Reading Triumphs Practice Book g5

PracticeBook Dear Family Member or Caregiver: Welcome! This year your child will be building important reading skills. By working together, you and your child can become partners in learning. Each week your child will bring home • a Fluency passage that he or she will read to you. • a Take-Home Story for the two of you to read together and discuss. Using these brief texts, you can help your child review vocabulary words and practice key reading skills taught that week. Your interest, praise, and encouragement are sure to lead to your child’s success in school. Here’s to an exciting year of learning! Yours truly, B Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza, New York, New York 10121. Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. Printed in the United States of America 2 3 4 5 6 7 8 9 10 HES 15 14 13 12 11 Week 1: Lessons 1–5 Dan Can Rap! Decoding: Short vowels . . . . . . . . . . Fluency: Speed drill . . . . . . . . . . . . Structural Analysis: Inflectional endings . Vocabulary: Homophones . . . . . . . . . Comprehension: Character and Setting . Take-Home Story . . . . . . . . . . . . . Writing: Cluster map . . . . . . . . . . . . Week 2: Lessons 6–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 . 10 . 11 . 12 . 13 . 14 . 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 . 17 . 18 . 19 . 20 . 21 . 22 Jane Wins a Job Decoding: Long vowels (silent e e) . . . Fluency: Timed reading . . . . . . . . Structural Analysis: Compound words Vocabulary: Idioms and Adages . . . Comprehension: Make Inferences . . Take-Home Story . . . . . . . . . . . Writing: Cluster map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mid-Unit Additional Instruction: Character and Setting . . . . . . . . . . . . . . 23 Mid-Unit Additional Instruction: Make Inferences . . . . . . . . . . . . . . . . . 24 Week 3: Lessons 11–15 Do They Make You Shudder and Shake? Decoding: Consonant digraphs . . . . . Fluency: Speed drill . . . . . . . . . . . Structural Analysis: Closed syllables . . Vocabulary: Inflectional endings . . . . Comprehension: Main Idea and Details Take-Home Story . . . . . . . . . . . . Writing: Cluster map . . . . . . . . . . . Week 4: Lessons 16–20 © Macmillan/McGraw-Hill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 . 26 . 27 . 28 . 29 . 30 . 31 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 . 33 . 34 . 35 . 36 . 37 . 38 Seeing Mars Decoding: Long e . . . . . . . . . . . . Fluency: Timed reading . . . . . . . . . Structural Analysis: Prefixes re-, un-- . . Vocabulary: Suffixes . . . . . . . . . . . Comprehension: Problem and Solution Take-Home Story . . . . . . . . . . . . Writing: Cluster map . . . . . . . . . . . Week 5: Lessons 21–25 . . . . . . . . . . . . . . . . . . . . . Ray and Blaine Save the Day Decoding: Long a . . . . . . . . . . Fluency: Phrase cues . . . . . . . . Structural Analysis: Prefix mis-- . . Vocabulary: Word families. . . . . . Comprehension: Draw Conclusions Take-Home Story . . . . . . . . . . Writing: Cluster map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 . 40 . 41 . 42 . 43 . 44 . 45 End-of-Unit Additional Instruction: Main Idea and Details End-of-Unit Additional Instruction: Problem and Solution End-of-Unit Additional Instruction: Draw Conclusions . . End-of-Unit Review: Decoding/Structural Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 . 47 . 48 . 49 Contents Unit 1 Unit 2 Week 1: Lessons 1–5 The Problem with Sy Decoding: Long i . . . . . . . . . . . . . . Fluency: Speed drill . . . . . . . . . . . . Structural Analysis: Inflectional endings . Vocabulary: Greek and Latin roots . . . . Comprehension: Sequence . . . . . . . . Take-Home Story . . . . . . . . . . . . . Writing: Position/reasons chart . . . . . . Week 2: Lessons 6–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 . 51 . 52 . 53 . 54 . 55 . 56 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 . 58 . 59 . 60 . 61 . 62 . 63 Large Trees with Large Jobs Decoding: Soft c and g . . . . . . . . . . . . . Fluency: Timed reading . . . . . . . . . . . . . Structural Analysis: Open and closed syllables Vocabulary: Context clues. . . . . . . . . . . . Comprehension: Main Idea and Details . . . . Take-Home Story . . . . . . . . . . . . . . . . Writing: Position/reasons chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mid-Unit Additional Instruction: Sequence . . . . . . . . . . . . . . . . . . . . . 64 Mid-Unit Additional Instruction: Main Idea and Details . . . . . . . . . . . . . . 65 Which Way to Freedom? Decoding: Digraphs . . . . . . . . . Fluency: Speed drill . . . . . . . . . Structural Analysis: Suffixes -er, -orr Vocabulary: Greek and Latin roots . Comprehension: Author’s Purpose . Take-Home Story . . . . . . . . . . Writing: Position/reasons chart . . . Week 4: Lessons 16–20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 . 67 . 68 . 69 . 70 . 71 . 72 A Ride in the Moonlight Decoding: Long o . . . . . . . . . . Fluency: Timed reading . . . . . . . Structural Analysis: Contractions . . Vocabulary: Greek roots . . . . . . . Comprehension: Fact and Opinion . Take-Home Story . . . . . . . . . . Writing: Position/reasons chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 . 74 . 75 . 76 . 77 . 78 . 79 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 . 81 . 82 . 83 . 84 . 85 . 86 End-of-Unit Additional Instruction: Author’s Purpose . End-of-Unit Additional Instruction: Fact and Opinion . End-of-Unit Additional Instruction: Description . . . . End-of-Unit Review: Decoding/Structural Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 . 88 . 89 . 90 Week 5: Lessons 21–25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A Cowboy’s Life Decoding: Diphthongs ou, ow w. . . . . Fluency: Phrase cues . . . . . . . . . Structural Analysis: Suffix -ly . . . . . Vocabulary: Multiple-meaning words . Comprehension: Description . . . . . Take-Home Story . . . . . . . . . . . Writing: Position/reasons chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . © Macmillan/McGraw-Hill Week 3: Lessons 11–15 Unit 3 Week 1: Lessons 1–5 Joan’s First Parade Decoding: Variant vowel /ü/oo. . . . . Fluency: Speed drill . . . . . . . . . . Structural Analysis: Compound words Vocabulary: Analogies . . . . . . . . . Comprehension: Theme . . . . . . . . Take-Home Story . . . . . . . . . . . Writing: Narration/dialogue chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 . 92 . 93 . 94 . 95 . 96 . 97 . . . . . . . . . . . . . . . . . . . . . . 98 . 99 100 101 102 103 104 Susan B. Anthony: Making Her Mark on the Women’s Rights Movement Week 2: Lessons 6–10 Decoding: r-Controlled vowel /är/arr . . . . . Fluency: Timed reading . . . . . . . . . . . Structural Analysis: Comparative endings . Vocabulary: Homophones . . . . . . . . . . Comprehension: Sequence . . . . . . . . . Take-Home Story . . . . . . . . . . . . . . Writing: Narration/dialogue chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mid-Unit Additional Instruction: Theme . . . . . . . . . . . . . . . . . . . . . 105 Mid-Unit Additional Instruction: Sequence . . . . . . . . . . . . . . . . . . . . 106 Week 3: Lessons 11–15 A Place for Us to Breathe Decoding: r-Controlled vowel /ôr/or, ore . Fluency: Speed drill . . . . . . . . . . . . Structural Analysis: Prefixes and suffixes Vocabulary: Homographs . . . . . . . . . Comprehension: Compare and Contrast . Take-Home Story . . . . . . . . . . . . . Writing: Story map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 108 109 110 111 112 113 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 115 116 117 118 119 120 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 122 123 124 125 126 127 End-of-Unit Additional Instruction: Compare and Contrast . End-of-Unit Additional Instruction: Theme . . . . . . . . . . End-of-Unit Additional Instruction: Author’s Perspective . . End-of-Unit Review: Decoding/Structural Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 129 130 131 Week 4: Lessons 16–20 . . . . . . . . . . . . . . © Macmillan/McGraw-Hill . . . . . . . A Desert Vacation Decoding: r-Controlled vowel /ûr/er, ir, or, urr . Fluency: Timed reading . . . . . . . . . . . . Structural Analysis: Suffix -able. e . . . . . . . Vocabulary: Context clues. . . . . . . . . . . Comprehension: Theme . . . . . . . . . . . . Take-Home Story . . . . . . . . . . . . . . . Writing: Character web . . . . . . . . . . . . Week 5: Lessons 21–25 . . . . . . . . . . . . . . . . . . . . . Hope’s Trip to Planet Wren Decoding: Silent consonants kn, wr, mb . . Fluency: Phrase cues . . . . . . . . . . . . Structural Analysis: Unaccented syllables . Vocabulary: Context clues. . . . . . . . . . Comprehension: Author’s Perspective . . . Take-Home Story . . . . . . . . . . . . . . Writing: Cluster map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . aw. . . . . . . . . . . . . . . . . . Vocabulary: Context clues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Writing: Cluster map . . . . . . . . . . . . prefix. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . End-of-Unit Additional Instruction: Draw Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Fact and Opinion . . . . Comprehension: Main Idea and Details Take-Home Story . . . . . . . . . . . . . . . 146 Mid-Unit Additional Instruction: Main Idea and Details . . . . . . . . . . . . . . . . . . . . . . . . . . . suffix . . . . . . . . . . . . . . . . . . . . . . . . . . . Writing: Cluster map . . . . . . . . Take-Home Story . . . . . . . . . . . . . . . . . . . . . . Structural Analysis: Suffix -mentt . . . . . . . . Comprehension: Problem and Solution . . . . . . . . . . . . . . . . . . . . . . . Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Structural Analysis: Prefixes and suffixes Vocabulary: Multiple-meaning words . . . . . . . . . . Structural Analysis: Prefixes and suffixes Vocabulary: Root. . . . . . Fluency: Speed drill . . . . . . . . . . . . . . . . . . . . . Structural Analysis: Compound words . . . . . . . . . . . . . . . . . . Take-Home Story . . . . . . Fluency: Timed reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 149 150 151 152 153 154 . . . . . . . Fluency: Timed reading . . . . . . . . . . . . . . .Unit 4 Week 1: Lessons 1–5 Grandpop’s Brave Choice Decoding: Diphthong /oi/oi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Writing: Venn diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Draw Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Week 5: Lessons 21–25 . . . . oy . . . . . . . . . . . . . . . . . . . . . . . . . . . Week 2: Lessons 6–10 . 162 163 164 165 166 167 168 End-of-Unit Additional Instruction: Fact and Opinion . . . . . . . . . Week 4: Lessons 16–20 . Writing: Venn diagram . Brook’s Vase of Good Thoughts Decoding: Variant vowel /˙u/ ˙ oo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Take-Home Story . 132 133 134 135 136 137 138 . . . . . . . . . . . . . . . . all Fluency: Speed drill . . . . . Fluency: Phrase cues . . . . . . . . . . . . . . . . . . . . . . . . Structural Analysis: Open and closed syllables Vocabulary: Analogies . . . . 155 156 157 158 159 160 161 Follow the Weather Decoding: Long o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mid-Unit Additional Instruction: Problem and Solution . . . . . . . . . 139 140 141 142 143 144 145 Big Ideas for Little Animals Decoding: -le e and -el. . . . . . . . . End-of-Unit Additional Instruction: Character and Setting End-of-Unit Review: Decoding/Structural Analysis . . . . . . . . . . . . . . . . . . . . 147 A New Government Decoding: Variant vowels au. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Character and Setting . . . . . . . . . . 169 170 171 172 © Macmillan/McGraw-Hill Week 3: Lessons 11–15 . . . . . . . . Vocabulary: Greek and Latin roots . . l . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Writing: Venn diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Structural Analysis: Suffixes -tion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Writing: Cluster map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Fact and Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Unit 5 Week 1: Lessons 1–5 The Loneliest Place on Earth Decoding: Long and short a a. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Take-Home Story . . . . irVocabulary: Compound words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Take-Home Story . . . . . . . . . . . Comprehension: Plot and Setting . . . . . . . . . . . . . . . . . . -sion Vocabulary: Analogies . . . . . . . . . . . . . . . Structural Analysis: Prefixes im-. . . . . . . . . . . . . . . . . . . . 187 Mid-Unit Additional Instruction: Make Inferences . . . . . . . . . . . . . . . . . . . . . . Structural Analysis: Roots . . . . . . . . . . . . . . . . . . . . . Writing: Organization map . . . . . . . . . . . . . . . . Fluency: Timed reading . . . . . . . . . . . . . . . . End-of-Unit Additional Instruction: Fact and Opinion . . . . . . . . . . . 180 181 182 183 184 185 186 The Perfect Ingredient Decoding: Long and short i . . . . . . . . . . . . Up. . . . . . . . . . . . . . . . . . . . . 189 190 191 192 193 194 195 Joe and Nicole Crack the Code Decoding: Long and short o . . . . . . . . . . . . . . . . . . . End-of-Unit Additional Instruction: Plot and Setting . . . . Comprehension: Make Inferences . . . . . . . . . . . . . . Writing: Cluster map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fluency: Timed reading . . . . . . . . Fluency: Speed drill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210 211 212 213 Week 5: Lessons 21–25 © Macmillan/McGraw-Hill . . . . . Writing: Cluster map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in-. . . . . . . . . . . . . . . . . . . . . . . . . . Week 2: Lessons 6–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Cause and Effect . . . . . . . . . . . . . . . . 203 204 205 206 207 208 209 End-of-Unit Additional Instruction: Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Structural Analysis: Multisyllable words Vocabulary: Thesaurus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Take-Home Story . Fluency: Speed drill . . . . . 173 174 175 176 177 178 179 . . . . . . . . . . . . . . 188 Week 3: Lessons 11–15 Plants That Can Heal Decoding: Long and short e . . . . . . . . . . . . . . Structural Analysis: r-Controlled vowels Vocabulary: Word origins. . . . . . . . . . . . . . . Mid-Unit Additional Instruction: Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fluency: Phrase cues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary: Thesaurus . . . . Comprehension: Cause and Effect . . . . . . . . . . . /ü/oo . . 196 197 198 199 200 201 202 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . End-of-Unit Review: Decoding/Structural Analysis . . . . . . . and Away!!! Decoding: Variant vowels /u/ ˙ oo. . . . . . . . . . . . . . . . . . . . . . . Week 4: Lessons 16–20 . . . . . . . . . . Take-Home Story . . . . . . . . . . . . . . . Writing: Organization map . . . . . . . . . . . . . . . . . . . Up. . . . . . . . . . . . . . . . . . . . ow w . . . . . . . . Take-Home Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fluency: Phrase cues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fluency: Timed reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Take-Home Story . . . . . Alvin: Underwater Exploration Decoding: Long and short vowels . . . . . . . . . . . . . . . . . . 229 The Truth About Bullies Decoding: Consonant digraphs . . . Mid-Unit Additional Instruction: Character and Plot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Persuasion . . Writing: Sequence chart . . . . . . . . . . . . . . . . . . . . . . . . . . 244 245 246 247 248 249 250 End-of-Unit Additional Instruction: Persuasion . . . . . . . . . . . . . . . . . . . . . . Structural Analysis: Suffix -antt . . . . . . . . . . . . . . Fluency: Speed drill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Writing: Cluster map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Week 2: Lessons 6–10 . . . . . . . . . . . Take-Home Story . . . Writing: Sequence chart . . . . . . . . . . . . . . . . . . . . . . . . . Structural Analysis: Multisyllable words Vocabulary: Word origins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fluency: Timed reading . . . . . . . . . . . . . . . . . . . . . . Comprehension: Character and Plot Take-Home Story . . . . . . . . . . . . . . . . . . . Structural Analysis: Greek and Latin roots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Writing: Sequence chart . . . . . . . . . Structural Analysis: Multisyllable words Vocabulary: Latin roots . . . End-of-Unit Review: Decoding/Structural Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Theme . . . . . . . . Writing: Sequence chart . . . . . . . . . . . . . . . . . Comprehension: Summarize . . . . . . . . . . . . . . Structural Analysis: Suffixes -ous. . . . . . . . . . . Take-Home Story . . . . . . . . . . . . . . . 221 222 223 224 225 226 227 An Outdoor Adventure Decoding: Diphthong /ou/ou. . . . . . . . . . . . . . . . . . . . . . . . . . End-of-Unit Additional Instruction: Summarize . . . . . . 251 252 253 254 © Macmillan/McGraw-Hill Week 3: Lessons 11–15 . . . . . . . . . . . . . . . . . . . . . . . -eous. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Problem and Solution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . End-of-Unit Additional Instruction: Theme . . . . . . . . . . . . . . Fluency: Speed drill . . . . . . . 237 238 239 240 241 242 243 Proof of Goodness Decoding: Long and short vowels. . . Week 4: Lessons 16–20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214 215 216 217 218 219 220 . . . . . . . . . . . Week 5: Lessons 21–25 . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary: Context clues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Unit 6 Week 1: Lessons 1–5 The Girl Who Talked to Animals Decoding: Schwa endings. . . . . . 228 Mid-Unit Additional Instruction: Problem and Solution . . . . . . . . . . Vocabulary: Context clues. . 230 231 232 233 234 235 236 . . . . . . -ious s Vocabulary: Context clues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . and run. Underline the short vowels in the words below.Name The vowel sound is short in words such as cat. © Macmillan/McGraw-Hill 5. I m the bus. 4. b Grade 5/Unit 1/Week 1 9 . A. Example: She has a lot of l 1. 3. The cat s . red. Ted will run. on the mat. 2. Fill in the blanks with words from above that best complete each sentence. sit. but sat sip hum miss luck pot men fed last B. Write the short vowels you used in your answers on the lines. Peg will not. The p is hot. The m run. hop. As you read. © Macmillan/McGraw-Hill Record Your Scores . his pals will 37 51 clap. And Dan raps 31 as he sits at his desk. pay attention to pauses. But can Dan win? Dan did win! He got the top spot! 63 Back in class. 90 B. Read them aloud. Dan raps as he slips into class. Read these words to yourself. Dan is in a rap contest at school. Then have your partner time you. Do it two more times to see if you can beat your score! rap pass class cop hat best on pen stop well snap that not trip hop help clip drop Dan fat grip will fl flop rat pop Time 1: 10 Time 2: Grade 5/Unit 1/Week 1 Time 3: At Home: Read the passage again. Dan’s class can tell he is in the hall before they see him. Then write two sentences using the words above. When Dan raps. The kids think his rapping is grand. stops and intonation.Name A. Dan’s pals give him a big hand. “Dan is a star in 71 86 our class!” Mal says. He raps 15 as he passes in the hall. Pat taps fast. + = 5. + = 4. Fill in the missing parts to make the word in bold. or -ing to the end of an action word to change the meaning. Max has ten pals. + = Grade 5/Unit 1/Week 1 11 . + + = running 6. + = 8. + = kissed 3.Name Add -ed. © Macmillan/McGraw-Hill + = 7. Rick packed a bag. Ted camped in a tent. Mom kissed a pup. camp + = camped 2. The ending -s can be added to a noun to tell about more than one. Mary hops a lot. -s. Jim is filling a cup. Ted is running. 1. She was the belle of the ball. 1. She slips when the sidewalk is dry. a pretty girl 3. 6. If you are nervous. He rang the bell with his hand. true 5. surrounded by 4. If people yell at you. you will be upset. a place to sleep © Macmillan/McGraw-Hill 1. they give you a hand. Vocabulary Words Check true or false for each statement. The bug is in my net. I went to bed at the inn. b. a metal thing that rings 2. false true false true false false true false false B. 4. a.Name gasps on edge slips hand worried nervous A. Use context clues in the sentences. true 3. If you get lost. true 2. d. you may be worried. You may be on edge if you have a big test. She gasps if she sees a big cat. c. 12 Grade 5/Unit 1/Week 1 . Vocabulary Strategy: Homophones Write the letter of the meaning that matches each bold-faced word. Setting © Macmillan/McGraw-Hill Character Grade 5/Unit 1/Week 1 13 .” use the Character and Setting Chart to list important details about characters and settings.Name As you reread “Dan Can Rap!. Name Read the passage. Lin is good at stepping! Ann. too. Team two steps well. 2. Gil grins. Gil. Where does the story take place? 5. Lin begins. “I can dance the steps.” 1. Jen has a big grin. Jen might clap. Kids clapped for the fast steps and spins! One team stepped in time. . © Macmillan/McGraw-Hill 3. hold At Home: Reread the passage and talk about your favorite part of the story. and Lin step. A girl named Lin slips over. Underline words in the passage that have short vowel sounds. Dan.” “Yes!” cries Jen. and Dan are led by Jen. In Step! Classes met in the gym for a step contest. Then Jen slips! Each class gasps! Kids run to help Jen. Ann. Dan is glad to see such good stepping. “Lin is the best! We did win! Give Lin a hand. “The steps they did look good!” said Dan. A hum of fun is in the air! Who will step best? Team three is set to step. stomp. “We can win!” Ann is worried. They clap. or give the team a hand 14 Grade 5/Unit 1/Week 1 band for a good job. and spin as a team. stepping well. step. Circle the words in the passage with inflectional fl endings. and spin. Who are the characters in the story? 4. Gil. Then complete the questions. Name © Macmillan/McGraw-Hill To help you plan your writing. Grade 5/Unit 1/Week 1 15 . fi fill out a cluster map. had 16 Grade 5/Unit 1/Week 2 . Examples are tame. Circle the silent e. and role. 1. Circle the word in each pair that has a long vowel sound. cube jut 4. A. hole hat 6. Write the long vowel on the line. bike rat 5. code cod 8.Name In a word with a long vowel sound. lit lake © Macmillan/McGraw-Hill 2. Underline the long vowels in the words below. fit bake sole 3. kite cat lake pop cone pig cute time rake tag pole tube rug dog mine rope B. there may be a silent e at the end of the word. like. mud mule 7. When Jane was a tot. she was a lot bigger than her pals.Name A. 36 51 She is big. Record your scores below. Paul Bunyan is the king of lumberjacks. end punctuation never sometimes always Accuracy skipped words self-corrected read every word Read with feeling never sometimes always At Home: Reread the passage and talk about Paul and Jane. His job is to cut tall trees. 14 It is the best job for him because he is a mile long! Paul can create a 31 log cabin in a snap. she chose to work with her dad. 96 Record Your Scores First Read: Words Read Time Second Read: Words Read Time © Macmillan/McGraw-Hill B. just like her dad. commas. But did you know that Paul is a dad? He has a kid named Jane. Rate too slow too fast just right Paid attention to periods. Grade 5/Unit 1/Week 2 17 . Partners Use this chart to check your partner’s reading. Jane was 58 73 so huge that she played in three states at the same time! As Jane got 88 bigger. Have a partner time you as you read the passage. Jan got a for his pals. hand bag 4. 1. I get in bed at 5. . Dan is as a gift.Name A compound word is two short words put together to make a longer word. Dad swept the dust in a . ! © Macmillan/McGraw-Hill 2. 4. sick home 5. 3. time bed 2. A. dust pan 3. side in B. 1. It is hot 18 Grade 5/Unit 1/Week 2 . Draw a line between the two smaller words in your answers. Combine the words to make a compound word. Fill in the blanks with the compound word from above that best completes the sentence. dozen [n]. 1. a chicken is enormous. “A penny saved is a penny earned”? Grade 5/Unit 1/Week 2 19 . true 1. 3. false true false 7. 2. Saws are never used in logging. Vocabulary Words Check true or false for each statement. A penny saved is a penny earned. Vocabulary Strategy: Idioms and Adages Use the dictionary entry below to answer the questions about the idiom and adage below. Rocks are a dime a dozen. How do the definitions fi of dime and dozen help you understand the idiom in the following sentence? Rocks are a dime a dozen. Ten cents. How does the defifinition of penny help you understand the adage. Next to an elephant. What is the defi finition of dime? penny [n]. A smokestack k sits on top of a home. 1. dime [n]. false true false B. 3. An ant is an enormous insect. You can create a fire from sticks and a flame. 2.Name create cabin logging awoke enormous smokestack A. A cabin can be made of logs. 4. She awoke from a long nap. 1. true 6. One cent. © Macmillan/McGraw-Hill 1. Twelve of something. true true true false false false 5. Name As you reread “Jane Wins a Job.” use the Inferences Chart to help you make inferences about the story. What You Know Inferences © Macmillan/McGraw-Hill Text Clues 20 Grade 5/Unit 1/Week 2 . And that’s how Paul and Babe saved spring. “It’s too cold! It’s time for baseball. 1. “Better safe than sorry. The smoke in the smokestack froze! A pie on the hot stove froze! And the tail on Babe the ox froze! The cold was no joke.” So Babe and Paul told the Sun. a driving trip from the tip of one horn to her other horn was a mile. Then complete the questions. Sun. “It’s May!” the Sun cried. What did the Sun use to warm up the world? Write your inference.Name Read the passage. “It’s time to call the Sun. and then ten bales more! Rain or shine. Mr. If you chop down a tree. How can you tell this is a tall tale and could not happen? 5. singing logging At Home: Reread the story and talk about what Paul and Babe might save next. as huge as Paul and Jane. Paul’s Ox Paul Bunyan had an ox named Babe that helped with logging. Now here is a tale! One time Paul awoke to land so cold not just his toes froze. treeing Grade 5/Unit 1/Week 2 21 .” Paul said. Underline words in the passage that contain silent e. © Macmillan/McGraw-Hill 3. 2. you are . Babe ate nine bales of hay as a snack.” The Sun made a note of the date on his notepad. Easy does it!” Fireflies lit up at sunset. “Here’s fire to warm it up. 4. Babe was huge. Circle the compound words in the passage. fi fill out a cluster map.Name © Macmillan/McGraw-Hill To help you plan your writing. 22 Grade 5/Unit 1/Week 2 . tell about the characters and the setting. Will she pick Ben? Will she pick Jack? Kids are characters in the story. © Macmillan/McGraw-Hill 3. Ben drums on his desk. Ben and Dan drum. Just stop drumming!” The kids in the class clap! 1. Then complete the questions. One hot day in class. Jack drums with a pen. Ben drums well.Name Read the passage. Put a box around the names of three characters in the second paragraph. On the lines below. Mid-Unit Additional Instruction Grade 5/Unit 1/Week 1 23 . Ben and Jack Stop Drumming Ben and Jack are best friends at school. The kids say. Miss Grand tells the kids that there will be a drum contest. Jack drums as he steps up the hall. 2. “This is too much drumming!” Miss Grand says. “Stop! No contest! I will pick both Ben and Jack to drum in the band. She will pick the best kid to drum in the band. Ben drums with a stick. Underline the words and phrases that tell about setting in the passage. Jack drums well. up in the sky! Sue hit the sun. Underline the sentences that help you infer this story is not true. and then the moon! She went up and down and off into the hills! What was Bill to do? 1. let me ride that horse. And that horse threw Sue up. He did! Bill met a gal by the name of Sue. Sue rode a catfish as big as a whale! Bill said. “I like you.Name Read the passage. 24 Mid-Unit Additional Instruction Grade 5/Unit 1/Week 2 . What will happen in the story next? Make an inference. © Macmillan/McGraw-Hill 3. One day Sue said. up. Put a box around a clue that tells you the story is not over. Bill’s Bride Bill was a fine cowboy in the West. “Bill.” And Bill did. Sue! Be my bride!” So Sue did that. Then complete the questions. 2. He rode wild snakes as a kid. box that 3. th. Tom will whip 2. trust up a mix. phone Grade 5/Unit 1/Week 3 25 . 1. sale but cat is big. and ph. tin rid 6. Circle the consonant digraphs in your answers. such as sh. A. win will Mom get up? when bake . same shame whine tin shake shed fine fi whale red phone thin cone cash bathe ripe elephant B. Underline the consonant digraphs in the words below. I pick up the next with a dime. rag wide . Write the word in the blank to complete the sentence. wh. Kit can fed shop © Macmillan/McGraw-Hill 4.Name Consonant digraphs are two consonants together that make one sound. Bill makes a wish 5. Underline the word with a consonant digraph. and swim in a lake. Read these words. Do it two more times to see if you can beat your score! shudder path phone can pal photos other thick dish tell what through think get pave shake that wish red run with when their put socks Time 1: 26 Time 2: Grade 5/Unit 1/Week 3 Time 3: At Home: Reread the passage aloud and talk about what you know about snakes. What do you think about snakes? 95 89 B. But do not shudder! Do not shake! Get more facts on this 48 reptile. It makes 16 a home in hot spots and slithers away if you get too close. That is longer than a big 77 bus! Snakes can also be small and fit in a kid’s hand. slip in grass.Name A. Then have a partner time you. It can slide on flat land. As you read. 49 63 They can grow more than thirty feet long. pay attention to word accuracy. A snake is long and thin and has no legs. © Macmillan/McGraw-Hill Record Your Scores . What is it? 32 It is a snake. Snakes can be enormous. The kitten likes me to pet it. Fill in the missing syllables to make the word in bold.Name A closed syllable ends in a consonant. Underline the consonants that end each syllable in the words in bold. 1. Most closed syllables have a short vowel sound. sun + = sunset 5. con + = contest 3. The sunset was pretty. = napkin © Macmillan/McGraw-Hill nap + Grade 5/Unit 1/Week 3 27 . We won the contest. What is your address? ad + = address 6. kit + = kitten 2. Tom wipes his lips with a napkin. Is that made of plastic? plas + = plastic 4. Vocabulary Words Use the correct word from above to complete each sentence. . Many snakes have 2.Name reptile venom stun victim A. Vocabulary Strategy: Inflectional Endings Circle the word that best completes each sentence. That snake is the biggest 28 Grade 5/Unit 1/Week 3 bigger that rat! killing of all! bigs © Macmillan/McGraw-Hill 1. stunner 3. that they use to 3. Write the word on the line. A snake is a 1. This snake is longest than that snake. B. its 4. . I hope the snake is not killer killed 4. That snake has stunned stunning its victim. Snakes are reptiler . Then the snake will eat whole. longer longed 5. reptiled reptiles 2. or kill animals. Name As you reread “Do They Make You Shudder and Shake?.” use the Main Idea Chart to list details that help you fi find the main idea of the selection. Detail Detail Detail © Macmillan/McGraw-Hill Main Idea Grade 5/Unit 1/Week 3 29 . Skinks live in many places. . Skinks are timid. a new one grows in. A skink is a kind of mammal 30 Grade 5/Unit 1/Week 3 bird . a skink does not want to be the victim of an attack. A snake cannot shed its tail. But unlike snakes. © Macmillan/McGraw-Hill 3. or a way to fit in and live in a place. But what if it had legs? That reptile would be a skink. To escape when trapped. reptile At Home: Reread the passage and talk about what you learned about skinks. Other skinks live in dry lands with lots of wind. A skink gives us a fine lesson in doing just that! 1. When a skink sheds its tail. Skinks When you think of a reptile that is long and thin. wh and ph. skinks have no venom.Name Read the passage. Circle words that begin with a closed syllable in the last paragraph. Skinks find shelter and shade near logs. stumps. What is the main idea of passage? 5. Like other animals. Skinks are lizards with a body like a snake. Then complete the questions. 2. you may think of a snake. Underline words in the passage that contain digraphs sh. th. Some skinks live in forests. a skink can shed its tail! This tail is a phony trap to distract an enemy. and rock piles. Reptiles find ways to adapt. What are two details about skinks and snakes in the second paragraph? 4. Grade 5/Unit 1/Week 3 31 . fi fill out a cluster map.Name © Macmillan/McGraw-Hill To help you plan your writing. me B. and seal. ee. he 6. pen 4. Kate likes bat . beat is my pal. The cat likes nest tone . Examples are be. A.Name The letters e. bud she 8. Did Jack eat a meal 5. Rick will wet 7. and ea can all stand for the long e sound. fifit mist ? met base and peas. Write the word in the blank to complete the sentence. beans feed his dog a bone. Jill likes to tap to a bun 3. meet. he uses his feet 2. sun . Underline the letters that stand for the long e sounds in the answer choices above. 1. Circle the word with the long e sound. 32 Grade 5/Unit 1/Week 4 © Macmillan/McGraw-Hill hip bone fed . bar can hide in a bush. When Dad runs. you can see stars 15 shine. With luck. streams. We can take a peek at Mars to try to unlock its 55 secrets! Could we spend a lot of time on Mars? There is no water on 56 70 Mars that can be seen. Mars is quite unlike 98 Earth. or seas. A planet that can be seen with the naked eye is Mars. commas. Have a partner time you as you read the passage. In fact. end punctuation never sometimes always Accuracy skipped words self-corrected read every word Read with feeling never sometimes always At Home: Reread this passage aloud to a family member and talk about what you know about Mars. What is in that wide space in the sky? At night. Grade 5/Unit 1/Week 4 33 . The 84 air on Mars is too thin to breathe. Partners Use this chart to check your partner’s reading.Name A. It has no filled lakes. Rate too slow too fast just right Paid attention to periods. Record your scores below. 99 Record Your Scores First Read: Words Read Time Second Read: Words Read Time © Macmillan/McGraw-Hill B. Mars orbits the 22 37 sun in a path near Earth. you can see planets. . Min refit fi the plug into the socket. re + = repack 2. Dad will retell the tale. The prefix fi re. 2. Stan acted in an unsafe way. Bob’s plan was unwise. Circle the prefix fi in the bold words below. Read each sentence. 3. 34 Grade 5/Unit 1/Week 4 © Macmillan/McGraw-Hill B. 1.can mean “not. Did you resell the hat? + = resell 4.can mean “again.” A. Then write the base word in the bold words on the lines. I need to repack k my bag. + make = 3.Name A prefix fi is a word part added to the front of a base word to change its meaning. + = 5. Fill in the missing parts to make the word in bold. Do not unmake the bed. I am unhappy and mad.” The prefix fi un. + = 1. 2. B. At night.Name orbits object volcano planets A. Grade 5/Unit 1/Week 4 35 . He was nervous about the test. The way a bird flies around a tree seems like the way Earth the sun. Draw a line from the word to its meaning. We saw smoke. and . Vocabulary Words Choose the correct word from above to complete each statement. 1. Find the meaning of this word in the phrases at the right. fifire. That actress is famous. and lava come out of the . I can see the sky fifilled with stars. She felt joyous. Vocabulary Strategy: Suffixes Read each sentence and look closely at the bold-faced word. the moon. having great fame © Macmillan/McGraw-Hill 1. full of nerves 3. full of joy 2. 3. ” Solution 36 Grade 5/Unit 1/Week 4 © Macmillan/McGraw-Hill Problem .Name Use the Problem and Solution Map to help you figure out problems and solutions as you reread “Seeing Mars. The team needs space suits to help them breathe. Underline words with the long e sound spelled e. the earth. orbits Grade 5/Unit 1/Week 4 37 . If the tether untied. or object tethers At Home: Reread the passage and then talk about preparing to walk in space. Circle the word in the passage that has the prefixes fi un. a space walk is both exciting and dangerous. Before a ship can fly off. But they have to tie their tools to the ship.and re-. Without help from a team. the team will use tethers. 2. Explain the problem of a space walk. research the trip. © Macmillan/McGraw-Hill 3. These suits also help with ice and cold. ee. or goes around. like leashes. or ea. and plan for problems as yet unseen. To walk in space. astronauts can do many things. to take the space walk and keep safe in space. people would be unable to get back to the spaceship. Then complete the questions. Explain the solution to the problem on a space walk. too! 1. as well. a space walk can be disastrous! Safely held to the ship. 5. Space Walk Are you adventurous? Would a walk in space be neat? For a team of astronauts. which hold them to the ship.Name Read the passage. A team can replace parts on a space telescope. The team needs tools. Space has no force to hold an object down. the team must meet. A spaceship goes around. The team’s spaceship orbits. the earth. 4. fi fill out a cluster map.Name © Macmillan/McGraw-Hill To help you plan your writing. 38 Grade 5/Unit 1/Week 4 . Go back and underline the long a sound in the answer choices above. y A. It is a fine day in Mom © Macmillan/McGraw-Hill 7. It is a day dad . man a thing. Write the word in the blank to complete the sentence. y bail. did 3. and ay y can stand for the long a sound. sat in the game? play B. mail May wax . and bay. Examples are baby.Name The letters a. A dog can wag its tap 2. pit tail full of rain. 1. Cass will pull pay am ten dimes. I will not say 8. but she did use tap 6. Can Sal can see pass . ai. paint . Ann did not use crayons. Gail wailed when she did not get class 4. Grade 5/Unit 1/Week 5 39 . pan 5. Circle the word with the long a sound. 1. 58 2) Keep your radio close at all times. Change your voice when you see a question mark (?) or an exclamation point (!). You’re going to 12 be a big hit as a victim! 19 We will bury you in a snow cave about three feet deep. We will dig you out without waiting for the dog. The 32 dog will find your smell and dig an air hole for you. 105 B. As you wait to 48 be found.// . follow these rules: 53 1) Lie still near your supplies. hand the rescue dog a treat. 79 93 4) If you feel really ill at ease. 65 3) When you see a paw and a nose. Did you understand the instructions or would you have any questions if you had to follow them? © Macmillan/McGraw-Hill 3.Name A.// In what way did I fail?// 5. A quail rides a train with a snail on its tail!// 2. My brain is gray and made of clay. Read these sentences aloud.// 40 Grade 5/Unit 1/Week 5 At Home: Take turns rereading the passage. send us a plea for help on your radio. Can May paint my braid?// She can take my pail. Wait!// My mail just dropped in the drain!// 4. Pause when you see (/) and stop when you see (//). I wailed in pain. Use this passage for a choral reading or Readers Theater. Instructions Thank you for helping us train our rescue dogs. mis step 2. Choose a word from above that best completes each sentence. but he is 3. Most prefixes fi have more than one meaning. Dad made a bad . mis 3.can mean “wrong. cast mis 4. spell mis 5. Bill did not 2. Circle the prefix fi in your answers. on a test.Name A prefix fi is a group of letters added to the front of a base word to change its meaning. What word can be formed from combining the word parts in each row? Write the word on the line. the lines of the play. take mis misfile f quote B. Grade 5/Unit 1/Week 5 41 . Example: mis fi file 1. The prefix fi mis. Greg acts well in the play. © Macmillan/McGraw-Hill 1.” A. “You saved me!” he said.Name supplies dismay plea beamed recover cure A. pleas 5. beam b. The queen was filled with 2. cured 3. heard her 5. She for the king. In the land of Flaim. Vocabulary Strategy: Word Families Write the letter of the word on the right that is in the same word family as the word on the left. supplies 4. . in the kingdom did not help. supply a. cure d. plea e. Vocabulary Words Use the correct word from above to complete each sentence. All the 1. The king 6. 1. . beamed 42 Grade 5/Unit 1/Week 5 © Macmillan/McGraw-Hill B. . At last she found a cure and went home. . recover 2. the king became ill. ran across the land to find a 4. Many people . She felt the king was so sick that he would not 3. cover c. ” use the Conclusions Chart to organize text clues that will help you draw conclusions. Conclusions © Macmillan/McGraw-Hill Text Clues Grade 5/Unit 1/Week 5 43 .Name As you reread “Ray and Blaine Save the Day. Then she barked into the phone.Name Read the passage. Then complete the questions. Reed! Faith had saved the day. With Faith. 4. “And make no mistake. One day. That would be unwise. Hooray for Faith! Mr. Reed need help? . Now sunlight on a white wall seemed just a faint gray haze. Who really saved Mr. © Macmillan/McGraw-Hill 3. Soon. Reed took a misstep. un-. A call for help is a peal 44 Grade 5/Unit 1/Week 5 plea . Reed could rethink the way he did things. Clay. as she had been trained to do. 5. wanted to make things better. Reed? Explain your conclusion. Reed said. 2. So Clay got his dad a special dog named Faith. people came to rescue Mr. Mr. He was filled with dismay and wailed in pain. Mr. Reed could not help this. play At Home: Reread the passage and talk about dogs that help people. Faith heard his plea. Mr. and his son. Circle the prefixes fi re-. He needed an aide. Underline words in the passage that have the long a sound. He felt well. Reed had lived by himself for a long while.in the passage. Why did Mr. She hit the phone and pressed 9-1-1. Faith was trained to help people who could not see.” Mr. Reed could not live unassisted. He fell down the steps and sprained his ankle. mis. Mr. but he could not see well. “Clay is the best son!” 1. Name © Macmillan/McGraw-Hill To help you plan your writing. fi fill out a cluster map. Grade 5/Unit 1/Week 5 45 . as needed. they sit in the sun on rocks or on tree branches. Underline two details in the second paragraph that tell how the snakes are alike. To get warm. or even in the backyard. 1. But like all animals. Write a summary of the passage using the details. Land Snakes and Water Snakes You can find snakes in many places. 46 End-of-Unit Additional Instruction Grade 5/Unit 1/Week 3 . snakes find a way to get cool and warm. Water snakes spend a lot of time in the water.Name Read the passage. Put a box around the main idea of the passage. © Macmillan/McGraw-Hill 3. Land snakes are in the tall grass. Then complete the questions. and state the main idea. Underline two details in the fifirst paragraph that tell where snakes live. woods. Both snakes cool their bodies. Land and water snakes live in ways that are not the same. Land snakes do this by hiding under logs and rocks. Water snakes get cool in the water. 2. Name Read the passage. Then complete the questions. To Make a Spaceship Go A space craft must get off the land and high into the sky. How does this work? To go up, a space craft has to have a way to push up and away from Earth. To solve this problem, you must picture how the craft takes off. Say you put on skates. To move, you push off a wall. If you push very hard, you move very fast. A space craft must get off the land in the same way, by pushing off hard. This sentence is one step for the solution. To do this, scientists made a rocket engine. This took time to do! The engine pushes very hot gas down that sends the craft up into space. The rockets made space travel possible! 1. Underline the problem in the first paragraph. 2. Put a box around the first step for a solution in the passage. © Macmillan/McGraw-Hill 3. Write a summary of the selection on the lines. Underline the solution. End-of-Unit Additional Instruction Grade 5/Unit 1/Week 4 47 Name Read the passage. Then complete the questions. Fang to the Rescue Kit’s dog, Fang, was trained to find people who were trapped and hidden under things. Kit and her mom brought Fang to sites to practice looking for people. Fang had to trace a smell and find where the person was covered up. Fang stayed for days practicing. One day, a brick building fell. Many people got out in time. But everyone was afraid that someone could be trapped. A team trainer put on Fang’s leash. Fang sniffed around the site. Then Fang pulled at his leash and began to bark. The rest of the team ran over. They dug and moved walls that had fallen. When the team got in, they saw they were just in time. Fang was a hero! 1. Underline text clues about Fang in the fifirst paragraph. 2. Put a box around Fang’s main action in the third paragraph. © Macmillan/McGraw-Hill 3. What did Fang fifind? Explain your conclusion. 48 End-of-Unit Additional Instruction Grade 5/Unit 1/Week 5 Name A. Underline words with short vowels. Circle words with long vowels. Underline consonant digraphs ph, sh, th, and wh. pin tide while sheet snacks pals meets chain text phone gray flflat team ink B. Draw a line under the word that best completes each sentence. Write the word on the line. 1. If you wish to see the sea, you go on a shape 2. Large animals that swim in the sea are whales 3. At the end of the day, May must braided shop phones paycheck © Macmillan/McGraw-Hill 4. I will give you the gift, but be sure you do not backpack . ship . mules her ponytail. unbraid misplace 5. Sam cleaned the mud off her feet in the backrub bandstand 6. Can Dad toss that junk in the trashcan ? shopping weekend . 7. When Pete kept messing up, it seemed misread unlike 8. You made me get lost! You misled unfilled fi it. unfreeze bathtub him. misplaced me! sagged C. Draw a line between each syllable of any multisyllable words in your answers. End-of-Unit Additional Instruction Grade 5/Unit 1/Weeks 1–5 49 Practice Name Decoding: Long i The letters i, y, and igh can stand for the long i sound. Examples are bind, my, and night. A. Underline the long i sound in the words below. high by flight grind sly cry light kind myself pint B. Use the correct words from above to complete each sentence. 1. What of cake do you like? 2. I can read by . 3. Please get a of milk. 4. The went off at night. Write the letters from the boxes above to complete the sentence with a word that has a long i sound. Cats to go up in trees. 4 3 1 2 1. might mitt 2. tick try 3. lit find 4. bright bit 5. why what 50 Grade 5/Unit 2/Week 1 © Macmillan/McGraw-Hill C. Circle the word in each pair that has a long i sound. Write the letters that make the long i sound on the line. Practice Name Fluency: Speed Drill A. As you read, pay attention to pauses, stops, and end punctuation. Twyla slid the glass door open and peeked up at the gray sky. She 14 sighed. It looked like it might rain. As Twyla came back inside, a tan cat leaped up on a seat. 21 “Hi, Sy!” Twyla called. She picked up the cat and set him back on 34 48 the floor. Twyla smiled as her pet jumped and ran behind a plant. When 62 Twyla sat down to eat, she did not see Sy run for the sliding door. Just as Twyla finished her meal, she heard a fierce barking and then 77 90 a shrill hiss! Twyla jumped up and saw that she had not closed the door. 105 B. Read these words to yourself. Then have a partner time you. Do it two more times to see if you can beat your score! Twyla right thigh tree clean sighed by light rain leaf cried fine why peel day fright liked fly stayed waved Brian high wild dismay safe © Macmillan/McGraw-Hill Record Your Scores Time 1: Time 2: At Home: Write two sentences using the words above. Then read them aloud. Time 3: Grade 5/Unit 2/Week 1 51 A. ________________________________________________________________ ________________________________________________________________ 52 Grade 5/Unit 2/Week 1 © Macmillan/McGraw-Hill – . Fill in the missing parts to make the word in bold. 1. She studies a lot and wins the spelling contest. Write two sentences about animals. If a word ends with a consonant and a y. + empty – = emptied 5. She emptied the bucket. Fred tried to pull the wagon. The kite flies up. 1. change the y to an i before adding -es or -ed. + study – y + = studies 3. + = tried B. ________________________________________________________________ ________________________________________________________________ 2. Use the word fl ies in one sentence. = flies fly – y + i + 2. + = hides 4. Use the word tried in the other. He hides behind the big box.Practice Name Structural Analysis: Inflectional Endings Inflectional endings are letters that you can add to the end of a base word to change the meaning of the base word. You are still when you are trembling. scop means to look at c. true 3. Vocabulary Strategy: Greek and Latin Roots Write the letter of the word on the right that matches the Greek or Latin root and its meaning on the left. a.Practice Name Vocabulary: Word Parts fright perch fierce trembling escapes A. phon means sound Grade 5/Unit 2/Week 1 53 . true false true false false B. 2. A pet who escapes from its home may get lost. man means hand d. A baby can make a fierce speech. A robin can rest on its perch. true 1. type 2. memory 4. If you saw a monster. telescope 5. false true false 4. you would scream in fright. typ means print b. 5. mem means remember e. Vocabulary Words Check true or false for each statement. phonics © Macmillan/McGraw-Hill 1. manual 3. © Macmillan/McGraw-Hill Event 54 Grade 5/Unit 2/Week 1 .” use the Sequence Chart to list the events in the order they happen.Practice Name Comprehension: Graphic Organizer As you reread “The Problem with Sy. they hung it behind a stream’s bank. Sung. First.” he reminded Ty.” “So they need a safe home to escape owls. rest on a table perch At Home: Reread the passage and talk about some things people fear. Sung smiled. . the class cut plywood. “Bats don’t sit on perches. Finally. What signal words help you see the sequence of events? 4.” said Mr. and 3 inches deep. Birds. Circle the words that contain inflectional endings in the passage. chair Grade 5/Unit 2/Week 1 55 .” “That’s right!” said Mika. What is the last event in the story? Circle the signal word. The shop class felt pride. The bat house was to be 2 feet high.” sighed Ty. “Today we will make a bat house using our manuals. Mr. bats keep pests from eating crops. He was trembling with fright. in a week. © Macmillan/McGraw-Hill 3. Mr. Underline words in the passage that have the long i sound. “Plus. “Bats are not fierce. Sung said. 13 inches wide. bats had come to stay. “I am glad the bats have a home. “Where is the perch?” Ty asked.” “Bats? No way!” Ty cried. 5. After they painted the bat house. Then complete the questions. not bats.Practice Name Comprehension: Take-Home Story Read the passage.” Mr. 1. “And they only fly at night. they nailed a frame like the one in the handbook. Sung explained. A Home for Bats In shop class. Next. 2. fill out a position/reasons chart.Practice Name Writing: Graphic Organizer To help you plan your writing. Reasons © Macmillan/McGraw-Hill Position 56 Grade 5/Unit 2/Week 1 . Mom’s ring has a shiny get 2. 1. Sometimes the letter c is soft and sounds like an s. Stan likes his milk cold so he adds ice cost .Practice Name Decoding: Soft c and g Sometimes the letter g is soft and sounds like a j. cave class. Is this the best play 6. The drink costs 95 cents gem clams 3. Examples of words with a soft g or c sound are page and cent. Underline the word with a soft c or soft g sound. crabs city . trick to go for lemon ice? pack yet? page to do my math homework? pick 8. Can I use a pack pencil jelly place plug . Write the word in the blank to complete the sentence. game . Did you read that peg © Macmillan/McGraw-Hill 7. Go back and circle the letters that stand for the soft c and soft g sounds in the answer choices above. We went on a visit to a big cot 4. candy B. I run and jump in gym 5. A. Grade 5/Unit 2/Week 2 57 . Trees may grow in huge forests. Trees and 37 plants also make air fresh and clean so we can breathe it. Partners Use this chart to check your partner’s reading. We value trees like gems because they help us in many ways. plants. of plants that only 74 ripen in rain forests.Practice Name Fluency: Timed Reading A. and animals stay alive. © Macmillan/McGraw-Hill B. commas. or kinds. note pads. 97 Record Your Scores First Read: Words Read Time Second Read: Words Read Time Rate too slow too fast just right Paid attention to periods. People are concerned that rain forests keep getting cut down. Trees 13 help people. Rain forests exist in hot places. 78 88 We must work to try to keep them safe. We need trees for things 25 like homes. and even paint and pancake mix. . Have a partner time you as you read the passage. 49 61 Many medicines are made by using species. Record your scores below. end punctuation never sometimes always Accuracy skipped words self-corrected read every word Read with feeling never sometimes always 58 Grade 5/Unit 2/Week 2 At Home: Reread the passage and talk about how you can help save trees. © Macmillan/McGraw-Hill 1. on Monday. Draw a line between the syllables in your answers. siren B. The man will do a trick. vanish 5. and we smelled smoke. 4. Closed syllables end in a consonant and usually have a short vowel sound. Draw a line between the syllables in the words. I was went off. Write whether the word has an open or closed first syllable. broken 4. and the rabbit will . Grade 5/Unit 2/Week 2 59 . with us.Practice Structural Analysis: Open and Closed Syllables Name Open syllables end in a vowel and usually have a long vowel sound. Kate will eat 3. A 2. Use the words from above that best complete each sentence. absent 2. Example: limit closed 1. A. dinner 3. they will taste sweet and good. but I was not 2. I always try to protect my sister. about who is right. She was trembling. 3. Sometimes we have disputes. or keep her safe. My friend was worried about the project. I think talking is better than yelling for stopping 3. 60 Grade 5/Unit 2/Week 2 . or fights. Vocabulary Words Choose the correct word from above to complete each statement. B. looked shiny in the necklace. I like to use gems. I want the melon to ripen. After the melons 4.Practice Name create gems Vocabulary: Context Clues logging protect awoke ripen enormous disputes smokestack concerned A. The blue . Vocabulary Strategy: Context Clues Underline the restatement in each sentence that tells about the word in bold. or be ready to eat. 1. or jewels. when I make a craft. 4. 2. . from her fright. 1. or shaking. © Macmillan/McGraw-Hill 5. . ” use the Main Idea Chart to list details that help you find the main idea. Detail Detail Detail © Macmillan/McGraw-Hill Main Idea Grade 5/Unit 2/Week 2 61 .Practice Name Comprehension: Graphic Organizer As you reread “Large Trees with Large Jobs. 1. We want to protect nature. 2. circle a word with a closed first syllable. For example. In the last paragraph. We cannot just use and like nature. © Macmillan/McGraw-Hill 3. or cave. or exploring a deep cavern. hiking on hillsides. How do we do both? One way is by reclaiming. but we also need the useful things nature provides. Places to Protect What is your favorite wild place? You might like swimming in the sea. Then complete the questions. Put boxes around two words with open first syllables. or using again. people are concerned about how wild places change over time. or decay. We can also use things that are biodegradable. What are two details about ways to protect nature? 4. What is the main idea of this passage? 5. No matter what it is. can be used to make new things. .Practice Name Comprehension: Take-Home Story Read the passage. Underline all the words in the passage that have soft c and soft g. or wood. the land will not change in a bad way. or break down in a natural way. old lumber. leafy trees. Sunlight can help things break down. or maybe giant. too. All of us must fight to save wild places. such as tables and chairs. Insects and worms help. Maybe you like the desert sands. We must check to see that it lasts. To keep something safe is to protect 62 Grade 5/Unit 2/Week 2 it. dispute gem At Home: Reread the passage and talk about other things we can do to protect nature. This saves trees. Then. Practice Name Writing: Graphic Organizer To help you plan your writing. fill out a position/reasons chart. Reasons © Macmillan/McGraw-Hill Position Grade 5/Unit 2/Week 2 63 . ” 1. © Macmillan/McGraw-Hill 3. Underline what Min does to start the club. There was a dance club and a chess club. “I think this will be a fine club. “First.” said Myra.” stated Min. 2. we can help birds in the park by making feeders and hanging them. Include signal words.” Min complained to her mom.” said Ike.Name Read the passage. we can spend some time at the animal shelter. Many kids came. There was already a club that played games and a club for tennis. Put a box around signal words for sequence. “We can name the club All for Animals. “I want to make a new club. you like to help animals. Then complete the questions. Mom said. This is the first fi event in the story. Min’s Club Min wanted to start a club at her school. 64 Mid-Unit Additional Instruction Grade 5/Unit 2/Week 1 . Maybe other kids would like to help animals. “Then we can raise funds for sick dogs. She made posters and held a meeting.” said Tom. “Next. too. “Well. The kids had ideas. Summarize the sequence of events in the passage.” Min liked this idea. Underline two important details in the second paragraph. How did this happen? In 1876. In recent times. Circle the main idea of the passage. Scientists know what keeps the trees from Japan healthy. Underline one important detail in the fifirst paragraph. Trees from Japan were sent all over the United States. as well.Name Read the passage. a fungus that gets in the trees and kills them. 2. 1. Then complete the questions. We need to learn more about what happens when we move plants from one place to another. most of the chestnut trees were dying from the chestnut blight. Mid-Unit Additional Instruction Grade 5/Unit 2/Week 2 65 . © Macmillan/McGraw-Hill 3. Write a summary of the passage and state the main idea. Many chestnut trees got sick in a short time. chestnut trees from Japan carried the blight. chestnut trees were found across most of the United States. They are helping trees in the United States stay healthy. people have been trying to save the chestnut. Hope for the Chestnut Tree In 1902. By 1926. ends with a T. 4. Underline the digraphs in the words below. . Use the words from above that best complete each sentence. Circle the word in each pair that has a digraph. inch hate 66 Grade 5/Unit 2/Week 3 © Macmillan/McGraw-Hill C. A. scratch scrap 2. he had to place a 5. Dad will on them. and Cindy will 2. Write the letters from the boxes above to spell a secret message! What starts with a T. and is full of tea? t! A 1 2 3 4 5 1. My swing hung from the of a tree. 3. Write the letters that make the digraph on the line.Practice Name Decoding: Digraphs Digraphs are two or more letters that work together to make one sound. 1. I got the pants for a it. Pat will toss it. cheese claim 4. cold chill 3. branch ditch check patch cheap catch chin stretch chop crunch B. tiles itch 5. Examples are ch and tch. price. the meat. When Will’s pants ripped. and hitched mules to wagons. Enslaved Africans did not have rights as 29 citizens. Slaves also patched fences. They stitched clothes. cleaned homes. Then have a partner time you. 30 43 56 70 81 Enslaved people helped make slaveholders’ lives easy. 107 © Macmillan/McGraw-Hill B. But long ago. Grade 5/Unit 2/Week 3 67 . Being free is a key part of life in the United States. Enslaved people helped with hundreds of jobs that needed to be done. As you read.Practice Name Fluency: Speed Drill A. dug ditches. life 16 was not free for enslaved people. Men might use 10 to 100 slaves to plant seeds and gather crops. and baked in kitchens. Slaveholders in the South had big homes and a lot of land. Read these words. And they were not free to leave. But slaves 87 96 did not get paid. Do it two more times to see if you can beat your score! choose hitch chase gel ace chick chop rich age try coach patch teach sight cent stitch ditch rice huge race match chin cell mile rage Record Your Scores Time 1: Time 2: Time 3: At Home: Write three sentences using the words above and see how fast you can read them. pay attention to your reading rate. Mr. A. 1. + = singer 3. For example. Use the word baker in the other. The suffixes -er and -or are used to tell what a person does. Use the word teacher in one sentence. Chaps asked the baker to sell him a cake. - + = baker 5. = teacher teach + 2. each of the players helps us win. The teacher smiled. ________________________________________________________________ ________________________________________________________________ 2. + = B. Write two sentences about jobs. a waiter is a person who waits on customers at a restaurant. ________________________________________________________________ ________________________________________________________________ 68 Grade 5/Unit 2/Week 3 © Macmillan/McGraw-Hill + . 1. We clapped as the singer sang a song. + = sailor 4. Fill in the missing word parts that make the word in bold. -or Suffixes are letters that are added to the end of a word. The sailor sailed his ship on the sea. On my team.Practice Name Structural Analysis: Suffixes -er. Practice Name relief Vocabulary: Word Parts dedicated citizens advised succeeded A. true false 2. Vocabulary Words Check true or false for each statement. 3. 5. A winner is someone who has succeeded. 3. duct means to lead astr means star 1. 1. An astronaut flies in a rocket ship. © Macmillan/McGraw-Hill 2. All citizens must have rights. The parents advised the chldren. The astronomer looked through his telescope at the stars. I will conduct you to your class. Write the meaning of the word on the line below. 4. I will read the introduction first to find out about the tale. A dedicated team tries to work together. Vocabulary Strategy: Greek and Latin Roots Underline the Greek or Latin root in the bold-faced word in each sentence. Grade 5/Unit 2/Week 3 69 . true true true true false false false false B. 4. Carrying a huge load will bring you relief. Practice Name Comprehension: Graphic Organizer As you reread “Which Way to Freedom?. Clue Clue Clue © Macmillan/McGraw-Hill Author’s Purpose 70 Grade 5/Unit 2/Week 3 .” use the Author’s Purpose Chart to write down clues that will help you identify the author’s purpose for writing the selection. Martin Luther King. A person who works hard to meet a goal is . we must never forget his wise words for living his life: “I have a dream. Black men worked for cheap wages. Then complete the questions. dedicated succeeded advised At Home: Reread the passage and talk about what makes a good leader. the chains of slavery had not been unhitched. Grade 5/Unit 2/Week 3 71 . Jr. as told in many a history book and biography.” 1.Practice Name Comprehension: Take-Home Story Read the passage. 4. Blacks had to sit in the back part of a bus as whites sat up front. We still look at the photographs and watch the films of this time. He helped workers hold strikes. He led marches. Name two text clues that help show the author’s purpose. A preacher dedicated his life to making this change. one for whites and one for blacks. life was not fair for the children of slaves. For many citizens. Jr. © Macmillan/McGraw-Hill 3.. 2. But this leader was killed before he saw all the results of his fine work. made speeches explaining that all people should have the same rights. There were two sets of schools and educators. Some black leaders advised that all people should be treated the same. to inform. Such deeds changed history. As we study the life of Martin Luther King. Circle the words in the passage that contain suffixes -er and -or. Is the author’s purpose to entertain.. Underline words in the passage that contain ch and tch. Why Martin Matters For a long time. or to persuade? 5. Reasons © Macmillan/McGraw-Hill Position 72 Grade 5/Unit 2/Week 3 .Practice Name Writing: Graphic Organizer To help you plan your writing. fill out a position/reasons chart. © Macmillan/McGraw-Hill 5. I wash my hands with 3. 2. 1 1 Across 1. l 2 in the 3 3. 5.Name A long o sound can be made with the letters o and oa. Nat will ride a p . A. I use ice to make my drink ld. I eat t 4. Then use the words from above to complete the sentences and fill in the puzzle. Grade 5/Unit 2/Week 4 73 . 4 5 l had a mean Down 1. Matt will play a s band. Underline the letters that make the long o sound in the words below. with jam. d Bob three p. the c 2. Kate can see the sea from t. Read the clues. The man pens. Ed takes care of his tree. The face. 4 5 4. Ned’s class has a pet t . pony toad troll toast cold sold oak solo soap coast B. Circle the long o sound in your answers. 56 69 Late one night. © Macmillan/McGraw-Hill B. Tea was a well-liked drink. Partners Use this chart to check your partner’s reading. but the 53 price was high. it was led by the 13 British. Have a partner time you as you read the passage. 26 38 It also placed a tax on the tea. 83 The men sneaked on to a ship loaded with tea. Record your scores below. They stole the tea and 98 pitched whole chests of it in Boston Harbor! 106 Record Your Scores First Read: Words Read Time Second Read: Words Read Time Rate too slow too fast just right Paid attention to periods. Americans felt that the British did not treat them in a fair way. a bunch of men painted their faces to trick the British. end punctuation never sometimes always Accuracy skipped words self-corrected read every word Read with feeling never sometimes always 74 Grade 5/Unit 2/Week 4 At Home: Reread the passage together and talk about what you know about the start of the American Revolution. Before the United States was its own country. The British made a lot of rules that people had to follow.Name A. . commas. One rule told Americans they could only get tea at British stores. did not wasn’t have not isn’t is not didn’t do not don’t was not haven’t B. I did not fifind the milk. She was not in the chess club.Name Contractions combine and shorten two words using an apostrophe. 3. © Macmillan/McGraw-Hill 5. She is not late. Draw a line from each pair of words to its contraction. 2. Do not go to that fifilm. Grade 5/Unit 2/Week 4 75 . 4. The apostrophe usually takes the place of a vowel in the second word. Example: hasn’t = has + not A. 1. Write the contraction for the underlined words. Read each sentence. We have not run in the race. Name country troops idea sign boast patriots A. Vocabulary Words Check yes or no for each question. 1. Is Mexico a country? yes no 2. Can you bake an idea on the stove? yes no 3. Can a lot of clapping be a sign that you did a nice job? 4. Are you being shy if you boast? 5. Did patriots fight for freedom? 6. Do troops march in parades? yes yes yes yes no no no no B. Vocabulary Strategy: Greek Roots Use a Greek root from the box to complete the words in the sentences. idea 1. Meg was pat ism listic, but Jon liked her ideas. 2. A person who is optimistic has a lot of optim 3. A Grade 5/Unit 2/Week 4 . © Macmillan/McGraw-Hill riotic person is full of patriotism. 4. If you are pessimistic, you are full of pessim 76 . Name As you reread “A Ride in the Moonlight,” fi fill in the Fact and Opinion Chart. Opinion © Macmillan/McGraw-Hill Fact Grade 5/Unit 2/Week 4 77 Name Read the passage. Then complete the questions. He Rode to Be Free Long ago, the patriot Paul Revere helped begin the American fight to end British rule. The tale of how Paul rode isn’t just the subject of history. It’s also told in a fine old poem by Longfellow. Paul rode on April 18, 1775, to tell patriots about the coming of British troops. But he wasn’t alone. Two men also told patriots along the road about the archenemy, the British. Those riders were William Dawes and Samuel Prescott, and they’re big in history, as well. On the road over to Concord, all three were held at a roadblock. Once let go, Paul helped John Hancock and his family escape as the first battle began. Hancock was a patriot, as well. So even if he didn’t ride alone, Paul was still a real hero. 1. Underline words in the passage with the long o sound. 2. Circle all the contractions in the passage. © Macmillan/McGraw-Hill 3. Identify three facts in the passage. 4. Identify two opinions in the passage. 5. British soldiers are also called troops patriots 78 Grade 5/Unit 2/Week 4 . signs At Home: Reread the passage and talk about what makes a patriot. Name To help you plan your writing, fi fill out a position/reasons chart. Reasons © Macmillan/McGraw-Hill Position Grade 5/Unit 2/Week 4 79 Name The letters ow w can stand for the vowel sound you hear in cow and plow. w The letters ou can stand for the vowel sound you hear in sound and house. A. Circle the word with the same vowel sound as plow w and sound. Write the word in the blank to complete the sentence. town 2. Fran stopped to smell the red flflat . told floss . flower 3. At the end of the act, Ed clapped for the clown cone 4. Dad lost his hat so he checked the lost and found 5. Can a bug flfloat on a pond cold 8. Do not speak if your mouth fine . flag ? cloud 6. We found a lot of change in the seats of the case 7. If you cannot swim, you might drag . class drop couch . core . drown is full. month main B. In the answer choices above, underline the letters that stand for the same vowel sound as plow w and sound. 80 Grade 5/Unit 2/Week 5 © Macmillan/McGraw-Hill 1. We can ride a bus to top Do you want to borrow a pound of round mounds?// © Macmillan/McGraw-Hill 3. Mr.// 4. Did the cow take a bow for the crowd?// 2. Pause when you see (/) and stop when you see (//).Name A. The sound of my voice tells 41 them to move. Can I ask a few 10 questions? 11 Cowboy: Howdy! Go ahead. Wow!// The clown put on powder in the shower and ate chowder!// 5. 22 Interviewer: How do you round up cows? 29 Cowboy: I ride around and shout. 70 Interviewer: Wow! That sounds hard. Change your voice when you see a question mark (?) or an exclamation point (!). Let’s count nouns as we bounce on the couch!// At Home: Reread the passage and think of a few sentences on your own. Use this passage to perform a choral reading or Readers Theater. Interviewer: Good morning. Read these sentences aloud. Roundhouse. 1. I know all about being a cowboy. 44 Interviewer: What does a rodeo clown do? 51 Cowboy: If a rider falls. I have one last question. the clown distracts the bull so that 63 we can get the rider to safety. Let’s go out and talk about a pig’s snout. Grade 5/Unit 2/Week 5 81 . Do 81 you like being in town or out on the range? 91 Cowboy: I’d rather be driving cows or roaming on the range. 102 B. ly fifinal swiftly f y B. ly kind 4. Circle the suffix in your answers. . © Macmillan/McGraw-Hill 3. 1. the baby was 2. The man eat cake as a treat.Name Words that contain the suffix -ly y usually describe something. Fill in the blanks with the words from above that best complete each sentence. When the team lost the game. After being awake for so long. soft ly 2. 4. I held the gate open. ly most 5. Speak since the kids are sleeping. but I will eat ice cream. 5. ly real 3. asleep. A. Zack was 82 Grade 5/Unit 2/Week 5 upset. Combine the root word with the suffix –lyy to make a word. swift Example: ly 1. [n]. © Macmillan/McGraw-Hill B. Softlyy is to loudly y as slowly is to . A song sung by several people. A round shape or object. 3. in which each person sings a different part of the song at the same time. What part of speech is round in the following sentence? The baby had a very round face. 3. Sprinting is to running as wandering is to 4. 1. 2. Vocabulary Words Choose the correct word from above to complete each statement. Lazyy is to energetic as afraid is to 2. How many definitions fi for round are nouns? round/round 2. Cat is to pouncing as thieff is to . Shaped like a circle or a ball. 1. Example: Big is to little as asleep is to awake . [adj]. 3. A game or series of games. What definition fi of round in the fifirst entry helps you understand this sentence: We played two rounds and then quit.Name swiftly well-rounded prowling daring roaming A. Grade 5/Unit 2/Week 5 83 . 1. . round. 1. . Vocabulary Strategy: Multiple-Meaning Words Use this dictionary entry to answer the questions that follow. round. ” use the Description Chart to help you find facts and information.Name As you reread “A Cowboy’s Life. Descriptive Facts © Macmillan/McGraw-Hill Signal Words 84 Grade 5/Unit 2/Week 5 . Bill was raised by prowling coyotes. 1. softly. they tell their best stories. In one tale. Pecos Bill is one of the most renowned. . Circle the words in the passage that contain the suffix -ly. Loudly. rounding up cattle while out roaming the range can get lonely. as in house. Then complete the questions. To do something fast is to do it swiftly prowling well-rounded At Home: Reread the passage and talk about the most interesting idea you read. Sometimes. Cowboys are proud of these tales. For example. Underline words in the passage that have the ou sound. What signal words do you see in the fifirst paragraph? 4. and accomplish amazing feats. © Macmillan/McGraw-Hill 3. get into fights. a wellrounded cowhand will share a poem. The sounds of songs and stories around a campfire will make any cowhand smile. Grade 5/Unit 2/Week 5 85 . Some say he swiftly rode a tornado and drained a river to water his ranch! Still today. 2. cowhands young and old gather around a campfire for stories. What description follows the signal word “Often” in the second paragraph? 5. a singing cowhand might please the crowd with a rousing song. or with a smile. They roam wildly across the West. Often the heroes in these tales and songs are brave and daring.Name Read the passage. Cowboy Tales At night out West. At other times. Reasons © Macmillan/McGraw-Hill Position 86 Grade 5/Unit 2/Week 5 . fi fill out a position/reasons chart.Name To help you plan your writing. he told how enslaved people were beaten. 1. Grade 5/Unit 2/Week 5 87 . But Frederick did learn these things. The law said that enslaved people were not to learn to read and write. Like other enslaved people. Then complete the questions. 2. He was born a slave in Maryland. When he was still young. Is the author’s purpose to entertain. Frederick Douglass Frederick Douglass was a man who worked for freedom. or to persuade? Use details to explain. This is an example of information. he wanted to be free. He planned escapes. Underline the fifirst two things you learn about Frederick Douglass. to inform. The wife of a man Frederick worked for taught him letters. Frederick worked for the rights of all. Circle the sentence that tells how Frederick learned to read. all enslaved men and women were freed. He explained that all people should be respected. For the rest of his life. By 1865. When Frederick got free. After he learned to read. He was often mistreated. he was sent away to work. © Macmillan/McGraw-Hill 3.Name Read the passage. he got no pay and little sleep. ladies wove over 20. Like men. 88 End-of-Unit Additional Instruction Grade 5/Unit 2/Week 4 . They also worked hard. Without the help of women. the war could not have been won! 1. Other ladies went with the fighting men to cook and care for them. Underline two facts in the second paragraph. Women had no say in politics. One way ladies helped was by spinning and weaving. women helped on both sides of the war. 2. © Macmillan/McGraw-Hill 3. but they did tell men what they thought. This is an opinion. It can be proven.Name Read the passage. In 1796. ladies did the farm work when the men were at war. Women gave aid in the American Revolution.000 twists of yarn. ladies in Boston made 40. Put a box around a phrase in the second paragraph that signals an opinion.000 yards of cloth! Most important of all. In another town. Is the last sentence in the passage a fact or an opinion? Does the author support it? Explain. Then complete the questions. Some women even became soldiers! They sneaked in to help in the fight. It cannot be proven. Patriot Women! This is a fact. Name Read the passage. 2. End-of-Unit Additional Instruction Grade 5/Unit 2/Week 5 89 . use ropes. Underline information that follows signal words in the fifirst paragraph. For instance. the rodeo can be dangerous. Because of the animals. Any rider can fall and get hurt. riders do tricks while riding a horse. y events. © Macmillan/McGraw-Hill 3. The crowd watches as a rider hangs on to a wildly kicking bull. This phrase signals a description will follow. Another event is riding a bull. Winning any prize means taking risks. 1. Other events include calf roping and steer roping. they ride animals. such as trick riding. This is risky riding. Then complete the questions. Summarize the information the author is describing. Put a box around any signal words and phrases in the passage. Even skilled cowhands can get hurt. and do tricks to show their speed and skill. For example. they might stand up on the saddle. Rowdy Rodeo Rodeo is a sport that tests cowboys and cowgirls. Cowhands compete in many i In trick riding. Cowhands are timed to see who can tie up an animal the fastest. cares 5. The man kindly wound . 90 End-of-Unit Additional Instruction Grade 5/Unit 2/Weeks 1–5 © Macmillan/McGraw-Hill 1. so he is the winner 3. Draw a line under the word that best completes each sentence. rudely mostly 4. Underline words with long vowels. Jeff placed fifirst in the race. wage C. Circle words with the same vowel sound as cow. attach and let the water touch our toes. Write the word on the line. most before I went to sleep. cage his bug bites. w Underline soft g.Name A. I tried to read ten pages roast bowls scratch . When we leave the house for a bit we put our puppy in the pager fudge 6. eaten all day. We walked along the coast 8. minnow held the door open for my mom. his mom candies carries it for him. might crowd fetch found catch goal fifind cage fries loud throat cent germ plow B. The doctor advised the child not to match 7. When Fred’s bag is too heavy. soft c. and digraph tch. Draw a line between each syllable of any multisyllable words in your answers. haven’t have’t 2. We hasn’t . Ed jumped when the owl made a loud soon use hoot 4. so she went to get fowl mouse 5. I want to go. My cat feels soft and smooth stop 8. Kate was hungry. Fran zips up her coat when she gets cool 3. Grade 5/Unit 3/Week 1 91 . home sound. hot . Dad is not home. Write the word in the blank to complete the sentence. He used a sponge to mix the chocolate in the milk. sock B. town © Macmillan/McGraw-Hill 6. 1. but he will be back son 2. spoon soap .Name The letters oo sometimes make the same sound as the oo in pool. food ! too is bigger than a mouse. A. A moose ton . song pond 7. Circle the word with the same sound as oo in pool. sod . Go back and underline the letters that stand for the oo sound in the answer choices above. Next came the band. The actors in costumes got in line. 112 tooth stool food cow loud balloon zoom boot sound room boom moon food roof pool soon fool too out bow tool root raccoon pout owl Record Your Scores Time 1: 92 Time 2: Grade 5/Unit 3/Week 1 Time 3: At Home: Write a paragraph using five of the words above and read it aloud. 80 93 People came out of their homes and lined the streets to see. “It’s time! It’s time!” a man yelled. Then have your partner time you. © Macmillan/McGraw-Hill B. she took a deep breath. Joan got in place with them. 21 34 47 61 73 It was what Joan and the others had been waiting to hear. As you read. The tunes got louder as the parade neared the core of the city. Do it two more times to see if you can beat your score! . running to the front of the 13 line. Read these words to yourself. Last. stops. Joan 106 stepped to the beat and smiled. and end punctuation. pay attention to pauses.Name A. The parade swooped by the bright cones lining the road. As the drum began to boom. He held hoops and wore a crown. the dancers stepped into their spots in line. Name Look for smaller words in a big word to fifigure out how to pronounce the big word. on my ear. I hear the sound of waves. a peach. Example: sunshine wedding 1. and a drink in her . 5. When I place a 4. complicate seashell 2. Cathy put a sandwich. Circle the compound word in each pair of words. Write the compound word in the blank as two separate words. to hold club meetings. Andy and his friends made a . so Cass did not go 3. Fill in the blanks using the words from above that best complete each sentence. windmill unwillingly 4. It was raining. Sometimes fifinding the smaller words will help you figure out the meaning of the bigger word. Grade 5/Unit 3/Week 1 93 . lunchbox dolphin 3. Matt watched the huge © Macmillan/McGraw-Hill 2. 1. A. activity clubhouse 5. spin. chopped outside sun shine B. Vocabulary Words Circle the word or phrase in the group that does not belong with the bold-faced word. Yelled is to shrieked as cloth is to costumes fabric . a hundred dollars b. swooped plummet dip down increase 5. a. refused no rejected agreed 3. Quiett is to silentt as plunged is to 4. © Macmillan/McGraw-Hill swooped . . Vocabulary Strategy: Analogies Use a word from the box to complete each analogy. 1. refused 1. Quickk is to slow w as accepted is to 94 Grade 5/Unit 3/Week 1 . shrieked whispered screamed yelled 6. . 2. excitement dull happy smile 2. costumes dress up pets play 7.Name A. a hundred bugs B. Which would you refuse? Tell why on the lines below. fabric cloth milk pants 4. Excitementt is to thrilll as outfi ts is to 3. ” use the Theme Chart to write down what the characters say and do. and what happens to them. What Happens to the Character? © Macmillan/McGraw-Hill What Does the Character Do and Say? Theme Grade 5/Unit 3/Week 1 95 . so you can fi find the story’s theme.Name As you reread “Joan’s First Parade. Suddenly. Logan’s Trip Logan and his mom were on a seaside trip. Logan boasted that he was going to swim and sail on a sloop! His mom said gently. Underline words in the passage with the same vowel sound as boot spelled oo. This momentous trip was important to Logan. Huge floats rolled by with dancers. He could hear booming drums approaching. Soon they reached a pool in bright noon sunshine. excitement At Home: Reread the passage and talk about what makes a good trip. he knew he was not sad. “Logan. you must rest. All the excitement put Logan in a good mood. At bedtime. “Let’s go. He’d had fun after all! 1. “It’s a festival! Look at the balloons!” said his mother. or you will be back in a sickbed. 2. © Macmillan/McGraw-Hill ________________________________________________________________ . He had been very ill and wanted to be well. advancing loosely. Circle the compound words in the passage. What is the theme or message of the story? ________________________________________________________________ 5. Clowns and fools swooped around. too!” Logan shrieked happily. he noticed costumes made with cool fabric. hearing music in the moonlight.” Logan sighed. Clowns wore costumes swooped 96 Grade 5/Unit 3/Week 1 with many bright colors. Then complete the questions. What do Logan and his mom disagree about? 4. 3.Name Read the passage. Name © Macmillan/McGraw-Hill To help you plan your writing. 97 . fi fill out a narration/dialogue chart. Examples are carr and hard. the sound of that vowel changes. arm 4. dark past B. Patrick gazed up at the stakes patch 6. Art fell off a swing and broke his ant .Name When the letter r follows a vowel. Sara made a scarf aim hers. Go back and circle the letters that stand for the arr sound in the answer choices above. 1. stay . chat ! artist in the night sky. found ranch to go with her new coat. 98 Grade 5/Unit 3/Week 2 © Macmillan/McGraw-Hill 7. stars . A. My nana spent hours in the garden ask start . Dad put many things in the shopping cart cat 3. r Write the word in the blank to complete the sentence. and Hope didn’t even stack 2. I didn’t fifinish my painting yet. You paint so well! You must be an last 5. grant tail 8. Underline the word with the same vowel sound as car. I have a nightlight since I don’t like to sleep in the hatch . Women could not own a farm. Susan B. Partners Use this chart to check your partner’s reading. She found out that male teachers got 47 60 paid five times more than female teachers! Susan was alarmed. In 1846 Susan became a teacher. Susan marched and gave speeches to large crowds all over the country. women in the United States did not have many 13 rights. She began 72 to speak out regarding the lack of equal treatment for females. Rate too slow too fast just right Paid attention to periods.Name A. commas. Record your scores below. 83 95 She hoped that the United States would grant women the same rights that 108 men had. A hundred years ago. Anthony became well known for her part in the women’s 33 45 rights movement. They could not vote. end punctuation never sometimes always Accuracy skipped words self-corrected read every word Read with feeling never sometimes always At Home: Reread the passage and talk about what you know about Susan B. There were not a lot of jobs for 28 them. Grade 5/Unit 3/Week 2 99 . 110 Record Your Scores First Read: Words Read Time Second Read: Words Read Time © Macmillan/McGraw-Hill B. Have a partner time you as you read the passage. Anthony. The suffix -estt means “most” and can be used to compare more than two things. Draw a line to connect the word with its comparatives. cold colder wildest 5. Read each sentence. colder coldest 3. thin wilder coldest B. This is the late in cell phones. wild thinner tallest t 4. Circle the correct comparative to replace the underlined word. tall longer thinnest 2. wilder wildest 2. 1. cuter cutest © Macmillan/McGraw-Hill 1.Name The suffix -err can mean “more than” and can be used to compare two things. That was the wild ride ever! 100 Grade 5/Unit 3/Week 2 . faster fastest 5. A. later latest 4. Eli is the fast runner on the whole team. Jill’s hands were cold than mine. long taller longest 3. I think that puppy is cute than this kitten. Let’s meet at the park. 1. After I run far. I feel weak.Name grant delay basis committee movement regarding A. Jed stayed at camp for a week. I bumped my heel on the step. “ the class play? us rights!” they shouted. to get together 6. food that people eat Grade 5/Unit 3/Week 2 101 . Vocabulary Strategy: Homophones Read each sentence and look closely at the bold-faced word. Do you think my hand will heal? the back of a foot 4. What kind of meat is for dinner? seven days 3. Your safety is the 5. © Macmillan/McGraw-Hill B. I think that we need to make a 2. This for these rules. to become well again 5. to decide on a plan. Vocabulary Words Use the correct word from above to correctly complete each sentence. not so strong 2. 1. 4. “Go as fast as you can! Do not !” Dad yelled. Find the meaning of this word in the phrases at the right. Draw a line from the word to its meaning. will change citizens’ rights. What are your feelings 3. 6. Anthony: Making Her Mark on the Women’s Rights Movement.Name As you reread “Susan B.” use the Sequence Chart to list important events in the order in which they took place. © Macmillan/McGraw-Hill Event 102 Grade 5/Unit 3/Week 2 . In 1896. Ida published The Life and Works of Susan B. If a game cannot start right away. Anthony. this would finally grant women the right to vote. Anthony. she wed. Next. there is a grant movement delay At Home: Reread the passage and talk about something you learned from it. © Macmillan/McGraw-Hill ________________________________________________________________ 4. no stronger fighter existed than Ida Harper. r 2. This work for voting rights was the basis for the 19th Amendment in 1920. Ida Harper’s Help Regarding women’s rights. as in car. Susan’s name may be bigger. Ida started working on committees with Susan B. Underline words in the passage that contain the arr sound. Born in 1851. 1.Name Read the passage. ________________________________________________________________ . This success came in large part from the work of women like Ida Harper. but Ida’s death in 1931 is also marked by women who are grateful for the right to vote. After a delay. Ida made her finest mark by writing articles on the voting rights movement for women. With Susan as a partner. Susan was maybe the greatest leader of women of her time. List three signal words for sequence in the fifirst paragraph. Ida was first a schoolteacher and. beginning in 1899. List the important dates in the correct sequence. later. Grade 5/Unit 3/Week 2 103 . 5. 3. Then complete the questions. Circle the words in the passage with comparative endings err and est. fi fill out a narration/dialogue chart.Name © Macmillan/McGraw-Hill To help you plan your writing. 104 Grade 5/Unit 3/Week 2 . the hummus was the biggest hit! “Mama let me do it!” Mona said.” Mona said. Put a box around what Mona does in the passage. “Mama. and added the chickpeas and spices.” 1. you must complete it. What is theme or message of the passage? Mid-Unit Additional Instruction Grade 5/Unit 3/Week 1 105 . Mona’s Chance Mona’s family liked to make big family feasts.” Mona’s mama said she could make the hummus. Mona’s mama and dad had a hard time making the foods in time. “If I give you a task. It took a long time to mix! When Mona’s family and friends came to the feast. 2. Like her. Then complete the questions.” Mona’s mama smiled. “I’m so happy I got to try. Underline the most important things that Mona and her mama say in passage.Name Read the passage. squeezed the lemons. Mona chopped the garlic. “I would like to help! I know I can do it. © Macmillan/McGraw-Hill 3. We want all our favorite foods for the feast. Mona had watched her mama do this many times. This contained the first ten amendments to the Constitution. the 15th Amendment granted AfricanAmerican men the right to vote. In 1870. Write a summary of voting rights. Then in 1965. 2. Voting for All The Bill of Rights went into effect in 1791. Finally. After that. all people had polling places that were easy to find. Put a box around signal words and phrases that tell sequence. 1. and a simple way to vote. Each state could decide which men voted and which men didn’t. the 19th Amendment gave women the right to vote. It made sure that all citizens of the United States could vote easily. Some states kept polling places secret or passed unfair laws to make voting hard! In 1920.Name Read the passage. many states passed laws that made it hard for African-Americans to vote. 106 Mid-Unit Additional Instruction Grade 5/Unit 3/Week 2 . Then complete the questions. © Macmillan/McGraw-Hill 3. The National Voting Rights Act became law. But it did not give all men the right to vote. Underline the fifirst event in the passage. Underline any signal words and phrases. Grade 5/Unit 3/Week 3 107 . box B. This is an r-controlled vowel. Go back and underline the letters that stand for the r-controlled vowel sound in the answer choices above. the vowel sound changes. Write the word in the blank to complete the sentence. My brother stamps © Macmillan/McGraw-Hill on the test? time 8. A. fork 6. I was lost horn ? road on a Sunday. I eat toast with jam. Did the car sound its drove 3. cold 4. Circle the word with the same vowel sound as bore and fork. tosses 5. I use a spoon and glass to eat. broke jokes porch so loudly that I can’t sleep! snores until the rain clouds went away. We sat on the slope frost . Each morning globe 7. 1.Name When a vowel is followed by an r as in bore and fork. What was his score month 2. Sal will do games born chores before dinner. Then have your partner time you. There was a time when people were not careful about protecting 33 44 forests.Name A. As you read. campers can 12 pitch tents and sleep beneath tall trees. Read these words to yourself. Forest fires burned down many trees. Then. they can hike on 26 forest paths and can see wild animals. People also cut trees 68 down to make space for farms and towns. Forests are popular places for campers to visit. Fortunately. pay attention to your reading rate. Logging companies cut 54 down many trees in order to build houses and ships. During the day. So forests began to get used up. Land was turned into national 105 parks that are protected both now and in the future. read them aloud. At night. They knew that 83 94 keeping our forests safe was important. people worked very hard to save trees. 115 store tore sort car soon coral cork port cool jar chore pork horn spark loose acorn form born boot dark north corn more charm room Record Your Scores Time 1: 108 Time 2: Grade 5/Unit 3/Week 3 Time 3: At Home: Reread the passage and make up two sentences using the words above. Do it two more times to see if you can beat your score! . © Macmillan/McGraw-Hill B. Don’t mistreat your sister. re + = reread 2. Write two sentences about camping. 1. + = © Macmillan/McGraw-Hill B. Use the word remind d in the other. Use the word helpfull in one sentence. such as actor t r. ________________________________________________________________ ________________________________________________________________ Grade 5/Unit 3/Week 3 109 . + = unwilling 3.Name Prefixes fi are letters that appear before a word. + = mistreat 4. such as unreal. + = 5. Reread the book. My grandfather was a painter. Fill in the missing parts to make the word in bold. A. Tory was unwilling to help me. ________________________________________________________________ ________________________________________________________________ 2. I was brightly dressed for our family photo. 1. Suffixes are letters that appear after a word. Can you think of another word that has the same vowel sound as the one you hear in the fifirst wind? Can you think of a word with the same vowel sound as the one you hear in the second wind? 110 Grade 5/Unit 3/Week 3 © Macmillan/McGraw-Hill 2. Vocabulary Strategy: Homographs Use this dictionary entry to answer the questions that follow. Would you say. If the teacher declared that you did well on the test. What is another definition for the word wind? . If someone is exposed. [n]. I got lost today?” 5. a movement of air wind (wı̄nd). 1. 1. Is a hammer fragile? yes no yes no no B. “Fortunately. yes 1. to wrap around something.Name lantern fortunately declared exposed fragile A. What is the first defi finition for the word wind? wind/wind wind (wı̆nd). 1. Vocabulary Words Check yes or no for each question. 2. is it dark? no 2. are they hidden? yes 4. [v]. If you need a lantern. would you be happy? yes no 3. to move in a twisting way 3. Name As you reread “A Place for Us to Breathe.” use the Venn Diagram to compare and contrast two things. Different Alike Forests Forests Today © Macmillan/McGraw-Hill Forests in the Past Grade 5/Unit 3/Week 3 111 . Name Read the passage. Then complete the questions. What Makes a Pest? In the forest, you might spy many forms of wildlife. You might see animals such as chipmunks, rabbits, and deer. Or if you look up into trees, you might see even more kinds of birds. Unlike these animals, far tinier insects may not be so easy to see! Like mammals and birds, insects help the forest. Insects break apart fallen leaves and provide food for birds. Also like mammals and birds, if there are too many of them, they can be pests. A pest is an animal or insect that does more harm than good to something. They might eat too much, for example, and destroy lands. Humans, too, can be pests, even if they do it mistakenly! Fortunately, we can all help. For the forest to be in good form, we need to review how we treat it. It’s important not to forget to watch over our fragile forests. 1. Underline words with the same vowel sound as forr and store. 2. Circle the words in the passage with prefixes and suffixes. 3. Write one example of a contrast in the passage. 4. Write two comparisons in the passage. ________________________________________________________________ ________________________________________________________________ 5. A glass bowl breaks easily because it is declared fragile exposed 112 Grade 5/Unit 3/Week 3 . At Home: Reread the passage and talk about what you can do to protect animals and bugs. © Macmillan/McGraw-Hill ________________________________________________________________ Name To help you plan your writing, fi fill out a story map. Character Setting Problem © Macmillan/McGraw-Hill Events Solution Grade 5/Unit 3/Week 3 113 Name When an r is used after a vowel, as in blur, fern, or sir, r it changes the sound that the vowel makes. A. Underline the ir, r er, r and urr patterns in the words below. perfect third mermaid curl bird nurse skirt burn thirsty hamburger B. Read the clues. Then use the words from above to complete the sentences and fill in the puzzle. Circle the r-controlled vowels in your answers. 1 1 Across 1. Jen wore a shirt and a sk . 2. Is that the chirp of a b 2 2 ? 3. I added fifins and a tail to the picture of a m m . 3 3 4 4 4. Fred flflipped the pancake so it did not b n. 5 5. It wasn’t too hot or too cold. It was p t. Down 1. Am I first, second, or th ? 2. A pig’s tail has a c 3. Do you want to eat a h b ? 114 Grade 5/Unit 3/Week 4 . 4. I drink milk when I am t s . 5. The n bandage. e gave me a © Macmillan/McGraw-Hill 5 Name A. Have a partner time you as you read the passage. Record your scores below. Kurt saw many remarkable rocks in the distant cliffs. The sun 11 lit up the rocks, and Kurt could see a hundred shades of red. Black 25 shadows seemed to split the rocks in places. “Rain, wind, and time made those shapes,” declared Asher. “It 33 43 took many years and plenty of rain.” Asher’s sister, Fern, came over. “It’s better than TV, isn’t it?” she 50 62 asked, smiling. Kurt kept looking at the cliffs in the sunset. He smiled. “The 64 76 rocks look like dancing flames. I’ve never seen anything that color.” “The rocks look red in the sunset,” said Fern. “But in the day 87 100 they are all shades of tan, brown, gray, and pink.” 110 Record Your Scores First Read: Words Read Time Second Read: Words Read Time © Macmillan/McGraw-Hill B. Partners Use this chart to check your partner’s reading. Rate too slow too fast just right Paid attention to periods, commas, end punctuation never sometimes always Accuracy skipped words self-corrected read every word Read with feeling never sometimes always At Home: Reread the passage and talk about a place you have visited. Grade 5/Unit 3/Week 4 115 Name The suffix -able is used to tell that an action can be done. Examples are usable and drinkable. A. Fit the two word parts together to form a word. Example: able fi fix 1. able drink 2. able break 3. able work 4. wash able 5. able stretch f fixable B. Fill in the blanks with the word from above that best completes the sentence. Circle the suffix in your answers. 2. This shirt is bigger, too! 3. That lamp may be . so it will fit you when you get . 4. The milk sat out so long that it was no longer 116 Grade 5/Unit 3/Week 4 © Macmillan/McGraw-Hill 1. The napkins are . Vocabulary Strategy: Figurative Language Read the paragraph below. . 1. © Macmillan/McGraw-Hill Yesterday we went on a remarkable hike. At the end of the day. 3. The teacher told the students that they had done a 5. The day was so hot and dry we felt like we were in a clothes dryer. we were as tired as babies who missed their naps. so there is no need to 2. refl flected in the pond. The children looked at their job. Underline the similes and metaphors. We saw a canyon as deep as the end of the universe. 4.Name fret remarkable unique images echoes A. Melissa’s painting was unlike her classmates’ paintings. We yelled into it and our echoes were drums in the sky. When you speak while standing in the Grand Canyon. B. Vocabulary Words Use the correct word from above to correctly complete each sentence. But the land was a golden paradise in the sunlight. All of these amazing images made our eyes sing. Grade 5/Unit 3/Week 4 117 . you can hear the of your words. I’m sure everything will turn out fifine. What Happens to the Character? Theme 118 Grade 5/Unit 3/Week 4 © Macmillan/McGraw-Hill What Does the Character Do and Say? .” use the Theme Chart to help you find the story’s theme.Name As you reread “A Desert Vacation. Before. Kimberly’s mom is a remarkable artist who had an urge to paint unique images of purple mountains.” Wind stirs the sand.” says her mom. Kimberly has to admit that she. It snowed for nine months each year! The snow felt like a blanket. Then complete the questions. they lived in a cold town in Canada. The afternoon sun burns low. likes this new light. What is the theme or message of the passage? ________________________________________________________________ 5. If an object is one-of-a-kind. red deserts. Kimberly thinks a desert as warm as an oven is not a favorable place to be. r 2. Strong fir trees stood tall. © Macmillan/McGraw-Hill 3. unique Grade 5/Unit 3/Week 4 119 . too! And you’ll like it better over time. “Don’t fret. “It will snow here. Kimberly’s New Home Kimberly and her mother just moved to Santa Fe. She whispers a word to see whether a murmur will come back. 1. Underline words with the same vowel sound as herr and fur. it is echo fret At Home: Reread the passage and talk about how Kimberly felt at different points during the story. Kimberly is surprised by the echoes they hear in the canyons. What does Kimberly’s mom say about living in Santa Fe? ________________________________________________________________ 4. Circle the words in the passage that end with the suffix -able. . and different birds. Sounds make the space more comfortable. too.Name Read the passage. fi fill out a character web. 120 Grade 5/Unit 3/Week 4 .Name © Macmillan/McGraw-Hill To help you plan your writing. w. slips knot 3. I can . If you take a turn. you might get lost.Name Silent consonants are consonants that do not make a sound. Cut the meat with a 3. A. comb came 4. 1. 2. up the hill. 4. For example. and b in the words below. Circle the silent consonants in your answers. Underline the silent consonants k. 1. write. Fill in the blanks with words from above that best complete the sentences. Circle the silent consonant in your answers. write leap knife thumb hate know comb lamb wrong rot climb sun knee knock B. know. Write the letters from the boxes above to spell a secret message! Did you know that basalt is the most common on Earth? 1 4 3 2 © Macmillan/McGraw-Hill C. kneel keep Grade 5/Unit 3/Week 5 121 . note numb 5. Underline the word in each pair that has a silent consonant. wrote role 2. and lamb have silent consonants. that down. // Now. 79 Step 6: Press the red button. 63 Step 5: Climb up the Safe-T-Girl Platform or on a grassy knoll. The crumb was stuck on my thumb. Did you know that if it snows my thumb goes numb?// 2. Directions for using your Space Knight Jet Pack! 8 Step 1: Untie the knot on the wrapper. We like to walk and talk as often as we can. the jet pack 93 will start and you will blast off! 100 B.// 3. Bend 76 your knees slightly. You can use your knee to hold 23 it while you unwrap it. Pause when you see (/) and stop when you see (//). 28 Step 2: Use your thumb to open TAB A. 43 Step 3: Kneel to lift the jet pack onto your back. Put the balm on your palm and try to stay calm. Change your voice when you see a question mark (?) or an exclamation point (!).// 5. Use this passage for a choral reading or Readers Theater./ isn’t that fun?// . 1. Read these sentences aloud. 54 Step 4: Straps should fit around your limbs snugly.Name A. Be careful! In ten seconds. There will be a slight pop. Wow!// I have a knack for rhyming!// Who knew?// 122 Grade 5/Unit 3/Week 5 At Home: Reread the sentences above and come up with a few of your own. © Macmillan/McGraw-Hill 4. Use the word middle in the other. tun + = tunnel 3. We found a kitten in Grandma’s barn. ________________________________________________________________ ________________________________________________________________ Grade 5/Unit 3/Week 5 123 . + = 5. or -le. the last syllable can be unaccented. Use the word tunnell in one sentence. She had written the note. Stand in the middle of the line. Fill in the missing parts to make the bold-faced word. = middle mid + 4. Do you have a favorite uncle? © Macmillan/McGraw-Hill + = B. -en. 1.. ________________________________________________________________ ________________________________________________________________ 2. They drove in the tunnel. Circle the unaccented syllable in each word. or not as noticeable when spoken.Name When a multisyllable word ends in -el.. Write two sentences about hiking. A. kit + = kitten 2. 1. Sound out the syllables. 1. We spent the day combing. . Speedy y is to slow w as cheery y is to . Smooth is to bumpy y as sameness is to 5. 2. Please do not fret or a mix. Our home was a wreck. 124 Grade 5/Unit 3/Week 5 © Macmillan/McGraw-Hill B. and all our clothes and furniture were a mess. I was standing on the knoll about your problem because we can solve it. . 4. I hoped there would be a variety. 1. . or seeking. 4. 3. 5.Name combing knoll variety wreck seized grave A. . and could see the valley below. Vocabulary Words Choose the correct word from above to complete each statement. seashells at the beach. Won is to lostt as let go is to 6. Vocabulary Strategy: Context Clues Match the phrase with the bold-faced word to its context clue. of people at the party. Teasing is to joking as looking forr is to . Sea is to desertt as canyon is to . Carr is to crash as ship is to 2. 3. Author’s Perspective © Macmillan/McGraw-Hill Clues Grade 5/Unit 3/Week 5 125 .Name Use the Author’s Perspective Chart to gather clues from “Hope’s Trip to Planet Wren.” Then identify the author’s perspective. and Kelly’s ship could be saved! 1. She dusted crumbs off her shirt and ran to Mr.” said Dr. How does the author feel about Hope? Explain.Name Read the passage. Wright. She seized it to listen and did not let go. 3. Dr.” it said. A bad car crash is a wreck 126 Grade 5/Unit 3/Week 5 . This is a grave situation. and the ship made a touchdown. Wright was there. “Kelly is stuck. She unwrapped her lunch. We must return to Crumb Hill to find more!” Once they arrived. “We need your help. Underline words in the passage that have silent consonants. waiting for another ship. 2.” Hope cried. We need to help her fix it!” “Hope. Talk about what could happen after the story. © Macmillan/McGraw-Hill ________________________________________________________________ . What details tell you this is a science fiction story? ________________________________________________________________ 4. Hope’s Return to Crumb Hill Hope knelt at the lunch table. “Her spaceship has been in a wreck. Knorr’s classroom. ________________________________________________________________ 5. Then complete the questions. Circle the words that have -le and -en endings in the fifirst paragraph. All of a sudden. “we’ve been combing planets looking for electric rocks to help Kelly. Her pal. She spied electric rocks! They returned home. Ron. Hope climbed up the knoll to look around. Hope’s robo-watch beeped. sipped his little garden salad drink. grave fret At Home: Reread the passage. fi fill out a cluster map. Grade 5/Unit 3/Week 5 127 .Name © Macmillan/McGraw-Hill To help you plan your writing. It smells better. what does the author think is the better way to deal with garden pests? Explain. Soap is not as harmful as insect spray.Name Read the passage. 2. 128 End-of-Unit Additional Instruction Grade 5/Unit 3/Week 3 . You can have a fine garden without doing harm. Also. so can animals. © Macmillan/McGraw-Hill 3. ladybugs and spiders do not poison the land around the plants. Ladybugs and spiders munch on insects for food. Insects will leave soapy leaves alone. Fences can help. A Better Way to Debug Garden pests eat leaves and harm plants. Then complete the questions. After comparing and contrasting. a dog in the yard can scare animals away. But unlike sprays. ladybugs and spiders can kill pests. 1. Put a box around signal words that show contrast in the fifirst paragraph. Is an insect spray the best way to get rid of these bugs? Just like insect sprays. Underline sentences that show comparisons in the passage. too! Just as insects can be pests. Gardeners may spray soapy water on some leaves. © Macmillan/McGraw-Hill 3. she wrote a letter to her family far away. “This school had no windows. Then complete the questions. First. “Thank you for sharing so much with me.” But Aza was in for a surprise. Aza said. A Desert Trip One summer. no matter how cold or hot it got.Name Read the passage. “I will never forget this trip. They also had to fetch water from a well.” 1. What is the theme or message of the passage? End-of-Unit Additional Instruction Grade 5/Unit 3/Week 4 129 . “We must think about any water we use. Each day. the kids went. Aza and her mom picked dates from palm trees.” she told them. Underline things that characters say in the passage.” her mom said.” Food did not come from a store. Aza and her parents went to visit the desert place across the sea where her parents grew up. This is a clue to the theme. After Aza returned home. Still.” he said. 2. Aza met family she had never seen. Put a box around two things Aza and her mom do in the third paragraph. “It’s not like your school. They were so kind! Then Aza’s dad took her to see his old school. “I’ll be bored. This is a clue to the author’s perspective. He walked over and climbed into the Space Zoom 400. Underline sentences that show how Jack feels. Jack stepped outside. He felt his hands shake. 1. Then Jack flipped the switch and zoomed away. it was hard to control the plane. Put a box around a clue in the third paragraph that shows how the author feels about Jack. Kids had to wait until their eleventh birthdays to fly the little planes by themselves.Name Read the passage. What is the author’s perspective in this passage? Explain how you know. Everyone in his class was already flying alone. Jack’s First Flight Jack Wrigley was ready to fly! He had practiced with his teacher on a Space Zoom 400 that everyone got at school. He pulled the straps tight. Jack bounced over space rocks and tried to stay close to home. 2. he zoomed back down. Then complete the questions. After flying a bit. Could he do it? At first. He’d made it! “What a ride!” he yelled. 130 End-of-Unit Additional Instruction Grade 5/Unit 3/Week 5 . Now it was Jack’s turn! He couldn’t wait. © Macmillan/McGraw-Hill 3. noon after B. Hint: This word has the same vowel sound as sharp. It is to use black pen when filling out forms. End-of-Unit Additional Instruction Grade 5/Unit 3/Weeks 1–5 131 . 1. but art is the subject for him.Name A. Combine the word parts to make a word. fi . takes mis 3. 4. My clay pot had a few Hint: This word has a prefix. Mark has a harder time with math than English. est hard 5. kles wrin 4. Can you flatten fl out the on your blanket? Hint: This word has a silent consonant. Now use words from above to complete these sentences. Use the hint below each sentence to help you. prefer able 2. 1. © Macmillan/McGraw-Hill 3. Finish the work so we can play this Hint: This word has a vowel sound the same as boot. but I still liked it. 5. . 2. Hint: This word has a suffix. Practice Name Decoding: Diphthongs oi. Joe played . Write the word in the blank to complete the sentence.” Sam told Tom. “ join toy hope . so it was still soap moist 3. painted pointed 8. he felt a rush of joy 4. Let the water boil froze before adding the tea. In the answer choices above. If divers do not watch out. When Dan hit his first home run. The pink doll was Ann’s favorite prop . phone the game. 1. 132 Grade 5/Unit 4/Week 1 © Macmillan/McGraw-Hill 5. jay . stop note 6. A. destroy B. noise fold at the dog he wished to bring home. Underline the word with the same vowel sound as coin and boy. circle the letters that stand for the vowel sound as coin and boy. moss . The crowd at the concert made a lot of nose 7. they will cloak cross the reef. oy The oi sound can be spelled with the letters oi and oy as in coin and boy. fool 2. The cloth did not dry completely. pay attention to end punctuation. and stops. Mr. “What brings you in today?” “I came to vote. “Vote Here!” it said. Then have your partner time you. Boyd!” Grandpop said in a serious 81 92 voice. Grandpop’s face broke into 42 a smile. intonation. with a 11 look of joy on his face. A man was reading a newspaper behind a desk. Today 104 I’m going to do just that!” 110 © Macmillan/McGraw-Hill B. “The government says that I have the right to vote.” the 74 man said. He looked 51 62 up and walked around his desk toward us. A sign hung in the 22 33 window. Grade 5/Unit 4/Week 1 133 . “Today is a special day!” Grandpop kept telling me. “Hello. Read these words to yourself. Do it two more times to see if you can beat your score! boil loyal coy know bird void oyster foil comb turn soil choice join write skirt toy annoy soy numb her spoil foyer oil wrist burn Record Your Scores Time 1: Time 2: Time 3: At Home: Practice reading the passage above. As you read. He opened the door and walked in.Practice Name Fluency: Speed Drill A. pauses. Mr. Knox. “Today I get to vote!” Grandpop stopped outside a big store. Then create two new sentences using the words in Part B. Put the word parts together to create a whole new word. 2. teach er 2. mis treat 4.and re. The photograph didn’t turn out right. so I will 3. Write P if the word has a prefix. it. Fill in the blanks with the word from above that best completes the sentence. un known 3. The cat crept 5. Suffixes such as -able and -or are added to the end of a word to change its meaning A. The result of the test is 134 Grade 5/Unit 4/Week 1 across the bed. 1.are added to the beginning of a word to change its meaning. © Macmillan/McGraw-Hill . re take S B. Write S if the word has a suffix. Circle the prefix or suffix in your answer. Example: act actor or 1. 4. soft ly 5.Practice Name Structural Analysis: Prefixes and Suffixes Prefixes such as un. . Do not him. Clean up the classroom for the . knowing your lines for a play b. 1. Which would give you confidence? Tell why on the lines below. Grade 5/Unit 4/Week 1 135 . a. Vocabulary Strategy: Root. 4. confused understand lost mixed-up 4. confidence coolness boldness nervous 2. Vocabulary Words Circle the word or phrase that does not belong in the group. Prefix. offices pool trust responsibility 3. assured comforted promised ignored 5. She wept unhappily after her things were stolen. The cat had no problem accepting the stray kitten. She felt unaccepted and was unhappy about it. accept take give understand 6. 5. Suffix Underline the root in each of the words in bold. 1. 3. Grandpa retold the story as we sat around the fire. The problem was very confusing to Jim. needing your script for a play B.Practice Name Vocabulary: Word Parts A. and he did not know how to solve it. © Macmillan/McGraw-Hill 2. Character Setting Problem Solution 136 Grade 5/Unit 4/Week 1 © Macmillan/McGraw-Hill Events .” use the Story Map to help identify the problem and learn how the characters solve it.Practice Name Comprehension: Graphic Organizer As you reread “Grandpop’s Brave Choice. A person who does not understand something is confused At Home: Reread the passage and talk about the positive and negative effects of trying something new. We hope you enjoy it here. Explain the solution. Circle words that have prefixes or suffixes. excited assured Grade 5/Unit 4/Week 1 137 . But I assure you. The First Day of School The borders in Roy Township changed. “Being a new student again is hard. Burt was confused. 2. Joyce and Burt thought they would be unwelcome. “How will I make new friends?” Joyce looked around the classroom and noticed that all the new kids looked uncomfortable. it’s a joyous day at this school. At first. too. Miss Lloyd said in a clear voice. Underline words that have the same vowel sound as soil and boy. and Marta smiled sweetly at her. She smiled with confidence. looked cheerful. Then Joyce saw that her friend Burt was in this class. Joyce joined Burt.” thought Joyce. But Marta seemed to understand his disappointment.Practice Name Comprehension: Take-Home Story Read the passage. A girl named Marta let Burt sit in her seat.” 1. What is the problem in the story? 4. . 5. “I guess we have no choice. Joyce’s new teacher. “This change might be hard for you to accept. Miss Lloyd. © Macmillan/McGraw-Hill 3. Then complete the questions.” he said. and now kids were switching schools. 138 Grade 5/Unit 4/Week 1 . fill out a cluster map.Practice Name Writing: Graphic Organizer © Macmillan/McGraw-Hill To help you plan your writing. Write the ending on the line. In 1907. Now fill in the blanks with words from above to complete each sentence. rattle lady knuckle ankle noodle tunnel late wiggle puddle model B. What kind of did Mom make? 4. Clem dug a to shake. Write the letters from the boxes above to spell an interesting fact. 1. The last syllable is unaccented. the consonant plus -le or -el form the last syllable. last single 5. Underline the word in each pair that has the -le or -el ending. knife label Grade 5/Unit 4/Week 2 139 . but he just had to . 2 3 4 1 4 © Macmillan/McGraw-Hill C.Practice Name Decoding: -le and -el If a word ends in -le or -el. 1. in the mud. play example 3. A. travel coal 2. Dad told Will to sit still. cattle lead 4. 3. the paper was invented. Todd gave the baby a 2. Underline the -le and -el endings in the words below. Circle the -le or -el ending in your answers. Some little animals can easily be eaten by bigger animals. teeth. If it still feels scared. a bigger animal may gobble them up! 22 31 43 53 63 These weaker animals have different ways to survive. This way they blend in with the things around them. or other body parts that help them fight back. There are even animals that can hide by changing colors. A porcupine has a coat of very sharp quills on its back. Have a partner time you as you read the passage.Practice Name Fluency: Timed Reading A. Some have claws. Some can run quickly. . If 11 they don’t watch out. Partners Use this chart to check your partner’s reading. 67 76 89 101 114 Some animals have unique tools to keep themselves out of harm’s way. commas. When it thinks it will be attacked. 122 Record Your Scores First Read: Words Read Time Second Read: Words Read Time Rate too slow too fast just right Paid attention to periods. © Macmillan/McGraw-Hill B. Record your scores below. a porcupine makes clicking noises as a warning. it rolls itself into a ball and sticks out its quills. end punctuation never sometimes always Accuracy skipped words self-corrected read every word Read with feeling never sometimes always 140 Grade 5/Unit 4/Week 2 At Home: Reread the passage and talk about what you learned about animal defenses. Grade 5/Unit 4/Week 2 141 . Buck went to the beach in the 4. noon after knapsack B. ladder step 5. . started. Mom climbed up on a tunnel.Practice Name Structural Analysis: Compound Words A compound word is a large word made up of two smaller words. Molly hid under the covers when the 5. time summer 4. Draw a line to show the two smaller words in your answers. The rabbit dug an 3. A. . Example: knap sack 1. Combine these word parts to make compound words. Choose words from above that best complete each sentence. storm thunder 3. © Macmillan/McGraw-Hill 1. to change a light bulb. My baby sister plays in the morning and naps in the 2. under ground 2. but she cannot do it. they may die. 2. Wind can injure the stems and leaves of the plants by snapping or ripping them. true true false false 3. 1. you may 142 . Mom drives us to class. If Jen’s plant does not survive. A person who attempts. . The tar on the road gave off a bad . you sleep when it is dark outside. it will not live. If you are not gentle with kittens. true true true false false false B. you need to plant your seeds in bright sunlight. 4. If Carl attempts to read a line. Pam Grade 5/Unit 4/Week 2 . You must not plant seeds in a windy place. to make a garden must follow certain rules. If you do not. © Macmillan/McGraw-Hill 1. Vocabulary Words Check true or false for each statement. Place a layer of mulch over your plants. Vocabulary Strategy: Context Clues Underline the context clues that help you figure out the vocabulary words. your plants will survive. Use the correct vocabulary word from above to complete each sentence. or tries.Practice Name Vocabulary: Context Clues A. and try to ignore the bad odor that you smell. It is nice to injure a pal. 3. unless you are making a shade garden. but today we walked. Ordinarily. Ordinarily. 2. to climb the rope three times. them. Living things need food and water in order to 4. it means he gives up. If you do. 5. 5. A bad odor will make you shut your ears. ” use the Main Idea Chart to find details that will help you identify the main idea.Practice Name Comprehension: Graphic Organizer As you reread “Big Ideas for Little Animals. Detail Detail Detail © Macmillan/McGraw-Hill Main Idea Grade 5/Unit 4/Week 2 143 . Some beetles are helpful. Place a box around a detail in the second paragraph that tells how a beetle survives. Darkling beetles. don’t step on a beetle! 1. 2. Write two details about how beetles are helpful. and each one has different ways to survive. also known as ladybugs or ladybird beetles. you may see many kinds of beetles. Remember. 4. help plants by eating pests such as aphids. To stay alive is to attempt 144 Grade 5/Unit 4/Week 2 . they defend themselves by making a stinky odor. It will not injure you. Meet the Beetles! As you travel outside. © Macmillan/McGraw-Hill 3. Then complete the questions. .Practice Name Comprehension: Take-Home Story Read the passage. an insect! Ladybird beetles use bright colors to warn away a predator. Lady beetles. as you walk in a lush backyard garden some afternoon. survive injure At Home: Reread the passage and talk about what you learned about beetles. Other beetles can hide in underbrush beneath shrubs and bushes on a high butte to keep from being a victim. but it will leak red liquid that is venom to its victim. Circle the compound words in the passage. Underline words in the passage that have -le or -el endings. Be careful if you catch a lady beetle. Like skunks. for example. gobble up dead plants. What is the main idea of the passage? 5. fill out a Venn diagram.Practice Name Writing: Graphic Organizer Alike © Macmillan/McGraw-Hill Different To help you plan your writing. Grade 5/Unit 4/Week 2 145 . ” “Don’t we believe in equal rights?” asked Joe.” and “Indian” on three sets of drinking fountains. “This man believes in equal rights. “They call the law ‘separate but equal. What is the problem in the passage? 3. “See. 1. He walked up to the one marked “Indian” and took a drink. What information does Joe learn from his mother? .” “Colored. Then complete the questions. “I can’t wait until I can vote. The Education of Joe Royal This is a detail about a problem.’ It doesn’t make me feel equal to be separate. When he turned back. Joe Royal saw the signs “White. In town. His mother pointed to the sign. I’m going to vote for Floyd Harper. How can voting for Floyd Harper solve the problem that Joe’s mother sees? 146 Mid-Unit Additional Instruction Grade 5/Unit 4/Week 1 © Macmillan/McGraw-Hill 2. his mother was holding a newspaper.Name Read the passage.” Joe did not know voting was so important.” she said as she pointed to a page that read FLOYD HARPER FOR MAYOR.” he said. Joe. such as the sense of smell. They make smelly odors and use their senses of smell for protection. A loris. 3. makes a strong odor as a warning. Some animals use smell to protect their space. which is a monkey-like animal that lives near deserts. It may be an animal saying. “Go away!” © Macmillan/McGraw-Hill 1. and shrubs to find their own smells and other odors. what will the passage be about? 2. think carefully. Underline one important detail in the second paragraph. Tigers use a smelly liquid to mark territory. Dogs sniff trees. What is the main idea of the passage? Mid-Unit Additional Instruction Grade 5/Unit 4/Week 2 147 . Stinky Animals Animals need all their senses to survive. Skunks may be well-known for their odor. Animals use their excellent senses of smell to survive. fire hydrants.Name Read the passage. Then complete the questions. Animals use the sense of smell in many ways. According to the title. Underline two important details in the third paragraph. If you smell something funny. as well. but they are not the only stinky animal. fawn ant 3. author apple 148 Grade 5/Unit 4/Week 3 © Macmillan/McGraw-Hill C. w. Paul saw a monster in the 3. chalk take 5. same also 4. “It’s not my house. Write the letters that make the sound on the line. and l. and salt. Examples are haul. saw. I go down. and salt. Underline the word in each pair that has the same vowel sound as in haul. 4 1. al Name When the vowel a comes before the letters u. 4. The lion hurt its . When you go up on the . aw. Write the letters from the boxes above to answer this riddle. aw. 1. Underline the au. What travels around the world but stays in a corner? A m 1 2 3 .” Scott told his brother who blamed him. and al patterns in the words below. Use the words from above to complete each sentence.Practice Decoding: Variant Vowels au. awful wait 2. . it changes its sound. won paw sat fault halt haunted lawn straw runt sidewalk seesaw bake B. 2. . saw. A. Before that. They wanted to make their own rules. Lawyers. They 33 44 also charged high taxes. silversmiths. They 92 made a list of the rights for all citizens. Then. Then have a partner time you. farmers. and patriots met and 75 82 developed a model for a new kind of government. They were called American colonies because they were 30 in North America. Read these words. The Americans did not like the laws. the states were all royal British 21 colonies. This list became the 105 basis for our government today. 110 © Macmillan/McGraw-Hill B.Practice Name Fluency: Speed Drill A. pay attention to word accuracy. As you read. Grade 5/Unit 4/Week 3 149 . Do it two more times to see if you can beat your score! cause claw talk coil little chalk salt flaw boy pickle taunt jaw stalk joyful angel crawl lawn halt noisy eagle taught walk raw annoy tickle Record Your Scores Time 1: Time 2: Time 3: At Home: Reread the passage. make two sentences using the words in Part B and see how fast you can read them aloud. People in America wished for a choice and a voice 55 65 in the government. The British made laws that the colonists had to follow. The United States has been a country for just over two 11 hundred years. A. ________________________________________________________________ ________________________________________________________________ 150 Grade 5/Unit 4/Week 3 © Macmillan/McGraw-Hill B. attach becomes attachment. Singing gives Jimmy a lot of enjoyment. Use the word enjoyment in the other. = enjoyment enjoy + 2. + = 1. Write two sentences about family. Fill in the missing parts to make the word in bold. it changes the verb to a noun. For example. 1.Practice Name Structural Analysis: Suffix -ment When the suffix -ment is added to a verb. ________________________________________________________________ ________________________________________________________________ 2. The crowd was filled with excitement. Playing with my dogs gives me hours of entertainment. . When must I make the payment? + = 5. Use the word entertainment in one sentence. + = excitement 3. Did the doctor provide a treatment? + = treatment 4. authored wrote created destroyed 5. 1. a. structure arrangement disorder form 6. Some people do not like the bureau of our family. everyone gets to vote. a recent election B. a branch of government b. absolute limited total complete 4. We live in the arch who rules a kingdom. A queen is a 3. of our government.Practice Name Vocabulary: Word Parts A. foolishly smart silly unwise 3. Vocabulary Strategy: Greek and Latin Roots Complete the word in each sentence with a word part from the box. dem © Macmillan/McGraw-Hill 1. Vocabulary Words Circle the word or phrase that does not belong in the group. what would it be about? Tell why on the lines below. Grandfather was the patri 5. Grade 5/Unit 4/Week 3 151 . If you authored a report. 2. In a uni cracy mon arch ocratic society. developed invented to come into being shrink 2. 4. ted States of America. Practice Name Comprehension: Graphic Organizer As you reread “A New Government.” fill in the Fact and Opinion Chart. Opinion © Macmillan/McGraw-Hill Fact 152 Grade 5/Unit 4/Week 3 . government. If he or she has cause to think it should not be law. aw.Practice Name Comprehension: Take-Home Story Read the passage. Once they reach an agreement. or al pattern in the second paragraph. In this way. Then complete the questions. no branch has absolute power. . the bill always goes to the President to sign. The Supreme Court may also review a law. One part is the House of Representatives. The founding fathers developed this structure in response to the British government’s awful treatment of the colonies. has a two-part structure. Underline two facts about Congress in the first paragraph. Circle the words in the passage that contain the suffix -ment. it is absolute structured At Home: Reread the passage and talk about what you thought was most interesting. authored Grade 5/Unit 4/Week 3 153 . if asked. This process seems awkward. When something is written by people. © Macmillan/McGraw-Hill 4. 2. one branch of the U. which has two members from each state. but it’s worked for a long time! 1. Bills authored by members of Congress must be passed by both the House and the Senate. to see if the law is faulty. the bill is not signed. 3.S. It has a different number of members from all 50 states. Congress and the Government The United States Congress. Underline words with the au. The other two branches are the President and the Supreme Court. The second part is the Senate. What are two opinions in the passage? 5. Practice Name Writing: Graphic Organizer To help you plan your writing. © Macmillan/McGraw-Hill Different Alike 154 Grade 5/Unit 4/Week 3 . fill out a Venn diagram. grasp B. I use jelly on my toast 2. Show Stop town .Name The letters o. Soft 3. land me the secret place. mow paste snow . and road. Ella had to post claw the lawn. Examples are old. Go back and circle the letters that stand for the long o sound in the answer choices. My favorite time is winter because I like frost 8. Underline the word with the long o sound. catch so a squirrel went into it. low. A. I like it when my dad lets me help him cross 4. The tree trunk was long 6. and oa can stand for the long o sound. 1. Grade 5/Unit 4/Week 4 155 . loan © Macmillan/McGraw-Hill 7. hollow from Ted to pay Ned back. If the milk sits for too long. Write the word in the blank to complete the sentence. math notes all over town about her missing dog. mold 5. ow. I got a lack bond notch sod will grow. Name A. end punctuation never sometimes always Accuracy skipped words self-corrected read every word Read with feeling never sometimes always 156 Grade 5/Unit 4/Week 4 At Home: Reread the passage and talk about your favorite kind of weather. Partners Use this chart to check your partner’s reading. Record your scores below. 99 109 The layer that is closest to Earth is made up of air. The picnic is over! Weather can develop very quickly. © Macmillan/McGraw-Hill B. Thick clouds 33 44 approach us. Later. It is the 28 perfect day for a picnic. and the sky gets dark. The day begins with a big blue sky. the wind begins to blow a little harder. Before long. What causes the 96 weather to change? There are layers of gas that cover the whole Earth. thunder rumbles 55 and lightning streaks across the sky. . 126 Record Your Scores First Read: Words Read Time Second Read: Words Read Time Rate too slow too fast just right Paid attention to periods. A few fluffy clouds float 13 by us as the sun glows brightly. commas. changing from warm and 75 84 sunny one minute to cool and rainy the next. Have a partner time you as you read the passage. People run for shelter. 121 This air is always moving. There is a gentle breeze. It’s a thunderstorm! 64 Rain pours down. A deer has no antlers. 4. Read the before you take the pill. A. female marker 5. Example: pumpkin baker 1. fifishing token 4. My mom pulls the car over when she hears a . 2. A is a piece of metal that looks like a coin. napkin table baker bak B. Which word has an open syllable? Write the word. Wash your hands before you sit at the . Grade 5/Unit 4/Week 4 157 . © Macmillan/McGraw-Hill 1. Circle the open syllable in your answers. 5. Circle the open syllable in your answers.Name Looking for the open and closed syllables in a multisyllable word can help you pronounce a word correctly. Write the words from above that best complete each sentence. rattle label 3. siren stopwatch 2. 3. in places that are unknown to them. Homes and parks are often 2. 2. People are forced to seek 3. . . Stop is to haltt as ruined is to treacherous shelter . destroyed 1. B. The space is limited. it is important for people to be kind and patient with each other. and crowded with people. Vocabulary Words Use the correct word from above to correctly complete each sentence. Quarrell is to argumentt as coverr is to 3. Vocabulary Strategy: Analogies Use a word from the box to complete each analogy. © Macmillan/McGraw-Hill dense . Natural disasters occur. . People may 5. At times like this. These places can be 4. Sleepy y is to tired as dangerous is to 158 Grade 5/Unit 4/Week 4 . . the weather becomes 1. Sometimes in nature.Name shelter quarrel destroyed dense treacherous A. or argue. Moneyy is to cash as thickk is to 4. Conclusion Evidence Conclusion © Macmillan/McGraw-Hill Evidence Grade 5/Unit 4/Week 4 159 .Name As you reread “Follow the Weather.” use the Conclusions Diagram to organize important information that helps you draw conclusions. It’s important to know that blizzards can be treacherous. 2. If you have a quarrel 160 Grade 5/Unit 4/Week 4 dense . you have an argument. 4. Blizzards On a cold winter day when a lot of snow falls. Is it safe to drive a car in a blizzard? Explain your conclusion. it’s best to locate a cozy shelter and watch the snow from a safe spot. What evidence is there that blizzards are dangerous? . made roads impossible for travel. Save the stroll for another frozen day! In a blizzard. Some blizzards have destroyed buildings. Howling winds blow the snow so hard you can hardly see out your window. But if the wind blows at more than 51 miles per hour. and blown trees down. If the wind blows less. the air is dense with snow. Underline the words in the passage that have the long o sound. Circle multisyllable words in the first paragraph with closed syllables. don’t have a quarrel. we call it a storm. 1. © Macmillan/McGraw-Hill 3. a storm is called a blizzard. Then complete the questions. it cannot be a blizzard. shelter At Home: Reread the passage and talk about what you learned about blizzards. In a blizzard. When adults tell you to stay inside during a blizzard. 5. Place a box around multisyllable words in the last paragraph with open syllables.Name Read the passage. fi fill out a Venn diagram. Grade 5/Unit 4/Week 4 161 .Name Alike © Macmillan/McGraw-Hill Different To help you plan your writing. and the apples fell to the ground. Write the letters that make the vowel sound on the line. off the sheep and made it into cloth. Use the correct words from above to complete each sentence. footprint paint 2.The letters oo can stand for the sound heard in words like book and foot. We cut the . 1. It was raining outside. A. shoot woolen 162 Grade 5/Unit 4/Week 5 © Macmillan/McGraw-Hill C. . goodness grape 3. cook rotten foot hoof rope hood book wood soap wool good top shook not B. My horse hit its 4. 2. Underline the letters oo in the words below that stand for the sound heard in book. Underline the word in each word pair that has the same vowel sound as in book. 1. so it did not run for a week. wade wooden 4. on a rock. so I put on my 3. coops cooked 5. Hank the tree. // At Home: Reread the sentences with a family member and make up some together. Bake them for Wednesday’s 115 class! 116 © Macmillan/McGraw-Hill B. Mr. (Assign Brook the rooks. Find out which other students like castles?) 102 Part III: Set clay chess pieces out to dry. 15 Unit 6: Clay 18 Objective: The students will use their artistic talent and attention 28 to detail to make chess pieces. 1. since she likes castles. Can a wood hood look good?// 3. Woods’ Lesson Plan Book 5 Monday./ it was a crook!// 2. Who took the book?// Look. Read these sentences aloud. I’m coated in soot from head to foot!// 4. October 14 8 Note: Introduction of Jimmy Cook—new student. 55 Part II: 57 67 • Bring out a wooden chessboard. Grade 5/Unit 4/Week 5 163 . Change your voice when you see a question mark (?) or an exclamation point (!). By the brook sat a cook with a book and a hook. 78 90 101 • Divide class into teams to make all the pieces. Explain that students 47 must knead clay to work out air bubbles. Pause when you see (/) and stop when you see (//). 34 Part I: Hand out lumps of clay to the teams.Name A. 68 • Remind students that the final product must be a chessboard. Use this passage for a choral reading or Readers Theater. Explain what all pieces look like. ” Uncle Peter said 3. ment govern rearrange g B. 2. the prefixes to reach the top bookshelf. Circle fi and suffixes in your answers. The lead 164 Grade 5/Unit 4/Week 5 . © Macmillan/McGraw-Hill 1. Todd was . fi Write S if the word has a suffix. Write P if the word has a prefix. ly sad 5. in the band was amazing.Name An example of a word with a prefix fi is redo. Choose from the words above to complete each sentence. In history class we read about our 4. mis quote 2. r A. able un 3. “Please forgive me. Combine these word parts to make a word. er sing 4. We will 5. . Example: re arrange 1. the lines of the play if we don’t study. An example of a word with a suffix is dancer. Soap is to clean as mud is to 2. . 3. Existing in large numbers. Vocabulary Words Choose the correct word from above to complete each statement. 1 2 3 2. 1 2 3 3. (n) 3. B. My sister and I have many traits in common. Dirt and rocks are common on the trail. Shared by two or more people or things. 1 2 3 © Macmillan/McGraw-Hill 1. Grade 5/Unit 4/Week 5 165 . Which defi finition of common is being used in each sentence? Circle the number that matches that definition.Name revolves filthy common product introduction A. Finish is to end as beginning is to . Vocabulary Strategy: Multiple-Meaning Words Use the dictionary entry to answer the questions that follow. We met on the town common and had a meeting. (adj ( ) 1. 1. A place where people gather. Gem is to limited as pebble is to . fi common common. 2. common. ” use the Character and Setting Chart to help you figure out how the characters and setting help shape what happens in the story.As you reread “Brook’s Vase of Good Thoughts. Setting © Macmillan/McGraw-Hill Character 166 Grade 5/Unit 4/Week 5 . Underline the words with the oo sound. Everything except the milk is in this bowl. Mom. 3. Who are the characters in the play? 4. I’m unable to get this cookie dough right. © Macmillan/McGraw-Hill 2. His mother enters.] 1. Circle the words in the passage with prefixes fi or suffixes. product common Grade 5/Unit 4/Week 5 167 . What is the setting of the play? 5. is covered in flour. I’m sure the final product will taste uncommonly good! [[Mom finds the mixer and shows Ken how to use it. A Cookie Solution Setting: Saturday afternoon. Ken. Ken: I didn’t need it. Ken: Thanks. Let’s look at the cookbook.] You overlooked the mixer.] Mom [looking at the book] k : The introduction says that you need equipment. You have a bowl and a wooden spoon. Mom: You don’t have to redo anything. [[Ken gives it to her. Ken: Look at me! I’m filthy! I have stood here for an hour. . then switch roles and read it again. The beginning of something is the introduction At Home: Reread the passage with an adult. as in cook. [[She looks around. a boy of 11. Mom.Name Read the passage. Just add the milk as the bowl revolves and spins around! That was your misstep. in a kitchen. Then complete the questions. Mom: You had good grades in your cooking class. 168 Grade 5/Unit 4/Week 5 .Name © Macmillan/McGraw-Hill To help you plan your writing. fi fill out a cluster map. 1. the British people rely on their democracy for laws. The royal family is still really interesting to most people. But the way each monarchy works is different. For example. what are two examples of monarchies? What makes them different? 3. Monarchy Monarchy is one of the oldest forms of government. and directs the country’s army. He has power over all parts of the government. He makes laws.Name Read the passage. Kings and queens still exist today in many countries around the world. Underline an opinion in the fifirst paragraph. Another country that has a monarchy is Saudi Arabia. though. England has a monarchy. © Macmillan/McGraw-Hill 2. Even though they have a queen. Then complete the questions. rules over the courts. End-of-Unit Additional Instruction Grade 5/Unit 4/Week 3 169 . Reread the last sentence in the passage. The king there rules the country. According to the facts of the article. Is this statement a fact or an opinion? Explain your answer. But the queen has very limited power. such as salt or kitty litter. stay inside! Dress warmly and use only safe heating sources. 170 End-of-Unit Additional Instruction Grade 5/Unit 4/Week 4 . Stay inside until the ice melts. What can make an ice storm more treacherous than a rainstorm? Explain your conclusion. During an ice storm. so let a small stream of water trickle through any faucet along an outside wall. Keep enough food for a few days. raindrops freeze as they hit cold air. In an ice storm. 1. How should you prepare for an ice storm? © Macmillan/McGraw-Hill 3. 2. Then complete the questions. This freezing rain makes all surfaces very slippery. An Ice Storm One of the most treacherous weather events is an ice storm. To prepare for any storm. sprinkle things on the ground outside your house.Name Read the passage. Underline three details about ice storms in the first paragraph. Frozen roadways can cause accidents. Remember that water pipes can freeze in cold like this. This might help ice melt more quickly. This is what the passage is about. make sure you have flashlights and batteries. For ice. eyes wide. both age 11 Setting: A sunny day on a school bus Raina: I’m excited about the field trip. aren’t you? Brad: I get bored riding a bus. What’s so cool about it? Raina: You’ll find out. End-of-Unit Additional Instruction Grade 5/Unit 4/Week 5 171 . Put a box around information about the setting 3. but I’m not allowed. You just have to be open to new things. Raina: Oh. On the Way to the Zoo These are the characters. Have you ever seen a real tiger before? [[Brad shakes his head.Name Read the passage. I really like it. Characters: Raina and Brad. Then complete the questions. What things do Raina and Brad like to do when riding on a bus? © Macmillan/McGraw-Hill 2. Raina: But we’re going to the zoo! It will be cool. Brad: I’ve never been to a zoo.] You will today! 1. I get to read! Brad: I only like to listen to music. How are Raina and Brad different? Use text evidence to explain. breakable cottontail 2. 5. railroad unsure unpinned p B. He spoke about his trip to Mexico. 1. Hint: This word has a suffix. Cal was about which road led to our house. so she kept it on her shelf. Hint: This word has a closed fifirst syllable. Cooking with his dad gives Paul a lot of Hint: This word has a syllable that rhymes with toy. 2. Which word has a prefix fi or suffix? Write the word and circle the prefix fi or suffix. Example: unpinned seasick 1.Name A. Use the hint below each sentence to help you. Hint: This word has a long o sound. Hazel’s doll was . y . The will bring our desserts soon. mostly overlook 5. 172 End-of-Unit Additional Instruction Grade 5/Unit 4/Weeks 1–5 © Macmillan/McGraw-Hill 3. elephant enjoyment 3. Hint: This word has a syllable that rhymes with shake. . Then underline any compound words in the choices. 4. Now use words from above to complete these sentences. absolute waiter 4. Practice Name Decoding: Long and Short a The letter a can have different sounds. 1. Can you pass © Macmillan/McGraw-Hill glass . Read the sentences again. failed to her so that she will see us. Circle all the long a words. Eric raked Wait rained . clapped grabbed 4. . Draw a line under the word that best completes the sentence. Put a box around all the short a words. Tap Wave 6. Write the word on the line. Grade 5/Unit 5/Week 1 173 . such as strand. We had recess inside because it paid 5. ray 8. such as long a in table and short a in strand. tape when the play was over. I am cold and I need a snap hat 2. microphone mattress B. Jon and Tara boarded the plan 7. I wrote my name at the top of the page 3. such as table. A. plain the ball to Jack next? pill to the ball. I wore a mask pat plane to go home. 118 rain stay glad book hoof clap wave slam took elbow snap mat paper good owner brand clad lamp wool grow hat flag table cook shadow Record Your Scores Time 1: 174 Grade 5/Unit 5/Week 1 Time 2: Time 3: At Home: Reread the passage to an adult. Do it two more times to see if you can beat your score! . As you read. No one knows who saw Antarctica first. explorers tried to see if land existed so far south. explorers kept trying to reach the South 85 95 Pole. and stops. then write a sentence using two of the words on the list. Then have your partner time you. pauses. 106 a Norwegian explorer became the first person to reach the South Pole. Antarctica has been called 26 the loneliest place on Earth! 31 43 56 68 78 Years ago. But there 14 isn’t much to see besides ice and snow. Does a trip to the South Pole sound like fun? Traveling that far south took a long time and was difficult. intonation. Water froze into chunks of ice. pay attention to punctuation. trapping and crushing ships.Practice Name Fluency: Speed Drill A. Despite the hardships. © Macmillan/McGraw-Hill B. Rough waves and wind kept the wooden boats from reaching safety. you can see for miles. If you stand at the South Pole. Then in 1911. Read these words to yourself. able re turn 2. ment re pay discounted scounte © Macmillan/McGraw-Hill B. The movie was so long that it seemed . 1. and endings to change the meaning of a base word. A. 2. Grade 5/Unit 5/Week 1 175 . Use the correct words from above to complete each sentence. smell of fresh bread drifted from 4. end un ing 5. Circle the suffixes and endings in your answers. suffixes. The the kitchen. Whatever you don’t like and want to bring back is 5. Use the puzzle pieces to form a word. Example: dis ed count 1. . Jake thanked May for her of the loan.Practice Name Structural Analysis: Multisyllable Words Use prefixes. The broken serving dish is . Circle the base word in your answers. ible resist ir 3. 3. able fix un 4. hit. Hal was 6. 1. 2. Our planet is sound. Jane visits her grandmother . connection © Macmillan/McGraw-Hill 1. 4. person to connect or do business with. By calling his friend on the phone. touch contact. When someone yells. [n]. B. During a blizzard. [v]. What is the best synonym for contact in “I am going to contact my teacher after class”? . approach. the weather is 2. Ken to carry his books.Practice Name extreme Vocabulary: Thesaurus frequently harsh inhabited contacting enable A. 5. it is a 3. . This bag will him. Vocabulary Words Use the correct word from above to complete each sentence. What is the best synonym for contact in “He is a great contact if you want to know more about history”? 3. by living beings. What is the best synonym for contact in “Her bat made contact with the baseball”? 176 Grade 5/Unit 5/Week 1 contact contact. Vocabulary Strategy: Synonyms Use this thesaurus entry to answer the questions that follow. Practice Name Comprehension: Graphic Organizer As you reread “The Loneliest Place on Earth. Effect © Macmillan/McGraw-Hill Cause Grade 5/Unit 5/Week 1 177 .” use the Cause and Effect Chart to write down what happens and why it happens. Because Arctic terns fly so frequently. According to the second paragraph. What causes Arctic terns to land once every one to three years? 5.Practice Name Comprehension: Take-Home Story Read the passage. If a place is . Put a box around words with three or more syllables that contain prefixes. someone lives there. © Macmillan/McGraw-Hill 3. But the time in flight can enable Arctic terns to live over 20 years. Then complete the questions. This round-trip flight of over 44. what is the effect of tern migrations? . Arctic terns enjoy two summers each year. Some nesting places are inhabited by cats and other predators. they land only once every one to three years in order to nest. Underline words with long a spelled a. or inflectional endings. 4. This is the most extreme journey of any known animal. They also see more daylight than any other animal on the planet. 2. 1. a_e.000 miles would take many days on a plane and months on a sailboat! As a result of their flights. Such a harsh trip would be unworkable for a human. ay. suffixes. or ai. which can hurt the birds. Circle words with short a. Arctic terns migrate from the Arctic Circle to Antarctica and back each year. extreme contacting inhabited 178 Grade 5/Unit 5/Week 1 At Home: Reread the passage and talk about what you learned about the Arctic tern. The Arctic Tern The Arctic tern is an unusual seabird. as in pack. Practice Name Writing: Graphic Organizer © Macmillan/McGraw-Hill To help you plan your writing. fill out a cluster map. Grade 5/Unit 5/Week 1 179 . Underline the long i words. Circle the letters that stand for the short i sounds and underline the letters that stand for the long i sounds in your answers. bike kite mice basic pick insect pinch hint arrive inside B. © Macmillan/McGraw-Hill 4 . 5. Across 1 1. such as mine. Our cat chases m barn. such as limit. 4. us up after the 2. I like to ride my . s . 3. Did Jen and Kim a yet? 3. On a windy day. but I can give a t. A beetle is a kind of 180 Grade 5/Unit 5/Week 2 5 4. I taught my sister how to do a b s dive. and circle the short i words. It is not nice to p h or hit. Use the words from above to complete the sentences and fill in the puzzle. in the 2 3 4 3 5 Down 1. A. I will not tell the secret. I fly my k . It is cold outside but not ns .Practice Name Decoding: Long and Short i The letter i can have different sounds. such as long i in mine and short i in limit. 1 2 2. 5. Mom will p party. ” Nila whined.” 34 she complained. commas. “There’s plenty of food. It was always our turn to set the table. “Kim! Nila! It’s dinnertime!” Mom called.” But I knew what she meant. end punctuation never sometimes always Accuracy skipped words self-corrected read every word Read with feeling never sometimes always At Home: Reread the passage and talk about your favorite food. Grade 5/Unit 5/Week 2 181 .Practice Name Fluency: Timed Reading A. But there 58 was no butter. cheese. Have a partner time you as you read the passage. 79 “We’re not really hungry. 122 Record Your Scores First Read: Words Read Time Second Read: Words Read Time © Macmillan/McGraw-Hill B. 72 “I don’t like being hungry. Record your scores below. or ice cream like we used to have so frequently. Rate too slow too fast just right Paid attention to periods. The doctor 89 101 said he had to cut out salt and fat. There would be salad every night this week. I shrugged.” I said. Dad had been sick. “Salad again. I put out salad. Then Mom said that it would 116 be good for all of us. Partners Use this chart to check your partner’s reading. My little sister Nila rolled her eyes. 6 21 It was Dad’s turn to cook. sauce. 36 46 We might have a little meat. or some noodles. Write two sentences about school. − + = 4. I do a perfect imitation of a tiger. − + = 1. − + = 5. − + = 3. Use the word separation in one sentence. A. . There needs to be a separation between those desks. − + = separation 2. 1. The storm slowed the ship’s progression. ________________________________________________________________ ________________________________________________________________ 182 Grade 5/Unit 5/Week 2 © Macmillan/McGraw-Hill B. This misunderstanding led to his confusion. The teacher wanted each of her students to get a good education.Practice Name Structural Analysis: Suffixes Use -tion and -sion at the end of a word to change its meaning. ________________________________________________________________ ________________________________________________________________ 2. Use the word education in the other. Fill in the missing parts to make the bold-faced word. Grandpa 2. Vocabulary Words Use the correct word to complete each sentence. Inhabited is to vacated as demanded is to 4. 1. Vocabulary Strategy: Analogies Use a word from the box to complete each analogy.Practice Name miserable Vocabulary: Analogies eager grumbled suggested compressed A. Kelly is because she is too sick to go to Todd’s party. 4. Jill that we go to the park since it was a nice day. I to swim that I forgot to take my glasses off the pages together so the folder would be flat. Grade 5/Unit 5/Week 2 183 . 3. Shy is to bold as afraid is to . . Land is to sky as gentle is to . © Macmillan/McGraw-Hill 3. B. I was so before I jumped in! 5. Sat is to stood as chirped is to 2. when he did not get his dinner. suggested eager grumbled harsh . 1. What You Know Inferences © Macmillan/McGraw-Hill Text Clues 184 Grade 5/Unit 5/Week 2 .Practice Name Comprehension: Graphic Organizer As you reread “The Perfect Ingredient.” use the Inferences Chart to help you make inferences. too. To his surprise. Eager to please them. Pike heard them grumbling to each other. He realized the shopping was easy! How did he get so lucky? Pike set off to cook! When his guests arrived. What text clues tell you Pike is new to making a meal? 4. miserable eager compressed At Home: Reread the passage and talk about what kind of person Pike is. “Someone took our food!” his uncle cried. he set out to shop. Plus. so he invited his relations to the first dinner he would make. “Making lunch tomorrow will be difficult when it should have been easy!” Pike’s face got hot. They all decided to forgive him. “Let’s dine!” Pike waited for their reaction. Underline words with the long i spelled i or i_e. When someone feels bad for a mistake. “Why are you so miserable?” Pike asked in confusion. © Macmillan/McGraw-Hill 3. He had been a fool. Then complete the questions. Then Pike made his admission. Grade 5/Unit 5/Week 2 185 . the dinner was nice! 1. “Our food is on the table!” they cried. Circle words that have the suffixes -tion or -sion.Practice Name Comprehension: Take-Home Story Read the passage. he found butter beside a cow! Pike took it with him. 5. His relations came to the conclusion that Pike had made a mistake. Soon he found fish and spices. He asked for their attention. Pike’s Dinner Party Pike was a kind fellow. Why did Pike’s face get hot? Explain your inference. 2. he or she feels . fill out a cluster map.Practice Name Writing: Graphic Organizer © Macmillan/McGraw-Hill To help you plan your writing. 186 Grade 5/Unit 5/Week 2 . a plane cannot land there. But because of the ice. weather. If you are not prepared. there is a land base set up on Antarctica. accidents can cause a person to get hurt or even killed. Put a box around the effect of ice on plane travel to Antarctica. Travel to Antarctica is not easy. What causes people to travel to Antarctica? Underline the cause in the fifirst paragraph. Travel to this beautiful.Name Read the passage. as many as 20. Then complete the questions. This is because of distance. cold place is not for everyone! 1. For a chance to see its beauty. and modes of travel needed. But that hasn’t stopped people from going. Traveling to Antarctica This is an example of a cause. Sea crossings and shore visits are what most people do. you can travel by ship or by plane. 2. however. What causes this? Mid-Unit Additional Instruction Grade 5/Unit 5/Week 1 187 . Special land trips are possible with a guide.000 people might travel there over one year. For researchers. © Macmillan/McGraw-Hill 3. If you want to see Antarctica. Others like to see the landscape by flying over it. This is because of the extreme weather and cold. Explain the effect of not being prepared for a land trip to Antarctica. They grew tall. What happens when Hazy the red hen asks others for help? . The animals all begged to eat a slice. “Not me-ow!” So Hazy harvested the wheat herself and also milled the flour. but thanks just the same. Then complete the questions. “Who will help me plant these?” Hazy asked her barnyard friends.” So Hazy planted them herself. The pig said. 188 Mid-Unit Additional Instruction Grade 5/Unit 5/Week 2 © Macmillan/McGraw-Hill 2. “Who will help me harvest the wheat?” she asked. When the bread came out of the oven. The horse just neighed. “I’m too sleepy.” 1. Will Hazy share her bread with the others? Explain your inference.Name Read the passage. The barn cat said. What do you learn about Hazy in the story? 3. Hazy said. it smelled delicious. “I don’t need any help with that. Baking Day for the Red Hen Hazy the red hen was longing to make some bread! She found some wheat seeds. “Who will help me bake the bread?” she asked. I . Write long e or short e on the lines. A. Use the correct words from above to complete each sentence. such as long e in week and short e in wet. wetlands woke Grade 5/Unit 5/Week 3 189 . Who must you never play cards with in the jungle? A tah! 1 2 3 4 © Macmillan/McGraw-Hill C. selling lake 5. Underline the long e and circle the short e sounds in the words below. 1. 1. This pen cost me twenty-five 2.Practice Name Decoding: Long and Short e The letter e can have different sounds. fresh fate 2. from the beach. rate speed cents green table step leash dress spit teach shell hope slept teeth B. 3. beep tore 3. shape sheet 4. My dad drove the car when the light turned 4. too little today. I picked up a . Write the letters from the boxes above to spell out the answer to the riddle. Underline the word in each pair that has a short e or a long e sound. A 83 medicine that could prevent. people in South America used a powder. to lower fevers. Read these words to yourself. Those who were sick had fever. As you read. people tried to find a cure for swamp fever. too! 124 sweet nest feast bright tilt sleep step tent packet tray bless peel treat twist gain creep sled free shrink cliff empty beep next slime stable Record Your Scores Time 1: 190 Time 2: Grade 5/Unit 5/Week 3 Time 3: At Home: Reread the passage then create three sentences using the words from the list. 61 72 Killing the insects didn’t work because there were too many.Practice Name Fluency: Speed Drill A. 42 53 Many were hospitalized. It 26 struck people who inhabited or worked in the jungle. Then have a partner time you. made from 94 105 the wood of a particular tree. For many years. For years. Plant medicines can cure diseases that have been around for a long 12 time. People tried to drain the swamps. horrible chills. treat. pay attention to word accuracy. or cure swamp fever was needed. Swamp fever 37 was caused by insect bites. and muscle pains. Doctors found that the 118 powder worked on swamp fever. Solving the problem wasn’t easy. and a large number died. © Macmillan/McGraw-Hill B. Do it two more times to see if you can beat your score! . sweeps succeed 5. 5. Example: proceed playground 1. After the ocean began to the beach. produce prance 3.Practice Name Structural Analysis: Latin Roots If you know the meaning of a word’s root. Which word has a Latin root? You can use a dictionary to help you. introduce isotope proceed B. reed reduce 2. A. Use the correct word from above to complete each sentence. Polly. recede race 4. Grade 5/Unit 5/Week 3 191 . they could see shells on you to my sister. I would like to our workload. you can figure out the meaning of the word. The teacher said she would © Macmillan/McGraw-Hill 3. Wow! How did you 4. ! 1. but then she saw she would 2. such a fine story? . Beth feared she would fail. [n]. Vocabulary Strategy: Antonyms Use this thesaurus entry to answer the questions that follow. or conclusion? 192 Grade 5/Unit 5/Week 3 © Macmillan/McGraw-Hill 1. beginning. To 4. single out desire. foresee. preface. List two antonyms for the word precise. end. beginning of event introduction. select. exact. finish 3. B. Do not just use whatever is 3. suppose prefer. Use the right ingredients. in your house. You amounts of each thing that you put in it. precise/prelude precise. start ant conclusion. baking time. fixed. think of an outcome forecast. Then the sweet 5. ending. make the crust very thin. must know the 2. wish prelude. What are the guide words on this page? . specific ant imprecise. Which of the following means the opposite of prelude: preface. . [adj]. Baking an apple tart takes a lot of 1. pick. Vocabulary Words Use the correct word from above to complete each sentence. That will help it bake quickly. of apple and crust will fill your home. unclear predict. too. [v].Practice Name reduce Vocabulary: Thesaurus available scents precise preparation A. 2. exactly or sharply defined careful. [v]. ” fill in the Cause and Effect Chart to figure out what happened and why.Practice Name Comprehension: Graphic Organizer As you reread “Plants That Can Heal. Effect © Macmillan/McGraw-Hill Cause Grade 5/Unit 5/Week 3 193 . Tea Tree Oil What is a natural way to treat a small cut on the skin? Treatments that come from plants make many people cheerful. Then complete the questions. untreated cuts. People steam the leaves in order to release the oil. Some think the oil might make one’s mouth smell fresh and clean. and ee. or with tea oil used in cooking. Tea tree oil is available in creams. ea. Tea tree oil comes from one of the species of tea tree plant. or else it will be unhelpful. What is the effect of tea tree oil on a cut? . Tea tree oil should not be confused with tea you drink. © Macmillan/McGraw-Hill 3. 2. e_e. Underline words in the passage with long e spelled e. ceed. especially in the preparation of beneficial tooth cleaning products. and gels. This oil can reduce problems that come from dirty. Tea tree oil is a treatment that comes from plants. Scientists must use precise amounts. Circle words in the passage with the Latin roots duc. But do not proceed to drink it! It will make you sick. 4.Practice Name Comprehension: Take-Home Story Read the passage. it’s . When something is here for you to use. Tea tree oils have strong scents. What is the effect of drinking tea tree oil? 5. toothpastes. 1. precise preparation available 194 Grade 5/Unit 5/Week 3 At Home: Reread the passage with an adult and talk about other treatments that come from plants. and cise. Grade 5/Unit 5/Week 3 195 . fill out a cluster map.Practice Name Writing: Graphic Organizer © Macmillan/McGraw-Hill To help you plan your writing. Underline the word in each pair that has a short o or a long o sound. as in hop. Write long o or short o on the lines.Name The letter o may sound different in different words. as in home. Underline the words with long o. Use the correct words from above to complete each sentence. Joe uses a 2. topping tray 2. flfloat corn smock bowl poem knob spool poppy spot smoke tape solar foot sob B. Circle the words with short o. What has teeth but cannot eat? A ! 1 2 3 4 1. The logs burned brightly. Examples are the long o in home and the short o in hop. To stay clean while painting. and 4. A. . soapy supper 5. for Mom’s birthday. 3. broom bone 4. 1. rock beach 196 Grade 5/Unit 5/Week 4 © Macmillan/McGraw-Hill C. holder dress 3. . Write the letters from the boxes above to spell out the answer to the riddle. Jan ate her oatmeal out of a rose up into the chimney. We picked a red . end punctuation never sometimes always Accuracy skipped words self-corrected read every word Read with feeling never sometimes always At Home: Reread the passage with a family member and talk about what family object you might share with your class. Jones. Joe and Nicole climbed up the irregular attic stairs. Rate too slow too fast just right Paid attention to periods.” said Joe. Grade 5/Unit 5/Week 4 197 . “It might be a clock your grandfather owned or an old letter. “I bet an invisible monster lives here!” 84 “It’s just a gloomy old attic. 119 Record Your Scores First Read: Words Read Time Second Read: Words Read Time © Macmillan/McGraw-Hill B. 25 Then describe in writing what it means to you. Record your scores below. commas.” replied Nicole. her foot pushed up a floorboard. “I want you to find something from your family’s history. Partners Use this chart to check your partner’s reading.” “Wow!” exclaimed Nicole. Have a partner time you as you read the passage. This is due on Monday.” said 11 Ms. The twins looked at each other.” That night. 39 50 Boxes sat in messy piles all over. “There’s our old train set. “Here are some old toys. 92 “Look!” said Joe.” As she 100 110 reached for it. Who 64 knew what could be hidden in there? 71 “What a spooky room.Name A. im + = impossible 1. . Fill in the missing parts to make the bold-faced word. in-.. Use the word incomplete in the other. in + = incomplete 3. Write two sentences about the weekend. A. For example. Gravity is an invisible force. and ir.. pure becomes impure. 1. ________________________________________________________________ ________________________________________________________________ 198 Grade 5/Unit 5/Week 4 © Macmillan/McGraw-Hill B.Name Use the prefixes fi im-. The shirt was not a standard size because it was irregular. it is impossible to solve. Use the word impossible in one sentence. in + = invisible 5. ________________________________________________________________ ________________________________________________________________ 2.to change the word to mean its opposite. She was impolite and got punished. ir + = irregular 4. I did not finish and the job was incomplete. This puzzle is so hard. im + = impolite 2. If you are waiting impatiently. true true false false false 5. ball. firefl fi fly Grade 5/Unit 5/Week 4 199 . true 2. you are asleep. Vocabulary Words Check true or false for each statement. a small cake 4. cupcake b. smokestack e. false true 3. Each of us deals with different situations in our lives. a. Draw a line from the word to its meaning. Putting on shorts when it is cold out is inappropriate. a flflying insect that makes flashes of light © Macmillan/McGraw-Hill 1. true false B. A treasure is usually junk you can throw away. 4. afternoon c. baseball d. a pipe that smoke goes up through 5. 1. Vocabulary Strategy: Compound Words Match the compound word on the left with its meaning on the right. If something is irregular. it is odd. and bases 3.Name inappropriate treasure impatiently situations irregular A. the time of day between noon and night 2. a game played with a bat. Setting © Macmillan/McGraw-Hill Plot 200 Grade 5/Unit 5/Week 4 .” use the Plot and Setting Chart to understand how details about time and place affect the story’s plot.Name As you reread “Joe and Nicole Crack the Code. o_e. 5.’ The last letter of those words spells out ‘treasure’ when you put them together. 1. Where is the setting of the story? 4. A Code for Cole In Miss Joss’s classroom. Cole’s behavior in class could be irregular. Then complete the questions. Put a box around any words with the prefix fi im. w Circle words with the short o sound.” “Fine insight. He often made inappropriate noises or tapped impatiently while other students read their textbooks. and ow. Cole! The Rose was a ship that sank. “Long ago. The code seems impossible. or ir. a sailor sent this message to his friends: Last for the sea was you. students were studying situations when people used codes.” Cole’s face glowed. Doing something rude or at the wrong time is impatiently inappropriate situations At Home: Reread the passage and talk about a treasure that you would like to find. “The clue is ‘last. “Treasure!” Cole said. Grade 5/Unit 5/Week 4 201 . What happens after Cole answers the question correctly? . dear Rose! “The sailor’s friends left to meet him right away. oa. So what do you think he was telling them?” asked Miss Joss. in. She noticed Cole. Miss Joss called on him. Divers took sailboats to fetch gems from the shipwreck and made a fortune. But today he raised his hand. © Macmillan/McGraw-Hill 3.Name Read the passage. 2. Underline words with a long o spelled o. fi fill out an organization map. 202 .Name © Macmillan/McGraw-Hill To help you plan your writing. Did I just step on your foul 6. poodle pot ? foot was not tied so the wind whipped across my face. I did not want my feet to get wet. Go back and circle the oo sounds in the answer choices above. scooped hood mood fool moon . 1. so I wore bowls 4. They stand for the oo sound in the word took or the oo sound in the word stool. Write the word on the line. A.Name The letters oo can make two different sounds. Draw a line under the word that best completes each sentence. When it is hot outside. blooming B. I look into the dark sky and see the stoop 2. so he made his lunch. Grade 5/Unit 5/Week 5 203 . My room © Macmillan/McGraw-Hill 7. Late at night. books boots . Clem had food fooled at home. harp . Go to your cubby and hang your coat on a hooting 3. The moo hook . sloop in the classroom was very happy. mole 8. Bobby swims in the pool 5. Whale Watch on The Mongoose 5 • There is plenty of room on the smooth-sailing Mongoose. 101 You can depend on The Mongoose for the best whale watch deal! 113 B.Name A. we provide good cookies and juice. It can get cool at night. Oops!// Did the goofy goose drink the whole pool?// 3. Use this passage for a choral reading or Readers Theater. • On evening cruises. Look at the hoof!// It is the foot of a moose. We have room for up to 50 people.// “I have shampoo on my tooth!”// 4. A kangaroo zoomed across the room and shook its foot at a loose balloon. We have moonlight cruises. “Boo hoo!”/ whooped the baboon. Change your voice when you read a question mark (?) or an exclamation point (!). Pause when you see (/) and stop when you see (//). 33 36 • Visit the Whale Watch museum to see harpoons and a real whale’s tooth! 47 49 What should you bring? 53 62 72 83 87 100 • On day cruises. • Wear a good waterproof rain slicker with a hood because you will probably get wet! • On winter cruises.// 5. every night. Read these sentences aloud.M. wear a good wool sweater. too. © Macmillan/McGraw-Hill 2.// . 1. snack food is provided at no cost. 16 22 • Whale Watches are from noon to 7 P. Can you woof like a snoozing dog?// 204 Grade 5/Unit 5/Week 5 At Home: Reread the passage with a friend and talk about what you learned about The Mongoose. as in forr or car. argument broken 3. its sound changes. dragonfl fly grandfather 4. Todd likes it when his . After school. right market p per personal B. © Macmillan/McGraw-Hill 2. Write this down because it is very 4. r A. Grade 5/Unit 5/Week 5 205 . repetition important 2.Name When a vowel is followed by the letter rr. tells stories from long ago. and I forgave him. . Use the correct word from above to complete each sentence. Example: personal family 1. Mark and I made up after our . Circle the syllables with r-controlled vowels in your answers. I went to the 5. to buy food. 1. I see lots of interesting animals in the 3. rainforest jackrabbit 5. Which word has an r-controlled vowel? Circle the letters that stand for the r-controlled vowels in your answers. will they grow? 3. According to the word origin. Which Latin root did expedition come from? . Can a telescope make something more visible? 5.Name permission tended launch visible expedition solo A. 1. 1. will it begin its voyage? yes 4. what does pedis mean? 206 Grade 5/Unit 5/Week 5 [Latin. from Latin root pedis meaning foot] © Macmillan/McGraw-Hill 2. If you have not tended to houseplants. 1. Vocabulary Words Check yes or no for each question. Will a solo singer sound like three voices combined? no no yes no no yes no B. Can an expedition take place in a jungle? yes yes 6. [n]. If you launch a boat. Is it polite to ask permission? yes no 2. a trip made for a specific purpose or to discover something 3. Where does the word expedition come from? expedition ex•ped•i•tion. Vocabulary Strategy: Word Origins Use this dictionary entry to answer the questions that follow. Up.” use the Fact and Opinion Chart to record facts and opinions you find fi in the selection.Name As you reread “Up. and Away!!!. Opinion © Macmillan/McGraw-Hill Fact Grade 5/Unit 5/Week 5 207 . they didn’t give up. They decided to restart and launch again in 1978.Name Read the passage. © Macmillan/McGraw-Hill 3. Circle the multisyllable words that contain rr-controlled vowel sounds. But like good troopers. expedition permission tended 208 Grade 5/Unit 5/Week 5 At Home: Read the passage aloud and talk an exciting trip you would like to take. 4. What is one fact in the first paragraph? . No balloon had flown from the United States to France before! Who made this first ever flight? Maxie Anderson and Ben Abruzzo were friends. Ben and Maxie were both brave pilots who tended to like adventure. people rushed to look at and photograph a gas-powered balloon as it became visible just above Paris. This time the friends made history. Maxie wanted to try the expedition solo. Then complete the questions. In 1977. A Famous Flight Across the Atlantic In 1978. 2. They deserved to celebrate! 1. What are two opinions in the last paragraph? 5. So Maxie took Ben along.000 kilometer flight. Underline words in the passage with the oo sounds. If you are on the . but his wife was concerned. as in book k or scoop. you are on the trip. they departed on the 5. She did not give permission. It failed. fi fill out an organization map.Name © Macmillan/McGraw-Hill To help you plan your writing. 209 . What effect has watching nature had on humans? Explain with text evidence. Our beds are similar to nests. How Nature Teaches Us Humans get many great ideas from watching nature. we see how the water moves sticks. By watching birds gather sticks and twigs to form a nest. For example. What is the effect of rushing water in a stream? Put a box around the effect. leaves. Beavers make dams in order to stop the flow of water and form a pond or small lake. Watching water rush downstream.Name Read the passage. What need may have caused humans to make dams? Underline the cause in the passage. We make some dams to hold the water that goes to our homes. for example. We learned to use the water’s movement to push wheels that give power to a motor. 2. people may have learned about making dams from watching beavers at work. 210 End-of-Unit Additional Instruction Grade 5/Unit 5/Week 3 . and other items. © Macmillan/McGraw-Hill 3. we may have gotten the idea for mattresses. The first mattresses for humans were even stuffed with straw! 1. Then complete the questions. Then Jenna flashed her light on Cass and Simone’s tent. and Cass read: “GO TO BED. 3. End-of-Unit Additional Instruction Grade 5/Unit 5/Week 4 211 . I can use the flashlight!” Cass poked her head out of their tent and flashed her light on Jenna and Lin’s tent. Summarize the events of the plot. This gives a clue to the setting. What is the setting of the story? © Macmillan/McGraw-Hill 2. they sang their favorite songs and told scary stories. it was time for bed. On the soft grass near her parents’ bedroom window. and Lin came over. “May I invite some friends to camp in the backyard? We have two tents!” Her mom agreed.” Simone giggled.Name Read the passage. Simone asked her mom. “I just flashed. Cass. “I know!” said Cass. either. Finally. That evening. 1. Jenna.” Cass said. A Camping Trip One summer day. “At camp. ‘WAKE UP!’” she said. “I guess I won’t sing anymore tonight. Jenna and I learned Morse code to send messages. but Simone and Cass were not tired. Which two characters affect the plot the most? Put a box around the names where they fifirst appear in the story. Then complete the questions. Simone showed them how to pitch tents. As the moon rose. laughing. Seeing balloons is still a thrill. Then complete the questions. Gas balloons came with their own dangers. Put a box around an opinion in the third paragraph. if the gases mixed with air.Name Read the passage. For example. 1. For example. During a large sporting event. Underline two facts in the fifirst paragraph. early hot-air balloons were not strong enough to fly for long periods of time. Gas-Powered Balloons Flying in balloons is exciting! But when balloon flight first started. though. People found that using a gas that was lighter than air could help a balloon work better. hot-air balloons were often unsafe. safer gas balloons are still visible in the skies. a fire could start. you might see a blimp filled with helium gas just below the clouds. Also. © Macmillan/McGraw-Hill 3. This could be terrible! Today. the fire to heat the balloons sometimes burned the fabric above it. 2. Reread the following opinion in the second paragraph: “This could be terrible!” What fact does the author use to support the opinion? 212 End-of-Unit Additional Instruction Grade 5/Unit 5/Week 5 . Hint: This word has short i sounds and a prefi fix. Use the hint below each sentence to help you. 1.Name A. 4. The napkin holder was liked it! Hint: This word has three syllables. Hint: This word has a Latin root. The meal tasted Hint: This word has a vowel sound the same as book. © Macmillan/McGraw-Hill 2. 1. vaca tion 5. ability in 4. but Kate’s mom still that I was ? End-of-Unit Additional Instruction Grade 5/Unit 5/Weeks 1–5 213 . Carter’s to run quickly made him fifinish last in the race. The book had such a good excited for Iris to fifinish reading it. im perfect 2. 5. sion conclu 3. Are you going to the beach with us for a Hint: This word has two long a sounds. 3. . Combine the word parts to make a word. Now use words from above to complete these sentences. cooked un B. . Pick an a tree. Then use the words from above to complete the sentences and fill in the puzzle. We use s horses. Read the clues. and bubble. 2. 1 Across 1 1. Pete carved a w doll. Jim uses n knit. Mine was good. Circle the syllable with the schwa ending in your answers. Underline the syllable with the schwa ending in the words below. 3 4 3 4 Down 1. to 2 3. 4. A. 2 . It can be heard in the ending of words such as waiter. I write l s to Mom. wooden apple saddles motor needles letters bagel slogan older better B. Con is o than Bob. from that 5. but his was b .Name The schwa is a vowel sound that can be found in fifinal unaccented syllables. Turn on the car’s m 2. 214 Grade 5/Unit 6/Week 1 3. r angel. © Macmillan/McGraw-Hill 5 . 4. I ate a b on the with butter. Insects were eating all of the food in the fields. 51 Friendly dogs would bark until people ran away. “No one can speak with a wild beast.Name A.” 107 “She’s lying!” said the king. and she 13 could hear them. and end punctuation. Read these words to yourself. All over town. She could talk to animals. 125 © Macmillan/McGraw-Hill B. One day Arden took a long trip to see the king and queen. When sheep got thirsty they would hop on 38 their hind legs. Then have your partner time you. She 59 73 wanted to tell them how her talent could help the town. Arden had a very rare talent. Grade 5/Unit 6/Week 1 215 . Arden saw animals doing peculiar things that 17 27 confused most people. too.” 120 “That’s impossible!” agreed the queen. “I can explain why the animals are acting this way. As you read. stops. Do it two more times to see if you can beat your score! battle ever bottle look shook enter open taken soot pool eagle able pickle hoot roof ripen after funnel loop hoof tickle safer broken tool cook Record Your Scores Time 1: Time 2: Time 3: At Home: Reread the passage and talk about the benefits of Arden’s talent.” said 84 96 Arden. “I can speak with the animals and tell them to behave. pay attention to pauses. Use the word importantt in one sentence.Name When -antt is added to the end of a word. The attendant in the parking lot smiled at us. Write two sentences about feelings. + = 5. Jane will cook dinner. For example. A. and Paul will be her assistant. + = important 3. + = 4. Pollutants in the water can harm animals and humans. Use the word hesitantt in the other. 2. ignore becomes ignorant. Pay attention. 216 Grade 5/Unit 6/Week 1 . Why are you so hesitant to do what you are told? hesitate – + = hesitant 2. it can change the meaning of the word. Fill in the missing parts to make the word in bold. © Macmillan/McGraw-Hill 1. because this is very important. 1. – + + = B. 4. a space boy from Mars B. © Macmillan/McGraw-Hill 1. 2. Vocabulary Strategy: Synonyms Underline the synonym that gives a context clue to the meaning of the bold-faced word. The pace of city life is quick and bustling. 1.Name peculiar communicate innocent bustling deserve A. The child was honest and innocent. Grade 5/Unit 6/Week 1 217 . peculiar strange normal odd 2. Which is more peculiar? Tell why on the lines below. a. 3. bustling silent fast lively 3. I wrote an e-mail to communicate and share my ideas. deserve earn waste worthy of 6. innocent at fault harmless blameless 5. Vocabulary Words Circle the word or phrase in the group that does not belong with the bold-faced word. a human boy from Earth b. communicate write speak silence 4. The man was dressed oddly and had a peculiar way of speaking as well. ” use the Character and Plot Chart to write down how the characters affect the events of the plot.Name As you reread “The Girl Who Talked to Animals. Plot © Macmillan/McGraw-Hill Character 218 Grade 5/Unit 6/Week 1 . ” Prince Pindle was smitten! He knew he’d found his perfect princess. What is your name?” “I’m Hester. “Please share how you do it. “I’m really a princess. A Princess for Prince Pindle A princess was arriving to meet Prince Pindle. . it is peculiar bustling At Home: Reread the passage and talk about the order of events in the plot. She stiffened. 2. © Macmillan/McGraw-Hill 3. or -en. “I’m just the assistant. but Ellen turned away. The prince smiled expectantly. What event causes Prince Pindle to notice the jester? 5. Then complete the questions.” she said. What kind of a person is Prince Pindle? Explain with examples. The ballroom was bustling. I know. and fell asleep. but I would be happy to show you. A bugle blew! In walked Princess Ellen with four attendants.” Later they walked in the garden. yawned. innocent Grade 5/Unit 6/Week 1 219 . Underline words with the schwa sound heard with -el. If something is unusual or different. Ellen rolled her eyes.” the jester said. A show began. Prince Pindle wandered over to communicate with the juggler. 1. “a peculiar princess. -le.Name Read the passage. a girl jester juggled ten blue bottles. Circle words with the suffix -ant. 4. Hester admitted she was no real jester. Just then. “That’s a pleasant trick!” Pindle said. -er. Grade 5/Unit 6/Week 1 .Name © Macmillan/McGraw-Hill To help you plan your writing. fi fill out a sequence chart. 1. Underline the words with the same vowel sound as brown and sound. Write the letters that make the vowel sound on hear in now the lines.Name Sometimes the letters ow w and ou stand for the sound heard in brown and sound. Jon will out the trail before we hike it. it is time to fifinish your chores. power poke Grade 5/Unit 6/Week 2 221 . . 2. took trowel 4. bent down 2. Underline the word in each pair that has the same vowel sound you w and loud. cake for dessert. we will have 3. bow use loud towel tool owl crown went cube scout town pond now pound coat clown B. At Chip’s party. ground grand 3. What is full of holes. cloudy cooking 5. The queen wore a gold 4. Now use the correct words from above to complete each sentence. 1. A. but still holds water? A ge! 1 2 3 4 © Macmillan/McGraw-Hill C. Write the letters from the boxes above on the lines below to answer the riddle. Uncle Logan held the tent pins secure while Dad hammered them.” Mom said. Record your scores below. Becky helped her unroll the huge tent. don’t worry. It was in a clearing surrounded by tall trees. then talk about what you think will happen. Soon the tent was fastened to the ground. 124 Record Your Scores First Read: Words Read Time Second Read: Words Read Time Rate too slow too fast just right Paid attention to periods. They found the perfect spot to pitch their tent.” “Camping can teach you about looking out for each other. commas. and her Uncle Logan had to agree. Her older brother. .” added Dad. Lance.Name A. After breakfast. they all drove to Big Bend. end punctuation never sometimes always Accuracy skipped words self-corrected read every word Read with feeling never sometimes always 222 Grade 5/Unit 6/Week 2 At Home: Reread the passage. 9 20 32 44 50 62 73 86 88 99 111 122 “This will be the best trip ever!” Becky said. © Macmillan/McGraw-Hill B. Have a partner time you as you read the passage. “Can you give me a hand over here?” asked Mom. Partners Use this chart to check your partner’s reading. “Now. “We’ll be staying at the hotel down the road if you need us. The three of them would be camping alone in a national park. knowing mono (one). Write two sentences. The town newsletter is sent out biweekly every other Saturday. + = 5. bii (two). 2. and triplet. binoculars. Ed is giving his old tricycle to his little sister. + = tricycle 3. For example. Jan saved her money to get a bicycle.Name Knowing the meanings of Greek and Latin roots can help you define fi many words. Fill in the missing parts to make the word in bold. + = © Macmillan/McGraw-Hill B. and trii (three) can help you defi fine monotone. Grade 5/Unit 6/Week 2 223 . A monoplane has only one set of wings. 1. A. + = triangle 4. 1. Use the word bicycle in one sentence. Use the word triangle in the other. A triangle has three sides. mono + plane = monoplane 2. It is completely surrounded on all sides by weeds. 224 Grade 5/Unit 6/Week 2 by something. After studying the house for many weeks. feeling when she entered the old house. When something is 3. Todd had to into his house. . Vocabulary Words Use the correct word from above to complete each sentence. I 3. 5. you may © Macmillan/McGraw-Hill The house at the end of our street is eerie in a haunted-house kind of way. In the woods. 1. After reading a lot about birds. I have concluded that I never want to go inside it. When the rain started. Fortunately. . To keep the sail that they are smart. it may be frightening. B. Use the correct vocabulary word from above to complete each sentence. Rats scuttle and bustle around it at all hours. 1. by trees. we were 2. Underline the context clues that help you understand the meanings of the bold-faced words. If you are 2. it is all around you.Name surrounded secure concluded scuttle eerie A. on your pillow at night. there is a huge lock on the front gate that secures the house from visitors! . Vocabulary Strategy: Context Clues Read the paragraph. If you hear a bug jump out of bed. we had to tie many knots in the rope. Terry had an 4. Character Setting Problem © Macmillan/McGraw-Hill Events Solution Grade 5/Unit 6/Week 2 225 .” use the Story Map to identify the problem and how the characters solve it.Name As you reread “An Outdoor Adventure. Underline the words with the same vowel sound as round and brown. “Wow!” Justin exclaimed. What is the problem in the passage? 4. He heard whooshing noises of wind. water. . What is the solution to the problem? 5. They arrived. eerie At Home: Reread the passage and talk about the most exciting part about camping and the least exciting part about camping. If you are covered on all sides. secured their tent to the ground. About ten feet away. 1. and went for a short hike.” he began in quiet monotone. Then complete the questions. © Macmillan/McGraw-Hill 3.” he said. The Sounds Outside Justin and his dad were camping out on the south rim of the Grand Canyon. a rock squirrel was scrounging nuts from his dad’s backpack! Justin concluded that it would be a good idea to hide food supplies better next time. Circle words with the Latin roots unii and bii and the Greek root mono. “Let’s go take a look. Justin saw they were surrounded by shapes that cast eerie shadows. and sounds he could not name. “What are those strange noises?” Dad turned on a flashlight.Name Read the passage. “Dad. you are surrounded 226 Grade 5/Unit 6/Week 2 concluded . pointing it to face the noise. His dad didn’t seem to notice things scuttle around the way Justin did. Justin became afraid of the power of the outdoors. 2. The canyon’s beauty was unique. “I can’t wait to use my binoculars!” As the moon rose. fi fill out a cluster map. Grade 5/Unit 6/Week 2 227 .Name © Macmillan/McGraw-Hill To help you plan your writing. Then complete the questions. © Macmillan/McGraw-Hill 3. Princess Mabel got an idea. But when Muzzle took a nap in the middle of Main Street. Underline Princess Mabel’s idea to fifix the problem.” When Muzzle stomped. While the king was away. Muzzle the Monster came to bother the kingdom. So Princess Mabel told the people. The Monster in Mabel’s Kingdom This is the fifirst event in the plot. he was hard to ignore. Muzzle sneezed and giggled all the way out of town. Put a box around the names of the two main characters. “Let’s just ignore him. No one could move that big monster. Feathers flew! They flew up the monster’s nose and gave his underarms a tickle. 228 Mid-Unit Additional Instruction Grade 5/Unit 6/Week 1 . She carried her biggest feather pillow to town and tore it open. and rattled around. roared. When the king returned he asked.Name Read the passage. Mabel gave all the people earplugs. 2. List the five main events of the story. “Was all quiet while I was away?” Princess Mabel coughed up a feather. The people only smiled. 1. This is a problem in the story. Mid-Unit Additional Instruction Grade 5/Unit 6/Week 2 229 . Juanita had it. Summarize the problem and solution below. An owl hooted. while their parents read in the tent. The Hike Story Mari.” Mari said. Juanita. Juanita suggested they explore. That night. A wind picked up. their mom called out. © Macmillan/McGraw-Hill 3. and Patti had talked their parents into a camping trip. After walking a few minutes. Was that rain? Suddenly a flashlight clicked on. “Mom and Dad said to stay right here by the tent. Mari whispered. Then complete the questions. She flashed the light around.” she said. ten feet away! “We sure didn’t get very far!” Just then. “I would never walk without one. Underline the problem in the second paragraph. What is the fifirst step in the solution? Put a box around this. 2. the sisters realized they were lost.Name Read the passage. “I told you this would happen! How do we get back?” Just then a twig snapped. and there was the tent. But against their parents’ wishes. Juanita and Patti wanted to walk a little way in the dark woods. 1. Read the clues. Underline the digraphs in the words below. This is called a consonant digraph. Circle the consonant digraphs in your answer. 3 2 ll on the beach. w Other consonant digraphs include th. W o your hands before dinner. party graph birth thorns shell think pain photo step tea wash when phone whisper B. the letters sh stand for the sound in the word show. ph. and wh. Roses have sharp 2.Name Sometimes two consonants together stand for one sound. 1 4 3. Down 3 2. For example. Across 1 1. Then use the words from above to complete the sentences and fi fill in the puzzle. To show results of the poll. A. © Macmillan/McGraw-Hill 1. We must is asleep. Grade 5/Unit 6/Week 3 . I found a or 2 . make ag . . to a baby sp since the child 3. She gave b boy. Mom wants to take a family 4. Do it two more times to see if you can beat your score! birth bath when apple sound photo phony throw better fowl shell while shout bagel cloud thorn phrase graph broken howl shy think whirl wooden owl Record Your Scores Time 1: Time 2: Time 3: At Home: Reread the passage several times to a family member and talk about what is wrong about bullying. though. So if you get mad. Bullying is a big deal. As you read. we need to understand the facts about 32 bullies and bullying. No one learns well in a school when surrounded by bullying. Everyone in school knows about bullies. Bullies may say mean things or make 108 119 teasing faces and gestures. Read these words to yourself. 79 91 you know not to hit another person. In classrooms. pay attention to word accuracy. You know that hitting someone does harm. Someone is bullied on a playground once every 58 seven minutes.Name A. 123 © Macmillan/McGraw-Hill B. A bully. A bully is someone 10 who mistreats another person on purpose. Words can also hurt. Thousands of kids in this country are 35 47 bullied every day. Then have your partner time you. push. may hit. Grade 5/Unit 6/Week 3 231 . 104 or kick another person. In order to rid our 21 schools of this problem. bullying happens about twice every 67 hour. The comedy show was very 232 Grade 5/Unit 6/Week 3 . Fill in the blanks with the words from above that best complete each sentence. Example: ous j yous joyous joy 1. he uses a very fifirm tone of voice. ous humor 2. ous danger 4. The tour guide was 2. Examples are delicious and poisonous. ious fur 3. © Macmillan/McGraw-Hill B. ous nerv to the guests. I am about making the speech in front of the entire class. and -ious are found in words that are used to describe something.Name The suffixes -ous. -eous. . . Riding your bike without a helmet is 3. A. eous court 5. . Circle the suffix in your answers. 1. Combine the puzzle pieces to make a word. 4. When my dad is 5. Name A. Jimmy was to me. Do not get overly nervous. because people Grade 5/Unit 6/Week 3 233 . but what did you 5. When you succeed at something. The traffic guard yelled “ were still crossing the street. You can thrive at baseball when you are sleeping. true false 3. matter. It is easier to make a report when you are not anxious. ? !” to the cars. They may succeed in solving the crime because of your help! Use the correct vocabulary word from above to complete each sentence. you should halt. 2. about starring in his fifirst big role. A car should come to a halt at a red light. If you witness a crime. Stopping and telling the police exactly what you saw is important. you at it. Vocabulary Strategy: Context Clues Underline the context clues that help you figure out each of the vocabulary words. Susan told us what happened. An anxious person is relaxed. you witness it. © Macmillan/McGraw-Hill 2. make 3. or other gestures. This information helps police thrive. Sometimes even small details like a simple movement of the hand. true false 4. 4. If you see a crime. If you do not want to yell over the crowd. 1. Vocabulary Words Check true or false for each statement. A child who makes gestures at you is ignoring you. 5. true 1. You will be better able to give a good account of what happened. true false true false false B. ” use the Fact and Opinion Chart to help you determine whether the author is supporting opinions with fact.Name As you reread “The Truth About Bullies. Opinion © Macmillan/McGraw-Hill Fact 234 Grade 5/Unit 6/Week 3 . Name Read the passage. witness it. By showing off in front of witnesses. halt Grade 5/Unit 6/Week 3 235 . Circle words with -ous. or use force to get others to work. -ious. Leaders. unlike bullies. wh. A leader does not punish. 2. dangerous actions. often numerous times. “Good leaders are important. th. Then complete the questions. According to experts. Be a Leader. and sh. or -eous. To stop something from happening is to thrive At Home: Reread the passage to a friend and talk about how you can prevent bullying and encourage leadership. © Macmillan/McGraw-Hill 3. a serious leader looks for strengths and uses them. Not a Bully A bully is someone who harms another.” Is this a fact or an opinion? 4. Underline words with digraphs ph. Bullies do not understand that being mean is not the same as being strong. bullies think their behavior shows strength. weaker person. are people who use their power and abilities to help people do good work. Their continuous abuse may include harsh phrases. Why do bullies do these monstrous things? Bullies thrive on attention. Be a leader and not a bully! 1. Good leaders are important. hitting. What persuasive facts does the author use to support opinions? 5. Instead. Leaders help halt bullying by showing bullies why they need to stop outrageous. The author says. tease. a good leader works for the team and sees who has the best skills for a task. or other mean acts. Grade 5/Unit 6/Week 3 . fi fill out a sequence chart.Name © Macmillan/McGraw-Hill To help you plan your writing. It is cool in the shade. long legs. downhill handshake feedback B. I keep my books on shelves in my . but it is hot in the . bookcase bathrobe headline 8. unheated hardboiled sunlight 3. Write the word on the line. Examples include the short e in pett and the long e in me. he has a very strong . 1. Grade 5/Unit 6/Week 4 237 . you must not .Name Vowels can stand for more than one sound. When Uncle Dan introduces himself. When I am speaking. The doll has long arms. Circle the long vowel sounds in the answer choices above. powder pencilcase notebook 6. Other examples are the short o in gott and the long o in go. Maisy wore a ring with her in it. Rich kept a list of places he wanted to visit in his . fifingernails baseball afternoon 4. Draw a line under the word that best completes each sentence. and even long . behave interrupt boil 2. Will you go on the swings with me at the ? underneath basement playground 5. cookbook birthstone bathtub © Macmillan/McGraw-Hill 7. A. 71 83 94 108 122 One day as the three of them worked together. In the northern lands. Have a partner time you as you read the passage. Rose lived with her grandchildren. end punctuation never sometimes always Accuracy skipped words self-corrected read every word Read with feeling never sometimes always 238 Grade 5/Unit 6/Week 4 At Home: Reread the passage with a family member and talk about how people used all parts of the animals they hunted. Partners Use this chart to check your partner’s reading. Rose told Byron and Holly something important. Record your scores below. She 26 37 taught them to melt snow for cooking and laundry.Name A. She taught 48 them to use waterproof skin from seals to make warm clothes. It was about the whales that lived far out in the sea. 23 whom she raised. “They are a treasure. They give us their bones so we can make tiny needles and big boats. They give us meat to eat all winter. Byron and Holly.” 133 RECORD YOUR SCORES First Read: Words Read Time Second Read: Words Read Time Rate too slow too fast just right Paid attention to periods. .” she told them. “We depend on the whales. © Macmillan/McGraw-Hill B. commas. She 60 helped them carve pointed spears so they could hunt for meat. a family lived in a small wooden cabin 12 on the bay. Rose taught Byron and Holly all they needed to know. They can help you understand the meaning of the word. The test was 5. willful winter B. quickly blackboard 2. Fill in the blanks with the word from above that best completes the sentence. She was a . you might get sick. ponytail misread 3. playground replace 5. Grade 5/Unit 6/Week 4 239 . girl and always needed to get her way. Which word has a prefi fix or a suffix? Write the word and show the prefi fix or suffix. A. incomplete nowhere 4. Circle the prefi fix or suffix in your answers. 1. I was late. his frown with a smile. If you 4. so she lost points on it.Name Prefifixes and suffixes are often added to a root word to change its meaning. Example: unhappy un/happy ppy uncle 1. Curt tried to © Macmillan/McGraw-Hill 3. so I ran very 2. the label. Vocabulary Strategy: Word Origins Use this dictionary entry to answer the questions that follow. delitt and. from Latin. 1. Very pleasing to taste or to smell. reflection fl mirror darkness light 4. a. 1. vanished leave fade away seen 3. delicious tasteless yummy good 2.Name A. meaning “to charm”] . According to the word origin. Where does the word delicious come from? delicious de•li•cious. 3. depend distrust rely count on 6. [adj]. a monster B. majesty queen humble royalty 5. their best pals b. Who would people rather depend on? Tell why on the lines below. Which Latin word did delicious come from? [Old French. delectare. 1. Vocabulary Words Circle the word or phrase that does not belong in the group. what does delectare mean? 240 Grade 5/Unit 6/Week 4 © Macmillan/McGraw-Hill 2. © Macmillan/McGraw-Hill What Does the Character Do and Say? What Happens to the Character? Theme Grade 5/Unit 6/Week 4 .Name As you reread “Proof of Goodness. so you can fi find the story’s theme. and what happens to them.” use the Theme Chart to write down what the characters say and do. ” Dad said. The land had vanished! “Are we lost. © Macmillan/McGraw-Hill 3. The sun was rising in all its majesty. 1. Caitlin Sees a Whale Caitlin and her dad saw a golden reflection on the water.Name Read the passage. What is the theme or message of the story? 5. After a long day out. The sun is in the southwest. Just then. . Caitlin caught a striped bass! It would be delicious when they cooked it for dinner. Her dad smiled. Circle multisyllable words with prefixes fi and suffixes. The whale disappeared. vanished majesty At Home: Reread the passage with an adult and talk about things in nature you have seen. they were sailing smoothly. Underline words that have long vowel sounds. 2. so we head the other way!” Soon they were about one kilometer from shore. Dad?” Caitlin asked. “But not too closely!” She took a photograph of the whale leaping out of the water. Soon. Something that can no longer be seen has refl flection 242 Grade 5/Unit 6/Week 4 . in the distance. “It’s unsafe to go on a chase unless you know how to get home. It was a whale! “Let’s follow it!” said Caitlin. Who are the characters? Explain what each character does. 4. “We can steer home by the direction of the sun. Caitlin looked around. a large hump rose up out of the water. Then complete the questions. fi fill out a sequence chart.Name © Macmillan/McGraw-Hill To help you plan your writing. Grade 5/Unit 6/Week 4 . Draw a line under the word that best completes each sentence. it is overcast 7.Name The same vowel can sound long or short. like the a in bake. Bakers use shine . Lois flflowed the car at the red light. Write the word on the line. Ellen liked the sea but didn’t like it when her feet. Jake wore a game smock 5. My favorite food tastes swim anthill to make muffins. Tina gave her teacher an apple wheat 3. sweet 4. stopped paid when he painted to protect his shirt. outrage to play outside in the rain. Go back and circle the short vowels in the answer choices above. Ron wore his yellow raindrop frame . season table got stuck on seaweed B. chat 6. raincoat bone . raincoat rainbow 8. A. When the sky is full of clouds. Make sure to notice if a vowel sounds long. airplane . like the a in back. 244 Grade 5/Unit 6/Week 5 © Macmillan/McGraw-Hill 2. 1. or short. We gave a standing hand to the band on the sand.Name A. 139 B. they are 68 82 extremely rare. Use this passage for a choral reading or Readers Theater. Read these sentences aloud. Mary Elaine’s Logbook on the Alvin 06 February 5 My name is Mary Elaine Stafford. Did Jim skin his shin by climbing on a limb?// 3. I hope tomorrow I see something that isn’t destroyed and is still in good condition.// 4. 95 97 110 121 133 February 10 We found fragments of a coral reef that had been broken up by a recent hurricane. It seems the wreck has been in place for a few 64 hundred years! 66 February 8 We just saw a cookie-cutter shark! In this part of the ocean. then make up sentences with a family member and read them aloud. This is my first logbook entry. Change your voice when you read a question mark (?) or an exclamation point (!). © Macmillan/McGraw-Hill 1. 37 February 6 Today we found a shipwreck. Scram.// 5./ ram!// You shouldn’t eat my ham!// 2. They can tear neat wounds in the flesh of other fish. Jake?// Will you shake that rake and bake a cake?// At Home: Reread the passage. I hope to find many 34 things to study. 08 20 I’ve been part of this expedition for one week. The cat sat on a mat until she ran into a rat. Pause when you see (/) and stop when you see (//). Grade 5/Unit 6/Week 5 245 . The damage was extensive and we 38 50 decided to investigate. It’s sad how natural disasters can destroy such beautiful sea life. I thought your answer was . Dad is 4. 1. lesson misbehaving 4. 246 Grade 5/Unit 6/Week 5 . tolerant calendar 5. but you were right! of our kidding around. . so she was grounded for © Macmillan/McGraw-Hill 2. Example: unlike un/like beyond 1. Circle the prefi fix or suffix in your answers. applesauce enormous 3. Circle the word that has a prefix fi or suffix. Then write the word on the line with slashes between the syllables. A. That tower is not just large. It’s 5. Fill in the blanks with the word from above that best completes the sentence. Mike studies a lot because he cares about his 3. ! . education balloon B. Prefifixes and suffixes may change a word’s meaning.Name Words with many syllables often have prefixes fi and suffixes. incorrect backbone 2. My sister was a week. 3. Most people would be happy about car damage. I have a necklace with a sea-green-colored marine stone. true true false false 4. 6. When I make a request. plane as Mom towed 4. It is dangerous to mix chemicals. Vocabulary Strategy: Latin Roots Use a Latin root from the box to complete the words in the sentences. I give you something. I want to get a used bike. I went scuba diving and saw many tic plants in the sea. If you tract too many bricks.Name investigate chemicals energy snatching damage request A. true 1. 2. I got to stand on an me in a motor boat. Snatching food from a baby is a nice thing to do. One way to investigate is to ask questions. 3. Grade 5/Unit 6/Week 5 247 . false true true false false B. sub aqua 1. 5. the tower will fall down. 5. © Macmillan/McGraw-Hill 2. but I don’t want to get anything that is standard. We have thirty different fifish in our rium. Last summer. Vocabulary Words Check true or false for each statement. ” use the Summary Chart to write down the most important details.Name As you reread “Alvin: Underwater Exploration. Beginning End Grade 5/Unit 6/Week 5 © Macmillan/McGraw-Hill Middle Summary 248 . Use them to help you write a summary of the selection. The desire to learn more about our world keeps inventors busy. now there is an undersea lab called the Aquarius. 5. You could stay under water for only as long as you could hold your breath. When we want to know more about something we request investigate At Home: Reread the passage with a family member and talk about inventions that are helpful to you. 2. Divers can leave and investigate reefs. Underline words in the second paragraph with long vowel sounds. List two important details in the passage. It was built so that humans can live and work for weeks in a tank deep under water without damage to their bodies. The invention of air tanks changed all that. Use the details to write a summary of the passage. Humans can even stay dry while sitting outside on a “wet porch. To do longer studies of sea life. The Aquarius: An Undersea Laboratory Most of what people could know about ocean life came from snatching glances. Air tanks hold chemicals that allow divers to submerge their bodies and stay under water for some time. Then complete the questions. damage Grade 5/Unit 6/Week 5 249 . Who knows what other ways we will find to study sea life? 1.” which is like an upside-down glass bowl.Name Read the passage. it. Circle multisyllable words with prefifixes and suffixes in paragraph one. © Macmillan/McGraw-Hill 3. 4. But diving has limits. for example. fi fill out a sequence chart.Name © Macmillan/McGraw-Hill To help you plan your writing. 250 . When you are older. or another trusted adult. He or she is an adult that a kid can trust. share a meal. 1. A mentor is often a coach. What is the writer trying to persuade the reader to do? How do you know? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ End-of-Unit Additional Instruction Grade 5/Unit 6/Week 3 251 . or do an activity. a mentor can make a big difference. The kid and the mentor might meet at school or at a team practice. Being a Mentor Sometimes kids do not have adults they can talk to.Name Read the passage. Then complete the questions. you might want to be a mentor. Underline the fifirst fact about mentors in the first paragraph.” How does the author support this opinion? ________________________________________________________________ ________________________________________________________________ © Macmillan/McGraw-Hill 3. A mentor is a person who gives support to another person. for example. For kids like these. The author says “a mentor can make a big difference. a friend’s parent. Just having someone to chat with can give a kid a real boost. They can talk about life. Studies show that mentors can have a good effect on young people. a teacher. 2. ” Jeff did not see animals as being in families. 3. What a character says can help you fifind the theme. As Jeff watched. The baby whales stuck close by the bodies of their mothers. I think of all of us together.Name Read the passage. Underline what Jeff’s grandfather tells him about whales in the story. When Jeff got older. One weekend at the old beach house. 2. What is the theme or message of the story? Use text evidence to support it. “Look at the whales!” his grandfather would say. “When I see the whales. Put a box around what Jeff watches in the second paragraph.” 1. “Whales have families. he thought. Jeff watched the whales traveling south with their newborn calves. he missed watching whales with his grandfather. too. “They really are families. Then complete the questions. huge baleen whales often came close to the shore. I can think of my grandfather. Visiting the Whales When Jeff stayed at his grandfather’s beach house. not like his. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 252 End-of-Unit Additional Instruction Grade 5/Unit 6/Week 4 © Macmillan/McGraw-Hill ________________________________________________________________ .” He told his mom. If you want to be an astronaut. It is never too soon to start training! 1. If this kind of life sounds exciting. ________________________________________________________________ © Macmillan/McGraw-Hill ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ End-of-Unit Additional Instruction Grade 5/Unit 6/Week 5 253 . Astronauts learn how to live in small spaces where there is no gravity. 3. 2. or taking a rocket into space.Name Read the passage. Astronauts study math and science and learn to be pilots. To explore the sea. Underline the fifirst important detail from the second paragraph. find out more. you must learn how to sail and dive. Use important details to help you summarize the passage. Training to Explore Space Some people dream of diving in the sea. Cross out the unimportant detail from the fifirst paragraph. A big part of being an astronaut today is living on a space station. you have to learn how to live in space. Then complete the questions. They also must work well in teams. They must also be able to use many tools to make repairs. curious pamphlet 3. secure impress 4. Miss Blatt’s classroom Hint: This word has a Latin root. Hint: This word has two short vowels.Name A. Use the hint below each sentence to help you. servant suspend 2. Josh was about what was in the box. the prepared dinner for the rich family. Which word has a prefix fi or suffix? Write the word and circle the prefix fi or suffix. 4. Hint: This word has three syllables. Hint: This word has two closed syllables. so he ripped it open quickly. 3. ! 5. 1. tremble assistant unpinned p B. He will the class with his wonderful project. Now use words from above to complete these sentences. Example: unpinned seasick 1. birdbath courageous 5. . 254 End-of-Unit Additional Instruction Grade 5/Unit 6/Weeks 1–5 © Macmillan/McGraw-Hill 2. In the story. this week is Phil. I think that fifirefi fighters are Hint: This word has a long a vowel sound.