Buckle Down
4 Reading
Word Power
Lesson 1: Be a Word Detective
Lesson 2: How Words Grow
Unit 2
Reading for Meaning
Lesson 3: Writing Short Answers
Lesson 4: Getting the Most from What You Read
Lesson 5: The Big Picture
Lesson 6: The Plot Is Where the Action Is
Lesson 7: Catching the Details
Lesson 8: Making Connections
Lesson 9: Author’s Purpose
Unit 3
Kinds of Reading
Lesson 10: Tell Me a Made-Up Story
Lesson 11: Tell Me a True Story
Lesson 12: Words That Sing
Lesson 13: Stories for the Stage
Lesson 14: Stories Old and New
Unit 4
Research and Information
Lesson 15: Reference Materials
Lesson 16: More Than Words
Lesson 17: Listen Up!
2ND EDITION
4
Reading
Go to www.BuckleDown.com to review our complete line of State Test materials for Grades 2–12
READING • WRITING • MATHEMATICS • SCIENCE • ALGEBRA I • BIOLOGY
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Student Set US02044S2
ISBN 0-7836-4965-7
5 1 2 9 5
Includes: Student Workbook, Form A
Practice Test, Form B Practice Test
Individual Products:
Student Workbook US02044W2
Form A Practice Test US02044A2
Form B Practice Test US02044B2
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4 READING
Chipmunks are found throughout the
United States. They look like ground
squirrels, but are smaller and have
stripes on their faces. Chipmunks
gather food to eat over the winter.
They carry food in their expandable
cheek pouches. To describe someone
whose cheeks are full of food, we say
they have “chipmunk cheeks.”
Unit 1
TABLE OF CONTENTS
Introduction................................................................................. 1
Test-Taking Tips............................................................. 2
Unit 1 – Word Power................................................................... 5
Lesson 1: Be a Word Detective...................................... 6
Standards and Skills: 1.1, 1.2, 1.4, 3.7
Lesson 2: How Words Grow......................................... 21
Standards and Skills: 1.3
Unit 2 – Reading for Meaning.................................................. 31
Lesson 3: Writing Short Answers.................................. 32
Standards and Skills: 2.2, 2.3, 4.3
Lesson 4: Getting the Most from What You Read........ 41
Standards and Skills: 2.1, 2.2, 3.1, 3.6, 3.8, 4.3
Lesson 5: The Big Picture............................................. 54
Standards and Skills: 2.3, 4.2
Lesson 6: The Plot Is Where the Action Is.................... 65
Standards and Skills: 2.3, 2.7, 2.8, 3.3, 3.4
Lesson 7: Catching the Details..................................... 76
Standards and Skills: 2.1, 2.3, 2.4
Lesson 8: Making Connections..................................... 84
Standards and Skills: 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 4.4
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Lesson 9: Author’s Purpose.......................................... 99
Standards and Skills: 3.6, 4.1, 4.2, 4.3, 4.4
Unit 3 – Kinds of Reading...................................................... 107
Lesson 10: Tell Me a Made-Up Story......................... 108
Standards and Skills: 2.5, 2.7, 3.1, 3.3
Lesson 11: Tell Me a True Story................................. 120
Standards and Skills: 3.1, 3.6, 4.1
Lesson 12: Words That Sing....................................... 128
Standards and Skills: 3.1, 3.2, 3.5
Lesson 13: Stories for the Stage................................. 142
Standards and Skills: 3.1, 3.2, 3.3, 3.8
Lesson 14: Stories Old and New................................ 153
Standards and Skills: 3.1, 4.1, 4.2, 4.4
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Table of Contents
Unit 4 – Research and Information....................................... 165
Lesson 15: Reference Materials................................. 166
Standards and Skills: 1.4, 3.7, 3.8
Lesson 16: More Than Words..................................... 179
Standards and Skills: 3.7, 3.8
Lesson 17: Listen Up!................................................. 195
To the Teacher:
Standards and Skills codes are listed for
each lesson in the table of contents and
for each page in the shaded gray bars
that run across the tops of the pages in
the workbook (see the example at right).
These codes identify the Standards and
Skills covered on a given page.
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Standards and Skills: 2.3, 2.9, 3.6, 3.8, 4.2, 4.3
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Unit 1 – Word Power
Standards and Skills: 1.1, 1.2
Lesson 1: Be a Word Detective
Have you ever watched a detective show on
TV? That’s one where the police try to find who
is responsible for a crime. Detectives use clues
to find bad guys. A clue is anything that helps
you solve a problem.
What does this have to do with words? Well,
whether you’re reading for school or for fun, it is
likely that you will encounter (come across) an
unfamiliar (strange or unknown) word or
phrase (group of words) once in a while. Don’t get befuddled (mixed up).
With clues and a few simple strategies (plans of attack), you can
decipher (figure out the meaning of) almost any word or phrase you run
into. You can be a word detective.
Use the Clues, Find the Meaning
Just like a TV detective, use the clues. To learn what words mean, look
closely for clues in how they are used. Here are a few tips for figuring out
the meaning of a word or group of words in a reading passage.
Some questions will ask you about the meaning of a certain word. We call
this word a target word. Usually the question will give you a whole
sentence from the passage. That sentence will have the target word in it.
Read the sentence. The words that surround the target word will give you
clues to what the target word means. If it will help, you can go back to
other sentences from the passage.
TIP 2:Look for other words with close meanings.
As you read, look for other words in the passage that mean about the
same thing as the unknown word or phrase. Synonyms are words that
mean about the same thing.
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TIP 1:Look at the words around the unfamiliar word.
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Lesson 1: Be a Word Detective
Standards and Skills: 1.2
Read this paragraph from The Summer of the Swans by Betsy Byars. It
tells about a girl named Sara who likes to watch movies on TV.
She was good, too, at joining in the dialogue with the actors.
When the cowboy would say something like, “Things are quiet
around here tonight,” she would join in with, “Yeah, too quiet,” right
on cue.
1. When a cowboy said something in a movie, what would Sara do?
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2. Think about what Sara did. Then read the sentence from the passage.
She was good, too, at joining in the dialogue with the actors.
In the sentence, dialogue means
A. fun.
B. talk.
C. action.
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D. picture.
The passage tells that a cowboy would “say something.” Then it says that
Sara “would join in.” To “say something” and to “join in” by speaking are
both talking. You can probably guess that dialogue means spoken words.
That’s talking.
TIP 3:Look for words with opposite meanings.
Sometimes the passage will use words that have the opposite meaning of
an unknown word. Such words are called antonyms.
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Unit 1 – Word Power
Standards and Skills: 1.1, 1.2
Read the following paragraph. Then answer Numbers 3 and 4.
The weather in most Southeastern states is usually very humid.
This is the opposite of the weather in Southwestern states, which is
usually very dry.
3. Underline a word in the paragraph that could be the opposite of humid.
4. Now, reread this sentence from the paragraph:
The weather in most Southeastern states is usually very humid.
Which of these is an antonym of humid?
A. wet
B. dry
C. dusty
D. snowy
TIP 4:Figure out the meaning of an unknown word in a list
of words. Do this by looking at the other words in
that list.
As the morning passed in the forest, the hikers saw firs, cedars,
maples, pines, and one tall chinquapin. They also observed many
blue jays, swallows, and robins, one junco, and two bald eagles.
5. In the paragraph, what does chinquapin mean?
A. a kind of river
B. a kind of lake
C. a kind of tree
D. a kind of town
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Words in a list can help you figure out the meaning of an unknown word in
that list. Read the following paragraph and answer Numbers 5 and 6.
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Lesson 1: Be a Word Detective
Standards and Skills: 1.1
6. In the paragraph, what does junco mean?
A. a kind of dog
B. a kind of cat
C. a kind of bug
D. a kind of bird
TIP 5:Look for hidden clues to the meaning of the word.
Some vocabulary clues are not as easy to see as others. Read the
following paragraph and answer Numbers 7 and 8.
Ming held the letter in her hand. It was from the writing contest
she had entered weeks ago. She wanted to win more than
anything. Her heart was beating fast with excitement as she opened
the envelope. Ming unfolded the letter. Then she read the first
sentence: We are pleased to announce that your story is the
first-place winner. She was ecstatic! Ming twirled around and
clapped her hands with joy.
7. Think about how Ming felt after winning the contest. Now read the
sentences from the paragraph.
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“She was ecstatic! Ming twirled around and clapped her hands
with joy.”
In the paragraph, what does ecstatic mean?
A. very nervous
B. very loud
C. very happy
D. very upset
8. Which words from the paragraph helped you figure out the answer to
Number 7?
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