Grade 3-Wonders Reading Writing WorkshopText

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Use what you have

learned to unlock
the Wonders of reading!
Cover and Title Pages: Nathan Love
www.mheonline.com/readingwonders
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Graw Education
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ISBN: 978-0-02-119111-6
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11 12 13 14 DOW 19 18 17 16 15
CCSS Reading/Language Arts Program
Program Authors
Diane August Jan Hasbrouck
Donald R. Bear Margaret Kilgo
Janice A. Dole Jay McTighe
Jana Echevarria Scott G. Paris
Douglas Fisher Timothy Shanahan
David Francis Josefina V. Tinajero
Vicki Gibson
Me
Graw Education
Hill
Bothell, WA • Chicago, IL • Columbus, OH • New York, NY
The Big Idea
How can learning help us grow? 16
me
V o c a b u la ry .............................................. 20
Bruno's New Home............ 22
Com prehension Strategy: Visualize......................28
Com prehension Skill: Character.............................. 29
(tl) Stockdisc/PunchStock; (tr) Stockbyte/PunchStock; (c) John Hovell; (b) Richard J o h n so n
Genre: Fantasy..................................................................30
Vocabulary Strategy: Synonyms.............................. 31
Writing: Ideas....................................................................32
Week 2 * Traditions
V o c a b u la ry .............................................. 36
E H S E H * T h e Dream Catcher..................38
Com prehension Strategy: Visualize......................44
Com prehension Skill: Sequence.............................. 45
Genre: Realistic Fiction...................................................46
Vocabulary Strategy: Context Clues......................47
Writing: Word Choice..................................................... 48
V ’*
Go Digital! Find all lessons online at http://connected.mcgraw-hill.com/
Week 3 * Communities S: '
V o c a b u la ry ........................................................................ 52
Room to Grow.............................. 54
Com prehension Strategy:
Ask and Answer Questions.........................................60
Com prehension Skill: Sequence.............................. 61
Genre: Narrative Nonfiction.........................................62
Vocabulary Strategy: Compound Words 63
Writing: Organization..................................................... 64
Week 4 * Inventions
V o c a b u la ry ............................................................... 68
Mary Anderson's Great Invention . . . .70
Com prehension Strategy: Ask and Answer Questions............. 76
Com prehension Skill: Cause and Effect...........................................77
Genre: Biography.........................................................................................78
Vocabulary Strategy: Metaphors....................................................... 79
Writing: Word Choice.................................................................................80
Week 5 * Landmarks
84 .
1
86 1
1
90
91 a
92 3
{
93 ■A
94
mifr ■
Unit
2
Figure It Out
The Big Idea
What does it take to solve a problem? 96
iim-
V o c a b u la ry ........................................... 100
E B E JZ S 3 ® Anansi Learns a Lesson.. 102
Comprehension Strategy: Make Predictions. 108
Com prehension Skill: Theme.................................. 109
Genre: Folktale............................................................. 110
(t) Elwood Smith; (c) Janet Broxon; (b) Tristan Elwell
Vocabulary Strategy: Antonyms............................I l l

Writing: Word Choice................................................ 112
Week 2 * Immigration
V o c a b u la ry ........................................... 116
E S S E S ® Sailing to A m erica 118
Com prehension Strategy: Make Predictions. 124
Genre: Historical Fiction.......................................... 126
Vocabulary Strategy: Similes................................ 127
Writing: Word Choice................................................ 128
,
am >
m
Go Digital! Find all lessons online at http://connected.mcgraw-hill.com/
V o c a b u la ry ........................................... 132
ESBSESB Every Vote Counts! 134
Com prehension Strategy: Reread........................140
Com prehension Skill: Author's Point of View. 141
Genre: Expository Text.............................................. 142
Vocabulary Strategy: Prefixes................................ 143
Writing: ideas..................................................................144
IIS- n .ju .sr;*,
Week 4 * Survival
V o c a b u la ry ...........................................
■iHmin>r niivir mr - muninmi
FfflTffliTITfr Kids to the Rescue!

Com prehension Strategy: Reread.....................
Com prehension Skill: Author's Point of View.
Genre: Expository Text..............................................
Vocabulary Strategy: Suffixes..............................
Writing: Organization................................................
Week 5 * Figure it Ou
Poetry W o r d s ........................................ 164
E & Z S l E m p a n a d a D a y ........................166
Genre: Limerick and Free Verse................................ 170
Com prehension Skill: Point of View......................171
Literary Elements: Alliteration and Rhyme . . . 172
Vocabulary Strategy: Similes................................ 173
Writing: Ideas............................................................... 174
7
The Big Idea
Why are individual qualities important? 176
Week 1 * Be Unique
V o c a b u la ry ........................................... 180
U T g ri;B T » Inchworm's Tale.............. 182
Com prehension Strategy: Visualize....................188
Comprehension Skill: Problem and Solution. 189
Genre: Folktale............................................................. 190
Vocabulary Strategy: Synonyms............................191
Writing: Sentence Fluency...................................... 192
(t) Jago Silver; (b) Peter Fergu son
Week 2 * Leadershi
V o c a b u la ry ........................................... 196
E S S E S * Jane's Discovery...............198
Com prehension Strategy: Visualize................... 204
Com prehension Skill: Cause and Effect 205
Genre: Historical Fiction............................................ 206
Vocabulary Strategy: Idioms..................................207
Writing: Word Choice...................................................208
& _ _ _ _ _
8 / f v O Go Digital! Find all lessons online at http://connected.mcgraw-hill.com/
Week 3 * Discoveries
V o c a b u la ry .................................................................................................212
K iE ffiC T iffT m E a r t h a n d Its N e ig h b o r s ..............................214
Com prehension Strategy: Summarize.......................................... 220
Com prehension Skill: Main Idea and Key Details................... 221
Genre: Expository Text............................................................................222
Vocabulary Strategy: Suffixes........................................................... 223
Writing: Organization.............................................................................. 224
Week 4 * New ideas A
V o c a b u la ry ......................................................................228
B a ts D id It F i r s t ........................230
Com prehension Strategy: Summarize 236
Com prehension Skill:
Main Idea and Key Details........................................ 237
Genre: Expository Text.................................................238
Vocabulary Strategy: Root W ords........................239
Writing: Organization...................................................240
------------------------------------------------------------
Week 5 * Value the Past

V o c a b u la ry ......................................................................244
n m m a m t im e . ;
(t) Michael Durham/Minden Pictures; (b) Nik W heeler/Alam y
T h e L o n g R o a d to O r e g o n ..............................246
Com prehension Skill: Sequence............................251
Vocabulary Strategy: Suffixes................................253
Writing: Voice..................................................................254
Unit
4
The Big
What are different ways to meet challenges?. .256
Week 1 * Choices 1
V o c a b u la ry ............................................ 260
E H H E S l Nail So up ...................................... 262
Comprehension Strategy:
Ask and Answer Questions...................................... 266
Comprehension Skill: Point of View..................... 267
Genre: Folktale............................................................... 268
Writing: Voice................................................................. 270
Week 2 * Skills and Talents

(t) Michael Moran; (c) Gerardo S u z a n ; (b) Marcin Piw ow arski
m
272
V o c a b u la ry ............................. 274
The Impossible Pet Show....... 276

Ask and Answer Questions . 280
Com prehension Skill: Point of View. 281
Genre: Realistic Fiction........................... 282
Vocabulary Strategy: Prefixes.......... 283
Writing: Ideas............................................ 284
10 /*,< > Go Digital! Find all lessons online at http://connected.mcgraw-hill.com/

Week 3 * Adaptations 286
V o c a b u la ry ......................................................................288
E SSSE SE B Gray Wolf! Red Fox! 290
Com prehension Strategy: Reread........................294
Compare and Contrast...............................................295
Vocabulary Strategy: Sentence Clues................. 297
(t) Darrell Gulin/Stone/Getty Images; (c) Everett Collection/SuperStock; (b) Diverse Im ages/Universal Images Group/Getty Im age s
V o c a b u la ry ...................................................................... 302
B E E B E S E * Firsts in Flight............................ 304
Com prehension Strategy: Reread........................ 308
Com prehension Skill: Cause and Effect 309
Genre: Expository Text................................................. 310
Vocabulary Strategy:
Multiple-Meaning Words........................................... 311
Writing: Organization....................................................312
iwSrt
Week 5 * Inspiration
Poetry W o r d s ..................................................................316
E SB SE SSB Ginger's Fingers 318
Genre: Narrative and Free Verse..............................322
Literary Elements: Repetition and Rhyme— 324
Vocabulary Strategy: Metaphor............................325
Unit
The Big Idea

Take Action
What are ways people can take action? 328
Meek 1 * Lets Trade! 330

V o c a b u la ry ............................................ 332
Juanita and the Beanstalk ............................334

Comprehension Strategy: Summarize 338
Comprehension Skill: Point of View..................... 339
Genre: Fairy Tale............................................................. 340
Writing: Sentence Fluency........................................ 342
Week 2 * Reese and Recycle 344

V o c a b u la ry ............................................ 346
E 2 m m » T h e New Hoop ..........................348
Com prehension Skill: Point of View..................... 353
Genre: Realistic Fiction.................................................354
Vocabulary Strategy: Flomographs..................... 355
12 Go Digital! Find all lessons online at http://connected.mcgraw-hill.com/

Week 3 * Teaming Oi
V o c a b u la ry .................................................................................................360
E SB B E SE B Rescue Dogs Save the D ay ........................362
Com prehension Strategy: Ask and Answer Questions 366
Com prehension Skill: Author's Point of View..............................367
Genre: Expository Text............................................................................368
Vocabulary Strategy: Sentence Clues............................................ 369
Writing: Organization.............................................................................. 370
Week 4 * Good Citizens 372

V o c a b u la ry ...................................................................... 374
Dolores Huerta:
Growing Up Strong ...............................................376
Ask and Answer Questions.......................................380
Com prehension Skill: Author's Point of View. .381
Genre: Biography............................................................382
Vocabulary Strategy: Prefixes and Suffixes 383
Writing: Organization................................................... 384
Week 5 * Ener Arthur Schatz/Contributor/Time & Life Pictures/Getty Im ages
V o c a b u la ry ................................................................................................... 388
E B S B > TAM£ ! Here Comes Solar Power .....................390
Com prehension Strategy: Ask and Answer Questions 394
Com prehension Skill: Cause and Effect...........................................395
Genre: Expository Text.............................................................................. 396
Vocabulary Strategy: Homophones................................................. 397
Writing: Voice............................................................................................... 398
13
Unit
6
The Big Idea

How do we decide what's important?, .400
Week 1 * Treasures 402

V o c a b u la ry ............................................................. 404
E E S E 3 S P Athena and Arachne ......................................406
Comprehension Strategy: Make Predictions..............................410
Comprehension Skill: Theme.............................................................411
Genre: Myth/Drama................................................................................412
Vocabulary Strategy: Root W ords...................................................413
Writing: Sentence Fluency................................................................... 414
(t) Photolife/a.collectionRF/Getty Images; (tc) Image Source/Getty Im a g e s ; (b)Stacey Schuett
Week 2 * Weather
V o c a b u la ry ............................................ 418
E S S E S * The Big Blizzard.............. 420
Com prehension Strategy: Make Predictions. 424
Com prehension Skill: Theme..................................425
Genre: Historical Fiction............................................ 426
14 / I^ O Co Digital! Find all lessons online at http://connected.mcgraw-hill.com/

Week 3 * Learning to Sacceed
V o c a b u la ry ............................................ 432
E Rocketing Into Space . . . . 434
Com prehension Strategy: Reread....................... 438
Com prehension Skill: Problem and Solution. 439
Genre: Biography........................................................... 440
Vocabulary Strategy: Greek and Latin Roots. 441
\ Week 4 * Animals and You

V o c a b u la ry ............................................... 446
IH J Z T J ill# Butterflies Big and Sm all . .448
Com prehension Strategy: Reread............................ 452
Compare and Contrast....................................................453
Genre: Expository Text......................................................454
Vocabulary Strategy: Context Clues........................ 455
Writing: Organization........................................................456
(t) NASA/JPL; (c) Don Farrall/Photographer's Choice RF/Getty Images; (b) Daryll Collins
Poetry W o r d s ......................................... 460

I M I I I I l f l l t f r T h e Camping T rip ................. 462
Genre: Narrative Poem.................................................466
Com prehension Skill: Point of View..................... 467
Literary Elements: Rhythm and Rhym e.............468
Gram m ar H a n d b o o k ................................ 472

15
The More I Know
T he m o re I know, i
T he m o re I grow .
It’s an e a sy e q u a tio n to so lv e if I try,

A s k in g a n d le a rn in g h e lp m e u n d e rs ta n d W H Y .
T he m o re I know,
T he m o re I W A N T to know.
It’s an e a s y e q u a tio n w ith o u t a d o u b t,

W o n d e r in g a n d le a rn in g h elp m e fig u re t h in g s out.
— George Samos
.The
Big Idea1
How can learning
help us grow ?“
Weekly Concept Storytime
Essential Question
What can stories
teach you?
Go Digital!
Read
and Learn
Hi. I'm Katie. Reading is so much fun. I love to
read stories for many different reasons.
► Stories make me laugh.

► They teach me how to do new things.
► Stories inspire me to learn about other people.
Talk About It
Write words you have learned
about stories. Talk with a
partner about other things you
can learn from stories.
Vocabulary
U se th e p ic tu re a n d th e se n te n c e to ta lk w ith
a p a rtn e r a b o u t each w o rd .
co n ce n tra te
Tom can c o n c e n tra te in the quiet
Jk\ library.
N am e p la c e s where you can
Dog Productions/Photolibrary; (be) Photononstop/SuperStock; (b) JLP/Jose Pelaez/Corbis
concentrate.
d is c o v e r y
Matt and June made a fun d isc o v e ry
at the beach.
W h at fun discovery have you m ade?
e d u c a te d
Jan w ent to school to be e d u cate d .
W hy d o es som eone b eco m e
(t) Mike Kemp/Photolibrary; (tc) Yellow
ed u cated ?
20
e ffo rt
Learning to ski takes lots of hard
w ork and effort.
N am e som ething e ls e th at
t a k e s e ffo rt.
im p ro v e d
Sam's soccer skills im p ro v e d with
practice.
Tell how you improved a t doing
something.
i n s p ir e d
My grandm other in s p ire d me to
learn to knit.
X Pictures/Getty Im age s
Who h a s inspired you to try
som ething new?
(t) Cultura Creative/Alamy; (tc) Deepak Budhraja/Corbis; (be) Jose Luis Pelaez/Corbis; (b) Jupiterimages/Brand
s a tis fie d
I am happy and sa tisfie d w ith the
good job I did.
W h at word m ean s alm ost the sa m e
a s s a t is fie d ?
Youp Turn
Pick three words. Then w rite three
questions for your partner to answer.
Go Digital! Use the online visual glossary
21
J J r u n o shivered. A frosty w ind blew
through the forest. Bright red and orange
leaves danced around the trees. His paw s
felt like blocks of ice. It w as almost winter.
Bruno needed a warm , safe place to
hibernate, and he needed it now.
Bruno moved slow ly through the
woods. He grumbled and growled to
himself. Finding a new place to sleep w as
harder than he thought.
Bruno climbed up a small hill. He
hiked around a pond and walked on a
path. No place w as right. Finally he made
an exciting discovery.
Bruno spotted a cave in the side of a rocky hill.
It w as perfect except for one thing. He couldn't fit
through the opening. It w as blocked with a pile of dirt
and tangled roots.
Bruno sat down to think. "I'll just dig out some of
this dirt and make the entrance bigger," he thought.
"Then I can finally get to sleep."
Bruno dug and dug with his huge paw s, but the
dirt w as packed down hard. It took a lot of hard work
and effort. He pulled and pulled at the tree roots.
The roots were strong and too tough to rip out.
Bruno stopped to rest. His paw s ached. They were red
and sore. Suddenly he heard a loud sound. "Crack!"
Bruno turned quickly and saw a small squirrel
eating a nut. He stopped eating and smiled at Bruno.
"You look like you need help," said the squirrel.
Bruno sighed. "I have been trying to fit into this
cave, but it's hopeless. I've been digging and digging,
but I haven't improved the opening at all."
"I'm Jack, and I can help," said the squirrel.
"But you are too sm all," said Bruno.
Jack told Bruno to sit down and rest. Bruno sat and
yaw ned as Jack scampered away. A few minutes later,
he came back.
25
"What you need is a book," said Jack. "Reading
can help you become educated. Books are filled with
knowledge." He handed Bruno a thick red book.
Bruno moved to a bright, sunny spot. He put on his
glasses and tried to concentrate on the story. He paid
careful attention to the plot.
The story w as about a lion and a mouse. The lion
thought the mouse w as too small to help him.
One day the lion got caught in a net. The mouse
chewed the net's ropes and helped the lion escape.
"Well, the lion in this story learned an important
lesson," said Bruno. "I think I did, too."
The story inspired Bruno. The mouse had sharp
teeth, and so did Jack. Jack could help.
The new friends made a fine team. Jack chewed
through the thick roots and Bruno dug out the dirt.
They worked together all afternoon. Finally, Bruno
could fit through the opening.
"A re you satisfied and happy with your cozy new
home?" asked Jack.
"I sure am !" said Bruno. "A n d I learned something,
too. Good friends come in small packages."
Make Connections
Talk about the story of the lion and the
mouse. How did it help Bruno solve his
problem? e s s e n t i a l q u e s t i o n
s h o w y o u a n d y o u r f r i e n d s h e lp
lO ther. TEXT TO SELF
Visualize
Look for colorful words as you read "Bruno's New
Home." Use these words to visualize, or form pictures,
in your mind.
© j Find Text Evidence

Why does Bruno need to find a new home? Use the
details in the first paragraph on page 23.
page 23
Bruno shivered. A frosty

wind blew through the
J J r u n o shivered. A frosty w ind blew forest. His p ows felt
through the forest. Bright red and orange
leaves danced around the trees. H is paw;
like blocks o f ice. From
felt like blocks of ice. It w a s almost winter.
Bruno needed a w arm , safe place to
these details, I can
hibernate, and he needed it now.
figure out how cold
Bruno m oved slow ly through the
woods. H e grumbled and grow led to Bruno feels. He needs
himself. Finding a new place to sleep w as
harder than he thought. to find a warm home
Bruno climbed up a sm all hill. He
hiked around a pond and w alked on a so he can hibernate.
path. N o place w as right. Finally he m ade
an exciting discovery.
«. O ^ u M ii
How does Bruno make the cave's entrance bigger?

Reread the story. Visualize w hat happens. Then
answer the question.
John Hovell
28
Character
A character's actions and feelings make the events in a
story happen. Traits are the special ways the character
behaves.
Find Text Evidence

Bruno is the main character in the story. I will reread
page 23 to find out what he wants and how he feels.
Character: Bruno
W ants or Needs Feeling s
Bruno needs a new Bruno is cold, tired,

home for the winter. and grumpy.
A ctio n s Traits
Reread "Bruno's New Hom e."Think about

w hat Bruno does next. W hat are his actions?
What are his traits? Visualize and fill in the
graphic organizer.
29
Genre
Fantasy
The story "Bruno's New Home" is a fantasy. A fa n ta sy :
• Has characters, settings, or events that do not
exist in real life
• Has illustrations that help tell the story
• Teaches a lesson
jO ) Find Text Evidence

I con tell that "Bruno's New Home" is a fantasy. The
characters are animals that talk and read. The story
teaches a lesson. Illustrations show the story could not
happen in real life.
page 25
Illustrations Illustrations give

more inform ation. They show
the characters doing things
that are not real.
Bruno turned quickly and saw a small squirrel

eating a nut. He stopped eating and smiled at Bruno.
"You look like you need help," said the squirrel.
Bruno sighed. "I have been trying to fit into this
Your Turn
cave, but it's hopeless. I've been digging and digging,
but I haven't im proved the opening at all."
"I'm Jack, and I can help," said the squirrel.
"But you are too small," said Bruno.
Describe two exam ples from
Jack told Bruno to sit down and rest. Bruno sat and
yawned as Jack scampered away. A few minutes later,
"Bruno's New H om e"that help
he came back.
you know it is a fantasy. Tell
your partner.
30
Synonyms
Synonym s are words that have the same m eaning. In
"Bruno's New Home,"you may read a word you don't
know. Use its synonym to figure out w hat it means.
Find Text Evidence

On page 23, I'm not sure what grum bled means. I see the
word growled in the same sentence. I know that grow led
means " to make a deep, rumbling sound." I think
grum bled and growled are synonyms. They have alm ost
the same meanings. Now I know what grum bled means.
He grumbled and growled

to himself.
CiOV'-ftB0R4^.
Find synonym s for these words from "Bruno's

New Home."
b rig h t, page 26
sa tisfie d , page 27
Talk about w hat each word means with a partner.
John Hovell
31
lu e d b
Readers to...
Writers use interesting details in their w riting to share
ideas. They focus on a single m om ent or event. Reread
this passage from "Bruno's New Home."
Expert Model
Focus on an Event Bruno dug and dug with his huge

Find one event in the paw s, but the dirt w as packed down
story. What details
hard. It took a lot of hard w ork and
did the author use to
effort. He pulled and pulled at the
tell about the event?
tree roots.
The roots were strong and too tough
to rip out. Bruno stopped to rest. His
paw s ached. They were red and sore.
John Hovell
32
Editing Marks
M ake a capital letter.
Writers A
M ake a small letter.
Add a period.
Add.
|
y Take out.
Katie wrote a story about her cat. Read
Katie's revisions. G rammar; Handbook
S e n te n c e T y p e s
See page 474.
Student Model
^ A Sonny Pay
M a m a C at s a t on the walk.
hot
The sun was shininq. She stre tch e d
A ©
and sm iled ? I saw her four kitte n s
A
playing in the cool grass. Then a
d a rk cloud blew across the sun. 1

a big, wet drop of Your Turn
fe lt rain on my head. It s ta rte d to
5? Identify an event.
rain. It was tim e to go ins id e Q S ' Find the details.
S ' Tell how revisions
improved Katie's
By K atie ISA. w riting.
33
Essential Question
What can traditions teach
you about cultures? £
Go Digital!
My fam ily and I live in Alaska. Today my
grandpa is teaching us how to drum and
use traditional Yupik dance fans.
► Traditions are passed down in my

fam ily.
► Traditions help me learn about my
culture and custom s.
► My fam ily's traditions make me proud
Write words you have learned about

traditions. Then talk with a partner about
how your fam ily shares traditions.
Traditions
Vocabulary
U se th e p ictu re a n d th e se n te n c e to ta lk w ith
c e le b r a t e
Jim and his friends like to ce leb rate
the Fourth of Ju ly together.
How do you like to c e le b r a te ?
co u rage
Firefighters show bravery and
c o u ra ge .
W h at word m ean s the sa m e a s
c ou rage?
(t) Blend Images/Masterfile; (tc) Radius/Supertock; (be) Superstock/Purestock/Superstock; (b) Emilio Ereza/Alamy
^ ' s a P P P,lr >.t,rP £,!?.^ Jason felt d is a p p o in t m e n t when it

rained.
How would you show disappointm ent?
p r e c io u s
This p re c io u s necklace is special to
my grandm other.
W h at d o es the word precious mean?
36
r e m in d
Mom w ill re m in d me to clean
my room.
When do you n eed som eone to
remind you to do som ething?
s y m b o ls
The eagle and the flag are s y m b o ls
of our country.
N am e so m e sy m b o ls you know.
t r a d it io n
Our Sunday tr a d itio n is eating
dinner together.
N am e a tradition th a t people s h a r e
Your Turn
wm
37
Genre •Realistic Fiction
Essential Question
W h a t can tra d itio n s teach
yo u a b o u t c u ltu re s?
Read how Peter learns about

his culture.
Richard John son
eter walked home from school. Salty tears ran
down his cheeks, and his stomach hurt. He didn't
know what to do. Grandmother w as waiting for
him on the front porch.
"W hat's wrong, Biyen?" said Peter's
grandmother. Biyen w as the Ojibwe name for Peter.
He called her Nokomis, which means grandmother.
Peter looked up. "I have to give a presentation
where I talk about a fam ily tradition. I know we
have lots of beliefs and customs. Can you remind
me of one?"
Nokomis smiled and nodded her head.
'Come with m e," she said.
39
WM
Peter followed Nokomis. She went to a
closet and stretched to reach the top shelf.
She pulled out a small box and blew
aw ay the dust. She handed it to Peter.
"Open it," she said.
Peter opened the box. He spotted a
wooden hoop inside. It w as in the shape
of a circle. String w as w oven and twisted
around the hoop. It looked like a spider
web. A black bead sat near the center.
Feathers hung from the bottom.
Peter w iped aw ay his tears
and smiled.
Richard J o h n so n
"This is a dream catcher," said Nokomis.
"O ur people have made these for many
years. Circles are symbols of unity and
strength. Let's hang it over your bed tonight.
It w ill catch your bad dreams in the web,
and your good dreams w ill fall through the
center. Maybe it w ill give you courage to do
your presentation."
"C an I take this one to school?"
asked Peter.
"N o, Biyen," said Nokomis. "This dream
catcher is precious. I got it when I w as your
age, and it means a lot to m e."
Peter felt disappointment because he wanted
to share the dream catcher with his class.
'We could make you one/' said Nokomis.
'I'd like that!" cried Peter.
Nokomis and Peter worked together and made
a dream catcher. That night, as he gazed and looked
at the dream catcher over his bed, he made a plan.
The next morning he told Nokomis his plan.
"I'm going to show m y class how to make a dream
catcher," he said.
Richard J o h n so n
"That's a great idea!" said Nokomis. "Let's
celebrate after your presentation. I w ill bake corn
cookies and w e w ill have a traditional Ojibwe party."
Peter shared his dream catcher with his classmates
and showed them how to make their own. Peter
didn't feel nervous or scared at all. He felt pride in his
culture. He felt pride in himself, too.
Make Connections
What tradition did Peter learn
about? How did it help him?
ESSENTIAL QUESTION
What traditions do you take

part in? t e x t t o s e l f
Visualize
Use details to help you visualize the characters and
their actions in "The Dream Catcher." Form pictures in
your mind as you read.
)j Find Text Evidence

How does Peter feel at the beginning of the story? Use
the details in the first paragraph on page 39.
I con visualize how

Peter feels at the
beginning o f the story.
He walked home. Salty
tears ran down his
cheeks. His stom ach
hurt. These details help
■I eter walked home from school. Salty tears ran
me figure out that Peter
down his cheeks, and his stomach hurt. He didn't
know what to do. Grandmother was waiting for
feels sad and upset.
"W hat's wrong, Biyen?" said Peter's
How did Peter feel when he first saw the dream catcher?
Reread page 40. Visualize w hat happened. Then answer
the question.
Comprehension Skill
Sequence
A character's actions make up the plot, or events, in a
story. Plot events are told in the order they happen. A
plot always has a beginning, m iddle, and end.
£5) Find Text Evidence

At the beginning o f the story, I read to see whot the
characters say and do. Then I read on to see what
happens in the middle o f the story.
Character
Peter and Nokomis
The e v e n ts are
in se q u e n ce , or
tim e order.
Beginning
Peter is crying. Nokomis a sk s him

^ jO V V A B O J fy
what is wrong. He says he has to

give a presentation at school. Your Turn
M iddle Reread pages 42 and 43.
Nokomis shows Peter a dream What happens at the
catcher. Then they make one. end of the story? List the
events in order in your
graphic organizer.
I Go Digital!
Use the interactive graphic organizer
J
45
Realistic Fiction
"The Dream Catcher" is realistic fiction. R e alistic
fiction:
• Is a made-up story that could really happen
• Has a beginning, m iddle, and end
• Has illustrations and dialogue
^ f) Find Text Evidence

"The Dreom Catcher" is realistic fiction. I know because
the events could really happen. It also has realistic
illustrations and dialogue.
Illustrations Illustrations
give more inform ation or
details about characters and
setting.
Dialogue Dialogue is w hat the
| characters say to each other.
\eter walked home from school, i
down his cheeks, and his stomac ^ VVABOff^
know what to do. Grandmotl^M^fs waiting f<
"What's wrong, Biyen?" said Peter's
grandmother. Biyen was the Ojibwe name for Peter.
He called her Nokomis, which means grandmother.
Peter looked up. "I have to give a presentation
where I talk about a family tradition. I know we
have lots of beliefs and customs. Can you remind Find two things in the story
me of one?"
Nokomis smiled and nodded her head.
"Come with me," she said.
that could happen in real life.
Tell your partner w hy "The
Dream Catcher" is realistic
fiction.
46
Context Clues
If you come across a word you don't know, use context
clues. Look at other words in the same sentence. They
can help you figure out the word's m eaning.
P ) Find Text Evidence

I read this sentence on page 39. I'm not sure I know what
the word presentation means. I see the words talk about.
This clue helps me figure out what presentation means.
A presentation is a talk or speech.
Find context clues. Figure out the m eanings

of these words,
w o v e n , page 40
g a z e d , page 42
Talk about which nearby words helped you
figure out their m eanings.
Richard J ohn son
47
Writers use lively words and interesting details to help
readers see and feel the events in a story. Reread this
passage from "The Dream Catcher."
Expert Model
Details Peter opened the box. He spotted a

Find details that wooden hoop inside. It w as in the shape
describe an event. of a circle. String w as w oven and twisted
What words did the
around the hoop. It looked like a spider
author use to tell
web. A black bead sat near the center.
about the event?
Feathers hung from the bottom.
Peter wiped aw ay his tears and
smiled.
Richard J ohn son
48
Editing Marks
Add a period.
A Add.
y "lake out.
Ada wrote a story about a fam ily

tradition. Read her revisions. Grammar^Handbooks
C o m m an d s and
E x c la m a tio n s
See page 474.
Student Model
My Family Tradition \
Every year in M ay, my fam ily
goes to a big p a rty on our street.

O cy
It is so much f u n r M y grandm other
gives me beads to wear. F irs t we

traditional
eat lots of food. Then we sinq and
_ A
o
dance 1 can't wait! Come -0
A S' Identify words that
describe.
to the p a rty with me.
S ' Identify a com m and.
By Ada H. S ' Tell how revisions
im proved the w riting.
49
Weekly Concept Communities
^ Essential Question
^ How do people from different
cultures contribute to a community?
Go Digital!
m aking a
David is sharing his culture with the

people in his com m unity.
► Learning about different cultures

is im portant.
► Different cultures make a
com m unity more interesting.
► Com m unities grow when people
share their cultures.
Write words you

have learned
about cultures
Com m unities
and com m unities.
Talk about w hat
you can learn from
other people.
Vocabulary
U se th e p ic tu re a n d th e se n te n c e to ta lk w ith
a p a rtn e r a b o u t each w ord .
My fam ily a d m ir e s my good

test grades.
W h at do you adm ire about a frien d?
c la s s m a t e
Don and his c la s sm a te Maria always
eat lunch together.
W h at things do you do with a
c la s s m a te ?
Pics
c o m m u n it y
(t) Radius Images/Alamy; (tc) Wealan Pollard/Alamy; (be) Jim West/Alamy; (b) SW Productions/Design
Many people in my c o m m u n ity

w ork together.
W h at do you like about your
community?
c o n t r ib u t e
Mom will c o n trib u te clothes to
people who can use them .
W h at could you contribute to a
b a k e s a le ?
52
p r a c t i c in g
Kyle has been p ra c tic in g and now
TT he can play lots of songs.
W h at skill can you improve by
practicin g?
p ro n o u n ce
Cindy can p ro n o u n c e her name in
another language.
How do you pronounce your
la st nam e?
Our dog hides during storms

because he is scared.
(t) Inti St. Clair/Photodisc/Getty Images; (tc) Creatas/PictureQuest; (be) Talena Sanders/Flickr/Getty Images; (b) Food and Drink/Superstock
W h at do you do when you
fee l s c a r e d ?
t u m b le d
The ripe tom atoes tu m b le d out of
the big basket onto the ground.
W h at d o es tum bled mean?

53
Shared Read Genre •Narrative Nonfiction
Room.
to Q.-f>OW
(flowers) Japack/am anaim agesRF/Corbis; (bkgd) Wetzel and Com pany; (c) Margaret Lind m ark
Essential Question
H o w d o p e o p le fro m d ifferent
cu lture s co n trib u te to a c o m m u n ity ?
Read how one fam ily helps their
com m unity grow.
S P ^ in ^ i n c i- fc g
M y name is Kiku Sato. Last spring, m y fam ily

and I moved from the country to the big city.
Our new home in Portland had no yard. There
wasn't even a tiny plot of land. So Mama made an
indoor garden. First she and Papa planted seeds in
pots. Then they hung them from hooks. Next they
crammed plants onto shelves. Green vines tumbled
over desks. Soon our house had plants everywhere.
At first I w as scared to start school. I w as afraid no
one w ould be m y friend. But I soon met a classmate.
Jill Hernandez and I were practicing reading aloud
one day. She helped me say her last name, and I
helped her pronounce mine. The next day w e were
best friends. Jill spent lots of time at m y house.
w a^ n gto n
PENDLETON
PORTLAND
^ SALEM
KEY
• crrv
+ c a p it a i.
RIVER
'ASHLAND
of Oregon
jtn idea J<otp oai®den
One afternoon, Jill and her mother came to visit
Mama and Papa and me. First they saw our beautiful
potted plants. Jill's mother said, "Jill admires your
indoor garden. She has told me so much about it."
We all sat down while Mama served tea. First
she put green tea into the tea bowl. Then she added
hot water and stirred. She handed the bowl to Jill's
mother and bowed.
(flowers) Japack/amanaimagesRF/Corbis; (bkgd) Wetzel and Company; (c) Margaret Lindm ark
56
"M y mother taught me how to make tea," said
Mama. "She also taught me how to plant a traditional
Japanese garden. I learned to make the most of a
small, compact space."
A ll of a sudden, Jill's mother smiled. "C an you
help us with a project?" she asked. "O ur community
wants to plant a garden. Our plot is very small. There
is so much w e want to grow."
Papa looked at Mama, and they both bowed.
"Yes," they said.
57
JT o a ip d e n q t p o v S
First we had a meeting with the community.
Everyone agreed to contribute. Some people brought
seeds, tools, and dirt. Then the next day we met and
started our garden.
Papa built long, open boxes. Next, we filled them
with dirt. The tallest box went close to the back wall.
The boxes got shorter and shorter. The shortest box
w as in the front. "A ll the plants w ill get sunlight
without making shade for the others," Mama said.
Jill and I planting seeds

Then, we used round, flat stones to make a rock
path. Papa said that in Japan, stones are an important
part of a garden. Finally, we planted the seeds.
Jill and I worked in the garden all summer. Our
community grew many different vegetables. At
the end of the summer, we picked enough to have
a cookout. Mama brought a big pot of miso and
vegetable stew. Everyone thanked Mama and Papa
for their help. They brought a bit of Japan to Portland.
I was so proud.
ike Connections
at did Kiku's fam ily do to
a their new com m unity?
at parts of their culture
they share?
ENTIAL QUESTION
v can you and your

lily c o n t r i b u t e t o y o u r
im u n ity? t ex t t o self
Ask and Answer Questions
Ask yourself questions as you read. Then look for
details to support your answers.
^ 3) Find Text Evidence

Look at the section "Spring in the City" on page 55.
Think of a question. Then read to answer it.
page 55
I hove a question. Why
§pi®in| in the city
My name is Kiku Sato. Last spring, my family were there so many
Our new home in Portland had no yard. There plants in Kiku's house?
indoor garden. First she and Papa planted seeds in
I read that they did not
over desks. Soon our house had plants everywhere.
have a yard. Mama and
At first I was scared to start school. I was afraid no
one would be my friend. But I soon met a classmate.
Papa planted lots o f
one day. She helped me say her last name, and I seeds. I can answer my
helped her pronounce mine. The next day we were
best friends. Jill spent lots of time at my house. question. Kiku's family
liked to grow things
(flowers) Japack/amanaimagesRF/Corbis; (bkgd) Wetzel and Company; (c) Margaret Lind m ark
and didn't have the

space to do it outdoors.
0vUB°fUr*
Reread "An Idea for a Garden/'Think of one

question. You m ight ask: Why did Jill's mother ask
Kiku's m other for help? Read the section again to
find the answer.
60
Sequence
Sequence is the order in which im portant events
take place. Look for words, such as first, next, then,
and finally. These signal words show the sequence
of events.
Find Text Evidence

In this autobiography, the events are told in sequence.
I see the signal word first in "Spring in the City" on
page 5 5 .1will read to find out what happens next. I will
look for signal words to help me.
61
Narrative Nonfiction
"Room to Grow" is an autobiography. An
a u to b io g ra p h y :
• Is a kind of narrative nonfiction
• Tells the true story of a person's life in order
• Is w ritten by that person and uses I and me
£5) Find Text Evidence

I know "Room to Grow" is an autobiography. It is a true
story written by Kiku about her life. She uses the words I
and me. Kiku's story also has headings and a map.
page 55
Spîn^ in -the ci-ty Text Features

My name is Kiku Sato. Last spring, my family
Our new home in Portland had no yard. There Headings Headings tell w hat a
indoor garden. First she and Papa planted seeds in section of text is m ostly about.
over desks. Soon our house had plants everywhere. Map A map is a flat drawing of
At first I was scared to start school. I was afraid no
one would be my friend. But I soon met a classmate. . a real place.
one day. She helped me say her last name, and I
helped her pronounce mine. The next day we were
best friends. Jill spent lots of time at my house.
Your Turn
Find parts of "Room to
Grow" that show you it is
an autobiography. Tell your
partner w hat you learned
about Kiku and her culture.
62
Vocabulary Strategy
Compound Words
A com pound word has two small words in it. Put
together the m eanings of the two sm aller words.
Figure out the meaning of the com pound word.
^0) Find Text Evidence

I see the com pound word afternoon on page 56. It has
two smaller words, after and noon. I know what after
means. I know noon means 12 o'clock. I think afternoon
means a time after 12 o'clock.
One afternoon, Jill and her mother came to visit.
Your Turn
Figure out the m eanings of these com pound words,
su n lig h t , page 58, "A Garden Grows"
c o o k o u t, page 59, "A Garden Grows"
Writers share their ideas in order and use words
such as first, next, then, and last. Reread this passage
from "Room to G row /Think about how the w riter
organizes ideas.
Expert Model
Sequence
Name two words SpiPinJ in -the ci-b^
that show order. Our new home in Portland had no
How do these words yard. There w asn't even a tiny plot of
help you understand land. So Mama made an indoor garden.
the way the story is
First she and Papa planted seeds in
organized?
pots. Then they hung them from hooks.
Next they crammed plants onto shelves.
Green vines tumbled over desks. Soon
our house had plants everywhere.
Margaret Lindm ark
64
Editing Marks
Writers A
/ M ake a small letter.
Add a period.
Add.
y Take out.
Ed wrote about som ething that
happened to him. Read his revisions. Grammar* Handbook
S u b je c ts See
page 475.
Student Model
y
W hen 1 was young, we live^with
ed
First
my g ra n d m o th e r^ h e lived in
M exico, jthen she moved to Texas.
I went to school there. M y fam ily

o0vubo t4re
Q
liked Texas f Now we have our own
A m
house. W e have a big yard. M y Identify words that

lives with us
show order.
grandm other
S? Identify a subject.
By Ed H.
improved the w riting.
Go Digital!
Write online in Writer's Workspace
65
Weekly Concept Inventions
Essential Question
How can problem solving
lead to new ideas?
A lm o s t every n e w invention starts
with a p ro b le m a n d a new idea.
► In v e n tio n s m ak e our lives better,
► S o m e in v e n tio n s help us learn.
► O the r in v e n tio n s entertain us.
Talk with a partner a b o u t in v e n tio n s

Write w o rd s that tell h o w inventors
th in k up n ew ideas.
Inventions
Vocabulary
U se th e pictu re a n d th e se n te n c e to t a lk w ith
d e s ig n anc| Anc|y are helping to d e s ig n

a picture for the school's new wall.
How would you design something
new?
encouraged
My teacher e n c o u r a g e d us to eat
healthy snacks.
N am e som ething someone has
encouraged you to do.
(t) ERproductions Ltd/Blend Images/Corbis; (tc) JLP/Jose L. Pelaez/Corbis; (be) MBI/Alamy; (b) Cultura Lim ited/SuperStock
e x a m in e
The vet w ill e x a m in e my dog to
make sure he is healthy.
W h at d o es the word exam ine mean?
68
q u a lity
A good q u a lit y helm et helps keep
me safe.
W hy do people buy good quality
things?
Walking my dog is a s im p le and easy

w ay to have fun.
W h at word in the sen ten ce m eans
the s a m e a s sim ple?
so lu tio n
Marco found a s o lu t io n that helped
(t) Cultura Creative/Alamy; (tc) Yukmin/Asia Images/Getty Images; (be) Paul Costello/Taxi/Getty Images; (b) Jose Luis Pelaez/lconica/Getty Im ages
him get better grades.
W h at d o es it mean to find a
solution?
I su b stitu te s
Fruit and popcorn are healthful
s u b s t it u t e s for candy.
N am e two m ore healthful su b stitu te s

fo r sw eets.
Your Turn m mXi:

Co Digitol! Use the online visual glossary
69
Genre •Biography
GREAT
Essential Question
H o w can p ro b le m s o lv in g lead to
n ew id e a s?
Read about how someone solved a
problem and invented something new.
Y oi o u m ight think that a ride in a bus or c a r is
the sam e to d ay as it w as long ago. Th at isn ’t true.
The first ca rs w ere not as fast. T h e y w ere noisy.
C ars d id n ’t even have w in d sh ie ld w ip ers!
W hen it rained, d rive rs rubbed th e ir w in d sh ie ld s
w ith an onion. The oil from the onion w ould repel,
or keep off, rain and sleet. It w a sn ’t the best
so lu tion , but there w ere no b e tte r su b stitu te s.
Nothing else w o rke d . Then a w om an nam ed M ary
A n d e rso n so lved the problem .
It Started with Snow
Mary A n d e rso n g rew up in A lab am a. In the
w in ter of 1902, she w en t to New Y o rk City. It w as
a cold and w in d y day. The sky w as a g ray cu rtain .
Sno w w as a w h ite b lanket on the ground. M ary w as
cold and w et. B e ca u se she w an ted to w arm up and
get dry, she rode a streetcar.
B a c k then, so m e stre e tc a r w in d sh ie ld s had
tw o p arts. Th e y opened w ith a push. From her
seat, M ary w atch ed sn o w and ice build up on the
w in d sh ield . The stre e tc a r d rive r could not see. So,
he pushed open the w in d sh ie ld . This helped him
to see better. A s a result, sno w and ice blew in his
face. Soon his nose and ears w ere ice cu b es.
O th er cars kept sto p p in g , too. S o m e tim e s
the d rive rs hopped out. T h e y w ip ed o ff th eir
w in d sh ie ld s. Then, they got b ack in and drove. A s
a result, tra ffic m oved slow ly.
Malene Laugesen
The Next Step
M ary tho u g h t ab o u t this pro blem . How could
d rivers clean th e ir w in d sh ie ld s w ith o u t sto p p in g ?
Could th ey do it w ith o u t opening th eir w in d sh ie ld ?
B a c k hom e in A lab am a, M ary ske tch e d her idea.
Then she ad d ed notes. She w an te d to e x a m in e her
solution to m ake sure that it w o rked . N ext, M ary did
her own in v e stig a tio n . She looked fo r fa c ts ab ou t
w h at d rive rs needed. She invented a w in d sh ield
w ip e r th at a d rive r could use from insid e the car.
Then she w o rked out a d e s ig n , or plan. On paper,
M ary’s invention looked sim p le . She hoped d rive rs
w ould find it e a sy to use.
Mary had a m odel built. It w as m ade of q u a lity
w ood, rubber, and m etal. Soon the m odel w as
read y to test. It w as fitted on a w in d sh ie ld . The
d rive r m oved a handle inside the car. The handle
cau sed a blade to m ove b ack and forth acro ss
the g lass. It w orked! M ary’s idea w as a gem ! She
felt e n c o u r a g e d and w as sure it w ould sell.
Solving the Problem

M ary’s w in d sh ield w ip e rs so lved a problem .
But it too k m any ye ars before peop le used them .
T h a t’s b e cau se m ost people did not own cars.
B y 1913, m ore people bought and drove cars.
Th o se ca rs had w in d sh ie ld s. F in a lly w in d sh ield
w ip e rs began to sell. D riving b e cam e sa fe r and
e asie r b e cau se of M ary A n d e rso n ’s idea.
S a fe r to D rive
C ars from long ago w ere d ifferen t from ca rs w e
ride in today. Here are so m e m ore inventions that
helped m ake driving safer.
• The first se at belts w ere used in 1885.
• C ars sto p p ed at the first stop sign in 1915.
• C ars first used turn sig n als in 1938.
74
Make Connections
Talk about how Mary Anderson's solution
to a problem led to a new idea, e s s e n t i a l q u e s t i o n
What inventions can you think of that have made

your life better? t e x t t o s e l f
pre teg

Ask yourself questions as you read "Mary Anderson's
Great Invention/Then look for details to support your
answers.
Find Text Evidence

Look at the section "It Started with Snow" on page 72.
Think of a question. Then read to answ er it.
page 72
I h ave a question. W hy
It S ta r te d w ith Snow
M a r y A n d e r s o n g r e w u p in A l a b a m a . In t h e
w in t e r o f 1 9 0 2 , s h e w e n t t o N e w Y o r k C ity . It w a s
did drivers p u sh open
a c o l d a n d w i n d y d a y . T h e s k y w a s a g r a y c u rta in .
S n o w w a s a w h it e b la n k e t o n t h e g r o u n d . M a r y w a s
their w ind sh ield s? I read
c o l d a n d w e t. B e c a u s e s h e w a n t e d t o w a r m u p a n d
g e t d ry , s h e r o d e a st re e t c a r. that w indshields h a d two
B a c k th e n , s o m e s t r e e t c a r w i n d s h i e l d s h a d
t w o p a rts. T h e y o p e n e d w ith a p u sh . F r o m h e r parts, The driver p u sh e d it
se a t, M a r y w a t c h e d s n o w a n d ic e b u ild u p o n t h e
w in d s h ie l d . T h e s t r e e t c a r d r iv e r c o u l d n o t se e . S o , open. This helped him see
h e p u s h e d o p e n t h e w i n d s h ie l d . T h i s h e l p e d h im
t o s e e b e tte r. A s a re su lt, s n o w a n d ic e b l e w in h i s '
fa c e . S o o n h is n o s e a n d e a r s w e r e ic e c u b e s .
where he w as going. N o w
O t h e r c a r s k e p t s t o p p in g , t o o . S o m e t i m e s
t h e d r i v e r s h o p p e d o u t . T h e y w i p e d o f f th e ir
I can answ er m y question.
w i n d s h ie l d s . T h e n , t h e y g o t b a c k in a n d d r o v e . A s
a re su lt, t ra ffic m o v e d s lo w ly . O p e n in g the w indshield
helped the driver see better.
&0VtABOfi4r
Think of one question about Mary Anderson's

invention. You m ight ask: How did it work?
Reread page 74 to answer it.
Malene Laugesen
76
Comprehension Skill
Cause and Effect

A cause is w hy som ething happens. An effect is w hat
happ ens.They happen in tim e order. Signal words,
such as because and as a result, show cause and effect.
Find Text Evidence

O n p a g e 7 2 1 read that M a ry rode a streetcar. This is the
effect. N o w I can find the cause. M a ry w as cold a n d wet.
She w anted to w arm up a n d get dry. The sig n a l w ord
because helped m e find the cau se a n d effect.
Cause Effect
First:
M ary was cold and wet and - M ary rode a streetcar.

wanted to warm up.
Next
Snow and ice built up on the -

streetcar's windshield.
Reread "Mary Anderson's Great Invention." Use signal

words to find more causes and effects. Fill in the
graphic organizer. Make sure events are in time order.
Go Digital!
CGSSWcWJFEm Informational Text
Biography
"Mary Anderson's Great Invention" is a biography.
A b io g r a p h y :
• Tells the true story of a real person's life and is
w ritten by another person
• Is told in sequence, or tim e order
• May have diagram s or sidebars
) Find Text Evidence

"M a ry A nderson's Great Inven tion " is a biography. It is a
true story ab o u t a person's life. It is written by another
person. The events are told in order.
page 73
T h e N ext Step
Text Features
M a r y t h o u g h t a b o u t t h is p r o b le m . H o w c o u l d
d r i v e r s c le a n t h e ir w i n d s h ie l d s w it h o u t s t o p p i n g ?
Diagrams Diagrams are sim ple
C o u l d t h e y d o it w i t h o u t o p e n in g th e ir w i n d s h ie l d ?
B a c k h o m e in A l a b a m a , M a r y s k e t c h e d h e r idea. drawings with labels.

T h e n s h e a d d e d note s. S h e w a n t e d t o e x a m in e h e r
s o lu t io n t o m a k e s u r e t h a t it w o rk e d . N e x t, M a r y d id
h e r o w n in v e s t ig a t io n . S h e lo o k e d fo r fa c t s a b o u t
Sidebars Sidebars give more
w h a t d r i v e r s n e e d e d . S h e i n v e n t e d a w in d s h ie l d
w ip e r t h a t a d r iv e r c o u l d u s e f r o m in s id e t h e car. inform ation about a topic.
T h e n s h e w o r k e d o u t a d e s ig n , o r p la n . O n p ap er,
M a r y ’s in v e n t io n lo o k e d s im p le . S h e h o p e d d r iv e r s
w o u l d fin d it e a s y t o use.
Reread "Mary Anderson's Great

Invention." Find text features.
73
Tell w hat you learned from
each of the text features.
Malene Laugesen
78
^ p i
Metaphors
"The sun is a yellow ball" is a metaphor. A m etaphor
compares two things that are very different. Look for
metaphors as you read.
Find Text Evidence

O n p a g e 7 2 ,1see the sentence "The sky was a gray
curtain." This is a metaphor. It com p ares the sk y to a gra y
curtain. It m e an s that the sky w as dark a n d cloudy. This
m etap hor helps m e picture a dark a n d g lo o m y sky.
t0VVABORArf
Talk about these m etaphors from the story.

What two things do they compare?
S n o w w as a white blanket on the ground.
page 72
S o o n his nose a n d ears were ice cubes.
Malene Laugesen
page 72
79
Writers put their ideas in order. They choose words
that show when things happen. They use words such
as first, next , then, and last. Reread this passage from
"Mary Anderson's Great Invention."
Expert Model
Time-Order Words B a c k hom e in A lab am a, Mary

Find words that ske tch e d her idea. Then she added
show when things notes. She w an ted to exam ine her
happen. How do
solution to m ake sure that it w orked.
these words help put
N ext, M ary did her ow n investig atio n .
ideas in order?
She looked fo r fa cts ab out w h at
d rive rs need ed . She invented a
w in d sh ield w ip e r th at a d rive r could
use from inside the car.
Malene Laugesen
80
Editing Marks
Q Add a period.
A Add.
Take out.
Jim wrote about an inventor. Read his

revisions. Grammar. Handbook
P re d ica te s See
page 475.
Student Model
Garrett Morgan
was an inventor.
G a r r e t M orqan. He invented
A O
things th a t made people safe?"
F irs t he invented the tr a ffic signal.

Then
H e invented a m ask. Feople wear
A
his m a sks to breathe fre sh air.
They wear them to fig h t fires. _we

Your
S ' Identify tim e-order
still use his inventions today,
words.
[0 Find a predicate.
by Jim F.
[0 Tell how revisions
81
Weekly Concept Landmarks
Essential Question
How do landmarks help
us understand our
country's story?
UNDERSTANDING
HISTORY
Martin Luther King, Jr. played an im portant
role in Am erican history. This m onum ent in
W ashington, D.C. honors his life.
► People visit m onum ents to learn about

im portant people and events in history,
► Landm arks and m onum ents help us
rem em ber and understand history.
_ a . _ ■ ■ /
Write words you have

learned about landmarks, Landmarks
Talk with a partner about
how these m onum ents
help people learn about
history.
Vocabulary
U se the p ictu re a n d the se n te n c e to ta lk w ith
carved
A strong river c a rv e d this canyon
out of rock.
W h at other things can b e carved ?
(t) Philippe Widling/Design Pics; (tc) James Forte/National Geographic/Getty Images; (be) Matt Champlin/Flickr Open/Getty Images; (b) Eyewire (Photodisc)/Punchstock
c lu e s
These paw prints are clues that a
dog walked here today.
W h at clues tell you th a t it might
rain?
Diane sat and gazed at the g r a n d

view of the river.
W h at do you think would m ake a
gran d view?
la n d m a rk
The Statue of Liberty is an Am erican
la n d m a rk .
W h at other lan d m ark s can
you name?
84
m a ssiv e
The boaters looked up at the
m a s s iv e stone cliff.
W h at is another word fo r m assive?
m onum ent
This m o n u m e n t honors the leaders
of our country.
D e sc rib e a monument you have seen.
n a tio n a l
The Fourth of Ju ly is a n a tio n a l
holiday.
Images/Getty Images; (b) sodapix sodapix/Getty Im age s

N am e another national holiday.
traces
In the morning we found traces,
or small am ounts, of snow on the
plants.
Pics; (tc) Photodisc/Punchstock; (be) KidStock/Blend
W h at is another word fo r t r a c e s ?
fcOVVABO**^
Your Turn ^?
Pick three words. Write three questions
for your partner to answer.
(t) Patrick Swan/Design
85
Essential Question
H o w d o la n d m a r k s help us
u n d e rs ta n d o u r co u n try 's sto ry ?
Read about w hat one national

landm ark teaches us.
A Natural
Beauty
It is a fam o us l a n d m a r k in the United
S ta te s, and it’s huge! It is one m ile deep
and ten m iles w id e. It w as c a r v e d out of
ro ck by the C o lo rad o River. It stre tch e s
a cro ss p arts of fo ur sta te s. W h a t is it?
It’s the G r a n d Canyon!
Exploring the Canyon

Many to u rists v isit the G rand C anyon.
In fa ct, alm o st five m illion peop le take a
trip to th is n a tio n a l tre a su re e ach year.
P eop le co m e from around the w orld
to hike the d u sty trails. T h e y take boat
rides dow n the C o lo rad o River. Th e y
g aze a cro ss m iles of m a s s iv e red and
brow n cliffs.
N ature lovers v isit the G rand C anyon,
too. T h e y co m e to look fo r anim als.
Th e y p eek at the hund red s of d ifferen t
kinds of p lan ts. T h e y m ay sp o t eag les
and see m ountain lions. T h e y m ay sp y
sn a ke s and sp id e rs, and so m e m ay even
see b ats. So m e v isito rs also co m e to
learn ab o u t the ca n y o n ’s history.
87
History of the Canyon
E xp lo re rs from Euro p e
first sa w the G rand C anyon in
1540. Then in 1857, A m e rican
The Ancient Pueblo people
exp lo rers d isco vered it. lived in cliff houses like these.
Th ey found gro up s of N ative
A m e rica n s living there. O ne S c ie n tists have also found
of th ese gro up s w as the v e ry old ro cks in the Grand
A n cie n t Pueblo people. C anyo n. Th e se ro cks are
The A n cie n t Pueblo so m e of the old est in the
people lived in the can yo n w o rld . T h e y are clu es to how
for alm o st one tho usand the can yo n w as fo rm ed .
years. Th ey w ere fa rm e rs Som e sc ie n tists look for
and hunters. S cie n tists have c lu e s ab o u t the people w ho
found tra c e s, or p arts, of lived there. T h e y have found
th eir old hom es still stand in g . too ls and p ieces of pottery.
\ This map shows where the

A Great Big Park f Grand Canyon is located.
NEVADA
I City
Highw ay
l ARIZONA
Grand Canyon
National Park
88
one
It’s a Landmark m o n u m en t. Then in 1919, the
P resid en t Th eo d o re G rand C anyo n w as d eclared
R o o sevelt visite d the Grand a national park. Th at m eans
C anyon in 1903. He sa w how the land is p ro te cte d . No one
beautiful it w as. He said it can build hom es on it. The
w as a sp ecial place. A s a G rand C anyo n is a place
result, he m ade it a national all A m e ric a n s can enjoy.
Protect the Canyon

It is im portant for people to
take care of national landmarks.
We can do our part by follow ing the
rules when we visit. Anim als and wildlife
are safe there and should not be touched.
Rivers m ust be kept clean.
There is still a lot to learn abo u t this beautiful
landmark. It is im portant that we protect it.
Bighorn sheep
live in the
Make Connections
^ How does the Grand Canyon
teach us about America's story?
ESSENTIAL QUESTION
What do you find most interesting

about the Grand Canyon's history?
Why? TEXT TO SELF
89
Stop and ask yourself questions as you read. Then look
for details to support your answers.
Find Text Evidence

Reread the section "Exploring the Canyon" on page 87.
Think of a question. Then read to answer it.
Exploring the Canyon I hove a question. W hy do

Many tourists visit the Grand Canyon. people visit the G rand C a n y o n ?
In fact, alm ost five m illion people take a
trip to this n a tio n a l treasure each year. I read that people like to hike
People com e from around the world
to hike the dusty trails. They take boat trails a n d take boat rides. They
rides dow n the Colorad o River. They
g a ze across m iles of m a s s iv e red and like to lo ok at the an im als a n d
brown cliffs.
cliffs. They g o to learn ab ou t
Nature lovers visit the Grand Canyon,
too. They com e to look for anim als. its history. N o w I can answ er
They peek at the hundreds o f different
kinds of plants. They m ay spo t eagles m y question. People visit the
and see m ountain lions. They m ay spy
snakes and spiders, and som e m ay even ca n yo n for m a n y reasons.
see bats. So m e visitors also com e to
learn about the can yo n ’s history.
87
Your Turn
Reread "History of the Canyon."Think of one
question. You m ight ask: How do we know
about people who once lived in the canyon?
Read the section again to find the answer.
Comprehension Skill
Main Idea and Key Details

The main idea is the most important point the author
makes about a topic. Key details tell about the main idea.
p Find Text Evidence

W hat details tell ab o u t w hy people visit the G rand
C a n y o n ? I can reread p a g e 8 7 a n d find im portant details.
Then I can figure out w hat these key details h ave in
co m m o n to tell the m ain idea.
Main Idea
Detail
People hike the trails and take ^wabob^

boat rides down the river.
Detail Reread. Find more key

They like to gaze across the details about w hy people
visit the Grand Canyon.
massive red and brown cliffs.
List them in your graphic
organizer. Then use the
Detail
details to figure out the
main idea.
Go Digital!
91
Expository Text
"A Natural Beauty" is an expository text.
E x p o s it o r y text:
• Gives facts and inform ation about a social
studies topic
• Includes text features such as photographs,
captions, sidebars, and maps
0 Find Text Evidence

I can tell that "A Natural B e a u ty " is an expository text. It
gives facts a n d inform ation a b o u t the G rand Canyon. It
also h a s p h o to g ra p h s, captions, a sidebar, a n d a map.
Text Features
History of the Canyon
E x p lo r e r s fr o m E u r o p e Captions Captions give extra
first s a w t h e G r a n d C a n y o n in
15 4 0 . T h e n in 1857, A m e r ic a n
e x p lo r e r s d is c o v e r e d it.
inform ation that is not in a text.
T h e y f o u n d g r o u p s o f N a tiv e
A m e r i c a n s liv in g there. O n e S c ie n t is t s h a v e a ls o f o u n d Map A map is a flat drawing of
o f t h e s e g r o u p s w a s th e v e r y o ld r o c k s in t h e G r a n d
A n c ie n t P u e b lo p e o p le .
T h e A n c ie n t P u e b lo
C a n y o n . T h e s e r o c k s are
s o m e o f t h e o ld e s t in th e
a real place.
p e o p le liv e d in t h e c a n y o n w o rld . T h e y a re c lu e s t o f
fo r a lm o s t o n e t h o u s a n d t h e c a n y o n w a s fo rm e d . Sidebar A sidebar gives more
y e a rs. T h e y w e r e f a r m e r s S o m e s c ie n t is t s li
a n d h u n te rs. S c ie n t is t s h a v e
f o u n d tra c e s, o r p a rts , o f
c lu e s a b o u t t h e p
liv e d there. T h e y J *rt/e f o u n d
inform ation about a topic.
th e ir o ld h o m e s still st a n d in g . t o o l s a n d p j [e c j^ > f pottery.
Ilf c lilffiT
Your Turn
Find more text features in "A
Natural Beauty."W hat else did
you learn?
92
^ 3
Multiple-Meaning Words
M ultiple-m eaning words have more than one m eaning.
Find other words in the sentence to help you figure out
the meaning of a m ultiple-m eaning word.

O n p a g e 8 7 1see bats. This w ord can m ean "w ood en
sticks used to hit a b all" or "sm all an im als that fly." The
context clues, "spy snakes a n d sp id e rs" can help m e figure
out that bats are anim als in this sentence. N o w I k n o w
that bats here are "sm all an im als that fly at night."
Th e y m ay sp y snakes and sp id e rs, and

so m e m ay even see bats
Your Turn
Use context clues to figure out the m eanings
of the following words.
sp o t , p a g e 8 7
sa fe , p a g e 89
93
W riting Traits Sentence Fluency
Reaaefs
Writers often use different kinds of sentences in their
w riting. Statem ents, questions, and exclam ations make
their w riting more interesting to read. Reread this
passage from "A Natural Beauty."
Expert Model
Sentence Types It is a fam ous land m ark in the United

With a partner, S ta te s, and it’s huge! It is one m ile deep
identify three and ten m iles w id e. It w as carve d out of
different sen ten ce ro ck by the C o lo rad o River. It stre tch e s
typ e s the author
acro ss p arts of fo ur sta te s. W h at is it?
uses. How do they
It’s the Grand Canyon!
make the story
more interesting
to read?
Pics
Kristy-Anne Glubish/Design
94
Editing Marks
( ? ) Ac/d a period.
A Add.
y Take out.
Ron wrote about w hy it is im portant to

have parks. Read his revision.
S im p le and
C om pound
S e n te n ce s See
page 476.
Student Model
OUR p&RK{ arc im p o r t a n t
D on't you th in k national p a rk s
are an im portant p a rt of our

?
6ovvaboRAre
country. People visit p a rk s to
; and Your Turn
see anim als/They go to have fun.
A in a park.
S ' Identify different
They can walk, bike, and play, it is types of sentences.
C ' Identify sim ple
im portant to keep our p a rk s open. and com pound
sentences.
Everyone should be able to
5? Tell how revisions
s
improved the
go to national p a rk.
w riting.
By Ron H. Go Digital!
95
What does it take to
solve a problem?
Elwood Sm ith
TheProblemSolver
If y o u have a p ro b le m ,
S u p e r - s iz e d o r sm all,
I’ve g o t s o m e s u g g e s t io n s ,
J u st g iv e m e a call.
D o a lot o f rea d in g,
S t u d y e ve ry fact,
W r it e d o w n s o m e so lu tio n s,
T h in k b e fo re y o u act.
If the p r o b le m is t o o hard,
A s k a friend o r two,
T e a m w o r k ’s a lw a y s better,
W h e n th e re ’s w o r k to do.
P r o b le m s a lw a y s p o p up,
D o n o t s c r e a m o r cry,
Y o u ’ll find a so lu tion ,
If y o u o n ly try.
— Constance Andrea Keremes

I —T
Weekly Concept Cooperation
Essential Question
Why is working together a
good way to solve a problem?
V f4
I < 3
There was a problem , and these

friends figured out w hat to do. Now
they are w orking together to solve it.
Working together is a good way to

►
/J solve problems.
Cooperation makes the job easier.

working together. Talk with a partner
about how
cooperation
Cooperation
helps get
things done.
Vocabulary
U se the p ictu re a n d th e se n te n c e to t a lk w ith
atte m p t
Maria made an a t t e m p t to run a
mile.
When have you m ade an a tte m p t to
(t) Ty Allison/Photographer's Choice/Getty Images; (tc) Andy Rouse/The Image Bank/Getty Images; (be) Denis Felix/Taxi/Getty Images; (b) Steve Cole/Digital Vision/Getty Im age s
do som ething new?
g aw kw ard
The p e n g u in lo o k e d a w k w a r d
an d clu m sy.
W h at word in the sentence m eans
A X ^
the s a m e a s aw kw ard?
c o o p e ra tio n
I cleaned the floor faster with
Becky's c o o p e ra tio n .
Tell about a time when cooperation
m ade a job easier.
created
Jim and his grandfather c reated a
home for birds out of wood.
W h at is another word fo r c re a te d ?
100
fu rio u s ly
The rattlesnake shook its tail
f u r io u s ly as a w arning.
W h at might m ak e a ra t t le s n a k e
s h a k e its tail furiously?
in te rfe re
The rain is going to interfere with
our ballgam e.
W h at kind of w eath er might
in te rfe re with your p lan s?
(t) First Ligh t/A lam y; (tc) Ghislain & Marie David de Lossy/Stone/Getty Images; (be) Richard Lewisohn/Digital Vision/Getty Images; (b) Robert Pickett/Corbis
in v o lv e d
Our class is in v o lv e d in the school
play.
W h at activity a r e you involved in?
tim id
The shy, tim id kitten hid under a
blanket.
W h at is the o ppo site of timid?

W
101
Shared Read Genre •Folktale
■ ■ tts i
[learns a [lesson
Essential Question
W h y is w o r k in g to g e t h e r a
g o o d w a y to so lv e a p ro b le m ?
Read how Turtle works with a

friend to solve his problem.
Anansi the Spider lived alone and made his
if, lunch the same time each day. One afternoon, Turtle
stopped by.
"I hate to get in the w ay and interfere with your WM
lj> meal, but those bananas look w onderful," said Turtle.
"I am so hungry."
L Anansi knew he should share with others. It w as a
y big part of his culture. But he w as hungry and didn't
j| |j want to share. He decided to play a trick on Turtle. ^
^ "Please, help yourself," Anansi said with a sly grin. ^
Janet B ro x o n
Turtle reached for the food. "Shouldn't you wash
your hands?" asked Anansi.
"Oh, yes!" Turtle said. When Turtle returned,
Anansi had eaten half of the bananas.
"I didn't want the bananas to spoil," said Anansi.
Turtle got closer and made another attempt to eat.
Anansi stopped him again.
"Turtle, please go w ash your hands," he said.
Turtle knew his hands were clean, but Anansi still

thought they were filthy. However, Turtle w as too shy
and timid to say no. When he returned Anansi had
eaten the rest of the fruit.
"H a, ha, I tricked you, Turtle," said Anansi. "You
didn't get any bananas!"
Janet Broxon
104
Turtle w as angry at Anansi. He decided to teach
that nasty spider a lesson. "Please come to m y house
at the bottom of the lake for dinner tomorrow,"
said Turtle.
Anansi quickly said yes. He loved free food.
Turtle couldn't trick Anansi alone, so he decided
to ask Fish to get involved and help make a plan.
Turtle found Fish at the lake. "Fish, I need your
help," he said. "With your cooperation, w e can trick
Anansi." Anansi had tricked Fish m any times so
Fish w as happy to help. Together the two friends
created a clever plan.
The next day, Anansi went to the lake. Fish met
him at the w ater's edge. "Com e A nansi," said
Fish. "We w ill swim to Turtle's house together."
Anansi jumped into the water. He w as a clumsy and
awkward swimmer. He w as also very light.
"H ow w ill I ever get down to Turtle's house?"
he cried.
Fish knew what to say. "Grab some heavy stones.
Then you w ill sink, not float."
Anansi picked up two big stones,
jumped into the lake, and sank down,
down, down. Fish swam at his side.
At Turtle's house, Anansi saw a
wonderful feast of berries.
Janet Brox<?p
"Welcome, A nansi," said Turtle. "Drop those stones
and help yourself."
A s soon as Anansi dropped the stones, he rocketed
to the surface of the lake. Anansi sputtered furiously.
"Fish and Turtle tricked m e," he cried angrily.
Back at the bottom of the lake, Turtle and Fish
laughed and laughed.
"We worked together and taught Anansi a lesson,"
said Turtle.
"What a good w ay to solve a problem," said Fish
Let's eat!"
Make Connections
Tell how Turtle and Fish
worked together to trick
Anansi. e s s e n t i a l q u e s t i o n
Think of a time when you

and a friend solved a problem
Why was it easier to work
together? t e x t t o s e l f
Comprehension Strategy
Make Predictions
Use clues in the story to guess, or predict, w hat
happens next. Was your prediction right? Read on to
check it. Change it if it is not right.
Find Text Evidence

You may have made a prediction about Anansi at the
beginning of "Anansi Learns a Lesson."W hat clues on
page 103 helped you guess w hat m ight happen?
page 103
I predicted that A n a n si
Anansi the Spider lived alone and made his
w ould eat the bananas.
lunch the same time each day. One afternoon, Turtle
t stopped by.
I read that A n a n si w as
"I hate to get in the way and interfere with your
meal, but those bananas look wonderful," said Turtle.
h u n g ry a n d didn't w ant
"I am so hungry."
Anansi knew he should share with others. It was a ,
to share. He decided to
big part of his culture. But he was hungry and didn't j
t want to share. He decided to play a trick on Turtle. p lav a trick on Turtle. I
"Please, help yourself," Anansi said with a sly grin.
will read on to check m y
©t prediction.
Your Turn
What prediction did you make after Turtle asked
Fish for help? Reread to check your prediction.
Rem em ber to make, confirm , and revise
predictions as you read.
Janet Broxon
108
Comprehension Skill
Theme
The them e of a story is the author's message. Think
about what the characters do and say. Use these key
details to help you figure out the them e.

In "A n a n si Learns a Lesson," Turtle a n d Fish w ork together
to solve a problem. This is the story's theme. I can reread
to find key details that help m e figure out the theme.
Detail
Anansi tricks Turtle so Turtle decides

to trick Anansi.
i
Detail
Turtle a sk s Fish to help, and they C(O V '- f t B O f i 4 7 £
make a plan. Your Turn

+ ~
Detail Reread "Anansi Learns

a Lesson." List an
im portant detail about
i
Them e Turtle's actions in your
Working together is a good way to graphic organizer. Be
solve problems. sure the detail tells about
the them e.
Go Digital!
109
Folktale
"Anansi Learns a Lesson" is a folktale. A fo lk ta le :
• Is a short story passed from person to person in
a culture
• Usually has a m essage or lesson
Jp ) Find Text Evidence

I can tell that "A n an si Learns a L esso n " is a folktale. I
learned so m e th ing ab o u t A n a n si's culture. I also learned
a lesson.
page 107
The message or lesson in a

"Welcome, Anansi," said Turtle. "Drop those stones
and help yourself." folktale is som etim es found
As soon as Anansi dropped the stones, he rocketed
to the surface of the lake. Anansi sputtered furiously. at the end of the story. It is a
"Fish and Turtle tricked me," he cried angrily.
Back at the bottom of the lake, Turtle and Fish
laughed and laughed.
message the author thinks is
"We worked together and taught Anansi a lesson,"
said Turtle.
im portant.
"What a good w ay to solve a problem," said Fish.
"Let's eat!"
Make Connections
Tell h o w T u rtle a nd Fish
w orked to g e th e r to trick
Anansi. essential question
I T h in k o f a tim e w h e n y o u
| a n d a friend so lved a problem .
I W h y w a s it easier to w o rk
! t o g e th e r? text to self
Think about the lesson that

Anansi learns in this story. Tell
your partner the message.
110
Antonyms
Antonym s are words that have opposite m eanings.
Look for antonym s to help you figure out the meaning
of unknown words.
Find Text Evidence

In "A n an si Learns a Lesson," I see the w ord filthy in a
sentence on p a g e 104. I'm not sure w hat filthy m e an s
so I'll look for context clues. I see the w ord clean. I k n o w
w hat clean m eans. W hen I reread, I see that clean a n d
filthy are antonym s. I think that filthy m e a n s "not clean."
Turtle knew his hands were clean,

but Anansi still thought they were
Find an antonym to help you figure out the

meaning of this word.
s in k , p a g e 106
Talk about how the antonym helped you
figure out w hat sink means.
Janet Broxon
ill
mm
Word Choice
Readers to.
Writers choose words to link, or connect, their ideas.
They use words, such as and, because, however, and but.
Reread this passage from "Anansi Learns a Lesson."
Expert Model
Unking Ideas Turtle knew his hands were clean,

Find two words that but Anansi still thought they were
connect ideas. Why
filthy. However, Turtle w as too shy
are these words
and timid to say no. When he returned
good examples of
word choice? Anansi had eaten the rest of the fruit.
"H a, ha, I tricked you, Turtle," said
Anansi. "You didn't get any bananas!"
Janet Broxon
112
^3 'TTtt. *' "ipri
Editing Marks
Writers A
Add a period
Add.
y Take out.
Marta wrote about solving a problem .

Read her revisions. Grammar^ Handbook!
C om m on and
P ro p e r N o u n s
Student Model
See page 478.
r
The Lost Book
Pam and 1 found a/$ook on the
?
playground. W ho did it belong to.
W e had to find out. Pam wanted to

But
m ake her own sign, ytfe m ade one
Your Turn
together. W e put up the sign at
5? Identify words that
state^ treet_school. Our pal, m ark, link ideas.
Find common and
came and got his book. ^ proper nouns.
Tell how revisions
by M a rta H. founc/. improved the w riting.
°o// ftom.
r
J
113
Essential Question
Why do people immigrate
to new places?
Go Digital!
Home
Welcome to Hester Street.
Many im m igrants moved here
and worked on this New York
City street. They cam e for
many reasons.
► Im m igrants dreamed about

new jobs.
► They felt there were lots of
opportunities.
► They believed their lives
would be better.
W hat is im m igration?
Talk with a partner
and w rite words you
Immigration
have learned about it
Vocabulary
U se the pictu re a n d the se n te n c e to t a lk w ith
a rriv e d
Aunt Sophie was so happy when we
arrive d at her house.
W h at do you do a f t e r you have
arrived a t school?
Images/Getty Images; (tc) Bettmann/Corbis; (be) Mother Im age/Digital Vision/Getty Images; (b) Simon Battensby/Stone/Getty Im age s
im m ig ra te d
Many people im m ig r a t e d to the
United States from other countries.
W hy have people im m igrated to
A m erica?
in sp e c te d
Stacy in s p e c te d the pine cone
carefully.
W h at is som ething you have
in spected carefu lly?
m om ent
The match stayed lit for a m o m e n t,
and then it w ent out.
W h at can you do in a moment?
(t) DreamPictures/Blend
116
o p p o rtu n ity
Our class had an o p p o r t u n it y , or
chance, to visit the m useum.
W h at is another word fo r
opportunity?
j ph o tograp h s
I like to look at old fam ily
p hotographs.
W hy do people ta k e p h o to g ra p h s?
Pics; (b) Juice Images/Cultura/Getty Im age s

v a lu a b le
The card I made is very v a lu a b le to
my grandm other.
N am e som ething th a t is valuable
to you.
(t) Rayman/Digital Vision/Getty Images; (tc) Vasiliki Varvaki/Vetta/Getty Images; (be) SW Productions/Design
w h isp e re d
Trudy w h is p e r e d the plan to Josh so
no one else could hear.
W h at is the opposite of w h ispered?
Your Turn
117
Genre •Historical Fiction
Essential Question
W h y d o p e o p le im m ig r a te
to n ew places?
Read about why one family

came to America.
Nora woke early. She hadn't slept much. It w as
March, 1895. Da w as leaving for America today.
Uncle Sean immigrated there last year and found
work right away. He asked Da to join him. It w as
Mama and Da's dream to one day live in America.
Nora lit a lamp for light and sat down at the table.
Her brother, Danny, joined her.
"I feel like crying," he whispered softly.
"I know," Nora answered. "So do I, but this is Da
and M am a's dream. Da w ill find w ork and send for
us. Look at the photographs that Uncle Sean sent.
Doesn't America look grand?"
Tristan Elwell
"I don't want to ever leave Ireland," Danny said.
"We won't have any friends in America. We'll be far
aw ay from Grandda, Paddy, and Colleen."
"M aybe you'll be glad it isn't Ireland," Nora said.
"There w ill be enough food to eat. Mama and Da can
relax and not w orry so much. We'll all have a better
life. America w ill be the land of our dreams."
Then Da carried a bag into the room. "Cheer up,
m y little loves! Why, in no time at all, you'll be
joining me."
Tristan Elwell
120
A year later, Da had saved enough money to send
for his fam ily Mama, Danny, and Nora packed what
little they had. They got on a crowded steamship and
began their voyage.
The trip across the Atlantic Ocean w as rough. The
air inside the steamship smelled like a dirty sock. The
ship tossed up and down for days. The w aves were as
big as mountains. M any passengers became seasick,
but Nora and Danny felt fine.
Every day Nora daydream ed and reread Da's
letters. She thought of the buildings and streetcars he
wrote about. In her dreams, she could picture Da on a
crowded street. He had a big smile on his face.
A
One morning, Nora awoke. A moment
later, she realized something w as different.
The ocean w as as smooth as glass.
A few hours later, Nora, Danny, and
Mama shivered together on the ship's deck.
Snowflakes drifted through the air. Another
traveler noticed and gave them a blanket.
It w as as thin as a rag, but nothing could
have been more valuable to them.
Suddenly, someone shouted, "There's
Lady Liberty!" A s the ship passed the
large statue, the crowd cheered. Someone
shouted, "A t last, w e've arrived! We are
in Am erica." Soon, everyone w as singing
and dancing.
A ferry took the travelers to Ellis Island. In the
main hall, doctors inspected the family. They looked
for signs of illness. Mama had to answer many
questions. Nora knew that people didn't get an
opportunity, or another chance, to take these tests
twice. Nora looked at Danny, then at Mama. They had
to pass.
After a few hours, the fam ily learned they could
stay in America. A s they filed off the ferry, Nora saw
Uncle Sean's dark hair. Then she saw Da. His hands
w aved wildly. He had a big smile on his face. Dreams
do come true, Nora thought as she w aved back.
Make Connections
* Why did Nora and her fam ily
jjf immigrate to America? How
would the move make their
lives better?
ESSENTIAL QUESTION
Has anyone in your fam ily

ever moved to a new place?
How did they feel?
T EX T TO SELF
123
Make Predictions
Use story clues to predict w hat happens next. Was
your prediction right? Reread to confirm , or check, it.
Change it if it is not right.
Find Text Evidence

What would Da do after he left? You may have
predicted that he would send for his fam ily. Reread
pages 120-121 for clues to support your prediction.
I predicted that D a
w ould bring his fam ily
to America. Here is the
"I don't want to ever leave Ireland," Danny said. clue. D a says they will
"We won't have any friends in America. We'll be far
away from Grandda, Paddy, and Colleen."
be jo in in g h im. I read
"Maybe you'll be glad it isn't Ireland," Nora said.
"There will be enough food to eat. Mama and Da can
relax and not worry so much. We'll all have a better^
p a g e 121 to ch eck it.
life. America will be the land of our dreams." jB L
Then Da carried a bag into the room. "Cheer up,
A y e a r later, D a save d
my little loves! Why, in no time at all, you'll be
joining me." e n o u g h m o n e y to se nd
I
I for his family.
Predict w hat w ill happen when the fam ily arrives

in Am erica. Find clues to support your prediction.
Remember to make, confirm , and revise
predictions as you read.
Comprehension Skill
Theme
The them e of a story is the author's m essage. Think
about w hat the characters do and say. Use these key
details to help you figure out the them e.
Find Text Evidence

ln"Sailing to Am erica," M a m a a n d D a dream ed o f living
in America. I think this is an im p ortant detail a b o u t the
theme. I will reread to find m ore key details. Then I can
figure out the story's theme.
your graphic organizer.
125
Historical Fiction
"Sailing to Am erica" is historical fiction. H isto ric a l
fiction:
• Is a made-up story that takes place in the past
• Has illustrations that show historical details

I can tell that "Sailing to A m e rica " is historical fiction.
The characters a n d events are m ad e up. The story is based
on real events that h a p p e n e d a lo n g time ago.
page 119
The story and characters are

Nora woke early. She hadn't slept much. It was ^
March, 1895. Da was leaving for America today. made-up, but the events could
Uncle Ed had immigrated there last year and found
work right away. He had asked Da to join him. It was
Mama and Da's dream to one day live in America.
happen in real life. Events in
Nora lit a lamp for light and sat down at the table.
Her brother, Danny, joined her.
historical fiction happened a
"I feel like crying," he whispered softly.
"I know," Nora answered. "So do I, but this is Da
long tim e ago.
and Mama's dream. Da will find work and send for
us. Look at the photographs that Uncle Sean sent.
Doesn't America look grand?"
Illustrations show details
about how people lived.
0VUBOJ
Your Turn
Find two things in the story
that could happen in real life.
Talk about w hy "Sailing to
America" is historical fiction.
126
Vocabulary Strategy
Similes
A simile com pares two very different things. It uses the
word like or as. This is a sim ile. Her cheeks were like red
roses. Similes are different from everyday language.
^)) Find Text Evidence

In "Sailing to Am erica," I see this sentence, "The waves
were as big as mountains." This simile com p ares the w ay
the w aves looked with m ountains. That m e a n s the w aves
looked h u g e a n d tall.
________________________
Talk about the m eaning of this sim ile from

"Sailing to America."
The air inside the steam ship sm elled like a dirty
sock, page 121
Tristan Elwell
127
Writers choose words to make their stories clear. They
use interesting nouns to name people, places and
things. Reread the passage from "Sailing to America."
Expert Model
Precise Nouns A year later, Da had saved enough

Find the noun money to send for his family. Mama,
steamship. What Danny, and Nora packed what little they
other words mean had. They got on a crowded steamship
about the same
and began their voyage.
thing? How does
word choice help The trip across the Atlantic Ocean
make the story clear? w as rough. The air inside the steamship
smelled like a dirty sock. The ship tossed
up and down for days. The w aves were
as big as mountains. M any passengers
became seasick, but Nora and Danny
felt fine.
Tristan Elwell
128
Editing Marks
Add a period
A Add.
y Take out.
Abby wrote about a fam ily's move to a

new home. Read her revisions. Grammar Handbook
S in g u l a r a n d
Plural N o u n s
Student Model
See page 479.
Ben's N ew H om e
family
In M a rch , Ben and his m o th e r
A
Oft44athep-on4-siste? moved to
Tampa. Ben's fa th e r got a new p b /l.

Q cj
A t f ir s t Ben fe lt sa d y Then he met
s
new friend. He HKed his school. Ben Identify interesting
neighborhood
nouns.
was happy in his new home! S ' Identify singular and
plural nouns.
5^ Tell how revisions
by Abby J. improved the w riting.
129
Weekly Concept Government
Essential Question
How do people make
government work?
(bkgd) Richard Hutchings/Corbis
0 u r.
C o u n t
Today we are voting for class president. I will

vote for Jan. I think she will do the best job.
My vote w ill count!
► Voting lets people know w hat you think

► It gives you the power to choose.
j.
Write words about voting

Talk with a partner
about w hy voting is so
Vote
im portant.
^ Words to Know
Vocabulary
U se the pictu re a n d th e se n te n c e to ta lk w ith
announced
Ms. Parks a n n o u n c e d the w inner of
the contest.
When h a s som eone announced your
name?
c a n d id a te s
Andrew is one of four c a n d id a t e s
mages /Getty Images; (tc) Dirk Anshutz/Stone/Getty Images; (be) Steve Skjold/Alamy; (b) Jupiter Images/Brand X Pictures/Getty Im age s
for class president.

W h at a r e so m e things c an d id ates do
b e fo r e an election?
c o n v in c e
Julia's m other tried to c o n v in c e her
to play soccer.
W h at is som ething som eone tried to
convince you to do?
d e c isio n s
Nick made two d e c is io n s about
w hat to eat for breakfast.
N am e two decisions you m ake
every day.
e le c t
The students voted to elect a new
class president.
W h at is another word fo r elect?
e s tim a t^ t r -e c| tQ e s t j m a t e or g uess> the
num ber of coins he had.

W h at d o e s it mean to e stim a te
som ething?
govern m en t
Our g o v e r n m e n t makes laws.
(t) Michael Newman/PhotoEdit; (tc)Tonika G. Johnson; (be) Dieter Spears/Photodisc/Getty Images; (b) Thomas Barwick/Taxi/Getty Im ages
Think of one law our government
h a s made.
in d e p e n d e n t ^ g OOC|t0 ê in d e p e n d e n t and do
things on your own.
How can you b e m ore independent
a t home?

wm
133
Genre • Expository
Essential Question
H o w d o p e o p le m a k e
g o v e r n m e n t w o rk ?
Read about one group that

TongRo Image Stock/Corbis
teaches kids the power of voting

H ave you ever voted?
Maybe you voted to choose a
class pet. Maybe your fam ily
voted on which movie to see.
If you have ever voted, then
you know how good it feels.
Voting is important. It tells
people what you think.
M any years ago, the leaders
of our country wanted to
know what people thought,
too. They wrote a plan for our
government. It is called the
Constitution. It gives men and
wom en in the United States
the right to vote.
Each year, people who
are eighteen years and older
pick new leaders. They also
vote on new laws. Voting
gives Americans the power
to choose.
Teaching Kids to Vote
Did you know that only about six out of every
ten Americans vote? That's sad. Some people think
that voting is too hard. They are unsure where to go
to vote. They think it takes too much time. Now, a
group called Kids Voting USA is trying to convince
everyone to vote.
Kids Voting U SA teaches kids that voting is
important. The group gives teachers lessons to use in
their classrooms. First, kids read stories and do fun
activities about government. They also learn how to
choose and elect a good leader.
Richard H u tch in gs/C orb is
136
Next, kids talk with their families. They reread
stories about candidates. These are the people who
want to be chosen as leaders. Families discuss their
ideas and make decisions. That way, when it's time
to vote, kids know who they want to vote for.
On election day, kids get to vote just like adults.
They use ballots like the ones in real elections. A
ballot is a special form with the names of candidates
on it. Kids mark their choices on the ballot. Then
they put the ballot into a special box. Finally, all the
votes are counted and recounted. The winners are
announced, and everyone knows who won.
Richard H utch in gs/C orb is
Then we mark a ballot. Finally we vote!
137
Vote Now
Voting helps kids learn how
to be independent and think for
themselves. It also gives them the
power to share how they feel. Kids
Voting U SA wants kids to vote
now. There's a good reason. They
estimate that when these kids
grow up, more of them w ill vote.
In about ten years, kids your
age w ill be old enough to vote.
You w ill have the power to help
elect great leaders and make new
laws. Isn't that exciting?
Elections are held in many schools

to teach kids how to vote.
This bar graph shows the results of a class
election. Which pet was the favorite?
3 CI3SS
Make Connections
Talk about voting. How does voting
give people the power to choose?
ESSENTIAL QUESTION
■Pi * * \
-
Tell about a time when you voted.
How did it make you feel? t e x t t o s e l f
css Comprehension Strategy
Reread
Stop and think about the text as you read. Do you
understand w hat you are reading? Does it make sense?
Reread to make sure you understand.
P Find Text Evidence

Do you understand w hy the author thinks voting is
im portant? Reread the first part of page 135.
Have you ever voted?

Maybe you voted to choose a w ay to tell people w hot
class pet. Maybe your fan
voted on which movie to see.
If you have ever voted, then
yo u think. It is a w ay foi
you know how good it feels.
Voting is important. It tells
people to ch o o se new
people what you think.
Many years ago, the leaders
law s a n d leaders. N o w
of our country wanted to
know what people thought, I u nderstand w hy the
too. They wrote a plan for our
government. It is called the a u th or thinks voting is
Constitution. It gives men and
women in the United States important.
the right to vote.
Each year, people who
are eighteen years and older
Your Turn
How does Kids Voting USA teach kids to vote?
Reread pages 136 and 137.
Comprehension Skill I
Author’s Point of View

An author often has a point of view about a topic. Look
for details that show w hat the author thinks. Then
decide if you agree with the author's point of view.
Find Text Evidence

W hat does the auth or think a b o u t v o tin g ? I can reread
a n d look for details that tell m e w hat the auth or thinks.
This will help m e figure out the author's p o in t o f view.
Details Details help y o u figure

The title of the story is out the author's point
“ Every Vote Counts!" o f view.
The author thinks it's sad

that only six out of every ten
Your Turn
Americans vote.
Voting gives Americans the Reread "Every Vote

right to choose. Counts!" Find details that
tell how the author feels
Point of View
about Kids Voting USA.
Write them in a graphic
Voting is important.
organizer. What is the
Everyone should vote.
author's point of view?
Do you agree with it?
Go Digital!
r k
Use the interactive graphic organiz j
141
Informational Text
Expository Text
"Every Vote Counts!" is an expository text.
• Gives facts and inform ation about a topic
• Has headings that tell w hat a section is about
• Includes text features, such as bar graphs

I can tell "Every Vote C ou n ts!" is expository text. It gives
facts ab o u t voting. It also h as h e a d in g s a n d a bar graph.
page 139
Text Features
Headings Headings tell w hat a
This bar graph shows the results of a class
election. Which pet was the favorite? section of text is m ostly about.
yo-j-e for a Class Bar Graph A bar graph is a
special kind of picture. It helps
you understand num bers and
inform ation in a quick and
easy way.
Make Connections
Talk a b o u t votin g. H o w d o e s vo tin g
g iv e p e o p le the p o w e r to c h o o s e ?
ESSEN TIAL QUESTION
Tell a b o u t a tim e w h e n y o u voted.

Your Turn
w m
H o w d id it m ake y o u feel? t e x t t o s e l f
P
Look at the bar graph on

page 139. Teli your partner
som ething you learned from it.
142
Prefixes
A prefix is a word part added to the beginning of a
word. It changes the m eaning of the word. The prefix
un- means "not"The prefix re- means "again."

In "Every Vote C ou nts!" I see this sentence. "They reread
stories about candidates." The w ord reread has the prefix
re-. I k n o w that the prefix re- m e an s "again." The w ord
reread m ust m ean "read again."
T h e y re re ad sto rie s a b o u t c a n d id a te s.
Find prefixes. Figure out the m eanings of

the following words in "Every Vote Counts!"
u n su re , p a g e 136
re co u n te d , p a g e 137
143
Writers use details to support and explain their ideas.
Details help readers understand the topic. Reread the
passage from "Every Vote Counts!"
Expert Model
Details On election day, kids get to vote just

How do voters use
like adults. They use ballots like the ones
ballots on election
in real elections. A ballot is a special form
day? Identify
d e ta ils that help
with the names of candidates on it. Kids
readers understand mark their choices on the ballot. Then
voting. they put the ballot into a special box.
Finally, all the votes are counted and
recounted. The winners are announced,
and everyone knows who won.
Richard Hutchings/Corbis
144
Editing Marks
Writers A
Add a period.
Add.
Take out.
Victor wrote about how he feels about

voting. Read Victor's revision. 6 r ammaiy Handbook
Irr e g u la r
P lural N o u n s
Student Model See page 479.
★ ★ Vote! * * *
W e live in the United S tates.
9 . .1
W e have the right to votey Voting is
a very im portant thing to do. W hen
people vote, they help choose new o0VVABOB^^

Voting Children
leaders. VoW is like a job. ChSfds Your Turn
A A
can vote in school, everyone S ' Find details that

explain an idea.
should vote. S ' Identify an irregular
plural noun.
by V icto r M . S ' Tell how revisions
Go Digital!
145
a m w k * u.
Weekly Concept Survival
Essential Question
How can people help
animals survive?
Co Digital!
These m anatees look healthy and happy,
but som etim es they need help. We can help
threatened anim als, like m anatees, survive.
► We can protect their habitats.

► We can keep their habitats clean.
► We can join special groups that help
anim als.
Write words you have learned about w hat

anim als need to survive. Talk w ith a partner
about things you can do to save anim als.
Survive
Vocabulary
U se th e p ictu re a n d th e se n te n c e to ta lk w ith
caretakers
The c a re ta k e rs at the zoo feed
the penguins every day.
W h at would c a r e t a k e r s fo r a
horse do?
j D o p u l a t i o n ^ j|iere js a |arg e p o p u la t io n of
(t) Reinhard Dirscherl/Alamy; (tc) Michael Poliza/Gallo Images/Getty Images; (be) Cor Hazelaar; (b) Jack Hollingsworth/Photodisc/Getty Im ages
flam ingos living in the pond.

N am e another animal population th at
might live in a pond.
re c o g n iz e d
Nola r e c o g n iz e d herself in the
mirror.
W hat is another word fo r recognized?
re la tiv e s
We invited friends and re lative s to
our picnic.
How do you spen d tim e with
your rela tive s?
148
resources
Plants need resources, such as
sunlight and fresh air, to grow.
W h at r e s o u r c e s do people n eed ?
su ccess
Jill's perform ance was a success.
Tell abou t a s u c c e s s you have had.
su rv iv e
Anim als need w ater to su rvive.
News Photo
W h at a r e so m e other things anim als
IS*.*-.**
need to survive?
(t) Craig Tuttle/Corbis; (tc) Lucidio Studio/Photographer's Choice/Getty Images; (bc)Theo Allofs/Corbis; (b) Andrea Booher/FEMA
th reaten ed
The w ildfire t h r e a te n e d the trees.
D e sc rib e a tim e when a sto rm
th re a te n e d your plans.
Your Turn
149
Rescue
Essential Question
H o w can p e o p le help
a n im a ls su rv iv e ?
Read how two children helped

sea turtles survive an oil spill.
What a mess! There w as dark, gooey oil
everywhere. It slid across the water. It coated rocks
and sand. It made swimm ing hard for sharks and
dolphins. The oil spill in the G ulf of Mexico w as
making animals sick and helpless.
Two kids from a small town in Georgia watched
the news. They saw pictures of sea turtles coated
with oil. They watched animals struggle to move. As
a result, they decided it w as time to do something.
The animals in the gulf needed two super heroes to
them!
Olivia and Carter to the Rescue!
Meet Olivia and Carter Ries. They started a group
that works to save animals. Olivia w as seven years
old, and Carter, her brother, w as eight-and-a-half.
They named their group One More Generation. They
want animals to be around for kids in the future.
Olivia and Carter believe everyone can make a
difference. They are sending an important message.
Their message is that everyone can help animals.
Olivia and Carter watched oil spread for miles
across the gulf. More and more animals were getting
sick. The Kem p's ridley turtle w as one of them. There
are only a few thousand left in the world. They are
endangered, and their population is getting smaller
and smaller. The oil threatened to ruin their homes
and their habitat.
Olivia and Carter

Ries learned how
oil harms Kemp's
ridley turtles.
One More Generation
I
This female turtle is
clean and healthy.
It is being returned
to the gulf.
Oil Spoils Everything

Olivia and Carter learned that the female turtles
were swimm ing across the gulf to Mexico. They were
going to lay eggs on the beaches there. But the thick
oil destroyed the resources the turtles need to live.
The harmful oil covered the sand. It made it hard for
them to swim.
Sea turtles survive by eating seaweed, jellyfish,
and small sea animals. The oil spill spoiled their
food, too. Without food, the turtles die.
Saving the Sea Turtles
Olivia and Carter recognized how big the problem
was. The turtles needed help. First they made a
thoughtful plan. Then they called a rescue group
in N ew Orleans. They found out that the workers
needed useful cleaning supplies and wipes. Next, the
kids asked friends, relatives, and people in their town
to help. They told them how the donations would
help remove oil from the turtles.
Olivia and Carter collected supplies for four
months. They rode with their parents to N ew Orleans.
They carried the supplies with them. Then the kids
watched caretakers clean hundreds of sea turtles.
With the help of m any people, the turtles were soon
spotless. Olivia and Carter's plan worked. It w as a
huge success!
Going to New Orleans

South
Alabama Carolina
Arkansas Fayetteville
Mississippi
Georgia ATLANTIC
Louisiana
OCEAN
New Orleans
Florida
Gulf o f Mexico
★ city
route
Keeping Busy
Olivia and Carter work
with m any other groups
to help animals all over
the world. They give talks
at museums and schools.
They ask community
leaders to support laws
W a ys You Can
that help animals. They
Help Animals'.
help rescue animals in
protect animal nests.
danger.
. R c K up trash at p arks Carter and his
Olivia and Carter end wild places.
mom unpack
supplies in
are truly super heroes to . Keep water dean. New Orleans.
endangered animals. With
. stop using pl°=tic bagS
their help, m any animals
w ill survive for one more
Make Connections
Describe the steps that Olivia and
m
Carter took to help the Kemp's
ridley sea turtles, e s s e n t i a l q u e s t i o n
What can you and your friends do

to help animals? t e x t t o s e l f
Reread
Stop and think about the text as you read. Are there
new facts and ideas? Do they make sense? Reread to
make sure you understand.
Find Text Evidence

Do you understand w hy an oil spill is harmful to
anim als? Go back and reread page 151.
I read that oil m ad e

What a mess! There was dark, gooey oil
everywhere. It slid across the water. It coated rocks it h ard for sh arks a n d
and sand. It made swimming hard for sharks and
dolphins. The oil spill in the Gulf of Mexico was dolp h ins to swim. Sea
making animals sick and helpless.
Two kids from a small town in Georgia watched turtles were coated
the news. They saw pictures of sea turtles coated
with oil. They watched animals struggle to move. As
a result, they decided it was time to do something.
with oil. They struggled
The animals in the gulf needed two super heroes to
help them!
to move. These details
help m e understand
w hy oil is harm ful to
anim als.
Your Turn
Reread the section "Olivia and Carter to the
Rescue!" Look for details about how oil spills harm
anim als.
An author often has a point of view about a topic. Look
for details that show w hat the author thinks. Then
decide if you agree with the author's point of view.

W hat does the auth or think a b o u t Olivia a n d Carter's
w ork with a n im a ls? I can reread a n d look for details that
tell m e w hat the auth or thinks.
Details Details from the text

Olivia and Carter recognize help y o u figure out
that turtles need help. the p o in t o f view.
Olivia and Carter collected

^WABORArf
supplies to help the turtles.
Their plan was a huge success.

Your Turn
Reread "Kids to the
Rescue." Use the details
in your graphic organizer.
Write the author's point
of view about Olivia and
Carter. Do you agree
w ith the author's point of
view?
Go Digital!
Use the interactive graphic organize
157
Expository Text
"Kids to the Rescue!" is an expository text.
• Has headings and sidebars
• Includes text features, such as maps

I can tell that "Kids to the Rescue!" is nonfiction. It gives
facts a n d inform ation ab o u t a gro u p that helps anim als.
It also h a s a sidebar a n d a map.
page 154
Saving the Sea Turtles

Text Features
Olivia and Carter recognized how big the problem
was. The turtles needed help. First they made a Sidebar A sidebar gives more
thoughtful plan. Then they called a rescue group
in New Orleans. They found out that the workers inform ation about a topic.
needed useful cleaning supplies and wipes. Next, the
kids asked friends, relatives, and people in their town
to help. They told them how the donations would Map A map is a picture of an
help remove oil from the turtles.
Olivia and Carter collected supplies for four area. It shows cities, roads,
months. They rode with their parents to New Orleans.
They carried the supplies with them. Then the kids
watched caretakers clean hundreds of sea turtles.
and rivers.
With the help of many people, the turtles were soon
spotless. Olivia and Carter's plan worked. It was a
huge success!
Your Turn I m
Look at the text features in

"Kids to the Rescue!"Tell
your partner som ething you
learned.
158
Vocabulary Strategy
Suffixes
A suffix is a word part added to the end of a word. It
changes the word's m eaning. The s u ffix -ful means "full
of."The suffix -less means "having no" or "without."
Find Text Evidence

In "Kids to the Rescue!" I see this sentence, "The harmful
oil covered the sand." The w ord harmful h a s the suffix
-ful. I k n o w that the suffix -ful m e a n s "full o f " The w ord
harmful m ust m ean "full o f harm ."
The harmful oil covered the sand.
#/
Find suffixes. Figure out the m eanings of the

following words in "Kids to the Rescue!"
h e lp le ss, p a g e 151
th o u g h tfu l, page 154
sp o tle ss, p a g e 154
Writers use the words first, next, then, and finally to
show tim e order, or sequence. These words help put
events in order. Reread the passage from "Kids to
the Rescue!"
Expert Model
Sequence Olivia and Carter recognized how

Find two sequence big the problem was. The turtles needed
words. How do help. First they made a thoughtful plan.
they help the Then they called a rescue group in N ew
author o rg an ize
Orleans. They found out that the workers
the events?
needed useful cleaning supplies and
wipes. Next, the kids asked friends,
relatives, and people in their town to
help. They told them how the donations
w ould help remove oil from the turtles.
One More Generation
160
Editing Marks
Writers M ake a small letter.
Add a period.
A Add.
^ Take out.
Ryan wrote about helping dogs at an

animal shelter. Read his revisions. Grammar Handbook
C o m b in in g
Se n te n c e s: N o u n s
Student Model See page 480.
!
Help for Strays
helped
La st week our cla ss beljsjfthe
Greensville Anim al Shelter. H ere
is what we did. W e collected pet

and
food. W e coiJect-ed old rags. N ext 6 0 \.U BOR4 ; ^
carried
we ca rrye d them to the shelter.
Your Turnm a
A . a nd
10 Identify sequence
Then we cleaned cages, ^ e walked
words.
the dogs. Finally, we gave all the 0 Find com bined
sentences.
anim als som e food [0 Tell how revisions
im proved the w riting.
by Ryan L.
161
Weekly Concept Figure It Out
Essential Question
How do people figure things out?
When my fam ily and I go biking, it's my job to
figure out the best w ay to go. I use a map. It
helps me im agine the best places to ride. Then
we all talk about it.
► I also ask questions that help me decide

w hat to do.
► There are many ways to figure things out.
Talk' About It Figure It Out
Think about how you decide

w hat to do. Talk with a
partner. Write down how you
figure things out.
W ords to Know
Vocabulary
Keith likes to b o u n c e a soccer ball

off his head.
How many tim e s can you bounce a
RF/Alamy
ball without stoppin g?

(t) Jonatan Fernstrom/lconica/Getty Images; (tc) Geri Lavrov/Photographer's Choice/Getty Images; (be) FPG/Staff/Archive Photos/Getty Im a g e s ; (b) Corbis Premium
T & ^ anc*y ^ es t0 ' m a9 'ne w hat her

dBMfryfij dream house m ight look like.
W h at do you imagine when you
d ay d ream ?
in v e n to r -[-ômas Edison was the in v e n to r

of the first light bulb.
W h at d o es an inventor do?
observer
M Jason is a good o b s e r v e r and enjoys
w atching birds.
Tell about a time when you w ere an
o b s e r v e r a t an event.
164
Poetry Words
a llite ra tio n free v e rse
"Poets paint precise pictures" Jerem y likes to w rite free

is an exam ple of alliteration. v e rse poems because they
G iv e another exam p le of don't need to rhyme.
alliteration. W h at would you write a f r e e
v e r s e poem about?
lim e r ic k rhym e
Dan's lim e ric k had five lines The words cat and bat rh y m e
and made the class laugh. because they end in the
How is a lim erick d iffe re n t same sound.
from other po em s? N am e two other w ords
th a t rhyme.
________________ A < , o V U B 0 R 4 7 ;f.
Your Turn § |?
165
Shared Read Genre • Poetry
One bite of A bu e lita’s em panad as

A n d my m outh purrs like a cat.
Teach me,” I b e g and b o u n c e on my feet,
“Teach me to make this m agical treat ”
Abuelita smiles,
“Be an o b se rv e r, watch and learn,
Then you too can take a turn ”
Essential Question
* p H o w d o p e o p le fig u re t h in g s o u t?
<§ Read poems about different ways
to figure things out.
She sets before me a ball of dough,
Round and go ld e n as the sun.
M y eyes w ide as saucers, I watch and follow,
Press circles flat as pancakes,
S p o o n on apple slices and nose-tickling spices,
Seal it all in, a half-m oon envelope of bliss.
Together we write dow n every step
A s the em p an ad as bake and crisp in the oven,
M y stom ach rum bling like a hungry bear.
Ah, em panada day!
- G eo rg e Santiago
A n in v e n to r with feet like ice
tyQ) A n d toes like ten shivering mice

t
Looked at clothes, studied feet.
i Read about cold and heat,
\ A n d knit the first socks, warm and nice

v \ ^
v’ ' * \ »V\ /, * * ' /
m m m < ,
MACHINE
Our w ashing m achine is a bear
That m unches up sock s by the pair.
He will su d s them and grum ble
A s they spin, turn, and tumble,
Then spit them out, ready to wear.

Dara G oldm an
B u g s**
A creature has crawled on my knee,
It’s a bug green and round as a pea.
His five w in gs are fish fins,
He’s g o t teeth sharp as pins.
Just i m a g i n e him ch om p in g on me!
I read every bu g b ook I see,
To learn what this creature m ight be.
I ask scientists too,
But they d o n ’t have a clue.
S o I’m b u g g e d by this great mystery.
Make Connections
What are different ways to figure
things out? Talk about what
happens in each poem.
ESSENTIAL QUESTION
Which poem has the best way to

solve a problem? t e x t t o s e l f
169
c csl f Poetry
Limerick and Free Verse

Limerick: • Is a short funny poem that rhymes. • Each
stanza has five lines. • The first, second, and fifth lines
rhyme. The third and fourth lines rhyme.
Free verse: • Does not always rhym e. • Can have any
num ber of lines and stanzas.
Find Text Evidence

I can tell t h a t "Cold Feet" is a limerick. It is funny. The
stanza has five lines. The first, second, and fifth lines
rhyme. The third and fourth lines also rhyme.
In this funny lim erick, the

A n in v e n t o r w ith fe e t lik e ice,
first, second, and fifth lines
A n d t o e s like t e n s h iv e r i n g mi< rhym e. This lim erick has one
L o o k e d a t c lo t h e s , s t u d ie d feet.
R e a d a b o u t c o ld a n d heat,
stanza. A stanza is a group of
A n d k n it t h e first s o c k s , w a r m a n d nice.
lines in a poem.
; mMACHINE
wachinc
O u r w a s h i n g m a c h in e is a b e a r
T h a t m u n c h e s u p s o c k s b y t h e pair. Reread the poems "Our

H e w ill s u d s t h e m a n d g r u m b l e
A s t h e y sp in , turn, a n d tu m b le ,
Washing M achine"and
T h e n s p it t h e m o u t, r e a d y t o w ear. "Em panada Day." Explain
w hether each poem is free
verse or a lim erick.
170
Comprehension Skill
Point of View
A poem often shows a narrator's thoughts about
events or characters. This is the point of view . Look for
details that show point of view .

I'll reread "Empanada Day" and look for details that show
what the narrator thinks about making em panadas with
Abuelita, his grandm other. This is his point o f view.
Details
One bite of Abuelita's empanadas

and my mouth purrs.
Teach me to make this
magical treat.
My eyes wide a s saucers,
I watch and follow.
Your Turn
Reread "Em panada Day."
Think about the details.
Then w rite the narrator's
point of view in the
graphic organizer. Do you
agree with the narrator?
Why or w hy not?
171
Alliteration and Rhyme
Poets use alliteration and rhyme to make descriptions
fun to read and poems sound m usical.
Find Text Evidence

Reread "Bugged" on page 169 aloud. Listen for
beginning sounds that repeat. Listen for words
that rhyme.
In the first line, the

words crawled and
creature start with the
sam e sound.
The words knee and

pea rhyme. I like the
way these words sound.
C0\.UBO R fify
Your Turn
Find more exam ples of alliteration and rhyming
words in "Bugged."
Dara G oldm an
172
Vocabulary Strategy
Simile
A sim ile com pares two things that are very different.
Similes always have the word like or as. Two exam ples
of sim iles are, "The bug is as green as grass" or "The
moon is like a giant pearl."

To find a simile, I need to look for two things that are being
compared. In "Cold Feet," I see the line, "An inventor with
feet like ice." The simile compares the inventor's feet with
ice. That means his feet were very cold.
A n in ven to r w ith feet like ice,
A nd to e s like ten sh iv erin g m ice,
L o o k e d at clo th e s, stu d ie d feet.
R e ad ab o u t co ld and heat,
A n d knit the first so c k s , w arm and nice.
Your Turn § f|f

Reread "Bugged." Look for a sim ile. Talk about
the two things being com pared.
Dara G oldm an
173
Writing Traits Ideas
Readers to...
Writers use descriptive words and phrases when they
write poems. Descriptions help readers create a picture
in their minds. Reread "Our Washing Machine" below.
Expert Model
Details
O u r w a s h in g m a c h in e is a be ar
Identify descriptive
details. How do T hat m u n c h e s up s o c k s by the pair.
they help you
He will s u d s th e m a n d g r u m b le
visualize, or picture,
what the washing A s the y spin, turn, a n d tum ble,
machine does?
Then sp it th e m out, re a d y to wear.
Editing Marks
Writers A
Add a period.
Add.
Take out.
Abby wrote a description. Read her

revisions. Grammar; Handbook
P o s s e s s iv e N o u n s
See page 480.
Student Model
Our Dish Washer

family's
M y fo m iiie^ d ish w asher is a
o
,
big cleaning k o x j t 9U^PS down
d irty d is k It s p ra y s and s p its
Your Turn
S ' Identify descriptive
details.
0 Identify possessive
nouns.
0 Tell how revisions
improved her w riting.
Go Digital!
175
How very dull the world would be.
N o different colors, unique sounds,
N o mountain, desert, forest, sea.
Im agine everyone alike,

How tiresome they all would seem.
N o different sizes, shapes, or thoughts,
A n d no one left to think and dream.
— by Winifred Califano
SPECIAL
D U A LIT IES
m
i-
Bottlenose dolphins are unique m am m als.They

have the right shape for gliding through the
water. And they talk to each other by w histling.
► All anim als have qualities that are unique.

► Anim als use their special features to get
w hat they need, protect them selves, and
com m unicate.
Talk' About It;

Talk with a partner about
other anim als and their
unique qualities. Write
words you know here.
179
Vocabulary
U se the p ictu re a n d th e se n te n c e to t a lk w ith
d isb e lie f
W innie stared in d is b e lie f at the
huge shark.
W h at is another word fo r d isb elief?
d ism a y
Marco looked at the rain with
(t) Biddiboo/Photographer's Choice/Getty Images; (tc) Myrleen Pearson/Alamy; (be) Pixtal/SuperStock; (b) Theo Allofs/Photonica/Getty Im ages
sadness and d ism a y .

W h at is the o pposite of dism ay?
fa b u lo u s
The fireworks were amazing and
fa b u lo u s .
W h at do you think is fabulous?
fe atu re s
Lions have special fe a tu re s that
help them survive.
N am e a fe a t u r e th a t helps lions
survive.
— ................................
180
o ffe re d
Brian o ffe re d to help Donna get up.
How h a s som eone o ffe r e d to
help you?
sp le n d id
Katie's day at the zoo ended with a
w onderful, s p le n d id surprise.
List w ords th a t mean the s a m e a s
splendid.
(t) Somos/SuperStock; (tc) Sylvia Bors/The Image Bank/Getty Images; (bc)Theo Allofs/Photonica/Getty Images; (b) Keith Douglas/All Canada Photos/Corbis
u n iq u e
The anteater's long nose makes it a
u n iq u e anim al.
W h at word is the opposite of
unique?
The ducklings learned to swim under

the w a tc h fu l eyes of their mother.
W h at d o e s it mean to b e watchful?
c 0 \ . U B 0 S 4 ;^ .

_
181
mmwm ,
BHn ■
Shared Read Genre •Folktale
Essential Question
W h a t m a k e s different a n im a ls
u n iq u e ?
Read about how one animal uses its

special features to solve a problem.
Long ago, Anant and his sister, Anika, went
swimming. They swam all afternoon and became very
tired. They were exhausted and climbed onto a large,
flat rock to rest. Soon they fell asleep.
A strange and mysterious thing happened as they
slept. The rock beneath them grew and expanded
until it reached the clouds.
Anant awoke and looked around. "Sister, wake
up!" he cried in disbelief. "Am I dreaming, or are we
among the clouds?"
Anika rubbed her eyes. "You're not dreaming,
brother. This rock has grown while we slept!" The
children looked around and saw fabulous blue sky
and wonderful white clouds.
The children were so high, Anika felt dizzy. Anant
* searched for a way to climb down, but he could not
find a path. Anant and Anika started to cry. They felt
fear and dismay.
Below, the villagers became worried. Where were
the children? They searched the forests, meadows,
river, and lakes. Then Isha, the village chief, looked
around and noticed Hawk sitting on a tree branch.
"Hawk, will you help us find Anant and Anika?"
he asked. "You have sharp, watchful eyes and strong
wings. They are your best features. Please use them to
help us find the children."
Hawk agreed to help and flew up into the sky. He
tilted his head and squinted his eyes at the bright
sunlight. When he was near the clouds, he spied the
children on the rock.
"Don't be afraid," said Hawk. "We will rescue you!"
Hawk was unable to carry the children down the
rock, so he gathered lots of food for them to eat. Then
he brought large leaves to keep them warm. Hawk
wanted to make sure they were safe and unharmed.
Hawk flew down to the village and spoke to Isha.
Isha called all the animals together and told them they
needed help to get the children down. He asked each
animal to use its most special feature to climb the tall
rock. Several tried and failed.
Mouse's teeth were strong and unique, but they
couldn't help her climb up the rock.
Bear's huge claws were good for climbing up trees.
However, they could not help him scale rocks.
Mountain Lion's claws were sharp and powerful,
but the rock was too slippery and he slid back down.
Finally, a tiny voice filled with enthusiasm spoke
up and offered to help. "M ay I try, please? It's me,
Inchworm showed them all how skillful she was at
climbing. Hawk volunteered to carry Inchworm to the
top of the rock. Then she could lead Anant and Anika
down the giant mountain. Isha agreed to the plan.
So Hawk carefully picked up Inchworm in his
beak. Together they flew to the top of the rock where
the children were waiting. Along the way, Inchworm
planned for the trip down.
It took almost a week for the three to climb
down to the village. Inch by inch, Inchworm
led the children carefully down the rocky
slope. Every day, Hawk brought food to the
children. Every day he reappeared in the
village with news for the villagers.
Finally, Inchworm, Anant, and Anika
reached the bottom of the rock. Everyone
cheered and called Inchworm a hero.
It was a glorious, splendid day.
"From this day on," said Isha, "I rename
the big rock, Too-Tock-Awn-oo-Lah,
•'W.'
after the brave inchworm."
? -* - r r r *
ii
Make Connections
What unique feature does
Inchworm have? How does it
h e l p ? ESSENTIAL QUESTION
What do your special features

help you do? t e x t t o s e l f
Visualize
Use colorful words and details to help you visualize,
or form pictures, in your mind. This w ill help you
understand the characters'actions and feelings.

You may not be sure how Anant and Anika feel when
they wake up. Reread page 183. The details w ill help
you visualize how they feel.
page 183
Long ago, A nant and his sister, A nika, went I read that A n ika
swim m ing. They sw am all afternoon and becam e very
tired. T hey w ere exhausted and climbed onto a large,
felt dizzy a n d A n a n t
flat rock to rest. Soon they fell asleep.
A strange and m ysterious thing happened as they
searched for a w ay
slept. The rock beneath them grew and expanded down. He could not
until it reached the clouds.
A nant aw oke and looked around. "Sister, w ake find a w ay d o w n a n d
u p !" he cried in d isb elief. "A m I dream ing, or are w e
am ong the clouds?" they both b e gan to cry.
A nika rubbed her eyes. "You 're not dream ing,
brother. This rock has grow n w hile w e slept!" The These details help m e
children looked around and saw fab u lou s blue sky
and w onderful white clouds. figure out h o w scared
The children w ere so high, A nika felt dizzy. Anant
searched for a w a y to climb dow n, but he could not A n a n t a n d A nika felt.
find a path. Anant and A nika started to cry. They felt
fear and dism av.
( . O V U B O S ^
How do the children get back down to the village?

Reread and visualize w hat happens. Then tell w hat
happens.
Jago Silver
188
C o m p re h e n sio n Sk il
Problem and Solution

A plot often has a problem and solution. A problem
is som ething that needs to change or be solved. The
solution is how the characters fix the problem.
Find Text Evidence

O n p a g e 1 83,1 read that the rock grew a n d A n a n t a n d
A n ika were stuck on top. This is the problem. I read that
the villagers search for the children. Then Ish a asks H a w k
for help. These are steps to so lvin g the problem. They are
in sequence, or time order.
Problem
The children are on top of a tall

rock and cannot get down.
The villagers look for the 6t)VVAB0R47^
children. Ml
Your Turn
Reread "Inchworm's Tale."
The villagers ask Hawk Find more steps to solving
for help. the problem . List them in
your graphic organizer in
sequence. Then w rite the
solution.
189
Folktale
"Inchworm's Tale" is a folktale.
A fo lk ta le :
• Is a short story passed from parents to children
in a culture
• Usually has a message or teaches a lesson
Find Text Evidence

I con tell that "Inch w orm 's Tale" is a folktale. I learned
a b o u t h o w a great rock g o t its name. I also learned a
lesson. Even sm all anim als can solve big problems.
The lesson in a folktale is

It took almost a w eek for the three to climb i som etim es found at the end of
down to the village. Inch by inch, Inchworm
led the children carefully down the rocky t l l C S t O r V . It \S 3 I T i e S S a q e t h e
slope. Every day, Hawk brought food to the '
M m author thinks is im portant.

Finally, Inchworm, Anant, and Anika
reached the bottom of the rock. Everyone
cheered and called Inchworm a hero.
It w as a glorious, splendid day. A
"From this day on," said Isha, "I rename
the big rock, Too-Tock-Awn-oo-Lah,
after the brave inchworm."
W hat details in the story show

you "Inchworm's Tale" is a
folktale? Tell your partner the
details.
190
Synonyms
Synonyms are words that have the same m eaning.
Som etim es synonym s are context clues for words you
don't know.

On p a g e 183, I'm not sure w hot expanded m eans. I see
the context clue grew in the sa m e sentence. I k n o w that
grew m e a n s "to get bigger." I think grew a n d expanded
are synonym s. They h ave alm o st the sam e m eanings.
N o w I k n o w that expanded m e a n s "grew bigger."
The rock beneath them grew and

expanded until it reached the clouds.
__________________ J
Your Turn
Find synonym s for these words from
"Inchworm's Tale."
u n h a rm e d , p a g e 184
sca le , p a g e 185
Jago Silver
191
Writing Traits Sentence Fluency
Readers to.
Writers use statem ents, questions, and exclam ations.
Different kinds of sentences make a story more
interesting to read and understand. Reread this
passage from "Inchworm's Tale."
Expert Model
Sentence Types Anant awoke, and looked around.

Identify two different "Sister, wake up!" he cried in disbelief.
sentence types. "Am I dreaming, or are we among the
How do they make clouds?"
the story more Anika rubbed her eyes. "You're not
interesting to read?
dreaming, brother. This rock has grown
while we slept!" The children looked
around and saw fabulous blue sky and
wonderful white clouds.
The children were so high, Anika felt
dizzy. Anant searched for
a way to climb down,
but he could not find a
path. Anant and Anika
started to cry. They
felt fear and dismay.
Jago Silver
192
E d it in g M a r k s
-----M ake a capital letter.

1 m. t * 1
1 \ 1 n iT / M ^ / * * v
Add a period.
v v n t e r s i
*m t ' j A Add.
L 3 Take out.
Marie wrote about her favorite anim al.

Read Marie's revisions. Grammar Handbook]
A ctio n V e rb s
See page 481.
Student Model
!g g y
W h a t sw im s and is bright
o ra n g e /Its my pet fish Iggy!

splashes
Iggy swims and sWj’m#around his
tank, his favorite game is to dive
to the bottom. Iggy is easy to care

Your Turn
for/ and he doesn't make me itch!
<A
S' Identify different
types of sentences.
S' Find an action verb.
improved her w riting.
193
ade
Essential Question
How can one person change
the way you think?
Bettm ann/Corbis
Jackie Robinson changed the world one
home run at a tim e. He was an inspiring
athlete and worked hard to help change
the way people treated each other.
He was brave and always did his best.
► Brave people lead the w ay for others.

► They stand up for w hat they believe in
► Strong leaders make a difference.

leadership. Talk with a partner about
what it takes to make a difference.
Leadership
W ords to Know
Vocabulary
am azem ent
Kris and Lauren watched the movie
with a m a z e m e n t.
W h at word m eans the sa m e a s
am azem ent?
bravery
It takes b ra v e r y and courage to be
a firefighter.
(t) Image Source/Getty Images; (tc) Transtock/Corbis; (be) Dennie Cody/Workbook Stock/Getty Images; (b) Purestock/SuperStock/Corbis
W h at other jo b s t a k e b ra v e ry ?
d isa p p e a r
I saw the turtle's head d is a p p e a r
into its shell.
W h at is the o pposite of d is a p p e a r ?
Ms. Walker d o n a t e d her tim e by

reading to children at the library.
-w m
W h at have you donated to help
oth ers?
le a d e r
Abraham Lincoln was a great leader.
Who is another g r e a t le a d e r?
nervous
Jam es is n e r v o u s about speaking in
front of his class.
Show how you look when you a r e
nervous.
refu se d
Geographic/Getty Images; (tc) Will & Deni M dntyre/Corbis; (be) Smith Collection/Taxi/Getty Images; (b) Steve Prezant/Corbis
Tom and Kyle re fu se d to eat their
breakfast.
W h at is som ething you r e fu se d
to do?
te m p o rary
Raking leaves is a t e m p o r a r y job
for Steven.
W h at d o e s it mean when som ething
is te m p o ra ry ?

Shared Read Genre •Historical Fiction
^ ...
&
Essential Question
H o w can o n e p e rso n c h a n g e
the w a y y o u th in k ?
Read how a future president

changed Jane's life.
Jane slammed the door of the log cabin
and raced toward the Indiana woods. Mother
and Father insisted that Jane go to school
and learn to read. It was September of 1825,
and Jane wanted to help on the farm like
her brothers. Therefore, she told her parents
"N o!" and refused to learn to read.
Jane scooped up her long skirts and
splashed through a small stream. Running
helped her collect her thoughts, so she ran for
what seemed like hours. She dashed around a
tree and wasn't paying attention. As a result,
she tripped over a pair of long legs stretched
out in the grass.
The legs belonged to her neighbor, Abe
Lincoln. Abe was leaning against a tree
reading a book. He smiled, stood up, and
extended his arm to help Jane up.
Peter F e rg u so n
Jane recognized Abe and knew what a hard-worker
he was. But she also heard he was not like the other
sixteen-year-old boys in Perry County. Abe was
different because he spent all of his spare time
reading books.
"W hy are you running so fast?" Abe asked. "Are
you hurt?"
Jane frowned. "No, I'm all right," she said. "I'm
running because I'm upset. My parents want me to
learn to read, and I told them no!"
Abe looked down at his book and then at Jane.
"Reading can change your life," he said quietly.
"Meet me here tomorrow, and I'll prove to you how
important reading is."
Jane met Abe the next afternoon. He showed
her a book about George Washington. One of his
favorite teachers had donated it to him, and he had
read it many times.
Abe began to read aloud while Jane listened
carefully. He read about Washington and what a great
leader he was. He read about Washington's courage
and bravery.
"Someday I want to be as courageous as George
Washington," said Abe proudly. "Someday I will be
president of the United States, too."
"I believe you will make a great president," said
Jane. "Look at what a good leader you are now.
You've completely changed my mind about reading!"
Abe smiled. "Tell your parents you will learn to
read," he said. "Then meet me here every day after
school. We will read together and I will help you."
At first, Jane was nervous and uncertain about
learning to read, but she met Abe every day like
clockwork. Fortunately, Jane's intense dislike for
reading was only a temporary feeling, She was
getting the hang of it. As a result, her nervousness
began to disappear. One afternoon, Abe surprised
her. To her amazement, he gave her his favorite book.
"Thank you," she said. "Now that I can read, I
don't ever want to stop."
Years later, Jane opened her newspaper and read
the good news. Her friend, Abe Lincoln, had been
elected President of the United States. She smiled and
thought about the day she tripped over his long legs.
That was the day that changed her life.
t r i b u n e
C O U N TY
p ER R Y
Hie Unwin Eletted 16lh Ptesidenl

Illinois Senator Abraham
Lincoln was elected 16th
president of the United
States of America. He
defeated three other
candidates in the .ibrary of Congress Prints and Photographs Division [LC-DIG -pga-03167]
November I860
election.
Make Connections
Jp How did Abe change Jane's life?
| | E S S E N T IA L Q U ES TIO N
Visualize
Use colorful words and details to help you visualize
how characters feel. Picture in your mind w hat they do
as you read.
jO ) Find Text Evidence

How does Jane feel at the beginning of the story? Use
the details on page 199 to help you visualize.
page 199
I read that Jane

Jan e slam m ed the d oor o f the lo g cabin sla m m e d the d o o r a n d
an d raced to w ard the In d iana w o o d s. M other
an d Father insisted that Jan e g o to school raced into the woods.
an d learn to read. It w a s Septem ber o f 18 2 5 ,
an d Jan e w an ted to help on the farm like
She ran fo ra lo n g time.
her brothers. T herefore, she told her parents
" N o !" an d refused to learn to read.
From these details, I
Jan e scooped up her lo ng skirts and can figure out h o w Jane
splashed through a sm all stream . R u n nin g
h elp ed her collect her thoughts, so she ran for is feeling. She is upset
w h a t seem ed like hours. She d ash ed arou nd a
tree an d w a sn 't p a y in g attention. A s a result,
a n d angry.
she txinneri over a n air o f lo n e Ipp-s.strptrhed
Your Turn
What is Abe's first reaction to Jane? Reread and
visualize w hat happens when they meet. Then
answer the question.
Peter Ferguson
204
Comprehension Skill
Cause and Effect

Events in a story's plot are made up of causes and
effects. A cause is w hy som ething happens. An effect is
what happens. Words and phrases, such as because, so,
and as a result, often show a cause and its effect.

O n p a g e 1 99,1 read that Jane is upset a n d angry. That's
the effect. N o w I need to find the cause. M oth er a n d
Father w ant her to learn to read, a n d she refuses. That is
the cause. A cause a n d its effect h ap p e n in sequence, or
time order.
Characters
Jane, A be
Setting
the woods near Jan e's house
Cause Effect Your Turn

Jane is upset Jane refuses
because Mother and runs W hat happens next?
and Father want through the Reread "Jane's Discovery."
Look for more causes
her to learn woods to
and effects. List them in
to read. calm down.
sequence in your graphic
Cause Effect organizer.
-* I Go Digital!
205
Historical Fiction
"Jane's Discovery" is historical fiction.
H isto ric a l fiction:
• Is a story with made-up characters who take
part in real events from history
• Has illustrations that show that the story takes
place in the past
p) Find Text Evidence

I can tell that "Jane's D isco v e ry " is historical fiction.
Jane is m ad e up, but she meets a n d talks with A b ra h a m
Lincoln. The story is b ase d on real events that could have
h a p p e n e d a lo n g time ago.
In historical fiction, made-up

Jane recognized Abe and knew w hat a hard-worker
he w as. But she also heard he was not like the other
sixteen-year-old boys in Perry County. Abe w as
characters m ight meet with
different because he spent all of his spare time
reading books.
real people from the past.
"W hy are you running so fast?" A be asked. "Are
you hurt?" The illustrations show details
Jane frowned. "N o, I'm all right," she said. "I'm
running because I'm upset. M y parents want me to
learn to read, and I told them no!"
about how people dressed.
Your Turn
Find two details in "Jane's
Discovery" that show this story
is historical fiction.
2 06
Vocabulary Strategy
Idioms
An idiom is a group of words that means som ething
different from the meaning of each word in it. The
phrase a piece o f cake is an idiom . It does not mean "a
bit of cake." It means "som ething that's easy to do."
^ ) Find Text Evidence

O n p a g e 199, the p hrase collect her thoughts is an
idiom. I can use clues in the story to help m e figure out
that it m e a n s "to think a b o u t som ething."
} y
1 Running helped her collect her thoughts,
! so she ran for what seemed like hours.
Talk about these idioms from "Jane's Discovery."

lik e c lo c k w o rk , p a g e 202
g e ttin g th e hang o f it, p a g e 202
Peter Ferguson
207
Writers choose special words to connect, or link, ideas.
They use because, therefore, since, so, and for example.
Reread the passage from "Jane's Discovery."
Expert Model
Linking Words Jane scooped up her long skirts

Find a linking word and splashed through a small stream.
in the sample. Running helped her collect her thoughts,
Why is this a good so she ran for what seemed like hours.
word choice?
She dashed around a tree and wasn't
paying attention. As a result, she tripped
over a pair of long legs stretched out in
the grass.
208
Editing Marks
Q Add a period.
j« 7 s m A Add.
y Take out
Raj wrote about a tim e someone
inspired him. Read Raj's revisions. G rammars Handbook'
P re se n t
Tense V e r b s
Student Model
See page 482.
C o ach S t e v e n s
because
1 am a good soccer p la ye rj^
Coach Stevens helps me. She

s For example^
inspire me to do better. L a st niqht
a a
she taught us how to pass. She is

) and
c0VVABO^^
very patient, *^he explains things so
Your Turn
I can understand them.
5? Identify linking words.
5^ Identify a present
tense verb,
t ? Tell how revisions
improved his w riting.
Go Digital! ■ i
Write online in Writers' Workspace
209
Essential Question
What do we know about
Earth and its neighbors?
Go Digital!
Look up at the sky. What do you see? Astronom ers
first learned about Earth and its neighbors by
looking up.
► Today scientists use telescopes, satellites, and

manned spaceships to study the universe.
► They make new discoveries every day about
Earth and our solar system .
1,1 a a • / '

our solar system. Talk with a partner
about these discoveries.
Vocabulary
U se the pictu re a n d the se n te n c e to ta lk w ith
amount Jam es drank a small a m o u n t of

water.
W h at could you use to c a r r y a large
amount of juice?
(t) Stephen Swain Photography/Stocklmage/Getty Images; (tc) Blue Jean Images/Getty Images; (be) NASA; (b) Antonio M. Rosario/The Image Bank/Getty Im age s
astro n om y ^ at t ê stars w |ie n s he
studied a str o n o m y .
W h at would you lik e to learn about
astronom y?
Our Earth is a big, round glo b e .

W h at is another word fo r g lo b e?
so la r sy ste m
There are eight planets in our so la r
system .
N am e one planet in our so la r
sy stem .
212
support
My dad and I s u p p o r t our favorite
baseball team by cheering.
W h at can you do to show your
su p p o rt?
su rfa ce
An astronaut walks on the dry, dusty
su rfa c e of the moon.
D e sc rib e the s u r fa c e of your d e s k .
tem p e ratu re
We can have fun even when the
Images/Getty Images; (b) Caroline Woodham/Lifesize/Getty Im age s

te m p e r a t u r e outside is cold.
W h at is the t e m p e r a tu r e where you
a r e tod ay?
w arm th
Will and Paul cooked m arshm allows
over the w a r m t h of a fire.
W h at is another word fo r w arm th?
(t) John Rowley/Lifesize/Getty Images; (tc) NASA; (be) Ariel Skelley/Blend
QVVABOltyfr.

TP
213
Shared Read Genre •Expository
Essential Question
W h a t d o we k n o w a b o u t Earth
a n d its n e ig h b o r s ?
Read about how we have

learned about space.
. Galileo studied
+ * ^theskywitha
* telescope he built,
If the Sun could talk, it m ight say, “ Lo o k
at me! Lo o k at m y su n sp o ts! I am so hot!”
W ith o u t the Sun, E arth w ould be a cold,
d ark p lanet. How do w e kno w this?
T h a n ks to the astron om er, G alileo, w e
know a lot ab o u t the Sun and the rest of
our s o la r syste m .
Telescopes: Looking Up
G alileo did not invent the te le sc o p e .
However, 4 0 0 ye ars ago he did build one
that w as strong enough to stu d y the sky.
W hen G alileo looked into sp ace , he saw
the ro cky su rfa ce of the Moon. W hen he
looked at the Sun, he d isco ve re d sp o ts on
its fie ry su rface.
A s t r o n o m y , or the stu d y of sp ace , began w ith
the sim p le te le sco p e . B u t astro n o m e rs w an ted to
look at the sky m ore closely. T h e y m ade big ger
te le sco p e s that could see fu rth e r than the one
G alileo used. A stro n o m e rs still had m any q uestio n s.
Satellites: A Ste p C loser

In 1958, sc ie n tists launched
E xp lo re r 1, the first A m e rica n
satellite, into sp ace . It w as an
excitin g day fo r A m e rica .
Soon m any sa te llite s circled
the g l o b e and too k p h o to g rap h s
of E arth , the Moon, sta rs, and o th er
p lanets. Th e y co lle cte d a large
a m o u n t of info rm ation. S atellite s
Explorer 1
even tracked the t e m p e r a t u r e on
takes off.
the planet Satu rn .
S cie n tists have learned m any th in g s ab ou t
the so lar system from sa te llite s. T h a t’s w h y th ey
kept sending m ore into sp ace . Soon there w ere
hundreds of sa te llite s in sp a c e m aking am azing
d isco ve rie s, but astro n o m e rs w an ted to know even
m ore. T h a t’s w h y th e y found a w a y to put a man
on the m oon.
One Giant Leap
In 1961, A lan S hep ard b e cam e A m e ric a ’s first
a stro n a u t. He b lasted o ff into sp a ce in a ro cket
and then turned around and cam e b ack to Earth .
His sh o rt trip w as a big su cce ss. S h e p a rd ’s flight
proved th at peop le could go into sp ace.
A fte r Sh ep ard , m ore a stro n au ts w en t into sp ace.
Som e orbited the E a rth . Som e w alked on the dusty,
bum py s u r fa c e of the Moon. Th e y to o k p ictu re s
and co lle cte d Moon ro cks. A stro n a u ts w an te d to
a n sw e r so m e im p o rtan t q u estio n s. Did the S u n ’s
w a r m t h heat the m oon? Could the Moon s u p p o r t
life so m e d a y?
* *
(I) Roger Ressm eyer/Corbis; (r) N A SA -J SC
Aidrin brought
home this
Moon rock.
S cie n tists stu died the p ho to g rap h s and Moon
ro cks that the a stro n au ts b rought back. Th e y m ade
exciting d isco ve rie s using te le sco p e s and satellites.
But it w a sn ’t enough. S cie n tists w an ted to get
clo se r to the o th er p lanets. Soon th ey found a w ay!
Hubble and Beyond

S cie n tists cre ate d an o th er te le sco p e , but
this tim e it w as g ig an tic. Th e y sent it up into sp ace.
The H ubble S p a ce Telesco p e w as launched in 1990.
It’s still up there and o rb its the E arth ab o ve the
clou d s. It take s clear, clo se-u p p ho to g rap h s of sta rs
and planets. It sen d s fa scin atin g info rm ation b ack
to Earth . The H ubble helps sc ie n tists stu d y Earth
and its neighb o rs. It also helps
M ore Discoveries Every Day
S cie n tists are still asking q u estio n s ab o u t
E arth and its n eig h b o rs in sp ace . W ith the help
of sa te llite s, te le sco p e s, and astro n au ts, th e y will
co n tinue to e x p lo r e and find an sw e rs.
What Can We See?

i-N r- With a Simple With the
With Our Eyes telescope Hubble Telescope
P lan ets o u ts id e our
The M oon Craters on the M oon
solar system
Stars b ig g e r than the Sun
The Sun S u n s p o ts
and far, far aw ay
Mars C lo u d s arou n d J u p ite r J u p it e r ’s su rfa ce
Make Connections
How have we learned about
Earth and its neighbors in
space? E S S E N T I A L Q U E S T I O N
What do you see when you

look at the sky? t e x t t o s e l f
This is a Hubble Telescope photo
of an exploding star.
Summarize
When you sum m arize, you tell the most im portant
ideas and details in a text. Use these ideas and details
to help you sum m arize "Earth and Its Neighbors."
Find Text Evidence

How did telescopes help us learn about space? Identify
im portant ideas and details and sum m arize them in
your own words.
I read that Galileo

If th e S u n c o u ld ta lk , it m ig h t say, " L o o k built a telescope. He
a t me! L o o k a t m y s u n s p o ts ! I a m s o h o t!”
discovered su nsp ots
W ith o u t th e S u n , E a rth w o u ld b e a co ld ,
d a rk p la n e t. H o w d o w e k n o w th is? a n d sa w the M o o n 's
T h a n k s to th e a stro n o m e r, G a lile o , w e
k n o w a lo t a b o u t th e S u n a n d th e re s t o f
surface. Details help m e
o u r s o la r sy ste m sum m arize. Telescopes
Telescopes: Looking Up helped scientists learn
G a lile o d id n o t in v e n t th e t e le s c o p e .
H o w e ve r, 4 0 0 y e a r s a g o h e d id b u ild o n e m ore ab o u t space.
th a t w a s s tr o n g e n o u g h to s t u d y th e sky.
W h e n G a lile o lo o k e d in to s p a c e , he s a w
J&sjEQcky surfaoej^th£j4ooaWVJieaJie_.
0VVAB0J1/ir
Yoar Turn
Ian McKinnell/Photographer's Choice/Getty Im age s
k. .
Reread "Satellites: A Step Closer" on page 216.

Sum m arize the im portant ideas and details
about satellites.
220
The main idea is the most im portant point an author
makes about a topic. Key details tell about the
main idea.
Find Text Evidence

I can reread a n d look for im portant details ab o u t
satellites. Then I can figure out w hat these details h ave in
co m m o n to figure out the m ain idea.
Main Idea
Detail
Satellites take photographs of

Earth, the Moon, stars, and
planets.
Detail
Detail
Reread. Find more key
details about satellites.
organizer. Use details to
figure out the main idea.
Go Digital!
)
221
Informational Text _______
Expository Text
"Earth and Its Neighbors" is an expository text.
• Has text features such as headings, key words,
and charts
^§) Find Text Evidence

I can tell that "Earth a n d Its N e ig h b o rs" is expository text.
It gives facts a n d inform ation ab o u t telescopes, satellites,
a n d space. It h as headings, key words, a n d a chart.
Text Features
More Discoveries Every Day Key Words Key words are
S c ie n t is t s a r e still a s k i n g q u e s t io n s a b o u t
E a r t h a n d its n e i g h b o r s in sp a c e . W i t h j im portant words in the text.
o f sa te llite s, t e l e s c o p ^ M j g t w f f C f i a u t s t h e y will
c o n t in u e t o e x p l o r e a ^ W r i d a n s w e rs.
Chart A chart is a list of facts
W ith O ur Eyes
W ith a Sim ple VYith the
arranged in rows and columns
Telescope Hubble Telescope
The M oon Craters o n the M oon Planets outside our

solar system
across a page.
The Sun Sun spots Stars bigger than the Sun
and far, far away
Mars C louds around Jupiter Jupiter’s surface
^VVABOR^
%
Make Connections
H o w h ave w e learned a b o u t
Your Turn
£ Earth a n d its n e ig h b o rs in
I sp a ce ? ESSEN TIAL QUESTION
W h a t d o y o u se e w h e n yo u
lo o k at the s k y ? t ex t to self
Look at the chart on page 219.
This is a Hubble Telescope photo
of an exploding star. _ -
Tell one w ay the Hubble
telescope is different from a
sim ple telescope.
222
Vocabulary Strategy
Suffixes
changes the word's m eaning. The suffix -y means "full
of."The suffix -ly means "in a certain way."
j§)) Find Text Evidence

O n p a g e 2 1 5 in "Earth a n d Its N e ig h b o rs" I see the w ord
rocky. Rocky h as the suffix -y. I k n o w that the suffix -y
m e a n s "full of." The w ord rocky m u st m e an "full o f rocks."
W hen G alileo looked

into sp ace , he saw
the ro cky su rfa ce of
the Moon.
Find the suffix. Use it to figure out each word's

m eaning,
clo se ly, page 2 76
Collection, NYC
d u sty , p a g e 2 1 7
b um p y, p a g e 2 1 7
Writers group related ideas together. A strong
paragraph has a topic sentence that tells the main
idea. Other sentences give details about the main idea.
Reread the passage from "Earth and Its Neighbors."
Expert Model
Strong Paragraphs After Shepard, more astronauts went

With a partner, find into space. Some orbited the Earth.
the topic sentence. Some walked on the dusty, bumpy
Tell how all the ideas
surface of the Moon. They took pictures
in the paragraph tell
and collected Moon rocks. Astronauts
about the main idea.
wanted to answer some important
questions. Did the Sun's warmth heat
the moon? Could the Moon support life
someday?
NA SA-JSC
224
U S
Editing Marks
Writers A
Add a period.
Add.
Take out.
Steven wrote about the Moon. Read

Steven's revisions. G rammar Hanclbookj
P ast-T ense V e r b s
See page 482.
Student Model
TTO dc® R £ )© © K )
The M oon is our neighbor in
lo o k s
space. Som etim es it looked very
close. The M oon goes around the

© <y ed
E a rth r A stron au ts have w alk on
A A
the Moon. They discovered^rfhat

Your Turn
the su rface of the M oon is dusty.
are S f Identify the main idea.
There -Utlots of Find a past-tense verb.
A
C Tell how revisions
ro cks on the Moon. improved the w riting.
Go Digital!
225
Weekly Concept New Ideas
Essential Question
What ideas can we get
from nature?
Go Digital!
IDEAS FROM
This spider may be sm all, but it
inspires big ideas. Its webs are
super strong, and scientists want
to know why.
► Scientists look to nature for

new ideas.
► These ideas help people in
many different ways.
Talk; About; It; ( f t

Talk with a partner about how
nature inspires new ideas.
Write words you have learned.
(t) DV W ildiife/Alam y; (b) Glowim ages/Getty Im a g e s
Nature
Words to Know
Vocabulary
Images Ltd/Digital Vision/Getty Images; (b) Reuters/Corbis
e ffe c tiv e
The broom is an effective tool for
sweeping up leaves and dirt.
W hat is an effective tool for cutting
paper?
Daly/OJO
e x a m p le
Eye Foundation/Rob
The apple is a good e x a m p le of a

healthy fruit.
Name an example of a healthy
(t) Flying Colours Ltd/Digital Vision/Getty Images; (tc) Marilyn Conway/Photographer's Choice/Getty Images; (be) Compassionate
vegetable.
id e n tic a l
Mark and Matt are id e n tica l tw ins
because they look alike.
W hat m akes two things identical?
This robot can im itate the way Cody

moves.
W hat does it mean to imitate
something?
228
m a te ria l
The baby's blanket is made of a soft,
warm m aterial.
D escribe the m aterial your sh irt is
made of.
...
(t) Michael Dunning/Photographer's Choice/Getty Images; (tc) Michael Pole/Corbis; (be) JLP/Jose L. Pelaez/Corbis; (b) Jose Luis Pelaez/Blend Im ages/Corbis
observed
Meg and Joann o b s e r v e d the fish,
and wrote down w hat they saw.
W hat is another word for observed ?
My dad and I like to look alike, so we

w ear sim ila r shirts.
W hat is a word that means the
opposite of sim ilar ?
C.OVVABORA rs
Your Turn m

229
Genre* Expository
f t Essential Question
jp P
W h a t ideas can w e g e t
fro m n ature?
Read about how bats inspired

a new cane for blind people.
N ature is full of g reat
ideas. Many inven to rs and
scie n tists ju st step outsid e
and look around for
insp iration and ideas. Th ey
often imitate, or copy, w h at
th ey see o u td o o rs. Th e y
use nature to inspire their
inventions.
O ne am azin g invention
w as inspired by bats. It’s
a sp e cial can e th at helps
blind p eo p le n avig ate and
g et around.
This boy is blind and

uses a special cane
to help him get
around.
Canes Lead the Way
Many blind people use can es.
Th e y tap the can e s on the ground in
front of them to lo cate o b je cts that
m ay be in the w ay. This helps them
m ove around sa fe ly as th e y do th eir
shopping or w alk outd o o rs.
Th e b at-insp ired can e is d ifferen t
from th e se can es. It sen d s out sound
w ave s, or sig n als. Th e se sig n als are
alm o st id e n tic a l to the ones b ats use
to find th e ir w a y in the dark.
How Bats Get Around

The scie n tist th at ca m e up w ith the
idea fo r the new can e w as inspired by
w atch in g bats. He o b s e r v e d the w ay
bats fly at night. The b ats m ake high-
p itched so u nd s th at peop le can n o t
hear. Th e se so u nd s cre a te an am azin g
navigatio n system for the bats. H ere’s
how it w o rks.
B a ts send sound w a ve s out throug h th e ir m outh
or nose. Th e se sound w a ve s hit o b je cts and then
bounce b ack as an echo . The e ch o tells the bats
how far a w a y an o b je ct is and how big it is. This
info rm ation helps bats find bugs to eat. It is also an
e ffe c tiv e w ay to keep b ats from bum ping into tre e s
and o th er bats.
Echo
Sound Wave
This diagram shows how a bat uses sound

waves. First, the bat sends out sound
waves. Then the waves hit the moth and
bounce back to the bat as an echo. This tells M oth
the bat where and how close the moth is.
A Batty Idea
The scie n tist w ho invented the new can e took
w h a t he learned from o b servin g bats. He used a
sim ila r idea. He starte d w ith an o rd in ary w h ite
cane. He w an ted the can e to im itate the w ay
bats use sound w ave s. So, he ske tch e d plans and
m ade a m o d e l of his invention. W hen he built the
cane, the sc ie n tist used a sp e cial m a te ria l th at
w as lig h tw eig h t and strong . Then he ad d ed sound
w ave s. Finally, a team of sc ie n tists tested the can e
It w orked!
How the Cane Works

The handle of the can e sen d s out sig n als The
sig n als bounce o ff o b je cts in fro nt of the cane.
Then an echo b o unces b a ck to the c a n e ’s handle.
The person holding it feels b utto ns on the handle
vib rate , or shake. Th e se b u tto n s tell the person how
: ‘48§|
far aw ay and how big the o b je ct is.
This bat-
inspired cane
uses sound
waves. The
cane alerts
the man there
is something
in his way.
Mailbox
S cie n tists and in ven tors stu d y p lants and anim als
all the tim e. T h e ir o b se rva tio n s have led them to
invent m any useful th in g s. A n d like m any new
inventions, the b at-in sp ired can e is a good e x a m p le
of how g reat ideas can co m e from nature.
This scientist
is studying how
bats fly.
Make Connections
How did bats inspire a cane that
helps blind people? e s s e n t i a l
QUESTION
What is something in nature that

inspires you? What would you
invent? t e x t t o s e l f
Summarize
ideas and details in a text. Use im portant details to
help you sum m arize "Bats Did It First."
Find Text Evidence

How did one scientist come up with the idea for the
new cane? Identify im portant ideas and details, and
sum m arize them in your own words.
page 232
How Bats Get Around I read that one scientist

The scie n tist that ca m e up w ith the came up with an idea
idea for the new can e w as inspired by
w atch in g bats. He observed the w ay for a new cane. He
bats fly at night. The bats m ake high- watched bats use sound
pitch ed sound s th at peo ple cann o t
hear. The se sound s cre ate an am azing waves to navigate at
n avigation system for the bats. H ere’s
how it w orks.
night. Those details help
me summarize. The way
bats use sound waves
led to the invention o f a
new cane.
( . O V U B O S ^
Your Turn Iff

Reread "How The Cane Works" on page 234.
Sum m arize the im portant ideas and details about
how the new bat-inspired cane works.
The main idea is the most im portant point the author
makes about a topic. Key details tell about the
main idea. Put the details together to figure out the
main idea.

What details tell about how bats fly at nigh t? I can reread
page 233 and find key details. Then I can figure out what
they have in common to tell the main idea.
Main Idea
Detail
Bats make high-pitched sounds

through their mouth and nose.
Detail
These sound waves hit objects

and bounce back as an echo.
Detail
Reread. Find more key
details about how bats fly
at night. List them in your
graphic organizer.Then
use the details to figure
out the main idea.
I Go Digital!
9
Use the interactive graphic organize
237
Expository Text
"Bats Did it First" is an expository text.
• Includes text features such as photographs,
captions, and a diagram

I can tell that "Bats Did It First" is an expository text. It has
photographs with captions. It also has a diagram that
shows how bats fly at night.
page 233
B a t s s e n d s o u n d w a v e s o u t t h r o u g h t h e ir m o u t h
Text Features
o r n o se . T h e s e s o u n d w a v e s hit o b j e c t s a n d t h e n
b o u n c e b a c k a s a n e c h o . T h e e c h o te lls t h e b a t s Diagram A diagram is a picture
h o w fa r a w a y a n o b je c t is a n d h o w b ig it is. T h is
i n fo r m a t io n h e lp s b a t s fin d b u g s t o eat. It is a l s o an
e ff e c t iv e w a y t o k e e p b a t s fr o m b u m p i n g in t o tre e s
that gives more information
a n d o t h e r bats.
about the text. Labels name the
parts of the diagram .
Caption A caption tells about a
photograph or diagram .
Your Turn
This diagram shows how a bat uses s
waves. First, the bat sends out sound
waves. Then the waves hit the moth and
bounce back to the bat as an echo. This tells
the bat where and how close the moth is.
233
Look at the diagram on
page 233. Explain how the bat
finds food at night.
238
Root Words
A root word is the sim plest form of a word. It helps you
figure out the meaning of a related word.

In "Bats Did It First" I see the word invention. I think the
root word ofinvention is invent. I know invent means "to
make som ething new." An invention is "something new
that is made."
O ne am azin g invention w as
inspired by bats.
< .O V U B O *4 ^
Find the root word. Then use it to figure out the

meaning of each word,
Michael Durham/Minden Pictures
in sp ira tio n , page 23 7

n a v ig a t io n , page 232
239
Organization
A strong conclusion is added at the end of nonfiction

w riting. It retells the main idea in different words.
Reread the passage from "Bats Did It First."
Expert Model
Strong Scientists and inventors study

Conclusions plants and animals all the time. Their
What information is observations have led them to invent
in the conclusion?
many useful things. And like many new
inventions, the bat-inspired cane is a
good example of how great ideas can
come from nature.
Patrick Som elet/Photononstop/G low lm ages
2 40
Editing Marks
Add a period.
A Add.
y Take out.
Nick wrote about his favorite idea from

nature. Read Nick's revision. Grammar Handbook
Future-T ense
V e r b s See page
My Favorite Idea from Nature 483.
I want to invent a new kind of

will
car. I im itate the tro p ica l boxfish.
o,
The car will look a lot like the fis h i
A
The fis h 's shape helps it swim
fa s te r underwater, the shape of

help
my new car will^belpeît travel
Your Turn
fa rth e r on less fuel, i th in k using
Identify the strong
conclusion.
the boxfish to invent a new ca r is a
O ' Identify a future-
terrific
good idea. tense verb.
O ' Tell how revisions
Go Digital!
_
241
Weekly Concept Value the Past
Essential Question
How is each event in history unique?
History £ives
Christopher Colum bus sailed to
America in 1492. Today, people reenact
his historic voyage. Reliving past
events helps us rem em ber them and
understand w hat happened.
► History is made up of many unique

events.
► Reliving history helps us appreciate
w hat people w ent through to get to
new places.
c o i.U B O
Think about a tim e in

history when people
moved from one place
to another. Talk with a
friend about w hat makes
the event unique.
% m V k,.
..
Words to Know
Vocabulary
a g re e a b le
Lori loves cold w eather and thinks it
is pleasant and a gre e a b le .
W hat kind of weather do you find
agreeable?
Images; (be) Tony Anderson/Taxi/Getty Images; (b) Jade Lee/Asia Im ages/Corbis
a p p re c ia te
Jan and Kayla a p p r e c ia te everything
their grandm other does for them .
How do you show people that you
appreciate them?
boom ed
Anita's lem onade business b o o m e d
when the w eather got hotter.
(t) Caroline W oodham /Photographer's Choice RF/Getty Images; (tc) Westend61/Getty
W hat does boom ed mean in this

sentence?
descen dan ts
Ann and her fam ily are d e s c e n d a n t s
of the people in the photographs.
W hat are descendants?
244
e m ig ra tio n
People who left their homes knew
that e m ig r a t io n would be hard.
W hat are some reasons for
emigration?
(t) Archive Holdings/Archive Photos/Getty Images; (tc) Phil Schermeister/National Geographic Society/Getty Images; (be) Medioimages/Photodisc/Getty Images; (b) Philip and Karen Smith/lconica/Getty Im ages
p io n e e rs
In 1843, p io n e e r s traveled across
the country by covered wagon.
Why did pioneers travel acro ss the
country?
tra n sp o rta tio n

Trains are a favorite form of
t r a n s p o r t a t io n for many people.
Tell about another form of

transportation.
v e h ic le s
These v e h ic le s are parked in a large
parking lot.
W hat type of vehicle do you travel
to school in?
Your Turn t
245
fife
s'* -thUisy-i
• /%*
Essential Question
H o w is each event in h isto ry u n iq u e ?
Read to see how the pioneers found

their way to Oregon.
The Long Road
to Oregon
In the spring of 1843, A s a result, m any people
m ore than 8 0 0 p io n e e r s could not find jo b s.
began a jo u rn e y from A m e ric a n s w an te d a
In d ep end en ce, M issouri to m ore en jo yab le life. Th e y
O regon City, O regon. T h e y w an te d to live in a place
had 120 w ag o n s and 5 ,0 0 0 w h e re the soil w as rich er
cattle. This w as one of the and the w e a th e r w as m ore
first w ag o n train s to travel a g r e e a b l e and p leasant.
w e st on the O regon Trail. Th e U nited S ta te s
g o vern m en t w as giving
Land of Promise aw ay free land to p ioneers.
Life w as v e ry hard in So, th o u san d s o f people
M issouri in the 1 800 s. Bad traveled w e st to O regon,
w e a th e r cau se d cro p s to a te rrito ry in the n o rth w est
die. B u sin e sse s clo sed . p art o f the country.
This map shows the Oregon Trail in 1843.
The Oregon Trail

OREGON UNORGANIZED
COUNTRY TERRITORY
IO W A
MEXICAN Independence
TERRITORY
Cities \ M ISSO U R I
REPUBLIC
OF TEXAS
Getting Ready to Go A Long, Hard Journey
Pioneers knew that Planning and p acking
e m ig r a t io n to O regon too k w e e ks. The first thing
w ould be d ifficu lt. The p io n eer fam ilies did w as
trip w as m ore than 2 ,0 0 0 hook a team o f oxen up to
m iles of dusty, b um py trails th e ir w ag o n s. O xen w ere
and w ould take at least d e p e n d ab le and strong
five m onths. The p ioneers and could pull the heavy
needed to be p rep ared. veh icles. N ext the fam ilies
First th ey g ath ered th eir joined o th er p ioneer fam ilies.
cow s and ch icke n s. Then All the w ag o n s traveling
they packed m any pounds to g e th e r fo rm ed a w agon
of food, coo king pots, tools, train. The children and
and seed s. health y ad u lts w alked . The
Covered w ag o n s w ere the sick or tired p ioneers rode in
main form of t r a n s p o r t a t io n the u n co m fo rtab le w ag o ns.
on the O regon Trail. The D irty w ater, sick n e ss, and
w ag o ns w ere stu ffed w ith fie rce dust sto rm s m ade the
everyth in g a fam ily w ould jo u rn e y ch allen g in g . Bad
need. There w as little room w e a th e r often m ade the trail
for anything else. A s a result, im p assab le. B ut the p ioneers
children left books, toys, and w ere d eterm in ed . A s a result,
m ost of th eir clo th e s behind. th ey fin ally reach ed their
new hom e in O regon.
This reenactment
shows a wagon train
on the Oregon Trail.
J M k
A New Life in Oregon

W hen the p io n eers got Learn Your History!
to O regon, th ey cleared History is the study of people and
land and built houses. Then events from the past. It's important to
they planted cro p s. A s m ore know our country's past. Learning about
em ig ran ts arrive d , to w n s history helps us appreciate our country
grew. People opened sto res
and the people who helped build it.
and restau ran ts. B u sin e sse s
One fun way to learn about history
b o o m e d . Th e p ioneers
is by reading the stories of the brave
w orked hard to m ake th eir
new to w n s su cce ssfu l. Th e y people who lived it. You can read
had found a b e tte r life! diaries of pioneers on the Oregon Trail,

Many of the peop le w ho or biographies of
live in O regon to d ay are explorers. These can
d e s c e n d a n t s of the brave be more exciting
p ioneers w ho m ade the and inspiring
jo u rn ey w e st from the 1840s than a movie or a
to the 1880s. T h e y a p p r e c ia t e
television show!
th eir fam ily m e m b e rs’ hard
w o rk and co u rag e. A nd You can still see
they are grateful fo r the parts of the original
Oregon Trail today.
O regon Trail.
Make Connections
How was the Oregon Trail em igration a
unique tim e in history? e s s e n t i a l q u e s t i o n
W hat is your favorite event in history?

Describe why. t e x t t o s e l f
249
I'
Summarize
ideas and details in a text. Use details to help you
sum m arize "The Long Road to Oregon."

Why did pioneers leave Missouri to travel west to
Oregon? Reread "Land of Promise" on page 247. Sort
the details. Decide w hich are most im portant. Then
sum m arize the text in your own words.
page 247
In the spring of 1843, As a result, many people I read that crops died,
more than 800 pioneers could not find jobs.
began a journey from Americans wanted a businesses closed, and people
Independence, Missouri to more enjoyable life. They }
Oregon City, Oregon. They wanted to live in a place couldn't find jo bs. They got
had 120 wagons and 5,000 where the soil was richer
cattle. This was one of the and the weather was more free land. The weather and soil
first wagon trains to travel agreeable and pleasant.
west on the Oregon Trail. The United States were better in Oregon. These
government was giving
’ Land of Promise away free land to pioneers. key details help me summarize.
Life was very hard in So, thousands of people
Missouri in the 1800s. Bad traveled west to Oregon, Pioneers left M issouri because
weather caused crops to a territory in the northwest
| die. Businesses closed. part of the country. life was hard and they wanted
a better life.
Oleksiy Maksym enko/Alam y; (bkgd) Greg Ryan/Alam y
Your Turn ||jyp

Reread "A New Life in Oregon." Find the key
details. Use them to sum m arize the main ideas
and details in your own words.
250
Comprehension Skill
Sequence
The sequence is the order in w hich events take place.
Look for words and phrases that show tim e order, such
as first, next, then, later, and finally.
Find Text Evidence

The events in "The Long Road to Oregon" happen in
time order. Life was hard in M issouri in the 1800s, and
the United States governm ent was giving away free
land. That is the first event. I can use signal words to find
more events.
Your Turn £ ^
Reread "A New Life in
Oregon" on page 249.
W hat happened when the
pioneers got to Oregon?
List details of the events
in order in your graphic
organizer. Use signal
words to help you.
Go Digital!
251
Expository Text
"The Long Road to Oregon" is an expository text.
• May explain a social studies or history topic
• Has headings and sidebars
• May include photos, captions, and maps
Find Text Evidence

I can tell that "The Long Road to Oregon" is an expository
text. It gives information about the Oregon Trail. It also
has headings, photographs, captions, and a map.
page 249
u rn .
A New Life in Oregon
W h e n th e p io n e e r s g o t Learn Your History! Text Features
t o O r e g o n , th e y c le a re d
f History is th e stu d y of people and
land a n d built h o u se s . T h e n
t h e y p la n te d c r o p s. A s m o re
e m ig r a n t s arrived , t o w n s
e vents from the past. It's im p ortant to
k n o w ou r country's past. Learning about X I Sidebar A sidebar may present
gre w . P e o p le o p e n e d st o re s
history helps us appreciate ou r country
a n d the people w h o helped build it.
the author's opinion.
a n d re stau ran ts. B u s in e s s e s
One fu n w a y to learn about history
b o o m e d . T h e p io n e e r s
w o r k e d h a rd t o m a k e their
is by reading the stories of th e brave Photographs and captions
n e w t o w n s su c c e ssfu l. T h e y people w h o lived it. You can read
h a d f o u n d a b e tte r life!
M a n y o f t h e p e o p le w h o
diaries of pioneers on th e Oregon Trail,
o r biographies of
Photographs and captions give
live in O r e g o n t o d a y are
d e s c e n d a n t s o f t h e b ra v e
explorers. These can
b e m ore exciting
additional facts and details.
p io n e e r s w h o m a d e the and inspiring
j o u r n e y w e s t fro m th e 1 8 4 0 s
I th an a m ovie or a
t o th e 18 8 0 s. T h e y a p p r e c ia t e
| television show !
th e ir fa m ily m e m b e r s ’ hard
w o r k a n d c o u ra g e . A n d You can still see
th e y a re g ra te fu l fo r the parts of the original
O r e g o n Trail. Oregon Trail today.
Make Connections
| H o w w a s the O re g o n Trail e m ig ratio n a
u n iq u e tim e in h isto ry ? e s s e n t ia l q u e s t io n
11
I # Your Turn
W h a t is y o u r favorite e ve n t in history?
D e scrib e why. t e x t t o s e l f
Reread the sidebar on page

249. Tell your partner w hat the
author's opinion is.
252
Vocabulary Strategy
Suffixes
changes the word's m eaning. The suffix -able means "is
or can be."

I see the word enjoyable on page 247. Enjoyable has the
root word enjoy. I know that enjoy means "to be happy
with." The suffix -able means "is able or can be." I think
the word enjoyable means "can be happy with."
Youp Turn
Use the suffix to figure out the m eaning of
each word,
a g r e e a b le , page 247
Oleksiy M aksym enko/Alam y
d e p e n d a b le , page 248
253
Voice
Writers use a formal voice for reports. Formal voice

has com plete sentences and good grammar. Informal
voice is less serious and is used when w riting for fam ily
and friends. Informal voice often uses contractions
and slang. Reread the passage from "The Long Road
to Oregon."
Expert Model
Formal and In the spring of 1843, more than

Informal Voice 800 pioneers began a journey from
Does the author use Independence, Missouri to Oregon
a formal or informal City, Oregon. They had 120 wagons
voice? How do
and 5,000 cattle. This w as one of the
you know?
first wagon trains to travel west on the
Greg Ryan/Alam y
254
Editing Marks
Add a period.
A Add.
y Take out.
Shari wrote about w hy it is im portant to

study history. Read Shari's revision. G rammars Handbook;
C o m b in in g
S e n te n c e s
Student Model
w ith V e r b s See
page 485.
Study History Now!
Every kid should study history?
and
Every-kid^sheyJd.learn about the
past, knowng about history m akes
us s m a r t s W e can qet to know

A * and
about im portant peopleJW e-eafr ^
Your Turn
learn about th e ir ideas. Studying
\& Identify the voice.
history is im portant. S ' Identify com bined
sentences with verbs.
SP Tell how revisions
improved the
w riting.
Go Digital!
255
The Big Idea
What are different ways
to meet challenges?
Meatballs
on Wheels
O ur m eatb alls roll from door to door,
W e go each w eek at half past four.
W e d e live r dinner on w h eels,
Bringing sen io rs hot, ta sty m eals.
M eatballs rolling from door to door,

M eatballs and a w hole lot m ore.
by Trevor Reynolds
Weekly Concept Choices
Essential Question
What choices are good
for us?
Some decisions are easy. This crispy carrot is my
favorite snack, and it is delicious and healthy.
Making good choices makes me feel good.
Vocabulary
Use the picture and the sentence to talk with a
partner abo u t each word.
arom a Carl smells the sweet arom a of the

flowers near his house.
W hat is your favorite aroma?
ZenShui/Sigrid Olsson/PhotoAlto/Getty Images; (tc) Ocean/Corbis; (be) Shannon Fagan/The Image Bank/Getty Images; (b) Ariel Skelley/Blend Images/Getty Im age s
expect
I see clouds, so I expect it will rain
today.
What do you expect to do while it is
raining?
fla v o rfu l
Jo and Tori eat lunches that are
delicious and flavorful.
What are some of your favorite
flavorful foods?
Kat'e is a graceful dancer.

W hat word means the opposite of
graceful?
260
h e a lth fu l
Sue chooses healthful foods at the
market.
W hat is a good example of a
healthful lunch?
in te rru p te d
A small dog interrupted the soccer
game.
How might you feel if someone
interrupted you?
These strawberries are sweet and

luscious.
W hat is another word for luscious?
v a rie ty
The bookstore has a large variety
of books by my favorite author.
W here else could you find a variety
of books?
Your Turn Wm
Pick three words. Then write three questions

261
Genre •Folktale
Essential Question
W hat choices are g o o d for us?
Read about how choices helped

a man and his wife learn a lesson
Once long ago, Papa and I were walking for miles
on a long and winding country road. Finally we
approached a large farmhouse surrounded by fields of
healthy vegetables.
"Papa, I'm so hungry," I said.
Papa patted my head and winked. I smiled and
nodded back. I admired my Papa. I knew he would
find a w ay to get us a warm meal. We knocked on the
door, and a well-dressed man and his wife answered.
"Hello," said Papa. "M y son, Erik, is hungry. Could
you please spare a morsel of food?"
The man shook his head. "We have lots of food, but
we cannot afford to give any of it away," he said.
"Well, I could cook my flavorful nail soup if you
would donate a small cup of hot water," said Papa.
The woman looked at her husband. "Soup from
a nail?" she said. "That's impossible." But the man's
curiosity overwhelmed him, so he brought a small cup
of boiling water.
Papa carefully took out a long, crooked nail and with
one graceful motion, dropped it into the cup. He stirred
the cup of hot liquid.
"This is beginning to smell wonderful," said Papa.
I smiled at Papa. He was clever and charming, and
my admiration for him grew. He could do anything!
Then I remembered something he taught me.
"Papa, it is impolite for me to eat nail soup without
offering some to everyone," I said. "But there is such a
small amount here
'We can't let the boy eat alone," said the man to his
wife. "We can spare more water.
The woman filled a big pot with water and put it on
the stove. When the water boiled, Papa placed the nail
into the pot, stirred, and sniffed the air. "The aroma is
good, but it would be much more
aromatic with an onion. Have you
any old onions?
The woman gave Papa three small
onions, and he dropped them into
the pot.
"Papa, remember how
luscious nail soup was
with carrots?" I asked.
Illustrator: B Gerardo Suzan
'V ?
The man jumped up and pulled four plump
carrots from a large basket of vegetables on the floor.
How about some beets and cabbages, too?" he said.
I can spare a few of those."
And here are some potatoes and green beans,"
the woman interrupted. "They are healthful and
nutritious contributions. We grow them ourselves!"
Papa dropped the vegetables into the boiling water
while the man grabbed a variety of spices and meats.
Here, add these, too," he said enthusiastically.
Soon the soup was ready, and we sat down to eat.
I knew the man and his wife would enjoy nail soup.
This soup is amazing," said the woman. "And all
from just one nail and a pot of boiling water."
Papa pretended to be surprised by her amazement,
but as usual, he had the perfect answer. "What did you
expect?" he said. "I told you it would be flavorful."
The man and woman smiled. "We just didn't know
that sharing a little of our great wealth would taste
so good!"
Make Connections
Why is making nail soup a smart
choice? ESSENTIAL QUESTION
m
-Wkm' ' How do you feel when you make
0 k '[ 4
good choices? t e x t t o s e l f
ension St

Ask yourself questions about "Nail Soup" as you read. Then
look for the details to answer your questions.
O Find Text Evidence

Look at page 263. Reread and think of a question. Then
read again to answer it.
page 263
Once long ago, Papa and I were walking for miles I have a question. Why
approached a large farmhouse surrounded by fields of did Erik admire Papa?
healthy vegetables.
"Papa, I'm so hungry," I said. I read that Papa patted
nodded back. I admired my Papa. I knew he would Erik's head and winked.
find a way to get us a warm meal. We knocked on the
door, and a well-dressed man and his wife answered. He says he knows Papa
"H ello," said Papa. "M y son, Erik, is hungry. Could
you please spare a morsel of food?" will find a way to get a
we cannot afford to give any of it away," he said. warm meal. Now I can
"Well, I could cook my flavo rfu l nail soup if you
answer my question.
Erik admires Papa
of boiling water.
because he knows Papa
will take care of him.
f.VVABORi*,.
Your Turn ■■■■■■BE
Reread "Nail Soup."Think of a question. You might

ask: Why does Papa keep smelling the soup while it

cooks? Reread the story to find the answer.
266
Point of View
Point of view is what a narrator thinks about events or
other characters in a story. Look for details that show what
the narrator thinks to figure out point of view.

I read on page 263 that Erik, the story's narrator, nodded and
smiled at Papa. Then he said he admired his Papa. This tells
me he has a lot o f respect and love for his father. He trusts he
will take care of him.
Details
Erik smiles and nods. He knows

Fapa will get them a warm meal.
Your Turn
Reread "Nail Soup." Look for
more clues that show Erik's
point of view about Papa.
List them in the graphic
organizer. Then tell Erik's
opinion of his father. Do you
agree with Erik's point of
view about Papa?
Go Digital!
267
yLiterature
Folktale
"Nail Soup" is a folktale. A folktale:
• Is a short story passed from person to person
• Always has a problem the characters have to solve
• Usually has a message or lesson
Find Text Evidence

I can tell th a t"Nail Soup" is a folktale. There is a problem Erik
and his Papa have to solve. The story also has a lesson. It
teaches the man and his wife the importance of sharing.
In this folktale, Erik has a

problem. He is hungry. Papa
Once long ago, Papa and I were walking for miles finds a way to solve his problem.
approached a large farmhouse surrounded by fiflttfTof
healthy vegetables.
"Papa, I'm so hungry," I said. A folktale often has a message
nodded back. I admired my Papa. I knew he would
find a way to get us a warm meal. We knocked on the
that is stated at the end of
door, and a well-dressed man and his wife answered.
"Hello," said Papa. "M y son, Erik, is hungry. Could
the story.
you please spare a morsel of food?"
we cannot afford to give any of it away," he said.
"Well, I could cook my flavorful nail soup if you
of boiling water.
Your Turn
Reread page 265. What lesson
does the man and his wife learn?
Tell a partner.
268
Root Words
A root word is the simplest form of a word. When you read
an unfamiliar word, look for a root word in it. Use the root
word to figure out the unfamiliar word's meaning.

On page 264 o f "Nail Soup," I see the word admiration. I think
the root word in admiration is admire. I know admire means
"to respect or appreciate." Erik had a lot ofadmiration for his
Papa. That means he "has respect" for him.
Find the root word in each word. Use it to figure out

the word's meaning,
aromatic, page 264
amazement, page 265
Readers to...
Writers use their voice to show how they feel about a
character or event in a story. Reread this passage from
"Nail Soup."
Expert Model
Show Feelings "Papa, I'm so hungry/' I said.

How does Erik show
Papa patted my head and winked. I
his feelings for his
smiled and nodded back. I admired my
Papa? Find details
Papa. I knew he would find a w ay to get
that show the reader
us a warm meal. We knocked on the door
how Erik feels.
and a well-dressed man and his wife
answered.
"Hello," said Papa. "M y son, Erik, is
hungry. Could you please spare a morsel
of food?"
270
-
Editing Marks
Writers A
Add a period.
Add.
Take out.
Ken wrote about why he thinks running is a

good choice. Read Ken's revision. Grammars Handbook
Linking Verbs
See page 481.
Student Model
Running With My Dad

1 love running with my dad. W e
are running every day a fte r dinner.

think
I ib in /^ ru n n in g is a good way to
get exercise? I am breathing lots

is
of fre sh air. It -arÂ so much fun!
my dad and I ? W e are a g re a t
running team.
Identify how Ken shows
his feelings.
O ' Identify linking verbs.
Tell how revisions
improved the writing.
271
Essential Question
How can you use what you
know to help others?
We all have skills and talents. We might
be artistic or smart. We might be good
at sports or music.
► We can use our talents to help others.

► Our skills and talents also make us
feel good about ourselves.
Talk About It (£■

learned about using
your talents. Talk with
Talents
a partner about ways
to helps others.
Words to Know
Vocabulary
partner about each word.
a c h ie v e m e n t
It is a big achievement to fly a kite on
a very windy day.
What is your biggest achievement?
p o lo g iz e d apologize d for breaking the dish.

Ish/Design Pics; (tc) Misty Bedwell/Design Pics; (be) John Slater/Digital Vision/Getty Images; (b) Dirk Anschutz/Stone/Getty Im ages
When have you apologized for doing

something?
a tte n tio n
It is important to pay attention to
directions.
W hat is something else you should
pay attention to?
a u d ie n c e I
The audience clapped and cheered at
the end of the play.
When have you been part of an
audience?
confidence Jody read her report calmly and with
confidence.
W hat does it mean to have
confidence?
embarrassed Tia was em barrassed when she forgot

her lines in the play.
Images/Getty Im age s
W hat was something that made you
feel em barrassed?
Images/Getty Images; (be) John Giustina/lconica/Getty Images; (b) Bruce Laurance/Blend

realized My soccer team celebrated when we
realized we had won the game.
Describe a time when you realized
something.
talents One of Lila's talents is playing the

violin.
W hat talents do you have?
Images/Getty Images; (tc) Hill Street Studios/Blend

(t) Andersen Ross/Blend

275
Snared Read Genre •Realistic Fiction
Essential Question
How can you use what you know
to help others?
Read how Daniel uses what he

knows to save a pet show.
M arcii
M y best friend Carla Hernandez called me on
Thursday afternoon. "Daniel, meet me in the park
near the playground in five minutes. I have a great
idea!" This worried me because Carla's great ideas
almost always mean big trouble for me!
I dashed outside and jogged to the park. When
I saw Carla, my heart sank because her gigantic
dog Perro was with her. I liked everything about
Carla except Perro. I've never had a pet, so I feel
uncomfortable and nervous around animals. I'm
embarrassed to say that I'm afraid of Carla's dog.
Carla smiled. "Isn't this the perfect location
for a pet show?" she asked. "A ll the kids in the
neighborhood can show off their pets' talents and
demonstrate the things they do well. There are
plenty of comfortable benches for our parents and
friends to sit on. And since you don't have a pet to
enter into the show, you will be the announcer."
"I'm sorry," I apologized, "but that's impossible!
Crowds make me nervous and unsure. Besides, I don't
like animals, remember?"
"That's nonsense," said Carla. "There's nothing to be
concerned about because you'll be great!"
Just then, Perro leaped up, slobbered all over me, and
almost knocked me down. "Yuck. Down, Perro! Stay!" I
shouted. Perro sat as still as a statue. "Wow, you're good
at that," said Carla. "N ow let's get started because we
have a lot to do."
By Saturday morning I had practiced announcing
each pet's act a hundred times. M y stomach was doing
flip flops by the time the audience arrived. The size of
the crowd made me feel even more anxious.
When the show began, I gulped and announced
the first pet. It was a parakeet named Butter whose
talent was walking back and forth on a wire. When
Butter finished, everyone clapped and cheered. So
far, everything was perfect, and I was beginning to
feel calmer and more relaxed. I realized that being an
announcer wasn't so bad after all.
Marcin Piwowarski
Then it was Carla and Perro's turn.
“ Sit, Perro," she said, but Perro didn't sit.
Perro was not paying attention to Carla. He was
too interested in watching Jack's bunnies jump in
and out of their boxes. Suddenly, Perro leaped at the
bunnies who hopped toward Mandy and knocked over
her hamster's cage. Pudgy, the hamster, escaped and
began running around in circles while Kyle's dog, Jake,
howled. This was a disaster, and I had to do something.
"Sit!" I shouted at Perro. "Quiet!" I ordered Jake.
"Stay!" I yelled. Everyone - kids and pets - stopped
and stared at me. Even the audience froze.
"Daniel, that was incredible," said Carla. "You got
the pets to settle down. That's quite an achievement."
Sadly, that was the end of our pet show. But now I
have more confidence when I have to speak in front
of people. And even though I am still nervous around
animals, Perro and I have become great friends. And
I've discovered my talent, too.
Make Connections
t° d^V How did Daniel use what
he knows to help others?
ESSENTIAL QUESTION
Discuss whether you would

like to take part in a pet show^
and why. t e x t t o s e l f

Stop and ask yourself questions about "The Impossible Pet
Show" as you read. Then look for story details to answer
your questions.
Find Text Evidence

Reread page 277. Ask a question about what is happening.
Then read again to find the answer.
page 277
I d ash ed ou tsid e an d jo g g e d to the p ark . W hen
I s a w C arla, m y heart san k b ecau se h e r gigan tic
I have a question. Why
d o g P erro w a s w ith her. I lik ed e v ery th in g about are Carla's ideas trouble
C a rla except Perro. I'v e n ev er h a d a pet, so I feel
u n com fortab le an d n e rv o u s aro u n d an im als. I'm for Daniel? Daniel is
embarrassed to s a y that I'm afra id o f C a r la 's dog.
C a rla sm iled . "Is n 't this the p erfect location uncomfortable around
fo r a p et s h o w ? " she ask ed . " A ll the k id s in the
n eighb orhoo d can sh o w o ff their p ets' talents and
pets. Carla asks him to
d em on strate the thin gs they d o w ell. T here are
p le n ty o f com fortab le b ench es fo r o u r p aren ts an d
help at the pet show.
S
frien d s to sit on. A n d since y o u d o n 't h a v e a pet to Carla's ideas are trouble
en ter into the show , y o u w ill be the an n ou n cer."
because she is asking
Daniel to do something he
is not comfortable doing.
tOVVAB0ff4/£
Ml
Your Turn
Reread "The Impossible Pet Show."Think of a
question. You might ask: Why does Daniel think being
an announcer isn't so bad? Reread page 278 to find
the answer.
280
Comprehension Skill
Point of View
Point of view is what a narrator thinks about other
characters or events in a story. Look for details that show
what the narrator thinks. Use them to figure out the point
of view.
Find Text Evidence

I read on page 277 that animals make Daniel nervous and
uncomfortable. This will help me figure out what Daniel's
point of view is about being an announcer for the pet show.
Details
Daniel says he is uncomfortable

and nervous around animals.
Reread "The Impossible Pet

Show." Find more details
that tell what Daniel thinks
about being an announcer.
List them in the graphic
organizer. What is his point
of view? Do you agree
with Daniel's point of view
about being an announcer
at a pet show?
Go Digital!
281
Realistic Fiction
"The Impossible Pet Show" is realistic fiction.
Realistic fiction:
• Has dialogue and illustrations
• May be part of a longer book with chapters or part
of a series about the same characters
p > Find Text Evidence

I can tell that "The Impossible Pet Show" is realistic fiction.
The characters talk and act like real people. The events are
made up, but they could really happen.
page 278
"I'm sorry/' I apologized, "but that's impossible!

Crowds make me nervous and unsure. Besides, I don't
Dialogue Dialogue is what the
like animals, remember?"
"That's nonsense," said Carla. "There's nothing to be characters say to each other.
concerned about because you'll be great!"
Just then, Perro leaped up, slobbered all over me, and
almost knocked me down. "Yuck. Down, Perro! Stay!" I Illustrations Illustrations give
shouted. Perro sat as still as a statue. "Wow, you're good
at that," said Carla. "Now let's get started because we
have a lot to do."
more information or details
By Saturday morning I had practiced announcing
each pet's act a hundred times. My stomach was doing
flip flops by the time the audience arrived. The size of
about the characters and setting
the crowd made me feel even more anxious.
When the show began, I gulped and announced
in the story.
the first pet. It was a parakeet named Butter whose
talent was walking back and forth on a wire. When
Butter finished, everyone clapped and cheered. So
far, everything was perfect, and I was beginning to
feel calmer and more relaxed. I realized that being an
announcer wasn't so bad after all.
Your Turn
Reread "The Impossible Pet
Show." Find two events that help
you figure out this is realistic
fiction.
282
Prefixes
A prefix is a word part added to the beginning of a word.
A prefix changes the word's meaning. The prefixes un-,
non-, and im- mean "not" or "opposite of."The prefix pre
means "before."

On page 278,1see the word unsure. It has the root word sure
and the prefix un-. I know that sure means "certain" and the
prefix un- means "not." The word unsure must mean "not
certain."
M
M!
Crowds make me nervous and unsure.
‘" X T f I IT i
Use the prefixes in each word to figure out its

meaning,
uncomfortable, page 277
impossible, page 278
Marcin Piw ow arski
nonsense, page 278
283
Writers use dialogue and description to show the
character's thoughts, feelings, and actions. Reread the
passage from "The Impossible Pet Show."
Expert Model
Characters "I'm sorry/' I apologized, "but that's

Read the dialogue impossible. Crowds make me nervous
and description. and unsure. Besides, I don't like animals,
How does the author remember?"
use them to show
"That's nonsense," said Carla. "There's
what characters
nothing to be concerned about because
are like?
you'll be great!"
Just then, Perro leaped up, slobbered
all over me and almost knocked me down.
"Yuck. Down, Perro! Stay!" I shouted.
Editing Marks
Make a capital letter.
Make a small letter.
Add a period.
A Add.
Take out.
Isabel wrote about how she and her sister
solved a problem. Read her revisions. Grammar^ Handbook;
Contractions with
N o t See page 485.
Student Model
■■■■I
The Picnic Problem
M y s is te r sue and 1 went to the !
p a rk fo r a picnic, then it s ta rte d
to rain. I jum ped up.
"Oh, no!" 1 sobbed. "This means

't
we can^nef eat our lunch here."
smiled
Sue gave me a hug and sm ile?
Your Turn
"Don't worry," she said. "W e can
S ' Identify dialogue.
have
-haôur picnic at home." S ' Find a contraction.
A
■ ■ B B B B B B B B B B B B B B B B B l .M .
285
Weekly Concept Adaptations
iSNki Essential Question

How do animals adapt to
challenges in their habitat?
Adapt to Challenges
i m & v a.............
This ermine's fur is brown and

white in the summer. It turns white
in the winter and blends in with
the snowy ground. This adaptation
helps ermines escape its predators.
► Ermines are also fast runners

and good climbers.
► They have an excellent sense
of smell.
► Adaptations help ermines
survive.

about adaptation. Talk with a
partner about ways animals have
(r) Arco Images GmbH/Alamy
/
Vocabulary
alert Wolves howl to alert other wolves

when danger is nearby.
How would you a le rt someone to ta lk
quietly?
(t) David Ponton/Design Pics; (tc) Alistair Berg/Digital Vision/Getty Images; (be) Chris Hendrickson/Digital Vision/Getty Images; (b) Comstock Images/Getty Images
competition
Joe won the com petition because he
was the fastest runner.
W h at kind of competition have you
p articip ate d in?
environment
The polar bear lives in a cold and
snowy environm ent.
Describe a whale's environment.
m L* ‘
excellent
Lily's excellent artwork won first place
in the art show.
Tell about a tim e when something you
did was excellent.
288
prefer
Simon and his friends prefer walking
to riding their bikes.
W h at kind of tran sp o rtatio n do
you p re fe r?
I protection
The skunk's scent provides protection
from its enemies.
Tell what you use fo r protection on
sunny days.
related Josh and Jen are related because they

are both members of the same family.
Name two anim als th a t are related.
shelter Our tent was a dry and safe shelter

during the storm.
W h at is another kind of sh e lte r
people use?
Yoar Turn
Co Digital! Use the online visual glossary
289
CCSS Shared Read Genre •Expository
Essential Question
How do anim als adapt to
challenges in their habitat?
Read how gray wolves and
red foxes adapt to challenges.
Did you ever see a photograph of a gray wolf or a
red fox? Don't they look a lot like dogs? Aren't they
fantastic-looking animals? Well, dogs, foxes, and wolves
are all related. They are all members of the same family.
And while gray wolves and red foxes may look alike,
they are different in many ways.
LOOKS ARe EVeRYTHlNG

The gray wolf is the largest member, or a part, of the
wild dog family. An adult wolf is the size of a large dog.
The red fox is smaller and weighs less. Both animals
have excellent hearing. The red fox can even hear small
animals digging holes underground.
And just take a look at those beautiful tails! The gray
wolf and red fox both have long, bushy tails. The wolf's
tail can be two feet long. The fox's tail is not as long but
has a bright, white tip. In the winter, foxes use their
thick, furry tails as protection from the cold.
Foxes and wolves
WHeite do THeY u v e ?
also have thick fur.
Their coats can be
white, brown, or black.
However, red foxes
most often have red
fur, while a gray wolf's
fur is usually more
gray and brown.
FINDING FOOD LEGEND

■H Red Fox only
Gray wolves and Gray Wolf only
red foxes live in many Doth
different habitats. They live in forests, deserts,

woodlands, and grasslands. But as more people build
roads and shopping centers, both animals have lost
their homes. The red fox has adapted well, or made
changes, to fit into its environment. Now more foxes
make their homes close to towns and parks. Wolves,
(t) Mapping Specialists, Ltd., Madison, Wl; (twigs) McGraw-Hill Companies, Inc.; (b) Corbis Bridge/Alamy
however, stay far away from towns and people.

Foxes and wolves are not in competition for food.
They have different diets. Red foxes prefer to hunt
alone and eat small animals, birds, and fish. They
also like to raid garbage cans and campsites for food.
Wolves work together in packs, or groups, to hunt
large animals, such as moose and deer.
Gray wolves prefer

to live and hunt in packs.
DAY-TO-DAY
Wolves live in
packs of four to
seven. They do
almost everything
together. They hunt,
travel, and choose safe places
to set up dens for shelter.
Foxes, on the other hand, like to live
alone. They usually sleep in the open Thg hunts
or find an empty rabbit hole to call home. for food alone.
Both wolves and foxes communicate by barking

and growling. The gray wolf also howls to alert, or
warn, other wolves when there is danger nearby.
The red fox signals in a different way. It waves its
tail in the air to caution other foxes.
The gray wolf and red fox are members of the
same family and have many things in common. But
they really are two very different animals.
Make Connections
9 How have the gray wolf and the
(t) Alaska Stock/Alamy; (twigs) McGraw-Hill Companies, Inc.
red fox adapted to living in North

America? e s s e n t i a l q u e s t i o n
Which animal would you like to

learn more about? Why? t e x t t o s e lf
293
Reread
Stop and think about the text as you read. Are there new
facts and ideas? Do they make sense? Reread to make sure
you understand.
Find Text Evidence

Do you understand how red foxes look different from gray
wolves? Reread "Looks Are Everything" on page 291.
page 291
I read that gray wolves
Did you ever see a photograph of a gray wolf or a
red fox? Don't they look a lot like dogs? Aren't they
fantastic-looking animals? Well, dogs, foxes, and wolves
are bigger than red foxes.
are all related. They are all members of the same family.
And while gray wolves and red foxes may look alike, I also read that the color
they are different in many ways.
LOOKSAKe EVeBYTHlNG of their fur and their tails

The gray wolf is the largest member, or a part, of the
wild dog family. An adult wolf is the size of a large dog. look different. Now I
The red fox is smaller and weighs less. Both animals
have excellent hearing. The red fox can even hear small
animals digging holes underground.
understand some of the
And just take a look at those beautiful tails! The gray
wolf and red fox both have long, bushy tails. The wolf's ways the red fox and gray
tail can be two feet long. The fox's tail is not as long but
has a bright, white tip. In the winter, foxes use their wolf look different.
thick, furry tails as protection from the cold.
Darrell Gulin/Stone/Getty Images; (twigs) McGraw-Hill Companies, Inc.
Your Turn
Reread the section "Looks Are Everything." Look for
details about how gray wolves and red foxes are alike.
294
M H Si
Comprehension Skill (
Compare and Contrast

When authors compare, they show how two things are
alike. When they contrast, they tell how two things are
different. Authors use signal words such as both, alike,
same, or different to compare and contrast.
Find Text Evidence

How are red foxes and gray wolves alike and different? I will
reread "Gray Wolf! Red Fox!" and look for signal words.
^VVABO*^
Your Turn H H I.
Reread "Gray Wolf! Red Fox!" Find details that
tell how red foxes and gray wolves are alike
and different. Add these details to your graphic
organizer. What signal words helped you?
Informational Text
Expository Text
"Gray Wolf! Red Fox!" is an expository text.
Expository te xt:
• Gives facts and information to explain a topic
• May be about science topics
• Includes text features such as a map, photographs,
and captions

I can tell that "Gray Wolf! Red Fox!" is expository text. It
explains how gray wolves and red foxes are alike and
different. It includes a map, photographs, and captions.
page 292
Foxes and wolves

Text Features
also have thick fur.
Their coats can be Map A map is a flat drawing of
white, brown, or black.
However, red foxes
most often have red
a place. It has a key that shows
fur, while a gray wolf's
fur is usually more what colors and symbols mean.
gray and brown.
FINDINGFOOD Caption A caption explains a

Gray wolves and
red foxes live in many
different habitats. They live in forests, deserts,
photograph or illustration.
woodlands, and grasslands. But as more people build
roads and shopping centers, both animals have lost
their homes. The red fox has adapted well, or made
changes, to fit into its environment. Now more foxes
make their homes close to towns and parks. Wolves,
however, stay far away from towns and people.
Foxes and wolves are not in competition for food.
They have different diets. Red foxes prefer to hunt
alone and eat small animals, birds, and fish. They
also like to raid garbage cans and campsites for food.
Wolves work together in packs, or groups, to
large animals, such as moose and deer.
Look at the text features in "Gray

Gray wolves prefer Wolf! Red Fox!."Tell your partner
to live and hunt in packs.
about something you learned.
296
Sentence Clues
Sentence clues are words or phrases in a sentence that
help you figure out the meaning of an unfamiliar word.
Sometimes clues define, or tell exactly, what a word means.

I'm not sure what the word member means on page 2 9 1 .1see
the words "a part of" in the same sentence. This clue tells me
that member means "a part of something."
The gray wolf is the largest member,

or a part, of the wild dog family.
Find context clues to figure out the meanings of

James Hager/Robert Harding World Imagery/Getty Images
these words,
adapted, page 292
packs, page 292
Talk about the sentence clues that helped you
figure out the meanings.
297
A strong opening begins with an interesting question or
fascinating fact. It states the topic and grabs the reader's
attention. It makes readers want to read more.
Expert Model
Strong Opening Did you ever see a photograph of a

Read the opening. gray wolf or a red fox? Don't they look a
Why do the first few lot like dogs? Aren't they fantastic-looking
lines make you want animals? Well, dogs, foxes, and wolves are
to read more? all related. They are all members of the
same family. And while gray wolves and
red foxes may look alike, they are different
in many ways.
Alaska Stock/Alamy; (twigs) McGraw-Hill Companies, Inc.
298
Editing Marks
Add a period.
A Add.
Take out.
Nadia wrote about how her favorite animal
f . ■I * 11 K 1^
adapts. Read Nadia's revision. Grammar^ Handbook
Main and Helping

Verbs See page 484.
Student Model
The Biggest Lizards on Earth

Did you know that there are real dragons?
A -Komodo-dragonis-Q Ttzetrdf
are
Komodo dragons is^the biggest
lizards on Earth. They are the best
hunters, these dragons have very

Your Turn
sh arp teeth?7Komodo dragons are
am S ' Identify the strong
also very good swim m ers. I going to opening.
S ' Identify main and
the zoo to see one today. helping verbs.
299
Weekly Concept Flight
Essential Question
p How are people able to fly?
Co Digital!
w £ k
People have wanted to fly for hundreds of years. Thanks
to many inventors, there are lots of ways they can!
► People can cross the country in tiny planes, huge

passenger jets, or colorful hot air balloons.
► Helicopters take small groups from here to there.
► And some adventurers fly solo high
above the Earth.
Talk About It ( I I
ra ft
Write words about flight
Talk about how people
have learned to fly.
Wi *
Vocabulary
Use the picture and the sentence to ta lk with a
controlled Tom controlled his toy boat's

movements from the shore.
W h at is something you have
controlled at home?
(t) Werner Dieterich/Photographer's Choice/Getty Images; (tc) Peter Dazeley/Photodisc/Getty Images; (be) akg-images/Newscom; (b) Marcos Radicella/Flickr/Getty Images
direction
The sign showed us which direction
to go.
Point in the direction of the door.
The first airplane flig ht took place

many years ago.
W here would you like to go on an
airplane flight?
im possible
Crossing this river is im possible, so we
will have to go a different way.
Name something th at is im possible
to do.
302
launched The space shuttle was launched and
soared toward space.
W h a t other things can be launched?
motion Julie enjoys the motion of the swing.

W h at kin d s of motion do you like?
passenger Denise likes being a passenger in

the car.
When was the la st tim e you were a
passenger?
popular Soccer is the most popular sport at our
I; (tc) mylife photos/Alamy; (be) Randy Faris/Corbis; (b) MM Productions/Corbis

school.
Tell about a popular sp o rt at
your school.

A Shared Read k Genre •Expository
/|
L
i M
i P
I K1\ 1I
*aESs£r - ' - ’
Essential Question
How are people able to fly?
Read about how inventors
learned how to fly. £*«*
..y,» -
•a-* *. -
•:c . :
<y
■"*
- ^ ’2
I ' SShI I
£ a
304
C^rville and 3. ^ _
Wilbur Wright
stood on a cold,
windy beach in Kitty
Hawk, North Carolina. The brothers
traveled a long way from their home
in Dayton, Ohio to test their newest
flying machine. Flying had been their
dream since their father had given
them a toy helicopter.
The Wright brothers owned a
bicycle shop in Dayton. In addition
to selling, building, and repairing
bicycles, they built flying machines.
They flew the first one in 1899.
However, the winds weren't strong
enough to keep the machine in
motion. So they looked for a place
where the winds were stronger. As a
result, they chose Kitty Hawk. It was
(t) Everett Collection/SuperStock
not only windy there, but the sandy

beaches made for soft landings.
305
Because their first flight was not successful, the
Wright brothers learned a lot about flying. As a result,
they built a better glider with bigger wings in 1900. This
glider did not work very well either. The brothers did
not give up. That's why they experimented with a new
glider in 1902. Then in 1903, they built the Wright Flyer,
their first airplane with an engine.
Flying F irsts
By December 17, the brothers were ready to test the
Wright Flyer. Orville started up the engines to power the
plane. He controlled the plane, while Wilbur watched
from the ground. The Flyer was
launched into the sky. The plane
moved in an upward direction,
and the flight lasted twelve
seconds. The Wright brothers had
conquered gravity and unlocked
the secrets of flying.
Orville and Wilbur kept
Alberto £anbos-PuMont w as
improving their planes, and their the third Man ih the world to
flights became longer. Soon, other ply a plane with an engine.
people tried to fly airplanes.
A. Take turns throwing the

plane Pour more times.
W ill I t P ly ? Direction^:
Each time, measure and
1. With a partner, Pold record how Par it Plies.
Po an experiment on Plying two paper airplanes.
using paper airplanes. Make the wing sizes 5. Repeat the experiment
diPPerent in each plane. with the other airplane.
Materials needed:
Z. cSently throw one plane. 6. Compare the plane's
Heritage Images/Corbis
Plights. Then discuss ,

•pencil . paper . ruler 3. Measure and record what you learned
how Par the paper about Plight.
plane Plew.
306
Alberto Santos-Dumont was an inventor and pilot
from Brazil. In 1906, he made the first official flight in
front of an audience. The next year, the French pilot,
Henri Farman, took along a passenger in his
plane. They flew for one minute anc
fourteen seconds.
Better Flying Machines

Because of these flights,
airplane research became popular
with inventors. Before long, better
planes were traveling longer distances. In
1909, a French pilot flew an airplane across the
English Channel. This plane was very different
from the Wright brothers' plane. The new plane had in 1930.
only one long wing across its body. It looked a lot like
today's airplanes.
Soon inventors began building airplanes that could
carry more people. By 1920, several new companies
offered passengers the chance to fly. Humans had done
the impossible. They had figured out how to fly.
Make Connections
(b) Stockdisc/Getty Images (t) Everett Collection/SuperStock
How did the Wright brothers help people fly?

ESSENTIAL QUESTION
Tell what you know about airplanes. Discuss

other ways to fly. t e x t t o s e l f
307
Reread
Stop and think as you read. Does the text make sense?
Reread to make sure you understand.

Do you understand what the Wright brothers learned from
their unsuccessful flights? Reread page 306.
page 306
I read that the Wriaht

Because their first fligh t w as n ot successful, the
W right brothers learned a lot about flying. A s a result,
brothers' first flight was
they bu ilt a better glider w ith bigger w ings in 1900. This**
glider did n ot w ork very w ell either. The brothers did
not successful. But they
n ot give up. T hat's w hy they experim ented w ith a new
glider in 1902. Then in 1903, they bu ilt the W right Flyer,
learned a lot about fIvina.
their first airplane w ith an engine.
Then they built a better
Flying F irsts
By D ecem ber 17, the brothers w ere ready to test the glider with biaaer wings.
W right Flyer. O rville started up the engines to pow er the
plane. H e controlled the plan e, w hile W ilbur w atched Now I understand why
from the ground. The Flyer w as
launched into the sky. The plane rf> their unsuccessful flights
m oved in an upw ard direction,
were important.
Your Turn
How did other inventors use the Wright brothers'
ideas? Reread pages 306 and 307.
Comprehension Skill
Cause and Effect

A cause is why something happens. An effect is what
happens.They happen in time order. Signal words, such as
so, as a result, and because help you find causes and effects.
Find Text Evidence

On page 3 0 5 1read that the Wrights had to find a windier
place to fly. This is the effect. Now I can find the cause. The
wind wasn't strong enough. The signal word so helped me
find the cause and effect.
Cause Effe ct
First So the brothers found a
The winds weren't "k” place where the winds
strong enough. were stronger.
Next
>
Then
>
Finally
>
Your Turn n
Reread "Firsts in Flight." Use signal words to help
you find more causes and effects. Make sure they
are in time order. Fill in the graphic organizer.
Go Digital!
L.
Hi
Expository Text
"Firsts in Flight" is an expository text. Expository text:
• May present causes and their effects in sequence
• May explain a science topic
• Includes text features such as headings,
photographs, or sidebars
Find Text Evidence

I can tell that "Firsts in Flight" is an expository text. It gives
facts and information about how people first started flying. It
includes headings, photographs with captions, and a sidebar.
page 306
Because their first flight was not successful, the

Text Features
Wright brothers learned a lot about flying. As a result,
they built a better glider with bigger wings in 1900. This Sidebar A sidebar gives more
glider did not work very well either. The brothers did
not give up. That's why they experimented with a new
glider in 1902. Then in 1903, they built the WrightFlyer, information about a topic.
their first airplane with an engine.
Flying F irsts Sometimes a sidebar can be a

By December 17, the brothers were ready to test the
WrightFlyer.Orville started up the engines to power the science experiment or directions
plane. He controlled the plane, while Wilbur watched
from the ground. The F lyerwas
launched into the sky. The plane
showing how to do something.
moved in an upward direction,
and the flight lasted twelve
seconds. The Wright brothers had
conquered gravity and unlocked
the secrets of flying.
Orville and Wilbur keptF , ,
■ _ ,
Alberto Santos-PuM onb w a s
improving their planes, and their the third M an in the woj
flights became longer. Soon, other Ply a plane with an en<
people tried to fly airplanes.
Will It Fly?
. t .
Vo an experiment on Plying
Pfnectfons.-
1. With a partner, Pold
bwo paper airplane6.
4. Take burns throwing the
plane Pour More tiMes.
Each tiMe, M easu re and
record how Par it Plies.
Your Turn
using paper airplanes. Make the wing s iz e s 5. Repeat the experiMent
diPPerent in each plane. with the other airplane.
M a te ria ls needed.-
2. Gently throw one plane. 6 . CoMpare the plane's
•pencil •paper . ruler 3. M easure and record
how Par the paper
Plights. Then d iscu ss
what you learned
about Plight.
plane Plew.
"Firsts in Flight."Tell your partner

something you learned.
310
Vocabulary Strategy
Multiple-Meaning Words
Multiple-meaning words have more than one meaning.
Find other words in the sentence to help you figure out the
correct meaning of a multiple-meaning word.
Find Text Evidence

On page 3 06,1know well can mean "a deep hole with water in
it" or "in a good way." The context clue work helps me figure
out what well means in this sentence. I think well means "in a
good way." The glider did not work in a good way.
Find context clues. Use them to figure out the

meaning of each word.
seconds, page 306
Everett Collection/SuperStock
fly, page 307
311
Writers use strong conclusions to retell the main idea and
summarize important points. A strong conclusion helps the
reader understand the author's purpose.
Expert Model
Strong Soon inventors began building

Conclusions airplanes that could carry more people.
Identify the By 1920, several new companies offered
conclusion. How passengers the chance to fly. Humans had
does it restate the done the impossible. They had figured out
main idea? how to fly.
Everett Collection/SuperStock
312
Editing Marks
Writers A
/ Make a small letter.
Add a period.
Add.
jy Take out.
Marcus wrote about his favorite flying
machine. Read his revisions. •rammar Han<
Com plex Sentences
See page 477.
Student Model
The Best Flying Machine

M y favorite flying machine is
am
the kite. W hen 1 implying my kite,
r and
I feel happy. It's fun to ru n .-ii^
A
fu fl-^ w a tc h it lift off the ground.

long
I love the way its Tail sw ishes
.0
b a ck and fo rth in the wind T h at s
/ 0* Identify the strong
f why the k ite s is my favorite conclusion.
0* Identify a complex
flying machine of all! sentence.
'%T- 0 Tell how revisions
M
C
313
Essential Question
How can others inspire us?
Block/National Geographic/Getty Images
POETRY
Danny talked to the firefighters in

his neighborhood. He learned all
about what they do. Danny thinks
they are brave heroes. He wants to
be a firefighter, too.
People who are courageous and

helpful inspire us.
When we feel inspired, we want

to help others, too.
iTalkfAboutjlt
Talk with a partner
about how we are
inspired by others.
Write words about
Inspiration
inspiration.
Words to Know
Vocabulary
adventurous Whitewater rafting is an adventurous

and exciting activity.
W h at would you like to do th at is
adventurous?
Maya was courageous at the doctor's

(t) Glowimages/Getty Images; (tc) ERproductions Ltd/Blend Images/Getty Images; (be) Perry Mastrovito/Design Pics; (b) Steven P. Lynch
D escrib e someone you know who is

^ cour ageous.
extremely
Some plants can grow in extremely
dry places.
Tell about a tim e when you were
extrem ely cold.
weird
The Venus Flytrap is a weird and
strange plant.
W h at is a synonym fo r weird?
316
Poetry Words
free verse narrative poem
Some of Emma's free verse I wrote a narrative poem
poems rhyme, and some about the history of flight.
do not. W h at kinds of sto rie s m ake
Explain why a lim erick is not good n arrative poems?
a fre e verse poem.
repetition rhyme
Using the same word several The words night and right
times in a poem is called rhyme because they end in the
repetition. same sounds.
W hy do poets use repetition? W hy do poets use words th at
rhym e?
tOVUB0nArf
Your Turn
317
Shared Read f Genre • Poetry
Giber's Vingers
G in g e r ’s fin gers are s h o o tin g stars,
They talk of a d v e n tu ro u s trips to Mars.
F in ge rs talkin g w ithout words,
S ig n in g w hen s o u n d s c a n ’t be heard.
G in g e r ’s fin gers are o ce an waves,
They talk of fish an d d e e p sea caves.
F in g e rs talkin g w ithout words,
G in g e r ’s fin gers are butterflies,
They talk of a h o n e y -g o ld sunrise.
F in g e rs talkin g w ithout words,
Essential Question
How can others inspire us?
Read about different ways
that people inspire others.
D o d g e , dart, dash,
Z ig z a g , slash!
I sizzle, S IZ Z L E , w hen I dribble
I’m ligh tn ing on the court.
M y team calls m e The Giant,
Even th o u g h I’m kinda short.
The other te am m ig h t la u gh to see

A player tiny as a flea.
But I’m a rocket, fiery hot,

W a tc h m e soar, S O A R , on m y ju m p shot!
Stretching, flexing, push, push, P U SH ,

M y ball flies up a n d in— S w o o s h W o o s h !
I s h o w them all
You d o n ’t need tall
To rule the ball!
Captain's Log,
May iz, 1868
W e set sail from a port in Spain,
(bl) Paul Fleet/Alamy; (t) John Heseltine/Dorling Kindersley/Getty Images; (br)Tetra Images/SuperStock
S u n high, no s ig n o f rain.
The sea w a s satin, s o b lu e— s o blue.
O u r sh ip w a s a bird, we flew — we flew.
Just p a st noon, ho w very weird,
C a m e a s o u n d that we m o st feared.
T hunder rum bled, a g ia n t drum.
T hunder rum bled, rum turn turn.
Rain w a s pouring, pouring.
The w ind w a s a monster, roaring, roaring.
M y crew, extrem ely terrified,
Froze at their posts, pale and w ide-eyed.

A h u g e w ave lifted up our ship,
M y feet b e g a n to slip, slip, slip.
I knew that it w a s up to me,
To g u id e us th ro u g h that sto r m y sea.
I g r a b b e d a rope, reached for the mast,
A n d g o t b a c k to the helm at last - at last
S h o o k off the rain, lo o k e d at m y crew,
“S t e a d y lads, I’ll g e t us thro u gh.”
The crew heard m y call,
Each lad st o o d up tall.
All h an d s n o w on deck, we trim m e d every sail.
C o u r a g e o u s, together, we rode out that gale.
M ake Connections
Talk about how the person in each
poem is inspiring, e s s e n t i a l q u e s t i o n
In the poems, which person is most

inspiring to you? Why? t e x t t o s e l f
Poetry -
Narrative and Free Verse

Narrative poetry: • Tells a story. • Often has stanzas, or
groups of lines. • Often rhymes.
Free verse poetry: • Does not always rhyme. • Can have

stanzas with different numbers of lines. • Can tell a story or
express a poet's feelings.
Find Text Evidence

I can tell that "Captain's Log" is a narrative poem. It is a story
of a ship's captain who inspires his crew during a bad storm.
page 320
"Captain's Log" is a
f Captain's Log,
narrative poem that
May iz, 1868
W e s e t sa il fro m a p o r t in S p a in , rhymes and has stanzas.
S u n h ig h , n o s i g n o f rain.
T h e s e a w a s sa tin , s o b lu e — s o blue. It tells a story. This part

O u r s h ip w a s a b ird, w e fle w — w e flew.
J u s t p a s t n o o n , h o w v e r y w eird,
describes the storm and
C a m e a s o u n d t h a t w e m o s t fe a re d .
T h u n d e r ru m b le d , a g ia n t d ru m .
how scared the crew on
T h u n d e r ru m b le d , ru m tu rn turn.
the ship was.
R a in w a s p o u r in g , p o u r in g .
T h e w in d w a s a m o n ste r, ro a rin g , ro a rin g .
M y crew , e x t r e m e ly te rrifie d ,
F r o z e a t th e ir p o s t s, p a le a n d w id e -e y e d .
Your Turn
Reread "The Giant." Explain
why it is a free verse poem.
322
Comprehension Skill
Theme
The theme is the main message or lesson in a poem. The
details in a poem can help you figure out the theme.
Find Text Evidence

All the poems in this week are about inspirational people, but
each poem has a different theme. I'll reread "The Giant" and
look for details. I can use the details to figure out the theme.
Your Turn
Reread "The Giant." Find
more details and list them
in your graphic organizer.
Make sure they support
the theme.
Co Digital!
323
cess Literary Elements
■.
Repetition and Rhyme

Repetition means that words or phrases in a poem are
repeated. A rhyme is two or more words that end with the
same sounds, such as pouring and roaring.

Reread "Captain's Log" on pages 320-321. Listen for words
or phrases that are repeated. Think about why the poet
uses repetition.
page 320
In the first stanza, the
poet repeats the words
Captain's Log, so blue and we flew.
May 12,1868 These words also rhyme.
W e set sail from a port in Spain, This repetition gives the
Sun high, no sign of rain. poem a musical quality.
The sea was satin, so blue— so blue. ^ It helps me feel the
O ur ship was a bird, we flew— we flew.
waves and how the ship
. moves on the sea.
tOVUB0R47i>
John Heseltine/Dorling Kindersley/Getty Images
Your Turn
Reread "Captain's Log." Find examples of repetition
and rhyme.
324
Vocabulary Strategy
Metaphor
A metaphor compares two things that are very different. It
helps you picture, or visualize. "His teeth are white pearls"
is a metaphor. It compares teeth to pearls. This metaphor
helps me picture bright, white teeth.

On page 3 18,1read that "Ginger's fingers are shooting stars."
This is a metaphor. It compares the way Ginger's fingers move
and sign to shooting stars. This metaphor helps me picture
Ginger's fingers m oving quickly and quietly.
page 318
G i n g e r ’s f in g e r s are s h o o t i n g stars},
T h e y ta lk o f a d v e n t u r o u s trip s to Mars.
F in g e r s ta lk in g w ith o u t w o rd s,
S i g n i n g w h e n s o u n d s c a n ’t b e heard.
Your Turn
Reread the poem "Ginger's Fingers." Find another
metaphor. What two things are compared? Talk
about how the metaphor helps you visualize.
Sl Word Choice
Readers to • • •
Writers choose strong, descriptive words to make their

writing interesting and clear. Strong words show, rather
than tell. Reread part of "The Giant" below.
Expert Model
Strong Words D o d g e , dart, dash,

Identify strong
words. How do Z i g z a g , slash!
they help you
I sizzle, S I Z Z L E , w h e n I dribble,
visualize the way the
narrator moves? I’m lig h t n in g o n the court.
M y te a m ca lls m e T h e Giant,
E ve n t h o u g h I’m kin da
short.
MM Productions/Corbis
326
Editing Marks
Writers Make a small letter.
( 7 ) Add a period.
A Add.
Take out.
Anne wrote a poem about someone who
inspires her. Read her revisions. G rammar^ Handbook!
Irregular Verbs
Student Model
See page 486.
wm a p n rp m i■
w$
G ra n ty a
He w alks slower now
and with g re a t care.

twinkle
but his eyes still shin^
= A
And he like s to share.

IS
M y grandpa wc&'the one
1 m ost adm ire.

Your Turn
\& Identify strong words.
He^hav^the biggest K e a rt
Identify an irregular
and never seem s to tire. verb.
improved the poem.
Go Digital!
327
Melissa McGill; (c) Bill Boch/age fotostock
B a c k in 1742,
S n o w fell fast an d co ld w in d s blew.
Ben Franklin’s fireplace w a s bright,

B u rn in g w o o d b oth d a y an d night.
But Ben w o u ld rub his icy feet,

“Too m uch sm oke, an d w h e re ’s the heat?
A fireplace d o e s little g o o d ,
For it u ses to o m u ch w o o d .
I’ll build an iron stove instead,

It will burn less w o o d ,” Ben said.
D a y after day, B e n ’s h a m m e r rang

O n that i r o n - C L I N K , C L U N K , C L A N G .
The stove Ben m a d e helped hot air rise,

W ith no s m o k e to stin g his eyes.
N o w th ro u g h the winter Ben co u ld boast,

“M y stove kee p s m e w arm as toast!”
— By Charles Ashton
Everyone is thirsty. All the kids want a
glass of Sue's lemonade. They wait in line
for what they want and need. They will
pay for it in different ways.
► Some will use money.

► Some will barter, or trade.
► Sue is getting what she needs, too
She is working to save money to
buy a new bike.

learned about getting
what you need. Talk
with a partner about
how to get what
you need.
u
331
Vocabulary
admit j Q S |1 tQ acjmjt t0 ^ m0m that he

got dirt on her clean sheets.
Tell about something you had
to admit.
Amy likes to barter, or trade, parts of

her lunch with Kim.
W h at is another word fo r b a rte r?
(t) Beau Lark/Corbis; (tc) Lisa F. Young/Alamy; (be) Corbis Super RF/Alamy; (b) Andy Sacks/Stone/Getty Images
considered
Marta thought carefully as she
considered which tomato to buy.
Name something you considered
doing.
creation
Ella adm ired her creation in art class.
Tell about a creation you made.
1IIIH1IIPI>IH'll illll'l— — — 11.1'llMIIIHI
332
humble My grandfather's house is humble,
simple, and plain.
W h at is the opposite of humble ?
magnificent Mr. Jacobs took a picture of the

magnificent canyon.
W h at is a m agnificent place
(t) Picture Contact BV/Alamy; (tc) Digital Zoo/Photodisc/Getty Images; (be) Blend Images/Ariel Skelley/the Agency Collection/Getty Images; (b) Art Wolfe/Stone/Getty Images
you know?
payment Mom gave our neighbor payment for

the vase.
W h a t do people usually use fo r
paym ent?
reluctantly The goats stepped reluctantly down

the steep path.
Show how you would ra ise your hand
reluctantly.
Pick three words. Then write three

333
Shared Read Genre *Fairy Tale
Essential Question
How do we get what we need?
Read about what Juanita does
to get what she needs.
Juanita lived in a small, humble cottage with her
Mama and her pet goat, Pepe.
One day Mama said, "There has been no rain, and
our garden has dried up. Juanita, you must go to town
and sell your goat. Use the money you get as payment
to buy some food."
"I don't want to sell Pepe!" cried Juanita. She petted
the goat lovingly. But she was an obedient girl and
would not disobey her mother. Reluctantly, she took
Pepe to town. On her way she met an old man who
patted Pepe kindly.
"He is for sale," said Juanita with tears in her eyes
The man replied, "I have no money, but I have
some special frijoles. If you plant these beans
you will never go hungry again.
We can barter, and I will trade
you these beans for your goat.
Juanita thought carefully as she considered the
man's offer. He seemed caring and considerate.
Certainly he would be kind to Pepe, so Juanita finally
decided to sell Pepe. She accepted the beans.
When Juanita got home, Mama was upset with her
decision. "You have returned home with no food and
no money!" she exclaimed.
Juanita had to admit that Mama was right. All
she had were three beans, and she still missed Pepe.
Worst of all, Mama was unhappy.
Juanita planted the beans in the backyard and
went to bed. The next morning she woke up and went
outside. A gigantic beanstalk as tall as the clouds
stood where Juanita had planted the beans.
Juanita was curious. "I'm going to see what's
up there," she said to herself, so Juanita climbed
the beanstalk. At the top she saw a grand and
magnificent palace in the middle of a field. She
knocked on the door and a maid answered.
"Hide!" cried the maid. "The giant is coming now,
and he doesn't like strangers." So Juanita quickly
The giant stomped in carrying an
unhappy hen in a cage. He said, "Lay,
hen, lay!" Juanita's curiosity grew,
and she peeked from under the table.
Then she saw the hen's creation. Juanita
gasped. It was a golden egg!
The poor hen reminded Juanita of Pepe.
She wanted to give it a better home. She ran
between the giant's legs and grabbed the cage.
She raced to the beanstalk. The giant roared in anger
and chased after her. Juanita was able to slide down the
beanstalk, but the giant was too heavy. He caused the
stalk to break and crash to the ground. The beanstalk
was gone forever, and Juanita and the hen were safe.
The hen was happy to have a new home and laid
many golden eggs. Mama was happy to use the eggs to
buy everything they needed. And Juanita was happy
because she was able to trade a golden egg with the old
man to get Pepe back!
Make Connections
^ 5 ? How does Juanita get what she
needs? e s s e n t i a l q u e s t i o n
What are some ways you can get

what you need? t e x t t o s e l f
V% -
Summarize
When you summarize, you retell the most important events
in a story. Use details to help you summarize "Juanita and
the Beanstalk".
Find Text Evidence

Why does Juanita have to sell her pet goat? Identify
important story events. Summarize them in your
own words.
I read that it hadn't

rained and M am a's
Juanita lived in a small, humble cottage with her
Mama and her pet goat, Pepe. garden dried up. They
One day Mama said, "There has been no rain, and
our garden has dried up. Juanita, you must go to town needed money for food.
and sell your goat. Use the money you get as payment
to buy some food."
M am a told Juanita to
"I don't want to sell Pepe!" cried Juanita. She petted
the goat lovingly. But she was an obedient girl and
would not disobey her mother. Reluctantly, she took
sell Pepe. her pet aoat.
Pepe to town. On her way she met an old man who
patted Pepe kindly. These details help me
"He is for sale," said Juanita with tears in her eyes.
The man replied, "I have no money, but I have summarize. Juanita had
to sell her goat to get
m oney for food.
Your Turn
Reread "Juanita and the Beanstalk." Summarize
the most important events that tell how
Juanita found the giant's palace.
338
Point of View
A character often has thoughts about other characters or
events in a story. This is the point of view. Look for details
to figure out the character's point of view.

What does Juanita think about Pepe? I can reread what she
does and says. These details will help me figure out Juanita's
point of view about the goat.
Details
Juanita tells Mama that she

does not want to sell Pepe.
She pets the goat lovingly.
Your Turn
Reread "Juanita and the
Beanstalk."Write details
about Juanita's feelings
for Pepe in the graphic
organizer. Figure out her
point of view. Do you agree
with Juanita's point of
view?
339
cess
S® J
Fairy Tale
"Juanita and the Beanstalk" is a fairy tale. A fairy tale:
• Is a made-up story with events that could not
really happen
• Usually has magical characters or settings
• Almost always has a happy ending with a message

I can tell that "Juanita and the Beanstalk" is a fairy tale. A
huge beanstalk could not grow overnight in real life. There are
also magical characters, such as a giant and a hen that lays
golden eggs. The story has a happy ending, too.
page 337
Important events in a fairy tale

The giant stomped in carrying an
unhappy hen in a cage. He said, "Lay,
could not really happen.
hen, lay!" Juanita's curiosity grew,
and she peeked from under the table.
Then she saw the hen's creation. Juanita
gasped. It was a golden egg! Fairy tales usually have a happy
The poor hen reminded Juanita of Pepe.
She wanted to give it a better home. She ran
between the giant's legs and grabbed the cage.
ending with a message.
She raced to the beanstalk. The giant roared in anger
and chased after her. Juanita was able to slide down the
beanstalk, but the giant was too heavy. He caused the
stalk to break and crash to the ground. The beanstalk
was gone forever, and Juanita and the hen were safe.
The hen was happy to have a new home and laid
many golden eggs. Mama was happy to use the eggs t(
buy everything they needed. And Juanita was happy
because she was able to trade a golden egg with the old
Your Turn
man to get Pepe back!
Make Connections
H ow doe s Juanita get w hat she
needs? e s s e n t ia l q u e s tio n
W hat are som e w ays you can get With a partner, find two details
w hat yo u n eed? t e x t t o s e l f
that show this is a fairy tale.

How is it like other fairy tales
you know?
340
iiil
Vocabulary Strategy
Root Words
A root word is the simplest form of a word. When you read
an unfamiliar word, look for the root word. Then use the
root word to figure out what the word means.

On page 336 of "Juanita and the Beanstalk" I see the word
considerate. I think the root word o f considerate is consider.
I know that to consider something means "to think about it."
Being considerate means "thoughtful of others'feelings."
Juanita thought carefully as she

considered the man's offer. The man
seemed caring and considerate.
Find the root words. Use them to figure out the

meanings of the following words,
decision, page 336
curiosity, page 337
Chris Vallo
341
Sentence Fluency
Writers use different kinds of sentences that make stories

more interesting to read. Reread the passage from "Juanita
and the Beanstalk."
Expert Model
Vary Sentence When Junaita got home, Mama

Structures was upset at her decision. "You have
Find different kinds returned home with no food and no
of sentences. How
money!" she exclaimed.
do they make
the story more Juanita had to admit that Mama was
interesting to read? right. All she had were three beans, and
she still missed Pepe. Worst of all, Mama
was unhappy.
Chris Vallo
342
Editing Marks
Writers A
Add a period.
Add.
y Take out.
Stephanie wrote a story about a trade she

made. Read her revisions. G ra mmarpHandbook
Sin gu la r and
Plural Pronouns
Student Model
See page 487.
A Perfect Trade
M y frie n d Jim m y and I love
(J) We
anim als Jimmy-and-pp^ have many
books about animals. Jim m y has
an interesting book about giraffes.

great
I have aA book about sh arks. One
traded
day, I iFadifx^ m y s h a rk book fo r
Your Turn
A We
S? Identify different kinds
his g ira ffe book. ffe -a n d ^ b o th got
of sentences.
to read new books. How do we feel Identify singular and
plural pronouns.
about trading? W e th in k it is great! & Tell how revisions
Go Digital!
Write online in Writer’s Workspace
343
Essential Question
How can we reuse what we
already have?
Old tires can be reused.They make great swings
They also can be used to build strong walls on
land and to make reefs for animals under water.
Almost everything we use can be recycled.

Reusing things helps keep our Earth clean.
We all should reuse and recycle what we can

learned about recycling. Talk
with a partner about ways
you can reuse and recycle.
Vocabulary
c o n s e rv a tio n
Kara's light bulb saves energy and is a
good example of conservation.
W hat is another exam ple of
conservation?
d isc o u ra g e d
Shawn felt discouraged when he and
his mom couldn't find his lost football.
W hat would m ake you feel
discouraged?
(t) David Deas/DK Stock/Corbis; (tc) Daniel Bosler/Stone/Getty Images; (be) Blend Images/Alamy; (b) Laura Doss/Corbis
Diane gasped out of frustration when

her computer screen went blank.
Tell about a tim e you showed
fru stration .
Tory gazed at the stars through her

telescope.
When have you gazed a t the s t a r s ?
346
ju b ila n t
Ryan's team felt jubilant and delighted
when they won the contest.
W hat word m eans alm ost the sam e
a s jubilant?
re c y c lin g sheila is recycling empty containers.

W hat a re other things you could be
recycling?
r e m a in in g
These seven puppies are rem aining
after we gave two away.
How many d ays of school a re
remaining th is week?
(t) Fuse/Getty Images; (tc) Ocean/Corbis; (be) LWA/Photographer's Choice/Getty Images; (b) Ron Nickel/Design Pics
[tin k e r e d j Qn gnc|[ T Wjt|1 the
'9 I h ! and got it working again.

L A H I « Think of another word fo r tinkered.
Your Turn
347
1
Shared Read Genre • Realistic Fiction
HOOP v r
Essential Question
How can we reuse what we already have?
Read to see how Kim and Marco reuse

something to solve their problem.
Chris Vallo
Marco gazed at the basketball hoop and threw the
ball up. It whizzed through the air. "Score!" he shouted
as the ball fell through with a swish.
"You won this time, but I'll beat you next time,
Marco!" said Kim as the two friends made their way
home. "I wish we could play at home, too, instead of
only at school. It's not fair." The basketball hoop in their
neighborhood park had been ruined when a tree fell
and crushed it.
"My dad says the Parks Department doesn't have
enough money to buy a new hoop yet," grumbled
Marco in frustration.
"I feel so discouraged," said Kim. "I guess there's
nothing we can do."
Marco and Kim walked past the city's recycling
center. They waved at the manager, Mr. Morse. His
job was to separate the plastic, paper, and metal items
people brought to him. He was transferring cardboard
from an overflowing bin into large, empty containers.
Marco stared at all the old stuff. "That gives me an
idea!" he said. "Mr. Morse, do you have anything we
could reuse to make a basketball hoop?"
Mr. Morse picked up a plastic laundry basket.
"We were going to recycle this basket, but I think it's
reusable."
"It looks useless, old, and cracked," said Kim.
"No, it could be useful," said Marco. "We can cut off
the bottom to make a fine hoop, and then an adult can
help us attach it to a post."
Kim frowned. "I want a new basketball hoop," she
said. "Not someone else's hand-me-down."
"Why?" wondered Marco. "Reusing things is a great
way to practice conservation. It stops waste."
"I guess we can try," said Kim. "But I still don't
believe it will be as good as a new one."
They took the basket to Marco's house. His older
brother, Victor, got some leftover wood from an old
building project. Together they tinkered with the
materials and made a post and a backboard.
When Marco went to attach the basket to the
backboard, he found his two cats napping
in it. "I see someone has found a
way to reuse the basket already!"
he laughed. He let them sleep
a few minutes longer.
Chris Vallo
When all the parts were ready, there was
only one thing remaining to do. Marco, Kim,
and Victor took everything to the park. Kim
helped dig the hole for the post, but she was
still unsure. Next, Marco helped Victor ease the
backboard and basket carefully into the hole.
“It looks better than I thought it would!" said Kim.
"Here's the real test!" grinned Marco. He
tossed her the basketball. Kim bounced
the ball, aimed, and shot a perfect
basket. She was jubilant.
"Wow, I was wrong," she said.
"This recycled basketball hoop is really
great. Now we can play whenever
we want!"
"Yes, and I can beat you whenever
I want," grinned Marco.
"Oh, no you can't!" laughed Kim.
The two friends played basketball
until dinner time.
M ake Connections
What problem do Kim and Marco have?
How do they reuse something to solve it?
ESSENTIAL QUESTION
Discuss how you reused something to solve

a problem. How did it work? t e x t t o s e l f
351
Summarize
When you summarize, you retell the most important
events in the story. Use events to help you summarize "The
New Hoop."
Find Text Evidence

You may not know why Kim and Marco feel frustrated and
discouraged. Reread and identify important story events.
Then summarize them in your own words.
page 349
M arco gazed at the basketball hoop and threw the I read that Kim said she wished
ball up. It w h iz zed through the air. "S co re!" he shouted
as the b all fell through w ith a sw ish . she could plav ball at home. The
"Y ou w o n this time, but I'll beat y o u next time,
M arco!" said K im as the tw o friends m ad e their w a y
basketball hoop was broken,
home. " I w ish w e could p la y at hom e, too, instead of
on ly at school. It's not fair." The basketball hoop in their
and there was no money to fix it.
neighborhood p ark had been ruined w h en a tree fell
Marco grumbled. Kim said she
and crushed it.
" M y d ad says the Parks D epartm ent d oesn 't h ave felt discouraged. These details
en ough m oney to b u y a n ew hoop y e t," grum bled
M arco in frustration. help me summarize. Kim and
"I feel so discouraged," said K im . "I guess there's
nothing w e can d o ."
Marco are frustrated because
they can't play basketball in their
neighborhood.
Reread "The New Hoop." Summarize the most

important events that tell how Kim and Marco
solve their problem.
Chris Vallo
352
Comprehension Skill
Point of View
Point of view is what a character thinks about other
characters or events in a story. Look at Marco's actions and
words to figure out his point of view.
Find Text Evidence

What does Marco think about reusing recycled things? I can
reread what he does and says. These details will help me
figure out his point of view.
Details
M arco a sk s Mr. M orse if he

has anything they could reuse to
make a basketball hoop.
^VVABOff^
Your Turn
Reread "The New Hoop."
Write about Marco's
feelings about reusing
things in your graphic
organizer. Figure out his
point of view. Do you agree
with Marco's point of view
about recycling? Why or
why not?
Go Digital!
353
Realistic Fiction
"The New Hoop" is realistic fiction. Realistic fiction:
• Has illustrations that give information about the
characters, setting, and events

I can tell that "The New H oop" is realistic fiction. Marco and
Kim have a problem to solve. That could happen in real
life. There are also illustrations that give details about the
characters and setting.
page 348
cess Genre • Realistic Fiction Illustrations Illustrations give

you more details about the
The New/ characters, setting, or events in
a story.
Youp Turn
I Essential Question
3 ^ '' H o w ca n w e r e u s e w h a t w e a lr e a d y h a v e ?
t- yr Read to see how Kim and Marco reuse

something to solve their problem.
Find two things in the story that
could happen in real life. Talk
about why "The New Hoop" is
realistic fiction.
354
Vocabulary Strategy
Homographs
Homographs are words that are spelled the same but
have different meanings. They are sometimes pronounced
differently. Use nearby words as clues to help you figure
out the meaning of a homograph.
Find Text Evidence

On page 349 in "The New H oop" I see the word can. I know
can means "to be able to" or "a metal container."I will reread
sentences from the story to figure out which m eaning fits. In
this sentence, can means "to be able to."
"I feel so discouraged," said Kim.

I guess there's nothing we can do.'
Use context clues to figure out the meaning for

the following homographs,
fair, page 349
fine, page 350
post, page 350
Chris Vallo
355
Word Choice
ReaaerrSto
Writers choose words to tell how something looks, sounds,
smells, tastes, or feels. Sensory language helps describe
events in a clear way. Reread from "The New Hoop."
Expert Model
Sensory Marco gazed at the basketball hoop

Language and threw the ball up. It whizzed
Find examples of through the air. "Score!'' he shouted as
sensory language. the ball fell through with a swish.
How do they help
describe an event? "You won this time, but I'll beat you
next time Marco!" said Kim as the two
friends made their way home. "I wish we
could play at home, too, instead of only
at school. It's not fair." The basketball
hoop in their neighborhood park had
been ruined when a tree
fell and crushed it.
Chris Vallo
356
Editing Marks
0 Add a period.
A Add.
Take out.
Jacob wrote a story about something he

reused. Read Jacob's revisions. G ra mmars Handbook
Student Model
Subject and
Object Pronouns
Mom',? Birthday Gift See page 488.
It was M o m 's birthday. W e

clean and sturdy
had lots of card b oard boxes in the
A
I
recycling bin. AA&/ wanted to m ake
her
my-mothe?;a g ift fro m a box. F irs t
1 cut a fra m e fro m the fro n t of the

Then bright red and white
box. 1 qlued buttons and ribbons
A A Your Turn
on it. A fte r it dried, I placed the
Identify sensory
photo inside. M y mom opened the language.
\& Identify subject and
g ift and gasped loudly, she gave me object pronouns.
great, big < ~~ >© \& Tell how revisions
a hug. 1 guess she liked my g ift? improved the writing.
Go Digital!
357
Essential Question
How do teams work together?
Sasha is trained to rescue people. She
and her team work together to search
for and help people lost in the snow.
► There are many different kinds

of teams.
► Team members must trust each
other and communicate well.
► Teamwork gets the job done.

teamwork. Talk with a partner about
how teams work together.
Teamwork
Words to Know
Vocabulary
a c c id e n ta l
Jason felt bad about the accidental
mess he made on the driveway.
W h at do es the word accidental mean?
c a re le ss
Harry was careless and not paying
attention when he spilled his milk.
W h at is the opposite of care le ss?
(t) Blend Images/SuperStock; (tc) Corbis Bridge/Alamy; (be) Warren Faidley/Corbis; (b) imagelOO/Corbis
d isa ste rs
Tornadoes and other natural disasters
often cause a lot of damage.
W h at a re some other natural
d is a s te rs you have heard about?
e q u ip m e n t
Firefighters wear special equipm ent to
fight fires.
W h at kind of equipment do
fire fig h te rs need to do th e ir jobs?
3 60
h arm ful
Poison ivy leaves may be harmful to
your skin if you are allergic to them.
What other things might be harmful
to you?
p re v e n tio n âve js teachjng Fran and Juan about
iP i
«w«-e Why should you learn about fire
purpose
The purpose of Jay's helmet is to
protect his head.
(t) Ken Samuelsen/Photodisc/Getty Images; (tc) Stewart Cohen/age fotostock; (be) Stock Foundry/Design Pics; (b) Peter Casolino/Alamy
W h at purpose do gloves have?
respond
It is important for this ambulance to
respond quickly to an emergency.
Why is it important to respond
quickly to an emergency?

361
Rescue teams are there when we need them.
They respond quickly to help people in trouble.
They are brave heroes. But heroes aren't always
people. Heroes can be dogs, too!
Rescue Dogs Are Heroes

Rescue dogs are always ready to go to work.
They team up with police, fire and other rescue
workers. They are good at finding people who are
lost. They rescue families after earthquakes and
other disasters. They work in all types of weather.
And the best news is that rescue dogs can do their
jobs with no special equipment. All they need is
their excellent hearing and a good nose!
Rescue dogs are smart and brave. They listen
well to commands and do their jobs even when
they are tired, thirsty, or hungry. They are friendly
and get along well with their handlers, the people
who work with them. They also must be obedient
and do what they are told.
Certain breeds of dogs are easier to train to
work in dangerous rescue situations than others.
The Border Collie is one breed of dog used during
disasters and emergencies. Border collies can work
for a long time. They do not get tired easily, and
that's important. But dogs need more than energy.
They also need to follow commands, and that
takes a lot of training.
363
(t) Tiziana Fabi/Stringer/AFP/Getty Images; (bl) Back in the Pack dog portraits/Flickr/Getty Images; (bcl) www.lesitedecooper.fr/Flickr/Getty Images; (bcr) Jerry Young/Dorling Kindersley/Getty Images; (br) Brendon Thorne/Stringer/Getty Images Entertainment/Getty Images
Getting Ready to Work

Rescue dogs begin their training
as puppies. It can take up to two
years to completely train a rescue
dog. Then it is able to save people in
harmful and dangerous situations.
The dogs learn to work outdoors
in heat, cold, and bad weather. They
run, jump, and climb for many hours
every day. Rescue dogs also learn to
ignore everything around them while always be ready to dive
in and help someone.
they are working. This helps them to
focus on the job and keeps them from
making careless mistakes.
Everything a rescue dog learns to do has a purpose.
Even friendship is not accidental. A dog and the people
it works with must learn to communicate as a team.
They trust each other. And when they have practiced
and trained enough, they are ready to participate, or
take part in, a real rescue mission.
e scu e D o g
These dogs
make great k *f m
rescue dogs. m ■
Labrador German Bloodhound Border

Retriever Shepherd Collie
Rescue Trait friendly great sense o f lots of energy

smell and stamina
Good Dog!
When a hiker is lost, a rescue dog sniffs the air and
the ground to find her. A dog's sense of smell is much
stronger than a person's. Rescue dogs can even smell
someone trapped under fifteen feet of snow. When a
dog finds someone, it barks to alert its partner. The
rescue worker trusts the dog, so the team works quickly
to save a life. At the end of every rescue, the dog gets
praise and treats for doing a great job.
Sometimes rescue teams go to schools to teach
children about safety and disaster prevention. They
show children how to stay safe and what to do during
emergencies. This job is fun for rescue dogs.
They get lots of attention for
just doing what they do best -
helping people. Rescue dogs
really are heroes!
This team works on
snowy mountains.
Make Connections
How do rescue workers and
dogs work together in an
emergency? e s s e n t i a l q u e s t i o n
What do you think would be the

best thing about working with a
Tom Bear/Aurora/Getty Images
rescue dog? t e x t t o s e l f
Stop and ask yourself questions as you read. Then reread to
find details to support your answers.
^§)l Find Text Evidence

Reread the section "Rescue Dogs Are Heroes" on page 363.
Think of a question and then read to answer it.
page 363
Rescue teams are there when we need them.

I have a question. What
They respond quickly to help people in trouble.
They are brave heroes. But heroes aren't always do rescue dogs do?
people. Heroes can be dogs, too!
I read that rescue dogs
Rescue dogs are always ready to go to work. find people who are lost
They team up with police, fire and other rescue
workers. They are good at finding people who are and rescue families after
lost. They rescue families after earthquakes and
other disasters. They work in all types of weather. disasters. They work in all
And the best news is that rescue dogs can do their
jobs with no special equipment. All they need is
their excellent hearing and a good nose!
kinds of weather. Now I
Rescue dogs are smart and brave. They listen
well to commands and do their jobs even when
can answer my question.
Rescue dogs work hard to
save lives.
Your Turn i
Reread "Getting Ready to Work."Think of a question.
You might ask: How do dogs train to be rescue dogs?
Reread the section to find the answer.
Comprehension Skill

A point of view is what an author thinks about a topic.
Look for details that show what the author thinks. Decide if
you agree with the author.
Find Text Evidence

What does the author think about rescue do gs? I can reread
and look for details that tell me what the author thinks. This
will help me figure out the author's point of view.
Details
Rescue dogs are sm art and brave.

\XM0Ra ].£
They do not get tired easily,

Your Turn
and that's important. Reread "Rescue Dogs Save
the Day." Find details that
tell what the author thinks
about rescue dogs. What
is the author's point of
view? List details and point
of view in your graphic
organizer. Do you agree
with the author's point
of view? Why or why
not?
367
Expository Text
"Rescue Dogs Save the Day" is an expository text.
Expository te xt:
• May explain a science topic
• Includes text features such as headings,
photographs, captions, and a chart
Find Text Evidence

I can tell that "Rescue D ogs Save the D a y " is an expository
text. It gives facts and information about rescue dogs. It has
photographs with captions. It also has headings and a chart.
page 364
Getting Ready to Work Text Features

Rescue dogs begin their training
as puppies. It can take up to two Headings A heading tells what a
years to completely train a rescue
dog. Then it is able to save people in
harmful and dangerous situations.
section of text is about.
The dogs learn to work outdoors
in heat, cold, and bad weather. They
run, jump, and climb for many hours
Chart A chart presents
every day. Rescue dogs also learn to
ignore everything around them while information about the topic in a
they are working. This helps them to
focus on the job and keeps them from
making careless mistakes.
way that is easy to read.
Everything a rescue dog learns to do has a purpose.
Even friendship is not accidental. A dog and the people
it works with must learn to communicate as a team.
They trust each other. And when they have practiced
and trained enough, they are ready to participate, 01
take part in, a real rescue mission.
Your Turn
Dog Breed Labrador German Bloodhound Border
Retriever Shepherd Collie
Rescue Trait friendly great sense o f

smell
lots of energy
and stamina
Look at the chart on page 364.
Why do German Shepherds make
good rescue dogs?
368
Vocabulary Strategy ll
Sentence Clues
As you read, you may come across a word you don't know.
Look at other words in the same sentence. They can give
you clues about the word's meaning.

On page 3 6 3 ,1see the word handlers. I'm not sure what that
word means. I see the words "people who work with them" in
the same sentence. This helps me figure out that handlers are
"the people who work with rescue dogs."
They are friendly and get along

well with their handlers, the
people who work with them.
Find sentence clues. Use them to help you figure

out the meanings of these words,
Tom Bear/Aurora/Getty Images
obedient, page 363

participate, page 364
369
Organization
Writers group related ideas together. A strong paragraph

has a topic sentence that states the main idea and
supporting sentences that give details. Reread the passage
from "Rescue Dogs Save the Day."
Expert Model
Strong Paragraph Certain breeds of dogs are easier

Find the topic to train to work in dangerous rescue
sentence. What situations than others. The Border Collie
details support the is one breed of dog used during disasters
topic sentence?
and emergencies. Border collies can work
for a long time. They do not get tired
easily, and that's important. But dogs
need more than energy. They also need to
follow commands, and that takes a lot of
training.
Brendon Thorne/Stringer/Getty Images Entertainment/Getty Images
370
Editing Marks
Add a period.
A Add.
Take out.
Katie wrote about how emergency workers
help people. Read Katie's revision. G rammar; Handbook;
Pronoun-Verb
Agreem ent
See page 489.
Student Model
Firefighters Help Us
Fire fig h te rs help our community.
do They help otJt f ‘res-
They 'daezt^dangerous work.
(Hjeefig h te r-once^When you call
^vvabor^
fire fig h ters, they come very quickly.
They w ork fa s t to put out a fir e ’rj^

Your Turn
think
S? Identify the topic
I th in /^ fire fig h te rs are brave and
sentence.
\& Identify a pronoun-
helpful.
verb agreement.
S? Tell how revisions
Go Digital!
371
Essential Question
What do good citizens do?
Go Digital!
Lou is helping his town get ready to
honor its heroes. He is being a go o d
citizen by participating in something
that is important to his community.
Being a g o o d citizen means helping

other people.
It means following the rules and
being respectful of others.
G ood citizenship helps make a

- , m -
I
■
community safe.
bTalk?Ab t] 1tW *
Write words you
have learned about
X, citizenship. Talk
; iU ■■ i.
' ■ •• •••' . about ways you
-- v f- "X - ' »v
can be a g o o d
* * X ; . \ X v>'
citizen.
■ ,V ! - - ’ •
Vocabulary
c itiz e n sh ip p|antjng a tree jn y0ur community is

an example of good citizenship.
W hat is another exam ple of good
citizenship?
c o n tin u e d
Justin continued to read his book
all afternoon.
(t) Lori Adamski Peek/Stone/Getty Images; (tc) Don Hammond/Design Pics; (be) Fuse/Getty Images; (b) Image Source/Getty Images
W hat is the opposite of continued?
r d a rin g
One brave penguin made a daring
dive into the cold sea.
Tell about som ething daring you
have seen.
h o rrifie d
Paul and his mother were horrified by
the scary movie.
W hat does it mean to feel horrified?
374
p a rtic ip a te
Barb and her friends like to participate
in sack races at the picnic.
W hat a re som e gam es you like to
p a rtic ip a te in?
p ro p osed M om proposed
i- i- that they/ look online
^ ^ to find the answer to Tina's question.
Tell about som ething you proposed to
y ° ur funnily.
u n fa irn e ss
The baseball player discussed the
unfairness of the referee's call.
W hat word m eans the opposite of
unfairness?
w aver
Ted's confidence started to waver
when he forgot the answer.
Show how you would look if you s t a r t
to waver.
Your Turn i

Go Digital! Use the online visual glossary Ilte
375
Genre* Biography
Essential Question
What do g o o d citizens do?
Read how Dolores Huerta's

actions helped many people.
mmm
D o lo res Huerta learned to help people by watching
her mother. Good citizenship was important to her, and
she taught Dolores that women can be strong leaders.
When Dolores grew up, she had the same beliefs.
Good Citizens
Dolores was born on April 10,1930. She lived in a
small town in New Mexico until she was three years
old. Then she moved to California with her mother and
two brothers. Dolores grew up watching her mother
participate in community organizations. Her mother
believed that all people deserved to be treated fairly.
When Dolores was a young girl, her mother owned
a hotel and a restaurant. Many farm workers who lived
in their town were poor and hungry. They were paid
very little for their hard work. Dolores' mother let them
stay at her hotel and eat at her restaurant for free. This
taught Dolores and her brothers that good citizens get
involved in the community by helping their neighbors.
Dolores Huerta helped farm workers who

spent many hours working in fields.
Dolores Goes to School
Dolores saw how hard life was for farm workers in
California. She wanted everyone to be treated fairly.
This attitude continued as she attended college and
studied to become a teacher.
Many of the students that Dolores taught were the
children of farm workers. These students were often
tired and hungry. They came to school barefoot because
they had no shoes. Dolores knew she needed to help
them. As a result, she went to her school's principal
and proposed some good ideas. She tried to get free
lunches and milk for the children. She tried to get them
new clothes and shoes.
Trying to help the children was a daring thing for
Dolores to do. The other teachers did not agree with
her ideas. Dolores risked a lot, but her beliefs did
not waver. She decided to do something about the
unfairness she saw. She wanted to find a better way to
help farm workers and their families.
Dolores: This time line shows important

Strong and Fair dates in Dolores Huerta's life.
1930 1940 1950

(b) Arthur Schatz/Contributor/Time & Life Pictui
-10«. IT
1933: 1953-1955:-* 1955:
Moved to California Worked as a Met Cesar Chavez
teacher
L 1930: 1962:- 1975:—1
Dolores is born Dolores and Cesar Helped pass
started National laws to protect
Farm Worker's farm workers
Association
Dolores Stands Strong
Every day Dolores saw people
working in unusually unsafe and
disagreeable conditions. She was
horrified. Many farm workers had
little money to feed their families.
Dolores decided to do something.
In 1955, Dolores met Cesar
Chavez. He wanted to make
life better for farm workers, too. Dolores Huerta speaks out for
farm workers at a rally in 1969.
Dolores and Cesar organized the
workers into a group called the National Farm Workers
Association. This group protected the rights of the farm
workers. It helped make big farms treat them better. As
a result, working conditions on the farms improved.
Growing up with a mother who cared about other
people taught Dolores to be a good citizen. Her kind
and brave acts helped farm workers and their families.
Who is a good citizen? Dolores Huerta is!
Make Connections
How did Dolores Huerta's
actions make her a good
citizen? e s s e n t i a l q u e s t i o n
1998:
Earned Hum an Rights Award
from President Clinton What can you do to improve
people's lives? t e x t t o s e l f

Ask yourself questions as you read. Then read on or reread
to find the answers.

Reread "Good Citizens" on page 377. Think of a question
and then read to find the answer.
page 377
I have a question. How
■JPolores Huerta learned to help people by w atching did Dolores learn to be a
her mother. Good citizenship w as important to her, and
she taught Dolores that w om en can be strong leaders. good citizen? I read that
When Dolores grew up, she had the same beliefs.
when Dolores was y oung,
Good Citizens
Dolores w as born on A pril 10 ,19 3 0 . She lived in a her mother let the farm
small town in N ew M exico until she w as three years
old. Then she m oved to California with her mother and workers eat and live for
two brothers. Dolores grew up watching her mother
participate in com munity organizations. Her mother free at her hotel. Now I
believed that all people deserved to be treated fairly.
can answer my question.
When Dolores w as a young girl, her mother owned
Dolores learned to be a
good citizen by watching
her mother.
R/ir
Your Turn
Reread "Dolores Goes to School."Think of a
question. You might ask: How did Dolores try to
help the children in her class? Reread the section
to find the answer.
Point of view is what an author thinks about a topic. Look
for details that show what the author thinks. Decide if you
agree with the author's point of view.
Find Text Evidence

What does the author think about Dolores Huerta? I can
reread and look for details that tell me what the author
thinks. This will help me figure out the author's point of view.
Details
Dolores mother taught her to be

a good citizen and a strong leader.
Helping her students was a daring

thing for Dolores to do. Your Turn
Reread "Dolores Huerta,
Growing Up Strong." Find
more details that tell how
the author feels about
Dolores. What is the
author's point of view?
organizer. Do you agree
with the author's point of
view about Dolores Huerta?
381
Biography
"Dolores Huerta, Growing Up Strong" is a biography.
A biography:
• Tells the true story of a real person's life
• Is written by another person
• Includes text features such as timelines,
photographs, and captions
Jp ) Find Text Evidence

I can tell that "Dolores Huerta, Growing Up Strong"is a
biography. The author gives facts and information about
Dolores Huerta's life. There is also a timeline that shows
important events in Dolores' life in time order.
page 379
Dolores Stands Strong

Text Features
Every day Dolores saw people
working in unusually unsafe and Caption A caption tells about a
disagreeable conditions. She was
horrified. Many farm workers had
little money to feed their families.
photograph. It gives information
Dolores decided to do something.
In 1955, Dolores met Cesar that is not included in the text.
Chavez. He wanted to make
life better for farm workers, too.
Dolores and Cesar organized the Timeline A timeline shows the
workers into a group called the National Farm Workers
Association. This group protected the rights of the farm
workers. It helped make big farms treat them better. As
time order in which important
a result, working conditions on the farms improved.
Growing up with a mother who cared about othej
dates and events happened.
people taught Dolores to be a good citizen. Her
and brave acts helped farm workers and theuriramilies. Û-ABOr^
Who is a good citizen? Dolores Huerta i>
Your Turn
Look at the timeline on pages 378
and 379. In what year did Dolores
Huerta meet Cesar Chavez?
382
Prefixes and Suffixes
A prefix is a word part added to the beginning of a word.
A suffix is added at the end. To figure out the meaning of a
word with a prefix and suffix, find the root word first.

On page 3 7 9 ,1see the word unusually. I find the root word
usual first. I know the prefix, un- means "not,"and the suffix
-ly means "in a way that." The word unusually must mean
"not in a usual way."
b w * ■i.^-8 ^ •'ij "£*< I

ie . r *
ill ' ^ : s :•
Evreryday Dolores saw people working

in unusually unsafe and disagreeable
CO nditions.
^\X^0R/ire,
Find the root word. Then use the prefix and suffix
to figure out the meanings of each word,
unfairness, page 378
Dr. Parvinder Sethi
disagreeable, page 379
383
Writers use questions or fascinating facts to grab the
reader's attention. A strong opening states the topic
and makes the reader want to keep reading. Reread this
passage from "Dolores Huerta, Growing Up Strong."
Expert Model
Strong Opening Dolores Huerta learned to help

Read the opening. people by watching her mother. Good
Why do the first few
citizenship was important to her and
lines make you want
she taught Dolores that women can be
to read more?
strong leaders. When Dolores grew up,
she had the same beliefs.
Arthur Schatz/Contributor/Time & Life Pictures/Getty Images
384
m \
Editing Marks
Writers /
A
Add a period.
Add.
Take out.
Raj wrote how he feels about being a good
citizen. Read Raj's revision. Grammar^Handiiookj
Possessive
Pronouns
See page 489.
Student Model
Be a Good Citizen
It is very im portant to be a
My
good citizen. A A ^ friend S a ri is
a great citizen. She helps her
neighbors, and treaty everyone

. GL
f a ir l^ S a r i always follows rulesJ^
and
Your Turn p#H
^She-aiway^'participates in school 0* Identify the strong
IS opening.
and community activities. It^was5*'' 0* Identify possessive
pronouns.
im portant to be a good citizen
5? Tell how revisions
like Sari.
Go Digital!
385
Essential Question
What are different kinds
of energy?
Go Digital!
We've Got
the Power!
Carlos lives near a windmill farm. He loves to
ride past on his bike and watch the turbines spin
in the wind. Wind power makes electricity that
heats his house and powers his lights.
► Energy comes from many different sources.

► Energy from the wind and the Sun are
renewable. They can be used again and again

learned about energy. Talk
with a partner about the
different kinds of energy.
Vocabulary
Good food gives Ron and his grandpa

lots of energy to work together.
& W here do c a r s get their energy?
(t) Andy Sacks/Stone/Getty Images; (tc) Joe Sohm/Digital Vision/Getty Images; (be) Steve Allen/Brand X Pictures/Alamy Images; (b) altrendo images/Stockbyte/Getty Images
natural
Cotton is a natural material used to
make clothes.
Nam e a natural m aterial th at is used
in buildings.
p o llu tio n
Water pollution, such as garbage and
chemicals, can harm animals.
Nam e som ething th at cau ses air
pollution.
produce
The Sun can produce enough solar
power to heat this family's home.
W hat word m eans the sam e a s
produce?
388
■ i
renewable
Trees are a renewable resource
because more will always grow.
W hat does the word renewable mean?
replace
Soon Tina will replace her car with one
that runs on electricity.
Nam e som ething th at you can replace.
sources
Wind and solar power are two energy
sources we can use.
(t) Michael Blann/Digital Vision/Getty Images; (tc) moodboard/Corbis; (be) Opus/amanaimagesRF/Getty Images; (b) Indeed/Getty Images
W hat a re your energy so u rces?
Cho and her mother like to eat

traditional foods, such as rice and fish.
W hat is another word fo r traditional?
^©
vvabos^
Your Turn /
389
cess Shared Read
Essential Question
What are different kinds
of energy?
Read why solar energy is a

Corey Rich/Aurora Open/Corbis
good source of power.

This energetic sm
gets his power from the
P heajfthfuWoods he eats.
Energy Today
You get your energy from eating
healthful foods. Most factories,
it aj homes, and cars get their energy from
: 0M;:
fossil fuels. Coal, petroleum , and natural
gas are fossil fuels. They have been the
trad itio n al, or usual, energy so u rces for
more than a century. Today, m ost of the
energy we use in the United States com es M*
from burning fossil fuels.
But these fuels com e from deep under
1
the E a rth ’s surface, and they are running out.
n
They cannot be reused. Once a fossil fuel is *4
m( 1
gone, it’s gone forever. So we need alternative
energy sources to re p lace them . Scien tists know
that there is no other w ay to keep our country
4
going and growing. So they are looking for new,
alternative sources of energy that w on’t run out.
391
<* , ifT
Cheaper and Cleaner

Solar power is one source of ren ew able energy.
And it is not expensive. A s a result, m any people are
placing solar panels on the roofs of homes and large
buildings. Solar panels look like giant m irrors, and
they capture energy from the Sun.
On a bright day, the Sun’s rays hit the solar
panel and cause it to p ro d u c e electricity. Then the
electricity flow s into the building. A s a result, there
is enough energy to raise the tem perature inside
homes, and turn on lights, stoves, and com puters.
The Future
More com panies are turning to solar power to
replace fossil fuels. It’s natural. That means it isn’t
made, or changed, by people. Solar power is cheaper
than fossil fuels, and it does not create pollution.
Today there are millions of people around the world
using solar power to produce e le ctricity for their
homes and businesses. Som eday solar power may
com pletely replace fossil fuels.
Solar panels are placed on the roofs of buildings.

Hpv*.
GO SUMSHiNB!
Renewable energy is where
it's at. And solar power is at the
top of our list. Here are the top
reasons why solar energy is so hot!
• Solar power is cheaper than
fossil fuels.
• It is renewable.
• It doesn't cause pollution and
is good for our environment.
• Power from the Sun is always available.
• Solar power is natural.
Solar energy can do just about
everything that fossil fuels do. Everyone
should use solar power. It's good
news for the planet!
mm
Make Connections
Why is solar power a good source
of energy? e s s e n t i a l q u e s t i o n
What are some ways you might

(r) C u ltu ra - C r e a tiv e / A la m y
use solar power? t e x t t o s e l f


Ask yourself questions as you read "Here Comes Solar
Power/Then look for details to support your answers.
Find Text Evidence

Look at the section "Energy Today" on page 391. Think of a
question. Then read to answer it.
page 391
Energy Today I have a question. What

You get your energy from eating are fossil fuels? I read that
healthful foods. Most factories,
most factories, homes.
homes, and cars get their energy from V
fossil fuels. Coal, petroleum, and natural and cars run on fossil
gas are fossil fuels. They have been the'‘,®K fuels. They come from
traditional, or usual, energy sources for ' s''
more than a century. Today, most of the deep under the Earth's
energy we use in the United States comes surface and are running
from burning fossil fuels.
out. Now I can answer my
question. Fossil fuels come
from the Earth and will
not always be there.
ÔVVABO RA}.f
Your Turn
Think of one question about solar power. You might
ask: How do solar panels work? Reread page 392 to
answer it.
Comprehension Skill
Cause and Effect

A cause is why something happens. An effect is what
happens. They happen in time order. Signal words, such as
so, as a result, and because help you find causes and effects.

On page 3 9 1 1read that scientists are looking for alternative
sources of energy. This is the effect. Now I can find the cause.
Fossil fuels are running out and we need new energy sources.
Cause Effect
First
Fossil fuels are running out and we . Scientists are looking for
need new energy sources. alternative sources of energy.
Next
Solar power is renewable and

>
is not expensive.
Then
The sun's rays hit the solar panel. >
Your Turn y^
Reread "Here Comes Solar Power." Use signal words to find
more causes and effects. Write them in the graphic organizer.
Go Digital!
395
Expository Text
"Here Comes Solar Power" is an expository text.
Expository text:
• Often includes facts and information about a
science topic.
• Includes text features such photographs, captions,
headings, and a sidebar.
Find Text Evidence

I con tell that "Here Comes Solor Power" is an expository text.
It has science facts and information. It has a sidebar that
presents how the author feels about solar energy.
page 393
Text Features
GO SUIUSHiNG! Photographs and captions
Renewable energy is where ijjr*
it's at. And solar power is at the
top of our list. Here are the top
* jl
W
Photographs and captions give
reasons why solar energy is so hot! iy
•Solar power is cheaper than ■
extra information about a topic.
fossil fuels.
• It is renewable.
• It doesn't cause pollution and
Sidebar A sidebar may present the
is good for our environment.
• Power from the Sun is always available. author's opinion about a topic.
• Solar power is natural.
Solar energy can do just about
everything that fossil fuels do. Everyone
should use solar power. It's good
news for the planet!
Make Connections
Why is solar power a good source
of energy? e s s e n t ia l q u e s t io n
Your Turn
What are some ways you might
use solar power? t e x t to s e l f
Reread the sidebar on page 393.

Tell a partner three reasons why
people should use solar power.
396
Vocabulary Strategy
Homophones
Homophones are words that sound the same but have
different meanings and different spellings. The words sea
and see are homophones. Use context clues to figure out a
homophone's meaning.

I see the word need on page 391. Need and knead are
homophones. Need means "to require something." Knead
means "to mix with your hands." The words sound the same,
but have different m eanings and spellings. I can use context
clues to figure out what need means. Here it means "to
require."
<.ovvabo
Your Turn t gyp

Use context clues to figure out what this word
Corey Rich/Aurora Open/Corbis
means. Then find its homophone,

rays, page 392
397
Writers use voice to show how they feel about a topic. They
write with feeling and share their opinions. Reread this
passage from "Here Comes Solar Power."
Expert Model
Opinions But these fuels com e from deep

How does the under the E a rth ’s surface, and they are
author feel about
running out. They cannot be reused.
alternative energy?
Once a fossil fuel is gone, it’s gone
What details does
forever. So we need alternative energy
the author give
sources to replace them.
to support the
opinions?
Holger Burm eister/Alam y
398
Editing M a rks
Q Add a period.
A Add.
y "lake out.
Martin wrote about why electricity is

important. Read his revision. Grammars Handbook'
Pronoun-Verb
Student Model Contractions
See page 490.
V/E (/EED ELECTR/C/TY/
1 think electricity is important.
T hink about a world without it!
A
we would not have e le ctric lights

>d
or stoves. W e ~woufeT be lost without
A
our TVs and com puters. E le ctricity

o
runs all of those things^ Tt also Your Turn *
runs alm ost everything we use at & Identify an opinion
v and details that
home. Id be sad if we didn t have
support it.
Identify pronoun-verb
electricity.
contractions.
Tell how revisions
Go Digital!
399
Diamond in the Rough
D a d called it a d ia m o n d in the rough,
A big, old field o u tsid e o f tow n
N o w just a d u m p in g g r o u n d
A ton of trash
A mile o f m e ss
“N o w ay!” m y friends say.
But I just sh ake m y head an d smile.

I know.
I can clean it. M ake it green.

Im ages
Polish up that d ia m o n d in the rough.

(b) Image Source/Getty Images; (bkgd) Photolife/a.collectionRF/Getty
I g o each day,
Pick up trash,
Haul aw a y s a c k after sa c k
After sack.
M y friends follow,
W a tc h in g , w atching,
Then roll up their sleeves.
They see it t o o —
A d ia m o n d in the rough.
Together we yan k up weeds,

Rake th in g s sm ooth ,
Until finally, finally

A b ase ball field.
N o t the b ig g e s t
N o t the best
But O U R S
A d ia m o n d in the rough.
— By Maureen Wong
■ ■■
Weekly Concept Treasures
Essential Question
How do you decide
what's im portant?
Go Digital!
W r lg T
V aLoe
Spending time with my grandfather is important.
He shares what he knows and helps me learn new
things. He values spending time with me, too.
► Spending time with people and learning new

things are valuable to me.
► Healthy habits and sharing are important, too.

learned about what's
valuable. Talk with a
partner about the things
that you value.
403
Vocabulary
alarmed Jess was alarmed as he watched the

barber cut his hair.
Show how you would look if you were
alarmed by something.
Andy felt a n gu ish when he realized his

Publishing; (b) Inti St Clair/Blend Images/Getty Im ages
bike was missing.

What is another word that means the
same as anguish?
necessary
Food is necessary for all living things.
W hat other things are necessary for
v s'X ' < ' ••
(t) Jose Luis Pelaez/Blend Images/Getty Images; (tc) PhotoAlto/SuperStock; (be) Ingram
living things?
Paul is o bsessed with space and wears

his astronaut suit all the time.
Name something you are obsessed
with.
404
possess
Dan and Meg p osse ss a huge bunch of
colorful balloons.
Tell about something you possess.
reward
Dad took us on vacation as a reward
for getting good grades in school.
What reward would you like to get?
Images/Getty Images; (b) Adie Bush/Cultura/Getty Im ages

t treasure
Lila found a real treasure at the
book sale.
Tell about a treasure you have.
(t) Howard Kingsnorth/Stone/Getty Images; (tc) Stephen Simpson/Taxi/Getty Images; (be) Dave & Les Jacobs/Blend
wealth
We are counting our money and will
share our wealth by donating it.
W hat is another word for wealth?
iSBIi Y'xV'...
Your Turn ■

_ _
405
■ h b h b h h h
Genre • Myth/Drama
Essential Question
How do you decide what's important?
Read a myth that shows why valuing a

talent can cause problems.
v O S.
'M M
-
CHARACTERS DIANA: Arachne's friend

NARRATOR ATHENA: a Greek goddess
ARACHNE: (uh-RAK-nee) a weaver M ESSENGER
^ SCENE ONE e*<

Athens, Greece, a long time ago, Arachne's home.
NARRATOR: Long ago, Arachne and her friend Diana
sat weaving.
DIANA: Oh, Arachne! That cloth is so beautiful.
Arachne admires her cloth.
ARACHNE: I know. Many people want to possess
my cloth, but few can afford it. Only those with great
wealth can buy it.
DIANA: Yes, it's true that people value your cloth. It
is one of their most valued possessions. Your weavings
are a real treasure. Some say that you learned your
weaving skill, or talent, from the goddess Athena.
ARACHNE: It was not necessary for me to learn from a
goddess. I was born with my talent. I am a much better
weaver than Athena, and I'm sure I could beat her in a
weaving competition!
Diana is worried, stops weaving and looks at Arachne.
DIANA: Ssshhh! I hope Athena isn't listening, or you're
in big trouble!
ARACHNE: Nonsense! There's no reason to be
alarmed or worried. Athena is much too busy to come
down from Mount Olympus to compete with me.
* > SCENE TWO
Mount Olympus, home o f Athena. A messenger arrives.
MESSENGER: Goddess Athena! I have news from
Athens. The weaver Arachne says she can beat you in a
weaving competition. She's obsessed with her skill and
thinks she is the best weaver in Greece!
ATHENA: I'll show her who weaves the finest cloth!
Her obsession with weaving must end. Please get me
my cloak. Messenger hands Athena her cloak.
ATHENA: Arachne cannot talk about me that way! If
she refuses to apologize, I will make her pay for her
boastful words. Her anguish will be great!
« SCENE THREE
Arachne's home. There is a knock at the door.
ARACHNE: Who's there?
ATHENA: Just an old woman with a question.
Athena is hiding under her cloak. She enters the room.
ATHENA: Is it true that you challenged the
goddess Athena to a weaving competition?
ARACHNE: Yes, that's right. Athena drops her cloak.
ATHENA: Well, I am Athena, and I am here
to compete with you!
DIANA: Arachne, please don't! It is unwise
to compete with a goddess!
Arachne and Athena sit down at the empty looms
and begin to weave furiously.
408
ARACHNE: I am ready to win and get
my reward!
ATHENA: There's no prize if you lose!
NARRATOR: Arachne and Athena both wove
beautiful cloths. However, Arachne's cloth was
filled with pictures of the gods being unkind.
ATHENA: Arachne, your weaving is beautiful, but I am
insulted and upset by the pictures you chose to weave.
You are boastful, and your cloth is mean and unkind.
For that, I will punish you.
Athena points dramatically at Arachne. Arachne fa lls
behind her loom and crawls out as a spider.
ATHENA: Arachne, you will spend the rest of your life
weaving and living in your own web.
NARRATOR: Arachne was mean and boastful, so
Athena turned her into a spider. That's why spiders are
now called arachnids. Arachne learned that bragging
and too much pride can lead to trouble.
THE END «<*■
M ake Connections
What does Arachne value? How does it
cause her trouble? e s s e n t i a l q u e s t i o n
What do you value? Why do you value it?

T E X T TO S E L F
Make Predictions
Use details in the story to predict what happens next. Was
your prediction right? Read on to check it. Change your
prediction if it is not right.
£§) Find Text Evidence

You may have made a prediction about Arachne at the
beginning of "Athena and Arachne/'What clues on page
407 helped you guess what might happen?
page 407
DIANA: Oh, Arachne! That cloth is so beautiful. I predicted that Arachne
Arachne admires her cloth.
ARACHNE: I know. M any people want to possess
and Athena would
m y cloth, but few can afford it. Only those w ith great compete. I read that
wealth can buy it.
DIANA: Yes, it's true that people value your cloth. It Arachne savs she is
is one of their most valued possessions. Your weavings
are a real treasure. Some say that you learned your
a better weaver than
weaving skill, or talent, from the goddess Athena.
Athena and could beat
ARACHNE: It was not necessary for m e to learn from a
goddess. I was born with my talent. I am a much better her in a contest. I will
weaver than Athena, and I'm sure I could beat her in a
weaving competition! read on to check my
prediction.
Your Turn
What did you predict would happen when Athena
went to see Arachne? Reread page 408 to check
your prediction. Remember to make, confirm, and
revise predictions as you read.
Jenny Reynish
410
Theme
The theme of a story is the author's message. Think about
what the characters do and say. This will help you figure
out the theme.
Find Text Evidence

In "Athena and Arachne," Arachne learns that bragging and
too much pride can lead to trouble. This is the story's theme. I
can reread to find details that help me figure out the theme.
Detail
Arachne said that many people

want to possess her cloth, but
few can afford it. Only those with
great wealth can buy it.
t
Detail
i ~
D eta il Read "Athena and Arachne."
List important details
about what Arachne
+
Detail says and does in your
graphic organizer. Be
sure the details tell about
i ~ the theme.
Theme
Bragging and too much pride

can lead to trouble.
411
Myth/Drama
"Athena and Arachne"is a myth and a drama, or play. A
myth tells how something came to be. A drama:
• Tells a story through dialogue and is performed
• Is separated into scenes and has stage directions
Jj§)) Find Text Evidence

I see that "Athena and Arachne" is a myth and a play. It
is divided into three scenes. It uses dialogue and stage
directions to tell how spiders came to weave webs.
page 408
Scene A scene is a part of a play.

- * SCENE TW O ®
M o u n t O lym pus, hom e o f A thena. A m essenger arrives.
Scenes tell the story in time order.
M ESSEN G ER: Goddess Athena! I have new s from
Athens. The weaver Arachne says she can beat you in a
Stage Directions Stage directions
w eaving com petition. Sh e's obsessed w ith her skill and
thinks she is the best weaver in Greece!
tell what the characters do and
ATHENA: I'll show her w ho w eaves the finest cloth!
H er obsession w ith weaving m ust end. Please g<
how they move.
m y cloak. M essenger hands A thena her cloak.
ATHENA: Arachne cannot talk about me that way! If Dialogue Dialogue is the words
she refuses to apologize, I w ill m ake her pay for her
boastful words. H er anguish w ill be great! the characters speak.
« SCENE THREE »
A rachne's home. There is a knock a t the door. t0vUBonAri,
A RACH NE: W ho's there?
ATHENA: Ju st an old w om an with a question.
Athena is hiding under her cloak. She enters the room.
Your Turn
ATHENA: Is it true that you challenged the
goddess Athena to a w eaving com petition?
ARACH N E: Yes, that's right. A thena drops her cloak. Find more examples of scenes,
ATHENA: Well, I am Athena, and I am here
to com pete w ith you!
dialogue, and stage directions
in "Athena and Arachne."Tell
your partner how they help tell
the story.
Jenny Reynish
412
Vocabulary Strategy
Root Words
A root word is the simplest form of a word. It helps you
figure out the meaning of a related word.
jQ ) Find Text Evidence

In "Athena and Arachne," I see the word competition. I think
the root word ofcompetition is compete. I know compete
means "to be in a contest." I think a competition is "a contest
where people try to win."
izrijarzrarejraniJifiLrafiuzjHrers^^
I am a much better weaver than Athena,
and I'm sure I could beat her in a
weaving competition!
■■■I
^VVABO*^
Your Turn
Find the root word. Then use it to figure out the
meaning of each word,
possessions, page 407
obsession, page 408
Jenny Reynish
413
Sentence Fluency
Readers to..
Writers use short and long sentences to add rhythm to
what they write. Combining sentences of different lengths
helps make writing more interesting.
Expert Model
Sentence Length MESSENGER: Goddess Athena! I have

Find short and long news from Athens. The weaver Arachne
sentences. Why do says she can beat you in a weaving
writers use different competition. She's obsessed with her
sentence lengths skill and thinks she is the best weaver
in plays? in Greece!
ATHENA: I'll show her who weaves the
finest cloth! Her obsession with weaving
must end. Please get me my cloak.
Jenny Reynish
Editing M a rks
Writers /
A
Add a period.
Add.
Take out.
Cassie wrote about something she values

I
and why. Read her revisions.
Adjectives
Student Model
and Articles
MR. BEAR See page 491.
) very old) browr^
He is so ft and cuddly. H is name
is M r. Bear. M y grandm other gave
him to me. M r. Bear is Jbfe'little

he
shabby, but-hiS^reminds me of how
much my grandm other loves m e Q
Because 1 like M r. Bear so

Your Turn
much, 1 am writing a sto ry about
0 Identify long and short
a funny adventure story
him. It isjabout a stu ffed b ear who sentences.
A
0 Identify articles and
com es to life and helps people. adjectives.
[0 Tell how revisions
Go Digital!
415
How's the weather? Turn on the weather report or
look outdoors to find out. Is it sunny? Is it raining?
It's important to know what the weather is. What's
today's forecast? Warm and rainy with a side of fun
Weather is what is happening outdoors right now.

It affects how we dress and what we do.
Sometimes severe weather affects the way we live

Weather
about weather. Talk with a partner
about how weather affects you.
Vocabulary
James and his grandfather sometimes

discuss movies and argue about them.
What are some words that mean the
opposite of argue?
a sto n ish e d
Tammy and Kim were astonished and
amazed at the big bug they found.
;tty Images; (tc) Hideki Yoshihara/Aflo/Getty Images; (be) Holloway/Stone/Getty Images; (b) Image Source/Getty Im age s
W hat is another word for astonished?
c o m p la in e d c o m p |a jn ec| about his dinner

because he didn't like peas.
Tell about a time when you complained
about something.
c o n d itio n s
Mark's umbrella was ruined by the
windy conditions.
W hat are the weather conditions
today?
This sign is fo rb id d in g us to swim in
NO the pond.
SWIMMING
RY RECOMMENDATION OF
>4 Think of some words that mean the
to ‘
COUNTY HEALTH DEPT * t same as forbid ding'?
The weatherman says that the forecast

today is sunny and warm.
Why do you look at a weather
(t) D. Falconer/PhotoLink/Photodisc/Getty Images; (tc) Michael Krasowitz/Photographer's Choice/Getty Images; (be) Fuse/Getty Images; (b) Stephen Simpson/Taxi/Getty Im age s
forecast?
r e lie f
It was a relief that Mom found my dog,
■ and he was okay.
H Tell about a time when you felt relief.
stran ded
Patricia was stranded at home during
the rainstorm.
Why might you be stranded in bad
weather?
6 o v v a b o r 4^

--------------------------------------------------- I p
419
Shared Read Genre • Historical Fiction
Essential Question
How can weather affect us?
Read how a blizzard affects the
Hernandez family in New York City.
Rosa and Eddie Hernandez huddled close to the
radio and listened carefully to the scratchy voice of the
news announcer.
'The blizzard of 1947 is the biggest snowstorm in
New York City history! Tremendous amounts of snow
and terrible weather conditions caused the city's
subway system to shut down yesterday from Wall
Street to Spanish Harlem. Parents are even forbidding
their children to go outside because it is so dangerous.
The weather forecast for today predicts that the snow
will stop. In the meantime, Mayor O 'Dwyer's message
to all New Yorkers is this: Help each other in the face of
this disaster."
"Oh, mama!" whispered Rosa. "Will papa ever get
home from work?"
Mama gave Rosa a big hug. "He must be stuck
at work and unable to get home," she said. "He is
stranded, but don't worry. The snow is slowing down
now, and I'm sure he will make it home soon."
Mama went into the kitchen to make lunch. She
came out carrying her coat and scarf.
"We are out of milk and bread, so I need to try to get
to Maria's Market," said mama.
Rosa and Eddie jumped up and begged to go with
her. Mama had kept them inside for two days because it
was snowing too hard to go out.
"N o," said mama. "It's too cold."
421
Rosa and Eddie knew they shouldn't argue with
mama, but they were tired of being indoors.
"Oh please, take us outside! We can all go to the store
together!" said Eddie.
"Okay," said mama with a sigh. "But we have to
stick together and stay close to each other."
Mama helped Rosa and Eddie bundle up in their
uncomfortable, but warm, wool clothes. When they got
outside, they were astonished and amazed to find a
wall of snow several feet high! Luckily, their neighbor
Mr. Colon arrived with two metal shovels.
"Who wants to help dig out?" he asked.
Mama, Rosa, and Eddie took turns shoveling snow.
It was hard work, but no one fussed or complained.
When they were done, they looked across the street.
Maria's Market was still snowed in. Mrs. Sanchez, the
owner, was trying to clear the snow with a small broom.
"Mr. Colon, may we borrow your shovels, por favor?"
asked Rosa. "I think we need to give Mrs. Sanchez
a hand."
Shoveling the walk in front of the
store was easy. It was a piece of cake
for Rosa and Eddie. They laughed
and threw snowballs, too. Mrs.
Sanchez was grateful for their help.
"Gracias/' she said, and gave
mama milk and bread from her
store as thanks.
As Rosa and Eddie crossed
the snowy street with mama to go
home, they heard a deep,
familiar voice.
"Is that my Rosa and Eddie?"
"Papa!" they shouted and ran over
to him. Rosa told him breathlessly
about how they helped Mr. Colon and
Mrs. Sanchez.
"It is such a relief and a comfort to
finally be home," said papa. "I am so
proud of you for helping our neighbors."
Make Connections
How does the weather affect the
Hernandez family? e s s e n t i a l q u e s t i o n
Tell about a time when you or your family

helped out in bad weather, t e x t t o s e l f
Make Predictions
Use details in the story to tell, or predict, what happens
next. Was your prediction right? Read on to check it.
Change it if it is not right.
Find Text Evidence

You may have made a prediction about papa as you read
"The Big Blizzard."What details on page 421 helped you tell
what might happen?
page 421
street to spamsn riariem. farents are even tortuacung
their children to go outside because it is so dangerous. I predicted that papa
The weather forecast for today predicts that the snow
will stop. In the meantime, Mayor O'Dwyer's message
would come home soon.
to all New Yorkers is this: Help each other in the face of
this disaster."
I read that the radio
"Oh, mama!" whispered Rosa. "Will papa ever get announcer said the snow
home from work?"
Mama gave Rosa a big hug. "He must be stuck would stop. M am a told
at work and unable to get home," she said. "He is
stranded, but don't worry. The snow is slowing down
Rosa that she was sure
now, and I'm sure he will make it home soon."
he would make it home
Mama went into the kitchen to make lunch. She
came out carrying her coat and scarf. soon. I will read on to
check my prediction.
Your Turn
What did you predict would happen when Mr. Colon
arrived with two metal shovels? Read page 422. Was
your prediction correct? Did it need to be revised?
Comprehension Skill
Theme
The theme of a story is the author's message. Think about
what the characters do and say. This will help you figure
out the theme.
Find Text Evidence

In "The Big Blizzard," M ayor O'Dw yer tells New Yorkers to
help one another. I think this is an important detail about the
theme. I will read to find more details about the characters'
actions. Then I can figure out the story's theme.
Detail
Mayor O'Dwyer's message to all

New Yorkers is, "Help one another in
the face of this disaster."
Detail
The Hernandez family helps

Mr. Colon shovel s now. Your Turn
Reread "The Big Blizzard."
Find more important
details and write them in
your graphic organizer.
Then use the details to
figure out the theme.
Co Digital!
425
Historical Fiction
"The Big Blizzard" is historical fiction. H istorical fiction:
• Is a made-up story that takes place in the past
• Has illustrations that show the setting and how
people lived, and often helps create a mood
)) Find Text Evidence

I can tell that "The Big Blizzard" is historical fiction. The
characters and events are made up. The story is based on real
events that happened in 7947 in New York City.
page 422
Rosa and Eddie knew they shouldn't argue with The story and characters are made
mama, but they were tired of being indoors.
"Oh please, take us outside! We can all go to the store up, but the events could happen in
together!" said Eddie.
"Okay," said mama with a sigh. "But we have to
real life. Events in historical fiction
Mama helped Rosa and Eddie bundle up in their
uncomfortable, but warm, wool clothes. When they
happened a long time ago.
outside, they were astonished and amazed to find a
wall of snow several feet high! Luckily, their neighbor
Mr. Colon arrived with two metal shovels.
"Who wants to help dig out?" he asked. Illustrations show details of the
Mama, Rosa, and Eddie took turns shoveling snow.
It was hard work, but no one fussed or complained.
When they were done, they looked across thr 1
setting and how people lived.
Maria's Market was still snowed in. Mrs. San
owner, was trying to clear the snow with a sr
"Mr. Colon, may we borrow your shovels,
asked Rosa. "I think we need to give Mrs. Sai
a hand."
tt>VUB0
Your Turn
Find two details about the past in
the story and in the illustrations.
Talk about why "The Big Blizzard"
is historical fiction.
426
Idioms
An idiom is a group of words that mean something
different from the meaning of each word in it. The phrase
under the weather is an idiom. It doesn't mean someone is
outside in bad weather. It means that someone feels sick.

On page 422, the phrase stick together is an idiom. I can use
clues in the story to help me figure out that it means "to stay
close together in a group."
Oh please, take us outside! We can all

go to the store together!" said Eddie.
"Okay," said mama." But we have to
Talk about these idioms from "The Big Blizzard.'

bundle up, page 422
give Mrs. Sanchez a hand, page 422
a piece of cake, page 423
Stacey Schuett
427
Writers use linking words to connect ideas and to show
how ideas are the same or different. Some examples of
linking words are and, another, also, but, and more. Reread
the passage from "The Big Blizzard."
Expert Model
Linking Words Mama gave Rosa a big hug. "He must

Where does the be stuck at work and unable to get home/
writer use linking said mama. "He is stranded, but don't
words to connect or worry. The snow is slowing down now,
compare ideas? and I'm sure he will make it home soon."
Mama went into the kitchen to make
lunch. She came out carrying her coat
and scarf.
"We are out of milk and bread, so I
need to try to get to Maria's Market,"
said mama.
Stacey Schuett
428
Editing M a rks
(7^ Add a period.
A Add.
Take out.
Maggie wrote about her experience with a

hurricane. Read her revisions. Grammar^Handbook!
Adjectives
Student Model
that Com pare
Hurricane Night See page 492.
The hurricane w asn't supposed

) but
to reach our town until morning A t
came in the m iddle of the night,
the strong wind and rain hit my
window and woke me up. It was the

est
strongefHvind and rain I had ever
However.
seen. I wasn't a bit sca re d because
A
Your Turn I
i
I knew I was sa fe in my house. 0* Identify linking words.
[ 0 Identify adjectives that
M y m other and b ro th ers were compare.
o [ 0 Tell how revisions
also close b y f 'They helped me improved the writing.
brave
feel 'bravest."
A
429
Essential Question
W hy are goals im portant?
Kayla had a goal. She wanted to win her race in the
Special Olympics. Her goal was important to her, so
she worked hard. Kayla is so proud of herself today.
► Goals are important.

► They help us focus and learn new things.
► Achieving our goals makes us feel good about
ourselves.
Write words you have learned about goals. Talk

with a partner about why goals are important.
Vocabulary
c o m m u n ic a te d
Mora and her friends com m unicated
by writing emails to each other.
W hat are some ways you have
communicated with friends?
e sse n tia l
A toothbrush is an essential tool for
cleaning teeth.
What is an essential tool for
planting seed s?
m o tiv a te d
Jerry was motivated to learn to play
his guitar, so he practiced every day.
What have you been motivated to
learn to do?
432
professional
Ted works as a professional police
officer.
W here would a professional
musician work?
Melanie's mom is a scientist, and she

uses a microscope to do research.
W hat animal would you like to
research?
serious
Winnie pays attention because she is
serious about getting good grades.
(t) Roy Hsu/Photographer's Choice RF/Getty Images; (tc) Digital Vision/Getty Images; (be) Fotosearch/Getty Images; (b)Tetra Im ages/Alam y
What is another word for serious ?
specialist Dr. Morrison is a specialist in sports

medicine.
W hat does it take to be a specialist?
Your Turn i

w m gital! Use the online visual glossary
433
Genre • Biography
Essential Question
W hy are goals important?
Read how one man used his

education and experience to
reach his goals.
When James A. Lovell, Jr. was a boy,
he loved to build rockets and launch
them into the sky. But his dreams
went a lot farther than his rockets.
Like many boys who grew up in the
1930s, Lovell dreamed of being a pilot.
And as he watched his rockets soar, he
knew someday he would, too.
HIGH FLYING DREAMS

Lovell was born in Cleveland, Ohio,
in 1928. He worked hard in school
and planned to go to a special college
to study astronomy and rockets.
Unfortunately, he didn't have enough
money to attend. Lovell had to figure
out another w ay to reach his goal.
Lovell was motivated to find a w ay to
fly rockets. So, he went to college near
his home for two years and then signed
up for flight training at the United States
Naval Academy. After four years at the
academy, Lovell joined the United States
N avy and became a professional naval
test pilot. His job was to fly planes before
anyone else was allowed to fly them.
James A. Lovell, Jr. became

an astronaut in 1962. He flew
four space missions.
Apollo 13 was supposed
PILOT TO ASTRONAUT to land on the Moon. Two
As a pilot, Lovell spent more days after leaving Earth,
than half of his flying time in however, the spacecraft had
jets. He taught other pilots a serious problem. One of its
how to fly. He also worked as oxygen tanks exploded. The
a specialist in air flight safety. crew did not have enough
Soon, the National Aeronautics power or air to breathe. They
and Space Administration, could not make it to the Moon.
or NASA, put out a call for Lovell communicated with
astronauts. Lovell applied for the experts at NASA. No one
the job because he had all the knew what to do at first. Then
essential skills needed to fly the team on the ground did
into space. As a result, N ASA some research and came up
chose him. By 1962, James with a solution. The astronauts
Lovell was an astronaut! He followed the team's directions
had finally reached his goal. and built an invention using
plastic bags, cardboard, and
BIG CHALLENGES tape. It worked! It cleaned the
Lovell flew on three space air in the spacecraft. But the
missions, and then, in April next problem was even bigger.
1970 he became commander of How were the astronauts going
the Apollo 13 mission. This was to get back to Earth?
a big responsibility and a great
honor. This was also one of
(r) Bettmann/Corbis; (bkgd) N A SA
the biggest challenges of

Lovell's life.
Years later, James Lovell said
A JOB WELL DONE that Apollo 13 taught him how
The N ASA team decided important it was for people
the astronauts would use the to work together. His favorite
lunar, or moon, module as a memory was when the capsule
lifeboat. James and the other splashed down in the Pacific
two astronauts climbed into Ocean and the diver knocked
the smaller spacecraft and shut on the window to let them
the hatch tight. They moved know they were safe.
away from the main spaceship.
With little power, water, food,
or heat, the astronauts listened
carefully to the team at NASA.
A DREAM COME TRUE
The trip back to Earth was D id y o u e v e r d r e a m o f g o in g in t o
dangerous and scary. For space? C heck O ut S pace C am p!
almost four days, the astronauts Space camps have been around
traveled in a cramped capsule. for more than 30 years. They make
They were cold, thirsty, and science, math, and technology
exciting so kids will want to learn
hungry. Then, with millions of
more. And like the NASA training
people watching on television,
programs, these camps teach
the module fell to Earth. the importance of teamwork and
T h e Apo llo 13 cre w sp la s h e d leadership.
d o w n sa fely on April 1 7 ,1 9 7 0 .
Make Connections
How did James A. Lovell's goals as a child
help him as an adult? e s s e n t i a l q u e s t i o n
%
Tell about one of your goals and how you
might achieve it. t e x t t o s e l f
Reread
you understand.
Find Text Evidence

Do you understand what James A. Lovell, Jr. did to become
a pilot? Reread "High Flying Dreams" on page 435.
in 1928. H e w orked hard in school

’ I read that James Lovell went
and planned to go to a special colleg
to study astronom y and rockets. to college and then to the
U nfortunately, he d id n 't have enoug
m oney to attend. Lovell had to fig u r United States Naval Academy.
out another w ay to reach his goal.
He signed up for flight training
Lovell w as m otivated to find a w<
fly rockets. So, he w ent to college ne; and became a professional
his hom e for tw o years and then sigr
up for flight training at the U nited Si naval test pilot. James Lovell
N aval Academy. A fter four years at t
academy, L ovell joined the U nited St
became a pilot by going to
N avy and becam e a professional na' school. He never gave up.
.test,pilot- H is ja b was to fly planes hi
tOVVAB0(?4^
How did James Lovell help get his Apollo 13 space

ship back home? Reread pages 436 and 437.
N A SA
438
Problem and Solution
Some informational texts describe a problem, tell the steps
taken to solve the problem, and give the solution. Signal
words, such as problem, solution, solve, and as a result, show
there is a problem and the steps to a solution.
D Find Text Evidence

r James Lovell wanted to fly rockets but didn't have enough
money to go to a special college. That was his problem. What
steps did he take to solve his problem? What was the solution?
P r o b le m
James wanted to fly rockets, but

he didn't have enough money to
go to a special college.
James went to college

near his home. Your Turn
Reread "Big Challenges."
He became a test pilot. What was James Lovell's
problem on Apollo 13?
Find the steps he took to
He joined NASA and became solve it and write them in
an astronaut. your graphic organizer.
Then write the solution.
S o lu t io n
I Go Digital! ■ I
As an astronaut, James Lovell was Use the interactive graphic organizer
able to fly in rocket ships.
439
Informational Text
Biography
"Rocketing Into Space" is a biography. A biography:
• Tells the true story of a real person's life
• Is written by another person
• Includes text features such as keywords,
photographs and captions

I can tell that "Rocketing Into Space" is a biography. It is
the true story of James Lovell's life. It has photographs with
captions and key words that are important to the biography.
page 436
Apollo 13 was supposed
PILOT TO ASTRONAUT
As a pilot, Lovell spent more
to land on the Moon. Two
days after leaving Earth, Text Features
than half of his flying time in however, the spacecraft had
jets. He taught other pilots
how to fly. He also worked as
a serious problem. One of its
oxygen tanks exploded. The Keywords Keywords are important
a specialist in air flight safety. crew did not have enough
Soon, the National Aeronautics
and Space Administration,
power or air to breathe. They
could not make it to the Moon.
words. They are in dark type.
or NASA, put out a call for Lovell communicated with
astronauts. Lovell applied for
the job because he had all the
the experts at NASA. No one
knew what to do at first.r
Photographs Photographs and
essential skills needed to fly
into space. As a result, NASA
the team on the groundcj
some research and came up their captions show more about
chose him. By 1962, James with a solution. TJmastronauts
Lovell was an astronaut! He
had finally reached his goal.
followed t h e is m 's directions
and builtap invention using
the events in the person's life.
p lasti^ ag s, cardboard, and
BIG CHALLENGES tajarlt worked! It cleaned the
Lovell flew on three space
missions, and then, in April
1970 he became comiruyidyj
the Apollo 13 missioi
a big responsibility j^KTgreat
honor. This was also one of
the biggest challenges of
Lovell's life.
Youp Turn
Find another keyword. Why is
this an important word in James
Lovell's biography?
440
Vocabulary Strategy
Greek and Latin Roots

Many words have word parts, such as Greek or Latin roots,
in them. The Greek root astro means "star," and naut means
"ship."The Latin root luna means "moon."
Find Text Evidence

On page 4 3 5 ,1see the word astronomy. I remember that
astro comes from a Greek root that means "star." I think
astronomy must have something to do with the stars. It m ay
mean "the study of the stars."
He worked hard in school

and planned to go to a
special college to study
astronomy and rockets.
0OVVABO
Use the Greek or Latin roots to figure out the meaning

of the each word,
astronauts, page 436
lunar, page 437
N A SA
441
Writers organize their ideas when they write. Putting ideas
in order helps the reader make sense of the text. Reread
this passage from "Rocketing Into Space."
Expert Model
Ideas in Order Lovell communicated with the experts

How does the way at NASA. No one knew what to do at first.
the author put ideas Then the team on the ground did some
in order help you research and came up with a solution.
understand the text? The astronauts followed the team's
directions and built an invention
using plastic bags, cardboard,
and tape. It worked! It cleaned
the air in the spacecraft. But
the next problem was even
bigger. How were the
astronauts going to get back
to Earth?
Editing M a rks
• M ake a capital letter.
( 7 ) Add a period.
A Add.
y Take out.
Leah wrote about why going to school is
important. Read Leah's revision. rrammaiy Handboo!
Adverbs That Tell
Student Model
How See page 493.
Why School Is Important

Som e people don't like to go to
school. 1 th in k it is very im portant.

first
W hen 1 s ta rte d kindergarten, 1
!y
did not know how to read. I slow
A
every day
learned new things^ 1 learned
to read, write, do math, and

Your Turn
Now that
understand science. -Because"! am
O' Identify how the writer
ordered ideas.
in the th ird grade, 1 can do all of O' Identify adverbs that
really well tell how.
th a t go$d. O' Tell how revisions
“3 improved the writing.
S ch o o l ------------- p
□ □ □ t o □ □ □
4 43
Weekly Concept Animals and You
Essential Question
How can learning about animals
help you respect them?
M y name is M ax and I'm a Great Horned
Owl. M y job here at the wildlife preserve
is to help kids like Nora learn all about
owls. All animals deserve respect.
Learning about animals helps you

respect them.
The more you know about animals,
the more you can do to help them.
iT alkfA boutjlt
Write words you
have learned about
respecting animals.
Respecting
Talk with a partner . Animals >
about ways you can
help protect animals
Vocabulary
The giant panda is an endangered

animal and needs to be protected.
Name another endangered animal.
(t) Tom Brakefield/Digital Vision/Getty Images; (tc) Stacy Gold/National Geographic/Getty Images; (be) Juzant/Digital Vision/Getty Images; (b) M ediolm a ges/SuperStock
fa sc in a tin g
Maya thought the butterflies on her
shirt were fascinating and interesting.
Tell about something you find
fascinating.
The sign says it is illegal to swim here

because the beach is closed.
W hat word means the opposite
of illegal?
Many animals, including moose,

inhabit forests.
What animals inhabit the ocean?
446
re q u ire m e n t
Food is an important requirement for
all living things.
Name another requirement for
living things.
The players respected their football

coach because he was smart and fair.
Who is respected in your school?
unaw are
The Karr family is unaware that there
is a giraffe watching them.
W hat word means the opposite of
(t) Chris Amaral/Photodisc/Getty Images; (tc) BananaStock/Alamy; (be) Tim Flach/Stone+/Getty Images; (b) im agebroker/Alam y
unaware?
w ild life
Zebras are one kind of wildlife that
live in Africa.
W hat kind of wildlife lives near
your home?
Your Tarn
447
B Bi£>
u tte r f lie
and Small
s
Essential Question
W How can learning about animals
help you respect them?
Read how respecting butterflies

can help them survive. Monarch butterflies
like to land in the
same trees when
they migrate.
There are more than 725 Monarch
species, or kinds, of butterflies butterflies are
fluttering around the United much bigger.
States and Canada. These They measure
fascinating creatures taste about four inches
leaves with their feet and only across.
see the colors red, yellow, and Size is not the only w ay
green. The Monarch butterfly Monarchs are different from
and the Western Pygmy Blue Pygmy Blues. Monarch
butterfly share these same butterflies are a bright orange
Pics
traits, but they are also different color with black markings. That
(t) Don Farrall/Photographer's Choice RF/Getty Images; (bl) Richard Ellis/Contributor/Getty Images News/Getty Images; (br) Charles Melton/Alamy; (bkgd) Don Ham m ond/Design
in many ways. makes them easy to see. Pygmy
Blue butterflies are mostly
Size and Color brown and blue, and they blend
The Western Pygmy Blue in with their surroundings.
butterfly is the smallest Many people walk right by
butterfly in the world. It is just Pygmy Blues, unaware that
about a half-inch across from they are even there.
wing tip to wing tip. That's
smaller than a dime!
This diagram show s
the parts of a butterfly.
anten n ae
head
thorax
abdom en
Both Monarchs and Blue
Mouing Around
Pygmies migrate when the
Almost all butterflies
weather gets chilly. Butterflies
migrate, or move to different
are cold-blooded insects. They
areas. The Monarch's journey
are hot when the weather
is the longest migration of
is hot and cold when the
any butterfly in the world.
weather is cold. As a result,
It spends summers in the
both butterflies migrate to stay
northern United States and
warm. They also journey north
Canada. Then it migrates south
or south to find food.
to Mexico in early fall. Many
Monarchs travel more than Finding Food
3,000 miles.
The Western Pygmy Blue
Western Pygmy Blue
drinks the nectar of many
butterflies inhabit southwestern
kinds of flowers. It finds the
deserts and marshes from
sweet, thick liquid easily, so its
California to Texas. They
population has steadily grown.
migrate short distances north
However, Monarch butterflies
Pics
to Oregon, and also to

are not so lucky.
(b) Mapping Specialists, Ltd.; (br) Robert J Erwin/Photo Researchers/Getty Images; (bkgd) Don Ham m ond/Design
Arkansas, and Nebraska.
This Western Pygmy Blue

butterfly stops to eat.
Monarch butterfly
Pacific migration route
Ocean Western Pygmy
Blue butterfly
migration route
Just like the Pygmy Blue,
Help Butterflies
Monarch butterflies sip nectar
Like all wildlife, Monarch
from flowers. But the Monarch
and Pygmy Blue butterflies
butterfly has one main food
should be respected. People
requirement — the milkweed.
need to preserve butterfly
Monarch butterflies must find
habitats. To help, they can
this plant along their migration
work to change laws, plant
route. But what happens if there
milkweed, and make it illegal
are no milkweed leaves?
to destroy animal habitats.
When people build houses
Learning about butterflies
and roads, there are fewer
and what they need to
places for Monarchs to find
survive is important.
milkweed. If the Monarch
That w ay there will
cannot find food, its population
be plenty of Western
will decrease. The Western
Pygmy Blue and
Pygmy Blue and Monarch
Monarch butterflies
butterflies are not endangered,
for future generations
or at risk for becoming extinct
to enjoy.
now, but biologists are worried.
Many other butterflies are
endangered because people Monarch butterflies (
destroy their habitats. feed on milkweed.
Make Connections
How can people learn to respect butterflies?
E S S E N T IA L Q U E S T IO N
Talk about some butterflies you've seen. How

are they alike and different? t e x t t o s e l f
451
CG$
Reread
you understand.
Find Text Evidence

Do you understand some ways the Monarch butterfly is
different from the Western Pygmy Blue butterfly? Reread
"Size and Color" on page 449.
There are more than 725 Monarch

species, or kinds, of butterflies butterflies an I read that the Western Pygm y
States and Canada. These
fascinating creatures taste
They measur
about four in
Blue butterfly is smaller than a
leaves with their feet and only
see the colors red, yellow, and Size is not the only way dime and is mostly brown and
green. The Monarch butterfly Monarchs are different from
and the Western Pygmy Blue
butterfly share these same
Pygmy Blues. Monarch
butterflies are a bright orangi
blue in color. The Monarch
traits, but they are also different color with black markings. T
in many ways. makes them easy to see. Pygi butterfly is about four inches
Blue butterflies are mostly
Size and Color brown and blue, and they blend § wide and is orange and black.
The Western Pygmy Blue in with their surroundings. f
Many people walk right by §
butterfly is the smallest
butterfly in the world. It is just Pygmy Blues, unaware that I Now I understand some of the
about a half-inch across from they are even there.
(t) Don Farrall/Photographer's Choice RF/Getty Images; (bkgd) Don Flammond/Design Pics
wing tip to wing tip. That's ways these two butterflies are
different.
R A j .f
How are Monarch butterflies and Western Pygmy

Blue butterflies alike? Reread "Moving Around" on
page 450 to find out.
452
Compare and Contrast
When authors compare, they show how two things are
alike. When authors contrast, they tell how the things are
different. Authors use signal words, such as both, alike,
same, or different, to compare and contrast.

How are the M onarch butterfly and Western Pygm y Blue
butterfly alike and different? I will reread "Butterflies Big and
Sm all" and look for signal words.
Reread "Butterflies Big and Small." Find details that

tell how Monarch butterflies and Western Pygmy
Blue butterflies are alike and different. Write them in
the graphic organizer. What signal words helped you?
453
Expository Text
"Butterflies Big and Small" is an expository text.
Expository text:
• May give information about a science topic
• Has headings that tell what a section is about
• Includes text features such as diagrams and maps
Find Text Evidence

I can tell that "Butterflies Big and Sm all" is expository text. It
give facts about M onarch and Western Pygm y Blue butterflies.
This science article also has headings, a diagram, and a map.
page 449
There are more than 725

species, or kinds, of butterflies
Monarch
butterflies are
Text Features
States and Canada. These
fascinating creatures taste
They measure
about four inches
Headings Headings tell what a
leaves with their feet and only
see the colors red, yellow, and
section of text is mostly about.
green. The Monarch butterfly
and the Western Pygmy Blue
butterfly share these same Diagram A diagram is a simple
traits, but they are also different
in many ways. picture with labels.
Size and Color
The Western Pygmy Blue
butterfly is the smallest
butterfly in the world. It is just
about a half-inch across from
wing tip to wing tip. That's
Your Turn
"Butterflies Big and Small/'Tell
your partner about something
you learned.
454
Vocabulary Strategy |( c s s « w
Context Clues
C o n t e x t c lu e s are w o rd s or p h ra se s t h a t h e lp y o u f ig u re
o u t th e m e a n in g o f an u n f a m ilia r w o rd . In m a n y s c ie n c e
texts, c o n t e x t c lu e s a p p e a r in t h e sa m e p a ra g r a p h as an
u n fa m ilia r w o rd .

On page 450, I'm not sure what the word m ig ra te means.
I will look for clues in the paragraph. I read that butterflies
"move to different areas" and "travel more than 3,000 miles." I
also see the word "journey." I think m ig ra te means to move or
travel to different places.
Almost all butterflies migrate , or move to

different areas. The Monarch's journey is the
longest migration of any butterfly in the world.
It spends summers in the northern United States and
Canada. Then it migrates south to Mexico in early
fall. Many Monarchs travel more than 3,000 miles.
Don Farrall/Photographer's Choice RF/Getty Images
Fin d c o n te x t clues. Use t h e m to fig u re o u t th e

m e a n in g s o f t h e f o llo w in g w o rd s,
cold-blooded, page 450
nectar.page 451
455
W riters use a s tro n g c o n c lu s io n in n o n f ic t io n w r itin g . A
stro n g c o n c lu s io n retells t h e m a in id e a in d iffe re n t w o rd s.
Reread t h e p a ssa g e fro m "B u tte rflie s Big a n d Small."
Exp ert M odel
Strong Like all wildlife, Monarch and Pygmy

Conclusions Blue butterflies need to be respected.
W h a t in fo r m a t io n People need to preserve butterfly habitats.
is in th is stro n g To help, they can work to change laws,
conclusion? plant milkweed, and make it illegal to
destroy animal habitats.
Learning about butterflies and what
they need to survive is important. That
way there will be plenty of Western
Pygmy Blue and Monarch butterflies
for future generations to enjoy.
Richard Ellis/Contributor/Getty Images News/Getty Images
456
Editing Marks
M a k e a capital letter.
Writers A
/ M a k e a sm all letter.
Ad d a period.
Add.
y Take out.
Ram ona w rote a b o u t earth w o rm s and h ow
her fe e lin g s a b o u t t h e m c h a n g e d . Read Grammar; Handbook]
R am on a's re visio n .
Adverbs That
Compare See
Stu d en t M o d el
p a g e 494.
Earthworms
I used to be afraid of
t) I
earthworms. Then I learned more
o
about themÊarthworms help
better
plants grow beÊ they make
ovvabo nAr{,
tunnels in dirt that hold water and
air. Earthworms are re a lly the

most
O ' Id e n tify th e stro n g
more slimy of a ll worms. But being
c o n c lu s io n .
O ' Id e n tify a d v e r b s th a t
slimy helps them breathe. Now
c o m p a re .
that 1 know more, I am not afraid O ' Tell h o w re v isio n s
earthworms im p r o v e d t h e w r itin g .
of th^f) anymore.
457
Weekly Concept Funny Times
Essential Question
What makes you laugh?
g Lots o f t h in g s m a k e y o u la u g h - jokes,
-- fu n n y stories, silly p ictu re s. Ju st lo o k
r at th e s e p in k pigs. A re n 't t h e y fu n n y ?
? ► H a v in g a g o o d se n se o f h u m o r is
im p o r t a n t .
► L a u g h in g m a k e s y o u feel g o o d .
► L a u g h in g h e lp s y o u sh are fe e lin g s
w ith frie n d s.
. ■ .
Talk w it h a p a rt n e r a b o u t w h a t y o u
t h in k is h u m o ro u s . W rite w o rd s
i&aaaaa
a b o u t t h in g s t h a t m a k e y o u la u g h .
Vocabulary
e n te rta in m e n t G r a n d p a a n d D e v o n t h in k p la y in g
ch e ss is g re a t entertainment.
W h a t do you like to do fo r
entertainm ent?
h u m o ro u s
(t) Blend Images/Alamy; (tc) Nancy R Cohen/Photodisc/Getty Images; (be) Darren Greenwood/Design Pics; (b) G.K. & Vikki Hart/Photodisc/Getty Images
Evan c o u ld n 't s to p la u g h in g at N ick's

humorous story.
Tell a humorous sto ry to a partner.
rid ic u lo u s
Jess w o r e a ridiculous c lo w n n o se an d
m a d e his frie n d s g ig g le .
W h a t is another word fo r ridiculous ?
slith e re d lo ng , t h in sn ak e slithered across

th e floor.
M ove your hands to show what

slith ered looks like.
460
Poetry Words
n a rra tiv e poem rh y m e
M y fa v o rite narrative poem T h e w o r d s moon a n d spoon
te lls a b o u t Paul Revere's ride. rhym e b e c a u s e t h e y e n d in th e
W h a t sto ry would you tell in a
sa m e so u n d .
narrative poem? N am e another word th at

rhym es with moon and spoon.
rh yth m sta n z a
Ben's p o e m has a rhythm th a t Each stanza in M a g g ie 's p o e m
s o u n d s like a d r u m b e a t . has fiv e lines.
W hy might a poet include W rite a poem with two

rhythm in a poem? stanzas.
Your Turn
P ick th r e e w o rd s. T h e n w r ite th re e
q u e s t io n s fo r y o u r p a r t n e r to answ er.
461
m Genre • Poetry
W e roughed it at Old Piney Park,

With tents and hot d o g s after dark.
I’d barely yawned and gone to sleep,

W hen I felt som ething creep, creep, creep
A slimy som ething crawled on me,

Across my toe, up to my knee.
Essential Question
What makes you laugh?
Read t w o p o e m s a b o u t fu n n y
situations.
Ridiculous! Hard to believe, T*
That creature slithered up my sleeve. 1
It was not humorous or fun.

I hollered “Rattlesnake! Let’s run!”
W e all jumped up and stom ped around,

Our tent collapsed flat on the ground, j
Ten flashlights clicked on to reveal,

That creepy crawly by my heel.
I blushed bright red, “Oops, I was wrong

Snake?
No, a lizard— one-inch long.
— Constance Andrea Keremes ^

I bought a pack of bubble gum,
A s I do every week,
Unwrapping 10 or 20 sticks,
I popped them in my cheek.
I started masticating,
That’s a fancy word for chew,
The gum became a juicy gob,
I took a breath and blew.
I suddenly inflated,
Puffing up like a balloon,
I was a giant bubble,
Big and round as a full moon.
My father hit the ceiling,

He was really in a stew,
He hollered, “Stop! Don’t go!”
A s out the door I flew.
The neighbors’ eyes were popping.
They dropped everything to see.
I was the entertainment of the day.
Forget about TV.
If you like bubble gum, beware—

Chew just one stick a day,
Or you’ll become a bubble, too
And float up Up AWAY!
I saw my friends below me,

And let loose a m ighty roar.
W H O O SH !
All my air blew out,
And I was just a kid once more.
a p is e s
;i: 1ki — Diana Kent
Make Connections
W h ic h p o e m m a d e y o u la u g h ? Talk a b o u t
w h a t fu n n y t h in g h a p p e n s in e ach o f th e
p o e m s. ESSENTIAL QUESTION
W h ic h p o e m has th e fu n n ie s t e ve n ts or
cha racters? t e x t t o s e l f
Daryll Collins
Narrative Poem
Narrative p o e try: • Tells a story. • C an have a n y n u m b e r o f
line s a n d stanzas.
A stanza: • Is a g r o u p o f line s th a t fo rm p a rt o f a p o e m .
• O fte n has rh y m e a n d rh y th m .

I can tell that "Bubble Gum" is a narrative poem. It tells a
story. It also has stanzas. Each stanza has four lines. The
second and fourth lines rhyme.
page 464
This is a stanza. It is a group
of lines. There are four
stanzas on this page.
A s I d o e v e ry w e e k ,
U n w ra p p in g 10 o r 2 0 stic k s ,
I p o p p e d th e m in m y ch e e k .
I sta rte d m a stic a tin g ,

That’s a fa n c y w o rd fo r ch ew ,
T h e g u m b e c a m e a ju ic y g o b ,
I to o k a b rea th a n d b lew .
I s u d d e n ly in fla te d ,
P u ffin g up like a b a llo o n ,
I w a s a g ia n t b ub b le,
ÔVUBO/?^
B ig and rou n d a s a fu ll m oon.
M y fa th e r hit th e ce ilin g ,
Your Turn
Reread the p o e m "The
C a m p in g Trip." Explain w h y it
is a narrative poem . Tell h o w
m an y stanzas are in it.
46 6
Comprehension Skill
Point of View
P o in t o f v ie w in a p o e m is w h a t t h e n a rra to r th in k s a b o u t
an e ve n t, a th in g , o r a p e rso n . L o o k fo r d e ta ils t h a t s h o w
th e n arrator's p o in t o f view .
nf Find Text Evidence

V In "The Comping Trip" I read that the narrator feels something
creeping on him. He calls it slimy. He says it slithered. The
details tell me he is either afraid of or dislikes small, creepy
crawly things. This is the narrator's point of view.
Deta ils
"A slimy something crawled

on me,”
Your Turn
R eread "T h e C a m p in g Trip."
F in d m o re d e ta ils a b o u t h o w
th e n a rra to r fe e ls a b o u t th e
P o in t o f V ie w c re e p y cre atu re. W rite th e m
in t h e g r a p h ic o rg a n ize r.
T h e n w r ite t h e n arrator's
p o in t o f v ie w . D o y o u a g re e
w it h t h e n arrator's p o in t o f
v ie w ? W h y o r w h y n ot?
Go Digital!
467
Literary Elements
Rhythm and Rhyme

P o e ts use rh y th m a n d rh y m e m a k e a p o e m in te r e s tin g
to listen to a n d fu n to read.
Find Text Evidence

Reread th e p o e m " B u b b le G u m " o n p a g e s 4 6 4 - 4 6 5 a lo u d .
Listen fo r w o rd s th a t rh ym e . C la p y o u r h a n d s as y o u read
th e p o e m to f o llo w th e p o e m 's rh y th m .
In the second and

fourth lines of the poem,
I b o u g h t a p a c k o f b u b b le g u m , the words w e e k and
A s I d o every w eek, c h e e k rhyme. I clapped
U n w r a p p in g 1 0 o r 2 0 stic k s, my hands to find the
I p o p p e d t h e m in m y c h e e k . rhythm. I like the way
I sta rte d m a s tic a tin g , the poem has a pattern
T h a t ’s a f a n c y w o r d f o r c h e w , of sounds that repeat
themselves.
Your Turn
Fin d m o re e x a m p le s o f rh y th m a n d rh y m e
in "T h e C a m p in g Trip" o n p a g e s 4 6 2 - 4 6 3 .
Vocabulary Strategy
Idioms
A n id io m is a g r o u p o f w o rd s t h a t m e a n s s o m e t h in g
d iffe re n t fro m th e usual m e a n in g o f e ach w o r d in it.
T h e p h ra se lend a hand is an id io m . It d o e s n 't m e a n "to
g iv e s o m e o n e y o u r hand." It m e a n s "to h e lp s o m e o n e d o
so m e th in g ."
P) Find Text Evidence

On page 462 in "The Camping Trip," the phrase r o u g h e d it is
an idiom. I can use clues in the poem to help me figure out
that it means "to live without the usual comforts of home."
W e roughed it at O ld Piney Park,

W ith tents and hot d o g s after dark
Your Turn ;
Talk a b o u t th e s e id io m s fro m " B u b b le G um ."
hit the ceiling, page 464
eyes were popping, page 465
Daryll Collins
469
fs5 a
Writing Traits Word Choice
Readers to ..
W riters use d e s c r ip t iv e w o r d s to m a k e t h e ir w r itin g
in te re s tin g an d clear. S tro n g, o r p recise, w o rd s sh ow , rather
t h a n tell. R eread th e f o llo w in g sta n za s fro m " B u b b le G um ."
Exp ert M odel
Precise Words I started m asticating,

Id en tify th e strong
That’s a fancy word for chew,
nouns and verbs.
The gu m becam e a juicy gob,
H o w d o t h e y h e lp
I took a breath and blew.
y o u v is u a liz e
w h a t th e n a rra to r I suddenly inflated,
is d o in g ? Puffing up like a balloon,
I w as a giant bubble,
B ig and round as a full moon.
Daryll Collins
Editing Marks
M a k e a capital letter.
Writers M a k e a sm all letter.
^7^ A d d a period.
A Add.
Take out.
Ryan w r o t e a b o u t s o m e t h in g t h a t m a k e s
■ If K - ■
11 -■ 1
h im la u g h . Read his revision s. gram m ar Handbook
Prepositions
See p a g e 495.
Stu d en t M o d el
,A*. My Dog Buddy f a

iin
Buddy is the funniest dog -eft ;
the world. When I take him for
a walk after school, he stops
short. Sometimes 1 stumble over

laugh
him. That makes me laughing
Sometimes he runs so fast that he

trips
Your Turn
^faJJôver his own ears. And once,
A 0 Id e n tify s tro n g n o u n s
a n d verbs.
b u d d y followed me onto the school
0 Id e n tify p re p o s itio n s .
giggie
bus! He made everyoneAfaug&r 0 Tell h o w re v isio n s
silliest im p r o v e d t h e w r itin g .
Buddy is the StUi^dog 1 know!
Go Digital!
471
Contents
Sentences
Sentences and Frag m ents.................. 474
Types of S e n te n c e s ............................ 474
Subjects in Sentences......................... 475
Predicates in S e n te n c e s..................... 475
Simple Sentences................................ 476
Co m p ou n d S e n t e n c e s ....................... 476
Com plex Sentences............................ 477
Run-On S en ten ces.............................. 477
Nouns
Com m on and Proper N o u n s .............. 478
Concrete and Abstract N o u n s ........... 478
Singular and Plural N o u n s .................. 479
Special Plurals and Collective N o u n s . 479
Singular and Plural Possessive Nouns 480
Com b in in g Sentences: N o u n s ........... 480
Verbs
Action V e r b s ....................................... 481
Linking Verbs....................................... 481
Present-Tense V e r b s ........................... 482
Past-Tense V e rb s.................................. 482
Future-Tense V e r b s ............................ 483
Subject-Verb A g re e m e n t................... 483
Verbs Be, Do, and Have ...................... 484
Main and Helping Verb s..................... 484
Contractions with Not....................... 485
Com b in in g Sentences: V e r b s ............ 485
Irregular V e r b s ................................... 486
Pronouns
P r o n o u n s ............................................ 487
Singular and Plural P ro n o u n s............ 487
Subject P r o n o u n s .............................. 488
Object P r o n o u n s ................................ 488
Pronoun-Verb A g re e m e n t.................. 489
Possessive P ro n o u n s.......................... 489
Table of Contents
Pronoun-Verb C o n t r a c t io n s ................................................... 490
Reflexive P r o n o u n s ................................................................. 490
Pronoun-Antecedent A g r e e m e n t .......................................... 490
Adjectives
A djectives................................................................................. 491
A r t ic le s .....................................................................................491
This, That, These, and Those..................................................... 492
Adjectives That C o m p a re ........................................................ 492
Adverbs
A d ve rb s.....................................................................................493
Adverbs That Tell How..............................................................493
Adverbs That Tell When or Where .......................................... 494
Adverbs That C o m p a re ............................................................ 494
Prepositions
Prepositions..............................................................................495
Prepositional P h ra se s..............................................................495
M echanics: Abbreviations
T i t l e s ........................................................................................ 496
Days of the W e e k .....................................................................496
M onths of the Year................................................................... 496
States........................................................................................ 497
M echanics: Capitalization
First Word in a S e n t e n c e ........................................................ 498
Letters...................................................................................... 498
Proper Nouns: Names and Titles of P e o p le ............................ 498
Proper Nouns: Names of P la c e s.............................................. 499
Other Proper N o u n s ................................................................500
M echanics: Punctuation
End Marks for S e n te n c e s .........................................................501
Periods for A b b r e v ia t io n s .......................................................501
C o lo n s .......................................................................................502
Comm as in Letters................................................................... 502
Comm as in S e n t e n c e s ............................................................ 503
A p o s t r o p h e s ............................................................................ 503
Comm as and Q uotation M a r k s .............................................. 504
Italics or U n d e r lin in g .............................................................. 504
473
Grammar Handbook Sentences
Sentences and Fragments
A complete sentence is a g r o u p o f w o rd s th a t tells a
c o m p le t e th o u g h t. A sentence fragment is a g r o u p o f w o rd s
th a t d o e s n o t tell a c o m p le t e th o u g h t.
The rocket, (does not tell a complete thought)
The rocket soars into the clouds, (tells a complete thought)
Your? Turnj Write each group of words. Tell whether it is
"complete" or "fragment." Write it.
1 . M y little b ro th e r.
2. M y fa t h e r ta k e s a p ic tu re .
3 . T h e e n g in e s roar.
Types of Sentences
W h e n y o u w rite or talk, y o u use d iffe re n t k in d s o f sen ten ces.
A s t a t e m e n t tells something. It M y father likes to cook.

ends with a period.
A q u e s t i o n asks something. It What are we having for lunch?

ends with a question mark.
A c o m m a n d tells you to do Help me set the table.

som ething and ends in a period.
An e x c l a m a t i o n show s This will be the best meal ever!
strong feeling. It ends with an
exclamation mark.
YourvTurnj Write each sentence. Tell what type it is.

1 . C a n m y f r ie n d j o in us fo r d in n e r ?
2. Pasta is his fa v o r it e m eal.
3 . 1 c a n 't b e lie v e h o w h u n g r y w e are!
4 . C a ll us w h e n it's ready.
474
Sentences
Subjects in Sentences
Every s e n te n c e has t w o parts. T h e complete subject in a
s e n te n c e tells w h a t o r w h o m th e s e n te n c e is a b o u t. The
c o m p le t e s u b je c t o f a s e n te n c e can be m o re th a n o n e w o rd .
Rain pours down from the sky.
A ll o f my friends run for cover.
You^Turnj Write each sentence. Draw a line under the
complete subject of each sentence.
1. L i g h t n i n g fla sh es.
2 . T h u n d e r r u m b le s in t h e d is t a n c e .
3. A g u s t o f w i n d s h a k e s t h e tree.
4. S h e e ts o f rain s trik e t h e w in d o w .
5. D o s t o r m s like t h e s e h a p p e n o f t e n ?
Predicates in Sentences
Every s e n te n c e has a s u b je c t a n d a predicate. Th e complete
predicate tells w h a t th e s u b je c t d o e s or is. T h e c o m p le t e
p re d ic a te can be o n e o r m o re w o rd s.
The dog howled.
The girl w ill feed him dinner.
YocifrTurn) Write each sentence. Draw a line under the
complete predicate of each sentence.
1 . T h e c a t sn e e z e s.
2 . T h e b ird f la p s its w in g s .
3 . T h e t h ir s t y d o g p u s h e s h is b o w l.
4 . M y fr ie n d s a n d I la u g h .
5. D id t h e d o g s m ile ?
475
Sentences Sentences
Simple Sentences
A s im p le s e n te n c e e xp resse s o n ly o n e idea. It c o n ta in s o n ly
o n e s u b je c t a n d o n e p re dica te .
The young man wants to fly airplanes.
YourvTurn Write each sentence. Circle the subject and
underline the predicate.
1. H e re a d s a b o u t a irp la n e s .
2. His f r ie n d w a s a p ilo t.
3 . T h e m a n e n r o lls in a t r a in in g p r o g r a m .
4. A ll o f his c la s s m a t e s s h a re his in te re s t.
5. It w ill b e q u it e an a d v e n t u r e !
Compound Sentences
A compound sentence e x p re sse s t w o or m o re c o m p le t e
th o u g h ts , w h ic h are combined u sin g a c o m m a a n d a
coordinating conjunction. A c o o r d in a t in g c o n ju n c t io n is a
sm all w o rd th a t links t w o th in g s, su ch as and, but, o r or.
I walk to school. You ride the bus. (two simple sentences)
I walk to school, but you ride the bus. (one compound
sentence)
Your Turn Write each pair of simple sentences as a
compound sentence.
I . S a m ru n s d o w n t h e h a ll. T h e d o g c h a s e s h im .
2 . Tara g o e s o u t s id e . It s ta rts t o rain.
3 . Tara g e ts a ride. S a m d e c id e s t o w a lk in t h e rain.
4 . T h e s c h o o l b e ll r in g s . T h e s t u d e n t s g o in sid e .
5 . T h e rain t u r n s t o sn o w . S t u d e n t s are s e n t h o m e early.
476
Sentences
Complex Sentences
A complex sentence has an in d e p e n d e n t c la u se a n d o n e or
m o re d e p e n d e n t clauses. A n independent clause c o n ta in s a
s u b je c t a n d p re d ic a te an d tells a c o m p le t e th o u g h t.
A dependent clause c o n ta in s a s u b je c t a n d p re d ica te , an d
b e g in s w ith a subordinating conjunction, su ch as after,
although, before, because, if, since, until, when, where, while.
Place a comma after th e d e p e n d e n t c la u se w h e n it is at th e
start o f a se n te n ce . When we got there, the game began.
Y^Tucn Write each sentence. Circle the independent
clause. Underline the dependent clause.
1. P e o p le s t o p p e d to ta lk w h e n t h e y sa w us there.
2. B e c a u s e w e s o ld so m a n y, w e ra ise d a lo t o f m o n e y .
Run-On Sentences
A run-on sentence c o n ta in s t w o o r m o re in d e p e n d e n t
clau se s w it h o u t th e p ro p e r c o n j u n c t io n s or p u n c t u a t io n .
I cooked dinner my family liked it they asked for seconds.
You can c o rre c t ru n -o n s e n te n c e s u sin g th e s e strategies.
Break the independent clauses / cooked dinner. M y family liked it.

into separate sentences. They asked for seconds.
Create a com p oun d subject or 1cooked dinner. M y family liked it

com p oun d predicate. and asked for seconds.
Create a com pound sentence 1cooked dinner, and my family

using coordinating conjunctions. liked it. They asked for seconds.
Create a complex sentence using 1cooked dinner. Since my family
subordinating conjunctions. liked it, they asked for seconds.
Your Turijj Correct each run-on sentence.

1 .T h is w a s m y first t im e c o o k in g m y m o t h e r h e lp e d .
2. D id y o u m a k e t h e d e s s e r t I d id n 't h a v e tim e .
3. I c o o k e d t h e m e a l I d id n 't h a v e t o d o t h e dishes.
477
Nouns
Common and Proper Nouns
A noun n a m e s a p erson , place, th in g , o r idea. A common
noun n a m e s a n y p erson , place, or th in g . A proper noun
n a m e s a p a rtic u la r person , place, o r th in g , a n d b e g in s w ith a
c a p ita l letter.
The stu d en t studied the atlas, (common)
Tom located M ount Rushm ore. (proper)
Your Turn Write each sentence. Underline each common
noun. Circle each proper noun.
1 . T h e b o o k h a d m a n y m a p s.
2 . C a n J o a n n e f in d o u r state ?
3. W h ic h c o u n t r y in A fric a d id y o u r p a r e n ts v isit?
4 . T h e lib r a r y has a h u g e g lo b e .
Concrete and Abstract Nouns

A concrete noun n a m e s a p erson , place, or th in g th a t can
be seen o r t o u c h e d . A n abstract noun n a m e s a q uality,
c o n c e p t, o r idea th a t c a n n o t be seen o r to u c h e d . M a n y
a b stra ct n o u n s have no p lu ral form .
Barbara set the b o o k on the desk, (concrete)
Reading gives me great jo y. (abstract)
Yo^Tucnj Write each sentence. Underline each concrete
noun. Circle each abstract noun.
1 . M y c o u s in is a fra id o f t h e dark.
2 . T h e d o g s le p t u n d e r his b e d .
3. H is f a t h e r read fo r an hour.
4. S ile n c e f ille d t h e h o u se .
Nouns
Singular and Plural Nouns
A singular noun n a m e s o n e p erson , place, th in g , o r idea. A
plural noun n a m e s m o re th a n one. A d d -s to fo rm th e p lu ral
o f m o s t nou ns. A d d -es to fo rm t h e p lu ral o f n o u n s e n d in g in
s, x, ch, o r sh. If a n o u n e n d s in a c o n s o n a n t + y, c h a n g e y to
i an d a d d -es. If a n o u n e n d s in a v o w e l + y, a d d -s. If a n o u n
e n d s in -f, y o u s o m e t im e s c h a n g e f to v a n d a d d -es.
girl girls store stores bench benches
city cities key keys leaf leaves
YouiyTurnj Write each sentence. Underline each singular
noun. Circle each plural noun.
1. M y m o t h e r b o u g h t t w o ja c k e ts .
2. L o o k at t h o s e h a ts n e a r t h e d o o r.
3 . T h e b o y s f o u n d b a ts a n d balls.
Special Plurals and Collective Nouns

S o m e n o u n s c h a n g e th e ir s p e llin g to n a m e m o re th a n one.
O th e rs d o n 't c h a n g e at all.
man men woman women child children
tooth teeth mouse mice foot feet
fish fish sheep sheep goose geese
moose moose deer deer
A collective noun n a m e s a g r o u p th a t acts t o g e t h e r as o n e
th in g . It can be s in g u la r o r plural.
Our band will play after the three other bands.
YoufrTurnj Write each sentence. Use the correct form of
the noun in ().
1 . A s a jo k e , w e p la y e d "T h r e e B lin d ( M o u s e ) " fir s t .
2. A ll t h e (m an) a n d ( w o m a n ) la u g h e d .
3. (C h ild) d a n c e d in f r o n t o f t h e stag e .
479
Nouns
Nouns
Singular and Plural Possessive Nouns
A possessive noun is a n o u n th a t s h o w s w h o or w h a t o w n s
o r has s o m e th in g . A d d an apostrophe (') + s to a s in g u la r
n o u n to m a k e it possessive.
My dentist's office is in my uncle's town.
A d d an apostrophe to th e e n d o f m o s t p lu ral n o u n s to m a k e
t h e m possessive. A d d an apostrophe + s to fo rm t h e p lu ral
o f p o sse ss iv e n o u n s th a t d o n 't e n d in -s.
The children's mother visited three tea ch ers' rooms.
Yqu^Turn, Write each sentence. Change the word in ()
into a possessive noun.
1.1 like lis t e n in g t o m y (p aren ts) stories.
2 . T h e y t a lk a b o u t m y (fam ily) a d v e n t u r e s .
3 . T h e y t o ld m e a b o u t m y (aunt) w e d d in g .
4. M y m o t h e r sat at th e (c h ild re n ) ta b le .
Combining Sentences: Nouns

T w o se n te n c e s can be c o m b in e d by j o in in g t w o n o u n s in th e
s u b je c t or p re d ic a te w ith t h e c o n ju n c t io n and.
Kendra went to her room. Scott went to his room. Kendra
and Scott went to their rooms.
You? Turnj Combine the nouns in the sentence pairs to
form one sentence.
1. D a d w e n t t o t h e city. M o m w e n t t o t h e city.
2. D a d v is it e d a m u s e u m . D a d v is it e d a g a lle ry .
3 . T h e y s a w a m o v ie . T h e y s a w a ja z z c o n c e r t .
4. D id M o m e n j o y it? D id D a d e n j o y it?
480
Verbs
Verbs
Action Verbs
A n action verb is a w o rd th a t s h o w s a c tio n . S o m e a c tio n
v e rb s tell a b o u t a c tio n s th a t are hard to see.
The boy dream ed that he sco red the winning goal.
YoutvTtirn) Write each sentence. Underline each
action verb.
1. H e p r a c t ic e s h a rd e v e r y day.
2 . T h e t e a m ru n s a c ro s s t h e fie ld .
3 . T h e c o a c h c a rrie s a b a g o f s o c c e r balls.
4. H e d r o p s o n e a n d k ick s it hard .
5. L o o k at h o w q u i c k ly t h e t e a m c h a s e s it!
Linking Verbs
A linking verb d o e s n o t e x p ress a c tio n . A lin k in g v e rb
c o n n e c ts a s u b je c t to a n o th e r p a rt o f t h e se n te n ce . T h e m o s t
c o m m o n p re se n t-te n se lin k in g v e rb s are am, are, a n d is. Th e
m o s t c o m m o n p a st-te n se lin k in g v e rb s are was a n d were.
Roberto is a writer. His last two books were wonderful.
YoujyTucnj Write each sentence and underline each
linking verb.
1 . C a rla is a fa st reader.
2. H e r b o o k s h e lv e s are full.
3. B o th o f h e r p a r e n ts are te a c h e rs .
4 . T h e y w e r e h a p p y t o lo a n us b o o k s .
5 . C a rla le a r n e d t o re a d w h e n s h e w a s f o u r
y e a rs o ld .
481
Verbs
Present-Tense Verbs
Present-tense verbs tell w h a t is h a p p e n in g now. W h e n th e
s u b je c t is n o t I o r you, a d d -s to tell w h a t o n e p e rso n o r th in g
is d o in g . A d d -es to v e rb s th a t e n d in sh, ch, s, z, or x. C h a n g e
y to / a n d a d d -es to ve rb s th a t e n d w ith a c o n s o n a n t a n d y.
Jen lo o ks up and watches the birds. She stu dies them.
YourpTurm Write each sentence in the present tense. Use
the correct form of the verb in ().
1. M y o l d e r sis te r (k n o w ) h o w to re p a ir t h in g s .
2 . S h e (fix) c lo c k s a n d w a tc h e s .
3. M y sis te r (try) t o f ig u r e o u t w h a t 's w r o n g .
4. S h e (m ake) a list a n d (cross) o u t e a c h ite m .
Past-Tense Verbs
Past-tense verbs tell a b o u t an a c tio n th a t has a lre a d y
h a p p e n e d . A d d -ed to m o s t ve rb s to fo rm th e past tense.
The farmer p la n te d the seeds last week.
If th e v e rb e n d s in a c o n s o n a n t p lu s y, c h a n g e th e y to
/ b efo re a d d in g -ed. If th e v e rb e n d s w ith a v o w e l a n d a
c o n s o n a n t, d o u b le th e fin al c o n s o n a n t b e fo re a d d in g -ed.
If th e v e rb e n d s w ith a c o n s o n a n t an d e, d r o p th e e b e fo re
a d d in g -ed.
She ra ised her cup and sip p ed from the cup she carried.
YdutyTurni Write each sentence in the past tense. Use the
correct form of the verb in ().
l . W e (hurry) t o fin is h o u r w o rk .
2 . S h e (w ant) t o b e d o n e b e f o r e dark.
3 . T h e f a r m e r (tug) a t t h e w e e d s .
4 . S h e a n d I (care) fo r th e p la n t s e v e r y day.
Verbs
Future-Tense Verbs
A future-tense verb tells a b o u t a c tio n th a t is g o in g to
h a p p e n . Use th e v e rb will to w r ite a b o u t th e future.
My family w ill v isit the park this weekend.
Yourr>Tur;nj Write each sentence in the future tense. Use
the correct form of the verb in ().
1. N e x t s u m m e r I (take) m y firs t tra in ride.
2. M y f a m ily (cross) t h e c o u n t r y b y car.
3. W e (stay) w it h m y g r a n d p a r e n t s .
4. M y sis te r a n d I (learn) h o w to sail.
5. It (be) t h e b e s t s u m m e r v a c a t io n ever!
Subject-Verb Agreement
A present-tense verb m u s t a g re e w ith its su b je ct. D o n o t
a d d -s o r -es to a p re s e n t-te n s e v e r b w h e n th e s u b je c t is
p lu ral o r I or you.
My siste r sends me a message, and I answ er right away.
Your Turn) Write each sentence in the present tense. Use
the correct form of each verb in ().
l . S h e (w rite) e - m a ils q u ic k ly .
2. M y b r o t h e r (sp e n d ) all d a y o n t h e p h o n e .
3. M y m o t h e r (w ish) h e w o u l d c le a n his ro o m .
4 . "I'll d o it later," h e (say).
5. M y s is te r (advise) h im t o d o it n o w .
483
Verbs
Verbs Be, Do, and Have
Th e v e rb s be, do, an d have have sp e cia l form s.
S u b je c t P resen t T en se Past T en se
1 am, do, have was, did, had
You are, do, have were, did, had
Singular subjects is, does, has was, did, had
We are, do, have were, did, had
Plural subjects are, do, have were, did, had
I am happy with my phone, but his phone has a problem.

Were the pages you had clear, or d id you need new ones?
YdmvTurin) Write each sentence. Use the correct form of
the verb in ().
I . Y o u (be) b e g in n in g t o fe e l s le e p y n ow .
2.1 (be) s t a n d in g b e s id e y o u .
3. Y o u r b r o t h e r (have) an a la r m c lo c k o n c e .
4. W h e r e (do) h e k e e p it n o w ?
Main and Helping Verbs

S o m e tim e s a v e rb can be m o re th a n o n e w o rd . Th e main
verb tells w h a t th e s u b je c t is or does. T h e helping verb
h e lp s th e m a in v e rb s h o w an a c tio n . Have an d be can be
u sed as h e lp in g verbs.
Beth is w riting a letter. She h ad sen t one already.
YoufrTurn) Write each sentence. Circle the helping verb.
Underline the main verb.
1 . W e are g o in g o n a fie ld trip.
2 . T h e class w ill v is it a t e le v is io n s tu d io .
3. M y c o u s in has w o r k e d t h e r e fo r years.
Contractions with Not
A contraction c o m b in e s a v e rb w ith th e w o rd not. A n
apostrophe O takes th e p la c e o f th e m issin g letters. S o m e
c o n tr a c t io n s have irre g u la r sp e llin g s, su ch as won't (will not)
an d con't (cannot).
Carol isn 't feeling well. She h a sn 't eaten all day.
Your/Tur;nj Write each sentence. Combine the two words
in () to form a contraction.
I . S h e (d id not) b r in g a lu n c h to d a y .
2.1 (d o not) u n d e r s t a n d w h y .
3 . T h is (is not) t h e firs t tim e .
4 . S h e (d o e s not) k n o w if s h e s h o u ld b u y lu n c h .
5. (W ill not) s o m e o n e s h a re a s a n d w ic h w it h h er?
Combining Sentences: Verbs

W h e n t w o se n te n c e s have th e sa m e su bje ct, y o u can
c o m b in e th e p re d ica te s. Use th e c o n ju n c t io n and to jo in th e
pre dica te s.
Jo e runs to the door. Jo e opens it.
Joe runs to the door and opens it.
You#Turn Combine the predicates in the sentence pairs
to form one sentence.
1 . T h e b o y s t u m b le d . T h e b o y fell.
2 . T h e t e a c h e r ra ce d over. T h e t e a c h e r h e lp e d h im up.
3. H e b r u s h e d o f f his c lo t h e s . H e la u g h e d .
4 . T h e b o y w e n t t o t h e b e n c h . H e sat d o w n .
5. W e w e n t over. W e m a d e s u re h e w a s fin e.
■
Verbs
Verbs
Irregular Verbs
A n irregular verb has a sp e cia l s p e llin g to s h o w th e past
tense. S o m e ve rb s have a sp e cia l s p e llin g w h e n u sed w ith
th e h e lp in g v e rb hove.
P resen t Past P a s t w i t h t h e v e r b have

am/are/is (be) was/were been
begin began begun
bring brought brought
come came come
do/does (do) did done
eat ate eaten
give gave given
go went gone
grow grew grow n
hide hid hidden
run ran run
say said said
see saw seen
sing sang sung
sit sat sat
tell told told
YourvTuMi Write each sentence. Use the correct form of

the verb in ().
1 . L a s t n ig h t, o u r s h o w (b e g in ) late.
2 . T h e a u d ie n c e (sit) p a t ie n t ly in t h e ir seats.
3. M y p a r e n ts h a d (co m e ) t o se e t h e sh ow .
4 . 1 (tell) t h e m t o sit n e a r t h e fro n t.
5 . T h e y h a v e (see) m e in m a n y p la y s b e fo re .
486
Pronouns
Pronouns
Pronouns
Pronouns ta k e th e p la c e o f n o u n s. A personal pronoun
refers to s p e c ific p e o p le or th in g s. A n indefinite pronoun
d o e s n o t refer to s p e c ific p e o p le o r th in g s.
Personal p ron ou n s: I, you, he, she, it, we, they, me, her, him,
us, them
C o m m o n in d e fin ite p ro n o u n s : anyone, anything, everyone, no
one, nothing, somebody, something
We promised to tell no one. I won't say anything about it.
Youi^Tur;n Write each sentence. Circle the personal
pronouns. Underline the indefinite pronouns.
I . W e t a lk e d t o t h e p o lic e officer.
2 . S o m e t h in g d id n 't s e e m r ig h t t o us.
3 . S h e g a v e m e a p h o n e n u m b e r t o call.
4 . 1 c o u ld t a lk t o a n y o n e at t h e s ta tio n .
5 . " T h e y w a n t t o h e lp e v e r y o n e , " s h e t o ld us.
Singular and Plural Pronouns

Singular pronouns in c lu d e I, you, he, she, it, me, her, a n d him.
In d e fin ite p r o n o u n s are u s u a lly tre a te d as singular.
Plural pronouns in c lu d e we, you, they, us, an d them.
He gives them money. They give him change. Everyb o d y
is happy.
YduiyTurni Write each sentence. Circle the singular
pronouns. Underline the plural pronouns.
I . W e w a n t e d t o g iv e m y m o t h e r a g ift.
2.1 f o u n d it o n sa le at t h e m all.
3 . 1 b o u g h t t w o b e c a u s e t h e y w e r e o n sale.
4 . W e h o p e t h a t s h e like s t h e m .
487
Pronouns
Subject Pronouns
A subject pronoun tells w h o o r w h a t d id an a c tio n in a
se n te n ce . I, you, he, she, it, we, a n d they are s u b je c t p ro n o u n s.
She calls us into the dining room. We are ready to eat.
Youryfurn) Write each sentence. Change the words in ()
into subject pronouns.
1. (M y g r a n d m o t h e r ) c o o k s o u r d in n e r.
2. (M y b r o t h e r a n d sister) sit at t h e ta b le .
3 . C a n (m y b ro th e r ) h a v e a g la s s o f ju ic e ?
4 . (M y sis te r a n d I) h a v e a s u r p r is e d e s s e r t fo r o u r
p a re n ts .
5. N o o n e e n jo y s f o o d as m u c h as (m y fa th e r) d oe s!
Object Pronouns
A n object pronoun c o m e s afte r an a c tio n v e rb or
p r e p o s it io n s su ch as for, at, of, on, with, about, a n d to. The
p r o n o u n s me, you, him, her, it, us, a n d them are o b je c t
p ro n o u n s.
The clerk gave us two tickets. My parents put them in a
safe place.
Your Turni Write each sentence. Change the words in ()
into object pronouns.
1. M y p a re n ts c a lle d (m y sis te r a n d m e) d o w n s t a ir s .
2. W e g a v e (m y p a re n ts ) o u r a t t e n t io n .
3 . T h e y lo o k e d at (m y sister).
4 . "Tell (the t w o c h ild r e n ) a b o u t o u r v a c a tio n ,"
M o m said.
5 . "Let's sta rt (o u r v a c a t io n ) to d a y !" D a d e x c la im e d .
Pronoun-Verb Agreement
A p re se n t-te n se a c tio n v e rb m u s t agree w ith its s u b je c t
p ro n o u n . A d d -s to m o s t a c tio n v e rb s in t h e p re s e n t te n se
w h e n y o u use th e p r o n o u n s he, she, a n d it. D o n o t a d d -s
to an a c tio n v e rb in th e p re s e n t te n s e w h e n y o u use th e
p r o n o u n s I, we, you, an d they.
He understands what they say.
YourPTurn, Write each sentence. Use the correct present-
tense forms of the verbs in ().
I . S h e (create) a s e c re t c o d e .
2. W e (h elp ) w r it e a m e s s a g e .
3. It (give) d ir e c t io n s t o a s p e c ia l p la ce .
4. D id y o u (try) t o f ig u r e it o u t ?
5 . T h e y (su c c e e d ) a n d (find) t h e h id d e n tre a su re .
Possessive Pronouns
A possessive pronoun takes th e p la c e o f a p o sse ss iv e n o u n .
It s h o w s w h o or w h a t o w n s s o m e t h in g . My, your, her, his, its,
our, an d their are p o sse ss iv e p r o n o u n s th a t are u sed b e fo re
o th e r n ou n s. Mine, yours, his, hers, its, ours, a n d theirs are
p o sse ss iv e p r o n o u n s th a t can sta n d alon e.
Jim used his camera on our trip. M ine was in my room.
YouttTarni Write each sentence. Change the words in ()
into possessive pronouns.
1 . 1 b o r r o w e d (m y sister's) c a m e ra .
2. S h e s h o w e d m e h o w to u se (the cam e ra's) b u t to n s .
3 . 1 s a w th r e e h a w k s a n d t o o k (the h a w k s') p ic tu re .
4. M in e c a m e o u t b e t t e r t h a n (y o u r p ictu re s).
5 . S h a ll w e s h o w (y o u r a n d my) p ic t u r e s t o M o m ?
Pronouns
Pronoun-Verb Contractions
A contraction is a s h o rte n e d fo rm o f tw o w o rd s tha t are
c o m b in e d . A n apostrophe (') replaces m issin g letters.
It's hard work, but y o u 'll be proud when we're done.
You^Tur;nj Write each sentence. Form contractions.
1.(1 w ill) b e w o r k in g at t h e a n im a l s h e lt e r to d a y .
2. (T h e y are) h a v in g a d o g w a sh .
Reflexive Pronouns
A reflexive pronoun s h o w s th a t a s u b je c t d o e s s o m e t h in g
for or to itself. Th e e n d in g -self is used for s in g u la r p ro n o u n s .
T h e e n d in g -selves is used fo r p lu ral p ro n o u n s .
Mom made h e rse lf a snack. We got ourselves one, too.
Your, Tarni Write each sentence. Replace the words in ().
1. M y fa t h e r te a c h e s (m y fa th e r) s ig n la n g u a g e .
2. W e like t o g iv e (to us) n e w c h a lle n g e s .
3.1 f o u n d (for m e) a tutor.
Pronoun-Antecedent Agreement
Th e antecedent is th e n o u n o r n o u n s to w h ic h a p r o n o u n
refers. A p r o n o u n m u s t a g re e w ith th e n u m b e r an d g e n d e r
o f its a n te c e d e n t.
M y sister thinks she is late. M y brothers think they are late.
Your Turn Write each sentence. Choose the correct
pronoun. Then underline the antecedent.
1. M y f a t h e r says t h a t (he, she) w ill g o j o g g in g .
2. M y f r ie n d a n d I d e c id e t h a t (he, w e) w ill j o i n h im .
Adjectives
Adjectives
Adjectives
A n adjective is a w o rd th a t d e s c rib e s a n o u n . S o m e
a d je c tiv e s tell what kind or how many. Few, many, an d
several are sp e cia l a d je c tiv e s th a t tell h o w many.
Severa l students with blue banners ran onto the
crow ded field.
YouipTu^nj Write each sentence. Circle each adjective
and underline the noun being described.
1. It w a s an e x c it in g g a m e .
2 . T h e b a n d p la y e d a h a p p y s o n g .
3. W e g a v e t h e t e a m a h u g e cheer.
4 . T h re e p la y e rs lifte d u p t h e c o a c h .
5. D id y o u se e w h o s c o r e d t h e fin a l g o a l?
Articles
Th e w o rd s the, a, an d an are sp e cia l a d je c tiv e s ca lle d
articles. Use a b e fo re s in g u la r n o u n s th a t b e g in w ith a
c o n s o n a n t. Use an b e fo re s in g u la r w o rd s th a t b e g in w ith a
v o w e l. Use the b e fo re s in g u la r an d p lu ral n ou ns.
An otter left a trail along the river.
Your Turn Write each sentence. Circle each article.
1 . W e f o l lo w e d t h e a n im a l's tracks.
2. D a d w a s su re it w a s a deer.
3 . W e lo o k e d t h r o u g h an o p e n i n g in t h e b u s h e s .
4 . A b a b y m o o s e s t o o d in t h e m e a d o w .
5 . 1 t o o k a p ic t u r e o f it fo r th e s c h o o l p ap er.
491
Adjectives
Adjectives
This, That, These, and Those
This, that, these, a n d those are sp e cia l a d je c tiv e s th a t tell how
many a n d how close. This a n d that refer to s in g u la r n ouns.
These an d those refer to p lu ral n ouns.
I drew this sketch here and those sketches over there.
Your Turn) Write each sentence. Choose the correct
adjective in () to complete the sentence.
1 . M y m o t h e r like s (this, th e se ) p a in t in g .
2. M y fa t h e r p re fe rs (that, t h o s e ) p o ste rs.
3. (This, T h e se ) r o o m s n e e d m o r e art.
Adjectives That Compare

A d d -er to an a d je c tiv e to c o m p a r e t w o n o u n s. A d d -est to
c o m p a r e m o re th a n t w o nou ns. W h e n th e a d je c tiv e e n d s in a
c o n s o n a n t an d y, c h a n g e th e y to / b e fo re a d d in g -er or -est.
W h e n th e a d je c tiv e e n d s in e, d r o p th e e b e fo re a d d in g -er
o r -est. For ad je c tiv e s th a t h ave a s in g le v o w e l b e fo re a final
c o n s o n a n t, d o u b le th e fin al c o n s o n a n t b e fo re a d d in g -er or
-est. For lo n g ad je ctive s, use more in fro n t o f t h e a d je c tiv e
in ste ad o f a d d in g -er. Use m ost in fro n t o f th e a d je c tiv e
in ste a d o f a d d in g -est.
I chose the sm allest and sca riest book on the list.
My sister picked a m ore d ifficu lt book than mine.
YoutvTurn) Write each sentence. Use the correct form of
the adjective in ().
1.1 w r o t e a (short) b o o k r e p o r t t h a n m y sister's.
2 . 1 a s k e d t h e (sm art) s t u d e n t in o u r c la ss fo r h elp.
3. H e h a d c h o s e n t h e (easy) b o o k o f all.
4 . T h is b o o k is (in te re s tin g ) t h a n t h e firs t o n e .
492
Adverbs
Adverbs
A n adverb is a w o rd th a t tells m o re a b o u t a verb. A d v e rb s
tell how, when, or where an a c tio n takes place.
She often reads qu ietly in class.
Your/Tur;nj Write each sentence. Circle each adverb. Then
underline the verb it tells about.
1 . T h e b o a t m o v e d s lo w ly a c ro s s t h e sea.
2 . Sea g u lls f le w n e a rb y.
3. A w h a le s u d d e n ly s w a m t o t h e su rfa ce .
4. W e ran fa st to ta k e a p ic tu re .
5. S o o n it d is a p p e a r e d u n d e r w a t e r .
Adverbs That Tell How

S o m e a d v e rb s tell how an a c tio n takes place. A d v e r b s th a t
tell h o w o fte n e n d w ith -ly.
The telephone rang loudly.
Your>Tur,n) Write each sentence. Circle each adverb. Then
1 . 1 q u i c k ly a n s w e r e d t h e p h o n e .
2. A m a n t a lk e d r a p id ly t o me.
3.1 t r ie d h a rd t o u n d e r s t a n d .
4.1 c a lm ly a s k e d h im t o r e p e a t h im se lf.
5.1 w r o t e t h e in f o r m a t io n c a re fu lly .
Adverbs
Adverbs
Adverbs That Tell W
henor W
here
S o m e a d v e rb s tell when o r where an a c tio n takes place.
Later, we went outside for a walk.
YouivTurn Write each sentence. Circle each adverb. Then
1.1 s o o n h e a rd a s o u n d .
2 . T h e n I lo o k e d up.
3. A p la n e a p p e a r e d o v e r h e a d .
4. N ext I saw p a ra ch u te s op e n .
5 . S k y d iv e r s e v e n t u a lly la n d e d n e a rb y.
Adverbs That Compare

For m o s t adverbs, use more in fro n t o f th e a d v e rb to
c o m p a r e t w o action s. Use m ost in fro n t o f th e a d v e rb to
c o m p a r e m o re th a n t w o a ctio n s. For s h o rte r adverbs, a d d
-er to th e a d v e rb to c o m p a r e t w o a ctio n s. A d d -est to
c o m p a r e m o re th a n t w o a ction s. W h e n th e a d v e rb e n d s in a
c o n s o n a n t an d y, c h a n g e th e y to / b e fo re a d d in g -er o r -est.
I ran fa ster than my friend, but he swam m ore gracefully.
YouivTurn Write each sentence. Use the correct form of
the adverb in ().
1 . 1 p r a c t ic e d (hard) t h a n m y b r o t h e r d id .
2. M y fa t h e r m a y a rriv e (so on ) t h a n m y m o th e r .
3. M y m o t h e r d riv e s (care fu lly) t h a n h e d o e s.
4 . 1s p e a k (quietly) in th e car th a n I d o o n t h e field.
5. D a d lis te n s (closely) o f all t h e p a r e n ts I k n o w .
4 94
Prepositions
Prepositions
Prepositions
A preposition c o m e s b e fo re a n o u n or a p ro n o u n . A
p re p o s it io n s h o w s h o w th e n o u n or p r o n o u n is lin k e d to
a n o th e r w o rd in th e se n te n ce . S o m e c o m m o n p r e p o s it io n s
are in, into, at, of, from, on, with, to, a n d by.
The girl in the raincoat ran to the house.
Your^Turn Write each sentence. Circle each preposition.
1 . C lo u d s a p p e a r e d in t h e sky.
2. R ain fe ll o n t h e t o w n .
3. W e w e r e at t h e c in e m a .
4 . W e c a lle d o u r p a r e n ts f r o m t h e lo b b y .
5 . T h e y w o u l d m e e t us b y t h e f r o n t d o o r.
Prepositional Phrases
A prepositional phrase is a g r o u p o f w o rd s th a t b e g in s w ith
a p r e p o s it io n a n d e n d s w ith a n o u n o r p r o n o u n . T h e n o u n
or p r o n o u n is th e object o f t h e p re p o s itio n . A p re p o s it io n a l
p h ra se can be u sed as an a d je c tiv e or an ad verb.
The man at the beach (adjective) swam in the water
(adverb).
YouiyTurni Write each sentence. Underline each
prepositional phrase. Then circle the object of the
preposition.
1. Fish j u m p e d in t o t h e air.
2. C h ild r e n p la y e d w it h t h e ir frie n d s .
3. A g irl in s a n d a ls g a t h e r e d sh e lls.
4 . A lif e g u a r d w a t c h e d us f r o m his chair.
5. Y o u f o u n d a s ta rfis h a n d s h o w e d it t o me.
495
Mechanics: Abbreviations
Titles
A n abbreviation is th e s h o r te n e d fo rm o f a w o rd . It u su a lly
b e g in s w ith a c a p ita l le tte r an d e n d s w ith a p e rio d . You can
a b b re v ia te th e title s b e fo re a n am e.
M r. Scott Fletcher M s. Bethany Collins
M rs. Miko Anaki Dr. Steinberg
You^Tur*ni Write each name using the correct

abbreviation and capitalization.
1 . m r s P a tricia B a rry
2. M is t e r Ed W e s t
3. D o c t o r P a u la h a n s o n
4 . m s s u s ie b la ir
Days of the Week

You can a b b re v ia te th e days o f th e w eek.
Sun. Mon. Tues. Wed. Thurs. Fri. Sat.
Months of the Year

You can a b b re v ia te th e m o n th s o f th e year. D o n o t
a b b re v ia te th e m o n th s May, June, o r July.
Jan. Feb. Mar. Apr. Aug. Sept. Oct. Nov. Dec.
YourjTurn) Write each sentence with the correct
abbreviation.
1. O u r first g a m e w a s o n S e p t e m b e r 19.
2. W e g o o n M o n d a y a n d T u e s d a y th is w e e k .
3 . C a n y o u b e h e re o n J a n u a r y 22?
4 . 1 c a n 't m a k e a W e d n e s d a y m e e t in g .
5. W e w ill fin is h o n T h u rs d a y , M a r c h 15.
Mechanics: Abbreviations
States
W h e n y o u w r ite an address, y o u m a y use U n ite d States
Postal S e rvic e a b b r e v ia t io n s fo r th e n a m e s o f states. Th e
a b b r e v ia t io n s are t w o c a p ita l letters w ith no p e r io d at th e
end. D o n o t use a c o m m a b e t w e e n t h e c ity an d th e state
w h e n u sin g th e s e a b b re v ia tio n s .
Alabama AL Kentucky KY O hio OH

Alaska AK Louisiana LA O klahom a OK
Arizona AZ M aine ME O regon OR
Arkansas AR Maryland MD Pennsylvania PA
California CA M assachusetts MA Rhode Island Rl
Colorado CO M ichigan Ml South Carolina SC
Connecticut CT M innesota MN South Dakota SD
Delaware DE Mississippi MS Tennessee TN
District of M issouri MO Texas TX
Colum bia DC M ontana MT Utah UT
Florida FL Nebraska NE Vermont VT
Georgia GA Nevada NV Virginia VA
Hawaii HI New Ham pshire NH W ashington WA
Idaho ID New Jersey NJ West Virginia WV
Illinois IL New Mexico NM W isconsin Wl
Indiana IN New York NY W yom ing WY
Iowa IA North Carolina NC
Kansas KS North Dakota ND
Your Turn; Write the U.S. Postal Service Abbreviation for

each of the following.
1 . S a c r a m e n to , C a lif o r n ia
2. Ft. W o rt h , Texas
3 . S a ra so ta , F lo r id a
4. S p r in g f ie ld , N e w J e r s e y
5 . P o r t la n d , M a in e
497
Mechanics: Capitalization
First Word in a Sentence
C a p ita liz e th e first w o rd in a se n te n ce . C a p ita liz e th e first
w o rd o f a d ire c t q u o ta tio n , o r t h e e x a c t w o rd s a p e rso n says.
Maura said, "This is my new backpack."
Yquîlu^nj Write each sentence. Use capital letters.
1 . t h e d o g c h e w e d t h r o u g h h e r o ld b a c k p a c k .
2 . sh e said, "h e d id n 't m e a n t o d o it."
3 . "w a s h e h u n g r y ? " I a ske d .
4 . T h is o n e is nice, B u t t h e o ld o n e w a s better.
Letters
C a p ita liz e all o f th e m a jo r w o rd s in a letter's g re e tin g .
C a p ita liz e o n ly t h e first w o rd in th e c lo s in g o f a letter.
Dear Sir or Madam: Sincerely yours,
Proper Nouns: Names and Titles of People

C a p ita liz e n a m e s a n d in itia ls th a t sta n d fo r nam es. C a p ita liz e
title s o r a b b r e v ia t io n s o f title s w h e n t h e y c o m e b e fo re th e
n a m e s o f p e o p le . C a p ita liz e th e p r o n o u n /.
Mr. Renaldo and I paid Dr. E. M. Carlson a visit.
ftui>lu£n) Write each part of the letter with the correct
capitalization.
1 . d e a r mrs. price,
2 .t. j. a n d i are d o in g a su rv e y.
3. H a v e y o u re a d g o v . g ra n t's n e w b o o k ?
4 . v e r y t r u ly you rs,
498
Proper Nouns: Names of Places
C a p ita liz e th e n a m e s o f cities, states, c o u n trie s, an d
c o n tin e n ts . D o n o t c a p ita liz e a rticle s o r p r e p o s it io n s th a t are
p art o f th e nam es.
We flew from the U nited States o f A m erica to Africa.
C a p ita liz e th e n a m e s o f g e o g r a p h ic a l features.

Lake Sup erior is north of the other G reat Lakes.
C a p ita liz e th e n a m e s o f streets a n d h ig h w a y s. C a p ita liz e th e

n a m e s o f b u ild in g s a n d b rid g e s.
Golden Gate Bridge Em pire State Building
C a p ita liz e th e n a m e s o f stars a n d planets.

I asked, "How far from Earth is the star Sirius?"
YouivTurnj Rewrite each sentence. Use capital letters
where needed.
I . O u r teacher used t o live in Colorado.
2. L u c y o n c e v is it e d t h e g r a n d c a n y o n .
3. A t e le s c o p e c a n h e lp y o u se e rige l, a b r ig h t star.
4 . T h e o b s e r v a t o r y is n e a r la p la ta river.
5 . T h e n ig h t sk y in n o r t h a m e r ic a is d if f e r e n t f r o m
a u stra lia .
Other Proper Nouns
C a p ita liz e th e n a m e s o f sch o ols, club s, team s, b usinesses,
a n d p ro d u cts.
I joined the Health Club at Parker Elem entary.
C a p ita liz e th e days o f th e w e e k, m o n th s o f th e year, an d

h olida ys. D o n o t c a p ita liz e th e n a m e s o f th e seasons.
Labor D ay is the first M ond ay in Septem ber.
C a p ita liz e a b b r e v ia t io n s w h e n th e y refer to p e o p le o r places.

Ms. Webb studied the Mt. St. Helens eruption.
C a p ita liz e th e first, th e last, a n d all im p o r t a n t w o rd s in th e

title o f a b o o k, p o e m , article, song, s h o rt story, film , vid e o ,
t e le v is io n p ro g ra m , a n d n e w sp a p e r.
She wrote an article called "A Year in the D anger Zone."
You^Turnj Rewrite each sentence. Use capital letters
where needed.
1 . W e s a w t h e f ilm " v o l c a n o ! " o n m o n d a y .
2. T h e y o u n g g e o lo g is t s c lu b h o s te d .
3. A f t e r t h e m o v ie , mr. Ish am g a v e a talk.
4. H e w ill c o m e b a c k a f te r m e m o r ia l day.
5 . C a n w e g o t o e l m w o o d m id d l e s c h o o l t o h e a r h im ?
Mechanics: Punctuation
End Marks for Sentences
A period (.) e n d s a s t a te m e n t or a c o m m a n d .
A question mark (?) e n d s a q u e s tio n .
A n exclamation mark (!) e n d s an e x c la m a tio n .
Why is that light flashing? I'm scared! It was a false alarm.
Your Turn; Write each sentence. Use the correct end
punctuation.
1 . W e h e a rd t h e sire n o u t s id e
2. It w a s in c r e d ib ly lo u d
3. W h o c a lle d t h e fire d e p a r t m e n t
4 . D o t h e y k n o w it's a fa ls e a la rm
5 . G o a s k t h e t e a c h e r fo r a d v ic e
Periods for Abbreviations

Use a p e r io d at th e e n d o f an a b b re v ia t io n . Use a p e r io d after
initials.
We will visit Dr. E. X. Young on Oct. 21.
Your Turn Write each sentence. Insert periods where
needed.
1 . M s M e h t a t e a c h e s us h o w t o c o o k .
2. W e 'll re tu rn o n A p r 13 fo r o u r n e x t class.
3. P r o f R u iz is a ls o in o u r class.
4 . W e m e e t b o t h M o n a n d Tu e s n e x t w e e k .
5. M y b r o t h e r A J w ill d r iv e t o P in e St t o g e t us.
501
Colons
Use a colon a fte r th e g re e tin g o f a b u s in e s s letter.
Dear Senator:
Use a colon to s e p a ra te t h e h o u r an d m in u t e w h e n y o u w rite

th e t im e o f day.
Thank you for speaking with me at 10:30 today.
Your Turn, Write each sentence. Insert colons.
1. D e a r J u d g e M ic h a e ls
2. I'm s o rry I m is s e d o u r 9 3 0 in t e r v ie w .
3 . T h e 8 3 0 b u s w a s la te t h is m o r n in g .
Commas in Letters
Use a comma (,) b e tw e e n th e n a m e o f a c ity an d th e
c o m p le t e n a m e o f a state. D o n o t use a c o m m a b e fo re th e
p o stal se rv ice a b b r e v ia t io n fo r a state.
Plymouth, Massachusetts Tucson /\Z
Use a comma b e t w e e n th e d a y an d th e yea r in a date.

March 6,2005 Tuesday, June 12,2010
Use a comma afte r th e g re e tin g a n d c lo s in g in a frie n d ly

letter.
Dear Uncle Walter, Sincerely yours,
Your Turn Write each sentence. Add commas where
needed.
1 .D e a r A u n t Job eth
2. H a v e y o u e v e r b e e n to M ia m i F lo r id a ?
3 . W e m o v e d t h e r e o n J u ly 15 2011.
4. W e h a d b e e n liv in g in F o rt W o r t h Texas.
502
Commas in Sentences
Use a c o m m a b e fo re and, but, o r or in a c o m p o u n d se n te n ce .
Use a c o m m a after a d e p e n d e n t c la u se at th e start o f a
sen ten ce.
When the bell rang, the students looked up, and the
teacher spoke.
Use c o m m a s to s e p a ra te th re e o r m o re ite m s in a series.
We put away the toys, games, and craft materials.
Use a c o m m a afte r th e w o rd s yes or no w h e n t h e y b e g in a
se n te n ce . Use a c o m m a afte r t h e n a m e o f a p e rso n b e in g
s p o k e n to.
Vies, my desk is clean. Adam, is your desk clean ?
Your Turn W r i t e e a c h s e n t e n c e . A d d c o m m a s .
1.1 u s e d y e l lo w red a n d b lu e fo r m y p oste r.
2. J e n s t a r te d a n e w o n e a n d I f in is h e d it.
3. N o it w a s n 't as g o o d as t h e firs t o n e .
4 . Is t h e r e e n o u g h o r s h o u ld I m a k e m o re ?
5. L e r o y I t h i n k w e h a v e m o r e t h a n e n o u g h !
Apostrophes
Use an a p o s t r o p h e (') w ith a n o u n to s h o w p o sse ssio n .
Use an a p o s t r o p h e in a c o n t r a c t i o n to s h o w w h e re a le tte r
or letters are m issing .
Our uncle's horses aren't where they should be.
Your.Turn W r i t e e a c h s e n t e n c e . A d d a p o s t r o p h e s .
1 . 1 g o t t h e key s t o m y m o t h e r s car.
2. W e c a n t se e t h e m f r o m t h e road.
3 . " W h a t s c a u s in g t h a t d u s t c lo u d ? " I a ske d .
4 . " T h a t s p r o b a b ly th e m ," m y m o t h e r said.
5. W e c o u ld se e all t h e h o rs e s tra c k s in t h e d irt.
503
Commas and Quotation Marks
Use quotation marks at th e b e g in n in g a n d at th e e n d o f th e
e x a c t w o rd s a p e rso n says. Use commas to set o ff a d ire c t
q u o ta tio n .
"I like it," she said, "but it's too expensive."
You^Tui*nj Write each sentence. Add commas and
quotation marks where necessary.
1 . 1 a s k e d A r e n 't t h e y o n sale?
2 . S h e r e p lie d I w is h t h e y w e re .
3. Let's t r y a n o t h e r s to re I said.
4. W h a t a b o u t t h a t o n e ? s h e a ske d .
5 . T h e p ric e h e re sh e sa id is b e tte r!
Italics or Underlining
Use italics o r u n d e r lin in g fo r th e title o f a b o o k, m ovie , play,
m a g a z in e , or n e w sp a p e r.
I read The Big Book of Adventures at the library.
Your Turn Write each sentence. Underline the titles.
1 . 1w a s lo o k in g fo r T h e L ittle B o o k o f Secrets.
2 . 1 read a r e v ie w o f it in t h e C h ic a g o T r ib u n e .
3 . D o e s t h e m o v i e T i n y T r u th s still m e n t io n t h e b o o k ?
4. M y a u n t s a w Big Lies, L ittle Lie s o n s ta g e in N e w York.
5. I'm w r it in g a b o o k c a lle d T h e W h o le Story.
504

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Vocabulary Strategy: Antonyms............................I l l

FfflTffliTITfr Kids to the Rescue!

Week 4 * New ideas A

Week 5 * Value the Past

Week 2 * Skills and Talents

The Impossible Pet Show....... 276

10 /*,< > Go Digital! Find all lessons online at http://connected.mcgraw-hill.com/

The Big Idea

Meek 1 * Lets Trade! 330

Juanita and the Beanstalk ............................334

Week 2 * Reese and Recycle 344

12 Go Digital! Find all lessons online at http://connected.mcgraw-hill.com/

Week 4 * Good Citizens 372

Week 5 * Ener Arthur Schatz/Contributor/Time & Life Pictures/Getty Im ages

The Big Idea

Week 1 * Treasures 402

14 / I^ O Co Digital! Find all lessons online at http://connected.mcgraw-hill.com/

\ Week 4 * Animals and You

Poetry W o r d s ......................................... 460

Gram m ar H a n d b o o k ................................ 472

It’s an e a sy e q u a tio n to so lv e if I try,

It’s an e a s y e q u a tio n w ith o u t a d o u b t,

► Stories make me laugh.

© j Find Text Evidence

Bruno shivered. A frosty

How does Bruno make the cave's entrance bigger?

Find Text Evidence

Bruno needs a new Bruno is cold, tired,

Reread "Bruno's New Hom e."Think about

jO ) Find Text Evidence

Illustrations Illustrations give

Bruno turned quickly and saw a small squirrel

Find Text Evidence

He grumbled and growled

Find synonym s for these words from "Bruno's

Focus on an Event Bruno dug and dug with his huge

playing in the cool grass. Then a

d a rk cloud blew across the sun. 1

► Traditions are passed down in my

Write words you have learned about

^ ' s a P P P,lr >.t,rP £,!?.^ Jason felt d is a p p o in t m e n t when it

Read how Peter learns about

What traditions do you take

)j Find Text Evidence

I con visualize how

£5) Find Text Evidence

Peter and Nokomis

Peter is crying. Nokomis a sk s him

what is wrong. He says he has to

^ f) Find Text Evidence

P ) Find Text Evidence

Find context clues. Figure out the m eanings

Details Peter opened the box. He spotted a

M ake a small letter.

Ada wrote a story about a fam ily

goes to a big p a rty on our street.

gives me beads to wear. F irs t we

David is sharing his culture with the