Name
Date
Extend
1
Problem and Solution
In stories and in real life, people often face problems. Most of these problems
have solutions. In a story, the problems and solutions may be part of the plot, or
the plan of the story.
Think of a character in a story you like. What problem does the character face?
How does the character solve the problem?
Read the problems below. Think about how you would solve each one. Then
choose one of the problems and write a short story that includes the original
problem and its solution in the plot.
1. You and your best friend are waiting in a crowd of people for a bus. The bus arrives
and you get on. Your friend is left behind.
2. You wake up on Sunday morning and remember that it’s your friend’s birthday. You
forgot to buy your friend a present, and the stores near your house are closed.
McGraw-Hill School Division
3. You promised your dad that you would paint the fence behind your house. Three of
your friends come by and ask you to go bike riding with them. You want to go with
them, but you have to finish painting the fence for your father.
Book 5/Unit 1
The Wise Old Woman
At Home: Keep a list of the problems you must face
during the week. Discuss how you solved each problem.
1
Name
Date
Extend
2
Vocabulary
banner
reluctantly
conquered
scroll
prospered
summoned
Suppose that you are a warrior under the command of a Japanese warlord. Write
a paragraph that tells what happens when you and the other warriors return to
the warlord’s castle after a long journey. Use as many of the words in the box as
you can.
Extend
3
Story Comprehension
McGraw-Hill School Division
At the beginning of “The Wise Old Woman,” the young farmer’s problem was how
to protect his mother. Suppose that, instead of hiding her in a cave beneath his
house, he and his mother ran from the village and started a new life in a faraway
place. How might the plot of the story change? Write a new story that tells what
happened to the village after the warriors arrived with the three impossible tasks.
2–3
At Home: Discuss the old woman’s ways of solving
problems. Were they practical? Could you do the same
thing?
Book 5/Unit 1
The Wise Old Woman
Name
Extend
Date
4
Use Parts of a Book
Title Page
Title of book, name of author, publisher
Table of Contents
List of chapters in the book, with page numbers; list of
illustrations, maps, and charts, if any
Index
List of specific information to be found in the book with page
numbers
Glossary
A small dictionary giving definitions of some words found in the
book
Suppose you are using a book on Japanese history to find information on life in
sixteenth and seventeenth century Japan. Where would you look to find information
about the following subjects?
1. the main topics covered in the book
2. the meaning of the word samurai
index
3. information about the city of Kyoto
4. the name of the book’s author
5. the list of chapter titles
6. information about Japan’s Edo period
7. the meaning of the word Shinto
8. information on Japanese religion
index
9. the number of pages in a chapter
McGraw-Hill School Division
10. the meaning of the word shogun
Book 5/Unit 1
The Wise Old Woman
At Home: Look at several books and find the title page,
table of contents, index and glossary, if any. Talk about
the information found in each part.
4
Name
Date
Extend
5
Problem and Solution
The cruel young lord in “The Wise Old Woman” has a very difficult problem. He
must solve three impossible tasks or he and his village will be conquered by
another lord. The young lord makes four attempts to find a solution to his
problem. Write what happens each time.
1. He summons the six wisest people in the village. The wise people cannot solve
2. The wise people ask the gods for help.
3. They ask the clever badger to help them.
4. The young lord offers gold to anyone who can solve the tasks.
McGraw-Hill School Division
tells his mother, and she solves the tasks.
5
At Home: Talk about times when you have had to try more
than one way to solve a problem.
Book 5/Unit 1
The Wise Old Woman
Name
Date
Extend
6
Make Inferences
An inference is a conclusion based on something you have read, seen, or heard.
For example, when the old woman solves the three impossible tasks, we infer
that she is a wise old woman.
Read each sentence and think about what it tells you. Then write an inference
you might make from each one.
1. Mr. Jones always has a smile on his face and a cheerful word for everyone he
meets.
2. The cat rubbed its back against the refrigerator and meowed loudly.
3. Every morning, Joey races out of the house, and runs all the way to school.
Answers will vary. Sample answer: Joey is always late for school.
4. After the soccer game, the two boys walked home slowly, looking sad.
Answers will vary. Sample answer: The boys’ team lost the game.
McGraw-Hill School Division
5. Ellie ran into the house, waving her math test excitedly.
Answers will vary. Sample answer: Ellie got a good mark on her math test.
Book 5/Unit 1
The Wise Old Woman
At Home: Choose a favorite story and read some
descriptive sentences from it. Talk about what you can
infer from the sentences.
6
Name
Date
Extend
7
Synonyms and Antonyms
Synonyms are words that have nearly the same meaning. For example, quickly and
rapidly, funny and amusing, talk and speak are synonyms.
Antonyms are words with opposite meanings. For example, hot and cold, fast and
slow, good and bad are antonyms.
Read the sentences. Then write synonyms for the underlined words.
Synonyms
1. I think I’ll eat an apple before I begin this book.
2. “You are looking well,” said the doctor.
3. The test was really difficult.
4. “I traveled to Ohio for a joyful occasion,” said Molly.
5. “This neighborhood looks familiar,” said Jose.
Write the sentences again, replacing each underlined word above with an
antonym.
Antonyms
1.
2.
3.
4.
McGraw-Hill School Division
5.
7
At Home: Make a list of words and then take turns finding
synonyms and antonyms for them.
Book 5/Unit 1
The Wise Old Woman
Name
Date
Extend
8
Story Elements
Think about a story you have read. Write a paragraph about the character you
find most interesting. (Characters are the people or animals in a story.) Describe
what the character is like and what the character does. Describe the setting in
which the character’s actions take place. (The setting is where and when the
story takes place.)
McGraw-Hill School Division
Write a short story about the character, but set your story in another time and
place. Think about how your character might change if he or she lived in a
different place or at a different time.
Book 5/Unit 1
The Voyage of the Dawn Treader
At Home: Reread a favorite story.Talk about how the
story would change if it were set in a different time and
place.
8
Name
Date
Extend
9
Vocabulary
approve
offend
bruised
presence
convenience
vaguely
Write a paragraph about a place you have visited and would like to visit again.
Use as many vocabulary words from the box as you can. Remember to tell why
you liked the place and why you might want to return.
Extend
10
Story Comprehension
McGraw-Hill School Division
“The Voyage of the Dawn Treader” is a tale about the enchanted land of Narnia.
Think about whether or not you would like to visit this land. Write a paragraph
explaining your decision and give three reasons for it. Use details from the story
to support your decision.
9–10
At Home: Look at a map of the world or a globe. Choose a
place you would like to visit if you could go there by boat.
Tell why you want to visit this place.
Book 5/Unit 1
The Voyage of the Dawn Treader
Name
Extend
Date
11
Use a Glossary
A glossary is a small dictionary at the back of a book. A glossary lists important
words from the book. It gives their meaning and pronunciation. Look at the
glossary at the back of your book to see how it is set up.
In “The Voyage of the Dawn Treader,” there may be unfamiliar words. Make
a glossary of your own, and write definitions and example sentences for the
words shown in the box. You may also include other words from the story.
Use a dictionary to help you.
delicacy
endeavors
glorious
precious
reception
surge
McGraw-Hill School Division
cinema
delay
Book 5/Unit 1
The Voyage of the Dawn Treader
At Home: Start a writer’s notebook of interesting words
you learn from your reading.
11
Name
Date
Extend
12
Story Elements
Suppose you are a film director and want to make a short television movie about
Eustace. If the movie is a success, the Eustace stories might even become a TV
series! You decide that you need more characters in your movie—Eustace
should have a little sister or brother, and perhaps a grandmother. Lucy and
Edmund will be in your movie, too. Now you have to figure out what all these
people will be like, and what they will do.
Write an outline of your movie’s plot. What will happen?
Describe the setting for your movie. Where and when will it take place?
McGraw-Hill School Division
Write a description of each character. Tell what each character is like. Do your
characters all get along well together? Do they ever have arguments? What do
they argue about?
12
At Home: Talk about a favorite TV show. What are the
characters like? Where do they live?
Book 5/Unit 1
The Voyage of the Dawn Treader
Name
Date
Extend
13
Make Inferences
An inference is a conclusion based on something you have read, seen, or heard.
What can you infer about Eustace’s personality from reading “The Voyage of the
Dawn Treader ”? Write a paragraph that describes what kind of a boy he is. Choose
sentences from the story to support your description.
McGraw-Hill School Division
How would you describe Eustace’s parents? Do you think they knew about the
trip? Why or why not? Explain. What parts of the story did you use to make your
inferences?
Book 5/Unit 1
The Voyage of the Dawn Treader
At Home: Choose a character from a favorite book or
story. Talk about how the character would act in different
situations.
13
Name
Date
Extend
14
Context Clues
Sometimes you can figure out what an unfamiliar word means by understanding
the words around it, or the context of the word. Ask yourself, “What words do I
know that are used with this word?” Context clues can give you hints about the
meaning of a word or series of words. For example: Jamie reluctantly went to the
dentist’s office, slowly dragging his feet. If you did not know the meaning of the
word reluctantly, you might be able to figure it out by looking at other words in the
sentence—slowly, and dragging his feet.
Write a sentence for each word. Give context clues that help a reader understand
the meaning of the word.
bruised
presence
vaguely
McGraw-Hill School Division
approve
offend
14
At Home: Find unfamiliar words in a newspaper or
magazine. Look for context clues that can help explain
what the words mean.
Book 5/Unit 1
The Voyage of the Dawn Treader
Name
Date
Extend
15
Cause and Effect
One of the first things you learn about as a child is cause and effect. If you
knock over a glass of milk, it will spill. If you bump into a tower of blocks, it will
fall. If you let go of a balloon, it floats away.
A cause is something that produces an effect, or a result. Make a list of causes
and effects that occur during your day. Then make a second list that shows just
the effects. Exchange your list of effects with a friend and write a possible cause
for each one.
Examples:
Cause
Effect
I went for a walk in the rain
without an umbrella.
I got soaking wet.
I rode my bike over a piece of glass.
I got a flat tire.
1.
2.
3.
McGraw-Hill School Division
4.
5.
Book 5/Unit 1
Wilma Unlimited
At Home: Make a list of causes and effects that happen
over two or three days. Ask everyone to add to the list.
Discuss. Do you all agree on the effects?
15
Name
Date
Extend
16
Vocabulary
astounding
luxury
bushel
athletic
concentrating
scholarship
Write a paragraph about a sporting event you would like to see. Use as many of the
vocabulary words in the box as you can.
Extend
17
Story Comprehension
Suppose that you are a reporter preparing to interview Wilma Rudolph for a
television newscast. You want the viewers to learn what caused her to become a
great athlete. What three questions would you ask?
1.
sure that you would walk again?
McGraw-Hill School Division
2. Who helped you to overcome polio?
3. How did you feel when you were not allowed to go to school?
16–17
At Home: Have students discuss people who have overcome
great difficulties. What characteristics do they have in
common?
Book 5/Unit 1
Wilma Unlimited
Name
Date
Extend
18
Use an Index
An index appears in the back of some nonfiction books. It lists all the topics in the book
in alphabetical order and gives the pages on which you will find information about each
topic.
Find a book about a sport you like or about a famous athlete. If the book has an index,
do not look at it. Instead, read one chapter of the book and write your own index. As you
read, make note of the subjects that are discussed. Write down the page numbers on
which these subjects are found. When your list of subjects is complete, put it in
alphabetical order. Then list the pages for each topic in numerical order.
McGraw-Hill School Division
If the book you read has an index, compare it with the one you wrote. Are the
topics you listed in the book’s index?
Book 5/Unit 1
Wilma Unlimited
At Home: Find a book with an index. Take turns with a
parent looking up subjects and finding them in the book.
18
Name
Date
Extend
19
Cause and Effect
As you read the story “Wilma Unlimited,” you can see that each thing that
happened to Wilma caused her to do another thing (effect). Often those effects
became causes for still another event.
For example,
Cause
Effect/Cause
Wilma is
stricken with
polio.
Her leg is
paralyzed.
Effect/Cause
She
exercises to
make her leg
stronger.
Effect
Wilma can
walk with a
brace.
Read the story again. Continue the chain of cause and effect in Wilma Rudolph’s life.
Cause
Effect
Cause
Cause
Effect
Wilma’s basketball
team loses
the championships.
Wilma takes off her
brace and walks.
Effect
Cause
Wilma concentrates
to reach the finish
line.
Wilma is the fastest
woman in the world.
Effect
Cause
Effect
19
At Home: Have students write about three events that
affected many people.
Book 5/Unit 1
Wilma Unlimited
McGraw-Hill School Division
Wilma is not
allowed to attend
school.
Name
Date
Extend
20
Problem and Solution
For Wilma Rudolph, a major problem was how to walk again after illness left her
leg paralyzed. Her solution was to exercise and work as hard as she could until
she could walk without a brace.
McGraw-Hill School Division
Think of a problem in your school that needs to be solved. Talk about it with your
classmates and decide how the problem could be solved. Write a letter to the
school newspaper. Explain what the problem is, then tell what you think should
be done to solve it. List the steps of your solution. Try to persuade your fellow
students and teachers that your solution will work. Be convincing!
Book 5/Unit 1
Wilma Unlimited
At Home: Talk about a problem at home. Discuss
possible solutions. Decide which one you think will work
best.
20
Name
Date
Extend
21
Context Clues
If you come across a word you don’t understand, you can often figure out its
meaning by looking at its context. How is the word used? Context clues give
hints about a word’s meaning.
Find the boldface words in the story, “Wilma Unlimited.” Write the context clues
that helped you understand the meaning of the word, then write the definition.
Use a dictionary to help you define the words.
Word
Context Clues
Definition
pneumonia
luxury
stricken
polio
crippled
paralyzed
twitchy
McGraw-Hill School Division
propel
scholarship
exhilarated
21
At Home: Look up these words in a dictionary. Use each
word in a sentence.
Book 5/Unit 1
Wilma Unlimited
Name
Date
Extend
22
Story Elements
Sometimes the characters in a story are very much like real people, and the
setting is a real place. However, many stories are written about characters who
are not real—they may have special powers or they may be monsters or giants.
Settings can also be unreal—a faraway planet or a make-believe place where
unusual things happen.
Suppose that you have been asked to write a short play for your school drama
club. The play is about pretend people with unusual powers who live in a faraway
place. You must also design the scenery for the play.
Write an outline of the plot of your play. What will happen? Tell whether it will be
funny or serious. What action will take place?
Write a short description of each main character. Explain what they are like and
how they look.
McGraw-Hill School Division
Describe the setting of your play. Then draw a picture to show how you would
like the background scenery to look. Use a separate sheet of paper for your
drawing.
Book 5/Unit 1
The Wreck of the Zephyr
At Home: Talk about a story or TV show that has an
imaginary setting. What makes the setting unreal?
22
Name
Date
Extend
23
Vocabulary
Suppose that you are taking a trip on a sailboat, and that last night there was a
bad storm at sea. Write a letter to a friend describing what happened during the
storm and how you felt. Use as many of the words in the box as you can.
hull
spire
ominous
timbers
shoreline
treacherous
Extend
24
Story Comprehension
1. Describe the character of the boy in “The Wreck of the Zephyr.”
2. The boy wanted to learn to fly his boat but the sailor was going to send him home
after an unsuccessful day practicing to fly. How did he solve this problem?
23–24
At Home: Talk about the character of the boy in the story.
What happened to him in the end? Why did he keep on
looking for the island?
McGraw-Hill School Division
3. Who was the old man? How do you know?
Book 5/Unit 1
The Wreck of the Zephyr
Name
Date
Extend
25
Use a Table of Contents and Headings
Suppose you are writing a book about a sailing trip from Portland, Maine to Corpus
Christi, Texas. One way to organize your book would be to have a chapter about each
place you stop on your trip. Think of other ways you might organize the book. Write
them below.
Use your method of organization to write a sample table of contents for your
book. Use a map to help you decide where you will sail. Write headings to tell
what each section of a chapter is about.
My Voyage From Maine to Texas
McGraw-Hill School Division
Table of Contents
Book 5/Unit 1
The Wreck of the Zephyr
At Home: Look at the table of contents in a favorite book.
Talk about how the information is organized. What are the
chapters about?
25
Name
Date
Extend
26
Story Elements
The author of “The Wreck of the Zephyr” makes the characters and setting seem real
except for one thing—the island where boats can fly.
Work with a partner to write a story that seems real in all ways but one. You may want
to think of the plot first. Next, decide on the pretend place, person, or event. Or, you
may want to create the pretend part of the story first, then build your plot around it.
McGraw-Hill School Division
Make an outline of the characters and setting for your story before you begin
writing. Read your story aloud to a group of classmates.
26
At Home: Talk about a favorite story. Does it have any
pretend details? If not, add an unreal element to the story.
How does the plot change?
Book 5/Unit 1
The Wreck of the Zephyr
Name
Date
Extend
27
Make Inferences
An inference is a conclusion based on experience or on something you have read,
heard, or seen.
1. Think about the character of the boy in “The Wreck of the Zephyr.” Make inferences
from the story and write words to describe what you think the boy was like.
McGraw-Hill School Division
2. Suppose that the boy had succeeded in sailing his boat over the village, ringing the
bell, and landing safely in the water. How do you think the villagers would have felt
about him then? How might the boy’s character have changed? Write a new ending
for the story. Start at the point where the villagers hear the Zephyr’s bell ringing.
Book 5/Unit 1
The Wreck of the Zephyr
At Home: Talk about the original ending of the story. Do
you think the boy pursued other adventures? What other
adventures might he have pursued?
27
Name
Extend
Date
28
Synonyms and Antonyms
Synonyms are words that have nearly the same meaning. For example, start and begin,
pair and couple are synonyms. Antonyms are words with opposite meanings. For
example, happy and sad, obey and disobey are antonyms.
odd
zephyrs
unusual
story
blustery
strange
ruin
surprised
astonished
drop
wreck
tale
hoist
breezes
calm
familiar
Use the words in the box to complete the sentences. If the sentence has an A
before it, choose an antonym for the underlined word to fill in the blank. If a
sentence has an S before it, choose a synonym for the underlined word to fill
in the blank. Use a dictionary if you need to.
A 1. With the coming of the storm, the calm wind changed to a
blustery
S 2. The boy was
one.
astonished
to see the boats overhead. He was
really surprised.
S 3. “The Wreck of the Zephyr” tells a tale within a
S 4. The boy thought it was both
odd
story
.
and unusual to see a
boat fly.
A 5. When you learn to sail, you must be able to
hoist
a sail as
well as drop one.
McGraw-Hill School Division
Write a new story of your own. Choose either sentence number 1 or 5 as your
first sentence.
28
At Home: Make a list of descriptive words and post it on the
refrigerator. Write synonyms and antonyms for the words.
Book 5/Unit 1
The Wreck of the Zephyr
Name
Date
Extend
29
Cause and Effect
A cause is something that produces an effect, or a result. For example, if the
temperature outside drops below 32°F, water will freeze. The temperature is the
cause, and freezing is the effect.
Think about the kinds of weather that occur where you live. Are there rainstorms?
Thunder and lightning storms? Snow or ice storms? Have you ever been in a
hurricane? Make a list of four causes and effects that occur because of the
weather.
Cause
Effect
1.
2.
3.
4.
McGraw-Hill School Division
Write a short story about one kind of weather and its effects.
Book 5/Unit 1
Tornadoes!
At Home: Keep track of the weather for a week. Make a list
of the causes and effects of weather on your life and on
your neighborhood.
29
Name
Date
Extend
30
Vocabulary
Suppose that you are on vacation near the ocean. One day, there is a huge
storm. Write a postcard to a friend telling what happened. Use as many of the
words in the box as you can.
severe
predictions
destruction
reliable
detect
stadium
Extend
31
Story Comprehension
McGraw-Hill School Division
Why do you think people like Mark Askelson work so hard to learn about
something so dangerous as a tornado? What can you infer about the kinds of
people who might work for the National Severe Storms Laboratory? Suppose you
had to explain the requirements for this kind of job. Write a description of the
qualities you think a person should have to be successful at this job.
30–31
At Home: Talk about the kind of job described in the story.
Discuss the good and bad points of a job like this.
Book 5/Unit 1
Tornadoes!
Name
Date
Extend
32
Read a Bibliography
A bibliography lists the books, magazine articles and other sources that you
used for research.
The five sources below were used to write a report on tornadoes. Use the
sources to write a bibliography for the report. Be sure to list the authors’ names
alphabetically, with the last name first.
Sources
Nature on the Rampage by Gene S. Stuart, ed. Washington, D.C.:
National Geographic Books, 1996.
“Wild Winds and Weather” by Cynthia Melham. The Weather Periodical
(January, 2000): 84–99.
How to Survive a Tornado by Duane Brown. Washington, D.C.: Reference
Publishers, 1997.
Tornado Alley by Alia L. Smithson. New York: Weather Press, 2000.
The ABCs of Weather by Roger Wrigley. Texas: Science Press, Inc.,
1999.
McGraw-Hill School Division
Bibliography
Book 5/Unit 1
Tornadoes!
At Home: Discuss how a bibliography might be used by
the reader of the report.
32
Name
Date
Extend
33
Problem and Solution
Scientists at the National Severe Storms Laboratory study tornadoes and other severe
storms. List some of the problems they are trying to find solutions to.
McGraw-Hill School Division
What other “on the job” problems do these scientists face? Suppose that you work for
the National Severe Storms Laboratory. Write a short story about your day on the job
tracking a tornado. Tell what problems you face and how you solve them.
33
At Home: Talk about the jobs people in your family have.
What kinds of problems do they face on the job? How do
they solve them?
Book 5/Unit 1
Tornadoes!
Name
Date
Extend
34
Synonyms and Antonyms
Column 1
Column 2
tornado
weak
fastest
reliable
unusual
slowest
dependable
common
powerful
twister
Make up five sentences using the words from Column 1. Then rewrite each
sentence using a synonym or antonym from Column 2 to replace the word from
column 1.
1.
2.
3.
4.
5.
6.
7.
8.
McGraw-Hill School Division
9.
10.
Book 5/Unit 1
Tornadoes!
At Home: Continue to add words to your list of synonyms
and antonyms. Use a dictionary to help find new words.
34
Name
Date
Extend
35
Context Clues
Context clues give hints about the meanings of unfamiliar words. For example, in the
sentence Storm chasers can use computers and satellites to detect and track a tornado,
the words detect and track give hints that a satellite is an instrument that can be used to
locate a tornado.
Look back at the story and find the word radar in the box headed “Watch or
Warning.” What context clues can help you figure out the meaning of radar?
Look at a weather report in the newspaper, or look up a type of storm in an
encyclopedia or science book. Find sentences that contain words that are unfamiliar to
you. What context clues can help you figure out the meanings of the words?
Write four sentences in which you found an unfamiliar word. Underline the
context clues you could use to figure out the meaning of each unfamiliar word.
1. Answers will vary.
2.
3.
35
McGraw-Hill School Division
4.
At Home: Read a newspaper article about a local event and
underline any unfamiliar words. Find context clues to help
determine each word’s meaning.
Book 5/Unit 1
Tornadoes!
Name
Extend
Date
36
Vocabulary Review
Unscramble each vocabulary word.
1. r n b n e a
b
a
6. t c a h I e i t
n
n
e
r
2. l r c l o s
s
c
f
r
o
l
l
o
f
e
n
d
t
l
e
t
i
n
o
u
s
b
e
r
s
e
r
e
i
a
b
c
m
i
i
m
9. r e v e e s
s
5. x l u y r u
u
h
8. b s m r t i e
4. p o r p v e a
l
t
7. s m o o i u n
3. f e f n d o
o
a
e
v
10. l b r i l e a e
x
u
r
y
r
e
l
l
e
McGraw-Hill School Division
Write a paragraph that includes five of the words you unscrambled.
Book 5/Unit 1
Unit 1 Vocabulary Review
At Home: Make a short list of other story words. Have
students take turns scrambling and unscrambling them.
36
Name
Date
Extend
37
Vocabulary Review
Read the following sentences. If the boldfaced vocabulary word is used
correctly, write “correct” on the line below the sentence. If the vocabulary word
is used incorrectly, rewrite the sentence so that the word is used correctly.
1. The warlord’s army conquered the neighboring country.
2. When the crops failed, the village prospered.
3. He did not approve of the dog jumping on people.
4. Toby’s scholarship meant that he had to pay all his school costs himself.
5. I could tell Amy was concentrating because she wasn’t paying any attention.
6. The treacherous shoreline seemed like a safe place to land the boat.
McGraw-Hill School Division
7. When a tornado touches down, it causes almost no destruction.
8. Early predictions of storms help to save lives.
37
At Home: Choose other vocabulary words and write
sentences that include them.
Book 5/Unit 1
Unit 1 Vocabulary Review
Name
Date
Extend
38
Make Predictions
A prediction is a good guess about what might happen in the future. You can make
predictions based on what you already know.
Think of a special or important day that you are looking forward to in the near
future. It might be a birthday, a holiday, a trip, or a special event like a movie or
the circus. Predict what you will do on that day in the morning, in the afternoon,
and at night.
Morning
1.
2.
3.
Afternoon
4.
5.
6.
Night
McGraw-Hill School Division
7.
8.
9.
Book 5/Unit 2
The Gold Coin
At Home: After this special day is over, check your
predictions to see whether they were correct.
38
Name
Date
Extend
39
Vocabulary
despair
shriveled
distressed
speechless
insistent
stifling
Suppose that you are helping a friend look for a lost dog. You are riding your
bike, and it is starting to rain. Write a paragraph that tells what happens and how
you feel. Use as many of the words in the box as you can.
Extend
40
Story Comprehension
McGraw-Hill School Division
Suppose someone reads you just the first page of “The Gold Coin.” What
prediction could you make about how the story might end? On what facts would
you base your prediction? Write a short paragraph to explain your prediction.
39–40
At Home: Talk about Juan’s character at the beginning of
the story. Why do you think he was so angry?
Book 5/Unit 2
The Gold Coin
Name
Date
Extend
41
Use a Dictionary
A dictionary gives you a word’s meaning and has a pronunciation key to help you
sound out the word. A dictionary also tells what part of speech a word is and often gives
an example of how the word might be used.
Look up the following words in a dictionary. Answer the questions.
anxiously
lumbered
vague
lessen
recovery
surveyed
moved
ransacked
1. Which word is an adjective meaning “indefinite” or “imprecise”? vague
2. Which verb would describe the movements of a large animal such as a
hippopotamus or a rhinoceros? lumbered
3. In “The Gold Coin,” Juan is moved by the beauty of the surrounding landscape.
Write a sentence using moved in the same context. Answers will vary
4. Which word is a verb meaning to “decrease”? lessen
5. Which word is a verb meaning “viewed” or “inspected”? surveyed
6. Write a sentence using a word from the box that describes how a person might
feel while waiting for the results of a test. What part of speech is this word?
7. At the end of “The Gold Coin,” Doña Josefa finds her house ransacked. What
McGraw-Hill School Division
does this mean? How did it happen? Answers will vary. Juan probably
8. Which word in the box means a “return to health”. Is this word a noun or a verb?
Book 5/Unit 2
The Gold Coin
At Home: Have a spelling quiz. Take turns spelling the
vocabulary words.
41
Name
Date
Extend
42
Make Predictions
When you make a prediction, it often helps to make inferences from information you
have been given. At the beginning of “The Gold Coin,” the author writes that Juan is a
solitary man. He is lonely and angry, with no friends or family. He steals from others.
When Juan follows the old woman to try and steal her gold, he meets several people
who help him. He shares their work and their food.
At what point in the story can you predict that Juan’s character might change?
Write a paragraph to explain your answer.
McGraw-Hill School Division
Suppose that Juan had found Doña Josefa right away, before he had met the
other people in the story. Make a prediction about how the story might have
ended.
42
At Home: Discuss how Juan’s character changes in the
story. What things help him to change?
Book 5/Unit 2
The Gold Coin
Name
Date
Extend
43
Form Generalizations
A generalization is a conclusion, statement, or idea based on a few facts or
examples. Suppose that your room at home is filled with books about plants,
rocks, birds, and animals. Your friends know that you like to go camping and that
you are fond of trips to the zoo. What generalization might your friends make
about you?
Think about the lessons Juan learns from his experiences in “The Gold Coin.”
What generalization can you make about what he might say if you asked him
why he gave the gold coin back to Doña Josefa at the end of the story?
McGraw-Hill School Division
Write a short story about Doña Josefa. Tell how you think she came to be a
person who spends her life helping others. What experiences might she have
had as a young woman that led her to become who she is?
Book 5/Unit 2
The Gold Coin
At Home: Read a newspaper or magazine article that
describes a well-known person. Talk about generalizations
you might make about that person from what you’ve read.
43
Name
Extend
Date
44
Compound Words
Compound words are formed by putting two words together. The words after and noon
make the compound word afternoon.
Complete the word search. Parts of compound words from “The Gold Coin” are
listed below. Write the missing part of the word in the blanks. Then find and circle
each compound word in the puzzle. Look for the words in the puzzle by reading
forward, backward, up, down, or on the diagonal.
S
T
S
O
M
E
O
N
E
D
C
S
U
L
O
A
I
H
H
U
E
I
C
W
T
U
I
O
G
O
C
O
river
R
G
M
R
N
H
Y
T
P
W
H
A
D
B
W
B
bank
N
I
N
R
E
D
S
B
C
T
R
B
K
C
R
D
U
L
V
P
L
E
O
Q
I
K
Y
M
C
F
A
S
S
Y
P
E
J
A
S
W
Q
E
T
L
A
Y
D
U
F
A
Q
A
R
P
P
O
N
N
E
W
B
O
R
N
one
down
horse
board
H
H
O
M
E
C
O
O
K
E
D
A
O
R
Q
K
I
B
J
K
G
R
A
N
D
F
A
T
H
E
R
J
L
Q
S
E
M
O
T
N
O
O
N
R
E
T
F
A
L
S
P
E
E
C
H
L
E
S
S
X
C
P
M
F
S
X
P
R
E
D
I
S
Y
R
T
N
U
O
C
H
noon
foot
sun
sugar
with
home-
sun rise
three
speech
new
good-
44
T
O
A
D
T
F
J
N
T
A
C
K
R
N
M
D
after
light
some
cup
O
L
M
C
W
D
A
R
M
E
E
J
S
I
A
P
country
day
sun
O
D
S
D
Y
B
L
A
M
L
J
R
E
S
B
U
cane
cooked
McGraw-Hill School Division
E
N
A
C
R
A
G
U
S
F
B
X
D
T
F
G
father
At Home: Make up a word search using vocabulary words
from the story.
Book 5/Unit 2
The Gold Coin
Name
Date
Extend
45
Fact and Nonfact
There are many different kinds of stories: “factual” stories, fairy tales, animal stories,
adventure tales, science fiction stories, and mystery stories are just some examples.
Some stories tell about people and events that seem like people you know doing things
that are familiar to you. These stories are based on fact, or on real life. Other stories tell
about things that couldn’t possibly happen. These stories use nonfact and exaggeration
to tell a “tall tale.”
Think of a story you’ve read that tells about people and events that could not
possibly happen in real life.
1. Who is the main character?
2. What does the main character do?
3. What happens in the story?
4. List some of the nonfacts in the story. How do you know they are not true?
McGraw-Hill School Division
5. Is any part of the story based on fact? How can you tell? Explain your answer.
Book 5/Unit 2
John Henry
At Home: Discuss several movies you have seen. Are they
based on fact? Which ones are not based on real life?
How can you tell?
45
Name
Date
Extend
46
Vocabulary
Imagine that you are on a bus, traveling to a new place. Use the vocabulary words to
write a funny postcard to a friend. Your postcard can tell just facts about what you can
see from the window of the bus, or you can use nonfact to make your account funnier.
acre
grit
commotion
pulverized
dynamite
rebuild
Extend
47
Story Comprehension
McGraw-Hill School Division
The tall tale about John Henry tells of his great deeds. The story exaggerates
everything about John Henry in order to make him seem bigger than life. What
kind of a person do you think the real John Henry might have been? Write a
paragraph that explains how people might have felt about him.
46–47
At Home: Talk about people you know or have heard of who
might make good subjects for a tall tale. What might you
write about them?
Book 5/Unit 2
John Henry
Name
Date
Extend
48
Use the Internet
To find more information about John Henry, or about almost any other topic you are
interested in, you can use the Internet. The Internet is made up of millions of computer
files in millions of computers that are linked by telephone lines. A search engine helps
you to search the World Wide Web so you can find the file with the information you
need. But you have to ask the search engine the right kinds of questions to locate it.
Most search engines have a system of asking questions that uses three key words:
AND, OR, and NOT.
You can narrow your search by using only the words you really want to find; for
example: “tall tales” AND “john henry” OR “paul bunyan” NOT “davy crockett.” Use
capital letters for AND, OR, and NOT. When you want to keep more than one word
together, place them inside quotation marks. Some search sites use the symbols for
AND, for NOT, and | for OR. The | for OR is above the \ on your keyboard.
1. Write how you would enter a search for a video about John Henry.
2. What information would this entry give you? books “buffalo bill” “pecos bill”
3. Write how you would search for videos, books, and CDs on Johnny Appleseed.
McGraw-Hill School Division
4. Write how you would search for African American tales.
Book 5/Unit 2
John Henry
At Home: Make a list of topics you would like to look up
on the Internet. Write the words you would use in a
search.
48
Name
Date
Extend
49
Fact and Nonfact
In the story “John Henry,” you know that the main character and the things that he does
are nonfacts—they are exaggerations that make John Henry seem bigger than life.
Think about a person you know or someone you have heard of who would make
a good main character for a tall tale. Or, if you like, create a tall tale character of
your own. What is the person like in real life? What kinds of real things does the
person do? Begin by making a list of the real characteristics and things you will
use in your tall tale.
McGraw-Hill School Division
Now take your list and exaggerate the things on it, so that your main character
becomes a hero of a tall tale. What will your story be about? What deeds will
your hero do? Write a tall tale, then read it aloud to a group of classmates.
49
At Home: Talk about characters in plays, movies, or on TV
who are bigger than life, and who do amazing deeds. Are
their stories tall tales?
Book 5/Unit 2
John Henry
Name
Date
Extend
50
Form Generalizations
Find one or two other tall tales to read. Look at the folk heroes in these tales.
Sometimes a folk hero was once a real person—sometimes not. Regardless, tall
tales greatly exaggerate the abilities and deeds of folk heroes in order to make a
point. Look in the library for stories about folk heroes such as Paul Bunyan,
Pocahontas, Johnny Appleseed, Molly Pitcher, Buffalo Bill, and Dave Crockett.
Ask your teacher to help you find other stories about similar heroes.
After you have read the stories, think about the folk hero of each story and use
the questions below to help you form generalizations about the stories.
1. List some of the characteristics of the heroes of “John Henry” and the other
stories you read. Answers will vary. Students may write that the heroes are
2. What makes other people admire the hero of a tall tale? Why do people tell
stories and sing songs about them? Answers will vary. Students may write that
McGraw-Hill School Division
3. What generalization can you make about the heroes of these tall tales?
Book 5/Unit 2
John Henry
At Home: Talk about someone in sports who acts like a
hero in your opinion. What qualities does this person
have?
50
Name
Extend
Date
51
Inflectional Endings
When you want to use an adjective to compare two things, you use the comparative
form.
For example: Yesterday was warm. Today is warmer than yesterday.
If you want the adjective to show that more than two things are being compared, you
use the superlative form.
For example: Tomorrow will be the warmest day of the week.
To show the difference in degree of the adjective, you can add the inflectional
endings -er or -est to the end of the word, or place more or most before the word. You
can use either way with many short words.
Comparative
hotter
stronger
easier or more easy
hot
strong
easy
Superlative
hottest
strongest
easiest or most easy
With longer words you usually use more and most.
beautiful
comfortable
more beautiful
more comfortable
most beautiful
most comfortable
Look at the following adjectives used by the writer of “John Henry.” Write the
other forms of the adjectives that go with each one. Then write a funny tall tale.
Use as many of the adjectives as you can.
meanest
harder
prettiest
bigger
straightest
McGraw-Hill School Division
funniest
faster
51
At Home: Keep a list of adjectives. Have everyone take turns
writing other forms of the words, using the endings -er and
-est.
Book 5/Unit 2
John Henry
Name
Date
Extend
52
Main Idea
When you finish reading a story, a newspaper or magazine article, or a chapter in a
history or science book, it is helpful to ask yourself, “What is the main idea of what I
read? What is the author trying to say?”
The main idea is the most important idea of a selection. Facts and details support and
explain the main idea to help make it clear to the reader.
Suppose you are on a committee that wants to raise money for an animal shelter. The
committee decides to hold garage sales and bake sales. You must write a report that
tells why a shelter is needed and explains how and why your committee plans to raise
the money.
1. What would be the main idea of your report? Answers will vary. The main idea
2. What information will you include in the report to support your main idea?
3. What details will you include about your plan to raise money? Answers will vary.
McGraw-Hill School Division
Write the report. Be sure that your main idea is clear, and that you have
supported it with enough information.
Book 5/Unit 2
It’s Our World, Too!
At Home: Read several articles in a newspaper or
magazine. Discuss the main idea of each one. Is the main
idea clear and well-supported?
52
Name
Date
Extend
53
Vocabulary
auction
donate
dangled
lecture
deliveries
publicity
Imagine that you are the president of a group that collects clothing for those in
need. Use the vocabulary words to write a short speech. Try to convince others
to help you by donating their time, money, or clothing to your group.
Extend
54
Story Comprehension
Justin’s and Dwaina’s concern for others led them to accomplish great things for
their communities. Make a list of the qualities that these two young people have
in common.
53–54
At Home: Talk about ways that you and your family can help
others. If possible, carry out one of your plans.
McGraw-Hill School Division
What generalization can you make about people like Justin and Dwaina?
Book 5/Unit 2
It’s Our World, Too!
Name
Date
Extend
55
Use a Telephone Directory
Telephone directories have three parts:
White Pages list names in alphabetical order with addresses and telephone numbers.
Some white pages have gray pages for business listings.
Yellow Pages list businesses in alphabetical order by specialty or type of business.
Many businesses have ads in the Yellow Pages.
Blue Pages list local, state, and federal government services.
1. In which section of a telephone directory would you look for a friend’s address?
2. Where would you look to find the names and addresses of all the sporting goods
stores in your town? yellow pages
3. In which section would someone look to find out about getting a driver’s license?
Suppose you own a store which sells children’s toys and art supplies. You want to
advertise in the telephone directory so that as many people as possible will know how to
find you. You want to place an ad in the Yellow Pages.
McGraw-Hill School Division
Design an advertisement for your store. Decide where it should be placed. Will
you list your store under more than one category? Which ones will you choose?
Under what heading will you list it?
Book 5/Unit 2
It’s Our World, Too!
At Home: Write the names of several friends and stores in
your town. Look them up in the telephone directory.
55
Name
Date
Extend
56
Main Idea
Suppose that you work for a radio station that interviews interesting people and
broadcasts across the nation. The station manager has asked you to interview
Justin Lebo and Dwaina Brooks. Before you begin, she asks you to decide what
the main point or main idea of your interview will be. What is the most important
thing you want listeners to learn?
1. What would be the main point or main idea of your interview? Answers will vary.
2. What questions would you ask Justin and Dwaina? Answers will vary. Possibly:
McGraw-Hill School Division
Write your interview. Have two of your classmates role play Justin and Dwaina.
Rehearse the interview, then show it to a group of your classmates. At the end,
ask them what they think is the most important idea of the interview.
56
At Home: Listen to an interview on the radio. Talk about the
main idea of the interview.
Book 5/Unit 2
It’s Our World, Too!
Name
Date
Extend
57
Fact and Nonfact
Many of the stories you read use exaggeration to make a point. The authors of these
stories might begin with facts about real people and events, but then they go on to use
nonfact to create tales that are larger than life.
Write a story that is told by a dog or cat. Imagine that it is homeless, lost, and
hungry. Something awful is about to happen to it, but it is saved in the nick of
time by a hero.
McGraw-Hill School Division
Use facts about dogs or cats and what it might be like to be homeless, lost, and
hungry to make your story seem real. Then use nonfact and exaggeration to
create a hero who arrives to save you. Read your story aloud to some of your
classmates.
Book 5/Unit 2
It’s Our World, Too!
At Home: Read a comic strip or a comic book. Talk about
how the author uses nonfacts to create an entertaining story.
57
Name
Date
Extend
58
Inflectional Endings
By changing the endings of adjectives, you can change their meanings. To show the
difference in an adjective’s degree of strength, you can add the inflectional endings
-er or -est to the end of the word, or you can place more or most before the word. More
and most are usually used with longer words.
Some adjectives, like good and bad, have special forms.
good
bad
better
worse
best
worst
Complete the chart of adjectives.
long
lower
youngest
cold
frightening
McGraw-Hill School Division
Think of five more adjectives you often use. Write the three forms for each. Then
write a funny story using as many of the adjectives on this page as you can.
58
At Home: Continue the list of adjectives. Have everyone take
turns writing other forms of the words, using the endings
-er and -est.
Book 5/Unit 2
It’s Our World, Too!
Name
Date
Extend
59
Make Predictions
A prediction is a good guess about something that may happen in the future. You can
make a prediction based on facts you know, or on your experience.
Suppose that you have just won a state-wide school contest. Think about what it
would be like the next school day. What would happen to you? How would you
be treated? Will you be able to concentrate on your lessons? How will you feel?
Make predictions about your experiences in school at four different times. Then
compare your responses with your classmates, and see if your predictions are
similar responses.
Make your predictions about what things will be like
1. the start of the school day:
2. the end of the school day:
3. the next day:
McGraw-Hill School Division
4. the next week:
Book 5/Unit 2
Dear Mr. Henshaw
At Home: Talk about what it would be like to do
something special. Think of ways to help new kids reach
their goals.
59
Name
Date
Extend
60
Vocabulary
afford
reserved
permission
snoop
rejected
submitted
Suppose you have just written a story and sent it to a young people’s magazine
for possible publication. Write a letter to a friend telling how you feel and what
your hopes are. Use as many vocabulary words as you can.
Extend
61
Story Comprehension
McGraw-Hill School Division
In the story “Dear Mr. Henshaw” Leigh Botts feels proud when Mrs. Badger calls
him an author. Do you think Leigh will keep on writing? Why? What prediction
can you make about how his life will continue in the new school?
60–61
At Home: Think of three ideas you would like to write a story
about. Share your ideas with the class.
Book 5/Unit 2
Dear Mr. Henshaw
Name
Date
Extend
62
Use an Encyclopedia Index
To find a topic quickly in an encyclopedia, you can look in the index. The index of an
encyclopedia is the last book in the series. It lists each topic covered in the
encyclopedia, along with the volume and page number where you will find articles and
information on each topic.
Think of two topics that interest you. Suppose you want to write a report on one
of the two topics, but can’t decide which would be a better choice. Look up both
topics in an encyclopedia index and answer the questions.
1. What two topics did you look up?
2. Where is the information on your topics located? Write the volume and page
numbers.
3. What subentries are listed for each of the topics? Tell which ones might be
helpful when you write your report.
McGraw-Hill School Division
4. For which topic is there more information?
5. Which topic would you be more likely to choose as the subject of your report? Why?
Book 5/Unit 2
Dear Mr. Henshaw
At Home: Discuss different ways of finding information
on a topic you want to know more about. In what other
sources can you look?
62
Name
Date
Extend
63
Make Predictions
People make predictions every day about what they think is going to happen. We say,
“I think it is going to rain,” or “I know our team will win!” Predictions are usually based on
information or previous experience.
Think about an upcoming school event, such as an election, a sporting event, an
outing, a school fair, or a contest. What do you know about the event? What do
you know about the people who will take part in it? Make a prediction about the
outcome of the event. Answer the following questions.
1. What event are you making a prediction about?
2. Who will participate in the event?
3. What is your prediction?
4. On what information is your prediction based?
5. When the event is over, check your prediction against what actually happened.
Was your prediction correct? If not, tell what happened to change the outcome
McGraw-Hill School Division
of the event.
63
At Home: Read an article in the newspaper. Make a
prediction about what you read.
Book 5/Unit 2
Dear Mr. Henshaw
Name
Date
Extend
64
Form Generalizations
A generalization is a conclusion or theory that is based on a few facts or examples. In
“Dear Mr. Henshaw,” Leigh Botts is a new student in school. He has many different
experiences, some good and some challenging, as he tries to become a part of his
new world.
1. After reading about Leigh’s experiences, what generalization can you make about
the experiences of any new student in school?
2. Reread the part of the story that tells about the “Young Writers” lunch with the
author, Mrs. Badger. What generalizations can you make about her advice to
McGraw-Hill School Division
Leigh on becoming a writer? Answers will vary. Students may write that it is
Book 5/Unit 2
Dear Mr. Henshaw
At Home: Discuss a current event. What generalization
can you make about it?
64
Name
Date
Extend
65
Compound Words
Compound words are words that are made by putting two base words together.
Write a journal entry for today. Use as many of the compound words in the box
as you can. Include any other compound words that you think of, as well.
yearbook
wastebasket
someday
afternoon
twenty-four
sometimes
typewriter
playground
daybreak
basketball
teammate
sundown
McGraw-Hill School Division
lunchbox
anything
scrapbook
everyone
65
At Home: Read a newspaper or magazine article. Find and
underline any compound words. Talk about their meanings.
Book 5/Unit 2
Dear Mr. Henshaw
Name
Date
Extend
66
Main Idea
The main idea of an article or story is the story’s most important idea. Facts and details
support the story’s main idea and help make it clearer to the reader.
Look in newspapers or magazines for a short article on a subject that interests
you. Read the article and answer the following questions.
1. What is the subject of the article you read?
2. What is the main idea of the article?
3. What information supports the main idea?
McGraw-Hill School Division
Choose a topic you know something about, such as a game, a sport, a craft,
music, or a special type of book. Write a paragraph about the topic. Before you
begin, decide what your main idea will be. Make a short list of details that you
can use to support your main idea. When you have finished, read your paragraph
to be sure the main idea is clear. Then read your paragraph aloud to a group of
classmates.
Book 5/Unit 2
Digging Up the Past
At Home: Read a short story together. What is the main
idea? What details does the author use to support the
story’s main idea?
66
Name
Date
Extend
67
Vocabulary
arrowheads
fraction
bullet
starvation
eventually
violent
Suppose you were a young colonist living at Jamestown in the 1600s. Using the
vocabulary words from above, write a short story of your day–to–day existence.
Extend
68
Story Comprehension
In “Digging Up the Past,” the author tells us that archaeologists have been
working on the Jamestown dig since 1994 and have only uncovered a small part
of the fort. What is the reason for this?
McGraw-Hill School Division
After reading about Jamestown, what generalizations can you make about the
work that is done on an archaeological site?
67–68
At Home: Talk about history programs you may have seen.
What can people learn about ancient times by excavating
places where people used to live?
Book 5/Unit 2
Digging Up the Past
Name
Date
Extend
69
Conduct an Interview
Conduct an interview with an older person who could tell you what life was like
20 years ago, before you were born. First, create a list of at least eight questions
you will ask. Write your questions below.
McGraw-Hill School Division
After you have finished your list, conduct your interview. Take notes as you go
along. Then use your notes and what you have learned to write an article on a
separate sheet of paper about the person you interviewed.
Book 5/Unit 2
Digging Up the Past
At Home: Find an example of an interview in a newspaper
or magazine. What are some of the questions that were
asked?
69
Name
Date
Extend
70
Form Generalizations
Archaeologists at the Jamestown fort site have uncovered thousands of
objects—coins, pieces of armor, arrowheads, toys, beads, candlesticks, keys,
knives, pistols, and even a skeleton. They have found several pits where the
settlers threw their garbage and pieces of waste iron. Answer the questions
below to form generalizations about the archaeologists’ findings.
1. What do you think archaeologists can tell from the things they find in waste or
garbage pits?
2. Based on the objects that have been found, what generalizations can you make
about the people who lived in Jamestown in the early 1600s? Answers will vary.
3. Suppose archaeologists two hundred years from now found all the things you and
your family threw away. What generalizations could they make about the
McGraw-Hill School Division
way you lived?
70
At Home: Talk about what your family throws away. What
do these things tells about you and the way you live?
Book 5/Unit 2
Digging Up the Past
Name
Date
Extend
71
Compound Words
One of the most important things an archaeologist must do is to keep a log, or a daily
record of what happens and what is found on a dig. The exact location of every object
that is uncovered must be recorded.
Choose the kind of archaeological site you would like to work on. Suppose it is
your job to keep track of what is found each day. Write an entry in your log that
tells about an exciting day on the site. Form compound words by matching the
words in column one with the words in column 2. Then use at least five of these
words in your log. You can also use other compound words you know.
head
men
stick
board
ground
smith
town
McGraw-Hill School Division
James
candle
lock
arrow
fisher
under
cup
Book 5/Unit 2
Digging Up the Past
At Home: Start a list of compound words. Ask family
members to add to the list. Use some of the words in
sentences.
71
Name
Extend
Date
72
Inflectional Endings
Comparative and superlative adjectives are used to compare two or more things.
For example:
This book is longer than that one.
This book is the longest one I’ve ever read.
This movie was terrible.
The movie I saw last week was the most
terrible of all.
Write the correct form of the adjective in the blank.
1. This is the
lemon pie I’ve ever tasted. (light)
muddier
2. Jay’s bike is
3. Monday was the
than mine. (muddy)
rainiest
day of the week. (rainy)
4. I think spiders are
than snakes. (ugly)
smaller
5. My sister wears a
6. This is the
most delicious
size shoe than I do. (small)
dessert of all. (delicious)
Adjectives can also be formed from verbs by adding -ed and -ing. For example:
The town was built on a protected site.
They saw a shining gold coin at the bottom of the pit.
Use -ed or -ing to make adjectives from the following verbs. Use each one in a
sentence.
cover
hide
sleep
paint
McGraw-Hill School Division
glow
72
At Home: Read a newspaper or magazine article. Underline
the adjectives. Circle those with -er or -est endings.
Book 5/Unit 2
Digging Up the Past
Name
Extend
Date
73
Vocabulary Review
Use vocabulary words from this unit to complete the crossword puzzle clues.
Then use the words to do the puzzle.
1
P
3
R E J E C
R
7
M
B
I
9
10
D E S P A I
S
C
I
R
14
V I O L E N
N
Across
2
G
5
T E D
R
S
6
E
I
A U C T I O N
U L L E T
F
O
8
I
F R A C T I O N
11
R
V
S
O
P
12
13
L E C T U R E
D
R
I
D
O
T
I
F
N
E
L
A
S
I
T
15
I N S I S T E N T
by
G
4
rejected
3. Terry’s story was
the magazine editor.
6. Serena bought an antique table at an
.
1. We can’t leave school without
7. Ming saw a
from an
ancient gun in the history museum.
8. This store has the same book for a
of the cost.
9. When he saw the ruin of his home after
the flood, the man was in
McGraw-Hill School Division
.
12. The famous professor gave a
.
2. After the sandstorm, Jill was covered
in
.
4. Andy’s brother got a job making
grocery
14. A
tornado roared across
the county.
15. The determined customer was
.
5. “I hope you won’t
around
in my room,” said Yves.
6. Jess wanted a new bike, but he
couldn’t
to the townspeople.
about being helped.
Down
to buy one.
10. Mr. Johannson bought an
of land to build a house.
11. The hot summer evening was
.
13. If you outgrow clothes, you can
them to a thrift shop.
Book 5/Unit 2
Unit 2 Vocabulary Review
At Home: Do a crossword puzzle together. Talk about the
meaning of any difficult clues.
73
Name
Date
Extend
74
Vocabulary Review
Imagine that you are part of a team working on new ideas for a school play. Your
assignment is to write a sketch for a play about the adventures of a family settling
in the West in the mid-1800s. Use as many of the vocabulary words as possible
to write a description for each of the following.
speechless
rebuild
permission
bullet
commotion
auction
rejected
eventually
dynamite
deliveries
snoop
starvation
grit
afford
arrowheads
violent
Outline of main plot:
Characters:
Setting:
McGraw-Hill School Division
Plot:
74
At Home: Discuss a favorite book or movie. What do you
like about the plot? About the characters? Is there anything
you would change? How would you change it?
Book 5/Unit 2
Unit 2 Vocabulary Review
Name
Date
Extend
75
Steps in a Process
People follow steps in a process every day. When you brush your teeth, get dressed,
make your breakfast, or do your homework, you follow certain steps in order to
complete the activity, even if you don’t think about them.
Choose one of the activities below. Write a paragraph that tells the steps you
would follow to do the activity. Be sure you explain exactly what must be done in
each step, and put the steps in the correct order from start to finish. Be creative!
A. Write a News Story
B. Make a Fruit Salad
McGraw-Hill School Division
C. Make a Poster for a School Function
Book 5/Unit 3
The Marble Champ
At Home: Choose an activity you do every day. Write the
steps you take to do the activity from start to finish.
75
Name
Date
Extend
76
Vocabulary
accurate
division
congratulated
glory
elementary
onlookers
Suppose that you are competing in a contest. Write a letter to a family member or
friend that explains the rules of the contest and also tells the contest’s results.
Use as many of the vocabulary words as you can.
Extend
77
Story Comprehension
McGraw-Hill School Division
In “The Marble Champ,” Lupe follows many steps on her way to winning the
marble championship. Which step do you think was the most important? Write a
paragraph to explain your answer.
76–77
At Home: Choose a game or sport in which you would like
to win a championship. What steps would you take to get
ready?
Book 5/Unit 3
The Marble Champ
Name
Date
Extend
78
Follow Instructions
Use the picture and follow the instructions below to make a “magic flag.” You can
quickly change this 15-striped flag into a flag with 16 stripes.
1. On graph paper draw a rectangle that is 8 inches wide by 7 inches high.
2. Draw 8 colored stripes separated by 7 white stripes on the flag. Follow the example
exactly. The top and bottom stripes should be 1/4 inch wide. Each of the remaining
6 colored stripes should be 1/2 inch wide.
McGraw-Hill School Division
3. Draw the stepped diagonal line exactly as it is shown. Make each step 1 inch high
and 1 inch wide.
4. Cut out the flag. Then cut along the stepped diagonal.
5. Slide the right half of the flag down one step and join the two halves.
6. Count the colored stripes now. How many are there?
Book 5/Unit 3
The Marble Champ
At Home: Display the flag puzzle. Can anyone explain how
it works?
78
Name
Date
Extend
79
Steps in a Process
Work with a partner to create a new board game. Give your game a name and
write instructions that explain how to play it. Design the playing board and playing
pieces. If your game uses cards, design them as well. Use the questions below
to help you organize the different steps in creating your game.
1. What is the name of your game?
2. What is the purpose of the game?
3. How many people can play together at one time?
4. How many steps are there in the instructions to your game? Are they clear and
easy to follow?
McGraw-Hill School Division
5. Write the instructions explaining how to play your game.
Play your game with some classmates.
79
At Home: Play the new game with others. Ask for
suggestions on how to improve the game.
Book 5/Unit 3
The Marble Champ
Name
Date
Extend
80
Summarize
A summary is a shortened and simplified version of a longer work. When you
summarize something, you give a brief summary or statement of what it is about.
To summarize a story or an article, you can follow these steps.
1. Decide what the main idea of the story is.
2. Think about the main point of each section of the story.
3. Briefly describe the main characters and the setting.
4. Write or briefly tell a shorter version of the story.
McGraw-Hill School Division
Write a paragraph that summarizes the story, “The Marble Champ.”
Exchange summaries with several classmates. How do your summaries
compare? Check to see that they all cover the most important points of the story.
Book 5/Unit 3
The Marble Champ
At Home: Read a newspaper or magazine article. Try to
summarize the article verbally.
80
Name
Date
Extend
81
Multiple-Meaning Words
Many words have more than one, or multiple, meanings. For example, the word fair
can mean “carnival” or “exhibition,” or it can mean “unbiased,” “equal,” or “honest.”
The following multiple-meaning words appear in “The Marble Champ.”
Write a sentence for two meanings of each word. Use a dictionary if you need to.
marble
block
bee
match
dash
point
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
McGraw-Hill School Division
11.
12.
81
At Home: Start a list of multiple-meaning words. Ask your
family or friends to add words to the list. Talk about the
meanings of the words.
Book 5/Unit 3
The Marble Champ
Name
Date
Extend
82
Sequence of Events
The sequence of events means the order in which a series of things happen.
Think about a day last weekend. What happened? Whom did you see? What did
you do? Write down eight things that happened on a day last weekend in the
correct sequence.
1.
2.
3.
4.
5.
6.
7.
McGraw-Hill School Division
8.
Book 5/Unit 3
The Paper Dragon
At Home: Talk about what each of you did today. List
your activities in sequence.
82
Name
Date
Extend
83
Vocabulary
billowed
quench
devour
scorched
heroic
uprooted
Suppose that you are the dragon in “The Paper Dragon.” You have just
awakened from a hundred-year sleep. Write a paragraph in which you explain
what you are going to do next. Use as many of the vocabulary words as you can.
Extend
84
Story Comprehension
McGraw-Hill School Division
Write a paragraph that summarizes the events in the story, “The Paper Dragon.”
Be sure to tell the events in the order in which they occur.
83–84
At Home: Read a favorite story aloud. Then summarize the
story for another person.
Book 5/Unit 3
The Paper Dragon
Name
Date
Extend
85
Use a Graph
A graph is used to display and compare data. A line graph shows how data
changes over time. You can use a line graph to see trends in the data: Is it
generally increasing? decreasing? staying the same? You can also use a graph
to make predictions about future data.
Complete the line graph using this data.
1. In 1990, the population of Yunnan village was 900 people.
2. In 2000, the population of Yunnan village was 1,000 people.
Use the completed graph to answer the questions.
3. In what year or years was the population of Yunnan village the greatest?
McGraw-Hill School Division
4. What trend does the graph show between 1950 and 1980?
5. What happened to the population between 1980 and 2000?
6. What do you predict the population will be in 2010? Explain.
Book 5/Unit 3
The Paper Dragon
At Home: Have students make a line graph to record
information that changes over time, such as temperatures,
growth, population, or the amount in a savings account.
85
Name
Date
Extend
86
Sequence of Events
The sequence of events means the order in which things happen. Read the following
sentences. Write one thing that might have happened before the event in the sentence,
and one thing that might have happened after.
1. Max had to carry his bike all the way home.
Before:
After:
2. The crowd was tense as José ran towards the goal.
Before:
After:
3. The blizzard got steadily worse.
Before:
After:
4. Alecia ran into the house holding a paper in her hand.
McGraw-Hill School Division
Before:
After:
86
At Home: Name an event. Then take turns telling what might
have come before and what might come afterward.
Book 5/Unit 3
The Paper Dragon
Name
Date
Extend
87
Summarize
When you read a movie review in the newspaper, you will often find that the critic has
included a summary of the plot along with the review.
Suppose you are the assistant movie critic for your local newspaper. It is your job
to summarize each movie that is reviewed. Think of a movie that you especially
liked. Write a summary of the plot and characters that will encourage others to
see the movie. Don’t give away the ending!
McGraw-Hill School Division
Now think of a movie you didn’t like. Write a summary of the plot and characters
for this movie. Your summary should let readers know how you felt about the
movie without telling them not to see it.
Book 5/Unit 3
The Paper Dragon
At Home: Read a movie review in the local newspaper.
Talk about what it tells you about the movie, and how the
reviewer feels about it.
87
Name
Extend
Date
88
Figurative Language
Writers use figurative language to express things in different ways. For example,
writers use similes and metaphors to create a mental picture by comparing things that
are basically unlike but have certain similarities. This kind of language adds additional
interest and meaning to the things we read and write.
A simile compares two things using the words like or as. This apple is as sweet as
sugar is a simile. A metaphor directly compares two things without using the words like
or as. It says that one thing is the same as another thing. The late afternoon sun was a
bright gold coin is a metaphor.
The author of “The Paper Dragon” uses several metaphors to describe the characters.
She calls the dragon “the heart of the mountain,” and she describes a lantern as “fire
wrapped in paper.”
Use the words below to complete the similes or metaphors in the sentences.
feather
tent
bass drum
waterfall
sticks
curtain
1. His voice was like a bass drum
2. Life is a
twisting path
in an orchestra.
that takes us to strange places.
3. The skinny dog’s legs were mere sticks
.
4. The laughter of the audience was a cascading waterfall
5. She held her hands like a tent
6. The breeze was a feather
over the candle flame.
ruffling his hair.
across the landscape.
McGraw-Hill School Division
7. The fog rolled in like a curtain
.
88
At Home: Read a story aloud. Make a list of the metaphors
the author uses. Talk about how each one describes the
thing it represents.
Book 5/Unit 3
The Paper Dragon
Name
Extend
Date
89
Steps in a Process
When you follow a recipe, you are following steps in a process. If you want a recipe to
turn out properly it is important that you complete steps in order.
McGraw-Hill School Division
Below, the steps for making chocolate-peanut butter cookies are scrambled.
Read the steps carefully. Then unscramble the steps and put letters of the steps
in the proper order on the numbered lines.
A. Bake for 5 minutes, then remove
from oven; swirl melted chocolate chips
throughout batter.
Step 1.
B. Before you begin read the recipe and assemble
the ingredients.
Step 2.
C. First, in a large bowl, blend
peanut butter, sugar, brown sugar,
and butter.
Step 3.
D. Let cool before cutting into
squares.
Step 4.
E. Spread batter into a 9” x 13” pan
and top with chocolate chips.
Step 5.
F. Add eggs and vanilla to the
peanut butter, sugar, and butter mixture.
Step 6.
G. Preheat oven to 350°F before you start mixing.
Step 7.
H. After you’ve added the eggs—in a separate
bowl, mix together flour, baking powder,
and salt.
Step 8.
I. Continue to bake for 25 minutes.
Step 9.
J. Slowly add flour mixture to the
peanut butter and egg mixture and blend.
Step 10.
Book 5/Unit 3
Grandma Essie’s Covered Wagon
At Home: Make something from a recipe together. Talk
about why it is important to do the steps in order.
89
Name
Date
Extend
90
Vocabulary
Suppose that you are one of Grandma Essie’s brothers or sisters. Write a
paragraph telling about your first day in your new home in Oklahoma. Use as
many of the vocabulary words as you can.
bashful
granite
canvas
orphanage
cemetery
tornado
Extend
91
Story Comprehension
McGraw-Hill School Division
What did the different members of Grandma Essie’s family do to make their new
home in Kansas a good place to live? Despite all their hard work, what finally
happened to the family in Kansas? Write a paragraph answering the question.
90–91
At Home: Discuss the steps people take when they move to
a new place. How would you make it feel like home?
Book 5/Unit 3
Grandma Essie’s Covered Wagon
Name
Extend
Date
92
Use a Time Line
A time line is a diagram that shows events in the order in which they took place.
1700
Jam
es W
att p
erfe
cts
the
stea
me
ngin
e
Alex
and
er G
raha
mB
ell i
nve
nts
the
tele
pho
Tho
ne
mas
Edis
on i
nve
nts
the
ligh
t bu
lb
Nei
l Ar
mst
rong
bec
ome
s fir
st p
erso
n on
the
Per
moo
son
al c
n
omp
uter
intro
duc
ed
The
Indu
stria
l Re
volu
tion
beg
ins
Key Events in Technology
1769
1876
1883
1969
1981
Use the completed time line to answer the questions.
1. What could you use this time line for?
2. How many years does the time line cover?
McGraw-Hill School Division
3. When did Neil Armstrong walk on the moon?
4. Which happened first: the invention of the telephone or the lightbulb?
5. Where on the time line would you place an event that happened during the 1990s?
Book 5/Unit 3
Grandma Essie’s Covered Wagon
At Home: Ask students to make time lines showing one
important event for each of the past six months.
92
Name
Date
Extend
93
Steps in a Process
In “Grandma Essie’s Covered Wagon,” Essie’s Mama and Papa made Christmas
gifts for all their children. Mama made rag dolls with button eyes and yarn braids,
and Papa carved a toy horse and made a wagon. They cut out and hung pictures
from a catalog and strung cranberries to decorate the Christmas tree.
McGraw-Hill School Division
Suppose that you are going to make a toy or a decoration to give to someone as
a gift. What steps would you have to follow to make it? Write a description of
what you would make and a list of step-by-step instructions that tell how you
would make it. Include an illustration of your gift in the box below.
93
At Home: Think of a gift for someone that you can make at
home. Write a set of directions, then follow them to make
the object.
Book 5/Unit 3
Grandma Essie’s Covered Wagon
Name
Extend
Date
94
Sequence of Events
The sequence of events is the order in which things happen. A storyboard is
used by filmmakers to show the events in a movie in order. Choose one of the
stories you have read and fill in the storyboard with illustrations or words to show
the sequence of the events in the story.
Event 2:
Event 3:
Event 4:
Event 5:
Event 6:
McGraw-Hill School Division
Event 1:
Book 5/Unit 3
Grandma Essie’s Covered Wagon
At Home: Choose a story or an article from a magazine and
make a list of the events in the order in which they happened.
Then cut the list apart, mix it up, and put it back in order.
94
Name
Extend
Date
95
Figurative Language
Figurative language uses figures of speech like similes and metaphors to compare
things that are basically unlike but have certain similarities. A simile compares two
things using the words like or as. A metaphor compares two things without using the
words like or as. It says that one thing is the same as another thing.
Another figure of speech is personification. Personification gives the characteristics of
life to something that is not living. For example, the wind roared its way through the
trees gives the sound of the wind the characteristics of a roaring animal.
The author of “Grandma Essie’s Covered Wagon” uses all three figures of speech.
Complete the following sentences, using your own words to create similes,
metaphors, and personifications. Then on the line after the sentence tell which
figure of speech you used.
.
1.
can move mountains.
2. Sara was mad as a hornet
3. The moon was a silver
. simile
, sailing across the sky.
4. The inside of the cave was as dark as
5. Grandfather’s fiddle
6. The singer’s voice was a
.
, as he played on into the night.
, enchanting all who heard it.
McGraw-Hill School Division
On a separate sheet of paper, write a paragraph using each of the figures of
speech.
95
At Home: Keep a list of similes, metaphors, and
personifications that you hear or read during the week.
Book 5/Unit 3
Grandma Essie’s Covered Wagon
Name
Date
Extend
96
Author’s Purpose and Point of View
An author’s purpose in writing a story may be simply to entertain the reader, or it may
be to teach, to provide information, or to convince or persuade. Stories may be told from
different points of view.
The first-person point of view uses the pronouns I, me, we, and us to make the reader
feel as if the story is being told directly through the narrator’s own personal experience.
The third-person point of view uses the pronouns he, she, and they, which makes the
reader feel as though the story is being told by someone outside of the story, with some
distance from the story’s events.
Choose a story you like, and that you have read more than once.
1. What is the author’s purpose in telling the story?
2. From whose point of view is the story told?
McGraw-Hill School Division
Using the same story, write a new story from the point of view of a different
character from within the story. Then explain whether the purpose of the story
changed when it was written from a different point of view.
Book 5/Unit 3
Going Back Home
At Home: Talk about what it means to have a point of view. What
points of view do you and another family member take on the
subject of homework vs. watching TV? Do you agree?
96
Name
Date
Extend
97
Vocabulary
heritage
survival
influenced
thrive
livestock
tiresome
Look back at the story, “Going Back Home.” Then write a letter from the
perspective of the narrator’s grandmother, Kathryn, to a friend in the North. Have
the letter tell about the important details of Kathryn’s day-to-day life. Use as
many of the vocabulary words as you can.
Extend
98
Story Comprehension
The story “Going Back Home” was written because the narrator wanted to learn
more about her family. How did she go about finding out about them? Explain
what she did to reach her goal.
97–98
At Home: Look up a historical figure and try to design a
family tree for him or her.
McGraw-Hill School Division
Write a paragraph that tells the sequence of events as the narrator’s family
moves from slavery in the past to freedom in the present time.
Book 5/Unit 3
Going Back Home
Name
Date
Extend
99
Read a Family Tree
A family tree is a diagram that shows the members of an extended family. It gives their
names and their dates of births, deaths, and marriages, and traces family members as
far back in history as possible.
McGraw-Hill School Division
Make a family tree for your family or create one for the character of your favorite
story. You must include information such as names, dates, and the children born
to each branch of the family. Below draw a family tree diagram that shows all
your information.
Book 5/Unit 3
Going Back Home
At Home: Make up a short story based on the family tree
you’ve created.
99
Name
Date
Extend 100
Author’s Purpose and Point of View
Use what you have learned about the history of different families to write a story.
Choose the person from whose point of view you want to tell the story. The
narrator may be you or the characters you chose for your family tree, from the
present time or from your past.
1. From whose point of view will you tell the story?
McGraw-Hill School Division
2. What is the purpose of your story?
At Home: Read your story to family members or a friend.
100
Book 5/Unit 3
Going Back Home
Name
Date
Extend 101
Summarize
McGraw-Hill School Division
The narrator of “Going Back Home” is an artist who uses her paintings as well as
her words to tell a story. Suppose that you have an artist friend with whom you
would like to share this story. Reread the story, paying special attention to the
pictures on each page. Summarize the story, focusing on the meanings of the
pictures.
Book 5/Unit 3
Going Back Home
At Home: Talk about how pictures can help make the
meaning of a story clearer. Discuss the saying, “a picture
is worth a thousand words.”
101
Name
Date
Extend 102
Multiple-Meaning Words
Many words have more than one, or multiple, meanings. For example, the word block
can be used in two ways:
“Block that kick!” yelled the football fans.
“Let’s walk around the block,” said Tom.
“Going Back Home” contains many words with multiple meanings. Some of
them are listed below. Write two different meanings for each word. Use a
dictionary if you need help.
1. kind
2. might
3. piece
4. trace
5. drew
6. well
7. blues
8. stand
9. safe
10. left
McGraw-Hill School Division
Write a paragraph using two meanings for as many of the vocabulary words as
you can.
102
At Home: Continue to add to the list of words with multiple
meanings. Try to use each word in at least two ways.
Book 5/Unit 3
Going Back Home
Name
Date
Extend 103
Sequence of Events
Suppose that your school is holding an Open Day to welcome new students and their
families. Student guides will take the newcomers around the school and tell them about
the programs, activities, sports, and curriculum. It is your job to plan the sequence of
events for Opening Day, and to write a program for the new students.
McGraw-Hill School Division
Plan an Open Day for your school and design the program. Decide what parts of
the school the new students should see and which members of the school’s
faculty to introduce them to. Be sure to include programs and activities you think
they should know about. Don’t forget to include a time and a place for lunch! Plan
how long each event should take and give start and end times for each one.
Book 5/Unit 3
A Mountain of a Monument
At Home: Talk about the things you would want to know
about a new school before you got there.
103
Name
Date
Extend 104
Vocabulary
Suppose that you are part of the crew working on the giant sculpture of Chief
Crazy Horse. Write a paragraph that describes your experience on the day and
night when the rock blasting occurs. Use as many of the vocabulary words as
you can.
awesome
hail
dedicate
nostril
explosives
sculpture
Extend 105
Story Comprehension
McGraw-Hill School Division
Suppose that you are trying to convince someone to take a trip to Thunderhead
Mountain in South Dakota. Write a paragraph that summarizes what you have
learned from “A Mountain of a Monument.”
104–105
At Home: Talk about other places that would be interesting
to visit on a trip. Do some research to find out how to get
there from your home.
Book 5/Unit 3
A Mountain of a Monument
Name
Date
Extend 106
Use Scale Drawings
Study the architect’s drawing of the house below. Then answer the questions.
1. How many bedrooms are in the house?
2. Which room does the kitchen lead to?
3. Which room is the fireplace in?
4. What is the length of the bathroom wall?
McGraw-Hill School Division
5. How many windows are in the house?
Book 5/Unit 3
A Mountain of a Monument
At Home: Make a scale drawing of one room in your
home. Use a scale of 1/8 inch 1 foot.
106
Name
Date
Extend 107
Author’s Purpose and Point of View
Reread “A Mountain of a Monument.” What do you think the author’s purpose
was in writing this story?
What is the author’s point of view? What would the author like you to do?
McGraw-Hill School Division
Think of an interesting place in your own area. It might be a monument, a
museum, a library, an old building, a park, or some other place that is special.
Write a brochure from your own point of view telling about the place you have
chosen. Decide what your purpose will be. What do you want your readers to
know about this place? How do you want them to feel about it?
107
At Home: Talk about the place that you have chosen to write
about. If possible, go to see it. Is it a favorite place of people
you know?
Book 5/Unit 3
A Mountain of a Monument
Name
Extend 108
Date
Multiple-Meaning Words
Below are some multiple-meaning words from the story “A Mountain of a
Monument,” along with others from stories in this unit. Read the words and be
sure you know their different meanings. Use a dictionary if you need to.
Write a story, or a dialogue (conversation with someone else) that uses some of
these words. Try to use two meanings for as many words as you can.
set
trace
reservations
stand
back
beat
right
match
piece
point
McGraw-Hill School Division
turn
might
Book 5/Unit 3
A Mountain of a Monument
At Home: Make up sentences using both meanings of the
multiple-meanings words you listed during this unit.
108
Name
Date
Extend 109
Figurative Language
Similes, metaphors, and personification can express much of the writer’s thinking and
can make the writing more interesting to the reader. Figurative language is a way to
give additional meaning to writing.
Simile: He growled like an angry bear.
Metaphor: The grassy plain was a sea, with its waves rippling in the breeze.
Personification: The tiny boat was tossed on the face of the angry ocean.
The steam shovel chewed up the dirt.
In “A Mountain of a Monument,” the author tells us that the family of Korczak
Ziolkowski continues to carve his dream after his death. What does the word
dream stand for? What figure of speech is it?
McGraw-Hill School Division
Write a short story about a trip you have taken or would like to take. Use all three
figures of speech. Read your story aloud.
109
At Home: Talk about the figures of speech used in your
story. How do they help describe the things you wrote
about.
Book 5/Unit 3
A Mountain of a Monument
Name
Extend 110
Date
Vocabulary Review
McGraw-Hill School Division
Complete the word search. Vocabulary words found in this unit are listed below
the word search puzzle. Find and circle each word. You can find the words by
reading forward, backward, up, down, or on the diagonal.
A
B
D
C
I
O
R
E
H
L
D
A
R
T
O
U
O
A
N
Y
O
X
S
S
E
I
E
C
L
H
D
N
R
S
O
M
R
N
Z
C
R
V
T
C
I
E
A
L
P
H
I
N
F
I
G
O
I
J
O
U
R
T
N
I
H
F
S
B
H
R
A
R
T
E
O
R
T
L
R
N
A
U
I
T
A
P
Q
C
A
C
R
A
S
H
O
F
N
L
V
N
I
Z
M
H
G
T
P
T
O
F
T
L
A
S
I
Y
L
R
T
E
E
Q
U
E
N
C
H
U
G
T
D
V
S
B
C
D
O
D
M
L
Z
I
R
E
E
M
O
S
E
W
A
N
M
O
E
K
A
P
I
N
L
G
B
C
A
S
A
V
N
A
C
V
R
T
V
C
E
L
E
M
E
N
T
A
R
Y
T
L
O
F
E
E
B
O
S
E
V
I
S
O
L
P
X
E
A
U
S
D
R
R
O
L
P
A
B
I
C
E
M
E
T
E
R
Y
H
Y
T
Y
N
M
S
R
E
K
O
O
L
N
O
J
D
E
D
I
C
A
T
E
R
U
T
P
L
U
C
S
accurate
congratulated
elementary
division
glory
onlookers
devour
Book 5/Unit 3
Unit 3 Vocabulary Review
heroic
quench
scorched
uprooted
bashful
canvas
cemetery
granite
orphanage
tornado
heritage
influenced
livestock
thrive
awesome
dedicate
explosives
hail
nostril
sculpture
At Home: Use the multiple-meaning words you have
learned to make a word search for everyone to solve.
110
Name
Date
Extend 111
Vocabulary Review
Think about the subjects of the stories you have read in this unit. Choose a
similar topic and write a short play about it for two or three characters. On the
lines, write the title of the play, the names of the characters you will use, and the
setting. In writing your play, use the vocabulary words from this unit in the box
and extra sheets of paper as needed.
accurate
congratulate
onlookers
devour
heroic
uprooted
bashful
canvas
cemetery
heritage
thrive
livestock
explosives
nostril
awesome
tiresome
scorched
tornado
quench
orphanage
uprooted
dedicate
survival
influenced
McGraw-Hill School Division
When you have finished the play, ask classmates to take the roles of your
characters. Choose a role for yourself. Rehearse the play and perform it for the
class.
At Home: Read the play aloud to family members.
111
Book 5/Unit 3
Unit 3 Vocabulary Review
Name
Date
Extend 112
Judgments and Decisions
When you make a decision about something, you choose a course of action. For
example, you might make a decision about whether or not to go to a certain movie.
When you make a judgment, you apply a value to something. For example, you might
describe the movie as the best or worst you ever saw.
For each sentence below, tell whether the person is making a decision or a
judgment.
1. Ronda chose to wear the blue pants instead of the brown skirt. decision
2. The Cooper family decided to go to the New Jersey Shore for their family vacation.
3. Jeremy likes watching baseball on television more than watching basketball.
4. Both Lee and Roy thought the game was the most exciting one they had ever seen.
5. After careful consideration, Miles decided to join the choir on Wednesday night
instead of taking flute lessons. decision
6. Keisha thought that her classmates were being unfair about choosing parts for
McGraw-Hill School Division
the play.
Think of a character from a story you’ve read who faced a problem that required
him or her to make certain judgments. What decisions did the character come to
based on his or her judgments? Write your answers on the lines below. If you
need to, you can use a separate sheet of paper.
Book 5/Unit 4
Carlos and the Skunk
At Home: Take a group vote of your favorite television
programs for the evening. Then decide which ones you will
watch.
112
Name
Date
Extend 113
Vocabulary
nestled
tortillas
peculiar
unbearable
stunned
unpleasant
Suppose that Carlos writes about the things that happen to him each day in a journal.
Write a journal entry for the day that Carlos encountered the skunk. Use as many of the
vocabulary words in the box as you can.
Extend 114
Story Comprehension
McGraw-Hill School Division
The main character of “Carlos and the Skunk” is a boy named Carlos. His best friend is
a girl named Gloria, but the story doesn’t give many details about her. What inferences
can you make about what Gloria is like? Reread the parts of the story where Gloria is
mentioned. Write a description of Gloria.
113–114
At Home: Talk about animals you see around your home or the
home of a friend or relative. What do they do when they meet up
with a person? Has anyone in your family ever encountered a skunk?
Book 5/Unit 4
Carlos and the Skunk
Name
Date
Extend 115
Read a Diagram
A diagram is a drawing that shows how something is put together, or how something
works. Diagrams usually have labels that name the parts.
The diagram below shows the floor plan of a castle. Study the diagram, then
answer the questions.
1. If you could not leave the castle through the main gate, how else could you get out?
2. In what direction does the main gate face? How do you know?
3. To what other parts of the castle does the king’s chamber lead?
4. Write a paragraph describing an afternoon visit to this castle. Use the diagram to
McGraw-Hill School Division
describe what happens during your visit.
Book 5/Unit 4
Carlos and The Skunk
At Home: Make a diagram of the floor plan of your home.
Label the parts.
115
Name
Date
Extend 116
Judgments and Decisions
People make judgments and decisions about the events that happen in their lives.
Read each passage from “Carlos and the Skunk” below. Then answer each question.
Use examples in the stories to back up your reasons.
1. Carlos wants to impress Gloria so he tries to get as close as he can to the skunk.
Do you think this a good idea? Do you think Gloria will be impressed?
2. Several families began heading for the door. The priest dismissed the service early.
Why do you think the priest decided to end the service early?
3. Carlos’s father tells Carlos at dinner that it is time for a new pair of shoes. Do you
think this was a good way for Carlos’s father to handle the situation? Why or why not?
McGraw-Hill School Division
4. At the end of the story, do you think Carlos made the right decision when he told his
father that he did not want to try and catch the skunk? Why or why not?
116
At Home: What are some animals you should be careful
around? Tell what to do if you see one.
Book 5/Unit 4
Carlos and the Skunk
Name
Date
Extend 117
Draw Conclusions
When you read fiction, you can use clues and facts from the story to draw conclusions
about characters’ feelings and what the characters are like. In the story “Carlos and the
Skunk,” Carlos and Gloria have been good friends since they were very young. You
could draw the conclusion that they will continue to be friends for a long time.
The chart below lists some events from the story. Write a sentence that shows a
conclusion you might make about the personality or feeling of the character described.
Conclusion About the Character
Story Events
Gloria __________________________
1. Gloria feared that the skunk would
spray her if she got to close to it.
______________________________________________________
______________________________________________________
______________________________________________________
Carlos __________________________
2. Carlos hesitated, then winked at
Gloria before he reached out and
grabbed the tail.
______________________________________________________
______________________________________________________
______________________________________________________
3. “Carlos, you look very nice for church
this morning,” said his mother.
Carlos’s mother
________________________________
______________________________________________________
______________________________________________________
McGraw-Hill School Division
______________________________________________________
4. “Carlos, I’ve noticed your shoes are
looking a little small,” said Papa with
a glance toward Mama.
Papa __________________________
______________________________________________________
______________________________________________________
______________________________________________________
Book 5/Unit 4
Carlos and the Skunk
At Home: Choose one character from the story. Create a
list of words that describe the personality of that
character.
117
Name
Date
Extend 118
Suffixes
A suffix is a word part added to the end of a word. A suffix can change the meaning of
a word. For example, adapt means “to adjust.” When the suffix –able is added, the new
word, adaptable, means “capable to adjust.” The suffix –less means “without.” Shoeless
means “without shoes.”
Use the suffix -able or -less to change the meaning of each word below. Then write
sentences using the words you created.
1. like
2. move
3. fear
4. tire
5. bear
McGraw-Hill School Division
6. care
118
At Home: The suffix -ton is added to the names of many
towns. Look on a map to find towns that end in -ton in your
state.
Book 5/Unit 4
Carlos and the Skunk
Name
Extend 119
Date
Important and Unimportant Information
When you read a selection, you need to recognize the difference between important
and unimportant information. To do this, you should focus on your purpose for
reading the selection.
As you read the selection below, look for information about a snake’s “body
structure.” Write the information about this topic in the column on the left. Write
information that is unimportant to the topic in the column on the right.
Snakes are reptiles. They do not have any limbs, and their bodies are
covered with scales. These reptiles come in many different sizes. The
South American anaconda, for instance, can grow as long as 27 feet. The
thread snake is as small as 5 inches long. Snakes are carnivores, or
meat-eating animals. Their jaws are constructed so that they can open
very wide. The lower jaw stretches sideways. This helps the snake
swallow very large animals. The teeth of the snake curve toward the back
of the mouth. This prevents the animal being swallowed from escaping.
Other reptiles include lizards, turtles, alligators, and crocodiles.
Body Structure of Snakes
Unimportant Information
McGraw-Hill School Division
Important Information
Book 5/Unit 4
How to Think Like a Scientist
At Home: Find a magazine or newspaper article. Decide
what the main idea of the article is. List the important
information.
119
Name
Date
Extend 120
Vocabulary
assignments
normally
automatically
observations
carelessly
swerved
Think about a scientific investigation you have done or read about. Write a
paragraph describing the investigation. Use as many of the vocabulary words as
you can in your paragraph.
Extend 121
Story Comprehension
A conclusion is an opinion or judgment that you make based upon information.
Scientists often draw conclusions when they use the scientific method. In “How to Think
Like a Scientist,” Jim’s grandfather said that a person could make it rain by throwing a
dead snake over a tree branch.
McGraw-Hill School Division
Suppose you were to try an experiment. Lacking a dead snake, you decide to
throw a rubber snake over a tree branch every night for one week. It rains on two
days. What conclusion could you draw? On what information is your conclusion
based?
120–121
At Home: Look up the word conclusion in a Thesaurus. List
other words that have the same meaning.
Book 5/Unit 4
How to Think Like a Scientist
Name
Date
Extend 122
Use an Outline
If you were asked to write a report about galaxies, how would you organize your
information? An outline such as the one below would help you get started.
Galaxies
I. Definition of a galaxy
A. a group of stars, gas, and dust that usually rotates around a central core
B. Most stars are found in galaxies.
C. The universe contains hundreds of billions of galaxies.
II. The Milky Way
A. galaxy that contains our Solar System
B. holds more than 100 billion stars, including our sun
C. one of the larger galaxies in the universe
III. Types of galaxies
A. spiral shape
B. barred-spiral shape
C. elliptical shape
D. irregular shape
1. What are the main topics of this outline? How do you know?
2. Where would you place this fact on the outline? The Milky Way is more than 100
thousand light-years across.
McGraw-Hill School Division
3. Where would you place facts about spiral galaxies?
4. How are outlines organized?
Book 5/Unit 4
How to Think Like a Scientist
At Home: Ask students to find and outline an interesting
article in a newspaper or magazine.
122
Name
Date
Extend 123
Important and Unimportant Information
One way to answer a question is to determine which information is important and
which is unimportant information.
1. The first story in “How to Think Like a Scientist” asks the question, “Is someone
stealing from the neighbor’s house?” What information does Ralphie use to answer
the question?
2. What information does Ralphie’s sister use to answer the question? She sees a TV
3. What information is important in determining that the person going into the Murphys’
house was a burglar and not a TV repair person? The Johnsons were watching a
McGraw-Hill School Division
4. Why is it important to use information carefully?
123
At Home: Think of your favorite mystery story. What
information in the story is important in solving the mystery?
Book 5/Unit 4
How to Think Like a Scientist
Name
Date
Extend 124
Draw Conclusions
The characters in all three stories answer questions by drawing conclusions.
Choose one story in “How to Think Like a Scientist.” Use the drawing conclusions
chart to show how the character arrived at his or her conclusion. Make sure you
fill in the important information.
What is the Question?
Examples of Important Information
Conclusion
McGraw-Hill School Division
Was the conclusion correct? Explain.
Book 5/Unit 4
How to Think Like a Scientist
At Home: The newspaper is missing from your front porch. The
neighbor’s dog was seen chewing on something. Does the
neighbor’s dog have your paper? What conclusions do you make?
124
Name
Extend 125
Date
Root Words
A root word is a word part that can be used to build other words. Many modern English
words have roots from Greek and Latin. Knowing root words can help you determine the
meaning of unknown words. For example, the word autograph includes the root word
graph meaning “write” and the prefix auto meaning “self.”
Root Word
Meaning
aqua
water
graph
write
phon
sound, voice
act
do
Study the root chart above, then write the root of each word below.
1. graphic
4. photograph
2. action
5. telephone
3. aquarium
6. react
Use the clues below to find a new word. Then write a sentence using the new word.
7. act + or (one who) =
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8. sym (together) + phon + y =
9. tele (distant) + graph =
10. therm (heat) + o + meter (measure) =
125
At Home: Look in a newspaper or magazine for words with
prefixes and suffixes. Find the root word.
Book 5/Unit 4
How to Think Like a Scientist
Name
Date
Extend 126
Fact and Nonfact
A fact is a statement that can be proved to be true. Factual statements tell about
something that has happened or something that can be observed. Nonfacts are
statements that can be proved false or untrue.
Read each sentence. Write if it is a fact or nonfact on the line following the
sentence.
1. Washington, D.C., is the capital of the United States. fact
2. An orange is a vegetable that everyone likes. nonfact
3. Cats have nine lives. nonfact
4. The Mississippi is the longest river in the United States. fact
5. A red sunset always means it will rain the next day. nonfact
Suppose you wanted to write a paragraph with facts about dogs. Which of the
following statements are facts that could be used in the paragraph? Underline the
factual statements.
1. There are many different breeds of dogs.
2. Small dogs include terriers, dachshunds, and spaniels.
3. Small dogs make better pets than large dogs.
4. Large dogs include collies, sheep dogs, and standard poodles.
5. A dog makes a better pet than a cat.
6. Dogs require daily care, such as walking and feeding.
7. Dogs have four legs and a tail.
McGraw-Hill School Division
Write your own paragraph of facts about dogs or cats.
Book 5/Unit 4
An Island Scrapbook
At Home: Find a magazine or newspaper article. Underline
the nonfacts in the article.
126
Name
Date
Extend 127
Vocabulary
barrier
naturalist
emerge
parallel
fireball
teeming
In the story, “An Island Scrapbook,” the author writes and draws a vivid
description of wildlife on an island. Think of a place in nature that you have
visited or read about. Write a paragraph describing the setting and wildlife you
remember. Use as many of the vocabulary words as you can in your description.
Extend 128
Story Comprehension
Work with a partner. Find an example in “An Island Scrapbook” when the author
makes a conclusion about something. Write the conclusion in the box below.
Conclusion
McGraw-Hill School Division
Now make a list of the facts used by the author that led to this conclusion.
Remember that a fact is a statement that can be proved true.
Facts that Support the Conclusion
127–128
At Home: Find five facts about the wildlife on the barrier
island in the story.
Book 5/Unit 4
An Island Scrapbook
Name
Date
Extend 129
Read an Observation Chart
“An Island Scrapbook” is filled with drawings and observations about the wildlife on a
barrier island. You can organize information like this into an observation chart. An
observation chart will help you see facts at a glance.
Create your own observation chart about the kinds of things that Amy and her
mother take note of during their walks on the barrier island. Then fill in the chart
below.
Wildlife on the Barrier Island
Plants
Insects
Sea Animals
Land Animals
Shell Animals
Birds
McGraw-Hill School Division
Choose one category of animals, and use the information on the chart to write a
descriptive paragraph about your category. Be sure to include facts from the
story in your paragraph.
Book 5/Unit 4
An Island Scrapbook
At Home: Make an observation chart about the kinds of
objects you see in your kitchen. Create topic categories
such as dishes, pots, and cooking utensils.
129
Name
Date
Extend 130
Fact and Nonfact
“An Island Scrapbook” is filled with facts about the wildlife and events of the
barrier island. Look at each item on the chart below. Write a factual statement
from the story for each item. Then write a nonfact statement.
Fact
Nonfact
1. fiddler crabs
2. maritime forest
3. hurricanes
4. salt marshes
5. sea turtles
McGraw-Hill School Division
6. natural things that
ruin beaches
7. human things that
ruin beaches
130
At Home: Choose one nonfact you wrote. Change the
sentence to make it a fact.
Book 5/Unit 4
An Island Scrapbook
Name
Extend 131
Date
Important and Unimportant Information
When you write a report you should decide what information is important and what
information is unimportant. Therefore, it is important to keep in mind the main idea of
your topic.
Suppose you want to write a paragraph about the life of sea turtles similar to
those Amy and her mother observed on the barrier island. Look through the
story. Make a list of important information that you could use in your paragraph
about sea turtles. Then make a list of the unimportant information about sea life
that does not support the main idea of your paragraph.
Important Information
Unimportant Information
McGraw-Hill School Division
Use the information in the list of important information to write a paragraph about
sea turtles on the island.
Book 5/Unit 4
An Island Scrapbook
At Home: Discuss ways of deciding whether information
you collect on a topic is important or not.
131
Name
Date
Extend 132
Suffixes
A suffix is a letter or letters added to the end of a word. A suffix can change the
meaning of the word or the way it is used. Here are some examples of suffixes:
The suffixes -er, -or and -ment added to
a word often form nouns.
The suffixes -y, -ful, and -less added to
words often form adjectives.
build er builder: one who builds
elevate or elevator: something that
elevates or lifts
arrange ment arrangement: the
state or result of being arranged
snow y snowy: with or having
snow
peace ful peaceful: full of peace
penny less penniless: without
pennies
Find the word with the suffix in each sentence. Then write what that word means.
1. The boys were hopeful that it would not rain on their camping trip.
2. The ocean air was breezy and cool.
3. The new paint job was a big improvement.
4. The toaster was on for too long and burnt the toast.
5. Running around the track made the boy breathless.
132
At Home: Think of words with suffixes that describe a place
you would like to visit.
McGraw-Hill School Division
6. The young man had been a stamp collector since he was a boy.
Book 5/Unit 4
An Island Scrapbook
Name
Date
Extend 133
Judgments and Decisions
Often, when you make a judgment about something, you consider the reasons for and
against the possible choices. Then you make a decision depending on which choice
most closely meets your needs.
Read each situation and the possible courses of action below. Make a judgment
based on what you think is the best choice. Write your choice and the reason for
your decision.
Situation
McGraw-Hill School Division
Your older brother is
driving you to a soccer
meet, and his car gets a
flat tire.
Choices
1. Call home to see if
your parent can give
you a ride.
2. Wait for help.
3. Go get help.
4. Take a taxi to the
meet.
Situation
Choices
You have planned an
afternoon picnic with
some friends. Dark storm
clouds are rolling in as
you are about to leave for
the park.
1. Go on the picnic and
hope it won’t rain.
2. Go to a movie instead.
3. Take rain gear.
4. Have an indoor picnic.
Situation
Choices
Your grandmother is
about to cook a turkey for
dinner. Your dog takes
the turkey and ruins it.
Your best friend will be
over any minute.
Book 5/Unit 4
The Big Storm
Judgment and Decision
Judgment and Decision
Judgment and Decision
1. Run to the store and
get a new turkey.
2. Go out to eat.
3. See what’s in the
refrigerator.
4. Order pizza.
At Home: Choose one scenario. What are some other
choices you might make?
133
Name
Date
Extend 134
collision
injured
cycle
uneven
Vocabulary
atmosphere
data
Suppose you are a news reporter covering a story about a blizzard in your town.
Write a brief news report about the storm. Use as many of the above vocabulary
words as you can in your report.
Extend 135
Story Comprehension
When you have finished your list, choose one method of weather forecasting you
read about and tell why it is important when predicting weather.
134–135
At Home: Check a local newspaper for the forecast for your
region. What information does the forecast tell you?
Book 5/Unit 4
The Big Storm
McGraw-Hill School Division
In “The Big Storm,” you learn how meteorologists use information to study and track
weather patterns. Work with a partner to make a list of important information that a
meteorologist needs to know in order to predict the weather.
Name
Extend 136
Date
Read a Weather Map
A weather map uses symbols to show weather patterns around the country. Use
the map legend to read the symbols on the weather map. Then answer each
question below.
WEST
MIDDLE WEST
NORTHEAST
N
W
E
S
SOUTHEAST
SOUTHWEST
Legend
sunshine
cold front
clouds
warm front
rain
stationary front
snow
1. Which area of the country has rain in it? the Middle West
2. Which areas have a cold front moving through them? The West and Middle West
3. Through which area of the country is there a warm front? the Southeast
McGraw-Hill School Division
4. Which areas of the country have sunshine? the Northeast and the Southwest
5. In which area of the country is there a stationary front? the Southeast
Book 5/Unit 4
The Big Storm
At Home: Find a weather map in your local newspaper.
What can you tell about the weather?
136
Name
Date
Extend 137
Judgments and Decisions
Many judgments involve making a decision, or choosing a course of action. In
“The Big Storm,” many judgments are made about weather conditions. For each
weather condition listed below, tell what course of action you think people should
choose to stay safe from bad weather conditions.
1. It snowed all day in the Sierra Nevada range. Meteorologists are predicting
avalanches.
2. The National Severe Weather Forecast Center near Kansas City predicts tornadoes.
3. The tornadoes stopped when the front passed, but the thunderstorms continued
throughout the South. Meteorologists predict thunderstorms and hail for the state of
Kentucky.
4. As the big storm moves east, huge amounts of snowfall are predicted in the cities
McGraw-Hill School Division
of Chicago and New York.
137
At Home: A big hurricane is due in your town tomorrow. Tell
what you can do to prepare for it.
Book 5/Unit 4
The Big Storm
Name
Date
Extend 138
Draw Conclusions
When you draw conclusions you make a judgment or an inference about something.
You can draw conclusions about an event based on information you read in a story and
on what you might already know. The story below shows an example of drawing
conclusions.
Irina is making herself some pasta for lunch. On the kitchen counter is
a glass of milk, a jar of sauce, and a package of pasta. Her cat, Speckles,
is on the counter watching. Irina leaves the room to answer the phone.
When she comes back, the jar of sauce has been tipped over. Sauce is
spilled on the counter. Speckles is no longer in the room, but red paw
prints lead to the kitchen door.
Conclusion
Information that led to the conclusion
Speckles knocked over Cat was sitting on the counter; Irina had left the
the jar of sauce.
room; red paw prints; cat was nowhere in sight.
Read the conclusion about “The Big Storm” below. Use facts from the story and
from what you know to support the conclusion in the box below.
Conclusion
Storms can cause damage to people and their personal property.
Storms can also cause people a lot of inconvenience.
McGraw-Hill School Division
Information that led to the conclusion
Book 5/Unit 4
The Big Storm
At Home: Explain how you use the weather report to draw
conclusions about what you will wear each day.
138
Name
Extend 139
Date
Root Words
A root word is a word part used to build longer words. Words that have the same root
word are similar in spelling and meaning. For example, centimeter and diameter have
the same root word meter, meaning “measure.” Knowing the meanings of root words, as
well as prefixes and suffixes, can help you determine the meanings of unfamiliar words.
Root Word
Meaning
meter
measure
sphere
circle
dict
speak
put
think
Study the root word chart above. Then write the root of each word below.
1. hemisphere ____________________
5. kilometer ______________________
2. thermometer ____________________
6. computer ______________________
3. contradict ______________________
7. reputation ______________________
4. atmosphere ____________________
8. predict ________________________
Replace the underlined words with one of the words above.
9. Will you look at the device that measures heat and tell me how hot it is?
10. The meteorologist uses a satellite to foretell the weather.
11. The distance from my house to school is a thousand meters.
13. In which half of Earth is Australia located?
14. We hope the witness does not speak the opposite of your statement.
15. Heat from the sun causes changes in the mass of gases surrounding Earth.
139
At Home: Make some words by adding prefixes or suffixes
to root words.
Book 5/Unit 4
The Big Storm
McGraw-Hill School Division
12. Nell used a thinking machine to help her with her homework.
Name
Date
Extend 140
Fact and Nonfact
A fact is a statement that can be proved to be true. A fact tells about something that has
happened or something that can be observed. Nonfacts are statements that can be
proved false or untrue. Sometimes nonfacts can be opinions. An opinion tells what a
person thinks or feels about something.
Read each opinion. Rewrite the opinion so that it becomes a factual statement.
1. Shelley deserves an A on all her science reports.
2. Edgar Allan Poe was the best writer of suspense stories in the nineteenth century.
3. The most outstanding educational programs are on public television.
Read each factual statement. Write a statement about the same subject so that it
expresses an opinion.
4. California is the third largest state in the United States. Sample answer: California
5. John Glenn was the first United States astronaut to orbit Earth in a space capsule.
McGraw-Hill School Division
6. A tomato can be used in a salad.
Book 5/Unit 4
Catching Up with Lewis and Clark
At Home: Find a statement in a newspaper that is a fact.
Write the statement so it expresses an opinion.
140
Name
Date
Extend 141
Vocabulary
bison
glistening
diaries
journal
former
superb
Imagine you are witnessing a scene in which Sacajawea is guiding Lewis and
Clark through the Rocky Mountains. Write the conversation they might have had
with one another. Use as many vocabulary words as you can.
Extend 142
Story Comprehension
McGraw-Hill School Division
Scientists have found what they believe to be remains of the Lewis and Clark
expedition. They have uncovered a tall wooden wall from a campsite and some
beads and ammunition. What do you think scientists could conclude from these
findings? Write a paragraph to explain your conclusion.
141–142
At Home: Have students write a journal entry for today
using vocabulary words.
Book 5/Unit 4
Catching Up with Lewis and Clark
69
60
Sheldon
18
20
Valentine
Date
Forest
City
Spencer
75
18
71
Charles
City
35
75
81
20
Ainsworth
O'Neill
Sioux City
183
Waverly
Storm Lake
Fort Dodge
Sac City
20
20 Sioux City
Randolph
83
Webster
City
Carroll
Denison
2
30
Freeport
30
71
Ankeny
Blair
Missouri Valley
Fremont
Omaha
Wahoo
81
DeWitt Clinton
Iowa City
80
Highland Park
88
Rock Falls
88
Evanston
De Kalb
30
Aurora
Chicago
30
294
Quad Cities
Des Moines
Brayton
80
30
Columbus
St. Paul
Malcolm
Newton
30
Waukegan
12
90
Rochelle
Cedar Rapids
94
Fox Lake
90
Rockford
Tama
275
81
281
Ansley
20
A road map shows major highways, landmarks, and water routes. You can use
a compass to tell direction. The map below shows the state of Missouri and some
of the major roads that pass through it. Use the map to answer the questions.
West Point
Broken Bow
Galena
61
Maquoketa
Ames
77
83
Dubuque
20
380
63
69
Norfolk
Waterloo
Iowa Falls
20
29
275
Thedford
52
New Hampton
18
65
Le Mars
Read a Map
Bassett
Extend 143
Decorah
63
Mason City
Algona
281
183
Geneseo
35
218
63
Council Bluffs
80
61
74
North Platte
La Salle
Morris
80
Joliet
57
67
2
183
80
N
Lexington
6
Holdrege
83
Arapahoe
4
183
McCook
E
W
1
S
1
Ow
60
Morganfield
P
41
60
Madisonville
Hopkinsville
183
KEY
64
Buffalo
83
281
Bryan's Corner
Fort Supply
Woodward
283
Arnett
Clarksville
state highway
24
Nashvill
Seiling
60
Russellvill
interstate highway
40
183
PKY
Columbia
63
Sayre
283
Sallisaw
Anadark
62
Poteau
177
Chickasha
Altus
40
Forrest City
67
40
2. Which river flows across the entire state of Missouri?
Snyder
Ada
35
Lawton
Frederick 44
64
Memphis
270
TPK
Savannah
Brinkley
49
Hot Springs
Helena
Atoka
3. If Lewis and Clark were to take a trip by car in modern-day Missouri, how might
Randlett
Antlers
70
Ardmore
75
71
Pine Bluff
Arkadelphia
Broken Bow
70
Durant
70
Hugo
De
Queen
65
they get from St. Louis to Kansas City?
Idabel
71
30
167
Hope
McGehee
Texarkana
165
82
71
El Dorado
82
Crossett
4. What big city is about halfway in between St. Louis and Kansas City?
Book 5/Unit 4
Catching Up with Lewis and Clark
At Home: Look at a map of your state. What major rivers
or other bodies of water are in your state?
Lawrenceburg
Fay
40
Mena
Sulphur
6
64
Bolivar
Little Rock
271
3
Duncan
64
W. Memphis
Conway
71
McAlester 270
Wilburton
270
43
Millington
Bald Knob
1. Which river borders Missouri on the east?
81
62
Fort Smith
Russellville
Mangum
Hollis
40
69
44
183
51
40
Clinton
Elk City
40
55
McGraw-Hill School Division
n
Rock
Rapids
Name
143
Name
Date
Extend 144
Important and Unimportant Information
When you write a report about a topic, you need to identify the purpose, or main idea, of
your report. Then you determine which information you want to include to support your
main idea. This is important information. Unimportant information can add interest
but is not needed to support a main idea.
McGraw-Hill School Division
“Catching Up with Lewis and Clark” discusses the journey of these explorers.
Suppose you wanted to write an article about where they traveled and what they
saw on their journey. First find the important information that you will include in
your article to support your main idea. Then write a brief article titled, “The
Journey of Lewis and Clark.”
144
At Home: Use reference materials to find out more about the
journey of Lewis and Clark. Add important information to
your article.
Book 5/Unit 4
Catching Up with Lewis and Clark
Name
Date
Extend 145
Root Words
New words are formed by adding suffixes and prefixes to root words. Look at the
meanings of the root words in the chart below.
Root Word
Meaning
mem
mindful
orig
beginning
ques
ask, seek
Then write the root of each word below.
1. original
4. aboriginal
2. request
5. question
3. memory
6. commemorate
Write a new word using each root word below. Then choose one word and use it in a
sentence.
7. spec (see)
8. act (do)
McGraw-Hill School Division
9. urb (city)
10.
Book 5/Unit 4
Catching Up with Lewis and Clark
At Home: Use -ial, -al, and -ion endings to form other
words from root words.
145
Name
Date
Extend 146
Suffixes
Suffixes are word parts added to the end of words. They can change the meaning of
the word, or the way it is used.
The suffix -less means “without.”
The suffix -ment can mean “a result of an action.”
Example: endless
Example: amusement
Name the word that is formed when you add each suffix to the word shown. Tell
what each new word means. Then write a sentence using the new word.
1. pave ment
2. sleep less
3. adorn ment adornment; something made to adorn, an ornament. Student
4. blame less
McGraw-Hill School Division
5. agree ment agreement; a result of agreeing, an understanding between two
146
At Home: Think of as many words as you can with -less and
-ment endings.
Book 5/Unit 4
Catching Up with Lewis and Clark
Name
Extend 147
Date
Vocabulary Review
Read each clue below to complete the crossword puzzle.
Across
1. to settle oneself snugly
6. the gases, clouds, and dust that surround Earth
7. an equal distance apart at all points of the globe
8. to come forth
9. a mammal with a large shaggy head; buffalo
10. not straight; bumpy
Down
1. a person who studies natural science
2. factual information
3. something done with lack of care or attention
4. to come together; crash
5. very high quality; excellent
1
N E S T L E
A
T
U
R
A
P
L
I
S
T
U N
7
D
A
C
T
C
A
S
A T M O S P H E R E
U
L
E
P
A R A L L E L
L
E
I
E M E R G E
B I S O N
S
B
I
S
O
L
E V E N
Y
3
5
4
6
8
9
McGraw-Hill School Division
10
2
Book 5/Unit 4
Unit 4 Vocabulary Review
At Home: Use some of the unit vocabulary words to make
up your own crossword puzzle.
147
Name
Date
Extend 148
Vocabulary Review
Look at each bold face word. Use the clue word to complete a sentence that
makes sense. Be creative when completing your sentences.
1. One of Ivan’s class assignments is to
2. The car swerved in order to
3. His leg became injured when he
4. The traveler’s journal gave a vivid account of
5. After the meeting, the sports committee was stunned by the
6. The small pond was teeming with Answers will vary but should use the word in
7. After Sasha gets home from school, she normally Answers will vary but should
McGraw-Hill School Division
8. The huge fireball in the sky had been caused by
148
At Home: Write sentences using the words convenience and
naturalist.
Book 5/Unit 4
Unit 4 Vocabulary Review
Name
Date
Extend 149
Compare and Contrast
When you compare two or more things, you tell how they are alike. When you contrast
two or more things, you tell how they are different.
The paragraph below compares and contrasts the African lion with the Bengal
tiger. Underline the sentences that contrast the two animals.
Both the African lion and the Bengal tiger are members of the cat
family. Although the two cats are alike in many ways, the Bengal tiger has
deep yellow and black stripes, whereas the African lion has a solid tan
coat. Another difference between the two animals is that tigers do not
have manes. The two species of cat are similar in their hunting habits.
However, lions often hunt in pairs, while tigers rarely do. Both animals are
carnivores, or meat-eating animals that hunt other animals for food. Lions
live primarily in Africa, whereas tigers are inhabitants of Asia.
Research two other animals that are in the same family. Compare and contrast
these animals. Write your notes in the chart below, then write a paragraph similar
to the one above.
Different
McGraw-Hill School Division
Alike
Book 5/Unit 5
The Riddle
At Home: Compare and contrast two people that you know.
149
Name
Extend 150
Date
Vocabulary
You can figure out the meanings of some words by knowing their base word.
Write the base words for the vocabulary words below.
apologized
debt
hasty
inquired
lamented
refreshment
Imagine you are a traveler lost in a forest. You come upon a castle. Write on a
separate sheet of paper a story about what happens when you knock on the
castle door. Use as many vocabulary words as you can.
Extend 151
Story Comprehension
The sentences below are about “The Riddle.” Write whether a comparison or a
contrast is being made.
2. The king is rich, but the charcoal maker is poor. contrast
3. The king is finely dressed, but the charcoal maker is covered with soot. contrast
4. The charcoal maker and his wife both work very hard.
150–151
At Home: Retell the story “The Riddle” to someone at home
using vocabulary words in your version.
Book 5/Unit 5
The Riddle
McGraw-Hill School Division
1. The king and the charcoal maker are both smart people.
Name
Extend 152
Date
Follow Directions
Suppose you are the charcoal maker on your way to a celebration at the king’s
castle. Read the directions below, then trace your path on the map.
Directions to the King’s Castle
Start at the main road and go west. After about one mile you will come to a bridle
path. Follow the bridle path until you come to a fork in the road. Bear to the left and
follow that path past the forest. Stay left. You will pass a small duck pond. Keep going
until you come to the old mill. At the mill, make a right and follow the path to the church.
Just east of the church is a bridge. Cross over the bridge and keep going until you see
the castle.
Map to King's Castle
N
Blacksmith
Shop
W
E
S
Bridge
Church
River
Pasture
Pa
Duck Pond
stu
re
Run
Ro
ad
Forest
Miller's Hut
le
id
Br ath
P
McGraw-Hill School Division
Main Road
Charcoal Maker's Hut
Practice giving and following directions. Work with a partner. On a separate
sheet of paper, give directions to your partner for the best route from the Miller’s
Hut to the Blacksmith shop. Take turns so you both give and follow directions.
Book 5/Unit 5
The Riddle
At Home: Write directions from your house to the nearest
police station.
152
Name
Date
Extend 153
Compare and Contrast
You can compare and contrast characters, settings, and events. When you compare
two things you notice similarities and might use words such as like, both, also, and
each. When you contrast two things you notice differences and might use words such
as but, however, and although.
1. Compare and contrast the king and the charcoal maker from “The Riddle” by
unscrambling the words describing how they are alike and different.
Alike
1. vlecre
2. shoten
3. strowturthy
Different
1. lochset
2. tawhel
3. cridensee
McGraw-Hill School Division
2. The king and the charcoal maker meet twice in the story. How are the setting and
circumstances similar and different on those two occasions? Write a paragraph
comparing and contrasting these two events.
153
At Home: Compare and contrast two movies that you have
seen. How are they alike? How are they different?
Book 5/Unit 5
The Riddle
Name
Date
Extend 154
Making Inferences
An inference is a conclusion or deduction made from evidence. You make inferences
about story elements based on details in the story or from your own experience.
Read each example below. Use what you read in “The Riddle” to make an
inference. Review the story to help you.
1. The charcoal maker speaks to the king with a twinkle in his eye. Why does the
charcoal maker have a twinkle in his eye?
2. One courtier who desperately wants to figure out the riddle quietly gets up from the
table, takes a bag with him, and leaves the king’s castle. Where is he going? Whats
in the bag?
3. The charcoal maker tells the king that he has seen his face 100 times. How could the
charcoal maker have seen the king’s face 100 times? What clues are in the story?
McGraw-Hill School Division
Think about a time when you’ve met someone new and have had to make inferences
about his or her character. What were your original impressions of the person? Did you
find after knowing the person awhile, that your original impressions were correct, or did
you have to reevaluate your original inferences? Think about how you made your
inferences, and write your answer on the lines below.
Book 5/Unit 5
The Riddle
At Home: Make an inference about the charcoal maker’s
character. How will his life remain the same and how will
it be different now that he has so many bags of gold?
154
Name
Extend 155
Date
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.
Read the story below. Decide which word in the box makes sense in each
sentence and write it in the blank. Look for context clues as you read.
outskirts
invaders
consolidate
massively
moat
balconies
encircled
banquets
During the Middle Ages, manors
nobles. The manor became a
manors
stronghold
serfs
taxes
were owned by wealthy
of defense. It was often
surrounded by walls to keep out invaders
. This occurred in
Western Europe, when local lords began to consolidate
their
power.
A typical manor was guarded on the outskirts
by a
surrounding wooden fence and pointed stakes. Strips of land
encircled
the manor inside the fence. Between the land and the
outer walls was a moat
walls were
, usually filled with water. The outer
thick, sometimes as much as 15 feet deep.
During an attack, large stones were often thrown from balconies
onto anyone trying to climb the walls. Inside the manor walls the nobles
would hold social gatherings such as weddings,
, and
Those who worked at a manor where known as serfs
McGraw-Hill School Division
other ceremonies.
.
They had little more freedom than slaves, however, they could not be
bought or sold. Serfs paid rent and taxes
, and even had to
ask the lord’s permission to get married.
155
At Home: Use a dictionary to define the word fortification.
Use the word in a sentence that shows its meaning.
Book 5/Unit 5
The Riddle
Name
Date
Extend 156
Author’s Purpose and Point of View
Authors often write with more than one purpose. They may want to tell an enjoyable
story, give readers ideas to think about, or to persuade. Sometimes, the main character
shows the author’s personal ideas and feelings. This is the author’s point of view.
Writing for Fun
Writing to Inform
Writing to Persuade
Stories, poems, and
plays are usually written
to entertain. They are
filled with characters,
actions, and events.
Textbooks and
encyclopedias are written
to inform. The text usually
gives facts rather than
opinions. Articles may
also be written to inform,
but may contain opinions.
Editorials, commercials
and advertisements are
written to persuade.
The text usually gives
opinions that may be
supported by facts.
Think of something that you recently read. Write the title of the selection, then
answer each question.
Title:
1. What kind of selection did you read?
2. Why do you think the author wrote this selection? Was it to entertain, to inform, or
to persuade? Explain.
McGraw-Hill School Division
3. Why do you think someone would want to read this selection? Explain.
Book 5/Unit 5
Life in Flatland
At Home: Discuss how knowing an author’s purpose for
writing can help you understand what you read.
156
Name
Extend 157
Date
Vocabulary
dimensions
distinguished
landscape
thickness
trifle
unique
Imagine that you are visiting Flatland. Write a letter home describing Flatland and
the people that you meet there. Be sure to use the vocabulary words in your
letter.
Extend 158
Story Comprehension
Tell how each Flatlander can identify the other person. Tell what you know about
the person’s shape and how that shape helps you to identify the person.
157–158
At Home: Describe the people of Flatland to someone at
home.
Book 5/Unit 5
Life in Flatland
McGraw-Hill School Division
From “Life in Flatland” choose two types of Flatlanders. Draw a picture of each
type. Look back at the story to help you.
Name
Date
Extend 159
Read Signs
Signs and symbols are short, quick ways of communicating messages. A sign may warn
you of danger, tell you which way to go, or give directions.
Look at some of the signs below. Write what they mean.
1.
2.
3.
4.
McGraw-Hill School Division
Life in the two-dimensional world of Flatland is very different than life in a threedimensional world. Below create a sign for Flatland. Use symbols on your sign.
Book 5/Unit 5
Life in Flatland
At Home: Look for signs with symbols in your
neighborhood. What do they mean? What symbols do
they use?
159
Name
Date
Extend 160
Author’s Purpose and Point of View
The author of “Life in Flatland” wrote this story to entertain and to inform people. Written
from the point of view of a two-dimensional world, the story describes how Flatland
differs from a three-dimensional world.
Choose one of the topics below and write a one-page essay. Tell whether your
purpose is to entertain, inform, or persuade.
1. Choose one character from “Life in Flatland.” Then write a first person account of a
day in the life of that character.
2. Write an advertisement to sell vacations to Flatland.
3. Write an article that describes the mathematical shapes of characters found in
Flatland.
4. Write an editorial telling why the Flatland soldiers should be limited to moving about
only during certain hours.
McGraw-Hill School Division
Purpose for Writing:
160
At Home: Share your writing with a friend or family
member.
Book 5/Unit 5
Life in Flatland
Name
Date
Extend 161
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 what you know from your own experiences to
understand what is happening or how the characters feel.
Read the following sentences. Then make an inference.
1. Iris lives in Massachusetts. She sells lemonade. She sells more lemonade in July
and August than she does in September and October.
Inference:
2. Lauren is working after school to earn enough money to buy inline skates.
Mrs. Bernard asked Lauren to rake leaves just as she was leaving for work.
Inference:
3. Eric and José are walking past the library on a Sunday. They see smoke coming
from a window.
Inference:
4. The Kane family is packing for a vacation. They are bringing shorts, bathing suits,
and sandals.
Inference:
McGraw-Hill School Division
5. Write information that would support this inference: Amy has a big math test on
Friday morning.
Book 5/Unit 5
Life in Flatland
At Home: Have students make inferences about what role
computers will play in society in the next 50 years.
161
Name
Date
Extend 162
Prefixes
A prefix is added to the beginning of a word. The chart shows the meanings of some
Greek and Latin prefixes.
bi— two
tri— three
quadri— four
penta— five
hex— six
sept— seven
deca— ten
poly— many
The suffix -gon means a figure that has angles. Write the word that is formed by
combining a prefix with -gon.
1. What word means a flat six-sided figure?
2. What word means a flat many-sided figure?
3. What word means a flat ten-sided figure?
4. What word means a flat five-sided figure?
5. The suffix -hedron means a 3-dimensional figure with a certain number of sides or
flat surfaces. Add a prefix to the word so that it would mean a solid figure with six flat
surfaces.
McGraw-Hill School Division
6. Use the prefixes and suffixes given on this page to create other words. Tell what
each word means.
162
At Home: Find the meanings of the prefixes tetra-, centi-,
and hecto-.
Book 5/Unit 5
Life in Flatland
Name
Date
Extend 163
Problem and Solution
For most problems, there are various solutions. The plot of a story usually revolves
around a central problem and the ways in which characters try to find its resolution.
During the story, characters usually encounter a number of smaller problems that are a
result of the central problem. Solving each of these problems brings the character closer
to the final solution. The problem-solution chart below shows the characters and events
of a familiar fairy tale.
Title: Jack and the Beanstalk
Characters: Jack, his mother, a giant, a hen
Central Problem: Jack and his mother are very poor and have no money for
food.
Event 1:
They decide to sell their cow.
Event 2:
Jack trades the cow for magic beans. Now they have no money and
no cow.
Event 3:
Jack plants the magic beans. A giant beanstalk grows. Jack climbs
the beanstalk. There he meets up with a giant.
Event 4:
While the giant sleeps, Jack takes a hen. Jack escapes as the giant
chases him. The giant tries to climb down the beanstalk after Jack,
but Jack chops down the beanstalk.
McGraw-Hill School Division
Final Solution:
The hen lays golden eggs.
Jack and his mother are rich and are never hungry again.
Work with a partner. Think of a familiar tale or create one of your own. On a
separate sheet of paper, create a problem-solution chart like the one above. Be
sure to identify the characters, the setting, and the central problem. List the
events of the story and how the story characters solve each problem.
Book 5/Unit 5
Tonweya and the Eagles
At Home: Discuss ways of solving problems. Identify a
problem, then come up with different solutions.
163
Name
Date
Extend 164
Vocabulary
cleft
consented
defiantly
gratitude
sacred
tribute
Tonweya spent many days with the baby eagles on the ledge. Write a story that
Tonweya may have told the eagles about his life with the Lakota. Use as many
vocabulary words as possible.
Extend 165
Story Comprehension
McGraw-Hill School Division
“Tonweya and the Eagles” is a story that Rosebud Yellow Robe has retold.
Interview an older person about his or her favorite childhood story. Then retell the
story in your own words. Make sure you name the main characters. Describe the
problem that the main character faces and tell how the character solves the
problem.
164–165
At Home: Discuss favorite books. Analyze the problems
faced by the characters and how the problems are resolved.
Book 5/Unit 5
Tonweya and the Eagles
Name
Date
Extend 166
Read a News Article
News articles give factual accounts of current events. Each news article has several
parts.
Headline: the title of the article
By-line: the name of the reporter who wrote the news article
Dateline: place where the story originated
Lead paragraph: a short summary of the most important ideas in the news article;
answers the questions who was involved, what happened, when it happened,
where it happened, and how it was resolved.
Find a news article of interest to you in a local paper. Read the article, then fill in
the chart below.
Headline:
By-line:
Dateline:
Who:
What:
When:
McGraw-Hill School Division
Where:
Why:
How:
Book 5/Unit 5
Tonweya and the Eagles
At Home: Write a news article that tells about an
interesting event in your community.
166
Name
Date
Extend 167
Problem and Solution
Most problems have various solutions. In a story, some solutions can help a character
while other solutions can harm a character or cause new problems. Use the story chart
below to show the problems Tonweya has and how he solves them. Think of the major
events that take place in the story.
Main character:
What he is doing:
Setting:
Event 1:
Problem:
Solution:
Event 2:
Problem:
Solution:
Event 3:
McGraw-Hill School Division
Problem:
Solution:
167
At Home: Describe a problem that a character in your
favorite book has. Tell how the character solves the
problem.
Book 5/Unit 5
Tonweya and the Eagles
Name
Date
Extend 168
Author’s Purpose and Point of View
McGraw-Hill School Division
Rosebud Yellow Robe passes on stories that were told to her by her father. This
way, children will enjoy the stories for many generations to come. Think of a story
that you would like to pass on to your descendants. It could be a funny story
about a relative, or a story about an interesting family event or tradition.
However, it should have a clear purpose and point of view. Write your story in
a way that will appeal to people your own age.
Book 5/Unit 5
Tonweya and the Eagles
At Home: Share your story with a family member. Ask if
there is anything you might add to make the story better.
168
Name
Date
Extend 169
Context Clues
You can often figure out the meaning of an unfamiliar word by using context clues, or
examining the surrounding words in the sentence or paragraph.
Write the meaning of each underlined word. Tell what context clues you used to
help you figure out the word’s meaning.
1. The Lakota tribes used a horse-drawn travois, made by setting a platform between
trailing poles, to help transport their belongings during long journeys.
Meaning:
Context clues:
2. Belongings were often packed in parfleche, or rawhide, cases.
Meaning:
Context clues: rawhide
3. During the late nineteenth century, the United States government relocated the
Lakota and many other Native American groups onto reservations, where many
families continue to live today.
Meaning: reservation: an area of land set aside for Native Americans to live on.
Context clues:
4. Anthropologists learn much about ancient Native American ways by digging up and
studying their tools, weapons, shelter, and clothing.
McGraw-Hill School Division
Meaning:
Context clues:
169
At Home: Find a word that is not familiar and write a
sentence to show its meaning.
Book 5/Unit 5
Tonweya and the Eagles
Name
Extend 170
Date
Compare and Contrast
When you compare and contrast two things, you find their similarities and differences.
Things that are similar share one or more common features such as physical
characteristics, behaviors, and events. Contrasts involve things that are not alike.
You can compare and contrast two very different items using a chart.
Comparisons
Apples
grown for food
part of a plant
Contrasts
Beets
grown for food
part of a plant
Apples
fruit
grows on
trees
Beets
vegetable/root
grows underground
Compare and contrast the following.
Comparisons
Thanksgiving
July 4th
Contrasts
Thanksgiving
McGraw-Hill School Division
Comparisons
babies
Book 5/Unit 5
Breaker’s Bridge
adults
July 4th
Contrasts
babies
adults
At Home: Find two different items. Make a compare and
contrast chart.
170
Name
Date
Extend 171
Vocabulary
dismay
gorge
immortals
murky
piers
scheme
“Breaker’s Bridge” has many descriptions of the river and the mountains in the
emperor’s district. Think of a place that you have visited and write a descriptive
paragraph about that place. Use as many of the vocabulary words as possible.
Extend 172
Story Comprehension
Breaker is very good at building bridges. Think of something that you are good at
doing. It could be something that you are good at building, making, or painting. It
could be a physical hobby like playing an instrument or dancing. Create a
compare-and-contrast chart that shows how your talent is similar to and different
from Breaker’s talent for building bridges.
Contrasts
McGraw-Hill School Division
Comparisons
171–172
At Home: Find challenging words from books or magazines.
Think of ways to remember the definitions.
Book 5/Unit 5
Breaker’s Bridge
Name
Date
Extend 173
Read a Help-Wanted Ad
The classified section of a newspaper contains information for people who are looking
for jobs. These are also known as the help-wanted ads and are listed in alphabetical
order according to the kind of job. Below is an ad that the emperor might place.
Bridge Maker
Well-known businessman seeking qualified bridgemaker to build large bridge over
river. Must have several years experience in bridge making and in the construction
of large suspension bridges. Call 555-1234 or fax 555-5678.
Obtain a classified section from your local newspaper. The Sunday paper usually
has more classified ads than weekday papers. Using ads in the newspaper, write
ads for four jobs you would like to do after school, on weekends or in summer.
Remember to include important details in your ad.
1.
2.
3.
4.
5. What are the most common help-wanted advertisements that you found in the
McGraw-Hill School Division
newspapers for people your age?
6. What is the salary range in the ads you found for a job you might like to have
someday?
Book 5/Unit 5
Breaker’s Bridge
At Home: Find an ad in the paper for a job that you might
want to have someday.
173
Name
Date
Extend 174
Compare and Contrast
Usually, you can find similarities and differences among characters in a story. You can
also compare and contrast characters from different stories. Knowing how characters
are alike and different can help you understand and appreciate how the characters act.
Use the chart below to compare and contrast Breaker with the main character of
Tonweya in the story “Tonweya and the Eagles.”
Compare/Contrast
Tonweya
Breaker
Physical characteristics
and abilities
Setting
What is the character’s
main problem?
How do the characters
solve their problems?
174
At Home: Compare two family members or friends. How are
they alike? different?
McGraw-Hill School Division
How are the characters
alike? How do they differ?
Book 5/Unit 5
Breaker’s Bridge
Name
Date
Extend 175
Make Inferences
You know that when you make inferences, you are filling in information that is
not specifically stated in the text. You can fill in the missing information by finding
clues from the text and by using your own life experience or previous reading.
Find an example in the story “Breaker’s Bridge” of when you made an inference.
Tell what clues led you to make the inference.
Inference
Clues from the Text
McGraw-Hill School Division
Life Experience/Previous Reading
Book 5/Unit 5
Breaker’s Bridge
At Home: Find an example at home where you might make an
inference about something.
175
Name
Date
Extend 176
Prefixes
When a prefix is added to the beginning of a base word it changes the meaning of the
word.
Find the word in each sentence that contains a prefix. Tell the meaning of the
word, and then use the word in your own sentence.
1. After the river swept away the pier and destroyed the bridge, Breaker rebuilt them.
Meaning:
Sentence:
2. When Breaker is finished with his work, he will return to the inn for a meal.
Meaning:
Sentence:
3. Breaker is uneasy when he sees the emperor’s land.
Meaning:
Sentence:
4. Breaker is famous for doing the impossible.
Meaning:
Sentence:
The prefix re- means “back,” “again,” or “over.” The prefix un- means “not,” “the
opposite of,” or “lack of.” Find two words that begin with these prefixes. Write a
sentence that shows the meaning of each.
McGraw-Hill School Division
5. re-
6. un-
176
At Home: Make a list of all the prefixes that you know. Then
write a word containing each prefix.
Book 5/Unit 5
Breaker’s Bridge
Name
Date
Extend 177
Problem and Solution
You have seen how characters in stories face and solve their problems. Often, people
solve real-life problems in much the same way. Once a problem has been identified,
people decide on a course of action they use to find a solution.
Problem
Action
Results
Something to be worked
out or solved; a situation
that people want to
change
What people do to try to
solve or fix the problem
What happens as a
result of the action; the
effect or outcome of
solving the problem
Look through a local newspaper to find out about a problem in your town or
community. Describe what the problem is, what people are doing or have done
about the problem, and the results, or expected outcome. Use the chart below.
Action
Results
McGraw-Hill School Division
Problem
Book 5/Unit 5
Cleaning Up America’s Air
At Home: Discuss other ways that the people in your
community might solve their problem.
177
Name
Date
Extend 178
Vocabulary
fumes
protective
regulations
standards
stricter
width
Create a poster that encourages people to do their part in cleaning up America’s
air. Remember to give the poster a large, eye-catching title, and include
important parts from the story. You may also decide to illustrate your poster with
a drawing. Use as many vocabulary words as you can in your poster.
Extend 179
Story Comprehension
McGraw-Hill School Division
“Cleaning Up America’s Air” discusses how the EPA has made stricter standards
for controlling two of America’s air pollution problems. Use the information in the
article to write a one-act play. On a separate piece of paper, write parts for
characters who represent the EPA, the public, politicians, and businesses. Your
play should tell how each group feels about the new standards and how they
propose to solve the problem of air pollution.
178–179
At Home: Find the meaning of words that relate to air
pollution. Use the words in a sentence that shows their
meanings.
Book 5/Unit 5
Cleaning Up America’s Air
Name
Date
Extend 180
Read an Editorial
The editorial page of a newspaper contains articles written by the editors. These
articles, or editorials, express the newspaper’s opinion or position about a current event
or social concern.
Look in your local newspaper for an editorial column. Then answer the following
questions.
1. What is the subject of the editorial?
2. What is the editor’s opinion of the subject that is discussed?
3. Does the editor use any facts to support his or her position? If so, what are they?
McGraw-Hill School Division
4. Do you agree with the position of the newspaper? Explain why or why not.
Book 5/Unit 5
Cleaning Up America’s Air
At Home: Discuss why editorials are an important part of
a newspaper’s contents.
180
Name
Date
Extend 181
Author’s Purpose and Point of View
An author often writes an article to inform people about a certain topic or to persuade
them to agree with a certain opinion. Figuring out the author’s purpose can help you
understand the article’s particular point of view.
1. What is the author’s point of view in “Cleaning Up America’s Air”?
2. What facts does the author present to support his or her stand on air pollution?
3. Does this article make you want to find out more about what can be done to prevent
air pollution? Explain why or why not.
4. What is your opinion on the EPA’s new standards for controlling air pollution? Does
McGraw-Hill School Division
your opinion differ from that of the author? If so, explain how.
181
At Home: Discuss how the author uses facts to support the
opinion that the new EPA rules will help solve America’s
pollution problems.
Book 5/Unit 5
Cleaning Up America’s Air
Name
Date
Extend 182
Context Clues
Read the paragraph below. Use the context clues in the paragraph to write the
meanings of each underlined word.
Air pollution has many sources. The burning of gasoline in cars and
trucks, known as combustion, produces harmful gases. Millions of tiny
particles from production in factories are blown into the air. The gaseous
by-products from chemical plants may be harmful or toxic when their
concentration, or strength, is high enough. These poisonous substances
add to the health hazards already present in the air. The world becomes
more industrialized as people build more factories, increasing air pollution
with each passing day.
1. combustion
2. particles
3. toxic harmful
4. concentration
5. industrialized
McGraw-Hill School Division
Write a sentence for each of the underlined words.
Book 5/Unit 5
Cleaning Up America’s Air
At Home: Look through a newspaper to find a word you
do not know. Write the meaning of the word from the
context of the newspaper article.
182
Name
Date
Extend 183
Prefixes
A prefix is added to the beginning of a base word. The word prefix is made up of
the prefix pre-, which means “before” and the base word fix. A prefix is “fixed
before” a word. Add one of the prefixes in the box to change the meaning of the
underlined word in the sentence. Then rewrite the sentence using the new word.
Remember, once you add a prefix, you will be able to delete some words from the
original sentence when rewriting the sentence.
in-
not, into
re-
again, back
1. The alien on the television did not look human. The alien on the television looked
2. Dennis took on a part time job to pay back the loan he took out for his car.
3. Maya decided to write her report over again.
4. The speech that the candidate made was not a very effective one.
McGraw-Hill School Division
5. The carpenter decided to put a finish on the chair he built.
183
At Home: Write a sentence using the words react and
inside.
Book 5/Unit 5
Cleaning Up America’s Air
Name
Date
Extend 184
Vocabulary Review
Unscramble each word, then write the letters in the squares. Use the circled
letter in each word to make another word at the bottom. Use the clue to help you
make the new word.
1. Y T A H S
2. E R I T F L
3. U M K R Y
4. S P E R I
McGraw-Hill School Division
5. I S M D A Y
Clue: What a car produces.
Book 5/Unit 5
Unit 5 Vocabulary Review
At Home: Find pictures that illustrate these words:
refreshments, landscape, gorge. Scramble the letters.
Then give the pictures and letters to a friend to solve.
184
Name
Date
Extend 185
Vocabulary Review
Complete each sentence to show the meaning of the underlined word.
1. Suzanne felt bad and immediately apologized for
2. The dimensions of the child’s bedroom were
3. Dean wanted to show his gratitude for the favor by
4. The dog was very protective of
5. The young man had a unique talent for
6. The fire safety poster has regulations that state
McGraw-Hill School Division
7. After much convincing, the boy finally consented to
185
At Home: Write sentence starters using these words:
inquired, thickness, sacred, and scheme. Give the sentence
starters to a friend to complete.
Book 5/Unit 5
Unit 5 Vocabulary Review
Name
Date
Extend 186
Judgments and Decisions
When you make a judgment about something, you need to evaluate, or judge
your choices. Then you can make a decision about the best course of action.
For the situation below, decide what the best and the worst course of action
would be. Give reasons for your judgments about these choices.
Situation: It is the night before a big test. You are getting ready to study and you
realize you left your textbook and notes at school.
Choices:
1. You decide not to study.
2. You go to the house of a friend who is in your class and study there.
3. You call the school to see if you can get your books.
4. You decide to go to school early and study before the test.
Best course of action
Worst course of action
Reason
Reason
Think of a situation in which you might have several choices. Then fill out the
Judgment-decision chart below. Use a separate sheet of paper if you need
space.
McGraw-Hill School Division
Situation:
Choices:
Best course of action
Worst course of action
Reason
Reason
Book 5/Unit 6
Amistad Rising
At Home: Find a favorite story and complete a judgmentdecision box for the main character.
186
Name
Date
Extend 187
Vocabulary
coax
escorted
navigate
nightfall
perished
ushered
Sometimes it is difficult to remember the meaning of vocabulary words. You
can use synonyms to help you memorize the meaning of words. For example,
escorted means “accompanied,” or “went with.” Find synonyms that can help
you memorize the meaning of each word.
coax
navigate steer
nightfall
perished
ushered
Extend 188
Story Comprehension
McGraw-Hill School Division
In “Amistad Rising,” Joseph Cinqué makes the very important decision to rebel
against the slave traders that hold him captive. Write down the reasons for his
decision. Then write down the possible choices he had. Do you think he made
the best choice? Explain why.
187–188
At Home: Create a flow chart that shows Joseph Cinqué’s
decision-making process.
Book 5/Unit 6
Amistad Rising
Name
Extend 189
Date
Use the Card Catalog
You can use the information in a card catalog to search by subject, title, or
author. Use the information in the chart to answer each question.
Subject Search
1. Edison, Thomas,
1847–1931
2. Edison, Thomas —
Inventions
3. Edison, Thomas —
History of Film
4. Edison, Thomas —
Phonograph
Title Search
1. Burnhart, Lila
The Inventions of
Thomas Edison.
Penguin Books, 1995
2. Rogers, Milton
Thomas Edison and the
Phonograph.
Crown Publishing, 1998
3. Selby, Marvin
Introducing Edison.
Viking Publishing, 1993
Author Search
1. Rogers, Della
All About Birds.
Valient Books, 1995
2. Rogers, Milton
Thomas Edison and the
Phonograph.
Crown Publishing, 1998
3. Rogers, Milton
The Life of Isaac
Newton.
Scientific World Books,
1992
1. What kind of search would you do to find out about the inventions of Thomas
Edison?
2. Which authors wrote about Thomas Edison?
McGraw-Hill School Division
3. Which book by Milton Rogers did not appear in the title search?
4. What kind of search could you do to find books with the word Edison in the title?
5. What subject areas could you look into for more information about Edison?
Book 5/Unit 6
Amistad Rising
At Home:Look at a library book. Find the call number.
189
Name
Date
Extend 190
Judgments and Decisions
Often there are consequences to a decision. A consequence is the outcome,
result, or after effects of the decision. In “Amistad Rising,” the Supreme Court
must make a judgment and decision regarding the future of Joseph Cinqué and
the Mende with him. Use what you read in the story to fill in the judgment and
decision chart below.
What must the Supreme Court decide?
3 Main Choices
Possible Consequence of
Each Choice
1.
2.
3.
McGraw-Hill School Division
Supreme Court’s Decision
Did the Supreme Court make the best choice? Explain why.
190
At Home: Look in the paper for a current Supreme Court
decision. Tell whether or not you agree with the decision.
Book 5/Unit 6
Amistad Rising
Name
Date
Extend 191
Draw Conclusions
When you read a historical story, you can often draw conclusions about the ideas the
author is presenting. You may draw conclusions from what is written on the page and
from what you already know.
1. The prisoners aboard the Amistad are held in the ship’s hold. They have no baths,
no toilets, and are chained together. Many die of disease, malnutrition, and from
beatings.
• What conclusion can you draw about the way the Africans’ captors feel about their
prisoners?
2. Celestino, the cook, tells Joseph Cinqué that the slave traders were going to kill the
Africans.
• What conclusion can you draw about the type of man Celestino is?
3. After the uprising, the Spaniards sail the ship back toward Africa by day, but then
turn the ship around and sail in the opposite direction by night. The Amistad,
therefore, sails in circles for two months.
McGraw-Hill School Division
• What conclusions can you draw about the Africans’ knowledge of navigating ships
on the ocean?
4. John Quincy Adams comes out of retirement to defend Cinqué and the Mende. He is
worried about the responsibility he has taken on.
• What conclusions can you draw about the way Adams feels about slavery?
Book 5/Unit 6
Amistad Rising
At Home: Discuss how drawing conclusions can help you
better understand what you read.
191
Name
Date
Extend 192
Context Clues
Write the definition of the underlined word in each sentence. Use the context
clues in the sentence to determine the word’s meaning.
1. Enslaved people brought over from Africa were often bound in shackles in the holds
of the slave ships. shackles: chains
2. The captive Africans had no rights aboard the slave ships, little to eat, and were
confined in tight quarters.
3. Abolitionists in the North fought to make slavery illegal in the United States, including
in the South.
4. The Supreme Court deliberated many issues involving slavery in the nineteenth
century and in United States history.
5. In Joseph Cinqué’s time, the stealing of people from Africa was indisputably illegal.
6. Most of the slave ships that came over from Africa had very little in the way of
provisions to give to the captives.
McGraw-Hill School Division
7. Slave ships often carried beef that had been salted for preservation.
192
At Home: Find an unfamiliar word in a book you are reading.
Write the meaning according to the context of the sentence.
Book 5/Unit 6
Amistad Rising
Name
Date
Extend 193
Cause and Effect
When you read, you often find out the reason why events in the story happen. This is
known as the cause. What happens as a result of a cause is called the effect.
Sometimes word clues help you see cause-and-effect relationships. Look for words like
because, so, therefore, since, and when that explain why an event happened.
Read the sentences below. Then write the cause and effect on the lines
provided. Underline any clue words in the sentences.
1. When John Glenn became the first United States astronaut to circle the Earth, his
bravery paved the way for other space flights.
Cause: John Glenn was the first United States astronaut to circle the Earth.
Effect:
2. Because of his experience as an astronaut, Glenn was able to make a trip on the
Space Shuttle as a senior citizen.
Cause:
Effect:
3. Senior citizens all over the world watched Glenn’s space shuttle mission with
excitement.
Cause:
Effect: Senior citizens watched with excitement.
4. Bad weather moved into the area the day of the shuttle flight, so it was delayed for
two days.
Cause: bad weather in the area
McGraw-Hill School Division
Effect:
5. NASA experts were relieved when the shuttle flight finally took off.
Cause:
Effect:
Book 5/Unit 6
Rip Van Winkle
At Home: Find examples of cause-effect relationships in a
newspaper article.
193
Name
Extend 194
Date
Vocabulary
husking
keg
landlord
oblige
rascals
sprawled
At the end of “Rip Van Winkle,” Rip goes back to his daughter’s home. Write a
scene between Rip and his daughter telling what might have happened after they
arrived home. Use as many vocabulary words as possible.
Extend 195
Story Comprehension
McGraw-Hill School Division
At the end of the story, Judith finally believes that Rip is her father. Tell how she
is able to come to this conclusion.
194–195
At Home: Find 5 unfamiliar words in a magazine. After
looking up their definitions in a dictionary, discuss how you
can remember the meanings of these words.
Book 5/Unit 6
Rip Van Winkle
Name
Date
Extend 196
Use an Online Library Catalog
You can use an online library catalog to find a book by its author, title, or subject.
Online Library Catalog
To begin your search, press enter
Go to the library with your class or a family member. Use the online library catalog to
find a book. Then answer the questions below.
1. What book did you search for?
2. What category or categories did you use in your search: author, title, or subject?
McGraw-Hill School Division
3. What key word or words did you use?
4. What were the results of your search?
5. Did you find your book? Why or why not?
Book 5/Unit 6
Rip Van Winkle
At Home: Ask students to explain how to use an online
catalog to find a book.
196
Name
Date
Extend 197
Cause and Effect
A cause is the reason why something happens. An effect is the result. Below are
some examples of effects from the story “Rip Van Winkle.” Write the cause for
each effect.
1. In the beginning of the story, Van Brummel is reading that a Stamp Act Congress is
being held in New York.
Cause:
2. When Rip is talking to the children, they think they hear thunder coming from the
mountains. What does Rip tell them is the cause?
Cause:
3. Dame Van Winkle is angry when she catches Rip telling stories to the children.
Cause:
4. Rip goes off to the mountain with his dog and his gun.
Cause: To go hunting; maybe avoid doing chores.
5. Rip falls asleep in the mountains after visiting with Hendrik Hudson and the sailors.
Cause:
6. When Rip awakens, his back is stiff, his clothes are shabby, and he has grown a
long white beard.
Cause:
McGraw-Hill School Division
7. When Rip walks into town after his 20-year sleep, the townspeople think he is a spy
and want to put him in jail.
Cause:
197
At Home: Find an example of cause and effect in a favorite
story.
Book 5/Unit 6
Rip Van Winkle
Name
Date
Extend 198
Draw Conclusions
When you draw conclusions about something in a story, you use the data from the
text or inferences you make when reading the text. Conclusions are evaluations that
you make about something you read in the story.
Draw conclusions about two situations in “Rip Van Winkle.” Fill in the chart.
1. Question: How does Rip Van Winkle feel about his wife’s scolding?
Conclusion:
Statements and inferences from the text:
2. Question: What does Rip Van Winkle discover when he awakens from his
sleep and walks into town?
Conclusion:
McGraw-Hill School Division
Statements and inferences from the text:
Book 5/Unit 6
Rip Van Winkle
At Home: Check the leftovers in your refrigerator and
draw conclusions about who has been there before you.
198
Name
Date
Extend 199
Synonyms and Antonyms
Synonyms are words that have almost the same meaning. Antonyms are words that
have the opposite meaning.
Read each sentence. Write a word that is a synonym for the underlined word.
1. Rip felt very hot in the bright sunlight.
2. Because Rip never seemed to complete his chores, his wife thought he was lazy.
3. When the men sat in front of the tavern playing checkers, they were quite merry.
4. When Rip awakened from his 20-year sleep, the whole town had changed.
Read each sentence. Write a word that is an antonym for the underlined word.
5. When Rip is in the mountains, Hendrik’s men enter from stage left.
6. Hendrik’s men were very loud as they played ninepins in the mountains.
7. When Hendrik’s men arrive in the mountain, they offer Rip a drink.
McGraw-Hill School Division
8. When Rip goes home with his daughter Judy at the end of the story, he will begin to
tell her what happened in the mountains.
199
At Home: Find a synonym and antonym for each word:
raise, cautious, fast, happy, peaceful.
Book 5/Unit 6
Rip Van Winkle
Name
Date
Extend 200
Sequence of Events
Writers often tell about the events in a story in a certain order. This is called sequence
of events. Words such as first, next, finally, after, later, during, and while often signal a
transition from one event to another and can help you figure out the sequence of a
story.
Read each of the events below. Put them in the correct sequence. Underline any
signal words that help you keep the events in order.
6
At the check-out counter, Jan discovered she had no money.
1
Jan decided to make a pie for her dinner guests.
4
While she was shopping for the ingredients, Jan decided to get some ice cream
to go with the pie.
8
When Jan arrived home, she was finally ready to bake the pie.
2
First, she chose a recipe that was her grandmother’s.
5
Jan decided on vanilla and chocolate.
3
Next, Jan made a list of ingredients she would need.
7
The store had a cash machine, so Jan used her cash card to pay for the
groceries.
McGraw-Hill School Division
Think of your favorite story. What do you remember about the sequence of the
story? Write a sequence of the main events of the story from beginning to end.
Book 5/Unit 6
Sea Maidens of Japan
At Home: Cut out a cartoon strip in a newspaper. Cut apart
the separate squares of the cartoon. Have a friend put the
cartoon in the correct sequence.
200
Name
Extend 201
Date
Vocabulary
cove
disgrace
driftwood
flails
host
sizzle
Crossword puzzles are popular games that help you remember words. Below
make up a crossword puzzle using the vocabulary words above and some words
of your own choice. Give the puzzle to a friend to solve.
Extend 202
Story Comprehension
McGraw-Hill School Division
Signal, or clue words often help tell the sequence of events. Look through the
story, “Sea Maidens of Japan” and find sentences with clue words that show the
passage of time, or that indicate sequence. Write them in the correct order.
201–202
At Home: Newspaper articles often tell news events in
sequence. Find a news article and write down the main
events in the correct sequence.
Book 5/Unit 6
Sea Maidens of Japan
Name
Extend 203
Date
Choose Reference Sources
Think about the last time you needed to gather information for a report. What topic did
you research? What kind of reference sources did you use? Knowing how to choose
the proper reference materials can help you write better reports.
Read each question below the box. Then write down a reference source from the
box as to where the answers can be found.
almanac
atlas
dictionary
encyclopedia
thesaurus
1. What are the meanings of the words abalone, canneries, and maidens?
2. What are some synonyms for the words in question 1?
3. How large is a full-grown sea turtle?
4. What are the five longest rivers in Japan?
5. What oceans surround the country of Japan?
Work with a partner. Choose one of the activities below. Write which of the
reference materials listed above you would use to complete the activity. Then
research and complete the activity. You may use a separate piece of paper.
• Draw a map of Japan. atlas
McGraw-Hill School Division
• Find out about the fishing products of Japan in 1999. almanac
• Find out about the pearl industry in Japan.
• Write a descriptive paragraph about what the Sea Maidens of Japan might see as
they dive.
Book 5/Unit 6
Sea Maidens of Japan
At Home: Make a list of the reference materials you have
in your home. Remember, many references are available
through the Internet.
203
Name
Date
Extend 204
Sequence of Events
Below are events from “Sea Maidens of Japan” that are listed out of order. Figure
out the correct sequence of events. Then write the correct order of each event
on the lines.
Kiyomi waits on the beach while her mother dives.
12
All day Kiyomi dives for abalone, then she sits with the sea maidens of Japan.
4
As Kiyomi watches, the sea turtles come out of the ocean and lay their eggs on
the beach.
7
One baby turtle runs in the wrong direction, and Kiyomi guides it gently back to
the sea.
9
Kiyomi is afraid to jump off the boat.
1
Kiyomi’s mother tells her she will someday become an ama, a sea maiden of
Japan.
5
Every day Kiyomi visits the nests of the sea turtles.
3
Okaasan wakes Kiyomi in the middle of the night to take her to the sea turtles.
8
After several fishing seasons pass, it is time for Kiyomi to make her first dive.
10
Kiyomi finally dives into the ocean.
6
After two full moons pass, the sea turtles hatch from their nests.
11
Kiyomi sees the star turtle, and it guides her back to the top of the water for air.
McGraw-Hill School Division
2
204
At Home: Write instructions on how to do something in the
proper sequence such as making a sandwich or cooking
spaghetti.
Book 5/Unit 6
Sea Maidens of Japan
Name
Date
Extend 205
Cause and Effect
You know that a cause is the reason why something happens. The effect is the result.
Understanding cause-and-effect relationships helps you understand what you read.
McGraw-Hill School Division
At the end of “Sea Maidens of Japan,” Kiyomi sits for the first time among the
ama, the sea maidens. This is an effect of her bravery in diving in the waters all
day. Write a story that takes place after she sits with the ama on the dock.
Include some examples of cause and effect in your story.
Book 5/Unit 6
Sea Maidens of Japan
At Home: Give examples of other cause-and-effect
relationships in the story.
205
Name
Date
Extend 206
Context Clues
Read the paragraph. Write the meanings of the underlined words, using only the
context clues from the paragraph to help you write your definitions.
There are seven species of sea turtles. They are similar in that the
females lay their eggs on the beach, then return to the ocean. Most sea
turtles are found in tropical and subtropical seas. An exception is the
Atlantic ridley turtle, which is restricted to the Gulf of Mexico. Over
thousands of years, sea turtles have evolved a streamlined carapace, or
shell. They have adapted to their aquatic environments by developing
special glands that remove salt from their bodies. Some sea turtles are
endangered by being over-hunted by humans for their tortoise shells, hide,
and oil. One sea turtle, the Indo-Pacific ridley, has been exploited for its
leather and oil in such areas as the Pacific coast of Mexico.
1. species class, breed, kind, category of animals
2. restricted confined to a certain area
3. evolved change over time
4. carapace the shell of a sea turtle
5. adapted become better suited to an environment
6. aquatic water, marine
7. endangered at risk, in danger
McGraw-Hill School Division
8. exploited used, taken advantage of
206
At Home: Choose three of the above words and use them in
a sentence that shows their meaning.
Book 5/Unit 6
Sea Maidens of Japan
Name
Date
Extend 207
Judgments and Decisions
When you make a judgment about something, you need to evaluate, or judge, your
choices. Then you can decide on the best course of action. Many of our lawmakers use
judgments and decisions every day as they consider which bills, or laws, they want to
create and enact.
Suppose that the members of your local community have gotten together and
proposed some new bills for your town. Read each situation below. Make a
judgment as to the best decision for each one.
1. Your local library is open from Monday through Thursday from 9 A.M. to 9 P.M. and on
Fridays and Saturdays from 9 A.M. to 5 P.M. A bill has been proposed to keep the
local public library open on Fridays and Saturdays until 9 P.M. and on Sundays from
9 A.M. to 4 P.M. during the school year from September through June. The reason is
to allow more time for students to use the library for their schoolwork. Some local
townspeople do not want to pay for the extra cost of running the library during these
additional hours.
How would you vote on this bill? Give reasons for your decision.
2. A bill has been proposed to turn the old school field into a shopping center. Some
people feel that the new shopping center will bring more business into town. Others
feel that the field should be used for sports events and that the new shopping center
will only increase traffic problems.
McGraw-Hill School Division
How would you vote on this bill? Give reasons for your decision.
Book 5/Unit 6
The Silent Lobby
At Home: Look in your local paper to find an example of a
bill that was passed in your community. Do you agree
with the decision?
207
Name
Date
Extend 208
Vocabulary
interpret
pelted
persuade
register
shabby
soothing
Suppose that you are Craig in the story, “The Silent Lobby.” Write a letter home
describing the events of the day in Washington, D.C. Use as many vocabulary
words in your letter as possible.
Extend 209
Story Comprehension
McGraw-Hill School Division
Suppose you are a newspaper reporter who is covering the story of the
Mississippi Freedom Democratic Party’s trip to Washington, D.C. Tell in your
story the events that led to the vote of 148 votes cast in favor of the party.
Remember, a news story tells who was involved, what happened, when it
happened, where it happened, and how the events happened.
208–209
At Home: Talk about different ways that you remember how
to spell difficult words.
Book 5/Unit 6
The Silent Lobby
Name
Date
Extend 210
Use the Library
The call number of a library book tells you where to find the book on the library
shelf. Most libraries use call numbers from the Dewey Decimal System.
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 (astronomy, physics, chemistry,
earth science, biology, math, etc.)
600-699
Technology and Applied Sciences (medicine, engineering, business,
radio, television, etc.)
700-799
The Arts/Fine and Decorative Arts (architecture, sculpture, painting,
music, crafts, etc.)
800-899
Literature and Rhetoric (novels, poetry, plays, criticism)
900-999
Geography and History
Each of the books listed below is from a different category of the Dewey Decimal
System. Choose the correct call number from the box and write it next to the book. Each
call number will be used only once.
030
296
344
463
578
709
811
978
1. A Light in the Attic by Shel Silverstein
2. The World Book Encyclopedia 030
3. The Spanish Picture Dictionary
McGraw-Hill School Division
4. All About Judaism by Katherine Kirsch 296
5. Modern Art by Pamela Sampson 709
6. Life on the American Frontier by Frances McGuire 978
7. Your Rights in the Work Place edited by Sean Coring 344
8. The Rainforest by Angela Carte
Book 5/Unit 6
The Silent Lobby
At Home: Ask students to explain how to use the Dewey
Decimal System to find a book on a topic in which they’re
interested.
210
Name
Date
Extend 211
Judgments and Decisions
McGraw-Hill School Division
In the story “The Silent Lobby” the members of the House of Representatives
must make a decision as to whether or not to seat the representatives elected by
the Freedom Party. Suppose you are a member of the House. As a
congressperson, it is your responsibility to judge all sides of an issue. Then, you
must make a decision to vote yes or no. Decide how you would vote on the
issue raised by the Freedom Party. Give reasons as they are presented in the
story to back up your decision. Write your argument in the space provided.
211
At Home: People often debate an issue. Look up the word
debate. Write a sentence to show its meaning.
Book 5/Unit 6
The Silent Lobby
Name
Date
Extend 212
Draw Conclusions
You can draw conclusions about a character in a story by the way the character
acts, thinks, and feels. Use what you have read in “The Silent Lobby” to draw
conclusions about each character below.
1. How do you think Mama feels about the bus trip Papa and Craig are going to take?
Explain the reasons for your conclusion.
2. How do you think Papa feels about violence?
3. How do you think Congressmen Ryan and Hawkins feel about the cause of the
Freedom Party? Explain why you think so.
McGraw-Hill School Division
4. Do you think that Craig will continue to fight for causes in the same manner as his
father? Explain why you think so.
Book 5/Unit 6
The Silent Lobby
At Home: Discuss how drawing conclusions can help you better
understand what you read.
212
Name
Date
Extend 213
Synonyms and Antonyms
Tell whether the pair of underlined words in the following sentences are
synonyms or antonyms.
1. Some members of the House were for the bill to be passed, and some members
were against.
2. Craig’s mama was afraid for her son and her husband, but Craig and his Dad did not
seem to be that scared.
3. The people of the Freedom Party stood calmly and quietly in the tunnel as the
members of the House of Representatives walked by.
4. To Craig, the men and women of the House seem tall and towering as they passed
by him in the tunnel.
5. The house member to the right of Congressman Ryan voted yes, but the house
member on his left voted no.
6. Each day, the men and women of Congress must make important decisions about
laws and issues that affect people in our country.
8. The people of the Freedom Party were happy and thrilled to have gotten so many
votes in their favor.
213
At Home: Make a list of words that are synonyms. Then find
an antonym for each.
Book 5/Unit 6
The Silent Lobby
McGraw-Hill School Division
7. As the Freedom Party waited outside the Capitol building, it rained and poured on
them.
Name
Extend 214
Date
Sequence of Events
In nonfiction articles, writers often use visual aids to show the sequence of events.
Time lines show the order of events by using dates along a vertical or horizontal line.
Flow charts show the order of events by using arrows and boxes to show what
happened first, next, and last.
Below are examples of a time line and a flow chart. Follow the directions for
each.
1. Fill in the time line below to show the sequence of the major events in your school
day. Fill in the times and the events of the day as you go along.
7:00 A.M.
Time:
Time:
Time:
Time:
Get up. Eat
breakfast.
2. Use the boxes in the flow chart to show the sequence of events on a Saturday that
was special for you.
Event 1
McGraw-Hill School Division
Event 2
Event 3
Event 4
Book 5/Unit 6
Amazon Alert!
At Home: Look for examples of time lines and flow charts
in magazines and newspapers.
214
Name
Extend 215
Date
Vocabulary
confirmed
isolated
lush
tropical
variety
wonderland
Write an article that describes why it is important to protect the world’s rain
forests. Use as many vocabulary words as you can in your article.
Extend 216
Story Comprehension
Work in a small group of three or four students. Turn the article “Amazon Alert!”
into a short informative skit. Find lines in the article that you can use in your skit,
and assign each student in the group a role or character that deals with an issue
discussed in “Amazon Alert!” Present your skits to the class. Then have class
members answer the following questions based on the information in the skit.
2. Why do you think the Yanomami and the other Indians of the rain forest would prefer
to live in their traditional lifestyle?
215–216
At Home: Choose two of the vocabulary words shown
above. Find a synonym and antonym for each.
Book 5/Unit 6
Amazon Alert!
McGraw-Hill School Division
1. What conclusions can you draw about the need to protect our rain forests?
Name
Date
Extend 217
Use an Encyclopedia
Encyclopedias include articles on a great many subjects. They are useful when
you need to find basic information about a topic. Suppose you were going to
write an article about rain forests. You would need to narrow down your topic.
Look at the list of possible topics below, then answer the questions.
The Amazon Rain Forest
People of the Rain Forest
Plants of the Rain Forest
Rain Forest Animals
Rain Forests of Africa
Rain Forests of New Guinea
1. Suppose you wanted to write a report about rain forest animals. In which
encyclopedia volumes would you look? You could look under R for rain; F for
2. Suppose you wanted to write a report on the rain forests of New Guinea. In which
encyclopedia volumes would you look? You could look under R for rain forests or
McGraw-Hill School Division
3. Choose one of the above topics. Use an encyclopedia to write an outline for a short
report. Look under subcategories of your topic for subject areas you could include in
your report.
Book 5/Unit 6
Amazon Alert!
At Home: Research the kinds of encyclopedias that are
available in your local library. Which encyclopedias would
you most likely use in a report?
217
Name
Date
Extend 218
Cause and Effect
You know that a cause is the reason why something happens. The effect is the
result. Understanding cause-and-effect relationships will help you better understand
what you read.
There are many examples of cause-and-effect relationships in the article
“Amazon Alert!” Look through the story to find four clear cause-and-effect
relationships. Then fill in the cause-and-effect boxes below with the information
you found.
218
Effect
Cause
Effect
Cause
Effect
Cause
Effect
At Home: Discuss how knowing how to identify cause-andeffect relationships helps you to better understand what you
read.
McGraw-Hill School Division
Cause
Book 5/Unit 6
Amazon Alert!
Name
Extend 219
Date
Synonyms and Antonyms
Remember that synonyms are words that have similar meanings. Antonyms are
words that have the opposite meaning.
Use the clues to find a synonym or antonym to solve the puzzle.
1
B
3
2
F O
R
G E
I
T
H
6
5
4
S
G
I
H
L O A
T
T
I
G H
N
T
I
7
F
N
8
E
9
V A
N
L
L
E
Y
A
10
A
F
T
E R
R
G
McGraw-Hill School Division
E
Antonyms (Across)
Synonyms (Down)
2.
5.
7.
8.
10.
1.
3.
4.
6.
9.
remember
loose
sink
mountain
before
Book 5/Unit 6
Amazon Alert!
light
slender
quiet
small
huge
At Home: Discuss how knowing about synonyms and
antonyms can make your writing more interesting.
219
Name
Date
Extend 220
Context Clues
Read the paragraph. Use the context clues to write a definition of the underlined
words.
Today many scientists are discussing the ecology of the rain forests.
Knowing about the relationships between living things and their
environment has helped scientists understand more about the delicate
balance of nature that exists in our world’s rain forests. Even the slightest
change can affect the population of an animal or plant species. To
understand the rain forest, a person needs to know a little about its
environment. The soil, climate, and animal life of rain forests are like no
other place on Earth. Rain forests generally get a tremendous amount of
rainfall each year. Large amounts of rainfall increase the growth of
vegetation, causing treetops to form large canopies covering the forest
floors. An abundance of plant and animal life exists in the rain forest
canopies. Scientists believe there are still thousands of unknown and
undiscovered species of life in the rain forests.
1. ecology
2. relationships
3. delicate
4. population
5. environment
6. climate
7. vegetation
McGraw-Hill School Division
8. canopies
9. abundance
10. species
220
At Home: Identify the clues in the paragraph that helped you
with the words.
Book 5/Unit 6
Amazon Alert!
Name
Extend 221
Date
Vocabulary Review
Choose the word from the box that best completes each sentence.
escorted
isolated
confirmed
perished
oblige
sprawled
1. The little boy tried to
longer.
persuade
interpret
his father to let him stay up a little while
2. He felt very
sitting alone in the back of the stadium.
3. The doctor’s office called and
4. The man escorted
her afternoon appointment.
his wife into the concert hall.
5. The young girl was ready to
house.
her parents by helping clean the
6. Because Margaret forgot to water the plant, it
7. Sonny was asked to
.
for a friend who did not speak English.
8. After Ben finished his daily run, he
out on the couch to relax.
9. Yoko went to the recreational center to
10. Shawn spoke
scared her.
register
soothing
for tennis lessons.
words to his sister when the neighbor’s dog
McGraw-Hill School Division
Write a paragraph using as many of the vocabulary words as possible.
Book 5/Unit 6
Unit 6 Vocabulary Review
At Home: Write a sentence to show the meaning of these
vocabulary words: navigate, lush, ushered, coax, and
shabby.
221
Name
Date
Extend 222
Vocabulary Review
Unscramble the letters to form a vocabulary word. Use the letters in the boxes to
make another vocabulary word. Look at the clue to help you make the word.
1. L
L
F
A
I
S
2. E
V
O
C
3. S
O
T
H
4. D
E
L
P
T
E
5. R
I
S
D
G
A
E
C
Clue: This is what we call mischievous children.
McGraw-Hill School Division
Write a poem about the vocabulary word.
222
At Home: Make up riddles for new vocabulary words that
you have learned and ask someone at home to guess what
they are.
Book 5/Unit 6
Unit 6 Vocabulary Review