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1 2 3 4 5 6 7 8 9 10 xxx 12 11 10 09 08
 Unit 1 • Taking a Stand
Contents
Fighting Back Helping a Friend
Goin’ Someplace Special The Night of San Juan
Phonics: Short Vowels . . . . . . . . . . . . . . . . . . . . 9 Phonics: r-Controlled Vowels ar, air, or . . . . . . . 46
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Comprehension: Character and Setting . . . . . . 11 Comprehension: Problem and Solution . . . . . . 48
Comprehension: Character and Comprehension: Story Map . . . . . . . . . . . . . . . . 49
Setting Chart . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Fluency: Intonation and Pausing. . . . . . . . . . . . 50
Fluency: Expression . . . . . . . . . . . . . . . . . . . . . . 13 Text Feature: Diagram . . . . . . . . . . . . . . . . . . . . 51
Text Feature: Time Line . . . . . . . . . . . . . . . . . . . 14 Vocabulary Strategy: Suffixes . . . . . . . . . . . . . . 52
Vocabulary Strategy: Homophones . . . . . . . . . 15 Spelling: Words with r-Controlled Vowels
Spelling: Short Vowels . . . . . . . . . . . . . . . . . . . . 16 ar, air, or . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Grammar: Sentence Types . . . . . . . . . . . . . . . . 18 Grammar: More Sentence Combining . . . . . . . 55
Writing: Developing a Single Moment in Writing: Developing One Theme . . . . . . . . . . . . 57
Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Heroes Young and Old
Stand Up for What’s Right Sleds on Boston Common
Shiloh Phonics: r-Controlled Vowels ur, er, ir,
Phonics: Long Vowels . . . . . . . . . . . . . . . . . . . . 21 ear, eer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Comprehension: Make Inferences . . . . . . . . . . 23 Comprehension: Draw Conclusions . . . . . . . . . 60
Comprehension: Inferences Chart . . . . . . . . . . 24 Comprehension: Conclusions Chart . . . . . . . . . 61
Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . . . 25 Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . . 62
Text Feature: Photos and Captions . . . . . . . . . . 26 Literary Element: Meter and Alliteration . . . . . . 63
Vocabulary Strategy: Idioms . . . . . . . . . . . . . . . 27 Vocabulary Strategy: Word Families . . . . . . . . . 64
Spelling: Long Vowels . . . . . . . . . . . . . . . . . . . . 28 Spelling: Word with r-Controlled Vowels
Grammar: Subjects and Predicates . . . . . . . . . 30 ur, er, ir, ear, eer. . . . . . . . . . . . . . . . . . . . . . . . 65
Writing: Refining Topic Development . . . . . . . . 32 Grammar: Run-On Sentences. . . . . . . . . . . . . . 67
Writing: Developing a Single Moment in
Remembering Those Who Took a Stand Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Maya Kin, Architect of Memory
Phonics: Long u . . . . . . . . . . . . . . . . . . . . . . . . . 33
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Comprehension: Main Idea and Details . . . . . . 35
Comprehension: Main Ideas and
Details Web . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . . 37
Study Skill: Using the Internet . . . . . . . . . . . . . . 38
Comprehension: Writing Frame. . . . . . . . . . . . . 39
Vocabulary Strategy: Inflectional Endings . . . . 40
© Macmillan/McGraw-Hill

Spelling: Words With Long u . . . . . . . . . . . . . . . 41

Grammar: Sentence Combining . . . . . . . . . . . . 43
Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . 45

3
Unit 2 • The American West
Contents
The Spanish In Early California Tall Tales
Valley of the Moon: The Diary of Maria Davy Crockett Saves the World
Rosalia de Milagros Phonics: Contractions . . . . . . . . . . . . . . . . . . . 107
Phonics: Variant Vowel /ô/; Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Diphthongs oi, oy, ou, ow . . . . . . . . . . . . . . . . 70 Comprehension: Plot and Setting . . . . . . . . . . 109
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Comprehension: Plot and Setting Chart . . . . . 110
Comprehension: Cause and Effect . . . . . . . . . . 72 Fluency: Expression . . . . . . . . . . . . . . . . . . . . . 111
Comprehension: Cause and Effect Chart. . . . . 73 Text Feature: Toolbar and Link . . . . . . . . . . . . 112
Fluency: Expression . . . . . . . . . . . . . . . . . . . . . . 74 Vocabulary Strategy: Compound Words . . . . 113
Text Feature: Time Line . . . . . . . . . . . . . . . . . . . 75 Spelling: Contractions . . . . . . . . . . . . . . . . . . . 114
Vocabulary Strategy: Thesaurus: Grammar: Possessive Nouns . . . . . . . . . . . . . 116
Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Writing: Selecting Details to
Spelling: Words with /ô/, /ou/, /oi/ . . . . . . . . . . . . 77 Convey Emotion . . . . . . . . . . . . . . . . . . . . . . 118
Grammar: Common and Proper Nouns . . . . . . 79
Writing: Using Showing to The Right to Vote
Convey Emotions . . . . . . . . . . . . . . . . . . . . . . 81 When Esther Morris Headed West
Phonics: Closed Syllables . . . . . . . . . . . . . . . . 119
Explorations Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
A Historic Journey Comprehension: Fact and Opinion . . . . . . . . . 121
Phonics: Plurals . . . . . . . . . . . . . . . . . . . . . . . . . 82 Comprehension: Fact and Opinion Chart . . . . 122
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Fluency: Pronunciation. . . . . . . . . . . . . . . . . . . 123
Comprehension: Cause and Effect . . . . . . . . . . 84 Text Feature: Time Line . . . . . . . . . . . . . . . . . . 124
Comprehension: Cause and Effect Chart. . . . . 85 Vocabulary Strategy: Dictionary:
Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . . 86 Word Origins . . . . . . . . . . . . . . . . . . . . . . . . . 125
Study Skill: Dictionary, Thesaurus. . . . . . . . . . . 87 Spelling: Words with Closed Syllables . . . . . . 126
Comprehension: Writing Frame. . . . . . . . . . . . . 88 Grammar: Plurals and Possessives . . . . . . . . 128
Vocabulary Strategy: Thesaurus: Writing: Showing the Same Moment with
Antonyms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Different Emotions . . . . . . . . . . . . . . . . . . . . 130
Spelling: Plural Words . . . . . . . . . . . . . . . . . . . . 90
Grammar: Singular and Plural Nouns . . . . . . . . 92
Writing: Using Showing to
Convey Emotions . . . . . . . . . . . . . . . . . . . . . . 94

Cowboys
Black Cowboy Wild Horses
Phonics: Inflectional Endings . . . . . . . . . . . . . . 95
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Comprehension: Make Inferences . . . . . . . . . . 97
Comprehension: Inferences Chart . . . . . . . . . . 98
© Macmillan/McGraw-Hill

Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . . 99
Literary Element: Repetition and
Assonance . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Vocabulary Strategy: Analogies . . . . . . . . . . . 101
Spelling: Words with Inflectional Endings. . . . 102
Grammar: More Plural Nouns . . . . . . . . . . . . . 104
Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 106

4
 Unit 3 • Using Your Wits
Contents
Tricksters Challenges
The Catch of the Day, A Trickster Play Blancaflor
Phonics: Open Syllables . . . . . . . . . . . . . . . . . 131 Phonics: Consonant + le Syllables . . . . . . . . . 168
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Comprehension: Author’s Purpose . . . . . . . . . 133 Comprehension: Theme . . . . . . . . . . . . . . . . . 170
Comprehension: Author’s Purpose Chart . . . . 134 Comprehension: Theme Chart . . . . . . . . . . . . 171
Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . 135 Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . 172
Literary Element: Simile and Metaphor. . . . . . 136 Text Feature: Map. . . . . . . . . . . . . . . . . . . . . . . 173
Vocabulary Strategy: Analogy . . . . . . . . . . . . . 137 Vocabulary Strategy: Context Clues:
Spelling: Words with Open Syllables . . . . . . . 138 Figurative Language. . . . . . . . . . . . . . . . . . . 174
Grammar: Action Verbs . . . . . . . . . . . . . . . . . . 140 Spelling: Words with
Writing: Including Narration in Dialogue . . . . . 142 Consonant + le Syllables . . . . . . . . . . . . . . . 175
Grammar: Linking Verbs . . . . . . . . . . . . . . . . . 177
Think It Through Writing: Connecting Observations to
The Golden Mare, The Firebird, and the Emotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Magic Ring
Phonics: Open Syllables . . . . . . . . . . . . . . . . . 143 Talking in Codes
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 The Unbreakable Code
Comprehension: Sequence . . . . . . . . . . . . . . . 145 Phonics: r-Controlled Vowel Syllables . . . . . . 180
Comprehension: Sequence Chart. . . . . . . . . . 146 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Fluency: Intonation and Phrasing . . . . . . . . . . 147 Comprehension: Author’s Perspective . . . . . . 182
Text Feature: Venn Diagram . . . . . . . . . . . . . . 148 Comprehension: Author’s Perspective
Vocabulary Strategy: Homophones . . . . . . . . 149 Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Spelling: Words with Open Syllables . . . . . . . 150 Fluency: Intonation and Phrasing . . . . . . . . . . 184
Grammar: Verb Tenses . . . . . . . . . . . . . . . . . . 152 Literary Element: Consonance and
Writing: Mixing Narration with Dialogue . . . . . 154 Symbolism. . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Vocabulary Strategy: Context Clues . . . . . . . . 186
Tales Spelling: Words with r-Controlled Vowel
Tricky Tales Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
Phonics: Vowel Team Syllables . . . . . . . . . . . . 155 Grammar: Irregular Verbs . . . . . . . . . . . . . . . . 189
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 Writing: Climax and Resolutions . . . . . . . . . . . 191
Comprehension: Compare and Contrast . . . . 157
Comprehension: Venn Diagram . . . . . . . . . . . 158
Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 159
Study Skill: Study Strategies . . . . . . . . . . . . . . 160
Comprehension: Writing Frame. . . . . . . . . . . . 161
Vocabulary Strategy: Homographs . . . . . . . . . 162
Spelling: Words with Vowel Team
Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
© Macmillan/McGraw-Hill

Grammar: Main and Helping Verbs . . . . . . . . . 165

Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 167

5
Unit 4 • Team Up to Survive
Contents
Extreme Conditions Family Teams
Spirit of Endurance Zathura
Phonics: -el, -en . . . . . . . . . . . . . . . . . . . . . . . . 192 Phonics: -ture, -sure . . . . . . . . . . . . . . . . . . . . . 229
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
Comprehension: Problem and Solution . . . . . 194 Comprehension: Draw Conclusions . . . . . . . . 231
Comprehension: Problem and Comprehension: Conclusions Diagrams . . . . 232
Solution Map . . . . . . . . . . . . . . . . . . . . . . . . . 195 Fluency: Intonation and Phrasing . . . . . . . . . . 233
Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . 196 Text Feature: Toolbar and Link . . . . . . . . . . . . 234
Text Feature: Primary Sources: Vocabulary Strategy: Analogies . . . . . . . . . . . 235
Journals and Letters . . . . . . . . . . . . . . . . . . . 197 Spelling: -ture, -sure . . . . . . . . . . . . . . . . . . . . . 236
Vocabulary Strategy: Word Parts: Grammar: Possessive Pronouns. . . . . . . . . . . 238
Root, Prefix, Suffix . . . . . . . . . . . . . . . . . . . . 198 Writing: Setting and Context:
Spelling: Words with -el, -en . . . . . . . . . . . . . . 199 Audience and Purpose . . . . . . . . . . . . . . . . . 240
Grammar: Pronouns and Antecedents . . . . . . 201
Writing: Setting and Context . . . . . . . . . . . . . . 203 Camping Out
Skunk Scout
Teams on the Job Phonics: -ence, -ance. . . . . . . . . . . . . . . . . . . . 241
Ultimate Field Trip 5: Blast Off To Space Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242
Academy Comprehension: Make Judgments . . . . . . . . . 243
Phonics/Word Study: Prefixes . . . . . . . . . . . . . 204 Comprehension: Judgments Chart . . . . . . . . . 244
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Fluency: Expression . . . . . . . . . . . . . . . . . . . . . 245
Comprehension: Main Idea and Details . . . . . 206 Text Feature: Interview. . . . . . . . . . . . . . . . . . . 246
Comprehension: Main Idea Chart . . . . . . . . . . 207 Vocabulary Strategy: Dictionary . . . . . . . . . . . 247
Fluency: Pronunciation. . . . . . . . . . . . . . . . . . . 208 Spelling: Words with -ence, -ance . . . . . . . . . . 248
Literary Element: Symbolism and Moral . . . . . 209 Grammar: Pronouns, Contractions, and
Vocabulary Strategy: Context Clues: Homophones. . . . . . . . . . . . . . . . . . . . . . . . . 250
Descriptions or Explanations . . . . . . . . . . . . 210 Writing: Setting and Context:
Spelling: Prefixes . . . . . . . . . . . . . . . . . . . . . . . 211 Audience and Purpose . . . . . . . . . . . . . . . . . 252
Grammar: Subject and Object Pronouns . . . . 213
Writing: Setting and Context . . . . . . . . . . . . . . 215

Helping Out
Heroes in Time of Need
Phonics: Homographs . . . . . . . . . . . . . . . . . . . 216
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Comprehension: Fact and Opinion . . . . . . . . . 218
Comprehension: Fact and Opinion Chart . . . . 219
Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 220
Study Skill: Parts of a Book . . . . . . . . . . . . . . . 221
© Macmillan/McGraw-Hill

Comprehension: Writing Frame. . . . . . . . . . . . 222

Vocabulary Strategy: Greek and
Latin Roots . . . . . . . . . . . . . . . . . . . . . . . . . . 223
Spelling: Homographs . . . . . . . . . . . . . . . . . . . 224
Grammar: Pronoun-Verb Agreement . . . . . . . 226
Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 228

6
 Unit 5 • Investigations
Contents
Scientists Test It Out
Hidden Worlds Up In the Air: The Story of Balloon Flight
Phonics: Suffixes . . . . . . . . . . . . . . . . . . . . . . . 253 Phonics/Word Study: Suffixes . . . . . . . . . . . . . 290
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291
Comprehension: Sequence . . . . . . . . . . . . . . . 255 Comprehension: Make Generalizations . . . . . 292
Comprehension: Sequence Chart. . . . . . . . . . 256 Comprehension: Generalizations Chart . . . . . 293
Fluency: Intonation and Phrasing . . . . . . . . . . 257 Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . 294
Literary Element: Rhyme Scheme and Literary Element: Simile and Metaphor. . . . . . 295
Rhythm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258 Vocabulary Strategy: Greek Roots . . . . . . . . . 296
Vocabulary Strategy: Greek and Spelling: Words with Suffixes . . . . . . . . . . . . . 297
Latin Roots . . . . . . . . . . . . . . . . . . . . . . . . . . 259 Grammar: Comparing with More and Most. . . 299
Spelling: Suffixes . . . . . . . . . . . . . . . . . . . . . . . 260 Writing: Evidence: Linked to Argument . . . . . . 301
Grammar: Independent and
Dependent Clauses . . . . . . . . . . . . . . . . . . . 262 Extreme Weather
Writing: Relevant Evidence . . . . . . . . . . . . . . . 264 Hurricanes
Phonics: -ion . . . . . . . . . . . . . . . . . . . . . . . . . . . 302
Ask Questions Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 303
Rattlers! Comprehension: Description . . . . . . . . . . . . . . 304
Phonics/Word Study: Homophones . . . . . . . . 265 Comprehension: Description Chart. . . . . . . . . 305
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266 Fluency: Intonation and Phrasing . . . . . . . . . . 306
Comprehension: Main Idea and Details . . . . . 267 Literary Element: Personification,
Comprehension: Main Idea Web. . . . . . . . . . . 268 Imagery, and Onomatopoeia . . . . . . . . . . . . . 307
Fluency: Intonation and Phrasing . . . . . . . . . . 269 Vocabulary Strategy:
Literary Element: Hero and Multiple-Meaning Words . . . . . . . . . . . . . . . 308
Personification . . . . . . . . . . . . . . . . . . . . . . . 270 Spelling: Words with -ion . . . . . . . . . . . . . . . . . 309
Vocabulary Strategy: Context Clues . . . . . . . . 271 Grammar: Comparing Good and Bad . . . . . . . 311
Spelling: Homophones . . . . . . . . . . . . . . . . . . . 272 Writing: Evidence: Linked to Argument . . . . . . 313
Grammar: Independent and
Dependent Clauses . . . . . . . . . . . . . . . . . . . 274
Writing: Relevant Evidence . . . . . . . . . . . . . . . 276

Scientific Discoveries
These Robots are Wild!
Phonics: Prefixes . . . . . . . . . . . . . . . . . . . . . . . 277
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278
Comprehension: Make Generalizations . . . . . 279
Comprehension: Generalizations Chart . . . . . 280
Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 281
Study Skill: Using the Library and
© Macmillan/McGraw-Hill

Media Center. . . . . . . . . . . . . . . . . . . . . . . . . 282

Comprehension: Writing Frame. . . . . . . . . . . . 283
Vocabulary Strategy: Greek and
Latin Roots . . . . . . . . . . . . . . . . . . . . . . . . . . 284
Spelling: Words with Prefixes . . . . . . . . . . . . . 285
Grammar: Adjectives That Compare. . . . . . . . 287
Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 289

7
Unit 6 • Changes
Contents
Overcoming Obstacles Fitting In
Miss Alaineous Weslandia
Phonics/Word Study: Greek Roots . . . . . . . . . 314 Phonics/Word Study: Number Prefixes. . . . . . 351
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352
Comprehension: Character and Plot. . . . . . . . 316 Comprehension: Theme . . . . . . . . . . . . . . . . . 353
Comprehension: Character and Plot Chart. . . 317 Comprehension: Theme Chart . . . . . . . . . . . . 354
Fluency: Intonation and Phrasing . . . . . . . . . . 318 Fluency: Intonation and Phrasing . . . . . . . . . . 355
Text Feature: Photographs and Captions . . . . 319 Text Feature: Hyperlinks and Key Words . . . . 356
Vocabulary Strategy: Context Clues: Vocabulary Strategy: Word Origins . . . . . . . . . 357
Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . 320 Spelling: Words with Number Prefixes . . . . . . 358
Spelling: Words with Greek Roots. . . . . . . . . . 321 Grammar: Prepositions and
Grammar: Adverbs . . . . . . . . . . . . . . . . . . . . . . 323 Prepositional Phrases. . . . . . . . . . . . . . . . . . 360
Writing: Varying Sentence Types. . . . . . . . . . . 325 Writing: Subjects and Predicates. . . . . . . . . . . 362

Growing Up Taking a Chance

Carlos and the Skunk The Gri Gri Tree
Phonics/Word Study: Latin Roots . . . . . . . . . . 326 Phonics/Word Study: -ible, -able . . . . . . . . . . . 363
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364
Comprehension: Author’s Purpose . . . . . . . . . 328 Comprehension: Summarize . . . . . . . . . . . . . . 365
Comprehension: Author’s Purpose Chart . . . . 329 Comprehension: Summarize Chart. . . . . . . . . 366
Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . . 330 Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . 367
Text Feature: Deck and Headings . . . . . . . . . . 331 Text Feature: Graphs . . . . . . . . . . . . . . . . . . . . 368
Vocabulary Strategy: Context Clues . . . . . . . . 332 Vocabulary Strategy: Latin Roots . . . . . . . . . . 369
Spelling: Words with Latin Roots . . . . . . . . . . . 333 Spelling: Words with -ible, -able . . . . . . . . . . . 370
Grammar: Adverbs that Compare . . . . . . . . . . 335 Grammar: Sentence Combining . . . . . . . . . . . 372
Writing: Varying Sentence Types: Writing: Subjects and Predicates. . . . . . . . . . . 374
Sentence Combining . . . . . . . . . . . . . . . . . . 337

Changing Lives
A Dream Comes True
Phonics/Word Study:
Words from Mythology . . . . . . . . . . . . . . . . . 338
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339
Comprehension: Persuasion . . . . . . . . . . . . . . 340
Comprehension: Fact and Opinion Chart . . . . 341
Fluency: Pronunciation. . . . . . . . . . . . . . . . . . . 342
Study Skill: Everyday Communications . . . . . 343
Comprehension: Writing Frame. . . . . . . . . . . . 344
Vocabulary Strategy: Context Clues . . . . . . . . 345
© Macmillan/McGraw-Hill

Spelling: Words from Mythology . . . . . . . . . . . 346

Grammar: Negatives . . . . . . . . . . . . . . . . . . . . 348
Writing: Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 350

8
 Practice
Name Phonics:
Short Vowels

The letters a, e, i, o, and u usually stand for the short vowel

sounds /a/ in damp, /e/ in ten, /i/ in sit, /o/ in hop, and /u/ in fun.
Some words with short vowel sounds do not follow this pattern.
For example, ea, as in head, can have the /e/ sound, and ou
followed by gh, as in rough, can have the /u/ sound.

best tough win lock sack gush send stop

mist plum notch scan batch nick lead

Sort the words in the word box according to the short vowel
sound. Underline the letters that stand for the short vowel sound.

short a /a/ in cat:

short e /e/ in ten:

short i /i/ in sit:

short o /o/ in hop:

© Macmillan/McGraw-Hill

short u /u/ in fun:

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Goin’ Someplace Special
Grade 5/Unit 1
9
 Practice
Name Vocabulary

blurted scald permission fare

clenched approached autograph spectacular

Write the vocabulary word that best completes each sentence. Use
the clue in the sentence to help you.

1. The young girl asked for (consent) to travel across

town by herself.

2. For this recipe, you (heat) the vegetables in boiling

water.

3. She didn’t want to complain, but she (said suddenly)

out her story to the gardener.

4. She (walked up to) him and told him what happened.

5. The athlete wrote her (signature or handwritten name)

on the poster for me.

6. The bus (charge or cost for transportation) to the

library was 50 cents.

7. Worried that she might lose her hat, she (squeezed) it

tightly in her hand.

8. He told me that the new amusement park is (fantastic)

© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Goin’ Someplace Special
10 Grade 5/Unit 1
 Practice
Comprehension:
Name Character and
Setting

Identify the characters, or people in the story, and the setting,

or where and when the story takes place. This can help you
understand how the plot develops.

Read the story below. Analyze the story structure and answer
the questions.
When ’Tricia Ann got ready to go downtown for the first time, her
grandmother told her, “Hold your head high. Act like you belong to
someone.” ’Tricia Ann knew that her grandmother wanted her to act brave.
’Tricia Ann remembered her grandmother’s advice as she took the bus
to a place she called Someplace Special. Sometimes she was frightened
because people looked at her in an unfriendly way. She saw signs marked
Whites Only and Colored Section. When she saw the signs, she felt sad. She
wondered why African Americans like herself could sit only in certain spots.
’Tricia Ann held her head high, just like her grandmother told her.
Finally, she made it to Someplace Special. Her special place was the public
library. It was a building where all people were welcome, no matter what
color of skin they had.
1. Who are the characters in the passage?

2. How would you describe ’Tricia Ann?

3. When does the story take place? How do you know?

© Macmillan/McGraw-Hill

4. Where does the story take place? Where is the main character going?

5. What is Someplace Special?

R 2.0 Reading Comprehension (Focus on Informational Materials)

Goin’ Someplace Special
Grade 5/Unit 1
11
 Practice
Comprehension:
Name Character and
Setting Chart

As you read Goin’ Someplace Special, fill in the Character and

Setting Chart.

Character Setting

© Macmillan/McGraw-Hill

How does the information you wrote in the Character and Setting Chart
help you analyze the story structure of Goin’ Someplace Special?

R 2.0 Reading Comprehension (Focus on Informational Materials)

Goin’ Someplace Special
12 Grade 5/Unit 1
 Practice
Name Fluency:
Expression

As I read, I will pay attention to my expression.

“Boy, is it ever hot! I wish the pool would hurry up and
13 open.” Dan and his sister, Jean, leaned against the wall
23 outside the city pool. The words “City Swimming Pool”
32 were cut into the stone over the green doors. The
42 children carried their bathing suits wrapped up in towels,
51 along with their bus fare home. Dan looked at his watch.
62 “Just a few minutes more,” he said. “I can’t wait to dive
74 into that cool water!”
78 It was a hot summer day in the city. The air felt thick
91 and heavy and had a smoky smell. Going to the pool was
103 about the only way to keep cool this summer. Very few
114 buildings had air conditioning in 1958.
120 “Hey, look,” said Jean. “Isn’t that Jesse from school
129 across the street?” 132

Comprehension Check
1. What is the setting of this passage? Plot Development

2. How do you think Dan and Jean got to the pool? Plot Development
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression. Goin’ Someplace Special
Grade 5/Unit 1
13
 Practice
Name Text Feature:
Time Line

A time line is a special kind of diagram that shows events in

the order in which they happened. It also shows how much
time passed between events. A time line helps you to organize
information in an easy, visual way.

Use the time line to answer the questions.

THE LIFE 1913 1955 1980 2000

OF ROSA Born in Parks is arrested Parks receives Martin Rosa Parks Library
PARKS Tuskegee, for not giving up Luther King, Jr. Non- and Museum opens
Alabama her bus seat violent Peace Prize in Montgomery

1900 1925 1950 1975 2000

1. Find the title of the time line. What is this time line about?

2. What is the first date on the time line? The last date?

3. What happened in 1955?

4. In what year did the Rosa Parks Library and Museum open?
© Macmillan/McGraw-Hill

5. How old was Rosa Parks when she was arrested?

R 2.1 Understand how text features (e.g., format, graphics, sequence,

diagrams, illustrations, charts, maps) make information accessible
Goin’ Someplace Special
14 Grade 5/Unit 1
and usable.
 Practice
Name Vocabulary Strategy:
Homophones

Words that sound the same but have different meanings and
spellings are called homophones. For example, the word there
is used to describe where someone or something is. However,
the word their is used to show ownership.

Look at the sentence pairs below. Read the sentences and

circle the homophone that completes each sentence with the
correct meaning.
1. There will be a street this year that will feature face painting
and live music. fairr fare
When I boarded the train, the conductor asked me for my .
fair fare

2. If the boat begins to leak, we will the water with buckets.

bail bale
We fed the horses a of hay. bail bale

3. You should not go to the library in feet. bear bare

My grandmother and I saw a at the zoo. bear bare

4. There are so many books to read at the library that we will never be .
bored board
We used a to make another shelf for our books. bored board

5. There are many fountains in the city, but the visitors had to to visit
just one. choose chews
© Macmillan/McGraw-Hill

As she the hamburger, Jenny realizes that she forgot to put ketchup
on it. choose chews

6. There were empty stools at the counter in the diner. ate eight
The woman in the wheelchair her lunch. ate eight

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Goin’ Someplace Special
Grade 5/Unit 1
15
 Practice
Name Spelling:
Short Vowels

Fold back the paper 1. 1. jut

along the dotted line.
2. 2. nick
Use the blanks to
write each word as it 3. 3. tent
is read aloud. When
4. 4. sung
you finish the test,
unfold the paper. 5. 5. stuff
Use the list at the 6. 6. bend
right to correct any
spelling mistakes. 7. 7. damp
8. 8. cot
9. 9. fling
10. 10. sock
11. 11. gush
12. 12. scan
13. 13. track
14. 14. rough
15. 15. stump
16. 16. rust
17. 17. lamp
18. 18. pest
19. 19. lead
20. 20. dove
Review Words 21. 21. past
© Macmillan/McGraw-Hill

22. 22. dock

23. 23. plum
Challenge Words 24. 24. mist
25. 25. block

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

Goin’ Someplace Special constructions correctly.
16 Grade 5/Unit 1
 Practice
Name Spelling:
Short Vowels

Look at the words in each set below. One word in each set
is spelled correctly. Use a pencil to fill in the circle next to
the correct word. Before you begin, look at the sample set
of words. Sample A has been done for you. Do Sample B by
yourself. When you are sure you know what to do, you may
go on with the rest of the page.

Sample A: Sample B:
𝖠 shock 𝖤 plomp
𝖡 shok 𝖥 plunp
𝖢 schock 𝖦 plump
𝖣 shak 𝖧 plumpe

1. 𝖠 jut 6. 𝖤 behnd 11. 𝖠 guch 16. 𝖤 ruste

𝖡 jutt 𝖥 bendd 𝖡 gaush 𝖥 rost
𝖢 judt 𝖦 bendt 𝖢 gush 𝖦 rustt
𝖣 juet 𝖧 bend 𝖣 gushe 𝖧 rust
2. 𝖤 nitk 7. 𝖠 demp 12. 𝖤 scan 17. 𝖠 lamp
𝖥 nik 𝖡 damp 𝖥 scen 𝖡 lammp
𝖦 nick 𝖢 dahmp 𝖦 skan 𝖢 lampe
𝖧 knic 𝖣 danp 𝖧 scann 𝖣 lampp
3. 𝖠 tente 8. 𝖤 cot 13. 𝖠 trak 18. 𝖤 pest
𝖡 tendt 𝖥 cott 𝖡 trac 𝖥 peste
𝖢 tehnt 𝖦 kot 𝖢 traeck 𝖦 pesst
𝖣 tent 𝖧 caut 𝖣 track 𝖧 pestt
4. 𝖤 suhng 9. 𝖠 fleng 14. 𝖤 ruf 19. 𝖠 ledd
𝖥 sung 𝖡 fling 𝖥 rugh 𝖡 ledde
𝖦 sungh 𝖢 flingh 𝖦 rough 𝖢 lead
𝖧 suung 𝖣 flieng 𝖧 rogh 𝖣 lehd
© Macmillan/McGraw-Hill

5. 𝖠 stuff 10. 𝖤 sauk 15. 𝖠 stump 20. 𝖤 dov

𝖡 stough 𝖥 soc 𝖡 stummp 𝖥 dove
𝖢 stufe 𝖦 sok 𝖢 stemp 𝖦 duve
𝖣 stuf 𝖧 sock 𝖣 stumph 𝖧 duhve

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly. Goin’ Someplace Special
Grade 5/Unit 1
17
 Practice
Name Grammar:
Sentence Types

• A command tells someone to do something. It ends with a period.

• An exclamation expresses strong feeling. It ends with an
exclamation point.

Read each sentence. Decide whether each sentence is a command

or an exclamation, and write your choice on the line. Then rewrite
the sentence with the correct end mark.
1. Please tell me what the vocabulary words are for this week

2. Write each word five times

3. Be sure to include each word’s definition

4. Oh my, she hung up the phone with a crash

5. Line up by the board for the Vocabulary Parade

6. How sad for Sage to feel so devastated © Macmillan/McGraw-Hill

7. Wow, that’s an amazing gold trophy that Sage won

8. Oh no, Mr. Bell’s suit is all soggy

To the Teacher: Complete the entire page with students.

Goin’ Someplace Special Have students reread the sentences to a partner.
18 Grade 5/Unit 1
 Practice
Name Grammar:
Sentence Types

• Begin every sentence with a capital letter.

• Place a period at the end of a statement.
• Place a question mark at the end of a question.
• Place a period at the end of a command.
• Place an exclamation point at the end of an exclamation.

Rewrite the paragraph below. Use the correct capitalization and

punctuation marks.
I like spelling? it’s my favorite subject! Each week, our teacher gives
us 20 spelling words? I always write the words in my notebook! the boy
who sits next to me sneezed? How sick I became. I could not be at school
the day our teacher gave us the spelling words? I called my friend to get
the words for the week? I feel confident that I will get all the words right
on the test! this is going to be easy? i hope i’m not sick the day of the
spelling test!
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner. Goin’ Someplace Special
Grade 5/Unit 1
19
 Practice
Writing:
Name Developing a Single
Moment in Time

Make a list of 5 things that happened in your day today:

Example: Got wet in the rain

Pick one of these moments and write 5 sentences about that moment ONLY.
Example: I had just rounded the corner and could see my school in
the distance when suddenly the sky turned black. A threatening mass
of clouds obscured the sun and rain started pouring down. I held my
backpack over my head and sprinted for the building. Unfortunately, I
wasn’t fast enough to escape the rain and by the time I got to the front
door I was soaked from head to toe. My math homework was ruined and
I had to wear wet socks all day.

© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

Goin’ Someplace Special
20 Grade 5/Unit 1
 Practice
Name Phonics:
Long Vowels

Words that have the VCe pattern usually have a long vowel
sound, as in phone and cane. Long vowels can also be spelled in
other ways. The letters ai and ay can stand for the long a sound,
as in pail and play. The letters ee and ea can stand for the long e
sound, as in see and heap. The letters oa and ow can stand for
the long o sound, as in boat and flow. The vowel i can stand for
the long i sound in words such as wind and wild. The letters igh,
as in in high, can also stand for the long i sound.

Sort the words according to the long vowel sound. Underline the
letters that stand for the long vowel sound.

light snake show leaf hay sheet shine

treat road goat time paid rind grown

words with the long a sound

words with the long e sound

words with the long i sound

© Macmillan/McGraw-Hill

words with the long o sound

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Shiloh • Grade 5/Unit 1 21
 Practice
Name Vocabulary

A. Circle the vocabulary word that correctly completes

the sentence.

1. The staff’s treatment of the hawk showed that they had (decency/
(decency/shrieks).

/injury) was not too severe.

2. The hawk’s (sympathy/injury)

3. After (practicing/delivering)
/delivering) the hawk to the veterinarian, the child waited in
the lobby.

4. The bird’s(shrieks/decency)
(shrieks/ were very loud.

5. Children often become (sympathy/mournful)

/mournful) when they see injured
animals.

6. A helpless, injured animal will fill anyone with (mournful/sympathy).

/sympathy)

7. It takes a (couple/
(couple/mournful) months for a broken bone to heal.

B. Read each sentence. If the vocabulary word is used correctly,

write C on the line.

8. I took my dog to the vet because he had an injury.

9. People who have decency will care for an animal.

10. Anita was mournful when she helped the bird.

© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

22 Shiloh • Grade 5/Unit 1
 Practice
Name Comprehension:
Make Inferences

Authors do not always directly explain everything in a story.

Readers often have to make inferences, or use clues from the
plot development in a story, to help them understand a character’s
actions or why he or she feels a certain way.

Make inferences about the plot situations or characters given.

What if a dog . . .
1. hides under a table and shakes when someone walks by?

2. jumps up on a person, wags its tail, and licks the person’s face?

3. sits back on its hind legs and growls at someone?

4. sits by its empty food bowl and whines?

How does a person feel about a dog if . . .

5. she pets the dog and feeds it?

6. he grabs the dog by the collar or ignores it?

7. he wants the dog to cuddle up with him on the couch?

© Macmillan/McGraw-Hill

8. she kicks the bowl when the dog begs for food?

R 2.4 Draw inferences, conclusions, or generalizations about text and

support them with textual evidence and prior knowledge.
Shiloh • Grade 5/Unit 1 23
 Practice
Name Comprehension:
Inferences Chart

As you read Shiloh, fill in the Inferences Chart.

What
Text Clues You Know Inferences

© Macmillan/McGraw-Hill

How does the information you wrote in this Inferences Chart help you
monitor comprehension of Shiloh?

R 2.4 Draw inferences, conclusions, or generalizations about text

and support them with textual evidence and prior knowledge.
24 Shiloh • Grade 5/Unit 1
 Practice
Name Fluency:
Intonation

As I read, I will pay attention to my intonation.

As he moved from rabbit to rabbit, Howie tried to
10 remember their names. Velvet and Black, the bunnies,
18 were especially hard to tell apart, but Howie noticed
27 that Velvet’s eyes were bigger.
32 Around 6:00, Ms. Alfonso came by. Howie could feel
41 her watching him closely, just like he had been watching
51 the rabbits. “Tomorrow,” she said, “I want you to do the
62 same thing.” Howie smiled. It was peaceful watching the
71 rabbits.
72 A couple of days later, Howie watched Guthrie for a
82 long time, wondering how it felt to have a bandage on his
94 paw. Libby, he noticed, was acting strangely. She looked
103 at Howie with mournful eyes, and Howie wondered what
112 was wrong. 114

Comprehension Check
1. Why did Ms. Alfonso tell Howie to do the same thing tomorrow? Plot
Development

2. While Howie was following Ms. Alfonso’s instructions, what did he learn
about individual rabbits? Main Idea and Details
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
Shiloh • Grade 5/Unit 1 25
 Practice
Name Text Feature:
Photos and Captions

• Photographs help you see and better understand what the text
is explaining or describing.
• Captions provide information about the photograph.

Read the paragraph, and then answer the questions.

Dog walk in the park is a success.

Each year, the local animal adoption clinic sponsors a dog walk in the
local park to help raise money for its shelter. Many people participate to get
exercise and to help animals. Without money, the animal shelter would not
be able to care for the many cats and dogs it houses. Each dog walker gets
many people to sponsor him or her. These donations are very helpful, so the
animals can get food, water, medicine, and other needs.

1. How does the picture help describe what the paragraph is about?

2. What details can you learn about the dog walk based on what you see in
the picture?
© Macmillan/McGraw-Hill

3. How does the caption help you understand the picture?

4. What could be another caption for this picture?

R 2.1 Understand how text features (e.g., format, graphics,

sequence, diagrams, illustrations, charts, maps) make
26 Shiloh • Grade 5/Unit 1 information accessible and usable.
 Practice
Name Vocabulary Strategy:
Idioms

• An idiom is a word or phrase that has a special meaning that is

different from its standard or dictionary meaning.
• For example, “going to make it” means something will live, not
whether something will be made.

Underline the idiom in each sentence. Then rewrite the sentence to

show the meaning of the idiom. The first one is done for you.

1. Peter’s mom works in the afternoons to help her husband make ends meet.
Peter’s mom works in the afternoons to help her
husband have enough money to pay all the bills.

2. My sister was very sick last winter, but thankfully she pulled through.

3. The bank robbers made off with almost a hundred thousand dollars.

4. We had better shake a leg. I think I see the bus coming!

5. The fact that Janet is a good swimmer is beside the point. She should have
asked her mother if she could go to the lake.
© Macmillan/McGraw-Hill

R 1.5 Understand and explain the figurative and metaphorical use of

words in context.
Shiloh • Grade 5/Unit 1 27
 Practice
Name Spelling:
Long Vowels

Fold back the paper 1. 1. paste

along the dotted line.
2. 2. bride
Use the blanks to
write each word as it 3. 3. shave
is read aloud. When
4. 4. spine
you finish the test,
unfold the paper. Use 5. 5. leash
the list at the right to 6. 6. heat
correct any spelling
mistakes. 7. 7. greet
8. 8. see
9. 9. paid
10. 10. coach
11. 11. theme
12. 12. pride
13. 13. oak
14. 14. grow
15. 15. spoke
16. 16. folks
17. 17. gain
18. 18. gray
19. 19. tow
20. 20. grind
Review Words 21. 21. tent
© Macmillan/McGraw-Hill

22. 22. damp

23. 23. stuff
Challenge Words 24. 24. clay
25. 25. lifetime

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly.
28 Shiloh • Grade 5/Unit 1
 Practice
Name Spelling:
Long Vowels

Look at the words in each set below. One word in each set
is spelled correctly. Use a pencil to fill in the circle next to
the correct word. Before you begin, look at the sample set
of words. Sample A has been done for you. Do Sample B by
yourself. When you are sure you know what to do, you may
go on with the rest of the page.
Sample A: Sample B:
𝖠 feest 𝖤 brade
𝖡 feste 𝖥 braid
𝖢 feast 𝖦 brayde
𝖣 pheast 𝖧 braide

1. 𝖠 paist 6. 𝖤 heet 11. 𝖠 theam 16. 𝖤 folks

𝖡 paiste 𝖥 hete 𝖡 theme 𝖥 foks
𝖢 paste 𝖦 heate 𝖢 thiem 𝖦 folkes
𝖣 payst 𝖧 heat 𝖣 theeme 𝖧 fokes
2. 𝖤 bride 7. 𝖠 greet 12. 𝖤 pride 17. 𝖠 gane
𝖥 bryde 𝖡 grete 𝖥 pryde 𝖡 gaine
𝖦 brighd 𝖢 griet 𝖦 prighed 𝖢 gainne
𝖧 briede 𝖣 grite 𝖧 pridde 𝖣 gain
3. 𝖠 shav 8. 𝖤 cee 13. 𝖠 oak 18. 𝖤 grae
𝖡 shave 𝖥 see 𝖡 oack 𝖥 gray
𝖢 shaive 𝖦 sie 𝖢 ohk 𝖦 graie
𝖣 shayve 𝖧 sey 𝖣 oke 𝖧 graye
4. 𝖤 spyne 9. 𝖠 payed 14. 𝖤 groah 19. 𝖠 tow
𝖥 spine 𝖡 pade 𝖥 grow 𝖡 toa
𝖦 spien 𝖢 paid 𝖦 growe 𝖢 tohw
© Macmillan/McGraw-Hill

𝖧 spinne 𝖣 paide 𝖧 gerow 𝖣 towe

5. 𝖠 leesh 10. 𝖤 cowch 15. 𝖠 spoak 20. 𝖤 grinde
𝖡 liesh 𝖥 coatch 𝖡 spowke 𝖥 grynde
𝖢 leashe 𝖦 coach 𝖢 spoke 𝖦 grind
𝖣 leash 𝖧 coetch 𝖣 spocke 𝖧 grihnde

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly.
Shiloh • Grade 5/Unit 1 29
 Practice
Grammar:
Name Subjects and
Predicates

• A compound subject contains two or more simple subjects

that have the same predicate.
• A compound predicate contains two or more simple
predicates that have the same subject.
• You can combine two sentences by joining two subjects or two
predicates with and or or.

A. Read each sentence. Write S on the line if the sentence has

a compound subject. Write P on the line if the sentence has a
compound predicate.
1. Davy and Death Hug danced in the forest.
2. Davy combed his hair with a rake and shaved his beard with an ax.
3. The President and Davy posed for pictures.
4. Davy climbed to the top of Eagle Eye Peak and waited for the comet.

B. Rewrite each set of sentences as one sentence. Combine the

compound subject or compound predicate in each pair with
and or or.
5. Davy jumped over the comet’s shoulder. Davy planted his teeth around its
neck.

6. Sally Sugartree was happy to see Davy return. The community was happy to
see Davy return.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner.
30 Shiloh • Grade 5/Unit 1
 Practice
Grammar:
Name Subjects and
Predicates

• Be sure that every sentence begins with a capital letter and

ends with the correct punctuation mark.
• Use commas to separate three or more words or phrases in a
series.
• When combining subjects and predicates, use the words and or or.

Rewrite the passage, combining sentences and adding commas

where needed. Use correct capitalization and punctuation.
davy Crockett was a frontiersman. He chopped wood hunted wild animals
and ran a powder mill. Every morning he got up early to see the sunrise. He
got up early to eat breakfast.
one day, Sally Sugartree asked Davy to dance. Davy wouldn’t dance
because his boots were too big. He wouldn’t dance because he would step on
her toes. sally then asked Davy to sing. His voice was so strong that it made
the trees sway the clouds move and the animals scatter. Sally liked Davy’s
voice so much that she decided to marry him.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner.
Shiloh • Grade 5/Unit 1 31
 Practice
Writing:
Name Refining Topic
Development

Please read the following journal entry:

Max tried to make a lay-up. His body sprang towards the hoop. I heard
the Bump! as the ball hit the backboard. But it didn’t go in. I made a lay-up
later on. It looked like my hand was waving goodbye to the ball as it went
into the net. My whole team yelled “Yeah!”

Pick one moment from the journal entry and write 3 more showing
sentences about what happened in that moment.
Example: His body sprang towards the hoop. I crossed my fingers as
I watched Max’s feet leave the ground. Everything seemed to be moving
in slow motion. The crowd looked like a sea of eyes, and they were all
on Max.

© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

32 Shiloh • Grade 5/Unit 1
 Practice
Name Phonics:
Long u

• The vowel u in tuna, the vowels oo in soon, and the letters

ew in grew can stand for the /ü/ sound. The VCe pattern in
plume can also stand for the /ü/ sound.
• The vowel u in music, the vowels ue in cue, the letters ew
in few, and the VCe pattern in cute can all stand for the
/ū/ sound.
• The vowels oo can sometimes stand for the /u·/ sound, as in
good and book.

Sort each word according to the vowel sound.

tuna booth used looks flew hoof cute doom

flute wood dew June units tube fumes

Loon Mule Book

© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Maya Lin, Architect of Memory
Grade 5/Unit 1
33
 Practice
Name Vocabulary

A. Read each sentence. Choose the vocabulary word that

best defines the word or phrase in bold print in each sentence,
and write that word on the line.

dedicated equality artifacts exhibits site

1. Maya Lin’s monument in Montgomery, Alabama, honors those who worked

for the same rights for all people.

2. The Museum of the American Indian includes objects from the past that
were made by people in more than 1,000 tribes.

3. The location of the national monument is high on a cliff.

4. Displays at Cabrillo National Monument included an early map of the

Pacific coast.

5. After the museum was opened to the public, thousands of tourists came
to visit.

B. Match the vocabulary word with the word(s) with the closest meaning.

1. equality a. relics
© Macmillan/McGraw-Hill

2. artifacts b. displays

3. exhibits c. fairness

4. site d. officially opened for use

5. dedicated e. location

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Maya Lin, Architect of Memory
34 Grade 5/Unit 1
 Practice
Name Comprehension:
Main Idea and Details

The main idea is the most important point of a story. Supporting

details reinforce the main idea. When you summarize a story,
you should include the main idea and supporting details.

A. Read the paragraph about the architect Maya Lin. Then read the
sentences below. If a statement is the main idea, write M. If a
statement is a detail, write D. If a statement is not essential to
the story, write X.
Architect Maya Lin has designed important memorials in the United
States. As a college student, she designed a memorial to honor Vietnam
veterans. Many veterans at first objected to the monument, but later they
approved of it. Later in Lin’s career, she was asked to design a Civil Rights
Memorial. She was too young to remember the civil rights movement, but
she studied the events of the movement. She based her design for the Civil
Rights Memorial on a line from a speech by Dr. Martin Luther King, Jr.
She designed a monument that included flowing water and the words from
King’s speech.
Maya Lin designed the Vietnam Veterans Memorial.
Maya Lin studied the civil rights movement.
Maya Lin was a college student.
Maya Lin designed the Civil Rights Memorial.
Veterans objected to Lin’s memorial.
Maya Lin has designed important American memorials.

B. Now summarize the paragraph about Maya Lin, and include the
© Macmillan/McGraw-Hill

main idea. Use the sentences above or your own words.

R 2.3 Discern main ideas and concepts presented in texts, identifying

and assessing evidence that supports those ideas. Maya Lin, Architect of Memory
35
Grade 5/Unit 1
 Practice
Comprehension:
Name Main Idea and Details
Web

As you read “Maya Lin, Architect of Memory,” fill in the Main Idea and
Details Web.

© Macmillan/McGraw-Hill

How does the information you wrote in this Main Idea and Details Web
help you summarize “Maya Lin, Architect of Memory”?

R 2.3 Discern main ideas and concepts presented in texts, identifying

Maya Lin, Architect of Memory and assessing evidence that supports those ideas.
36 Grade 5/Unit 1
 Practice
Name Fluency:
Phrasing

As I read, I will pay attention to punctuation.

Many pioneers made their way along the Oregon Trail by
10 following landmarks. Forts were among the most important
18 of these landmarks. They acted as supply and rest stations
28 and can be visited.
32 Other landmarks were small towns along the trail and
41 sites where people long ago discovered gold or silver. Along
51 the trail, you can still see ruts that wagon wheels wore into
63 the trail. You can also see the graves of those who didn’t
75 survive the journey.
78 Chimney Rock, Nebraska, is one of the most famous
87 natural landmarks on the Oregon Trail. 93

Comprehension Check
1. Why were forts along the Oregon Trail important? Main Idea and Details

2. What other landmarks exist along the Oregon Trail? Main Idea and Details
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression. Maya Lin, Architect of Memory
Grade 5/Unit 1
37
 Practice
Name Study Skill:
Using the Internet

The Internet is like a library in a computer. It can help you find

online resources, or information that is available through the
computer. Search engines are tools that are available on the
Internet. They show where to go to find the information that you
are looking for. To use a search engine, you type in key words
about a topic. For example, if you want to find out about national
parks in California, you can type in the key words “national parks”
and “California.”
A search engine searches the World Wide Web and may point
you to different databases, or collections of information that serve
a specific purpose, as well as to Web sites. You can go to a Web
site to find information, just as you can look through a book to find
the information you want.

Use the information in the box to help you answer the questions.
1. What do you need if you want to use the Internet?

2. What can the Internet help you do?

3. What is a database?

4. Which Internet tools help you search the World Wide Web?

5. How are Web sites similar to books?

© Macmillan/McGraw-Hill

6. Which key words could you type to find information about Maya Lin’s design
of the Civil Rights Memorial?

R 2.0 Reading Comprehension (Focus on Informational Materials)

Maya Lin, Architect of Memory
38
Grade 5/Unit 1
 Practice
Name Comprehension:
Writing Frame

Description Writing Frame

A. Summarize “Maya Lin, Architect of Memory.” Use the Description
Writing Frame below.

Maya Lin is the architect who designed two important memorials in Washington,
D.C.

One important memorial she designed is .

This memorial is important because

.
Maya Lin was perfect for this job because

Another important memorial she designed is .

She was inspired by

.
This memorial is special 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.
© Macmillan/McGraw-Hill

R 2.0 Reading Comprehension

Maya Lin, Architect of Memory
Grade 5/Unit 1
39
 Practice
Name Vocabulary Strategy:
Inflected Endings

An inflected ending can be added to a word to show a change

in the way the word is used. To add the -ed and -ing endings to
words that end in consonants, double the final consonant. The
word wrap, for example, becomes wrapping when -ing is added.
Doubling the final consonant keeps short vowel sounds from
changing to long vowel sounds when endings are added.
Look at this example: hop + -ing = hoping. To keep the vowel
sound the same and to avoid changing the word’s meaning,
double the p to make hopping. Without a double p, hop + -ing =
hoping, which is a different word.

Add the endings -ed or -ing to the words in the sentences below,
and double the final consonant as needed. You may want to say
the words aloud to listen for the vowel sounds.
1. sit (add -ing) We were around the campfire.

2. clap (add -ed) The children at the end of the show.

3. plan (add -ed) The family to hike in the canyon.

4. pin (add -ed) Our teacher a map of Muir Woods

to the board.

5. snip (add -ed) You should have the edges to make

them even.

6. sob (add -ing) The baby is loudly because he

is tired.
© Macmillan/McGraw-Hill

7. regret (add -ed) We not taking pictures of the

memorial.

8. drip (add -ed) After the rain, water from the trees
for hours.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Maya Lin, Architect of Memory
40 Grade 5/Unit 1
 Practice
Name Spelling:
Words with Long u

Fold back the paper 1. 1. tuna

along the dotted line.
2. 2. duty
Use the blanks to
write each word as it 3. 3. lose
is read aloud. When
4. 4. few
you finish the test,
unfold the paper. Use 5. 5. choose
the list at the right to 6. 6. soon
correct any spelling
mistakes. 7. 7. troop
8. 8. look
9. 9. hood
10. 10. hooks
11. 11. booth
12. 12. handbook
13. 13. prove
14. 14. mute
15. 15. amuse
16. 16. cartoon
17. 17. due
18. 18. view
19. 19. bruise
20. 20. music
Review Words 21. 21. theme
© Macmillan/McGraw-Hill

22. 22. coach

23. 23. bride
Challenge Words 24. 24. chew
25. 25. juice

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly. Maya Lin, Architect of Memory
Grade 5/Unit 1
41
 Practice
Name Spelling:
Words with Long u

Look at the words in each set below. One word in each set
is spelled correctly. Use a pencil to fill in the circle next to
the correct word. Before you begin, look at the sample set
of words. Sample A has been done for you. Do Sample B by
yourself. When you are sure you know what to do, you may
go on with the rest of the page.

Sample A: Sample B:
𝖠 wooden 𝖤 pewpil
𝖡 woden 𝖥 pupil
𝖢 woulden 𝖦 pupill
𝖣 wolden 𝖧 poopel

1. 𝖠 tunna 6. 𝖤 sune 11. 𝖠 buthe 16. 𝖤 cartoon

𝖡 toona 𝖥 soon 𝖡 bewth 𝖥 cartoone
𝖢 tuena 𝖦 soone 𝖢 booth 𝖦 cartune
𝖣 tuna 𝖧 soune 𝖣 boothe 𝖧 kartoon
2. 𝖤 dooty 7. 𝖠 trupe 12. 𝖤 handbok 17. 𝖠 doo
𝖥 dudy 𝖡 troup 𝖥 handbooke 𝖡 dyo
𝖦 duty 𝖢 troop 𝖦 handbook 𝖢 due
𝖧 duety 𝖣 troope 𝖧 handbock 𝖣 diew
3. 𝖠 lose 8. 𝖤 luk 13. 𝖠 proov 18. 𝖤 view
𝖡 luse 𝖥 looke 𝖡 prove 𝖥 veiw
𝖢 looze 𝖦 look 𝖢 pruve 𝖦 vyoo
𝖣 lews 𝖧 lewk 𝖣 proove 𝖧 viewe
4. 𝖤 fue 9. 𝖠 hud 14. 𝖤 moote 19. 𝖠 briuse
𝖥 few 𝖡 hude 𝖥 mewt 𝖡 bruse
𝖦 fewe 𝖢 hood 𝖦 mutte 𝖢 broose
𝖧 foo 𝖣 houd 𝖧 mute 𝖣 bruise
© Macmillan/McGraw-Hill

5. 𝖠 chooze 10. 𝖤 hooks 15. 𝖠 amoose 20. 𝖤 moosic

𝖡 chues 𝖥 hoks 𝖡 amews 𝖥 music
𝖢 chouse 𝖦 hoocks 𝖢 amose 𝖦 musick
𝖣 choose 𝖧 hueks 𝖣 amuse 𝖧 muzic

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

Maya Lin, Architect of Memory constructions correctly.
42 Grade 5/Unit 1
 Practice
Name Grammar:
Sentence Combining

• A conjunction joins words or groups of words. And, but, and

or are conjunctions.
• A sentence that contains two sentences joined by and, but, or
or is called a compound sentence.
• In a compound sentence, a comma is placed before the
conjunction.

A. Read each sentence below. Underline the conjunction, and put a

comma in the correct place.
1. Limited rainfall or lengthy drought can cause wildfires but these fires can
also be caused by campfires or a stray match.
2. Helicopters can drop chemicals to slow flames and firefighters can set up
fire lines.
3. Tiny bonsai trees may look like young plants but they are full grown.
4. Many areas in the world are covered with trees but the Arctic tundra is
treeless.
5. Moisture is absorbed and then it evaporates and falls as rain.

B. Read each sentence below. If it is a compound sentence, write C

on the line. If it is not a compound sentence, leave the line blank.
6. There are no leaves to decompose and make the ground suitable for
growth.
7. Some plants will not thrive in a coniferous forest, but some animals
do well in this biome.
8. North America, Europe, and eastern Asia all have deciduous
© Macmillan/McGraw-Hill

forests.

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner. Maya Lin, Architect of Memory
Grade 5/Unit 1
43
 Practice
Name Grammar:
Sentence Combining

• Use commas to separate three or more words in a series.

• Two related sentences can be joined with a comma and and,
but, or or.

Read the passage below. Circle mistakes in capitalization and

punctuation. Then rewrite the passage.
Almost half of the world’s rain forests are in Brazil but many are
found in Asia Africa South america Central America and on many Pacific
Islands. the vegetation in a rain forest is thick and this means that a great
deal of moisture is absorbed into the atmosphere. The moisture eventually
evaporates. The moisture falls back to Earth as rain. Amazingly, tropical rain
forests receive 70 inches of rain a year?
A rain forest has three layers. the canopy is the tallest. The understory
is in the middle. The forest floor is on the bottom. The forest floor is very
dense. It is covered with ferns and mosses.

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Maya Lin, Architect of Memory Have students reread the passage to a partner.
44 Grade 5/Unit 1
 © Macmillan/McGraw-Hill
W 1.0 Writing Strategies

Writing Rubric

Name
4 Excellent 3 Good 2 Fair 1 Unsatisfactory
Ideas and Content/ Ideas and Content/ Ideas and Content/ Ideas and Content/
Genre Genre Genre Genre

Organization and Organization and Organization and Organization and

Focus Focus Focus Focus

Sentence Structure/ Sentence Structure/ Sentence Structure/ Sentence Structure/

Fluency Fluency Fluency Fluency

Conventions Conventions Conventions Conventions

Maya Lin, Architect of Memory

Word Choice Word Choice Word Choice Word Choice

Voice Voice Voice Voice

Grade 5/Unit 1

Practice
Writing:
Presentation Presentation Presentation Presentation

Rubric
45
 Practice
Phonics:
Name r-Controlled Vowels
ar, air, or

• The letters ar usually stand for the /är/ sound in car and carve.
• The letters ear and are can stand for the /âr/ sound in bear and
care.
• The letters or, ore, oar, and our can stand for the /ôr/ sound in
for, core, roar, and your.

Sort the words in the box according to the vowel sound. Underline
the letters that stand for the vowel sound.

dare wore yard storm large stare square roar

wear before marsh pear course start spark pour

/är/ sound in car

/âr/ sound in bear

/ôr/ sound in for © Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

The Night of San Juan
46 Grade 5/Unit 1
 Practice
Name Vocabulary

Complete each sentence with a vocabulary word from the box.

Use the clues at the end of each sentence to help you choose the
correct word.

elegant purchased forbidden mischievous

reluctant hesitation irresistible gossiped

1. The naughty children had looks on their faces.

(playfully causing trouble)

2. The women looked in their formal gowns. (well dressed

or graceful)

3. José Manuel was to play in the street. (not allowed)

4. He a radio from the store down the street. (bought)

5. The women gathered beside the fountain and about

people in the village. (talked casually)

6. The sisters were to go along with Amalia’s plan.

(not willing)

7. The fruit in the stand smelled so good that it was .

(very appealing)

8. Amalia greeted José Manuel’s grandmother without .

© Macmillan/McGraw-Hill

(a doubtful pause)

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

The Night of San Juan
Grade 5/Unit 1
47
 Practice
Name Comprehension:
Problem and Solution

Identifying a story character’s problem, or conflict, and paying

attention to how that character finds a solution, or resolution, will
help you better understand and enjoy the story.

Read the story. Then answer the questions below.

Lucia was new in school and was worried about making friends. On
the first day of school, she sat by herself during lunch. She was too shy to
approach the other girls, and no one came to talk to her. That night, she
thought about how she could get the other students to like her. The next day,
for show-and-tell, Lucia brought in a dress that her grandmother had made
for her. It had bright colors and beads that sparkled in the light. The other
children watched in amazement as she talked about the dress and where it
came from. Later, during lunch, three girls came over to Lucia’s table to
sit with her. They asked her about the dress and her grandmother. Making
friends wasn’t so hard after all.

1. What is Lucia’s problem in this story?

2. What is Lucia’s solution? © Macmillan/McGraw-Hill

R 2.0 Reading Comprehension

The Night of San Juan
48 Grade 5/Unit 1
 Practice
Name Comprehension:
Story Map

As you read The Night of San Juan, fill in the Story Map.

Character

Setting

Problem

Events
© Macmillan/McGraw-Hill

Solution

How does the information you wrote in the Story Map help you
summarize The Night of San Juan?

R 2.0 Reading Comprehension

The Night of San Juan
Grade 5/Unit 1
49
 Practice
Fluency:
Name Intonation
and Pausing

As I read, I will pay attention to pauses and intonation.

One day, Cachita couldn’t stand it anymore and begged
9 her mother to move somewhere quieter because there was
18 just too much noise. Cachita’s mother explained that they
27 couldn’t move. The neighbors, as noisy as they may have
37 been, were like family. Cachita’s mother reminded her of
46 times when the neighbors were there for her in times
56 of need.
58 Later that day, Cachita saw men carrying boxes to the
68 apartment next door. That apartment had been empty for a
78 long time, and Cachita was anxious to meet the new
88 neighbor. Just then, a tall man wearing elegant clothing
97 approached the apartment. He wore large, dark
104 sunglasses and used a cane. He was greeted by another
114 man who told him, “Welcome to the building, Señor
123 (sen-YAWR) Montoya.” But he didn’t say a word. 131

Comprehension Check
1. Why does Cachita want to move? Main Idea and Details

2. Why do you think Cachita’s new neighbor wears dark sunglasses and uses
a cane? Plot Development
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
The Night of San Juan and with appropriate pacing, intonation, and expression.
50 Grade 5/Unit 1
 Practice
Name Text Feature:
Diagram

A diagram is a drawing that shows information. The important

parts of the diagram are labeled. A diagram can help readers
make comparisons.

Read the diagram. Then answer the questions.

Top View of Surfboard Side View of Surfboard

Leash Rail Stringer
Cup
Nose Nose Deck Tail
Tail

Rail
Rocker
Bottom Fin
Leash
Deck
Rail

1. What does the diagram show?

2. What are the sides of a surfboard called?
3. What is the top of the surfboard called?
4. Fill in the blanks: The is at the front of a surfboard.
The is at the back.
5. Where is the fin?
6. Which view shows the rocker?
7. What four parts of a surfboard are shown on both views? ,
, ,
8. What attaches to the leash cup?
© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Review

The Night of San Juan
Grade 5/Unit 1
51
 Practice
Name Vocabulary Strategy:
Suffixes

Suffixes are word parts added to the ends of base words to

change their meanings or their parts of speech.
• The suffix -ity means “the state of.”
• The suffix -ion means “the act or process of.”
• The suffix -ous means “having the qualities of.”
The chart below contains common examples of these suffixes.
Notice that the final e is often dropped when the suffix is added.

Word Suffix New Word New Meaning

rare -ity rarity the state of
being rare
demonstrate -ion demonstration the act of
demonstrating
poison -ous poisonous having the
qualities of
poison

Combine a suffix from the box with each word below to form the
word that best fits each sentence.

-ous -ity -ion

danger 1. That curve in the highway becomes

whenever it snows.
© Macmillan/McGraw-Hill

subtract 2. You’ll need to do to solve this math problem.

humid 3. The air feels sticky because of all the near
the beach.
instruct 4. He read the first on the test.
fame 5. One day I would like to be rich and .
hesitate 6. The judge gave his decision without any .

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

The Night of San Juan
52 Grade 5/Unit 1
 Practice
Spelling:
Name Words with
r-Controlled Vowels
ar, air, or

Fold back the paper 1. 1. heart

along the dotted line.
2. 2. bear
Use the blanks to
write each word as it 3. 3. roar
is read aloud. When
you finish the test, 4. 4. squares
unfold the paper. 5. 5. swore
Use the list at the
right to correct any 6. 6. chart
spelling mistakes. 7. 7. scorn
8. 8. starch
9. 9. your
10. 10. stare
11. 11. carve
12. 12. thorn
13. 13. marsh
14. 14. force
15. 15. harsh
16. 16. scare
17. 17. board
18. 18. hairy
19. 19. course
20. 20. rare
© Macmillan/McGraw-Hill

Review Words 21. 21. troop

22. 22. prove
23. 23. hood
Challenge Words 24. 24. score
25. 25. horse

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly. The Night of San Juan
Grade 5/Unit 1
53
 Practice
Spelling:
Name Words with
r-Controlled Vowels
ar, air, or

Look at the words in each set below. One word in each set
is spelled correctly. Use a pencil to fill in the circle next to
the correct word. Before you begin, look at the sample set
of words. Sample A has been done for you. Do Sample B by
yourself. When you are sure you know what to do, you may
go on with the rest of the page.

Sample A: Sample B:
𝖠 troop 𝖤 proov
𝖡 trupe 𝖥 pruve
𝖢 trope 𝖦 prove
𝖣 truup 𝖧 provve

1. 𝖠 hart 6. 𝖤 charte 11. 𝖠 karve 16. 𝖤 skare

𝖡 harte 𝖥 cheart 𝖡 caarve 𝖥 scare
𝖢 heart 𝖦 chart 𝖢 carvv 𝖦 sckaar
𝖣 haert 𝖧 chert 𝖣 carve 𝖧 skaar
2. 𝖤 bear 7. 𝖠 skorn 12. 𝖤 thorne 17. 𝖠 boord
𝖥 barr 𝖡 sckorn 𝖥 thorn 𝖡 borde
𝖦 baar 𝖢 scorne 𝖦 thworn 𝖢 board
𝖧 baer 𝖣 scorn 𝖧 thoorn 𝖣 boarrd
3. 𝖠 rore 8. 𝖤 starch 13. 𝖠 marsch 18. 𝖤 haary
𝖡 roar 𝖥 startch 𝖡 marsh 𝖥 harey
𝖢 roor 𝖦 stearch 𝖢 maarsh 𝖦 harry
𝖣 roarr 𝖧 sttarch 𝖣 maarch 𝖧 hairy
4. 𝖤 sqares 9. 𝖠 yur 14. 𝖤 forse 19. 𝖠 kourse
𝖥 scquares 𝖡 youre 𝖥 foors 𝖡 course
𝖦 squares 𝖢 your 𝖦 furse 𝖢 currse
𝖧 squres 𝖣 yure 𝖧 force 𝖣 coorse
© Macmillan/McGraw-Hill

5. 𝖠 swore 10. 𝖤 staar 15. 𝖠 harch 20. 𝖤 raar

𝖡 swur 𝖥 starre 𝖡 haarsh 𝖥 rare
𝖢 swoar 𝖦 stere 𝖢 harrsh 𝖦 rarr
𝖣 suore 𝖧 stare 𝖣 harsh 𝖧 raer

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

The Night of San Juan constructions correctly.
54 Grade 5/Unit 1
 Practice
Grammar:
Name More Sentence
Combining

A sentence that contains two related ideas joined by a conjunction other

than and, but, or or is called a complex sentence. These conjunctions
include after, although, as, because, before, if, since, so that, until, when,
whether, and while. The conjunction can appear at the beginning of the
sentence or in the middle of the sentence.

• If the complex sentence begins with the conjunction, then a

comma should follow the last word in that part of the sentence.
• Sometimes the comma is unnecessary if the conjunction
appears in the middle of the sentence.

From each pair of conjunctions in parentheses, choose the

conjunction that combines the sentences into a single sentence
that makes sense. Write the new sentence, using a comma if
necessary.
1. The Hubble Telescope must be powerful. It can spot a firefly 10,000 miles
away. (because/although)

2. I was feeling brave. I saw how fast the multi-axis trainer was spinning. (so
that/before)

3. Bethany held on to the 5DF Chair. The kids practiced moving along the wall.
(while/because)
© Macmillan/McGraw-Hill

4. The moon does not have an atmosphere. There is no wind to blow the
prints away. (until/since)

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner. The Night of San Juan
Grade 5/Unit 1
55
 Practice
Grammar:
Name More Sentence
Combining

• If a complex sentence begins with a conjunction, then a

comma should follow the last word in that part of the sentence.
• Sometimes a comma is necessary if the conjunction appears in
the middle of the sentence.

• Begin the greeting and the closing of a letter with capital letters.
• Use a comma after the greeting in a friendly letter and the
closing in all letters.
• Use a comma between the names of a city and a state.
• Use a comma to separate the day and the year in a date.

Read the diary entry below. Correct errors in capitalization and

punctuation. Use commas where needed.
February 18 2008
dear diary
you’ll never believe what I did today. I got to use a gravity chair. Before I sat
down I made sure to watch the person in front of me so I would know what to do. I
was scared at first but the team leaders made me relax and have fun. I can’t wait to
try it again tomorrow.
your friend
Lindsay

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

The Night of San Juan Have students reread the passage to a partner.
56 Grade 5/Unit 1
 Practice
Name Writing:
Developing One Theme

Please read the following passage:

We all had a great time at the park during the last week of school. It wasn’t
fair to have to go to school into July just because of a snow day. Jamee
missed three days of the last week of school.

Choose one of the sentences above and write two more sentences about
that topic that will develop one theme. Remember that theme is the author’s
message or feeling because of the topic or events that are happening.
Example: We all had a great time at the park during the last week of
school. Every day was warm and sunny, perfect for playing flag football.
I was excited because my team won 3 out of 5 games and no one on the
other team was a sore loser.
© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

The Night of San Juan
Grade 5/Unit 1
57
 Practice
Phonics:
Name r-Controlled Vowels
ur, er, ir, ear, eer

• The letters ur, er, ir, and ear can stand for the /ûr/ sound, as in
fur, her, bird, and earn.
• The letters ear and eer can stand for the /îr/ sound, as in fear
and deer.

Read the words in the word box. Then write each word according
to the sound of the vowel + r. Underline the letters that stand for
that sound.

hurt yearn deer thirst clear birth gear clerk

steer curb stern cheer learn year blurt

/ûr/, as in fur, her, bird, earn

/îr/, as in fear and deer

© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Sleds on Boston Common
58 Grade 5/Unit 1
 Practice
Name Vocabulary

A. Read each word in Column 1. Match it with its definition in

Column 2. Write the letter of the correct definition on the line
next to each vocabulary word.

patriots governor navigation stark

instruct tyrant inspect

Column 1 Column 2
1. tyrant a. to look at closely
2. patriots b. cruel leader
3. inspect c. a ship’s course or position
4. instruct d. those loyal to their country
5. navigation e. having no inhabitants
6. governor f. to teach
7. stark g. ruler or elected official

B. Complete the sentence with the correct word.

8. Paul Revere and his friends were (tyrants/patriots)
and helped protect the colonies.
9. The barren field looked (stark/inspect) .
10. Paul Revere tried to (inspect/instruct) the colonists to
prepare for war.
11. The (governor/tyrant) ruled the colony in a fair
manner.
© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Sleds on Boston Common
Grade 5/Unit 1
59
 Practice
Name Comprehension:
Draw Conclusions

When you draw conclusions as you read, you think about

various pieces of information. This will help you arrive at a new
understanding about the plot development of a story.

Read the sentences below. Then circle the letter next to the
conclusion you can draw from the information provided.
1. Susanna has read six books about the American Revolution. She also has
written a story for a magazine titled “Paul Revere and the Redcoats.”
a. Susanna enjoys historical stories.
b. Susanna is ten years old.

2. Cameron wants to go to ice-skating camp next winter break. He signed

up for an extra day of newspaper delivery to make more money to pay for
camp. Also, he’s doing odd jobs for the neighbors.
a. Cameron is good at ice skating.
b. Cameron is determined to go to ice-skating camp.

3. In Meghan’s classroom, the walls are covered with green stripes. The
paintings are framed with green paper. The teacher gave each student a
green pencil at the beginning of the year.
a. There are many paintings in Meghan’s classroom.
b. Meghan’s teacher likes the color green.

4. Zach described the giant mouse. He said that it could talk and was dressed
© Macmillan/McGraw-Hill

in fancy velvet clothes. Zach explained that the mouse could play the violin.
a. Zach made up an interesting story.
b. Zach owns a specially trained mouse.

R 2.4 Draw inferences, conclusions, or generalizations about text and

Sleds on Boston Common support them with textual evidence and prior knowledge.
60 Grade 5/Unit 1
 Practice
Name Comprehension:
Conclusions Chart

As you read Sleds on Boston Common, fill in the

Conclusions Chart.

Text Clues Conclusion

© Macmillan/McGraw-Hill

How does the information you wrote in the Conclusions Chart help you
make inferences and analyze Sleds on Boston Common?

R 2.4 Draw inferences, conclusions, or generalizations about text and

support them with textual evidence and prior knowledge. Sleds on Boston Common
Grade 5/Unit 1
61
 Practice
Name Fluency:
Phrasing

As I read, I will pay attention to phrasing.

The British thought the war would be short. They were
10 sure they would soon defeat the patriots. So, in early spring
21 1777, the British came up with a plan. They thought it would
33 quickly end the war. The British would use their armies
43 to try to cut off New England from the rest of the colonies.
56 This would make communication very difficult for the
64 patriots.
65 The plan called for three separate British armies to meet
75 at Albany, New York. They would come from different
84 directions. General William Howe commanded a large
91 British army based in New York City. Howe was to sail north
103 up the Hudson River to Albany.
109 General John Burgoyne (bur-GOYN) commanded a
115 large army in Canada. He had 8,000 British and German
125 troops. Burgoyne was to sail south down Lake
134 Champlain. 135

Comprehension Check
1. What plan did the British come up with? Main Idea and Details

2. Where did the British armies plan to meet? Main Idea and Details
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
Sleds on Boston Common and with appropriate pacing, intonation, and expression.
62 Grade 5/Unit 1
 Practice
Name Literary Element:
Meter and Alliteration

Meter is the regular arrangement of accented and unaccented

syllables in a line of poetry. Alliteration is the repetition of the
same first letter or sound in a series of words.

A. Read the lines of poetry below. If the line uses alliteration,

write A on the line next to it. On the line below, write how many
accented and how many unaccented syllables each line of
poetry has.

1. Wanders and watches, with eager ears

2. Listen, my children, and you shall hear

3. Masses and moving shapes of shade

4. To every Middlesex village and farm

5. And the midnight message of Paul Revere.

B. Identify the sounds that are repeated using alliteration for

questions 1–5. Write the words that use the repeated sound.

6.
© Macmillan/McGraw-Hill

7.

8.

9.

10.

R 2.0 Reading Comprehension (Focus on Informational Materials)

Sleds on Boston Common
Grade 5/Unit 1
63
 Practice
Name Vocabulary Strategy:
Word Families

To build word families, add a prefix or suffix to base words in

order to change the meaning. For example, patriot is a base word
meaning “one who supports his or her country.” Unpatriotic and
patriotism use this base word, but the prefix un- and the suffix
-ism give these words a different meaning.

Use the clues to add a prefix or suffix to each base word.

Write the new word in the space provided.

Prefixes Suffixes
anti- against -ful full of
mis- wrong -less without
re- again -like resembling
un- not -ship the state of
-y having or being
-able able to
-ation quality of

1. able to navigate (suffix)

2. to behave wrongly (prefix)
3. in the state of being an owner (suffix)
4. not steady (prefix)
5. full of power (suffix)
6. resembling a child (suffix)
© Macmillan/McGraw-Hill

7. without thought (suffix)

8. against democratic processes (prefix)

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Sleds on Boston Common
64 Grade 5/Unit 1
 Practice
Spelling:
Name r- Controlled Vowels
ur, er, ir, ear, eer

Fold back the paper 1. 1. clear

along the dotted line.
Use the blanks to 2. 2. nerve
write each word as it 3. 3. squirt
is read aloud. When
you finish the test, 4. 4. verb
unfold the paper. Use 5. 5. surf
the list at the right to
correct any spelling 6. 6. curl
mistakes. 7. 7. year
8. 8. stern
9. 9. curve
10. 10. burn
11. 11. blurt
12. 12. thirst
13. 13. spur
14. 14. cheer
15. 15. jeer
16. 16. steer
17. 17. dear
18. 18. bird
19. 19. swerve
20. 20. learn
© Macmillan/McGraw-Hill

Review Words 21. 21. roar

22. 22. carve
23. 23. scare
Challenge Words 24. 24. fear
25. 25. search

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly. Sleds on Boston Common
Grade 5/Unit 1
65
 Practice
Spelling:
Name r- Controlled Vowels
ur, er, ir, ear, eer

Look at the words in each set below. One word in each set
is spelled correctly. Use a pencil to fill in the circle next to
the correct word. Before you begin, look at the sample set
of words. Sample A has been done for you. Do Sample B by
yourself. When you are sure you know what to do, you may
go on with the rest of the page.

Sample A: Sample B:
𝖠 rore 𝖤 skare
𝖡 roar 𝖥 scare
𝖢 roor 𝖦 sckar
𝖣 raor 𝖧 sckare

1. 𝖠 clear 6. 𝖤 kurl 11. 𝖠 blert 16. 𝖤 stere

𝖡 klear 𝖥 ckurl 𝖡 bleart 𝖥 steir
𝖢 qlear 𝖦 cerl 𝖢 blurt 𝖦 steer
𝖣 kleer 𝖧 curl 𝖣 blurte 𝖧 steare
2. 𝖤 nerrv 7. 𝖠 yeer 12. 𝖤 thurst 17. 𝖠 deere
𝖥 nerv 𝖡 yier 𝖥 thist 𝖡 dear
𝖦 nurve 𝖢 year 𝖦 thirst 𝖢 dere
𝖧 nerve 𝖣 yere 𝖧 therst 𝖣 deare
3. 𝖠 skuirt 8. 𝖤 stern 13. 𝖠 spurr 18. 𝖤 burd
𝖡 scquirt 𝖥 sterne 𝖡 spuur 𝖥 birde
𝖢 squirt 𝖦 sterrn 𝖢 spur 𝖦 bird
𝖣 skuirt 𝖧 sturn 𝖣 sporre 𝖧 birt
4. 𝖤 vurb 9. 𝖠 kurve 14. 𝖤 chere 19. 𝖠 swuerve
𝖥 verrb 𝖡 curve 𝖥 chier 𝖡 swurve
𝖦 verbb 𝖢 cerve 𝖦 cheere 𝖢 swerrve
𝖧 verb 𝖣 kerve 𝖧 cheer 𝖣 swerve
© Macmillan/McGraw-Hill

5. 𝖠 sirf 10. 𝖤 bern 15. 𝖠 jere 20. 𝖤 learn

𝖡 surf 𝖥 burne 𝖡 jeer 𝖥 lurne
𝖢 cerf 𝖦 berne 𝖢 geer 𝖦 lurrn
𝖣 surrf 𝖧 burn 𝖣 geere 𝖧 learne

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

Sleds on Boston Common constructions correctly.
66 Grade 5/Unit 1
 Practice
Name Grammar:
Run-On Sentences

You can correct a run-on sentence in several ways.

• Correct a run-on sentence by separating its complete thoughts

into separate sentences.
• Correct a run-on sentence by rewriting it as a compound sentence.

Correct the run-on sentences below either by separating them as

two sentences or by rewriting them as a compound sentence.
1. Lupe lived in San Pablo Etla the village is in southern Mexico.

2. The roof dogs would run to the edge of their roofs they would bark furiously
at Lupe and Pipiolo.

3. The dogs didn’t frighten Lupe she knew they were the ones who were
frightened.

4. Pipiolo was lucky Lupe didn’t have a flat roof Papa would have put him up
there.

5. Lupe gave each roof dog a tuft of grass she saved the piece with a flower
for Chulita.
© Macmillan/McGraw-Hill

6. Lupe continued to dig up grass Pipiolo slept in the shade.

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner. Sleds on Boston Common
Grade 5/Unit 1
67
 Practice
Name Grammar:
Run-On Sentences

• A run-on sentence joins together two or more sentences that

should be written separately.
• A run-on sentence can be broken into two separate sentences
or rewritten as a compound or complex sentence.
• Remember to add a comma before and, but, or or when
changing a run-on sentence into a compound sentence. Also, use
commas to separate three or more words or phrases in a series.

Proofread the following paragraph. Rewrite it correctly on the lines

provided.
Pipiolo and Chulita went on many adventures together they traveled
over mountains across prairies and through forests. Wherever they went,
they helped more roof dogs escape to freedom they even made a few friends
along the way.
one day, they came across the village of Viquera there were many dogs
trapped on the flat, concrete roofs. Pipiolo came up with a plan to set them
all free Chulita told the dogs about the plan. Because they were so excited
they barked loudly all day long.

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Sleds on Boston Common Have students reread the passage to a partner.
68 Grade 5/Unit 1
 Practice
Writing:
Name Developing a Single
Moment in Time

1. Please review the following chart. In the first column is a list of themes. In
the second column is text from some journal entries.

Theme Textual Evidence Relevant/Not Relevant

Problem Solving “Now all I needed
was some peace and
quiet.”
Problem Solving “Luckily, I got an
idea! I wrapped my
makeshift pillow
around my head. It
worked perfectly,
almost drowning out
all of the sound.”
Being Prepared “Bug spray—check,
sleeping bag—check,
pillow—check.”
Being Prepared “Unfortunately, what
I received was quite
the opposite: laughing,
sighing, hitting, and a
bunch of snoring.”

2. Decide whether or not you think that the journal entry text is relevant to the
theme listed next to it. Remember, relevant means related and important.
3. Depending on what you decide, write “Relevant” or “Not Relevant” in the
column on the far right.
© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

Sleds on Boston Common
Grade 5/Unit 1
69
 Practice
Phonics:
Name Variant Vowel /ô/;
Diphthongs oi, oy,
ou, ow

• The /ô/ sound can be spelled aw, as in law, au, as in haul,

ough, as in bought, or augh, as in taught.
• The /ou/ sound can be spelled ou, as in counter, or ow, as in
cow.
• The /oi/ sound can be spelled oi, as in boil, or oy, as in loyal.

Decide which vowel sound you hear in each of the words in the
box. Then write the words below in the correct column of the chart.

dawn brought crowd toil sought

point toy noise pound town

caught mouth sprawl foil moist

frown thought straw soy mouse

/ô/ sound, as in law /ou/ sound, as in now /oi/ sound, as in boy

1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
© Macmillan/McGraw-Hill

5. 5. 5.
6. 6. 6.
7. 7. 7.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

70 Valley of the Moon • Grade 5/Unit 2
 Practice
Name Vocabulary

eldest depicts detested ignored

refuge projects obvious obedience

A. Read the clue. Then circle the vocabulary word in the row of
letters.
1. doing what you are told to do:
bviousobediencemour
2. older than the rest:
jectsprogeldester
3. a safe place:
wegrefugeest
4. tasks that people do:
portprojectsale
5. hated:
redetdetesteder
6. easy to find or see:
pogobviousled
7. shows with pictures:
tedeldepictsaim
8. pretended not to see or hear:
tierignoreding
© Macmillan/McGraw-Hill

B. Write two sentences using one vocabulary word in each.

9.

10.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Valley of the Moon • Grade 5/Unit 2 71
 Practice
Name Comprehension:
Cause and Effect

Look for causes and effects when you read. A cause is a reason
why something happens. An effect is the result of the cause.
Look at these sentences:
The first people who lived in California were hunters. As a result,
they moved from place to place, looking for food.
Writers use words and phrases to show cause-and-effect
relationships. As a result is one of these phrases. Other examples
are so, therefore, because, and then.

Read the following sentences. Circle each word that signals a

cause-and-effect relationship.

1. At first there were many large animals, so there was plenty of food for
the hunters and their families.
2. The people hunted many animals. As a result, there were fewer animals
to catch.
3. The people became hungry because there was not enough food for
them.
4. The people began to grow crops and then they settled in villages.

© Macmillan/McGraw-Hill

R 2.0 Reading Comprehension (Focus on Informational Materials)

72 Valley of the Moon • Grade 5/Unit 2
 Practice
Comprehension:
Name Cause and Effect
Chart

As you read Valley of the Moon: The Diary of María Rosalia de

Milagros, fill in the Cause and Effect Chart.

Cause Effect
© Macmillan/McGraw-Hill

How does the information you wrote in this Cause and Effect Chart help you be
more aware of cause-and-effect relationships as you read Valley of the Moon:
The Diary of María Rosalia de Milagros?

R 2.0 Reading Comprehension (Focus on Informational Materials)

Valley of the Moon • Grade 5/Unit 2 73
 Practice
Name Fluency:
Expression

As I read, I will pay attention to my expression.

The store was dark, but it was certainly not peaceful. In
11 the back of the store, way in the back, a carton of milk was
25 not pleased.
27 “Did you see those apples getting their special polish?”
36 shouted the milk. “Who do they think they are?”
45 Next to the milk were the yogurt, butter, and cheese.
55 They were all in the refrigerated dairy case.
63 “We’ve been through this before, Milk,” said the yogurt.
72 “The apples and all the produce get special treatment
81 because they are in the front of the store.”
90 “It’s how a lot of stores are, Milk,” the butter said. “It’s
102 just traditional to have the produce in the front and the dairy
114 in the back.”
117 “Well, I’m tired of it,” said the milk. “I feel like an
129 outcast, banished to the back, and I’m going to do something
141 about it.” 142

Comprehension Check
1. Why is Milk upset? Plot Development

2. How does the butter explain the situation to Milk? Main Idea and Details
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
74 Valley of the Moon • Grade 5/Unit 2
 Practice
Name Text Feature:
Time Line

A time line is a way of showing the order in which events

happened in history. A time line can help you see and remember
which events happened first, next, and last.

European Exploration of California


+VBO
3PESJHVF[ 
'JSTU
1FSNBOFOU 
#SJUJTI
$BQUBJO

$BCSJMMP
MBOEFE 4QBOJTI
NJTTJPO
JO
+BNFT
$PPL
NBQQFE

JO
4BO
%JFHP
#BZ $BMJGPSOJB UIF
DPBTU
PG
$BMJGPSOJB

       


4FCBTUJBO

3VTTJBOT

7J[DBJOP
FYQMPSFE
FOUFSFE
$BMJGPSOJB

$BMJGPSOJBT
DPBTU GSPN
UIF
OPSUI

1. What is the first event shown on the time line?

2. When did Russians enter California?

3. What event happened between Vizcaíno’s exploration of California and the

arrival of the Russians?

4. What is the last event shown on the time line?

© Macmillan/McGraw-Hill

R 2.1 Understand how text features (e.g., format, graphics, sequence,

diagrams, illustrations, charts, maps) make information accessible
and usable. Valley of the Moon • Grade 5/Unit 2 75
 Practice
Name Vocabulary Strategy:
Thesaurus

Two words that have almost the same meaning are called
synonyms. A thesaurus is a dictionary of synonyms. If you see
an unfamiliar word when reading, try looking it up in a thesaurus.
Maybe you will know some of the synonyms. They can help you
figure out the meaning of the unfamiliar word.

Look at the thesaurus entries below.

1. elaborate
adjective
synonym: fancy
verb
synonyms: develop, explain in detail

2. enthusiastic
adjective
synonyms: eager, excited, positive

Circle the correct answer to each question.

1. A synonym for enthusiastic is

a. eager b. adjective

2. Which word can be either a verb or an adjective?

a. elaborate b. enthusiastic

3. What is a synonym for elaborate in the sentence “She wore an elaborate

costume”?
© Macmillan/McGraw-Hill

a. explain b. fancy

4. How many synonyms are listed for enthusiastic?

a. 2 b. 3

R 1.3 Understand and explain frequently used synonyms, antonyms,

and homographs.
76 Valley of the Moon • Grade 5/Unit 2 W 1.5 Use a thesaurus to identify alternative word choices and
meanings.
 Practice
Spelling:
Name Words with
/ô/, /ou/, /oi/

Fold back the paper 1. 1. joint

along the dotted line.
2. 2. foul
Use the blanks to
write each word as it 3. 3. coil
is read aloud. When
4. 4. join
you finish the test,
unfold the paper. Use 5. 5. round
the list at the right to
6. 6. dawn
correct any spelling
mistakes. 7. 7. mouthful
8. 8. counter
9. 9. brought
10. 10. hawks
11. 11. fountain
12. 12. straws
13. 13. south
14. 14. sauce
15. 15. sprouts
16. 16. cause
17. 17. turmoil
18. 18. scrawny
19. 19. bounce
20. 20. point
Challenge Words 21. 21. loyal
© Macmillan/McGraw-Hill

22. 22. gown

Review Words 23. 23. verb
24. 24. burn
25. 25. dear

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly.
Valley of the Moon • Grade 5/Unit 2 77
 Practice
Spelling:
Name Words with
/ô/, /ou/, /oi/

Look at the words in each set below. One word in each set
is spelled correctly. Use a pencil to fill in the circle next to
the correct word. Before you begin, look at the sample set
of words. Sample A has been done for you. Do Sample B by
yourself. When you are sure you know what to do, you may go
on with the rest of the page.

Sample A: Sample B:
𝖠 lump 𝖤 tacke
𝖡 lumpe 𝖥 taak
𝖢 lumpp 𝖦 tack
𝖣 luump 𝖧 takk

1. 𝖠 cowntur 6. 𝖤 strahs 11. 𝖠 ruond 16. 𝖤 scrawny

𝖡 counter 𝖥 stausse 𝖡 round 𝖥 scrany
𝖢 countr 𝖦 straus 𝖢 rownde 𝖦 scrauni
𝖣 cointer 𝖧 straws 𝖣 rounde 𝖧 srcawny
2. 𝖤 joynt 7. 𝖠 poynt 12. 𝖤 saoss 17. 𝖠 sprouts
𝖥 jint 𝖡 poinnt 𝖥 sawce 𝖡 srprouts
𝖦 jont 𝖢 point 𝖦 sahse 𝖢 sprowts
𝖧 joint 𝖣 pointt 𝖧 sauce 𝖣 sprowtz
3. 𝖠 termawl 8. 𝖤 dawnn 13. 𝖠 foul 18. 𝖤 bownce
𝖡 turmoil 𝖥 dawn 𝖡 fawll 𝖥 buonce
𝖢 turmoill 𝖦 dawwn 𝖢 foule 𝖦 bonce
𝖣 turmoll 𝖧 danne 𝖣 foughl 𝖧 bounce
4. 𝖤 joine 9. 𝖠 broutt 14. 𝖤 suoth 19. 𝖠 cuase
𝖥 join 𝖡 brought 𝖥 sotuh 𝖡 couse
𝖦 joyn 𝖢 brahght 𝖦 south 𝖢 cause
𝖧 jone 𝖣 brawt 𝖧 sowthe 𝖣 cuse
© Macmillan/McGraw-Hill

5. 𝖠 coyll 10. 𝖤 fountaine 15. 𝖠 mothfulle 20. 𝖤 hwaks

𝖡 coille 𝖥 fownten 𝖡 mouthful 𝖥 hakkes
𝖢 coylle 𝖦 fountain 𝖢 mowthfule 𝖦 halks
𝖣 coil 𝖧 foundten 𝖣 mothfill 𝖧 hawks

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly.
78 Valley of the Moon • Grade 5/Unit 2
 Practice
Grammar:
Name Common and Proper
Nouns

• A proper noun names a particular person, place, or thing.

• Some proper nouns contain more than one word.
• Days of the week, months of the year, and holidays are proper
nouns.
• A person’s title is a proper noun.

Read each sentence. Then write it correctly on the line.

1. jonah and sally ann live in the state of california.

2. jonah hopes that dad will go to see dr. mason.

3. jonah thinks that he can earn money by delivering papers on fridays.

4. If jonah finds work in town, he can pay mr. dennis.

5. jonah looks for work in sacramento, california.

6. sally ann brushes daisy with an old hairbrush.

7. Even mrs. snow said nice things about daisy.

8. jonah asks doc mason about delivering newspapers.

© Macmillan/McGraw-Hill

9. jonah’s father’s name is john henry.

10. By april, jonah, sally ann, and daisy are good friends.

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner.
Valley of the Moon • Grade 5/Unit 2 79
 Practice
Grammar:
Name Common and Proper
Nouns

• Capitalize every proper noun.

• Capitalize important words in proper nouns with more than
one word.
• Capitalize common nouns only when they begin a sentence.

Circle capitalization mistakes. Then rewrite the passage correctly.

harry peters takes home a runaway Dog. It seems to harry as though
the dog has been mistreated by his Owner, jack willson. mr.willson has the
reputation of being mean and nasty.
mr. and mrs. peters, Harry’s Parents, know that their son has grown fond
of the dog, whom he has named shaggy. harry takes the dog to the Animal
Doctor, dr. nickels. jack willson is angry when he finds out that the Dog has
been injured. mr. peters says that his son will pay for the Animal Doctor.

© Macmillan/McGraw-Hill

To The Teacher: Complete the entire page with students.

Have students reread the passage to a partner.
80 Valley of the Moon • Grade 5/Unit 2
 Practice
Writing:
Name Using Showing to
Convey Emotions

1. Please read the following sentence:

William was really nervous.
2. List five ways that you can tell when someone feels nervous.
a. Stuttering
b. Biting nails
c. Tapping pencil on desk
d. Looking around room
e. Fidgeting in chair
3. Write three sentences that show the reader what William looks like
and how he acted when he felt nervous:
William shifted nervously in his chair, biting the nails on his left hand and
tapping his pencil on his desk with his right, hoping that the teacher would
call on anyone but him. “This is just my luck,” William thought to himself
as Mr. White pointed to him to answer. “I-I-I d-d-didn’t do the assignment,”
William stammered quickly.

Extra Practice: Write three sentences that show how Jessica looks and
how she acts when she is angry.
Jessica felt angry.
© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

Valley of the Moon • Grade 5/Unit 2 81
 Practice
Name Phonics/ Word Study:
Plurals

Add the letter s to most words to make them plural. Add -es to
words that end in s, x, z, ch, or sh to form plurals. For example,
bunch becomes bunches. When a word ends in the letter y and
has a consonant before the y, change the y to i and then add
-es. For example, the plural form of bunny is bunnies.

A. Write the plural form of each word on the line provided. Form the
plurals by adding -s or -es, or by changing y to i and adding -es.

1. lunch 9. brush
2. pony 10. city
3. pass 11. tail
4. guess 12. swamp
5. fly 13. rattle
6. baby 14. cross
7. hiker 15. hawk
8. supply

B. Choose the correct plural form of each word.

16. a. abilities b. abilityes c. abilitys
17. a. countreys b. countries c. countrys
18. a. batchs b. batches c. batchies
© Macmillan/McGraw-Hill

19. a. difficulties b. difficultys c. difficulteys

20. a. libertys b. liberteys c. liberties
21. a. reptiles b. reptils c. reptilies
22. a. notches b. notchs c. notchies

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

82 A Historic Journey • Grade 5/Unit 2
 Practice
Name Vocabulary

instill combined naturalist vacant diverse

A. Read the paragraph below. Fill in the blank spaces with the
correct vocabulary word from the list above. Use the clue at the
end of each sentence to help you decide.

If you love animals and plants, you might want to become a

. (clue: someone who studies nature) You
don’t have to go to a jungle to study nature—you can see nature in a
lot. (clue: empty) Even small green spaces can have
a number of plants. (clue: different) Many school
programs in students a love of nature. (clue: to teach)
An appreciation of nature with a love of learning could
lead to great scientific discoveries. (clue: joined together)

B. Match each vocabulary word on the left with its antonym, or

opposite, on the right.
1. combined a. full

2. vacant b. neglect

3. diverse c. separated

4. instill d. same
© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

A Historic Journey • Grade 5/Unit 2 83
 Practice
Name Comprehension:
Cause and Effect

A cause is what makes something happen. An effect is the thing

that happens. Recognizing cause-and-effect relationships will
help you better understand what you read.

Match the causes with the correct effects below. Write the letter of
the correct effect on the line.

Cause
1. The scientist studied how people use plants. He won an important
science award.
2. People study how native healers use plants to help cure illnesses.
3. Teachers provide their students with information about nature.
4. The United States bought the Louisiana Purchase from France.
5. Lewis and Clark made excellent maps of their exploration of the Midwest
and West.

Effect
a. President Thomas Jefferson sent Lewis and Clark to explore the new
Louisiana territory.
b. Scientists can then use this knowledge to make medicines from plants.
c. This allowed the territory west of the Mississippi River to be settled.
d. The money from the award allowed him to learn about plants from
native healers.
© Macmillan/McGraw-Hill

e. Students are then able to appreciate the outdoors and their surroundings.

R 2.0 Reading Comprehension (Focus on Informational Materials)

84 A Historic Journey • Grade 5/Unit 2
 Practice
Comprehension:
Name Cause and Effect
Chart

As you read A Historic Journey, fill in the Cause and Effect Chart.

Cause Effect
© Macmillan/McGraw-Hill

How does the information you wrote in this Cause and Effect Chart help
you make inferences and analyze A Historic Journey?

R 2.0 Reading Comprehension (Focus on Informational Materials)

A Historic Journey • Grade 5/Unit 2 85
 Practice
Name Fluency:
Phrasing

As I read, I will pay attention to punctuation.

George and Joy Adamson met in Kenya in 1942. Two
10 years later, they married. Through the years, they would care
20 for diverse animals, from pets to wild creatures.
28 George had come to Kenya in 1924. He did many things.
39 For a time he farmed. Then he traded goats. He even looked
51 for gold.
53 Living on the African grasslands, George became
60 interested in the animals that lived there. He learned how to
71 follow animal tracks. Broken twigs, crushed grass, and bits
80 of fur were clues that showed where animals went.
89 Sounds were clues too. Snapping twigs and rustling grass
98 told where an animal might be. So did the angry chirps of a
111 bird or the sudden silence of frogs.
118 George also took people on safaris. These were hunting
127 trips on which people would track wild animals. But one
137 day, some people on a safari wanted to take pictures of wild
149 animals instead of hunt them. 154

Comprehension Check
1. What are some things George did in Kenya? Main Idea and Details

2. What did George look or listen for when he followed animal tracks?
Main Idea and Details
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
86 A Historic Journey • Grade 5/Unit 2
 Practice
Name Study Skill:
Dictionary, Thesaurus

A dictionary entry tells what a word means and how to

pronounce it. It also tells whether a word is a noun, a verb, or
another part of speech. A thesaurus entry provides a list of
words with similar meanings. It also contains parts of speech for
each of the words.

Use the sample dictionary and thesaurus entries below to

answer the questions.

Dictionary:
va•cant (vā´ kәnt) adj. [from Latin vacans, to be empty]
1. having nothing inside, empty 2. having no occupants; see empty

Thesaurus:
VACANT: adj: open, available, free, unoccupied, unfilled, untaken,
untended, unmanned, unstaffed
1. Which part of speech is vacant? Which source contains this information?

2. How many syllables does vacant have? Which source contains this
information?

3. What is the origin of the word vacant? Which source contains this
information?
© Macmillan/McGraw-Hill

4. Looking only at the dictionary entry, give one synonym for vacant.

5. Looking at the thesaurus entry, give three synonyms for vacant.

W 1.5 Use a thesaurus to identify alternative word choices and meanings.

R 2.0 Reading Comprehension (Focus on Informational Materials)
A Historic Journey • Grade 5/Unit 2 87
 Practice
Name Comprehension:
Writing Frame

Sequence Writing Frame

A. Summarize A Historic Journey. Use the Sequence Writing Frame below.

In 1803, Lewis and Clark

.
The Louisiana Purchase was important because

In May 1804,

That summer and fall,

The next year,

More than 500 days after they started their journey,

.
Their trip was important because

. © Macmillan/McGraw-Hill

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.

R 2.0 Reading Comprehension

88 A Historic Journey • Grade 5/Unit 2
 Practice
Name Vocabulary Strategy:
Antonyms

A dictionary entry tells you what a word means. It also may

provide an example of an antonym, or a word having the opposite
meaning, for the word defined. A thesaurus is another tool that
helps you find synonyms and antonyms for words.

A. Use the sample dictionary and thesaurus entries below to

answer the questions.
Dictionary entry:
diverse: adj.
1. differing from one another, unlike
2. made of distinct or unlike elements
synonym see Different.
antonym see Similar.
Thesaurus entry:
diverse: adj.
Synonyms DIFFERENT dissimilar, distant, unalike, unequal, unlike, various
Antonyms identical
1. According to the dictionary entry, what is an antonym of diverse?

2. Is the word unalike a synonym or antonym of diverse?

3. According to the thesaurus entry, what is an antonym of diverse?

B. Use a dictionary or thesaurus to find an antonym for each of the

© Macmillan/McGraw-Hill

words below.
4. combined
5. vacant
6. remote
7. vast
8. harsh
R 1.3 Understand and explain frequently used synonyms, antonyms,
and homographs.
A Historic Journey • Grade 5/Unit 2 89
 Practice
Name Spelling:
Plural Words

Fold back the paper 1. 1. rattlers

along the dotted line.
2. 2. fangs
Use the blanks to
write each word as it 3. 3. babies
is read aloud. When
you finish the test, 4. 4. liberties
unfold the paper. 5. 5. couches
Use the list at the
right to correct any 6. 6. rodeos
spelling mistakes. 7. 7. taxes
8. 8. reptiles
9. 9. snakes
10. 10. beliefs
11. 11. enemies
12. 12. batches
13. 13. cities
14. 14. lashes
15. 15. families
16. 16. losses
17. 17. berries
18. 18. bunches
19. 19. zeroes
20. 20. trophies
© Macmillan/McGraw-Hill

Review Words 21. 21. round

22. 22. south
23. 23. point
Challenge Words 24. 24. passes
25. 25. straws

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly.
90 A Historic Journey • Grade 5/Unit 2
 Practice
Name Spelling:
Plurals

Look at the words in each set below. One word in each set is
spelled correctly. Use a pencil to fill in the circle next to the correct
word. Before you begin, look at the sample set of words. Sample
A has been done for you. Do Sample B by yourself. When you are
sure you know what to do, you may go on with the rest of the page.

Sample A: Sample B:
𝖠 rounde 𝖤 pointe
𝖡 runde 𝖥 poinnt
𝖢 round 𝖦 point
𝖣 rownd 𝖧 pooint

1. 𝖠 rattleres 6. 𝖤 rodeoes 11. 𝖠 enemise 16. 𝖤 loss’s

𝖡 ratlers 𝖥 roadioes 𝖡 enemies 𝖥 losess
𝖢 rattlers 𝖦 rodeos 𝖢 enumies 𝖦 loces
𝖣 rattlrs 𝖧 rodios 𝖣 enimies 𝖧 losses
2. 𝖤 fangs 7. 𝖠 taxes 12. 𝖤 baches 17. 𝖠 berries
𝖥 fanges 𝖡 taxxes 𝖥 batchs 𝖡 berrys
𝖦 fangses 𝖢 taxs 𝖦 batshes 𝖢 berreys
𝖧 faangs 𝖣 tackes 𝖧 batches 𝖣 beries
3. 𝖠 babys 8. 𝖤 reptils 13. 𝖠 citys 18. 𝖤 bunchs
𝖡 babis 𝖥 reptyles 𝖡 cities 𝖥 bunches
𝖢 babbies 𝖦 reptilles 𝖢 sities 𝖦 boonches
𝖣 babies 𝖧 reptiles 𝖣 citeys 𝖧 bounches
4. 𝖤 libertties 9. 𝖠 snakess 14. 𝖤 lashs 19. 𝖠 zeros
𝖥 liberties 𝖡 snackes 𝖥 lashes 𝖡 zeroses
𝖦 liburties 𝖢 snakes 𝖦 laches 𝖢 zeroes
𝖧 libertys 𝖣 snaiks 𝖧 lashses 𝖣 zeeroes
5. 𝖠 10. 𝖤 15. 𝖠 20. 𝖤
© Macmillan/McGraw-Hill

couchs beliefes familys trofys

𝖡 cooches 𝖥 beleifs 𝖡 faamilies 𝖥 trofies
𝖢 couches 𝖦 believs 𝖢 families 𝖦 trophys
𝖣 cuches 𝖧 beliefs 𝖣 famulies 𝖧 trophies

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly.
A Historic Journey • Grade 5/Unit 2 91
 Practice
Grammar:
Name Singular and
Plural Nouns

• Add -es to form the plural of singular nouns that end in s, sh,
ch, or x.
• To form the plural of nouns ending in a consonant and y,
change the y to i and add -es.
• To form the plural of nouns ending in a vowel and y, add -s.

A. Write the plural of each noun.

1. enemy
2. valley
3. moss
4. bush
5. country
6. inch
7. box
8. baby
9. patch
10. family

B. Read each sentence. On the line provided, write the correct

plural for each underlined word.
11. Squirrels and rabbits make good lunch for rattlers.
12. Rattlers live in deserts and prairies rather than in city .
13. The McCrystals spend many day helping protect
rattlers.
© Macmillan/McGraw-Hill

14. Sometimes coyotes and fox eat rattlers.

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner.
92 A Historic Journey • Grade 5/Unit 2
 Practice
Grammar:
Name Singular and
Plural Nouns

• A singular noun names one person, place, or thing.

• A plural noun names more than one person, place, or thing.
• Most plural nouns are formed by adding -s.
• Add -es to form the plural of singular nouns that end in s, sh,
ch, or x.
• To form the plural of nouns ending in a consonant and y,
change the y to i and add -es.
• To form the plural of nouns ending in a vowel and y, add -s.

Rewrite each sentence. Correct the plural forms.

1. Dad and I walked across wide stretchs of land.

2. We hiked over tall hills and down into rocky ditchies.

3. We listened for the soundes that rattlers make.

4. Any rattlers nearby could feel vibrationes as we walked.

5. The pites on their faces help them feel our body heat.

6. We knew that they would rather strike rabbites than people.

7. People are enemys of rattlers, though, so we were careful.

8. We saw one long snake with diamond-shaped blotchies on its skin.

© Macmillan/McGraw-Hill

9. More snakes could have been hidden in the grassies.

10. We heard a hawk’s crys as we walked back to our car.

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner.
A Historic Journey • Grade 5/Unit 2 93
 Practice
Writing:
Name Using Showing to
Convey Emotions

1. Please read the following sentence:

Sally was scared during the movie.

Now, rewrite this idea in three sentences showing how Sally looked and acted
without using the word scared.

Example:

Sally covered her eyes and peeked through her fingers while the lion was
attacking the gazelle. When the poor gazelle fell to the ground, she gasped.
Then she bunched up into a ball in her seat and buried her face in her
brother’s coat until the scene was over.

Extra Practice: Follow these instructions with the following sentence:

David was angry with his brother after his brother broke his model.

© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

94 A Historic Journey • Grade 5/Unit 2
 Practice
Name Phonics/ Word Study:
Inflectional Endings

The suffixes -ed and -ing are inflectional endings. The ending
-ed is added to a verb to show that something happened in the
past. The ending -ing is added to a verb to show that something
is happening in the present.
If a word ends in a y that follows a consonant, the y changes to i
before you add -ed: hurry + ed = hurried.
If a word ends in a silent e, drop the e before adding -ing:
joke + ing = joking.
If a word ends in a consonant, double the consonant and add
-ed or -ing: dip + ing = dipping.

A. Finish filling in the chart below.

base word add -ed add -ing

jogging
qualified
call
referred
rake

B. Add an inflectional ending to the word in bold print, and then

write the new word in the sentence.
1. wrap The museum worker carefully the artifact to
© Macmillan/McGraw-Hill

keep it safe.
2. win The new monument is many awards.
3. carry Yesterday tourists cameras to photograph the
beautiful trees in Muir Woods.
4. envy On the field trip last week, I those people who
saw the Cabrillo National Monument.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Black Cowboy, Wild Horses
Grade 5/Unit 2
95
 Practice
Name Vocabulary

A. Circle the vocabulary word that correctly completes each

sentence.

1. When the rain began to fall, Bob took his horse down into the shelter of
(ravine/
the (ravine/horizon).

2. Bob could tell that his horse wanted to run in the (vastness/
(vastness/enthusiasm) of
the wide prairie.

/distinct) rumble of thunder.

3. He heard the (suspended/distinct)

/swerved)
4. As the horses raced for the corral, Bob and Warrior (suspended/swerved)
out of the way at the last moment.

/suspended) between Earth and sky.

5. The flying hawk seemed (faint/suspended)

6. At sunset, the cowboys watched the big red ball slip below the
(horizon/
(horizon/vastness).

/enthusiasm)
7. Bob was very good with horses and showed great (vastness/enthusiasm)
about catching the mustangs.

/presence) of the stallion protected the herd from attackers.

8. The (vastness/presence)

B. Choose two vocabulary words and write a sentence for each.

9.

10.
© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Black Cowboy, Wild Horses
96 Grade 5/Unit 2
 Practice
Name Comprehension:
Make Inferences

Authors do not always tell readers directly everything that takes

place in a story. You must take the details the author does offer
and think about what you already know to make inferences that
will help you follow the plot development of the story.

Read the story. Write complete sentences to answer the questions.

Sweat was dripping from Julio’s forehead. He knew that he needed to
pass two more riders to win. He rode hard, reaching down to grab his riding
whip. He didn’t dare raise his head as he rode through the shadow of another
rider. He had butterflies in his stomach, but he continued calmly urging
Viking on. He saw a colored saddle blanket in front of him. It was so close
he could touch it. Suddenly, he nudged his horse. Viking made one final leap
forward. Julio crossed the finish line, and the crowd congratulated him.

1. What kind of race was Julio in? How do you know?

2. Was Julio in first place at the beginning of the race? How do you know?

3. Was Julio nervous? How do you know?

© Macmillan/McGraw-Hill

4. Does Julio win the race? How do you know?

R 2.4 Draw inferences, conclusions, or generalizations about text and

support them with textual evidence and prior knowledge. Black Cowboy, Wild Horses
Grade 5/Unit 2
97
 Practice
Name Comprehension:
Inferences Chart

As you read Black Cowboy, Wild Horses, fill in the Inferences Chart.

What
Text Clues You Know Inferences

© Macmillan/McGraw-Hill

How does the information you wrote in the Inferences Chart help you
monitor comprehension of Black Cowboy, Wild Horses?

R 2.4 Draw inferences, conclusions, or generalizations about text and

Black Cowboy, Wild Horses support them with textual evidence and prior knowledge.
98 Grade 5/Unit 2
 Practice
Name Fluency:
Pacing

As I read, I will pay attention to pacing.

Nat Love was only 15 years old when he left home and
11 headed west. He left behind everyone and everything he
20 knew. He traveled by himself, walking most of the way.
30 Love was one of millions of people in the 1800s who were
41 hoping to start a new life in the West.
50 Back then, the West was booming. It was an exciting
60 place to be. Gold had been discovered in California. Many
70 people went west hoping to strike it rich by finding
80 gold. Other people moved for the rich farmland or to start
91 new businesses. And some, like Nat Love, headed west to
101 work as a cowboy.
105 A cowboy’s life was filled with adventure. Cowboys
113 drove herds of cattle across the vast land in huge cattle
124 drives.125

Comprehension Check
1. How was the United States changing in the 1800s? Main Idea and Details

2. Why were people heading to the West? Main Idea and Details
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression. Black Cowboy, Wild Horses
Grade 5/Unit 2
99
 Practice
Literary Element:
Name Repetition and
Assonance

Repetition occurs when a line or sequence of lines appears

more than once in a selection. When words have the same or
similar vowel sounds, this is called assonance.

Read the poem and answer the questions that follow.

1 There once was a cowboy named Ray
2 Who never had that much to say,
3 Except for the times
4 Stampedes stopped on a dime
5 When that cowboy named Ray hollered “Hey!”

1. In which lines do you see repetition?

2. What is the example of assonance in the repeated words?

3. What other examples of assonance do you see in line 1?

4. What is the example of assonance in line 2?

5. Is there an example of assonance in line 3?

6. Is there an example of assonance in line 4?

© Macmillan/McGraw-Hill

R 2.0 Reading Comprehension

100 Black Cowboy, Wild Horses
Grade 5/Unit 2
 Practice
Name Vocabulary Strategy:
Analogies

Analogies compare two pairs of words. Sometimes analogies

use antonyms, words that have opposite or nearly opposite
meanings.
For example, found is to lost as strong is to weak.

A. Complete the analogies below, choosing the correct antonym

from the following words.

boredom rejected smallness solid

absence glowed noisy steady

1. light is to dark as is to presence

2. tiny is to huge as is to vastness
3. scream is to whisper as is to silent
4. continuous is to irregular as is to flickered
5. straight is to bend as is to swerve
6. laziness is to energy as is to enthusiasm
7. closed is to open as is to accepted
8. noisy is to quiet as is to hollow

B. Write A on the line if the analogy uses antonyms. If antonyms are

not used, leave the line blank.
9. up is to down as left is to right
© Macmillan/McGraw-Hill

10. horse is to mare as lamb is to ewe

11. happy is to glad as sorrowful is to sad
12. late is to early as rough is to smooth

R 1.3 Understand and explain frequently used synonyms, antonyms,

and homographs. Black Cowboy, Wild Horses
Grade 5/Unit 2
101
 Practice
Spelling:
Name Words with
Inflectional Endings

Fold back the paper 1. 1. jogging

along the dotted line.
2. 2. dripping
Use the blanks to
write each word as it 3. 3. skimmed
is read aloud. When
4. 4. raking
you finish the test,
unfold the paper. Use 5. 5. amusing
the list at the right to
6. 6. saving
correct any spelling
mistakes. 7. 7. flipped
8. 8. swimming
9. 9. referred
10. 10. injured
11. 11. deserved
12. 12. applied
13. 13. relied
14. 14. renewing
15. 15. dared
16. 16. studied
17. 17. awaiting
18. 18. checked
19. 19. pitied
20. 20. traced
Challenge Words 21. 21. adoring
© Macmillan/McGraw-Hill

22. 22. diaries

Review Words 23. 23. enemies
24. 24. bunches
25. 25. rodeos

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

Black Cowboy, Wild Horses constructions correctly.
102 Grade 5/Unit 2
 Practice
Spelling:
Name Words with
Inflectional Endings

Look at the words in each set below. One word in each set
is spelled correctly. Use a pencil to fill in the circle next to
the correct word. Before you begin, look at the sample set
of words. Sample A has been done for you. Do Sample B by
yourself. When you are sure you know what to do, you may
go on with the rest of the page.

Sample A: Sample B:
𝖠 enemies 𝖤 rodeoes
𝖡 enemys 𝖥 rodeose
𝖢 enemyes 𝖦 rodeos
𝖣 ennemies 𝖧 roddeos

1. 𝖠 joging 6. 𝖤 savving 11. 𝖠 desserved 16. 𝖤 studyed

𝖡 jogging 𝖥 saveing 𝖡 desurved 𝖥 studied
𝖢 joggeng 𝖦 saving 𝖢 deserved 𝖦 studdied
𝖣 jogginng 𝖧 saiving 𝖣 deservved 𝖧 studdyed
2. 𝖤 driping 7. 𝖠 flipt 12. 𝖤 applied 17. 𝖠 awaiting
𝖥 drippeng 𝖡 fliped 𝖥 applyed 𝖡 aweighting
𝖦 dripeing 𝖢 flipped 𝖦 aplied 𝖢 awating
𝖧 dripping 𝖣 flippt 𝖧 aplyed 𝖣 awaitting
3. 𝖠 scimmed 8. 𝖤 swiming 13. 𝖠 relide 18. 𝖤 cheked
𝖡 skimed 𝖥 swimmeng 𝖡 relied 𝖥 checkt
𝖢 schimmed 𝖦 swimming 𝖢 relyed 𝖦 checked
𝖣 skimmed 𝖧 swimeing 𝖣 rellied 𝖧 checced
4. 𝖤 rakeing 9. 𝖠 refferred 14. 𝖤 renewing 19. 𝖠 pitied
𝖥 raking 𝖡 referred 𝖥 reknewing 𝖡 pittied
𝖦 raicking 𝖢 reffered 𝖦 renuing 𝖢 pityed
𝖧 rakking 𝖣 refurred 𝖧 renewwing 𝖣 piteed
© Macmillan/McGraw-Hill

5. 𝖠 ammusing 10. 𝖤 injured 15. 𝖠 darred 20. 𝖤 trased

𝖡 amuseing 𝖥 ingured 𝖡 daired 𝖥 tracced
𝖢 amuzing 𝖦 injurd 𝖢 dared 𝖦 traste
𝖣 amusing 𝖧 injurred 𝖣 daird 𝖧 traced

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly. Black Cowboy, Wild Horses
Grade 5/Unit 2
103
 Practice
Name Grammar:
More Plural Nouns

• To form the plural of nouns that end with a vowel and o, add -s.
• To form the plural of nouns that end with a consonant and o,
add -s or -es.
• Some nouns have special forms.
• A few nouns have the same singular and plural forms.

A. Write the plural of each noun.

1. radio
2. piano
3. stereo
4. banjo
5. kangaroo

B. Read each sentence. On the line provided, write the correct form
of any incorrect plural nouns.
6. Learning about the past is like hearing echos from history.

7. Monuments and museums help us remember American heros.

8. Architect Maya Lin designed a civil rights monument that is nine foots
high.
9. Memorials have been built to honor both men and womans.
© Macmillan/McGraw-Hill

10. We can learn about brave people by reading books or watching

videoes.

To the Teacher: Complete the entire page with students.

Black Cowboy, Wild Horses Have students reread the sentences to a partner.
104 Grade 5/Unit 2
 Practice
Name Grammar:
More Plural Nouns

• To form the plural of most nouns ending in f or fe, add -s.

• For other nouns, change the f to v and add -es.
• To form the plural of nouns that end with a vowel and o, add -s.
• To form the plural of nouns that end with a consonant and o,
add -s or -es.
• Some nouns have special forms.
• A few nouns have the same singular and plural forms.

Read the following paragraph. Then rewrite the paragraph,

changing any incorrect plural nouns.
Adults and childs enjoy visiting the National Air and Space Museum.
This museum has the largest collection of aircraftes in the world. It is hard to
believe that persones flew in some of those early planes. They were brave to
risk their lifes.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner. Black Cowboy, Wild Horses
Grade 5/Unit 2
105
106 Grade

Writing Rubric

Name
4 Excellent 3 Good 2 Fair 1 Unsatisfactory
Black Cowboy, Wild Horses

Ideas and Content/ Ideas and Content/ Ideas and Content/ Ideas and Content/
5/Unit 2

Genre Genre Genre Genre

Organization and Organization and Organization and Organization and

Focus Focus Focus Focus

Sentence Structure/ Sentence Structure/ Sentence Structure/ Sentence Structure/

Fluency Fluency Fluency Fluency
W 1.0 Writing Strategies

Conventions Conventions Conventions Conventions

Word Choice Word Choice Word Choice Word Choice

Voice Voice Voice Voice

Practice
Writing:
Rubric
Presentation Presentation Presentation Presentation

© Macmillan/McGraw-Hill
 Practice
Name Phonics/ Word Study:
Contractions

A contraction is a way to join two words. An apostrophe takes the

place of one or more letters.
is not = isn’t we will = we’ll
you are = you’re must not = mustn’t

A. Match each contraction to the words for which it stands.

1. can’t you have
2. wouldn’t would not
3. don’t you are
4. you’ve can not
5. you’re do not

B. Write the contraction that stands for the underlined words.

6. I am known for eating spicy peppers.
7. My friends call me Pepper Pete because I will eat peppers for every meal.

8. I was not worried. I used my spicy pepper breath to melt the snow.

9. “Thanks, Pepper Pete!” everyone said. “You have saved the day!”

10. “I could not have done it without the peppers,” I said.

© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Davy Crockett Saves the World
Grade 5/Unit 2
107
 Practice
Name Vocabulary

Read each sentence. Then replace the underlined word or

words with a vocabulary word.

impress wring posed original

commenced advertisement elected sauntered

1. Davy Crockett wanted to squeeze the tail off

that comet.

2. Davy Crockett walked slowly to Sally Sugartree’s

cabin.

3. Davy Crockett hoped that his dancing would amaze

Sally Sugartree.

4. The people voted for Davy Crockett to represent

them in Congress.

5. The President wrote the first note asking for Davy

Crockett’s help.

6. After receiving the President’s plea, Davy Crockett began

his trip to the White House.

7. Davy and the President often stood

for photographers.

8. Sally Sugartree read the announcement

© Macmillan/McGraw-Hill

in the newspaper.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

108 Davy Crockett Saves the World
Grade 5/Unit 2
 Practice
Name Comprehension:
Plot and Setting

The plot of a story is what happens to the characters. The plot

often contains a problem that the characters must solve. The
setting of a story is where and when the action takes place.
Sometimes stories have more than one setting.

A. Read the story. Then use it to number the sentences below in

the correct order.
Halley’s Comet is heading toward Earth. The President of the United
States wants to stop the comet before it crashes. He places an advertisement
in newspapers and asks Davy Crockett to pull the tail off the comet. Davy
Crockett is in the forest, dancing with his pet bear, Death Hug. Davy
wants to impress his friend Sally Sugartree with his dancing. Sally reads
the advertisement in the newspaper and shows it to Davy. Davy heads for
Washington, D.C., to meet with the President.

Davy dances with Death Hug.

Davy goes to Washington, D.C., to meet the President.
Halley’s Comet is going to crash into Earth.
The President writes an advertisement and asks for Davy’s help.
Sally Sugartree tells Davy about the advertisement.

B. Answer the questions below.

1. What is the plot of the story?
© Macmillan/McGraw-Hill

2. Where do the events in the summary take place?

R 2.2 Analyze text that is organized in sequential or chronological

order. Davy Crockett Saves the World
Grade 5/Unit 2
109
 Practice
Comprehension:
Name Plot and Setting
Chart

As you read Davy Crockett Saves the World, fill in the

Plot and Setting Chart.

Plot Setting

© Macmillan/McGraw-Hill

How does the information you wrote in this Plot and Setting Chart help you
analyze the story structure of Davy Crockett Saves the World?

R 2.2 Analyze text that is organized in sequential or chronological

Davy Crockett Saves the World order.
110 Grade 5/Unit 2
 Practice
Name Fluency:
Expression

As I read, I will pay attention to my expression.

Sluefoot Sue was born on a ranch somewhere around
9 El Paso. She was a pretty little thing with shiny blue eyes.
21 But her parents knew right away that their daughter was
31 different.
32 First of all, as a newborn baby, she had long red curls and
45 a full set of teeth! Sue didn’t act like other babies, either.
57 When she was two weeks old, she pried open the bars of her
70 crib and hopped out.
74 Then, one morning, she climbed up on the family dog,
84 Chester. He yawned and started to walk outside. As Sue
94 rode across the floor on Chester’s back, a huge smile spread
105 across her face. “Yippee!” she yelled. Sue had taken her first
116 ride. 117

Comprehension Check
1. How was Sue different from other babies? Plot Development
© Macmillan/McGraw-Hill

2. Where does the story take place? Setting

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression. Davy Crockett Saves the World
Grade 5/Unit 2
111
 Practice
Name Text Feature:
Toolbar and Link

A toolbar is a strip of icons, or symbols, that allows you to visit

different features on a Web site. A link is an electronic connection
on a Web site that provides direct access to other documents
or information.

Use the Web site page to answer the questions.

1. What buttons do you find on the toolbar?

2. What links do you find on the Web site?

3. If you click on the link “John Henry,” what kind of information do you think
you will find?
© Macmillan/McGraw-Hill

4. Davy Crockett was at the Alamo. What feature would you select to find out
more about the Alamo?

R 2.1 Understand how text features (e.g., format, graphics, sequence,

diagrams, illustrations, charts, maps) make information accessible and
112 Davy Crockett Saves the World
Grade 5/Unit 2
usable.
 Practice
Name Vocabulary Strategy:
Compound Words

Sometimes you can put two words together to make one longer
word. This longer word is called a compound word. Looking
at the two smaller words can help you find the meaning of a
compound word. For example, schoolyard is made up of school
and yard and means “the yard near a school.”

Write the small words that make up each compound word below.
Then write the meaning of the compound word.
1. fireball
a. b.
c.

2. storyteller
a. b.
c.

3. cannonball
a. b.
c.

4. basketball
a. b.
c.

5. rattlesnake
a. b.
© Macmillan/McGraw-Hill

c.

6. whirlwind
a. b.
c.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Davy Crockett Saves the World
Grade 5/Unit 2
113
 Practice
Name Spelling:
Contractions

Fold back the paper 1. 1. he’d

along the dotted line.
2. 2. she’d
Use the blanks to
write each word as it 3. 3. that’s
is read aloud. When
4. 4. what’s
you finish the test,
unfold the paper. Use 5. 5. doesn’t
the list at the right to
6. 6. there’s
correct any spelling
mistakes. 7. 7. you’re
8. 8. wasn’t
9. 9. we’ll
10. 10. we’ve
11. 11. we’re
12. 12. couldn’t
13. 13. I’ve
14. 14. didn’t
15. 15. they’re
16. 16. shouldn’t
17. 17. wouldn’t
18. 18. you’ve
19. 19. don’t
20. 20. isn’t
Challenge Words 21. 21. won’t
© Macmillan/McGraw-Hill

22. 22. aren’t

Review Words 23. 23. dripping
24. 24. swimming
25. 25. studies

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

Davy Crockett Saves the World constructions correctly.
114 Grade 5/Unit 2
 Practice
Name Spelling:
Contractions

Look at the words in each set below. One word in each set
is spelled correctly. Use a pencil to fill in the circle next to
the correct word. Before you begin, look at the sample set
of words. Sample A has been done for you. Do Sample B by
yourself. When you are sure you know what to do, you may
go on with the rest of the page.

Sample A: Sample B:
𝖠 dripping 𝖤 studys
𝖡 driping 𝖥 studdies
𝖢 drippeng 𝖦 studies
𝖣 dripeing 𝖧 studdys
1. 𝖠 hed 6. 𝖤 theres 11. 𝖠 wer’e 16. 𝖤 shoudn’t
𝖡 he’d 𝖥 their’s 𝖡 we’are 𝖥 shouldn’t
𝖢 h’ed 𝖦 there’s 𝖢 we’re 𝖦 should’not
𝖣 hed’ 𝖧 theres’ 𝖣 were’ 𝖧 shouldn’ot
2. 𝖤 she’ed 7. 𝖠 youre’ 12. 𝖤 couldn’t 17. 𝖠 wouldn’t
𝖥 sh’ed 𝖡 your’ 𝖥 could’not 𝖡 woodn’t
𝖦 shed’ 𝖢 you’re 𝖦 coudn’t 𝖢 woodent
𝖧 she’d 𝖣 you’r 𝖧 coul’dnt 𝖣 wouldnt’
3. 𝖠 thats’ 8. 𝖤 wasnt 13. 𝖠 Ive 18. 𝖤 you’ave
𝖡 th’ats 𝖥 was’nt 𝖡 I’ve 𝖥 youve’
𝖢 tha’ts 𝖦 wasn’t 𝖢 i’ve 𝖦 you’ve
𝖣 that’s 𝖧 wasnt’ 𝖣 ive 𝖧 y’ouve
4. 𝖤 wat’s 9. 𝖠 w’ell 14. 𝖤 didn’t 19. 𝖠 don’t
𝖥 what’s 𝖡 we’ll 𝖥 did’not 𝖡 do’not
𝖦 what’is 𝖢 well’ 𝖦 did’nt 𝖢 dont
𝖧 𝖣 𝖧 𝖣
© Macmillan/McGraw-Hill

wh’ats we’l diddint d’ont

5. 𝖠 doesnt 10. 𝖤 we’ve 15. 𝖠 they’are 20. 𝖤 isnt
𝖡 does’nt 𝖥 weve 𝖡 theyr’e 𝖥 is’not
𝖢 d’oesnt 𝖦 wev’e 𝖢 they’re 𝖦 is’nt
𝖣 doesn’t 𝖧 weve’ 𝖣 theyre’ 𝖧 isn’t

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly. Davy Crockett Saves the World
Grade 5/Unit 2
115
 Practice
Name Grammar:
Possessive Nouns

• A plural possessive noun is a plural noun that shows

ownership.
• To form the possessive of a plural noun that ends in -s, add an
apostrophe.
• To form the possessive of a plural noun that does not end in -s,
add an apostrophe and -s.

Read each sentence. Write the correct possessive noun on the line.

1. José Manuel found the three girls note in the basket.

2. All the houses balconies had beautiful railings.

3. Both doors hinges squeaked.

4. Grandmas frown made them feel a little frightened.

5. Amalia called her sisters names to get their attention.

6. The girls smelled the corn fritters aroma, so they stayed longer.

7. When the girls got home, Mamis face showed that she was upset.

8. The sisters hadn’t asked their mothers permission to invite José Manuel. © Macmillan/McGraw-Hill

9. The childrens trip to the beach was special because José Manuel
joined them.

10. Evelyns wish for José Manuel will come true.

To the Teacher: Complete the entire page with students.

Davy Crockett Saves the World Have students reread the sentences to a partner.
116 Grade 5/Unit 2
 Practice
Name Grammar:
Possessive Nouns

• A possessive noun is a noun that shows who or what owns or

has something.
• A singular possessive noun is a singular noun that shows
ownership.
• Form a singular possessive noun by adding an apostrophe (’)
and -s to a singular noun.
• A plural possessive noun is a plural noun that shows
ownership.
• To form the possessive of a plural noun that ends in -s, add an
apostrophe.
• To form the possessive of a plural noun that does not end in -s,
add an apostrophe and -s.

Read the following paragraph. Then rewrite the paragraph,

correcting any mistakes in singular and plural possessive nouns
and plural nouns.
In Old San Juan, three sisters notice that José Manuel never gets to play
outside. The girls’ decide to help him. They hurry through the square and see a
vegetable vendor who can send a note to José Manuel. After reading the note,
José Manuel drop’s a ball. The girls’ return the ball and ask José Manuels
grandma whether he can join their familys trip to the beach that night.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner. Davy Crockett Saves the World
Grade 5/Unit 2
117
 Practice
Writing:
Name Selecting Details to
Convey Emotion

1. Please read the following sentence:

He came into the classroom.
2. Rewrite this sentence three times each time SHOWING the following
different emotions.
ANGER:

JOY:

SADNESS:

If you’re having trouble getting started, the following example of a

sentence showing anger might help:
Slamming the classroom door, he stormed to his seat.
Examples for joy and sadness:
The boy skipped to into the room, grinning from ear to ear.
Head down, the boy shuffled across the room and slumped into
his seat with a “Sigh”.
Extra Practice: Rewrite the following sentence three times to convey
anger, then joy, then sadness:
Sarah walked to the soccer field.

© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

118 Davy Crockett Saves the World
Grade 5/Unit 2
 Practice
Name Phonics:
Closed Syllables

A closed syllable ends in at least one consonant and usually has

a short vowel sound.
puddle hammer member absent

A. Put the two syllables together to write a word.

1. hab it

2. nap kin p

3. mit ten

4. gob let g

5. sub ject j
B. Draw a line to divide each word into syllables. Then choose a
word from the box that rhymes with each word.

faster tender cotton dental habit

6. fender

7. mental
t
© Macmillan/McGraw-Hill

8. plaster
s

9. rabbit

10. rotten
tt

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

When Esther Morris Headed West
Grade 5/Unit 2
119
 Practice
Name Vocabulary

Use the vocabulary words to complete the sentences.

submit notion representative attorney

colonel satisfactory postpone qualify

1. The (lawyer) argued for voting rights before the

Supreme Court.

2. He tried to (move to a later date) the vote until

January but was unsuccessful.

3. A (high-ranking officer) in the military

deserves respect.

4. Some people thought voting rights for women was a crazy (idea)
.

5. You must be at least 18 years old to (be eligible) to

vote in the Presidential election.

6. She thought that the voting laws were not (acceptable)

and fought to change them.

7. Each person is allowed to (put forward) one ballot in

every election.
© Macmillan/McGraw-Hill

8. A (spokesperson) is elected to speak on behalf of

voters.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

120 When Esther Morris Headed West
Grade 5/Unit 2
 Practice
Name Comprehension:
Fact and Opinion

A fact is a statement that you can prove to be true. An opinion

is a personal belief or feeling. A relevant detail is important
information that may be a fact or an opinion.

Read the story, and then look at the statements below.

My History Trip
by Alex Weber
I love to learn about history. My parents, who are both teachers, have
taken me to some important historic sites. So far the trip I have enjoyed
most was our visit to Wyoming. Wow, is that a beautiful state! Mom and
Dad told me that Wyoming was the first state where women could vote.
South Pass City is a ghost town today, but this town was very important in
the history of voting rights. It was here that a woman named Esther Morris
fought to get women the right to vote. Independence Rock, near Casper, was
a well-known landmark on the Oregon Trail.

Review the definitions for fact, opinion, and relevant details. Based
on the story, write F if the statement is a fact or O if it is an opinion.
1. Alex’s parents are teachers.
2. Wyoming is a beautiful state.
3. Today, South Pass City is a ghost town.
4. The most important historic site is South Pass City.
5. Wyoming was the first state that allowed women to vote.
© Macmillan/McGraw-Hill

6. Wyoming is the world’s best vacation spot.

Is the last fact in the story a relevant detail? Explain.

R 2.5 Distinguish facts, supported inferences, and opinions in text.

When Esther Morris Headed West
Grade 5/Unit 2
121
 Practice
Comprehension:
Name Fact and Opinion
Chart

As you read When Esther Morris Headed West, fill in the

Fact and Opinion Chart.

Fact Opinion

© Macmillan/McGraw-Hill

How does the information you wrote in the Fact and Opinion Chart help
you evaluate When Esther Morris Headed West?

R 2.5 Distinguish facts, supported inferences, and opinions in text.

122 When Esther Morris Headed West
Grade 5/Unit 2
 Practice
Name Fluency:
Pronunciation

As I read, I will pay attention to pronunciation.

People in the United States have always had different
9 opinions about who should vote. After the Civil War, some
19 people in the South did not think newly freed African
29 Americans should vote. These people worked to deny those
38 rights—or at least postpone them. They passed laws saying
48 that people had to pay in order to vote. This was called a
61 poll tax. Other laws made voters submit to tests. These
71 laws made it very hard for African Americans to vote.
81 African Americans weren’t the only ones without the
89 right to vote. Women also didn’t have the right to vote.
100 Some women fought long and hard to gain the right. They
111 began to organize before the Civil War. It took decades to
122 change the laws. Women finally got the right to vote
132 in 1920. 133

Comprehension Check
1. What is a poll tax? Relevant Facts and Details

2. What is the main idea of this passage? Main Idea and Details
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression. When Esther Morris Headed West
Grade 5/Unit 2
123
 Practice
Name Text Feature:
Time Line

A time line is a diagram that arranges events in the order

in which they took place. A time line helps to organize information
in an easy, visual way.

Look at the time line and answer the questions.

&-&* &-)- &-+- &--& &.%'
I=:A>;:D;
7dgc^c =daYh ;djcYh EjWa^h]ZhV 9^Zh&-nZVgh
:A>O67:I=869N ?d]chidlc! bZZi^c\h^c hj[[gV\Z ]^hidgnd[ WZ[dgZldbZc
HI6CIDC CZlNdg` HZcZXV;Vaah VhhdX^Vi^dc ldbZchg^\]ih XVckdiZ

&-%% &-'% &-)% &-+% &--% &.%%

A>;:6GDJC9 &-)+ &-+& &-+( &.%&
I=:LDGA9 BZm^XVc 6bZg^XVc :bVcX^eVi^dc EgZh^YZci
6bZg^XVcLVg 8^k^aLVg EgdXaVbVi^dc BX@^caZn^h
^h[dj\]i WZ\^ch VhhVhh^cViZY

1. When and where was Elizabeth Cady Stanton born?

2. Was the Mexican American War fought before or after Stanton held the
meeting at Seneca Falls?

3. Which happened first: Stanton publishes history of women’s rights or the

Emancipation Proclamation?

4. How old was Elizabeth Cady Stanton when she died?

© Macmillan/McGraw-Hill

5. How many years passed between the meeting at Seneca Falls and the
founding of the suffrage association?

R 2.1 Understand how text features (e.g., format, graphics, sequence,

diagrams, illustrations, charts, maps) make information accessible
124 When Esther Morris Headed West
Grade 5/Unit 2
and usable.
 Practice
Name Vocabulary Strategy:
Word Origins

Dictionaries have information about the origin, or source, of

words. These word origins can help you figure out the meanings
of unfamiliar words. Such information is usually found in brackets
at the beginning of a dictionary entry.

Read the sample dictionary entry below and use it to answer

the questions.

bedlam, noun. [Middle English Bedlem = Bethlem,

Bethlehem; meaning the Hospital of St. Mary of Bethlehem,
in London. The hospital, founded in 1247, came to be used
as a hospital for the mentally ill. It became a royal foundation
for the mentally ill in 1547. The modern meaning of the word
bedlam first appears some years later.] A scene of confusion
or uproar.

1. What Middle English words did the word bedlam come from?

2. How do you think the sound of our modern word bedlam developed from
the Middle English?

3. What was the Hospital of St. Mary of Bethlehem?

© Macmillan/McGraw-Hill

4. What is the meaning of the word bedlam?

5. What is the connection between the meaning of bedlam and its original
usage?

R 1.2 Use word origins to determine the meaning of unknown words.

When Esther Morris Headed West
Grade 5/Unit 2
125
 Practice
Spelling:
Name Words with
Closed Syllables

Fold back the paper 1. 1. garden

along the dotted line.
2. 2. jogger
Use the blanks to
write each word as it 3. 3. fifteen
is read aloud. When
4. 4. bottom
you finish the test,
unfold the paper. Use 5. 5. basket
the list at the right to 6. 6. mustang
correct any spelling
mistakes. 7. 7. absent
8. 8. arrow
9. 9. empire
10. 10. blizzard
11. 11. corner
12. 12. goggles
13. 13. dinner
14. 14. checkers
15. 15. injure
16. 16. valley
17. 17. fragment
18. 18. gallop
19. 19. vulture
20. 20. clatter
Challenge Words 21. 21. passage
© Macmillan/McGraw-Hill

22. 22. fiddle

Review Words 23. 23. won’t
24. 24. shouldn’t
25. 25. we’re

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

When Esther Morris Headed West constructions correctly.
126 Grade 5/Unit 2
 Practice
Spelling:
Name Words with
Closed Syllables

Look at the words in each set below. One word in each set
is spelled correctly. Look at Sample A. The letter next to the
correctly spelled word in Sample A has been shaded in. Do
Sample B yourself. Shade the letter of the word that is spelled
correctly. When you are sure you know what to do, go on with
the rest of the page.

Sample A: Sample B:
𝖠 won’t 𝖤 shoudn’t
𝖡 wont 𝖥 shoul’dnt
𝖢 willn’t 𝖦 shouldn’t
𝖣 wo’nt 𝖧 should’nt

1. 𝖠 garten 6. 𝖤 mustange 11. 𝖠 corner 16. 𝖤 valley

𝖡 gardin 𝖥 musstang 𝖡 corrner 𝖥 vallie
𝖢 garden 𝖦 mustang 𝖢 cornare 𝖦 valey
𝖣 gardinn 𝖧 mustaing 𝖣 cornere 𝖧 vallee
2. 𝖤 joger 7. 𝖠 abbsent 12. 𝖤 goggels 17. 𝖠 fragment
𝖥 jogger 𝖡 abcent 𝖥 gogles 𝖡 fraggment
𝖦 joggir 𝖢 absent 𝖦 gogels 𝖢 fragmint
𝖧 jawger 𝖣 abcint 𝖧 goggles 𝖣 fragmant
3. 𝖠 fifteen 8. 𝖤 arroe 13. 𝖠 dinner 18. 𝖤 galopp
𝖡 fiffteen 𝖥 arrow 𝖡 dinnir 𝖥 gallipp
𝖢 fiftene 𝖦 arrowe 𝖢 dinirr 𝖦 gallep
𝖣 fiftean 𝖧 arow 𝖣 dinnar 𝖧 gallop
4. 𝖤 bottem 9. 𝖠 emmpire 14. 𝖤 chekkers 19. 𝖠 vulture
𝖥 boddem 𝖡 empire 𝖥 checkers 𝖡 vuleture
𝖦 bodtem 𝖢 empier 𝖦 checkerz 𝖢 vulcher
𝖧 bottom 𝖣 empyer 𝖧 ceckers 𝖣 vultcher
© Macmillan/McGraw-Hill

5. 𝖠 bascket 10. 𝖤 blizzard 15. 𝖠 injszer 20. 𝖤 cladter

𝖡 basket 𝖥 blizard 𝖡 ingjer 𝖥 clatter
𝖢 baskit 𝖦 blizzerd 𝖢 innjer 𝖦 clatterre
𝖣 basskit 𝖧 blizerd 𝖣 injure 𝖧 cladderr

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly. When Esther Morris Headed West
Grade 5/Unit 2
127
 Practice
Grammar:
Name Plurals and
Possessives

• A possessive noun shows who or what owns or has

something.
• Add an apostrophe and -s to a singular noun to make it
possessive.
• Add an apostrophe to make most plural nouns possessive.

Read these paragraphs and study the noun choices in

parentheses. In each case, draw a line under the correct noun
form.
Bob knew that he had to have the (earth’s/earths) smell on him before the
(horses/horses’) would accept him. He couldn’t even build a fire because the
animals could smell the smoke on his clothes from (miles’/miles) away.
At the (dawn’s/dawns) early light, Bob saddled up to search for the herd.
When a storm struck, Warrior reared and pawed at the air with his (hooves’/
hooves). Lightning brightened the sky, and Bob saw the (mustangs’/
mustangs) for the first time.
The storm had washed away the (herds, herd’s) tracks, but Bob knew
where to look for them. He rode to the big river and waited. Finally, the
herd arrived. The lead stallion sniffed the air and looked in (Bobs, Bob’s)
direction. Bob remained perfectly still. When the (horses/horse’s) began to
graze, he knew he had been accepted. If the stallion trusted him, Bob would
have the (mares’/mares) trust, too.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

When Esther Morris Headed West Have students reread the sentences to a partner.
128 Grade 5/Unit 2
 Practice
Grammar:
Name Plurals and
Possessives

• A plural noun names more than one person, place, or thing.

• Add -s or -es to most nouns to form the plural. Do not use an
apostrophe.
• A possessive noun shows who or what owns or has
something.
• Add an apostrophe and -s to a singular noun to make it
possessive.
• Add an apostrophe to make most plural nouns possessive.

Read the following paragraph. Then rewrite the paragraph,

correcting mistakes in the formation of singular and plural
possessive nouns and plural nouns.
Cowboy’s spent a lot of time on horseback. Horses’ allowed them to
cover great distances when herding ranchers cattle. The cowboys rode horses
called mustangs. Mustangs were fast and strong, so they made good cow
ponie’s. The mustang’s had to be tamed before anyone could ride them.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner. When Esther Morris Headed West
Grade 5/Unit 2
129
 Practice
Writing: Showing the
Name Same Moment with
Different Emotions

1. Read the following sentence:

Maria took Sara’s picture.
2. Now rewrite this sentence to SHOW the emotions listed below:
SHY: Sara covered her face with her magazine when Maria tried to
take her picture.

HAPPY: When Maria took her picture, Sara’s smile was so big, it
looked as if her cheeks might burst.

CONFUSED: When she tried to take Sara’s picture, Maria looked

into the wrong side of the camera and the flash went off in her eyes.

Extra Practice: Do the same exercise using the following telling

sentence:
Carrie walked into a room full of people.

© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

130 When Esther Morris Headed West
Grade 5/Unit 2
 Practice
Name Phonics:
Open Syllables

The point at which two syllables meet determines whether the first
vowel sound is long or short. An open syllable ends in a vowel
and has a V/CV pattern. The vowel sound in an open syllable
is long. A closed syllable ends in a consonant and has a VC/V
pattern. The vowel sound in a closed syllable is short.
V/CV = Open Syllable VC/V = Closed Syllable
hu/mor plan/et
mu/sic lem/on

A. Divide the words below into syllables to see whether they

have an open V/CV pattern (long vowel) or a closed VC/V
pattern (short vowel). Then write the words in the correct list.

local visit finish comet punish

student seven second frozen minus

V/CV (open, long vowel) VC/V (closed, short vowel)

© Macmillan/McGraw-Hill

B. Write two sentences using a V/CV word and a VC/V word.

1.
2.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

The Catch of the Day
Grade 5/Unit 3
131
 Practice
Name Vocabulary

A. Write the vocabulary word on the line that matches each

definition.

instruct educate wares treasurer

merchandise unfortunate burdens appreciation

1. to give orders to

2. heavy loads

3. to teach

4. a stock of goods

5. items for sale

6. a person who manages money

7. thankfulness

8. unhappy or unlucky

B. Find a vocabulary word in each line.

9. v e o l m e r c h a n d i s e p l o m

10. t y a p p r e c i a t i o n o m a l q
© Macmillan/McGraw-Hill

11. t y p a n e r o u q u w a r e s h o

12. c r i i n s t r u c t u e l z a r e s

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

132 The Catch of the Day
Grade 5/Unit 3
 Practice
Name Comprehension:
Author’s Purpose

The author’s purpose is his or her reason for writing the story.
The purpose may be to inform, entertain, persuade, or explain.

Read each paragraph and identify the author’s purpose by circling

the correct letter.
1. Next time you go on a family vacation, you should visit a museum. You
would find the museums that tell the stories of different cultures in the United
States very interesting. For example, our city just opened a wonderful new
African American cultural center—you should go see it next week!
a. entertain b. inform c. persuade d. explain

2. Fox saw Crow in a tree. Crow was holding a piece of cheese in his beak,
and Fox wanted the cheese very much. Fox said, “If the crow could sing, he
would be the king of all birds!” Crow very much wanted to be the king of all
birds. So he opened his mouth to sing. The cheese fell to the ground, and
Fox quickly ate it.
a. entertain b. inform c. persuade d. explain

3. Griots played an important role in African culture. Long ago, griots

taught African princes and gave advice to kings. In some cultures, griots
memorized all of the important events in a village’s history. A griot would
remember, for example, the births, deaths, and marriages in a village.
a. entertain b. inform c. persuade d. explain

4. Following these simple steps can help you have a good time when you go
fishing. First, if you’re using a boat, wear your life jacket and make sure
that your passengers wear theirs, too! Don’t fish in areas where it is not
© Macmillan/McGraw-Hill

permitted. These areas have been declared “off limits” to protect wildlife.
Finally, use caution when baiting hooks.
a. entertain b. inform c. persuade d. explain

R 2.0 Reading Comprehension (Focus on Informational Materials)

The Catch of the Day
Grade 5/Unit 3
133
 Practice
Comprehension:
Name Author’s Purpose
Chart

As you read The Catch of the Day, fill in the Author’s Purpose Chart.

Clues Author’s Purpose

© Macmillan/McGraw-Hill

How does the information you wrote in the Author’s Purpose Chart help
you evaluate The Catch of the Day?

R 2.0 Reading Comprehension (Focus on Informational Materials)

134 The Catch of the Day
Grade 5/Unit 3
 Practice
Name Fluency:
Pacing

As I read, I will pay attention to pacing.

NARRATOR 2: This morning, Iktome the Spider has
7 taken a human shape so he can walk beside Coyote and talk
19 with him. Iktome has just finished telling Coyote about his
29 latest trick.
31 IKTOME: (laughing) Well, Brother Coyote, try to top
39 that trick if you can. You must admit that I did well, didn’t I?
53 COYOTE: I wouldn’t say you did well. I wouldn’t say
63 you did badly. What I must say, though, is that your tricks
75 aren’t as tricky as mine are.
81 IKTOME: You surprise me, my friend.
87 COYOTE: Really, how can your little trick compare to
96 the time I stole the Sun and the Moon?
105 IKTOME: (frowning) As I remember, that didn’t turn out
114 too well, did it? Isn’t it your fault that the day is so cold and
129 we’re shivering? If it weren’t for you, the sun and the
140 moon would still be in a box, and we would have summer all
153 year long. 155

Comprehension Check
1. Describe Iktome and Coyote. Plot Development

2. What does Iktome blame Coyote for? Main Idea and Details
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression. The Catch of the Day
Grade 5/Unit 3
135
 Practice
Name Literary Element:
Simile and Metaphor

Writers sometimes compare two objects that seem very

different. If the comparison uses the words like or as to
compare the two, it is called a simile.
When two things are compared without using like or as, it is
called a metaphor.

Read each sentence below. Identify it as a simile or a metaphor.

Then on the line provided, write the two things that are being
compared.

1. My sister is a crafty fox, always looking for ways to get me to do her chores.

2. The storyteller’s words were like music to my ears.

3. The crow soared like an airplane.

4. The cricket is a musician, chirping beautiful songs all summer long.

5. The spider’s web is like a magnet for flies. © Macmillan/McGraw-Hill

6. The fox is a thief, always stealing the chickens’ eggs.

R 3.5 Describe the function and effect of common literary devices

The Catch of the Day (e.g., imagery, metaphor, symbolism).
136 Grade 5/Unit 3
 Practice
Name Vocabulary Strategy:
Analogy

Analogies show relationships between things that are similar

to or different from each other. For example, a shovel is to a
gardener as a spoon is to a cook. This analogy shows that both
a shovel and a spoon are used as tools.

Complete the analogies below by circling the word that correctly

completes the relationship.
1. A treasurer is to money as a farmer is to .
a. crops b. roads

2. A library is to books as a department store is to .

a. cars b. merchandise

3. A microscope is to a scientist as a guitar is to a .

a. musician b. sales clerk

4. A writer is to paper as a baker is to .

a. ink b. flour

5. A basketmaker is to straw as a dressmaker is to .

a. leaves b. cloth

6. A sparrow is to an eagle as a cat is to a .

a. deer b. lion
© Macmillan/McGraw-Hill

7. A griot is to a story as a singer is to a .

a. piano b. song

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

The Catch of the Day
Grade 5/Unit 3
137
 Practice
Spelling:
Name Words with
Open Syllables

Fold back the paper 1. 1. minus

along the dotted line.
2. 2. loser
Use the blanks to
write each word as it 3. 3. humor
is read aloud. When
4. 4. closet
you finish the test,
unfold the paper. 5. 5. camel
Use the list at the
6. 6. student
right to correct any
spelling mistakes. 7. 7. equal
8. 8. hero
9. 9. local
10. 10. comet
11. 11. parade
12. 12. punish
13. 13. harbor
14. 14. shiver
15. 15. legal
16. 16. linen
17. 17. decent
18. 18. amaze
19. 19. fancy
20. 20. tyrant
Challenge Words 21. 21. rebel
© Macmillan/McGraw-Hill

22. 22. Boston

Review Words 23. 23. valley
24. 24. fifteen
25. 25. corner

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

The Catch of the Day constructions correctly.
138 Grade 5/Unit 3
 Practice
Spelling:
Name Words with
Open Syllables

Look at the words in each set below. One word in each set
is spelled correctly. Look at Sample A. The letter next to the
correctly spelled word in Sample A has been shaded in. Do
Sample B yourself. Shade the letter of the word that is spelled
correctly. When you are sure you know what to do, go on with
the rest of the page.

Sample A: Sample B:
valley 𝖤 corrner
𝖡 vallie 𝖥 cornar
𝖢 valey 𝖦 corner
𝖣 vallee 𝖧 cornir

1. 𝖠 minnus 6. 𝖤 stewdent 11. 𝖠 parade 16. 𝖤 linin

𝖡 mineus 𝖥 studint 𝖡 perade 𝖥 linen
𝖢 minus 𝖦 student 𝖢 purade 𝖦 linnan
𝖣 minuse 𝖧 studant 𝖣 paraid 𝖧 linnen
2. 𝖤 lozer 7. 𝖠 equil 12. 𝖤 punnish 17. 𝖠 legal
𝖥 loser 𝖡 equel 𝖥 punesh 𝖡 leegal
𝖦 luser 𝖢 equal 𝖦 punnesh 𝖢 legel
𝖧 loozer 𝖣 equell 𝖧 punish 𝖣 leagal
3. 𝖠 humor 8. 𝖤 herro 13. 𝖠 harbor 18. 𝖤 ammaze
𝖡 hewmer 𝖥 hero 𝖡 harber 𝖥 amaise
𝖢 humir 𝖦 heroe 𝖢 harbar 𝖦 amase
𝖣 hummor 𝖧 herow 𝖣 harbber 𝖧 amaze
4. 𝖤 closset 9. 𝖠 locil 14. 𝖤 shivver 19. 𝖠 fancie
𝖥 clawset 𝖡 local 𝖥 shiver 𝖡 fancy
𝖦 closit 𝖢 loccal 𝖦 shivar 𝖢 fansy
𝖧 closet 𝖣 locel 𝖧 shivir 𝖣 fansie
© Macmillan/McGraw-Hill

5. 𝖠 cammel 10. 𝖤 comet 15. 𝖠 desent 20. 𝖤 tirant

𝖡 camel 𝖥 commet 𝖡 desint 𝖥 tierant
𝖢 camil 𝖦 comit 𝖢 desant 𝖦 tyrant
𝖣 camal 𝖧 komit 𝖣 decent 𝖧 tyrent

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly. The Catch of the Day
Grade 5/Unit 3
139
 Practice
Name Grammar:
Action Verbs

• An action verb is a word that tells what happens or happened.

• A verb must agree with its subject. A singular subject takes a
singular verb. A plural subject takes a plural verb.
• Add -s to most verbs in the present tense if the subject is
singular.
• If the subject is plural, the verb must be plural. Do not add -s to
the verb if the subject is a plural noun.

Circle each action verb in these sentences. If the verb does not
agree with the subject, write the correct verb on the line following
the sentence. All sentences should be in the present tense.

1. Rebels fights for independence.

2. The British troops destroys the children’s snow forts.

3. Henry’s father make a sled for Henry.

4. The soldiers break the ice in the pond.

5. Henry’s brothers walks to school with Henry.

6. General Gage help the children.

7. King George punishes the colonists.

8. The children pulls their sleds through the snow.

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

The Catch of the Day Have students reread the sentences to a partner.
140 Grade 5/Unit 3
 Practice
Name Grammar:
Action Verbs

• Be sure that the verb agrees with the subject.

• Be sure that each sentence begins with a capital letter and
ends with the correct punctuation mark.
• Use commas to separate three or more words or phrases in a series.

In the passage below, circle verbs that don’t agree with their
subjects. Also, circle mistakes in spelling, capitalization, and
punctuation. Then rewrite the passage correctly, adding commas
where needed.
The sun rest over the still water. Henry, joshua and Nathan sit at the edge
of the pier and gaze out at the empty sea. The only movement in the harbur
is at the far end, where British soldiers are getting a ship ready to sail.
Joshua, the yungest man in the group, reach into his pockets. “I have no
money,” he announces to Henry and nathan.
Nathan looks at Joshua and says “None of us has money,”
Henry run his fingers through his gray hair and says, “we need to get back
to work.” He pauses and looks out at the sea? “We need our harbor back.”
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner. The Catch of the Day
Grade 5/Unit 3
141
 Practice
Writing:
Name Including Narration
in Dialogue

1. Read the following dialogue:

“Look at that!” .
“What do you think it is?” .
“I don’t know, but look at it,” .
“I’ve never seen anything like it,” .

2. Now, add narration to the dialogue. Remember, narration is a phrase added

to dialogue that helps the reader know who is speaking.

Example: “Look at that!” Lucy shouted.

Extra Practice: Please try the same exercise again using the following
dialogue:

“How much do you think this comic book costs?” .

“I’m not sure, but it’s very rare,” .
“We should ask the cashier,” .
“Good idea. I bet she would know,” .

© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

142 The Catch of the Day
Grade 5/Unit 3
 Practice
Name Phonics:
Open Syllables

When two vowels appear together in separate syllables, both

vowels are pronounced. Words that follow this vowel/vowel
pattern (V/V) have more than one syllable. In addition, the first
vowel in this pattern is always long, because it is part of an open
syllable, as in create.
V/V = separates between syllables and has a long first vowel, as
in tri/al.

Look at the list of words below. Some are one-syllable words that
contain vowel teams. Others are two-syllable words that follow the
V/V pattern and divide between the vowels. Sort the words into two
categories.

jail video poet fruit fuel toe

fluid suit quiet clean moat science

V/V Pattern Same Syllable

© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

The Golden Mare, the Firebird, and
143
the Magic Ring • Grade 5/Unit 3
 Practice
Name Vocabulary

A. Read each clue. Find the correct vocabulary word in the box,
and write it on the line next to its clue.

accompany consented despair delicacies

intentions dismiss descended seek

Clues Vocabulary Words

1. look for

2. went down

3. go with

4. hopelessness

5. agreed to

6. fine foods

7. goals

8. to send away

B. Write a vocabulary word to answer the questions and fill in the

blanks below.

9. What is the opposite of did not allow?

© Macmillan/McGraw-Hill

10. The plane before it landed.

11. What is the opposite of hope?

12. A lot of students like it when teachers them from

school early.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

The Golden Mare, the Firebird, and
144
the Magic Ring • Grade 5/Unit 3
 Practice
Name Comprehension:
Sequence

Understanding the sequence of events in a story will help you

figure out how the author has developed the plot. When you put
the events of the plot in chronological order, you arrange them
according to the order in which the events took place.

Read the passages below. Then number the events in the correct order.

1. The Golden Mare stood and gazed at the huntsman, who pointed an
arrow at her heart.
“Hold, fair sir, do not shoot,” said the mare, to the astonishment of the
lad. Alexi lowered his bow and slowly approached the remarkable mare.
“I am at your service for sparing my life,” she said. “What is your desire?”
Alexi told the mare he sought work and adventure.

The Golden Mare asks Alexi what he desires.

Alexi says that he seeks work and adventure.
Alexi lowers his bow and walks to the Golden Mare.
The Golden Mare asks Alexi not to shoot.
Alexi points an arrow at the Golden Mare.

2. Alexi reached into the cauldron and lifted out a little baby, smiling
and unharmed. The Tsar was indeed young again!
Since the Tsar was now too young to rule, the people made Alexi the Tsar
in his place. And Yelena the Fair consented to become his bride. So she did
marry the Tsar after all. And as for the baby Tsar, he was given a new name
and raised as their own child.
© Macmillan/McGraw-Hill

Alexi lifts a baby out of the cauldron.

Yelena the Fair marries Alexi.
The people make Alexi the new Tsar.
Alexi and Yelena raise the baby.
The Tsar is too young to rule.

R 2.2 Analyze text that is organized in sequential or

chronological order. The Golden Mare, the Firebird, and
145
the Magic Ring • Grade 5/Unit 3
 Practice
Name Comprehension:
Sequence Chart

As you read The Golden Mare, the Firebird, and the Magic Ring, fill
in the Sequence Chart.

Event

© Macmillan/McGraw-Hill

How does the information you wrote in this Sequence Chart help you
summarize The Golden Mare, the Firebird, and the Magic Ring?

R 2.2 Analyze text that is organized in sequential or

The Golden Mare, the Firebird, and chronological order.
146
the Magic Ring • Grade 5/Unit 3
 Practice
Fluency:
Name Intonation
and Phrasing

As I read, I will pay attention to intonation and phrasing.

One fine spring day, Graham and his flock of sheep were
11 enjoying the sun. The sheep wandered this way and that
21 over the hillside. As Graham lay in the grass, marveling at
32 his good fortune, he heard a very strange noise.
41 The sound seemed to be coming from a nearby pond. It
52 sounded to Graham as if a woman were choking. Not one to
64 sit by while someone suffered, he rushed to the pond. A
75 beautiful white swan was swimming in circles, trying to
84 remove something caught in her throat. Graham waited for a
94 moment because he didn’t want to startle the bird. Then he
105 called softly to the swan.
110 Stretching her long neck uncomfortably, the swan glided
118 over to Graham. The young man and the bird looked into
129 each other’s eyes. Graham almost believed he saw tears in
139 the swan’s eyes. 142

Comprehension Check
1. What was Graham doing before he went to the pond? Chronological
Order
2. What did Graham notice about the swan? Plot Development
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression. The Golden Mare, the Firebird, and
147
the Magic Ring • Grade 5/Unit 3
 Practice
Name Text Feature:
Venn Diagram

A Venn diagram organizes the similarities and differences of

two different things. Differences are written in the outer circles.
Similarities are written where the circles overlap.

Read the paragraphs below. Then fill in the Venn diagram.

Cinderella
Cinderella is a household servant with an evil stepmother, evil stepsisters,
and a fairy godmother. At midnight at the royal ball, she loses a slipper. The
prince searches the kingdom for the owner. The prince finds Cinderella, and
they get married and live happily ever after.

Rhodopis
Rhodopis is a household servant with animal friends for whom she sings
and dances. She loses a slipper while dancing, and a falcon picks it up and
drops it at the pharaoh’s throne. The pharaoh then has the kingdom searched
for the owner. Rhodopis and the pharaoh are married and live happily
ever after.

Cinderella Both Rhodopis

household
servants, lost
slipper, kingdom
is searched, end
© Macmillan/McGraw-Hill

with marriage
and happiness

R 2.1 Understand how text features (e.g., format, graphics,

sequence, diagrams, illustrations, charts, maps) make information
The Golden Mare, the Firebird, and
148 accessible and usable.
the Magic Ring • Grade 5/Unit 3
 Practice
Name Vocabulary Strategy:
Homophones

Homophones are two or more words that are spelled differently

and have different meanings, but sound the same. Examples are
the words sale and sail. Reading the words around a homophone
can help you know which meaning makes the most sense.

Read each pair of homophones. Choose which homophone

belongs in each sentence, and write it on the line.
1. heard, herd
The Tsar had of a beautiful woman named
Yelena the Fair.
He thought that a rich Tsar must have a of cattle.
2. sight, site
The Golden Mare knew the where the Firebird
could be found.
Alexi caught of Yelena in her boat on the lake.
3. cell, sell
Alexi was afraid that he would be locked in a if he
did not help the Tsar.
Yelena would never her grandmother’s beautiful ring.
4. aloud, allowed
Yelena and Alexi made their wishes silently but did not say them
.
© Macmillan/McGraw-Hill

Alexi was to search for the Firebird.

5. our, hour
It took less than an to read the tale.
We would like to add the book to classroom’s
collection.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

The Golden Mare, the Firebird, and
149
the Magic Ring • Grade 5/Unit 3
 Practice
Spelling:
Name Words with
Open Syllables

Fold back the paper 1. 1. video

along the dotted line.
2. 2. poet
Use the blanks to
write each word as it 3. 3. riot
is read aloud. When
4. 4. piano
you finish the test,
unfold the paper. 5. 5. diary
Use the list at the 6. 6. radio
right to correct any
spelling mistakes. 7. 7. ideas
8. 8. ruin
9. 9. diet
10. 10. giant
11. 11. dial
12. 12. rodeo
13. 13. cruel
14. 14. lion
15. 15. casual
16. 16. trial
17. 17. fuel
18. 18. science
19. 19. quiet
20. 20. prior
Challenge Words 21. 21. cereal
© Macmillan/McGraw-Hill

22. 22. pliers

Review Words 23. 23. camel
24. 24. closet
25. 25. minus

LC 1.5 Spell roots, suffixes, prefixes, contractions, and

The Golden Mare, the Firebird, and syllable constructions correctly.
150
the Magic Ring • Grade 5/Unit 3
 Practice
Spelling:
Name Words with
Open Syllables

Look at the words in each set below. One word in each set
is spelled correctly. Look at Sample A. The letter next to the
correctly spelled word in Sample A has been shaded in. Do
Sample B yourself. Shade the letter of the word that is spelled
correctly. When you are sure you know what to do, go on with the
rest of the page.

Sample A: Sample B:
𝖠 camel 𝖤 closset
𝖡 camal 𝖥 clozet
𝖢 cammel 𝖦 closet
𝖣 camell 𝖧 closit

1. 𝖠 video 6. 𝖤 radeo 11. 𝖠 dial 16. 𝖤 tryal

𝖡 viddeo 𝖥 radioe 𝖡 diel 𝖥 trial
𝖢 videeo 𝖦 radio 𝖢 dyal 𝖦 triol
𝖣 videoe 𝖧 raddeo 𝖣 diol 𝖧 tryel
2. 𝖤 poette 7. 𝖠 iddeas 12. 𝖤 rowdeo 17. 𝖠 fuel
𝖥 poit 𝖡 ideas 𝖥 rodeoe 𝖡 fule
𝖦 poet 𝖢 idees 𝖦 rodeow 𝖢 fual
𝖧 powet 𝖣 ideaz 𝖧 rodeo 𝖣 fewl
3. 𝖠 ryit 8. 𝖤 ruen 13. 𝖠 crule 18. 𝖤 science
𝖡 riat 𝖥 ruin 𝖡 cruel 𝖥 sciance
𝖢 riot 𝖦 rooen 𝖢 crewel 𝖦 sience
𝖣 riet 𝖧 rewen 𝖣 crual 𝖧 ciense
4. 𝖤 peano 9. 𝖠 dyet 14. 𝖤 lyon 19. 𝖠 quiat
𝖥 pianno 𝖡 dyit 𝖥 lion 𝖡 quiet
𝖦 pianoe 𝖢 diat 𝖦 lian 𝖢 quiot
𝖧 piano 𝖣 diet 𝖧 lyin 𝖣 quiete
© Macmillan/McGraw-Hill

5. 𝖠 diarey 10. 𝖤 giant 15. 𝖠 cazual 20. 𝖤 pryer

𝖡 diary 𝖥 gient 𝖡 casuel 𝖥 prier
𝖢 dyarie 𝖦 jiant 𝖢 casule 𝖦 prior
𝖣 diarie 𝖧 jient 𝖣 casual 𝖧 pryor

LC 1.5 Spell roots, suffixes, prefixes, contractions, and

syllable constructions correctly. The Golden Mare, the Firebird, and
151
the Magic Ring • Grade 5/Unit 3
 Practice
Name Grammar:
Verb Tenses

• A verb in the past tense tells about an action that already

happened.
• If a verb ends in e, drop the e before adding -ed: hoped.
• If a verb ends in one vowel and one consonant, double the
consonant before adding -ed: omitted.
• If a verb ends in a consonant and y, change y to i before adding
-ed: carried.
• A verb in the future tense tells about an action that is going to
happen. To write about the future, use the word will in front of
the verb.

collect change remember invite

pass gain serve vote

A. Complete each sentence with the past tense of one of the verbs
in the box above.

1. Both men and women in elections.

2. Women in Wyoming the right to vote.
3. She stones to build a memorial.
4. The government the Constitution.

B. Complete each sentence with the future tense of one of the

verbs in the box above.

5. Much time before the Constitution changes again.

© Macmillan/McGraw-Hill

6. Many people Esther Morris forever.

7. The mayor of South Pass City the citizens to a
dedication ceremony.
8. Esther Morris as a judge in South Pass City.

To the Teacher: Complete the entire page with students.

The Golden Mare, the Firebird, and Have students reread the sentences to a partner.
152
the Magic Ring • Grade 5/Unit 3
 Practice
Name Grammar:
Verb Tenses

• A verb in the present tense tells what is happening now.

• A verb in the past tense tells about an action that already
happened.
• A verb in the future tense tells about an action that is going to
happen.

Rewrite the following passage. Change the tense or spelling of

incorrect verbs. Correct errors in capitalization.
Esther morris traveleded by carriage to South pass city, When she arrived,
she thought, “I will paid a call on Colonel William Bright.” colonel Bright
was busy getting his beard trimmed, so she wait outside of the barber shop.
After some time will pass, Mr. Benjamin Sheeks walked by and asked her
if she thought South Pass City was a pleasant place to visit. Esther say that her
vote was yes to that question. Mr. Sheeks was surprise by her reply. He said
that women were not allowed to vote. Esther will smile, and asked him why he
had asked her the question if he thought she couldn’t have an opinion.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner. The Golden Mare, the Firebird, and
153
the Magic Ring • Grade 5/Unit 3
 Practice
Writing:
Name Mixing Narration
with Dialogue

1. Read the following dialogue:

“Wow!” shouted Tom.

“This is the best thing I’ve ever done!”
“I can’t believe we never tried this before!” Tom yelled.
“When we’re done, lets go again!” Sara shouted.

2. Now, rewrite these sentences to show:

a. What Sara and Tom are doing

b. Where they are
c. What actions they are making

Example: “Wow!” shouted Tom, looking back at Sara as he slid down

the watery slide.

© Macmillan/McGraw-Hill

Extra Practice: Try the exercise again with the following dialogue:

“This is delicious!” Mimi exclaimed.

“I’ve never had anything quite like it,” Aaron added.
“What do you think it’s made of?” asked Mimi.
“Not sure, but it tastes a little like cherries,” observed Aaron.

W 1.0 Writing Strategies

The Golden Mare, the Firebird, and
154
the Magic Ring • Grade 5/Unit 3
 Practice
Name Phonics:
Vowel Team Syllables

Every word has one or more syllables, and every syllable contains
a vowel sound. Some vowel sounds are spelled with two letters.
These letters form a vowel team. The two letters in each vowel
team appear in the same syllable.

Vowel teams include ai, ou, ay, ee, ei, oa, oo, and ea.

Divide each word into syllables. Then circle the words that contain
vowel teams. The first one has been done for you.
g
leaning
1. raining
n
p
2. happy
ks
3. bookshelf
4. e ty
eighty
n
5. hungry
d
6. cinder
7. g n
greener
s
8. seashell
9. sscouting
t g
t
10. mitten
© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Tricky Tales • Grade 5/Unit 3 155
 Practice
Name Vocabulary

After you learn a new word, practice matching it with its

definition and then using it in a sentence.

A. Read each word in Column 1. Match it with its definition in

Column 2. Then write the letter of the correct definition on the
line next to each vocabulary word.
Column 1 Column 2
1. reveal a. the world
2. amusing b. funny

3. globe c. to protect something so it does not

change or disappear
4. generations
d. to make known
5. preserve e. groups of people born around the
same time

B. Complete each sentence with the correct word.

6. People tell stories to happy memories.
7. Dad told a story about Grandpa that was really .
8. Some tales have spread around the .
9. Lara would not the end of the story.
10. Many of people have enjoyed the story of
“The Three Little Pigs.”
© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

156 Tricky Tales • Grade 5/Unit 3
 Practice
Name Comprehension:
Compare and Contrast

When you compare information, you tell how two or more

things are alike. When you contrast information, you tell how
two or more things are different. Often, authors use signal
words to show whether they are comparing or contrasting.

Words for Comparing Words for Contrasting

like unlike
still however
similar but
at the same time yet

Read each sentence. Underline the signal word. Write compare or

contrast on the line. Then explain in your own words what is being
compared or contrasted.
1. In the early days of radio, families listened to their favorite radio programs
each week, similar to the way families watch their favorite TV shows today.

2. As radio became more popular, people started listening to it in the car;

however, most people did not have TVs in their cars.
© Macmillan/McGraw-Hill

R 2.0 Reading Comprehension (Focus on Informational Materials)

Tricky Tales • Grade 5/Unit 3 157
 Practice
Name Comprehension:
Venn Diagram

As you read Tricky Tales, fill in the Venn Diagram.

Different

Alike

© Macmillan/McGraw-Hill

How does the information you wrote in this Venn Diagram help you
compare and contrast the stories in Tricky Tales?

R 2.0 Reading Comprehension (Focus on Informational Materials)

158 Tricky Tales • Grade 5/Unit 3
 Practice
Name Fluency:
Phrasing

As I read, I will pay attention to phrasing.

“It’s my turn to pick a book!” Matthew yelled, drying the
11 supper dishes.
13 “You always pick books that are hard to read!” said his
24 sister, Jill.
26 “Come on, you two, stop fighting,” their mother said.
35 “We have a variety of new library books. You can each pick
47 one.”
48 Every night, Matthew, Jill, and Mom had a “story time”
58 just before bed. They sat on Mom’s bed and took turns
69 reading. Tonight there was a problem.
75 “Can’t we watch television instead? I don’t want to read
85 tonight,” Jill said.
88 “Why? What’s wrong?” Matthew asked.
93 “I’m tired, and reading’s too hard when you’re tired,” she
103 answered.
104 “But I thought you enjoyed reading with us,” Mom said.
114 “Why do we always have to do things that Matthew’s good
125 at?” Jill wailed. 128

Comprehension Check
1. Why are Matthew and Jill arguing? Cause and Effect

2. Why doesn’t Jill want to read? Plot Development

© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
Tricky Tales • Grade 5/Unit 3 159
 Practice
Name Study Skill:
Study Strategies

There are different ways to read a book or an article. Skimming

is looking quickly over a passage to identify the main ideas.
Scanning is searching for key words as you look over a text.
Writing important information in the form of an outline is a good
way to take notes. An outline is a summary that lists the most
important ideas and details of a selection.

A. Read the passage below. Then answer the questions.

Recycle for the Future
Did you know that it takes more than 30 million trees to make a year’s
supply of newspapers? Recycling is an excellent way to preserve the
environment and save some trees. Recycling one ton of paper saves 17 trees.
When you recycle one aluminum can, you save enough electricity to run a
TV for three hours. Recycling one glass bottle saves enough electricity to
keep a light bulb lit for four hours. Taking a little time to recycle can help the
environment in a big way!
1. Skim the passage. What is its main idea?

2. Scan the passage. What are some key words that you notice?

B. Complete the outline so that it contains the same information as

the passage.
Recycle for the Future
© Macmillan/McGraw-Hill

I. Recycling paper
A. It takes trees to make a year’s supply of
newspapers.
B. Recycling of paper saves trees.

R 2.0 Reading Comprehension (Focus on Informational Materials)

160 Tricky Tales • Grade 5/Unit 3
 Practice
Name Comprehension:
Writing Frame

Compare/Contrast Writing Frame

A. Summarize Tricky Tales. Use the Compare/Contrast Writing Frame below.

Both Robert Greygrass and Tchin are the same in some ways. They are the
same because

However, in other ways Robert Greygrass and Tchin are different. They are
different because

So, Robert Greygrass and Tchin have both similarities and differences.

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.
© Macmillan/McGraw-Hill

R 2.0 Reading Comprehension

Tricky Tales • Grade 5/Unit 3 161
 Practice
Name Vocabulary Strategy:
Homographs

Homographs are words that are spelled the same way but
have different meanings, such as the noun seal (an animal)
and the verb seal (to close). Reading the words around a
homograph can help you know which meaning makes the
most sense.

Read each sentence. Use context clues to determine the meaning

of the underlined word. Circle the letter of the correct meaning.
1. The bark felt rough and was starting to peel.
a. the sound a dog makes
b.. something that covers a tree
2. Mia ate a whole can of soup.
a. able to
b. a metal container
3. A bat flew into the cave.
a. a flying animal
b. a stick used for hitting a ball
4. “Duck!” I shouted, as the ball flew toward her.
a. lower the head quickly
b. a swimming bird
5. He feels blue since his dog ran away.
a. sad
© Macmillan/McGraw-Hill

b. the color of the sky

6. We saw a baby tiger at the zoo.
a. a tool for cutting
b. did see

R 1.3 Understand and explain frequently used synonyms, antonyms,

and homographs.
162 Tricky Tales • Grade 5/Unit 3
 Practice
Name Spelling:
Vowel Team Syllables

Fold back the paper 1. 1. footprint

along the dotted line.
2. 2. fairground
Use the blanks to
write each word as it 3. 3. although
is read aloud. When
you finish the test, 4. 4. August
unfold the paper. 5. 5. appoint
Use the list at the
right to correct any 6. 6. coastal
spelling mistakes. 7. 7. bleachers
8. 8. grownup
9. 9. counter
10. 10. grouchy
11. 11. flawless
12. 12. lawyer
13. 13. entertain
14. 14. applause
15. 15. faucet
16. 16. laundry
17. 17. caution
18. 18. boundary
19. 19. doubting
20. 20. southern
© Macmillan/McGraw-Hill

Challenge Words 21. 21. nowadays

22. 22. staunch
Review Words 23. 23. poet
24. 24. radio
25. 25. trial

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly.
Tricky Tales • Grade 5/Unit 3 163
 Practice
Name Spelling:
Vowel Team Syllables

Look at the words in each set below. One word in each set is spelled
correctly. Use a pencil to fill in the circle next to the correct word.
Before you begin, look at the sample set of words. Sample A has
been done for you. Do Sample B by yourself. When you are sure you
know what to do, you may go on with the rest of the page.

Sample A: Sample B:
𝖠 lump 𝖤 tacke
𝖡 lumpe 𝖥 taak
𝖢 lumpp 𝖦 tack
𝖣 luump 𝖧 takk

1. 𝖠 flowless 6. 𝖤 doubting 11. 𝖠 futprint 16. 𝖤 southern

𝖡 flawles 𝖥 douting 𝖡 footprint 𝖥 suthern
𝖢 flawless 𝖦 dowbting 𝖢 fotprint 𝖦 sutharn
𝖣 flaless 𝖧 doutbing 𝖣 foutprint 𝖧 southarn
2. 𝖤 bounderry 7. 𝖠 uplause 12. 𝖤 kawtion 17. 𝖠 uppoint
𝖥 bownderry 𝖡 applause 𝖥 caation 𝖡 appointe
𝖦 boundary 𝖢 aplauss 𝖦 cawtian 𝖢 appoint
𝖧 bondary 𝖣 applase 𝖧 caution 𝖣 appoynt
3. 𝖠 lawyer 8. 𝖤 coastle 13. 𝖠 groachy 18. 𝖤 fawcit
𝖡 loyer 𝖥 costal 𝖡 grouchy 𝖥 fausett
𝖢 lowyer 𝖦 coastal 𝖢 grouchey 𝖦 fawset
𝖣 lahyer 𝖧 caostal 𝖣 grauchy 𝖧 faucet
4. 𝖤 grownup 9. 𝖠 altho 14. 𝖤 August 19. 𝖠 enteraine
𝖥 gronup 𝖡 althouh 𝖥 Agust 𝖡 entertain
𝖦 grownip 𝖢 allthow 𝖦 Ahgust 𝖢 entrtain
𝖧 groneup 𝖣 although 𝖧 Augest 𝖣 entertane
5. 𝖠 landry 10. 𝖠 bleachers 15. 𝖠 fairground 20. 𝖤 countor
© Macmillan/McGraw-Hill

𝖡 londry 𝖥 blechers 𝖡 fayreground 𝖥 counter

𝖢 lawndry 𝖦 blaechers 𝖢 faregronde 𝖦 conter
𝖣 laundry 𝖧 bleechers 𝖣 fairgrownd 𝖧 caunter

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly.
164 Tricky Tales • Grade 5/Unit 3
 Practice
Grammar:
Name Main and Helping
Verbs

• Forms of be (is, are, am, was, and were) can be helping verbs.
• Make sure that the helping verb agrees with the subject. Use is
and was with a singular subject. Use are and were with a plural
subject or the subject you. Use am or was with the subject I.

Choose a form of be as a helping verb to complete each sentence.

1. The students working to create a safer and more
healthful environment.

2. I trying to recycle all of my cans and bottles.

3. The world risking the danger of global warming.

4. Acid rain harming trees and wild animals.

5. Environmental organizations growing around the

world.

6. The result appearing as an improvement in living

standards.

7. Years ago, scientists becoming concerned about the

effects of technology.

8. McDougald’s class sending out a message about

wilderness responsibility.
© Macmillan/McGraw-Hill

9. I doing my part to protect the forests of America.

10. Parks becoming beautiful places to picnic.

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner.
Tricky Tales • Grade 5/Unit 3 165
 Practice
Grammar:
Name Main and Helping
Verbs

• The main verb in a sentence shows what the subject does or is.
• A helping verb helps the main verb show an action or make a
statement.

Rewrite the following passage. Change the helping verbs to match

the subject. Add commas where necessary.
According to many scientists around the world, the environment are
getting worse. Global warming am a serious threat to healthy living. I were
a college student in southern Ohio. I has researched the subject, and I had
come to the conclusion that we need to decrease pollution recycle our cans
and bottles and conserve our natural resources. The time have come to take
more responsibility for our actions.
I have begun an environmental organization called Help Us Breathe. Our
group am working to get more people to take a train or bus to work. We also
was trying to educate people on the importance of recycling.

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner.
166 Tricky Tales • Grade 5/Unit 3
 © Macmillan/McGraw-Hill
W 1.0 Writing Strategies

Writing Rubric

Name
4 Excellent 3 Good 2 Fair 1 Unsatisfactory
Ideas and Content/ Ideas and Content/ Ideas and Content/ Ideas and Content/
Genre Genre Genre Genre

Organization and Organization and Organization and Organization and

Focus Focus Focus Focus

Sentence Structure/ Sentence Structure/ Sentence Structure/ Sentence Structure/

Fluency Fluency Fluency Fluency

Conventions Conventions Conventions Conventions

Tricky Tales •

Word Choice Word Choice Word Choice Word Choice

Voice Voice Voice Voice

Grade 5/Unit 3

Practice
Writing:
Presentation Presentation Presentation Presentation

Rubric
167
 Practice
Phonics:
Name Consonant + le
Syllables

Words are made up of one or more syllables. Every syllable in a

word has one vowel sound. Many words end in a syllable that is
made up of a consonant and the letters le.
Examples: table apple little
The syllable before the consonant + le syllable may be a vowel
or a consonant. If it is a vowel, that syllable is open and has a
long vowel sound. If it is a consonant, that syllable is closed. The
vowel in a closed syllable has a short sound.

Read each word. Break the word into syllables. Then circle each open
syllable. The first one has been done for you.

1. f a b l e 5. g e n t l e

2. e a g l e 6. t h i m b l e

3. n i b b l e 7. p u r p l e

4. b u g l e 8. n o b l e

© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

168 Blancafl or
Grade 5/Unit 3
 Practice
Name Vocabulary

When you learn a new word, practice matching the word with its
definition until you remember it.

A. Read each word in column 1. Match it with its definition in

column 2. Then write the letter of your answer on the line next
to the correct vocabulary word.

1. previous a. found or discovered

2. consulted b. jobs
3. recover c. moved forward
4. tasks d. asked for advice
5. proceeded e. happening before
6. pursuit f. the act of chasing
7. detected g. needing attention
8. urgency h. get better

B. Complete the sentence with the correct vocabulary word.

9. It takes about a week to (detect/recover) from a cold.
10. She (consulted/proceeded) with her teacher before
writing the report.
© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Blancaflor
Grade 5/Unit 3
169
 Practice
Name Comprehension:
Theme

The theme of a story is the big idea that the author wants to
share with readers. Most of the time, the author does not tell
readers the theme directly. Readers must think about what the
main character says and does. They must look for clues to figure
out the theme.

Read the passage. Then write complete sentences to answer the

questions.
Ray felt a funny feeling in his stomach. A few minutes ago, he’d been
at the end of the line. Now he was near the front. The sun was hot, and he
could feel droplets of cool water on his legs. All around him, kids were
laughing and screaming. Ray asked himself, “Is it too late to turn around?”
but he could see that it was. Ray was at the front of the line. “I can do this,”
Ray told himself. He climbed the tall ladder and sat at the top of the slide.
He pushed off, and a moment later he had landed in the pool, laughing and
splashing. It was the best day of the whole summer.

1. Where was Ray? How do you know?

2. How did Ray feel at the beginning of the story? How do you know?

3. What does Ray do next? What does that tell you about Ray?
© Macmillan/McGraw-Hill

4. Circle the best theme for this story.

a. Trying new things can be fun.
b. Don’t try things that make you nervous.

R 3.4 Understand that theme refers to the meaning or moral of a

selection and recognize themes (whether implied or stated directly)
170 Blancafl or
Grade 5/Unit 3
in sample works.
 Practice
Name Comprehension:
Theme Chart

As you read Blancaflor, fill in the Theme Chart.

What Does What Happens
the Character to the
Do and Say? Character?
© Macmillan/McGraw-Hill

Theme
How does the information you wrote in the Theme Chart help you
understand the theme of Blancaflor?

R 3.4 Understand that theme refers to the meaning or moral of a

selection and recognize themes (whether implied or stated directly)
Blancaflor
in sample works.
Grade 5/Unit 3
171
 Practice
Name Fluency:
Pacing

As I read, I will pay attention to pacing.

In the United States, there are two prevailing ways to take
11 care of most garbage. It’s either buried or burned.
20 Over two-thirds of our waste goes straight to a landfill.
30 Many people think of these as dumps. But there’s a big
41 difference between the two. In a dump, people just throw
51 their garbage onto the ground. There it sits and decays.
61 Landfills are managed much more carefully. For one
69 thing, they use clay or plastic liners. These sit beneath all the
81 waste. They keep it from slowly seeping down into the earth.
92 When garbage gets to the landfill, it’s dumped onto the
102 ground. Then it’s compacted. A bulldozer or tractor
110 crushes it. That way it takes up less room. Finally it’s
121 covered with earth.
124 As more garbage comes in, this process is repeated. 133

Comprehension Check
1. How is most garbage taken care of in the United States? Main Idea
and Details
2. Compare and contrast a landfill and a dump. Compare and Contrast © Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
Blancaflor and with appropriate pacing, intonation, and expression.
172 Grade 5/Unit 3
 Practice
Name Text Feature:
Map

Carly and Sam made a map of their backyard. Look at the map and
answer the questions.

1. What is to the north of the fence?

2. What is between the house and the oak trees?
3. How many oak trees are in the yard?
4. What is to the east of the house?
© Macmillan/McGraw-Hill

R 2.1 Understand how text features (e.g., format, graphics, sequence,

diagrams, illustrations, charts, maps) make information accessible
Blancaflor
and usable.
Grade 5/Unit 3
173
 Practice
Name Vocabulary Strategy:
Figurative Language

Writers use figurative language to compare two unlike things.

Figurative language can help readers form pictures in their minds.
You can use context clues to figure out the meaning of figurative
language. Use context clues to figure out the meaning of the
figurative language in this sentence.
Tia is an angry bear when she is tired.
The context clues “angry” and “when she is tired” tell you that Tia
gets grumpy when she is tired.

Use context clues to help you find the meaning of the underlined
figurative language. Then write the meaning of the phrase on the line.

1. Out on the dance floor, his legs were rubber bands.

2. A blanket of clouds covered the sun.

3. Our computer is a dinosaur, so we’re getting a new one.

4. Our car died, so we could not get to school.

© Macmillan/McGraw-Hill

R 1.5 Understand and explain the figurative and metaphorical use of

Blancaflor words in context.
174 Grade 5/Unit 3
 Practice
Spelling:
Name Consonant + le
Syllables

Fold back the paper 1. 1. stable

along the dotted line.
2. 2. saddle
Use the blanks to
write each word as it 3. 3. table
is read aloud. When
4. 4. noble
you finish the test,
unfold the paper. Use 5. 5. cattle
the list at the right to
6. 6. tumble
correct any spelling
mistakes. 7. 7. terrible
8. 8. beetle
9. 9. kettle
10. 10. eagle
11. 11. royal
12. 12. cripple
13. 13. hospital
14. 14. legal
15. 15. label
16. 16. vocal
17. 17. journal
18. 18. medal
19. 19. pickle
20. 20. sample
Challenge Words 21. 21. impossible
© Macmillan/McGraw-Hill

22. 22. people

Review Words 23. 23. entertain
24. 24. counter
25. 25. August

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly. Blancaflor
Grade 5/Unit 3
175
 Practice
Spelling:
Name Consonant + le
Syllables

Look at the words in each set below. One word in each set
is spelled correctly. Use a pencil to fill in the circle next to
the correct word. Before you begin, look at the sample set
of words. Sample A has been done for you. Do Sample B by
yourself. When you are sure you know what to do, you may
go on with the rest of the page.

Sample A: Sample B:
𝖠 lump 𝖤 tacke
𝖡 lumpe 𝖥 taak
𝖢 lumpp 𝖦 tack
𝖣 luump 𝖧 takk

1. 𝖠 hospedle 6. 𝖤 noble 11. 𝖠 jurnall 16. 𝖤 leggle

𝖡 hospitle 𝖥 nobble 𝖡 journale 𝖥 leagal
𝖢 hospital 𝖦 nobbel 𝖢 journal 𝖦 leegal
𝖣 hospatle 𝖧 nobil 𝖣 journle 𝖧 legal
2. 𝖤 cattle 7. 𝖠 sampel 12. 𝖤 egall 17. 𝖠 terrible
𝖥 catell 𝖡 sample 𝖥 egale 𝖡 tarrabal
𝖦 caddle 𝖢 sampell 𝖦 aegle 𝖢 tarible
𝖧 catle 𝖣 sampal 𝖧 eagle 𝖣 teribal
3. 𝖠 vockle 8. 𝖤 stabal 13. 𝖠 royal 18. 𝖤 medle
𝖡 vocal 𝖥 stabell 𝖡 roile 𝖥 mettal
𝖢 voccle 𝖦 stable 𝖢 royl 𝖦 medall
𝖣 vocel 𝖧 stayble 𝖣 royel 𝖧 medal
4. 𝖤 satal 9. 𝖠 beadel 14. 𝖤 labbel 19. 𝖠 tabel
𝖥 saddal 𝖡 beetall 𝖥 labell 𝖡 taball
𝖦 sadel 𝖢 beattel 𝖦 labal 𝖢 table
𝖧 saddle 𝖣 beetle 𝖧 label 𝖣 tabal
© Macmillan/McGraw-Hill

5. 𝖠 cripel 10. 𝖠 kettle 15. 𝖠 tumbell 20. 𝖤 pickal

𝖡 crippal 𝖥 keddle 𝖡 tumble 𝖥 picle
𝖢 cripple 𝖦 ketall 𝖢 tumbal 𝖦 pickle
𝖣 crippel 𝖧 ketal 𝖣 tubmle 𝖧 pickell

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

Blancaflor constructions correctly.
176 Grade 5/Unit 3
 Practice
Name Grammar:
Linking Verbs

• A linking verb links the subject of a sentence to a noun or an

adjective in the predicate.
• The noun that follows a linking verb renames or identifies the
subject.
• The adjective that follows a linking verb describes the subject.

A. Read each sentence. Underline the word that is connected to

the subject by a linking verb.

1. The water pump is broken.

2. My grandmother is worried about the baobab trees.
3. I felt proud of my grandmother’s accomplishment.
4. The village was concerned about the lack of water.
5. People in our village seem very thankful for my grandmother’s generosity.

B. Complete each sentence with a linking verb. Then underline the

word that names or describes the subject.

6. The desert a dry, hot landscape.

7. I thankful for the baobab trees.
8. All of the villagers fascinated with new technology.
9. I a little nervous when no water spilled from the pump.
10. Water better from the baobab tree.
11. The villagers say that she a mysterious old woman.
© Macmillan/McGraw-Hill

12. The desert filled with water someday.

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner. Blancaflor
Grade 5/Unit 3
177
 Practice
Name Grammar:
Linking Verbs

• A linking verb does not show action. A linking verb

shows a state of being or states a condition.
• A linking verb links the subject of a sentence to a noun or
an adjective in the predicate.
• The noun that follows a linking verb renames or identifies
the subject.

Rewrite the passage. Use the correct verb forms.

The time has come for me to make my journey into the desert. I is only
18. But, all children my age am required to make the journey to be accepted
as adult members of the community. The village chief told me that it were
very important to take plenty of water and materials to build a tent.
The mission seem long and hard. I tastes the fresh water from my
canteen, and the sun feel too hot to bear. I travel many days and many nights.
After seven days, I return home with relief. As I arrive back at my
village, the villagers appears so proud of me.

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Blancaflor Have students reread the passage to a partner.
178 Grade 5/Unit 3
 Practice
Writing: Connecting
Name Observations to
Emotion

Read the following sentence:

Monique felt nervous when she got on the bus.
Now, write 2–3 sentences that show how Monique feels. You can use
descriptive details, dialogue, and strong verbs.
Example: Monique was looking down, but she could feel everyone’s
eyes on her. Her stomach was in knots as she rushed down the aisle
trying to find an empty seat.
© Macmillan/McGraw-Hill

Extra Practice: Do the same exercise again, using the following

sentence.
Jonah was disappointed that he lost the tennis match.

W 1.0 Writing Strategies

Blancaflor
Grade 5/Unit 3
179
 Practice
Phonics:
Name r-Controlled Vowel
Syllables

The /әr/ sound is often found in an unaccented final syllable.

Look at the endings on these words to see three common
ways to spell the /әr/ sound:
The /әr/ sound in character is spelled er.
The /әr/ sound in cellar is spelled ar.
The /әr/ sound in sculptor is spelled or.

Write each word from the word box in the correct column of the
chart. Circle the main accented syllable in each word. Then think
of one other word that has the same spelling pattern, and add it
to the chart.

actor director labor visitor

sugar founder beggar brother
dancer writer burglar liar

/әr/ spelled -ar /әr/ spelled -er /әr/ spelled -or

© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

180 The Unbreakable Code
Grade 5/Unit 3
 Practice
Name Vocabulary

corridor transmission invasion location

shield enlisted creased reservation

Read each sentence. Choose a vocabulary word from the list that
has the same meaning as the underlined word or words. Write the
word on the line next to each sentence.
1. John’s grandfather told about his part in an event during which the Marines
fought their way onto land held by enemy troops.

2. The grandfather’s face was lined and wrinkled by years in the sun.

3. Grandfather was only 16 years old when he joined the Marines.

4. Code talkers often worked in the dark to keep the enemy from finding their
position on the battlefield.

5. The passing of information would have been impossible without radios.

6. Many Navajos lived on a section of land set aside especially for their
people.
© Macmillan/McGraw-Hill

7. Grandfather’s beliefs were his protection from danger.

8. The code talkers were trained in a classroom at the end of a hallway.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

The Unbreakable Code
Grade 5/Unit 3
181
 Practice
Name Comprehension:
Author’s Perspective

An author’s perspective is his or her opinion about a topic.

Knowing the author’s perspective can help you better understand
what you read.

Read each paragraph. Then circle the answers to the questions.

John loved his grandfather very much and did not want to move away
from his Navajo home. His grandfather told John that the Navajo language
was an important “unbreakable code.” The Navajo language had helped fight
a war many years before. As long as John could speak Navajo, he would be
connected to his people, even if he moved away.
1. What is the writer’s perspective?
a. The Navajo people no longer need to know their language.
b. Language is an important tie between the Navajo people and
their culture.
c. People should move away from what they know.

John’s grandfather went to a government boarding school. At the school,

students were told to speak only English. They were punished if they
spoke their own language. John’s grandfather was punished many times for
speaking Navajo. He ran away from the school when he found out that the
Marines needed Navajo speakers.
2. What is the writer’s perspective?
a. Attending government boarding schools was difficult for Navajo children.
© Macmillan/McGraw-Hill

b. Government boarding schools provided a good education.

c. English is important to know.

R 2.0 Reading Comprehension

182 The Unbreakable Code
Grade 5/Unit 3
 Practice
Comprehension:
Name Author’s Perspective
Chart

As you read The Unbreakable Code, fill in the Author’s Perspective Chart.

Clues Author’s Perspective

© Macmillan/McGraw-Hill

How does the information you wrote in the Author’s Perspective Chart
help you generate questions about The Unbreakable Code?

R 2.0 Reading Comprehension

The Unbreakable Code
Grade 5/Unit 3
183
 Practice
Fluency:
Name Intonation and
Phrasing

As I read, I will pay attention to intonation and phrasing.

How did you learn to read your very first book? You had
12 to decipher a code. This code uses letters that mean
22 something when they are put together in certain ways. Blind
32 people decipher a code when they read, too. They use their
43 fingers to feel raised dots that stand for letters. This system
54 of raised dots is called braille.
60 For a long time, there were no books for the blind. They
72 had to depend on sighted people to read to them. But many
84 blind people wanted to read on their own.
92 Several kinds of books were invented for the blind. In one
103 kind, people felt the outlines of large block letters. In
113 another, they used their fingers to follow words carved in
123 sheets of iron. Then books that used raised letters were
133 created. These books were big, and few words fit on a page. 145

Comprehension Check
1. What is braille? Main Idea and Details

2. What were some early kinds of books invented for the blind? Main Idea
and Details
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
The Unbreakable Code and with appropriate pacing, intonation, and expression.
184 Grade 5/Unit 3
 Practice
Literary Element:
Name Consonance and
Symbolism

Some poems have consonance and symbolism. Consonance

is the repetition of end consonant sounds in a series of words,
such as secrets and this. Symbolism is the use of an object to
represent a larger idea. For example, flags symbolize countries
or states.

Read the poem below and answer the questions.

The Navajo Island

Crossing the ocean to an island of fighting. 1
Talking well-known words that no one else understands. 2
“Egg” means “bomb.” 3
Remembering that other island of teaching and scolding, 4
Where words were so important. 5
Learning only in English, but remembering in Navajo, 6
That words are strong. 7

1. What examples of consonance do you see in the poem? Write two

examples.

2. What does the island symbolize in the poem?

© Macmillan/McGraw-Hill

R 3.5 Describe the function and effect of common literary devices

(e.g., imagery, metaphor, symbolism).
The Unbreakable Code
Grade 5/Unit 3
185
 Practice
Name Vocabulary Strategy:
Context Clues

When you find a word that you don’t know, you can often figure
out what it means by looking at other words in the sentence or
nearby sentences. This is called using context clues.

Read each story. Circle the letter next to the definition that best fits
the underlined word or words. Write the context clues on the line.
1. John’s grandfather heard that the Marines wanted Navajo speakers. He ran
away from school and enlisted in the Marines. He became a code talker.
The code talkers were people who sent messages to other soldiers using
radios.
a. officer b. someone who sends messages

2. The code talkers had to walk down a long corridor to reach their meeting
room. The passage had only a few exits, and soldiers guarded each of
them. The soldiers were there to keep the code secret.
a. hallway b. auditorium

3. The boy’s face sagged with disappointment when he was told that he must
leave. His drooping, downcast expression showed how sad he was to be
leaving his loving grandparents and the farm that was so important to him.
a. sadness b. love
© Macmillan/McGraw-Hill

4. The Marines staged an invasion of the enemy island. Code talkers helped
keep the plan a secret. Soldiers arrived in boats and ran quickly up the
shore, surprising the enemy.
a. conference b. not known

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

186 The Unbreakable Code
Grade 5/Unit 3
 Practice
Spelling:
Name r-Controlled Vowel
Syllables

Fold back the paper 1. 1. sugar

along the dotted line.
2. 2. gentler
Use the blanks to
write each word as it 3. 3. doctor
is read aloud. When
4. 4. shower
you finish the test,
unfold the paper. 5. 5. director
Use the list at the 6. 6. scholar
right to correct any
spelling mistakes. 7. 7. saucer
8. 8. labor
9. 9. silver
10. 10. error
11. 11. crater
12. 12. pillar
13. 13. neighbor
14. 14. peddler
15. 15. professor
16. 16. shatter
17. 17. governor
18. 18. vapor
19. 19. actor
20. 20. mayor
Challenge Words 21. 21. chapter
© Macmillan/McGraw-Hill

22. 22. soldier

Review Words 23. 23. terrible
24. 24. legal
25. 25. beetle

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly. The Unbreakable Code
Grade 5/Unit 3
187
 Practice
Spelling:
Name r-Controlled Vowel
Syllables

Look at the words in each set below. One word in each set
is spelled correctly. Use a pencil to fill in the circle next to
the correct word. Before you begin, look at the sample set
of words. Sample A has been done for you. Do Sample B by
yourself. When you are sure you know what to do, you may
go on with the rest of the page.

Sample A: Sample B:
𝖠 terrible 𝖤 beatal
𝖡 terrable 𝖥 beetel
𝖢 teribble 𝖦 beetle
𝖣 terabble 𝖧 beetal

1. 𝖠 suger 6. 𝖤 scolar 11. 𝖠 cratar 16. 𝖤 shattar

𝖡 sugar 𝖥 scholler 𝖡 crator 𝖥 shadder
𝖢 suggar 𝖦 scoller 𝖢 crater 𝖦 shatter
𝖣 shuger 𝖧 scholar 𝖣 craiter 𝖧 shaddar
2. 𝖤 gentlar 7. 𝖠 saucer 12. 𝖤 pillar 17. 𝖠 governor
𝖥 gentlir 𝖡 sawser 𝖥 pilar 𝖡 govener
𝖦 gentler 𝖢 sawcer 𝖦 pillor 𝖢 govorner
𝖧 genteler 𝖣 saucar 𝖧 piler 𝖣 govaner
3. 𝖠 doctor 8. 𝖤 labor 13. 𝖠 naighbor 18. 𝖤 vapor
𝖡 doctar 𝖥 laber 𝖡 neighber 𝖥 vapar
𝖢 docter 𝖦 labbor 𝖢 neibor 𝖦 vaper
𝖣 doccter 𝖧 labber 𝖣 neighbor 𝖧 vaiper
4. 𝖤 showwer 9. 𝖠 sillver 14. 𝖤 peddaler 19. 𝖠 acter
𝖥 shower 𝖡 silver 𝖥 pedalor 𝖡 actar
𝖦 showar 𝖢 silvar 𝖦 peddler 𝖢 actor
𝖧 showwor 𝖣 silvor 𝖧 pedlar 𝖣 acctor
© Macmillan/McGraw-Hill

5. 𝖠 director 10. 𝖤 eror 15. 𝖠 profesor 20. 𝖤 mayar

𝖡 directar 𝖥 errar 𝖡 professor 𝖥 mayor
𝖢 directer 𝖦 errer 𝖢 proffesser 𝖦 mayer
𝖣 direcktor 𝖧 error 𝖣 proffesar 𝖧 mayir

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

The Unbreakable Code constructions correctly.
188 Grade 5/Unit 3
 Practice
Name Grammar:
Irregular Verbs

• An irregular verb is a verb that does not use -ed to form the
past tense.
• Some irregular verbs have special endings when used with the
helping verbs have, has, or had.

Change the following verbs so that they can be used with the
helping verb.

1. begin had

2. choose have

3. eat has

4. drink had

5. take have

6. get has

7. speak had

8. grow has
© Macmillan/McGraw-Hill

9. fly have

10. know had

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner. The Unbreakable Code
Grade 5/Unit 3
189
 Practice
Name Grammar:
Irregular Verbs

• Be sure that verbs are in the correct form.

• Be sure that each sentence begins with a capital letter and
ends with the correct punctuation mark.

Circle verbs that are in the incorrect form. Also, circle mistakes in
capitalization and punctuation. Then rewrite the passage, adding
commas where needed.
Luther and i have always been great friends. We have do fun things together
and have saw many crazy sights. Last Thursday we seen the craziest sight ever,
We were walking down an alley when a space alien jumped out from
behind a pile of tall smelly wet trash.
The space alien was large blue, and plump, He moved toward us. He
leaved slimy sludge on the ground when he walked, and he smelled like a
dirty garbage can. when he got close to us, he standed up tall, stretch his four
arms out and wrapped them around us. He gived us a quick, gentle, loving
squeeze and then went back behind the pile of trash.

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

The Unbreakable Code Have students reread the passage to a partner.
190 Grade 5/Unit 3
 Practice
Writing:
Name Climax and
Resolutions

Dissection Day
By Audrey Jackson
On February 4, 2005, first and second period in Mr. Shadow’s class had
to dissect a shark. Corey went to get it and returned to his group’s table,
carrying the shark like a sleeping baby. Talia told him, “Don’t come next to
me with that shark. Take your fishy child away from me.” And he dumped it
on the table right in front of her.
So, Talia decided to get it over with. She would take care of it. “Pass me
the scissors so I can slice and dice.” She cut straight down on the left side
and this yellow juice squirted out. It stunk. Everyone backed off but Jeanette.
Talia watched Jeanette carefully—she saw her wrinkle her nose, and lean in
to take a closer look.
“Pass me the other scissors,” Jeannette demanded. “This looks like fun.”
Now Talia leaned in and together, Jeanette and Talia began slicing and
cutting. It looked like they were unwrapping candy. Talia couldn’t wait to see
what was behind the next flap of skin.

Directions:
1. Read the excerpt above:

2. Answer the following questions in your journal:

a. What emotions does Talia feel at the beginning of her shark dissection
experience, and how do you know?
b. What emotions does Talia feel at the end of her shark dissection
experience, and how do you know?
c. Where do you think the climax of the story is? Hint—what happens just
before we see a change?
© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

The Unbreakable Code
Grade 5/Unit 3
191
 Practice
Name Phonics:
-el, -en

Many words end with unaccented syllables. They often

appear with an l or n ending. These are called final /әl/ and
final /әn/ sounds. These words begin with an accented
syllable, which is shown with an accent mark.
Words that end in /әl/ include an´gel and bot´tle. The /әl/ sound
can end with -el, -le, -il, or -al.
Words that end in /әn/ include bac´on and sharp´en. The
/әn/ sound can end with -en, -in, -an, -on, or -ain.

A. Look at the words listed below. First divide the words into
syllables. Then put an accent mark over the accented syllable,
and circle the final /әl/ or /әn/ sound.
1. able 6. fasten
2. human 7. global
3. lesson 8. captain
4. barrel 9. pencil
5. bison 10. cabin

B. Sort the words from section A into the categories below.

/әl/ sound /әn/ sound
© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

192 Spirit of Endurance
Grade 5/Unit 4
 Practice
Name Vocabulary

frigid abandon dismantled expedition

treacherous triumph labor uninhabited

Write the vocabulary word that best completes each sentence. Use
the clue at the end of the sentence to help you.
1. Shackleton’s crew endured the weather of the
Antarctic winter. (freezing)

2. The men had to the Endurance after it was crushed

by ice. (leave behind)

3. Elephant Island was completely , but South Georgia

Island was home to a whaling station. (empty or unoccupied)

4. The crew of the Endurance planned an to explore

Antarctica. (journey or adventure)

5. Shackleton’s over the harsh conditions made him a

hero to his men. (win or victory)

6. It was backbreaking to build a shelter in the harsh

climate. (hard work)

7. The seas were so that the James Caird could have

been lost at sea. (dangerous)

8. As it was slowly crushed by ice, the crew of the Endurance

© Macmillan/McGraw-Hill

it. (took apart)

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Spirit of Endurance
Grade 5/Unit 4
193
 Practice
Name Comprehension:
Problem and Solution

Knowing how to identify a character’s problem and paying

attention to how he or she finds a solution will help you better
understand a story.

Read each story. Identify the problem and the solution.

Elena and her sister, Maria, both enjoy sailing. Elena is part of a crew
that is competing in an important race. Just before the race, Elena hurts her
arm. She won’t be able to take part in the race. Elena is sad and worried
about who will take her place on the crew. Elena thinks that Maria would do
a great job. She asks the crew leader to let Maria take her place. The crew
leader agrees. Maria is excited and promises Elena that she will do her best.

1. Problem

2. Solution

Calvin’s school has only one copy of a book about an Antarctic

expedition. He has looked for the book several times, but it is never on
the shelf. One day he asks the librarian, Mrs. Massey, whether anyone has
turned in the book. While Mrs. Massey is looking for the book, an older girl
named Laura hears them talking. She says, “Oh, I’ve got that book! I had to
recheck it because I was doing a report on Antarctica. I’ll be happy to give it
to you tomorrow after I give my report!” Laura and Calvin arrange to meet
at the library during lunch hour so that Calvin can check out the book when
Laura returns it.
© Macmillan/McGraw-Hill

1. Problem

2. Solution

R 3.2 Identify the main problem or conflict of the plot and explain how
Spirit of Endurance it is resolved.
194 Grade 5/Unit 4
 Practice
Comprehension:
Name Problem and Solution
Map

As you read Spirit of Endurance, fill in the Problem and Solution Map.

Problem

Attempt Outcome

Attempt Outcome

Attempt Outcome
© Macmillan/McGraw-Hill

Solution

How does the information you wrote in the Problem and Solution Map
help you generate questions about Spirit of Endurance?

R 3.2 Identify the main problem or conflict of the plot and explain how
it is resolved. Spirit of Endurance
Grade 5/Unit 4
195
 Practice
Name Fluency:
Pacing

As I read, I will pay attention to pacing.

Suppose that it’s very cold outside. You are glad that your
11 cozy home has heat. When you go outside, you wrap
21 yourself in fleece and wool. Long underwear, sweater,
29 jacket, snow pants, mittens, hat, scarf—your clothing
37 protects you from the frigid weather.
43 Now imagine that you are a wild animal. In this frigid
54 climate, you have no house to protect you. There are no
65 extra clothes to put on when the temperature drops. You
75 can’t ride to a store to get fresh food. Life sounds pretty
87 hard, doesn’t it? How will you survive?
94 Both the North Pole and the South Pole have treacherous
104 climates. Yet many animals, through thousands of years
112 of adaptation, have made the Poles their habitat. In this
122 book, we’ll take an expedition to the Poles to learn about
133 some of these animals. 137

Comprehension Check
1. What does the word frigid mean? Context Clues

2. What is the book about? Main Idea and Details

© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
Spirit of Endurance and with appropriate pacing, intonation, and expression.
196 Grade 5/Unit 4
 Practice
Text Feature:
Name Primary Sources:
Journals and Letters

Primary sources are firsthand evidence of an event. They usually

are recorded by a person who witnessed or lived through an
event. Journals and letters are examples of primary sources.

Use the passage to answer the questions.

October 12
Dear Tom,
I have just arrived in Antarctica. Did you know that there are 100 million
penguins here? The scientific camp where I stay houses 50 people. The first
night, I learned many rules. We cannot travel alone. We sign out when we
leave the camp, and we say when we will return. If you’re late, someone
goes to look for you. We have really strong sunscreen, and we are told never
to forget to use it.
Tomorrow we will learn about small rubber boats called “zodiacs” that
have motors.
I’m excited about what comes next.
Love,
Mom
1. What type of primary source is the passage above? How can you tell?

2. In what way does the primary source show that the author has witnessed
the events described?

3. Which piece of information in the primary source could be learned from a

© Macmillan/McGraw-Hill

reference book?
4. Which of the following pieces of information would NOT be found in a
reference book?
a. I’m excited about what comes next.
b. There are scientific camps in Antarctica.

R 2.1 Understand how text features (e.g., format, graphics, sequence,

diagrams, illustrations, charts, maps) make information accessible
Spirit of Endurance
and usable.
Grade 5/Unit 4
197
 Practice
Vocabulary Strategy:
Name Word Parts:
Root, Prefix, Suffix

A base word is a word that can stand alone. A root word is a

word part that forms the core of a longer word. Base and root
words can be changed by adding word parts called prefixes to the
beginnings of words or parts called suffixes to the ends of words.

Prefixes: Suffixes:
un- not -less without
re- again -able able to
over- too much; past -ful full of

A. Look at the base and root words listed below. Add prefixes
and/or suffixes from the list above to form a new word. Use the
clues in parentheses.
1. reach (not able to be reached)
2. inhabit (not able to be inhabited)
3. new (able to be made new again)
4. trace (trace again)

B. Now use the words from above to complete each sentence.

5. We learned that the harsh climate makes the South Pole
for most plants and animals.
6. After they lost their way, they tried to their steps.
7. The frozen ice makes the continent by ship.
© Macmillan/McGraw-Hill

8. The food supplies at the station were because the

explorers could eat the fish they caught.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

198 Spirit of Endurance
Grade 5/Unit 4
 Practice
Name Spelling:
Words with -el, -en

Fold back the paper 1. 1. slogan

along the dotted line.
2. 2. woolen
Use the blanks to
write each word as it 3. 3. listen
is read aloud. When
you finish the test, 4. 4. bacon
unfold the paper. Use 5. 5. frighten
the list at the right to
correct any spelling 6. 6. soften
mistakes. 7. 7. captain
8. 8. mountain
9. 9. sandal
10. 10. signal
11. 11. global
12. 12. nickel
13. 13. marvel
14. 14. barrel
15. 15. practical
16. 16. pretzel
17. 17. fable
18. 18. simple
19. 19. angle
20. 20. ankle
© Macmillan/McGraw-Hill

Challenge Words 21. 21. stolen

22. 22. wagon
Review Words 23. 23. doctor
24. 24. pillar
25. 25. governor

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly. Spirit of Endurance
Grade 5/Unit 4
199
 Practice
Name Spelling:
Words with -el, -en

Look at the words in each set below. One word in each set is
spelled correctly. Use a pencil to fill in the circle next to the
correct word. Before you begin, look at the sample set of words.
Sample A has been done for you. Do Sample B by yourself.
When you are sure you know what to do, you may go on with
the rest of the page.

Sample A: Sample B:
𝖠 governer pillar
𝖡 governor 𝖥 piller
𝖢 governur 𝖦 pillur
𝖣 govenor 𝖧 pilar

1. 𝖠 slogane 6. 𝖤 soffen 11. 𝖠 globil 16. 𝖤 prezle

𝖡 slogan 𝖥 soften 𝖡 global 𝖥 pretzle
𝖢 slogin 𝖦 softin 𝖢 globel 𝖦 pretzelle
𝖣 slogen 𝖧 softun 𝖣 globale 𝖧 pretzel
2. 𝖤 woolen 7. 𝖠 captin 12. 𝖤 nickle 17. 𝖠 fable
𝖥 wollen 𝖡 captine 𝖥 nickelle 𝖡 fabel
𝖦 woollen 𝖢 captain 𝖦 nicle 𝖢 fabil
𝖧 woolenne 𝖣 capitan 𝖧 nickel 𝖣 fabele
3. 𝖠 lissen 8. 𝖤 mountaine 13. 𝖠 marvil 18. 𝖤 simpel
𝖡 listin 𝖥 mountin 𝖡 marvel 𝖥 simpul
𝖢 listen 𝖦 mountan 𝖢 marvle 𝖦 simple
𝖣 lissten 𝖧 mountain 𝖣 marval 𝖧 simpal
4. 𝖤 bakon 9. 𝖠 sandel 14. 𝖤 barelle 19. 𝖠 angul
𝖥 backon 𝖡 sandle 𝖥 barrelle 𝖡 angle
© Macmillan/McGraw-Hill

𝖦 baken 𝖢 sandale 𝖦 barrel 𝖢 angil

𝖧 bacon 𝖣 sandal 𝖧 barell 𝖣 angal
5. 𝖠 frighttun 10. 𝖤 signal 15. 𝖠 practicle 20. 𝖤 ankle
𝖡 frightin 𝖥 signall 𝖡 practical 𝖥 anckle
𝖢 frightten 𝖦 cignal 𝖢 practikle 𝖦 ankel
𝖣 frighten 𝖧 signel 𝖣 prakticle 𝖧 ancel

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

Spirit of Endurance constructions correctly.
200 Grade 5/Unit 4
 Practice
Grammar:
Name Pronouns and
Antecedents

• A pronoun is a word that takes the place of one or more nouns.

• A singular noun takes a singular pronoun. A plural noun takes a
plural pronoun.
• The antecedent of a pronoun is the noun (or nouns) to which a
pronoun refers.

Complete each sentence by writing the correct pronoun or pronouns.

1. “Hurry up,” said Mama Frances, “before change my mind.”
2. ’Tricia Ann blew her grandmother a kiss, and then rushed
out the door.
3. Mama Frances told ’Tricia Ann, “Those signs can tell
where to sit, but can’t tell what to think.”
4. “ am going to Someplace Special,” thought ’Tricia Ann
as looked out the window.
5. No seats were left in the rear of the bus. had been taken
by the crowd of people who got on at the Farmer’s Market.
6. Mrs. Grannell and ’Tricia Ann don’t like the Jim Crow laws.
think the laws are unfair.
7. Jimmy Lee’s brother works in Monroe’s Restaurant, where
is a cook.
8. ’Tricia Ann bought a soda; helped wash down Jimmy
Lee’s pretzel.
9. When Mr. Willis referred to ’Tricia Ann as an angel,
© Macmillan/McGraw-Hill

smiled at and said, “No sir. It’s just .”

10. The hotel manager said to ’Tricia Ann, “What makes
think that can come inside?”

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner. Spirit of Endurance
Grade 5/Unit 4
201
 Practice
Grammar:
Name Pronouns and
Antecedents

• A pronoun is a word that takes the place of one or more nouns.

• A singular noun takes a singular pronoun. A plural noun takes a
plural pronoun.
• The antecedent of a pronoun is the noun (or nouns) to which a
pronoun refers.

Circle the pronouns that do not agree with their antecedents. Then
rewrite the paragraph, using the correct pronouns.
Me like “Goin’ Someplace Special” very much. He is a work of
historical fiction. They is set during the time when Jim Crow laws were
in force. It were harsh laws that treated African Americans unfairly. Them
had to sit in the back of buses. Us could not eat at the same restaurants
as white people. The same was true for schools, hotels, swimming pools,
and even drinking fountains. My grandmother says that he remembers
Jim Crow laws. Her says that me wouldn’t have liked living in those
times. We agree with them.

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Spirit of Endurance Have students reread the passage to a partner.
202 Grade 5/Unit 4
 Practice
Name Writing:
Setting and Context

1. Read:
When Tia saw Jason’s house, she could hardly believe her eyes.
“Your house looks really ,” she said.
2. Consider that Tia might think that Jason’s house looks really crowded.
Then she might write: You have books overflowing from every shelf in
your room. Toys are stacked all over the floor. I have never seen such
a big fish tank. It takes up half the room.

3. Choose one of the following adjectives to describe the house. Circle it.
old fancy crowded
4. Write three new sentences that describe the house so that it matches
the adjective you chose.
© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

Spirit of Endurance
Grade 5/Unit 4
203
 Practice
Name Phonics/ Word Study:
Prefixes

A prefix is a word part that is added to the beginning of a word. A

prefix always changes the meaning of the root word. Below is a
list of prefixes and their meanings:
dis- not, opposite, lack discomfort
un- not, opposite unhappy
re- again redo
mis- wrong, not mislead

A. Underline the prefix and write the meaning of each word.

1. unusual
2. regain
3. refreeze
4. disconnected
5. misguide

B. Add a prefix to each word in boldface to make a new word. Then

use the new words to complete the sentences.
unite 6. It was fun to with my old friends.
trusted 7. Sarah Jake after he lied to her once.
important 8. Camille felt that the problem was after
she talked it over with her father.
led 9. I didn’t want him to come with me, so I
my little brother.
© Macmillan/McGraw-Hill

aware 10. I was that Yolanda called me this

afternoon.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Ultimate Field Trip 5: Blasting Off
204
to Space Academy • Grade 5/Unit 4
 Practice
Name Vocabulary

function adjusted disasters environment

mission maze zone gravity

A. Read each clue. Then choose the word from the box that best
fits each clue.
1. the force that pulls us to Earth
2. a place and the conditions that surround it
3. a duty or a job with a special goal
4. to work properly
5. a confusing tangle of paths
6. an area or a region
7. changed in a small way
8. terrible events

B. Write four sentences about outer space. Use at least one of the
vocabulary words above in each sentence.
9.

10.

11.
© Macmillan/McGraw-Hill

12.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Ultimate Field Trip 5: Blasting Off
205
to Space Academy • Grade 5/Unit 4
 Practice
Name Comprehension:
Main Idea and Details

The main idea is the essential message in a text, or the most

important point an author makes about a topic. Details help
support or explain the main idea.

A. Read the paragraph. Then answer the questions below.

The United States Space and Rocket Center in Huntsville, Alabama,
gives children an idea of what it’s like to travel in space. At the training
center, children use special machines that help them feel what it is like to be
weightless and move around in space. Children also eat the same food and
wear the same clothing that astronauts wear on missions in space. Children
even solve problems together to better understand the challenges of working
as a team in space.
The first sentence of the paragraph tells you the main idea.
1. Look again at the first sentence. What do children learn at the United States
Space and Rocket Center?

B. Now look at the rest of the sentences in the paragraph. These

sentences give more details about the main idea. Refer to these
details to answer the following questions.

2. How do children learn what it feels like to be weightless?

3. What kind of food do the children eat at the training center?

© Macmillan/McGraw-Hill

4. How do children learn to better understand the challenges of working as a

team in space?

R 2.3 Discern main ideas and concepts presented in texts, identifying

Ultimate Field Trip 5: Blasting Off and assessing evidence that supports those ideas.
206
to Space Academy • Grade 5/Unit 4
 Practice
Name Comprehension:
Main Idea Chart

As you read Ultimate Field Trip 5, fill in the Main Idea Chart.

Detail Detail Detail

Main Idea
© Macmillan/McGraw-Hill

How does the information you wrote in this Main Idea Chart help you
generate questions about Ultimate Field Trip 5?

R 2.3 Discern main ideas and concepts presented in texts, identifying

and assessing evidence that supports those ideas. Ultimate Field Trip 5: Blasting Off
207
to Space Academy • Grade 5/Unit 4
 Practice
Name Fluency:
Pronunciation

As I read, I will pay attention to pronunciation.

Space is very different than Earth. There is no
9 atmosphere in space, so it is impossible to breathe. Earth’s
19 atmosphere contains the oxygen that we need to live.
28 Gravity on the moon is much less than gravity on Earth.
39 By 1969, scientists knew that humans could survive in a
49 low-gravity environment, but they were not sure how it
59 would affect trying to walk on the moon. The moon has
70 some gravity, but it is much less than that of Earth. Would
82 the astronauts be able to function there?
89 The astronauts were in constant communication with
96 Earth, but they were still alone. If anything went wrong, they
107 would have to fix it. 112

Comprehension Check
1. How is space different from Earth? Compare and Contrast

2. What is gravity like on the moon? Main Ideas and Details

© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
Ultimate Field Trip 5: Blasting Off and with appropriate pacing, intonation, and expression.
208
to Space Academy • Grade 5/Unit 4
 Practice
Name Literary Element:
Symbolism and Moral

Symbolism is the use of an object to stand for an idea. For

example, a bird could stand for the idea of freedom.
The moral is the lesson a story teaches. Sometimes the author
states the moral directly. At other times, the reader must figure out
the moral from the story.

Read the following story. Then answer the questions that follow.
A young male deer, whose antlers were just growing in, looked at his
reflection in a pond as he drank. He thought about how beautiful his new
antlers were. But then he saw the reflection of his legs and thought, “These
skinny little legs of mine look silly. I wish I could fatten them up.”
Suddenly, an arrow flew past his face, and the deer ran into the woods.
But as he ran, his tall antlers got caught on some branches. He managed to
pull himself free, but the hunter was getting closer. The deer took off again,
running faster than the hunter could follow until he was safe at last.
The deer realized that his skinny legs had saved his life! Now when he
drinks from the pond, he admires his legs, too.

1. Explain two examples of symbolism in the story above.

2. Write the moral of the story in your own words.

© Macmillan/McGraw-Hill

R 3.4 Understand that theme refers to the meaning or moral of a

selection and recognize themes (whether implied or stated directly)
Ultimate Field Trip 5: Blasting Off
in sample works. 209
R 3.5 Describe the function and effect of common literary devices to Space Academy • Grade 5/Unit 4
(e.g., imagery, metaphor, symbolism).
 Practice
Vocabulary Strategy:
Name Context Clues:
Descriptions or
Explanations

If you are reading and come to an unfamiliar word, look for other
words in the sentence that might give you hints as to the meaning
of the unfamiliar word. We call these hints context clues.
Context clues explain or describe an unfamiliar word.

A. Look for context clues in each sentence that help you figure out
the meaning of the word in bold. Write the context clues on the
lines provided.
1. Because there is less gravity on the moon, astronauts on the moon feel
less force pulling them toward the surface.

2. The astronaut was safe during his spacewalk because a tether connected
him to his ship.
3. Jenny’s safety belt was too loose, so the team leader adjusted it, making it
tighter.
4. When astronauts are weightless, they do not feel the pull of gravity.

B. Use the context clues you wrote above to write a definition for
each word below.
5. gravity

6. tether
© Macmillan/McGraw-Hill

7. adjusted

8. weightless

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Ultimate Field Trip 5: Blasting Off
210
to Space Academy • Grade 5/Unit 4
 Practice
Name Spelling:
Prefixes

Fold back the paper 1. 1. unusual

along the dotted line.
2. 2. underwater
Use the blanks to
write each word as it 3. 3. regain
is read aloud. When
4. 4. repaired
you finish the test,
unfold the paper. Use 5. 5. unaware
the list at the right to 6. 6. unfriendly
correct any spelling
mistakes. 7. 7. unfinished
8. 8. unimportant
9. 9. refreeze
10. 10. replenish
11. 11. reunite
12. 12. rediscover
13. 13. rewrap
14. 14. disconnect
15. 15. dislike
16. 16. distrust
17. 17. nonslip
18. 18. misguide
19. 19. overact
20. 20. submerge
Challenge Words 21. 21. illegal
© Macmillan/McGraw-Hill

22. 22. inaccurate

Review Words 23. 23. simple
24. 24. signal
25. 25. fable

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly. Ultimate Field Trip 5: Blasting Off
211
to Space Academy • Grade 5/Unit 4
 Practice
Name Spelling:
Prefixes

Look at the words in each set below. One word in each set is
spelled correctly. Use a pencil to fill in the circle next to the
correct word. Before you begin, look at the sample set of words.
Sample A has been done for you. Do Sample B by yourself. When
you are sure you know what to do, you may go on with the rest of
the page.

Sample A: Sample B:
𝖠 simple 𝖤 fabel
𝖡 simpel fable
𝖢 symple 𝖦 phable
𝖣 cimple 𝖧 fabble

1. 𝖠 unusual 6. 𝖤 unfreindly 11. 𝖠 reunite 16. 𝖤 distrust

𝖡 unnusule 𝖥 unfriendely 𝖡 reunyte 𝖥 disstrust
𝖢 unusuel 𝖦 unfriendley 𝖢 reuniet 𝖦 distruste
𝖣 unnusual 𝖧 unfriendly 𝖣 reeunite 𝖧 disttrust
2. 𝖤 underrwater 7. 𝖠 unfinished 12. 𝖤 rediscovur 17. 𝖠 nonslipe
𝖥 unnderwater 𝖡 unfinnished 𝖥 rediscovir 𝖡 noneslip
𝖦 underwatter 𝖢 unfinishde 𝖦 redescover 𝖢 nonslipp
𝖧 underwater 𝖣 unnfinished 𝖧 rediscover 𝖣 nonslip
3. 𝖠 regaine 8. 𝖤 unimmportant 13. 𝖠 rerrap 18. 𝖤 misgide
𝖡 regain 𝖥 unnimportant 𝖡 reewrap 𝖥 misguide
𝖢 regane 𝖦 unimportant 𝖢 rewrap 𝖦 missguide
𝖣 regayne 𝖧 unimportint 𝖣 rewrappe 𝖧 misgiyde
4. 𝖤 repared 9. 𝖠 refreez 14. 𝖤 dissconnect 19. 𝖠 overract
𝖥 repairred 𝖡 reefreeze 𝖥 discconnect 𝖡 overeact
𝖦 repaired 𝖢 refreize 𝖦 disconect 𝖢 overact
𝖧 reepaired 𝖣 refreeze 𝖧 disconnect 𝖣 ovveract
© Macmillan/McGraw-Hill

5. 𝖠 unnaware 10. 𝖤 replenisch 15. 𝖠 disslike 20. 𝖤 submerdge

𝖡 unawware 𝖥 replenish 𝖡 dislike 𝖥 submerge
𝖢 unaware 𝖦 replenush 𝖢 disllike 𝖦 submerg
𝖣 unawarre 𝖧 replenishe 𝖣 dis-like 𝖧 submurge

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

Ultimate Field Trip 5: Blasting Off constructions correctly.
212
to Space Academy • Grade 5/Unit 4
 Practice
Grammar:
Name Subject and Object
Pronouns

• Use a subject pronoun as the subject of a sentence.

• Use an object pronoun after an action verb or after a word
such as for, at, of, with, or to.

Correct each sentence by writing the correct pronoun on the line.

Then write whether the pronoun is a subject or object pronoun.
1. As Carlos and Gloria walked down the road, them saw Dos Dedos.

2. “Me will catch Dos Dedos,” Carlos said.

3. Carlos’s clothes smelled terrible; in fact, the smell of they was unbearable.

4. When his mother came into the kitchen, her noticed the smell.

5. Carlos did not want to talk about the smell, so him slipped out the back
door.
6. Carlos picked tomatoes from the garden and squeezed they into the
bathtub.
7. Him scrubbed with a cloth soaked in tomato juice.
8. The next day, Carlos went to church; him sat near the back.

9. Carlos was embarrassed by the smell of his shoes; everyone in church

could smell they.
© Macmillan/McGraw-Hill

10. At dinner, his parents said, “Us think Carlos is unusually quiet.”

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner. Ultimate Field Trip 5: Blasting Off
213
to Space Academy • Grade 5/Unit 4
 Practice
Grammar:
Name Subject and Object
Pronouns

• Subject pronouns are the subjects in a sentence.

• Object pronouns receive the action of a verb or follow a
preposition.

Circle all of the incorrect subject and object pronouns. Then rewrite the
passage.
Carlos and Gloria were good friends. Them often played together
after them finished their chores and homework. When Carlos and Gloria
were together, they noticed Dos Dedos, a skunk them had named. Carlos
wanted to show off for Gloria, so him tried to catch the skunk by the tail.
The skunk sprayed he, and Carlos was embarrassed. The smell remained
on Carlos’s shoes. When him wore they to church the next day, everyone
noticed the awful smell. Carlos’s father took he shopping for a new pair
of shoes.

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Ultimate Field Trip 5: Blasting Off Have students reread the passage to a partner.
214
to Space Academy • Grade 5/Unit 4
 Practice
Name Writing:
Setting and Context

1. Read:
It’s not very bright in here and not very warm either. Once in a while I hear
a penguin honking, but mostly it’s the chatter of other kids I hear. I press my
hands against the cool glass and watch a giant sea turtle float by.

2. Name the setting for those sentences

3. List three details that showed you that setting ,
,
4. Choose one of the places listed below. Consider choosing a place that
you know well so you can think of lots of details to describe it. Circle your
choice.

Computer lab school field trip to zoo grocery store swimming pool bus
movie theatre arcade fast food restaurant mall amusement park library

5. Now, imagine that you are in that setting that you chose. Write 5-7
sentences describing your setting without telling what the setting is.
© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

Ultimate Field Trip 5: Blasting Off
215
to Space Academy • Grade 5/Unit 4
 Practice
Name Phonics/ Word Study:
Homographs

Homographs are words that are spelled the same but

have different meanings. Homographs may have different
pronunciations because they are accented on different syllables.
The word present means “a gift” when it is pronounced PREsent.
The word present means “to introduce” when it is pronounced
preSENT.

A. Read aloud the homographs below. Stress the syllable that is

in capital letters. Use a dictionary to help you match the correct
definition to each word.
1. miNUTE a. the meaning in a text
2. MInute b. to take out
3. conFLICT c. satisfied
4. CONflict d. very small
5. exTRACT e. to disagree
6. EXtract f. a pure material
7. conTENT g. 60 seconds of time
8. CONtent h. a disagreement

B. Use the homographs above to write four sentences. Use both

homographs in each.
9. © Macmillan/McGraw-Hill

10.

11.

12.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

216 Heroes in Time of Need
Grade 5/Unit 4
 Practice
Name Vocabulary

supplies involved survived violent impact

A. Read the vocabulary words. Write the correct word in each

sentence below.

1. Eli and Theo are in our school’s Earth Club.

2. They brought rags, soap, and other for the club’s

car wash.

3. One car ran into a fence and the put a dent in

the door.

4. Eli saw a rainstorm last night, but I slept through it.

5. Then we talked about our favorite movie, in which a boy must

when he is lost at sea.

B. Write a sentence using one of the vocabulary words.

6.
© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Heroes in Time of Need
Grade 5/Unit 4
217
 Practice
Name Comprehension:
Fact and Opinion

A statement of fact tells something that can be checked to see

whether it is true. An opinion is someone’s ideas or feelings
about a subject. Opinions cannot be checked.
Grizzly bears can weigh 1,800 pounds.
This is a fact. It is possible to check it by weighing grizzly bears.
Grizzly bears are the scariest animal.
This is an opinion. You cannot prove which animal is scariest.

Read the following sentences. If a statement is a fact, write F. If it is

an opinion, write O.

1. The Sierra Mountains are home to many grizzlies.

2. Each year, some people are attacked by grizzlies.

3. Grizzly bears should not be allowed to live in parks where people

camp.

4. Scientists are studying the causes of grizzly attacks.

5. Grizzlies are the scariest animals in the forest.

© Macmillan/McGraw-Hill

R 2.5 Distinguish facts, supported inferences, and opinions in text.

218 Heroes in Time of Need
Grade 5/Unit 4
 Practice
Comprehension:
Name Fact and Opinion
Chart

As you read Heroes in Time of Need, fill in the Fact and

Opinion Chart.

Fact Opinion
© Macmillan/McGraw-Hill

How does the information you wrote in the Fact and Opinion Chart help
you evaluate Heroes in Time of Need?

R 2.5 Distinguish facts, supported inferences, and opinions in text.

Heroes in Time of Need
Grade 5/Unit 4
219
 Practice
Name Fluency:
Phrasing

As I read, I will pay attention to phrasing.

The Atacama Desert is very dry for two reasons. One reason
11 is the nearby Andes Mountains. The peaks of the Andes
21 cause winds coming from the east to drop all of their
32 moisture on the eastern side of the mountains. By the time
43 the winds travel over the mountains toward the desert, they
53 no longer contain any water. This is called the “rain shadow
64 effect” because the dry desert lies in the shadow of the
75 mountains.
76 There’s another reason the desert is so dry. This part of
87 South America is very warm. The Pacific Ocean water is
97 cold. This combination of warm climate and cold ocean
106 produces a thick fog instead of rain. As a result, even though
118 it is next to a wet ocean, the desert stays dry. 129

Comprehension Check
1. What is the “rain shadow effect”? Main Idea and Details

2. Why does the Atacama Desert stay dry even though it is next to the ocean?
Main Idea and Details
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
Heroes in Time of Need and with appropriate pacing, intonation, and expression.
220 Grade 5/Unit 4
 Practice
Name Study Skill:
Parts of a Book

Knowing how to use the parts of a book can help you find the
information that you need.
• A title page lists a book’s title, author, and publisher.
• A table of contents lists a book’s units and chapters.
• A glossary lists and defines important vocabulary words.
• An index lists important names and topics in alphabetical order
and tells the number or the page number on which you can find
each item.
• A bibliography lists the research sources that the author used.
• The endnotes give extra information about what is in the book.

Use the descriptions of the parts of a book to help you answer

these questions.
1. To find topics or important names in alphabetical order, use the
.
2. To find extra information about facts in the book, look at the
.
3. To find out who published the book, look at the .
4. To find the chapters, look at the .
5. To find the meanings of important words, use the .
6. To find sources that the author used to write the book, look at the
.
7. To find the author’s name, look at the .
8. Why is it important for an index to be in alphabetical order?
© Macmillan/McGraw-Hill

W 1.3 Use organizational features of printed text (e.g., citations,

end notes, bibliographic references) to locate relevant information. Heroes in Time of Need
Grade 5/Unit 4
221
 Practice
Name Comprehension:
Writing Frame

Cause/Effect Writing Frame

A. Summarize Heroes in Time of Need. Use the Cause/Effect Writing Frame
below.

In 2004 and 2005, there were devastating hurricanes, tsunamis, and

earthquakes around the world.

As a result of these disasters,

This caused students in Texas to help out by

This caused students in California to help out by

This caused students in Maryland to help out by

These disasters brought out the best in people all over the world.
© Macmillan/McGraw-Hill

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.

R 2.0 Reading Comprehension

222 Heroes in Time of Need
Grade 5/Unit 4
 Practice
Name Vocabulary Strategy:
Greek and Latin Roots

A word root is part of a word that helps tell the meaning. It cannot
stand on its own. Many words in English originally come from
Greek or Latin words. Knowing the meaning of Greek and Latin
roots can help you figure out the meaning of unfamiliar words.

Word Root Origin Meaning Example

dem Greek people democracy
geo Greek earth geology
therm Greek heat thermometer
port Latin carry transport
dict Latin to say predict

Choose the correct word from the chart to complete each sentence
and write it on the line. Use the information about Greek and Latin
roots to help you.

1. Amber collects rocks, and she wants to study in

college.

2. We can use a to find out how warm our oven is.

3. Who can what will happen next?

4. His job is to vegetables to supermarkets.

5. In a , the people make decisions by voting.

© Macmillan/McGraw-Hill

R 1.4 Know abstract, derived roots and affixes from Greek and Latin
and use this knowledge to analyze the meaning of complex words
(e.g., controversial). Heroes in Time of Need
Grade 5/Unit 4
223
 Practice
Name Spelling:
Homographs

Fold back the paper 1. 1. contest

along the dotted
2. 2. content
line. Use the blanks
to write each word 3. 3. protest
as it is read aloud.
When you finish 4. 4. combat
the test, unfold 5. 5. permits
the paper. Use the
list at the right to 6. 6. rebel
correct any spelling 7. 7. present
mistakes.
8. 8. insert
9. 9. desert
10. 10. record
11. 11. minute
12. 12. produce
13. 13. object
14. 14. contract
15. 15. refuse
16. 16. conflict
17. 17. research
18. 18. excuse
19. 19. buffet
20. 20. extract
© Macmillan/McGraw-Hill

Challenge Words 21. 21. effect

22. 22. affect
Review Words 23. 23. unusual
24. 24. rewrap
25. 25. dislike

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

Heroes in Time of Need constructions correctly.
224 Grade 5/Unit 4
 Practice
Name Spelling:
Homographs

Look at the words in each set below. One word in each set is
spelled correctly. Use a pencil to fill in the circle next to the correct
word. Before you begin, look at the sample set of words. Sample A
has been done for you. Do Sample B by yourself. When you are sure
you know what to do, you may go on with the rest of the page.

Sample A: Sample B:
𝖠 lump 𝖤 tacke
𝖡 lumpe 𝖥 taak
𝖢 lumpp 𝖦 tack
𝖣 luump 𝖧 takk

1. 𝖠 inzert 6. 𝖤 minute 11. 𝖠 contract 16. 𝖤 present

𝖡 incert 𝖥 minnite 𝖡 kontrackt 𝖥 presunt
𝖢 insert 𝖦 minit 𝖢 countract 𝖦 pressant
𝖣 insurt 𝖧 minut 𝖣 cantract 𝖧 prezunt
2. 𝖤 contesst 7. 𝖠 refuse 12. 𝖤 ribel 17. 𝖠 record
𝖥 countest 𝖡 rafuze 𝖥 rebell 𝖡 reckord
𝖦 countist 𝖢 refuze 𝖦 rebel 𝖢 racord
𝖧 contest 𝖣 rafuse 𝖧 rabel 𝖣 recorde
3. 𝖠 produce 8. 𝖤 extract 13. 𝖠 permits 18. 𝖤 combat
𝖡 prodoose 𝖥 eckstract 𝖡 purmets 𝖥 kombat
𝖢 prodush 𝖦 extrack 𝖢 permitts 𝖦 combatt
𝖣 praduce 𝖧 extrackt 𝖣 purmits 𝖧 cambatt
4. 𝖤 resurch 9. 𝖠 buffet 14. 𝖤 content 19. 𝖠 excuse
𝖥 rasearch 𝖡 buffay 𝖥 countent 𝖡 excuze
𝖦 research 𝖢 baffett 𝖦 cantent 𝖢 ekscuse
𝖧 reseurch 𝖣 buffit 𝖧 contant 𝖣 excuz
© Macmillan/McGraw-Hill

5. 𝖠 desert 10. 𝖤 obbject 15. 𝖠 conflict 20. 𝖤 protesst

𝖡 dusert 𝖥 object 𝖡 conflickt 𝖥 pratest
𝖢 dasert 𝖦 objeckt 𝖢 conflicked 𝖦 prohtest
𝖣 dasurt 𝖧 ahbject 𝖣 counflict 𝖧 protest

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly. Heroes in Time of Need
Grade 5/Unit 4
225
 Practice
Grammar:
Name Pronoun-Verb
Agreement

• The verbs have and be take special forms in the present tense.
Make sure to use the form that agrees with the subject of the
sentence.

Rewrite each sentence. Correct all errors in pronoun-verb agreement.

1. Our country has two major political parties; they is the Democratic party
and the Republican party.

2. They has animals that represent each party.

3. The Democrats have their animal; it are a donkey.

4. The Republicans have theirs, too; it am an elephant.

5. The donkey is associated with Andrew Jackson; it be a symbol of strong will.

6. Cartoonist Thomas Nast made the symbols famous; they is in his cartoons.

7. Republicans like the elephant, and they has no problem with it.
© Macmillan/McGraw-Hill

8. Democrats like their donkey because it are smart and brave.

To the Teacher: Complete the entire page with students.

Heroes in Time of Need Have students reread the sentences to a partner.
226 Grade 5/Unit 4
 Practice
Grammar:
Name Pronoun-Verb
Agreement

• The verbs have and be take special forms in the present tense.
Use the form that agrees with the subject of the sentence.

Rewrite the passage, using the correct forms of have and be.
Russia are located in both Europe and Asia. It have mountains, plains,
and large forests. Also, it be rich in natural resources such as gold and coal.
Since 1991, Russia have been an independent nation. The president of Russia
be elected by the Russian people. The government in Russia be considered a
democracy.
Before 1991, Russia belonged to a group of countries called the Union
of Soviet Socialist Republics, or U.S.S.R. The U.S.S.R. had a form of
government called communism. In communist countries, the government
have control of most property and businesses.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner. Heroes in Time of Need
Grade 5/Unit 4
227
228 Grade

Writing Rubric

Name
4 Excellent 3 Good 2 Fair 1 Unsatisfactory
Heroes in Time of Need

Ideas and Content/ Ideas and Content/ Ideas and Content/ Ideas and Content/
5/Unit 4

Genre Genre Genre Genre

Organization and Organization and Organization and Organization and

Focus Focus Focus Focus

Sentence Structure/ Sentence Structure/ Sentence Structure/ Sentence Structure/

Fluency Fluency Fluency Fluency
W 1.0 Writing Strategies

Conventions Conventions Conventions Conventions

Word Choice Word Choice Word Choice Word Choice

Voice Voice Voice Voice

Practice
Writing:
Rubric
Presentation Presentation Presentation Presentation

© Macmillan/McGraw-Hill
 Practice
Name Phonics:
-ture, -sure

The sounds you hear in the final syllable of the words culture and
measure can be spelled in different ways, including -ture and
-sure. Listen to the final syllable in the words measure
(/zhәr/ sounds) and culture (/chәr/ sounds).

A. Look at the words listed below. Say the words aloud to find
out if they make the /chәr/ or /zhәr/ sounds. Then sort them in
two columns according to their ending sounds.

furniture future pleasure creature

picture treasure exposure leisure

/chәr/ (culture) /zhәr/ (measure)

B. After you have sorted the words in the word list:

1. Write the pattern that can be used to spell the /chәr/ sounds.

2. Write the pattern that can be used to spell the /zhәr/ sounds.
© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Zathura • Grade 5/Unit 4 229
 Practice
Name Vocabulary

Use the vocabulary words from the list to complete the sentences.

tokens reversed rotated meteor

dangling staggered defective robot

1. The teacher the model of the brain so that the class

could see the front, back, and sides.

2. At the birthday party, the hostess gave us to play the

board game.

3. In some factories a helps human workers do their jobs.

4. When I lost my balance, I and almost fell before

I caught myself.

5. The toy is , so I will exchange it for one that works

properly.

6. Walter teased his brother by a toy just out of his reach.

7. We thought that the light streaking across the sky was a

, but it was a nearby display of fireworks.

8. The speeding spaceship suddenly its direction just

© Macmillan/McGraw-Hill

before it crashed into a planet.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

230 Zathura • Grade 5/Unit 4
 Practice
Name Comprehension:
Draw Conclusions

When you draw conclusions, you make decisions based on

your own knowledge and information in a story. This helps you
understand a story’s plot development.

Read the story. Then circle Yes or No after each statement to indicate
whether it was a conclusion that could be drawn from the story. Give at
least one clue if the answer is Yes. If the answer is No, explain why not.
Chandra began to cry. She ran to her brother and began tugging on his
pants leg. Charlie sighed and clicked the pause button. He noticed that his
sister was pointing at the light switch on the living room wall, so he picked
Chandra up, walked over to the switch, and turned the dial to the right.
Chandra looked up at the ceiling light and began to giggle and clap her
hands. Then she started fussing again and leaned towards the switch again.
Charlie smiled.

1. Chandra is a very young child. Yes No

Clues:

2. Charlie had been watching a movie. Yes No

Clues:

3. Charlie was correct when he guessed what

his sister wanted. Yes No
© Macmillan/McGraw-Hill

Clues:

4. Chandra wanted Charlie to turn the light off again. Yes No

Clues:

R 2.4 Draw inferences, conclusions, or generalizations about text and

support them with textual evidence and prior knowledge.
Zathura • Grade 5/Unit 4 231
 Practice
Name Comprehension:
Conclusions Diagrams

As you read Zathura, fill in the Conclusions Diagrams.

Evidence Conclusion

Evidence Conclusion

© Macmillan/McGraw-Hill

How does the information you wrote in the Conclusions Diagrams help
you better understand Zathura?

R 2.4 Draw inferences, conclusions, or generalizations about text and

support them with textual evidence and prior knowledge.
232 Zathura • Grade 5/Unit 4
 Practice
Fluency:
Name Intonation
and Phrasing

As I read, I will pay attention to intonation and phrasing.

“All right, Aunt Jean.” Judy dragged herself to her
9 room. After all, she was a guest for the summer, and she
21 didn’t want to be rude. So she turned on the TV, cranked
33 the volume as high as it could go, and settled down. She
45 didn’t pay any attention to it, though.
51 In the old days, Judy loved visiting her aunt. But
61 since the meteors struck Thera a year ago, life had
71 changed. Kids didn’t go to school anymore. They didn’t
80 do chores around the house. Life was a big party. Judy
91 couldn’t get used to how everything was reversed from
100 what she remembered.
104 Some people said the change came because of the
113 meteors.When they landed, the planet rotated just a tiny bit
124 off its axis. It was enough to throw everything
133 out of whack. 136

Comprehension Check
1. How does Judy feel about watching TV? Plot Development

2. What would Judy prefer things to be like on Thera? Plot Development

© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
Zathura • Grade 5/Unit 4 233
 Practice
Name Text Feature:
Toolbar and Link

A toolbar is a strip of icons, or symbols, which allows you to visit

different features on a Web site. A link is a connection on a Web
site that provides a connection to other documents or information.

Use the Web site page to answer the questions.

www.space_skyview.com
Astronomers

For thousands of years, people have Galileo did not invent the telescope, but he
observed objects in the night sky. The earliest did develop a version of this device that was
astronomers relied on what they could see more powerful than any that had come before.
with their eyes. They watched the stars and Galileo was the Àrst to see craters on the
Famous
Astronomers planets and charted their positions. Then, moon. He soon found out that Earth was not
Modern
Astronomers
in 1609, an Italian scientist named Galileo the only planet with a moon—other planets,
Telescopes Galilei developed a better method of studying including Jupiter, had moons too. Galileo·s
the planets. Galileo started using a telescope, discoveries made modern astronomy possible.
a device that makes distant objects
appear closer.

1. What buttons do you find on the toolbar?

2. What links do you find on the Web site? © Macmillan/McGraw-Hill

3. If you click on the link “Telescopes,” what kind of information do you think
you will find?

4. What feature would you select to find out more about Galileo?

R 2.1 Understand how text features (e.g., format, graphics, sequence,

diagrams, illustrations, charts, maps) make information accessible and
234 Zathura • Grade 5/Unit 4 usable.
 Practice
Name Vocabulary Strategy:
Analogies

Analogies compare two pairs of words and show the relationship

between each word in the pair. Some analogies use synonyms,
or words with similar meanings. If the words in the first pair are
synonyms, then the words in the second pair should also be
synonyms, as in this analogy:
staggered is to stumbled as run is to jog.
To complete the analogy, look at the first two words. Staggered
means about the same thing as stumbled. What is a word that
means the same thing as run? Jog is one synonym for run, so
jog can complete the analogy.

Choose one of the words listed below to complete each of the

following analogies.

dangling tokens produce defective glow

rotates small clue melody lone

1. Jiggles is to shakes as spins is to .

2. Ripped is to torn as broken is to .
3. Dropping is to falling as hanging is to .
4. Toys are to playthings as coins are to .
5. Smash is to destroy as make is to .
6. Couple is to pair as single is to .
© Macmillan/McGraw-Hill

7. Torch is to flame as light is to .

8. Huge is to big as tiny is to .
9. Rhythm is to beat as tune is to .
10. Suggestion is to idea as hint is to .

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Zathura • Grade 5/Unit 4 235
 Practice
Name Spelling:
-ture, -sure

Fold back the paper 1. 1. rancher

along the dotted line.
2. 2. searcher
Use the blanks to
write each word as it 3. 3. picture
is read aloud. When
4. 4. future
you finish the test,
unfold the paper. 5. 5. butcher
Use the list at the 6. 6. measure
right to correct any
spelling mistakes. 7. 7. pleasure
8. 8. mixture
9. 9. treasure
10. 10. feature
11. 11. pasture
12. 12. creature
13. 13. lecture
14. 14. gesture
15. 15. nature
16. 16. catcher
17. 17. moisture
18. 18. capture
19. 19. seizure
20. 20. archer
Challenge Words 21. 21. adventure
© Macmillan/McGraw-Hill

22. 22. mature

Review Words 23. 23. contest
24. 24. desert
25. 25. buffet

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly.
236 Zathura • Grade 5/Unit 4
 Practice
Name Spelling:
-ture, -sure

Look at the words in each set below. One word in each set
is spelled correctly. Use a pencil to fill in the circle next to
the correct word. Before you begin, look at the sample set
of words. Sample A has been done for you. Do Sample B by
yourself. When you are sure you know what to do, you may
go on with the rest of the page.

Sample A: Sample B:
𝖠 lump 𝖤 tacke
𝖡 lumpe 𝖥 taak
𝖢 lumpp 𝖦 tack
𝖣 luump 𝖧 takk

1. 𝖠 nacher 6. 𝖤 pleasure 11. 𝖠 moisture 16. 𝖤 tresure

𝖡 natcher 𝖥 plezure 𝖡 moistuer 𝖥 treasur
𝖢 nature 𝖦 plesure 𝖢 miosture 𝖦 treature
𝖣 natchure 𝖧 pleazer 𝖣 moistur 𝖧 treasure
2. 𝖤 cacher 7. 𝖠 mixter 12. 𝖤 seizure 17. 𝖠 capture
𝖥 catcher 𝖡 mixture 𝖥 siezure 𝖡 capshure
𝖦 catchure 𝖢 micksture 𝖦 seiser 𝖢 capsher
𝖧 catchore 𝖣 mixtere 𝖧 siezur 𝖣 cappture
3. 𝖠 bucher 8. 𝖤 archure 13. 𝖠 geasture 18. 𝖤 fiuture
𝖡 butchure 𝖥 artchur 𝖡 gesture 𝖥 feuture
𝖢 butcher 𝖦 artcher 𝖢 jeasture 𝖦 future
𝖣 boocher 𝖧 archer 𝖣 jesture 𝖧 futcher
4. 𝖤 rantcher 9. 𝖠 picture 14. 𝖤 searcher 19. 𝖠 creature
𝖥 rancher 𝖡 picshure 𝖥 saercher 𝖡 creacher
𝖦 ranchar 𝖢 picher 𝖦 searchur 𝖢 creecher
𝖧 ranchure 𝖣 pictshure 𝖧 surcher 𝖣 creeture
© Macmillan/McGraw-Hill

5. 𝖠 leckture 10. 𝖤 paschure 15. 𝖠 feacher 20. 𝖤 maesure

𝖡 lacture 𝖥 pashter 𝖡 feeture 𝖥 measure
𝖢 leckshure 𝖦 pastere 𝖢 feature 𝖦 meazure
𝖣 lecture 𝖧 pasture 𝖣 featcher 𝖧 meazur

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly.
Zathura • Grade 5/Unit 4 237
 Practice
Name Grammar:
Possessive Pronouns

• Some possessive pronouns are used before nouns (my, your,

his, her, its, our, your, their).
• Some possessive pronouns stand alone in a sentence and
function as nouns (mine, yours, his, hers, its, ours, yours, theirs).

Read each sentence. Find the incorrect possessive pronoun and

write it correctly on the line.

1. What kinds of storms do you have in yours town?

2. In my, there are hurricanes.

3. Mine home is located near the coast of North Carolina.

4. Hurricane Fran caused a lot of damage to ours house.

5. During the last hurricane, my sister was frightened when strong winds

broke a window in hers room.

6. Many large trees fell in Phil and Gina’s yard and ruined theirs shed.

7. Three big trees fell on top of the shed, crashing through her roof.

8. However, the roof on ours house was not damaged.

9. We have learned about hurricanes in mine science class.

© Macmillan/McGraw-Hill

10. The people in ours neighborhood help one another when hurricanes

hit.

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner.
238 Zathura • Grade 5/Unit 4
 Practice
Name Grammar:
Possessive Pronouns

• A possessive pronoun can take the place of a possessive

noun. It shows who or what has or owns something.
• Some possessive pronouns are used before nouns. Some
possessive pronouns stand alone in a sentence and function
as nouns.

Read the following passage. Circle all of the incorrect possessive

pronouns. Then rewrite the passage.
In mine hometown, the most dangerous storms are tornadoes. In fact,
a town near my was destroyed twice by tornadoes. Ours cousins live in
that town. Many people lost possessions, and some lost theirs homes.
Ours cousins’ home wasn’t destroyed, although theirs yard was in bad
shape. My cousin said that hers house is more vulnerable to tornadoes
than hers neighbor’s house because hers house is more exposed than his’.
It sits on top of a hill, and its’ big windows face toward the southwest.
I’m glad ours house is in a well-protected area and that we have several
battery-powered radios for emergencies.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner.
Zathura • Grade 5/Unit 4 239
 Practice
Writing:
Name Setting and Context:
Audience and Purpose

1. Read the sentence: Cory trudged through the swamp.

2. Consider what you learn from this sentence. You know Cory is walking in a
swamp. It seems like it is a muddy swamp because he trudged through it.
3. Consider how Cory feels. Is he worried? Is he happy? Is he lost?
Maybe he is upset about his sneakers. Cory nearly cried at the thought that
his brand-new sneakers would end up brown and stinky. He hated that the
bottoms of his jeans were getting muddy.
4. Write 3 sentences that describe Cory “trudging” through the swamp. Include
details that let the reader know what Cory is like as a character.

© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

240 Zathura • Grade 5/Unit 4
 Practice
Name Phonics:
-ence, -ance

The suffixes -ance and -ence mean “the state or quality of.”
They are suffixes with unstressed vowels. The suffix -ance is
used to form a noun from a verb. It is also used to form nouns
from adjectives ending in -ant. The suffix -ence is used to form
nouns from adjectives ending in -ent.

A. Write the base word on the line next to each word.

1. disturbance 4. resistance
2. performance 5. assistance
3. attendance 6. appearance

B. Add the suffix -ant or -ent to the following words. Then decide if
the word uses -ance or -ence.

Word -ant/-ent -ance/-ence

7. depend

8. reside

9. persist

10. confide
© Macmillan/McGraw-Hill

11. excel

12. differ

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Skunk Scout • Grade 5/Unit 4 241
 Practice
Name Vocabulary

Read the sentences. Write the vocabulary word that best

defines the boldface words or phrase in each sentence.

coordination ease bundle supervise

scenery frustrated guaranteed fused

1. The frozen hot dogs were stuck together in a lump and could not
be separated.

2. The company promised that the tent would not leak if there were
a rainstorm.

3. We tied the camping gear in a package and carried it to our tent.

4. When we put up the tent, our uncle was sure to watch carefully so that
we used the tools safely.

5. The peaceful mountain landscape was very different from the city traffic.

6. We were disappointed to find that our camping spot was taken.

7. Working well together is needed to pitch a tent.

© Macmillan/McGraw-Hill

8. My father tried to slowly move the car into the street.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

242 Skunk Scout • Grade 5/Unit 4
 Practice
Name Comprehension:
Make Judgments

When you make judgments, you form an opinion about the

value of something, or whether a character’s actions are right or
appropriate. This can help you to arrive at a new understanding
about the plot development in a story.

Share your judgments about the story characters and situations

by answering the questions. Explain your answers.

1. Uncle Curtis missed the sign for the park twice. He also missed the spot
for the camping site that was on the map. Would you like to drive with
Uncle Curtis? Why or why not?

2. Teddy finds the map in the car and guides Uncle Curtis to the campsite.
Would you ask Teddy or Uncle Curtis for directions? Explain your answer.

3. Bobby gets lost easily, but he enjoys the scenery as the family drives
around. He cheerfully tries to pry apart the frozen hot dogs but bends the
fork in the process. How would you describe Bobby?
© Macmillan/McGraw-Hill

4. Teddy notices when things go wrong. He gets upset when he wants to eat
and the food is frozen solid. How would you describe Teddy?

R 2.0 Reading Comprehension (Focus on Informational Materials)

Skunk Scout • Grade 5/Unit 4 243
 Practice
Name Comprehension:
Judgments Chart

As you read Skunk Scout, fill in the Judgments Chart.

Action Judgment

© Macmillan/McGraw-Hill

How does the information you wrote in this Judgments Chart help you
monitor comprehension of Skunk Scout?

R 2.0 Reading Comprehension (Focus on Informational Materials)

244 Skunk Scout • Grade 5/Unit 4
 Practice
Name Fluency:
Expression

As I read, I will pay attention to expression.

There are many different landforms in Big Bend. These
9 different landforms result in many elevations, or heights. The
18 lowest point in the park is on the Rio Grande. The highest
30 points are mountain peaks and the tops of canyons. Canyons
40 are deep, narrow valleys with steep walls.
47 Besides the river, canyons, and mountains, the park
55 contains a landform called a basin. A basin is a big sunken
67 area. The huge Chisos Basin in the middle of Big Bend
78 looks like a giant saucer. It is at the base of the
90 Chisos Mountains.
92 Big Bend National Park is in the northern part of the
103 Chihuahuan [chi WAH wahn] Desert. Most of this desert is
111 in Mexico.
113 Temperatures in the desert can reach 100°F (37.8°C) on
120 the hottest summer day. They may fall to below freezing on
131 the coldest winter nights. There is almost no rain; only a little falls
143 in the summer. 146

Comprehension Check
1. What kinds of landforms could you find at Big Bend? Main Idea and Details

2. What is the weather like at Big Bend? Plot Development

© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
Skunk Scout • Grade 5/Unit 4 245
 Practice
Name Text Feature:
Interview

An interview is a conversation in which one person asks another

person questions and writes down the answers.

Read the following interview. Then answer the questions that follow.
Reporter: Can you please state your full name and hometown?
William Martin: William Martin, Missoula, Montana
Reporter: William, how would you describe yourself?
WM: I’m a pretty regular fifth grader. You know, I like school
some days; other days I would rather just play around on the
jungle gym. My favorite sport is golf, which I play with my
dad. And I love to read.
Reporter: Do you have a favorite kind of book?
WM: Yeah, I love science fiction. I really enjoy thinking about
how the world might be different in the future.
Reporter: Do you know what you want to be when you grow up?
WM: I think I’d like to be a professional golfer, but I know that’s
a crazy dream. Or maybe I’ll try writing science fiction. For
now, I don’t know, I’m just enjoying being a kid.

1. Who is the reporter interviewing?

2. Who is this person?

3. What are his favorite things to do?

© Macmillan/McGraw-Hill

4. Why does he enjoy those things?

R 2.1 Understand how text features (e.g., format, graphics, sequence,

diagrams, illustrations, charts, maps) make information accessible and
246 Skunk Scout • Grade 5/Unit 4 usable.
 Practice
Name Vocabulary Strategy:
Dictionary

Multiple-meaning words can have several meanings. You can

see the different meanings when you use the words in a sentence.
You can also check the different meanings of these words in a
dictionary.

Look at the sample dictionary entries. Write the number of the

definition that fits each sentence.

cavities, noun 1. Holes or hollow places 2. Decayed places within a tooth

1. While we were looking for firewood, we found that raccoons were sleeping
in the cavities of a large log.

2. My parents encouraged us to brush our teeth twice a day so that we would

not get cavities.

ease, noun 1. Without difficulty

ease, verb 2. To lessen or reduce

3. We put ice on the camper’s scratch to ease the pain.

4. The camper’s experience allowed him to build a fire with ease.

gear, noun 1. The clothing and equipment of a soldier or camper

2. A wheel designed to help turn a piece of equipment
© Macmillan/McGraw-Hill

5. The gear turned the wheel of the bicycle.

6. We unpacked our gear from our backpacks.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Skunk Scout • Grade 5/Unit 4 247
 Practice
Spelling:
Name Words with -ence,
-ance

Fold back the paper 1. 1. distance

along the dotted line.
2. 2. importance
Use the blanks to
write each word as it 3. 3. balance
is read aloud. When
4. 4. attendance
you finish the test,
unfold the paper. Use 5. 5. absence
the list at the right to
6. 6. evidence
correct any spelling
mistakes. 7. 7. dependence
8. 8. substance
9. 9. disturbance
10. 10. entrance
11. 11. dance
12. 12. clearance
13. 13. glance
14. 14. romance
15. 15. residence
16. 16. radiance
17. 17. resistance
18. 18. chance
19. 19. presence
20. 20. hesitance
Challenge Words 21. 21. finance
© Macmillan/McGraw-Hill

22. 22. advance

Review Words 23. 23. creature
24. 24. measure
25. 25. rancher

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly.
248 Skunk Scout • Grade 5/Unit 4
 Practice
Spelling:
Name Words with -ence,
-ance

Look at the words in each set below. One word in each set is
spelled correctly. Use a pencil to fill in the circle next to the correct
word. Before you begin, look at the sample set of words. Sample
A has been done for you. Do Sample B by yourself. When you are
sure you know what to do, you may go on with the rest of the page.

Sample A: Sample B:
𝖠 creature 𝖤 measur
𝖡 kreature 𝖥 meashure
𝖢 creeture 𝖦 measure
𝖣 creiture 𝖧 mesure

1. 𝖠 distence 6. 𝖤 evidence 11. 𝖠 danse 16. 𝖤 radiance

𝖡 distance 𝖥 evidince 𝖡 dansce 𝖥 radience
𝖢 distanse 𝖦 evadence 𝖢 dance 𝖦 radeiance
𝖣 distense 𝖧 evidance 𝖣 danss 𝖧 radeince
2. 𝖤 importence 7. 𝖠 dependance 12. 𝖤 kleerence 17. 𝖠 resistence
𝖥 importanse 𝖡 depandence 𝖥 clearance 𝖡 resistense
𝖦 importinse 𝖢 dependence 𝖦 cleerance 𝖢 resistanse
𝖧 importance 𝖣 dependense 𝖧 clearence 𝖣 resistance
3. 𝖠 balance 8. 𝖤 substence 13. 𝖠 glanse 18. 𝖤 chanse
𝖡 balince 𝖥 substinse 𝖡 glansce 𝖥 chance
𝖢 balence 𝖦 substanse 𝖢 glanns 𝖦 chansce
𝖣 ballance 𝖧 substance 𝖣 glance 𝖧 chanss
4. 𝖤 attendence 9. 𝖠 disturbinse 14. 𝖤 romance 19. 𝖠 presense
𝖥 attendince 𝖡 disturbance 𝖥 romanse 𝖡 presence
𝖦 atenndence 𝖢 distirbance 𝖦 rommanse 𝖢 presince
𝖧 attendance 𝖣 destirbence 𝖧 romansce 𝖣 presance
5. 𝖠 10. 𝖤 15. 𝖠 resedense 20. 𝖤 hesitanse
© Macmillan/McGraw-Hill

absense entrance
𝖡 absence 𝖥 intrance 𝖡 residance 𝖥 hesitence
𝖢 absince 𝖦 entranse 𝖢 resedinse 𝖦 hesitanss
𝖣 abscense 𝖧 intranse 𝖣 residence 𝖧 hesitance

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly.
Skunk Scout • Grade 5/Unit 4 249
 Practice
Grammar: Pronouns,
Name Contractions, and
Homophones

• Its, their, and your are possessive pronouns. It’s, they’re,

and you’re are contractions. These possessive pronouns and
contractions are homophones, words that sound the same but
are spelled differently.
• Contractions always use apostrophes.

Rewrite each sentence. Use possessive pronouns, homophones,

and contractions correctly.
1. The fisher tricks some people on there way to the market.

2. He stands their next to the log bridge and shakes it.

3. There likely to be frightened by the shaky log.

4. They will think that their going to fall into the river.

5. They could lose there merchandise or even drown.

6. “Put some of you’re baskets down before you cross,” the fisher says.

7. He tells the others to leave some of there food before crossing the log.

8. As they go to the market, there easily tricked.

© Macmillan/McGraw-Hill

9. However, on they’re way home, they see nothing wrong with the bridge.

10. They decide that there going to trick the fisher.

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner.
250 Skunk Scout • Grade 5/Unit 4
 Practice
Grammar: Pronouns,
Name Contractions, and
Homophones

• Its, their, and your are possessive pronouns. It’s, they’re,

and you’re are contractions. These possessive pronouns and
contractions are homophones.
• The word there means “in that place.” It is a homophone of
they’re and their.
• Do not confuse possessive pronouns with contractions.

Circle all mistakes in the use of possessive pronouns,

homophones, and contractions. Then rewrite the passage.
This play is an original trickster story. It’s main character is a fisher
who is hungry because he can’t catch any fish to eat or to sell. He decides
to trick people into leaving the goods that there bringing to market on
the other side of the river. He does this by pretending that the log bridge
is unsteady and that he will hold it in it’s place. He tells the people that
there in danger if they cross with too much merchandise. So they leave
there goods their on the ground before they cross. Then the fisher crosses
over and picks up the goods right their where the people left them.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner.
Skunk Scout • Grade 5/Unit 4 251
 Practice
Writing:
Name Setting and Context:
Audience and Purpose

An Adventure
By Sheila Ryan

Shayda’s breath was a white puff in front of her face. The bitter cold wind
whipped into her numbing ears, making an echoing howl. The snowflakes
felt like little daggers on her cheeks. Families were huddled together. A big
smile spread across Shayda’s face as she jumped off the chairlift and headed
down the slopes.

1. Read the passage at the top of the page.

2. List some details that Sheila uses to show us the setting.

3. How does Shayda feel in this setting?

4. Continue the story. Write three more sentences that describe Shayda’s
adventure as she skis down the hill. Include enough detail to show how
Shayda responds to the setting.

© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

252 Skunk Scout • Grade 5/Unit 4
 Practice
Name Phonics/ Word Study:
Suffixes

A suffix is a word part added to the end of a root word to change

its meaning. Adding a suffix sometimes changes the spelling of a
root word.
happy + -ly = happily forget + -able = forgettable
argue + -ment = argument

A. Add the suffix to the word in bold type. Then write the word you
formed.
1. I find science class enjoy. (-able)
2. The tiny animal was microscope. (-ic)
3. The scientist was knowledge about plants and animals. (-able)

4. The garden was filled with color flowers. (-ful)

5. The scientists tried to discover a cure for the ill. (-ness)

B. Solve each “word math” problem to write a word with a suffix.

6. happy – y + i + ness =
7. care + ful + ly =
8. beauty – y + i + ful =
9. strategy – y + ic
10. concentrate – e + ion=
© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Hidden Worlds • Grade 5/Unit 5 253
 Practice
Name Vocabulary

A. Read each clue. Then find and circle the vocabulary word
in the row of letters.

specimens transferred murky dormant

biology scoured research observer

1. the study of life biologyraobserdorgable

2. samples etdospecimensmeoytqua

3. someone who watches reserootmissobserverbat

4. moved bfuntransferredureindmo

5. dark or unclear xzviwokmurkydormabnor

6. cleaned or cleared zonscouredspecigqshabe

7. not active oijkmdsadmustiedormant

8. study agfresearchdiemjotedym

B. Complete the sentences with the vocabulary words.

9. Life science is known as .
10. A biologist searched dark, water for samples
or .
© Macmillan/McGraw-Hill

11. A scientist is an who must find facts by doing

a lot of .
12. She the samples to a jar.
13. The scientist the minerals clean.
14. The volcano was not dangerous because it was .

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

254 Hidden Worlds • Grade 5/Unit 5
 Practice
Name Comprehension:
Sequence

The beginning, middle, and end of a story show its chronological

order or sequence. Clue words such as then, before, first, last,
after, finally, and next help readers follow a story’s sequence.

Read the story. Circle the sequence clue words. Then answer the
questions below.
Omar had to write a report about volcanoes. First he looked up volcanoes
in an encyclopedia. After he read the article, he discovered that Mount
Vesuvius is an active volcano. He discovered that it is in Italy. When he
finished the article, he found Italy on the map. Next, he found out that the
volcano’s most famous eruption was in a.d. 79. Then hhe looked for books
about this eruption. He found out that Mount Vesuvius buried the towns of
Pompeii and Herculaneum in lava and ashes. His favorite part of the report
was reading about the excavations of those cities. After outlining his report,
he wrote it out neatly in longhand and handed it in to his teacher. Then hhe
recited his report for his class. Finally, Omar said, “Now I’d really love to
visit Mount Vesuvius.”

1. Did Omar find Italy on the map before or after he finished the
encyclopedia article?
a. before b. after

2. Did Omar find that Mount Vesuvius erupted in A.D. 79 before or after he
read books about Pompeii?
a. before b. after
© Macmillan/McGraw-Hill

3. Did Omar outline his report before or after he wrote it in longhand?

a. before b. after

4. Did Omar decide that he wanted to visit Mount Vesuvius before or after
he wrote his report?
a. before b. after

R 2.2 Analyze text that is organized in sequential or chronological order.

Hidden Worlds • Grade 5/Unit 5 255
 Practice
Name Comprehension:
Sequence Chart

As you read Hidden Worlds, fill in the Sequence Charts.

Event

Event

© Macmillan/McGraw-Hill

How does the information you wrote in the Sequence Charts help you
summarize Hidden Worlds?

R 2.2 Analyze text that is organized in sequential or chronological order.

256 Hidden Worlds • Grade 5/Unit 5
 Practice
Fluency:
Name Intonation and
Phrasing

As I read, I will pay attention to intonation and phrasing.

Microscopes opened a new door into understanding
7 disease. In 1674, a Dutch scientist named Antoni van
15 Leeuwenhoek (AHN-tohnee vahn LAY-vun-HOOK) looked at
18 a drop of water under a microscope. He observed many
28 “little animals,” as he called them, in the water. These little
39 animals are called microbes.
43 Leeuwenhoek was the first person to see microbes. But
52 he didn’t know that some microbes cause disease. It took
62 another 200 years before someone figured that out.
69 That person was French chemist Louis Pasteur
76 (LEW-ee pas-TUR). In 1864, he was studying why wine
83 goes bad. He thought it was because of microbes, called
93 bacteria, in the wine. This work led him to believe that
104 bacteria also cause diseases.
108 Pasteur’s idea is called the germ theory of disease. Bad
118 bacteria, or germs, get into your body. Then they multiply.
128 This is what makes you sick.
134 A few years later, a German doctor named Robert Koch
144 discovered that different bacteria cause different diseases. 151

Comprehension Check
1. What are microbes, and how were they discovered? Summarize

2. What is the germ theory of disease? Main Idea and Details

© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
Hidden Worlds • Grade 5/Unit 5 257
 Practice
Literary Element:
Name Rhyme Scheme
and Rhythm

Rhyme scheme is the pattern of rhyming words that appear at

the end of lines in a poem. Rhythm is the regular repetition of
accented and unaccented syllables. In this nursery rhyme, the
first and second lines rhyme and the third and fourth lines rhyme,
so the rhyme scheme is aabb. Every other syllable is accented.
That gives the poem rhythm.
Twinkle twinkle little star. a
How I wonder what you are. a
Up above the world so high, b
Like a diamond in the sky. b

Read this nursery rhyme. Look at the pattern of rhyming words.

Notice the pattern of boldface accented syllables in the first two
lines. Then answer the questions.

Hickory dickory dock

The mouse ran up the clock.
The clock struck one
And down he run.
Hickory dickory dock.
1. Which words rhyme? What is the rhyme scheme?

2. Which syllables are accented in the first and last lines of the rhyme?
© Macmillan/McGraw-Hill

3. Which syllables are accented in the third and fourth lines of the rhyme?

R 2.0 Reading Comprehension (Focus on Informational Materials)

258 Hidden Worlds • Grade 5/Unit 5
 Practice
Name Vocabulary Strategy:
Greek and Latin Roots

A word family is a group of words that have the same root. You
can use Greek or Latin roots to build word families. By adding
prefixes and suffixes to a root, you can build many other words.
When you know the meaning of the root, you can figure out the
meanings of other words in the word family.

A. The Latin root servare means “to keep or guard.” Build a word family
by reading the definitions and writing the words from the list below.

preserve conserve observe reserve

1. to watch something
2. to protect something
3. to save or retain
4. to guard or maintain

B. Extend the word family by adding the correct prefix or suffix

below to the words above.
un- = not -ive = tending to
-er = one who does something -ation = state or quality of

5. the state or quality of being reserved

6. tending to conserve things
© Macmillan/McGraw-Hill

7. a person who preserves

8. a person who observes

R 1.4 Know abstract, derived roots and affixes from Greek and Latin
and use this knowledge to analyze the meaning of complex words
(e.g., controversial). Hidden Worlds • Grade 5/Unit 5 259
 Practice
Name Spelling:
Suffixes

Fold back the paper 1. 1. serious

along the dotted line.
2. 2. furious
Use the blanks to
write each word as it 3. 3. eruption
is read aloud. When
4. 4. destruction
you finish the test,
unfold the paper. Use 5. 5. direction
the list at the right to 6. 6. position
correct any spelling
mistakes. 7. 7. forgetful
8. 8. comfortable
9. 9. finally
10. 10. usually
11. 11. happily
12. 12. sadly
13. 13. eventually
14. 14. carefully
15. 15. electric
16. 16. allergic
17. 17. pacific
18. 18. safety
19. 19. activity
20. 20. sickness
Challenge Words 21. 21. microscopic
© Macmillan/McGraw-Hill

22. 22. mathematics

Review Words 23. 23. distance
24. 24. glance
25. 25. chance

LC 1.5 Spell roots, suffixes, prefixes, contractions, and

syllable constructions correctly.
260 Hidden Worlds • Grade 5/Unit 5
 Practice
Name Spelling:
Suffixes

Look at the words in each set below. One word in each set
is spelled correctly. Use a pencil to fill in the circle next to
the correct word. Before you begin, look at the sample set
of words. Sample A has been done for you. Do Sample B by
yourself. When you are sure you know what to do, you may
go on with the rest of the page.

Sample A: Sample B:
distance 𝖤 glanse
𝖡 distence 𝖥 glannce
𝖢 distince 𝖦 glance
𝖣 distanse 𝖧 glans

1. 𝖠 serius 6. 𝖤 possition 11. 𝖠 happily 16. 𝖤 allergic

𝖡 seriouse 𝖥 posision 𝖡 happely 𝖥 allerdgic
𝖢 serious 𝖦 position 𝖢 happilie 𝖦 alergic
𝖣 sereous 𝖧 posittion 𝖣 happiley 𝖧 alergick
2. 𝖤 furious 7. 𝖠 forgettful 12. 𝖤 sadley 17. 𝖠 pacifick
𝖥 furrious 𝖡 forgitful 𝖥 sadly 𝖡 pasific
𝖦 furyous 𝖢 forgetfull 𝖦 saddly 𝖢 pacific
𝖧 fureous 𝖣 forgetful 𝖧 sadlie 𝖣 paccifick
3. 𝖠 erupsion 8. 𝖤 comfortible 13. 𝖠 eventually 18. 𝖤 safty
𝖡 erupption 𝖥 comfortable 𝖡 eventuallie 𝖥 safetey
𝖢 errupsion 𝖦 commfortable 𝖢 eventualey 𝖦 safetie
𝖣 eruption 𝖧 comforttable 𝖣 eventualy 𝖧 safety
4. 𝖤 destrucsion 9. 𝖠 finally 14. 𝖤 carfully 19. 𝖠 activvity
𝖥 destructian 𝖡 finaly 𝖥 carefuly 𝖡 activitie
𝖦 destruction 𝖢 finalley 𝖦 carefully 𝖢 activity
© Macmillan/McGraw-Hill

𝖧 destrucion 𝖣 finalie 𝖧 carefullie 𝖣 activitey

5. 𝖠 direcion 10. 𝖤 usualy 15. 𝖠 electrick 20. 𝖤 sicknes
𝖡 directtion 𝖥 usually 𝖡 ellectric 𝖥 sicness
𝖢 directian 𝖦 usualie 𝖢 elecktric 𝖦 sickniss
𝖣 direction 𝖧 usualey 𝖣 electric 𝖧 sickness

LC 1.5 Spell roots, suffixes, prefixes, contractions, and

syllable constructions correctly.
Hidden Worlds • Grade 5/Unit 5 261
 Practice
Grammar:
Name Independent and
Dependent Clauses

• A clause has a subject and predicate.

• An independent clause can stand alone as a sentence.
• A dependent clause cannot stand alone as a sentence.

A. Read each clause. Tell whether it is an independent clause or a

dependent clause.
1. When the scientists looked through the microscope

2. We saw different kinds of plants on the nature walk

3. Because she loved being outdoors

4. Before we explored the pond
5. We collected samples of leaves and mushrooms

B. Find the dependent clause in each sentence and write it on the line.
6. Before we hiked, we packed our backpacks.
7. We gather leaves and soil when we go on nature field trips.

8. Since John was an expert on volcanoes, he was invited to study one that
had just erupted.
9. You can use a magnifying glass if you want to see something closer.
© Macmillan/McGraw-Hill

10. After a volcano erupts, life eventually returns to the surrounding areas.

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner.
262 Hidden Worlds • Grade 5/Unit 5
 Practice
Grammar:
Name Independent and
Dependent Clauses

Read the paragraph below. Rewrite the paragraph correctly on the

lines provided. Be sure each dependent clause is combined with
an independent clause. Set off appositives with commas. Correct
any punctuation and capitalization errors.
When Hector was young. He knew he wanted to be a scientist. He wanted
to become a scientist because he liked to study nature? He learned how to
dive. So that he could collect specimens or samples from the ocean. By
scrutinizing or examining the specimens scientists can learn how living
things survive. do you think science is interesting. If you do. Study science
like hector did. Then you can become a scientist, too
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner.
Hidden Worlds • Grade 5/Unit 5 263
 Practice
Name Writing:
Relevant Evidence

1. Read:
STATEMENT 1: Whales are powerful.
EVIDENCE A: Whales are the largest mammals on the
planet.
EVIDENCE B: When whales breach and let their tails hit the
water, they create large waves that can make
nearby boats rock.
EVIDENCE C: With shiny grey eyes and soft skin, whales
look as though they’d make beautiful pets.

2. Circle the evidence (above) that shows Statement 1 is true.

3. Read:
STATEMENT 2: I had fun at the amusement park.
EVIDENCE A: The fourth time I rode the largest
rollercoaster I had my hands in the air the
whole time; I felt the wind pound into my
mouth, which stayed open in laughter.
EVIDENCE B: My father stepped in gum while we were
waiting in line.
EVIDENCE C: My older brother won three stuffed animals
and gave them to me; I kept one and gave
the other two to these little kids who loved
them.

4. Circle the evidence (above) that shows Statement 2 is true. © Macmillan/McGraw-Hill

W 1.0 Writing Strategies

264 Hidden Worlds • Grade 5/Unit 5
 Practice
Name Phonics/ Word Study:
Homophones

Homophones are words that are pronounced alike but have

different meanings and spellings.
Example: The words to, too, and two are homophones.

Read the sentences below. Choose the homophone that correctly

completes each sentence.
1. flower, flour
We bought extra for our holiday baking projects.
The in the garden has just begun to bloom.

2. waist, waste
He tied the new belt around his .
We did not want the toys to go to , so we gave them to
a daycare center.

3. presents, presence
His parents’ gave Harry confidence as he gave
his speech.
The birthday were on the table, beside the cake.

4. patience, patients
The doctor’s waited in the hallway.
She is in a hurry and has little for waiting in line.
© Macmillan/McGraw-Hill

5. throne, thrown
The ball was too hard and went over the
catcher’s head.
We saw the ancient on which the country’s kings and
queens sat.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Rattlers! • Grade 5/Unit 5 265
 Practice
Name Vocabulary

A. Read each clue. Find the correct vocabulary word in the box,
and write it on the line next to the clue.

species survive alert vibrates

surroundings prey predators lunging

1. kinds of animals
2. an animal that is hunted for food by another animal
3. animals that hunt and eat other animals
4. to continue to live or exist
5. moves quickly back and forth or up and down
6. watchful and on the lookout
7. moving forward suddenly
8. the conditions around a place

B. Choose the word that best completes each sentence.

9. Animals have many adaptations that help them (survive/alert).

10. Lions and eagles are two kinds of (predators/surroundings).

11. A rattlesnake’s tail (lunging/vibrates) when it is ready to attack.

© Macmillan/McGraw-Hill

12. An animal must feel safe in its (predators/surroundings).

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

266 Rattlers! • Grade 5/Unit 5
 Practice
Name Comprehension:
Main Idea and Details

The main idea is the most important, or main, point that the writer
makes in a story. The main idea is what the story is about. The
writer often gives details to tell more about the main idea.

Read the paragraph below. Write the main idea and three
supporting details.
Many people are afraid of rattlesnakes, but the more you learn about
them, the less scary they seem. Most rattlesnakes live in wilderness or
desert areas away from humans. Even when people are near rattlesnakes,
most rattlers would rather slip away unnoticed than attack. A rattlesnake
shakes its tail when it feels that it is in danger, giving a warning to anyone
who has stepped too close.

1. Main Idea:

2. Detail:

3. Detail:

4. Detail:
© Macmillan/McGraw-Hill

R 2.3 Discern main ideas and concepts presented in texts, identifying

and assessing evidence that supports those ideas.
Rattlers! • Grade 5/Unit 5 267
 Practice
Name Comprehension:
Main Idea Web

As you read a section of Rattlers!, fill in the Main Idea Web.

Main Idea

© Macmillan/McGraw-Hill

How does the information you wrote in this Main Idea Web help you
summarize the section of Rattlers! you chose?

R 2.3 Discern main ideas and concepts presented in texts, identifying

and assessing evidence that supports those ideas.
268 Rattlers! • Grade 5/Unit 5
 Practice
Fluency:
Name Intonation and
Phrasing

As I read, I will pay attention to intonation and phrasing.

Where in the world do giant snakes live? None of the
11 world’s biggest snakes live in the United States, except in
21 zoos. The longest snakes living in the United States reach
31 lengths of about eight feet.
37 One of these species is the eastern diamondback
45 rattlesnake. Its cousin, the western diamondback, is almost
53 the same size. Diamondbacks aren’t only long, but they are
63 also thick and heavy. Some can weigh as much as 25 pounds.
75 A coiled diamondback has been mistaken for a car tire
85 lying on the ground. When its rattle vibrates, however, there’s
95 no mistaking this snake!
99 While diamondbacks are big, most of the world’s giant snakes
109 live in tropical areas. Tropical areas are the warm regions
119 around the equator. 122

Comprehension Check
1. What are some of the largest species of snakes living in the United States?
Main Idea and Details

2. Where do most giant snakes live? Main Idea and Details

© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
Rattlers! • Grade 5/Unit 5 269
 Practice
Literary Element:
Name Hero and
Personification

Legends are stories that often explain things that happen

in nature. The hero is the main character in a legend, who
does something brave to help others. Personification is the
assignment of human characteristics to an animal, a thing, or
an idea.

Read the following passage from How Poison Came into the World.
Answer the questions on the lines provided.
Finally, Rattlesnake slithered up slowly, shaking his rattle as he spoke.
“I will take a lot of your poison. I will rattle my tail loudly before I strike
anyone.”
And so the plant’s poisonous leaves fell off. In their place, beautiful water
lilies grew. Now the waters of the bayou were safe. And that is how poison
came into the world.
1. What does this myth explain?

2. A hero is someone who does something brave or gives up something

special in order to help others. How is the plant a hero in this myth?

3. What is one way that the snake is personified?

© Macmillan/McGraw-Hill

4. What is one way that Rattlers! is different from this legend?

R 2.0 Reading Comprehension (Focus on Informational Materials)

270 Rattlers! • Grade 5/Unit 5
 Practice
Name Vocabulary Strategy:
Context Clues

When you see a word you do not know, context clues can help
you figure out what the word means. Context clues may be other
words or phrases in the sentence, or they may be the way the
unfamiliar word is used in the sentence.

Complete these sentences with words from the box. The bold
section of each sentence contains the context clues.

fangs scales cold-blooded extinct

dinosaurs offspring vertebrates kingdom

1. Reptiles have , or plate-like structures that

form all or part of their outer covering.
2. Most ancient reptiles are , or no longer in existence.
3. Most reptiles lay eggs on land, although some give birth to live
.
4. All reptiles are and cannot keep their body
temperatures steady.
5. Reptiles belong to the animal , the largest group used
to classify living things.
6. , animals with backbones, can be found in almost
any surroundings.
7. Snakes have really sharp teeth called .
© Macmillan/McGraw-Hill

8. , a large group of extinct reptiles, lived millions of

years ago.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Rattlers! • Grade 5/Unit 5 271
 Practice
Name Spelling:
Homophones

Fold back the paper 1. 1. sweet

along the dotted line.
2. 2. peel
Use the blanks to
write each word as it 3. 3. peer
is read aloud. When
4. 4. pole
you finish the test,
unfold the paper. Use 5. 5. poll
the list at the right to 6. 6. peal
correct any spelling
mistakes. 7. 7. waste
8. 8. manner
9. 9. your
10. 10. manor
11. 11. pier
12. 12. waist
13. 13. you’re
14. 14. presents
15. 15. chews
16. 16. presence
17. 17. choose
18. 18. flour
19. 19. flower
20. 20. suite
Challenge Words 21. 21. bored
© Macmillan/McGraw-Hill

22. 22. board

Review Words 23. 23. eruption
24. 24. forgetful
25. 25. electric

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly.
272 Rattlers! • Grade 5/Unit 5
 Practice
Name Spelling:
Homophones

Look at the words in each set below. One word in each set is
spelled correctly. Use a pencil to fill in the circle next to the correct
word. Before you begin, look at the sample set of words. Sample
A has been done for you. Do Sample B by yourself. When you are
sure you know what to do, you may go on with the rest of the page.

Sample A: Sample B:
eruption 𝖤 forgettful
𝖡 erruption 𝖥 forgetfull
𝖢 erupsion 𝖦 forgetful
𝖣 erupption 𝖧 forgitful

1. 𝖠 swete 6. 𝖤 peil 11. 𝖠 pier 16. 𝖤 presense

𝖡 sweet 𝖥 peal 𝖡 peir 𝖥 presence
𝖢 sweit 𝖦 piel 𝖢 peere 𝖦 pressence
𝖣 sweate 𝖧 peele 𝖣 peare 𝖧 pressense
2. 𝖤 pele 7. 𝖠 wayste 12. 𝖤 waist 17. 𝖠 choose
𝖥 peale 𝖡 waste 𝖥 wayst 𝖡 chosse
𝖦 peel 𝖢 waiste 𝖦 wastte 𝖢 chooze
𝖧 peele 𝖣 wasste 𝖧 wayste 𝖣 chuise
3. 𝖠 peir 8. 𝖤 manner 13. 𝖠 y’oure 18. 𝖤 flour
𝖡 peare 𝖥 mannor 𝖡 you’are 𝖥 floure
𝖢 peer 𝖦 mainor 𝖢 youre 𝖦 flowr
𝖣 peere 𝖧 mannar 𝖣 you’re 𝖧 fluor
4. 𝖤 poal 9. 𝖠 yorre 14. 𝖤 pressents 19. 𝖠 flowwer
𝖥 pole 𝖡 your 𝖥 presents 𝖡 flowar
𝖦 powl 𝖢 y’oure 𝖦 presints 𝖢 flower
𝖧 polle 𝖣 youre 𝖧 presentse 𝖣 flouer
© Macmillan/McGraw-Hill

5. 𝖠 poll 10. 𝖤 mannor 15. 𝖠 chewse 20. 𝖤 siute

𝖡 powl 𝖥 manar 𝖡 chews 𝖥 suite
𝖢 poal 𝖦 mannar 𝖢 chuse 𝖦 swuite
𝖣 polle 𝖧 manor 𝖣 chuise 𝖧 sweete

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly.
Rattlers! • Grade 5/Unit 5 273
 Practice
Grammar:
Name Independent and
Dependent Clauses

An independent clause can stand alone as a sentence.

Example: The snake slithered behind the rock.
A dependent clause begins with a conjunction such as after,
because, when, if, since, though, or where. It cannot stand alone
as a sentence.
Example: when it saw me
A complex sentence has an independent clause and one or
more dependent clauses.
Example: The snake slithered behind the rock when it saw me.

A. Read each sentence. Circle the conjunction and underline the

dependent clause.
1. Because he has several pet snakes, my brother is the family expert on
reptiles.
2. I checked out a book about lizards so I could learn more about them.
3. Don’t be afraid to ask a question if you aren’t sure what to do.
4. After talking to the veterinarian, I was better able to care for my dog.

B. Combine the independent and dependent clauses to write a

complex sentence.
5. After the speaker was finished. I asked a question.

6. The librarian helped me find a book about alligators. When I had to write a
report.
© Macmillan/McGraw-Hill

7. My dad knows a lot about nature. Because he is a park ranger.

8. I like to record things I see. So I keep a journal.

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner.
274 Rattlers! • Grade 5/Unit 5
 Practice
Grammar:
Name Independent and
Dependent Clauses

A dependent clause cannot stand alone as a sentence. It must be

joined to an independent clause.

Rewrite the paragraph. Fix any sentence fragments by combining

independent and dependent clauses. Correct any errors in
punctuation or capitalization.
I want to become a biologist. Because I love studying plants and animals.
When a Biologist visited my science class. I asked her what i needed to do to
prepare for a career in science. She told me that scientists are curious They
ask lots of questions? Then they do experiments and research. To find the
answers to their questions. She told me i was off to a great start. Because Im
not afraid to ask questions. She also recommended a book titled Becoming a
biologist and a magazine article titled On your way to a Career in science.”
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner.
Rattlers! • Grade 5/Unit 5 275
 Practice
Name Writing:
Relevant Evidence

1. Read:
My father should give me a ride to school.
2. Think: What are two questions you could ask in order to find relevant
evidence to support this statement?
Examples:
How far away is school from your house?
Why can’t you take a school bus or public transportation?
3. Write two questions you could ask in order to find relevant evidence to
support these statements:

Statement 1: Tennis is the most interesting sport to watch.

Example Question: What makes tennis interesting?
Question 1:
Question 2:

Statement 2: Poetry is usually hard to understand.

Question 1:
Question 2:

Statement 3: Movies should not be rated.

Question 1:
Question 2:
© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

276 Rattlers! • Grade 5/Unit 5
 Practice
Name Phonics/ Word Study:
Prefixes

A prefix is a word part that can be added to the beginning of a

word. A prefix changes the meaning of a word. The prefixes dis-,
in-, mis-, and pre- have the following meanings:
dis- not, opposite, lack of discomfort
in- not invisible
mis- wrong, not misbehave
pre- earlier than, before prepaid

A. Underline the prefix and write the meaning of the word.

1. disapprove
2. mistrust
3. injustice
4. prejudge
5. disbelief
6. misunderstand
7. inexpensive
8. preview

B. Add a prefix to each word in boldface to make a new word. Write

the words to complete the sentences.
honest 9. When we discovered that money was missing, we realized
that some of the businesses had been .
apply 10. Without the instructions, she was afraid she would
© Macmillan/McGraw-Hill

the paint.
complete 11. Until I add my letters of recommendation, the file will be
.
historic 12. The animal fossil is older than any they
had found before.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

These Robots Are Wild!
Grade 5/Unit 5
277
 Practice
Name Vocabulary

A. Write the letter of the correct definition next to each vocabulary

word.

1. observed a. the power to understand the truth

2. inhibit b. hold back or stop

3. investigating c. take over with force

4. conquer d. noticed or saw

5. insight e. looking closely at something to learn the facts

B. Choose the vocabulary word that completes each sentence

correctly.

6. Many years of study have given scientists (inhibit/insight)

into how cells grow.

7. Scientists at one university are (investigating /observed)

the growth of cells in fruit flies.

8. They have (conquer/observed) important changes

in the cells.

9. Scientists are finding conditions that (insight/inhibit)

the growth of cells.

10. One day, they hope their work will make it possible to
(conquer/investigating) disease.
© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

278 These Robots Are Wild!
Grade 5/Unit 5
 Practice
Name Comprehension:
Make Generalizations

A generalization is a statement about a group of people, things, or

ideas. Clue words such as all, most, never, and always can help
you find generalizations.

Read the passage. Then answer the questions. Circle the

letter for the correct answer.

Antarctica is the coldest place on Earth. Animals that live there have many
things in common. All of the animals that live in Antarctica live near the
water and get food from the sea. Most of them have waterproof coats. Seals
have waterproof fur, and penguins have oily feathers that protect them from
the cold water. Most Antarctic animals have fat on their bodies, which keeps
them warm. Seals and whales both have layers of fatty blubber to keep them
warm. Antarctic animals also have short legs or wings. Seals have short legs
and penguins have short wings, which keep their bodies from losing heat.

Circle the statement that is a generalization based on information

in the passage.
1. a. All Antarctic animals get food from the sea.
b. Antarctica is the coldest place on Earth.
c. Seals have waterproof fur.
2. a. Seals have short legs.
b. Most Antarctic animals have waterproof coats.
c. Whales have layers of blubbery fat.
3. a. All Antarctic animals have a body part that keeps them warm.
© Macmillan/McGraw-Hill

b. Penguins have oily feathers.

c. Penguins have short wings.
4. a. Seals have short legs.
b. Antarctica is the coldest place on Earth.
c. Most Antarctic animals have fat on their bodies.

R 2.4 Draw inferences, conclusions, or generalizations about text

and support them with textual evidence and prior knowledge. These Robots Are Wild!
Grade 5/Unit 5
279
 Practice
Name Comprehension:
Generalizations Chart

As you read These Robots Are Wild!, fill in the Generalizations

Chart.

Important
Information Generalization

© Macmillan/McGraw-Hill

How does the information you wrote in the Generalizations Chart help
you evaluate These Robots Are Wild!?

R 2.4 Draw inferences, conclusions, or generalizations about text

These Robots Are Wild! and support them with textual evidence and prior knowledge.
280 Grade 5/Unit 5
 Practice
Name Fluency:
Phrasing

As I read, I will pay attention to phrasing.

In 1912, Roosevelt decided to run for president again. But
10 this time the Republicans did not choose him as their
20 candidate. They chose William Howard Taft. He was the
29 current president and was running for reelection.
36 Roosevelt and his supporters were furious. They thought
44 the Republicans were disrespectful. They felt compelled to
52 form a new party. It was called the Progressive Party.
62 Progressive means moving forward, in favor of reform
70 or improvement. The new party would support Roosevelt for
79 president.
80 Roosevelt proposed many reforms. He wanted to preserve
88 the environment. He supported giving women the right to
97 vote. He was in favor of the eight-hour workday. These were
108 very new ideas at that time.
114 With the Republican voters split between Taft and
122 Roosevelt, the Democrats saw their big chance. They
130 nominated Woodrow Wilson. 133

Comprehension Check
1. What does the word progressive mean? Context Clues

2. What reforms did Roosevelt support? Main Idea and Details

© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression. These Robots Are Wild!
Grade 5/Unit 5
281
 Practice
Study Skill:
Name Using the Library and
Media Center

When you visit a library or media center, you may use an online
library catalog to help you find books. Each book is listed in three
categories: author, title, and subject. You can use the online
catalog to find the book by entering key words.

SEARCH BY:
1. AUTHOR
2. TITLE
3. SUBJECT

SELECT A SEARCH

Complete the chart below. Write the category that you would use to
search: author, title, or subject.

What You Are Searching For Best Category to Use

1. a book about ancient trees
1.
2. a book by Thomas Pakenham
2.
3. a book titled Living in the Rain
Forest 3.
4. a book about the Arctic tundra
4.
5. a book about animals that live in
rain forests 5.
© Macmillan/McGraw-Hill

6. a book by John Muir

6.
7. a book called The Redwoods of
California 7.
8. a book by Anna Lewington
8.

R 2.0 Reading Comprehension

282 These Robots Are Wild!
Grade 5/Unit 5
 Practice
Name Comprehension:
Writing Frame

Problem/Solution Writing Frame

A. Summarize These Robots Are Wild! Use the Problem/Solution Writing
Frame below.

Scientists are busy creating robots to help solve difficult problems.

One problem is finding people in collapsed buildings after an earthquake. To

solve this problem, scientists are studying animals such as

This is because

As a result, robots made like these animals will

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.
© Macmillan/McGraw-Hill

R 2.0 Reading Comprehension

These Robots Are Wild!
Grade 5/Unit 5
283
 Practice
Name Vocabulary Strategy:
Greek and Latin Roots

The root is the part of a word that gives a word its main
meaning. Many English words come from Greek or Latin
words. Knowing Greek and Latin roots can help you figure
out the meaning of words you do not know.

A. The word root scop comes from a Greek word that means “see.”
Choose the word from the box that goes with its definition
below. You can use the clues next to each definition to help you
figure out the word’s meaning.

microscope stethoscope periscope kaleidoscope

1. A device people use to see around barriers (peri means “around”)

2. A device people use to see very tiny things (micro means “small”)

3. A device people use to listen to the heart and lungs (stetho means “chest”)

4. A tube containing bits of paper and colored glass that people look into to
see pretty patterns (kalos means “beautiful”; eidos means “form”)

B. Now combine the words to figure out the meaning of a new

word. Write the meaning of the word on the line.
© Macmillan/McGraw-Hill

5. solar (“sun”) + arium (“place for”) = solarium

6. tele (“far off”) + graph (“writing”) = telegraph

R 1.4 Know abstract, derived roots and affixes from Greek and Latin
and use this knowledge to analyze the meaning of complex words
284 These Robots Are Wild!
Grade 5/Unit 5
(e.g., controversial).
 Practice
Spelling:
Name Words with
Prefixes

Fold back the paper 1. 1. prewash

along the dotted line.
2. 2. disable
Use the blanks to
write each word as it 3. 3. discolor
is read aloud. When
4. 4. mistaken
you finish the test,
unfold the paper. 5. 5. preheats
Use the list at the
6. 6. misplace
right to correct any
spelling mistakes. 7. 7. incorrect
8. 8. dislike
9. 9. preview
10. 10. pretest
11. 11. mislead
12. 12. discomfort
13. 13. dismount
14. 14. misunderstand
15. 15. disobey
16. 16. dishonest
17. 17. instep
18. 18. disagree
19. 19. indirect
20. 20. invisible
Challenge Words 21. 21. prepay
© Macmillan/McGraw-Hill

22. 22. mislead

Review Words 23. 23. presence
24. 24. flour
25. 25. your

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly. These Robots Are Wild!
Grade 5/Unit 5
285
 Practice
Spelling:
Name Words with
Prefixes

Look at the words in each set below. One word in each set
is spelled correctly. Use a pencil to fill in the circle next to the
correct word. Before you begin, look at the sample set of words.
Sample A has been done for you. Do Sample B by yourself. When
you are sure you know what to do, you may go on with the rest
of the page.

Sample A: Sample B:
presence 𝖤 flouwer
𝖡 presenss 𝖥 fluor
𝖢 pressence 𝖦 flawor
𝖣 presance flour

1. 𝖠 desagree 6. 𝖤 invisible 11. 𝖠 dissable 16. 𝖤 desslike

𝖡 disagrie 𝖥 invisable 𝖡 disable 𝖥 deslike
𝖢 disigree 𝖦 innvisable 𝖢 disabel 𝖦 disslike
𝖣 disagree 𝖧 inviseble 𝖣 dissabel 𝖧 dislike
2. 𝖤 disobey 7. 𝖠 misslead 12. 𝖤 preheets 17. 𝖠 mistaken
𝖥 disobay 𝖡 mislede 𝖥 preeheats 𝖡 misstaken
𝖦 disabay 𝖢 misslede 𝖦 priheets 𝖢 mistakin
𝖧 desobey 𝖣 mislead 𝖧 preheats 𝖣 misstakein
3. 𝖠 prewash 8. 𝖤 instep 13. 𝖠 missplace 18. 𝖤 dishonest
𝖡 priwash 𝖥 innstep 𝖡 misplase 𝖥 dissonest
𝖢 prewassh 𝖦 instap 𝖢 mispalace 𝖦 disonest
𝖣 prewashe 𝖧 innstap 𝖣 misplace 𝖧 disonist
4. 𝖤 indirect 9. 𝖠 desmount 14. 𝖤 missunderstand 19. 𝖠 pritest
𝖥 inderect 𝖡 dismownt 𝖥 mesunderstand 𝖡 preetest
𝖦 indarect 𝖢 dismount 𝖦 misunderstand 𝖢 pretest
𝖧 underect 𝖣 dissmount 𝖧 messunderstand 𝖣 pritesst
© Macmillan/McGraw-Hill

5. 𝖠 prevew 10. 𝖤 inncorect 15. 𝖠 discolor 20. 𝖤 descomfort

𝖡 priview 𝖥 incoreckt 𝖡 disscoler 𝖥 descomfirt
𝖢 praview 𝖦 inncorrect 𝖢 discoller 𝖦 discomfert
𝖣 preview 𝖧 incorrect 𝖣 discolar 𝖧 discomfort

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

These Robots Are Wild! constructions correctly.
286 Grade 5/Unit 5
 Practice
Grammar:
Name Adjectives
That Compare

• For adjectives ending in e, drop the e before adding -er or -est.

• For adjectives ending in a consonant and y, change the y to i
before adding -er or -est.
• For one-syllable adjectives that have a single vowel before the final
consonant, double the final consonant before adding -er or -est.

Read each sentence. Rewrite it with the correct adjective form.

1. One of the healing plants was leafy than the others.

2. Even the tiny insects can teach scientists important things about nature.

3. He felt like the lucky science teacher in the country.

4. E. O. Wilson worked to make our planet healthy than it was.

5. Neither Clark nor Lewis was brave than the other.

6. Lewis and Clark are two of the brave men in history.

© Macmillan/McGraw-Hill

7. Keeping a journal is easy for some people than it is for others.

8. The men thought it was hot today than it was yesterday.

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner. These Robots Are Wild!
Grade 5/Unit 5
287
 Practice
Grammar:
Name Adjectives
That Compare

Identify the errors involving adjectives that compare in the

following paragraph. Rewrite the paragraph, correcting errors in
grammar, capitalization, and punctuation.
Welcome to the Columbus history Museum! We have made a few
changes. First, we have a large exhibit about lewis and Clark than we did
before. Now we room have for a map from 1804. It is the old map in the
museum. Also, The lights are bright than before. People say that it is easy
to read signs than it was.

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

These Robots Are Wild! Have students reread the passage to a partner.
288 Grade 5/Unit 5
 © Macmillan/McGraw-Hill
W 1.0 Writing Strategies

Writing Rubric

Name
4 Excellent 3 Good 2 Fair 1 Unsatisfactory
Ideas and Content/ Ideas and Content/ Ideas and Content/ Ideas and Content/
Genre Genre Genre Genre

Organization and Organization and Organization and Organization and

Focus Focus Focus Focus

Sentence Structure/ Sentence Structure/ Sentence Structure/ Sentence Structure/

Fluency Fluency Fluency Fluency

Conventions Conventions Conventions Conventions

Word Choice Word Choice Word Choice Word Choice

These Robots Are Wild!

Voice Voice Voice Voice

Grade 5/Unit 5

Practice
Writing:
Presentation Presentation Presentation Presentation

Rubric
289
 Practice
Name Phonics/ Word Study:
Suffixes

A suffix is a word part that is added to the end of a word to

change the word’s meaning. The suffix -less means “without.” The
suffix -ness means “the state of.” When added to base words, the
suffixes -less and -ness are unaccented syllables.
Example: effort + -less = EF fort less
sad + -ness = SAD ness

A. Read aloud each sentence below. Say the words with suffixes
carefully, putting stress on the correct syllable. Circle the
syllable that is accented.
1. The soldiers seemed fearl
fearless.

2. Sending secret messages was not hopel

hopeless.

3. Code talkers worked under the cover of darkn

darkness.

awaren
4. He wanted to raise awareness about code talkers.

care
5. It was careless to light a match and alert the enemy.

6. It seemed harml
harmless until it was used to send battle messages.

weakn
7. The enemy’s weakness was not knowing the Navajo language.

8. There was great gladn

gladness when the soldiers returned home.

B. Add -less or -ness to the base word. Write the new word on
the line.
© Macmillan/McGraw-Hill

9. worth + “without” =
10. still + “the state of” =
11. dry + “the state of” =
12. forgive + “the state of” =

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

290 Up in the Air • Grade 5/Unit 5
 Practice
Name Vocabulary

A. Match each word in Column 1 with its definition in Column 2.

Write the letter of the correct definition on the line next to each
vocabulary word.
Column 1 Column 2
1. launched a. a friend

2. civil b. dealing with information

and knowledge about the
3. inflate physical world
c. thick
4. dense
d. small pieces
5. companion e. relating to citizens
6. particles f. to blow up with a gas

7. scientific g. held steady

h. started, set into motion
8. anchored

B. Choose the word that best completes the sentence.

9. A (civics/civil) war is a war between citizens of the
same country.
10. You can use your own breath or a pump to (impress/inflate)
a balloon.
11. Hot-air balloons are (anchored/adrift) to the ground
to prevent them from floating away.
12. Matter in a solid is more (clear/dense) than that
of a gas.
© Macmillan/McGraw-Hill

13. It is more fun to ride in a hot-air balloon with a (companion/flight)

.
14. The first people who tried flying hot-air balloons had to be (scientific/
unsafe) in their approach.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Up in the Air • Grade 5/Unit 5 291
 Practice
Name Comprehension:
Make Generalizations

A generalization is a broad statement about a group made by

adding information to your own knowledge and experience.
• Words such as none, always, and all signal generalizations that
are universally true.
• Words such as some, usually, and almost signal limited
generalizations.

Read the sentences. Then choose the best generalization from

the box, and write it on the line. Underline the word that makes it a
generalization.

• Many inventions take time to perfect.

• Some inventions are inspired by nature.
• Many inventors are curious as children.
• You should always follow safety rules in the laboratory.

1. George de Mestral noticed that his dog’s coat was covered with burrs.
He used the natural shape of the burrs to create a design for Velcro.

2. It took George de Mestral eight years to perfect the design for Velcro. It
took Jacques Brandenberger ten years to perfect a machine for creating
cellophane.
3. As a child, the inventor Thomas Edison asked a lot of questions. Alexander
© Macmillan/McGraw-Hill

Graham Bell, the inventor of the telephone, was already inventing by age 14.

4. Laboratories can be dangerous. Following safety rules keeps everyone safe.

R 2.4 Draw inferences, conclusions, or generalizations about text

and support them with textual evidence and prior knowledge.
292 Up in the Air • Grade 5/Unit 5
 Practice
Name Comprehension:
Generalizations Chart

As you read Up in the Air: The Story of Balloon Flight, fill in the
Generalizations Chart.

Information from Text

Prior Knowledge

Generalization
© Macmillan/McGraw-Hill

How does the information you wrote in the Generalizations Chart help
you understand and evaluate the information in Up in the Air: The Story
of Balloon Flight?

R 2.4 Draw inferences, conclusions, or generalizations about text

and support them with textual evidence and prior knowledge.
Up in the Air • Grade 5/Unit 5 293
 Practice
Name Fluency:
Pacing

As I read, I will pay attention to pacing.

Through the ages, many stories have been told of people
10 who wanted to fly. One is the ancient Greek myth of
21 Daedalus (DED-ah-lahs) and Icarus. Daedalus was an
28 inventor, and Icarus was his son. Daedalus made wings for
38 them, using feathers held together with wax. When they tried
48 to fly, Daedalus flew and landed safely. But Icarus flew too
59 high. The sun melted the wax in his wings. The wings came
71 apart. He fell into the sea and drowned.
79 Like the characters in that tale, most of the early
89 inventors had the wrong idea. They wanted to imitate
98 birds by using wings to fly. But people aren’t built like
109 birds. Their efforts were doomed to fail.
116 Around 400 B.C., Chinese inventors had a different idea.
123 They built the first kites. Kites stayed aloft with the help of
135 wind. They used a gliding motion, or smooth, easy movements,
145 which worked better than flapping like birds. 152

Comprehension Check
1. What did early inventors think about flight? Main Idea and Details

2. How did kites change the way people thought about flight? Main Idea
© Macmillan/McGraw-Hill

and Details

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
294 Up in the Air • Grade 5/Unit 5
 Practice
Name Literary Element:
Simile and Metaphor

Writers sometimes compare two objects that seem very different.

If the comparison uses the words like or as to compare two
things, it is called a simile.
When two things are compared without using like or as, it is
called a metaphor.

Read each sentence below. Identify it as a simile or a metaphor.

Then on the line provided, write the two things that are being
compared.

1. We watched the flying balloon, a cloud floating in the sky.

2. The amazed crowd stood like statues and watched the balloonist sail over
Paris.

3. The fearless explorer was a brave lion.

4. The balloon floated like a ship on the sea.

5. The balloon’s linen cloth was as light as a feather.

© Macmillan/McGraw-Hill

6. Like peacocks, the brothers were very proud when their experiment worked.

R 3.5 Describe the function and effect of common literary devices

(e.g., imagery, metaphor, symbolism).
Up in the Air • Grade 5/Unit 5 295
 Practice
Name Vocabulary Strategy:
Greek Roots

Many English words have Greek roots. A root is a word or word

part that forms the core of a longer word. You can use roots to
figure out what a word means.

A. The root hydro comes from a Greek word that means “water.”
Choose the word from the box that matches each definition
below. You can use the clues next to each definition
to help you figure out the word’s meaning.

hydrothermal hydrology hydrometer hydroscope

1. the study of water (-ology, meaning “study of”)

2. a device for seeing things underwater (-scope, meaning “to see”)

3. an instrument that measures liquids (-meter, meaning “to measure”)

4. having to do with hot water (-therm, meaning “heat”)

B. Now put the meanings of the roots together to figure out the
meaning of a new word. Write the meaning of the word on the line.
5. therm (“heat”) + meter (“to measure”) = thermometer

6. bio (“life”) + ology (“study of”) = biology

© Macmillan/McGraw-Hill

7. tele (“far off”) + scope (“to see”) = telescope

8. tele (“far off”) + graph (“to write”) = telegraph

R 1.4 Know abstract, derived roots and affixes from Greek and Latin
and use this knowledge to analyze the meaning of complex words
296 Up in the Air • Grade 5/Unit 5 (e.g., controversial).
 Practice
Spelling:
Name Words with
Suffixes

Fold back the paper 1. 1. sadness

along the dotted line.
2. 2. gladness
Use the blanks to
write each word as it 3. 3. needless
is read aloud. When
4. 4. harmless
you finish the test,
unfold the paper. 5. 5. darkness
Use the list at the 6. 6. fullness
right to correct any
spelling mistakes. 7. 7. stillness
8. 8. hopeless
9. 9. fearless
10. 10. weakness
11. 11. bottomless
12. 12. foolishness
13. 13. fondness
14. 14. effortless
15. 15. restless
16. 16. happiness
17. 17. forgiveness
18. 18. motionless
19. 19. tireless
20. 20. goodness
Challenge Words 21. 21. illness
© Macmillan/McGraw-Hill

22. 22. thoughtless

Review Words 23. 23. disagree
24. 24. mislead
25. 25. preview

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly.
Up in the Air • Grade 5/Unit 5 297
 Practice
Spelling:
Name Words with
Suffixes

Look at the words in each set below. One word in each set
is spelled correctly. Use a pencil to fill in the circle next to
the correct word. Before you begin, look at the sample set
of words. Sample A has been done for you. Do Sample B by
yourself. When you are sure you know what to do, you may
go on with the rest of the page.

Sample A: Sample B:
𝖠 disagree 𝖤 misslead
𝖡 dissagree 𝖥 misleed
𝖢 disagrea 𝖦 mislead
𝖣 disaggree 𝖧 misleid

1. 𝖠 saddness 6. 𝖤 fulness 11. 𝖠 botomless 16. 𝖤 hapiness

𝖡 sadness 𝖥 fullniss 𝖡 bottomles 𝖥 happiness
𝖢 sadnes 𝖦 fullness 𝖢 bottomless 𝖦 happyness
𝖣 sadniss 𝖧 fulnes 𝖣 bottimless 𝖧 happines
2. 𝖤 gladnes 7. 𝖠 stilness 12. 𝖤 foolishness 17. 𝖠 forgiveness
𝖥 gladdness 𝖡 stillniss 𝖥 fooleshniss 𝖡 forgivness
𝖦 gladniss 𝖢 stillness 𝖦 fewlishness 𝖢 forgivvness
𝖧 gladness 𝖣 stilnes 𝖧 foolishnes 𝖣 forrgiveness
3. 𝖠 neadless 8. 𝖤 hopless 13. 𝖠 fondnes 18. 𝖤 motionnless
𝖡 needliss 𝖥 hoapless 𝖡 fondness 𝖥 mosionless
𝖢 nedeless 𝖦 hopeless 𝖢 fawndness 𝖦 motionless
𝖣 needless 𝖧 hopeles 𝖣 fondniss 𝖧 motionles
4. 𝖤 harmles 9. 𝖠 feerless 14. 𝖤 effortless 19. 𝖠 tireless
𝖥 harmless 𝖡 fearless 𝖥 effertless 𝖡 tirless
𝖦 harmliss 𝖢 fearles 𝖦 efortless 𝖢 tyreless
𝖧 harrmless 𝖣 fearrless 𝖧 effortles 𝖣 tirless
© Macmillan/McGraw-Hill

5. 𝖠 darknes 10. 𝖤 weakness 15. 𝖠 restles 20. 𝖤 gooddness

𝖡 darkniss 𝖥 weaknes 𝖡 resstless 𝖥 goodnes
𝖢 darrkness 𝖦 weekness 𝖢 restless 𝖦 gouldness
𝖣 darkness 𝖧 wekeness 𝖣 restliss 𝖧 goodness

LC 1.5 Spell roots, prefixes, contractions, and syllable

constructions correctly.
298 Up in the Air • Grade 5/Unit 5
 Practice
Grammar:
Name Comparing with
More and Most

• When you use more and most, do not use the ending -er or -est.

Read the paragraphs. Then rewrite each paragraph, correcting any

mistakes. Be sure that more and most are used correctly and that
all adjectives are spelled correctly.
When Grandfather was young, he thought that the clouds were most
beautifulest in the hills. Being outside was always more pleasanter than
being in school. Grandfather was happier of all when he could stay outside

Creating a code is very more difficult, but it is even most difficulter to

break a code. In the past, breaking a code was one of the more crucial skills
of all. Sometimes governments didn’t realize that a code had been broken,
and they continued to send their most secretest messages in that code.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passages to a partner.
Up in the Air • Grade 5/Unit 5 299
 Practice
Grammar:
Name Comparing with
more and most

In the following paragraph, identify the errors in the use of more and
most with adjectives. Then rewrite the paragraph, correcting any
mistakes.
Codes have been used for a long time. Codes are a way to make a
message more harder to understand than if the message had been written
in everyday language. Some of the most difficultest codes change the
order of the letters in words. Other codes use an uncommon language. An
example of this type is the Navajo code used during World War II. It was
one of the bestest choices because few people know Navajo. No matter
how hard the Japanese tried, they could not break this code. Navajo code
was one of the most importantest weapons for the United States during
World War II.

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner.
300 Up in the Air • Grade 5/Unit 5
 Practice
Writing:
Name Evidence: Linked to
Argument

School Uniforms
By Ethan Green
Not wearing school uniforms is too stressful for students. My sister Beth
is late for school almost every day because she spends so much time deciding
what to wear. Clothes cause a lot of arguments between my mother and Beth,
too. She begs Mom to buy expensive jeans, but Mom says, “Honey, that’s not in
our budget.” Once, Beth saved up her baby-sitting money for two months to buy
a trendy shirt. She spilled a meatball sub down the front and ruined it the first
time she wore it. She cried for days about that. If she had to wear a uniform to
school, life would be much easier for my sister Beth.

1. Read the paragraph above.

2. Think: What is the argument the writer is trying to make?

What is the evidence the writer uses to support his/her argument?

3. Write the argument and evidence on the lines below:

Argument:

Evidence:

Evidence:

Evidence:
© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

Up in the Air • Grade 5/Unit 5 301
 Practice
Name Phonics:
-ion

The suffix -ion means “state or quality of” when it is added to

the end of a word.
If a word ends in silent e, drop the e before adding -ion.
Example: concentrate + -ion = concentration, the state of
concentrating

A. Finish filling in the chart below by adding -ion or removing -ion.

Base Word + -ion Word with suffix

1. locate + -ion
2. + -ion completion
3. pollute + -ion
4. + -ion separation
5. confuse + -ion

B. When words do not end in a silent e, you can simply add -ion.
Add -ion to each word below to finish the sentence.

6. discuss We had a in class about how to write

a story.
7. elect Ana Rosa’s parents will vote in the .
8. correct Ana Rosa did not need to make a to
her story.
© Macmillan/McGraw-Hill

9. perfect Writers rewrite their stories until they feel they have
achieved .
10. reflect You can use a mirror to see your .

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

302 Hurricanes • Grade 5/Unit 5
 Practice
Name Vocabulary

Use the correct word from the list to complete the sentences below.

damages property available contact

atmosphere destruction surge

1. The winds and rain of hurricanes can bring to cities

on the coast.

2. The water damaged much of the in the community,

including buildings and roads.

3. We stored canned food and bottled water so that both would be

during a storm.

4. Tropical storms begin around low-pressure areas that are high above the
ocean in Earth’s .

5. The town officials were in with a weather center that

sent them information about the hurricane.

6. The wave g , which was more than ten feet high,

covered the highway near the coast.

7. Builders estimated that the g to homes and schools

would cost more than $10 million to repair.
© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Hurricanes • Grade 5/Unit 5 303
 Practice
Name Comprehension:
Description

Description is an organizational pattern authors sometimes

use in textbook writing. Signal words and phrases such as most
important, for example, for instance, or to begin with alert readers
about an upcoming list or set of characteristics.

Read the passage. Then answer the questions that follow.

Many winter storms get their energy when two air masses of different
temperatures bump into each other. For example, an air mass of cold, dry,
Canadian air may move south. There it runs into a warm, moist air mass
moving north from the Gulf of Mexico. When this happens, the warm air is
forced to rise over the cold air. The moisture in the warm air freezes, and a
storm can result. The point where these two air masses meet is called a front.
If cold air advances and pushes away the warm air, it forms a cold front.
When warm air advances, it rides up over the denser, cold air mass to form a
warm front.

1. What is the topic of this passage?

2. What happens when cold and warm air masses meet?

3. What clue words or phrases does the author use to help you identify the
organizational pattern used in this passage?
© Macmillan/McGraw-Hill

4. Explain the difference between a warm front and a cold front.

R 2.0 Reading Comprehension (Focus on Informational Materials)

304 Hurricanes • Grade 5/Unit 5
 Practice
Name Comprehension:
Description Chart

As you read Hurricanes, fill in the Description Chart.

Signal Words Descriptive Facts

© Macmillan/McGraw-Hill

How does the information you wrote in the Description Chart help you
analyze the text structure of Hurricanes?

R 2.0 Reading Comprehension (Focus on Informational Materials)

Hurricanes • Grade 5/Unit 5 305
 Practice
Fluency:
Name Intonation and
Phrasing

As I read, I will pay attention to intonation and phrasing.

Scientists and meteorologists are working to make it
8 easier to predict blizzards. If we know a storm is coming, we
20 can prepare for it.
24 These snow researchers use special tools to measure
32 snow and ice. Some scientists study how storms behave.
41 They measure how much snow falls in a snowstorm, how
51 cold it is, and how hard the wind blows.
60 Other scientists try to create snowy conditions in their
69 labs. They may use an artificial cold chamber. A cold
79 chamber helps scientists find out what kinds of conditions
88 make what kinds of snow. Snow can be wet and heavy or dry
101 and fluffy.
103 Scientists are also studying ways to cope with snow and
113 ice. For example, researchers at the Institute of Snow
122 Research in Michigan are exploring how to make better
131 de-icers. 132

Comprehension Check
1. Why do scientists study snowstorms? Main Idea and Details

2. What is a cold chamber? Relevant Facts and Details

© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
306 Hurricanes • Grade 5/Unit 5
 Practice
Literary Element:
Name Personification,
Imagery, and
Onomatopoeia

Writers use personification to give human characteristics to an

animal, thing, or idea. Imagery uses descriptions to create vivid
pictures in the reader’s mind. Onomatopoeia uses words that
imitate the sounds of an object or action.

Read the selection below and answer the questions.

Hurricane Conversation
1 Often long. Always loud.
2 From the winds: howl.
3 The trees, struggling to stay upright, reply: groan.
4 Or, failing, announce: smash.
5 Depending on where the trees land, the window may call: crash.

1. How are trees personified in lines 3 and 4?

gg g

2. What thing is personified in line 5? How?

3. Name some examples of onomatopoeia used to describe the hurricane.

© Macmillan/McGraw-Hill

R 3.5 Describe the function and effect of common literary devices

(e.g., imagery, metaphor, symbolism).
Hurricanes • Grade 5/Unit 5 307
 Practice
Vocabulary Strategy:
Name Multiple-Meaning
Words

Multiple-meaning words are words that can have several

meanings. The meaning of the word becomes clear when
you see how it is used in the sentence. You can use the
dictionary to check all the meanings of these words.

Look at the examples below. Then write the number of the

definition that fits each sentence.

atmosphere, noun: 1. the gases surrounding a planet, especially

those surrounding Earth, and held by a planet’s gravity 2. a feeling
associated with a particular place: a store with a friendly atmosphere

1. A hurricane forms high up in the atmosphere. g

2. The museum we visited had a very formal atmosphere.
g

bark, verb: 1. to make a sharp cry 2. to snap at someone

bark, noun: 3. the outside covering of a plant or tree. 4. a small boat

3. The fierce wind even blew the bark from the trees. g
4. We knew the storm was coming because the dog started to bark.
g

fair, noun: 1. a gathering or an exhibition

fair, adjective: 2. light in color 3. free of storms 4. not showing
favoritism or bias; impartial
© Macmillan/McGraw-Hill

5. Before hurricane season started in August, the skies were always fair.
g
6. The group gave out emergency supplies in a fair manner.
g

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

308 Hurricanes • Grade 5/Unit 5
 Practice
Name Spelling:
Words with -ion

Fold back the paper 1. 1. impress

along the dotted line.
2. 2. correct
Use the blanks to
write each word as it 3. 3. elect
is read aloud. When
4. 4. discuss
you finish the test,
unfold the paper. 5. 5. locate
Use the list at the 6. 6. decorate
right to correct any
spelling mistakes. 7. 7. confuse
8. 8. estimate
9. 9. impression
10. 10. correction
11. 11. election
12. 12. discussion
13. 13. location
14. 14. decoration
15. 15. confusion
16. 16. estimation
17. 17. relate
18. 18. direct
19. 19. relation
20. 20. direction
Challenge Words 21. 21. divide
© Macmillan/McGraw-Hill

22. 22. division

Review Words 23. 23. hopeless
24. 24. fearless
25. 25. forgiveness

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly.
Hurricanes • Grade 5/Unit 5 309
 Practice
Name Spelling:
Words with -ion

Look at the words in each set below. One word in each set
is spelled correctly. Look at Sample A. The letter next to the
correctly spelled word in Sample A has been shaded in. Do
Sample B yourself. Shade the letter of the word that is spelled
correctly. When you are sure you know what to do, go on with
the rest of the page.

Sample A: Sample B:
hopeless 𝖤 fearles
𝖡 hoapless 𝖥 feerless
𝖢 hopless 𝖦 fearless
𝖣 hopeles 𝖧 fereless

1. 𝖠 impres 6. 𝖤 deckorate 11. 𝖠 election 16. 𝖤 esstimation

𝖡 immpress 𝖥 decorate 𝖡 ellection 𝖥 estimacion
𝖢 impress 𝖦 deccorate 𝖢 elecktion 𝖦 estimmation
𝖣 imppress 𝖧 decorrate 𝖣 elecction 𝖧 estimation
2. 𝖤 corect 7. 𝖠 confuze 12. 𝖤 discussion 17. 𝖠 relate
𝖥 correct 𝖡 confuise 𝖥 disscussion 𝖡 rellate
𝖦 correkt 𝖢 confuse 𝖦 discusion 𝖢 relait
𝖧 correcked 𝖣 connfuse 𝖧 disscusion 𝖣 relayte
3. 𝖠 elect 8. 𝖤 esstimate 13. 𝖠 locasion 18. 𝖤 direct
𝖡 ellect 𝖥 esttimate 𝖡 loccation 𝖥 direckt
𝖢 eleckt 𝖦 estimate 𝖢 locateion 𝖦 dirrect
𝖣 elecked 𝖧 estimait 𝖣 location 𝖧 direcked
4. 𝖤 discuss 9. 𝖠 impresion 14. 𝖤 decoration 19. 𝖠 relasion
𝖥 disckus 𝖡 impression 𝖥 deccoration 𝖡 relacion
𝖦 disscuss 𝖢 immpresion 𝖦 decorasion 𝖢 rellation
𝖧 disscus 𝖣 impreshun 𝖧 decorration 𝖣 relation
© Macmillan/McGraw-Hill

5. 𝖠 lowcate 10. 𝖤 corection 15. 𝖠 connfusion 20. 𝖤 direction

𝖡 loccate 𝖥 correction 𝖡 confusion 𝖥 direcsion
𝖢 locait 𝖦 correcion 𝖢 confussion 𝖦 direckion
𝖣 locate 𝖧 correcktion 𝖣 confucion 𝖧 directtion

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly.
310 Hurricanes • Grade 5/Unit 5
 Practice
Grammar:
Name Comparing with
Good and Bad

• The comparative forms of the adjective bad are irregular; they

are not formed by adding -er or -est.
• Use worse to compare two people, places, or things.
• Use worst to compare more than two.

Rewrite each sentence, correcting the form of bad where necessary.

1. Winter is the worse time to visit the República Dominicana.

2. Making a fuss about the sea monster would be worst than not telling anybody.

3. Guario thinks that sitting in a gri gri tree is the worser way to spend time.

4. Roberto complained that washing dishes was a worst chore than sweeping.

5. Spring is a worst time than winter for whales to migrate.

6. Spotting the sea monster was not the worse thing that happened that day.
© Macmillan/McGraw-Hill

7. Roberto was a worser domino player than Papi.

8. Ana Rosa had a worst time at the gathering than her neighbors.

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner.
Hurricanes • Grade 5/Unit 5 311
 Practice
Grammar:
Name Comparing with
Good and Bad

Read the paragraph below. Rewrite the paragraph correctly on the

lines provided.
Once, far beneath the sailboats that float on the sea, lived the most best
swimmer in the ocean. He could swim faster than the fastest dolphin, and
no fish was gooder at diving deep, deep down. This fine swimmer was also
the biggest creature in all the sea, and he scared away the baby fish. The
worstest thing about his size was that the other ocean creatures called him
a sea monster, and no one wanted to be his friend. He thought there was
nothing worser than being so big.

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner.
312 Hurricanes • Grade 5/Unit 5
 Practice
Writing:
Name Evidence: Linked to
Argument

Read:
The cafeteria food at our school is terrible. For example…

Think about ONE specific cafeteria meal that was terrible.

Write three sentences to add to the sentence above. Use sensory
details.
Example: The cafeteria food at our school is terrible. Last week,
five people complained to the cafeteria manager because the
pizza was burnt.
The cafeteria food at our school is terrible…
© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

Hurricanes • Grade 5/Unit 5 313
 Practice
Name Phonics/ Word Study:
Greek Roots

Many words in English have Greek roots. A root is a small

word part that usually cannot stand on its own. Learning the
meanings of roots can help you define unfamiliar words.

Study the root chart. Then write the Greek root contained in each
word below on the lines provided.

Greek Root Meaning

astr star
auto self, same
graph thing written
photo light
tele far, distant
phon sound, voice
mech machine

1. biography
2. photometer
3. mechanic
4. astronomer
5. television
6. automatic
7. homophone
© Macmillan/McGraw-Hill

8. telescope
9. mechanism
10. automobile
11. phonics
12. astronaut

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

314 Miss Alaineus • Grade 5/Unit 6
 Practice
Name Vocabulary

Read each sentence. Then write a vocabulary word from the list
that has the same meaning as the underlined word or words.

soggy categories strands capable

slumped gigantic luminous credit

1. Juggling, singing, and playing the piano were the types of things
that Danny considered for the contest.

2. He was afraid that he had gotten himself into a huge

mess.

3. His milk spilled, and now his sandwich was wet .

4. Elena knew that Danny was worried because he sank down

in his chair.

5. Elena twirled many hairs with her finger.

6. Would Mrs. Pace give Elena extra points for reading a

play aloud?

7. Elena hoped that Danny would be a bright and shiny

star.

8. She knew that he would be great because he was very skilled

© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Miss Alaineus • Grade 5/Unit 6 315
 Practice
Name Comprehension:
Character and Plot

• The characters are the people whom the story is about.

• The plot is a series of events that take the characters
through an experience or a change. The plot may include a
problem that a character has to solve.

Read the paragraph, and then answer the questions about the
characters and the plot.
At first, Danny thought it would be fun to enter the talent contest. After
he signed up, however, he realized that he didn’t actually know what his
talent was. If he didn’t perform well, the other students would laugh at him.
When he saw his friend Elena, he slumped into the chair next to her and
let out a huge sigh. Elena tried to help him think of things he could do, but
nothing she said made any sense to Danny. In fact, he wasn’t even listening
to her. Finally, Danny threw up his hands and exclaimed, “It’s hopeless!”
1. Who are the characters in this paragraph?
2. What problem does Danny have?

3. How do you know that Danny believes that he has a problem?

4. Is Danny working to solve his problem? Explain your answer.

© Macmillan/McGraw-Hill

R 2.0 Reading Comprehension (Focus on Informational Materials)

316 Miss Alaineus • Grade 5/Unit 6
 Practice
Comprehension:
Name Character and Plot
Chart

As you read Miss Alaineus, fill in the Character and Plot Chart.

Character Plot
© Macmillan/McGraw-Hill

How does the information you wrote in this Character and Plot Chart
help you analyze the story structure of Miss Alaineus?

R 2.0 Reading Comprehension (Focus on Informational Materials)

Miss Alaineus • Grade 5/Unit 6 317
 Practice
Name Fluency:
Intonation and Phrasing

As I read, I will pay attention to intonation and phrasing.

Julie took a sip of water. Then she scanned the long
11 table, looking at the 16 other contestants. Seven were out of
21 the contest. If Julie didn’t get her focus back soon, she knew
33 she’d be the next to go.
39 What was the moderator asking? The questioning had
47 moved along the row until it was just three seats away. Paul
59 from Baker Junior High was asked, “What Southeast Asian
68 country was formerly named Siam?”
73 That’s easy, thought Julie. Thailand. But she could see a
83 red flush spread from Paul’s neck onto his cheeks.
92 “Cambodia?” he said, then slumped in his chair. Bye,
101 Paul. 102

Comprehension Check
1. How do you think Julie feels about the contest? Plot Development

2. How does Julie feel when Paul gives the wrong answer? Plot
© Macmillan/McGraw-Hill

Development

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
318 Miss Alaineus • Grade 5/Unit 6
 Practice
Text Feature:
Name Photographs and
Captions

Photographs or drawings and their captions give more

information about the topic of an article.

Look at the drawing. Read the caption. Answer the questions.

Fifth-graders learn about fitness and health by running a one-mile race.

1. Who do you see in the drawing? What are they doing?

© Macmillan/McGraw-Hill

2. What does the banner tell you?

3. What do you learn from the caption?

R 2.1 Understand how text features (e.g., format, graphics,

sequence, diagrams, illustrations, charts, maps) make information
accessible and usable. Miss Alaineus • Grade 5/Unit 6 319
 Practice
Name Vocabulary Strategy:
Synonyms

When you are reading and come to an unfamiliar word, you may
be able to learn that word’s meaning by using context clues.
These clues may be other words or phrases in the text, or they
may be the way that the unfamiliar word is used in the sentence.
Sometimes a sentence contains a synonym, or a word that has
the same meaning as the unfamiliar word.

Read each sentence. Use context clues to determine the meaning

of the underlined word. Circle the definition.
1. The moon was luminous and filled the room with shining light.
a. glowing b. round

2. It was impossible to fit the humongous stuffed dog into the tiny car.
a. fluffy b. huge

3. He did not study for the test, and it was inevitable that he would fail.
a. impossible b. unavoidable

4. The wide umbrella kept Kim’s clothes dry in the downpour, but she arrived
at school with soggy feet.
a. stained b. a heavy fall of rain

5. Sue usually had perfect posture, but her head hung low and her
shoulders slumped when she was tired.
a. a way of standing b. rose

6. Simone’s awards for community service brought credit to her school and
© Macmillan/McGraw-Hill

made her a model for the younger girls.

a. criticism b. a good example

R 1.3 Understand and explain frequently used synonyms, antonyms,

and homographs.
320 Miss Alaineus • Grade 5/Unit 6
 Practice
Spelling:
Name Words with
Greek Roots

Fold back the paper 1. 1. astronaut

along the dotted line.
2. 2. telephone
Use the blanks to
write each word as it 3. 3. photography
is read aloud. When
4. 4. mechanical
you finish the test,
unfold the paper. Use 5. 5. myth
the list at the right to
6. 6. television
correct any spelling
mistakes. 7. 7. phonics
8. 8. automatic
9. 9. photograph
10. 10. telescope
11. 11. mythical
12. 12. mechanic
13. 13. telegram
14. 14. telephoto
15. 15. autograph
16. 16. disaster
17. 17. videophone
18. 18. auto
19. 19. graph
20. 20. aster
Challenge Words 21. 21. phone
© Macmillan/McGraw-Hill

22. 22. photo

Review Words 23. 23. correction
24. 24. discussion
25. 25. decoration

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly.
Miss Alaineus • Grade 5/Unit 6 321
 Practice
Spelling:
Name Words with
Greek Roots

Look at the words in each set below. One word in each set
is spelled correctly. Look at Sample A. The letter next to the
correctly spelled word in Sample A has been shaded in. Do
Sample B yourself. Shade the letter of the word that is spelled
correctly. When you are sure you know what to do, go on with
the rest of the page.

Sample A: Sample B:
𝖠 correction 𝖤 disscusion
𝖡 correcion 𝖥 discushion
𝖢 correcsion 𝖦 discussion
𝖣 corection 𝖧 disscussion

1. 𝖠 astronot 6. 𝖤 telavision 11. 𝖠 mythical 16. 𝖤 dissaster

𝖡 astranot 𝖥 tellavision 𝖡 mythacal 𝖥 disasster
𝖢 astronaut 𝖦 television 𝖢 mithacal 𝖦 disaster
𝖣 astranaut 𝖧 tellevision 𝖣 mythecal 𝖧 disastar
2. 𝖤 tellephone 7. 𝖠 fonics 12. 𝖤 mechanic 17. 𝖠 videophone
𝖥 tellaphone 𝖡 fonnics 𝖥 mecanic 𝖡 videofone
𝖦 telophone 𝖢 phonics 𝖦 machanic 𝖢 videophon
𝖧 telephone 𝖣 phonnics 𝖧 mechanick 𝖣 viddeophone
3. 𝖠 photographie 8. 𝖤 automatic 13. 𝖠 tellagram 18. 𝖤 auto
𝖡 photography 𝖥 autamatic 𝖡 telegram 𝖥 autto
𝖢 phottography 𝖦 auttomatic 𝖢 telagram 𝖦 otto
𝖣 phatography 𝖧 autamatick 𝖣 telegramm 𝖧 autoe
4. 𝖤 mecanical 9. 𝖠 fotagraph 14. 𝖤 telephoto 19. 𝖠 graf
𝖥 mechanical 𝖡 photograph 𝖥 tellephoto 𝖡 graffe
𝖦 meckanical 𝖢 photograf 𝖦 telaphoto 𝖢 graph
𝖧 machanical 𝖣 photagraph 𝖧 telefoto 𝖣 graphe
© Macmillan/McGraw-Hill

5. 𝖠 myth 10. 𝖤 tellescope 15. 𝖠 autagraph 20. 𝖤 aster

𝖡 mith 𝖥 telascope 𝖡 autograph 𝖥 astar
𝖢 mithe 𝖦 telescope 𝖢 autograf 𝖦 astor
𝖣 mythe 𝖧 tellascope 𝖣 autagraff 𝖧 astter

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly.
322 Miss Alaineus • Grade 5/Unit 6
 Practice
Name Grammar:
Adverbs

An adverb can describe a verb. It can also describe an

adjective or another adverb.

A. In these sentences, the adverbs describe verbs, adverbs, or adjectives.

Underline each adverb. Some sentences contain more than one adverb.
1. The Golden Mare spoke quietly.
2. Yelena the Fair realized that she would be in danger very soon.
3. The Tsar was terribly angry about Alexi’s success.
4. The Lake of the Sun shone brilliantly in the morning.
5. The Water of Youth began to boil very quickly.

B. Complete each sentence with an adverb that describes the

underlined word. Choose from the adverbs in the box.

almost very completely finally quite rather too

6. The Tsar acted greedily.

7. They poured water into the iron pot until it was full.

8. The ship moved gracefully across the water.

9. Alexi stayed awake late that night.

© Macmillan/McGraw-Hill

10. Alexi and the Golden Mare defeated the Tsar.

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner.
Miss Alaineus • Grade 5/Unit 6 323
 Practice
Name Grammar:
Adverbs

Read the paragraph below. Rewrite the paragraph correctly on the

lines provided.
The Golden Mare was real old when she met Alexi. Because she was
amazing, she looked and felt quitely healthy and young. The Golden
Mare could gallop quick through the forest as though she were made
of wind. Her hooves hard hit the ground when she ran. Alexi could not
believe his well fortune when he saw this mysterious creature. He rough
rubbed his eyes, expecting the horse to disappear sudden.

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner.
324 Miss Alaineus • Grade 5/Unit 6
 Practice
Name Writing:
Varying Sentence Types

1. Remember that there are many ways to vary sentences. Here are
two that we have discussed:

• Change the verb.

• Include dialogue.

2. Read the following sentence:

Franklin wanted to do well on the quiz, so he made sure to study for

several hours.

3. List three other ways to say “want.”

a. (example: desire)
b.
c.

4. List three other ways to say “study.”

a. (example: review)
b.
c.

5. Rewrite the sentence. Change the verb:

Example: Franklin wanted to do well on the quiz, so he remembered

to review for several hours.

6. Rewrite the sentence. Include dialogue:

Example: “Mom,” Franklin whined, “I can’t clean my room right now.

© Macmillan/McGraw-Hill

You know I’ve got this quiz. I’m going to fail if I don’t study for it!”

7. Read the following sentence:

Even though dogs are more common as pets, pigs are actually more intelligent.

8. Rewrite the sentence two times using two ways to vary sentences.

W 1.0 Writing Strategies

Miss Alaineus • Grade 5/Unit 6 325
 Practice
Name Phonics/ Word Study:
Latin Roots

Many English words have Latin roots. Identifying the root and its
meaning helps us find its word family or related words.

Look at the root-word families below, and read the definitions of

the missing words. Choose the correct word from the word list,
and write it on the line provided.

dismiss inspect airport mission

transport spectacular spectator portable

spect: to see

1. to look at carefully

2. a great display

3. someone who watches

port: to carry

4. to carry from one place to another

5. able to be carried

6. a place where aircrafts take off and land

mit/miss: to send away

© Macmillan/McGraw-Hill

7. a special duty or errand

8. to send away

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

326 Carlos and the Skunk
Grade 5/Unit 6
 Practice
Name Vocabulary

Read the sentences. On the line, write the vocabulary word from
the box that best replaces the underlined word or phrase. To help
you choose, the vocabulary word’s part of speech is given at the
end of each sentence.

Noun Adjective Verb

behavior stunned arousing
glimpse secluded
source nestled
unpleasant

1. Skunks use their disagreeable smell to defend themselves. (adjective)

2. Snuggled comfortably under the bushes, the little raccoon was sound
asleep. (adjective)

3. The children tiptoed through the garden without exciting or scaring the
skunk. (verb)

4. Carlos’s actions showed how much he wanted Gloria’s friendship. (noun)

5. Wild animals like to nest in places that are hidden from view.
(adjective)

6. Gloria knew that the skunk was the thing that was the cause of the smell.
(noun)
© Macmillan/McGraw-Hill

7. The strong smell left Carlos unable to move or act. (adjective)

8. They caught only a quick view of the rare bird before it flew away. (noun)

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Carlos and the Skunk
Grade 5/Unit 6
327
 Practice
Name Comprehension:
Author’s Purpose

Authors have a purpose, or reason, for writing. Authors may write

to persuade, to inform, to explain, or to entertain.

Read each passage below. On the line, write whether the author’s
purpose is to persuade, to inform, to entertain, or to explain.

1. If you want to track animals in the woods to take pictures, here are some steps
you should take. First, get a good tracking book. A tracking book will help you
recognize animal footprints. Don’t forget to bring a tape measure or ruler to
measure the footprints, too. Remember to dress for the weather. If you’re in the
mountains, it can get very cold! Finally, don’t forget your camera!

2. A monarch in flight—
What a wonder to see.
Bright orange, bright black.
Flying colorfully.

3. Everyone should get up early next Saturday to take the guided hike at the
Nature Center. An expert on woodland animals will lead hikers through the
woods. The hike costs only $5, and it begins at 8 A.M. You will learn a great
deal about the animals that live in our forests.

4. Many different animals use camouflage to protect themselves from

© Macmillan/McGraw-Hill

predators. An animal that protects itself through camouflage has fur or skin
that blends in with the animal’s surroundings. Some animals even use their
shape as a disguise. A leaf butterfly, for example, has wings that look like
leaves. When it lands on a tree, a leaf butterfly looks just like one of the
tree’s leaves.

R 2.0 Reading Comprehension (Focus on Informational Materials)

328 Carlos and the Skunk
Grade 5/Unit 6
 Practice
Comprehension:
Name Author’s Purpose
Chart

As you read Carlos and the Skunk, fill in the Author’s Purpose Chart.

Clues Author’s Purpose

© Macmillan/McGraw-Hill

How does the information you wrote in the Author’s Purpose Chart help
you evaluate Carlos and the Skunk?

R 2.0 Reading Comprehension (Focus on Informational Materials)

Carlos and the Skunk
Grade 5/Unit 6
329
 Practice
Name Fluency:
Intonation

As I read, I will pay attention to intonation.

Mammals are animals that are warm blooded and have
8 backbones. They breathe air. They have fur or hair on their
19 bodies. Mother mammals give birth to live young. Then they
29 nurse their babies with milk. Mammals also have many ways
39 to protect themselves from danger.
44 It can be a dangerous world for mammals. Mammals that
54 are predators hunt other animals for food. The cat catches
64 a mouse. The lion catches an antelope. This behavior is
74 natural. Animals have to eat. But no animal wants to be eaten.
86 Most mammals try to stay away from danger. They might
96 run away. They might try to hide. These survival instincts
106 help keep them alive. Mammals have other ways to protect
116 themselves from predators as well. 121

Comprehension Check
1. What are mammals? Main Idea and Details

2. What are some survival instincts mammals use? Main Idea and
Details
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
Carlos and the Skunk and with appropriate pacing, intonation, and expression.
330 Grade 5/Unit 6
 Practice
Name Text Feature:
Deck and Headings

Magazine articles have different parts.

• The title of the article gives the name of the article.
• The byline tells who wrote the article.
• The deck is a short preview of the article.
• Headings are subtitles that divide the article into different parts.

A. Look at the magazine article below. Label each part of the article
on the numbered lines under the article.

1. Animal Self-Defense
2. by Elle Wainwright
3. If you were a wild animal about to become someone’s dinner, what
would you do? Run? Hide? Fight? Animals may do any of these things
when they feel threatened.
Wild animals live dangerous lives. While they hunt for food, they
must also be careful not to be caught by another animal. To help them
stay alive, animals have developed adaptations.
4. Hide and Seek
Some adaptations help animals hide. If an animal can remain unseen,
it will be safe.

1. 3.
2. 4.

B. Answer the questions about the article.

5. How does the deck get your interest?
© Macmillan/McGraw-Hill

6. What does the heading tell you that part of the article will be about?

R 2.0 Reading Comprehension (Focus on Informational Materials)

Carlos and the Skunk
Grade 5/Unit 6
331
 Practice
Name Vocabulary Strategy:
Context Clues

When you find a word you don’t know, you can often figure out
what it means by looking at other words in the sentence. Defining
a word in this way is using context clues.

Read each passage. Circle the letter next to the definition that
best fits the underlined word. Use context clues to help you
choose the answer.
1. The puppy climbed up and down the sides of the arroyo. The gully was
dry this time of year, but during the spring rains, it could quickly fill with
water.
a. riverbed b. tall mountains

2. The dog caught just a glimpse of the cat’s tail as it slipped under the fence.
This quick peek made the curious dog run to the fence.
a. sleepy b. eager to know

3. The dog’s sleepy behavior told its owner that it was exhausted from the
long walk. The dog usually acted more lively in the evening and was eager
to play until all of the children went to bed.
a. awake b. tired

4. The dog turned around in its bed to make a comfortable place to sleep.
Once it was nestled in bed, the dog would not wake up for hours.
a. at ease b. respectful

5. The pesky mosquito annoyed the girl as it buzzed in her ear.

© Macmillan/McGraw-Hill

a. irritating b. hungry

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

332 Carlos and the Skunk
Grade 5/Unit 6
 Practice
Spelling:
Name Words with
Latin Roots

Fold back the paper 1. 1. subtract

along the dotted line.
2. 2. port
Use the blanks to
write each word as it 3. 3. missile
is read aloud. When
4. 4. portable
you finish the test,
unfold the paper. 5. 5. export
Use the list at the 6. 6. commit
right to correct any
spelling mistakes. 7. 7. respect
8. 8. transport
9. 9. tractor
10. 10. spectator
11. 11. traction
12. 12. dismiss
13. 13. inspector
14. 14. distract
15. 15. spectacle
16. 16. inspect
17. 17. mission
18. 18. import
19. 19. intermission
20. 20. suspect
Challenge Words 21. 21. extract
© Macmillan/McGraw-Hill

22. 22. spectacular

Review Words 23. 23. telescope
24. 24. astronaut
25. 25. photograph

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly. Carlos and the Skunk
Grade 5/Unit 6
333
 Practice
Name Spelling:
Latin Roots

Look at the words in each set below. One word in each set
is spelled correctly. Look at Sample A. The letter next to the
correctly spelled word in Sample A has been shaded in. Do
Sample B yourself. Shade the letter of the word that is spelled
correctly. When you are sure you know what to do, go on with
the rest of the page.

Sample A: Sample B:
𝖠 telescope 𝖤 astranaut
𝖡 tellascope 𝖥 astronot
𝖢 telascope 𝖦 astronaut
𝖣 tellescope 𝖧 astranot

1. 𝖠 subtract 6. 𝖤 comit 11. 𝖠 tracion 16. 𝖤 innspect

𝖡 subbtract 𝖥 comitt 𝖡 tracktion 𝖥 inspecked
𝖢 subtrackt 𝖦 commit 𝖢 tracsion 𝖦 inspect
𝖣 subtracked 𝖧 committ 𝖣 traction 𝖧 inspecte
2. 𝖤 pourt 7. 𝖠 respect 12. 𝖤 dismiss 17. 𝖠 misshon
𝖥 port 𝖡 rispect 𝖥 dismis 𝖡 mision
𝖦 porte 𝖢 resspect 𝖦 dissmiss 𝖢 missian
𝖧 porrt 𝖣 respeckt 𝖧 dissmis 𝖣 mission
3. 𝖠 misile 8. 𝖤 trannsport 13. 𝖠 inspecter 18. 𝖤 import
𝖡 missel 𝖥 transporrt 𝖡 innspector 𝖥 imporrt
𝖢 missille 𝖦 transport 𝖢 inspector 𝖦 impourt
𝖣 missile 𝖧 transporte 𝖣 inspecctor 𝖧 immport
4. 𝖤 portible 9. 𝖠 tracter 14. 𝖤 distract 19. 𝖠 inntermission
𝖥 portable 𝖡 tractor 𝖥 disstract 𝖡 intermision
𝖦 porttable 𝖢 tracktor 𝖦 distracked 𝖢 intermission
𝖧 portabble 𝖣 trackter 𝖧 distrackt 𝖣 intermissian
© Macmillan/McGraw-Hill

5. 𝖠 export 10. 𝖤 specktator 15. 𝖠 specticle 20. 𝖤 suspect

𝖡 ecsport 𝖥 spectater 𝖡 spectackle 𝖥 susppect
𝖢 exsport 𝖦 spectator 𝖢 speckticle 𝖦 suspeckt
𝖣 exporrt 𝖧 spectattor 𝖣 spectacle 𝖧 susppect

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

Carlos and the Skunk constructions correctly.
334 Grade 5/Unit 6
 Practice
Name Grammar:
Adverbs That Compare

• Use more or most to form comparisons with adverbs that end in

-ly and with most other adverbs having two or more syllables.
• Use more to compare two actions; use most to compare more
than two.
• When you use more or most, do not use the ending -er or -est.

A. Read the sentences. Write the correct form of the adverb in

parentheses.
1. (hungrily) Of them all, it was Teddy who stared at the hot dogs
.
2. (patiently) Bobby waited than Teddy did.
3. (quietly) Bobby worked of them all.
4. (quickly) Teddy walked than Bobby did.
5. (easily) Uncle Curtis got lost than Teddy did.

B. Read each sentence. If the adverb is correct, write Correct on

the line. If it is not correct, rewrite the sentence with the correct
form of the adverb.
6. Uncle Curtis grinned happiliest of all.

7. Bobby learned more quicklier than Teddy.

8. Uncle Curtis ate slowlier than the boys.

© Macmillan/McGraw-Hill

9. Teddy treated the map more carefully than did Uncle Curtis.

10. Teddy eats more noisily of all.

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner. Carlos and the Skunk
Grade 5/Unit 6
335
 Practice
Name Grammar:
Adverbs That Compare

Read the letter below. Rewrite the letter correctly on the lines
provided.
Dear Mom and Dad,
I know you think that I’m messy, but I clean more carefullier than
Mother Nature does. There are dirt and rocks everywhere in the woods!
Since we’ve been at the campsite, we’ve been eating most poorly than we
do at home. You cook much more expert than Uncle Curtis does. Of all
the campers, it’s the mosquitoes who seem to be eating happiliest. I hope
we come home more sooner rather than late.
Your son,
Teddy

© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Carlos and the Skunk Have students reread the passage to a partner.
336 Grade 5/Unit 6
 Practice
Writing: Varying
Name Sentence Types:
Sentence Combining

1. Read the following passage:

Poodles are playful and fun. Poodles are really cute. Poodles are also
probably one of the best pets to have in general because they are fun and
they aren’t messy. More importantly, I have never heard of a poodle hurting a
human or another dog. Poodles are just gentle and nice.

2. Notice that four out of five sentences begin with the word “poodles.”
3. Remember that sometimes repeating a word gives a sense of rhythm to a
piece of writing.
4. Note, though, that in this case, the sentences sound like they are repeating
the same thing over and over.
5. Remember that when you are combining sentences, you are just trying to
do it differently. AFTER you write it differently, THEN you can decide if you
like it better. Most of the time, you’ll need to try a bunch of different ways of
combining before you find something you like better than the original.
6. Try combining the first two sentences (this is easy!):
Poodles are playful and fun. Poodles are really cute.
(Example: Poodles are really cute because they are playful and fun.)
7. Try combining these sentences (this is harder!):
Poodles are really cute. More importantly, I have never heard of a poodle
hurting a human or another dog.
(Example: I think poodles are really cute, and it is not just because I have
never heard of a poodle hurting a human or another dog.)
8. Turn to your journal entry and choose two sentences that you will try to
combine: (They don’t have to be two sentences that follow one another.)
© Macmillan/McGraw-Hill

Sentence 1:

Sentence 2:

W 1.0 Writing Strategies

Carlos and the Skunk
Grade 5/Unit 6
337
 Practice
Name Phonics/ Word Study:
Words from Mythology

Some English words are based on words used in Greek and

Roman mythology. The English words often relate to the names
of mythical gods and goddesses.

Read the descriptions of the names below. Then choose a word

from the box to correctly complete the sentence.

Olympics titanic January

volcanoes geology cereal

1. The Roman god of entrances and doorways was named Janus. He watched
over the beginnings of things, and the month of is
based on his name.

2. The goddess of grain was named Ceres. The English word

is based on her name.

3. The Titans were a family of giants. Today, something very large might be
described as .

4. In Greek mythology, Gaea was goddess of Earth. When a person studies

the rocks of Earth, they are studying .

5. The Greek gods and goddesses were said to live at the top of Mount
© Macmillan/McGraw-Hill

Olympus. Today, some of the world’s best athletes compete in an event

called the .

6. Vulcan was the Roman god of fire. Landforms that send smoke, fire, and
lava into the air are called .

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

338 A Dream Comes True
Grade 5/Unit 6
 Practice
Name Vocabulary

A. Read the paragraph below. Fill in the blank spaces with the
correct vocabulary word from the box. Use the clues to help you.

elementary physical rigid interact wheelchair

Playgrounds are based on an idea—that all kids

need a place to play and have fun. (clue: simple, basic) Until recently,
there have not been many playgrounds for kids with
disabilities. (clue: having to do with the body) A child in a
, for example, would not be able to enjoy a regular
swing. (clue: a chair with wheels) Playground designers, however,
have changed the , old-fashioned kinds of equipment.
(clue: not bending, set) At new playgrounds, kids with disabilities can
with the equipment and each other and enjoy their
time outdoors. (clue: connect with something)

B. Match the words with their definitions. Then write the letter on
the line.
1. physical a. simple or basic
2. interact b. a chair mounted on wheels
3. rigid c. to act on or influence each other
4. elementary d. of or relating to the body
5. wheelchair e. not yielding or bending
© Macmillan/McGraw-Hill

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

A Dream Comes True
Grade 5/Unit 6
339
 Practice
Name Comprehension:
Persuasion

Sometimes, authors use these techniques of persuasion to

convince readers that they should think or act a certain way:
• Testimonial: A famous person supports a product.
• Bandwagon: Viewers or readers are told that everyone,
everywhere, supports a product.
• Emotional appeal: Strong feelings are encouraged.
• Repetition: A product or service name is repeated many times.
• Slogan: A catchy phrase is used to sell a product.

Read the sample advertisements below. Write the technique of

persuasion used in each on the line.
1. I’m Steve Strong. You probably know that I won a gold medal in the
Paralympics last year. You might not know that I trained on equipment that
you can buy at Academy Sports—a great store that sells a range of sports
equipment for people with disabilities. So take it from an Olympic winner—
Academy Sports will help you go for the gold!
2. Where does everyone go to have fun? To Gym-o-Rama! Find all of your
friends there using the newest sports and playground equipment. There
are also special areas for young kids, older kids, and those with physical
disabilities. So come on over and see what everyone is talking
about!
3. Have a blast with a bigger, brighter, better Blastoff Bike!
4. The Atlas GPS Tool can give you freedom. The Atlas GPS Tool can give you
independence. The Atlas GPS Tool can give you confidence. Buy an Atlas
© Macmillan/McGraw-Hill

GPS Tool today!

5. This little girl could never play outside at recess. She had to sit by herself in
her wheelchair while the other children played on the playground. She could
never do these things until Adventure Playgrounds, that is! Adventure
Playgrounds makes toys for all children!

R 2.0 Reading Comprehension (Focus on Informational Materials)

340 A Dream Comes True
Grade 5/Unit 6
 Practice
Name Comprehension:
Fact and Opinion Chart

As you read “A Dream Comes True,” fill in the Fact and Opinion Chart.

Fact Opinion
© Macmillan/McGraw-Hill

How does the information you wrote in this Fact and Opinion Chart help
you monitor comprehension of “A Dream Comes True”?

R 2.0 Reading Comprehension (Focus on Informational Materials)

A Dream Comes True
Grade 5/Unit 6
341
 Practice
Name Fluency:
Pronunciation

As I read, I will pay attention to pronunciation.

Growing up, Brian was very shy. He had a hard time
11 interacting with other people.
15 Then Brian got involved in Special Olympics when he
24 was 14. His first event was a swimming race. “And he
34 got a medal,” Brian’s mom said. “He was a winner for
45 the first time in his life. Suddenly, Brian felt just as good as
58 his brothers. From that moment on, he became a different
68 person. He walked to school with his head held high. He
79 stopped hiding and began to talk. It was a real miracle.”
90 Brian’s success inspired his mother. She wanted to battle
99 her own disability. On his 18th birthday, Brian won his
108 first gold medal. People cheered. Someone began to sing
117 “Happy Birthday” over the loudspeaker. The crowd joined in.
126 Lorraine Loeb stood up from her wheelchair to sing
135 along. “It was the first time in 18 years that I stood alone,”
147 she said. 149

Comprehension Check
1. How did Brian change when he got involved with Special Olympics? Main
Idea and Details

2. How did Brian’s success inspire his mother? Plot Development

© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
A Dream Comes True and with appropriate pacing, intonation, and expression.
342 Grade 5/Unit 6
 Practice
Study Skill:
Name Everyday
Communications

In our daily life, we read many everyday communications.

These everyday communications include written items such as
advertisements, brochures, newsletters, consumer materials, and
directions.
• Consumer materials give information about a product that you
have bought.
• Directions tell you how to go from one place to another.
• Advertisements try to persuade you to buy something.
• Brochures are small booklets that explain something.
• Newsletters are reports about a special group or organization.

Read the list of topics below. Write the letter of the everyday
communication in which you might find each topic.
a. consumer materials d. brochures
b. directions e. newsletters
c. advertisements
1. how to change the battery of a watch
2. when the Neighborhood Nannies meetings are held
3. the best way to get to the store from the library
4. the sale price of a shirt
5. an explanation of the Paralympics
6. whether the company that made your phone will fix it
7. why you should buy a certain wheelchair
© Macmillan/McGraw-Hill

8. how to take the bus from your house to your school

9. how much money the Helping Hands Club raised
10. an explanation of a Boundless Playground

R 2.0 Reading Comprehension (Focus on Informational Materials)

A Dream Comes True
Grade 5/Unit 6
343
 Practice
Name Comprehension:
Writing Frame

Problem/Solution Writing Frame

A. Summarize “A Dream Comes True.” Use the Problem/Solution Writing
Frame below.

Hannah Kristan, like other children in wheelchairs, is unable to play on most

playground equipment.
To solve this problem, Boundless Playgrounds

As a result,

.
To get a special playground in her town, Hannah

As a result, children with disabilities can now enjoy playing with children of
all abilities.
© Macmillan/McGraw-Hill

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.

R 2.0 Reading Comprehension

344 A Dream Comes True
Grade 5/Unit 6
 Practice
Name Vocabulary Strategy:
Context Clues

You can use context clues—words and sentences near an

unfamiliar word—to help you understand the meaning of the
unfamiliar word. Look for these types of context clues:
Antonyms: words with the opposite meaning of an unfamiliar word
Synonyms: words with the same meaning as an unfamiliar word
Restatements: phrases that use other words to describe the
unfamiliar word

Read the sentences below. Use context clues to help you choose
a definition for the boldface words in the sentence from the box
below. Write the definition on the line.

very large sunshade something that prevents angry

1. Unlike an umbrella, the woman’s parasol was for sunny days, not rainy
days.

2. At first, Joe was furious that the game was canceled, but then he smiled
about the extra time for practice.

3. It was a gigantic mountain, taller and wider than any other mountain
Sara had seen.

4. Because of her disability, she was not able to use the playground
© Macmillan/McGraw-Hill

equipment.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

A Dream Comes True
Grade 5/Unit 6
345
 Practice
Name Spelling:
Words from Mythology

Fold back the paper 1. 1. clothes

along the dotted line.
2. 2. January
Use the blanks to
write each word as it 3. 3. cereal
is read aloud. When
you finish the test, 4. 4. mortal
unfold the paper. Use 5. 5. lunar
the list at the right to
correct any spelling 6. 6. atlas
mistakes. 7. 7. ocean
8. 8. salute
9. 9. fury
10. 10. echo
11. 11. cycle
12. 12. python
13. 13. gigantic
14. 14. Olympics
15. 15. titanic
16. 16. terrace
17. 17. siren
18. 18. fortune
19. 19. furious
20. 20. music
© Macmillan/McGraw-Hill

Challenge Words 21. 21. zeal

22. 22. April
Review Words 23. 23. suspect
24. 24. inspect
25. 25. mission

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

A Dream Comes True constructions correctly.
346 Grade 5/Unit 6
 Practice
Name Spelling:
Words from Mythology

Look at the words in each set below. One word in each set
is spelled correctly. Use a pencil to fill in the circle next to
the correct word. Before you begin, look at the sample set
of words. Sample A has been done for you. Do Sample B by
yourself. When you are sure you know what to do, you may
go on with the rest of the page.

Sample A: Sample B:
𝖠 suspect 𝖤 innspect
𝖡 susspect 𝖥 inspeckt
𝖢 suspeckt 𝖦 inspect
𝖣 suspecct 𝖧 inspecked

1. 𝖠 clothes 6. 𝖤 atlis 11. 𝖠 cycal 16. 𝖤 terace

𝖡 cloze 𝖥 atles 𝖡 cycel 𝖥 terrase
𝖢 clowthes 𝖦 attlas 𝖢 cycle 𝖦 terrace
𝖣 cloathes 𝖧 atlas 𝖣 cicle 𝖧 terris
2. 𝖤 januery 7. 𝖠 oshean 12. 𝖤 python 17. 𝖠 siren
𝖥 Januery 𝖡 ocean 𝖥 pythonn 𝖡 syren
𝖦 January 𝖢 oceane 𝖦 pithon 𝖢 syrin
𝖧 january 𝖣 oshin 𝖧 piethon 𝖣 siron
3. 𝖠 cereal 8. 𝖤 salute 13. 𝖠 giggantic 18. 𝖤 fortune
𝖡 cerreal 𝖥 sallute 𝖡 gigantick 𝖥 fortchun
𝖢 sereal 𝖦 saloot 𝖢 gygantic 𝖦 fortion
𝖣 cereale 𝖧 salloot 𝖣 gigantic 𝖧 fortchin
4. 𝖤 mortil 9. 𝖠 furie 14. 𝖤 olympics 19. 𝖠 furrious
𝖥 mortal 𝖡 fury 𝖥 Olimpics 𝖡 furyous
𝖦 mortle 𝖢 furrie 𝖦 Olympics 𝖢 furious
𝖧 mortel 𝖣 furey 𝖧 olimpics 𝖣 furryous
© Macmillan/McGraw-Hill

5. 𝖠 looner 10. 𝖤 ecko 15. 𝖠 titanic 20. 𝖤 mewsic

𝖡 luner 𝖥 echo 𝖡 tytanic 𝖥 music
𝖢 lunnar 𝖦 echoe 𝖢 titanick 𝖦 musick
𝖣 lunar 𝖧 echow 𝖣 tittanic 𝖧 mussic

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly. A Dream Comes True
Grade 5/Unit 6
347
 Practice
Name Grammar:
Negatives

Correct a sentence with two negatives by changing one negative

word to a positive word.
Negative Positive
no, none any
never ever
nothing anything
nobody anybody
no one anyone
nowhere anywhere

Rewrite each sentence, replacing one of the negative words with a

positive word.
1. The kids never have nothing bad to say about gym class.

2. No one never passes up a chance to learn kickboxing.

3. No person nowhere should be without a new GPS device.

4. What if you couldn’t find nobody to give you directions? © Macmillan/McGraw-Hill

5. None of the athletes says nothing negative.

6. There weren’t no playgrounds where she could play.

To the Teacher: Complete the entire page with students.

A Dream Comes True Have students reread the sentences to a partner.
348 Grade 5/Unit 6
 Practice
Name Grammar:
Negatives

Read the paragraph below. Rewrite the paragraph correctly on the

lines provided.
Thank you, Sara, and good morning, everyone. There aren’t no boring
sports headlines today! First, the Paralympics began last night. None of
the athletes had no trouble showing spirit. The fans, too, never showed
nothing but excitement. During the first basketball game, nobody couldn’t
get no shot past Jennifer Howitt. She didn’t defend the basket with no
fancy moves—she just played well. Her team had never won no games
before last night. They couldn’t not be more proud. The players on the
other team weren’t never sorry that they lost. These Paralympic athletes
are not never sore losers. The positive energy at the game was thrilling!
And now back to you, Sara, for the day’s weather.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner. A Dream Comes True
Grade 5/Unit 6
349
350 Grade

Writing Rubric

Name
4 Excellent 3 Good 2 Fair 1 Unsatisfactory
A Dream Comes True

Ideas and Content/ Ideas and Content/ Ideas and Content/ Ideas and Content/
5/Unit 6

Genre Genre Genre Genre

Organization and Organization and Organization and Organization and

Focus Focus Focus Focus

Sentence Structure/ Sentence Structure/ Sentence Structure/ Sentence Structure/

Fluency Fluency Fluency Fluency
W 1.0 Writing Strategies

Conventions Conventions Conventions Conventions

Word Choice Word Choice Word Choice Word Choice

Voice Voice Voice Voice

Practice
Writing:
Rubric
Presentation Presentation Presentation Presentation

© Macmillan/McGraw-Hill
 Practice
Name Phonics/ Word Study:
Number Prefixes

A prefix is a word part that is added to the beginning of a word.

Prefixes give words new meaning. Some prefixes refer to an
amount and are called number prefixes.
uni- = one tri- = three
bi- = two cent- = one hundred

A. Match the words in Column 1 with their meanings in Column 2.

Column 1 Column 2
1. triathlon a. a mythical animal with one horn
2. triangle b. a competition with three events
3. unicorn c. one-hundredth of a meter
4. century d. a three-sided figure with three angles
5. binoculars e. having one form or manner
6. centimeter f. happening two times per year
7. uniform g. glasses made of two telescopes
8. biannual h. one hundred years

B. Use four of the words above to complete these sentences.

9. Armies used balloons in the American Civil War, which happened more
than a ago.

10. The balloon race will be a event, held each year in

January and July.
© Macmillan/McGraw-Hill

11. After he competes in the swimming portion of the , he

will run a long race and then bicycle for five miles.

12. The officer who tested the balloon wore a navy to

show that he was part of the U.S. military.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Weslandia • Grade 5/Unit 6 351
 Practice
Name Vocabulary

A. Match each vocabulary word from the left column with

the best definition from the two columns to its right.
1. civilization a. social development i. wilderness
2. complex b. easy j. difficult
3. outcast c. rejected person k. member
4. shortage d. lack l. extra
5. strategy e. plan m. lack of method
6. reflected f. soaked in n. bounced back
7. founding g. creation o. calm
8. traditional h. usual p. unusual

B. Find the vocabulary words in the puzzle below.

9. i n c i v i l i z a t i o n

10. a r f o u n d i n g l e s

11. o u t r a d i t i o n a l g y

12. s h o r c o m p l e x e c t

13. r e f l e c t e d d l a m t

14. s h r o u t c a s t e g y s

15. h a w s t r a t e g y i o n
© Macmillan/McGraw-Hill

16. s h o r t a g e t e g s l a

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

352 Weslandia • Grade 5/Unit 6
 Practice
Name Comprehension:
Theme

The theme, or essential message of a story, is the idea or

message about life that the author wants to give readers. To find
the theme, think about what the characters do and say. This will
help you to figure out what the author thinks is important.

Read each story. Then identify each story’s theme.

Martin loves to play the piano. One day he decided to write a new song.
He played the song for his friends and family. Most of his friends said that
they didn’t like the song because they couldn’t dance to the fast music.
Most of his family members said that they didn’t like the song because they
thought the music was too slow. So Martin decided to write a song that
started off very slow and then got much faster. After he finished, he played
the song for his friends and family. They all loved it. Everyone danced as
Martin played his new song.
Theme:

Tais, Antonia, and Ellie had always played the Hubbleball game in the
same way. They even used the same ball, carrying it from one girl’s house to
another. During the summer, Tais went away for a week to visit her cousin.
When she came back, she knew a new way to play Hubbleball, and she told
her friends about it. “No way,” said Antonia and Ellie. “Our way of playing
Hubbleball is perfect, and we couldn’t possibly change.” Tais stayed a while
to play, but she went home early, and she looked sad. At their next visit,
Antonia and Ellie looked at each other. Then Antonia said, “We’ve thought
about this, and we’re willing to give your game a try.” Tais smiled and
© Macmillan/McGraw-Hill

explained the new rules. The girls decided that Hubbleball II had different
kinds of challenges and was fun in a new way. They decided that they would
take turns playing the first version of Hubbleball and their new favorite
game, Hubbleball II.
Theme:

R 3.4 Understand that theme refers to the meaning or moral of a

selection and recognize themes (whether implied or stated directly)
in sample works. Weslandia • Grade 5/Unit 6 353
 Practice
Name Comprehension:
Theme Chart

As you read Weslandia, fill in the Theme Chart.

What Does What Happens

the Character to the
Do and Say? Character?

© Macmillan/McGraw-Hill

How does the information you wrote in the Theme Chart help you make
inferences and analyze Weslandia?
R 3.4 Understand that theme refers to the meaning or moral of a
selection and recognize themes (whether implied or stated directly)
354 Weslandia • Grade 5/Unit 6 in sample works.
 Practice
Fluency:
Name Intonation and
Phrasing

As I read, I will pay attention to intonation and phrasing.

The store was dark, but it was certainly not peaceful. In
11 the back of the store, way in the back, a carton of milk was
25 not pleased.
27 “Did you see those apples getting their special polish?”
36 shouted the milk. “Who do they think they are?”
45 Next to the milk were the yogurt, butter, and cheese.
55 They were all in the refrigerated dairy case.
63 “We’ve been through this before, Milk,” said the yogurt.
72 “The apples and all the produce get special treatment
81 because they are in the front of the store.”
90 “It’s how a lot of stores are, Milk,” the butter said. “It’s
102 just traditional to have the produce in the front and the dairy
114 in the back.”
117 “Well, I’m tired of it,” said the milk. “I feel like an outcast,
130 banished to the back, and I’m going to do something about
141 it.” 142

Comprehension Check
1. Why is Milk upset? Plot Development

2. How does the butter explain the situation to Milk? Main Idea and Details
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
Weslandia • Grade 5/Unit 6 355
 Practice
Text Feature:
Name Hyperlinks and
Key Words

A hyperlink is an electronic connection within text on a

Web page that provides direct access to other documents
or information. Key words are specific words that help you
find information when searching the Internet. They are often
typed into a search box.

Look at the sample online entry and answer the questions below.
Loganberry: berry similar to the blackberry. It is thought to be a hybrid
of wild blackberry and red raspberry. It originated in Santa Cruz,
California, in 1881. Its berries are tart and red and are used in preserves
and wine.
1. Why are some words in the entry underlined?

2. What happens if you click on these words?

3. How could you have gotten to the Web page about the loganberry?
© Macmillan/McGraw-Hill

4. If you wanted to learn more about Santa Cruz, California, which hyperlinks
could you click on?

R 2.1 Understand how text features (e.g., format, graphics, sequence,

diagrams, illustrations, charts, maps) make information accessible and
356 Weslandia • Grade 5/Unit 6 usable.
 Practice
Name Vocabulary Strategy:
Word Origins

The origin of a word, or its etymology, can help you remember its
definition. In a dictionary, the origin of a word usually appears in
brackets after the definition.
Example: patio n. courtyard [Sp]

A patio is a courtyard. The word patio comes from Spanish.

A. Look at the dictionary definitions, and answer the questions.

chauffeur n. a person who is employed to drive a motor vehicle [Fr]
cereal n. a breakfast food made of grain [Fr; L]
dollar n. a unit of money [G]
unique adj. distinct; unusual [Fr]
1. Which word from French or Latin names something you might have for
breakfast?

2. Which word from German names something you would use to buy
lunch?

3. Which French word names someone whose job it is to drive a car?

4. Which word from French describes a person with a distinct personality?

B. Find each of these words in the dictionary. Next to each word,

© Macmillan/McGraw-Hill

tell from which language it comes.

5. princess

6. spaghetti

7. karaoke

8. athlete

R 1.2 Use word origins to determine the meanings of unknown words.

Weslandia • Grade 5/Unit 6 357
 Practice
Spelling:
Name Words with
Number Prefixes

Fold back the paper 1. 1. tripod

along the dotted line.
2. 2. triplet
Use the blanks to write
each word as it is read 3. 3. unicorn
aloud. When you finish
4. 4. uniform
the test, unfold the
paper. Use the list at 5. 5. unit
the right to correct any 6. 6. biweekly
spelling mistakes.
7. 7. triple
8. 8. bicycle
9. 9. tricycle
10. 10. unicycle
11. 11. tricolor
12. 12. bilevel
13. 13. trio
14. 14. unify
15. 15. centipede
16. 16. centimeter
17. 17. century
18. 18. bimonthly
19. 19. unity
20. 20. university
Challenge Words 21. 21. biplane
© Macmillan/McGraw-Hill

22. 22. trilogy

Review Words 23. 23. cereal
24. 24. terrace
25. 25. atlas

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly.
358 Weslandia • Grade 5/Unit 6
 Practice
Spelling:
Name Words with
Number Prefixes

Look at the words in each set below. One word in each set is
spelled correctly. Use a pencil to fill in the circle next to the correct
word. Before you begin, look at the sample set of words. Sample A
has been done for you. Do Sample B by yourself. When you are
sure you know what to do, you may go on with the rest of the page.

Sample A: Sample B:
𝖠 cereal 𝖤 terrase
𝖡 cerreal 𝖥 terrise
𝖢 sereal 𝖦 terrace
𝖣 cereale 𝖧 terrice

1. 𝖠 trypod 6. 𝖤 byweekly 11. 𝖠 trycolor 16. 𝖤 centameter

𝖡 trippod 𝖥 biweeklie 𝖡 tricoler 𝖥 centimeter
𝖢 tripod 𝖦 byweeklie 𝖢 trycoler 𝖦 cenntimeter
𝖣 tryepod 𝖧 biweekly 𝖣 tricolor 𝖧 centemeter
2. 𝖤 triplet 7. 𝖠 triple 12. 𝖤 bilevel 17. 𝖠 century
𝖥 tripplet 𝖡 tripple 𝖥 bylevel 𝖡 sentury
𝖦 triplit 𝖢 tripel 𝖦 bilevvel 𝖢 centrey
𝖧 triplette 𝖣 trippel 𝖧 byleval 𝖣 centurie
3. 𝖠 unicorn 8. 𝖤 bicycle 13. 𝖠 treo 18. 𝖤 bymonthlie
𝖡 unnicorn 𝖥 bicicle 𝖡 triow 𝖥 bimonthley
𝖢 unycorn 𝖦 bycicle 𝖢 trio 𝖦 bimonthly
𝖣 unacorn 𝖧 bycycle 𝖣 treeo 𝖧 bymonthly
4. 𝖤 unaform 9. 𝖠 trycycle 14. 𝖤 unifie 19. 𝖠 unitie
𝖥 uniform 𝖡 tricicle 𝖥 unnify 𝖡 unnity
𝖦 unnaform 𝖢 tricycle 𝖦 unify 𝖢 unity
𝖧 unniform 𝖣 trycicle 𝖧 unafy 𝖣 unitey
5. 𝖠 unet 10. 𝖤 unycycle 15. 𝖠 centapede 20. 𝖤 universitey
© Macmillan/McGraw-Hill

𝖡 unnit 𝖥 unicycle 𝖡 centipede 𝖥 university

𝖢 unit 𝖦 unnicycle 𝖢 centipeed 𝖦 universitie
𝖣 unitte 𝖧 unicicle 𝖣 centapead 𝖧 unniversitey

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly.
Weslandia • Grade 5/Unit 6 359
 Practice
Grammar:
Name Prepositions and
Prepositional Phrases

• A prepositional phrase is a group of words that begins with a

preposition and ends with a noun or pronoun.
• A prepositional phrase makes a connection between two nouns
or pronouns in a sentence.
• The object of a preposition is the noun or pronoun that follows
the preposition.

A. Underline the preposition in each sentence. Circle the object of

the preposition.
1. Jacques Charles learned about hydrogen.
2. They waved from the balloon.
3. Balloonists cannot be afraid of heights.
4. François Pilâtre De Rozier anchored his balloon with a tether.
5. The first human passenger flew over Paris.

B. Complete each sentence with a prepositional phrase.

6. The wind was strong that they left.

7. There were 25 members .

8. A duck, a rooster, and a sheep rode .

© Macmillan/McGraw-Hill

9. , the balloonists prepared to launch.

10. The balloons were a beautiful sight.

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner.
360 Weslandia • Grade 5/Unit 6
 Practice
Grammar:
Name Prepositions and
Prepositional Phrases

Read the paragraph below. Rewrite the paragraph correctly on the lines
provided. Be sure to add commas where needed and to remove incorrect
commas. Replace any prepositions that are used incorrectly.
From her balloon perch Cynthia looked at the world laid out beneath
her. The trees reached from her as though to tickle the balloon basket as
she passed. The lakes and rivers sparkled and winked on the sun. The
green above the grass looked brighter than Cynthia had ever thought it
could. She gave a sigh to contentment. She wished that she could stay
about her balloon, forever.
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner.
Weslandia • Grade 5/Unit 6 361
 Practice
Writing:
Name Subjects and
Predicates

1. For each of the following sentences, CIRCLE the subject and

UNDERLINE the predicate. The first two are done for you.
Examples:

During class, she checked out the teacher’s shoes.

After she tripped, he fell down laughing.

Now, you:

After lunch, Jake darted to the door.

Over the weekend, Caitlin raised $30 for the school fund-raiser.

2. Open your journal to the entry on when you were part of a successful
team. (If you don’t have that one, choose the one before it.)

3. Choose two sentences from that entry and write them below.

4. For each of the sentences, CIRCLE the subject and UNDERLINE

the predicate.

© Macmillan/McGraw-Hill

W 1.0 Writing Strategies

362 Weslandia • Grade 5/Unit 6
 Practice
Name Phonics/ Word Study:
-ible, -able

The suffixes -able and -ible can be added to verbs to form

adjectives. The suffixes sound similar, but they are added to
words in different ways.
The suffix -able means “able to” or “causing” when added to a
verb. The suffix -able is usually added to complete words that can
stand alone. When it is added to words that end in silent e, the e
is usually dropped.
The suffix -ible means “able to” or “causing” when added to a
verb. The suffix -ible is usually added to roots.

Read the definitions on each line below. Use the guidelines to add
the suffixes -able or -ible to these words and roots.
1. able to be excited
2. able to be heard (aud meaning “to hear”)
3. able to be respected
4. able to be seen (vis meaning “to see”)
5. able to be laughed at
6. able to be done (poss meaning “able”)
7. able to be afforded
8. able to cause a feeling of fright (horr meaning “to be afraid”)
9. able to be passed
10. able to be fixed
© Macmillan/McGraw-Hill

11. able to be read (leg meaning “read”)

12. able to be believed
13. able to be broken
14. able to be used
15. able to be adored

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

The Gri Gri Tree • Grade 5/Unit 6 363
 Practice
Name Vocabulary

Read each clue. Write the vocabulary word on the line

provided. Then find and circle the vocabulary word in the
row of letters.

attraction discussions emerged focused

inquire sprawled ventured unreasonable

1. spread out asdsprawledvtwaswegbcx

2. ask about elpuoinquireaslnhadfghk

3. conversations eidedudiscussionssteajx

4. tried exmerchandventuredjlre

5. appeared emergedinaquitetionable

6. attention getter ontreasureattractioneonn

7. paying attention aprreicatefocusedtyumnqw

© Macmillan/McGraw-Hill

8. not fair nfrotunteiemunreasonable

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

364 The Gri Gri Tree • Grade 5/Unit 6
 Practice
Name Comprehension:
Summarize

When you summarize a story or a text, you tell its most

important events, ideas, and details.
A summary of a story should always include the problem, the steps
the main character takes to solve the problem, and the solution.

Read the story. Then write the statements in the box in the correct
order to summarize the story.
When I was younger, I was very shy. I dreamed of becoming an actor, but
I couldn’t imagine ever performing in front of others.
For my tenth birthday, I asked my parents if I could enroll in acting
lessons. My parents agreed and signed me up for lessons with Mrs. Parker, an
acting coach in our community.
When my mother dropped me off at Mrs. Parker’s house, I was so terrified
I could hardly say hello. Before long, I forgot my shyness as I learned to put
my heart and mind into different characters.
I knew I had overcome my shyness once and for all when I gathered the
courage to audition for the school play. I didn’t get the lead role, but I did get a
part. I plan to audition for more plays. If I keep working hard, maybe one day
you’ll see me in a movie.

She gets a part in the school play.

Alma wants to become an actor, but she’s shy.
She asks her parents for acting lessons.
Alma plans to keep working hard.
© Macmillan/McGraw-Hill

R 3.2 Identify the main problem or conflict of the plot and explain how
it is resolved.
The Gri Gri Tree • Grade 5/Unit 6 365
 As you read The Gri Gri Tree, fill in the Summarize Chart.
366

Name
The Gri Gri Tree •

Beginning Middle End

Grade 5/Unit 6
it is resolved.
R 3.2 Identify the main problem or conflict of the plot and explain how

Summary

Summarize Chart
Comprehension:

Practice
How does the information you wrote in your Summarize Chart help you remember the most
important events in The Gri Gri Tree?

© Macmillan/McGraw-Hill
 Practice
Name Fluency:
Pacing

As I read, I will pay attention to pacing.

Then Nathan gave his report on the dwarf sperm whale.
10 It’s only about nine feet long. The best part of Nathan’s report
22 was when he told about a dwarf sperm whale that got
33 stranded on a beach in Florida last year. Volunteers and
43 experts from an aquarium worked together to save it.
52 As soon as Nathan finished, I shot my hand into the air.
64 “I helped save a beached whale!” I said. “Can I go next?”
76 I wanted to jump right into my story about last summer,
87 but I knew I had to give my report first.
97 “My report’s about the humpback whale,” I began. “The
106 humpback got its name because it arches, or humps up, its
117 back out of the water as it begins a deep dive. When a
130 whale humps out of the water, it’s called breaching.
139 It can grow up to 52 feet long and weigh up to
150 50 tons.” 151

Comprehension Check
1. How did the humpback whale gets its name? Main Idea and Details

2. How do you think the dwarf sperm whale got its name? Plot Development
© Macmillan/McGraw-Hill

Number of Words
Words Read – =
Errors Correct Score
First Read – =
Second Read – =

R 1.1 Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
The Gri Gri Tree • Grade 5/Unit 6 367
 Practice
Name Text Feature:
Graphs

Graphs are a way to compare data. A bar graph compares data

about more than one thing.

Look at the bar graph. Then answer the questions.

Whale Lengths
100
90
Lengths of Whales (feet)

80
70
60
50
40
30
20
10
0
blue bottle- bowhead gray narwhal sperm
whale nosed whale whale whale
dolphin
Types of Whales

1. Which whale is longest?

2. Which whale is shortest?

3. Which whale is longer, the bowhead whale or the gray whale?

© Macmillan/McGraw-Hill

4. How much bigger is the sperm whale than the narwhal? How do you know?

R 2.1 Understand how text features (e.g., format, graphics, sequence,

diagrams, illustrations, charts, maps) make information accessible and
368 The Gri Gri Tree • Grade 5/Unit 6 usable.
 Practice
Name Vocabulary Strategy:
Latin Roots

A word root is part of a word that does not usually stand by itself
as a base word. Prefixes or suffixes are attached to a word root
for meaning. If you know the meaning of the word root, you can
figure out the meaning of an unfamiliar word with the same root.
Many words have Latin roots.

Root Meaning Example

tract to pull or draw attraction
scop to see telescope
pop people population
ped foot peddler
scrib to write scribble

Read the table. Then choose the correct word in the box below that
completes each sentence, and write it on the line. Use the clues
about word roots to help you.

attraction peddler telescope population scribble

1. From the top of her tree, she did not even need a to
see the distant shore.
2. The walked on foot from door to door selling pots
and pans.
© Macmillan/McGraw-Hill

3. A lot of people were on Ana Rosa’s front porch. It seemed that the entire
of the village was there.
4. Ana Rosa loved to write stories and down
her thoughts.
5. People thought that the sea monster would be an and
draw tourists to the village.
R 1.4 Know abstract, derived roots and affixes from Greek and Latin
and use this knowledge to analyze the meaning of complex words
(e.g., controversial). The Gri Gri Tree • Grade 5/Unit 6 369
 Practice
Spelling:
Name Words with
-ible, -able

Fold back the paper 1. 1. enjoyable

along the dotted line.
2. 2. breakable
Use the blanks to
write each word as it 3. 3. favorable
is read aloud. When
4. 4. likable
you finish the test,
unfold the paper. 5. 5. usable
Use the list at the 6. 6. respectable
right to correct any
spelling mistakes. 7. 7. readable
8. 8. possible
9. 9. reasonable
10. 10. laughable
11. 11. comfortable
12. 12. convertible
13. 13. invisible
14. 14. fixable
15. 15. capable
16. 16. sensible
17. 17. erasable
18. 18. bearable
19. 19. forcible
20. 20. suitable
Challenge Words 21. 21. noticeable
© Macmillan/McGraw-Hill

22. 22. horrible

Review Words 23. 23. uniform
24. 24. bicycle
25. 25. tricolor

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly.
370 The Gri Gri Tree • Grade 5/Unit 6
 Practice
Spelling:
Name Words with
-ible, -able

Look at the words in each set below. One word in each set
is spelled correctly. Look at Sample A. The letter next to
the correctly spelled word in Sample A has been shaded in.
Do Sample B yourself. Shade the letter of the word that is
spelled correctly. When you are sure you know what to do,
go on with the rest of the page.

Sample A: Sample B:
𝖠 uniform 𝖤 bicicle
𝖡 unaform 𝖥 bycycle
𝖢 unniform 𝖦 bicycle
𝖣 uniforme 𝖧 bycicle

1. 𝖠 enjoyable 6. 𝖤 respectible 11. 𝖠 comfortable 16. 𝖤 sensable

𝖡 enjoyible 𝖥 respecctable 𝖡 comfterbal 𝖥 sennsible
𝖢 enjoiable 𝖦 respectable 𝖢 comfortible 𝖦 sensible
𝖣 enjoyabel 𝖧 resspectable 𝖣 comforrtable 𝖧 sennsable
2. 𝖤 breakible 7. 𝖠 readible 12. 𝖤 convertable 17. 𝖠 erasable
𝖥 brakable 𝖡 readdable 𝖥 converttable 𝖡 eraseable
𝖦 breakable 𝖢 readable 𝖦 convertabel 𝖢 eraisable
𝖧 breakeable 𝖣 reedible 𝖧 convertible 𝖣 erasible
3. 𝖠 favorible 8. 𝖤 possable 13. 𝖠 invisable 18. 𝖤 bearible
𝖡 favorable 𝖥 posible 𝖡 invisible 𝖥 beareable
𝖢 favvorable 𝖦 possabel 𝖢 invisabel 𝖦 bearable
𝖣 faivorible 𝖧 possible 𝖣 invissible 𝖧 bearabel
4. 𝖤 likable 9. 𝖠 reasonible 14. 𝖤 ficsable 19. 𝖠 forcable
𝖥 likeable 𝖡 reasonable 𝖥 fixible 𝖡 forrcible
𝖦 likible 𝖢 reassonable 𝖦 ficsible 𝖢 forcible
𝖧 lykable 𝖣 reasanable 𝖧 fixable 𝖣 forceable
© Macmillan/McGraw-Hill

5. 𝖠 usable 10. 𝖤 laughible 15. 𝖠 cappable 20. 𝖤 suitable

𝖡 useable 𝖥 laffable 𝖡 capable 𝖥 sutable
𝖢 ussable 𝖦 laughable 𝖢 capible 𝖦 suiteable
𝖣 usabel 𝖧 laffible 𝖣 capeible 𝖧 sewtible

LC 1.5 Spell roots, suffixes, prefixes, contractions, and syllable

constructions correctly.
The Gri Gri Tree • Grade 5/Unit 6 371
 Practice
Name Grammar:
Sentence Combining

• You can combine two sentences that tell about the same noun
by adding an adjective to one of the sentences.
• You can combine two sentences that tell about the same action
by adding an adverb to one sentence.
• You can also combine two sentences that tell about the same
location by adding a prepositional phrase to one sentence.

Read each pair of sentences. Combine them with an adjective, an

adverb, or a prepositional phrase.
1. Dennis walked to a pond. The pond was small.

2. He worked in the lab. It was a science lab.

3. He went to college. The college was in Seattle.

4. Dennis helped others. He helped them happily.

5. The scientists traveled to a camp. It was a mountain camp.

6. Rivers were flooded by mud. They were flooded quickly.

7. The helicopter flew over the blast zone. It flew low.

© Macmillan/McGraw-Hill

8. Dennis found living things. He found them in the lakes.

To the Teacher: Complete the entire page with students.

Have students reread the sentences to a partner.
372 The Gri Gri Tree • Grade 5/Unit 6
 Practice
Name Grammar:
Sentence Combining

Read the paragraph below. Rewrite the paragraph, combining short

sentences that deal with the same subject and correcting punctuation.
dennis went to school He went to school to become a scientist.
scientists study. They study nature Dennis knew that he would like to be
a scientist. He knew because he liked to study nature. he learned how
to dive. He learned in order to study ocean plants. One day he flew in a
helicopter. He flew in one and collected water samples These samples
helped scientists learn. They helped scientists learn about how living
things survive. do you think science is important Study nature as Dennis
did. Go to school like dennis did. Then you can become a scientist, too
© Macmillan/McGraw-Hill

To the Teacher: Complete the entire page with students.

Have students reread the passage to a partner.
The Gri Gri Tree • Grade 5/Unit 6 373
 Practice
Writing:
Name Subjects and
Predicates

1. Remember that earlier in the unit, we rewrote sentences by just rearranging

the order.
2. Note that today, we are also going to rewrite sentences by
A. rearranging the order.
AND, in addition, we are going to
B. use our knowledge of subjects and predicates to divide the sentences
into parts.
3. Read the following sentence:
Edgar ate the eggs even though he hated them.
4. Circle the subject and underline the predicate.
5. Now, rewrite the sentence by rearranging the subject and predicate (often
called the “components” of a sentence).
Example: Even though he hated them, Edgar ate the eggs.
6. Now circle the subject, and underline the predicate in your rewritten
sentence to check to see that you did rearrange the components. Note: The
new sentence is not always a “better” sentence. It’s just different and gives
you some choices when you are writing and rewriting.
7. Now, for each of the following sentences:
A. Circle the subject, and underline the predicate AND
B. Use the space below the sentence to reorder the components.
i. My cousin Demitris plays squash every afternoon at 2:45.
Reorder:

ii. The 14-pound tomato was the winner of the produce contest.
© Macmillan/McGraw-Hill

Reorder:

iii. I mow the lawn at home twice a month.

Reorder:

W 1.0 Writing Strategies

374 The Gri Gri Tree • Grade 5/Unit 6