hateful

dislike

Directions Read each sentence. Circle the underlined word that best fits the sentence.


6. My room is in such disorder/unclear, I can’t find anything. 7. A hammer is a very unused/useful tool for nailing things together. 8. My mother disapproves/unlike of my staying up late. 9. The strong man had a very unfair/powerful handshake. 10. Please unzip/disappear your jacket and hang it in the closet.

Home Activity Your child identified and used prefixes and suffixes to understand new words. Read a story or magazine article together and encourage looking for words with prefixes and suffixes. Help your child use prefixes and suffixes to understand the meaning of unfamiliar words.


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Vocabulary

135 9/27/05 1:13:02 PM

Two Bad Ants

Name

Cause and Effect • A cause is why something happens. An effect is what happens. • A cause may have more than one effect. Because I forgot to set my alarm clock, I overslept, and I was late for school. • An effect may have more than one cause. Dad’s computer crashed because it didn’t have enough memory, and he was running too many programs at once.


A

lex Ant got up late again today. He was always sleeping through his alarm. Mama Ant had to take him to school because he’d missed the bus. She was tired of it. So Mama sat down with a cup of tea and thought. The next morning, when Alex was late again, Mama did not take him to school and told him to walk. Alex hated

walking to school. He was mad. The next morning, the same thing happened—and the morning after that. Alex begged and pleaded for a ride, but Mama refused. On the fourth morning, guess what happened? Alex Ant got himself up on time and caught the bus. Mama smiled to herself over her cup of tea.

1. What effect did Alex’s behavior have on Mama?

2. Why did Mama Ant refuse to take Alex to school?


3. What happened to Alex when Mama refused to take him to school?

4. What effect did his mom not taking him to school have on Alex?

Home Activity Your child learned about cause and effect. Read a popular fairy tale with your child. Have him or her tell you the causes and effects of the characters’ behavior in the story.

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Comprehension

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9/27/05 1:14:08 PM

Two Bad Ants

Name

Plot and Theme • Visualize • The important events in a story make up the plot with a beginning, middle, and end. • The “big idea” of the story is called the theme. It can be stated in a single sentence. • As you read, form a picture in your mind about what is happening in the story.


T

wo ants journeyed out with the goal of finding food. They saw a tiny door to a tunnel and disappeared inside. There they found piles and piles of delicious food. Each ant took as much as he could carry. Then the two turned back toward the doorway. When they got there, however, neither could get out.

Each had so much food, squeezing through the tunnel’s door was impossible. Try as they might, they could not squeeze through the tunnel’s door holding all the food they’d found. Finally, each ant let go of half of its load. Only then were they able to squeeze through the doorway and go home.

1. What happened at the beginning of the story?

2. What happened in the middle of the story?


3. What happened at the end of the story?

4. What is the “big idea” of the story?

5. Describe how you picture the two ants trying to get out of the tunnel.

Home Activity Your child identified the plot and theme of a story. The next time you watch a movie with your child, have him or her tell you what happened at the beginning, middle, and end of the movie. Then help your child figure out the “big idea” of the movie.


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Comprehension

137 9/27/05 1:15:12 PM

Two Bad Ants

Name

Plot and Theme • The important events in a story make up the plot with a beginning, middle, and end. • The “big idea” of the story is called the theme. It can be stated in a single sentence. • As you read, form a picture in your mind about what is happening in the story.


A

side to side. She walked in a circle around the pitcher. Finally, she pushed the pitcher with her beak until it fell over. At last, she could reach the water. With the pitcher on its side, she could drink all the water.

crow was thirsty, but she couldn’t find a drop of water. She spotted a broken pitcher on the side of the road. She looked inside. Some water lay at its bottom. The crow’s beak was too short to reach down into the pitcher. She turned her head from

What happened at the beginning of the story? 1.

A crow looked for something to drink and found a pitcher with some water in it.

What happened in the middle of the story?

The crow’s beak was too short to reach the bottom of the pitcher where the water was, so she pushed the pitcher over.

2.

3.

The crow finally reached the water in the pitcher and drank.

4. What is the “big idea” of this story?


What happened at the end of the story?

Responses may vary.

If you really need or want something, you’ll find a way to get it. Home Activity Your child identified the plot and theme of a story. Write a short story together about a real or imaginary pet. Help identify what happens at the beginning, middle, and end of the story. Ask your child to state the “big idea.”

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Comprehension


3/1/05 5:17:58 PM

Two Bad Ants

Name

Multisyllabic Words Directions Each word below has one or more word parts added to the beginning or end of the base word. Underline the base word. Then write a sentence that uses the whole word. 1. uncomfortable 2. carefully 3. disagreement 4. reappeared 5. unprepared 6. endlessly 7. distasteful 8. unfriendly 9. unplugged Directions Each base word below has a word part added to the beginning and end. Separate each base word from the other word parts and write each part on a line.


Base Word 10.

+

+

= unselfish

11.

+

+

= unlawful

12.

+

+

= dishonestly

13.

+

+

= renewable

14.

+

+

= refreshment

15.

+

+

= distrustful

Home Activity Your child identified multisyllabic words, such as uncomfortable, carefully, and disagreement. Challenge your child to add word parts to a base word such as play to see how many new words can be made (for example, replay, playful, playfully, overplay, and player).


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Phonics Base Words and Affixes

139 9/27/05 1:15:51 PM

Two Bad Ants

Name

Note-taking Note-taking while reading and studying can help you learn and remember new information. The notes should be brief and include the most important facts or information from the text.

Directions Read the paragraph and take notes by writing about the most important ideas. The Ant Colony

A

nts are social insects that live in groups or colonies. In most ant colonies, there are three castes or classes of ants. The castes include the queen, the workers, and the males. The queen’s job is to lay eggs. Some colonies have only one queen, while others have several queens. The queen does not rule the colony.

Workers have many jobs. They care for the queen and for the young ants. Workers repair, build, and defend the nest. They also gather food for the colony. Male ants do not do any work for the colony. They live for only a short time, and their only job is to mate with young queens.

1. ant colony

2. caste


3. queen

4. workers

5. males

Home Activity Your child read a selection and took notes on the most important ideas. Find a paragraph from an encyclopedia or textbook. Ask your child to identify and take notes on the most important information in the paragraph.

140


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9/27/05 1:16:43 PM

Name

Summary Elena’s Serenade Elena wants to be a glassblower, but her father says she is too young, and anyway, girls aren’t glassblowers. So Elena takes her glassblowing pipe and sets off to learn to blow glass. Her adventures bring her new friends, plenty of glass sculptures, and the discovery that she can make music with her pipe. Eventually she returns home to show her proud father her new skills.

Activity Hidden Gifts Together, talk about your own skills and the things you like to do. Why do you enjoy them? How could you enjoy them more? Is it something you can teach your family and friends?


Comprehension Skill Generalize When you read, you may be given ideas about things or people. Sometimes you can make a general statement about all of them together.

Activity Go Backwards Take turns making a statement of generalization. Then the listener should think of at least three ideas that support that generalization (or three that disprove it).


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Family Times

141 9/27/05 1:19:01 PM

Lesson Vocabulary

Grammar

Words to Know

Quotations

Knowing the meanings of these words is important to reading Elena’s Serenade. Practice using these words.

Use quotation marks to show the exact words of a speaker. Use a comma to separate the speaker’s exact words from the rest of the sentence. Use a capital letter to begin the first word inside the quotation marks. Put the punctuation mark that ends the sentence inside the quotation mark. Example: She said, “I am so happy.” Quotation marks also indicate many kinds of titles, such as the title of a song, poem, and story.

burro a small donkey used for riding and for carrying loads bursts breaks open suddenly factory a building or group of buildings where things are manufactured glassblower an artist who shapes hot glass by blowing air into a tube with liquid glass at the other end of the tube puffs to swell up reply to answer in speech, writing, or action tune musical tones that form a pleasing, easily remembered unit; melody

Activity You Said It! Give each player a piece of paper and a pencil. Over the course of the week, write down the funny things you hear other people say. Record their words as direct quotations. At the end of the week, get together and share the amusing sentences of the week.


Vocabulary Words


142

Family Times

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9/27/05 1:20:01 PM

Elena’s Serenade

Name

Generalize • Predict • When you read, you may find facts or ideas about things or people. Sometimes, you can make a general statement that tells how they are all alike in some way. • Try to use what you’ve read to make generalizations about or predict what will come next.

Directions Read the title of the passage below. Write a sentence predicting what you think the passage will be about. 1. Directions Read the following selection. Fill in the chart with ideas or facts from the selection. Then write a general statement about what you read. The Art and Fun of Glassblowing

G

lassblowing artists each have their own style. An artist can express himself or herself in each piece. A few artists add other materials, such as bronze, into their pieces. Some create pieces that are serious. Others create pieces that are fun. Some artists create objects such as

bowls and glasses. People can use these objects in their homes. Other artists create objects that are only for looking at. Glassblowers display their pieces in museums. Some keep them in galleries. Visit a gallery or museum near you and see for yourself.

Idea/Fact

2. Glassblowing artists Idea/Fact


3. Glassblowing artists Idea/Fact

4. Glassblowing artists General Statement

5. Glassblowing artists Home Activity Your child learned about making generalizations. Read a well-known fairy tale with your child and ask him or her to name three ideas or facts that were included in the fairy tale. Then help your child make a generalization about what he or she read.


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Comprehension

143 9/27/05 1:20:33 PM

Elena’s Serenade

Name

Vocabulary Directions Match each word on the left with its meaning. Draw a line from the word to its definition. 1. tune

swell

2. burro

answer

3. bursts

melody

4. reply

explodes

5. puff

donkey

Check the Words You Know glassblower factory tune bursts

puff burro reply

Directions Choose the word from the box that best completes each sentence. Write the word on the line. 6. The

made cups out of melted glass.

7. A will get you safely down the steep and rocky hillside. 8. My mother works in a 9. You should always asks you a question. 10. A balloon

that makes computers. politely when someone

if you blow too much air into it.

Write a Story © Pearson Education 3

On a separate sheet of paper, write a story about an animal that can sing. Use as many vocabulary words as possible.

Home Activity Your child has identified and used vocabulary words from Elena’s Serenade. Read a story or poem about an animal with your child. Encourage him or her to use this week’s vocabulary words as you talk about what you read.

144

Vocabulary

14520_U6W5_PB_144-145 144


9/27/05 1:21:16 PM

Elena’s Serenade

Name

Vocabulary • Context Clues • When you read, you might come across a word you don’t know. You may see synonyms—words that have the same or almost the same meaning. • Use synonyms to figure out the meaning of a word you don’t know.

Directions Circle the synonym for the underlined word. Then write the meaning of the underlined word on the line. 1. When the clown bursts into the room, I am sure everyone in the room will explode with laughter.

2. If you make a mistake, correct your error right away.

3. When you are angry at someone, you should tell them why you are mad.

4. When you are asked a question that needs an answer remember to give a response.

5. The runner surges ahead of everyone as he rushes to win the race.


6. If you know the tune, please whistle the music to me.

7. It is so cold today that the furnace must work extra hard to heat the house.

8. Try not to gulp your milk, but swallow it slowly instead.

Home Activity Your child identified and used context clues to recognize synonyms to learn the meaning of new words. Work with your child to identify unfamiliar words in a story. Ask your child to find context clues and synonyms to help him or her understand the new words.


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Vocabulary

145 9/27/05 1:22:18 PM

Elena’s Serenade

Name

Main Idea and Supporting Details • The main idea is the most important idea in a selection or a paragraph. • The small pieces of information that tell about the main idea are the supporting details.


E

very day, Juan would leave his tiny village to explore the world. He didn’t have to travel far. He didn’t even need a burro. “Ay, mijo,” his mother scolded him, “where were you all afternoon?” “I was hiking along the Inca Trail in Peru,” Juan replied. “It is not nice to lie,” his mother said. “But I didn’t!” insisted Juan. His mother sent him to his room without dinner for lying.

Though his stomach grumbled, Juan decided to visit Spain. He laughed and danced at a fiesta, and soon his parents knocked on his door. “I’m at a fiesta in Spain,” Juan called out. “Come join me!” His parents stepped in to find Juan twirling around with a book in his hands. He began to read aloud to them, and his parents laughed. “So you are in Spain!” his mother said, and they all danced at the fiesta together.

1. What is the main idea of this story?

2. What is one detail that supports the main idea?


3. What is another detail that supports the main idea?

4. As you read this story, what prediction did you make about how it would end? Were you correct?

Home Activity Your child learned about finding the main idea and supporting details in a piece of writing. Help your child make a story outline that includes a main idea and three details that support it. Then write a story based on the outline together.

146

Comprehension

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9/27/05 1:23:05 PM

Elena’s Serenade

Name

Generalize • Predict • When you read, you find facts or ideas about things or people. Sometimes, you can make a general statement about them. • A general statement tells how things or people are all alike in some way.


F

ive kids were studying under the big oak tree near the town’s square. They watched as other kids their age played on the swings. They didn’t have time to play. They were all doing their best to keep their grades the highest in their class. Maria looked around when she heard a deep voice. She thought the voice said, “Go play.”

Then Carlo and Manuel began to explain something, but stopped in midsentence. The boys looked at each other with mouths open. “Go have some fun,” a deep voice said. “You’re a kid only once.” Now everybody looked around. The tree shook as if it were hit by a great wind. “Go and play!” it thundered. All five kids were out of there in a flash.

1. What is a general statement you can make about what you read?

List three ideas that helped you make a general statement about this story. 2.


3. 4. 5. Who did you predict was speaking to the kids? Was your prediction correct?

Home Activity Your child learned about making generalizations. Look through the newspaper for an article that makes a generalization. Help your child point out the ideas or facts in the article that contribute to the generalization that was made.


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Comprehension

147 10/4/05 3:57:15 PM

Elena’s Serenade

Name

Generalize • When you read, you may find facts or ideas about things or people. Sometimes, you can make a general statement about them. • A general statement tells how things or people are all alike in some way.

Directions Read the following story. Fill in the chart with four ideas or facts from the story. Then write a general statement about what you read.

A

lma had a pet parrot. Its name was Pepé. Alma wrote children’s stories. She really liked what she did. But lately, Alma couldn’t think of a thing to write about. Pepé told her to write a story about a parrot who could talk. So Alma wrote the story.

Her boss did not like it. Alma was sad. She was afraid she’d never write a good story again. Pepé told her another idea. Once again, she used Pepé’s idea. And again, her boss did not like it. Alma stopped listening to Pepé. Now she thinks of her own ideas.

Idea/Fact

1.

Idea/Fact

2.

Idea/Fact

Idea/Fact


4.

3.

5. General Statement

Home Activity Your child learned about making generalizations. Read a book together that was written many years ago. Find the generalizations in the book and the ideas that contributed to making the generalizations. Then discuss with your child whether that generalization could still be made today.

148

Comprehension

14520_U6W5_PB_146-148 148


9/27/05 1:24:20 PM

Elena’s Serenade

Name

Related Words Directions Choose the word that best matches each clue. Write the word on the line. 1. coverings for the body 2. a person who plays sports 3. a person’s handwritten name 4. a tub for washing 5. the world of living things and the outdoors

cloth

clothes

athlete sign

athletics signature

bath

bathe

natural

nature


Directions Read each pair of related words. Underline the parts that are spelled the same but pronounced differently. Write a sentence using one of the words in each pair. 6. feel

felt

7. keep

kept

8. decide

decision

9. mean

meant

10. define

definition

11. volcano

volcanic

12. please

pleasant

13. relate

relative

14. sign

signal

15. repeat

repetition

Home Activity Your child read and wrote related words that have parts that are spelled the same but pronounced differently, as in cloth and clothes. Discuss the meanings of the related words on the page above. Then work together to write a story that uses some of the words.


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Phonics Related Words

149 9/27/05 1:25:03 PM

Elena’s Serenade

Name

Chart/Table A chart or table displays information in columns and rows. Titles and headings show what kind of information is in a chart or table. Tables often include numbers. Tables and charts have rows that go across and columns that go up and down.

Directions Use the chart to answer the questions.

Women Pioneers Woman

Accomplishments

Susan B. Anthony (1820–1906)

• Leader in fight for women’s rights • Voted in an election before women had the right to vote

Florence Nightingale (1820–1910)

• Worked to improve nursing profession • Helped make hospitals cleaner and safer

Amelia Earhart (1897–1937)

• Famous female pilot • First woman to fly solo across Atlantic Ocean

Rosa Parks (1913– )

• Fought for civil rights for all people • Refused to give up bus seat

Sally Ride (1951– )

• First American woman in space • Encouraged women to study science

1. What does Sally Ride want women to do?

3. Which woman worked in the field of medicine?

4. What did Amelia Earhart do that no other women before her had done?


2. Which women were born in the 1800s?

5. What do Rosa Parks and Susan B. Anthony have in common?

Home Activity Your child answered questions about information in a chart. Find a chart or table in a newspaper or magazine. Ask your child to summarize the information that is shown in the chart or table.

150


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9/27/05 1:25:28 PM

Practice Book Grade 3

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