Journeys Readers Notebook G4 Units4-6 Student

Reader’s Notebook
Grade 4
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Contents
Unit 1 Good Citizens

Lesson 1: Because of Winn-Dixie 1
Lesson 2: My Brother Martin 13
Lesson 3: My Librarian Is a Camel 25
Lesson 4: The Power of W.O.W.! 37
Lesson 5: Stormalong 49
Unit 2 Express Yourself

Lesson 6: Invasion from Mars 61
Lesson 7: Coming Distractions: Questioning Movies 73
Lesson 8: Me and Uncle Romie 85
Lesson 9: Dear Mr. Winston 97
Lesson 10: José! Born to Dance 109
Unit 3 Learning Lessons

Lesson 11: Hurricanes: Earth’s Mightiest Storms 133
Lesson 12: The Earth Dragon Awakes 145
Lesson 13: Antarctic Journal: Four Months at the
Bottom of the World 157
Lesson 14: The Life and Times of the Ant 169
Lesson 15: Ecology for Kids 181
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Unit 4
Lesson 16: Riding Freedom 193
Lesson 17: The Right Dog for the Job: Ira’s Path from
Service Dog to Guide Dog 205
Lesson 18: Hercules’ Quest 217
Lesson 19: Harvesting Hope: The Story of Cesar Chavez 229
Lesson 20: Sacagawea 241
Unit 5
Lesson 21: The World According to Humphrey 277
Lesson 22: I Could Do That! Esther Morris Gets
Women the Vote 289
Lesson 23: The Ever-Living Tree: The Life and Times of
a Coast Redwood 301
Lesson 24: Owen and Mzee: The True Story of a
Remarkable Friendship 313
Lesson 25: The Fun They Had 325
Unit 6
Lesson 26: The Girl Who Loved Spiders 337
Lesson 27: Amphibian Alert! 348
Lesson 28: Museums: Worlds of Wonder 359
Lesson 29: Save Timber Woods! 370
Lesson 30: Mystery at Reed’s Pond 381
© Houghton Mifflin Harcourt Publishing Company. All rights reserveds

s Gui e
d
Lesson 15
READER’S NOTEBOOK
Name Date
Reade
r ’s G uide Ecology for Kids
Independent Reading
Ecology for Kids

Eco-Friendly Lodge Brochure
Take a close look at this paragraph from page 450. What
words help you understand the author’s argument? Circle
the words that are powerful. For example, protect is a much
stronger word than help. Circle the word protect.
One important way to protect the environment is to help

stop pollution. Here are a few ideas:
Put trash in its place. Trash does not belong in the streets,
rivers, or the oceans. Trash and other kinds of pollution harm
all living things.
Use solar-powered clocks and calculators when you can.
If you use battery-power, recycle used batteries.
When you leave a room, turn off the light. When you are not
using televisions, radios, and computers, turn them off, too.
That way, your family will use less electricity and save money.
Evaluate the author’s word choice. How could he have made his
argument even more powerful?
Independent Reading 181 Grade 4, Unit 3

Lesson 15
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Ecology for Kids

Independent Reading
Now fill in this travel brochure for an Eco Lodge. Make sure you
use words that will convince an eco-wise traveler that the lodge
uses environmentally friendly practices.
Welcome!
Paradiso Rio Rainforest Lodge is Paradiso Rio
located in a protected rainforest area Rainforest Lodge
one hour from the capital.
Our lodge offers hiking, mountain
biking, horseback riding, and rainforest
tours. Our rooms come
with faucets and
showers. Our lodge has solar panels
to collect from the
sun and convert it to .
Our chef prepares dinners with
locally grown, organic ingredients to
your health and the
environment’s. All of our practices help s tainab
Su
le
to make sure that your stay has no

on the environment! Travel

Lesson 15
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Using Context Ecology for Kids

Vocabulary Strategies:
Using Context
crash channel shape tire

track place thunder
Read each sentence. Circle the correct definition for each

underlined word using the context of the sentence.
1. The glass fell off the table with a crash.

a. a loud noise b. a collision, a wreck
2. Everyone cheered as he ran around the track.
a. a mark, as a footprint b. a course set up for racing
3. The boat sailed down the channel.
a. a waterway b. a means of communicating
4. She didn’t want anyone to take her place as she waited to
buy tickets.
a. an area or region b. a position in line
5. The football player was in great shape.
a. the outline of something b. physical condition
6. After we saw the lightning, we heard some thunder.
a. to speak loudly b. a loud noise from the sky
7. I could not ride my bike because there was a hole in the
tire.
a. rubber covering a wheel b. to run out of energy

Vocabulary Strategies 183 Grade 4, Unit 3

Lesson 15
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Changing Final y to i Ecology for Kids

Spelling: Changing Final y to i
Basic 1–10. Write the Basic Word to complete each analogy.

Spelling Words
1. Trees are to forests as cities are to .
1. tiniest
2. Biggest is to largest as smallest is to .
2. hobbies
3. Weakest is to strongest as liveliest is to . 3. copied
4. Seeds are to plants as caterpillars are to . 4. countries
5. pitied
5. Smoother is to rougher as tougher is to .
6. easier
6. Happier is to merrier as windier is to . 7. laziest
7. Better is to best as is to noisiest. 8. families
9. spied
8. Lightest is to darkest as ugliest is to .
10. happiest
9. Cleaning is to chores as photography is to . 11. ladies
10. Cold is to colder as busy is to . 12. friendlier
13. studied
1. 6. 14. busier
2. 7. 15. breezier
16. prettiest
3. 8.
17. noisier
4. 9. 18. healthier
5. 10. 19. butterflies
20. funniest
Challenge 11–14. You helped out at the community garage sale.
Tell how you sorted items for sale. Use four of the Challenge Challenge
Words. Write on a separate sheet of paper. heaviest
categories
communities
multiplied
qualities
Spelling 184 Grade 4, Unit 3

Lesson 15
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Spelling Word Sort Ecology for Kids

Write each Basic Word beside the correct heading.

Spelling Words
Basic Words:
Adding -es 1. tiniest
to a consonant Challenge Words: 2. hobbies
+ y word 3. copied
Possible Selection Words: 4. countries
5. pitied
Basic Words:
Adding -ed 6. easier
to a consonant 7. laziest
+ y word Challenge Words:
8. families
9. spied
Adding -er Basic Words: 10. happiest
to a consonant 11. ladies
+ y word 12. friendlier
13. studied
Basic Words: 14. busier
Adding -est
15. breezier
to a consonant Challenge Words:
+ y word 16. prettiest
17. noisier
18. healthier
19. butterflies
Challenge Add the Challenge Words to your Word Sort. 20. funniest
Connect to Reading Look through “Ecology for Kids.” Find Challenge
words that change the final y to i before adding -es, -ed, -er, or heaviest
-est. Add them to your Word Sort. categories
communities
multiplied
qualities

Lesson 15
READER’S NOTEBOOK
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Proofreading for Spelling Ecology for Kids

Find the misspelled words and circle them. Write them correctly
on the lines below. Spelling Words
Observing nature can be entertaining and informative. 1. tiniest
Nature has been speid upon and studyed through the ages 2. hobbies
3. copied
and has taught ladys, gentlemen, and familes many lessons.
4. countries
We have coiped things we see happening in nature to make 5. pitied
us healthyer and friendlyer. We have pityd people who take 6. easier
7. laziest
no notice of nature. Some of the prettyiest and funnieste
8. families
things can be found in nature—look at a sunset, or look at 9. spied
baby birds, each noiser than the other, opening their mouths 10. happiest
11. ladies
wide to be fed. Many people have found that some of their
12. friendlier
happist times have been spent observing nature. 13. studied
14. busier
1. 7.
15. breezier
2. 8. 16. prettiest
3. 9. 17. noisier
18. healthier
4. 10.
19. butterflies
5. 11. 20. funniest
6. 12. Challenge
heaviest
categories
communities
multiplied
qualities

Lesson 15
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Irregular Verbs Ecology for Kids

Grammar: Irregular Verbs
Verbs that do not add ‑ed to show past action are

called irregular verbs. You must remember the
spellings of irregular verbs. Thinking Question
What verb does not add
present tense verb: give -ed to show past action?
irregular past tense verb: gave
1–8. Write the correct form of the verb in parentheses to

show past action.
1. The scientist (know) how to protect the environment.
2. Our science teacher (brings) photographs of various

ecosystems to class.
3. She (tells) us that one way to protect the environment is
to stop pollution.
4. It would also help the environment if we (grow) our own
vegetables.
5. We (take) very long showers.
6. We (leave) the lights on in empty rooms.
7. We (drive) everywhere instead of walking or riding bikes.
8. My family and I (make) a plan for how to save water,

electricity, and gasoline.
Grammar 187 Grade 4, Unit 3

Lesson 15
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The Special Verb be Ecology for Kids

The verb be tells what someone or something is or

is like. It does not show action. It can be used as a
main verb or a helping verb. The verb be has special Thinking Questions
What is the subject?
forms for different tenses and different subjects. What is the tense? What
form of be is correct?
forms of the verb be
subject present tense past tense

I am was
he, she, it is was
we, you, they are were
past participle with form of helping verb have

I, we, you, they have been
he, she, it has been
1–6. Write the form of the verb be in parentheses that

correctly completes each sentence.
1. Last week, the students (are, were) learning about
ecosystems.
2. An ecosystem (is, are) a place where groups of living
and nonliving things interact with their environment.
3. Forests, lakes, and deserts (is, are) examples of

ecosystems.
4. Yesterday, I (am, was) working on a project about the
ocean.
5. Today, I (am, was) presenting my project about the ocean
to my classmates.
6. I (been, have been) enjoying learning about the ocean.

Lesson 15
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Helping Verbs Ecology for Kids

Many irregular verbs change spelling when they are

used with helping verbs. Often the new spelling uses
-n or -en to show past tense.
Irregular verb: grow
Past tense: grew
Past tense form with helping verb: had grown
1–5. On the line, write the correct form of the verb in

parentheses.
1. My class had (drive) all morning to get to the

seashore.
2. Then we had (ride) in a boat to get to a mangrove
swamp.
3. It was the first time I had (see) such a unique
ecosystem.
4. When it heard us coming, a heron had (hide)
among the trees.
5. Afterwards, a scientist had (speak) to us about
preserving mangrove swamps.

Lesson 15
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Progressive Verb Tenses Ecology for Kids

Grammar: Spiral Review
Progressive verb tenses show action that is ongoing.
present progressive is learning, are learning

past progressive was learning, were learning
future progressive will be learning
1–7. Complete each sentence with the correct progressive form

of the verb in parentheses ( ).
1. Our planet more polluted every year.

(become)
2. Tropical rainforests rapidly now.
(disappear)
3. Two hundred years ago, these forests
on four different continents. (thrive)
4. But the need for land to settle
rapidly. (grow)
5. Settlers forests to raise crops. (clear)
6. Now people trees to replace some
of our lost forests. (plant)
7. The students at our school Earth
Day next April. (celebrate)

Lesson 15
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Conventions Ecology for Kids

Grammar: Connect to Writing
Incorrect Form of Verb

They dove into the bay and taked a look at its ecosystem.
Correct Form of Verb
They dove into the bay and took a look at its ecosystem.
1–5. Choose the correct form for the verb in the parentheses.
Rewrite the sentences to make the author’s meaning clear.
1. Yesterday, the scientists (find, found) an unfamiliar
creature in the bay.

2. When they returned to shore, they (brung, brought) it to

the laboratory.

3. They now (know, knew) some of the changes

that happened as a result of pollution in the bay.
4. The scientists (writed, wrote) a report about their findings.
5. They (gived, gave) a talk about their discoveries.

Lesson 15
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Focus Trait: Conventions Ecology for Kids

Writing: Opinion Writing
Focusing on the Main Idea

Good writers keep readers engaged by using correct grammar,
spelling, and punctuation. They also make sure all details and ideas
support the main idea. This writer followed writing conventions
and deleted a sentence that did not support the main idea.
Lightning is caused by electric charges. Ice and raindrops move quickly in a

storm cloud and create a charge at the bottom of the cloud. At the same time,
an opposite charge is created on the ground. When sparks from the cloud meet
sparks from the ground, they create a bolt of lightning. A tree hit by a bolt of
lightning can sometimes survive.
Main idea: Lightning is caused by electric charges.
Read the paragraph and write the main idea. Then cross out the
sentence that does not support the main idea.
1. A fulgarite is a long tube in the ground created by

lightning. First, lightning hits the ground and goes deep
into the soil. A bolt of lightning has as much power as
all the power plants in the United States can make in the
same amount of time! The heat from the lightning melts
sand in the ground, forming a fulgarite. This crusty tube
shows the shape of the lightning bolt.
Main idea:
2. There is a story told about Benjamin Franklin that he performed
an experiment that is now famous. He flew a kite in a big
storm. A key was tied to the bottom of the kite string.
Lightning struck, and sparks flew from the key! You can
estimate how far lightning is by listening to thunder. A silk
ribbon on the string kept Franklin’s hand from getting hurt.
Main idea:
Writing 192 Grade 4, Unit 3

ade
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uide
Lesson 16
READER’S NOTEBOOK
Name Date
Riding Freedom
Reade
r ’s G uide Independent Reading
Riding Freedom
You’re Hired!
Authors use personification to help readers see, feel, and hear
what is being described and give color to the description. Answer
the questions below about personification in “Riding Freedom.”
Reread page 480. Find an example of personification. List it below.
What nonliving thing is the author describing? What human

characteristics does the author give to it?
How does the author’s use of personification help you better see, feel,
or sense the object? How does it help you understand it?

Lesson 16
READER’S NOTEBOOK
Name Date
Riding Freedom
Independent Reading
Imagine that Charley asks James to write a job recommendation for

a driving position with a new company. Follow the steps below to
help James write the recommendation.
• Reread pages 478–483.

• Think about Charley/Charlotte’s performance. In what difficult
circumstances did Charlotte find herself? How did she still
manage to do her job? Include personification to describe
how Charley prevailed.
I recommend Charley for the coach driver job. She is an

excellent driver and showed great skill when she …

Lesson 16
READER’S NOTEBOOK
Name Date
Figurative Language Riding Freedom

Figurative Language
Figurative language describes something by comparing

it to something else that seems to be unlike it.
A simile is figurative language that compares two
things using like or as.
examples: The horse runs like the wind. The rider is
as skinny as a rail.
A metaphor is figurative language that makes a
comparison without like or as.
examples: That storm was a monster. Each snowflake
is a sculpted gem.
An idiom is figurative language that uses words in a
way other than their usual meaning.
examples: under the weather (feeling sick); to be
all wet (to be totally wrong)
1–3. Circle the words that best complete each metaphor or

simile. Then, on the line, write S if the comparison is a simile.
Write M if it is a metaphor.
1. When the passengers changed places it was like ________________.

a. a game of musical chairs b. a steep cliff
2. When the children became tired, they fought like _______________.
a. a sleeping kitten b. cats and dogs
3. The rough, winding road was _______________.
a. a puzzle to solve b. a field of trees
Figure out the meaning of the underlined idiom. Write the
meaning on the line.
4. The passengers were on edge because they feared the

stagecoach would be robbed. _______________

Lesson 16
READER’S NOTEBOOK
Name Date
Words with /k/, /ng/, and /kw/ Riding Freedom

Spelling: Words with /k/,
/ng/, and /kw/
Basic 1–11. Write the Basic Word that best replaces the
underlined word or words in each sentence. Spelling Words
1. Some students love the subject of gymnastics.
1. risky
2. We avoid dangerous gymnastic exercises.
2. track
3. Some fear making a blunder while performing. 3. topic
4. A gymnast accidentally hit her feet on the balance beam. 4. blank
5. question
5. Her feet will hurt until they’re iced.
6. pocket
6. She will present a query to her coach about safety. 7. monkey
7. These two gymnasts have the same ability on the parallel 8. junk
bars. 9. equal
8. Young gymnasts perform for the community audience. 10. ache
11. public
9. Soon the empty scoreboard will show our score.
12. attack
10. The scoreboard is flashing now in charged lights! 13. struck
11. Let’s have our outdoor party after practice. 14. earthquake
15. picnic
1. 7. 16. banker
17. electric
2. 8.
18. blanket
3. 9. 19. mistake
4. 10. 20. stomach
5. 11. Challenge
request
6.
skeleton
Challenge 12–14. Write about the headline below. Use three peculiar
Challenge Words. Write on a separate sheet of paper. attic
reckless
IMPORTANT ARCHAEOLOGICAL
DISCOVERY MADE

Lesson 16
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Name Date
Spelling Word Sort Riding Freedom

Spelling: Words with /k/, /ng/,
and /kw/
Spelling Words
Basic Words:
/k/ Challenge Words: 1. risky
spelled ck Possible Selection Words: 2. track
3. topic
4. blank
Basic Words: 5. question
6. pocket
/k/ spelled
k or c 7. monkey
Challenge Words:
8. junk
Possible Selection Words: 9. equal
10. ache
Basic Words:
Other spellings 11. public
for /k/ 12. attack
13. struck
Basic Words: 14. earthquake
Spellings for Challenge Words: 15. picnic
/kw/ 16. banker
17. electric
18. blanket
Basic Words: 19. mistake
20. stomach
/ng/ before k
Challenge
request
skeleton
Challenge Add the Challenge Words to your Word Sort.
peculiar
Connect to Reading Look through “Riding Freedom.” Find attic
words that have the /k/, /ng/, and /kw/ spelling patterns on this reckless
page. Add them to your Word Sort.

Lesson 16
READER’S NOTEBOOK
Name Date
Proofreading for Spelling Riding Freedom

Spelling: Words with /k/, /ng/,
and /kw/
The stagecoach driver was glad to pull into the station 1. risky
yard. It had been a riskey ride. There was always the threat 2. track
3. topic
that outlaws would attak them. There was an eqal threat
4. blank
of the area being struk by an earthkwake. The driver had 5. question
to leave her seat to remove some junck that obstructed the 6. pocket
7. monkey
trak. She thought it might be an ambush—but all was well.
8. junk
She was carrying a special passenger—a bankar who 9. equal
carried a lot of money in his pockit. This passenger was very 10. ache
11. public
demanding—he even asked for an extra blankit. It all was
12. attack
enough to make the driver’s stomak acke! 13. struck
14. earthquake
1. 7.
15. picnic
2. 8. 16. banker
3. 9. 17. electric
18. blanket
4. 10.
19. mistake
5. 11. 20. stomach
6. 12. Challenge
request
skeleton
peculiar
attic
reckless

Lesson 16
READER’S NOTEBOOK
Name Date
Adjectives Riding Freedom

Grammar: Adjectives
An adjective is a word that gives information about a

noun or pronoun. An adjective can tell what kind or Thinking Question
What words describe a
how many. noun?
A sudden boom of thunder scared the six horses.

drinking fountain (fountain for drinking)
1–3. Write the adjectives that describe the underlined nouns.

Then write what kind or how many for each adjective.
1. We saw several flashes of bright lightning across the sky.

2. The frightened horses bolted down the steep hill.

3. The cold, hard rain soaked the driver.

4–6. Write each adjective and circle the noun that it describes.
4. Today, heavy traffic often clogs the streets of big cities.

5. Drivers tied their horses to hitching posts while they ate a
hot meal.

6. The rough, dirt roads of the past have been replaced by
smooth highways.


Lesson 16
READER’S NOTEBOOK
Name Date
Adjectives After Be Riding Freedom

Grammar: Adjectives
djectives describe nouns and pronouns such as I, it,

A
and we.
Thinking Questions
An adjective can follow the word it describes. This What adjective follows
usually happens when an adjective follows a form a form of be? What
of the verb be. word does it describe?
She was proud.
1–8. Underline each adjective. Then write the word that it

describes on the line.
1. The river was deep.

2. I am warm under the blanket.
3. The driver is calm.
4. The valley is foggy.
5. We were tired from the journey.
6. The horses are strong.
7. The coach was confident.
8. The ride is bumpy.

Lesson 16
READER’S NOTEBOOK
Name Date
Order of Adjectives Riding Freedom

Grammar: Adjectives
If more than one adjective tells about a noun, those adjectives

must be in the correct order. Use this order for lists of adjectives:
Opinion Size/Shape Age/Color Material Purpose Noun

gorgeous long old woolen winter coat
skillful young horse trainer
Read the sentences. Combine the adjectives in the correct order

and write them on the line.
1. The jockey is an athlete.

She is slim.
The jockey is skillful.
The jockey is a athlete.
2. Seabiscuit was a racehorse.
He was a thoroughbred.
He was remarkable.
Seabiscuit was a racehorse.
3. He had a body that looked unfit for speed.
His build was thick.
He was awkward.
He had a(n) body that seemed unfit
for speed.
4. This small horse would become the champion of all time.
He was the greatest.
He was beloved.
This small horse would become one of the
champions of all time.

Unit
Lesson
X, Week
16 X
READER’S NOTEBOOK
Name Date
Modal Auxiliaries Riding Freedom

Helping verbs are used with main verbs. Some helping verbs
help express whether the action is possible, certain to Thinking Question
happen, or should happen. What type of action is
being expressed in the
Helping Verb Expresses Example sentence?
may, can action is That horse can run fast. It
possible may win the race.
could, might action is If it were younger, I could
possible but not train it to jump.
certain The vet might repair the
horse’s broken leg.
will, must action has to Your horse will run, but
occur you must train it.
should opinion: what You should feed and water
ought to happen your horse before you rest.
Write a helping verb from the chart to complete each sentence.
1. I will show that I drive a team again.

2. Frank and James believe that Charley not
drive again.
3. Charlotte prove that she is capable
or give up her work.
4. If she learns new ways of sensing the road, she
succeed in her goal.
5. She knows that the bridge fall with
heavy weight on it.

Lesson 16
READER’S NOTEBOOK
Name Date
Sentence Fluency Riding Freedom

Short, Choppy Sentences Combined Sentences with Adjective

The stagecoach pulled up to the inn. The crowded stagecoach pulled up
The stagecoach was crowded. to the inn.
1–2. Combine each pair of sentences by moving an adjective before a noun.
1. The seats inside the coach softened the bumpy ride. The
seats were leather.

2. The door rattled the entire ride. The door was creaky.

Short, Choppy Sentences Combined Sentences with Adjectives

The travelers were tired. The travelers were tired and hungry.
They were hungry.
3–4. Combine each pair of sentences by joining adjectives with the word and.
3. The old stagecoach was leaky. It was damp.

4. The scenery was beautiful on their journey west. The
scenery was wild.


Lesson 16
READER’S NOTEBOOK
Name Date
Focus Trait: Development Riding Freedom

Writing: Narrative Writing
Describing with Similes

Description Description with Simile
The passengers huddled together. The passengers huddled together like a
bunch of grapes.
A. R
ead each description. Make it more vivid by adding a simile.
Remember to use like or as.
Description Description with Simile
1. The river water was cold. The river water was
2. The dark clouds moved quickly. The dark clouds moved
B. R
ead each sentence. Add a simile to each sentence to make
the description more vivid. Write your new sentences.
Pair/Share Work with a partner to brainstorm similes to add.
Description Simile Added

3. The river had risen.
4. The wood of the bridge moaned.
5. The bridge timbers swayed.
Writing 204
© Houghton Mifflin Harcourt Publishing Company. All rights reserved. Grade 4, Unit 4
ade
rs G
uide
Lesson 17
READER’S NOTEBOOK
Name Date
The Right Dog for
the Job: Ira’s Path
Reade
r ’s G uide from Service Dog
to Guide Dog
Independent Reading
The Right Dog
for the Job: Ira’s Path
from Service Dog to Guide Dog
Guide Dog Timeline

Complete the timeline using details from the article.
Read page 503. Where does Ira

go first?
Read page 508. Where does Ira

go next?
Read page 509.

Who does Ira work
with next?
What is Ira finally ready to do?

Lesson 17
READER’S NOTEBOOK
Name Date
The Right Dog for
the Job: Ira’s Path
from Service Dog
to Guide Dog
Independent Reading
Why was it important for Ira to take these steps to become
a service dog? Tell why each step was important, and
why the order the steps were taken is important.

Lesson 17
READER’S NOTEBOOK
Name Date
The Right Dog for
Suffixes -ion, -ation, -ition

the Job
Suffixes -ion, -ation, -ition
information exhibition attention graduation

competition combination cooperation
Each sentence shows a word in parentheses that uses the suffix

-ion, -ation, or -ition. Complete the sentence using the word in
parentheses.
1. (information) When I read a newspaper

2. (competition) She was excited about being

3. (exhibition) He wanted to go see the paintings at

4. (combination) I think that ice cream and cake is

5. (attention) Yelling very loud will get you

6. (cooperation) When you’re working in a group at school

7. (graduation) After you finish school,


Lesson 17
READER’S NOTEBOOK
Name Date
The Right Dog for

Words with Final /j/ and /s/ the Job
Spelling: Words with Final /j/
and /s/
Basic 1–11. Write the Basic Word that best completes each
group. Spelling Words
1. glance
1. preparation, training, 2. judge
3. damage
2. workplace, department,
4. package
3. buggy, coach, 5. twice
4. destruction, wreckage, 6. stage
7. carriage
5. observe, see,
8. since
6. twofold, double, 9. practice
7. possibility, likelihood, 10. marriage
11. baggage
8. bundle, carton,
12. office
9. wedlock, matrimony, 13. message
10. supervise, guide, 14. bridge
15. chance
11. look, peep,
16. notice
Challenge 12–14. Describe costumes and sets you might design 17. ridge
for a school play that takes place in medieval times. Use three 18. manage
Challenge Words. Write on a separate sheet of paper. 19. palace
20. bandage
Challenge
fringe
average
fleece
fragrance
excellence

Lesson 17
READER’S NOTEBOOK
Name Date
Spelling Word Sort

The Right Dog for
the Job
and /s/
Spelling Words
Basic Words:
/j/ in 1. glance
one-syllable Challenge Words: 2. judge
words
3. damage
4. package
Basic Words: 5. twice
/ ı̆j / in
6. stage
two-syllable
7. carriage
words
8. since
9. practice
Challenge Words: 10. marriage
/ ı̆j / in words 11. baggage
with more than 12. office
two syllables 13. message
14. bridge
15. chance
Basic Words: 16. notice
17. ridge
Challenge Words: 18. manage
19. palace
Final /s/ 20. bandage
Possible Selection Words:
spelled ce
Challenge
fringe
average
fleece
fragrance
excellence
Connect to Reading Look through “The Right Dog for the Job.”
Find words that have the final /j/ and /s/ spelling patterns. Add
them to your Word Sort.

Lesson 17
READER’S NOTEBOOK
Name Date
Proofreading for Spelling

The Right Dog for
the Job
and /s/
My sister Jenny’s new guide dog, Goldie, is now a 1. glance

2. judge
welcome member of our household. She came with very
3. damage
little bagage—just one squeaky toy. We’ve been to the pet 4. package
store tweice sinse then, so now Goldie has a big basket of 5. twice
6. stage
dog toys in Jenny’s offise.
7. carriage
Goldie’s a hero, too! A few weeks ago, she and Jenny 8. since
walked along the rige behind our house. Jenny tripped and 9. practice
10. marriage
sprained her ankle. Goldie barked for help, and a police
11. baggage
officer on a nearby brige heard her. He came, put a bandag 12. office
on Jenny’s ankle, and helped her home. 13. message
14. bridge
Last week there was a guide-dog award ceremony.
15. chance
The judje called Goldie and Jenny up on staje. He read a 16. notice
mesage Jenny had sent describing Goldie’s actions. Then 17. ridge
18. manage
he gave Goldie a medal and Jenny a pakage with dog treats.
19. palace
Goldie looked like the queen of the palase. 20. bandage
Challenge
1. 7.
fringe
2. 8. average
3. 9. fleece
fragrance
4. 10.
excellence
5. 11.
6. 12.

Lesson 17
READER’S NOTEBOOK
Name Date
Adverbs that Tell How, When, The Right Dog

for the Job
Grammar: Adverbs
and Where
An adverb is a word that tells something about a verb.
Some adverbs tell how, when, or where. An adverb
Thinking Questions
can come before or after the verb. Most adverbs that What is the verb? What
tell how end in -ly. word tells how about
the verb?
The adverbs in this sentence tell about the verb played:
when how where

Yesterday, our puppy played happily outside.
1–5. The verb in each sentence is underlined. Write the adverb.

Then write whether it tells when, how, or where.
1. Leon talked softly to the new puppy.

2. Robo licked Leon’s face excitedly.
3. Suddenly, Leon hugged Robo.
4. Now the family plays with Robo.
5. Leon taught Robo to sit there.
6–10. Underline each adverb. Write the verb it describes.
6. Someday Robo will learn how to behave.

7. He secretly chewed Dad’s new slippers.
8. Mom put the puppy outside.
9. Robo wagged his tail innocently.
10. Everyone immediately laughed at the dog’s expression.

Lesson 17
READER’S NOTEBOOK
Name Date
Adverbs of Frequency The Right Dog

for the Job
Grammar: Adverbs
and Intensity
An adverb is a word that tells something about a verb.
Some adverbs tell how often something happens. Thinking Questions
Which word is the
We usually walk in the park. verb? Which word
Ralph sometimes barks at birds. tells how often or how
much?
Some adverbs tell how much of something is done.
He ate enough, but he hardly slept.
She almost won the race.
1–5. The verb in each sentence is underlined. Write the adverb

that tells how often.
1. I always take my dog, Pal, for a walk.

2. Pal and I visit the dog park often.
3. I usually make him wear his leash in the park.
4. One little black dog seldom barks.

5. Pal never barks or bites.
6. We sometimes swim with our dogs.

7. Pal scarcely stopped at the water’s edge.
8. I almost won a race with Pal.
9. My good dog, Pal, nearly lost that race!
10. Pal follows me a lot.

Lesson 17
READER’S NOTEBOOK
Name Date
Adverbs in Different Parts of The Right Dog for

the Job
Grammar: Adverbs
Sentences
An adverb is a word that tells something about a
verb. Adverbs often follow the verb, though some
adverbs can be used at the beginning, middle, or end Thinking Questions
What is the adverb that
of a sentence. tells about the verb?
In what part of the
adverb: carefully sentence is the adverb?
Carefully, Mrs. Marsh trained her service dog.
Mrs. Marsh carefully trained her service dog.
Mrs. Marsh trained her service dog carefully.
1–5. The verb in each sentence is underlined. Write the adverb.
1. Often a dog trainer makes careless mistakes.

2. Puppies in their first year of life learn best.
3. A trainer repeats the commands again.
4. Our teacher usually knows every dog.
5. I think about my dog a lot.
6. Once, five of the guide dogs got an award.

7. Three of the dogs had won before.
8. He quickly drank all the water in his bowl.
9. The best guide dog works for Mrs. Hatcher now.
10. Spot, please come here.

Lesson 17
READER’S NOTEBOOK
Name Date
Progressive Verb Tenses The Right Dog

for the Job
Progressive verb tenses express continuing action. Each

progressive tense is formed by joining a form of be with
the -ing form of a verb.
Present Progressive: is teaching, are teaching (now)
Past Progressive: was teaching, were teaching (earlier)
Future Progressive: will be teaching (at a later time)
1–9. Complete each sentence using the verb and progressive

form in parentheses ( ).
1. The trainers a new guide dog to Alisha. (giving, future )

2. Alisha excitedly for the new dog. (waiting, present)
3. Her old dog her until he became ill. (guiding, past)
4. The trainers the new dog now. (evaluating, present)
5. They sure to prepare the dog for its tasks. (make,
future)
6. The dog very quickly. (learn, present)
7. He already for red lights. (stop, present)
8. Yesterday, Alisha the application to get the dog. (filling
out, past)
9. She hopes the new dog her for many years. (serve,
future)

Lesson 17
READER’S NOTEBOOK
Name Date
Word Choice
The Right Dog for
the Job
Good writers choose precise adverbs. An adverb can

change the meaning of a sentence.
She walked painfully across the street.
She walked lazily across the street.
She walked proudly across the street.
Read the story. Then fill in the blanks with precise adverbs.
Create a story that makes sense.
My aunt Remedios is ninety years old.

we visited her in Arizona. Her canine companion, Charles,
whined when we arrived. Aunt Remy sat
in her wheelchair. My mother told us that
she could walk.
During our visit, we saw that Charles helped Remy

. That good dog left my
aunt’s side. When Remy accidentally dropped something,
Charles picked it up in his mouth. When
she rolled her chair , Charles followed.
I know that Aunt Remy would be lonely without her

dog. I miss Charles, too.

Lesson 17
READER’S NOTEBOOK
Name Date
The Right Dog for
Focus Trait: Purpose the Job

Using Informal Language

A friendly letter is written to tell a person you know well about something
interesting that happened. Friendly letters are often written in informal
language.
Heading 450 Bond Street

Lakeside, OH 12345
June 1, 2014
Salutation Dear Grandma,

Message Hot dog! I just opened the birthday gift you sent me. It is
awesome! I love the necklace and matching bracelet. How did
you know blue gemstones are my favorite? I will think of you
whenever I wear the pretty jewelry. Thank you very much.
Closing Your loving granddaughter,
Signature Alyssa
Write a message for a thank-you note on the lines below. State the reason you
are writing the letter and connect ideas in an orderly way. Write your letter as a
short narrative. Use words you would in regular speech.
Dear

ade
rs G
uide
Lesson 18
READER’S NOTEBOOK
Name Date
Hercules’ Quest
Reade
Hercules’ Quest
Zeus’ Speech
At the end of the story, Zeus was so pleased with his son that he
brought him to Mount Olympus to live with him and the other gods.
Imagine Zeus wants to have an awards ceremony for his son, Hercules,
to introduce him to the other gods and to his new home. Help Zeus
write a speech introducing his son. Reread pages 532–536 and answer
these questions to prepare you for writing the speech.
How does Hercules accomplish his first goal? What does this tell you
about his character?
How does Hercules accomplish his second goal? What does this tell
you about his character?
How does Hercules accomplish his third goal? What does this tell you
about his character?
Reread the comment about the allusion “the wrath of Hera” on page 533.
Think of a word that could be an allusion to Hercules. What would it mean?

Lesson 18
READER’S NOTEBOOK
Name Date
Hercules’ Quest
Independent Reading
Write Zeus’s speech below. In the speech, tell how Hercules

earned his position among the gods because of his acts.
Include your allusion for Hercules in your speech.
Please welcome my son, Hercules! Through his great acts of

strength, he has proven he is a god.

Lesson 18
READER’S NOTEBOOK
Name Date
Hercules’ Quest
Adages and Proverbs
Adages and Proverbs

Practice makes perfect. The early bird gets the worm.
Look before you leap. Seeing is believing.
Honesty is the best policy. There’s no use crying over spilt milk.
Complete each sentence using one of the sayings from the box.
1. Hercules awoke at dawn because he knew that
.
2. Hercules didn’t lie to his father because he knew that

.
3. As a boy, Hercules acted rashly and did not know that you
should
.
4. Zeus knew Hercules would someday learn to use his powers

wisely because
.
5. He didn’t think Hercules could kill a lion. When he watched the

boy fight the animal, he realized that
.
6. Hercules didn’t worry about what he had done in the past

because
.

Lesson 18
READER’S NOTEBOOK
Name Date
Prefixes re-, un-, dis- Hercules’ Quest

Spelling:
Prefixes: re-, un-, dis-
Basic 1–10. Read the paragraphs. Write the Basic Words that
best complete the sentences. Spelling Words
“Look how (1) this room is!” my dad
1. unused
said. I said that I had cleaned it earlier, but he told me that 2. refresh
I needed to (2) the whole thing. I didn’t want 3. dislike
4. replace
to (3) him, so I started to organize some of
5. unpaid
the (4) . I noticed right away that a shelf of 6. redo
books was sagging and (5) , so I decided that I 7. disorder
8. unplanned
would try to (6) the whole bookcase. I started
9. distrust
to (7) all of the books onto the floor and took 10. rewind
the bookcase apart. This (8) task took longer 11. untrue
12. unload
than cleaning the room would have taken.
13. recall
“George!” exclaimed my father. “I (9) 14. displease
that I asked you an hour ago to clean your room!” 15. uneven
Now I remember why I (10) cleaning 16. rebuild
so much! 17. restart
18. uncover
Challenge 11–14. Your favorite store is going out of business. 19. untidy
Write an e-mail to a friend about your last visit to the store. Use 20. discolor
four Challenge Words. Write on a separate sheet of paper.
Challenge
disband
rearrange
discontinue
refund
unusual

Lesson 18
READER’S NOTEBOOK
Name Date
Spelling Word Sort Hercules’ Quest

Spelling:
Spelling Words
Basic Words:
1. unused
re- + 2. refresh
base word 3. dislike
Challenge Words:
4. replace
5. unpaid
6. redo
Basic Words:
7. disorder
8. unplanned
dis- +
base word 9. distrust
Challenge Words:
10. rewind
11. untrue
12. unload
Basic Words: 13. recall
14. displease
un- + 15. uneven
base word Challenge Words: 16. rebuild
17. restart
18. uncover
19. untidy
Challenge Add the Challenge Words to your Word Sort. 20. discolor
Challenge
disband
rearrange
discontinue
refund
unusual

Lesson 18
READER’S NOTEBOOK
Name Date
Proofreading for Spelling Hercules’ Quest

Spelling:
Find the misspelled words and circle them. Write them

correctly on the lines below.
Spelling Words
To the ancient Greeks, an earthquake or drought was not
accidental or unplaned. Everything had a reason. So, how 1. unused
did they attempt to explain these events and replaise the 2. refresh
3. dislike
unknown with the known? They did this by telling stories
4. replace
about their gods. Today we call these stories Greek myths. 5. unpaid
6. redo
Many of the Greek gods seemed to dislieke one 7. disorder
another. There was a lot of distrussed as they competed for 8. unplanned
power. Humans had to be careful not to displeaze the gods, 9. distrust
10. rewind
for doing so could bring chaos and dissorder. An uneaven 11. untrue
relationship existed, as some gods were kind, while others 12. unload
were cruel. 13. recall
14. displease
Though the myths are untrew, historians use them to 15. uneven
16. rebuild
uncuver the truth about Greek life. Ancient stories help us
17. restart
recawl how people lived and rebild the story of their society. 18. uncover
These ancient myths allow us to rewinde the human story 19. untidy
20. discolor
and see how ancient people explained difficult ideas.
Challenge
1. 7. disband
2. 8. rearrange
discontinue
3. 9. refund
4. 10. unusual
5. 11.
6. 12.

Lesson 18
READER’S NOTEBOOK
Name Date
Prepositions Hercules’ Quest

Grammar: Prepositions and
Prepositional Phrases
A preposition shows the connection between words

in a sentence. Some prepositions describe time, such
Thinking Question
as before, after, or during. Others describe place, such What word shows a
as over, in, on, above, or below. connection between other
words in the sentence?
preposition
The runners raced on the track.
1–10. Find the preposition in each underlined phrase. Write the

preposition on the line.
1. I read Hercules the Mighty long into the night.

2. Hercules had to fight with many beasts and monsters.
3. He had tremendous strength in his muscles.
4. After my read-a-thon, I dreamed I had super strength.
5. I could easily lift a house over my head.
6. My older brother stood under the house giving me orders.
7. When I awoke, he was beside my bed telling me to get up.
8. I have noticed my dreams during the night are often silly.
9. My brother does strength exercises before school.
10. Maybe that is why he was featured in my crazy dream.

Lesson 18
READER’S NOTEBOOK
Name Date
Prepositional Phrases Hercules’ Quest

A prepositional phrase begins with a preposition and

ends with a noun or a pronoun. Both these words
and all of the words in between them make up the
prepositional phrase. Thinking Question
What phrase begins with
prepositional phrase a preposition and ends
The girls have been best friends for a long time. with a noun or pronoun?
At school, they join many of the same clubs.
1– 6. In each sentence below, underline the preposition. Write

the prepositional phrase.
1. Myths say that Hercules once lived among ordinary

humans.

2. Zeus watched Hercules from Mount Olympus.

3. Hercules completed impossible challenges on Earth.

4. Hercules only laughed at the dangerous tasks.

5. He showed that he was kind and helpful during
his stay.

6. After his successes, Hercules could go home.


Lesson 18
READER’S NOTEBOOK
Name Date
Prepositional Phrases to Hercules’ Quest

Provide Details
A prepositional phrase can also provide details to
help describe a noun. The noun it helps describe is
not part of the prepositional phrase. Thinking Questions
What is the prepositional
noun described preposition phrase in the sentence?
Our school play this year is about a female athlete. What details does it give
about the sentence?
1–6. Look at the underlined preposition. Write a detail on the

lines below to complete each sentence. Then circle the noun
being described.
1. “Hercules’ Quest” is a story about

.
2. It is a myth retold by .
3. People of enjoy myths
and tales.
4. In Greek myths, Zeus rules from his kingdom on
.
5. We will be writing our own tales for
.
6. I will write a myth about
.

Lesson 18
READER’S NOTEBOOK
Name Date
Sentence Fragments and Hercules’ Quest

Run-On Sentences
A sentence expresses a complete thought. It has a subject (the who or what) and
a predicate (what the subject does or is). A sentence fragment lacks a subject or a
predicate.
Complete sentence Subject Predicate
The goddess Hera did not like baby Hercules.
Sentence fragments Many dangerous enemies. Lived in the kingdom.
Run-on sentence Hercules fought a lion, later he killed the hydra.
To correct a sentence fragment, add the missing subject or predicate. One way to
correct a run-on sentence is to put a period between the two sentences. Capitalize
the first word in the second sentence.
1–5. Write fragment or run-on beside each group of words.

Correct the sentence error on the line. Use periods and capital
letters correctly.
1. Had to gather golden apples for the king.

2. A dragon guarded these apples it never slept.

3. Hercules made a plan he would ask Atlas for help.

4. tricked Atlas into getting the apples.

5. The giant Atlas.


Lesson 18
READER’S NOTEBOOK
Name Date
Ideas Hercules’ Quest

Use prepositional phrases to add interesting or important details to your writing.
The hero fought the monster.

The hero with supernatural strength fought the monster with two heads.
1–8 Add a prepositional phrase that provides descriptive detail to

each sentence below.
1. The hero had to fight

.
2. A serpent was hiding
.
3. A lion frightened attackers
.
4. A dragon stood guard
.
5. The hero wanted to save the kingdom
.
6. The hero carried a sword
.
7. The hero’s horse could fly
.
8. The hero’s horse had wings
.

Lesson 18
READER’S NOTEBOOK
Name Date
Focus Trait: Elaboration Hercules’ Quest

Good writers elaborate on their narrative’s events by adding

more descriptive words and details.
Without Descriptive Words With Descriptive Words

The hydra’s heads turned toward The hydra’s nine slimy heads spun
Hercules. around and bared their knife-sharp
fangs at Hercules.
1–4 Rewrite the sentences to include descriptive adjectives, verbs, or phrases

that add detail.
1. Hera was angry when Hercules killed the hydra.

2. The mountain of Atlas was huge.

3. Atlas grew tired and stiff from holding up the world.

4. As a boy, Hercules killed a lion.


ade
rs G
uide
Lesson 19
READER’S NOTEBOOK
Name Date
Reade Harvesting Hope: The

r ’s G uide Story of Cesar Chavez
Independent Reading
Harvesting Hope:
The Story of Cesar Chavez
“Yes, It Can Be Done!”
Answer the questions below about Cesar Chavez’s La Causa.
Then, draw a sign for La Causa on the next page.
Reread the third paragraph on page 566. What do you think the
idiom “die of embarrassment” means? How does it help you
understand how Cesar feels?
Reread page 567. How did the members of La Causa choose

to protest?
The Aztec eagle is a symbol of strength, patience, and courage.

Why might Cesar have chosen a bold black eagle as the symbol
for La Causa?

Lesson 19
READER’S NOTEBOOK
Name Date
Harvesting Hope: The

Story of Cesar Chavez
Design a sign that expresses the concerns and goals Independent Reading
of La Causa. In your sign, include these ideas:
• a symbol for La Causa that relates to its goals, and

• a slogan that uses an idiom relating to La Causa.

Lesson 19
READER’S NOTEBOOK
Name Date

Reference Materials Story of Cesar Chavez
Reference Materials
blur strike belief

suspicious harvest right
Each sentence shows a word in italics. Use a dictionary to answer

questions about the words or to help you use them in a sentence.
1. The word blur can be used as what parts of speech?

2. How many syllables does the word suspicious have?

3. Use the word strike with a different meaning in two sentences.

4. What guide words are found at the top of the page on which harvest
appears?

5. According to your dictionary, which syllable of belief is the stressed
syllable? How can you tell?

6. Use the word right with a different meaning in two sentences.


Lesson 19
READER’S NOTEBOOK
Name Date
Suffixes -ful, -less, Story of Cesar Chavez

Spelling: Suffixes -ful, -less,
-ness, -ment
-ness, -ment
Basic 1–11. Write the Basic Word that best fits each clue. Spelling Words
1. full of happiness 1. colorful
2. without end 2. weakness
3. movement
3. a state of tidiness 4. endless
4. concrete surface 5. truthful
6. illness
5. unable to stay at rest 7. cheerful
6. the act of moving 8. useless
9. beautiful
7. a state of having no strength 10. restless
8. using more than is needed 11. clumsiness
12. pavement
9. sickness 13. peaceful
10. having bright colors 14. fondness
15. neatness
11. affection 16. speechless
Challenge 12–15. Your school newspaper is featuring a health 17. statement
18. wasteful
article. Your job is to submit some first-aid tips. Use four of the
19. penniless
Challenge Words. Write on a separate sheet of paper.
20. treatment
Challenge
numbness
ailment
resourceful
cleanliness
appointment

Lesson 19
READER’S NOTEBOOK
Name Date

Spelling Word Sort Story of Cesar Chavez
-ness, -ment
Basic Words:
Spelling Words
base word Challenge Words: 1. colorful
+ -ful 2. weakness
Possible Selection Words: 3. movement
4. endless
5. truthful
Basic Words:
6. illness
base word
7. cheerful
+ -less
8. useless
9. beautiful
Basic Words: 10. restless
11. clumsiness
base word 12. pavement
+ -ness Challenge Words:
13. peaceful
14. fondness
15. neatness
Basic Words: 16. speechless
17. statement
Challenge Words: 18. wasteful
base word 19. penniless
+ -ment 20. treatment
Challenge
numbness
ailment
resourceful
cleanliness
Connect to Reading Look through “Harvesting Hope: The Story appointment
of Cesar Chavez.” Find words that have the suffixes -ful, -less,
-ness, or -ment. Add them to your Word Sort.

© Houghton Mifflin Harcourt Publishing Company. All rights reserved
Lesson 19
READER’S NOTEBOOK
Name Date

Proofreading for Spelling Story of Cesar Chavez
-ness, -ment
on the lines below.
Spelling Words
In 1948, Helen Fabela married Cesar Chavez, a man
known for his endlest work to improve the treatmint 1. colorful
2. weakness
of migrant farm workers in the United States. Though
3. movement
the couple endured rather peniles times and poor living 4. endless
conditions, Helen supported Cesar’s work. She also made 5. truthful
6. illness
her own statment by starting a teaching program for
7. cheerful
Mexican farm workers. 8. useless
Some dishonest people were not truthfil and started 9. beautiful
10. restless
rumors about Mexican farm workers. Helen was spechles at
11. clumsiness
the weekness of their values, and she thought it was uzeles 12. pavement
to complain. 13. peaceful
14. fondness
Helen had a chearful attitude, and she provided an
15. neatness
environment for her husband and eight children that 16. speechless
was beautyful and peaseful. Today Helen Chavez is an 17. statement
18. wasteful
inspiration to her 31 grandchildren.
19. penniless
1. 7. 20. treatment
2. 8. Challenge
numbness
3. 9.
ailment
4. 10. resourceful
5. 11. cleanliness
appointment
6.

Lesson 19
READER’S NOTEBOOK
Name Date

Clauses Story of Cesar Chavez
Grammar: Relative Pronouns
and Adverbs
A clause is a group of words with a subject and

predicate. If a clause can stand alone as a sentence, it is an
independent clause. A dependent clause cannot stand alone.
Many dependent clauses begin with a transition word such
as before, after, since, because, who, whose, that, or which.
Dependent Clause Independent Clause

Since they had no water for crops, they had to leave
the ranch. Thinking Questions
What clauses can stand
alone? Which clauses
Independent Clause Dependent Clause cannot stand alone?
Chavez was the leader that the workers chose.
1–6. Underline the dependent clause in each sentence. Circle

the transition word that introduces the dependent clause.
1. After they worked long hours, migrant workers had little

to eat.
2. Workers who complained to the owners were fired,
punished, or even killed.
3. The farm workers suffered because their work was so
hard.
4. Until Chavez organized the workers, they had no way to
fight back.
5. After the workers began to march, other people learned
about their cause.
6. A huge, cheering crowd met the marchers when they
reached Sacramento.

Lesson 19
READER’S NOTEBOOK
Name Date

Relative and Interrogative Story of Cesar Chavez
and Adverbs
Pronouns
Some dependent clauses begin with a relative pronoun,
such as who, whom, whose, that, or which. These clauses Thinking Question
act as adjectives and answer the questions Which one? Which word introduces a
or What kind? about a noun or pronoun. dependent clause that tells
about the noun that
Interrogative pronouns introduce questions. What, comes before it?
who, and which are pronouns that ask questions.
Dependent Clause: California is the state that

produces the most fruit crops. [tells which state] Thinking Question
Which word introduces a
Question: Who will help me pick the crops today? question?
1–5. Circle the interrogative or relative pronoun in each

sentence. For relative pronouns, underline the dependent clause.
Write the noun or pronoun this clause describes on the line at the
right.
1. There was a terrible drought that caused the Chavez family

to lose their ranch.
2. They moved to California, which offered jobs for migrant
farm workers.
3. What jobs are the hardest to do?
4. Migrant children, who move often, have difficulty keeping
up in school.
5. Which company opposed the strike?

© Houghton Mifflin Harcourt Publishing Company. All rights
Lesson 19
READER’S NOTEBOOK
Name Date
Relative Adverbs in Clauses

and Adverbs
Relative adverbs begin dependent clauses that tell
where, when or why.
Thinking Question
Dependent Clause Which word introduces a
dependent clause that tells
I can tell you why migrant workers loved Cesar about a place, a time, or a
Chavez. reason?
California is the place where La Causa was born.
Do you know when Chavez was born?
1–6. Underline the dependent clause in each sentence. Circle

the relative adverb that begins the clause.
1. That Arizona ranch is where Chavez lived as a young boy.

2. The family had to move away when a drought ruined the
crops.
3. Their sad mother told them why they had to leave their
home.
4. The family had to live in a dirty shed when they arrived in
California.
5. I wonder why the landowner treated workers so poorly.
6. An old theater in Fresno is where the first National Farm
Workers meeting took place.

Lesson 19
READER’S NOTEBOOK
Name Date
Prepositions and Harvesting Hope: The

Prepositions Prepositional Phrases
from, to The farm workers walked
from Delano to Sacramento.
1–5. Underline the preposition twice and the rest of the

prepositional phrase once in each sentence.
1. Most farms in the valley are large.

2. Many farms use modern equipment for plowing, planting, and harvesting.
3. However, tender fruit crops are harvested by hand.
4. Farm workers bend, pull, and sweat under the hot sun.
5. After a long day, they are ready to rest and enjoy themselves.
6–7. Combine each set of sentences, using prepositional

phrases correctly. Write the new sentence on the line.
6. Our family is proud. We are proud of our good work.

7. Chavez was proud but humble. He was proud of his heritage. He felt humble
about his achievements.


Lesson 19
READER’S NOTEBOOK
Name Date
Sentence Fluency Harvesting Hope: The

Transition words help writers combine ideas. They show

readers how ideas and events are related.
1–6. Complete the sentences below by writing transition words

from the box.
as a result however since

in short because finally
1. Many people lost their farms a terrible

drought occurred.
2. , there was work available on the rich
farms in California.
3. , they became migrant workers for large
California farms.
4. their pay was so low, they couldn’t afford
decent housing.
5. , they formed La Causa to fight against
harsh conditions and low wages.
6. , their goals were to increase wages and
improve working conditions.

Lesson 19
READER’S NOTEBOOK
Name Date
Focus Trait: Organization Harvesting Hope: The

Planning a Personal Narrative

A personal narrative is a story about something that happened in
your life.
A. For your personal narrative, choose an event that you

remember well or that has special meaning to you. Then fill in
the blanks below to help you plan your story.
Topic: I will write about

What happened first:
Next:
Last:
What I learned:
B. Think about how the ideas in your narrative are connected. Write transition words to
show time or place, cause and effect, and how or what kind.
Pair/Share Work with a partner to brainstorm sample sentences with two clauses.
Underline the transition words you use.

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Lesson 20
READER’S NOTEBOOK
Name Date
Reade Sacagawea
Sacagawea
Sacagawea’s Journal
Review the events of Sacagawea’s time with Lewis and Clark during
the summer of 1805. Answer the questions below to help write a
journal entry by Sacagawea.
Reread pages 592–593. When the boat carrying their supplies tipped,
how was Sacagawea’s reaction different from her husband’s?
What does this tell you about Sacagawea?
Reread pages 594–595. Why was traveling so difficult for

Sacagawea and the explorers in June and July of 1805?
List two details that tell the difficulties Sacagawea and the explorers
faced during the summer of 1805.
What did Sacagawea do when she saw her people, the Shoshone?
How does this compare with the way she acted until this point?

Lesson 20
Reader’s Notebook
Name Date
Sacagawea
Independent Reading
Write Sacagawea’s journal entry retelling the events of the

summer of 1805. In the journal entry, infer what Sacagawea
may have been feeling while she was traveling with Lewis and Clark
using the details you found.

Lesson 20
READER’S NOTEBOOK
Name Date
Shades of Meaning Sacagawea

Vocabulary Strategies: Shades
of Meaning
Synonyms are words that have similar meanings. They do not mean exactly
the same thing. Synonyms may give us different feelings about the subject. For
example, if a boat is winding upstream, it is traveling that way somewhat slowly.
However, if the boat is wandering upstream, the journey is even slower and
less direct.
Circle the synonym that best fits the context for each sentence. On
the line, write why you chose this word.
1. I love to read about explorers and imagine I’m along on their (wild, crazy)
adventures.

2. Sacagawea made the (bold, brash) decision to join the Corps of Discovery.

3. The crew had not eaten for days and (yearned, wished) for a meal.

4. The Corps would never have made it to the Pacific without their (strong-willed,
pig-headed) leaders.

5. Sacagawea became (important, invaluable) to the mission.


Lesson 20
READER’S NOTEBOOK
Name Date
Words with VCCV Pattern Sacagawea

Spelling: Words with
VCCV Pattern
Basic 1–10. Write the Basic Word that completes each analogy.
Spelling Words
1. Happily is to joyously as rarely is to .
1. million
2. Shoe is to sneaker as spice is to . 2. collect
3. Omelet is to eggs as house is to . 3. lumber
4. Give is to receive as lend is to . 4. pepper
5. Puddle is to ocean as dollar is to . 5. plastic
6. borrow
6. Quarterback is to football as goalie is to
7. support
.
8. thirty
7. Carpenter is to house as photographer is to 9. perfect
. 10. attend
8. Mountain is to peak as ravine is to . 11. canyon
9. Dentist is to teeth as mechanic is to . 12. traffic
13. fortune
10. Safety is to security as peril is to . 14. danger
15. soccer
16. engine
Challenge 11–14. Write an e-mail to a friend about a movie you 17. picture
have seen recently. Describe a scene that you liked. Use four 18. survive
Challenge Words. Write on a separate sheet of paper. 19. seldom
20. effort
Challenge
occur
venture
challenge
rascal
splendid

Lesson 20
READER’S NOTEBOOK
Name Date
Spelling Word Sort Sacagawea

VCCV Pattern
Basic Words: Spelling Words
1. million
2. collect
VCCV Pattern: 3. lumber
Double
Challenge Words: 4. pepper
consonants
5. plastic
6. borrow
7. support
8. thirty
Basic Words: 9. perfect
10. attend
11. canyon
VCCV Pattern: 12. traffic
Different 13. fortune
Challenge Words: 14.
consonants danger
15. soccer
Possible Selection Words: 16. engine
17. picture
18. survive
19. seldom
20. effort
Connect to Reading Look through “Sacagawea.” Find words Challenge
that have the VCCV pattern. Add them to your Word Sort. occur
venture
challenge
rascal
splendid

Lesson 20
READER’S NOTEBOOK
Name Date
Proofreading for Spelling Sacagawea

VCCV Pattern
correctly on the lines below. Spelling Words
On their trip west, Lewis and Clark hired a French 1. million

trader for his knowledge of Indian languages. Then they 2. collect
3. lumber
discovered that the trader’s wife, Sacagawea, gave the crew 4. pepper
more language suport than the trader. She was perfec for 5. plastic
the job. Sacagawea would atend meetings between the 6. borrow
7. support
explorers and Indians to be the interpreter. Even though 8. thirty
the group did not meet much trafic on the trail, Sacagawea 9. perfect
did not have time to be lonely. She would walk down the 10. attend
11. canyon
canyonn to colleck any food she could find for the more 12. traffic
than thirte men to eat. When Sacagawea found a bush with 13. fortune
what seemed like a milion berries on it, she couldn’t pickure 14. danger
15. soccer
a better forchun. Her extra effert helped the crew servive 16. engine
the long journey. Lewis and Clark owed a lot to Sacagawea. 17. picture
18. survive
1. 7. 19. seldom
2. 8. 20. effort
3. 9. Challenge
occur
4. 10.
venture
5. 11. challenge
6. 12. rascal
splendid

Lesson 20
READER’S NOTEBOOK
Name Date
Abbreviations for People Sacagawea

Grammar: Abbreviations
and Places
An abbreviation is a short form of a word. Most
abbreviations begin with a capital letter and end with
a period. Both letters of state name abbreviations Thinking Question
are capital letters, and no period is used. What parts of the
address are shortened
Person Mr. Hideki Nomo forms of words?
Place 55 Porter Blvd.
Place Shoreline, WA 98155
1–8. Write each group of words. Use an abbreviation for

the underlined word or words.
1. Shoshone Trading Company

2. Charles Pompy, Junior
3. 92 Mountain Road
4. Doctor May Dawson
5. 195 Water Street
6. Mister Robert Woods, Senior
7. 16 Muddy Creek Drive
8. Beavercreek, Oregon 97004

Lesson 20
READER’S NOTEBOOK
Name Date
Abbreviations for Sacagawea

Mailing Addresses
An abbreviation is a short form of a word. Use
abbreviations when writing street names and states in
a mailing address. Abbreviate words such as road or Thinking Questions
avenue with a capital letter and end with a period. What parts of an
address can I make
Write both letters of state name abbreviations
shorter? How can
with capital letters and do not use periods. I shorten the whole
word?
Road Rd. Court Ct.
Street St. Post Office P.O.
Avenue Ave. Boulevard Blvd.
Write each mailing address using abbreviations.
Full Address Abbreviated Address

1. Mister Pedro Saravia
The Total Pet Supply Company
9302 Riverside Drive
Toledo, Ohio 43601
2. Miss Alexis Parker
The Press Building
14 Paper Lane
Seattle, Washington 98104
3. Gregory Nulman
President, Choice Restaurants
Post Office Box 269
Brooklyn, New York 11216

Lesson 20
READER’S NOTEBOOK
Name Date
Abbreviations for Time Sacagawea

and Measurement
An abbreviation is a short form of a word. The
abbreviations for days and months begin with a
capital letter and end with a period. Some other
abbreviations for time and measurements begin with Thinking Questions
What parts can I make
a lowercase letter and end with a period. shorter? How can I
shorten the whole
time measurement word?
Wed., Aug. 26 165 mi., 4 yd.
1–10. Write these groups of words, using correct abbreviations.
1. 8,000 feet
2. 1 hour, 45 minutes
3. Tuesday, January 7, 1806
4. Monday—Friday
5. 3 yards, 11 inches
6. April 30, 1803
7. November 24, 2014
8. Thursday, February 27, 1805
9. 7 hours, 15 minutes
10. March 10, 1922

Lesson 20
READER’S NOTEBOOK
Name Date
Frequently Confused Words Sacagawea

These words sound the same, but their meanings and spellings are different.
ate/eight The hungry men caught eight fish and ate every one for supper.
core/corps Expert craftsmen were the core of the Corps of Discovery.
horse/hoarse A tired man spoke in a hoarse voice about the horse he had
lost.
meat/meet When they would meet with Shoshone leaders, they would
feast on meat.
their/there Their goal was to reach the Pacific Ocean and return home
from there.
threw/through Traveling through the wilderness, they threw nothing useful away.
1–8. Circle the correct word in parentheses ( ).
1. Lewis and Clark’s (core, corps) of men was united by a vital, exciting mission.
2. Since they set out traveling on a keelboat, the men had not a single (hoarse,
horse) with them.
3. (Their, There) 55-foot boat carried 12 tons of supplies and gifts to give the
Shoshone.
4. They would hunt for the (meat, meet) to feed the crew as they traveled.
5. In the mountain passage, the explorers (ate, eight) very little. In fact, they almost
starved.
6. For over two years, the group traveled (threw, through) American wilderness.
7. The success and discoveries of the expedition (threw, through) Americans into a
fever of excitement.
8. Sacagawea never dreamed she would (meat, meet) her brother, who had
become a Shoshone chief.

Lesson 20
READER’S NOTEBOOK
Name Date
Conventions Sacagawea
Each group of words has two incorrect abbreviations. Use

proofreading marks to correct the abbreviations.
1. Mr. and mrs Tom Charbonneau, Jr.
1804 Hidatsa Dr.
Sioux City, Ia., 51101
2. Frid., Febr’y. 14
3. 55 mls per hour on the Fort Mandan expy
4. mond., octob 22
5. Doc. Michelle Mitchell
431 Expedition boulv’d
Bethel, ME 04217
6. 17 In, 3 ft., 4 yrd.

Lesson 20
READER’S NOTEBOOK
Name Date
Focus Trait: Conventions Sacagawea

Choosing Interesting, Important Details

Good writers use correct conventions so readers do not get
confused. They also use details that will interest readers.
With Dull, With Interesting,

Unimportant Details Important Details
Newborn Jean-Baptiste Charbonneau Newborn Jean-Baptiste Charbonneau
began life with a grand adventure. began life with a grand adventure.
He became a favorite of William Carried on his mother’s back, the
Clark. (not important) Carried on his infant rode the whitewater of rivers.
mother’s back, the infant rode the He saw buffalo, wolves, bighorn
whitewater of rivers. He saw a lot of sheep, and fierce grizzly bears.
wildlife. (dull)
Read the sets of sentences. Cross out details that are dull or not
important. Then rewrite the sentences on the lines.
1. Jean-Baptiste became very ill in 1806 on the return journey. He had

a fever. His neck and throat swelled up. A mixture of bear oil, pine
resin, and wild onions helped him recover. The boy went on to have an
interesting life.

Rewrite the next sentences on a separate sheet of paper. Replace
the underlined words with more interesting, important details.
Then edit for incorrect conventions.
2. It would be cool to have an adventure like jean-Baptiste Tomorrow’s

child might be born on the moon or journey to mars. It might be
dangerous. It would always be interesting.

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Unit 4
READER’S NOTEBOOK
Name Date
Horses
Reade
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Independent Reading
Horses
A Horse and a Human
Horses and humans have a unique history.
In each square, draw and label a horse and rider
in history. Use what you read on pages 2–3 to help you.
Leave one square to draw yourself and horses.

Unit 4
READER’S NOTEBOOK
Name Date
Horses
A Horse History Segment 1

Independent Reading
Read page 4. Use what you have read to make a timeline

to describe horses and their ancestors.
55 million years ago
35–45 million years ago
10 million years ago
2 million years ago

Unit 4
READER’S NOTEBOOK
Name Date
Horses
What Big Teeth You Have! Segment 1

Independent Reading
Horses have changed a lot in 55 million years.

One change has been what they eat.
Read pages 4–5, and then imagine that you are a

scientist studying the changes of horses over time.
In your own words, write a summary of horses, their
diets, and their teeth.

Unit 4
READER’S NOTEBOOK
Name Date
Horses
Besides grasses, horses today eat other things. Segment 1
Now imagine that you are in charge of the diets of Independent Reading
the horses at Blue Ridge Farms. What will you serve?
Read pages 5–9. Design a menu for the horses. Think about
menus you have seen and use your imagination to create a
fun menu for the farm. Illustrate your menu.
Blue Ridge Farms

Special Today!
For the Horses:

Unit 4
READER’S NOTEBOOK
Name Date
Horses
Alike and Different Segment 1

Independent Reading
Horses and people have the same senses, but they do not work
the same way. Read page 9. For each sense, create a diagram to
show the differences and similarities between horse senses and
human senses. Label your diagram with information from the book.
Horses See … Humans See …
Horses Feel … Humans Feel …

Unit 4
READER’S NOTEBOOK
Name Date
Horses
Segment 1
Independent Reading
Horses Hear … Humans Hear …
Horses Smell … Humans Smell …

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Unit 4
READER’S NOTEBOOK
Name Date
Horses
Reade
Independent Reading
Horses
A Horse Family
You have read about the different names horses have that describe
their age and whether they are male or female. Design a horse photo
album. In each square, draw a portrait of a horse. Then label each
portrait with a name. Describe what each name means. Use the
names you read on page 11.

Unit 4
READER’S NOTEBOOK
Name Date
Horses
Communication Segment 2
Independent Reading
Horses cannot talk like humans, but they can communicate.

Use what you have read on page 12. In the left column, describe
three things you might see horses do. In the middle column,
describe what it means. In the right column, explain what you
might do if you saw a horse trying to communicate.
What Horses Do What It Means What You Can Do

Unit 4
READER’S NOTEBOOK
Name Date
Horses
Move Like a Horse Segment 2

Independent Reading
Horses walk, cantor, trot, and gallop. Read page 15.

In each box, draw a horse in a different gait. Begin with
the fastest gait and end with the slowest gait. Explain in your
own words how people can identify at what speed a horse is moving.

Unit 4
READER’S NOTEBOOK
Name Date
Horses
Segment 2
Independent Reading

Unit 4
READER’S NOTEBOOK
Name Date
Horses
Horses in the Zoo Segment 2

Independent Reading
You have learned many different things about horses.

As a horse expert, a zoo has called you to make a plaque
to inform visitors about the horses.
Think about the most important information you have read

through page 15. Think about interesting information zoo visitors
might want to read. Create a plaque to tell about horses.

Unit 4
READER’S NOTEBOOK
Name Date
Horses
A New Baby in the Zoo Segment 2

Independent Reading
When babies are born in the zoo, the zookeepers often send
announcements to local newspapers. Write a press release for
a new baby horse! Do not forget to give the baby a unique name.
 Press Release 
Name:
Date of birth:
Will I be a filly or a colt? Why?
How can you tell which mare is my mother?

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Unit 4
READER’S NOTEBOOK
Name Date
Horses
Reade
Independent Reading
Horses
A Picture Dictionary
There are many names for the colors of horses.
Use what you have read to create a picture
dictionary to show the differences between the words.
Read pages 16–17. Use crayons or colored pencils

to color the horses according to their names.
Bay Palomino

Unit 4
READER’S NOTEBOOK
Name Date
Horses
Segment 3
Independent Reading
Dun Skewbald
The names for horse colors may be hard to remember.

Think of a trick that can help you remember the meaning
of one of the color names and write it below.

Unit 4
READER’S NOTEBOOK
Name Date
Horses
Horse Riddles Segment 3

Independent Reading
In this book about horses, there are many

new words. Read the following riddles and
see if you can figure out what new word the
riddle describes. If you need a hint,
read the page shown under the riddle.
I am an ancestor of the modern horse. I am the word that describes the way
I was the size of a large dog. I ate horses move. If you spell me differently,
grasses and leaves. I mean an opening in a wall or fence.
Which ancestor am I? What word am I?
Need a clue? Read page 4. Need a clue? Read page 15.
I am a word to describe the color of I am a word to describe the color of

many horses. If I am light, I am called a horse. I am the word to describe a
dun. If I am dark, I am called chestnut. horse that is black and white.
What color am I? What color word am I?
Need a clue? Read page 17.

Need a clue? Read page 16.

Unit 4
READER’S NOTEBOOK
Name Date
Horses
Write two riddles about words you have learned about horses. Segment 3
Give your readers clues to solve the riddles using what you have Independent Reading
read. Write the page from Horses, where your reader

can find more clues if he or she needs some.
Now turn your paper upside down.

Write the answers to your riddles on this line.

Unit 4
READER’S NOTEBOOK
Name Date
Horses
Horses: Hotbloods, Segment 3

Independent Reading
Coldbloods, Warmbloods
In this section, you have read about the three groups of horse
breeds. Use what you learned to take notes. Then follow
the directions to write an online encyclopedia article.
First, take notes on the three types of horse breeds. Reread pages
19–23 to review the similarities and differences. Include examples
of each type, where each type lives, and how humans use each type.

Unit 4
READER’S NOTEBOOK
Name Date
Horses
Now use your notes to create an online encyclopedia article. Segment 3
Remember to include headings. After each heading, include Independent Reading
specific examples and details of each breed.
e Microsoft Internet Explorer

File Edit View Favorites Tools Help
Address e Go
Horse Breeds
Heading 1:

Address e Go
Heading 2:
e Internet
Heading 3:
e Internet

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Unit 4
READER’S NOTEBOOK
Name Date
Horses
Reade
Independent Reading
Horses
Pony Wanted
You would like to buy a pony. Think about why a person might need
a pony and then write a want ad for a newspaper. How will you take
care of the pony? What makes you the best owner for this pony? Use
persuasive words to convince the person to sell you the pony. Read
pages 24–25 for more information.
WANTED: PONY

Unit 4
READER’S NOTEBOOK
Name Date
Horses
Be a Photojournalist Segment 4
Independent Reading
Look at the photographs throughout Horses. You should

notice that some of the pictures show how strong workhorses are.
Others show off the beautiful colors. The photos on pages 26–27
show the wildness of feral mustangs. Imagine that you want photos
of the feral ponies in Britain. Write a note describing the type of
photo that you would want to show off the ponies’ unique qualities.
Be sure to note what the background should look like and what the
photo should show the ponies doing.
Assignment: Feral Ponies of Britain
Notes:

Unit 4
READER’S NOTEBOOK
Name Date
Horses
Today and Yesterday Segment 4

Independent Reading
In Horses, you have read many different ways in which

humans have used horses. Some of these examples are from
the present. Some of these examples are from the past.
Draw and label three ways people used horses years ago.

Unit 4
READER’S NOTEBOOK
Name Date
Horses
Draw and label ways people use horses today. Segment 4
Independent Reading

Unit 4
READER’S NOTEBOOK
Name Date
Horses
Dear Editor Segment 4

Independent Reading
Look at the drawings you created about horses and people

yesterday and today on pages 273–274. Pretend that you
visited a farm that used horses. Write a letter to the editor of
your school newspaper about your experience. Explain why
you think the school should go to this farm for a field trip.
Dear Editor,
Sincerely,

Unit 4
READER’S NOTEBOOK
Name Date
Horses
My Library Segment 4
Independent Reading
Write a review of Horses. Fill in from one to five stars to rate the
book. Explain one thing you learned that was interesting. Then
explain what you thought of the book. Use examples from the book
to support the ideas in your review.
Horses
I rate this book:

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Lesson 21
READER’S NOTEBOOK
Name Date
The World According

Reade to Humphrey
The World According

to Humphrey
A. J.’s Proposal
A. J. may have learned more than what it is like to take care of a
hamster for a weekend. Imagine that A. J. wants to tell what he
learned about the harmful effects of watching too much television.
Write a proposal in which A. J. tells his classmates why they should
have a “Weekly TV-Free Night.” First, answer the questions below.
Reread pages 628 and 632–633. How have A. J.’s nighttime activities changed?
Look at the illustrations on pages 628 and 633. How does the family
look in each illustration?
How can too much television affect a family?

Lesson 21
READER’S NOTEBOOK
Name Date
The World According

to Humphrey
Independent Reading
Write A. J.’s proposal for a “Weekly TV-Free Night” to his

fellow classmates. What might A. J. say about watching too
much television based on what happened over the weekend?
Give A. J.’s argument about why it would be good for everyone to
turn off the television at least one night a week. Use details from
the story to support A. J.’s argument.
I Propose a Weekly
TV-Free Night

Lesson 21
READER’S NOTEBOOK
Name Date
Using Context The World According

to Humphrey
Using Context
figure might cover racket

block corner pet combination
Each sentence below contains a multiple-meaning word. Read

each sentence. Fill in the circle next to the definition that fits the
way the word is used in the sentence.
1. Alma was able to figure out a hard math problem.

A. understand B. a shape
2. The two friends lived on the same block.

A. get in the way of B. a section of a street
3. He used all his might to pick up the heavy box.

A. maybe B. strength
4. I will put my desk in the corner of the room.

A. place where two walls meet B. to trap
5. The music was a combination of rock and jazz styles.

A. numbers used to open a lock B. a mix or blend of things
6. You should cover your head with a hat when it is cold.

A. a blanket B. to put something on top of
something else
7. My friend asked if he could pet my dog.
A. stroke an animal B. an animal kept by humans
8. I left my racket at a friend’s house.

A. something used to play tennis B. a loud noise

Lesson 21
READER’S NOTEBOOK
Name Date
Words with VCV Pattern The World According

to Humphrey
Spelling: Words with VCV Pattern
Basic 1–10. Read the paragraph. Write the Basic Word that best
replaces the underlined word or words in each sentence. Spelling Words
Moving to a new place was an (1) important occasion in 1. event

2. humor
my life. I was only a (2) person who studies when my family
3. rapid
shot into space. We flew to the (3) heavenly body Zondora. 4. music
The shuttle flight from Earth to Zondora was very (4) 5. relief
6. planet
fast. We stayed in a hovering (5) resort. The workers there
7. detail
were (6) respectful and helpful. Zondora has large lava 8. unite
pits and (7) icy plains. It has a large shield to (8) protect 9. frozen
10. figure
against anything that could harm the planet. If the shield is
11. siren
threatened, a (9) device that makes a loud noise blares. The 12. polite
people (10) join together to keep Zondora safe. 13. hotel
14. protest
1. 6. 15. punish
2. 7. 16. defend
17. relay
3. 8. 18. habit
4. 9. 19. student
5. 10. 20. moment
Challenge
Challenge 11–14. Your brother and your best friend are on rumor
opposing teams of a football game. Write a journal entry that tells jealous
how you cheered for both teams. Use four of the Challenge Words. license
Write on a separate sheet of paper. image
rival

Lesson 21
READER’S NOTEBOOK
Name Date
Spelling Word Sort The World According

to Humphrey

Spelling Words
Basic Words:
1. event
2. humor
VC/V: Divide Challenge Words: 3. rapid
after the 4. music
consonant 5. relief
6. planet
7. detail
8. unite
9. frozen
Basic Words: 10. figure
11. siren
12. polite
V/CV: Divide 13. hotel
before the 14. protest
consonant Challenge Words: 15. punish
16. defend
Possible Selection Words: 17. relay
18. habit
19. student
20. moment
Challenge
Connect to Reading Look through “The World According to rumor
Humphrey.” Find words that have the VC / V and V / CV spelling jealous
pattern on this page. Add them to your Word Sort. license
image
rival

Lesson 21
READER’S NOTEBOOK
Name Date
Proofreading for Spelling The World According

to Humphrey
What a releef to be back at school! If only I could 1. event
talk, I would ask Mrs. Brisbane for a momint of her time to 2. humor
3. rapid
protes the weekend’s arrangement at the Thomases’ house.
4. music
Don’t get me wrong now. The family treated me nicely, 5. relief
and they did not punich me when water spilled inside my 6. planet
7. detail
cage. They actually thought it was an exciting ivent!
8. unite
Mr. Thomas thinks he has a great sense of humer, but here’s 9. frozen
a small deteil that I’ll only share with Mrs. Brisbane: his 10. figure
11. siren
jokes are the corniest on the planit. Mrs. Thomas is very
12. polite
pollite, but her taste in muzic is simply awful. She also has 13. hotel
a very bad habet of serving frozin pizza that isn’t cooked 14. protest
15. punish
through. “Look at our little hamster go!” Mrs. Brisbane
16. defend
said. “He’s running a relae race on his wheel. I think he’s 17. relay
glad to be back.” 18. habit
19. student
1. 8. 20. moment
2. 9. Challenge
3. 10. rumor
jealous
4. 11.
license
5. 12. image
6. 13. rival
7.

Lesson 21
READER’S NOTEBOOK
Name Date
Comparative Forms The World According

to Humphrey
Grammar: Comparative and
of Adjectives Superlative Adjectives and Adverbs
A comparative adjective compares one person, place, or

thing to another. To form a comparative adjective, you Thinking Questions
Are there two persons,
can usually add -er to the adjective. If the adjective places, or things being
ends in y, change the y to i before adding -er. compared? Does the
adjective end in -er or
use more?
adjective comparative adjective
Josh is tall. Jacob is taller than Josh.
The weather is dry today. The weather is drier today
than yesterday.
1–4. Write the comparative form of the adjective in each sentence.

1. I think that spring feels (warm) than winter.
2. My dog seems hungry, but your dog looks .
3. Maddie is short, but Cindy is .
4. Her song is lovely, but I think your song sounds .
Some comparative adjectives are formed by adding

the word more. Usually longer adjectives form the
comparative this way.
Joe is more polite than Henry.
5–8. Write the comparative form of each adjective.

5. Sally felt (miserable) when she knew
she had the flu.
6. That company is (efficient) than its
competitor.
7. Will you feel (comfortable) sitting here?
8. Tonight’s dinner tastes (delicious) than
last night’s.

Lesson 21
READER’S NOTEBOOK
Name Date
Superlative Forms The World According

to Humphrey
Grammar: Comparing with
of Adjectives Adjectives and Adverbs
When we use adjectives to compare more than two

persons, places, or things, we use the superlative form Thinking Questions
of the adjective. To form a superlative adjective, add Are there more than two
persons, places, or things
-est or write most before the adjective. being compared? Does
the adjective end in -est
or use most?
Adjective Comparative Superlative
happy happier happiest
complex more complex most complex
Emily is luckier than Mary, but Alyssa is the luckiest

of all.
Without a map, Gregory is more confused than Lew,

but Edwin is the most confused.
1–5. Write the correct form of the adjective in parentheses to

complete the sentence.
1. A rose is pretty, but Tom thinks an orchid is (pretty)

.
2. Susan says that of all the flowers, the peony is the (pretty)
.
3. This tulip is the (bright) shade of red I’ve
ever seen.
4. Carrie told him that lavender smells (wonderful)
.
5. Trees grow the (tall) of all plants.

Lesson 21
READER’S NOTEBOOK
Name Date
Comparative and Superlative The World According

to Humphrey
Grammar: Comparing with
Forms of Adverbs Adjectives and Adverbs
Adverbs often work with verbs and tell how, when, or

where an action happens. They are used with action
verbs, and many end with -ly. A comparative adverb
compares the action of two or more things. The word
more is often used. A superlative adverb compares
the action of more than two things. The word most is
often used.
Thinking Questions
Adverb Comparative Superlative Does the adverb end in
slowly more slowly most slowly -ly? Is the word more
soon sooner soonest or most added?
promptly more promptly most promptly
Use a comparative or superlative adverb for each blank below.

Use the list on the right to help you complete the sentences.
1. Although many musicians were loud, Donald played louder

the trumpet . loudest
more quickly
2. Sarah could add numbers than her
most quickly
brother. more completely
3. Jerry ran than his best friend. most completely
closer
4. Of all my friends, Carmin lives .
closest
5. Marty worked on the project than his harder
partner. hardest
faster
6. Jeremy answered the question fastest
of the three contestants.

Lesson 21
READER’S NOTEBOOK
Name Date
Prepositions and Prepositional The World According

to Humphrey
Phrases
Preposition Prepositional Phrase
from Removing a wild animal from its
home is not wise.
Underline the preposition twice and the rest of the prepositional

phrase once in each sentence.
1. The young turtles stepped slowly into the busy, dangerous

road.
2. Ms. Roland spotted the three turtles on her long walk.
3. She treats all animals with respect and kindness.
4. She carried the young turtles to safety.
5. The tiny creatures had wandered from the green, grassy
marsh.
6. The marsh beside the forest was a better home than the
highway!
Combine each pair of sentences. Write the new sentence on the

line. Capitalize and punctuate correctly.
7. Ms. Roland hummed as she walked. She walked to her home.

8. She fed her fish and watched them. They swam around their tank.

9. You should be happy. You should be happy you live in a
safe home.


Lesson 21
READER’S NOTEBOOK
Name Date
Word Choice The World According

to Humphrey
Using more exact comparative and superlative adjectives and

adverbs can make your writing more interesting.
Less Exact More Exact

Dinner smells better than lunch. Dinner smells spicier and more delicious
than lunch.
The big box is the heaviest. The big box is the most impossible to fit!
Rewrite each sentence to make it more interesting. Try to use

more exact adjectives and adverbs.
1. My favorite star is brighter than a light bulb.

2. It is maybe the brightest star.

3. Don’t you think the sun shines more clearly than
your star?

4. The sun seems so strong to us because it is the closest to us.

5. The sun’s role in our lives is bigger than the moon’s.

6. Sun energy is even better than wind energy.


Lesson 21
READER’S NOTEBOOK
Name Date
Focus Trait: Evidence The World According

to Humphrey
Writing: Informative Writing
The audience will better understand your ideas if you provide relevant
evidence in your writing. All evidence should support the main idea and
give details about the topic.
Read the paragraph below. Circle the sentence that would make
the best topic sentence to start the paragraph. Underline two
details that do not belong in the paragraph.
One of the earliest toothbrushes was called the “chew stick.” It was made
from a twig about the size of a pencil. One end of the twig was pointed. The
other end was chewed until it became soft and brushlike. People brushed with
the chewed end. They cleaned between their teeth with the pointed end. New
Orleans dentist Levi Spear Parmly (1790–1859) is credited as the inventor of
modern dental floss. You might be surprised to learn that people have been using
toothbrushes for thousands and thousands of years. The Chinese were the first
to make and use toothbrushes with bristles. The handle was carved from bone or
bamboo. The bristles were made from animal hair and then attached to one end of
the handle. These stiff bristles did a better job cleaning teeth than the chew stick.
The first nylon toothbrush was called Doctor West’s Miracle Toothbrush.

ade
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Lesson 22
READER’S NOTEBOOK
Name Date
Reade I Could Do That!

r ’s G uide Esther Morris Gets
Women the Vote
I Could Do That!
Independent Reading
Esther Morris Gets

Women the Vote
Interview with Mrs. Esther Morris
A reporter has come to interview Mrs. Esther Morris,
the first woman to hold public office in America. Help
complete the interview by answering the questions below.
Esther, your mother died when you were very young.

What effect did your mother’s death have on you?
Reread page 657 to give Esther’s answer.
Why did you start your own business at such a

young age?
Reread the first paragraph of page 658 to give Esther’s answer.

Lesson 22
Reader’s Notebook
Name Date
I Could Do That!
Esther Morris Gets
Women the Vote
Independent Reading
After your husband’s death, you moved to Illinois

to reclaim his land. The law kept you from owning
the land because you were a woman. What effect
did this have on you?
Reread page 659. What effect might this have had on Esther?
Use these answers to give Esther's response.
Why do you think it is important for women to

have the same rights as men?
Think of Esther’s character and the events of her life to help write
her response.

Lesson 22
READER’S NOTEBOOK
Name Date
Adages and Proverbs I Could Do That!

Adages and Proverbs
Underline the adage or proverb in each sentence. Then explain

what it means in your own words.
1. Esther realized it’s never too late to right a wrong.
2. When Esther wanted to get the right to vote, she knew

that the longest journey starts with a single step.

3. In the Wyoming Territory, Esther found that a woman’s
work is never done.

4. Esther would not have listened to someone who said,
“Don’t rock the boat.”

5. For Esther, there was no time like the present for getting
the right to vote.

6. Esther seemed to believe that if at first you don’t succeed,
you should try again.

7. Esther proved that where there’s a will, there’s a way.

Houghton Mifflin Harcourt Publishing Company. All rights reserved.
Lesson 22
READER’S NOTEBOOK
Name Date
VCCV and VCV Patterns I Could Do That!

Spelling: VCCV and VCV Patterns
Basic 1–11. Complete the puzzle by writing the Basic Word for
each clue.
Spelling Words
1 2
3 1. dentist
2. final
4
3. finish
4. narrow
5
5. shelter
6 7 8
6. ahead
9
7. corner
8. hollow
10 9. divide
11 10. famous
11. recent
12. silver
13. capture
Across Down 14. cabin
15. dinner
3. in front of 1. something that protects
16. minus
4. having a space or or covers
17. minute
opening inside 2. very well known 18. value
7. shiny, white metal 5. not working properly 19. reward
9. something given in return 6. person qualified to treat 20. broken
for a worthy act people’s teeth Challenge
10. sixty seconds 8. to believe to be of worth decent
11. in math, to take away secure
from standard
frontier
Challenge 12–14. You just watched a movie called “I Could Do stampede
That!” Describe a scene from the movie. Use three Challenge
Words. Write on a separate sheet of paper.

Lesson 22
READER’S NOTEBOOK
Name Date
Spelling Word Sort I Could Do That!


Spelling Words
Basic Words:
1. dentist
VC/CV Pattern: 2. final
Divide Challenge Words: 3. finish
Between the 4. narrow
Consonants 5. shelter
Possible Selection Words: 6. ahead
7. corner
8. hollow
Basic Words: 9. divide
10. famous
11. recent
V/CV Pattern: 12. silver
Divide Before Challenge Words:
13. capture
the Consonant
14. cabin
Possible Selection Words: 15. dinner
16. minus
17. minute
Basic Words: 18. value
19. reward
20. broken
VC/V Pattern:
Divide After Possible Selection Words: Challenge
the Consonant decent
secure
standard
frontier
stampede
Connect to Reading Look through “I Could Do That!” Find

words that have the VCCV or VCV patterns on this page. Add them
to your Word Sort.

Lesson 22
READER’S NOTEBOOK
Name Date
Proofreading for Spelling I Could Do That!

Susan B. Anthony was a famus woman at the end of the
1. dentist
nineteenth century. In 1872, she broke the law by casting 2. final
a vote in a presidential election. She knew that the resent 3. finish
4. narrow
Civil War had shown the valew of voting, a reaward that
5. shelter
should be given to all people, not just men. She would 6. ahead
devide her time between big cities and small towns. Susan 7. corner
8. hollow
wanted to captore the attention of women and convince
9. divide
them of their rights. Women would finich household chores 10. famous
early to host a tea or invite friends to diner just to discuss 11. recent
12. silver
what Susan had to say. Susan would speak anywhere––a big
13. capture
meeting hall or a small kabin. Everywhere she went, there 14. cabin
were crowds. Some women waited in line around the cornur 15. dinner
16. minus
for hours, while others stood along the nerrow hallways to
17. minute
catch Susan’s finel words about civil and political rights. 18. value
19. reward
1. 7. 20. broken
2. 8. Challenge
3. 9.
decent
4. 10. secure
5. 11. standard
frontier
6. 12.
stampede

Lesson 22
READER’S NOTEBOOK
Name Date
Contractions with not I Could Do That!

Grammar: Negatives
A negative is a word that makes a sentence mean no.

A negative contraction is made with a verb and the
Thinking Question
negative word not. An apostrophe takes the place of What word is a
the letter o in each contraction with not. contraction made with
a verb and the negative
contraction with not word not?
Esther isn’t at home, but she may be at the hat shop.
1–8. Write the contraction for the underlined word or words in

each sentence.
1. There are not any blue hats in the window today.
2. This hat does not have a ribbon.

3. That small cowboy hat will not fit Mr. Fox’s head.
4. There were not many customers today.

5. The seamstress cannot find her sewing needle.
6. Please do not sit on my hat.

7. Ms. Kelly did not buy the hat with red stripes.
8. Esther had not made a hat this large before.

Lesson 22
READER’S NOTEBOOK
Name Date
Using Negatives I Could Do That!

Grammar: Negatives
The words no, no one, nobody, none, nothing, nowhere,

and never are negatives. A contraction with a verb
and the word not is also a negative. When making a
negative statement, make sure to use just one negative.
positive Thinking Questions
What word will change
I understand the candidates’ opinions. the sentence to have
negative a negative meaning?
I don’t understand the candidates’ opinions. Does the sentence still
make sense?
I understand none of the candidates’ opinions.
1–6. Use a negative to change the meaning of the sentence

from positive to negative. Write the negative sentence on the line
below.
1. Anybody in the fifth grade can run for class president.

2. Roger is running for class president.

3. Tom has asked Roger if he can be his vice president.

4. Myung-Yun always likes to help make campaign posters.

5. Everyone is excited about the school elections this year.

6. The class president can do something about all of the
issues that bother students.


Lesson 22
READER’S NOTEBOOK
Name Date
Avoiding Double Negatives I Could Do That!

Grammar: Negatives
Words such as not, no, and never are negatives. Using

two negatives together is called a double negative. Thinking Question
Never use two negatives together in a sentence. What two negatives are
double negative used together in the
sentence?
My mother won’t tell nobody how she voted.
corrected sentences
My mother won’t tell anybody how she voted.
My mother will tell nobody how she voted.
1–8. Write the correct word shown in parentheses to complete

the sentence.
1. There (is, isn’t) no presidential candidate that my parents

completely support.
2. That candidate hasn’t said (anything, nothing) about the
important issues.
3. He doesn’t support (any, none) of the laws to help the
environment.
4. Don’t vote for (anyone, no one) without learning his or
her political views.
5. Doesn’t (anybody, nobody) agree with that candidate’s
views?
6. Isn’t there (anywhere, nowhere) I can get better
information about the candidates?
7. The voters (have, haven’t) no choice but to support the
new law.
8. This candidate (has, hasn’t) never been honest with the
voters.

Lesson 22
READER’S NOTEBOOK
Name Date
Relative Pronouns I Could Do That!

Grammar:
Spiral Review
and Adverbs
The words who, whose, whom, which, and that can be used
to begin clauses that explain which one or what kind. Other
clauses explain where, when, and why about another clause.
Clause telling what kind of girl Esther was:

Esther was a smart girl who wanted to do all she could.
Clause telling why Esther wanted to do things:

When adults said, “Girls don’t do that,” Esther only wanted to
do that thing more.
1–4. Underline the clause that tells which one or what kind.
Circle the word that begins the clause.
1. Esther was born into a family that included eleven

children.
2. What made Esther different? She was a girl who was
eager to learn.
3. As a young woman, Esther ran a millinery business
that was very successful.
4. Votes for women was an idea whose time had come.
5–6. Underline the clause that tells where, when, or why. Circle
the word that begins the clause.
5. In 1869, when she was fifty-five, Esther and two sons

moved to Wyoming Territory.
6. The gold rush town where they settled had many men
and few women.

Lesson 22
READER’S NOTEBOOK
Name Date
Conventions I Could Do That!

Proofreading can help you make certain that you have used
contractions and negatives correctly in your writing.
incorrect, with proofreading marks

was
Learning to sew wasnt never difficult for Esther.
correct
Learning to sew was never difficult for Esther.
1–6. Correct the use of contractions or double negatives in each

sentence. Write the sentence correctly on the line below.
1. Esther doesnt’ like that dress pattern.

2. Esther never sewed nothing before she was eight.

3. She couldn’t find no silk for Ms. Kelly’s dress.

4. Sewing these pants wont take long.

5. There isn’t no one in town who sews better than Esther.

6. The stitching on this shirt isnt neat and even.


Lesson 22
READER’S NOTEBOOK
Name Date
Focus Trait: Elaboration I Could Do That!

Using Transition Words

Cause-and-Effect Sentences Transition Added
When Esther was a girl, only men When Esther was a girl, only men
could vote. Her mother could not vote could vote. Therefore, her mother
for president. could not vote for president.
Read each pair of sentences. Connect the ideas in the sentences using a cause-and-
effect transition word or phrase.

1. Esther made nice clothes. Women Esther made nice clothes.
paid her to make clothes for them. women paid her to make
clothes for them.
2. Esther heard Susan B. Anthony Esther heard Susan B. Anthony
speaking out about women’s rights. speaking out about women’s rights,
She wanted to help women get the she wanted to help
vote, too. women get the vote, too.
Pair/Share Work with a partner to brainstorm how to add transition words or phrases
to make the sentences read smoothly.

3. Esther liked to do things for herself.
She painted the sign for her hat
shop.
4. People thought that Esther was too
young to run a business. They were
shocked to see her open a hat shop.

© Houghton Mifflin Harcout Publishing Company. All rights reserved.
ade
rs G
uide
Lesson 23
READER’S NOTEBOOK
Name Date
Reade The Ever-Living Tree:

r ’s G uide The Life and Times
of a Coast Redwood
The Ever-Living Tree:

Independent Reading
The Life and Times of

a Coast Redwood
Draw the Idea
Compare the events in the selection “The Ever-Living Tree:
The Life and Times of a Coast Redwood.”
Turn to page 687. Read the paragraph marked with the icon for
Alexander the Great. What is the paragraph mainly about? How does
the map help you understand the text?
Read the next paragraph on page 687 marked with the icon for the
sequoia tree. What is the paragraph mainly about?
What do the layers of the tree show?
How are the main ideas of each section similar?
Why might the author have structured the text this way putting these ideas together?

Lesson 23
Reader’s Notebook
Name Date
The Ever-Living Tree:

The Life and Times
of a Coast Redwood
Independent Reading
Reread page 688. How are the ideas of the two sections similar?
Draw a picture of the Great Wall of China. Use at least one label to
show the idea shared between the sections.

Lesson 23
READER’S NOTEBOOK
Name Date
Prefixes pre-, inter-, ex- The Ever-Living Tree

Vocabulary Strategies: Prefixes
pre-, inter-, ex-
prearrange interact intermingle ex-mayor

precaution international exceed intercontinental
Each sentence shows a word in parentheses with the prefix pre-,

inter-, or ex- in parentheses. Use each word in parentheses and
your own words to complete each sentence.
1. (prearrange) I will call you to

2. (precaution) Buckling your safety belt in the car is

3. (interact) When you go to a new school,

4. (international) The world-famous film actor was

5. (intermingle) Because he’s shy, he doesn’t like it when

6. (exceed) I know that your work will

7. (ex-mayor) When the election comes,

8. (intercontinental) The family traveled from North America
to South America


Lesson 23
READER’S NOTEBOOK
Name Date
Words with the VCCV Pattern The Ever-Living Tree

Spelling: Words with the VCCV
Pattern
Basic 1–10. Write the Basic Word that each sentence describes.
1. No one else knows this. Spelling Words
1. poster
2. Cats and dogs have these. 2. secret
3. whether
3. You buy this to see a movie in the theater. 4. author
5. rocket
6. bushel
4. Someone who writes a book is called this.
7. agree
8. bucket
5. You can hang this on a wall for decoration. 9. ticket
10. declare
11. chicken
6. You can put sand in this at the beach.
12. clothing
13. apron
7. People travel into outer space using this. 14. whiskers
15. degree
8. This is a type of food to eat. 16. gather
17. achieve
18. rather
9. This protects your clothes when you cook.
19. bracket
20. machine
10. This is to pick things up and put in one place.
Challenge
regret
nephew
Challenge 11–14. You have been invited to a friend’s party, but method
you can’t attend because you’re going to your family reunion that decline
day. Write a letter to your friend explaining why you can’t attend vibrate
the party. Use four Challenge Words. Write on a separate sheet
of paper.

Lesson 23
READER’S NOTEBOOK
Name Date
Spelling Word Sort The Ever-Living Tree

Pattern
Basic Words:
Spelling Words
1. poster
V/CCV: Divide
before the 2. secret
consonant Challenge Words: 3. whether
blend or 4. author
digraph Possible Selection Word: 5. rocket
6. bushel
7. agree
8. bucket
Basic Words: 9. ticket
10. declare
VCC/V: Divide 11. chicken
after the Challenge Words: 12. clothing
consonant 13. apron
blend or Possible Selection Words: 14. whiskers
digraph 15. degree
16. gather
17. achieve
18. rather
19. bracket
Challenge Add the Challenge Words to your Word Sort. 20. machine
Connect to Reading Look through “The Ever-Living Tree: The Life Challenge
and Times of a Coast Redwood.” Find words that have the VCCV regret
spelling pattern. Add them to your Word Sort. nephew
method
decline
vibrate

© Houghton Mifflin Hartcourt Publishing Company. All rights reserved.
Lesson 23
READER’S NOTEBOOK
Name Date
Proofreading for Spelling The Ever-Living Tree

Pattern
on the lines below.
Spelling Words
In 1903, Colonel Charles Young was ordered to take
his troops to Sequoia National Park. He would rathar 1. poster
2. secret
have stayed in San Francisco, where the temperature rarely
3. whether
registered a degre under 45 in the winter. But whehter or 4. author
not he wanted to go, he had to agre to the U.S. Army orders. 5. rocket
6. bushel
Traveling on horseback for 16 days, Young and his troopers
7. agree
arrived in Sequoia. They brought clotheng and food. To 8. bucket
make sure there was enough to eat, each man had to gathar 9. ticket
10. declare
a bushal of fruit and fill a buket with water. The supplies
11. chicken
were so heavy the braket on the shelf broke. The men had 12. clothing
no mashine to fix it. Hammer and nails would do. Young 13. apron
14. whiskers
and his men were able to acheive their goal of making
15. degree
the wagon road long enough for people to be able to get 16. gather
to the park. Colonel Young, the first African-American 17. achieve
18. rather
superintendent of a national park, could deklare his work a
19. bracket
success. 20. machine
Challenge
1. 7.
regret
2. 8. nephew
3. 9. method
decline
4. 10.
vibrate
5. 11.
6. 12.

Lesson 23
READER’S NOTEBOOK
Name Date
End of Sentence Punctuation The Ever-Living Tree

Grammar:
Punctuation
Different kinds of sentences end with different punctuation marks.
Kind of End Punctuation Example

Sentence
statement or period (.) Look at this tree. It is more than 500
command years old.
question question mark (?) Have you ever planted a tree?
exclamation exclamation mark (!) What a remarkable life!
1–7. Write the appropriate end mark at the end of each

sentence.
1. Many animals live in and on trees
2. Do they harm the tree they call home
3. For the most part, they do not
4. However, some insect pests can kill a tree
5. What a spectacular leap that squirrel made
6. Look at the top branch of that tree
7. Is that a squirrel’s nest I see

8–11. Rewrite the sentences on the lines. Use capital letters and
end marks correctly.
our class is planting trees in the park today can you help us bring
a shovel with you we are excited about this project

Lesson 23
READER’S NOTEBOOK
Name Date
Capital Letters and The Ever-Living Tree

Grammar: Punctuation
Punctuation in Quotations
Use capital letters and punctuation to write direct
quotations correctly. Always capitalize the first
word of a quotation. Use a comma to separate a
quotation from the words that tell who is speaking.
Put punctuation inside the last quotation marks.
When a quotation starts a sentence, put a comma

Thinking Questions
at the end of a statement. Use the usual end What kind of sentence is
punctuation for questions and exclamations. this quotation? Does the
quotation come first or
direct quotations last in the sentence?
Angela exlaimed, “What a big tree!”
“The redwood is a unique tree,” Jee agreed.
“Do you think we can climb it?” asked Angela.
1–5. Write the quotations correctly.
1. shall we look for something to eat the woodpecker asked

2. the chipmunk asked do you see any acorns

3. bugs sound good to me said the woodpecker.

4. the chipmunk exclaimed that sounds absolutely awful

5. most birds eat worms and bugs said the woodpecker


Lesson 23
READER’S NOTEBOOK
Name Date
Punctuation for Effect The Ever-Living Tree

Grammar:
Punctuation
Punctuation can show emotion or emphasize an idea.
Ellipses To show It suddenly grew cold, and a raging wind ripped

tension, the branches. . . What would happen?
threat
Exclamation To show A huge flash lit the forest!
mark (!) surprise
Dash (—) To Lightning struck a pine tree—it was completely
emphasize shattered in a flash.
1–4. Read each sentence. Rewrite it with appropriate punctuation

on the lines. Capitalize the first word in each sentence.
1. we are going to a redwood forest an amazing place and
we are really looking forward to it.

2. whoa look at the size of those creatures

3. they want to drive through the dark forest that sounds
spooky to me

4. there’s a bear coming run


Lesson 23
READER’S NOTEBOOK
Name Date
Ordering Adjectives The Ever-Living Tree

Adjectives tell which one, what kind, or how many about a noun or pronoun.
What kind? Giant trees may produce tiny seeds.
Which one? That huge tree is a redwood.
How many? Numerous redwoods were cut down.
When several adjectives describe one noun or pronoun, put them in order by
category.
Size,
Number or
Opinion shape, Material Purpose Noun
Article
age, color
The beautiful oval brooch
One ancient gold coin
Six talented young basketball players
1–3. Complete each sentence with adjectives that answer the

question in parentheses ( ).
1. (what kind?) The little tree spread its

roots far out.
2. (how many?) For years, the tree
remained small.
3. (which one?) tree is the tallest tree in the
forest.
4–5. Choose three adjectives to describe each noun below. Be

sure to put the adjectives in the correct order.
4. bark
5. needles

Lesson 23
READER’S NOTEBOOK
Name Date
Conventions The Ever-Living Tree

Use quotation marks around the exact words of a

speaker. Place punctuation that ends the exact words
inside the closing quotation marks. Words that name
the speaker are set off by commas if they appear at
the beginning or middle of the quotation. They end
with a period if they come at the end of the sentence.
“Have you seen my book?” asked Josh.
“I saw it,” said Dad, “in the the car.”
Josh recalled, “That’s right. I took it to our campout

last weekend.”
Rewrite each sentence to add needed capital letters, quotation marks,

and other missing punctuation. Use ellipses ( … ) and exclamation
marks ( ! ) for effect, where they are appropriate.
1. you have a lot of big trees in your yard said Jeff

2. Marla replied yes and we enjoy the shade they give us

3. did you know Marla asked that trees produce oxygen

4. wow look at that red-headed woodpecker exclaimed Jeff

Grammar 311
© Houghton Mifflin Harcourt Publishing Company. All rights reserved. Grade 4, Unit 5
Lesson 23
READER’S NOTEBOOK
Name Date
Focus Trait: Organization The Ever-Living Tree

Writing Paragraphs
A paragraph has sentences about one topic,

such as how to do something. Writers organize
their ideas or instructions to make them clear to
the reader. For example, if you write directions,
put the steps in the order they should be done.
Use process transitions, such as first and next, to
show the sequence of steps.
It is simple to make a tasty French toast breakfast. First, beat two

eggs and half a cup of milk together until smooth. Next, dip each slice
of bread into the egg mixture, turning it to coat both sides well. Finally,
sprinkle cinnamon on the bread. Have an adult fry the slices in hot oil
until they are brown.
Read the sentences below. Cross out any sentences that do not belong.
Number the steps in order. Then write them in a paragraph on another sheet
of paper. Put the directions in the correct order. Add transition words such as
first, next, and then.
How to Plant a Tree
Spread the seedling roots outward and downward while keeping

the top of the root even with the top of the hole.
Dig a hole large enough to hold the roots’ full length.
Give the planted seedling water and add mulch around its base.
While holding the tree in place, fill the hole with dirt and tamp
around the roots with your foot.
Most bare-root seedlings are planted in the winter months.

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Lesson 24
READER’S NOTEBOOK
Name Date
Reade Owen & Mzee

Owen & Mzee

Trip to Haller Park
You are a scientist visiting Haller Park to find out more about hippos
and tortoises. Take a close look at the following pages: 720 (to find
out about where Owen lives), 722 (to find out what the animals eat
and how they behave), 724 (for facts about tortoises and hippos).
Based on what you have read, write field notes about your
observations. Remember that you are a scientist, so you want
to focus on facts. What do you observe?

Lesson 24
READER’S NOTEBOOK
Name Date
Owen & Mzee

Independent Reading
You focused on the facts—now how about

your opinion? Your friends are not sure if they
want to make the long trip to Haller Park to
see Owen and Mzee. Should they visit? Why or
why not? Write a postcard to a friend. Explain
why Haller Park is—or is not—a great place
to visit!

Lesson 24
READER’S NOTEBOOK
Name Date
Suffixes -ed, -ly Owen and Mzee

Suffixes -ed, -ly
wrapped frequently displayed exhausted

normally naturally fairly suffered
1–8 Complete each sentence using a word from the box.
1. It snows in cold places like Alaska.

2. I would not be so excited, but
today is my birthday.
3. It is important to divide a treat so
that everyone gets the same amount.
4. After running ten miles, she was .
5. During the spelling bee, he the
embarrassment of being on stage.
6. The books were in the store
window.
7. The actor read his lines very .
8. in a warm coat, I went out into the
cold December snow.

Lesson 24
READER’S NOTEBOOK
Name Date
Words with VCCCV Pattern Owen and Mzee

VCCCV Pattern
Basic 1–12. Write the Basic Word that belongs in each group.
Spelling Words
1. example, model, 1. hundred
2. stock, inventory, 2. supply
3. describe, clarify, 3. single
4. middle
4. locate, live, 5. explain
5. traveler, seeker, 6. surprise
6. beast, creature, 7. pilgrim
8. sandwich
7. empire, monarchy, 9. instead
8. midpoint, halfway, 10. complete
9. lone, solo, 11. monster
12. settle
10. sportsperson, player, 13. address
11. finish, conclude, 14. farther
12. in place of, rather than, 15. sample
16. although
17. turtle
18. athlete
Challenge 13–15. Write an e-mail message to your friend telling
19. orchard
about an art exhibit you have seen—perhaps at an art museum,
20. kingdom
an art fair, or a school art exhibit. Use three Challenge Words.
Write on a separate sheet of paper. Challenge
fortress
instant
exclaim
mattress
sculptor

Lesson 24
READER’S NOTEBOOK
Name Date
Spelling Word Sort Owen and Mzee

VCCCV Pattern
Spelling Words
Basic Words:
VC/CCV 1. hundred
Pattern: 2. supply
Divide before 3. single
consonant Challenge Words: 4. middle
blend or 5. explain
digraph Possible Selection Words:
6. surprise
7. pilgrim
8. sandwich
9. instead
10. complete
Basic Words: 11. monster
VCC/CV
Pattern: 12. settle
Divide after Challenge Words: 13. address
consonant 14. farther
blend or 15. sample
digraph 16. although
17. turtle
18. athlete
19. orchard
Challenge Add the Challenge Words to your Word Sort. 20. kingdom
Challenge
Connect to Reading Look through “Owen and Mzee: The True
fortress
Story of a Remarkable Friendship.” Find words that have the
instant
VCCCV patterns on this page. Add them to your Word Sort. exclaim
mattress
sculptor

Lesson 24
READER’S NOTEBOOK
Name Date
Proofreading for Spelling Owen and Mzee

VCCCV Pattern

correctly on the lines below.
Spelling Words
This is a story about a rare hawksbill tirtle whose adress
is Hanauma Bay Nature Preserve in Hawaii. The turtle 1. hundred
2. supply
was seen with a hook caught in its left flipper. Everyone
3. single
assumed the turtle would die so it was a surprize when 4. middle
a scuba diver spotted it swimming farthur out in the bay. 5. explain
6. surprise
Divers were able to rescue the hawksbill, altheugh the vet’s
7. pilgrim
X-ray showed a sengle rusty fishing hook embedded in the 8. sandwich
animal. The vet decided to cut away as much of the hook 9. instead
10. complete
as possible insteed of removing it. After the hawksbill was
11. monster
treated with antibiotics, it was released back into Hanauma 12. settle
Bay with “HB” painted on its shell. Several hundrid 13. address
14. farther
people visit the bay daily. Some will bring a sandwitch and
15. sample
fruit from a nearby orcherd. They hope to catch a glimpse 16. although
of “HB” swimming in the midle of the bay. 17. turtle
18. athlete
1. 7. 19. orchard
20. kingdom
2. 8.
Challenge
3. 9.
fortress
4. 10. instant
5. 11. exclaim
mattress
6.
sculptor

Lesson 24
READER’S NOTEBOOK
Name Date
Commas with Direct Owen and Mzee

Grammar: Commas
Speech and Names

When you write, use a comma to set off the name
of a person addressed directly and to set off Thinking Questions
Does the sentence include
introductory words such as yes, no, and well. an introductory word or
the name of a person
being addressed? Does the
Yolanda, can you tell me about the giant quotation include words
tortoise? that tell who is speaking?
Well, the giant tortoise eats both plants and animals.
I wonder, Mr. Scorzo, if a tortoise is the same as a
turtle?
1–5. Write the sentences correctly. Add commas where they are
needed.
1. Yes giant tortoises sleep inside their shells.

2. Randy have you ever picked up a tortoise?

3. No I would be afraid it might bite me.

4. These animals cannot walk fast Brenda though their legs are strong.

5. Well their legs have to hold up those very heavy shells.


Lesson 24
READER’S NOTEBOOK
Name Date
Commas in Compound Owen and Mzee

Grammar:
Commas
Sentences
A compound sentence joins two complete ideas using
a coordinating conjunction such as and, but, or, or so.
Each half of a compound sentence has its own subject Thinking Questions
and predicate. Use a comma before the conjunction Which word is the coordinating
in a compound sentence. conjunction? Where does the
comma go in the sentence?
subject verb subject verb
Hippopotamuses live in lakes and rivers, but they graze
on land every day.
1–3. Join each pair of sentences using the conjunction in

parentheses ( ). Be sure your compound sentence has a comma
before the conjunction.
1. Hippos graze for hours each evening. They eat up to 150 pounds of food a day. (and)

2. Hippos have eyes, ears, and nose on the top of their heads. They can keep most of
their body underwater. (so)

3. Hippos cannot sweat. They keep cool in the mud and water. (but)


Lesson 24
READER’S NOTEBOOK
Name Date
More Uses of Commas Owen and Mzee

Grammar: Commas
Use a comma to separate the words in a series.

We saw tortoises, hippopotamuses, and birds. Thinking Questions
How are commas used to
There are sea lions, sea otters, fur seals, and elephant separate items in a series?
seals at the zoo. How are commas used in
dates and place names?
Use a comma between a date and a year.
Today is May 4, 2013.
Use a comma between a city and a state.
I live in Glendale, Arizona.
1–4. Add commas where they are needed. Write the sentence
correctly on the line.
1. My report on the marine sanctuary is due on December 12

2014.
2. People who drill dump or dig up the sea floor are not allowed
in the sanctuary.

3. The sanctuary is located in Monterey California.

4. A layer of fat a thick coat of fur and a dry spot in the sun all
help sea mammals to stay warm.

Lesson 24
READER’S NOTEBOOK
Name Date
Interrogative Pronouns and Owen and Mzee

Relative Pronouns and Adverbs

A dependent clause has a subject and verb, but it cannot stand alone.
A dependent clause is joined to an independent clause that expresses
a complete thought. The relative pronouns who, whom, whose, that,
and which begin dependent clauses that answer the question Which
one? or What kind? Relative adverbs begin dependent clauses that
tell where, when or why. Interrogative pronouns introduce questions.
Dependent clause beginning with relative pronoun
A hippopotamus is a fierce fighter that protects its young.
Dependent clause beginning with relative adverb
The mother springs into action when her baby is attacked.
Interrogative Pronoun
Which animal do you prefer?
1–8. In each sentence, look for interrogative pronouns, relative

pronouns, or relative adverbs. Underline interrogative pronouns.
Circle relative adverbs or pronouns, and double underline the
dependent clause.
1. Many hippos lost their lives when a tsunami struck the African coast.
2. The only hippo who survived was a six-hundred-pound baby named
Owen.
3. Who can help Owen?
4. Rescuers were not sure where Owen should go.
5. Which place became Owen’s home?
6. The giant tortoise Mzee at first thought that Owen should leave him alone.
7. The two soon became friends who could not be separated.
8. No one knows for sure why Owen and Mzee became such good friends.

Lesson 24
READER’S NOTEBOOK
Name Date
Sentence Fluency Owen and Mzee

Proofreading can help you make certain that you have used
commas correctly in your writing. Using commas makes your
writing clear and easy to understand.
Incorrect with proofreading marks

Mark: You know, Dad, the population of hippos in Africa has
shrunk tremendously.
Dad: That’s a serious problem, Mark.
Correct
Mark: You know, Dad, the population of hippos in Africa has
shrunk tremendously.
Dad: That’s a serious problem, Mark.
Activity This part of a script has 16 missing commas. Add a

comma or commas to each part in the script.
Mark: Yes I agree. Did you know Dad that people are the greatest
threat to the hippo population?
Dad: No I wasn’t aware of that.
Mark: Well it’s true. Hippos are killed for their fat their ivory teeth and because
they eat so much grass.
Dad: Is anything being done to save the hippos Mark?
Mark: Yes some of the areas where hippos live are protected.
Dad: Well that makes sense. I think Mark that we should do our
part to save the hippos.
Mark: That’s a great idea Dad! Let’s get a hippo for a pet!
Dad: No let’s not. You were kidding weren’t you Mark?

Lesson 24
READER’S NOTEBOOK
Name Date
Focus Trait: Purpose Owen and Mzee

Finding and Using the Best Information

Source Information
Encyclopedia Articles about many different topics
Atlas Maps of places all over the world
Internet Web sites of organizations as well as
electronic reference materials
Interviewing an expert Unique information
Newspaper and magazine articles Up-to-date information on different topics
Nonfiction books Facts about real people, places, and things
1–3. Answer the following questions about using sources to find

the best information.
1. Maggie is researching tortoises. She wants to answer the
question, Where do tortoises live?
a. Which source could Maggie use?
b. What other question could she answer by using this source?

2. Luis is researching how zoos are run. He wants to answer
the question, How many people work at the zoo in my city?
a. Which source should Luis use?
b. What other question could he answer with this source?

3. Nina is researching Kenya. She wants to answer the
question, What ocean is closest to Kenya?
a. Which source should Nina use?
b. What other question could she answer with this source?

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Lesson 25
READER’S NOTEBOOK
Name Date
Reade The Fun They Had:

r ’s G uide from Isaac Asimov:
The Complete Stories
Independent Reading
The Fun They Had:
from Isaac Asimov:
I Want a Live Teacher!
Margie would like to try learning the old-fashioned way, from a live
teacher. She is writing an e-mail to the Inspector to try and convince
him to give up the mechanical teacher. But Margie understands that
she should use language with which the Inspector is comfortable.
Look closely at the way the Inspector talks on page 749. Help Margie
finish her e-mail using the formal language that the Inspector uses.
To: Inspector
From: Margie
Replacing the Mechanical Teacher
Dear Inspector:
I am writing to you to suggest that you remove the mechanical teacher from
my home and let me learn from a human teacher instead.
Sincerely,
Margie

Lesson 25
READER’S NOTEBOOK
Name Date
The Fun They Had: from

Isaac Asimov:
Independent Reading
Margie would like Tommy to take classes with her from a
human teacher. She e-mails him to ask for his help in changing
to a human teacher.
Look closely at the way Margie and Tommy talk to each other on
page 750. Help Margie finish her e-mail using the informal language
that they use.
To: Tommy
From: Margie
Replacing the Mechanical Teacher
Hey Tommy!
I have an idea that you can help me with. We could get rid of the stupid
mechanical teacher and get a real person to teach us!
Your buddy,
Margie

Lesson 25
READER’S NOTEBOOK
Name Date
Greek and Latin Word Parts The Fun They Had

Greek and Latin Word Parts:
meter, therm, aud, fac meter, therm, aud, fac
The words in the box each have a part that comes from Greek
or Latin. In Greek, therm means “heat” and meter means
“measure.” In Latin, aud means “to hear” and fac means
“to make” or “to do.”
thermometer barometer audible manufacture

thermal chronometer audience factory
1–8 Write the correct word from the box to complete each
sentence.
1. When the concert ended, the orchestra stood and bowed

to the .
2. The captain used a to help determine
the ship’s time of departure.
3. The automobile plant will cars.
4. Check the outside to see if you need a
sweater.
5. Mr. Wilson makes chocolate candy at his
.
6. The weather forecast predicts rain, because the
reading shows a drop in air pressure.
7. The park ranger wears his socks in
winter to keep warm.
8. With everyone talking at once, Solomon’s voice was
barely above the noise.

Lesson 25
READER’S NOTEBOOK
Name Date
Words with VV Pattern The Fun They Had

Spelling: Words with VV Pattern
Basic 1–10. Write the Basic Words that fit the clues to complete
the crossword puzzle.
Spelling Words
1 2 3
4 1. idea
5 2. lion
6
3. usual
4. radio
5. liar
7
6. poem
8 9
7. India
8. piano
10 9. January
10. quiet
11. poet
Across Down 12. science
6. piece of rock flying 1. study of natural things 13. diary
through space 14. violin
2. food made from grain
15. period
8. tape that records TV 3. second month of the 16. February
programs year 17. cereal
9. where cowhands show 4. punctuation mark 18. video
skills 5. large musical instrument 19. meteor
10. equipment used to 7. daily written record 20. rodeo
receive signals Challenge
variety
Challenge 11–14. You are asked to be student teacher for your gradual
geography class today. Give instructions to the class about a geography
writing assignment in which they describe the features of the diagram
region in which they live. Use four of the Challenge Words. punctuate
Write on a separate sheet of paper.

Lesson 25
READER’S NOTEBOOK
Name Date
Spelling Word Sort The Fun They Had


Spelling Words
Basic Words:
VV Pattern with 1. idea
two syllables: 2. lion
Divide between Possible Selection Words: 3. usual
the vowels 4. radio
5. liar
6. poem
Basic Words: 7. India
VV Pattern with 8. piano
three syllables: 9. January
Divide between Challenge Words: 10. quiet
the vowels 11. poet
12. science
13. diary
Basic Words: 14. violin
15. period
VV Pattern with 16. February
four syllables: Challenge Words: 17. cereal
Divide between 18. video
the vowels Possible Selection Words: 19. meteor
20. rodeo
Challenge
variety
Challenge Add the Challenge Words to your Word Sort. gradual
geography
Connect to Reading Look through “The Fun They Had.” Find
diagram
words that have the VV patterns on this page. Add them to your
punctuate
Word Sort.

Lesson 25
READER’S NOTEBOOK
Name Date
Proofreading for Spelling The Fun They Had

on the lines below.
Spelling Words
It was in Janeary that Talia got the idear to enter the
Galactic Music Contest. She wrote a composition for her 1. idea
2. lion
violen using a pome for inspiration. It was early Febuary
3. usual
when she heard. 4. radio
“Mamma, guess what?” said Talia, smiling. “I placed in 5. liar
6. poem
the contest. I have to go to Indea for the final competition.
7. India
I may get to see a lyin there!” 8. piano
“That’s wonderful news,” said Mrs. Simms as she handed 9. January
10. quiet
Talia the sereal.
11. poet
Talia left the next morning on the shuttle. Everyone 12. science
was quiat and focused on the captain’s vidio. She explained 13. diary
14. violin
that in the usueal way, after blast-off, they would shut off the
15. period
engines to conserve fuel and switch to solar power. As Talia 16. February
looked out the window, she saw a metear streak past her. To 17. cereal
18. video
her, that was a sign of good luck!
19. meteor
20. rodeo
1. 7.
Challenge
2. 8.
variety
3. 9. gradual
4. 10. geography
diagram
5. 11.
punctuate
6. 12.

Lesson 25
READER’S NOTEBOOK
Name Date
Capitalization and The Fun They Had

Grammar: Proper Mechanics
Writing Titles
Capitalize important words in the titles of movies,
books, chapters, and articles in a newspaper or Thinking Questions
magazine. Short words such as in, if, of, a, and the Which words in this title
are not capitalized unless they are the first word in should be capitalized?
Does the title name a
the title. long work or a short
work?
When writing the title of a shorter work, such as a
story or news article, use quotation marks. When
writing the title of a longer work, such as a book,
magazine, or movie, underline the title.
book title story
A Pizza for Jin “The Diary of a Mouse”
1–4. Rewrite each sentence. Add capital letters, underlining, and

punctuation where they are needed.
1. The headline in Friday’s newspaper read “clowns lead parade.”

2. the little mermaid is my little sister’s favorite movie.

3. Jesse’s story about his trip to Mexico was called “crossing the
border.”

4. benson elementary wins trophy was the front page headline in
the school paper.


Lesson 25
READER’S NOTEBOOK
Name Date
End Punctuation The Fun They Had

The punctuation at the end of a sentence helps to show

its meaning. Use a period (.) at the end of a statement
or a command. Use a question mark (?) at the end
of a question and an exclamation mark (!) to show Thinking Questions
strong feeling. What kind of sentence
is it? Does the sentence
tell something, ask
declarative I like to play basketball. a question, or show
imperative Hand me the ball, please. excitement?
interrogative What is the score?
exclamatory What a great game!
1–8. Add the correct end mark for each sentence. Write
declarative, interrogative, imperative, or exclamatory on the line.
1. A voice command can make the mechanical dog walk

and sit
2. Insert a quarter into the machine
3. How many centuries have passed since the Revolutionary
War
4. The building inspector will come here to check
next week
5. Your picture is amazing
6. What a waste of time this is
7. How much progress have you made with your
work
8. Try not to miss your bus

Lesson 25
READER’S NOTEBOOK
Name Date
Commas Before Coordinating The Fun They Had

Conjunctions
A compound sentence joins two independent clauses
using the coordinating conjunctions and, but, or, nor, Thinking Questions
for, or so. Use a comma before the conjunction. How many independent
clauses are in the
sentence? What word
The children were curious about the book, for should connect the
they had never seen one. clauses?
Children can learn in a classroom, or they can learn
through computer lessons.
1–4. Join each pair of sentences to make a compound sentence

using the conjunction shown in parentheses. Use commas
correctly.
1. Computers are here to stay. They run many systems in our society. (and)

2. Schools might become unnecessary. Each child may be taught by a
machine. (for)

3. Any book could be put on a computer. Books might also disappear. (so)

4. Computer school would be convenient. I would miss

books and teachers. (but)


Lesson 25
READER’S NOTEBOOK
Name Date
Use Quotation Marks and The Fun They Had

Other Punctuation Marks

When writing someone’s exact words, enclose them
in quotation marks (“”). Capitalize the first word of
a quotation. Use a comma to separate a quotation
from the words that tell who is speaking. Put end
marks inside the last quotation marks. When a
quotation starts a sentence, put a comma at the end
of a statement instead of a period. If the quotation
ends with a question mark or exclamation point, a
comma is not used.
Tommy cried, “Look! I found a real book!”

“Where on Earth did you find that?” asked Margie.
“I searched for days,” Tommy replied.
1–5. Rewrite each quotation. Add the punctuation marks and

capital letters that are needed.
1. My computerized teacher is broken said Margie

2. Why don’t we read this book instead suggested Tommy.

3. But it’s so heavy exclaimed Margie.

4. Tommy said I like turning the paper pages.

5. Margie added they feel cool and crisp.


Lesson 25
READER’S NOTEBOOK
Name Date
Conventions The Fun They Had

Incorrect Mechanics Correct Mechanics
At last! the day of the science fair At last! The day of the science fair
has finally arrived and everyones has finally arrived, and everyone’s
excited. mr. joness class will excited. Mr. Jones’s class will
present it’s project first? Our class present its project first. Our class
will be last. will be last.
1–4. Rewrite the sentences on the lines below. Use the correct
capitalization and punctuation.
1. dont forget to bring treats to school on Friday. they are

for Miss Smiths birthday party

2. simons boots were covered with mud they were also filthy
and smelly

3. be careful didnt I tell you the sidewalk was slippery its
covered with ice, too

4. kim wrote a scary story about an imaginary friend named
Bindi its called the secret staircase


Lesson 25
READER’S NOTEBOOK
Name Date
Focus Trait: Elaboration The Fun They Had

Using Precise Language

Sentence Using General Language Sentence Using Precise Language
The computer screen said things, The computer’s monitor flashed
and Margie put her work into a slot. commands, and Margie slid her
homework on a disk into a gleaming
slot.
1–4. The sentences below are vague and overly general. Rewrite

each sentence to use precise language about computers.
Use some words from the box to help you be more precise.
If necessary, look up these words in a dictionary.
browser microchip data memory hard drive Internet
memory monitor software CPU keyboard browse
1. A computer stores information and lets users find more information.

2. A computer’s brain is on these little pieces that carry electricity and hold
information.

3. A computer contains programs that tell it what to do.

4. Information appears on a screen.


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Lesson 26
READER’S NOTEBOOK
Name Date
The Girl Who Loved

Reade Spiders
The Girl Who

Loved Spiders
Dear Dr. Help
Imagine that Luis is so afraid of spiders he writes to an advice
columnist for help just after he moves to Florida. Take a close look at
pages 4 and 5. What would Luis say about why he is afraid of spiders?
Dear Dr. Help,
How can I get over my fear of spiders?

Thanks,
Luis

Lesson 26
Reader’s Notebook
Name Date
The Girl Who Loved

Spiders
Independent Reading
Now take a close look at pages 7, 9, and 11. Imagine that you
are the advice columnist responding to Luis. Using what you
learned from the selection, what would you tell Luis?
Dear Luis,
Good luck!
Dr. Help

Lesson 26
READER’S NOTEBOOK
Name Date
The Girl Who
Final Schwa + /r/ Sounds

Loved Spiders
Spelling: The Final Schwa + /r/
Sounds
Basic 1–16. Write the Basic Word that best fits each clue.
Spelling Words
1. One of five digits on each hand:
2. A person who acts in a play: Basic
1. enter
3. A kind act that helps a friend:
2. banner
4. Disturb: 3. sugar
5. Provides power to a car: 4. shower
6. A sign with words or a design: 5. motor
6. collar
7. A body temperature higher than normal:
7. labor
8. Shows your reflection: 8. finger
9. Treats people who are sick: 9. mirror
10. Come into: 10. beggar
11. favor
11. Part of a shirt that fits around your neck:
12. bother
12. Sprays water to clean: 13. fever
13. A person’s state of mind: 14. doctor
14. Person who begs for a living: 15. temper
16. actor
15. Can be worn for warmth:
17. polar
16. Hard work: 18. sweater
19. traitor
Now write the circled letters in order to name two months
20. whenever
of the year.
Challenge
Answer: and calendar
error
Challenge 17–18. Write a sentence using two of the Challenge popular
Words. Write on a separate sheet of paper. barrier
director

Lesson 26
READER’S NOTEBOOK
Name Date
The Girl Who
Word Sort Loved Spiders

Sounds
Write each Basic Word next to the correct heading.
final / r/ spelled Basic Words: Spelling Words

e
ar Challenge Words:
Basic
1. enter
2. banner
3. sugar
4. shower
5. motor
final / r/ spelled Basic Words: 6. collar
e
er 7. labor
8. finger
Challenge Word: 9. mirror
Possible Selection Words: 10. beggar
11. favor
12. bother
13. fever
final / r/ spelled Basic Words: 14. doctor
e
or 15. temper
Challenge Words: 16. actor
Possible Selection Word: 17. polar
18. sweater
19. traitor
20. whenever
Challenge
Challenge Add the Challenge Words to your Word Sort. calendar
error
Connect to Reading Look through “The Girl Who Loved popular
Spiders.” Find words that have the final schwa + /r/ spelling barrier
director
patterns. Add them to your Word Sort.

Lesson 26
READER’S NOTEBOOK
Name Date
The Girl Who
Proofreading for Spelling

Loved Spiders
Sounds
I pulled the coller of my sweeter up around my ears. Basic

Even though I had a fevre, I still felt cold. I needed a 1. enter
docter. Instead a polor bear walked up to me and said, 2. banner
“Whennever I look in the miror, I see shugar. Is that 3. sugar
4. shower
normal?” The bear was wearing a red shirt and blue jeans.
5. motor
I reached out my hand to touch him. He felt real. Maybe I
6. collar
was sicker than I thought.
7. labor
I told him he shouldn’t bothar me with silly questions.
8. finger
Then I asked if he was real or an actur. He lost his tempir
9. mirror
and called me a trator to the cause. He held up a bannor 10. beggar
that said “Bears Should Rule the World,” wagged his fingir 11. favor
at me, and left. Then the door opened and my mom came 12. bother
in to check on me. She sighed and said, “You are burning 13. fever
up!” I took my sweater off and went to sleep. 14. doctor
15. temper
16. actor
1. 8.
17. polar
2. 9. 18. sweater
3. 10. 19. traitor
20. whenever
4. 11.
Challenge
5. 12.
calendar
6. 13. error
7. 14. popular
barrier
director

Lesson 26
Reader’s Notebook
Name Date
The Girl Who
Making Comparisons Loved Spiders

Grammar: Making Comparisons
Comparative adjectives are used to compare two things.

Superlative adjectives are used to compare more than two
things.

Thinking Question
slow slower slowest How many persons,
cute cuter cutest places, or things are
being compared?
fast faster fastest
happy happier happiest
A turtle is slower than a lizard.
A snail is the slowest of the three.
1–6. Circle the correct form of the adjective to complete each sentence. Write
C if the adjective is the comparative form. Write S if the adjective is the
superlative form.
1. Jana is (tall, taller) than her sister Sasha.

2. My little sister is the (cutest, cuter) baby in the whole world.
3. Kelli insisted that ghost stories are (scariest, scarier) to read

than biographies.
4. That is the (funnier, funniest) joke I have ever heard.
5–6. Matt is a (fastest, faster) runner than Saleem, but Juan is the
(fastest, faster) runner of the three boys.
Grammar 342 Grade 4, Unit 6y

Lesson 26
Reader’s Notebook
Name Date
The Girl Who
Making Comparisons with

Loved Spiders
more and most

With long adjectives, use more to compare two Thinking Question
persons, places, or things. Use most to compare How many persons,
places, or things are
three or more. being compared?
The ant is more interesting than the grasshopper.

The ant is the most interesting of all insects.
1–5. Rewrite each sentence, adding either more or most

to the adjective in parentheses.
1. The _____ things I learned to do when I moved to Florida
were to always wear shoes, to always shake out my shoes,
and to watch my step when walking. (important)

2. Spiders are _____ in Florida than in New York. (plentiful)

3. I think the _____ part about moving is making new friends.
(difficult)

4. I think running road races is ____ than looking for bugs.
(satisfying)

5. What is the _____ insect to be found in the area where you
live? (common)

Lesson 26
Reader’s Notebook
Name Date
The Girl Who
Comparing with Loved Spiders

good and bad

Some adjectives need to change forms when they are used to
compare things.
The adjectives good and bad are two examples.

Thinking Question
How many persons,
Adjective Comparative Superlative places, or things are
good better best being compared?
bad worse worst
Getting out of school early is good. Weekends are better. Summer

break is best of all.
1–5. Complete the sentence by writing the correct form

of the adjective shown in parentheses.
1. The news I heard was that 120 amphibian

species are now extinct. (bad)
2. David was happy that his second paper was than
his first. (good)
3. What is the book you have ever read? (good)
4. I liked the first book than the second. (good)
5. The part of our museum trip was the ride home.
(bad)

Lesson 26
Reader’s Notebook
Name Date
The Girl Who
Correct Adjectives
Loved Spiders
• The words a, an, and the are special adjectives called articles.
Articles
Use a if the next word begins with a Ron found a giant beetle.
consonant sound.
Use an if the next word begins with a An ant is a social insect.
vowel sound.
Use the if the noun names a particular The grasshopper landed right on
person, place, or thing. Maria’s book.
• Capitalize adjectives formed from proper nouns.

Wayne studied Amazon ants.
1–5. Rewrite the sentences, supplying the correct article.

1. Roberto wrote ___ report on dragonflies.

2. _____ class visited a museum last Thursday.

3–4. The spider is ____ arachnid and not ___ insect.

5. I want to learn everything I can about _____ moth.

6–8. Rewrite the sentences, correcting errors in the
use of proper adjectives.
6. The canadian guide told us what to look for.

7. The arabian horse has great energy and intelligence.

8. For a solid week the group investigated the mexican coast.


Lesson 26
Reader’s Notebook
Name Date
The Girl Who
Sentence Fluency Loved Spiders

Combine two short, choppy sentences into one

sentence to make sentences flow smoothly.
Sentence 1 Sentence 2
The elephant is the biggest animal in the zoo. The elephant is also the most
magnificent animal.
The elephant is the biggest and most magnificent animal in the zoo.
1–3. Combine these short, choppy sentences to make one sentence.

1.
The Taipan snake has the most poisonous It also has the longest fangs.
venom of any snake in Australia.

2.
The largest shark on the Australian coast is the It is also the scariest shark.
great white.

3.
My science teacher, Mrs. Welles, is the most She also is the most
interesting teacher I have ever had. knowledgable.

Lesson 26
Reader’s Notebook
Name Date
The Girl Who
Focus Trait: Evidence

Loved Spiders
Precise Language
As you describe the characters, setting, and plot in your response,
choose clear, exact words to show the reader clearly the features
of the story.
Topic Exact Details

Characters fascinating, realistic, sympathetic, evil
List three or more details that you might use to express your
opinion about the following parts of a story you have read
recently. Include interesting word choice.
Topic Exact Details

1. Place
2. Time
3. Events
4. Ending

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Lesson 27
READER’S NOTEBOOK
Name Date
Reade Amphibian Alert!

Amphibian Alert!
Amphibian Conservation Group
Suppose you work for a conservation group working to protect
amphibians. Help create a pamphlet about your organization.
On this side of the pamphlet, tell why your group exists. Look closely
at pages 22–23 (to find details that tell what amphibians are and where
they live) and pages 24 and 25 (to find details about threats to
amphibian life). Use two synonyms for the noun threat in your pamphlet.
What Is an Amphibian?
Threats to Amphibian Life:

Lesson 27
READER’S NOTEBOOK
Name Date
Amphibian Alert!
Independent Reading
On this side of the pamphlet, tell what people can do to help

protect amphibians. Look closely at pages 26 and 27 to find details
to help you write. Use two antonyms for the word threaten in this
part of the pamphlet. Remember, you work for a conservation group.
What Conservation Groups Do:
What You Can Do to Help:

Lesson 27
READER’S NOTEBOOK
Name Date
The Final Schwa + /l/ Sound Amphibian Alert!

Spelling:
The Final Schwa + /l/ Sound
Basic 1–10. Read the paragraphs. Write the Basic Words that
would best replace the numbers in parentheses to complete the
Spelling Words
sentences. Basic
1. title
It was an exciting and (1) day. Ana arrived at a bicycle
2. towel
race. She stopped to (2) at the colorful balloons and
3. battle
streamers decorating the starting line. A (3) of ten other
4. pedal
racers were standing by their bicycles. 5. metal
“Don’t be nervous,” Ana told herself. “This will be 6. simple
(4) compared to all the training that I did.” 7. eagle
Ana remembered to tie her shoelaces so they would 8. special
not (5) in her bicycle wheels. The last time that had 9. total
happened, Ana hurt her (6). Ana used a (7) to wipe mud 10. trouble
off the shiny (8) bicycle frame. 11. nickel
At the starting line, Ana prepared to (9) fast. She and 12. gentle
the other racers burst forward. It was going to be a (10) 13. barrel
for the prize! 14. model
15. tangle
16. ankle
1. 6. 17. marvel
2. 7. 18. juggle
19. squirrel
3. 8.
20. riddle
4. 9.
Challenge
5. 10.
cancel
decimal
material
Challenge 11–12. Imagine that your teacher asks you to write about pretzel
your favorite subject, which is math. Use two of the Challenge triangle
Words. Write on a separate sheet of paper.

Lesson 27
READER’S NOTEBOOK
Name Date
Word Sort Amphibian Alert!

Spelling:
Spelling Words
Final /l/ or / l/ Basic Words:
e
sound spelled el Basic
Challenge Words: 1. title
2. towel
3. battle
4. pedal
5. metal
6. simple
Final /l/ or / l/
e Basic Words: 7. eagle
sound spelled al Challenge Words: 8. special
9. total
Possible Selection Word:
10. trouble
11. nickel
12. gentle
13. barrel
14. model
Final /l/ or / l/
e
Basic Words: 15. tangle
sound spelled le 16. ankle
Challenge Word: 17. marvel
Possible Selection Words: 18. juggle
19. squirrel
20. riddle
Challenge
cancel
Challenge: Add the Challenge Words to your Word Sort. decimal
material
pretzel
Connect to Reading: Look through “Amphibian Alert!” Find
triangle
words that have the final schwa + /l/ spelling patterns on this page.
Add them to your Word Sort.

Lesson 27
READER’S NOTEBOOK
Name Date
Proofreading for Spelling Amphibian Alert!

Spelling:
In 1799, a French army officer named Pierre-Francois 1. title

2. towel
Bouchard was working near the city of Rosetta in Egypt.
3. battle
Bouchard and his men saw many ancient things, including 4. pedal
a moddel of a house made of a mettal that looked like 5. metal
6. simple
nikel. For fun, the men would juggil small stones. One day
7. eagle
Bouchard found a stone slab that was different from the 8. special
others. He was very gentil with it as he used water from a 9. total
10. trouble
nearby barel to wash off the layers of dirt.
11. nickel
Bouchard saw strange symbols. The treuble was that 12. gentle
he did not know what they meant. Bouchard took the 13. barrel
14. model
stone to scholars. They all had to marvell at it, but they
15. tangle
were unable to understand it. Was that a reddle or the titil 16. ankle
of a play? Was the bird an eagel? Was that little creature a 17. marvel
18. juggle
flying squerrel? More than 20 years passed before anyone
19. squirrel
could translate the Rosetta Stone. 20. riddle
Challenge
cancel
1. 7. decimal
2. 8. material
pretzel
3. 9.
triangle
4. 10.
5. 11.
6. 12.

Lesson 27
Reader’s Notebook
Name Date
Comparing with good and bad Amphibian Alert!

Grammar: More Comparisons
Comparative Good and Bad: Use better or worse to

compare two things. Thinking Questions
Superlative: Use best or worst to compare Is the comparison comparative
three or more things. or superlative? What form of
good or bad should be used
to compare?

good better best
bad worse worst
Brad earned a better score than Jake, but Amelia earned

the best grade of all.
Circle the correct form of the word in parentheses. Write C if the word is the comparative
form. Write S for the superlative form.
1. John’s ideas were (best, better) than Dave’s to improve the

amphibian display.
2. Sean had the (worse, worst) job—repairing the frog terrariums.
3. Team A’s display was (worst, worse) than team B’s.

4. Of all the guides at the amphibian display, Marta explains
tadpoles (better, best).

Lesson 27
Reader’s Notebook
Name Date
Comparing with Adverbs Amphibian Alert!

For most adverbs that end in -ly:

• use more to compare two actions.
• use most to compare three or more actions. Thinking Question
Does the adverb end in -ly?
How many things does the
adverb compare?
Adverb Comparative Superlative

quickly more quickly most quickly
skillfully more skillfully most skillfully
easily more easily most easily
A horse runs more quickly than a human. Cheetahs run

the most quickly of all animals.
1–5. Write the form of the adverb shown in parentheses that

correctly completes the sentence.
1. Do you think turtles can swim

than frogs? (quickly)
2. The third doctor cared for the injured newt
. (skillfully)
3. Jason handles the salamanders than
Bill. (carefully)
4. Of all the helpers, Aiden works the .
(quietly)
5. Alan identified amphibians than Mitsuo
after taking a class. (easily)

Lesson 27
Reader’s Notebook
Name Date
Making Comparisons Amphibian Alert!

1–6. Circle the correct word in parentheses to complete each sentence.
1. Dennis smiles (wider, widest) of all his friends.

2. “I think clothing dries (most, more) quickly in warm air than
in cold,” said Dana.
3. I shop at Bloom’s Market (more, most) frequently than
I shop at Lynn’s Market.
4. Of all the fruits sold at Bloom’s market, the bananas will
(more, most) likely sell out first.
5–6. When teams choose players, Beth is (most, more) readily
chosen than Brianne because she runs (faster, fastest).

Lesson 27
Reader’s Notebook
Name Date
Negatives Amphibian Alert!

• A word that makes a sentence mean “no” is called a negative.

• The words no, no one, nobody, none, nothing,
and never are negatives.
• The word not and contractions made from not are also negatives.
• Never use two negatives together in a sentence.
Incorrect Correct
There weren’t no fish in the pond. There weren’t any fish in the pond.
There were no fish in the pond.
I won’t never give away my frog. I won’t ever give away my frog.
I will never give away my frog.
1–4. Write the negative on the line provided.

1. Nobody wanted to leave.
2. I can’t finish this assignment on time.
3. Before this class, I had never studied reptiles.
4. I had no interest in learning about newts.
5–8. Rewrite the sentences, correcting errors in the use of negatives.

5. Jason can’t go nowhere until he finishes his chores.

6. Before taking this class, Pete didn’t know nothing about

reptiles.

7. I don’t like nothing about insects.

8. Jim doesn’t never want to miss a class again.


Lesson 27
Reader’s Notebook
Name Date
Conventions: Proofreading Amphibian Alert!

Use proofreading marks to cross out

errors and insert corrections.
Sentence with Errors Corrected Sentence

Elena’s performance was Elena’s performance was
worse
worser than Ralph’s. worser than Ralph’s.
1–5. Use the proofreading marks to fix the convention

errors in the sentences below.
1. Of the five books I read on mammals, this was the worse.
2. Among the 50 essays submitted, Jose’s essay was judged

the better.
3. Of all my grades, my grade in science was the better.
4. Of the three team members, Kara works the faster.
5. Jenna studied more harder than I did.

Lesson 27
Reader’s Notebook
Name Date
Focus Trait: Elaboration Amphibian Alert!

Share Feelings with Descriptive Words
Flat Voice Interesting Voice

I found a salamander. I was surprised. I lifted the log. Wow! I was amazed
at the bright yellow salamander
underneath!
Read each sentence. Rewrite it, giving it interest and feeling.

Write as if you were giving your opinion in a journal entry.
Flat Voice Interesting Voice

1. My dad and I saw a frog in the pond.
2. I don’t like people throwing things in

the pond.
3. The bullfrogs made funny sounds.
4. I didn’t like holding the toad.

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Lesson 28
READER’S NOTEBOOK
Name Date
Museums: Worlds
Reade of Wonder
MUSEUM
Name of Museum Type of Museum Why Museum Is Important
Independent Reading 359 Grade 4 , Unit 6

Lesson 28
READER’S NOTEBOOK
Name Date
Museums: Worlds
of Wonder
Independent Reading
Imagine you visited one of the museums during summer vacation.

You want to tell a friend about the great things you saw! Send an
e-mail telling your friend what it was like to visit the museum.
Make sure to tell your friend why this museum is important.
To:
From:
You should visit this museum!

Lesson 28
READER’S NOTEBOOK
Name Date
Museums: Worlds of
Wonder
Three-Syllable Words Spelling: Three-Syllable Words
Basic 1–11. Write the Basic Word that best replaces the Spelling Words
underlined word or words.
Basic
Dear Grandma, 1. library
Our family (1) trip to Washington, D.C., was great! Mom, 2. another
Dad, Rick, and I had a good time (2) jointly. We saw (3) 3. hospital
a few places, including the (4) building that holds books 4. example
of Congress. (5) An additional place we visited was the 5. deliver
White House. The (6) leader of the United States wasn’t 6. history
there. (7) But, we saw a lot of other things during the tour. 7. however
For (8) instance, we saw a painting of Abraham Lincoln 8. several
in the State Dining Room. I wasn’t allowed to use my 9. vacation
(9) photographic device, or I would have taken pictures 10. important
for you. My (10) preferred place was the Smithsonian. 11. victory
Washington, D.C., is full of (11) stories from the past. 12. imagine
Love, 13. camera
14. potato
Matt
15. remember
16. together
1. 7.
17. memory
2. 8. 18. favorite
3. 9. 19. continue
20. president
4. 10.
5. 11. Challenge
internal
6.
ornament
interview
Challenge 12–13. An astronaut is speaking at your school about her universe
recent shuttle ride through space. You get to talk to the astronaut article
after her speech. Write a sentence about your talk, using two
Challenge Words. Write on a separate sheet of paper.

Lesson 28
READER’S NOTEBOOK
Name Date
Museums: Worlds of
Word Sort Wonder

Spelling: Three-Syllable Words

Spelling Words
Basic
1. library
Basic Words:
2. another
3. hospital
4. example
First syllable stressed Challenge Words: 5. deliver
6. history
Possible Selection Words: 7. however
8. several
9. vacation
10. important
11. victory
Basic Words: 12. imagine
13. camera
14. potato
Second syllable stressed 15. remember
Challenge Words: 16. together
17. memory
18. favorite
19. continue
20. president
Challenge
Challenge: Add the Challenge Words to your Word Sort. internal
ornament
interview
Connect to Reading: Look through “Museums: Worlds of Wonder.”
universe
Find words that have three syllables with first and second syllables
article
stressed. Add them to your Word Sort.

Lesson 28
READER’S NOTEBOOK
Name Date
Museums: Worlds of
Proofreading for Spelling Wonder

Spelling: Three-Syllable Words

In 1906, Hiram Bingham had had enough of studying 1. library

2. another
the histery of the Incas in Peru in the libary at Yale. He
3. hospital
knew they were importint to the history of South America 4. example
for severle reasons. He decided to take a working vacashun 5. deliver
6. history
to South America. Not wanting to rely on his memery, he
7. however
took many notes and a kamera so he could remembir all the 8. several
facts when he went to delivir a speech about his travels. 9. vacation
10. important
In 1911, Bingham returned to Peru to lead anether
11. victory
expedition and continew his quest for knowledge about the 12. imagine
Incas. One can only imajin his surprise when he discovered 13. camera
14. potato
Machu Picchu, the “lost city of the Incas.” The expedition
15. remember
turned out to be a huge personal victry for Bingham. The 16. together
ancient stone city, hidden by five hundred years of jungle 17. memory
18. favorite
growth, is considered by some to be the greatest surviving
19. continue
exampel of Incan architecture. 20. president
1. 8. Challenge
internal
2. 9. ornament
3. 10. interview
4. 11. universe
article
5. 12.
6. 13.
7. 14.

Lesson 28
Reader’s Notebook
Name Date
Museums: Worlds of
Possessive Pronouns Wonder

Grammar: Possessive Pronouns
• A possessive pronoun is a pronoun that shows

ownership. Thinking Questions
• Possessive pronouns can replace possessive Are there possessive
nouns in the sentence?
nouns in a sentence. Do any of them need
to be replaced to
Possessive Pronouns avoid repetition?
my its
your our
her their
his
The teacher gave her students the students’

tickets to the museum.
The teacher gave her students their tickets
to the museum.
1–5. Rewrite each sentence with the correct form of the

possessive pronoun in parentheses.
1. Max and I went to see Max’s favorite exhibit. (my, his, our)

2. We observed a dinosaur fossil and read about the fossil’s
discovery. (our, their, its)

3. We learned about dinosaurs, including dinosaurs’ habits and
diets. (its, her, their)

4. Mary told me that Mary’s brother would love the exhibit, too.
(my, her, their)

5. Marcus and I found Marcus’s and my class in the museum shop. (its, our, her)


Lesson 28
Reader’s Notebook
Name Date
Museums: Worlds of
More Possessive Pronouns Wonder

Some possessive pronouns are placed before nouns. Thinking Question

Others are used by themselves and stand alone. Is the possessive
pronoun followed
by a noun?
Possessive Pronouns that Stand Alone
mine hers
yours ours
his theirs
The tickets to the exhibit are ours.
1–4. Write the possessive pronoun that stands alone on the line.
1. Is the ticket to the polar bear exhibit hers?
2. The airplane ticket is mine.
3. Since we have tickets but cannot attend, would you like to

use ours?
4. The teacher will give you yours.
5–6. Rewrite each sentence on the line so that the

possessive pronoun stands alone.
5. Which report is your report?
6. The report about trees is my report.


Lesson 28
Reader’s Notebook
Name Date
Museums: Worlds of
Possessive Pronouns Wonder

• Some possessive pronouns are placed before nouns.

Jeff left his backpack on the school bus.
My books are in Mom’s car.
• Other possessive pronouns are used by themselves and stand alone.
I think the museum tickets are yours.
The red skates in the locker are mine.
1–6. Replace the underlined word or words with the correct

possessive pronoun.
1. Jill’s inline skates are sitting on Jill’s porch.
2. “The backpack with reflector strips is my backpack,” I said.
3. Jane can’t find Jane’s shoe.
4. Which one of the lunches is your lunch?
5. The three boys rode the three boys’ bikes to school.
6. If Ned has my jacket, then I have Ned’s jacket.

Lesson 28
Reader’s Notebook
Name Date
Museums: Worlds of
Writing Quotations Wonder

• Quotations show a speaker’s exact words.

• Capitalize the first word of a quotation.
• Place quotation marks before and after the speaker’s
exact words.
• Use a comma to set off words that tell who is speaking.
• When the quotation comes first, place a comma inside
the last quotation marks.
• If the quotation is a question or an exclamation, place
a question mark or exclamation mark inside the last
quotation marks.
Ms. Winger said, “Listen to your guide carefully.”
1–8. Rewrite the quotations, correcting the punctuation errors.
1. “Have you ever been to the City Museum” asked Chloe.

2. Yes, I have replied Aiden.

3. Charlie said “I hope we see dinosaurs”.

4. Marta exclaimed “the Enchanted Caves are so awesome”!

5. “I like Art City better” said Danielle.

6. Mr. West suggested “let’s go see the World Aquarium now.”

7. This will be fun! exclaimed Sam.

8. I will have so many things to tell my family, said Luis.


Lesson 28
Reader’s Notebook
Name Date
Museums: Worlds of
Sentence Fluency Wonder

To avoid repeated possessive nouns, replace them

with possessive pronouns.
Sentence with Repeated Possessive Nouns Sentence with Possessive Pronouns

Jose wanted Jose’s mom to chaperone Jose wanted his mom to chaperone
Jose’s field trip to the museum. his field trip to the museum.
1–5. Rewrite each sentence, replacing repeated possessive nouns

with possessive pronouns to improve sentence flow.
1. Today, the fourth graders will have fun on the fourth grader’s
first field trip.

2. Sarah told about Sarah’s visit to the museum.

3. Kayla saved a piece of Kayla’s favorite cake for Kayla’s mother.

4. Pam showed Pam’s project to the class.

5. By running in the museum, Tim broke one of the rules that
Tim’s teacher had given to Tim’s class.


Lesson 28
Reader’s Notebook
Name Date
Museums: Worlds of
Focus Trait: Organization Wonder

A well-organized announcement contains:

• a topic or main idea;
• details that support the main idea;
• a sequence of ideas or events that usually happen in order of first,
next, and last;
• a conclusion that restates the main idea.
Use a separate sheet of paper. Organize the sentences below

in an order that makes sense.
1. Sunday afternoon: Children’s concert. Special appearance by Moosy the Cow!

2. Saturday morning, September 27: Family breakfast with the Museum staff
3. Come join the fun. Questions? Call or email the Museum office for more details.
4. Saturday afternoon: Ribbon-cutting ceremony and museum tours
5. Announcing the Gala Opening of the New Children’s Museum!
6. Saturday night: Dinner-Dance with raffle. Adults only
7. Save the weekend of September 27–28 so you can enjoy all the activities.
8. Celebrate with your friends and neighbors!

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Lesson 29
READER’S NOTEBOOK
Name Date
Reade Save Timber Woods!

Save Timber Woods!

Write a Public Service Announcement
Help neighborhood residents who live near Timber Woods
understand the pros and cons of cutting down Timber Woods.
Reread pages 49–50 and page 52. Think carefully about Gina’s,
Laura’s, Hector’s, and Lucas’s arguments on these pages. Use
their arguments to fill in the chart below.
CUTTING DOWN TIMBER WOODS

Pros Cons
1. 1.
2. 2.
3.

Lesson 29
READER’S NOTEBOOK
Name Date
Save Timber Woods!

Independent Reading
Write a public service announcement that could be broadcast on

local radio or television stations in the characters’ neighborhood.
Help residents understand the consequences of cutting down
Timber Woods. Include five lines of dialogue for the speaker to say.
Include two stage directions that let him or her know how
to deliver the lines.
Line 1:
______________________________________
Line 2:
______________________________________
Line 3:
______________________________________
Line 4:
______________________________________
Line 5:
______________________________________

Lesson 29
READER’S NOTEBOOK
Name Date
Words with Silent Consonants Save Timber Woods!

Spelling: Words with Silent
Consonants
Basic 1–10. Write Basic Words on the lines provided that will
best complete the sentences. Spelling Words
Basic
My aunt’s job is to keep the water pipes in people’s homes
1. half
running smoothly. She is a (1) . She has to 2. comb
(2) down and work under sinks. Sometimes 3. mortgage
4. honor
she has to (3) into small spaces to find the
5. fasten
(4) to the plumbing problem. She often has 6. kneel
to use tools from her toolbox to (5) pipes 7. wreath
8. calm
together. Working with tools, my aunt has to take care not to
9. answer
scrape a (6) or a wrist. She carries a radio 10. handsome
in her toolbox because she likes to (7) 11. wrinkle
12. listen
to music as she works. The music helps keep her
13. fetch
(8) and relaxed as she does her job. Her 14. yolk
customers (9) her and praise her work. 15. climb
16. honest
She says being a plumber is a good, (10) job
17. knuckle
to have. 18. plumber
Challenge 11–12. You’ve watched a documentary film about the 19. limb
20. folktale
building of the Egyptian pyramids. Write a review of the film for
your class. Use two of the Challenge Words. Write on a separate Challenge
sheet of paper. tomb
glisten
design
hasten
wrestle

Lesson 29
READER’S NOTEBOOK
Name Date
Word Sort Save Timber Woods!

Consonants

Spelling Words
Basic
Basic Words: 1. half
/m/ spelled mb 2. comb
Challenge Words:
3. mortgage
4. honor
5. fasten
/n/ spelled kn Basic Words:
6. kneel
7. wreath
8. calm
/ô/ spelled ho Basic Words: 9. answer
10. handsome
Basic Words: 11. wrinkle
/r/ spelled wr 12. listen
Challenge Word: 13. fetch
14. yolk
15. climb
Basic Words: 16. honest
17. knuckle
silent l, t, d, or w 18. plumber
Challenge Words: 19. limb
20. folktale
Challenge
tomb
Other silent consonants Challenge Word: glisten
design
hasten
Challenge: Add the Challenge Words to your Word Sort. wrestle

Lesson 29
READER’S NOTEBOOK
Name Date
Proofreading for Spelling Save Timber Woods!

Consonants
1. half
After college, Chef Alice Waters went to France, 2. comb
where she was impressed by the honist food she ate, 3. mortgage
from an omelet made with the freshest egg yoke to 4. honor
fish cooked the day it was caught. She learned that the 5. fasten
French were often willing to spend haff of their income 6. kneel
for quality food products. Since 1971, Alice has owned 7. wreath
Chez Panisse, a California restaurant famous for the 8. calm
quality of its food. People have been known to komb 9. answer
the woods and neel in mud beneath the lim of a tree 10. handsome
11. wrinkle
to fetsh for Alice special foods, such as a mushroom
12. listen
with an ugly wrinkil and incredible flavor. Other people
13. fetch
grow herbs and make a wreth of them for Alice. She has
14. yolk
worked hard to teach children about growing and eating
15. climb
fresh food. Today there are children in local schools who
16. honest
prefer to lisen to Alice talk about gardening than hear a 17. knuckle
folktail about a handsum prince. 18. plumber
19. limb
1. 7. 20. folktale
2. 8. Challenge
3. 9. tomb
glisten
4. 10. design
5. 11. hasten
6. 12. wrestle

Lesson 29
Reader’s Notebook
Name Date
Using I and me Save Timber Woods!

Grammar: Correct Pronouns
• Use the pronoun I as the subject of a sentence.

Eileen and I learned so much! Thinking Question
Is the pronoun the
subject or the object
• Use the pronoun me after action verbs and of the sentence?
after prepositions such as to, with, for, or at.
The council gave David and me their
complete attention.
Will you come with me to the meeting?
• When you talk about yourself and another person,

always name yourself last.
1–6. Rewrite each sentence with the correct word(s) in parentheses.
1. (Dominic and I, Dominic and me) wanted to save the forest.

2. Eileen told (I, me) what was happening to the forest.

3. Carlos and (I, me) realized the deer had nowhere to go.

4. Deer often visited (me and my family, my family and me).

5. My brother and (I, me) have seen them look for food.

6. (He and me, He and I) watched the deer quietly through the window.


Lesson 29
Reader’s Notebook
Name Date
Using the Right Save Timber Woods!

Pronoun
• Subject pronouns are used as the subject of a Thinking Questions
sentence. They tell whom or what the sentence Does the pronoun tell
who or what does
is about. the action? Does the
• Object pronouns follow action verbs or pronoun follow an
prepositions such as to, for, with, in, or at. action verb or the
words to, for, with,
in, or at?
Subject Pronouns Object Pronouns
I, you, he, she, it, we, they me, you, him, her, it, us,
them
We gave the information to her, and she

told them about the forestry class.
1–5. Rewrite each sentence, using the correct pronoun in parentheses.
1. Isabel read (we, us) the article about the housing development.

2. Olivia and (he, him) could not believe what they heard.

3. (They, Them) want to cut down huge parts of the forest.

4. To (we, us), the forest should be used for hiking and
camping.

5. Since animals cannot speak, we will speak for (them, they).


Lesson 29
Reader’s Notebook
Name Date
Reflexive Pronouns Save Timber Woods!

A reflexive pronoun is used when the subject and object

of a sentence are the same person/thing or people/things.
We use reflexive pronouns with the word by to mean
alone or without help.
Subject Pronouns Reflexive Pronouns

I it myself
you we yourself
he you (plural) himself
she they
herself
itself
ourselves
yourselves
themselves
I will take care of myself someday. They like to walk to

school by themselves.
1–8. Fill in the blanks with the correct reflexive pronoun.
1. When she was hungry, Jane made a sandwich.

2. Be careful, Lisa. Don’t cut with the knife.
3. “I think I will build a clubhouse by ,” said Paul.
4. We blamed for getting lost in the museum.
5. Please boys, make feel at home.
6. The girls made five dozen cupcakes by .
7. The dog saw in the mirror and barked.
8. Jack made a pizza for lunch.

Lesson 29
Reader’s Notebook
Name Date
Commas in Sentences Save Timber Woods!

Use a comma to set off these types of words and phrases:

• the words yes, no, and well when they begin a sentence
No, feeding deer human food is not a good idea.
• introductory phrases and clauses
If you want to see deer, you have to be still.
• the name of a person directly addressed in a sentence.
Don’t blame the deer, Becky, for being hungry.
1–5. Rewrite the sentences, adding commas where

they are needed.
1. No I do not want deer in our yard.

2. The poor deer lost their homes Alanna.

3. Well my family is losing our favorite tree.

4. We should get the facts Denzel before we decide.

5. Because we left home late we arrived after the park closed.

6–8. Rewrite the following script. Add three missing

commas where they are needed.
Eliot: Well that went better than I expected.
Maria: Eliot you were great!
Gerald: What can we do now to raise money guys?

Lesson 29
Reader’s Notebook
Name Date
Sentence Fluency Save Timber Woods!

Repeating words in writing is uninteresting and awkward.

To avoid using a noun over and over again, replace it
with a pronoun.
Caleb didn’t like the deer eating his tree. Caleb scared it away.
Caleb didn’t like the deer eating his tree. He scared it away.
1–3. Replace the repeated noun with a pronoun to improve sentence fluency.
1.
Nicole told her friends about the problem. Nicole wanted to help.

2.
Last year the deer were safer. The deer had more land.

3.
The people of our community have a problem. The people of our community
need to work together.

Lesson 29
Reader’s Notebook
Name Date
Focus Trait: Organization Save Timber Woods!

Focusing on Addressing
Objections
Good writers think about how their audience will react to their ideas. In an opinion
essay, they try to address any objections ahead of time. Writers often do this after
discussing their own opinions and reasons. This writer addressed the objection by
the developer about building houses on Timber Woods.
Opinion: We should save Timber Woods from being destroyed.
Possible Objection: We want to build more houses on the Timber Woods land.
Revised sentence: Homes could be built where the Smithfield warehouses are
instead of Timber Woods.
1–3. Read the idea and the possible objection. Rewrite the sentence so that it
addresses the objection. You can refer to “Save Timber Woods!” to find
information to answer it.
1. Opinion: Cutting down the forest will cause a lot of problems.
Possible Objection: It costs too much money for us to buy the land.
Revised sentence:

2. Opinion: Saving the woods is good for the local environment.
Possible Objection: The woods don’t help the town in any way.
Revised sentence:

3. Opinion: Wildlife creatures belong in their natural environments.
Possible Objection: It’s nice to see deer in my backyard.
Revised sentence:


ade
rs G
uide
Lesson 30
READER’S NOTEBOOK
Name Date
Reade Mystery at Reed’s Pond

Mystery at Reed’s Pond

Create a Web Page
Help the Pond Patrol complete their science log. Then, help them
draw conclusions about invasive species based on what they saw
and learned. Reread page 71 for information about invasive species
from Mr. Roberts to help fill in Pond Patrol’s log.
SCIENCE LOG
Details What I Learned Conclusions about
Invasive Species
1. A western turtle used

to live in the pond.
Now there is a red-
eared slider turtle
there.
2. A nest is crushed and

is missing eggs.
Independent Reading 381 Grade 4 , Unit 6

Lesson 30
READER’S NOTEBOOK
Name Date
Mystery at Reed’s Pond

Independent Reading
Write the text for a web page from an environmental site informing
people about the threats of invasive species. Using what you learned,
explain the dangers of introducing a new species to an area.

Address e Go
The Center for Information on Invasive Species

The Dangers of Invasive Species

Address e Go
e Internet
e Internet

Lesson 30
READER’S NOTEBOOK
Name Date
Unusual Spellings Mystery at Reed’s Pond

Spelling: Unusual Spellings
Basic 1–10.
Spelling Words
1
Complete
2
the puzzles Basic
by writing the 1. meant
4 5
Basic Word for 2. routine
3 6
each clue. 3. style
4. flood
7
5. month
6. pleasant
8 9 7. guess
8. women
9. either
10. against
11. disguise
10
12. sweat
13. magazine
14. guard
Across Down 15. receive
2. to form an opinion without 1. someone who watches over 16. wonder
being sure or protects
17. league
3. to fill or cover with water 4. enjoyable or attractive
18. type
19. ceiling
6. a group working toward a 5. past of “to have as its
common goal meaning” 20. money
7. a weekly or monthly 9. a way of doing something Challenge
publication
plaid
8. in contact with
onion
guarantee
10. a group sharing common
traits rhyme
submarine
Challenge 11–12. Create two book titles: one about a trip to the ocean
bottom in a colorful vessel and one about a collection of humorous poetry.
Use two of the Challenge Words. Write on a separate sheet of paper.

Lesson 30
R e a d e r ’ s N o t e B OO K
Name Date
Word Sort Mystery at Reed’s Pond


Spelling Words
Basic
1. meant
2. routine
Unusual Spellings with Basic Words: 3. style
One Syllable 4. flood
5. month
Challenge Words:
6. pleasant
7. guess
8. women
9. either
Basic Words:
Unusual Spellings with 10. against
Two Syllables 11. disguise
12. sweat
Challenge Word: 13. magazine
14. guard
15. receive
16. wonder
17. league
Unusual Spellings with Basic Words:
18. type
Three Syllables Challenge Words:
19. ceiling
20. money
Challenge
plaid
Challenge: Add the Challenge Words to your Word Sort. onion
guarantee
rhyme
submarine

Lesson 30
Reader’s Notebook
Name Date
Proofreading for Spelling Mystery at Reed’s Pond


Basic
I was following my rootine for the munth, practicing 1. meant
with the bowling leegue after work. I’m an amateur 2. routine
3. style
detective, so I gess I’m always on the lookout for trouble.
4. flood
I arrived at the bowling alley early, and I noticed two 5. month
strange womin. I couldn’t help but wonnder if ether of 6. pleasant
7. guess
them was the tipe to bowl. I didn’t think so. The tall one
8. women
wore a disgize. I looked up and began to swet with fear. 9. either
There was a figure hanging from the seiling. I turned to 10. against
11. disguise
run.
12. sweat
The tall woman leaned right agenst my face. “You 13. magazine
can’t go,” she said. “I didn’t recieve my monie yet.” 14. guard
15. receive
Shaking, I asked her what she ment. She laughed and told
16. wonder
me she needed to be paid for the mystery party. Then I 17. league
realized the figure was just a decoration. It’s a good thing 18. type
19. ceiling
I’m just an amateur detective.
20. money
1. 9. Challenge
plaid
2. 10. onion
3. 11. guarantee
4. 12. rhyme
submarine
5. 13.
6. 14.
7. 15.
8.

Lesson 30
Name Date
Pronoun Contractions Mystery at Reed’s Pond

Grammar: Pronoun Contractions
• Pronouns can be combined with some verbs to form

contractions. Thinking Question
• An apostrophe replaces the letter or letters that What two words can
are left out. I combine to make a
contraction?
I’m going to study that turtle until it’s
engraved in my memory.
• Contractions for the pronouns he, she, and it,
when used with the verbs is and has, are the
same (he’s, she’s, it’s).
1–5. On the line, write the contraction for the underlined words.
1. We are observing nature with our class.

2. They have taken many notes about the pond.
3. You will have time to observe everything.
4. Adrian said he had never seen a turtle like that.
5. You are responsible for your actions.
6–10. On the line, write the two words that make up each underlined contraction.
6. Lea thinks we’ve solved the mystery.

7. What do you think they’ll do with the red turtles?
8. You’ve seen the boy put the red turtle in the pond.
9. Mr. Roberts says that it’s important to take care of the pond.
10. I’ve done enough research on turtles to know that this answer is wrong.


Lesson 30
Reader’s Notebook
Name Date
Pronouns and Homophones Mystery at Reed’s Pond

• Homophones are words that sound alike but have

different spellings and meanings. Some pronoun
contractions are homophones.
Thinking Question
Homophones Meaning What sentence clues
can I use to figure
it’s it is out the meaning and
its belonging to it, of it correct spelling of the
homophone?
they’re they are
their belonging to them
there in that place
you’re you are
your belonging to you
You’re very kind to animals and their

habitats.
They’re enjoying your book on turtles.
1–6. Read each sentence. Write the correct homophone in parentheses.
1. We found a cracked egg (their, there).

2. The egg should have been in (it’s, its) nest.
3. (They’re, There) observing the young turtles in the pond.
4. (Your, You’re) correct about the effects of pollution.
5. (Your, You’re) computer gave us the information we needed.
6. (Its, It’s) hard to believe that the boy did not want to keep his pet turtles.


Lesson 30
Name Date
Using Pronouns Mystery at Reed’s Pond

• Pronouns can be combined with some verbs to form contractions.

• An apostrophe replaces the letter or letters that are left out.
Example: I am = I’m
• Contractions for he, she, and it when used with verbs is and has are the
same.
Example: he is = he’s he has = he’s
• Some pronoun contractions are homophones.
Example: it’s = it is its = belonging to it
1–5. On the line, write the contraction for the underlined words.
1. I am ready to write a report about my field trip.

2. My teacher says that I will have one week to finish it.

3. Sylvia said she has decided to do a photo essay as her report.

4. She said that it is going to be her best report ever.

5. Les thinks we are going to have fun reading our reports in class.

6–10. On the line, write the correct homophone for each sentence.
6. (Your, You’re) going to visit the science museum next week.

7. (There, Their) will be students from the whole school district at the
museum.

8. (Their, They’re) going on the same guided tour as your class.

9. (It’s, Its) going to be an amazing experience!

10. Don’t forget to bring (you’re, your) cameras.


Lesson 30
Reader’s Notebook
Name Date
Commas in Sentences Mystery at Reed’s Pond

• A series is a list of three or more items with the word and or or

before the last item.
• Use commas to separate the items in a series. Put
a comma after each item except the last one.
• Some choppy sentences can be combined using a series.
Snakes and lizards are reptiles. So are
alligators and crocodiles.
Snakes, lizards, turtles, alligators, and
crocodiles are all reptiles.
• Use a comma to separate the month and date from the year.
• Use a comma to separate a city or town and its state.
I will be sixteen on August 4, 2010.
The best park is in Yellowstone, Montana.
1–5. Rewrite the sentences, adding commas where they are needed.
1. The scales of a snake are cool dry and hard.

2. This park was opened on July 4 1949.

3. A turtle in danger can pull its head legs and tail into its shell.

4. Most turtles live in ponds lakes rivers or the ocean.

5. Next summer I’m going to ecology camp in Orlando Florida.

6. Combine the sentences using a series. Write the new sentence on the lines.
Both turtles and tortoises bask in the sun. They both have bony shells. Turtles
and tortoises can withdraw inside their shells for protection.


Lesson 30
Name Date
Conventions: Proofreading Mystery at Reed’s Pond

Sentence with Errors Corrected Sentence

they’re
’ sure their excited to have solved the
Im sure their excited to have solved Im
the mystery. mystery.
1–6. Use the proofreading marks to fix the convention errors in the
sentences below.
1. Ive never solved a mystery before.
2. Its about time we helped animals by saving their habitats.
3. Youd never guess what my favorite pond animal is.
4. I love frogs because their so interesting.
5. Youll be glad that you did so much to help.
6. The western pond turtle is being squeezed out of it’s habitat.

Lesson 30
Reader’s Notebook
Name Date
Focus Trait: Conventions Mystery at Reed’s Pond

Using Different Kinds of

Sentences
Writers can give the same information in different kinds of
sentences. Be sure to use the correct punctuation for all sentences.
Statement: The western pond turtle needs to have its home
protected.
Question: Doesn’t the western pond turtle deserve a safe

home?
Exclamation: The western pond turtle must have a safe home!
1–3. Rewrite each sentence as the type indicated.
1. If we work together, we can save the animals at Reed’s Pond.
Command:
Question:
2. The red-eared slider should not be released in Reed’s Pond.
Exclamation:
Command:
3. Saving the pond’s native species is very important.
Question:
Exclamation:

Reading and Writing Glossary
Use this glossary to help you remember and use words that you
are learning about reading and writing.
A allusion A reference to a famous

person, place, event, or story.
analogy A comparison of two pairs
abbreviation A shortened form of a of words.
word. analyze To look at or study
action verb A word that tells what a something carefully.
person or thing does. antecedent The noun that the
adage A short saying that expresses pronoun replaces.
life lessons that many people believe antonym A word that has the
are true; a proverb. opposite or very different meaning as
adjective A word that describes a another word.
noun or pronoun. apostrophe Punctuation mark used
adverb A word that describes a to show possession.
verb. author’s purpose The author’s
adverb of frequency Tells how main goal in writing a selection, such
often an action happens. as to explain, persuade, or entertain.
adverb of intensity Tells how much

or to what degree an action happens.
advertisement An announcement
B
designed to grab people’s attention
and persuade them to do or buy bar graph A diagram that uses
something. bars to compare measurements or
affix A suffix or prefix attached to amounts.
a base word, root word, or root that
changes the meaning of the word.
Reading and Writing Glossary G1 Grade 4

base word A word to which affixes comma A punctuation mark that
are added and is a complete word on separates elements or ideas.
its own.
command A sentence that gives a
behavior The way a character acts. command; an imperative.
biography Text that tells about a comparative An adjective or
person’s life and is written by another adverb that compares two persons,
person. places, things, or actions.
compare To show how things are
alike.
C complete predicate All the
words that tell what the subject of a
sentence is or does.
capital letter A letter that comes at
the beginning of a proper noun and is complete subject All the words
uppercase. that tell who or what is doing the
action in the sentence.
caption A short description or
explanation of a picture. complex sentence A sentence
made up of a simple sentence and a
category A group of similar items.
clause joined with a subordinating
cause An event that makes another conjunction such as because.
event happen.
compound sentence A sentence
character A person or animal in a made up of two simple sentences
story. joined by a comma and a connecting
word such as and, or, but, or so.
chart A graphic organizer with
columns and rows. conclusion A reasonable judgment
you make after looking at facts.
chronological In the order that
events happened. conflict The story problem or
struggle, which affects events in the
clause A group of words that has a
plot.
subject and a predicate.
column A vertical (up and down)
section of a chart.

context clues The words that diagram A visual that shows ideas.
surround an unfamiliar word or
dialogue What people say to each
phrase that readers can use to figure
other in a story or play.
out the meaning of an unknown word
or phrase. dictionary entry A word listed
in the dictionary along with its
contraction A short way of writing
meaning, pronunciation, and other
two words, using an apostrophe to
information.
replace one or more letters.
digital media Print, video, and
contrast To show how things are
audio content usually accessed by
different.
computer or electronic device.
coordinating conjunction A word
direct speech The exact words
that connects other words or groups
someone says.
of words in a sentence.
directions A set of instructions
telling the reader how to do
D something. Directions may instruct
the reader to follow a series of steps.
distinguish To tell one thing apart
declarative sentence A sentence from another.
that tells something; a statement.
domain An area of knowledge that
demonstrative pronoun A has its own special vocabulary.
pronoun, such as this or that, that
domain-specific vocabulary A set
talks about something nearby or far
of words that belong to an area of
away.
knowledge, such as math or medicine.
dependent clause A group of
double negative Using two
words with both a subject and
negatives in a single sentence.
predicate that is not a complete
sentence. drama A story written to be
acted out.
diagram A picture or group of
pictures that explains how something
works or how parts relate to one
another.

E first-person point of view The
point of view if one of the characters
is telling the story.
effect What happens as a result of a firsthand account An account

cause. that is written by a person who
experienced or witnessed an event.
email Message sent via the Internet
from one computer or other folktale A story that the people of a
electronic device to another. country tell to explain or entertain.
exclamation A sentence that shows formal language Includes precise

strong feelings; an exclamatory language and complete sentences;
sentence. does not include slang expressions.
exclamatory sentence A sentence free verse Poetry without a regular

that shows strong feelings; an rhyme or regular rhythm.
exclamation. future tense Verb form that shows
action that will happen.
F
G
fable A short story in which a
character, usually an animal, learns a generalization A conclusion
lesson. that is based on a small amount of
fact A statement that can be proved information that may or may not be
true. true.
fantasy A fictional story that has graph Shows numerical information

characters or events that could not in a visual format that allows
exist in real life. comparisons to be made.
figurative language A way to use graphic features Visual organizers,

language in which the meaning is such as charts or diagrams.
different from its literal meaning.

H I
heading Boldface print that idiom A phrase that means

identifies the main idea of a section something different from what the
of text. individual words say.
helping verb A verb that comes imperative sentence A sentence
before a main verb and tells more that gives a command; a command.
about the action.
independent clause A clause
historical event Something that that can stand alone because it is a
happened during a particular time. complete sentence.
historical fiction A story that is set infer To figure out something that is
in the past and tells about people, not stated directly.
places, and events that did happen or
informal language A more relaxed
could have happened.
form of speaking and writing that
historical text A kind of includes slang expressions and
informational text that gives facts incomplete sentences.
about a topic in history.
informational text Text that gives
homophone A word that sounds facts and examples about a topic.
the same as another word but has a Informational text may include
different spelling and meaning. visuals, such as photographs and
diagrams.
humor Funny parts of a story.
informative writing Writing that
hyperbole Exaggerated language
gives facts about a topic.
that makes something seem better or
worse than it actually is. interrogative sentence A sentence
that asks a question; a question.
irregular verb A verb that does not
add -ed to the present form to show
past action.

J map An illustration of an area.
metaphor A phrase that compares
two things without using the word
jargon Special words or phrases like.
used in a particular field. meter Rhythmic patterns in poetry.
modal auxiliary A helping verb that
K shows how things could be or should

be.
moral A lesson that a fable or other
key A graphic feature that tells what tale teaches about good and bad
different colors, symbols, and patterns behavior.
stand for. multiple-meaning word A
word that has different meanings
depending on how it is used.
L mystery A type of fiction story in
which the main characters solve a
crime.
label Text used in a diagram to
identify parts of an object or steps in myth An imaginative story that
a process. shows what a group of people in the
past believed.
linking verb A verb that tells what
someone or something is or is like.
N
M
narrative nonfiction Text that tells
about people, things, events, or places
main idea The big idea an author that are real.
wants to state.
narrative poem A poem that tells a
main verb The verb that tells the story.
action when a verb is more than one
word.

narrative writing Writing that
tells a story. A narrative tells about P
something that happened to a person
or a character.
participial phrase Phrase that
narrator The person who says the describes a noun.
words that are heard as part of a
drama and that describe what is participle A verb form that can be
being seen. used as an adjective.
negative A word that makes a past participle The past-tense form

sentence mean “no.” of a verb.
noun A word that names a person, past tense Verb form that shows
place, or thing. action that has already happened.
personification A metaphor that
describes a nonliving thing as if it
O were human.
persuasive technique A method
or way of doing things to convince
object pronoun A type of pronoun people to do or believe things.
that tells who or what receives the
action of the verb. pie chart A type of chart that uses
portions of a circle to show how
onomatopoeia A way authors help amounts of something relate to one
readers imagine what something another.
sounds like.
play A story that can be performed
opinion A statement that tells by an audience.
someone’s thoughts, feelings, or
beliefs. plot The sequence of story events,
including a problem and a solution.
opinion writing Writing that tells
what the writer believes and gives poetry Uses the sound and rhythm
reasons. of words to suggest images and
express feelings.
order words Words such as first,
now, next, and finally that show point of view The perspective from
sequence. which an author tells a story.

possessive noun A noun that pronunciation key An explanation
shows ownership. of the symbols used to show how a
word is divided into syllables and
possessive pronoun A pronoun
pronounced.
that shows ownership, such as mine,
yours, his, and theirs. proper noun A word that names a
particular person, place, or thing and
predicate The part of a sentence
is capitalized.
that tells what action is being done.
proverb A short saying that
predict To figure out what might
expresses life lessons that many
happen later in the story.
people believe are true; an adage.
prefix An affix attached to the
punctuation Marks or signs in
beginning of a base word, root word,
writing that help make meaning clear
or root that changes the meaning of
and separate parts of sentences.
the word.
preposition A word that shows a
connection between other words in a
sentence.
Q
prepositional phrase A group of
words that begins with a preposition question To ask oneself questions
and ends with a noun or pronoun. about a selection before, during, and
after reading.
present participle A verb form that
expresses present tense by adding question sentence A sentence
-ing. that asks a question; an interrogative
sentence.
present tense Verb form that
shows action that is happening now quotation The exact words taken
or that happens over and over. from a text.
problem A person, situation, or quotation marks Punctuation used
difficult question that a character to show the exact words someone
must deal with. says or the exact words taken from a
text.
pronoun A word, such as he, she, or
they, that takes the place of one or
more nouns.

R rhythm A regular pattern of sound
in poetry or music.
root A word part to which affixes
realistic fiction Story that has are added to make a complete word.
characters and events that are like root word A word to which prefixes
those in real life. and suffixes are added.
reference materials Printed row A horizontal (left to right)
books and online resources, such as section of a chart.
dictionaries, that contain information
about words and word meanings. run-on sentence A sentence
that has two complete thoughts, or
reflexive pronoun A pronoun sentences, that run into each other.
whose antecedent is the subject of
the sentence.
regular verb A verb that uses -ed to
form its past tense.
S
relative adverb A type of adverb
used to introduce a dependent clause scene A section of a play that
that gives information about time, presents a single event.
place, or reason. science fiction Stories with
relative pronoun A type of pronoun futuristic settings and plots driven by
used to introduce a dependent clause technological advancements.
that gives more information about a scientific concepts Terms or ideas
noun. about topics in science.
research report Writing that tells secondhand account An account
what a writer learned from doing that is based on reading and research.
research about a topic.
sentence A group of words that
resolution The way the main tells a complete thought.
characters solve a problem; a
solution. sentence fragment A group of
words that does not tell a complete
rhyme Repeated sounds at the ends thought.
of words.

sequence The order in which steps story elements The important parts
are completed in directions. of the story, including characters,
setting, and plot.
sequence of events The order in
which events happen in a story. structure The way something is
shaped or organized.
setting The time and place where
story events happen. subject The part of a sentence that
tells who or what is doing the action.
shades of meaning Small
differences in the meanings of words subject pronoun A type of
that have similar meanings. pronoun that tells who or what
performs the action in a sentence.
signal word A word such as because
or so that alerts a reader to key ideas. subordinating conjunction A word,
such as because, although, until, if, or
simile A phrase that compares two
since, that links two sentences.
things using the word like or as.
suffix An affix added to the end of a
simple predicate The main word in
word that changes the meaning of the
a sentence that tells what the subject
word.
does or is.
summarize To briefly tell the
simple subject The main word in
important parts of a text in one’s own
a sentence that tells who or what the
words.
sentence is about.
superlative An adjective or adverb
split quotation Direct speech that
that expresses the extreme degree of
is interrupted in the middle by words
comparison.
that tell who is speaking.
supporting detail A fact or
stage directions Instructions to
example that backs up the main idea.
actors on how to move and speak.
symbol A shape or design that
stanza A group of lines in a poem; a
stands for things in real life.
verse.
synonym A word with almost the
statement A sentence that tells
same meaning as another word.
something; a declarative sentence.
steps The stages or actions involved
in completing a project or process.

T visualize To use text details to form
pictures in your mind.
visuals Maps, charts, graphs,
tall tale A humorous story photographs, and other images.
about impossible or exaggerated
happenings.
text evidence Details such as facts, W
the author’s words, and quotations
in the selection that support an
inference or opinion. word choice An author’s use of
exact words in writing.
text features Parts of the text, such
as titles, headings, and captions.
theme The message or lesson in a
work of literature.
thesaurus A reference book that
contains words and their synonyms.
third-person point of view The
point of view if a narrator is telling
the story.
traits Ways of speaking and acting
that show what a character is like.
verb A word that shows action.

verse A group of lines in a poem; a
stanza.


Journeys Readers Notebook G4 Units4-6 Student

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Reader’s Notebook

Printed in the U.S.A.

Unit 1 Good Citizens

Unit 2 Express Yourself

Unit 3 Learning Lessons

© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

© Houghton Mifflin Harcourt Publishing Company. All rights reserveds

Ecology for Kids

One important way to protect the environment is to help

Independent Reading 181 Grade 4, Unit 3

Ecology for Kids

to make sure that your stay has no

Independent Reading 182 Grade 4, Unit 3

Using Context Ecology for Kids

crash channel shape tire

Read each sentence. Circle the correct definition for each

1. The glass fell off the table with a crash.

Vocabulary Strategies 183 Grade 4, Unit 3

Changing Final y to i Ecology for Kids

Basic 1–10. Write the Basic Word to complete each analogy.

Spelling 184 Grade 4, Unit 3

Spelling Word Sort Ecology for Kids

Write each Basic Word beside the correct heading.

Spelling 185 Grade 4, Unit 3

Proofreading for Spelling Ecology for Kids

Spelling 186 Grade 4, Unit 3

Irregular Verbs Ecology for Kids

Verbs that do not add ‑ed to show past action are

1–8. Write the correct form of the verb in parentheses to

1. The scientist (know) how to protect the environment.

2. Our science teacher (brings) photographs of various

7. We (drive) everywhere instead of walking or riding bikes.

8. My family and I (make) a plan for how to save water,

Grammar 187 Grade 4, Unit 3

The Special Verb be Ecology for Kids

The verb be tells what someone or something is or

subject present tense past tense

past participle with form of helping verb have

1–6. Write the form of the verb be in parentheses that

3. Forests, lakes, and deserts (is, are) examples of

Grammar 188 Grade 4, Unit 3

Helping Verbs Ecology for Kids

Many irregular verbs change spelling when they are

1–5. On the line, write the correct form of the verb in

1. My class had (drive) all morning to get to the

Grammar 189 Grade 4, Unit 3

Progressive Verb Tenses Ecology for Kids

Progressive verb tenses show action that is ongoing.

present progressive is learning, are learning

1–7. Complete each sentence with the correct progressive form

1. Our planet more polluted every year.

Grammar 190 Grade 4, Unit 3

Conventions Ecology for Kids

Incorrect Form of Verb

Correct Form of Verb

2. When they returned to shore, they (brung, brought) it to

3. They now (know, knew) some of the changes

4. The scientists (writed, wrote) a report about their findings.

5. They (gived, gave) a talk about their discoveries.

djectives describe nouns and pronouns such as I, it,