Final Stable Syllable Sion Tion

Decoding
Name
Homophones
> Choose the correct homophone within the parentheses to complete each sentence.
Write the word on the blank.
1. The fox chased the (hair, hare) through the woods.

2. Do not try to swim against the strong (current, currant) .

3. He took off his hat, revealing his (bald, bawled) head.

4. Keisha read her essay (allowed, aloud) .

5. The full (weight, wait) of the box made him stagger.

6. All the presents are finally (wrapped, rapped) .

7. We watched a car drive (past, passed) our house.

8. A dove is a (cymbal, symbol) of peace.

9. He acts shy in the (presence, presents) of strangers.

10. My mother stores jars of jam in the (seller, cellar) .

Module 8 • Week 1 161 Grade 5

© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
Vocabulary
Name
Critical Vocabulary
You can use the words you learn from reading as you talk and write.
> Use what you learned about the vocabulary words from A Movie in My Pillow to help
you finish each sentence. Then use the Critical Vocabulary words as you talk with a
partner about your sentences.
1. The children were yearning for . . .
2. A civil war broke out between . . .
3. I decided to dedicate . . .
4. The business was flourishing because . . .
5. I am fortunate to have . . .
6. Discarded objects are sometimes useful because . . .
7. One way that I am similar to my relatives is . . .
> Use two of the Critical Vocabulary words in a single sentence.

Comprehension
Name
Theme
The theme of a poem is the lesson a poet wants readers to learn. Theme might also
be called a moral, or lesson. Sometimes the theme is stated in the text. Other times, the
theme is implied, and readers have to look for clues and make inferences about the theme.
Identifying the theme in a poem can help readers determine the author’s purpose
for writing.
> Answer these questions about theme in A Movie in My Pillow.
1. How does the speaker feel about leaving El Salvador?
2. What challenges does he face in his new home? How does he respond?
3. What message, or theme, does the author want to share?

Decoding
Name
Homophones
> Choose the correct word from the box to complete each sentence. Write the word on
the blank.
ceiling whether band medal throne
sealing weather banned meddle thrown
1. Eliza plays flute in the middle school .

2. I wish you would stop trying to in my life.

3. At the museum, we saw a of an ancient king.

4. Andre could not decide to go swimming.

5. After the envelope, Janine put a stamp on it.

6. The report calls for a foot of snow tomorrow.

7. Smoking is on all trains and buses.

8. Rafael got a for winning the chess tournament.

9. Last week, a baseball was through that window

by accident.
10. There is a spider crawling across the !


Generative
Vocabulary
Name
Prefixes uni–, mono–, bi–, tri–, multi–

The prefixes uni– and mono– mean “one” and are found in words such as united and
monologue. The prefixes bi– and tri– mean “two” and “three” and are found in words such as
bilingual and trilingual. The prefix multi– means “many” and is found in words such as
multilingual.
> Complete the chart with other words that contain the prefixes uni–, mono–, bi–, tri–, and
multi–.
uni– mono– multi–
bi– tri–
> Choose one word from each category and use it in a sentence.

Comprehension
Name
Elements of Poetry
When authors write poems, they use elements of poetry to communicate their ideas,
create a mood, or make readers look at something in a fresh way. Many use figurative
language to compare one thing to something else. Similes, metaphors, and personification
are examples of figurative language. Poets also use sound devices. For example,
repetition—the repeating of a word or phrase over and over—draws attention to a specific
idea and adds to the mood and rhythm of a poem.
> Answer these questions about elements of poetry from page 155 of A Movie in
My Pillow.
1. What happens in the first stanza?
2. How does the author use elements of poetry to reveal the speaker’s feelings about
this experience?
3. What clues about the theme do the speaker’s reflections provide?
> Answer these questions about elements of poetry from page 169.
4. How does the speaker describe the flowers?
5. What feature do the mountains have?
6. What do the buildings do?

Comprehension
Name
Author’s Craft
The tone of a poem reflects the way the author or the speaker feels about the subject of the
poem. An author chooses words carefully to create a tone that suits his or her purpose for
writing. Recognizing the tone and knowing how the author feels about the subject helps
readers understand the author’s ideas and message more clearly.
> Answer these questions about tone on page 161 of A Movie in My Pillow.
1. What words and phrases does the speaker use to describe Papa’s truck?
2. What overall tone does the speaker create in this poem?
> Answer this additional question about tone.
3. How does the speaker’s tone affect your reading of a poem?

Decoding
Name
Prefixes: in–, un–, dis–, mis–

> Read each sentence. Find the words that have the prefixes in–, un–, dis–, and mis–.
Underline these prefixes.
1. Luisa wore an informal outfit to the barbeque.
2. Jessica mislaid her keys and couldn’t find them.
3. The disorder in this drawer makes it hard to find my socks.
4. To enjoy the hike to the top of the cliff, you must be unafraid of heights.
5. I don’t think Joe meant to cut the cake into pieces of unequal sizes.
6. During class, Mia’s attention was misdirected out the window.
7. My dog disobeyed my command to get off the couch.
8. It was inconsiderate that you did not tell me you would be late.

Vocabulary
Name
Critical Vocabulary
> Use details and ideas using From Scratch to support your answers to the questions below.
Then use the Critical Vocabulary words as you talk with a partner about your answers.
1. Why could you say that Priya’s mother nudged her to make friends?
2. What are some examples of Priya’s mother’s reserve?
3. What casual clothing does Priya’s mother wear on the first day of school?
4. What is something that Priya does reluctantly?
> Choose two of the Critical Vocabulary words and use them in a sentence.

Comprehension
Name
Literary Elements
Authors of realistic fiction use literary elements—including plot and conflict—to develop
a story structure that relates the events to the characters’ experiences. Analyzing a story’s
plot and conflicts can help a reader understand what happens to the characters and why.
> Answer the questions about the conflicts that characters face from pages 176–181 of
From Scratch.
1. What problem does Priya face?
2. Which events give you clues about how Priya feels?
> Answer the questions about conflict and resolution from pages 182–184.
3. What is the first event that will likely lead to the problem’s solution?
4. What is the second event that will likely lead to the solution?

Decoding
Name
Prefixes: in–, un–, dis–, mis–

> In each sentence, there is a word that needs a prefix. Choose a prefix from the box
that will complete the word and make sense in the sentence.
in– un– dis– mis–
1. The expensive dress she wanted was entirely affordable.

2. Let’s take our time to cover everything about this playground.

3. I got dressed in the dark and ended up wearing matched socks.

4. Ted lost points because his assignment was complete.

5. Juan was certain about the best way to complete the task.

6. Having started late, Lee was at a(n) advantage in the race.

7. The way you are speaking is rude and sensitive to others.

8. Be careful not to interpret the directions.


Vocabulary
Name
Critical Vocabulary
> Use details from Elisa’s Diary to support your answers to the activity below. Read each
sentence. Circle the sentence that best fits the meaning of the word in dark print. Then
use the Critical Vocabulary words as you talk with a partner about your answers.
1. diary
I wrote in my notebook about what I did today.

I wrote a composition for English class.
2. promptly
It took days for my friend to answer my email.

My friend answered my email right away.
3. semidarkness
We stumbled in the dim light.

We squinted in the brilliant sunshine.
4. obvious
The solution to the problem is hard to figure out.

The solution to the problem is easy to see.
5. comprehended
I was confused by what you said.

I understood you right away.
6. officially
Some people took the day off and went to the beach.
The governor declared today a state holiday.

Vocabulary
Name
7. preliminary
The artist put the final touches on the painting.

The artist made sketches before starting to paint.

Comprehension
Name
Characters
An author uses different literary elements—including characters—as the building blocks
of a story. An author develops a character through the character’s appearance, traits,
behaviors, voice and dialogue, and thoughts and emotions, as well as through the way the
character relates or compares to others in the story. Paying attention to what characters say,
do, and learn helps readers discover the author’s message, or theme.
> Answer the questions about character development from pages 192–193 of Elisa’s
Diary.
1. What does the author reveal about Elisa through her dialogue and her relationship with
her brother?
2. How can you tell that Elisa and her brother have different perspectives about their new
home?
> Answer the questions about character development from pages 196–198.
3. What does the author reveal about Elisa’s perspective through her dialogue and
relationship with José?
4. How does Elisa respond to challenges by the end of the story?

Generative
Vocabulary
Name
Prefix semi–; Latin Roots scrib/script

The word semicircle contains the prefix semi– which means “half.”
The words scriptwriter and scribble contain roots that have Latin origins. The meaning of
the roots script and scrib is “write.”
> Complete the chart with other words that contain the prefix semi– and the
roots scrib/script.
semi–
scrib/script
> Choose one word from each category and use it in a sentence.

Comprehension
Name
Literary Elements
Literary elements are the parts that make up a story, such as characters, setting, and plot,
including conflict and resolution. Many stories follow a chronological order, telling events
in the order they happen. Sometimes, however, authors use the plot devices known as
flashback and flash-forward. A flashback interrupts the story with an event from the past.
A flash-forward interrupts the story with an event that will happen in the future. Both
devices provide details that help the reader understand something important that is
happening now.
> Answer the questions about flashback from paragraphs 3–7 on pages 190–191 of
Elisa’s Diary.
1. How does the author’s use of flashback in these paragraphs help you understand what is
happening now?
2. How does the author use the flashback to contrast the way Elisa felt then with the way
she feels now?

Decoding
Name
Final Stable Syllables –tion, –sion

> Read each sentence. Then choose the word with the final stable syllable –tion or
–sion from the word bank that best completes the sentence. Write the word in the blank.
intrusion direction impression equation
inclusion description depression affection
1. It is always important to make a good first .

2. Surpriya solved the difficult math .

3. A major economic downturn is called a .

4. Please pardon my into your private meeting.

5. Rey enjoyed the author’s poetic of the sunset.

6. Which should I turn, left or right?

7. Jed had great for the newborn puppy.

8. The of young artists made the exhibit more exciting.


Vocabulary
Name
Critical Vocabulary
> Use what you learned about the vocabulary words from Inside Out and Back Again to
support your answers to the questions below. Then use the Critical Vocabulary words as
you talk with a partner about your answers.
1. Does the family’s sponsor act out of generosity, or is there something else that
motivates him? Explain.
2. How can Hà show her mother that she feels grateful?
3. What goodwill does Hà’s family receive?
4. Describe the rule and exception about the word deer.
5. Does Hà think the rules of English are sensible? Explain.

Comprehension
Name
Elements of Poetry
Poetry looks different from other kinds of writing. The lines of a poem are shown in
sections called stanzas. Poets use figurative language and imagery, or words that appeal
to the senses, to create pictures in the minds of their readers and listeners. Figurative
language and imagery help poets create mood and help readers share in poets’ experiences
and feelings.
Poets also use sound devices, such as rhythm and repetition, to create a mood or draw
attention to an idea. Rhythm is a kind of beat, or meter. Certain syllables are stressed in
each line of a poem to create a rhythmic pattern. Repetition is using the same word or
sound over and over to show something is important or to add rhythm to the poem.
> Answer the questions about elements of poetry on page 205 of Inside Out and
Back Again.
1. What mood does the poet create in “Out the Too-High Window”?
2. What words and phrases does the poet use to convey this mood?

Generative
Vocabulary
Name
Roots voc, ject

> Circle the Latin root in each word in the chart. Then complete the chart by looking up
the meaning of each word using a print or online dictionary. Then write how the
definition is connected to the root.
Word Dictionary Definitions Connection to Root
invocation
vocalize
conjecture
dejected

Comprehension
Name
Theme
A theme is a lesson or message that an author wants to share with readers. Sometimes the
theme is stated. Most often, however, the author does not directly state the theme but only
implies it. Readers can figure out the theme by analyzing the text and asking questions
about it. A poem usually has a single theme, and a certain phrase or sentence, or even a
repeated word, can reveal that poem’s theme. With a collection of poems, the poems all
may relate to the same theme in some way.
> Answer the questions about theme on pages 205–209 of Inside Out and Back Again.
1. What challenges does the speaker face?
2. What feelings does the speaker express about her new life in the United States?
3. What lesson or message is the poet developing in these first few poems?
> Answer these questions about theme on page 214.
4. How does Hà feel about school and living in the United States in “Someone Knows” and
“Most Relieved Day”? Why does she feel like this?
5. What message, or theme, does the poet develop in these poems?

Decoding
Name
Final Stable Syllables –tion, –sion

> Read each sentence. Then underline the correct spelling of the word ending in
–tion or –sion that completes the sentence.
1. Alexis picked up a at the pharmacy.

prescription prescribtion
2. The football star suffered a when he was tackled.

concussion concustion
3. Syed asked his grandmother for to attend the party.

permition permission
4. The smallest town in the county had a of 312 people.

populatetion population
5. There’s a of train service because of the snowstorm.

suspension suspendsion
6. In the news, we read about the volcanic .

erupttion eruption
7. Chen made a to Dr. Medoza’s research.

contribution contribusion
8. This movie features a lot of dramatic .

tenseion tension

Comprehension
Name
Text and Graphic Features

Text features can help readers understand the important parts of a story. For example,
headings can show chapter or section breaks. Different typefaces can show emphasis or
indicate a title. Graphic features, which are visuals such as illustrations or maps, also
connect readers to a story by explaining or illustrating different parts of the story.
Illustrations can further connect readers to the characters and setting by showing readers
an artist’s version of what the characters and setting might look like. Illustrations also help
create tone and contribute to the beauty of the text.
> Answer the questions about text and graphic features on pages 212–213 of Inside Out
and Back Again.
1. What do the pictures on these pages show?
2. What does the picture reveal about how Hà feels when she is learning English?


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Decoding

1. The fox chased the (hair, hare) through the woods.

2. Do not try to swim against the strong (current, currant) .

3. He took off his hat, revealing his (bald, bawled) head.

4. Keisha read her essay (allowed, aloud) .

5. The full (weight, wait) of the box made him stagger.

6. All the presents are finally (wrapped, rapped) .

7. We watched a car drive (past, passed) our house.

8. A dove is a (cymbal, symbol) of peace.

9. He acts shy in the (presence, presents) of strangers.

10. My mother stores jars of jam in the (seller, cellar) .

Module 8 • Week 1 161 Grade 5

1. The children were yearning for . . .

2. A civil war broke out between . . .

4. The business was flourishing because . . .

6. Discarded objects are sometimes useful because . . .

7. One way that I am similar to my relatives is . . .

> Use two of the Critical Vocabulary words in a single sentence.

Module 8 • Week 1 162 Grade 5

> Answer these questions about theme in A Movie in My Pillow.

1. How does the speaker feel about leaving El Salvador?

3. What message, or theme, does the author want to share?

Module 8 • Week 1 163 Grade 5

ceiling whether band medal throne

sealing weather banned meddle thrown

1. Eliza plays flute in the middle school .

2. I wish you would stop trying to in my life.

3. At the museum, we saw a of an ancient king.

4. Andre could not decide to go swimming.

5. After the envelope, Janine put a stamp on it.

6. The report calls for a foot of snow tomorrow.

7. Smoking is on all trains and buses.

8. Rafael got a for winning the chess tournament.

9. Last week, a baseball was through that window

10. There is a spider crawling across the !

Module 8 • Week 1 164 Grade 5

Prefixes uni–, mono–, bi–, tri–, multi–

uni– mono– multi–

Module 8 • Week 1 165 Grade 5

1. What happens in the first stanza?

3. What clues about the theme do the speaker’s reflections provide?

4. How does the speaker describe the flowers?

5. What feature do the mountains have?

6. What do the buildings do?

Module 8 • Week 1 166 Grade 5

2. What overall tone does the speaker create in this poem?

> Answer this additional question about tone.

3. How does the speaker’s tone affect your reading of a poem?

Module 8 • Week 1 167 Grade 5

Prefixes: in–, un–, dis–, mis–

1. Luisa wore an informal outfit to the barbeque.

2. Jessica mislaid her keys and couldn’t find them.

3. The disorder in this drawer makes it hard to find my socks.

6. During class, Mia’s attention was misdirected out the window.

7. My dog disobeyed my command to get off the couch.

Module 8 • Week 2 168 Grade 5

2. What are some examples of Priya’s mother’s reserve?

4. What is something that Priya does reluctantly?

Module 8 • Week 2 169 Grade 5

1. What problem does Priya face?