Table of Contents
Contents
TEKS
Chapter 1: Vocabulary
Lesson 1
Roots, Affixes, and Word Origins . . . . . . . . . . . . . . . . . . . . . . 6
1.2 (A)
Lesson 2
Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
1.2 (B)
Lesson 3
Multiple-Meaning Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
1.2 (B)
Lesson 4
Using Word-Reference Materials . . . . . . . . . . . . . . . . . . . . . . 18
1.2 (E)
Chapter 2: Reading Comprehension
Lesson 5
Main Idea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
3.10 (A)
Lesson 6
Supporting Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
3.10 (A)
Lesson 7
Summarizing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
2.Fig. 19 (E), 3.10 (A),
3.Fig. 19 (E)
Lesson 8
Paraphrasing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
2.Fig. 19 (E), 3.Fig. 19 (E)
Lesson 9
Making Inferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
2.Fig. 19 (D), 3.10 (C),
3.Fig. 19 (D)
Lesson 10
Drawing Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
3.10 (C)
Lesson 11
Supporting Responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
2.Fig. 19 (D), 3.Fig. 19 (D)
Lesson 12
Organizational Patterns: Sequential . . . . . . . . . . . . . . . . . . . 50
3.10 (C)
Lesson 13
Organizational Patterns: Cause and Effect . . . . . . . . . . . . . . 54
3.10 (C)
Lesson 14
Organizational Patterns: Compare and Contrast . . . . . . . . . . 58
3.10 (C)
Lesson 15
Graphics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
3.12 (B)
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TEKS
Chapter 3: Literary Elements
Lesson 16
Character . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
2.3 (C), 2.6 (B)
Lesson 17
Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
2.3 (C)
Lesson 18
Plot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
2.6 (A), 2.6 (B)
Lesson 19
Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
2.6 (A), 2.6 (B)
Lesson 20
Point of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
2.6 (C)
Lesson 21
Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
1.3 (A), 2.6 (B)
Lesson 22
Author’s Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
2.7 (A)
Lesson 23
Figurative Language: Simile . . . . . . . . . . . . . . . . . . . . . . . . . 94
2.8 (A)
Lesson 24
Figurative Language: Metaphor . . . . . . . . . . . . . . . . . . . . . . 98
2.8 (A)
Lesson 25
Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
2.4 (A)
Lesson 26
Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
2.5 (A)
Lesson 27
Mythology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
1.3 (A), 1.3 (B)
Chapter 4: Reading Informational Texts
Lesson 28
Fact and Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
3.10 (B)
Lesson 29
Author’s Argument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
3.11 (B)
Lesson 30
Connect, Compare, and Contrast Ideas . . . . . . . . . . . . . . . 122
1.9 (A), 1.11 (A), 1.Fig. 19 (F),
3.10 (D)
Lesson 31
Persuasive Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
1.11 (A), 2.7 (A)
Lesson 32
Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
2.13 (A), 2.13 (C), 3.13 (A),
3.13 (C)
Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Practice Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
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Roots, Affixes, and
Word Origins
LESSON
Vocabulary
1
WORDS
TO KNOW
Root a base word that is used with other word parts to form different words
Prefix a syllable added to the beginning of a root to form a new word
Suffix a syllable added to the end of a root to form a new word
Review It!
Read this sentence. Use the Hint to help you figure out the roots, prefix, and
suffix of the words voters and reuse.
Many voters wrote to their
representatives to support programs that
reuse products.
Try It!
1
2
3
4
5
6
7
8
9
10
11
12
Hint Here, you can take off the suffix -ers
in voters to find the root vote. Remove the
prefix re- at the beginning of reuse to find
the root use.
Read this passage. As you read, circle the root of each underlined word.
As a class project, students chose to promote awareness of “zero waste,” a concept that
reduces the amount of trash people produce. The students started by doing research.
Then they combined their ideas to create a fact sheet, which they wrote and rewrote
several times. Skeptics greeted the proposal with disbelief. They thought the class
would be unable to make much difference. But the students started small—in their
own classroom—and then they expanded into the cafeteria. In the classroom, they cut
down on the amount of paper they used by writing on both sides and then putting
the completely used paper into a recycling bin. They brought in books and magazines
for classmates to reread. In the cafeteria, they put leftover food, orange peels, and apple
cores into a composting barrel to make mulch. Plastic wrappers were cleaned and
reused. The results were unexpected and rewarding. The school had recycled over a
hundred pounds of trash in just one week.
Now, use the passage to answer the questions on the following page.
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Lesson 1: Roots, Affixes, and Word Origins
1.
In line 3, the root of rewrote is
2.
Ask
Yourself
What does rewrote mean?
1.
not able to write
wrote again
act of writing
writing instrument
What whole word has a
meaning that makes sense
in the sentence?
A.
B.
C.
D.
3.
C. rote
D. wrote
2.
Which definition can you
substitute for rewrote in
the sentence so that it
makes sense?
Which word in line 5 contains a prefix?
A. unable
B. difference
C. students
D. started
4.
Vocabulary
A. rew
B. ewro
In line 8, the suffix in completely is
A.
B.
C.
D.
-com
-complete
-plete
-ly
In Your Own Words
5.
Identify the root, prefix or suffix, and meaning of each word
listed in the chart.
Word
Prefix
Root
Suffix
Meaning
5.
How does knowing the
meaning of the prefix or
suffix help you understand
the meaning of the word?
awareness
disbelief
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Vocabulary
On Your Own!
Read this passage. Answer the questions that follow it.
Perhaps we should rename the song “America the Beautiful” to something like
“America, the Not-So-Beautiful” or “America the Ugly.” That is what it will be if
we do not do something about the trash we generate daily. We live in a disposable
society. Much of what Americans use seems to go to waste. It is said that the
residents of New York City throw away trash that’s equivalent to nine times their
weight. About 30 percent of the trash is the packaging that products are shipped in.
If something gets broken, we throw it away without trying to fix it. This behavior is
unacceptable. The problem is that we are running out of places to throw things. How
long will it be before Earth becomes one giant trashcan?
The trash we generate is not just wasteful; it is also dangerous. In addition to solid
waste, we need to consider the effects of chemical waste. Factories are certainly at
fault when it comes to chemical waste, but people are not blameless on this front,
either. Think about all the chemicals we use around our homes to clean or grow
things. These poisonous chemicals get washed into the water or soil, contaminating
them. Before long, these poisons show up in our food and water. If we continue
to treat Earth with disrespect, it is only a matter of time before our world will
become uninhabitable.
1.
Read this sentence from the passage.
This behavior is unacceptable.
What does the prefix un- mean in the
word unacceptable?
A.
B.
C.
D.
full of
not
wrong
against
2.
What does disposable mean?
A.
B.
C.
D.
impossible to dispose
unable to be disposed
able to be disposed
capable of being posed
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Lesson 1: Roots, Affixes, and Word Origins
3.
A word that has the same root as
dangerous is
4.
unremisdis-
Write It Out
7.
These poisonous chemicals get
washed into the water or soil,
contaminating them.
rangers
angered
endanger
marvelous
As used in the sentence, what does
the word poisonous mean?
A.
B.
C.
D.
What prefix would you add to
treat to make a word that means
“to treat wrongly”?
A.
B.
C.
D.
Read this sentence from the passage.
Vocabulary
A.
B.
C.
D.
5.
6.
without poison
similar to poison
lacking poison
having poison
Which suffixes can be added to
the same root to form opposites?
A.
B.
C.
D.
-ful, -ic
-ible, -ful
-ist, -ive
-less, -ful
Use what you know about suffixes to help you write a brief response to the
prompt below.
Read this sentence from the passage.
If we continue to treat Earth with disrespect, it is only a matter of time before our world
will become uninhabitable.
Think of new words that use the same prefix as disrespect and the same suffix as
uninhabitable. Then use each new word in a sentence.
Word #1:
Word #2:
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