Name
Date
Reteach
1
Problem and Solution
Like someone in real life, a character in a story may have a problem. How the
character finds a solution to the problem makes up the plot, or main events, of
the story.
Read the story. Then answer each question.
Yumi was planning to visit her Uncle Harumi in Japan during summer
vacation. But when Yumi arrived in Japan, she realized that she could not
speak Japanese, even though her parents sometimes spoke it at home.
Yumi asked her uncle for advice. He told Yumi not to worry. He suggested
that Yumi ask his daughter, Kyoko, for help. Yumi met with her cousin
Kyoko the next day. Kyoko agreed to help Yumi. Kyoko then asked Yumi
to help her study English. The cousins quickly became good friends, and
by the end of the summer, Yumi felt comfortable speaking Japanese.
1. What was Yumi’s problem?
2. Who was the first person Yumi asked for help?
3. What was the next thing Yumi did to solve her problem?
McGraw-Hill School Division
4. What was the solution to Yumi’s problem?
4
Book 5/Unit 1
The Wise Old Woman
At Home: Ask students to list the people who helped
Yumi find a solution.
1
Name
Date
Reteach
2
Vocabulary
Read each sentence. Then replace the underlined word or words with a
vocabulary word.
prospered
summoned
scroll
conquered
banner
reluctantly
1. The flag or cloth with a special design waved over the young farmer’s head.
2. The factories hired many people from the town, and soon the town succeeded and
grew.
3. The dog unwillingly gave up his bone to his owner.
4. The mayor called together the townspeople to make announcements about the town
fair.
5. Sandy was confident that she would do well on the test because she had overcome
her fear of math.
6. In ancient times, things were often written on a roll of parchment paper.
6
Story Comprehension
Reteach
3
Read each sentence that tells about “The Wise Old Woman.” Write P if the
sentence identifies a problem. Write S if it identifies a solution.
McGraw-Hill School Division
1. The villagers needed to complete the three impossible tasks in order to remain at
peace with Lord Higa.
2. The young lord looked for the six wisest people in the village to help complete the
three tasks.
3. The wise people asked the clever badger if he could help them find a way to solve
the impossible tasks.
4. The six wisest people in the village got together, but they were unable to complete
the tasks.
2–3
At Home: Ask students to think of another problem that
was solved in the story.
Book 5/Unit 1
The Wise Old Woman
4
Name
Date
Reteach
4
Use Parts of a Book
A book has different parts. Knowing how to use these parts can help you save
time and learn important information.
Title page lists the title, the author, and the publisher.
Table of contents lists units, chapters, and/or selections.
Glossary lists and defines important vocabulary.
Index lists topics with page numbers and important names in alphabetical order.
Use the descriptions of the book parts to help you answer these questions.
1. To find topics or important names in alphabetical order, look at the
.
2. To find out who wrote the book, look at the
3. To find out who published the book, look at the
.
.
.
5. To find the meanings of important words, look at the
.
6. To find out the name of the book, look at the
.
McGraw-Hill School Division
4. To find the chapters, look at the
6
Book 5/Unit 1
The Wise Old Woman
At Home: Ask students to pick a favorite book and to
identify the title, author, and publisher.
4
Name
Date
Reteach
5
Problem and Solution
Knowing how to identify the problem a story character has and paying attention to
how he or she finds a solution will help you better understand and enjoy the story.
Read each story. Identify the problem and the solution.
Calvin loves to play basketball. His apartment building has only two
basketball courts. When Calvin and his friends want to play, they have to
sign up. Yesterday Malik, Calvin’s friend, called to remind Calvin that it
was his turn to sign up. Last night, Calvin forgot to call. He remembered
the next morning and tried to sign up when he arrived at the courts, but
they had been taken. Calvin was upset. At home he told his dad what
happened. His dad said, “Calvin, call your friends. I’ll drive all of you to
the park.”
1. Problem:
2. Solution:
Elena and her sister Maria, are rehearsing for the Spring Ballet
recital. Elena has the lead role. Just before the recital, Elena hurts her
ankle roller-skating. She won’t be able to perform. Elena is sad and
worried about who will dance in her place. Elena thinks Maria would do a
great job. She asks the dance teacher to let Maria take her place. The
teacher agrees. Maria is excited and promises Elena that she will do her
best.
3. Problem:
McGraw-Hill School Division
4. Solution:
5
At Home: Have students think of another possible
solution for Calvin’s problem.
Book 5/Unit 1
The Wise Old Woman
4
Name
Date
Reteach
6
Make Inferences
Authors do not always directly state everything in a story. Sometimes you have to
make inferences or use clues in the story and your own experiences to
understand what is happening or how the characters feel.
Read the story. Write complete sentences to answer the questions.
Sweat was dripping from Julio’s forehead. He knew he needed to
pass two more riders to win. He pedaled hard, reaching down to grab his
water bottle. He didn’t dare raise his head as he rode through the shadow
of another rider. He felt as if he had butterflies in his stomach, but he
continued to pedal. He saw the back wheel of the rider in front of him. It
was so close he could touch it. Suddenly Julio pedaled as fast as he
could. He crossed the finish line and the crowd congratulated him.
1. What kind of race was Julio in? How do you know?
2. Was Julio in first place at the beginning of the race? How do you know?
3. Was Julio nervous? How do you know?
McGraw-Hill School Division
4. Did Julio win the race? How do you know?
4
Book 5/Unit 1
The Wise Old Woman
At Home: Have students recall the last time they
competed in something. Have them compare their
feelings with Julio’s feelings.
6
Name
7
Reteach
Date
Synonyms and Antonyms
A synonym is a word that has a similar meaning to another word.
An antonym is a word that has the opposite meaning of another word.
Using Synonyms
Read each sentence. Complete the sentences using the correct synonym for
each underlined word from the box of words provided.
completed
annoyed
truthful
1. Jill finished her homework before dinner. Her brother Andy had also
his homework.
2. Tanya’s mother told her that being honest was very important. She wanted Tanya to
always be
.
3. It bothered Mrs. Aubert that the class forgot their activity sheets. She was very
when she noticed they had forgotten their
dictionaries, too.
Using Antonyms
Read each sentence. Complete the sentences using the correct antonym for
each underlined word from the box of words provided.
old
foolish
soft
4. Although Sabina was a young girl she sometimes felt
5. Henry’s parents thought of him as their clever son, but when he rode his bicycle in
heavy traffic they felt he was doing a
thing.
6. When Alicia left the ice-cream store, her ice cream was hard, but by the time she got
home, it had gotten so
7
At Home: Have students list one pair of synonyms and
one pair of antonyms.
it looked like milk.
Book 5/Unit 1
The Wise Old Woman
6
McGraw-Hill School Division
when she was with her little cousins.
Name
Date
Reteach
8
Story Elements
Stories tell about characters. Characters can be people or animals. The setting is
where and when a story takes place. Some stories have many characters as well
as many settings.
Read each story. In the chart identify the main character, other characters, and
the settings. Write them in the correct column.
I think the Chinese New Year celebration is wonderful. My friend Yip
invited me to his house to celebrate with his family. Yip’s parents, Mr. and
Mrs. Wong, prepared and served a delicious meal. Then we went to Yip’s
grandmother’s house. She served us sweets, and gave us little red
envelopes with money inside. Yip told me this is a New Year’s tradition in
China. Finally, we went to the main street and saw a wonderful parade, full
of music, colors, and dances.
Main character
Other characters
Settings
McGraw-Hill School Division
Anjali wanted to have her birthday party outdoors now that spring had
finally arrived. She talked with her two good friends, Juliana and Lisa.
They liked Anjali’s idea. Anjali met Juliana, Lisa, and eight other friends at
the park. They played soccer for over two hours. It was a great game and
Anjali’s team won! After the game they went back to Anjali’s house.
Anjali’s mom, Mrs. Patel, served pizza and an ice-cream cake, and Anjali
opened gifts. When they were finished, they went into the backyard and
decided to fly the kite Anjali had gotten as a gift.
Main character
6
Book 5/Unit 1
The Voyage of the Dawn Treader
Other characters
Settings
At Home: Have students think about a holiday. What
was the setting of this holiday?
8
Name
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Date
9
Vocabulary
What does each vocabulary word mean? Circle the best definition from the two
columns on the right.
1. approve
agree with
dislike
2. bruised
healed
injured
3. convenience
comfort
trouble
4. offend
insult
please
5. presence
absence
attendance
6. vaguely
exactly
somewhat
6
Reteach
Story Comprehension
10
Answer these questions about “The Voyage of the Dawn Treader.”
1. Where were Edmund, Eustace, and Lucy at the beginning of the story?
2. Why didn’t Eustace believe in Narnia at the beginning of the story?
McGraw-Hill School Division
3. What happened to the children when they studied the picture of the ship?
4. How was Eustace’s reaction to this event different from Lucy and Edmund’s?
9–10
At Home: Have students think of words that mean the
opposite of the vocabulary words.
Book 5/Unit 1
The Voyage of the Dawn Treader
4
Name
Date
Reteach 11
Use a Glossary
A glossary is a small dictionary. It lists important words from the stories, and tells
you what they mean. It also teaches you how to pronounce words.
Main entries in the glossary are listed in alphabetical order for easy use.
Guide words tell you the first and last words on a glossary page. They appear at
the top of the page.
landscape / legendary
landscape The stretch of land that can be seen from a place; view: The landscape we
saw was beautiful.
land•scape (land skap) noun, plural landscapes
learning Knowledge gained by careful study. She was a scholar of great learning.
learn•ing (lûrn ing) noun
legendary Having to do with a story that is passed down through the years that many
people believe, but that is not entirely true: a legendary account of a heroic act.
leg•end•ar•y (lej n der e) adjective
e
Use the sample glossary above to answer the following questions.
1. What are the guide words for this glossary entry?
2. What part of speech is learning?
3. What is the plural of landscape?
4. If a story is legendary, is it recent or has it been passed down through the years?
McGraw-Hill School Division
5. How many syllables does the word legendary have?
5
Book 5/Unit 1
The Voyage of the Dawn Treader
At Home: Have students write a sentence using one
of these words.
11
Name
Reteach 12
Date
Story Elements
Knowing who the characters in a story are and what the setting is helps you
better understand and enjoy the story.
Read each story below. Then circle the answer to each question.
It was a very hot day at the lake. Esther and Rebecca swam for a long
time. They practiced diving off a pier for most of the afternoon. Their friend
Robin joined them in the afternoon. They swam to the shore, had a quick
lunch, and then decided to go canoeing. When it was dinner time they
walked back to Esther’s house. Her mom made dinner. The three friends
ate and then listened to music.
1. What is the main setting?
a. the raft
b. the lake
c. the house
b. Esther’s mom
c. Robin
2. Who are the main characters?
a. Esther and Rebecca
Alberto wanted to buy in-line skates. He asked his friend Ricky to go
with him to the store. First they had to go to the library to return some
books. Afterwards they went to the sporting goods store. The store
manager, Mr. Kim, was a friend of the family. The store was huge! Alberto
and Ricky were there for a long time. Mr. Kim showed Alberto the latest inline skates and some great kneepads. Alberto loved them! He rollerbladed all the way home.
3. Who is the main character?
a. Mr. Kim
b. Ricky
c. Alberto
b. the sports store
c. the park
4. What is the main setting?
a. the library
McGraw-Hill School Division
You should see our beautiful mural that we painted in our art
classroom! Mrs. Martin has been working with us for over a month. We
went to the museum to get ideas. We decided to paint a garden to
celebrate spring. The class went to the City Park Gardens for more ideas.
Finally, Mrs. Martin’s friend, Mrs. Preston, showed us her paintings of flowers.
5. Who is the main character?
a. Mrs. Martin
b. the speaker
c. Mrs. Preston
b. the museum
c. the art classroom
6. What is the main setting?
a. the garden
12
At Home: Have students tell the name of their favorite
character in a book.
Book 5/Unit 1
The Voyage of the Dawn Treader
6
Name
Date
Reteach 13
Make Inferences
Sometimes you must read carefully to find clues about characters and events.
When you use these clues and what you know from your own experiences you are
making inferences.
Read the story. Then answer the questions.
Eric walked slowly into the room. He was very quiet. The room was
big. There were some plants, many chairs, and a large table filled with
magazines and comic books. People were waiting patiently. Some were
reading and others were watching television. There was a young boy
crying, “My tooth hurts.” A young woman told Eric to have a seat. Eric’s
dad spoke to the young woman and gave her a check. Eric and his dad
waited for about half an hour. Then an older woman opened the door
and introduced herself as Doctor Davis. “Eric, please come into my office,”
she said.
1. Where was Eric? How do you know?
2. Did Eric want to be in this place? How do you know?
3. Who was the older woman? How do you know?
McGraw-Hill School Division
4. Why did Eric’s dad give the young woman a check?
5. Were the people who were waiting bored? How do you know?
5
Book 5/Unit 1
The Voyage of the Dawn Treader
At Home: Have students talk about how their
experiences helped them infer where this story took
place.
13
Name
Date
Reteach 14
Context Clues
When you find a word you don’t know, you can often figure out what it means by
looking at other words in the sentence. This is called using context clues.
Read each story. Circle the letter next to the definition that best fits the
underlined word. Then use the underlined word in a sentence of your own.
1. Mariana’s favorite aunt had a country cottage. It was far away from any road. It was
very quiet and peaceful. The house was in a secluded area. Mariana’s parents said
that this was the best kind of vacation spot.
a. isolated
b. noisy
2. Dennis and Allan were doing their homework. They each tried to solve the problem
but they could not. Finally, they asked Allan’s mother for help. She read the problem
and after thinking for a long time, she helped them figure out the answer. She told
them that sometimes you have to ponder for some time to solve problems.
a. to forget
b. to think a lot
3. Lillian was playing hopscotch with her friends. It was a terribly hot day. It was almost
impossible to complete the game. She realized that she could not stand the heat.
She told her friends that the heat was unbearable. They agreed and decided to go
indoors.
b. impossible to endure
4. Although he studied hard, Pierre was having trouble in science class. On the day of
the test he was very nervous. He took the test and was sure he would get a low
grade. Imagine his surprise when he got his test back. He was stunned to find he
had gotten the second highest score in the class.
a. amazed
14
b. frightened
At Home: Have students read a story and find an
unfamiliar word. Ask them to use context clues to
figure out what the word might mean.
Book 5/Unit 1
The Voyage of the Dawn Treader
4
McGraw-Hill School Division
a. to enjoy
Name
Date
Reteach 15
Cause and Effect
In real life and in stories some things cause other things to happen.
A cause is why something happens. The effect is what happens.
For example: Sam felt very tired because he ran five miles today.
cause: running
effect: Sam felt tired
Read the sentences below. Write the cause and effect for each sentence.
1. Gino practiced his soccer skills every day during the summer and made the school
soccer team in the fall.
Cause:
Effect:
2. It rained so heavily, the class picnic was canceled.
Cause:
Effect:
3. The orchestra took the day off because the conductor was sick that day.
Cause:
Effect:
4. Raquel had to have her hand x-rayed because she accidentally hammered her
thumb while she was working on her tree house.
Cause:
McGraw-Hill School Division
Effect:
8
Book 5/Unit 1
Wilma Unlimited
At Home: Have students think of an event and then
have them tell the cause and the effect.
15
Name
Reteach 16
Date
Vocabulary
Complete these sentences with words from the list.
luxury
bushel
concentrating
astounding
scholarships
athletic
1. Something that is not needed but gives pleasure and comfort is a
.
2. Someone who is good at many sports is
.
3. Many colleges help good students pay for their education by giving them
.
4. After we went apple picking, we put all of the apples into a
basket and weighed it.
5. Wilma ran so quickly that she surprised people. Her speed was
.
6. Robert wanted to win the chess game. He thought carefully about every move he
made. Robert was
on his game.
6
Story Comprehension
Reteach 17
Answer the questions about “Wilma Unlimited.” For help you may look back at
the story.
1. Were people worried about Wilma when she was young?
McGraw-Hill School Division
2. Why was Wilma called the fastest woman in the world?
3. Who in Wilma’s life helped her become a winner?
4. Would Wilma have been good at another sport?
16–17
At Home: Have students list the ways Wilma became
strong.
Book 5/Unit 1
Wilma Unlimited
4
Name
Date
Reteach 18
Use an Index
An index is found in the back of a book and can help you find information quickly.
It lists the topics found in the book in alphabetical order. Next to each topic there
are one or more page numbers. These page numbers tell you where to find
information on that topic.
Cakes • Vegetarian Food
Cakes, cobblers and pies, 190–194
Apple Cake, 190
Cobbler, Peach, 191
Pies, 192–194
Apple, 192
Blueberry, 193
Cherry, 194
Chinese Food, 84
French Food, 85
Meat, 86–88
Barbecue Chicken, 86
Beef Stew, 88
Mexican Food, 89
Seafood, 90–92
Preparation of, 91
Types of, 92
Soups, 93
Vegetarian Food, 94
Read the sample cookbook index. Use it to answer the questions.
1. Where would you find recipes for French food?
2. Where would you find information about vegetarian food?
3. What information is found on pages 192–194?
McGraw-Hill School Division
4. Which subentries come after seafood?
5. Under what category would you find peach cobbler?
6. Name two entries where you might find main dish recipes.
6
Book 5/Unit 1
Wilma Unlimited
At Home: Have students look through the index of
one of their school books and find two topics that
interest them.
18
Name
Date
Reteach 19
Cause and Effect
In real life some things cause other things to happen. A cause is why something
happens; the effect is what happens.
Recall the story “Wilma Unlimited.” Match the causes with the correct effects
below. Write the letter of the correct effect on the line.
Cause
1. Wilma was a little girl who got sick often. She was also very small. She first caught
scarlet fever, then polio.
2. Wilma’s brothers and sisters all went to school. Wilma saw them as they left. She
could not go to school at this time.
3. The doctors and nurses had Wilma do many hard exercises to strengthen her legs.
Wilma practiced and practiced.
4. Wilma began to play high school basketball. Impressed with her running ability on
the court, a college coach suggested that she try another sport.
5. At the Olympics Wilma hurt her ankle, but she decided she would not think about the
pain; she would think only of winning.
Effect
a. Wilma became very sad and wanted to join the other children.
b. Wilma began to compete in track and field.
c. Wilma was unable to walk for a very long time.
McGraw-Hill School Division
d. She won three Olympic Gold Medals.
e. Wilma’s legs were no longer weak.
19
At Home: Have students recall another cause and
effect from “Wilma Unlimited.”
Book 5/Unit 1
Wilma Unlimited
5
Name
Date
Reteach 20
Problem and Solution
Sometimes you may have a problem that has more than one solution. Read the
story and identify the problem and the possible solutions.
Read the story and answer the questions.
Jackson has been the lead in every school play this year. Now
Jackson’s friend Stewart wants to try out for the lead role. On the day of
the tryouts, he is so nervous that he forgets all of his lines. Stewart does
not get a role in the play. Afterwards, he is so upset that he says, “I give
up. I will never have a chance to act!” Jackson doesn’t know how to help
Stewart. Jackson asks his mom for some ideas.
“Why don’t you help Stewart rehearse?” Jackson’s mother suggests.
His sister Tara adds, “Why don’t you tell him to first try out for a smaller
role and see how he does? Then he can try out for the lead role.”
Soon, Jackson has an even better solution. “I should talk to Stewart
and ask him how I can help him.”
1. What is the problem?
2. What was Jackson’s mom’s solution?
3. What was Tara’s solution?
McGraw-Hill School Division
4. What was Jackson’s solution?
4
Book 5/Unit 1
Wilma Unlimited
At Home: Ask students to think of a book or story
they have read and to tell what the problem and
solution are.
20
Name
Date
Reteach 21
Context Clues
When you do not know the meaning of a new word, you can look at the other
words in the sentence and use them as clues to guess the meaning of the new
word. These clues are called context clues. Context clues can also help you
understand words that have several meanings.
Read each story. Circle the letter next to the definition that best fits the
underlined word. Then use the underlined word in a sentence of your own.
1. When her grandchildren left on Sunday nights, Mrs. Harriman was always sad. She
was often blue on Sunday evening and even Monday mornings!
a. depressed
b. colorful
c. joyful
2. The man was an invalid. He had been sick for a long time and was now in the
hospital.
a. gymnast
b. void
c. a sickly person
3. Her loud outcry made everyone come running to see what was wrong. It was
surprising, especially since she rarely raised her voice.
a. soft voices
b. outburst
c. small favor
4. Losing the game by one goal was a sore point for the members of the team. If you
reminded them they tended to get very upset.
b. sensitive
c. high
McGraw-Hill School Division
a. uncaring
21
At Home: Have students write a sentence using one of
these words in a different way.
Book 5/Unit 1
Wilma Unlimited
4
Name
Date
Reteach 22
Story Elements
Knowing who the story is about (characters) and where it takes place (setting)
helps you better understand and enjoy the story. Sometimes a character moves
from one setting to another. In one setting, the character may do one thing; in
another setting, he or she may do something else.
Read Jenny’s letter to her pen pal. Identify the different settings Jenny writes
about. Then write what she does in each setting in the chart.
Dear Allison,
It is Tuesday at around 4:00 P.M. I got up very early this morning to
help my dad with the cows. Did you remember that my parents have a
dairy farm? In the barn I helped milk and feed the cows. I usually help my
dad twice a week.
After school, I went to the gym and practiced my ballet steps. I usually
practice there two to three times a week. After practice I went to my
grandmother’s house. Grandma is teaching me how to knit. I really enjoy
it!
Now, I am writing to you in my room, where I always write to you. I
like to write here because I think it is the quietest room in the house.
Well, that is all for now! Please write back soon!
Your friend,
McGraw-Hill School Division
Jenny
Setting
Jenny’s Activities
1. barn
5. milks and feeds cows
2.
6.
3.
7.
4.
8.
6
Book 5/Unit 1
The Wreck of the Zephyr
At Home: Ask students to think of a favorite setting;
have them talk about what they do there.
22
Name
Reteach 23
Date
Vocabulary
hull
ominous
shoreline
spire
timbers
treacherous
Read the paragraph below. Fill in the blank spaces with the correct vocabulary
word from the list above. Use the clue next to the space to help you decide.
Seth and Dena chose a gloomy day to explore the ruins of the beach
cabin. The clouds and the wind looked
(clue:
threatening) as a storm rolled in toward the
(clue:
edge of the water) where the cabin stood. The old
(clue: wood used for building) of the house were falling in, rotting with age.
Through the broken window panes, you could see through the house to
the road and the
(clue: something that gradually
comes to a point) of the church in town. They found the remains of a
ship’s
(clue: part of a boat) buried in the sand next
to the cabin’s doorstep. Soon, the ocean looked as if it could be
(clue: dangerous) as the waves grew higher. The
two friends had to run home in the driving rain.
6
Reteach 24
Story Comprehension
McGraw-Hill School Division
Read the following statements about “The Wreck of the Zephyr.” Write T if the
statement is true. Write F if it is false.
1. The boy wanted to prove he was the best sailor in the world.
2. The man telling the story took the boy out on his boat.
3. The boy learned to sail above the waves.
4. The townspeople believed the boy’s story about flying boats.
23–24
At Home: Have the students use two of the vocabulary
words in a sentence.
Book 5/Unit 1
The Wreck of the Zephyr
4
Name
Date
Reteach 25
Use A Table of Contents and Headings
The Table of Contents gives you an idea of what the chapters in a book are
about. It also gives page numbers. Headings in a section give you an idea of what
you will read about.
Table of Contents
Mesopotamia and Egypt
Chapter 1 Mesopotamia
The Geography of the Fertile Crescent
6
Sumer
8
Assyria and Babylonia
14
Daily Life in Babylonia
16
Chapter 2 Egypt
The Geography of Ancient Egypt
18
Land of the Pharaohs
22
Egypt and Kush
26
Daily Life in Ancient Egypt
30
Use the above Table of Contents to answer the following questions.
1. What is the subject of chapter one?
2. In what chapter and on what page can you find information about daily life in ancient
McGraw-Hill School Division
Egypt?
3. On what page does the heading “Land of the Pharaohs” start?
4. Under what chapter headings can you find information about the geography of
Mesopotamia and Egypt?
4
Book 5/Unit 1
The Wreck of the Zephyr
At Home: Have students read a book’s Table of
Contents and pick a topic that interests them.
25
Name
Date
Reteach 26
Story Elements
A careful reader identifies the characters and settings of a story to understand
and enjoy the story.
Read the story. Note that the settings change. List the characters and the
settings. Then answer the questions that follow.
Corey went to the library to return some books. She was worried about
her French exam, so she decided to stay at the library and study. She met
her classmates Nasir and Stacey. They studied French together for a while.
At around two o’clock, they realized they were hungry. Corey invited Nasir
and Stacey to her house for a late lunch. They ate and went home.
Corey was going to her room when her mom asked, “Do you want to
go to the mall and help pick out a birthday present for Dad?” Corey was
happy to go. She had not bought her dad a gift yet. When they arrived, the
mall was very crowded. Mom said, “It’s too crowded for me. Corey, why
don’t we watch a movie instead and come back tomorrow when there are
fewer people?” Corey agreed. She and her mom saw a movie, ate popcorn,
and had a great time.
Characters
Settings
1.
5.
2.
6.
3.
7.
4.
8.
9. What did Corey do at the library with Stacey and Nasir?
McGraw-Hill School Division
10. Where did Corey and her mom go to buy her dad’s gift?
11. Where did they go after they went to the mall?
12. Where did Corey, Nasir, and Stacey go after studying at the library?
26
At Home: Have students recall a story where the
setting changes. Ask them to write down the settings.
Book 5/Unit 1
The Wreck of the Zephyr
12
Name
Date
Reteach 27
Make Inferences
Sometimes you must read carefully to pick up clues about characters and events.
When you use clues and what you know from your own life, you are making
inferences.
Use the clues in the text to make inferences and answer the questions.
It was a cold winter day. When Amy looked out her bedroom window,
she saw a small rabbit in the backyard. The rabbit turned its head from left
to right. Then it began to sniff around and hop from one tree to another.
Amy put on her coat and boots and tiptoed outside. She hid behind a
nearby tree to watch the rabbit because she did not want to disturb it. This
was the first time she had seen a rabbit up close. It was hard to see it
because it blended in with the snowy landscape. Suddenly, Amy saw a
moving shadow on the snow. She turned around and saw a hawk diving in
their direction. The rabbit had seen the hawk too and had stopped moving.
When the hawk came near, the rabbit ran and hid in the barn. Amy quickly
ran back into the house, too.
1. What color was the rabbit? How do you know?
2. Was Amy quiet? How do you know?
3. Was the rabbit afraid of the hawk? How do you know?
4. When Amy first saw the moving shadow, did she know what it was?
McGraw-Hill School Division
How do you know?
5. Was Amy afraid of the hawk? How do you know?
5
Book 5/Unit 1
The Wreck of the Zephyr
At Home: Have students describe an event in which
they had to make inferences in order to figure out
what had happened.
27
Name
Reteach 28
Date
Synonyms and Antonyms
A synonym is a word that means the same or almost the same as another word.
An antonym is a word that means the opposite of another word.
ancient
ache
wept
Using Synonyms
Read each sentence. Complete each sentence by writing in the word from the list
that has almost the same meaning as the underlined word.
1. Rome is an old city and Mexico City is an
city, too.
2. After playing basketball Mark felt pain in his left leg. He told his dad who asked, “Do
you feel an
in your right leg as well?”
3. Mary cried when her cat got lost. Her sister sobbed for hours, and even her mother
. The whole family missed the cat.
different
grouchy
careless
Using Antonyms
Read each sentence. Complete each sentence by writing in the word from the list
that has the opposite meaning of the underlined word.
4. Adriana and her sister Miriam are very much alike, but Adriana and her sister
Maggie are
.
.
6. Since Edward was usually
with his homework, Mr. Chan
asked him to be more careful with the next assignment.
28
At Home: Have students write two pairs of synonyms
and two pairs of antonyms.
Book 5/Unit 1
The Wreck of the Zephyr
6
McGraw-Hill School Division
5. Usually Mrs. Connors was cheerful, but she today she was very
Name
Date
Reteach 29
Cause and Effect
As in real life some things cause other things to happen.
A cause is why something happens. The effect is what happens.
Causes explain why something happened.
Read the sentences. Write the cause and effect in each.
1. Tom made the varsity tennis team because he played tennis all summer.
Cause:
Effect:
2. The boat had a hole in its hull, so it began to leak.
Cause:
Effect:
3. Connie was unable to play soccer because her ankle was sprained.
Cause:
Effect:
4. Because Zaida was so kind and gentle, animals approached her without fear.
Cause:
Effect:
5. Surfers often crowded this beach because the waves were huge.
McGraw-Hill School Division
Cause:
Effect:
10
Book 5/Unit 1
Tornadoes!
At Home: Have the students read through a familiar
story. Ask them to write down the cause and the
effect of something that happens.
29
Name
Reteach 30
Date
Vocabulary
severe
destruction
detect
reliable
stadium
Read each sentence. Then write a vocabulary word from the list that has the
same meaning as the underlined word or words.
1. She studied the leaking glass carefully, trying to discover
if there was a crack in it.
2. The storm caused much ruin
.
3. The new place that is used for athletic events
thousands of fans.
held
4. The weather forecasters warned that a harsh
approaching.
storm was
5. The family needed a dependable
car for their trip.
5
Story Comprehension
Reteach 31
Put a ✔ next to the correct answer to each question about “Tornadoes!”
1. Why didn’t Mark Askelson rush immediately to safety?
He wanted to position the tools.
He didn’t know about the tornado.
2. What do tornado chasers use to detect and track tornadoes?
computers and satellites
McGraw-Hill School Division
wind socks and thermometers
3. Which tells you when a twister has been actually spotted?
a tornado watch
a tornado warning
4. In what states do tornadoes most commonly occur?
Maine, New Hampshire, Vermont, Massachusetts
Texas, Oklahoma, Missouri, Nebraska, Kansas, Iowa
30–31
At Home: Have students use adjectives to describe
some of the storms they have experienced.
Book 5/Unit 1
Tornadoes!
4
Name
Reteach 32
Date
Read a Bibliography
A bibliography is a list of sources that are used when writing a report or other
piece of literature. The bibliography should list the books, magazine articles, and
other sources that you used to get your information.
Use the sample bibliography to answer the questions below:
A magazine article is
given in quotes.
an authors name
is listed alphabetically
(in ABC order),with
the last name first.
Barnes, Kendra. What to Do When a Tornado Is Spotted. The Weather
Magazine (June 2000): 19–26.
Johnson, Edward. All About the National Weather Service. New York:
Weather Press, 1997.
This is the place where you
find the place of publication,
the publisher, and the
date of publication.
1. How is a bibliography arranged?
2. Is “What to Do When a Tornado Is Spotted” a magazine or a book? How do you
know?
3. On what pages of The Weather Magazine would you find “What to Do When a
McGraw-Hill School Division
Tornado Is Spotted”?
4. In what month and year was Kendra Barnes’s article published?
5. Which book was published by the Weather Press?
6. Where was All About the National Weather Service published? What year was it
published?
6
Book 5/Unit 1
Tornadoes!
At Home: Ask students to place this source in its correct
place in the bibliography above: Kraft, Latisha. Fighting
Tornadoes. New York: Weather Press, 2000.
32
Name
Date
Reteach 33
Problem and Solution
Sometimes one character’s problem can affect other characters in the story.
Sometimes other characters find the solution to the problem.
Read the story and fill in the chart below.
Gary wanted to play the trumpet. His friends Stefan and Rudy were
taking trumpet lessons. Gary had asked his mother if he could take
lessons.
As usual, she said, “Let me think about it.”
His birthday was coming up, so Gary decided to ask then. He
explained that he really loved the sound of a trumpet.
His mom said, “What about the noise? Where will you practice?”
Dad suggested that Gary could practice in the garage. Gary worried
that it would still be too noisy because the garage was small and close to
his parents’ room.
Mom had an idea! “If you help me clear out the basement, you can
play down there.” Gary quickly agreed.
Problem
Solution
1. What is Gary’s problem?
2. What is Gary’s solution?
3. What is Mom’s problem?
McGraw-Hill School Division
4. What is Dad’s solution?
5. What is Gary’s second problem?
6. What is Mom’s solution?
33
At Home: Have students think of a time they had trouble
getting permission to do something and solved the
problem by asking two or more adults for help.
Book 5/Unit 1
Tornadoes!
6
Name
Date
Reteach 34
Synonyms and Antonyms
Synonyms are words that have the same meaning.
Antonyms are words that have opposite meanings.
Using Synonyms
Read each sentence. Complete each sentence using a word from the list that
has almost the same meaning as the underlined word.
wealthy
huge
finished
1. Larry’s karate class ended 20 minutes early, but his brother’s class
one hour later.
2. Mr. Ramirez had become a very rich man, but when he was a boy his family was not
at all.
3. Karen was so hungry she took a gigantic piece of lasagna; she even had a second
piece and that was
, too!
Using Antonyms
Read each sentence. Complete each sentence using a word from the list that
has the opposite meaning of the underlined word.
McGraw-Hill School Division
danger
carefree
excited
4. Although Jane tried to remain calm, she was very
her parents told her she could have a puppy.
when
5. Aunt Doris reminded Julia that there is
night. She reminded Julia that safety is important.
in riding a bike at
6. Ever since Aunt Tatiana hurt her leg, she is often sad. I remember when she was
happy and
6
Book 5/Unit 1
Tornadoes!
.
At Home: Have students write down three other
pairs of synonyms, and three other pairs of
antonyms.
34
Name
Date
Reteach 35
Context Clues
Context clues help you understand and learn new words.
Read the sentences. Look for a word or words in each sentence that may help
you figure out the meaning of the word in bold. Underline those words.
1. Lightning will often hit a sailboat and may even strike masts and tall trees.
2. The narrow strip was such a thin piece of land that it looked like a small island.
3. His backpack was stuffed with things for the party and in his arms he carried bags
that were also filled to the top.
4. A small sailboat loomed out of the fog, then a larger one suddenly appeared.
5. It was such a terrible injury that she kept a bandage around her wound to keep it
clean.
Look at the context clues you underlined above. Now write them out next to the
words on the list below.
Words
Context Clues
strike
strip
stuffed
loomed
McGraw-Hill School Division
wound
35
At Home: Have students look through “Tornadoes!” for
unfamiliar words. Ask them to use context clues to
help them figure out the new words.
Book 5/Unit 1
Tornadoes!
5
Name
Reteach 36
Date
Unit 1 Vocabulary Review
shoreline
reliable
detect
offend
approve
A. Complete each sentence using a word from the box.
1. The employee was very
day and always performed each task well.
because she was on time every
2. The baby birds seemed to
feathers in the nest.
of the soft leaves and
3. The awful smell from the rotting garbage was going to
some people.
4. By looking very carefully, he could
bottom of the can.
5. The lighthouse on the
around the bay.
a small hole in the
came into view as we sailed
B. Write three new sentences using vocabulary words from the box above. Make
sure to use each word in the correct context.
6.
7.
McGraw-Hill School Division
8.
8
Book 5/Unit 1
Unit 1 Vocabulary Review
At Home: Have students use some of the
vocabulary words to write or tell a story.
36
Name
Reteach 37
Date
Unit 1 Vocabulary Review
convenience
athletic
offend
bushel
hull
stadium
A. Write the correct vocabulary word from the list next to its meaning in each
sentence.
1. the sides and bottom of a boat
2. ease or comfort
3. a place that is used for outdoor athletic events
4. to insult
5. being good at sports
B. Write three new sentences using vocabulary words from the box above. Make
sure to use each word in the correct context.
6.
7.
McGraw-Hill School Division
8.
At Home: Have students list things that are a
convenience.
37
Book 5/Unit 1
Unit 1 Vocabulary Review
8
Name
Date
Reteach 38
Make Predictions
When you read a story and decide what you think may happen next, you are
making a prediction.
Read the sentences. Then circle what you think will probably happen next.
1. The basketball game was tied in the last minute of the game. The home team had
the ball and made their way toward the basket. A forward made the shot. What do
you think the crowd did next?
a. The crowd roared.
b. The crowd was silent.
c. The crowd cheered for both teams.
2. Greg was at the beach, swimming with his brother. There were many people on the
beach that day. Suddenly the lifeguard announced a lightning storm. What do you
think the lifeguard did next?
a. She went home.
b. She told people to get out of the water.
c. She went to get a boat.
3. Monica was riding her bicycle around the lake near her house. Suddenly she heard
a sound of her bicycle chain popping. What do you predict Monica did next?
a. She stopped riding.
b. She continued riding.
McGraw-Hill School Division
c. She changed her tire.
4. Angela and Nina were heading home from soccer practice. Both were hungry, but
they had promised their friend Eileen they would eat at her house. On the way
home, they passed by their favorite pizzeria. What do you think they did next?
a. They ate at the pizzeria.
b. They went on to Eileen’s house.
c. They ate at their houses.
4
Book 5/Unit 2
The Gold Coin
At Home: Have students think of times when
making predictions could help them stay safe or
comfortable.
38
Name
Date
Reteach 39
Vocabulary
Use a vocabulary word from the box to complete each sentence. Use the clue
after the sentence to help you.
despair
shriveled
speechless
1. The plant
shrank
2. He was
do. determined
3. She was
not able to speak
insistent
stifling
distressed
up and died from lack of water. curled up and
that he wanted a blue van. No other color would
when we jumped up and shouted, “Surprise!”
4. The news about the damage from the storm
5. The air in the room had been so
outside into the cool breeze. lacking fresh air
6. He did not finish his work on time, and his
his face. loss of hope
us. worried
, that it felt good to step
showed on
6
Story Comprehension
Reteach 40
Read each sentence about “The Gold Coin.” Write T if it is true or F if it is false.
For help you may look back at the story.
McGraw-Hill School Division
1. Juan was upset when he found out that Doña Josefa was giving away gold coins.
2. Juan was used to working hard in the fields.
3. Juan offered to fix Doña Josefa’s roof.
4. By the end of the story Juan became greedier.
39–40
At Home: Have students use the words speechless
and distressed in a paragraph.
Book 5/Unit 2
The Gold Coin
4
Name
Date
Reteach 41
Use a Dictionary
A dictionary entry tells you what a word means and how to pronounce it. It also
tells you if a word is a noun, a verb, or another part of speech.
Use the sample dictionary entries below to answer the questions.
e
e
e • ra (îr , er ) n. A
period of time or of history.
An era often begins or
ends with an important
event: The colonial era in
American history began
when the first permanent
settlements of Europeans
were established.
e • rode (i rod) v. eroded,
eroding 1. to wear or wash
away slowly: Ocean waves
eroded the shore. 2. eat
away: Rust had eroded the
tin roof of the shed.
1. What part of speech is era?
2. What does erode mean?
3. How many syllables does erode have?
McGraw-Hill School Division
4. Which word can be pronounced in two different ways?
5. What part of speech is erode?
5
Book 5/Unit 2
The Gold Coin
At Home: Have students look through a dictionary.
Ask them to find a main entry, identify its part of
speech, and give the definition.
41
Name
Date
Reteach 42
Make Predictions
If you read a story carefully you can use what you know about the story’s
characters to predict what a character might do.
Read each story. Use what you know about the characters to make predictions
about what will happen next.
It was a rainy day at the bus stop. Abbie sat quietly waiting for her
school bus. Several minutes later, a young girl Abbie had never seen
before sat on the bench next to her. Abbie noticed the girl was shivering
and wet, and she looked nervous. ‘I’m already dressed warmly,’ Abbie
thought. ‘So I should probably share my umbrella with her.’ The girl
continued to shiver as she waited for the bus.
1. What do you predict Abbie will do next?
2. Do you think the girl might be new to the school?
3. Do you think the girl and Abbie may become friends? Why?
McGraw-Hill School Division
Phil and his family are on vacation in Florida. For weeks the entire
family has been eagerly looking forward to sunbathing and swimming. Just
as they arrive they hear the forecast on the car’s radio: “We hope
everyone is enjoying today. By tomorrow we expect temperatures to drop,
and rain is forecast for the next three days.” “Don’t worry,” says Phil’s
mother. “I’ve brought books and board games.”
4. How do you predict Phil and his parents feel?
5. What do you think they will do if it does rain?
42
At Home: Have students look outside and record what
they see. Have them predict what the weather will be
like in a few hours.
Book 5/Unit 2
The Gold Coin
5
Name
Date
Reteach 43
Form Generalizations
A generalization is a broad statement. It can be a statement about people,
animals, or things.
Read each paragraph. Put a ✔ next to the sentence or sentences that you think
is the best generalization from the paragraph.
Living in another country can be a wonderful experience. When a
person arrives in a new country, he or she will certainly be homesick at
first. Being able to speak another country’s language will help a person
meet new friends and overcome homesickness. Some people eventually
get used to the new country. Other people remain homesick during the
entire time they stay in the new country.
1.
Moving to another country makes many people homesick.
2.
Some people become homesick the first time they are in another country.
3.
Speaking the language of the country you are living in may help you get
over homesickness.
Learning a language is sometimes hard work, but it can be fun, too.
There are many things you can do to help improve your language skills.
Speaking the language every chance you have will improve your skills.
Relaxing and trying to speak even if you make mistakes is also important.
Studying, of course, is necessary.
Learning a language is always difficult and boring.
5.
You have to study if you want to improve your language skills.
6.
It is important not to worry about making mistakes when you speak.
McGraw-Hill School Division
4.
6
Book 5/Unit 2
The Gold Coin
At Home: Have students make a generalization
about something they have heard on the radio.
43
Name
Date
Reteach 44
Compound Words
Sometimes we can put two words together to make one longer word. This word is
called a compound word.
A closed compound has two words written together as one word.
An open compound has two words written separately or separated by a hyphen,
such as home-cooked.
Look at the compound words below. Write the smaller word that makes up each
compound word. Then write the meaning of the compound word.
1. football
a.
b.
c.
2. bluebird
a.
b.
c.
3. horseback
a.
b.
c.
4. schoolyard
a.
b.
McGraw-Hill School Division
c.
5. home-cooked
a.
b.
c.
44
At Home: Have students think of two examples of
compound words. Have them write sentences for
these compound words.
Book 5/Unit 2
The Gold Coin
5
Name
Date
Reteach 45
Fact and Nonfact
Some stories have a mixture of facts and nonfacts. A statement or an idea that can
be proven true is a fact. A statement or an idea that can be proven to be false is a
nonfact.
Read the story. Then, according to the story, write N if you think the statement is
a nonfact and F if it is a fact.
My Aunt Cloe is really interesting! She is not really my aunt. She is
my mom’s best friend. She came to visit Mom yesterday and took us out
for pizza. Aunt Cloe draws pictures for children’s books. I love her
pictures. They are really great! She showed me an old children’s book
from 90 years ago. It was so interesting!
“Chris, they do not make books like that anymore,” she told me. Then
Aunt Cloe showed me some of her new drawings. I had such a good time
that I was sad to see her go.
1. Aunt Cloe is Christina’s aunt.
2. Children’s books are made just like they were made 90 years ago.
3. Aunt Cloe draws pictures for children’s books.
4. Aunt Cloe is a schoolteacher.
5. Aunt Cloe took Christina and her mom out for pizza.
McGraw-Hill School Division
6. Children’s books never have pictures.
6
Book 5/Unit 2
John Henry
At Home: Have students write a fact and nonfact
from a favorite book.
45
Name
Reteach 46
Date
Vocabulary
grit
dynamite
pulverized
rebuild
acre
commotion
Write the vocabulary word that best completes each sentence. Use the clue at
the end of the sentence to help you.
1. There was a big
enter the stadium. noisy, confusion
2. The construction workers used
ledge. strong explosive
at the gate as many people tried to
to blast through the rock
3. After the tornado, many people had to
build or make again
4. The wind at the beach whipped
pieces of stone or sand
5. The shells were
crushed into a fine powder
6. The farmer planted an
their homes.
into our faces. small
by the waves and rocks on the shore.
of corn. a measure of land
6
Story Comprehension
Reteach 47
Put a ✔ next to each true statement about the strong “John Henry.”
1. John Henry didn’t grow very fast when he was a baby.
McGraw-Hill School Division
2. After the race between John Henry and Ferret-Faced Freddy, Freddy
became friendly.
3. John Henry could pulverize a boulder faster than dynamite.
4. Some people say that you can hear a deep voice singing John Henry’s
song if you walk by the White House late at night.
46–47
At Home: Have students describe two more details
from “John Henry.”
Book 5/Unit 2
John Henry
4
Name
Date
Reteach 48
Use the Internet
If you have a computer, you may have used the Internet. The Internet is like a
library in a computer. It can help you find information. The Internet has a tool
called a search engine. It knows where to go to help you find the information you
are looking for.
The search engine searches the World Wide Web and takes you to different web
sites.
A web site is the place that has the information. You can look through the web site
and read the information—just as you can look through a book and find what you
want.
Use the information in the box to help you answer the questions.
1. What do you need to use the Internet?
2. What can the Internet help you do?
3. What tool helps you search the World Wide Web?
4. How are web sites similar to books?
McGraw-Hill School Division
5. What is the Internet like?
5
Book 5/Unit 2
John Henry
At Home: Have students list two topics they would
like to search on the Internet.
48
Name
Date
Reteach 49
Fact and Nonfact
Some stories have a mixture of facts and nonfacts. A statement or an idea that can
be proven true is a fact. A statement or an idea that can be proven to be false is a
nonfact.
Read the story. Then write F if the statement is a fact according to the story or N
if it is a nonfact.
I love planes and I love to travel. My parents have taken me to some
great places! My parents are both pilots, and they have taught me a lot
about airplanes. Flying an airplane is not easy. That’s what my dad says. I
want to be a pilot someday. Well, last night I had the most amazing
dream! I dreamed I turned into an airplane—Alex the airplane. You should
have seen all the things I did! I flew everywhere—over mountains and
lakes, around tall buildings. I could talk, so I was a talking airplane. I spoke
to people from the sky. Then, suddenly I woke up. My mom was calling
me to have breakfast!
1. Alex loves to travel.
2. Alex’s parents are dentists.
3. Alex’s dad thinks flying is easy.
4. Alex wants to be a pilot.
5. Alex turns into an airplane in his dream.
McGraw-Hill School Division
6. Alex is an airplane.
49
At Home: Have students think of one more fact in this
story.
Book 5/Unit 2
John Henry
6
Name
Date
Reteach 50
Form Generalizations
A generalization is a broad statement about something. A generalization often
includes words such as always, all, most, every, never, and none. Not all
generalizations are true.
Read the sentences. Put a ✔ next to each one that makes a generalization.
1. It always rains in the spring.
2. Aunt Marina likes to cook burgers on a grill.
3. The students in Mr. Smith’s German class always speak German well.
4. It rained five times last spring.
5. All or most children under the age of four do not know how to read.
6. Chris, who studies German in Mr. Smith’s class, can read books in
German.
7. Most long movies are really good.
8. Hamburgers are always cooked on a grill.
9. Most people do not eat breakfast.
10. The movie we saw last night was two hours long.
11. Tom never eats breakfast.
McGraw-Hill School Division
12. Melissa learned how to read when she was four.
12
Book 5/Unit 2
John Henry
At Home: Have students find a group of objects. Ask
them to make a generalization about the group of
objects.
50
Name
Reteach 51
Date
Inflectional Endings
Comparative adjectives are words that compare two things. You can make a
comparative adjective by adding the ending -er. This ending is called an
inflectional ending.
Superlative adjectives are words that can help you compare three or more
things. You can make a superlative adjective by adding the ending -est. It is
important to remember that the endings -er and -est change the spelling of words
that end in -y. For instance -est changes pretty to prettiest. This ending is also an
inflectional ending.
Finish the chart by writing the comparative and superlative forms of the words at
the left.
Comparatives
-er
Adjectives
Superlatives
-est
large
1.
2.
tall
3.
4.
fast
5.
6.
short
7.
8.
small
9.
10.
early
11.
12.
hot
13.
14.
good
bad
51
15.
McGraw-Hill School Division
Some adjectives have special forms for the comparative and superlative. Fill in
the missing forms.
best
worse
At Home: Have students find three more adjectives
that they can change into comparative and
superlative adjectives.
16.
Book 5/Unit 2
John Henry
16
Name
Date
Reteach 52
Main Idea
Look for the main idea when you read a story. The main idea is the important, or
main point that the writer makes in a story.
Read the following entries from these diaries to answer the questions.
Remember that the main idea in a story is sometimes repeated or restated.
Dear Diary,
Ever since I first saw the summer Olympics on television, I have
dreamed of performing a gymnastics routine on the uneven bars. I love to
watch the athletes swing from the low bar to the high bar and back again.
In gym class this week, I had a chance to learn how to do a routine on the
uneven bars. I was excited and nervous at the same time. I wasn’t sure
how I’d get from one bar to another but my gym teacher was very patient
and showed me how to do it. He said if I practiced my routine all week, he
was sure I’d be able to do it. I did just that and today, I can proudly say
that I performed a successful gymnastics routine on the uneven bars. With
my gym teacher’s coaching, I made my dream come true.
Love, Barbara
1. What is the main idea?
2. What does Barbara think about her ability to perform a gymnastics routine?
McGraw-Hill School Division
3. What does her gym teacher do?
4. Is the main idea repeated?
5. How many characters in the story retell the main idea?
5
Book 5/Unit 2
It’s Our World, Too
At Home: Have students read a paragraph from a
book about a famous person. Ask them to identify
the main idea.
52
Name
Date
Reteach 53
Vocabulary
Write the vocabulary word that matches the definition.
donate
lecture
publicity
deliveries
auction
dangled
1. a sale where each item is sold to the person offering the highest price
2. something you do to bring something to the attention of the public
3. objects for distributing or passing around
4. hanging loosely
5. to give to a cause, to contribute
6. a talk on a certain subject
6
Story Comprehension
Reteach 54
Read the sentences about “It’s Our World, Too.” Circle the correct answer. For
help you may look back at the story.
1. When Justin was asked why he rebuilt and gave away bikes, what did he say?
a. It made him happy.
b. He just liked to rebuild bikes.
McGraw-Hill School Division
2. What bothered Justin after he gave the boys’ home the first two bikes?
a. He worried that two bikes would cause more problems than they would solve.
b. He was worried that the bikes would be damaged.
3. How did Dwaina’s classmates help her out?
a. They helped make over 300 meals on a Friday night.
b. They cheered her on.
4. Where did Dwaina get the idea to cook meals for the homeless?
a. She found out how many homeless people there were in Dallas.
b. A homeless man told her he really wanted a good meal.
53–54
At Home: Have students think of one way they can
help their community.
Book 5/Unit 2
It’s Our World, Too
4
Name
Date
Reteach 55
Use a Telephone Directory
A telephone directory lists the telephone numbers and the addresses of people,
places, and businesses.
Telephone directories often have three parts: yellow pages, white pages, and
blue pages.
Look in the yellow pages for a list of businesses with their phone numbers and
addresses. These are listed in alphabetical order by subject.
Look in the white pages for a list of people’s names and addresses. They are
listed in alphabetical order.
Look in the blue pages for listings of local, state, and federal government
services.
Use the information in the box to answer the questions.
1. What pages would you look at if you wanted to find a book shop?
2. How many parts does a telephone directory often have?
3. In which part of a telephone directory would you find a state government service?
4. Where would you look if you wanted to know the telephone number and address
McGraw-Hill School Division
of a friend?
4
Book 5/Unit 2
It’s Our World, Too
At Home: Ask students to use a telephone directory
to find the name and address of a local library.
55
Name
Date
Reteach 56
Main Idea
A main idea is the important or main point that the writer makes in a story. The
main idea is what the story is about. The writer often gives details to support the
main idea.
Read Mr. Parker’s history lecture and identify the main idea. Then see if the main
idea has been restated.
Mr. Parker’s History Lecture
Today, class, we are going to talk about the Maya. They were an
Indian people who lived mainly in Mexico and parts of Central America.
The Maya built a civilization long ago. They built wonderful cities and
pyramids in the rain forests. They studied the stars and learned a lot about
them. They made an accurate calendar. They also knew a lot about math.
They were a great and talented people.
1. What is the main idea?
2. Name four details that support the main idea:
3.
4.
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5.
56
At Home: Have students restate the main idea in their
own words.
Book 5/Unit 2
It’s Our World, Too
5
Name
Date
Reteach 57
Fact and Nonfact
A statement or an idea that can be proven is a fact. A statement or an idea that
can be proven to be false is a nonfact. Remember that some stories have a
mixture of facts and nonfacts.
Read the following story:
My name is Megan. Our class had a costume party to celebrate the
end of the school year. We were supposed to dress up as our favorite
storybook character. I decided to dress up as Alice in Wonderland. I
started reading the book again so that I could remember the story. Alice’s
adventures were really amazing! She met a cat who could talk. She even
became friends with a queen! My friends enjoyed listening to Alice’s
adventures, which I told, when they asked me who I was dressed up as.
Read each statement. Write F if it is a fact or N if it is a nonfact.
1. Alice is Megan.
2. Megan is dressed up as Alice in Wonderland.
3. Alice is a storybook character.
4. In “Alice in Wonderland,” the cat speaks to Alice.
5. Megan meets the queen.
McGraw-Hill School Division
6. The class has a costume party.
6
Book 5/Unit 2
It’s Our World, Too
At Home: Have students write one fact and one
nonfact they have heard on the news and read.
57
Name
Date
Reteach 58
Inflectional Endings
Adjectives can be used to compare two or more things. Inflectional endings
added to the ends of adjectives tell you whether two or more than two things are
being compared.
Remember that comparative adjectives are used to compare two things, and
superlative adjectives are used to compare more than two things.
Circle the word that fits the sentence.
1. This winter has been a lot colder / coldest than last winter.
2. Many people are competing to be the faster / fastest skater in the contest.
3. Morning always seems to be busier / busiest than afternoon at the grocery store.
4. This bucket seems fullest / fuller than the other one.
5. Of the three sisters, she was definitely the laziest / lazier.
6. Katrina arrived earliest / earlier than usual.
7. Martin is a good / best tennis player, but Manuel is better.
8. Grandpa Adam sent Jill the bigger / biggest birthday package ever!
9. Ed always does the best / better reports for Ms. Ling’s class.
McGraw-Hill School Division
10. Although the kitchen was the hot / hottest room, we all stayed there to help with
the cooking.
58
At Home: Have students write a sentence for each of
the words they did not circle.
Book 5/Unit 2
It’s Our World, Too
10
Name
Date
Reteach 59
Make Predictions
Remember that you make a prediction when you figure out what you think will
happen next. The author often gives clues that will help you to predict events in
a story.
Read the sentences. Circle the prediction that makes the most sense.
1. Kate placed her milk on the edge of the counter and then leaned forward to get a
straw. When she reached over quickly to answer the phone
a. she drank some milk.
b. the milk spilled.
2. The sled race was almost over. Two teams were in the lead. The blue team’s dogs
were becoming tired. The red team’s dogs were still full of energy. Suddenly, with a
final burst of energy, the red team
a. pulled ahead and won the race.
b. fell farther behind.
3. The red car raced through a yellow light just as a police car pulled out from a side
street. The police car’s blue lights flashed, and the red car pulled over. After asking
for the driver’s license, the police officer
a. gave the driver a speeding ticket.
b. gave the driver directions.
4. Kaisha studied hard for the upcoming test. She went over the review questions
many times. She will probably
a. do well on the test.
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b. have a hard time completing the test.
4
Book 5/Unit 2
Dear Mr. Henshaw
At Home: Have students think about times when
they have made a prediction and have them tell if
their prediction was right.
59
Name
Reteach 60
Date
Vocabulary
Read the sentences. Write the vocabulary word that best defines the word or
phrase in bold print in each sentence.
afford
permission
snoop
submitted
rejected
reserved
1. The Jenkins family could manage to buy a new car.
2. The inspector refused to take the broken part.
3. The table in the back of the restaurant was usually set apart or saved for large
families.
4. My parents gave their consent for me to go on the field trip to the recycling
center.
5. Tara accused Martin of being a person who searches in a sneaky way when she
found him looking through her journal.
6. The author presented her work to a publishing company.
6
Story Comprehension
Reteach 61
Circle the correct answer to each question about “Dear Mr. Henshaw.” For help
you may look back at the story.
1. What did Barry especially like about Leigh’s house?
a. Leigh had so much privacy.
b. He liked the dinner.
McGraw-Hill School Division
2. What honor was Leigh hoping for?
a. He wanted to have lunch with the author.
b. He wanted his father to remarry.
3. Why wasn’t the author of the winning poem allowed to have lunch with Angela
Badger?
a. She had copied the poem out of a book.
b. She was sick that day.
4. Why did Mrs. Badger like Leigh’s story?
a. He wrote in the same style as her favorite author.
b. He did not try to imitate someone else.
60–61
At Home: Have students write one more detail from
“Dear Mr. Henshaw.”
Book 5/Unit 2
Dear Mr. Henshaw
4
Name
Date
Reteach 62
Use an Encyclopedia Index
An encyclopedia index can help you find a topic quickly. The index is usually the
last book in a set of encyclopedias.
The capital letter after the main entry tells you in which volume the information is
located.
You will find the page number on which the information is located after the colon (:)
in the main entry and in the subentries under it.
Aquarium A:279–283
goldfish G:120
home aquarium A:279–280
picture A:279
salt water A:279
toads T:150
1. On which page would you find information on salt water aquariums?
2. Which volume gives you information on setting up an aquarium for toads?
3. How many pages does the main entry have?
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4. On which page can you find a picture of a home aquarium?
5. Where could you find information on how to set up an aquarium for goldfish?
5
Book 5/Unit 2
Dear Mr. Henshaw
At Home: Have students write two subjects they
would like to look up in an encyclopedia.
62
Name
Date
Reteach 63
Make Predictions
The way an author describes characters can help you predict what they might do
in the story.
Read the sentences. Notice the way the characters are described. Write a ✔ next
to the prediction that makes the most sense.
1. Maya was always eager to learn new sports. She enjoyed being challenged. When
she was asked to join a class in rock climbing, she
a. accepted the offer enthusiastically.
b. nervously accepted the offer.
c. decided it was too dangerous.
2. Paul was shy and often felt awkward in new situations. On the first day at his new
school, he
a. joined activities right away.
b. was quiet and tried not to draw attention to himself.
c. talked with many kids in the lunchroom.
3. Corinne was a good leader. She was well liked by her classmates and enjoyed
organizing projects. When the school needed someone to run their school store, she
a. wasn’t interested in the job.
b. took the job but was bossy and lost track of the supplies.
c. offered to take the job and ran it smoothly.
4. Our neighbor, who has just retired, is friendly, and loves to watch for people coming
down the road. When visitors drop by, he
McGraw-Hill School Division
a. greets them enthusiastically and invites them in.
b. pretends he isn’t at home.
c. becomes grouchy and sends them away.
63
At Home: Have students think of a time when making
a prediction was helpful.
Book 5/Unit 2
Dear Mr. Henshaw
4
Name
Date
Reteach 64
Form Generalizations
A generalization is a broad statement. It can be a statement about people,
animals, or things. Generalizations are often used to describe a whole group of
similar things.
Read the sentences. Put a ✔ next to each sentence that states a generalization.
1. All new cars run well.
2. All vacations are wonderful.
3. My brother’s car runs well.
4. Our vacation was really special.
5. Nobody goes to the beach when it is cold.
6. Michelle loves the beach only in the winter.
7. Most people eat meat.
8. My brother Al does not eat meat.
9. Children usually like chocolate.
10. My little sister loves chocolate.
11. All trains run late in the mornings.
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12. My train ran late this morning.
12
Book 5/Unit 2
Dear Mr. Henshaw
At Home: Have students write two of their own
generalizations.
64
Name
Date
Reteach 65
Compound Words
Find and circle the compound words in the story below. You should find eight
compound words. Then write a new sentence, using each of the words on the
lines below.
We went on a picnic at the riverside near our campground. We packed a
tablecloth, napkins, and sandwiches in our backpacks. Just as we were
finishing, we heard a loud thunderclap. A thunderstorm was approaching,
and we ran through the downpour toward a shelter. Once inside, we
settled in until the storm ended.
1.
2.
3.
4.
5.
6.
7.
McGraw-Hill School Division
8.
65
At Home: Have students make up their own compound
words for fun.
Book 5/Unit 2
Dear Mr. Henshaw
8
Name
Date
Reteach 66
Main Idea
Read the paragraphs. Write the sentence that summarizes the main idea.
1. Doors and windows can be many shapes. Many are square or rectangular. Some
windows are round. Windows that are formed as pointed arches are called gothic
windows. Rounded, arched doors are sometimes used in courtyards.
Main Idea:
2. Oil spills can be very dangerous to sea birds. When oil soaks and clogs a bird’s
feathers, the feathers can no longer keep the bird warm. The birds can become
poisoned if they try to clean off the oil with their beaks.
Main Idea:
3. Our teeth are important for several reasons. They help people speak clearly. They
help give shape to our face. The most important use for teeth, is for chewing food.
Main Idea:
4. Many American cities are built on rivers. New York City is built at the base of the
Hudson River. Boston grew into a big city because of its location on the Charles
River. There are many cities along the great Mississippi River.
McGraw-Hill School Division
Main Idea:
4
Book 5/Unit 2
Digging Up the Past
At Home: Have students restate the main idea of
each paragraph in their own words.
66
Name
Reteach 67
Date
Vocabulary
Use the vocabulary words from the list to complete the sentences.
arrowheads
bullet
violent
starvation
fraction
1. The spaceship is shaped like a huge
2. Old bows, arrows, and
show the tools ancient peoples used.
.
were displayed in the museum to
3. After looking at several street maps, we
to get to the train station.
4. The
eventually
figured out how
winds ripped the shingles right off the roof.
5. When their food is scarce, many animals die from
6. Chin wasn’t hungry so he ate only a
.
of his lunch.
6
Story Comprehension
Reteach 68
Answer the questions about “Digging Up the Past.” For help you may look back
at the article.
1. What are new discoveries in Jamestown, Virginia, proving?
2. Who were the original inhabitants of Jamestown?
4. Why was the triangular piece of ground interesting to Kelso and the archaeologists?
5. What is one reason that items like pistols, knives, skeletons, and bits of pottery are
important to scientists and historians? What do these types of clues tell them?
67–68
At Home: Have students talk about life in Jamestown,
Virginia.
Book 5/Unit 2
Digging Up the Past
5
McGraw-Hill School Division
3. Why was the capital of Virginia moved from its original site?
Name
Reteach 69
Date
Conduct an Interview
Conducting an interview is a useful way of getting information about other
people’s experiences. To prepare for an interview, ask yourself what you want to
learn from your subject. Then think about questions to ask.
.
Use the information about interviewing to answer the questions.
1. What should you do before an interview?
McGraw-Hill School Division
2. What should you do during an interview?
3. What should you do after an interview?
4. Why is it important to listen carefully at an interview?
4
Book 5/Unit 2
Digging Up the Past
At Home: Have students prepare for an interview
with Dwaina Brooks.
69
Name
Date
Reteach 70
Form Generalizations
A generalization is a broad statement about something. Note that sometimes you
will see words like many, all, often, never, and always in generalizations.
Circle the generalization in each pair of sentences.
1. a. One student hadn’t studied for the test.
b. All students had studied for the test.
2. a. Archaeologists always enjoy learning about the past.
b. An archaeologist gave a speech about the history of our town.
3. a. Early towns were built first as forts.
b. Tina Corello, a historian, thinks our town was first built as a fort.
4. a. All penguins are strong swimmers and can live in cold climates.
b. The macaroni penguin has orange feathers on its head.
5. a. All foods give you energy.
b. A good dinner of spinach and chicken can give you energy.
6. a. Broken bits of pottery help us learn how people cooked.
b. Many discoveries by archaeologists help us learn about the past.
7. a. All French restaurants are expensive.
b. The French restaurant in our town is expensive.
8. a. My uncle enjoys telling stories.
McGraw-Hill School Division
b. Relatives often enjoy telling stories.
70
At Home: Have students think about “Digging Up the
Past” and write one generalization about the article.
Book 5/Unit 2
Digging Up the Past
8
Name
Reteach 71
Date
Compound Words
You can often figure out the meaning of a compound word by looking at the two
smaller base words and putting their meanings together.
Use a compound word from the list to complete each sentence. Then write the
meaning of the compound word.
salesclerk
paycheck
songbirds
sunlight
homeland
fingertips
1. After moving to America, my aunt missed her
.
2. My father rings a bell at
to let us know it’s time to eat.
3. Each worker receives a
at the end of the week.
4. The
in the shop gave me a shirt to try on.
5. We heard many
singing in the trees this morning.
6. The shelves in the
were piled high with boxes.
7. He felt the soft cloth with his
McGraw-Hill School Division
mealtime
storeroom
.
8. Mom likes to keep the shade up so that the
8
Book 5/Unit 2
Digging Up the Past
At Home: Have students write another sentence
containing the compound word sunlight.
can come in.
71
Name
Reteach 72
Date
Inflectional Endings
An inflectional ending is an ending that is added to a word to show a change in
the way the word is used.
The ending -ed is added to a verb to show that something happened in the past.
The ending -ing is added to a verb to show that something is happening now, in
the present.
The endings -er and -est are added to adjectives to compare things.
Add an inflectional ending to the word in bold print and then write the new word in
the sentence.
splash
1. The car tires
curb.
mud on me as I stood near the
shine
2. The sun was
eyes.
so brightly that the glare hurt my
warm
3. Because my blanket is
it with you.
soft
4. Of all the sweaters here, that one is the
howl
5. As the dogs
running up my spine.
suffer
6. After looking at the frail, thin body of the kitten, I could tell that he was
than yours, I will share
.
in the distance, I felt chills
from neglect.
7. The wind was much
inland.
wander
8. Yesterday I watched as four geese
the pond.
72
At Home: Have students add a different inflectional
ending to the words in boldface print and use the new
words in oral sentences.
at the shore than farther
up from
McGraw-Hill School Division
strong
Book 5/Unit 2
Digging Up the Past
8
Name
Reteach 73
Date
Unit 2 Vocabulary Review
Use the vocabulary words to complete the sentences.
afford
grit
dangled
commotion
donate
permission
speechless
eventually
1. Yukio saved his money for a year so that he could
buy the hiking equipment he needed.
to
2. Anna gave a speech on how important it is to
save endangered animals.
3. Emma
waves on her feet.
money to
her legs in the water, enjoying the feel of the
4. Derek asked his teacher for
to the school library.
to leave the classroom to go
5. The crowd was
tricks.
as the talented magician performed his
6. After mixing the soil and sand, my hands were covered with
.
7. As the football team tied the score, the excited fans caused a
in the stands.
found the missing puzzle
McGraw-Hill School Division
8. After looking for an hour, we
piece.
8
Book 5/Unit 2
Unit 2 Vocabulary Review
At Home: Have students use the vocabulary words
in original sentences.
73
Name
Reteach 74
Date
Vocabulary Review
Read each question. Then write the vocabulary word from the list that best
answers the question.
reserved
distressed
starvation
stifling
rebuild
lecture
deliveries
fraction
1. If an animal cannot find enough food to eat, what might it die of?
2. What would you be making if you were taking newspapers to customers?
3. What have you done if you have had an item set aside for you?
4. If you were instructing people about a certain subject, what would you be giving?
5. How might you feel if something dreadful happened?
6. What word would you use to describe a hot room with little air?
7. If a part of your house were damaged in a storm, what would you have to do to it?
McGraw-Hill School Division
8. What do you call a very small part of something?
74
At Home: Have students use the word stifling in a
sentence about the summer.
Book 5/Unit 2
Unit 2 Vocabulary Review
8
Name
Date
Reteach 75
Steps in a Process
A series of steps you follow in order are called steps in a process. Writing down
steps in the correct order will help you remember them. This is especially
important in solving a problem or when doing a project.
Read the steps that tell you how to make a bookmark. Follow the steps carefully
and then answer the questions.
Step 1 Find a picture that you like.
Step 2 Find a sheet of heavy paper or colored paper.
Step 3 Paste the picture on the heavy paper.
Step 4 Let the paste dry.
Step 5 Paint or color your picture or use the picture the way it is.
Step 6 Cut out the paper around the picture into a thin strip and use it to keep the
place where you were reading.
1. Which step tells how to attach the picture on the heavy paper?
2. Which step tells what to do after you paste the picture on the heavy paper?
3. Which step tells when to look for the paper on which you will paste your picture?
4. When will you cut out the picture into a thin strip to use in a book?
McGraw-Hill School Division
5. When will you paint or color your picture?
6. When will you find a picture to paste on the heavy paper?
6
Book 5/Unit 3
The Marble Champ
At Home: Have students write steps to make
something and have someone else follow them.
75
Name
Reteach 76
Date
Vocabulary
Read each word in column 1. Match it with its definition in column 2. Then write
the letter of your answer on the line next to the correct vocabulary word.
Column 1
Column 2
1. glory
a. a small part of a larger group
2. elementary
b. great praise, fame
3. onlookers
c. people watching something
4. accurate
d. basic or beginning
5. congratulated
e. given good wishes, praised
6. division
f. without errors or mistakes
6
Story Comprehension
Reteach 77
Write a ✔ next to each sentence that tells something true about “The Marble
Champ.”
1. Lupe thought basketball was a sport she could play.
2. When Lupe first started practicing, marble shooting was very easy.
3. A strong thumb and a good aim were important for marble shooting.
4. Practice made Lupe better and better.
McGraw-Hill School Division
5. Lupe won three trophies for her marble playing skills.
76–77
At Home: Have students tell how they became good at
something or could become better.
Book 5/Unit 3
The Marble Champ
5
Name
Date
Reteach 78
Follow Instructions
Instructions tell how to do or make something. It is important to follow
instructions in the order they are given.
The numbered instructions below can help you learn how to write a simple short
story. Each numbered instruction describes a different part of a story.
1. First you need a main character, or a person, who the story is about.
2. Put your character in a setting. The setting is the particular place where a story takes
place.
3. Place your character in a situation where there is a problem, or conflict, that your
character needs to solve.
4. Show how your character tries to solve the conflict.
5. In your final scene, or ending, have your character solve the conflict. In some stories
characters may not completely solve the conflict, but it is important that the
characters learn something new by trying to solve it.
The different parts of the short story below are out of order.
Read through the different parts. Then using the instructions
above, number the correct order for each part.
1. Justin wants to enter a painting contest, but he has run out of paint
supplies and doesn’t have any money.
McGraw-Hill School Division
2. Justin uses the money from his chores to buy his paints. He paints a
picture for the contest. Although he doesn’t win, he realizes he likes doing
chores for other people. Earning his own money makes Justin feel proud.
3. Justin lives in a small town with his mother.
4. Justin offers to help his neighbors with household chores for money. The
man across the street hires Justin to weed his garden.
5. Justin is a curly-headed boy in fifth grade who sometimes likes to paint
pictures.
5
Book 5/Unit 3
The Marble Champ
At Home: Have students give instructions for a
game.
78
Name
Date
Reteach 79
Steps in a Process
Steps you follow to make or do something are called steps in a process. The
steps follow each other in order. The order can help you remember the steps.
Read the steps that Alan followed to make a strawberry egg cream. Then answer
the questions below.
Alan’s Recipe for Strawberry Egg Cream
Step 1. Pour half a cup of cold milk into a tall glass.
Step 2. Add 2 tablespoons strawberry syrup.
Step 3. Pour in half a cup club soda.
Step 4. Stir everything carefully with a tall spoon.
1. What step comes after Alan pours the club soda?
2. If Alan wanted to make a chocolate egg cream, which step would he change?
3. If Alan wanted more milk in his egg cream, which step would he change?
4. If Alan didn’t want any club soda, which step would he skip?
Now suppose that you want to make three chocolate egg creams. Write the steps
for your recipe on the lines.
McGraw-Hill School Division
1.
2.
3.
4.
79
At Home: Have students write steps for making their
favorite dish.
Book 5/Unit 3
The Marble Champ
8
Name
Date
Reteach 80
Summarize
A summary is a brief statement describing a main point or idea. When you
summarize a story, you use your own words to tell briefly what the most important
ideas or events are in that story. The summary is usually much shorter than what’s
being summarized.
Read the summary of the first half of “The Marble Champ.” The sentences below
it summarize what happened in the second half, but they are not in the right
order. Number the events so that they are in the correct order.
Summary of the First Half
Lupe Medrano was sad because she wasn’t good at any sport.
Suddenly she thought she would try to be good at playing marbles. She
tried to make her fingers stronger, especially her thumb. She practiced
very hard every day for two weeks. At the playground championship, she
beat Rachel.
Summary of the Second Half
Lupe beat Yolanda.
She beat the winner of the boys’ division.
She received trophies.
She beat Miss Baseball Cap.
Lupe won the playground championship.
McGraw-Hill School Division
Now write a paragraph summary of the second half of “The Marble Champ.”
Use the sentences above or your own words.
6
Book 5/Unit 3
The Marble Champ
At Home: Have students summarize a movie they
have seen or a story they have read.
80
Name
Reteach 81
Date
Multiple-Meaning Words
Multiple-meaning words have more than one meaning. To determine the correct
meaning of a multiple-meaning word, you have to read it in context, using the
surrounding words to give you clues.
Read each sentence. Then circle the meaning that makes sense for the
underlined word as it is used in the sentence.
1. At first, Lupe could hardly hold a marble in her hand.
a. a hard stone streaked with colors
b. a small hard ball of glass used for games
2. The top of the table was made from marble.
a. a hard stone streaked with colors
b. a small hard ball of glass for a game
3. The bee made honey and wax in the hive.
a. a kind of insect
b. a kind of contest
4. Lupe was the school’s spelling bee champion.
a. a kind of insect
b. a kind of contest
5. Lupe could never beat anyone in the fifty-yard dash.
a. short race run at top speed
b. sudden rush or movement
6. Two dogs made a dash for the ball after Rita threw it.
a. short race run at top speed
7. Larry was the best drummer in the school band. He could beat the drums faster than
anyone else.
a. to win in a contest
b. strike or hit again and again
8. In the marble championship, Lupe beat her first opponent easily.
a. to win in a contest
b. strike or hit again and again
81
At Home: Have students tell how they knew which
meaning to choose for each multiple-meaning word.
Book 5/Unit 3
The Marble Champ
8
McGraw-Hill School Division
b. sudden rush or movement
Name
Date
Reteach 82
Sequence of Events
A sequence of events is the order in which things happen in a story.
Understanding a story’s sequence can help you better understand and enjoy
the story.
Read this letter. Pay special attention to when things happen.
Dear Mira,
I have to tell you about my exciting day! First, Mom, Dad, and I visited
Grandma Jean. Next, we went to a nice restaurant for lunch. We ordered
lunch and talked until the waiter brought our food. I had a grilled cheese
sandwich and juice.
After lunch we all went to the circus! We saw some wonderful acts.
The first was a parade of clowns, animals, and acrobats. Next came the
high-wire act. You should have seen how one athlete could ride a bike on
the wire with just a pole for balancing! After this act we saw a tightrope
walker and a family of trapeze artists. They do amazing things. Finally, we
went home. I was so exhausted that I fell asleep immediately.
It was such fun. I hope you can come with us next time!
Your friend,
Adam
The events of Adam’s day are out of order below. Write the numbers to show the
correct order.
Adam and his family went to the circus.
Adam ordered lunch and talked with his parents.
Adam and his family went to a restaurant for lunch.
Adam had a grilled cheese sandwich and juice for lunch.
McGraw-Hill School Division
Adam and his family visited Grandma Jean.
Adam fell asleep exhausted from a busy day.
Adam and his family went home.
Adam watched the circus acts.
8
Book 5/Unit 3
The Paper Dragon
At Home: Have students underline the sequence
words in the story that helped them figure out the
correct order of events.
82
Name
Date
Reteach 83
Vocabulary
Use the words from the box to complete the sentences.
billowed
devour
heroic
1. You can
quench
scorched
uprooted
your thirst with water.
2. The
firefighters saved people from the smoke and flames
that
from the burning building.
3. The fire
the earth and seemed to
everything in its path.
4. The big machine
the tree and threw it aside.
6
Story Comprehension
Reteach 84
1.
Each day Mi Fei painted pictures about the glorious past.
2.
People came from far away to buy his scrolls.
3.
The villagers wanted Mi Fei to face the dragon that was destroying
villages and threatened to destroy theirs.
4.
The dragon said it would return to sleep if Mi Fei could perform one task.
5.
For one task, the dragon asked Mi Fei to capture the world in paper.
6.
The dragon disappeared and Mi Fei took a small paper dragon home in
his scroll.
83–84
At Home: Have students write sentences using the
vocabulary words.
Book 5/Unit 3
The Paper Dragon
6
McGraw-Hill School Division
Think about the story “The Paper Dragon.” Write True before the sentences that
tell something that happened in the story. Write False before the sentences that
do not tell what happened in the story.
Name
Reteach 85
Date
Use a Graph
A graph is a way to make a “picture” of data, or information. Graphs are used to
show and compare data. A line graph shows how data changes over a period of time.
$40
$30
$20
$10
$0
Sept.
Oct.
Nov.
Dec.
Jan.
The line graph shows how the amount in Ashley’s savings account changed from
September to January. Use the graph to answer the questions.
1. Find the title of the graph. What is this graph about?
2. Find the vertical axis. What is shown on the vertical axis?
3. Find the horizontal axis. What is shown on the horizontal axis?
McGraw-Hill School Division
4. The points, or dots, on a graph show data. How much money did Ashley have in
October?
5. Between which two months did Ashley’s savings increase the fastest?
6. Between which two months did Ashley’s savings decrease?
6
Book 5/Unit 3
The Paper Dragon
At Home: Ask students to tell you how much money
Ashley had in her savings account for each of the
months shown.
85
Name
Date
Reteach 86
Sequence of Events
A sequence of events is the order in which things happen in a story. By
understanding the sequence, you can better understand the story.
Long ago, people did not write words and letters as we do today. At
first, people drew pictures to express a thought. You can still see some of
these pictures drawn on rocks and walls in caves around the world.
People then began to use only a part of a picture, or signs, to show what
they were thinking about. For example, they might show a crown to mean
“king” without showing the king himself. Later people began to use signs
to show how to pronounce a word.
Finally, people used letters or characters. The Chinese people use
characters like the ones you saw in “The Paper Dragon.” There are about
50,000 characters in the Chinese language today.
These sentences summarize the selection, but they are not in the right order.
Number the sentences to show the correct order.
a. People began to use only a part of a picture to show what they were
thinking about.
b. People drew pictures to express a thought.
c. There are about 50,000 characters in the Chinese language today.
d. Finally, people used letters and characters.
McGraw-Hill School Division
e. People began to use pictures with signs to show how to pronounce a
word.
86
At Home: Have students express a thought using
pictures and have them show it to someone else.
Book 5/Unit 3
The Paper Dragon
5
Name
Date
Reteach 87
Summarize
When you summarize a story, use your own words to tell the most important parts
of the story in the correct order. The summary is much shorter than the story itself.
Read this partial summary of “The Paper Dragon.” Use it to number the
sentences below in the correct order.
Mi Fei was a famous, beloved Chinese artist who lived in a village a
long time ago. One day he heard that a great dragon had awakened from
sleep and was destroying the land. The villagers asked Mi Fei to convince
the dragon to sleep again. So Mi Fei took his scrolls, brushes, paper, and
ink and went to the peak of the mountain where the dragon lived.
A dragon was destroying the land.
The villagers asked Mi Fei to convince the dragon to sleep again.
Mi Fei took his scrolls, brushes, paper, and ink.
Mi Fei solved the tasks.
Mi Fei went to the mountain.
Mi Fei was a famous painter.
Some important details are missing from the partial summary. You may recall the
dragon asks that Mi Fei completes three tasks. Write the three tasks on the lines
below.
1.
McGraw-Hill School Division
2.
3.
9
Book 5/Unit 3
The Paper Dragon
At Home: Have students write their own summary
for “The Paper Dragon.”
87
Name
Date
Reteach 88
Figurative Language
Authors often use words in a special way to create interesting images for their
readers. This is called figurative language. A metaphor is a kind of figurative
language that compares two unlike things to suggest a similarity. For example:
After playing in the snow, his hands were icicles.
Read the sentences. Circle the letter of the metaphor in each pair of sentences.
1. a. Mi Fei stubbornly refused to give up.
b. Mi Fei was a mule refusing to budge.
2. a. Mi Fei’s scrolls were a blanket of comfort to him.
b. Mi Fei took his scrolls along for comfort.
3. a. Sui Jen’s breath was an oven, scorching and on fire.
b. Sui Jen’s breath was very hot.
4. a. Sui Jen’s demands frightened Mi Fei.
b. Sui Jen’s demands were arrows striking fear into Mi Fei’s heart.
5. a. Sui Jen’s roar was thunder in Mi Fei’s ears.
b. Sui Jen’s roar was so loud that it hurt Mi Fei’s ears.
6. a. Sui Jen’s lashing tail blew Mi Fei off his feet.
b. Sui Jen’s tail was a whip, lashing Mi Fei off his feet.
7. a. Sui Jen was a tornado leaving destruction in his wake.
McGraw-Hill School Division
b. Sui Jen went through the village destroying everything.
8. a. Mi Fei’s mouth became totally dry when he saw the dragon.
b. Seeing the dragon turned Mi Fei’s mouth into a desert.
88
At Home: Have students use three of the metaphors in
sentences describing three events in their own lives.
Book 5/Unit 3
The Paper Dragon
8
Name
Date
Reteach 89
Steps in a Process
A series of steps you follow in order are called steps in a process. Writing down
these steps in the correct order will help you remember them.
Read the paragraph. Then rewrite the steps below the paragraph in the correct
order.
It was moving day for our family. The movers arrived bright and early.
They packed all our boxes into the moving van. Then they drove to our
new house in another part of town. We drove there in our family car and
were waiting when they arrived. The movers unloaded the van and put the
boxes in the house. Next, all of us began unpacking the boxes and put
everything in its proper place. It took us all day. At dinnertime, Dad took us
all out for a meal at a nice restaurant. Then we came home and went to
sleep for the first time in our new home!
The movers unloaded the van.
We ate dinner in a restaurant.
The movers arrived bright and early.
The movers loaded the van.
We went to sleep in our new home.
We unpacked our things.
We met the movers.
The movers drove to our new house.
1.
2.
3.
4.
McGraw-Hill School Division
5.
6.
7.
8.
8
Book 5/Unit 3
Grandma Essie’s Covered Wagon
At Home: Have students write five steps they do to
perform a favorite activity or sport.
89
Name
Reteach 90
Date
Vocabulary
Use the correct word from the list.
bashful
canvas
cemetery
granite
1. Funerals are often held in a
orphanage
.
2. The sculptor carved his statue out of a block of solid
3. The violent
tornado
.
tore through our neighborhood.
4. I packed my clothes for the trip in a
bag.
5. In the past, children who had no parents or guardians lived in an
6. Tom is
.
in class and only speaks when called on by the teacher.
6
Reteach 91
Story Comprehension
Answer these questions about “Grandma Essie’s Covered Wagon.”
1. Who is telling the story?
2. Where did Grandma Essie’s family first settle?
3. Why did her family have to sell their farm?
McGraw-Hill School Division
4. What work did the men of her family find in Oklahoma?
5. Why do you think Grandma Essie never moved away from the house she bought?
90–91
At Home: Have students write a paragraph about a
move they or someone they know made.
Book 5/Unit 3
Grandma Essie’s Covered Wagon
5
Name
Date
Reteach 92
Use a Time Line
A time line is a special kind of diagram showing when events took place. It shows
events in the order in which they happened. It also shows how much time passed
between them. A time line can help you keep track of when and where something
happened.
Use the time line to answer the questions.
Key Dates in Early Transportation
1903
First motor cars
made in Germany
1885
1839
First railroads opened
in U.S.A.
First pedal
bicycle made
1829
1804
Montgolfier brothers
make the first ascent
of a hot air balloon
in France
Wright brothers make
the first successful
airplane flight
First steam locomotive
to run on rails
in England.
1783
1. Find the title of the time line. What is this time line about?
2. What is the first date on the time line? The last date?
3. How many years does the time line cover?
4. What happened in 1829?
McGraw-Hill School Division
5. In what year were the first motor cars made?
6. When did the Wright brothers make their historic first flight?
7. The first steam locomotive ran on rails in 1804. How many years later did the first
railroads open in the U.S.A.?
8. Did children ride pedal bicycles in 1804? Explain.
8
Book 5/Unit 3
Grandma Essie’s Covered Wagon
At Home: The Suez Canal opened in 1869. Have
students place this event on the time line in the
correct place.
92
Name
Reteach 93
Date
Steps in a Process
A series of steps you follow in order is called steps in a process. Writing down
steps in the correct order will help you remember them.
In “Grandma Essie’s Covered Wagon,” the family sold strawberries as a business.
The steps for growing and selling strawberries are written below, but they are out
of order. Next to each step, write a number from 1 to 5 to show the correct order.
Process: Growing and Selling Strawberries
Step
Pick the strawberries off the runners.
Step
Write your name and address on the bottom of each quart box, and
then box the strawberries.
Step
Put the strawberry plants in the ground.
Step
Put the boxes in crates to be shipped.
Step
Care for the strawberries so they will ripen.
Now write down five steps that you would use to make a fruit salad using
strawberries, blueberries, and bananas.
Process: Making a Fruit Salad
Step 1
Step 2
Step 3
Step 4
McGraw-Hill School Division
Step 5
93
At Home: Have students write the steps they follow
when getting ready for sports practice, a music or
dance class, or an important party.
Book 5/Unit 3
Grandma Essie’s Covered Wagon
10
Name
Date
Reteach 94
Sequence of Events
A sequence of events is the order in which things happen in a story. By
understanding the sequence, you can better understand the story and its plot.
Number the events from “Grandma Essie’s Covered Wagon” to put them in the
correct order.
The family grows and sells strawberries.
Opal, Essie’s sister, gives birth to her baby on Christmas day.
The family settles on a farm in western Kansas.
Stella gets sick and dies.
Grandma Essie’s family heads for Kansas in a covered wagon.
The family finally moves back to Missouri.
After the drought, Papa sells the farm and the family moves to Oklahoma.
A tornado almost destroys the family’s home.
Read the paragraph. Then write the four main events in sequence.
It was my eleventh birthday, and no one seemed to remember, not
even my parents. I came home and walked in to the house. I noticed
everything was dark. Suddenly I heard a roomful of voices cry out, “Happy
birthday!” The lights flashed on and there stood my family and all my
friends.
1.
McGraw-Hill School Division
2.
3.
4.
12
Book 5/Unit 3
Grandma Essie’s Covered Wagon
At Home: Have students write the events of another
story in sequence.
94
Name
Reteach 95
Date
Figurative Language
A metaphor is figurative language used to compare two unlike things. A simile is
also a kind of figurative language. A simile compares unlike things using the words
like or as to make the comparison between them.
Read each sentence. Write M if it contains a metaphor or S if it contains a simile.
1. The stars shone like diamonds in the evening sky.
2. The branches of the old tree were gnarled fingers.
3. The burning building was a pillar of fire and smoke.
4. The ice on the frozen pond was like a sheet of glass.
Rewrite each simile below as a metaphor and each metaphor as a simile. The
underlined words will help you identify the similes.
1. The full moon was like a golden ball hanging in the sky.
2. The jet airplane was a huge metal bird.
3. The house was as quiet as a graveyard.
95
At Home: Have students write a descriptive paragraph
using metaphors and similes.
Book 5/Unit 3
Grandma Essie’s Covered Wagon
McGraw-Hill School Division
4. The cat’s eyes were two glowing coals in the darkness.
8
Name
Date
Reteach 96
Author’s Purpose and Point of View
Writers write for many reasons. They may write to entertain (tell a story), to inform
(give information), or to persuade (make you agree with them). If you understand
the writer’s purpose, or the reason he or she writes the selection, you can
understand and enjoy it better. The point of view is the writer’s feelings or
opinions about the topic.
Read each paragraph. Circle the correct letter of the author’s purpose.
1. On our trip to Poland, my father tried to speak Polish to talk with the people there.
You should have heard him. It was pretty funny. My mom and I teased him. He
then decided that it would be better if he used sign language as most of the other
tourists did.
a. entertain
b. inform
c. persuade
2. My mom explained to me that Poland is a country in Eastern Europe. It has a long
history and its people are proud of their heritage. Through the centuries, many
peoples have conquered this nation. However the Poles have never lost their love of
freedom.
a. entertain
b. inform
c. persuade
3. My dad told me that in the last few years Eastern European countries like Poland
have been going through some great changes. Now that it is easier for people to visit
Poland, people from all over the world go there. I think it would benefit people to go
see what Poland has to offer—beautiful scenery, old culture with rich traditions, and
people who are fun to be with.
a. entertain
b. inform
c. persuade
4. What statement best represents the author’s point of view in paragraph 2?
a. Poland is a fun place to visit.
b. More people should speak Polish.
McGraw-Hill School Division
c. Poland is a proud and old country.
5. Which of the sentences above best summarizes the writer’s point of view in
paragraph 3?
a. It is easy to speak Polish.
b. Poland is a nation that is changing and a great country to visit.
c. No one wants to visit Poland.
5
Book 5/Unit 3
Going Back Home
At Home: Have students recall the last thing they
wrote. What was their purpose?
96
Name
Reteach 97
Date
Vocabulary
Use words from the list to finish the story.
heritage
influenced
livestock
survival
Our family took a trip to Africa to explore our
flight was long and
thrive
tiresome
. The airplane
. Upon our arrival, we were surprised to
see the many wild animals that
in Africa. By conserving land
for animal parks, the governments of some countries have ensured their
. We visited many art museums and were surprised to see
how much African art has
art in America. We also visited a
village where our ancestors may have come from. Every family in the village had
, including cows and pigs. It was a trip I will always remember!
6
Story Comprehension
Reteach 98
Write a ✔ next to every sentence that truthfully tells about “Going Back Home.”
2. The narrator moves to Atlanta, Georgia, to learn more about her
ancestors.
3. Her ancestors first lived in cities and worked in factories.
4. Music is one important way many African Americans express themselves.
5. Weddings were and are important events in the community.
6. In the past, the narrator’s family moved north to find better lives.
97–98
At Home: Have students use the vocabulary words in
original sentences.
Book 5/Unit 3
Going Back Home
6
McGraw-Hill School Division
1. The narrator of the story is a musician.
Name
Reteach 99
Date
Read a Family Tree
A family tree is a type of diagram. The boxes in a family tree contain the names of
people and the years in which they lived. The boxes are connected by lines,
showing how family members are related.
John Brown M* Mary Morgan
(1800–1846) (1805–1870)
Hank Brown M Mildred Blake
(1830–1895) (1840–1910)
Amanda Brown M Joe Willard
(1832–1890) (1827–1898)
Marty Brown
(1835–1860)
Roger Brown M Peggy Moore
(1865–1930) (1890–1965)
Marcia Brown M Elmer Lincoln
(1870–1940) (1860–1922)
Cora Lincoln
(1893–1974)
Louise Lincoln
(1899–1980)
Henry Lincoln
(1896–1965)
* M stands for married.
Use the family tree to answer these questions.
1. Who is the first couple shown in this family tree?
2. Which couples in the Brown family had no children?
McGraw-Hill School Division
3. When did Marcia Brown die?
4. How are Marcia Brown and Cora Lincoln related?
5. How old was Louise Lincoln when she died?
5
Book 5/Unit 3
Going Back Home
At Home: Have students make a family tree of a real
or pretend family. Have them explain it to the class.
99
Name
Date
Reteach 100
Author’s Purpose and Point of View
An author’s purpose explains why he or she writes something. Writers may write
to entertain, to inform, or to persuade. The point of view is the writer’s feelings or
opinions about the topic.
Read each paragraph. Write whether the author’s purpose is to entertain, to
inform, or to persuade.
1. I had never been on a farm until the time I visited my uncle Sam. One day, he told
me we were going to pick cotton. I asked where the cotton grew and my uncle Sam
said it grew on cotton trees. I looked around at the nearby trees trying to see the
cotton. My uncle laughed and told me cotton grows on a short plant, not a tree. I
turned red with embarrassment. I guess I had a lot to learn about farming!
2. Everybody knows that cotton is used in making clothes. But did you know that cotton
and its parts are used to make hundreds of other things? Cotton fiber is used in
everything from adhesive tape to shoelaces to umbrellas. Cottonseed is one of the
most important ingredients in chemicals, fertilizer, and salad oil.
3. Cities can be hard places to live. People are frequently crowded together in cities.
Often there is too much noise. Still many people enjoy the city. But I think the
country is better. In the country, the air and water are clean and there is a lot of
nature. When I visit my cousins in the country, I think country living is great!
4. Which statement best summarizes the author’s point of view in paragraph 2?
a. Cotton is a fun crop.
b. People should use more cotton.
McGraw-Hill School Division
c. Cotton has many important uses.
5. Which statement best represents the author’s point of view in the last paragraph?
Circle the answer.
a. Cities are fun places to visit.
b. Country life is healthy and happy.
c. The country can be a lonely place to live.
100
At Home: Have students read a newspaper article and
identify the reporter’s purpose and point of view.
Book 5/Unit 3
Going Back Home
5
Name
Date
Reteach 101
Summarize
When you summarize, you give only the most important ideas. Being able to
summarize what you read helps you quickly recognize what is important in a story
or a selection.
Read the summary of “Going Back Home.” Then answer the questions.
The author grew up in the North, but she always wondered about her
ancestors in the South. She expressed her ideas about her family in her
artwork. When she was older, she moved to the South to learn about her
family roots. She found out that her family lived as slaves on a plantation
where cotton was grown. She discovered how important music,
celebrations, and religion were to her ancestors. After they were freed, her
ancestors moved to the North to find better jobs.
Write the main idea of the summary. Then recall the story and write four
important details from the story which are not in the summary above.
1. Main Idea:
2. Detail:
3. Detail:
McGraw-Hill School Division
4. Detail:
5. Detail:
5
Book 5/Unit 3
Going Back Home
At Home: Have students summarize a story or book
they have read.
101
Name
Date
Reteach 102
Multiple-Meaning Words
Multiple-meaning words are words that have more than one meaning. You can
usually understand the correct meaning of a word from the context in which the
word is used.
Read the multiple-meaning words and their meanings. Then write the correct
meaning below each sentence.
kind
friendly, helpful;
type or sort
1. I like that kind of bread on my sandwiches.
2. The kind woman invited us to stay at her house.
left
a direction; the opposite of right;
went away; to go away
3. The car turned left at the end of the street.
4. I left the party at eight o’clock.
well in good health;
hole in the ground that is a source of water
McGraw-Hill School Division
5. We pulled up a bucket of water from the well.
6. I don’t feel very well today.
102
At Home: Have students think up several multiplemeaning words and make up sentences for each
meaning.
Book 5/Unit 3
Going Back Home
6
Name
Date
Reteach 103
Sequence of Events
A sequence of events is the order in which things happen in a story.
Understanding the sequence can help you better understand the story and its plot.
Read the story. Then number the story events listed below to place them into the
correct sequence.
Our class arrived at the art museum as it was opening. A friendly
woman gave us a tour of the main galleries. It was fun and we learned a
lot from her. Then, we went to lunch in the museum restaurant. I had soup
and a delicious salad. After that, we were able to explore the museum on
our own. I found some great animal sculptures on the second floor. A
museum guard told me not to get too close to the sculptures. I think he
thought I was going to touch them. We all met in the front lobby at two
o’clock. Then we boarded the bus and went back to our school. Later,
when I got home, I told my parents all about my wonderful visit to the
museum.
I looked at animal sculptures.
We had lunch in the museum restaurant.
We boarded the bus and returned to school.
We arrived at the museum.
We all met in the lobby.
A woman gave us a tour.
I told my parents all about my day.
McGraw-Hill School Division
A guard told me not to get too close to the sculptures.
8
Book 5/Unit 3
A Mountain of a Monument
At Home: Have students put the events of a typical
Saturday or Sunday into sequence.
103
Name
Reteach 104
Date
Vocabulary
Read each clue. Then find the vocabulary word in the row of letters and circle it.
awesome
dedicate
explosives
hail
nostril
sculpture
1. substances that blow up
x
p
l
o
e
x
p
l
o
s
i
v
e
s
2. an opening in the nose
n
o
s
t
r
i
l
o
p
b
y
n
3. fantastic
u
n
d
a
e
m
a
w
e
s
o
m
e
y
4. a carved figure
u
s
c
u
l
p
t
u
r
e
e
s
t
i
5. greet with honor
a
c
o
t
e
h
a
i
l
o
n
d
a
6. to set apart for a purpose
b
d
e
d
i
c
a
t
e
m
o
t
e
6
Reteach 105
Story Comprehension
Circle the answer to each question about “A Mountain of a Monument.”
1. Who was Crazy Horse?
a. a famous sculptor
b. a brave Native American chief
c. a well-known actor
2. Where is the statue of Crazy Horse being carved?
a. the Black Hills
b. the Rocky Mountains
c. Mount Rushmore
3. When may the statue be finished?
a. 2010
b. 2020
c. 2040 or later
a. Blasting isn’t allowed.
McGraw-Hill School Division
4. Why is it taking so long to carve the statue?
b. It is an enormous sculpture.
c. The weather is too warm.
5. What happened in 1982 that set back progress on the statue?
a. The sculpture collapsed.
b. The sculptor died.
c. Mount Rushmore opened.
104–105
At Home: Have students describe some other
sculpture they like or have seen.
Book 5/Unit 3
A Mountain of a Monument
5
Name
Date
Reteach 106
Use Scale Drawings
An architect’s drawing helps an architect finish his or her work. The scale on it
shows how many inches in the drawing equal a larger measurement in the work.
Stands
KEY
= Entrance/Exit
1/2 inch = 50 feet
Goal
100 ft.
Use the architect’s drawing to answer these questions.
1. What does the drawing show?
2. What does one inch equal on the finished work?
3. According to the drawing and its scale, how long will the playing field be?
4. How many entrances and exits will the building have?
McGraw-Hill School Division
5. What might the architect have added to the drawing to make it more complete?
5
Book 5/Unit 3
A Mountain of a Monument
At Home: Have students make an architect’s
drawing of their house.
106
Name
Reteach 107
Date
Author’s Purpose and Point of View
The writer’s purpose in writing can be to entertain, to inform, or to persuade.
Point of view is how the writer feels about the topic.
Read each paragraph and identify the author’s purpose by circling the correct
letter.
1. Our country is dotted with national monuments and memorials. Yet millions of
Americans never visit these special places. Next time you take a family vacation,
consider visiting one or more of these landmarks. You will have fun and also learn
something about our nation’s rich history.
a. entertain
b. inform
c. persuade
2. Mount Rushmore is one of our largest memorials. On a granite cliff you can see the
faces of four famous presidents. The carving took over 14 years to complete. Most
of the work was done by sculptor Gutzon Borglum. When Borglum died in 1941, the
work was finished by his son Lincoln Borglum.
a. entertain
b. inform
c. persuade
3. I hiked into the thick woods and suddenly realized I was lost. I tried to find a path
that would take me back to our campsite, but couldn’t. Finally, I recognized a
clearing up ahead as the place where I’d started. I had made a complete circle!
a. entertain
b. inform
c. persuade
4. In the first paragraph, what does the writer think or what is his or her point of view
about monuments and memorials?
a. The writer thinks people should take better care of them.
b. The writer feels there are too many of them.
c. The writer thinks more people should visit them.
McGraw-Hill School Division
5. In the third paragraph, who do you think might be the author’s intended audience?
a. The author is preparing for a job interview.
b. The author is giving a speech.
c. The author is talking to friends.
107
At Home: Have students write a persuasive paragraph
about some issue they feel strongly about.
Book 5/Unit 3
A Mountain of a Monument
5
Name
Date
Reteach 108
Multiple-Meaning Words
Multiple-meaning words are words that have more than one meaning. Look for
context clues to help you determine the meaning of the word in a sentence.
Read each sentence. Then circle the letter before the correct meaning of the
underlined word.
1. The Native Americans were forced to move onto a reservation.
a. securing of a room or seat in advance
b. land set aside by the government
c. concerns or doubt
2. We made a reservation for dinner at the restaurant.
a. secured a room or seat in advance
b. land set aside by the government
c. concerns or doubt
3. I have reservations about going on the roller coaster.
a. securing of a room or seat in advance
b. land set aside by the government
c. concerns or doubt
4. The runner was out at first base.
a. the bottom of something
b. establish
c. part of a baseball infield
5. The hikers met at the base of the mountain.
McGraw-Hill School Division
a. the bottom of something
b. establish
c. part of a baseball infield
6. We base our decision on the facts.
a. the bottom of something
b. establish
c. part of a baseball infield
6
Book 5/Unit 3
A Mountain of a Monument
At Home: Have students look for multiple-meaning
words in a newspaper story.
108
Name
Reteach 109
Date
Figurative Language
Metaphors and personification are two types of figurative language. A metaphor
compares unlike things by saying that one thing is another. Personification gives
living characteristics to a nonliving thing. For example: The distant storm cloud
looked like an angry old man.
Read each sentence. Write M in the blank if it contains a metaphor and P if it
contains personification. Write MP if it contains both.
1. The tree swayed in the wind like a graceful dancer.
2. The white snow, a wet confetti, fell on the ground.
3. The truck’s huge headlights flashed angrily at the car in front of it.
4. The skyscraper was a silent sentry standing guard over the city.
5. The hurricane shrieked like some unearthly creature.
Now write a sentence using personification to give each thing a human
characteristic.
1. the sun
2. a wave of water
McGraw-Hill School Division
3. a steam shovel
109
At Home: Have students write sentences personifying
a favorite toy or object.
Book 5/Unit 3
A Mountain of a Monument
8
Name
Reteach 110
Date
Unit 3 Vocabulary Review
A. Read each question. Choose a word from the list to answer the question.
Write your answer on the line.
accurate
heroic
bashful
tiresome
awesome
1. If you went to a party where you didn’t know anyone, how might you act at first?
2. If you saw a meteor shower in the night sky, how might you describe it to a friend?
3. If you saved a small child from a burning house, how might people describe you?
4. If you were reporting a school event for your local newspaper, what would you want
to be?
5. If you had to do a chore you didn’t enjoy, how might you describe it?
B. Read the paragraph. Then fill in the correct word.
livestock
explosives
billowed
scorched
onlookers
I’ll never forget the night our barn burned down. I awoke to a noise
that sounded like
McGraw-Hill School Division
smoke
getting our
going off. I looked out my window as
from the barn. My parents were already up and
out of the burning building. Among the
were people who had stopped their cars along the road
in front of our farm. When it was over, the only thing that was left of our
barn was
10
Book 5/Unit 3
Unit 3 Vocabulary Review
earth.
At Home: Have students write a paragraph about an
accident or natural disaster they have heard or
read about.
110
Name
Reteach 111
Date
Unit 3 Vocabulary Review
A. Use words from the list to finish the crossword puzzle
devour
cemetery
sculpture
Across
2. Our art museum has many
pieces of
.
3. Many children are
by their parents.
4. I
my food when
I’m hungry.
Down
1. Sam was afraid to walk
through the
.
2. A law of nature is
of the fittest.
influenced
survival
1
2
3
4
B. Read the sentences and fill in the correct words.
congratulated
quench
heritage
my thirst at the water fountain.
2. Carlos is proud of his Hispanic
.
3. Several homes were destroyed by the violent
4. The Roman soldiers cried, “
5. Our teacher
111
hail
McGraw-Hill School Division
1. I often
tornado
.
to the Emperor!”
us on our test scores.
At Home: Have students write a paragraph about a
favorite trip they took using at least four vocabulary
words.
Book 5/Unit 3
Unit 3 Vocabulary Review
10
Name
Date
Reteach 112
Judgments and Decisions
Making a judgment means deciding whether something or someone is right or
wrong. It can also mean determining if you would behave as story characters do
and if their decisions make story situations better or worse.
Read the story. Then make judgments and decisions about the characters’
actions. Answer the questions below.
It was a chilly September day, but Jill planned to go swimming. She
grabbed her swimsuit and towel and rushed down the stairs. When she
reached the back door, she heard her mom shouting, “Jill, what about
some breakfast? Isn’t it a little cold to go swimming?”
“No thanks, Mom. I can’t stop to eat. I’ll never win that swim meet if I
don’t practice every day,” replied Jill as she hopped on her bike.
Jill pedaled furiously to the pool. At the pool, the gusty wind created
little waves. Jill liked the waves because they made her swim harder.
1. Do you think Jill’s choice to go swimming is wise? Explain.
2. Do you agree with Jill’s decision not to have breakfast? Why or why not?
McGraw-Hill School Division
3. If you were Jill’s mother, would you let her go swimming on such a day?
4. Would you welcome a gusty wind if you were going swimming? Explain.
4
Book 5/Unit 4
Carlos and the Skunk
At Home: Have students record at least three
decisions they made during the day.
112
Name
Reteach 113
Date
Vocabulary
Complete each sentence using the correct vocabulary word.
unbearable
peculiar
unpleasant
stunned
tortillas
nestled
1. When she dines in a Mexican restaurant, Kate usually orders
wrapped around cheese with sour cream.
2. The house was
covered with apple trees.
between a stone ledge and a hill
3. After cleaning the barn and working in the fields, Lucas thought his clothing smelled
.
4. When Dawn was accidentally hit hard by the ball, she was so
that it took her some time to realize what had happened.
5. Samir felt sick. His homework had mistakes, and he forgot his lunch. All in all, it was
turning out to be a very
day.
6. Jaime never went anywhere without his guitar. He played constantly. So everyone
thought it was
when he stopped playing.
6
Story Comprehension
Reteach 114
McGraw-Hill School Division
Read each sentence about “Carlos and the Skunk.” Write T if the sentence is
true and F it is false.
1. Carlos didn’t want to touch the skunk.
2. Carlos avoided Gloria for a while.
3. The church service ended earlier than usual.
4. Carlos didn’t know where the terrible smell was coming from.
5. Carlos asked his father for a new pair of shoes.
113–114
At Home: Have students tell what clues helped them
realize why Carlos was avoiding Gloria.
Book 5/Unit 4
Carlos and the Skunk
5
Name
Date
Reteach 115
Read a Diagram
A diagram is an illustration that can show how something is put together or how
something works. The parts are often labeled with their names. Look at this
diagram of an airplane. Then answer the questions.
1. Where is the cockpit, the space where the pilot sits?
2. Where are the engines located?
McGraw-Hill School Division
3. Which section has more seats—first class or main cabin?
4. A galley is an airplane’s kitchen. How many galleys are on this airplane?
Where are they?
5. How many emergency exits are labeled on this airplane?
5
Book 5/Unit 4
Carlos and the Skunk
At Home: Have students make up more questions
about the diagram and ask a family member to
answer them.
115
Name
Reteach 116
Date
Judgments and Decisions
You make judgments about how characters act in a story. Using these
judgements can help you make decisions about the story and its characters. You
should be able to give reasons for the judgments and decisions you make.
Here are some decisions Carlos and Gloria made in “Carlos and the Skunk.” For
each decision, write YES or NO to tell whether or not you agree with it.
1. Gloria warns Carlos not to believe everything that he hears.
2. Carlos decides that he will impress Gloria if he can catch the skunk.
3. Carlos washes out his clothing in the river to try and get rid of the odor.
4. When he gets home, Carlos leaves his shoes outside of the house.
5. Carlos forgets to clean his shoes and wears them to church.
6. Gloria calls to him as he leaves the church.
Share your judgments about each story character by answering the questions.
Give reasons for your answers.
7. Would you like to have Carlos as a friend?
8. Would you ask Gloria for advice or Carlos? Why?
McGraw-Hill School Division
9. Would you ask Carlos for help if you wanted to catch a skunk?
116
At Home: Have students make a judgment about an
action they observe at home. Ask them to give
reasons for their judgment.
Book 5/Unit 4
Carlos and the Skunk
9
Name
Date
Reteach 117
Draw Conclusions
Sometimes stories don’t tell you all information directly. You have to draw
conclusions about characters or situations from clues given in the story. You can
also use experiences from your own life to help you draw conclusions.
Read each of the stories. Then circle the letter next to the conclusion you can
draw from the information provided. Remember to think about your own
experience as you read the stories.
1. Susanna has read six books written about time travel. She’s also written a story for a
magazine called “Imaginary Journeys.”
a. Susanna enjoys fantasy stories.
b. Susanna is ten years old.
2. Cameron wants to go to swimming camp next summer. He signed up for an extra
day of newspaper delivery to make more money to pay for camp. Also, he’s working
for the neighbors doing odd jobs.
a. Cameron is a good swimmer.
b. Cameron wants to go to swimming camp very badly.
3. In Meghan’s classroom, the walls are covered with green stripes. The paintings are
framed with green paper. The teacher gave each student a green pencil at the
beginning of the year.
a. There are a lot of paintings in Meghan’s classroom.
b. Meghan’s teacher likes the color green.
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4. Zach described the giant mouse. He said it could talk and was dressed in fancy
velvet clothes. Zach explained that the mouse could play the violin.
a. Zach has probably made up the giant mouse.
b. Zach knows something about mice that the rest of us don’t.
4
Book 5/Unit 4
Carlos and the Skunk
At Home: Have students draw a conclusion about the kind
of day someone else has had. Ask them to tell what
information they used to draw their conclusion.
117
Name
Reteach 118
Date
Suffixes
Suffixes are word parts added to the ends of base words to change their
meanings or their parts of speech. The suffix -less means “without.” The suffix
-able means “able to be” or “to cause to be.”
Circle the suffix -less or -able in each word. Think about the meanings of the
base word and the suffix. Then write a meaning for the whole word.
1. endless
2. careless
3. meaningless
4. comfortable
5. worthless
6. reachable
Now write a word from above to complete each sentence.
7. The sparkling stones were really glass, so the necklace that looked so valuable
was actually
.
8. She went camping and was not
9. The ship had very
by phone.
cabins.
10. In June, summer vacation seemed like an
children soon became bored and missed going to school.
adventure, but the
11. Malik apologized for teasing his sister, but the apology was not sincere so it felt
.
118
At Home: Ask students to add -less to weight, joy and
harm and to use the new words in sentences.
act.
Book 5/Unit 4
Carlos and the Skunk
McGraw-Hill School Division
12. Leaving her new bike out in the rain was a
12
Name
Date
Reteach 119
Important and Unimportant Information
Not all the information in your reading is equally important. Information that
helps you understand the main idea is most important. Facts and information that
just add detail to the main idea can be unimportant.
Read this story. Then write a ✔ next to each sentence below the story that gives
important information about the story.
McGraw-Hill School Division
Ernesto was making a model of a school locker with a roll-up door
similar to the kind you see on a garage. He planned to paint it red like his
real school locker. But Ernesto had a problem. His invention was due in
school Wednesday morning at exactly 8:00 A.M. The material he needed to
make the sliding door had arrived this morning and today was already
Monday! If that wasn’t bad enough, the sliding door company hadn’t sent
enough plastic parts for the sliding door, so now it closed only halfway.
What could he do? Suddenly Ernesto had a flash of brilliance. He cut a
piece of wood to cover the lower part of the locker’s opening. Now the
sliding door had to come only partway down the opening, and people
could still see how the idea worked. Ernesto just might win the Fifth
Annual Invention Contest after all!
1.
The invention was due at school at exactly 8:00 A.M.
2.
Ernesto had just two days to finish his invention.
3.
Ernesto was missing key material to build his invention.
4.
The invention was a locker with a roll-up sliding door.
5.
Ernesto planned to paint his model locker red.
6.
By covering part of the opening, Ernesto completed the locker.
7.
Ernesto was able to compete in the Invention Contest after all.
8.
This is the fifth year of the Invention Contest.
8
Book 5/Unit 4
How to Think Like a Scientist
At Home: Have students add three unimportant facts
to Ernesto’s story without changing the important
information.
119
Name
Reteach 120
Date
Vocabulary
Read each clue. Then circle the vocabulary word in the row of letters.
automatically
normally
carelessly
observations
assignments
swerved
1. turned quickly
u
b
o
s
w
e
r
v
e
d
i
p
e
r
d
v
c
2. tasks
t
a
y
i
n
w
a
s
s
i
g
n
m
e
n
t
s
3. not carefully
m
i
l
g
g
y
c
a
r
e
l
e
s
s
l
y
o
4. as usual
a
n
o
r
m
a
l
l
y
s
s
g
n
l
l
m
t
5. things noticed
c
a
u
o
u
o
b
s
e
r
v
a
t
i
o
n
s
6. without thinking
s
a
u
t
o
m
a
t
i
c
a
l
l
y
p
w
z
6
Reteach 121
Story Comprehension
Read each of the two answers below the questions about “How to Think Like a
Scientist.” Then underline the answer to each question.
1. What reason did Jim’s grandfather give for people throwing dead snakes over tree
branches in the past?
They wanted to make it rain.
They wanted to scare away other snakes.
3. What key information did Ralphie provide that should have helped his sister see the
situation more clearly?
The men drove a van.
The men didn’t take a television set with them.
4. What mistake did the zookeeper make before his school visit?
He took the wrong fish.
He tried to trick the students.
5. Why did the girl decide she was wrong about the kind of fish the zookeeper brought?
She didn’t trust her own eyes.
She didn’t want to question an expert.
120–121
At Home: Have students make their own hidden-word
grids for the vocabulary and give them to classmates
to solve.
Book 5/Unit 4
How to Think Like a Scientist
5
McGraw-Hill School Division
2. What did Ralphie’s sister do that led to her mistake about the events at the Murphys’
house?
She believed an expert.
She used the information from her observation
incorrectly.
Name
Date
Reteach 122
Use an Outline
Suppose you want to write a report about weather. You can use an outline to
organize your information before you start writing. An outline is one way to show
the main ideas in your report.
The Weather
I.
Where weather occurs
A. Earth’s weather takes place in the atmosphere.
You can find each
main topic next to a
Roman numeral.
B. Most weather occurs in the lowest layer of the atmosphere,
the troposphere.
C. Some weather takes place in the next layer, the stratosphere.
Related facts are
listed under each
main topic next to a
capital letter.
II.
Extreme kinds of weather conditions
A. Tornadoes
B. Hurricanes
C. Blizzards
D. Thunderstorms
Use the outline to answer the questions.
1. What is the outline about?
2. What is the main idea of the first section?
McGraw-Hill School Division
3. What is the main idea of the second section?
4. Under which section would you place a fact about snowstorms?
5. Suppose you wish to include several facts about clouds in your outline. What
will you do?
5
Book 5/Unit 4
How to Think Like A Scientist
At Home: Discuss how an outline helps you
organize information.
122
Name
Reteach 123
Date
Important and Unimportant Information
Important information helps you understand a selection’s main idea.
Unimportant information usually just adds detail to the main idea.
Read the selection. Find the main idea for each paragraph. Then decide if each
underlined phrase contains important information or unimportant information.
Write important information on lines 1 to 4. Write unimportant information on
lines 5 to 8.
There is incredible variety among fish. Some are tiny while others are
enormous. Some are brightly colored, and some are very plain. Some live
in salt water; some need fresh water.
In spite of these differences, fish share many common features. For
example, all fish breathe through gills. These flaps on the side of the fish’s
head absorb oxygen from the water. Most fish have scales covering their
bodies. The scales help fish slide through the water. A few fish have no
scales. Catfish are examples of fish without scales. Most fish lay eggs
from which baby fish are hatched. Some sharks give birth to fully formed
young fish instead.
Important Information that supports that main idea.
1.
2.
3.
4.
Unimportant Information that only adds detail to the main idea.
McGraw-Hill School Division
5.
6.
7.
8.
123
At Home: Have students give three important facts that
describe a prized possession to someone who’s
never seen it.
Book 5/Unit 4
How to Think Like a Scientist
8
Name
Date
Reteach 124
Draw Conclusions
Drawing conclusions means making decisions based on information. The
information can come from clues in your reading or from your own experience.
Read each story. Then circle YES or NO after each sentence to tell whether or
not it contains a conclusion that can be drawn from the story. Give at least one
clue for each Yes answer. Remember to use clues from your own experience.
Tomás couldn’t reach the light switch. He began to cry. Stomping his
feet, he tugged furiously on his mother’s pant leg until she noticed him.
Smiling, his mother scooped Tomás up in her arms. She saw him point at
the light switch, so she quickly turned it on.
1. Tomás is a very young child.
Yes No
Clues:
2. Tomás’s mother is impatient with him.
Yes No
Clues:
Sweat poured down Shasta’s back as she ran across the pavement
rippling with heat. It was only 6:00 A.M. Shasta paused briefly. She always
took a short break during her workout to help herself regain her strength.
Still, she had to get going. She had another 10 miles to run that morning.
3. The story is set in a very cold place.
Yes No
Clues:
McGraw-Hill School Division
4. Shasta is a serious long-distance runner.
Yes No
Clues:
4
Book 5/Unit 4
How to Think Like a Scientist
At Home: Have students tell what other reasonable
conclusions they can draw from the stories.
124
Name
Date
Reteach 125
Root Words
A root word is a word or word part that forms the core of a longer word. The root
word, which often comes from an older language, carries important information
about the meaning of the whole word. You can use this information to figure out
what a word you don’t know means.
cyc
cle
icy
un
cle
cy
re
cyclic
The roots cycl and cycle come from a Greek word that means “wheel, circle,
ring.” Underline the root in each word on the tree. Then write the word that goes
with each definition below. You can use the clues next to the definition to help
you figure out the word’s meaning.
list
e
ycl
bic
cycl
cycle
1. one who rides a cycle [-ist meaning “one who”]
2. vehicle with one wheel [uni- meaning “one”]
3. vehicle with two wheels [bi- meaning “two”]
4. to use again [re- meaning “again”]
5. going in a cycle or circle [-ic meaning “like a”]
McGraw-Hill School Division
Now put the meanings of the roots together, to help you figure out the overall
meaning of each new word.
6. bio (life) ology (means “study of”) biology
7. bio (life) graphy (means “write”) biography
8. geo (means “earth”) ology geology
125
At Home: Have students try to think of other words
based on the roots auto, graph, bio, ology, geo, and
cycle.
Book 5/Unit 4
How to Think Like a Scientist
8
Name
Date
Reteach 126
Fact and Nonfact
Information that can be proven true is a fact. You can usually find facts in
nonfiction books and other reference materials. Information that can be proven
false is a nonfact. Your proof might come from personal observation or from your
school studies.
Read the paragraphs. Then write FACT or NONFACT for each sentence below.
Nantucket Island is part of the state of Massachusetts. The island is
only a short ferry ride from Cape Cod. On the island you can see unusual
plant and animal life. Nantucket has a science museum and a small
aquarium. The aquarium houses the world’s only living stegosaurus.
Nantucket is only 14.5 miles long and 3.5 miles wide, so it’s easy to
get around on a bicycle. The islanders maintain many miles of bike paths
to help residents and tourists alike get from one place to another. The only
way to really see Nantucket is by riding your bike over the land and water.
Many people enjoy visiting Nantucket, especially in the summer.
1. Nantucket is an island.
2. The island is only a short ferry ride from Cape Cod.
3. The aquarium houses the world’s only living stegosaurus.
4. Nantucket is only 14.5 miles long and 3.5 miles wide, so it’s easy to get
around on a bicycle.
McGraw-Hill School Division
5. The only way to really see Nantucket is by riding your bike over the land
and water.
5
Book 5/Unit 4
An Island Scrapbook
At Home: Have students write three facts and three
nonfacts about a topic that interests them.
126
Name
Reteach 127
Date
Vocabulary
Use the words from the box to finish the sentences.
emerge
parallel
barrier
naturalist
1. The sand dune created an enormous
the stormy ocean.
fireball
between our house and
2. When the storm ended, we saw our cat
3. Before noon, our town’s
the beach.
teeming
from hiding.
will be studying the storm’s effect on
4. She can reach the beach on one of three
each other.
5. When the sun comes out, our beach will be
6. What does it mean when the rising sun looks like a
paths that run next to
with life.
?
6
Story Comprehension
Reteach 128
Write an answer to each question about “An Island Scrapbook.”
1. Where does “An Island Scrapbook” take place?
McGraw-Hill School Division
2. What happens in “An Island Scrapbook”?
3. What kinds of observations are included in the scrapbook?
4. How do you think Amy and her mother feel about the island and its natural
places and creatures?
127–128
At Home: Have students make one entry for an
observation scrapbook about a place they really like.
Book 5/Unit 4
An Island Scrapbook
4
Name
Date
Reteach 129
Read an Observation Chart
An observation chart shows what someone has seen or noticed. The chart’s title
usually tells you what has been observed. Headings on the rows and columns help
you find each piece of information on the chart.
Use the observation chart below to answer the questions below.
1. What is the title of the chart?
2. What do the column headings tell?
3. What do the boxes on the left tell?
4. Which two dogs always respond to commands the first time?
McGraw-Hill School Division
5. How does Minnie react when strangers visit the Weissbergs?
6. Which dog only chases the neighbor’s cat?
7. How old was Gray when the Weissbergs got him?
8. Which dog do you think is the most well-trained? Why?
8
Book 5/Unit 4
An Island Scrapbook
At Home: Have students write a paragraph describing one
of the dogs in the chart. They may add imaginary details
that seem consistent with the chart information.
129
Name
Reteach 130
Date
Fact and Nonfact
Facts can be proven true, often by returning to a story or using reference sources.
Nonfacts can be proven false, often by using your own knowledge or experience.
In “An Island Scrapbook,” Amy and her mother observe many different natural
and human features in their walks around the island. Read the sentences about
their observations and experiences. Write the sentences that are facts on lines
1 to 4. Write the sentences that are nonfacts on lines 5 to 6. You may look back
at the story for help.
• Barrier islands protect the coast during hurricanes.
• Hurricanes are nature’s way of fixing water shortages.
• Amy and her mother wake up before dawn and paint the sunrise.
• Shrimpers, fishermen, and shorebirds come out early.
• The crabs take up their fiddles and play a popular song.
• In the forest, Amy meets Snow White at the castle.
• Amy’s mother sees deer flying over the forest.
• After the storm, Amy and her mother explore and take photos.
Facts
1.
2.
3.
4.
McGraw-Hill School Division
Nonfacts
5.
6.
7.
8.
130
At Home: Have students choose two facts from “An
Island Scrapbook” and turn them into nonfacts.
Book 5/Unit 4
An Island Scrapbook
8
Name
Date
Reteach 131
Important and Unimportant Information
Recognizing important information can help you summarize what you read.
Important information helps you understand the selection’s main idea, which
should be in a summary. Unimportant information adds interesting detail, but it’s
less useful in a summary.
Read the sentences beside each number. Circle the letter next to the information
that is important. Your choice should have information you think belongs in a
summary of “An Island Scrapbook.”
1. a. Amy and her mother dress quietly.
b. Amy has to go home the next week.
c. The sun glows above the trees on their last morning.
2. a. While painting the sunset, Amy hears the lapping of the tide.
b. The salt marshes smell muddy.
c. Amy and her mother want to capture the island’s beauty on paper.
3. a. The island has many different natural settings.
b. There are a lot of fiddler crabs on the beach.
c. Acorns and pine cones cover the forest floor.
4. a. Only shrimpers, fisherman, and shorebirds are out at dawn.
b. Each part of the island fits the needs of its plants and animals.
c. Amy finds animal tracks in the forest.
McGraw-Hill School Division
5. a. There was a small hurricane earlier in the summer.
b. Amy collected many seashells.
c. The island has often suffered from hurricane damage.
6. a. Amy and her mother enjoy the island very much.
b. A baby whale died because it swallowed garbage instead of food.
c. Amy once found a fossil shark’s tooth on the beach.
6
Book 5/Unit 4
An Island Scrapbook
At Home: Have students use the information they
circled and other important information to write a
summary of “An Island Scrapbook.”
131
Name
Reteach 132
Date
Suffixes
A suffix is a word part added to the end of a word to change its meaning. The
suffix -less means “without” and usually forms an adjective when added to a base
word. The suffix -ment means “the act of” and forms a noun.
-less “without”
direction less directionless (“without direction”)
-ment “the act of”
govern ment government (“the act of governing”)
In the boxes, underline the suffixes in each word. Then use the words to
complete the sentences below.
painless
careless
clueless
treeless
1. The detective couldn’t solve the mystery because he was
.
2. The dentist promised that cleaning my teeth would be
.
3. Plants can’t grow in harsh climates, so the tops of many mountains
.
4. You can’t be
entertainment
when handling fragile items.
government
5. The colorful
improvement
advertisement
attracted many new customers.
6. Paco hired a magician to provide
7. Lea studied hard, and her grades showed great
school year.
for the party.
by the end of the
McGraw-Hill School Division
are
8. Everyone who voted in the last election showed that he or she was interested in
the city’s
132
.
At Home: Have students write the meanings of the
words ending in -less and -ment.
Book 5/Unit 4
An Island Scrapbook
8
Name
Date
Reteach 133
Judgments and Decisions
Making judgments involves thinking about your reasons for and against
something. Your reasons might be your beliefs or your goals. Making decisions
involves acting on the judgments you made.
Read the story. Then make judgments and decisions to answer the questions.
Explain your reasons for your judgments and decisions.
Ovidio wanted to make the top-level soccer team this year. He also
wanted to get an A in math. Mr. Hansen, the math teacher, said Ovidio
could make up any assignments that fell on practice days, which were
every Monday and Wednesday. Then Ovidio was asked to join the school
Safety Squad. It was a high honor, but it involved at least an hour a week
of training and a meeting every Friday after school.
As Ovidio was considering this decision, his best friend Marc called.
Marc’s dad was coming home from the hospital the next day. Marc wanted
Ovidio to help him make a welcome-home sign. But Ovidio had to make
up his math in the morning and go to a practice after school.
1. Do you think Ovidio should join the Safety Squad? Why or why not?
2. What goals do you think are important for Ovidio to consider in making his decision
whether or not to join the Safety Squad?
3. What do you think should be Ovidio’s top priority?
McGraw-Hill School Division
4. Do you think Ovidio should make time to help Marc, even if he has to change
his other plans? Why or why not?
5. Do you think Ovidio can participate in all three activities and still get an A in math?
5
Book 5/Unit 4
The Big Storm
At Home: Have students listen to see if their families or friends
use any -less or -ment words this evening. Tell students to
record and share the sentences in which the words were used.
133
Name
Reteach 134
Date
Vocabulary
Choose the word that fits the clue. Then fill in the crossword puzzle.
data
injured
uneven
collision
cycle
atmosphere
1
Across
2. repeating process
2
4. thin layer of gases
5. physically hurt
3
Down
4
1. changing often, not smooth
2. a crash
3. facts and information
5
6
Story Comprehension
Reteach 135
Write an answer to each question about “The Big Storm.”
1. Where did the big storm begin?
2. Why was knowing the season important to understanding the storm that occurred?
3. What two natural forces affect weather the most?
McGraw-Hill School Division
4. What were some problems people experienced because of the storm?
5. How did changing areas of low and high pressure affect the storm?
134–135
At Home: Have students develop two more questions
about “The Big Storm” and give them to a classmate
to answer.
Book 5/Unit 4
The Big Storm
5
Name
Reteach 136
Date
Read a Weather Map
A weather map may contain information about temperature, wind and cloud
movements, and rain or snowfall. Use the map key to understand how the map
uses symbols. Remember that low pressure usually means stormy weather while
high pressure usually means fair weather.
Seattle
Billings
40's
San
Francisco
Boston
New York
Chicago
60's
Denver
50's
Memphis
Los Angeles
Atlanta
70's
70's
Dallas
Snow
Houston
70's
Miami
Showers
Warm Front
Cold Front
Use the weather map to answer these questions.
1. Based on this map, will it be fair or stormy in Florida?
2. In what cities is snow likely to fall?
3. What kind of front is approaching Memphis, Tennessee?
4. If you were traveling on the day shown on the map, would Denver or Chicago be
McGraw-Hill School Division
a better choice in terms of avoiding possible weather delays?
5. According to this map, what is the likely temperature in Dallas?
5
Book 5/Unit 4
The Big Storm
At Home: Have students learn the local weather forecast for
their community. Direct them to Internet sources, newspaper
weather pages, and television or radio news.
136
Name
Date
Reteach 137
Judgments and Decisions
Making a judgment or decision about what you read often means deciding
whether you agree with a character’s actions. One way to do this is to suppose
you are in the situation facing the character. Then you can consider your own
values and beliefs to decide what you think is reasonable behavior in that situation.
Read each situation. Then make a judgment or decision to answer the question.
Give reasons for your answers.
1. Chris has a chance to see his favorite team play basketball. But if he goes he’ll
miss Joey’s birthday party. Should he go to the game?
2. Michaela won’t talk to anyone who has moved to her home town in the last five
years. She says newcomers are outsiders and should be ignored. Do you agree
with her?
3. Phoebe never wears a helmet when she rides her bike. She says it’s too hot. You
learned in bike safety class that helmets protect bike riders from head injuries. Do
you agree with Phoebe’s choice?
McGraw-Hill School Division
4. Leon would like a snack after school. He knows that he’ll be having dinner shortly,
but he’s very hungry. He could make himself a banana split, or he could just have
a banana. Which should Leon choose?
137
At Home: Have students write a short note to one of
the characters described above. The note should
explain the students’ judgment or decision.
Book 5/Unit 4
The Big Storm
4
Name
Date
Reteach 138
Draw Conclusions
Drawing conclusions means combining clues from your reading with clues from
your own experience to make a decision.
Read the story. Then draw conclusions to answer the questions below. Give at
least two supporting clues, either from the story or from your own experiences.
When Noah awoke, the room seemed quieter than usual. As he rolled
over, he noticed it was 8 A.M., nearly an hour later than the time his mom
usually woke him up. Turning toward the window, Noah realized why—
there was over a foot of snow on the ground! He switched on the radio
and learned to his surprise that the updated weather forecast was
predicting six more inches of snow along with freezing-cold temperatures.
Noah sank back into the pillow to plan his day. There were so many
choices. He had four books at his bedside, stacked in the order he
planned to read them. He could go sledding on the big hill, or he could
finish his school report that was due tomorrow. He decided to plan his day
by making a list.
1. What time of year was it at Noah’s home?
Clues:
2. What happened that changed Noah’s plan for going to school?
Clues:
3. Do you think the snowstorm was expected?
McGraw-Hill School Division
Clues:
4. Do you think Noah was an organized person?
Clues:
4
Book 5/Unit 4
The Big Storm
At Home: Have students give a family member or
friend two clues and record the conclusion drawn.
Was it reasonable? Why or why not?
138
Name
Reteach 139
Date
Root Words
You can use root words to figure out the meanings of unfamiliar words. Root
words often form the core of longer words. Sometimes you will know the root’s
meaning from a familiar word that contains it. For example, the root dec- means
“ten.” If you know that the word decade means “period of ten years,” you can make
an educated guess at the meaning of decimal.
Study the following examples. Then write the correct word from the box below to
complete each sentence. Use the clues about root words to help you. The root in
each word is underlined.
Root word
Meaning
Example
Root word
Meaning
Example
phone
graph
sign
sound
write
mark
telephone
photograph
signal
scop
pop
ped
see
people
foot
microscope
popular
pedal
symphony
periscope
population
pedestrian
telegraph
signature
1. Laura Lee spent every Thursday afternoon listening to the splendid music of
the
.
2. Scientists have noted how quickly Earth’s
is growing; they
worry about how people will produce enough food for everyone.
3. The crossing guard is there every morning and every afternoon to make sure that
4. Notice that the graceful
enough to easily identify the name.
5. In submarine movies, sailors often use a
happening on the surface of the water.
6. Before telephones, people used the
quickly to far away places.
139
At Home: Have students write sentences using each
new word presented here.
to cross safely.
ending her letter is also neat
McGraw-Hill School Division
cars stop to allow each
to see what is
to send messages
Book 5/Unit 4
The Big Storm
6
Name
Date
Reteach 140
Fact and Nonfact
Information that can be proven true is a fact. Information that can be proven false
is a nonfact.
Read the story. Then write a ✔ next to the numbered sentences that could
contain facts.
Today is my 205th birthday. To celebrate, my family is taking its fifth
trip to Canfield Woods. We always have wonderful adventures on these
hikes. There are 20 miles of paths, each marked with its own colored sign
that shows where the trail goes. But sometimes Canfield Woods is a little
odd.
The first time we went, the trees started dancing and shouting, so we
had to leave. On the second trip, my shoes did something strange. They
actually dragged me onto the white trail, which I hate. Finally, I took off the
shoes and left the woods wearing only my socks! Nothing unusual
happened on the third trip—except that my little brother Will fell and cut his
knee. The most recent trip was weird, too. My brother spotted a twoheaded bird perched on a pine tree. At first, I didn’t believe him, but then I
saw it too. I wonder what today’s trip will bring.
1. The narrator’s family has been to Canfield Woods five times.
2. The trees in Canfield Woods sometimes dance and shout.
3. One trail is marked with white markers.
4. Will fell and cut his knee on the third trip.
5. A two-headed bird lives in Canfield Woods.
6. The narrator’s shoes dragged him onto the white trail.
7. Canfield Woods has over 20 miles of trails.
McGraw-Hill School Division
8. Each trail in Canfield Woods is labeled with its own color.
9. Nothing unusual happened on the family’s third trip.
10. The narrator is 205 years old.
10
Book 5/Unit 4
Catching Up with Lewis and Clark
At Home: Have students tell two facts about a recent
family trip or gathering.
140
Name
Reteach 141
Date
Vocabulary
Circle the vocabulary word that correctly completes each sentence.
1. There were hundreds of (superb/bison) charging across the prairie.
2. After the storm passed, the leaves were (glistening/journal) with raindrops.
3. Each day, we recorded our experiences in our (glistening/diaries).
4. We had a (journal/superb) view of the valley from the mountaintop.
5. Luckily, I had the writings of a (former/journal) nature guide to help me.
6. She left a (journal/bison) filled with both facts and personal responses.
6
Reteach 142
Story Comprehension
Answer these questions about “Catching Up with Lewis and Clark.”
1. What part of the current United States did Lewis and Clark explore?
2. What was one goal of their journey?
3. Who helped Lewis and Clark communicate with the Native Americans they met
along the trail?
McGraw-Hill School Division
4. Which President asked Lewis to explore the Louisiana Purchase?
5. Why is it difficult for researchers today to find the actual trail Lewis and Clark
followed?
141–142
At Home: Have students draw a picture of a bison.
They may need to check a reference source first.
Book 5/Unit 4
Catching Up with Lewis and Clark
4
Name
Reteach 143
Date
Read a Map
Maps provide many kinds of information. The map title identifies the areas covered
by the map. Labels within the map may name places, bodies of water, and
important land features. Special maps sometimes contain information such as
typical industries. Use the symbols and explanations in the map key to help you
understand the map.
The United States
Canada
NH
WA
ME
VT
Missouri River
MN
ND
MA
MT
OR
Mi
WI
ss
ID
MI
ipp
ive
r
OH
ive
io R
Oh
WV
r
IA
NE
IL
NV
RI
IN
CO
KS
NJ
DE
MD
VA
KY
St.Louis
CA
CT
PA
iR
WY
UT
NY
iss
SD
NC
MO
TN
AZ
OK
NM
SC
AR
GA
MS
Atlantic
Ocean
AL
TX
LA
Pacific
Ocean
FL
Mexico
Gulf of Mexico
Use the map to answer these questions.
1. What is the title of this map?
McGraw-Hill School Division
2. What countries border the United States?
3. Through which states does the Missouri River run?
4. What oceans does this map show?
5. If Lewis and Clark left St. Louis and traveled due north, which states would they
pass through?
5
Book 5/Unit 4
Catching Up with Lewis and Clark
At Home: Have students find a map of their town or
state. Ask them to identify its features.
143
Name
Date
Reteach 144
Important and Unimportant Information
One way to recognize important and unimportant information is to ask yourself
what would happen if the information were left out of the selection. Important
information cannot be removed without affecting a main idea of the selection.
Unimportant information can be left out without changing the main idea.
Read the stories. Then circle YES or NO to tell whether the underlined
information is important or unimportant. Test your choice by rereading the story
without the underlined information.
1. Jon’s ride was late again. It was the third time this month. This time, she came
12 minutes after 8 o’clock. She always called to say she would be late, but that didn’t
help Jon get to school on time.
Yes
No
2. Aunt Hattie makes fantastic lunches. Her black-eyed peas are the best I’ve ever
had. She also makes great corn bread. I look forward all week to Sunday lunch at
her house.
Yes
No
3. Joellyn works late at night. Her shift starts at midnight. When she gets tired, she
drinks a glass of cold water to wake up.
Yes
No
4. Wait until you hear this! Jim’s Dad was backing out of his garage, and he tore the
garage door right off. He had lifted the door up but I guess not far enough. Anyway,
the door is totally smashed.
Yes
No
5. Quentin comes from a big family. They need four long tables when everyone eats
together on special holidays. He always has someone to talk to.
144
No
At Home: Expand one of the stories by adding an important or
Book 5/Unit 4
an unimportant piece of information. Tell which kind of
Catching Up with Lewis and Clark
information you have added.
McGraw-Hill School Division
Yes
5
Name
Date
Reteach 145
Root Words
You can use the meanings of roots to help figure out the meanings of unfamiliar
words.
Read the root clue next to each word in column 1. Then use the clue to find the
definition of each word in column 2. Write the letter of each correct definition on
the line.
Column 1
Column 2
1. motor (mot means “move”)
a. someone who watches
2. spectator (spec means “see”)
b. related to the moon
3. altitude (alt means “high”)
c. to set free
4. scald (cal means “hot”)
d. engine that moves a machine
5. liberate (liber means “free”)
e. height measurement
6. lunar (luna means “moon”)
f. to burn
Now use the words from above to complete these sentences.
7. A
came to watch the game.
8. The mountain’s
is 9,500 feet.
9. Be careful not to
yourself with that hot drink.
10. Many people have worked hard to help
11. The
slaves.
light shines into my room at night.
.
McGraw-Hill School Division
12. The old car still runs well because it has a good
12
Book 5/Unit 4
Catching Up with Lewis and Clark
At Home: Have students find and record a dictionary
definition for one of the words.
145
Name
Reteach 146
Date
Suffixes
A suffix changes the meaning of the base word. The suffix -less adds the meaning
“without” to a base word. The suffix -ment changes a base word into a noun that means
“the act or result of.”
In each sentence, underline the word that includes the suffix -less or -ment. Then
write each word and its meaning.
1. Raising your grade from a C to an A is quite an accomplishment.
2. When the factory closed, the jobless rate in our town went up.
3. Our club works for the advancement of business in the region.
4. Cleaning up after the hurricane was a joyless experience.
5. Some people want to change the U.S. Constitution by adding amendments.
6. Jan’s interest in science fiction books seems to be limitless.
7. Making the library bigger is certainly an improvement to our school.
McGraw-Hill School Division
8. Making a judgment involves weighing at least two choices.
146
At Home: Have students write additional sentences for
two -less and two -ment words.
Book 5/Unit 4
Catching Up with Lewis and Clark
8
Name
Reteach 147
Date
Unit 4 Vocabulary Review
A. Use words from the list to finish the crossword puzzle.
naturalist
superb
bison
uneven
teeming
observations
data
stunned
1
Across
2. things you see
6. nature expert
8. large prairie animal
2
3
4
Down
7
1. not even
5
6
3. crawling or covered with
8
4. fabulous
5. information, facts
7. shocked
B. Supply the correct word from the list.
glistening
emerge
assignments
McGraw-Hill School Division
1. Lauren felt a
journal
peculiar
atmosphere
feeling in her elbow when she fell off her bike.
2. The tasks of taking notes and keeping time will be Hannah’s
3. We watched the baby bird
4. Chemicals in the air will hurt the
5. Would-be writers keep a
6. After swimming, Seth’s skin was
14
Book 5/Unit 4
Unit 4 Vocabulary Review
.
from its nest and look around.
.
for jotting down ideas.
with water.
At Home: Have students write a brief paragraph
about one of the Unit 4 selections, using at least
three vocabulary words.
147
Name
Reteach 148
Date
Unit 4 Vocabulary Review
A. Read each clue. Then find the vocabulary word in the row of letters and circle it.
swerved
collision
parallel
fireball
injured
carelessly
diaries
1. turned sharply
i
n
l
l
x
y
s
w
e
r
v
e
d
v
g
e
2. daily writings
d
i
a
s
c
x
i
e
r
d
i
a
r
i
e
s
3. harmed, hurt
p
a
r
i
n
j
u
r
e
d
j
c
v
u
e
r
4. crash
c
o
l
l
i
s
i
o
n
y
c
g
u
h
e
o
5. equally apart
x
u
q
o
x
d
l
p
a
r
a
l
l
e
l
z
6. without care
x
u
e
d
o
d
c
a
r
e
l
e
s
s
l
y
7. the sun
g
i
x
n
f
i
r
e
b
a
l
l
p
i
v
b
B. Read the sentences and fill in the correct words.
former
observations
barrier
cycle
normally
automatically
I hope the change in plans is not
I realize that
unpleasant
news.
the
of classes
begins on Mondays and ends on Fridays. However, we are lucky enough
to have a visit from a
student who is quite
successful. She knows a lot about the
should add a great deal of information to
our discussions. The computer has
McGraw-Hill School Division
region. Her
islands of our
shifted all
classes ahead by one day to make time for Ms. Liberatore’s visit.
148
At Home: Look and listen for these vocabulary words in
conversations, on signs, and in personal reading. Write
any words you come across in a vocabulary log.
Book 5/Unit 4
Unit 4 Vocabulary Review
14
Name
Date
Reteach 149
Compare and Contrast
When you compare two things, you look at them to see how they are alike. When
you contrast, you notice how they are different.
Read the story. List four things that are the same about the cats and four things
that are different on the lines below.
Helen and Derk anxiously awaited the judges’ decision on whose cat
would win first prize in the pet show. Both cats sat proudly, with their coats
glistening. Helen’s cat Maybelle was a small calico with multicolor fur.
Derk’s cat Markum was a large angora with pure white fur. Both cats had
firm, sleek bodies. Maybelle got hers from chasing mice and climbing
trees outdoors. Markum got his from playing with toys and climbing on
furniture indoors.
Maybelle and Markum were also very well fed, although their diets
were quite different. Maybelle ate canned food and things she picked up
outside. Markum preferred table scraps, especially chicken and fish. Both
cats appeared happy and well cared for. The judges would have a difficult
time deciding between the two!
What is the Same?
1.
2.
3.
4.
What is Different?
5.
McGraw-Hill School Division
6.
7.
8.
8
Book 5/Unit 5
The Riddle
At Home: Have students compare and contrast two
sports.
149
Name
Reteach 150
Date
Vocabulary
Write the word from the vocabulary list that completes each sentence.
refreshment
lamented
apologized
hasty
debt
inquired
1. Someone who is sad about losing has
his or her loss.
2. Food or drink that restores energy is a
.
3. Something done quickly is done in a
4. If you have said you are sorry, you have
way.
.
5. When you have asked about something in order to learn, you have
about it.
6. Money that is owed to someone is called a
.
6
Story Comprehension
Reteach 151
Write your answer to each question about “The Riddle.” Look back at the story to
help you.
1. How did the courtier find the answer to the riddle?
McGraw-Hill School Division
2. Why was the king angry with the charcoal maker?
3. Where did the charcoal maker see the face of the king one hundred times?
4. What did the king give the charcoal maker at the end of the story? Why?
150–151
At Home: Have the students write two sentences using
the words hasty and lamented.
Book 5/Unit 5
The Riddle
4
Name
Date
Reteach 152
Follow Directions
Follow the directions below. Connect the letters described in the directions to
form words.
column 1
G
P
O
column 2
E
O
H
column 3
L
N
M
column 4
F
S
D
column 5
E
K
K
1. Draw a line from the top letter of column 1 to the middle letter of column 2. Connect
this letter to the top letter of row 3. From the top letter of row 3, draw a line to the
bottom letter of row 4. What word does this make?
2. Connect the bottom letter in column 2 to the middle letter in column 2. Connect this
letter the top letter of column three, then draw a line to the bottom letter in column 4.
What word does this make?
3. Connect the top letters in the column 2, 3, and 4. What word does this make?
McGraw-Hill School Division
4. Connect the middle letters of columns 1, 2, and 3. Then draw a line from the middle
letter of column 3 to the bottom letter of column 4. What word does this make?
4
Book 5/Unit 5
The Riddle
At Home: Have students make a list of things they
do during the day which require them to follow
directions carefully.
152
Name
Reteach 153
Date
Compare and Contrast
When you compare something, you see how things are alike.
When you contrast something, you see how things are different.
Compare and contrast each pair of items. Write at least one way they are alike
and one way they are different.
Alike
Different
1.
6.
socks
and
shoes
2.
7.
ice
hockey
and
soccer
3.
8.
a dime
and a
nickel
4.
9.
a bus
and a
bicycle
5.
10.
153
McGraw-Hill School Division
a pond
and a
stream
At Home: Have students compare and contrast two
other means of transportation, giving likenesses and
differences.
Book 5/Unit 5
The Riddle
10
Name
Date
Reteach 154
Make Inferences
Authors don’t always tell their readers exactly how the story characters are feeling
or what they are doing. Sometimes the authors give clues about what is
happening. Then it is up to the reader to make inferences based on the clues and
their own experiences to figure out what is happening.
Read the clues. Then circle the answer that makes the most sense.
1. If the players on a volleyball team all had a sunburn after the game, you could infer
that
a. they played outside where it was sunny.
b. they played inside in a gymnasium.
2. If a person put on a helmet, padding, and skates, you could
infer that he or she is probably getting ready to
a. go for a ride in a car.
b. play ice hockey.
3. If you heard a siren and smelled smoke, you could infer that
a. there was a fire somewhere in the area.
b. someone was using a grill.
4. If the playground was empty on a Monday and there were no cars in the school
parking lot, you could infer that
a. all the students were in the cafeteria.
b. it was a school holiday.
McGraw-Hill School Division
5. A customer in a restaurant is served a plate of food. She frowns and calls the waiter.
You could infer that
a. she has never eaten at that restaurant before.
b. she was not served the right dish.
6. You are standing next to a high wooden fence. If you heard a bark, then a yowl and
a hiss, you could infer that
a. a dog lived on the other side of the fence.
b. a dog and a cat were fighting on the other side of the fence.
6
Book 5/Unit 5
The Riddle
At Home: Have students write a paragraph in which they
infer two events.
154
Name
Date
Reteach 155
Context Clues
When you come across a word you don’t know, context clues can often help you
figure out what a word means. Context clues may be other words or phrases in the
sentence, or they may be the way the unfamiliar word is used in the sentence.
Read each sentence. Use context clues to figure out the meaning of the
underlined word. Circle the definition.
1. Matt gave many strong arguments, but he couldn’t convince his parents to let him
stay up any later.
a. persuade
b. satisfy
2. Because Allie was a very practical person, the solutions she came up with always
seemed feasible.
a. festive
b. workable
3. We couldn’t understand what Fassel was saying because his voice was hoarse from
cheering so loudly at the pep rally.
a. large, four-legged animal
b. raspy, gruff
4. The crackling sounds and the heat from the roaring fire in the fireplace made
everyone feel warm.
a. shouting
b. flaming
5. All the students stood up and clapped when the distinguished-looking guest walked
to the front of the room.
a. dignified, elegant
b. identified
6. Zulma offered to separate the whites of the eggs from the yolks.
a. distinct
b. split apart
a. reveal
McGraw-Hill School Division
7. Writing in his journal gave Israel a chance to express his true feelings.
b. fast
8. The circus will feature a new act that is sure to attract many fans.
a. trait
155
b. present
At Home: Have students circle the context clues they
used to figure out the meaning of the underlined
words in the above exercise.
Book 5/Unit 5
The Riddle
8
Name
Reteach 156
Date
Author’s Purpose and Point of View
An author’s purpose may be to entertain (tell a story), inform (give information),
or to persuade (make you agree with them). A writer’s point of view is his or her
opinion about the topic. Knowing the writer’s purpose and point of view can help
you better understand what you read.
Read each paragraph. Then circle the answers to the questions.
Many large cities have subways. Large cities benefit from these underground
trains because they can carry many people to different places quickly and
economically. The first subway system opened in London, England, in 1863. In the
United States, there are major subways in New York, with 640 miles of track,
Boston, with nearly 50 miles of track, and San Francisco, with 71 miles of track.
1. What is the writer’s purpose?
a. to inform
b. to entertain
c. to persuade
2. What is the writer’s point of view?
a. Large and small cities need subways.
b. Subways are particularly beneficial to large cities.
I called my aunt Elaine. We were going to have lunch downtown for my
birthday. “Aunt Elaine,” I said, “We really shouldn’t take your car. There’s no place
to park, and it will take forever in weekend traffic. Why don’t we take the subway? It
is inexpensive and fast.” I smiled when I hung up the telephone. I had finally
convinced Aunt Elaine to take the subway.
3. What is the purpose of the writer’s conversation with her aunt?
a. to inform
b. to entertain
c. to persuade
McGraw-Hill School Division
4. What is the writer’s point of view?
a. Taking public transportation is inexpensive and faster than driving.
b. Using public transportation is better for the environment.
A co-worker from my father’s Paris office was visiting Boston for the first time. Mr.
Baumet was having a great time, but he was confused about something. “Every time I
ask for directions,” said Mr. Baumet, “people offer me tea. They say, ‘Do you want the
tea?’ ” Dad laughed and explained that people were referring to the “T,” another name
for Boston’s subway, not “t-e-a,” the drink.
5. What is the writer’s purpose?
a. to inform
b. to entertain
5
Book 5/Unit 5
Life in Flatland
c. to persuade
At Home: Have students read a newspaper editorial.
Then ask students to decide if the purpose of the
editorial is to inform, entertain, or persuade.
156
Name
Reteach 157
Date
Vocabulary
Write the correct vocabulary word from the box.
dimensions
landscape
thickness
trifle
distinguished
unique
1. A large area of natural scenery, usually seen in one view is called
a
.
2. If you don’t take something seriously, you
with it.
3. Something unusual or remarkable is described as
.
4. An object’s depth or how many layers it has is its
.
5. If you have seen the difference between two things, you have
between them.
6. An object’s width, height, and length are its
.
6
Story Comprehension
Reteach 158
Write an answer to each question about “Life in Flatland.” Look back at the story
to help you.
1. Why are the soldiers so dangerous?
McGraw-Hill School Division
2. Which two senses help Flatlanders recognize each other?
3. How does the rain help Flatlanders figure out a direction?
4. Where does the light in Flatland come from?
157–158
At Home: Have students find examples of two of the
shapes described in “Life in Flatland.”
Book 5/Unit 5
Life in Flatland
4
Name
Date
Reteach 159
Read Signs
Signs serve many important purposes. Signs warn us about danger, tell us rules
that must be followed, and give directions.
Use the signs above to answer the questions.
1. What would happen to someone who was caught on the beach after dark?
2. When is the picnic and beach area open?
3. Can you swim at four o’clock in the afternoon? How do you know?
McGraw-Hill School Division
4. What are two things that are not allowed in the area?
5. Why is diving not allowed?
6. What is one purpose of these signs?
6
Book 5/Unit 5
Life in Flatland
At Home: Have students list five different signs
around their neighborhood and describe why the
signs are important.
159
Name
Reteach 160
Date
Author’s Purpose and Point of View
Authors often write with more than one purpose. They may want to tell an
enjoyable story or to give readers ideas to think about. Sometimes, the main
character shows the author’s personal ideas and feelings. This is the author’s
point of view.
Read each paragraph. Circle the letter of the author’s purpose and point of view.
One of the most important things in a house is a smoke detector. A
smoke detector helps you know if there is any danger in your house by
sounding an alarm. It is important to know where to put the smoke
detector. Smoke detectors give you and your family time to leave your
house safely. All homes are required to have smoke detectors.
1. The writer’s purpose is to
a. persuade
b. entertain
c. inform
2. The writer’s point of view is that
a. smoke detectors sound alarms.
b. one of the most important things in a house is a smoke detector.
c. smoke detectors give people time to leave safely.
Many people know that smoke detectors are important, but they don’t
use them correctly. Some people don’t check the batteries to be sure the
detectors are working correctly, or they turn them off when they are
cooking because they do not want to hear the noise. This is not good. A
smoke detector must always be left on, and it must always be in working
order. A smoke detector helped save my family’s life last year. We heard
the alarm and were able to leave quickly. Because of this, I feel that the
smoke detector is the most important thing in my house.
a. inform
b. persuade
McGraw-Hill School Division
3. The writer’s purpose is to
c. entertain
4. The writer’s point of view is that
a. smoke detectors are sometimes useful.
b. many people do not have smoke detectors.
c. smoke detectors can save people’s lives.
160
At Home: Have students write a paragraph about
another important safety device.
Book 5/Unit 5
Life in Flatland
4
Name
Date
Reteach 161
Make Inferences
Authors do not always directly state everything in a story. Sometimes you have to
make inferences or use clues in a story to help you understand what is happening.
Make inferences about the situations or characters given.
What is the weather like if . . .
1. a character looks up at the sky, puts out a hand, and opens an umbrella?
2. a character looks out the window, changes into a tee-shirt, and puts on sunscreen?
3. a character puts on heavy boots, mittens, and picks up a shovel?
What is a character’s mood if . . .
4. he whistles as he walks and waves to people passing by?
5. she glares at her friend and stomps down the hall?
6. she glances around quickly, jumping at every sound?
McGraw-Hill School Division
7. he walks slowly with his head down and his shoulders hunched?
8. she jumps up and down, smiling and clapping her hands?
8
Book 5/Unit 5
Life in Flatland
At Home: Have students write their own sentences
describing the actions of someone who is happy
and someone who is nervous.
161
Name
Reteach 162
Date
Prefixes
A prefix is a word part that is sometimes added to the beginning of a word. It
makes a new word and a new meaning. Example: The prefix non- means “not,” so
the word nonsense means a way of talking or acting that does not make sense.
Study the meanings of these five prefixes:
tri- three
penta- five
hex- six
poly- many or much
re- again
Match the prefixed words in Column 1 with their meanings in Column 2.
Column 1
Column 2
1. hexagon
a. to use more than once
2. reuse
b. having many syllables
3. triathlon
c. five-sided figure
4. polysyllabic
d. to write again
5. rewrite
e. competition with 3 events
6. pentagon
f. figure with six sides
Now use four of the prefixed words above to complete these sentences.
7. Alex scribbled his research notes and had to
do his report.
them before he could
8. A famous government building in Washington, D.C., has five sides and is known
as the
.
9. Dhuni was just learning English; she could figure out the one-syllable words but
words.
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had a lot of trouble with
10. Running, swimming, and biking were the three events in last year’s
.
162
At Home: Have students make a list of five new
prefixed words and then write a sentence for each
word.
Book 5/Unit 5
Life in Flatland
10
Name
Date
Reteach 163
Problem and Solution
Writers often build a story’s plot around a problem that needs to be solved.
Sometimes the story has a simple, one-step solution. Other times, the characters
have to go through a series of actions to solve a problem. Knowing how to identify
the problem in a story and the actions taken to solve it will help you better
understand and appreciate a story.
Read the story. Then answer the questions below.
Lucia wanted to ride her bicycle to school, but she had too many
things to carry. There was not enough room on her bike rack to fit all of
her books and supplies.
Lucia made a list of all the things she needed to take to school. She
needed to take her books, pencils, a pen, three notebooks, and her gym
clothes. She looked through her closet for things that might hold her
supplies. She found two backpacks and some strong rope.
Lucia decided to put some of her supplies in one of the backpacks.
She tied it onto the bike rack with the rope, being careful to keep the rope
clear of the rear wheel. She then put the rest of her supplies into the other
backpack which she wore as she rode to school.
1. What was Lucia’s problem?
2. What did Lucia do first to solve her problem?
3. What did she do next?
McGraw-Hill School Division
4. What did Lucia find in her closet to help solve her problem?
5. How did the rope help her solve her problem?
5
Book 5/Unit 5
Tonweya and the Eagles
At Home: Have students write about one of the
many problems Tonweya faced and how he solved
the problem.
163
Name
Reteach 164
Date
Vocabulary
Write the vocabulary word next to its definition.
tribute
gratitude
consented
cleft
sacred
defiantly
1. a feeling of being grateful
2. something done or said to show appreciation
3. in a way that boldly opposed someone or something
4. agreed, gave approval or permission
5. highly valued and important
6. crack
6
Story Comprehension
Reteach 165
Answer each question about “Tonweya and the Eagles.”
1. Why was Tonweya trying to get to the eagle’s nest?
2. How did Tonweya gain the eaglets’ trust?
McGraw-Hill School Division
3. How did Tonweya get down from the nest?
4. Why did Tonweya want the eagles to have their freedom?
164–165
At Home: Have students write an original sentence for
each vocabulary word.
Book 5/Unit 5
Tonweya and the Eagles
4
Name
Date
Reteach 166
Read a News Article
A newspaper carries stories and articles of current interest. A news article begins
with a headline that tries to catch your attention. It is usually in large, bold letters.
The dateline tells where and when the story was written. The article will answer the
questions who? what? when? where? why? and how?
Read the newspaper article. Then answer the questions below.
An Eagle Interested in
Education
by MARISSA MOLINE
CLEVELAND, MAY 1, 2000—Bald
eagles are known for building
nests along the shore and keeping
an eye on the water for prey.
They have never been known for
their interest in schooling.
Today, however, on the first
day of May, an eagle was spotted
high atop a tree next to a fifthgrade classroom at Middletown
Elementary School.
The eagle appears to be staying
in Cleveland for a while. It has
begun to build a nest, while
apparently keeping an eye on the
fifth grade. Many students have
found themselves being watched
through the window by their new
feathered friend.
They have decided to begin a
study of eagles and their habits. It
is hard to know who is learning
more, the eagle or the fifth
graders!
1. What is the headline of this news story?
McGraw-Hill School Division
2. Where was the story written?
3. Who is this story about?
4. What is the main idea of the story?
5. Where did this take place?
6. When did the story happen?
6
Book 5/Unit 5
Tonweya and the Eagles
At Home: Ask students to cut out three newspaper
articles, label their parts, and underline the most
important ideas.
166
Name
Reteach 167
Date
Problem and Solution
To make their stories interesting, authors usually give their characters a problem
to solve. Then the characters perform one or more actions in order to find the
solution to their problem.
Read each sentence. Write the problem and the solution.
1. Tayla could not find her new sneakers, so she wore an old pair.
Problem:
Solution:
2. Too many tickets had been sold for the performance, so the ushers set up more
chairs in the back of the auditorium.
Problem:
Solution:
3. Rusty didn’t have enough brownies for everyone, so he cut them in half.
Problem:
Solution:
4. Soran asked for directions to find his way home after getting off the bus at the wrong
stop.
Problem:
Solution:
5. After striking out in the last game, Mariah practiced batting for hours before each
new game.
Problem:
McGraw-Hill School Division
Solution:
6. Jason asked the teacher to repeat the directions because he was confused about
how to do the project.
Problem:
Solution:
167
At Home: Have students write solutions to two
problems they have experienced.
Book 5/Unit 5
Tonweya and the Eagles
12
Name
Reteach 168
Date
Author’s Purpose and Point of View
Authors often have a point of view, or way of thinking about something. Authors
also have a purpose, or reason, for writing. An author’s purpose for writing might
be to persuade, to inform, to entertain, or a combination of the three.
Read each paragraph. Circle the correct letter of each answer.
An amusement park is an outdoor park that has many games, rides, and
other kinds of fun and entertainment. There are many interesting amusement
parks around the world. The United States has some of the largest ones.
Amusement parks have changed over the years. They are now called theme
parks. Theme parks have so many things to do that almost everyone is sure
to have fun.
1. The writer’s purpose is to
a. persuade.
b. entertain.
c. inform.
2. The author’s point of view is that
a. amusement parks have exciting rides.
b. amusement parks have not changed over the years.
c. amusement parks offer many different kinds of fun.
Last Friday our class went on a field trip to an amusement park. Our
teacher, Mr. Baker, had wanted us to go to the new science museum, but we
convinced him that the amusement park would be more fun and just as
educational. After visiting the wildlife refuge where we learned about
endangered animals, we went to the space center where we experienced
weightlessness. On the roller coaster, we had a science lesson on centrifugal
force! That’s the force you feel when going around a curve on the coaster. We
ended up making silly faces in the funhouse. Everyone had a great time—and
learned a lot, too!
McGraw-Hill School Division
3. The author’s purpose is to
a. persuade.
b. entertain.
c. inform.
4. The author’s point of view is that
a. some amusement parks have zoos.
b. centrifugal force can be studied at amusement parks.
c. amusement parks can be educational as well as entertaining.
4
Book 5/Unit 5
Tonweya and the Eagles
At Home: Have students write a few sentences
describing something that is educational and
entertaining.
168
Name
Date
Reteach 169
Context Clues
Context clues help you figure out the meaning of many new words that you may
come across. Context clues can be the words immediately surrounding the new
word, or they can be the entire paragraph in which a word is used.
Use context clues to help you figure out the meaning of each underlined word.
Circle the letter of the correct meaning.
1. If you are reading about mountain climbing and a character is standing on a ledge, it
probably refers to
a. a flat part of a rock coming off of a cliff.
b. the flat, narrow shelf on a window.
2. If you are reading about your family history and the word heritage is used, it probably
means
a. something that is handed down from people in the past.
b. an animal that eats only plants.
3. If you are reading about the people who attended an important meeting, the word
presence would mean
a. being in a place at a certain time.
b. gifts.
4. If you are reading about a king who is giving orders to his subjects, the word bidding
probably refers to
a. offering money for something.
b. commanding or asking.
5. If someone offers you good advice about how to study for an exam, they’ve just
given you a useful tip.
McGraw-Hill School Division
a. an extra sum of money given for good service.
b. to offer someone useful information.
6. If you are reading about beautiful scenery, the word astonished probably means
a. full of wonder.
b. full of ideas.
169
At Home: Have students write four unfamiliar words
from a magazine article. Ask them to use context
clues to figure out the meanings of the words.
Book 5/Unit 5
Tonweya and the Eagles
6
Name
Date
Reteach 170
Compare and Contrast
When you compare and contrast things, you notice how they are alike and how
they are different.
Read each pair of words. On the lines below, write how the examples are alike
and different. Use a dictionary if you need help.
1. blue jay / cardinal
Alike:
Different:
2. stone / boulder
Alike:
Different:
3. river / ocean
Alike:
Different:
4. library / bookstore
Alike:
Different:
5. hill / mountain
Alike:
McGraw-Hill School Division
Different:
6. rain / ice
Alike:
Different:
12
Book 5/Unit 5
Breaker’s Bridge
At Home: Have students compare and contrast six types of
food or weather, and make a list of comparisons.
170
Name
Reteach 171
Date
Vocabulary
Use the vocabulary words in the box to complete the sentences.
dismay
murky
scheme
gorge
immortals
1. Between the cliff and the mountain ran a deep
wooden bridge running across it.
with a narrow
2. Ben looked at the twisted and bent tire rim in
3. The water was so
4. Huge ships dock at
piers
.
that we couldn’t see the bottom.
to unload their cargo.
5. After thinking hard for a long time, she developed a
her problem.
6. Beings that live forever are called
to solve
.
6
Reteach 172
Story Comprehension
Circle the letter of the correct answer.
1. Why did the emperor ask Breaker to build the bridge?
a. He had heard that Breaker was always breaking things.
b. Breaker was famous for doing the impossible.
2. What kind of man was the emperor?
b. kind and generous
McGraw-Hill School Division
a. powerful and easily angered
3. What did Breaker try to make for the funny old man he met at the side of the road?
a. bridge like the emperor’s
b. a new crutch
4. How did the bridge change but stay the same every year?
a. One of the piers broke every year and was rebuilt.
b. Parts of it broke each year, but it was still able to be crossed.
171–172
At Home: Have students illustrate and label as many
of the vocabulary words as they can.
Book 5/Unit 5
Breaker’s Bridge
4
Name
Date
Reteach 173
Read a Help-Wanted Ad
One way to look for a job is to read a help-wanted ad. A help-wanted ad is a
newspaper advertisement that describes a job that needs to be filled. The ad
usually includes the hours, rate of pay, and describes the experience you need to
qualify for the job. The ad also tells you where and how to apply for the job.
Read this advertisement and answer the questions below.
Family Helper
Single parent with 2 young children, ages 3 and 5, needs help with kids.
Applicant must be at least 13 years old and like kids. Job includes playing games and
reading with kids while parent works in house. Hours are 5:30–7:30 P.M. on Mondays
and Wednesdays. Pay is $5 an hour. To apply write a letter stating why you would like
the job. Mail it to Leslie Kartoom, 35 Main Street, Masonville, Ohio, 00001
1. What kind of job is advertised?
2. What kind of skills do you need to do this job?
3. How many hours a week does this job call for?
4. How would you apply for this job?
5. Who is the person to write to when you apply for this job?
McGraw-Hill School Division
6. How much would you make per hour at this job?
6
Book 5/Unit 5
Breaker’s Bridge
At Home: Have students write a letter applying for the job in
the ad.
173
Name
Reteach 174
Date
Compare and Contrast
To compare is to notice how things are similar.
To contrast is to notice how they are different.
Read the following sentences. Then write the number of each sentence in the
correct column below to tell whether the sentence compares or contrasts two
things.
1. The sound of thunder is totally different from the sound of breaking glass.
2. This camera costs much more than the other one.
3. My job as a store clerk is very similar to her job as a cashier.
4. Many of the skills needed to drive a backhoe are used to drive other large pieces of
equipment.
5. Some people say that parts of Vermont look like the Alps in Europe.
6. An island and a peninsula both have shorelines.
7. Polar bears and penguins live on opposites ends of Earth.
8. Silk is much smoother than cotton.
9. Basketball is played at a much faster pace than baseball.
10. Kangaroos and koalas are interesting animals known as marsupials.
11. Go Fish and Crazy Eight’s are card games we like to play.
12. Mountain bikes have fatter wheels and wider seats than racing bikes.
Contrast
McGraw-Hill School Division
Compare
174
At Home: Have students write four sentences
comparing two things and contrasting two things.
Book 5/Unit 5
Breaker’s Bridge
12
Name
Reteach 175
Date
Make Inferences
Sometimes you must read carefully to pick up clues about characters and events.
When you use story clues you are making inferences.
Read the sentences below. Then make inferences about the characters using
the clues in each sentence. Write an adjective from the box that describes each
character.
hungry
worried
grouchy
lonely
daring
rude
gentle
forgetful
1. The crow gobbled up all of the seeds greedily.
2. The boy wished he had a friend to share his ideas with.
3. High up over the ledge, the rock climber could be seen scaling the cliff.
4. Bea quickly grabbed the book out of the librarian’s hands.
5. Pilar frowned and watched as the hawk circled above the nest, wondering if the
baby birds would be safe.
6. T.J. picked up the puppy slowly and carefully placed it on his lap.
7. Myra was unprepared, and today she had left her wallet at home.
McGraw-Hill School Division
8. The manager, who was usually cheerful, grumbled to himself as he read the report.
8
Book 5/Unit 5
Breaker’s Bridge
At Home: Have students write sentences using five
adjectives from the box.
175
Name
Date
Reteach 176
Prefixes
A prefix is a word part added to the beginning of a word. It changes the meaning
of the word. For example, the prefix re- means “again,” the prefix in- means “in.”.
Add the prefix re- or in- to each word in the box. Then write each new word next
to its definition below.
doors
fill
grown
field
charge
land
cover
set
name
play
put
move
1. inside of a house or building
2. to set again
3. to play again
4. playing area inside the lines of a baseball field
5. something that has grown into the skin
6. to name again
7. to charge again
8. to fill again
9. in the middle of the land; inside a country
10. to get well again
11. to add information
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12. to look at again
176
At Home: Have students write sentences for six words
that begin with the prefixes re- and in-.
Book 5/Unit 5
Breaker’s Bridge
12
Name
Date
Reteach 177
Problem and Solution
Characters in a story often run into problems that they must solve. Sometimes the
solutions are simple, but sometimes they lead to other problems that have to be
solved. Thinking about how characters go about solving their problems will help
you better understand the plot of the story.
Read the story. Write two problems the characters had and the solutions they used.
Corey and Doug wanted to go to the movies. Neither had enough
money for the tickets. They figured out that they were $4 short.
Corey collected the returnable cans from the recycling bin in his
kitchen. He and Doug took these to the store and received $2.60 for the
cans. They were still short $1.40 for the tickets. Doug offered to sweep his
neighbor’s steps. He was paid $1.50.
The two friends walked down the street to the bus stop. Then Doug
remembered that bus fare was 50 cents. Instead of taking the bus, the
boys decided to walk to the theater.
Problems:
1.
2.
Solutions:
3.
McGraw-Hill School Division
4.
4
Book 5/Unit 5
Cleaning Up America’s Air
At Home: Have students discuss different jobs they can do
to earn money. Ask them to discuss the types of chores
they might do for a friend or neighbor without being paid.
177
Name
Reteach 178
Date
Vocabulary
Use the vocabulary words to complete the sentences.
fumes
stricter
width
protective
regulations
standards
1. To find out how wide something is, you measure its
.
2. By keeping someone from harm, you are being
.
3. Unpleasant vapors from smoke or gas are
4. Models that other things are compared to are
5. In order to have
6. Traffic
.
.
rules, you have to be more careful to enforce them.
are rules that control cars, trucks, and buses.
6
Story Comprehension
Reteach 179
Write True next to every sentence that is true from “Cleaning Up America’s Air.”
Write False next to the sentence that is incorrect. For help you may look back at
the article.
1. The ozone layer above Earth is just as harmful as ground-level ozone.
2. The EPA says the new regulations will help protect people’s health and
the environment
McGraw-Hill School Division
3. The rules on ozone are becoming less strict.
4. The new laws won’t take effect until the year 2000 or beyond.
5. Cleaning up the air will be very expensive.
6. Breathing smog and soot for just one hour a day can’t harm you.
178–179
At Home: Have students rewrite the untrue sentences
so that the information in them is true.
Book 5/Unit 5
Cleaning Up America’s Air
6
Name
Date
Reteach 180
Read an Editorial
Most newspapers have an editorial page. That page of the newspaper contains
articles called editorials in which people, often newspaper editors write their
opinion about current events. Facts are usually given to support their opinions.
Read the following editorial.
Safe Swimming
The lifeguard’s hours need to be lengthened at
Pine Lake’s Town Beach. Every year people
enjoy swimming at the beach. Many families
swim after dinner while the hours of daylight are
still long. However, it is unsafe to let people swim
at the beach without a lifeguard’s supervision.
The lifeguard is on duty only until 5:00 P.M.
Since many parents work during the day, these
hours give families little time to swim together.
Many families like to picnic at the beach in the
evening. Let’s support family time and safe
swimming by lengthening the hours the lifeguard
is on duty at the beach.
Write the main idea of the editorial. Then write three facts that the writer used to
support his or her opinion.
1. Main Idea:
2. Fact 1:
McGraw-Hill School Division
3. Fact 2:
4. Fact 3:
4
Book 5/Unit 5
Cleaning Up America’s Air
At Home: Have students write a paragraph stating an
opinion about something they feel strongly about. Ask
them to use two facts to support their opinion.
180
Name
Date
Reteach 181
Author’s Purpose and Point of View
Authors often have a point of view, or a way of thinking about something. Authors
also have a purpose, or reason, for writing. An author’s purpose for writing might
be to persuade, inform, entertain, or a combination of the three.
Read each paragraph. Then complete the sentences below.
What do you do with the leftovers from your meals? You probably
throw the food scraps, cartons, wrappers, and cans into a garbage can for
pick up. That trash then gets carried to a garbage dump, or landfill. A
tractor comes along and buries it. And that’s the end of the garbage, right?
Wrong! Most of that garbage stays in the ground for years; some stays for
centuries. So much garbage has been thrown away that the Earth is
running out of room for all of it.
That is why many cities have recycling laws. Recycling means using
materials again instead of throwing them away. However, other cities don’t
help their residents recycle because they believe it is too expensive to pay
for both garbage and recycling trucks.
1. The writer’s purpose is
2. The writer’s point of view is
Do you think kids can save the Earth? The answer is YES! You may
not think that recycling your juice bottle after lunch can make a difference.
Consider how many juice bottles could be saved if everyone your age
recycled his or her juice bottles. That’s a lot of bottles!
Also, you have “kid-power.” When you buy—or don’t buy—something,
it makes a difference. When you feel strongly about something, you may
try to convince others to feel strongly about it too. When you recycle, you
are setting a good example for others.
McGraw-Hill School Division
3. The author’s purpose is
4. The author’s point of view is
181
At Home: Have students write a persuasive paragraph on a
topic they feel strongly about.
Book 5/Unit 5
Cleaning Up America’s Air
4
Name
Date
Reteach 182
Context Clues
When you are reading informational material, especially in the area of science, it is
important to pay attention to context clues. If you don’t know a word, you can use
the words surrounding it to help you define it. Defining a word this way is using
context clues.
In the exercise below, use the context clues to figure out the meaning of each
underlined word or phrase. Match the correct definition to each sentence.
Definitions
a.
b.
c.
d.
e.
f.
work together
layer of air that acts as a filter between the sun and earth
rain with a high level of acid that can be very damaging
dirt or impurity
health condition that makes it difficult to breathe
a combination of smoke and fog
1. The dirt and gases that collect in the air form air pollution, which is harmful
to plant and animal life.
2. The smoke and fog in some cities is so bad that the clear air actually turns
to brown smog.
3. Gases called CFCs are also poking holes in the air’s ozone layer, which
protects us from the harmful rays of the sun.
4. Invisible gases from coal and electricity form with water in clouds; they fall
back to Earth as acid rain and cause much damage.
McGraw-Hill School Division
5. Polluted air is harmful to everyone, but it is particularly dangerous for older
people and those who have trouble breathing because of asthma.
6. If individuals, businesses, and government all cooperate, we can clean up
the air.
6
Book 5/Unit 5
Cleaning Up America’s Air
At Home: Have students write a sentence and then block out
one word. Ask them to share with a partner, having each one
guess words that would make sense in the sentence.
182
Name
Reteach 183
Date
Prefixes
A prefix is a word part that is added to the beginning of a word to change the
meaning of the word.
The prefix re- means “again.”
The prefix in- means “in.”
Underline the prefix, and write the meaning of the word.
1. renew
2. indoors
3. return
4. repeat
5. remember
6. insert
7. reuse
8. remake
9. infect
10. reopen
Add a prefix to each word in bold face to make a new word.
Use the words to complete the sentences.
start
11. When the engine stalled, Mom had to
land
12. Emika missed the ocean when her family moved
plays
13. I like to watch the instant
laid
14. The king’s crown was
183
At Home: Have students write sentences using the
prefixes above.
the car.
.
McGraw-Hill School Division
in ball games.
with many jewels.
Book 5/Unit 5
Cleaning Up America’s Air
14
Name
Reteach 184
Date
Unit 5 Vocabulary Review
A. Write each vocabulary word next to its definition.
dismay
landscape
width
piers
consented
inquired
scheme
refreshment
distinguished
apologized
1. said you were sorry
2. the measure of something from side to side
3. a small amount of food or drink
4. pillars that hold up bridges
5. loss of courage
6. agreed to
7. a carefully made plan
8. saw the difference between
9. asked, questioned
10. outdoor scene
B. Supply the correct vocabulary word.
inquired
unique
dimensions
1. Firefighters wore
McGraw-Hill School Division
for the rain delay.
3. Jackie came up with a
idea for the fundraiser.
4. The carpenter needed the correct
15
protective
clothing when they battled the fire.
2. The baseball team
5. I
apologized
to build the bookshelves.
as to whether the theater offered student tickets.
Book 5/Unit 5
Unit 5 Vocabulary Review
At Home: Have students decide whether each word
is a noun, verb, or adjective.
184
Name
Reteach 185
Date
Unit 5 Vocabulary Review
A. Write the word that goes with each clue in the crossword puzzle.
dimensions
immortals
fumes
cleft
Across
tribute
protective
sacred
trifle
1
gorge
debt
lamented
defiantly
2
1. refusing to obey
4
3
3. harmful vapors
5
8. beings that live forever
6
7
8
9. to treat lightly
10. keeping from harm
11. deserving great respect
Down
9
10
1. amount owed
11
2. cried; bemoaned
4. something done to show respect
5. measurements
6. valley with steep walls
7. crack
gratitude
13.
standards
14.
stricter
15.
185
At Home: Have students make word search puzzles
for the vocabulary words and give them to
classmates to solve.
McGraw-Hill School Division
B. Write a sentence of your own for each word below.
Book 5/Unit 5
Unit 5 Vocabulary Review
15
Name
Date
Reteach 186
Judgments and Decisions
Figuring out how you feel about a subject in a story can help you make judgments
about what the author is saying. When you make judgments, you think about your
reasons for and against something. When you make a decision, you act on your
judgments.
Read the story. Then make judgments and decisions to answer the questions.
Explain the reasons for your judgments and decisions.
Today was the day of the school-wide spelling bee. Gordon thought
he was ready. He’d been reading his dictionary every night. He’d gotten a
perfect score on the classroom spelling bee. Now he wondered whether to
spend one last hour before school reviewing his list of difficult words. It
would mean missing breakfast, and he would probably miss the bus as
well. He’d have to walk to school and would probably be late. Still, the
spelling bee was only once a year. Suddenly, Gordon remembered that he
hadn’t finished his math homework. Gordon sighed. He knew his math
homework would take half an hour.
1. Do you think that Gordon is ready for the school-wide spelling bee? Explain.
2. How do you describe a good student?
3. Do you think Gordon is a good student?
McGraw-Hill School Division
4. Do you think Gordon should spend the extra hour studying, or should he do his math
homework, have breakfast, and take the bus? Explain.
4
Book 5/Unit 6
Amistad Rising
At Home: Have students put themselves in Gordon’s
shoes. What decisions would they make?
186
Name
Reteach 187
Date
Vocabulary
Write the best words from the box to complete the paragraph.
escorted
navigate
perished
ushered
Carolina worked carefully to
nightfall
coax
the ship safely to shore
through the storm. She knew she had to reach land before
blinded her. Once she sailed the boat into the harbor, a
pilot boat
it to the dock. At the dock, the harbor master
in a Coast Guard officer to ask Carolina some questions.
He tried to
explanations from her about her trip. The
officer praised Carolina, saying that without her sailing skills, she
might have
in the storm.
6
Reteach 188
Story Comprehension
Circle the answer to each question about “Amistad Rising.”
1. Why are Joseph and the other Africans taken from their home?
a. to be sold as slaves
b. to build a village road
c. to be killed
2. What do the captive Africans do on board the Amistad?
a. buy their freedom
b. take over the ship
c. sink the ship
3. What were the rules about slavery at this time?
a. Slave trading was legal.
b. Slave owning was not legal.
McGraw-Hill School Division
c. Slave trading was not legal.
4. In what country are the Africans jailed after leaving the Amistad?
a. Africa
b. United States
c. Cuba
5. What happens to the Africans in the United States after the trial?
a. They are set free to return to Africa.
b. They are tried and jailed for life.
c. They are freed to live in New London.
187–188
At Home: Think of another sentence that tells
something about “Amistad Rising.”
Book 5/Unit 6
Amistad Rising
5
Name
Reteach 189
Date
Use the Card Catalog
A library’s card catalog helps you find the books you need. Each book is listed on
an author card, a title card, and a subject card. The call number shown on all three
cards tells you where in the library to find the book.
W–X
Y–Z
1. What kind of card would you use to find a book by Stephen P. Kramer?
a. title card
b. author card
c. subject card
2. In which drawer would you look for books about the scientific method?
a. the S drawer
b. the P drawer
c. the M drawer
3. What kind of information would you find on any card in the catalog?
McGraw-Hill School Division
a. a book’s due date
b. many books on one topic
c. a book’s call number
4. What does the number on a card tell you about a book?
a. where to find it
b. who wrote it
c. how many pages it has
5. In which drawer would you look for a book called Junior Experiments?
a. the S drawer
5
Book 5/Unit 6
Amistad Rising
b. the J drawer
c. the E drawer
At Home: Have students use the information from
any book they have around to make up a title card
and an author card.
189
Name
Date
Reteach 190
Judgments and Decisions
You can make judgments about a character’s actions by thinking about what you
would do in the same situation. Sometimes, identifying a character’s goal can help
you understand the decisions he or she makes.
Read each story. Identify the main character’s goal. Then decide which action or
decision will help the main character reach his or her goal.
Phil wants to learn to sail, but he is not a very good swimmer. Before
he begins sailing lessons, he has the choice of taking swimming classes
or joining a computer club. Which should he do?
1. What is Phil’s goal?
2. Which action should he take? Explain.
Anastasia wants to win the Veterans’ Day essay contest. At the
library, she has the choice to take a book about World War II or a Nancy
Drew mystery. Which book should she read?
3. What is Anastasia’s goal?
4. Which action should she take? Explain.
Yolanda wants to grow tomatoes in her vegetable garden. She can
spend her allowance money on gardening tools or she can go to the
movies with her friend Sheila. How should she spend her money?
McGraw-Hill School Division
5. What is Yolanda’s goal?
6. Which action should she take? Explain.
190
At Home: Have students talk about the last big
decision they made.
Book 5/Unit 6
Amistad Rising
6
Name
Date
Reteach 191
Draw Conclusions
You can use clues from your reading to draw conclusions, or figure out things
about story characters and events. Often, you need to use clues from your own
experience as well. Try to draw your conclusions by using the clues in each
sentence.
Read the sentences. Circle the letter next to each correct conclusion. Then
explain your answer. Use the clue from the sentences.
1. Andie plays basketball on Mondays, tennis on Tuesdays, volleyball on Thursdays,
and soccer on Saturday mornings.
a. Andie is the best athlete in school.
b. Andie enjoys playing sports.
c. Andie doesn’t like schoolwork.
2. Clue:
3. Chandra uses her books on the American West and her collection of historical
movies about cowboys to write her “Ride the Range” column for the school
newspaper.
a. Chandra has studied the American West carefully.
b. Chandra knows nothing about the American West.
c. Chandra doesn’t like to write.
4. Clue:
McGraw-Hill School Division
5. Ming spoke only Chinese when she entered our school last month.
a. Ming was born in England.
b. Ming doesn’t want to speak English.
c. Ming’s family speaks Chinese at home.
6. Clue:
6
Book 5/Unit 6
Amistad Rising
At Home: Have students think about the last story they
read. Have them talk about a conclusion that they were
able to draw from it.
191
Name
Date
Reteach 192
Context Clues
Some words that you read in a story will be unknown to you. Context clues, or the
words and sentences surrounding the unfamiliar word, can help you figure out its
meaning.
Read the sentences. Use context clues to determine what the underlined word or
words mean. Choose the definition of the underlined word from the boxed list
below.
• a shipping route between three ports whose path forms a triangle
• freedom
• when someone refuses to follow the rules
• slavery
1. Many Africans were surprised when they found themselves chained and in a state
of bondage.
2. Captives taken from Africa to the Americas were often part of the triangular trade
route, which refers to a type of shipping route.
3. The enslaved Africans on the Amistad hoped for emancipation and knew that they
had the right to be free.
McGraw-Hill School Division
4. The Amistad Rising was a slave rebellion. In this case the Africans attacked the
slave traders and took over the ship.
192
At Home: Write a sentence for one of the underlined
words.
Book 5/Unit 6
Amistad Rising
4
Name
Date
Reteach 193
Cause and Effect
Finding causes and effects will help you understand why story events happen. A
cause is why something happens. An effect is what happens as a result of a
cause. Notice that clue words such as because, so, since, and in order to help you
link causes and effects.
Match the causes with the effects by writing the letter of the correct effect before
each cause.
Causes
Effects
1. We ran out of soap
a. We had to walk to work and school.
2. We stayed out in the
sun too long yesterday.
b. We bought soap at the store.
3. We couldn’t find the car
keys.
c. We won the first prize for selling
the most wrapping paper.
4. We sold 16 boxes of wrapping
paper.
d. We both got burned.
because
so
since
in order to
Fill in a word from the box to connect the causes with their effects.
1. We couldn’t find the car keys
2.
we had to walk to work.
we sold 16 boxes of wrapping paper, we won the first prize for
selling the most wrapping paper.
3. We both got burned
remember it.
McGraw-Hill School Division
4. We wrote soap on the list
we stayed in the sun too long yesterday.
8
Book 5/Unit 6
Rip Van Winkle
At Home: Have students think of an example of a
cause and an effect.
193
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Date
Reteach 194
Vocabulary
Read each clue. Find the correct vocabulary word in the box and write it on the
line in the right-hand column next to its clue.
landlord
oblige
rascals
Clues
sprawled
husking
keg
Vocabulary Words
1. jar or barrel
2. building owner
3. spread out
4. to please
5. a way of taking the husk off corn
6. mischievous people or cheaters
6
Story Comprehension
Reteach 195
Write a ✔ next to every sentence that tells something true about “Rip Van
Winkle.”
1. ”Rip Van Winkle” takes place just before the time of the Revolutionary
War.
2. Rip Van Winkle thinks children are too noisy.
McGraw-Hill School Division
3. Rip Van Winkle would rather spend time with his friends than work.
4. Rip Van Winkle meets no one on his journey into the mountains.
5. Rip Van Winkle sleeps in the mountains for over 20 years.
6. While Rip Van Winkle is gone, the Revolutionary War is fought.
194–195
At Home: Have students write sentences using two of
the vocabulary words.
Book 5/Unit 6
Rip Van Winkle
6
Name
Reteach 196
Date
Use an Online Library Catalog
An online library catalog can help you find books. Each book is listed in the
catalog by these three categories: author, title, and subject. You can use the
library’s computer to find the book by entering key words in any category. The
online catalog will tell you if the library has the book you want.
The first screen on the computer will look something like this.
SEARCH BY:
1. AUTHOR
2. TITLE
3. SUBJECT
SELECT A SEARCH:
Complete the chart below. First, read what you are searching for in the left
column. Then, in the right column, write what category you would use to search:
author, title, or subject.
McGraw-Hill School Division
What You Are Searching For
8
Best Category to Use
1. a book about basketball
1.
2. a book called Life in the Mountains
2.
3. a book about Jack London
3.
4. a book by J. K. Rowling
4.
5. a book called The History of Clocks
5.
6. a book by Washington Irving
6.
7. a book about training dogs
7.
8. a book called The Yearling
8.
Book 5/Unit 6
Rip Van Winkle
At Home: Have students look at a library book and
tell its author, title, and subject.
196
Name
Date
Reteach 197
Cause and Effect
A cause is why something happens. An effect is the event, feeling, or situation
that results from the cause. Clue words can help you understand the relationship
between cause and effect.
Read each cause. Then circle the letter next to the effect that could most likely
result from the cause.
1. Ned ate three hot dogs, two hamburgers, a plate of potato salad, and a huge slice of
watermelon.
a. Ned is still hungry.
b. Ned might have a stomachache from being too full.
c. Ned doesn’t like picnic food.
2. Ginger left her bike out in the snow all night.
a. She cannot use it for school today.
b. It is bright red.
c. Ginger’s bike will stay in the garage all year.
3. Liam slammed the phone down without even saying good-bye to Sean.
a. Liam is glad Sean called.
b. Liam is excited about talking to Sean.
c. Liam is angry with Sean.
4. Andrea has no money to buy a snack today.
a. Andrea had lunch today.
b. Andrea will not have a snack today.
c. Andrea’s friend, Hunter, will share his snack with Andrea.
McGraw-Hill School Division
5. Max broke his leg playing baseball the week before the big game.
a. Max will hit a home run to win the big game.
b. Max will play badly in the big game.
c. Max will have to miss the big game.
197
At Home: Have students think about something that
happened in school. Have them talk about why it
happened and the effects of what happened.
Book 5/Unit 6
Rip Van Winkle
5
Name
Date
Reteach 198
Draw Conclusions
A conclusion is a decision or judgement based on information. You reach a
conclusion after some thought. You can draw conclusions based on information in
a story or information from your own experience.
Read each story. Then write a ✔ next to the conclusion you can draw based on
the information in the story.
1.
When Amy entered the deli, Sarah smiled at her and started making
Amy a turkey and cheese sandwich. After paying for her sandwich, Amy
said, “See you tomorrow,” and left.
a. Amy eats at Sarah’s deli often and usually buys the same sandwich.
b. Sarah makes turkey sandwiches every Monday and Wednesday.
Tucker studied in England for several years. When he returned to the
United States, many things looked different. All the shops on Main Street
had changed. The tree outside his bedroom had grown past the roof of
the house.
2.
a. Tucker does not want to be home.
b. Tucker has been gone a long time.
Marina stopped to chat with the children waiting for the school bus.
Then she talked for a while with the man selling newspapers and coffee.
During her lunch hour, Marina sat in the park and talked with the lady who
feeds the birds.
3.
a. Marina is shy and would rather read a book than be with people.
b. Marina enjoys talking to people.
4.
McGraw-Hill School Division
On his way out, Abdul whistled for his dog, Skipper. When Skipper
didn’t come, Abdul went back into the house. When he found Skipper, he
gently petted Skipper’s head until the dog woke up. Then they left
together.
a. Abdul never lets Skipper sleep.
b. Abdul loves Skipper and doesn’t want to go out without him.
4
Book 5/Unit 6
Rip Van Winkle
At Home: Have students read the second and third
stories. Have them identify the clues that helped
them answer the questions.
198
Name
Reteach 199
Date
Synonyms and Antonyms
Synonyms are words with the same or similar meanings. Antonyms are words
with opposite or nearly opposite meanings.
Read each sentence. Circle the letter of the word that is an antonym to the
underlined word.
1. Mrs. Van Winkle was known throughout the town for her sharp tongue.
a. gentle
b. fat
c. smelly
2. The children knew that Rip Van Winkle could repair their wooden tools perfectly.
a. fix
b. mend
c. break
3. Judy often saw her mother scowl at her father Rip because he often forgot to do his
chores.
a. stare and frown
b. smile
c. shout
4. No one could believe the racket that Hendrik Hudson and his crew made when they
played ninepins.
a. silence
b. gloves
c. noise
Read each sentence. Circle the letter of the word that is a synonym to the
underlined word.
5. Since he never did his chores, Rip Van Winkle thought his wife had good reason to
be cross with him.
a. angry
b. pleased
c. happy
6. Poor Jacob was so terrified of the thunder that he hid under the bed.
a. glad
b. scared
c. tired
a. joyful
b. serious
McGraw-Hill School Division
7. The students enjoyed themselves greatly because they did a merry dance.
c. difficult
8. At the end of a play, the curtain descends to show that the show is over.
a. rises
199
b. parts
At Home: Have students list synonyms for items 1–4
and antonyms for items 5–8.
c. falls
Book 5/Unit 6
Rip Van Winkle
8
Name
Date
Reteach 200
Sequence of Events
Determining the sequence of events, or the order in which events happen, will
help you understand stories. Clue words such as before, first, then, after, next,
last, and finally can help you understand the order in which events happen in
a story.
Read the story. Underline the clue words that help you understand the sequence
of events. Below the story are a number of the stories’ events listed out of order.
Number the listed events in the correct sequence in which they happen.
When Kenzo awoke in the morning, he first put on several layers of
clothing. Before Kenzo left the house he had a bowl of sticky rice for
breakfast. When he finished eating, he grabbed his mailbag. Then he
started biking on his mail route. He stopped to drop off a letter at Mrs.
Murasaki’s house and then climbed the mountain road where he made his
next stop to deliver a box to the Uchido family. After biking farther up the
road, Kenzo made his last stop of the morning at Tamiko’s. Finally, he
returned home.
Kenzo delivered a box to the Uchido family.
Kenzo started biking along his mail route.
Kenzo returned home.
Kenzo had sticky rice for breakfast.
Kenzo dressed in several layers of clothing.
McGraw-Hill School Division
Kenzo stopped at Tamiko’s.
6
Book 5/Unit 6
Sea Maidens of Japan
At Home: Have students think about what they did
yesterday. Have them put those events in
sequence.
200
Name
Reteach 201
Date
Vocabulary
Choose the word that fits the clue. Then fill in the crossword puzzle.
disgrace
flails
host
sizzle
cove
2
1
Across
driftwood
4
3
3. shame, embarrass
5. flops about
6. person who invites you to a party
5
Down
6
1. bubble while cooking
2. wood brought on shore by the ocean
4. protected area along the seashore
6
Reteach 202
Story Comprehension
Write the answer to each question about “Sea Maidens of Japan.”
1. What does Kiyomi want to learn from her mother?
2. What problem faces Kiyomi and her mother?
McGraw-Hill School Division
3. How does Kiyomi feel about the work she does with her mother?
4. How does the sea turtle help Kiyomi on her first dive?
201–202
At Home: Have students think of something they could
say to Kiyomi to calm her fears.
Book 5/Unit 6
Sea Maidens of Japan
4
Name
Reteach 203
Date
Choose Reference Sources
Choosing the correct reference source will help you find information. Think about
exactly what it is you want to know. Then review the different types of reference
sources to choose the best one for your goals.
Almanac:
• gives information
about important
people, places,
and events
• published yearly
so that facts and
figures are up-todate
Atlas:
Encyclopedia:
• has different
• has articles about
types of maps
people, places,
and related
topics, events,
information about
ideas organized
places around the
in volumes
world
• articles are
arranged in
alphabetical order
by subject or
name
• uses key words to
name a topic and
guide your
search
Thesaurus:
• has a list of
synonyms, or
words with almost
the same
meaning
• each entry word
is followed by
synonyms
• some entries also
show antonyms,
or words with
opposite
meanings
Use the information about different reference sources to answer the questions.
Circle the answer to each question.
1. In which reference source would you look for information about protecting sea turtle
nests?
a. dictionary
b. encyclopedia
c. thesaurus
2. In which reference source would you find a synonym for danger?
a. thesaurus
b. atlas
c. almanac
McGraw-Hill School Division
3. In which book would you find information about how many sea turtles were hatched
in 1997?
a. atlas
b. thesaurus
c. almanac
4. Where would you look to find a synonym for the word endangered?
a. thesaurus
b. atlas
c. encyclopedia
5. In which reference source could you find maps of Central and South America, where
sea turtles live?
a. atlas
5
Book 5/Unit 6
Sea Maidens of Japan
b. thesaurus
c. almanac
At Home: Have students tell you which reference source
has the population of Japan.
203
Name
Reteach 204
Date
Sequence of Events
Sequence of events is the order in which events happen. Recognizing the order
of events will help you understand stories.
Read the list of what Kiyomi does in “Sea Maidens of Japan.” Then put the list in
the correct order. You may look back at the story for help.
Events
• She helps the baby sea turtle find the water.
• She celebrates her success around the fire with the other ama.
• Kiyomi dives wearing a rope.
• Kiyomi watches the sea turtles make nests and lay eggs.
• She dives bravely with the help of the sea turtle.
• She stays on the boat out of fear of deep water diving.
1.
2.
3.
4.
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5.
6.
204
At Home: Have students write the sequence of events
of their favorite story.
Book 5/Unit 6
Sea Maidens of Japan
6
Name
Date
Reteach 205
Cause and Effect
Causes are the reasons why something happened. Effects are what happens as
a result of the causes. Sometimes there is more than one cause or effect.
Read the stories. Decide whether the underlined words describe a cause or an
effect. Circle the letter of the correct answer.
1. Since Linda was late getting to the doctor’s office, the doctor took another patient in
her place. Linda didn’t see the doctor until an hour later than her original
appointment. As a result, she didn’t get to soccer practice until 6:00 P.M.
a. cause
b. effect
2. Hayes went to Japan with a student group. The group leader lost all the airplane
tickets. As a result, the group missed its flight home. Hayes had to wait three days to
get on another flight. Hayes didn’t get to his sister Julie’s birthday party.
McGraw-Hill School Division
a. cause
b. effect
3. Dinah wasn’t allowed to swim in deep water because she had hurt her ears as a
young child. At the pool each summer, she had to stay in the shallow end. Since
Dinah felt left out, she usually stayed away from the pool.
a. cause
b. effect
4. Many animals are in danger of extinction or dying out. One reason is that people
have destroyed the natural places where these animals live.
a. cause
4
Book 5/Unit 6
Sea Maidens of Japan
b. effect
At Home: Have students write one cause in “Sea
Maidens of Japan” and two effects.
205
Name
Date
Reteach 206
Context Clues
Some stories have unfamiliar words that are important to understanding the
topic of the story. You can use context clues—the words and sentences near
an unfamiliar word—to help you understand the unfamiliar word. Look for these
types of context clues:
• Antonyms (words with opposite meanings) that tell what a word doesn’t mean.
• Comparisons with words or ideas that are familiar to you, such as using
synonyms (words with similar meanings).
Look at the box of definitions below. Then read the sentences using context
clues to help you define the underlined word.
• a machine that can do human tasks
• equipment that can go under the water’s surface
• air tanks carried on the back of a deep sea diver
• breathing tube for underwater swimming
1. Like a large straw, a snorkel brings air to a swimmer whose face is just under the
water.
2. Do you use submersibles or only equipment that stays on the water’s surface?
McGraw-Hill School Division
3. The robot in the factory was designed to help build new cars.
4. Divers carry scuba equipment to bring them air while diving underwater.
206
At Home: Have students read sentences 1 and 2.
Have them tell which clues helped them define the
underlined word.
Book 5/Unit 6
Sea Maidens of Japan
4
Name
Date
Reteach 207
Judgments and Decisions
Making judgments is the process of determining how you think and feel about
ideas, actions, characters, or events. After you determine how you feel, then you
can make a decision as to whether you agree with the reasons behind the ideas,
actions, characters or events.
Read the paragraph. Then read the choices below the paragraph and write your
decision as to which is the best choice. Explain your judgment by giving the reasons
for your decisions.
Suppose you were on a school committee that decides what
programs the school should have. When there isn’t enough money to pay
for every program your group decides which program to keep, and which
to leave out.
• after-school classes in pottery, painting, and basket-making
• extra buses to bring students to school
1. Decision:
• add additional desserts in the school cafeteria
• a training program to teach students how to use the Internet
2. Decision:
• more gym space so students can have room for other sports
• a teacher’s aide so that students can have more playground time
McGraw-Hill School Division
3. Decision:
• science program for students who like to make inventions
• program teaching students safety tips
4. Decision:
4
Book 5/Unit 6
The Silent Lobby
At Home: Have students think of two more sets of choices
and then make a judgment about which is more important.
207
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Reteach 208
Date
Vocabulary
Read each clue. Then find and circle the vocabulary word in the row of letters.
interpret
pelted
persuade
register
shabby
soothing
1. convince
j
i
k
n
w
q
p
e
r
s
u
a
d
e
x
v
d
f
g
2. sign up
z
w
i
r
t
g
s
d
j
r
e
g
i
s
t
e
r
o
u
3. worn out
q
s
h
a
b
b
y
e
i
t
v
g
s
d
o
k
j
w
o
4. hit hard
x
z
v
i
w
o
k
n
p
e
l
t
e
d
a
e
n
b
d
5. understand
q
o
i
j
k
m
d
s
r
e
i
n
t
e
r
p
r
e
t
6. calming
e
i
d
s
c
s
o
o
t
h
i
n
g
m
z
s
o
k
e
6
Story Comprehension
Reteach 209
Write the answer to each question about “The Silent Lobby.”
1. Who is telling the story in “The Silent Lobby”?
2. When and where does the story take place?
3. What right does Craig’s father think is important?
McGraw-Hill School Division
4. Why is Congressman Ryan sorry that the members of the Freedom Party arrive
late?
5. Why is Craig surprised by his vote in Congress?
208–209
At Home: Have students write and answer two
questions about “The Silent Lobby.”
Book 5/Unit 6
The Silent Lobby
5
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Reteach 210
Use the Library
Libraries organize their books by categories to make them easy to find. Then they
assign them a call number. The call number tells you where the book is in the
library. Most libraries use a method of classifying books known as the Dewey
Decimal System.
The table shows the numbers and categories in the Dewey Decimal System. Use
the table to answer the questions below.
Dewey Decimal System
000-099
Generalities (encyclopedias, magazines, etc.)
100-199
Philosophy and Psychology
200-299
Religion
300-399
Social Sciences (economics, sociology, law, education, customs, etc.)
400-499
Language (language, dictionaries, grammar)
500-599
Natural Sciences and Mathematics
600-699
Technology and Applied Sciences (medicine, engineering, business)
700-799
The Arts/Fine and Decorative Arts (architecture, sculpture, painting)
800-899
Literature and Rhetoric (novels, poetry, plays, criticism)
900-999
Geography and History
1. In which category would you expect to find a book about rainforests?
a. 300 – Social Sciences
b. 500 – Natural Sciences and Mathematics
McGraw-Hill School Division
2. In which category would you expect to find a book about medicine?
a. 600 – Technology and Applied
Science
b. 900 – Geography and History
3. In which category would you expect to find a book about painting?
a. 700 – The Arts
b. 800 – Literature and Rhetoric
4. In which category would you expect to find a book about modern psychology?
a. 200 – Religion
4
Book 5/Unit 6
The Silent Lobby
b. 100 – Philosophy and Psychology
At Home: Have students look for a library book using the
Dewey Decimal System.
210
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Date
Reteach 211
Judgments and Decisions
To make judgments, you look at how you think and feel about something. To
make decisions, you often compare two or more possibilities and choose the one
that agrees with how you think or feel about the topic.
In “The Silent Lobby” many characters made judgments and decisions. Read
each sentence below. Decide how you feel or think about it and write your
response on the line that reads: Judgment. Then, write what you think should be
done on the line labeled: Decision.
1. Eleven years of age is too young to be involved in political protests.
a. Judgment:
b. Decision:
2. Keeping Papa from registering to vote was wrong.
a. Judgment:
b. Decision:
3. The Silent Lobby should have gone home after their bus broke down.
a. Judgment:
b. Decision:
4. People can never change other people’s ideas.
McGraw-Hill School Division
a. Judgment:
b. Decision:
211
At Home: Have students tell what they might do in
Craig’s shoes. Would they choose the same actions
that he did?
Book 5/Unit 6
The Silent Lobby
8
Name
Reteach 212
Date
Draw Conclusions
To draw conclusions, first think about clues in the story and what you know from
your own experiences. Then try to figure out what may happen with characters and
events in a story.
Read each story. Circle the conclusion you can draw for each story.
Twana’s mind kept wandering from her reading. She could picture a
fresh, crispy apple. Then she thought about a warm piece of toast.
Her stomach started to growl. She had to read the page over
again to understand it.
1. Twana is probably
a. bored
b. hungry
c. tired
Craig wants to go to with Papa to try to register to vote. When Papa
doesn’t come home, Craig wants to search for him. When the Silent Lobby
goes to Washington, Craig wants to go too.
2. Craig probably
a. wants to support Papa.
b. wants to be alone.
c. does not care about voting.
Jamie could hear birds chirping. The sky was bright even at breakfast
time. She saw buds growing on the trees and each day was a little
warmer. The ground was getting softer and water from melting snow was
filling the streams.
3. Jamie can see that
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a. breakfast is great.
b. the sky is often dark.
c. spring is near.
Stefan wrote to the school board asking them to change the rules
about skateboards. He listed facts to tell them why skateboards are safe.
Stefan put up posters all around school asking other students to write the
school board too.
4. It seems that
a. Stefan loves to write letters.
b. Stefan is not interested in skateboards.
c. Stefan thinks students should be allowed to skateboard.
4
Book 5/Unit 6
The Silent Lobby
At Home: Have students identify the clues they used
to help them draw the conclusion in each
paragraph.
212
Name
Reteach 213
Date
Synonyms and Antonyms
Synonyms are words with the same or similar meanings. Antonyms are words
with opposite or nearly opposite meanings.
Read each sentence. Then use the clue provided to help you complete the
sentence with the correct word from the box.
dangerous
courage
gawking
alarmed
complaints
wrinkled
1. The people in the Silent Lobby must have had a lot of
Clue: antonym for fear
active
unfortunate
.
2. During the 1960s, people sometimes got hurt during
Clue: antonym for safe
protests.
3. Mama was
by the risks Papa was taking in registering to vote.
Clue: synonym for frightened
4. The Freedom Party was very
Clue: synonym for busy
in working for voting rights.
5. Craig felt badly when a crowd of people stood
Clue: synonym for staring
at his bus.
6. The members of the Freedom Party wanted to be sure its
heard somehow.
Clue: synonym for protests
8. The delay in reaching Washington was
missed its chance to lobby for votes.
Clue: antonym for lucky
213
At Home: Have students write sentences for one
antonym and one synonym.
and wet.
as The Freedom Party
McGraw-Hill School Division
7. After standing in the rain, all our clothes were
Clue: antonym for smooth
were
Book 5/Unit 6
The Silent Lobby
8
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Date
Reteach 214
Sequence of Events
When reading a short story following the sequence of events, or the order in
which things occur, will help you better understand the story. Clue words such as
before, first, then, next, after, last, and finally help to show a story’s sequence.
Read the story. Circle the sequence clue words. Afterwards, remember the
sequence so that you can answer questions 1 to 4.
Omar had to write a report about Brazil. First, he located Brazil on a
world map. He discovered that it is in South America. Then he identified
three important cities in Brazil—Rio de Janeiro, São Paulo, and Brasília.
Next, he looked at many books for ideas about natural wonders in Brazil.
His favorite area of Brazil was the Amazon River Basin and its rain forest.
After outlining his report, he neatly wrote it out in longhand and handed it
in to his teacher. Then he recited his report for his class. Finally, Omar
said, “Now I’d really love to visit Brazil.”
1. Did Omar identify the cities in Brazil before or after he located Brazil on the map?
a. before
b. after
2. Did Omar locate key cities in Brazil before or after reading books about Brazil’s
natural wonders?
a. before
b. after
3. Did Omar outline his report before or after he wrote it in longhand?
a. before
b. after
4. Did Omar decide he wanted to visit Brazil before or after he wrote his report?
b. after
McGraw-Hill School Division
a. before
10
Book 5/Unit 6
Amazon Alert!
At Home: Have students write the sequence of
events for the last trip they took.
214
Name
Reteach 215
Date
Vocabulary
Use the correct word from the list to complete the sentences.
variety
lush
wonderland
tropical
confirmed
1. All around our home in Florida was a
garden of plants.
2. There were bushes, trees, and a
3. The garden felt like my own
stream running through it.
4. What a
isolated
of different flowers.
rain forest, complete with a small
for birds and small animals to live in.
5. The animals felt safe because the garden seemed
protected.
6. People
and
that our garden was the biggest in the city.
6
Story Comprehension
Reteach 216
Write a ✔ next to each true sentence about “Amazon Alert!”
1. The Amazon rain forest holds the world’s widest variety of wildlife.
2. The government of Brazil wants to protect the Amazon’s rain forest.
3. Logging, mining, and farming are dangers to the rain forest.
4. Brazil has begun to punish people who hurt the rain forest.
6. The government in Brazil is now working to protect rain forest peoples and
their traditional ways of life.
7. Building more roads and airports has helped protect the rain forest.
8. Heavy rains in some years have protected the rain forest by making it
harder to burn trees.
215–216
At Home: Have students write one more sentence that
tells about “Amazon Alert!”
Book 5/Unit 6
Amazon Alert!
8
McGraw-Hill School Division
5. There are no people living in the Amazon rain forest.
Name
Date
Reteach 217
Use an Encyclopedia
You can use an encyclopedia to find information for research reports and other
writing assignments. Encyclopedias contain articles and facts about people,
places, things, events, and ideas. The articles are arranged alphabetically. Usually
encyclopedias are arranged in a series of volumes.
Use the information above to answer the questions.
1. How is an encyclopedia organized?
2. Which volume has information about Brazil?
3. In which volume would you find an article titled Macaws?
McGraw-Hill School Division
4. Which volume has information about Rio de Janeiro?
5. In which volume would you look for information about the environment?
5
Book 5/Unit 6
Amazon Alert!
At Home: Have students think of a topic that interests
them and look it up in an encyclopedia.
217
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Date
Reteach 218
Cause and Effect
When you answer the question Why did something happen? you are finding a
cause. When you answer the question What happened as a result? you are
finding an effect. Clue words such as because and since can help you find the
relationship between cause and effect.
Read each cause. Then match it to a likely effect below. Write the number of
each matching cause on the line before the effect.
1. Myron doesn’t start his research project until the night before it is due.
2. No rain falls on the city of Tucson for nearly six weeks.
3. Jenna skips music practice for six straight days.
4. The Mississippi River floods its banks.
5. Pierre gets up an hour early to put on his costume for the fair.
6. Denise buys a big backpack and new hiking boots.
7. Patrick grows six inches and gains 30 pounds this year.
8. The city tears down the old apartment building on the corner.
His old clothes no longer fit him.
He doesn’t finish his project in time.
She is going on vacation in the mountains.
She doesn’t play well at her concert.
They replace it with a new building.
McGraw-Hill School Division
Five houses are damaged by the rising water.
Many trees and bushes die because of the lack of water.
He is on time for the fair’s parade.
218
At Home: Think of a cause that could have more than one
effect.
Book 5/Unit 6
Amazon Alert!
8
Name
Reteach 219
Date
Synonyms and Antonyms
Learning new words can help you improve your reading and writing. Knowing
synonyms and antonyms is one way to learn new words. Synonyms are words
with the same or nearly the same meanings. Antonyms are words with opposite
or nearly opposite meanings.
Circle the letter of the correct answer.
1. Missing is a synonym for
a. absent
.
b. present
c. found
2. Hunger is a synonym for
a. anger
.
b. appetite
c. full
3. Miserable is an antonym for
a. sad
.
b. tired
c. happy
4. Special is an antonym for
a. unusual
.
b. ordinary
c. happy
5. Bathe is a synonym for
a. wash
.
b. bicycle
c. dirty
6. Climate is a synonym for
a. rain
.
b. hiking
c. weather
7. Link is a synonym for
a. connect
.
b. separate
McGraw-Hill School Division
8. Crisp is an antonym for
a. crunchy
10
Book 5/Unit 6
Amazon Alert!
c. delicious
.
b. wide
10. Journey is a synonym for
a. trip
.
b. soggy
9. Huge is an antonym for
a. big
c. destroy
b. diary
c. tiny
.
c. home
At Home: Have students write one pair of synonyms
and one pair of antonyms.
219
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Date
Reteach 220
Context Clues
When you are reading information it is important to pay attention to context clues.
Context clues will help you figure out the meanings of words you don’t know.
Context clues include words near the unfamiliar word as well as the general topic
of the selection.
Use context clues to help you figure out the meaning of the underlined word in
each sentence. Then write each underlined word on the line next to the correct
context clue below.
1. Forests are very important for the environment. Forests protect or conserve the
environment in many ways.
2. For example, the soil, or top part of the ground in the forest, soaks up the rain.
3. Healthy soil helps prevent flooding and the wearing down, or erosion, of the land.
4. Also, when rain water passes through layers of soil and rock, it becomes clean
ground water—a fresh source of water for lakes and streams.
5. Forests also have many layers, or strata, of plants that help the environment.
6. The plants give off a gas that all living things need to live. If plants did not give off
oxygen, living things could not survive.
a. top layer of the ground
b. a gas that all living things need
c. rain water that passes through the ground
d. protect or keep from harm
e. the wearing down of the land
220
At Home: Have students tell what context clues they
used to figure out the meanings of unfamiliar words in
“Amazon Alert!”
McGraw-Hill School Division
f. layers of plants or soil
Book 5/Unit 6
Amazon Alert!
6
Name
Reteach 221
Date
Unit 6 Vocabulary Review
A. Use words from the list to finish the crossword puzzle.
disgrace
keg
coax
pelted
perished
lush
rascals
escorted
Across
1
2
4. accompanied, went with
6. people up to mischief
8. died, was killed
3
4
5
Down
1. hit again and again
7
6
2. strong embarrassment
3. barrel
8
5. try to convince
7. very green, with many plants
B. Complete the sentences with the correct word from the list.
interpret
register
nightfall
Addie was working to
McGraw-Hill School Division
ushered
confirmed
voters for the upcoming election. She
knocked on doors and tried to
winter and
persuade
people to sign up. Too bad it was
came so early. Addie wasn’t allowed out after dark. At
her friend Sam’s house, Mrs. Tabor
Mrs. Tabor was trying to
Addie into the kitchen to talk.
the voting procedures. Addie
that Mrs. Tabor understood the procedures correctly.
14
Book 5/Unit 6
Unit 6 Vocabulary Review
At Home: Have students write sentences using at
least three words from the vocabulary list.
221
Name
Reteach 222
Date
Unit 6 Vocabulary Review
A. Read each question. Choose a word from the list to answer the question.
Write your answer on the line provided.
cove
soothing
isolated
sizzle
host
husking
1. If you were the person giving your
friend a birthday party, who would you
be?
4. When you remove the outside leaves
from an ear of corn, what are you
doing?
2. If you entered a protected area of
water while sailing your boat, where
would you be?
5. When you drop cold water into a very
hot pan, what does it do?
3. If your home is 20 miles from the
nearest house, how would you
describe it?
6. If you are sad and someone gives you
a hug, what does that feel like?
B. Match each word with its definition. Write the number on the line.
Definitions
1. navigate
wood on the beach
2. oblige
to steer
3. driftwood
warm, from the tropics
4. tropical
to please
5. variety
spread out
6. sprawled
many different kinds
222
At Home: Write sentences using at least three words
from the vocabulary list.
Book 5/Unit 6
Unit 6 Vocabulary Review
McGraw-Hill School Division
Vocabulary
12