Grade 2-McGraw-HIll Wonders Reading Writing Workshop [PDF]

Zitiervorschau

Welcome to the

Reading/Writing

Workshop . .cwa and reread

(tl) Martin

Harvey/Getty

Im age s; (rt) W a v e / P h o t o lib ra ry ; (rb) Mike

Litw in; (b) Nathan

Love

exciting literature and inform ational texts!

Go Digital! www.connected.mcgraw-hill.com Explore your Interactive Reading/Writing Workshop.

aasG

Cover and Title Pages: Nathan Love

www.mheonline.com/readingwonders The McGraw-Hill Companies

Me Graw Hill

Education

Copyright © 2014 The McGraw-Hill Companies, Inc. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. Send all inquiries to: McGraw-Hill Education Two Penn Plaza New York, New York 10121 ISBN: 978-0-02-118866-6 MHID: 0-02-118866-1 Printed in the United States of America. 9 DOW 17 16 15 14

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 Hill

Education

Bothell, INA • Chicago, IL • Columbus, OH • New York, NY

Unit 1

The Big Idea

How do families and friends learn, grow, and help one a n o th e r?.....

16

Week 1 *Friends Help Friends is V o c a b u la ry ..............................................20

m m t m m Little Flap Learns to Fly

22

Com prehension Strategy: V isu alize ..............28 Com prehension Skill: Key Details..................29 Genre: F a n tasy..........................................30 Vocabulary Strategy: Inflectional E n d in g s

31

Writing: Id e a s........................................... 32

Week 2 * Families Around the World 34 I 4 V o c a b u la ry ..............................................36

E B B 3 E B B M a r ia Celebrates Brazil

...38

Com prehension Strategy: V isu alize ..............44 Com prehension Skill: Genre: Realistic Fiction................................ 46 Vocabulary Strategy: Root W o r d s ................ 47 Writing: Organization..................................48

(t) Tim

B e a u m o n t; (b) Janet B ro x o n

Character, Setting, E v e n ts........................... 45

/ j^ O Go Digital! Find all lessons online at www.connected.mcgraw-hill.com.

Week 3 * Pets Are Our Friends V o c a b u la ry ........................................................ 52

Finding C a l ..................................54 Comprehension Strategy: Ask and Answer Q uestions.. 60 Com prehension Skill: Character, Setting, E v e n ts

61

Genre: Fiction......................................................62 Vocabulary Strategy: Context C lu e s........................ 63 Writing: Word C hoice............................................ 64

Week 4 *Animals Need Our Care

66

V o c a b u la ry ............................................................... 68

W

M

I Taking Care of Pepper ....................... 70

Com prehension Strategy: Ask and Answer Q u e stio n s........................................... 76 Com prehension Skill: Key Details................................... 77 Vocabulary Strategy: Root W o r d s ..................................79 Writing: Organization................................................... 80 mm

Week 5 * Families Working Together 82 I 4

(t) Marcin

V o c a b u la ry ....................................................... 84

P iw o w a rski; (b) h a n a / D a ta c ra ft/ im a g e n a v i/ G e tty

Im a g e s

Genre: Narrative Nonfiction........................................... 78

XUME "Families W ork!".............. 86 Comprehension Strategy: Ask and Answer Questions . .90 Com prehension Skill: Key Details........................... 91 Genre: Expository Text.......................................... 92 Vocabulary Strategy: Inflectional E n d in g s............... 93 Writing: Sentence Fluency.....................................94

. i i i . ' .

Unit

2

The Big Idea

How do animals play a part in the world around us? ...

V o c a b u la ry ............................................... 100

A Visit to the Desert

102

Com prehension Strategy: Make Predictions....................................... 108 Com prehension Skill: P lo t ........................... 109 Genre: Realistic Fiction.................................. 110 Vocabulary Strategy: Prefixes....................... 111

N e w b o ld ; (b) Peter F ra n cis

Writing: Id e a s.............................................112

V o c a b u la ry ............................................ 116

U m TlTBT* The Boy Who Cried Wolf 118

M c G r a w -H ill C o m p a n ie s; (c) Greg

Comprehension Strategy: Make Predictions.................................... 124 Comprehension Skill: Problem and Solution . .125 Genre: Fable.......................................... 126

(t) Jill Braaten/The

Vocabulary Strategy: Suffixes................... 127 Writing: Id e a s..........................................128

TO?; 6

Go Digital! Fir|d all lessons online at www.connected.mcgraw-hill.com.

Week 3 *Animal Habitats V o c a b u la ry ......................................................... 132

E S 3 S I A Prairie Guard D o g ......................134 Com prehension Strategy: Make Predictions................................................... 140 Com prehension Skill: Main Topic and Key D etails....................................... 141 Genre: Narrative Nonfiction..................................... 142 Vocabulary Strategy: Suffixes................................. 143 Writing: Organization............................................... 144

Week 4 * Baby Animals V o c a b u la ry ................................................. 148

E B H 5 G S B Eagles and Eaglets .............. 150 Com prehension Strategy: Reread....................156 Comprehension Skill: Main Topic and Key Details. .157 Genre: Expository Text.................................... 158 Vocabulary Strategy: Multiple-Meaning Words .. 159 Writing: Word C hoice..................................... 160

Week 5 *Animals in Poems V o c a b u la ry .................................................. 164 Poetry Shared Read

"Cats and Kittens"

166

Genre: P o e try ............................................... 170 Com prehension Skill: Key Details...................... 171 Literary Element: R hythm ............................... 172 Vocabulary Strategy: Multiple-Meaning W ords

173

Writing: Word C hoice...................................... 174

The Big Idea

What have you learned about the world that surprises y o u ? ...........................176

Week 1 * The Earths Forces m V o c a b u la ry ............................................ 180

E B S E B S i Magnets Work!............. 182 Com prehension Strategy: Reread............... 188 Com prehension Skill: Author's P u rp o se

189

^ Genre: Expository Text............................. 190 Vocabulary Strategy: Sim iles.................... 191 Writing: Organization............................... 192

K e m p / R u b b e rb a ll/ C o rb is; (b) Chris C a n g a

Week 2 * Look At the Sk V o c a b u la ry ........................................... 196

E S H E H * Starry Night .................... 198 Comprehension Strategy: Reread...............204 Comprehension Skill: Sequence................. 205

(t) Patricia Castelao; (c) Mike

Genre: Fiction......................................... 206 Vocabulary Strategy: Com pound W ords

207

Writing: Word C hoice................................ 208 V ’' 8

Go Digital! Find all lessons online at www.connected.mcgraw-hill.com.

Week 3 *Ways People Help

210

V o c a b u la ry ............................................ 212

BZB235B2® Lighting Lives ................. 214 Com prehension Strategy: Ask and Answer Q u e stio n s........................ 220 Com prehension Skill: Author's P u rp o s e

221

Genre: Narrative Nonfiction........................ 222 Vocabulary Strategy: Synonym s................. 223 Writing: V o ic e ..........................................224

Week 4 *Weather Alert!

Com prehension Strategy: Ask and Answer Q u e stio n s............................236 Comprehension Skill: Main Idea and Key Details. .237 Genre: Expository Text.................................. 238 Vocabulary Strategy: Antonym s..................... 239 Writing: Organization....................................240

Week 5 * Express Yourself V o c a b u la ry ..............................................................244

fgBSESEi H M E-! "They've Got the B e a t" .............. 246 250

(t) D e b b y T e w a ; (b) W a v e / P h o t o lib ra ry

Com prehension Strategy: Ask and Answer Questions

Comprehension Skill: Main Idea and Key Details................251 Genre: Expository Text................................................ 252 Vocabulary Strategy: Prefixes......................................253 Writing: Sentence Fluency........................................... 254 9

'-40jue>Bile T h e B ig Id e a

How do different environments make our world an interesting place?........ 256

Week 1 * Different Places

258

Im a g e s / A la m y

V o c a b u la ry .........................................260

H i B B I I B l i A la s k a : A S p e c ia l P la c e

.262

J. K a z lo w sk i/ A la m y ; (b) Paul T h o m p so n

Com prehension Strategy: Reread..............266 Comprehension Skill:

(t) Corinna

Ice; (c) Steven

Compare and Contrast........................... 267 Genre: Expository Text............................ 268 Vocabulary Strategy: Compound Words...... 269 Writing: Ideas...................................... 270

Week 2 * Earth Changes

272

V o c a b u la ry .........................................274

E E H E H * In t o th e S e a ...................276 Com prehension Strategy: Reread..............280 Com prehension Skill: Cause and Effect....... 281 Genre: Expository Text............................ 282 Vocabulary Strategy: Context Clues........... 283 Writing: Word Choice..............................284

4ft W; ’

10

Go Digital! Find all lessons online at www.connected.mcgraw-hill.com.

3

Week 3 •Our Culture Makes Os Special z V o c a b u la ry ............................................ 288

E S B S X M B Happy New Year! ............ 290 Com prehension Strategy: V isu a lize ............ 294 Com prehension Skill: Compare and Contrast 295 Genre: Realistic Fiction............................... 296 Vocabulary Strategy: Sim iles..................... 297 Writing: V o ic e ......................................... 298

Week 4 *Folktales About Nature V o c a b u la ry ............................................ 302

Com prehension Skill: Them e..................... 309 Genre: Drama/Folktale............................... 310 Vocabulary Strategy: Root W o r d s ...............311

(t) Susan

Sw an ; (c) Mike

Writing: Id e a s......................................... 312

L i t w i n ; (b) n yc sh o ote r/ V e tta/ G e tty

Com prehension Strategy: V isu a lize ............ 308

Im a g e s

E B S 3 0 S B Why the Sun and Moon Live in the Sky ......................................304

Week 5 *Poems About V o c a b u la ry ............................................ 316

"Snow Shape"

318

Genre: P o e try ..........................................322 Com prehension Skill: Them e......................323 Literary Element: R epetition......................324 Vocabulary Strategy: Sim iles..................... 325 Writing: Word C hoice................................ 326

Unit

5 Let's Hake a Difference The Big Idea

How can people make a difference?

328

Week 1 •Being a Good Citizen 330 V o c a b u la ry ............................................ 332

EEE2GSEP A Difficult Decision

334

Comprehension Strategy: Sum m arize......... 338 Comprehension Skill: Point of View............. 339 Genre: Realistic Fiction...............................340 Vocabulary Strategy: Suffixes.................... 341 Writing: Id e a s......................................... 342

Week 2 * Cooperation Works! V o c a b u la ry ............................................................... 346 U ir n r ^ r r r e

Soccer Friends ................................... 348

Comprehension Strategy: Sum m arize.............................352 Comprehension Skill: Point of View.................................353 Genre: Fiction............................................................ 354 Vocabulary Strategy: Id io m s........................................ 355 D an iel G riffo

Writing: Sentence Fluency............................................ 356

12

/ » ,< > Co Digital! Find all lessons online at www.connected.mcgraw-hill.com.

Week 3 *Our Heroes

358

V o c a b u la ry ............................................ 360

EEEEEE* Cesar Chavez ................... 362 Com prehension Strategy: Sum m arize

366

Com prehension Skill: Sequence................. 367 Genre: Biography..................................... 368 Vocabulary Strategy: Synonym s................. 369 Writing: Organization................................ 370

Week 4 *Preserving Our Earth

372

Vocabulary

.374

3) The Art Project.

376

.381

Genre: Fiction.......................................

.382

Vocabulary Strategy: H o m o p h o n e s.........

.383

Writing: Word Choice.

.384

Im ages/G e tty

Com prehension Skill: Problem and Solution

Sorra; (b)Tetra

.380

(t) M argare t L in d m a rk ; (c) Kristen

Make Pred ictions.................................

Im a g e s

Com prehension Strategy:

V o c a b u la ry ............................................... 388

G BSBEI

"Visiting the P ast" ....... 390

Com prehension Strategy: Make Pred ictions....................................... 394 Com prehension Skill: Cause and Effect........... 395 Genre: Expository Text..................................396 Vocabulary Strategy: Multiple-meaning W ords.. 397 Writing: V o ic e ............................................ 398 13

Unit

6

The Big Idea

What keeps our world w o rk in g ?

400

V o c a b u la ry ..............................

tm m m Why Fir Tree Keeps His Leaves Com prehension Strategy: Reread .. Comprehension Skill: Them e........ Genre: M y th .............................. Im a g e s / C o r b is

Vocabulary Strategy: Context Clues

Xin; (b) Jeremy W o o d h o u se / B le n d

Writing: Organization...................

V o c a b u la ry ............................................ 418

(t) Xiao

HSTH!I:B!!» Pedal Power .................... 420 Com prehension Strategy: Reread...............424 Com prehension Skill: Author's P u rp o se

425

Genre: Expository Text...............................426 Vocabulary Strategy: Paragraph Clues

427

Writing: Word C hoice................................ 428

14

J l P

Go Digital! Find all lessons online at www.connected.mcgraw-hill.com.

Week 3 •Team Op to Explore 430 V o c a b u la ry ............................................. 432 E f f l E E H * D i v e T e a m s .......................434 Com prehension Strategy: Sum m arize

438

Com prehension Skill: Main Idea and Key Details........................... 439 Genre: Expository Text................................ 440 Vocabulary Strategy: Greek and Latin Roots .. 441 Writing: Id e a s...........................................442

Week 4 * Money Matters V o c a b u la ry ............................................

E m X M *T h e

L if e o f a D o l l a r B i l l ...

Com prehension Strategy: Sum m arize......... Com prehension Skill: Problem and Solution.. Genre: Expository Text.............................. Vocabulary Strategy: Paragraph Clues......... Writing: Organization................................ V m — ru m

r

n n - r - r - . — r,,., ■niMMmiMraretnimi mm

Week 5 *The World of ideas V o c a b u la ry ............................................. 460

Com prehension Skill: Point of View...............467 Literary Element: R hym e ............................ 468 Vocabulary Strategy: M e ta p h o rs................. 469 Writing: Word C hoice................................. 470 Gram m ar H a n d b o o k ................................ 472

(t) Jeff R o tm a n / P h o to d isc / G e tty

Genre: P o e try ........................................... 466

Im age s; (b) Cat Z a za

I j y f j T g g j 'i f r g r g g ^ " A B o x o f C r a y o n s " . .462

Sonya

Farrell/The

Im age

Ban k/ G e tty

Im a g e s

friends

How do families and friends learn grow, and help one another?

Toge+ker Is Be+Fer Baseball is no fun at all Without a friend to toss the ball. Camping out would be a bore Without your brother to hear you snore. Piano notes would sound all wrong. Without a friend to sing along. Ice cream would not taste as sweet Without your sister to share the treat. Cleaning up is hard to do Without your dad to help out too. From morning until the day is done Friends and family make things fun. by Constance Keremes

W e e kly Concept Friends Help Friends

P

Essential Question How d o friends depend on each other? Go Digital!

•

n

V le lp E a e i These friends are helping each other find out where they are on the map. Their actions help each other. There are many ways we depend on our friends. ► We depend on our friends to teach us things. ► We need our friends to give us comfort when we are hurt or upset.

Talk About It Talk with a partner about how friends depend on each other. Then write vour ideas on the web.

Vocabulary Use the picture and sentence to learn each word.

actions The girl's actions helped her team win the soccer game. W h a t actions m ight help you do well in sch o ol?

afraid Our dog is afraid of thunder.

Im age s; (b) Stacy G o ld / N a t io n a l G e o gra p h ic / G e tty

Im a g e s

W h a t th in g s are you a fra id o f?

depend

Nick de pends on his dad to help him learn to ride a bike. W h a t do you depend on your

So u rc e / C o rb is; (be) Fuse/Getty

p a re n ts fo r ?

Im age s; (tc) Im age

Maya waited nervously for her swim race to begin. How would you look if you were

(t) Erik Isakson/Getty

acting nervously?

20

The cat peered through the hole in the barn. W h a t would you see if you peered through a window at hom e?

The orange is perfectly round. N am e som ething in your house that is perfectly square.

Im a g e s

We watched the boy rescue the cat from the tree.

Im a ge s; (b) Kin Im ages/Taxi/G etty

re scu e

W h a t is another word fo r re scu e ?

Im age s; (be) altrendo

im age s/G e tty

Mandy whispered a secret to me.

Your Turn

Im ages; (tc) P h o to A lto / P u n c h S to c k / G e tty

W h a t is sp ecial about a se c re t?

iBsl

Use the online visual glossary

(t) Ryerson

Go Digital!

Clark/Getty

Pick three words. Write three questions for your partner to answer.

21

Genre • Fantasy

Essential Question How do friends depend on each other? Read how Little Flap depends on his friends.

Little Flap was happy living in his nest. Flis friends, Fluff and Tuff, lived in the nest next to him. Every morning they sang songs together. Their parents brought them worms to eat. One day Fluff asked, "Can we get our own worms?" Tuff said, "We can if we learn to fly." Fluff said, "Yes! Let's learn to fly."

Little Flap peered over the edge of his nest. It was very high up. When he looked down, the ground seemed very far away. He felt scared! He was too afraid to tell his friends about his fear so he kept his feelings a secret. Fluff said, "Let's practice flapping our wings. It will make them strong. Watch."

Tim

Beaum ont

Tuff and Little Flap watched Fluff. Then they copied her actions. 24

Soon it was time to fly. Little Flap could no longer keep his feelings a secret. He asked, "Will I fall? I don't want to get hurt." Tuff said, "You can depend on Fluff and me. We're your friends." Fluff said, "I have an idea. We will go first and show you how. Then you can try. If you fall, Tuff and I will rescue you." Tuff said, "Yes, we can save you!" Tuff and Fluff jumped out of the nest. They flew! Little Flap looked down nervously. He still felt uneasy, but he felt braver with his friends. "Okay," he said. "Let's try!" 25

The three birds stood together on the branch. They counted, "One! Two! Three!" Then they flapped their wings fast and jumped. Little Flap lifted into the air. "You're flying just right!" said Fluff.

Tim

Beaum ont

"You're flying perfectly!" said Tuff.

26

All three little birds landed in a patch of soft, green grass. Little Flap said, "Now I know I can always depend on you, Fluff and Tuff! You are my friends." Then he found a big, juicy worm and shared it with his friends. Now Little Flap likes flying!

/S

L

Make Connections Describe how Little Flap depends on his friends, e s s e n t i a l q u e s t i o n Discuss a time when you depended on your friends, t e x t t o s e l f M l

■

?!

2:

C om p re h e n sio n S tra te gy

Visualize When you visualize, you form pictures in your mind about the characters, setting, and events in the story. ^ §) Find Text Evidence After reading page 23 of "Little Flap Learns to Fly," I know that Little Flap is thinking about flying. On page 24 what words does the author use to help readers visualize the nest? page 24

/ read that the nest was very high up and the ground seemedfar away^ From this, I can visualize the nest.

Reread page 27. What words help you visualize where the birds landed?

28

C o m p re h e n sio n Sk ill

Key Details You can learn important information in a story by looking for key details in the illustrations.

p

Find Text Evidence As I read page 24 of "Little Flap Learns to Fly," I can look at the illustrations to find key details about the characters and events.

Continue reading the story. Does Little Flap learn to fly? List the key details in your graphic organizer. Go Digital! Use the interactive graphic organizer

Fantasy "Little Flap Learns to Fly" is a fantasy story. A Fantasy: • is a made-up story. • has imaginary characters that could not be real.

J3) Find Text Evidence I can use what I read to tell that "Little Flap Learns to Fly" is a fantasy story. The story has made-up characters. page 22 S h a re d Read

G e n re • Fantasy

Learns

Essential Question H o w d o frie n d s d e p e n d o n ea ch o t h e r? Read how Little Flap depends on his friends.

30

Use Illustrations I see the birds have clothing on. I know birds in real life do not wear clothing. This must be fantasy.

Find two other things in the story that could not happen in real life. Tell why this story is a fantasy.

iR M n

V o c a b u la ry S tra te g y

Inflectional Endings To understand the meaning of a word you do not know, you can separate the root word from the ending, such as -ed or -s. j § ) Find Text Evidence I'm not sure what the word looked means. I know the root word look means "to see." The ending -ed means this action happened in the past. The word looked means "saw something in the past."

When he looked down, the ground seemed very far away.

Your Turn

Tim

Beaum ont

Use the endings to figure out the meanings of these words in "Little Flap Learns to Fly" friends, page 24 counted, page 26 31

W ritin g Traits

Readers to iUMi

Writers share their ideas by giving details about one thing or event at a time. Reread the passage from "Little Flap Learns to Fly." Expert M o d e l

Tim

Beaum ont

Ideas What event does the writer tell about? How do the details make her ideas clear?

32

Little Flap peered over the edge of his nest. It was very high up. When he looked down, the ground seemed very far away. He felt scared! He was too afraid to tell his friends about his fear so he kept his feelings a secret.

Editing M a rk s M ake a capital letter.

Writers

jy A

Take out Add.

Grammar Handbook

Kelly wrote a story about animal friends. Read Kelly's revisions.

Sentences See page 474.

S tu d e n t M o d e l

o o

Help from a Friend Lo ri Lam b went to th e p a r k

n with sam Sheep. Lo ri was on the swing. S a m pushed Lo ri too

Your Turn high. S h e sa ile d into th e to p of

/K

? a ta ll tree. W h o would save her

y

A

S a m was too sm all. T h e ir frie n d G r e g G ir a f f e w as eating leaves a t a nearby tree. S a m called saved

fo r help. G r e g -goT Lori!

5? Identify the event Kelly describes. Identify one statement and one question. 5? Tell how revisions improved her writing. Go

Digital!

Write online in Writer's Workspace

33

W e e kly Concept Families Around the World

Essential Question How are fam ilies around the w orld the sam e and different?

Exotica.im

2 / A la m y

0$Go Digital!

“Families Celebrate In some parts of the world, families celebrate a holiday called Holi. During Holi, families celebrate Spring. ► Families use colored powder on each other to celebrate flowers blooming. ► Families share a big meal.

Talk with a partner about how your family celebrations are the same and different. Write your ideas on the chart Same

Different

W o rd s to K now

Vocabulary Use the picture and sentence to learn each word.

as'^ e Juan moves aside books on the shelf to find one he likes. D e sc rib e why a p e rson m ight move aside.

C-UJ * V A t Chinese New Year, we learn about our culture. Tell about a holiday that show s Im ages; (b) J u p it e r im a g e s / A G E f o t o s t o c k

your culture.

Mom cut the cake so we all got our fair share.

Z o n e / A la m y ; (tc) In m a g in e / A la m y ; (be) Dim itri V e rvitsiotis/G etty

W h a t d oes it mean to be fa ir ?

invited

I invited some friends to my birthday party.

(t) Urban

Tell about an event you were invited to.

36

V

j y

u

(/

My friend Naomi speaks and writes in another language.

■

W h a t languages do you know ?

I had to plead with Dad to get a new bike.

W h a t is som ething you m ight plead f o r ?

Im a g e s; (be) P e t S t o c k B o y s/ A la m y ; (b) Mark

Edward

W h a t is the o pp osite of s c u rr ie s ?

A tkin son / G etty

Im a g e s

The squirrel scurries across the yard.

1like to share music with my sister.

V jpj

D e sc rib e som ething you sh a re

(t) C h risto p h e r Pillitz/Corbis; (tc) Stewart Cohen/Pam

Ostrow /Getty

with a fam ily member.

Pick three words. Write three questions for your partner to answer. Go Digital!

Use the online visual glossary

37

Essential Question How are fam ilies around the world the sam e and different?

Maria and her family are in their bright, hot kitchen. "Please, Mae, por favor!' Maria begs. Mae speaks Portuguese. This is the language of Brazil. "No matter how much you beg or plead, you must go to practice. The parade is next week.

"It's not fair/' says Maria in English. Mae does not know a lot of English. Maria is surprised when she asks, "What is not fair about going to practice? You must do the right thing." "Ana invited me to her house," Maria answers. "I want to go!" Pai says, "Maria, the parade is important. People from around the world come to see it. They try our food, see how we dress, and how we live. It is a chance for us to share our culture."

"I know but I really want to see Ana," says Maria. Pai says, "Maria, you can see Ana another time. They are giving out costumes at practice today." Maria thinks about her father's words. Pai is right. She and the other children have worked hard for a year. They practiced their dance steps over and over. They even made their own bright colorful costumes.

"You're right," Maria says to her father. "I'll go to practice. I'll tell Ana I cannot visit her." One week passes. Lots of people line the streets. The children in Maria's group are wearing their sparkling costumes. They know each

Janet B ro x o n

dance step. They dance to the beat.

The crowd moves aside as they make their way down the street. When the crowd moves away, Maria sees a woman with a camera. She is hurrying. The woman scurries by Maria. She puts her camera to her eye. Maria smiles from ear to ear. She is excited to be in the parade. Click! The woman takes a picture of Maria. Maria is proud of her hard work!

Make Connections How is Maria's family the same and different from other families you know? e s s e n t i a l q u e s t i o n Compare Maria's family to your own family, t e x t t o s e l f

C o m p re h e n sio n S tra te gy

Visualize When you visualize, you use the author's words to form pictures in your mind about a story. ^ §) Find Text Evidence On page 41 of "Maria Celebrates Brazil," what words does the author use to help you visualize the costumes? page 41 M aria thinks about her fath er's words. Pai is right. She and the other children have worked hard for a year. They practiced their dance steps over and over. They even m ade their ow n bright colorful costumes.

I read that the children made bright and colorful costumes. This helps me visualize the parade.

What does Maria do in the parade? Reread page 42 and visualize parts of the story that help you answer the question.

44

C o m p re h e n sio n Sk ill

Character, Setting, Events A character is a person or animal in a story. The setting of a story tells when and where a story takes place. The events are what happens. Find Text Evidence As I read page 39 of "Maria Celebrates Brazil," I learn who the characters are, what they do, and where the story takes place.

Character

Setting

Events

Maria,

M aria's

Maria wants to miss

Mae

kitchen

practice to go to her

Pai

friend's house.

c0\.UBOJUff

Continue reading the story. Then fill in the information in the graphic organizer.

Realistic Fiction The story "Maria Celebrates Brazil," is realistic fiction. Realistic fiction: • is a made-up story with characters that could be real people. • has a beginning, middle, and end.

p

Find Text Evidence I can tell that"Maria Celebrates Brazil" is realistic fiction. The characters are like real people. Also, the story has a beginning, middle and end. page 40

"It's not fair," says Maria in English. Mae does not know a lot of English. Maria is surprised when she asks, "W hat is not fair about going to practice? You must do the right thing." "Ana invited me to her house," Maria answers. "I want to g o!" Pai says, "M aria, the parade is important. People from around the world

Story Structure In the beginning of the story, I read that Maria wants to skip practice and go to a friend's house.

come to see it. They try our food, see how we dress, and how w e live. It is a chance for us to share our culture."

Your Turn Tell about events that happen in the middle and end of the story. 46

V o c a b u la ry S tra te gy

Root Words To understand the meaning of a word you do not know, try to separate the root word from the endings such as -ed, or -ing. jO ) Find Text Evidence As I read the word hurrying, I can split the root word hurry from the ending -ing, which can mean something happening right now. I think hurrying means "m oving quickly right now!'

Maria sees a woman with a camera. She is hurrying

Youp Turn

Janet B ro x o n

Use root words to figure out the meanings of other words in "Maria Celebrates Brazil'! worked, page 41 practiced, page 41 47

Good writers make sure they create a strong beginning by telling about the characters and the problem they are facing. Reread the passage from "Maria Celebrates Brazil Expert M o d e l

Janet B ro x o n

Strong Beginning Identify important details about the characters and events. How do these details create a strong b e gin n in g?

48

Maria and her family are in their bright, hot kitchen. "Please, Mae, por favor!" Maria begs. Mae speaks Portuguese. This is the language of Brazil. "No matter how much you beg or plead, you must go to practice. The parade is next week."

Editing M a rk s A

Add Add a period. Take out. M ake a capital letter.

Petra wrote a realistic fiction story. Read Petra's revisions.

S tu d e n t M o d e l

£

2

Jan s Show

Grammars Handbook;

C o m m an d s and Exclam ations See page 474.

big dance

It was th e night o f Ja n 's show. H e r legs d id n't feel

O

s te a d y jan had been p ra cticin g

Your Turn

all month.

S ' Identify the sentences that show a strong beginning. S ' Identify an exclamation. 5^ Tell how revisions improved her writing.

! "1 know I can do th is" A

Jan thought. S h e h eard the m usic s ta rt. Jan to o k a deep b re a th and sm iled. H e r legs weren't shaking any more

fett-fin^

49

W e ekly Concept Pets Are Our Friends

Essential Question How can a pet be an im portant friend?

Pets can be our friends. Pets come in all shapes and sizes.

. S . W B 0 Ba >

Talk with a partner about having pets as friends. Write words on the word web that tell C / C how pets are our friends.

1 W o rd s to K n ow

Vocabulary Use the picture and sentence to learn each word.

I decide to have juice and cereal for breakfast. W h a t did you decide to eat fo r b re a k fa st to d a y?

Im a g e s

different j^ e brown kitten is different than the orange kitten. C o n stan tin i/ G e tty

How are a h o rse and a cat

Im ages; (b) P h o to A lto / M ic h e le

d iffe re n t?

frie n d sh ip

Because of their friendship, the kids played together a lot.

(t) Bon A p p e tit/ A la m y ; (tc) F. L u k a sse c k / M a ste rfile ; (be) Frank G aglio ne / G e tty

Tell about your frie n d sh ip with a friend.

*ance

I glance to see what book my sister is reading. W h a t word is the opposite of glance?

52

proper

it is proper to wipe your mouth during a meal. Tell how to act in a p ro p e r way at the library.

re latio n sh ip Our teacher has a good relationship with our class. W h a t relationship do you have with your best frie n d ?

Helen stares at her friend.

Im a g e s

stares

Im a g e s; (b) B ro m b e rg e r Ho ove r P h o to g ra p h y / G e tty

W h a t do you look like when you sta re at so m eth in g?

Im age s; (be) 2A Im ages/G e tty

trac*e Don and Luis trade baseball cards. W h a t th in g s do you tra d e with

Your Turn

Im age s; (tc) Chris Sc hm id t/G etty

your frie n d ?

ft

(t) Win

Initiative/Getty

Pick three words. Write three questions for your partner to answer.

53

Sh are d Read

Genre • Fiction

Essential Question How can a pet be an im portant friend? Read about a dog who becomes a boy's special friend.

Dear Diary,

k

——---------- —

It took Dad a long time to decide. He finally made up his mind. Dad came to my room tonight. He said I could get a dog! But it has to be a small or medium-sized dog. We will go to the animal shelter tomorrow.

Milk

September ZG

Dear Diary,

Wow! There are so many different dogs at the shelter. There are big and little dogs. Some have soft fur and some have wiry hair. Dad and I walked to one dog's cage. The tag said the dog's name was Cal. One quick glance at the cute dog, and I knew he was for me. Dad said, "Look, Jake! Look at how Cal stares at you." It was true! His eyes were wide open. He was looking right at me. _ «

-

•

c °'

■■■■ 56

-

n r .

We put Cat on a leash and took him to a fenced yard. Cal smiled and stared at me. Cal wanted to play. In minutes he learned the proper, or correct, way to sit. He could walk on a leash nicely, too. I patted him on the head, and he licked my hand.

Ca\ licking my

o I fln d !

Dad said,

"I

see a real connection

between you and Cal." I agreed. We already had a good relationship. Soon we were on our way home. Cal was nervous so I tried to make him feel better. I scratched his ears, and he liked it.

Dear Diary,

( O ctober 10

--------------------

It has been a while since I have written. Cal has learned many new tricks like how to roll over. I have learned from

Marcin

P iw o w a r s k i

Cal, too.

Cal walks with Dad and me to school every day. Each night, Dad reads me a story. Cal lies next to me. I would not trade him for any other dog. I will keep him because our friendship is very special. Finding Cal was worth the wait!

Make Connections »

How is Cal an important friend to J a k e ? ESSENTIAL QUESTION

Compare Jake's pet Cal to your pet or a pet you know. Tell how each pet is a good friend, t e x t t o s e l f

Ask and Answer Questions When you read, you can ask questions to help you think about parts of the story that you may have missed or do not understand. ^0) Find Text Evidence After reading page 56 of "Finding C a l" \ ask myself, "W hat helped Jake decide to take Cal hom e?"

' I read that Cal smiled and stared at Jake. Cal wants to play with Jake. From this, I understand that Cal is already special to Jake.

Think of a question you have about the story. Reread the parts of the story that help you answer the question.

60

C o m p re h e n sio n Sk ill

Character, Setting, Events The pictures and text give you details about the characters, setting, and events in a story. Find Text Evidence As I look ot the pictures and read the text on page 55 of "Finding Cal," I see details about the character, setting, and events.

Character

Setting

Events

Jake

Jake's Home

Jake is excited to be getting a dog.

3L t

Continue reading the story. Then fill in the information in the graphic organizer. P iw o w a r s k i

Co Digital!

Marcin

Use the interactive graphic organizer

61

Fiction The story "Finding Cal" is Fiction. Fiction: • has made up characters and events. • has a beginning, middle, and end. Find Text Evidence I can use what I read to tell that "Finding Cal" is fiction. The story has a beginning, middle, and end. page 55

Dear Diary,

C-

It took Dad a long time to decide. He finally made up his mind. Dad came to m y room tonight. He said I

Story Structure In the beginning of the story, I read that a family decides to adopt a dog.

could get a dog! But it has to be a small or medium-sized dog. We will go to the animal shelter tomorrow.

0VVAB°R47>

Your Turn Tell about events that happen in the middle and end of the story. 62

Context Clues To understand the meaning of a word you do not know, look at the other words in the sentence for clues. Find Text Evidence I'm not sure whot the word "nervous" means. The words "make him feel better" make me think Cal was not relaxed. I think "nervous" means not relaxed.

Cal was nervous so I tried to make him feel better.

^ V V A B O

f i ^

Youp Turn Use context clues to figure out the meanings of other words in "Finding Cal." connection, page 58 leash, page 57 63

W ritin g Traits

1

i

Word Choice

Readers to

Writers choose precise words to help paint clear pictures in the reader's mind. Reread the passage from "Finding Cal". Expert M o d e l

Marcin

P iw o w a r s k i

Word Choice Identify two precise words. Why are these words good examples of word choice?

64

Wow! There are so many different dogs at the shelter. There are big and little dogs. Some have soft fur and some have wiry hair. Dad and I walked to one dog's cage.

Editing M a rk s A

Writers

Add

y Take out. Make a capital letter.

Grammar^ Handbook

Jared wrote a letter to his friend. Read Jared's letter.

Subjects see page 475.

S tu d e n t M o d e l

Dear David, I am so excited. I have a spotted

new dog named Max. his ears are long. His legs are short. flops

After I walk Max, he si#" down. Max likes to nap. 1 can't wait for you to meet him. 1 hope you can visit soon. Your friend

) J a re d

B Identify the precise words Jared used. IB Identify the subjects. B Tell how the revisions improved his writing. Go

Digital!

Write online in Writer's Workspace

65

rw m m m l.1 I W e ekly Concept Animals Need Care

Essential Question How do we care for anim als? Go Digital!

All animals have needs. People give the animals what they need to live. Animals need: ► fresh food and water each day ► air to breathe ► a safe place to live

Work with a partner. Tell how people care for animals. Write your ideas on the word web. C J A n im a l Care

W o rd s to K now

Vocabulary Use the picture and sentence to learn each word.

allow ed

Dogs are not allow ed on the beach. W h a t th in g s are allowed at

m

sch o ol?

care

I help care for my little brother. Tell how you ta ke care of your

Lyne/Getty

Im a g e s

belongings.

Im age s; (b) Steve

excited The girls were excited to play with their new puppy.

Ney/Getty

W h a t would you be excited about

Im age s; (tc) Som os Im a g e s / A la m y ; (be) Nancy

seeing or doing?

needs Food and water are some of the needs of every animal.

(t)Tom

Hoenig/G etty

W h a t are your need s?

68

roam

Lions roam the plains in Africa. D e sc rib e how you move when you roam.

w andered

A bear cub w andered away from its mother. W h a t is the opposite of Im a g e s; (b) C o r b is

w andered?

Im age s; (be) Radius Im ages/G e tty

Bears and raccoons live in the wild. N am e som e anim als you have

Pollard/Getty

seen in the wild.

Im age s; (tc) Wealan

Your Turn

(t) Panthera

P rod u c tion s/ G e tty

Pick three words. Write three questions for your partner to answer.

69

IjPfc Essential Question How do we care for anim als? Read about how a boy cares for a horse.

Have you ever been on a farm? Jack lives on a farm. He has a horse named Pepper. Jack helps take care of Pepper. Looking after a horse is a big job. A horse has many needs. There are a lot of things a horse must have to live.

Pepper stom ps his hoof and nods his head when he sees Jack.

H

Every morning, Jack wakes up at 5:00 a.m. He and his father go to Pepper's stall. The stall keeps Pepper safe from bad weather and other dangers. When Pepper sees Jack, the horse gets excited. Jack smiles when the horse gets all worked up.

Tom

J o s ly n / A la m y

First, Jack gives Pepper hay to eat. While Pepper eats, Jack cleans Pepper's stall. He shovels out the dirty hay and sawdust. Then he puts down fresh padding. 72

Next, Jack strokes Pepper's brown coat and it feels smooth. Then Jack leaves to go to school. But his work is not done! At 3:00 p.m., Jack rides the bus back home. He has a snack and does his homework. Next, his mother gives him an apple for Pepper. Then they go to visit Pepper.

Jack and his mom find Pepper in a field. Pepper is allowed to roam. He can walk all around the field. He was drinking after having wandered the field. All that walking here and there made Pepper thirsty! Now it is time for Pepper's exercise. In the wild, horses run many hours a day. But Pepper does not live out in nature. Jack must make sure Pepper gets the exercise he needs.

Jack puts the saddle on Pepper. He places the bit in Pepper's mouth. Mom does the same thing with her horse, and they ride horses together. When they are finished riding, Jack grooms Pepper. He brushes his mane, tail, and fur.

$ \

Jack s Dad checks for rocks in Pepper's hooves. If he sees one, he must get out

%%

Finally, Jack gives Pepper more hay and refills his water bucket. "See you in the morning," Jack says. Pepper nods his head as if to say, "Yes, I'll be waiting!"

Make Connections How do people care for horses? ESSENTIAL QUESTION

Compare the needs of a horse and another pet you know. Which needs more care? t e x t t o s e l f

75

C o m p re h e n sio n S tra te gy

Ask and Answer Questions When you read, asking questions helps you think about parts of the story you may have missed or do not understand. Find Text Evidence On page 71 of "Taking Care of Pepper," I read that a horse has m any needs. I ask myself, "What things does a horse need?" page 72 Every m orning, Jack w ak es up at 5:00 a.m . H e and h is father go to P ep p er's stall. The stall keeps Pepper safe from bad w eath er and other dangers. W h en Pepper sees Jack , the horse gets excited. Jack sm iles w h en the h orse gets all w orked up. First, Jack gives Pepper h ay to eat. W hile * Pepper eats, Jack cleans P ep p e r's stall. H e shovels out the dirty h ay and saw dust. Then h e puts dow n fresh padding.

Your Turn

7 read that Jack feeds Pepper hay, I understand that Jack takes care of Pepper and gives him what he needs.

m

r

Think of a question to ask about Pepper's needs. Reread parts of the selection to find the answer to the question.

C o m p re h e n sio n Sk ill

Key Details You can find important details in the photos and text of a selection. Find Text Evidence

As I read the text and photo caption on page 72 of "Taking Care of Pepper," I understand that Jack cares for Pepper. Pepper recognizes Jack and shows that he cares for him, too.

Your Turn Continue reading the selection. Then fill in the information in the graphic organizer.

77

Informational Text

Narrative Nonfiction The selection "Taking Care of Pepper" is a Narrative Nonfiction. A Narrative Nonfiction: • is about real people, things, or events. • is told by a narrator. • can have photos and captions. Find Text Evidence

I know that "Taking Care of Pepper" is a narrative nonfiction because it tells how a boy cares for a real horse. The photos and captions tell more about how to care for a horse.

Text Features • Photos are pictures. • C ap tion s are words that tell about a photo.

Every morning, Jack wakes up at 5:00 a.m. He and his father go to Pepper's stall. The stall keeps Pepper safe from bad weather and other dangers. When Pepper sees Jack, the horse gets

Your Turn

excited. Jack smiles when the horse gets all worked up. First, Jack gives Pepper hay to eat. While Pepper eats, Jack cleans Pepper's stall. He shovels out the dirty hay and sawdust. Then he puts down fresh padding.

Find other photos with captions. Tell what you learn from them.

V o c a b u la ry S tra te gy

Root Words To understand the meaning of a word you do not know, try to break up the word into word parts. You can split the root word from the ending such as -ed, -es, or -ing.

J&)Find Text Evidence As I read the word finished, I can break out the root word finish, which means "to come to an end," from the ending -ed, which can mean "happened in the past." I think the word finished means "came to an end."

When they are finished riding, Jack grooms Pepper.

Your Turn Use root words to figure out the meanings of other words in "Taking Care of Pepper." brushes, page 75 waiting, page 75 79

Writers put their ideas in an order, or sequence, using words such as first, next, then, and last. Reread the passage from "Taking Care of Pepper"

Expert M o d e l

Organization Sequence Identify the words that show the sequence. How do these words help you?

First, Jack gives Pepper hay to eat. While Pepper eats, Jack cleans Pepper's stall. He shovels out the dirty hay and sawdust. Then he puts down fresh padding.

Carol W a lk e r/ n a tu re p l.c o m

Next, Jack strokes Pepper's brown coat and it feels smooth. Then Jack leaves to go to school. But his work is not done!

Editing M a rk s A

Add Add a period. M ake lowercase.

Grammar Handbook

Mia wrote an informational text. Read Mia's revision.

Predicates See page 475.

S tu d e n t M o d e l

Caring for a Dog A dog needs love and care. F irst, ta k e your dog fo r a w alk Then

each morning. G iv e him food

Your Turn

and water. T ake your dog fo r another w alk in th e evening. R em em ber

O

to p lay with your dog G iv e him A

Last,

a b ath when he is dirty. Jake A

him to th e vet once a year.

S? Identify the sequence words Mia used. S ' Identify predicates. B ' Tell how revisions improved her writing. Go Digital! Write online in Writer's Workspace

81

W e ekly Concept Families W orking Together

Essential Question 4

W hat happen s when fam ilies w ork together?

U A 4E

This family is working together to make a pie. Working together gets chores done and can be fun! There are many ways families work together. ► Families do jobs at home, such as cooking and cleaning. ► Families shop together for food and clothing. They think about the cost of the items.

Talk About; It;

- -jr;

Talk with a partner about how your family works together. List your ideas on the web. p

Vocabulary Use the picture and sentence to learn each word.

c h e ck Mom will check to make sure I Tina's helmet fits. W h en would you need to check

Im ages/G e tty

Im a g e s

■W

Luis Pelaez Inc/Blend

c h o o se

so m e th in g?

Julian will choose a shirt to wear.

Im a g e s; (b) Jose

Tell about a tim e when you had to

Im ages/G e tty

choose som ething.

K e n n e d y / A la m y ; (be) A ndersen

Ross/Blend

c h o re s

Sierra must finish her chores before she can play. W h a t is another word fo r c h o re s?

Im age s; (tc) Christina

Jordan asked, "How much does the shirt cost?"

Im ages/G etty

W h a t are two th in gs that cost a

(t) Yukm in/Asia

lot of m oney?

84

c u sto m e rs The custom ers lined up to buy lemonade. W h y Mould a sto re like to have a lot of c u sto m e rs?

Nurse and doctor are two jobs at a hospital.

Im a g e s

N am e som e other jobs people have.

Im age s; (b) Steve

C ole/Vetta/Getty

William decided to spend his money on a snack. N a m e two th in g s p a re n ts sp e n d

R oss/lcon ica/G etty

th e ir money on.

W h a t are som e tools you have

Im a ge s; (tc) Trevor L ush/ P u restock/ G e tty

y f j

Im a g e s; (be) An de rsen

Tom and his dad used to ols to build a birdhouse. 5 ' t l seen PeoP^e use? c o

V V A B 0 B 4 ^

Agop ian/ T axi/ G etty

Your Turn

Go Digital!

(t) Herman

Pick three words. Write three questions for your partner to answer. Use the online visual glossary

85

M a s t e rfile

Essential Question W hat happens when fam ilies w ork together? Read about how one family works to meets their needs.

Families Ellen Yung had a busy

Work!

Ellen's husband works long hours, too. Steve is a firefighter. At the fire house, he makes sure the tools work properly. He checks the hoses and fire trucks. At the fire, Steve rescues people from hot flames and smoke. The firefighters all work together to put out the fire.

W hen a fire alarm s o u n d s , Steve suits up quickly.

Im ages/G e tty PBNJ P ro d u c tio n s/ B le n d

arm, used a bandage to cover a deep cut, and helped twenty patients. Ellen is a doctor for children. Customers can get sick at any time, so pediatricians work long hours. They have hard jobs.

Im a g e s

day at work! She put a cast on a broken

(t) h ana / D a ta c ra ft/ im a ge n a vi/ G e tty

Im age s; (b) MIXA

next/Getty

Im a g e s

At home, the Yung family works together too. Hanna sets the table for dinner. She also helps wash the dishes. Everyone has weekly chores. Mom and Hanna do the dusting and mopping. Dad and her brother, Zac, do the laundry. They wash, dry, and fold the clothes. Mom makes a shopping list each week. She lists items they need and things they want. A short time ago, Zac wanted a new laptop. The family needed a new washing machine. They could only spend money on one item. Both cost the same. They had to choose. Clean clothes are needed for school and work. A new laptop is nice, but did Zac need it? Ellen and Steve thought about their family's needs. They decided to buy the washing machine. Hanna's brother, Zac, he lp s with t h e m eals

Needs

Wants

Water

Skateboard Video game

Shelter

Basketball

Karp, P h o t o g ra p h e r; (r) C Squared

Stu dio s/ G etty

Im a g e s

Zac knows that his parents have busy jobs. They bring home money to pay for their needs and wants. They needed that washing machine. Zac still wants a laptop. The family has decided to save some money each week so they can buy it in the future.

%

(I) M c G r a w -H ill C o m p a n ie s, Inc. Ken

Make Connections How does the Yung family work together? e s s e n t i a l q u e s t i o n How is your family similar or different from the family in the story? t e x t t o s e l f 89

g P C o m p re h e n sio n Stra te gy

Ask and Answer Questions When you read, asking questions helps you think about parts of the story you may have missed or do not understand. ) Find Text Evidence

As I read page 88 of "Families Work!" I ask myself, "Why did the family buy a washing machine instead of a laptop?" I will reread to find the answer to my question. page 88 A sh ort tim e ag o, Z ac w an ted a n ew laptop. T he fam ily n eed ed a n ew w ash in g m ach in e. T h e y cou ld only sp end m o n ey on o n e item . B o th cost th e sam e. T h e y h ad to ch oose. C lean clo th es are n eed ed for sch oo l and w o rk . A new laptop is n ice, b u t did Z ac n eed it? Ellen and Steve th o u g h t abo u t th eir fa m ily 's needs. T h ey d ecid ed to bu y th e w ash in g m ach in e.

I read that Zac wanted a laptop, but the family needed a washing machine. I understand the family had to make a choice.

Hanna's brother, Zac, helps with the meals

Your Turn

m

.# *•

Think of a question you have about the story. Reread the parts of the selection to find the answer to the question.

*

C o m p re h e n sio n Sk ill

Key Details Key details are important pieces of information in a text. Key details are found in the text and photos of a selection.

p

Find Text Evidence

As I read and look at the photos on pages 86 and 87 of "Families Work!" I understand that Ellen Yung is a pediatrician. Her husband, Steve, is a firefighter. They both work away from home.

Are,

Your Turn Continue reading the selection. Then fill in the key details in the graphic organizer. Go Digital! Use the interactive graphic organizer

91

Expository Text "Families Work!" is an expository text. Expository text: • gives facts and information about a topic. • can have text features.

j3))Find Text Evidence I know "Families Work!" is expository text because it gives facts about how family members work to meet their needs. It also has text features. page 89

1 Needs

Text Features • A chart shows information in an organized way. Facts may be in rows and columns.

W ants

Water

Skateboard

Food

Video game

Shelter

Basketball

Clothing

Zac knows that his parents have busy jobs. They bring home m oney to pay

oVVAB0R4r

for their needs and wants. They needed that washing machine. Zac still wants a laptop. The fam ily has decided to save

Your Turn

som e m oney each w eek so they can buy it in the future.

M a k e C onnections W

How does the Yung family work together? e s s e n t i a l q u e s t i o n How is your family similar or different from the family in the story? t e x t t o s e l f

92

I!

m

Tell what information you learned from looking at the chart.

V o c a b u la ry S tra te g y ^

Inflectional Endings To understand the meaning of a word you do not know, separate the root word from its ending, such as -s, -es, or -ed.

^) Find Text Evidence I see the word dishes. I con separate the root word dish, which means "a plate or bowl used for holding food," from the inflectional ending -es, which can mean "more than one"I think the word dishes means "more than one dish."

She also helps wash the dishes.

J 0OVVABOJ?4^

Your Turn

£ ^

h a n a / D a ta c ra ft/ im a ge n a vi/ G e tty

Im a g e s

Name the inflectional ending and the meaning of these words in "Families Work!": hours, page 87 helped, page 87

93

• • • Writers use long and short sentences in their writing. This makes their writing more interesting. Reread the passage from "Families Work!" Expert M o d e l

Sentence Fluency Identify two sentence types. How do they help the writing?

Both cost the same. They had to choose. Clean clothes are needed for school and work. A new laptop is nice, but did Zac need it? Ellen and Steve thought about their family's needs. They decided to buy the washing machine.

Editing M a rk s A

Add

Take out. Add a period

Grammar Handbook

Josh wrote an expository text. Read Josh's revision.

C o m b in in g Sentences See page 476.

S tu d e n t M o d e l

Fcvwilies 6e+ If Pone M r. M o o re is a p rincip al. W hat happens when they go home?

M r s . M o o re is a chef.AA t

Your Turn

home, th e re is m ore w ork to

\& Identify the

o

do T h e ir children help. M a r th a and

h elps cook. S a m helps wash dishes. The whole fa m ily w orks to g e th er to get everything done!

7m &

sentence types Josh used. 5? Find two sentences Josh combined. Sf Tell how revisions improved his writing. Go Digital! Write online in Writer's Workspace

95

How do animals play a part in the world around us?

Animals Are Amazing Kittens mew and dogs play catch, Ducks and hens lay eggs to hatch. Animals are amazing! Bees make honey, lambs give wool, Horses gallop, oxen pull. Big game lions prowl and roar, Turtles crawl and eagles soar. Animals at work and play, All around me, night and day. Animals are amazing!

(t) Don

Farrall/P h otod isc/G etty

Im a g e s

by W inifred Califano

97

Animal

Survival Meerkats live in hot, dry places. Here are some ways they adapt to the heat.

► They live in underground burrows. ► They have thin fur. ► They search for food in the early morning hours when it is cool.

Talk About It " Talk with a partner about how animals survive in hot climates. Write your ideas on the web.

W o rd s to K n o w

Vocabulary Use the picture and sentence to learn each word.

ad a p t

The polar bear's thick fur coat helps it adap t to the icy water. How do you adapt to cold w eather?

clim ate Tom lives in a hot and sunny climate. W h a t is the climate like where W e a r / D e s ig n p ic s

you live?

Im age s; (b) Richard

eager

Mindy is eager to see her grandmother.

Im age s; (tc) 2 4 B Y 3 6 / A la m y ; (be) Jose Luis Pelaez/Getty

W h a t is som ething that you are e age r to d o?

freedom

Deer have the freedom to move about the open land.

(t) Daisy Gilardinib/Getty

W h a t anim als are free to roam about the fo re s t ?

100

fresh

The baker made fresh bread every day. W h a t word m eans the opposite of fre sh ?

I felt a sense of pride when I won the race. W h e n do you feel a se n se of p rid e ?

sh a d o w s We made animal sh ad o w s on the wall. W h a t sh a d o w s can you m a k e ?

Hr

w

silence The baby needed silence to fall asleep. W h a t word m eans the sa m e a s silence?

Your Turn Pick three words. Write three questions for your partner to answer.

101

h h h b h b h h b b h h h b ih b b h h h h b b i

Sh are d Read

Genre • Realistic Fiction

Essential Question How do anim als survive? Read about how animals survive in a desert climate.

Tim was looking forward to this vacation. Then his parents told him the family would be visiting Grandma in Nevada. Tim was unhappy. He wanted to be with his friends this summer. "Grandma is eager to see you," Mom said. "She can't wait to take you on a desert hike."

The next morning Grandma met them at the airport. Then they drove to the desert. As they hiked, Grandma explained that animals enjoy the open desert space. It gives them the freedom to move from place to place. Tim learned that the animals find ways to adapt to the hot desert weather. He wondered if he could get used to the desert climate.

"Wow," Tim said, 'Took at that! The turtle carries its home on its back!" Grandma smiled at Tim's excitement. "Actually," she said, "that is a desert tortoise. It looks for the shade made by the shadows of rocks. That's how it cools off. He burrows underground to get away from the heat." The tortoise disappeared into its burrow. Tim leaned over the hole. He could not hear a sound. "I'll bet it likes the silence of its burrow," Tim whispered. "I think it likes its sense of safety too," Grandma added.

"That's the same feeling I get at home," Tim sighed. Just then a large rabbit hopped by. Grandma explained that the jack rabbit's large ears help it stay cool. "These animals are so unlike the animals at home!" Tim said. He had forgotten about the desert heat. "Some animals stay cool by sleeping during the day. Then they hunt at night," said Grandma. A Great Horned Owl hooted above them. Grandma said, will soon be time for the owl to hunt."

"Which means it's time for us to head back," Dad added. "Aw, this vacation is going by too fast," Tim said. They asked Tim about the heat. "What heat?" Tim asked. "I feel as fresh and cool as a new flower. I've adapted!" Everyone laughed.

Make Connections How does the desert tortoise survive in the heat? e s s e n t i a l q u e s t i o n Think of another animal you know. How does it survive in its climate? TEXT TO SELF

Make Predictions Use what you already know and what you read in the story to help you predict, or guess, what might happen next. Find Text Evidence

After reading page 104 of "A Visit to the Desert," I predicted that Tim would enjoy his visit to the desert. I kept reading to confirm my prediction.

page 105 "W ow ," Tim said, "Look at that! The turtle carries its hom e on its back!" Grandm a sm iled at Tim 's excitement. "A ctually," she said. "T hat is a desert tortoise. It looks for the shade m ade by the shadows of rocks. That's how it cools off. He burrow s underground to get away from the heat." The tortoise disappeared into its burrow. Tim leaned over the hole. He could not hear a sound.

SSi

On page 105,1read that Tim was excited to learn about different desert animals. I confirmed my prediction.

Greg

N e w b o ld

Reread page 105. What did you predict would happen next? Look for clues in the text to decide if your prediction was correct.

108

M U Hi

C o m p re h e n sio n Sk ill I

Plot The plot is the events that happen in the beginning, middle and end of the story. ^ §) Find Text Evidence

When I read "A Visit to the Desert" I think about the plot; or what happens in the story.

Continue reading the story. Finish writing the plot in the graphic organizer.

109

Realistic Fiction The story "A Visit to the Desert" is realistic fiction. Realistic fiction: • is a story that could happen in real life. • has characters that could be real people. ) Find Text Evidence

I can tell from the text that "A Visit to the Desert" is realistic fiction. Tim acts like a real person. He wonders if he can get used to the heat. page 104 The next morning Grandma met them at the airport. Then they drove to the desert. As they hiked, Grandma explained that animals enjoy the open desert space. It gives them the freedom to move from place to place. Tim learned

Use Illustrations The illustrations show me that Tim and his family are visiting a desert. I know that could happen . in real life.

Your Turn

Greg

N e w b o ld

Give two examples of how you know this story is realistic fiction. 110

V o c a b u la ry S tra te gy

Prefixes A prefix is a word part at the beginning of a word. You can separate a prefix, such as un­ ox dis-, from the root word. Find Text Evidence

I'm not sure what the word unhappy means. I know that happy means to feel good about something. The prefix un- means not. I think the word means not happy.

Tim was unhappy.

Use prefixes to figure out the meanings of the following words in "A Visit to the Desert." unlike, page 106 disappeared, page 105

W ritin g Traits

Readers to.. ■hhh

Writers share their ideas by including details to describe actions, thoughts, and feelings. Reread the passage from "A Visit to the Desert." Expert M o d e l

Greg

N e w b o ld

Ideas Identify two descriptive details. How do these details help explain the ideas?

112

Grandma smiled at Tim's excitement. "Actually," she said. "That is a desert tortoise. It looks for shade made by the shadows of rocks. That is how it cools off. He burrows underground to get away from the heat."

Editing M a rk s A

Writers

Add Take out. Add a period.

1

5

Grammar; Handbook!

Ellie wrote a realistic fiction story. Read Ellie's revision.

Nouns See page 477.

S tu d e n t M o d e l

A Camel at the Zoo at the zoo

Rosa is on a fie ld trip . is eager

A

S h e v^ ntl^ to see th e camel. A

huge, brown

S h e se e s th e cam el with a la rg e hump on its b a c k

O

Rosa is hap p y to see th is d e s e rt animal.

Your Turn S? Identify the details Ellie used. Sf Identify the nouns. 5? Tell how the revisions improved her writing.

113

W e e kly Concept Animals in Stories

Essential Question W hat can anim als in stories teach us? o Digital!

Mircea

Catusanu

riNiSf/

Do you know the story of the Tortoise and the Hare? The Hare is ahead in a race with a slow Tortoise so he decides to take a nap. Then Tortoise ends up winning the race! ► Animals in stories teach us lessons. ► Animals in stories help us learn about each other.

Talk with a partner about the lessons we learn from animals in stories. Write the lessons on the word web.

Slow and steady wins s. the race >

Lessons Learned

Vocabulary Use the picture and sentence to learn each word.

believe

I believe it is going to rain today. W h a t is som ething you believe will happen to d ay?

delicious yye ate the delicious pizza. D e sc rib e som ething that ta ste s

M c V a y / P h o t o lib r a r y

delicious.

Im age s; (b) Ryan

feast Our family sat at the dinner table and started to feast.

(t) Fan cy / A lam y; (tc) B a n a n a S t o c k / P u n c h S to c k ; (be) Ju p ite rim age s/ G e tty

W h en m ight you fe a st?

116

lessons

I learned a lot from the teacher's lessons. W h a t le sso n s do you learn at sch o ol?

rem a rka bjje |saw a rem arkable rainbow in the sky. D e sc rib e som ething that is rem arkable.

snatch

My dog can snatch a flying disc out of the air. som ething off your desk.

stories

Our dad reads us stories before bedtime.

im ages inc./A lam y; (tc) Ingram

P u b lis h in g ; (be) Adrian

W h a t are som e sto rie s you like?

Sh e rra tt/ A la m y ; (b) J u p it e r im a g e s / B a n a n a S t o c k / A la m y

Show how you would snatch

Pick three words. Write three questions for your partner to answer. Use the online visual glossary

(t) amana

Go Digital!

117

Long ago a shepherd boy sat on a hilltop watching the village sheep. He was not fond of his job. He didn't like it one bit. He would have liked something wonderful to happen, but nothing remarkable ever did. The shepherd boy watched the clouds move softly by to stay busy. He saw horses, dogs, and dragons in the sky. He made up stories with these things as characters.

Then one day he had a better idea! He took a deep breath and cried out, "Wolf! Wolf! The wolf is chasing the sheep!" The villagers ran up the hill to help the boy. When they got there, they saw no harmful wolf. The boy laughed. "Shepherd boy! Don't cry 'wolf!' unless there

That afternoon the boy again cried out, "Wolf! Wolf! The wolf is chasing the sheep!" The villagers ran to help the boy again. They saw no wolf. The villagers were angry. "Don't cry 'wolf!' when there is NO WOLF!" they said. The shepherd boy just smiled. The villagers went quickly down the hill again.

That afternoon the boy saw a REAL wolf. He did not want the wolf to grab any of the sheep! The boy thought the wolf would snatch one of them for a delicious, tasty meal. A sheep would be a big feast for a wolf. He quickly jumped to his feet and cried, "WOLF! WOLF!" The villagers thought he was tricking them again, so they did not come. That night the shepherd boy did not return with their sheep. The villagers found the boy weeping real tears. "There really was a wolf here!" he said. "The flock ran away! When I cried out,

Peter F ra n cis

'Wolf! Wolf!' no one came. Why didn't you come?"

A kind man talked to the boy as they walked slowly back to the village. "In the morning, we'll help you look for the sheep," he said. "You have just learned one of life's important lessons. This is something you need to know. Nobody believes a person who tells lies. It is always better to tell the truth!"

Make Connections What did you learn after reading this animal story? e s s e n t i a l q u e s t i o n Tell how you are similar or different from the shepherd boy. t e x t t o s e l f

Comprehension Strategy

Make Predictions Use what you read in the story to help you predict, or guess, what might happen next. (§) Find Text Evidence

On page 120 of "The Boy Who Cried Wolf" I predicted that the boy will upset the villagers. page 121 That afternoon the boy again cried out, "Wolf! Wolf! The wolf is chasing the sheep!" The villagers ran to help the boy again. They saw no wolf. The villagers were angry. "D on't cry 'wolf!' when there is NO W OLF!" they said. The shepherd boy just smiled. The villagers went quickly

On page 121,1read that the villagers were angry with the boy. I confirmed my prediction.

down the hill again.

Peter F ra n cis

When the boy saw the wolf, what did you predict would happen? Point to the place in the text that confirmed your prediction.

124

Com prehension Skill

Problem and Solution The plot is often about the problem in the story. The solution is how the characters solve the problem by the end of the story. Find Text Evidence

In the beginning of "The Boy Who Cried Wolf," I read about the boy's problem of being bored. Problem

The shepherd

boy

is bored. The

boy

cries “Wolf!" when there is no wolf.

I

Steps to Solution

Solution

Finish rereading the story. Think about how the problem got solved. Fill in the boxes on the graphic organizer. Go Digital! Use the interactive graphic organizer

C C S S l M J l W i Literature

Fable "The Boy Who Cried Wolf" is a fable. A fable: • is a made-up story that teaches a lesson. • has a beginning, middle and end. ^ §) Find Text Evidence

I can use what I read to tell that "The Boy Who Cried Wolf" is a fable. It is a made-up story that has a beginning, middle, and end. page 119

Long ago a shepherd boy sat on a hilltop watching the village sheep. H e was not fond of his job. He didn't like it one bit. He would have liked something wonderful to happen, but nothing rem arkable ever did. The shepherd boy watched the clouds move softly by to stay busy. He saw horses, dogs, and dragons in the sky. He made up stories with these things as characters.

Story Structure In the b e gin n in g of the fable, the shepherd boy is bored and plays a trick on the villagers. In the m iddle of the story, the villagers try to teach the boy a lesson.

Peter F ra n cis

Tell how the boy learns a lesson at the end of the story. 126

Vocabulary Strategy

Suffixes A suffix is a word part or syllable added to the end of a word. You can separate the root word from a suffix, such as -ful or -ly, to figure out what the word means. Find Text Evidence

I'm not sure what the word harmful means. The root word is harm, which means "to hurt." The suffix is -ful which means "full of." I think the word harmful means "full of hurt."

When they got there, they saw no harmful wolf.

Your Turn

Peter F ra n c is

Use suffixes to figure out the meanings of these words in "The Boy Who Cried Wolf." w onderful,page 779 softly, page 119 127

W riting Traits

Reauersito Writers explain their ideas by using supporting details. Reread the passage from 'The Boy Who Cried Wolf." Expert M o d e l

Peter F ra n cis

Ideas What details does the writer use to help you understand how the villagers feel?

128

The Villagers ran to help the boy again. They saw no wolf. The villagers were angry. "Don't cry 'wolf!' when there is NO WOLF!" they said. The shepherd boy just smiled. The villagers went quickly down the hill again.

Editing M a rk s A

Add

Q

Add a period.

y Take out. M ake a capital letter.

Lisa rewrote the beginning of the fable. Read Lisa's revision.

Grammar^Handbook

Plural N oun s See page 479.

Stu d e n t M o d e l

The Boy Who Cried Wolf the sh e p h e rd boy was bored. He was so b o red he fe ll asleep.

O

He d ream e d a wolf cam eA He was very sca red . He woke w o k^ u p and he scre a m e d "W olf! T h e re 's a wolf running s

th is way!" The villag er cam e running up th e hill.

S ' Identify the important details Lisa used. S ' Identify a plural noun. S ' Tell how the revisions improved her writing.

mm 129

Weekly Concept Animal Habitats

Essential Question W hat are features of different anim al habitats?

Animal Hi! I'm an owl. I live in a special place in nature. I live in a forest habitat. Here's why: ► My feathers are the same colors as the trees. This helps me hide from predators ► I can live inside this hole. My babies will be safe.

Talk with a partner about why animals live in forest habitats. Write your ideas on the web.

Forest Habitat

Vocabulary Use the picture and sentence to learn each word.

buried

The car was buried in the deep snow. W h a t buried th in g s have you

tephen

M a llo n / C o rb is; (tc) Core

Im ages - A n im a ls/ A la m y ; (be) Rolf N u ss b a u m e r P h o t o g r a p h y / A la m y ; (b) M ic h a e l D e Y o u n g / P h o t o lib r a r y

found?

The cat could escape through a hole in the fence. W h a t are other w ays an animal could e scap e from a b a c k y a rd ?

^

habitat

Prairie dogs live in a desert habitat. W h a t anim als live in a fo re st h ab itat?

Maya and her family went on a journey in the woods. W h a t is another word fo r journey? —

.........................................................

in

nature

We walk in the woods because we like to be in nature. W h a t do you like about nature?

The child became restless during the long car ride.

spies

Carlos spies an eagle in the sky.

Im age s; (be) Fuse/Getty

W h a t is a synonym fo r s p ie s ?

Bush /C u ltu ra/G etty

rO V V A B O R ^

(t) Red Im a g e s / A la m y ; (tc) Adie

i m Pick three words. Write three questions for your partner to answer. Go Digital!

Im a g e s; (b) Paul Burns/Blend

Im ages/ G e tty

Im a g e s

W h e n have you felt re s t le s s ?

Use the online visual glossary

133

Genre • Narrative Nonfiction

Essential Question What are features of different animal habitats? Read to learn about the place a prairie dog calls home.

I am on a journey. My trip is to a prairie. It is in the outdoor world called nature. Many animals live in a prairie habitat. This place has what prairie dogs need to survive. A prairie has a lot of grasses but few trees. Without places to hide, a prairie can be dangerous for some animals.

Good Morning! It is early in the morning. First, I see a prairie dog. I name him Pete. He peeks his head out of his burrow underground. He looks around. Then Pete calls loudly to his family, "Yip!" He lets them know it is safe to come out. Soon four prairie dogs come out. P rairie d o g s b u ild u n d e r g r o u n d b u r ro w s t o k e e p t h e m s e lv e s sa fe fro m p r e d a t o r s .

Pete is the guard and he is restless. He cannot rest because he is always looking around for danger. This allows the other prairie dogs to safely munch on grasses and seeds. They can also groom each other or work on their burrow.

A Scare Oh no! Pete spies a large badger! When he sees it, he gives a loud bark, "Yap! Yap!" His family recognizes the warning. Some hide in tall grasses, and some jump into the burrow. The badger runs at Pete, but the watchful guard is able to escape into the burrow. I am glad he is able to get away from danger. After a few minutes, Pete peeks his head out again and he is back

B a d g e r s live on p r a ir ie s a n d h u n t p ra irie d o g s .

(t) Arco

Im ages G m b H / A la m y

on the job.

Break Time The sun gets higher, and it is hot now. The prairie dogs slip into their deep burrow where it is cooler. Even Pete goes in. Tunnels, like hallways, lead to different areas. There is a sleeping room. There is a room used like a bathroom. The prairie dogs cover up roots and seeds in one room. Later, they eat the buried food there.

Second Shift

| Prairie Dog Facts Size

12 to 15 inches tall

Finally, the sun begins to set and a different prairie dog peeks its head out. I name him Gary. Pete must be off duty.

W eight

2 to 4 pounds

Habitat

short and m edium grass desert prairies

"Yip," Gary calls. The other prairie dogs come back out.

Shelter

underground burrows w ith m any rooms

Predators

coyotes, bobcats, badgers, foxes, weasels

I keep watching the burrow.

Food

roots, seeds, leaves of plants, grasses

The prairie dogs eat and play until the moon is high in the sky. Then they go to sleep in their burrows. I wonder if Pete will be back on duty. I will see in the morning.

Make Connections What are two features of a prairie dog's habitat?

TEXT TO SELF

Ste fk o / G etty (b k g d ) Bob

What animal did the prairie dog remind you of?

Im a g e s

ESSENTIAL QUESTION

Comprehension Strategy

Make Predictions Use what you already know and what you read in the selection to help you predict what you will learn about. As you read, you can confirm or revise your predictions. Find Text Evidence

As I read page 137 of "A Prairie Guard Dog," I predicted that the badger will chase the prairie dog. I read on to see if my prediction was correct.

A Scare O h no! Pete spies a large badger! W hen he sees it, he gives a loud bark, "Yap! Yap!" His family recognizes the warning. Som e hide in tall grasses, and som e jum p into the burrow. The badger

On page 137,1read that the badger ran at Pete. My prediction was correct.

runs at Pete, but the watchful guard is able to escape into the burrow. I am glad he is able to get aw ay from danger.

Your Turn Reread page 138. What did you predict would happen next? Look for text clues to decide if your prediction was correct.

m m

Com prehension Skill

Main Topic and Key Details The main topic is what the selection is about. Key details give information about the main topic. Find Text Evidence

As I read "A Prairie Guard Dog," I learn a lot about prairie dogs. This must be the main topic. On page 135,1learn a key detail about prairie dogs.

M a in Topic

Trairie Dogs Key Detail

Key Detail

Key Detail

A prairie dog acts as a guard.

Your Turn Continue rereading the story. Fill in key details about the main topic on the graphic organizer. Go Digital! Use the interactive graphic organizer

141

Narrative Nonfiction "A Prairie Guard Dog" is narrative nonfiction. A Narrative Nonfiction: • tells about living things, people, or events. • is told by a narrator and follows a sequence. Find Text Evidence

I can use what I read to tell that "A Prairie Guard Dog" is a narrative nonfiction. A narrator tells the story about what real prairie dogs do. page 138

Break Time The sun gets higher, and it is hot now. The prairie dogs slip into their deep burrow where it is cooler. Even Pete goes in. Tunnels, like hallways, lead to different areas. There is a sleeping room. There is a room used like a bathroom. The prairie dogs cover up roots and seeds in one room. Later, they eat the buried food there.

Text Features H e a d in gs Headings tell what a section of .text is mostly about. Bold Print These words are important to . understanding the text.

Identify text features on a different page. Tell what information you learned from these features.

142

r

■

| Vocabulai y Strategy

Suffixes A suffix is a word part or syllable added to the end of a word. You can separate the root word from a suffix, such as -ful or -ly, to figure out what the word means. Find Text Evidence

I'm not sure whut the word loudly means. The root word is loud, which means "full of noise." The suffix is -ly which means "in a certain way." I think the word loudly means "in a noisy way."

Then, Pete calls loudly to his family, "Yip!"

Youp Turn

Corbis F lirt/ A la m y

Use suffixes to figure out the meanings of these words in "A Prairie Guard Dog." safely, page 136 watchful, page 137 finally, page 139 143

Writers use sequence to put their ideas in an order. Words, such as first, next, and then help readers understand the order of the ideas. Expert M o d e l

Jeff Foott/Getty

Im a g e s

Organization Identify the sequence words. How does this help the organization of the story?

144

Good Morning! It is early in the morning. First, I see a prairie dog. I name him Pete. He peeks his head out of his burrow underground. He looks around. Then Pete calls loudly to his family, "Yip!" He lets them know it is safe to come out. Soon prairie dogs come out.

Editing M a rk s _ _ M ake a capital letter.

Writers Adam wrote a nonfiction story about a seal. Read Adam's revision. S tu d e n t M o d e l

M ake a small letter. A

Add

y Take out.

Grammar*Handbook

Kinds of N ouns See page 477478.

Sam Learns to Swim A t two w eeks old, sa m S e a l has his f ir s t sw im m ing lesson. H is m other guides him into the

^V V A B O S ^

At first

water. H e is tw e-w eeks o ld AH e does not want to go in. H e g ets out and s h a k e s his head. Then M o m guides him b a c k in. He fla p s his flip p e rs .

S ' Point out the sequence words Adam used. \%HIdentify the proper nouns. S ' Tell how revisions improved his writing.

Finally, he is learning!

145

W e ekly Concept Baby Animals

p

Essential Question

■

How are offspring like their parents? Go Digital!

146

j

S l^r , f

t

^

,' *

*

\nimal Babies Parents '

%

1

and

This baby penguin and his mother look different but they are the same in many ways. ► They both have layers of fat to keep warm. ► They are both birds, not mammals. ► They both use their flippers to swim.

Talk About It ( T * Talk with a partner about how baby penguins are the same as and different from their parents. Write your ideas on the chart. Same

#*

W o rd s to K n o w

Vocabulary Use the picture and sentence to learn each word.

adult

My father is an adult. W h a t is the opposite of an adult?

S o u rc e / P u n c h S to c k / G e tty

Im a g e s

I water the flowers to keep them alive. How can you tell that a plant

Im a g e s; (b) Im age

is alive?

Brak e fie ld / P h o to d isc / G e tty

covered p0lar bears are covered with thick, white fur. W h a t are b ird s covered with?

Sto c k/ A la m y ; (be) Tom

V

Im a g e s; (tc) View

My kitten has fur that is soft and fluffy. W h a t are som e other anim als

(t) Ariel Skelley/Blend

that have fu r?

148

g ia n t

That gia n t tree is taller than my house. Tell about the m ost giant thing you have ever seen.

I use a brush to g ro o m my horse each day. W h a t is another word fo r g ro o m ?

A m am m al has fur or hair and breathes air.

J a p a n / A la m y

m am m al

P u b lis h in g ; (b) D igital Archive

D e sc rib e a m am m al you know about.

At the zoo, we saw a mother rabbit and two offspring.

Im a g e s; (be) Ingram

o ffsp rin g

im a ge s/ A ltre n d o / G e tty

W h a t is the name fo r the o ffsp rin g of a d o g ?

L ib ra ry / A la m y; (tc) altrendo

ABOJfy

Youp Turn

(t) Robert Harding

Go Digital!

Picture

Pick three words. Write three questions for your partner to answer. Use the online visual glossary

149

Genre • Expository Text

Essential Question How are offspring like their parents? Read to learn how young bald eagles are like their parents.

Bald eagles are birds. The baby birds, or offspring are called eaglets. Let's read about how eaglets are like their parents.

It’s Nesting Time All birds lay eggs. Bald eagles build their nests in the tops of trees so the eggs will be safe. Their nests are built of sticks and grass. They add on to their nests each year. They can become huge! These giant nests can be as large as nine feet across. That's bigger than your bed! The mother eagle lays from one to three eggs. She sits on her eggs until they hatch. Then both parents watch over the nest.

Proud Parents At first the eaglets are helpless. They cannot walk. They need their parents for food. They also cannot see well. Birds are not mammals. They do not have milk to feed their young. They hunt for food. Eaglets also need their parents for safety.

Eaglets Grow Up Bald eagles use their sharp eyes to hunt. They use their strong wings to fly fast. They also use their claws and beak to catch fish. Young eaglets must learn all these things. Then they can live on their own.

Unlike mammals, birds have feathers, not fur. An eaglet is born covered with soft gray down. It cannot fly until it grows dark feathers like its parents. The eaglet stays near the nest until its wings grow strong. That takes about five months.

Bald Eagle

d a rk fe a th e rs

hooked

on body

yellow b eak

and wings

white tail fe a th e rs

An eaglet becomes an adult when it has learned to do all the things its parents do. This takes about five years. Bald eagles can stay alive for up to thirty years.

W hen the bald eagle so a rs, the feathers on its h uge w in g s spread out like fingers.

Bald Eagles Soar Once it learns to fly, the bald eagle can soar for hours. The bald eagle must take good care of its feathers. It uses its beak to groom itself. It must keep its feathers clean. Can you believe this powerful eagle began life as a helpless baby?

Make Connections How is the eaglet like its parents? How is it different? ESSENTIAL QUESTION

Compare how your parents and eagle parents take care of their vouna. t e x t t o s e l f

Reread As you read, you may come across new words or information you don't understand. You can reread to help you understand the text. Find Text Evidence

On page 152 of "Eagles and Eaglets," the text tells how birds are helpless. I will go back and reread to understand how they are helpless. page 152

Proud Parents A t first the eaglets are helpless. Th cannot w alk. T hey need their parents food. T hey also cannot see w ell. Birds are not m am m als. They do not have m ilk to feed their young. T hey hu nt for food. Eaglets also need their parents for safety.

Eaglets Grow Up

I read that eaglets cannot walk so they need their paren ts to get them food. This explains how they are helpless.

Bald eagles use their sharp eyes to hunt. T hey use their strong w ings to fly fast.

oOVVAB0

Your Turn

■ I

Accent A la sk a .c o m / A la m y

Why are eagles not able to fly when they are born? Reread page 153 to help you answer the question.

156

C o m p re h e n sio n Skill

Main Topic and Key Details The main topic is what the selection is about. Key details give information about the main topic. ^ §) Find Text Evidence

As I read page 1511learn a lot about eagles. This must be the main topic. I also read details about eagles. M a in Topic

Eagles Key Detail

Key Detail

Key Detail

Eagles build nests and lay eggs.

rftVVABO

W Your Turn

i , ...

Mm

Continue reading the story. Fill in the graphic organizer with more key details that tell about the topic.

157

Expository Text The selection "Eagles and Eaglets" is an expository text. An Expository text: • gives facts about a topic. • can have text features. Find Text Evidence

I know that "Eagles and Eaglets" is an expository text because it gives facts about eagles. It also has text features that help me learn about eagles. page 153 Unlike mammals, birds have feathers, not fur. An eaglet is born covered with soft gray down. It cannot fly until it grows dark feathers like its parents. The eaglet stays near the nest until its wings grow strong. That takes about five months.

Bald Eagle

Text Features A diagram is a picture that shows information. The labels explain the parts of the diagram.

dark feathers on body and wings

Your Turn Tell what information you learned from looking at the diagram and reading the labels. 158

Multiple-Meaning Words Multiple-meaning words have more than one meaning. Use the other words in a sentence to figure out which meaning is being used. ^ §) Find Text Evidence

I'm not sure what the word add means. This word could mean "to put on something extra," or it could mean "to put numbers together." Since the eagles are making a nest, I think the first meaning makes sense in this sentence.

They add on to their nests each year.

Use sentence clues to figure out the meanings of these words in "Eagles and Eaglets." watch, page 151 fly. page 152

Writers choose linking words to show how ideas in a story are related. Some linking words are and, so, and also. Reread the section from "Eagles and Eaglets" below. Expert M o d e l

Word Choice Identify two linking words. How do these words help you understand the selection?

It's Nesting Time All birds lay eggs. Bald eagles build their nests in the tops of trees so the eggs will be safe. Their nests are built of sticks and grass. They add on to their nests each year. They can become huge! These giant nests can be as large as nine feet across. That's bigger than

Louis G a g n o n / n a t u r e p l.c o m

your bed!

160

Editing M a rk s =

M ake a capital letter.

A

Add

y Take out. ^ p ) Check spelling.

Robert wrote an expository text. Read Robert's revision.

Grammar Handbook

Plural N ouns See page 479.

S tu d e n t M o d e l

O

faw ns A m other d e e r's b aby is fawn

Q

(sp ) mammals

called a b a b ^ D e e r a re ” m am als. The m other gives m ilk to th e

q

fawn and k e e p s it hidden. Later,

^

the fawn follow s th e m other and

0

looks fo r plants. Soon th e young

O

d eer can be on

° ^

its own.

^ V V A B O

S ^

S ' Identify the linking words Robert used. \%If Identify a plural noun. B ' Tell how revisions improved his writing.

o 161

W e e kly Concept Animals in Poems

Essential Question W hat d o we love a b o u t anim als?

w iJfelf-

Animals are fun to play with. This dolphin is large, wet, and makes whistling sounds. We can use sensory words to describe animals. ► We can describe how an animal looks, feels, sounds, and smells. ► We can tell how animals behave and express themselves.

Talk About It Use sensory words to talk with a partner about an animal you like. Write your ideas on the web.

W ords That Describe a

■. -

cess

W o rd s to K n o w

Vocabulary Use the picture and sentence to learn each word.

behave

The boy is teaching the dog to behave. How do you behave when you are in the lib ra ry ?

Im a ge s; (b) Sara V e n t e r/ A la m y

The bird was fla p p in g its wings quickly.

P u b lis h in g ; (be) Marc D e b n a m / D ig it a l Vision/Getty

D e sc rib e what flap p in g is.

#■'

Im age s; (tc) Ingram

\

e x p re ss

^ J '\ /

Im ages/G etty

fe a th e rs

This baby is smiling to express how he feels. How do you e x p re ss your fe e lin gs?

A peacock is covered in colorful feathers.

O rm sby/Blen d

W h e re else have you seen

(t) Shalom

fe a th e rs?

164

Poetry Words poem

rh y m e

A poem is a form of writing that expresses imagination or feelings.

When two words rhyme, they have the same ending sounds.

How is a poem different

W h a t w ord s could a poet

from a s t o ry ?

use to rhym e with cat?

rh y th m

w o r d c h o ice

Rhythm is the repeating accents, or beats, in a poem.

W ord choice is the use of rich, colorful, exact words.

W h y would a poet want a

W h a t exact word could you

poem to have rh yth m ?

use to d e scrib e how you feel right now?

Your Turn Pick three words and write a question about each for your partner to answer. Go Digital!

Use the online visual glossary

165

cess'

Sh are d Read

Genre • Poetry

(I) Martin

P o o le / D ig ita l Vision/Getty

Im age s; (m o u se ) D. H u rs t/ A la m y

Essential Question W hat do we love about anim als? Read how poets describe animals they love.

C a t s a n d kittens e x p re ss their view s W ith hisses, purrs, a n d little mews. In stead o f ta k in g b a th s like me, T hey use their t o n g u e s quite handily. I w o n d e r w h a t m y m o m w o u ld sa y If I tried c le a n in g up that way. They sta y a s still a s still can be, Until a m o u s e they c h a n c e to see. A n d then in o n e g re a t flash o f fur T hey p o u n c e on a to y with a P U R R R R .

Susanne

D a n e g g e r / P h o t o lib r a r y

— by Constance Keremes

Desert Camels C a m e ls have a h u m p on their b a c k s To carry p e o p le an d their sacks. T h e y’re very strong, d o n ’t m ind the Sun, W o n ’t sto p for drinks until th e y ’re done. They g iv e p e o p le a b o u n c y ride. They sw a y an d m o v e from sid e to side. I’d like a cam el for a pet, But h a ve n ’t a sk e d m y m o th e r yet!

Tom

Sch w ab e l/Flickr/G etty

Im a g e s

— by Martine Wren

He d o e s not chirp, just g iv e s a shriek. He flies by h e arin g s o u n d s like pings, F la p p in g , fla p p in g his leathery w in gs. A t n igh t w h e n I’m a sle e p in m y bed, He g e t s to fly a ro u n d instead! — by Trevor Reynolds

Make Connections Talk about what the poet loves about the animal in each poem. Describe how your favorite animal behaves, t e x t t o s e l f

Photri Im a g e s / A la m y

ESSEN TIAL Q UESTIO N

Poetry

-

Rhyming Poem A rhym ing poem: • has words that end with the same sounds. • tells a poet's thoughts or feelings.

sJf

Find Text Evidence I con tell that "Cots and Kittens" is o rhyming poem. The author tells her thoughts about cats. Also, the last words in lines one and two rhyme. page 167 Cats and kittens express their views With hisses, purrs, and little mews. Instead of taking baths like me, They use their tongues quite handily. I w onder what my mom would say If I tried cleaning up that way.

’ Sometimes pairs of lines rhym e in a rhyming poem.

They stay as still as still can be, Until a mouse they chance to see. And then in one great flash of fur They pounce on a toy with a PURRRR. — b y C o nsta nce Kerem es

Your Turn

>

Read the poems "Desert Camels" and "A Bat Is Not a Bird." Tell which lines rhyme.

170

rehension S k

Key Details Key details give important information about a poem. You can find important information in the words, pictures, or photos.

^))Find Text Evidence As I read "Desert Camels," I understand that camels are very strong. I read that they can carry people and their sacks.

Your Turn

f >

Reread "Desert Camels." Find the key details and list them in the graphic organizer. Go Digital! Use the interactive graphic organizer

Literary Elem ents

Rhythm Poems have rhythm. Rhythm is the repeating accents in a poem. You can clap the rhythm, or beats, in a poem.

M Find Text Evidence Reread "Desert Camels," and listen to the rhythm. Listen to the beats in each line. Think about why the poet uses rhythm.

Desert Camels Camels have a hump on their backs To carry people and their sacks.

-4

They’re very strong, don't mind the Sun W on’t stop for drinks until they’re done. They give people a bouncy ride. They sway and move from side to side. I’d like a camel for a pet, But haven't asked my mother yet! — by M a rtine W ren

I clap the beats in the first line. There are eight beats. There are also eight beats in the second line. The beats make the poem fun . to read.

Your Turn

Tom

Schwa bel/FI ickr/Getty Im a g e s

Clap the first two lines of "Cats and Kittens." Tell if the rhythm is the same as "Desert Camels" or different.

172

Multiple-Meaning Words Multiple-meaning words are words that are spelled the same but have more than one meaning. You can use context clues to help you understand the correct meaning. Find Text Evidence In "A Bat Is Not a Bird," I see the word bat. I know a bat is an animal and also something you use to play baseball. The words "feathers" and "beak" tell me the author is talking about an animal.

t O V V A B01U

Your Turn

r£.

£

Reread the poems "A Bat Is Not a Bird" and "Desert Camels." Use context clues to decide on the meaning of these words: flies, "A Bat Is Not a Bird" pet, "Desert Camels"

Photri Im a g e s / A la m y

P

173

cess'

W ritin g Traits

Word Choice

Readers to Writers use precise words to tell exactly what they mean so readers form a clear picture in their minds. Reread "Cats and Kittens" below.

Expert M o d e l

Susanne

D a n e g g e r/ P h o to lib ra r y ; (m o use) D. H u rs t/ A la m y

Word Choice Identify a precise word the writer uses. How does this word help you understand how cats act?

174

C a t s a n d kitte n s e x p re ss their v ie w s W ith h isses, purrs, a n d little m ew s. In ste a d o f ta k in g b a th s like me, T h e y u se their t o n g u e s q u ite handily.

Editing M a rk s Check spelling.

W riters

A

Add.

y Take out.

G rammar^ Handbook

Teresa wrote a poem. Read Teresa's revisions.

Possessive Nouns See page 480.

S tu d e n t M o d e l

A Turtle

rr

A tu rtle has a h a rd shell. It fit s him very very well. The tu rtle 's shell can be very gray. safe

I t's a o ic ^ p la c e to stay. W hen danger is very neer, The sh y tu rtle d oesn't fear. He p ulls in his head and fe e t

Your Turn O' Identify the precise words Teresa used. O' Identify the possessive nouns. O' Tell how revisions improved her writing. Go Digital! Write online in Writer's Workspace

A nd he's gone. How very neat! ■■■■

175

Patricia C a st e la o

Surprises, Surprises Our world is a jumble of land, sky, and sea, Surprises, surprises are all around me. Boats float on water, balloons float on air, Surprises, surprises are everywhere. A lamp gives us light, and so does the Sun, Surprises, surprises for everyone. We're all different sizes—round, thin, short, or tall, Surprises, surprises—some giant, some small. Summer brings sunshine, the winter brings snow, I see surprises wherever I go. Friends can be next door or far away too, Surprises, surprises for me and for you. by Maureen Wong

Essential Question

John

Lund/Drew

Kelly/Blend

Im ages/G etty

Im a g e s

How do the Earth's forces affect us?

i

Down, down, down you go! Gravity is the force that pulls you down the slide. Here are some other ways you can see the force of gravity at work. ► A ball rolling and picking up speed. ► A child jumping.

Talk About It

^

Talk with a partner about ways you can see gravity at work. Then write your ideas on the web.

179

W ords to Know

Vocabulary Use the picture and sentence to learn each word.

Kin de rsley/ G e tty

Im a g e s

a m a zin g j as0n made an am azin g fl into the pool. W h a t have you seen that is

The force of my kick made the ball move far. W h a t th in g s take a lot of force to m ove?

m easure

1 ■

H

1can m easure the chalk with my ruler. W h a t other tool can you use to m easu re th in g s?

JH IIIM IIIIH 11II ill llffiffiWM fflffil

^ o b j e c t s There were lots of objects in the toy chest. Tell about the b igg e st object you

P rodu ction s/Taxi/G e tty

Im age s; (tc) Olivier Renck/Aurora

O pen/Getty

Im age s; (be) M c G r a w - H ill C o m p a n ie s, Inc., Ken

Karp, p h o t o g ra p h e r; (b) Dave

Kin g/ D o rlin g

am azing to you?

(t) DCA

have seen that is a toy.

180

J

Wyatt's big hit proved he knew how to play baseball. W h a t is a way you have proved so m eth in g?

The car moved at a very fast speed. W h a t are som e th in g s that move at a slow sp e e d ?

It is true that an elephant is the largest land animal. Im a g e s

true

Im a g e s; (b) D igital V isio n / P h o tod isc / G e tty

W h a t is the opposite of tru e ?

Im ages/G e tty

w e igh t The w eight of the pumpkin made it heavy to carry. W h a t can you do to find the

Im a g e s / S u p e rS t o c k ; (be) Daryl Balfour/Gallo

weight of so m eth in g?

Your Turn

Go Digital!

(t) im ac / A lam y; (tc) Glow

Pick three words. Write three questions for your partner to answer. Use the online visual glossary

181

Genre • Expository Text

Essential Question How do the earth's forces affect us?

Mike

Kem p/Rubt

Read to learn about magnets and how they help us.

Did you know magnets are all around you? Magnets help you do amazing things! Keep reading! See if you think magnets have surprising uses.

Magnets Pull Look closely and you will see. Magnets can be found on a can opener. The magnet attracts, or pulls, the lid off of a soup can. A push or pull is called a force. There is also a magnet in a refrigerator. It pulls the metal in the door to make a tight seal. Do you

Martin

Leigh/O xford

Scientific/Getty

Im a g e s

know how?

A magnet's force pulls objects made of metals called iron and steel. It will not pull other things. It will not pull a wooden pencil or a plastic toy. A magnet does not attract all items.

Magnets Have Poles You have proved, or shown, that magnets can pull some things to it. Why is this true? The two ends of a magnet are its poles. Every magnet has a north pole and a south pole.

Steve Sc h e ll

Unlike poles attract each other.

184

Like poles repel each other.

Have you ever played with trains that have magnets? Sometimes, you try to put two train cars together, but they repel. This means they push away from each other. Then you turn one of the cars around. The two cars snap together as quick as a wink. That's right! If you have played with these trains, you know it is true. When the train cars push away, two of the same poles are facing each other. However, if you put the north and south poles together, they will snap together like the train. 185

Magnets Can Be Powerful We know that magnets can move objects. But does the heaviness of an object matter? Can magnets move objects that have different weights? Yes, they can. Scientists are using magnets in new ways. People often wish they could travel

Bernd

M e llm a n n / A la m y

at a faster speed

There is a new train that uses powerful magnets to travel more quickly. Magnets lift the train above the track and push the train forward. The train appears to be moving as fast as lightning! Scientists have measured these train speeds. They are much faster than the trains we know. Can you imagine what magnets will help us do in the future?

Make Connections *

What are two ways we use magnets? e s s e n t i a l q u e s t i o n Tell about a time when you have used a magnet to push or pull something, t e x t t o s e l f

C om p re h e n sion S tra te gy

Reread As you read, you may come across words, facts, or explanations that are new to you. Reread these parts to make sure you understand them. Find Text Evidence

After reading page 184 of "Magnets Work!" I am not sure why magnets don't pull objects made of wood. I will reread to figure out why. page 184 A m agnet's force pulls objects made of m etals called iron and steel. It will not pull other things. It will not pull a w ooden pencil or a plastic toy. A m agnet does not attract all items.

M agnets Have Poles You have proved, or show n, that

I reread the page and understand now that a magnet's force only pulls objects made of iron .and steel.

m agnets can pull som e things to it. W hy is

Reread pages 184 and 185. Explain why magnets sometimes push away from each other.

Author’s Purpose Authors write to tell information, explain, or describe. As you read, look for clues to the author's purpose. j § ) Find Text Evidence

As I reread page 183 of "Magnets Work!" I found how magnets are used. I think this is a clue about what the author's purpose may be. Clue

Clue

Author gives examples of how magnets are used.

A uthor's Purpose

C 0 \ . U B O * „ ^

Continue reading the selection. Fill in an additional clue and the author's purpose on the graphic organizer.

Expository Text "Magnets Work!" is an expository text. Expository text: • gives information about a topic. • can include text features. P

Find Text Evidence

I know that "Magnets Work!" is an expository text because it explains facts about magnets. page 184 A magnet's force pulls objects made of metals called iron and steel. It will not pull other things. It will not pull a wooden pencil or a plastic toy. A m agnet does not attract all items.

Magnets Have Poles

Text Features S u b h e a d in g s tell you what a section of text is mostly about.

You have proved, or shown, that magnets can pull some things to it. Why is this true? The two ends o f a magnet are its poles. Every m agnet has a north pole and a south pole.

U n lik e p o le s a t tr a c t e a c h o th e r.

D ia g ra m s help you understand how something works.

Your Turn

184

Look at the diagram and labels. Tell what information you learned. 190

V o c a b u la ry S tra te g y

Similes A simile uses the word like or as to compare two different things. To understand a simile, figure out how an author compares one thing to another. Find Text Evidence I see the word as in the sentence, "The two cars

snap together as quick as a wink." I know the author is comparing how fast two train cars hook together with how fast a person blinks.

The two cars snap together as quick as a wink.

Your Turn

8

Reread page 187. Find the simile and tell what is being compared. 191

Organization

'

to

• • •

Writers put their ideas in an order that makes sense to readers. Reread the passage from "Magnets Work!" Expert M o d e l

Organization How did the author order her ideas?

Have you ever played with trains that have magnets? Sometimes, you try to put two train cars together, but they repel. This means they push away from each other.

Steve

Sc h e ll

Then you turn one of the cars around. The two cars snap together as quick as a wink. That's right! If you have played with these trains, you know it is true.

192

Editing M arks Make a small letter. A

Add Take out.

Grammar Handbook

Carlos wrote an expository text. Read Carlos's writing.

Action Verbs See page 481.

S tu d e n t M o d e l

B a s k e t b a ll P u s h e s a n d P u lls You push and pull when you play

x ffib a s k e tb a ll. W hen you d rib b le the ball, your hand pushes Also,

the ball down to th e ground, y^hen you shoot th e b a ll, you push it away -from you. Then, X i som eone ta k e s th e ball fro m you, she uses a pull. S h e

5^ Identify how Carlos ordered his ideas. 5^ Identify the action verbs. S ' Tell how revisions improved his writing.

pulls th e ball to her.

193

:.........

When you are outside, what do you see in the sky? ► The sky and clouds ► The moon ► A rainbow

Daytime Sky

Nighttim e Sky

Talk with a partner about what you see in the daytime and nighttime skies. List these features on the chart. I

s

195

W o rd s to K n ow

Vocabulary Use the picture and sentence to learn each word.

adventure I want to travel around the world and find adventure. adventure?

de ligh te d

Ling was de ligh ted when her grandmother came to visit. W h a t m a k e s you feel delighted?

(t) Lane O atey / b lu ejean

im ages/G etty

Im age s; (tc)Tom

M erton/OJO

Im ages/G etty

Im a g e s; (be) ColorBlind

Im ages/ Blen d

Im ages/G e tty

Im a g e s; (b) Ingram

P u b lis h in g / S u p e r S t o c k

W h e re m ight you go to find

d re a med j uan dream ed of being an actor when he grows up. W h a t is som ething you have d ream ed about?

We enjoyed playing in the pool on the hot day. W h a t is another word fo r enjoyed?

g ru m b le d

My stomach gru m b le d because I was hungry. N am e som ething that m a k e s a grum bling sound.

m o o n lig h t M o o n lig h t can help sailors see at night.

| |j| ; (tc) McGraw-Hill Companies, Inc.; (be) Creatas/PunchStock; (b) Corbis Premium

The boy was patient and waited for his friend.

RF/Alamy

W h o do you like to interact with?

£

&

itSy

Genre • Fiction

Essential Question How do people get along? Read about a girl who has a problem on the soccer field.

Kelly couldn't wait until soccer season began. She could not be patient because she just loved racing to get the ball. She would use her imagination to picture the ball, and then she would fly toward it. Kelly practiced at home during the calm, peaceful mornings. At the first team practice, Kelly greeted her friends. She liked to chat and interact with them. Then she saw a new girl. "That's Selena. She's a really fast runner," reported Kelly's friend Tara. At first, Kelly held her tongue and said nothing. She was worried. She had always been the fastest runner on the team. Then she said, "I can beat her." .

When practice started, Coach Troy had everyone line up for races. Kelly was nervous and had butterflies in her stomach.

349

-W

"On your mark, get set, GO!" the coach shouted. Kelly ran as fast as she could but she noticed Selena getting ahead of her. Kelly tried her best but couldn't match Selena. Later, Kelly watched as Selena entertained some girls by bouncing the ball on her head. The girls laughed, but Kelly was not amused. That night, Mom could tell Kelly was upset. "Can you describe what's wrong?" she asked. "A new girl named Selena beat me at the races. It stinks to get beaten!"said Kelly. "I know that's disappointing for you," Mom said. "But it also sounds like good news for your team." Kelly thought about her Mom's words. She cared about the team, but she liked

Richard Johnson

being the fastest.

At the next practice, the team played a game. Kelly and Selena were on the same team and Selena was goalie. She quickly blocked a goal. Then Kelly got the ball and thumped it hard toward the net. She scored the winning goal! After practice, Selena said to Kelly, "You were really great today." "Thanks, so were you. I think our team can be great if we cooperate and work together," said Kelly. "I think you're right about that," said Selena. "I'd love to keep playing," Kelly said. "Want to come over to my house and practice?"

C o m p re h e n sion Stra te gy

Summarize To summarize a story, you tell only the most important events and details of the story in your own words. Use details from the story to summarize. ^Q) Find Text Evidence

After reading page 349 of "Soccer Friends," I can summarize what happens at the beginning of the story by retelling the key events and details.

Kelly couldn't wait until soccer season began. She could not be patient because she just loved racing to get the ball. She would use her imagination to picture the ball, and then she would fly toward it. Kelly practiced at home during the calm, peaceful mornings. At the first team practice, Kelly greeted her friends. She liked to chat and interact with them. Then she saw a new girl. "That's Selena. She's a

I read that Kelly is worried that the new girl on her soccer team will be a faster runner than she is.

really fast runner," reported Kelly's friend Tara. At first, Kelly held her tongue and said nothing. She was worried. She had always been the fastest runner on the team. Then she said, "I can beat her." -OVVABO

Raj.

Your Turn Reread and summarize the middle and end of the story. Remember to tell the important events and details in your own words.

C o m p re h e n sio n Sk ill

Point of View Point of view is what the characters think about the events in a story. Look for clues about a character's point of view in the text. Find Text Evidence

On page 350, Kelly is upset that she lost the race to Selena. Kelly says, "It stinks to get beaten!" This is a clue to Kelly's point of view. C h aracter

C lue

P o i n t o f V iew

Kelly

"It stinks to

Winning is important.

get beaten!"

^ qV V A B O R ^

Your Turn Reread page 351 of "Soccer Friends." Fill in the graphic organizer with Selena's and Kelly's points of view.

Go Digital! Use the interactive graphic organizer

r.cSSWcEflTTE Literature

Fiction The story "Soccer Friends" is fiction. Fiction: • has made-up characters and events. • has a problem and a solution. Find Text Evidence

I can use what I read to tell that "Soccer Friends" is fiction. The characters and setting are made up. There is also a problem and a solution. page 349

Kelly couldn't wait until soccer season began. She could not be patient because she just loved racing to get the ball. She would use her imagination to picture the ball, and then she would fly toward it. Kelly practiced at home during the calm, peaceful mornings. At the first team practice, Kelly greeted her friends. She liked to chat and interact with them.

Story Structure In the beginning of the story, I see there is a problem. Kelly is worried that the new girl on the soccer team might be faster than she is.

Then she saw a new girl. "That's Selena. She's a really fast runner," reported Kelly's friend Tara. At first, Kelly held her tongue and said nothing. She was worried. She had always been

*

the fastest runner on the team. Then she said, "I can beat her." When practice started, Coach Troy had everyone line up for races. Kelly was nervous and had butterflies in her stomach.

+ # • • • * * * * ♦ fJH

Your Turn Continue rereading the story. Tell the solution to the problem.

354

Idioms Idioms are words or phrases that have different meanings than the real meanings of the words. Look for clues in nearby words or sentences to find the meaning of an idiom. ) Find Text Evidence

I read that Kelly would 'fly toward the ball.' I know people cannot fly so this must be an idiom. Another sentence tells how Kelly enjoys racing to get the ball. I think this idiom means that Kelly moves quickly.

She would use her imagination to picture the ball, and then she would fly toward it.

Richard Johnson

Use context clues to figure out the meanings of these idioms in "Soccer Friends." Kelly held her tongue, page 349 Butterflies in her stomach, page 349 355

Writers use short and long sentences to add interest to their writing. Reread the passage from "Soccer Friends" Expert M o d e l

Sentence Fluency Identify short and long sentences the writer used to make the writing interesting.

♦ ♦ ♦ ¥ ¥ ¥ ¥ ¥ ¥ ¥ • ¥ ¥ ¥ ¥ ’¥ ¥

At the next practice, the team played a game. Kelly and Selena were on the same team and Selena was goalie. She quickly blocked a goal. Then Kelly got the ball and thumped it hard toward the net. She

Richard Johnson

scored the winning goal!

356

Editing M a rk s A Add. Take out. M a k e a capital letter.

Grammar Handbook

Kent wrote a fiction story. Read Kent's story.

Pronouns See page 488.

Stu d e n t M o d e l

€T*

C £

'

£

Our Class Play Our c la s s put on a p la y fo r th e school, th e p lay w as "The

C* T h ree Billy G o a t s G ru ff." W e

Youp

Turn

all had p a r ts in th e play. I was £ * the^#^ little s t billy g oat gruff. £_ make £ * W e all f o r k e d to g e th e r to th e scenery and we p ra c tic e d our £ * lines a lot. It was a really

c -

S ' Identify long and short sentences Kent used. 5? Identify the pronoun I. Tell how revisions improved his writing.

g re a t show!

357

cept Our

Essential Question W hat do heroes do?

What is a hero? A hero is someone who is looked up to by others because of his or her achievements and courage. A rescue worker is a hero to many people. ► Rescue workers risk their lives ► Rescue workers save other people's lives iO VUB08% Talk with a partner about who you think are heroes. Tell what they have done that makes them heroes. Write your ideas on the chart.

W hat M a k e s Them a Hero

Vocabulary Use the picture and sentence to learn each word.

(t) Comstock Images/Getty Images; (tc) Image Source/Punchstock/Getty Images; (be) Warren Photography/Flickr/Getty Images; (b) Charlie Rahm/USDA Natural Resources Conservation Service

ree

Grandma and I agree to play a card game. W h a t is the opposite of agree?

c h a lte n gin g y ^ harc| math problem is

Jji

challenging to me. Tell about something that is

V fe k

challenging to you.

discov| r I dig in my backyard to discover buried treasure. W h a t are some thinqs you would jB M

g l i like to discover?

heroes

Fire fighters are heroes that help people. W h a t things make people become heroes?

360

interest

Adam has an interest in music. T ell about an interest of yours.

erform

My class likes to perform songs at school. D escribe a time you saw someone

stu d y

Publishing/SuperStock

perform in a movie or play.

I like to study the planets.

succeed

Publishing; (tc) Digital Vision/Photodisc/Getty Images; (be) Charles C. Place/Photographer's Choice RF/Getty Images; (b) Ingram

W h a t things do you like to study?

I hope I succeed in winning the game. W h a t should you do if you do not succeed at something? c,ovva*°*Are

Your Turn Pick three words. Write three questions for your partner to answer. Use the online visual glossary

(t) Ingram

Go Digital!

361

Sh are d Read

Genre • Biography

Essential Question What do heroes do? Read about a man who took action to improve the lives of others.

Who are your heroes? For many farm workers, Cesar Chavez is a hero. He is the brave man who spent his life helping them.

Childhood Cesar Chavez was born in Arizona. His parents taught him about learning, hard work, and respect. Cesar worked on the family farm as a young boy. He helped care for the farm animals. His mother and grandmother taught Cesar about caring. Many people came to their door asking for food, and his kind family always shared. Cesar had a strong interest in education. This desire to learn was sometimes hard on him. Spanish was his first language, but he needed to learn and study English. At school, he was punished for speaking Spanish. His mother taught Cesar to find peaceful him succeed later in life. He would win struggles without fighting.

Siede Preis/Getty Images

ways to solve problems. These lessons helped

Hard Times When Cesar was ten, it did not rain for a long time. This drought caused the plants on the farm to die. Without crops to sell, Cesar's family couldn't afford to keep the farm. Then Cesar's family moved to California where there was no drought. His family traveled from farm to farm and worked the crops. Cesar and his family would quickly discover that migrant farm workers had difficult lives. Their

challenging jobs forced them to work long hours for little money. The workers bent over all day tending the crops. The work they had to perform Siede Preis/Getty Images

made their backs hurt and their fingers bleed. If workers complained, farm owners fired them. »f C e s a r C h aa v e z r1 9 6 2 Started National Farm Worker's Assoc.

p i 937 Chavez fam ily moves to California. 1920

1930

1940

1927 Cesar is born on March 21.

364

1950

I—

1960

1942 Cesar finishes 8th grade, begins full tim e farm work.

1970

1965 He convinces the workers to have a strike.

1 -1 991 : Cesar gives speeches about treating workers fairly. 1980

1990

1993 Cesar helped farm workers until he dies on April 23.

2000

2010

I L 1994 He w ins the U.S. M edal o f Freedom .

C h

anging Lives

Cesar knew the migrant workers were not treated fairly so he decided to take action. He told the migrant workers he had a plan. It was time for grapes to be harvested, or picked. Cesar told the workers to stop working. This was a called a strike. The grapes began to money. Finally, the owners talked to Cesar. They promised better pay. After that, the workers began picking the crops again. Cesar Chavez worked for the rest of his life to improve farm workers7lives. Would you

agree that he is a hero?

Make Connections • > How do Cesar Chavez's actions •

make him a hero?

e s s e n t ia l q u e s t io n

How have you ever tried to help others? t e x t t o s e l f

Margaret Lindmark

rot. With no grapes to sell, the landowners lost

C om p re h e n sion Stra te gy

Summarize Summarizing is using your own words to tell the most important events and details in a selection. This can help you remember new information in a selection. Find Text Evidence

After reading page 365 of "Cesar Chavez," I can summarize what happens in the section "Changing Lives."

C h a n g in g L iv e s Cesar knew the migrant workers were not treated fairly so he decided to take action. He told the migrant workers he had a plan It was time for grapes to be harvested, or picked. Cesar told the workers to stop working. This was a called a strik e. The grapes began to rot. With no grapes to sell, the landowners lost money. Finally, the owners talked to Cesar. They promised better pay. After that, the workers began picking the crops again.

I read that Cesar talked to other farm workers and they had a strike. When the owners promised better pay, the strike ended.

Summarize the section called "Childhood." Remember to tell the important events and details in your own words.

Sequence The sequence tells the order of ideas in a selection. We can use the words first, next, then and lost to tell the order of what happens. Find Text Evidence

As I read "Cesar Chavez," I think about how the ideas and information are organized in the text. They tell the sequence of events in Cesar's life.

identify the sequence.

Co Digital! Use the interactive graphic


'

V o c a b u la ry S tra te gy

Synonyms Synonyms are words that have almost the same meaning. Mad and angry are synonyms. A synonym can be a clue to the meaning of another word. Find Text Evidence

On page 363 of "Cesar Chavez," I read the word caring. In the last sentence of the same paragraph, I read the word kind. Caring and kind are synonyms.

(bkgd) Siede Preis/Photodisc/Getty Images; (r) Margaret Lindmark

His mother and grandmother taught him about caring. Many people came to Cesar's door asking for food, and his kind family always shared.

Find a synonym for these words in "Cesar Chavez." harvested, page 365 challenging, page 364 369

When writers tell facts about a person's life, they tell important events in order, or sequence. Reread the passage from "Cesar Chavez." Expert M o d e l

Organization How does the author use sequence to organize their writing?

It was time for grapes to be

I

harvested, or picked. Cesar told

| the workers to stop working. This | was a called a strike. The grapes | began to rot. With no grapes to | sell, the landowners lost money. r

| Finally, the owners talked to Cesar,

a

| They promised better pay. After | that, the workers began picking

I the crops asain. |

370

I

Editing M a rk s M ake a small letter.

Writers

A

Add.

y Take out. New paragraph.

Jonathan wrote a biography. Read Jonathan's writing.

Grammar Handbook

Possessive Pronouns See page 489.

S tu d e n t M o d e l

GGGGGGGGCCGGGGGGGCGGGGGGG

Aunt Angela M y aunt, Angela, has alw ays

helped o ther people. F irst, when t 0\.VAB0j

she was only ten, she had a lem onade stand. S h e d id not

keep th e money. Instead, she % Today,

gave it to h e rs school.^She

volunteers a t th e hospital. S h e is alw ays doing th in g s fo r other

people. I a d m ire her.

E

s

a

r

t

m

S ' Identify a sequence word. S ' Identify a possessive pronoun. S ' Tell how revisions improved his writing.

Go Digital! Write online in Writer's Workspace

371

Essential Question How can we protect the Earth?

The Earth has many resources, such as water, air, and land. These children are protecting the Earth from pollution. Here are some other ways we can protect Earth's resources. ► Save water. Turn off the faucet while brushing your teeth. ► Keep the air supply clean. Have your parents turn off the car when they are waiting for someone.

Talk About It Talk about ways you can help protect Earth's resources. Write your ideas on the chart.

Vocabulary Use the picture and sentence to learn each word.

curious

|am curious to find out what is in the box. Tell about something you are curious about.

es Group/Ge (t) Asia Images Group/Getty Images; (tc) John Eder/Taxi/Getty Images; (be) Brand X Pictures/PunchStock; (b) Radius Images/Getty Images

distance

1

y

u|y waved from a distance, but I her friend did not see her. Tell about something that is at a

/

I

!

Earth resources

distance from you right now.

w ater and trees are important Earth resources. W h a t are some other Earth resources?

1

e n orm o u s The bird looked tiny on top of the enormous rhinoceros. W h a t is another word for enormous?

374

g e n tly

The girls gently patted the puppy at the shelter. Show how you would gently pat a kitten.

p ro u d ly Julia smiled proudly when she finished her painting. Tell about a time you did something

rarely

(t) Anne Ackermann/Digital Vision/Getty Images; (tc) Glowimages/Getty Images; (be) Corey Hochachka/Design Pics; (b) Lisa Stirling/Digital Vision/Getty Images

proudly.

|t rarely rains in the dry desert. W h a t word is the opposite of ra re ly?

su p p ly

The teacher has a supply of colored pencils for the class. W h a t else is there a supply of in the classroom ?

Pick three words. Write three questions for your partner to answer. Go Digital!

Use the online visual glossary

375

Shared Read

Fiction

Tfe® s t (hr© i k

i

t

Essential Question How can we protect the Earth? Read to find out about saving Earth's resources.

"Look! The community center is having an art contest," said Grace. She was holding a flyer. Mrs. Simon read the flyer aloud. Everyone agreed they would like to enter the art contest. Mrs. Simon said, "Our classroom supply of art materials is low because it's the end of the year. I'll check with Mrs. Rice to see what she has." Mrs. Rice, the art teacher, didn't have any art materials. "I won't be getting a supply until next year," she said. The whole class was disappointed. "How can we enter the art contest without art materials?" asked Grace. "Maybe we can raise some money. We could have a bake sale," suggested Hal. "I don't think there's time," Mrs. Simon said. "Let's use the paper in the recycling bin," Pablo said. Pablo did not often raise his hand. He rarely spoke up, so everyone was surprised when he offered an idea.

Hal said, "I'm curious about your idea. I want to learn why you would use old paper." "So we can save Earth's resources," replied Pablo. "When we use recycled paper, we use natural materials and save trees." "We can also use this old string and these wire hangers," added Grace. Now the class had to decide what to do with the materials. Pablo had another idea. "We can fold the paper into cranes. Then we can attach the cranes to a frame to make a mobile." Mrs. Simon taught the children how to fold the paper into cranes. Then everyone helped attach the cranes to the mobile.

On the day of the art contest, the paper crane mobile hung in the enormous community center room. The huge space was crowded with art projects. From far off, the class spotted their project. The crane mobile swayed gently as people walked past. From a distance, the paper cranes appeared to be softly flying. The judges checked each art project. They looked closely at the crane mobile. The paper crane mobile won the prize for the most creative use of materials. As the class proudly accepted their prize, they could not stop grinning. Grace exclaimed, "We made our art project, and we saved the Earth at the same time!"

*

Make Connections What do the children do at school to help protect the Earth? e s s e n t i a l q u e s t i o n Tell about a way you can help protect Earth's resources at school, t e x t t o s e l f

C o m p re h e n sio n Stra te gy

Make Predictions Use what you already know and what you read in the story to predict what might happen next. Then you can confirm or revise your prediction. Find Text Evidence

On page 377 of "The Art Project," I read that the class has no art materials. I predicted that they would ask kids to bring in the art materials. Then I read on to check my prediction. page 378

*\Wl% Hal said, "I'm curious about your idea. I want to learn why you would use old paper." "So we can save Earth's resources," replied Pablo. "W hen we use recycled paper, we use natural materials and save trees." "We can also use this old string and these wire hangers," added Grace. Now the class had to decide what to do with

ill

r $

~I read that the

kids thought they could use recycled materials. This made me revise my prediction.

Your Turn

Kristen Sorra

Reread page 378. What did you predict the children would do with the materials? Tell if you confirmed or revised your prediction.

380

was *i

C o m p re h e n sio n Sk ill |

Problem and Solution The plot is often about the problem in the story. The solution is how the characters solve the problem by the end of the story.

j§) Find Text Evidence On page 377 of "The Art Project," I learned the problem in the story. On page 378,1learned that Pablo suggested a step to solving the problem. P r o b le m

The class does not have art materials to make an art project.

S t e p s t o S o lu tio n

Pablo suggests reusing paper from the recycling bin.

S o lu tio n

KAri.

Your Turn Continue reading the story. Fill in two more steps to the solution and the solution on the graphic organizer.

381

Fiction "The Art Project" is fiction. Fiction: • tells a story about imaginary characters and events. • includes a problem and solution. • often includes dialogue. ) Find Text Evidence

I know that "The Art Project" is fiction. It tells a story that includes a problem and a solution. It also has dialogue. The characters talk to each other. page 377

"Look! The community center is having an art contest/' said Grace. She was holding a flyer. Mrs. Simon read the flyer aloud. Everyone L

agreed they would like to enter the art contest. Mrs. Simon said, "Our classroom supply of art materials is low because it's the end of the year. I'll check with Mrs. Rice to see what she has." Mrs. Rice, the art teacher, didn't have any

Story Structure Dialogue is the words that the characters speak. The words are set inside quotation marks.

materials. "I won't be getting a supply until year," she said. The whole class was disappointed. "How can we enter the art contest without art materials?" asked Grace. "Maybe we can raise some money. We could have a bake sale," suggested Hal. "I don't think there's time," Mrs. Simon said. "Let's use the paper in the recycling bin," Pablo said. Pablo did not often raise his hand.

Your Turn

He rarely spoke up, so everyone was surprised when he offered an idea.

Find two more examples showing how you know this story is fiction. 382

V o c a b u la ry S tra te gy

Homophones Homophones are words that sound the same, but have different spellings and different meanings. Find Text Evidence

When I read the sentence on page 377, I'm not sure what the word "whole" means. I know that hole, spelled h-o-l-e, means "an empty space in something." Whole, spelled w-h-o-l-e, means "entire." I think the second meaning makes sense.

The whole class was disappointed.

Your Turn

Kristen Sorra

Tell the meaning of the homophone as it is used in each sentence in "The Art Project" see, page 377 won, page 379 383

Co kS W S co.. Writers use linking words to show how ideas work together. These ideas can show a cause and an effect. Reread the passage from "The Art Project." Expert M o d e l

Word Choice What linking word does the author use to show a cause and effect?

Mrs. Simon read the flyer aloud. Everyone agreed they would like to enter the art contest. Mrs. Simon said, "Our classroom supply of art materials is low because it's the end of the year. I'll check with Mrs. Rice

Kristen Sorra

to see

384

Editing M a rk s ( s p ) Check spelling.

__y A

Take out. Add. New paragraph.

Jade wrote a fiction piece. Read Jade's writing.

Grammar Handbook

S tu d e n t M odel

A G if t fo r M om

Contractions See page 491.

»

f/V

Sue wanted to get her m other a gift, but she also wanted to help th e environment. S h e (d e sid id )to m ake a gift.

®

Sue p a in ted an old pot b rig h t and

green, b t^ sh e planted a small lily5Sue made a gift that her and

mom liked, t h a f it d id n 't harm the environment!

S ' Identify a linking word Jade used. S ' Identify a contraction. 5? Tell how revisions improved her writing.

385

Essential Question W hy are rules im portant? GoDigital!

T

► Rules help keep us safe. By staying together, these children will not get lost. .0 vv-abosT/Jn

Talk About It Talk with a partner about rules you have at home. Then discuss why these rules are important. List your ideas on the chart.

Rule

W hy It I s Important

Edward Parker/Alamy

,15.

These children are going on a class trip. They are following the school's rules. They form two lines and listen to their teacher. Why do we have rules?

387

W o rd s to K now

Vocabulary Use the picture and sentence to learn each word.

exclaim ed "What a surprise!"James exclaimed. How do you think Ja m e s felt when he exclaimed this?

(t) George Doyle/Stockbyte/Getty Images; (tc) Julia Smith/Stone/Getty Images; (be) Corbis Cusp Alamy; (b) Jeff Greenberg/Alamy

fin ally The mail is finally at Liam's house. W h y might Liam be happy that the mail has finally arrived?

form

Charlie and Dylan want to form a chess club. W h a t kind of club Mould you like to form ?

histor

Ben learns about the history of his family. W h a t do you know about the history of your fam ily?

public

The school playground is Gina's favorite public place. W h a t public places do you visit in your town?

rules

We must follow the rules of our school. G ive an example of one of the rules of your school.

united

The children united to win the game. Platt/lconica/Getty Images; (be) Fuse/Getty Images; (b) S. Olsson/PhotoAlto

W h y is it im portant th at they united in the game?

w riters

The writers were busy finishing their stories. W h o are some of your favorite

Your Turn

(t) Garry Wade/Photodisc/Getty Images; (tc)Tim

w riters?

£ ^

Pick three words. Write three questions for your partner to answer.

Go Digital!

Use the online visual glossary

389

Essential Question W hy are rules im portant? Read about how America became an independent country and developed its own rules.

On skies « States Independence Day! The holiday celebrates the Declaration of Independence. In 1776, this statement was written to tell the King of England that the colonies were free from his rule. The colonies would be united to form a new country together. Ja n et Chang, 8, recently visited Philadelphia with her family. Philadelphia was the first capital of the United States. The Changs went there to learn about their country’s history or past.

Busy Building First, they went to Independence Hall. “That’s where the Declaration of Independence was signed,” Ja n e t exclaimed. She was excited to be there.

Ten years after the Declaration of Independence, the Constitution was written in Independence

^

signers of the Declaration of Independence.

Hall. The writers of the Constitution created new rules for the country. Rules are important. They help to keep order in a country and give people rights. One new rule was that people could state their opinion.

Ringing for Freed om The Changs later visited the Liberty

(t) Wadsworth Atheneum

Museum

of Art / Art Resource, NY; (b) Tetra Images/Alamy

Bell. It is said that the famous bell rang on Ju ly 8,1776. That’s when the first public reading of the Declaration of Independence took place. The bell also chimed to announce important events, such as when a President was elected.

c r t r o o t f t m

V isit Philadelphia! Famous Place The National Constitution Center

Why It Is Cool It explains the rules that w ere created for our nation. One area tells o f the right to say w h at you w an t and the right to vote.

Independence Hall

This is w here the D eclaration o f Independence and the Constitution w ere w ritten. You can see the chair that George W ashington sat in as he signed the Constitution.

Betsy Ross H om e

It is said that Betsy Ross m ade the first Am erican flag. You can tour her hom e to see how she lived and w orked.

M em orable M om ents Finally, Ja n et and her family explored Franklin Court. This is where Benjamin Franklin lived and worked. Franklin was one of the writers of the Declaration of Independence. Fie also helped frame the Constitution. To remember their visit, the Changs mailed a postcard from Franklin’s post office. “ I’ll never forget this day!” Ja n e t said.

Make Connections What is one rule of our country? Why are rules important? e s s e n t i a l q u e s t i o n Flow is this rule the same or different from your rules at school? t e x t t o s e l f

C o m p re h e n sio n S tra te gy

Make Predictions Use what you already know and what you read in the selection to help you predict what you will learn about. As you read, you can confirm or revise your predictions. Find Text Evidence

After reading the title "Visiting the Past," I predicted the selection would be about a family visiting an important place from the past.

In 1776, this statement was written to tell the King of England that the colonies were free from his rule. The colonies would k united to form a new country together

Ja n e t Chang, 8, recently visited

^

Philadelphia with her family. Philadelphia was the first capital of the United States. The Changs went there to learn about their country’s history or past.

I read that the Chang family visited Philadelphia to learn about the past. I confirmed my prediction.

Your Turn When you read the subheading "Ringing for Freedom" what did you predict would happen? Tell if you confirmed your prediction.

C o m p re h e n sio n Sk ill

Cause and Effect A cause is an event that makes something happen. An effect is what happens because of that event. j § ) Find Text Evidence

On page 391,1learn that Janet Chang and her family go to Philadelphia. That is a cause. I will read to find out the effects of their trip.

Your Turn Reread page 392. Fill in the graphic organizer with a cause and effect.

GoDigital! Use the interactive graphic organizer

Informational Text

Expository Text "Visiting the Past" is an expository text. Expository text: • gives facts and information about a topic. • can have photos, captions, and charts. Find Text Evidence

I know "Visiting the Past" is an informational text because it gives facts about real places in the United States. It also has a chart that tells about these places. urn V i s i t P h il a d e lp h ia ! F a m o u s P lace The National Constitution Center Independence Hall

Betsy Ross Home

O

W hy It Is Cool It explains the rules that were created for ou r nation. One area tells o f the right to say w hat you w an t and the right to vote This is where the Declaration o f Independence and the Constitution were written. You can see the chair that George W ashington sat in as he signed the Constitution.

£f

ft U

if if U y

page 393

It is said that Betsy Ross m ade the first Am erican flag. You can tour her hom e to see h ow she lived and worked

Text Features A chart is a list of facts or information that is shown in rows.

M em orable M om ents F in a lly, Ja n e t and her family explored

Franklin Court. This is where Benjamin Franklin lived and worked. Franklin was one of the writers of the Declaration of Independence. He also helped frame the Constitution. To rem em ber their visit, the Changs mailed a postcard from Franklin’s post office. “I’ll never forget this day!” Ja n e t said.

Make Connections W h a t is o n e ru le o f o u r c o u n tr y ? W h y are ^

rules im p o rta n t?

Your Turn

,

e s s e n t ia l q u e s t io n

Explain what you learned from looking at the chart.

396

Multiple-Meaning Words As you read, you may find words that could mean more than one thing. Look at the other words in the sentence to help you figure out which meaning is correct. ^ §) Find Text Evidence

On page 391 of "Visiting the Past," I see the word form. I know a form can be "a piece of paper" It can also mean "to make something." When I read the sentence, the meaning "to make something" makes sense. The colonies would be unitec to form a new country toget

^

vvabor^

Your Turn Find these words in "Visiting the Past." Write the correct meaning based on the sentence the word is in. order, page 392 state, page 392

Writers use a formal voice when the reader is a person such as a teacher. An informal voice is used when the reader is a family member or friend. Reread the passage from "Visiting the Past." Expert Model

Voice

Tetra Images/Alamy

Identify the formal or informal voice in this paragraph. Why did the writer choose this voice?

398

On the Fourth of July, skies across the United States light up. It's Independence Day! The holiday celebrates the Declaration of Independence. In 1776, this statement was written to tell the King of England that the colonies were free from his rule. The colonies would be united to form a new country together.

Editing M a rk s A

Add

Take out i!

New paragraph.

Grammars Handbook;

Caleb wrote an expository text. Read Caleb's revision.

Pronoun-Verb Agreement See page 490.

Student Model

#

RjUles at Home 11 A t my house, we follow rules.

m W e doe^ o u r hom ew ork b e fo re watching TV. W e goh bed a t A

8:00 p.m. W e makes?' our beds in th e m orning Each person follow s th e rules. Following rules m a k e s

I#

tOVVAB0*4rf

Youp Turn S? Identify the voice of Caleb's writing. 5^ Find ways that Caleb fixed pronoun-verb agreement. 5^ Tell how revisions improved his writing.

our house run smoothly. Go Digital! Write online in Writer's Workspace

e

_______________

399

The

Big Idea W h a t keeps our world w orking?

Sun and rain and people too, Help our world keep turning Doctors work to make us well, Teachers help with learning. Anim als and plants give food, Farmers start things grow ing Electric power lights our world, Highways get us going. Round and round and round we go, Growing and improving. Sun and rain and people, too, Help our world keep moving. by Charles A sh ton

O

Essential Question What do myths help us understand? Go Digital!

Do you know the myth about bluebells? It is thought that if you disturb them, something bad will happen. Some myths were created to help us understand how plants develop. Other myths help us understand the stages of a plant's life. Here are a few myths about plants. ► Finding a four-leaf clover is lucky. ► When a dandelion dies, you will get a wish when you blow away the seeds. ;0vUBO/?4j ..

Create your own plant myths with a partner. Write your ideas on the web.

Vocabulary (t) Wataru Yanagida/Photodisc/Getty Images; (tc) Holly Cohn (copyright holder For Bob Rashid)/Brand X Pictures/Getty Images; (be) NHPA/George Bernard; (b) McGraw-Hill Companies, Inc. Adeet Deshmukh, Photographer

Use the picture and sentence to learn each word.

appe ared

guc|s appeared on the tree in early spring. W h at else do you think appeared

H

H

l

croP s

in

The farmer grows crops of corn and wheat. W h at are some other crop s?

develop

The tadpole will develop into a frog. W hat is another word for develop?

e d ge

The ball rolled off the edge of the table. Point to the edge of your desk.

404

■ ■ ■ ■ ■ ■ N M M M N M N M M M N N M M M H N M H N M N M m N m M M M N N O T m iM M M M N M N M M I

go ld e n

The golden sun shone in the blue sky. Nam e some things th a t are golden.

rustled

The leaves rustled in the wind. W h a t else could m ake a rustling

The shining flashlight made it easier for us to read the book at night. W h a t else have you seen shining?

Egg, caterpillar, and butterfly are stages in a butterfly's life. W h a t are the stages in a ca t's life?

(.OVVABO RAr{,

Pick three words. Write three questions for your partner to answer. Co Digital!

Use the online visual glossary

405

(t) Corey Hochachka/Design Pics; (tc) James Zipp/Photo Researchers/Getty Images; (be) Ingram

sh in in g

Publishing/SuperStock; (b) Peter Arnold/Digital Vision/Getty Images

sound?

Sh are d Read

Genre • Myth

whaRrTree

Keeps HbLeaves

Essential Question What do myths help us understand? Read about a tree that learns why he does not develop like other trees.

Long ago, in ancient times, Mother Nature gave each tree a different purpose. However, she did not share her reasons with the trees. Fir Tree had three friends—Maple, Oak, and Elm. During the first summer, they saw Bird and Squirrel play in Farmer's corn and tomato crops. The breeze blew and rustled their leaves. The shining sun warmed them. Then the first fall arrived. Farmer harvested what he had grown. Maple, Oak, and Elm's leaves turned beautiful shades of orange, red, and yellow. The leaves shone as golden as the Sun. Fir Tree's leaves stayed green. Fir Tree complained to Mother Nature, I don't like my leaves. I want them to change colors like my friends' leaves." "Be patient." Mother Nature replied.

So Fir Tree waited. The temperature dropped even more. Bird flew south, and Squirrel was nowhere around. Maple, Oak, and Elm lost their leaves, but Fir Tree's green leaves remained. Soon snow blanketed the ground. Again, Fir Tree protested to Mother Nature. "Why am I different? Why don't I have stages and change like my friends? I seem to be stuck in one period of life!" "Be patient," Mother Nature replied. "Soon you will develop an understanding of your purpose."

Xiao Xin

Just then, Squirrel appeared on the edge of the forest. She was cold. When she went inside the forest, she saw Maple. She asked if she could build a warm nest in his branches.

408

Maple said he didn't have any leaves. She asked Oak and then Elm. Both said the same thing as Maple. She was still bitterly cold. Squirrel approached Fir Tree. "Excuse me," she said. "May I build a nest in your branches?' "Yes, that would be nice," said Fir Tree. Squirrel ran up Fir Tree's branches, and she made her nest. Soon, she was warm, comfortable, and asleep. Fir Tree finally understood that his green leaves provided a warm shelter for animals in the winter. From that moment on, Fir Tree was happy to be different. Still today, he remains proud of his evergreen leaves.

Make Connections ^

How did Fir Tree develop differently from his friends? e s s e n t i a l q u e s t i o n When have you wanted to be like your friends? t e x t t o s e l f

C o m p re h e n sio n Stra te gy

Reread As you read, you may not understand a word, phrase, or explanation in a story. Stop and reread these parts to be sure you understand.

P

Find Text Evidence I didn't understand why Fir Tree doesn't like his green leaves. I will reread page 407 of "Why Fir Tree Keeps His Leaves" to find out why. tomato crops. The breeze blew and rustled their leaves. The shining sun warmed them. Then the first fall arrived. Farmer harvested what he had grown. Maple, Oak, and Elm 's leaves turned beautiful shades of orange, red, and yellow. The leaves shone as golden as the Sun. Fir Tree's leaves stayed green.

t

Fir Tree complained to Mother Nature, " I don't like my leaves. I want them to change colors like my friends' leaves." "B e patient," Mother Nature replied.

I read that Fir Tree saw the other trees leaves changing colors and he wanted his leaves to change colors.

t 0 VVABO

gAre,

Xiao Xin

Why can't Squirrel build a nest in Maple's tree? Reread page 409 to answer the question.

410

Theme The theme of a story is the main message the author wants to tell the reader. To find the theme, think about what the characters say and do.

D) Find Text Evidence On page 407 of "Why Fir Tree Keeps His Leaves," I read that Fir Tree is different from his friends. This clue gives me an idea about the theme. Clue

Fir Tree wants to be like his friends. Mother Nature tells him he will learn his purpose.

C lue

Your Turn

Them e

It is ok to be different.

Continue reading "W hy Fir Tree Keeps His Leaves." Fill in other clues to the theme on the graphic organizer. Go Digital! Use the interactive graphic organizer

P 411

Myth "W hy Fir Tree Keeps His Leaves" is a myth. A myth: • is a made-up story. • explains why things are the way they are. • has an important lesson or message.

Find Text Evidence "Why Fir Tree Keeps His Leaves" is a myth. I know the story is made-up. Trees and animals cannot speak. I also know it is a myth because the story explains why a fir tree is evergreen.

Maple said he didn't have any leaves. She asked Oak and then Elm. Both said the same thing as Maple. She was still bitterly cold. Squirrel approached Fir Tree. "Excuse me," she said. "May I build a nest in your branches?" "Yes, that would be nice," said Fir Tree. Squirrel ran up Fir Tree's branches, and she made her nest. Soon, she was warm, comfortable, and asleep. Fir Tree finally understood that his green leaves provided a warm

Genre Focus A myth usually explains the lesson at the end. The end of this story explains why the fir tree never loses its leaves. ■

shelter for animals in the winter. From that moment on, Fir Tree was happy to be different. Still today, he remains proud of his evergreen leaves.

Make Connections

Your Turn

4IW ' H o w d id Fir T ree d e v e lo p d iffe re n tly *

fro m his frie n d s ? e s s e n t i a l q u e s t io n W h e n h a v e y o u w a n te d to b e like

412

Talk with a partner about the lesson FirTree learned.

V o c a b u la ry S tra te gy

Context Clues To understand the meaning of a word you do not know, look at the other words in the sentence for clues.

Find Text Evidence I am not sure what harvested means. I look at the other words in the sentence for clues. I read the words "what he had grown." I think harvested means something the farmer did after he grew his crops. Harvested must mean "picked" or "gathered."

Farmer harvested what he had grown.

Use sentence clues to figure out the meaning of these words in "W hy Fir Tree Keeps His Leaves":

Xiao Xin

complained, page 407 remained, page 408

W ritin g Traits

Organization

Readers to Writers use a strong opening to get the reader's attention. They tell about the characters, setting and the problem the main character faces. Expert Model

Organization What do you learn in the

strong opening? How does it set up the story?

Long ago, in ancient times, Mother Nature gave each tree a different purpose. However, she did not share her reasons with the trees.

Xiao Xin

Fir Tree had three friends— Maple, Oak, and Elm. During the first summer, they watched Bird and Squirrel play in Farmer's corn and tomato crops. The breeze blew and rustled their leaves. The shining sun warmed them.

414

™

Editing M a rk s Add a period.

Writers

A

Add.

^jf

New paragraph.

Grammar^ Handbook!

Ethan wrote a myth about a plant. Read Ethan's writing.

A d je c t iv e s

See page 492.

Student Model

Why fhe Rose Has Thorns Long ago, Rose was a sm a ll Her stem started to grow.

plant. R a b b it cam e and b it her stem . "D o n 't b ite my stem !" Rose said. T h a t night, while sharp

Rose slept, she grew thorns. R ab bit cam e by and b it her

O

stem "O u ch !' R ab bit s a id and A

ran off. R ab bit never b o th ered Rose again. S h e grew very tall.

S ' Describe Ethan's strong opening. Identify the adjectives. S ' Tell how revisions improved his writing. Co Digital! Write online in Writer's Workspace

415

W e e kly Concept W e Need Energy

Essential Question How do we use energy? 0$ Go Digital!

Energy Sources This boy is finding out information about the earth on his tablet. His tablet needs power to work. He charges the battery in his tablet with an electrical charger. Electricity comes from many sources. ► Electricity can come from solar power, wind power, and other sources.

Talk About It (|[|) How do you use energy at home? Talk with your partner and list your ideas on the chart.

Vocabulary Use the picture and sentence to learn each word.

electricity The lights need electricity to work. W hat other things need electricity to work?

(t) Ivan Hunter/Digital Vision/Getty Images; (tc) Design Pics/Ron Nickel/Getty Images; (be) Comstock Images/PictureQuest; (b) FogStock/Alamy

e n ergy

It takes a lot of energy to power all the computers in our school. W hat else at school uses energy?

flow s

The water flows from the tap m t < into the sink. W hat is another word for flows? •

418

Power The windmills use wind to make power for homes. W h at is another word for power?

|silent

The classroom was silent.

1 u n d e rgro u n d

Prairie dogs live underground. Tell about another animal that lives underground.

Co Digital!

(t) Ingram

Pick three words. Write three questions for your partner to answer.

Publishing/SuperStock; (tc) Andersen Ross/Blend Images/Getty Images; (be) Howard Davies/Alamy; (b) Billy Currie Photography/Flickr Open/Getty Images

W hen do you like it to be silent?

Use the online visual glossary

419

Shared Read

Genre • Expository Text

Essential Question How do we use energy? Read about how people produce and use energy.

What Is Energy? Energy is the ability to do work. Solar

energy comes from the Sun. It's a silent source of energy, because it makes no sound. There is also energy that comes from wind and water. Did you know that energy can come from people, too? When you pedal a bike, you produce energy. You use your legs to push the pedals. Your energy is transferred to the bike. This shift of power or energy makes Now imagine riding your bike to create enough power to run a computer. Some students at one school did just that! They hopped on bikes connected to generators and pedaled in place. Soon they were producing electricity. This energy is needed to run their laptop computers.

421

Jeremy Woodhouse/Blend Images/Corbis

the bike move.

Bicycle-Powered Energy Here's how bicycle-powered energy works. When a student pedals the bike, the rear wheel spins. The wheel spins the generator. The generator produces electricity. As long as a student pedals the bicycle, electricity flows, or runs, through the generator. The electricity can be used right away. This energy can also be stored in a battery. It can be used later. Teachers can haul, or carry, laptop computers to the battery and plug them in for power.

o

0 ) 1 0

Bicycle Generator g e n e ra to r

Steve Schell

b a tte ry

422

O H O

Using Bicycle-Powered Energy People also exercise on bicycles and produce power in gyms. People create watts as they pedal. A watt is a unit for measuring power. Small devices, such as small televisions and fans, often use less than 100 watts per hour. These things can be run by bicycle-powered electricity.

(I) Dynamic Graphics Group/PunchStock; (b) Siede Preis/Photodisc/Getty Images

It would be a mistake to use pedal power to run a refrigerator, though. This large appliance often uses more than 700 watts per hour. The electricity for these machines comes from power lines overhead or underground. Pedal power is popping up in schools, gyms, and homes. What a fun way to provide electricity! Bicycle p o w e r can be used to pow er th ese a p p lia n c e s .

Make Connections ^4^

How can people use the electricity they produce from riding bikes? ESSENTIAL QUESTION

Tell about how you might use bike-powered electricity, t e x t t o s e l f 423

C o m p re h e n sio n Stra te gy

Reread As you read, you may come across words, facts, or explanations that are new to you. Stop and reread these parts to be sure you understand them.

) Find Text Evidence After reading page 422 of "Pedal Power," I wasn't sure how pedaling a bike makes electricity. I'll reread the page to find out. page 422 Bicycle-Powered Energy Here's how bicycle-powered energy works. W hen a student pedals the bike, the rear wheel spins. The wheel spins the generator. The generator produces electricity. As long as a student pedals the bicycle, electricity flows, or runs, through the generator. The electricity can be used right away. This energy can also be stored in a battery. It can be used later. Teachers can haul, or carry, laptop computers to the battery and plug them in for power.

o 0)10 OK°

I read that pedaling a bike makes the wheel spin. The wheel spins the generator, which turns the energy into electricity. Now I understand how a bike makes electricity.

Your Turn

_____________________________

Reread "Using Bicycle-Powered Energy" on page 423. Explain how electricity made from pedaling a bike can be used.

C o m p re h e n sio n Sk ill

Author’s Purpose Authors write to answer, explain, or describe. As you read, look for clues to the author's purpose.

Find Text Evidence As I read "What Is Energy?" on page 4 2 1 of "Pedal Power" I'll look for clues that help me figure out the author's purpose. I'll write the clues in my chart. C lue

C lue

Author explains that energy can come from the Sun, wind. water, and people.

Your Turn Continue reading the selection. Fill in another clue and the author's purpose in the graphic organizer. Go Digital! Use the interactive graphic organizer

425

Informational Text

Expository Text "Pedal Power" is an expository text.

Expository text: • gives facts and information about a topic. • can include text features.

Find Text Evidence I can tell that "Pedal Power" is an expository text. It gives information about people using bicycles to produce energy. It also has text features. page 422 Bicycle-Powered Energy Here's how bicycle-powered energy works. When a student pedals the bike, the rear wheel spins. The wheel spins the generator. The generator produces electricity.

Text Features • Subheadings tell what a section of text is about.

As long as a student pedals the bicycle, electricity flows, or runs, through the generator. The electricity can be used right away. This energy can also be stored in a battery. It can be used later. Teachers can haul, or carry, laptop computers to the battery and plug them in for power.

’ • A diagram shows how something works. The labels give the names of parts or tell about actions.

Look at the diagram and the labels. Tell what information you learned. 426

V o c a b u la ry S tra te gy

Paragraph Clues You can use paragraph clues to figure out the meaning of a new word. Think about what you learned from the whole paragraph and use words you know to help you understand the new word.

Find Text Evidence To figure out what the word transferred means, I look at other sentences in the paragraph. Paragraph clues help me understand that transferred means "moved from one place to another."

You use your legs to push the pedals. Your energy is transferred to the bike. This shift of power or energy makes the bike move.

Your Turn

Jeremy Woodhouse/Blend

Images/Corbis

Reread these paragraphs and tell what each word means, using paragraph clues,

stored, page 422 appliance, page 423 427

Writers often use science words when writing nonfiction to give the reader information about a topic. Reread the passage from "Pedal Power." Expert Model

Word Choice Identify two science words. How do these

content words help you understand bicycle-powered energy?

428

Here's how bicycle-powered energy works. When a student pedals the bike, the rear wheel spins. The wheel spins the generator. The generator produces electricity. As long as a student pedals the bicycle, electricity flows, or runs, through the generator. The electricity can be used right away. This energy can also be stored in a battery. It can be used later. Teachers can haul, or carry, laptop computers to the battery and plug them in for power.

Editing M a rk s 0

Check spelling. A

Add

y Take out. M ake a capital letter.

Paul wrote an expository text. Read Paul's writing.

Grammar Handbook A r t ic l e s

See page 492. Student Model

T h e

vSun

M y fa m ily save^ en erg y in #

A

many ways. W e turn o ff lig hts

«

t 0 V U B 0 l? 4 ^

a

when we a re not using a room.

Your Turn

W e enjoy reading or biking

S ' Identify how Paul used content words. S ' Identify an article Paul used. S ' Tell how revisions improved his writing.

_

(j

instead o f w atching (felivision. j®

mom put in s o la r lig hts to light )

the p a th to our house. T hese

i thin gs save electricity.

Go Digital! Write online in Writer's Workspace

429

These bikers are teaming up to explore nature They are in a bike race in a park. Teaming up helps them in many ways. ► Teamwork helps them travel farther and faster than they could travel on their own. ► Teaming up keeps them safe. If someone gets hurt, there is someone there to help.

Think about jobs where people team up to explore. Then write your ideas on the web.

Teams For Exploration Astronauts

Vocabulary Use the picture and sentence to learn each word.

exploration We studied plants during our exploration of the forest. Tell about what you might learn on an exploration of a beach.

> ; (tc) Ingram

Publishing; (be) Fuse/Getty Images; (b) George Doyle/Stockbyte/Getty Images

irT p ortan t it is important to get a good night's sleep. W hat are some important things to do in school?

m achines

Machines make it easier to cook in our kitchen. Name some machines you have seen.

prepare

Hitting balls helps Ben prepare for his baseball game. How can you prepare for a big trip ?

The plumber will repair the broken sink. Name some items that sometimes are in need of repair.

result

The tree fell over as a result of the storm.

scientific

Our scientific study helped us learn about rocks. Tell what else you could learn from a scientific study.

team w ork it takes teamwork to win a baseball game. W hen have you needed to use team work? W h y ?

Go Digital!

(t) Andrew

Pick three words. Write three questions for your partner to answer.

Howe/Photodisc/Getty Images; (tc) Aaron Roeth Photography; (be) Veer John Giustina/Solus/Getty Images; (b) BananaStock/Alamy

W h at else might happen a s a result of a storm ?

Use the online visual glossary

433

c e s s Sh * 1are d Read

Genre • Expository Text

Essential Question Why is teamwork important? Read about a team of divers who work together to explore a sunken ship.

Im agine exploring the u n d erw ater w orld of the ocean. Perhaps you w ant to see how sea anim als live, or you m ay hope to search for sunken ships. That is just w h at Gloria did! Gloria has alw ays lived close to the sea in California. Sh e swam and surfed at an early age. Sh e b ecam e interested in the ocean. So Gloria b ecam e an expert diver. Sh e d ecid ed to join a dive team to find sunken ships. W h a t w ould her job b e? Each job on a dive team is im p o rta n t. O ne serious job is using m achines the dive team needs. A n o th e r job is to repair, or fix, these devices w hen th ey d o n ’t work. Gloria is an experienced

/

photographer; so she d ecides to p hotograph w h at the team

g

/

L

m1

> Jg? jd .

r

dgm

discovers underwater.

(b) Gary Doak/Alamy

Gloria a n d h e r t e a m s e a r c h fo r t h e s u n k e n ship.

am m m «

:i—hag

£ K:fa#

Team work is im portant for a dive team . Team m em bers depend on one another. They divide up the tasks and each person helps to get the job done. G loria’s team learns about a ship that sank over 100 years ago. No one has ever found it! They d ecid e to

KEY Home Base Shipwreck

make a scientific study of it.

Route

The team reads inform ation (bkgd) Jeff Hunter/The Image Bank/Getty Images; (r) The McGraw-Hill Companies, Inc.; (br) Jeff Rotman/Photodisc/Getty Images

and studies a m ap w here they think the ship sank. They

This map shows the route Gloria's team takes to the shipwreck.

are excited about their exploration. The captain, another team member, takes them by boat to their m ap location. He stays on the boat w here he can com m u n icate w ith the divers. B efo re the team dives, they prepare for their special jobs. To get ready, Gloria puts on her diving suit and gear and makes sure her cam era is ready to take photographs.

436

.

N ow the divers jum p into the water. As they swim deeper, it gets darker. A team m em ber turns on a flashlight. This helps the divers see w h ere they are going. Finally, one team m em ber spots the ship! He uses an aqu atic m icrophone to talk to the team . Gloria takes pictures as team m ates m easure the ship. A n o th er team m ate w atch es for sharks and other dangers. A fter an hour of exploring, the person with the flashlight leads the w a y back to the boat. The team now has im portant results from their d isco very to share. Gloria thinks, “ I will

Make Connections Why is teamwork important for exploring shipwrecks? ESSENTIAL QUESTION

T he t e a m b e lie v e s t h e sh ip Gloria h e a r d a b o u t s a n k n e a r o t h e r k n o w n s h ip w re c k s off t h e c o a s t o f Florida.

Would you enjoy being part of a team that explores shipwrecks? Explain your answer, t e x t t o s e l f

(t) Jeff Rotman/Photodisc/Getty Images; (b) Michael Patrick O 'Neill/Alamy

alw ays rem em b er this d ive!”

Summarize To summarize what you read, use your own words to tell the most important parts of a selection.

j