Student S Book

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Unit Contents
1 Animals, People, and Caring
Unit Preview Reading 3: Informational Text / Science
Unit Opener The Big Question: : How do page 2 Prepare to Read Key Words: volunteers, rainforest, page 44
? animals and people show captured, adopt, banned
VJG[|ECTG!
Academic Words: establish, recover, page 46
$WKNF7PKV8QECDWNCT[ 9JCVFQ[QWMPQYCDQWVCPKOCNU! page 4 strategy
$WKNF7PKV$CEMITQWPF Kids’ Stories from around the World page 6 Phonics: Long Vowels with Silent e page 47
Reading Selection Merazonia: Saving Wild Animals page 48
Reading 1: Informational Text / Science More About the Big Question page 48
? Reading Strategy: Preview
Prepare to Read Key Words: young, protect, secure, page 8
communicates Learning Strategies Preview page 52
#ECFGOKE9QTFU challenge, goal, involve page 10 Grammar Simple Past: Regular Verbs page 54
2JQPKEU Short Vowels page 11 Describe a Place You Visit page 56
Writing
4GCFKPI5GNGEVKQP Taking Care of the Young page 12
/QTG#DQWVVJG$KI3WGUVKQP page 12
? Reading Strategy: Use Prior Put It All Together
Knowledge
Apply and Extend Animals page 58
Learning Strategies Reread for Details page 22
Listening and Speaking Play a Description Guessing Game page 60
Grammar Simple Present: Be and Regular Verbs page 24
Workshop
Writing &GUETKDGCP#PKOCN page 26
Writing Workshop Write a Descriptive Essay page 62
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Fluency page 65
Reading 2: Literature / Fable Test Preparation Taking Tests page 66
Prepare to Read Key Words: shimmer, frisky, glowed, page 28
warm, breath, companion
#ECFGOKE9QTFU bond, encounter, occur page 30
Word Study: Endings: -s, -es, -ed page 31
4GCFKPI5GNGEVKQP The Star Llama by Jan Mike page 32
/QTG#DQWVVJG$KI3WGUVKQP page 32
? Reading Strategy: Identify Fantasy
and Reality
Learning Strategies Fantasy and Reality page 38
Grammar Simple Past: Be Verbs page 40
Writing &GUETKDG;QWTUGNH page 42
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Unit Contents
2 Powerful Forces of Nature
Unit Preview Reading 3: Literature / Short Story
Unit Opener The Big Question: How do people page 68 Prepare to Read Key Words: breeze, hurricane, shelter, bolt page 104
? protect themselves from powerful
Academic Words: assistance, impact, major page 106
forces of nature?
What do you know about weather? page 70 Phonics: Digraphs: ch, sh, th page 107
Build Unit Vocabulary
Build Unit Background Kids’ Stories from around the World page 72 Reading Selection Hurricane! by Tracey Baptiste page 108
More About the Big Question page 108

? Reading Strategy: Visualize Setting
Reading 1: Informational Text / Literary Nonfiction Learning Strategies Clues to Setting page 114
Prepare to Read Key Words: volcano, lava, crater, page 74
erupts, ash Grammar Adjectives page 116
Academic Words: consist of, evidence, page 76 Writing Explain a Process page 118
similar
Word Study: Pronunciation of Ending -ed page 77
Reading Selection Lava Boat Tour! page 78 Put It All Together
More About the Big Question page 78 Apply and Extend Weather page 120
? Reading Strategy: Predict Listening and Speaking Give a How-to Presentation page 122
Learning Strategies Sequence of Events page 84 Workshop
Grammar Simple Past: Irregular Verbs page 86 Writing Workshop Write a How-to Essay page 124
Writing Organize Ideas by Cause and Effect page 88 page 127
Fluency
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Test Preparation Taking Tests page 128
Reading 2: Informational Text / Internet Article

Prepare to Read Key Words: lighting, thunder, electricity, page 90
temperature, evaporate
Academic Words: appropriate, page 92
demonstrate, feature
Word Study: Compound Words page 93
Reading Selection Thunder and Lightning page 94
? Reading Strategy: Identify Genre
Learning Strategies Compare Genres page 98
Grammar Imperatives and Time-Order Transitions page 100
Writing Explain How to Do Something page 102
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Unit Contents
3 Telling Tales
Unit Preview Reading 3: Literature / Tall Tale
Unit Opener The Big Question:
estion: What do page 130 Prepare to Read Key Words: mighty, sledgehammer, page 170
? the characters in tales have in machine, boasted, sputter
common?
Academic Words: anticipate, display, page 172
Build Unit Vocabulary What do you know about reading? page 132 scenario
Build Unit Background Kids’ Stories from around the World page 134 Word Study: Synonyms and Antonyms page 173
Reading Selection John Henry and the Machine by page 174

Michael Dunn Moriarty
Reading 1: Literature / Pourquoi Tale page 174
More About the Big Question
Prepare to Read Key Words: tidbit, mischief, nonsense, page 136 ? Reading Strategy: Identify Characters
duty, satisfied, council
Learning Strategies Identify Character page 180
Academic Words: emerge, react, respond page 138
Phonics: Long Vowel Pairs page 139 Grammar Quotations page 182
Reading Selection Why Mosquitoes Buzz in People’s Ears page 140 Writing Write a Dialogue Between Two Characters page 184
by Pam Walker
? Reading Strategy: Identify Events in Put It All Together
a Plot
Apply and Extend Tales page 186
Learning Strategies Sequence of Events page 146
Listening and Speaking Perform a Play page 188
Grammar Singular and Plural Nouns page 148
Workshop
Writing Retell a Familiar Story page 150
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Writing Workshop Write a Story page 190
Fluency page 193

Reading 2: Literature / Play n
Prepare to Read Key Words: fine, whisk, stitches, stroke, page 152
bare, wink
Academic Words: appreciate, benefit, page 154
infer
Phonics: Vowel Pair: ea page 155
Reading Selection The Shoemakers and the Elves by page 156
Amanda Hong
? Reading Strategy: Make Inferences
Learning Strategies Infer and Predict page 164
Grammar Possessives page 166
Writing Write a Friendly Letter page 168
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Unit Contents
4 Problem Solvers
Unit Preview Reading 3: Informational Text / Social Studies
Unit Opener The Big Question: How do we page 196 Prepare to Read Key Words: solve, communities, purpose, page 230
? solve problems? concerned, waste
Build Unit Vocabulary What do you know about problem page 198 Academic Words: creative, restore, page 232
solvers? objective
Build Unit Background Kids’ Stories from around the World page 200 Phonics: Diagraph: ow page 233
Reading Selection Creative Problem Solving page 234
Reading 1: Informational Text / Photo Essay More About the Big Question page 234
? Reading Strategy: Identify Cause
Prepare to Read Key Words: vine, bean, celebration, page 202
CPF|'HHGEV
gardener, roots
Academic Words: affect, eliminate, outcome page 204 Learning Strategies Cause and Effect page 238
Phonics: Soft and Hard c page 205 Grammar Adverbs of Frequency and Intensity page 240
Reading Selection The Trouble with Kudzu by Laura Sewell page 206 Writing Write a Persuasive Brochure page 242
? Reading Strategy: Identify Main Idea
and Details Put It All Together
Learning Strategies Main Idea and Details page 210 Apply and Extend Problem Solvers page 244
Grammar Comparative Adjectives page 212
Listening and Speaking Give a Speech page 246
Writing Write a Persuasive Business Letter page 214 Workshop
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Writing Workshop Write a Review page 248
Reading 2: Literature / Fables Fluency page 251
Prepare to Read Key Words: flatter, praise, advice, guzzled, page 216 Test Preparation Taking Tests page 252
scampered
Academic Words: evaluate, resourceful, page 218
scheme
Word Study: Thesaurus page 219
Reading Selection The Fox and the Crow and The Fox and page 220
the Goat retold by Lee Martin
? Reading Strategy: Compare and
Contrast
Learning Strategies Compare and Contrast page 224
Grammar Superlatives page 226
Writing Write an Advertisement page 228
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Unit Contents
5 Where We Live
Unit Opener The Big Question: What is page 254 Prepare to Read Key Words: reindeer, seal, shelter, igloo, page 290
? it like to live in an unusual sled
home?
Academic Words: considerable, labor, page 292
Build Unit Vocabulary What do you know about places to live? page 256 undertake
Build Unit Background Kids’ Stories from around the World page 258 Phonics: R-Controlled Vowels: ar, or, ore page 293
Reading Selection A Cold Autumn Morning page 294
Reading 1: Informational Text / Magazine Article More About the Big Question page 294
? Reading Strategy: Visualize
Prepare to Read Key Words: native, extreme, architecture, page 260
underground, mining, efficient Learning Strategies Visualize page 298
Academic Words: adapt, environment, page 262 Grammar Present Perfect page 300
located
Writing Write to Compare and Contrast page 302
Word Study: Homophones page 263
Reading Selection The Underground City by Claudio Ponti page 264
More About the Big Question page 264 Put It All Together
? Reading Strategy: Identify Fact and
Opinion Apply and Extend Places to Live page 304
Learning Strategies Fact and Opinion page 268 Listening and Speaking Present a TV Talk Show page 306
Capitalizing Proper Nouns page 270 Workshop
Grammar
Writing Write to Classify page 272 Writing Workshop Write a Magazine or Newspaper Article page 308
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Fluency page 311

Reading 2: Literature / Letters
Prepare to Read Key Words: prairie, sod, climate, harsh, page 274
record
Academic Words: correspond, previously, page 276
reside
Phonics: Y as a Vowel page 277
Reading Selection A House of Grass by Kathy Furgang page 278
? Reading Strategy: Identify Author’s
Purpose
Learning Strategies Author’s Purpose page 284
Grammar Prepositions and Prepositional Phrases page 286
Writing Organize Ideas by Problem and Solution page 288
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Unit Contents
6 Links to Our Past
Unit Opener The Big Question: What was life page 314 Prepare to Read Key Words: worth, trade, bartered, page 356
? like in the past and why should currency, rulers
we learn about it?
Academic Words: cooperate, initial, page 358
Build Unit Vocabulary What do you know about the past? page 316 tradition
Build Unit Background Kids’ Stories from around the World page 318 Word Study: Greek and Latin Roots page 359
Reading Selection The History of Money by Mbeke Tsango page 360
Reading 1: Literature / Short Story More About the Big Question page 360
? Reading Strategy: Summarize
Prepare to Read Key Words: signatures, mission, astronaut, page 320
plaque, explorer, surrounded Learning Strategies Summarize page 364
Academic Words: achieve, community, page 322 Grammar Complex Sentences: because, so, so that page 366
unique
Writing Quoting a Source page 368
Phonics: Diphthongs: ow, ou page 323
Reading Selection The Moon Tree by Dan Ahearn page 324
More About the Big Question page 324 Put It All Together
? Reading Strategy: Identify Problem
and Solution Apply and Extend The Past page 370
Learning Strategies Problem and Solution page 332 Listening and Speaking Give an Oral Report page 372
Compound Sentences: and, but, or page 334 Workshop
Grammar
Writing Plan a Research Report page 336 Writing Workshop Write a Research Report page 374
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Fluency page 379

Reading 2: Literature / Short Story
Prepare to Read Key Words: thrive, hiking, trails, thrilling, page 338
valley, ledge
Academic Words: equipped, motivated, page 340
route
Phonics: Variant Vowel: oo page 341
Reading Selection Following Grandpa’s Footsteps page 342
? Reading Strategy: Identify Plot and
Setting
Learning Strategies Plot and Setting page 350
Grammar Past Progressive page 352
Writing Paraphrasing a Source page 354
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Unit
1 Animals,
People,
and Caring
Animals are fun
to be around.
Some keep us
company. Other
animals help us.
It is important to
take care of our
animal friends.
Reading 1 Reading 2 Reading 3

Science Fable Social Studies
Taking Care of The Star Llama Merazonia: Saving

the Young Wild Animals
2 UNIT 1
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?TH
HE
THE
BiG
QUESTION
How do animals
and people show
they care?
Listening and Speaking

You will discuss how animals and people
show they care. In the Listening and
Speaking Workshop, you will play a
description guessing game.
Writing
You will practice descriptive writing. In
the Writing Workshop, you will write a
descriptive essay.
Quick Write
Why do you think people like animals?
Write your answer in your notebook.
View and Respond

Talk about the poster for this unit. Then
watch and listen to the video and answer
the questions at Pearson English
g Portal
Portal..
UNIT 1 3
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Build Unit
Vocabulary What do you know
about animals?
Words to Know
Listen and repeat. Use these words to talk about animals.
alligator raccoon elephant
parrot skunk giraffe
Practice
Work with a partner. Look up these words in a dictionary. Then ask
and answer questions using these words and the words above.
a bird a mammal a reptile
Example: A: What kind of animal is an alligator?

B: An alligator is a reptile.
Write
Read the question. Write your response in your notebook.
What other birds, mammals, and reptiles do you know?
4 UNIT 1
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Make Connections
Complete the sentences with the following words.
a swamp a rainforest
the woodlands the grasslands
1. is often warm and rainy. Parrots and monkeys

live here.
2. There are plenty of trees in . Raccoons and

skunks are often found here.
3. do not have a lot of trees, but they do have

plenty of grass. Elephants and zebras live here.
4. is a wetland. There is a lot of water, and

alligators and frogs live here.
What about you?

Talk with a partner. Talk about your favorite wild animals.
Where do they live?
UNIT 1 5
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Build Unit
Background
Kids’ Stories
from around
the World
Fez, Morocco
Hassan
I live in Fez, Morocco. Camels
are very important here.
They help us cross the desert.
A group of camels is called a
caravan. Camels can live for days Cassandra
without water. I live on Santorini. It is an island
in Greece. The streets are very
steep. Our donkeys carry people
and packages. I brush my
donkey to keep him clean.
6 UNIT 1
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Tianjin, China
Santorini, Greece
Chiang Mai, Thailand
Lin
I live in Tianjin, China.
Many people here love
cats. They bring us good
luck. You can see cats in
many shops and homes in
the city. I pet my cat every
day to keep her happy.
Niran
I live in Chiang Mai, Thailand. In
Thailand, elephants help us build.
They carry heavy loads on their What about you?
backs. They can lift things with their
1. Which animal do you think
strong trunks. They can also drag helps people the most? Why?
heavy loads. I feed my elephants
2. Do you know a story about
grass and leaves. This food keeps animals? Share your story.
them strong and healthy.
UNIT 1 7
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Reading 1
Prepare to Read
Key Words
Taking Care of the Young tells how different
What You animals keep their young safe.
Will Learn
Reading Words in Context
O Vocabulary building:
1 Kittens are baby cats.
Context, phonics
The young like to play. 1
O Reading strategy:
Use prior knowledge
O Texttype:
Informational text
(science)
Grammar
Simple present
Writing 2 Parents protect their
Describe an animal
children from harm.
These words will help

you understand the
reading.
Key Words
young 2
protect
secure
communicates
8 UNIT 1
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3 Animals try to keep their
young secure .
3
4 Dolphins communicate
by whistling and by making
clicking sounds.
Practice Speaking Skills
Make flashcards to help you memorize the words. When you are not sure
• Write a key word on the front. what word or phrase to
use, you can use gestures
• On the back, write the meaning.
to express your ideas.
Make Connections
Sometimes, animals need our help. Have you ever heard
about an animal that needed help? Use some of the key
words as you speak.
READING 1 9
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Reading 1

you talk about the
Academic Words
reading.
Words in Context
Academic
Words A penguin father has the challenge of keeping
the chicks warm in freezing temperatures.
challenge
something that is Emily’s goal was to run five miles.
hard to do
The science fair will involve everyone in the class.
goal
something you
want to achieve Practice
involve Choose an academic word to complete each
include, or be sentence.
part of
1. The math test was a real .
2. The care of a community garden can

many people.
3. The of the food drive is to

collect food for hungry people.
Apply
Write the answers in your notebook. Use the
academic words. Then ask and answer with a
partner.
1. What school subjects involve using

the internet?
2. What goals do you have for this school year?
3. Will reaching those goals be a challenge?

4
10 UNIT 1
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Phonics
Short Vowels
In this book, you will study words with the pattern Consonant,
Vowel, Consonant, or CVC. Consonants make sounds like ch, k, v,
b, r, t, sh, and g. Vowels make sounds like a, e, i, o, u. Each word in
the chart has one vowel. Listen. Then read each word aloud.
a e i o u
can get big fox cub

bag den his not pup
Rule
A word is likely to have a short vowel sound when:
• it has a single vowel.
• the vowel has a single consonant before and after it.
can get pup
CVC CVC CVC
Practice
Work with a partner. Copy the chart in your notebook.
• Find the CVC word or words in each sentence.

• List each CVC word in the correct column.
• Read each word aloud.
Short Vowel Sound
1. I fed my cat today.
a e i o u
2. Horses like to rub noses.
3. A chicken can be a family pet.
4. A group of whales is a pod.

5
5. The big horses are not friendly.

READING 1 11
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Reading 1
Informational Text Taking
?
Science
More About
THE
BiG
QUESTION
Why is it important for animals

to take care of their young?
Care
of the
Listen to the Audio.
Listen for the general meaning.
Use the pictures to help you
Young
understand the selection.
Reading Strategy
Use Prior Knowledge
Before you read, answer the
following in your notebook.
• What do I already know
Adult penguins
about animals taking care watch their chicks.
of their young?
• What do I want to find out
about animals taking care of
their young?
• Copy the chart on page 23.
Fill in the first two columns.
Listen as your teacher models the
reading strategy.
12 UNIT 1
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Reading Skill
The yellow highlighted
word protect is a
key word.
Penguins
Human babies need adults to protect
them. Animal babies need parents, too.
Both male and female emperor penguins
take care of their babies. The mother lays an
egg. Then the father keeps the egg warm while
the mother looks for food.
Emperor penguin chicks stay close to their
parents at all times. One parent will stay and
watch the chicks. The other will go find food.
Then he or she will bring the food back for
the babies to eat. The parents work together to
keep their babies safe.
human person
female girl or woman
Before You Go On
The penguin parents work together

toward what goal?
READING 1 13
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Swans
Swans also take care of their young . One parent stays with
the babies at all times. This keeps them safe and secure . The
babies cannot fly for many months after they are born. It is
hard for them to escape danger when they cannot fly.
The adult swans work hard to keep other animals away
from their babies. They also teach their babies how to take care
of themselves. Soon, they will be old enough to fly. Then they
will leave their parents.
danger something that can cause harm
This mother
swan watches
her babies.
14 UNIT 1
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Baby raccoons wait for
their mother.
Reading Skill
To understand the
boldfaced words, read
the definitions below the
paragraphs. Later, use
the word in a sentence.
Raccoons
Raccoon babies are very small when they are born. They
cannot stand or open their eyes. Only female raccoons take
care of the babies. A mother might have four babies to take
care of alone. She must leave them in the den when she looks
for food. In the den, the raccoon babies are safe from danger.
The mother raccoon worries that other animals might find
her den. So after a few months, the family moves. By then, the
babies can walk and climb. Their mother has taught them to
take care of themselves.
den home for animals that is hidden
Before You Go On
What challenges does the mother

raccoon have?
READING 1 15
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This baby wallaby
is protected in its
mother’s pouch.
Wallabies Reading Skill

Mother wallabies have an unusual
Read the caption that
way to protect their babies. They carry
goes with each picture.
their babies in a pouch. A baby wallaby,
This will help you to
called a joey, has no fur when it is born.
understand both the
The baby climbs into its mother’s pouch words and the pictures.
to stay warm. The wallaby’s pouch also
guards the joey from danger.
When a joey gets older, it will sometimes
leave its mother’s pouch. But mother
wallabies still try to keep their babies
safe. If a mother wallaby senses trouble,
she communicates with her baby. She
stomps on the ground. This tells her
joey to return to her pouch.
pouch a pocket-like skin where some female animals, like

wallabies and kangaroos, carry their babies.
guards protects or keeps safe
16 UNIT 1
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Clownfish
All animal parents have to be careful. Even fish parents
watch for danger in the water. Clownfish fathers guard their
eggs carefully to keep them safe. They keep other fish away
from their eggs. They also keep the eggs clean.
After the eggs hatch, the babies will swim away from
their parents. Now they are on their own. Soon, they
will find a place to live. Later, they will become parents
themselves. They will have their own eggs to protect.
hatch come out of an egg
Baby fish leave

their parents
after they hatch.
Before You Go On
How does a mother wallaby

communicate with her baby?
READING 1 17
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People
Human mothers and fathers take care
of their young. They must watch their
children carefully. When it is cold, they put
hats and sweaters on their children to keep
them warm. Sometimes, they carry their
young in their arms or on their shoulders.
Human children and animal babies keep
their parents busy! How are these animals
just like people?
Young lion cubs are not

strong enough to walk.
So a mother lion carries
her cub with her mouth.
18 UNIT 1
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A penguin keeps
its chick warm in
the cold.
Bear cubs like to play and

run. Their mother needs
to watch them carefully.
6–8
Reading Strategy Think It Over
Use Prior Knowledge
1. Recall Where does
• How did your knowledge of the mother wallaby carry
animals and people help you her babies?
understand the reading?
2. Comprehend What is
• What have you learned about involved with caring for
taking care of the young? the clownfish eggs?
• What else would you like to learn? 3. Analyze How do human
children keep their parents
• Ask your teacher or classmates if
busy? Explain.
you don’t understand.
READING 1 19
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A Closer
Look at...
Animals
and Their Young
▲ Goose and goslings

This mother goose has
two goslings.
▲ Lion and cub
A mother lion keeps her cub clean.
Horse and foal

▲
A horse runs with her

new foal.
20 UNIT 1
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▲ Eagle and chick
An eagle feeds its chick. They
live in a nest high in a tree.
▲ Hyena and pups ▲ Deer and fawn

A hyena looks a little like a dog. A young deer is called a fawn. It has
Its babies are called pups. spots to help it hide in the woods.
Activity to Do
These two pages tell you

more about adult animals
and their babies.
• Choose an animal.
• Research the animal online

or in the library.
• Tell about the animal’s

Cow and calf ▲ babies using pictures
This young calf stands in a and words.
field with two cows.
READING 1 21
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Reading 1
Learning Strategies
Reread for Details
You can reread a selection to find information.
Practice
Tell if each statement below is TRUE
or FALSE. Tell the page number you
found the answer on.
1. Only the male emperor penguin

takes care of penguin chicks.
2. Baby swans leave their parents when
they can fly.
3. Only female raccoons take
care of baby raccoons.
4. The father clownfish
shows the babies how
to swim.
22 UNIT 1
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Use a K-W-L Chart
A K-W-L Chart helps you remember three
kinds of information:
1. What you Know about a topic

before reading
2. What you Want to learn about the topic
3. What you Learned about the topic
Practice
GO 5
Before reading, you completed the first two columns.
Now complete the third column: What I Learned.
• Begin by adding new details you remember.
• Then look back in the selection to recall other details.
Topic: Taking Care of the Young
What I Know What I Want to Learn What I Learned
9
1. What is something that you still
want to learn about how animals
care for their young? Extension
2. Where might you look to find
Form a small group and choose
this information? a favorite animal. Write a
skit about that animal and
its babies. Be sure to listen
Apply ECTGHWNN[VQ|[QWTENCUUOCVGU
Choose an animal from the lesson. CPFYQTM|VQIGVJGT7UG
informal language in your skit.
Explain to a partner how that animal
You can speak using simple
takes care of its baby. Use some of the sentences and slang.
key words.
READING 1 23
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Reading 1
Grammar
Simple Present Be and Regular Verbs
The simple present of be has three forms: am, is, and are. Use
VJG|UKORNGRTGUGPVVQVCNMCDQWVVJKPIUVJCVJCRRGPTGIWNCTN[
We’re CNYC[UDWU[CVUEJQQN I get up GXGT[FC[CV#/
6JGXGTDUJQWNFCITGGYKVJVJGUWDLGEV5VWF[VJGUGGZCORNGU
SUBJECT Be verb SUBJECT Regular verb
I am happy. I protect the baby.
He/She/It is happy. He/She/It protects the baby.
You/We/They are happy. You/We/They protect the baby.
Use notVQOCMGPGICVKXGUVCVGOGPVUYKVJbeCPFTGIWNCTXGTDU
I’m notUCF 6JG[aren’tUCF 5JGdoesn’tNKMGKV 6JG[don’t have pets.
(QTPGICVKXGUVCVGOGPVUYKVJTGIWNCTXGTDUWUGdo not and does not.
5JGdoesn’t stayYKVJVJGGII+don’t have a pet.

6JG[don’t stay with their parents.
6QCUMSWGUVKQPUYKVJbeXGTDUDGIKPVJGSWGUVKQPUYKVJAm, Is, or Are.
Am I late? AreVJG[JCRR[!Is he a parent?
6QCUMSWGUVKQPUYKVJTGIWNCTXGTDUDGIKPYKVJDo or Does.
Do I know [QW!Does he guard VJGGII!
24 UNIT 1
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Practice A
Complete each sentence with the correct form of the verb.
b.
1. The mother carries her young . (carry)
2. It safe and secure . (be)
3. I i t )
with my parents every day. ( communicate
4. She always the joey from danger. ( protect )
5. They for food at night. (not look)
Practice B
Complete each question with the correct form of the verb.
1. Does the father guard the egg? (guard)
2. you any goals? (have)
3. the babies safe and secure ? (be)
4. he with his parents? ( communicate )
5. English a challenge for you? (be)

Reading Skill
Apply Look back at the reading
to help you answer the
Work with a partner. Ask and answer the questions.
questions about Taking Care of the Young.
Example: A: Why do animal babies need parents? Grammar Check ✔

B: They need parents to protect them. What are the contractions
for do not and does not?
• What does a mother penguin look for?
• Where are baby raccoons safe from danger?
• Does a clownfish mother guard the eggs? 10
READING 1 25
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Reading 1
Writing
Describe an Animal
A description is a picture made up of words. When you describe something,
you include details that tell how it looks and acts. You can also describe
how it sounds, smells, tastes, and feels to help your reader experience it.
Writing Prompt
Write a description of an animal. The animal can be real or from your imagination.
Be sure to use the present form of verbs correctly, including forms of be and regular verbs.
1 Prewrite GO 13
Choose an animal to write about. Think about the words you will use to
describe the animal. Write the name of the animal in the center of a word
web. In the squares, write words that describe the animal.
A student named Jill

curved beak,
listed her ideas in this four toes on smooth gray
word web: each foot feathers
African
gray parrot
white band learns many

2 Draft around eyes words and
sounds; says
Use your word web to help you write bright red
good-bye
tail feathers
a first draft.
• Keep in mind your purpose for writing—to describe.
• Use words that describe how the animal looks, acts, sounds, and feels.
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3 Revise
Writing Checklist
Read over your draft. Look for places
where the writing needs improvement.
✔ IIdeas
told how the animal
Use the Writing Checklist to help you
looks, acts, and sounds.
identify problems. Then revise your draft.
4 Edit
✔ Sentence Fluency
I used sentences
of different lengths
Check your work for errors. Trade papers
and types.
with a partner to get feedback. Use the
Peer Review Checklist on page 402. Edit ✔ Conventions
My nouns, pronouns, and
your final draft in response to feedback verbs agree.
from your partner and your teacher.
5 Publish
Prepare a clean copy of your final draft. Share your paragraph
with the class. Save your work. You’ll need to refer to it in the
Writing Workshop at the end of the unit.
Here is Jill’s paragraph:
Jill Lee
I am at the children’s zoo with my class. The

zookeeper shows us an African gray parrot.
The bird is beautiful. It has a powerful curved
beak. On each foot it has four toes with long
claws. Its feathers are smooth and gray.
There is a white band around the bird’s eyes.
Its eyes look smart. The parrot’s bright red tail
feathers gleam in the sunlight. This amazing
bird learns many words and other sounds. When
our class leaves, the parrot says good-bye.
11–12
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Reading 2
Prepare to Read
Key Words
The Star Llama is about a boy and his llama.
What You
Will Learn Words in Context 1
Reading 1 See the sunlight shimmer
on “top of” the water.
Context, word study
O Reading strategy: 2 Many young animals
Identify fantasy and are frisky . Just like
reality
human children,
O Texttype: Literature
they love to play.
(fable) 2
Grammar 3 The fireflies
Simple past: be verbs glowed in the jar.
Writing
Describe yourself

you understand the
reading.
Key Words 3
shimmer
frisky
glowed
warm
breath
companion
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4
4 Some babies get cold easily.

Their mothers help keep them warm .
5 You can see an animal’s breath

when it is cold outside.
6 A pet can be a good companion .

This puppy will keep these people company
ny
on a picnic.
6
Practice
Create a vocabulary notebook.
• Divide your page into three columns:
the new words, their definitions, and
drawings of the words when possible.
• Test yourself by covering one of the
columns.
Make Connections
In the next story, a boy is helped by a special
friend. Narrate a story about how a friend 13
helped you. How did it make you feel?

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Reading 2

you talk about the
Academic Words
reading.
Words in Context
Academic
Words Children and animals often form strong bonds.
bond
An encounter between a dog and a cat can
special relationship be very noisy.
or connection
When it rains for a long time, floods can occur.
encounter
a meeting
Practice
occur
to happen or take Choose an academic word to complete each
place sentence.
1. When storms , the ball games

stop.
2. The girls saw their teacher at the movies. The

surprised them all.
3. Students can form a of

friendship by playing on the same team.
Apply
academic words. Then ask and answer with
a partner.
1. With what friend do you have a strong bond?
2. In a first encounter with a new teacher, many

students are shy. Are you?
14
3. What are some activities that occur in
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your school?
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Word Study
Endings: -s, -es, -ed
A verb names an action. The ending of a verb tells when the
action happened. Listen. Then read each sentence aloud.
Reading Skill
Today the boy walks many miles without his llama.
Looking for patterns in
Now the boy searches for the star llama. English will make you a
Yesterday, the boy walked many miles. better reader.
Rule
Look for this pattern in English: The endings -s and -es tell
what the boy does now. The ending -ed tells what the boy
did in the past.
walks = walk + s searches = search + es
walked = walk + ed
Practice
Work with a partner. Take turns reading the
sentences aloud.
Verbs with Endings
• Charlie the llama plays in a field.
• His hair reaches down to the ground. -s -es -ed
• Charlie wanted to visit new places.
• He runs around the yard.
1. List each verb in the correct column.
2. Look in the story. Find three words ending in -ed. 15
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Reading 2
Literature
Fable
? The Star
Llama
THE
More About BiG
QUESTION
In what ways can animals

help the people who care
for them?
by Jan Mike
Listen to the Audio. illustrated by Theresa Smith
Once there was a young Inca
Reading Strategy boy. He had no family except for an
Identify Fantasy and Reality old llama. Each day, the boy and
his companion walked many miles,
Many stories describe events
looking for a home. Each night, they
that can happen in real life. But
curled up together and slept. But
sometimes, stories describe things
one starry evening, the old llama
that could never happen in reality.
died.
• Read the title.
• Look at the pictures. Inca person from an ancient culture
• Think about parts of the story in the Andes mountains in
South America
that could be real.
llama South American animal with thick
• Think about parts of the story hair like wool and a long neck
that must be fantasy.
reading strategy.
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Before You Go On
Could the event in this picture

really occur?
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The boy buried his friend next to an
icy stream. Then he sat under a tree and
cried. What would he do, he thought.
He had no family and no home.
The boy cried for a very long time.
But there was no one to comfort him.
There were only the stars in the sky.
stream flow of water that moves across the

land and is narrower than a river
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Suddenly, the sky filled with bright light. The
boy held his breath . He was afraid to move. One
star began to shimmer . Then it floated to the
ground beside the stream. Slowly, the star took
the shape of the old llama. The llama bent her
head and drank from the stream.
Before You Go On
Could the event in this picture

really occur?
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The star llama drank for a
very long time. Then she looked
at the sad Inca boy and smiled.
When she jumped back into the
sky, bits of llama wool fell. The
boy felt the silver wool. It was
soft and warm .
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As the sun began to
rise, the boy gathered the
llama wool. It glowed in
his hands like starlight.
He carried the wool to
the city and sold it. With
the money, he bought
a house and two frisky
young llamas. He never
forgot the star llama. And
he was never lonely again.
gathered collected
16–18
Think It Over
1. Recall Where does this

story take place?
Reading Strategy 2. Comprehend Describe
Identify Fantasy and Reality the bond between the boy
and the old llama.
• Which parts of the story could be real? 3. Analyze How did the
• Which parts are fantasy? encounter with the star
llama change the boy’s
• Did telling fantasy from reality help you life?
understand the story? How?
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Reading 2
Learning Strategies
Fantasy and Reality
Some stories are fantasy, or make-believe.
The characters or the settings are not real.
The events could never happen.
Other stories are real. They are based on

reality, or the real world. The events could
happen. Some stories have both fantasy and
reality in them.
Practice
Read each sentence. Ask yourself, Could this really happen?
• If the answer is yes, write R for reality.

• If the answer is no, write F for fantasy.
1. A boy and a llama walk many miles

in the Andes Mountains.
2. The boy goes to sleep next to his

llama.
3. The boy sits under a tree and cries.
4. A star takes the shape of a llama.
5. The star llama drinks from the

stream.
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Use a T-Chart
A T-chart helps readers understand a story that has both
fantasy and reality. It also helps readers look more closely at
the characters, setting, or plot of a story.
Practice
GO 9
Complete the chart.
• Write the sentences from the previous page in the correct column.
• Then reread the story.
• Find another sentence for the Fantasy column and another
sentence for the Reality column.
Fantasy Reality
A boy and a llama walk many miles
in the Andes Mountains.
Compare your chart with a partner’s. Discuss what makes

The Star Llama a fantasy story and not realistic fiction.
Apply
19
Using the pictures in the reading, retell the story to a partner.
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Reading 2
Grammar
Simple Past: Be Verbs
The simple past forms of be are was and were. Use was with I,
he, she, or it. Use were with you, we, or they.
Subject Past form of be

I / He / She / It was
warm .
You / We / They were
To make negative statements with be, use was or were + not.
Affirmative Past Negative Past

He was frisky. He wasn’t frisky.
was not wasn’t
They were young. They weren’t young.
were not weren’t
To make Yes/No questions in the simple past, begin the

question with Was or Were + the subject.
Was he here last night? Yes, he was. OR No, he wasn’t.

Were they here last night? Yes, they were. OR No, they weren’t.
For Wh- questions, start with Who, What, Where, When, Why +
was/were + the subject.
Where were they? They were at the movies.

Who was that? That was my brother.
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Practice A
Change each simple present be verb to the past.
Write the sentences in your notebook.
1. The boy is not here. The boy was not here.
2. The boy and his horse are companions .
3. There is a special bond between them.
4. The encounter with the bear is a fantasy.
5. They aren’t lonely at their grandmother’s house.
Practice B
Reorder the words to make questions. Write the questions
in your notebook.
1. sad / the / boy / ? / was Was the boy sad?
2. ? / sky / many / there / the / in / were / stars
3. where / boy / the / were / ? / and / llama / the
4. the / warm / wool / was / soft / ?

Grammar Check ✔
5. was / the / star llama’s / what / present / ?
Name the past negative
contractions for the verb be.
Apply
Work with a partner. Ask and answer the questions about
what you were like when you were younger.
Example: A: What were you like when you were six?

B: When I was six, I was shy.
• What was your favorite animal?
20
• What were your favorite foods?
• What was your favorite toy? READING 2 41
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Reading 2
Writing
Describe Yourself
How would you describe yourself as a younger person? Answer
these questions: What did you look like? How did you act? What did
you like and dislike? Writers use the pronouns I, me, and my when
they write about themselves.
Writing Prompt
Write a paragraph that describes a photograph of yourself when you were younger.
Be sure to use the past form of be verbs correctly.
1 Prewrite GO 13
Find a photograph of yourself that was taken when you were
younger. Then write a short description of how you look in the
photograph. List your ideas in a word web.
A student named Ricky listed his ideas in this word web:
soaking wet at the pool
Ricky, seven years old
grass-stained knees, in blue swimming

missing front tooth trunks, red towel
happy
2 Draft
Use your word web to help you write a first draft.
• Keep in mind your purpose—to describe.
• Use words to show how you acted, looked, thought, and felt.
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3 Revise
Writing Checklist
Read your draft. Look for places where
the writing is uninteresting or unclear.
✔ Ideas
Use the Writing Checklist to help you +FGUETKDGFJQY+|NQQMGF
identify problems. Then revise your draft. and felt.
4 Edit ✔ Conventions
I used the past form of be
Check your work for errors. Trade papers verbs correctly.
with a partner to get feedback. Use the My nouns, pronouns, and
verbs agree.
Peer Review Checklist on page 402. Edit
your final draft in response to feedback
5 Publish
Prepare a clean copy of your final draft.
Share your paragraph with the class. Save
your work. You’ll need to refer to it in the
Writing Workshop at the end of the unit.
Here is Ricky’s paragraph:
Ricky Torres
When I was seven years old, I was at the swimming pool

almost every day. I was soaking wet. My swimming trunks
were blue, and my towel was red with yellow and green
stripes. My knees were grass-stained and my front tooth
was missing. I remember that I was very happy that day.
It was a great day! To me, the pool was the best place in
the world !
21–22
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Reading 3
Prepare to Read
Key Words
Merazonia: Saving Wild Animals is about saving
What You animals in the rainforest of Ecuador.
Will Learn
1 Many volunteers work in the Amazon
Context, phonics
rainforest. They don’t work for money.
O Reading strategy:
Preview 1
O Texttype:
Informational text
(science)
Grammar
Simple past: regular
verbs
Writing
Describe a place you
visit

you understand the
reading.
Key Words
2
volunteers
rainforest 2 The fish was
captured captured in the net.
adopt
banned
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3 Many cats don’t have a
3
home. You can adopt one and
give it a home.
4 Some countries have

banned the use of plastic bags
in supermarkets. Many animals
die from eating plastic and from
choking.
Practice
Add a page to your vocabulary notebook.
• Divide your page into three columns: the new words, the new
words’ definitions, and drawings of the words when possible.
• Test yourself by covering one of the columns.
Make Connections
Do you know someone who has adopted a pet? What kind of
animal was it? Where did the pet come from? Do you think the
23
pet was happy in its new home?
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Reading 3

you talk about the
Academic Words
reading.
Words in Context
Academic
Words Volunteers wanted to establish an animal
sanctuary to care for and save wild animals.
establish
get something The doctor said the patient will fully recover.
started, such as a
Previewing is a strategy you can use to
company, system,
QT|UKVWCVKQP understand a reading selection.
recover
get back to a Practice
healthy condition Choose an academic word to complete each
strategy sentence.
plan used to reach
a goal 1. is important to win this game.
2. I was sick for two days, but on the third day

I began to .
3. Tyrone is going to a new club

at school that helps animals.
Apply
academic words. Then ask and answer with
a partner.
1. How might you establish a new club at school?
2. How do you recover from an illness?
3. What strategy could you use to prepare for a

24
difficult exam?
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Phonics
Long Vowels with Silent e
The words in the chart follow the CVCe pattern. Listen to your
teacher say each word. Then sound out the words in the box.
a_e i_e o_e u_e

cane like note cube
made time home cute
save life hope mule
Rule
When the first vowel in a one-syllable word is followed by both a
consonant and an e, the vowel is usually long. The final e is silent.
c a n e l i k e c u b e
C V C e C V C e C V C e
Practice
Work with a partner. Take turns.
CVC Words CVCe Words
1. Read the CVC words aloud.
bit
2. Add an e to each word to
write a CVCe word. cod
3. Read the CVCe words aloud. fad
4. Write a sentence using the

fin
new words.
25
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Reading 3
Informational Text Merazonia:
?
Science
Saving Wild Animals
THE
More About BiG
QUESTION The Amazon rainforest in South
How do people help and care America is the largest rainforest in the
for wild animals?
world. It is home to thousands of species
of plants and animals. In fact, the rainforest
contains more than ten percent (10%) of
Listen for the general meaning. all the plants and animals in the world and
Use the pictures to help you covers more than 40% of South America.
understand the selection. There are many different kinds of
monkeys, parrots, wild cats, and other
Reading Strategy
animals living in the Amazon. Some of
Preview
these wild animals are captured by people
Before you read, preview the and sold as pets. Many countries, including
selection. Previewing helps you the country of Ecuador, have banned this
start thinking about what you practice, but it is a continuing fight.
will read. To preview, follow
these steps: species a kind of plant or animal
• Read the title.
• Study the photographs and
the captions.
• Predict what this section will
be about.
reading strategy.
Wild parrots live in the

Amazon rainforest.
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Reading Skill
Ask your teacher or
classmates when you
don’t understand a word,
phrase, or language
Tamarin monkeys perch on a
branch in the Amazon rainforest. structure.
The government of Ecuador tries to save as many wild

animals from the pet business as it can, but it needs help. It
works with organizations like Merazonia to return animals to
the rainforest. Merazonia is an animal sanctuary in eastern
Ecuador near the village of Mera. The World Wildlife Fund
calls the area “A Gift to the Earth” because of its beauty and
biological importance.
The founders and volunteers established Merazonia in
2004, but it didn’t open right away. It took several years of hard
work before the sanctuary was ready. Building in the rainforest
was very difficult. Finally, the first animal arrived in 2009. It
was a baby tamarin monkey named Lukas.
government the group of people who control a country

sanctuary a safe place
biological relating to living things 27–28
Before You Go On
Who established Merazonia? When was

it established?
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Animals like Lukas can recover at Merazonia and, when they
are strong enough, return to the rainforest. But some animals
cannot return to the wild. These animals stay at the sanctuary and
are taken care of by the volunteers. The volunteers try to give the
animals that stay the best possible life. And that includes lots of
delicious fruit to eat!
Volunteers come from all over the world and work with
Ecuadorian people at the sanctuary. They feed the animals three
times a day and clean the animal cages. They also do different
chores to keep the sanctuary in good condition.
cage a place to keep birds or animals

chore regular work that needs to be done
Volunteers take care

of the parrots.
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The goal of Merazonia is
to help the animals of the
Amazon rainforest. It is not to
make money. But taking care of
hundreds of animals is expensive.
One strategy the sanctuary uses
to get money is asking people to
adopt an animal. That means you
choose an animal online to help
and pay for its monthly costs.
People can visit the group’s
website and see pictures and read
stories about the animals. And if You can adopt a cute
you adopt an animal, they will animal like Carlito
the woolly monkey.
send you news about how your
animal is doing. They will also
send you a Merazonia t-shirt. Let’s
hope Merazonia can help as many
animals as possible!
26–28
Think It Over
Reading Strategy
1. Recall Who established
Preview the Merazonia animal
• How did previewing the title help sanctuary?
you prepare for reading? 2. Comprehend What is
Merazonia’s strategy for
• What did previewing the photos getting money?
and their captions tell you about
the selection? 3. Analyze Why do animals
stay at Merazonia
• Did previewing help you when you before returning to the
read? How? rainforest?
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Reading 3
Learning Strategies
Preview
Before you read the selection, you
previewed it. When readers preview a
story, they look at:
• titles
• subtitles
• photos or illustrations
• captions
Previewing helps readers understand a
UVQT[+VVGNNU[QW|CNKVVNGCDQWVVJGVQRKE
Then you have some information about What can you predict about the
the topic before you start reading. reading in Unit 2 based on this
image?
Practice
Answer the following questions.
1. When you previewed this selection, what did

the pictures and captions tell you?
2. Turn to page 78. Preview the text. What do

you think it will be about?
3. Now turn to pages 94–95. Preview the text.

What will this text be about?
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Use a Details Chart
You can use a Details Chart to collect specific information from
a text.
Practice
GO 12
Look at each place in the first box. Add details about each place to
the three other boxes.
Place Detail 1 Detail 2 Detail 3
largest thousands of
Amazon
rainforest species of plants
rainforest
in the world and animals
the area of
Mera, Ecuador
Merazonia
1. How does the Details Chart help you

find details?
2. Check your chart. Why was the area
of Mera called “A Gift to the Earth”?
Apply 29
Retell the selection to a partner using
the photographs. Be sure to use the Extension
key words.
Talk with your partner about
things that you are good at.
How could you use those skills
to help or care for animals?
Present your ideas to the class
using visuals.
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Reading 3
Grammar
Simple Past: Regular Verbs
Use the simple past for actions that have already happened.
To change regular verbs to the simple past, follow these rules:
Rule Example
Most verbs, add -ed to the base form work worked
Verbs ending in -e, add -d bake baked
Verbs ending in consonant and -y, change carry carried
the -y to -i and add -ed
Verbs ending in a vowel and -y, add -ed stay stayed
Verbs that end with consonant-vowel- stop stopped
consonant, double the final consonant and
add -ed
To make negative statements with regular verbs in the simple past,

use did not + the base form of a verb.
We didn’t play football last Saturday.

did not didn’t
To ask Yes/No questions, use Did + subject + the base form of a verb.
Did you play tennis last Saturday? Yes, we did. OR No, we didn’t.
For Wh- questions, use Who, What, Where, When, Why + did +
subject + the base form of a verb.
Where did volunteers establish Merazonia? They established it near Mera.
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Practice A
Change the regular verbs to the simple past. Write the
sentences in your notebook.
1. I stay after school. I stayed after school.
2. They permit the horses to graze.
3. We don’t play soccer after school every day.
4. I prefer to do it myself.
5. The students don’t study an hour a day.
Practice B
Change each sentence to a simple past Yes/No question.
1. He went home yesterday. Did he go home yesterday?
2. They visited the Amazon rainforest two years ago.
3. He didn’t play basketball last weekend.
4. I recovered from my illness.

Grammar Check ✔
5. My family adopted a kitten. How do you form the
negative past of a regular
verb?
Apply
Work with a partner. Ask and answer the questions.
Example: A: What did you do last summer?

B: Last summer, I traveled with my family.
• What did you do last night?
• When did you start studying English?
• What time did you arrive at school? 30
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Reading 3
Writing
Describe a Place You Visit
Writers often describe places they have visited. Their descriptions
create exciting word pictures so other people can imagine these
places. These descriptions answer the questions: How does the
place look and smell? What do I think or how do I feel about
the place?
Writing Prompt
Write a paragraph that describes a place you have visited. Be sure to use past
forms of regular verbs correctly.
1 Prewrite GO 13
Choose a place that you have visited to write about. Think
about the words you will use to describe the place. Write the
name of the place in the center of a word web. Write five
words or phrases that describe the place in the squares.
A student named sharp smell cold ocean

Linda listed her ideas beach of salt water water, roaring
waves
in this word web: sparkled in
bright sunlight
2 Draft Beach
Use your word web
to help you write a first draft.
wet, smooth amazing day
• Keep in mind your purpose for
sand
writing—to describe.
• Use words to show how the place looked or smelled and
what you thought or how you felt about the place.
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3 Revise Writing Checklist
where the sentences begin the same way
✔ Ideas
I created an exciting word
or the writing is not interesting. Use the picture of the place.
Writing Checklist to help you identify I described how I felt and
problems. Then revise your draft. thought about the place.
I used regular past forms
Check your work for errors. Trade papers of verbs correctly.
Peer Review Checklist on page 402.
5 Publish
Prepare a clean copy of your final draft. Share your
paragraph with the class. Save your work. You will
need to refer to it in the Writing Workshop.
Here is Linda’s description:
Linda Wu
Last summer my family visited a beautiful

beach near our home. When we got closer to
the ocean, I recognized the sharp smell of
the salt water. As soon as we arrived, my sisters
and I jumped from the car and raced along the
shore. The beach sparkled in the bright sunlight.
Then we rushed into the cold ocean water.
Suddenly the roaring waves carried us back to
shore. To warm up, we buried our feet under
the wet, smooth sand. What an amazing day!
31–32
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Put It All
Together
Apply and Extend

Link the Readings
Read the words in the top row.
• For Taking Care of the Young, put an X under the
words that remind you of the selection.
• Repeat the same activity for the other readings.
Animals People
Informational
Literature helping helping
text
others others
Taking Care
of the Young
The Star
Llama
Merazonia: Saving
Wild Animals
Discussion
1. Why doesn’t the clownfish stay with its young Listening Skills
like other animal parents do?
If you want to hear
2. How is the star llama different from the llamas something a speaker
the boy buys at the end of the story? said again, you can say,
“Would you repeat
3. How does Merazonia help wild animals? that, please?”
?iG
THE
B
BiG
QUESTION
How do animals and people show they care?
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Projects
Your teacher will help you choose one of these projects.
Written Oral Visual/Active
Science Article Presentation Picture Book

Research an animal. Write Prepare a lesson to share Create a picture book.
information about how what you learned about Find photos that show
VJCV|CPKOCNECTGUHQTKVU an animal and its young. how human parents and
young. Include pictures or Present your lesson animal parents are similar.
photographs from magazines. to classmates.
Adventure Story Interview Animal Playing Cards

Write a story about a Interview someone Create matching cards: one
young animal that gets who has a pet. Find out set for adult animals; the
into trouble. Tell how its how that person cares other for their young. Write
parent saves it. Make sure for the animal. Record the animal names. Use your
your story is based on facts your interview. cards to play games.
about the animal.
33–34
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Put It All Together
Listening and Speaking Workshop

Play a Description Guessing Game
You are going to describe how animal parents care for their
young. Then you will listen as your classmates talk about how
animal parents care for their young.
1 Prepare
A. Choose an animal. You will describe in five or more
sentences how the parents take care of their young without
naming the animal. Your classmates will have to guess the
animal you are describing. You can decide if you need to
use formal or informal language.
B. Write down some details to use in your description. It may
help to reread the selections in the unit to find information
and details for your description.
Useful Language
These parents have one baby at a time.
Listen and repeat.
The baby is very, very small when it is
born. The mother keeps it warm and safe This baby comes from/does not
come from an egg.
in her pouch. The baby leaves its mother’s
pouch when it gets bigger. The baby jumps This baby animal’s parents stay
with it for a long/short time.
back into the pouch when there is danger.
The baby has/does not have fur
when it is born.
The baby and its parents live in
a nest/den.
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2 Practice
Practice your description in front of your family or friends. If
possible, record your description. Then listen to yourself. How
do you sound? Record yourself again and try to improve.
3 Present
As you speak, do the following: Speaking Skills
• Speak clearly and loudly enough for Include important
everyone to hear. details. This helps
• Don’t be nervous. Have fun. Remember, your listener picture
this is a game. what you are describing.
You can use informal
As you listen, do the following:
or formal language in
• Listen quietly to your classmates. Don’t call out your descriptions.
any guesses until your classmates ask for them.
• If you don’t understand something a Listening Skills
speaker says, you can say, “Excuse me.
Listen carefully for important
Could you repeat that, please?”
words and details.
4 Evaluate
After you speak, answer these questions:
✔ Did you understand the game rules?
✔ Did you choose important details?
✔ Did you say at least five sentences?
After you listen, answer these questions:
✔ Did you guess the animal?
✔ If you were describing how this animal
cares for its young, would you have
described it the same way? What
details would you have included?
✔ Did the speaker use formal or
informal language?
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Put It All Together
Writing Workshop
Write a Descriptive Essay
Writing Prompt
Write an essay that describes a memorable event. Use sensory details, or
details that appeal to any of the five senses, to give your reader a mental
picture of your description.
1 Prewrite
Listening Skills
Review the writing you have done in this unit.
Then choose a topic. Think about school or Writing an essay is a
process. Listen carefully
community events that you have enjoyed.
to your teacher’s
What sights, sounds, tastes, and smells did you
instructions and requests.
experience? List your ideas in a graphic organizer.
A student named Alex listed his ideas in this chart:
sight sound taste touch smell

crowded salsa music, tangy soft angora spicy stews,
street people mustard, blankets freshly
clapping fresh baked
tomatoes bread
2 Draft
Use your graphic organizer to write a draft.
• Keep your purpose in mind—to describe an event.
• Use sensory details in your description.
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3 Revise
Six Traits of Writing Checklist
Read your draft. Look
for places where ✔ Did
Ideas
I include
✔ Did
Word Choice
I choose
the writing needs
sensory details? specific words?
improvement. Use the
Writing Checklist to ✔ Are
Organization ✔ Did
Sentence Fluency
I vary my
my ideas
help you. Then revise presented in order? sentence lengths?
your draft.
✔ Does
Voice ✔ Did
Conventions
Here is how Alex my writing I use past tense
revised his essay: show energy verbs correctly?
and feeling?
Alex Romero
The Street Fair
Last Saturday my sister and I spent the day at a street Revised
fair. We strolled along the street and looked at all the to make the
meaning clearer.
interesting items for sale. The crowded street was lined
with stalls selling everything from roasted corn to baby-
soft angora blankets.
When we turned the corner, the excited beat of a salsa Revised
to combine
band greeted us. Immediately, people started dancing.
sentences.
They twirled their partners. They clapped their hands. My
sister and I had to join in the fun.
After dancing for a while, we stopped at a stall for Revised
to combine
lunch. The smells of spicy, hot stew and freshly baked
sentences.
bread reminded us that we were hungry. My sister tried
the stew. I had a cheese sandwich with tangy mustard and
fresh tomatoes.
By evening we left the sights and sounds of the street Revised
far behind us. It was a great afternoon. I can not wait till to correct
spelling error.
next year!
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Put It All Together
Peer Review Checklist
4 Edit
✔The sensory details
are vivid.
Check your work for errors. Trade papers with
a partner. Use the Peer Review Checklist to give ✔The writing is
interesting.
each other feedback. Edit your final draft in
response to feedback from your partner and ✔The main ideas and
details are clearly
your teacher.
organized.
5 Publish
Spelling Tip
Prepare a clean copy of your final draft. Share
your essay with the class. You cannot form the past of
irregular verbs by adding -ed
to the end of the word.
35–36
blow blew
say said
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Put It All Together
Fluency
Listen to the sentences. Pay attention
to the groups of words. Read aloud.
1. Different kinds of animals try to keep their young secure.
2. A boy cares for his llama, and his llama companion helps
him in return.
3. Animals like Lukas can recover at Merazonia and, when
they are strong enough, return to the rainforest.
Work in pairs. Take turns reading the passage below aloud for
one minute. Count the number of words you read.
Human babies and animal babies need adults to protect them. 10

Mother wallabies have an unusual way to protect their babies. 20
They carry their babies in a pouch. A baby wallaby, called a 32
joey, has no fur when it is born. The baby climbs into its 45
mother’s pouch to stay warm. The wallaby’s pouch also guards 55
the joey from danger. 59
When a joey gets older, it will sometimes leave its mother’s 70
pouch. But mother wallabies still try to keep their babies 80
safe. If a mother wallaby senses trouble, she stomps on the 91
ground. This tells her joey to return to her pouch. 101
With your partner, find the words that slowed you down.
• Practice saying each word and then say the sentence each
word is in.
• Take turns reading the text again. Count the number of
words you read.
37–38
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Test Preparation
Taking Tests
You will often take tests that help show what you know.
Follow these tips to improve your test-taking skills.
Coaching Corner
Answering Test Items That Are Cloze Items
• Cloze items ask you to fill in a blank.
• Sometimes you will be asked to complete a sentence.

Other times you will be given a selection with some
words left out.
• First read the questions and answer choices. Sometimes

there is no question, just a list of words.
• Read the entire selection carefully. Try to think of words

that might fit in the blanks as you read.
• If you don’t know what a word means, use the words

around it to help you.
• Silently, read the cloze with each answer choice. Then

choose the answer that makes the most sense.
39–40
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Practice
Read the selection. Then choose the correct words to fill
in the blanks.
I spent a week at the Old River Ranch last summer. Mr. and Mrs.
Lopez treated us like we really worked there. They had animals like
horses, cattle, chickens, and goats on the ranch. Each morning, we
woke up very early to help feed all the 1 . I liked watching the
2 colt the best. It was days-old and still very wobbly. It looked a
little nervous. The colt stood right next to its mother so she could
3 it. I hope I can spend some 4 on a ranch again. It was great!
1 A geese 3 A protect
B livestock B shimmer
C chicks C capture
D colts D recover
2 F warm 4 F work
G young G food
H feral H time
J banned J money
Tips
✔ Look through the selection to
figure out the answer.
✔ Be careful. Make sure you read the
whole passage before choosing your
answers.
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Unit
2 Powerful
Forces
of Nature
Thunder and
lightning! Floods!
Hurricanes
and erupting
volcanoes!
Powerful forces
of nature change
our world.

Nonfiction Article Short Story
Lava Boat Tour! Thunder and Hurricane!

Lightning
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?THE
HE
BiG
QUESTION
How do people
protect themselves
from powerful
forces of nature?

You will discuss the powerful forces of
nature and what to do in an emergency. In
the Listening and Speaking Workshop, you
will give a how-to presentation.
Writing
You will practice expository writing. In
VJG|9TKVKPI9QTMUJQR[QWYKNNYTKVGC
how-to essay.
Quick Write
Use a T-chart to compare a stormy day
and a nice day.
View and Respond

watch and listen to the video and answer the
questions at Pearson English Portal.
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Build Unit
about weather?
Words to Know
Listen and repeat. Use these words to talk about weather.
sunny snowy cloudy
rainy windy foggy
Practice
Work with a partner. Ask questions using the words above. Answer
them using the words from the box or your own ideas.
summer fall winter spring
Example: A: When is the weather rainy?

B: It is rainy in the spring.
Write
Read the questions. Write your response in your notebook.
What kind of weather do you like? Why?
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Make Connections
a blizzard a hurricane a flood
1. During it is very windy and rainy. Sometimes

trees could fall down.
2. When there is too much rain in a bad storm or the river

overflows with water, there could be .
3. There is a lot of snow in . It could also be very

windy, too. Most of these storms take place in the winter.
What about you?

Talk with a partner. Which one is the scariest—a flood,
C|JWTTKECPGQTCDNK\\CTF!9J[!
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Build Unit
Background
Kids’ Stories
from around
the World
U.S.A.
Dominican
Republic
Jennifer
I live in Colorado, in the United
States. Last year we had a very
strong blizzard. Our lights went
out, and our car was buried in
snow. Our house became cold, Alberto
and we needed food. We had I live in the Dominican
to go to the local high school to Republic. My country is part
get warm and to get something of an island in the Caribbean
to eat. Sea. Almost every year the
island is hit by powerful
hurricanes. You shouldn’t go
outside during hurricanes.
They are very dangerous.
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Bangladesh Japan
Atsuo
In Japan we sometimes have
typhoons. Typhoons can
cause flooding and mudslides
because of heavy rains and very
strong winds. They can destroy
roads, houses, and trees. It is
important to be prepared for
this kind of emergency.
Bani
We have many floods in What about you?
Bangladesh. In the spring, the 1. What kind of weather do
snow on the mountains melts. you have where you live?
We also have lots of rainstorms 2. Do you know of any stories
in my country. Our rivers often about forces of nature?
fill with too much water. The Share them with the class.
floods destroy towns and crops.
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Reading 1
Prepare to Read
Key Words
Lava Boat Tour! is about an exciting boat trip to
What You see lava flowing from a volcano.
Will Learn
1 A volcano is where melted rock, or lava ,
Context, word study
escapes through an opening in the Earth’s
O Reading strategy:
Predict surface.
O Text type: 2 The crater is the opening.
Informational text
(literary nonfiction) 3 The lava erupts , or escapes, through
Grammar the crater.
Simple past:
irregular verbs 4 Ash , or tiny pieces of burned lava and gas,
Writing also escapes in a volcanic eruption.
Organize ideas by cause
and effect

you understand the
reading.
Key Words
volcano
lava
crater
erupts
ash
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gas and ash
crater
hot, melted
lava
lava flows
from the
eruption
Practice
Draw a picture of a volcano in your notebook. Speaking Skills
Label the picture using sentences that contain
When you don’t know the
the key words.
right word to use, explain
or describe the idea using
Make Connections words you know.
An eruption usually occurs suddenly. Do you
remember something that happened very
suddenly? How did you feel? What did you do?
41
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Reading 1

you talk about the
Academic Words
reading.
Words in Context
Academic
Words Mud consists of soil and water.
consist of
The scientists found evidence that people lived
made up of near the volcano a long time ago.
evidence The two mountains are similar in height, but one
proof mountain is wider than the other one.
similar
almost the
Practice
same, but not
exactly Choose an academic word to complete each
sentence.
1. The wet grass is that it rained

last night.
2. The books different stories

about volcanoes.
3. Lions and pet cats are , but

lions are very big and pet cats are small.
Apply
Ask and answer with a partner.
1. How are books and movies similar? How are

they different?
2. What does a good lunch consist of?
3. Why is evidence important to scientists?

42
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Word Study
Pronunciation
of Ending -ed
The words in purple below name actions
that happened in the past. They end in -ed.
Listen. Then read the sentences aloud.
Present Past
The girls walk every day. The girls walked yesterday.
Ice cubes melt. The ice cubes melted yesterday.
Adding the -ed ending to melt adds a syllable.

Adding the -ed ending to walk does not add a syllable.
Rule
If the letter t or the letter d comes before the -ed ending, then
-ed is pronounced as a separate syllable.
Practice melted stayed

Work with a partner. Sound out the words filled decided
in the box. started waited
called helped
• Circle the word if the -ed adds another
syllable.
• Cross out the word if the -ed does not add another syllable.
• Take turns reading the words aloud.
• List other words that end in -ed. Have your partner tell if
the -ed adds another syllable.
43
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Reading 1
Informational Text
Literary Nonfiction
? Lava Boat
Tour!
THE
More About BiG
QUESTION
Can people protect themselves

from lava flows? How?

Reading Strategy
Predict
Before you read, guess, or predict,
what the story will be about.
Follow these steps:
• Read the title.
• Look at the illustrations and
photos. Read the captions.
• Predict what the story will be
about.
reading strategy.
Lava boat tours take

people to see the lava
flowing from the volcano.
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Hawaii is a chain of eight
We saw the steam from far away. “Is
volcanic islands in the
that smoke from lava?” I asked the tour Pacific Ocean.
guide, Kala. Our tour boat was still far
away from the volcano .
“Actually, it’s steam,” she said. “Hawaii
is a chain of islands that are ancient
volcanoes. Some of them still erupt ,
like this one, Kilauea. They’re actually
mountains that are so tall they reach up
from the bottom of the ocean. They’re
very, very old.”
“But what causes the steam?” Mom
asked.
Kala said, “Lava is very hot. It consists
of melted rock. In fact, the lava is so hot
that it makes the seawater boil when it
reaches the ocean.”
“Just like when dad makes spaghetti!”
said my little brother.
Kala smiled. “That’s right. When water
gets hot, it changes to steam, whether it’s
on your stove or at the foot of a volcano.”
tour a short trip to see a place

steam water in hot gas form
chain things that are connected to each other,
forming a line
melted in liquid form
Before You Go On
Why did the family choose to visit the Big

Island of Hawaii?
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The boat drew closer, and we could see the hot red lava
flow off the land and into the water. It changed from
bright red to black as it cooled. “This lava came all the way
from the crater at the top of the volcano, traveling miles
to get here. Sometimes lava covers roads that are in its
path.”
From her pocket Kala took a gray stone and a shiny
lump of black glass. “This isn’t glass from a window. This
is volcanic glass. It forms when lava cools really fast. This
other stone is called pumice.” She handed it to me; it was
scratchy and rough, and full of holes. “It shows that the
lava cooled slowly. The holes are evidence that the lava
contained a lot of gases trapped inside it.”
flow to move along steadily
The Kilauea volcano on

the Big Island of Hawaii.
Tourists can see lava flowing into

the ocean from the lava boat.
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I turned the rough rock over in my
hands. “What happens after the lava
cools?”
“The lava becomes new land. That’s
how the Hawaiian Islands have grown.
When the rock is cool enough, plants
will start growing. Old lava and ash
form very good soil. That’s why
Hawaii’s farms are so productive.”
Dad said, “I thought all volcanoes
Lava flows from
erupted with a lot of explosions. I’ve the volcanic
read about other eruptions that threw crater of Kilauea.
big rocks high into the air.”

Kala nodded. “Some volcanoes have
explosive eruptions. They release a
lot of rocks and ash. Others, like this
one, produce smoother lava that flows,
similar to chocolate syrup.”
“I wouldn’t want that on my ice
cream,” I said. Everyone laughed.
form to make evidence of old lava

syrup a thick, sweet liquid flows
44–46
44
Think It Over
Strategy
Predict 1. Recall What does the
lava that flows from the
Before reading, you predicted what crater consist of?
VJG|UVQT[YQWNFDGCDQWV 2. Comprehend How are
• 9GTG[QWTRTGFKEVKQPUEQTTGEV! syrup and lava similar?
• &KFOCMKPIRTGFKEVKQPUJGNR[QWVQ 3. Analyze What can we

WPFGTUVCPFVJGUVQT[!*QY! learn from the evidence
of old lava flows?
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A Closer
Look at...
Lava Flows
▲ Aerial photo
This aerial photo of Kilauea’s crater was taken from an airplane.
▲ Lava flows
When Kilauea erupts, lava flows ▲ Destructive power
out of the volcanic crater. Lava flows can destroy houses and roads.
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▲ Fire and water
Sometimes the lava reaches the ocean. It’s amazing!
▲ New life
New plants appear after the
lava cools and becomes black
lava rock.
Activity to Do
These two pages tell you more

about Kilauea’s lava flows.
• Choose another volcano in

the world.
• Research the volcano

▲ New land online or in the library.
The lava that reaches the ocean makes the
island bigger. The Big Island is growing! • Create two pages, using
pictures and words, to tell
about the volcano.
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Reading 1
Learning Strategies
Sequence of Events
In many stories, events happen in a certain order. This order is
called the sequence of events.
Practice
Read this series of events from Lava Boat Tour! List the events
in the order in which they happen.
a. Sometimes the hot lava flows all the way to the ocean.
b. The lava is so hot that the ocean water boils, and there are
big clouds of steam.
c. The lava flows across the island, destroying everything in its
path.
d. Lava forms under the volcano, deep inside the Earth. 1
e. When the volcano erupts, some of the lava flows out of the
volcano’s crater.
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Use a Sequence of Events Lava forms under the
Chart volcano, deep inside
the Earth.
A Sequence of Events Chart can help you
summarize the main events in a story in the
order they happened. When the volcano
erupts, some of the
lava flows out of the
Practice volcano’s crater.
GO 4
Answer the questions below to complete the
Sequence of Events Chart.
1. Which event would you add to the middle

Sometimes the hot
of the chart?
lava flows all the way
a. The lava fills the volcano’s crater. to the ocean.
b. The lava flows across the island.
c. The lava cools and becomes black rock.
The lava is so hot
d. The island gets bigger and bigger.
that the ocean water
2. Which sentence could be added to the boils and there are big
clouds of steam.
end of the chart?
a. The lava can burn houses and buildings
and destroy roads.
b. The lava is similar to thick chocolate syrup.
c. The lava cools and becomes rock, making
the island bigger. 47
d. The lava is so hot that it can turn solid Extension
rocks into liquid.
Old lava flows are
evidence of past volcanic
Apply eruptions. Find other
evidence that tells us
Retell the selection to about the past. Share
a partner. Use some it with your class and
of the key words. explain.
READING 1 85
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Reading 1
Grammar
Simple Past: Irregular Verbs
Simple past irregular verbs do not end in -d or -ed. Here are some
examples:
become became give gave rise rose

begin began go went sing sang
choose chose have had take took
Simple present Simple past

Tourists often take pictures. We took pictures in Hawaii last year.
For negative statements, use did + not + the base form of a verb.
Affirmative past Negative past

We had fun yesterday. We didn’t have fun yesterday.
did not didn’t
To make Yes/No questions, begin the question with Did + subject + the
base form of a verb.
Did lava begin to flow this morning? Yes, it did. OR No, it didn’t.
To make Wh- questions, begin the question with a question word such as
When + did + the base form of a verb.
When did lava begin to flow? It began to flow this morning.
Don’t use did if Who is the subject of the question.
Who saw the volcano erupt? We all saw the volcano erupt.
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Practice A
Complete the sentences with the irregular past
form of the verb in parentheses.
1. The tourists during the

boat tour yesterday. (sing)
2. We to stay on the Big Island

last year. (choose)
3. The eruption a lot of noise. (make)
4. Clouds of steam from the ocean. (rise)
5. The lava a hard, black rock. (become)
Practice B
Use the sentences from Practice A to make negative simple
past statements. Write in your notebooks.
1. The tourists didn’t sing during the boat tour yesterday.
Apply Grammar Check ✔

Work with a partner. Ask and answer the Name some
irregular past verbs.
questions about Lava Boat Tour! Use regular and
irregular past verbs.
Example: A: Did they go to Indonesia on their vacation?

B: No, they didn’t. They went to Hawaii on their vacation.
• What did the narrator’s brother compare to water for making
spaghetti?
• What did the tour guide explain?
• Did the child have a good time?
48
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Reading 1
Writing
Organize Ideas by Cause and Effect
Expository writing informs or explains. One way to organize
expository writing is by cause and effect. A cause is something
that makes something else happen. An effect is what happens
as a result of the cause.
Writing Prompt
Write a paragraph explaining the causes and effects of an event. The event can
be from real life or from books, movies, or television. Be sure to use irregular
past verbs correctly.
1 Prewrite GO 8
Choose an event to write about. Ask yourself why things happened
as they did. List the causes and effects in a graphic organizer.
A student named Barbara

Cause: Effect:
listed her ideas like this:
Kilauea had a big Black smoke and ash
2 Draft eruption. rose into the sky.
Use your graphic organizer

Cause: Effect:
to write a draft. Lava flowed across the The lava destroyed
• Explain the causes and island. houses and roads.
effects of an event.
• Show how each cause Cause: Effect:
leads to an effect. Lava flowed into the The ocean water boiled
ocean. and the lava cooled.
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Read your draft. Look for places where
VJG|YTKVKPIPGGFUKORTQXGOGPV7UG ✔ Ideas
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Barbara Torres
Kilauea volcano had a huge eruption in 1969. Black

smoke|and ash rose high into the sky. Lava flowed from
the volcano and down the mountain. The lava covered large
areas of land. It destroyed many buildings and roads. After
some time, the lava reached the ocean. The hot lava boiled
the ocean water. Big|clouds of steam rose into the air. The
lava cooled in the ocean water and became hard, black rock.
The|new lava rock|made the island bigger. The eruption lasted
five|years!
49–50
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Reading 2
Prepare to Read
Key Words
You will read three passages about thunder
What You CPF|NKIJVPKPI'CEJRCUUCIGIKXGUKPHQTOCVKQP
Will Learn KP|CFKHHGTGPVHQTOCV
Reading
O Vocabulary building: Words in Context
Context, word study
Lightning is a flash of light in the sky. It happens
O Reading strategy:
Identify genre during a storm. It is usually followed by a loud
O Texttype: sound called thunder .
Informational text
(Internet article)
Grammar
Imperatives and time-
order transitions
Writing
Explain how to do
something

you understand the
TGCFKPI Electricity is a kind of energy. Lightning in the
UM[|KUGNGEVTKEKV[
Key Words
lightning
thunder
electricity
temperature
evaporate
Which of these three

pictures show items
that use electricity?
90 UNIT 2
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Temperature is a measure of how hot or cold something is.
These two pictures show water.

Which picture shows water at a
hotter temperature?
When water gets hot, it boils. Then,

water will evaporate and change
KPVQC|XCRQTQTICU
Practice
Make flashcards to help you memorize the words.
• Write a key word on the front.
Make Connections
What things in your home use electricity ? How are they
important in your life? 51
READING 2 91
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Reading 2

you talk about the
Academic Words
reading.
Words in Context
Academic
Words It is appropriate to raise your hand when you ask
C|SWGUVKQPKPENCUU
appropriate
fitting; suitable 6JGUEKGPVKUVKUIQKPIVQdemonstrate how to
demonstrate
ETGCVG|GNGEVTKEKV[
show how to do 6JGPGYURCRGToURJQVQITCRJKEGUUC[UCTGQPGQH
something
KVUOQUVKPVGTGUVKPIfeatures
feature
a part that stands
out Practice
Choose an academic word to complete each sentence.
1. The best QHVJGEGNNRJQPGKUVJG

ECOGTC
2. #HKTGHKIJVGTECOGVQQWTENCUUVQ
YJCVVQFQFWTKPICHKTGFTKNN
3. 6JGPGYCEVKQPOQXKGKU HQTHCOKNKGU
CPFEJKNFTGP
Apply
1. What feature QH[QWTVGZVDQQMFQ[QWNKMG

the best?
2. What are some appropriateYC[UVQCEVKP

[QWTENCUUTQQO!
52
3. Can you demonstrate how to make a paper
92 UNIT 2
CKTRNCPG!5JQY[QWTRCTVPGT
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Word Study
Compound Words
A compound word is formed when
two words are combined to form
a new word.
class + room = classroom

thunder + storm = thunderstorm
Rule
This is a pattern in English: look for the shorter words that
make up a compound word. They can help you pronounce and
understand the compound word. For example, thunderstorm|KU
a storm with thunder.
Practice
Work with a partner. Reading Skill
• Circle all of the shorter words you see. Looking for patterns in
• Compare your list to your partner’s. Did you English will make you a
find the same words? better reader.
• Add more compound words to your list.
• Read your lists aloud.
sunshine lookout daytime

flashlight anywhere raincoat
53
READING 2 93
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Reading 2
Informational Text Thunder
?
Internet Article
THE and
More About BiG
QUESTION
What can you do to stay safe

during thunderstorms?
Lightning
Electricity in the Sky
Lightning is a big flash of electricity .
Listen for the general meaning. It is released during a storm. Lightning
Use the pictures to help you strikes more often in the summer than
understand the selection. in the winter. That’s because there are
more storms in the summer. Sunny
Reading Strategy weather and hot temperature heat the
Identify Genre air and make water evaporate . The hot
A genre is a type of writing. air and water vapor rise into the sky. As
Stories, poems, articles, plays, and they rise, they meet the cold air.
letters are some genres.
• What do you notice about the flash sudden, bright light
genres of the readings that vapor small drops that float in the air
follow?
reading strategy.
1
Cloud-to-cloud lightning
94 UNIT 2
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2 Cloud-to-ground lightning
Up in the Clouds
The cold air makes the water vapor turn back into water droplets
or ice crystals. That forms a cloud. Inside the cloud, the droplets
and crystals carry a tiny bit of electricity. The electricity builds until
lightning suddenly forms.
Lightning can jump from one cloud to another (see image 1).
It can move from a cloud to the ground (see image 2). Sometimes
lightning can even move from the ground up to a cloud (see image 3).
Lightning is five times hotter than the sun. Lightning heats the air
around it so quickly that the air explodes. Thunder is the noise we
hear when the air explodes.
Catch Me If You Can! 3
Light moves faster than sound. This
means we see the flash of lightning before
we hear the thunder. It takes five seconds
for the noise of the thunder to go one mile.
If you see lightning and then hear
thunder five seconds later, the storm is
one mile away. If thunder comes ten
seconds after lightning, the storm is two Ground-to-cloud lightning
miles away.
droplets very small drops of liquid

Before You Go On
crystals little pieces of ice
Why do we see lightning before we
hear the thunder?
READING 2 95
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Staying Safe in a
Lightning Storm
Lightning can be dangerous. Here are some tips to stay safe.
Outdoors
1. Check if thunderstorms are in the forecast.
2. Find shelter in a strong building or in a car with a hard roof.
3. Do not stand under trees that are alone in the middle of a field.
Do not stand under tall trees when there are shorter trees close by.
4. Do not stand near things that are made of metal.
Indoors
1. Close all the windows and doors.
2. Do not take a bath or shower. Stay away from water.
3. Turn off electrical appliances, including computers and TVs.
The Lightning Crouch
If you feel your skin tingle or your hair stand up, this could
mean you are about to be hit by lightning. Get into the “Lightning
Crouch.” Crouch down low and curl into a small ball. Put your
hands on your knees, and keep your head down. Try
to be as small as you can, with very little touching
the ground. DO NOT LIE ON THE GROUND!
forecast description of weather that is likely to occur in the

future
96 UNIT 2
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To: [email protected]
Subject: Lightning!
Hi Grandma!
My class learned all about lightning at school today. Our
teacher told us about this man, Roy C. Sullivan, who had
very bad luck. From 1942 to 1977 he was struck by
lightning seven different times! That’s more than
Reading Skill
anyone else in the world! The word about is a
Roy worked in a national park. He was standing on DCUKEUKIJVYQTF5KIJV
a high tower in the park when he was first hit with words are words you see
lightning. Years later, he was driving along a road CNQVYJGP[QWTGCF
when lightning struck him again. Lightning hit him
five more times.
Roy was unlucky, but he was also lucky. It’s very dangerous
to be struck by lightning. He was never badly hurt, though.
You and I can be even luckier than Roy. At school I learned
how to protect myself from being struck by lightning. I’ll
tell you how in my next email.
Love,
54–56
Emilio
Think It Over
1. Recall How can you

Reading Strategy demonstrate the lightning
Identify Genre crouch?
2. Comprehend What are
• What are some features of an email? the appropriate actions to
• How is the email different from the how-to take when you are indoors
poster? during a lightning storm?
• Ask your teacher or classmates if you 3. Analyze Why was Roy C.

Sullivan more lucky than
FQPoV|WPFGTUVCPFJQYVQKFGPVKH[IGPTGU
unlucky? Explain.
READING 2 97
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Reading 2
Learning Strategies
Compare Genres
Genres have different purposes and are organized in different ways.
Informational Articles are usually organized into paragraphs and have a

title and headings. An article often has photographs or illustrations to make
the facts clearer.
How-to Posters often have headings and numbered steps. The headings
help you find information. The numbered steps tell the order you should
follow.
Emails have a subject, a salutation (Hi Grandma!), a message, and a closing

(Love, Emilio).
Practice
Write article, poster, or email in the final column of the chart. There can
be more than one answer.
Feature Genre
1. Purpose: It is written to one person. email
2. Purpose: It is written to present information to many people.
3. Subjects: It has a subject line.
4. Headings: It has headings.
5. Salutations/Closings: It has a salutation and a closing.
6. Numbered Steps: It has steps that tell what order to follow.
7. Information: It tells facts.
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Use a Venn Diagram
A Venn Diagram makes
it easy to see what is the A B
How-to Email
same or different about two Poster Both
items. Circle A represents
one item. Circle B represents
another. The part that
overlaps represents things
that are true for both.
Practice GO 2
Create a Venn Diagram to compare two of the genres. Use the
statements from the chart on the previous page.
• Choose two of the three genres from the selection.

• Draw a blank Venn Diagram. List one genre in Circle A.
List the other genre in Circle B.
• Write statements that are true for one genre, but not
for the other genre, in the big parts of Circle A or Circle B.
57
• Write statements that both genres have in common in
the section labeled Both.
Extension
Apply Work in small groups.

Make a how-to poster
Take notes about the article, informational warning people about
poster, and email. a danger. Do research.
Share the information
• Share them with a partner. with your group. Be sure
• Try to use the key words. to listen carefully to your
classmates and work
cooperatively.
READING 2 99
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Reading 2
Grammar
Imperatives and Time-Order Transitions
An imperative sentence gives commands and directions. For
example, “Stop” and “Turn left” are both imperatives.
To make an imperative sentence, use the base form of a verb + the
object of the verb.
Verb Object
Close the door.
To make a negative imperative use Do not or Don’t + the base

form of a verb + the object of the verb.
Don’t take a bath or shower.

do not don’t
We also use the imperative to give instructions. Instructions usually

include several steps in a sequence. To show sequence, use
time-order transition words such as first, then, next, and finally.
Time-Order Transition Words

First, crouch down low. Next, put your hands on your knees.
Then, curl into a ball. Finally, do not touch the ground!
Other time-order transition words like as soon as, immediately,

meanwhile, and until can be used to combine clauses.
As soon as you crouch down low, immediately curl into a ball.

Meanwhile, do not touch the ground until the storm passes.
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Practice A
Work with a partner. List five verbs used to give commands. Use
the verbs to give your partner directions, or commands.
Example: Pick up your backpack.
Practice B
Complete the instructions with these time-order words.
As soon as Immediately Finally Then First
First , you need to see the lightning flash.
after you see the flash, begin to

count seconds slowly.
, keep counting while you listen

for the thunder.
you hear the thunder, stop counting.

g.
, divide the number of

seconds by five.
Grammar Check ✔
Apply
What are some time-order
Work with a partner. Choose an activity from transition words?
the list. Explain how to do it to your partner.
Your partner will repeat your directions. Then switch roles.
Example: First, address your email. Next, write a subject line.

Then write a salutation.…
• Make ice cubes
• Create a Venn Diagram
58
READING 2 101
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Reading 2
Writing
Explain How to Do Something
Writers explain how to do something in clear, step-by-step
instructions. The verbs are in the command form. The steps are
written in correct time-order. Often the writers introduce each
step with time-order words, such as first, next, then, and last.
Writing Prompt
Write a paragraph that explains how to do or make something. Explain the
steps in the correct order from first to last. Be sure to use the command form
of verbs and time-order words.
1 Prewrite
GO 4
Choose a topic to write about, such as how to care for a pet or
prepare a recipe. List the steps to follow in a
Sequence of Events Chart. STEP 1:
Cut hole in shoebox lid and
A student named Omar listed his ideas in this glue four toothpicks on lid.
Sequence of Events Chart:
2 Draft STEP 2:
Slide two thick and two thin
Use your sequence of events chart to help
rubber bands around shoe
you write a first draft. box, across hole.
• Keep in mind your purpose for writing—
to explain.
• Show the steps in clear order, from STEP 3:
Slide pencil under four
first to last.
rubber bands, at the end of
box near the hole.
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3 Revise
Writing Checklist
where the writing is unclear and the ✔ Ideas
steps are not in the correct order. Use I clearly explained each
the Writing Checklist to help you identify step in the instructions.
problems. Then revise your draft. ✔ Organize

I arranged the steps in
4 Edit order from first to last.
Check your work for errors. Trade papers ✔ IConventions
used imperatives and
time-order transitions.
2GGT4GXKGY%JGEMNKUVQPRCIG|'FKV
from your partner.
5 Publish
your work.
Here is Omar’s paragraph:
Omar Amari
First, cut a hole near one end of a shoebox lid. Then

glue four toothpicks on the lid. Space the toothpicks evenly
between the hole and the other end of the lid. Slide the
two thickest rubber bands around the shoe box, so they
go across the hole in the lid. Then slide the two thinnest
rubber bands around the box in the same way. Finally, slide
the pencil under the four rubber bands. Put the pencil at
the very end of the box near the hole you cut. Now play the
guitar by plucking the rubber bands.
59–60
READING 2 103
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Reading 3
Prepare to Read
Key Words
Hurricane! is a story about a family on vacation
What You who lived through a hurricane.
Will Learn
● Vocabulary building:
1 A breeze is a light
Context, phonics
wind. When it is breezy,
● Reading strategy: 1
Visualize setting plants and trees may
● Text type: Literature move a little.
(short story)
2 A hurricane is a big
Grammar tropical storm. It brings
Adjectives
very strong winds and a
Explain a Process
large amount of rain.
Write a response to
literature
2
you understand the
reading.
Key Words
breeze
hurricane
shelter
bolt
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3
3 When a hurricane is coming, people

can go to a shelter . A shelter is a place
YJGTG|RGQRNGCTGRTQVGEVGFHTQOHQTEGU
QHPCVWTG
4
4 A boltQHNKIJVPKPINQQMUNKMGCYJKVG
NKPGKPVJGUM[
Practice
• &KXKFG[QWTRCIGKPVQVJTGGEQNWOPUVJGPGYYQTFUVJGKT
FGHKPKVKQPUCPFFTCYKPIUQHVJGYQTFUYJGPRQUUKDNG
• 6GUV[QWTUGNHD[EQXGTKPIQPGQHVJGEQNWOPU
Make Connections
9JCVYCUVJGDKIIGUVUVQTO[QWGXGTNKXGFVJTQWIJ!&KUEWUU
VJKUSWGUVKQPYKVJCRCTVPGT7UGVJGMG[YQTFU6JGPYTKVG
[QWTTGURQPUGKP[QWTPQVGDQQM
61
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Reading 3

you talk about the
Academic Words
reading.
Words in Context
Academic
Words Emergency workers give assistance to people
who are hurt.
assistance
help or support Hurricanes cause a lot of damage and have a
impact
huge impact on a town.
a strong effect Some people must leave their homes before
major C|major storm comes.
big; very important
or serious
Practice
Choose an academic word to complete each sentence.
1. Going to a new school is a change.
2. The student needs because his bag

is very heavy.
3. The new president had a big on

the country.
Apply
1. What are some majorUVQTOU[QWMPQY|CDQWV!
2. What impactEQWNFCUVQTOJCXG!
3. What kinds of assistance might people

PGGFKPCUVQTO!
62
106 UNIT 2
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Phonics
Digraphs: ch, sh, th
Sometimes two letters combine to make one sound. The letters
ch, sh, and th are examples. These letters can come anywhere
KP|C|YQTF.KUVGP5QWPFQWVVJGYQTFUKPVJGDQZ
ch sh th
chances share think
cheer shelter this
approaching shore thunder

watched flash weather
beach splashed with
Practice
Work with a partner. Take turns.
• Choose a word from the

chart. Say the word aloud.
• Without looking at the
YQTFJCXG[QWTRCTVPGT|VGNN
whether the word has the
letters ch|sh, or th.
r .KUVUKZOQTGYQTFUVJCVCTG
spelled with ch, sh, or th.
1. 4.
2. 5.
3. 6.
63
READING 3 107
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Reading 3
Literature Hurricane!
?
Short Story
THE
by Tracey Baptiste
More About BiG
QUESTION
illustrated by Amy Huntington
Why is it important to know
about dangerous weather? We went to the beach for our summer
vacation. I splashed in the clear, blue sea.
Mom and Dad sat on the shore. It was
Listen to the Audio. sunny, but not for long.
A man ran toward us. He worked at a
understand the story. nearby hotel.
“Señor! Señorita!” he called. “A big
Reading Strategy storm is coming. You must leave the
Visualize Setting beach now!” He told us that a hurricane
The setting of this story is was approaching. Everyone had to go
important. As you read Hurricane!, to a shelter .
picture each new setting in your
mind. approaching moving nearer
• Think about how the author

describes the setting.
• Look for descriptive words.
Listen as your teacher models
the reading strategy.
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“But the water is so nice,” I said sadly.
“ Hurricanes are dangerous. We must
leave,” Dad said.
Mom smiled to make me feel better. Just
then, I felt a breeze . Suddenly, the wind
grew stronger and sand flew all around
the beach.
“Let’s go!” Dad said.
Before You Go On
What impact did the storm have on

the people on the beach?
READING 3 109
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Mom and I packed all of our bags. Dad nailed wood over
the windows of the beach house. This would protect the
house from wind and rain.
“Our vacation is ruined,” I cried.
“Maybe the storm won’t last for long,” Mom said. “But we
can’t take chances. We have to go where it is safe.”
“We’ll be OK,” said Dad. “Think of this as an adventure.”
I tried to cheer up. I might have an exciting story to tell my
friends. But soon my adventure did not seem to be so fun.
The hurricane came closer. Lightning flashed! I saw a bolt of
lightning over the water. Thunder clapped! Rain fell like sheets of
glass from the sky. It was hard to see out of the car windows.
protect shield from danger

ruined spoiled or destroyed
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“The streets will flood soon,” Dad said.
“We must drive carefully,” Mom said.
The shore was pounded by angry waves. The waves were
strong and high. It was the afternoon, but the sky was as dark
as night.
People on the coast were leaving their homes. The roads
were crowded with cars. Our car moved slowly down the
wet road.
coast where the land meets the ocean
Before You Go On
What kind of major damage can a

UVQTO|FQ!
READING 3 111
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Later that day, we stopped at a hotel. Usually,
people on vacation stayed there. Now it was a shelter
for travelers. Many people were in the lobby of the
hotel. They were caught by the storm. They had
nowhere else to go.
Mom and I watched the news on TV. The
weather forecaster talked about the storm. She
explained that soon it would be over. But some people
were trapped. They were caught by the fast storm.
But my family was warm and safe inside the shelter.
Outside, the wind and rain shook the trees and
windows. People who were still outside needed help.
forecaster person who tells what the weather will be like

trapped not able to get out
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One news reporter was in a boat. He saw a family Reading Skill
on a raft. Their house was flooded, but they were
fine. Emergency teams rescued these people. By The word fine is a
basic sight word. It’s
that night, everyone was safe. I was happy now. And
a word you recognize
I had a story to share.
automatically. You don’t
have to sound it out.
flooded covered in water
rescued helped or saved
64–66
Think It Over
Reading Strategy
Visualize Setting 1. Recall Where does this
story take place?
• Describe the setting in your own words. 2. Comprehend How did
• Could this story have happened where you live? the hotel offer assistance
Why or why not? to the travelers?
• Did visualizing the setting help you to 3. Analyze What impact

did the hurricane have on
understand the story? How?
this family’s vacation?
READING 3 113
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Reading 3
Learning Strategies
Clues to Setting
To understand a story better, it helps to form a picture in your
mind of the setting. The setting is where and when a story
takes place. The setting of Hurricane! is near the beach during
a hurricane.
Practice
Work with a partner. Look for clues to the setting.
• Reread pages 108–109.

• Copy the words, phrases, or sentences
that help you get a clear picture of
the setting of the story.
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Use a Word Web
A Word Web helps you create a picture in your mind using
LWUV|YQTFU
Practice GO 13
Copy and complete this Word Web to describe the setting
of Hurricane!
1. 4GCFVJGSWGUVKQPUKPGCEJEKTENG
2. 9TKVGKPGCEJEKTENGYJCV[QWXKUWCNK\GQTRKEVWTGKP[QWTOKPF
3. %QORCTG[QWT9QTF9GDYKVJ[QWTRCTVPGToU
*QYCTGVJG[CNKMG!*QYCTGVJG[FKHHGTGPV!
What do What do
you see? you hear?
Setting: Near
the beach during
a hurricane
What do What do
you smell? you feel?
67
Extension
Apply #UGVVKPIECPDGFTCYP
Using the pictures in the story, make QTGXGPDWKNVKPCOQFGN
6JKPMQHCUGVVKPIVJCV
an outline of the events. Then narrate
[QWMPQYYGNN2KEVWTG
the story to a partner. JQYKVOKIJVNQQM
FWTKPICDKIUVQTO$TKPI
[QWTUGVVKPIVQNKHGKPC
FGUETKRVKQPFTCYKPIQT
OQFGN5JCTG[QWT
UGVVKPIYKVJ[QWTENCUU
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Reading 3
Grammar
Adjectives
Adjectives are words that describe (or modify) nouns. They
answer the questions Which one? How many? and What kind?
Usually, an adjective comes before the noun it modifies. An

adjective can also come after the verb be. It modifies the
subject noun.
Adjective Noun Noun Adjective

It was a big balloon. The balloon was big.
Different types of adjectives describe different qualities.

Purpose adjectives often end in -ing, like sleeping bag, frying
pan, and swimming pool.
Type Adjective Noun

opinion beautiful bird
size small desk
color red umbrella
material – what it’s made of brick house
purpose – what it’s used for sleeping bag
Sometimes we use more than one adjective before a noun. In

sentences where two or more adjectives come before a noun,
sequence the adjectives from opinion to purpose.
Adjective Adjective Noun

pretty (opinion) blue (color) flower
big (size) wooden (material) ship
metal (material) frying (purpose) pan
116 UNIT 2
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Practice A
Write adjectives before each noun. Choose adjectives
HTQO|VJGDQZ#FLGEVKXGUECPDGWUGFOQTGVJCPQPEG
warm beautiful plastic green sleeping

powerful metal brick big blue
1. a big brick house

2. two paintings
3. a volcano
4. a bicycle
5. a bag
6. the sea
Practice B
Put the adjectives in the correct order. Write the sentences in
your notebook.
1. There are yellow / small / birds in our backyard.
There are small yellow birds in our backyard.
2. Mom bought me a camping / blue / cool / bag.
3. Elise slept in the brown / big / wooden / bed.
4. Did you see the swimming / blue / large / pool?
5. Let’s meet at the stone / old / white / house. Grammar Check ✔
Name the types of
Apply adjectives you learned in
Work with a partner. Describe the things this lesson.
listed below. Use adjectives in your answers.

'ZCORNG A: A toy. A yo-yo is a small plastic toy.
B: A yo-yo has a long string. Yo-yos are fun. 68
• a toy • a beach • a kind of food
• an animal or pet READING 3 117
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Reading 3
Writing
Explain a Process
A process tells you how something happens. To explain a process,
writers put the steps in order, from first to last. They include
time-order words, such as first, then, next, and last. The steps in a
process should be clear and include as many details as possible.
Writing Prompt
Write a paragraph that explains something you do in steps, such as growing
a class plant or taking care of a pet. Be sure to use adjectives correctly.
1 Prewrite THE LIFE CYCLE OF A BUTTERFLY

Choose a process to explain.
STEP 1: Butterfly STEP 2: Long
Think about the steps that attaches egg to leaf caterpillar feeds and
you follow. List the steps, or stem. grows. It has a pattern
from first to last, in a chart. of stripes and patches on
body. It sheds skin three
A student named Sandra or four times.
listed her ideas in this chart:
2 Draft STEP 3: A pupa, or

STEP 4: Full-grown chrysalis, develops in a
Use your chart to help you butterfly leaves the green or brown outer
write a first draft. cocoon. It travels and case, called a cocoon.
lays eggs. Life cycle Inside, the chrysalis
• Keep in mind
begins again. turns into a butterfly.
[QWTRWTRQUG|HQT
YTKVKPItVQ|GZRNCKP
• Present the information clearly and include
as many details as possible.
• Include time-order words.
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where there are not enough details and ✔ Ideas
the steps are not in the correct order. Use I wrote the steps in a
process, from first to last.
the Writing Checklist to help you identify
I expressed my ideas clearly
problems. Then revise your draft.
and included details.
4 Edit ✔ IConventions
included adjectives.
Check your work for errors in grammar,
usage, mechanics, and spelling. Trade
papers with a partner to get feedback. Use
the Peer Review Checklist on page 402.
5 Publish
Here is Sandra’s explanation:
Sandra Miller
1. First, a butterfly attaches a tiny egg to a leaf or stem.

2. Next, a long caterpillar develops. It has an interesting pattern of
stripes on its body. The caterpillar feeds and grows. It sheds its
outer skin three or four times.
3. Next, a pupa, or chrysalis, develops. It is wrapped in a tough green
or brown outer case called a cocoon. The pupa turns into a butterfly.
4. Finally, a beautiful butterfly leaves the cocoon. This colorful
butterfly will travel to new places. It will lay eggs and the life cycle
will begin again.
69–70
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Put It All
Together
Apply and Extend

Link the Readings
Then follow these steps:
• For Lava Boat Tour!, put an X under the
words that remind you of the selection.
• Repeat the same activity for other readings.
Events Events
Informational
Literature caused by caused by
text
nature a storm
Lava Boat Tour!
Thunder and
Lightning
Hurricane!
Discussion
1. When Kilauea erupted in the past, the people Listening Skills
of Hawaii were surprised. Do forces of nature If someone is speaking
today usually surprise people? Explain. too quickly, you can say,
“Can you speak more
2. Describe the impact that the hurricane had on
slowly, please?”
the town in Hurricane!
3. What is similar about volcanoes, thunder and lightning
?
THE
B
BiG
iG
QUESTION
storms, hurricanes, and other major forces of nature?
How do people protect themselves from powerful forces of nature?
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Projects
Safety Guidelines Folktale World Map

Research what to do during Long ago, people created Create a map of the world.
a storm. Write school folktales to explain the Post photos on it showing
guidelines for students to weather. Tell your own types of extreme weather
follow in case of a terrible folktale to explain a form that are found around the
storm. QH|GZVTGOGYGCVJGT world.
News Article Vocabulary Hunt Graphic Organizer

Research on the internet or Listen to daily weather You learned about different
at the library to find a place reports for one week. Record types of lightning. Research
that recently had severe as many weather words as and create a graphic
weather. Write a newspaper you can. Create a collage to organizer to show other
article about the events. express the feelings of those types of weather, like rain,
words. clouds, or storms.
71–72
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Put It All Together

Give a How-to Presentation
You are going to write and give a how-to presentation. Then
you will listen as your classmates give their presentations.
1 Prepare Useful Language

A. Choose a dangerous situation or a sports Listen and repeat.
activity. You will present how to stay safe Do you know how to . . .?
or prepare for it. Then your classmates
First, find / Buy . . .
will ask you questions. Make sure you . . .
B. Think about the different steps. Decide You will need . . .
on the sequence. Now write your how-to Don’t forget . . .
presentation. Remember to describe what
you’re going to demonstrate and then explain
each step. Find props to use.
I am going to describe how to prepare for a blizzard. It is

important to do these things before the snow arrives.
First, make sure you have food that does not need to be
cooked. Peanut butter and bread are good. Also, you will need
plenty of bottled water to drink. Next, make sure the batteries in
your flashlights and radios work. Then find out if you have extra
blankets.
Second, make a list of the things you need to buy.
Third, go to the store and buy the things you need.
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2 Practice
Find a partner. Practice your presentation in front Speaking Skills
of your partner. Your partner will act out or mime A presentation can
your instructions. Work with your partner to use formal or informal
improve your presentation. Switch roles. language. Choose
which to use based
3 Present on the purpose of the
As you speak, do the following: presentation and its
• Speak clearly and slowly. audience.
• Use your props while you speak.

• After your presentation, answer questions
your classmates ask.
As you listen, do the following: Listening Skills
• Think about what you already know. Be an active listener.
• Take notes. Listen carefully to the
spoken words. Watch for
• Think of questions to ask the speaker after gestures and visuals.
the presentation.
4 Evaluate
✔ Did you describe what you demonstrated?
✔ Did you explain each step?
✔ Did you take notes?
✔ Did you ask any questions?
✔ What was the how-to presentation about?
✔ Did the speaker use formal or informal language?
✔ Think about the general meaning of the demonstration.
Can you think of a title for it?
Tell your idea to the class.
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Put It All Together
Writing Workshop
Write a How-to Essay
Writing Prompt
Write an essay explaining a process or how to do something. Present the steps of
the process in order from first to last. To make the order clear, use words such as
first, next, and finally.
1 Prewrite
GO 4
Review the writing you have done in this unit. Now choose a topic.
Think about things you know how to do, such as downloading a
song from the internet or making popcorn. List the steps of the
process in a graphic organizer like the one below.
A student named Andy listed his ideas like this:
STEP 1:
Put emergency supplies in a safe place.
STEP 2:
Listen to weather reports. Watch for signs of a tornado.
STEP 3:
Find or go to a safe place.
2 Draft
7UG[QWTITCRJKEQTICPK\GTVQYTKVGC|FTCHV
• Keep your purpose in mind—to explain how to do something.
• Present the steps in time order.
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3 Revise
Read your draft. Look
for places where ✔ Did
Ideas
I explain the
✔ Did
Word Choice
I choose
the writing needs
steps clearly? precise words?
Writing Checklist to ✔ Are
Sentence Fluency
I vary my
the steps in
help you. Then revise time order? sentence patterns?
your draft.
✔ Does
Voice ✔ Do
Conventions
my pronouns
Here is how Andy my writing
sound like me? agree?
revised his essay.
Andy Wong
Tornado Safety
You need to prepare for tornadoes before they hit. Revised
to make the
Tornadoes are powerful storms with fast winds. They can meaning clearer.
strike with little warning. They can destroy property and kill
people. Here are things you can do to stay safe.
First, gather emergency supplies and put them in a safe
Revised
place. Choose a spot that is protected from the tornado’s to correct
winds. Include water, canned foods, a first-aid kit, a radio, spelling errors.
a flash light, and batteries.

Then listen to reports if a tornado is predicted and
Revised
watch for signs of it coming. A tornado looks like a funnel. to make the
meaning clearer.
Sometimes you can hear it coming. A tornado sounds like a
waterfall.
Revised
Next, if a tornado is on its way, find or go to a safe place. to choose a
Stay away from windows. Lie down and cover your head with more effective
transition word.
your hands.
Tornadoes move fast. You need to be prepared in order Revised
to combine
to stay safe. sentences.
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Put It All Together
4 Edit
✔The steps are clear.
✔The steps in the
correct order.
a partner. Use the Peer Review Checklist to give
each other feedback. Edit your final draft in ✔All the information is
related to the topic.
response to feedback from your partner and
your teacher.
Spelling Tip
5 Publish
The letters gh are sometimes
Make a clean copy of your final draft. Share silent as in sigh, high, and
your essay with the class. light. Notice words with
silent gh and learn their
73–74
spelling patterns.
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Put It All Together
Fluency
Listen to the sentences. Pay attention to the groups of words. Read aloud.
1. It was erupting, and it was a gentle eruption.
2. We can follow tips to stay safe during thunder and lightning storms.
3. A family vacationing at the beach must find shelter when a hurricane
hits.
Work in pairs. Take turns reading the passage aloud for one minute.
Count the number of words you read.
One girl on the boat asked the tour guide how 10

the lava gets to the ocean. The guide explained 19
that the lava forms under the volcano, deep inside 28
the Earth. When the volcano erupts, some of the 37
lava flows out of the volcano’s crater. Then 45
the lava flows down the side of the volcano. 54
The lava is similar to thick chocolate syrup. 62
It flows slowly. 65
The lava flows across the island. You can see evidence 75
of old flows everywhere. There are destroyed houses and 84
roads covered by black lava rock. Sometimes the lava gets 94
all the way to the ocean. That’s what we saw. We were lucky. 107
It was awesome! 110
word is in.
• Then take turns reading the text again. Count the
number of words you read.
75
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Test Preparation
Taking Tests
Coaching Corner
Answering Test Items for Revising and Editing
• Revising and Editing Tests often ask you to look for

corrections and improvements that a writer should
make.
• Before you read the written selection, preview the
questions and answer choices.
• After reading the whole selection, go back and carefully

reread the sentence mentioned in the question. Do you
notice any mistakes in grammar or punctuation?
• Read each of the answer choices to yourself to see if one
of them sounds better than the sentence in the selection.
Choose the answer that does the most to improve the
whole sentence.
• Remember that sometimes the sentence will not need
any corrections or improvements.
77–78
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Practice
Read the selection. Then answer the questions.
Circle the correct answers.
(1) It stopped raining in the Southwest in the summer of

1931. (2) Crops died. (3) There was nothing left to hold the dirt
on the ground. (4) Then the dust storms begin. (5) This event was
called the Dust Bowl, and it lasted for 10 years. (6) There was dust
everywhere. (7) There was dust in the food and in the water. (8) It
is hard for animals and people to breathe. (9) Sometimes there was
so much dust in the air, people couldn’t see the sun. (10) The sky
become so dark, it looked like night during the day.
1 What is the BEST way to revise 3 What change, if any, should be

sentence 4? made in sentence 10?
A Then the dust storms end. A Change looked to look.

B Then the dust storms begun. B Change become to became.
C Then the dust storms began. C Change become to were.
D No revision is needed. D Make no change.
2 What revision, if any, is necessary in

sentence 8?
F It was hard for animals and

people to breathe.
G It were hard for animals and
people to breathe.
Tips
H It are hard for animals and
people to breathe. ✔ Read sentence 4 in the selection
again. What action is described?
J No revision is needed.
✔ Read each answer choice to
yourself. Think about how to form
past tense verbs.
✔ Sentence 10 contains an irregular
verb. Is it used correctly?
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Unit
3 Telling
Tales
Everyone enjoys
a good story. You
will read two tales
and a play. They are
different genres, or
types of literature.
What stories do you
like to tell or read?

Pourquoi Tale Play Tall Tale
Why Mosquitoes The Shoemakers John Henry and

Buzz in People’s Ears and the Elves the Machine
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? HE
THE
BiG
QUESTION
What do the
characters in tales
have in common?

You will talk about telling tales. In the
Listening and Speaking Workshop, you will
perform a play.
Writing
You will practice narrative writing. In the
Writing Workshop, you will write a story.
Quick Write
What is your favorite story?
Describe what happens.
View and Respond

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Build Unit
about reading?
Words to Know
Listen and repeat. Use these words to talk about reading.
a magazine a newspaper a recipe
a cereal box a website directions
Practice
Work with a partner. Ask questions using the words above. Answer
them using words from the box or your own ideas.
see get learn how to see

photographs information do something illustrations
Example: A: Why do you read a newspaper?

B: I read a newspaper to get information.
Write
Read the question. Write your answer in your notebook.
What do you like to read? Why?
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Make Connections
a cookbook a computer
a board game photographs
1. It is fun to play with friends. Before we play,

we always read the directions so we can learn the rules.
2. I like to go on to get information. There are a

lot of interesting websites that help me with my homework.
3. My mom loves to cook. She reads recipes from .

She always measures the ingredients.
4. When I go to the dentist I like to read a magazine. There are

many things to read and lots of to look at.
What about you?

Talk with a partner. Talk about other things you can read.
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Build Unit
Background
Kids’ Stories
from around
the World
U.S.A.
Raymond
I live in the U.S.A. My father
told me a tale about Johnny
Appleseed. He was a kind man
who had very little. But he
did have apple seeds. Johnny David
traveled to many places. He I live in the United Kingdom.
planted apple seeds wherever My house is near the Natural
he went. Apple trees grew and History Museum. I like to visit
produced fruit for people to eat. the fossil of a giant dinosaur. We
call him Claws. My favorite poem
is Bones to Stones. It is about a
dinosaur just like Claws.
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United
Kingdom
Germany
Burkina
Faso
Katya
I live in Germany. My
favorite story is Little Red-
Cap. In some countries,
this story is called Little
Red Riding Hood. The
girl walks through
the woods to visit her
grandmother. She finds a
surprise. A wolf is in her
grandmother’s bed!
Flora
I am from Burkina Faso. The What about you?
summers here are hot and rainy. 1. Do any of these stories
That means there are lots of sound familiar to you?
mosquitoes. My grandmother Which ones?
tells a story about mosquitoes 2. Do you know of any stories
that buzz in people’s ears. or tales? Share them with
the class.
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Reading 1
Prepare to Read
Key Words
Why Mosquitoes Buzz in People’s Ears is a
What You pourquoi tale. It explains why mosquitoes
Will Learn can’t talk.
Reading
Context, phonics
1 Sasha and Pedro put a tidbit of food in the
O Reading strategy:
Identify events in fish tank.
a plot
O Text
type: Literature
(pourquoi tale)
1
Grammar
Singular and plural
nouns
Writing
Retell a familiar story 2 My little brother is always getting
into mischief .

you understand the
reading. 2
Key Words
tidbit
mischief
3 Jessie likes to whisper nonsense in Rose’s ear.
nonsense
duty
satisfied 3
council
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4 Every citizen has a duty to
vote. Voting helps cities and 4
towns make plans.
5 Kelly was satisfied with the

sandcastle she built.
6 This student council meets

once a week. It is the school’s government.
5
Practice
• Write a word on the front.
• On the back, write a sentence, but leave a blank
where the key word should be.
Make Connections
What are your duties at home? What is a student’s duty
at school? After discussing these questions, write your
responses in your notebook using the key words.
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Reading 1

you talk about the
Academic Words
reading.
Words in Context
Academic
Words In spring, many animals emerge from their
winter homes.
emerge
appear or come People often react to a mosquito by waving
out from it away.
somewhere
Students should always respond politely when a
react
teacher speaks to them.
say or do
something because
of something else Practice
respond
Choose an academic word to complete each
answer
sentence.
1. Please to the test question.

Write your answer neatly.
2. The soccer fans to each goal

with cheers.
3. Moths will from their cocoons.
Apply
Ask and answer with partner.
1. How do you react when you do well on a test?
2. How do students emerge from their classroom

on the last day of school?
80 3. How do you respond when a friend asks for

a favor?
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Phonics
Long Vowel Pairs
Long vowel sounds can be spelled with two vowels together
making a pair. Listen. Then read each word aloud.
Long Vowel Pairs
Long a Long e Long i Long o Long u

wait, day bean, tree cried roam, toes true, fruit
Did you notice that each word has two vowels together?
Which vowel do you hear? Which vowel is silent?
Rule
When two vowels are together, the first vowel is usually long,
and the second vowel is silent.
wait bean true
Practice
Work with a partner. Sound out the words in the box. Then
write the word that has the vowel sound.
road skies clue fail need
1. long a 4. long o
2. long e 5. long u
3. long i 81
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Reading 1
Literature
Why
Mosquitoes
?
Pourquoi Tale
Buzz in
THE
More About BiG
QUESTION
How are animal characters

like people? People’s Ears
Listen to the Audio. by Pam Walker
Listen for the general meaning. illustrated by Gary Krejca
Think about the situation or
context. Use this to help you
understand the story.
Reading Strategy
Identify Events in a Plot
A plot is made up of events from
the story. Identifying the events
can help you understand the story.
As you read:
• Pay attention to the order in
which events happen.
• Notice how one action leads to
another action.
reading strategy.
Have you ever heard a mosquito

buzzing in your ear? Here’s where that
insect’s annoying habit came from.
annoying making you feel a little angry
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Reading Skill
Ask your classmates or
teacher when you do
not understand a word,
phrase, or language
structure.
One summer day, Mosquito saw Turtle sunbathing on

a rock.
He flew over to his friend and whispered in her ear. “I
have a tidbit of news!”
“You should not gossip,” said Turtle.
“But wait until you hear this!” said Mosquito. “Farmer
grew a carrot as large as an elephant!”
“That is nonsense!” Turtle cried. “I don’t want to hear
it!” She stuffed leaves in her ears and walked away.
Snake was in a tree branch when Turtle walked by.
“Hi, Turtle!” he hissed. “It’sssss me.” But Turtle could
not hear him.
gossip talk about someone in a way that is not nice
Before You Go On
Why didn’t the turtle respond to

the snake?
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“Turtle must be mad at me,” Snake thought sadly.
He slithered out of the tree to hide under a log.
Mouse lived in the log. When she saw Snake coming,
she ran from her home.
“What’s wrong?” Rabbit asked the timid mouse.
“I have no time to talk,” said Mouse. “Run!
Danger!”
So Rabbit ran as fast as she could. “Run!” she
cried. “Danger!”
Monkey heard Rabbit’s cries. “Something bad
is happening!” he thought. “It is my duty to tell
the others!”
He jumped from tree to tree. “Run!” he called.
“Danger!”
slithered moved by sliding along a surface

timid shy or scared
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Monkey jumped to the tallest tree. He landed near Owl’s
nest. The nest began to shake. Then one egg fell to the
ground.
When Owl returned, she saw that one of her eggs was
missing. She was very sad, so she forgot to hoot the next
morning. Because Owl did not hoot, the sun did not wake up.
The forest remained dark for days.
Finally, Lion asked Rabbit to fetch the others. The
animal council had to talk about this problem.
“Everything is dark, and I am not happy,” Lion roared.
“Why won’t you hoot, Owl?”
remained stayed
fetch get and bring back
Before You Go On
How did the monkey react after he

heard the rabbit’s cries?
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“I am too sad to hoot,” said Owl. “Monkey broke one of
my eggs!”
Lion looked at Monkey. “Rabbit said there was danger!” said
Monkey. “I wanted to warn everyone!”
Lion looked at Rabbit. “Mouse told me to run!” Rabbit said.
Lion looked at Mouse. “Snake came to my house! I was
afraid he would eat me!” cried Mouse.
“I wassss not hungry. I was sssssad,” hissed Snake. “Turtle
would not ssssspeak to me.”
Just then, Turtle walked by.
“Turtle!” Lion roared. “Are you Snake’s friend?”
“What?” Turtle removed the leaves from her ears. “Yes, I am
Snake’s friend.”
warn tell someone that something bad or dangerous may happen
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“Then why didn’t you speak when Snake said hello?”
asked Lion.
“I did not hear him,” said Turtle. “Mosquito gossips, so I put
leaves in my ears.”
“All this mischief started with you, Mosquito,” the angry
lion said. “You may never talk again.”
All the animals were satisfied , but not Mosquito. Even
82–84
today mosquitoes want to talk. But all they can do is buzzzzz!
Think It Over
1. Recall Who decides that

the animal council must
meet?
Reading Strategy 2. Comprehend How does

Mouse react when she
Identify Events in a Plot sees Snake?
• What action started the events of the story? 3. Analyze Does the real
story behind the animals’
• Did identifying the events in the plot help you reactions finally emerge
understand the story? How? at the council’s meeting?
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Reading 1
Learning Strategies
Sequence of Events
In many stories, events happen in a certain order. That order is
called the sequence of events.
Practice
Read these events from Why Mosquitoes Buzz in People’s Ears.
List them in order from 1–5.
• Turtle told Mosquito that Mosquito should not gossip.

• Turtle stuffed leaves in her ears and walked away.
• Mosquito flew over to tell Turtle a tidbit of news.
• Mosquito whispered some gossip in Turtle’s ear anyway.
• Mosquito saw Turtle sunbathing on a rock. 1
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Use a Sequence of Events Chart
A Sequence of Events Chart helps you put events in the correct
order. Start with the first event. Then write each event that
happens after that. Finish with the last event.
Practice
GO 4
Complete this chart.
• Reread the story. List the tale’s events in the correct order.
• Share your chart with a partner.
• Discuss what would happen if someone read the events
in the wrong order.
Sequence of Events in Why Mosquitoes Buzz in People’s Ears
First Mosquito sees Turtle sunbathing.

Then
Next
Next Owl forgets to hoot.
Then
Next
Finally Lion tells Mosquito he can never talk again.
85
Extension
Apply
Do you know how to play
Using the pictures in the reading, Telephone? Form a circle with your
retell the story to a partner. Use classmates. The first person whispers
a sentence to the next person. That
some of the key words.
person whispers the same sentence
to the next person. The last person
says the sentence aloud. Did the
message change? How?
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Reading 1
Grammar
Singular and Plural Nouns
A noun refers to a person, place, or thing. A plural noun
Singular Plural
refers to more than one person, place, or thing.
a cat three cats
Review the spelling rules for making plural nouns.
Rules Examples
Most nouns, add -s turtle turtles
Nouns ending in -ch, -sh, -ss, or -x, add -es branch branches
Nouns ending in consonant + -y, change baby babies
the -y to -i and add -es
Nouns ending in vowel + -y, add -s day days
Most nouns ending in consonant + o, add -es mosquito mosquitoes
Most nouns ending in vowel + o, add -s studio studios
Most nouns ending in -f or -fe, leaf leaves
change the -f to -v and add -es knife knives
The plural form of irregular nouns varies. For example:
child children; person people; man men; woman women.
Remember: Singular nouns take Noun Verb

singular verbs. Singular verbs end Singular Subject This dog runs fast.
in -s. Plural nouns take plural Plural Subject These dogs run fast.
verbs. Plural verbs don’t end in -s.
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Practice A
Circle the singular subject nouns in the
sentences.
1. The flower blooms in the summer.
2. A child often gets into mischief .
3. A tourist usually goes to a beach for

a vacation.
4. The man responds to the fire alarm.
5. The wolf emerges in the evening.
Practice B
Change the subject nouns in Practice A into plural nouns.
Be sure the subject agrees with the verb. Write the sentences
in your notebook.
1. The flowers bloom in the summer.
Apply
Work with a partner. Say whether each noun is singular or
plural and use it in a sentence. Then your partner will change
it to its opposite form and use it in a sentence.
Example: A: Brushes is plural. That store

Grammar Check ✔
sells many brushes.
How do you form the plural for
B: Brush is singular. My dog most nouns ending in -f or -fe?
chewed his brush.
brushes shelves women

hero person habit 86
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Reading 1
Writing
Retell a Familiar Story
When you retell a story, you explain what happened in your
own words. Ask yourself: Did I retell the most important events
or actions? Did I retell the events in the correct order? Did I use
my own words?
Writing Prompt
Write a paragraph retelling a story that you know.
1 Prewrite GO 4
Beginning
Choose a familiar story to A little mouse woke up a sleeping lion. The
lion caught the mouse.
retell. Think about what
happened in the beginning,
middle, and end of the Middle
story. List these events in a The mouse asked the lion to free him. The
mouse promised to help the lion. The lion
sequence of events chart. freed the mouse.
A student named Josh listed
his ideas in this sequence of End
events chart: The lion was caught in a hunter’s trap. The
mouse chewed a rope and freed the lion.
2 Draft
Use your sequence of events
chart to help you write a first draft.
• Keep in mind your purpose for writing—to retell.
• In your own words retell the events from the beginning, middle, and
end of the story in order.
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where the story events are out of order. ✔ Ideas
Use the Writing Checklist to help you I told the events from the
beginning, middle, and
end of the story.
4 Edit I used my own words.

used singular and plural
nouns correctly.
2GGT4GXKGY%JGEMNKUVQPRCIG|'FKV The subjects and verbs in
your final draft. my sentences agree.
5 Publish
your paragraph with the class. Save your work.
You will need to refer to it in the Writing
Workshop.
Here is Josh’s story:
Josh Snyder
The Lion and the Mouse

A great lion was sleeping in the forest. A little mouse ran over
to the lion and woke him up. The lion grabbed the mouse with
his large paw. “Please let me go and one day I will help you,”
the mouse said. “Help me?” the lion roared. “But you are only a
tiny mouse,” the lion laughed. Still, the lion was kind and let the
mouse go.
The next day the lion was caught in a hunter’s trap. He roared
angrily. He could not break the hunter’s ropes. The mouse heard
the lion and came quickly. The tiny mouse chewed on one of the
ropes until the lion was free.
87–88
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Reading 2
Prepare to Read
Key Words
The Shoemakers and the Elves is a play about two
What You elves and two shoemakers who help each other.
Will Learn
Reading Words in Context 1
1 The queen wore her
Context, phonics
fine clothing when
O Readingstrategy:
Make inferences her picture was painted.
(play) 2 Taxis quickly whisk riders
Grammar across town.
Possessives
Writing
Write a letter to a friend 2
or family member

you understand the
reading.
2
Key Words Many red stitches hold this baseball
3
fine together.
whisk 3
stitches
stroke
bare
wink
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4
4 At the stroke of midnight,

Cinderella ran out of the palace.
6
5 Old Mother Hubbard’s cupboard
was bare . There was no food inside.
6 Can you wink with your

right eye?
Practice
• Write a word on the front.
• On the back, write a sentence, but leave a blank where the key
word should be.
Make Connections
“As quick as a wink” means “very quickly.” People use that expression
even when something does not happen as quickly as a wink. What are
some expressions you use? Explain what they mean.
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Reading 2

you talk about the
Academic Words
reading.
Words in Context
Academic
Words The students appreciate the teacher’s help.
appreciate
Doing your chores will benefit the whole family
be thankful because your home will stay tidy.
or grateful for
Mom could infer that Leo was home because she
something
saw his backpack by the door.
benefit
provide something
helpful or good Practice
infer Choose an academic word to complete each
form an opinion sentence.
based on
information 1. They everything the coach
you have does for them.
2. When you read a story try to

how the characters get along.
3. All the students will from the

new computers in the classroom.
Apply
4. How do you show that you appreciate your

friend’s help?
5. How does your homework benefit you?
6. How could people infer that you like to

90
help others?
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Phonics
Vowel Pair: ea
Each word below has the vowel pair ea. Listen to your teacher.
Then read each word aloud.
Vowel Pair ea
Long e Short e
eat bread
each head
speak ready
Rule
The vowel pair ea can have two sounds: the long e sound,
as in eat, or the short e sound, as in bread. If you see a word you do
not know, try saying the ea sound both ways.
Practice
Read the sentences with a partner. Take turns.
• They will sneak into the house.

• The mice will eat cheese instead of bread.
• Their shoes are made from leather.
• The girl thinks she is dreaming.
1. List the words in which ea has the long e sound.
2. Then list the words in which ea has the short e sound.

91
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Reading 2
Literature The
? Shoemakers
Play
and the Elves

THE
More About BiG QUESTION
Why do tales often tell

about characters that help by Amanda Hong
each other?
illustrated by Sheila Bailey

Think about the situation or Cast
context. Use this to help you Pixie, a female elf
understand the story.
Lumkin, a male elf
Reading Strategy Amelia, a shoemaker and Diego’s wife
Diego, a shoemaker and Amelia’s
Make Inferences
husband
When you make inferences, you
are figuring out what the author
means but doesn’t say.
• Think about what you already
know that the text doesn’t
tell you.
• Use the information in the text
and your own experiences.
reading strategy.
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Scene 1: [Two elves are looking into the window of a house.
Two elderly shoemakers are inside. They are yawning. The
elves wear tattered clothing. They are cold.]
Lumkin: Let’s play a trick on them!
Pixie: No, Lumkin. I think we have had enough fun for one
day. We need a warm place to rest.
Lumkin: You’re right. I don’t want to get chased out of
another house. I’m cold.
Pixie: [She looks in the window again.] Those people
look tired.
Lumkin: And their shelves look bare . The shoemakers have
nothing to sell.
Pixie: They’re talking. Let’s listen.
elderly old
tattered old and torn
Before You Go On
Why do you think Lumkin and Pixie

were chased out of a house?
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[The shoemakers are tired and worried. Tools for tomorrow’s
work are on a table.]
Diego: I don’t know how we can survive. We have no more
leather to make shoes.
Amelia: What will we do?
Diego: Maybe we should close our shop.
Amelia: Then what will we do? Sell firewood?
Diego: Why not? I can chop down the walls to find wood.
[They yawn as they walk upstairs.]
Amelia: Let’s sleep. We’ll think about this tomorrow.
[The elves enter the shoemakers’ shop.]
Pixie: This is sad, Lumkin.
Reading Skill
As you read, use the
pictures to help you
understand the words
and ideas.
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Lumkin: Yes, I am very sad. There is no bread here for us
to eat.
Pixie: I think the shoemakers’ problems are bigger than ours.
We should help these people.
Lumkin: He wants firewood. Let’s chop up the house!
Pixie: No tricks, Lumkin.
Lumkin: We could finish making the shoes. Then tomorrow
the shoemakers will get a big surprise.
Pixie: Yes! We will make so many beautiful shoes. Everyone
will want to buy them.
Lumkin: If you get that cheese on the mousetrap, I will
make the shoes as quick as a wink .
Pixie: You always ask me to do the hard things.
mousetrap trap that uses food to catch mice
Before You Go On
What could you infer about Lumkin

wanting the cheese?
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Reading Skill
The word such is a
[The elves finish working.] basic sight word. The
Lumkin: Let’s put away the tools and leather. more you read, the more
Pixie: Whisk the mess away. Let’s go play! words you’ll recognize
[The elves leave. The next morning, the automatically.
shoemakers come downstairs. They find
the new shoes. They are speechless .]
Amelia: Look, Diego! Shoes! I must be dreaming!
Diego: Did you get up and work last night?
Amelia: No! I was going to ask you the same thing!
Diego: Then I must be dreaming, too! These shoes
are beautiful.
Amelia: Look at these stitches!
The quality is
very fine .
Diego: Even we could not
have made such
special shoes.
Amelia: Let’s put them in
the window.
[They embrace.]
speechless unable to speak

quality degree to which
something is good or bad
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[One week later, the shoemakers sit at the table.]
Diego: We are very lucky. Every night, someone makes
shoes for us.
Amelia: And every day, we sell all those new shoes. We have
so many customers now.
Diego: Who do you think is making the shoes, Amelia?
Amelia: I have no idea, Diego. But I would like to thank
them. Wouldn’t you?
Diego: Yes. But how?
Amelia: I have an idea!
[That night, Diego and Amelia do not go to bed. Instead, they
hide behind a curtain. At the stroke of midnight, the two elves
appear at the window.]
Diego: [whispering] Elves?
Amelia: [whispering] Elves! How delightful !
customers people who buy goods and services

delightful very nice
Before You Go On
How do the shoemakers show that they

appreciate the new shoes?
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[The clock rings twelve times. Lumkin and Pixie sneak into
the house through the window.]
Pixie: Try to be quiet, Lumkin. We do not want to wake up
the people.
[Lumkin runs to the mousetrap. He grabs the bait and eats it.]
Pixie: That cheese is for mice.
Lumkin: It’s for hungry elves, too. I like to eat before I work.
Pixie: Well, there is a lot of work to do tonight.
[The elves go to the table and begin working. The shoemakers
watch from behind the curtain.]
Amelia: We should do something nice for those hard workers.
Diego: I have an idea!
sneak go somewhere very quietly so as not to be seen or heard

bait food that is used to attract and catch animals
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[The next night, the shoemakers put two packages on the
table. Then they hide and peek through the curtains.]
Lumkin: It’s midnight.
Pixie: That means it’s time to go to work.
[The elves look around. The table is bare except for
the gifts.]
Lumkin: Where is the leather? Where are the tools?
Pixie: What is this?
[The elves open the packages.]
Pixie: These beautiful things are for us!
[They try on the clothes and shoes. Then
they dance with joy.]
Lumkin: Let’s go outside and play!
Pixie: But what about our work?
Lumkin and Pixie: Ha ha!
[The elves laugh as they dance. The
shoemakers smile as the happy elves leave.]
peek look secretly at something that you are nott supposed

to see
92–94
Think It Over
1. Recall What problem do

Amelia and Diego have?
2. Comprehend Do the
elves appreciate the gifts
Reading Strategy from the shoemakers?
Make Inferences How do they show it?
3. Analyze How do the
• What time did the elves come? elves and the shoemakers
• How can you make that inference? both benefit in this story?
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Reading 2
Learning Strategies
Infer and Predict
To infer is to figure out something that the author doesn’t
directly tell you. To predict is to make guesses about what
will happen.
Practice
Make inferences or predictions about the passage.
The manager hired Manuel instead of Joe. He needed

an experienced waiter, and he did not have time to
teach Joe everything. Joe hoped to find a job soon.
Summer vacation had already started. School would
begin again in September. There were lots of “Help
Wanted” signs on Main Street. Joe would keep looking
for a job.
1. Has Joe been a waiter before?

2. Has Manuel been a waiter before?re?
3. Is Joe a student?
4. Will Joe return to school soon?
5. Does Joe want a job?
6. Will Joe get a job?
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Use an Infer and Predict Chart
An Infer and Predict Chart helps you answer questions about a
story or play.
Practice GO 3
Work with a partner. Read the dialogue in the first column.
• Discuss what you know about the elves and the shoemakers.
• Answer the questions in the second column.
Dialogue Infer/Predict
Lumkin: Let’s play a trick on them! 1. Infer: Which elf seems more
Pixie: No, Lumkin. I think we have had sensible?
enough fun for one day. 2. Infer: Have the elves been
Lumkin: You’re right. I don’t want to get chased out of a house before?
chased out of another house. I’m cold.
Lumkin: If you get that cheese on the 3. Predict: What will Lumkin and
mousetrap, I will make the shoes as Pixie do with the cheese?
quick as a wink. 4. Infer: Which does Pixie think is
Pixie: You always ask me to do the hard harder, getting cheese or making
things. shoes?
Pixie: These beautiful things are for us! 5. Infer: Do the elves like their
Lumkin: Let’s go outside and play! gifts?
Pixie: But what about our work? 6. Predict: Will Lumkin and Pixie
Lumkin and Pixie: Ha ha! come back to work after they play?
95
Apply
Extension
Summarize the story to a partner.
Use some key words. Think of a chore you can do. Explain
it to a partner. Ask your partner to
follow the directions. Then switch roles
and follow your partner’s directions.
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Reading 2
Grammar
Possessives
Use the possessive form to show that someone or something
“possesses,” or owns, something. To form the possessive of
singular or plural nouns that don’t end in -s, add apostrophe
s| ’s).
Singular Noun Object Plural Noun Object

the girl’s dress the children’s books
the group’s notes the women’s team
To form the possessive of plural nouns that end in -s, add an

CRQUVTQRJG ’).
Plural Noun Object

the students’ school
the Raines’ house
9JGPVYQPQWPU HQTGZCORNGVYQRGQRNG UJCTGQYPGTUJKRQH

something, add the apostrophe-s ‘s) only to the second noun.
Compound Noun Object Meaning

Miguel and Wanda’s dog The dog belongs to both
Miguel and Wanda.
Possessive adjectives also show possession. A possessive

adjective comes before a noun.
Possessive Adjectives Object

my, your, his, her, its, our, their cats
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Practice A
Change each phrase into the possessive form.
1. the clothing of the elves the elves’ clothing
2. the shoes belonging

to customers
3. the horses belonging

to Diego
4. the problems of the

shoemaker
5. VJGFCPEGQH.WOMKPCPF2KZKG
Practice B
Answer the questions about The Shoemakers and the Elves in
Apply. Write your answers in your notebook. Use possessive nouns.
1. Amelia is Diego’s wife.
Apply
Work with a partner. Ask and answer these questions. Use
[QWT|CPUYGTUHTQO2TCEVKEG$
Example: A: Who is Amelia?

B: She is a shoemaker. She is Diego’s wife.
• Who is Amelia?
Grammar Check ✔
• Who is Diego?
Why do we add ’s to nouns?
• Whose shelves are bare?
r 9JCVKU2KZKGCPF.WOMKPoURTQDNGO!
• Whose problems are bigger? Why? 96
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Reading 2
Writing
Write a Friendly Letter
In a friendly letter, you share your experiences A friendly letter
includes these parts: date, greeting, body, closing, and signature.
Writing Prompt
Write a friendly letter about an interesting event. You can write to a friend or to
someone in your family. Be sure to use possessives correctly.
1 Prewrite
Choose an event to write about. The event can take place in your
school, home, or community. List your ideas in a graphic organizer.
A student named Kate used this graphic organizer:
August 8, 2019 date
Dear Rosetta, greeting

Last Saturday, my dog, Sam, was in a pet show
body
at ...
Love, closing
Kate signature
2 Draft
Use your graphic organizer to help you write a first draft.
• Keep in mind your purpose for writing—to write a letter.
• Write information in each part of the letter and include
interesting details.
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where the writing needs improvement. ✔ Ideas
Use the Writing Checklist to help you I filled in all the parts of a
identify problems. Then revise your draft. friendly letter.
4 Edit
✔ Word Choice
I included interesting
Check your work for errors. Trade papers details.
with a partner to get feedback. Use the ✔ Conventions

I used possessives correctly.
5 Publish
You will need to refer to it in the Writing Workshop.
Here is Kate’s personal letter:
32 First Avenue
Philadelphia, PA
August 8, 2019
Dear Rosetta,
Last Saturday my dog Sam was in a neighborhood pet
show at Logan Park. Many of our neighbors’ pets were
in the show, too. People brought their dogs, cats, rabbits,
birds, and fish. I didn’t think most of the animals would get
along. But they did, most of the time! Then, in the middle of
a contest, Sam’s collar fell off and he raced around the
park. I guess he won’t win prizes for being well behaved. It
didn’t matter. It was a wonderful day! Write soon.
Love,
Kate
97–98
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Reading 3
Prepare to Read
Key Words
John Henry and the Machine is about a contest
What You between a man and a machine.
Will Learn
O Vocabulary building: 1
1 An elephant is a mighty
Context, word study
animal that can help people
O Reading strategy:
Identify characters move large objects.
O Texttype: 2 A person can use a
Literature (tall tale)
sledgehammer to break up
Grammar rocks.
Quotations
2
Writing 3 A machine can help
Write a dialogue people do work faster and
between two characters with less effort.
3
you understand the
reading.
Key Words
mighty
sledgehammer
machine
boasted
sputter
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4
4 The boy boasted that he was
faster than his brother.
5 A car will sputter when it

runs out of gas.
Practice
• Divide your page into three columns: the new words, their
definitions, and drawings of the words when possible.
Make Connections
Machines can’t do everything that people can do.
What is something you can do that a machine
cannot? Draw a picture to show one of the skills
you are good at. Then write a caption under your
picture. Present your drawing and read your caption
to the class.
99
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Reading 3

you talk about the
Academic Words
reading.
Words in Context
Academic
Words I don’t anticipate any problems with this class.
anticipate
The collectors display their coins in a glass case
guess or expect for all to see.
that something
One possible scenario for the plot of our play
will happen
could be a girl auditioning for a singing contest.
display
show
scenario Practice
setting or situation Choose an academic word to complete each
sentence.
1. We good judgment when we

think carefully before we act.
2. This is a very familiar story. I can

the end of this story before it happens.
3. Here is the . You’re just getting

home from vacation. It’s very late.
Apply
1. What is one thing that happened recently that

you did not anticipate?
2. How would you display your favorite toy?
100 3. Can you imagine a scenario in which

something surprising might happen? Describe it.
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Word Study
Synonyms and Antonyms
Notice the words in purple. What do they mean?
Wild horses are amazing! They have

such powerful bodies and strong legs.
The words powerful and strong both mean “having

great power or strength.” They are synonyms. Synonyms are
words that mean the same or almost the same thing.
The word weak means “not having strength or power.” Weak

and strong are antonyms. Antonyms are words that have
opposite meanings.
Practice
Work with a partner. Replace each underlined word with
a synonym or an antonym from the box. Write the new word.
later roam
strong talk
1. I’d love to chat some more.
2. The horse was weak.
3. Where did you wander?
4. Can we finish our work now?
101
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Reading 3
Literature
John Henry
?
Tall Tale
THE
and the
More About BiG
How is John Henry similar to
QUESTION
Machine
characters in other tall tales?
by Michael Dunn Moriarty
illustrated by Nicole Laizure
Think about the situation or
context. Use the pictures to help The world is full of stories about
you understand the selection. the mighty John Henry. But he started
out as a baby, just like the rest of us. The
Reading Strategy
only difference was that even as a baby,
Identify Characters
John Henry could lift a sledgehammer
Characters are the people or over his head.
animals in a story or poem.
The main characters are the
most important ones. The minor
characters are less important.
Think of a fairy tale you know well
(for example, Cinderella). Then
answer these questions:
• Who are the characters?
• Who is the main character?
(There could be more than one
in a story.)
• Who are the minor characters?
reading strategy.
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Reading Skill
As you read, use the
pictures to help you
understand the words
and ideas.
Young John Henry loved that big hammer. He liked to

pound on rocks. Up went the hammer, and then down it came.
John Henry could turn big rocks into dust.
When he grew up, John Henry worked for the railroad. He
was bigger and stronger than everybody else on the job. All day
long, he hammered steel spikes into rocks. He broke every rock
that was in the way of the railroad.
John Henry was as happy as a man could be. Then a stranger
brought a new machine to town.
pound to hit very hard

spikes pointed metal objects that can be hammered into rocks to break
them apart
Before You Go On
What do you think the stranger’s machine

can do?
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The stranger boasted that his drilling machine could do
more work than ten men.
“Impossible!” John Henry cried. “No machine can do more
work than I can.”
The stranger challenged John Henry to a contest. He wanted
to prove what his machine could do.
He pointed to a wall of rock. “Let’s see who can drill
through that!” Then he started his machine. John
Henry raised his hammer.
John Henry and the machine worked. They
worked all day and all night. They each broke
through the thick wall, one rock at a time.
drilling creating a hole in something, usually

with a pointed object
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The next morning, dust and
people were everywhere. A crowd
had gathered to watch the contest.
They came to cheer for John Henry.
By noon, the stranger’s machine
began to sputter . But John Henry
was still going strong.
Suddenly, the machine hissed.
Then it died. John Henry brought
his hammer down for one final
blow.
When the dust cleared, everyone
saw that John Henry had broken
through the rock wall!
“You won the contest!” they
cried.
John Henry smiled. “Yes, I did,”
he said. “Now, I just want to get
back to work.”
102–104
Think It Over
Reading Strategy 1. Recall What was the

Identify Characters scenario that led someone
to suggest a race?
• Who were the characters in the story? 2. Analyze Why did the
• Who was the main character? stranger anticipate that
If there was more than one, who were they? his machine would win?
• Who was a minor character? 3. Comprehend What

If there was more than one, who feeling in John Henry
does the illustration on
were they?
this page display?
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A Closer
Look at...
Tall Tale Characters
▲ Paul Bunyan
Paul Bunyan was a giant lumberjack with some unusual skills. Legend has it that he could cut
down an entire forest with one swing of his axe. Stories of Paul Bunyan’s adventures almost
always include his giant blue ox named Babe.
▲ The Hero of Bremen

Hans was a cobbler, or a shoe repair man. He could move around only by crawling on his knees
and knuckles. Bremen, in Germany, the town where Hans lived, was getting very crowded. The
people from Bremen wanted to buy more land from a very rich countess. The countess’ nephew
offered to give the people land for free! He said, I’ll give you “all the land that a man can walk
around in a day!” But he chose Hans as the walker! Hans crawled on his knees and knuckles across
the land that the countess’ nephew promised. Roland, Han’s favorite knight from the Middle
Ages, appeared and helped Hans by stopping time to give Hans more time to cover more land.
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▲ Ali, the Honest Man
Ali was a young man from Persia who never told a lie. The king didn’t believe this was possible.
He tried to trick Ali into lying to the queen. He said, “Ali, I am traveling by horse to see my
parents. Please go to the garden and tell the queen.” But the king stayed at the castle to trick Ali
into a lie. Ali went to the garden and said to the queen, “The king says that he is traveling to see
his parents by horse.” The king rushed into the garden because he was sure that Ali told a lie.
“No,” said the queen, “this young man did not lie. He simply told me your exact words.”
Activity to Do
These use pictures and

words to tell about famous
characters from tall tales.
• Research one of these

characters that interests
you.
• Create two pages, using

▲ Sally Ann Thunder pictures and words, to tell
Sally Ann Thunder was the legendary wife of Davy about that character.
Crockett. She was a fearless woman who scared a grizzly
bear out of a cave and tossed an alligator many miles.
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Reading 3
Learning Strategies
Identify Character
Characters are the people or animals in a story or poem.
The main characters are the most important ones. The minor
characters are less important.
Practice
Make a list of all the characters you can remember from each
of these fairy tales. On each list, circle the main character.
1. Cinderella
2. Little Red Riding Hood
3. Goldilocks and the Three Bears
4. Jack and the Beanstalk
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Use a Character Web
A Character Web can help you organize information about
characters in a story or poem.
Practice
GO 14
Complete this Character Web. Use it to show what you know
about John Henry.
• Complete your web with information from the story.

• Share your web with a partner.
• Discuss why it is important to know more about a main character.
What do I enjoy doing? What is unique about me?
John
Henry
What did I do that What was I like?

made people cheer?
105
Extension
Talk with your partner about another
story that has a character who wins a
Apply contest. Work together to write and
Retell the story to a partner. draw a comic strip of the character and
You can refer to the pictures the adventure. Share and display your
comic strip to the class.
as you speak.
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Reading 3
Grammar
Quotations
Quotation marks show the exact words that a person said or wrote.
Follow these rules:
Always use quotation marks in pairs (“ “). Use an open quotation
mark (“) at the beginning of quoted material and a close
quotation mark (”) at the end.
Use a comma if the quote ends in the middle of a sentence.
Place the comma inside the quotation marks.
“I’ll call you back,” she said.
Use a capital letter inside a quote that is a complete sentence,

even if the quote appears in the middle of the sentence.
“It’s time for school,” he said. She said, “Are you ready?”
• The final punctuation is inside the quotation marks.
Start the quote with a lower-case letter if it is in two parts or a

partial quote.
“Whatever you do,” said the coach, “don’t look down.”
Use quotation marks to set off titles of short stories, poems,

songs, and articles.
Have you read the poem “The Raven”?
• Question marks go outside when the title isn’t a question.
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Practice
Rewrite the sentences using quotation marks.
1. Impossible! John Henry cried.

“Impossible!” John Henry cried.
2. My drilling machine can do more work than

ten men, the stranger boasted .
3. The teacher asked, What’s the scenario?
4. Have you read the short story, The Hidden Treasure?
5. The ant is small but mighty , our teacher told us.
6. He said, We don’t anticipate any trouble.
7. Let’s go to a movie, Amelia said, and then we can eat.
Apply
Work with a partner. Ask and answer these questions about
“John Henry and the Machine.” Write the answers in your
notebook. Use quotation marks.
Example: A: What did the stranger say to Grammar Check ✔

John Henry while pointing to a What do quotation
marks show?
wall of rock?
B: The stranger said, “Let’s see who
can drill through that!”
1. What did John Henry say to the stranger’s boast that his
machine could work more than ten men?
2. What did the people say after John Henry won?

106
3. What did John Henry say after he won?
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Reading 3
Writing
Write a Dialogue between
Two Characters
A dialogue is a conversation between two people. It tells their
exact words. Always use quotation marks to set off what each
speaker says.
Writing Prompt
Write a narrative paragraph that includes a dialogue between a character
from this unit and his or her make-believe friend. The two characters should
talk to each other about the past week. Be sure to use quotation marks
correctly.
1 Prewrite GO 9 John Henry

Think of a character from this unit. Invent a friend 1. John Henry said he
had an unusual week.
for the character. These two characters will talk 2. John Henry explained
to each other about their past week. List the about the stranger
characters’ names on the top of a T-chart. Under and the machine.
each name, write a few words or phrases that will 3. John Henry agreed
with his friend, Buck.
be used in the dialogue.
A student named Rob listed his ideas in

Buck (John Henry’s
this T-chart:
friend)
2 Draft 1. Buck was very curious.
2. Buck thought
Use your T-chart to help you write a first draft.
the stranger was
• Keep in mind your purpose for writing—to ridiculous.
write a dialogue. 3. Buck hoped the
• Remember to set off each speaker’s stranger learned a
lesson.
exact words in quotation marks.
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where the dialogue needs improvement. ✔ Ideas
Use the Writing Checklist to help you. I wrote different dialogue
for each character.
4 Edit I expressed my ideas
Check your work for errors. Trade papers clearly.
with a partner to get feedback. Use the ✔ Conventions

I used quotation marks
correctly.
5 Publish
Here is Rob’s dialogue:
Rob Hudson
A Foolish Stranger
rsation
After the big week at work, John Henry had a conversation
with his friend, Buck.
“Buck, I had a very unusual week,” John Henry said.
This made Buck was very curious. “Unusual?” he said, “What
happened exactly?”
John Henry explained, “A stranger came to town with a
machine. He said his machine could do more work than me.”
“More work than you!” Buck cried, “That’s ridiculous.”
“It is ridiculous,” John Henry agreed, “and I showed him. I
won a contest with the machine!”
“I hope that foolish stranger learned a lesson,” Buck said.
107–108
READING 3 185
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Put It All
Together
Apply and Extend

Link the Readings
Look at the information in the column heads. Put
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2WVCP:KHVJGKPHQTOCVKQPKUPQVVTWGHQTVJGUVQT[
Informational Animal People

Literature
Text Characters Characters
Why Mosquitoes
Buzz in People’s
Ears
The Shoemakers
and the Elves
John Henry and

the Machine
Discussion
1. In Why Mosquitoes Buzz in People’s Ears how do the characters
respond to each other?
2. How do the shoemakers reactYJGPVJG[ Listening Skills
FKUEQXGTVJGPGYUJQGU!9JCVFQVJG[FQ! If you can’t hear
3. How do the characters in the first two stories someone, you can say,
“Could you speak more
B
?
THE
BiG
iG
QUESTION
UJQYVJCVVJG[ECTGCDQWVGCEJQVJGT!
What do characters in tales have in common?

loudly, please?”
186 UNIT 3
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Projects
;QWTVGCEJGTYKNNJGNR[QWEJQQUGQPGQHVJGUGRTQLGEVU
Character Sketch 20 Questions Book Cover

Choose your favorite With a partner, play Make a book cover for one
character from the 20 Questions. Choose a of the selections. Include
selections. Describe the character from the unit. the title and the main
character. Tell why the Your partner must ask you character or characters on
character is your favorite. questions to try to identify your cover.
the character.
Mixed-Up Tale Act It Out Character Charades

Choose one selection. Work with a group to Play charades with a small
Write your own version perform The Shoemakers group. Act out a character
of the story. Include a and the Elves for your from the unit. Others must
character from one of the classmates. Include props guess who your character is.
other selections. and costumes.
109–110
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Put It All Together

Perform a Play
You are going to write and perform a play. Then you will listen
as your classmates perform a play, too.
Useful Language
1 Prepare
Listen and repeat.
A. Form a group of four. Choose a short, well-
known story or fairy tale. Which story should we
choose?
B. Discuss the story or fairy tale with your
group. Plan your play. Include a character for Which character do you want
to be?
each of you. As you work together, listen to
each other’s ideas and work cooperatively. I’ll play the . . .
Now write your play. Discuss and find props What props do we need?
and costumes to use in your play. We need . . .
The Little Red Hen

Little Red Hen: Hello, Duck. Will you help me plant some seeds?
Duck: No, Hen. I have to go swimming. Ask Dog.
Little Red Hen: Hello, Dog. Will you help me plant some seeds?
Dog: Sorry, Hen. I can’t. I have to take my nap now. Ask Cat.
Little Red Hen: Hi, Cat. Will you help me plant some seeds?
Cat: Oh, no, Hen. Absolutely not. I just cleaned my fur.
2 Practice
Practice your play with your props. Perform it in front of your family
or friends. Record your play and listen to it. What can you improve?
Record it again and try to improve.
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3 Present
• Have fun! Don’t be nervous. Use informal language in
• Perform your play—don’t read it. your play. You can speak
using simple sentences,
• Pay attention to your group, so you know
conversational words,
when to say your lines. and even slang.
• Watch the actions of the actors to help you
understand.
• Pay close attention. Your teacher will ask
you questions after the play. Listening Skills
Listen carefully for ideas
4 Evaluate and information that
After you speak, answer these questions: aren’t stated directly.
✔ Did you perform your play?

✔ Did you use props and costumes?
✔ Did you understand the play? Summarize it for a partner.
✔ Did you watch the actions of the actors?
✔ How did the actions help you understand the play?
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Put It All Together
Writing Workshop
Write a Story
Writing Prompt
Write a group story that explains how or why something in the natural world came to be.
Include characters, setting, conflict, and resolution.
1 Prewrite
With your group, review the writing you’ve done in this unit. Then choose
a topic. Think about how something in the natural world came to be.
What are the setting, characters, conflict, and resolution?
List your ideas in a graphic organizer.
A group of students, Alex, Andres, Paula, and Luz, listed their ideas in this chart:
SETTING
CHARACTERS
Time: Long Ago
Beaver, Raccoon
Place: Forest
RESOLUTION
CONFLICT
(SOLUTION)
(STRUGGLE)
Beaver gets stick so
Beaver and Raccoon
his teeth grow big
want the same branch.
and strong.
2 Draft
• Keep your purpose in mind—to write a story.
• Include characters, setting, conflict, and resolution.
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3 Revise Six Traits of Writing Checklist
Read over your draft.
Look for places where ✔ Did
Ideas
we describe
✔ Did
Word Choice
we choose
the writing needs
how something interesting details?
Writing Checklist to
developed?
✔ Did
Sentence Fluency
help you. Then revise

✔ Did
Organization
the resolution
we vary our
sentences?
your draft. follow the conflict?
✔ Did
Conventions
Here is how the group ✔ Does
Voice
our tone suit
we use
quotation marks
revised their story: our audience? correctly?
Group: Alex, Andres, Paula, Luz

How the Beaver Got Strong, Long Teeth
Long, long ago, a beaver had an idea.
“By building a dam across the stream, I can create a
Revised
pond for my home. But I will need logs and branches” he to correct error
thought. in mechanics.
He used his short, weak teeth to try to cut down a tree.

After an hour of hard work, he managed to cut down one
Revised
branch from the tree. “This is harder than I thought,” he to use a variety
thought. of language.
Just then a raccoon sniffed at the branch. She tried to
Revised
pull it away. “Find own branch,’’ the beaver shouted. to correct
For two days the raccoon and the beaver tugged and spelling.
tugged, until they fell asleep with the branch still in their mouths.
When the beaver woke up, the raccoon was gone.
Revised
Picking up the branch, he realized her teeth were very long to correct
and strong. agreement of
pronoun and
From that day on beavers have used their long, strong possessive.
teeth to cut down trees.
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Put It All Together
4 Edit
✔The story explains a
natural event.
another group. Use the Peer Review Checklist ✔There are characters,
a setting, a conflict,
to give each other feedback.
and a resolution.
5 Publish ✔The writing is fun
and interesting.
your story with the class.
Spelling Tip
Add -er to a word to mean
111–112
more and -est to mean most.
low – lower – lowest
When a word ends in a
silent e, add -r or -st.
wide – wider – widest
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Put It All Together
Fluency
1. Mosquito’s gossip causes mischief among the animals,
so the lion never lets him talk again.
2. Two elves make shoes in secret to help an elderly couple.
3. Soon after the machine stopped, John Henry broke through
the wall.
Work in pairs. Take turns reading aloud for one minute. Count
the number of words you read.
One night, two elves are looking into the window of a 11

house where a shoemaker and his wife are inside. The elves 22
are tired and cold. They listen to the shoemakers talk 32
about their worries. The shoemakers have no leather for 41
shoes. They’re afraid they’ll have to close their shop. 50
The elves decide to sneak into the shop at midnight 60
and make lots of shoes in order to help the shoemakers. 71
Night after night, the elves continue to make shoes. The 81
shoemakers are speechless. They wonder who is helping them. 90
When they find out the truth, they leave clothes and food 101
for the elves. In the end, the shoemakers and the elves are 113
all happy. 115
word is in.
• Then take turns reading the text again. Count the number
of words you read.
113
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Test Preparation
Taking Tests
Coaching Corner
Answering Multiple-Choice Test Questions
• Many test items will ask you to read a selection and

then answer questions about it.
• The selections can be fiction or nonfiction. They can be

long or short.
• Before you read the selection, preview the questions and
answer choices.
• After reading the selection, first try to answer the

question in your head.
• Look for the answer choice that matches the answer in

your head.
• Check to make sure the answer you chose is supported

by the text.
115–116
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Practice
1 Once upon a time, Dog and Cat lived together. Dog said,
“We need to share the work. I’ll go find food, if you will take care
of the house.” Cat agreed, and Dog went to find food.
2 Cat jumped up to the window, where the warm sunshine
poured in. “I think I’ll take a little nap before I work. ”
3 Day after day, it was the same. Cat slept while Dog worked.
Every day, Dog came home and said, “What did you do all day,
Cat? The house is a mess!” Cat just yawned.
4 Then Dog got an idea. One day she told Cat she was going to
work, but she hid under the sink instead. She watched Cat sleep
all day. When Cat went to the sink to get a drink of water, Dog
jumped out. “Yikes!” Cat screeched. Dog was furious and chased
Cat around the room. That’s how dogs started to chase cats.
1 What is Cat like? 3 Why did Dog chase Cat?

A Hungry A Cat ate all the food.
B Lazy B Cat did not keep her promise.
C Busy C Cat hurt Dog’s feelings.
D Angry D Cat screeched at Dog.
2 Where did Dog hide?

F Under the sink
G At work
H Behind the house
J Under the bed Tips
✔ Read the questions and answer
choices before you read the
selection.
✔ Eliminate choices that don’t make
sense.
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Unit
4 Problem
Solvers
You will read about
how people–and
animals–work to solve
problems, from out-of-
control plants to
people who solve
problems with
technology.

Photo Essay Fables Social Studies
The Trouble The Fox and the Crow Creative Problem

with Kudzu The Fox and the Goat Solving
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? HE
THE
BiG
QUESTION
How do we solve
problems?

You will talk about problems and solutions.
In the Listening and Speaking Workshop, you
will give a speech.
Writing
You will practice persuasive writing. In the
Writing Workshop, you will write a review.
Quick Write
What are some problems in your town?
Write about one of them.
View and Respond

watch and listen to the video and answer
the questions at Pearson English Portal.
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Build Unit
about problem solvers?
Words to Know
Listen and repeat. Use these words to talk about solving problems.
brainstorm research debate
investigate design
Practice
Work with a partner. Look up these words in a dictionary. Then ask
and answer questions using these words and the words above.
doctor student lawyer scientist
Example: A: How can a scientist solve problems?

B: A scientist can do research to solve problems.
Write
Read the question. Write your response in your notebook.
What are some things you do to solve problems?
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Make Connections
Complete the sentences with the following words and phrases.
politicians a detective
an architect inventors
1. often debate concerns or problems in

VJGKT|EQOOWPKVKGU
2. designs buildings. He or she often has to solve

problems in creative ways.
3. brainstorm new ideas together. They think of

new things to invent and help each other solve problems that
come up.
4. JCUVQKPXGUVKICVGKPQTFGTVQ|UQNXGETKOGUQT
mysteries.
What about you?

Talk about problems you have solved. How did you solve them?
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Build Unit
Background
Kids’ Stories
the
from around Canada
Netherlands
the World
U.S.A.
Arnoud
I live in Canada. My school
has a new program. It teaches
students to solve problems
without fighting. I learn special
skills, such as how to listen to Marta
others. I also learn to say what
My school is in Texas, U.S.A.
I feel without getting angry.
Every year we have a science
fair. This year, I studied what
happens if you don’t get enough
vitamins. Then I showed people
my research. This year I won
an award.
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South
Korea
Suna
In South Korea people love to
play Go. It is an old Chinese
board game. You try to circle the
other player’s stones with your
own. It’s not easy, but it’s fun!
Brian
What about you?
I live in the Netherlands.
Some of our parks have 1. Think of a problem you had.
mazes made of hedges. Did you solve it? How did
solving the problem make
There is only one correct
you feel?
path through the maze. I
2. Do you know of a problem
enter at one end and exit
in your community that was
at the other. It’s fun to get solved? Share your story
lost in a maze. with the class.
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Reading 1
Prepare to Read
Key Words
The Trouble with Kudzu tells about a plant from
What You Japan that was given as a gift.
Will Learn
1 The vine is
Context, phonics
climbing up a wall. 1
O Reading strategy:
Identify main idea It is a plant with
and details long stems.
O Texttype:
2 Green beans
Informational text
(photo essay) are good for you.
Grammar 3 Parades are an
Comparative adjectives
important part of
Writing the celebration 2
Write a persuasive
for the Chinese
business letter
New Year.
you understand the
reading.
Key Words 3
vine
bean
celebration
gardener
roots
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4 The gardener plants
vegetables and flowers in her
backyard. 4
5 The roots are underground and
support the tree. They also help the
tree get water from underground.
Practice
Make flashcards to help you memorize
the words.
• On the back, make a drawing of each word.
Speaking Skills
Make Connections When you don’t know the

right word to use, explain
What do you know about plants and trees? Have or describe the idea using
you ever planted a seed? Write your response words you know.
in your notebook using some key words. Then
discuss what you know with a partner.
117
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Reading 1

you talk about the
Academic Words
reading.
Words in Context
Academic
Words The new classroom rules affect all the students.
affect
Having a good plan at the beginning of a project
have an influence will eliminate problems later.
on
Everyone wanted to know the outcome of Ari’s
eliminate science experiment.
remove or get
rid of
outcome
Practice
final result Choose an academic word to complete each
sentence.
1. I have to peanut butter from

my diet because I am allergic to peanuts.
2. One way to achieve the best

on a test is to study very hard.
3. You can how people treat you

by being kind and polite.
Apply
1. What good and bad study habits affect your

grades at school?
2. What can you do to eliminate low grades?
3. Think of a project or competition you joined.

118
What was the outcome?
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Phonics
Soft and Hard c
Listen to your teacher read each word in the box.
Then read each word aloud. Notice the difference
between soft c and hard c.
Soft c Hard c
celebrate cake
decide discuss
fancy country
When does c have the same sound as the s in sun?

When does c have the same sound as the k in kite?
Rule
The letter c usually has the soft sound when it is followed
by e, i, or y. Otherwise, c usually has the hard sound.
Practice
Use a word from the chart to match each clue.
1. It’s what you do when you choose something. (soft c)
2. It’s another word for nation. (hard c)
3. It’s a sweet food you eat on your birthday. (hard c)
4. It’s what you do for a special time. (soft c)
5. It’s another word for talk. (hard c)

119
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Reading 1
Informational Text
The Trouble
?
Photo Essay
THE with Kudzu

More About BiG
QUESTION
How can an unwanted plant by Laura Sewell

cause problems?

Listen for the main points and
important details.
Reading Strategy
Identify Main Idea
and Details
The main idea is the most
important idea in the selection.
The details give you information
about the main idea. As you read
ask yourself:
• What is the most important, or
main, idea?
• What details help support the
main idea?
reading strategy.
Big, beautiful leaves and

sweet-smelling purple
flowers made kudzu popular.
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This old truck is not
going anywhere!
Do you know
the story of Jack
and the Beanstalk?
eanstalk?
Jack planteded a magic
bean . A vine
ine grew from the
bean. It grew
ew and grew.
grew Finally,
Finally
the vine was so high and strong that Jack could climb up it and
reach the clouds.
Well, kudzu doesn’t come from a magic bean, but it is a
member of the bean family. When people saw kudzu for the
first time, they must have thought it was magic. Why? Because
kudzu grows very fast—much faster than most other plants. In
fact, it can grow up to 12 inches in only one day!
Before You Go On
After Jack planted the magic bean, what

was the outcome?
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Kudzu is a native plant of China and Japan. That means
it grew naturally in those countries. Kudzu was brought
to the United States from Japan in 1876 as a gift for a
special celebration . The United States was celebrating its first
100 years as a nation.
Soon, every gardener and farmer wanted to plant kudzu
seeds. Gardeners grew kudzu because it looked pretty and
smelled good. Farmers grew it to feed their animals.
At first, kudzu was a big success! But it did not stop
growing. It blocked sunlight that other plants needed.
It killed trees and whole forests. Nothing was safe!
nation country
blocked stopped
Where have the trees gone? They

are all covered with kudzu!
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It takes only two or three years
for kudzu to cover a house.
Now, people call kudzu a weed. It is a wild plant that

grows where it is not wanted. People cut it down and
dig up its roots . But getting rid of kudzu is not easy.
Over the years, people have learned to use every

part of the kudzu plant. Cooks and artists use it to Artists use kudzu to make
and sell items.
make jelly, paper, clothes, baskets, and chairs. This
weed might be useful after all.
getting rid of removing completely Think It Over 120–122
Reading Strategy 1. Recall What are some

ways that the kudzu plant
Identify Main Idea and Details is used today?
• What was the main idea? 2. Comprehend How did
kudzu affect the forests?
• What were some details? Explain.
• How did thinking about the 3. Analyze Why is it difficult
main idea help you understand to eliminate kudzu?
the selection?
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Reading 1
Learning Strategies
Main Idea and Details
Identifying the main idea and details can help you understand
what you read. Ask yourself, “What was the reading about?”
Your answer is the main idea of the selection.
Practice
Read these sentences.
• Kudzu killed trees and whole forests.

• Kudzu is a wild plant that grows where it is
not wanted.
• Gardeners grew kudzu because it looked pretty.
y.
• Artists make baskets with kudzu.
• Kudzu blocked sunlight that other plants and
trees needed.
1. Which sentence tells the main

idea?
2. Which sentences tell the details

that support the main idea?
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Use a Main Idea and Details Chart
This chart can help you figure out the main idea of the
selection. You can show the details that support the main idea.
Practice GO 1
Fill in the main idea and details.
• Reread the selection. What is the main idea of The Trouble

with Kudzu?
• Choose three of the most important details that support
the main idea.
The main idea is:
Detail Detail Detail
123
Extension
Apply
Research and find out how to
Using the photographs, retell the plant a seed. Write the steps.
selection to a partner. Explain them to a partner.
Ask your partner to follow
the steps to show that he or
she understands. Then switch
roles and follow your partner’s
directions.
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Reading 1
Grammar
Comparative Adjectives
Use the comparative form of an adjective to compare or talk
about the difference between two nouns. A comparative
adjective is usually followed by than.
The red car is fast. The red car is faster than the blue car.
A lion is beautiful. A cheetah is more beautiful than a lion.
There are several ways to form comparative adjectives:
One-syllable adjectives
Add -er dark darker
Ending in -e, add -r wide wider
Ending in vowel + consonant, double fat fatter
the consonant and add -er
Two-syllable adjectives
Add more careful more careful
Ending in -le, -ow, add -(e)r gentle gentler
Ending in -y, change -y to -i and add -er happy happier
Three- or more syllable adjectives

Add more likable more likable
Irregular comparatives
good better far farther bad worse fun more fun
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Practice A
Complete the sentences with the comparative form + than.
1. Kudzu grows faster than other plants. (fast)
2. It is to eliminate kudzu
other weeds. (difficult)
3. The year’s celebration is last

year’s. (big)
4. My mom is this week last

week. (busy)
5. Today is yesterday! (bad)
Practice B
Write sentences comparing these:
1. baseball and basketball (exciting)

Baseball is more exciting than basketball.
2. watching a sports game and playing a sports game (fun)
3. Restaurant A and Restaurant B (bad) Grammar Check ✔

What are two ways to
form a comparative?
Apply
Work with a partner. Choose a topic from the box. Think of
two things for that topic to compare. Tell your partner which
one is better or worse.
Example: A: Cats are more interesting than dogs.

B: Oh, really? I think dogs are more interesting.
animals sports foods school subjects 124
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Reading 1
Writing
Write a Persuasive Business Letter
In a persuasive business letter a writer tries to persuade someone
to think or act in a certain way. Always include facts to support
your ideas. Be sure to include all the parts of a business letter.
Writing Prompt
Write a persuasive business letter to someone in your community. Try to persuade
that person to help solve a community problem. Be sure to use comparatives
correctly.
1 Prewrite
Choose someone to write to about a community problem.
Find the person’s address. List your ideas in a graphic organizer.
A student named Tony listed his ideas like this:
Date
Address of recipient
Greeting
Body
• Ask Ms. Hughes to donate art supplies.
• Include facts to support my ideas.
• End letter by thanking Ms. Hughes.
Closing
Signature
2 Draft
Use your graphic organizer to help you write a first draft.
• Keep in mind your purpose for writing—to persuade.
• Include only the most important information.
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Use the Writing Checklist to help you I included persuasive
revise your draft. facts.
4 Edit
✔ Organize
I included all the parts
Check your work for errors. Use the Peer of a business letter.
4GXKGY%JGEMNKUVQPRCIG| ✔ Conventions
I used comparatives
5 Publish correctly.

Share your paragraph with the class.
Here is Tony’s business letter:
March 26, 2019
Ms. Kim Hughes

Hughes Arts Supply Store
Toronto, Ontario M1B 5K7
Dear Ms. Hughes,

We have a favor to ask you. The students at Webster School
love their art classes. Art is fun! Also, art skills are more
important today than ever before.
The problem is we need art supplies. Can you donate any

supplies to our school? We would be very happy and thankful.
Thank you for your help.
Sincerely,
Tony Liu
125–126
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Reading 2
Prepare to Read
Key Words
These fables are about a tricky fox.
What You
Will Learn Words in Context
Reading 1 My sister You’re the
O Vocabulary building: best brother
tried to flatter 1
Context, word study in the world!
my brother to get
O Reading
strategy:
Compare and contrast him to help her
O Texttype: with her chores.
Literature (fables)
Grammar
Superlatives
Writing
Write an advertisement 2 My father gave me
praise for the quality of 2
my work. I received an A
in math class.
you understand the
reading.
3 Our advice to
Key Words our little brother was
this: do your homework
flatter GXGT[|PKIJV
praise
advice 3
guzzled
scampered
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4
4 After playing outside, the thirsty horse
eagerly guzzled water from the river.
5 The squirrel ran past us and quickly

scampered up into the tree as we walked by.
Practice
• Divide your page into three columns: the new words,
their definitions, and drawings of the words when
possible.
Make Connections
Have you ever been tricked? What happened? How might
you have stopped it from happening? Explain.
127
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Reading 2

you talk about the
Academic Words
reading.
Words in Context
Academic
Words The doctor will evaluate your health during the
examination.
evaluate
judge how We have to be creative and resourceful to get a
good something is good grade on our project.
resourceful The thief had a clever scheme to steal money
good at finding
from the company.
ways to deal with
problems effectively
scheme Practice
tricky plan Choose an academic word to complete each
sentence.
1. The pirates thought of a good

to steal the treasure.
2. If the teachers your work and

like what they see, you will get good grades.
3. Carlos showed how he was by

getting his whole family to help him with his
homework.
Apply
1. How do teachers evaluate your work?
2. Who do you know that’s very resourceful?

128
3. Why does a villain’s scheme make a story
interesting?
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Word Study
Thesaurus
A dictionary tells the meaning of a word. A
thesaurus lists synonyms, or words with similar
meanings, for a word.
Read this sentence.
The fox escaped from the trap because he was very smart.
If you wanted to know the meaning of the word smart,

you would look up the word in a dictionary. If you wanted
to find a synonym for smart, a thesaurus would help you
choose the best word. Clever is a synonym for the word smart
and would be a good fit in this sentence.
Practice
Work with a partner.
• Read the sentence and the thesaurus entry that follows.

• Circle the synonym that could go in that sentence.
“This is bad news,” said the unlucky goat.
bad adj. 1. terrible. 2. wrong. 3. harmful. 4. sick.
129
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The Fox and
Reading 2
Literature
? the Crow
Fables
THE
More About BiG
QUESTION
Why do some characters

an Aesop’s fable
use tricks to solve their retold by Lee Martin
problems?
One sunny, fall day, Mr. Fox went

Listen to the Audio. walking through the forest. “This would
be a perfect afternoon,” he said to
important details.
himself, “except for my empty tummy.”
Reading Strategy Echoing his thoughts, his stomach
rumbled loudly.
Compare and Contrast
Just then, Mr. Fox heard wings
When you compare you see how flapping overhead and he looked up to
things are similar. When you see a crow with a large piece of cheese
contrast you see how things are in its beak. The crow landed in a tree
different. As you read the two nearby and Mr. Fox thought to himself,
stories think about how they are That cheese looks very tasty. I must find
alike and different. a way to get it. Being a clever fellow, he
• Who are the characters in each soon came up with an idea.
story? “Hello, Ms. Crow. Your feathers look
• How does Fox act in each story? especially glossy today and your eyes
• What is the lesson each story are as bright as glass beads.”
teaches?
Listen as your teacher models the glossy shiny
reading strategy.
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As Ms. Crow cocked her head, Mr. Fox knew he had
her attention. He continued, “Your voice must be even
more beautiful than the lovely picture you make sitting
in that tree. I am sure if I could hear you sing, I would call
you the Queen of All Birds!”
Pleased with Mr. Fox’s praise , Ms. Crow took a deep
breath and opened her beak to caw. Out fell the cheese,
straight to the ground. Mr. Fox snapped it up.
“Yum! That is just what I needed, Ms. Crow. Let me
offer you some advice: Do not trust someone whose words
are meant only to flatter .”
cocked tilted
caw make a sharp, scratchy call, from a crow
Before You Go On
What was Mr. Fox’s scheme for getting

Ms. Crow to drop her cheese?
READING 2 221
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The Fox and the Goat
an Aesop’s fable retold by Lee Martin
Mr. Fox fell into a well one day and could not find a
way to get out. But just as he was about to give up hope,
Mr. Goat looked over the edge of the well.
“Oh, I am so thirsty, Fox,” he said. “Is the water good?
And by the way, what are you doing in the well?”
Right away, Mr. Fox saw his chance to escape, so he
said, “I am enjoying the water, of course! You should jump
in and have a drink.”
Without thinking, Mr. Goat jumped right into the well
and guzzled the water noisily. After he had finished drinking,
he looked at the smooth, steep walls of the well. “How will
we get out of here?” he asked.
well a deep hole that contains water and is often lined with stones
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“Ahh,” said Mr. Fox, “that is the problem, but I think
I have an idea. If you put your front hooves on the wall,
I will run up your back and out of the well. Then I will
return to help you.”
Mr. Goat did as Mr. Fox asked, and Mr. Fox scampered
up his back and away as quickly as he could. He called
back over his shoulder, “Goat, next time, you should
look before you leap!”
leap jump
130–132
Think It Over
Reading Strategy 1. Recall Who did Mr. Fox

fool in each story?
2. Comprehend How was
• Who are the characters in each story? Mr. Fox resourceful in
• How does Fox act in each story? solving his problems?
• Evaluate the lessons each story teaches. How 3. Analyze Why was
/T|(QZUWEEGUUHWNKP
are they similar? How are they different?
tricking others?
READING 2 223
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Reading 2
Learning Strategies
To understand what you read, compare and contrast ideas.
• When you compare, you tell how two or more things

are alike.
• When you contrast, you tell how two or more things
are different.
Practice
Compare and contrast the items listed. Tell two ways
they are alike. Then tell two ways they are different.
1. a fishbowl and a swimming pool

2. a duck and a swan
3. a football and a basketball
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Use a T-Chart
You can use a T-Chart to compare and contrast events,
characters, or objects in a story or a non-fiction selection.
Practice GO 9
Compare and contrast the stories.
1. Write about how The Fox and the Crow and The Fox and the
Goat are the same. Use the pictures and the words in the
selections.
2. Then write about how they are different.
3. Compare your completed T-Chart with a partner’s.
How Are They Alike? How Are They Different?
133
Extension
Apply
Think about amusement
Reread the story and take notes.
park rides. Compare and
Then close your book and retell contrast two rides. You
the story to a partner. Use the can write descriptions,
key words as you speak. draw them, or act them
out. Show your class how
they are alike and how
they are different.
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Reading 2
Grammar
Superlatives
Use the superlative form of adjectives to show that something or
someone is at the top of a group. Use the before a superlative
adjective. Study these rules for forming superlatives.
One-syllable adjectives
Add -est smart the smartest
Ending in -e, add -st nice the nicest
Ending in vowel + consonant, fit the fittest
double the consonant and add -est
Two-syllable adjectives
Add most pleasant the most pleasant
Ending in -le, -ow, add -(e)st simple the simplest
Ending in -y, change -y to -i, add -est shiny the shiniest
Three or more syllable adjectives

Add most exciting the most exciting
Irregular comparatives and superlatives

good better the best bad worse the worst
The superlative adjective is often used with expressions that

begin with in or of such as in the world, of all.
A crow is the smartest bird of all. It may be the

most resourceful animal in the world.
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Practice A
Work with a partner. Take turns giving the superlative form of
these adjectives.
1. loud the loudest 3. good 5. tall
2. intelligent 4. heavy 6. kind
Practice B
Change each adjective to a superlative.
1. Ms. Crow’s feathers were

the shiniest (shiny) of all.
2. The desert is (hot)

place on Earth.
3. The monkeys scampered up

(tall) tree in the forest.
4. Her new scheme is (dangerous)

of all.
5. What was (bad) trick

Mr. Fox played?
Grammar Check ✔
Apply When do we use
superlative adjectives?
Work with a partner. Read the sentences
below and make statements. Use superlative adjectives.
Example: Juan is the tallest.

• Juan is taller than Rob. Rob is shorter than Paul.
• Stella is wise. Maria is wiser than Stella.
• The forest is a more peaceful place than the beach. It is a
134
more peaceful place than the mountains.
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Reading 2
Writing
Write an Advertisement
Advertisements persuade people to buy products. Short
sentences include important details and facts that will appeal to
buyers. These details describe the most important features of
the product.
Writing Prompt
Write an advertisement about a real or imaginary product you can use in your
home or school. Include important details and facts to persuade people to buy
the products. Be sure to use superlatives correctly.
A student named Ana listed her ideas in

1 Prewrite
GO 13 this word web:
Choose a product to
1. most lightweight 2. has five
write about. Think compartments
backpack sold
about the words you
will use to describe the
most important features
of this product. List your THE “PACK LIGHT” BACKPACK
ideas in a word web.
2 Draft 4. more than 10,000 “Pack

Use your word web to 3. strongest zippers Light” backpacks sold
help you write a first draft.
• Keep in mind your purpose for writing—to create an
interesting ad.
• Include details that describe the features of the product.
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where the sentences are too long or ✔ Ideas
the details are not interesting. Use the I included interesting
Writing Checklist to help you identify details to appeal to buyers.
problems. Then revise your draft. I wrote short sentences to

clearly explain my ideas.
Check your work for errors. Trade papers I used superlatives correctly.

2GGT4GXKGY%JGEMNKUVQPRCIG|'FKV
5 Publish
your work.
Here is Ana’s ad for a backpack:
Ana Yang
The “Pack Light” is today’s newest backpack!

• It’s the most lightweight backpack sold!
• It has five different compartments!
• It’s easy to pack and unpack!
• Its zippers are the strongest!
• More than 10,000 “Pack Lights” sold!
Carrying a “Pack Light” makes a difference. Be the
coolest kid in class. Buy one today.
135–136
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Reading 3
Prepare to Read
Key Words
Creative Problem Solving is about solving
What You problems in new and interesting ways.
Will Learn
1 Brainstorming is a
Context, phonics
good way to try 1
O Reading strategy:
Identify cause and and solve problems.
effect
2 Many communities
O Texttype:
have lots of businesses
Informational text
(social studies) and services, such as
Grammar shopping centers and
Adverbs of frequency restaurants.
and intensity
3 The purpose of 2
Writing
the food drive was to
Write a persuasive
brochure fill the food pantry
shelves and help feed
hungry people.
you understand the
reading.
3
Key Words
solve
communities
purpose
concerned
waste
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4
4 My mother was concerned about
my brother when he was sick and
had a fever.
5 It’s important not to waste

food. Some people don’t have
enough to eat.
Practice
Make flashcards for the words.
• On the back, write a sentence, but leave a blank
where the key word should be.
• Use the cards to quiz yourself.
Make Connections
Can you think of a problem that you solved? What was the
problem and how did you solve it? How did you think of the
solution? Write your answers in your notebook. 137
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Reading 3

you talk about the
Academic Words
reading.
Words in Context
Academic
Words She always has very creative and different ideas.
creative
The watchmakers fix and restore old, broken
new and interesting watches.
restore The cook’s objective was to create a healthy and
repair something tasty meal.
to make it seem
new again
objective
Practice
goal Choose an academic word to complete each
sentence.
1. Sue’s was to win the race.
2. The students found some

solutions to stopping food waste in the school
cafeteria.
3. We couldn’t the old boat; it

had too many holes in it.
Apply
1. Why is it a good idea to write your objective

before starting a task?
2. Do you own something old that you want to

restore?
138
3. Tell about the last time you did something
232 UNIT 4
creative. What was it?
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Phonics
Digraph: ow
Sometimes the letters ow make one sound. Listen.
Sound out the words in the box.
Words with digraph ow

grow cow
own down
yellow tower
What two vowel sounds do the letters

ow have? Say the words in the box aloud.
Rule
The letters ow can have the long o sound you hear in grow
or the vowel sound you hear in how. Some words, such as
bow, have two meanings and can be pronounced either way.
Practice
Read the sentences with a partner. Look for words with ow.
Before you can solve a problem, you have to know what it is.
How did you think of that solution?
Their objective is to grow new forests.
Now communities are trying to solve problems creatively.
1. Circle the words in which ow has the long o sound

heard in show.
2. Underline the words in which ow has the o sound 139
heard in cow.
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Reading 3
Informational Text
Creative
? Problem Solving
Social Studies
THE
More About BiG
QUESTION
We all know that problems are a part
of life. What’s interesting is how we deal
What problems can we solve by with problems. Today we’ll look at three
using technology? problems and three companies trying to
solve them.
Deforestation, the removal of forests,
Listen for the main points and is a problem all over the world. And
important details. deforestation has effects. Plant and
animal species lose their habitats. The
Reading Strategy air becomes more polluted. If we don’t
Identify Cause and Effect restore the forests, there will be more
What makes an event happen climate change.
is a cause. The result of a cause is
an effect. climate change the warming of the Earth’s
climate
• Think about what caused the
three problems in the text. People plant
new trees to
• Identify some effects of the restore the
problems. forest.

reading strategy.
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One company working to counter deforestation is Tree
Planet, a company in South Korea. They developed a mobile
game about trees. Their objective is to plant trees in the
real world. Players plant trees online and then Tree Planet
plants trees in the ground. They have planted hundreds of
thousands of trees in many different countries.
Another problem that requires creative problem solving
is lack of access to electricity in some places. Electricity
powers many things that help us. Think about refrigerators,
washing machines, and lights. But some communities
don’t always have electricity. Life can be very difficult with
no electricity.
Maya Pedal is a business in
Guatemala. They recycle old bicycles
into power machines. People pedal
the bicycles to power everything
from a water pump to a kitchen
blender! Maya Pedal is nonprofit.
Their purpose is not to make money.
They are concerned with helping
people.
mobile relating to mobile phones

Maya Pedal
recycle to use something again for a new purpose
recycles bicycles
pedal to push on bike pedals to make the wheels move that people can use
to power machines.
Before You Go On
How might people creatively solve

the problem of food waste?
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Zéro-Gâchis has stands
in many supermarkets
in France.
For-profit companies can help,

too. Supermarkets can’t sell some
food after a sell-by date, or
expiration date. They often throw
away a lot of food. Zéro-Gâchis is a
company in France. They help supermarkets to sell more food and waste less.
The company communicates with customers online. Customers learn where
they can go to buy cheaper food close to the sell-by date. It’s a win-win!
Customers pay lower prices and supermarkets sell more food. Supermarkets
that work with Zéro-Gâchis have reduced food waste by 50%.
sell-by date the latest date a food product should be sold

customers people who buy something Customers can use the
Zéro-Gâchis website to
win-win a situation where everyone is a winner find cheaper food.
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These three companies
are good examples of creative
problem solving. They saw
a problem and thought of a
way to help solve it creatively.
Creative thinking can usually
solve most problems!
Which of these companies
do you think is the most
creative? Why? Can you think
of some other examples of
creative problem solving in
your community? Talk about
it with your class.
People use wind turbines to

harness wind power and make
electricity. This is an example of
creative problem solving.
140–142
Reading Strategy Think It Over
Identify Cause and Effect
1. Recall What is one
As you read this selection, you looked of the effects of
for causes and effects. deforestation?
• What examples of causes and 2. Comprehend What
effects did you identify? are the objectives of
nonprofit companies?
• Did looking for causes and effects
help you to understand the 3. Analyze How are the
solutions to the problems
selection?
in the text creative?
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Reading 3
Learning Strategies
Cause and Effect
Finding cause and effect relationships can help you to
understand what you read.
• The cause is what makes something happen.

• The effect is the result of the cause.
To find an effect in a story, ask yourself: “What happened?”

To find the cause, ask yourself: “Why did this happen?”
Practice
Read the sentences below with a partner.
• Make a chart with two columns. Write “Cause” in one

column. Write “Effect” in the other column.
• List each cause and each effect in the correct column.
1. The water started to boil. Katie heated the tea kettle.
2. Stan studies every day. Stan does

well on quizzes.
3. The baseball broke the window.

Tom hit the baseball.
4. Plants grew in the field. The

farmer planted the seeds.
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Use a Cause and Effect Chart
You can use a Cause and Effect Chart to help you
understand cause and effect relationships in a story.
Practice
GO 8
Complete this Cause and Effect Chart for Creative Problem
Solving. Then compare your completed chart with a partner’s.
Cause Effect
Deforestation, the removal of

forests, is a problem all over
the world.
Life can be very difficult with

no electricity.
Supermarkets can’t sell

some food after a sell-by, or
expiration, date.
143
Extension
Apply
Are people in your
Take notes on the selection. Share them
community solving
with a partner. problems in creative
ways? How? What is one
problem that you would
like to see solved? Tell
your class about it.
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Reading 3
Grammar
Adverbs of Frequency and Intensity
Adverbs of frequency answer the question How often?
How often do you see your grandparents?

I always see my grandparents on holidays.
Study the positions of frequency adverbs:
Positions of adverbs Examples
After the be verb She is never late.

Before other verbs We always study after school.
Positions of usually
In the middle of a sentence We usually go to the beach.
After be We are usually at home on weekends.
Positions of sometimes
At the beginning of a sentence Sometimes I eat early.
In the middle of a sentence I sometimes eat early.
At the end of a sentence I eat early sometimes.
In questions: Adverbs come directly after the subject
Is she always here? Do you always bring your lunch?
Adverbs of intensity come before the adjective they modify

or before another adverb.
I ran very fast. You are too funny! She is really smart.
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Practice A
Reorder the words to make sentences. Write the sentences in
your notebook. More than one answer is possible.
1. He / home / sometimes / comes / late He sometimes comes home late.
2. She / busy / on weekend / always / is
3. They / the movies / rarely / to / go
4. We / late / never / stay out
5. Does / him / visit / his grandmother / often / ?
Practice B
Ask and answer questions with your partner
using adverbs of intensity. Use the questions
below or create your own.
Example: A: How well do you speak English?

B: I speak English very well.
How well can you swim? Grammar Check ✔
How easy is your English class? What do adverbs of
How far is your house from school? frequency tell us? What do
adverbs of intensity tell us?
Apply
Work with a partner. Make statements about your schedule and
things you do. Use adverbs of frequency and intensity in your
statements.
Example: A: I always eat breakfast at home.

Sometimes I bring my lunch to school.
B: I never eat breakfast. I’m not very hungry 144
in the morning. I usually bring my lunch.
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Reading 3
Writing
Write a Persuasive Brochure
A brochure is a small book about a topic. A persuasive brochure
convinces someone to act or think in a certain way. Clear details
present information that will persuade the reader.
Writing Prompt
Write a persuasive brochure to encourage people to attend an event in your
community. Include all the necessary information about the event. Use clear,
interesting details to present the information in a persuasive way. Be sure to
use adverbs of frequency and intensity correctly.
1 Prewrite
Page 1
Choose an event to write • Community Clean Up Our Park day. Show you
about. Think about the care!
• All plastic, metal, and glass will be recycled.
information that will
• Free barbeque after the work is completed.
persuade readers to attend. • Games with prizes!
List the information in a
graphic organizer.
Page 2
A student named Sam • Date + Time: Friday, September 10 at 9 A.M.
listed his ideas like this: • Place: Downtown Park – meet at the kids’
playground.
2 Draft
Use your storyboard to help you write a first draft.
• Keep in mind your purpose for writing—to persuade.
• Show interesting details to appeal to your readers.
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Use the Writing Checklist to help you I included information
about the event.
I used interesting details to
4 Edit persuade the reader.

used adverbs of frequency
and intensity correctly.
5 Publish
your work.
Here is Sam’s brochure:
Please come to the Community Please mark the date on your

Clean Up Our Park Day! Downtown calendar.
Park is the most popular park in • Friday, September 10 at 9 A.M.
our town, but it needs a cleanup. • Downtown Park - we will meet at
• We will separate the trash into the kids’ playground.
recycling bins. We are looking forward to seeing
• There will be a delicious barbeque you there! Show some community
for all volunteers. And it’s free! spirit!
• We will play some fun games
and prizes will be awarded.
145–146
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Put It All
Together
Apply and Extend

Link the Readings
• For The Trouble with Kudzu, put an X under
the words that remind you of the text.
• Repeat the same activity for The Fox and the Crow and
The Fox and the Goat and Creative Problem Solving.
Solution
Informational Solution
Literature helps one
text helps many
character
The Trouble
with Kudzu
The Fox and the
Crow, The
Fox and the Goat
Creative Problem
Solving
Discussion
1. The title of the story is The Trouble with Kudzu. Does kudzu
still cause trouble? Why or why not?
2. How did Mr. Fox’s actions affect the other characters in the
stories? How does Maya Pedal affect people’s lives?
3. How does restoring forests solve problems?
3
?iG
THE
B
BiG
QUESTION
How do we solve problems?
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Projects
Skit Fable Flowchart of Steps

Choose one of the Many fables are about Think of a problem you
selections. Write a skit solving a problem. The way read about and how it
about the problem and a character solves a problem was solved. Identify the
how it was solved. Make leads to a lesson. Write a problem. Tell what steps
sure the problem and fable about someone who were taken to solve it.
solution are clear. must solve a problem. Then explain the solution.
News Article Interview Comic Strip

Write a newspaper article Interview someone who Create a comic strip about
about a problem that you has solved a problem. Find a problem and how it is
heard about. Tell how out what the problem was. solved. Use a problem you
people solved it. Answer Tell how the person solved read about, or think of your
the 5 W questions in it. Record your interview. own problem.
your article.
147–148
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Put It All Together

Give a Speech
You are going to write and give a speech. Then you will listen
as your classmates give a speech.

A. Choose a problem that has been solved. It Listen and repeat.
can be from your school, your community, I’m going to talk about . . .
or somewhere else in the world. Research
We had a problem in our city
it and give a speech based on your for a long time. The problem
research. was . . .
B. Think about what you want to tell your People were worried about . . .
classmates. You will need to describe the Luckily, some of us had a
problem, tell about the person who solved great solution!
it, and explain how the person solved the
problem. Find photos, posters, or other props
to show during your speech.
We had a problem at the most popular park in our town. So

many people used the park and it was very dirty. The town didn’t
always keep it clean. We wanted to do something. We organized a
cleanup day for the park. We asked people to volunteer. We offered
a free barbeque and games with prizes. So many people came!
The park was very clean and looked really beautiful. And everyone
had so much fun! Now we’re going to have a park cleanup day
every month!
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2 Practice
Practice your speech with your props. Practice in front of your
family or friends. If possible, record your speech. Then listen to
yourself. How do you sound? Record yourself again and try
to improve.
3 Present
• Face your audience and relax. Formal language is used
• Speak clearly and take your time. in speeches. Remember
to use correct grammar
• Show your props and other visuals.
and complete sentences of
As you listen, do the following: different lengths and types.
• Listen for the general meaning, main point,
and any details.
• Pay close attention. Your teacher will ask you Listening Skills
questions about the speech. Listen carefully for ideas
and information that
4 Evaluate aren’t stated directly.
✔ Did you describe the problem clearly?
✔ Did you explain who solved it and how?
✔ Did you know anything about the
problem before the speech?
✔ Did the speaker use formal
or informal language?
✔ Think about the general meaning
of the speech. Can you think of a title
for it? Tell your idea to the class.
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Put It All Together
Writing Workshop
Write a Review
Writing Prompt
Write a review of a book, movie, or play. Clearly express your opinion of the
work and include reasons that support your view.
1 Prewrite
GO 1
Review your writing for this unit. Then think of a movie, play,
or book that you liked or disliked. Why did you feel as you
did? List your ideas in a graphic organizer.
A student named Rob listed his ideas in this chart:
OPINION: I liked Sammy Keyes and the

Hotel Thief
REASON 1: REASON 2: REASON 3:

The main Good plot— Realistic
character lots of twists dialogue
talks and acts
like a real kid.
2 Draft
• Keep your purpose in mind—to write a review.
• Support your opinion with reasons.
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3 Revise
Ideas
I clearly express
✔ Did
Word Choice
I choose
the writing needs
my opinion? specific words?
Writing Checklist to ✔ Did
Sentence Fluency
I use different
I give reasons for
help you. Then revise my opinion? kinds of sentences?
your draft.
✔ Does
Voice ✔ Did
Conventions
I begin and end
Here is how Rob revised my writing
sound like me? sentences correctly?
his review:
Rob Park
I enjoyed reading Sammy Keyes and the Hotel Thief by Revised
Wendelin Van Draanen. This mystery begins, when 13-year-old to correct
mechanics.
Sammy sees a thief in one of the hotel rooms across the street
from her grandmother’s house. She watches until the thief Revised
sees her staring. Sammy realizes that she has to help the police to clarify
meaning.
or they might be in danger. By the end of the book, Sammy
cracks the case and catches an ice cream vendor, the thief. She Revised
also learns that taking risks is sometimes necessary. to make writing
smoother.
Sammy talks and acts like a real kid does. The plot was
exciting, with enough twists to keep me involved. The dialogue Revised
to make more
is sharp. As you read, you feel that Sammy, the narrator, is
vivid.
talking directly to you.
Sammy is a funny, smart person I liked knowing. I think
you will, too.
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Put It All Together
4 Edit
✔The opinion is
clearly stated.
a partner. Use the Peer Review Checklist to give ✔The opinion is
supported by reasons.
each other feedback.
✔The writing is clear
and interesting.
5 Publish
your essay with the class.
Spelling Tip
The k sound can be spelled
149–150
with the letter c, k, or ck.
book cave track
Use a dictionary to check
the spelling of words with
the k sound.
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Put It All Together
Fluency
1. Kudzu doesn’t come from a magic bean, but it is
a member of the bean family.
2. One sunny, fall day, Mr. Fox went walking through the forest.
3. Players plant trees online and then Tree Planet plants trees
in the ground.
Work in pairs. Take turns reading the passage below aloud
for one minute. Count the number of words you read.
Kudzu is a native plant of China and Japan. That 10

means it grew naturally in those countries. Kudzu was 19
brought to the United States from Japan in 1876 as a 30
gift for a special celebration. The United States was 39
celebrating its first 100 years as a nation. 47
Soon, every gardener and farmer wanted to plant kudzu 56
seeds. Gardeners grew kudzu because it looked pretty and 65
smelled good. Farmers grew it to feed their animals. 74
At first, kudzu was a big success! But it did not stop 86
growing. It blocked sunlight that other plants needed. It 95
killed trees and whole forests. Nothing was safe! 103
Now, people call kudzu a weed. It is a wild plant 114
that grows where it is not wanted. 121
word is in.
• Then take turns reading the text again. Count the
151
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Test Preparation
Taking Tests
Coaching Corner

corrections and improvements that a writer should
make.
• Read the whole selection carefully.
• After reading the selection, go back and carefully reread

the sentences mentioned in the questions. Do you notice
any mistakes in grammar or punctuation?
whole sentence.

any corrections.
153–154
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Practice
Read the following test sample. Study the tips in the box.
Answer the questions that follow.
(1) At tonight’s town meeting, the City Council will announce

its decision to make skateboarding on the sidewalk against the
law. (2) Too many skateboarders have run into people and cars.
(3) These accidents are making people verry angry. (4) But responsible
skateboarders are angry, too. (5) Parents of skateboarders may be
angryier than the kids. (6) They will have to pay fines if their kids
are caught skateboarding on the sidewalk. (7) Mr. Ikeda has offered
to give the town a plot of land to build a skateboard park. (8) It’s a
great offer, but we need money to build it. (9) Come to the town
meeting and share your ideas!
1 What change should be made in 3 What change, if any, should be

sentence 3? made in sentence 9?
A Change accidents to accident A Change share to say

B Change are to is B Change Come to Came
C Change These to Thi C Delete meeting
D Change verry to very D Make no change
2 Which change, if any, is needed in

sentence 5?
F Change Parents to Parents’

G Change are to is
H Change angryier to angrier Tips
J Make no change
✔ Think about what you
have learned about
adverbs of intensity.
✔ Review what you
know about forming
comparatives.
UNIT 4 253
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Unit
5 Where
We Live
You will learn
about different
types of homes
and the people
who live in
them.

Article Letters Informational
Text/Social Studies
The Underground A House of Grass A Cold Autumn

City Morning
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? HE
THE
BiG
QUESTION
What is it like to
live in an unusual
home?

You will talk about places to live. In the
Listening and Speaking Workshop, you will
present a TV talk show.
Writing
You will practice expository writing. In the
Writing Workshop, you will write a magazine
or newspaper article.
Quick Write
Where do you live? What is your home like?
Describe it.
View and Respond

UNIT 5 255
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Build Unit
about places to live?
Words to Know
Listen and repeat. Use these words to talk about places to live.
townhouse apartment treehouse
houseboat retirement home single-family home
Practice
Work with a partner. Ask questions using the words above.
Answer them using words from the box or your own ideas.
cousin friend uncle aunt grandparents
Example: A: Do you know anyone who lives in a retirement home?

B: Yes, my grandparents live in a retirement home.
Write
Read the questions. Write your response in your notebook.
Where do you live? Who do you live with?
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Make Connections
Complete the sentences with the following phrases.
play on the swings swim in the water
ride an elevator eat dinner
1. My uncle lives on a houseboat. We like to

when we visit him.
2. My grandparents live in a retirement home. They

in a dining hall with many friends.
3. My friend Ava lives in a single-family home. In the backyard

we like to .
4. My parents and I live in an apartment. We live on the fifth

floor, so every day we .
What about you?

Talk with a partner. Talk about your home.
UNIT 5 257
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Build Unit
Background
Kids’ Stories
from around Canada
Scotland
the World
Carlito
I live in the town of Niagara
Falls in Ontario, Canada. People
come from far away to see the
“Upside Down House” in my
town. Everything inside the Jemma
house is upside down! I think I live in Scotland near a very
it would be fun to live in this interesting house. It’s called
house. “the Pineapple.” It was built in
1761. Its stone top looks like a
giant pineapple. Today, people
rent the house for vacations.
I want to stay there. Then I can
say I slept in a pineapple.
258 UNIT 5
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China
Papua New Guinea Xiao Hong

I live in China. Many
families here live on
boats. My family has a
houseboat. We have a
fishing business. My father
and my brother take the
boat into the ocean. They
catch fish. Then they
return to the harbor. I eat
the fish they bring home.
Rabbie
I live in Papua New Guinea. In What about you?
my country, some people live in 1. Which house would you like
treehouses. Some families live in to live in? Explain why.
trees that are 80 feet high! I live 2. Do you have a story about
in a house on the ground. But I an unusual home? Share
hope to live in a treehouse one your story.
day.
UNIT 5 259
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Reading 1
Prepare to Read
Key Words
The Underground City tells about a town where
What You people live in caves.
Will Learn
1 Kangaroos are native to Australia. They live
Context, word study
in the wild there. Outside Australia, you can only
O Reading strategy:
Identify fact and find them in zoos.
opinion
1
O Texttype:
Informational text
(magazine article)
Grammar
Capitalizing proper
nouns
Writing
Write to classify
2 The United States is a big country. Some
These words will help RCTVU|JCXG extreme , or great, heat. Other parts
you understand the have extreme cold.
reading.
2
Key Words
native
extreme
architecture
underground
mining
efficient
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3
3 Styles of architecture change with

VKOG|.QQMCVVJGUGVYQOWUGWOU9JKEJ 4
QPGKUCPQNFGTUV[NG!*QYFQ[QWMPQY!
4 Coal and gold are found underground .

6JG[CTGFGGRWPFGT'CTVJoUUWTHCEG9G
get them by mining 9QTMGTUFKIFQYP
to where the coal or gold is. Then they
bring it up to the surface.
5
5 Being efficient OGCPUYQTMKPI
SWKEMN[CPFYGNN9JGP[QWCTGGHHKEKGPV
you do not waste time.
Practice
• Divide your page into three columns: the new
YQTFUVJGKTFGHKPKVKQPUCPFFTCYKPIUQHVJG Speaking Skills
words when possible. If you don’t know the
• Test yourself by covering one of the columns. exact English word, use
a synonym.
Make Connections
*CXG[QWGXGTDGGPKPCECXG!&GUETKDGJQYKVHGGNU9CUKV
YCTOQTEQNF!9CUKVFCORQTFT[!9J[FQ[QWVJKPMUQOG
RGQRNGNKMGNKXKPIKPECXGU! 155
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Reading 1

you talk about the
Academic Words
reading.
Words in Context
Academic
Words Wolves adapt to cold weather by growing a
thick coat.
adapt
change to fit Recycling paper and plastic is good for
a new situation the environment.
environment The park is located near the school.
world of land,
sea, and air that
you live in; your
surroundings Practice
located Choose an academic word to complete each
be in a particular sentence.
place
1. Rio de Janeiro is in Brazil.
2. After we moved to a new town, it took some

time to to it.
3. Trees, water, and air are all part of our

.
Apply
1. Think of a time when you visited a new place.

How did you adapt to it?
2. Where was the new place located?
3. How was the environment there different

156
from the one at home?
262 UNIT 5
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Word Study
Homophones
How are the words in purple alike?
How are they different?
Do the stores sell opals?

Is there a jail cell in town?
The words sell and cell sound the same, but they have different
spellings and different meanings. They are homophones.
• In the first sentence, sell means “to exchange for money.”
• In the second sentence, cell means “a small room in a jail.”
Practice
Choose a homophone to complete each sentence.
1. I like to visit Australia. (wood, would)
2. I want to meet the people who live .

(their, there)
3. We will the miners at work. (sea, see)
4. She might an opal. (buy, by)
5. I can hardly him. (hear, here)
6. coming to the party aren’t you? (Your, You’re)
157
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Reading 1
Informational Text
The
?
Magazine Article
THE Underground
More About BiG
QUESTION
Why is it important that people

and animals adapt their
City by Claudio Ponti
homes to their environment?

Listen for the main points
Have you ever seen a house that is
and important details. under the ground? Come visit a town
called Coober Pedy!
Reading Strategy
Identify Fact and Opinion
• A fact is something that is
true. You can prove something
is a fact.
• An opinion is something that
someone thinks is true but
cannot be proven.
• As you read, think about what is
a fact and what is an opinion.
Listen as your teacher models
the reading strategy. The town of Coober Pedy is
in southern Australia.
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Friends play a game in an
underground home.
About 3,500 people live in Coober Pedy, Australia. From the

street, you might see only dirt and some trees. But under the
ground, there are homes! More than half of the people in the
town live in underground houses. These are regular houses that
look a lot like yours!
The summer heat in Coober Pedy is extreme . But the
underground homes are efficient . They stay cool during the
hot months. That means people don’t spend money on air
conditioning. In the winter, the homes stay warm. That means
people pay less for heat.
The underground houses look

just like regular homes.
Before You Go On
How did the people of Coober Pedy

adapt to the extreme heat?
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Opals are beautiful
gems that are used for
jewelry.
Reading Skills
Ask your teacher or
classmates if you
don’t understand a
Opals are native to Coober Pedy. Most of word, phrase, or a
the people who live there work in the opal language structure.
business. They dig up opals from under the
ground. Then they sell the opals to people all
over the world.
The first opal was found in Coober Pedy
in 1915. Soon, mining became popular
there. The miners noticed how cool the air
was inside the mines. These men had slept
in trenches in World War I, so they knew
that living under the ground was cooler than
living in the desert heat. That’s how the
underground homes began.
business buying or selling of goods and services

trenches long, narrow holes dug into the ground
Soldiers in World War I lived
desert large area of land that is very dry and usually in trenches below the ground.
very hot
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In Coober Pedy, people dig out
dirt and leave it in big piles.
From: [email protected]
To: [email protected]
Subject: Coober Pedy
Hello Max,
I am in Coober Pedy. It is a special town in

Australia. Many visitors come to see the
underground architecture . The people who live
in Coober Pedy work hard in the heat all day. They I saw workers use large
spend many hours drilling for opals. At the end of machines to dig opals
the day, they go to their nice, cool homes. They out of the ground.
live in underground caves!
I’ll see you soon!
Meghan
158–160
Think It Over
visitors people who come to see a place
or a person
1. Recall Where is Coober
Pedy located?
2. Comprehend How do
Reading Strategy the people who live in
Identify Fact and Opinion Coober Pedy adapt to the
heat?
• What is one fact about Coober Pedy? 3. Analyze How is
• What is one opinion of Coober Pedy? the environment of
• Did looking for facts and opinions help you Coober Pedy different
from the environment
understand the selection? How?
where you live?
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Reading 1
Learning Strategies
Fact and Opinion
A fact is something that can be proved. An opinion is
something that someone thinks, but it cannot be proved.
Words such as great, amazing, and bad are clues that you are
reading opinions.
Practice
Tell whether each sentence states a fact or an opinion.
If it is a fact, tell where you can find the proof.
1. The town of Coober Pedy is located in Australia.

2. It is hard to live underground.
3. About 3,500 people live in Coober Pedy.
4. People who live underground are friendly.
5. The temperature of underground homes is under
23 degrees Celsius in the summer.
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Use a Fact and Opinion Chart
A Fact and Opinion Chart can help you tell facts from opinions.
Practice
Sort the list of facts and opinions from the previous page.
Explain your choice in the third column. Then answer the
questions below.
Fact Opinion Why?
The town of Coober You can prove it by

Pedy is located in looking on a map of
Australia. Australia.
It is hard to live The word “hard” is a

underground. clue that this is an
opinion.
1. Which sentence would you add to the Fact column?

a. Opals are beautiful gems.
b. The first opal was found in Coober Pedy in 1915.
c. People who live underground are friendly.
d. Coober Pedy is a special town.
2. How could you prove the fact 161

that you chose?
a. Ask a friend.
Extension
b. Look it up on a website that you trust.
c. Read about it in a newspaper. Would you like to live
d. Buy an opal. underground? Make a
drawing that shows what
your house would look
Apply like. Share your drawing
with the class.
Summarize the selection for a partner.
Use the key words as you speak.
READING 1 269
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Reading 1
Grammar
Capitalizing Proper Nouns
Proper nouns name a specific person, place, or thing.
They begin with a capital letter.
Use proper nouns to talk about:
Names and titles of specific people
Max, Mr. Smith, President Washington
Names of specific places

South Korea, Shanghai, Sydney Opera House
Names of specific things

Manchester United, Red Stone Bakery
Days of the week and months (except seasons)

Monday, Tuesday, January, February, spring
Historical events and documents

the Harvest Moon Festival, the Constitution
Titles of books, stories, and essays (only important words)

Alice’s Adventures in Wonderland, “The Beaches of
Colombia”
Languages and nationalities

Spanish language, Thai people, Mexican
Practice A
Look for proper nouns on pages 254–267.
Write them in your notebook.
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Practice B
Rewrite the sentences in your notebook.
Use correct capitalization.
1. Opals are native to coober pedy. Opals are native to

Coober Pedy.
2. dr. and mrs. robinson were late on friday.
3. steven hasn’t read a wrinkle in time.
4. diamond mining has become popular in canada.
5. tracy is studying about greek architecture in school.
6. A goal in yellowstone national park is to protect the

environment.
Apply
Work with a partner. Ask and answer the questions in your
notebook. Write the answers using correct capitalization.
6JGP|EQORCTGVJGOYKVJ[QWTRCTVPGT
'ZCORNG A: What is your favorite book?

B: My favorite book is My Side of the Mountain.
• What is your favorite book?
• Who is your favorite singer? Grammar Check ✔
• Who is your favorite movie actor? List some proper nouns for
• What is your favorite month? people, places, and things
• What town were you born in? that are near you now.
• What place would you like to visit?
• What language would you like to learn?
• What country would you like to visit?
162
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Reading 1
Writing
Write to Classify
When you classify, you group different kinds of information
about a subject into categories. In each paragraph, discuss one
category of information at a time.
Writing Prompt
Write two paragraphs that classify information about an animal. Think about
how to organize information into categories. Capitalize proper nouns correctly.
1 Prewrite GO 12
Choose an animal. Think about categories you will use to
classify, or group, information about the animal. Then list the
information from each category in a Three-Column Chart.
A student named Joyce listed her information in this chart:
Features Flying Birds Flightless Birds
Wings Longer wings Shorter wings

Number of feathers Fewer feathers More feathers
Shape of feathers Different shapes Same shapes

Examples Owls Ostriches
2 Draft
Use your Three-Column Chart to help you write a first draft.
• Keep in mind your purpose for writing—to classify.
• Group each category of information in one paragraph.
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Read over your draft. Look for places where
the information categories are not clear or ✔ Ideas
your sentences are too long. Use the Writing I clearly grouped the
different kinds of
Checklist to help you identify problems. Then
information.
revise your draft.
✔ Word Choice
4 Edit I used interesting
vocabulary in my
paragraph.
a partner to get feedback. Use the Peer Review
Checklist on page 402. Edit your final draft in
✔ Conventions
I capitalized proper
response to feedback from your partner and nouns correctly.
your teacher.
5 Publish
You will need to refer to it in the Writing
Workshop.
Here are Joyce’s paragraphs:
Joyce Lopez
While most birds fly, some birds can’t fly. Flying birds have
longer wings but fewer feathers. An owl is a flying bird that eats
meat and hunts at night. Owls are found in North America and
rainforests in South America.
Flightless birds first developed on islands. There they had few
enemies to fly away from. These birds have shorter wings. They
have more feathers all over their bodies. An ostrich is a fast-
running, flightless bird that lives in Africa. These are the largest
and heaviest of all birds.
164
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Reading 2
Prepare to Read
Key Words
In A House of Grass, two cousins communicate
What You through letters. One girl lives on the prairie.
Will Learn The other lives in a city.
Reading
Context, phonics
1 The prairie , a wide open
O Reading strategy:
area of grasslands, is full of 1
Identify author’s
purpose flowers and tall grasses.
O Texttype:
2 Some people scatter
.KVGTCVWTG| NGVVGTU
grass seed and wait for the
Grammar
Prepositions and
grass to grow. Others buy
prepositional phrases rolls of sod and have lawns
Writing right away.
Organize ideas by
problem and solution 2
you understand the
reading.
Key Words
prairie
sod
climate
harsh
record
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3
3 The climate in this desert

is harsh . It is always very dry. During
the day, the desert gets very hot. At 4
night, it gets very cold.
4 Our coach keeps a record of

how many times we hit the ball.
Practice
Make flashcards to help you memorize
the words.
• On the back, write a sentence, but leave a blank where
the key word should be.
Make Connections
Long ago, friends wrote letters to each other. How do friends
communicate today? Which way do you like best? Why? Write
165
your opinion in your notebook. Then explain it to a partner.
READING 2 275
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Reading 2

you talk about the
Academic Words
reading.
Words in Context
Academic
Words I correspond with my pen pal. He lives in Mexico.
correspond
Mr. Monroe previously worked in a bank.
write and receive Now he is a famous writer.
messages with
All of my cousins reside in Phoenix.
someone
previously
before
Practice
reside
live somewhere Choose an academic word to complete each
sentence.
1. Two friends might in different

EKVKGUDWV|VJG[ECPUVKNNDGIQQFHTKGPFU
2. Now you can send messages through the

phone. , this was not possible.
3. People can using letters they

UGPFKPVJG|OCKNQTVJG[ECPGOCKN
Apply
1. How would you correspond with friends

YJQ|OQXGFVQCFKHHGTGPVEKV[!
2. 9JCVKU[QWTHCXQTKVGOQXKGPQY!9JCVYCU
KV|previously!
166
3. How many people resideKP[QWTJQOG!
276 UNIT 5
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Phonics
Y as a Vowel
Sometimes the letter y acts as a vowel.
Each word in the chart below has
the letter y at the end. Sound out
the words.
• When does the letter y have the
long i sound?
• When does the letter y have the
long e sound?
Long i Long e
by city
dry dirty
my worry
Rule
• The letter y usually has the long i sound when it comes after a
consonant at the end of a one-syllable word.
• The letter y usually has the long e sound when it comes after a
consonant at the end of a word with more than one syllable.
Practice
• Molly lives in the city. • It was not easy to move.

• My new home is in Tianjin. • We share many stories.
1. List the words in which y has the long i sound.
2. List the words in which y has the long e sound.
167
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Reading 2
Literature
Letters
? A House
of Grass
THE
More About BiG
QUESTION
In this selection, a young girl

moves to a new home. Why
by Kathy Furgang
does she correspond with
her cousin back home?

important details.
Reading Strategy
Identify Author’s Purpose
Before you read, think about
the author’s purpose. Is the
author writing:
• to entertain?
• to tell about something?
• to persuade you to do or
think something?
As you read, think about why
Sarah and Molly wrote their letters.
reading strategy.
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Dear Cousin Molly,
I often think of you, your nice home, and our beautiful
Boston! The trip to Kansas has been long and hard. I look
out the back of the wagon as the miles pass and I see only
grass and more grass.
I have seen some funny houses on the prairie . They
look like they are made of dirt. Ma says the prairie grass,
or sod , is thick as a mat. She jokes that Pa will build us
a sod house, too. It would be strange to live in a house
made of dirt! How would we keep it clean?
Affectionately,
Sarah
mat thick piece of material used to cover a floor

affectionately way to end a letter, showing love or caring
Before You Go On
Where did Sarah previously live?
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Dear Cousin Sarah,
I was happy to receive your letter. I hope you now

have a nice new home. Please assure me it is not made
of dirt! Mother said sod houses are hard to live in. They
are tiny, their roofs leak, and the dirt walls are filled
with bugs!
Will you ever return to Boston? The prairie must be
a difficult place to live. Life is easier here.
I hope you keep a diary. If you keep a record of your
adventures, one day your children can learn about your
new life and experiences.
Love,
Molly
receive get from someone

assure tell or promise
diary book in which you write things that happen each day
280 UNIT 5
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Reading Skills
If you don’t understand
something, ask your
classmates or your teacher,
“What does this mean?”
If you are not sure, ask,
“Does this mean...?”
Dear Molly,
I have funny news! We live in a sod house! It is dark
and damp, but do not worry. It will protect us from
the climate . It is an excellent shelter!
There are few trees on the prairie. The land looks
like a sea of grass.
People here have little money, but they are clever.
Since many can’t buy wood, stone, or bricks, they
build with sod. They cut the sod into pieces and then
they stack the pieces like bricks to make things.
That is how Pa made our new house!
Love,
Sarah
damp moist or a little bit wet

clever creative and quick to learn
stack form a neat pile of things, one on top of the other
Before You Go On
Why do people on the prairie reside

in sod homes?
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Dear Sarah,
ear you again, but I would

I would love to live near
not like to live on the frontier! I prefer my life
in Boston.
When I look out my window, I see churches,
museums, and stores. These are strong buildings
that were built to last forever. But even rain could
hurt your buildings. Your house could turn to mud.
A sod house does not appeal to me. I certainly do
not like grass or dirt. I do not want to live with bugs!
I enjoy your letters. They help me learn about
your new life.
Love,
Molly
frontier area beyond places people know well

appeal seem interesting or fun
certainly without any doubt
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Dear Molly,
Do not worry about me and my little sod
house. I agree that sometimes the climate
is harsh . But our house is cool in summer
and warm in winter.
I love my new life on the prairie. I know that
someday more people will move to the frontier
and build towns and cities. Then we will have
all the comforts of Boston!
Your loving cousin,

Sarah
comforts things that make life nicer
168–170
Think It Over
1. Recall Why should

Sarah keep a record
Reading Strategy of her adventures?
Identify Author’s Purpose 2. Comprehend Where
does Molly prefer to
• Molly and Sarah had different reasons for
reside? Why?
corresponding. What were they?
3. Analyze Would you like
• Did thinking about the author’s purpose help to live in a sod house?
you to understand the selection? How? Why or why not?
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Reading 2
Learning Strategies
Author’s Purpose
Authors have different purposes for writing. An author writes to
entertain, persuade, or inform. Knowing the author’s purpose will
help you understand what you read.
Practice
Read the sentences. Tell if the author’s purpose is to entertain,
persuade, or inform. Explain your answers.
1. Sod houses are made of dirt. Today’s houses are made of brick
or wood.
2. You will love our sod house. When it rains, the roof leaks. Then
mud falls on your head!
3. Sod houses and today’s houses protect you from harsh weather.
4. Sod houses are the best houses. They are cool in the summer
CPFYCTOKPVJGYKPVGT;QWOWUVDWKNFCUQF|JQWUG
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Use a Compare and Contrast Chart
A compare and contrast chart can help you compare
and contrast the information you are reading.
• When you compare, you tell how two or more things
are alike.
• When you contrast, you tell how two or more things
are different.
Practice
Copy and complete this chart. Use the
questions below to help you. Sod Houses
and
1. What other information from the Today’s Houses
selection can you put in the Alike box?
2. What other information from the
selection can you put in the
Alike Different
Different box?
protect from Sod: dirt
3. What information from your own bad weather Today: brick
experiences can you put in the or wood
Alike box?
4. What information from your own
experiences can you put in the Different box?
171
Apply Extension
Retell the selection to a partner. Use
Write a letter to Molly
academic and key words as you speak. or Sarah. Describe
where you live. Include
a drawing that shows
some of what you are
describing. Share your
drawing with the class.
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Reading 2
Grammar
Prepositions and Prepositional Phrases
A preposition is a word that shows location, time, or direction,
or provides details. Here are some prepositions.
above below for on through

after by from out to
at down in over under
A preposition + a noun or pronoun is called a

prepositional phrase.
The horse jumped over the fence.
A prepositional phrase can describe a noun.
I see the house with the big windows.
Prepositions can describe relationships with time.
We will eat cake after school.
Practice A
Circle the prepositions; underline the prepositional phrases.
1. We’re going to Grandma’s house.
2. This book is by Jane Austen.
3. My backpack is under the table.
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4. We always eat breakfast before class.
5. Our soccer practice starts at 3:30.
Practice B
Complete each sentence with a preposition.
1. It was a harsh life on the prairie .
2. Do you live an apartment or a house?
3. Are you Canada?
4. Hector resides in the house the tile roof.
5. The baby crawled the table.
6. Previously, he went a private school.
Apply
Work with a partner. Discuss your hobbies and activities
that you usually do on the weekend. Use prepositions and
prepositional phrases.
Example: A: What do you like to do on the weekend?

B: I like to play with my dog in my yard. 172
• What do you like to do on the weekend?

Grammar Check ✔
• What time do you get up?
Which prepositional phrases
• Where do you like to go?
above:
• How long have you liked this activity?
• tell where something
• Who goes with you? happens?
• tell when something
happens?
• describe a noun?
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Reading 2
Writing
Organize Ideas by Problem and Solution
You can organize the ideas in your writing by describing problems
and solutions. A problem is a difficulty that people face. A solution
is the way to solve or fix the problem. First, describe the problem.
6JGPFGUETKDGVJG|UQNWVKQP
Writing Prompt
Write a paragraph that describes a problem in your school or community.
Then write a paragraph that explains how you solved it. Be sure to use
prepositions correctly.
1 Prewrite
Choose a problem to write about. Think about how you
solved the problem. Then list the information in a problem
and solution chart.
PROBLEM SOLUTION
A student named Billy
listed his ideas in this
graphic organizer: Trash, bottles, and Students and teachers
boxes filled the lot. cleared out the lot.
2 Draft
Use your problem and No dirt to plant
We carried bags of
dirt and planted flowers
solution chart to help flowers and grass.
and grass.
you write a first draft.
• Keep in mind There were no lights People gave money to
your purpose or benches. buy lights and benches.
for writing—
to identity a problem and solution.
• Show clearly that each part of the problem has a solution.
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where the writing is not well organized. ✔ IIdeas
clearly identified each
Use the Writing Checklist to help you
problem and solution.
4 Edit
✔ IOrganize
first wrote about the
problems and then
wrote the solutions.
Peer Review Checklist on page 402. Edit ✔ IConventions
used prepositions
your final draft in response to feedback correctly.
5 Publish
your work.
Here are Billy’s paragraphs:
Billy Martin
tin
oa
I wanted to turn an empty lot near our school into
small community park. But the lot was filled trash, bottles, and
boxes. There was no dirt to plant flowers and grass. There
were no lights or benches, either. Without help, I wasn’t
sure how to make my dream come true.
My teacher, Ms. Han, told our school about the problem.
Students and teachers worked together to clear out the
lot. We planted flowers and grass. People gave us money. We
used it to buy lights and benches. By working together we
turned an empty lot into a beautiful park.
173–174
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Reading 3
Prepare to Read
Key Words
Words in Context
What You
Will Learn 1 The Inuit made many things from reindeer
skin, like blankets and boots.
Reading
Context, phonics
O Reading strategy: 1
Visualize
O Texttype:
Informational text
(social studies)
Grammar
Present perfect
Writing
Write to compare
2 Seal skins were used to make the walls
and contrast of tents.
These words will help 2

you understand the
reading.
Key Words
reindeer
seal
shelter 3 A tent is a kind of shelter; it protects you
from the weather.
igloo
sled
3
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4 An igloo is a house for the winter made of large
blocks of hard snow.
5 A sled is something you can ride on to travel over

snow or ice.
Practice
Draw a picture of a home that might be found in a very
cold climate. Label the picture with sentences using
MG[|YQTFU
Make Connections
What stories have you heard about Inuit people?
Do you think you would have liked living as an Inuit in
the 1800s? Write your opinion in your notebook. 175
Then explain it to a partner.

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Reading 3

you talk about the
Academic Words
reading.
Words in Context
Academic
Words Ramona did a considerable amount of work
on the group project.
considerable
large enough to be Cleaning up the park involved a lot of
important physical labor.
labor The boys agreed to undertake the job of
hard work
cleaning the garage.
undertake
take on as a
responsibility Practice
Choose an academic word to complete each
sentence.
1. Kenji chose to the job of

washing the dishes tonight.
2. Nina could not go to out to play because she

had a amount of homework.
3. Tony did not mind the

involved in raking leaves. He liked to
YQTM|QWVUKFG
Apply
1. When did you have to undertake a tough job?
2. What kind of labor did you do?

176
3. Did the job take a considerable amount of
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Phonics
R-Controlled Vowels: ar, or, ore
Listen. Then read each pair of words. Notice how the letter r
changes the vowel sound.
am ton toe
arm torn tore
Here are more words with an r that follows a

vowel. Sound out the words in the box.
art for
hard story
garden more
Rule
The letters ar usually have the vowel sound heard in art.
The letters or and ore usually have the vowel sound in
torn and tore.
Practice
Read each pair of words with a partner. Tell whether
the words have the same vowel sound.
1. bark, yard 3. part, pat
2. port, park 4. hose, horse 177
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Reading 3
Informational Text
A Cold
?
Social Studies
BiG Autumn
THE
More About
QUESTION
What is it like to live in a
tent?

Morning
important details.
Reading Strategy
It’s a November morning in 1895,
Visualize near the coast of Hudson Bay, in
Readers often try to visualize, or Canada. Wrapped in several blankets
see in their minds, what they are made from reindeer skins, a young
reading about. Inuit girl named Meeka opens her
• As you read, look for words eyes and feels a chill on her face
that describe people, places, from the cold autumn air. Inside
and things. the tent made of seal skins, a fire is
• Use the descriptions in the burning in a stone lamp. The lamp
selection and the photos to help provides light and heat for the family
you create pictures in your mind. inside the tent, and it also heats
Listen as your teacher models the water for cooking food.
reading strategy.
coast the land near a large body of water
chill a feeling of cold
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Meeka’s mother is quietly
singing a song to Meeka’s baby
brother, Koomanah, as she
prepares breakfast. Meeka’s father
has already gone out for the day
with other men from their village.
In the fall, when the ice becomes
thick, the Inuit men cut small
holes in the ice. They sit there for
many hours, waiting for seals to
poke their noses out of the holes
in the ice to get some air.
Then they catch the seals. Animals
provide everything for the Inuit:
food, clothing, tools, lamp oil,
shelter, and many other things. If
they do not catch enough animals,
their lives will become difficult.
poke push out
Reading Skills
If you don’t understand
a word, look at the
context to try to guess
the meaning.
Before You Go On
Why do the Inuit men undertake

the long wait on the ice?
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Meeka sits down near the lamp and rubs her hands together
by the fire. Meeka’s mother gives her a piece of dried fish for
breakfast and a cup of hot water made from melted snow. Meeka
drinks the water and takes a bite of the fish. It has a salty taste
and is a little hard to chew, but it is one of her favorite meals.
After breakfast, Meeka puts on her coat and pulls the hood
up, so that only her eyes, nose, and mouth can be seen. It is
still mostly dark outside. Outside the tent, she inhales deeply,
feeling the cold air enter her nose and throat. The snow is deep
and covers the land around their tent. She can see little streams
of smoke from lamps rising up from the holes in the top of her
neighbors’ tents.
hood part of a coat that covers the head

inhales breathes air in
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Meeka knows that her family will soon have to build a snow house,
or igloo, to live in through the winter. The first snow of the season is
not good for building an igloo. They have to wait a few more weeks for
illusaq. This Inuit word means “hard snow that is good for building
houses.” Building igloos is an important event in Meeka’s village. All
of the men get together and cut large blocks of snow, using long, sharp
knives. The first blocks of snow are stacked in a circle on the ground.
More blocks of snow are stacked on top. This continues until the igloo
is finished. The women use soft snow to fill in the spaces between the
blocks of snow. It is very hard, but everyone works together to do the job.
However, today is not igloo day. Today, Meeka will play with her
friends. She and her friends like to ride on sleds that are made of ice.
Sometimes they race each other on the
sleds. After a few hours of play, the sun
has already started to go down, and it’s
snowing hard. Meeka wonders if her father
has brought home a seal today. She lifts her
reindeer skin boots as she walks through
the soft, deep snow, looking forward to the
warmth of her tent.
race compete against others to be the fastest Think It Over 178–180
1. Recall What does

Reading Strategy Meeka eat, drink, and
Visualize wear in the story?
2. Comprehend What
• What did you visualize as you read about are some considerable
Meeka’s home? hardships that the Inuit
• What did you visualize as you read about the people faced?
land surrounding Meeka’s village? 3. Analyze What types
of labor might Meeka
• Did visualizing help you understand the
have done as part of her
selection? How?
daily chores?
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Reading 3
Learning Strategies
Visualize
When you read, try to visualize, or picture in your mind, what
the author is describing. Authors use words to help readers
create mind pictures.
Practice
What picture do you visualize when you read each sentence?
Choose one sentence and draw what you visualize.
1. People can make treehouses

in backyards. They must
secure wooden boards to
strong tree branches.
2. Some people build
treehouses high in the
jungle.
3. Some treehouses have
many rooms. They even
have staircases.
4. People who live in
treehouses nest high in
the sky with the birds.
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Use an Organizational Chart
An organizational chart helps you put your thoughts in order. Suppose you
want a friend to picture the different places that Meeka sees during her day.
The chart will help you think of ways to describe the different scenes.
Practice
Copy and complete this chart. Then answer the questions.
Scenes Object Described Detail 1 Detail 2
Meeka waking up inside of tent cold autumn air tent made of

in the morning seal skins
1. Describe to a partner the scenes from the selection you added to your
chart. Use a considerable amount of detail in your description.
2. How did the organizational chart help you describe the scene?
3. What did Meeka do before she went outside that day? 181
4. Would you have wanted to live in an Inuit village during
this period? Why or why not?
Extension
Apply Describe a similar
Using the pictures, summarize the story morning for you at
home. Draw or describe
for a partner.
it. Share your description
with your class.
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Reading 3
Grammar
Present Perfect
The present perfect is used to talk about a past event that might
happen again in the future. The simple past is used to talk about
something that happened at a certain time in the past and is finished.
Simple past Present perfect

I saw a horror movie last night. I’ve seen horror movies before.
She went to a concert yesterday. She’s been to concerts before. have ‘ve
has ‘s
The present perfect form is this: have or has + the past participle.
For most regular verbs, add -ed to the form the past participle.
start started stop stopped study studied
For irregular verbs, learn the past participle form.
be been go gone see seen

eat eaten meet met spend spent
get gotten ride ridden write written
Use the present perfect + ever to ask people about their experiences.
Use non-specific time phrases, such as once, ever, never, before, or a
few times, to answer.
Have you ever eaten sushi? Yes, I have. I’ve eaten

sushi a few times.
No, I haven’t. I’ve never
eaten sushi.
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Practice A
Complete the sentences. Use the present perfect form of the
verb in parentheses.
1. We have been to Cairo. (be)
2. She a book about Inuit people. (write)
3. I a considerable amount of time on my

homework. (spend)
4. The students to a quiet room to work. (go)
5. My family many countries. (visit)
Practice B
Complete the conversation with the present perfect form of be.
1. Have your parents ever to Florida?
2. No, they haven’t. They’ve never to the U.S.

Have you ever to the U.S.?
3. No, I haven’t. But my sister has to the U.S.

before. She’s to New York a few times.
Apply
Work with a partner. Use the prompts below
Grammar Check ✔
to ask and answer questions. Try to use the
Circle examples of the
present perfect form. present perfect in the
reading on pages 294–297.
Example: A: Have you ever been to London?
B: Yes, I have. I have been there a few times.
• been to London? • visited a national park?
• ridden a horse? • eaten sushi? 182
• met a famous person? • gotten a very bad present?

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Reading 3
Writing
Write to Compare and Contrast
When you compare two things you explain how they are alike.
When you contrast two things you explain how they are different.
Use details to show how the things are alike and different.
Writing Prompt
Write a paragraph to compare and contrast two sports or hobbies. Use details
to show how they are alike and different. Be sure to use present perfect verbs
correctly.
1 Prewrite GO 2
Choose two sports or
hobbies to compare Baseball Soccer
and contrast. Think • Players use a • You kick the ball
glove and a bat. Both with your feet.
about how they are
sports
alike and different. • Players take • Players run all
are fun.
turns. the time.
Then list your ideas
in a Venn Diagram. • Sometimes, • There’s lots of
players must activity for
A student named Julie wait a long time. every player.
listed her ideas like this:
2 Draft
Use your Venn Diagram to help you write a first draft.
• Keep in mind your purpose for writing—to compare and contrast.
• Include details that show how the sports are alike and different.
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where the writing is unclear. Use the ✔ Ideas
Writing Checklist to help you identify I showed how the subjects
problems. Then revise your draft. are alike and different.
4 Edit
✔ Word Choice
I used details to compare
Check your work for errors. Trade papers and contrast.
I used action
verbs correctly.
from your partner.
5 Publish
Share your paragraph with the class. Save your work.
Here is Julie’s compare and contrast paragraph:
Julie Fernandez
Baseball and soccer are both fun sports to play, but they
are very different. In baseball, you catch a ball with a glove
and hit it with a bat. In soccer, you kick the ball with your
feet. You can use your head, too, but not your hands. In
baseball, players take turns batting and running to the bases.
Sometimes they wait a long time. In soccer, players run
all the time. I have played soccer for two years, while my
brother has played baseball. I like soccer better because
there is more activity for every player.
183–184
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Put It All
Together
Apply and Extend

Link the Readings
Read the words in the top row of the chart.
• For The Underground City, put an X under
the words that remind you of the text.
• Repeat the same activity for A House of Grass
and A Cold Autumn Morning.
Informational Harsh
Literature Hard Times
text Climate
The Underground
City
A House of Grass
A Cold Autumn
Morning
Discussion
1. Why are the people of Coober Pedy happy Listening Skills
about where they reside? If you don’t understand
2. How does Sarah think life on the prairie will something a speaker
says, you can say, “I
change in the future?
don’t understand. Can
3. The people in A House of Grass and A Cold you explain it, please?”
Autumn Morning build some unusual homes.
?
THE
B iG
BiG
QUESTION
How are the homes similar?
What is it like to live in an unusual home?
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Projects
Journal Entry Description Illustration

Imagine you live in one Describe one of the houses Choose one of the houses
of the houses you read you read about. Give you read about. Create your
about. Write a journal entry details, but do not identify own illustration of that
describing a day in your the house. Have listeners house. Use the illustrations
life. Include specific details guess which house you in the book as a guide.
and descriptions. are describing.
Building Proposal Interview Charades

Think of a new kind of Interview someone who lives Choose a house you read
house. Write a proposal for in a different kind of house about. Act out a daily activity
building that house. Tell than you. Ask about the in that house. Have other
why your house would good and bad parts of living students guess which house
be special. Include details. in that house. Record your you are living in. Act out
interview. living in other houses.
For more projects, visit

Pearson English Portal.
185–186
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Put It All Together

Present a TV Talk Show
You are going to write and present a TV talk show. Then you
will listen as your classmates present a TV talk show, too.

A. Find two partners. One will be the host, Listen and repeat.
and the other two will be the guests. Your Welcome to the show.
group will present a TV talk show about
Thanks for joining us. Tell us
where people live. Your classmates (the about …
audience) will ask the guests questions at
Thanks for watching. See you
the end of the show.
next time.
B. Choose two interesting places where
people live. Do some research for facts,
details, and examples. Share the information and work
cooperatively. Then write your TV talk show. Find photos
or simple props to show during the talk show.
Host: Welcome to our show today. We have two special

guests. Maria and Tobias. Let’s have each of you tell
our audience where you live. Maria?
Maria: I live in a cave.
Host: And, Tobias, what about you?
Tobias: I live on a boat.
Host: Two very different places, two very different homes.
Maria, where is your cave. . . I mean home?
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2 Practice
Practice your TV talk show with your props in front Speaking Skills
of your family or friends. If possible, record your Choose your words
talk show. Then listen to it. Record it again and try based on who is
to improve. listening. A TV talk show
is informal. Use simple,
3 Present conversational language.
As you speak, do the following:
• Speak loudly and face your audience.
• Use hand and body movements to make a point.
• Answer your audience’s questions. Listening Skills
As you listen, do the following: Listen carefully for specific
• Think about what you already know about facts and observations to
the subject. predict what you don’t
• Think of questions to ask at the end of the already know.
talk show. Listen carefully for ideas
and information that aren’t
4 Evaluate stated directly.
✔ Did you speak loudly and face your audience?
✔ Did you give interesting facts, details, and examples in your
answers?
✔ Did you understand the questions and answers?
✔ Did you ask a question?
✔ Did you enjoy the talk show?
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Put It All Together
Writing Workshop
Write a Magazine or Newspaper Article
Writing Prompt
Write a magazine or newspaper article about something that happened in
your school or community. Answer each of the 5W questions: Who? What?
Where? When? and Why?
1 Prewrite
GO 7
Review your previous work in this unit. Then choose a topic. Think about
something that happened recently in your school or community. Research
information about the event that answers the 5W questions. List your ideas
in a graphic organizer.
A student named Rosie listed her ideas on this chart:
WHO? WHAT?
Ms. Irene Gomez Hampton Community Center opened
WHERE? WHEN?
three blocks from our school October 1
WHY?
offers many services, including classes,
for our community
2 Draft
7UG[QWTITCRJKEQTICPK\GTVQYTKVGC|FTCHV
• Keep your purpose in mind—to write a magazine or newspaper article.
• Research information to answer the 5W questions.
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3 Revise
Ideas
I write about
✔ Did
Word Choice
I choose
the writing needs
something in precise words?
my school or
Writing Checklist to community?
✔ Did
Sentence Fluency
I use different
help you. Then revise
your draft.
✔ Do
Organization sentence types?
I answer the
5W questions?
✔ Did
Conventions
I spell
Here is how Rosie
revised her newspaper ✔ IsVoice
my tone serious?
homophones
correctly?
article:
Rosie Humphrey
Hampton Community Center Opens
Philadelphia, PA, October 10
The Hampton Community Center opened October 1,
just three blocks from our school. Last week Ms. Irene Gomez, Revised
the director gave me a guided tour. to correct
,
mechanical error.
The center offers many services, including classes,
for members of our community. Currently, there are eight
classrooms for adults and children. The courses range from
. Revised
cooking and welding to drawing and job training and resume to create a
writing classes help prepare adults and teens to find work. sentence.
Ms. Gomez said a new indoor pool will be ready by next

Revised
summer. Free swiming classes will be offered every morning to correct spelling
of the week. To enroll, you must fill out an application form by error.
June 1.
Future plans for the center include movie nights,
Revised
concerts, and art events. Ms. Gomez believes the community to make meaning
clearer.
center will help all of us. She encourages everyone in our
school to visit soon.
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Put It All Together
4 Edit
✔The article answers all
5W questions.
with a partner. Use the Peer Review Checklist ✔The writing is
informative.
to give each other feedback.
✔The main ideas and
details are clearly
5 Publish
organized.
Share your essay with the class.
Spelling Tip
Homophones are words that
187–188
sound alike, but are spelled
differently and have different
meanings.
Example: patients/patience
Use a dictionary to check the
spelling of homophones.
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Put It All Together
Fluency
1. Many visitors come to see the underground architecture
in Coober Pedy, Australia.
2. Molly’s letters to her cousin Sarah describe life in a sod house on the
Kansas prairie.
3. Meeka was a young Inuit girl who lived with her family in the harsh
climate of northern Canada.
Work in pairs. Take turns reading the passage aloud for one minute.
Have you ever seen an underground house? Come visit 9

a town called Coober Pedy! 14
About 3,500 people live in Coober Pedy, Australia. 22
From the street, you might see only dirt and some 32
trees. But underground, there are homes! More 39
than half of the people in the town live in 49
underground houses. These are regular houses that 56
look a lot like yours! 61
The summer heat in Coober Pedy is extreme, but the 71
underground homes are efficient. They stay cool 78
during the hot months. That means people don’t spend 87
money on air conditioning. In the winter, the homes 96
stay warm, and that means people pay less for heat. 106
When opal mining became popular in Coober Pedy, 114
miners noticed the cool air in the mines. That’s how 124
the underground homes began. 128
• Practice saying each word and then say the sentence
each word is in.
• Then take turns reading the text again. Count the 189–190

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Test Preparation
Taking Tests
Coaching Corner
Answering Questions about a Selection
• Many test questions have you answer questions

about a selection.
• The selection can be fiction or nonfiction.
• Before you read the selection, preview the questions and

answer choices.
• Look for words like best, least, main, most, most likely, not, and
probably.
• After reading the selection, first try to answer each question

in your head.
• Choose the answer that comes closest to the answer in your

head.
• Make sure your answer choice is supported by the text.
191–192
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Practice
Prairie Dogs
1 A prairie dog is a rodent that is about the size of a rabbit. Prairie
dogs are native to the grasslands of North America. They are very
social animals. Many species live together underground in large
networks of burrows called towns. The towns can cover one half of a
square mile and house hundreds of animals. The towns have special
rooms where prairie dogs store food and raise their young.
2 Prairie dogs may share their burrows with other animals such as
snakes, burrowing owls, and ferrets. They feed on grass during the
day. They guard the entrances to their towns. If a predator comes,
the guard prairie dog barks to warn the others.
1 Where are many prairie dogs most 3 What is one way in which prairie
likely to live? dogs protect one another?
A in underground burrows A They store food and raise their

B on hilltops young.
C with rabbits B They gather grass for all of them

to eat.
D in Arctic towns
C They share their homes
2 In paragraph 1, what does social
with rabbits.
mean?
D They guard the entrances to
A liking to be with others
their towns.
B living in tiny burrows
C a friendly gathering Tips
D predatory ✔ Read the question and answer choices
before you read the selection.
✔ Sometimes you can infer something
to help you answer test questions.
What can you infer from the last two
sentences?
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Unit
6 Links to
Our Past
Do you ever think
about the past?
Stories about the
past can help you
learn about life
long ago.

Short Story Short Story Social Studies
The Moon Tree Following Grandpa’s The History of

Footsteps Money
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?THE
HE
BiG
QUESTION
What was life like
in the past and why
should we learn
about it?

You will talk about something in the past.
In the Listening and Speaking Workshop,
you will give an oral report.
Writing
You will practice skills needed to write a
research report. In the Writing Workshop,
you will write a research report.
Quick Write
Does your family tell stories from the past?
Describe an interesting or exciting event
from your family’s past.
View and Respond

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Build Unit
about the past?
Words to Know
Listen and repeat. Use these words to talk about studying the past.
photographs journals museums
cave paintings fossils
Practice
Work with a partner. Ask and answer questions using the words
above, from the box, or your own ideas.
read study visit look at
Example: A: How can you learn about the past?

B: I can study pictures of cave paintings.
Write
Read the questions. Write your responses in your notebook.
What are some events in your life that you would like to remember
in the future? What could you do to remember them?
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Make Connections
Complete the sentences with the following phrases.
what people wore prehistoric animals
prehistoric people what people did
1. We can learn a lot by studying cave paintings. One way

communicated was through art.
2. Carlos and his brothers like to look at the fossils of

when they visit museums.
3. By reading journals from long ago you could find out what games
people played and to have fun.
4. I love to look at my grandparents’ photo albums to see what

people looked like and when they
were my age.
What about you?

Talk with a partner. How do you save special memories?
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Build Unit
Background
Kids’ Stories
from around U.S.A.
the World
Mexico
Jacob
I live in Washington, D.C. That
is the capital of the United
States. My mom works for the Alicia
United States Mint. That is where I live in Mexico. Did you know
American money is printed. Mom that there are many pyramids in
says we can learn a lot about a Mexico? The Mayan people built
country’s past by looking at its these pyramids. One of the most
money. George Washington’s famous pyramids in Mexico is
picture is on our dollar bill. He El Castillo, also known as the
was our first president. Temple of Kukulcan. El Castillo
has four sides. Each side has
91 steps. If you add the steps
on the four sides and the top
platform, you’ll get 365 steps!
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France
India
Marie-Paule
I live in France. I like to
visit caves where people
lived long ago. You can
see tools and clothing that
prehistoric people used.
Many of the caves have
paintings on the walls.
Ancient people painted
objects and animals that
were important to them.
What about you?

Rajan
1. What object would you
I live in India. There are many like to save to help you
weavers in my country. They remember your past? Why?
use colorful wool yarns to make 2. What are some ways that
beautiful fabric. Many of the your family celebrates the
patterns are hundreds of years past? Describe them. Share
your story.
old. They have been passed
down through generations.
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Reading 1
Prepare to Read
Key Words
The Moon Tree tells about two boys
What You who try to save an important tree. 1
Will Learn
1 Some people wanted a park
Context, phonics
in the city. They asked everyone
O Reading strategy:
Identify problem and to sign a form. They needed as
solution many signatures as possible.
O Texttype: Literature 2
2 The Apollo 11 space
(short story)
mission was the first
Grammar
Compound sentences:
time a human landed
and, but, or on the moon. Scientists
Writing worked for many years
Plan a research report to make the mission a
success.
These words will help 3 An astronaut must

you understand the wear a spacesuit to go
reading.
outside of the space
Key Words shuttle.
signatures
mission 3
astronaut
plaque
explorer
surrounded
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4
4 The team got a plaque after

winning the championship.
5 The explorer looked for

5
signs of an old city. She searched
deep in the jungle.
6 The statue is surrounded

by pretty trees. 6
Practice
Make Connections
Some buildings have plaques telling about a famous person who
lived there. Imagine a plaque on the place where you live. What
would it say about you? After discussing this question, write your 193
response in your notebook using the key words.

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Reading 1

you talk about the
Academic Words
reading.
Words in Context
Academic
Words With hard work and practice, Tom was able to
achieve his goal of learning to play the guitar.
achieve
succeed in doing Our community all worked together to get more
something books for our town library.
community Your presentation was unique because no one
group of people
else in the class did that.
who live in the
same area
unique
special, one of a
Practice
kind Choose an academic word to complete each
sentence.
1. People like to live in this

because it has good schools and libraries.
2. Every snowflake is ; no two

CTG|CNKMG
3. To success in school you need

to work hard and do your homework.
Apply
1. What would you like to achieve by next year?
2. What makes a good community?

194
3. What makes you unique?
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Phonics
Diphthongs: ow, ou
Listen as your teacher reads the words.
Notice the vowel sounds in these words.
Then read the words aloud.
how loud low
Which words have the same letters?

Which words have the same vowel sound?
Rule
The letters ow and ou can have the vowel sound you hear in
how and loud. The letters ow can also have the long o sound
you hear in low. The words how and low have the same ow
spelling, but different sounds.
Practice
Read the words below with a partner.
around cow show

down know south
flower out tomorrow
• Circle the words in which ow has the long o sound in low.

• Underline the words in which ow or ou has the vowel sound
in how.
195
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Reading 1
Literature
?
Short Story
THE
More About BiG
QUESTION
Why is it important for people

to save things from the past?

First, listen for the main points. by Dan Ahearn
Then listen again for the
important details. Take notes illustrated by Lee White
as you listen. Retell the story
to a partner.
Reading Strategy
Identify Problem and Solution
• As you read, think about the
problems the characters face.
• Keep reading to find the
solutions to the problems.
• Ask your teacher or classmates
KH|[QWFQPoVWPFGTUVCPF
reading strategy.
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The ball flew like a rocket into the woods. Hector found the ball next
to a strange, flat stone that was dirty and scratched. It rested against a
tall sycamore tree. On the stone was a brass plaque . It said:
The seed of this tree was a space explorer .
It went to the moon
with the crew of the Apollo 14.
The seed was planted here on July 4, 1976.
Hector ran to get his friend Stuart. He didn’t notice the red flags that
circled the tree.
sycamore North American tree with broad leaves

crew people who work together
Apollo 14 third spaceship to land
on the moon Before You Go On
What did Hector find when he was

looking for a ball?
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Hector and Stuart ran to the library, and they read about the
moon trees. The boys learned that 500 seeds went on the
space mission . The seeds didn’t land on the moon. They
stayed in orbit with astronaut Stuart Roosa. It had been his
idea to bring the seeds.
Back on Earth, the seeds grew into normal trees. Space
travel had not changed them. People planted hundreds of
moon tree seedlings, and the trees grew all over the world.
The boys told the librarian, Mrs. Wu, about the moon tree.
orbit a path in space made when one thing moves around a larger thing
seedlings young plants grown from seeds
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“I forgot about our moon tree,” said Mrs. Wu. “But I have
bad news.” She explained that most of the woods would be
gone soon. Stakes with red flags surrounded each tree that
would be cut down.
“Why?” cried Hector.
“To make room for the new shopping mall,” said Mrs. Wu.
“That’s not right,” said Stuart. “There must be something
we can do!”
Mrs. Wu said they needed a plan. She and the boys talked
all day about how to save the moon tree. By the time the
library closed, they had a plan.
stakes pointed objects stuck in the ground to mark places
Before You Go On
What problem did the boys discover?
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The boys met with their friends. They told their
friends the plan to save the moon tree.
Hector held up a paper. “This is a petition,” he said.
“It says, ‘The moon tree is an important part of history.
It is too valuable to lose. Please spare our moon tree.’
We need everybody in town to sign this petition.”
“ Signatures will show that people care,” Stuart said.
“We need a lot of signatures. Then the builders might
not cut down the moon tree.”
Hector said, “Ask everybody to sign the petition! Save
the moon tree!”
petition written request signed by a lot of people

spare save or not damage
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They called themselves the Moon Tree Crew. Then
Stuart named the tree. He said, “Our moon tree needs
a name. People will care more about a tree called . . .
Apollo.”
Stuart knew about these things. His father worked in
the advertising business.
Mrs. Wu made posters. Each poster had a slogan,
“Save Apollo, the moon tree.”
The boys and their friends were busy. Some went
to stores, others walked down Main Street. They told
people the moon tree’s story. The whole town wanted to
help so the Moon Tree Crew got hundreds of signatures.
advertising business that tells people

about a product Before You Go On
slogan short phrase that is easy to
How did the community become
remember
involved?
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Hector and Stuart took the petition to Mr. Bowman. He
built shopping malls for a living.
“Boys, you’ve made this tree famous,” he said. “How did
you do it?”
“My father told me how,” said Stuart. “He works in
advertising.”
Mr. Bowman laughed. “When I was your age, I saw the
first lunar landing on TV. But has this tree really been to
the moon?”
“Yes, but it was only a seed then,” said Hector.
“It never actually landed on the moon,” Stuart added. “It
only orbited the moon.”
Mr. Bowman was silent for a moment. “That’s close enough
for me,” he said.
for a living way to earn money

lunar about the moon
orbited traveled in a circle in space around a larger thing
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Mr. Bowman did build a shopping mall, but he saved
Apollo, the moon tree. He had the old plaque cleaned and
shined. Under the old plaque, he added a new one. It said:
The Moon Tree Crew saved this tree.
“Thank you!” said Hector and Stuart. 196–198
“No, thank you,” said Mr. Bowman. “This tree brings all
of us closer to the moon.”
Think It Over
Reading Strategy 1. Recall What was unique
Identify Problem and Solution about the moon tree?
• What problems did the boys in the story have? 2. Comprehend Why was
the moon tree in danger?
• How did they solve the problems? Explain.
• Did thinking about the problems and solutions 3. Analyze How did the
help you understand this story? How? boys achieve their goal?
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Reading 1
Learning Strategies
Problem and Solution
Problems and solutions make a story more interesting. A problem
is a conflict that characters have. The solution is how characters
solve, or fix, the problem. There can be more than one problem
and solution in a story.
As you read, ask yourself:

• “What is the main, or most important, conflict?”
• “What does the main character want?”
Practice
Write the solution to each problem. The first one is done for you.
PROBLEM SOLUTION
1. Hector and Stuart wanted to 1. Hector and Stuart went to the

learn about moon trees. library to read about moon trees.
2. Hector, Stuart, and Mrs. Wu 2.
wanted to save the unique tree.
3. Hector, Stuart, and Mrs. Wu 3.

wanted the community to know
about their plan.
4. Mr. Bowman wanted to build 4.
a new shopping mall.
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Use a Problem and Solution Chart
A Problem and Solution Chart can help you record problems
and solutions in a story.
Practice
Copy this chart. Then reread The Moon Tree.
Write about the main problem and its solution.
Problem
Who?
What?
Why?
Solution
Who?
What?
Why?
Results
199
Extension
Apply Work with a small group.

Write a short skit about
Outline the events in the story. Then the story. Present your
narrate the story using key words. skit to the class.
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Reading 1
Grammar
Compound Sentences: and, but, or
A simple sentence has a subject and a verb. It expresses a
complete thought.
Hector found a moon tree.

He ran to get his friend Stuart.
Two simple sentences can be joined to form a compound

sentence using connecting words such as and, but, and or.
Compound sentence with and
To combine two similar sentences together, use and.
Hector found a moon tree, and he ran to get his friend.
Compound sentence with but

To combine two contrasting sentences, use but.
Tim wants to be a pilot. He is afraid of heights.

Tim wants to be a pilot, but he is afraid of heights.
Compound sentence with or

To offer a choice, use or to combine two simple sentences.
They can go out to eat. They can cook dinner at home.

They can go out to eat, or they can cook dinner at home.
• Remember to always use a comma before the connecting

word in a compound sentence.
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Practice A
Use connecting words and, but, or or to complete the compound
sentence.
1. It was difficult, but the astronauts completed the

mission.
2. You could stay at my house tonight, you could

stay at a hotel.
3. We had a party for Mom, she had a lot of fun.
4. We got seeds, we forgot to plant them!
Practice B
Use connecting words and, but, or or to combine the sentences.
1. Many seeds went to space. The seeds didn’t land on the moon.
Many seeds went to space, but the seeds didn’t land on the moon.
2. The painting could be an original. It could be a fake.
3. The signatures were collected. Then they turned in the petition.
4. The community voted for the law. No one obeyed it.
Apply Grammar Check ✔

Work with a partner. One student says the What connectors can you
first part of a compound sentence with and, use to make compound
sentences?
but, or or. The other completes the sentence.
Example: A: The moon tree grew in the woods, but . . .
B: . . . it would soon be cut down.
• Hector and Stuart wrote a petition, and . . . . 200
• The mall developer could ignore the petition, or . . . .
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Reading 1
Writing
Plan a Research Report
In a research report, you explain a topic that you have studied fully.
You include information that you have gathered from different sources.
Choose a Topic
Before you can write a research report, you need to choose a
topic. You can begin by thinking of a broad topic. Then ask yourself
questions about this topic and do a little research. Your findings can
give you ideas for a more specific topic. Then think of an open-ended
question, which is a question that needs more than a one- or two-word
response. This will be the topic of your report.
Task 1
Think about topic ideas, and ask yourself some questions. What interests you?
What would you like to learn more about? List your ideas, questions, and
answers in a graphic organizer.
A student named Jamie listed his ideas in this chart:
BROAD TOPIC: The Olympic Games
QUESTION: How did the Olympic games start?

The Greeks loved sports. Every four years, thousands
ANSWER:
watched and participated in sports activities.
QUESTION: When did the Olympic games begin?
The Olympic Games started in Greece more than
ANSWER:
2,700 years ago.
The answers Jamie found to his questions helped him decide to write
about the history of the Olympic Games.
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Write a Research Question
Jamie still needed to write a question to direct his research.
Here is Jamie’s research question.
1. What is the history of the Olympic Games?
Task 2
Once you’ve chosen a topic and written a research question, begin to organize
your ideas and look for reliable sources of information.
Make a Research Plan GO 9

To create a research plan, Jamie made a list of things he
wanted to know about his topic. He listed them in a T-chart.
What do I want to know? Where can I ﬁnd it?

https://www.olympic.org/
1. What is the history of the
ancient-olympic-games/
ancient Olympic Games?
history-old
https://www.olympic.org/
2. How did the Games begin again?
athens-1896
3. What are the modern Olympics
a print or online encyclopedia
like?
Task 3
Finally, create a research plan. Make a list of what you want to learn and
where to look for it. Use a T-chart like the one above.
201–202
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Reading 2
Prepare to Read
Key Words
Following Grandpa’s Footsteps is a story about a
What You girl who visits a valley that her grandfather loved.
Will Learn
1 Plants need water to grow
Context, phonics
and thrive . Which plant do you
O Reading strategy:
Identify plot think gets more water? 1
and setting
(short story)
Grammar
Past progressive
Writing
Paraphrasing a source
2 Hiking is a lot of
These words will help fun. You don’t need a bike or a car. You just
you understand the walk on trails that go up a mountain.
reading.
Key Words
2
thrive
hiking
trails
thrilling
valley
ledge
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3
4
3 The rides at the fair are thrilling ! They are
scary and fun at the same time.
4 The valley was deep and wide,

with a river running through it.
5
5 The hiker stopped to look over
the ledge of the mountain.
Practice
Add a page to your vocabulary
notebook.
• Divide your page into three columns: the new
words, their definitions, and a sentence using the
new word.
Make Connections
Have you ever been on a hike? Where did you go? If
you have not been on a hike, where would you like to
go? Why? Be sure to use key words as you speak.
203
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Reading 2

you talk about the
Academic Words
reading.
Words in Context
Academic
Words When you go hiking, it is important to be
equipped with good hiking boots.
equipped
provided with Emily was motivated to finish her homework
things that are quickly because she wanted to go outside and play.
needed to do
something The map shows the best route to school.
motivated
determined or eager
to do something Practice
route Choose an academic word to complete each
way from one place sentence.
to another
1. The I take to my friend’s house
goes through the park.
2. I was with water and a hat for

my hike.
3. I was to read a lot of books so

that I could win the award.
Apply
1. What does a well-equipped student need?
2. What subject in school are you motivated to do

well in?
204
3. What is the best route from your house
to school?
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Phonics
Variant Vowel: oo
Listen as your teacher reads the words in the
chart. Identify the two sounds of the letters oo.
Then read the words aloud.
Words with Letters oo

book too
wood proof
foot room
Rule
Sometimes the letters oo have the sound you hear in took.
Sometimes the letters oo have the sound you hear in soon.
Practice
• Come look at my scrapbook.

• It has pictures of the trip we took.
• We spent the afternoon walking in the woods.
• There’s a pool near the waterfall, too!
1. List the words in which oo has the vowel sound in took.
took
2. List the words in which oo has the vowel sound in soon.
205
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Reading 2
Literature
?
Short Story
THE
More About BiG
QUESTION
How do some places help

people think about the past?
Last winter my parents took

Listen to the Audio. me hiking in a deep, wide valley near
First, listen for the main points. our home. We all love being outside in
Then listen again for the nature, and my father said this was
important details. Take notes
as you listen. Retell the story
one of my grandfather’s favorite places.
to a partner. I don’t remember my grandfather very
well, so I was very excited. I wanted to
Reading Strategy learn more about my Grandpa and see
Identify Plot and Setting why he loved this place so much.
• The plot is what happens in a
story. nature everything in the natural world
including landscapes, animals, and
• The setting is where a story plants
takes place.
• Picture the plot and the setting
in your mind as you read.
reading strategy.
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My father gave me a picture of my grandfather standing
on a frozen lake. He was next to a hole in the ice, holding a
big fish he had caught. He looked really proud. And there
was a young boy in the picture too. It looked like the boy
was helping my Grandpa. “Who’s that boy in the picture?”
I asked. “Hmm, I really don’t know, Sophia,” my father said.
“But maybe we can find out who it is on our visit.” Now I
was really excited. There’s nothing I love more than a good
mystery. I might even become a detective one day!
proud feeling good about something you did or own

mystery something that can’t be explained or understood
detective someone whose job is to discover information
Before You Go On
What makes the girl think about

becoming a detective?
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After we arrived at the valley trail , my mother said that
we had to leave our car there and hike down to the frozen
lake. “The only way to get down to Grandpa’s lake is on
foot,” she explained. “And we can sleep at the lodge next to
the lake tonight.” But before we got started, we all stood on
a ledge high above the valley. The view was incredible and
I could see Grandpa’s lake at the bottom. “OK,” my father
said finally. “We’ve got water and snacks. And we all have
our skates. Everybody put on your backpacks and let’s get
going.” I was so happy to be on an adventure with my
parents!
lodge hotel, often in nature

adventure an exciting, sometimes dangerous, experience
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About halfway down, we stopped for a rest. We sat on
rocks and had some cookies and hot chocolate. Mom
surprised us! There were so many birds and small animals
all around us. And somebody made a snowman! “It’s so
beautiful here,” I said. “It is,” my mother agreed. “Even in
winter, birds and animals thrive in this valley.”
“And the frozen lake has lots of fish under the ice,” my
father added. “Your grandfather loved to go ice fishing in
that lake.” “Can we skate on the lake, Mom and Dad?” I
asked. “Yes, of course,” they said. “But first we have to get
down this trail!”
Before You Go On
What do they need to do before they can

go skating?
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After a long hike, we finally made it to the bottom. I
was tired, and my parents knew it. “Well, just wait till we
have to climb back up the trail, and I’m not carrying your
backpack!” my father laughed. “Gee, I hadn’t thought of
that,” I said. Then Mom said, “Let’s check in at the lodge
and get our room. Then we can go skating on the lake before
dinner.” I could already feel myself skating across the ice.
“And I have to figure out who that boy is in the picture,”
I remembered.
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The lodge was very natural and really nice. Everything
was made of wood, and there was a big fire burning. We
could even see the lake from our room! I asked the woman
at the front desk if she knew the boy in the picture, but she
had no idea. Then we all went skating! My Dad held my
hand and spun me in a circle. It was so much fun! We could
see some people ice fishing too. That night, after a delicious
dinner, we were all very tired. “Today was a great day,” my
Mom said. “Now let’s all get some sleep.” As I started to fall
asleep, I was still thinking about the boy in the picture with
my Grandpa. Who was he?
Before You Go On
What motivated the girl to speak with

the woman at the front desk?
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The next morning, we were eating our breakfast when
a man came up to our table. “Good morning, everyone. I
hope you’re enjoying your visit to the lodge. My name is
Rick and I am the owner.” My parents thanked him and said
how lovely everything was. And then I thought to myself,
maybe he would know the boy in the picture. “Excuse me,
sir,” I said. “My name is Sophia. I have an old picture of my
grandfather ice fishing on the lake and …” As I handed him
the picture he looked at me, smiled, and said, “I remember
your grandfather very well. That’s me in the picture with
him. He used to take me fishing with him when my parents
were running the lodge. He was such a nice man.”
lovely nice
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It was thrilling . I had solved the mystery of the
picture. The man was very kind and told me many
stories about my Grandpa. I felt more connected to my
grandfather than ever before. I was in a place that he
loved, and I was talking with someone who he spent time
with. I really felt like I was walking in my Grandpa’s
footsteps.
connected have a link with 206–208
walking in (someone’s) footsteps taking the path that someone

took before
Think It Over
Reading Strategy 1. Recall How were they

equipped for the hike?
Identify Plot and Setting
2. Comprehend What was
• What is the plot of this story? the mystery that the girl
wanted to solve?
• What is the setting of this story?
3. Analyze Why was it
• Did thinking about the plot and setting help you
not possible to drive the
understand this story? How? route to the lodge?
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Reading 2
Learning Strategies
Plot and Setting
The plot is what happens in a story or play.
The setting is the time and place the story happens.
• As you read, look for details that tell you where

and when the events happen.
Practice
Read the paragraph. Answer the questions about
the plot and setting. Write your responses in your notebook.
Last winter, we went hiking in a valley that my grandfather

loved. I tried to solve the mystery of an unknown boy in a
photograph with my grandfather. We hiked down a trail to
the lodge below. We skated on the lake where my grandfather
went ice fishing. I met the owner of the lodge. He was the boy
in the photograph!
PLOT SETTING
1. What happens first? 2. Where does this scene occur?
3. What happens next? 4. When does this scene occur?
5. What happens last?
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Use a Sequence of Events Chart
A Sequence of Events Chart can help you record the main
events of a story’s plot.
Practice
GO 4
Write the major events that occur in Following Grandpa’s
Footsteps. Then write about the setting of each event.
First Setting
Next Setting
Next Setting
Last Setting
209
Extension
Apply
Would the plot of the
Reread the story and take notes. story change if the
Retell the story to a partner. setting were different?
Choose a new setting.
Draw the scene. List plot
changes. Present your
new story to the class.
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Reading 2
Grammar
Past Progressive
Use the past progressive to show an ongoing activity that
occurred at a specific time in the past.
action
past 9:00 PM now future
I was studying at nine last night.
To form the past progressive, use was or were + verb -ing in

affirmative sentences. Use not in negative sentences.
She was studying at nine last night. She was not watching TV.
They were studying at nine last night. They were not watching TV.
To make Wh- questions, start with a question was not wasn’t

word Who, What, Where, Why + was or were not weren’t
were + the subject.
Where were you going this morning?
Use the past progressive with when and while to show an

ongoing action in the past that was interrupted by another
action. Use the simple past for the other action.
While we were studying, Dad arrived. OR Dad arrived while we

were studying.
When I was taking a walk, it started to rain. OR It started to rain
when I was taking a walk.
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Practice A
Complete the sentences with the correct form of the verb in parentheses.
1. During the hike, Sophia was wearing a hat. (wear)
2. Her mom a backpack. (carry)
3. Her dad a hat. (not wear)
4. They pictures. (not take)
5. They the view. (admire)
Practice B
Complete the sentences with when or while.
1. While her parents were resting, the girl explored the lodge.
2. She was walking around she heard a voice.
3. A little boy approached her she was walking.
4. They were walking together the boy’s mom arrived.
5. she was talking with the mom, her dad called.
Apply
Work with a partner. Take turns asking and answering questions
about what you were doing at these times.
Grammar Check ✔
Example: A: What were you doing last
What kind of actions does the
Saturday at ten? past progressive describe?
B: I was watching television.
• Saturday 10AM • Monday 5PM • yesterday 7AM

210
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Reading 2
Writing
Paraphrasing a Source
When you put an author’s ideas into your own words, you are
paraphrasing. In this lesson, you will learn how to paraphrase
information and ideas from the sources you use in your research.
How to Paraphrase
Follow these steps to paraphrase ideas or information
from a source:
1. Read the information in the reference source several times, so

the important facts are clear in your mind.
2. Put the source away, and write what you learned in your own
words.
3. Look at your source again to make sure all the facts in your
paraphrase are correct.
4. Finally, make a note of who wrote the book or article, as well as

when it was published and who published it. If the information
comes from a website, look for an author’s name on the site, or copy
down the URL, or web address. This information is called a citation.
Task
Begin to research the topic you chose in the last lesson. This will become the research
report you will write in the workshop at the end of the unit. To practice paraphrasing,
choose a paragraph from one of your sources. Express the ideas in your own words.
List the text from the original source, your paraphrase, and the citation in the graphic
organizer.
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Text from Source Paraphrase Citation

“The 1896 Summer The 1896 Summer First modern Olympics is
Olympics, officially known Olympics was the first held
as the Games of the I modern international
https://www.
Olympiad, was the first Olympic Games. It
olympicsinhistory8791
international Olympic was organized by the
.com/first-modern-
Games held in modern International Olympic
olympics.html
history. Organized by the Committee (IOC),
International Olympic created by Pierre de
Committee (IOC), which Coubertin. The Games
had been created by Pierre were held in Athens,
de Coubertin, it was held in Greece, from April 6
Athens, Greece, from 6 to to 15, 1896.
15 April 1896.”
Here is part of Jamie’s research

report that includes a paraphrase of the
information he found on a website. He
will use this paraphrase as part of his final
research report. He included a description of
the source he used for the information.
Jamie Martinez
Imagine you were there at the first modern Olympic Games.

What would you see?
The 1896 Summer Olympics was the first modern international
Olympic Games. It was organized by the International Olympic
Committee (IOC), created by Pierre de Coubertin. The Games were
held in Athens, Greece, from April 6 to 15, 1896.
Works Consulted
First modern Olympics is held: https://www.
olympicsinhistory8791.com/first-modern-olympics.html
211–212
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Reading 3
Prepare to Read
Key Words
The History of Money tells about the history of
What You how trading animals slowly changed into the use
Will Learn of coins and paper money.
Reading
Context, word study
1 Cows were worth a
O Reading
strategy:
Summarize lot to people in the past
O Texttype: DGECWUG|VJG[RTQXKFGFOKNM
1
Informational text
(social studies)
2 +PVJGRCUVRGQRNGYQWNF
VTCFGOCP[EJKEMGPUHQT
Grammar
Complex sentences:
QPG|EQY
because, so
Writing 2
Quoting a source

you understand the
reading.
Key Words 3 6JGUVWFGPVUKPVJGNWPEJTQQODCTVGTGF their

NWPEJGUYKVJGCEJQVJGT
worth
trade 3
bartered
currency
rulers
356 UNIT 6
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4 5GCUJGNNUYGTGCHQTOQHEWTTGPE[ that
RGQRNGWUGFVQDW[IQQFU 4
5 The rulers QHEQWPVTKGUQHVGPJCXGVJGKT
HCEGUUVCORGFQPEQKPU
5
5
Practice
• 9TKVGCUGPVGPEGDWVNGCXGCDNCPMYJGTGVJGMG[YQTF
UJQWNFDG
• 6JGPGZEJCPIGPQVGDQQMUYKVJCRCTVPGTCPFHKNNKPVJG
OKUUKPIMG[YQTFU
Make Connections
*CXG[QWGXGTOCFGCVTCFGVQIGVUQOGVJKPI[QWYCPVGFKPUVGCFQH
WUKPIOQPG[!/C[DG[QWJCXGVTCFGFYQTMNKMGYCUJKPIVJGFKUJGU!
213
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Reading 3

you talk about the
Academic Words
reading.
Words in Context
Academic
Words Some of the players refused to cooperate with
the rest of the team.
cooperate
work together with The initial step is to write down your ideas. Then
someone else you can start to write your first draft.
initial Street festivals are a fun and colorful tradition in
happening at the many countries.
beginning
tradition
something that Practice
people have done Choose an academic word to complete each
for a long time and sentence.
continue to do
1. Many families have at least one
that they pass down.
2. His report didn’t have enough

details, but then he added more.
3. Everyone wanted to so that

the project would be done well.
Apply
1. Why should you cooperate with your

classmates?
2. What was your initial response when you got

your first A in English?
214
3. What is your favorite family tradition?

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Word Study
Greek and Latin Roots
Many English words come from Greek or
Latin. For example, the word annual means
yearly. It comes from the Latin root anno,
meaning year.
Rule
Look for this pattern in English: words that have Greek and
Latin roots within them.
The Greek or Latin root in each word is in purple.
location initial Reading Skill

biologist aquarium Looking for patterns in
English will make you a
better reader.
Practice
Complete each statement.
1. The root init means “beginning.” The initial class was the .
a. last b. second c. first
2. The root loc means “place.” Location is something occurs.

a. when b. where c. why
3. The root aqua means “water.” In an aquarium there are .

a. fish b. birds c. mice
4. The root bio means “life.” A biologist studies .

215
a. rocks b. stars c. animals
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Reading 3
Informational Text
?
Social Studies
THE
More About BiG
QUESTION
*QYFQGUVJGJKUVQT[QH by Mbeke Tsango

OQPG[|VGNNWUCDQWVVJGRCUV!
What is money? The answer might

Listen to the Audio. surprise you. Money is what people
First, listen for the main points. agree it is. People agree that a pen is
Then listen again for the worth a dollar, or that an apple is worth
important details. Take notes
an orange.
as you listen. Retell the selection
to a partner. Did you ever trade an apple for an
orange at lunch? If you did, you used
Reading Strategy your fruit like money. Before money was
Summarize made for the first time, people bartered ,
or traded for things they wanted. They
To summarize a reading selection,
traded one thing for another.
you retell the selection’s main
KFGCU|CPFKORQTVCPVFGVCKNUKP
[QWT|QYPYQTFU6QJGNR[QW
summarize, ask yourself Who,
What|Where, When, and Why
SWGUVKQPUCU[QWTGCF
TGCFKPIUVTCVGI[
360 UNIT 6
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Cows, goats, and sheep were the first currency. Later,
farmers traded the things they grew.
The first “money” was animals. Then, when

people began to farm, they traded vegetables, fruits,
and grains. But people wanted money that was
easier to carry. That’s why early cultures around the
world used shells as currency. People agreed on the
value of each shell. Then they used shells to buy or
sell things. In North America, Native Americans and
Europeans used shells until the 1800s.
About 3,000 years ago, people in China began using
metals to make shells. Then they made coins. Slowly,
metal currency spread to other countries. People made
coins from gold, silver, or bronze. The coins were
stamped with art or images, such as rulers’ faces.
People around the world
once used shell money.
This belt of shells was
value the worth or importance of something
very valuable.
stamped marked or impressed with a design
Before You Go On
Why did people use shells as currency?
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At first, people weighed coins to learn their values.
Later, each kind of coin got the same size, weight, and
decoration.
Paper money was first made in China around 900.
People in Europe did not use paper money until about
1650. Soon, paper money became as common as coins.
People still use paper and metal currency. But
technology is changing the way we use money. Now
we get money from machines. We use plastic credit
cards and debit cards to buy things in stores and on
Coins of different
the internet. values have different
Nowadays, more and more purchases are made designs and weights.
digitally, using a computer, smartphone, or even your
fingerprint! Can you imagine some other ways that we
could pay for something using modern technology?
Will we still use bills and coins in the future?
credit cards cards that let you buy something

Technology is changing
now and pay for it later
the way we use money.
debit cards cards that let you pay for
something directly from
your bank account
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Currency Timeline
9000 B.C.E. animals
6000 B.C.E. fruits and vegetables
1200 B.C.E. shells
1100 B.C.E. metal coins
900 paper money in Europe
1700 shells in North America
credit cards, debit cards, digital

Today
purchases
Future no bills or coins?
Reading Strategy
Summarize
5WOOCTK\GVJGUGNGEVKQP7UGVJGUGSWGUVKQPU
VQJGNR[QW
• WhatKUOQPG[!
216–218
• WhyKUOQPG[KORQTVCPV!
Think It Over
• WhereFKFRGQRNGHKTUVUVCTVOCMKPI
OGVCN|pUJGNNUqHQTOQPG[! 1. Recall What was the initial
• WhenYGTGOGVCNEQKPUKPXGPVGF! form of money?
• WhoseHCEGUYGTGUVCORGFQPGCTN[ 2. Comprehend Why did people

start using shells for money?
EQKPU!
3. Analyze How do you think
• HowEQWNFRGQRNGcooperateYKVJ KV|DGECOGCtradition to stamp
GCEJ|QVJGT|KPUVGCFQHWUKPIOQPG[! rulers’ faces on early coins?
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Reading 3
Learning Strategies
Summarize
When you summarize, you retell the main ideas and details of a
story. The main idea and the details are the most important parts
of a story.
• Ask yourself who, what, where, when, and why questions to

find the main idea of a story.
• Look for details that support the main idea.
Practice
Reread The History of Money. Look at the pictures. Then answer
the questions to complete the Details column.
Questions About the Main Idea Details
1. Who invented metal coins? 1. the Chinese
2. What types of metal were the coins made of? 2.
3. How did people first determine how much a coin 3.

was worth ?
4. How has technology changed the way we use money? 4.
When the
students traded
a banana for
an apple, they
bartered.
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Use a Main Idea and Details Chart
A Main Idea and Details Chart helps you record the main idea
and the most important details as you read.
Practice
GO 1
Use the chart on the previous page to help you.
• Find the main idea of the selection.

• Then list three details that support that idea.
THE MAIN IDEA
DETAIL DETAIL DETAIL
Apply 219
Summarize the story to a partner. Use the Extension

key words as you speak. Your country was selected
as the happiest country
on Earth. Design a
celebration coin. What
will you put on the coin?
Discuss your ideas with a
partner. Present your ideas
to the class. Use images in
your presentation.
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Reading 3
Grammar
Complex Sentences: because, so, so that
A complex sentence consists of an independent clause, a
connecting word, and a dependent clause.
Use the connecting word because to give a reason.
Independent Clause Dependent Clause

He was late for school because he missed the bus.
The dependent clause with because can come before the

independent clause. Use a comma (,) if the dependent clause
comes first.
Dependent Clause Independent Clause

Because he missed the bus, he was late for school.
Use the connecting word so to express a result. Use a comma ( ,)

before so.

Today people don’t want to so they use credit cards.
carry cash when traveling,
Use so that to express purpose or goal. Don’t use a comma with

so that.

They sat with the new student so that he wouldn’t eat alone.
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Practice A
Complete the sentences with because, so, and so that.
1. Because shells were easy to carry, people used them as

currency.
2. Apples and oranges can be traded they are

worth the same amount.
3. Many people use credit cards they don’t

have to carry money.
4. People wanted something easy to carry,

money was invented.
Practice B
Combine these sentences with so, because, and so that.
1. She tutored him. He could pass his exam. She tutored him
so that he could pass his exam.
2. I miss my cousin. I called her.
3. We formed a study group. We like to work together.
4. Dad studied languages. He could work at the UN.
Apply
Work with a partner. Write two questions
each about “The History of Money.” Then take
Grammar Check ✔
turns asking and answering the questions. Use What does a complex
sentence consist of?
compound sentences in your answers.
Example: A: Why did ancient people trade animals?

B: Ancient people traded animals because they didn’t 220
have money.
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Reading 3
Writing
Quoting a Source
Including quotations from a source in a research report can be
an excellent way of supporting your own ideas. In this lesson you
will learn how to use quotations in this way.
How to Include Quotations
Follow these steps to quote information directly from a source:
1. Read the text you would like to quote. Think about why you
wish to include it in your report. Does it support an idea in a
way that you wouldn’t be able to do in your own words?
2. Write down the information word-for-word. It may be a

sentence or an entire paragraph.
3. Look at your original source again. Make sure you have

copied the words correctly.
4. Finally, make a note of who wrote the book or article, when

it was published, and who published it. If the information comes
from a website, look for an author’s name or copy down the
URL. This information is for the citation.
5. When you write your report, surround the quoted text in

quotation marks. Include your citation.
Task
Continue the research for your report. To practice including quotations, look for
information that supports a key point or idea in your report. Copy the text word-for-
word. List the idea you want to support, the quotation, and the citation in a graphic
organizer.
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Information Search Direct Quote Citation

Looking for information “To the delight https://www.
about the modern of the hometown olympicsinhistory8791.
Olympic Games. crowd, Greek runner com/first-modern-
Spyridon Louis won the olympics.html
marathon.”
Here is a paragraph from Jamie’s research

report. The paragraph includes a quotation from
Jamie’s source. Jamie also included the URL at the
end of his report.
Jamie Martinez
On April 6, 1896, the first modern Olympics began in

Athens, Greece. There were 241 athletes from 14 countries
competing in 43 events. Greek runner Spyridon Louis won
the marathon and thrilled the crowd. The Games ended Spyridon Louis, winner
of the marathon in
on April 15, 1896.
Athens, Greece,1896,
Work Consulted was a guest of honor
https://www.olympicsinhistory8791.com/first-modern- during the Olympic
Games in Berlin.
olympics.html
221–222
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Put It All
Together
Apply and Extend

Link the Readings
Read the words in the top row of the chart.
• For each reading, put an X under the words
that remind you of the text.
Community Family
Informational
Literature Working Working
Text
Together Together
The Moon Tree
Following Grandpa’s
Footsteps
The History of
Money
Discussion
1. In what way do the characters in ”The Moon Tree“ and
”Following Grandpa’s Footsteps” achieve similar goals? Explain.
2. All three readings relate to the idea of cooperating with
others. Give examples from each reading.
3. How can learning about the history of money teach
?
THE
B
BiG
iG
QUESTION
us how people lived in earlier times?
What was life like in the past and why should we learn about it?
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Projects
Song Oral Report Pantomime

Find a song that talks Choose one of the three Reread one of the
about remembering or selections that you just stories. Act out a part of
living in the past. Play the read. Give an oral report one story. Ask classmates
song in class. How did you about what you learned VQ|IWGUUYJKEJUVQT[[QW|CTG
feel after listening to the from that selection. acting out.
song?
History Article Tall Tale Park Design

Choose an individual or A tall tale stretches the Design a historical park or
event from history. Research facts about a person or an public place for your town.
and write a short article. event. Make up a tall tale Think about what kinds of
Ask and answer the 5W about a person or an event buildings and exhibits you
questions in your article. from the past. would include. Create a map
or model for the park.
223–224
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Put It All Together

Give an Oral Report
You are going to write and give an oral report. Then you will
listen as your classmates give an oral report.
1 Prepare
A. Think about a historical event that happened in your community,
this country, or another country.
B. Choose an event and research it. Organize the facts, details, and
examples. You will need to describe the event and explain why it is
important. Write your main points and details on note cards. Find
photos, posters, or other visuals to show during your oral report.
Note Card 1 Note Card 2

Main Point – the Apollo 11 space Main Point – very important for
mission NASA and for the world
Detail – launched on July 16, 1969 Detail – for NASA, first successful
Detail – astronauts first landed on space walk
the moon Detail – for the world, greatest
scientific achievement
Useful Language
2 Practice Listen and repeat.
Practice your oral presentation in front of your My report today is about . . .
family or friends with props. Record your oral
This event is important
presentation and then listen. Record yourself because . . .
again and try to improve.
Scientists did it so that . . .
This photo shows . . .
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3 Present
• Speak clearly and confidently. An oral presentation is
• Look at your audience. Glance at your note a formal situation. Use
cards occasionally. complete sentences and
vocabulary that suits the
• Use your props and other visuals. occasion and audience.
• Take notes on important points.
• Watch for gestures and pay attention to
visuals. Your teacher will ask you questions
about the presentation. Listening Skills
Listen carefully for clearly
4 Evaluate stated information. It can
After you speak, answer these questions: be used to infer ideas that
aren’t stated directly.
✔ Did you speak clearly and with confidence?
✔ Did you support your main points with facts,
examples, and details?
✔ Did you hear the speaker easily?
✔ Did you understand the general
meaning, main points, and details?
Retell it to a partner.
✔ Did you take good notes?
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Put It All Together
Writing Workshop
Write a Research Report
Writing Prompt
Write a research report that you began earlier in this unit. Present a main idea,
and include facts and details to support it. Gather information from a variety of
sources such as books, magazines, or online websites.
1 Prewrite
Review the lessons in this unit. You have chosen and narrowed
a topic. You have created a research plan. You have learned to
paraphrase and quote directly from your sources.
A. Taking Notes
Now it is time to do your research. As you do so, you will take
notes on your findings. One of the most important things you
need to do as you research is to keep track of your sources.
A good way to do this is to use note cards. Use one note card
for each idea. Write a label for the idea at the top of the card.
Then write your paraphrase or your quotation in the body of
the card. Finally, write the source, author, publisher, and page
number at the bottom of the card.
You will use your cards when you plan your outline and write
your report. You can also use them to put your sources in
alphabetical order for your Works Consulted list.
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Here is an example of a note card:
FIRST MODERN OLYMPICS HELD IN ATHENS, GREECE

The 1896 Summer Olympics was the first modern international
Olympic Games. It was organized by the International Olympic
Committee (IOC), created by Pierre de Coubertin. The Games
were held in Athens, Greece, from April 6 to 15, 1896.
Source: https://www.olympicsinhistory8791.com/first-modern-
olympics.html
B. Making an Outline
Use the labels on your note cards to sort the cards by ideas. Decide
what order you would like to present the ideas in your report.
Discard any note cards that you decide not to use. Once you are
satisfied with the arrangement of your ideas, create an outline.
The Modern Olympics

A. Introduction: The modern Olympic Games
1. Winter and summer Games
2. Held every four years, but separated only by two years
B. History: Greek Olympics
1. Began in 776 BC
2. Held every four years at Olympia, Greece
C. History: Modern Olympic Games
1. Began in 1896 in Athens, Greece
2. Winter/summer Olympics held every four years in many
different countries
D. Conclusion: Modern Olympic Games were inspired by
ancient Greek Olympics
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Put It All Together

2 Draft
Use your outline to help ✔ Does
Ideas
my first
✔ Do
Word Choice
my words
you write a first draft.
paragraph present express my meaning
• Begin with a the topic clearly? clearly?
paragraph that
✔ Are
Organization ✔ Are
Sentence Fluency
the sentence
clearly presents my ideas
presented in a patterns varied?
your topic.
• Use transition
logical order?
✔ Did
Conventions
words to keep ✔ IsVoice

my tone
I capitalize
proper nouns
your ideas flowing appropriate? correctly?
smoothly.
• Include citations for paraphrases and quotations.
Citing Sources Use the following examples as models:
Book
Pearson, Anne. Ancient Greece. New York: Dorling Kindersley, 2007.
Magazine Article
Fitzgerald, Terrence. “March of the Caterpillars.” Natural History
September 2008: 28–33.
Internet Website
“Greeks Cheer On Spyridon Louis.” Olympics in History 12 March 2019.
<http://www.olympcsinhistory8701.com/articles/303867/Article1.asp>
Encyclopedia Article
Lawson, Wendy. “Antarctica.” World Book Encyclopedia. 2010 ed.
3 Revise
Read your draft. Look for places where the writing needs
improvement. Use the Writing Checklist to help you identify
problems. Then revise your draft.
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Here is how Jamie revised his research report:
The History of the Olympic Games Revised

People all over the world love to watch the Olympic Games. to insert missing
word.
It’s a great example of international cooperation a way for
countries to compete peacefully. And how many young people
are inspired to dream about becoming Olympic athletes one day
themselves?
But how did the modern Olympic Games come to be? It all
began with the Greek Olympics in the year 776 BC. Every four Revised
years, male greek athletes would gather at Olympia, Greece, to to correct error in
capitalization
compete in different sporting events. Many of the athletes were
soldiers.
Then, in the year 392, the Roman Emperor Theodosius
banned the Greek Olympics to maintain control over Greece. It
would be 1,500 years before the world saw Olympic Games again.
The Frenchman Pierre de Coubertin was largely responsible for
restarting the Games. This time, the Games would be international.
Athens, Greece held the first modern Olympics in 1896. Revised
to make meaning
King Georgios of Greece and tens of thousands of spectators
clearer.
watched athletes from 14 different countries compete in sporting
events. The Greek people were thrilled when Greek runner
Spyridon Louis won the marathon.
Today we all look forward to the next Olympic Games. The
winter and summer Games are each held every four years but are
only separated by two years. Countries around the world apply
with the International Olympic Committee (IOC) to have the honor
of hosting the Games. We love to watch the intense competition
and cheer athletes from our home countries, but it’s important Revised
to remember thousands of years ago where it all started, in to make meaning
clearer.
Olympia.
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Put It All Together
WORKS CONSULTED LIST

Joe Fullman. The Olympics: Ancient to Modern. Wayland Books, 2017.
https://www.britannica.com/sports/Olympic-Games
https://www.history.com/topics/olympic-games
https://www.olympic.org/ancient-olympic-games/history-old
4 Edit
Check your work for errors. Trade papers with a partner.
Use the Peer Review Checklist to give each other feedback.
5 Publish
your essay with the class.
225–226
✔The main ideas and

details are clear.
✔The writing is
interesting.
✔All the information is

related to the topic.
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Put It All Together
Fluency
1. Hector discovers and saves a tree whose seeds
went on a space mission.
2. A young girl visits a winter valley and thinks
about her grandfather when he was there.
3. Learning about the history of money is an interesting way
to see how people shopped in the past.
Work in pairs. Take turns reading aloud for one minute.
Last winter my parents took me hiking in a deep, 10

wide valley near our home. We all love being outside in 21
nature, and my father said this was one of my grandfather’s 32
favorite places. I don’t remember my grandfather very well, 41
so I was very excited. I wanted to learn more about my Grandpa 54
and see why he loved this place so much. 63
My father gave me a picture of my grandfather standing on 74
a frozen lake. He was next to a hole in the ice, holding a big fish 90
he had caught. He looked really proud. And there was a young boy 103
in the picture too. It looked like the boy was helping my Grandpa. 116
“Who’s that boy in the picture?” I asked. “Hmm, I really don’t 128
know, Sophia,” my father said. “But maybe we can find out who 140
it is on our visit.” Now I was really excited. There’s nothing I love 154
more than a good mystery. I might even become a detective one day! 167
227
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Test Preparation
Taking Tests
Coaching Corner

corrections and improvements a writer should make.

• After reading the whole selection, go back and carefully
reread the sentence mentioned in the question. Do you
notice any mistakes in grammar or punctuation?

whole sentence.

any corrections or improvements.
229–230
380 UNIT 6
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Practice
Read the selection. Look for any corrections and improvements
that may be needed, then answer the questions.
(1) The city where I live has three interesting museums.

(2) They are the Museum of History the Museum of Archaeology,
and the Museum of Art. (3) The Museum of History is the largest of
the three. (4) I live close to the Museum of History I go there a lot.
(5) My mom is a volunteer at some of the events. (6) She says “if you
come to our city, try to visit this museum. (7) I agree. (8) There is
something for everyone here.
1 What change, if any, should be made in sentence 2?

A Delete the comma after Archaeology
B Insert a comma after History
C Change They are to They were
D Make no change
2 What change, if any, should be made in sentence 4?

F I go to the museum of History a lot.
G I go to the close by Museum of History.
H I live close to the Museum of History, so I go there a lot.
J No revision is needed.
3 What is the BEST way to revise sentence 6?

A She says, “if you come to our
city.” Try to visit this museum Tips
B She says “If you come to our ✔ Think about how to combine
city try to visit this museum.” clauses using connecting words.
What’s the best way to combine
C She says if you come to our the clauses in sentence 4?
city, try to visit this museum.” ✔ Read each answer choice to
D She says, “If you come to our yourself. Remember the rules for
punctuating quotations.
city, try to visit this museum.”
UNIT 6 381
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Handbook
Study Skills and Language Learning

How to Learn Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . 383
How to Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384
How to Build Vocabulary / How to Use a Book . . . . . . . . . . 385
How to Use a Dictionary and Thesaurus . . . . . . . . . . . . . . . 386
How to Take Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 387
Viewing and Representing Information
How to Read Maps and Diagrams . . . . . . . . . . . . . . . . . . . . 388
How to Read Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389
Grammar Handbook
Parts of Speech
Nouns and Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . 390
Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391
Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 392
Adjectives and Adverbs. . . . . . . . . . . . . . . . . . . . . . . . 393
Prepositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 394
Conjunctions and Interjections. . . . . . . . . . . . . . . . . . 395
Sentences
Clauses and Sentences . . . . . . . . . . . . . . . . . . . . . . . . 396
Sentence Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 396
Punctuation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397
Writing Handbook
Modes of Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399
The Writing Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 400
Peer Review Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 402
Rubric for Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 404
Writing and Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405
Library Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405
Citing Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 406
Internet Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 408
Information Media. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 410
How to Use Technology in Writing . . . . . . . . . . . . . . . . . . . 412
382
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Study Skills and Language Learning
How to Learn Language
Learning a language involves listening, speaking, reading,
and writing. You can use these tips to make the most of your
language learning.
Listening
1. Listen with a purpose.
2. Listen actively.
3. Take notes.
4. Listen to speakers on the radio, television, and internet.
Speaking
1. Think before you speak.
2. Speak appropriately for your audience.
3. Practice reading aloud to a partner.
4. Practice speaking with friends and family members.
5. Remember, it is okay to make mistakes.
Reading
1. Read every day.
2. 7UGVJGXKUWCNUVQJGNR[QWƂIWTGQWVYJCVYQTFUOGCP
3. Reread parts that you do not understand.
4. Read many kinds of literature.
5. Ask for help.
Writing
1. Write something every day.
2. Plan your writing before you begin.
3. Read aloud what you write. Ask yourself whether it
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4. Check for spelling and grammar mistakes.
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Handbook
How to Study
Here are some tips for developing good study habits.
• Schedule a time for studying. It is easier to develop good
study habits if you set aside the same time every day to
study. Once you have a study routine, it will be easier for
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• Create a special place for studying. Find a study area where
you are comfortable and where you have everything you
need for studying. If possible, choose an area that is away
from telephones or television. You can play music if it helps
you to concentrate.
• 4GCFVJGFKTGEVKQPUƂTUV Make sure you understand what
you are supposed to do. Ask a partner or your teacher about
anything you do not understand.
• Preview the reading. Look at the pictures, illustrations,
and captions in the reading. They will help you understand
the text.
• Learn unfamiliar words.6T[VQƂIWTGQWVYJCVWPHCOKNKCT
YQTFUOGCPD[ƂPFKPIEQPVGZVENWGUKPVJGTGCFKPI+H[QW
UVKNNECPoVƂIWTGQWVVJGOGCPKPIWUGCFKEVKQPCT[
• Take notes.-GGRPQVGUKPCPQVGDQQMQTLQWTPCNQH
important things you want to remember from the reading.
• Ask questions. Write any questions you have from the
reading. Discuss them with a partner or your teacher.
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How to Build Vocabulary
Use these ideas to help you remember the meanings of
new words.
Keep a Vocabulary Notebook Keep a notebook of vocabulary
words and their definitions. Test yourself by covering either
the word or the definition.
Make Flashcards On the front of an index card, write a word
you want to remember. On the back, write the meaning.
Use the cards to review the words with a partner or family
member.
Say the Words Aloud Use your new words in sentences. Say the
sentences to a partner or a family member.
How to Use a Book

The Title Page The title page states the title, the author, and
the publisher.
The Table of Contents The table of contents is at the front of a
book. The page on which a chapter begins is next to its name.
The Glossary The glossary is a small dictionary at the back of
a book. It will tell you the meaning of a word and sometimes
how to pronounce it. Use the glossary the same way you would
use a dictionary.
The Index The index is at the back of a book. It lists subjects
and names that are in the book, along with page numbers
where you can find information.
The Bibliography The bibliography at the back of a book or
chapter lets you know the books or sources where an author
got information.
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Handbook
How to Use a Dictionary and Thesaurus

The Dictionary
You can find the spelling, pronunciation, part of speech, and
definitions of words in the dictionary.
Pronunciation Part of Speech
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let•ter / ‘l3t r/ noun 1 one of the signs that
e
you use to write words: A, B, and C are the first
three letters in the English alphabet.
2 a written message that you put into an
envelope and send to someone: I wrote a letter
to my friend in Australia.
Example Sentence
The Thesaurus
Main entry: sad
A thesaurus is a specialized
Part of speech: adjective
dictionary that lists
Definition: unhappy
synonyms, or words with
Synonyms: bitter, depressed,
similar meanings, and
despairing, down, downcast,
antonyms, or words with
gloomy, glum, heartbroken,
opposite meanings. Words
low, melancholy, morose,
in a thesaurus are arranged
pessimistic, sorry, troubled,
alphabetically. You can look
weeping
up the word just as you would
Antonyms: cheerful, happy
look it up in a dictionary.
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How to Take Tests
Taking tests is part of going to school. Use these tips to help
you answer the kinds of questions you often see on tests.
True-False Questions
• If a statement seems true, make sure it is all true.
• The word not can change the meaning of a statement.
• Pay attention to words such as all, always, never, no, none,
and only. They often make a statement false.
• Words such as generally, much, many, sometimes, and
usually often make a statement true.
Multiple Choice Questions
• Try to answer the question before reading the choices.
If your answer is one of the choices, choose it.
• Eliminate answers you know are wrong.
• Don’t change your answer unless you know it is wrong.
Matching Questions
• Count each group to see whether any items will be left over.
• Read all the items before you start matching.
• /CVEJVJGKVGOU[QWMPQYƂTUV
Fill-In-the-Blank Questions or Completions
• Read the question or incomplete sentence carefully.
• Look for clues in the question or sentence that might help
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• If you are given possible answers, cross out each one as you
use it.
Short Answers and Essays
• Take a few minutes to organize your thoughts.
• Give only the information that is asked for.
• Answer as clearly as possible.
• Leave time to proofread your response or essay.
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Handbook
Viewing and Representing

Information
How to Read Maps and Diagrams
Informational texts often use maps, diagrams, graphs, and
charts. These tools help illustrate and explain the topic.
Maps
Maps show the location of places such as countries, states, and
cities. They can also show where mountains, rivers, lakes, and
streets are located. A compass rose on the map shows which way
is north. A scale shows how distances are represented on the map.
Diagrams
Diagrams are drawings that explain things or show how things
work. Some diagrams show pictures of how objects look on the
outside or on the inside. Others show the different steps in a
process.
This diagram shows the steps of the Scientific Method. It helps
you understand the order and importance of each step.
1. State the
problem.
2. Gather information
7. Repeat the steps. about the problem.
6. Draw a conclusion.
6JG5EKGPVKƂE/GVJQF
3. Form a hypothesis,
5. Record your findings or make a guess.
and study them.
4. Do an experiment
to test your
hypothesis.
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How to Read Graphs
Graphs show how two or more kinds of information are
related or alike. Three common kinds of graphs are line
graphs, bar graphs, and circle graphs.
Line Graph Native American Population
A line graph shows how information changes 28
of Central Mexico
over a period of time. This line graph explains
Millions of People (estimated)

24
how the Native American population of 20
16
Central Mexico changed over 120 years. 12
Bar Graphs 8
We use bar graphs to compare information.

4
For example, this bar graph compares the 1500 1540

Year
1580 1620
populations of the 13 states that made up

the U.S.A. in 1790.
800,000
Population of the 13 States in the U.S.A., 1790
700,000
600,000
500,000
400,000
184,139
300,000
141,899
82,548
69,112
59,096
200,000
747,610
433,611
395,005
378,556
340,241
319,728
249,073
237,655
100,000
0
Virginia Pennsylvania North Massachussets New Maryland South Connecticut New New Georgia Rhode Delaware
Carolina York Carolina Jersey Hampshire Island
Circle Graphs
Water: 71%
A circle graph is sometimes Earth’s Surface
Australia: 5%
called a pie chart because it
Europe: 7%
looks like a pie cut into slices. Land: 29%
Circle graphs are used to

show how different parts of a
whole compare to each other.
Asia: 30% Africa: 20% North South Antarctica:
America: America: 9.5%
16.5% 12%
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Handbook
Grammar Handbook
Parts of Speech
In English there are nine parts of speech: nouns, articles,
pronouns, verbs, adjectives, adverbs, prepositions,
conjunctions, and interjections.
Nouns
Nouns name people, places, or things.
A common noun is a general person, place, or thing.
person thing place
The student brings a notebook to class.
A proper noun is a specific person, place, or thing.

person place thing
Joe went to Paris and saw the Eiffel Tower.
Articles
Indefinite articles are a and an. They refer to a person, place,
or thing.
Use an before a word that begins with a vowel sound.
I have an idea.
Use a before a noun that begins with a consonant sound.
May I borrow a pen?
The is called a definite article. Use the to talk about specific
people, places, or things.
The kitchen is next to the dining room.
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Pronouns
Pronouns are words that take the place of nouns or
proper nouns.
proper noun pronoun
Ana is not home. She is babysitting.
Subject Pronouns Object Pronouns

Singular I, you, he, she, it me, you, him, her, it
Plural we, you, they us, you, them
A subject pronoun replaces the subject of a sentence. A subject

is who or what a sentence is about.
subject subject pronoun (singular)
Dan is a student. He goes to school every day.
Object pronouns replace a noun or proper noun that is the

object of a verb. An object receives the action of a verb.
object object pronoun (singular)
Lauren gave Ed the notes. Lauren gave him the notes.

Possessive pronouns replace nouns or proper nouns. They
show who owns something.
Possessive Pronouns
Singular mine, yours, hers, his
Plural ours, yours, theirs
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Verbs
Verbs express an action or a state of being.
An action verb tells what someone or something does or did.
Verbs That Tell Actions Verbs That Tell Actions

You Can See You Cannot See
dance swim know sense
A linking verb shows no action. It links the subject with

another word that describes the subject.
Examples of Linking Verbs

look smell sound
be appear seem
A helping verb comes before the main verb. It adds to the

main verb’s meaning.
Helping Verbs
Forms of the verb be am, is, was, were, being,
been
Forms of the verb do do, does, did
Forms of the verb have have, has, had
Other helping verbs can, must, could, have (to),
should, may, will, would
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Adjectives
Adjectives describe nouns. An adjective usually comes before
the noun it describes.
tall grass big truck
An adjective can come after the noun it describes. This often
happens when the verb is a linking verb.
The bag is heavy. The books smell new.
Possessive adjectives describe who or what something belongs
to.
possessive adjective
Someone saw my/your/his/her/its/our/their eyes.
Adverbs
Adverbs describe the action of verbs. They tell how an action
happens. Adverbs answer the questions Where?, When?,
How?, How much?, and How often?
Many adverbs end in -ly.
easily slowly
Some adverbs do not end in -ly.
seldom fast very
In this sentence, the adverb everywhere modifies the verb
looked. It answers the question Where?
verb adverb
Nicole looked everywhere for her book.
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Handbook
Prepositions
Prepositions show time, place, and direction.
Time Place Direction

after above across
before below down
In this sentence, the preposition above shows where the

bird flew. It shows place.
preposition
A bird flew above my head.
In this sentence, the preposition across shows direction.

preposition
The children walked across the street.
A prepositional phrase starts with a preposition and

ends with a noun or pronoun. In this sentence, the preposition
is near and the noun is school.
prepositional phrase
The library is near the new school.
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Conjunctions
A conjunction joins words, groups of words, and whole
sentences. Common conjunctions include and, but, and or.
The conjunction and joins two proper nouns: Allison and
Teresa.
proper proper
noun noun
Allison and Teresa are in school.
The conjunction or joins two prepositional phrases: to the
movies and to the mall.
prepositional prepositional
phrase phrase
They want to go to the movies or to the mall.
The conjunction but joins two independent clauses.
independent clause independent clause
Alana baked the cookies, but Eric made the lemonade.
Interjections
Interjections are words or phrases that express emotion.
Interjections that express strong emotion are followed by
an exclamation point.
Wow! Did you see that goal?

A comma follows interjections that express mild emotion.
Gee, I’m sorry that your team lost.
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Handbook
Sentences
Clauses
Clauses are groups of words with a subject and a verb.
• An independent clause can stand on its own as a complete
sentence.
• A dependent clause cannot stand alone as a complete
sentence.
Sentences
A simple sentence is an independent clause. It has a subject
and a verb.
subject verb
The dog barked.
A compound sentence is made up of two or more simple
sentences, or independent clauses.
independent clause independent clause
The band has a lead singer, but it needs a drummer.
Sentence Types
Declarative sentences are statements. They end with a period.
We are going to the beach on Saturday.
Interrogative sentences are questions. They end with a
question mark.
Will you come with us?
Imperative sentences are commands. They end with a period
or an exclamation point.
Put on your life jacket. Now jump in the water!
Exclamatory sentences express strong feeling. They end with
an exclamation point.
I swam all the way from the boat to the shore!
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Punctuation
End Marks
End marks come at the end of sentences. There are three kinds
of end marks: periods, question marks, and exclamation points.
Periods
• Use a period to end a statement (declarative sentence).
• Use a period to end a command or request (imperative
sentence).
• Use a period after a person’s initial or abbreviated title.
• Use a period after abbreviations.
Question Marks and Exclamation Points

• Use an exclamation point to express strong feelings.
• Use a question mark at the end of a question.
Commas
Commas separate parts of a sentence or phrase.
• Use a comma to separate two independent clauses linked by
a conjunction.
• Use commas to separate the parts in a series. A series is a
group of three or more words, phrases, or clauses.
• Use a comma to set off introductory words or phrases.
• Use commas to set off an interrupting word or phrase.
• Use a comma to set off a speaker’s quoted words.
• Use commas to set off the name of the person being
addressed in a letter or speech.
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Handbook
Semicolons and Colons

Semicolons can connect two independent clauses. Use them when
the clauses are closely related in meaning or structure.
Colons introduce a list of items or important information. Also use
a colon to separate hours and minutes when writing the time.
Quotation Marks
Quotation marks set off direct quotations, dialogue, and some titles.
• Commas and periods always go inside quotation marks.
• If a question mark or exclamation point is not part of the
quotation, it goes outside the quotation marks.
• Use quotation marks to set off what people say in a dialogue.
• Use quotation marks around the titles of short works of writing.
Apostrophes
Apostrophes can be used with singular and plural nouns to show
ownership or possession. To form the possessive, follow these rules:
• For singular nouns, add an apostrophe and an s.
• For singular nouns that end in s, add an apostrophe and an s.
• For plural nouns that do not end in s, add an apostrophe and an s.
• For plural nouns that end in s, add an apostrophe.
• Apostrophes are also used in contractions to show where a
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Capitalization
There are five main reasons to use capital letters:
• to begin a sentence
• to write the pronoun I
• to write the names of proper nouns
• to write a person’s title before his or her name
• to write the title of a work (artwork, written work)
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Writing Handbook
Modes of Writing
Narrative Writing is used to tell a story. Here are some types
of narrative writing:
• Autobiography is the story of a person’s life told by the
person.
• Biography is the story of a person’s life told by another
person.
• #UJQTVUVQT[KUCUJQTVƂEVKQPCNPCTTCVKXG
Descriptive Writing RCKPVUCRKEVWTGQHCRGTUQPRNCEGVJKPI
or event.
Expository Writing gives information or explains something.
Here are some types of expository writing:
• Compare-and-Contrast writing analyzes the similarities and
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and what happens as a result.
• 2TQDNGOCPF5QNWVKQPYTKVKPIFGUETKDGUCRTQDNGOCPF
offers one or more solutions to it.
• How-to writing explains how to do or make something.
Persuasive Writing KUYTKVKPIVJCVVTKGUVQEQPXKPEGRGQRNGVQ
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Functional Writing is writing for real-world uses. Here are
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Handbook
The Writing Process

The writing process is a series of steps that helps you
write clearly.
Step 1: Prewrite
When you prewrite, you explore ideas and choose a topic.
You identify your audience, and you choose your purpose
for writing.
To choose a topic, try one or more of these strategies:
• List many ideas that you might want to write about.
• FreewriteCDQWVUQOGKFGCUHQTƂXGOKPWVGU
• Brainstorm a list of ideas with a partner.
To identify your audience, think about who will read your
writing. What do they already know? What do you need to
explain?
To identify your purpose for writing, ask:

• Do I want to entertain my audience?
• Do I want to inform my audience?
• Do I want to persuade my audience?
Now, decide on the best form for your writing. Gather and
organize the details that will support your topic.
Step 2: Draft
You start writing in this step. Put your ideas into sentences. Put
your sentences into paragraphs. Begin to put your paragraphs
in order. Don’t worry too much about grammar and spelling.
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Step 3: Revise
This is the time to look at your ideas and the organization
of your writing. Read your first draft. Ask yourself:
• Are the ideas presented in the best order?
• Is there a clear beginning, middle, and end?
• Does each paragraph have a main idea and supporting
details?
Decide what changes you will make. Then revise your draft.
Step 4: Edit/Proofread
This is the time to look at word choice, sentence fluency,
and writing conventions. Reread your paper. Proofread for
mistakes in spelling, grammar, and punctuation. Correct any
mistakes you find.
When you edit and proofread your draft, use the proofreading
marks in the chart below to mark the changes.
Editing/Proofreading Marks
To: Use This Mark: Example:
s
add something We ate rice, bean, and corn.
delete something We ate rice, beans, and corns.
start a new paragraph We ate rice, beans, and corn.
add a comma , We ate rice, beans, and corn.
add a period We ate rice, beans, and corn
switch letters or words We ate rice, baens, and corn.
change to a capital letter a we ate rice, beans, and corn.
change to a lowercase letter A WE ate rice, beans, and corn.
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Handbook

Ideas
Is the content interesting and thoughtful?
Is the main idea clearly stated?
Are the main ideas supported by facts and details?
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Organization
Are the ideas in an order that makes sense?
Are the ideas connected by transitions and other connecting
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Voice
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Word Choice
*CUVJGYTKVGTEJQUGPRTGEKUGYQTFU!
Sentence Fluency
&QVJGUGPVGPEGUƃQYUOQQVJN[!
#TGVJGUGPVGPEGUXCTKGFKPV[RGCPFNGPIVJ!
Conventions
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&QVJGRTQPQWPUCITGGYKVJVJGYQTFUVJG[TGHGTVQ!
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+UVJGRQUUGUUKXGECUG CRQUVTQRJG-s) used correctly?
#TGPGICVKXGUCPFEQPVTCEVKQPUWUGFEQTTGEVN[!
Are the punctuation and capitalization correct?
+UVJGYTKVKPIHTGGQHURGNNKPIGTTQTU!
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Step 5: Publish
Once you have revised and proofread your paper, share it with
others. Look at these publishing ideas:
• Post your paper on the bulletin board.
• Photocopy your paper. Hand it out to your classmates and
family members.
• Attach it to an email and send it to friends.
• Send it to a school newspaper or magazine for possible
publication.
Once you have shared your work with others, you may want
to put it in your portfolio. A portfolio is a folder or envelope
in which you keep your writing. If you keep your work in a
portfolio, you can look at what you have written over a period
of time. This will let you see if your writing is improving. It will
help you become a better writer.
Build Your Portfolio

You may want to keep your completed writing in your portfolio.
It is a good idea to keep your drafts, too. Keep comments you
receive from your teacher or writing partner, as well.
Reflect on Your Writing

Make notes on your writing in a journal. Write how you felt
about what you wrote. Use these questions to help you get
started:
• What new things did you learn about your topic?
• What helped you organize the details in your writing?
• What helped you revise your writing?
• What did you learn about yourself as you wrote?
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Handbook
Rubric for Writing

A rubric is a tool that helps you assess, or evaluate, your work.
This rubric shows specific details for you to think about when
you write. The scale ranges from 4 to 1, with 4 being the
highest score and 1 being the lowest.
4 Writing is clearly focused on the task.

Writing is well organized. Ideas follow a logical order.
Main idea is fully developed and supported with details.
Sentence structure is varied. Writing is free of fragments.
There are no errors in writing conventions.
3 Writing is focused, but with some unnecessary information.
There is clear organization, but with some ideas out of
order.
The main idea is supported, but development is uneven.
Sentence structure is mostly varied, but with some
fragments.
Writing conventions are generally followed.
2 Writing is related to the task, but lacks focus.
Organization is not clear. Ideas do not fit well together.
There is little or no support for the main idea.
No variation in sentence structure. Fragments occur often.
Frequent errors in writing conventions.
1 The writing is generally unfocused.
There is little organization or development.
There is no clear main idea.
Sentence structure is unvaried. There are many fragments.
Many errors in writing conventions and spelling.
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Writing and Research
Sometimes when you write, you need to do research to learn
more information about your topic. You can do research in
the library, on the Internet, and by viewing or listening to
information media.
Library Reference
Encyclopedias contain basic facts, background information,
and suggestions for additional research.
Biographical references provide brief life histories of famous

people in many different fields.
Almanacs contain facts and statistics about many subjects,

including government, world history, geography,
entertainment, business, and sports.
Periodicals are past editions of magazines. Use a periodical

index to find articles on your topic.
Vertical files contain pamphlets on a wide variety of topics.
Electronic databases provide quick access to information

on many topics.
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Handbook
Citing Sources
When you do research, you read what other people wrote. The
material you research is called the source, or reference. When
you tell who wrote the material, this is called citing the source.
It is important to cite each source you use when you write.
In your paper, note each place in which you use a source. At

the end of the paper, provide a list that gives details about
all your sources. A bibliography and a works cited list are two
types of source lists.
• A bibliography provides a listing of all the material you used
during your research.
• A works cited list shows the sources you have quoted in
your paper.
Plagiarism
Plagiarism is presenting someone else’s words, ideas, or work
as your own. If the idea or words are not yours, be sure to
give credit by citing the source in your work. It is a serious
offense to plagiarize.
Look at the chart of the Modern Language Association (MLA)

on p. 407. Use this format for citing sources. This is the most
common format for papers written by middle and high school
students, as well as college students.
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MLA Style for Listing Sources
Book Ormiston, Rosalind. Origins of Modern Art.

London: Flame Tree Publishing, 2015.
Article in a “He Had a Dream.” Scholastic News 8 Jan.
magazine 2018: 4–5.
Films and Coco. Dir. Lee Unkrich. Perf. Anthony
DVDs Gonzalez, Gael García Bernal, Benjamin
Bratt, Alanna Ubach, Renée Victor, Ana
Ofelia Murguía, and Edward James Olmos.
Walt Disney Studios Motion Picture, 2017.
Internet Green, James. Beadwork in the Arts
of Africa and Beyond. July 26, 2018.
www.metmuseum.org/blogs/collection-
insights/2018/beadwork-in-arts-of-africa-
and-beyond. Accessed August 21, 2018.
Newspaper Bowles, Scott. “Ready to Roll at Comic-Con.”
USA Today 22 July 2009: D1 Print.
Personal Smith, Jane. Personal interview. 10 Feb.
interview 2018.
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Handbook
Internet Research
The internet is an international network of computers. The
World Wide Web is a part of the internet that lets you find and
read information.
To do research on the internet, you need to open a search
engine. Type in a keyword on the search engine page.
Keywords are words or phrases on the topic you want to learn
about. For example, if you are looking for information about
your favorite musical group, you might use the band’s name as
a keyword.
To choose a keyword, write a list of all the words you are
considering. Then choose a few of the most important words.
Tips
• Spell the keywords correctly.
• 7UGVJGOQUVKORQTVCPVMG[YQTFƂTUVHQNNQYGFD[VJGNGUU
important ones.
• 1RGPVJGRCIGUCVVJGVQRQHVJGNKUVƂTUV6JGUGYKNNWUWCNN[
be the most useful sources.
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How to Evaluate Information from the Internet
When you do research on the internet, you need to be sure
the information is correct. Use the checklist to decide if you
can trust the information on a Web site.
✔ Look at the address bar. A URL that ends in “edu” is

connected to a school or university. A URL that ends in
“gov” means it is a site posted by a state or federal
government. These sites should have correct
information.
✔ Check that the people who write or are quoted on

the site are experts, not just people telling their ideas
or opinions.
✔ Check that the site is free of grammatical and spelling

errors. This is often a hint that the site was carefully
designed and researched.
✔ Check that the site is not trying to sell a product or

persuade people.
✔ If you are not sure about using a site as a source,

ask an adult.
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Handbook
Information Media
Media is all the organizations that provide news and
information to the public. Media includes television,
radio, and newspapers. This chart describes several forms
of information media.
Types of Information Media

Television News Program • Covers current news events
• Gives information objectively
Documentary • Focuses on one topic of
social interest
• Sometimes expresses
controversial opinions
Television Newsmagazine • Covers a variety of topics
• Entertains and informs
Radio Talk Show • Covers some current events
• Offers a place for people to
express opinions
Newspaper Article • Covers one current event
• Gives details and background
about the event
Commercial • Presents products, people,
or ideas
• Persuades people to buy
or take action
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How to Evaluate Information from Various Media
Because the media presents large amounts of information, it
is important to learn how to analyze this information. Some
media sources try to make you think a certain way instead of
giving you all the facts. Use these techniques to figure out
whether you can trust information from the media.
✔ Sort facts from opinions. A fact is a statement that can

be proven true. An opinion is how someone feels or
thinks about something. Make sure any opinions are
supported by facts.
✔ Be aware of the kind of media you are watching,

reading, or listening to. Is it news or a documentary?
Is it a commercial? What is its purpose?
✔ Watch out for bias. Bias is when the source gives

information from only one point of view. Try to gather
information from several points of view.
✔ Discuss what you learn from different media with your

classmates or teachers. This will help you determine if
you can trust the information.
✔ Read the entire article or watch the whole program

before reaching a conclusion. Then develop your own
views on the issues, people, and information presented.
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Handbook
How To Use Technology in Writing

Writing on a Computer
You can write using a word-processing program. This will
help you when you follow the steps in the Writing Process.
• 9JGP[QWYTKVG[QWTƂTUVFTCHVUCXGKVCUCFQEWOGPV
• #U[QWV[RGQTTGXKUG[QWECPOQXGYQTFUCPFUGPVGPEGU
WUKPIVJGEWVEQR[CPFRCUVGEQOOCPFU
• 9JGP[QWRTQQHTGCF[QWECPWUGVJGITCOOCTCPFURGNN
check functions to help you check your work.
Keeping a Portfolio
%TGCVGHQNFGTUVQUCXG[QWTYTKVKPIKP(QTGZCORNGCHQNFGT
labeled “Writing Projects—September” can contain all of the
writing you do during that month.
5CXGCNNVJGFTCHVUQHGCEJRCRGT[QWYTKVG
Computer Tips
• 4GPCOGGCEJQH[QWTTGXKUGFFTCHVUWUKPIVJG5#8'#5
HWPEVKQP(QTGZCORNGKH[QWTƂTUVFTCHVKUp%CVUqPCOG
the second draft “Cats2.”
• +H[QWUJCTG[QWTEQORWVGTETGCVGCHQNFGTHQTQPN[
your work.
• #NYC[UDCEMWR[QWTRQTVHQNKQQPCUGTXGTQTC75$ƃCUJ
FTKXG
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Glossary
achieve celebration
A B
achieve succeed in doing something banned officially said that people
(p. 322) must not do something or that
something is not allowed (p. 44)
adapt change to fit a new situation
(p. 262) bare empty (p. 152)
adopt take a child or animal into bartered exchanged one thing for
your home and take care of it (p. 44) another (p. 356)
advice a suggestion about what bean a seed or seed container of a

someone should do (p. 216) plant that you eat (p. 202)
affect produce a change in someone benefit something that helps you or

or something (p. 204) gives you an advantage (p. 154)
anticipate guess or expect that boasted bragged (p. 170)

something will happen (p. 172)
bolt white line that appears in the
appreciate be grateful for sky (p. 104)
something (p. 154)
bond special relationship or
appropriate fitting; suitable (p. 92) connection (p. 30)
architecture shape and style of breath air that you let in and out
buildings (p. 260) through your nose and mouth (p. 28)
ash gray powder that is left after breeze light wind (p. 104)
something has been burned (p. 74)
assistance help or support (p. 106)
C
astronaut someone who travels in
space (p. 320) captured caught (p. 44)
celebration an occasion or party

when you do something special
because of a particular event (p. 202)
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challenge environment
challenge something that is hard to creative making new things and
do (p. 10) ideas using the imagination (p. 232)
climate the weather that a place currency money (p. 356)

usually has (p. 274)
communicates exchanges
information with others (p. 8) D
communities areas in which people demonstrate show how to do
live (p. 230) something (p. 92)
community group of people who display show (p. 172)

live in the same area (p. 322)
duty something you must do
companion someone you are with, because it is right or part of your job
often a friend (p. 28) (p. 136)
concerned worried (p. 230)

considerable large enough to be E
important (p. 292)
efficient working well, quickly, and
consist of made up of (p. 76) without waste (p. 260)
cooperate work together with electricity kind of energy (p. 90)
someone else (p. 358)
eliminate get rid of something
correspond write and receive completely (p. 204)
messages with someone (p. 276)
emerge appear or come out from
council group of people who are somewhere (p. 138)
chosen to make laws and decisions
(p. 136) encounter a meeting (p. 30)
crater round open top of a volcano environment world of land,

(p. 74) sea, and air that you live in; your
surroundings (p. 262)
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equipped infer
equipped provided with things that
are needed to do something (p. 340) G
erupts explodes and sends out fire gardener a person who works in a
and smoke (p. 74) garden (p. 202)
establish get something started, glowed shined with a steady light
such as a company, system, or (p. 28)
situation, etc. (p. 46)
goal something you want to achieve
evaluate judge how good (p. 10)
something is (p. 218)
guzzled drank a lot of something
evaporate when a liquid turns into eagerly and quickly (p. 216)
a gas (p. 90)
evidence proof (p. 76)

explorer someone who travels into
H
an unknown area to find out about harsh very unpleasant, cruel (p. 274)
it (p. 320)
hiking taking a long walk in the
extreme very great (p. 260) country or in the mountains (p. 338)
hurricane storm with very strong
fast winds (p. 104)
F
feature a part that stands out
(p. 92) I
fine very nice or of high quality igloo a house or building made
(p. 152) from blocks of hard snow or ice
(p. 290)
flatter say nice things to someone
because you are trying to please him impact a strong effect (p. 106)
or her (p. 216)
infer form an opinion that
frisky full of energy, happiness, and something is probably true because
fun (p. 28) of information that you have (p. 152)
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initial plaque
initial happening at the beginning mischief bad behavior, especially by
(p. 358) children (p. 136)
involve include, or be part of (p. 10) mission important job that

someone has been given to do
R|
L motivated very eager to do or
achieve something (p. 340)
labor hard work (p. 292)
lava very hot liquid rock that comes
out of the top of a mountain (p. 74) N
ledge narrow flat surface of rock
native growing or living in a
that is high above the ground
particular place (p. 260)
R|
nonsense ideas or behaviors that
lightning bright flash of light in
are not true or seem stupid or
the sky that happens during a storm
annoying (p. 136)
R|
located be in a particular place
(p. 262) O
objective goal (p. 232)
M occur happen or takGRNCEG R|
machine something mechanical outcome the final result of a

that helps people do work (p. 170) meeting, process, etc. (p. 204)
major big; very important or serious

(p. 106)
P
mighty very strong (p. 170)
plaque piece of flat metal or stone
mining digging in the ground for
with writing on it (p. 320)
coal, iron, gold, etc. (p. 260)
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prairie secure
prairie large open area of land that reside NKXGUQOGYJGTG R
is covered in wheat or long grass
resourceful good at finding ways
R|
to deal with problems effectively
praise words that you say to tell R|
someone that he or she has done
respond answer R
UQOGVJKPIYGNN R
restore repair something to make it
previously before (p.
UGGOPGYCICKP R
protect prevent someone or
roots parts of a plant that grow
something from being harmed or
WPFGTVJGITQWPF R
FCOCIGF R
route the way from one place to
purpose a reason for doing
CPQVJGTGURGEKCNN[QPCOCR R
UQOGVJKPICKO R
rulers people who govern a
country, such as presidents or kings
R R
rainforest a rainy tropical forest

area with trees and plants that are S
XGT[ENQUGVQIGVJGT R
satisfied pleased because
react say or do something because
something has happened in the way
QHUQOGVJKPIGNUG R
VJCV[QWYCPV R
record information that is written
scampered ran with short, quick
down so you can look at it later
UVGRUNKMGCUOCNNCPKOCN R
R|
scenario setting or sKVWCVKQP R
recover get better to a healthy
EQPFKVKQP R scheme tricky plan R
reindeer a deer with large antlers seal a large sea mammal that eats
that lives in cold northern areas HKUJCPFNKXGUPGCTVJGEQCUV R
R|
secure safe (R
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shelter unique
shelter a place that protects you
from bad weather (p. 290) T
shimmer shine with a soft light that temperature how hot or cold
seems to shake slightly (p. 28) something is (p. 90)
signatures people’s names, written thrilling exciting and interesting
in their own handwriting (p. 320) (p. 338)
similar almost the same, but not thrive be very strong and healthy
exactly (p. 76) (p. 338)
sled a vehicle without a motor used thunder loud sound that you hear
to slide over snow (p. 290) in the sky during a storm (p. 90)
sledgehammer an extra large and tidbit small piece of food or
heavy hammer (p. 170) information (p. 136)
sod piece of dirt with grass growing trade exchange one thing for
on top (p. 274) another (p. 356)
solve find the answer to a problem tradition something people have
or mystery (p. 230) done for a long time and continue to
sputter make a coughing noise as if (p. 358)
breaking down (p. 170) trails paths across open country, or
stitches small lines of thread sewn through mountains or woods (p. 338)
onto cloth (p. 152)
strategy a plan used to reach a goal
(p. 46)
U
underground under Earth’s surface
stroke particular moment in time
(p. 260)
(p. 152)
undertake take on as a responsibility
surrounded be all around someone
(p. 292)
or something (p. 320)
unique special, one of a kind
R|
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valley young
whisk quickly take something or
V someone somewhere (p. 152)
valley an area of low land between wink close and open one eye
mountains or hills (p. 338) quickly (p. 152)
vine a plant with long stems that worth value (p. 356)
climb on other plants, buildings, etc.
(p. 202)
volcano mountain with a hole at

Y
the top from which come burning young not having lived very long
rock and fire (p. 74) (p. 8)
volunteers people who do a job to
help without being paid (p. 44)
W
warm slightly hot, but not too hot
(p. 28)
waste use more of something (time,

money, resources) than is sensible
R|
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Index
Genre simple past, regular write a letter describing

Informational Text verbs, 54–55 where you live, 285
email, 97 simple present, 24–25 write a skit about an
internet article, 94–95 Punctuation animal and its baby, 23
literary nonfiction, 78–81 capitalizing proper nouns, write a skit about a story,
magazine article, 264–267 270–271 333
photo essay, 206–209 quotations, 182–183 Make Connections
poster, 96 Sentences about adopting a pet, 45
science, 12–19, 48–51 complex, 366–367 about being tricked, 217
social studies, 234–237, compound, 334–335 about best way to
294–297, 360–361 imperatives, 100–101 communicate with
Literature friends, 275
Language Development
fable, 32–37, 220–223 about biggest storm, 105
Activities
letters, 278–283 about caves, 261
research and present
play, 156–163 about expressions, 153
about a character, 179
pourquoi tale, 140–145 about friends, 29
short story, 108–113, about going on a hike, 339
about a volcano, 83
324–331, 342–349 about helping an animal, 9
tall tale, 174–177 about living as an Inuit,
about animal babies, 21
291
Grammar Extensions
about trading for
Parts of Speech changing the setting of a
something without using
adjectives, 116–117 story, 351
money, 357
comparatives, 212–213 compare and contrast
about plants and trees,
superlatives, 226–227 amusement park rides,
203
adverbs of frequency and 225
about plaques saying
intensity, 240–241 create a setting during a
something about you,
nouns storm, 115
321
possessives, 166–167 design a special coin, 365
about solving problems,
proper, 270–271 develop directions for
231
singular and plural, planting seeds, 211
about special skills, 171
148–149 draw a picture of a
about sudden events, 75
prepositions and character who wins a
about things that use
prepositional phrases, contest, 181
electricity, 91
286–287 draw or describe a
about your duties, 137
pronouns, possessive, morning at home, 299
Projects
166–167 explain how to do a chore,
animal playing cards, 59
time-order transition 165
book cover, 187
words, 100–101 find evidence about
character charades, 187
verbs the past, 85
charades, 305
past progressive, make a drawing about
comic strip, 245
352–353 living underground, 269
flowchart of steps, 245
present perfect, 300–301 make a poster warning
graphic organizer, 121
simple past, be verbs, people about danger, 99
illustration, 305
40–41 make a visual aid about
pantomime, 371
simple past, irregular caring for animals, 53
park design, 371
verbs, 86–87 play Telephone, 147
picture book, 59
share ideas about solving
world map, 121
problems in the
community, 239
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Think It Over use informal language, 61, Before You Go On
recall, comprehend, and 189, 307 animals, people, and
analyze, 19, 37, 51, 81, use synonyms, 261 caring, 13, 15, 17, 33, 35,
97, 113, 145, 163, 177, use words you know, 75, 49
209, 223, 237, 267, 283, 203 links to our past, 325, 327,
297, 331, 349, 363 View and Respond 329, 343, 345, 347, 361
animals, people, and powerful forces of nature,
caring, 3 79, 95, 109, 111
Discussions, 58, 120, 186,
links to our past, 315 problem solvers, 207, 221,
244, 304, 370
powerful forces of nature, 235
Listening Skills
69 telling tales, 141, 143, 157,
be an active listener, 123
problem solvers, 197 159, 161, 175
listen for general meaning,
telling tales, 131 where we live, 265, 279,
12, 32, 48, 78, 94, 108,
where we live, 255 281, 295, 361
140, 156, 174
What About You Fluency, 65, 127, 193, 251,
listen for ideas and
talking about animals, 5, 7 311, 379
information not stated
talking about forces of Graphic Organizers
directly, 189, 247, 307,
nature, 71, 73 cause and effect chart, 239
373
talking about homes, 257, character web, 181
listen for important words
259 compare and contrast
and details, 61
talking about solving chart, 285
listen for main points and
problems, 199, 201 details chart, 53
details, 206, 220, 234,
talking about stories and fact and opinion chart, 269
264, 278, 294, 324, 342,
tales, 135 infer and predict chart, 165
360
talking about the past, KWL chart, 23
listen for teacher’s
317, 319 main idea and details
instructions, 62
talking about things you chart, 211, 365
listen for specific facts and
can read, 133 organizational chart, 299
observations, 307
Workshops problem and solution
take notes and retell, 324,
give a how-to chart, 333
342, 360
presentation, 122–123 sequence of events chart,
Projects
give a speech, 246–247 85, 147, 351
act it out, 187
give an oral report, T-chart, 39, 225
description, 305
372–373 Venn diagram, 99
fable, 245
perform a play, 188–189 word web, 115
folktale, 121
play a description guessing Kids’ Stories from around
interview, 59, 245, 305
game, 60–61 the World
oral report, 371
present a TV talk show, animals, people, and
presentation, 59
306–307 caring, 6–7
tall tale, 371
forces of nature, 72–73
20 questions, 187 Reading
links to the past, 318–319
vocabulary hunt, 121 Apply
problem solvers, 200–201
Speaking Skills explain, 23
telling tales, 134–135
include important details, outline, 115, 333
where we live, 258–259
61 retell, 39, 53, 85, 147, 181,
Link the Readings, 58, 120,
use gestures, 9 211, 225, 285, 351
186, 244, 304, 370
use formal language, 61, summarize, 165, 269, 299,
Prepare to Read, 8–11,
123, 247, 373 365
28–31, 44–47, 74–77,
take notes, 99, 239, 351
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90–93, 104–107, 136–139, use prior knowledge, 12, benefit, 154
152–155, 170–173, 202– 19 bond, 30
205, 216–219, 230–233, visualize, 294, 297, 298 challenge, 10
260–263, 274–277, 290– visualize setting, 108, 113, community, 322
293, 320–323, 338–341, 114 considerable, 292
356–359 consist of, 76
Test Preparation, 66–67,
Skills cooperate, 358
128–129, 194–195, 252–253,
ask for help, 49, 141, 266, correspond, 276
312–313, 380–381
281 creative, 232
look for patterns, 31, 93, Topics demonstrate, 92
359 Big Question display, 172
read definition and use animals, people, and eliminate, 204
word in a sentence, 15 caring, 3, 32, 48, 58 emerge, 138
read key words, 13 links to our past, 315, 324, encounter, 30
read picture captions, 16 342, 360, 370 environment, 262
sight words, 97, 160 powerful forces of nature, equipped, 340
use pictures, 158 69, 78, 94, 108, 120 establish, 46
Strategies problem solvers, 197, 206, evaluate, 218
compare and contrast, 220, 220, 234, 244 evidence, 76
223, 224 telling tales, 131, 140, 156, feature, 92
identify author’s purpose, 174, 186 goal, 10
278, 283, 284 where we live, 255, 264, impact, 106
identify cause and effect, 278, 294, 304 infer, 154
234, 237, 238 A Closer Look initial, 358
identify characters, 174, animals and their young, involve, 10
177, 180 20–21 labor, 292
identify events in a plot, lava flows, 82–83 located, 262
140, 145 tall tale characters, major, 106
identify fact and opinion, 178–179 motivated, 340
264, 267, 268 Units objective, 232
identify fantasy and animals, people, and occur, 30
reality, 32, 37, 38 caring, 2–67 outcome, 204
identify genre, 94, 97, 98 links to our past, 314–381 previously, 276
identify main idea and powerful forces of nature, react, 138
details, 206, 209, 210 68–129 recover, 46
identify plot and setting, problem solvers, 196–253 reside, 276
342, 349, 350 telling tales, 130–195 resourceful, 218
identify problem and where we live, 254–313 respond, 138
solution, 324, 331, 332 restore, 232
Vocabulary
identify sequence of route, 340
Academic Words
events, 84, 146 scenario, 172
achieve, 322
make inferences, 156, 163 scheme, 218
adapt, 262
make inferences and similar, 76
affect, 204
predictions, 164 strategy, 46
anticipate, 172
make predictions, 78, 81 tradition, 358
appreciate, 154
preview, 48, 51, 52 undertake, 292
appropriate, 92
reread for details, 22 unique, 322
assistance, 106
summarize, 360, 363, 364
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Activities rainforest, 5 explorer, 320
add a page to vocabulary rainy, 70 extreme, 260
notebook, 45, 105, 171, recipe, 132 fine, 152
217, 261, 339, 357 research, 198 flatter, 216
create a vocabulary retirement home, 256 frisky, 28
notebook, 29 ride an elevator, 257 gardener, 202
draw a picture, 291 single-family home, 256 glowed, 28
make vocabulary flash skunk, 4 guzzled, 216
cards, 9, 91, 137, 153, snowy, 70 harsh, 274
203, 231, 275, 321 sunny, 70 hiking, 338
Build Unit Vocabulary swamp, 5 hurricane, 104
alligator, 4 swim in the water, 257 igloo, 290
apartment, 256 townhouse, 256 lava, 74
architect, 199 treehouse, 256 ledge, 338
blizzard, 71 website, 132 lightning, 90
board game, 133 what people did, 317 machine, 170
brainstorm, 198 what people wore, 317 mighty, 170
cave paintings, 316 windy, 70 mining, 260
cereal box, 132 woodlands, 5 mischief, 136
cloudy, 70 Key Words mission, 320
computer, 133 adopt, 44 native, 260
cookbook, 133 advice, 216 nonsense, 136
debate, 198 architecture, 260 plaque, 320
design, 198 ash, 74 prairie, 274
detective, 199 astronaut, 320 praise, 216
directions, 132 banned, 44 protect, 8
eat dinner, 257 bare, 152 purpose, 230
elephant, 4 bartered, 356 rainforest, 44
flood, 71 bean, 202 record, 274
foggy, 70 boasted, 170 reindeer, 290
fossils, 316 bolt, 104 roots, 202
giraffe, 4 breath, 28 rulers, 356
grasslands, 5 breeze, 104 satisfied, 136
houseboat, 256 captured, 44 scampered, 216
hurricane, 71 celebration, 202 seal, 290
inventors, 199 climate, 274 secure, 8
investigate, 198 communicates, 8 shelter, 104, 290
journals, 316 communities, 230 shimmer, 28
magazine, 132 companion, 28 signatures, 320
museums, 316 concerned, 230 sled, 290
newspaper, 132 council, 136 sledgehammer, 170
parrot, 4 crater, 74 sod, 274
photographs, 133, 316 currency, 356 solve, 230
play on the swings, 257 duty, 136 sputter, 170
politicians, 199 efficient, 260 stitches, 152
prehistoric animals, 317 electricity, 90 stroke, 152
prehistoric people, 317 erupts, 74 surrounded, 320
raccoon, 4 evaporate, 90 temperature, 90
423
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thrilling, 338 news article, 121, 245 write an advertisement,
thrive, 338 safety guidelines, 121 228–229
thunder, 90 science article, 59 research writing
tidbit, 136 skit, 245 paraphrasing a source,
trade, 356 song, 371 354–355
trails, 338 Quick Write plan a research report,
underground, 260 animals, people, and 336–337
valley, 338 caring, 3 quoting sources, 368–369
vine, 202 links to our past, 315 Workshops
volcano, 74 powerful forces of nature, write a descriptive essay,
volunteers, 44 69 62–64
warm, 28 problem solvers, 197 write a how-to essay,
waste, 230 telling tales, 131 124–126
whisk, 152 where we live, 255 write a magazine/
wink, 152 Types newspaper article,
worth, 356 descriptive writing 308–310
young, 8 describe a place you visit, write a research report,
Phonics 56–57 374–378
digraph ow, 233 describe an animal, write a review, 248–250
digraphs ch, sh, th, 107 26–27 write a story, 190–192
diphthongs ow, ou, 323 describe yourself, 42–43 Writing Checklist, 27, 43,
long vowel pairs, 139 expository writing 57, 89, 103, 119, 151, 169,
long vowels with silent e, explain a process, 185, 215, 229, 243, 273,
47 118–119 289, 303
r-controlled ar, or, ore, 293 explain how to do
short vowels, 11 something, 102–103
soft and hard c, 205 organize ideas by cause
variant vowel oo, 341 and effect, 88–89
vowel pair ea, 155 organize ideas by
y as a vowel, 277 problem and solution,
Word Study 288–289
compound words, 93 write to classify, 272–273
ending -ed, 77 write to compare and
endings -s, -es, -ed, 31 contrast, 302–303
Greek and Latin roots, 359 narrative writing
homophones, 263 retell a familiar story,
synonyms and antonyms, 150–151
173 write a dialogue
thesaurus, 219 between two characters,
184–185
Writing
write a friendly letter,
Projects
168–169
adventure story, 59
persuasive writing
building proposal, 305
write a persuasive
character sketch, 187
brochure, 242–243
history article, 371
write a persuasive
journal entry, 305
business letter, 214–215
mixed-up tale, 187
424
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Credits
ILLUSTRATOR: L4U6R2 Grandpa’s Footsteps Arps/Shutterstock; 020 (TL) Nick Pecker/

Aptara 314, 342–350 Shutterstock; 020 (TR) Matthieu Gallet/
Shutterstock; 020 (B) Olesya Nickolaeva/
COVER: Haye Kesteloo/Shutterstock Shutterstock; 021 (TL) Rocky Grimes/
Shutterstock; 021 (TR) Glenda/Shutterstock;
FM: ix (T) Stnazkul/123RF; ix (L) Peter 021 (C) JMx Images/Shutterstock; 021
French/Perspectives/Getty Images; ix (R) (B) TonyV3112/Shutterstock; 022 Idiz/
Reggie David/Design Pics/Newscom; vi Shutterstock; 023 Noicherrybeans/
Joe McDonald/Shutterstock; vii (T) Sylvain Shutterstock; 025 Maggy Meyer/
Cordier/Biosphoto/Alamy Stock Photo; vii Shutterstock; 027 Pazargic Liviu/123RF;
(B) ArCaLu/Shutterstock; viii Dark Moon 028 (T) Muzhik/Shutterstock; 028 (C) Alta
Pictures/Shutterstock; xiii (T) Wavebreak Oosthuizen/Shutterstock; 028 (B) Suzanne
Media Ltd/123RF; xiii (L) Black Rock Digital/ Tucker/Shutterstock; 029 (T) R. L. Webber/
Shutterstock; xiii (R) Danny E Hooks/ Shutterstock; 029 (C) Nagel Photography/
Shutterstock; xiv (T) Travelscape Images/ Shutterstock; 029 (B) Chabybucko/E+/
Alamy Stock Photo; xiv (B) Patti McConville/ Getty Images; 030 Lessydoang/Room/
Alamy Stock Photo; xv (L) Hi-Story/Alamy Getty Images; 038 Hadynyah/E+/Getty
Stock Photo; xv (R) Interfoto/History/Alamy Images; 041 Rohappy/Shutterstock; 043
Stock Photo. Brocreative/Shutterstock; 044 (T) Merazonia
Wildlife Rescue and Rehabilitation; 044
UNIT 1: 002–003 Nate Allred/Shutterstock; (B) Auton/123RF; 045 (T) Laura Stone/
002 (L) Sean Russell/Getty Images; 002 Shutterstock; 045 (B) Lillian Tveit/Alamy Stock
(R) Merazonia Wildlife Rescue and Photo; 046 Robert Wyatt/Alamy Stock Photo;
Rehabilitation; 005 (TL) World Foto/ 048 Asharkyu/Shutterstock; 049 Robert
Alamy Stock Photo; 005 (TR) Lvalin/ Wyatt/Alamy Stock Photo; 050 Merazonia
Shutterstock; 005 (BL) Troyka/Shutterstock; Wildlife Rescue and Rehabilitation; 051
005 (BR) Jason Patrick Ross/Shutterstock; Sylvain Cordier/Biosphoto/Alamy Stock
006 (L) Vladimir Wrangel/Shutterstock; Photo; 052 Stnazkul/123RF; 053 Asharkyu/
006 (L Inset) Andrii_K/Shutterstock; 006 Shutterstock; 057 Gabriele Maltinti/
(R) Colombo Nicola/Shutterstock; 006 (R Shutterstock; 059 Vladsilver/Shutterstock;
Inset) MarcinK3333/Shutterstock; 007 061 K.A.Willis/Shutterstock; 064 DigiPub/
(T) Cherry-hai/Shutterstock; 007 (T Inset) Moment/Getty Images.
Monkey Business Images/Shutterstock;
007 (B) Kikujungboy/Shutterstock; 007 (B UNIT 2: 068–069 Nicola Bertolini/
Inset) Sanmongkhol/Shutterstock; 008 (T) Shutterstock; 068 (C) Dark Moon Pictures/
Grigorita Ko/Shutterstock; 008 (B) Creativa Shutterstock; 068 (BL) Benny Marty/
Images/Shutterstock; 009 (L) Andrea Shutterstock; 071 (L) Col/Shutterstock;
Izzotti/Shutterstock; 009 (R) Jiri Haureljuk/ 071 (C) Playalife2006/123RF; 071 (R) Jerry
Shutterstock; 010 Vladsilver/Shutterstock; Sharp/Shutterstock; 072 (L) 2317900
012–013 Lurii Kazakov/Shutterstock; 014 Ontario Ltd. Spirer/123RF; 072 (L Inset)
Emilio100/Shutterstock; 015 Sean Russell/ Paul Simcock/123RF; 072 (R) Mia2you/
Getty Images; 016 Pawel Papis/123RF; Shutterstock; 072 (R Inset) Cathy
017 Renee fair hurst/Shutterstock; 018 Yeulet/123RF; 073 (L) Md Zakir Hossain Sohel/
(T) Anurak Pongpatimet/Shutterstock; Shutterstock; 073 (L Inset) Filipe Frazao/
018 (TC) XiXinXing/Shutterstock; 018 (B) Shutterstock; 073 (R) Hilaka/Shutterstock;
Joe McDonald/Shutterstock; 018 (B Inset) 073 (R Inset) Imtmphoto/123RF; 074 Tom
Andy Dean Photography/Shutterstock; 019 Pfeiffer/Alamy Stock photo; 076 Douglas
ArCaLu/Shutterstock; 019 (Inset) Roger Clark Peebles Photography/Alamy Stock photo;
425
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077 Mat Hayward/Shutterstock; 078–079 135 (T inset) Albina Glisic/Shutterstock; 135
Danita Delimont/Gallo Images/Getty Images; (B) Irene Abdou/Alamy Stock Photo; 136 (T)
079 Planet Observer/Universal Images Group Kontrec/iStock/Getty Images; 136 (C) Asada
North America LLC/Alamy Stock photo; Nami/Shutterstock; 136 (B) Tom Wang/
080 (Bkgrd) WaterFrame_mus/Alamy Stock Shutterstock; 137 (T) Lisa Young/123RF; 137
photo; 080 (Inset) Benny Marty/Shutterstock; (BL) Tara Moore/Digital Vision/Getty Images;
081 (T) Reggie David/Design Pics/Newscom; 137 (BR) Julia Metkalova/Shutterstock; 138
081 (B) Peter French/Perspectives/Getty D. Kucharski K. Kucharska/Shutterstock;
Images; 082 (T) Erich Schmidt/Getty Images; 149 Arts Vector/Shutterstock; 151 K. Jensen/
082 (BL) Douglas Peebles Photography/ Shutterstock; 152 (T) World History Archive/
Alamy Stock photo; 082 (BR) Aurora Photos/ Alamy Stock Photo; 152 (C) Marek Masik/
WorldFoto/Alamy Stock photo; 083 (TL) Shutterstock; 152 (B) David Lee/Shutterstock;
Claudio Rossol/Shutterstock; 083 (TR) Tose/ 153 (T) Trendywest/Shutterstock; 153
Shutterstock; 083 (B) Heather Stirratt/ (B) Viachaslau Rutkouski/123RF; 164 W.
EyeEm/Getty Images; 084 WaterFrame_mus/ Scott McGill/Shutterstock; 169 AnetaPics/
Alamy Stock photo; 085 Vadim Orlov/123RF; Shutterstock; 170 (T) Josef Muellek/123RF;
087 Douglas Peebles Photography/ 170 (C) Henning Marquardt/Shutterstock;
Alamy Stock photo; 089 Claudio Rossol/ 170 (B) 123RF; 171 (T) Dmitry Naumov/
Shutterstock; 090 (T) Mishoo/123RF; 090 Shutterstock; 171 (B) Vladimir Konstantinov/
(BL) Jose Gil/Shutterstock; 090 (BC) Natalia Shutterstock; 172 Graphicbee/123RF; 173
Merzlyakova/123RF; 090 (BR) Stephen/ Golubenko Svetlana/123RF; 189 Adam Taylor/
Shutterstock; 091 (TL) Cheuk-king Lo./ DigitalVision/Getty Images; 190 Robert
Pearson Education Asia Ltd; 091 (TR) Roman McGouey/Wildlife/Alamy Stock Photo; 192
Sigaev/Shutterstock; 091 (B) Discpicture/ Gerald A. DeBoer/Shutterstock.
Shutterstock; 092 ESB Professional/
Shutterstock; 093 Remember/Alamy Stock UNIT 4: 196–197 Hafiez Razali/Shutterstock;
photo; 094 Ross Ellet/Shutterstock; 095 (T) 196 (L) Black Rock Digital/Shutterstock;
Stnazkul/123RF; 095 (B) Alexander Kazarin/ 196 (R) Bloomberg/Getty Images; 199
Shutterstock; 096 Sergey Nivens/Shutterstock; (TL) Hiroko Tanaka/Alamy Stock Photo;
101 Saverio Maria Gallotti/Alamy Stock 199 (TR) Stokkete/Shutterstock; 199 (BL)
Photo; 104 (T) 123RF; 104 (B) Mike Hill/ Goodluz/123RF; 199 (BR) Pressmaster/
Alamy Stock Photo; 105 (T) Alison Wright/ Shutterstock; 200 (L) Africa Studio/
Danita Delimont, Agent/Alamy Stock Photo; Shutterstock; 200 (L Inset) Hero Images/Getty
105 (B) Andrew Cribb/Alamy Stock Photo; Images; 200 (R) Hero Images/Getty Images;
106 Fuse/Getty Images; 107 Dean Clarke/ 200 (R Inset) Jose Manuel Gelpi Diaz/123RF;
Shutterstock; 117 Hero Images/Getty Images; 201 (L) Sorapong Chaipanya/123RF;
119 Butterfly Hunter/Shutterstock; 123 Viktor 201 (L Inset) Lucy Lambriex/Moment/
Goriachuk/123RF; 126 Willoughby Owen/ Getty Images; 201 (R) Zerbor/123RF; 201
Moment/Getty Images. (R Inset) Nophamon Yanyapong/123RF;
202 (T) Buntoon Rodseng/Shutterstock;
UNIT 3: 130–131 Artapartment/Shutterstock; 202 (C) Joshua Resnick/Shutterstock;
133 (TL) Lili Graphie/Shutterstock; 133 202 (B) Windmoon/Shutterstock; 203
(TR) Scanrail/123RF; 133 (BL) Jules Selmes/ Olexandr Panchenko/Shutterstock; 204
Pearson Education Ltd; 133 (BR) Bilanol/ Monkey Business Images/Shutterstock;
Shutterstock; 134 Ileana_bt/Shuttestock; 134 205 XiXinXing/Shutterstock; 206–207
(L Inset) Darrin Henry/Shutterstock; 134 (R Johnwoodkim/Shutterstock; 207 (Inset)
Inset) Tatsiana Yatsevich/Shutterstock; 135 Black Rock Digital/Shutterstock; 208 Danny
(T) World History Archive/Alamy Stock Photo; E Hooks/Shutterstock; 209 (T) Bob Colley
426
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Photography/Alamy Stock Photo; 209 (Inset) 262 Artens/Shutterstock; 263 Tina Images/
Philip Scalia/Alamy Stock Photo; 210 Philip Shutterstock; 264–265 Sinelyov/Shutterstock;
Scalia/Alamy Stock Photo; 211 Bob Colley 265 (T) Travelscape Images/Alamy Stock
Photography/Alamy Stock Photo; 216 (T) Photo; 265 (B) David Wall/Alamy Stock
Image Source/Photdisk/Getty Images; 216 (C) Photo; 266 (T) Tina Images/Shutterstock; 266
Vadim Guzhva/123RF; 216 (B) MIA Studio/ (B) U&U_Underwood/United Archives GmbH/
Shutterstock; 217 (L) Pilens/123RF; 217 (R) Alamy Stock Photo; 267 (T) Andrew Watson/
Anakondasp/Shutterstock; 218 Africa Studio/ Alamy Stock Photo; 267 (B) Rolf Richardson/
Shutterstock; 219 Elnavegante/Shutterstock; Alamy Stock Photo; 268 David Wall/Alamy
224 (L) Petro Guliaiev/123RF; 224 (R) Jit Stock Photo; 273 FLPA/Alamy Stock Photo;
Pin Lim/123RF; 229 Gresei/Shutterstock; 274 (T) Larry Geddis/Alamy Stock Photo;
230 (T) VGstockstudio/Shutterstock; 230 274 (B) Ingrid Balabanova/Shutterstock;
(C) Radu Bercan/Shutterstock; 230 (B) 275 (T) Jim Zuckerman/Alamy Stock Photo;
Steve Debenport/E+/Getty Images; 231 (T) 275 (B) Polkadot_photo/Shutterstock; 276
Mixa/Getty Images; 231 (B) Luigi Bertello/ Michael Jung/123RF; 277 Everett Historical/
Shutterstock; 232 Simone Van Den Berg/ Shutterstock; 278 Ian Dagnall Computing/
Shutterstock; 234 Wavebreak Media Alamy Stock Photo; 278–279 Mistral9/
Ltd/123RF; 235 Bloomberg/Getty Images; 236 Shutterstock; 279 Max Voran/Shutterstock;
(T) Michaelpuche/Shutterstock; 236 (B) ZUMA 280 Everett Historical/Shutterstock; 280–281
Press Inc/Alamy Stock Photo; 237 Stephen B. Rsooll/Shutterstock; 281 Bev Ramm/
)QQFYKP5JWVVGTUVQEM$NGPF+OCIGU| Shutterstock; 282 GHI/UIG/Universal History
Sollina Images/Brand X Pictures/Getty Archive/Universal Images Group/Universal
Images; 241 123RF; 243 Steve Debenport/ Images Group Editorial/Getty Images;
E+/Getty Images; 247 Wavebreak Media 282–283 Mistral9/Shutterstock; 283 Patti
Ltd/123RF; 250 Kali9/E+/Getty Images. McConville/Alamy Stock Photo; 284 Everett
Historical/Shutterstock; 286 Margo Harrison/
UNIT 5: 254–255 Graeme Williams/Gallo Shutterstock; 287 Scott Prokop/Shutterstock;
Images/Getty Images; 254 (BC) Everett 289 Saaton/Shutterstock; 290 (T) Vladimir
Historical/Shutterstock; 254 (BL) Travelscape Melnikov/Shutterstock; 290 (C) Stone Nature
Images/Alamy Stock Photo; 254 (BR) Marteric/ Photography/Alamy Stock Photo; 290 (B)
Shutterstock; 257 (TL) Darko Vrcan/123RF; Sophia Granchinho/Shutterstock; 291 (T)
257 (TR) Igor Golovniov/Shutterstock; 257 Marteric/Shutterstock; 291 (B) Yongyut
(BL) Mixa/Getty Images; 257 (BR) Wave break Kumsri/Shutterstock; 292 ER_09/Shutterstock;
media/Shutterstock; 258 (L) AnjelikaGr/ 293 Dennis Frates/Alamy Stock Photo;
Shutterstock; 258 (L Inset) Veda J Gonzalez/ 294–295 Ton Koene/AGE Fotostock;
Shutterstock; 258 (R) Creative Nature *K5VQT[#NCO[5VQEM2JQVQ
Media/Shutterstock; 258 (R Inset) Maryna Interfoto/History/Alamy Stock Photo; 298
Kulchytska/Shutterstock; 259 (T) Ken Gillham/ Ruta Production/Shutterstock; 300 Kesu/
Robertharding/Alamy Stock Photo; 259 Shutterstock; 303 KPG_Payless/Shutterstock;
(T Inset) Imtmphoto/Shutterstock; 259 (B) 305 Ton Koene/AGE Fotostock; 307 Antb/
Sergey Uryadnikov/Shutterstock; 259 (B Inset) Shutterstock; 310 ER productions Ltd/Blend
Filipe Frazao/Shutterstock; 260 (T) Ralph Images/Getty Images.
Loesche/Shutterstock; 260 (BL) Richard A.
McGuirk/Shutterstock; 260 (BR) Niall Dunne/ UNIT 6: 314–315 Nicola Margaret/E+/Getty
Shutterstock; 261 (TL) Gary718/Shutterstock; Image; 314 (BR) Ragnarock/Shutterstock; 317
261 (TR) Robert J. Daveant/Shutterstock; (TL) George Marks/Retrofile RF/Getty Images;
261 (C) Iurii Kovalenko/123RF; 261 (B) Lisa 317 (TR) Gaertner/Alamy Stock Photo;
Payne Photography/Pearson Education, Ltd.; 317 (BL) Nattituu/123RF; 317 (BR) Everett
427
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Collection Historical/Alamy Stock Photo; 318 Bashkatov/123RF; 355 Historic Collection/
(L) Lubor Zelinka/Shutterstock; 318 (L inset) Alamy Stock Photo; 356 (T) Viorel Sima/
Monkey Business Images/Shutterstock; 318 Shutterstock; 356 (C) Moonborne/123RF;
(R) Jose Ignacio Soto/Shutterstock; 318 (R 356 (B) Baerbel Schmid/Stone/Getty Images;
inset) BCFC/Shutterstock; 319 (T) Pichugin 357 (T) Nito/Shutterstock; 357 (B) Keith
Dmitry/Shutterstock; 319 (T inset) Monkey Wheatley/Shutterstock; 358 Hijodeponggol/
Business Images/Shutterstock; 319 (B) DR Shutterstock; 359 Phattranit Wk/
Travel Photo and Video/Shutterstock; 319 Shutterstock; 360 Ragnarock/Shutterstock;
(B inset) Greenaperture/E+/Getty Images; 361 (T) Shvadchak Vasyl/123RF; 361 (C)
320 (T) Stockbroker/123RF; 320 (C) Everett CPC Collection/Alamy Stock Photo; 361 (B)
Historical/Shutterstock; 320 (B) Andrey Dallas Events Inc/Shutterstock; 362 (T) Jps/
Armyagov/Shutterstock; 321 (T) Image of shutterstock; 362 (BL) Black Rock Digital/
Sport Image of Sport Photos/Newscom; 321 Shutterstock; 362 (BR) Tyler Olson/123RF;
(C) Soft light/Shutterstock; 321 (B) Sean 363 (T) Goncharuk/Shutterstock; 363 (BL)
Pavone/Shutterstock; 322 Baranozdemir/E+/ Lagui/Shutterstock; 363 (BR) Ae Cherayut/
Getty Images; 323 Smereka/Shutterstock; Shutterstock; 364 Steve Debenport/E+/
338 (T) Mitand73/Shutterstock; 338 (C) Getty Images; 365 Ragnarock/Shutterstock;
Katarzyna Golembowska/Shutterstock; 338 369 Ullstein bild/Getty Images; 370 Tyler
(B) Piola666/E+/Getty Images; 339 (TL) Joe Olson/123RF; 373 NASA Archive/Alamy Stock
McBride/Iconica/Getty Images; 339 (TR) Photo; 378 Leonard Zhukovsky/Shuterstock.
Gianluca D’Alessandria/123RF; 339 (B) 123RF;
340 Alexfan32/Shutterstock; 341 Vitaly
428
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NEW
Cornerstone
New Cornerstone is an engaging
program that integrates language
development and content for
elementary school.
New Cornerstone provides explicit, intensive, and focused instruction that accelerates
the students’ development of English language skills to ensure academic success for all
learners. The series also develops transferable academic skills.
Alignment to the Common Core State Standards gives the series the rigor of a first
language course while care has been taken to scaffold learning so it is an appropriate
pace for second language learners. Global topics appeal to a wide range of children.
Reading is at the heart of every unit of New Cornerstone. Each reading focuses on
comprehension, reading strategies, and building fluency. Children are introduced to a
wide range of genres such as stories, information texts, and letters.
Global Scale of English

As well as being aligned to the Common Core State Standards, New
Cornerstone has also been mapped to the Global Scale of English (GSE).
The Global Scale of English (GSE) is a standardized, granular scale that
measures English language proficiency. Using the Global Scale of English, students,
teachers, and parents can now answer three questions accurately:
• Exactly how good is my English?
• What progress have I made towards my learning goal?
• What do I need to do next if I want to improve?
The Global Scale of English identifies what a learner can do at each point on a scale
from 10 to 90, across all four skills (listening, reading, speaking, and writing). This
allows learners and teachers to understand a learner’s exact level of proficiency, what
progress they have made, and what they need to learn next.
For more information about how using the GSE can support your planning and
teaching, your assessment of young learners, and in selecting or creating additional
materials to supplement your core program, please go to www.english.com/gse.
www.frenglish.ru

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Reading Selection Merazonia: Saving Wild Animals page 48

More About the Big Question page 108

Reading 2: Informational Text / Internet Article

Reading Selection John Henry and the Machine by page 174

Fluency page 193

Reading Selection Creative Problem Solving page 234

Reading 2: Literature / Fables Fluency page 251

Reading Selection A Cold Autumn Morning page 294

Test Preparation Taking Tests page 312

Reading Selection The History of Money by Mbeke Tsango page 360

Test Preparation Taking Tests page 380

Reading 1 Reading 2 Reading 3

Taking Care of The Star Llama Merazonia: Saving

Listening and Speaking

View and Respond

alligator raccoon elephant

parrot skunk giraffe

a bird a mammal a reptile

Example: A: What kind of animal is an alligator?

the woodlands the grasslands

1. is often warm and rainy. Parrots and monkeys

2. There are plenty of trees in . Raccoons and

3. do not have a lot of trees, but they do have

4. is a wetland. There is a lot of water, and

What about you?

Chiang Mai, Thailand

These words will help

Practice Speaking Skills

These words will help

2. The care of a community garden can

3. The of the food drive is to

1. What school subjects involve using

2. What goals do you have for this school year?

3. Will reaching those goals be a challenge?

can get big fox cub

• Find the CVC word or words in each sentence.

3. A chicken can be a family pet.

4. A group of whales is a pod.

5. The big horses are not friendly.

Why is it important for animals

The penguin parents work together

danger something that can cause harm

den home for animals that is hidden

What challenges does the mother

Wallabies Reading Skill

pouch a pocket-like skin where some female animals, like

hatch come out of an egg

Baby fish leave

How does a mother wallaby

Young lion cubs are not

Bear cubs like to play and

▲ Goose and goslings

Horse and foal

A horse runs with her

▲ Hyena and pups ▲ Deer and fawn

These two pages tell you

• Research the animal online

• Tell about the animal’s

We’re CNYC[UDWU[CVUEJQQN I get up GXGT[FC[CV#/

I’m notUCF 6JG[aren’tUCF 5JGdoesn’tNKMGKV 6JG[don’t have pets.

(QTPGICVKXGUVCVGOGPVUYKVJTGIWNCTXGTDUWUGdo not and does not.

5JGdoesn’t stayYKVJVJGGII+don’t have a pet.

6QCUMSWGUVKQPUYKVJbeXGTDUDGIKPVJGSWGUVKQPUYKVJAm, Is, or Are.