Table of Contents
Student Letter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
TEKS for English Language Arts and Reading Correlation Charts . . . . . . . . . . . . . . . . 6
Chapter 1 Building Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Lesson 1
Roots, Affixes, and Word Origins . . . . . . . . . . . . . . . . 10
TEKS for ELA and Reading
1.2 (A), 2 (D)
Lesson 2
Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
1.2 (B)
Lesson 3
Synonyms and Antonyms . . . . . . . . . . . . . . . . . . . . . . 22
1.2 (B)
Lesson 4
Figurative Language . . . . . . . . . . . . . . . . . . . . . . . . . . 28
2.8 (A)
Lesson 5
Analogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
2 (C)
Lesson 6
Using a Dictionary, Thesaurus, and Glossary . . . . . . . 40
1.2 (E)
Chapter 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Chapter 2 Reading Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Lesson 7
Main Idea and Details . . . . . . . . . . . . . . . . . . . . . . . . . 56
Lesson 8
Summarize and Paraphrase Text . . . . . . . . . . . . . . . . 62
3.10 (A), Fig. 19 (A)
2.Fig. 19 (E), 3.Fig. 19 (E),
Fig. 19 (B), Fig. 19 (C)
Lesson 9
Organizational Patterns . . . . . . . . . . . . . . . . . . . . . . . . 68
3.10 (C)
Lesson 10
Graphic Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
3.10 (C)
Lesson 11
Inferences and Conclusions . . . . . . . . . . . . . . . . . . . . 80
2.Fig. 19 (D), 3.10 (D),
3.Fig. 19 (D)
Lesson 12
Graphic Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
3.12 (B)
Chapter 3 Literary Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Lesson 13
Character and Plot. . . . . . . . . . . . . . . . . . . . . . . . . . . 106
2.6 (B)
Lesson 14
Setting and Plot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
2.3 (C), 2.6 (A)
Lesson 15
Point of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
2.6 (C)
Lesson 16
Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
2.3 (A)
Lesson 17
Myths and Epics . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
2.3 (B)
Lesson 18
Poetry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
2.4 (A)
Lesson 19
Literary Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
2.8 (A)
Lesson 20
Comparing Literary Nonfiction to Fiction . . . . . . . . . 148
1.7 (A)
Lesson 21
Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
2.5 (A)
Chapter 3 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Duplicating any part of this book is prohibited by law.
Chapter 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
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Chapter 4 Reading Informational Texts . . . . . . . . . . . . . . . . . 177
Lesson 22
Author’s Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
TEKS for ELA and Reading
1.9 (A), 3.Fig. 19 (D)
Lesson 23
Author’s Perspective . . . . . . . . . . . . . . . . . . . . . . . . . 184
3.10 (B)
Lesson 24
Persuasion in Text and the Media . . . . . . . . . . . . . . . 190
2.13 (A), 2.13 (C), 3.11 (B),
3.13 (A), 3.13 (C), 13 (B), 13 (D)
Lesson 25
Policy Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
3.11 (A)
Lesson 26
Making Connections: Text to Text . . . . . . . . . . . . . . 202
1.Fig. 19 (F), 3.10 (D), Fig. 19 (C)
Lesson 27
Making Connections: Text to World . . . . . . . . . . . . . 210
1.Fig. 19 (F), Fig. 19 (C)
Lesson 28
Procedural Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
3.12 (B), 12 (A)
Chapter 4 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237
Mechanics Toolbox . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241
Practice Test 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247
Practice Test 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
Duplicating any part of this book is prohibited by law.
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Lesson
1
Roots, Affixes, and Word Origins
1.2 (A), 2 (D)
Getting the Idea
Understanding the parts of a word can help you figure out its meaning. The
root is the main part of a word. For example, consider the word invisible. In this
word, the root is vis. It comes from the Latin verb video, which means “to see.”
This root forms the basis of many words in English, such as vision, visit, visual,
and visor. All of these words have to do with seeing.
Prefix and
Meaning
pre-: “before”
dis-: “not”
Root Word and
Meaning
Suffix and
Meaning
cede: “to go”
mater: “mother”
-al: “having the
qualities of”
order: “neat”
-ly: “in such a
manner”
New Word and
Meaning
precede: “to go
before”
maternal: “having
the qualities of a
mother”
disorderly: “not in
a neat manner”
Many of the roots and affixes found in English words come from other
languages. In addition, sometimes an entire foreign word becomes part of
the English language. These words have been borrowed and are used in the
exact same form. The chart on page 11 lists some examples of English words
borrowed from other languages.
Duplicating any part of this book is prohibited by law.
A root usually has additional parts attached to it to change its meaning. These
additional parts are called affixes. A prefix is an affix added to the beginning
of a word. In invisible, the prefix is in-, which means “not.” A suffix is an affix
added to the end of a word. The suffix in invisible is -ible, which means
“capable of.” When you put all the parts together, you can tell that invisible
means “not capable of being seen.” The chart below lists a few more examples.
Notice that sometimes the spelling of the root word must change when a suffix
is added.
10 • Chapter 1: Building Vocabulary
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Lesson 1: Roots, Affixes, and Word Origins
Origin
Algonquian (Native American)
French
German
Japanese
Latin
Spanish
Borrowed Words
skunk, pecan, raccoon, toboggan
armoire, beret, croissant, café, garage
angst, kindergarten, pretzel, delicatessen
haiku, karaoke, Sudoku, tsunami
habeas corpus, bona fide, et cetera
armadillo, plaza, corral, rodeo
Understanding roots, affixes, and word origins can help you determine the meaning of a
word. As you come across unfamiliar words in your reading, check to see if these words
have a spelling pattern and a sound that are similar to words that you already know.
Thinking It Through
Read the following paragraph, and then answer the questions that follow.
In the early 1960s, Mary Kay Ash sold
household cleaning products. In 1963, she
decided to quit and start her own business.
She founded her own cosmetics company
and recruited women to sell products to
help other women beautify themselves. Her
business model helped empower women, and
she herself became one of the most successful
businesswomen in the world.
Duplicating any part of this book is prohibited by law.
What is the root of the word beautify? What do you
think the word beautify means?
HINT
The suffix -ify means “to make or cause.”
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Coached Example
Read the passage and answer the questions.
Throughout history, people of most cultures have considered
themselves part of their fathers’ families. They have traced their
lineage through their fathers. Property has passed from fathers to
sons. Aristocratic and family names have been passed on this way
as well. This is a reflection of the fact that in many traditional
societies, women are expected to care for the family and maintain
the home, while men take part in commerce and government.
Interestingly, some Native American groups in Texas were
matrilineal societies. Cherokee women played important roles in
their tribes. They performed traditional duties, including making
clothing and taking care of the children. However, they also built
and owned their houses as well as the property on which their
houses were built.
Members of a clan were considered to be related only through the mother.
When people married, the couple moved in with the wife’s family. In fact, the
most important man in a child’s life was his mother’s brother, not his own father.
The uncle would teach important hunting and warfare skills. Men participated
in governing the clan through tribal councils, but they were excluded from most
decisions involving their families.
What does the word matrilineal mean?
2.
The word excluded means to be
A. managed by women
A. involved.
B. resembling a woman
B. requested.
C. traced through the mother’s line
C. invited.
D. traced through the father’s line
D. kept out.
HINT
Use your knowledge of the similar root
mater and information from paragraph 2
to figure out the word’s meaning.
HINT
The prefix ex- means “not”
or “out of.”
Duplicating any part of this book is prohibited by law.
1.
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Lesson 1: Roots, Affixes, and Word Origins
Lesson Practice
Use the Reading Guide to help you understand the passage.
Reading Guide
Prefixes are attached to the
beginnings of roots. Suffixes
are attached to the ends
of root words. Both affixes
change the meaning of the
root word.
In paragraph 1, how
does the prefix change
the meaning of the word
impossible?
excerpted and adapted from
Rip Van Winkle
by Washington Irving
Duplicating any part of this book is prohibited by law.
The great error in Rip’s character was an intense dislike of all
kinds of profitable labor. It could not be from the lack of trying
or determination; for he would sit on a wet rock and fish all day
without a murmur, even though he should not be encouraged by
a single nibble. He would carry a fowling-piece on his shoulder
for hours, trudging through woods and swamps, and up hill and
down dale, to shoot a few squirrels or wild pigeons. He would
never refuse to assist a neighbor even in the roughest toil, and
was a foremost man at all country frolics for husking Indian corn
or building stone-fences. The women of the village, too, used to
employ him to run a multitude of errands, and to do such little
odd jobs as their less obliging husbands would not do for them.
In a word, Rip was ready to attend to anybody’s business but his
own; but as to doing family duty, and keeping his farm in order,
he found it impossible.
In fact, he declared it was of no use to work on his farm;
it was the most troublesome little piece of ground in the whole
country; everything about it went wrong, and would go wrong, in
spite of him. His fences were continually falling to pieces; his cow
would either go astray, or get among the cabbages; weeds were
sure to grow quicker in his fields than anywhere else; the rain
always made a point of setting in just as he had some outdoor
work to do. Even under the ideal climatic conditions, something
was bound to go wrong. Thus, his estate had dwindled away
under his management until there was little more left than a mere
patch of Indian corn and potatoes.
His children, too, were as ragged and wild as if they belonged
to nobody. His son Rip, who bore a striking resemblance to his
father, promised to inherit the habits, with the old clothes of his
father. He was generally seen trooping like a colt at his mother’s
heels, giggling instead of doing chores, and equipped in a pair of
his father’s cast-off breeches, which he had much ado to hold up
with one hand.
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