Name Date

UNIT
Where can a journey take you?
2 Reading 1: from Tales from the Odyssey
S

Vocabulary Literary Words Use with Student Edition page 67.

am

REMEMBER A character is a person who takes part in the action of a story. A plot is a sequence of
connected events in a story. A story’s point of view is the perspective from which the story is told. In
pl

the first-person point of view, a narrator tells his or her own story. In the third-person point of view,
a narrator tells someone else’s story.
e
M

Match each term in Column A to its meaning in Column B.

Column A Column B
at

Example: plot a person’s way of seeing a situation

er

1. character a narrator tells someone else’s story

ia

2. point of view a narrator tells his or her own story

3. first-person point of view a story’s sequence of events

l ©

4. third-person point of view a person who takes part in the action of a story
P

Read the story. Draw a circle around the name of each character. Underline each
event in the plot. Then answer the question below.
ea
Copyright © 2019 Pearson Education, Inc.

Grand Journey
rs

Pam really wanted to visit the Grand Canyon in Arizona, U.S.A. to see it with her
own eyes. She asked her mom and dad about it several times. Finally, they said yes.
on

Pam studied maps and planned the route. One evening, her mom said, “If we leave
tomorrow, we’ll be there by Monday.”
The next day, the family left on their trip. First, the car had a flat tire. Then they
got lost. Next, her dad lost his wallet. Finally, they reached the Grand Canyon. It was
20

worth the trip!

23

5. What point of view is the story written in?

Unit 2 • Reading 1 33

M02_NKS_WB_L7_33788_RG1.indd Page 33 03/12/18 9:21 am s-w-047 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Vocabulary Academic Words Use with Student Edition page 68.

Read the paragraph below. Pay attention to the underlined Academic Words.
S

Each year, cities along the coast attribute many accidents and injuries to
hurricanes. Before a major hurricane, people are advised to abandon their homes
am

and get to safety. They are advised to react quickly in order to ease crowding on the
roads. They are warned to stay away until the storm finally passes. Following these
tips can help people stay safe.
pl
e

Match each word with its definition.

M

Example: d attribute

1. finally a. behave in a certain way because of what someone has

at

done or said to you

er

2. abandon b. after a long time

3. react c. leave someone or something that you are responsible for

ia

d. blame something on another person or event

l

Use the Academic Words from the exercise above to complete the sentences.
©

4. When the fire alarm went off at midnight, people in the building had to
quickly.
P
ea

5. They needed to wake up, gather their families, and

their apartments.

Copyright © 2019 Pearson Education, Inc.

6. It took a long time for the firefighters to put out the fire, but
rs

, at 4:00 a.m., it was extinguished.

on

7. Officials the fire to an accident from a lower floor

where a burning candle was left unattended.
20
23

34 Unit 2 • Reading 1

M02_NKS_WB_L7_33788_RG1.indd Page 34 03/12/18 9:21 am s-w-047 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Name Date

Word Study Roots vict, laps, mem, mand

Use with Student Edition page 69.

REMEMBER Roots are the base part of a word. The root vict means “conquer” as in victor. The root
laps means “slip” as in lapse. The root mem means “mind” as in remember. The root mand means
S

“order” as in mandate.
am

Look at the chart below. List the root in each word. Write the meaning of the root
pl

and the meaning of the word on the chart. Use a dictionary if needed.
e

Word Root Root Meaning Word Meaning

   memorize mem mind to commit to memory
M

1. commander
at

2. victim
er

3. relapse
ia

Circle the root in each word below. Then write the definition next to the word. Use
a dictionary if needed.
l

Example: demand a firm and insistent request

©

4. memorable
P

5. elapse
ea

6. mandatory
Copyright © 2019 Pearson Education, Inc.

rs

7. victorious

8. memorial
on

9. lapse

10. eviction
20
23

Unit 2 • Reading 1 35

M02_NKS_WB_L7_33788_RG1.indd Page 35 03/12/18 9:21 am s-w-047 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Reading Strategy Identify Problems and Solutions

Use with Student Edition page 69.

REMEMBER To identify a problem and a solution in a story, ask, “What is the character’s problem?”
S

“What does the character do to solve his or her problem?” “How is the problem solved at the end of
am

the story?”

Read the story. Then answer the questions that follow.

pl

A Big Favor
e

Marta was worried. Her teacher had asked her to carry a computer to the library.
M

First, Marta tried to carry it all by herself. It was too heavy, and she had to put it down
on a desk. Then she asked a friend to help her. However, the friend was rushing to
at

music class and could not help her. Finally, Marta explained to her teacher that the
computer was too heavy. Then the teacher smiled and helped her carry the computer
to the library. The teacher thanked Marta very much for her help.
er
ia

1. Identify the problem in the story.

2. Identify the solution in the story.
l ©

Read the story and complete the chart.

P

The Queen’s Contest

ea

The queen announced a contest. She promised to give a castle to any person

Copyright © 2019 Pearson Education, Inc.

who could figure out her secret name and write a song about it. Alanna figured
rs

out the queen’s secret name, but she did not know how to write a song. Jean wrote
wonderful songs, but she did not know the queen’s secret name. So the two girls
decided to work together. Alanna told Jean the queen’s secret name. Jean wrote a
on

lovely song about the queen’s name. The girls presented the song to the queen. The
queen was delighted and gave the girls a castle.
20

Character Character’s Problem How does the character solve the

problem?
23

3. Alanna

4. Jean

5. How the problem was solved:

36 Unit 2 • Reading 1

M02_NKS_WB_L7_33788_RG1.indd Page 36 03/12/18 9:21 am s-w-047 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Name Date

Comprehension Use with Student Edition page 74.

Choose the best answer for each item. Circle the letter of the correct answer.

1. The main character in the story is .

S

a. Poseidon b. Odysseus c. Athena

am

2. The gods were angry because the Greeks .

a. offended Athena b. used weak ships c. feared the waves

pl

3. The Greeks survived the storm because .

e

a. the sun came out b. the goddess c. they rowed to shore

helped them
M

4. Odysseus sailed his fleet to the island to .

at

a. repair their ship b. find food and drink c. meet the island people
er

5. Odysseus’s men did not answer him because they had .

ia

a. eaten magic flowers b. drunk a magic potion c. died of hunger

l

Response to Literature Use with Student Edition page 75.

©

Find a scene in the story that you can see clearly in your mind. Draw a picture that
P

shows the scene.

ea
Copyright © 2019 Pearson Education, Inc.

rs
on
20
23

Unit 2 • Reading 1 37

M02_NKS_WB_L7_33788_RG1.indd Page 37 03/12/18 9:21 am s-w-047 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Grammar Simple Past: Regular and Irregular Verbs
Use with Student Edition page 76.

REMEMBER The simple past of regular verbs is formed by adding -d or -ed to the base form of
the verb. If the verb ends in a consonant and y, change the y to an i and add -ed. The simple past of
S

irregular verbs is formed differently and must be memorized. For example, the simple past of be is was
am

and were. The negative is was not (the contraction is wasn’t ) and were not (the contraction is weren’t ).
Begin questions with was or were.
pl

Complete the chart with the simple past form of each verb.
e

Base Form Simple Past: Regular Base Form Simple Past: Irregular
M

1. ask 6. do
2. smile 7. get
at

3. cry 8. grow
er

4. hope 9. have
5. answer 10. go
ia

Rewrite the sentences in the simple past using the words in parentheses.
l ©

Example: The captain (try) a new route. (last night)

The captain tried a new route last night.
P

11. They (reach) their destination. (on Monday)

ea

Copyright © 2019 Pearson Education, Inc.

12. They (be) in Japan. (last weekend)
rs
on

13. The captain (tell) them his new plan. (this morning)
20

14. The sailor (save) a seashell from each place they went. (last year)
23

38 Unit 2 • Reading 1

M02_NKS_WB_L7_33788_RG1.indd Page 38 03/12/18 9:21 am s-w-047 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Name Date

Grammar Simple Sentences: Pronouns and Modifiers

Use with Student Edition page 77.

REMEMBER A simple sentence has a noun and a predicate, which is a word or phrase that contains
S

a verb and tells more about the noun. All nouns and pronouns must agree in number (singular or plural)
and in gender (masculine, for example, he ; feminine, for example, she; or neutral, for example, it ).
am

Pronouns must correctly refer to their antecedents, or the noun that comes before them. An adjective
can go before the noun it modifies, after a linking verb, or before an indefinite pronoun.
pl

Circle all the antecedents in each sentence. Then underline the pronouns that refer
to them.
e

Example: Maya drew a picture of herself. I thought it was very good.

M

1. The students were noisy. Many people were staring at them.

at

2. The class is too small. It is going to be canceled.

3. Our house is large. It has three floors and six bedrooms.
er

4. Senad gave me his phone number. I gave him mine, too.

ia

Rewrite each sentence, placing the adjective(s) in the correct place.

Example: We ate a meal delicious last night. We ate a delicious meal last night.
l ©

5. Did you learn interesting anything in school today?

P
ea

6. He angry became with me.

Copyright © 2019 Pearson Education, Inc.

rs

7. The dancer talented gave a performance great.

on

8. The hungry cats were.

20
23

Unit 2 • Reading 1 39

M02_NKS_WB_L7_33788_RG1.indd Page 39 03/12/18 9:21 am s-w-047 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Writing Write a Story from a Different Point of View
Use with Student Edition pages 78–79.

Complete your own T-chart comparing and contrasting two points of view from a
familiar story. One of the two narrators should be a character in the story.
S
am
pl
e
M
at
er
ia
l ©
P
ea

Copyright © 2019 Pearson Education, Inc.

rs
on

Have your partner complete (✓) the Peer Review Checklist. Use this feedback to
help you edit your final draft.

Peer Review Checklist

20

Does the writer retell a familiar story?

Is the story retold from a character’s point of view?
23

Does the writing voice fit the story’s narrator?

Are pronouns used correctly?
Is the simple past used correctly for regular and irregular verbs?
Could changes be made to improve the story?

40 Unit 2 • Reading 1

M02_NKS_WB_L7_33788_RG1.indd Page 40 03/12/18 9:21 am s-w-047 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Name Date

UNIT
Where can a journey take you?
2 Reading 2: “Migrating Caribou” / “Magnets in Animals”
S

Vocabulary Key Words Use with Student Edition page 81.

am

Write each word in the box next to its definition.

pl

biologists herd landscape magnetic range starvation

e

Example: range : the limits or distance of a place

M

1. : having the power of a magnet

2. : scientists who study living things

at

3. : suffering or death caused by not having enough to eat

er

4. : a view across an area of land

ia

5. : a group of a particular type of animal that lives together

l

Use the words in the box at the top of the page to complete the sentences.
©

6. The of the black bear extends into central

Mexico.
P

7. Several studied the eating and sleeping habits of

ea

the caribou.
Copyright © 2019 Pearson Education, Inc.

8. Some animals that live in harsh conditions die of .

rs

9. A compass uses Earth’s field to point toward the

on

North Pole.

10. The Arctic has no trees.

20

11. The largest of antelope lives in southern Africa

and numbers in the millions.
23

Unit 2 • Reading 2 41

M02_NKS_WB_L7_33788_RG2.indd Page 41 28/11/18 7:46 AM f-0223 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Vocabulary Academic Words Use with Student Edition page 82.

Read the paragraph below. Pay attention to the underlined Academic Words.
S

In the spring and summer, many birds live in areas in the north. As cold weather
approaches, finding food starts to become difficult. At this time, many birds migrate
am

to warmer climates. Some birds travel an approximate distance of a thousand miles

south over the ocean without stopping.
pl

Match each word with its definition.

e

Example: b a. move from one place to another

approximate  
M

1. approaches b. nearly
at

2. area c. moves closer

3. migrate d. a section of land

er

Use the Academic Words from the exercise above to complete the sentences.
ia

4. Some birds south in the winter.

l

5. A mother animal will often protect her babies from anyone who
©

them.
P

6. One-half cup of water a week is the amount

required for that plant.
ea

7. The containing forest covers two hundred acres.

Copyright © 2019 Pearson Education, Inc.

rs

Complete the sentences with your own ideas.

the shopping district
on

Example: The area of town I like best is .

8. A zookeeper carefully approaches a .

20

9. For my favorite recipe, I use approximately .

10. Many birds migrate from northern areas to .

23

42 Unit 2 • Reading 2

M02_NKS_WB_L7_33788_RG2.indd Page 42 28/11/18 7:46 AM f-0223 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Name Date

Word Study Words as Multiple Parts of Speech

Use with Student Edition page 83.

REMEMBER A noun is a person, place, or thing. An adjective is a word that modifies (describes) a
noun. Some words can be used as both nouns and adjectives. For example: I like fall. (noun). It was a
S

crisp fall day. (adjective)

am

Look at the chart below. Identify the underlined word as a noun or an adjective.
pl

The first set is done for you.

1. An Italian won the gold medal. noun

e

2. We like Italian food.

M

3. My friend is at summer camp.

at

4. Samantha loves winter.

er

5. The rich don’t worry about money.

6. The chef made a rich dessert.

ia

7. Math is easy for me.

l

8. We have science class now.

©

9. Look at the beautiful butterfly.

P

10. I bought a butterfly net.

ea

Write a new sentence for each underlined word, changing it from an adjective to
Copyright © 2019 Pearson Education, Inc.

a noun.
rs

Example: Summer days are my favorite of all. I like summer.

on

11. We saw a Spanish movie over the weekend.

12. My uncle has garden gloves.

20

13. Many people like Idaho potatoes.

14. Luc drinks apple juice every morning.

23

15. The village bakery is very popular.

Unit 2 • Reading 2 43

M02_NKS_WB_L7_33788_RG2.indd Page 43 28/11/18 7:46 AM f-0223 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Reading Strategy Recognize Cause and Effect

Use with Student Edition page 83.

REMEMBER A cause is a reason that something happens. What happens as the result of a cause is
S

an effect. To find an effect, ask “What happened?” To find a cause, ask “Why did it happen?”
am

Read the following story. Then complete the exercise.

pl

Li Wei and His Babysitting Job

e

Li Wei always babysat for George Robinson on Tuesday afternoons. Mrs. Robinson
spent that time working at Dr. Lopez’s office. One Tuesday afternoon, Li Wei’s
M

mother called him at school. “Come straight home after school today. I need your
help planning a party for your grandma.” Li Wei was so excited, he completely forgot
at

about his babysitting job. Because of this, Mrs. Robinson had nobody to take care
of George. She could not go to work. Because Mrs. Robinson did not go to work,
Dr. Lopez could not help his patients. He closed his office early and canceled his
er

appointments. His patients were not happy.

ia

Use information from the article to complete the cause-and-effect chart below.
l ©

Cause: Li Wei’s mother is Effect:

planning a party for Li Wei’s Li Wei’s mother tells him to come
grandma. straight home after school.
P
ea

1. Cause: Li Wei forgets to Effect:

babysit for Mrs. Robinson.

Copyright © 2019 Pearson Education, Inc.

rs

2. Cause: Mrs. Robinson Effect:

cannot go to work at Dr.
on

Lopez’s office.

3. Cause: Dr. Lopez closes Effect:

20

his office early and cancels

his appointments.
23

44 Unit 2 • Reading 2

M02_NKS_WB_L7_33788_RG2.indd Page 44 03/12/18 11:14 am s-w-047 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Name Date

Comprehension Use with Student Edition page 88.

Choose the best answer for each item. Circle the letter of the correct answer.

1. Caribou move south to .

S

a. create herds b. find rivers c. avoid starvation

am

2. South of the tree line .

a. caribou find lichen b. no trees will grow c. there are no biting flies
pl

to eat
e

3. Caribou travel far north to have their babies because .

a. the lichen is b. there are fewer c. the lakes are wider there
M

softer there predators there

at

4. One animal that migrates more than 22,000 miles is the .

er

a. Arctic tern b. goldfish c. caribou

5. Biologists think that some animals find their way by watching .

ia

a. other animals b. the sun and stars c. magnets

l ©

Extension Use with Student Edition page 89.

P

Write the name of an animal that interests you. Then research details about the
animal to complete the graphic organizer.
ea
Copyright © 2019 Pearson Education, Inc.

Life cycle:
Appearance: Foods:
rs
on
20

Animal:
23

Habitat: Prey:
Predators:

Unit 2 • Reading 2 45

M02_NKS_WB_L7_33788_RG2.indd Page 45 28/11/18 7:46 AM f-0223 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Grammar More on Parallel Structure Use with Student Edition page 90.

REMEMBER Parallel structure uses similar words and phrases to make your writing smoother
and easier to understand. When your sentences and ideas aren’t in parallel form, they can be hard to
understand.
S
am

Correct the sentences below to be parallel.

Example: The caribou are good swimmers and steadily walking.

pl

The caribou are good swimmers and steady walkers.

1. Along the way, the caribou encounter storms, predators, and experiencing dangers.
e
M

2. The caribou herd includes males, the females, and newborn calves.
at
er

3. Winter is cold, is dark, and food is hard to find.

ia

4. Younger caribou travel in the back of the herd. The front of the herd is made up of
l

the older caribou.

©
P

5. The caribou walked for miles, gave birth to their calves, and were eating a lot of
plants.
ea

Copyright © 2019 Pearson Education, Inc.

rs

Write P for Parallel or NP for Not Parallel after each sentence.

on

6. The caribou migrate to avoid predators and to find more food.

7. The sea turtle can be seen to swim to shore, laying eggs, and covering the eggs
20

with sand.

8. Flying, swimming, and walking are three ways animals can migrate.
23

9. Monarch butterflies fly gracefully, swiftly, and efficient.

10. Predators include bears, the wolves, and mountain lions.

46 Unit 2 • Reading 2

M02_NKS_WB_L7_33788_RG2.indd Page 46 28/11/18 7:46 AM f-0223 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Name Date

Grammar Prepositions Use with Student Edition page 91.

REMEMBER Prepositional phrases are made up of a preposition followed by a noun or noun phrase.
Prepositions are used to show a relationship to another word in the phrase. They can show time,
place, direction, or additional details. Some common prepositions include about, across, after, around,
S

at, before, behind, beside, between, by, for, in, into, of, on, over, to, under, and up.
am

Choose the correct preposition from the word bank to complete each sentence.
pl

across after behind on over under

e

Example: After the snow begins to melt, the caribou begin their migration.
M

1. The young calves travel the older caribou.

2. Some birds fly the ocean without stopping.

at

3. The caribou look for lichen the crust of snow.

er

4. We saw a field of monarch butterflies sitting

milkweed plants.
ia

5. After walking many miles of frozen tundra, the

l

caribou finally reach their summer home.

©

Underline the prepositional phrase in each sentence. Then write if it shows time,
place, or direction.
P

6. We took photographs of the geese before they left their summer home.
ea

7. The fawn slept beside its mother.

Copyright © 2019 Pearson Education, Inc.

rs

8. Salmon swim up the river to mate.

on

9. The snow begins to melt around April.

10. The migrating whales swam into the harbor.

20
23

Unit 2 • Reading 2 47

M02_NKS_WB_L7_33788_RG2.indd Page 47 28/11/18 7:46 AM f-0223 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Writing Write a Story with a Starter
Use with Student Edition pages 92–93.

Complete your own details chart using this story starter: “I arrived at the most
amazing place.” The setting could be a beach, a mountain peak, a desert, or
S

a forest.
am

Starter:
pl

Setting:
e
M
at

Sensory detail: Sensory detail: Sensory detail: Sensory detail:

er
ia
l ©
P
ea

Have your partner complete (✓) the Peer Review Checklist. Use this feedback to
help you edit your final draft.

Copyright © 2019 Pearson Education, Inc.

rs

Peer Review Checklist

Does the story begin with one of the assigned starters?
on

Does the story hold the reader’s interest and attention?

Are sensory details used to describe the setting?
20

Are prepositions used correctly?

Does the writer use parallel structure when appropriate?
23

Could changes be made to improve the story?

48 Unit 2 • Reading 2

M02_NKS_WB_L7_33788_RG2.indd Page 48 28/11/18 7:46 AM f-0223 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Name Date

UNIT
Where can a journey take you?
2 Reading 3: from The Journal of Wong Ming-Chung
S

Vocabulary Literary Words Use with Student Edition page 95.

am

REMEMBER A simile is a figure of speech that makes a comparison between two different things
using the words like or as. Example: His shouting sounded like a barking dog. A metaphor is a figure
pl

of speech that writers use to describe something as if it were something else. Example: He barked his
orders at us.
e
M

Next to each sentence, write S if it contains a simile and M if it contains a

metaphor.
at

Example: He’s a real live wire. M

er

1. She’s as sharp as a tack.

2. The U.S.A. is a melting pot.

ia

3. This game is a piece of cake.

l

4. He is like a bull in a china shop.

©

5. Love is as warm as a summer day.

P

Read the following story. Underline the similes and draw a circle around the
ea

metaphors.
Copyright © 2019 Pearson Education, Inc.

rs

All the Way to Grandma’s House

My brother Danny was a grasshopper all the way to the airport. It seemed like
on

he just couldn’t sit still. I sat still as a stone as far from him and everyone else in my
family as I could get. This trip was an unwelcome intruder into my summer plans.
I love my grandparents, but spending two weeks at their farm seemed about as
20

exciting as a cell phone with a dead battery.

23

Unit 2 • Reading 3 49

M02_NKS_WB_L7_33788_RG3.indd Page 49 28/11/18 10:29 AM f-0223 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Vocabulary Academic Words Use with Student Edition page 96.

Read the paragraph below. Pay attention to the underlined Academic Words.
S

History books emphasize the importance of Ellis Island to the history of the
United States. From 1892 to 1954, Ellis Island was a federal immigration station. It
am

was the entry point to the United States for over 20 million immigrants. Ellis Island
was a temporary home for many of the immigrants while they waited to be admitted
into the country. When immigrants left Ellis Island, they were free to settle in the
pl

United States and begin to adjust to a new way of life. Many of them kept journals
that describe what life was like in the U.S.A. at that time.
e
M

Write Academic Words from the paragraph next to their correct definitions.

Example: adjust : make a change in something to make it better

at

1. : show that something is important

er

2. : a written record kept by an individual

ia

3. : the act of going to live in another country

l

Use the Academic Words from the exercise above to complete the sentences.
©

4. Our teacher tried to the importance of the

field trip.
P

5. When there is a big change in your life, you have to

ea

Copyright © 2019 Pearson Education, Inc.

6. Stella wrote in her every day so she would
rs

remember everything that happened.

7. During the Irish potato famine, there was a big increase in

on

to the U.S.A.

Complete the sentences with your own ideas.

20

Example: The principal often emphasizes that our school needs more classrooms .
23

8. One of the results of immigration is .

9. This year, I had to adjust to .

10. One good reason for keeping a journal is because

.

50 Unit 2 • Reading 3

M02_NKS_WB_L7_33788_RG3.indd Page 50 28/11/18 10:29 AM f-0223 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Name Date

Word Study Words Ending in y Use with Student Edition page 97.

REMEMBER To change the spelling of certain words that end in y, change the y to -i and add -es.
With comparative or superlative adjectives that end in y, change the y to -ier or -iest.
S
am

Complete the chart below by changing the y to -i and add -es, -er, or -est. Write the
new words on the chart. An example is done for you.

Noun Plural Noun

pl

puppy puppies
e

army
M

party
at

Verb Third-Person Singular Verb

study
er

carry
ia

supply
Adjectives Comparative Superlative
l ©

friendly

happy
P

heavy
ea
Copyright © 2019 Pearson Education, Inc.

Write the plural, third-person singular, comparative, or superlative form of the

rs

words as directed.
libraries
on

Example: library (plural)

1. berry (plural) 6. merry (comparative)

2. lucky (superlative) 7. apply (3rd-person sing.)

20

3. theory (plural) 8. funny (comparative)

23

4. fancy (comparative) 9. city (plural)

5. baby (plural) 10. copy (3rd-person sing.)

Unit 2 • Reading 3 51

M02_NKS_WB_L7_33788_RG3.indd Page 51 28/11/18 10:29 AM f-0223 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Reading Strategy Make Inferences

Use with Student Edition page 97.

REMEMBER Sometimes writers imply or suggest information, and readers must infer, or figure out,
S

what the writer means.

am

Read the following story. Then answer the questions.

pl

Auntie Ox
e

When my Aunt Oksana came from Russia to live with us, she came with almost
nothing. I called her Auntie Ox because I couldn’t pronounce her whole name.
M

Auntie Ox always drank from a special cup she had brought with her from Russia.
The cup was very old and we had plenty of new, nicer ones. Yet Auntie Ox always
at

treated the old cup with great care. She kept it in a special place in the cabinet.
One day, I dropped the cup by accident. It broke into lots of little pieces. I felt
badly because Auntie Ox cried. Even so, I did not understand why an old cup was
er

so important to her. My parents said, “Maybe someday when you are older, you will
understand.”
ia
l

Read the questions and explain how you used clues from the passage to make
©

each inference.

1. From the passage, what do you infer about Auntie Ox’s situation when she came to
P

live with the narrator’s family? Is Auntie Ox rich or poor?

ea

Copyright © 2019 Pearson Education, Inc.

2. Why do you think the cup means so much to Auntie Ox?
rs
on

3. Why do you think Auntie Ox was so upset when the old cup broke?
20

4. Why do you think the narrator cannot understand Auntie Ox’s tears over an old cup?
23

5. What do you think the narrator’s parents mean when they say that the narrator will
understand Auntie Ox’s tears someday?

52 Unit 2 • Reading 3

M02_NKS_WB_L7_33788_RG3.indd Page 52 28/11/18 10:29 AM f-0223 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Name Date

Comprehension Use with Student Edition page 104.

Choose the best answer for each item. Circle the letter of the correct answer.

1. The narrator calls San Francisco .

S

a. First City b. the Golden Mountain c. the Big Pond

am

2. Chinese people in San Francisco were grouped by their .

a. areas b. occupations c. initials

pl

3. The narrator was amazed at mealtime because he .

e

a. had no food b. had to share food c. had a lot of good food

M

4. The narrator felt proud of the city’s first stone building because .
at

a. it was built by b. the instructions were c. it was an American

Chinese workers in Chinese building
er

5. The narrator felt right at home in Chinatown because .

ia

a. he lived on the b. Blessing was c. it smelled like incense

second floor there, too and food
l ©

Response to Literature Use with Student Edition page 105.

P

Find a paragraph in the story that reminds you of an experience in your own life.
Tell about your experience and explain why the paragraph reminds you of it.
ea
Copyright © 2019 Pearson Education, Inc.

rs
on
20
23

Unit 2 • Reading 3 53

M02_NKS_WB_L7_33788_RG3.indd Page 53 28/11/18 10:29 AM f-0223 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Grammar Complex Sentences with Adverbial Clauses of Time
Use with Student Edition page 106.

REMEMBER Complex sentences contain an independent clause and at least one dependent clause.
S

An adverbial clause of time is a dependent clause and begins with a subordinate conjunction, such as
after, before, when, as soon as, or whenever. When an adverbial clause of time begins the sentence, it
am

is followed by a comma.

Underline the adverbial clause of time in each sentence. Then circle the
pl

subordinate conjunction.
e

Example: Baseball practice is cancelled whenever it rains.

M

1. Before I bought a bicycle, I walked everywhere.

2. She became stronger as soon as she started lifting weights.

at

3. When you play basketball, you improve your coordination.

er

4. He likes to listen to music whenever he studies.

ia

5. After I walk my dog, I usually do my homework.

l

Put a ✓ next to the sentences that have correct punctuation. Put an X next to the
sentences that do not. Then add commas where necessary.
©

Example: X When the sun is shining^, I like to be outside.

P

6. You can’t go skiing when it doesn’t snow.

ea

7. After we got home we ate a large meal.

Copyright © 2019 Pearson Education, Inc.

8. Before I visited San Francisco I went to Los Angeles.
rs

9. It rained when we were in the mountains.

on

10. As soon as my mom gets home we can go to the mall.

20
23

54 Unit 2 • Reading 3

M02_NKS_WB_L7_33788_RG3.indd Page 54 03/12/18 11:12 am s-w-047 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Name Date

Grammar Expressions of Quantity and Subject-Verb Agreement

Use with Student Edition page 107.

REMEMBER You can use expressions of quantity to tell about three or more items. All, most, some,
a lot of, and none of the can be used with count or non-count nouns. When used with count nouns,
S

they take plural subjects and verbs; when used with non-count nouns, they take singular verbs. A few,
am

many, and several are always used with count nouns and take plural subjects and verbs. A little is
always used with non-count nouns and takes a singular verb. When referring to a specific group, use
the expression of quantity with of the. Example: Many of the men work here.
pl

Complete each sentence by circling all the correct expressions of quantity.

e

Example: All / Several / None) of the milk sold in this supermarket is from a local dairy.
M

1. (A little / Several / A few) bridges connect the island to the mainland.

at

2. (Most / Some / A few) gasoline sold in the U.S.A. comes from foreign countries.

3. (A few / Most / A little) of the science projects must be completed by next week.
er

4. (Many / A few / A little) of the mountains were covered with snow.

ia

5. I spilled (some / a little / many) coffee on the table.

l

Write sentences with the expressions of quantity in parentheses.

©

Example: (many) Many students go to my school.

P

6. (some)
ea

7. (all)
Copyright © 2019 Pearson Education, Inc.

8. (none of the)
rs
on
20
23

Unit 2 • Reading 3 55

M02_NKS_WB_L7_33788_RG3.indd Page 55 28/11/18 10:29 AM f-0223 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Writing Write a Personal Letter Use with Student Edition pages 108–109.

Complete your own graphic organizer for a letter to a friend or family member
about an event. List your ideas in chronological order.
S

Date
am

Salutation
or Greeting,
pl

Body
e
M
at
er
ia

Closing,
Signature
l ©

Have your partner complete (✓) the Peer Review Checklist. Use this feedback to
P

help you edit your final draft.

ea

Peer Review Checklist

Copyright © 2019 Pearson Education, Inc.

Is the letter addressed to a friend or relative?
rs

Is it informal and friendly in tone?

on

Does it express the writer’s feelings?

Does it include all five parts of a friendly letter?
Are adverbial clauses of time used correctly?
20

Could changes be made to improve the letter?

23

56 Unit 2 • Reading 3

M02_NKS_WB_L7_33788_RG3.indd Page 56 28/11/18 10:29 AM f-0223 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Name Date

Writing Workshop Use with Student Edition pages 114–118.

Organize your ideas in the graphic organizer below.

Who are the Where and when What is the What is the
S

characters? is the story set? problem? resolution?

am
pl
e
M
at
er
ia

Have your partner complete (✓) the Peer Review Checklist. Use this feedback to
l

help you edit your final draft.

©

Peer Review Checklist

Does the story sustain my interest?
P

Is the story engaging?

ea

Is the action well paced?

Copyright © 2019 Pearson Education, Inc.

Is the setting specific and believable?

rs

Are the characters interesting? Are they well developed?

on

Could changes be made to improve the story?

20
23

Unit 2 • Writing Workshop 57

M02_NKS_WB_L7_33788_TP.indd Page 57 28/11/18 8:09 AM f-0223 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Learning Log Use after completing Student Edition page 118.

Underline the vocabulary items you know and can use well. Review and practice
any you haven’t underlined. Underline them when you know them well.
S

Literary Words Key Words Academic Words

am

character biologists abandon adjust

plot herd attribute emphasize
point of view landscape finally immigration
simile magnetic react journal
pl

metaphor range approaches

starvation approximate
e

area
migrate
M
at
er

Put a check by the skills you can perform well. Review and practice any you haven’t
checked off. Check them off when you can perform them well.
ia

Skills I can . . .
l

recognize the roots vict, laps, mem, mand.

©

Word Study recognize words used as multiple parts of speech.

recognize words ending in y.
P
ea

identify problems and solutions.

Reading recognize cause and effect.

Copyright © 2019 Pearson Education, Inc.

Strategies make inferences.
rs

use the simple past of regular and irregular verbs.

on

use pronouns and modifiers in simple sentences.

use parallel structure.
Grammar use prepositions in prepositional phrases.
use adverbial clauses of time.
20

use expressions of quantity and subject-verb agreement.

23

write a story from a different point of view.

write a story with a starter.
Writing write a personal letter.
write a short story.

58 Unit 2 • Learning Log

M02_NKS_WB_L7_33788_TP.indd Page 58 28/11/18 8:09 AM f-0223 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Name Date

Test Preparation

Test 1
S
am

DIRECTIONS
Read this selection. Then answer the questions that follow it.
pl

Bats on the Congress Avenue Bridge

(1) My cousins are visiting from Ohio, but tonight we have a
e

special treat planned. (2) Were leaving at 8 o’clock to go to the

Congress Avenue Bridge. (3) I told my cousins, Jed and Lisa, that over
M

a million bats live in the colony under the bridge.

at

(4) At sunset, what looked like black smoke rose from under the
bridge. (5) Lisa started to cry. (6) “They’re going to eat me!” she cried.
er

(7) “Not unless you’re a mosquito” I said.

1 What change, if any, should be made to sentence 1?

ia

A Delete the comma

B Change but to and
l

C Change have to had

©

D Make no change

2 What change, if any, should be made to sentence 2?

P

A Change o’clock to oclock

ea

B Change Were to Where

C Change Were to We’re
Copyright © 2019 Pearson Education, Inc.

D Make no change
rs

3 What change, if any, should be made to sentence 7?

on

A Change you’re to your

B Change mosquito to mosqitos
C Insert a comma after mosquito
D Make no change
20
23

Test Preparation 59

M02_NKS_WB_L7_33788_TP.indd Page 59 28/11/18 8:09 AM f-0223 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Test 2

DIRECTIONS
Read this selection. Then answer the questions that follow it.
S

Maria wrote this paper for her science class. Maria would like you to read her rough
am

draft and decide how to correct and improve it.

Bats
pl

(1) Bats are important animals. (2) They help the environment. (3) They
eat insects that fly at night, especially mosquitoes. (4) They can eat half their
e

body wait in bugs every night. (5) A single bat can eat 3,000 insects at night.
(6) Second, even though most bat species eat insects, other bat species eat
M

fruits. (7) This helps the environment because the bats spread seeds of trees
and shrubs. (8) New seeds keep forests healthy. (9) Finally, bats pollinate
at

flowers. (10) If it weren’t for bats there would be more bugs and fewer flowers.
er

1 What transition word should be added 3 What revision, if any, is needed in

ia

to sentence 3? sentence 7?
A First A Add a comma
l

B To begin with B Change seeds to seads

C However C Change spread to spreads
©

D In conclusion D Make no change

P

2 What change should be made in 4 What revision, if any, is needed in

sentence 4? sentence 10?
ea

A Change eat to eats A Change would be to be

B Change wait to weight B Change flowers to flours

Copyright © 2019 Pearson Education, Inc.

C Add a comma C Add a comma after bats
rs

D Make no change D Make no change

on
20
23

60 Test Preparation

M02_NKS_WB_L7_33788_TP.indd Page 60 28/11/18 8:09 AM f-0223 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Name Date

Test 3

DIRECTIONS
Read this selection. Then answer the questions that follow it.
S
am

Luca wrote this paper for an assignment in his social studies class. Luca would like
you to read his rough draft and suggest corrections and improvements.

Magnificent Machu Picchu

pl

(1) The city of Machu Picchu, located high in the andes mountains, is one
e

of the world’s most incredible historical sites. (2) In the 1400s, the Incas built
a stone city that covered five square miles and included palaces, temples and
nearly 200 homes. (3) The massive granite blocks used to build these
M

structures weighed up to fifty tons, so the Incas fitted the blocks so strongly
that the structures still stand today. (4) In fact, the blocks fit together so well
at

that it is impossible to insert even a knife blade between them. (5) The people
living in the city provides for their own food. (6) They grew corn, potatoes
er

and other vegetables. (7) They used methods such as irrigation, or watering
systems. (8) Machu Picchu was also an astronomical observatory. (9) This
ia

means the Incas went there to look at the stars. (10) The Incas used a special
stone, called the Hitching Post of the Sun, to show important dates in their
l

calendar. (11) The Incas left the mountain city in the late 1500s following the
spanish overthrow of the Incan Empire. (12) The Spanish never found the city.
©

(13) It was undisturbed until 1911, when Hiram Bingham rediscovered it.
P
ea

1 What change should be made in 2 What change, if any, should be made

sentence 1? in sentence 2?
Copyright © 2019 Pearson Education, Inc.

A Change world’s to worlds A Add a comma after temples

rs

B Remove a comma B Change temples to timples

C Change andes to Andes C Change included to includes
on

D Change is to are D Make no change

20
23

Test Preparation 61

M02_NKS_WB_L7_33788_TP.indd Page 61 28/11/18 8:09 AM f-0223 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 3 What is the best way to revise 4 What revisions, if any, should be made
sentence 3? in sentence 5?
A The massive granite blocks used to A Change their to our
build these structures weighed up B Add a comma
to fifty tons, and the Incas fitted C Change provides to provided
S

these blocks so strongly that the D Make no revision

structures still stands today.
am

B The massive granite blocks used to 5 What change should be made in

build these structures weighed up sentence 6?
to fifty tons; but the Incas fitted A Add a comma after potatoes
pl

the blocks so strongly that the B Change potatoes to potatos

structures still stand today. C Change grew to will grow
e

C The massive granite blocks used to D Change vegetable to vegetables

build these structures weighed up
6 What change, if any, should be made
M

to fifty tons. And the Incas fitted

the blocks so strongly that the in sentence 11?
A
at

structures still stand today. Add a comma

D No revision is needed B change spanish to Spanish
C change following to follow
er

D Make no change
ia
l ©
P
ea

Copyright © 2019 Pearson Education, Inc.

rs
on
20
23

62 Test Preparation

M02_NKS_WB_L7_33788_TP.indd Page 62 28/11/18 8:09 AM f-0223 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Name Date

Visual Literacy: Smithsonian American

Art Museum Use with Student Edition pages 120–121.

Learning to Look
S

Look at Electronic Superhighway: Continental U.S., Alaska, Hawaii by Nam June Paik
am

on page 121 in your Student Edition. List six types of lines or shapes you see in this
artwork.

Example: straight line

pl

1. 4.
e

2. 5.
M

3. 6.
at

Interpretation
er

Look at Electronic Superhighway: Continental U.S., Alaska, Hawaii again. Imagine that
the artist is going to make a video for your country. Write him a letter explaining
ia

what he should include and why it represents your country.

Example: I live in Venezuela. I think Paik should include a photograph of

l ©

Angel Falls because it is so amazing and many tourists visit it.

P

Dear Mr. Paik,

ea
Copyright © 2019 Pearson Education, Inc.

rs
on
20
23

Unit 2 • Visual Literacy: Smithsonian American Art Museum 63

M02_NKS_WB_L7_33788_TP.indd Page 63 28/11/18 8:09 AM f-0223 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

 Compare & Contrast

How does Nam June Paik’s map compare to another map you have seen? For
example, look at a map of the U.S.A. in an atlas or on the internet.

How are they similar?

S

1.
am

2.

3.
pl

How are they different?

e

Example: The tip of Texas is missing on Paik’s map.

M

4.
at

5.

6.
er
ia
l ©
P
ea

Copyright © 2019 Pearson Education, Inc.

rs
on
20
23

64 Unit 2 • Visual Literacy: Smithsonian American Art Museum

M02_NKS_WB_L7_33788_TP.indd Page 64 28/11/18 8:09 AM f-0223 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...