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978-1-60471-748-8
148VA
This book is printed on paper containing
a minimum of 10% post-consumer waste.
Developed in Consultation
with Virginia Educators
6/2/09 4:08:50 PM
Table of Contents
Virginia
Standards of
Learning
Letter to the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Test-Taking Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Virginia Standards of Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Chapter 1
Word Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Lesson 1
Context Clues . . . . . . . . . . . . . . . . . . . . 10
4.3.a
Lesson 2
Words with Multiple Meanings . . . . . . . 14
4.3.b, 4.3.c
Lesson 3
Word Origins . . . . . . . . . . . . . . . . . . . . . 18
4.3.c
Lesson 4
Synonyms and Antonyms . . . . . . . . . . . 22
4.3.c
Lesson 5
Homophones . . . . . . . . . . . . . . . . . . . . . 26
4.3.c
Chapter 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Chapter 2
Reading Fiction and Nonfiction . . . . . . . . . . . . . . . . 37
Lesson 6
Author’s Purpose . . . . . . . . . . . . . . . . . 38
4.4.a, 4.5.c
Lesson 7
Author’s Choices . . . . . . . . . . . . . . . . . . 42
4.4.b
Lesson 8
Types of Fiction . . . . . . . . . . . . . . . . . . . 46
4.4.c
Lesson 9
Plot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
4.4.d
Lesson 10
Main Idea and Supporting Details . . . . . 54
4.4.d
Lesson 11
Sensory Words . . . . . . . . . . . . . . . . . . . . . 58
4.4.f
Lesson 12
Use Text Organizers . . . . . . . . . . . . . . . . 62
4.5.a
Lesson 13
Use Graphics . . . . . . . . . . . . . . . . . . . . . 66
4.5.a
Lesson 14
Ask and Answer Questions . . . . . . . . . . 70
4.5.b
Lesson 15
Make Inferences . . . . . . . . . . . . . . . . . . . 74
4.5.d
Lesson 16
Draw Conclusions . . . . . . . . . . . . . . . . . . 78
4.5.e
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Virginia
Standards of
Learning
Lesson 17
Summarize . . . . . . . . . . . . . . . . . . . . . . . 82
4.5.f
Lesson 18
Cause and Effect . . . . . . . . . . . . . . . . . . 86
4.5.h
Lesson 19
Fact and Opinion . . . . . . . . . . . . . . . . . . 90
4.5.h
Chapter 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Chapter 3
Informational Resources . . . . . . . . . . . . . . . . . . . . 101
Lesson 20
Lesson 21
Lesson 22
Dictionaries, Thesauruses,
and Glossaries . . . . . . . . . . . . . . . . . . . 102
4.3.d
Online, Print, and
Media Resources . . . . . . . . . . . . . . . . . 106
4.6.b
Evaluate and
Synthesize Information . . . . . . . . . . . . 110
4.6.c
Chapter 3 Review . . . . . . . . . . . . . . . . . . . . . . . . . 114
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Posttest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
4
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13
X
Abc Graphics
Use
4.5.a
Getting the Idea
Words are not the only way to explain something. Some authors use
tables and graphs to show what they mean. The tables and graphs may
even give you extra information that is not in the passage.
Tables use words in columns and rows to show information.
COLUMNS
Virginia
State Flower
State Bird
State Name
American Dogwood
Cardinal
Old Dominion
Rose
Bluebird
Empire State
Mayflower
Chickadee
Bay State
New York
Massachusetts
Usually, headings along the top of
the columns tell you what the
information in each column is
about. To find the state bird for
Virginia, go to the “State Bird”
column, and then find the row for
Virginia.
Bar graphs group information
much like tables, but use bars to
show information. This bar graph
here has four bars—one for each
kind of drink. The height of the
bar shows the amount. You can
see that Jen especially likes to
drink water and juice.
An idea web is a type of graph in
which the main idea goes in the
middle and the supporting details
all lead out of it. The central idea
is at the center of the web.
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Drinks Jen Had Over Four Days
Number of Drinks
ROWS
State
6
4
2
0
Milk
Soda
Juice
Water
Type of Drinks
He plays
football in
the park.
He collects
baseball
cards.
Evan likes
sports.
He watches
hockey with
his dad.
He is on the
swim team.
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DIRECTIONS
Read the passage and bar graph and answer the questions that follow. The
hints can help you find the correct answers.
Mr. Lin’s students took a poll. They wanted to find out how much ice
cream their classmates ate in the last four months. The chart below displays
their results.
Amount of Ice Cream Eaten Monthly
by Mr. Lin’s Class
Scoops of Ice Cream Eaten
90
80
70
60
50
40
30
20
10
0
March
April
May
June
Month
Thinking It Through
1.
The greatest amount of ice cream
was eaten in
2.
How much ice cream was eaten
in April?
A. March.
A. 30 scoops
B. April.
B. 40 scoops
C. May.
C. 50 scoops
D. June.
D. 70 scoops
HINT
The taller the bar, the more ice cream
was eaten. What month has the tallest
bar?
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HINT
First find the month of April on the graph.
Then look at the bar above it. Move your
finger along the line it reaches. What
number is at the end of that line?
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Coached Reading
DIRECTIONS
Read the passage and table and answer the questions that follow. As you
are reading, think about how the table organizes information.
Ben Franklin: Inventor
and Problem Solver
Ben Franklin was a famous inventor and problem
solver. He had a lot of good ideas. One of his best was the
volunteer fire company.
There was a big fire in Philadelphia, and many buildings
burned down. So Ben decided to organize a fire company.
He did not have money to pay people, so he asked people to
volunteer. Thirty men said that they would help. In 1736,
the Union Fire Company began.
Whenever there was a fire, these men would stop what
they were doing. They would get together and put the fire out.
Today, there are volunteer fire companies all over the
world. They help people every day. This is just one example
of Ben’s good ideas.
Read the passage carefully
and look at the chart. Do
you see any connections?
Benjamin Franklin’s Inventions
Invention
Year
Invented
Purpose
armonica
1762
a musical instrument made of glass
bifocals
1784
glasses that allow the wearer to see
at a distance and upclose
Franklin
stove
1742
a stove that uses less fuel than a
fireplace and prevents fires
lightning
rod
1752
a rod that prevents lightning from
hitting a house and causing fire
odometer 1775
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Notice the headings in the
columns Year Invented,
and Purpose. Read each
row for information.
Why do you think the
author included this chart?
a device that measures how many
miles traveled
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Lesson 13: Use Graphics
Independent Practice
DIRECTIONS
Use the Coached Reading passage to answer each question. Circle the letter
beside the correct answer.
1.
Other than the volunteer fire
company, what else did Benjamin
Franklin invent that helped
prevent fires?
2.
A. armonica and odometer
B. bifocals and Franklin stove
C. lightning rod and odometer
Which of these did Benjamin
Franklin invent FIRST?
A. armonica
B. bifocals
C. lightning rod
D. odometer
D. Franklin stove and lightning rod
3.
Which BEST fills the blank?
started volunteer
fire company
invented the
Franklin stove
invented the
lightning rod
wrote an article on
the dangers of fire
A. Benjamin Franklin helped prevent fires.
B. Benjamin Franklin’s fire-fighting inventions
C. Benjamin Franklin’s most important inventions
D. Benjamin Franklin was a problem solver.
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