10th Reading Kit

PEARSON
Literature
Reading Kit
GRAD E 10
N E W YOR K, NEW YO R K • BO STO N, MA SSACH USET T S

C H ANDL ER , A R IZO NA • GLENV IEW, ILLINO IS
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write to Rights Management & Contracts, Pearson Education, Inc., 221 River Street, Hoboken,
New Jersey 07030.
Common Core State Standards: © Copyright 2010. National Governors Association Center for Best Practices
and Council of Chief State School Officers. All rights reserved.
ISBN -13: 978-0-13-327247-5
ISBN -10: 0-13-327247-8
4 5 6 7 8 9 10 V056 18 17 16 15 14
Literacy Challenge of Diverse Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382
The Reading Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384
English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 387
Less Proficient Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397
Contents
Students With Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 406
ANSWERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419
How to Use the Reading Kit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii
PART 1: PRACTICE AND ASSESS ALPHABETICAL BY SKILL

READING AND LITERARY ANALYSIS Practice Assess
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Analytic and Interpretive Essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132. . . . . . . . . . 133
Analyze Imagery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .238. . . . . . . . . . 239
Analyze Structure and Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10, 244. . . . . . . 11, 245
Archetypal Narrative Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .266. . . . . . . . . . 267
Author’s Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4. . . . . . . . . . . . 5
Author’s Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26, 134. . . . . . . 27, 135
Author’s Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6. . . . . . . . . . . . 7
Blank Verse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Practice
. .226. . . . . . . . .Assess
. 227
Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32. . . . . . . . . . . 33
Character
© Pearson Education,and Characterization
Inc. All rights reserved. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52. . .Reading 53 vii
. . . . . . . . Kit
Compare and Contrast Characters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .242. . . . . . . . . . 243
Compare and Contrast Worldviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .292. . . . . . . . . . 293
Compare Informational Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60. . . . . . . . . . . 61
Comparing Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .184. . . . . . . . . . 185
Comparing Themes and Worldviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .290. . . . . . . . . . 291
Conflict and Resolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30. . . . . . . . . . . 31
Critique Generalizations and Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .294. . . . . . . . . . 295
Cultural and Historical Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .268. . . . . . . . . . 269
Dramatic Speeches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .230. . . . . . . . . . 231
Draw Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82. . . . . . . . . . . 83
Epics and Epic Heroes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .264. . . . . . . . . . 265
Evaluating Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34. . . . . . . . . . . 35
Evaluating Persuasive Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .126. . . . . . . . . . 127
Expository Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .102. . . . . . . . . . 103
Figurative Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .180. . . . . . . . . . 181
Generate Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .270. . . . . . . . . . 271
Greek Tragedies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .204. . . . . . . . . . 205
Humorous Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106. . . . . . . . . . 107
Internal and External Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .232. . . . . . . . . . 233
Irony and Paradox . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28. . . . . . . . . . . 29
Legends and Legendary Heroes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .286 . . . . . . . . . 287
Main Idea and Supporting Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108. . . . . . . . . . 109
Make Inferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58. . . . . . . . . . . 59
Make Predictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8. . . . . . . . . . . . 9
Make Predictions: Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .154. . . . . . . . . . 155
Myths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .262. . . . . . . . . . 263
Paraphrase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84, 176, 236. . . 85, 177, 237
Parody . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .288. . . . . . . . . . 289
Persuasive Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .130. . . . . . . . . . 131
Plot and Foreshadowing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2. . . . . . . . . . . . 3
Poetic Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .158. . . . . . . . . . 159
Point of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56. . . . . . . . . . . 57
Protagonist and Antagonist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .202. . . . . . . . . . 203
Quoting, Paraphrasing, and Critiquing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .178. . . . . . . . . . 179
Read Between the Lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .240. . . . . . . . . . 241
Read Fluently . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .152. . . . . . . . . . 153
Reflective Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104. . . . . . . . . . 105 Kit iii
© Pearson Education, Inc. All rights reserved. Reading Kit
Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54. . . . . . . . . . . 55
Shakespeare’s Tragedies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .224. . . . . . . . . . 225
Shakespeare’s Tragic Heroes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .228. . . . . . . . . . 229
Point
ANSWERSof View . . ............................................................................................................56. . 57
. . . . . . . . . . . . 419
Protagonist and Antagonist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .202. . . . . . . . . . 203
Quoting, Paraphrasing, and Critiquing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .178. . . . . . . . . . 179
Read Between the Lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .240. . . . . . . . . . 241
READING AND LITERARY
Read Fluently . . . . . . . . . . ANALYSIS
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Practice
. .152. . . . . . . . .Assess. 153
Reflective
Analytic and Essay . . . . . . . .Essays
Interpretive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104.
.132. . . . . . . . . . 105 133
Setting
Analyze .Imagery
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..238.
.54. . . . . . . . . . .239 55
Shakespeare’s Tragedies
Analyze Structure and Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .224.
.10, 244. . . . . . . . . . 225
11, 245
Shakespeare’s
Archetypal Narrative Tragic HeroesPatterns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .228. .266. . . . . . . . . . 229 267
Sound
Author’s Devices
Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .182.
. . .4. . . . . . . . . . 183
..5
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Speaker
Author’sinPurpose
Narrative . . .and
. . . .Lyric
. . . . .Poetry
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..26,
. . .156.
134. . . . . . . .27, . . 157
135
Summarize
Author’s Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .208.
. . .6. . . . . . . . . . 209
..7
Symbolism
Blank Verseand . . . Allegory
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..226.
.78. . . . . . . . . . .227 79
Synthesize and Connect Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .210 . . . . . . . . . . 211
Technical
© Pearson Education,Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110 . . .Reading
Inc. All rights reserved. Kit vii
. . . . . . . 111
Text Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .154. . . . . . . . . . 155
Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76. . . . . . . . . . . 77
Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Practice
. . .80 . . . . . . . .Assess. . 81
Tone and Mood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .160. . . . . . . . . . 161
Understand Organization of Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .128. . . . . . . . . . 129
viii Reading Kit © Pearson Education, Inc. All rights reserved.
Universal and Culturally Specific Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . .206. . . . . . . . . . 207
Use Text Aids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .234. . . . . . . . . . 235
VOCABULARY
Prefix and Suffixes: multi-, -tude, -ment, -ate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296 . . . . . . . . . . . 297
Prefix, Word Root, and Suffixes: fore-, -temp-, -ous, -or . . . . . . . . . . . . . . . . . . . . 162 . . . . . . . . . . . 163
Prefixes and Suffixes: dis-, super-, -tion, -id . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 . . . . . . . . . . . . 87
Word Root, Prefix, and Suffixes: -cred-, com-, -ity, -able . . . . . . . . . . . . . . . . . . . . 12 . . . . . . . . . . . . 13
Word Root, Prefix, and Suffixes: -strict-, pro-, -ic, -ence . . . . . . . . . . . . . . . . . . . . 62 . . . . . . . . . . . . 63
Word Root, Suffixes, and Prefix: -dur-, -ant, -ive, ex- . . . . . . . . . . . . . . . . . . . . . 278 . . . . . . . . . . . 279
Word Roots and Prefixes: -scend-, -fig-, suc-/sub-, em-/im- . . . . . . . . . . . . . . . . . 112 . . . . . . . . . . . 113
Word Roots and Prefixes: -tact-, -jur-, para-, re- . . . . . . . . . . . . . . . . . . . . . . . . . . 136 . . . . . . . . . . . 137
Word Roots and Prefixes: -ver-, -ven-, ob-, inter- . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 . . . . . . . . . . . . 37
Word Roots and Suffixes: -lun-, -fus-, -ary, -ial . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 . . . . . . . . . . . 187
Word Roots, Prefix, and Suffix: -spect-, -sum-, -stru-, en-, -ile . . . . . . . . . . . . . . 246 . . . . . . . . . . . 247
Word Roots: -dict-, -fer- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212 . . . . . . . . . . . 213
GRAMMAR
Absolute Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .248. . . . . . . . . . 249
Abstract and Concrete Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16. . . . . . . . . . . 17
Action and Linking Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88. . . . . . . . . . . 89
Active and Passive Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90. . . . . . . . . . . 91
Adverb Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .250. . . . . . . . . . 251
Apply Consistent Verb Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68. . . . . . . . . . . 69
Combining Short Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .118. . . . . . . . . . 119
Common and Proper Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14. . . . . . . . . . . 15
Common Usage Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .192. . . . . . . . . . 193
Complex and Compound-Complex Sentences . . . . . . . . . . . . . . . . . . . . . . . .274. . . . . . . . . . 275
Degrees of Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .140. . . . . . . . . . 141
Degrees of Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .138. . . . . . . . . . 139
Direct and Indirect Objects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114. . . . . . . . . . 115
Direct Objects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .166. . . . . . . . . . 167
Fragments and Run-On Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .276. . . . . . . . . . 277
Infinitives and Infinitive Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .190. . . . . . . . . . 191
Irregular Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66. . . . . . . . . . . 67
Parallelism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .142. . . . . . . . . . 143
Participles and Gerunds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .214. . . . . . . . . . 215
Personal Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40. . . . . . . . . . . 41
iv Reading Kit Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .©. Pearson
Possessive . . . . . .Education,
. . .18. . Inc.
. . .All
. .rights
. . . .reserved.
19
Predicate Nominatives and Predicate Adjectives . . . . . . . . . . . . . . . . . . . . . .116. . . . . . . . . . 117
Prepositional Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .188. . . . . . . . . . 189
Prepositions and Prepositional Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .164. . . . . . . . . . 165
Pronoun/Antecedent Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38. . . . . . . . . . . 39
Regular Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64. . . . . . . . . . . 65
Grade_10_FM.indd 4 Relative Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42. . . . . . . . . . . 43 01/04/13 1:57 PM
Infinitives and Infinitive Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .190. . . . . . . . . . 191
Irregular Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66. . . . . . . . . . . 67
Parallelism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .142. . . . . . . . . . 143
READING AND
Participles andLITERARY
Gerunds . ANALYSIS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Practice
. .214. . . . . . . . .Assess
. 215
Personal
Analytic andPronouns . . . . . .Essays
Interpretive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..132.
.40. . . . . . . . . . .133
41
Possessive
Analyze ImageryNouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..238. .18. . . . . . . . . . .239
19
PredicateStructure
Analyze Nominatives and Predicate
and Format . . . . . . Adjectives . . . .116.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .10, . . . 245
244. . . . . . . 11, 117
PHL10_GO9_RK_TOC.qxd 3/28/08 5:20 PM Page x
Prepositional
Archetypal NarrativePhrases Patterns
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .188.
.266. . . . . . . . . . 189267
Prepositions and Prepositional
Author’s Perspective . . . . . . . . .Phrases
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .164.
. . .4. . . . . . . . . . 165
..5
Pronoun/Antecedent
Author’s Purpose . . . Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..26,
. . .134.
.38. . . . . . . .27,
. . .135
39
Regular
Author’sVerbs
Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64. . .6. . . . . . . . . . . 65
.7
Relative
Blank VersePronouns
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..226.
.42. . . . . . . . . . .227
43
Sentence Structure and Length . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .302. . . . . . . . . . 303
Simple
© Pearson andInc.
Education, Compound Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .272. . .Reading
All rights reserved. Kit vii
. . . . . . . 273
Practice
Subject-Verb Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92. . . . . . . . . . . 93 Assess
Using Commas Correctly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .298. . . . . . . . . . 299
Using Semicolons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .300. . . . . . . . . . 301
Vary Sentence Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .168. . . . . . . . . . 169
Verbal Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .216. . . Reading
© Pearson Education, Inc. All rights reserved. Kit ix
. . . . . . . 217
SPELLING
Easily Confused Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44. . . . . . . . . . . 45
Spelling on College Entrance Exams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .304. . . . . . . . . . 305
Tools for Checking Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .144. . . . . . . . . . 145
Vowel Combinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94. . . . . . . . . . . 95
Words with Double Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .252. . . . . . . . . . 253
Words with Similar Endings: -ize, -ise, -yze . . . . . . . . . . . . . . . . . . . . . . . . . . . .194. . . . . . . . . . 195
WRITING
Analytic Response to Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .200. . . . . . . . . . 201
Anecdote . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46. . . . . . . . . . . 47
Autobiographical Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24. . . . . . . . . . . 25
Book Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72. . . . . . . . . . . 73
Brief Memoir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .122. . . . . . . . . . 123
Business Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .120. . . . . . . . . . 121
Cause-and-Effect Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50. . . . . . . . . . . 51
Character Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .98, 254. . . . . . . 99, 255
Comparison-and-Contrast Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .310. . . . . . . . . . 311
Critical Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .196. . . . . . . . . . 197
Critique . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .148. . . . . . . . . . 149
Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22. . . . . . . . . . . 23
Descriptive Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .174. . . . . . . . . . 175
Documentary Proposal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48. . . . . . . . . . . 49
Editorial . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .256. . . . . . . . . . 257
Essay on a Universal Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .220. . . . . . . . . . 221
Letter to the Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124. . . . . . . . . . 125
Lyric Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .170. . . . . . . . . . 171
Myth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .280. . . . . . . . . . 281
Narrative with Symbolism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96. . . . . . . . . . . 97
Newspaper Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .282. . . . . . . . . . 283
Obituary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .258. . . . . . . . . . 259
Parody . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .308. . . . . . . . . . 309
Persuasive Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .150. . . . . . . . . . 151
Persuasive Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .146. . . . . . . . . . 147
Plot and Theme Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .218. . . . . . . . . . 219
Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .198. . . . . . . . . . 199
Problem-and-Solution Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100. . . . . . . . . . 101
© Pearson Education,Essay
Reflective Inc. All rights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .222. . . . Reading
. . . reserved. Kit v
. . . . . . 223
Research Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .260. . . . . . . . . . 261
Retelling with New Point of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70. . . . . . . . . . . 71
Persuasive Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .150. . . . . . . . . . 151
Persuasive Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .146. . . . . . . . . . 147
Plot and Theme Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .218. . . . . . . . . . 219
READING
Poem . .AND. . . . . .LITERARY
. . . . . . . . . . ANALYSIS
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Practice
. .198. . . . . . . . .Assess
. 199
Problem-and-Solution
Analytic and Interpretive Essay Essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100.
.132. . . . . . . . . . 101133
Reflective Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .222.
Analyze Imagery .238. . . . . . . . . . 223239
ResearchStructure
Analyze Writing and . . . . Format
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10,
. . . .260.
244. . . . . . . .11,. . 261
245
Retelling
Archetypal with New Point
Narrative of View
Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..266.
.70. . . . . . . . . . .267
71
Script
Author’sfor Perspective
a Television .News . . . . . Report
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .306.
. . .4. . . . . . . . . . 307
..5
Sequel
Author’s . . Purpose
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..26,
. . .134.
.20. . . . . . . .27,
. . .135
21
Short Story
Author’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74.
Style . .6. . . . . . . . . . . 75
.7
Tanka . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .172.
Blank Verse .226. . . . . . . . . . 173227
Technical Document . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .284. . . . . . . . . . 285
© Pearson Education, Inc. All rights reserved. Reading Kit vii
x Reading Kit Graphic

© Pearson Education, Inc. All rights reserved.
PART 2: LITERATURE-BASED STRATEGIES Strategy Organizer
Predictogram: Relating Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .314. . . . . . . . . . 315
Predictogram: Literary Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .316. . . . . . . . . . 317
Predictogram: Asking Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .318. . . . . . . . . . 319
Predictogram: Using Quotations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .320. . . . . . . . . . 321
K-W-L Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .322. . . . . . . . . . 323
Plot Structure Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .324. . . . . . . . . . 325
Story Sequence Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .326. . . . . . . . . . 327
Story Triangle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .328. . . . . . . . . . 329
Story-Within-a-Story Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .330. . . . . . . . . . 331
Story-Comparison Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .332. . . . . . . . . . 333
Cause-Effect Frame . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .334. . . . . . . . . . 335
Character-Trait Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .336. . . . . . . . . . 337
Venn Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .338. . . . . . . . . . 339
Character-Change Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .340. . . . . . . . . . 341
PHL10_GO9_RK_TOC.qxd 3/28/08 5:20 PM Page vii
Details Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .342. . . . . . . . . . 343
Main Idea Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .344. . . . . . . . . . 345
Time Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .346. . . . . . . . . . 347
Enumerative Text Frame . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .348. . . . . . . . . . 349
Compare-Contrast Text Frame . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .350. . . . . . . . . . 351
Cause-Effect Frame: Multiple Causes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .352. . . . . . . . . . 353
PART 3: CLASSROOM MANAGEMENT FOR DIFFERENTIATED INSTRUCTION

vi Reading
■ Teacher-Mediated
Kit Classroom Reading Strategies © Pearson Education, Inc. All rights reserved.
Teacher-Mediated Classroom Reading Strategies:

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 356
Choral Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357
Oral Cloze . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 358
Silent Independent Rereading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359
Structured Partner Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360
Preparing-to-Read Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361
Reading Guide Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 362
A Range of Appropriate Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363
Question Frames. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364
▼ Vocabulary and Concept Development

Vocabulary and Concept Development:
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .365
Preteaching Vocabulary: Convey Meaning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 366
Preteaching Vocabulary: Check Understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367
Vocabulary Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 368
vi Reading Kit © Pearson Education, Inc. All rights reserved.
Choosing Vocabulary Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369
Possible Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 370
Word Analysis/Teaching Word Parts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .365
Preteaching Vocabulary: Convey Meaning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 366
Preteaching Vocabulary: Check Understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367
Vocabulary Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 368
Choosing Vocabulary Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369
Possible Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 370
Word Analysis/Teaching Word Parts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371
Assessing Vocabulary Mastery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 372
List-Group-Label . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373
Concept Mapping/Clarifying Routine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 374
Using Concept Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375
● Structuring Academic Discussion and Writing

Idea Wave . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 376
Numbered Heads and Think-Write-Share-Pair . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377
Clear Assignment Guidelines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 378
Using Sentence Starters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379
PART 4: PROFESSIONAL DEVELOPMENT ARTICLES

Literacy Challenge of Diverse Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382
The Reading Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384
English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 387
Less Proficient Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397
Students With Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 406
ANSWERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419
READING AND LITERARY ANALYSIS Practice Assess

Analytic and Interpretive Essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132. . . . . . . . . . 133
Analyze Imagery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .238. . . . . . . . . . 239
Analyze Structure and Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10, 244. . . . . . . 11, 245
Archetypal Narrative Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .266. . . . . . . . . . 267
Author’s Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4. . . . . . . . . . . . 5
Author’s Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26, 134. . . . . . . 27, 135
Author’s Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6. . . . . . . . . . . . 7
Blank Verse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .226. . . . . . . . . . 227

How to Use the Reading Kit
The Reading Kit has four parts, each designed to help you address the needs of students
with varying ability levels.
• Use Part 1 to reteach and reassess unmastered skills.
• Use Part 2 to develop independent application of active reading strategies.
• Use Part 3 to ensure that students of all ability levels actively participate in learning
activities and class discussions.
• Use Part 4 to devise strategies for addressing the special needs of diverse learners.
Part 1 Practice and Assess

Part 1 is organized around the skills taught in the student edition. These Practice pages
are designed to reteach skills targeted by the benchmark, but you can use them at any
time that you feel reteaching is needed. All Practice and Assess pages are also available
electronically on Success Tracker.
• After administering a benchmark test, use the Interpretation Chart that accompanies
the tests to determine which Practice pages should be assigned to students.
• After students complete the Practice assignments, use the Assess pages to check
mastery of the specific skills that have been retaught.
Part 2 Literature-Based Strategies

Part 2 provides teacher and student pages for teaching reading strategies that develop
active, thoughtful reading practices in all students. In addition, by giving direct instruction
in these strategies, you will provide struggling readers with the tools they need to improve
their comprehension and interpretation. These strategies can be used with any literature
selection.
• Introduce the strategy, using the strategy plan and the graphic organizer.
• Once students are familiar with the strategy, encourage them to use the strategy
independently with other selections.
Part 3 Classroom Management for Differentiated Instruction

Part 3 describes practical, effective strategies for engaging students of all ability levels
in learning activities and class discussions. These research-based, classroom-tested
techniques allow you to support your struggling students and challenge your advanced
students in the same discussion or activity. These frameworks can be used with any
literature selection or discussion topic.
Part 4 Professional Development Articles

Part 4 gives an overview of the diverse classroom. It also provides an analysis of the read-
ing process, identifying the four aspects that need to be addressed to fully support diverse
learners. Sections dedicated to specific characteristics of and challenges posed by three
groups follow, along with discussion of strategies and resources for each: English language
learners, less proficient learners, and special needs students.
viii Reading
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xii Reading Kit © Pearson Education, Inc. All rights reserved.

Practice and Assess
Name Date
Literary Analysis: Plot and Foreshadowing

Practice
A plot is the sequence of events in a story. It involves a conflict, or a struggle
between two opposing forces. A plot can be divided into these parts:
n the rising action: introduces the characters, the setting, and the central
conflict
n the climax: the most exciting moment in the story; the moment just
before you find out how the story ends
n the falling action: follows the climax: the tension is reduced because it
is clear how the story will end
n the resolution: the part of the story in which the writer explains details
readers might still be curious about
Writers use different techniques to add tension and suspense to their plots.
One of these techniques is foreshadowing, hinting at things that might
happen. Notice that bad weather and perhaps danger are foreshadowed here.
Mark felt as confident as ever when he started his boat’s engine that day. He
noticed a few clouds gathering overhead, but he did not worry about them.
A Review the list of plot parts. Write which part is being described in each item.
1. At the beginning of a story, you read that detective

Miranda Mills is trying to catch a famous jewel thief, Lorrie Mala.
2. In the middle of the story, Lorrie traps Miranda in a

diamond mine. The mine is about to collapse, and Miranda has only
seconds to escape.
3. Miranda escapes as the mine collapses behind her. She

arrests Lorrie, who is completely shocked to see Miranda still alive.
4. At the very end the story, Miranda decides to retire

from fighting crime and to become a jeweler.
B The following item is an example of foreshadowing. Tell what event might be hinted at.
1. For months, Betsy has been practicing her piano harder than ever to
prepare for the music competition. The morning of the contest, she is
nervous. Then, a ray of sunlight lands on her fingers, suddenly giving them
a golden glow. Betsy smiles to herself.
The event that is foreshadowed could be .

2 Reading Kit © Pearson Education, Inc. All rights reserved.
Name Date
Literary Analysis: Plot and Foreshadowing

Assess
For each question, circle the letter of the best answer.
1. At the beginning of a story, you read that a rancher has gone into the hills
to find some lost cattle. What is this part of the story called?
A. the rising action C. the falling action
B. the climax D. the resolution
2. A bit later in the story, the rancher is riding through some tall grass when
he sees something moving fast and hears a shriek. A hawk has killed a
rabbit. What might this event foreshadow?
A. The rancher may get lost. C. Something else may be killed.
B. The rancher may tame a hawk. D. The hawk may scare the horse.
3. In the middle of the story, the rancher’s horse twists its leg and falls. A
mountain lion approaches. This is what has been stalking the cattle. The
rancher is on foot, facing the mountain lion. He slowly raises his rifle.
4. The rancher shoots the lion with a sedative dart and radios for help. He
hears cattle lowing, smiles, and hikes toward the sound. What is this part
of the story called?
5. The lion is shipped to a national park where it can live freely. The rancher
works with his loyal horse each day to make the horse’s leg strong again.
© Pearson Education, Inc. All rights reserved. Reading Kit 3

Name Date
Literary Analysis: Author’s Perspective

Practice
The author’s perspective in a literary work includes judgments, attitudes,
and experiences the author brings to the subject. An author’s perspective
determines which details he or she includes, as in these examples:
n A writer with firsthand experience of an event might report his or her
own reactions, as well as generally known facts.
n A writer with a positive view of a subject may emphasize its benefits.
In the following passage, a writer relates his experience as a summer school
aide. Notice that the writer’s perspective changes from negative to positive:
At first I thought being a teacher’s helper in summer school would be

boring, that I would be wasting my entire summer with first graders when I
could be at the beach with my high school friends. Every day I had to wake
up early to be in class by 9:00. I kept thinking, “Why did I volunteer for this?”
Then, after a week of leaning over worksheets with six- and seven-year-olds,
one little guy named Eric looked at me and said, “Oh. I get it! Thanks, John!”
Suddenly it was all worthwhile. Suddenly I realized that being a teacher might
actually be a great job for me someday.
Read the passage, and then circle the letter of the best answer choice.
I first learned about climate changes and global warming in college,

where I majored in oceanography. My specialty was the study of the polar ice
cap. The gradual melting of the ice cap, though disturbing, is truly
fascinating. Did you know that there are huge reserves of oil lying beneath
the polar ice? Also, did you know that the Antarctic icecap is the world’s
largest reserve of fresh water? Antarctica is still the coldest place on earth.
My job is to help it stay that way.
1. Which choice best describes the author’s perspective in this passage?
A. outraged and angry C. amused and lighthearted

B. intelligent and realistic D. serious and scientific
2. Underline some facts that the author uses in this passage.
3. Which choice best describes how the author feels about the facts?
A. curious and interested C. uncaring and bored

B. sad and regretful D. furious

Name Date

Assess
A Read the passage. Then, write the letter of the best answer choice.
When I was four years old, I had a cat named Felix. I did not know much
about cats back then, and I remember getting into trouble for constantly
pulling his tail. The older I got, the more cats we adopted; by the time I was
16, there were five cats living in my house. Of course, having grown up with
cats for most of my life now, I’ve gotten quite good with them. A great
advantage of being around them so much has been training them. All of my
cats sit and meow on command. One will even fetch!
1. How does the author’s perspective change in this selection?

A. It moves from a beginner’s perspective to an expert’s.
B. It moves from an expert’s perspective to a beginner’s.
C. It moves from a child’s perspective to an adult’s.
D. It moves from an adult’s perspective to a child’s.
2. Which detail supports a benefit of the author’s experience?

A. She had a cat when she was four years old.
B. The older she got, the more cats she had.
C. Now she is able to train cats.
D. Her first cat is named Felix.
B Read the passage. Then, answer the questions.
In the California Gold Rush of 1849, the city of San Francisco grew from a
small town of 800 people to a rough-and-tumble city of 25,000. About thirty
new houses were built each day during this boom. What a time that must
have been! What a place! People were full of hopes and dreams. The city was
full of larger-than-life characters. Fortunes were made and lost every day. It
must have been thrilling to be a part of it!
1. Does the author of this passage have a positive or a

negative perspective toward San Francisco during the Gold Rush?
2. Underline three phrases that support your answer to question 1.
3. Which choice best describes the author’s perspective in this passage?
A. academic and strict C. uninformed

B. enthusiastic and knowledgable D. strictly historical

Name Date
Literary Analysis: Author’s Style

Practice
An author’s style is his or her special way of using words. It is made up of
these elements:
n Diction: the words an author chooses. For example, a writer might call a
musician “an incredible bassist.” The word incredible helps create an
informal style. Writing in a formal style, the writer might call the same
musician “an extremely talented bassist.”
n Syntax: the flow of sentences. Some writers write in short, choppy
bursts: “That was that. The audition was over. I was either in or out.”
Others write long, flowing sentences: “Looking back on that day-long,
exhausting audition gave me a sense of satisfaction: I knew I had truly
performed to the best of my ability.”
n Tone: the author’s attitude toward the readers or the topic. For example,
a writer might write an article to help beginning poets. Because the writer
feels positively toward young poets, the writer might use an inspiring,
gentle style.
Read the passage. Then, circle the letter of the best answer choice.
There won’t be any trouble. I’m not so hard to understand. I don’t need
much, don’t ask for much. Only one thing: a little respect. Just a little. Is that
so complicated? Like, when you talk to me, please actually look at me. And,
when I talk to you, listen. Really listen. OK? Are we clear? Good. Then there
won’t be any trouble, like I said before.
1. What type of syntax does this writer use?
A. many short, simple sentences C. many different types of sentences

B. many long, complicated sentences D. many long but simple sentences
2. What does this syntax add to the style?
A. a beautiful flow C. the sound of a tough guy talking

B. a poetic sound D. smooth connections between ideas
3. What type of words does the author’s diction feature?
A. many difficult words C. many colorful, lively words

B. mainly simple words D. many slang words
4. Which pair of words best describes the tone of this passage?
A. light and airy C. realistic and technical

B. conversational and gritty D. formal and elegant
Name Date
Literary Analysis: Author’s Style

Assess
A For each question, circle the letter of the best answer choice.
1. What is the best definition of an author’s style?
A. his or her special way of using words

B. a story the author tells
C. the type of nouns the author uses
D. a formal way of using language
2. What is the difference between diction and syntax?
A. Diction has to do with sentences, and syntax has to do with word choice.
B. Syntax has to do with sentences, and diction has to do with word choice.
C. Diction has to do with style, but syntax does not.
D. Syntax has to do with style, but diction does not.
B Read the following two paragraphs. Then, answer the questions.
1 Believe it or not, we had to wake up at 4 A.M. to catch the bus to catch

the train to catch the ferry! But the Statue of Liberty was totally worth it. It was
awesome. We saw people sailing around it in fancy yachts. I kept thinking of
the people who looked at this same statue from overcrowded ships.
2 I found our trip to the Statue of Liberty really fascinating and also
surprisingly emotional. It was a long and draining trip. Any amount of travel
was worth seeing this awe-inspiring sight, though. I was reminded of the
waves of immigrants who sailed past her on their way to Ellis Island.
1. Which paragraph is written in an informal or casual

style?
2. Give a word or phrase that is an example of this

informal style.
3. Give a more formal word or phrase from the other

paragraph.
4. What word would you use to describe the writer’s tone,

or attitude toward the topic, in the first paragraph?
5. Which paragraph uses longer sentences?

Name Date
Reading: Make Predictions

Practice
Predicting means making a guess about what will probably happen next in a
story. You can predict based on what you have already read. You can also
predict based on background knowledge—things you already know.
Answer question 1. Then, read each part of the story as it appears. Answer questions
2–4 by circling the letter of the correct answer.
1. The title of the story is “A Three-Year-Old Has Other Plans.” What does this
title lead you to predict about the story?
Mr. and Mrs. Gordon asked Mia to babysit for their three-year-old son,
Alan. Mia had a lot of babysitting experience, but this would be the first time
she would watch Alan. Mia arrived on time, bringing picture books and a few
toys. She thought she had the next two hours well planned. But it was Alan
who had the real plans.
2. After reading this first paragraph, what is your prediction?
A. Mia will read a story to Alan. B. Alan will spoil Mia’s babysitting
plans.
While Mia waved goodbye to the Gordons, Alan took apart the TV
remote. After much searching, Mia found the batteries under the couch and
snapped the remote together again. While she was busy with the remote,
Alan wandered into the kitchen, opened a box of cereal, and dumped it on
the floor. Mia found a broom and began to sweep.
Mia was beginning to think that she never wanted to babysit again when
Alan smiled sweetly and gave her a hug. Mia hugged him back and thought,
“Maybe babysitting is not so bad after all.”
3. Which event might happen next in this story?
A. Alan calls his parents and cries. B. Mia reads a story to Alan.
4. Which prediction for the future is more likely to be true?
A. Mia will babysit for Alan again. B. Mia will quit babysitting forever.

Name Date
Reading: Make Predictions

Assess
Circle the letter of the correct answer choice.
1. The title of the passage is “Hardtack and Music: Life of a Civil War Soldier.”
What do you think the story is about?
A. battles that soldiers fought in
B. other elements of soldiers’ lives besides battles
At noon, the Civil War soldier had his big meal for the day. It was called
dinner. There was generally enough to eat, but the food was not very tasty.
One day’s rations might include pork, beef, soft or hard bread, and flour or
cornmeal. Potatoes, onions, beans, rice, sugar, pepper, salt, and coffee were
served only if they were available. The hard bread, called hardtack, was the
main dish at most meals. A soldier was given ten of these small, hard biscuits.
Hardtack was so hard that it had to be pounded to break it into pieces.
2. Which sentence best expresses the major point of this passage?
A. Soldiers ate hard bread and cornmeal.

B. A soldier had enough to eat, but the food was not tasty.
3. What do you predict the next paragraph will be about?
4. What clues are you using to make your prediction?

Name Date
Reading: Analyze Structure and Format

Practice
When you analyze the structure and function of informational texts, such
as newspaper articles, you use the clues the author has chosen to help you
understand his or her ideas. Pay close attention to the following text features
and the clues they offer as you preview and read the article. They can help
you think about what you know and what you might learn about the subject.
Text Feature Clues

Titles, Headings, and Subheadings What are the main points?
Charts, Diagrams, Maps, and What facts or illustrations are
Photographs important
Annotations and Captions What details should I look for?
A Read each headline below. Then, write a sentence about what you would expect to read
in the article.
1. Local Team Wins the Superbowl
2. The Lopez Sisters To Headline Concert
3. Dam Breaks, Flooding Centerville
B Use the pie chart below to answer the following questions.

Central High Math Grades
1. What percentage of students in Central High
C
earned a B in math? __________ 40%
B
25%
2. What percentage of students in Central High A
D 10%
earned a C in math? __________ 15%
F 10%
3. What percentage of students in Central High passed math? _________________

Name Date

Assess
Before you read, preview the article below and answer the prereading questions. Then,
read the article and answer the postreading questions.
Shelter Populations of Dogs and Cats
2,500,000 2,329,978
2,117,902
2,000,000 1,759,743 1,611,616
1,500,000
1,000,000
500,000
0
Dogs Entering Dogs Leaving Cats Entering Cats Leaving
Shelters Shelters Shelters Shelters
1. What do the headlines tell you about the article’s main idea?
2. What does the graph tell you about the article?
3. What do you predict the article will be about?
Rescuing Pets in Need

Pets give us love, and they don’t judge us if our hair looks awful or we say
the wrong thing. They listen to us, and, although they do not give advice,
they offer comfort. The problem is, not everyone thinks of pets this way.
The SPCA to the Rescue
When an animal needs help and a concerned citizen calls the SPCA,
trained rescuers go to work. They rescue shivering dogs tied outside in the
coldest weather. They rescue cats left without food or water. They rescue pets
of all kinds left in hot cars.
Finding Loving Homes
Sometimes, SPCA rescuers give pet owners information about proper
animal care. Sometimes, they give owners warnings. At other times, they take
animals to shelters and help them find new, loving homes. The SPCA’s
shelters have matched millions of animals with responsible owners. The group
also trains people in proper pet care so everyone—animals and people—can
live “happily ever after.”
4. Were your predictions correct? Why or why not?

Name Date
Vocabulary: Word Root -cred- ; Prefix com-;

Suffixes -ity, -able
Practice
A word root forms the basic part of the word and gives it its primary meaning.
A prefix is a word part, syllable, or group of syllables that is added to the
beginning of a base word. A prefix changes the meaning of a word. A suffix is a
syllable or group of syllables added to the end of a base word. The suffix changes
the meaning and often the part of speech of the base word.
Root/Prefix/ Meaning Words With the Root/

Suffix Prefix/Suffix
-cred- to believe credence, incredible
com- together; with combine, compassion
-ity quality of or state of being responsibility, activity
-able worthy of; capable of being detestable, reliable
A Choose the word that best completes each of the following sentences. Write the word on
the blank line. Use each word only once.
combine compassion credence incredible

responsibility activity detestable reliable
1. There is always a lot of on the busy, crowded city streets.
2. We knew Tim was a liar, so we gave his statements no .
3. As the captain of the team, Lisa had the of leading each

practice.
4. The baker will the ingredients by mixing them together in a bowl.
B Write T if the statement is true or F if it is false. Then, explain your answer.
1. Something that is incredible is easy to believe.
2. A detestable person is well-liked by everyone.
3. Someone with a lot of compassion is kind and understanding toward others .
4. A reliable person is always late and never helpful.

Name Date
Vocabulary: Word Root -cred-; Prefix com-;

Suffixes -ity, -able
Assess
A Circle the letter of the word that best completes each sentence.
1. You caused this problem, so it is your to fix it.

credence
A. C. compassion
responsibility
B. D. incredulity
2. As she listened to Helen’s sad story, Francesca felt for her friend.

compassion
A. C. activity
responsibility
B. D. credence
3. Oscar did not give any to Jack’s silly story.

combine
A. C. credence
responsibility
B. D. compare
4. I trust Laura because she is always very .

incredible
A. C. compassion
detestable
B. D. reliable
5. As she wrote her report, Serena began to ideas from many sources.
credence
A. C. activity
credo
B. D. combine
6. Betraying a friend is a thing to do.

responsibility
A. C. detestable
reliable
B. D. credo
B Use each of the following words in a complete sentence.
1. enjoyable
2. compare
3. activity
4. incredible

Name Date
Grammar: Common and Proper Nouns

Practice
A common noun is the general name of a person, place, or thing. A proper
noun names a particular person, place, or thing. Proper nouns always begin
with a capital letter.
A Write common noun or proper noun to describe the underlined word.
1. Thomas Alva Edison was born in Ohio in 1847.
2. He was educated at home by his mother.
3. At age twelve he was a newsboy.
4. Edison later worked on a train in Michigan.
B Underline the common nouns and circle the proper nouns in each sentence.
5. Edison patented over one thousand inventions.
6. Where did the busy inventor work in America?
7. The laboratory was in New Jersey.
8. His phonograph was famous in Europe.
9. Thomas Edison helped invent movies.
C Copy the nouns you underlined in Exercise B. Write them in the correct column.
Common Nouns Proper Nouns
10. 15.
11. 16.
12. 17.
13. 18.
14. 19.

Name Date
Grammar: Common and Proper Nouns

Assess
A Read each sentence. Write common noun or proper noun to describe each underlined
word.
1. Many tourists enjoy visiting England.
2. The country has many historic sites.
3. The town where Shakespeare was born is famous.
4. Shakespeare’s plays are still performed there today.
5. The Royal Shakespeare Company entertains audiences.
6. The company often performs in Stratford-on-Avon and in London.
7. On one occasion we saw a great English actor onstage.
B Underline each common noun. Circle each proper noun.
8. Many people watch the boats on the river.
9. The home of the royal family is Buckingham Palace.
10. Queen Elizabeth sometimes stays at Windsor Castle with her family.
11. There are many ancient castles located throughout England.
12. One of the busiest stations for trains is Victoria Station.
13. Fleet Street is the destination of some business travelers.
14. People often drink tea in the afternoon.
15. Many citizens of other nations respect the traditions of the English.

Name Date
Grammar: Abstract and Concrete Nouns

Practice
Concrete nouns name specific things that can be directly experienced or
perceived by the senses. Abstract nouns name ideas or concepts that cannot
be seen, heard, felt, tasted, smelled, or directly experienced. For example,
airplane is a concrete noun because it names something you can see, feel, and
hear. Justice, on the other hand, is a concept that cannot be directly perceived
by the senses.
A On the line, identify each noun as either abstract or concrete.
1. cousin
2. intelligence
3. desk
4. courage
5. drugstore
6. sorrow
B Write the concrete and abstract nouns in each sentence. You should find six concrete and
three abstract nouns in all.
1. He drew his sketches from his thoughts.
concrete nouns
abstract nouns
2. Mr. Brett parked his car in his driveway.
concrete nouns
abstract nouns
3. America has a tradition of liberty and justice.
concrete nouns
abstract nouns

Name Date
Grammar: Abstract and Concrete Nouns

Assess
A On the line, identify each noun as either abstract or concrete.
1. newspaper
2. respect
3. continent
4. umbrella
5. truth
6. strength
B Write the concrete and abstract nouns in each sentence. You should find nine concrete
and three abstract nouns in all.
1. The class held a discussion about the play.
concrete nouns
abstract nouns
2. The rainbow gave the children great pleasure to see.
concrete nouns
abstract nouns
3. My brother had a great idea of where to go on vacation.
concrete nouns
abstract nouns
4. All generations have their heroes and their ideals.
concrete nouns
abstract nouns

Name Date
Grammar: Possessive Nouns

Practice
A possessive noun shows ownership. It always has an apostrophe. Use a
possessive noun to show that something belongs to someone.
A Underline the possessive noun in the sentence. Then, write singular or plural.
1. The library’s three rooms are full of people.
2. The children’s story hour had just begun.
3. Maria browsed in the young adults’ section.
4. Some books’ covers were old and worn.
5. Her favorite book’s title is The Runner.
6. The author’s name is Cynthia Voigt.
7. The town’s library is a busy place on Saturday.
B Write the possessive form of each underlined noun.
1. The laboratory environment is very organized.
2. The two chemists goal was to create a new kind of

product.
3. The computer screen showed several chemical

formulas.
4. The men experiments were a success.
5. Each day work brings some rewards.
6. A chemist lab is an interesting place.

Name Date
Grammar: Possessive Nouns

Assess
A Replace each word in parentheses with a plural or possessive form.
1. For many (year) gold was (Alaska)

most important product.
2. Most (mine) yields were not as great as the (miner)
expected.
3. However, many (miner) stayed to become permanent
(inhabitant) of Alaska, and the (territory)
population doubled in a ten-year period.
4. Alaska was one of the last two (state) to join the Union.
B Underline the correct form of the noun for each sentence.
1. The (oceans, ocean’s) waters became choppy.
2. Then (waves, wave’s) washed over the deck.
3. Deck (chairs, chair’s) were blown about.
4. The (passengers, passengers’) faces showed worry.
5. The (ships, ship’s) captain wasn’t alarmed.
6. He asked people to go to their (cabins, cabin’s).
7. Everyone followed Captain (Jones, Jones’s) orders.
8. The (engine’s, engines) hummed through the night.

Name Date
Writing: Sequel
Practice
A sequel to a literary work is a new story that describes what would logically
happen after the first story ends. To write a sequel, the elements of plot—the
sequence of related events that make up a story—must be included. The
elements include exposition, rising action, climax, and resolution. A typical
plot involves conflict, or struggle between opposing forces.
Read the following story. Then, answer the questions that follow
Once there was a tree cutter who was the best in the land. Although he
was very busy with work, he began to tire from it. Every day he complained
about the dangers of his work. “Once,” he explained, “a giant tree almost
fell on me.” He shook his head and realized how serious his work could be.
He decided then that he would retire. With each new day, he remained
careful, avoiding near accidents. On the last day, he had his toughest job
yet—to cut down a tree that was five stories high. Fortunately, he chopped
the tree down with no real problems and celebrated his retirement. Although
he didn’t know what his next job would be, he knew it would not be anything
as dangerous as cutting trees.
1. Which of the following would be a good sequel to the story?

A. The tree cutter enjoys retirement.
B. The tree cutter gets a new, more dangerous job.
C. The tree cutter has difficulties with his truck.
D. The tree cutter explains his various allergies.
2. What is the main conflict in the story from which the sequel would
develop?
A. The tree cutter is the best in the land.
B. The five-story tree was his most difficult challenge.
C. The tree cutter is a big complainer.
D. The tree cutter realized the dangers of his job and decided to
retire from it.
3. Which combination of plot elements is necessary for a sequel?

A. exposition, rising action, falling action
B. climax and resolution
C. exposition, rising action, falling action, resolution
D. exposition, rising action, climax, falling action, resolution

Name Date
Writing: Sequel
Assess
Read the following passage. Then, answer the questions.
Mary and her mother went to the market every Sunday to buy fresh fruit
for pies that they sold to the local restaurants. One day, Mary didn’t come to
the market; at every stand where Mary’s mother bought fruit, the vendors
asked about Mary. Her mother explained that she had a cold and would be in
bed all week. The vendors wondered how the mother would bake all of the
pies herself; the concerned mother said she’d find a way. The vendors
decided to assist. They went to Mary’s house and helped fill every restaurant
order for the week—they even delivered the pies! By then, Mary was feeling
better and baked thank-you pies for each of the vendors.
1. Which of the following would be a good sequel to the story?

A. More people catch a cold and cannot do their jobs.
B. Mary and her mother open their own dessert shop.
C. The fruit vendors do not get along with one another.
D. The thank-you pies are delicious.
2. What is the main conflict in the story from which the sequel would
develop?
A. Mary and her mother have a successful baking business.
B. Mary and her mother go to the market every Sunday.
C. Mary gets ill, and the townspeople pitch in to help with the workload.
D. The vendors are helpful and even deliver the pies.
3. Write a brief sequel to the story above.

Name Date
Writing: Description
Practice
A descriptive paragraph creates a vivid image of a person, thing, or place.
A Choose one of these subjects for a descriptive paragraph, or think of another place that is
interesting to you. Then, complete the activities.
1. A room in a house
2. A landscape through which you have traveled by plane, car, train, or boat
3. A place associated with a holiday
4. An imaginary place you would like to visit
5. The inside of a closet
1. Classify the details in order to present them in a clear and organized way.
2. Add appropriate adjectives and adverbs to your details.
3. Write down your feelings about this place. Try to reflect these feelings with
vivid adverbs and adjectives.
4. Write two possible topic sentences that could be supported by your details.
5. Decide on a spatial order for your description. For example, will you order
your details from near to far? outside to inside? left to right?
B Write your descriptive paragraph on a separate sheet of paper.

Name Date
Writing: Description
Assess
A Put the number of each sensory description into the correct category in the chart.
1. clear water 6. loud voice
2. roaring engine 7. blinding light
3. smooth stones 8. sour lemon
4. soggy bread 9. chilling wind
5. colorful shirt 10. chocolate ice cream
Sight Sound Taste Touch
B Write a descriptive paragraph of a person you know. Use as many sensory descriptions as
you can. Consider such things as the person’s appearance, personality, manner of
speaking and dressing, and so forth. Make your details as specific as possible.

Name Date
Writing: Autobiographical Narrative

Practice
Autobiographical narratives describe real events in the writer’s life and share
the wisdom the writer gained from the experience. A well-written
autobiographical narrative includes a clearly identified span of time and
descriptive details about the setting and the characters. Autobiographical
narratives may include a conflict or problem the writer faces. They can include
characters besides the writer.
A Read the paragraph. Then, answer the questions that follow.
When I was eight years old, we lived in the country near a thick forest.
One morning I decided to explore the forest. I sneaked out of the house, still
in my pajamas, to follow the deer that were in our yard. I did not go very far
when they disappeared from sight. When I turned to go home, I realized I
was lost. The more I walked, the more scared I became. I walked for what
seemed like hours until I got too tired. I sat under a tree and fell asleep.
When I awoke, the sun was going down, and it was getting darker and
darker. I could feel the cold air through my thin pajamas. I began to cry.
Then, through the darkness, I heard voices calling and saw lights flashing. I
began yelling and calling for help. Soon I felt myself being picked up in the
strong arms of my dad. I was safe at last!
1. What time span does the narrative cover? What details support your
answer?
2. Write two details that tell about the setting.
3. Write three details that tell about the character.
4. Explain the problem or conflict the writer faces in this narrative.
B Imagine you are the writer of this narrative. On a separate sheet of paper, write a few
sentences that tell what happens next. Include a description of one or more other
characters.

Name Date

Assess
Use the following to help you prepare your autobiographical narrative.
1. Write the time period that your autobiographical narrative will cover.
2. Identify the setting.
3. List the events and a problem or conflict that you want to include.
4. Next, identify the characters you want to include.
5. Arrange the events in sequence. How is the problem solved?
6. Select some descriptive details about the setting you have chosen that will
help you visualize what you are writing about.
7. Now, select some descriptive details about the characters you have chosen.

Name Date
Literary Analysis: Author’s Purpose

Practice
An author’s purpose is his or her main reason for writing. The most common
purposes for writing are to inform, to persuade, and to entertain. To determine
an author’s purpose, notice the types of details included in the work. Writers
may use facts and statistics to inform or persuade. They may use stories
about personal experiences to inform or entertain. Often, authors will have
more than one purpose—to inform while entertaining, for example.
Read each paragraph. Then, answer the questions.
When you buy a bicycle helmet, make sure it fits you well. The foam pads
should touch your head all around, and the helmet should sit level. Tighten
the straps so that they are snug but comfortable. You must not be able to
pull off the helmet, no matter how hard you try.
1. Is the author’s main purpose to entertain, to inform, or to persuade?
2. List two details from the paragraph to support your answer to item 1.
It was a beautiful day. Ramona put on her helmet, hopped on her bike,
and headed to a desert bike path near her house. She was peddling merrily
along when suddenly she heard a loud, hissing sound. “Oh, no,” she
thought, “not a snake!” She peddled faster but noticed that her bike was
bouncing badly. When she looked back, she saw that her rear tire was flat.
“So that was the hissing!” No snake, after all—just a flat tire and a ruined
bike ride.

Name Date

Assess
Wherever and whenever you ride your bicycle, you should wear a helmet.
You may not know it, but statistics show that a bike rider can expect to crash
within 4,500 miles of riding. Every year, more than 600 people die in bicycle
crashes, mostly from head injuries. Your bicycle helmet can protect you. Don’t
go biking without it!
B Circle the letter of the best answer choice. Then, explain your choice.
1. In an article about a new movie, a writer briefly describes the story, names
the main actors and the director, and tells the movie’s rating. What is the
writer’s purpose?
A. to persuade B. to inform C. to entertain D. all three
Explain:
2. In an article about the same movie, another writer tells the story in detail.
He describes a confusing, slow-moving plot, actors who are not right for
their roles, and dull background music. He ends with the line, “If you need
to catch up on your sleep, this is the movie for you.” What is the writer’s
purpose?
Explain:
3. Another writer describes the movie in glowing terms—exciting story, great

acting, terrific special effects. He ends his article with the line, “Don’t miss
it!” What is this writer’s purpose?
Explain:
Name Date
Literary Analysis: Irony and Paradox

Practice
Irony in a work of literature is the difference between what appears to be
true and what actually is true. In dramatic irony, there is a difference
between what a character thinks is true and what the reader or audience
knows to be true.
What the Character What the Reader or

Thinks Audience Knows
Henri meets a young The reader or audience
woman who looks familiar. VS. knows that the young
He thinks he has met her woman is actually Henri’s
somewhere, but he is not long-lost cousin, whom he
sure. met once when he was a
young child.
In addition to irony, authors also sometimes use paradox, a statement or

situation that seems to contradict itself yet reveals a truth. “It can be cruel to
be kind” is a paradox.
A Write Irony in the blank before each item that describes dramatic irony. Write No irony in
the blank before each item that does not contain irony.
1. In a play, a character comes onstage to discover that

his mother has taken a new job. He congratulates her.
2. In a play, a character comes onstage to discover that

his mother has taken a new job. The audience knew this information
because the mother announced her new job in Act I, while all the other
characters were offstage.
B Write P for each item that states a paradox. Write NP for each item that does not.
1. Young people cannot wait until they are grown up. Adults wish they
were young again.
2. Early to bed and early to rise, makes a man healthy, wealthy, and
wise.
3. The more time we are apart, the better I like you.

Name Date
Literary Analysis: Irony and Paradox

Assess
A Write Irony in the blank before each item that describes a situation in which there is
dramatic irony. Write No irony in the blank before each item that does not contain irony.
1. In the second scene of a play, the character Brian

discovers a pile of money under his mattress. He takes it out and spends it.
2. In the second scene of a play, the character Brian

discovers a pile of money under his mattress. He assumes that he put it
there long ago and forgot about it. The audience knows differently, because
in the first scene, his sister Emily put the money under his mattress to save
it to buy him a present.
3. In the first chapter of a novel, the reader finds out that

a young man named Terence will lose everything he owns when he travels
out west to find gold. In the second chapter, the reader meets Terence, who
happily prepares to head west to seek his fortune.
4. In the second chapter of a novel, the reader meets

Terence, who happily prepares to head west to seek his fortune.
B For each situation, write the letter of the paradox that best describes it.
1. The man at the gas station gave such A. The best teacher teaches
long, detailed directions that the driver was students to find their own
completely confused. way.
2. For years, Al dreamed of owning a B. It is better to have a dream

fancy car. He read car magazines and than to have a dream
collected models. Finally, he bought a fancy fulfilled.
car. He felt strangely empty.
3. Sara studied writing with a famous C. Less is more.

writer and imitated his style. He complained
about everything she wrote, though. In
frustration, she wrote a book in her own
style. Everyone loved it.

Name Date
Literary Analysis: Conflict and Resolution

Practice
The conflict in a literary work is a struggle between two forces. Conflict is
part of a story’s plot; it is the reason for much of the action. There are
different kinds of conflict:
In an external conflict, a character is struggling against an outside
force, such as nature (for example, a blizzard) or another character (for
example, an old enemy).
In an internal conflict, a character is struggling with his or her inner
desires, beliefs, feelings, or needs. For example, a character who has
committed a crime might be wrestling with guilt, regrets, and fear.
Often, the conflict becomes stronger and more intense until one force wins
and a resolution of the conflict is achieved.
A For the following examples of conflict, indicate whether the conflict is internal or external
by writing I or E. Then, briefly explain your answer.
1. Two cross-country runners are running on a wilderness trail. They

are archrivals, both competing for the course record. Each one is waiting for
the right moment to pull ahead.
Explain:
2. A journalist is in a faraway city, covering political elections, when an

earthquake hits. She has had a deep fear of earthquakes since childhood,
and she is at first paralyzed with panic. Then, hearing someone calling for
help, she tries to overcome her fear.
Explain:
B Describe a brief resolution for each of the conflicts described in A. The first one has been
done for you.
1. Possible resolution: The runners end up in a dead heat at the finish line.
As they shake hands, they realize that they have a lot in common. They
become close friends.
2. Possible resolution:

Name Date
Literary Analysis: Conflict and Resolution

Assess
A Decide whether each example of conflict is internal or external. Circle I or E. Then, briefly
explain your answer.
1. Dr. Green works in a research laboratory. His mission is to find a cure for
the common cold. He feels that he is very close to a breakthrough. He works
long into the night, every night. To him, the germ he is trying to isolate is
the enemy.
I/E
2. Tina dreams of being a ballerina with a national dance company. She is

extremely talented, the star of her dance school. The only problem is her
stage fright. Whenever she has a major audition, she tenses up, starts to
shake, and forgets her steps. “I have to get over this fear,” she says to
herself. “I’ll try anything.”
I/E
B Briefly explain whether each example shows a resolution to the conflict or not.
1. Dr. Green continued to work, test, and experiment. The germ that he was
chasing continued to elude him.
2. Tina talked to her mother and father, who helped her find a support group
to get over her anxieties. Little by little she won the battle with her stage
fright. She was eventually chosen to be a member of a famous ballet
company.

Name Date
Reading: Cause and Effect

Practice
A cause is an event, an action, or a feeling that produces a result. That result
is called an effect. If you do not see the cause-and-effect relationship in a
passage, reread to look for connections among the words and sentences.
Some words that identify causes and effects are because, so, since, and as a
result.
A The first column lists causes, and the second column lists effects. Put the letter of the
effect in the blank next to its cause.
1. It snowed hard last night. A. Bob couldn’t get into the house.
2. The storm caused power outages. B. Our alarm clocks did not go off.
3. The front door was locked. C. Schools were closed for the day.
B Identify the causes and effects in the following sentences. Underline the causes once and
the effects twice.
1. Jan missed the school bus because she overslept.
2. Traffic was terrible, so we were two hours late getting home.
3. Mimi felt unhappy because she was unable to find a summer job.
4. Ice covered the road, so driving was dangerous.
5. Lenny couldn’t ride his bike because it had a flat tire.
C Read the paragraph, and then list two causes and their effects on the lines.
I told my sister that it was foolish to drive over the speed limit. She did it
anyway because she liked to show off. But I think she learned her lesson last
Saturday. First, she hit a pothole too fast and damaged Mom’s car. Then, she
got a speeding ticket. Mom said she had to pay the fine and couldn’t drive
the car for a month. I don’t think she’ll be speeding again.
Causes Effects

Name Date

Assess
A Identify the causes and effects in the following sentences. Underline the causes once and
the effects twice.
1. Because of the storm, our basement flooded.
2. Miguel broke his leg; therefore, he couldn’t play in the game and had to use
crutches to walk.
3. As a result of last night’s power outage, we ate a cold dinner by candlelight.
4. Mel forgot to put the top on the grasshopper’s box; consequently, the insect
escaped.
5. Since it has not rained in several days and because it has been cold, the
new seedlings have died.
6. Marty’s dad left his car’s headlights on last night, so the car won’t start.
7. The farmland meant everything to the Smithsons because it had been in the
family for generations.
8. Jenny overslept this morning, and as a result, she didn’t have time to go for
her jog.
B Fill in the blanks to complete each statement.
1. Our air conditioner is broken; as a result,
2. If fuel were cheaper,
3. ;
consequently, I couldn’t complete my homework.
4. I fell and scraped my knee because
5. ;
therefore, I’m not going to the dance.

Name Date
Reading: Evaluate Sources

Practice
Today, you can find information for a report in many locations, including
books, magazines, and the Internet. Some of this information has been checked
for correctness and bias, but some has not. How can you tell which sources are
reliable? Here are some questions to ask as you evaluate sources:
Questions to Ask Things to Check

Who is the author or sponsor? About the Author feature, book cover,
copyright page, or home page.
What sources does the author use? Books, articles, and Web sites in
bibliographies or links.
How new is the information? Copyright page or bottom of home page.
Are the opinions supported with Consult another reliable source.
facts? Does the author have
something to gain from taking this
position?
What is the URL? • “.edu” and “.gov” sites: generally
reliable.
• “.org” sites: may be reliable, but may
present only one group’s opinions.
• “.com” sites: may present information
intended to sell products or opinions.
Read each book title or Web site below and evaluate it for obvious bias.
Explain why you think it might or might not be biased.
1. Our Earth is Dying! _______________________________________________________________
2. Strategies for Saving Our Earth __________________________________________________
3. www.virginia.gov
4. www.softerskin.com
5. www.NYUshakespeare.edu

Name Date
Reading: Evaluate Sources

Assess
A Read the following excerpts. Then, evaluate them for accuracy, credibility, or bias and
explain how you made your judgments.
1. Spring is the most beautiful season of the year. Everything is coming into
bloom, and the summer heat has not yet made going outside a misery.
2. Viruses are tiny particles that cannot live on their own. They enter a cell,
increase quickly, and spread from cell to cell, infecting their host organism.
3. It does not make sense to vote. You have only one vote, so others’ votes can
quickly cancel your vote out.
B Read the following excerpts from some primary sources, evaluating them for accuracy,
credibility, or bias. Then, explain how you made your judgments.
1. Poster: Rosie the Riveter is shown helping to build a ship for the U.S. Navy
during World War II. The poster reads: “It’s Our Fight, Too!”
2. Photograph: Olympic medalists, who have just won awards, are saluting
their country’s flag.
3. Map: A map drawn before Europeans sailed to America that pictures the
world as flat and shows people who sailed too far out into the ocean falling
off Earth.

Name Date
Vocabulary: Word Roots -ver-, -ven- and

Prefixes ob-, inter-
Practice
If you know the meaning of a root, you can often figure out the meaning of a
whole word. A prefix is a word, syllable, or group of syllables that is added to
the beginning of a base word. A prefix changes the meaning of a word.
Root/Prefix Meaning Words with the Root/Prefix

-ver- true verify, verdict
-ven- come; go advent, avenue
ob- against; inverse obscured, obstacle
inter- between interrupt; intercept
A Each underlined word contains the root -ver- or -ven-. Circle the root in each word. Then,
explain what the word means based on the meaning of the root.
1. The department manager verified the information on Tanya’s job application.
Meaning: _________________________________________________________________
2. With the advent of electricity, life became easier for people.
Meaning: _________________________________________________________________
3. After hearing all the testimony, the jury quickly arrived at a verdict.
Meaning: _________________________________________________________________
B Read each sentence, paying attention to the underlined word. Then, rewrite the sentence
so that it makes sense and still uses the underlined word. If the sentence is correct as it
is, write CORRECT on the line.
1. Marie could easily see the sign because it was obscured by trees.
2. After the intermission, we sat down to watch the play’s second act.
3. The obstacle in the road made it easier to drive down the street.

Name Date
Vocabulary: Word Roots -ver-, -ven- and

Prefixes ob-, inter-
Assess
A Use your knowledge of the root words -ver- and -ven- to choose the synonym, or word
closest in meaning, to the vocabulary word.
1. prevent A. decide B. stop from coming C. state as true

into being
2. avenue A. a street B. a person C. a city
3. verify A. prove to be false B. write on paper C. prove to be

true
4. aver A. state as true B. state eagerly C. ask as a test
5. event A. someone who B. a place nearby C. something that

speaks comes to be
6. verdict A. a crime B. a decision by a jury C. a case heard

about the truth in court
B Write a word from the box next to the item that gives an example of its meaning. Use each
word only once.
obscured interrupt
obstacle intermediate
obnoxious international
1. _________ something is between two things or levels
2. _________ someone behaves in a way that annoys everyone else
3. _________ something is hard to see because it is not out in the open
4. _________ something is common to all countries
5. _________ something makes accomplishing a task more difficult
6. _________ someone stops someone else from finishing a sentence

Name Date
Grammar: Pronoun-Antecedent Agreement

Practice
A pronoun takes the place of a noun or nouns. An antecedent is the word or
words to which a pronoun refers. An antecedent may appear before or after
the pronoun. Sometimes, the antecedent is not in the same sentence as the
pronoun.
A Circle the antecedent of the underlined pronoun.
Example: Vermont and its climate attract many visitors.
1. Visitors like natural beauty, so they bring cameras.
2. The government of Vermont said it would encourage visitors.
3. Most states maintain their highways for safe driving.
4. “I like paved roads,” one woman told the tourist board.
5. Many Vermonters work in the tourist industry; they support their state.
6. On their arrival, Tim and Joel were offered hot apple juice.
7. The mountains with their natural beauty attract visitors.
8. Ms. Brockman does not ski, but she works at a ski lodge.
9. I like sports. Vermont is perfect for them.
B Draw an arrow from each pronoun to its antecedent.
Example: The artist comes every October because he enjoys autumn.
1. Visitors to the mountains can hike on their beautiful old trails.
2. The tallest monument is 406 feet high; it honors colonial soldiers.
3. A tourist asked if she could take pictures.
4. A tourist said he saw the birthplace of President Coolidge.
5. Vermonters are proud of their state.
6. “I went to school in Peacham,” a visitor offered.

Name Date
Grammar: Pronoun-Antecedent Agreement

Assess
A An antecedent is circled in each sentence. Underline the pronoun that refers to it.
1. Mr. Garcia had spent all winter planning his garden.
2. He had studied seed catalogues and had ordered seeds from them.
3. Mrs. Suzuki’s children were curious. They wondered what he would plant.
4. The neighbors all took their turns glancing over Mr. Garcia’s fence.
5. His polished and sharpened tools were Mr. Garcia’s particular pride and joy.
B The pronouns are underlined in the following sentences. Circle the antecedent to which
each pronoun refers.
1. Mr. Garcia turned the soil with his shovel.
2. Mr. Garcia took seeds from a packet and scattered them in rows.
3. As soon as they saw the seeds, birds flocked over the garden.
4. Mrs. Suzuki waved her arms to frighten away the birds.
5. Mr. Garcia nodded gratefully. Mrs. Suzuki spoke to him.
C Write the correct pronoun for each circled antecedent.
1. Mrs. Suzuki said that would be a beautiful garden.
2. Mr. Garcia stopped and wiped forehead.
3. Then, Mr. Garcia turned on the hose and drank water from
.
4. When was finished, Mr. Garcia invited Mrs. Suzuki to

visit.
5. The two neighbors had first good opportunity to chat.

Name Date
Grammar: Personal Pronouns

Practice
A personal pronoun takes the place of one or more nouns. An antecedent is
the word or words to which the pronoun refers.
A Underline the personal pronouns in each sentence.
1. I asked my friends, “Have you found the calculator today?”
2. “Oh, so the strange object we found is yours?” Ben kidded me.
3. “Why isn’t your name on the back?” his brother Jack said.
4. I said it was not mine; my brother Julio owned the calculator.
5. “You should feel lucky it was found by us,” Mara said.
6. “Its case is ripped, but I bet your father could repair it.”
7. Later, she and we boys discussed our summer plans.
8. “Are you going to try out for our community play?” Ben asked.
9. “Yes, for the hero’s role. Are you two?” I asked him and his brother.
10. They said they would rather try their luck as villains.
B Write all of the personal pronouns and their antecedents in these sentences.
1. They watched Denise do her first magic trick.
2. She started it by borrowing Carmen’s straw hat.
3. “What are you going to do with my hat?” she asked.
4. Denise took off the ribbon and cut it into several pieces.
5. She told Carmen to put them into the hat and shake it.

Name Date
Grammar: Personal Pronouns

Assess
A Underline the personal pronoun in each sentence.
1. The explorers sailed their ship across the Pacific Ocean.
2. Bill left his homework on the bus.
3. “Where are you going, Bob?”
4. The champion skater always performed on his newest skates.
5. The woman washed her car every week.
6. The actors practiced their parts at the rehearsal.
7. Two deer led their young to the river.
8. “The bicycle is yours, Martha.”
9. When the astronaut landed his spaceship, the sun had already set.
10. A large sheepdog buried its bones behind the barn.
B Fill in each blank with a personal pronoun.
1. Albert Einstein devoted life to science.
2. “Where are gloves?” I asked myself.
3. Carol came forward to receive award.
4. The Mississippi River empties waters into the Gulf of

Mexico.
5. Because canoe was the fastest, they won the race.
6. Colin lost wallet at the bus station.
7. The hikers cleared the fallen brush off the trail using
hands.
8. Jamie drove car to the fair.
9. Tommy was late to first soccer game.
10. Betsy has just written first book.

Name Date
Grammar: Relative Pronouns

Practice
A relative pronoun is a pronoun that begins a subordinate clause. The
relative pronoun relates the information in the clause to a noun or pronoun in
the sentence.
Relative Pronouns
that which who whom whose
A Underline the relative pronoun in each sentence.
1. The football game, which we attended Saturday, was exciting.
2. The athlete who wrote the book on baseball appeared at the game.
3. The photographer who lives nearby took many pictures.
4. Carrie is a girl who enjoys dancing.
5. My neighbor has a dog, which barks at people walking by.
6. The road that runs past our house has been repaired.
7. My sister, whose birthday is today, will receive many cards.
B Underline the subordinate clause in each sentence, and circle the word it modifies.
1. I got the directions from someone who lives nearby.
2. He is a writer whose work I admire.
3. A painting that hung on the wall interested me greatly.
4. Tommy has a pen pal who lives in Australia.
5. Skin diving is a sport that is now becoming very popular.

Name Date
Grammar: Relative Pronouns

Assess
A Underline the relative pronoun in each sentence.
1. I have read the book that is on the table.
2. Our friends served chocolate cake, which I love.
3. The girl who is wearing the beige hat is my sister.
4. They finally found the child who had been lost for an hour.
5. Here is the painting that won first prize.
6. This is the wallet that the man lost.
7. This is the lifeguard who saved me from drowning.
8. Sarah was one of the students who scored well on the test.
9. The crowd watched the man who was climbing over the fence.
10. The baby, who was awake all night, has finally fallen asleep.
B Underline the subordinate clause in each sentence, and circle the word it modifies.
1. The book that you ordered is now available.
2. The Pilgrims were the people who founded Plymouth Colony in

Massachusetts.
3. My family bought a new car that was bright red.
4. This article is about Lorraine Hansberry, who wrote A Raisin in the Sun.
5. The girl, whom we chose, won the contest.

Name Date
Spelling: Easily Confused Words

Practice
Words with similar sounds, meanings, or spellings can be easy to confuse.
Study the differences between these word pairs and the sentences that
illustrate their correct use.
affect: to influence Will the weather affect your plans?

effect: a result Will the weather have an effect on your plans?
appraise: to evaluate The jeweler will appraise the ring.
apprise: to notify When will he apprise us of the results?
elicit: to draw forth The teacher tried to elicit a response.
illicit: unlawful or improper The border patrol stopped the illicit shipments.
eminent: outstanding The eminent doctor was praised by many.
imminent: about to happen The clouds meant that a storm was imminent.
persecuted: picked on unfairly We must not persecute people for their beliefs.
prosecuted: pursued in court The district attorney will prosecute the case.
A Write the word that matches the definition.
1. : to single out for unfair abuse
2. : to have some impact on
3. : to determine the worth of
4. : well known
5. : not allowed
B Fill in the missing letters of the incomplete word that best completes each sentence.
1. The district attorney will p__secute the accused criminal.
2. The Department of Motor Vehicles will appr__se you of the results of the
driving test.
3. The smuggler brought __licit goods into the country.
4. She is an __m__nent actress who has won many awards.
5. How will raising the volume __ffect the quality of the music?

Name Date
Spelling: Easily Confused Words

Assess
A Match each numbered meaning with the correct word from the word list
affect
on the right. Write the correct word on the line before the meaning.
effect
1. : soon to occur appraise
apprise
2. : to inform elicit
illicit
3. : to prompt a response
eminent
4. : to pursue in court imminent
persecute
5. : outcome prosecute
B Fill in the missing letter(s) of the incomplete word that best completes each sentence.
(Each line may have one or two letters on it.)
1. Did the early Puritans p__secute people of other faiths?
2. She used a magnifying glass to appr__se the jewels.
3. The performer tried hard to __licit a response from the audience.
4. When the baby frowned, I feared that another crying fit was __m__nent.
5. What __ffect have higher gasoline prices had on your travel plans?
C Complete each sentence by underlining the correct word from the choice in parentheses.
1. The principal’s office will (appraise, apprise) all students of the new rules.
2. They are cracking down on (elicit, illicit) downloading of music from the
Internet.
3. Will the weather (affect, effect) your travel plans?
4. The state attorney general will (persecute, prosecute) the case herself.
5. An (eminent, imminent) scientist gave a guest lecture at our school.

Name Date
Writing: Anecdote
Practice
An anecdote is a brief story about an interesting or amusing event. Anecdotes
are written to entertain or to make a point. When you are writing an anecdote,
remember that it needs to have a beginning, a middle, and an end. Often, an
anecdote will include a problem that needs to be solved. Sometimes, the
characters in an anecdote will learn a lesson.
A Answer the following questions.
1. Which topic would make the best basis for an anecdote?
A. instructions for building a model airplane

B. building a model airplane with my 90-year-old grandfather
C. how to raise bean sprouts
D. writing a shopping list
2. Which is always true of anecdotes?
A. Anecdotes always have a moral.

B. Anecdotes always have animal characters in them.
C. Anecdotes are always short.
D. Anecdotes always take the form of oral storytelling.
B Read the following anecdote. Then, answer the questions about it.
My uncle, who was usually very stingy, took me out to dinner. It was an
expensive restaurant, so I was surprised. I ordered a plate of prime rib, which
made him surprised! I usually didn’t eat much, but I loved prime rib. Then,
my uncle told the waiter that he wasn’t that hungry; he’d just have a salad. I
knew what he was thinking: he thought he would be able to save some
money by not ordering dinner for himself and just helping himself to my
leftovers. He could still tell everyone he had taken me out to a fancy
restaurant, but he would only have to pay for one dinner!
Well, the final surprise was that I ate every bit of that prime rib. My uncle
was very hungry and disappointed that night.
1. What was the lesson learned?
2. Give at least two reasons that this story is an anecdote.

Name Date
Writing: Anecdote
Assess
Choose one of the following topics, or choose a topic of your own. Then, write an
anecdote on the lines provided. The anecdote may be a true story or one you have made
up. Remember to keep the story short. Include a beginning, a middle, and an end.
A Visit to the Dentist My Baby Brother My Puppy

A Trip to the Zoo The Best Trip Ever A Rainy Soccer Game
My First Ballet Class An Old Car The Bird That Talked

Name Date
Writing: Documentary Proposal

Practice
A documentary is a movie or television program that gives facts and
information about something. A proposal is a type of writing that describes a
plan or formal suggestion for something. A proposal for a documentary should
include the following:
n a purpose for the documentary
n details about people, places, and events to be filmed
n a description of other media to be included, such as photographs,
newspaper clippings, videotaped interviews, or news footage
Read the following documentary proposal. Then, answer the questions that follow.
The Historical Club of South High School proposes to make a

documentary film about the history of our high school. The purpose of this
documentary is to have a record of the changes in the school over the last
100 years, including the fire in 1934 and the addition of the planetarium in
1995. The film will be presented at the 100th anniversary celebration of
South High School in Dec. 2006. We would like to interview students from
the past 100 years about their experiences at the school. We need to find old
photographs and newspaper clippings. This film will show people how much
our school has changed and also how much it has remained the same.
1. What is the purpose of this documentary?
2. What types of media will be included in the film?
3. What people, places, and events will need to be filmed?

Name Date
Writing: Documentary Proposal

Assess
A Read the following documentary proposal. Then, answer the questions that follow.
The aim of the Ecology-First Club in Somerset Hills is to protect our

wildlife and our environment from human error. To this end, we would like to
make a documentary film about the nesting habits of falcons. Falcons are an
endangered species, and the best way to help preserve them is to educate
people about their habits. We propose to put together a film to teach people
where and when falcons nest, so that they can avoid disturbing them. We
plan to hire falcon expert Jerry Dunlop to direct the documentary. We
estimate that the entire project will take about nine months and will cost
about $75,000.
1. What is the purpose of this documentary?
2. What types of media could be included in the film?
3. What people, places, and events will need to be filmed?
4. Who do you think is the audience of the proposal?
B Write a proposal for a documentary you would like to make.

Name Date
Writing: Cause-and-Effect Essay

Practice
A cause-and-effect essay is expository writing that explains why something
happens or what happens as a result of something else. A cause-and-effect
essay might focus on causes, such as why the days get shorter in the fall, or
on effects, such as what will happen if you do not wear sunscreen.
Choose one of the causes or effects listed here as a topic for your cause-and-effect
essay. Then, with your choice in mind, answer the questions that follow.
Cause Choices Effect Choices

Not Washing Your Hands A Sunburn
Not Brushing Your Teeth Every Day A Stomachache
1. What topic did you choose?
2. If you chose a cause as your topic, what are some of the effects that might
happen as a result of this cause? If you chose an effect, what are some
causes that might have led to this effect?
3. Where might you gather more information about your topic?
4. What do you think your audience can learn from reading your cause-and-
effect essay?

Name Date

Assess
Use the following graphic organizer to help you organize the first four paragraphs of your
cause-and-effect essay.
Effects
2.
Cause
1. 3.
4.
5. What do you want your audience to learn from reading your cause-and-
effect essay?

Name Date
Literary Analysis: Character and Characterization

Practice
A character is a person or an animal that takes part in the action of a literary
work. A writer uses characterization to show what a character is like.
n Direct characterization: The writer tells you exactly what the character
is like. For example, the writer might say that the character is “helpful”
or “funny,” or that the character “likes the out-of-doors,” or “thinks
practicing the tuba is boring.”
n Indirect characterization: The writer gives you clues about the
character. The writer may tell you what the character does and says and
show how others react to the character. Using these clues, you form an
idea of the character. For example, “Emily hid her face behind her hands
and cringed when her class sang ‘Happy Birthday.’ She felt her face
burning.” You have gotten the idea that the character Emily is very shy
and embarrassed at being the center of attention.
A Write Direct for each item that uses mainly direct characterization. Write Indirect for each
item that uses mainly indirect characterization.
1. Yvonne is very witty.
2. When Lily heard that Marie was elected class

president, she said, “Isn’t that special? I hope that satisfies Little
Miss Perfect.”
3. Sam is cheerful all the time.
4. Martha hugged her little sister and smiled gently.
B Following is an example of indirect characterization. Underline two clues that show what
the character is like. Then, use the clues to describe the character directly.
Nicco: “Nicco The Man is here,” pronounced Nicco, stepping onto the
basketball court. He tossed his warm-up jacket to Mike, the friend who
followed him everywhere like a personal bodyguard. He dropped to the floor
and did a quick series of push-ups to warm up, knowing this would show off
his muscles. The other players on the court looked at each other nervously.
What Nicco is like:

Name Date
Literary Analysis: Character and Characterization

Assess
A Write Direct for each item that uses mainly direct characterization. Write Indirect for each
item that uses mainly indirect characterization.
1. Kyle volunteers his time at a soup kitchen.
2. When Zak said, “I scored three goals last game,” Tom

said, “I can beat that.” When Grace said, “I got a 95 in Math,” Tom said, “I
can beat that.”
3. Most of the time, Morey is easygoing. Every now and

then, though, he gets upset about something and starts shouting.
4. When Brad saw the storm clouds gathering, he went

out to find his little brother and sister and bring them back into the house.
B Following are two examples of indirect characterization. In each example, underline two
of the clues that show what the character is like. Then, use the clues to describe the
character directly.
1. John: When John came home, his sister asked him how his day was.
“All right, I guess. Considering that I had to catch an escaped alligator.”
“What?”
“An escaped alligator. Really! In the storm drain! And a boa constrictor,
too.” John was smiling broadly, and there was a twinkle in his eye.
His sister laughed. “You almost had me, John! But, really—are you
ever going to learn to just give a simple answer to a simple question?”
What John is like:
2. Karen: Karen’s friend Greg was having trouble in Spanish, and the midterm
exam was coming up. Karen knew that Greg would never ask for help, but
she also knew he really needed it. She came up with a plan. She would say
that she wanted to do some extra review and ask him if he would study
with her. She flipped through her folder of Spanish quizzes and tests, all
A’s, to pick out the best ones to study from.
What Karen is like:

Name Date
Literary Analysis: Setting

Practice
The setting is the time and place of a story’s events. To establish a setting,
writers use description, or word-pictures appealing to the senses. Settings
shape stories in a few ways:
n Settings may determine plot. In a story set in the Arctic wilderness,
characters will face challenges not found in a Caribbean resort hotel.
n Setting may shape a character’s concerns and values. A character from
the days of knights might be concerned with honor.
A Read the description of each problem. Write the letter of the most likely setting.
1. A colony of tourists has lost communication with Earth.

A. the past in New York
B. the future on the moon
C. the present in San Diego
2. A group of men in America want to be free of England.

A. the future in Boston
B. the present in Detroit
C. the past in Boston
3. A sixteen-year-old wants to work at a computer store, but his

parents say no.
A. ancient Egypt
B. Florida now
C. Illinois in 1990
B Match each problem in Column 1 with a resolution in Column 2.
1. A ship hits an iceberg. A. A child is saved by modern

technology.
2. A child is lost in a snowstorm. B. Two countries agree to keep

peace.
3. A man invests his money C. A family resolves to live more

badly. simply.
4. A plane goes down in enemy D. Some people are lost at sea.

territory.
Name Date
Literary Analysis: Setting

Assess
A Read the description. Circle the two answers that fit the mood.
1. Two friends are at a street fair. The mood is happy.
A. heartbreaking sobs B. the smell of hot dogs C. sounds of music
2. An elevator has stopped between floors. The mood is fear.
A. an alarm ringing B. a feeling of panic C. sunshine
3. Twelve people are on a river raft. The mood is excitement.
A. animated B. sound of trucks C. life jackets

conversation on a road
B Circle the answer that best describes the tone of each setting.
1. The green meadow was covered with beautiful purple wildflowers. Just
then, a graceful deer bounded across the meadow. Nearby, a robin was
looking for worms.
A. appreciation of nature B. dislike of animals C. fear of animals
2. Rain pounded the ground. Thunder rumbled, and lightning streaked the
sky. It seemed that all the forces of cruel nature were at work today.
A. fondness of storms B. fear of storms C. admiration for nature
C Read the paragraph. Then, write true or false for each statement.
The black ocean was cold and ugly. All around were pieces of ice that had
broken off icebergs. The temperature was twenty degrees below zero. Would
the crew survive this Arctic expedition?
1. The setting points to a story of adventure.
2. The setting points to a story about the beauty

of nature.
3. The setting points to a story about a father’s love for

his son.
4. The setting points to a story of survival.

Name Date
Literary Analysis: Point of View

Practice
Point of view is the view from which a story is told by the narrator, or
storyteller. In first-person point of view, the story is told by a character who
is in the story and is part of the action. The reader sees and knows only what
the narrator sees and knows. In third-person point of view, the story is told
by someone outside the action. This narrator can describe the thoughts and
actions of any or all of the characters in the story.
Read the story excerpts. Write F-P if the excerpt is told from the first-person point of view.
Write T-P if the excerpt is told from the third-person point of view.
1. Ernie says that being a good magician isn’t easy. He and Gert
practice their tricks for hours a day. Sometimes they watch themselves in
the mirror as they do the tricks. Sometimes they might invite an audience
to watch. “The hand is quicker than the eye!” Ernie always says.
2. Laura and I were completely silent. We crouched down behind the

garbage cans, afraid to even breathe. Who was that masked figure sneaking
through the garage? Suddenly my nose started tingling. “Ah, ah, ah-choo!” I
sneezed.
3. I watched Jason as he took his time putting on the roller skates.

Why had he told LeTeena he could really skate? I noticed that she hadn’t
been that impressed. Why did Jason always have to make up stories? I
could tell that Jason was feeling nervous. He looked at me with a weak
smile and sighed.
4. Identical twins Manu and Mico used to dress the same way, speak
the same way, and go everywhere together. However, ever since they met
Sylvia, the twins look quite different. Manu dresses in khakis and button-
down shirts. Mico nearly always wears jeans and T-shirts.
5. “A storm is coming,” said Cassie. “We’d better pack up and get off the
beach.” Dark clouds were forming, and the wind was getting stronger.
Cassie, Tina, and Jake quickly folded the towels, while Deena used her cell
phone to call her dad. When Mr. Jackson heard the phone ring, he was
already about to leave to pick up the kids at the lake.

Name Date
Literary Analysis: Point of View

Assess
A Circle the letter of the answer choice that correctly completes each sentence.
1. In a first-person point of view, who is the person telling the story?
A. a character in the story B. a person outside the action of the story
2. In the third-person point of view, who is the person telling the story?
A. a character in the story B. a person outside the action of the story
3. If the reader cannot be sure whether to believe the person telling the story,
the story is probably being told from .
A. the first-person point of view B. the third-person point of view
4. When a story is told from the third-person point of view, what do readers
know?
A. only what the narrator B. what many of the characters do
experiences and say
B Read each passage. Then, answer the questions.
I really don’t like Daniel. He’s the meanest kid on the block. Plus, he’s
always showing off. There he goes again. He might as well wear a sign that
says, “Look at me! I’m the greatest!” Oh, no. He’s heading this way! I’m
going to get out of here fast.
1. What is the point of view?
2. Do readers know whether the narrator’s view of Daniel is correct? Why or

why not?
Sasha and Arnie volunteer at the Humane Society after school three days
a week. First, they check to make sure that all the dogs’ cages are clean and
that every dog has fresh water. Then, the boys see which dogs are scheduled
for a walk. They may walk as many as eight dogs before Arnie’s mom comes
to pick them up at 5:30.
3. What is the point of view?

Name Date
Reading: Make Inferences

Practice
Readers often have to make inferences, or logical guesses, about characters,
setting, and events by recognizing and using details in the story.
A Read the paragraph. Then, answer the questions.
As Rebecca turned away from the window, she was frowning deeply. She
walked quickly across the room toward the door to the kitchen and to the
back stairs. Then, she stopped and turned back into the living room. A loud
knock sounded at the front door. Hearing it, Rebecca jumped slightly and
grabbed the back of a chair. The knock came again. Biting her knuckle,
Rebecca glanced toward the kitchen door and then back toward the front
door. A third knock sounded. Rebecca could hear her mother calling her
name. But still she stood, nervously holding the back of the chair.
1. How do you think Rebecca feels?
2. Underline the words and phrases that helped you figure out Rebecca’s
feelings.
3. What do you think Rebecca would like to do?
B Read each passage. Then, answer the question.
You ask your sister how she did on her history test. She replies by
slamming her books down on a table and snapping, “I don’t even want to
talk about it.”
1. What would you guess happened?
On Sunday afternoon, the back tire of your bike suddenly goes flat. A
friend, who says she knows tires, patches the leak and promises that your tire
is as good as new. Then, on the way to school Monday morning, you feel a
thumping from the back tire.
2. What can you infer about your tire and your friend?

Name Date
Reading: Make Inferences

Assess
A Read the passage. Circle the letter of the correct answer to each question, and then
respond to each item.
As Sam walked through the doorway, he fiddled with the zipper on his
jacket. The room was filled with kids. They all looked like they had known
each other forever. Sam found an empty desk at the back of the room. He sat
down and glued his eyes to the desk.
1. Who is Sam?
A. a new student in the class B. a substitute teacher
2. Underline the words in the paragraph that support your answer.
3. How does Sam feel?
A. nervous B. bored
4. Double underline the words in the paragraph that support your answer.
B Read the passage. Circle the letter of the correct answer to each question, and then
respond to each item.
Above all, Paul loved the color of the glass. There were sheets of the
deepest red. Some sheets were pale green and other light colors. Many of
the clear pieces had bumps or ridges to give them texture. With so much to
pick from, Paul thought, I can certainly create my masterpiece.
Just then, Mrs. Laurenti came into the shop. She looked around in a
bored way. “Still picking up scraps of useless glass, eh, Paulie?” she
remarked. Then, she strolled out the door.
1. What is Paul’s plan?
A. to pick pieces of glass to sell B. to make a beautiful window
2. Circle the words in the passage that support your answer.
3. How does Mrs. Laurenti feel about Paul’s work?
A. She does not appreciate it. B. She wants to buy him better glass.
4. Double underline the words in the passage that support your answer.

Name Date
Reading: Compare Informational Sources

Practice
To make sure you get a complete picture of a topic, especially about a
technical subject, you should compare informational sources. Because
technical articles may be written by experts who have different opinions, it is
wise to check several sources. For example, scientists often disagree about
how people should work for the environment.
You should always preview a technical article before you read it. Previewing
will tell you if the article is likely to give you the information you need. Even if
the title has a key word you are looking for, the article may focus on a part of
the topic that does not interest you. You will also want to judge if the article is
written at the right level: that it is not written for young children or for
specialists in the field. Here are some questions to ask when you compare
sources:
What do the titles, headings, and subheadings say about the topic?
What do the photographs, diagrams, charts, and other graphics show?
What words are in boldface or italic type? What do these words say about
the topic?
What audience is the article written for?
Look at the titles and headings below. Then, answer the questions that follow.
Wetlands Around the World
What Are Wetlands?
Wetlands and the Environment

Saving Wetlands
1. What would an article with these headings be about? What clues tell you
this?
2. What audience do you think the article was written for? What clues tell you
this?

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Reading: Compare Informational Sources

Assess
A Preview these excerpts from technical articles and answer the questions that follow.
1. What do you think these articles will be about? What clues tell you this?
2. What words in each article are in boldface type? What do these words tell
you about the topic?
3. What is each article’a target audience? What clues tell you this?
B Now, read the two excerpts and review your answers to the questions above. Finally,
answer the questions that follow.
Finding Energy in the Environment Renewable Energy Strategies for

What do the sun, the wind, and rivers Consumers
have in common? All three can be Today’s technologies have made it
sources of power that can be harnessed possible to conserve energy and natural
and used in place of more expensive resources by tapping Earth’s solar, wind,
power sources. and water power. These three power
sources are readily available in many
Power From the Sun environments and can be cost effective.
Today, solar power can be turned
into energy that runs MP3 players, heats The Technical Aspects of Harvesting
homes, and even powers cars. People Solar Energy
can get power for many electronic The promise of solar power has been
devices simply by leaving batteries in the turned into reality. MP3 players, furnaces,
sun. They no longer need to keep buying and even automobiles can use eco-
batteries that produce toxic waste. friendly technology to turn solar energy
Instead, they have a constant source of into fuel. These technologies save
economical energy. resources by keeping toxic substances
out of landfills and by replacing vanishing
raw materials with renewable energy.
1. List three differences you found between the two excerpts.
2. How can you use these previewing strategies when you read technical
articles?

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Vocabulary: Word Root -strict- ; Prefix pro-;

Suffixes -ic, -ence
Practice
A word root forms the basic part of the word and gives it its primary
meaning. A prefix is a word, syllable, or group of syllables that is added
to the beginning of a base word. A suffix is a syllable or group of syllables
added to the end of a base word.

-strict- to confine; to squeeze district, constrict
pro- forth, forward projectile, prolong
-ic having the characteristic of romantic, titanic
-ence quality of; state of negligence, diligence
A These sentences contain a word in boldface print. Form a new word by adding the suffix
or prefix shown. Then, use the new word in a sentence that shows its meaning.
add -ence 1. If you are negligent, you might have an accident.
add pro- 2. Evan will stay at his cousin’s house for a long time.
add -ic 3. The huge elephant looked like a titan next to the smaller animals.
B Circle the letter of the answer that correctly completes each sentence.
1. Paul showed great when he served on the committee.

A. titanic B. projectile C. diligence
2. Wanda felt her throat as she began to sob.

A. negligence B. constrict C. district
3. The crowd ran in all directions to escape the dangerous .

A. projectile B. romantic C. fraudulence

Name Date
Vocabulary: Word Root -strict-; Prefix pro-;

Suffixes -ic, -ence
Assess
1. Jenna liked walking in the moonlight because she thought it was .

A. negligence C. responsibility
B. titanic D. romantic
2. Herbert’s resulted in damage to the computer.

A. negligence C. constrict
B. prolong D. romantic
3. After capturing the mouse, the python began to its powerful body.
A. negligence C. constrict
B. projectile D. romantic
4. The attacking soldiers fired one after another at the fort.

A. negligence C. proactive
B. projectile D. romantic
5. The school consisted only of a few neighborhoods.

A. negligence C. district
B. mechanic D. titanic
6. Hopefully, a can fix my car’s broken engine.

A. negligence C. diligence
B. mechanic D. titanic
1. fraudulence
2. restriction
3. proclaim
4. emphatic
5. dependence
6. existence
Name Date
Grammar: Principal Parts of Regular Verbs

Practice
A verb has four principal parts: the present, the present participle, the past,
and the past participle.
The Four Principal Parts of Verbs

Present Past
Present Participle Past Participle
call (is) calling called (have) called
smile (is) smiling smiled (have) smiled
Most of the verbs in the English language form the present participle by
adding -ing to the present. The past participle adds have and -ed or -d to
the present. The past just adds -ed or -d.
Underline the verb in each sentence, and then write the principal part of the verb is being
used.
1. Dinosaurs lived in many parts of the world.
2. Some dinosaurs had measured over forty-five feet

in length.
3. I have looked at many dinosaur skeletons in

museums.
4. Every year, experts are discovering more and more

about them.
5. Scientists consider a new discovery extremely

important.
6. I am attending some lectures on dinosaurs this week.
7. They are helping me with my report for science.
8. Dinosaurs long ago disappeared from the face of

the earth.
9. Even so, they still capture our imagination.
10. The lectures interest me a great deal.

Name Date
Grammar: Principal Parts of Regular Verbs

Assess
A Underline the verbs in the sentences, and then write whether the present, the present
participle, the past, or the past participle is being used.
1. Donna cares for someone.
2. Tom had mixed the paint.
3. Meg is laughing out loud.
4. My pay included a bonus.
5. She is starting a trend.
6. He operates a tractor.
7. Who is playing the piano?
B Rewrite each sentence using the principal part given in parentheses.
1. I learned how to play the guitar. (present participle)
2. Karen is making a poster about the art show. (past)
3. My dog learns a new trick every day. (past)
4. The troops attacked the fort. (past participle)
5. He sang in the church choir. (present)

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Grammar: Principal Parts of Irregular Verbs

Practice
A verb has four principal parts: the present, the present participle, the past,
and the past participle. A number of very common verbs are irregular. The
past and past participle of an irregular verb are not formed by adding -ed or
-d to the present form. Some common irregular verbs are shown in the
following chart.
The Four Principal Parts of Irregular Verbs

Present Past
Present Participle Past Participle
drink is drinking drank (have) drunk
fly is flying flew (have) flown
break is breaking broke (have) broken
begin is beginning began (have) begun
Underline the correct past or past participle of the verb.
1. Rehearsal time for the performance has (flew, flown).
2. All of the students have (grew, grown) in their acting abilities.
3. Tess (wore, worn) her costume to school.
4. Onstage, Russ (freezed, froze).
5. A stagehand (speaked, spoke) the cue for his next line.
6. The actors have (took, taken) many curtain calls.
7. The “acting bug” has (stang, stung) Carrie and Tess.
8. Some students have (chose, chosen) their favorite activity.
9. Everyone (rid, rode) home after the play.
10. A local critic has (wrote, written) of the play’s success.

Name Date
Grammar: Principal Parts of Irregular Verbs

Assess
A Underline the correct past or past participle of the verb.
1. The referee had (blew, blown) the whistle.
2. The quarterback dropped back and (threw, thrown) the pass.
3. He had (threw, thrown) the ball to the receiver.
4. The receiver (ran, run) to catch the ball.
5. The receiver had (sprang, sprung) high in the air but still missed the ball.
6. In the huddle, the quarterback had (sank, sunk) to his knees.
7. At first he had not (knew, known) what play to call.
8. An idea (grew, grown) in his mind while he knelt there.
9. The quarterback had (threw, thrown) the ball to the running back.
10. The ball had (flew, flown) out of the running back’s hands.
B Complete each sentence with either the past or past participle form of the verb
in parentheses.
1. Yesterday, Ian a blue whale for the first time. (see)
2. It had near his boat. (swim)
3. I have interested in studying whales. (grow)
4. I had to the marine museum one day. (go)
5. There, Ian and I into each other. (run)
6. Ian many facts about whales. (know)
7. He had a wonderful picture of a whale. (draw)

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Grammar: Apply Consistent Verb Tense

Practice
Correct use of verb tenses indicates clearly when an event occurred. It is often
best to stay with a single tense. Mixing tenses can confuse and distract your
reader.
Six Basic Verb Tenses

Present He arrives today.
Past He arrived yesterday.
Future He will arrive tomorrow.
Present Perfect He has arrived already.
Past Perfect He had arrived earlier than expected.
Future Perfect He will have arrived by next week.
Write the appropriate form of each verb in parentheses on the line provided.
1. I about life without friends. (wonder, present perfect)
2. Now I it is no life at all. (conclude, present perfect)
3. I at this conclusion by a simple experiment. (arrive,

present perfect)
4. Until yesterday, I to no one for thirty days. (talk, past

perfect)
5. I no calls. (answer, past perfect)
6. I no one. (visit, past perfect)
7. For thirty days, I without friends. (live, past perfect)
8. I finally what friendship means. (learn, present perfect)

Name Date

Assess
A Read the passage, and then circle the letter of the word or group of words that belongs in
each space.
I (1) swimming lessons since October. By June 20, I (2) thirty
lessons. My teacher (3) me on my Australian crawl. My diving also (4) .
I (5) even more lately. By the end of August, I (6) in several events.
1. A. took 4. A. improved
B. will have taken B. have improve
C. take C. has improved
D. have taken D. will improve
2. A. have attended 5. A. will have practiced
B. will have attended B. have practiced
C. attend C. practiced
D. was attending D. practicing
3. A. has complimented 6. A. raced
B. will compliment B. have raced
C. will have complimented C. race
D. compliments D. will have raced
B Underline the correct verb form in parentheses.
1. Sue (exercises, has exercised) daily for twelve weeks.
2. Todd (will have finished, had finished) his job by tonight.
3. I (will have walked, had walked) every day until yesterday.
4. The hockey team (has won, will win) last night’s game.
5. Kate (has finished, finishes) with exercise for now.

Name Date
Writing: Retelling with New Point of View

Practice
Point of view is the perspective from which a story is told. Most stories are
told from one of these perspectives:
n First-person point of view: The narrator is one of the characters and
refers to himself or herself with the pronouns I and me. “I couldn’t wait to
get to school that day.”
n Third-person point of view: The narrator does not participate in the
action. Characters are referred to by the third-person pronouns he, she,
him, her, they, and them. “They couldn’t wait to get to school that day.”
When you are retelling a story using a new point of view, you will follow the
same plot, using the same main events, but you will use different pronouns.
You may also use different details. Look at these sentences:
Third person: Walking home, Sam and Becky heard a crash.
First person: Walking home, we heard a crash and imagined an accident.
A Read the following sentences. Write F-P if the passage is told from the first-person point
of view or T-P if it is told from the third-person point of view.
1. My favorite thing about skiing is the cold air. I love the icy wind in
my face.
2. At the diner, Pat ordered his favorite, pancakes. He had three

helpings!
3. If you hadn’t given us a lift, we would still be trudging through the

snow.
4. Miguel saw Peter riding his bike up the drive. They spent the day
together.
B Rewrite sentence 1 from a first-person point of view. Rewrite sentence 2 from a third-
person point of view.
1. When Akar arrived at the station, he saw that the train had already left.
2. It was all we could do to keep from telling the secret.

Name Date
Writing: Retelling with New Point of View

Assess
A Read the following sentences. Write F-P if the passage is told from the first-person point
of view or T-P if it is told from the third-person point of view.
1. When Kate finally saw a small island, she rowed even faster.
2. We awoke at midnight, alarmed by the sound of galloping horses.
3. The song they were playing reminded Rudy of Ann, and he felt sad.
4. The clock in the tower struck six, and I realized that time was
running out.
B Rewrite each sentence in A from the other point of view. If the sentence is written from a
first-person point of view, rewrite it from a third-person point of view, and vice versa. Add
a new detail if you can.
1.
2.
3.
4.
C Rewrite this passage using the first-person point of view.
His alarm clock startled him when it rang. He reached his hand over and
pushed the snooze button. His mother was calling him from downstairs to
come and eat breakfast. Replying that he wasn’t hungry, he flopped back in
his bed. By the time his mom came up for him, he was completely asleep
again and late for school.

Name Date
Writing: Book Review

Practice
When you write a book review, you explain what you did and did not like
about a book. You should refer to the setting, main characters, scenes,
characters, plot elements, and author’s style to support your opinion.
Answer the following questions.
1. Circle the letters of all the elements of plot and style that you could possibly
discuss in a book review:
A. plot D. summary G. tone J. sensory details
B. conflict E. character H. point of view K. fact and opinion
C. setting F. dialogue I. cause and effect L. word roots
2. A review of a book is based on which of the following?
A. well-known facts C. one reader’s thoughtful opinion

B. advanced literary theories D. one reader’s random mood
3. When you review a book, what is most important?
A. It is most important to really like the book that you review.

B. It is most important to have read the book carefully and to have thought
about it.
C. It is most important to find something wrong with the book.
D. It is most important to get other people to read the book.
4. You should say only good and positive things about a book when you review
one. T / F
Explain your answer.
5. What sorts of things could a writer do to make a book more interesting?

Circle all the answers that apply.
A. use more dialogue C. use more rhyme E. use more detail in
describing settings
B. support opinion D. make the plot more F. set it to music
with fact exciting

Name Date
Writing: Book Review

Assess
For questions 1–3, circle the letter of the best answer choice. Then, respond to item 4.
1. What is the purpose in reviewing a book?
A. to express the main ideas about the story and how you felt about them
B. to show readers how well you can write a review
C. to show readers how to recognize plot devices and author’s purpose
D. to develop a dance or play about the story
2. When you begin work on a book review, what should you do first?
A. Study a book of literary terms.

B. Read the story again, and take notes.
C. Read book reviews in magazines and newspapers.
D. Format your paper.
3. What would be most important to discuss in a book review?
A. when the author was born

B. how long it took you to read the book and take notes
C. what you liked about the plot and characters
D. what you liked about the book jacket
4. Think of a book that you have read. Begin working on a review of it. Write
two things that you like about it and two things that you do not like.

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Writing: Short Story

Practice
A short story is a brief, fictional narrative composed of plot, setting, and
characters. It is told from a consistent first-person or third-person point of
view. It follows a chronological time order and includes dialogue where
appropriate.
A Read the following passages, and then write your answer to each question.
I opened the door slowly and silently, hoping no one was on the other side.
1. What is the point of view in this passage?
Mindy found her place and sat quietly long before the bell rang. This was
the first day at her new school. She was a year younger than her classmates,
most of whom were 15. She blushed as other students filed past her desk,
looking at her. She stared down at her desktop, hiding behind her shiny black
hair, and wished she was invisible.
2. A. Write some key details about the character in this passage.
B. What is the conflict or problem faced by the character in this passage?
My spacecraft was spinning wildly out of control. I found myself flying

through a wormhole along with tons of swirling meteorites. The pitch
blackness was interrupted by vivid explosions of light. Chunks of meteorite
banged into the ship’s weakened force field, damaging it further. Suddenly
the crashing and spinning stopped. I saw a great expanse of violet, like a
strange sea, in front of me. Was it an illusion?
3. Write the details of the setting described in this passage.
B Choose one of the passages in A. Add one or more characters to the story. Then, on a
separate sheet of paper, create a brief dialogue between the characters. Make sure the
dialogue is related to the story and adds to the action.

Name Date

Assess
Choose one of the following topics to create a short story. Then, complete the activities.
the case of the missing parrot someone makes friends with an old enemy
why Elaine wanted to sing a zoologist finds an animal that was extinct
1. Briefly summarize your idea for a story.
2. Identify your audience and keep it in mind as you write.
3. Identify the point of view you will use.
4. List the characters you will include in your story.
5. Write down key details about each character: name, age, appearance, and
personality traits.
6. Write down some details of the setting, including time and place.
7. Decide on a conflict or problem, and state it in a sentence or two.
8. Create dialogue that uses words and phrases that suit each personality and
moves the action of the story forward. Tell where in the plot you will use the
dialogue.

Name Date
Literary Analysis: Theme

Practice
The theme of a literary work is the central message it communicates. For
example, a simple story might have the theme, “Honesty is the best policy.” A
more complex work might show that “Human suffering cannot be justified or
explained.” To express a theme, a writer may take one of these approaches:
n Directly state the theme of the work, or have a character directly state it.
n Create patterns of story elements to suggest a larger meaning—for
instance, by contrasting a generous man and his selfish brother to say
something about generosity.
A Write true or false on the line before each statement.
1. The theme always tells exactly what happens.
2. A theme is the meaning of a selection and can be

implied or directly stated.
3. Sayings that express something about life in general

are often themes.
B Read the following paragraph. Then, circle the answer to each question.
Wilma Rudolph was an athlete who had a difficult childhood. After she
came down with scarlet fever and double pneumonia at the age of four, she
could not use her left leg. She learned to walk again at age seven and ran in
races when she was twelve. Later, she won gold medals running in the
Olympics. Wilma’s life is proof that if people try hard enough, they can
overcome great handicaps.
1. What is the message, or theme, in this paragraph?
A. Wilma Rudolph got pneumonia when she was four.

B. You can overcome a lot of difficulties if you try.
2. Which sentence from the paragraph states the theme?
A. Wilma’s life is proof that if people try hard enough, they can often
overcome great handicaps.
B. Wilma Rudolph was an athlete who had a difficult childhood.
3. Is the theme implied or directly stated?
A. implied B. directly stated

Name Date
Literary Analysis: Theme

Assess
A Circle the letter of the theme that matches each character and goal described.
1. Emily has worked hard for thirty years. She wants to retire and travel
around the world.
A. People of all ages need change in their lives.
B. Everyone should retire and travel around the world.
2. Joey loves to be onstage in school plays. His dream is to become an actor.
A. Being in a school play can be fun.

B. People like to think about what they can do to be successful.
B Circle the letter of the theme that matches the actions of the character.
1. Sam is a pilot. His plane was in a midair accident over a large city. He was
in danger of losing his own life, his copilot’s life, and perhaps the lives of
others on the ground. He grabbed the controls and headed for an open area
he saw down below. Carefully, he landed the plane.
A. A small plane should never be allowed to fly over a city.
B. Sometimes, a person must remain calm to survive in a crisis.
2. A new girl named Lola came into Kerri’s class. Some of the kids laughed at
her because she dressed a little funny. Kerri started wondering how she
would feel if she were in Lola’s place. She invited Lola to her home and
discovered that Lola was a great storyteller. Kerri and Lola had a great time
laughing together.
A. We need to look beyond appearances to see the real person.
B. The right clothes and hairstyle are really important.
C Read the passage. Then, circle the letter of the theme that matches the example.
The ladder was still propped against the house. Everywhere there was the
smell of smoke. Luckily, the three children had been carried to safety by a
mail carrier who saw the flames shooting through the roof. The father had
been overcome by smoke and couldn’t get to the children. Now, he was
recovering in the hospital.
A. It is sad when a family loses their home because of a fire.
B. Sometimes, being in the right place at the right time makes the
difference.
Name Date
Literary Analysis: Symbolism and Allegory

Practice
A symbol is a person, a place, a thing, or an event in a story that stands for a
larger idea.
n The bald eagle is a symbol of the United States.
n In a story, a setting sun might be a symbol of an event that is ending.
An allegory is a story in which all characters, settings, and events are
symbols. For example, in The Tortoise and the Hare, a turtle wins a race
against an impatient rabbit by continuing his efforts, even though he is slower
than the rabbit. The turtle is a symbol of patience and persistence.
A For each item listed, name one thing that it could symbolize.
1. a heart
2. a rocking chair
3. an open treasure chest filled with gold pieces
4. a rainbow
B For each question about these characters in stories, circle the letter of the best answer.
1. Two tennis teammates, Sarah and Amah, practice each day by taking turns
serving the ball and returning it. They are both working on improving their
serves. What is the person who returns the ball a symbol of ?
A. happiness B. help C. anger D. sadness
2. In Jan’s story, there is an event that is a symbol, but all of the characters
and places are realistic. In Yuko’s story, all of the events, characters, and
places are symbols. Which of the following is true?
A. Both stories are allegories. C. Yuko’s story is an allegory.
B. Neither story is an allegory. D. Jan’s story is an allegory.
3. Ricardo goes away from home for the first time. Before he leaves, his mother
gives him a gold coin. When Ricardo gets nervous, he reaches into his
pocket to touch the gold coin. What is the gold coin a symbol of ?
A. great wealth C. his clothing
B. reassurance and safety D. a new job opportunity

Name Date
Literary Analysis: Symbolism and Allegory

Assess
A Each of the following items can be a symbol. For each symbol, name one thing that it might
stand for.
1. a snowman
2. a shining sun
3. a baby bird with its mouth held open
4. a red-and-gold colored leaf
B For each question, circle the letter of the best answer.
1. Mr. Anderson writes a poem about a flower. The flower starts as a seed that
grows and blooms, producing a beautiful pink blossom that is enjoyed by
all. Then, at the end of the growing season, it withers and dies. What does
the flower symbolize?
A. the existence of human beings C. the poet’s love
B. the seed of a flower D. the death of a flower
2. You are reading a story. How do you know that it is an allegory?
A. None of the characters in the story is a symbol.

B. Each character in the story is realistic.
C. There are many symbols in the story.
D. All of the characters in the story are symbols.
3. In a story, a child is worried about going to kindergarten for the first time.
On the way to school, he sees a young bird perched on the edge of a nest.
After a few minutes, the bird leaves the nest and flies successfully into the
sky. What might the bird’s flight symbolize?
A. the sky C. the nest
B. the school and education D. the need to grow and change

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Literary Analysis: Tone

Practice
The tone of a literary work is the writer’s attitude toward his or her subject
and characters. The tone can often be described by a single adjective, such as
formal, playful, or respectful. Factors that contribute to the tone include word
choice, details, sentence structure, rhythm, and rhyme.
Tone Example
Matter-of-fact, informative Jack ate three helpings because he
was very hungry.
Surprised I can’t believe how hungry Jack was!
At dinner, he ate three helpings.
A Write the word that best describes the tone of each sentence. Then, underline the words
or phrases that contribute to the tone.
angry depressed dreamy humorous informative
1. Today on the island, we will have cloud cover and

some rain.
2. Hey, look! More rain. Forget the sunblock; let’s go for a

slosh on the beach!
3. Another day of clouds and rain, and gloom settled over

the island.
4. We sat close together, watching the mist over the lake

and listening to the light patter of rain on the sides of the tent.
5. What, more rain? I thought you said the weather would

be great!
B Read this passage from Yoshiko Uchida’s “Letter From a Concentration Camp,” and then
describe the tone. Underline four words or phrases that convey the tone.
Here I am sitting on an army cot in a smelly old horse stall, where Mama,
Bud, and I have to live for who knows how long. It’s pouring rain, the wind’s
blowing in through all the cracks, and Mama looks like she wants to cry. I
guess she misses Papa. Or maybe what got her down was that long, muddy
walk along the racetrack to get to the mess hall for supper.
Describe the tone:

Name Date
Literary Analysis: Tone

Assess
A For each item, write the letter of the word from the following list that most closely
describes the tone. One word may be used more than once.
A. dreamy C. aggressive E. dramatic

B. irritated D. matter-of-fact F. excited
1. You better not text while driving near me, or I’ll report you!
2. Texting while driving is known to increase the risk of an accident.
3. The boat bobbed gently as the light breeze blew over the still water.
4. The breeze wasn’t strong enough for us to sail back to shore, so there
we sat, stuck in the middle of the lake.
5. Wow! With a top speed of seventy miles per hour, that boat can
almost fly!
6. As the hurricane arrived, the blasting winds caused angry fifteen-foot

waves to crash over the small houses near the seashore.
7. The hurricane winds were incredible! They whipped the water in the
bay into awesome fifteen-foot waves!
B Write one or two words to describe the tone of each sentence.
1. The blare of horns and screaming sirens shattered

Kit’s peace of mind.
2. The crowds! The noise! The electricity in the air!

What a great city!
3. The crowds and noises made no impression on Elle

as she trudged home.
4. The dark shadows cast on the narrow streets by

the tall buildings gave Max a chill.

Name Date
Reading: Draw Conclusions

Practice
A conclusion is a logical decision or opinion you reach by pulling together
several facts or details. You can ask questions to identify important details to
form conclusions. By connecting the details, you can draw conclusions.
A Read the following stanza from “The Village Blacksmith” by Henry Wadsworth Longfellow.
Then, answer the questions on the lines provided.
Under a spreading chestnut tree

The village smithy stands;
The smith, a mighty man is he,
With large and sinewy hands;
And the muscles of his brawny arms
Are as strong as iron bands.
1. What details does the poet include and emphasize?
2. How are the details related?
3. What do the details mean altogether?
B Read the following haiku by Buson. Then, answer the questions that follow.
Deep in a windless
wood, not one leaf dares to move . . .
Something is afraid.
1. Circle the important details. What do the details suggest?
2. What conclusion can you draw about the details and the poet’s meaning?

Name Date

Assess
A Read the following selection. Then, answer the questions that follow.
In the harbor between New York and New Jersey lies Ellis Island.
Operating between 1892 and 1954, Ellis Island welcomed approximately
12 million steerage and third-class passengers arriving by ship to America.
Passengers arriving in steerage and third class had often endured two weeks
or more of seasickness in cramped, crowded conditions. Most had little in
their home countries and came to America in hopes of an opportunity for a
better life.
Upon arrival, passengers had to pass a medical examination before being
allowed into America. Immigrants were required to walk up a long flight of
stairs as doctors watched for signs of lameness and breathing problems.
Immigrants also had their eyes, ears, noses, and throats checked for
difficulties or sickness. Those who were sick were required to stay on Ellis
Island until they were well. Those who failed to recover were sent back to
their home countries.
1. Which conclusion can you make about one of the primary functions of
Ellis Island?
A. It was a place to dock the many ships arriving with immigrants.
B. It provided a location to screen immigrants for medical problems.
C. It was a location to provide much needed food and rest for
the immigrants.
D. It provided a place for sick immigrants to recover.
2. What can you conclude about the passengers arriving at Ellis Island?
A. All were wealthy and could afford to travel.
B. All were healthy, having had adequate food and space on the voyage.
C. Most were poor and often sick upon arrival.
D. Many went back to their home countries.
3. What can you conclude about the doctors at Ellis Island?

A. Doctors determined whether or not immigrants were allowed into
the country.
B. Doctors had well-equipped offices.
C. Doctors were well educated.
D. All doctors were immigrants.

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Reading: Paraphrase
Practice
When you read informational text, you are reading to learn. Sometimes you
read to find out more about a topic you already know something about.
Sometimes you read to learn about a topic that is new to you.
You will be more likely to remember what you read if you paraphrase the text.
When you paraphrase, you identify and record the text’s main points and
supporting details. Here are some questions to ask as you prepare to
paraphrase text:
n What are the text’s main ideas? (Hint: Read the topic sentences.)
n What are the key facts and supporting details?
n How can you break down long sentences into simpler parts?
Read the excerpt from an editorial below, and then answer the questions that follow.
The Graffiti Wars

Some people insist that graffiti is art. Some insist that it is the vandalism.
Today, many art critics think that it is art. They insist that it is the real
expression of urban feelings. While it is important to draw a distinction
between artistic expression and tagging, most critics think that griffiti offers a
window into the soul of a community.
1. What is the text’s main idea?
2. What are the supporting details?
3. Paraphrase the text. Be sure to include the editorial’s main idea and key
facts.

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Reading: Paraphrase
Assess
In the first paragraph of “The News,” Neil Postman introduces his ideas on television
news. Read the paragraph. Then, answer the questions that follow.
The whole problem with news on television comes down to this: all the
words uttered in an hour of news coverage could be printed on one page of
a newspaper. And the world cannot be understood in one page. Of course,
there is a compensation: television offers pictures, and the pictures move. It is
often said that moving pictures are a kind of language in themselves, and
there is a good deal of truth in this. But the language of pictures differs
radically from oral and written language, and the differences are crucial for
understanding television news.
1. What is the text’s main idea?
2. What are the supporting details?
3. Paraphrase the text. Be sure to include the editorial’s main idea and key
facts.
4. This was just the first paragraph of Postman’s essay. What do you think the
rest of the essay will say?

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Vocabulary: Prefixes dis-, super-; Suffixes -tion, -id
Practice
A prefix is a word part, syllable, or group of syllables that is added to
the beginning of a base word. A suffix is a syllable or group of syllables
added to the end of a base word.
Prefix/Suffix Meaning Words With the Prefix/Suffix

dis- apart; separation; not discord, disharmony
super- above superimpose, superhero
-tion the act, process, or cessation, rejection
fact of
-id characterized by valid, squalid
A These sentences contain a word in boldface print. Form a new word by adding the prefix
shown. Then, use the new word in a sentence that shows its meaning.
add super- 1. As a meteorologist, Frank studies natural weather phenomena.
New Word: Sentence:
add dis- 2. During the meeting, we worked together in harmony.
New Word: Sentence:
B Complete each sentence by using one of the words below. Use each word only once.
discord superhero rejection cessation
1. Lacking the right skills, Jack received a when he

applied for the job.
2. Noisy filled the room when everyone began to argue.
3. The town has ordered a of all activity in the park, so we

will not play soccer there today.
4. The firefighter was considered a to those he had saved.

Name Date
Vocabulary: Prefixes dis-, super-; Suffixes -tion, -id
Assess
1. Helen was asked to the children on the trip so that they would not get lost.
A. cessation B. supervise C. disharmony D. squalid
2. The medicine brought about a of Julie’s constant pain.

A. squalid B. disharmony C. discord D. cessation
3. Nothing was decided at the peace conference because there was too
much .
A. disharmony B. cessation C. squalid D. valid
4. The abandoned old house became after years of neglect.

A. rejection B. valid C. squalid D. superimpose
5. We cannot watch the TV show because our cable has been .

A. rejection B. information C. superficial D. disconnected
6. What makes your argument is that all of your points are supported
by facts.
A. disembodied B. vapid C. valid D. information
1. disarm
2. superior
3. superimpose
4. frigid
5. discharge
6. recollection

Name Date
Grammar: Action and Linking Verbs

Practice
An action verb tells the action that the subject of a sentence is doing. The
action can be physical (run, dance, jump, go) or mental (think, love, worry,
appreciate). A linking verb connects the subject of a sentence with another
word that identifies or describes the subject. The most common linking verbs
are forms of be (am, is, are, was, were, has/have been, had been). Other
linking verbs include feel, look, seem, become, smell, taste, grow.
Action verbs: Casey swung his bat. The fans thought he would hit the ball.
Linking verbs: Casey was a star. Today he looked strong. The fans grew quiet.
Some linking verbs can often be action verbs, depending on how they are used.
Action verbs: Casey looked at his fans. The fans tasted victory.
A Underline the action verb in each sentence.
1. Rice grows in China, Japan, and India.
2. The people in Asia usually prefer rice to potatoes.
3. In Central America, much of the population eats rice with beans.
4. They believe in the healthfulness of these two foods.
B Underline the linking verb in each sentence.
1. Rice and beans are an important part of the Central American diet.
2. Rice and beans taste good.
3. Sometimes the beans seem spicy.
4. They feel sharp on your tongue.
C Underline the verb in each sentence. Then, write A if it is action or L if it is linking.
1. I looked up “foods of Asia” on the Internet.
2. In the photographs, the Chinese dishes looked very tasty.
3. Walking by Indian restaurants, I smell the curry spices.
4. Those Indian curries smell delicious.

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Assess
A Underline the action verb in each sentence.
1. Charities appreciate the work of volunteers.
2. In fact, they need the help of volunteers in order to succeed.
3. They often grow their funds by sending out requests for donations.
4. Most charities look for ways to spend their money wisely.
5. They feel the importance of their good works.
B Underline the linking verb in each sentence. Then, draw an arrow to the subject from the
word that identifies or describes the subject.
Example: A telethon is a televised fundraiser for a charity.
1. Television fundraisers are popular at holiday time.
2. Many viewers seem happy to call in their donations.
3. Each donation will be a help to a needy person or organization.
4. Most people feel good about making a donation.
C Underline the verb in each sentence. Then, write A if it is action or L if it is linking.
1. Local clubs collected food and clothing for hurricane victims.
2. The boxes of donations grew larger every day.
3. The organizers worried about shipping the items.
4. However, they remained confident about finding help.
5. Then, a truck rental business offered to take the items.
6. “Helping hands” became their motto.

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Grammar: Active and Passive Voice

Practice
A verb is in the active voice when the subject performs the action. A verb is
in the passive voice when the action is performed on the subject.
Active Voice: The student answered the question.
Passive Voice: The question was answered by the student.
A Write A if the sentence is active; write P if the sentence is passive.
1. Sandi broke the record a second time.
2. Toby played the game well.
3. The record was broken by Sandi.
4. A speech was given by the coach.
5. Mr. Baker handed Sandi her trophy.
6. The play was directed by Rudy.
7. Rita played the lead.
8. The costumes were made by Elena and Louise.
B Rewrite each sentence by changing the passive voice to active voice.
1. Shells were collected by Bonnie.
2. The shells were displayed by her on a velvet cloth.
3. Two large albums of foreign stamps were bought by Willis.

Name Date
Grammar: Active and Passive Voice

Assess
A Underline each verb. Then, write A if the sentence is in the active voice, or P if it is in the
passive voice.
1. My brother Hank cooks like a pro.
2. Pies and cakes are prepared at our place for any occasion.
3. Yesterday he made “Cheesecake à la Hank” for Mrs. Elroy.
4. Eggs were beaten by him.
5. Flour was sifted before he began.
6. Graham crackers were crushed by hand.
7. Hank slaved away in the kitchen for hours.
8. Finally, the cake was delivered to Mrs. Elroy.
9. Mrs. Elroy remarked, “How nice of your mother!”
10. Poor Hank didn’t even correct her.
B Revise each sentence by changing the passive voice to the active voice and the active
voice to the passive voice.
1. The movie had been advertised by the theater as a kiddie matinee.
2. Their parents had taken the children to the movie.
3. Popcorn and candy were bought in abundance by the children.
4. The ushers showed the boys and girls to their seats.

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Grammar: Subject-Verb Agreement

Practice
A singular subject agrees with a singular verb. A plural subject agrees with a
plural verb. When the subject and verb of a sentence are both singular or both
plural, they agree in number. This is called subject-verb agreement.
The skater has fallen down. (singular subject—singular verb)
The skaters have fallen down. (plural subject—plural verb)
Errors in agreement can occur when the subject and verb are separated by
other words, phrases, or clauses. In the examples below, subjects are
underlined, and verbs are double underlined.
A box of apples was shipped from Ohio. (singular subject—singular verb)
The shelves in the basement need paint. (plural subject—plural verb)
Agreement errors also occur with compound subjects and with indefinite
pronouns serving as subjects.
Sarah and Laura drive to the shore. (plural subject—plural verb)
Either Sarah or Laura drives to the shore. (singular subject—singular verb)
Either of the answers is correct. (singular subject—singular verb)
Underline the correct singular or plural form of the verb in parentheses.
1. Two dogs and a cat (lives, live) in that house.
2. They (is, are) always playing together.
3. Mr. Terry and one dog (take, takes) long walks.
4. Either Mr. Terry or his housekeeper (feeds, feed) the animals.
5. Either the dogs or the cat (sleeps, sleep) with Mr. Terry.
6. Both my mother and father (disapproves, disapprove) of mice as pets.
7. Both cats and dogs (is, are) easy to care for.
8. Neither the cat nor the dogs (is, are) any trouble.

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Grammar: Subject-Verb Agreement

Assess
A Underline the correct singular or plural form of the verb in parentheses.
1. Both you and your friends (know, knows) the way to the park.
2. Everybody in Europe (recognize, recognizes) his achievements.
3. Jerry and his sisters (wants, want) to put on a pet show.
4. That friend of my parents (is, are) waving to us.
5. Both motorcycles and trailers (was, were) banned from the highway.
6. Neither her friends nor her teacher (knows, know) the plan.
7. Anyone in class (is, are) free to ask a question.
8. Some of the questions (seems, seem) difficult.
B Underline the correct singular or plural form of the verb in parentheses.
1. The box of books next to the stairs (is, are) for the rummage sale.
2. A bundle of the twins’ outgrown clothes (seems, seem) a good donation.
3. The prices of some items of clothing (seems, seem) high to me.
4. The table with vases and knickknacks (has, have) some interesting items.
5. The worker behind the table with kitchen utensils (looks, look) busy.
6. Both of my parents (has, have) interesting jobs.
7. Neither of the planes from Canada (has, have) landed yet.
8. All of my friends (is, are) going to the concert.

Name Date
Spelling: Vowel Combinations

Practice
Some words are hard to spell because they contain groups of vowels with
tricky silent letters. In the examples in the word list below, the tricky silent
letter in each vowel grouping is underlined.
To help you spell these words, you might make up your own reminder. For
example, to remember that there is a u in cantaloupe, you might use this
reminder:
Each slice of cantaloupe is shaped like a U.
Word List
camouflage counterfeit liaison porcelain villain
cantaloupe guarantee lieutenant vacuum waive
A Write correct if the word is spelled correctly. If it is not, write the correct spelling.
1. cantaluope
2. vaccume
3. leiutenant
4. camouflage
5. garantee
B Write correct if the word is spelled correctly. If it is not, write the correct spelling.
1. That mean-looking actor often plays a villian.
2. He served as a liasion between the embassy and the

court.
3. Did the arrested man wave his right to an attorney?
4. We purchased several porcelin figurines at the crafts

fair.
5. The criminals were passing around counterfeit money.

Name Date
Spelling: Vowel Combinations

Assess
A Write correct if the word is spelled correctly. If it is not, write the correct spelling.
1. villin
2. counterfit
3. liason
4. waive
5. porcelin
B Write correct if the word is spelled correctly. If it is not, write the correct spelling.
1. I vaccum the carpet at least once a week.
2. That was a delicious piece of cantalope!
3. The soldier wore camoflage in the jungle.
4. The mail order came with a written guarantee to

replace broken parts.
5. The soldier has achieved the rank of luetenant.
C Underline the three misspelled words in this paragraph. On the lines below the paragraph,
give the correct spellings of the words you underlined.
Snodley served as the liason between the college and the town.
Unfortunately, the villien stole what he could from both. Among the things he
robbed was a porcelain statue of the college’s founder. He left behind a
counterfiet statue that was not discovered for weeks.
1. 2. 3.

Name Date
Writing: Narrative with Symbolism

Practice
A narrative is a story. Symbolism is a writer’s use of symbols. A symbol is a
character, a place, a thing, or an event in a literary work that stands for a
larger idea. For example, a flower in a story might symbolize something fragile.
To make something into a symbol, a writer may use these common strategies:
n Call on traditional associations—a dog is a symbol of loyalty because
dogs are often praised for that virtue.
n Create new associations—if the dog in the story runs away when its
owner betrays a friend, a connection is made because both loyalty and
the dog “disappear” at the same time.
A Fill in the blank with a symbolic meaning for the word provided.
Example: clock = time
1. springtime =
2. white flag =
3. heart =
B Provide a possible symbol for each phrase below.
Example: Innocence = a baby lamb
1. = a beautiful sunrise
2. = a fire that is blazing
3. = a warm, downy blanket
C Make associations for each object listed. Next, connect the associations to a general
idea.
Example: pearl beauty; precious objects lovely things of great value
diploma
anchor
spaceship

Name Date
Writing: Narrative with Symbolism

Assess
A Write a brief situation for a narrative using associations for each item. Provide symbolic
meaning for each one.
Example: Pearl— a story about someone discovering great value in a small

lovely object
1. Diploma:
2. Anchor:
3. Spaceship:
B Choose one object from the list above to use as a symbol for your narrative. Create a
timeline of events for your narrative based on the object of your choice.
Example: Pearl—Event #1— Tyler left his little farm in Pearl and moved to the
big city.
Event #2— Tyler was excited about the busy streets and tall
buildings.
Event #3— After awhile, Tyler got homesick and wanted to

return to Pearl.
Event #1—
Event #2—
Event #3—
C Now, write a brief narrative using the symbol you chose and the events you listed above.
Remember to include words from the associations you created in Assess A.

Name Date
Writing: Character Analysis

Practice
In a character analysis, a writer identifies the main traits of a character in a
work of literature. A character analysis contains examples of events or
descriptions that show the character’s traits. The writer will often use
phrases—such as for example—to link supporting details, or transitional
words—such as instead—to connect important ideas.
A Read the following paragraph, and then answer the questions on the lines provided.
The character of Danielle in A Time for You is a model for all human
beings. Although she is only 22 years old, Danielle Sullivan has wisdom
beyond her years. She understands that kindness is the most important
quality people can have. In the first chapter, for example, Danielle helps a
child in her neighborhood. One day, Danielle finds out that the youngster
does not know how to read and sets up a program to tutor her after school.
Later in the novel, the reader learns that Danielle passes up an opportunity to
go to a concert with her friends because it will interfere with her tutoring
responsibilities. She tells her friends, “Go on without me—and have a great
time!” Instead of going out for her own pleasure, she keeps her commitment
to the child who needs her.
1. What is one of Danielle’s main traits?
2. List at least two adjectives that describe Danielle.
3. What is an example of Danielle’s actions or words that support the writer’s
description of her?
4. Which words or phrases connect important ideas in the paragraph?
B Choose a character you admire from a book, play, television show, or movie. Write a
character analysis of that person. First, identify the character’s main trait. Then, give
examples of actions or events that show the character’s traits. Use transition words to
connect supporting details and important ideas.

Name Date

Assess
A Use the following prompts to help create a character analysis of a fictional character you
have chosen to write about.
1. What is the person’s main character trait?
2. What is your opinion of this character?
3. Give three or four adjectives you would use to describe the character.
4. Describe two or three of the characters’ actions that support your opinion of
his or her main character trait.
5. What are at least two examples of things the character says that support
your opinion of his or her main trait or traits?
B Now, use your responses to create a character analysis on the following lines. Identify the
person’s main character trait, and support your position with details. Use transition words
to connect your ideas.

Name Date
Writing: Problem-and-Solution Essay

Practice
A problem-and-solution essay identifies a problem and presents one or more
solutions. It is an example of nonfiction writing. The author’s purpose in a
problem-and-solution essay is to inform and explain.
Prepare to write a brief essay about the amount of litter in the community areas in your
town. Use the following chart to help you list the problems and solutions. For each
problem, be sure to identify a solution.
Community Area Problem Faced Solution

Ball fields
Playground
Tennis courts
1. Clearly state the problems below, targeting the statement to the audience.
2. How will you solve the problems step by step? List the steps below.
3. Support each solution with examples. List the examples below.
4. What is the conclusion? Write it below.

Name Date
Writing: Problem-and-Solution Essay

Assess
A Answer these questions to prepare a problem-and-solution essay about the importance of
using public transportation to reduce pollution.
1. Write your statement of the problem.
2. How will you solve your problem step by step? List your steps.
3. Support each solution with examples. List your examples.
4. Summarize the solution in a concluding statement. Write your statement.
B Use your answers to write a brief problem-and-solution essay.

Name Date
Literary Analysis: Expository Essay

Practice
An expository essay is a short piece of nonfiction writing. A writer might
write an expository essay to give information, to present ideas, or to explain
a process.
To inform and explain, expository essays may include the following:
n Description: To help you imagine what something is like, writers use
description, or pictures in words, created with sensory language, such as
“scratchy” or “baking hot.”
n Comparison and contrast: To help you understand a topic, writers may
compare and contrast two or more things, showing their similarities and
differences.
n Cause and effect: To explain how something happens, writers show the
connections between causes and effects. A cause is a thing or event that
makes something happen. An effect is the event or situation that results
from a cause.
1. Which of the following is an example of an expository essay?
A. a book about a famous swimmer C. a short article discussing plants

B. a made-up story about a dog D. a poem full of description
2. Which of the following is an example of description?
A. The rich, creamy icing is spread over the cooled cake using a clean spatula.
B. Flour is often used to thicken cake batter.
C. A cake is easily made by following a recipe.
D. Cake batter is thinner than bread dough.
3. Which of the following is an example of a comparison?
A. Both lions and tigers have thick coats of fur, but tigers have stripes.
B. Cats learn to hunt from their mothers.
C. Cats are carnivores.
D. Kittens are born with their eyes closed.
4. Which of the following is an example of a cause-and-effect relationship?
A. The factory smokestack was tall and dirty.

B. The workers did not have a paid holiday.
C. The workers painted the factory walls.
D. When the factory eliminated the morning break, the workers revolted.
Name Date
Literary Analysis: Expository Essay

Assess
A For each item, write your answer in the appropriate blank.
1. Name a topic you would be interested in reading about in an expository

essay. (Remember that an expository essay is a short work.)
2. Read the three purposes below. Circle the main purpose of an expository
essay on your topic. Then, tell what the essay will inform readers about,
what it will explain, or what ideas it will discuss.
To give information about
To explain how
To present ideas about
B For each question, circle the letter of the best answer.
1. Which of the following would make the best topic for an expository essay?
A. how I spent my birthday C. the complete history of Mexico

B. the adventures of a small mouse D. the discovery of a new technology
2. Which of the following is an example of a description?
A. A timber wolf looks like a large gray dog with a bushy tail.
B. Wolves live in families called packs.
C. Females may dig a den for the family.
D. Wolves use their senses of hearing and smell to hunt small animals.
3. Which of the following is an example of a comparison?
A. Canada is a country in the northern part of North America.

B. Canada is greater in area than Mexico.
C. A large part of Canada is covered with wilderness areas.
D. Natural wealth such as timber and fur brought settlers to Canada.
4. Which of the following is an example of a cause-and-effect relationship?
A. A full moon appears as a solid disk in Earth’s sky.

B. Different areas of the moon’s surface may have different qualities.
C. Craters on the moon may appear as dark spots through a telescope.
D. Phases of the moon are related to the moon’s orbit around Earth.
Name Date
Literary Analysis: Reflective Essay

Practice
A reflective essay is a brief prose work that presents a writer’s thoughts and
feelings, or reflections, about an experience or idea. A writer may write a
reflective essay when these thoughts and feelings are especially strong.
A Read the following excerpt from a reflective essay. What does the author admire in her
grandmother? Write your answer on the lines below.
I began a written correspondence with my grandmother when I was a

young child. We did not live within visiting distance, and writing was a way
for us to “visit” each week. Sunday was the day she would rest from her
labors on the farm. Taking her dime store pad of paper and a pencil she had
no doubt sharpened with a paring knife, she would share her week with me in
written words. Perhaps she had worked on her tatting or a new quilt pattern.
She might have spent a day weeding and hoeing the garden, or washing and
hanging laundry on the line to dry. Each week’s letter captured her work and
the details of her life. Through these letters I learned the value and
satisfaction of hard work, patience, diligence in accomplishing what needed
to be done, and self-reliance at being able to do something yourself.
B Read the following sentences. If the sentence is from a reflective essay, put an on the
line. If the sentence is not from a reflective essay, put an on the line.
1. Geraniums are hardy flowering plants that add color to any garden.
2. My mother was a tall, willowy woman who cared for all creatures and
children.
3. A healthful diet includes at least five servings of fruits and vegetables

each day.
4. I was born in a bustling city, but I grew up in the wholesome fresh

air of the country.
5. The drug store is located down the street and around the block.

Name Date

Assess
A Read the following selection. Then, answer the questions that follow.
The wild blackberry patch in our backyard is an untamed jungle of

brambles and intertwined branches. Its thick tangle provides a refuge for
mice and rabbits all year, while bees share the nectar of the blossoms in the
late spring. In my mind the blackberry patch will forever be associated with
my mother and her delicious cobbler. What a treat it is to eat blackberry
cobbler fresh from the oven and to know that I picked the berries from our
own patch.
1. What is the main purpose of this essay?
2. What would be a likely title for this essay?
B Read the following selection. Then, answer the questions that follow.
Most students have an unforgettable teacher at some point during their

education. Mrs. Horwitz was my third-grade teacher at White Creek
Elementary School. Her approach to teaching had evolved through many
years of working with students. We began each day by singing songs as she
accompanied us on the piano. She required all of her students to complete a
list of weekly assignments and to turn them in on time. Every week we
memorized a new poem and learned a new skill, ranging from knitting to
playing Parcheesi. While I may have thought I was learning facts in third
grade, I learned more. I discovered that starting the day with a song always
puts one in a good mood. I also found out that time management can help
you get through any list of tasks, whether they are weekly assignments or job
responsibilities. Perhaps the greatest lesson Mrs. Horwitz taught was that
learning is found not only in books but also in doing new things.
1. What is the main purpose of this essay?
2. What would be a likely title for this essay?

Name Date
Literary Analysis: Humorous Essay

Practice
A humorous essay is a short piece of nonfiction that is meant to make you
laugh. Humorous writing can use these figures of speech:
Hyperbole [hy PUR buh lee] is intentional exaggeration. For instance,
your older sister might take a long time getting ready in the morning. To
use hyperbole, you could say, “When my sister first stepped into the
bathroom, it was Monday. By the time she came out, it was Friday.”
Understatement is the opposite of hyperbole. Understatement is talking
about something as if it were much less than it is. Imagine that your
friend is making dinner. Suddenly, smoke filters through the house. Your
friend rushes to the oven, opens it, and pulls out a roasting pan
containing a chunk of blackened, smoking meat. You are using
understatement if you say, “That roast looks a little overcooked.”
For each paragraph, write Hyperbole if it uses hyperbole. Write Understatement if it

contains understatement.
1. As soon as Jack arrives, Shelly’s dog starts growling.

As soon as Jack sits down, the dog starts barking furiously at him. When
Jack stands up, the dog snaps at him, ripping his pants leg. Jack says, “Do
you think he likes me?”
2. John has just finished his tryouts for the wrestling

team, and he decides to treat himself. He goes to an ice cream parlor, where
he orders a small sundae. When the ice cream arrives, though, it is five
scoops with a mound of whipped cream on top. “Who ordered Mt. Everest?”
he says. “I thought I ordered something to eat, not something to ski down!”
3. Your friends have been at soccer practice on a rainy

day, and the field was muddy. When they ring the doorbell, you open it
and see five girls on your doorstep, laughing and covered in mud. You say,
“Don’t bother wiping your feet on the way in. My mother won’t mind a
few tracks.”

Name Date
Literary Analysis: Humorous Essay

Assess
A For each item, write your answer in the appropriate blank.
1. Name one type of writing, movie, or television show that you find funny.
2. Explain why you find it funny.
3. Do you think a humorous essay could use the same kind of humor?
Explain. (Remember that a humorous essay is a short work of nonfiction.)
B For each paragraph, write Hyperbole if it uses hyperbole. Write Understatement if it

contains understatement.
1. There were a few problems at Mrs. Brown’s party. First

was the slightly exploding kitchen sink. That made a bit of a mess. Then,
the power went out for two hours. It was pretty much the usual situation
you’d have at a party. We all made the best of it, though, by telling scary
stories by candlelight. Mrs. Brown hopes next year’s party will be somewhat
closer to normal.
2. I was sitting in my room when I heard a huge noise.

It sounded as if a herd of buffalo were stampeding through the living room.
Then, I realized it was my brother and his noisy friends.
3. When Kyle really slugs a baseball out of the park, the

ball travels far. In fact, you will not see that baseball again. I heard that in
outer space, just past Pluto, scientists have found a mysterious small
object. If they ever see this object up close, I know exactly what they’ll
find—an old baseball, hit out of the park by Kyle.

Name Date
Reading: Main Idea and Supporting Details

Practice
The main idea is the central message, insight, or opinion in a work.
Supporting details are the pieces of evidence that a writer uses to prove the
main idea. These details can include facts, statistics, quotations, or anecdotes.
In the paragraph that follows, the main idea is underlined, and the supporting
details are set in italic type.
The act of jogging is good exercise for body and mind. In an average
healthy adult, the heart, lungs, and muscles get a workout, while other effects
occur as well. Jogging causes the body to release hormones that have
positive effects all over the body. For example, jogging can create a greater
sense of well-being and increase energy levels.
As you read the following paragraphs, you will see that the main idea of both paragraphs
is similar. But each of the paragraphs discusses a somewhat different point. Answer the
questions that follow.
1. Underline the sentence that directly states the main idea made about
jogging in paragraph A.
A. But jogging is more than exercise. Jogging causes the body to produce
a group of hormones called endorphins. These hormones may then release
natural painkillers that can reduce suffering from arthritis, allergies, or other
ailments. Jogging might actually trigger relief from pain and help ward off
the common cold.
2. Underline the main idea in paragraph B.
B. Jogging can build not only muscles but also confidence. A program of
regular jogging enables a runner to complete run after run while becoming
stronger and more self-assured. A bonus can be increased self-esteem
through weight loss and better body image. Sustained running also requires
self-discipline, which can benefit a runner’s ability to stay with a task to
completion.
3. Circle three supporting details in paragraph B.

Name Date
Reading: Main Idea and Supporting Details

Assess
Read the passage, and then answer the questions. Circle the letter of the best answer
choice.
She liked to grocery shop. She loved it in the way some people love to
drive long country roads, because doing it she could think and relax and
wander. Her parents wrote up the list and handed it to her and off she went.
. . . She had never told them how much she loved grocery shopping, only
that she was “willing” to do it. She had an intuition which told her that her
parents were not safe for sharing such strong, important facts about herself.
Let them think they knew her.
Once inside the supermarket, her hands firmly around the handle of the
cart, she would lapse into a kind of reverie and wheel toward the produce.
Like a Tibetan monk in solitary meditation, she calmed to a point of deep,
deep happiness; this feeling came to her, reliably, if strangely, only in the
supermarket.
—”Checkouts” by Cynthia Rylant
1. Which sentence states the main idea of the passage?
A. Let them think they knew her.

B. She had never told them how much she loved grocery shopping, only that
she was “willing” to do it.
C. She had an intuition which told her that her parents were not safe for
sharing such strong, important facts about herself.
D. She liked to grocery shop.
2. Which of the following details supports the main idea?
A. She held her hands firmly around the handle of the cart.
B. Her parents wrote up the list and handed it to her.
C. She shopped in the produce department first.
D. She calmed to a point of deep happiness only in the supermarket.
3. Which statement is the best summary of the passage?
A. A daughter has difficulty fitting in with her family.

B. A young girl derives comfort from an ordinary chore.
C. A young girl finds a substitute for long country drives.
D. Parents share their daughter’s innermost feelings.

Name Date
Reading: Read to Perform a Task—Technical Directions
Practice
When you read to perform a task, you are reading technical directions.
They give you step-by-step instructions on how to assemble, operate, or repair
a product. To begin reading technical directions, look at the diagram. Check to
find out which tools you need. Then, follow the steps in order.
Read the technical directions below, and then answer the questions that follow.
Desk Lamp Diagram and Parts
washer
B
E
Desk Lamp Assembly Instructions

1. Screw the lamp shade (A) onto lamp pole (B) by turning lamp pole
clockwise.
2. Push the power cord clip (C) into the hole in the base (D).
3. Screw the handle (E) to the lamp shade (A), using the washer as shown.
1. Under which heading will you see what parts are

included?
2. Under which heading will you find an enlargement that

shows exactly where the washer will be used?
3. In which direction should you turn the lamp pole?
4. Under which heading do you learn how to attach the

lamp shade?

Name Date
Reading: Read to Perform a Task—Technical Directions
Assess
Read the technical directions below, and then answer the questions that follow.
Cordless Telephone Diagram and Parts
Telephone
Wall Jack
Telephone Line Cord

AC Outlet
Base Unit
AC Power Adaptor
Cordless Telephone Installation Instructions

1. On the back side of the handset, slide off the battery cover.
2. Place the battery pack into the compartment. Replace battery cover.
3. Plug one end of the telephone line cord into the base unit as shown.
Plug the other end of the telephone line cord into the telephone wall
jack as shown.
4. Plug the small end of the AC adaptor into the base unit as shown. Plug
the large end into an electrical wall outlet as shown.
1. Under which heading do you see the design of the base

unit?
2. Under which heading do you learn what to do with the

AC adapter?
3. Why does the writer of the instructions use the phrase “as shown” as part
of instructions 3 and 4?
4. Based on the diagram, what do you notice about the ends of the AC Power
Adapter?

Name Date
Vocabulary: Word Roots -scend-, -fig-;

Prefixes suc-/sub-, em-/im-
Practice
whole word.

beginning of a base word. A prefix changes the meaning of a word.
Root/Prefix Meaning Words With the Root/Prefix

-scend- to climb transcends, ascend
-fig- form or shape configuration, figment
suc-/sub- under; less or lower succinct, submarine
than; following after
em-/im- in or into embodied, imported
Choose the word that best completes each of the following sentences. Write the word on
transcends figment succinct embodied

ascend configuration submarine imported
1. This drawing is a new of my earlier design.
2. This balsamic vinegar was from Italy.
3. The deep-sea explorers observed the fish through the windows of their
.
4. Your silly theory is a of your imagination.
5. The climbers grabbed their picks and started to the

mountain.
6. The town’s recycling law the mayor’s philosophies

about the environment.
7. Hawke’s latest accomplishment all his previous work.
8. Instead of giving a long answer, Jo decided to be .

Name Date
Vocabulary: Word Roots -scend-, -fig-;

Prefixes suc-/sub-, em-/im-
Assess
1. Sometimes a great idea many others that have come before it.
A. transcends B. succinct C. configuration D. embodies
2. The speaker’s remarks were yet very meaningful.

A. figment B. configuration C. succinct D. ascend
3. That was my favorite speech because it many things that I believe in.
A. transcends B. embodied C. figment D. imported
4. The elevator was broken, so we began to the stairs.

A. imported B. embodied C. figment D. ascend
B Read each sentence, paying attention to the underlined word. Then, rewrite the sentence
is, write Correct on the line.
Example: The politician gave a very long and succinct response.

Corrected: The politician gave a short and succinct response.
1. The shipmates traveled along the water’s surface

. in their submarine.
2. The blocks were carelessly scattered on the floor in a specific configuration.
3. This imported fruit was grown right here in my own backyard.
4. The events happened in quick succession, one rapidly following another.

Name Date
Grammar: Direct and Indirect Objects

Practice
A direct object is a noun or a pronoun that receives the action of a verb. An
indirect object appears with a direct object and names the person or thing
that something is given to or done for.
IO DO
Example: Dad lent Tom his watch.
A Underline the direct object in each of the following sentences.
1. Today we will hold a relay race at our school.
2. Jeffrey runs the first leg of the race.
3. He relays the baton to Serita.
4. Our coach cheers us on eagerly.
5. Our coach congratulated us and the other team.
6. I enjoy track meets.
B Underline the indirect object in each of the following sentences.
1. Tommy sent Jane flowers on her birthday.
2. Her brother Steve baked her a cake.
3. Dad bought her ice cream.
4. The whole family sang her “Happy Birthday.”
5. She gave Mother a big hug.
6. Jane sent Tommy a thank-you note.
7. She offered Steve two baseball tickets.

Name Date
Grammar: Direct and Indirect Objects

Assess
A Underline the direct object in each of the following sentences.
1. Hobbies offer pleasure to many people.
2. Baseball cards give many statistics about players.
3. Young hobbyists trade the cards among themselves.
4. Some people file their collections by teams.
5. One collector owned twenty thousand cards.
6. Old cards bring the most money.
7. Mistakes on the cards increase their value tremendously.
8. Collectors love any errors in printing.
B Decide whether the underlined word in each sentence is a direct object or an indirect
object. Write DO (direct object) or IO (indirect object) on the line next to each sentence.
1. The whistlers gave the listeners some surprises.
2. The contest gave everyone a chance.
3. Different categories offered contestants many opportunities.
4. Senior citizens taught the youngsters old tunes.
5. This unusual event brought Carson City recognition.
6. The judges promised each entrant an award.

Name Date
Grammar: Predicate Nominatives and Predicate Adjectives
Practice
Linking verbs connect the subject with a word in the predicate. A predicate
nominative is a noun or pronoun that follows a linking verb and renames or
identifies the subject of the sentence. A predicate adjective is an adjective
that follows a linking verb and describes the subject of the sentence. Common
linking verbs include forms of the verb be (am, is, are, was, were), appear,
become, feel, look, seem, smell, and taste.
S LV PN
Predicate nominative: The result was a declaration of war.
S LV PA
Predicate adjective: The house seemed lonely.
A Each subject is underlined. Underline each predicate nominative or predicate adjective,

and write PN or PA to identify each one.
1. Jan was the winner of the relay.
2. An atomic reactor is very powerful.
3. My glasses are dirty.
4. The girls became lifeguards last summer.
5. The girls were hoarse from cheering.
6. That pitcher of lemonade tasted sour.
B Complete each sentence with a predicate nominative (PN ) or a predicate adjective (PA),
as indicated.
1. The pie at dinner tasted (PA) .
2. My uncle is a (PN) .
3. One of my favorite foods is (PN) .
4. After their long race, Brian and Jack appeared (PA) .
5. The inside of the cave was (PA) .

Name Date
Grammar: Predicate Nominatives and Predicate Adjectives
Assess
A Underline each predicate nominative or predicate adjective, and write PN or PA to identify
each one.
1. Football is my favorite sport in the fall.
2. Through hard work Jennie became a huge success.
3. These curved roads are dangerous after a snow.
4. Susie is unusually tall for her age.
5. Columbus is a city in Ohio.
6. Katie has been my best friend since kindergarten.
7. English and science are my favorite subjects.
8. The crowd grew restless because of the long delay.
B Complete each sentence with a predicate nominative (PN ) or a predicate adjective (PA),
as indicated.
1. The sky became (PA) toward evening.
2. The winner of the race will be (PN) .
3. The weather remained (PA) all week.
4. The price of the car is much too (PA) .
5. My favorite breakfast is (PN) .

Name Date
Grammar: Combining Short Sentences

Practice
Avoid choppy, disconnected sentences by combining two or more related ideas
in a single sentence. There are several methods of sentence combining,
including compound verbs, compound objects, predicate nominatives, and
predicate adjectives.
Examples:
Choppy: The tide came up. It washed away our sand castle.
Compound Verb: The tide came up and washed away our sand castle.
Choppy: The lion was old. The lion was weary.
Compound Predicate Adjective: The lion was old and weary.
Combine the sentences to form a single sentence.
1. The living room was chilly. The living room was empty.
2. Ryan entered the competition. His coach advised against it.
3. Allison put film in the camera. She didn’t check the battery.
4. The new car was economical. The new car was beautiful.
5. We went to Janice’s party. We brought snacks for everyone.

Name Date
Grammar: Combining Short Sentences

Assess
Combine the sentences to form a single sentence.
1. Jim hit a line drive to left field. He dashed to first base.
2. Marcy has blonde hair. Sarah has blonde hair.
3. Congress passed a bill. The president vetoed it.
4. The Himalayas are mountains in Asia. They are the tallest mountains in
Asia.
5. She applied for the job yesterday. She was hired immediately.
6. Mark was late this morning. He missed the assembly.
7. The heavy rain flooded the highways. It washed out bridges.

Name Date
Writing: Business Letter

Practice
A business letter is a brief but formal letter written with a specific purpose.
People write business letters to ask for information, to provide information, to
express an opinion, or to complain. The format of a business letter includes
these elements:
n Heading: your address and the date
n Inside address: the address where the letter will be sent
n Greeting: Dear plus the person’s name and title, followed by a colon—for
example, Dear Mrs. Smith: (You may use Dear Sir: or Dear Madam: or To
whom it may concern: if you do not have an exact name for your
recipient.)
n Body of the letter: State your reason for writing, and make your points.
n Closing: Sincerely or Respectfully, followed by a comma
n Signature: your full name and your signature above it
It is important to support your points with details, and to use a polite tone in
your letter.
Answer these questions about business letters.
1. You are going to write a business letter to your school principal, Dr. Robert
Brown. Which is the correct greeting to use in your letter?
A. Dear Bob, C. Principal Robert Brown:
B. Dear Dr. Brown: D. Dear Sir:
2. If you were writing to Dr. Brown to request new lunch menu choices, which
would be the most appropriate sentence to include in your letter?
A. I think the lunches are disgusting.
B. Everybody says the same thing: we are sick of soggy French fries!
C. Since the beginning of the year, the lunch menu has been the same each
week.
D. I doubt you have been to the cafeteria lately.
Why is this sentence appropriate?
3. What would be the best closing for the letter to Dr. Robert Brown?
A. Thanks, C. Sincerely,
B. Your friend, D. Write back soon!
Name Date
Writing: Business Letter

Assess
A Imagine that you bought a pair of sneakers from a company called First Sports Shoes. The
shoes were expensive, but the sole ripped away after only two weeks of use. You decide
to write a letter of complaint to the president of the company. You find the address of the
company online. A letter has been started below. Complete it by filling in the numbered
items. First, fill in the blank greeting. Then, complete the body of the letter, stating your
position. Finally, include a proper closing and signature.
Writer’s street address
Writer’s town, state, and ZIP code
April 28, 2007
President
First Sports Shoe Co., Inc.
1111 First Avenue
Anywhere, NH 00000
Dear [1]
I am writing to say that [2]
I hope that you will [3]
.
I think this would be fair because [4]
Thank you for your attention to this matter.
[5]
[6]
[7]

Name Date
Writing: Brief Memoir

Practice
In a brief memoir, a writer recalls a personal experience that concerns a
place, a person, or an event in his or her life. A brief memoir paints a picture
for the reader by using precise, descriptive words. The writer shows, either
through description or narration, why the experience has a special meaning
for him or her.
A Read the following paragraph, and then answer the questions.
I met Tamara Morrison when I was just six years old. To me she looked like
the wisest woman in the world, with a grey bun perched on top of her hair and
a broad smile that creased her cheeks. Every wrinkle on her face seemed to
have a happy, cherished story, and I couldn’t wait to ask her to tell her tales to
me. I would often run into her at the library, where we both spent many hours.
One afternoon, we got to talking. I learned that Tamara’s stories—the
ones I had wanted to hear—were not happy ones. Her parents were put in
prison when she was young because they had spoken out against the
government. She fled the country. Later, she was adopted by another family,
but she was poor and lonely for many years.
I couldn’t help but wonder: How could she have hidden such sadness
under her open smile, which seemed to welcome the whole world?
1. What is the subject of this memoir?
2. List at least two phrases that help the reader get a picture from reading
the memoir.
3. What information about Tamara’s past is especially sad?
4. Explain why you think the writer chose this subject for a memoir.
B Think of an unusual event or an unusual place you have experienced. Write the opening
sentence of a brief memoir that explores why this experience was so different from other
experiences you have had. Use descriptive language.

Name Date

Assess
A Use the following prompts to help create a brief memoir of a person who has had special
meaning in your life.
1. What is this person’s most memorable trait?
2. Why has this person stayed in your memory? Why is he or she meaningful
to you?
3. What are at least three vivid words or phrases you might use to help paint a
picture of this person for the reader?
4. Describe something—an event or a place—that reminds you of this person.
5. What would you want to say to this person if you were to talk to him or her?
B Now, use your responses to create a brief memoir on the back of this page or a separate
sheet of paper. Make sure to identify the person’s most memorable trait. Use vivid words
to make the person come alive for the reader.

Name Date
Writing: Letter to the Editor

Practice
A letter to the editor states an opinion on an issue. It is written to be
published in a magazine or newspaper. Its purpose is to persuade readers to
share the writer’s opinion or to take an action that the writer recommends.
A Following are several topics for a letter to the editor. Determine a position, and then list
details that would support your position.
1. Topic: Should schools have a dress code?
Position:
Supporting details:
2. Topic: Should schools charge admission to athletic events?
Position:
Supporting details:
3. Topic: Should new parks be developed?
Position:
Supporting details:
B Using one of the positions above, write a letter to the editor. Remember to use the correct
form for a letter.

Name Date
Writing: Letter to the Editor

Assess
A Following are several topics for a letter to the editor. Determine a position, and then list
details that would support your position.
1. Topic: Should airports have a curfew on when aircraft can depart and land?
Position:
Supporting details:
2. Topic: Should fans be ejected from sporting events for their behavior?
Position:
Supporting details:
3. Topic: Should students be allowed to have cell phones in school?
Position:
Supporting details:
B Using one of the positions above, write a letter to the editor. Remember to use the correct
form for a letter.

Name Date
Reading: Evaluating Persuasive Texts

Practice
Persuasive appeals are methods a writer uses to influence readers to adopt
his or her point of view. Persuasive writing may use facts and opinions to
support an argument. The writer may also use words with either a positive or
negative appeal, depending on what emotional reaction the writer intends
readers to have.
Read the following selection. Then, answer the questions.
Our town’s Shade Tree Commission is responsible for the care and
maintenance of trees growing on town property, including parks and
recreational areas. The Commission also supposedly reviews and approves
plantings around new construction and oversees tree removal at building
sites. Something is going wrong, though. The trees are disappearing. Our
town, once characterized by beautiful greenery, is beginning to look like a
wasteland—all for the sake of commerce.
A new shopping area was just built on a wooded lot. The shade trees on
the town’s right-of-way should have been preserved. Instead, all 57 trees on
the lot were taken down. The Shade Tree Commission demanded that the
developer be fined and new trees be planted along the right-of-way. But
perhaps the Commission should have paid attention in the first place!
Our town is known for its tree-lined streets and parklike properties. Should
we sit idly by while commerce is allowed to blight the landscape?
1. What statement best summarizes the writer’s argument?
A. The town knows what is best for business.

B. The town Shade Tree Commission is not doing its job.
C. The town Shade Tree Commission is doing a great job.
D. Eliminating trees reduces the work of town agencies.
2. Which of the following sentences contains a fact that supports the writer’s
opinion?
A. Instead, all 57 trees on the lot were taken down.
B. Should we sit idly by while commerce is allowed to blight the landscape?
C. But perhaps the Commission should have paid attention in the first
place!
D. Something is going wrong, though.
3. Underline two words in the passage that have a negative appeal.

Name Date
Reading: Evaluating Persuasive Texts

Assess
Read the following selection. Then, answer the questions. Circle the letter of the best
answer.
Everyone has one, and it seems as if everyone is talking on one. Cell

phones are a part of modern life. Along with the phones come the towers to
relay their signals. Within the last decade more than 140,000 cell towers have
been erected in the United States. Still more will be needed to eliminate
“dead spots,” places where cell phones don’t pick up signals.
Communities are divided on cell tower construction. While many want
better service and coverage, towers are not welcome in their backyards.
Issues of skyline aesthetics and safety are reflected in the growing number of
lawsuits that result from numerous towers being built.
Is the answer to improved cell phone coverage to build more towers or to
build fewer towers with greater efficiency? Our skylines will improve, and
safety issues will be minimized. Who will answer this call with responsible
action?
1. Which of the following statements best summarizes the writer’s argument?
A. Communities have no say in cell C. Skylines should be kept

tower construction. free of dangerous towers.
B. Fewer towers with greater D. More than 140,000 cell towers
efficiency need to be built. have been built in the
United States.
2. On what is the writer’s appeal based?
A. facts only C. facts and opinions

B. opinions only D. neither facts nor opinions
3. What is the best question to ask when evaluating a writer’s argument?
A. Does the writer support claims C. Do I agree with the writer’s

with evidence and reasoning? opinion?
B. Does the writer use emotional D. Does the writer provide
language in a convincing way? personal insight?
4. Which of the following would be a good title for this selection?
A. Fewer, Not More, Cell Towers C. Calling for Responsible Action

B. Towering the Skylines D. Cell Phones in Modern Life

Name Date
Reading: Understand Organization of Text

Practice
When you plan how you will tell a friend something, you think about how the
parts of your story relate to one another and the order in which you need to
present your facts. Authors do the same thing. They think about the best way
to organize their information, and they give their readers clues to help them
make connections.
Authors use certain clue words to help their readers understand the
organization of a text. Look for these words as you read to help you figure
out a text’s organization:
Text Structure Meaning Clue Words

Sequence Events are given in the order first, next, before, last, then
(Chronological in which they occurred.
Order)
Spatial Order Information is given in a visual right, left, top, bottom
way, according to where
things are located.
Order of The most important ideas are most important, best, next
Importance usually given first.
Comparison and Things that are the same and alike, same, different, unlike
Contrast different are compared.
Write a sentence with each of the following clue words.
1. Next
2. Different
3. Top
4. Best

Name Date
Reading: Understand Organization of Text

Assess
A Read the following sentences, circle the clue words, and tell which text structure they signal.
1. Sam’s dog is different from Dave’s dog. Sam’s dog loves to run and play, but
Dave’s dog likes to stay inside and sleep by the heater.
2. When you exercise, the most important thing to remember is to wear the
proper clothing so you can move freely. The next thing to remember is that
you must warm up before you exercise. Warming up helps keep you from
being hurt.
B Read the following excerpt and circle the clue words. Then, answer the questions that follow.
A Growing Threat
The rumbling began deep inside the volcano. The scientists grew concerned
when their instruments showed strong movement deep underground. This
volcano had rumbled before, but this time the movement kept building.
Their next step was to alert the citizens who lived within five miles of the
volcano. These people needed to take immediate action. Soon after they
sounded the alert, the rumbling grew and the magma moved more quickly. It
was clear that their next move would be to issue an evacuation order. Finally,
the lead scientist called the local radio station and told the volcano response
team to sound the siren and help people find safety.
1. Which text structure did the writer use? Explain how you made your
decision.
2. How did recognizing the text structure help you understand what you read?

Name Date
Literary Analysis: Persuasive Writing

Practice
In persuasive writing, an author aims to change readers’ minds about a
topic. The author may want readers to agree with his or her ideas—for
example, that the school needs a new baseball field. The author may want to
convince readers to take a certain action—for example, to eat less fat. When
writing to convince readers of something, an author will use persuasive
techniques, such as the following:
Appeals to authority—The author uses opinions of experts and well-
known people to back up his or her ideas. Example: According to the
Surgeon General, every American should get a yearly physical
examination.
Appeals to emotion—The author uses words that convey strong feelings.
Example: We will mourn the loss of natural beauty in our town if we
foolishly allow the great oaks along Main Street to be heartlessly cut
down.
Appeals to reason—The author uses logical arguments backed by facts.
Example: The soccer team deserves a pizza party because it has won all
six games it has played this season.
For each item, write the persuasive technique used. Then, underline the words that are
examples of this technique.
1. We, the student council, are thrilled to ask all of our classmates to jump in to Spirit
Week. We promise you that it will be without a doubt a week you will always
remember!
Appeal to
2. Why will Spirit Week be so great? We have organized more special events this year
than ever before, including a faculty vs. football team pie-eating contest, which will
all raise money for local charities. We have also included the traditional events: the
Spirit Assembly on Tuesday, the pasta dinner on Wednesday, and the dance on
Friday. The poll we took shows that 80% of students have enjoyed each of these
events in past years.
Appeal to
3. In fact, Principal Norris said that this was the best Spirit Week schedule he has ever
seen.
Appeal to

Name Date
Literary Analysis: Persuasive Writing

Assess
For questions 1–4, circle the letter of the best answer choice. Then, respond to questions
5 and 6.
1. What is the author’s purpose when writing a persuasive essay?
A. to inform B. to entertain C. to persuade D. to inspire
2. Which persuasive technique does this sentence use?

Crime is down 40 percent in the city, making this the safest year on
record, so we should reelect our mayor.
A. appeal to emotion C. appeal to authority
B. appeal to reason D. all of the above
3. Which persuasive technique does this sentence use?

I was shivering with fright, and my heart was pounding after reading this
terrifying tale, so unless you love to be frightened, do not read it!
A. appeal to reason C. appeal to emotion
B. appeal to authority D. appeal to logic
4. Which persuasive technique does this passage use?

Students should be able to fill their physical education requirement by
taking dance classes. Dance is as physically demanding as any sport, and
studies show that young dancers are extremely fit.
A. appeal to style C. appeal to authority
B. appeal to emotion D. appeal to reason
5. Imagine that a local animal shelter is about to be closed down due to lack of
money. The shelter is run by caring people; they save hundreds of animals’
lives each year. You decide to write an article about the shelter, hoping to
convince people to donate money to it. Write the opening sentence of that
article on the lines provided. Use at least one persuasive technique.
6. Which persuasive technique or techniques did you use in your opening

sentence?

Name Date
Literary Analysis: Analytic and Interpretive Essays

Practice
An analytic essay is one in which a writer examines the parts of a subject. In
an interpretive essay, a writer explores the meaning of an issue. Some
essays contain both analytic and interpretive qualities. A writer uses appeals
to authority, reason, emotions, or shared values to gain the reader’s
acceptance of an analysis or an interpretation.
A Write the kind of essay (analytic or interpretive) described below.
1. Kind of essay: Dr. Susan Pittsfield describes her latest

research on the Monarch butterfly, which has been published in a well-
respected scientific journal.
2. Kind of essay: A neighbor has expressed his thoughts

in the newspaper about the importance of supporting community concerts.
B Write the type of appeal (to authority, reason, emotion, or shared values) described below.
1. Appeal to : A travel writer explains that if you have

only a few days in Hawaii, you won’t have time for island-hopping.
2. Appeal to : A politician writes that we must raise taxes

in order to support the educational programs we all want for our children.
C For each item below, identify the kind of essay and the type of appeal it uses.
1. After reading about the enormous cost of energy use in our state last year,
it has become obvious that we need energy alternatives. I think we should
look into using solar panels, which will greatly reduce the need for other
fuels and methods for home heating.
Kind of essay:
Type of appeal:
2. Scientists from all over the globe met in New York yesterday to discuss the
rising costs of energy consumption. In a detailed speech, Dr. Cameron Knoll
described the overall reduction of energy costs in solar-heated homes.
Kind of essay:
Type of appeal:

Name Date
Literary Analysis: Analytic and Interpretive Essays

Assess
A Write the kind of essay (analytic or interpretive) described below.
1. Kind of essay: My older sister has written a magazine

article about being the first person in our family to go to college.
2. Kind of essay: Jim Kenmore writes a description of

his study of the periwinkle and other native plants of the tropical rain
forest.
B Write the kind of appeal (to authority, reason, emotion, or shared values) described below.
1. Appeal to : A board of education member cites a study

on national illiteracy to encourage voters to support tutoring programs in
school.
2. Appeal to : A teenager writes a passionate plea to

inspire others to adopt abandoned pets.
C For each excerpt below, identify the kind of essay and the type of appeal it uses.
1. Despite their annoying presence, cell phones have become an important

part of many people’s lives. People use cell phones to arrange meetings or to
keep in touch with family members. And in an emergency, a cell phone
allows instant access to vital services.
Kind of essay:
Type of appeal:
2. Researchers at MIT recently tracked cell phone usage in one of the largest
cities in Austria. They studied the number of calls, as well as information
about when and where the calls were placed, to create electronic maps. This
information could be used in the future for large-scale city emergencies and
to better manage traffic.
Kind of essay:
Type of appeal:

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Practice
An author’s purpose is his or her main reason for writing. The most common
purposes for writing are to inform, to persuade, and to entertain. To determine
an author’s purpose, notice the types of details included in the work. Writers
may use facts and statistics to inform or persuade. They may use stories
about personal experiences to inform or entertain. Often, authors will have
more than one purpose—to inform while entertaining, for example.
Read each paragraph. Then, answer the questions.
When you buy a bicycle helmet, make sure it fits you well. The foam pads
should touch your head all around, and the helmet should sit level. Tighten
the straps so that they are snug but comfortable. You must not be able to
pull off the helmet, no matter how hard you try.
1. Is the author’s main purpose to entertain, to inform, or

to persuade?
2. List two details from the paragraph to support your answer.
It was a beautiful day. Ramona put on her helmet, hopped on her bike,
and headed to a desert bike path near her house. She was peddling merrily
along when suddenly she heard a loud, hissing sound. “Oh, no,” she
thought, “not a snake!” She peddled faster but noticed that her bike was
bouncing badly. When she looked back, she saw that her rear tire was flat.
“So that was the hissing!” No snake, after all—just a flat tire and a ruined
bike ride.

to persuade?

Name Date

Assess
Wherever and whenever you ride your bicycle, you should wear a helmet.
You may not know it, but statistics show that a bike rider can expect to crash
at least once for every 4,500 miles of riding. Every year, more than 600
people die in bicycle crashes, mostly from head injuries. Your bicycle helmet
can protect you. Don’t go biking without it!

to persuade?
B Circle the letter of the choice that best answers the question. Then, explain your choice.
1. In an article about a new movie, a writer briefly describes the story, names
the main actors and the director, and tells the movie’s rating. What is the
writer’s purpose?
A. to persuade B. to entertain C. to inform D. all three
Explain:
2. In an article about the same movie, another writer tells the story in detail.
He describes a confusing, slow-moving plot; actors who are not right for
their roles; and dull background music. He ends with the line, “If you need
to catch up on your sleep, this is the movie for you.” What is the writer’s
purpose?
Explain:
3. Another writer describes the movie in glowing terms—exciting story, great

acting, terrific special effects. He ends his article with the line, “Don’t miss
it!” What is this writer’s main purpose?
Explain:
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Vocabulary: Word Roots -tact-, -jur-; Prefixes para-, re-
Practice
whole word.

beginning of a base word. A prefix changes the meaning of a word.
Root/Prefix Meaning Words With the Root/Prefix

-tact- to touch contact, tactless
-jur- law; right jurisdiction, jury
para- beside; beyond parallel, paraphrase
re- again; anew; back recall, regress
contact regress tactless recall

parallel jury paraphrase jurisdiction
1. Instead of quoting Mark Twain, Alma decided to

the famous author.
2. The officer did not make an arrest because he had no

in that state.
3. When I look back on my childhood, I fond memories

of summer camp.
4. Jackie was offended by your remark.
5. The two avenues run to each other, never intersecting.
6. The medicine was successful, causing the patient’s symptoms to .
7. After years apart, Lisa was finally able to her old

friend Amy.
8. Stimson felt proud to be on a that was deciding such

an important case.

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Vocabulary: Word Roots -tact-, -jur-; Prefixes para-, re-
Assess
1. You would annoy people less if you were not so .

A. parallel B. recall C. tactless D. jurisdiction
2. When you someone, you do not use his or her exact words.
A. jurisdiction B. parallel C. regress D. paraphrase
3. Sam recently moved, so you will need to him at his new address.
A. recall B. jurisdiction C. paraphrase D. contact
4. The police chief asked the mayor to expand his within the city.
A. ascend B. jurisdiction C. parallel D. jury
5. Our desks were arranged next to one another, forming rows.

A. parallel B. tactless C. jury D. paraphrase
6. I began to the kitchen by moving the table to the center of the room.
A. contact B. recall C. jury D. rearrange
1. recall
2. jury
3. paraphrase
4. regressed
5. recycle
6. tactile

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Grammar: Degrees of Adverbs

Practice
An adverb is a word that modifies, or tells more about, a verb, an adjective, or
another adverb. For example, in the sentence He runs quickly, the adjective
quickly tells more about the verb runs—it tells how he runs. Most adverbs
have three different forms to show degrees of comparison—the positive (which
describes a single action or quality), the comparative (which compares two
items), and the superlative (which compares more than two items).
There are different ways to form the comparative and superlative degrees of
adverbs. Notice, for example, how the forms of the adverbs in the following
chart change to show the degrees of comparison.
Positive Comparative Superlative

soon sooner soonest
frequently more frequently most frequently
well better best
Write the comparative and superlative forms of each adverb.
1. quickly
2. loudly
3. easily
4. seriously
5. early
6. carefully
7. awkwardly
8. completely
9. patiently
10. boldly

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Grammar: Degrees of Adverbs

Assess
Fill in the following chart.

1. grumpily
2. more gracefully
3. most likely
4. more reasonably
5. loud
6. most neatly
7. more clearly
8. truthfully
9. most clumsily
10. far

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Grammar: Degrees of Adjectives

Practice
An adjective is a word that modifies, or tells more about, a noun or pronoun.
For example, in the sentence The tall girl reads, tall is an adjective that tells
more about the girl. It explains what kind of girl. Most adjectives have three
different forms to show degrees of comparison—the positive, the comparative,
and the superlative. The positive is used to describe one item, group, or
person. The comparative is used to compare two items, people, or groups. The
superlative is used to compare three or more items, groups, or people.
Add -er to form the comparative of most one- and two-syllable adjectives.
More, most, less, or least are added to adjectives of three or more syllables to
form the comparative and superlative.

easy easier easiest
delicious more delicious most delicious
good better best
talented less talented least talented
Write the comparative and superlative forms of each adjective.
1. cold
2. tall
3. bright
4. graceful
5. young
6. heavy
7. polite
8. courteous
9. narrow
10. tasty

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Grammar: Degrees of Adjectives

Assess
A Complete each sentence using the form of the adjective indicated in parentheses.
1. The (large) of all snakes is the anaconda. (superlative)
2. Some people think snakes are the (creepy) of animals.

(superlative)
3. In some species, female snakes are (large) than

males. (comparative)
4. A snake’s skin is (dry) than it appears to be.

(comparative)
5. Some desert snakes are (hardy) than other snakes.

(comparative)
B Circle the correct form of the adjective in parentheses.
1. Of the three bands, the Seven C’s play (better, best) music.
2. Were (many, more) people at this concert than at the last?
3. The seats were (less, least) comfortable than before.
4. Of the last six concerts, this was the (less, least) exciting.
5. Our view was (worse, worst) than usual.
6. The Seven C’s songs were (louder, loudest) than the other bands’ songs.
7. Their set was also (longer, longest) than the other sets.
8. The lights were the (brighter, brightest) we had ever seen.
9. The third encore by the group was the (more, most) thrilling.
10. The applause afterwards was the (louder, loudest) I had ever heard!

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Grammar: Parallelism
Practice
Parallelism is the use of similar grammatical forms or patterns to express
similar ideas. Parallel constructions place equal ideas in words, phrases, or
clauses of similar types. Nonparallel constructions present equal ideas in an
unnecessary mix of grammatical forms, producing awkward, distracting shifts
for readers.
Nonparallel: Sheila swims, skates, jogs, and she is a dancer.
Parallel: Sheila swims, skates, jogs, and dances.
Rewrite each sentence, changing nonparallel forms into parallel grammatical forms. If a
sentence is correct, write Correct.
1. They liked to play soccer, to surf, and swimming.
2. He asked us for money and for advice.
3. Most people prefer corn to eating broccoli.
4. Museums, theaters, and listening to live music make Boston a great place
to visit.
5. I prefer concerts to visiting museums.
6. My uncle’s ambition was to retire and to live a life of leisure.

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Grammar: Parallelism
Assess
Rewrite each sentence to correct any nonparallel structures.
1. He asked us for money and if we could give him advice.
2. You can get to the shore either by train or a bus can be taken.
3. Carla was waiting for a talent scout to discover her and who would take her
to Hollywood.
4. My friend’s work consisted of sitting at a desk for eight hours a day and
give orders.
5. I went to Chicago because of its football team rather than because it is

historic.
6. The city can disturb some people with its crowds, its confusion, and
because of the noise.
7. The radio is small, compact, and can be bought inexpensively.

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Spelling: Tools for Checking Spelling

Practice
Computer spell-checkers are useful tools, but they may not detect a spelling
error if the wrong word you use is still a word. For example, if you type “She
cannot except criticism” instead of “She cannot accept criticism,” the spell
checker may not tell you that except is wrong because except is still a word. It
also will not always tell you if you capitalize a word incorrectly or misspell a
name or an unusual word.
When you use a dictionary to check a word’s spelling, try to find the word by
looking up different possible spellings of its opening sounds. For example,
suppose you are not sure how to spell psychology. Here are some opening
spellings you might look under:
cich sik psich
cyk syk psych
A For each sentence, underline the incorrect spelling that a spell checker probably would
not find. Then, write the correct spelling on the line.
1. What is your opinion of capitol punishment?
2. The dome on the capital is painted with gold leaf.
3. No one accept me is going to the concert.
4. Why do you find it so hard to except praise?
5. You can provide the information graphic or verbally.
6. John arrived at the wrong some on the math problem.
B Each item lists four possible spellings of a word. Using a dictionary, check for the correct
spelling. Underline the correct spelling.
1. knowledgable knowledgeable knowledjable knowledjeable
2. maccination machination mackination makination
3. yealded yeelded yeilded yielded
4. micellaneous miscellaneous misellaneous missellaneous
5. psichology psicology psychology psycology

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Assess
A Each item lists four possible spellings that you might check if you were trying to find the
correct spelling of a word in a dictionary. Underline the correct spelling.
1. graffically grafficly graphically graphicly
2. micilaneous miscillaneous miscellaneous missellaneous
3. knowledgable knowledgeable knowlegeble knowlegeable
4. psikology psychology sychology sycology
5. machenation machination mackenation makkination
B For each sentence, underline the incorrect spelling that a spell checker probably would
not find. Then, write the correct spelling on the line.
1. I hope you will except my apology.
2. Everyone accept Jonas is going to the party.
3. Murder is a capitol crime.
4. The state capital is modeled on buildings in ancient

Greece.
5. He yield to the car on the main street.
C In this paragraph, underline the three misspelled words. Write the correct spellings on the
lines after the paragraph.
My cousin Clara hopes to except a job teaching psycology at a state

university. She is very knowledgeable in her field. She understands the
mackinations of the human mind.
1. 2. 3.

Name Date
Writing: Persuasive Letter

Practice
A persuasive letter uses the techniques of persuasion to convince readers to
believe or act in a certain way. Persuasive techniques include the following:
appeals to authority, using opinions of experts or well-known people
appeals to emotion, using words that convey strong feelings
appeals to reason, using logical arguments backed by facts
Read the following persuasive letter. Then, complete the activities that follow.
Dear Citizens,
To some of you, voting for our elected officials may seem like a waste of
time. After all, a ballot is just a piece of paper with boxes on it. But is it
merely a piece of paper? To me it is something much more, a chance to
decide the future and a reflection of democracy.
Voting is a right for all citizens living in our country. This right is ensured
by the Constitution and the Bill of Rights. Yet, many citizens don’t exercise
this right. Corporations and public service groups spend large sums of money
reminding citizens to vote. Although there is no financial profit in getting
people to vote, money continues to be spent. Why?
Voting is your chance for your voice to be heard. We are part of a
democracy, and it is our responsibility as members to vote. It is your
opportunity to determine your future. An unused ballot is a silent voice
forever.
A Fellow Citizen
1. Use the following chart to identify the persuasive points the author made.
Indicate which persuasive technique each point is an example of.
Points Persuasive Techniques
2. Write a sentence including an appeal to emotion that could be added to this

letter.

Name Date

Assess
Circle one of these topics for a persuasive letter. Then, complete the activities that follow.
Effectiveness of recycling Charging admission to school sports events
Healthy cafeteria food offerings Oil exploration in the sea
1. State your opinion on your topic on the following lines.
2. Complete the following chart listing your points and the persuasive
techniques you will use.
Points Persuasive Techniques
3. What language will you use to stir readers’ emotions?
4. Write a conclusion to your persuasive letter on the following lines.

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Writing: Critique
Practice
A critique is a written evaluation of a piece of writing. A well-written critique
has these features:
It lists the characteristics or standards by which the piece of writing is
judged. These characteristics can include vivid sensory details, character
development, and an interesting story.
It gives specific examples or explanations of why these characteristics are
present or absent in the writing being judged.
It includes a clear statement about the overall evaluation of the writing.
A Circle the letter of the correct answer.
1. Which of these standards might you include in a critique of a short story?
A. It is the appropriate length. C. It contains many rhymes.

B. It has a compelling story line. D. It uses special effects.
2. Which of the following standards might be applied to this passage?

The water looked black and was certainly cold. As the sun disappeared,
the air grew chilly. Night was approaching quickly.
A. a fascinating setting C. well-developed characters
B. a good story line D. use of vivid descriptions
B Read the following critique. Then, respond to the items that follow.
At the beginning of the novel, a picturesque scene of a historic Southern

plantation is set. The writer’s description of kudzu is so vivid it is easy to picture
the vegetation climbing up the walls of the stately brick home. Having described
once the house and landscape in detail, the writer figuratively moves inside the
house to carefully create an impression of each family member. The youngest
child, Will, is by far the most sympathetic character. Tragically, both of his legs
were broken in a tractor accident, crippling him and devastating him for life.
1. List two criteria that the writer of this critique uses to evaluate the story.
2. Give examples from the critique that support your answer to question 1.

Name Date
Writing: Critique
Assess
Read the following passage. Then, complete the activities that follow.
The man knew he was finally close to home because he could see the
glow of streetlights in the distance. He was relieved to have made it back
from his weeklong hike because he had run out of food and water the day
before. He felt hollow. His muscles were throbbing with exhaustion. As he
limped to the edge of the grassy trail, he balanced himself against a tree,
wiped the sweat from his dirty face, and took a deep breath.
Fortunately, he had remembered some survival skills he learned as a Boy
Scout many years before. He whispered a thank-you to his old troop leader,
who had given him the knowledge of orienteering and tracking, as well as
maintaining composure in tough situations; these skills had saved his life.
1. List three characteristics or standards that you would use to critique this
paragraph.
2. Write a short critique of this passage based on the standards you listed in
item 1.

Name Date
Writing: Persuasive Essay

Practice
When you use words to try to get others to think a certain way or to do
something, you are using persuasion. A persuasive essay is a brief work in
which a writer tries to convince readers to agree or disagree with a particular
position. A persuasive essay should feature the following elements:
a clear statement of your position on an issue that has more than one
side
evidence and reasons that support your position and persuade readers to
agree
statements that identify and address readers’ possible arguments against
your position
Read the following part of a student’s persuasive essay. Then, answer the questions and
complete the activities that follow.
I feel very strongly that homework for middle-school students should take
no longer than two hours a night. More than two hours of homework makes it
very hard for students to do after-school activities like sports or clubs. It also
makes it almost impossible to spend time with their families.
1. What issue is addressed in this essay?
2. What is the writer’s position?
3. What reasons does the writer give for his or her position on this issue?
4. What is one argument a reader might make against this position? How
might the writer address this argument?
5. On the lines below, write the next two sentences in this essay.

Name Date

Assess
Complete the following activities.
1. Write three issues that have more than one side. Write your position about
each issue.
2. Choose and circle one of the three issues from above. Write three facts or
reasons why someone should agree with your opinion on this issue.
3. Write two arguments someone might make against your position. Then,
write your responses to these arguments.
Argument against your position:
Your response:
Argument against your position:
Your response:
4. On the lines below, write the first paragraph of your persuasive essay.

Name Date
Reading: Read Fluently

Practice
Reading fluently is reading smoothly and continuously. Reading fluently
helps you understand what you read and enjoy the art and skill of the writer.
Here are two tips for reading fluently:
Read in sentences. To figure out where to pause or stop, pay attention to
the punctuation, not the ends of the lines.
Use your senses. To understand the meaning of what you read, pay
attention to words that appeal to sight, hearing, smell, taste, and touch.
A Read the following lines from “The Fish” by Elizabeth Bishop. Circle the letter of the
correct answer.
I caught a tremendous fish

and held him beside the boat
half out of water, with my hook
fast in a corner of its mouth.
5 He didn’t fight.
He hadn’t fought at all.
1. In order to read fluently, what would you do at the end of line 1?
A. stop B. pause C. continue without

stop or pause

stop or pause
B Identify the sense to which each of these lines appeals. Circle the letter of your answer.
1. “Hot southern sands”
A. sight B. hearing C. smell D. taste E. touch
2. “where oil had spread a rainbow / around the rusted engine”
3. “Impossible to silence it. / It weeps for distant things.”

Name Date

Assess
A Read the following lines from “The Guitar” by Federico García Lorca. Circle the letter of
the correct answer.
Weeps arrow without target

evening without morning
and the first dead bird
on the branch.
5 Oh, guitar!
Heart mortally wounded
by five swords.

stop or pause

stop or pause

stop or pause
B Identify the sense to which each of these lines appeals. Circle the letter of your answer.
1. “his brown skin hung in strips”
2. “it weeps monotonously”

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Reading: Make Predictions: Purpose

Practice
When you preview, you think about the author’s purpose for writing and
about what you might learn from the text. Making predictions about real-life
reading helps you prepare to learn information that you can use in the world
around you.
After you read, confirm your predictions or think about why they were
incorrect. This step will help you improve your future predictions. Here are
some questions to ask yourself when you predict an author’s purpose:
What do the headings tell me about the topic?
What information is in large or brightly colored type?
What information is displayed in lists?
What information might I expect to find in the Web links?
What does all of this tell me about why the author wrote the text?
You are going shopping at a new mall that has many stores. When you walk in the door,
you see a sign with a directory. Answer the following questions about what you might
expect to learn from the sign.
1. Name three kinds of information would you expect to see on the sign.
2. What graphics or pictures might be on the sign?
3. What might be the author’s purpose in making the sign?
4. What might your shopping trip be like if there were no sign?

Name Date
Reading: Make Predictions: Purpose

Assess
Compare the descriptions of these two Web sites. Then, answer the questions that follow.
A A Web site that rates athletic shoes
1. What might the author’s porpose be?
2. What kind of information would you expect to see displayed in a list?
3. Would you expect to find biased or unbiased information on this site?

4. How does understanding the author’s purpose help you prepare to learn
from the site?
B A Web site that sells athletic shoes
1. What might the author’s purpose be?
2. What kind of information would you expect to see displayed in a list?
3. Would you expect to find biased or unbiased information on this site?

4. How does understanding the author’s purpose help you prepare to learn
from the site?

Name Date
Literary Analysis: The Speaker in Narrative and Lyric Poetry
Practice
In poetry, the speaker is the voice of the poem. The speaker can be the poet
or a character the poet creates to express a point of view. In narrative poetry,
the speaker tells a story. In lyric poetry, the speaker expresses thoughts and
feelings using images.
from “Dust of Snow” from “Count That Day Lost”

by Robert Frost by George Eliot
The way a crow If you sit down at set of sun
Shook down on me And count the acts that you have done,
The dust of snow And, counting, find
From a hemlock tree One self-denying deed, one word
That eased the heart of him who heard, . . .
This is a narrative poem. This is a lyric poem. The speaker is the poet.
The speaker is the poet.
A Graham has written a poem that presents images of a blazing fire in a hearth. He writes
from the point of view of a young man who is thinking about his future. Asa has written a
poem about Jack, who works in a sawmill. Asa’s poem tells the story of Jack’s days at
work and the people he works with from a narrator’s point of view. In each item below,
circle the answer to the first question, and then write the answer to the second.
1. Is Graham’s poem narrative or lyric? Who is the speaker?
2. Is Asa’s poem narrative or lyric? Who is the speaker?
B Read the excerpts. Then, answer the questions as in A.
from “April Rain Song” from “Paul Revere’s Ride”

by Langston Hughes by Henry Wadsworth Longfellow
Let the rain kiss you. Listen, my children, and you shall hear
Let the rain beat upon your head with Of the midnight ride of Paul Revere.
silver liquid drops.
1. Is Hughes’s poem narrative or lyric? Who is the speaker?
2. Is Longfellow’s poem narrative or lyric? Who is the speaker?

Name Date
Literary Analysis: The Speaker in Narrative and Lyric Poetry
Assess
A Lianna has written a poem about the glowing moon. She writes from the point of view of a
narrator who observes nature. Shelley’s poem tells the story of a Civil War soldier who is
writing a letter to his parents. Shelley’s poem is from the soldier’s viewpoint. In each item
below, circle the answer to the first question, and then write the answer to the second.
1. Is Lianna’s poem narrative or lyric? Who is the speaker?
2. Is Shelley’s poem narrative or lyric? Who is the speaker?
B Read the excerpts. Then, answer the questions as in A.
from “William Stafford” from “Blow, Blow, Thou Winter

by Anonymous Wind” by William Shakespeare
My name is William Stafford, Blow, blow, thou winter wind.
Was raised in Boston Town; Thou art not so unkind
For nine years as a rover As man’s ingratitude.
I roved the wide world ‘round; Thy tooth is not so keen,
Through all its ups and downs Because thou art not seen,
Some bitter days I saw . . . Although thy breath be rude.
1. Is “William Stafford” a narrative or lyric poem? Who is the speaker?
2. Is Shakespeare’s poem narrative or lyric? Who is the speaker?

Name Date
Literary Analysis: Poetic Forms

Practice
There are many different poetic forms, set ways for a poet to use lines,
rhyme, and meter. Different poetic forms have different rules. Three poetic
forms are the tanka, sonnet, and villanelle.
Tanka. A brief and intense 5-line, unrhymed form from Japan. Lines 1
and 3 contain five syllables. Lines 2, 4, and 5 contain seven syllables. A
tanka is focused on a single strong image or idea, such as clouds in the
sky or a cold winter night.
Sonnet. A challenging 14-line form. The meter is iambic pentameter;
each line has five unaccented and five accented syllables (da DUM da
DUM da DUM da DUM da DUM). A Shakespearean sonnet has three
groups of 4-lined stanzas called quatrains, followed by one pair of
rhymed lines called a couplet. The rhyme scheme is abab, cdcd, efef, gg.
Villanelle. A complex 19-line form. Lines are grouped into five 3-line
stanzas and one 4-line stanza. The rhyme pattern is aba, aba, aba, aba,
aba, abaa. What makes a villanelle form even more strict are the rules
regarding line repetition: the first line of the poem is repeated in lines 6,
12, and 18. The third line of the poem is repeated in lines 9, 15, and 19.
Answer these questions about poetic forms.
1. The following lines are part of a Shakespearean sonnet. What are these two
lines called?
But if the while I think on thee, dear friend,
All losses are restored and sorrows end.
2. What form of poem are the following lines most likely taken from?
Every time they clear a bit / The moonlight shines the brighter.
Form of poem:
Explain:
3. Which form of poetry requires the poet to repeat lines?

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Literary Analysis: Poetic Forms

Assess
A Read the following statements. On the line, write the letter of the choice that best
completes each statement.
1. The poetic form known as tanka is defined by its .

A. rhyme scheme C. syllable count
B. sound devices D. iambic pentameter
2. The poetic form features repeating lines.

A. sonnet C. haiku
B. tanka D. villanelle
3. A contains 14 lines.
A. tanka C. villanelle
B. sonnet D. lyric poem
4. A Shakespearean sonnet has three groups of 4-lined stanzas called
.
A. couplets C. quatrains
B. stanzas D. sestets
5. A focuses on one strong, intense image or idea.

A. villanelle C. sonnet
B. tanka D. couplet
6. A set rhyme scheme is important in the forms .

A. tanka and free verse C. tanka and sonnet
B. villanelle and tanka D. villanelle and sonnet.
7. The rhyme scheme abab, cdcd, efef, gg is the rhyme scheme of
.
A. a villanelle C. a Shakespearean sonnet
B. a tanka D. free verses

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Literary Analysis: Tone and Mood

Practice
The overall feeling or impression conveyed by a literary work arises from two
elements: tone and mood.
Tone is the author’s attitude toward the reader or toward the subject of
the work. It can be described with adjectives such as formal or informal,
scolding or encouraging, humorous or serious, matter-of-fact or
enthusiastic.
Mood, or atmosphere, is a general, unified feeling conveyed by the
various details of a literary work. The mood of a work may be described
with adjectives such as gloomy or joyous, menacing or cozy.
A Write the word that best describes the tone of each sentence. Then, underline the words
or phrases that contribute to the tone.
angry depressed dreamy humorous informative
1. Today on the island, we will have cloud cover and

some rain.
2. Hey, look! More rain. Forget the sun block; let’s go for
a slosh on the beach!
3. Another day of clouds and rain, and gloom settled over

the island.
4. We sat close together, watching the mist over the lake

and listening to the light patter of rain on the sides of the tent.
5. What, more rain? I thought you said the weather would

be great!
B What is the mood of this stanza from Alice Walker’s “At First, It Is True, I Thought There Were
Only Peaches & Wild Grapes”? Underline three words or phrases that convey this mood.
To my delight
I have found myself
Born
Into a garden
Of many fruits

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Literary Analysis: Tone and Mood

Assess
A What is the tone of this passage from Yoshiko Uchida’s “Letter From a Concentration
Camp”? Underline four words or phrases that convey this tone.
Here I am sitting on an army cot in a smelly old horse stall, where Mama,
Bud, and I have to live for who knows how long. It’s pouring rain, the wind’s
blowing in through all the cracks, and Mama looks like she wants to cry. I
guess she misses Papa. Or maybe what got her down was that long, muddy
walk along the racetrack to get to the mess hall for supper.
B What is the mood of this poem by Robert Frost called “Dust of Snow”? Underline three
words or phrases that convey this mood.
The way a crow

Shook down on me
The dust of snow
From a hemlock tree
Has given my heart
A change of mood
And saved some part
Of a day I had rued. rued v. regretted

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Vocabulary: Prefix fore-; Word Root -temp-; Suffixes -ous, -or
Practice
A prefix is a word part, syllable, or group of syllables that is added to the beginning
of a base word. A word root forms the basic part of the word and gives it its primary
meaning. A suffix is a syllable or group of syllables added to the end of a base word.
Prefix/Root/ Meaning Words With the Prefix/

Suffix Root/Suffix
fore- before; in front; foreboding, foreshadow
beforehand
-temp- time; to regulate temperate, temporary
-ous characterized by; joyous, disastrous
having the quality of
-or one who takes part in director, victor
A For each meaning below, choose a word from the above list that is the opposite. Use each
word only once. Write the meaning of each word you use.
1. look back on events opposite:

Meaning:
2. mournful opposite:
Meaning:
3. lasting forever opposite:
Meaning:
4. extreme opposite:
Meaning:
1. A happy celebration is a disastrous event.

2. The director of a movie decides how to film the scenes.
3. The victor of a game is the person who loses.
4. If you have a sense of foreboding, you remember something fondly.

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Vocabulary: Prefix fore -; Word Root -temp-;

Suffixes -ous, -or
Assess
A Read the definition in the first column. Then, add the prefix fore- or the suffix -ous to the base
word in the second column to form a word that matches the definition. Write the word in the
last column.
Definition Base Word Base Word with P refix/ Suffix

1. intense or lively zeal
2. ancestor bear
3. very brave courage
4. area above the eyes head
1. foreboding
2. temperate
3. director
4. temporary
5. joyous

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Grammar: Prepositions and Prepositional Phrases

Practice
A preposition is a word that relates a noun or a pronoun that appears with it
to another word in the sentence. Common prepositions are on, at, of, across,
to, under, with.
A preposition starts a prepositional phrase. A prepositional phrase is a group

of words that includes a preposition and a noun or pronoun called the object
of the preposition.
In each of the following examples, the preposition is underlined, and the object
of the preposition is in boldface.
Examples: on the bridge near the bridge over the bridge
A Underline each preposition in the sentences.
1. Deborah studied piano for many years.
2. The airliner flew over the clouds.
3. The white house on the corner is ours.
4. The dog hid behind the couch.
5. The invading army attacked without warning.
6. Uncle Joe is not worried about them.
7. There is always excitement around our house.
B Place parentheses around each prepositional phrase. Underline each preposition, and
circle its object.
1. Tommy threw the ball over the fence.
2. The students walked into the room.
3. The lights are above the stage.
4. Many animals live beneath the sea.
5. The flood damaged many buildings near the shore.
6. Everyone in the room was surprised.
7. One of my favorite sports is ice hockey.

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Grammar: PrepositionsTitle
and Prepositional Phrases
Assess
A Fill in each blank with an appropriate preposition.
1. Michelle rode some broken glass.
2. Jack poured the milk the cup.
3. an hour, we had traveled twelve miles.
4. The package the tree is mine.
5. Everyone watched television dinner.
6. The firemen walked the house carefully.
7. The scout crawled the fence.
8. The shelter was found deep the cave.
9. I could hardly see the woman the window.
10. the night the horse ran off.
B Place parentheses around each prepositional phrase. Underline each preposition, and
circle its object.
1. The parakeet watched from its cage.
2. The trees behind the fence are all maples.
3. All the children were playing across the street.
4. Let’s hold our meeting after lunch.
5. Fire was first made during the Stone Age.
6. Look down the mountain, and tell me what you see.
7. The class traveled through Spain and Italy.
8. During our last visit, there was a hurricane.
9. They always eat lunch at a fancy restaurant.
10. A large piano stood inside the music room.

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Grammar: Direct Objects

Practice
A direct object is a noun or pronoun that receives the action of a transitive
verb. It answers the question what or whom after an action verb. A direct
object’s function in a sentence is to add specific information.
DO
Example: Tommy painted his room. (Tommy painted what?)
A Underline the direct object in each sentence.
1. The ferryboat hit a rock.
2. We usually take the bus to school.
3. Jason met Patty after class.
4. Brian ate three eggs for breakfast.
5. The audience enjoyed the concert immensely.
6. The construction company is building a house on the corner.
7. The coach handed the awards to Doug and Jeff.
8. We bought lunch for everyone at the meeting.
9. Michael has been collecting baseball cards for years.
10. Mrs. Baylor read a story to her class.
B Fill in each line with an appropriate direct object.
1. Laura left her in the house.
2. The school bought new for the classrooms.
3. Jackie wanted a for her birthday.
4. The landscapers planted in the garden.
5. The family built a around their property.
6. If you go to the grocery store, I need some .
7. The rain washed the away.

Name Date
Grammar: Direct Objects

Assess
A Underline the direct object in each sentence.
1. We all tasted the delicious lemonade.
2. Carla tried to find the answer to the question.
3. We attend many concerts in the wintertime.
4. Baseball cards give many statistics about players.
5. The carpenter built a deck for the back of the house.
6. The school will hold a relay race at three o’clock.
7. Janice played the clarinet in the parade.
8. In the national park, the guide gave a detailed map to everyone.
9. Our train left the station at noon.
10. The family planned their vacation very carefully.
B Use each of the following words as a direct object in a sentence.
1. doctor ____________________________________________________________________________
___________________________________________________________________________________
2. keys _______________________________________________________________________________
___________________________________________________________________________________
3. song _____________________________________________________________________________
___________________________________________________________________________________
4. painting __________________________________________________________________________
___________________________________________________________________________________
5. first prize _________________________________________________________________________
___________________________________________________________________________________

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Grammar: Vary Sentence Patterns

Practice
To make your writing more fluid and engaging, vary your style by beginning
some sentences with prepositional phrases. Prepositions are words that
connect a noun or pronoun to another word in the sentence. A preposition
and its object—the accompanying noun or pronoun—is called a prepositional
phrase. Some prepositional phrases act as adjectives and some act as adverbs.
Many prepositions express spatial or time-order relationships, which makes

them useful tools when writing description.
Time: after the game; before dinner; at two o’clock; for a day
Space: under the table; near the river; in school; in my hand
Rewrite each sentence to make it begin with a prepositional phrase.
1. I met with Mrs. Thompson at exactly 3:00 P.M.
2. We watched fireflies in the backyard at night.
3. Everyone swam in the water after exercises.
4. The horse ran off during the night.
5. The education of a puppy may be difficult for the first few weeks.
6. I read the newspaper on Sunday afternoon.
7. Everyone wrote a report after the field trip.
8. Andrea began a new job after six weeks of training.

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Grammar: Vary Sentence Patterns

Assess
Rewrite each sentence to make it begin with a prepositional phrase.
1. The football team felt more confident after the first play-off game.
2. Steady winds blow in many places.
3. The scouts studied the stars at night.
4. The actors took their places behind the curtain.
5. The birthday celebration was memorable in a number of ways.
6. I often visit a flower show during the spring.
7. Jerry wasn’t even finished after twelve hours of work.
8. They hacked a trail through a very dense jungle.
9. The cavalry reached the fort by noon.
10. Maryann planted sunflowers along the driveway.

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Writing: Lyric Poem

Practice
A lyric poem takes a concentrated look at a single incident or experience. In
doing so, it reveals the personal thoughts and feelings of the poem’s speaker.
Lyric poetry is often written in free verse—verse not written in a formal
rhythmic pattern. All lyric poems
have a musical quality.
include language that appeals to the senses.
convey a particular mood or emotion.
A Read this stanza from the lyric poem “Fear” by Gabriela Mistral. Then, respond to
each item.
I don’t want them to make

My little girl a princess.
In tiny golden slippers
How could she play on the meadow?
And when the night came, no longer
Would she sleep at my side.
I don’t want them to make
My little girl a princess.
1. Is this poem written in free verse? Explain. ____________________________________________
2. Describe the distinct emotion that this stanza conveys. ____________________________
3. Underline the passage that best conveys the overall feeling of this stanza.
4. Circle two visual images that appeal to sight.
B The poem conveys a mother’s fears for her daughter’s future. Write the first four lines of
another stanza that conveys hopes for a daughter’s future. Include sensory images.

Name Date
Writing: Lyric Poem

Assess
A Follow the directions to complete each of the items.
1. Complete the chart by creating two vivid images for each of the five senses.
Sight Hearing Taste Touch Smell
2. Create two images that convey a mood of despair.
3. Create two images that convey a feeling of comfort.
B Follow the directions to write two lyric poems.
1. Write a four-line poem about an incident or experience that left a strong

positive impression on you. Include images that appeal to at least two of the
five senses.
2. Write a four-line poem about a time when you tried something new. Include
at least two separate images that convey the feelings you had.

Name Date
Writing: Tanka
Practice
To unify sounds and ideas in a poem, a poet may follow a specific poetic form,
or defined structure. A tanka is a five-line, unrhymed Japanese form in which
the first and third lines contain five syllables.
the second, fourth, and fifth lines have seven syllables.
The briefness of a tanka helps poets focus on a single strong image or idea.
A Write the number of syllables in each of the following lines.
1. The long flat road
2. Stretched so far into the horizon
3. It became invisible
B Read the following tanka. Then, answer the questions.
The clustering clouds—

Can it be they wipe away
The lunar shadows?
Every time they clear a bit
The moonlight shines the brighter.
—Minamoto no Toshiyori
1. Which features of tanka appear in this poem? __________________________________
2. What strong image or idea does this poem focus on? _______________________
C Write a tanka about an image in nature, such as a willow tree or falling autumn leaves.
Your tanka should not rhyme and should follow the 5-7-5-7-7 syllable pattern.

Name Date
Writing: Tanka
Assess
A Answer the following questions.
1. How many lines does a tanka contain? __________________________________________
2. What syllable pattern does a tanka follow? ______________________________________
3. What is the purpose of the tanka structure? ____________________________________
B Read the poem. Then, respond to each item.
That cold December night,
When snow fell wet and icy,
My hands grew stiff,
My nose turned pink,
My eyes sparkled.
1. On the lines above, write the number of syllables in each line of poetry.
2. Is this poem a tanka? Explain. __________________________________________________
C Follow the directions to write a tanka.
Write a tanka that conveys the idea of loneliness.

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Writing: Descriptive Essay

Practice
Descriptive writing portrays people, places, objects, experiences, or ideas in
vivid detail so that the reader can create a mental picture of the subject. Your
essay should feature these elements:
precise word choices that create a strong impression
sensory details of sight, sound, smell, taste, texture, and movement
clear organization—a logical order that will help readers make sense of
the details
A Identify the sense that is suggested by each of the following words.
1. screeching 4. sparkling
2. scented 5. smooth
3. stillness 6. sour
B Read the following list of items, and list a sensory detail or overall impression for each,
according to the directions.
1. autumn leaves (sensory detail): ___________________________________________________
2. snowstorm (overall impression): __________________________________________________
3. football game (overall impression): _______________________________________________
4. city street (sensory detail): ________________________________________________________
C Choose a scene that you see every day; think of the scene at a particular time of day and
during a particular type of weather. List several sensory details and one main impression
that you would use to describe the scene.

Name Date

Assess
A Circle one of the following scenes to describe. Then, complete the activities that follow.
a crowded beach or pool a thunderstorm

an amusement park a movie theater
an ice-skating rink a room in your house
1. Write four sensory details that could describe your scene. ____________________
2. List one overall impression that would suit your scene. _______________________
3. List how the details of your scene could be organized in a description (for
example, if you were describing a room, from ceiling to floor). ________________
4. Write a paragraph describing your scene, using the details, impression, and
organization you decided above.

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Reading: Paraphrase
Practice
To paraphrase means to restate the meaning of something in your own words.
Paraphrasing can often help you understand poetry, which sometimes
contains difficult passages and ideas.
Begin by picturing the imagery, forming clear pictures of the descriptive
details of the poem.
Then, consider how the lines you will paraphrase are connected with
these pictures.
Read the lines below from “This Moment Yearning and Thoughtful” by Walt Whitman.
Then, answer the questions. Use your dictionary if you need it to answer any of the
questions.
This moment yearning and thoughtful sitting alone,

It seems to me there are other men in other lands yearning
and thoughtful,
It seems to me I can look over and behold them in Germany,
Italy, France, Spain,
Or far, far away, in China, or in Russia or Japan, talking other
dialects,
And it seems to me if I could know those men I should become
attached to them as I do to men in my own lands,
O I know we should be brethren. . . .
1. What is the meaning of the word yearning?
2. What is the meaning of the word brethren?
3. What is the main idea of this passage?
4. Write your own paraphrase of this passage.

Name Date
Reading: Paraphrase
Assess
A Read the lines below from “The Ecchoing Green” by William Blake. Then, answer the
questions. Use your dictionary if you need it to answer any of the questions.
The Sun does arise,

And make happy the skies.
The merry bells ring
To welcome the Spring.
The sky-lark and thrush,
The birds of the bush,
Sing louder around,
To the bells’ cheerful sound.
While our sports shall be seen
On the Ecchoing Green.
Till the little ones weary
No more can be merry.
The sun does descend,
And our sports have an end. . . .
1. The word ecchoing is most likely an old-fashioned spelling of which
present-day word?
2. A thrush is most likely what kind of animal?
3. What is the most likely meaning of the word descend as it is used here?
4. What is the likely meaning of “Green”?
5. What is the main idea of this poem?
B Write your own paraphrase of these lines from “The Ecchoing Green.”

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Reading: Quoting, Paraphrasing, and Critiquing

Practice
When taking notes on a feature article or other source, keep in mind the ways
in which you will present the information you gather.
Quoting from a source means repeating a section of text word-for-word
within quotation marks. You must also clearly identify the source.
Benjamin Franklin said, “Early to bed, early to rise, makes a man healthy,
wealthy, and wise.”
Paraphrasing a source means restating the ideas or information it
presents in your own words. For paraphrases of original ideas and of
information that is not general knowledge, you must clearly identify the
source.
According to Benjamin Franklin, if you get enough sleep you will have
health, wealth, and wisdom.
Critiquing a source means evaluating its reliability or credibility.
Read the following, and then follow the directions.
• Be slow in choosing a friend, slower in changing.

• Three may keep a secret if two of them are dead.
• Tis easier to prevent bad habits than to break them.
—from Poor Richard’s Almanack, Benjamin Franklin
1. Quote from the excerpt above. Clearly identify the source.
2. Paraphrase one of the proverbs above. Make sure you credit the source.
3. Critique one of the proverbs by explaining why you think it is or is not true.

Name Date
Reading: Quoting, Paraphrasing, and Critiquing

Assess
Read the following passage, and then follow the directions.
The Master said, A young man’s duty is to behave well to his parents at
home and to his elders abroad, to be cautious in giving promises and
punctual in keeping them, to have kindly feelings towards everyone, but seek
the intimacy of the Good. If, when all that is done, he has any energy to
spare, then let him study the polite arts.
The Master said, (the good man) does not grieve that other people do
not recognize his merits. His only anxiety is lest he should fail to recognize
theirs.
The Master said, A gentleman can see a question from all sides without
bias. The small man is biased and can see a question from only one side.
—from The Analects, Confucius
1. Write a quotation from the passage. Clearly identify the source.
2. Paraphrase the main idea of the second paragraph. Make sure you credit
the source.
3. Critique an idea that Confucius has expressed. Explain whether you think
it is true, and why. Either quote or paraphrase the idea that you are
critiquing.

Name Date
Literary Analysis: Figurative Language

Practice
Figurative language is language that is used imaginatively rather than
literally. Figurative language includes one or more figures of speech, literary
devices that make unexpected comparisons or change the usual meaning of
words. Some figures of speech include the following:
Simile—comparing two things using like, as, than, or resembles
Metaphor—describing one thing as if it were something else
Personification—giving human characteristics to nonhuman objects
A Read each of the following sentences. If the sentence uses any figurative language, write
F on the line. If the sentence uses only literal language, write L on the line.
1. Mona’s eyes are a pair of sparkling diamonds.
2. The banker deposited large sums of money in the vault.
3. In October, the leaves are wonderful to see as they change colors.
4. Colorful fireworks paint the sky every Independence Day.
5. My toast at breakfast was hard as a rock, and I couldn’t eat it.
6. The children ran down the aisle of the theater to find their friends.
B Read each sentence to find the two things being compared. Then, select the correct
answer by circling the corresponding set of words.
1. The blond lady’s two greyhounds were as fast as flashing lightning.
blond—flashing
greyhounds—lightning
greyhounds—fast
2. The golf game was suspended because the rain came down like driving nails.
golf—rain
game—nails
rain—nails

Name Date
Literary Analysis: Figurative Language

Assess
A Read each of the following sentences. If the sentence uses any figurative language, write
F on the line. If the sentence uses only literal language, write L on the line.
1. Red apples are sweeter than green apples, which can be as tart as
lemons.
2. Children are sponges, so teaching them lessons while they’re young is

important.
3. The constant drip from the kitchen sink became annoying after awhile.
4. Paper bags danced across the street as the fierce wind blew.
5. Gardening is a popular hobby because it can be relaxing and rewarding.
B Each of the following sentences has a figurative comparison. Underline the two things
being compared. Then, on the blank, write a point of similarity between the two.
1. Once the dust and dirt settled following the massive horse stampede, the
city looked like a scene from the 1930s Dust Bowl.
2. The surfers in Brazil enjoy the top-notch beaches for sporting; some waves
are towering skyscrapers on the ocean.
3. When Jeff jammed his foot into his shoe, the wet and sticky goo that
touched his toes felt like a jellyfish.
4. The bank was as busy as a Saturday matinee in New York, with long lines
stretching around the building.
5. Max had to pull his van over and rest because his eyes were watering like
Niagara Falls.

Name Date
Literary Analysis: Sound Devices

Practice
Poets use sound devices to make sound effects with words. Sound devices
help create the musical feeling of a poem. Study these sound devices:
Sound Device Definition Example

Alliteration Repeated consonant sounds The dart dashed down
at the beginning of words and crashed.
Consonance Repeated consonant sounds The cat met a fat dog
at the ends of words that sat nearby.
Assonance Repeated vowel sounds The boat won’t tip over
here.
Onomatopoeia Sounds that imitate The cars buzz and hum.
meanings
A Write the letter of the correct answer in the space provided.
1. Which pair of words is an example of alliteration?

A. dip and dive B. glass and mass C. start and finish D. up and down
2. Which pair of words is an example of onomatopoeia?

A. two and too B. old and older C. live and live D. zip and pop
3. Which pair of words is an example of assonance?

A. flock and bird B. kind and smart C. cheap and keep D. big and small
4. Which pair of words is an example of consonance?

A. pear and sun B. thick and thin C. art and dirt D. hop and skim
B Read these lines from “Jabberwocky.” Then, circle the letter of the correct answer.
One, two! One, two! And through and through

The vorpal blade went snicker-snack!
1. The sounds of the words two and through are an example of

A. alliteration B. consonance C. assonance D. onomatopoeia

Name Date
Literary Analysis: Sound Devices

Assess
A Circle the letter of the choice in each pair below that is an example of each sound device.
1. Alliteration
A. The biker bought new tires today.

B. The biker purchased new tires yesterday.
2. Consonance
A. The float did not hit the bleachers.

B. The float avoided the bleachers.
3. Assonance
A. The kite in the air flew up.

B. The kite in the sky flew high.
4. Onomatopoeia
A. The pop of the can startled me.

B. The opening of the can startled me.
B For each sound device below, write one pair of words that is an example of the sound
device.
1. onomatopoeia
2. assonance
3. consonance
4. alliteration

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Literary Analysis: Comparing Themes

Practice
The theme is the central idea or message in a short story, an essay, or a
poem. When you compare themes in two works of literature, you identify how
they are alike and different.
Poem A Poem B
is about a Comparing is about an
lonely young Themes: Both enthusiastic
man who has poems contain the young woman
moved to a idea that people must who has left
new city, far adjust to changes home for the
away from in their lives. first time to
his friends. go to college.
A Lily has written a poem about the seasons. She focuses most on the wintertime, when all
living things slow down. Uri has written a poem about a beautiful coastline that has been
worn away by time. He focuses most on the erosion of a once lovely sight.
1. What is the theme of Lily’s poem?
2. What is the theme of Uri’s poem?
3. Write a sentence comparing the themes.
B Read the two short poems. Then, answer the questions.
Poem 1 Poem 2
Finding someone like you I looked down to the rainy sidewalk
In my lonely life Spotting a fallen leaf
Is unexpected Turning it over
But a treasure. I saw golden colors.
1. What is the theme of Poem 1?

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Literary Analysis: Comparing Themes

Assess
A Jonathan has written a poem to describe a volcano he recently saw. He was impressed by
the powerful flow of lava and hot coals he witnessed. Pat has written a poem about a
mountain snowstorm he lived through because he managed to hide himself in a cave. He
described his feelings about being in great danger.
1. What is the theme of Jonathan’s poem?
2. What is the theme of Pat’s poem?
B Read the two short poems. Then, answer the questions.
Poem 1 Poem 2
I am only one person The ant carries a green leaf
Just one person And passes it to another ant
Still, my voice counts That carries it forward
I take my stand. And passes it to another ant.

Name Date
Vocabulary: Word Roots -lun-, -fus-;

Suffixes -ary, -ial
Practice
whole word. A suffix is a syllable or group of syllables added to the end of a
base word. The suffix changes the meaning and often the part of speech of the
base word.
Root/Suffix Meaning Words With the

Root/Suffix
-lun- moon lunar, lunate
-fus- to pour refuse, infuse
-ary like; relating to customary, elementary
-ial relating to; characterized by industrial, managerial
A These sentences contain a word in boldface print. Form a new word by adding the suffix
shown. Then, write the definition of the new word.
add -ial 1. This part of town has a lot of industry.

New Word: Meaning:
add -ary 2. Kissing someone on both cheeks is a custom in some countries.
New Word: Meaning:
1. A lunar calendar is based on the sun.
2. If you are hungry, you will refuse food.
3. An elementary report includes only the basic facts.
4. A triangle is a lunate shape.

Name Date
Vocabulary: Word Roots -lun-, -fus-; Suffixes -ary, -ial
Assess
1. The moon became darker during the eclipse.

A. customary C. lunar
B. industrial D. elementary
2. As the head of the school newspaper, Josie has a lot of duties.

A. managerial C. industrial
B. elementary D. customary
3. With many new factories, our state is now more than agricultural.
A. industrial C. elementary
B. lunate D. customary
4. A dog will fiercely defend its owner’s home.

A. confusing C. lunar
B. secondary D. territorial
5. The sunshine came through the window and my room with light.
A. refused C. infused
B. industrial D. customary
6. Roger, an artist, felt that all other hobbies were only to painting.
A. millennial C. secondary
B. tributary D. customary
1. honorary
2. proprietary
3. infused
4. bacterial
5. elementary
6. beneficial

Name Date

Practice
A preposition is a word that relates a noun or pronoun that appears with it to
another word in the sentence. The choice of preposition affects the way the
other words in a sentence relate to one another. Common prepositions are on,
at, of, across, to, under, with.
A preposition starts a prepositional phrase. A prepositional phrase is a group

of words that includes a preposition and a noun or pronoun called the object
of the preposition.
In each of the following examples, the preposition is underlined, and the

object of the preposition is in boldface.
Examples: on the table under the table near the table
Underline each prepositional phrase in the following sentences. Some sentences have
more than one prepositional phrase.
1. The chipmunk ran under the picnic table to eat the crumbs.
2. Our trip to the park was an annual event.
3. The cups and saucers are in the cabinet above the sink.
4. During the hurricane, we heard wind and rain lashing at the windows.
5. We always have a large dinner except when we have a game at night.
6. The school addition will be completed within the next few months.
7. The camp was across the lake from our cabin.
8. The cook prepared a special dessert to be served after the dinner.
9. The stars above us were twinkling.
10. We went apple picking in the orchard.

Name Date

Assess
A Underline each prepositional phrase in the following sentences. Some sentences have
more than one prepositional phrase.
1. Our car went over the river and through the woods on our trip.
2. I painted under the shelves when I painted the cabinets.
3. The cabin was beneath the large chestnut tree.
4. During the night the wind began to blow.
5. A set of drums was in the music room.
6. Eva lost her backpack on the class trip.
7. Charlie collected stamps and coins and put them in large binders.
8. A shadow appeared from behind the curtain.
9. My dog always walks beside me.
10. Jasmine went to the movie preview.
B Underline the prepositional phrase in each sentence, and then circle the object of the
preposition. Some sentences have more than one prepositional phrase.
1. The actress with red hair held a book in her hand.
2. She stood in the very center of the huge stage.
3. She was auditioning for the director and the producer.
4. The stage manager sat inside the wings to the right.
5. Behind him stood various members of the cast.

Name Date
Grammar: Infinitives and Infinitive Phrases

Practice
An infinitive is a verb form that acts as a noun, an adjective, or an adverb.
An infinitive usually begins with the word to.
Some cats like to play. (infinitive as a noun)
Soccer is the game to play. (infinitive as an adjective modifying the noun game)
Everyone waited to hear. (infinitive as an adverb modifying the verb waited)
An infinitive phrase is an infinitive plus its own modifiers or complements.
Some cats like to play all the time. (phrase serving as object of the verb like)
Soccer is the game to play in the spring. (phrase modifying the noun game)
Everyone waited to hear the news. (phrase modifying the verb waited)
Read the following sentences. Then, underline the infinitives, and circle any infinitive
phrases.
1. Rudolf wanted to play hockey this winter.
2. Beverly started to cook the peas and carrots.
3. To err is human, to forgive divine.
4. My dog likes to swim in the lake.
5. To create a work of art, you first need to get an idea.
6. We hoped to travel this summer.
7. A good hobby is to bicycle.
8. The whole family wants to see Mount McKinley.
9. I want to succeed in high school.
10. Her desire to act is very strong.

Name Date
Grammar: Infinitives and Infinitive Phrases

Assess
A Underline the infinitive or infinitive phrase in each of the following sentences.
1. Her goal, to write a novel, was never realized.
2. The purpose of the class was to teach conservation skills.
3. To achieve the highest grade, the students created a multimedia

presentation.
4. Alex and Anna wanted to ride their bikes to the beach.
5. Felix began to paint the house last summer.
6. This new novel is easy to read.
7. They are too lazy to walk to school.
8. Her idea of breakfast is to have a cup of coffee.
B Underline the infinitive or infinitive phrase in each of the following sentences. On the line,
indicate what part of speech the infinitive phrase serves.
1. All the campers wanted to swim in the lake.
2. The tailor made the dress to fit the princess.
3. The sound vibrations caused the table to shake.
4. Ethan was excited to fish in the lake.
5. The student artists began to paint watercolors.
6. Jerry likes to play golf everyday.
7. We went to listen to the opera.
8. I like to read stories to my brother.

Name Date
Grammar: Common Usage Problems

Practice
When it is not used as a verb (I like ice cream.), the word like is a preposition
meaning “similar to” or “such as.” Prepositions precede nouns. The word like
should not be used in place of as, as if, or as though, which are conjunctions
that introduce clauses.
Incorrect: The sand felt like it was a warm slipper. (before a clause)
Correct: The sand felt like a warm slipper. (before a noun)
Correct: The sand felt as if it were a warm slipper.
Use between to compare two things. Use among to compare three or more things.
Incorrect: The argument was among John and me.
Correct: The argument was between John and me.
Incorrect: Katie was between many students auditioning for the part in the play.
Correct: Katie was among many students auditioning for the part in the play.
A Complete each sentence correctly by inserting between or among.
1. Sam and his friends were deciding going to the movies

or eating out.
2. They talked themselves and ended up going out for

pizza.
3. It was hard to decide onions, peppers, and mushrooms

for the topping.
4. Billy and Steve had just enough money them to pay

for it.
B Complete each sentence by correctly inserting like, as, or as if.
1. It looks a new delicatessen is opening in the

neighborhood.
2. I wonder if it will offer the same kind of food the old

delicatessen did.
3. Jack always says that there’s nothing home cooking.
4. Matt acts he could not survive without a good

delicatessen nearby.
192 Reading Kit © Pearson Education All rights reserved.

Name Date
Grammar: Common Usage Problems

Assess
Underline the word in parentheses that correctly completes each sentence.
1. The nose of the jet sloped down (as, like) the beak of a bird.
2. On the map you will find Kentucky (among, between) Ohio and Tennessee.
3. Whales have to breathe air (like, as) other mammals do.
4. In his skin-diving outfit, my father looked exactly (as, like) a frog.
5. Which is the tallest tree (between, among) the oak, the maple, and the elm?
6. (As, Like) the twig is bent, so grows the tree.
7. The candidate mingled (among, between) the guests at the benefit.
8. Divide the souvenirs (among, between) the three children.
9. The apples finally looked (as if, like) they were ripe.
10. Kansas is located (among, between) the Midwestern states.
11. A sign was strung (among, between) the two posts.
12. Unfortunately, it seems (as if, like) most of the voters stayed home.
13. The conversation (among, between) the two sounded like a comedy
routine.
14. It rained during the afternoon, just (like, as) you predicted.
15. Jerry has a good speaking voice, but he sings (as, like) a frog.

Name Date
Spelling: Words with Similar Endings: -ize, -ise, -yze
Practice
Because -ize, -ise, and -yze all sound similar, it can be hard to know which
spelling is correct. Usually, -ize is a suffix that is attached to a word or a root
to form a verb:
emphasize hypothesize publicize symbolize
The -ise ending, a variation of -ize, sometimes appears in verbs also used as
nouns:
advertise (verb) compromise (verb or noun) merchandise (verb or noun)
The -ise ending may also be a form of the root -vis-, meaning “to see or view.”
revise (“to look over, to view again”)
The -yze ending is much less common and is actually part of the ending -lyze,
which means “to dissolve or break up.” It usually appears in verbs that have a
noun form ending in -lysis.
analyze (noun form, analysis) hydrolyze (noun form, hydrolysis)
If you have trouble spelling a particular word ending in -ize, -ise, or -yze,
create a memory trick to help you remember it. For example, for emphasize,
you might say:
When you emphasize something, you make it seem of bigger size.
A In each group of letters below, unscramble all but one of the letters to form a correctly
spelled word that ends in -ize, -ise, or -yze. Write the word letter for letter on the lines
after the scrambled letters. An example has been done for you.
adeeirstvz a d v e r t i s e
1. eeirsvz
2. aaeilnyz
3. aeehimpsyz
B Write the correct ending— -ize, -ise, or -yze—for each incomplete word.
1. It costs a lot to advert during the Super Bowl.
2. She hired someone to public her book.
3. A substance is said to hydrol when mixing it with water dissolves or

changes it.
194 Reading Kit © Pearson Education All rights reserved.

Name Date
Spelling: Words with Similar Endings: -ize, -ise, -yze
Assess
A In each group of letters below, unscramble all but one of the letters to form a correctly
spelled word that ends in -ize, -ise, or -yze. Write the word letter for letter on the lines
after the scrambled letters. An example has been done for you.
aaeilnyz a n a l y z e
1. eehhipostyyz
2. acdeehimnrsz
3. adeeirstvz
4. dehiloryyz
5. bceiilpusz
B Write the correct ending—ize, ise, or yze—for each incomplete word.
1. comprom
2. symbol
3. rev
4. anal
5. emphas
C Underline the three misspelled words in this paragraph. On the lines below the paragraph,
give the correct spellings of the words you underlined.
The store hired Lisa’s company to help sell their merchandyze. Lisa’s
company was able to analize the situation. They felt that the store needed to
publicise its products. They told the store to advertise more.
1. 2. 3.

Name Date
Writing: Critical Essay

Practice
When you write a critical essay, you state your opinion of a work and
support the opinion with details. When you write a critical essay about a
poem, you might judge the poem according to whether it inspired strong
feelings in you, how interesting it is in its use of language, or how well you
think it paints a picture for readers.
A Read this excerpt from a critical essay, and then answer the questions below.
In the poem “O Captain! My Captain!” Walt Whitman puts forth a

stunning comparison between President Abraham Lincoln and the captain of
a great ship. While, as Whitman says, “The ship is anchor’d safe and sound”
because the Civil War has ended, there is a sense of overwhelming despair.
The poet walks “with mournful tread” because Lincoln has been assassinated.
The poem expresses great sadness at the loss of a person of Lincoln’s stature
and vision.
1. What is the writer’s opinion of Whitman’s poem?
2. How do you know that the poem inspired strong feelings in the writer?
3. What is an example of language that helps convey powerful images in the
poem?
B Read this haiku poem by Moritake. Write a few sentences that could be part of a critical
essay about the poem. First, state your opinion of the poem. Then, support your opinion
with examples. Discuss the use of imagery and language by the poet.
The falling flower

I saw drift back to the branch
Was a butterfly.

Name Date
Writing: Critical Essay

Assess
A Read the following poem by Robert Frost. Then, respond to each of the questions below.
Blue-Butterfly Day
It is blue-butterfly day here in spring,
And with these sky flakes down in flurry on flurry
There is more unmixed color on the wing
Than flowers will show for days unless they hurry.
But these are flowers that fly and all but sing:
And now from having ridden out desire
They lie closed over in the wind and cling
Where wheels have freshly sliced the April mire [deep mud].
1. What is your opinion of the poem? Do you find it effective or interesting?
Explain.
2. What is the setting of the poem?
3. What images does the poet use? To what are butterflies compared?
4. How does the poet make the butterflies seem like other living things?
B Use your responses to the questions above to help you write two paragraphs that could be
part of a critical essay. In the first paragraph, state your opinion of the poem. In the
second paragraph, use details and quotations to support your opinion.

Name Date
Writing: Poem
Practice
A poem is a work of literature, usually broken into lines, that is filled with
emotion and imaginative detail. Poems can take many forms and styles. To
write your own poem, consider using the following sound devices:
n alliteration—the use of words beginning with the same consonant
sound. Example: laughing loudly
n onomatopoeia—the use of words that sound like the things they
describe. Examples: buzzing, meow, honk
n consonance—the use of words in which stressed syllables end with the
same consonant sound but have different vowel sounds. Examples: sad
maid, late delight
n assonance—the use of words in which stressed syllables contain the
same vowel sound but end in different consonant sounds. Examples:
sweet dreams, tough puzzle
Poems also include figures of speech such as these:
n similes—comparisons of apparently unlike things using like or as.
Example: The orange glowed on the table like a tiny sun.
n metaphors—speaking of one thing as if it were another kind of thing.
Example: The orange was a small fire, warming the wintry kitchen.
Follow the instructions to complete each of the items below.
1. Give two images that have to do with a rainstorm.
2. Give a metaphor or a simile comparing a rainstorm or a part of a rainstorm

to something else.
3. List three phrases describing a rainstorm that use either alliteration or

onomatopoeia. Identify which sound device is being used in each phrase.

Name Date
Writing: Poem
Assess
A Follow the instructions to complete each of the items below.
1. Create two images of a grocery store using onomatopoeia.
2. Create one simile and one metaphor for the idea of victory.
B Follow the instructions to write two short poems.
1. Describe something in a poem of three lines, using at least one sound

device.
2. Write an eight-line poem about something in nature—a plant, an animal, or

a feature of the landscape. The poem may be serious or funny. Use at least
two similes and one metaphor.

Name Date
Writing: Analytic Response to Literature

Practice
When you write an analytic response to literature, you state your overall
opinion of the work and support that opinion with aspects of the text. You
might have liked a work because the characters were well developed and
interesting. You might have disliked a work because the theme was unclear.
Your response should include the following:
thesis statement—a short expression of your overall response to the
work. For example, “The Weary Blues” by Langston Hughes is an
excellent poem.
a definite focus on either a single aspect of the work (for example, the
setting of a story) or two to three aspects of the work that were important
in forming your opinion. For example, The sounds and rhythm in the
poem echo the sounds and rhythm of blues songs.
specific evidence from the work (including quotations) that support the
opinions you have stated. For example, The sounds of these lines make
their own rhythm and music: “Down on Lenox Avenue the other night /
By the pale dull pallor of an old gas light”
A Follow the instructions to complete each of the items below.
1. Songs are poems set to music. Think of one of your favorite songs. Write a
thesis statement for an analytic response to the words of this song.
2. What focus would you use to prove your thesis?
B Two statements about “Metaphor,” a poem by Eve Merriam, are on the left. Quotations
from the poem are on the right. Match each statement with the quote that best supports it.
1. Merriam uses an extended A. “and a new day / to write on.”

metaphor.
B. “Morning is / a new sheet of paper
2. Repetition in the poem / for you to write on.”
demonstrates the repetition of days.

Name Date
Writing: Analytic Response to Literature

Assess
_
A Read the following haiku by Matsuo Basho, translated by Daniel C. Buchanan. Then,
complete each of the items below.
Has spring come indeed?

On that nameless mountain lie
Thin layers of mist.
1. If you were writing a response to this poem focusing on its imagery, or the
word-pictures it presents, what words would you quote?
2. If your written response to this poem were to focus on the poem’s emotion,
what would your thesis statement be?
3. This poem is a haiku, which means that its first line has five syllables, its
second line has seven syllables, and its third line has five syllables. Haikus
usually present a single, strong image from nature that invites readers to
imagine and think. If your written response were to focus on the appeal of
this particular form of poetry, what would your thesis statement be?
B Write three paragraphs responding to the poem above. The first paragraph is the
introduction and should contain the thesis and the focus you are using. The second
paragraph should restate the focus and give details and quotations that demonstrate your
point. The last paragraph is the conclusion. Use a separate sheet of paper or the back of
this page.

Name Date
Literary Analysis: Protagonist and Antagonist

Practice
In a work of literature, the protagonist is the main character. The protagonist
is the character whom readers learn most about and care most about. The
protagonist is often a good person. However, he or she may have serious flaws,
especially in a work of tragedy.
Often, the protagonist has an antagonist—a character or force that opposes

the protagonist. The antagonist can be another character, but it can also be
an outside force, such as a hurricane or a corrupt government. The
protagonist struggles against the antagonist.
A Read the following summary. Then, answer the questions that follow.
In a story about the Great Depression, a man named Horace Swanson has
decided that he will uproot his family in Oklahoma and follow the thousands
of other families that are heading west. There is no rain; there are no crops.
He can no longer feed himself, his wife, or his three children. Reluctantly, the
family bids its home farewell.
1. Who is the protagonist?
2. Who or what is the antagonist?
3. What is the conflict between the antagonist and the protagonist?
B Read this excerpt from a story. Then, answer the questions that follow.
“It’s just not fair!” protested Annabelle. “I got into college. I deserve to go!”
“Now, settle down, girl,” sighed her Aunt Rose. “We don’t have the
money to send you to some fancy place you feel like going to. Plus, we still
need your help with the farm. You can’t leave during harvest season.”
Speechless, Annabelle left the room. She didn’t want to abandon her
aunt, but she deserved the chance to get a good education. She would just
have to figure it out.

Name Date
Literary Analysis: Protagonist and Antagonist

Assess
In a play about the Alaskan dog sled race known as the Iditarod, a race
entrant named Shayna Leone is in trouble. About 10 miles into the race, she
has taken a wrong turn and entered a forest she does not know well. As she
looks around and tries to get her bearings, she hopes desperately that her
lead dog, Griko, will help her find the way back to the course.
B Read the following excerpt from a story. Then, answer the questions that follow.
“All hail to the great king!” shouted the crowd of over one hundred people.
“You see, Jerold?” said King Minor. “They love me. They cannot adore
me enough. They wave their hands, they stamp their feet—all for the love of
me!”
The king’s assistant, Shoshi, said nothing. Secretly, however, he knew what
a great fool the king was. Minor had been waited upon his entire life. He had
not earned his title but rather had gained it when his father died. Minor was a
bad king who treated his people terribly. He had taxed them to the point
where they could hardly afford to eat. In public, they cheered him. But in
quiet corners of the kingdom, they were plotting against him.
“All this will change soon,” thought Shoshi to himself. “I will lead the
people against this tyrant, and a new era of kindness and prosperity will
begin!”

Name Date
Literary Analysis: Greek Tragedies

Practice
Greek tragedies are serious dramas that were written during the fifth century
B.C. They are based on Greek myths, and they describe the downfall of a noble
man or woman. The key ingredients of a Greek tragedy are these: the downfall
is due to the character’s actions; the actions are controlled by fate; and the
main character often has a tragic flaw, or a characteristic that leads to the
unfolding of the tragedy. Often, the theme of a Greek tragedy includes a
warning against human limitations and against pride.
Read this summary of The Libation Bearers by Aeschylus. Then, answer the questions.
Years after King Agamemnon’s murder by his wife Clytemnestra and her
lover, Aegisthus, Agamemnon’s son Orestes returns home in secret. He has
been sent by the god Apollo, who has said he must avenge Agamemnon’s
death or suffer punishment.
While standing at Agamemnon’s grave, Orestes sees his long-lost sister
Electra, who explains that their mother, Clytemnestra, has been having
nightmares and is trying to calm her guilty conscience by asking Electra to
bring offerings to Agamemnon’s grave. Orestes and Electra ask
Agamemnon’s spirit to help them get vengeance.
Orestes and Electra plot. Orestes prepares to kill Aegisthus.
Unexpectedly, Clytemnestra appears. Orestes claims to be a stranger bearing
sad news of his own death. Upset, Clytemnestra sends Orestes’ old nurse to
tell Aegisthus to come with his bodyguard.
The chorus intercepts Clytemnestra’s message and tells the nurse to
instruct Aegisthus to come without his guard. Orestes kills Aegisthus.
Clytemnestra appears and sees Orestes over the fallen body of Aegisthus.
Orestes prepares to kill his mother, who pleads with him. He is then reminded
of his pledge to Apollo, and he kills her.
Orestes goes mad and flees to Apollo’s shrine in his despair. The chorus
concludes the play by noting that the bloodshed continues from one
generation to another.
1. Whose downfall is described here?
2. What is the tragic flaw of the main character?
3. What is the tragedy that occurs?
4. What might be a theme of the play?

Name Date
Literary Analysis: Greek Tragedies

Assess
Read the following summary of Antigone by Sophocles. Then, answer the questions that
follow.
Oedipus’ daughters, Antigone and Ismene, discuss the death of their

brothers Polyneices and Eteocles, who have killed each other in a battle for
control over Thebes. Their uncle Creon has ordered that Polyneices, as an
enemy of the city, should not be allowed proper burial rites. Creon
stubbornly threatens to kill anyone who tries to bury Polyneices. However,
Antigone decides to give their brother a proper burial.
Antigone is caught trying to re-bury her brother and freely confesses to
Creon. She accuses Creon of defying the gods by refusing to bury
Polyneices, as is every individual’s right. Creon condemns both Antigone and
Ismene to death. Haimon, Creon’s son and Antigone’s fiancé, finds out what
his father has planned. Creon decides to pardon Ismene but kill Antigone by
burying her alive in a tomb.
The blind prophet Teiresias tells Creon to allow Polyneices to be buried.
Creon refuses, and Teiresias predicts that the gods will bring curses upon the
city. Creon listens to Teiresias’ warnings and goes to free Antigone from the
tomb. He also orders Polyneices to be properly buried. But his decision
comes too late.
A messenger tells Creon that Antigone has hanged herself and that upon
discovering her, Haimon has killed himself with his sword. Creon’s wife,
Eurydice, kills herself in sorrow and curses her husband’s pride. Creon kneels
and prays that he, too, might die.
1. Whose downfall is described here?
2. What is the tragic flaw of the main character?
3. What is the tragedy that occurs?
4. What might be the warning, or theme, of the play?

Name Date
Literary Analysis: Universal and Culturally Specific Themes
Practice
In a work of literature, the theme is the main message of the work. Themes
can be universal, which means that they contain a message that is important
to people of all times and places. Themes can also be culturally specific,
meaning that they contain a message that reflects the circumstances, beliefs,
and values of the writer.
In a story about a king in ancient Greece, the gods have told the king to
have one of his soldiers kill a monster in a faraway forest. The king refuses,
saying that he needs the soldier for battles that are closer to home. The gods
punish the king by bringing the monster to his kingdom, where he must have
it killed in order to save the people of his kingdom.
1. What is the culturally specific theme of the story?
2. What is the universal theme of the story?
B Read the following excerpt from a play. Then, answer the questions that follow.
Solomon: (gazing ashore from the deck of a boat) At last we are in America!
Rayna: I have waited so long for this day. It was worth months of traveling in
the belly of this monster of a ship. I will not miss living in Russia.
Solomon: What is the first thing you will do, when we have settled in our new
home?
Rayna: (brightly ) I will enroll the children in school. They must have a better
life than us. They must be educated.
Solomon: Of course, you are right, my dear. We will find a school at once.
1. What is the theme of the excerpt?
2. Is this theme universal or culturally specific—or does it have aspects of
both kinds of themes?
3. Explain your answer to question 2.

Name Date
Literary Analysis: Universal and Culturally Specific Themes
Assess
In a story from Native American culture, a young brave has disgraced

himself by throwing away the husks of several corn plants, and some of the
elders want to banish him for such an outrage. The husks could have been
used to make sleeping mats and moccasins. To regain the respect of his
tribe, he must plant a new field of corn all by himself. Then, his elders hope,
the young brave will understand his mistake.
1. What is the culturally specific theme of the story?
2. What is the universal theme of the story?
B Read the following excerpt from a play. Then, answer the questions that follow.
Leaina: Good day, my brother!

Alexis: (downcast) Hello, my treasured sister. I fear I will not stay that much
longer.
Leaina: (frightened, alarmed ) Why, whatever do you mean, my own dear?
Alexis: A messenger came in from the gods this morning and left me a note.
It reads, “There is treachery in your own family. You must bring this individual
to justice. If you do not do so, let the fate of your nation be on your head.”
Leaina: What a terrible choice. What will you do?
Alexis: (hopelessly) I do not know; I do not know.
1. What is the theme of the excerpt?
2. Is this theme universal or culturally specific—or does it have aspects of
both kinds of themes?
3. Explain your answer to question 2.

Name Date
Reading: Summarize
Practice
To summarize means to tell briefly in your own words the main ideas of a
piece of writing. One way to summarize is to retell the story, using only the
most important information. Summarizing can help you understand a passage
better. In order to summarize, you must be able to identify the most important
elements of a work.
Read the following paragraph. Then, answer the questions.
Selene likes to imagine that she lives in ancient Greece. She can picture
the marketplaces and the seaside, the hills and the vineyards, and, most of
all, the amphitheater. Rings of seats rise up around the stage, and, above,
stars shine in the nighttime sky. She imagines the actors performing tragedies
on the stage. She imagines the wonderful masks they wear and the sound of
their voices, carrying all the way to the theater’s topmost rows.
1. Which is the best retelling of this passage?
A. Selene likes to imagine that she lives in ancient Greece. She likes the
ampitheater most of all and knows a lot about it.
B. Selene can picture the markets and all the details of life in ancient
Greece.
C. Selene likes markets, outdoor theaters, hills, and vineyards.
D. Selene is too imaginative and should pay more attention to the present
day.
2. What is the most important information in this passage?
A. facts about Selene

B. facts about ancient Greek theaters
C. facts about stars in the sky
D. facts about the seaside
3. How can summarizing help a reader understand a passage or work?
A. Summarizing forces a reader to read aloud.

B. Summarizing means knowing what will happen next.
C. Summarizing requires that the reader understand the main ideas.
D. Summarizing helps a reader increase his or her vocabulary.

Name Date
Reading: Summarize
Assess
Read the following paragraph. Then, answer the questions below.
The Willow Grove botanical garden is famous for having a rare breed of
purple rose bushes. These purple roses are so rare that the gardeners are not
allowed to cut flowers from them. However, the Willow Grove botanical
garden does have many other beautifully colored roses—every color of the
rainbow, in fact, from shades of white and ivory to pale oranges and golds to
deepest reds. From these varieties, the gardeners are allowed to cut freely,
and they often donate rose bouquets to local hospitals. The purple roses also
help the hospital, though: Each year, Willow Grove botanical garden donates
one small purple rose bush to the hospital’s fundraising auction.
1. What is the main idea of this paragraph?
2. Would you include each color of roses that the garden grows as part of a
summary of this paragraph? Explain.
3. Write a summary of this paragraph on the lines provided.

Name Date
Reading: Synthesize and Connect Ideas
Practice
You probably read real-life documents to find out about new music, sports,
and movies. As you read, you synthesize each author’s major points, putting
them into your own words. Then, you evaluate them against what you know
about the topic. Finally, you connect the ideas and decide what you think
about the new idea or trend.
You probably complete all of these steps without thinking that you are
following a process. Here are some questions to ask yourself as you read
real-life documents:
What are the author’s major points?
What facts does he or she present?
What opinions does he or she present?
How does this information compare to what you already know about the
topic?
Read the following paragraph. Then, answer the questions that follow.
Espinoza Joins the Central Team

Jorge Espinoza, the new pitcher for Central, has a really good arm. He
throws a good fastball and a great curve ball, and he almost never throws
wildly. He throws lots of strikeouts, and he only seems to walk a batter when
he wants to. Jorge is a great addition to the team.
1. What facts does the author present?
2. What opinions does he or she present?
3. Do you think you might agree with the author? Explain your answer.

Name Date
Reading: Synthesize and Connect Ideas
Assess
Read the two excerpts from movie reviews. Then, answer the questions that follow.
Monsters Rule!
Croc!, the latest installment of Jake Limone’s “Giant Reptiles” series,
opened last night, and fans will not be disappointed. Once the giant
crocodile crawls out of the swamp—in the first five minutes of the movie—the
fun begins. Fans of Limone’s movies will recognize his in-joke humor, and in
some scenes the giant reptile seems to be smiling along with the audience.
Sure, there are plenty of shrieks, like when the croc terrorizes the town, but
there are also plenty of laughs. All in all, Limone’s fans will not be
disappointed, and they will also be pleasantly scared silly.
1. Synthesize the author’s ideas by putting them into your own words.
Silly Effects Ruin Monster Movie

Someone should tell Jake Limone that he needs to decide what kind of
movie he is making before he rolls the cameras. Is Croc! a horror movie or a
comedy? Lopez does not seem to know. The special effects are so weak that
viewers will never believe this animal is capable of terrorizing a town. The
dialogue is ridiculous, and the people seem like stick figures just put in to
give the croc something to do. Save your money and rent a classic like Jaws.
2. Synthesize the author’s ideas by putting them into your own words.
3. Connect the ideas in the two reviews. How are they different?
4. Which review do you think you might agree with? Explain your answer.

Name Date
Vocabulary: Word Roots -dict- and -fer-

Practice
whole word.
Examples
Root Meaning Words with the Root

-dict- speak; say edict, predict
-fer- carry, bear, or bring; ferry, transfer
produce
edict ferry transfer dictator

defer predict deference verdict
1. When Mary sold her house to the Jenkinses, she had to

the deed to them.
2. When a takes power, people lose their freedom.
3. Given what you have told me, I that you will do well
on this project.
4. In to our neighbors, we ended the party early.
5. Pioneers often had to their possessions across the

rivers in their path.
6. After the long trial, the came as a welcome relief.
7. Fred faced a difficult choice, so he decided to his

decision until Monday.
8. The government issued a harsh that limited freedom of

speech.

Name Date
Vocabulary: Word Roots -dict- and -fer-

Assess
1. This committee has decided to its report until we have more facts.
A. predict C. edict
B. deference D. defer
2. I can who will be the next school president.

A. predict C. edict
B. deference D. defer
3. We treated the famous author with great .

A. verdict C. deference
B. edict D. transfer
4. The general overthrew the country’s elected ruler and took over as a .
A. dictator C. verdict
B. transfer D. ferry
B Read each sentence, paying attention to the underlined word. Then rewrite the sentence
is, write CORRECT on the line.
Example: We crossed the mountains by ferry.

Corrected: We crossed the lake by ferry.
1. No one has to obey this edict because it has no force of law.
2. The jury met and issued its verdict before the trial began.
3. We will meet at my house and transfer the books from your car to mine.
4. In deference to your wishes, I will not take my feet off the table.

Name Date
Grammar: Participles and Gerunds

Practice
A participle is a verb form used as an adjective to modify a noun or pronoun.
Examples: a creaking floor (present participle)
a fried egg (past participle)
A participial phrase consists of a participle and its complements and
modifiers. Participial phrases can add details to descriptions.
Example: a bear standing in the road
A gerund is a verb form ending in -ing that acts as a noun. A gerund phrase
includes a gerund with its modifiers and complements.
Example: Cooking is my hobby.
Combine each pair of sentences by using a participial or gerund phrase.
1. The bird flew away. It was frightened by the cat.
2. We sat by the river. We watched the calm waters.
3. I looked around the room. I noticed something missing.
4. Pat had a part-time job. He served meals at the diner.
5. The lady is standing on the corner. She is waiting for the bus.

Name Date

Assess
A Underline the participle in each sentence.
1. The barking dog alerted them.
2. The cracked windowpane made them suspicious.
3. They hurried into the darkened house.
4. The excited explorers dug for relics.
B Underline the participial phrase in each sentence.
1. Laughing with glee, Rosa entered the sack race.
2. Motivated by the prizes, everyone entered the contests.
3. Being a runner, Lisa expected to win the race.
4. The crowd cheered the contestants hopping in the one-leg race.
5. The winners, exhausted from their efforts, got their prizes.
C Underline the gerund in each sentence.
1. We will enjoy touring the museum.
2. Visiting museums is educational.
3. Studying exhibits is educational.
4. The guide is an expert in lecturing.
D Underline the gerund phrase in each sentence.
1. Some students dislike climbing up ropes.
2. Sliding down afterward is fun.
3. Several persons have signed up for tumbling next month.
4. Some people prefer lifting in the weight room.
5. Working out regularly is important.

Name Date
Grammar: Verbal Phrases

Practice
When a verb is used as a noun, an adjective, or an adverb, it is called a
verbal. A verbal with modifiers or a complement is a verbal phrase.
The Three Types of Verbal Phrases

Participial Phrase Gerund Phrase Infinitive Phrase
A participle—a form A gerund—a verb An infinitive—a form
of a verb that can act ending in -ing that of verb that appears
as an adjective— functions as a noun— with the word to and
and its modifiers and its modifiers acts as a noun, an
adjective, or an adverb
—and its modifiers
Crossing the finish line, Walking the dog is We hoped to travel
Alex looked tired. Allison’s only exercise. this summer.
(modifies Alex) (acts as subject) (acts as direct object)
A verbal phrase should be close to the word it modifies.
Misplaced: Jacqueline saw two lions and a tiger visiting the zoo.
Correct: Visiting the zoo, Jacqueline saw two lions and a tiger.
Rewrite each sentence, placing the verbal phrase close to the word it modifies.
1. Joan went to meet the president wearing her new white suit.
2. We found an old olive grove hiking up the mountain.
3. I found a buried treasure exploring the cave.
4. The old woman bumped into the bench walking her dog.
5. Swinging from the branches, we saw two monkeys.

Name Date

Assess
A Use verbal phrases to combine the following choppy sentences.
1. Henry enjoys good music. He attends concerts often.
2. We sat by the river. We watched the calm waters.
3. He spoke frankly. He said he opposed the plan.
4. Dad could not start the engine. He used all his patience and wisdom.
5. They tiptoed from room to room. They were holding their breath.
B Underline the verbal phrase in each sentence.
1. To reach that number is not possible on this phone.
2. He enjoys composing all sorts of music.
3. The plant, growing slowly, finally bloomed in June.
4. The barking dog alerted them.
5. The puppy wandering the streets was looking for a friend.
6. They started dancing to the music.
7. Scolded by his father, he left the house and took a walk.
8. I began cleaning my room this morning.
9. Raising animals is what she loves to do.
10. To graduate a year early is my goal.

Name Date
Writing: Plot and Theme Essay

Practice
An essay is a short piece of nonfiction writing about a particular subject.
When you write a plot and theme essay, you give information and discuss
ideas related to the plot—the events that happen in a story, play, film, or
novel—and theme—the central message of that story, play, film, or novel. If you
were writing about Homer’s Odyssey, for example, you would mention some
plot elements:
In Part 1 of the Odyssey, Odysseus and his men face many perils: the
temptations of the Lotus-Eaters; the fury of the Cyclops; the deadly lure of
the Sirens; the crashing of Scylla and Charybdis.
You would would also discuss the theme:
Through all of it, Odysseus and his men are traveling toward home. The
quest to reach home is the central theme of this epic.
You would develop these ideas further and include more detail throughout the
essay.
1. What is the plot of a story, play, film, or novel?
A. the sequence of events that happen in it

B. the relationship between the characters
C. the historical context
D. the most important moments
2. What is the theme of a story, play, film, or novel?
A. the comparison to other works

B. the overall structure of the work
C. the conflict and resolution within the plot
D. the main idea or central message of the work
3. What is the best statement of the theme, or main idea, of the movie The
Wizard of Oz?
A. Adventures can turn out to be boring.
B. Everything we need is in our hearts.
C. Good witches are better than bad witches.
D. Twisters are extremely dangerous.

Name Date
Writing: Plot and Theme Essay

Assess
1. Choose a movie, play, or story that you know well, and write the theme of
that movie or story. A theme can be stated very simply, usually in a few
words.
Movie, play, or story:
Theme:
2. Give a brief analysis of the theme of the movie, play, or story you chose.
3. Give a brief summary of the plot of the movie, play, or story you chose.
4. Write the beginning of the plot of the movie, play, or story you chose,
mentioning the first three events that occur.

Name Date
Writing: Essay on a Universal Theme

Practice
In an essay, you present your thoughts and feelings about an experience or
an idea. Universal themes are ideas that are meaningful to people of all times
and places, such the struggle of good against evil or the power of love. To write
an essay on universal themes, you should explore how you feel about one of
these themes. You will ask yourself what the theme means to you, as well as
why this theme continues to intrigue writers. You will need to support your
reflections with examples from literature.
A In each pair of themes listed below, underline the statement that would be considered a
universal theme.
1. Some rock music is considered classic.
Art can bring humanity to a higher plane.
2. Perfection is unattainable.
No matter how hard I try, I cannot keep up with my French homework.
3. The past seems better and purer than the present.
People in the 1800s admired the Middle Ages as a noble time in history.
B Pick a universal theme from the list below, or think of one of your own. Then, complete the
activities.
Love conquers all. Nothing is stronger than family.

Wisdom comes with age. No one is above the law.
True friendship never ends. Making sacrifices for others is noble.
1. Write the theme you chose.
2. Think of a story, book, play, or film that expresses this theme, and then
write its title on the line.
3. Will this theme continue to interest writers as time goes on? Why or why not?

Name Date

Assess
Select a universal theme from the list below. Then, complete the activities that follow.
Good will always fight against evil. True love is everlasting.

Nothing is stronger than a mother’s love. Jealousy is destructive.
The strong should protect the weak. Progress is not always good.
True happiness is not found in riches. Appearances can be deceiving.
1. Write your chosen theme on the line.
2. Name one story, novel, play, or film that contains this theme.
3. Why do you think this theme has continued to interest writers and thinkers
throughout time?
4. Why does this theme interest you?
5. Write the introductory paragraph to an essay on the theme you have

chosen.

Name Date
Writing: Reflective Essay

Practice
A reflective essay shares the writer’s thoughts about a personal experience,
an event, or an idea. A strong reflective essay includes these elements:
It features the writer as the main character.
It includes the writer’s personal feelings and ideas.
It shows a connection between events and ideas.
It shares the writer’s insights.
Read the example. Then, answer the questions that follow.
When my parents first told me I would soon have a little brother or sister, I
thought they were joking. After all, I had been an only child for eleven years.
I was used to having all my parents’ time and attention. To be honest, I was
afraid that when the baby came, I would be ignored and neglected. That was
five years ago. What I didn’t realize at the time was how much I would enjoy
being a big sister.
1. Who is the focus of this reflective essay?
2. What event does the writer describe?
3. How does the writer feel about the event?
4. What insight does the writer gain as a result of the event?
5. What event from your life could you use as the focus for a reflective essay?
6. What insight did you gain as a result of the event?

Name Date

Assess
Read the following prompts. Then, respond to the best of your ability on the lines that
follow.
1. What event or experience from your life could you use as the focus for a
reflective essay?
2. List three details about the event or experience.
3. Describe your thoughts and feelings about the event.
4. What insight did you gain as a result of the event?
5. Write the first paragraph of your reflective essay on the lines below.

Name Date
Literary Analysis: Shakespeare’s Tragedies

Practice
Shakespeare’s tragedies are plays that show a reversal of fortune, from good
to bad. The plays also have these features:
The hero, a person of noble birth, often has a tragic flaw, a
characteristic that brings about his doom.
Shakespeare emphasizes the hero’s internal conflict.
Common people in the play provide comic relief in their humorous
scenes.
The turning point of the play is called the crisis. It occurs in Act III.
The point of greatest emotional intensity is called the climax. It occurs in
Act V.
Answer these questions about Shakespeare’s tragedies.
1. At the beginning of the party scene in Romeo and Juliet, three servants chat
while they clumsily clear the tables. What is the purpose of this scene in
the tragedy?
A. to show disapproval of common people
B. to show compassion for common people
C. to provide comic relief
D. to encourage social rebellion
2. In Act III of Romeo and Juliet, Romeo is banished after killing Juliet’s
cousin. This is the turning point of the play. What is another name for this
turning point?
A. the climax C. the conflict
B. the crisis D. the catastrophe
3. In Act V of Romeo and Juliet, the play reaches its peak of intensity when
Romeo thinks that Juliet is dead. What is this part of the play called?
A. the climax C. the conflict
B. the crisis D. the turning point
4. Which of the following makes Romeo a typical Shakespearean hero?
A. He is of noble birth. C. He has no flaws.

B. He is a commoner. D. He has no inner conflicts.

Name Date
Literary Analysis: Shakespeare’s Tragedies

Assess
Answer these questions about Shakespeare’s tragedies.
1. Judging from these lines in Romeo and Juliet, what is Romeo’s tragic flaw?
Romeo. Then plainly know my heart’s dear love is set / On the fair daughter
of rich Capulet; ...but this I pray, / That thou consent to marry us today.
Friar Laurence. Holy Saint Francis! What a change is here! / Is Rosaline, that
thou didst love so dear, / So soon forsaken?
[Act II, Scene 3, lines 57–67]
A. his quick temper C. his hastiness
B. his caring nature D. his caution
2. What kind of conflict is Juliet facing in these lines from Romeo and Juliet,
after her new husband, Romeo, kills her cousin?
Nurse. Will you speak well of him that killed your cousin?
Juliet. Shall I speak ill of him that is my husband? / Ah, poor my lord, what
tongue shall smooth thy name / When I, thy three-hours’ wife, have mangled
it? / But wherefore, villain, didst thou kill my cousin? / That villain cousin
would have killed my husband.
[Act III, Scene 2, lines 96–101]
A. an external conflict with the Nurse
B. an external conflict with her husband
C. an internal conflict over her loyalties to her husband and her cousin
D. an internal conflict over how she should treat her Nurse
3. When does the crisis of a Shakespearean tragedy occur?
A. in Act I, when the conflict is introduced

B. in Act III, when the turning point occurs
C. in Act IV, when the falling action occurs
D. in Act V, when the catastrophe occurs
4. When does the climax of a Shakespearean tragedy occur?
A. in Act I, when the conflict is introduced

B. in Act III, when the turning point occurs
C. in Act IV, when the falling action occurs
D. in Act V, when the peak of emotional intensity occurs

Name Date
Literary Analysis: Blank Verse

Practice
Blank verse is unrhymed poetry with a regular meter, or pattern of beats. A
line of blank verse follows these rules:
It has five pairs of syllables called feet. Each foot is an iamb. An iamb
consists of one unstressed syllable followed by a stressed syllable. In
these examples, the stressed syllables are in capital letters with stress
marks above them.
/ / / / /
No VEM ber IS a TIME of FEASTS and THANKS.
Together, the five iambic feet in the line of blank verse are called iambic
pentameter. Notice in the preceding example that there are five iambs.
This line is in iambic pentameter.
Shakespeare often uses prose and verse to show the social rank of the
characters. Aristocratic or high-born characters usually speak in blank verse.
Minor, low-born, or comic characters do not speak in verse. They speak in
prose.
A In each of the following lines of blank verse, use stress marks (/) to indicate the stressed
syllables. The first item has been done for you.
/ / / / /
1. And stay, good nurse, behind the abbey wall
2. The birds take wing and fly beyond the clouds
3. So near the cradle of the Fairy Queen?
4. He laughs out loud and all his friends can hear.
B Circle H if the speaker is “high-born” or L if “low-born.” Explain your answer.
Pat, pat. And here’s a marvellous convenient place for our rehearsal. This
green plot shall be our stage, this hawthorn-brake our tiring-house, and we
will do it in action as we will do it before the Duke.
H/L

Name Date
Literary Analysis: Blank Verse

Assess
A Circle the correct answer to each question.
1. Which of the following is an element of blank verse?
A. rhyming lines in iambic pentameter

B. lines in iambic pentameter that do not rhyme
C. lines that do not rhyme and have no particular meter
2. Which of the following lines is written in iambic pentameter?
A. A stark winter sunset made the snowy hillsides pink.

B. To fan the moonbeams from his sleeping eyes.
C. There are things in this comedy of Pyramus and Thisbe that will never
please.
3. In what way does Shakespeare often show the difference between high-born
and low-born characters?
A. High-born characters speak in blank verse; the low-born speak in prose.
B. High-born characters speak in rhyme; the low-born speak without rhyme.
C. Low-born characters speak in blank verse; the high-born speak in prose.
B Insert stress lines above the stressed syllables in these lines of iambic pentameter. The
first one has been done for you.
/ / / / /
1. We sat together at one summer’s end.
2. I do remember well where I should be.
3. I saw the horse run free across the plain.
C Decide whether the speaker of each passage is an aristocrat or a commoner. In the space
provided, write H for “high-born” or L for “low-born.”
1. A glooming peace this morning with it brings.

The sun for sorrow will not show his head.
2. Hang him, Jack! Come, we’ll in here, tarry for the mourners, and stay
dinner.

Name Date
Literary Analysis: Shakespeare’s Tragic Heroes

Practice
A tragic hero is a person, usually of noble birth, who suffers a catastrophe.
The hero’s choices leading to the catastrophe may show a personal
shortcoming, such as jealousy, called a tragic flaw. In addition to these
qualities, Shakespeare’s tragic heroes have the following characteristics:
They are complex characters who have opposing desires or suffer doubts.
Hamlet, for example, cannot bring himself to act.
They present their confused feelings through soliloquies, speeches in
which the heroes speak their thoughts aloud.
Their tragedies are due more to choices they make than to fate. King
Lear, for example, chooses to divide his kingdom; no one forces him to.
Their actions sometimes have good motives but bad outcomes.
Answer these questions about Shakespeare’s tragic heroes.
1. Which set of characteristics is typical of Shakespeare’s tragic heroes?
A. The character is unlucky, handsome, and popular.

B. The character is high-born, flawed, and complex.
C. The character is intelligent and fortunate.
D. The character is jealous, powerful, and doomed.
2. What is the best definition of a soliloquy?
A. light banter between minor characters

B. a confrontation between the main characters
C. a speech in which the hero speaks his thoughts
D. a speech in which a narrator describes the action
3. What is an example of a tragic flaw?
A. Julius Caesar’s pride leads to his downfall.

B. Hamlet’s parents are depressed.
C. Juliet is extremely beautiful.
D. Romeo has friends who try to help him.
4. Which sentence describes one of Shakespeare’s tragic heroes?
A. Brutus, of noble birth, expects others to act honorably, but they do not.
B. The good-hearted friar wants to help Romeo and Juliet but fails.
C. Prospero, a nobleman and a philosopher, rules his private universe.
D. Tatiana, the Fairy Queen, falls in love with a silly fool.

Name Date
Literary Analysis: Shakespeare’s Tragic Heroes

Assess
A Answer these questions about Shakespeare’s tragic heroes.
1. Which is the best definition of Shakespeare’s tragic heroes?
A. They are highborn characters who meet violent ends.

B. They begin as happy people, but they always end unhappily.
C. They are complex, highborn characters whose choices lead to disaster.
D. They are common men who are misunderstood and make mistakes.
2. What is one difference between Shakespeare’s tragic heroes and traditional

tragic heroes?
A. Shakespeare’s tragic heroes do not have tragic flaws, while traditional
tragic heroes do.
B. Shakespeare’s tragic heroes are more complex than traditional tragic
heroes.
C. Shakespeare’s tragic heroes are not as noble as traditional tragic heroes.
D. Shakespeare’s tragic heroes are more English than traditional tragic
heroes.
B This selection is from Act III, Scene i, of The Tragedy of Hamlet, Prince of Denmark.
Hamlet believes that his stepfather has killed his father, so he is considering taking action
to avenge his father’s death. In this speech, Hamlet’s thoughts lead him to wonder whether
any action is worthwhile. Read the speech. Then, answer the questions below.
Hamlet: To be, or not to be, that is the question:

Whether ‘tis nobler in the mind to suffer
The slings and arrows of outrageous fortune,1 1 fortune: fate, luck
Or to take arms against a sea of troubles,
And by opposing end them? . . .
. . . . To die, to sleep—
To sleep, perchance to dream: ay, there’s the rub!2 2 rub: catch
For in that sleep of death what dreams may come. . . .
1. What kind of speech is Hamlet making? Explain.
2. What is Hamlet suffering in this passage that is typical of Shakespeare’s
tragic heroes?

Name Date
Literary Analysis: Dramatic Speeches

Practice
Plays often include these types of dramatic speeches:
n Soliloquy: a long speech in which a character—usually alone onstage—
expresses his or her true thoughts or feelings. Soliloquies are unheard by
other characters.
n Aside: a brief remark, unheard by other characters, in which a character
reveals his or her true thoughts or feelings
n Monologue: a long speech by one person. Unlike a soliloquy, a
monologue is addressed to one or more other characters.
A Circle the letter of the type of dramatic speech described in each item below.
1. Marc Antony gives a long speech to Brutus after the death of Caesar.
A. monologue B. soliloquy C. aside
2. When all the conspirators leave, and he is alone, Marc Antony gives a long
speech about how others might think of him after Caesar’s death.
3. Antony inspires the common people to turn against the conspirators.

Afterwards, he makes a brief remark about his success stirring up mischief.
Only the audience hears this remark.
B Read the following summaries of characters’ speeches. Then, in the space provided,
identify the type of dramatic speech the summary refers to as a soliloquy, an aside, or a
monologue.
1. Paul’s father asks him how the fight between Paul’s

basketball team and their opponents started at the game last night. Paul
gives a heated and emotional explanation, telling in detail how both sides
were making offensive remarks to each other, which led to an all-out brawl.
2. In a comedy about a father and a son on a camping

trip, the father walks with his son into a dark forest and loses his way. His
son looks at the audience and says, “Uh oh, here we go again!”

Name Date
Literary Analysis: Dramatic Speeches

Assess
A Circle the correct answer to each question.
1. Which of the following describes an aside?
A. a short remark, not heard by other characters, in which a character

expresses his or her true thoughts or feelings
B. a long speech by a character alone onstage, expressing his thoughts and
feelings
C. a long speech given by one person and addressed to one or more other
characters
2. Which of the following describes a monologue?

feelings
characters
3. Which of the following describes a soliloquy?

feelings
characters
B Read the following summaries of characters’ speeches in The Tragedy of Julius Caesar.
Then, in the space provided, identify the type of dramatic speech the summary refers to as
a soliloquy, an aside, or a monologue.
1. When Mark Antony enters the Forum with Caesar’s

body, Brutus tries to emphasize his sincerity about Caesar’s death in a long
speech to all the conspirators.
2. Caesar says to Brutus, “Good friends, go in and taste

some wine, and we (like friends) will straightaway go together.” Brutus says
to himself, “That every like is not the same, O Caesar, the heart of Brutus
earns to think upon.”
Name Date
Literary Analysis: Internal and External Conflict

Practice
Conflict is a struggle between a character and an opposing force.
In an external conflict, a character struggles with an outside force, such
as another character, a group of characters, or a force such as weather.
In an internal conflict, the character struggles with his or her own
beliefs, desires, or values.
Write External before each sentence that describes an external conflict. Write Internal
before each sentence that describes an internal conflict.
1. A group of picnickers struggle to survive in a big

rainstorm.
2. Drew is afraid Bridget will say no if he asks her out.

He works up his courage and calls her.
3. Michael tried to protect his home from being affected

by the hurricane that was on its way. But the wind caused a tree to slam
into his house, crashing into one of the bedrooms.
4. Andrea is angry when she learns that a worker who

was just hired has been promoted and will be making a lot more money.
5. The F.B.I. arrested a man accused of robbing a

number of banks in the area.
6. A flood threatens the town where Rebecca lives.
7. Sue listened to the conversation between her mother

and father and realized they knew that she had failed the science test. She
was concerned about what her punishment would be.

Name Date
Literary Analysis: Internal and External Conflict

Assess
Write External before each sentence that describes an external conflict. Write Internal
before each sentence that describes an internal conflict.
1. Claudia wants to go on a camping trip with her

friends over the weekend, but she is disappointed when she hears she
has to stay at home and babysit for her younger sister.
2. Jake has been picking on Tommy every day at

lunchtime just because he is a new student.
3. Roger is trying to decide what to do. He wants to go

to the movies with his friends, but he promised his father he would help
him paint the den.
4. Lisa must decide what college she wants to attend.

She isn’t sure if she wants to go to a school where she can live at home or
go to a school far away where she can live on campus.
5. When the Nelsons return home from a day in the

city, they realize their house has been vandalized.
6. Phil’s doctor tells him he should not play football for

a week because of his sprained ankle. Phil wants to follow his doctor’s
advice, but he doesn’t want to miss playing in the game on Saturday.
7. Aaron goes in search of underwater treasure. His

one-person submarine gets stuck in a cave.
8. Steve stands on the edge of the diving board high

above the water of the pool. He can feel the eyes of the judges on him.
Thoughts of what could go wrong keep disturbing his concentration.
9. Elise decides to take her dog Max to the park for a

long walk in the afternoon sunshine. All of a sudden, Max begins to bark
as a large bear lumbers across their path. Terror fills Elise as she begins
to shout.
10. In the dark of night, Terri and his fellow freedom

fighters stage a raid against the enemy.

Name Date
Reading: Use Text Aids

Practice
When reading Shakespearean drama, use text aids such as the following to
help you understand what the characters are saying and what is happening:
Review the list of dramatis personae, the cast of characters.
Read any background information provided with the play.
As you read the play, check the notes, called glosses, printed beside the
text. These notes define unfamiliar words and references. They will help
you understand what is going on.
Read the passages from Romeo and Juliet. Use the side notes to help you answer the
questions.
1. What is Juliet wishing for in the following speech?

Juliet. Gallop apace, you fiery-footed steeds1, 1 fiery-footed steeds horses
Toward Phoebus’ lodging!2 Such a wagoner of the sun god, Phoebus.
As Phaeton3 would whip you to the west, 2 Phoebus’ lodging below the
And bring in cloudy night immediately. horizon.
(Act III, Scene ii, lines 1–4) 3 Phaëton Phoebus’ son, who
tried to drive his father’s
horses but was unable to
control them.
A. a chance to watch a horse race C. the coming of night
B. a chance to ride with Romeo D. the coming of daylight
2. What is Juliet trying to do in the following speech?

[Enter Romeo and Juliet above, at the window]
Juliet. Wilt thou be gone? It is not yet near day.
It was the nightingale, and not the lark,1 1 nightingale ... lark The
That pierced the fearful hollow of thine ear. nightingale sings at night; the
Nightly she sings on yond pomegranate tree. lark announces the morning.
Believe me, love, it was the nightingale.
(Act III, Scene v, lines 1–5)
A. teach Romeo about birds C. trick Romeo into staying later
B. teach Romeo to sing D. trick Romeo into leaving
3. Which item lists some of the dramatis personae in Romeo and Juliet?
A. Romeo, Juliet, Mercutio C. a party, a balcony, a tomb

B. Act I, Act II, Act III D. a feud, a sword fight, a bottle
of poison

Name Date
Reading: Use Text Aids

Assess
Read the following passage from Romeo and Juliet. Then, use the side notes to help you
answer the questions.
Benvolio. At this same ancient feast of Capulet’s 1 Unattainted

Sups the fair Rosaline whom thou so loves; unprejudiced
With all the admirèd beauties of Verona. 2 make thee. . .swan a
Go thither, and with unattainted1 eye crow your beloved
Compare her face with some that I shall show, will look ugly in
And I will make thee think thy swan a crow.2 comparison
Romeo. When the devout religion of mine eye 3 When. . .liars If I ever
Maintains such falsehood, then turn tears to fires: see Rosaline as just a
And these, who, often drowned, could never die, plain-looking girl, may
Transparent heretics, be burnt for liars!3 my tears turn to fire and
[Act I, Scene ii, lines 82–91] burn my eyes out!
1. Why does Benvolio want Romeo to go to Capulet’s feast?
A. to look at swans and crows C. to find other girls prettier than

Rosaline
B. to propose to Rosaline D. to choose a girlfriend for Benvolio
2. What does Romeo mean by “the devout religion of mine eye”?
A. his love for Rosaline C. his friendship with Benvolio

B. his eagerness to look D. his strong faith in God
at other girls
3. According to Romeo, when will his eyes be “burnt for liars”?
A. if he ever looks at another girl C. if he ever goes to a party

B. if he ever decides another girl D. if he ever looks at swans and
is prettier than Rosaline crows
4. What makes up the dramatis personae of a Shakespearean play?
A. the list of scenes C. the list of side notes

B. the cast of characters D. the historical background

Name Date
Reading: Paraphrase
Practice
Paraphrasing is using your own words to tell what someone else has written
or said. When you paraphrase a passage, you express the main ideas in a
simpler way. To paraphrase a difficult or long sentence, first break it down
into smaller ideas.
Begin by identifying subjects and verbs. A subject is a word in a
sentence that tells who performs an action or who is being described. A
verb is a word, such as goes, that tells what the subject does or that
links a subject to its description.
If a sentence has more than one subject or more than one verb, write
separate sentences that each have one subject and one verb.
If a sentence has colons, semicolons, or dashes, write separate sentences
by replacing those punctuation marks with periods.
Finally, use a dictionary or text aids such as footnotes to learn the
meaning of unfamiliar words. Replace these words with simpler words.
In this example, the subject is underlined once, and the verb is underlined twice:
Brutus. I cannot, by the progress of the stars, / Give guess how near to day. . . .
—from The Tragedy of Julius Caesar (Act II, Sc. i, lines 2–3), by William
Shakespeare
Basic Idea (Subject and Verb): I cannot give
Paraphrase of Lines: I cannot guess [“Give guess”] how soon it will be
morning [“how near to day”].
Read this speech from Julius Caesar, in which Brutus worries about what will happen if
Caesar is crowned and gets more power. Then, answer the questions that follow.
Brutus. . . . He would be crowned.

How that might change his nature, there’s the question.
It is the bright day that brings forth the adder,* *adder poisonous snake
And that craves wary walking. Crown him that,
And then I grant we put a sting in him
That at his will he may do danger with. [Act I, Scene i, lines 12–17]
1. List the four verbs in the last sentence.
2. Write your own sentence telling what “we” do in the last sentence.
3. Write your own sentence telling what “he” might do in the last sentence.

Name Date
Reading: Paraphrase
Assess
A In these lines from Julius Caesar, Brutus explains that the best reason to kill Caesar is not
for the man he is now but rather for what he may become. If Caesar is crowned, he may
become a dictator. Read the speech. Then, answer the questions that follow.
Brutus. . . . And, since the quarrel

Will bear no color for* the thing he is, * the quarrel / will bear no color for
Fashion it thus: that what he is, our complaint against Caesar
augmented** cannot be justified by
Would run to these and these extremities; ** augmented made more powerful
5 And therefore think him as a serpent’s egg
Which hatched, would as his kind grow mischievous,
And kill him in the shell. [Act II, Scene i]
1. Circle the three verbs in lines 1–3, up to the colon. Underline the subjects
of the first two verbs. (The third verb is a command. The understood subject
is we.) Restate this part of the speech in your own words, using the
explanation in the notes.
2. Circle the verb in line 4. Read from after the colon in line 3 through the end
of line 4. Restate this part of the speech in your own words, using the
explanation in the notes.
3. Circle the verb in line 5. Circle the verb in line 7. Restate the meaning of
line 5 and line 7 in your own words.
4. Explain what information line 6 adds to lines 5 and 7.
B On a separate sheet of paper, paraphrase Brutus’ speech in activity A.

Name Date
Reading: Analyze Imagery

Practice
Imagery refers to words and phrases that create a picture for readers by
appealing to the senses. For example, the image of “creaking, cracking ice on
the lake” creates a picture of the sound and look of a frozen lake. Writers may
also use images to make comparisons. For example, “He jumped out of the car
faster than a water droplet bouncing on a hot skillet” is a comparison that
uses the image of water on a hot frying pan.
Imagery can add to the mood, or general feeling, of a work. In long and rich
works, writers such as Shakespeare can create patterns of imagery. When
images follow a pattern, they have something in common. Here is an example:
Image 1 Image 2 Image 3 Pattern

water droplets ⫹ a shirt the color ⫹ a voice that images of hot
bouncing on a of flame sounds like things
hot frying pan hissing steam
A For each image, circle the letter of the sense to which it mainly appeals.
1. gooey caramels stuck to the plush car seat
A. sight B. hearing C. touch D. taste E. smell
2. trumpets blaring defiance to the enemy
B For each image, write C if it used in a comparison or leave it blank if it is not. Then, explain
the mood or general impression each image creates.
1. He was a mountain of a man, with long white hair spilling down his
shoulders like the snowcap on a distant peak.
2. By the side of the lake, reeds rattled and whistled in the chill
autumn wind, a ghostly reminder of their flourishing life in summer.
C Circle the letter of the image that best fits the pattern of imagery given.
Pattern: Imagery of energy and life
A. a towering iceberg B. hot desert sands C. a blossoming garden
Name Date
Reading: Analyze Imagery

Assess
A For each image, circle the letter of the sense to which it mainly appeals.
1. the sweet scent of freshly cut hay
2. the rich, juicy sweetness of a chocolate-covered cherry
B For each image, write C if it used in a comparison or leave it blank if it is not. Then, explain
the mood or general impression each image creates.
1. Like a shy fawn, the child peered out from behind its mother’s skirts.
2. At the signal, twenty silver warplanes ignited their engines,

thundering the news of battle to the heavens.
C Circle the letter of the image that best fits the pattern of imagery given.
1. Pattern: imagery of sadness and despair
A. a ruined castle B. darting goldfish C. swooping kites
2. Pattern: imagery of movement and change
A. an old statue B. crashing ocean waves C. cuddling kittens
3. Pattern: imagery connecting past and future
A. baby birds in a nest perched on an old statue

B. two dogs fighting over a bone
C. mist rising from a pond in the morning sunlight
4. Pattern: imagery contrasting freedom and confinement
A. a newborn baby laughing on a great bearskin rug

B. aisles in a supermarket packed with row upon row of cans
C. a tangle of rose bushes growing through the bars of an iron fence

Name Date
Reading: Read Between the Lines

Practice
To fully understand what the characters in a play are saying, read between
the lines, or connect their words to their situation. Follow these steps:
Pay attention to circumstances. Keep characters’ circumstances firmly
in mind. Ask yourself how their words fit their situation, their plans, and
their feelings. For example, Betty has high standards and tries to do the
right thing. Her friend Katie asks her to help her out of a jam by telling a
lie. Betty says, “I’d like to help. The only problem is, I like to be able to
look at myself in the mirror.” She is saying that she would feel ashamed
if she told a lie for Katie. Between the lines, she is saying no.
Track what a character is talking about. Keep track of what a
character is talking about. For example, George tells Allen a long story
showing that he needs money. Allen says the story reminds him of the
last story George told him to get money. Allen says, “Fool me once,
shame on you. Fool me twice, shame on me.” Allen is indirectly referring
to George’s long stories. When he says “Fool me once,” he is implying
that the past stories were fibs. Between the lines, he is saying that he
will not be fooled any more.
Each item below explains the characters’ circumstances and then tells what one
character says. Explain what the character probably means by his or her words.
1. Situation In Shakespeare’s play Julius Caesar, Portia, Brutus’ wife, sees

that her husband is upset. She asks what is wrong. Brutus will not say.
What the Character Is Talking About Portia says that when people are
married, they share each other’s troubles and secrets.
Character’s Lines Portia says that if Brutus will not share his secret with
her, she is not really his wife.
Meaning Between the Lines
2. Situation John and David work part-time and are shopping for gifts for
their best friend. John selects an expensive watch from the jewelry case. He
asks David if he should buy it.
What the Character Is Talking About John wants David’s advice.
Character’s Lines David says, “John, that watch costs two weeks’ salary!”

Name Date

Assess
Each item explains the characters’ circumstances and then tells what one character says.
Explain what the character probably means by his or her words.
1. Situation In Shakespeare’s play Julius Caesar, Cassius asks Brutus about

his recent change of mood. He has been withdrawn and quiet.
What the Character Is Talking About Cassius wants to know if Brutus is
troubled.
Character’s Lines Brutus says that he is at war with himself.
2. Situation Cathy and Beth are building a tree house. Cathy accidentally hits
her thumb with the hammer. She thinks that she has a broken thumb.
Beth thinks back to other times when Cathy overstated her situation.
What the Character Is Talking About Cathy thinks that she is seriously
injured.
Character’s Lines Beth says, “I think that you’re making a mountain out of
a molehill.”
3. Situation In Shakespeare’s Julius Caesar, Caesar wants to be crowned

emperor of Rome. At the time, though, Rome is a republic in which noble
families have equal power. Some of the nobles of Rome, including Cassius
and Brutus, worry that Caesar will take away their power and honor. At the
moment, though, no one is fighting back against Caesar.
What the Character Is Talking About Cassius does not think Caesar
deserves the greatness he has achieved, and Brutus should realize that he
can be as great as Caesar. He talks about past times, in which noble
Romans stood up against kings and dictators.
Character’s Lines Brutus says, “Brutus had rather be a villager / Than to
repute himself a son of Rome / Under these hard conditions as this time /
Is like to lay upon us.” (Act I, Scene ii)

Name Date
Reading: Compare and Contrast Characters

Practice
Writers often create contrasts between characters to emphasize their
individual qualities. To appreciate such contrasts, compare and contrast
characters as you read, identifying similarities and differences between them.
Make comparisons based on the following elements:
background and social position: Where does each character come from?
Think about each character’s past life. For example, one character may
be born in the United States, while another may come from France.
physical appearance: How does each character look? For example, one
character may be tall but frail, while the other may be small but strong.
personality: What is each character like as a human being? For
example, one character may be insecure but friendly, while the other may
be confident and aloof.
actions: What does each character do in the literary work? For example,
one character may refuse to do a job he finds boring, while the other
character may be willing to do it.
motives: Why does each character behave as he or she does? For
example, the character who agrees to do the boring job may do it to earn
money or to learn something, while the character who turns the job down
may be too proud to accept such work.
fate: What eventually happens to each character? For example, one
character may learn something, while the other ends up no better off
than before.
Read each item about Chloe and Allison. Then, indicate by underlining whether each item
shows a similarity or a difference between them. List the category (background,
appearance, personality, actions, motives, fate) of that similarity or difference. Explain
your answers on the lines provided.
1. Chloe’s parents are both doctors. Allison’s father is a college professor, and
her mother is a lawyer.
Similarity/difference Category:
Explanation:
2. Chloe is quiet and obedient. Allison is outgoing and rebellious.
Explanation:

Name Date
Reading: Compare and Contrast Characters

Assess
A Read each item about Yuri and Eric. Then, indicate by underlining whether each item
shows a similarity or a difference between them. List the category (background,
appearance, personality, actions, motives, fate) of that similarity or difference. Explain
your answers on the lines provided.
1. Yuri is small, fair, and very agile. Eric is tall, dark, but somewhat clumsy.
Explanation:
2. Yuri is aggressive and confident. Eric is sensitive and insecure.
Explanation:
3. Yuri tries out for the school play, improvising a comic speech on the spur of
the moment. Eric tries out for the school play, rehearsing his audition
speech for hours.
Explanation:
4. Yuri is cast as the play’s comic lead and is called “a comic wonder” in the
reviews. Eric is cast as the romantic lead and is called “our answer to
George Clooney or Robert DeNiro.”
Explanation:
B On a separate sheet of paper, write a paragraph in which you compare and contrast Eric
and Yuri. In your paragraph, use information about Eric and Yuri in activity A. At the end of
your paragraph, write a sentence or two answering this question: What lesson might the
contrast between these two characters express?
Name Date

Practice
Some real-life documents convey their information by using diffrent kinds of
graphics, headers, fonts, and other eye-catching text features. These features
help you easily find what you need to know. On a form, they help you identify
the information you need to fill in. Use these features to analyze the
structure and format of real-life documents:
What does the main head tell you? (the document’s purpose)
What other information is highlighted in big or brightly colored type?
(important points)
What information is highlighted in charts or illustrations?
Read each item from a career information document below. Then, write a sentence about
what you would expect to read in the document or section.
1. Career Information: Toy Designer
2. Career Preparation
3. A Small Business or a Large Corporation?
4. Other Kinds of Design Jobs

Name Date

Assess
Think about the kinds of skills that might be needed before you fill in this application for a
summer job. Use the text features to help you focus on the most important information.
Summer Jobs For City Teens
PLEASE PRINT
Name
Address
Home Phone Cell Phone
Age Are you a student? [yes/no check boxes]
If yes, what school do you attend?
Jobs are available in the following areas. Place a checkmark next to any areas that
interest you.
Day Camp Counselor Day Care
Reading Coach (elementary school) Hospital Services
Senior-Citizen Services Park Maintenance
Painting Signs Animal Shelter Work
TRAINING AND EDUCATIONAL BACKGROUND
RELEVANT WORK AND/OR VOLUNTEER EXPERIENCE:
WHY YOU WOULD BE A GOOD CHOICE FOR A JOB IN THESE AREAS?

Name Date
Vocabulary: Word Roots -spect-, -sum-, -stru-; Prefix en-; Suffix -ile
Practice
whole word.

beginning of a base word. A prefix changes the meaning of a word. A suffix is
a syllable or group of syllables added to the end of a base word. The suffix
changes the meaning and often the part of speech of the base word.

-spect- to look at; behold spectacle, spectator
-sum- to take; to use presume, resume
-stru- to pile up; to build structure; construct
en- in; into; within endanger, encircle
-ile having the quality of servile, infantile
Think about the meaning of each prefix, suffix, or word root. Then, write a definition for the
word in bold type. Check your definitions in a dictionary.
1. -spect- spectator
Definition
2. -sum- resume
Definition
3. -stru- construct
Definition
4. en- endanger
Definition
5. -ile infantile
Definition

Name Date
Vocabulary: Word Roots -spect-, -sum-, -stru-; Prefix en-; Suffix -ile
Assess
1. The rising waters threatened to the entire town.

A. endanger C. presume
B. infantile D. construct
2. I think your ridiculous behavior is extremely .

A. construct C. infantile
B. presume D. endanger
3. That new office tower is the highest on Main Street.

A. encircle C. resume
B. structure D. servile
4. The ball sailed off the field and landed near a .

A. encircle C. spectator
B. construct D. servile
5. Wanting a favor, Jason became very when he was with his uncle.
A. encircle C. consume
B. servile D. instruct
6. Do not that you know what I am going to say.

A. futile C. enthrone
B. spectacle D. presume
1. spectacle ___________________________________________________________________________
2. construct ___________________________________________________________________________
3. enthrone ___________________________________________________________________________
4. projectile ___________________________________________________________________________

Name Date
Grammar: Absolute Phrases

Practice
An absolute adjective is an adjective that has no comparative or superlative
form: complete, infinite, perfect, unique, dead, empty, full, definite, square,
or equal.
Example: Her hand-painted backpack is unique. (The backpack cannot
be more or less unique.)
An absolute phrase is a phrase that modifies an entire sentence, but does not
modify any specific word in it. An absolute phrase usually acts as a comment
on the main clause.
Examples: Weather permitting, we will have a picnic in the park.
I spend hours in the yard, gardening being my favorite activity.
A Underline the absolute adjective in each sentence.
1. Many great men and women fought for equal rights.
2. Angela had a perfect test paper.
3. The flowers in my garden are dead.
4. My book report is finally complete.
5. It is difficult to understand that the universe is infinite.
B Underline the absolute phrase in each sentence.
1. All things considered, the event turned out to be quite a success.
2. The children rested for a moment in the yard, their breaths white in the
frosty air.
3. Speaking of funny movies, what is your favorite comedy of all times?
4. The new players stood in the corner of the gym, their faces betraying
their anxiety.
5. Judging by the response to the show, cancellation is unlikely.

Name Date
Grammar: Absolute Phrases

Assess
A Complete each sentence by writing an appropriate absolute adjective on the line.
1. My little brother did not believe that every snowflake is .
2. We have a set of garden tools, so we do not need to

buy any more.
3. When the fuel tank is , the car will not go.
4. After he hears that his wife is , Macbeth gives a

famous soliloquy.
5. I expect a answer to my question, either yes or no.
6. The mother took care to give each child an piece of

the pie.
7. She bought the sofa for her living room.
8. The shape of a box is usually .
9. Are there an number of stars in the sky?
10. The glass was , so I could not add any more water to it.
B Use each of the following absolute phrases in an original sentence. Use capitalization and
punctuation where needed.
1. talking about coincidences
2. their faces beaming happily
3. the day’s work being over
4. the guests having arrived

Name Date
Grammar: Adverb Clauses

Practice
A clause is a group of words containing a subject and a verb. A subordinate
clause is one that contains a subject and a verb but does not express a
complete thought. It is often introduced by a subordinating conjunction.
Here are some common subordinating conjunctions:
after although because before if unless when whenever
An adverb clause is a subordinate clause that is used as an adverb. In a
sentence, it modifies a verb, an adjective, or another adverb. To vary your
writing, you can combine two sentences by turning one of them into an adverb
clause. Notice that when an adverb clause comes at the beginning of a
sentence, it is followed by a comma.
Two sentences: The jury returned its verdict. The prisoner was set free.
Combined: When the jury returned its verdict, the prisoner was set free.
[adverb clause]
A Underline each adverb clause, and circle the subordinating conjunction.
1. Pete opened his back door because he heard a cat crying.
2. Before Pete could blink, the cat was in the kitchen.
3. The cat purred gratefully when Pete offered it some leftovers.
4. Pete was able to find the cat’s owner when he put an ad in the newspaper.
B Combine each pair of sentences, using the subordinating conjunction indicated.
1. We left on vacation. We took the dogs to the kennel. (before)
2. You can make the trip. You will enjoy the scenery. (if)
3. She finished her homework. Cathy played basketball. (after)
4. I hurried home. I was hungry. (because)

Name Date
Grammar: Adverb Clauses

Assess
A Underline each adverb clause, and circle the subordinating conjunction.
1. Dana awakened before the winter sun rose.
2. She skated where her coach had told her.
3. She practiced daily because she wanted to be champion.
4. Before he left, Tom closed and locked the window.
5. When the clock struck six, Carrie started home for dinner.
6. My sister had long hair when she was in college.
7. Unless I call you, I will take the bus from the station.
8. She was late because the train was delayed.
9. A storm developed after we reached the turnpike.
10. While we’re in Virginia, we should visit Williamsburg.
B Combine each pair of sentences, using the subordinating conjunction indicated.
1. Bob was late to the show. He missed part of the first act. (because)
2. They picked two bushels of apples. They fell asleep. (after)
3. We can begin the conference. All the participants have arrived. (since)
4. She developed laryngitis. She caught a cold. (whenever)
5. We played brilliantly. We lost the game. (although)

Name Date
Spelling: Words with Double Letters

Practice
Words with one or more sets of double letters can be hard to spell. If a word
has one set of double letters, like commitment, it can be hard to remember
which set of letters to double. If a word has two sets of double letters, like
accommodations, it can be hard to remember to double both of them. Look
carefully at the Word List, in which the tricky spots are underlined.
Word List
accommodations appalling bookkeeper commitment dilemma

embarrass harass millennium parallel questionnaire
A Write Correct for each word that is spelled correctly. If a word is not spelled correctly,
write the correct spelling.
1. embarass
2. harass
3. appaling
4. committment
5. milennium
B Fill in the missing letters of the incomplete word in each sentence. Each line may have one
or two letters on it.
1. Use blue or black ink to fill out the questio aire.
2. My sister Bobbie Ann works as a boo eeper.
3. Liking both candidates, I had a real di emma in deciding for whom I

should vote.
4. The acco odations at that hotel are very comfortable.
5. The opposite sides of a square form para el lines.

Name Date

Assess
A Write Correct for each word that is spelled correctly. If a word is not spelled correctly,
write the correct spelling.
1. questionaire
2. accomodations
3. dilemma
4. bookeeper
5. parallell
B Fill in the missing letters of the incomplete word in each sentence. Each line may have one
or two letters on it.
1. The wolf likes to ha ass the chickens.
2. Josie made a commi ment to be there by noon, and Josie always keeps
her promises.
3. Conditions in the filthy apartment house were simply appa ing.
4. Was it in 2000 or 2001 that this new mille ium began?
5. Jonathan was determined not to let a silly mistake emba ass him.
C Complete this paragraph by underlining the correctly spelled word from the numbered
choices in parentheses.
The hotel distributed a (1. questionaire, questionnaire) about its services. The
form asked about the hotel’s quality. Answering it created something of a
(2. dilema, dillema, dilemma, dillemma) for John because he liked the
(3. accomodations, accommodations, acomodations, acommodations), but he
did not like the service.

Name Date

Practice
A character analysis is a description of an individual in a literary work. It
should present the character’s personality traits and can include information
such as age, physical appearance, background, social standing, and motives
for behavior. A character analysis should be based on the character’s actions,
words, and thoughts, as well as what others say about him or her.
Identity: Calpurnia is the wife of Julius Caesar, dictator of Rome.
Action: She dreams of his death; tries to keep him from going to the Senate.
Quotation: “Alas, my lord, / Your wisdom is consumed in confidence. / Do
not go forth today.”
Character Analysis: Calpurnia is extremely protective of her husband,
Julius Caesar. She may also be intuitive, since she dreams of Caesar’s death
at a time when conspirators are actually plotting against him. Calpurnia is
willful and can be blunt with her husband: When he resists her pleas not to
go to the Senate, she argues forcefully that he is overconfident and unwise.
A Follow the instructions to complete each of the following items.
1. Caitlin has been on several school teams. She has many friends. She loves
to play board games but sometimes gets mad at herself when she loses.
Underline two traits to include in a character analysis of Caitlin.

competitiveness shyness sociability intelligence imaginativeness
2. Write a brief character analysis of Caitlin, based on the information above.

Focus especially on her personality traits.
B Complete the chart to make notes for an analysis of a character in Julius Caesar. Fill in
two personality traits for the character you chose. Then, list evidence from the play (a
quotation or an action) supporting each personality trait you identified.
Name Evidence from play

Identity: (quotation/action)
Trait #1
Trait #2

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Assess
A Follow the instructions to complete each item.
1. Jeremy enjoys writing and illustrating stories. From the age of seven, he
began making short films with his friends using a video camera. These films
are usually funny. He once said, “I love to create new worlds with words
and pictures.” He thinks he would enjoy directing movies as a career.
Write a brief character analysis of Jeremy, based on these facts. Be sure to

discuss any character traits and talents suggested by this information.
2. Write a character analysis of the American poet Emily Dickinson. Discuss

her background, character traits, and talents, as suggested by these facts:
—daughter of a prominent lawyer; lived most of her life in Amherst,

Massachusetts
—wrote thousands of poems that she kept hidden
—main themes of her poems were nature, love, death, and immortality
—in later life never left her family’s estate and became a local curiosity
—is now regarded as one of America’s greatest poets
B Choose a character you like from a story you have read recently. On a separate sheet of
paper, write a character analysis of him or her. Be sure to include the character’s age,
physical description, background, personality traits, and motives for behaving in the story.
Include evidence from the story for the personality traits and motives you mention.

Name Date
Writing: Editorial
Practice
An editorial is a brief persuasive essay that presents and defends an opinion.
Most newspapers reserve one section or page—called the editorial page—for
the expression of opinions on a variety of important topics.
In a well-written editorial, the writer offers facts that support the opinion
expressed. While an opinion can only be supported, a statement of fact can be
proved true or false. A well-written editorial should include the following:
a clear thesis statement that presents an opinion about an issue
evidence, such as facts, statistics, quotations, examples, and logical
reasoning, that supports that opinion
arguments that anticipate and answer reasonable objections
persuasive language that adds force to the opinion
A Answer the questions about an editorial favoring building a new football stadium in the
downtown area of a major city.
1. Which of the following is a fact?

A. Numerous studies show that the revenues generated by such stadiums
more than pay for the costs of building them.
B. The part of town designated for the construction is shabby, and deserted.
2. Which statement might raise a reasonable objection to a new

stadium?
A. Most people I talk to think that football is boring and too violent.
B. The construction of a new stadium would take funds away from schools.
3. How would you answer that reasonable objection?
4. Which statement uses language that is more persuasive?

A. Anyone who opposes the idea of building a new stadium is just dumb.
B. A new stadium would be a cultural and economic asset to our city.
B On a separate sheet of paper, write the opening paragraph of an editorial about one of the
following subjects OR a subject of your own choosing:
Recycling—worthwhile? Raise gas tax to save energy? School dress codes?

Name Date
Writing: Editorial
Assess
A Circle one of the following topics for an editorial. Then, complete the activities that follow.
Genetically modified foods—should they be labeled?

Daylight savings time—plus or minus?
Solving traffic congestion in big cities
The movie rating system—protecting the public or censorship?
Popular music—getting better or worse?
Cell phones in public places—convenience or nuisance?
1. Write a thesis statement expressing an opinion about your topic.
2. List one piece of evidence to support your opinion.
3. List one reasonable objection to your opinion.
4. List an argument to answer the objection in item 3.
B Write an editorial on your chosen topic. Include evidence supporting your opinion, and
answer at least one objection to your position. Use additional paper if necessary.

Name Date
Writing: Obituary
Practice
In an obituary, a writer describes the life of someone who has died.
Obituaries describe a person’s life, personality, and accomplishments. The
writer presents the information in an organized and easy-to-follow manner.
The tone and style of an obituary should be respectful, even somewhat formal.
A Read the following paragraph, and then answer the questions on the lines provided.
On Wednesday, October 31, Ms. Marissa Thompson died at the age of

82. She is survived by her daughter, Yvette Lewiston, her granddaughter,
Thomasina Crown, and her great-grandson, Josiah Crown. Ms. Thompson
worked for over sixty years as an expert seamstress. Her original designs of
crocheted blankets were sold all over the Northeast, and she worked for
twenty years as the wardrobe mistress for the Great Gospel singers. She
often stayed late for many hours after each show to repair costumes. Ms.
Thompson was known as “Miss T” by the group, who will honor her memory
by singing at her funeral service at the St. Francis Church on Third St., New
York, NY, at 11:00 A.M. next Wednesday, Nov. 7.
1. Give a brief description of the subject of this obituary.
2. List one example that helps the reader get a sense of what the person was
like, based on the obituary.
3. What information seems especially important?
4. What additional information about this person would you have wanted to
know?
B Think of a character in a book you have read. Suppose that the character had died. Create
an obituary for him or her, using key details to describe his or her life. On a separate sheet
of paper, present the information in an organized, respectful manner.

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Writing: Obituary
Assess
A Use the following prompts to help create an obituary of a real person or a fictional
character.
1. What is this person’s most important accomplishment?
2. What detail about his or her personality should be included?
3. To whom was this person most important? Who are the family
members or friends who will miss him or her?
4. Write at least three adjectives that you would use to describe this person.
5. What do you think is most important for people to remember about this
person?
B Now, use your responses to create an obituary for the person you have chosen to write
about. Use examples to describe the most important aspects of his or her life. Present the
information in an organized, respectful manner.

Name Date
Writing: Research Writing

Practice
Research writing is based on information that you have gathered from a
variety of reliable sources. When you write a research report, you gather
information about a specific topic and present it in an organized way. The
topic of your report should be summarized in a thesis statement, which is a
sentence that states the idea you want to research. A research report on water
pollution, for example, might have this thesis statement: “Water supplies are
at risk because of overdevelopment.” A research report should include these
elements:
a specific topic that is not too broad, presented in a thesis statement
information from more than one source, such as books, Web sites,
interviews, or magazine articles
correct documentation of sources, following an accepted format
logical organization of ideas, facts, and details
You learn a lot about a topic when writing a research report; also, learning
about research writing can help you when writing different types of texts,
such as opinion papers, lab reports, and even letters to the editor.
A In each pair of topics, circle the one that is best suited to a research report.
1. Great Inventors / Thomas Edison and the Invention of the Telephone
2. Life in the Andes Mountains / South America
3. Changes in Weather Patterns in the 20th Century / Weather
B Choose one of the broad topics listed here, or choose a different topic that interests you.
Then, write a thesis statement about your chosen topic that you could use as the basis of
a research report.
Martin Luther King, Jr. Horse Breeds

Marie Curie Japanese Poetry
Careers in Law Enforcement Elizabethan Theater
Topic:
Thesis Statement:

Name Date
Writing: Research Writing

Assess
A Circle the letter of the best answer to each question.
1. Which of the following is a thesis statement?
A. Constitutional Law
B. The Discovery of Vitamin C
C. The medical establishment is acknowledging the usefulness of vitamins.
D. Fire destroys abandoned barn
2. What is the best definition of a research report?
A. expository writing that seeks to persuade readers

B. an essay that explores similarities and differences between topics
C. a piece of writing that reflects personal experience
D. a piece of writing that explores a topic by gathering and analyzing
information
3. Which reference sources might you consult when writing a research report?
A. almanacs and encyclopedias only

B. magazine articles, books, reliable Web sources, interviews
C. novels and movie scripts
D. sourcecards and notecards from old reports
B Choose one of the topics listed here, or choose a different topic that interests you. Then,
write a thesis statement for your chosen topic. Remember that a thesis statement is a
sentence that summarizes the idea you intend to research and report on.
Organic Produce Great World Series Moments

Airplanes of the 20th Century Agility Training for Dogs
Fashions of the 1950s A History of Silk-Making
Topic:
Thesis Statement:

Name Date
Literary Analysis: Myths

Practice
Myths are stories that belong to ancient oral traditions. Before being written,
myths were told from one generation to the next. Myths attempt to explain
natural phenomena and to reflect on life’s challenges. There are different types
of myths, which include the following:
origin myths, which explain how the world began
myths involving characters with superhuman qualities, such as
Hercules, the Greek hero with the strength of many men
quest myths, which involve a journey in search of knowledge or for a
higher, perhaps mystical, purpose
transgression myths, which tell of the breaking of an important rule.
Pandora, for example, is warned never to open a box. When she breaks
the rule and opens the box, she releases evil into the world.
Myths naturally reflect the culture of the people who created them. For
example, the Greeks valued strong male leaders, so their ruling god was Zeus,
a father figure.
Answer these questions about myths.
1. Which is the best definition of a myth?
A. fairy tales for children C. legends made for entertainment

B. stories that explained life D. logical explanations of natural
for ancient peoples phenomena
2. What does an origin myth attempt to do?
A. explain how the world began C. feature a superhuman character

B. warn against breaking the rules D. describe a journey
3. What is the best definition of a transgression myth?
A. a tale that tells of humanity’s C. a tale that tells of how mankind

beginning got fire
B. a tale that tells of overcoming D. a tale that tells of a rule being
obstacles broken
4. If a culture were ruled by a queen and a council of wise old women, what
would most likely be included in their myths?
A. a beautiful, young sea god C. a fierce, warlike god
B. a wise, strong goddess D. a vain and foolish goddess

Name Date

Assess
Read this summary of the Greek myth of Phaëthon. Then, answer the questions that follow.
Phaëthon is the son of the god Apollo and the mortal woman Clymene.
He often brags about his father, who drives the sun’s golden chariot across
the sky each day. When another boy accuses him of making false claims,
Phaëthon visits his father to ask for proof.
Apollo promises to give Phaëthon anything he wants. When Phaëthon
asks to guide the sun’s chariot across the sky, Apollo warns him that he does
not have the skills to handle such a difficult task. However, Phaëthon proudly
insists. Shortly after Phaëthon sets out, he loses control, and the chariot
swerves too close to Earth. The heat of the sun scorches the earth until Zeus
finally hurls a thunderbolt at Phaëthon, sending him crashing to the ground.
1. What sort of myth is this?
A. an origin myth C. a quest myth

B. a transgression myth D. a myth featuring a hero
2. What rule does Phaëthon break?
A. Respect the feelings of others. C. Do not lie.

B. Do not be prideful. D. Do not steal horses.
3. What natural event might this myth explain?
A. a lunar eclipse C. sunrise and sunset

B. thunder and lightning D. a rainbow
4. After reading this passage, what would you say is one thing the Greek
culture admired?
A. good horsemanship C. obedient sons
B. boastful youths D. strong sunshine
5. What might this passage reveal about the ancient Greek culture’s idea of
fatherhood?
A. Fathers are stern and harsh. C. Fathers are not interested.
B. Fathers are loving and indulgent. D. Fathers are misunderstood.

Name Date
Literary Analysis: Epics and Epic Heroes

Practice
An epic is an extended narrative poem about the deeds of heroes. The typical
epic hero is a warrior, and his character may be a historic or a legendary
figure. In a number of epics, the hero strives to win immortality or undying
fame through great deeds, especially in combat.
Read the selection. Then, write the letter of the choice that best answers the question.
All of the townspeople loved Julius, the fierce and mighty prince. In
those days, the ancient city of Ridgeland was attacked frequently. The
Peppers, who lived in the nearby wooded forest, wanted to steal all of the
gold and riches from the people of Ridgeland. Every time the Peppers
charged the city, Julius rallied his friends to fight back. Under the leadership
of the prince, the Ridgelanders always won.
Although Prince Julius never lost a battle in his homeland, his adventures
at sea won him the most fame. One time the fearless prince battled a sea
monster that was charging the ship! Julius aimed his spear in just the right
spot, defeating the animal and saving the lives of his entire crew. Many years
later, once he became King of Ridgeland, he died at sea while trying to save
another boat in distress.
1. Which part of the epic of Julius involves dangerous journeys?

A. the love that the townspeople have for him
B. when he becomes king
C. the fact that he is fierce and mighty
D. his adventures at sea
2. What can you conclude about the culture that produced the epic of
Julius, based on the details within it?
A. It is a culture that exists today.
B. It was a culture that admired courage and loyalty.
C. It was a culture with no conflict.
D. It was a culture with little knowledge of the sea and sailing.
3. In which of these ways is Julius typical of an epic hero?

A. He is a high-born hero who becomes king.
B. He is very shy, and no one likes him.
C. He is an ordinary, everyday person.
D. No one remembers him after he is dead.

Name Date
Literary Analysis: Epics and Epic Heroes

Assess
A Read the selection. Then, circle the letter of the choice that best answers each question.
Rushing through the field, King Massy and his men charged the giant
snake that kept attacking their homeland. At one point, they forced it
underground. Believing it was gone, the men asked King Massy if they could
begin their long journey home. The king agreed but declared that he would
continue the quest until he was sure the snake was dead.
The men admired the king for his bravery and decided to stay and help
him. They continued to chase the snake over land and sea for seven years.
Finally, they trapped their enemy in a shallow hole. King Massy approached
the hissing snake and cut it in half with his sword. After their victory, they
began their long trip back home. Since King Massy fought so bravely for his
people, the gods helped him and his men return home safely.
1. What is King Massy’s role in this story?
A. He is the antagonist, C. He is the hero.

B. He is someone who learns D. He is a supernatural character.
a lesson.
2. Which of the following is the best example of the gods’ involvement?
A. the snake getting trapped C. the men returning home quickly

in the hole and in good health
B. the men staying to help D. King Massy cutting the snake
King Massy in half
B Decide whether each summary has the characteristics of an epic. Then, write yes or no
on the line, and explain your response.
Peter left his home to fight the fire-breathing dragon. He traveled across
three countries and many rivers to find his enemy. Finally, he battled the
dragon and won.
1.
The men were laughing and telling jokes about their day fishing out at
sea. One of them caught a large fish and planned to feed his entire family
with it.
2.

Name Date
Literary Analysis: Archetypal Narrative Patterns

Practice
Archetypal narrative patterns are basic storytelling patterns found the world
over. Archetypal patterns make stories easier to remember and to retell. Here
are some common archetypal narrative patterns:
A series of tests a character must pass, such as the twelve labors of
Hercules
A quest or task a character must perform, such as weaving straw into
gold
Characters, events, or objects that come in threes, such as three wishes
A cruel, unfair, powerful character, such as a wicked stepmother or a
jealous god
A hero who triumphs through cleverness or goodness, such as Aladdin
A mysterious or supernatural guide, such as a fairy godmother or a genie
A just ending in which good is rewarded and evil is punished
Some critics compare stories to discover the archetypal patterns they have in
common. For example, the myth of Cupid and Psyche and the fairy tale
“Ashputtle” share a pattern. In both stories, a young woman faces a cruel,
powerful, older character who gives the woman impossible tasks. By making
such comparisons, critics can study literature objectively, looking at its
structure rather than just telling what they like and dislike.
A Circle Y if the item is an archetypal narrative pattern or N if it is not.
Y / N 1. a supernatural guide Y / N 4. a trio of things
Y / N 2. a mismatched pair of shoes Y / N 5. red hats and magic boots
Y / N 3. chicks hatching from eggs Y / N 6. an ending where good prevails
B In the blank, write the letter of the example that matches each archetypal pattern.
1. a wicked stepsister A. a task or quest that must be done
2. stealing a witch’s B. the character prevails through

broomstick goodness or cleverness
3. a talking bird that helps C. a cruel and unfair relative

the hero
4. a girl outsmarts a witch D. a mysterious or supernatural guide

Name Date
Literary Analysis: Archetypal Narrative Patterns

Assess
A On the lines, give one example of each archetypal narrative pattern listed.
1. a mysterious or supernatural guide:
2. a series of tests a character must pass:
3. characters, events, or objects in threes:
4. a hero who triumphs through cleverness or goodness:
5. a cruel, unfair relative:
6. a quest or task a character must perform:
7. a just end that rewards good/punishes evil:
B Read the story descriptions below. Then, decide which archetypal narrative pattern is
used in both stories.
In the folk tale “Baba Yaga,” a young maid must cook a huge feast, clean
a house to perfection, and sort through a haystack to find a needle.
In the myth of Hercules, the hero must perform twelve impossible feats,
including killing the Hydra and cleaning the Augean stables.
1. Archetypal pattern used:
In a Native American tale, a young man is given three magical arrows, and
he is able to kill prey by simply shooting an arrow into the air.
In the story “Jack and the Beanstalk,” a young man is given three magical
beans in exchange for a cow.
2. Archetypal pattern used:

Name Date
Reading: Cultural and Historical Context

Practice
The cultural and historical context of a story, a poem, or another work of
literature is the specific time and place where it was written. To understand
the work, you may need to understand its context:
Example: In a story written in the nineteenth century, Fred moves west.
He worries about his family in Kentucky. He waits for months for a letter from
them.
What Context Explains: Why didn’t Fred just call his family?
Context: In the nineteenth century, there were no telephones or e-mail
providers. There were no airplanes or cars. The only way to communicate
across a long distance was through the mail, which could take a long time.
The context of a work includes beliefs and customs as well as specific events.
Example: In a letter written in the sixteenth century, a woman writes that
her husband went walking at night and so fell sick.
Context: In the sixteenth century, people believed that the air at night
was filled with unhealthy vapors or clouds.
1. Imagine that you read these sentences in a diary written by a woman in

colonial America.
My brother John is going to a fine school, Harvard College. How I wish I
could go there and study all those wonderful books! I am a young woman,
though. Everyone knows that women do not study at college. It is not proper.
Judging from the letter, what did people of the writer’s time believe about
women?
A. Women should study hard. C. Women were equal to men.
B. Women were not meant to D. Women should go to the same
be educated. schools as men.
2. Which best describes the historical context of the letter?
A. In colonial times, people C. In colonial times, people did not

believed in the value of education. believe in equality for women.
B. In modern times, people believe D. In modern times, people believe
in the value of education. in equality for women.

Name Date
Reading: Cultural and Historical Context

Assess
A Each item describes a work of literature. Circle the likeliest description of the cultural and
historical context of the work.
1. The Blackfoot Indians tell the myth of a boy who brought the first horses to
people. The boy went on a quest. With the help of one spirit, he was able to
get the horses from the spirit who owned them.
A. The Blackfeet believe that important parts of their life, such as horses,
come from spirits.
B. The Blackfeet do not know very much about breeding or riding horses.
2. In 1950, Ray Bradbury published a short story called “There Will Come Soft
Rains.” The story tells of a time in the future when atomic bombs have
wiped out entire cities.
A. The United States had used the first atomic bombs against Japan in
1945. People of the day were frightened that such powerful atomic
weapons might destroy humanity.
B. Another country, the Soviet Union, had tested its own atomic bomb in
1949. As a result, people knew that they were safe from atomic bombs.
3. In a Hindu story from India, King Sibi wounds himself to protect the life of
a dove and to keep a promise. The god Indra praises the king’s goodness
and heals him.
A. Hindus believe that doves were sent by the gods to punish people.
B. Hindus believe that all life is sacred.
B This passage describes a work of literature. Write a brief description of its context. Then,
explain what the context helps you understand.
In a story about King Arthur and his knights, a giant green knight comes to
Arthur’s castle. He challenges the knights to fight him. No one speaks up at
first. Gawain is very concerned. He thinks that if no one fights the knight,
then the world will think the knights are cowards. He tells the giant knight he
will fight him, with the king’s permission.
Context:
What the context helps me understand:

Name Date
Reading: Generate Questions

Practice
When you think about what you will read before you begin reading, you
prepare yourself to learn. One way to think about your reading is to preview
the document and think about what you know and what you want to know
about the topic. When you generate questions, you become an active reader
who has a “conversation” with the author.
You can organize your questions with a K-W-L chart like the one below. First,
preview the document and fill in the K column with information you already
Know about the topic. Then, fill in the W column with questions you want to
answer. You can add questions as you read. Finally, fill in the L column with
what you have learned.
K-W-L Chart
What Do I Know? What Do I Want What Have I Learned?

to Know?
Think about the K-W-L chart shown above and how you might use it before,
during, and after you read. Then, answer the questions that follow.
1. Think about a magazine article you read about a new movie, a sport you
enjoy, or some other topic that interests you. What did you know about the
topic before reading?
2. List two or three questions you asked yourself before you read the article.
3. Describe two or three things learned from the article.

Name Date

Assess
As you preview the following interview excerpt, make some notes in the K
column of the K-W-L chart. Then, write a few questions in the W column.
Next, read the interview, adding questions to the W column and answers in
the L column. After reading, complete the L column.
Careers in Retail Sales

An Interview with a Store Owner
What is your dream job? Perhaps you like fixing cars, making clothes, or
playing music. If so, you might enjoy a career in retail sales. Here is some
career advice Sharon Sands, who owns a music store.
1. What made you decide to own a music store?

I know a lot about the instruments and services musicians need. People often
came to me for advice on buying instruments, and I learned how to fix them,
too. Then, suddenly it came to me: I should own a music store!
2. Did you start by buying a store?

No, I started by working for someone else because I needed to learn how to
run a store. In my first job, the storeowner taught me how to buy instruments
and supplies, train workers, and plan and track expenses.
3. What was the hardest thing about getting started?

I rented a store, bought everything I needed, and placed ads in newspapers.
Then, I had to wait to see if anyone would actually come in the door!
K-W-L Chart
Topic:
What Do I Know? What Do I Want What Have I Learned?

to Know?

Name Date
Grammar: Simple and Compound Sentences

Practice
A clause is a group of words with a subject and verb. A simple sentence is
an independent clause that is a complete thought. A compound sentence
contains two independent clauses linked by a semicolon or a coordinating
conjunction (such as and, but, or, for, nor, so, and yet). In the following
examples, subjects are underlined once, and verbs are underlined twice.
Simple sentence: The king looks quite bored today.
Simple sentence: The queen seems fairly happy.
Compound sentence: The king looks quite bored today, but the queen
seems fairly happy.
A Write C if the sentence is compound or S if the sentence is simple.
1. Mr. Gleason runs a pet store, and his two children help him.
2. Eric and Linda feed, groom, and train the animals.
3. Eric prefers grooming animals, but Linda likes feeding them.
4. Parrots and mynas can imitate human speech.
B Combine each pair of sentences into a compound sentence, using the coordinating
conjunction indicated. Remember to use a comma before the conjunction.
1. Jeff purchased a book about dogs. I bought one about cats. (and)
2. My book has many pictures. Only the photos are in color. (but)
3. Wild cats often hunt at night. Some prefer dusk or dawn. (but)
4. Members must give the password. They will not be admitted. (or)

Name Date
Grammar: Simple and Compound Sentences

Assess
A Underline each independent clause in the following compound sentences. Then, circle the
coordinating conjunction.
Example: Lions live in Africa, but most of them are in national parks.
1. My older sister drives, but my younger one has yet to learn.
2. Did you buy the cake today, or will you get it later?
3. I prefer roomy American cars, but my brother likes foreign models.
4. James must remember to bring the lantern, or we will have no light in the
cabin.
5. She is interested in space exploration, so she reads every article and book
on the subject.
6. I looked everywhere, but I couldn’t find the keys.
7. The book is unusually interesting, and I will finish it tonight.
8. The night sky was clear, but we did not see a single shooting star.
B Combine each pair of sentences into a compound sentence, using the coordinating
conjunction indicated. Remember to use a comma before the conjunction.
1. Both the bus and the taxi had engine trouble. They arrived late. (and)
2. The ripcord that opens the chute must be strong. It could break. (or)
3. The sky was full of threatening dark clouds. It never rained. (yet)
4. Stephen studied long hours. He never did enjoy the subject. (but)

Name Date
Grammar: Complex and Compound-Complex Sentences
Practice
A complex sentence consists of an independent clause and one or more
subordinate clauses. An independent clause contains a subject and a verb
and can stand alone as a complete idea. A subordinate clause contains a
subject and a verb, but it cannot stand alone as a complete idea. Some words
that introduce subordinate clauses include before, after, if, when, because,
which, that, and who. In the example, the subjects are underlined once, the
verbs are underlined twice, and the subordinate clause is in bold type.
Antarctica is a continent that is almost twice the size of the United
States.
A compound-complex sentence consists of two or more independent clauses
and one or more subordinate clauses. The independent clauses are joined by a
word such as and, but, or or. In the example, the subjects are underlined once,
the verbs are underlined twice, and the subordinate clause is in bold type.
Anne began painting only two years ago, but she has already been asked
to hang one of her paintings at the art exhibit that is scheduled for next
month.
Write C for each complex sentence or C-C for each compound-complex sentence.
Underline the words that connect or introduce the clauses.
1. David raked the leaves before he mowed the lawn, and Kenny helped
him.
2. After the lawn was mowed, Marla trimmed the hedge.
3. Whenever Davis mows a lawn, he also edges it and trims around the
trees and shrubs.
4. After the three did such a good job on the yard, they deserved praise,
and Mr. and Mrs. Thompson told them so.
5. Since they started their DKM Lawn Service, the three have been busy
five days a week.
6. David suggested the service, and Kenny and Marla were all for it
when they heard his idea.

Name Date
Grammar: Complex and Compound-Complex Sentences
Assess
A Write C for each complex sentence or C-C for each compound-complex sentence.
Underline the words that connect or introduce the clauses.
1. Whenever Andy gets to school early, he talks to his friends.
2. My uncle planned to drive to work, but he couldn’t until the

snowplows cleared the roads.
3. The experiment that we are conducting is difficult, and you must

follow all the instructions carefully.
4. Robert E. Lee, who commanded the Confederate armies, was a West

Point graduate, and he also served in the Mexican War.
5. England once ruled a large empire that included countries in many

parts of the globe.
6. The company that contacted me by phone happens to have a bad

reputation.
7. When I get to London, I will buy you a present, but I can’t really
promise since I may be very busy.
8. The noise that shattered the window was a sonic boom.
9. The musicians who appeared for the audition were generally

excellent, but a few were real amateurs.
10. When I finish the laundry, I’m going to the market, but I’ll be back
in time for dinner.
B Add one more subordinate clause to each compound sentence to form a compound-
complex sentence.
1. The book was long and dull, but I read it.
2. The dancers were excellent, and the audience applauded loudly.

Name Date
Grammar: Fragments and Run-On Sentences

Practice
A fragment is a group of words that does not express a complete thought. It is
punctuated as if it were a sentence, but it is only a part. Often it is missing a
subject, a verb, or both. To correct a fragment, build a sentence that has a
subject and a verb and that expresses a complete thought.
Fragment: When I finished my homework.
Corrected: It was nine o’clock when I finished my homework.
A run-on sentence contains two or more complete thoughts that are not
properly joined or separated. They may have no punctuation between them, or
they may have the wrong punctuation. To correct a run-on sentence, use the
proper punctuation, and add a conjunction or a conjunctive adverb if
necessary.
Run-on: We raced to the dock, we rowed quickly.
Corrected: We raced to the dock. We rowed quickly. (Use punctuation to
indicate separate ideas.)
Corrected: We raced to the dock, so we rowed quickly. (Use comma and
coordinating conjunction to join separate ideas.)
Determine whether each item is a fragment, a run-on sentence, or correct. Correct all
fragments and run-on sentences in the space provided. Write Correct if the item is correct.
1. Arrived early this morning.
2. Luis felt energized after his workout.
3. Because they had warned us not to.
4. My sister has a horse she has been riding a long time his name is Ben.
5. Emily received a new hat for her birthday.

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Grammar: Fragments and Run-On Sentences

Assess
A On the line before each item, write F if it is a sentence fragment, R if it is a run-on
sentence, or S if it is a complete, properly punctuated sentence.
1. I always have applesauce, a sandwich, and a drink for lunch.
2. Mike has a snare drum, he takes lessons on it.
3. My sister, who knows carpentry. Built a chair.
4. She built my brother a bookshelf for his room.
5. Did you ever read about bees how amazing they are!
B Correct each of the following fragments and run-ons.
1. Working in Paris as a cook.
2. For her next project at school.
3. Work on the kitchen went fast. Once the cabinets arrived.
4. They do not run well. Over long distances.
5. Mozart had severe hardships and disappointments his music is cheerful

and vigorous.
6. His father taught him carpentry he never attended a class.
7. Kelly writes stories she does not write music.

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Vocabulary: Word Root -dur; Suffixes -ant, -ive; Prefix ex-
Practice
A suffix is a syllable or group of syllables added to the end of a base word. The
suffix changes the meaning and often the part of speech of the base word. A
prefix is a word, syllable, or group of syllables that is added to the beginning
of a base word.
Root/Suffix/ Meaning Words With the

Prefix Root/Suffix/Prefix
-dur- hard; to last endure, duration
-ant something that performs servant; tyrant
the action
-ive of; belonging to; quality of elusive, derisive
ex- up or out expel, excavate
endure elusive expel tyrant

excavate servant derisive duration
1. It took the police a week to find the criminal.
2. The worked long hours to clean the house and

complete all the chores.
3. The team will any member who breaks the rules.
4. Angie did not like your remark because she felt it was .
5. After the war, the survivors had to a shortage of food.
6. To create the swimming pool, the crew had to

the center of the yard.
7. The cruel frightened the people of his land.
8. Paulo did not like his new assignment and hoped it would be of limited

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Vocabulary: Word Root -dur-;

-dur; Suf fixes -ant, -ive; Prefix ex-
Suffixes
Assess
1. It is rare to see mountain lions in the wild because they are creatures.
A. endure B. elusive C. explosive D. excavate
2. I know this is unpleasant, but you will just have to it.

A. infuse B. suffuse C. endure D. elusive
3. The judge will anyone who disrupts the order of the court.
A. confuse B. elusive C. exhume D. expel
4. After joining the navy, Perry served on a submarine for the of the
war.
A. duration B. infusion C. refusal D. exhibit
B Read each sentence, paying attention to the underlined word. Then rewrite the sentence
is, write Correct on the line.
Example: I could not endure the loud music, so I turned up the radio.
Corrected: I could not endure the loud music, so I lowered the radio.
1. Howard’s derisive comments pleased everyone in the room.
2. The well-liked tyrant was kind and fair in his leadership.
3. We were able to extend the long rope from one end of the room to the other.
4. The weak tent is durable enough to withstand the heavy wind.

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Writing: Myth
Practice
Myths began as ways to explain natural occurrences, like bolts of lightning or
the changing shape of the moon. When preparing to write a short myth of
your own, start by thinking of a natural phenomenon that you would like to
explain.
A Answer these questions before beginning your myth.
1. Which item mentions a natural occurrence that a myth might explain?
A. why glass is clear C. why birds fly south

B. why fire engines are red D. why airplanes have landing gears
2. Which action would best suit a character who is brave?
A. helping a lost dog C. donating money to a worthy cause

B. running a marathon D. leading the way into a dark cave
3. Which physical detail would best create an image of a timid character?
A. small and hunched C. sharply dressed

B. sparkling eyes D. tall and muscular
4. What sorts of details would you want to include in your myth?
A. scientific explanations C. weather data

B. character descriptions D. measurements
B Complete the following activities to begin writing your myth.
1. Select a topic for your myth, and write it on the line. Remember, your myth
will explain some natural event.
2. Think of two characters you would like to include in your myth. You may
use supernatural beings as well as human characters.
and
3. Think of two words to describe each character.

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Writing: Myth
Assess
Read the passage. Then, answer the questions that follow.
Rascal stood before the evening fire, his eyes blazing with mischief.
“Come,” he called to the villagers. “Gather round. Look at what I have to
show you.” Luna was the first to arrive. The moon trailed close on her heels,
lighting the way for the people, who quickly followed. They formed a circle
around the hot, dancing flames.
1. Underline the main characters in the passage. In the chart below, list a trait
that describes each character.
Character Trait
2. What additional details might you add to give the impression that Rascal
cares about his appearance?
3. What details might you add to the passage if you want to show that Rascal
has supernatural powers?
4. Based on details in the passage, what problem might you introduce to help
you plan the action?
5. Circle one or more details in the passage that suggest a natural phenomenon
that might be explained by developing this myth. Then, identify the
phenomenon, and write one or two lines summarizing a creative explanation
you might give for its occurrence.

Name Date
Writing: Newspaper Report

Practice
A newspaper report presents facts about events that have happened. News
stories identify who, what, when, where, why, and how. When you write a
news report, you should begin with an opening sentence or paragraph that
makes the reader want to read more.
A Read this news report. Then, answer the questions.
Local Teacher Finishes Hike

When she left Delaware last summer, Janet Thompson was carrying only a
backpack. Sunday evening, after twelve months of traveling on foot, Ms.
Thompson, a teacher at River City High School, completed her hike across the
United States. “I wanted to see if I could do it,” Ms. Thompson declared when
she arrived at Point Reyes, California. “Now I know how tough I really am!”
she said. Walking along the 4,900-mile American Discovery Trail, she averaged
fifteen miles a day. She took about three days off each month. When asked
what she did on those three days, she said, “I rested for two and went shoe-
shopping on the third. I went through ten pairs of shoes on this trip!”
1. Who? 2. What?
3. When? 4. Where?
5. Why? 6. How?
7. Explain why the opening sentence makes the reader want to read more.
B Complete the following activities about a heroic deed.
1. Describe a heroic deed. Tell who, what, when, where, why, and how.
2. Write an attention-getting opener for a newspaper report of the deed.

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Assess
A Think of an event that occurred recently in your school or community. If you want to use
your imagination and picture yourself in another time and place, think of an event from
history. Write an answer to each of the following questions about the event.
1. Who? 2. What?
3. When? 4. Where?
5. Why? 6. How?
B Use the answers to the questions above to write a news story about the event. Include an
opening sentence that makes the reader want to continue reading the story.

Name Date
Writing: Technical Document

Practice
A technical document gives information and instruction on how to perform an
action. A technical manual can identify the steps needed to complete a task. You
might use elements of technical writing in instruction manuals, rule books, and
assembly directions. Technical writing should include the following elements:
• ideas logically and correctly conveyed
• detailed and accurate instructions and specifications
• scenarios, definitions, and examples to help understanding
• discussion of possible problems, mistakes, and misunderstandings
• accurate use of technical terms
• error-free grammar
Read the following excerpt from a technical document. Then, answer the questions.
The bluebird’s natural habitat has been steadily shrinking. You can see
more of these lovely birds by setting up a bluebird nesting house. First, find
an empty one-gallon plastic bleach bottle. Wash and rinse it many times to
get rid of any leftover bleach. Then paint the bottle with three coats of white
exterior latex paint. Next, cut an entrance hole precisely 11/2 inches in
diameter. The bottom of the hole should be 6 inches from the base of the
side opposite the handle. The birds might hurt themselves unless you make
the edges of the hole very smooth. Now, punch four drainage holes in the
bottom of the bottle and one ventilation hole (to allow air in) below the
handle. Your nesting house is now ready to hang and receive bluebirds.
1. List the main steps in the correct order.
2. What detailed specifications are given? List two of these.
3. What explanation of a technical term is given to help understanding?
4. What possible problem is discussed?

Name Date
Writing: Technical Document

Assess
Choose one of the following topics for a technical manual. Then, answer the questions.
how to photograph a pet how to be a good volunteer how to set up a fish tank
1. My topic:
2. Make a list of details and accurate specifications that will help explain your
topic.
3. Do you need to include any technical terms? If so, write them and their
definitions below.
4. Will any scenarios and examples help your reader understand your
instructions? If so, list them below.
5. Do you need to discuss any problems or misunderstandings that might

arise? If so, list them below.
6. Make a list of the steps in a logical order that will clearly convey your ideas.

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Literary Analysis: Legends and Legendary Heroes

Practice
The stories of Robin Hood are one example of a legend. The stories of King
Arthur are another. Legends are made-up, popular stories that take place in
the past and that have been told and retold for generations. Legends share
these elements:
a focus on the life of legendary heroes. Legendary heroes are human
characters who are larger than life. Larger-than-life characteristics
include great strength and tremendous courage, as well as living a life
filled with adventures.
a deep concern with right and wrong
some basis in historical fact. For example, the character of King Arthur is
probably based on an actual ancient king.
support for feelings of national pride. For example, King Arthur defended
Britain against serious threats. The British can feel proud of his mighty
deeds.
Legends show a great deal about the people who first told them. For example,
the people who created the stories of Robin Hood cared about the poor
because the legends show Robin Hood heroically helping the poor.
1. Which of the following is the best description of a legend?
A. a short story about a modern C. a brief article about a national

hero hero
B. a nonfiction book about a D. an old tale about a national hero
modern hero of the past
2. A legendary hero is a larger-than-life character. Which of the following is

the best example of a legendary hero?
A. a god who fights monsters C. a king with great courage
B. a king who is respected D. a king who wins a few fights
3. A legend expresses a deep concern with right and wrong. Which event are
you most likely to read about in a legend?
A. The hero rushes to defend a stranger being attacked by a large group.
B. The hero considers rescuing his friend but decides it is too hot to bother.
C. The hero steals his friend’s horse and lies when his friend confronts him.
D. The hero fights to protect his nation until someone pays him a bribe.

Name Date
Literary Analysis: Legends and Legendary Heroes

Assess
1. Which of the following is the best example of a legend?
A. a tale about a hero who leads his nation in battle against an enemy
B. a tale about a hero who wrestles with a god
C. a story telling how gods made the earth
D. an article about a hero who helped build a nation
2. Which best describes the way legends spread?
A. Writers make them up and publish them in books.

B. Scholars base them on historical evidence.
C. Legends are told and retold, passing from one generation to the next.
D. Legends were found written on the walls of tombs.
3. Which type of struggle are you most likely to read about in a legend?
A. a struggle between people and nature

B. a struggle between good and bad
C. a struggle between rich and poor
D. a struggle between people and gods
4. Which of the following is an example of a legendary hero’s larger-than-life

characteristics?
A. saving a large amount of money
B. courageously fighting great enemies
C. being taller than most people his age
D. making speeches for a good cause
5. Which of the following is true of many legends?
A. They take place in modern times.

B. They explain why some natural event takes place.
C. They have a historical basis and may include characters based on real
people.
D. They tell true stories about the past.

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Literary Analysis: Parody

Practice
A parody is a humorous work that makes fun of another piece of writing by
imitating it. Writers can parody different aspects of a work, including these:
style, or the way a writer uses words. For example, stories about private
detectives are told in a tough-guy style and use striking comparisons. To
parody this style, a writer can imitate this conversational language but
use it to tell about silly events.
characters, the people taking part in a story. For example, private-eye
stories are filled with mean characters with tough-sounding nicknames.
To parody such characters, a writer might exaggerate a character’s bad
qualities and give him a silly nickname.
plot, or the sequence of connected events that make up a story. For
example, private-eye stories may tell of a man who is being pursued by
bad guys. A parody might imitate this plot but have the bad guys decide
they like the man too much to do anything to him.
theme, or the main message. For example, the theme of some mobster
stories is that a person is better off not trusting anyone. To parody this
theme, a writer might have everyone let the main character down—even
his pet canary.
Each item is a parody of a private-eye story. Circle the letter of the element or elements
that are most clearly being parodied. Then, underline one example of each parodied
element.
1. I opened the warehouse door and saw why five men had been following me
for the last week. The warehouse was filled with gold. It was also filled with
gangsters.
“Hey, it’s the private eye,” said Louie the Goldfish. Louie was so mean
that his own dog growled at him. He got his nickname because he liked to
blow bubbles in his bathtub.
A. character B. plot
2. It was 9:00 on a sunny San Diego morning when she walked into my office.
One look at her and my heart stopped. My socks bunched up, and my
shoelaces untied themselves. Her smile was so bright it made the sun hide
behind a cloud. Of course, that might have been the metal braces on her
teeth. She opened her mouth and reached in with her graceful, dainty hand
to pull out a fat wad of chewing gum.
“You got a garbage can for this?” she said in a voice like a parrot’s.
Suddenly, I was in love.
A. style and character B. theme and character

Name Date

Assess
A For each question, circle the letter of the best answer.
1. Which is the best definition of a parody?
A. a work that makes fun of other works by imitating them

B. a humorous work written to entertain
C. a story that makes fun of mobsters and private eyes
D. a story that imitates the style of another story
2. Which item is imitated when writers parody another writer’s style?
A. the plots of the other writer’s works C. the other writer’s message
B. the way the other writer uses words D. the other writer’s characters
B For each item, tell what type of story is being parodied. Then, circle the letter of the
element that is most clearly being parodied. Finally, underline one example of each
parodied element.
1. I ran down the alley, a dead end. I turned to face the men chasing me.
“Hey, Mr. Detective,” said Louie the Goldfish, catching up to me. “You
knows what happens to guys what knows too much, don’t you?”
“No, Louie,” I said, suddenly feeling very tired. “Why don’t you tell me?”
“Why, they go on television game shows to answer questions for cash
prizes,” said Louie. “Ain’t that right, boys?”
“That’s right, Louie,” said the four hoodlums who had joined us.
“We got you a contract to go on the new quiz show,” said Louie. “Waddya
say?”
Type of story being parodied:

Element parodied: A. plot B. style
2. Young Sam Starhopper gasped as the Dark One swung his sword down.
The sword missed him, but it was a close call. Suddenly, the voice of
Master Oaktree spoke in Sam’s mind. “Sam, use your hidden powers.”
“But master, we Sun Lords are forbidden to use such powers. We only
use light.”
“True,” said the voice of Master Oaktree. “‘Light makes right,’ and all.
Still, if you’re about to be squashed like a bug, who cares if you break the
rules? But it’s up to you.”
Type of story being parodied:

Element parodied: A. plot B. theme

Name Date
Literary Analysis: Comparing Themes and Worldviews
Practice
The theme of a literary work is the central message or insight that it conveys.
For example, the struggle of good and evil is a theme. A particular writer’s
expression of a theme will reflect a specific worldview—the basic beliefs and
values that shape the writer’s outlook.
To understand how a worldview affects a theme, think about the kind of

characters in the story and the way the story ends.
Characters /
Theme Worldview Ending
good versus evil The world is a just The good people are
place. heroes. They are
rewarded.
good versus evil The world is indifferent The good people are
to people. ordinary people. They
struggle on.
Read the story summaries, and then answer the questions.
Story A: RJ is determined to make a good life for himself. He puts himself

through college, rises above setbacks, and lands a high-paying job. A few
years later, he returns home in a new SUV with luxurious gifts for his family
members. Neighbors point to him as a role model for their children.
Story B: Damien lives in a tidy log home in the woods. He is known for
painting breathtaking landscapes. Art galleries always offer to sell his work for
huge sums, but most of the time Damien gives it away for free. Creating
great art and sharing it with others brings him great joy.
1. What universal theme do these two stories share?
A. love B. success C. courage D. honesty
2. Which element best reflects each story’s worldview?
A. the endings, with the focus on material versus spiritual wealth

B. the characters, with the focus on a hardworking man versus a lazy man
C. the way others respond to the characters
D. the conflict between the main characters

Name Date
Literary Analysis: Comparing Themes and Worldviews
Assess
Read the following story summaries. Then, answer the questions.
Story A Alexis lives in a small town. She opens a bicycle shop in her
neighborhood, creating much-needed jobs in the area. The shop makes a
modest profit, but Alexis knows business would double if she moved it to the
city. Hearing her plan, her family chides her as selfish and refuses to move.
Story B Octavia’s parents always encouraged her to work hard and keep
her distance from the local troublemakers. With her parents’ encouragement,
she pursues her dream of becoming a doctor. She faces many obstacles, but
she eventually establishes a solid practice in a nearby city.
1. What theme do these two stories share?
A. good versus evil

B. individual versus community
C. urban versus rural
2. How do the worldviews of stories A and B differ?
A. In story A, the city is a bad place, whereas in story B, it is a good place.

B. In story A, individual pursuits are discouraged, while in story B, they are
encouraged.
C. Story A portrays the main character as bad, while Story B portrays her
as good.
D. Story A emphasizes the needs of the individual, while Story B emphasizes
the needs of the community.
3. Explain how each story’s worldview affects its ending.

Name Date
Reading: Compare and Contrast Worldviews

Practice
A serious work of literature reflects the writer’s worldview, or basic beliefs
and values.
A writer might tell of a world filled with heroes and gods. In the writer’s
stories, the gods help the heroes and punish bad people. In this writer’s
worldview, events happen for a reason. Actions are truly meaningful,
since a person’s actions can make him into a hero.
Another writer might tell of a world of ordinary people and events. In this
writer’s stories, events occur in part by chance and in part because of
people’s actions. In this writer’s worldview, there are no true heroes.
Actions do not necessarily have a higher meaning, since they may not
work out.
A writer may look at the worldview of others as an illusion, or false idea. In
the example above, the second writer might look at stories of gods and heroes
as illusions.
To understand a writer who is criticizing an illusion, compare and contrast the

worldviews of the writer’s characters. One character may share the writer’s
worldview. Other characters may have a worldview the writer thinks is an
illusion.
Read the passage. Then, answer the questions.
The knight appeared in the middle of a highway one day. When I found
him, he was trying to attack a speeding car with his sword. I persuaded him
to come home with me. After listening to his story, I decided the knight was
an accidental time traveler, not a lunatic. He sure has some crazy ideas,
though. I asked him why he was attacking those cars. He told me that any
creature moving so quickly and spewing smoke must be a dragon. As a
knight, he said, he was sworn to fight any dragons he came across. In fact, he
was convinced that he had been sent to my world in order to kill these
dragons. I tried to explain to him that his arrival here was just a big accident
having to do with a time warp. He insisted there must be a true purpose to
his strange journey, though.
1. According to the narrator, what illusions does the knight have?
2. Using details from the passage, explain the main difference between the
knight’s view of the reason things happen and the narrator’s view.

Name Date
Reading: Compare and Contrast Worldviews

Assess
A In each pair of items, circle the best example of a contrast between worldviews.
1. A. John likes going to plays more than watching television. Jill prefers
watching television to going to plays.
B. Jim thinks entertainment of any kind is sinful. Jane thinks a good life
includes entertainment.
2. A. John thinks it is never right to fight a war. Jill thinks war is sometimes
justified.
B. Jim thinks there were good reasons to fight a recent war. Jane does not
think those reasons were enough.
B In each pair of items, circle the best example of a contrast between illusion and reality.
1. A. John thinks the car he saw yesterday was blue. Jill thinks it was green.
B. Jim thinks cars are alien life-forms. Jane thinks cars are machines.
2. A. John thinks it rained today because warm air moved in from the east. Jill
thinks it rained today because warm air moved in from the west.
B. Jim thinks it rained yesterday because of warm air moving into the area.
Jane thinks it rained yesterday because a magical being made it rain.
C Read the following passage. Then, answer the questions that follow.
When we reached the island, we were greeted by a tribe. Through an

interpreter, I tried to explain that we were from another, much larger island
across the ocean. The chief of the tribe laughed. He said, “Everyone knows that
the world stops at the sky, about forty miles out to sea. If you go any farther, you
will fall over the edge and enter the Land of the Dead.” I told him that, in that
case, I was from the Land of the Dead. He looked at me, and then he said, “Yes,
and the new weapons and diseases that you bring may destroy my people.”
1. Briefly compare the worldview of the narrator and the worldview of the chief.
2. Is the chief ’s worldview an illusion, or is there some truth to it? Explain.

Name Date
Reading: Critique Generalizations and Evidence

Practice
How do you decide whether you want to see a new movie? Do you read
reviews in a newspaper or a magazine? Do you watch ads on TV? Do you ask
friends what they know about it? People who review movies evaluate what they
see and make generalizations about the movie. These statements explain,
connect, or sum up what they think of the movie. It is your “job” as a reader
to critique generalizations by evaluating the evidence presented. In this
way, you decide if you agree with the critic and if you want to see the movie.
Here are some questions to ask as you read a review:
What does the critic say about the movie (or other form of art)?
How does the critic prove his or her statements?
Do you think the critic’s judgment is reliable?
Read the headlines from movie reviews. Then, answer the questions that follow.
Smart Girls Needs a Different Title

Bring Your Smart Girlfriends to See Smart Girls!
1. What generalizations can you make about what both critics thought about
the movie Smart Girls?
2. What evidence did you use to make your generalizations?
3. What would you expect to read in both reviews?

Name Date
Reading: Critique Generalizations and Evidence

Assess
Read the following reviews of a mystery movie. Then, answer the questions that follow.
Smith and Lee Make The Jewelry Box Glitter

Samantha Smith and Mike Lee prove again that they are a “dream team.”
In the latest film in this successful detective series, Samantha and Mike use
their crime-fighting skills to figure out who stole the Hope diamond. The plot
has many twists and turns, but Samantha and Mike get the “bad guys.” In
this case, though, the “bad guys” are girls.
As fans know, Samantha and Mike are also easy to watch. Their clothes
are straight from fashion magazines, and they travel in the flashiest cars. You
will hold your breath as they speed around New York, but of course, they will
live to solve another crime—in style.
This Jewelry Box Is Empty
This latest installment of the Samantha Smith and Mike Lee detective
series shows that all good things must come to an end. In this case, the plot
of The Jewelry Box is tired, and the actors seem to be there only to get a
paycheck. Is there really a need to steal the Hope diamond again? And the
plot has so many twists that viewers will need to take notes.
The director seems to think that if he dresses Smith and Lee up in great
clothes and lets them drive expensive cars, he can recreate the magic. If
another movie is made in this series, I hope the actors and the director inject
some life into it.
1. Discuss two generalizations each critic made about The Jewelry Box.
2. What evidence did they use to make their generalizations?
3. Which critic’s judgment do you think would be more reliable? Explain your
answer.

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Vocabulary: Prefix multi-; Suffixes -tude, -ment, -ate
Practice
beginning of a base word. A prefix changes the meaning of a word. A suffix
is a syllable or group of syllables added to the end of a base word. The suffix
changes the meaning and often the part of speech of the base word.
Prefix/Suffix Meaning Words With the Prefix/Suffix

multi- many; much multicultural, multilingual
-tude state, condition, or solitude, magnitude
quality of being
-ment state, condition, or amusement, embarrassment
quality of being
-ate characterized by; desolate, desperate
associated with
multicultural amusement desolate magnitude

solitude desperate multilingual embarrassment
1. Fluent in English, Spanish, and French, Louis is .
2. Brian likes to be with people, so he does not seek out

.
3. Forgetting her speech caused Dana great .
4. Lost in the woods, the campers were to be rescued.
5. Francoise enjoys being and celebrating many different

holidays.
6. That abandoned mine is in a(n) part of the state.
7. May’s brilliant performance was a source of great to

everyone watching.
8. The of the problem will prevent us from quickly

finding a solution.
Name Date
Vocabulary: Prefix multi-; Suffixes -tude, -ment, -ate
Assess
1. Our world history teacher takes a(n) approach to everything

we study.
A. multitude C. desolate
B. solitude D. multicultural
2. The mountain top was , but we enjoyed being alone up there.

A. multicultural C. desperate
B. desolate D. confederate
3. Your strange behavior at the party was a(n) to all of us.

A. merriment C. embarrassment
B. solitude D. desperate
4. Marco enjoyed the of living alone in his remote cabin.

A. solitude C. multiplication
B. embarrassment D. latitude
1. multitude __________________________________________________________________________
2. desperate __________________________________________________________________________
3. amusement ________________________________________________________________________
4. multilingual _______________________________________________________________________
5. amazement ________________________________________________________________________
6. multimillionaire ___________________________________________________________________

Name Date
Grammar: Using Commas Correctly

Practice
Commas are used to separate or join similar sentence elements and to show
the relationship between ideas.
Use commas to separate three or more words, phrases, or clauses in a
series.
SERIES: Geysers are found in America, Iceland, and New Zealand.
Use a comma and a coordinating conjunction (and, but, or, nor, for, so,
and yet) to link two independent clauses in a compound sentence.
COMPOUND SENTENCE: Some countries are free of snakes, but the
United States is not one of them.
Use commas to set off introductory, parenthetical, and nonessential
words, phrases, and clauses.
INTRODUCTORY: Personally, I think swimming is the greatest sport of
all.
PARENTHETICAL: Jogging, in my opinion, is still the way to stay fit.
APPOSITIVE: Skiing, my favorite sport, is quite easy to learn.
Add commas where they are needed. Not every sentence needs a comma.
1. The campers were hot and tired for they had been hiking all day.
2. The doctor examined the patient carefully but she did not say a word.
3. Kevin is not very heavy but is the best football player on the team.
4. An Arabian stallion is a fast beautiful horse.
5. The long dark pathway led to a grim ruined house.
6. Jack hit a line drive and dashed for first base.
7. Elephants are lazy friendly and good-natured.
8. Everyone wondered who had been in the house what he had wanted and
where he had gone.
9. This is Mrs. Wells the president of the P.T.A.
10. We had eaten everything in the refrigerator but we were still hungry.

Name Date

Assess
A Add commas where they are needed. Not every sentence needs a comma.
1. Bike riding brisk walking and swimming are good forms of exercise.
2. The victims of the hurricane were stunned for they had lost everything.
3. Crabs and lobsters are both shellfish.
4. The quiet obedient dog is a pleasure to be around.
5. The pilot boarded the plane checked her instruments and prepared for
takeoff.
6. The tornado took a heavy toll in lives and property.
7. Ireland the Emerald Isle lies off the coast of England.
8. He and his wife skied in the Alps and enjoyed it very much.
9. We had lessons in swimming canoeing and archery.
10. The radio announcer warned of the storm but no one paid any attention.
B Add commas where they are needed. Not every sentence needs a comma.
1. Mowing a lawn on such a hot hazy humid day was no fun.
2. Sandy folded the clean laundry and I placed it in a basket.
3. The teacher repeated the directions but I was still confused.
4. We found seaweed in the water on the sand and under the rocks.
5. The writer opened her book and started to read one of her stories to the
audience.
6. The doctor recommended plenty of liquids extra rest and a light diet.
7. You can use this free ticket for yourself or you can give it to a friend.
8. Several tired hikers straggled back to camp.
9. I told them on the contrary that my brother was not the man.
10. I eat balanced meals take vitamins and get enough sleep.
Name Date
Grammar: Using Semicolons

Practice
A semicolon is used to join independent clauses not already joined by a
coordinating conjunction (and, but, or, nor, for, so, and yet).
Alan reached the mouth of the cave first; he peered inside and decided to
wait for his friends.
Use semicolons to separate items in a series that already contain several
commas.
My favorite subjects are math, which is fairly easy for me; history, which I
find fascinating; and English.
A In each sentence, insert a semicolon where needed.
1. This was the heaviest snowfall in years it broke all records.
2. People couldn’t get to work however, no one complained.
3. Some went skiing on Main Street others rode on sleds.
4. Snow stood in ten-foot drifts it amazed everyone.
5. The children grew fidgety the parents grew impatient.
B Rewrite the following sentences. Use semicolons where they are needed.
1. I love tennis in fact, I play four times a week.
2. Lee, rake the yard Al, wash the car Fritz, clean the basement.
3. My sister likes to save money in fact, she already has saved a thousand
dollars.

Name Date
Grammar: Using Semicolons

Assess
A In each sentence, insert semicolons where needed.
1. Pam felt confident going into the test she had studied very hard.
2. Billy, wait for little Joey he can’t walk that fast.
3. The soup we ordered was cold the roast beef was overcooked.
4. I baked cookies, made with raisins muffins, made with dates and a cake,
made with walnuts.
5. Their new home is beautiful no one would guess it was once a barn.
6. Jeremy is an excellent soccer player his brother prefers baseball.
7. Pat can help you with that problem she is a terrific math student.
8. Put your napkin on your lap don’t tuck it in your shirt.
9. Kim is eight years older than her brothers she often baby-sits for them.
10. Selling ice cream, Beth earned $100 that was the most for any one day.
B Rewrite the following sentences, using semicolons where they are needed.
1. George decided not to walk to work it was too far, and he had too little time.
2. Running through the park, Gail tripped she scraped her knee badly.
3. I thought Barry’s painting was excellent in fact, it was the best in the show.
4. During the Golden Age of Greece, playwrights wrote great tragedies they
also wrote brilliant comedies.
5. If I am not awake by five o’clock, call me otherwise, I will be late for work.

Name Date
Grammar: Sentence Structure and Length

Practice
To give your writing interest, vary the structure and length of your
sentences. Here are several ways to vary the structure:
Begin with an adverb clause: As soon as the curtain rose, the audience
applauded.
Begin with a complement: Sitting in the last row is sometimes desirable.
Begin with a direct object: The best they saved for last.
Reverse the subject and verb: From the college library come several of
our research books.
To vary the length of your sentences, combine short sentences into a long
sentence or break up a long sentence into two short sentences, as in this
example:
Few people are indifferent to cats, for most either love them or hate
them, and they make no secret of their feelings.
Few people are indifferent to cats. Most either love them or hate them
and make no secret of their feelings.
Rewrite each sentence, putting the underlined words at the beginning. Remember to insert
a comma after an adverb clause.
1. The robins used twigs, string, and newspaper to build their nest.
2. We can usually count on Max’s help in the evenings.
3. A fire extinguisher is a device for putting out fires.
4. The twins eyed their sister’s new bicycle enviously.
5. We saw the winding river looking down from the mountain.

Name Date
Grammar: Sentence Structure and Length

Assess
A Combine short sentences into one long sentence, and break up long sentences into short
sentences.
1. The two parties argued their cases. The parties were angry. They argued in
front of the judge.
2. Connie’s aunt sent her some money, so Connie decided to buy some
clothes, so she took the bus downtown, and she bought a new ski jacket
and boots.
3. Ants are warlike creatures, and they are natural empire builders, so they
attack weaker insects to increase the number of their slaves and the size of
their territory.
4. We were miles away. We could hear Alan. He was practicing his trumpet.
B Rewrite each sentence to make it begin with a one-word modifier, a phrase, or a clause.
1. We will meet you at the school library as soon as school is over.
2. The train occasionally makes whistle-stops to discharge passengers.
3. We allowed plenty of time to be sure of seeing the kickoff.

Name Date
Spelling: Spelling on College Entrance Exams

Practice
Here are some guidelines to help you with spelling on college entrance exams:
When adding a prefix to the beginning of a word, do not drop any letters:
re- + evaluate = reevaluate dis- + similar = dissimilar
When adding an ending that begins with a vowel to a word that ends in
silent e, drop the e unless the word ends in ce or ge.
concede + -ing = conceding but replace + -able = replaceable
When adding an ending that begins with a vowel to a word that ends in a
single vowel plus a single consonant, double the consonant only if the
stress stays on the last syllable.
transmit + -ed = transmitted transmit + -al = transmittal
refer + -ing = referring but refer + -ence = reference
Be careful spelling words that sound alike or nearly alike, such as
emigrate (“to leave one’s homeland”) and immigrate (“to go to a new
country”).
Did a million people emigrate from Europe in the 1920s? (not immigrate)
The hot weather caused several crises in the community. (not crisis)
A For each item, add the prefix or ending to form a new word.
1. re- + evaluate = 2. concede + -ing =
3. replace + -able = 4. transmit + -ing =
B On the line before each sentence, write Correct if the underlined word is spelled correctly.
If it is not, write the correct spelling of the underlined word.
1. Some people had to immigrate from their homelands to

avoid starvation.
2. Some decided to emigrate to America to escape

religious persecution.
3. Are bears and deer really so dissimilar?

Name Date
Spelling: Spelling on College Entrance Exams

Assess
A For each item, add the prefix or ending to form a new word. Write the new word on the
line provided.
1. dis- + similar =
2. concede + -ed =
3. replace + -ment =
4. transmit + -al =
5. refer + -ing =
B On the line before each sentence, write Correct if the underlined word is spelled correctly.
If it is not, write the correct spelling of the underlined word.
1. In ancient times, did people immigrate to other lands?
2. A flood is one kind of crises; a drought is another.
3. It is very hard to immigrate from your homeland.
4. Now that the situation has changed, we plan to

revaluate our decision.
C Underline the correct word from the choice in parentheses.
1. War causes some people to (emigrate, immigrate) to another land.
2. He decided to (emigrate, immigrate) from the land where he was born.
3. A good president must be able to handle many (crisis, crises).

Name Date
Writing: Script for a Television News Report

Practice
A television news report presents facts about current events. It is presented
by a newscaster who reads from a script. The report is often illustrated by
video footage. It often ends with a discussion among commentators.
Read this script for a television news report. Then, complete the activities.
First Newscaster: The tornado that hit Kansas last night caused major
damage in the city of Hutchinson—but Superguy stepped in to help out. We
have video coverage of the event.
(Cut to a second newscaster, standing in front of a ruined home with a
woman.)
Second Newscaster: I have here Wilma Culpepper, who had taken refuge
in her basement. Miss Culpepper, what can you tell us about today’s events?
Wilma Culpepper: You can see what the tornado did to our home. We
couldn’t even get out of the basement because of all the rubble. If it hadn’t
been for Superguy and his super powers, I don’t know what we would have
done!
Second Newscaster: There you have it! Superguy saved the day once
again.
First Newscaster: We are certainly lucky to have him on our side.
1. Briefly describe a related event you could add to the news report about the
tornado.
2. Answer these questions about your event.
A. Who? B. What?
C. When? D. Where?
E. Why? F. How?
3. Using your answers, write a brief addition to the news report. Follow the
script format. Use an additional sheet of paper if necessary.

Name Date
Writing: Script for a Television News Report

Assess
A Think of a real or fictional hero you admire. Imagine what that hero might have contributed
to a recent news event in your school or community. Based on that scenario, write an
answer to each of the following questions.
1. Who? 2. What?
3. When? 4. Where?
5. Why? 6. How?
B Using your answers to the questions above, write a brief script for a television news
report. Include descriptions of video footage as well as newscaster commentary.

Name Date
Writing: Parody
Practice
Writing that imitates and makes fun of another piece of writing is called
parody. You create parody in a few ways:
by parodying style, or the way a writer uses words. For example, tales of
knights are told in a serious style using fancy, outdated words. To parody
such tales, you could use such words to tell of a trivial event, such as a
trip to the store: “Then the brave Sir Shopper raised his sword to smite
the glass gates of Castle Supermarket and burst them asunder. Before
Sir Shopper could deliver his mighty blow, the enchanted gates parted.”
by parodying characters, ideas, and events. You might parody a
knightly tale by exaggerating ideas of knightly behavior. For example, you
might tell of two knights who spend a whole day in a doorway, each
courteously telling the other, “No, after you.”
Read the following passage. Then, complete the activities.
Detective Kirk burst into the office. “You wanted to see me, Lieutenant?”
“Didn’t anyone ever teach you to knock, Kirk?” said Lieutenant Walters.
“Never mind. Just turn in your shield. As of now, you’re on suspension.”
“Turn in my shield! But lieutenant, I’m just about to crack the Johnson
case.”
“Kirk, you’ve been ‘just about to’ crack that case for two weeks. In the
meantime, you’ve ‘cracked’ two squad cars, the mayor’s limo, your partner’s
ribs, and about fifteen departmental regulations. Now turn in your badge.”
“Oh, I get it. The mayor called, didn’t he? Dropped a few hints about
your next promotion? Guess I’m going to have to get justice on my own.”
1. Describe these elements in the passage. Give an example for each.
A. how Detective Kirk acts and the results of his actions
B. how Lieutenant Walters speaks to Detective Kirk
C. the reason Lieutenant Walters and Detective Kirk are having a conflict
2. On a separate sheet of paper, write a few sentences of a parody of this

passage. Imitate and make fun of at least two of the elements listed above.

Name Date
Writing: Parody
Assess
Read the following passage. Then, complete the activities.
Snow drifted in giant clumps past the windows as I sat reading in my big
old easy chair. Last night’s storm was just about over. Rover began whining in
a soft, eager way. He started pawing at the chair.
“Goodness sakes, boy, you’ve already had your breakfast,” I said
distractedly.
Rover kept whining. Then, he started barking and gnawing at the arm of
the chair. I looked down at him, surprised. Of all the dogs at the wildlife
station, Rover is usually the best behaved. Yet he was acting like a puppy.
“For crying out loud, Rover, boy, what’s wrong?”
Just then, my wife poked her head in the door. “Morning, dear. Have you
heard from Bobby?”
At the sound of Bobby’s name, Rover began to bark louder than ever.
“Rover, you hush, or I’ll toss you out in the snow!” I said to him. I turned
back to my wife. “Bobby? Isn’t he chowing down in the bunkhouse just about
now?”
“Why, no, dear,” said my wife, looking shocked. “Didn’t he tell you? Last
night Bobby took the helicopter out to look for that wolf you tagged last
month. He knew a snowstorm might come, and he said he would radio back
to let us know if he was forced down and had to camp.”
Rover let loose with a loud mournful howl. Right then I knew that Bobby
was in trouble and that—somehow—that dog knew it and had been trying to
tell me.
“All right, boy,” I said to him, looking straight into his serious brown eyes.
“Looks like you and I have some rescuing to do.”
1. Describe the following elements of the passage. Give an example for each.
A. the way the narrator speaks, including the expressions he uses
B. the way Rover acts and what his actions show about his special abilities
C. the type of problem the narrator faces
2. On a separate sheet of paper, write a brief parody of this passage. In your

parody, tell what happens next in the story. Make fun of at least three of
the elements listed above.

Name Date
Writing: Comparison-and-Contrast Essay

Practice
A comparison-and-contrast essay explores the similarities and differences
between two or more topics. A strong comparison-and-contrast essay should
include these elements:
a topic involving two or more subjects that are alike and different
supporting evidence, including facts and examples that show similarities
and differences between two or more subjects
a presentation of each subject using subject-by-subject or point-by-
point organization. A subject-by-subject organization presents all the
features of one subject and then all the features of the second subject. A
point-by-point organization discusses one point about both subjects and
then moves on to a second point.
transitions that show clear relationships between subjects. For
comparisons, these words are especially useful: both, like, just as,
similarly, the same as. For contrasts, these words are especially useful:
yet, however, on the contrary, different from, in contrast, on the other
hand.
Read the example. Then, complete the activity, and answer the questions that follow.
Falcons belong to the raptor family. They are the fastest flyers of all
raptors. These birds of prey eat small animals and other birds. To catch a
bird, a falcon flies high into the air. It dives down and hits the prey in midair.
Falcons don’t build nests. They will live in holes in trees, abandoned nests, or
on ledges of cliffs or tall buildings.
Hawks are also raptors. They hunt both birds and small animals. These
hunters see their prey from perches such as telephone poles or trees. They
stay hidden behind trees and plants as they fly to surprise their prey. Hawks
build nests. They often have a place near their nests where they pluck the
feathers from the birds they killed. Raptors don’t eat feathers.
1. Circle the type of organization that is used in this example:

subject-by-subject or point-by-point.
2. What are two similarities in this comparison?
3. What are two differences in this comparison?

Name Date
Writing: Comparison-and-Contrast Essay

Assess
A For each pair of items, write one descriptive sentence that compares the items and
another sentence that contrasts them. Use words and phrases that signal comparisons
and contrasts.
1. encyclopedia, dictionary
2. brain, computer
B Circle one of the following topics. Then, complete the activities that follow.
two characters in a book you have read two people you know
two sports or activities two places you have visited
1. Write your specific topic on the line.
2. List three similarities and/or differences that you will write about.
3. Circle the type of organization for your essay:

subject-by-subject or point-by-point.
4. Write the first paragraph of your comparison-and-contrast essay on the

following lines.

Literature Based
Strategies
Classroom Management for
Differentiated Instruction
Teacher-Mediated Classroom Reading Strategies
Introduction
The Challenge of Academic Text Reading
Most students enter classrooms woefully underprepared to independently
navigate their reading assignments across the subject areas. While they may
be able to tackle recreational reading of teen novels and magazines with
relative ease, they often lack the academic language and strategic knowledge
necessary for comprehending and studying concept and data rich texts. The
challenging narrative and non-fiction selections students will be assigned in
the course of an academic year are meant to be approached as learning tasks,
not recreational activities. As such, these texts must be read multiple times
with a clear learning purpose in mind.
Such an approach to reading is far from typical of adolescents engaging
today’s standards-driven Language Arts curricula. It is absolutely essential for
teachers to assume an active instructional role, responsibly preparing students
with the linguistic and strategic tools necessary for this potentially daunting task.
Strategies for Structuring Reading

The worksheets that follow offer strategies a teacher can draw on in taking this
active role. The following worksheets give concrete formats for structuring
students reading:
• Choral Reading • Silent Independent Rereading
• Oral Cloze • Structured Partner Reading
Sophisticated texts require rereading, and scaffolding the types of reading
students do on each pass is essential to bringing them into a more sophisti-
cated engagement with the text. Here is one recommended way of using these
strategies to scaffold readings:
First Reading—Oral Cloze with broad task
Second Reading—Silent rereading with detailed task
Conclude—Class discussion/debriefing
Strategic Questioning
In traditional content-area reading instruction, the teacher assigns independent
reading followed by an end-of-text question and answer session, in which the
teacher and a handful of students dominate the discussion, leaving struggling
readers disengaged and confused. Research suggests that struggling readers
need explicit guidance in emulating the behaviors of competent readers.
This guidance must include breaking the reading into manageable chunks,
approaching each section of text with a concrete question or purpose, and reread-
ing sections for different levels of details. Teachers should pose increasingly
complex questions while modeling a more active and strategic approach to reading.
The following worksheets give strategies to assist struggling readers in formu-
lating appropriate reading questions and in connecting their guide questions to
concrete tasks.
• Preparing-to-Read Questions • A Range of Appropriate Questions
• Reading Guide Questions • Question Frames
Choral Reading
Strategy
A common primary-grade practice, choral reading can also work very well
with older readers. Choral reading is effective because it requires that each
student, regardless of level or proficiency in English, actively engage in attend-
ing to the text while it provides a nonthreatening atmosphere in which to
practice. Many teachers find it helpful to use choral reading one row or group
at a time. This modification tends to be less demanding and more manageable
for diverse learners.
Tips to ensure success with choral reading:

• Request students to “Keep your voice with mine” to discourage them from
racing ahead.
• Choose relatively short passages (e.g., 300–500 words).
• Follow with a silent rereading. Now that all students have basic access to
the text, a second reading can elicit deeper understanding, supply an
opportunity to apply previously taught strategies, answer inductive
questions, and so on, while reinforcing the message that “constructing
meaning is your job. I am here to help, not to do it for you.”

Oral Cloze
Strategy
The oral cloze is a choral reading adaptation of a commonly used reading-
comprehension assessment process, in which words are selectively deleted from
a brief passage, and students are prompted to fill-in reasonable word choices. In
the oral cloze, the teacher reads aloud while students follow along silently. The
teacher occasionally omits selected words, which the students chime in and read
aloud together. The oral cloze is useful in guiding students in an initial read of a
difficult passage, thereby insuring that struggling readers will have access to the
text. Often during teacher read-alouds, students listen passively, read ahead, or
remain off-task. This strategy keeps students on their “reading toes” by giving
them a concrete job while allowing teachers to check participation.
Tips to ensure success with cloze reading:

• To begin, demonstrate the oral cloze by contrasting it with a traditional
read-aloud. Read a few sentences aloud without assigning students a role
or task. Clarify the importance of being an active, thoughtful reader when
the goal is accountable reading to learn, often with an assessment (e.g.,
quiz or paper). Explain that you will be reading aloud, and their job is to
follow along, reading at the same pace and chorally chiming in when a
word is occasionally omitted. Then reread the same sentences leaving out
2–3 words so that students see the contrast and grasp their active role.
• Choose to leave out meaningful words (e.g., nouns, verbs, adjectives) that
most students can easily pronounce (prepositions and other connecting
words do not work well).
• Take care to not distract students by leaving out too many words, not
more than one per sentence (e.g., in a 50-word paragraph, delete 2–3
words).
• Pick words that come at a natural pause.
• Pick words (if any) that you have pretaught, providing students with a
meaningful context for the new word.
• Provide students with an additional concrete active-reading task or question
directing their attention to the content of the passage. On the first read, this
task should be fairly broad and easy (e.g., Circle two adjectives describing
how the character felt).
• In a mixed-ability class with many struggling readers, consider guiding
students’ reading with two rounds of the oral cloze before assigning a
silent reading task. On the second reading, omit different words and pick
up the pace a bit while providing an additional focus question or task.

Silent Independent Rereading
Strategy
After facilitating students in their first reading of a challenging passage
using the oral cloze, prepare them for an active independent rereading of the
passage.
The essential element here, as with both choral and cloze reading, is to
make sure the students have a job, a task during reading that increases their
attentiveness, cognitive focus, and accountability. Rereading silently to answer
a question previously posed to the class as a whole efficiently meets this goal.
Teachers may pose useful questions that the class reads silently to answer.
Over time, students are taught to construct a range of questions themselves
before such class reading (moving from literal to inferential).
After each section is read, engage students in a brief discussion to clarify
questions and vocabulary and to ensure common understanding of essential
big ideas in the text. You may choose to guide students in mapping or note-
taking from the text at this point as well.
Tips to Get the Most From Structured Silent Rereading

• Chunk the text into 1–4 paragraph sections within which students silently
reread and actively identify information necessary to respond to the
teacher’s focus question.
• Request that anyone who finishes before you convene the discussion go
back and reread the section to look for additional details in the text.
• The first few times, model how one thinks while reading to find answers to
a question. Think aloud to give students a “window” on this sophisticated
cognitive task.
• Encourage students to discuss their thinking, as well as their answers,
during whole-class discussion. For example, focus on such issues as
“How did you know?” or “Why did you think that?”
© Pearson Education, Inc., publishing as Pearson Prentice Hall. Reading Kit 359
Structured Partner Reading
Strategy
Research has consistently pointed to partner reading as a potent strategy
to increase the amount of actual reading students engage in, while providing
access for all students to key ideas in the text. Partner reading is an excellent
way to ensure that all students are actively engaged in the text and account-
able for doing their jobs.
Tips to get the most from structured partner reading:

• Rank-order students by overall literacy and proficiency in English. In a
group of 30 students, for example, students #1 and #15 are the first
readers and #16 and #30 are the first coaches.
• Ensure that activities are fully reciprocal—students should spend equal
time in the roles of reader and coach.
• Provide specific directions and demonstrate the roles of reader and coach
(e.g., “First reader: Whisper-read the first paragraph, coaches follow along,
fix mistakes, and ask the comprehension questions.”).
The Reader
The reader reads a paragraph or a page or reads for a given amount of time.
Touching under the words may be helpful if the students have extremely lim-
ited literacy.
The Coach
The coach encourages and supports the reader.
1. If the reader asks for a word, the coach will say the word.
2. If the reader makes a mistake, the coach will correct the error using the fol-
lowing steps:
a. Point to the word and say, “Can you figure out this word?”
b. If the reader cannot figure out the word in five seconds, say “This word is __.”
c. Have the reader repeat the word and then reread the sentence.
Why reread the entire sentence?
• Improve comprehension.
• Practice the word again—read it fluently in context.
• Hold students accountable for reading more carefully.
After students have mastered the basic sequence, add various comprehension
strategies, such as retelling main ideas after each page or section.
Summarize/paraphrase. State the main idea in ten words or less. (Using
only ten words prompts students to use their own words.)
Predict and monitor. Reader predicts what will happen next, reads a
paragraph/section and then determines if the prediction was accurate,
revises as needed, summarizes, and predicts again, continuing for a set
amount of time.

Preparing-to-Read Questions
Strategies
Provide focused questions to guide students before reading.
If students have background knowledge regarding the subject, it is very helpful
to pose a few open-ended questions to elicit a lively brainstorming session prior
to reading. Cueing students to examine any related visual support, as well as
the title, can assist students in focusing their thinking more productively.
What are the possible effects of eating too much junk food?
Take a look at this school lunch menu in the photograph and identify with
your partner two healthy and two unhealthy foods.
Instructional Tip: Guide students to share answers with a teacher-selected
partner; take care to designate roles (1s and 2s) to insure ALL are active partici-
pants.
When students lack critical background knowledge related to a topic,
brainstorming alone is often insufficient. Students will benefit from carefully
formulated questions before and during each reading segment to focus their
attention on the most important information. Without a concrete purpose
when tackling each segment of a text, less proficient readers are apt to get
mired in confusing details and distracted by unfamiliar yet non-essential
vocabulary. Thus, it is essential to provide students a very specific question to
guide their initial reading.
What are the three most important reasons cited by the author in favor of
recycling? How can recycling actually save money?
Provide questions during the reading process.

It is critical that teachers guide less proficient students in reading each segment
of text at least twice, providing a clear task each time. Posing a thoughtful ques-
tion before students read challenging text will help them understand the active
and focused approach necessary for reading to learn. Global questions are most
appropriate for initial reading, followed by questions that require more careful
analysis and attention to detail in subsequent reading.
1st read: What is this section in our article on teen health mainly about?
Task: Identify a word or phrase that names our topic (e.g., teen diet).
2nd read: Why is the author so concerned about adolescent diet?
Task: Identify two reasons stated by the author.
3rd read: Since the snack foods provided at school are a major cause of poor
adolescent health, why do you think schools continue to sell them?
Task: Write down a specific reason you think schools still make candy, sodas,
and chips so easily available in vending machines.
Instructional Tip: Complement the guide question with a concrete task to
increase student accountability and increase focus and attention.

Reading Guide Questions
Strategies
There are common text elements that teachers can utilize to frame reading
guide questions and model an alert and strategic reading process for students.
Use headings and topic sentences to generate reading guide questions.

Model for students how to turn a heading into a reading guide question for the
initial reading of a passage. Be sure to prompt them to translate the question
into a concrete task for which they will be held accountable in subsequent
class discussion.
Subheading: Recycling Saves Money
Guide question: How does recycling save money?
Task: “I need to identify two ways that recycling helps people save money.”
Students need to approach each paragraph within a section of text with a

clear sense of what they need to attend to in and extract from their reading.
While a heading often provides the overall topic for a section of text, topic sen-
tences provide a more specific focus for developing reading guide questions for
discrete paragraphs.
Subheading: Recycling Saves Money
Topic sentence, paragraph one: “Because of the recent downturn in the
auto industry, Smithville has come up with a creative recycling program
to support their cash-strapped schools.”
Guide Question: What is Smithville’s recycling program?
Task: I need to identify the key features of Smithville’s recycling program.
Helping struggling students develop genuine competence in formulating
and applying reading guide questions is rather labor intensive. Students who
are accustomed to approach all forms of reading material in a generic, unfo-
cused manner will require considerable hand-holding through a gradual
release process that moves systematically from “I’ll do it” (teacher modeling) to
“We’ll do it” (unified class with teacher guidance) to “You’ll do it” (partner prac-
tice) to “You do it on your own” (independent practice).
Provide questions after reading a passage.

After students have navigated a demanding text and achieved basic compre-
hension, they are well positioned to extend their thinking by responding to
higher-order questions requiring greater reflection and application. These
questions are the interesting and provocative ones that teachers long to pose
but that fall flat unless students have been prepared.
How could we set up a viable recycling program in our school community?
If you had two minutes to address the school board, what are the three best
arguments you would provide to support the development of a district wide
recycling program?

A Range of Appropriate Questions
Strategies
Begin with “on the surface” questions.
Why? Struggling readers must be able to identify the most essential informa-
tion in the reading before they are guided in grappling with more abstract
analysis/interpretation. Otherwise, many students will not have the cognitive
tools to benefit from the discussion.
What? Ask questions that require literal, factual recall and text-based
answers that students can point to, underline, or circle.
What is an endangered species? What are two examples of endangered
species mentioned in this article? How are environmentalists working with oil
companies to protect the red-tailed hawk?
Include “under the surface” questions.

Why? To comprehend challenging reading material, students must go beyond
the factual basics of the text. Getting the gist certainly is no small feat for
many struggling readers. However, it is important to help less proficient stu-
dents acquire a more in-depth understanding and the strategic know-how
required for mature comprehension.
What? Ask questions that require students to make inferences from or to
analyze and synthesize text-based information, as well as to make inferences
connecting new ideas from the text with prior knowledge.
Why has it been difficult for environmentalist and oil companies to work
together in protecting the red-tailed hawk? What environmental factors are
placing some animal species in danger in your community?
Teach students the questions for reading to learn.

Why? Less proficient readers have often spent their early literacy development
with relatively undemanding stories. In the classroom, they have largely
responded to the “who, where, and when” questions appropriate for stories,
leaving them ill equipped to reply to the “why, how, and what” demands of
information text comprehension.
What? Teachers need to teach specific tasks involved in responding to ques-
tions associated with informational texts. Students need to understand that
when asked a “why question” (e.g., Why have many schools outlawed soft drink
sales?), they need to read, looking for specific reasons. It is not enough simply
to model the questions; students must understand what prompted you to ask
that specific question and the kind of information the question suggests.
Why? = For what reasons? What are the reasons?

How? = What was the process? What was the sequence?
What? = Definition (What is ?)
What? + signal word What are the benefits of ?
What was the reaction to ?

Question Frames
Strategy
Teaching students how to generate their own questions is an
important comprehension-enhancing element of structured silent
reading. Underprepared readers are often overly dependent on teach-
ers and have not learned to self-question as they read. According to
the research of Taffy Raphael,1 students who understand how ques-
tions are written are more capable of analyzing and answering them
than students who lack this understanding. One useful model,
derived from Bloom’s Taxonomy,2 was developed by Stiggins3 using
Question Frames for different levels of questions to provide initial
support for students during self-questioning:
Recall (Literal) (“I can put my finger on the answer in the text.”)
What is the name of ?
Define .
Identify the .
Who did ?
Analysis (Inferential) (“I combine my knowledge with the
author’s information to understand.”)
What is the main idea?
The most important part of is because .
The essential parts are .
Compare/Contrast (“I analyze similarities and differences.”)
Compare the motives of to those of .
What are the most important differences/similarities between
and ?
Prediction (“I predict based on the evidence so far.”)
What do you think will happen in the next ?
Predict what you think will do. Why?
What would happen if ?
Evaluation (“I make and defend judgments.”)
What is your opinion of ?
What is the best solution to the problem of ?
Defend why is a better solution than .
Question Frames are helpful when teaching diverse learners to

ask questions beyond simple recall/literal questions. Teacher
modeling and well-supported initial practice are key to assisting
all students in generating different types of questions.
1. Raphael, T. “Teaching Learners About Sources of Information for Answering Questions.”

Journal of Reading (1984), vol. 28(4), 303–311.
2. Bloom, B. Taxonomy of Educational Objectives. New York: Longmans, Green, 1956.
3. Stiggins, R. “Improving Assessment Where It Means the Most: In the Classroom.”
Educational Leadership (1985), 43, 69–74.

Vocabulary and Concept Development
Introduction
Vocabulary
To succeed in narrowing the language divide, a school-wide comprehensive
academic vocabulary program must include the following four components:
1. Fluent, wide reading. Vocabulary for academic purposes grows as a conse-
quence of independent reading of a variety of texts (in particular,
informational texts) and increasing reading volume.
2. Direct scaffolded teaching of critical words. Students learn new words
via various explicit, teacher-directed instructional strategies.
3. Teaching word-learning strategies. When taught the tools to exploit con-
text, analyze prefixes, and various other strategies, students can
independently learn new word meanings while reading independently.
4. Daily participation in structured, accountable contexts for daily speak-
ing and writing. Academic language develops when students are engaged
in rigorous and meaningful application of newly acquired vocabulary and
syntax in structured speaking and writing tasks.
The following group of worksheets, marked with the triangle icon, provide
concrete strategies for addressing many of these objectives for vocabulary
development:
• Preteaching Vocabulary: Convey Meaning

• Preteaching Vocabulary: Check Understanding
• Vocabulary Development
• Choosing Vocabulary Words
• Possible Sentences
• Word Analysis/Teaching Word Parts
• Assessing Vocabulary Mastery
Concept development goes hand in hand with vocabulary enrichment. The

following worksheets, also labeled with the triangle icon, provide strategies for
concept development:
• List-Group-Label
• Concept Mapping/Clarifying Routine
• Using Concept Maps
The remaining worksheets in Part 3, marked with the circle icon, offer
strategies for structuring academic discussion and writing.

Preteaching Vocabulary: Convey Meaning
Strategy
• If your goal is simply to familiarize students with a word to help them
recognize and comprehend it in a reading, follow steps 1–4.
1. Pronounce the word (and give the part of speech).
This article focuses on an ecstatic moment in a high school student’s life.
2. Ask students to all repeat the word.
Say the word ecstatic after me. (ec stat’ ic)
3. Provide an accessible synonym and/or a brief explanation.
Ecstatic means “extremely happy.”
4. Rephrase the simple definition/explanation, asking students to
complete the statement by substituting aloud the new word.
If you are extremely happy about something, you are (students say
ecstatic).
• If your goal is to familiarize students with a word that is central to
comprehending the reading and that you also want them to learn,
continue with step 5, then check for understanding.
5. Provide a visual “nonlinguistic representation” of the word (if possible)
and/or an illustrative “showing” sentence.
Showing image: a picture of a man happily in love.
Showing sentence: Julio was ecstatic when Melissa agreed to marry him.
Have students fill out a vocabulary worksheet as you preteach the words;
doing so involves them more directly and provides them with a focused
word list for later study and practice.
Sample Vocabulary Note-Taking
Term Synonym Definition/ Image

Example
ecstatic, adj. extremely happy feeling very happy,
excited, or joyful
Julio was ecstatic

when Melissa agreed
to marry him.
distraught, adj. extremely worried and feeling very worried,

upset unhappy, or distressed
Mark was distraught to

learn that the camp bus
had left without him.

Preteaching Vocabulary: Check Understanding
Strategies
1. Focused Questions
Ask focused questions to see if students seem to grasp the word’s meaning (as
opposed to questions such as Any questions? Do you understand? or Is that
clear? ). Questions may be initially directed to the unified group for a thumbs-
up or thumbs-down response; to teams using Numbered Heads; or to pairs
using Think-Pair-Share, followed by questions to individuals.
• Would you be ecstatic if you won the lottery?

• Would you be ecstatic if you were assigned a 20-page report to
complete over the Spring break?
• Would you be ecstatic if you won two front-row tickets to a concert
given by your favorite band?
• Would you be ecstatic if your mother bought your favorite brand of
breakfast cereal?
2. Images
If the word is crucial (for the lesson and their academic vocabulary tool kit),
consider asking students to generate their own relevant images or examples.
• Turn to your partner and ask what has happened recently that made
him/her ecstatic. Or ask what would make him/her ecstatic. Be prepared
to share one example with the class.
• What other images might we associate with ecstatic? Think of one or
two, turn to your partner and discuss, and then be prepared to share
one of your images with the class.

Vocabulary Development
Strategies
Words that are new to students but that represent familiar con-
cepts can be addressed using a number of relatively quick
instructional tactics. Many of these (e.g., synonyms, antonyms,
examples) are optimal for prereading and oral reading, which call
for more expedient approaches.
Brief Strategies for Vocabulary Development (Stahl4)

• Teach synonyms. Provide a synonym that students know (e.g.,
link stringent to the known word strict ).
• Teach antonyms. Not all words have antonyms, but for those
that do, thinking about their opposites requires students to
evaluate the critical attributes of the words in question.
• Paraphrase definitions. Requiring students to use their own
words increases connection-making and provides the teacher
with useful informal assessment—“Do they really get it?”
• Provide examples. The more personalized the example, the
better. An example for the new word egregious might be Ms.
Kinsella’s 110-page reading assignment was egregious indeed!
• Provide nonexamples. Similar to using antonyms, providing
nonexamples requires students to evaluate a word’s
attributes. Invite students to explain why it is not an example.
• Ask for sentences that “show you know.” Students construct
novel sentences confirming their understanding of a new
word, using more than one new word per sentence to show
that connections can also be useful.
• Teach word sorting. Provide a list of vocabulary words from a
reading selection and have students sort them into various
categories (e.g., parts of speech, branches of government).
Students can re-sort words into “guess my sort” using
categories of their own choosing.
4. Stahl, S. A. Vocabulary Development. Cambridge, MA: Brookline Books, 1999.

Choosing Vocabulary Words
Strategies
Restrict your selections to approximately six to eight words that are critical to
comprehending the reading passage/segment you intend to cover in one
lesson (e.g., one Science chapter section; a three-page passage from a six-page
short story.)
• Choose “big idea” words that name or relate to the central concepts
addressed in the passage (in subject areas outside of English Language
Arts, these central lesson terms are typically highlighted by the publisher).
• Choose high-use, widely applicable “academic tool kit” words that
student are likely to encounter in diverse materials across subject areas
and grade levels (e.g., aspect, compare, similar, subsequently).
• Choose high-use “disciplinary tool kit” words for your subject area that
you consider vital for students to master at this age and proficiency level
(e.g., metaphor, policy, economic, application, species).
• Choose “polysemous” (multiple meaning) words that have a new
academic meaning in a reading in addition to a more general, familiar
meaning (e.g., “wave of immigrants” in U.S. History vs. a greeting or an
ocean wave).
• Identify additional academic words, not included in the reading selection,
that students will need to know in order to engage in academic discourse
about the central characters, issues, and themes (especially for literary
selections).
• Be careful not to overload students with low-frequency words that they are
unlikely to encounter in many academic reading contexts, especially
words that are not essential to comprehend the gist of the text.

Possible Sentences
Strategy
Possible Sentences (Moore and Moore6) is a relatively simple
strategy for teaching word meanings and generating considerable
class discussion.
1. The teacher chooses six to eight words from the text that may
pose difficulty for students. These words are usually key con-
cepts in the text.
2. Next, the teacher chooses four to six words that students are
more likely to know something about.
3. The list of ten to twelve words is put on the chalkboard or over-
head projector. The teacher provides brief definitions as needed.
4. Students are challenged to devise sentences that contain two or
more words from the list.
5. All sentences that students come up with, both accurate and
inaccurate, are listed and discussed.
6. Students now read the selection.
7. After reading, revisit the Possible Sentences and discuss

whether they could be true based on the passage or how they
could be modified to be true.
Stahl7 reported that Possible Sentences significantly improved

both students’ overall recall of word meanings and their compre-
hension of text containing those words. Interestingly, this was true
when compared with a control group and when compared with
Semantic Mapping.
6. Moore, P. W., and S. A. Moore. “Possible Sentences.” In E. K. Dishner, T. W. Bean, J. E.

Readence, and P. W. Moore (eds.). Reading in the Content Areas: Improving Classroom
Instruction, 2nd ed. Dubuque, IA: Kendall/Hunt, 1986, pp. 174–179.
7. Stahl, op. cit.

Word Analysis/Teaching Word Parts
Strategy
Word Analysis/Teaching Word Parts helps many underprepared
readers who lack basic knowledge of word origins or etymology, such
as Latin and Greek roots, as well as discrete understanding of how a
prefix or suffix can alter the meaning of a word. Learning clusters of
words that share a common origin can help students understand
content-area texts and connect new words to those already known.
For example, a secondary teacher (Allen8) reported reading about a
character who suffered from amnesia. Teaching students that the
prefix a- derives from Greek and means “not,” while the base -mne-
means “memory,” reveals the meaning. After judicious teacher scaf-
folding, students were making connections to various words in
which the prefix a- changed the meaning of a base word (e.g.,
amoral, atypical).
The charts below summarize some of the affixes worth consider-
ing, depending on your students’ prior knowledge and English
proficiency.
Percentage of All
Prefix Meaning Prefixed Words Example
un- not; reversal of 26 uncover
re- again, back, really 14 review
in-/im- in, into, not 11 insert
dis- away, apart, negative 7 discover
en-/em- in; within; on 4 entail
mis- wrong 3 mistaken
pre- before 3 prevent
a- not; in, on, without 1 atypical
Percentage of All
Suffix Meaning Suffixed Words Example
-s, -es more than one; verb marker 31 characters, reads,
reaches
-ed in the past; quality, state 20 walked
-ing when you do something; 14 walking
quality, state
-ly how something is 7 safely
-er, -or one who, what, that, which 4 drummer
-tion, -sion state, quality; act 4 action, mission
-able, -ible able to be 2 disposable, reversible
-al, -ial related to, like 1 final, partial
8. Allen, J. Words, Words, Words: Teaching Vocabulary in Grades 4–12. York, ME: Stenhouse, 1999.

Assessing Vocabulary Mastery
Strategies
Following are three meaningful and alternative assessment
formats that require relatively little preparation time:
1. Select only four to six important words and embed each in an
accessible and contextualized sentence followed by a semicolon.
Ask students to add another sentence after the semicolon that
clearly demonstrates their understanding of the underlined
word as it is used in this context. This assessment format will
discourage students from rote memorization and mere recycling
of a sample sentence covered during a lesson.
Example: Mr. Lamont had the most eclectic wardrobe of any
teacher on the high-school staff.
2. Present four to six sentences, each containing an underlined
word from the study list, and ask students to decide whether
each word makes sense in this context. If yes, the student must
justify why the sentence makes sense. If no, the student must
explain why it is illogical and change the part of the sentence
that doesn’t make sense.
Example: Mr. Lamont had the most eclectic wardrobe of any
teacher on the high-school staff; rain or shine, he wore the same
predictable brown loafers, a pair of black or brown pants, a
white shirt, and a beige sweater vest.
3. Write a relatively brief passage (one detailed paragraph) that
includes six to ten words from the study list. Then, delete these
words and leave blanks for students to complete. This modified
cloze assessment will force students to scrutinize the context
and draw upon a deeper understanding of the words’ meanings.
Advise students to first read the entire passage and to then
complete the blanks by drawing from their study list. As an
incentive for students to prepare study cards or more detailed
notes, they can be permitted to use these personal references
during the quiz.
Because these qualitative and authentic assessments require

more rigorous analysis and application than most objective test
formats, it seems fair to allow students to first practice with the
format as a class exercise and even complete occasional tests in a
cooperative group.

List-Group-Label
Strategy
List-Group-Label (Taba5) is a form of structured brainstorming
designed to help students identify what they know about a con-
cept and the words related to the concept while provoking a
degree of analysis and critical thinking. These are the directions to
students:
1. Think of all the words related to .

(a key “big idea” in the text)
2. Group the words listed by some shared characteristics or
commonalities.
3. Decide on a label for each group.
4. Try to add words to the categories on the organized lists.
Working in small groups or pairs, each group shares with the

class its method of categorization and the thinking behind its
choices, while adding words from other class members. Teachers
can extend this activity by having students convert their organized
concepts into a Semantic Map that becomes a visual expression of
their thinking.
List-Group-Label is an excellent prereading activity to build on
prior knowledge, introduce critical concepts, and ensure attention
during selection reading.
5. Taba, H. Teacher’s Handbook for Elementary Social Studies. Reading, MA: Addison-Wesley,
1988.

Concept Mapping/Clarifying Routine
Strategies
Research by Frayer et al.9 supports the strategy of teaching by
Concept Mapping:
1. identifying the critical attributes of the word.
2. giving the category to which the word belongs.
3. discussing examples of the concept.
4. discussing nonexamples.
Others have had success extending this approach by guiding stu-
dents through representation of the concept in a visual map or
graphic organizer. The Clarifying Routine, designed and researched by
Ellis,10 is a particularly effective example:
1. Select a critical concept/word to teach. Enter it on a graphic clarify-
ing map like the sample for satire.
2. List the clarifiers or critical attributes that explicate the concept.
3. List the core idea—a summary statement or brief definition.
4. Brainstorm for knowledge connections—personal links from stu-
dents’ world views/prior knowledge (encourage idiosyncratic/
personal links).
5. Give an example of the concept; link to clarifiers: “Why is this an
example of ?”
6. Give nonexamples. List nonexamples: “How do you know
is not an example of
7. Construct a sentence that “shows you know.”
Term: SATIRE
Core Idea: Any Work That Uses Wit to Attack Foolishness
Example Clarifiers Knowledge Connections
• A story that exposes the acts of • Can be oral or written. • Political cartoons on the
corrupt politicians by making fun • Ridicule or expose vice editorial pages of our
of them in a clever way. paper
Nonexample • Can include irony, exag- • Stories TV comics tell to
• A story that exposes the acts of geration, name-calling, make fun of the President—
corrupt politicians through understatement. as on Saturday Night Live
factual reporting
• Are usually based on a • My mom’s humor at dinner
Example sentence real person or event. time!
• Charles Dickens used satire to
expose the problems of common
folks in England.
9. Frayer, D. A., W. C. Frederick, and H. J. Klausmeier. A Schema for Testing the Level of
Concept Mastery (Technical Report No. 16). Madison, WI: University of Wisconsin
Research and Development Center for Cognitive Learning, 1969.
10. Ellis, E. The Clarifying Routine. Lawrence, KS: Edge Enterprises, 1997.

Using Concept Maps
Strategies
Students benefit from graphic presentations of the connections between the
ideas they are learning. Each Unit Resources booklet includes Concept Maps—
graphic organizers that illustrate the logical relationship among the skills taught
in a Part or a Unit. In Grades 6 through 10, the Concept Maps focus on the
Literary Analysis, Reading Skill, and Academic Vocabulary skills in each Part. In
Grades 11 and 12 and in World Masterpieces, each Map connects the Literary
Analysis skills in a Unit to the trends and themes of the period covered.
Steps
1. Review the Concept Map and identify the skills you will cover.
2. Distribute copies of the Concept Map to students. Identify those skills and
concepts you will teach and have students circle or otherwise note them.
Elicit from students any prior knowledge they may have about the ideas you
have introduced. In addition, you may wish to ask them about their own
interests in connection with the ideas. In later classes, you can make con-
nections to students’ prior knowledge and interests as relevant.
3. Briefly note the connections between ideas on the Concept Map. For exam-
ple, you might explain that the “Big Picture” or “Main Idea” in the Part is
the short story. Using the Concept Map, explain that a plot is an important
part of a short story.
4. Emphasize for students that the skills you have identified represent a goal
for the class: Everyone will be working toward mastery of those skills.
5. In succeeding lessons, refer students to their Concept Maps at appropriate

junctures. As you introduce a selection, review the relevant portion of the
Concept Map with students so that they clearly grasp the goals you are setting.
6. As you conclude teaching the selection, review the Concept Map with stu-
dents to see how the skills are connected with other concepts they have
learned. Have students add the name of the selections they have completed to
the appropriate blanks. Have students log the additional assignments they
complete, such as Extension Activities, in the Learning Log on the chart.
7. As you conclude instruction for a Part or for a Unit, review with students
the skills they have covered and the logical connections among the skills.
Grateful acknowledgment for the idea of the Concept Map is made to B. Keith Lenz and Donald D.
Deshler, who develop the idea in their book Teaching Content to All: Evidence-Based Inclusive Practices in
Middle and Secondary Schools (New York: Pearson Education, Inc., 2004).

Idea Wave
Strategy
• Students listen while the teacher poses a question or task.
• Students are given quiet time to consider what they know about the topic
and record a number of possible responses. This may be a simple list of
words and phrases or a focused quick-write. It is also helpful to provide
students with a series of response prompts to complete prior to being
asked to share aloud. In this way, less proficient academic language users
will have a linguistic scaffold to bolster their linguistic output along with
their confidence in sharing aloud.
For example, if students are being asked to make predictions about what
will happen in the next chapter of The Joy Luck Club, they might be
provided with these sentence prompts to complete:
I predict that Waverly’s mother will be (disappointed in / proud of) her
daughter’s behavior because . . .
Based on Waverly’s relationship with her mother, I assume that her mother
will react very (positively / negatively) because . . .
• The teacher whips around the class in a relatively fast-paced and
structured manner (e.g., down rows, around tables), allowing as many
students as possible to share an idea in 15 seconds or less.
• After several contributions, there tends to be some repetition. Students
point out similarities in responses using appropriate language strategies
(e.g., My idea is similar to / related to . . .), rather than simply stating that
their ideas have already been mentioned. This fosters active listening and
validation of ideas.
• The teacher can record these ideas for subsequent review or have
students do a quick-write summarizing some of the more interesting
contributions they heard during the discussion.

Numbered Heads and Think-Write-Share-Pair
Strategies
Numbered Heads
• Students number off in teams, one through four.
• The teacher asks a series of questions, one at a time.
• Students discuss possible answers to each question for an established
amount of time (about 30 seconds to 90 seconds, depending on the
complexity of the task).
• The teacher calls a number (1–4), and all students with that number raise
their hand, ready to respond.
• The teacher randomly calls on students with the specified number to
answer on behalf of their team.
• Students are encouraged to acknowledge similarities and differences
between their team’s response and that of other teams (e.g., We predicted
a very different outcome. Our reaction was similar to that of Ana’s group.).
• The teacher continues posing questions and soliciting responses in this
manner until the brainstorming or review session is finished.
Think-Write-Pair-Share
• Students listen while the teacher poses a question or a task.
• Students are given quiet time to first answer the question individually in
writing.
• Students are then cued to pair with a neighbor to discuss their responses,
noting similarities and differences. Students encourage their partners to
clarify and justify responses using appropriate language strategies:
How did you decide that?
In other words, you think that . . .
• It is often helpful to structure the roles (first speaker, first listener) and
designate the time frames:
First speakers, you have 90 seconds to share your answers with your partner.
• After rehearsing responses with a partner, students are invited to share
with the class.
• The teacher asks a series of questions, one at a time.
• Students discuss possible answers to each question for an established
amount of time (about 30 seconds to 90 seconds, depending on the
complexity of the task).

Clear Assignment Guidelines
Strategy
Students who bring special learning needs to the writing
process are more likely to internalize the assignment expectations
if the task is first clearly outlined on the board or in a handout.
They must, in turn, hear the assignment described and, subse-
quently, have the opportunity to paraphrase what they
understand the actual assignment expectations to be—ideally,
orally to a partner and in writing to the teacher. If all students are
then encouraged to turn in two clarification questions about the
assignment, less proficient writers will have a safe and structured
venue for monitoring their comprehension and articulating
instructional needs. In so doing, passive or apprehensive students
are more likely to vocalize any misunderstandings about the task
in a timely and responsible manner, rather than realizing the
night before the paper is due that they are unsure how to proceed.
Sample Description of a Writing Assignment
Writing Assignment Guidelines:

A Color That Has Special Significance
Write a detailed expository paragraph providing specific reasons that your chosen color
has special meaning in your life. Your justification paragraph must include these qualities
of effective expository writing:
• An appropriate title (e.g., Jade Green: A Link to My Heritage)
• A topic sentence that lets the reader know that you will be discussing the relevance of a
particular color to specific aspects of your life
• Transition words that introduce each of your new points about your chosen color (e.g.,
first of all, in addition, furthermore, moreover)
• Specific reasons for selecting this color, including details and relevant commentary that
help the reader easily understand the color’s special significance
• A visible effort to include new vocabulary from this unit
• An effort to use subordinating conjunctions to join related ideas
• A concluding statement that thoughtfully wraps up your paragraph
• Proofreading goals for the final draft:
–complete sentences (no fragments or run-on sentences)
–correct verb tenses
–correct spelling
Your first draft is due on . Please bring two copies of your
draft for a peer-response session

Using Sentence Starters
Strategy
As demonstrated in your Prentice Hall Literature Teacher’s
Edition, one concrete way to structure linguistic equity and to
scaffold the vocabulary demands of a challenging writing assign-
ment is to provide students with an array of sentence starters,
including practical vocabulary options relevant to the specific writ-
ing task and topic. Another equally important scaffold for students
writing in a second language or second dialect is a word-form
chart that highlights important forms of a base word germane to
the assignment.
Following is a list of sentence starters and a relevant word-form
chart for a writing assignment on a personally significant color.
Sentence Starters to Discuss a Color You Value

is my favorite color because I associate it with . (my future
career, my love of nature, my personality, my hobby)
This color reflects/represents/is associated with my interest in . (salsa
dancing, R & B music, physical fitness, environmental protection)
This color symbolizes/is a symbol of . (my culture, my ethnicity)
I have included/selected/chosen the color because .
The color is meaningful/valuable/significant to me because .
I appreciate/value/like/am fond of the color because/since .
Sample Word-Form Chart
Noun Adjective Verb Adverb
symbol symbolic symbolize symbolically

meaning meaningful meaningfully
value valuable value valuably
relevance relevant relevantly
importance important importantly
relationship related relate
association associated associate
significance significant signify significantly
preference preferred; prefer preferably
preferable
fondness fond fondly

Professional Development
Articles
The Literacy Challenge of Diverse Learners
Introduction
The number of children in the country who can be classified
as diverse learners because of the special circumstances they
bring to public education is growing at a pace that currently
outstrips educators’ abilities to keep up. Unless significant
educational changes are made in response to the dramatic
changes occurring in classrooms throughout the country,
including the development and utilization of instructional
strategies that address the needs of diverse learners, the
number of children who “fall through the cracks” in public
education will continue to rise.1
The 2000 census confirmed what demographers had been doc-
umenting for the previous decade: America is more diverse than
ever. Certainly, the diversity of our population is a significant
asset to our nation in many ways; however, it also places consider-
able stress on our educational system to effectively accommodate
the range of learning needs found in students today. A typical
high-school classroom includes students who are diverse in terms
of their experiential, linguistic, cultural, socioeconomic, and psy-
chological backgrounds. The range of student needs, interests,
motivation, and skill levels often presents heightened challenges to
both curriculum and instruction. It should be clearly acknowl-
edged that the individual needs of some students require
additional specialized support in basic reading skills, English lan-
guage development, study skills, and behavioral/emotional/social
domains. However, the goal of a comprehensive Language Arts
program remains the provision of “universal access” for all stu-
dents to an intellectually rich and challenging language arts
curriculum and instruction, in addition to whatever specialized
intervention may be required.
Universal access exists when teachers provide curriculum
and instruction in ways that allow all learners in the classroom
to participate and to achieve the instructional and behavioral
goals of general education, as well as of the core curriculum.
Teachers will succeed in providing universal access if they
teach in heterogeneous, inclusive classrooms and consistently
1. Kame’enui, Edward, and Douglas Carnine. Effective Teaching Strategies That Accommodate
Diverse Learners. Upper Saddle River, NJ: Prentice Hall, 1998.

and systematically integrate instructional strategies that are
responsive to the needs of typical learners, gifted learners, less
proficient readers, English language learners, and students who
are eligible for and receiving special education services.
Although each student population represented in the classroom
may require specific interventions and supports, these learner
populations also share many common characteristics, such as the
need to build on prior knowledge, the need for systematic vocabu-
lary development, and the need for systematic instruction in
strategic reading approaches, to name a few key curricular and
instructional areas. Through identification of these shared needs
and the implementation of teaching and learning strategies
responsive to these needs, the general education teacher, with the
support of specialists and other staff, can make significant
inroads in designing inclusive lessons that are responsive to the
learning and behavioral needs of all learners.
This book provides numerous suggestions to assist teachers
in designing English Language Arts lessons that strive for univer-
sal access. The suggestions focus specifically on the instructional
needs of students who are less proficient readers, students who
are English language learners, and students with identified special
education needs. The next section describes the reading process
and what it takes to be a proficient reader. The remaining sections
explore the specific needs of the three focus student populations:
English language learners, less proficient readers, and students
with special education needs.

The Reading Process
A clear consensus has emerged in the field of reading educa-

tion supporting the notion that reading is a complex process of
constructing meaning from text. Successful readers must bring an
array of interrelated skills, knowledge, and strategies together in
order to understand written English. Skillful readers are able to
decode the words accurately and fluently, connect their meanings
to prior knowledge, and continually monitor their emerging under-
standing as they read. In other words, successful readers are
active, thoughtful, and strategic learners able to make meaning
from what they are reading.
Factors That Affect Reading Success

Successful reading is largely determined by the elaborate
interaction of four factors: learner characteristics, skill and
instructional variables, demands of the text, and nature of the
classroom environment. To better understand these elements, we
will examine each in turn, as well as the way they interact to
affect successful reading.
Learner Characteristics
Each learner brings unique characteristics to the learning
experience. For example, students who are less proficient readers
may experience attention and memory issues that make reading
especially challenging. English language learners may be highly
capable students who, because of limited vocabulary or experi-
ences in their new country, lack the schema for understanding the
ideas encountered in text. Students with disabilities may experi-
ence cognitive, behavioral/social, and/or physical challenges that
make the development of reading skill more challenging.
Skill and Instructional Factors

Reading success is largely determined by the particular skills
an individual reader brings to the reading act. For example, the
ability to fluently and accurately decode the words in a given read-
ing selection is a necessary but not sufficient condition for
successful reading. In addition, the ability to activate and build
prior knowledge along with the related ability to connect what one
is reading to existing knowledge are essential for proficient com-
prehension. Moreover, comprehension is significantly determined
by a student’s level of English acquisition, vocabulary, and skillful
use of various reading comprehension strategies such as summa-
rization or self-questioning.

An essential personal aspect of successful reading is the extent
to which a reader is actively engaged in the reading, has a clear
purpose for reading, and is interested in the content being
explored. Skillful readers have learned helpful mental habits such
as perseverance, managing and directing attention, being aware of
and monitoring their thoughts and feelings as they read. Skilled
readers are active participants in the reading act—reading is not a
spectator sport.
Instructional interventions provided in the classroom play a
significant role in students’ development of these skills. Explicit,
systematic instruction in decoding and fluency, the incorporation
of activities that build and enhance prior knowledge, the provision
of explicit vocabulary instruction, and the direct teaching, model-
ing, and practicing of comprehension strategies will lead to
students’ skill development and their enhanced engagement and
interest in the complexities of the reading act.
Text-Based Factors
It is immediately apparent that the types of texts encountered
by students vary widely and create different levels of challenge for
different readers. Just as the make and model distinguish one
automobile from another, text-based factors differentiate one text
from another. While some of these factors may be largely cosmetic
in nature, others, such as sentence length, novel vocabulary, den-
sity of the concepts, or clarity of the organizational pattern, can
have a significant influence on reader comprehension. For exam-
ple, the presence of well-designed reader aids, including pictures,
charts, graphs, and focus questions, can provide additional sup-
port to naive readers.
Perhaps the most fundamental distinction in text-based factors
affecting reading success is that of narrative (story) reading vs.
expository (informational) reading. Expository texts are generally
written to inform or persuade the reader using very different orga-
nizational patterns from those typically utilized in narratives. For
example, information in content-area reading, such as in science
and social studies, is often arranged according to structures such
as chronological sequence, comparison and contrast, cause and
effect, main idea and supporting details, and so forth. Many stu-
dents are quite comfortable reading stories but find themselves ill
equipped to deal with the demands of informational content-area
texts.
Classroom Environment
The classroom environment affects everything and everyone
within it, including the nature of the reading/literacy program.
Specifically, the classroom environment can be viewed as com-
posed of both physical and social-psychological dimensions.

Research suggests that students learn best in a friendly, respect-
ful setting where
• they feel a sense of safety/order and are comfortable taking
risks.
• they understand the purpose of and value the tasks at hand.
• they have high expectations/goals for learning.
• they feel accepted by their teacher and peers.
These general factors are of particular import when thinking
about what accounts for successful reading. Students will often
have significant gaps in their skill, knowledge, proficiency in
English, and be self-conscious concerning their lagging literacy.
It is important to be respectful and truthful with students
about what it will take to significantly improve their abilities in the
Language Arts: It takes PRACTICE, and lots of it. Literacy cannot
be “done to” students—it is a collaborative enterprise that is “done
with” students. To be sure, teachers provide excellent direct
instruction, guided practice, specific feedback, coaching, and
more, yet students must understand their roles as active self-
directed learners. The intentional design of a caring yet “on
purpose” classroom climate creates the condition within which the
hard work of improving literacy can take place.
Summary
Understanding that successful reading comprises a complex
interaction of factors—learner, skills and instruction, text, and
environment—provides a template for thinking about how class-
rooms can provide universal access to a rich core curriculum for
the diverse range of learners in today’s high-school classrooms.
Secondary students need a balanced Language Arts program
based on their individual needs. All students require a firm foun-
dation in fluent/automatic decoding, broad background knowledge
of various subjects, ever-expanding vocabularies, all coupled with
an array of comprehension strategies to fit the purpose for reading
as well as the type of text being read.
In the following section, we examine strategies for developing
lesson plans that support diverse learners in meeting rigorous
grade-level standards in the Language Arts.

English Language Learners
The number of immigrant, migrant, and refugee students in the

United States who have little knowledge of the English language is
growing exponentially. In fact, students who are learning English
as an additional language are the fastest-growing segment of the
school-age population. While the number of English language
learners (ELLs) nationwide has skyrocketed, their academic
achievement trails behind that of their native English-speaking
peers. National studies of English language learners have shown
that they are likely to come from disadvantaged socioeconomic
backgrounds, attend low-income schools, and have parents with
limited English proficiency. These students are also judged by
their teachers to have weaker academic abilities, receive lower
grades, and score well below their classmates on standardized
tests of mathematics and reading.1 Moreover, in a large-scale
California study, secondary schools reported that even long-term
resident ELLs entered high school with only fourth to sixth grade
academic competencies.2
Differential Preparation for Second-Language Schooling

Secondary-school curricula are based on assumptions about
basic reading and writing skills and elementary subject matter
foundations. However, the growing population of secondary
English language learners is tremendously diverse, particularly
with regard to their educational backgrounds. These students
enter U.S. schools with varying degrees of curricular preparation
and a vast range of language proficiencies, in English and their
native language. At times, it may seem that the one thing these
diverse students have in common is the need to accelerate their
English language and literacy acquisition in order to participate
more fully in their secondary schooling.
Although some have parents with impressive levels of formal
education and professional job experiences, many come from less
privileged families, challenged by limited functional literacy even
in their native language. Newcomers from war-torn regions and
rural areas of developing countries are apt to arrive severely
under-schooled, with fragmented native language literacy training
and weak subject matter foundations.
1. Moss, M., and M. Puma. Prospects: The Congressionally Mandated Study of Educational
Growth and Opportunity. Washington, DC: U.S. Department of Education, 1995.
2. Minicucci, C., and L. Olsen. “Programs for Secondary Limited English Proficiency
Students: A California Study.” Focus, Vol. 5. Washington, DC: National Clearinghouse for
Bilingual Education, 1992.

These youths predictably require compassion, considerable time,
and patient modeling simply to adjust to basic school routines
and expectations before they can ever begin to concentrate on
phonemic awareness lessons, let alone literary analysis.
On the other hand, more fortunate immigrant youths have ben-
efited from rigorous and sustained elementary schooling in their
native country and make the transition to American classrooms
more effortlessly. Literate in their home language, these second-
language learners have already internalized critical scripts for
schooling and often function above equivalent grade levels in math
or science. However, these traditionally educated newcomers still
face a daunting transition to daily instruction in a language they
have only begun to study, along with curriculum content, teaching
practices, and skills that may not have been emphasized in their
native schooling.
Our secondary schools also serve increasing numbers of stu-
dents who have been raised and educated entirely in the United
States but who speak a language other than English at home.
These continuing English language learners were either born in
the United States or arrived here as very small children. Many of
these long-term U.S. residents are not literate in their home lan-
guage and remain struggling English readers well into the upper
grades and beyond. They may demonstrate a comfortable handle
on the social domain of both languages but flounder with grade-
level reading and writing tasks.
In summary, with regard to prior schooling, secondary English
language learners tend to fall into one of three general and fre-
quently overlapping categories:
1. Recent adolescent immigrants who have received continuous
native language schooling prior to immigration to the United
States and are prepared with relatively strong academic and
study skills to apply to new subject matter
2. Language minority students continuing into secondary schools
from U.S. elementary schools with insufficient English fluency
and literacy to compete in challenging academic areas
3. Immigrant, refugee, and migrant students with sporadic or no
prior schooling who consequently enter lacking basic literacy
and elementary curricular foundations.
Second-Language Literacy Development

Statistics on the academic achievement of English language
learners demonstrate a dire need for informed attention devoted
to literacy, the cornerstone of all academic abilities.

Nonetheless, given the extreme variability in these students’ edu-
cational histories, they must be offered different pathways to
eventual academic success. One approach to literacy instruction
will not fit all English language learners. However, the instruc-
tional practices outlined in this chapter and throughout this
manual should greatly assist them in participating more fully in a
heterogeneous secondary Language Arts classroom.
Those with significant gaps in their elementary educational
backgrounds will require a thoughtful and sustained literacy
intervention program, complemented by a substantive and pro-
tracted English language development program. Their acute and
compelling academic needs cannot be accommodated solely within
the confines of the general education Language Arts classroom, an
after-school tutorial, or a reading intervention program.
Similarly, literate and academically prepared newcomers will
still need a viable English language development program to
enable them to transfer the knowledge and skills they acquired in
their native language schooling to the curricula they are studying
in the United States. Literate adolescents who are virtual begin-
ners in English will also benefit from a separate reading support
class, to help them readily acquire the basic phonology, morphol-
ogy, and syntax of English and to more efficiently transfer the
reading skills they have already mastered in their native language.
Students who can already read relatively fluently in their first lan-
guage will make an easier transition to English decoding than
bilingual classmates who are nonreaders. These literate second-
language learners will therefore need to move more rapidly than
struggling ELL readers, from initial skill-building lessons that
focus on decoding, word recognition, and pronunciation to ex-
plicit instruction in comprehension strategies such as prediction,
questioning, and summarizing that will help them deal
more productively with the reading demands of content-
area classrooms.
Reading in a Second Language

Research findings suggest that reading processes in a second
language are not significantly different from those in a first lan-
guage.3 For example, both rely on the reader’s background
knowledge regarding the topic and text structure to construct
meaning, and both make use of cueing systems (graphic,
3. Grabe, W. “Current Developments in Second Language Reading.” TESOL Quarterly (1991),

25, 375–406.

syntactic, phonological, semantic) to allow the reader to predict
and confirm meaning.
While literacy processes in first and second languages may be
quite similar, two crucial areas of difference must be addressed.
First, initial reading and writing in English will be slower and
more painstaking for second-language learners because of their
lack of overall fluency. The second-language learner is often in the
process of acquiring basic oral language while simultaneously
developing literacy skills in English. Limited proficiency in a sec-
ond language can cause a proficient reader in the native language
to revert to poor reading strategies, such as reading word by word.
Also, some students may not even have the native language liter-
acy skills to transfer concepts about print and strategies to the
second language.
Secondly, ELL students are likely to have less prior knowledge
and relevant vocabulary to process new information while reading
academic English assignments. Furthermore, readers’ background
knowledge is often culture-bound and may not match the content
needed for a given reading text. ELL students with a limited range
of personal and educational experiences on a reading topic will
therefore have little to draw upon to construct meaning from a
selection even if they are able to accurately decode.
Academic Language Development

Many adolescent ELL students come to school with sufficient
social language for everyday classroom interactions yet are
severely lacking in the academic English foundations to tackle a
poem or follow the instructions on a standardized test. This is
because academic vocabulary is primarily developed through
school-based reading and repeated exposure during content-based
classroom activities.
The average native English-speaking student enters elementary
school with an internalized understanding of the syntax and
phonology of English, plus a working vocabulary of several
thousand words. This vocabulary base is enhanced each year
through new school experiences and reinforced in home and
community settings. In striking contrast, the language minority
student enters U.S. schooling with a tenuous grasp of the
phonology and syntax of the English language, a scant working
English vocabulary, and rare opportunities for practice and
expansion of this knowledge outside the classroom. As a
consequence, they must develop content-specific language and
literacy skills along with conceptual foundations, all the while
competing with native English-speaking classmates who may

also be challenged by grade-level Language Arts curricula, but
who at least operate from a relatively firm foundation in basic aca-
demic English and years of exposure to high-frequency social
English vocabulary.
Implications for English Language Arts Instruction

A number of implications for instruction can be drawn
from these descriptions of the academic language and literacy
challenges of ELL students. Novice English readers will require
extensive and dynamic instructional “front-loading” in order to
effectively grapple with challenging literacy tasks. Teachers all too
often concentrate their energies on the damage-control phase,
when it becomes clear that students either failed to comprehend
or felt too overwhelmed to even try to tackle a reading task.
Explaining critical concepts and language after the fact does little
to engender reader confidence or competence for the next task.
The students may walk away with a better grasp of the plot devel-
opment in The Joy Luck Club but have no sense of how to proceed
with the next chapter. Instead, conscientious literacy mentors
essentially “teach the text backwards” by devoting far more
instructional time to the preparation and guidance phases of les-
sons. Since a second-language reader may be approaching an
assignment with impoverished background knowledge and weak
English vocabulary, it makes sense to concentrate on classroom
activities that build strong conceptual and linguistic foundations,
guide them into the text organization, model appropriate compre-
hension strategies, and provide a clear purpose for reading. This
responsible preparation will in turn help to create the kind of nur-
turing affective and cognitive arena that communicates high
expectations for their literacy development and encourages them
to persist and take risks.
Instructional Considerations When Preparing Lessons to Support English

Language Learners
All of the instructional practices detailed in Part 3 of this
booklet will support ELL students in making strides in their
second-language literacy development and in becoming vibrant
members of the classroom community of learners. Following are
some additional reminders of ways in which you can support ELL
students at various stages of your lesson planning to deal more
productively with the reading and writing demands of English
Language Arts curricula.

Phase 1: Preteach
• Pull out a manageable number of key concepts.
• Identify vocabulary most critical to talking and learning about
the central concepts. Don’t attempt to cover all of the
vocabulary words you anticipate they will not know. Do more
than provide synonyms and definitions. Introduce the
essential words in more meaningful contexts, through simple
sentences drawing on familiar issues, people, scenarios, and
vocabulary. Guide students in articulating the meanings of
essential terms through these familiar contexts and hold them
responsible for writing the definitions in their own words.
• Present key words when they occur within the context of the
reading selection or activity. Make the words as concrete as
possible by linking each to an object, photo, drawing, or
movement.
• Post the new essential vocabulary in a prominent place in the
classroom to create a word bank of organized lesson
terminology.
• Examine your lesson to see what types of language functions
students will need to participate in various activities. For
example, if they are being asked to make predictions about
upcoming paragraph content in an essay based on transition
words (e.g., therefore, in addition, consequently), students will
need to be taught some basic sentence patterns and verbs to
express opinions (e.g., “I predict that . . .”; “Based on this
transition word, I conclude that . . .”). If being asked to agree
or disagree with the arguments in a persuasive article,
students will need to learn some sentence patterns and verbs
to convey agreement or disagreement (e.g., “I don’t agree with
the author’s argument that adolescents don’t have a work
ethic because . . .”).
• Engage students in prereading activities that spark their
curiosity and involve them in all four language modes.
• Assess students’ prior knowledge related to key concepts
through participation structures and collaborative group
discussions with realia (e.g., photographs, objects) serving as
a visual trigger.
• Utilize realia and visuals needed to make the concepts less
abstract.
• Use multimedia presentations such as CD-ROM and videos to

familiarize students with the plot, characters, and themes of a
narrative text prior to reading, but don’t use it as a
replacement for reading.
• Provide a written and oral synopsis of the key content prior to
actually asking students to read a selection if the sentence
structures and vocabulary are particularly demanding.
• Use graphic organizers and semantic maps to help students
grasp the central content in an accessible manner prior to
reading.
• Lead a quick text prereading, or “text tour,” focusing student
attention on illustrations; chapter title and subtopics; boldface
words; summary sections; and connection of chapter to
theme, previous chapters, activities, and concepts.
• When possible, build in opportunities for “narrow reading,”
allowing students to read more than one selection on the
same topic, to build concept and vocabulary recognition that
will support their reading more fluently and confidently.
Phase 2: Teach
• Clearly establish a reading purpose for students prior to
assigning a manageable amount of text.
• Describe and model strategies for navigating different kinds of
text. Provide a convincing rationale for each new strategy and
regularly review both the purpose and process.
• Familiarize students with a manageable tool kit of reading
comprehension and study strategies and continue practicing
these selective strategies. In this way, students end the school
year with a viable approach unattainable through sporadic
practice with a confusing array of new reading behaviors.
• Introduce a new strategy using a text that isn’t too difficult in
order to build credibility for the strategy and ensure student
success. Otherwise, if a selection is too difficult and the
strategy fails to deliver for students, they will have little faith
in experimenting with the new strategy on future texts.
• Whenever possible, get students physically involved with the
page, using highlighters, self-sticking notes, and a small piece
of cardboard or heavy construction paper to focus and guide
their reading from one paragraph or column to the next.

• Alternate between teacher-facilitated and student-dominated
reading activities.
• Do “think-aloud” reading to model your cognitive and
metacognitive strategies and thought processes.
• Assign brief amounts of text at a time and alternate between
oral, paired, and silent reading.
• Guide students through the process of reading and
comprehending a passage by reading aloud to them and
assisting them in identifying the text organization and
establishing a clear reading purpose.
• Allow students to read a passage while listening to an
audiotape recorded by a classmate, cross-age tutor, or parent
volunteer.
• Have students engage in “repeated readings” of the same brief
passage to build word recognition, fluency, and reading rate.
• Provide some form of study guide in order to focus their
reading on the critical content and prevent them from getting
bogged down with nonessential details and unfamiliar
vocabulary. A partially completed outline or graphic organizer
is more task based and manageable than a list of questions to
answer, which often results in simple scanning for content
without really reading and comprehending material.
• Demonstrate your note-taking process and provide models of
effective study notes for students to emulate.
Phase 3: Assess
• Prepare both text-based and experientially based questions,
which lead students from simply getting the gist of a selection
to establishing a personal connection to the lesson content.
• Build in task-based and authentic assessment during every
lesson to ensure that ELL students are actually developing
greater proficiency with new content and strategies. Quick
writes, drawings, oral and written summaries, and collabo-
rative tasks are generally more productive indicators of lesson
comprehension than a closing question/answer session.
• Provide safe opportunities for students to alert you to any
learning challenges they are experiencing. Have them submit

anonymous written questions (formulated either
independently or with a partner) about confusing lesson
content and process, and then follow up on these points of
confusion at the end of class or in the subsequent class
session.
• Ask students to end the class session by writing 3–5 outcome
statements about their experience in the day’s lesson,
expressing both new understandings and needs for
clarification.
• Make sure that assessment mirrors the lesson objectives. For
example, if you are teaching students how to preread
expository text, it isn’t relevant to assess using comprehension
questions. A more authentic assessment of their ability to
apply this strategy would be to provide them with a photocopy
of an expository selection and ask them to highlight and label
the parts one would read during the actual prereading
process. It would be relevant, however, to ask them to identify
two reasons for engaging in a text prereading before tackling
the entire selection.
• Build in opportunities for students to demonstrate their
understandings of texts that draw upon different language
and literacy skills: formal and informal writing assignments,
posters, small-group tasks, oral presentations, and so on.
• Don’t assign ELLs tasks that require little or no reading or
lesson comprehension. For example, don’t allow them to
simply draw a picture while other students are writing a
paragraph. Instead, make sure that you have adequately
scaffolded the task and equipped them with a writing frame
and model to guide them through the process. While one
might argue that this is multimodal and tapping into multiple
intelligences, it is actually conveying expectations for their
development of academic competence in English.
• Make sure that students understand your assessment criteria
in advance. Whenever possible, provide models of student
work for them to emulate, along with a nonmodel that fails to
meet the specified assessment criteria. Do not provide
exemplars that are clearly outside their developmental range.
While this may be an enriching reading task, it will not serve
as a viable model. Save student work that can later serve as a
model for ELLs with different levels of academic preparation.

• Develop accessible and relevant rubrics for various tasks and
products that are customized to the task rather than generic
assessment tools. Introduce a rubric in tandem with
exemplars of successful and less productive work to help them
internalize the assessment criteria. Guide students in
identifying the ways in which sample work does or does not
meet established grading criteria.
Phase 4: Extend
• Consider ways in which students can transfer knowledge and
skills gleaned from one assignment/lesson to a subsequent
lesson.
• Build in opportunities for students to read a more detailed or
challenging selection on the same topic in order to allow them
to apply familiar concepts and vocabulary and stretch their
literacy muscles.
• Recycle pre- and postreading tasks regularly, so students can
become more familiar with the task process and improve their
performance. If they are assailed with curricular novelty, ELLs
never have the opportunity to refine their skills and
demonstrate improved competence. For example, if you ask
them to identify a personality trait of an essential character in
a story and then support this observation with relevant details
in an expository paragraph, it would make sense to have them
shortly afterwards write an identical paragraph about another
character.
• Discuss with students ways in which they can apply new
vocabulary and language strategies outside the classroom.
• Praise students’ efforts to experiment with new language in
class, both in writing and in speaking.
• Demonstrate the applicability of new reading and writing
strategies to real-world literacy tasks. Bring in potentially
more engaging reading selections that will pique their interest
and provide a more compelling rationale for applying a new
strategic repertoire. Design periodic writing tasks for an
authentic audience other than the teacher: another class,
fellow classmates, and so on.

Less Proficient Learners
Characteristics of Less Proficient Learners

Every classroom has a number of less proficient students, indi-
viduals who begin the year one, two, or more years below grade
level yet who do not qualify for special education services and may
not be English language learners. It is important to keep in mind
that most accommodations made for English learners and special
needs students will be helpful for all kinds of diverse learners,
including less proficient learners. However, it is worthwhile to
briefly examine some of the learner characteristics of less profi-
cient students in comparison with their average achieving peers.
An appreciation of these distinctions will provide a useful founda-
tion for understanding the importance of using the various
“universal access” strategies described throughout this section
and incorporated into the Prentice Hall Literature program.
Attention and Memory

Research suggests that underachieving students have difficulty
in organizing and categorizing new information during instruction.
Typically, less skillful students do not effectively order, classify,
and arrange information in meaningful ways during learning,
frequently leaving them confused and missing the “big picture.”
Long-term memory is often adversely affected due to the lack of
meaningful connections established and difficulty with noticing
how new information relates to prior knowledge. In addition,
underprepared students frequently do not know how to focus
their attention on the important aspects of a classroom presen-
tation, demonstration, or reading selection. In either case, the
intentional use of explicit strategies coupled with interactive
review and extension activities can make a significant difference
in providing poorly prepared students full access to the
Language Arts curriculum.

Lesson Planning and Instructional Accommodations
for Attention and Memory
Phase 1: Preteach
• Gain attention requesting a simple physical response (e.g.,
“Everyone, eyes on me please,” “Touch number one,” and so
forth). Students need to show you they are ready.
• Keep the lesson pace moving along briskly—a “perky not
pokey” pace is helpful.
• Clarify or introduce critical “big ideas” or conceptual anchors
that the reading or lesson or activity is built around (e.g., an
example, a metaphor, a demonstration).
• Use brief choral responses when the answer is short and
identical (e.g. “Everyone, the answer to number one is .”).
• Use brief partner responses when the answer is open-ended
and longer (e.g., “Ones, tell twos the most important new
information revealed in the last paragraph.”).
• After students have had a chance to rehearse or practice with
a partner, randomly call upon them to build prior knowledge
or raise questions the text may answer.
• Use graphic organizers, charts, and concept maps to assist
students with focusing on critical concepts as well as
categorizing and organizing information to be studied/learned.
Phase 2: Teach
• Engage students in a “read/reflect/discuss/note” cycle of
filling out the graphic organizers/concept maps collaboratively
as you progress through the reading or lesson.
• Do a brief oral review using partners (e.g., think-write-pair-
share) to ensure that all students are firm on the big
ideas/critical concepts.
• Cue students to take special note of crucial information and
explore why this information is so critical.
• Engage students in the active use or processing of the new
information (e.g., paraphrase, give an example, write a
response).
• Emphasize connections between new and known information.
• Connect new learning to student’s personal experience (e.g.,
coach students to create analogies or metaphors using prior
knowledge).

Phase 3: Assess
• Ask students to explain their graphic organizer/concept map
to a partner. Monitor selected students and determine their
level of understanding—reteach/provide additional examples
as necessary.
• Provide students the opportunity to reorganize, prioritize, and
otherwise reflect on the key aspects of the lesson.
• Systematically monitor retention of key information or “big
ideas” over time using “quick writes” (brief written summaries
to a prompt), random questioning, observing student
interactions, written assignments, and so on. Reteach, provide
additional examples, invite students to elaborate, and so on,
as necessary.
Phase 4: Extend
• Have students design investigations or projects using the
information in new ways.
• Design homework assignments that require students to go
beyond the text to apply lessons learned to their lives or to
other circumstances.
• Challenge students to organize information in novel ways,
come up with different categories, and otherwise elaborate the
information being studied.
• Draw explicit connections and prompt students to induce
connections between information studied earlier in the term
and new ideas encountered in the current reading selection.
Learning Strategies and Use

Perhaps the most ubiquitous characteristic of less proficient
students is their lack of effective and efficient strategies for
accomplishing various academic tasks, from writing a persuasive
essay to taking notes during a lecture to responding to a piece of
literature. Less skillful students tend to have a very limited reper-
toire of learning strategies and have little awareness of how to
monitor the use of learning strategies during reading, writing, and
other academic activities. In contrast, successful learners are
active, “strategic,” and flexible in their employment of appropriate
learning strategies tailored to the demands of a particular aca-
demic task or assignment.
Kame’enui and Carnine4 suggest three critical design principles
teachers need to keep in mind when addressing the issue of learn-
ing strategies with underprepared or diverse learners.
4. Kame’enui, Edward and Douglas Carnine, op. cit.

1. Important learning strategies must be made overt, explicit, and
conspicuous.
2. Strong verbal and visual support, or “scaffolding,” should be

provided to ensure that diverse learners understand when,
where, and how to use the strategies.
3. Judicious review of new learning strategies is required to allow
less prepared students enough practice to incorporate the new
strategy into their learning routines.
It is important to note that differences between less proficient stu-
dents and average achievers in their use of learning strategies is
not based on organic or biological differences. In other words, it is
their lack of experience and preparation that is the critical differ-
ence. Fortunately, less proficient learners are quite capable of
acquiring effective learning strategies and significantly improving
their academic performance when provided with direct instruction
in the “what-why-how-when” of strategy use in a highly focused
educational setting.

for Learning Strategies
Phase 1: Preteach
• Clarify the rationale for learning the new strategy in terms,
examples, and results the students value (e.g., “Where in
school or life would it be useful to know how to write a
persuasive essay?”).
• Brainstorm for examples of successful strategy usage with
interactive tactics such as “give one, get one” to involve all
students (e.g., each student lists as many ideas as possible in
3–4 minutes and then has 3–5 minutes to compare with a
peer and “give one” idea to them as well as “get one” from
them to extend their brainstormed list).
• Provide personal examples of how you have used this strategy
to your academic advantage.
• Directly teach any “pre-skills,” or prerequisite skills, students
need to perform the strategy.
Phase 2: Teach
Explicitly model the use of the strategy, including a significant
focus on thinking aloud during the execution of each step in the
strategy.

• Provide students with a brief summary of the strategy steps or
an acronym to facilitate retention of the strategy.
Example:
POWER: Prepare, Organize, Write, Edit, Revise
(Archer & Gleason 2000)
• Guide students in practicing the strategy using less
demanding content that allows students to focus on the new
strategy. Gradually transition to more difficult content.
• Break the strategy down into explicit steps, ensuring that
students are able to perform each step and combine steps to
use the whole strategy.
• Structure partner-mediated practice in which students take
turns practicing the strategy and providing feedback to one
another (e.g., taking turns reading a paragraph or page and
paraphrasing the gist in 12 words or less).
Phase 3: Assess
• Monitor partners during strategy practice to observe
competence, areas for review, and so forth.
• Randomly call on students to informally demonstrate their
strategy knowledge.
• Include explicit use of strategies taught as part of the quiz,
paper, report, project, and other formal assessments.
Phase 4: Extend
• Discuss with students where else in or out of school they
could use the strategy.
• Provide extra credit or some other incentive to encourage the
use of the strategy in other content area classes.
• After they have gained some degree of mastery, encourage
students to modify and otherwise personalize the strategy to
better fit their learning style or needs.
Vocabulary and Reading Fluency

Vocabulary differences between struggling and average
students are apparent from the primary years in school and
tend to get worse over time. It is not surprising that less
prepared learners engage in far less reading in and out of
school, resulting in substantially impoverished vocabularies.

In addition, their ability to read fluently and accurately is often
diminished, further compounding the issue and rendering reading
a frustrating and defeating experience.
There is no shortcut, or “quick fix,” for vocabulary building, but
teachers can make a tremendous difference by sustained attention
to the following practices:
• Directly teaching key conceptual vocabulary using strategies
that take students beyond simple memorization
• Teaching students how to learn words and concepts from
context
• Encouraging wide reading in and out of school; students who
have serious fluency problems (e.g., reading below 100 words
per minute in grade-level text) will require sustained practice
daily in repeated reading of instructional level/age-appropriate
texts

for Vocabulary and Fluency
Phase 1: Preteach
• Select conceptually rich, critical vocabulary for more detailed
instruction before reading.
• Choose age- and level-appropriate passages for students to
use repeated reading strategies (e.g., on prerecorded tapes,
partner reading, choral reading with small groups).
Phase 2: Teach
• Directly teach the meanings of critical, conceptually rich
vocabulary required for full understanding of the passage or
lesson.
• Pick vocabulary strategies that take students beyond simple
repetition of the definition to prompt active construction of
new connections between the concept and their prior
knowledge. Such strategies include
—creating semantic maps showing how words are related
—using the words in sentences that “show you know” the
meaning
• Define the critical attributes of the concept in short
bulleted phrases and create examples and nonexamples
of the concept, prompting students to explain why the
exemplar does or does not have the attributes of the
concept under consideration (a graphic organizer showing the
attributes and examples/nonexamples can be very useful).

• Engage students in word sorts: Provide 10–20 vocabulary
words for students to place into preset categories (e.g., parts of
speech, words descriptive of the character or not, and so on).
• Pair students at similar instructional levels for repeated
reading practice; have the more proficient student read a
paragraph or a page and then have the less proficient student
reread the same section.
• Practice repeated reading of instructional-level passages of
150–200 words in length with prerecorded tapes, set goals,
and individually graph and monitor fluency daily, finishing
with a written retelling of the passage.
• Teach students important generative word roots (e.g., Latin
and Greek) and common affixes. Practice sorting and
combining to examine how they work (e.g., -spec-: spectrum,
spectacle, inspection, speculation).
• Model and practice the use of context in predicting word
meanings during reading, thinking aloud to demonstrate to
students how textual cues direct your thinking.
Phase 3: Assess
• Randomly call on students to provide examples of the
vocabulary word under examination.
• Monitor students during partner discussion of selected critical
vocabulary words.
• Evaluate students during small-group discussion, written
products, and so on.
• Directly monitor the fluency of selected students via one-
minute timings. Note rate, accuracy, and expression.
Phase 4: Extend
• Encourage students to informally use recently taught
vocabulary words in “show you know” sentences during
classroom conversations, written products, and so on.
• Intentionally revisit newly acquired vocabulary during
discussion, while thinking aloud during demonstrations, and
so on.
• Encourage students to practice fluency building via repeated
reading at home, appropriate CD-ROM technology, and cross-
age tutoring of younger students, in which the target student
must prepare a story to read fluently with his or her tutee.

Motivation and Academic Identity
Motivation is complex and difficult to define, but most experts
agree that it is significantly related to how much success or failure
one has experienced relative to the activity in question. Less profi-
cient secondary students typically do not see themselves as
capable of sustained reading, inquiry, or writing in a challenging
academic setting. The old cliché “Nothing succeeds like success” is
relevant to this discussion. To build motivation and encourage the
development of a productive “academic identity,” it is important to
engage less proficient students in challenging lessons while simul-
taneously incorporating adequate support or instructional
scaffolding to increase the likelihood students will experience suc-
cess. In addition, helping students to explore their thinking as
they read and write through structured dialogues and thinking
aloud can be very helpful. Noted reading researcher David Pearson
calls this process a “metacognitive conversation,” allowing less
proficient students to gain an understanding of how successful
readers and writers think as they work. In a manner of speaking,
teachers can provide less proficient students with an academic
or cognitive role model. For example, modeling a simple self-
monitoring strategy during writing such as “remember your audi-
ence” can assist students in keeping multiple perspectives in mind
as they compose.

for Motivation and Academic Identity
Motivation and academic identity do not lend themselves to the
Preteach, Teach, Assess, and Extend lesson format. In a sense,
motivation is more “caught than taught” and will be the result of
successfully engaging students in the curriculum. However, there
are a number of general strategies that are useful to consider
including:
• Self-selected reading Allow less proficient students regular

opportunities to read material they are interested in, at their
instructional level.
• Goal setting Engage students in setting personal goals for
various academic tasks, such as pages/chapters read per
week, strategy usage, words read per minute during fluency
practice, and so forth.

• Metacognitive dialogues Ask students to informally share
their perceptions, approaches, and fears regarding various
school-related challenges. Students and teachers then share
their thoughts and feelings about how they used various
strategies to become more successful.
• Book clubs, book reviews, newsletter reviews, e-mail
postings These provide an audience for students’ opinions
about books they have read.
• Partnerships Have students build partnerships with peers
and with younger students, community members, and
business personnel.
• Negotiated choices As appropriate, involve students in
negotiating alternative assignments, options, and novel ideas
to reach common goals.
• Model an “academic identity” Invite teachers/students/
other adults into the classroom to share how they developed
as literate citizens.
Summary
Less proficient high-school students are underprepared for the
academic challenges of a rigorous grade-level Language Arts pro-
gram in a variety of ways. Many of their difficulties can be linked
to difficulties with attention and memory, learning strategies,
vocabulary and reading fluency, and motivation/academic iden-
tity. Secondary Language Arts teachers can have an extremely
beneficial effect on the learning of less proficient students by the
sustained focus on appropriate strategies for preteaching, teach-
ing, assessment, and extension beyond the lesson.

Students With Special Needs
Students with special education needs are a highly diverse stu-

dent group. Although their learning needs vary greatly, a majority
of children identified as special education students will experience
mild to severe difficulties in becoming proficient and independent
readers and writers. Through instruction that incorporates adap-
tations and modifications and is delivered in collaborative ways,
students with disabilities can gain literacy skills and be active
participants in general education Language Arts curricula and
instruction.
Characteristics of Special Education Learners
Eligibility for Special Education

Federal law IDEA ’97 (Individuals with Disabilities Education
Act, P.L. 105–17) specifies the disabling conditions under which
students are found eligible to receive special education services.
These disabling conditions may be clustered into the two broad
categories of high incidence and low incidence disabilities (see
chart on the following pages for descriptions of disabling condi-
tions). Each student with a disability may experience specific
cognitive, communicative, behavioral/social/emotional, physical,
and learning issues. Students may exhibit all, or some combina-
tion, of the characteristics listed for their particular disability and,
in the case of some students, have more than one disability (e.g.,
a student identified as having a learning disability may also have
a communicative disorder). Because of the heterogeneity of the
special education student population, even within categories of
disability, an Individualized Education Program (IEP) is created for
each student found eligible to receive special education services.

Disabling Conditions
High
Incidence
Disabilities Descriptors Reading Instruction Consideration
• Speech or • Speech disorders include • When possible, provide opportunities for intensive
Language difficulties in articulation, voice, instruction in decoding and word-recognition skills
Impairment and fluency. (e.g., computer drill and practice programs; flash
• Language impairments may cards of frequently encountered words).
include difficulties in phonology, • Provide time for students to read the text multiple
morphology, syntax, semantics, times to gain fluency (e.g., repeated readings;
and pragmatics. paired reading).
• Explicitly teach vocabulary and provide strategies

for dealing with unknown words (e.g., teaching
syllabification skills; teaching meaning of prefixes
and suffixes).
• Explicitly teach more complex language patterns

(e.g., compound sentences) and literary elements
(e.g., idioms; metaphors).
• Learning • Students exhibit average to above- • Preteach “big ideas” and vocabulary.
Disabilities average intelligence combined with
• Provide multiple opportunities for students to read
uneven academic performance
text to gain fluency.
patterns (i.e., perform at an average
• Explicitly teach vocabulary using activities that are
to above-average level in some
multisensory and require active participation (e.g.,
academic subjects, while experienc-
acting out meanings of words; drawing images to
ing significant difficulties in others).
represent word meanings; tape-recording words
• Students experience processing
and word meanings; using computer software
difficulties (e.g., have difficulty
programs).
taking in oral and print
• Explicitly teach comprehension strategies by
information and in expressing
modeling the steps, guiding the students through
ideas orally and in writing).
the steps, and monitoring for implementation (e.g.,
• Students may experience attention
webbing and outlining; predicting; summarizing).
and social/behavioral challenges.
• Provide multiple avenues for demonstrating
comprehension of text (e.g., writing, drawing,
speaking, acting out scenes).
• Emotional • Students experience difficulty • Make students accountable during large-group,

Disturbance learning that is not due to cogni- small-group, and paired reading (e.g., have them
tive, sensory, or health factors. take notes and make and check predictions; ask
• Students may have difficulty questions of all group members, not just a
forging and maintaining spokesperson; have students complete individual
interpersonal relationships. quizzes to check for understanding).

continued

• Students may display • Explicitly teach skills for working in groups (e.g.,
inappropriate behaviors or feelings how to ask questions; how to state an opinion; how
under normal circumstances. to disagree with another person’s ideas).
• Students may experience feelings • Provide structure and establish routines for
of unhappiness or depression. reading activities and transitions (e.g., specify
• Students may have physical expectations during large-group reading; establish
symptoms or fears associated with routines for how students are to complete
personal or school problems. comprehension activities).
• Become familiar with the student’s behavior plan and

systematically implement it in the classroom (e.g.,
use the reinforcers and consequences identified in
the plan to build consistency for the student).
• Mental • Students will demonstrate • Preteach and reteach vocabulary and concepts as
Retardation subaverage (in students with needed.
mild/moderate mental retardation) • Make concepts concrete by linking concepts to the
to significantly subaverage (in students’ daily lives.
students with severe mental
• Explicitly model what is expected, and when able,
retardation) intellectual
provide examples of completed projects.
functioning.
• Provide multiple avenues for students to engage
• Students will demonstrate overall
with text (e.g., books on tape, paired reading,
low performance in adaptive
passages in hypertext format).
behavior domains (e.g., taking
care of personal health needs). • Provide multiple exposures to the same text and its
key vocabulary.
• Provide multiple ways for students to demonstrate

understanding of text.
• Low Incidence Note: Students with low inci- Note: Students with low incidence disabilities
Disabilities dence disabilities may have may have average to above-average intelligence or
average to above-average intelli- may experience cognitive impairments ranging
gence or may experience cognitive from mild to severe.
impairments ranging from mild to
severe.
• Deaf/Hard of • Students who are deaf or who • Present ideas visually.

Hearing have some degree of hearing loss
• Capture key ideas from discussions in written form
on the overhead or chalkboard.
• Use FMI systems when available.
• When orally reading text, reduce background noise

as much as possible; when conducting small-group
or paired reading activities, consider having the
groups move to other rooms or spaces.
• Work with the interpreter or special education staff

to identify adaptations and modifications.
continued

• Blind/Low Vision • Students who are blind or who • Present ideas auditorially and through tactile
have some vision modes to support student access.
• Work with the special education teacher to secure

large-print text, Braille text, books on tape, and
AAC reading devices.
• Work with the special education staff to identify

specific adaptations and modifications.
• Deaf/Blindness • Students who have concomitant • Work with the special education staff to identify
hearing and visual impairments specific adaptations and modifications.
• Gain understanding and a level of comfort in using

the AAC devices the student is using in the
classroom.
• Other Health • Students with health conditions • Work with the special education staff to identify
Impaired that limit strength, vitality, or adaptations and modifications.
alertness (e.g., heart condition,
• Gain understanding of the child’s condition and
sickle cell anemia, epilepsy, AIDS)
day-to-day and emergency medical needs.
• Develop plans for dealing with students’ absences.
• Orthopedic • Students with physical disabilities • Work with the special education staff to identify
Disabilities (e.g., club-foot, bone tuberculosis, specific adaptations and modifications.
cerebral palsy)
• Work with the special education staff to secure
adapted materials and AAC devices, as appropriate
(e.g., book holder; computer voice-recognition
system that allows student to dictate written
assignments).
• Adapt routines and activities to take into considera-

tion the student’s physical needs (e.g., room
arrangement that allows for mobility in a wheelchair;
procedures for distributing and collecting materials;
procedures for forming work groups.)
• Autism • Students experience difficulty in • Work with the special education staff to identify
verbal and nonverbal specific adaptations and modifications.
communication • Structure group and paired activities to take into
• Students experience difficulties in consideration the child’s needs; teach social skills
social interactions and supports for working in small group and
paired situations.
• Is commonly referred to as a
“spectrum disorder” because of • Connect concepts and vocabulary to the interests
the heterogeneity of the group of the student.
• Work with the special education staff to implement

behavioral/social plans to provide consistency.
• Establish and maintain routines to ensure

predictability within the classroom.
continued

• Traumatic • Students who experience an • Work with the special education staff to identify
Brain Injury acquired injury to the brain specific adaptations and modifications.
• Injury results in total or partial • Adapt routines and activities to take into
functional disability or consideration the student’s physical needs (e.g.,
psychological impairment (e.g., room arrangement that allows for mobility in a
cognition, language, memory, wheelchair).
attention, reasoning)
• Take into consideration student’s language,
memory, and attention skill needs when
constructing class assignments and activities.
• Preteach and reteach concepts and vocabulary as

appropriate.
Individualized Education Plan

The IEP serves to guide general and special education teachers,
related service providers, and parents in designing and delivering
educational programs that maximize students’ school participation
and learning. The IEP includes goals, objectives, and benchmarks
that outline what an individual student is expected to learn and
achieve during the course of the academic year, as well as the
types of services and special adaptations and modifications that
are to be put into place to support the educational achievement of
the student. For example, in the area of Language Arts instruc-
tion, a student’s IEP may include the following goal and objectives:
Goal: Jamal will improve in reading comprehension
skills as measured by the district-adopted
standardized test.
Objective: Given narrative passages written at the seventh-
grade level, Jamal will correctly write the
name(s) of the main character(s) and outline, in
writing, the main events of the passages in
correct sequence for three out of four passages
by December.
Objective: Given expository passages written at the
seventh-grade level, Jamal will correctly write
the main idea of the passages and at least three
supporting details for three out of four passages
by February.
The IEP goes on to identify specific services the student will
need in order to achieve these goals and objectives. A range of
services is available to students with disabilities through their
IEP. Services fall along a continuum and include the option of

students receiving instruction in general education classrooms
with special education supports and participating in specialized
instruction delivered by special education teachers in special edu-
cation classrooms for one or more periods a day. The type of
service delivery to be provided is determined individually for each
student through the IEP meeting. The general education teacher,
in partnership with the special education staff and the student’s
parents and, when appropriate, the student, determine the type of
service delivery that is most appropriate for a student based on
his or her learning needs.
Many students with disabilities are educated in general educa-
tion classrooms alongside their general education peers.
Service-delivery models that support student participation in gen-
eral education classrooms go by various names, including
mainstreaming, integration, and inclusion. All have the underlying
same intent—to provide for the needs of students with disabilities
in the least restrictive environment, alongside their general educa-
tion peers.
In the case of Jamal, the service delivery option selected and
specified in his IEP may look something like this:
Student will participate in the general education Language
Arts class and in one period of special education reading
resource support each day. The special education teacher will
team with the general education Language Arts teacher at least
two days per week to provide instruction in the general
education Language Arts class.
IEPs also specify the types of curricular, instructional, and
behavioral adaptations and modifications that are to be put into
place to support the student’s achievement. For Jamal, the follow-
ing adaptations and modifications may be specified in the IEP:
The student will receive instruction in learning strategies to
identify characters, story sequence, and main ideas and
supporting details. The student will be provided a story map for
identifying the main character(s) and for sequencing story
events. The student will be provided a main idea/supporting
details map when working with expository passages.
The IEP is a guide that details the types of goals, educational
program, and adaptations and modifications a special education
student is to receive. The IEP is developed by a team and is
reviewed at least annually. General education teachers, special
education professionals, administrators, parents, and students all
have a voice in the development of the individual IEP.

When developing Language Arts lesson plans for inclusive
classrooms of general and special education learners, teachers will
want to consider the addition of teaching and learning strategies
that will support universal access to the content. Teachers will
need to be familiar with the unique learning needs and require-
ments of the students and their goals, objectives, and benchmarks
and, through collaboration with other IEP team members, incorpo-
rate those needs and strategies into the classroom.
This process does not need to be as intimidating as it sounds
because there are some common, relatively unintrusive teaching
and learning strategies that can be implemented in the classroom
to address students’ specific needs, as well as support the learn-
ing of the other students present in the classroom. For example,
students with disabilities can greatly benefit from activities that
preteach and reteach concepts, that explicitly link lesson content
with prior experience and knowledge, that directly teach the
meaning of critical vocabulary words, and that explicitly model
how tasks are to be completed. This is true for other learners as
well, including less proficient readers and students who are
English language learners. Lesson plans that include explicit
instruction in behavioral and social expectations also help to
ensure student participation and learning. Pacing is also an issue.
Some students with disabilities will require a somewhat slower
pace or an ongoing review of key concepts if they are to grasp key
understandings and skills. Also, activities need to be considered in
light of the students’ disabilities. For example, will special materi-
als be needed (such as materials with enlarged print for students
with low vision or adapted manipulatives that can be used by a
student with a physical disability)? If participating in student-
mediated instruction (e.g., small-group learning), what type of
preparation will students receive for participating in these activi-
ties? Will the activities provide necessary supports to ensure
student participation (e.g., will directions be explicit and in writing
as well as presented verbally)?
There are a number of other simple adaptations and modifica-
tions general education teachers can implement in the classroom
to directly address the literacy learning needs of students with
disabilities. In fact, in many cases, these adaptations and modifi-
cations will assist all learners in the classroom, including typically
developing readers, English learners, and less proficient readers. A
beginning list of suggestions for meaningfully including students
with disabilities in the general education Language Arts curriculum

is presented in the chart at the end of this section. Although pre-
sented in terms of disabling conditions, the suggestions apply
across conditions.
It is also helpful to think of instructional considerations that
specifically apply to the four phases of instruction: Preteach,
Teach, Assess, and Extend. A beginning list of suggestions is pro-
vided below.
Phase 1: Preteach
• Identify the most critical and high-utility vocabulary words for
comprehension of the passage. Provide explicit instruction in
the meaning of these words that incorporates instruction in
the understanding of prefixes, suffixes, word roots, synonyms,
and antonyms.
• Provide an overview of key ideas and concepts presented in
the text using study guides, outlines, or maps.
• Explicitly connect text content with the students’ lives.
• Preteach key concepts.
Phase 2: Teach
• Present all ideas orally and visually and, when possible,
incorporate tactile and kinesthetic experiences as well.
• Stop often to discuss key ideas and check for understanding.
• Limit the presentation of information or discussion of key
topics to short periods of time (no more than ten minutes) to
enhance attention.
• Require students to demonstrate that they are listening and
following along (e.g., taking notes, running a finger along the
text).
• Incorporate active reading strategies (e.g., choral reading,
paired reading) to assist students in maintaining attention.
• Provide necessary adaptive materials as appropriate (e.g.,
enlarged print).
• Incorporate the same comprehension and learning strategies
over extended periods to allow for mastery. This will provide
students with multiple opportunities to practice a strategy and
to become comfortable in its application. This will also prevent
“strategy clutter,” which can occur when a student has too
many strategies to draw from and is not facile enough with
any to allow for ease of use.

• Provide specific and step-by-step instructions. Model what the
students are to do, step-by-step.
Phase 3: Assess
• Go beyond questioning techniques to assess students’
understanding by having them write questions about what
they have learned, identify those sections they find are
unclear or confusing, or complete short writes of the key
points.
• When having students work in groups or pairs, set up
procedures that maintain individual student accountability
(e.g., students each having to write, draw, or state a
response).
• When appropriate, have students self-manage and chart their
performance. Academic performance, homework and
assignment completion, and behavior could be charted.
Phase 4: Extend
• Provide examples of completed projects.
• Allow students to work in pairs or small groups.
• Provide outlines of what is to be done, with suggested dates
and timelines for project completion.
Collaboration as a Key to Student Achievement

One of the most critical things a general education teacher can
do is to collaborate with the special education teachers and staff.
Special education staff have extensive expertise in working with
students with disabilities and are there to support each student
with an IEP. These professionals are available as support systems
for general education teachers and parents. The chart that follows
presents a brief list of potential special educators that you may
want to contact when working with students with disabilities in
your general education classroom.
General education teachers can do a great deal to ensure that
students with disabilities are meaningfully included in the life of
the classroom. The attributes listed on the next page are impor-
tant to all classrooms, but they play a key role in the creation of a
classroom culture and climate that supports the participation and
achievement of students with disabilities.

• Exploring differences and the importance of the acceptance of
differences
• Setting clear expectations for all students that take into
consideration students’ learning styles and needs
• Providing students with reasonable choices
• Setting up instructional activities that foster the development
of relationships between students and between students and
teachers
• Demonstrating mutual respect, fairness, and trust
For example, in the case of Jamal, you could work with the
special education teacher to identify those learning strategies you
are already teaching in the classroom that will assist Jamal. You
may want to invite the special education teacher into the class-
room to provide instruction in other critical learning strategies
that would assist all of your students in becoming better readers
and writers, including Jamal. Because Jamal is receiving
resource-room support one period per day, you may want to dis-
cuss with the special education teacher the type of instruction he
is receiving during the support period and together work to
develop a plan that links the curriculum of the two learning envi-
ronments. You will most likely be involved in assessing whether
Jamal is achieving his goals and objectives and in providing
instruction to support their achievement.
Summary
Students with disabilities are a highly heterogeneous group of
learners. Their cognitive and behavioral, social, and physical
needs can present unique challenges in the classroom, but
through careful and strategic planning and collaboration among
professionals and parents, these students can be contributing and
vital members of the classroom community, as well as readers and
writers. It is the professionals’ responsibility, in consultation with
the parents, to ensure universal access to the curriculum for
these students. Lesson planning and the inclusion of adaptations
and modifications within lessons are beginning points for achiev-
ing the goal of universal access for students with disabilities.

Special Education Teachers and Service Providers
Support How They Can Support the
Provider Roles General Education Teacher
Special Education • Is intimately familiar with • Can answer questions about students’ learning
Teacher students’ IEP goals, needs
• resource teacher objectives/benchmarks, and the • Can explain the students’ IEP and what can be
• itinerant teacher students’ academic, done in the general education class to support
• special-day class communicative, and student achievement of IEP goals and
teacher behavioral/emotional needs objectives/benchmarks
• inclusion • Has expertise in how to adapt • Can help you develop ways to adapt and modify
specialist and modify curriculum and instruction that will help students learn
instruction to meaningfully
• Can work with you in the classroom to support
include students with
the students’ participation and achievement
disabilities in general education
classrooms and curriculum
• Has expertise for providing

remedial support and intensive
intervention services for
students with disabilities
Para- • May be assigned to “shadow” a • Can assist you in addressing the student’s
professional student in the general education needs (e.g., can provide a one-on-one
classroom explanation that you may not be able to furnish
• Can assist in adapting and because of the other students in the classroom)
modifying curriculum and • Can be responsible for adapting and modifying

instruction for the particular instructional activities and assignments, with
student(s) guidance from you and the special education
• May serve to monitor students’ teachers
academic and behavioral/ • Can oversee the implementation of specialized

emotional needs and intervention plans
intervention plans • Can be responsible for the student’s physical,
• May assist students in meeting mobility, and health needs
physical, mobility, and health
needs
Audiologist • Expertise in measuring • Can give you suggestions for how to work with
students’ hearing levels and students who have partial or total hearing loss
evaluating hearing loss • Can give you suggestions for how to deal with a
student who refuses to wear his or her hearing
aids in class
continued

Physical and • Physical therapist generally • Can give you suggestions for how to modify
Occupational focuses on gross motor requirements to take into consideration
Therapist development (e.g., walking, students’ motor and physical needs
running)
• Occupational therapist generally

focuses on fine motor
development (e.g., using writing
tools)
School or • Expertise in educational testing • Can help you understand testing results and
Educational administration and may be able to come into the classroom to
Psychologist interpretation observe and give you suggestions for working
with a particular student
• May also have training in
counseling and working with • Can help you work with a student who is in
students in crisis situations crisis (e.g., divorce, death)
Augmentative • Expertise in assessing students’ • Can explain to you how a student’s AAC device
and Alternative AAC needs works
Communicative
• Expertise in developing • Can give you suggestions for how to make
Specialist
programs that assist students in adaptations and modifications that support the
using alternative means for student’s use of the AAC device in the
communicating verbally and in classroom (e.g., physical arrangement of the
writing (e.g., communication learning environment; assignment adjustments)
boards; using speech
synthesizer software)
Educational • Expertise in assessment and • Can give you suggestions for how to adapt
Therapist remediation for students instruction to meet the student’s needs
experiencing learning problems • Can give you suggestions for communicating
• May serve as a case manager with parents and for working with the special
and build communicative links education staff
between school, home, and
related service providers

ANSWERS
Unit 1 Assess, p. 9
1. B
Literary Analysis: Plot 2. B
and Foreshadowing 3. Students should predict that the next
paragraph will be about Civil War music.
Practice, p. 2 4. The clues students will use to make their
A 1. rising action; 2. climax; 3. falling action; predictions will be the title of the piece,
4. resolution “Hardtack and Music: Life of a Civil War
Soldier.” The first paragraph tells about
B Sample answer:
hardtack. The next paragraph will probably
Betsy will win the competition.
discuss music.
Assess, p. 3 Reading: Analyze Structure and Function

1. A; 2. C; 3. B; 4. C; 5. D
Practice, p. 10
Sample answers:
Practice, p. 4 A 1. I would expect to read about the plays and
1. B the players who won the Superbowl.
2. Answers include: huge reserves of oil lying 2. I would expect to read about the Lopez
beneath the polar ice; largest reserve of fresh Sisters and the songs they might sing at the
water on the planet; Antarctica is still the concert.
coldest place on earth 3. I would expect to read about why the dam
3. A broke and how.
B 1. 25%
Assess, p. 5 2. 40%
A 1. C; 2. C 3. 90%
B 1. The author has a positive attitude toward the
Gold Rush. Assess, p. 11
2. What a time that must have been!; What a Sample answers:
place!; It must have been thrilling to be a
1. The headlines say that the article will be
part of it!
about rescuing pets and helping them find
3. B loving homes.
2. The graph shows how many dogs and cats
Literary Analysis: Author’s Style are in shelters and how many leave.
Practice, p. 6 3. I predict the article will be about how the
SPCA helps pets.
1. A; 2. C; 3. B; 4. B
4. My predictions were correct because I read
the headlines and the graph, and I thought
Assess, p. 7
about the kind of article they might support.
A 1. A; 2. B
B Sample answers: Vocabulary: Word Root -cred-;
1. Paragraph 1 Prefix com-; Suffixes -ity, -able
2. Answers include: Believe it or not; totally
worth it; awesome Practice, p. 12
3. Answers include: surprisingly emotional; it A 1. activity 2. credence 3. responsibility
was a long and draining trip; I was reminded of 4. combine
4. enthusiastic; impressed; excited B 1. F; Something incredible is hard to believe.
5. Paragraph 2 2. F; A detestable person is disliked by others.
3. T; A compassionate person is kind and
Reading: Make Predictions understanding.
4. F; A reliable person is typically prompt and
Practice, p. 8 helpful.
1. The title should lead students to predict that
something will go wrong with the plans, or
that something unexpected will happen.
2. B; 3. B; 4. A
© Pearson Education, Inc. All rights reserved. Reading Kit Answers 419
Assess, p. 13 Grammar: Abstract and Concrete Nouns
A 1. B; 2. A; 3. C; 4. D; 5. D; 6. C
Practice, p. 16
B 1. We had an enjoyable time on our wonderful
A 1. concrete; 2. abstract; 3. concrete; 4. abstract;
vacation.
5. concrete; 6. abstract
2. Allen will compare the two books to show B 1. Concrete: sketches; Abstract: thoughts
their similarities. 2. Concrete: Mr. Brett, car, driveway; Abstract:
3. Maria decided to take up a fun activity in none
her spare time. 3. Concrete: America, tradition; Abstract:
liberty, justice
4. George’s claims sounded too incredible to be
taken seriously.
Assess, p. 17
Grammar: Common and Proper Nouns A 1. concrete; 2. abstract; 3. concrete; 4. concrete;
5. abstract; 6. abstract
Practice, p. 14 B 1. Concrete: class, discussion, play; Abstract:
none
A 1. proper noun; 2. common noun;
2. Concrete: rainbow, children; Abstract:
3. common noun; 4. proper noun
pleasure
B 5. Edison; inventions
3. Concrete: brother, vacation; Abstract: idea
6. inventor; America
4. Concrete: generations, heroes; Abstract:
7. laboratory; New Jersey
ideals
8. phonograph; Europe
9. Thomas Edison; movies Grammar: Possessive Nouns
C 10. inventions; 11. inventor; 12. laboratory;
13. phonograph; 14. movies; 15. Edison; Practice, p. 18
16. America; 17. New Jersey; 18. Europe; A 1. library’s—singular; 2. children’s—plural;
19. Thomas Edison 3. adults’—plural; 4. books’—plural;
5. book’s—singular; 6. author’s—singular;
7. town’s—singular
Assess, p. 15
B 1. laboratory’s; 2. chemists’; 3. computer’s;
A 1. proper noun; 2. common noun;
4. men’s; 5. day’s; 6. chemist’s
3. proper noun; 4. common noun;
5. proper noun; 6. common noun; Assess, p. 19
7. common noun A 1. years, Alaska’s; 2. mines’, miners; 3. miners,
B 8. people—common noun; boats—common inhabitants, territory’s; 4. states
noun; river—common noun B 1. ocean’s; 2. waves; 3. chairs; 4. passengers’;
9. home—common noun; family—common 5. ship’s; 6. cabins; 7. Jones’s; 8. engines
noun; Buckingham Palace—proper noun
10. Queen Elizabeth—proper noun; Windsor Writing: Sequel
Castle—proper noun; family—common noun
11. castles—common noun; England—proper Practice, p. 20
noun 1. B; 2. D; 3. D
12. stations—common noun; trains—common
noun; Victoria Station—proper noun Assess, p. 21
13. Fleet Street—proper noun; destination— 1. B
common noun; travelers—common noun 2. C
14. People—common noun; tea—common noun; 3. Sample answer: Mary and her mom hire the
afternoon—common noun fruit vendors to work at the new restaurant
15. citizens—common noun; nations—common they open. It is a bad crop year for fruit, so
noun; traditions—common noun; English— there is no fruit to make desserts. Mary and
proper noun her mom decide to make chocolate-based
desserts. Their business is wildly successful.
420 Reading Kit Answers © Pearson Education, Inc. All rights reserved.
Writing: Description 6. Details include the wooden floor of the
basketball court; the colors of the team
Practice, p. 22 uniforms; the walls of the gymnasium
A Details will vary but should follow the guidelines 7. The stern expression of the coach; the bright
provided. red uniforms of the opposing team; the fierce
stare of the person to whom I passed the ball;
B Paragraphs will vary but should include the the angry looks of my teammates
guidelines in activity A.
Assess, p. 23
A 1. sight; 2. sound; 3. touch; 4. touch; 5. sight; Practice, p. 26
6. sound; 7. sight; 8. taste; 9. touch; 10. taste 1. to inform
B Paragraphs will vary but should follow the 2. Students should list any two details that are
guidelines in the directions. informative.
3. to entertain
4. Students should list any two details from the
paragraph that are entertaining.
Practice, p. 24
A Sample answers: Assess, p. 27
1. The narrative covers one day from early A 1. to persuade
morning until evening. Details include the
2. Students should list persuasive language,
writer leaving home in the morning still in
such as “wherever and whenever. . . you
pajamas, the sun going down, and the forest
should wear a helmet,” and the use of
getting dark.
statistics or other details that they found
2. a backyard that backs up to a forest; a thick persuasive.
forest
B 1. B; Students should explain why the article is
3. The character is eight years old; he wanted to informative.
explore the forest; the character is afraid and
2. D; Students should understand that this
feels cold.
writer is trying to persuade, to inform, and to
4. The writer faces the problem of being lost in entertain all at once in his negative review of
the forest. the movie.
B Sample answer: 3. D; Students should state that though this
When my dad brought me home, my mom was author has the opposite opinion, he does
waiting for us. She was really happy to see me. I have the same purpose—to persuade, to
think she was scared, too. She made me some inform, and to entertain all at once.
hot soup and gave me some clean, dry pajamas.
Then, my mom and dad explained what might Literary Analysis: Irony and Paradox
have happened if they had not found me.
Practice, p. 28
Assess, p. 25 A 1. No irony; 2. Irony
Sample answers: B 1. P; 2. NP; 3. P
1. during a basketball game
2. a basketball court in a school gym Assess, p. 29
3. I was playing on the basketball team against A 1. No irony; 2. Irony; 3. Irony; 4. No irony
another school; during the game, I became
flustered and passed the ball to a member of
B 1. C; 2. B; 3. A
the other team; our team lost the game, and
my team members were angry
Literary Analysis: Conflict
and Resolution
4. the characters include myself, my
teammates, and the person on the other
team to whom I passed the ball Practice, p. 30
5. the events include beginning the game; A Sample answers follow I or E designation:
sitting on the bench; being put in the game 1. E; The runners are in conflict with one
by the coach; becoming flustered; passing the another; an outside force.
ball to the other team; being taken out of the 2. I; The journalist has to battle her inner fear.
game; my teammates not speaking to me. B 2. The journalist forces herself to move. She
The problem is solved by my withdrawing manages to help an old woman out of the
from the basketball team and giving up rubble.
sports.
Assess, p. 31 Reading: Evaluate Sources
A Sample answers follow I or E designation:
1. E; Dr. Green is fighting against a germ, Practice, p. 34
which is external. Sample answers:
2. I; Tina’s inner anxiety is the force she is 1. This book is probably biased because the title
fighting. sounds like the author has a definite opinion
and is going to state is strongly.
B Sample answers:
2. This book is less likely to be biased because
1. This is not a resolution. The conflict is not it suggests things to do and is less clearly
solved. Dr. Green is still chasing the germ. angry.
2. This is a resolution. Tina overcame her 3. This Web site is probably not biased because
anxiety and succeeded in her dancing. it seems to be sponsored by the government
of Virginia.
4. This Web site is probably biased because it
looks like its purpose is to sell skin-care
Practice, p. 32 products.
A 1. B; 2. C; 3. A 5. This Web site is probably not biased because
B 1. Jan missed the school bus because she it looks like it is sponsored by New York
overslept. University and is about the study of
2. Traffic was terrible, so we were two hours Shakespeare.
late getting home.
3. Mimi felt unhappy because she was unable to Assess, p. 35
find a summer job. Sample answers:
4. Ice covered the road, so driving was A 1. This excerpt is probably biased because it
dangerous. expresses someone’s ideas about his or her
5. Lenny couldn’t ride his bike because it had a favorite time of year.
flat tire. 2. This excerpt is probably not biased because it
C Cause: likes to show off seems to be an article about how viruses live
Effect: drives over the speed limit and contains information that can be checked.
Cause: drives too fast 3. This excerpt is probably biased because it
expresses a strong opinion about voting.
Effect: damages car; gets speeding ticket
Cause: gets speeding ticket B 1. This primary source is probably biased
because it seems to be trying to get women to
Effect: has to pay fine; couldn’t drive car for
help the war effort.
month
2. This primary source is probably not biased
because it records the winners of an Olympic
Assess, p. 33 event.
A 1. Because of the storm, our basement flooded. 3. This primary source is not accurate because
2. Miguel broke his leg; therefore, he couldn’t it shows that Earth is flat.
play in the game and had to use crutches to
walk. Vocabulary: Word Roots -ver-, -ven- and
3. As a result of last night’s power outage, we Prefixes ob-, inter-
ate a cold dinner by candlelight.
4. Mel forgot to put the top on the grasshopper’s Practice, p. 36
box; consequently, the insect escaped. A 1. proved true; 2. coming; 3. the decision of a
5. Since it has not rained in several days and jury
because it has been cold, the new seedlings B 1. Marie could not see the sign because it was
have died. obscured by trees.
6. Marty’s dad left his car’s headlights on last 2. CORRECT
night, so the car won’t start.
3. The obstacle in the road made it harder to
7. The farmland meant everything to the drive down the street.
Smithsons because it had been in the family
for generations.
Assess, p. 37
8. Jenny overslept this morning, and as a
A 1. B; 2. A; 3. C; 4. A; 5. C; 6. B
result, she didn’t have time for her jog.
B 1. intermediate; 2. obnoxious; 3. obscured;
B Answers will vary.
4. international; 5. obstacle; 6. interrupt
Grammar: Pronoun-Antecedent B 1. book that you ordered
Agreement 2. people who founded Plymouth Colony in
Massachusetts
Practice, p. 38 3. car that was bright red
A 1. Visitors; 2. government; 3. states; 4. woman; 4. Lorraine Hansberry, who wrote A Raisin in
5. Vermonters; 6. Tim and Joel; the Sun
7. mountains; 8. Ms. Brockman; 9. sports 5. girl, whom we chose
B 1. their—mountains; 2. it—monument;
3. she—tourist; 4. he—tourist; 5. their— Spelling: Easily Confused Words
Vermonters; 6. I—visitor
Practice, p. 44
Assess, p. 39 A 1. persecute; 2. affect; 3. appraise; 4. eminent;
A 1. his; 2. them; 3. They; 4. their; 5. His 5. illicit
B 1. Mr. Garcia; 2. seeds; 3. birds; 4. Mrs. Suzuki; B Students should add letters to spell these
5. Mr. Garcia words: 1. prosecute; 2. apprise; 3. illicit;
C 1. it; 2. his; 3. it; 4. he; 5. their 4. eminent; 5. affect
Grammar: Personal Pronouns Assess, p. 45

A 1. imminent; 2. apprise; 3. elicit; 4. prosecute;
Practice, p. 40 5. effect
A 1. I, my, you; 2. We, yours, me; 3. your, his; B Students should add letters to spell these
4. I, it, mine, my; 5. You, it, us; 6. Its, I, your, it; words: 1. persecute; 2. appraise; 3. elicit;
7. she, we, our; 8. you, our; 9. you, I, him, his; 4. imminent; 5. effect
10. They, they, their C 1. apprise; 2. illicit; 3. affect; 4. prosecute; 5. eminent
B 1. They watched Denise do her first magic trick.
friends, Denise; 2. She started it by borrowing Writing: Anecdote
Carmen’s straw hat. Denise, trick; 3. “What are
you going to do with my hat?” she asked. Practice, p. 46
Denise, Carmen, Carmen; 4. Denise took off the
A 1. B; 2. C
ribbon and cut it into several pieces. Ribbon;
5. She told Carmen to put them into the hat B 1. Students may say that the uncle learned that
and shake it. Denise, pieces, hat his plans might backfire sometimes, or that
being stingy doesn’t always pay off.
Assess, p. 41 2. Students should state two of the following

reasons: the story is short; the story is
A 1. their; 2. his; 3. you; 4. his; 5. her; 6. their; amusing; a character does learn a lesson; the
7. their; 8. yours; 9. his; 10. its
story has a beginning, a middle, and an end.
B 1. his; 2. my; 3. her; 4. its; 5. their; 6. his;
7. their; 8. her; 9. his; 10. her
Assess, p. 47
Students should follow the guidelines and
Grammar: Relative Pronouns choose a topic to write their own anecdote.
Practice, p. 42 Writing: Documentary Proposal

A 1. which; 2. who; 3. who; 4. who; 5. which;
6. that; 7. whose Practice, p. 48
B 1. someone who lives nearby 1. The purpose of the film is to record the
2. writer whose work I admire history of the high school and to show the
3. painting that hung on the wall changes in the school.
4. pen pal who lives in Australia 2. Film clips, old photographs, and interviews
5. sport that is now becoming very popular will be included.
3. Former and current students will be filmed.
Assess, p. 43 There will be filming of the school, especially
after the fire. Perhaps there are pictures of
A 1. that; 2. which; 3. who; 4. who; 5. that;
the fire or of the building of the planetarium.
6. that; 7. who; 8. who; 9. who; 10. who
Assess, p. 49 Assess, p. 53
A 1. The purpose of this documentary is to A 1. Direct; 2. Indirect; 3. Direct; 4. Indirect
educate people about the nesting habits of
falcons so that people do not disturb the
B Sample answers:
falcons. 1. Students should underline any two clues that
indicate John’s personality.
2. Pictures of falcons, films of falcons building
John likes to exaggerate, and he does not take
nests, interviews with experts, and maps
things seriously. He is a good-natured person.
showing the habitats of falcons are all
possible media. 2. Students should underline any two clues that
indicate Karen’s personality.
3. Places in Somerset Hills where falcons nest
Karen is thoughtful and sensitive to her friends’
will have to be filmed. Perhaps an interview
needs. She is smart and organized. She is a
with Jerry Dunlop could be filmed.
good friend.
4. The audience for this proposal is probably
someone who is going to give money to Literary Analysis: Setting
finance the project.
B Students should write a proposal that states a Practice, p. 54
purpose and gives details about who and what
should be filmed.
A 1. B; 2. C; 3. B
B 1. D; 2. A; 3. C; 4. B
Assess, p. 55
Practice, p. 50 A 1. B & C; 2. A & B; 3. A & C
B 1. A; 2. B
Sample answers:
1. Cause: Not Washing Your Hands
C 1. true; 2. false; 3. false; 4. true
2. Some of the effects of not washing your Literary Analysis: Point of View
hands are catching a cold, spreading germs,
and/or getting an infection.
Practice, p. 56
3. I can go to the library or browse medical Web
1. T-P; 2. F-P; 3. F-P; 4. T-P; 5. T-P
sites for more information to support my topic.
4. My audience could learn the benefits of good
hygiene.
Assess, p. 57
A 1. A; 2. B; 3. A; 4. B
Assess, p. 51 B 1. First-person point of view
1–4. Students should supply an appropriate 2. Students should state that readers do not
topic for a cause-and-effect essay, with know whether the narrator’s view of Daniel is
one cause and three effects. correct. In the first-person point of view,
5. Students should state what they hope their readers only get information from the
audience will learn from the essay. narrator; the information may not be correct.
3. Third-person point of view
Unit 2 Reading: Make Inferences
Literary Analysis: Character Practice, p. 58

and Characterization A 1. scared and nervous
2. Rebecca jumped slightly, grabbed the back of
Practice, p. 52 the chair, biting her knuckle
A 1. Direct; 2. Indirect; 3. Direct; 4. Indirect 3. Rebecca would probably like to get out of the
situation she’s in.
B Sample answers:
Nicco the Man is here, pronounced Nicco; He B 1. I would guess that my sister failed her
tossed his warm-up jacket to Mike, the friend history test.
who followed him everywhere like a personal 2. I can infer that my tire just went flat again
bodyguard; knowing that this would show off and that my friend doesn’t know tires as well
his muscles; other players on the court looked as she thinks.
at each other nervously.
Nicco is full of himself and likes to be the center
of attention. He seems to be in shape and a
good ball player.
Assess, p. 59 Vocabulary: Word Root -strict-; Prefix pro-;
A 1. A Suffixes -ic, -ence
2. The room was filled with kids. They all looked
like they had known each other forever. Practice, p. 62
3. A A 1. negligence Negligence can cause you to
have an accident.
4. [Sam] sat down and glued his eyes to the
desk. 2. prolong Evan will prolong his stay at
his cousin’s house.
B 1. B
3. titanic The huge elephant looked titanic
2. create my masterpiece
next to the smaller animals.
3. A
B 1. C; 2. B; 3. A
4. she looked around in a bored way; useless
glass
Assess, p. 63
Reading: Compare A 1. D; 2. A; 3. C; 4. B; 5. C; 6. B
Informational Sources B 1. After stealing the money, Richard was
accused of fraudulence.
Practice, p. 60 2. There is a restriction on the number of people
Sample answers: allowed in the small gym.
1. This article would probably be about what 3. The mayor will proclaim the big news to the
wetlands are and why they are important. whole town today.
The clues I used are in the subheads: “What 4. Judy was emphatic when she said she would
Are Wetlands?” and “Saving Wetlands.” not join her friends.
2. This article was probably written for people 5. Tom’s dependence on his old car to get
like me, who can read pretty well but are not him to work is a worry.
specialists. The clues I used are that the 6. Claw tracks prove the existence of bears in
language is easy to understand. It is probably these woods.
too hard for young children, who would not
know the word environment, but the words Grammar: Principal Parts
are not too technical either. of Regular Verbs
Assess, p. 61 Practice, p. 64
Sample answers: 1. lived; past
A 1. These articles will probably be about how to 2. had measured; past participle
get energy from the environment. The titles 3. have looked; past participle
and subheadings suggest this.
4. are discovering; present participle
2. The words in bold type include solar power,
5. consider; present
toxic waste, cost effective, eco-friendly
technology, toxic substances, and renewable 6. am attending; present participle
energy. These words tell me I will be reading 7. are helping; present participle
about power from the sun and how it is good 8. disappeared; past
for the environment. 9. capture; present
3. The first two excerpts have easier words and 10. interest; present
are easier to understand, so they seem to be
written for readers on my level. The second
Assess, p. 65
one seems to be written for a more
specialized audience because the words are A 1. cares; present
harder and the sentences are longer. 2. had mixed; past participle
3. is laughing; present participle
B 1. Three differences between the excerpts are: 4. included; past
the words in the second excerpt are harder, 5. is starting; present participle
the headlines are longer, and the terms are 6. operates; present
for people who know more about the topic. 7. is playing; present participle
2. I can use previewing strategies to make sure B 1. I am learning how to play the guitar.
an article has the information I need and that
2. Karen made a poster about the art show.
it is written at a level that is right for me.
3. My dog learned a new trick every day.
4. The troops have attacked the fort.
5. He sings in the church choir.
Grammar: Principal Parts Writing: Book Review
of Irregular Verbs
Practice, p. 72
Practice, p. 66 1. A, B, C, E, F, G, H, J
1. flown; 2. grown; 3. wore; 4. froze; 5. spoke; 2. C
6. taken; 7. stung; 8. chosen; 9. rode; 3. B
10. written
4. F; Students should explain that a reader does
not have to like a book in order to review it.
Assess, p. 67 The reader/reviewer needs to comment on
A 1. blown; 2. threw; 3. thrown; 4. ran; 5. sprung; the story and its elements but does not need
6. sunk; 7. known; 8. grew; 9. thrown; to be positive in his or her response.
10. flown 5. A, D, E
B 1. saw; 2. swum; 3. grown; 4. gone; 5. ran;
6. knew; 7. drawn Assess, p. 73
1. A; 2. B; 3. C
4. Students should choose any book and write
two things that they like about it and two
Practice, p. 68 things that they do not like. They should
1. have wondered; 2. have concluded; mention story elements like plot, character,
3. have arrived; 4. had talked; 5. had answered; action, dialogue, etc.
6. had visited; 7. had lived; 8. have learned
Assess, p. 69
A 1. D; 2. B; 3. A; 4. C; 5. B; 6. D Practice, p. 74
B 1. has exercised; 2. will have finished; A Sample answers:
3. had walked; 4. has won; 5. has finished 1. first-person point of view
2. a. She is shy; she is 14 years old; she has
Writing: Retelling with New Point of View shiny black hair.
b. She is shy and feels uncomfortable around
Practice, p. 70 the other students.
A 1. F-P; 2. T-P; 3. F-P; 4. T-P 3. outer space; a wormhole full of meteors;
B Sample answers: bursts of light; a strange violet sea
1. When I arrived at the station, I saw that the B Sample answers:
train had already left. I opened the hatch of my ship. I had a feeling
2. It was all Jessie and Jake could do to keep that I was in another universe now. I was able
from telling the secret. to breathe, so I took a deep breath of the sweet-
smelling air. Something moved under the violet
Assess, p. 71 sea. A fish-like creature emerged.
A 1. T-P; 2. F-P; 3. T-P; 4. F-P “Do you come in peace?” it asked.
I nodded. “Yes.”
B Sample answers: “Can you help us?”
1. When I finally saw a small island, I was so “I’ll try.”
relieved that I rowed even faster.
2. Cody and Jim awoke at midnight, alarmed by Assess, p. 75
the sound of galloping horses. Students should demonstrate an understanding
3. The song they were playing reminded me of of the characteristics of a short story. Students
Ann, and I felt sad. should provide concrete sensory details that add
4. The clock in the tower struck six, and Paul vividness to the people, place, and events of the
realized that time was running out. story.
C Sample answer: Literary Analysis: Theme

My alarm clock startled me when it rang. The
sound hurt my ears. [extra detail] I pushed the Practice, p. 76
snooze button. My mother was calling me from A 1. false; 2. true; 3. true
downstairs to come eat breakfast. I replied that I
B 1. B; 2. A; 3. B
wasn’t hungry and flopped back in my bed. By
the time my mother came up for me, I was
completely asleep again and late for school.
Assess, p. 77 B 1. Circled details include deep, windless wood,
A 1. A; 2. B one leaf, dares, afraid. Details suggest
intense fear in absolute quiet.
B 1. B; 2. A
2. Students should conclude the poet uses the
C B
details to show the power of absolute fear in
nature.
Literary Analysis: Symbolism
and Allegory
Assess, p. 83
Practice, p. 78 1. B; 2. C; 3. A
A Sample answers:
Reading: Paraphrase
1. love, friendship; 2. old age;
3. wealth, good fortune; 4. happiness, good luck
Practice, p. 84
B 1. B; 2. C; 3. B Sample answers:
1. The text’s main idea is that graffiti is being
Assess, p. 79 regarded today as art.
A Sample answers: 2. The supporting details are that art critics call
1. winter; 2. warmth, a sunny day, good it art and that critics think it tells about the
weather; 3. hunger; 4. autumn soul of the community.
B 1. A; 2. D; 3. D 3. Graffiti used to be regarded only as
vandalism, but today even critics call it art.
Literary Analysis: Tone There is a difference between real graffiti and
tagging, but critics say graffiti can tell people
Practice, p. 80 about the community where it appears.
A 1. informative; 2. humorous; 3. depressed;
4. dreamy; 5. angry Assess, p. 85
Sample answers:
B Sample answers:
Tone: depressed, unhappy 1. The text’s main idea is that TV news really
Contributing to the tone: smelly old horse contains very little news.
stall; have to live for who knows how long; 2. The supporting details say that all of the
wind’s blowing in through all the cracks; wants words in an hour of news would fit on one
to cry; muddy walk page of a newspaper and that pictures are
very different from words when it comes to
Assess, p. 81 presenting news.
A 1. C; 2. D; 3. A; 4. B; 5. F; 6. E; 7. F 3. TV news consists largely of pictures, and
those pictures do not really tell a lot about
B Sample answers: what is happening in the world. There is very
1. nervous, anxious, scary little news contained in an hour program, but
2. excited, enthusiastic people can be fooled because the pictures
seem to be telling a story.
3. depressed
4. I think the rest of the essay will talk about
4. scary, mysterious
how pictures can be misleading and how
newspapers contain much more information
and much more detail than TV news does.
Practice, p. 82 Vocabulary: Prefixes dis-, super-;

A 1. Details include a chestnut tree (hard, strong Suffixes -tion and -id
wood), a smith with large, strong hands and
arms, muscles like iron bands. Details
emphasize the smith’s strength.
Practice, p. 86
A 1. supernatural As a ghost hunter, Frank seeks
2. The details all refer to the smith’s size and
out supernatural phenomena.
strength.
2. disharmony Disharmony among the players
3. The smith is a large and physically powerful
kept the team from winning.
man.
B 1. rejection; 2. discord; 3. cessation; 4. superhero
Assess, p. 87 B 1. The theater advertised the movie as a kiddie
A 1. B; 2. D; 3. A; 4. C; 5. D; 6. C matinee.
B 1. The detective began to disarm the thief. 2. The children had been taken to the movie by
their parents.
2. Report all workplace accidents to your
3. The children bought popcorn and candy in
immediate superior.
abundance.
3. I will superimpose one image over another to
4. The boys and girls were shown to their seats
create a three-dimensional effect. by the ushers.
4. The frigid temperature left frost on the trees.
5. The hospital said it was time to discharge Grammar: Subject-Verb Agreement
Marie.
6. Charles had no recollection of what happened Practice, p. 92
after the accident. 1. live; 2. are; 3. take; 4. feeds; 5. sleeps;
6. disapprove; 7. are; 8. are
Assess, p. 93
Practice, p. 88
A 1. know; 2. recognizes; 3. want; 4. is; 5. were;
A 1. grows; 2. prefer; 3. eats; 4. believe
6. knows; 7. is; 8. seem
B 1. are; 2. taste; 3. seem; 4. feel
B 1. is; 2. seems; 3. seem; 4. has; 5. looks;
C 1. A, looked (up); 2. L, looked; 3. A, smell; 6. have; 7. has; 8. are
4. L, smell
Spelling: Vowel Combination
Assess, p. 89
A 1. appreciate; 2. need; 3. grow; 4. look (for); Practice, p. 94
5. feel
A 1. cantaloupe; 2. vacuum; 3. lieutenant;
B 1. are; arrow from popular to fundraisers 4. correct; 5. guarantee
2. seem; arrow from happy to viewers B 1. villain; 2. liaison; 3. waive; 4. porcelain;
3. will be; arrow from help to donation 5. correct
4. feel; arrow from good to people.
C 1. A, collected 2. L, grew; 3. A, worried; Assess, p. 95
4. L, remained; 5. A, offered; 6. L, became A 1. villain; 2. counterfeit; 3. liaison; 4. correct;
5. porcelain
Grammar: Active and Passive Voice B 1. vacuum; 2. cantaloupe; 3. camouflage;
4. correct; 5. lieutenant.
Practice, p. 90
C. Students should underline and correctly spell
A 1. A; 2. A; 3. P; 4. P; 5. A; 6. P; 7. A; 8. P these words: 1. liaison; 2. villain; 3. counterfeit
B 1. Bonnie collected shells.
2. She displayed the shells on a velvet cloth. Writing: Narrative with Symbolism
3. Willis bought two large albums of foreign
stamps. Practice, p. 96
A Sample answers:
Assess, p. 91 1. rebirth; 2. surrender/defeat; 3. love
A 1. My brother Hank cooks like a pro. (active)
B Sample answers:
2. Pies and cakes are prepared at our place for
any occasion. (passive) 1. beginning; 2. inferno; 3. comfort
3. Yesterday he made “Cheesecake à la Hank” C Sample answers:
for Mrs. Elroy. (active) Symbolic Object
4. Eggs were beaten by him. (passive) diploma
5. Flour was sifted before he began. (passive) anchor
spaceship
6. Graham crackers were crushed by hand.
Associations
(passive)
graduation; school; future
7. Hank slaved away in the kitchen for hours. stability; weight; steady; security
(active) space; speed; stars; planets; adventure
8. Finally, the cake was delivered to Mrs. Elroy. General Idea
(passive) education opens doors
9. Mrs. Elroy remarked, “How nice of your holding things in place
mother!” (active) exploring new horizons
10. Poor Hank didn’t even correct her. (active)
Assess, p. 97 B Students’ character analyses will vary but
A Sample answers: should identify the person’s main character trait
and support it with details. Students should use
1. a story about the great opportunity that can
transition words to connect ideas.
arise from learning new things
2. a story about the comfort of familiarity and Writing: Problem-and-Solution Essay
keeping things in the same spot
3. a story about seeking adventure in new Practice, p. 100
places Chart: Students should complete the entire chart.
B Sample answer: 1. Students should clearly identify the problems
and target the statement of the problems to
Anchor: Event #1—May’s sister has always
the audience.
been her best friend.
2. Students should list the solutions to the
Event #2—For awhile, they lived apart; problems step by step, making sure to clearly
this made them sad. describe each step.
Event #3—May and her sister buy a 3. Be sure students supply adequate examples
house together and feel at home again. for each of the solutions.
4. Concluding statements should provide a clear
C Sample answer: solution.
Anchor: May and her sister, Jill, have always
been close. The stability of their relationship has
never been an issue; in fact, May even calls Jill
Assess, p. 101
her anchor. They turn to each other for help and A 1. Students should clearly identify the problems
provide mutual security. One day May’s anchor, and target the statement of the problems to
Jill, moved far away; they both felt lost at sea the audience.
and alone. They decided to move closer so that 2. Students should list the solutions to the
they could see each other more regularly. When problems step by step, making sure to clearly
they reunited, they felt right at home again and describe each step.
believed that their lives were more secure. May 3. Be sure students supply adequate examples
was happy to have her anchor back. for each of the solutions.
4. Concluding statements should provide a clear
Writing: Character Analysis solution.
B Students’ essays should clearly identify a
Practice, p. 98 problem and offer a clear solution.
A Sample answers:
1. She is generous with her time.
2. kind; helpful
Unit 3
3. She sacrifices her own pleasure to help
someone else. Literary Analysis: Expository Essay
4. Although; for example; One day; Later;
Instead Practice, p. 102
B Students should choose a character, identify his 1. C; 2. A; 3. A; 4. D
or her main trait, and give examples that
support the identified trait. Assess, p. 103
A 1. Student topics should be focused and
Assess, p. 99 appropriate for an expository essay.
A Sample answers: 2. Be sure student selections are supported by
1. Students should note the person’s main logical points.
character trait. B 1. D; 2. A; 3. B; 4. D
2. Students should give their opinions.
3. Students should supply three or four
appropriate adjectives.
4. Students should describe two or three
Practice, p. 104
actions that support his or her opinion of the A The author admires her grandmother’s hard
person’s main character trait. work, patience, and self-reliance.
5. Students should give at least two examples of B 1. N; 2. R; 3. N; 4. R; 5. N
things the character says that support his or
her opinion of the person’s main trait or Assess, p. 105
traits. A Sample answers:
1. The main purpose of this essay is to present Assess, p. 111
the thoughts and feelings of the author about Sample answers:
the backyard blackberry patch.
1. different from: comparison and contrast
2. My Backyard Blackberry Patch
2. most important, next: order of importance
B Sample answers: 3. right, opposite, between: spatial order
1. The main purpose of this essay is to present 4. first, next, finally: sequence
the thoughts and feelings of the author about
his or her most unforgettable teacher.
B 1. The text structure is sequence. The clue
2. My Most Unforgettable Teacher words told me this, in that they showed the
order in which the scientists responded to
Literary Analysis: Humorous Essay the changes in the volcano.
2. The text structure helped me understand
Practice, p. 106 that I would be reading a step-by-step
A 1. Understatement; 2. Hyperbole; 3. Hyperbole description of events, not facts about
volcanoes or a story about someone’s
Assess, p. 107 experiences living near a volcano.
A 1. Students should name one type of writing,
movie, or television show that they find funny. Vocabulary: Word Roots -scend-, -fig-;
2. Students should give examples or Prefixes suc-/sub-, em-/im-
descriptions of the kind of humor in works of
the type they have named. Practice, p. 112
3. In explaining whether a humorous essay 1. configuration; 2. imported; 3. submarine;
could use the same sort of humor as the 4. figment; 5. ascend; 6. embodied;
works they have named, students should 7. transcends; 8. succinct
take into account the fact that humorous
essays are brief works of nonfiction. Assess, p. 113
B 1. Understatement; 2. Hyperbole; 3. Hyperbole A 1. A; 2. C; 3. B; 4. D
B 1. The shipmates traveled deep below the water’s
Reading: Main Idea and Supporting surface in their submarine.
Details 2. The blocks were carefully arranged in a specific
configuration.
Practice, p. 108 3. This imported fruit was grown in Colombia.
1. Jogging causes the body to produce a group
4. Correct
of hormones called endorphins.
2. Jogging can build not only muscles but also Grammar: Direct and Indirect Objects
confidence.
3. Sample answers: (regular jogging enables a Practice, p. 114
runner to complete run after run while
A 1. (relay) race; 2. leg; 3. baton; 4. us; 5. us;
becoming stronger and more self-assured);
6. (track) meets
(increased self-esteem through weight loss);
(self-discipline. . . can benefit a runner’s
B 1. Jane; 2. her; 3. her; 4. her; 5. Mother;
6. Tommy; 7. Steve
ability to stay with a task)

1. D; 2. D; 3. B
A 1. pleasure; 2. statistics; 3. cards; 4. collections;
5. cards; 6. money; 7. value; 8. errors
Reading: Understand Organization B 1. IO; 2. DO; 3. DO; 4. IO; 5. DO; 6. IO
of Text
Grammar: Predicate Nominatives
Practice, p. 110 and Predicate Adjectives
Sample answers:
Practice, p. 116
1. The next thing on my list is practicing jump
shots.
A 1. winner—PN; 2. powerful—PA; 3. dirty—PA;
4. lifeguards—PN; 5. hoarse—PA; 6. sour—PA
2. This year’s fashions are not too much
different from last year’s. B Sample answers:
3. The school has a clock on the top of its tower. 1. delicious; 2. lawyer; 3. pizza; 4. exhausted;
4. The best movie of the year was Marcia’s Big 5. damp
Date.
Assess, p. 117 4. Students’ answers should support their
A 1. sport—PN; 2. success—PN; 3. dangerous—PA; statement; they should explain why a refund
4. tall—PA; 5. city—PN: 6. friend—PN; is fair in this case.
7. subjects—PN; 8. restless—PA 5. Sincerely, or Respectfully,
6. Student should sign here.
B Sample answers:
7. Student should print his or her name here.
1. cloudy; 2. Mark; 3. sunny; 4. high;
5. pancakes
Grammar: Combine Short Sentences
Practice, p. 122
Practice, p. 118 A Sample answers:
1. meeting Tamara Morrison
Sample answers:
2. a grey bun perched on top of her hair; a
1. The living room was chilly and empty. broad smile . . . creased her cheeks
2. Ryan entered the competition, but his coach 3. She was poor and lonely for many years.
advised against it.
4. Students should explain why they think
3. Allison put film in the camera, but she didn’t meeting Tamara was meaningful for the
check the battery. writer.
4. The new car was economical and beautiful. B Students’ opening sentences should use
5. We went to Janice’s party and brought descriptive language to discuss their
snacks for everyone. experiences.

Sample answers: A Answers will vary but should vividly recall a
memorable person.
1. Jim hit a line drive to left field and dashed to
first base. B Answers will vary but should include elements
of a brief memoir.
2. Marcy and Sarah have blonde hair.
3. Congress passed a bill, but the president Writing: Letter to the Editor
vetoed it.
4. The Himalayas are the tallest mountains in Practice, p. 124
Asia.
A Answers will vary but should include details
5. She applied for the job yesterday and was that support the positions taken.
hired immediately.
B Student letters should be in a business letter
6. Mark was late this morning and missed the format, clearly state the position taken, and
assembly. contain supporting details.
7. The heavy rain flooded the highways and
washed out bridges. Assess, p. 125
A Answers will vary but should include details
Writing: Business Letter that support the positions taken.
B Student letters should be in a business letter
Practice, p. 120 format, clearly state the position taken, and
1. B contain supporting details.
2. C; This sentence is appropriate because its
tone is polite, and it includes supporting Reading: Evaluating Persuasive Texts
details.
3. C Practice, p. 126
1. B
Assess, p. 121 2. A
1. Sir: 3. Answers include supposedly, disappearing.
2. Students’ answers should state the point that wasteland, blight.
the shoes were faulty and might include a
description of what was wrong. Assess, p. 127
3. Students’ answers should state the point that 1. B; 2. C; 3. A; 4. A
the customer wants his or her money
refunded.
Reading: Understand Organization 2. Kind of essay: Analytic
of Text Type of appeal: to authority
Practice, p. 128 Assess, p. 133

A 1. Interpretive
Sample answers:
2. Analytic
1. The next thing on my list is practicing jump
shots.
B 1. Appeal to reason; appeal to shared values
2. Appeal to emotion
2. This year’s fashions are not too much
different from last year’s. C Sample answers:
3. The school has a clock on the top of its tower. 1. Kind of essay: Interpretive
4. The best movie of th year was Marcia’s Big Date. Type of appeal: to shared values; to emotion
2. Kind of essay: Analytic
Assess, p. 129 Type of appeal: to reason; to shared values
Sample answers:
1. different from: comparison and contrast
2. most important, next: order of importance Practice, p. 134
B 1. The text structure is sequence. The clue 1. to inform
words told me this, in that they showed the
2. Students should list any two details that are
order in which the scientists responded to
informative.
the changes in the volcano.
3. to entertain
2. The text structure helped me understand
that I would be reading a step-by-step 4. Students should list any two details from the
description of events, not facts about paragraph that are entertaining.
volcanoes or a story about someone’s
experiences living near a volcano. Assess, p. 135
A 1. to persuade
Literary Analysis: Persuasive Writing 2. Students should list persuasive language
such as “wherever and whenever. . . you
Practice, p. 130 should wear a helmet” and the use of
1. appeal to emotion; thrilled; jump in; we statistics, or other details that they found
promise you; without a doubt; a week you persuasive.
will always remember B 1. C; Students should explain why the article is
2. appeal to reason; more special events . . . informative.
than ever before; The poll we took shows that 2. D; Students should understand that this
80% of students have enjoyed each of these writer is trying to persuade, to inform, and to
events in past years. entertain all at once in his negative review of
3. appeal to authority; Principal Norris the movie.
3. D; Students should understand that though
Assess, p. 131 this author has the opposite opinion, he does
1. C; 2. C; 3. C; 4. D have the same purpose—to persuade, to
5. Students’ topic sentences should use at least inform, and to entertain all at once.
one persuasive technique.
6. Students’ answers should correctly identify
Vocabulary: Word Roots -tact-, -jur-;
the technique that they used in their opening Prefixes para-, re-
sentence.
Practice, p. 136
Literary Analysis: Analytic 1. paraphrase; 2. jurisdiction; 3. recall;
and Interpretive Essays 4. tactless; 5. parallel; 6. regress;
7. contact; 8. jury
Practice, p. 132
A 1. Analytic Assess, p. 137
2. Interpretive A 1. C; 2. D; 3. D; 4. B; 5. A; 6. D
B 1. Appeal to reason B 1. Looking through a photo album will help you
recall pleasant memories.
2. Appeal to shared values
2. After her first day in court, Marcia decided
C Sample answers: she liked being on a jury.
1. Kind of essay: Interpretive 3. I don’t remember Irene’s exact words, but I will
Type of appeal: to reason; to shared values paraphrase what she said.
4. The team’s performance regressed in the last Grammar: Parallelism
inning, so they lost the game.
.
5. You can recycle that empty can by using it Practice, p. 142
to store loose change. 1. They liked to play soccer, to surf, and to swim.
6. Ana found touching the soft flannel shirt to 2. Correct
be an enjoyable tactile experience.
3. Most people prefer corn to broccoli.
Grammar: Degrees of Adverbs 4. Museums, theaters, and live music make

Boston a great place to visit.
Practice, p. 138 5. I prefer concerts to museums.
1. more quickly, most quickly 6. Correct
2. more loudly, most loudly

Assess, p. 143
3. more easily, most easily
1. He asked us for money and for advice.
4. more seriously, most seriously
2. You can get to the shore either by train or by
5. earlier, earliest
bus.
6. more carefully, most carefully
3. Carla was waiting for a talent scout to
7. more awkwardly, most awkwardly discover her and take her to Hollywood.
8. more completely, most completely 4. My friend’s work consisted of sitting at a desk
9. more patiently, most patiently for eight hours a day and giving orders.
10. more boldly, most boldly 5. I went to Chicago because of its football team
rather than its history.
Assess, p. 139 6. The city can disturb some people with its
1. more grumpily, most grumpily crowds, its confusion, and its noise.
2. gracefully, most gracefully 7. The radio is small, compact, and inexpensive.
3. likely, more likely
4. reasonably, most reasonably
5. louder, loudest
Practice, p. 144
6. neatly, more neatly
A 1. capital; 2. capitol; 3. except; 4. accept;
7. clearly, most clearly 5. graphically; 6. sum
8. more truthfully, most truthfully B 1. knowledgeable; 2. machination; 3. yielded;
9. clumsily, more clumsily 4. miscellaneous; 5. psychology
10. farther, farthest
Assess, p. 145
Grammar: Degrees of Adjectives A 1. graphically; 2. miscellaneous;
3. knowledgeable; 4. psychology; 5. machination
Practice, p. 140 B 1. Correct; 2. except; 3. capital; 4. capitol;
1. colder, coldest 5. yielded
2. taller, tallest C Students should underline and then rewrite
3. brighter, brightest these words: 1. except—accept 2. psycology—
4. more graceful, most graceful psychology 3. mackinations—machinations
5. younger, youngest
6. heavier, heaviest
7. more polite, most polite
Practice, p. 146
8. more courteous, most courteous
1. Sample answers:
9. narrower, narrowest Points Persuasive Techniques
10. tastier, tastiest Ballot is a chance Appeal to emotion
to decide the future
Assess, p. 141 Voting is right; Appeal to reason,
A 1. largest; 2. creepiest; 3. larger; 4. drier; secured by backed by facts
5. hardier Declaration of Indep.
and Bill of Rights
B 1. best; 2. more: 3. less; 4. least; 5. worse;
Corporations and Appeal to authority
6. louder; 7. longer; 8. brightest; 9. most;
public service
10. loudest
groups spend money
2. The right to vote for all citizens was bought
with the blood of patriots.
Assess, p. 147 teachers in each subject be assigned specific
1. Students should clearly state their position in nights on which they are allowed to assign
a thesis statement. homework.
2. All points should be listed and followed with

the appropriate persuasive technique. Assess, p. 151
3. Students should state that they will use Sample answers:
strong, forceful language to stir their readers. 1. All schools should have uniforms; parents
4. Students’ conclusions should reinforce their should not limit their children’s time playing
position statement. video games; young people should tell an
adult if they see other young people drinking
Writing: Critique or doing drugs. Students will likely be for the
issues they list.
Practice, p. 148 2. (Parents should not limit video game time.)
A 1. B; 2. D Students who play video games often have
very good concentration skills. They are also
B Sample answers: usually very good at solving problems and
1. vivid sensory details and character puzzles. They have great fine motor skills and
development hand-eye coordination.
2. vivid sensory details: description of kudzu; 3. Argument: Video games cause young people
character development: discussion of Will to become violent. Response: This is very
rare. For most young people, it lets them take
Assess, p. 149 out any bad feelings on the game and not in
real life. Argument: Video games keep young
Sample answers: people from making friends. Response: Video
1. vivid sensory details game players make friends with other video
character development game fans.
interesting story line 4. Parents should not limit their children’s time
2. The writer uses vivid sensory details to playing video games. As long as kids finish
describe the hiker and his harrowing their homework and chores, video games are
adventure in the woods. Because of the hiker’s a great way to spend their time. Video games
situation, he recalls his youth and is grateful help young people learn to concentrate for a
for his past experiences, which helped develop very long time. Video game players also learn
the character, adding another dimension to to solve problems. Finally, they have great
him. The story line is interesting because it has hand-eye coordination.
the potential to either describe the adventure of
being lost in the woods all week or to tell of the
triumph of returning home and revealing a
Unit 4
lesson learned.
Practice, p. 152
Practice, p. 150 A 1. C; 2. A
Sample answers: B 1. E; 2. A; 3. B
1. homework limits
2. Homework should be limited to two hours per Assess, p. 153
night. A 1. C; 2. A; 3. A
3. Too much homework makes it difficult to B 1. A; 2. B
participate in after-school activities. It also
limits family time. Reading: Make Predictions: Purpose
4. Each class is taught by a different teacher.
Teachers do not know what a student’s other Practice, p. 154
teachers have assigned for homework. To Sample answers:
solve this, teachers in each subject area 1. I would expect to see the names of stores,
could be given specific nights on which they locations of exits, and where to buy food.
can assign homework. 2. The sign might have pictures to show where
5. Some people might say that it would be the bathrooms are or where to get
impossible to limit homework because information.
teachers do not know what other teachers 3. The author’s purpose is probably to help
have assigned. To solve this, I suggest that people find where they need to go.
4. If there were no sign, people would wonder Literary Analysis: Tone and Mood
around looking for what they wanted, and
they might get frustrated and leave. Practice, p. 160
A Sample answers:
Assess, p. 155 1. informative; cloud cover and some rain
Sample answers:
2. humorous; let’s go for a slosh on the beach
A 1. The author’s purpose might be to give people 3. depressed; gloom still settled over the island
information about the kinds of shoes that are
available. 4. dreamy; watching the mist, listening to the
light patter of rain
2. I would expect to see different types of shoes
and styles shown in a list. 5. angry; What, more rain? I thought you said
3. I would expect to find unbiased information B Sample answers:

because it is not trying to sell anything. Mood: surprise and joy
4. Understanding the author’s purpose shows Contributing to the mood: to my delight; born
me that I will probably get unbiased, reliable into a garden; many fruits
information.
Assess, p. 161
B 1. The author’s purpose is probably to sell shoes. A Sample answers:
2. I would expect to see the features available in Tone: serious, grim
different models of Fleet Shoes. Contributing to the tone: smelly old horse
stall; have to live for who knows how long;
3. I would expect to find biased information
wind’s blowing in through all the cracks; wants
because it is trying to sell Fleet Shoes.
to cry; muddy walk
4. Understanding the author’s purpose shows
me that I will probably get advertising for B Sample answers:
Fleet Shoes. Mood: relief, satisfaction
Contributing to the mood: my heart, a change
Literary Analysis: The Speaker of mood, saved some part of a day
in Narrative and Lyric Poetry
Vocabulary: Prefix fore-; Word Root
Practice, p. 156 –temp–; Suffixes –ous, -or
A 1. lyric; the young man
Practice, p. 162
2. narrative; the narrator
A 1. foreshadow – to hint at or represent
B 1. lyric; the poet beforehand
2. narrative; the poet
2. joyous – full of joy; happy
3. temporary – lasting a short time
Assess, p. 157
4. temperate – not extreme or excessive
A 1. lyric; the narrator
B 1. F; A happy celebration is a joyous event.
2. narrative; the soldier
2. T; A movie director is in charge of directing scenes.
B 1. narrative; William Stafford
3. F; The victor of a game is the winner.
2. lyric; the poet
4. F; Foreboding is a sense of future ill or
Literary Analysis: Poetic Forms misfortune.

A 1. zealous; 2. forebear; 3. courageous;
. 4. forehead
Sample answers:
B 1. Phillip had a foreboding sense that danger
1. These two lines are a couplet, the final two was ahead.
lines of a sonnet.
2. Tanya has a temperate personality, so she
2. The form of poem these lines are taken from does not yell.
is probably a tanka because they are not
3. The director of the play made sure to cast
rhymed, they present a strong image, and talented actors.
both lines have seven syllables.
4. This is a temporary job, so it will not last
3. The form of poetry that requires the poet to very long.
repeat lines is the villanelle.
5. To celebrate the joyous occasion, Juan bought
a delicious cake.
Assess, p. 159
1. C; 2. D; 3. B; 4. C; 5. B; 6. D; 7. C
Grammar: Prepositions Grammar: Vary Sentence Patterns
and Prepositional Phrases
Practice, p. 168
Practice, p. 164 1. At exactly 3:00 P.M., I met with Mrs.
A 1. for; 2. over; 3. on; 4. behind; 5. without; Thompson.
6. about; 7. around 2. In the backyard at night, we watched fireflies.
B 1. (over the fence) 3. After exercises, everyone swam in the water.
2. (into the room) 4. During the night, the horse ran off.
3. (above the stage) 5. For the first few weeks, the education of a
4. (beneath the sea) puppy may be difficult.
5. (near the shore) 6. On Sunday afternoon, I read the newspaper.
6. (in the room) 7. After the field trip, everyone wrote a report.
7. (of my favorite sports) 8. After six weeks of training, Andrea began a
new job.
Assess, p. 165
Assess, p. 169
Sample answers:
1. After the first play-off game, the football team
A 1. over; 2. into; 3. within; 4. underneath; felt more confident.
5. after; 6. around; 7. under; 8. inside;
2. In many places, steady winds blow.
9. through; 10. during
3. At night, the scouts studied the stars.
B 1. (from its cage)
4. Behind the curtain, the actors took their
2. (behind the fence)
places.
3. (across the street)
5. In a number of ways, the birthday celebration
4. (after lunch) was memorable.
5. (during the Stone Age) 6. During the spring, I often visit a flower show.
6. (down the mountain) 7. After twelve hours of work, Jerry wasn’t even
7. (through Spain and Italy) finished.
8. (During our last visit) 8. Through a very dense jungle, they hacked a
9. (at a fancy restaurant) trail.
10. (inside the music room) 9. By noon, the cavalry reached the fort.
10. Along the driveway, Maryann planted
Grammar: Direct Objects sunflowers.
Practice, p. 166 Writing: Lyric Poem

A 1. rock; 2. bus; 3. Patty; 4. eggs; 5. concert;
6. house; 7. awards; 8. lunch; Practice, p. 170
9. baseball cards; 10. story A Sample answers:
B Sample answers: 1. Yes. The poem does not have a formal
1. keys; 2. textbooks; 3. necklace; 4. tomatoes; rhythmic pattern.
5. fence; 6. milk; 7. topsoil 2. Students should recognize that the stanza
conveys a negative feeling, such as worry and
Assess, p. 167 fear.
A 1. lemonade; 2. answer; 3. concerts; 3. How could she play on the meadow? and
4. statistics; 5. deck 6. relay race; 7. clarinet; when the night came, no longer / Would she
8. map; 9. station; 10. vacation sleep at my side.
4. tiny golden slippers; play on the meadow;
B Sample answers: when night came
1. I visited the doctor because of my cold. B Students’ stanzas should convey an overall
2. Susie left her keys in the car. positive from this mother’s point of view and
3. The chorus sang a song about summertime. contain images that appeal to any of the senses.
4. The class studied a painting by Rembrandt.
5. Nora won first prize in the spelling bee.
Assess, p. 171 C Students should list several details about the
A 1. Students should create separate images for sights and sounds of the scene at a particular
each of the five senses. time of day (e.g., morning, high noon, dusk) in
specific weather (such as a rainstorm, a snow
2. Sample answers: an old abandoned
storm, or a bright sunny day).
farmhouse; a rusty chain-link fence.
3. Sample answers: homemade chicken soup; a
warm, cozy scarf.
Assess, p. 175
B 1. Students’ poems should contain four lines, Sample answers:
focus on a single experience, convey a a thunderstorm
positive mood, and include distinct images 1. the flash of lightning, the eruption of sound,
that appeal to at least two of the five senses. the rain teeming from the sky, children
2. Students’ poems should contain four lines, staring in awe from their windows
focus on a single experience, convey an 2. the impression on the children’s faces as they
overall positive or negative emotion, and observe the power of nature
contain sensory images, including at least 3. Top to bottom: the contrast of light and dark
two images that help convey the poem’s in the sky, the rain cascading off the roof, the
overall emotion. water forming lakes and rivers on the
ground, the eyes of the children watching all
Writing: Tanka the action outside
4. Students’ descriptions should include at least
Practice, p. 172 some of the details they listed, following the
A 1. 4; 2. 9; 3. 7 order they suggested. The descriptions
B 1. It contains five lines that follow the 5-7-5-7-7 must begin with or lead up to the overall
syllable pattern; it does not rhyme; and it impression.
focuses on a single idea.
2. Some may identify the “clustering clouds” as Reading: Paraphrasing
the strongest image; others, the moon.
C Students’ tankas should contain five unrhyming Practice, p. 176
lines that follow the 5-7-5-7-7 syllable pattern Sample answers:
and should focus on an image in nature. 1. desire; wish
2. brothers
Assess, p. 173 3. People have the same thoughts and feelings
A 1. 5 all over the world.
2. It follows a 5-7-5-7-7 syllable pattern. 4. Sample answer: As I sit here alone with my
3. It helps poets focus on a single strong image thoughts and dreams, I imagine that there
or idea. are other people just like me in foreign lands
B 1. 6, 7, 4, 4, 4 with the same thoughts and dreams, and I
feel that they are my brothers.
2. No. Although it contains five lines and does
not rhyme, it does not have the correct
syllable pattern, and it focuses on a number Assess, p. 177
of strong images, rather than just one. A Sample answers:
C The tanka should focus on the idea of 1. echoing
loneliness. It should contain five unrhyming 2. bird
lines that follow the 5-7-5-7-7 syllable pattern. 3. go down
4. a grassy park or recreational area
5. It lifts the spirits to play outside amid the
beauties of nature.
Practice, p. 174
B Sample answer: The bright sun and singing
A 1. sound; 2. smell; 3. sound; 4. sight; birds make a joyous setting for playing outside
5. touch; 6. taste until it gets dark and we get tired.
B Sample answers:
1. leaves of scarlet and gold
2. a landscape of white frost
3. the multicolored sight and rhythmic sound of
action
4. a concrete spectacle
Reading: Quoting, Paraphrasing, Literary Analysis: Comparing Themes
and Critiquing
Practice, p. 184
Practice, p. 178 Sample answers:
Sample answers: A 1. In nature, all living things must slow down
1. Benjamin Franklin said, “Three may keep a and die.
secret if two of them are dead.” 2. Time changes all things, not always for the
2. According to Benjamin Franklin, it is much better.
easier to never develop a bad habit than it is 3. Although Uri’s poem has a more negative
to get rid of it. focus, both poems emphasize that in the
3. I believe that the proverb about bad habits is natural world, all things change.
true. Because Benjamin Franklin was B 1. Unexpected love can bring unexpected
considered to be a wise man, I believe what rewards.
he said. 2. Nature, even when grim, brings special
pleasures.
Assess, p. 179 3. Life has many pleasant surprises.
Sample answers:
1. Confucius said, “A gentleman can see a Assess, p. 185
question from all sides without bias.” Sample answers:
2. Confucius said that a good man should not A 1. The natural world has impressive power.
worry about whether people think he does
2. The strength of the natural world can be
good things. He should only worry if he does
frightening.
not recognize the good things that other
people do. 3. Although Pat’s poem is probably more
emotional, both poems emphasize the power
3. The sayings of Confucius have been believed
of uncontrolled nature.
by many people for a long time. I think this
makes them generally credible. I think it is B 1. Each person’s feelings and thoughts are
true that a better person looks at all sides of important.
an issue rather than at just one side. 2. Each member of a community does work that
contributes to the whole.
Literary Analysis: Figurative Language 3. Individuals have something important to
contribute to the community at large.
Practice, p. 180
A 1. F; 2. L; 3. L; 4. F; 5. F; 6. L Vocabulary: Word Roots -lun-, -fus-;
B 1. greyhounds—lightning; 2. rain—nails Suffixes -ary, -ial
Assess, p. 181 Practice, p. 186

A 1. industrial relating to industry
A 1. F; 2. F; 3. L; 4. F; 5. L
2. customary relating to custom
B 1. city—scene; dusty and dirty
2. waves—skyscrapers; towering B 1. F; A lunar calendar is based on the moon.
3. goo—jellyfish; wet, sticky 2. F; If you are hungry, you will accept food.
4. bank—matinee; busy, long lines 3. T; Elementary means “basic” or “introductory.”
5. eyes—Niagara Falls; watering 4. F; A triangle is not shaped like the moon.
Literary Analysis: Sound Devices Assess, p. 187

A 1. C; 2. A; 3. A; 4. D; 5. C; 6. C
Practice, p. 182 B 1. Jan is an honorary member of our club.
A 1. A; 2. D; 3. C; 4. C 2. As a new business owner, Estelle had many
B 1. C proprietary tasks.
3. The freshly baked cookies infused the room
Assess, p. 183 with a sweet scent.
A 1. A; 2. A; 3. B; 4. A
4. This new drug has been developed to fight
B Sample answers: bacterial infections.
1. zoom and zip; 2. shot and mock; 5. Bob reviews the elementary facts before he
3. stick and bark; 4. boom and beat studies the advanced material.
6. Recycling is beneficial for everyone.
Grammar: Prepositions 5. To create a work of art, you first need
and Prepositional Phrases to get an idea.
6. We hoped to travel this summer.
Practice, p. 188 7. A good hobby is to bicycle.
1. The chipmunk ran under the picnic table to 8. The whole family wants to see Mount McKinley.
eat the crumbs. 9. I want to succeed in high school.
2. Our trip to the park was an annual event. 10. Her desire to act is very strong.
3. The cups and saucers are in the cabinet
above the sink. Assess, p. 191
4. During the hurricane, we heard wind and A 1. Her goal, to write a novel, was never realized.
rain lashing at the windows. 2. The purpose of the class was to teach
5. We always have a large dinner except when conservation skills.
we have a game at night. 3. To achieve the highest grade, the students
6. The school addition will be completed within created a multimedia presentation.
the next few months. 4. Alex and Anna wanted to ride their bikes to
7. The camp was across the lake from our the beach.
cabin. 5. Felix began to paint the house last summer.
8. The cook prepared a special dessert to be 6. This new novel is easy to read.
served after the dinner.
7. They are too lazy to walk to school.
9. The stars above us were twinkling.
8. Her idea of breakfast is to have a cup of
10. We went apple picking in the orchard. coffee.
B 1. All the campers wanted to swim in the lake.
Assess, p. 189 noun
A 1. Our car went over the river and through the 2. The tailor made the dress to fit the princess.
woods on our trip. adverb
2. I painted under the shelves when I painted 3. The sound vibrations caused the table to
the cabinets. shake. adjective
3. The cabin was beneath the large chestnut 4. Ethan was excited to fish in the lake. adverb
tree.
5. The student artists began to paint
4. During the night the wind began to blow. watercolors. noun
5. A set of drums was in the music room. 6. Jerry likes to play golf everyday. adverb
6. Eva lost her backpack on the class trip. 7. We went to listen to the opera. adverb
7. Charlie collected stamps and coins and put 8. I like to read stories to my brother. noun
them in large binders.
8. A shadow appeared from behind the curtain. Grammar: Common Usage Problems
9. My dog always walks beside me.
10. Jasmine went to the movie preview. Practice, p. 192
B 1. The actress with red hair held a book in her A 1. between; 2. among; 3. among; 4. between
hand. B 1. as if; 2. as; 3. like; 4. as if
2. She stood in the very center of the huge
stage. Assess, p. 193
3. She was auditioning for the director and the 1. like; 2. between; 3. as; 4. like; 5. among;
producer. 6. as; 7. among; 8. among; 9. as if;
4. The stage manager sat inside the wings to 10. among; 11. between; 12. as if;
the right. 13. between; 14. as; 15. like
5. Behind him stood various members of the
cast. Spelling: Similar Endings -ize, -ise, -yze
Grammar: Infinitives Practice, p. 194

and Infinitive Phrases A 1. revise; 2. analyze; 3. emphasize
B Students should add letters to spell these
Practice, p. 190 words: 1. advertise; 2. publicize; 3. hydrolyze
1. Rudolf wanted to play hockey this winter.
2. Beverly started to cook the peas and carrots. Assess, p. 195
3. To err is human, to forgive divine. A 1. hypothesize; 2. merchandise; 3. advertise;
4. My dog likes to swim in the lake. 4. hydrolyze; 5. publicize
B Students should add letters to spell these B 1. Sample answer: These old jeans, / Frayed,
words: 1. compromise; 2. symbolize; 3. revise; faded, sliding on easy. / Keep them, always.
4. analyze; 5. emphasize 2. Students’ poems can take many different
C 1. merchandise; 2. analyze; 3. publicize forms, but should be exactly eight lines long
and focus on something nonhuman that is
Writing: Critical Essay part of nature. Two similes and one metaphor
should be included.
Practice, p. 196
A Sample answers: Writing: Analytic Response to Literature
1. The writer seems to have been greatly moved
by the poem. Practice, p. 200
2. The writer uses the word “stunning” to A Sample answers:
describe the poem, showing that it had a 1. The students could comment on how
strong impact on him or her. memorable the song is.
3. The poet’s use of the phrase “mournful tread” 2. The focus could be on the feelings that the
describes a slow, sad walk. words and rhythm convey.
B Students should write a few sentences that B 1. B; 2. A
include an opinion of the poem and support for
the opinion in the form of details. Assess, p. 201
A Sample answers:
Assess, p. 197 1. nameless mountain; thin layers of mist
A Sample answers: 2. In just a few words, this poem re-creates the
1. Students should note whether they find the mystery of the coming of spring
poem effective or interesting and explain why. 3. Like all haikus, this is a beautiful and simple
2. The setting of the poem is a day in poem. It says a lot in just seventeen syllables,
springtime, when flowers are about to bloom. using simple words and images that everyone
3. The poet uses images of flakes that come can appreciate.
from the sky to describe the butterflies. They B Students’ essays should include a thesis
are compared to flowers. statement with supporting evidence that
4. The poet suggests that the butterflies can interprets the poem according to the thesis.
almost sing and have desires. They are also
described as “flowers that fly.”
Unit 5
B Students should write two paragraphs that
include an opinion of the poem and support for
the opinion in the form of details and Literary Analysis: Protagonist
quotations. and Antagonist
Writing: Poem Practice, p. 202

A Sample answers:
Practice, p. 198 1. Horace Swanson
Sample answers: 2. The drought in Oklahoma; the overall poverty
1. cloudy skies; strong wind; pouring rain of the Great Depression
2. the rain is a drumbeat on the roof; wind 3. Horace cannot raise food to feed his family.
whistling like a freight train B Sample answers:
3. whipping, whining wind (alliteration); the 1. Annabelle
crack and boom of the thunder
2. Aunt Rose
(onomatopoeia); then drip, drop, drip, drop,
the rain slowed down (onomatopoeia) 3. Annabelle wants to go to college, but Aunt
Rose says she must stay at home.
Assess, p. 199
Assess, p. 203
A Sample answers:
A Sample answers:
1. the rattle and clank of the carts; the whoosh
of cold air from the freezer cases 1. Shayna Leone
2. After so many setbacks, this victory was as 2. being lost
sweet as the first taste of ice cream. Victory 3. There is danger because Shayna may or may
was a baton thrown in the air, spinning not find her way back to the course.
perfect circles.
B Sample answers: 2. It has aspects of both kinds of themes.
1. Shoshi 3. It is universal in that sometimes people have
2. King Minor to balance their private and public
responsibilities; it is culturally specific in that
3. The conflict is between the tyranny of the
during the time of the play, the gods’ will
king and the desire of the people, led by
must be obeyed.
Shoshi, for freedom.
Literary Analysis: Greek Tragedies Reading: Summarize
Practice, p. 204 Practice, p. 208

1. A; 2. B; 3. C
Sample answers:
1. Orestes’
Assess, p. 209
2. He seeks vengeance for his father’s death
because Apollo frightens him. Sample answers:
3. Aegisthus and Clytemnestra are killed, and 1. The Willow Grove botanical garden has rare
Orestes goes mad. purple roses.
4. Horrible deeds will be punished in time. 2. No, all the different rose colors is not
important information.
Assess, p. 205 3. Students’ summaries should include the
Sample answers: main ideas and key information: The Willow
Grove botanical garden has rare purple roses
1. Creon’s
that are valuable. The garden donates roses
2. At first, he is stubborn about believing his to the hospital.
decision not to bury Polyneices is correct.
3. Antigone, Haimon, and Eurydice all die Reading: Synthesize and Connect Ideas
unnecessarily, since Creon had changed his
mind. Practice, p. 210
4. Disregarding what is appropriate treatment Sample answers:
for all humans (in this case, proper burial)
1. The facts include that Jorge is a new pitcher
leads to tragedy and downfall.
for Central and that he throws lots of
strikeouts.
Literary Analysis: Universal
and Culturally Specific Themes 2. The opinions include that Jorge has a really
good arm, throws a good fastball and a great
curve ball, and is a great addition to the
Practice, p. 206 team.
A Sample answers:
3. I might agree with the author because he or
1. The gods’ wishes must be obeyed. she presents a lot of facts that seem to prove
2. If we do not care about others’ problems, Jorge is a good pitcher.
they may become our problems.
B Sample answers: Assess, p. 211
1. Education is very valuable. Sample answers:
2. It has aspects of both kinds of themes. 1. The author thinks that fans will not be
3. The theme is universal in that most parents disappointed with Croc!. He or she recognizes
want their children to have a better life than the in-jokes in the movie and thinks that
they have had. The theme is culturally audiences will laugh as well as shriek.
specific in that for immigrants who have had 2. The author does not like Croc! because he or
a hard life, the value of education for their she thinks it is neither a good comedy nor a
children is priceless. good horror movie, that the dialogue is silly,
and that audiences will be disappointed.
Assess, p. 207 3. The reviews are different in that the first one
Sample answers: likes the movie’s in-jokes and silliness. The
A 1. All children must be taught the sacredness of second one does not think that the humor
living things. works or that the characters are believable.
2. Nature’s bounty should not be wasted. 4. I might agree with the first review because I
like movies that smirk with the audience. I
B 1. It is sometimes difficult to balance one’s
like it when horror movies know how silly
responsibility to one’s family with the greater
they are and include me in the joke.
good.
Vocabulary: Word Roots -dict- and -fer- Assess, p. 217
A Sample answers:
Practice, p. 212 1. To enjoy good music, Henry attends concerts
1. transfer; 2. dictator; 3. predict; 4. deference; often.
5. ferry; 6. verdict; 7. defer; 8. edict 2. Sitting by the river, we watched the calm
waters.
Assess, p. 213 3. Speaking frankly, he said he opposed the
A 1. D; 2. A; 3. C; 4. A plan.
B 1. Everyone has to obey this edict because it is 4. Using all his patience and wisdom, Dad could
the law. not start the engine.
2. The jury met and issued its verdict after the 5. Holding their breath, they tiptoed from room
trial ended. to room.
3. CORRECT. B 1. To reach that number
4. In deference to your wishes, I will take my 2. composing all sorts of music
feet off the table. 3. growing slowly
4. barking dog
5. wandering the streets
Practice, p. 214 6. dancing to the music
Sample answers: 7. Scolded by his father
1. Frightened by the cat, the bird flew away. 8. cleaning my room this morning
2. Sitting by the river, we watched the calm 9. Raising animals
waters. 10. To graduate a year early
3. Looking around the room, I noticed
something missing. Writing: Plot and Theme Essay
4. Serving meals at the diner was Pat’s part-
time job. Practice, p. 218
5. The lady standing on the corner is waiting for 1. A; 2. D; 3. B
the bus.
Assess, p. 219
Assess, p. 215 1. Students should state the theme of their
A 1. barking; 2. cracked; 3. darkened; 4. excited chosen movie, play, or story simply and
succinctly.
B 1. Laughing with glee; 2. Motivated by the
prizes; 3. Being a runner; 4. hopping in the one- 2. Students should give a brief analysis of the
leg race; 5. exhausted from their efforts theme of the movie, play, or story they chose.
C 1. touring; 2. Visiting; 3. Studying; 4. lecturing 3. Students should give a brief summary of the
plot of the movie, play, or story they chose.
D 1. climbing up ropes; 2. Sliding down afterward;
3. tumbling next month; 4. lifting in the weight 4. Students should write the first three events,
room; 5. Working out regularly in order, that occur in the movie, play, or
story they chose.
Practice, p. 216
Practice, p. 220
A Sample answers:
A 1. Art can bring humanity to a higher plane.
1. Wearing her new white suit, Joan went to
meet the president. 2. Perfection is unattainable.
2. Hiking up the mountain, we found an old 3. The past seems better and purer than the
olive grove. present.
3. Exploring the cave, I found a buried treasure. B 1. Students should write the theme they chose.
4. The old woman walking her dog bumped into 2. Students should offer a title of a story, book,
the bench. play, or film that expresses the theme.
5. We saw two monkeys swinging from the 3. Students should give an explanation as to
branches. whether this theme will continue to interest
writers. Since the theme is a universal theme,
the answer should be positive—the theme will
remain compelling throughout time.
1. Students should select a theme. 1. C; 2. C; 3. B; 4. D
2. Students should offer one story, novel, play,
or film that contains the theme. Literary Analysis: Blank Verse
3. Students should offer an explanation as to
why this theme has endured. Practice, p. 226
4. Students should explain why the theme / / / / /
interests them. A 2. The birds take wing and fly beyond the clouds
5. Sample answer: The idea that true love is / / / / /
everlasting is a two-edged sword. In Romeo 3. So near the cradle of the Fairy Queen?
and Juliet, for example, William Shakespeare / / / / /
tells of a love that is so true that the lovers 4. He laughs out loud and all his friends can hear.
die rather than let themselves be parted. B L; The character is speaking in prose instead of
These lovers will always be remembered, so verse.
their love is everlasting. The price of their
love, however, is death. When I think about Assess, p. 227
this theme, I wonder whether people might be A 1. B; 2. B; 3. A
happier without true love. I think happiness
/ / / / /
comes when you find a good companion to
B 2. I do remember well where I should be.
marry. The theme of true love continues to
fascinate writers, though, because it is a high / / / / /
3. I saw the horse run free across the plain.
ideal and leads to great drama.
C 1. H; 2. L
Literary Analysis: Shakespeare’s
Practice, p. 222 Tragic Heroes
1. the writer
Practice, p. 228
2. She describes finding out that she will soon
have a brother or sister. 1. B; 2. C; 3. A; 4. A
3. The writer is afraid she will be ignored and
neglected. Assess, p. 229
4. She learns that she enjoys being a big sister. A 1. C; 2. B
5. Students should choose events or B Sample answers:
experiences from their own lives. 1. a soliloquy, because Hamlet is speaking his
6. Students should describe insights or lessons complicated thoughts alone.
they learned as a direct result of the event. 2. Hamlet is suffering doubts and confusion,
which is typical of Shakespeare’s tragic heroes.
Assess, p. 223
1. Students should choose events or Literary Analysis: Dramatic Speeches
experiences from their own lives.
2. Students should list descriptive details that Practice, p. 230
relate to the event. A 1. A; 2. B; 3. C
3. Students should describe their own thoughts B 1. monologue; 2. aside
and feelings.
4. Students should describe insights or lessons Assess, p. 231
they learned as a direct result of the event. A 1. A; 2. C; 3. B
5. Students’ paragraphs should be written in B 1. monologue; 2. aside
the first person. Students should use specific
details, thoughts, and feelings to describe an Literary Analysis: Internal
event and their reaction to it. and External Conflict
Literary Analysis: Shakespeare’s Practice, p. 232
Tragedies
1. External; 2. Internal; 3. External; 4. Internal;
5. External; 6. External; 7. Internal
Practice, p. 224
1. C; 2. B; 3. A; 4. A
1. Internal; 2. External; 3. Internal; 4. Internal; A 1. E; 2. D
5. External; 6. Internal; 7. External; 8. Internal;
9. External; 10. External
B Sample answers:
1. C; The image creates a general impression of
Reading: Use Text Aids shyness and delicacy.
2. —; The image creates a mood of stirring
Practice, p. 234 action and pride.
1. C; 2. C; 3. A C 1. A; 2. B; 3. A; 4. C

Assess, p. 235
1. C; 2. A; 3. B; 4. B
Practice, p. 240
Paraphrase Sample answers:
1. Portia means that a husband should share
Practice, p. 236 his secrets with his wife and that Brutus
should trust her with his secret and share it
Sample answers:
with her.
1. Crown, grant, put, may do
2. David means that the watch is too expensive
2. We put a sting, like a snake’s poisonous bite, and that John cannot afford to buy it as a
in Caesar. present for his best friend.
3. He may do harm or create danger with this
sting. Assess, p. 241
Sample answers:
Assess, p. 237
1. Brutus means that he is dealing with an
A Sample answers: internal conflict.
1. (Will bear), (is), (Fashion); the quarrel, he; 2. Beth means that she thinks that Cathy is
Because our complaint against Caesar exaggerating the extent of the injury to her
cannot be justified by what he is now, we thumb.
have to make our case this way.
3. Brutus means that it is shameful to be a
2. (Would run); That when he is made more nobleman in Rome at the time, since
powerful he will go to extremes. everyone appears willing to make Caesar
3. (think), (kill); Therefore, think of Caesar as a emperor rather than stand up to him,
snake’s egg, and kill him before he hatches.
4. When a snake hatches from its egg, it grows Reading: Compare and Contrast
to be dangerous, just like other snakes. This Characters
fact is the reason to smash a snake’s egg
before it hatches. Practice, p. 242
B Sample answer: Sample answers:
We cannot justify killing Caesar for what he is 1. Similarity; background. Both girls have
now, so we have to give another reason. What parents who work, and all four parents work
he will become when he has a lot of power will as professionals.
be a person who goes to extremes. Think of 2. Difference; personality. The two girls are
him as a snake in an egg. A snake becomes opposites, with Chloe’s quietness and
dangerous once it hatches, so it is a good idea acceptance of authority contrasting with
to kill it when it is still in the egg. We need to Allison’s outgoing nature and tendency to
kill Caesar before he becomes dangerous. rebel.
Reading: Analyze Imagery Assess, p. 243

Practice, p. 238 A Sample answer:
A 1. C; 2. B 1. Difference; physical appearance. Yuri’s small
build, fair complexion, and agility contrast
B Sample answers: with Eric’s height, darkness, and
1. C; The image creates a general impression of awkwardness.
great size and dignity. 2. Difference; personality. Yuri’s aggressiveness
2. —; The image creates a mood of sadness and and confidence are the opposite of Eric’s
loneliness. sensitivity and lack of confidence.
C C
3. Difference; actions. Both try out for the Vocabulary: Word Roots -spect-, -sum-,
school play, but Yuri “wings it,” while Eric -stru-; Prefix en-; Suffix -ile
prepares carefully.
4. Similarity; fate. Both boys are cast and Practice, p. 246
receive praise from reviewers. 1. one who looks on or watches
B Sample answer: 2. to begin again
Yuri and Eric are as different as two boys can 3. to build or create
be. They look different: Yuri is small and fair, 4. to put in danger
while Eric is tall and dark. Yuri is agile, while
5. like an infant; childish
Eric can be a little awkward. They are different
on the inside as well as on the outside. Yuri is
Assess, p. 247
confident and outgoing, while Eric is sensitive
and insecure. Both Yuri and Eric are actors who A 1. A; 2. C; 3. B; 4. C; 5. B; 6. D
auditioned for our school’s recent dramatic B 1. The opening of the new bridge became a
production. Yuri, true to form, did not prepare public spectacle.
an audition; his confidence and agility enabled 2. It took several years to construct the tunnel.
him to improvise a funny audition speech. Yuri, 3. When the king died, it was time to enthrone
much less sure of himself, acted a well- the young prince.
rehearsed, powerful dramatic speech. As it 4. During the attack, the air was filled with
turned out, both boys were cast, and each was every kind of projectile.
appreciated for his special talent. Yuri was called
“a comic wonder”—deservedly so, since the Grammar: Absolute Phrases
audience roared with laughter at him. Eric, on
the other hand, gave a sensitive, powerful
performance as the romantic lead, which won
Practice, p. 248
him praise as “our answer to George Clooney or A 1. equal; 2. perfect; 3. dead;
Robert DeNiro.” As we see from Yuri and Eric, all 4. complete; 5. infinite
kinds of people are drawn to the theater—some
B 1. All things considered;
because they are natural performers, others
because they are sensitive artists. Audiences and 2. their breaths white in the frosty air;
reviewers can appreciate both types of actors. 3. Speaking of funny movies;
4. their faces betraying their anxiety;
Reading: Analyze Structure and Format 5. Judging by the response to the show

Sample answers: A Sample answers:
1. I would expect to read about what a toy 1. unique; 2. complete; 3. empty; 4. dead;
designer does and how to become one. 5. definite; 6. equal; 7. perfect; 8. square;
2. I would expect to read about the kind of 9. infinite; 10. full
education and experience I would need.
B Sample answers:
3. I would expect to read about the benefits of
1. Talking about coincidences, my friend and I
working in a small business and a large
were born on the same day.
corporation.
2. The winning team gave an interview, their
4. I would expect to read about other kinds of
faces beaming happily.
things I could design besides toys.
3. The day’s work being over, it was time for
everyone to relax.
Assess, p. 245
4. The guests having arrived, Mary started to
Answer guidelines:
put out the food.
Students’ responses to the questions about training,
education, and experience should be relevant to the
job(s) chosen. They should also argue reasonably
about why they would be a good choice for the
job(s).
Grammar: Adverb Clauses B Students should add letters to spell these
words: 1. questionnaire; 2. bookkeeper;
Practice, p. 250 3. dilemma; 4. accommodations; 5. parallel
A 1. Pete opened his back door because he heard
a cat crying. Assess, p. 253
2. Before Pete could blink, the cat was in the A 1. questionnaire; 2. accommodations;
kitchen. 3. Correct; 4. bookkeeper; 5. parallel
3. The cat purred gratefully when Pete offered it B Students should add letters to spell these
some leftovers. words: 1. harass; 2. commitment; 3. appalling;
4. Pete was able to find the cat’s owner when he 4. millennium; 5. embarrass
put an ad in the newspaper. C Students should underline these words:
1. questionnaire; 2. dilemma;
B Sample answers: 3. accommodations
1. Before we left on vacation, we took the dogs
to the kennel. Writing: Character Analysis
2. If you can make the trip, you will enjoy the
scenery. Practice, p. 254
3. After she finished her homework, Cathy A 1. competitiveness, sociability
played basketball. 2. Sample answer: Caitlin is very sociable with
4. I hurried home because I was hungry. many friends. She is highly competitive, both
with others and with herself, excelling in both
Assess, p. 251 sports and other kinds of games. However,
A 1. Dana awakened before the winter sun rose. she becomes angry with herself when she
doesn’t succeed, which suggests how driven
2. She skated where her coach had told her.
she is.
3. She practiced daily because she wanted to be
B Students’ answers should focus on a single
champion.
character from Julius Caesar, identifying two
4. Before he left, Tom closed and locked the character traits and supporting these choices
window. with quotations or actions from the play.
5. When the clock struck six, Carrie started Sample answers for Cassius: Name ⫹ Identity:
home for dinner. Cassius, conspirator. Trait #1: aggressive.
6. My sister had long hair when she was in Evidence: seeks out Brutus to join conspiracy,
college. wants to kill Marc Antony after assassination.
7. Unless I call you, I will take the bus from the Trait #2: emotional. Says he would not have
station. been persuaded to kill Caesar if Caesar had
8. She was late because the train was delayed. been as close to him as Caesar was to Brutus; is
hurt by Brutus’ coldness in Act IV.
9. A storm developed after we reached the
turnpike.
Assess, p. 255
10. While we’re in Virginia, we should visit
Williamsburg. A Sample answers:
1. Jeremy is highly imaginative, since he loves
B Sample answers: to create worlds in words, drawings, and
1. Because Bob was late to the show, he missed films. He also has a good sense of humor,
part of the first act. since his films are often funny. He is a strong
2. After they picked two bushels of apples, they leader, since he would like to be a film
fell asleep. director and has been directing his friends in
3. We can begin the conference since all the films even as a boy.
participants have arrived. 2. Emily Dickinson, member of a prominent
4. She developed laryngitis whenever she caught family in Amherst, Massachusetts, was a shy
a cold. woman who hid from her neighbors for much
of her life. Perhaps fearful of rejection, she
5. Although we played brilliantly, we lost the
wrote thousands of poems that she kept
game.
hidden. However, she was a brilliant writer,
whose poetry focused on the issues of nature,
love, death, and immortality.
B Students’ character analyses should identify the
Practice, p. 252
character’s background, personality traits, and
A 1. embarrass; 2. Correct; 3. appalling; motives, with evidence from the story to back up
4. commitment; 5. millennium the interpretive answers.
Writing: Editorial 4. I might have wanted to know where she was
born and more information about her family.
Practice, p. 256 B Students should choose a character in a book
A 1. A; 2. B they have read and write an obituary that is
3. Sample answer: The new stadium will, in the factual and informative.
long run, bring even more money into the city
from tax revenues and thus will help rather Assess, p. 259
than hurt schools and libraries. A 1. Students should note the person’s most
4. B important accomplishment.
B Sample answer: Some argue that dress codes in 2. Students should offer a detail about the
schools create a better sense of discipline. person’s personality.
However, learning isn’t mainly about routines 3. Students should describe the person’s family
and discipline. The most important element of or friends.
learning is creativity. Dress codes stifle the 4. Students should write at least three
creative spirit of students. Free expression adjectives that describe the person.
means the courage to take chances and the 5. Students should express what they think is
curiosity to try new things. Courage and most important for people to remember about
curiosity are the qualities that help people learn. the person.
B Students’ obituaries should describe the most
Assess, p. 257 important aspects of the person’s life in an
A Sample answers: organized and respectful presentation.
1. Even if some believe that genetically modified
foods are not harmful, they should be labeled Writing: Research Writing
as such so that consumers can make an
informed choice about what kinds of things Practice, p. 260
they are putting in their bodies. A 1. Thomas Edison and the Invention of the
2. Some countries already require such labeling. Telephone
3. Some might say that such labeling would 2. Life in the Andes Mountains
damage the sale of foods that are perfectly 3. Changes in Weather Patterns in the 20th
safe. Century
4. Nevertheless, there is much research that B Students should choose a topic and write a
remains to be done about the potential risks thesis statement that states the idea that will be
of genetically modified foods, both to humans focused on in the research report.
and the entire ecosystem. Consumers ought
to have the ability to reject genetically
Assess, p. 261
modified foods until all scientists are satisfied
that they are completely safe. A 1. C; 2. D; 3. B
B Students’ editorials should present a clear B Students should choose a topic and write a
opinion on their chosen topic. Students should thesis statement that states the idea that their
support their position with facts, examples, and research report would explore.
arguments. They should clearly connect each
piece of support to their main point. They Unit 6
should raise and counter at least one objection
to their position.
Writing: Obituary
Practice, p. 262
Practice, p. 258 1. B; 2. A; 3. D; 4. B
A Sample answers:
1. Marissa Thompson was 82 years old when Assess, p. 263
she died. She left behind three family 1. B; 2. B; 3. B; 4. C; 5. B
members.
2. Ms. Thompson was dedicated to her work as Literary Analysis: Epics and Epic Heroes
a seamstress; she put in many extra hours of
work. Practice, p. 264
3. Ms. Thompson was clearly loved by the 1. D; 2. B; 3. A
people she worked with, who called her
“Miss T.”
Assess, p. 265 Grammar: Simple and Compound
A 1. C; 2. C Sentences
B 1. Yes; long adventure; wins battle
2. No; ordinary people; everyday event
Practice, p. 272
A 1. C; 2. S; 3. C; 4. S
Literary Analysis: Archetypal Narrative B 1. Jeff purchased a book about dogs, and I
Patterns bought one about cats.
2. My book has many pictures, but only the
Practice, p. 266 photos are in color.
A 1. Y; 2. N; 3. N; 4. Y; 5. N; 6. Y 3. Wild cats often hunt at night, but some
B 1. C; 2. A; 3. D; 4. B prefer dusk or dawn.
4. Members must give the password, or they will
Assess, p. 267 not be admitted.
Sample answers: Assess, p. 273

A 1. Cinderella’s fairy godmother A 1. My older sister drives, but my younger one
2. Hercules’ labors has yet to learn.
3. Three rings in The Lord of the Rings 2. Did you buy the cake today, or will you get it
4. Dorothy in The Wizard of Oz later?
5. Cinderella’s wicked stepmother 3. I prefer roomy American cars, but my brother
6. Get the broomstick of the Wicked Witch of likes foreign models.
the West 4. James must remember to bring the lantern,
7. The Rough-Faced Girl marries the great chief. or we will have no light in the cabin.
B 1. a series of tests a character must pass 5. She is interested in space exploration, so she
reads every article and book on the subject.
2. things or events occurring in threes
6. I looked everywhere, but I couldn’t find the
Reading: Cultural and Historical Context keys.
7. The book is unusually interesting, and I will
Practice, p. 268 finish it tonight.
1. B; 2. C 8. The night sky was clear, but we did not see a
single shooting star.
Assess, p. 269 B 1. Both the bus and the taxi had engine trouble,
and they arrived late.
A 1. A; 2. A; 3. B
2. The ripcord that opens the chute must be
B Sample answers: strong, or it could break.
Context: In King Arthur’s time it was important
3. The sky was full of threatening dark clouds,
to be brave and honorable.
yet it never rained.
What the context helps me understand: why Sir
4. Stephen studied long hours, but he never did
Gawain volunteers to fight the green knight
enjoy the subject.
Grammar: Complex and Compound-
Complex Sentences
Practice, p. 270
Answer guidelines:
Practice, p. 274
Students’ responses should indicate their process
1. C-C, before, and; 2. C, After; 3. C, Whenever;
for reading actively by thinking about what they
4. C-C, After, and; 5. C, Since; 6. C-C, and,
knew about the topic, what they wanted to know,
when
and what they learned from the article.

A 1. C, Whenever; 2. C-C, but, until; 3. C-C, that,
Answer guidelines:
and; 4. C-C, who, and; 5. C, that; 6. C, that;
Students’ responses should indicate what they knew 7. C-C, When, but, since; 8. C, that; 9. C-C,
about running a music store, the questions they who, but; 10. C-C, When, but
wanted to answer, and what they learned from the
interview.
B Sample answers: B 1. Students should think of a workable topic for
1. The book that I bought at the fair was long a myth, preferably an idea based on a
and dull, but I read it. natural phenomenon.
2. The dancers who traveled from Russia were 2. Students should offer two characters for their
excellent, and the audience applauded loudly. myths; they may use proper names or
common nouns, e.g., “the sea god” and “a
Grammar: Fragments sailor.”
and Run-On Sentences 3. Students should offer two adjectives that
reasonably apply to each of their chosen
Practice, p. 276 characters.
Sample answers:
1. The class arrived early this morning.
Assess, p. 281
Sample answers:
2. Correct
1. Main characters: Rascal, Luna; Traits:
3. We didn’t go swimming because they had
Rascal, mischievous; Luna, eager
warned us not to.
2. Students should add details that describe
4. My sister has a horse she has been riding a
such things as neatly combed hair, fine
long time. His name is Ben.
clothing or accessories, and so on.
5. Correct
3. Sparks flew from his fingertips.
4. Student responses should reflect the idea
Assess, p. 277
that Rascal has mischief on his mind.
A 1. S; 2. R; 3. F; 4. S; 5. R
5. Details: evening fire, hot, dancing flames,
B Sample answers: trailing moon; Phenomenon: why fire is hot,
1. Sam spent time working in Paris as a cook. or why the moon sits high up in the sky;
2. For her next project at school, Alice will Sample explanation: Fire is hot so that
report on the solar system. people approaching it will be warned of its
danger.
3. Work on the kitchen went fast once the
cabinets arrived.
4. They do not run well over long distances.
5. Mozart had severe hardships and Practice, p. 282
disappointments, but his music is cheerful
A Sample answers:
and vigorous.
1. Who? Janet Thompson
6. His father taught him carpentry. He never
attended a class. 2. What? completed hike across country
7. Kelly writes stories. She does not write music. 3. When? Sunday evening
4. Where? Point Reyes, California
Vocabulary: Word Root -dur-; Suffixes 5. Why? She wanted to see if she could do it.
-ant, -ive; Prefix ex- 6. How? by walking an average of fifteen miles
a day
Practice, p. 278 7. The first sentence leaves the reader with
1. elusive; 2. servant; 3. expel; 4. derisive; unanswered questions such as, “Where was
5. endure; 6. excavate; 7. tyrant; 8. duration Ms. Thompson going?”
B 1. Students should tell the who, what, when,
Assess, p. 279 where, why, and how of a heroic deed.
A 1. B; 2. C; 3. D; 4. A 2. Students should write a dramatic opener for
B 1. Howard’s derisive comments annoyed their newspaper report about the deed.
everyone in the room.
2. The disliked tyrant was cruel and unfair in Assess, p. 283
his leadership. A Sample answers:
3. Correct 1. Who? a firefighter, Steven Feinstein
4. The strong tent is durable enough to 2. What? spoke to students
withstand the heavy wind. 3. When? on Wednesday afternoon
4. Where? at a school assembly in the gym
Writing: Myth 5. Why? to inform students about possible
careers with the fire department
Practice, p. 280 6. How? by appearing with a panel of other
A 1. C; 2. D; 3. A; 4. B speakers
B Sample answer: 6. 1. Purchase all equipment you will need.
For what kind of career can your high-school 2. Rinse gravel in a strainer before spreading it
education prepare you? Students at Central evenly across bottom of tank.
High School found out some answers to this 3. Wash tank decorations thoroughly before
question on Wednesday afternoon at the school placing them securely in the bottom of the
assembly. A panel of speakers took turns tank.
describing their jobs and explaining the special
4. Attach filtration system, heater, and
training needed for them. Among the speakers
thermometer to the sides of the tank.
was Steven Feinstein, a local firefighter who has
been with the Fire Department for five years. Mr. 5. Turn everything on and add water
Feinstein ended his talk by encouraging dechlorinator.
interested students to sign up for apprentice 6. Wait at least 24 hours before you add live
programs. Selected students will spend one plants or fish to the tank.
morning a week at the fire station, helping out 7. Use a fish tank lid after the fish are in the
with necessary tasks. tank.
Writing: Technical Document Literary Analysis: Legends

and Legendary Heroes
Practice, p. 284
1. Sample answers: Practice, p. 286
1. Find an empty one-gallon bleach bottle. 1. D; 2. C; 3. A
2. Wash and rinse the bottle many times.
3. Paint the bottle. Assess, p. 287
4. Cut an entrance hole. 1. A; 2. C; 3. B; 4. B; 5. C
5. Punch four drainage holes and
one ventilation hole.
2. Sample answers: entrance hole is precisely
11/2 inches in diameter; bottom of the hole
Practice, p. 288
should be 6 inches from the base of the side Sample answers:
opposite the handle. 1. A; Louie was so mean that his own dog
3. ventilation hole—to allow air in growled at him. He got his nickname because
4. Sample answer: The birds might hurt he liked to blow bubbles in his bathtub.
themselves if the edges of the entrance hole 2. A; One look at her and my heart stopped. My
are not smooth. socks bunched up, and my shoelaces untied
themselves; She opened her mouth and
Assess, p. 285 reached in with her graceful, dainty hand to
pull out a fat wad of chewing gum.
Sample answers:
1. how to set up a fish tank Assess, p. 289
2. Equipment includes a tank, a filtration system, A 1. A; 2. B
a heater, a thermometer, gravel, decorations,
and a water dechlorinator; slope gravel higher B Sample answers:
in the back so fish will stay near the front; 1. Type of story being parodied: private-eye
set heater for a temperature between 75 and or gangster stories; Element parodied: A;
78 degrees. “We got you a contract to go on the new quiz
3. dechlorinator—a chemical additive that removes show,” said Louie. “Waddya say?”
chlorine from water. Where tap water is 2. Type of story being parodied: fantasy or
chlorinated, it should generally be dechlorinated science-fiction stories; Element parodied: B;
before use in an aquarium since chlorine can “Still, if you’re about to be squashed like a
harm marine life. bug, who cares if you break the rules?”
4. If you run into trouble, be sure to check the
manufacturer's instructions for correct setup Literary Analysis: Comparing Themes
and usage of the filter, heater, and top of fish and Worldviews
tank.
5. If you do not put a fish tank lid on, fish might Practice, p. 290
jump out and the water will evaporate more 1. B
quickly; if you do not wait until the water runs 2. A
through the filter and the tank temperature is
right, the fish might die.
1. B Sample answers:
2. B 1. The first critic liked the movie because he or
3. In story A, the main character’s desire to she likes the main characters and thinks
expand her business is thwarted because her they will satisfy audiences. The second critic
personal goal is seen as something selfish that thought the movie looked tired and dull.
will undermine the community. In story B, the 2. The first critic talked about the plot’s twists
main character’s personal goal suggests and turns and said that the clothes and cars
strength and determination, which is reflected will hold the audience’s attention. The second
by her success in establishing a solid practice. critic said that the actors looked uninterested
and that the plot was confusing.
Reading: Compare and Contrast 3. I think I might trust the second critic
Worldviews because I find that series movies do get a bit
boring after a while.
Practice, p. 292
Vocabulary: Prefix multi-; Suffixes
Sample answers: -tude, -ment, -ate
1. The knight thinks that cars are dragons. He
also thinks that he was sent into the modern
Practice, p. 296
world for a reason.
1. multilingual; 2. solitude; 3. embarrassment
2. The knight believes that events always take
4. desperate; 5. multicultural; 6. desolate;
place for a reason. In the narrator’s
7. amusement; 8. magnitude
worldview, some events happen by accident.
Assess, p. 297
Assess, p. 293
A 1. D; 2. B; 3. C; 4. A
A 1. B; 2. A
B 1. After she received the award, the artist was
B 1. B; 2. B greeted by a multitude of fans.
C Sample answers: 2. I can see that you are desperate to solve this
1. The narrator has a modern worldview. He problem.
knows that the world does not stop at the 3. For your amusement, here is Boffo the Clown!
sky. The chief has a different worldview. He 4. Having studied German and Italian, Sophia is
thinks the world comes to an end and is now multilingual.
surrounded by the Land of the Dead.
5. The enormous waterfall filled us with
2. There is some truth to the chief’s worldview, amazement.
since it helps him understand the danger
6. Williams sold his business and is now a
that the narrator represents. The narrator
multimillionaire.
may not really come from the Land of the
Dead. It is true, though, that the narrator
and his people may destroy the tribe.
Reading: Critique Generalizations and Practice, p. 298

Evidence A 1. The campers were hot and tired, for they had
been hiking all day.
Practice, p. 294 2. The doctor examined the patient carefully,
but she did not say a word.
Sample answers:
3. Correct
1. The first critic probably did not like the movie,
and the second critic probably did like it. 4. An Arabian stallion is a fast, beautiful horse.
2. The first title seems to show that the movie did 5. The long, dark pathway led to a grim, ruined
not live up to its title. The second one seems house.
like an invitation because the critic enjoyed 6. Correct
the movie and wants others to see it, too. 7. Elephants are lazy, friendly, and good-
3. I would expect to read evidence for the natured.
generalizations that shows me which critic I 8. Everyone wondered who had been in the
might agree with. house, what he had wanted, and where he
had gone.
9. This is Mrs. Wells, the president of the P.T.A.
10. We had eaten everything in the refrigerator,
but we were still hungry.
A 1. Bike riding, brisk walking, and swimming are A 1. Pam felt confident going into the test; she had
good forms of exercise. studied very hard.
2. The victims of the hurricane were stunned, 2. Billy, wait for little Joey; he can’t walk that fast.
for they had lost everything. 3. The soup we ordered was cold; the roast beef
3. Correct was overcooked.
4. The quiet, obedient dog is a pleasure to be 4. I baked cookies, made with raisins; muffins,
around. made with dates; and a cake, made with
5. The pilot boarded the plane, checked her walnuts.
instruments, and prepared for takeoff. 5. Their new home is beautiful; no one would
6. Correct guess it was once a barn.
7. Ireland, the Emerald Isle, lies off the coast of 6. Jeremy is an excellent soccer player; his
England. brother prefers baseball.
8. Correct 7. Pat can help you with that problem; she is a
9. We had lessons in swimming, canoeing, and terrific math student.
archery. 8. Put your napkin on your lap; don’t tuck it in
10. The radio announcer warned of the storm, your shirt.
but no one paid any attention. 9. Kim is eight years older than her brothers;
B 1. Mowing a lawn on such a hot, hazy, humid she often baby-sits for them.
day was no fun. 10. Selling ice cream, Beth earned $100; that was
2. Sandy folded the clean laundry, and I placed the most for any one day.
it in a basket. B 1. George decided not to walk to work; it was
3. The teacher repeated the directions, but I was too far, and he had too little time.
still confused. 2. Running through the park, Gail tripped; she
4. We found seaweed in the water, on the sand, scraped her knee badly.
and under the rocks. 3. I thought Barry’s painting was excellent; in
5. Correct fact, it was the best in the show.
6. The doctor recommended plenty of liquids, 4. During the Golden Age of Greece, playwrights
extra rest, and a light diet. wrote great tragedies; they also wrote brilliant
comedies.
7. You can use this free ticket for yourself, or
you can give it to a friend. 5. If I am not awake by five o’clock, call me;
otherwise, I will be late for work.
8. Correct
9. I told them, on the contrary, that my brother Grammar: Sentence Structure
was not the man. and Length
10. I eat balanced meals, take vitamins, and get
enough sleep. Practice, p. 302
Grammar: Using Semicolons Sample answers:
1. To build their nest, the robins used twigs,
Practice, p. 300 string, and newspaper.
A 1. This was the heaviest snowfall in years; it 2. Usually, we can count on Max’s help in the
broke all records. evenings.
2. People couldn’t get to work; however, no one 3. A device for putting out fires is a fire
complained. extinguisher.
3. Some went skiing on Main Street; others rode 4. Enviously, the twins eyed their sister’s new
on sleds. bicycle.
4. Snow stood in ten-foot drifts; it amazed 5. Looking down from the mountain, we saw the
everyone. winding river.
5. The children grew fidgety; the parents grew
impatient. Assess, p. 303
B 1. I love tennis; in fact, I play four times a week. A Sample answers:
2. Lee, rake the yard; Al, wash the car; Fritz, 1. The two angry parties argued their cases in
clean the basement. front of the judge.
3. My sister likes to save money; in fact, she 2. Connie’s aunt sent her some money, so she
already has saved a thousand dollars. decided to buy some clothes. She took the
bus downtown and bought a new ski jacket
and boots.
3. Ants are warlike creatures and are natural Assess, p. 307
empire builders. They attack weaker insects A Sample answers:
to increase the number of their slaves and
1. Who? Mother Teresa
the size of their territory.
2. What? visited our local homeless shelter
4. We could hear Alan miles away practicing his
trumpet. 3. When? on Thanksgiving
B Sample answers: 4. Where? downtown
1. As soon as school is over, we will meet you at 5. Why? to help serve meals to those waiting on
the school library. line
2. Occasionally, the train makes whistle-stops 6. How? by ladling out mashed potatoes and
to discharge passengers. gravy on each plate
3. To be sure of seeing the kickoff, we allowed B Students answers should follow as far as
plenty of time. possible the formatting of the example on the
worksheet.
Spelling: Spelling on Sample answer:
College Entrance Exams FIRST NEWSCASTER: Mother Teresa made an
appearance in our city on Thanksgiving Day. We go
Practice, p. 304 now to Loaves and Fishes, the homeless shelter
A 1. reevaluate; 2. conceding; 3. replaceable; downtown. Angelo, what’s happening there?
4. transmitting (Cut to video and second newscaster.)
B 1. emigrate; 2. immigrate; 3. Correct SECOND NEWSCASTER: I’m standing here at
Loaves and Fishes on this beautiful Thanksgiving
Assess, p. 305 Day. About a hundred people are in line, and two
hundred have already been fed. Mother Teresa is
A 1. dissimilar; 2. conceded; 3. replacement;
here, along with ten other volunteers, serving the
4. transmittal; 5. referring
poor. Let’s talk to someone who is enjoying a meal.
B 1. Correct; 2. crisis; 3. emigrate; 4. reevaluate What’s your name, sir?
C Students should underline these words: FRANK: My name is Frank. I’m enjoying this
1. immigrate; 2. emigrate; 3. crises wonderful meal today, and so are all these other
folks. I’d like to thank Mother Teresa for taking the
Writing: Script for a Television time to help us today.
News Report SECOND NEWSCASTER: She is certainly an
example to us all. Back to you, Connie.
Practice, p. 306 FIRST NEWSCASTER: Thank you, Angelo. Yes,
1. Students should describe an event clearly indeed, Mother Teresa is an inspiration to us all.
related to the tornado in Hutchinson, Kansas.
2. Students should answer questions a through Writing: Parody
f with details that plausibly add to the
account of the event they described in Practice, p. 308
question 1. Details should be consistent with 1. Sample answers:
the details provided in the passage. A. Detective Kirk acts like someone in a hurry.
3. Students answers should follow as far as For example, he does not knock on the
possible the formatting of the example on the Lieutenant’s door. The results of some of his
worksheet. actions are car wrecks and injuries. He is
Sample answer: probably brave, but he takes foolish risks
FIRST NEWSCASTER: Helping homeowners in the sometimes.
tornado’s path was not the only heroic act on B. Lieutenant Walters talks like a commanding
Superguy’s to-do list yesterday. officer, giving orders and saying things like
(Cut to footage of Superguy lifting an eighteen- “As of now, you’re on suspension.” He is also
wheeler out of a river, using his bare hands. Third sarcastic. He says Kirk has been “about to
newscaster stands in front of the scene.) crack the case” for weeks, but instead Kirk
has “cracked” some cars and many rules.
THIRD NEWSCASTER: How do you explain
something like this to your boss? This big rig went C. Lieutenant Walters and Detective Kirk are
off the road when the tornado rocked the Smith having a conflict because the lieutenant
Street Bridge. The driver got out but he was minus wants Kirk to play by the rules. He says Kirk
one truck—until Superguy came along to do a little has broken “about fifteen departmental
fishing. regulations.” Kirk wants justice no matter
what. When the lieutenant suspends him,
FIRST NEWSCASTER: Wish I could catch a fish as
Kirk says, “Guess I’m going to have to get
big as that.
justice on my own.
2. Students’ parodies should refer to and make Writing: Comparison-and-Contrast Essay
fun of at least two of these elements:
Detective Kirk’s way of acting; Lieutenant Practice, p. 310
Walter’s way of speaking to him; the conflict
1. subject-by-subject
between Kirk’s urgency and desire for justice
and Walter’s insistence that he follow the 2. Sample answer: Falcons and hawks are both
rules and not offend the mayor. raptors; they both hunt birds and small
animals.
Assess, p. 309 3. Sample answer: Falcons dive down and hit

the prey in midair. Hawks stay hidden behind
1. Sample answers:
trees and plants as they fly to surprise
A. The narrator uses expressions like “Goodness their prey. Falcons live in holes in trees,
sakes” and “For crying out loud.” He also abandoned nests, or on ledges of cliffs or tall
says things that sound a little tough, such as buildings. Hawks build nests.
“Looks like you and I have some rescuing to
do.”
Assess, p. 311
B. The narrator says Rover is usually well
A Sentences will vary but should use words and
behaved, but in this story he whines and
phrases that compare and contrast.
barks and chews on the furniture. He does
these things to tell the narrator that Bobby is B Sample answers:
in trouble. Rover has the special ability to 1. Students should name a specific topic for
know when someone is in trouble, even when comparison.
he or she is not nearby. 2. Students should list both similarities and
C. He faces the problem of a fellow worker being differences.
stranded in a snowstorm. 3. Students should choose one of the two
2. Students’ parodies should continue the story organizations.
of the narrator, Rover, and Bobby stranded in 4. Students’ paragraphs should point out clear
a snowstorm. In their parodies, students similarities and differences and should
should refer to and make fun of at least three include accurate facts and details. Students
of these elements: the narrator’s quaint should use their chosen organizations
exclamations; Rover’s attempts to throughout their paragraphs.
communicate his uncanny knowledge by
misbehaving; the characters’ struggles with
the elements, such as the snowstorm, and
their efforts to rescue others.

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PEARSON

N E W YOR K, NEW YO R K • BO STO N, MA SSACH USET T S

PART 1: PRACTICE AND ASSESS ALPHABETICAL BY SKILL

x Reading Kit Graphic

PART 3: CLASSROOM MANAGEMENT FOR DIFFERENTIATED INSTRUCTION

Teacher-Mediated Classroom Reading Strategies:

▼ Vocabulary and Concept Development

● Structuring Academic Discussion and Writing

PART 4: PROFESSIONAL DEVELOPMENT ARTICLES

READING AND LITERARY ANALYSIS Practice Assess

© Pearson Education, Inc. All rights reserved. Reading Kit vii

© Pearson Education, Inc. All rights reserved. Reading Kit vii

Part 1 Practice and Assess

Part 2 Literature-Based Strategies

Part 3 Classroom Management for Differentiated Instruction

Part 4 Professional Development Articles

© Pearson Education, Inc. All rights reserved. Reading Kit ix

x Reading Kit © Pearson Education, Inc. All rights reserved.

© Pearson Education, Inc. All rights reserved. Reading Kit xi

xii Reading Kit © Pearson Education, Inc. All rights reserved.

Literary Analysis: Plot and Foreshadowing

1. At the beginning of a story, you read that detective

2. In the middle of the story, Lorrie traps Miranda in a

3. Miranda escapes as the mine collapses behind her. She

4. At the very end the story, Miranda decides to retire

The event that is foreshadowed could be .

Literary Analysis: Plot and Foreshadowing

© Pearson Education, Inc. All rights reserved. Reading Kit 3

Literary Analysis: Author’s Perspective

At first I thought being a teacher’s helper in summer school would be

I first learned about climate changes and global warming in college,

1. Which choice best describes the author’s perspective in this passage?

A. outraged and angry C. amused and lighthearted

2. Underline some facts that the author uses in this passage.

A. curious and interested C. uncaring and bored

4 Reading Kit © Pearson Education, Inc. All rights reserved.

Literary Analysis: Author’s Perspective

1. How does the author’s perspective change in this selection?

2. Which detail supports a benefit of the author’s experience?

B Read the passage. Then, answer the questions.

1. Does the author of this passage have a positive or a

2. Underline three phrases that support your answer to question 1.

3. Which choice best describes the author’s perspective in this passage?

A. academic and strict C. uninformed

© Pearson Education, Inc. All rights reserved. Reading Kit 5

Literary Analysis: Author’s Style

1. What type of syntax does this writer use?

A. many short, simple sentences C. many different types of sentences

2. What does this syntax add to the style?

A. a beautiful flow C. the sound of a tough guy talking

3. What type of words does the author’s diction feature?

A. many difficult words C. many colorful, lively words

4. Which pair of words best describes the tone of this passage?

A. light and airy C. realistic and technical

Literary Analysis: Author’s Style

1. What is the best definition of an author’s style?

A. his or her special way of using words

2. What is the difference between diction and syntax?

B Read the following two paragraphs. Then, answer the questions.

1 Believe it or not, we had to wake up at 4 A.M. to catch the bus to catch