Teacher’s Resource Book -...

GRADE 3

Teacher’sResourceBook

Picture Prompts302: Michael Quinton/Minden Pictures. 303: B.Schmid. 304: Stockdisc.

306: Steve Mason/PhotoDisc/Getty Images. 307: PhotoLink/Getty Images.

Photography CreditsDecodable PassagesKids Can Go!

1: Mike Brinson/Getty Images. 2: Photo Network/Alamy. 3: PhotoDisc/Getty

Images. 4: William H Edwards/Getty Images. 5: SHOUT/Alamy. 6: Gary

Conner/Index Stock.

You Can Bake a Cake!

1–3, 5, 6: Ken O’Donoghue.

The Main Ways We Get Food

1: Pedro Coll/AGE Fotostock. 2: Hoa Qui/IndexStock/PictureQuest.

3: S. J. Krasemann/Peter Arnold, Inc. 4: Bryan Mullenix/Pixtal/AGE

Fotostock. 5: Spencer Grant/Photo Edit. 6: Steve Craft/Masterfile.

Monarchs Take Flight

1: Siede Preis/Getty Images; (background) Patti Murray/Animals Animals.

2: Digital Vision/Getty Images. 2–3: Fritz Polking/Peter Arnold Inc. 4: (t)

Siede Preis/Getty Images; (br) Kevin Schafer/Image Bank/Getty Images.

5: Danny Lehman/CORBIS. 6: Dan Guravich/CORBIS.

Check Out the Whale Show

1: Hoa Qui/Index Stock Imagery. 2–3: Francois Gohier/Photo Researchers,

Inc. 3: PhotoDisc/Getty Images. 4: Francois Gohier/Photo Researchers,

Inc. 5: Stephen Frink Collection/Alamy. 6: Photo by Marc Mandel/courtesy of

SEAWEAD (www.seawead.org).

Rules to Fight the Flu

1: © Michael Prince/CORBIS. 2: Geostock/Getty Images. 3: © Lester

V. Bergman/CORBIS. 4: © LWA-Stephen Welstead/CORBIS. 5: Daniel

Pangbourne/Digital Vision Direct. 6: © Tom Prettyman/Photo Edit.

We Should Look at Fishing

1: Ariel Skelley/CORBIS. 2: Stewart Cohen/IndexStock Imagery.

3: Carl & Ann Purcell/CORBIS. 4: Paul Jones/Ionica. 5: Ariel Skelley/

CORBIS. 6: Kennan Ward/CORBIS.

Southwest Flowering Plants

1: Gail Shumway/Getty Images. 2: Royalty-Free/CORBIS. 3: Bob

Anderson/Masterfile. 4: Scott T. Smith/CORBIS. 5: Masterfile Royalty Free/

Masterfile. 6: Brad Wrobleski/Masterfile.

A

Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza,

New York, New York 10121.

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in

print form for non-profit educational use with Treasures, provided such reproductions bear copyright notice, but may not be

reproduced in any form for any other purpose 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.

© M

acm

illan

/McG

raw

-Hill

Decodable Passages ............................................................. 2

Word Study .............................................................................99Sorting with Students ..........................................................100

Spelling Word Cards ...........................................................102

Vocabulary Word Cards ......................................................132

Games .................................................................................162

Sound-Spelling WorkBoard .................................................175

Speed Drills .........................................................................177

Additional Literacy Support ............................................. 209Reader Response Sheets ...................................................210

Book Talk ............................................................................216

Writer’s Checklists...............................................................222

Short-Answer Reading Rubric.............................................228

Proofreading Marks .............................................................229

Writing Frames ....................................................................230

Writing Minilessons .............................................................236

Writing Journal Checklist.....................................................266

Writing Rubrics ....................................................................267

Anchor Papers ....................................................................277

Picture Prompts...................................................................301

Theme Project Checklists ...................................................308

Listening and Speaking Checklist ........................................311

Oral Vocabulary Pre- and Posttests ...............................313

Graphic Organizers ........................................................... 332

Decodable Passages©

Macm

illan/McG

raw-H

ill

Short Vowels . . . . . . . . . . . . . . . . . . . . . 3Kids Can Go!

Len and Gus

Final e . . . . . . . . . . . . . . . . . . . . . . . . . . 11You Can Bake a Cake!

Mike’s Big Bike

At Home in Nome

Luke’s Tune

Long a . . . . . . . . . . . . . . . . . . . . . . . . . 27The Main Ways We Get Food

Long o . . . . . . . . . . . . . . . . . . . . . . . . . .31Three Goats and a Troll

Long i . . . . . . . . . . . . . . . . . . . . . . . . . . 35Monarchs Take Flight

Long e . . . . . . . . . . . . . . . . . . . . . . . . . 39It Won’t Be Easy!

Digraphs . . . . . . . . . . . . . . . . . . . . . . . 43Watch the Birch Tree

Check Out the Whale Show

3-Letter Blends . . . . . . . . . . . . . . . . . . .51The Missing String Beans

Silent Letters . . . . . . . . . . . . . . . . . . . . 55What Gnu Knew

r-Controlled Vowels or, oar, ore . . . . . . 59More Fun Than a Hat!

r-Controlled Vowels ar; air, are . . . . . . 63The Caring King’s Fair Wish

r-Controlled Vowels er, ir, ur . . . . . . . . 67Shirl and Her Tern

Variant Vowel oo . . . . . . . . . . . . . . . . . .71Rules to Fight the Flu

Soon the North Wind Blew

We Should Look at Fishing

Diphthong oi, oy . . . . . . . . . . . . . . . . . 83Let’s Join Joy’s Show!

Variant Vowel au, aw . . . . . . . . . . . . . 87Paul Saw Artic Foxes

Diphthong ou, ow . . . . . . . . . . . . . . . . .91Southwest Flowering Plants

Soft c and g . . . . . . . . . . . . . . . . . . . . . 95Meg Cage in Space

2 Decodable Passages

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.

Kids Can Go! © Macmillan/McGraw-Hill

3

How

can a kid get to school?A

kid can zip there on his bike. H

is pal can go w

ith him.

2

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.


4

22222 2 222 2

A k

id c

an g

o to

sch

ool

in a

van

.H

ow m

any

can

fit

in a

van

? Fi

ve

can

fit!

A v

an i

s bi

g. I

t ha

s a

lot

of r

oom

!3

A k

id c

an g

o to

sch

ool

in a

lot

of w

ays.

Thi

s bo

ok s

how

s si

x w

ays.

Can

you

nam

e th

em?

How

do

you

go t

o sc

hool

?6


5

63

A kid can go to school on a bus.

“Step up!” says the man at the

wheel. “Step up and sit dow

n!”

The man steps on the gas.

4

This bus has no gas. You do not sit in it. It is a w

alking school bus! H

ow can this bus know

where to

go? A m

ap shows the w

ay!

5


6

45

Le

n a

nd

Gu

s

by

Ho

lly M

elt

on

illu

str

ate

d b

y B

ern

ard

Ad

ne

t

8

Len and Gus © Macmillan/McGraw-Hill

7


8

72


9

63


10

45

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.

11

You Can Bake a Cake! © Macmillan/McGraw-Hill

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.

12

2


13

63


14

45


Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.

by E

len

a M

ato

s

illu

stra

ted

by J

oe C

ep

ed

a

Mik

e’s

B

ig B

ike

Mike’s Big Bike © Macmillan/McGraw-Hill

15

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.


16

2

36


17

63


18

45

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.

At Home in Nome © Macmillan/McGraw-Hill

19

X

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.

2


20

XX

63


21

XX

45


22

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.

Luke

’s Tu

ne

by

Sara

h S

chm

idt

illu

stra

ted

by

An

de

Co

oke

Luke’s Tune © Macmillan/McGraw-Hill

23

Luke had come from

India to live in A

merica w

ith his dad.

“This yard needs green plants,” Luke told D

ad. “I will grow

some

plants.”

2

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.

2


24

Luke

pic

ked

a su

nny

spot

and

dug

ho

les.

He

put

seed

s in

the

hol

es.

Then

he

used

a j

ug o

f w

ater

to

give

th

em a

dri

nk.

Luke

che

cked

his

pla

nts

ever

y da

y.

But

ever

y da

y he

saw

not

hing

.3

The

next

day

, Lu

ke h

ad a

sur

pri

se.

His

pla

nts

had

grow

n bi

g an

d b

eaut

iful

.

Luke

hum

med

to

his

plan

ts e

very

da

y. D

ad h

elp

ed b

y pl

ayin

g tu

nes

on

his

flut

e!

6


25

36

“Why w

on’t my plants grow

?” said Luke. “In m

y country, plants grow

big and beautiful. W

hat can I do?”

Luke sat on a huge rock to think.

4

“It is not fun to plant seeds in this p

art of the wo

rld,” said Luke.

Luke started to hum a tune. H

e liked to hum

when he w

as thinking.

5


26

45

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.

The Main Ways We Get Food © Macmillan/McGraw-Hill

27

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.


28

2


29

63


30

45

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.

Th

ree G

oats

an

d a T

roll

by M

arc

o R

am

os

illu

stra

ted

by J

ulia

Wo

olf

Three Goats and a Troll © 2007 Macmillan/McGraw-Hill

31

Th

ree go

ats loo

ked at a g

rassy hill.

“We m

ust eat g

rass to stay stro

ng.

It’s imp

ortan

t! Let’s g

o to

wh

ere the

grass g

row

s,” said Jo

e Go

at.

“We h

ave to cro

ss Tro

ll’s brid

ge,”

said M

oe G

oat. “D

on

’t wak

e him

.”

28

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.


32

2

Do

e G

oat

sta

rted

to

cro

ss s

low

ly.

“Wh

o g

oes

th

ere?

” cr

oak

ed T

roll

fro

m b

elo

w.

“I w

ill

eat

you

!”

“I’m

on

ly a

s b

ig a

s yo

ur

toe!

Wai

t

for

Mo

e. H

e is

big

ger

. Y

ou

wil

l g

et

mo

re t

o e

at,”

cri

ed D

oe.

29

“No

, yo

u w

on

’t!”

yel

led

Jo

e. “

I w

ill

thro

w y

ou

in

to t

he

wat

er!”

An

d h

e d

id.

“My

coat

is

soak

ed!”

mo

aned

Tro

ll.

“So

lo

ng

!” c

ried

Do

e, M

oe,

an

d J

oe.

An

d t

hey

ran

to

th

e g

rass

y h

ill.

32


33

63

Mo

e Go

at started to

cross.

“Th

at mu

st be M

oe,” said

Tro

ll.

“Mo

e will b

e a go

od

lun

ch!”

“H

old

on

! Wait

for Jo

e. H

e’s

the b

igg

est of o

ur g

rou

p.

He w

ill be

a better lu

nch

,” said M

oe.

30

Joe G

oat started

to cro

ss.

“Y

ou

mu

st be Jo

e. I will th

row

you

on

to a p

late!” said T

roll. T

hen

he step

ped

up

on

to th

e low

brid

ge.

31


34

45

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.

Monarchs Take Flight © Macmillan/McGraw-Hill

35

Wh

en

the

nig

hts g

et c

hilly,

fall is h

ere

. We m

igh

t dre

ss in

ha

ts an

d c

oa

ts. Bu

t ho

w d

o w

ild

an

ima

ls figh

t the c

hill?

22

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.


36

2

So

me f

igh

t th

e c

hill

by g

row

ing

th

ick f

ur.

Bu

t fo

r th

e b

utt

erf

lies

in t

his

pic

ture

, it

is

tim

e f

or

a l

on

g t

rip

sou

th.

Meet

the

mo

na

rch

bu

tte

rflies.

23

Th

is s

igh

t d

raw

s th

ose

ne

ar

an

d

far.

Th

en

, in

Ma

rch

, th

e b

utt

erf

lies

ma

ke t

he l

on

g t

rip

ba

ck

no

rth

.

26


37

63

Mo

na

rch

s mu

st take flig

ht o

r they

will d

ie fro

m th

e c

old

. T

hey fo

llow

the

sam

e p

ath

s ea

ch

ye

ar.

Th

is ma

p

sho

ws th

e flig

ht

pa

ths.

Th

eir w

ing

s loo

k lik

e p

ap

er.

Ho

w c

an

they fly

so fa

r?

24

Wh

en

b

utte

rflies

find

a w

arm

spo

t,

they fo

rm c

lum

ps in

trees.

Th

is help

s them

stay w

arm

. T

he c

lum

ps

loo

k lik

e b

righ

t lea

ves.

25


38

45

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.

It W

on

’t

Be

Ea

sy!

by

Do

roth

y T

err

y

illu

stra

ted

by

Bri

an

Lie

s

It Won’t Be Easy! © Macmillan/McGraw-Hill

39

On

e day, S

neak

y Mo

use h

eld

a secret meetin

g. Sh

e was tired

of

fleeing

from

Beast. B

east was a really

mean

cat!

So

Sn

eaky an

d a few

oth

ers met

for tea.

2

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.


40

2

“W

hat

can

we

do

ab

ou

t B

east

?”

aske

d S

nea

ky.

Sn

eak

y as

ked

fo

r an

y p

lan

s. A

fter

hea

rin

g a

few

exam

ple

s, S

nea

ky

spo

ke.

3

Eac

h a

nd

ever

y m

ou

se s

at s

till

. T

hey

loo

ked

at

Bea

st.

Sta

nle

y w

as r

igh

t. I

t

seem

ed t

hat

th

e p

lan

wo

uld

no

t b

e so

easy

aft

er a

ll!

6


41

63

“I h

ave a

plan

!” said S

neak

y. “It’s

easy. A

lou

d b

ell is the key to

the

plan

. W

e will

pu

t a b

ell on

Beast’s

neck

. T

hen

we w

ill hear h

er b

efore

she can

feast on

us!”

4

Every m

ou

se was

pleased

b

ut S

tanley.

He sat still

betw

een h

is mo

m an

d d

ad.

“W

ill it b

e easy?” asked

Stan

ley.

“P

lease tell me h

ow

we w

ill get

the

bell o

n B

east.”

5


42

45

Ric

h s

too

d s

till

on

th

e st

age.

He

stre

tch

ed h

is a

rms

wid

e. H

e cl

utc

hed

the

bra

nch

es.

Ric

h t

he

Bir

ch T

ree

was

su

ch a

big

hit

!

26

Wat

ch t

he

Bir

ch T

ree

by D

ore

en B

eau

regar

dil

lust

rate

d b

y J

ill W

eber

Watch the Birch Tree © Macmillan/McGraw-Hill

43

8

In B

eth’s d

riveway, a b

un

ch o

f kid

s

rush

ed h

ere and

there. T

hey w

ere

abo

ut to

pu

t on

a play.

Rich

loo

ked at th

e kid

s. He o

ften

wish

ed th

at he co

uld

act in a p

lay.

Th

en R

ich w

ent u

p to

Beth

.

20

Beth

’s dad

sm

oo

thed

the sh

eet. He

cut h

oles in

it.

Beth

sm

iled at R

ich.

“Th

is is such

a g

oo

d p

lan!

No

w w

e have a p

art for

you

in th

e play

!” she said

.

25


44

27

“M

ay I

be

in t

he

pla

y?” a

sked

Ric

h.

“W

e h

ave

no

act

ing

par

ts l

eft,

” B

eth

said

. “B

ut

you

may

pit

ch i

n a

nd

hel

p

wit

h t

hat

car

db

oar

d t

ree.

We

mu

st

mo

ve i

t to

th

e st

age.

”

21

Wh

ile

Bet

h’s

dad

fet

ched

a s

hee

t,

Ric

h r

an t

o B

eth

’s y

ard

. H

e sa

w t

wo

bra

nch

es o

n t

he

gra

ss b

y a

bir

ch t

ree.

He

pic

ked

up

bo

th b

ran

ches

.

24


45

63

Just th

en, B

eth’s d

og

F

ish p

ush

ed

over th

e tree. It land

ed w

ith a crash

.

“Th

e birch

tree is crush

ed!” yelled

Beth

. “T

he p

aint sp

illed o

n it, to

o.”

22

“W

ait a secon

d. I h

ave an id

ea,” said

Rich

. “W

e need

som

e wh

ite cloth

.”

“I’ll g

et an o

ld w

hite sh

eet,” said

Beth

’s dad

.

23


46

54

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.

Check Out the Whale Show © Macmillan/McGraw-Hill

47

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.


48

2


49

63


50

45

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.

Th

e

Missing

String

Beans

by M

ing

Ch

in Y

ee

illu

stra

ted

by D

ian

e P

alm

iscia

no

The Missing String Beans © Macmillan/McGraw-Hill

51

Detective Split strode up to Susie

Sprout. She stated, “I’ve been told that you have a problem

.”

“It’s my string beans!” screeched Susie

Sprout. “My string beans are m

issing!”28

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.


52

2

Det

ecti

ve S

plit

scra

tche

d he

r he

ad.

“Tel

l m

e ab

out

this

str

ing

bean

pro

blem

.”

Susi

e Sp

rout

cri

ed,

“I c

ame

out

to

spri

nkle

my

pret

ty p

lant

s. I

saw

tha

t ju

st

one

littl

e gr

een

bean

was

lef

t!”

29

At

hom

e, y

oung

Ste

ve S

prou

t st

reak

ed

from

the

hou

se.

He

said

, “D

ad i

nvite

d D

etec

tive

Spl

it to

sta

y fo

r st

ring

bea

n so

up.”

Det

ecti

ve S

plit

jott

ed,

“Cas

e cl

osed

,”

and

said

, “S

plen

did!

”

32


53

63

Detective Split scraw

led notes on her pad. She said, “I see tracks that go to the stream

. Let’s take a stroll and see if

the robber is there.” So that’s what they

did.

30

At the stream

Susie Sprout screamed,

“Step back. Look out for the m

ud!” But

Detective Split slipped, and her body

landed with a w

et splash.

Detective Split cried, “I see no string

beans in here.”

31


54

45

Fina

lly, G

nu k

new

wha

t to

do. H

e w

rote

a

new

sign

that

said

Gnu

’s D

iner

. The

n he

cl

imbe

d th

e hi

ll an

d to

ld L

amb

and

Cow

to

try

Gnu

’s D

iner

for

lunc

h. H

e ju

st k

new

th

ey’d

like

his

sw

eet g

rass

pie

!26

Wha

t Gnu

Kne

w

by B

arb

ara

A. D

on

ovan

illu

stra

ted

by

Go

sia

Mo

sz

What Gnu Knew © Macmillan/McGraw-Hill

55

8

Gnu had a green thum

b. That m

eans he had a knack for grow

ing things. Gnu

worked in his garden of sw

eet grass. He

knelt on his knees and planted grass seed.Soon it w

as time for G

nu’s nap. So he w

rapped up his tools and went to bed.

20

One m

orning, Gnat sat on the tip of

Gnu’s nose. G

nat said, “It’s dumb to try to

keep the other animals off your grass. A

ll anim

als have to eat.”G

nu wrinkled his brow

. He asked, “A

m I

being selfish?”25


56

27

Just

as G

nu w

rigg

led

into

bed

, Lam

b cl

imbe

d to

the

top

of G

nu’s

hill.

Lam

b’s

legs

felt

num

b, so

she

sat a

nd lo

oked

ar

ound

. W

hat d

id L

amb

notic

e? It

was

Gnu

’s sw

eet g

rass

! 21

At h

ome,

Lam

b ga

ve C

ow th

e gr

ass t

hat

she’d

pic

ked.

The

y lic

ked

the

last

cru

mb

from

the

knap

sack

and

said

, “W

e m

ust

clim

b th

at h

ill a

nd e

at m

ore.

”G

nu fe

lt sa

d. H

is si

gn h

adn’

t sto

pped

th

em a

t all.

24


57

63

All at once, G

nu woke from

his nap. He

peeked out his window

, and what did he

see? Lam

b was filling her knapsack w

ith his sw

eet grass!

22

“Go hom

e, little Lam

b!” cried Gnu.

“You wrecked m

y grass! That’s not right!”

Gnu knew

what to do. H

e wrote this on

a sign: No gnaw

ing on the grass!

23


58

54

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.

Mor

e F

un T

han

a H

at!

by M

ark

Mel

illo

illus

trat

ed b

y A

lexa

ndra

Wal

lner

More Fun Than a Hat! © Macmillan/McGraw-Hill

59

When it’s cold outside, how

can you keep your ears w

arm? Pulling a w

ool hat over them

can fix the problem

. Befo

re wool hats w

ere made, p

eople w

rapped w

ool scarves around their ears. Fo

r some, the w

ool was too itchy.

22

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.


60

2

That

was

the

pro

blem

fo

r Ch

este

r G

reen

woo

d. H

is f

amily

live

d in

a

regi

on w

here

the

win

ter

win

ds r

oar

ed.

Ches

ter

wo

re a

woo

l sca

rf, b

ut it

was

to

o it

chy.

His

bul

ky s

carf

mad

e ic

e-sk

atin

g a

real

cho

re.

One

day

Che

ster

’s e

ars

got

so s

ore

an

d co

ld t

hat

he c

ould

not

ska

te.

So h

e ca

me

up w

ith

a gr

and

plan

.

23

Ches

ter

was

just

15 w

hen

he c

ame

up w

ith

his

idea

! H

e w

ent

on t

o m

ake

m

ore

thi

ngs

that

cou

ld h

elp

peo

ple.

It w

as m

any

year

s ag

o th

at C

hest

er

inve

nted

ear

muf

fs. B

ut t

he t

own

whe

re

he g

rew

up

still

has

a p

arad

e ev

ery

year

fo

r hi

s bi

rthd

ay.

26


61

63

Chester thought of a new w

ay to keep his ears w

arm. A

ll it took was

a bit of beaver fur, black velvet, and

thin metal strips.

Chester took these things to his grandm

a. He asked her to stitch them

together to m

ake something that

would keep his ears w

arm in the cold.

24

Chester’s ear-warm

ing system

wo

rked. The other kids wished they

had a pair. Still, Chester thought his

earmuffs could b

e better. H

e did not like how

they flapped around.

A sho

rt time later, Chester m

ade som

e changes to his earmuffs. The

new ones w

eren’t heavy and could b

e folded. It was easy to carry them

around. Chester’s earm

uffs were a hit!

25


62

45

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.

The

Car

ing

The

Car

ing

Kin

g’s

Fair

Kin

g’s

Fair

Wis

hW

ish

by J

en R

ober

tsill

ustr

ated

by

Cap

uci

ne M

azill

e

The Caring King’s Fair Wish © Macmillan/McGraw-Hill

63

Once upon a tim

e, a king lived in a grand palace. In the palace yard, the king had a garden. T

he large garden was filled

with rare roses. T

he king shared his fine life w

ith his child, Martha.

The king w

as a good man. H

e cared about all the people in his land. H

e had all he could w

ish for. But still he w

ished he had m

ore.

10

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.


64

2

One

day

the

king

was

in h

is g

arde

n.

He

was

star

tled

by a

man

who

was

sitt

ing

in th

e ga

rden

. “W

hy a

re y

ou in

my

gard

en?”

ask

ed

the

king

.“I

was

get

ting

som

e fr

esh

air

as I

wal

ked

amon

g th

e ro

ses,”

said

the

man

. “B

ut th

en I

felt

ill a

nd h

ad to

res

t. I a

m fa

r fr

om h

ome.

”11

Mar

tha

ran

to h

im. A

s he

patt

ed h

er

hair

, she

turn

ed to

gol

d!“N

ow I

know

that

hap

pine

ss c

an’t

be

boug

ht w

ith g

old,

” w

aile

d th

e ki

ng.

The

man

kne

w th

e ki

ng w

as sa

d. H

e ag

reed

to u

ndo

the

king

’s w

ish.

“T

hank

you

!” sa

id th

e ki

ng. “

I will

ne

ver

be so

gre

edy

agai

n.”

14


65

63

The king decided to take care of the

man. W

hen the man felt w

ell, he went

home. T

he next week the m

an came back.

“I have the power to grant w

ishes,” he said. “T

o repay your kindness, I will grant

you a wish.”

“I want all that I touch to turn to gold!”

said the king. “T

hat’s a fair wish,” said the m

an. 12

The king began to touch things. Soon

he had gold chairs, gold stairs, gold rugs, and gold jars!

When he picked a rose, it turned to gold,

and its sweet sm

ell was gone.

At lunch all the king’s food and drink

turned to gold in his mouth. Scared, the

king started to weep.

13


66

45

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.

Sh

irl

an

d H

er

Tern

by B

arb

ara

A. D

on

ova

nillu

stra

ted

by B

arr

y A

ble

tt

Shirl and Her Tern © Macmillan/McGraw-Hill

67

My g

rand

father likes to

watch

bird

s. Each

week w

e find

a differen

t

area of B

urn

s Beach

to sp

ot th

em. I

like terns th

e best. W

hen

they sw

irl

in th

e sky, it’s like a b

ird sh

ow

. I wo

uld

pay m

on

ey to see a tern

sho

w!

8

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.


68

2

Wav

es c

hu

rn o

n t

he

bea

ch w

her

e th

e

tern

s fe

ed.

In t

he

spri

ng,

we

try

to k

eep

the

gu

lls

ou

t o

f th

e te

rn n

ests

. In

th

e

fall

, w

e fe

el s

ad w

hen

th

ey f

ly a

way

.

By

last

wee

k,

we

tho

ugh

t th

e la

st t

ern

had

flo

wn

aw

ay.

Th

en,

fro

m t

he

reed

s, I

hea

rd a

wea

k ch

irp

.

9

Fer

n c

hec

ked

my

tern

. S

he

saw

a c

ut

un

der

its

win

g. S

he

rub

bed

med

icin

e o

n

the

cut

to k

ill

germ

s.

To

day

I h

eard

go

od

new

s. M

y te

rn i

s

fin

e! I

n t

he

spri

ng,

it

wil

l b

e w

ith

th

e

oth

er t

ern

s w

hen

th

ey r

etu

rn.

12


69

63

We tu

rned

tow

ard th

e sou

nd

. We

parted

the reed

s and

fou

nd

a tern in

the

dirt. It w

as hu

rt. It did

n’t stir a b

it.

Gran

dfath

er called h

is pal

Fern

. S

he is

an an

imal d

octo

r. F

ern said

to b

ring

the

bird

to h

er place o

n F

irst S

treet.

10

We fo

un

d a b

ox, an

d w

e used

a piece

of o

ld sh

irt to m

ake a bed

. We p

ut th

e

bird

in th

e bed

. T

hen

we tu

rned

, ran to

the car, an

d d

rove to

see F

ern.

As w

e

dro

ve, I urg

ed th

e tern to

get w

ell.

11


70

45

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.

Rules to Fight the Flu © Macmillan/McGraw-Hill

71

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.


72

2

73


63


74

45

He

took

in

a fe

w d

eep

gulp

s of

air

an

d bl

ew w

ith a

ll hi

s m

ight

. H

e bl

ew a

nd

blew

till

the

man

’s co

at b

lew

out

of

sight

!26

So

on

the

Nor

th W

ind

B

lew

by M

aure

en S

hur

illus

trat

ed b

y A

nna

Voj

tech

Soon the North Wind Blew © Macmillan/McGraw-Hill

75

8

One day the N

orth Wind and the

Sun talked about which w

as stronger.

“Don’t be foolish, Sun,” said the

Wind. “D

id you forget about the time

I blew off that roof during a storm

?” he asked. “I am

much stronger.”

20

“Well,” said the M

oon, “I watched

the whole thing. I think w

e have a w

inner. The Sun is stronger than the

North W

ind.”

The N

orth Wind w

as in a bad mood.

There w

as only one thing that would

make him

feel good. 25


76

27

“But

did

you

for

get

abou

t th

e ti

me

I dr

ied

up a

ll th

e w

ater

to

mak

e th

at

dese

rt?”

sai

d th

e Su

n. “

I’m s

ure

I am

st

rong

er.”

Thi

s w

ent

on m

orni

ng,

noon

, an

d ni

ght.

The

Moo

n he

ard

it al

l an

d gr

ew

sick

of i

t.21

Nex

t th

e Su

n sh

one

dow

n on

the

m

an.

Soon

the

man

was

ooz

ing

with

he

at a

nd s

at d

own

to r

est.

He

took

a

rock

out

of

his

shoe

and

the

n w

alke

d on

. B

ut s

oon

he w

as s

o ho

t th

at h

e th

rew

of

f hi

s co

at.

24


77

63

“I have a plan,” said the Moon.

The M

oon was w

ise, so the Wind

and the Sun said they would hear

her plan.

“Do you see that m

an in the suit?” asked the M

oon. “The stronger of you

will get him

to take off his coat. That

will be the proof w

e need.”22

The N

orth Wind w

ent first. He blew

a strong w

ind. It was so strong that

fruit blew off the fruit trees! B

ut that only m

ade the man

grasp his coat tighter.

23


78

45

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.

We Should Look at Fishing © Macmillan/McGraw-Hill

79

Some p

eople go fishing as a job. O

thers would fish fo

r fun all day, if they could. To them

, fishing is a good w

ay to spend a few

hours.

Let’s look at this book and find out about fishing.

14

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.


80

2

Big

fish

ing

flee

ts u

sual

ly c

atch

lo

ts o

f fi

sh.

Big

boat

s lik

e th

ese

use

nets

or

hook

s on

lin

es.

If b

oats

tak

e in

too

man

y fi

sh,

that

is

a p

robl

em.

Soon

the

sea

w

ould

hav

e le

ss a

nd l

ess

fish

. So

fi

shin

g fl

eets

mus

t ta

ke a

goo

d lo

ok

at f

ishi

ng a

nd n

ot f

ish

too

mu

ch.

15

Som

e an

imal

s lik

e to

fis

h, t

oo.

This

bea

r le

ft t

he w

oods

to

go

fish

ing.

It

is s

tand

ing

in t

he r

iver

, lo

okin

g fo

r fi

sh.

You

can

fish

in

broo

ks,

lake

s,

rive

rs,

and

seas

, al

l ov

er t

he w

orld

. W

ould

you

lik

e to

go

fish

ing?

18


81

63

This man is fishing fo

r snook. H

e is using a rod and a line to catch the fish.

People catch other kinds of fish, too. They m

ight catch brook

trout, red snapper, o

r catfish. They m

ight fish from a beach, a dock,

or a boat.16

A row

boat is good for fishing. You

send out a line and wait fo

r the fish to nibble.

When you get out of the boat,

you should lift each foot slowly.

If not, you could slip and fall.

17


82

45

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.

83

Let’s Join Joy’s Show! © Macmillan/McGraw-Hill

Joy tells th

e best jo

kes of an

y girl o

r bo

y

in th

e class. No

on

e can listen

to Jo

y’s jokes

with

ou

t laugh

ing.

Just last w

eek Joy w

as han

gin

g o

ut w

ith

several pals. T

he g

rou

p w

as havin

g a lo

t

of fu

n.

8

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.

84

2


“I

do

n’t

wan

t to

sp

oil

a g

oo

d t

ime,

” J

oy

said

, “b

ut

I ju

st h

ad a

n id

ea. L

et’s

pla

n a

sho

w!

I ca

n t

ell

joke

s, B

eth

can

pla

y d

rum

s,

and

Tro

y ca

n s

ing!

”

Th

e k

ids

all

star

ted

to

sp

eak

at t

he

sam

e

tim

e. I

t w

as s

o n

ois

y!

9

Bo

y, d

id t

he

kid

s la

ugh

an

d m

ake

no

ise

at

Joy’

s jo

kes!

Mr.

Flo

yd c

lap

ped

, to

o.

Th

e sh

ow

was

a b

ig h

it b

ecau

se o

f Jo

y

and

a lo

t o

f fu

n k

ids!

12

85

6


3

Tro

y and

I pu

t up

po

sters and

lots o

f kid

s

asked

to jo

in th

e sho

w. M

r. Flo

yd

said th

at

he w

ou

ld h

elp.

On

the d

ay of th

e sho

w, it rain

ed

and

the

win

d b

lew. W

hen

it was tim

e to start, Jo

y

wasn

’t there

! Beth

playe

d h

er dru

ms, T

roy

sang, b

ut still Jo

y did

no

t sho

w u

p!

10

“Joy! Jo

y! W

e wan

t Joy’s jo

kes!” the k

ids

chan

ted

.

“W

here is sh

e?” M

r. Flo

yd

asked

.

Th

en a b

oy p

oin

ted

at the d

oo

r. Th

ere

stoo

d Jo

y! S

he d

ripp

ed

with

rain, b

ut sh

e

was all set to

make u

s laugh

!

11

86

5


4

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.

Paul Saw Arctic Foxes © Macmillan/McGraw-Hill

87

Pau

l yawn

ed an

d craw

led o

ut o

f bed

at daw

n. A

s he ate h

is toast, h

e saw

the su

nrise. H

e did

no

t have tim

e for a

com

plete m

eal.

Pau

l grab

bed

his co

at and

his cam

era.

He w

ent o

ut in

to th

e cold

, treeless

Arctic lan

d.

28 28

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.


88

2

Art

sp

ec R

D2

_U

04

_W

23

_0

3A

_19

36

89

Wh

en P

aul

was

a b

oy,

he

saw

a T

V

sho

w a

bo

ut

Arc

tic

foxes

. T

hat

lau

nch

ed

Pau

l’s s

tud

y o

f th

e fo

xes

. H

e h

ad a

lo

t o

f

qu

esti

on

s ab

ou

t th

em.

As

a g

row

n m

an,

Pau

l’s j

ob

was

to

stu

dy

anim

als

and

tak

e p

ictu

res

of

them

in t

he

wil

d.

29

Th

e li

ttle

fo

xes

yaw

ned

an

d l

oo

ked

slee

py.

So

on

th

ey w

ou

ld c

raw

l b

ack i

nto

the

den

.

It w

as t

ime

for

Pau

l to

go

ho

me.

He

had

pic

ture

s to

pri

nt!

Th

ose

pic

ture

s

wo

uld

hel

p h

im s

tud

y th

e li

fe o

f th

e

Arc

tic

foxes

.

32


89

63

It was sp

ring, b

ut it w

as still cold

and

raw o

utsid

e. Pau

l’s jo

b tau

ght h

im th

at

Arctic d

ays migh

t be fin

e or aw

ful.

Pau

l had

go

od

luck

. He so

on

saw

wh

at he w

as loo

kin

g fo

r—

Arctic fo

xes

and

their cu

bs.

30 30

Th

e mo

ther fo

x watch

ed h

er cub

s eat.

Th

e father fo

x had

caugh

t foo

d fo

r them

.

Th

e cub

s chew

ed o

n th

e meat.

Pau

l could

not m

easure for su

re, but he

thou

ght th

e foxes w

ere 20 feet aw

ay. He

hau

led out h

is camera an

d to

ok a pictu

re.

31


90

45

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.

Southwest Flowering Plants © Macmillan/McGraw-Hill

91

Op

en

the

do

or a

nd

step

ou

tside.

Let’s g

o o

n a

fun

trip to

Am

eric

a’s

So

uth

west. T

his is w

he

re yo

u w

ill find

the

dese

rt.

Yo

u w

on

’t see

ma

ny ra

in c

lou

ds in

the

sky h

ere

.

2

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.


92

2

Aft

er

it r

ain

s, s

om

e c

actu

ses

spro

ut

bri

gh

t p

ink a

nd

red

flo

wers

. T

he f

low

ers

last

a s

ho

rt t

ime.

Wh

ile t

hey b

loo

m, t

he f

low

ers

help

us

rem

em

ber

tha

t a

dese

rt is

mo

re t

ha

n

just

bro

wn

du

st!

6


93

63

All p

lan

ts ne

ed

sun

an

d w

ate

r. Bu

t

pla

nts in

a d

ese

rt do

n’t n

ee

d m

uch

rain

. So

me p

lan

ts ha

ve o

utstre

tch

ed

roo

ts. Th

e ro

ots g

row

just u

nd

er th

e

gro

un

d in

ord

er to

soa

k u

p th

e ra

in.

4

Ma

ny k

ind

s of c

actu

ses

gro

w in

the

So

uth

west.

Wh

en

it rain

s, a

ca

ctu

s ho

lds th

e

wa

ter in

its stem

s. W

ate

r

ma

kes th

e ste

ms sw

ell a

nd

pu

ff up

!

A c

actu

s ha

s sha

rp sp

ines.

Th

e sp

ines sh

ad

e th

e c

actu

s.

Th

ey h

elp

ca

tch

the

rain

, too

.

5


94

45

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.

by M

arc

o R

am

os

illu

stra

ted

by D

ian

ne

Gre

en

seid

Meg

Cag

e in

Spac

e

Meg Cage in Space © Macmillan/McGraw-Hill

95

At M

eg’s sp

aceship

job

, it was a slo

w d

ay.

Th

e cold

win

d w

as gu

sting. F

ew p

eop

le

wo

uld

be travelin

g in

to sp

ace that d

ay.

Meg

petted

her cat, G

inger. T

hen

the d

oo

r flew o

pen

. A b

ig d

og

raced in

,

wagg

ing

its tail.

28

Th

is p

ag

e is

inte

ntio

na

lly b

lan

k.


96

2

Aft

er t

he

do

g c

ame

a li

ttle

gir

l an

d a

man

wit

h a

big

sca

rf.

“W

e’ve

go

t to

go

to

th

e M

oo

n t

od

ay,”

said

th

e m

an. “C

an y

ou

tak

e u

s th

at f

ar i

nto

spac

e?”

Meg

did

n’t

th

ink t

wic

e. “

Yes

, I

can

!”

she

said

.

29

“W

e n

amed

th

at c

om

et P

ig,”

Meg

sai

d

as s

he

zig

zag

ged

by

it.

So

on

, th

e M

oo

n’s

sp

ace

man

ager

cal

led

.

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po

inte

d o

ut

a p

lace

to

lan

d.

Th

e g

irl

gav

e M

eg a

big

hu

g a

nd

sai

d

that

it w

as a

fan

tast

ic t

rip

. A

sm

ile

lit

up

Meg

’s f

ace.

It

was

an

oth

er jo

b w

ell

do

ne!

32


97

63

Meg

and

her p

asseng

ers raced o

ut to

the

field an

d g

ot in

Meg

’s new

spacesh

ip. S

he

glanced

at the flag

and

saw th

at the w

ind

was still g

ustin

g.

Meg

was certain

that th

ere wo

uld

be

no

pro

ble

ms. S

he u

rged

her p

asseng

ers to

bu

ck

le up

.

30

Meg

gave h

er spacesh

ip so

me g

as and

it gain

ed sp

eed. S

he said

, “W

hen

we reach

six hu

nd

red m

iles per h

ou

r, I’ll get u

s som

e

spice co

ok

ies and

coco

a.”

As M

eg g

ot th

e snac

ks, a g

igan

tic com

et

zoo

med

by th

e win

do

w.

31


98

45

Word Study©

Mac

mill

an/M

cGra

w-H

ill

Use the pages in this section to offer further practice

with phonics, spelling, and word meanings.

Sorting with Students ................................................................. 100• Dr. Donald Bear’s suggestions for integrating word

sorts as part of word study

Spelling Word Cards .................................................................... 102• reproducible cards for each week’s words

• tested, review, and challenge words

• key words for sorting activities

Vocabulary Word Cards ............................................................ 132• reproducible cards for each week’s tested words

• blank cards for additional words

Games ................................................................................................. 162• Learning with Games – suggestions for games

that support word study strategies, dictionary

skills, and comprehension skills

• boards, grids, spinners, and other ideas to customize

for your class

Sound-Spelling WorkBoard ..................................................... 175• reproducible black-and-white version for individual work

• pictures for key phonics sounds

• selected graphic organizers

Speed Drills ...................................................................................... 177• Using Speed Drills – tips on improving fl uency

• reproducible routine for each week’s spelling pattern

© M

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100 Sorting with Students

Sorting with StudentsSorting is an active part of word study. Here

are tips to consider as you develop your word

study program.

Getting Started• Make a copy of the sort for each student or

pair. Increase the size of the copy to rid the

page of the margin; this leaves less for

students to cut.

• Students scribble distinctively on the back

so that they recognize their chips.

• During independent work time, at their

seats or in a station, students cut up the

sort and place the chips in an envelope or

plastic bag. Students can write their names

on the fronts of the bags. Do not use

instructional time for cutting up the word

or picture sort.

• After cutting up the sort, students try it

out; this is an “open sort.” Observe how

students sort before instruction to guide

your pacing. Ask students to sort the words

into several columns and to set aside

unknown words.

InstructionIntroduce the sort in small group. A few min-

utes of small group reading time is used for

word study. This word study time is an oppor-

tunity to integrate phonics, spelling, and

vocabulary.

Incorporate the following activities over several

days. Spend just 10–15 minutes at any one time

and pick up where you left off during the next

small group lesson.

For each sort, use several key words to head

the sorting categories. Also include an

Oddball column for words or pictures that do

not fit.

1) Check that students can read the words

of the sort. Students must be able to read

most of the words in the sort. Three or four

unknown words are acceptable and are

learned over the week. Choose an easier

list and sort if too many words are

unknown. Explain to students that you

want them to read through the sort to

make sure they can read the words or

name the pictures.

When first sorting, model for students how

to read through the words. Read the word

cards in an “I know it; I don’t know it” fash-

ion. Put the known words in a pile in front

of you; place the unknown words to the

right. Show them how to count to three,

and if they do not know the word, they

place the unknown word card in, hope-

fully, a small pile to the right.

Ask students if they know the meaning of

the words. You can teach several of the

meanings over the week. If there are sev-

eral unknown words, take the time to use

them in a concept sort in which students

sort the words into meaning categories,

such as words that relate to animals, the

landscape, and so on. Ask students to

point to words that fit a category.

2) Teach four-step sorting in small group.

When you show students how to sort,

begin with an easier sort and teach stu-

dents the four steps that they will follow

with each sort.1

• Demonstrate. Show students how to

sort by using the key words or pictures.

Sort deliberately, and talk about what

1 Bear, D.; M. Invernizzi; S. Templeton; and F. Johnston.

Words Their Way: Word Study for Phonics, Vocabulary, and

Spelling Instruction. (4th ed.) Columbus, OH: Merrill/

Prentice Hall, 2008.

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101Sorting with Students 101

Sorting with Studentsyou are doing as you compare the word

or picture to the key words or pictures.

• Sort and check. Students sort individu-

ally or with a partner. Students read the

words aloud as they sort and compare

the words to the key words.

• Reflect. Ask students to explain to each

other why they sorted the way they did.

Guide students through a discussion of

the principle and generalizations that

underlie the sort.

• Extend. Repeated practice with the

sort over several days is essential.

Students enter the sort into their three-

ring word study notebooks. They leave

enough space to add related words that

they find in Word Hunts when they go

through the stories they have read.

Students sort daily by themselves or

with a partner. In their station activities

they sort the words as part of a word

study game.

3) Monitor and assess. To know when to go

on or to continue studying the principle that

underlies the sort, look for these aspects as

students sort with you in small group.

• Accuracy in sorting. See if students

sort the words in the correct columns.

• Fluency and speed in sorting. If stu-

dents sort quickly and accurately, they

are probably ready to move on to the

next sort. Students who sort accurately

and slowly benefit from more practice.

They can continue to practice the sort.

Set up a sorting station that contains

sorts from the last three weeks.

• Reflection and use. See if students can

explain the sort: “Why did you sort the

way you did?” Look in students’ first-

draft writing to see if they spell the

sound or spelling pattern correctly in

related words.

Sorting at Different Instructional LevelsThere are several considerations when sorting

across instructional levels and grades.

• Students in the emergent and beginning

stages of reading benefit from sorting by

sound with pictures to focus on the way

words sound alike at the beginning, middle,

or end. For example, students consider how

pairs of words sound alike: “I am going to

say two words, tell me if they sound alike in

the middle.”

• Students in the beginning and the transi-

tional levels sort by patterns in words.

Begin to explain how patterns are related

to sound. Look across vowels to find pat-

terns. For example, ask students: “Look for

long a and long o words that have the

CVVC pattern as in nail and coat.”

• Students in the intermediate levels study

the meaning patterns within words. They

study the meaning and spelling of prefixes,

suffixes, and roots. Grammar ties in here as

different suffixes are often related to gram-

matical functions; e.g., the -tion suffix turns

a verb into a noun. Word histories and word

roots are an important focus. Students

study words deeply using paperback

etymologies such as these two favorites:

Funk, W. Word Origins: An Exploration and

History of Words and Language. NY: Wings

Books, 1950.

Hoad, T. F. The Concise Oxford Dictionary of

English Etymology. NY: Oxford University

Press, 1993.

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mat hen sit

top bug oddball

clap step sick

rock luck crop

snack mess head

shut miss stamp

jump click pond

cat man can

bathtub anthill

102 Unit 1 • First Day Jitters Spelling Word Cards

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date fine rose

oddball date fine

rose lake life

home safe rice

globe plane wise

smoke grade smile

come clap sick

crop sneeze escape

Spelling Word Cards Unit 1 • Amazing Grace 103

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fail pay oddball

bay pail ray

plain tray trail

may braid sway

gray plays paint

snail great safe

rice globe lady

afraid fail

104 Unit 1 • Earth Smart Spelling Word Cards

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old low foam

gold bowl soak

sold snow loaf

roast coast scold

coal slow grows

show float blow

snail plain gray

window program

Spelling Word Cards Unit 1 • Wolf! 105

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lie wild my

sigh oddball mild

sky pie might

find fight tied

right fry tight

child flight bright

buy dye soak

bowl gold wind

children

106 Unit 1 • My Very Own Room Spelling Word Cards

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green weak field

heel seal weak

week bean creek

speaks team free

green clean cream

street freeze field

right pie child

sixteen peanut

Spelling Word Cards Unit 2 • Boom Town 107

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gnash knob wren

wrap knit gnat

wrists knots wrote

knight sign knock

wreck know wring

gnaws write wrong

week speaks field

wristwatch knapsack

108 Unit 2 • Home-Grown Butterflies Spelling Word Cards

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three spring scrap

strap thread scrubs

spree screams street

scratch spread throne

three screens spray

throw strong scraped

strength sign wrote

knight streamer scribble

Spelling Word Cards Unit 2 • Go West! 109

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thumb shell cheese

whale chick much

pitch teacher lunch

hatch cheese stretch

thick truth whales

fish what them

pathway stream three

scribble sandwich weather

110 Unit 2 • Here‘s My Dollar Spelling Word Cards

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that’s wasn’t we’re

oddball he’d she’d

that’s what’s won’t

there’s you’re wasn’t

we’ll isn’t we’re

couldn’t I’ve didn’t

they’re teacher fish

pathway shouldn’t wouldn’t

Spelling Word Cards Unit 2 • A Castle on Viola Street 111

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fur her stir

oddball turns first

herds learn purr

third earn nurse

perch girls firm

word world serve

worth he’d wasn’t

didn’t perfect Thursday

112 Unit 3 • Author: A True Story Spelling Word Cards

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dark north tore

oddball bark chore

porch yard sore

hard shorts wore

pour sport sharks

storms sharp carve

story first third

nurse orchard artist

Spelling Word Cards Unit 3 • Dear Juno 113

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re- un- mis-

pre- oddball misfile

unwanted recycle undone

presale misread recall

precut unload misnumber

unfair mistreat unhappy

retold preplan hard

porch carve prejudge

uncertain

114 Unit 3 • Messaging Mania Spelling Word Cards

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oil boy coy

soil foil toil

coins point noise

loyal boiled spoiled

enjoys voice choice

soybean joyful unhappy

retold misread noisy

checkpoint

Spelling Word Cards Unit 3 • What Do Illustrators Do? 115

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loop shook blue

tube oddball loop

rude look clue

spoon tube shook

blue cubes goose

mules gloom true

shoe stew enjoy

soil noise classroom

childhood

116 Unit 3 • The Jones Family Express Spelling Word Cards

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out crown found

town shout owl

couch bow scout

round plow crowd

proud clouds ground

louder bounce spoon

true shoe snowplow

outline

Spelling Word Cards Unit 4 • Seven Spools of Thread 117

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boys lunches babies

years twins trays

states ashes foxes

inches flies cities

ponies bunches alleys

lunches cherries daisies

town round bounce

heroes libraries

118 Unit 4 • Nacho and Lolita Spelling Word Cards

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paw cause mall

oddball yawn taught

salt lawn halls

hauls hawks squawk

bought bawls drawing

caused paused crawled

coughing twins inches

heroes walrus autumn

Spelling Word Cards Unit 4 • A Growing Interesst 119

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sale sail beet

beat rode road

rowed its it’s

your you’re there

they’re peace piece

salt bought caused

seen scene

120 Unit 4 • Ramona and Her Father Spelling Word Cards

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ice germs cell

gems age place

gyms city cents

price space nice

giant changes pages

gentle message sale

rode they’re giraffe

celebrate

Unit 4 • Out of This World!The Ellen Ochoa StorySpelling Word Cards 121

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day light time

some other airplane

daytime birthday daylight

hairdo notebook birdhouse

barefoot headlight sometime

someone newspaper sidewalks

basketball stagecoach age

gentle city somebody

handwriting

122 Unit 5 • Penguin Chick Spelling Word Cards

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lies lied lying

tries tried trying

dries dried drying

hurries hurried hurrying

studies studied studying

plays played playing

birthday birdhouse someone

obeyed worrying

Spelling Word Cards Unit 5 • Animal Homes 123

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matter pencil basket

rabbit napkin letter

invite bedtime mammal

number fellow chapter

follow problem chicken

butter Sunday tried

studies drying splendid

complete

124 Unit 5 • Call of the Wild Spelling Word Cards

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-s -es -ed

-ing names named

naming hopes hoped

hoping dances danced

dancing drops dropped

dropping wraps wrapped

wrapping chapter number

problem driving traded

Spelling Word Cards Unit 5 • Wilbur's Boast 125

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pilot lemon pilot

diner tiger favor

lemon planet model

shady robot tiny

label cozy silent

spider frozen named

dropping traded melon

stomach

126 Unit 5 • Unique Animals of the Southwest Spelling Word Cards

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return unbeaten dislike

preheat untied repay

disagree preheat unafraid

return preschool dislike

disappear resell precook

prepay unbeaten reprint

unwrap tiger planet

spider unlucky recover

Spelling Word Cards Unit 6 • Stone Soup 127

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able towel able

purple riddle handle

towel eagle puzzle

castle little nickel

camel pickle travel

tunnel squirrel dislike

return unwrap motel

couple

128 Unit 6 • The Strongest One Spelling Word Cards

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detail holiday unreal

about allowing appear

wayward coffee complain

enjoyed explaining poison

remain repeat unreal

unclear reading detail

able puzzle pickle

fourteen holiday

Spelling Word Cards Unit 6 • Tales of the Trickster 129

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better solar actor

sister sailor dollar

toaster winter doctor

layer dancer mayor

writer silver cellar

trailer December author

about explaining repeat

circular editor

130 Unit 6 • Cook-a-Doodle-Doo! Spelling Word Cards

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-ful -less -ly

careful cheerful helpful

colorful harmful peaceful

pitiful painless priceless

helpless sleepless rainless

helplessly carefully peacefully

doctor dollar December

wonderful cloudless

Spelling Word Cards Unit 6 • One Riddle, One Answer 131

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chuckled

fumbled

nervous

nonsense

trudged

132 Unit 1 • First Day Jitters Vocabulary Word Cards

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adventure

auditions

exploring

fantastic

sparkling

success

Vocabulary Word Cards Unit 1 • Amazing Grace 133

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contribute

donate

members

unaware

134 Unit 1 • Earth Smart Vocabulary Word Cards

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ached

admire

bothering

concentrate

passion

splendid

Vocabulary Word Cards Unit 1 • Wolf! 135

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determination

exact

luckiest

ruined

separate

storage

136 Unit 1 • My Very Own Room Vocabulary Word Cards

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blossomed

grumbled

lonesome

sidewalks

traders

wailed

Vocabulary Word Cards Unit 2 • Boom Town 137

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capture

disappear

enclosure

harming

protect

supply

138 Unit 2 • Home-Grown Butterflies Vocabulary Word Cards

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communities

culture

established

immigrants

traditional

Vocabulary Word Cards Unit 2 • Go West! 139

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deserve

slogan

thrilled

tour

volunteers

140 Unit 2 • Here’s My Dollar Vocabulary Word Cards

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appliances

construction

equipment

leaky

owners

project

Vocabulary Word Cards Unit 2 • A Castle on Viola Street 141

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acceptance

excitement

proper

single

talented

useful

142 Unit 3 • Author: A True Story Vocabulary Word Cards

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announced

crackle

noticed

soared

starry

Vocabulary Word Cards Unit 3 • Dear Juno 143

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estimate

focus

record

144 Unit 3 • Messaging Mania Vocabulary Word Cards

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illustrate

instance

sketches

style

suggestions

textures

Vocabulary Word Cards Unit 3 • What Do Illustrators Do? 145

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annual

expensive

innocent

politely

potential

wrapping

146 Unit 3 • The Jones Family Express Vocabulary Word Cards

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argued

beamed

fabric

possessions

purchased

quarreling

Vocabulary Word Cards Unit 4 • Seven Spools of Thread 147

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affection

brilliance

exhausted

guarantee

pleaded

preparations

148 Unit 4 • Nacho and Lolita Vocabulary Word Cards

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awareness

emphasize

pollution

utilize

Vocabulary Word Cards Unit 4 • A Growing Interest 149

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alarmed

anxious

cross

managed

pretend

unfortunately

150 Unit 4 • Ramona and Her Father Vocabulary Word Cards

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communicate

decisions

essential

research

responsible

specialist

Out of This World!The Ellen Ochoa Story

Unit 4 • Vocabulary Word Cards 151

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down

echoes

fierce

huddle

junior

shuffles

152 Unit 5 • Penguin Chick Vocabulary Word Cards

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architects

contain

retreats

shallow

shelter

structures

Vocabulary Word Cards Unit 5 • Animal Homes 153

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adjust

crucial

source

survive

unpredictable

154 Unit 5 • Call of the Wild Vocabulary Word Cards

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boasting

conversation

interrupted

rebuild

scrambled

seized

Vocabulary Word Cards Unit 5 • Wilbur’s Boast 155

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females

identical

odor

related

sight

venom

156 Unit 5 • Unique Animals of the Southwest Vocabulary Word Cards

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agreeable

banquet

curiosity

gaze

guests

untrusting

Vocabulary Word Cards Unit 6 • Stone Soup 157

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darkened

decorated

gnaws

securing

symbol

weakest

158 Unit 6 • The Strongest One Vocabulary Word Cards

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cunning

insightful

investigate

majority

technique

Vocabulary Word Cards Unit 6 • Tales of the Trickster 159

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ingredient

magnificent

masterpiece

recipes

tasty

tradition

160 Unit 6 • Cook-a-Doodle-Doo! Vocabulary Word Cards

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advised

depart

discouraged

increase

observed

suitable

Vocabulary Word Cards Unit 6 • One Riddle, One Answer 161

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What’s the Ending?

MaterialsS-shaped board (p. 167)Cards (p. 169)4-part spinner (p. 165)game markerspencils

Skill: word endings

Prepare: This game is for two players. Use the S-shaped board. Write begin in the fi rst square and end in the last square. In the remaining squares, alternate writing the endings -s, -ed, and -ing.

Write spelling words on the cards. Use verbs, such as chase, watch, and carry.

Players also use the four-part spinner. Write in the numbers 0, 1, 2, and 3.

Play: The fi rst player spins the spinner and moves his or her marker that number of spaces. Then that player chooses a word card and says, then spells, the word with the ending the marker landed on. Players miss a turn by spinning a 0 or by spelling the word and ending incorrectly. The fi rst player to get to the end is the winner.

Time for Order

Materialsold magazines and newspapersCards (p. 169)scissorsgluetimer

Skill: alphabetical order

Prepare: This game is for two players. Have players fi nd and cut out interesting words from old magazines and newspapers. Have players glue each word on a card. Each player needs eight words.

Play: The fi rst player must put all of the word cards in alphabetical order. The second player times the fi rst as he or she organizes the words. The players then switch roles. They compete to alphabetize the words the fastest.

Antonym Tic-Tac-Toe Materials

Tic-Tac-Toe grid (p. 170)pencils

Skill: antonyms

Prepare: This game is for two players. Use a Tic-Tac-Toe grid. Have players fi ll in the grid with vocabulary words.

Play: To begin, a player reads one word on the grid and names an antonym for that word. If correct, the player writes an X or an O in the space on top of the word. Players take turns until one player gets three Xs or Os in a row horizontally, vertically, or diagonally.

Learning with Games

162 Games

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Word Maker

Materials Word Wheel or Slip Strips (p. 168, p. 173)Cards (p. 169)paper bagpencils

Skill: prefi xes

Prepare: Write the following prefi xes on word cards: anti-, dis-, in-, im-, over-, mis-, pre-, re-, and un-. Fold the cards and place them in a paper bag.

Give each player a word wheel or slip strips. (If using slip strips, copy the squares several times so that players can construct strips with eight or twelve squares.)

Play: Each player chooses one prefi x from the bag and writes it on the inside circle of their word wheel. On the outside of the wheel, have players come up with as many root words as possible that work with their chosen prefi x. Players may want to refer to a dictionary for more word suggestions. (For Slip Strips, write the prefi x on the rectangular card and root words on the squares.)

Same and Different

Materials4-part spinner (p. 165)pencilcrayonspaper

Skill: compare and contrast

Prepare: Two players are needed for this game. Give each pair a blank spinner. Ask them to color each part a different color then alternately label Compare or Contrast.

Play: Explain to players that they will be comparing and contrasting themselves in this game. The fi rst player spins the spinner. If he or she lands on Compare, then the two players talk together to fi nd something they have in common. If he or she lands on Contrast, then they talk to fi nd how they are different. Have players record their discoveries on paper.

For a more advanced version of the game, choose topics from stories and literature for players to compare and contrast.

Put It Together

MaterialsPuzzle Pieces, two pieces (p. 174)plastic bagstimer

Skill: compound words

Prepare: Players need fi ve copies each of the puzzle pieces with two interlocking pieces. Ask them to write fi ve different compound words with the fi rst part of the word on the fi rst puzzle piece, and the second part of the word on the second puzzle piece. You may want to suggest compound words to use, such as schoolhouse, dollhouse, grasshopper, uproot, grassland, raincoat, and inchworm.

Players then cut out their puzzle pieces and place them in plastic bags.

Play: Have players exchange their bag with another player. Set the timer at one minute. Challenge players to build all fi ve of their partner’s compound words in a minute. Continue by having players exchange with other players in the classroom.

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Medial Sound Bingo

Materials5 x 5 grid (p. 172) Spelling Word Cards (pp. 102 –131)game markers

Skill: listening for long vowel medial sounds

Prepare: Each player needs a 5 x 5 grid. Above the fi rst row, players write the following medial sounds: Players create their own bingo card by listing spelling words that have the same medial sound under each column. Have available the Spelling Word Cards for reference.

Play: Use the Spelling Word Cards to play bingo once players have fi lled in their grids. Remind students that the winner is the fi rst player to get fi ve game markers in a row vertically, horizontally, or diagonally. For a shorter game, use the 4 x 4 grid and four medial sounds.

What Do You Mean?

Materials Oval or S-shaped board (p. 166, p. 167)4-part spinner (p. 165)game markersdictionary

Skill: multiple-meaning words

Prepare: Organize players into groups of four. Give each group a copy of the oval board, which may be copied at a larger size if desired, and a 4-part spinner numbered 0, 1, 2, and 3.

First place a star in one of the squares to mark the beginning and ending. Have the group fi ll in the remaining squares with multiple-meaning words such as scratch, beam, signing, uniform, coach, watch, principal, trust, safe, foreign, patient, settled, burst, stage, peer, figure, enclosure.

Play: The fi rst player begins the game by spinning the spinner to see how many spaces to go. The player reads the word he or she landed on and names one meaning of the word. As the game continues, if other players land on the same word, they must give another meaning for the same word. Players may want to keep a dictionary at hand to check defi nitions. The fi rst player to reach the star is the winner.

The S-shaped board can also be used for this game. Write begin in the fi rst square and end in the last square, and then write multiple-meaning words in the remaining squares.

164 Games

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1. Cut out and complete a spinner.

2. Mount it on heavy paper.

3. Attach arrow with brad.

Games 165

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Oval Game Board

166 Games

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S-shaped Game Board

Games 167

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Word Wheel

1. Cut out and complete

each wheel.

2. Attach small wheel on top of large wheel with a brad.

168 Games

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Games 169

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Tic-Tac-Toe

170 Games

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Games 171

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5x5 Grid

172 Games

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Slip Strips

Games 173

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Puzzle Pieces

174 Games

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176 Sound-Spelling WorkBoard

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177Speed Drills

Using Speed DrillsSpeed Drill RoutineSpeed drills build fluency because they help students rapidly recognize com-

mon syllable and spelling patterns in one-syllable and multisyllabic words.

And they’re a lot of fun!

The speed drill reproducibles that follow can be used for students needing

additional practice to achieve mastery and automaticity in reading words

with the target phonics skills. These reproducibles include examples of all the

sound-spellings and syllable types taught in Treasures, Grade 3. There is also a

blank speed drill sheet provided for customizing word lists with students.

Use the following Speed Drill Routine:

1. Distribute copies of the speed drill to students. Allow two minutes to

underline the target syllable or spelling pattern. For example, if the skill is

words ending in consonant + le, have students underline ble, cle, and ple in

words containing these common patterns. If the skill is to recognize vowel

teams, have them underline those letters.

2. When finished, have students use their speed-drill sheet to read the

marked words. Help students pronounce the common syllables or spelling

patterns. Students should practice reading their words throughout the

week and for homework.

3. Listen to students read the words on their speed-drill sheet mid-week and/

or at the end of the week. Students should practice with the speed drills

and be tested until they can read the words with ease. Record the number

of words they read correctly in one minute on their sheet. You may need to

enlist the help of peer testers to assess each student.

4. As an incentive, students may record their speed-drill scores on a separate

chart. Have them record the score for each testing of the speed drill. Work

with each student to set individual speed-drill goals—a set number of

words read in a minute, for example.

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178 Speed DrillsUnit 1 • First Day Jitters

Name

Underline the short vowel spelling in each word. Then

practice reading the words until you are ready to be timed.

lap clap lock step crop

mess shut miss jump stick

sick rock luck head stamp

bathtub anthill rushed trudged dead

lock crop rock head lap

miss stick anthill trudged mess

stamp clap step sick luck

dead shut jump bathtub rushed

head sick lock stamp rock

trudged bathtub miss dead anthill

step lap luck crop clap

jump mess rushed stick shut

crop stamp step head lock

stick dead jump trudged miss

luck clap rock lap sick

rushed shut anthill mess bathtub

clap sick stamp lock step

shut bathtub dead miss jump

rock crop luck lap head

anthill stick rushed mess trudged

Short Vowels

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179Speed Drills Unit 1 • Amazing Grace

Name

Underline the final e spelling in each word. Then practice

reading the words until you are ready to be timed.

time safe rose fake hope

cute spine compete huge grade

eve lake globe plane smile

wisely stripes skated envelope complete

safe fake rose hope time

spine huge compete grade cute

lake plane globe smile eve

stripes envelope skated complete wisely

rose time fake safe smile

compete cute huge spine complete

globe eve plane lake hope

skated wisely envelope stripes grade

fake eve hope rose safe

huge wisely grade compete spine

plane time smile globe lake

envelope cute complete skated stripes

hope safe time globe fake

grade spine cute skated huge

smile lake eve rose plane

complete stripes wisely compete envelope

Final e

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180 Speed DrillsUnit 1 • Earth Smart

Name

Underline the long a spelling in each word. Then practice


plain snail paid trays great

stay maybe gray braid afraid

sway ray trail lady waiting

plainly acres explained neighbor freight

snail trays great paid plain

maybe braid afraid gray stay

ray lady waiting trail sway

acres neighbor freight explained plainly

paid sway trays snail great

gray plainly braid maybe afraid

trail plain lady ray waiting

explained stay neighbor acres freight

trays great stay trail snail

braid plain afraid explained maybe

lady sway waiting paid ray

neighbor plainly freight gray acres

paid snail plain great trays

gray maybe stay afraid braid

trail ray sway waiting lady

explained acres plainly freight neighbor

Long a

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181Speed Drills Unit 1 • Wolf!

Name

Underline the long o spelling in each word. Then practice


gold loaves roast slowly float

shows snow window folks bowl

soaking coast scold coal colder

program swallow roaming grows dough

loaves slowly colder roast gold

snow folks dough window shows

coast coal float scold soaking

swallow grows bowl roaming program

roast soaking slowly loaves float

window program folks snow bowl

scold gold coal coast colder

roaming shows grows swallow dough

slowly roast float gold coast

folks window bowl shows swallow

coal scold colder soaking loaves

grows roaming dough program snow

roast loaves gold float slowly

window snow shows bowl folks

scold coast soaking colder coal

roaming swallow program dough grows

Long o

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182 Speed DrillsUnit 1 • My Very Own Room

Name

Underline the long i spelling in each word. Then practice


sky pie child mighty finding

tied right fry fried tightly

bright dye brightness buy delight

grind advice why sigh bite

pie mighty delight child sky

right fried bite fry tied

dye buy finding brightness bright

advice sigh tightly why grind

child bright mighty pie finding

fry grind fried right tightly

brightness sky buy dye delight

why tied sigh advice bite

mighty child finding sky dye

fried fry tightly tied advice

buy brightness delight bright pie

sigh why bite grind right

child pie sky finding mighty

fry right tied tightly fried

brightness dye bright delight buy

why advice grind bite sigh

Long i

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183Speed Drills Unit 2 • Boom Town

Name

Underline the long e spelling in each word. Then practice


three she heel seal weak

week bean speaks team free

street clean cream field freeze

knead families sixteen peanut chief

she seal freeze heel three

bean team chief speaks week

clean field weak cream street

families peanut free sixteen knead

heel street seal she weak

speaks knead team bean free

cream three field clean freeze

sixteen week peanut families chief

seal heel weak three clean

team speaks free week families

field cream freeze street she

peanut sixteen chief knead bean

heel she three weak seal

speaks bean week free team

cream clean street freeze field

sixteen families knead chief peanut

Long e

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184 Speed DrillsUnit 2 • Home-Grown Butterfl ies

Name

Underline the silent letter or letters in each word. Then


wrap knit gnat wrists knots

wrote knight sign knock wreck

knowing wring gnaws write wrong

wren knitted wristwatch wrinkle knapsack

knit wrists wrong gnat wrap

knight knock knapsack sign wrote

wring write knots gnaws knowing

knitted wrinkle wreck wristwatch wren

gnat knowing wrists knit knots

sign wren knock knight wreck

gnaws wrap write wring wrong

wristwatch wrote wrinkle knitted knapsack

wrists gnat knots wrap wring

knock sign wreck wrote knitted

write gnaws wrong knowing knit

wrinkle wristwatch knapsack wren knight

gnat knit wrap knots wrists

sign knight wrote wreck knock

gnaws wring knowing wrong write

wristwatch knitted wren knapsack wrinkle

Silent Letters

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185Speed Drills Unit 2 • Go West!

Name

Underline the 3-letter blend in each word. Then practice


thread scrubs spree sprint screams

street scratch spread throne three

spray throw stronger strength threaten

sprinkle scribble through streamer straws

scrubs sprint threaten spree thread

scratch throne straws spread street

throw strength screams stronger spray

scribble streamer three through sprinkle

spree spray sprint scrubs screams

spread sprinkle throne scratch three

stronger thread strength throw threaten

through street streamer scribble straws

sprint spree screams thread throw

throne spread three street scribble

strength stronger threaten spray scrubs

streamer through straws sprinkle scratch

spree scrubs thread screams sprint

spread scratch street three throne

stronger throw spray threaten strength

through scribble sprinkle straws streamer

3-Letter Blends

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186 Speed DrillsUnit 2 • Here’s My Dollar

Name

Underline the digraph in each word. Then practice reading

the words until you are ready to be timed.

them chick what much pitcher

teacher lunchbox hatching cheese stretch

thicker truth whale phone photo

challenge sandwich weather shadow seashells

chick much photo what them

lunchbox cheese seashells hatching teacher

truth phone pitcher whale thicker

sandwich shadow stretch weather challenge

what thicker much chick pitcher

hatching challenge cheese lunchbox stretch

whale them phone truth photo

weather teacher shadow sandwich seashells

much what pitcher them truth

cheese hatching stretch teacher sandwich

phone whale photo thicker chick

shadow weather seashells challenge lunchbox

what chick them pitcher much

hatching lunchbox teacher stretch cheese

whale truth thicker photo phone

weather sandwich challenge seashells shadow

Digraphs

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187Speed Drills Unit 2 • A Castle on Viola Street

Name

Practice reading the words until you are ready to be timed.

he’d she’d that’s what’s won’t

there’s you’re wasn’t we’ll isn’t

we’re couldn’t shouldn’t wouldn’t I’ve

didn’t they’re I’m we’d don’t

she’d what’s I’ve that’s he’d

you’re we’ll don’t wasn’t there’s

couldn’t wouldn’t won’t shouldn’t we’re

they’re we’d isn’t I’m didn’t

that’s we’re what’s she’d won’t

wasn’t didn’t we’ll you’re isn’t

shouldn’t he’d wouldn’t couldn’t I’ve

I’m there’s we’d they’re don’t

what’s that’s won’t he’d couldn’t

we’ll wasn’t isn’t there’s they’re

wouldn’t shouldn’t I’ve we’re she’d

we’d I’m don’t didn’t you’re

that’s she’d he’d won’t what’s

wasn’t you’re there’s isn’t we’ll

shouldn’t couldn’t we’re I’ve wouldn’t

I’m they’re didn’t don’t we’d

Contractions

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188 Speed DrillsUnit 3 • Author: A True Story

Name

Underline the r-controlled vowel spelling in each word.

Then practice reading the words until you are ready to be

timed.

turns herds purr earn perch

firm world worth first learning

third nurses girls word serving

suffered Thursday emerge perfect birthday

herds earn serving purr turns

world first birthday worth firm

nurses word perch girls third

Thursday perfect learning emerge suffered

purr third earn herds perch

worth suffered first world learning

girls turns word nurses serving

emerge firm perfect Thursday birthday

earn purr perch turns nurses

first worth learning firm Thursday

word girls serving third herds

perfect emerge birthday suffered world

purr herds turns perch earn

worth world firm learning first

girls nurses third serving word

emerge Thursday suffered birthday perfect

r-Controlled

Vowels er, ir, ur

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189Speed Drills Unit 3 • Dear Juno

Name

Underline the r-controlled vowel spelling in each word.


timed.

barking short sharply sore harder

storms yard sport sharks porch

pour story chores wore carve

orchard gardener artist heartache ignore

short sore carve sharply barking

yard sharks ignore sport storms

story wore harder chores pour

gardener heartache porch artist orchard

sharply pour sore short harder

sport orchard sharks yard porch

chores barking wore story carve

artist storms heartache gardener ignore

sore sharply harder barking short

sharks sport porch storms story

wore chores carve pour gardener

heartache artist ignore orchard yard

sharply short barking harder sore

sport yard storms porch sharks

chores story pour carve wore

artist gardener orchard ignore heartache

r-Controlled

Vowels ar, or

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190 Speed DrillsUnit 3 • Messaging Mania

Name

Underline the prefix in each word. Then practice reading


unfair unwanted unhappy undone unload

retold recall recycle misfile misnumber

misread mistreat precut preplan presale

prejudge uncertain uncomfortable premeasure rename

unwanted undone presale unhappy unfair

recall misfile rename recycle retold

mistreat preplan unload precut misread

uncertain premeasure misnumber uncomfortable prejudge

unhappy misread undone unwanted unload

recycle prejudge misfile recall misnumber

precut unfair preplan mistreat presale

uncomfortable retold premeasure uncertain rename

undone unhappy unload unfair mistreat

misfile recycle misnumber retold uncertain

preplan precut presale misread unwanted

premeasure uncomfortable rename prejudge recall

unhappy unwanted unfair unload undone

recycle recall retold misnumber misfile

precut mistreat misread presale preplan

uncomfortable uncertain prejudge rename premeasure

Prefi xes re, un,

pre, mis

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191Speed Drills Unit 3 • What Do Illustrators Do?

Name

Underline the diphthong spelling in each word. Then


toy royalty soil foil toiling

coins pointy noise loyal boiled

spoiled enjoys voice choice soybean

joyful noisy checkpoint embroidery asteroid

royalty foil soybean soil toy

pointy loyal asteroid noise coins

enjoys choice toiling voice spoiled

noisy embroidery boiled checkpoint joyful

soil spoiled foil royalty toiling

noise joyful loyal pointy boiled

voice toy choice enjoys soybean

checkpoint coins embroidery noisy asteroid

foil soil toiling toy enjoys

loyal noise boiled coins noisy

choice voice soybean spoiled royalty

embroidery checkpoint asteroid joyful pointy

soil royalty toy toiling foil

noise pointy coins boiled loyal

voice enjoys spoiled soybean choice

checkpoint noisy joyful asteroid embroidery

Diphthongs oi, oy

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192 Speed DrillsUnit 3 • The Jones Family Express

Name

Underline the variant vowel spelling in each word. Then


loop rude looking clues spoon

tube shook blue tunes goose

rules gloomy true shoe stew

classroom childhood annual include assume

rude clues stew looking loop

shook tunes assume blue tube

gloomy shoe spoon true rules

childhood include goose annual classroom

looking rules clues rude spoon

blue classroom tunes shook goose

true loop shoe gloomy stew

annual tube include childhood assume

clues looking spoon loop gloomy

tunes blue goose tube childhood

shoe true stew rules rude

include annual assume classroom shook

looking rude loop spoon clues

blue shook tube goose tunes

true gloomy rules stew shoe

annual childhood classroom assume include

Variant Vowels oo,

u_e, ue, ew

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193Speed Drills Unit 4 • Seven Spools of Thread

Name

Underline the diphthong spelling in each word. Then


found town shouting owls couch

bowing scout round plowed crowd

proud clouds ground louder bouncing

outline snowplow mountain boundary mouse

town owls bouncing shouting found

scout plowed mouse round bowing

clouds louder couch ground proud

snowplow boundary crowd mountain outline

shouting proud owls town couch

round outline plowed scout crowd

ground found louder clouds bouncing

mountain bowing boundary snowplow mouse

owls shouting couch found clouds

plowed round crowd bowing snowplow

louder ground bouncing proud town

boundary mountain mouse outline scout

shouting town found couch owls

round scout bowing crowd plowed

ground clouds proud bouncing louder

mountain snowplow outline mouse boundary

Diphthongs ou, ow

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194 Speed DrillsUnit 4 • Nacho and Lolita

Name

Underline the plural spelling in each word. Then practice


years twins trays states ashes

foxes inches flies cities ponies

bunches alleys lunches cherries daisies

heroes libraries journeys scratches dictionaries

twins states daisies trays years

inches cities dictionaries flies foxes

alleys cherries ashes lunches bunches

libraries scratches ponies journeys heroes

trays bunches states twins ashes

flies heroes cities inches ponies

lunches years cherries alleys daisies

journeys foxes scratches libraries dictionaries

states trays ashes years alleys

cities flies ponies foxes libraries

cherries lunches daisies bunches twins

scratches journeys dictionaries heroes inches

trays twins years ashes states

flies inches foxes ponies cities

lunches alleys bunches daisies cherries

journeys libraries heroes dictionaries scratches

Plurals

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195Speed Drills Unit 4 • A Growing Interest

Name

Underline the variant vowel spelling in each word. Then


yawning taught salty lawnmower halls

hauls hawks squawk bought bawls

drawing caused paused crawled cough

walrus autumn fault awesome mall

taught lawnmower cough salty yawning

hawks bought mall squawk hauls

caused crawled halls paused drawing

autumn awesome bawls fault walrus

salty drawing lawnmower taught halls

squawk walrus bought hawks bawls

paused yawning crawled caused cough

fault hauls awesome autumn mall

lawnmower salty halls yawning caused

bought squawk bawls hauls autumn

crawled paused cough drawing taught

awesome fault mall walrus hawks

salty taught yawning halls lawnmower

squawk hawks hauls bawls bought

paused caused drawing cough crawled

fault autumn walrus mall awesome

Variant Vowels a,

au, aw, ough

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196 Speed DrillsUnit 4 • Ramona and Her Father

Name

Practice reading the words until you are ready to be timed.

sale sail beet beat rode

its it’s your you’re road

there they’re peace piece rowed

seen scene stationary stationery weight

flea flee their sea wait

sail beat weight beet sale

it’s you’re wait your its

they’re piece rode peace there

scene stationery road stationary seen

flee sea rowed their flea

beet seen beat sail rode

your flea you’re it’s road

peace sale piece they’re rowed

stationary its stationery scene weight

their there sea flee wait

beat beet sale rode sail

you’re your its road it’s

piece peace there rowed they’re

stationery stationary seen weight scene

sea their flea wait flee

Homophones

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197Speed Drills Unit 4 • Out of This World!The Ellen Ochoa Story

Name

Underline the soft c or soft g spelling in each word. Then


cell gems age place gym

city cents price space nicely

giant changes pages gentle message

giraffe celebrate groceries generous dangerous

gems place message age cell

cents space dangerous price city

changes gentle gym pages giant

celebrate generous nicely groceries giraffe

age giant place gems gym

price giraffe space cents nicely

pages cell gentle changes message

groceries city generous celebrate dangerous

place age gym cell changes

space price nicely city celebrate

gentle pages message giant gems

generous groceries dangerous giraffe cents

age gems cell gym place

price cents city nicely space

pages changes giant message gentle

groceries celebrate giraffe dangerous generous

Soft c and g

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198 Speed DrillsUnit 5 • Penguin Chick

Name

Draw a line between the two words in the compound word.


timed.

airplane daytime birthday daylight hairdo

notebook birdhouse barefoot headlight sometime

someone newspaper sidewalks basketball stagecoach

somebody handwriting baseball homemade thumbnail

daytime daylight stagecoach birthday airplane

birdhouse headlight thumbnail barefoot notebook

newspaper basketball hairdo sidewalks someone

handwriting homemade sometime baseball somebody

birthday someone daylight daytime hairdo

barefoot somebody headlight birdhouse sometime

sidewalks airplane basketball newspaper stagecoach

baseball notebook homemade handwriting thumbnail

daylight birthday hairdo airplane newspaper

headlight barefoot sometime notebook handwriting

basketball sidewalks stagecoach someone daytime

homemade baseball thumbnail somebody birdhouse

birthday daytime airplane hairdo daylight

barefoot birdhouse notebook sometime headlight

sidewalks newspaper someone stagecoach basketball

baseball handwriting somebody thumbnail homemade

Compound Words

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199Speed Drills Unit 5 • Animal Homes

Name

Underline the inflectional ending in each word. Then


tries hurries trying hurrying dried

drying tried hurried dries studies

crying studying plays played playing

studied cries playing obeyed worrying

tried dries cried trying tries

hurries hurrying worrying hurried drying

studying played dried plays studied

cries obeyed studies tried crying

trying studied dries cried dried

hurried crying hurrying hurries studies

plays tries played studying playing

cried drying obeyed cries worrying

dries trying dried tries studying

hurrying plays studies drying cries

played hurried playing studied tried

trying cried tries crying hurries

obeyed tried worrying dried dries

hurried hurries drying studies hurrying

plays studying studied playing played

cried cries crying worrying obeyed

Infl ectional

Endings

(change y to i)

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200 Speed DrillsUnit 5 • Call of the Wild

Name

Underline the closed syllables in each word. Then practice


basket rabbit napkin problem chicken

splendid catnip candid velvet victim

lesson method dentist exit admit

frantic gossip happen limit panic

rabbit problem admit napkin basket

catnip velvet panic candid splendid

method exit chicken dentist lesson

gossip limit victim happen frantic

napkin lesson problem rabbit chicken

candid frantic velvet catnip victim

dentist basket exit method admit

happen splendid limit gossip panic

problem napkin chicken basket method

velvet candid victim splendid gossip

exit dentist admit lesson rabbit

limit happen panic frantic catnip

napkin rabbit basket chicken problem

candid catnip splendid victim velvet

dentist method lesson admit exit

happen gossip frantic panic limit

Closed Syllables

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201Speed Drills Unit 5 • Wilbur’s Boast

Name

Underline the inflectional ending in each word. Then


names hopping naming dancing hoped

hoping named dances hopes danced

drops races dropping wraps traded

wrapping dropped raced driving wrapped

named hopes wrapped naming names

hopping dancing traded dances hoping

dropped wraps hoped dropping drops

races driving danced raced wrapping

naming drops hopes named hoped

dances wrapping dancing hopping danced

dropping names wraps dropped wrapped

raced hoping driving races traded

hopes naming hoped names dropped

dancing dances danced hoping races

wraps dropping wrapped drops named

driving named traded wrapping hopping

naming raced names hoped dancing

dances hopping hoping danced hopes

dropping races drops wrapped wraps

raced dropped wrapping traded driving

Infl ectional

Endings

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202 Speed DrillsUnit 5 • Unique Animals of the Southwest

Name

Underline the open syllable in each word. Then practice


pilot tiger diner favor shady

robot tiny label cozy silent

frozen favorite table bacon cable

fable hotel lion razor vapor

tiger favor cable diner pilot

tiny cozy vapor label robot

favorite bacon shady table frozen

hotel razor silent lion fable

diner frozen favor tiger shady

label fable cozy tiny silent

table pilot bacon favorite cable

lion robot razor hotel vapor

favor diner shady pilot favorite

cozy label silent robot hotel

bacon table cable frozen tiger

razor lion vapor fable tiny

diner tiger pilot shady favor

label tiny robot silent cozy

table favorite frozen cable bacon

lion hotel fable vapor razor

Open Syllables

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203Speed Drills Unit 6 • Stone Soup

Name

Underline the prefix in each word. Then practice reading


untied repay disagree preheat unafraid

return preschool dislike disappear resell

precook prepay unbeaten reprint unwrap

unlucky recover unhappy prehistoric reenter

repay preheat unwrap disagree untied

preschool disappear reenter dislike return

prepay reprint unafraid unbeaten precook

recover prehistoric resell unhappy unlucky

disagree precook preheat repay unafraid

dislike unlucky disappear preschool resell

unbeaten untied reprint prepay unwrap

unhappy return prehistoric recover reenter

preheat disagree unafraid untied prepay

disappear dislike resell return recover

reprint unbeaten unwrap precook repay

prehistoric unhappy reenter unlucky preschool

disagree repay untied unafraid preheat

dislike preschool return resell disappear

unbeaten prepay precook unwrap reprint

unhappy recover unlucky reenter prehistoric

Prefi xes

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204 Speed DrillsUnit 6 • The Strongest One

Name

Underline consonant + le syllable in each word. Then


able purple riddle handle eagle

puzzle castle little pickle couple

table middle bottle ankle sample

towel nickel travel tunnel squirrel

purple handle sample riddle able

castle pickle squirrel little puzzle

middle ankle eagle bottle table

nickel tunnel couple travel towel

riddle table handle purple eagle

little towel pickle castle couple

bottle able ankle middle sample

travel puzzle tunnel nickel squirrel

handle riddle eagle able middle

pickle little couple puzzle nickel

ankle bottle sample table purple

tunnel travel squirrel towel castle

riddle purple able eagle handle

little castle puzzle couple pickle

bottle middle table sample ankle

travel nickel towel squirrel tunnel

Consonant +

le Syllables

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205Speed Drills Unit 6 • Trickster Tales

Name

Underline the vowel team in each word. Then practice


about roaches allowing appear wayward

coffee complain enjoy explain poison

remain repeat unreal unclear reading

detail fourteen holiday textbook viewpoint

training leaving babies floated meatball

roaches appear reading allowing about

complain explain viewpoint enjoy coffee

repeat unclear meatball unreal remain

fourteen textbook wayward holiday detail

leaving floated poison babies training

allowing about appear roaches wayward

enjoy coffee explain complain poison

unreal remain unclear repeat reading

holiday detail textbook fourteen viewpoint

babies training floated leaving meatball

appear allowing wayward about fourteen

explain enjoy poison coffee leaving

unclear unreal reading remain roaches

textbook holiday viewpoint detail complain

floated babies meatball training repeat

Vowel Team

Syllables

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206 Speed DrillsUnit 6 • Cook-a-Doodle-Doo!

Name

Underline the r-controlled vowel in each word. Then


sister brother mother father sailor

dollar toaster winter doctor layer

dancer mayor writer silver cellar

trailer December governor author editor

brother father cellar mother sister

toaster doctor editor winter dollar

mayor silver sailor writer dancer

December author layer governor trailer

mother dancer father brother sailor

winter trailer doctor toaster layer

writer sister silver mayor cellar

governor dollar author December editor

father mother sailor sister mayor

doctor winter layer dollar December

silver writer cellar dancer brother

author governor editor trailer toaster

mother brother sister sailor father

winter toaster dollar layer doctor

writer mayor dancer cellar silver

governor December trailer editor author

r-Controlled

Vowel Syllables

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207Speed Drills Unit 6 • One Riddle, One Answer

Name

Underline the suffix or suffixes in each word. Then practice


careful cheerful helpful colorful harmful

peaceful pitiful painless priceless helpless

sleepless rainless helplessly carefully peacefully

wonderful cloudless weekly angrily beautiful

cheerful colorful peacefully helpful careful

pitiful priceless beautiful painless peaceful

rainless carefully harmful helplessly sleepless

cloudless angrily helpless weekly wonderful

helpful sleepless colorful cheerful harmful

painless wonderful priceless pitiful helpless

helplessly careful carefully rainless peacefully

weekly peaceful angrily cloudless beautiful

colorful helpful harmful careful rainless

priceless painless helpless peaceful cloudless

carefully helplessly peacefully sleepless cheerful

angrily weekly beautiful wonderful pitiful

helpful cheerful careful harmful colorful

painless pitiful peaceful helpless priceless

helplessly rainless sleepless peacefully carefully

weekly cloudless wonderful beautiful angrily

Suffi xes

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208 Speed Drills

Name

Work with your teacher to fill in words. In each word,

underline the syllable or spelling pattern you are studying.


timed.

Pattern:

Additional Literacy SupportUse the pages in this section to support reading comprehension,

writing, listening and speaking activities.

Reader Response Sheets .......................................................... 210• forms for fi ction, non-fi ction, and poetry

Book Talk ........................................................................................... 216• forms for conducing Book Talk in small groups

Writer’s Checklists ........................................................................ 222• checklists for use with Unit Writing activities

Short-Answer Reading Rubric .............................................. 228• rubric for Show What You Know short answer questions

Proofreading Marks .................................................................... 229• common proofreading marks to post or hand out

Writing Frames .............................................................................. 230• forms to organize writing about Time for Kids selections

Writing Minilessons ..................................................................... 236• worksheets for independent weekly writing practice

Writing Journal Checklist ......................................................... 266• use with all units

Writing Rubrics .............................................................................. 267• four- and six-point rubrics

Anchor Papers ............................................................................... 277• writing samples with explanations of scoring

Picture Prompts .............................................................................. 301• writing prompts with illustrations and photos

Theme Project Checklists ......................................................... 308• student checklists for the Unit Theme Projects

Listening and Speaking Checklists ....................................... 311• list of listening and speaking behaviors to post

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Reader Response

Title: Author:

Rate this book by coloring in the stars.

Awesome Good Okay Disliked Disliked a lot

Recommendation: To whom would you recommend this book?

Response: Write one of the following as if it were from the point of view of a

particular character.

Poem One-act play

Song Journal entry

210 Reader Response: Fiction

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Reader Response

Title: Author:




Response: Write a new ending to this story. How will it affect the rest of the

story?

Reader Response: Fiction 211

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Reader Response

Title: Author:




Response: What was the most surprising or interesting thing you learned?

Choose one of the following to write your response.

Magazine article Book review

Letter to a friend Journal entry

212 Reader Response: Nonfiction

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Reader Response

Title: Author:




Response: Write an e-mail to the author describing what you have learned

from this book.

To: @example.com

Subject:

Dear :

Sincerely,

Reader Response: Nonfiction 213

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Reader Response

Title: Author:

Rate this poem by coloring in the stars.


Recommendation: To whom would you recommend this poem?

Response: Is this poem like any other poem you have read before? Why?

214 Reader Response: Poetry

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Reader Response

Title: Author:

Rate this poem by coloring in the stars.


Recommendation: To whom would you recommend this poem?

Response: Describe how you feel about this poem. What do you like or

dislike about this poem?

Reader Response: Poetry 215

216 Book Talk

NameBook Talk

Book Talk Roles

Create your own roles

LeaderRemind each member of his

or her role.

Make sure each person asks

a question.

Make sure each person

answers a question.

•

•

•

SummarizerSummarize what you read.

Tell the most important parts.

•

•

Word FinderFind 3 or 4 interesting words

from what you read.

Write the page number to

find the word.

Write down each word and

what it means.

•

•

•

IllustratorPick your favorite part of

the story.

Tell why you chose that part.

Draw a picture of your

favorite part.

•

•

•

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217Book Talk

NameBook Talk

Work with your group to add more or different steps to

your Book Talk.

Summarize the story. Talk about the parts you liked best.

Talk about interesting words you found.

Take turns asking questions. Take turns answering questions.

Illustrate your favorite part of the story.Tell why it is your favorite part.

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218 Book Talk

NameBook Talk

Create your own rules with your group.

Make a Book Talk Rules poster.

Talk about the book.

Take turns speaking.

Take turns listening.

Ask the speaker questions to find out more.

Tell the group why you agree or disagree.

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219Book Talk

NameBook Talk

Book Talks for Fiction Read your book.

Write questions in your journal.

Write answers to your questions.

What do you want to tell the group about the book?

Write your ideas in your journal.

You can use some of these questions.

How can you tell this book is fiction?

Who are the main characters?

Where does the story take place?

What is the problem?

What is the solution?

•

•

•

•

•


How can you tell this book is fiction?

Who are the main characters?

Where does the story take place?

What is the problem?

What is the solution?

•

•

•

•

•

I noticed . . .I noticed . . . I liked . . .I liked . . .

My favorite

character . . .

My favorite

character . . .I feel . . .I feel . . .

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220 Book Talk

NameBook Talk

Book Talks for Nonfiction Read your book.






How can you tell the book is non-fiction?

What is the main idea?

What facts did you learn?

What other questions do you have about the topic?

Where can you look for more information?

•

•

•

•

•


How can you tell the book is non-fiction?

What is the main idea?

What facts did you learn?


Where can you look for more information?

•

•

•

•

•

The most

interesting fact

was . . .

The most

interesting fact

was . . .

I think . . .I think . . .

What if . . .What if . . .A connection

I made . . .

A connection

I made . . .

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221Book Talk

NameBook Talk

Book Talks for Persuasive Writing

Read your book.






How can you tell the message in this book is persuasive?

Why did the author write this book?

Explain why you may agree or disagree with the point of view

of the author.


•

•

•

•


How can you tell the message in this book is persuasive?

Why did the author write this book?

Explain why you may agree or disagree with the point of view

of the author.


•

•

•

•

This made me

think about . . .

This made me

think about . . .I learned . . .I learned . . .

What if . . .What if . . .

A connection

I made . . .

A connection

I made . . .

My Writer’s ChecklistMy Writer’s Checklist

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Personal Narrative

✔ Put a check by the items you completed.

Do I write about something that happened in my own life?

Do I tell my personal feelings about the experience?

Do I include important details?

Do I write using fi rst person words to show I am writing about

my life?

Do I start with a sentence that hooks the reader?

What did I do well in my writing?

1.

2.

What will I change when I revise this work?

1.

2.

Teacher: See also Proofreading Marks, page 229, and Writing Rubrics, pages 267–276.

222 Unit 1 Writer’s Checklists

Name


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Expository Writing


Do I describe a real person, place, or thing?

Do I start with a topic sentence that tells what is being

described?

Do I give information about the subject through clear details?

Do I use my senses to write a description that will interest my

readers?

Do I show my enthusiasm for my topic?


1.

2.


1.

2.


Writer’s Checklists Unit 2 223

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How-to Letter


Do I follow letter format, including addresses, date,

salutation, closing, and signature?

Do I state my purpose early in my letter?

Do I present the steps in an order that makes sense?

Do I include details that make the steps clear?

Do I write in a voice meant for my reader?


1.

2.


1.

2.



Name


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Fictional Narrative


Does one of my characters have a problem that needs to be

solved?

Do I include details about the characters, setting, and plot?

Does my story have a beginning, middle, and an end?

Do I use dialogue that shows how my characters talk?

Do my sentences fl ow together to tell a good story as I read

my fi ctional narrative aloud?


1.

2.


1.

2.



Name


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Research Report


Do I choose a topic I want to learn more about?

Do I begin with an introductory sentence or paragraph and

end with a conclusion?

Does each of my paragraphs have a main idea and

supporting details about my topic?

Do I use transition words to connect ideas?

Do I use good sources and list them at the end of my report?


1.

2.


1.

2.



Name


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Persuasive Essay


Do I clearly state my opinion?

Do I present my reasons in a logical order?

Do I use convincing reasons and supporting details for a

specifi c audience?

Do I use opinion words to help persuade the readers?

Do I end with a strong conclusion?


1.

2.


1.

2.



Name

Short Response Rubric

Score Description

33

An exemplary response must:• be thoughtful and insightful• be strongly supported with accurate/relevant textual evidence• show depth of understanding and ability to effectively connect

textual evidence to the idea, analysis, or evaluation

22A sufficient response must:• be reasonable • be supported with accurate/relevant textual evidence• be clear and specific

11

A partially sufficient response may:• be reasonable• be supported by general, incomplete, partially accurate/relevant

textual evidence, if any• weakly connect textual evidence to the idea, analysis, or

evaluation• be somewhat unclear or vague

00

An insufficient response may:• be too general or vague to determine whether it is reasonable

or not be reasonable• not address the question or answer a different question than

the one asked• not be based on the selection • incorrectly analyze or evaluate the text • offer only incomplete or irrelevant textual evidence, if any• lack clarity

Evidence may consist of a direct quotation, a paraphrase, or a specific synopsis.

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228 Short-Answer Reading Rubric

Short-Answer Reading Rubric

Proofreading MarksProofreading Marks

Make a capital letter. we went to the park.

Make a small letter. We walked by the Lake.

Add a period. The fi sh were jumping

Check spelling. The sky was beuatiful.

Add. Then ate lunch.

Take out. The tall trees were very tall.

New paragraph The town seemed busy and noisy

after our day at the park.

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we

sp sp

¶ ¶

Proofreading Marks 229

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230 Unit 1 • Earth Smart Writing Frames

Writing Frame

Description Writing Frame

A. Summarize “Earth Smart.” Use the Description Writing Frame below.

The Goodwillie Environmental School is a green school. The students at

this green school help the environment in many ways.

One way they help is

.

Another way they help is

.

They also help by

.

B. Rewrite the completed summary on another sheet of paper. Keep

it as a model for writing a summary of an article or selection using

this text structure.

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Unit 2 • Go West!Writing Frames

Writing Frame

Description Writing Frame

A. Summarize Go West! Use the Description Writing Frame below.

Railroads changed the face of the Southwest in many ways.

One way they changed things is

.

Another way railroads changed things is

.

They also

.




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232 Unit 3 • Messaging Mania Writing Frames

Writing Frame

Cause/Effect Writing Frame

A. Summarize Messaging Mania. Use the Cause/Effect Writing Frame below.

Instant messaging is causing the English language to change.

Instant messaging users invent short versions of words because

.

Instant messaging can have a negative effect because

.

Many teachers get upset with instant messaging because

.

B. Rewrite the completed summary on another sheet of paper. Keep it as

a model for writing a summary of an article or selection using this text

structure.

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Unit 4 • A Growing InterestWriting Frames

Writing Frame

Problem/Solution Writing Frame

A. Summarize A Growing Interest. Use the Problem/Solution Writing Frame

below.

Houston, Texas is a big, beautiful city. However, children who grow up in big

cities face several problems.

One problem is because

.

Another problem is because

.

To help solve these problems,

.

The result is that

.

B. Rewrite the completed summary on another sheet of paper. Keep it

as a model for writing a summary of an article or selection using this

text structure.

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234 Unit 5 • Call of the Wild Writing Frames

Writing Frame

Cause/Effect Writing Frame

A. Summarize Call of the Wild. Use the Cause/Effect Writing Frame below.

Many animals have had to adapt to their environments to survive.

Arctic foxes have adapted to living in the Arctic because

.

The result of this is

.

The beaks of the Galapagos Island finches have changed because

.

The result of this is

.

Other animals that have changed are

.

They have changed because

.




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Unit 6 • Tales of the TricksterWriting Frames

Writing Frame

Compare/Contrast Writing Frame

A. Summarize Tales of the Trickster. Use the Compare/Contrast

Writing Frame below.

Both Robert Greygrass and Rose Red Elk are the same in some ways.

They are the same because

.

However, in other ways Robert Greygrass and Rose Red Elk are different.

They are different because

.

So, Robert Greygrass and Rose Red Elk have both similarities and

differences.




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Writing MinilessonsUnit 1 • First Day Jitters Writing Minilessons236

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Writing:

Single Moment

in Time

1. Please read the following passage.

Shawn and Kathy were on the basketball court. Cindy was flying a kite

in the field. Sitting under a tree, Jon, Latoya, and Abe ate their lunch.

2. Underline one sentence.

3. Now, write two more sentences about that sentence.

Example: Cindy was flying a kite in the field. She held on to the string

as tight as she could and ran in a zig-zag back and forth on the grass.

As she ran, she giggled so loudly that everyone could hear her from

across the field.

Extra Practice: Do the same activity with one of the other sentences.

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Writing Minilessons Unit 1 • Amazing Grace 237

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Writing:

Single Moment

of Action

1. Remember when you brushed your teeth this morning.

2. List three actions you took in order to brush your teeth.

a.

b.

c.

3. Now, write three sentences that focus on how you brushed your teeth.

Example: I held my toothbrush under the cold water coming from the

tap. Crusty, dried-up toothpaste fell into the sink as I unscrewed the

toothpaste cap. I had to squeeze hard from the end of the old tube to

get the paste onto my brush.

Extra Practice: Do the same activity for “I tied my shoes.”

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Writing MinilessonsUnit 1 • Earth Smart238

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Writing:

Rubric

Wri

tin

g R

ub

ric

4 E

xcelle

nt

3 G

ood

2 F

air

1 U

nsatisfa

cto

ry

Fo

cus a

nd C

ohere

nce

Fo

cus a

nd C

ohere

nce

Focus a

nd C

ohere

nce

Focus a

nd C

ohere

nce

Org

aniz

ation

Org

aniz

ation

Org

aniz

ation

Org

aniz

ation

Deve

lopm

ent

of

Ideas/

Word

Choic

eD

eve

lopm

ent

of

Ideas/

Word

Choic

eD

eve

lopm

ent

of

Ideas/

Word

Choic

eD

eve

lopm

ent

of

Ideas/

Word

Choic

e

Voic

eV

oic

eV

oic

eV

oic

e

Conve

ntions/S

ente

nce

Flu

ency

Conve

ntions/S

ente

nce

Flu

ency

Conve

ntions/S

ente

nce

Flu

ency

Conve

ntions/S

ente

nce

Flu

ency

Pre

senta

tion

Pre

senta

tion

Pre

senta

tion

Pre

senta

tion

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Writing Minilessons Unit 1 • Wolf! 239

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Writing:

A Single Object

1. Look carefully at one of your arms.

2. Write 4 sentences only about your arm. Focus on the object and

describe exactly how it looks.

Example: My right arm looks pale sticking out of my dark blue t-shirt.

Freckles make it look like the map of constellations that hangs in our

classroom. If I look hard enough, I think I can make out Orion’s belt

near my wrist. It’s right next to the jagged, white scar that my cat,

George, gave me when I tried to put him in a doll’s dress last year.

Extra Practice: Do the same exercise describing one of your feet.

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Writing MinilessonsUnit 1 • My Very Own Room240

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1. Read the following sentence:

The room was a mess.

2. Imagine a messy room that you have seen.

3. Write 2–4 sentences describing one moment in that messy room.

Example: My brother’s room was so messy that I couldn’t see the

floor. I felt like I was wading through an ocean of dirty laundry as I

walked over to his desk to get the book I wanted to borrow. There

was a moldy, half-eaten sandwich next to his computer and all I

could smell were his stinky socks.

Extra Practice: Do the same exercise describing a different type of room.

Writing:

Setting

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Writing Minilessons Unit 2 • Boom Town 241

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Writing:

Describing a Single

Moment

1. Please read the following sentence:

Something was wrong with the car.

2. Write three things that could be wrong with how the car looks.

Smoke coming from hood

Bumper falling off

Flat tire

3. Write three things that could be wrong with how the car sounds.

Clacking noise in back

Horn that won’t stop beeping

Screeching sound when turning

4. Write three things that could be wrong with the way the car moves.

Only turns left

Won’t go over 5 miles per hour (very slow)

Won’t stop (broken brakes)

5. Using these ideas, now write two more sentences that show what is

wrong with the car.

We heard a loud, annoying clacking coming from the back of the

car, and smoke was coming out from under the hood. My mom

tried to make a right turn, but the car would only turn left.

Extra Practice: Use this sentence, and follow the same directions:

Something was wrong with my friend.

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Writing:

Describing a Place

Follow the directions. Write the sentences on the lines at the bottom of

the page.

1. Write a sentence that tells what is covering the desk.

Example: Papers cover the desk.

2. Write a sentence that shows what is about to fall off the desk.

Example: A jacket is about to slide off the desk.

3. Write a sentence that shows what is in the middle of the desk.

Example: A stack of books towers next to pencils and crayons.

4. Write one more sentence that shows what the desk looks like.

Extra Practice: Do the same activity to describe a shopping mall.

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Writing Minilessons Unit 2 • Go West! 243

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Writing MinilessonsUnit 2 • Here’s My Dollar244

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1. Use the following strong verbs to describe two different people who are

both moving quickly. Do not use the word “quickly.”

sprint

scurry


both moving slowly. Do not use the word “slowly.”

trudge

plod


both throwing something. Do not use the word “throw.”

hurl

fling

Extra Practice: Write three different words or expressions for each of

the following:

1. to want something

2. to dislike something

3. to work on something

Writing:

Recognizing Strong

Verbs

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Writing Minilessons Unit 2 • A Castle on Viola Street 245

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1. Please underline the verbs in the following sentences:

I said goodbye.

I came to school.

I ate lunch in the cafeteria.

2. Now rewrite each sentence so that it shows more about how YOU did

these things.

Examples:

As I waved out the bus window, I yelled, “Goodbye!”

I galloped to school.

I gobbled up my lunch in the cafeteria.

Extra Practice: Do the same activity for the following sentences.

I like ice cream.

I went to my friend’s house.

Writing:

Using Strong Verbs and

Sensory Details

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Writing MinilessonsUnit 3 • Author: A True Story246

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Writing:

Explain Steps

Choose something you know how to make or do. Draw a picture

of each step. Underneath each picture, write a sentence explaining

each step.

Extra Practice: Repeat the activity for a skill or task.

1. 2.

3.

4.

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Writing Minilessons Unit 3 • Dear Juno 247

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Writing:

Purpose and Audience

Read each kind of letter. Then circle the letter of the best sentence for

that audience and purpose.

1. Letter to the mayor about cleaning up the park

A. Bottles and cans are dangerous for the children who play in the park.

B. The park is a total mess!

2. Letter to a friend about a trip you took

A. We had a pleasant stay at the beach.

B. The weather and waves at the beach were awesome.

3. Letter to a business requesting information

A. Can you give me some info on your bikes?

B. I am writing to fi nd out which model of bicycle is best for

riding on trails.

Extra Practice: Choose one of the topics above. Write a letter using

language and details that fit the purpose and audience given.

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Writing MinilessonsUnit 3 • Messaging Mania248

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Writing:

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Writing Minilessons Unit 3 • What Do Illustrators Do? 249

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Writing:

Order Steps

Read the steps below. Number them so they are in the correct order.

Put the bread in the toaster.

Take out a slice of bread.

Press down the button on the toaster.

Wait for the bread to pop up.

Eat and enjoy.

Carefully take the toast out of the toaster.

Extra Practice: Write the steps above in paragraph form. Use the

time-order words below.

first next then after that finally

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Writing MinilessonsUnit 3 • The Jones Family Express250

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Writing:

Sensory Words and

Detail

Read the steps below. Complete each step with a sensory detail.

Stir together flour, butter, sugar, eggs, and chocolate chips to make

a dough. Drop spoonfuls of cookie dough onto a cookie

sheet. Slide the cookie sheet into a oven. Bake until the

cookies look and smell . Let the cookies cool, and

then bite into a treat.

Extra Practice: Write steps for something else you know how to

make or do. Include sensory details to help readers picture each step.

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Writing Minilessons 251Unit 4 • Seven Spools of Thread 251

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1. Read these sentences.

Jill said that she was going home. Amanda said that she was too.

This second set replaces these “telling” statements with dialogue that

gives a much clearer picture of what is happening. For example:

Jill said, “I’ve had enough of this. I’m going home.” “Me too,”

Amanda agreed. “I’ve never been so cold in my life.”

2. Rewrite these sentences. Try to SHOW how Paul and Jimmy, and then

Janet and Michael, were feeling by the kind of words that they use.

a. Paul said that he did not want to fi nish the game. Jimmy said that he

wanted to keep playing.

b. Janet asked who had the remote control. Michael said that Janet had

it last.

Extra Practice: Rewrite these sentences following the above instructions:

Theo said that he was done with his dinner. Mom said that he wasn’t.

Writing:

Create Dialogue

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Writing Minilessons252 Unit 4 • Nacho and Lolita

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Writing:

Dialogue and

Narration

1. Read the following TELLING sentences:

The turtle escaped. Mom and I were looking for it everywhere.

2. Now turn this into a dialogue. Use verbs that SHOW that the two people

were feeling upset.

Example:

I screamed, “The turtle is missing.” Then running downstairs, I begged

my mother, “Please stop what you are doing and help me look for the turtle

until we find it.”

3. Rewrite this again, substituting verbs that SHOW that the people are

feeling not at all concerned.

Extra Practice: Change the following TELLING sentence into a

dialogue using verbs that SHOW that the people are excited:

Kurt and Myles got ready for Juanita’s surprise party.

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Writing Minilessons 253Unit 4 • A Growing Interest

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Writing:

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Writing Minilessons254 Unit 4 • Ramona and Her Father

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Writing:

Create Believable

Actions

1. Rewrite the following dialogue on the lines below and add action. Add

quotation marks around each character’s spoken words.

Where are you going? Millie asked.

I can’t tell you. It’s a secret, Jameel said.

Come on! Tell me, please! begged Millie.

2. Now do the same with the next two dialogues:

a. Does anyone want the rest of this cookie? asked Jonas.

No way, said Ramon. Those were nasty.

b. This is my favorite song. Turn it up! Stevie begged.

What? I can’t hear you, yelled Marta.

Extra Practice: Place quotation marks in the following dialogue:

Mom, have you seen my jeans? asked Danny.

No, Mom answered. Did you look in your drawer?

Oh yeah, Danny agreed. Good idea.

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Writing Minilessons 255Unit 4 • Out of This World!

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1. Please read the following dialogue. The details that describe the setting

help to picture the moment. Notice that a comma goes inside the

quotation marks, and a period goes at the end. Example:

“I’m thirsty,” said Joe, as they walked down the crowded street.

“Me too,” agreed Byron. They stopped at the corner.

“Well, let’s stop at the next store,” Joe said.

2. Now rewrite these dialogues, adding details to describe the setting and

quotation marks, commas, and periods:

a. There aren’t enough seats complained Jaya

Go ask those people for their extra chair Mom said

I’m too shy Jaya whined

b. This movie is boring whispered Wilson

Yeah Frankie agreed

Then lets get out of here Wilson said

Extra Practice: Rewrite this dialogue, and add punctuation and

details about the setting:

I’m glad we got here before it closed Eva said

We’re lucky. We were almost out of gas noticed Tony

I’ll pump the gas, you pay ordered Eva

Writing:

Describe a Setting

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Writing MinilessonsUnit 5 • Penguin Chick256

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Writing:

Supporting Details

1. Read the topic and the 3 details.

Topic: Pandas

a. Pandas are big black and white bears.

b. My sister bought a toy panda at the zoo.

c. Pandas mostly eat bamboo.

2. Circle the two details that support the topic.

3. Choose one detail from below that supports the topic of “pandas.”

Pandas spend about 12 hours a day eating bamboo.

I once saw a movie about pandas.

I read a book about pandas, too.

4. Now, write a paragraph using the topic and 3 supporting details.

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Writing Minilessons Unit 5 • Animal Homes 257

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Read the topic sentence that tells the main idea. Then choose three

details that support that main idea. One detail does not belong. Write

the complete paragraph on the lines below. Don’t forget to indent the

first line.

Topic sentence: A prairie is a flat land covered with grass.

Details:

Prairies don’t have many trees.

Prairies don’t get much rain, so grass and flowers grow better than

trees.

There are many types of grass in the world.

Pioneers who first saw the prairies called them “a sea of grass.”

Writing:

Main Idea and Details

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Writing MinilessonsUnit 5 • Call of the Wild258

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Writing:

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Writing Minilessons Unit 5 • Wilbur’s Boast 259

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Writing:

Transition Words and

Phrases

Fill in the blanks with transition words and phrases from the box

below.

next first after that finally therefore

I had always wanted to visit a dairy farm. (1) , I was excited

when my class arrived at Sunny Hill Farm. (2) we visited the

barn to see where the cows lived. (3) , a farmer showed us

how cows are milked. (4) , we got to taste milk and cheese

from the farm. (5) , it was time to go home. I hope I can

return to Sunny Hill Farm one day.

Extra Practice: Read the sentence below. Decide where it should go

in the paragraph. Rewrite the paragraph on the lines below.

In addition, we ate fresh ice cream.

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Writing:

Write a Conclusion

David’s teacher gave the class this writing assignment:

Write a research report about a wild animal. Your report should answer this question: What is important for people to know about the animal you chose? Why?

David wrote about bears. The topic of his report was how humans

should treat bears.

Here is the opening sentence of his report:

Humans should stay away from bears.

He wrote three paragraphs about his topic. Here are the main

ideas for each paragraph he wrote.

Bears will attack humans who invade the bear’s territory.

Bears get angry if they are surprised.

Mother bears fiercely protect their cubs.

Use the opening sentence and the main ideas to write a conclusion

for David’s report. The conclusion should be two or three sentences to

sum up David’s report.

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Writing Minilessons Unit 6 • Stone Soup 261

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Writing:

Facts and Opinions

Read each statement. Identify the statement as a fact or an opinion. Write F

for fact or O for opinion.

1. A rose is a fl ower.

2. Everyone likes to get fl owers.

3. I think tulips are prettier than roses.

4. The fl ower shop sells tulips and roses.

5. You can send fl owers to people.

6. I would rather get candy than fl owers.

Now write one fact and one opinion about flowers.

Fact:

Opinion:

Extra Practice: Write your opinion about a food. Include opinion words.

Then write a sentence that includes a fact that supports your opinion.

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Writing MinilessonsUnit 6 • The Strongest One 262

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Writing:

Supporting Details

1. Read:

Statement 1: People should be quiet in the library.

A. Sometimes you need to talk to a friend.

B. Noise bothers people who are trying to read.

My supporting detail:

2. Read:

Statement 2: I should be allowed to stay up later.

A. Staying up later would give me more time to do my homework.

B. I might sleep too late in the morning.


3. Read:

Statement 3: It is fun to play sports.

A. You can run around with your friends.

B. You can get hurt if you don’t wear the right equipment.


Extra Practice: Write two supporting details for the following statement:

It is important to do your homework.

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Writing Minilessons Unit 6 • Tales of the Trickster 263

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Writing:

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Writing MinilessonsUnit 6 • Cook-a-Doodle-Doo!264

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Writing:

Strong Arguments

Read each statement. Choose the strong argument that supports it.

1. I should get an increase in my allowance.

A. I have started doing more chores, including taking out the trash.

B. My best friend’s parents raised his allowance.

2. It’s important to brush your teeth after meals.

A. You can eat more candy if you brush your teeth.

B. Brushing your teeth keeps them clean and healthy.

3. Our school should offer a music program.

A. I like to listen to the radio.

B. Many kids might like to learn to play a new instrument.

Now choose one of the opinions from above and write another strong

argument.

Extra Practice: Choose another opinion and write a second argument.

Include supporting details.

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Writing Minilessons Unit 6 • One Riddle, One Answer 265

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Writing:

Strong Words

Circle the weak word. Replace it with a stronger, more specific word

or phrase. Then write your new sentence.

Example: The weather was bad. The weather was cloudy, cold,

and rainy.

1. The show was good.

2. The car was nice.

3. The dress was pretty.

4. The food was bad.

5. My closet was full of stuff.

Extra Practice: Choose one of the sentences above and write another

sentence using strong words to give more information.

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266 Writing Journal Checklist

Name

STAGE 1 Establishing Habits

Write Journal Entries Practice Skill Drills Engage in Experience

Respond to Feedback Develop Vocabulary Share Writing

STAGE 2 Strengthening Voice

Exp

ressiv

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kills

Topic Development Moment Object Setting

Showing Include unique observations

Recognize showing and telling

Strong Verbs Recognize and use strong verbs

Sensory Detail Use multiple senses

Choose sensory detail effectively

Dialogue and Evidence I Include dialogue

Character Development Believable

Change and growth

Logical Structure I:

Distinguishing Moments

Use logical order

Distinguish moments

Tech

nic

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kills

Sentence Mechanics &

Usage I: The Complete

Sentence

Capitals and end punctuation

Parts of speech

Possessives

Commas in a series

Subject/Verb Agreement I With present tense

With simple past tense

Punctuating and

Formatting Dialogue &

Quotations

Quotation marks

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lan

gu

ag

e

an

d d

oe

s n

ot

use

tim

e-

ord

er

wo

rds

• str

ays f

rom

fi r

st

pe

rso

n

• u

se

s a

lim

ite

d v

ari

ety

of

se

nte

nce

s;

ma

ke

s

err

ors

th

at

co

nfu

se

th

e

rea

de

r

• n

ot

alw

ays e

asy t

o r

ea

d

• d

oe

s n

ot

sh

are

a

pe

rso

na

l exp

eri

en

ce

• is

ha

rd t

o f

ollo

w

• u

se

s w

ord

s n

ot

co

nn

ecte

d t

o t

he

pu

rpo

se

• d

oe

s n

ot

use

fi r

st

pe

rso

n

an

d d

oe

s n

ot

co

nn

ect

with

re

ad

ers

• u

se

s r

un

-on

se

nte

nce

s

an

d s

en

ten

ce

fra

gm

en

ts;

ma

ke

s m

an

y s

eri

ou

s

err

ors

• is

diffi cu

lt t

o r

ea

d

be

ca

use

of

po

or

form

at

or

ha

nd

wri

tin

g

Writing Rubrics Unit 1 • Personal Narrative 267

4433

2211

Ex

cellen

t

Goo

d

Fair

U

nsa

tisf

act

ory

Wri

ting

Rub

ric

© M

acmillan/M

cGraw

-Hill

• p

rese

nts

an

inte

restin

g,

fully

-de

ve

lop

ed

de

scri

ptio

n

• is

org

an

ize

d c

lea

rly a

nd

log

ica

lly

• u

se

s t

ran

sitio

n w

ord

s

an

d p

recis

e w

ord

s

• co

nn

ects

with

re

ad

ers

an

d h

as a

str

on

g s

en

se

of

pu

rpo

se

• u

se

s v

ari

ed

se

nte

nce

typ

es a

nd

len

gth

s;

is

fre

e o

r a

lmo

st

fre

e o

f

err

ors

• is

ea

sy t

o r

ea

d,

ne

at,

an

d c

on

sis

ten

tly

form

att

ed

• p

rese

nts

a f

actu

al,

de

taile

d d

escri

ptio

n

• h

as a

log

ica

l fl o

w o

f

facts

an

d d

eta

ils

• u

se

s w

ord

s s

pe

cifi

c t

o

the

to

pic

an

d in

clu

de

s

tra

nsitio

n w

ord

s

• c

on

ne

cts

with

re

ad

ers

an

d h

as a

se

nse

of

pu

rpo

se

• u

se

s a

va

rie

ty o

f

se

nte

nce

s;

ha

s m

ino

r

err

ors

th

at

do

no

t

co

nfu

se

th

e r

ea

de

r

• is

mo

stly e

asy t

o r

ea

d

an

d m

ostly c

on

sis

ten

t

• p

rese

nts

a w

ea

k

de

scri

ptio

n w

ith

to

o f

ew

de

tails

• p

rese

nts

info

rma

tio

n in

a p

oo

rly o

rga

niz

ed

wa

y

• u

se

s v

ag

ue

or

ina

ccu

rate

wo

rds o

r

ph

rase

s

• d

oe

s n

ot

co

nn

ect

we

ll

with

re

ad

ers

• u

se

s a

lim

ite

d v

ari

ety

of

se

nte

nce

s;

ma

ke

s

err

ors

th

at

co

nfu

se

th

e

rea

de

r

• is

no

t a

lwa

ys e

asy t

o

rea

d

• d

oe

s n

ot

de

scri

be

or

exp

lain

th

e s

ub

ject

• is

org

an

ize

d p

oo

rly a

nd

is h

ard

to

fo

llow

• u

se

s b

asic

or

co

nfu

sin

g

vo

ca

bu

lary

• do

es n

ot c

onne

ct w

ith

read

ers

• in

clu

de

s in

co

mp

lete

an

d

ch

op

py s

en

ten

ce

s

• m

ake

s m

an

y s

eri

ou

s

err

ors

; is

diffi cu

lt t

o r

ea

d

be

ca

use

of

po

or

form

at

or

ha

nd

wri

tin

g

268 Unit 2 • Expository Essay Writing Rubrics

4433

2211

Ex

cellen

t

Goo

d

Fair

U

nsa

tisf

act

ory

Wri

ting

Rub

ric

© M

acm

illan

/McG

raw

-Hill

• p

rese

nts

de

taile

d s

tep

-

by-s

tep

dir

ectio

ns f

or

an

activity

• o

rga

niz

es s

tep

s

log

ica

lly a

nd

eff

ective

ly

• u

se

s a

va

rie

ty o

f

de

scri

ptive

wo

rds

• w

rite

s t

o a

sp

ecifi

c

pe

rso

n f

or

a c

lea

r

pu

rpo

se

• in

clu

de

s v

ari

ed

se

nte

nce

s t

ha

t fl o

w;

use

s c

orr

ect

lett

er

form

at

an

d is

fre

e o

r

alm

ost

fre

e o

f e

rro

rs

• is

ea

sy t

o r

ea

d,

ne

at,

an

d c

on

sis

ten

tly

form

att

ed

• p

rese

nts

ste

p-b

y-s

tep

dir

ectio

ns f

or

an

activity

• o

rga

niz

es s

tep

s

log

ica

lly

• u

se

s d

escri

ptive

wo

rds

• w

rite

s t

o a

pe

rso

n f

or

a

pu

rpo

se

• in

clu

de

s c

lea

r a

nd

va

rie

d s

en

ten

ce

s;

use

s

lett

er

form

at

an

d h

as

min

or

err

ors

th

at

do

no

t

co

nfu

se

th

e r

ea

de

r

• is

mo

stly e

asy t

o r

ea

d

an

d m

ostly c

on

sis

ten

t

• p

rese

nts

so

me

de

tails

ab

ou

t a

n a

ctivity

• p

uts

ste

ps o

ut

of

ord

er

• u

se

s f

ew

de

scri

ptive

wo

rds

• w

rite

s t

o a

pe

rso

n b

ut

pu

rpo

se

is n

ot

cle

ar

• in

clu

de

s s

imp

le

se

nte

nce

s a

nd

ha

s

pro

ble

ms w

ith

co

mp

lex

se

nte

nce

s;

do

es n

ot

inclu

de

all

pa

rts o

f a

lett

er

an

d m

ake

s e

rro

rs

tha

t co

nfu

se

th

e r

ea

de

r

• is

no

t a

lwa

ys e

asy t

o

rea

d

• d

oe

s n

ot

pre

se

nt

ste

ps

for

an

activity

• h

as n

o lo

gic

al

org

an

iza

tio

n

• d

oe

s n

ot

use

de

scri

ptive

wo

rds a

nd

mis

use

s w

ord

s

• d

oe

s n

ot

wri

te t

o a

sp

ecifi

c p

ers

on

or

wri

tes

with

ou

t p

urp

ose

• in

clu

de

s in

co

mp

lete

an

d

co

nfu

sin

g s

en

ten

ce

s;

do

es n

ot

follo

w le

tte

r

form

at

an

d m

ake

s m

an

y

se

rio

us e

rro

rs

• is

diffi cu

lt t

o r

ea

d

be

ca

use

of

po

or

form

at

or

ha

nd

wri

tin

g

Writing Rubrics Unit 3 • How-to Letter 269

4433

2211

Ex

cellen

t

Goo

d

Fair

U

nsa

tisf

act

ory

Wri

ting

Rub

ric

© M

acmillan/M

cGraw

-Hill

• te

lls a

n e

nte

rta

inin

g,

we

ll-d

eve

lop

ed

sto

ry

• te

lls e

ve

nts

in a

log

ica

l

an

d e

asy-t

o-f

ollo

w o

rde

r

• in

clu

de

s d

eta

iled

de

scri

ptio

ns

• u

se

s a

cle

ar

vo

ice

an

d

eff

ective

dia

log

ue

• in

clu

de

s a

va

rie

ty o

f

se

nte

nce

s t

ha

t fl o

w;

is

fre

e o

r a

lmo

st

fre

e o

f

err

ors

• is

ea

sy t

o r

ea

d,

ne

at,

an

d c

on

sis

ten

tly

form

att

ed

• te

lls a

n in

tere

stin

g s

tory

• o

rde

rs e

ve

nts

co

rre

ctly

• u

se

s w

ord

s t

ha

t b

rin

g

acro

ss d

eta

ils

• u

se

s a

cle

ar

vo

ice

an

d

dia

log

ue

• in

clu

de

s a

va

rie

ty o

f

co

mp

lete

se

nte

nce

s;

ha

s m

ino

r e

rro

rs t

ha

t d

o

no

t co

nfu

se

th

e r

ea

de

r

• is

mo

stly e

asy t

o r

ea

d

an

d m

ostly c

on

sis

ten

t

• te

lls a

ba

sic

sto

ry

• in

clu

de

s s

om

e e

ve

nts

ou

t o

f o

rde

r

• u

se

s w

ord

s t

ha

t d

o n

ot

bri

ng

acro

ss d

eta

ils w

ell

• str

ays f

rom

a c

lea

r p

oin

t

of

vie

w a

nd

ha

s w

ea

k

dia

log

ue

• u

se

s a

lim

ite

d v

ari

ety

of

se

nte

nce

s;

ma

ke

s

err

ors

th

at

co

nfu

se

th

e

rea

de

r

• is

no

t a

lwa

ys e

asy t

o

rea

d

• d

oe

s n

ot

tell

a s

tory

• te

lls e

ve

nts

ou

t o

f o

rde

r

• u

se

s f

ew

or

no

de

scri

ptive

wo

rds

• h

as n

o c

lea

r p

oin

t o

f

vie

w a

nd

no

dia

log

ue

• u

se

s in

co

mp

lete

or

run

-

on

se

nte

nce

s

• m

ake

s m

an

y s

eri

ou

s

err

ors

; is

diffi cu

lt t

o r

ea

d

be

ca

use

of

po

or

form

at

or

ha

nd

wri

tin

g

270 Unit 4 • Fictional Narrative Writing Rubrics

4433

2211

Ex

cellen

t

Goo

d

Fair

U

nsa

tisf

act

ory

Wri

ting

Rub

ric

© M

acm

illan

/McG

raw

-Hill

• u

se

s w

ell-

rese

arc

he

d

info

rma

tio

n t

o s

tate

a

cle

ar

top

ic

• is

log

ica

lly o

rga

niz

ed

into

intr

od

uctio

n,

bo

dy,

an

d c

on

clu

sio

n

• u

se

s t

ran

sitio

n

wo

rds a

nd

accu

rate

vo

ca

bu

lary

• ca

ptu

res r

ea

de

rs’

inte

rest

• h

as s

en

ten

ce

s t

ha

t fl o

w

sm

oo

thly

; is

fre

e o

r

alm

ost

fre

e o

f e

rro

rs

• is

ea

sy t

o r

ea

d,

ne

at,

an

d c

on

sis

ten

tly

form

att

ed

• s

up

po

rts t

he

to

pic

with

so

lid r

ese

arc

h

• h

as a

log

ica

l fl o

w o

f

facts

an

d d

eta

ils t

ha

t

su

pp

ort

ea

ch

ma

in id

ea

• u

se

s w

ord

s s

pe

cifi

c t

o

the

to

pic

an

d in

clu

de

s

tra

nsitio

n w

ord

s

• s

ho

ws in

tere

st

in t

he

top

ic

• u

se

s a

va

rie

ty o

f e

asy-

to-f

ollo

w s

en

ten

ce

s;

ha

s

min

or

err

ors

th

at

do

no

t

co

nfu

se

th

e r

ea

de

r

• is

mo

stly e

asy t

o r

ea

d

an

d m

ostly c

on

sis

ten

t

• p

rese

nts

lim

ite

d

rese

arc

h a

nd

ha

s a

we

ak t

op

ic

• g

ive

s li

ttle

info

rma

tio

n

an

d is

po

orl

y o

rga

niz

ed

• u

se

s f

ew

tra

nsitio

n

wo

rds a

nd

po

or

vo

ca

bu

lary

• sh

ow

s in

co

nsis

ten

t

invo

lve

me

nt

with

th

e

top

ic

• u

se

s o

nly

sim

ple

or

ha

rd-t

o-f

ollo

w

se

nte

nce

s;

ma

ke

s

fre

qu

en

t e

rro

rs t

ha

t

co

nfu

se

th

e r

ea

de

r

• is

no

t a

lwa

ys e

asy t

o

rea

d

• d

oe

s n

ot

inclu

de

rese

arc

h o

r p

rovid

e

facts

ab

ou

t th

e t

op

ic

• o

ffe

rs li

ttle

or

no

info

rma

tio

n a

nd

ha

s n

o

log

ica

l org

an

iza

tio

n

• u

se

s in

accu

rate

or

co

nfu

sin

g v

oca

bu

lary

• sh

ow

s li

ttle

inte

rest

in

the

to

pic

or

au

die

nce

• u

se

s f

rag

me

nts

an

d

run

-on

se

nte

nce

s;

ma

ke

s s

eri

ou

s a

nd

rep

ea

ted

err

ors

• is

diffi cu

lt t

o r

ea

d

be

ca

use

of

po

or

form

at

or

ha

nd

wri

tin

g

Writing Rubrics Unit 5 • Research Report 271

4433

2211

Ex

cellen

t

Goo

d

Fair

U

nsa

tisf

act

ory

Wri

ting

Rub

ric

© M

acmillan/M

cGraw

-Hill

• p

rese

nts

a c

on

vin

cin

g

arg

um

en

t w

ith

a c

lea

r

op

inio

n

• u

se

s t

ran

sitio

ns a

nd

a

log

ica

l ord

er

• u

se

s o

pin

ion

wo

rds a

nd

pe

rsu

asiv

e w

ord

s

• co

nn

ects

to

re

ad

ers

with

a s

tro

ng

pu

rpo

se

• u

se

s a

va

rie

ty o

f

se

nte

nce

s;

is f

ree

or

alm

ost

fre

e o

f e

rro

rs

• is

ea

sy t

o r

ea

d,

ne

at,

an

d c

on

sis

ten

tly

form

att

ed

• p

rese

nts

a c

on

vin

cin

g

arg

um

en

t

• is

org

an

ize

d

• u

se

s p

ers

ua

siv

e w

ord

s

• u

se

s a

pe

rso

na

l vo

ice

• m

ostly u

se

s a

va

rie

ty

of

se

nte

nce

s;

ha

s

min

or

err

ors

th

at

do

no

t

co

nfu

se

th

e r

ea

de

r

• is

mo

stly e

asy t

o r

ea

d

an

d m

ostly c

on

sis

ten

t

• p

rese

nts

a m

ostly

co

nvin

cin

g a

rgu

me

nt

• d

oe

s n

ot

use

a lo

gic

al

org

an

iza

tio

n

• u

se

s w

ord

s t

ha

t h

ave

little

eff

ect

on

re

ad

ers

• h

as d

iffi cu

lty k

ee

pin

g a

pe

rso

na

l vo

ice

• is

ch

op

py a

nd

aw

kw

ard

;

ma

ke

s e

rro

rs t

ha

t

co

nfu

se

th

e r

ea

de

r

• is

no

t a

lwa

ys e

asy t

o

rea

d

• d

oe

s n

ot

pre

se

nt

an

op

inio

n

• is

po

orl

y o

rga

niz

ed

• u

se

s w

ord

s t

ha

t d

o n

ot

fi t

the

pu

rpo

se

• h

as n

o p

ers

on

al v

oic

e

an

d d

oe

s n

ot

co

nn

ect

with

re

ad

ers

• u

se

s in

co

mp

lete

se

nte

nce

s;

ma

ke

s

ma

ny s

eri

ou

s e

rro

rs

• is

diffi cu

lt t

o r

ea

d

be

ca

use

of

po

or

form

at

or

ha

nd

wri

tin

g

272 Unit 6 • Persuasive Letter Writing Rubrics

4433

2211

Ex

cellen

t

Goo

d

Fair

U

nsa

tisf

act

ory

Wri

ting

Rub

ric

© M

acm

illan

/McG

raw

-Hill

• F

oc

us

an

d C

oh

ere

nc

e

• O

rga

niz

ati

on

• D

ev

elo

pm

en

t o

f

Ide

as

/Wo

rd C

ho

ice

• V

oic

e

• C

on

ve

nti

on

s/S

en

ten

ce

Flu

en

cy

• P

res

en

tati

on

• F

oc

us

an

d C

oh

ere

nc

e

• O

rga

niz

ati

on

• D

ev

elo

pm

en

t o

f

Ide

as

/Wo

rd C

ho

ice

• V

oic

e

• C

on

ve

nti

on

s/S

en

ten

ce

Flu

en

cy

• P

res

en

tati

on

• F

oc

us

an

d C

oh

ere

nc

e

• O

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277Unit 1 • Personal NarrativeAnchor Papers

Anchor PapersPersonal Narrative Score: 1 Point

Focus and Coherence The narrative as a

whole is not focused. Some details do not

relate to the main idea. The narrative also has

a weak introduction and conclusion.

Organization Transitions are weak, and

some events are told out of order, making the

story hard to follow.

Development of Ideas/Word Choice The

writer presents a few ideas but provides little

or no development. Word choice is somewhat

limited and does not help the reader visualize

the events.

Voice The narrative is told in the first person,

but there is minimal sense of the writer’s indi-

vidual voice.

Conventions/Sentence Fluency There are

many errors in spelling, capitalization, and

punctuation. The errors weaken the narrative,

causing an overall lack of fluency.

Jen’s Car Tripby Larry C.

My famile drived to visit my Granpa in springfield. Jen hates her car seat, shes my baby sister. She realy likes to eat mashed up pears. I knew they’re would be truble.

I tryed playing with her she just kept throwing things. Even Mom couldn’t get her to stop. Jen cried and through stuff.

When Dad got in the back seat with us Jen fell asleep. She snores!

I felt better then.

I gave her a big kiss when she waked up. I was sitting in the back seat with her.

277

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Anchor PapersUnit 1 • Personal Narrative278

Anchor PapersPersonal Narrative Score: 2 Points

Focus and Coherence The writing is

generally focused, but there is some

extraneous information. The narrative

lacks an effective introduction.

Organization The organizational strategy

is somewhat undeveloped, and ideas are

not always presented in a logical order. The

writing displays a limited use of effective

transitions.

Development of Ideas/Word Choice

The writer briefly explains ideas, but

development is inconsistent. Word choice

is adequate, though some choices are

predictable and vague.

Voice The writer seems interested in relating

her story, but the narrative does not have a

particularly engaging or unique tone.

Conventions/Sentence Fluency

The narrative contains grammatical errors

and misspellings. There are several sentence

fragments. The errors don’t interfere with

clarity but do weaken overall fluency.

Spring at the Ranchby Keri L.

My dad’s friend owns the ranch. Dad worked there when he was younger. He wanted I and Mom to see it, too. Baby animals are so cute! It’s only sheep though, no cows or chicks.

When I first got there, I thought Bill’s ranch was very peaceful. Bill raises lots of sheep. The wide green pastyers and the herds of fluffy sheep. The ranch is a busy place though. Most of the sheep gets sheered for wool. Blankets, sweaters, stuff like that. Dad explaned that sheering can’t hurt them.

My favorite thing was seeing the spring lambs. They looked so sweet! They stayed close to the mothers. One lamb had no mother. Mom and me feeded this little one with a baby bottle. It was a really good trip and the plane ride was fun. I would go there again.

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279Anchor Papers Unit 1 • Personal Narrative

Anchor Papers

A Weekend in New York Cityby Frank M.

When my family and I visited New York City I really did not know what to expect. We took a taxi from the airport and drove over a long bridge. It was night, the city was lit up with twinkling lights. Last vacation we went to Canada.

The next morning we esplored New York. We walked up Fifth Avenue, a busy street with lots of fancy stores. The buildings were so tall, you almost forgot about the sky. Then we reached Central Park. The strangest thing was that there were horses and carrages lined up all along the street.

“Is that how lots of people travel here?” I asked Mom.

She laughed and said, No, they take buses and subways. The horse carrages are just for fun.”

My brother and I wanted to ride the subway. It was really superfast. When it was time to go back home, Dad said, “What was your favorite part, boys?

We both said “The subway!

Personal Narrative Score: 3 Points


whole is mostly focused and has a sense of

completeness. It includes an introduction and

ends cleverly.

Organization The writing demonstrates a

planned organizational pattern. Ideas are

presented in a logical order, and the writer

uses effective and meaningful transitions.


Ideas are developed for the most part. The

writer uses descriptive words that add to the

reader’s understanding and appreciation of

the ideas.

Voice The writer is able to convey a

conversational tone and adequately creates a

unique voice. For the most part, the narrative

sounds authentic and original. Dialogue is

used effectively.

Conventions/Sentence Fluency Frequently

used words are spelled correctly, with few

other misspellings. There is one run-on

sentence, but grammatical usage is generally

correct. Several minor errors in punctuation

do not affect overall fluency.

279

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Anchor PapersUnit 1 • Personal Narrative280

Anchor PapersPersonal Narrative Score: 4 Points

A Camping Surpriseby Carmen J.

Last summer, my family and I went on our first camping trip. We visited a beautiful lake near our town. I was excited about hiking and swimming.

First, we set up our tent and ate the sandwiches we brought. Then, we sang lively songs and told terrifying stories. I had so much fun! I was really tired when I went to sleep.

The next morning, strange noises woke me up. I curled up in my sleeping bag and didn’t make a sound. Finally, I dared to go outside. I saw squirrels were dropping acorns on the roof of the tent. A minute later, I tripped over my backpack. I had left it out by mistake and raccoons had ripped it open in the night. They stole nuts, fruit, and potato chips. I will never make that mistake again!

Focus and Coherence The narrative is

focused on a clear topic and has a sense

of completeness. It has a meaningful

introduction and conclusion.

Organization The progression of ideas is

orderly, smooth, and controlled. Appropriate

transitions make the sequence of events clear

and easy to follow.


Specific, vivid language contributes to the

rich development of ideas.

Voice The writer uses a conversational

tone that is lively, interesting, and funny. The

narrative sounds authentic and original.

Conventions/Sentence Fluency The

grammar, punctuation, and spelling are

mostly correct. Sentence structure is varied,

and sentences flow smoothly.

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281Anchor Papers Unit 2 • Expository Writing 281

Anchor PapersExpository Writing Score: 1 Point

The new Gurlby Katie J.

Laura came to San antonio last aprel. From far away.

She is in third grad. She came from Orgon. She is in my clas. Her brothers names Charlie and Joe. My brothers name Charlie to.

San antonio is a nice place. Laura is verry nice and pritty to. She likes it verry much.

Focus and Coherence The writing is not well

focused and there are several extraneous

details. The composition has little sense of

completeness, with no introduction or

conclusion.

Organization The writer uses no transitions,

and there is no logical progression from

sentence to sentence or paragraph to

paragraph.


writer provides several ideas but does not

develop them. Words and phrases are vague.

Voice The writing does not express a

personal voice. The writer shows little

involvement with the topic.

Conventions/Sentence Fluency Sentence

fragments and other errors in grammar,

spelling, and mechanics make the writing

hard to follow. Many sentences are also short

and choppy.

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282 Anchor PapersUnit 2 • Expository Writing

Anchor PapersExpository Writing Score: 2 Points

Betty is my best frendby Tosha K.

Betty and me made a club. We have a club in the back of her house. It is call the Esplorers Club. Nobody else can be in the Esplorers Club. Only Betty and Me. Betty is my best frend.

Peopel some times have very spechal frends. Betty is my spechal frend. Betty is my best frend. Betty and me are frends since first grade.

Esplorers make maps. They make lot of maps. Bettys mom bakes cookies in her kichen. Betty and me make a map to the kichen. We follow our map to Bettys moms kichen. Her mom gives cookies to us. We are best friends. Betty is spechal. She is Esplorer like me. Only Betty and me are in Esplorers Club. Bettys mom makes good cookies.

Focus and Coherence The writing is

minimally focused on the topic, with many

unrelated details. The introduction appears in

the second paragraph and is weak. There is

also no conclusion.

Organization The writer demonstrates an

attempt to organize each paragraph, but the

strategy is not effective. The writing also

needs transitions.


writer attempts to develop some ideas, but

the level of repetition interferes with the

reader’s interest and understanding. Word

choice is limited and predictable.

Voice The tone of the writing is somewhat

conversational, but the writer does not

express an individual perspective.


errors in spelling, capitalization, punctuation,

and grammar throughout the composition.

There is little variation in sentence structure;

most sentences are complete but use simple

constructions.

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283Anchor Papers Unit 2 • Expository Writing 283


My Friend, Mikeby Billy O.

A person does not have to be special to be someone’s friend. With my friend, Mike, though, it is obvious to see just how special he is.

Mike is an outstanding athelete with the Special Olympics. He trains every week and still has taken time to be my coach. Mike has helped me with soccer and stuff. I never really liked sports before we became friends. I guess I was just lazy. Mike taught me to train by beating my own numbers. This has made playing sports a lot more fun for me. I will probably never be an athlete.

When I watch mike compeet, I am so proud of him. All his hard work can be seen in his focus and his results. Mike has been picked to take part in the World Summer Games in shanghai this October. This is the second time these games have been played outside the United States and the first time they will be held in Asia. Team USA—California is sending 22 atheletes to these games, and Mike is one of those atheletes.

I told Mike that we will be training hard this summer because we are in this together. After all, that is what best friends do!

Focus and Coherence Most of the writing

contributes to the development of the

composition as a whole. The piece includes a

good introduction and conclusion.

Organization For the most part, the writer

maintains a logical structure and progression

of information throughout. There are some

effective transitions.

Development of Ideas/Word Choice Some

ideas are developed more thoroughly than

others, but the overall development is strong.

The writer uses effective descriptive words

throughout the piece.

Voice The writing has a conversational tone

and is engaging to readers through most of

the composition. The writer is generally able

to express his individual perspective.


some errors in spelling and punctuation, but

they do not disrupt the fluency of the piece as

a whole. For the most part, sentences flow

naturally from one to another.

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284 Anchor PapersUnit 2 • Expository Writing


Championship Basketball Gamesby Tony R.

My favorite place to go is to an action-packed championship basketball game. I love the heart-pounding feeling I get at these exciting games.

The players’ sneakers squeak on the slick floor as they bound down the court and dribble the ball. I usually hold my breath when the star player, Bobby Bennett, lobs the ball into the basket.

It’s fun to sit in the crowded bleachers, packed in with the other fans, the buttery smell of popcorn filling my nose. We can’t stay still when the cheerleaders jump and shout. They make everyone excited.

The most thrilling kind of game is when it is close until the final minute. When our team, the Rockets, shoots the winning basket, fans roar. At the end of a basketball game, I can’t wait to go to the next one.

Focus and Coherence The composition and

its individual paragraphs are focused and

complete. The introduction and conclusion

are meaningful and add depth to the piece.

Organization The writer’s progression of

thought is smooth and controlled. Transitions

are effective and natural.


composition presents ideas in a thoughtful

and insightful way. The writer’s choice of

words is outstanding. He uses descriptive

adjectives and strong verbs to great effect.

Voice The composition sounds authentic and

original. The tone is engaging and

conversational.

Conventions/Sentence Fluency The writer

shows a consistent command of spelling,

capitalization, punctuation, and grammar.

Sentence structure is varied, and sentences

flow smoothly from one to another.

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285Anchor Papers Unit 3 • How-to Letter 285

Anchor PapersHow-to Letter Score: 1 Point

7 Dennis Road

Austin TX 78715

Dear Naomi

Here is a birthday present for your mom. I made a treasure box for my mom. Her birthday is december 4.

Look around the house for a box. Paist a picture on it? Paist other things on it. Flowers will look nice. My mother likes roses best. Buttens might look good. Be sure to write the words TREASURES BOX on the box. You can find different kinds of boxes.

Kelsey

Focus and Coherence The letter seems

incomplete, with a weak introduction and no

conclusion. It is also somewhat unfocused.

There are some extraneous details.

Organization Thoughts do not progress

logically from one to another. The absence of

transition words makes the directions hard to

follow.


information is omitted, creating gaps between

ideas. The vague words and lack of descriptive

details make it hard to visualize the process

and final product.

Voice There is little sense of the writer’s

individual or unique voice. The letter sounds

disjointed and stilted and does not engage

the reader.

Conventions/Sentence Fluency The letter

is missing a date and closing, and commas

are missing in the heading and salutation.

In addition, multiple errors in spelling,

punctuation, and capitalization make the

letter hard to follow. Short and incomplete

sentences make the writing choppy.

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286 Anchor PapersUnit 3 • How-to Letter

Anchor PapersHow-to Letter Score: 2 Points

1610 Buena vista Drive

Kerrville, TX 78028

November 17, 20– –

Dear Aunt Yasmin

Do you want to try a new hobby? If you want to make a bead neckliss, here’s all the steps you’ll need. Buy the beads you like. Bigger holes are easier to string. Also you need stretchy string or wire plus hooks and crimp beads, those are the ones that hold the other beads in place. With stretchy you don’t need hooks.

Next you desine. How do you want you neckless to look. How I do the next part is, I put the hook on one end of the wire. Put the crimp bead on and make a loop around the hook. You will do the same thing with the ring on the other end when all the beads are on. Press the crimp bead with plyers. A special tool called a crimper, too.

So now you put the beads on, right? The ring gets another crimp bead to hold it on tight just like at the other end. If you doing it right the beads don’t fall off. That’s it! Tell me if you make one.

Love,

Jelani

Focus and Coherence The letter is

somewhat unfocused. The writer shifts

quickly between ideas, though the reader

is able to follow the steps to some extent.

There is an introduction and a conclusion,

but they are not strong.

Organization The writer has tried to put the

steps in order, with some lapses. The letter

makes limited use of transition words; better

transitions would help the reader be able to

follow the directions.


writer attempts to develop each step of the

process, with inconsistent results. The writer’s

use of vague words makes the steps unclear.

Voice The writer does not express an

inviting, personal tone. The language is

somewhat awkward and stilted.

Conventions/Sentence Fluency All letter

parts are included, but there is a capitalization

error in the heading and a missing comma

in the salutation. Within the letter, errors in

spelling, punctuation, and grammar

sometimes impede meaning. Some effort

has been made to include varied sentence

structure, but most are simple constructions,

including some fragments.

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287Anchor Papers Unit 3 • How-to Letter 287


135 Sullivan Street

El Paso TX 79924

May 27, 20– –

Dear Kevin,

I thought of something you could do to entertain your younger cousin when she comes to visit. Does she like to play with play dough? It’s easy to make play dough right at home. Follow these simple steps. Be sure to ask a grownup for help with the stove.

First, get your materials together. You will need a cup of flour a cup of warm water, two teaspoons of cream of tarter. Also a teaspoon of oil (corn oil is good) one qwarter cup of salt and some food coloring.

Next, mix up all these engredients in a big cooking pot. The food coloring should go in last. Here is the part to ask a grownup for help. Put the pot on the stove. Stir and don’t stop. Heat up the mixtrue. When it looks smooth take the dough from the pot. Then you knead it (that means smush it) until the dough feels smooth. Don’t burn it when you are doing the cooking part.

Last, put the dough in a plastik bag or other container. You can play with it when it is cool. Be sure to always put it away again so it doesn’t dry out. Have fun!

Your cousin,

Mitchell

Focus and Coherence Every paragraph is

focused on the topic. The introduction and

conclusion establish purpose and closure and

provide a sense of completeness.

Organization A strong organizational sense

is evident. Steps and details are mostly in

order. Transitions, including time-order and

spatial words, contribute to the reader’s

understanding of the process.


writer develops ideas well, and ideas flow

smoothly from one to the next, for the most

part. Word choice is generally clear.

Voice The writer attempts to engage the

reader and is successful to some extent. The

tone of the letter is generally conversational.

Conventions/Sentence Fluency There is

a missing comma in the heading. In the

letter itself, the minor errors in spelling and

punctuation do not impede communication.

For the most part, sentences flow smoothly

and naturally.

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288 Anchor PapersUnit 3 • How-to Letter


3256 Broad Street

Houston, TX 77033

January 20, 20– –

Dear Lucas,

I miss having you as my next-door neighbor, but I hope you like your new house. You can have a great time decorating your bedroom! My brother and I really enjoyed doing it! You can do the same thing.

First, choose a theme for your room. We both love basketball, so we picked basketball as our theme. Then, look around for anything you own that fits your theme. In our closet, we discovered an old basketball hoop and put it over the top of our waste basket. Now we can take a shot every time we throw something out! We lined up our collection of basketball trading cards underneath the glass on top of our desks.

Next, ask your parents if you can hang posters on the walls. If they say yes, ask them to help you hang them. My posters show basketball stars. You can also make your own pictures, using paper, crayons, or markers. For example, I know you like music, so you can draw your favorite musicians.

Finally, enjoy your special room! I’ll look forward to seeing it when my parents and I visit your family this summer.

Your friend,

Alex

Focus and Coherence The writer gives

interesting information about a central topic.

All the details are clearly expressed, and

there is no irrelevant information. A strong

introduction and conclusion add to the

effectiveness of the letter.

Organization The writer’s progression of

thought from sentence to sentence is smooth

and controlled. Transitional devices help show

steps in sequence.


writer’s presentation of ideas is thoughtful

and creative. He is able to develop each idea

in depth. Precise word choices enhance the

quality of the content.

Voice The writer sustains an engaging and

personal tone throughout. The letter sounds

authentic and sincere.

Conventions/Sentence Fluency The letter

shows a strong command of spelling and

grammar conventions. Sentence structure is

varied, and sentences flow naturally and

smoothly.

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289Anchor Papers Unit 4 • Fictional Narrative 289

Anchor Papers

The Speshul Gardinby Marla S.

A young girl Ashley lived with her mother. They work hard to grow food. Plants did not grow.

A old man with a hat came to the gardin. He said You look tird. Go to bed. Come out to the gardin tomorow.

Ashley went to slepe. Wen she woke up she went outside.! She surrownd by food. At the end of the gardin she saw a scarkrow waring the old mans hat.

Fictional Narrative Score: 1 Point

Focus and Coherence The narrative has little

sense of completeness. Details are very spare,

so it is impossible for the reader to get a good

sense of the characters, setting, plot line, or

resolution of the problem.

Organization A progression of thought from

sentence to sentence is not evident. There is

some order to the events, but with few transi-

tions or time-order words. The sequence of

events is hard to follow.


writer presents one or more ideas, but they

are not developed. The writer omits informa-

tion, which creates significant gaps in the plot.

The narrative employs little descriptive

language.

Voice The writing does not engage the

reader, and the writer does not establish a

unique personal voice.

Conventions/Sentence Fluency The many

errors in spelling, grammar, mechanics, and

usage interfere with understanding.

Sentences are awkward and do not flow

smoothly.

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290 Anchor PapersUnit 4 • Fictional Narrative

Anchor PapersFictional Narrative Score: 2 Points

Focus and Coherence The narrative is some-

what focused, but the writer shifts quickly

between ideas. There is some sense of com-

pleteness, with a beginning, middle, and end;

however, the resolution and ending are

confusing.

Organization The writer does not consis-

tently display a logical progression of events.

Some events and details seem out of order.


writer develops ideas to a limited extent.

Details of the plot are omitted, resulting in

logical gaps between events. Word choice is

adequate, but there are very few descriptive

details.

Voice The writer does show some awareness

of audience, but he has a weak narrative

voice. Use of dialogue is limited and does not

engage the reader.

Conventions/Sentence Fluency Minor

errors in spelling and punctuation do not

interfere with meaning. The narrative includes

some varied sentence structures, but

attempts at complex sentences are awkward.

William’s Talking Birdby Derek W.

William was a lonely boy. For food he had coconuts and bananas. Or he could catch some fish. But he wished he lived in a place with people.

One day he caught a bird, he put it in a cage. The bird sang, then it got sadder and sadder. It wanted to fly away. He caught it with a net.

“Please let me go the bird begged William.

“No I am lonly and you need to be my friend William told the bird.

“But I could help you the bird said if you let me free I will get you off the island.

William set the bird free. It flew away. William felt bad. Days after that, he sailed away from the iland. William got on the ship and sailed away. He went to live in a town and made many friends.

Somehow the bird had kept its promise. The bird flew back to the island and was happy in the coconut trees.

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291Anchor Papers Unit 4 • Fictional Narrative 291



whole has a sense of completeness, with a

strong beginning, middle, and end. The

introduction and conclusion are effective and

add depth.

Organization The writer maintains a clear

progression of story events. Transitions are

meaningful and support the plot.


plot is well developed. The characters’ words

and actions are logical and move the story

forward. Word choice is adequate.

Voice The writer demonstrates an awareness

of the audience, and the dialogue is appropri-

ate for the characters. For the most part, the

narrative sounds engaging and original.


used words are spelled correctly, and minor

errors in spelling and mechanics do not

disrupt meaning. Sentence structure shows

some variety.

The Fairy and the Clever Girlby Becky T.

There was a very clever girl. Her name was Rosie. She lived in a little cotage in the woods. In the day, she milked the cow and fed the pigs. At night, she liked to read.

There were not many books in her house. So she had to read the same ones over and over again. If only she could have some new books to read! One day a fairy stopped at the little house for a glass of milk.

“What do you like best?” asked the fairy.

“I like good stories,” Rosie said “But I only have a few books.”

“I can help,” the fairy said. “I will get you all the books you want. But you have to do something for me in return. You have to write a story about me. Nobody beleives in fairies any more. Your story will convinse them we are for real.”

“Gladly,” said Rosie. She sat down and wrote the story, the fairy took the pages and flew away.

But the next day, there was a whole pile of new books on the table. And by magic, there were always wonderfull new stories for Rosie to read.

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292 Anchor PapersUnit 4 • Fictional Narrative


Focus and Coherence The writer presents

an entertaining and focused story with clearly

defined characters, setting, and problem. The

narrative has a strong beginning, middle, and

end.

Organization The writer maintains a tightly

focused progression of story events. The plot

unfolds in a logical manner. Transitions are

used effectively.


narrative includes well-developed characters

involved in an imaginative and clever plot.

The writer creates detailed descriptions that

add clarity and authenticity to the story.

Voice The writer demonstrates an exception-

ally strong narrative voice and uses dialogue

effectively. The overall tone is inviting and

engages the reader.

Conventions/Sentence Fluency The narra-

tive is free of spelling, punctuation, and

mechanical errors. The writer skillfully con-

structs complete, fluid, and easy-to-follow

sentences that vary in structure.

A House for a Princessby Justin B.

Many years ago, a carpenter named Boris lived in a sunny land across the sea. One day Boris read a notice from the king. It said that Princess Lisa would marry the man who built her the best house. The contest would end in a week.

“I know how to build a house. I have the tools, but I have no one to help me,” Boris said sadly.

Suddenly one of his nails turned into an elf. “My name is Nailly,” the elf said. Nailly looked like a nail. He was thin, and his eyes shone like silver. “I can help you build a house. All of my friends will help.”

Then all of the nails in the box turned into elves. They worked all week and built doors, windows, and stairs. They finished the house for Princess Lisa just in time.

The princess looked at all of the houses. At last, she saw Boris’s house. She smiled at Boris and said, “What a beautiful home. I want to marry the man who built this!”

Boris and the princess got married and lived in their new home for the rest of their lives. Boris always kept his special box of nails in a safe place!

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293Anchor Papers Unit 5 • Research Report 293

Anchor PapersResearch Report Score: 1 Point

The Pacific Oceanby Anthony L.

The Pacific ocean takes up a lot of earths serfuse, millions of miles. The Pacific ocean is many times the size of the united states.

The Pacific ocean is home to the world’s endanjered animals. Sea lions, sea otters, seals, turtles, and wales.

The Pacific ocean helps people around the world, it supplys food. Fish that people eat or use came from this ocean. The Pacific ocean is larger than a lot of the world.

Focus and Coherence There is little clear

focus on a central topic, and factual data is

conspicuously absent. The writer shifts

abruptly from idea to idea.

Organization The report displays some

attempt at organizing ideas, but it is still dif-

ficult to grasp the central idea of each para-

graph. There are no transitions to link

sentences or paragraphs.


writer presents several ideas but provides

little or no development of those ideas.

There is no factual detail to support any of

the general statements the writer makes.

Word choice is weak and static.

Voice The writer does not engage the reader

or show any particular interest in his subject

matter.

Conventions/Sentence Fluency Errors in

spelling, mechanics, grammar, and usage

contribute to the awkwardness of the report.

Incomplete and choppy sentences, as well as

repetitive phrasing, impede communication.

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294 Anchor PapersUnit 5 • Research Report

Anchor PapersResearch Report Score: 2 Points

All About Aardvarksby Carolyn P.

The aardvark comes from Africa. Dutch settlers gave it its name the name means “earth pig.” You can tell from that the aardvark looks kind of like a pig. It eats ants. Its head long like a horse head.

Some people call it “ant bear.” Ants are one of its faverite food. So it lives in places where there are many bugs, like in grassy or wood lands. Pigs don’t eat bugs.

The aardvark to me is a funny kind of animal. Its body thick like a pig’s. Another funny thing is that they are born with reguler teeth but then the teeth fall out. Then they can keep growing other teeth that are like tubes with no coating. They live in tunnels.

Also, aardvarks dig burows, which are like tunnels. Have their babys there. When they leave, other animals sometimes move in the burows. Only one baby aardvark is born at a time.

That is the story of the earth pig.

Focus and Coherence The report is

generally focused but contains some

extraneous information. The writer includes

an introduction and conclusion, but they are

weak.

Organization An organizational pattern is

evident, but some facts and supporting

details are loosely positioned. Meaningful

transitions are minimal.


writer attempts to develop the report by

briefly explaining ideas, but the development

is superficial. Word choice is adequate but

repetitious. Descriptive language is lacking.

Voice The writer makes some attempt to

engage the reader but fails to sustain the

connection. The overall tone does not convey

an individual perspective.

Conventions/Sentence Fluency While the

essay displays some skill in capitalization

and spelling, it includes fragments, run-on

sentences, and punctuation errors. There is

some variety in sentence structure, but most

sentences are simple.

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295Anchor Papers Unit 5 • Research Report 295


The Gobi Desertby Jaime P.

The Gobi Desert is one of the world’s largest deserts. It is in China and southern Mongolia. When we think of deserts, we imagin sand, but large areas of the Gobi are rock.

The climate of this area is unusual. While many deserts are very hot, the Gobi can have freezing temperatures. It can be very cold in winter and hot and rainy in summer. Snow even forms on the sand dunes of the Gobi.

The Gobi Desert is home to different kinds of plant and animal life. There are gazelles, polecats, and some types of birds. Sometimes bears, wolves, and snow leopards.

The Gobi has a long, interesting history. Long ago, traders crossed it on camels. It was part of the Mongol Empire. For centurys, herders lived on the Gobi with their caddle. These people move from place to place and are called nomads. They live very much like people of old did.

The Gobi can seem like a place outside of time.

Focus and Coherence The focus of the

report is maintained, and information is

directly related to the topic. An adequate

introduction and thoughtful concluding

sentence add to the sense of completeness.

Organization An organizational pattern

is apparent with few lapses. Transitions

contribute to a smooth and logical

progression of ideas.


ideas are developed more than others;

however, the development overall reflects

some depth of thought. Facts and details

support statements, and word choices are

appropriate to the purpose.

Voice The writer engages the reader through

most of the report. The writer’s tone displays

a sincere interest in the subject matter.


a few errors in spelling and one sentence

fragment. For the most part, the writing is

fluid, and sentences lead naturally to those

that follow.

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296 Anchor PapersUnit 5 • Research Report


The Amazing Rhinocerosby Roseanne D.

The rhinoceros is one of nature’s most amazing animals. For example, it is the only animal with horns on its nose. It can have one or two, depending on what type of rhino it is.

In fact, there are five types of rhinos. These include Black, White, Indian, Javan, and Sumatran. They all have large heads, broad chests, and thick, short legs. Their legs have three toes on each foot and a hoof on each toe!

Even more surprising, the powerful rhino does not eat meat. It only eats plants. This makes rhinos seem less dangerous.

Actually, rhinos are endangered. They are only found in Asia and Africa. Buildings have replaced much of their habitat. To make matters worse, some people hunt rhinos, which is against the law.

In conclusion, the rhino is amazing in many ways. Its strange appearance is one of them! The world would be less interesting if there were no more rhinos.

Focus and Coherence The report gives

interesting details about a central topic. Facts

are clearly stated and support the main idea

throughout the report. A strong introduction

and conclusion add quality to the writing.

Organization The report delivers

information in a logical fashion. The writer

uses meaningful transition words to move

smoothly from one series of facts to another,

making her report very readable.

Development of Ideas/Word

Choice Elaborative details are fully

developed and engagingly presented.

Use of precise words enhances the reader’s

understanding and enjoyment of the report.

Voice The writer engages the reader by

expressing individuality and enthusiasm for

the subject matter. The writing sounds

authentic and original throughout the report.

Conventions/Sentence Fluency The

writing is error-free with respect to spelling,

mechanics, usage, and grammar. Sentence

structure and length are varied, and sen-

tences flow smoothly and naturally.

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297Anchor Papers Unit 6 • Persuasive Essay 297

Anchor PapersPersuasive Essay Score: 1 Point

A Petby Jake W.

Our clasroom needs a pet. a small reptil called the collered lizard. My famly saw meny of this reptils on a trip threw oklahoma. My Brother likd them, they look real stranje.

We study meny different animal in science. Taking care of a lizard will be fun. And interesting for everyone.

This lizards run around aquarums. They awake during the day. They are easy to take care. They jump on rocks and greet People, can be left alone over the weekend too.

Focus and Coherence The writer does not

stay focused on his purpose, so the essay

includes extraneous ideas. There are insuffi-

cient persuasive reasons to convince a reader.

The weak introductory sentence and the lack

of a conclusion contribute to a sense of

incompleteness.

Organization The writer’s thoughts do not

progress logically, and details and paragraphs

are out of order. This lack of organization

interferes with readability and

comprehension.


ideas introduced are not developed in a

meaningful way. The writer shows an inability

to choose words that are correct or appropri-

ate for persuasive writing.

Voice The writer makes little or no attempt

to create a personal voice or appeal to the

reader. The essay lacks persuasive power as

a result.


numerous errors in spelling, mechanics,

usage, and grammar. Sentence fragments

and run-on sentences interfere with

communication.

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298 Anchor PapersUnit 6 • Persuasive Essay

Anchor PapersPersuasive Essay Score: 2 Points

Camp Is Funby Megan B.

Camp Lakeside is a great choyce for day camp.

The camp is right near a lake. You can swim in it. Or fish or padle a canoe. I’ve never been in a canoe.

Sometimes it rains, so there are some indoor activties. I wear a slicker in the rain.

Its a good camp. If you liked doing things outdoors. You can learn water safety. And take natchure hikes and play softball.

Another reason is that Camp Lakeside is close to our town. So you dont have to travl far to get there. Also you can see lots of your friends there.

Focus and Coherence The essay is

somewhat focused on a single topic, though

there are extraneous details. The introduction

is weak, and there is no conclusion.

Organization There is an attempt to

organize ideas, but there are lapses, such as

illogical order of reasons. Use of transition

words or phrases is minimal.


writer presents several reasons to support the

main idea, but only some ideas are devel-

oped. Word choice is basic.

Voice The writer states an opinion, but

does not convey any depth of feeling or

enthusiasm in the essay.


used words are spelled correctly, but there are

other errors in spelling, mechanics, usage, and

grammar. Sentence structure is somewhat

varied, but some fragments occur.

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299Anchor Papers Unit 6 • Persuasive Essay 299


Focus and Coherence The writer

demonstrates adequate understanding of the

purpose of a persuasive essay. Focus is

maintained throughout, and an appropriate

introduction and conclusion are included.

Organization The writer’s points are

presented in a logical order, and transitional

devices signal the connections between

points and reasons. The progression of

thought is smooth and controlled.

Development of Ideas/Word

Choice Specific details adequately support

and develop main ideas and reasons

throughout the essay, though some ideas are

developed more than others. The writer

chooses some words with persuasive power.

Voice The writing achieves a somewhat per-

sonal tone that gives the essay an authentic

voice. The writer sustains a connection with

the reader through most of the essay.

Conventions/Sentence Fluency Minor

errors in spelling and punctuation do not

interfere with comprehension. The writer suc-

cessfully uses a variety of sentence structures.

Sentences flow smoothly.

The Best Classroom Monitorby Cal B.

I think Jack would be the best monitor for our classroom. He is the most helpful student in our class.

Jack always helps out around the classroom. If Mrs. Morris needs somebody to hand out papers or colect homework Jack always raises his hand. One time he offered to clean the fish tank. He did a good job. The fish looked much happier in the clean water!

Jack is also a hard worker. He always finishes what he starts.

Another reason Jack would be a good monitor is that he is careful. Before starting a chore he always asks to find out ezactly what needs to be done. He makes sure to take good care of classroom equipment, and he never leaves a mess.

In conclusion, I believe Jack is the best person to be our classroom monitor.

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300 Anchor PapersUnit 6 • Persuasive Essay


Focus and Coherence The writer presents

an insightful and convincing argument for a

clearly stated purpose. Her opinion is stated in

an introductory sentence and reaffirmed in a

strong conclusion.

Organization The writer presents her argu-

ment in an orderly and controlled fashion. Her

logical progression from idea to idea

enhances and strengthens the essay.


writing fully develops each part of the persua-

sive argument. The writer supports her view

with facts and reasons that reinforce her opin-

ion. She chooses opinion words that are

highly effective.

Voice The writer’s voice is lively and original.

The writing is engaging, which contributes to

the effectiveness of the persuasive argument.

Conventions/Sentence Fluency The writer

displays a sophisticated grasp of writing con-

ventions. The essay is free of errors in spelling,

mechanics, and grammar. The varied and

well-paced sentences flow smoothly from one

to another.

The Best Petby Christie C.

I think a guinea pig would make the best pet for our classroom. I have owned a guinea pig for two years. It wiggles its nose at me all the time! I have learned that these animals are lots of fun to watch.

Guinea pigs are also very quiet. They will not disturb us while we are working. In addition, they are easy to care for. Students could take turns cleaning the guinea pig’s home every other day. You can feed a guinea pig for pennies a day. They like to eat fresh vegetables and need fresh water.

A classroom pet will teach us responsibility. It will show us how to keep a pet healthy and safe. I believe that a guinea pig will make a super addition to our room.

Writing to a Picture Prompt©

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Students are sometimes asked to write about

a picture instead of just responding to a writing

prompt. The student will either tell about what they

see in the picture, or write about something related

to the picture. The form of the writing is usually a

story or an essay.

Use the picture prompts as additional writing

practice or to help students prepare for writing tasks

on standardized tests.

Instruct students to do the following:

Before Writing1. Look closely at the picture. Think about what is happening in the

picture.

2. Ask yourself questions about the picture:

• Where and when are the events shown in the picture taking place?

• Who or what is in the picture? What are they doing?

• Can you tell what is happening? What event may have happened

prior to this one? What do you think might happen next?

3. You can use a graphic organizer to organize your ideas before you

begin to write. You can also make an outline, create an idea web, or

do other prewriting work.

During WritingUse a graphic organizer, or other prewriting work, to write about what is

happening in the picture.

After Writing1. Use the Writer’s Checklists, pages 222–227, to help you check your

writing.

2. Proofread your writing using Proofreading Marks, page 229.

Picture Prompts 301

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Write to a picture prompt. Look at the photograph. Think of a time

you saw an animal in a park or in your backyard. Then write a story

about a time you saw an animal in a park or in your backyard.

Writing Tips

• Use a graphic organizer to organize your ideas.

• Write your story on lined paper.

• Support your ideas by including important details.

• Check that each sentence helps readers understand your story.

• Review and edit your story.

302 Unit 1 • Earth Smart Picture Prompts

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Write to a picture prompt. Look at the photograph of Chinatown.

Describe what you see. Write to explain why Chinatown is an important

community.

Writing Tips

• Use a graphic organizer to organize your thoughts.

• Write on lined paper.

• Support your ideas by including details about each reason.

• Check that each sentence helps readers understand what you mean.

• Review and edit your writing.

Picture Prompts Unit 2 • Coasting to California 303

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Write to a picture prompt. Look at the photograph. Think about what you

like best about the Internet. Now write a letter to a friend to explain what

you like best about the Internet.

Writing Tips


• Write your letter on lined paper.

• Support your ideas by including important details.

• Make sure your sentences help readers understand your letter.

• Review and edit your letter.

304 Unit 3 • Messaging Mania Picture Prompts

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Write to a picture prompt. Look at the picture. Think about an amazing

thing that could happen as these friends clean up the beach. Then write a

short story about this amazing thing.

Writing Tips



• Support your ideas by including details about each event.

• Make sure each sentence helps readers understand your story.


Picture Prompts Unit 4 • A Growing Interest 305

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Write to a picture prompt. Look at the photograph of changing weather

at sea. Suppose you were sailing on this boat. Write a story about how

you would have to adjust to this change in the weather.

Writing Tips



• Include important details to support your ideas.

• Check that each sentence helps readers understand your story.


306 Unit 5 • Call of the Wild Picture Prompts

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Write to a picture prompt. Look at the photograph below. Think about a

symbol of the United States that you care about. Now write to persuade

others to feel the same way.

Writing Tips


• Write on lined paper.

• Support your ideas by telling more about each reason.

• Check that each sentence helps readers understand what you mean.

• Review and edit your writing.

Picture Prompts Unit 6 • Tales of the Trickster 307

✄

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308 Theme Project Checklists

Un

it 1 • Le

t’s Le

arn

Re

sea

rch

Pro

ce

ss W

here

did

you fin

d th

e m

ost h

elp

ful

info

rmatio

n?

D

id yo

u g

ive c

redit to

all yo

ur s

ourc

es?

Pre

sen

ting

Sp

ea

kin

g

D

id yo

u u

se c

lear a

nd s

pecific

vocabula

ry to

co

mm

unic

ate

?

D

id yo

u s

peak lo

udly

enough fo

r eve

ryone

to

hear yo

u?

Re

pre

se

ntin

g

D

id yo

u c

hoose a

ppro

pria

te v

isual p

rops?

D

id yo

u u

se v

isuals

to h

elp

your a

udie

nce

unders

tand yo

ur id

eas?

Un

it 2 • N

eig

hb

orh

oo

ds a

nd

C

om

mu

nitie

s

Re

sea

rch

Pro

ce

ss W

here

did

you fin

d th

e m

ost h

elp

ful

info

rmatio

n?

D

id yo

u u

se s

eve

ral s

ourc

es?

D

id yo

u g

ive c

redit to

all yo

ur s

ourc

es?

Pre

sen

ting

Sp

ea

kin

g

D

id yo

u u

se c

om

ple

te s

ente

nces, lo

gic

al o

rder,

and

vocabula

ry?

D

id yo

ur w

ord

s m

atc

h th

e v

isuals

you s

how

ed?

Re

pre

se

ntin

g

D

id yo

u u

se v

isuals

to h

elp

your a

udie

nce

unders

tand yo

ur id

eas?

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309Theme Project Checklists

Un

it 3

• E

xp

ress

Yo

urs

elf

Re

sea

rch

Pro

ce

ss W

here

did

you fin

d the m

ost help

ful

info

rmation?

D

id y

ou u

se s

eve

ral sourc

es?

Pre

sen

tin

gS

pe

ak

ing

D

id y

ou p

ractice

your

pre

senta

tion?

D

id y

our

pre

senta

tion h

ave

a b

egin

nin

g, a

mid

dle

, and a

n e

nd?

D

id y

ou c

ite a

ll yo

ur

sourc

es?

Re

pre

se

nti

ng

D

id y

ou c

hoose a

ppro

priate

vis

ual pro

ps?

D

id y

our

vis

uals

support

your

pre

senta

tion?

Un

it 4

• O

ur

Te

am

s

Re

sea

rch

Pro

ce

ss D

id y

ou u

se s

kim

min

g a

nd s

cannin

g

techniq

ues to identify

data

by lookin

g a

t te

xt

featu

res?

D

id y

ou take

sim

ple

note

s a

nd s

ort

evid

ence

into

cate

gories?

Pre

sen

tin

g

Sp

ea

kin

g

D

id y

ou o

rganiz

e ideas c

learly a

round a

to

pic

?

D

id y

ou r

espond to q

uestions w

ith a

ppro

priate

ela

bora

tion?

Re

pre

se

nti

ng

D

id y

ou u

se v

isuals

to h

elp

lis

teners

unders

tand y

our

ideas?

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310 Theme Project Checklists

Un

it 5 • T

ho

se A

ma

zin

g

An

ima

ls

Re

sea

rch

Pro

ce

ss D

id yo

u fo

llow

your re

searc

h p

lan?

D

id yo

u u

se th

e te

xt fe

atu

res in

the re

fere

nce

mate

rials

you u

sed?

Pre

sen

ting

Sp

ea

kin

g

D

id yo

u o

rganize

ideas a

round a

main

topic?

D

id yo

u s

tay o

n th

e to

pic?

D

id yo

u s

peak s

low

ly a

nd c

learly

?

Re

pre

se

ntin

g

D

id yo

u d

raw

conclu

sio

ns th

rough a

writte

n

expla

natio

n?

D

id yo

u a

rrange yo

ur p

ictu

res a

nd w

ord

s

effe

ctive

ly?

Un

it 6 • S

tory

telle

rs

Re

sea

rch

Pro

ce

ss D

id yo

u c

reate

a re

searc

h p

lan?

D

id yo

u c

olle

ct in

form

atio

n fro

m m

ultip

le

sourc

es?

D

id yo

u u

se s

kim

min

g a

nd s

cannin

g

techniq

ues to

identify

info

rmatio

n?

Pre

sen

ting

S

pe

ak

ing

D

id yo

u p

ractic

e yo

ur p

resenta

tion?

D

id yo

u u

se g

ood e

ye c

onta

ct?

D

id yo

u s

peak lo

udly

enough?

Re

pre

se

ntin

g

W

as th

e p

resenta

tion e

asy to

follo

w?

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Good Listening andGood Listening andSpeaking HabitsSpeaking Habits

In our classroom we:

• Follow class procedures and rules

• Respect other people’s feelings and ideas

• Speak clearly and to the point

• Listen to speakers attentively

• Take turns speaking

• Do not criticize people because of their ideas

• Ask relevant questions

• Answer questions thoughtfully and give details

• Do our best and encourage others to do their best

• Work productively with others in teams

Some of our goals:

• Follow and give oral instructions

• Participate in discussions by asking and answering questions

• Make suggestions that build on others’ ideas

311Listening and Speaking Checklist

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313Oral Vocabulary Pre- and Posttests

Oral Vocabulary Pre- and Posttests

Oral Vocabulary Pre- and Posttests for Intensive Vocabulary Support

Directions

The Oral Vocabulary Pre- and Posttests that follow are composed of vocabulary

questions for all of the oral vocabulary words in each set of Oral Vocabulary

Cards. There is a test for each unit and week, which corresponds to one story.

In the Pre- and Posttest, some vocabulary words are boldfaced and some are

underscored. Boldfaced words are Wonderful Words, which are highlighted in

the Oral Vocabulary Card text and have detailed instructional routines in the

sidebars. Underscored words are the additional vocabulary words that are

underscored in the Oral Vocabulary Card text. Use the Define/Example/Ask rou-

tine to teach these words during your rereading of the Oral Vocabulary Cards.

The Pre- and Posttests can be administered individually or in small groups.

Administering the Pretest

Administer the pretest on Day 1, before you read the Oral Vocabulary Card

story for the week.

Ask each question, and have students answer.

If students’ answers indicate an understanding of the word, guide them

in a short discussion.

If students cannot answer a question, move on quickly. At this point, it is

likely that students will be unfamiliar with many of the words.

Explain to students that they will hear these words again throughout the

week in a story that you will read to them.

Administering the Posttest

Administer the posttest on Day 5, after you have spent a minimum of 15

minutes per day using the Oral Vocabulary Cards for distributed practice of the

vocabulary words.

Ask each question, and have student pairs discuss the answer with each

other as you listen in. Then call on selected students to share their answers.

Take note of words that continue to present a struggle for students. Provide

opportunities for periodic review of these words in the coming weeks. For

example, use these words in transition activities and classroom discussions.

At the end of each unit, review 4 to 5 words per Oral Vocabulary Story by

asking the question for those words again. Keep track of students’ progress

to see how well they maintain the vocabulary over an extended period

of time.

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314 Unit 1 Oral Vocabulary Pre- and Posttests

Oral Vocabulary Pre- and PosttestsUnit 1, Week 1

Ming’s Teacher

1. What new skills have you acquired this

year?

2. How do you show your appreciation

when someone cooks delicious food for

you?

3. What is one way you can be of assistance

to your parents at home?

4. Would you rather have a brief gym class

or one that lasts two hours? Why?

5. Why do you think it’s important for a

teacher to be dependable?

6. What would you do if you detected

smoke nearby?

7. What do you like to watch intently?

8. What do you have a knack for?

9. Describe the method that you use for

cleaning your room.

10. Are you patient when you know a surprise

is coming? Why or why not?

11. Who are some renowned authors you

know of?

12. What is your response when a ball is

coming towards you?

13. What websites have you sought out on

the internet?

14. What is your technique for learning a new

word?

15. Where can you find out about virtually

anything?

Unit 1, Week 2

All About Alice

1. What story that you’ve read can be seen

in a movie or TV adaptation?

2. What is one way adults help children?

3. Who is an author you like a lot? What is

your favorite book or story by that author?

4. What is an example of a book that is a

classic?

5. What kind of weather delights you? Why?

6. Is the losing team in a soccer game likely

to feel joy or disappointment? Why?

7. What was your favorite episode in a story

you read recently?

8. If you enjoyed an excerpt from a book,

would you read the rest of the book?

9. If you could be friends with a fictional

character, who would it be?

10. What story, book, or show do you find

humorous?

11. Who are some influential people in your

life?

12. When you start a new book, do you know

in an instant if you like it, or do you have

to read for a while to find out?

13. What is something difficult that you

managed to do by yourself? How did

you do it?

14. Why might it occur to you to put on a

jacket while you’re playing outside?

15. Would you like to have your own stories

published some day? Where would you

like them to be published?

16. Which is remarkable: a dog with a bone

or a rabbit with a watch?

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Unit 1 315Oral Vocabulary Pre- and Posttests


Mary McLeod Bethune

1. How can you convince a friend to play a

game with you?

2. What courses will you want to take in

high school?

3. How many years are in a decade?

4. What place do you desperately want to

visit? Why do you want to go there?

5. Why might someone who is learning

something new feel discouraged?

6. Which of the following is a domestic skill:

cooking, solving math problems, doing

laundry?

7. Are you enrolled in any activities outside

of school?

8. What expenses does a family have when

they own a pet?

9. If a bicycle has a flat tire, will it function

well? Why not?

10. Where does the funding for our school

come from?

11. Which motto would you choose for our

school: “A Place Where Children Learn” or

“A Place Where Children Play”? Why?

12. How can getting an education lead to

other opportunities?

13. If an old building has potential, is it more

likely to be fixed up or torn down?

14. How do scholarships help students go to

college?

15. How do police officers serve our

community?

Unit 1, Week 4

Sequoyah’s Gift

1. Who accompanies you to school in the

morning?

2. Who assigns the positions on a sports

team?

3. What form of communication do you use

to keep in touch with your grandparents?

4. What items does you backpack contain?

5. What kinds of topics are discussed at a

school council meeting?

6. What would you say if you encountered

your favorite movie or sports star?

7. Which of these materials is easier to etch:

wood or rock?

8. What do you think you will look like in the

future?

9. What person has had a great impact on

you?

10. Why do children who are sick need to be

isolated from others?

11. What is the sequence of letters in the

alphabet?

12. What is the specific date you were born?

13. What symbol stands for the /a/ sound in

English?

14. What is a traditional food to eat on

Thanksgiving?

15. When two countries disagree, why would

it help for them to sign a treaty?

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316 Unit 1 Oral Vocabulary Pre- and Posttests


I Knew I Could!

1. Which would be harder to budge, a

bucket of water or a washing machine?

2. When would a mother feel concern, when

her baby is sleeping or when her baby is

sick?

3. Which team do people usually

congratulate, the winning team or the

losing team?

4. Why might climbing a tall mountain seem

daunting?

5. If you could travel to any place in the

world, what destination would you

choose?

6. If someone were determined to become

a better athlete, what would they do?

7. What do you do that requires a lot of

effort?

8. What can help you feel better when you

are low on energy?

9. Do you have any engagements after

school today or are you just going home?

10. What happens after lunch on our school

schedule?

11. When a worker’s shift ends, what can he

or she do?

12. When someone juggles, why does it look

like the balls are suspended in midair?

13. What kinds of tasks do you do at home?

14. If you are a messy eater, where might you

see traces of your last meal after you’re

done eating it?

15. How does it feel to be triumphant?

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317Oral Vocabulary Pre- and Posttests Unit 2


Gem of the Southern Mines

1. When might you abandon a ball game

outdoors: if it starts to rain or if you miss

the ball?

2. How long has your family lived in this

area?

3. What can you do to assure that your pet

stays healthy?

4. What is a distinctive feature of your

home?

5. If you could establish a club or group,

what kind of club would it be?

6. What must plants have for them to

flourish?

7. What good fortune have you had lately?

8. What items do you need to have for

school?

9. What obstacles might prevent you from

getting someplace on time?

10. Which is a more permanent home, a tent

or a brick house?

11. What could make the population of a

town grow?

12. How could you find out the number of

residents in your building or on your

block?

13. What happens when an old building is

restored?

14. When you are happy, how do you reveal

your feelings?

15. What other structures are on the same

street as our school?

Unit 2, Week 2

The Farmers and Their Children

1. If your parents go somewhere at night,

who stays with you in their absence?

2. What have you accomplished this year?

3. What kind of work do the employees in a

supermarket do?

4. If you want to send an email to a friend,

what do you need to execute your plan?

5. Before you leave home each day, to

whom do you say farewell?

6. How did it feel to graduate from second

grade?

7. In what hobby or sport do you invest a lot

of time and energy?

8. What is the most magnificent place you’ve

visited?

9. What happens if you neglect to water a

plant?

10. What foods do you have trouble

resisting?

11. What resource is used to power a

windmill?

12. When people reach retirement age, what

do they often do?

13. What activities give you the most

satisfaction?

14. What do you need to have a thriving

garden?

15. What happens to cream when you beat it

vigorously?

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318 Oral Vocabulary Pre- and PosttestsUnit 2


Where We Live

1. How might you travel to a town that has

no access by road?

2. What do you find interesting about your

community?

3. Do you think the human body is simple or

complex? Why?

4. Was your town founded recently or a long

time ago?

5. What do you know about your heritage?

6. On your way to school, do you take major

roads or small, side roads?

7. Though very small children can’t read,

why is it important for them to have

books nonetheless?

8. What kind of place would you consider to

be a paradise? Why?

9. What can you purchase at a bakery?

10. What region of the state do we live in?

11. What do you do when you want to feel

relaxed?

12. Do the residents of your community

have a special name? What is it?

13. Do you think the community you live in is

sophisticated? Why or why not?

14. What is unique about you?

15. Why would it be difficult to keep farm ani-

mals in an urban area?

Unit 2, Week 4

The Legend of Tutokanula

1. Do you approve of the idea of having

homework in the summer? Why or why

not?

2. How do people ascend a mountain?

3. Who would you ask to collaborate with

you on a school project?

4. Where do students convene in our

classroom?

5. What does a young child do when he or

she feels distressed?

6. Where can you hear sounds echo?

7. Why would someone make a ferocious

effort to win a race?

8. How is a pot formed from clay?

9. What is on the hind end of a horse, its

mane or its tail?

10. What would help to lull a baby to sleep?

11. What sorts of things do you do on an

ordinary day?

12. What animal can easily scale a cliff?

13. Why would someone scramble down a

mountain instead of walking?

14. When you are skeptical about something,

are you convinced of it or not sure that it

is true?

15. How do you show your support for your

favorite team?

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The Sheep and the Pig Who Set Up House

1. What would make you say, “Apparently

it’s going to rain today”?

2. Why is it important to follow directions

when you assemble something?

3. What tools does a carpenter use?

4. What materials might someone use to

construct a house?

5. Who is more likely to look disturbed:

someone who just heard bad news or

someone taking an easy test?

6. What kinds of errands do you do with

your family?

7. When you get to school, do you get to

work immediately or do you visit with

your friends first?

8. How old do you think people should be

before they start to live independently?

9. What do you intend to do next weekend?

10. What would the weather be like if

someone said, “Needless to say, I left my

umbrella at home?”

11. When you have had enough to eat, do

you feel satisfied?

12. Would you be shocked if you learned that

your parents were really superheroes?

Why?

13. What would you bring on a picnic to have

a splendid time?

14. Where does timber come from?

15. How many people are there in a trio?

16. What can happen if you are unaware of

the time?

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Writers We Love

1. Are most of your friends children or

adults?

2. What is an advantage of knowing more

than one language?

3. What kind of music do you have an

appreciation of?

4. What do you assume will happen after

school today?

5. What sport or activity do you devote

yourself to doing?

6. What career would you like to have

eventually?

7. Who needs to use an expressive voice in

his or her job, an actor or a mail carrier?

8. What stories would you like to illustrate?

9. Who could you ask if you wanted to learn

more about the experience of

immigration?

10. Why do many teachers want to instill a

love of reading in their students?

11. How does the library promote new

books?

12. Do you prefer reading prose or poetry?

Why?

13. What happens when a story is published?

14. Where were your parents raised? Where

are you being raised?

15. What subject have you sought to learn

more about outside of school?

Unit 3, Week 2

Ama’s Choice

1. Who would come to your aid if you had a

problem?

2. Can you share an anecdote about

something funny you did as a young

child?

3. What clothing is appropriate for playing

outside on a hot summer day?

4. Are you more confident about singing in

public or playing sports?

5. Do you correspond with anyone by

e-mail or regular mail?

6. What valuable thing did pioneers discover

in California in the 1850s?

7. What activity do you feel enthusiastic

about doing?

8. Who might be feeble, a strong athlete or

someone who has been sick for a long

time?

9. What smell do you think is fragrant?

10. Why is it important to be generous at

school?

11. Where can you see your own image?

12. What does it mean when someone makes

a proposal of marriage?

13. When you feel worn out, what restores

you?

14. How do doctors and nurses help sick

people survive?

15. What kind of vehicle can transport people

across water?

16. If you had to decide between playing

sports and performing in a play, what

decision would you ultimately make?

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The Big Voice

1. Which makes a booming sound, a

telephone ringing or thunder?

2. What kinds of things consume you with

curiosity?

3. What do you like to converse with a

friend about?

4. What kinds of sounds make you cringe?

5. When you have a hard choice to make, do

you deliberate for a while or choose

quickly?

6. What things distract our class

sometimes?

7. What have you seen lately that impressed

you?

8. If a dog barks menacingly, is it being

friendly?

9. Which would be a nuisance: getting

home from school early or forgetting your

keys?

10. What is something that you’ve pondered

a lot about?

11. How would you proclaim the winner of a

game?

12. What animals roar?

13. What might make someone feel sheepish,

winning a race or forgetting a good

friend’s name?

14. Why might a horse get skittish when

there are a lot of cars around?

15. If you were stunned by news you heard,

would you be very surprised or cheered

up?

Unit 3, Week 4

The Magic Paintbrush

1. How do you decide if you can afford to

buy something you want?

2. How do you like to be creative?

3. How do you express happiness?

4. What would a grand ship look like?

5. How can you show your gratitude to

someone who has helped you?

6. When someone is being greedy, do they

share what they have?

7. What is your favorite book with

illustrations?

8. Where would you go to have a

marvelous time?

9. How do people learn news about what’s

happening in the world?

10. What original stories or poems have you

written?

11. What makes superheroes powerful?

12. Can you name some story characters that

are shrewd?

13. If you are struggling to carry something

heavy, what could you do to make it

easier?

14. What talents do you have?

15. Why is it important to use water wisely?

How can we use it wisely?

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Folk Artists

1. What could you use to create a picture of

your family?

2. What are you devoted to doing?

3. Where can you see displays of new books?

4. Do you prefer clothing with elaborate or

simple designs?

5. What is the most enormous building that

you know of?

6. What is the essence of being a good

friend?

7. What is something fragile that can be

found in your home?

8. What book have you read with an intricate

plot?

9. What could help you see something that

is so small that it is almost invisible?

10. What media do we use at school for

making art?

11. Do you know an optimistic person? What

is he or she like?

12. Why would it be helpful to make a large

piece of art on several panels?

13. What tools might someone use to make a

clay sculpture?

14. What traditions are passed on in your

family?

15. Who is wearing vivid colors today?

16. If a picture is whimsical, is it sad or fun?

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The Legend of Roland and Oliver

1. Why might an umpire’s decision in a base-

ball game cause a controversy?

2. What could a person wear to disguise

himself?

3. What are some ways to settle a dispute

between friends?

4. Which is used in a fencing contest, swords

or a ball?

5. What is a gracious thing to say when

someone gives you a present?

6. Do cats and dogs usually live together in

harmony? Why or why not?

7. What was the job of a knight in the Middle

Ages?

8. What is an oath, a promise or a poem?

9. Why do athletes shake hands with their

opponents after a game?

10. How can you persuade someone to

change her mind?

11. On the first day of school, how many

students did you recognize in our class?

12. If you were trying to eat more healthfully,

what foods would you renounce?

13. How do soldiers start a siege on a castle?

14. How could you be sympathetic to

someone who is afraid of the dark?

15. Why do groups of people sometimes

fight over territory?

Unit 4, Week 2

Heracles and the Golden Apples

1. Where can you see trees that bear fruit?

2. What could cause your legs to buckle?

3. What do you do when your backpack has

become a burden to carry?

4. Who has more clout at school: a principal

or a student? Why?

5. How do padded straps help to cushion

the weight of a heavy backpack?

6. Why is it important for a carpenter to be

deft with tools?

7. Does holding a snake sound like fun or

does the idea fill you with dread?

8. When a person has glory, is he famous

and admired or easily forgotten?

9. What do people feel jealous about?

10. What kind of labor takes a great deal of

strength?

11. What can Greek gods do that mortals

can’t do?

12. Which animal is persistent: an ant

carrying a leaf or a tiger sleeping in the

sun? Why?

13. What games involve two teams trying to

get possession of the ball?

14. What gifts did you request for your last

birthday?

15. Would someone be more likely to be

strapping when they are young or old?

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The Great Wall of Los Angeles

1. What do the pictures on our classroom

walls depict?

2. Where can you see a diversity of people?

3. Who was one founder of the United States

of America?

4. What goal do you want to accomplish this

year?

5. How can individuals help protect the

environment?

6. Whose job involves strenuous labor, a

bricklayer’s or a librarian’s?

7. If you were to tell a story about last

summer, what would your narrative

include?

8. Why is a sunny day more promising for a

picnic than an overcast or windy day?

9. Why is it important for a judge to have a

reputation of fairness?

10. What kind of work is involved in the

restoration of old buildings?

11. How do sponsors help artists do their

work?

12. If you transfer a picture, do you copy it or

destroy it?

13. Which of these can be transparent: glass,

plastic, metal, fabric, wood?

14. What forms of storytelling are visual?

15. Who would you tell if you witnessed an

accident?

Unit 4, Week 4

The Husband and Wife Who Switched Places

1. Where did your ancestors come from?

2. When might someone be astonished by

a snowstorm?

3. Why would a lost dog feel bewildered?

4. What brilliant idea can you think of to

clean up our world?

5. What do you need to churn to make

butter?

6. What is something that you sometimes

complain about?

7. What would be a cozy place to relax?

8. How might a person feel if he or she is

criticized?

9. What could a person use to dangle

decorations from the ceiling?

10. What things can you learn from someone

of an older generation?

11. Where do cows graze?

12. How does it feel when someone ignores

you while you’re talking?

13. What do I remind you about sometimes?

14. What would you suggest that someone

wear to play soccer?

15. What kind of activity suits you best:

playing sports, creating art, or playing

music?

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Smokejumpers

1. How do you assist your family at home?

2. Which family members do you have a

special bond with?

3. Which kind of clothing might be bulky: a

padded winter coat, or a bathing suit?

4. What do you have in your home that is

made from chemicals?

5. What activity makes you feel so tired that

you want to collapse in your bed?

6. Who are a doctor’s colleagues?

7. How are firefighters courageous?

8. What kinds of equipment do firefighters

use?

9. What heavy things do you sometimes lug

to school?

10. Which is a physical activity, doing cross-

word puzzles or jogging?

11. Which is a remote location: the city of

Los Angeles or the North Pole?

12. What can you teach a dog to retrieve?

13. What kind of job requires rigorous

training?

14. What is used to steer a car?

15. After playing in a two-hour soccer game,

would you feel weary or energetic?

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The Animals and the Birds Play Ball

1. If a friend asked you to play her in chess,

would you accept? Why or why not?

2. What sport or activity that you do

requires agility?

3. When someone boasts, do you believe

them?

4. What kind of game would you like to

challenge a friend to play against you?

5. When you chant at a game, do you usu-

ally speak loudly or softly?

6. How can you demonstrate that you have

grown up a lot since last year?

7. Why would a dynamic person be good to

have on a team?

8. Which is flexible, a metal spoon or a

plastic straw?

9. Who can you outrun? Who can outrun

you?

10. Why might a kite plummet to the

ground?

11. Which animal is puny, a newborn kitten

or a full-grown tiger?

12. How might someone who has been

ridiculed feel?

13. What signal is often used to begin a

sports game?

14. Who can you ask for help when you can’t

figure out the solution to a problem?

15. Why is working together a good strategy

for a team to use to win a game?

Unit 5, Week 2

Busy as a Beaver

1. What is one way that you would like to

alter the look of your room?

2. What area of your town is bustling?

3. What kinds of tools are used in the

construction of a house?

4. What do crevices in a sidewalk look like?

5. What would you like to become expert at

doing?

6. How can you fortify your body?

7. What do puppies like to gnaw on?

8. What does the landscape behind our

school look like?

9. When you make a painting, how many

layers of paint do you use?

10. What would be a good location to play a

game of soccer?

11. Which is a natural drink, water or soda?

12. What kind of animal has a rigid shell?

13. Is a sandwich a sufficient lunch for you, or

do you prefer to eat more?

14. What is your favorite tranquil place?

15. Why would animals want to wade in

water?

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The Coyote and the Turtle

1. What kind of camouflage does a zebra

have? A polar bear?

2. What can people do to keep dogs safe

from danger?

3. When has there been a delay in your

school opening? What caused the delay?

4. If you could explore any place, where

would you go?

5. When might you need to speak firmly to a

puppy?

6. Why is it foolish to plan a picnic during a

snowstorm?

7. If a rabbit outwits a lion, which one is

smarter?

8. What do you think would happen if you

tried to pursue a mouse?

9. Why might you feel reluctant to leave a

party?

10. What kind of weather would make people

feel like they were roasting?

11. What month has the most scorching

weather?

12. What animals are known for being sly?

13. What might cause a dog to snarl?

14. Is it faster to trot or to run?

15. What parks or stores are in the vicinity of

your home?

Unit 5, Week 4

Babe the Blue Ox

1. How would an amiable person act

toward a new student at school?

2. When it is bitterly cold, do you prefer to

play outside or inside?

3. What kind of animal makes a bleating

sound?

4. What do a brawny person’s arms look

like?

5. What animals can you name that are

colossal in size?

6. What kinds of critters make good pets?

7. What is the most extraordinary animal

that you know of? Why is it extraordinary?

8. What circus feats have you seen or heard

about?

9. Where might you see a flock of birds?

10. What can you use to haul dirt or leaves

out of a yard?

11. How can you get the kinks out of a chain

necklace?

12. When have you obliged someone by

helping them out?

13. If you were on your way somewhere and

saw a friend, would you pause for a min-

ute to say hello or would you keep going?

14. If you were very thirsty, what would

satisfy you?

15. Can you name some famous characters

and their sidekicks?

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The Wolf and the Fox

1. What could you do with an abundance of

berries?

2. How do you access the school

playground?

3. Why do chefs need to lift hot pots

cautiously?

4. How does our class commence the school

day?

5. What might cause a commotion, a giant

traffic jam or kids reading in a library?

6. What are the consequences of forgetting

to do your homework?

7. How can two friends who have contrary

opinions get along?

8. What foods do you sometimes devour?

9. Why do you think bigger animals are

often dominant over smaller ones?

10. Where would you go to fetch your

backpack?

11. Can you heave yourself to the top of the

jungle gym? How do you do it?

12. What do dogs do by instinct?

13. If your backpack was missing, where

would you go to investigate what

happened to it?

14. Why does a guard need to be vigilant?

15. What animals do you think of as being

wily?

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Feathers in the Wind

1. What time do you arrive at school in the

morning?

2. Why would it make sense to avoid

someone who has a bad cold?

3. What is the charge for a postage stamp

that can be used to mail a letter within

the United States?

4. What people do you communicate with

every day?

5. What would you say if you were charged

double for your lunch?

6. What could you use to gather up dry

cereal that has spilled on the floor?

7. What would you say to someone who was

spreading gossip about your best friend?

8. What is your opinion of the playground

at school?

9. Why do schools need plenty of paper and

pencils?

10. What do you recall about the weather

last week?

11. Why would you feel regret if you did not

do an important homework assignment?

12. Why is it difficult to retrieve a balloon that

has floated away?

13. What kind of seeds might you scatter over

a lawn?

14. What might cause mice to scurry away?

15. What chores are you willing to do at

home?

Unit 6, Week 2

Uwabami

1. When you watch a comedy, does it make

you happy or sad?

2. How do magicians deceive people?

3. If someone took the last cookie, do you

think they would admit it or deny it?

4. What kind of characters might live in an

enchanted forest?

5. Can you impersonate someone famous?

If so, who?

6. Which is more menacing, a rabbit or a

lion?

7. What motivates you to do your

homework?

8. Even though a runner is very tired,

nevertheless why might he continue to

run?

9. Would you think it odd if a different

teacher was sitting at my desk? Why or

why not?

10. If you are sick, what helps speed your

recovery?

11. What role would you like to play in your

favorite movie?

12. What serene place do you like to visit?

13. What piece of news have you heard lately

that struck you with surprise?

14. What does a tadpole transform into when

it grows?

15. What do you yearn to see? Why?

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Brer Rabbit in the Well

1. When someone approaches you, do they

get closer or farther away?

2. Where could you go to see boats bobbing

in the water?

3. What makes you burst out laughing?

4. How long can you cling to a monkey bar?

5. After a good night’s rest, do you feel

drained or energized?

6. What kind of insect emerges from a

cocoon?

7. If you needed to have a tooth extracted,

where would you go?

8. What is an obvious sign that someone is

feeling happy?

9. Would you be more perplexed if you saw

a flying rabbit or a flying bird? Why?

10. When would you be likely to plunge a

dish into water?

11. If a pet is a rascal, what might it do?

12. Which animal might scamper away, a

rabbit or an elephant?

13. Are you significantly taller or shorter than

anyone in your class, or are you about the

same size as most of the other students?

14. Where would you hide a stash of coins?

15. What do plants need to survive?

Unit 6, Week 4

Gordita

1. What special meal do you anticipate

having?

2. When does bread have a good aroma:

when it is fresh out of the oven or when it

is stale?

3. Who would you comment to if there was

something on your mind?

4. If you saw a snake, would you dart away

or stay still?

5. In “Jack and the Beanstalk,” why does Jack

need to worry about his own demise?

6. What are some ways your parents ensure

that you are safe and healthy?

7. What kind of food is enticing to you?

8. In the morning, do you get dressed

hastily or do you take your time?

9. Where can you go to inhale clean, fresh

air?

10. What can you do to get relief when the

sun is beating down mercilessly?

11. Why are firefighters often in peril?

12. Why is it important to take muffins out of

the oven at the precise moment when

they are ready?

13. What differences are there between a

professional athlete and a student

athlete?

14. When are you most ravenous: when you

first wake up or at the end of the day?

15. Whom do you consider a steadfast

friend?

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Rumplestiltskin

1. In what season do leaves accumulate on

the ground?

2. Why might a big test cause someone to

feel anxiety?

3. What kind of a challenge might a moun-

tain climber take on?

4. How can you tell if someone is really shy

or just being coy?

5. Who might help you solve a dilemma?

6. Which might cause you to drop your jaw

in disbelief, seeing a person diving or

flying?

7. Which is the final chapter in a book: the

last one or the first one?

8. How many rhymes can you generate for

the word “sack”?

9. What are some things that glisten in the

sun?

10. Why are children incapable of driving

cars?

11. If your favorite teacher left the school,

how would you lament?

12. Have you ever made a pledge? What did

you promise?

13. Would you be more stunned to see a pile

of gold or a pile of straw?

14. When might a student be summoned by

the principal?

15. How can you verify that you read a class

assignment correctly?

Graphic Organizers

Venn Diagram

334

Two-Column Chart

338

Web (Three Details)

335

Inference Chart

339

Web (Four Details)

336

Cause and Effect Chart

340

Conclusion Chart

337

General Map

341

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Graphic Organizers332

Graphic Organizers

Sequence Map (Four Events)

342

Problem and Solution Map

345

Sequence Map (Five Events)

343

Author’s Purpose/Theme Chart

346

Story Map

344

Main Idea and Details Chart

347

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Graphic Organizers 333

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