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 Lesson
Vocabulary
16 Spindletop 1
in Context
escorted 2 swelled
Guides who knew the The number of
western trails well wagons heading west
often escorted, or led, swelled, or grew, in
travelers. the 1850s.

TARGET VOCABULARY

escorted
swelled
relied
reputation
worthy
churning
3 4
situation relied reputation
deserve This family built a When customers were
defended house of sod. They happy about a shop,
satisfied relied, or depended, on its owner earned a
materials they found. good reputation.
Vocabulary Context
Reader Cards
1
escorted escort
ed
knew the What
Guides who To have
Does
It Mea
well n?
western trails
escorted
that pers someone
on as
ed, or led, Spanish a guid is to
e or prot have gone
often escort cognate:
escoltaba ector. with
Think n
travelers. Think
About
abou
It.
Why were t the last
you esco time you esco
Talk It rting that rted
Over. person? someone.
Read each
of each phrase.
sentence Point to matc
your com with the h the
pleted beginnin
sentence best ending. g
The guid s alou Read
escor e dog d.
ted
The fathe the Presi
escorted r meeting. dent to the
The polic the blind
escorted e officer the store woman into
.
The body his child
escorted guard the stree across
t.
the crimi
squad nal into
car. the

© Houghton
Mifflin PM
1/15/09 5:04:12
Harcourt
Publishing
Company.
All rights
reserved.
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TXEAN_L1
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306

1/15/09
5:04:19
PM

L.4.6 acquire and use general

academic and domain-specific
words and phrases
Go
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 Lesson 16
Study each Context Card.
Break the longer words into syllables. Use a
dictionary to confirm.

5 worthy 6 churning 7 situation

This plot of land was Dark clouds and Mail carriers were
worthy, or valuable. churning winds over prepared for any
It had rich soil and the plains could signal situation, or event, as
access to water. a tornado. they rode alone.

8 9 10
deserve defended satisfied
Kids who worked Westward travelers Despite the hard work
hard on the farm defended themselves and danger, some
would deserve an from harm by circling settlers were satisfied
occasional treat. their wagons. with life in the West.

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 Read and
Comprehend Go
Digital

TARGET SKILL
Compare and Contrast To help you understand a
story, it can be useful to compare and contrast the
characters’ words, actions, and thoughts. As you read
“Riding Freedom,” compare and contrast the different
characters. Look for ways in which they are alike
and different. Pay careful attention to text evidence
showing what each character says, does, and thinks at
different points in the story. Use a graphic organizer
like the one below to help you compare and contrast
these characters.

Character 1 Both Character 2

TARGET STRATEGY
Monitor/Clarify As you read “Riding Freedom,”
remember to monitor, or look for, words or ideas
that do not make sense. If something is confusing,
pause to clarify the text, or make it clear. For
example, you might try rereading the part of the text
that confused you.

RL.4.3 describe a character, setting, or event, drawing on details; RF.4.4c use context to confirm or self-correct word recognition and
understanding
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 PREVIEW THE TOPIC
Individual Contributions
Throughout our history, individuals have made
important contributions to our nation. Some, like
Abraham Lincoln, are famous. Others are everyday
people who helped the United States grow through
hard work and determination. Stagecoach drivers,
for instance, helped people travel long distances over
dangerous land in the 1800s. Before railroads and
cars were invented, stagecoach drivers took people
safely over bumpy dirt roads and rickety bridges.
“Riding Freedom” is a story about Charlotte
Parkhurst, a determined young woman who drives a
stagecoach in the mid-1800s. You’ll find out how she
works against the odds to be successful in a job that
only men had done before.

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 L esson 16

ANCHOR MEET THE AUTHOR

Pam Muñoz Ryan

TEXT To research “Riding Freedom,”
Pam Muñoz Ryan recalls, “I
wanted to travel on a dusty
trail over rolling hills in a
rutted-out road.” She found an
amusement park that offered rides in old
stagecoaches. There she rode a coach, sat
in the box seat, and even held the horses’
reins. “Riding Freedom” is a winner of the
national Willa Cather Award.

TARGET SKILL
Compare and Contrast
Examine how characters are
alike and different.

MEET THE ILLUSTRATOR

Marc Scott
Marc Scott knows a lot
about illustrating an action-
GENRE packed scene. In addition
to working on books about
Historical fiction is a whaling and mining, he has
story that is set in the past
provided art for video games based on
and portrays people, places,
and events that did happen or World Series baseball, trick skiing, and
could have happened. As you the movie Star Wars.
read, look for:
a setting that is a real time
and place in the past
details that show the story
took place in the past

RL.4.3 describe a character, setting, or event,

drawing on details; RL.4.4 determine the
meaning of words and phrases, including those
that allude to characters in mythology; RL.4.10 read and
comprehend literature

Go
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 by Pam Muñoz Ryan
selection illustrated by Marc Scott

ESSENTIAL QUESTION

What traits do
successful people have?

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 In the mid-1800s, when most girls are not allowed to have
paid jobs, Charlotte Parkhurst disguises herself as a boy in
order to work with horses. She goes by the name of “Charley”
and keeps her true identity a secret. Years later, “Charley”
moves from Rhode Island to an area near Sacramento,
California. There, she and her friends, James and Frank,
drive horse-drawn stagecoaches for a living. Suddenly, a bad
accident leaves Charlotte partially blind. Now with only one
good eye left, Charlotte must relearn how to drive a coach.

T
he next day, she overturned the coach completely
but was able to jump free. What was she
doing wrong? She knew how to drive a team.
She didn’t need training with the horses or the ribbons.
She knew those things by heart. It was her eye she
didn’t know. She needed to train her one good eye.
She needed to learn how to use it all over again.

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 ANALYZE THE TEXT
Genre: Historical Fiction What is the setting
of this story? How might the setting affect
the story events?

She started taking a smaller team out every day.

First a two-horse team. Then a four. Finally, with
six-in-the-hand. Charlotte had been proving herself
her whole life and she wasn’t about to stop now.
She didn’t even care if Frank and James caught on
to what she was doing. They might as well see me
trying, she thought.
She learned the di“ erent sounds the horses’
hooves made on di“ erent types of roads. If the
road was hard, the hooves made a hollow, clopping
sound. If the road was soft, the hooves made a dull,
thudding sound. She relied on her one good eye to
take over for the other. She trusted her senses. And
the sixth sense she had for handling horses.
Charlotte drove back and forth over her route
and memorized every rock and tree. She set a goal
for herself. If she made ten clean, round-trip runs,
she’d know she was as good as the next driver. After
that, she’d just have Frank and James to convince.

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 After the tenth clean run, Charlotte went to James. “I
want to drive the stage run over the river.”
“Now, Charley, we’ve been over all that. Me and
Frank think . . .”
“You ride with me, and if you don’t think I’m fit, then
I won’t bother you again,” said Charlotte.
“What will the passengers say about your eye patch?”
said James.
“Just tell them it’s to frighten o• bandits. ‡ ey won’t
know any di• erent.”
“I don’t know . . .”
Charlotte defended herself. “You know my
reputation. I traveled all this way. Riding coaches is the
whole reason I came to California. And I came because
you asked me to come. You know I been practicin’. Go
by my past drivin’. ‡ at’s all I’m askin’, and I wouldn’t
be askin’ if I didn’t know I could drive.”
Reluctantly, James said, “‡ e first sign that you can’t
handle the situation, I take the reins.”
“I’ll tell you if I need help. Don’t go steppin’ in unless
I ask.”
“Fair enough,” said James.
“Tomorrow?”
“Tomorrow, if the weather holds.”
“I ain’t going to be a fair-weather driver,” said
Charlotte. “I want to drive, same as usual, like all the
other drivers.”
“Well, I guess you deserve that much. Tomorrow,
rain or shine.”

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 It was one of those storms where the rain came down in
washtubs, but the stage was scheduled to go. The coach was
chock-full of passengers, baggage, and mail pouches that had to
get through. Charlotte was soaked clear through by the time the
baggage was secured. James rode shotgun next to her.
The wind wouldn’t let up, and the rain came flying in every
which direction. James seemed nervous.
“Charley, I can’t even see the road!” he yelled.
“Then it’s a good thing I’m drivin’, ’cause I can smell it,
and I can hear it!” yelled Charlotte.
James sat back as the coach headed into the storm.
The mud was so thick it reached the hubs,
but Charlotte still found the road.

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 When they reached the river, it had swelled almost to
the bridge supports. Charlotte stopped the stage on the
north bank.
“Stay inside,” she told the passengers. “I’ll be checkin’
the bridge.”
Charlotte took off her gloves and carefully walked
across the swaying timbers to see if the bridge was worthy.
She stomped a few times and listened to the moans of the
wood. She felt the swollen planks and pulled on the guard
ropes until she was satisfied.
She walked back to the stage and told the passengers to
get out.
“Ain’t no reason to risk your lives,” said Charlotte.
“James, I’m going to walk you and these fine people over
to the other side to wait for me there.”

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 But a portly gentleman refused to budge.
“I’ll take my chances inside the coach,” he said.
“Not on my coach,” said Charlotte.
“I’m familiar with adventure, young man,” he argued.
“† e bridge can’t take any extra weight, and I’m not
about to lose my first passenger to that river. Now, step
out or I’ll help you step out.”
Still grumbling, the man reluctantly climbed down.
In the blinding rain, Charlotte escorted the group, a
few at a time, across the bridge. When they were safely
settled on the other side, she walked back for the stage.

ANALYZE THE TEXT

Personification Authors sometimes use a type of metaphor
called personification. Personification gives human
characteristics to nonliving objects. Find an example of
personification on pages 478–479 and explain what it means.

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 She got back in the box. Thunder growled nearby. She
knew what was coming next. She held tight to the ribbons and
waited for the lightning. It hit within a mile but she kept the
horses reined. Trusting her instincts, she inched the horses and
the stage across the bridge. The timbers groaned as the iron-
capped wheels clacked across the wooden planks. Ahead, the
passengers huddled together and watched anxiously from the
other side. The river raced a few feet beneath the wheels.
The bridge rocked and the horses reared and whinnied. The
coach was smack in the middle of the bridge.
Charlotte kept her sights on the far bank.
She heard the splintering and cracking of weathered wood
that meant the bridge was coming apart.

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 She stood up in the box. “Keep them straight on the
bridge, Charlotte.” Dashing the water from her good eye and
gathering the reins in a firm grip, she cracked her whip and
yelled, “Away!”
She was thrown back into the box. ‘ e horses jibbed, side
to side, but she held tight to the ribbons. ‘ ey flew across
like scared jackrabbits. ‘ e back wheels barely turned on
solid ground when the bridge collapsed and dropped into the
churning river.
“Whoa, my beauties! Whoa!” yelled Charlotte.

ANALYZE THE TEXT

Compare and Contrast Compare
and contrast Charlotte’s thoughts
and emotions to those of the
passengers as she guides the
stagecoach across the bridge.

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 482

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 ˜ e passengers hurried back to the stage, clamoring
about the excitement, while Charlotte settled the team.
“We could’ve all fallen in,” one woman gasped.
“My heart’s a-pounding,” a man exclaimed as others
joined him.
“We would’ve drowned.”
“He saved my life!” said the gentleman who had
almost refused to leave the coach.
And by the way they were talking and James was
nodding his head, Charlotte knew there wouldn’t be a
question about her driving a stage again.

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 COMPREHENSION

Dig Deeper
How to Analyze the Text
Use these pages to learn about Comparing and Contrasting,
Historical Fiction, and Personification. Then read “Riding
Freedom” again to apply what you learned.

Compare and Contrast

“Riding Freedom” is a historical fiction story about a young
woman who overcomes many challenges in order to reach her
goal of becoming a stagecoach driver. To better understand
the story, compare and contrast the two main characters,
Charlotte and James. Think about what each character is like.
Pay attention to text evidence, such as what the characters
think, say, and do.
Using a graphic organizer like the one below can help you
describe how the characters are alike and different. What
traits do Charlotte and James share? What traits of theirs
are different?

Character 1 Both Character 2

RL.4.3 describe a character, setting, or event, drawing on details; RL.4.4 determine the meaning of words and phrases, including those that allude
to characters in mythology; L.4.5a explain the meaning of similes and metaphors in context

Go
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 Genre: Historical
Fiction
A good historical fiction
story gives readers a vivid picture
of the time and place in which
the story is set. Authors of
historical fiction must carefully
describe the characters, events,
and setting so that they are
believable. In “Riding Freedom,”
look for details about
stagecoaches and other things
unique to the time period to
help you describe the setting.

Personification
A metaphor is a colorful
comparison that describes one
thing as if it were something else.
For example, the wind was a
monster is a metaphor.
Personification is a type of
metaphor. It gives a human
characteristic to a nonliving object.
If an author writes the rain did a
tap dance on the roof, the author
isn’t actually saying that the rain
is the dancer. Rather, the author
is using personification to help
readers “hear” the loud splatters
of rain that beat down loudly on
the roof.

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 Your Turn
RETURN TO THE ESSENTIAL QUESTION

Turn Review “Riding

and Freedom” with a Classroom
Talk partner to prepare Conversation
to discuss this question: What
traits do successful people Continue your discussion of “Riding
have? Be sure to support Freedom” by explaining your
your answers with text answers to these questions:
evidence from the selection 1 What do you learn about
about characters’ thoughts, Charlotte from the way she
words, and actions. solves the problem of her eye?
2 Do you think Charlotte is right
to hide her true identity?
3 What advice might Charlotte
give other people about
reaching their goals in life?

STEAL THE SCENE

Compare a Performance and Text

With a small group, select a scene from
the story. Rehearse the scene and then
perform it for classmates. Afterward,
compare the performance with the
print version of the story. Discuss how
the actors portrayed specific details and
events described in the selection.

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 WRITE ABOUT READING

Response In order to drive a

stagecoach, Charlotte must keep her
identity as a woman a secret. What
does this tell you about people’s
attitudes toward women in the mid-
1800s? Writeša paragraph comparing
attitudes toward what women could do
in thešmid-1800s to attitudes toward
what womenšcan do today. Use text
evidence to support your ideas.

Writing Tip
Clearly state your main idea at the
beginning of your paragraph. Use details
from the text and your own knowledge
about life today to support your idea.
Go
Digital

RL.4.3 describe a character, setting or event, drawing on details; RL.4.7 make connections between the text and a visual or oral
presentation of it; W.4.9a apply grade 4 Reading standards to literature; W.4.10 write routinely over extended time frames and
shorter time frames; SL.4.1a come to discussions prepared/explicitly draw on preparation and other information about the topic

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 L esson 16
INFORMATIONAL
TEXT TEXAS HISTORY: Online

Spindletop Spindletop
News • Publications • Education • Events

In the 1890s Texas produced only small

amounts of oil. But one risk-taker thought
that east Texas was worthy of further study.
In 1892, Pattillo (puh TIH loh) Higgins, a
GENRE self-taught geologist, began drilling for oil.
He drilled near Beaumont, Texas, in an area
Informational text, such
as this Internet encyclopedia
called Spindletop Hill. Spindletop was a salt
entry, gives factual dome, a hill formed by rising underground
information about a topic. mineral salts. Higgins’s ÿ rst drills found
nothing. His ÿ nancial situation was looking
bad. So he hired Captain Anthony F. Lucas to
TEXT FOCUS take over.

Digital Media The Internet

provides access to many
different kinds of media,
including Internet articles such
as this one. Many websites
have options that permit
you to see video clips, hear
what is being described, ask
questions, give feedback, or
add information. What is the
purpose of the e-mail on page
490?

RI.4.7 interpret information presented visually,

orally, or quantitatively; RI.4.10 read and
comprehend informational texts; RF.4.4a read
on-level text with purpose and understanding

Go
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 OIL: Spindletop

The Lucas Geyser

Lucas was a leading geologist with a reputation
as an expert on salt domes. He began drilling at
Spindletop in 1899. At ÿ rst, he, too, had no luck.
The money he relied on was running out. Lucas
escorted businessmen to Beaumont, hoping that they
would invest in the well. Most of them felt that he
did not deserve their help. But Lucas defended his
ideas about salt domes and oil. Finally, his investors
were satisÿ ed that his project was worthwhile, and
the funds came in.
On the morning
of January 10, 1901,
Lucas’s team drilled
down 1,139 feet—and
found oil. “The Lucas
Geyser,” as it came
to be called, blew oil
more than 150 feet
in the air. In time,
it would produce
100,000 barrels per
day. Until then, few
oil ÿ elds in Texas had
produced more than
25 barrels per day!

The Spindletop Gusher, 1901

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 OIL: Industry

Birth of an Industry
Spindletop was the largest oil well the world had ever seen.
Nearby Beaumont became one of the ÿ rst oil-fueled boomtowns.
Its population of 10,000 tripled in three months, and eventually
swelled to 50,000. Spindletop is now known as the birthplace of
the modern oil industry.

We welcome input from our readers. Please e-mail us your

comments!

From: TCastillo@beaumont.net
To: webmaster@texashistoryonline.com
CC:

Subject: Spindletop

Dear Texas History Online,

Here’s an interesting fact I learned. In just two
years after the Spindletop gusher, there were more
than 600 oil companies with 285 churning oil wells
in the Beaumont area. Some of those oil companies
are still around!
Thanks for the article.
Taylor Castillo
Grade 4
Beaumont Hill School

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 Compare Texts
Spindletop

TEXT TO TEXT
Compare and Contrast Charlotte Parkhurst, Pattillo
Higgins, and Anthony Lucas all faced challenges. How
are the challenges Charlotte faced similar to those faced
by Pattillo Higgins (right) and Anthony Lucas in Texas?
How are they different? Use text evidence from each
selection.

TEXT TO SELF
Write a Letter Imagine that you have traveled back in
time to the mid-1800s. What differences do you notice
between your neighborhood now and in the past?
Write a letter to a friend in which you compare and
contrast the two settings.

TEXT TO WORLD
Connect to Social Studies In “Riding Freedom,”
Charlotte Parkhurst overcomes a physical challenge
in order to continue doing what she loves. Work in a
group to identify a famous person you have heard
or read about who has done something similar, and
discuss his or her experiences.

Go
Digital

RL.4.1 refer to details and examples when explaining what the text says explicitly and when drawing inferences; RI.4.1 refer to details and
examples when explaining what the text says explicitly and when drawing inferences; W.4.10 write routinely over extended time frames and
shorter time frames; SL.4.1a come to discussions prepared/explicitly draw on preparation and other information about the topic

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 L.4.1d order adjectives within sentences according to conventional patterns

Grammar Go
Digital

What Is an Adjective? An adjective is a word that gives

information about a noun. An adjective of purpose tells what
a noun is used for. If two or more adjectives are used to
describe something, they appear in a particular order. The
adjective telling about number is first, followed by adjectives
telling opinion, size, shape, color, and purpose.

number opinion size shape color purpose noun

Adjective of Purpose Order of Adjectives

number opinion color

The campers slept in sleeping bags. Six strong black horses pulled
the carriage.

With a partner, find the adjectives that tell

Try This! about the underlined nouns. If two or more
adjectives are used to describe one noun, what is the
correct order?

The brave two drivers looked at the muddy road.

She tied one brown tired horse to a hitching post.

She left large three black horses with her young partner.

She stepped into a waiting crowded room.

She wanted the doctor to look at her bad one eye.

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 To make your writing flow smoothly, you can move
adjectives to combine sentences. If two choppy sentences tell
about the same noun, combine the sentences by moving the
adjectives from one sentence and placing them before the
noun in the other. Make sure the adjectives are in the
correct order.

Short, Choppy Sentences

The horses trotted along the There were five colorful

dusty road. horses.

Longer, Smoother Sentence

The five colorful horses trotted along the dusty road.

Connect Grammar to Writing

As you revise your descriptive paragraph, look for short,
choppy sentences that may repeat a noun. Try combining
these sentences by moving the adjectives. Be sure to put the
adjectives in the correct order.
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 W.4.3a orient the reader by establishing a situation and introducing a narrator or characters/organize an event sequence; W.4.3b use dialogue
and description to develop experiences and events or show characters’ responses; W.4.3c use transitional words and phrases to manage the
sequence of events; W.4.3d use concrete words and phrases and sensory details

Narrative Writing
Ideas In “Riding Freedom,” the author uses concrete
words and sensory details to make her descriptions clear and
lively. As you revise your descriptive paragraph, include clear, Go
colorful language to make your descriptions more vivid. Add Digital
transition words to make the sequence of events clear.
Claire drafted a descriptive paragraph about a bus ride during
a rainstorm. Then she reread her draft and added some concrete
words and sensory details. She also clarified the situation she
was writing about and added some transition words.

Writing Traits
Checklist
Revised Draft
Ideas
Did I clearly establish
sounded like dynamite exploding
the situation in which Bang! The thunder was really loud.
my scene took place?
on the school bus
Organization
Everyone shrieked, and then the older kids
Are all my details Next,
about one main event? started laughing. Some kindergartners
Word Choice
Have I used concrete burst out crying. They were scared. All
words and sensory
details? gigantic raindrops
of a sudden, water began hammering on
Voice
Did I show how it
feels to be in the place the roof. The rain grew as loud as a
I describe?

Sentence Fluency drum roll.

Did I combine short,
choppy sentences and
use transition words?

Conventions
Did I use correct
spelling, grammar,
and mechanics?

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 Final Copy

A Ride to Remember
by Claire Amaral
Bang! The thunder sounded like dynamite exploding.
Everyone on the school bus shrieked, and then the older kids
started laughing. Next, some scared kindergartners burst out
crying. All of a sudden, gigantic raindrops began hammering
on the roof. The rain grew as loud as a drum roll. Soon my
window fogged up. In the front of the bus, the windshield
wipers were jerking back and forth like a conductor keeping
time to some super-fast music.
When the bus finally stopped and the door opened, the
water in the street was up to the curb. The kids who got off
at the first couple stops had to leap over the water to the
sidewalk. For once, I was glad my stop was last!

Reading as a Writer In my final paper, I clarified where

What does Claire’s writing help my story takes place. I
you see and hear? Where can combined two short
you add descriptive words in sentences by moving an
your own writing? Where can adjective. I replaced some
you add transition words to vague words with specific,
colorful words.
make the sequence of events
clearer?

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 Lesson
Vocabulary
17 1
in Context
reward 2 graduate
Many dogs reward Some dogs graduate
the hard work of to show they have
their caretakers with completed obedience
affection. school.

TARGET VOCABULARY

reward
graduate
symbol
foster
disobey
confidence
3 4
patiently symbol foster
confesses For some dogs, a leash Some service dogs live
ceremony is a symbol, or sign, of with foster caretakers
performs outdoor fun. for a short time.

Vocabulary Context
Reader Cards
1
reward reward
reward What
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L.4.6 acquire and use general

academic and domain-specific
words and phrases
Go
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 Lesson 17
Study each Context Card.
Use context clues to determine the meanings
of these words.

5 disobey 6 confidence 7 patiently

Well-trained dogs Praising a dog helps it Show dogs must
don’t disobey, or gain confidence that remain calm and wait
ignore, their owners’ it is learning well. patiently for long
commands. periods.

8 9 10
confesses ceremony performs
This girl confesses, or Dogs who win awards This working dog
admits, that daily care may be honored in a performs its job by
of a dog is hard work. special event known herding sheep.
as a ceremony.

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 Read and
Comprehend Go
Digital

TARGET SKILL
Sequence of Events As you read “The Right Dog
for the Job,” notice the sequence, or order, in which
events are organized. Some events may happen at
the same time, but others follow one another. Look
for dates as well as clue words such as next, then, and
now to help you. Use a graphic organizer like the one
below to help you describe the text’s overall structure.

Event

Event

Event

TARGET STRATEGY
Summarize As you read, use the sequence of events
to help you summarize, or briefly restate, the most
important events. You should use your own words in
the summary to help make sure you understand the
ideas and events.

RI.4.2 determine the main idea and explain how it is supported by details/summarize; RI.4.5 describe the overall structure of a text or
part of a text
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 PREVIEW THE TOPIC
Service Animals
Think about the many things you do each day to
stay safe, such as looking both ways before crossing
the street. For people with disabilities, staying safe
can be a challenge. Imagine how difficult it is for a
person who cannot see to safely cross a busy street.
Some animals can be trained to help people with
disabilities do many things. “The Right Dog for the
Job” tells the story of a service dog named Ira. As
you read, you’ll find out how Ira learned the many
things that a service dog needs to know.

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 L esson 17

ANCHOR
TEXT
MEET THE AUTHOR

Dorothy Hinshaw Patent

Dorothy Hinshaw Patent has
always loved animals and the
outdoors. As a child she kept
snakes, frogs, and fish in her
bedroom. She studied science
in college and wanted to teach
TARGET SKILL others to love nature. Like The Right Dog for
the Job, her book The Buffalo and the Indians
Sequence of Events describes a close relationship between people
Examine the time order in
and animals.
which events take place.

MEET THE PHOTOGRAPHER

William Muñoz
William Muñoz has traveled around the
GENRE United States, closely studying animals
and the environment with his camera. Some
Narrative nonfiction of the animals he has photographed include
tells about people, things,
events, or places that are real. grizzly bears, ospreys, and bald eagles. He
As you read, look for: and Dorothy Hinshaw Patent have worked
factual information that together on more than sixty books.
tells a story
text features such as
photographs and captions
events that are told in
time order

RI.4.2 determine the main idea and

explain how it is supported by details/
summarize; RI.4.4 determine the meaning
of general academic and domain-specific words and phrases;
RI.4.5 describe the overall structure of a text or part of a text

Go
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 T° ˛ Rˆˇ ° ˘ Dˇ  ˘° ˛ J
Ira’s Path from Service Dog to Guide Dog

ESSENTIAL QUESTION

How do people and

by Dorothy Hinshaw Patent animals benefit
photographs by William Muñoz each other?
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 Ira was born on Shy Bear Farm in Montana, along
with his sister, Ivy, and his brother, Ike. Like all
newborn puppies, the three young golden retrievers have closed
eyes, velvety ears, and very soft fur. But unlike most puppies,
these three were born for a special purpose. By the time they
are two years old, each is expected to have become a service
dog, helping a person who has difÿ culty moving around on
his or her own to lead a fuller life. Ira, Ivy, and Ike are part of
PawsAbilities, Canine Partners for People with Disabilities.
Brea, the puppies’ mother, and Kathleen Decker,
PawsAbilities’ foster puppy coordinator, take good care of the
puppies. They grow bigger and stronger. Their eyes and ears
open so they can take in the world around them. Soon they
are romping and playing together, getting bolder each day.
Kathleen begins to feed them puppy food when they are four
weeks old. By the age of six weeks, they no longer need their
mother’s milk. Soon it will be time to leave home.
Before they can help people with disabilities, service dogs
need to learn to deal conÿ dently with the world and whatever
it might present to them—loud noises, smelly buses, crowds
of people.

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 Each puppy goes to live with a special person called a
foster puppy raiser. The puppy becomes a member of the
family, where it gets plenty of love, attention, and praise as
the puppy raiser introduces it to the world.
When they are about eight weeks old, Ira, Ivy, and Ike
meet their puppy raisers. Ira goes home with Sandy Welch,
a sixth-grade teacher in Lolo, Montana. Sandy already has
her own beautiful golden retriever, Laddy Griz. Laddy and
Ira quickly become friends. Kathleen visits Ira and Sandy a
month later. She wants to see how Ira is doing and check on
his service-dog skills.
One of the most important tasks a service dog performs
is retrieving things such as dropped keys. Sandy has already
been working on this skill with Ira, so Kathleen throws her
keys and tells Ira to fetch them. He runs over, picks them
up in his mouth, and brings them back to Kathleen. Good
news—Ira is already on his way to becoming a service dog!

ANALYZE THE TEXT

Sequence of Events Explain, in order, the events
that happen to Ira on this page.

Ira retrieves
Kathleen’s keys.

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 All along, the puppy raisers meet as a group to learn
how to teach the young dogs what they need to know. The
puppies have to learn how to come or to sit on command and
how to walk at heel on a leash.
Kathleen also shows them how to teach the puppies to
press a wheelchair-access sign with their paw. The symbol
appears on buttons that open doors automatically when
pressed. Kathleen uses a plastic lid attached to a stick with a
strip of cloth. On the lid is the wheelchair-access sign. She
puts a dog treat on the deck and covers it with the lid. One by
one, the puppies sniff and push the lid with their noses, trying
to get at the treat. But only when they scratch at it with a foot
does Kathleen lift the stick so the puppy is rewarded.

Ivy tries to figure out how

to get at the treat under the
plastic lid.

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 Ira gets off the bus.

Next, the group goes to the bus station. The bus company
loans PawsAbilities a bus and driver. The puppies practice
getting on and off over and over again. They ride around
town and learn to stay calm on the bus as it stops and starts.
By the end of the day, riding the bus has become as natural as
a trip in the car.
The puppy raisers take the dogs wherever they can, such as
to sporting events and the farmers’ market. Every two weeks,
the group meets at a different place somewhere in town. At
the mall, the puppies learn not to be distracted at the pet store
or by the crowds of people walking by. They also practice
pushing the button with the wheelchair sign to open the door.
At the university, they learn how to pull open a door using a
tug made of rope tied to the knob. At the library, they learn
to lie quietly under the table while the puppy raisers look
through books. They also learn how to enter the elevator
correctly, walking right beside the puppy raiser instead of
going in front or behind. It would be dangerous if the elevator
door closed on the leash.

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 Sandy brings Ira to her classroom two days a week. She
explains to her students the importance of training Ira correctly.
“Ira needs to learn to lie down by himself and stay there, even
if he gets bored,” she says. “You have to leave him alone, even if
he wants to be petted, so he doesn’t get distracted from his job.
You can also help teach the other children not to pet a service
dog in training.”
Ira has his own corner of the room, where he must lie quietly
on his rug. If he gets up and wanders around, Sandy says in a
ÿ rm voice, “Rug!” Then she tells Ira to sit, lie down, or stay. He
must also learn to always stay close to the person he is helping.
When Sandy and the students work with Ira, they form a
circle and bring Ira into the center. Then one of the children
calls him. He knows he’ll get a treat if he lays his head in
the child’s lap. The children take turns calling him, helping
him learn to come reliably every time he is called. Then they
help teach him to use his nose to push a light switch, another
important job for a service dog to learn.

Ira learns to come

when he is called.

ANALYZE THE TEXT

Main Ideas and Details What
is the main idea of this page?
What specific details support
this main idea?

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 It takes lots of practice for Ira to learn to flip a
light switch with his nose instead of his mouth.

Ira goes all over the school, so he gets used to noisy places
like the cafeteria and the gym during pep rallies. Sandy also
takes him to other classrooms and tells the other students about
service dogs.
As summer approaches, Sandy’s students must say good-bye
to Ira. Each child gets a chance to say what having Ira in the
classroom meant to her or him.
“I feel special because I got to help train Ira,” says one.
“I never liked dogs before Ira came, but now I like having
him around,” confesses another.
at “Having Ira in the classroom has made me feel beyond
wonderful,” says a third.
To reward the children for their help, Sandy arranges a ÿ eld
trip to Shy Bear Farm. The students take turns making dog toys,
working on scrapbooks for Ira’s new companion, touring the
farm, and playing with the six-week-old puppies. They also get
to say one last good-bye to Ira.

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 As summer starts it’s time for Ira to leave Sandy and go for
more detailed service-dog training. But his assigned training
facility isn’t ready yet. Glenn Martyn, director of PawsAbilities,
can’t ÿ nd another service-dog group that can use Ira. Everyone
worries. What will happen? Can Ira learn a new career?
Though they rarely take dogs raised and trained elsewhere,
Guide Dogs for the Blind in San Rafael,
California, steps in. “Ira has lots of
conÿ dence, which is very important in
a guide dog, so we’ll give Ira a chance,”
says their coordinator. “But we’ll have
to change his name. Each dog we train
has a different name, and we already
have one called Ira. We’ll just change
the spelling to ‘Irah’ so he won’t have to
learn a new name.”
Now Irah needs to learn a whole
new set of skills, which takes four to ÿ ve
months. He has to get used to wearing
a guide-dog harness. Trainer Stacy
Burrow helps him learn many things,
Stacy works with Irah
such as stopping at street corners and
on the Guide Dogs
crossing only when the way is clear. for the Blind campus.
The most important thing a guide
dog must learn is intelligent disobedience. Knowing when
to disobey can enable a guide dog to save its owner’s life. For
example, if the blind person tells the dog to go forward when a
car is running a red light, the dog must refuse to obey. Irah is
smart. He passes the program with ” ying colors.

ANALYZE THE TEXT

Domain-Specific Vocabulary What do the terms guide
dog, training facility, guide-dog harness, and intelligent
disobedience mean? How can you use context clues to
figure out the meanings of these terms?

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 After training, Irah is paired with Don Simmonson, a piano
tuner who had already retired two guide dogs after they got too
old to work. Irah and Don work together for three weeks in
San Rafael, learning to be a team. Then it’s time to graduate.
Sandy comes from Montana for the graduation. She gets to
see Irah and meet Don before the ceremony. Irah and Sandy
are delighted to be together again, but Irah clearly
knows his place is now with Don.
During the graduation ceremony, Don’s
name is announced when his turn comes.
Sandy hands Irah over to Don. Irah is
Don’s dog now, and the two will be
loving, giving partners. Sandy will
miss Irah, but she is happy that he
has found a home with someone
like Don.
At home in Kennewick,
Washington, Don and Irah
continue to learn to work
together. Grayson, Don’s retired
guide dog, also lives with them.
Grayson and Irah become fast
friends, playing together just
like Irah and Laddy did.

Stacy, Sandy, and Irah stand

by as Don speaks at the
graduation.

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 Joey escorts Don and Irah to the
stage for their big moment.

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 When Don goes to work, Irah guides him. Once they enter
the room with the piano, Don says, “Irah, ÿ nd the piano,” and
Irah leads him to it. Then Don gets to work and Irah lies
down nearby, waiting patiently, as he learned to do in Sandy’s
classroom. He is there for Don whenever he is needed.
“I’m so glad Irah and I found each other,” Don says. “He’s
just the right dog for me.”
Sandy and Don become friends, and, as a surprise, Sandy
invites Don to the eighth-grade graduation of the children
who helped train Irah.
Don’s wife, Robbie, drives their motor home to Montana
for the graduation. After Sandy talks to the audience about
Irah and Don, she shows a movie of their graduation from
Guide Dogs for the Blind. Then she announces that Don and
Irah are in the auditorium, and Joey, Irah’s favorite student,
escorts them to the stage. The surprised students are delighted
to see the results of their hard work and the hard work of
so many others. Their own canine student, Irah, is now a
working guide dog!

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 COMPREHENSION

Dig Deeper
How to Analyze the Text
Use these pages to learn about Sequence of Events, Main
Idea and Details, and Domain-Specific Vocabulary. Then read
“The Right Dog for the Job” again to apply what you learned.

Sequence of Events
Narrative nonfiction selections such as “The Right Dog for
the Job” tell a story about something that happened in real
life. The†events are usually told in thesequence, or order, in
which they happen. The way a text is organized is called its
structure. Dates, numbers, and signal words such as next,
then, and after training are clues that a text is organized by
the sequence of events.
You can better understand “The Right Dog for the Job” by
describing its structure. Turn to pages 502–503. What signal
words do you see? What is the order of events on
these†pages?

Event

Event

Event

RI.4.2 determine the main idea and explain how it is supported by details/summarize; RI.4.3 explain events/procedures/ideas/concepts in a text;
RI.4.4 determine the meaning of general academic and domain-specific words and phrases; RI.4.5 describe the overall structure of a text or part
of a text; L.4.4a use context as a clue to the meaning of a word or phrase; L.4.6 acquire and use general academic and domain-specific words
and phrases

Go
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 Main Ideas and
Details
Authors support their main
ideas, what a text is mostly
about, by providing details,
such as facts and examples. The
main idea on pages 504–505 is
that puppy raisers must teach
puppies important skills. Details
explain what the author means:
• pressing a wheelchair-access
button
• pulling doors open
• getting on and off of elevators
and buses

Domain-Specific
Vocabulary
Nonfiction texts often focus
on specific topics. These specific
areas of knowledge are called
domains. Every domain includes
words that are important to
know when learning about that
subject. For example, the words
service dog, canine, and on
command are important to the
subject of guide dogs. When you
see a domain-specific word
that you are not familiar with,
use context clues or a dictionary
to understand its meaning.

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 Your Turn
RETURN TO THE ESSENTIAL QUESTION

Turn Review the selection

and with a partner to Classroom
Talk prepare to discuss Conversation
this question: How do people
and animals benefit each Continue your discussion of
other? Support your ideas “The Right Dog for the Job” by
with text evidence. Take discussing these questions:
turns reviewing and 1 Why might it be difficult for
explaining key ideas in your puppy trainers such as Sandy to
discussion with your partner. say goodbye to each puppy?
Follow agreed-upon rules
2 What is the most important trait
such as not interrupting each
a good guide dog should have?
other and listening carefully
Explain.
to each other.
3 What skills or traits do puppy
trainers need to do their jobs?

WANTED: PUPPY RAISERS

Make a Flyer With a partner, make

Be a
a flyer inviting people to raise foster
puppies. Briefly summarize what
puppy raisers do. Use headings to
P u p p y
!
organize your ideas, and include
important details in each section. Be
sure to include drawings or photos of
R a i s e r
puppies as well.

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 WRITE ABOUT READING

Response Think about what puppy

raisers do to teach young dogs the skills
needed to become good service dogs.
Would you want to train a service dog?
Why or why not? Write a paragraph
explaining your opinion. Include
reasons and support them with facts,
details, and evidence from the selection.

Writing Tip
Use transition words and phrases such
as also and another reason to link your
opinions and reasons. Also look for
short, choppy sentences that you can
Go combine to make your writing smoother.
Digital

RI.4.1 refer to details and examples when explaining what the text says explicitly and when drawing inferences; RI.4.2 determine
the main idea and explain how it is supported by details/summarize; RI.4.5 describe the overall structure of a text or part of a text;
W.4.1b provide reasons supported by facts and details; W.4.1c link opinion and reasons using words and phrases; SL.4.1a come to
discussions prepared/explicitly draw on preparation and other information about the topic

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 L esson 17
INFORMATIONAL
TEXT

by Ellen Gold
Search-and-rescue dogs are trained to
perform some very special jobs. They
often assist in finding someone who is lost.
GENRE Sometimes they help police officers solve
crimes such as burglaries. These hard-
Informational text, such
working dogs are also known as SAR dogs.
as this magazine article, gives
factual information about a SAR stands for “Search And Rescue.”
topic by presenting main ideas
and supporting details.

TEXT FOCUS
Headings Identify the main
ideas of sections of a text, such
as chapters, paragraphs, and
sidebars. Before you begin
reading, scan the headings
and topic sentences to gain an
overview of the text.

RI.4.2 determine the main idea and

explain how it is supported by details/
summarize; RI.4.10 read and comprehend
informational texts

Go
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 Noses to the Rescue!
Dogs have a great sense of smell. They have about
twenty-five times more smell receptors than people have.
This makes them good at search-and-rescue work.
SAR dogs are trained to follow scents in the air, on the
ground, and even underwater!
Air-scent dogs are the most common type of
SAR dog. They can find a lost person by
smelling the scent that person has left behind.
The dogs follow the scent as it gets stronger. Then,
they lead the rescuers to the lost person.

Qualities of a Good SAR Dog

SAR dog trainers look for certain qualities in dogs prior to
teaching them SAR skills. They look for dogs that like to play
and like to please their trainers. Dogs with these qualities will
respond to rewards when being trained. SAR dogs should also
be friendly, healthy, and smart. They
should not be afraid of strangers.
Certain types of dogs have a natural
talent for search-and-rescue work.
These are usually bloodhounds,
German shepherds, and golden
retrievers.

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 SPECIAL FEATURE
SAR Training and Work
The SAR Dog and the Training SAR dogs is a big job. It can

Lost Boy: A Happy Ending take more than a year to get a dog
ready for a search-and-rescue mission.
In March of 2007, a twelve- Regrettably, some dogs that go through
training don’t have what it takes to be
year-old Boy Scout wandered
SAR dogs.
away from his troop’s campsite in
Those that do become SAR dogs deal
North Carolina. He misjudged
with different types of jobs. Sometimes
the seriousness of being alone in
they search for a suspect who is part of a
the wilderness and soon found
crime scheme. Often their searches help
himself lost. innocent people. They might search for
The boy survived for four someone lost in the wilderness or trapped
days by drinking stream water in fallen buildings.
and finding safe places to sleep. Whatever their mission might be,
His father speculated that the SAR dogs are a big help to their human
boy was trying to live out his teams.
favorite story. It is about a boy
who survives in the wilderness on
his own.
Meanwhile, a search-and-
rescue team with dogs was
looking for the boy. One of the
dogs, named Gandalf, picked up
the boy’s scent and found him.
What a great favor Gandalf did
for the boy and his family!

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 Compare Texts

TEXT TO TEXT
Compare Actions Do you think Ira would be a good
search-and-rescue dog? Why or why not? Discuss your
thoughts with a partner. Use text evidence from each
selection to support your ideas.

TEXT TO SELF
Working with Animals Have you ever trained a pet
or observed someone else training a pet? Write a
paragraph detailing the lessons someone might learn
from training an animal.

TEXT TO WORLD
Research Service Dogs Ira was first trained as a service dog
and then as a guide dog. Some dogs are trained as search-
and-rescue dogs. What other jobs and services can dogs be
trained to do? Work with a group to research other ways dogs
are trained to help humans. As you research, take notes and
categorize the information. Present your findings to the class.

Go
Digital
RI.4.1 refer to details and examples when explaining what the text says explicitly and when drawing inferences; RI.4.9 integrate information
from two texts on the same topic; W.4.7 conduct short research projects that build knowledge through investigation; SL.4.4 report on a topic
or text, tell a story, or recount an experience/speak clearly at an understandable pace

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 L.4.3a choose words and phrases to convey ideas precisely

Grammar Go
Digital

What Is an Adverb? An adverb is a word that describes a

verb. Adverbs give more information about an action verb or
a form of the verb be. They tell how, when, or where. Most
adverbs telling how end with -ly.

Adverbs

How: The puppy happily chased its tail.

When: Later she barked at a noisy bird.

Where: Her mother was nearby.

An adverb of frequency tells how often something

happens. Adverbs of intensity tell to what degree or
how much something happens.

Adverb of Frequency: Puppies usually love walks.

Adverb of Intensity: Our puppy almost caught a squirrel.

Try This!
Write the following sentences on a sheet of
paper and identify the adverbs. Note whether
they tell about intensity or frequency.

A cat visits our yard often.

Our dog barks loudly.

She nearly jumps through the window.

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 When you write, use precise adverbs to create clear pictures of
how, when, and where things happen. Precise adverbs also help
make your writing more interesting and easier to understand.

Less Precise Adverb More Precise Adverb

A well-trained dog often A well-trained dog reliably

follows orders. follows orders.

Less Precise Adverb More Precise Adverb

A service dog does not A service dog rarely

get distracted. gets distracted.

My dog doesn’t leave my side. My dog never leaves my side!

Connect Grammar to Writing

As you revise your friendly letter, look for opportunities to
use precise adverbs. Use descriptive language to help
readers create clear pictures in their minds.

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 W.4.3a orient the reader by establishing a situation and introducing a narrator or characters/organize an event sequence; W.4.3b use dialogue
and description to develop experiences and events or show characters' responses; W.4.3e provide a conclusion; W.4.4 produce writing in
which development and organization are appropriate to task, purpose, and audience

Narrative Writing
VoiceIn “The Right Dog for the Job,” Don lets his feelings
come through when he says, “I’m so glad Irah and I found
each other.” When you revise your friendly letter, don’t just Go
tell what happened. Let your words show how you really feel. Digital
Usešthe Writing Traits Checklist as you revise your writing.
Anthony drafted a letter to his aunt about getting a dog.
Then he revised some parts to let his feelings come through
more clearly.

Writing Traits
Checklist
Revised Draft
Ideas
Does my ending wrap
up my purpose for
Dear Aunt Brenda,
writing? Guess what! Last week I got the
Organization Last week I got a dog. She is a very
Did I tell the events in
chronological order?
smartest, most adorable dog.
good dog. At the animal shelter,
Sentence Fluency
Did I combine short,
choppy sentences so I noticed a little brown and white dog
they read smoothly?
Word Choice named Patsy. I noticed her immediately.
Did I choose vivid,
interesting words?

Voice
She came right to me, wagging her tail.
Did I sound like myself
and show my feelings? When I petted her, she licked my face.
Conventions
After that, there was no way I was leaving
Did I use correct So I decided that I wanted her. the shelter
spelling, grammar,
and mechanics? without her.

522

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 Final Copy
14 West Orchard Street
Nashville, Tennessee 37215
June 30, 2014

Dear Aunt Brenda,

Guess what! Last week I got the smartest, most adorable dog.
At the animal shelter, I immediately noticed a little brown and
white dog named Patsy. She came right to me, wagging her tail.
When I petted her, she licked my face. After that, there was no
way I was leaving the shelter without her. When we got home, I
started teaching her, and she quickly learned to sit and stay. Now
I'm teaching her to shake hands. I can't wait until you meet
Patsy. Please visit us soon!

Love,
Anthony

Reading as a Writer In my final letter, I made changes to

Which parts show how better show how I feel.
Anthony feels about his dog I also combined two short
Patsy? Where can you show sentences by moving
an adverb.
more feeling in your letter?

523

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 Lesson
Vocabulary
18 1
in Context
acquire 2 unfortunate
To acquire more It is unfortunate
strength, this woman when an accident
works out at a gym. happens. It makes us
feel unlucky.

TARGET VOCABULARY

acquire
unfortunate
coerce
boasted
beamed
glared
3 4
ceased coerce boasted
declared Never use threats to The boy boasted
devised coerce a classmate to about the fish he
resourceful give you something caught. He was proud
you want. about how big it was.
Vocabulary Context
Reader Cards
Long Ago in
Level: O

Greece
DRA: XXXX
XXXXX
Strategy: 1
Question
Word Count: 827 by Jennifer Estabrooks acquire acquir
e
strength,
4.4.18 Build Vocabulary To acquire more What
Does 4

works out at To acqu It Mea

n?
pls verify. also need info this woman one’s
ire mea
own effo ns to gain som
rts. ething
a gym. Think
About
through
Think It.
abou
hard work t a special
did you ability
Talk It have to you have.
Over. do to What
acquire
Match it?
the
best endi beginning
ng. Writ of each
sheet
of pape e the corre sentence
aloud r. ct with the
HOUGHTON MIFFLIN to a part Read your com sentences on
Online Leveled Books ner. plete sent a
Astronaut ences
s need
training
I plan to acqu
to go ire the
to the I need strength
gym .
She pract to acqu
ices her ire the
perform ability
violin her best. to
You shou if you
want
ld study the certif to acqu
every ire
day icate.
90000 to acqu
ire the
space skills for
flight.

PM
© Houghton 12/20/11 9:33
Mifflin
Harcourt
9 780547 890890 Publishing
Company.
8.indd 345 All rights
reserved.
4_RFLEVC866710_L1
4_RFLEVC
1508061 866710_L1
8.indd
346 171

HOUGHTON MIFFLIN HARCOURT

12/20/11
9:32 PM

4-18_RFLERD890890_U4CV18.indd 1 12/15/11 4:10 PM

L.4.6 acquire and use general

academic and domain-specific
words and phrases
Go
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 Lesson 18
Study each Context Card.
Use a dictionary to help you understand the
meanings of these words.

5 beamed 6 glared 7 ceased

The student beamed The boy glared. The rain ceased at
at her good grade. He stared in anger noon. It stopped in
Her smile showed how because he had done time for the baseball
proud she was. the wrong homework. game.

8 9 10
declared devised resourceful
The student declared The boy devised People who are
what she would do as a plan to both do resourceful can deal
class president. She his chores and play well with difficult
stated it strongly. basketball. situations.

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 Read and
Comprehend Go
Digital

TARGET SKILL
Story Structure As you read “Hercules’ Quest,”
keep track of text evidence that shows the story’s
structure. Pay attention to new characters as they
are introduced. Look for details that help you picture
the setting, or where and when the story takes place.
Also look for the most important events in the story’s
plot. Use a graphic organizer like this one to record
the text evidence you find.

Characters Setting
• •
• •
Plot
•
•
•

TARGET STRATEGY
Question As you read “Hercules’ Quest,” ask
important questions about each character’s behavior
and personality. For example, you might ask why
a†character acts a certain way or says certain things.
In addition to asking questions while reading, ask
yourself questions about a story before and after
reading, too.

RL.4.3 describe a character, setting, or event, drawing on details

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 PREVIEW THE TOPIC
Traditional Tales
A traditional tale is a story that gets passed along
through the years by word of mouth. Each culture
has stories that people tell and retell. A myth is
one kind of traditional tale. Myths often include
gods, goddesses, heroes, and monsters. The heroes
of myths demonstrate the strength, cleverness, and
courage needed to meet challenges. Myths refl reflect
the beliefs of a culture.
“Hercules’ Quest” is a Greek myth that tells about
the adventures of the mighty Hercules, the son of
the god Zeus.

527

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 L esson 18
MEET THE ILLUSTRATOR

ANCHOR David Harrington

TEXT
David Harrington’s earliest memories are of
drawing pictures. He drew on anything that
didn’t move: floors, walls, furniture, and even
the back of his homework! For David, the
process for creating his characters starts with
imagination. He thinks about what they
are like—their personalities, attitudes, and
motivations—until they become real to him.
Once he knows his characters, then he begins to
see them and can start to draw them. David loves
to illustrate children’s books. He says, “They open
a door to a new world.”
TARGET SKILL
Story Structure Explain
the elements that make up the
story: characters, a setting, and
a plot, or series of events.

GENRE
Myths are imaginative stories
that show what a group of
people in the past believed. As
you read, look for:
an explanation of how people
and places came to be
larger-than-life or
supernatural characters
events that cannot happen in
real life
RL.4.2 determine theme from details/
summarize; RL.4.4 determine the meaning of
words and phrases, including those that allude
to characters in mythology; RL.4.9 compare and contrast the
treatment of similar themes and topics

Go
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 retold by Mar
tina Melendez illustrated by
David Harrin
gton

ESSENTIAL QUESTION

What makes a character

memorable?

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 It was fortunate for the hero Hercules (HER•kyoo•leez)
that he was born in the winter, which gave him plenty of
time to acquire strength to ÿ ght serpents the following
spring. ‘ e angry goddess Hera, who possessed a great
deal of power, dropped the serpents into the baby’s cradle.
‘ ey slithered through baby Hercules’ blankets, hissed at
him, and prepared to strike.
Hercules laughed at the silly snakes, coiled up like piles
of rope. He laughed at their silly noises, and then he killed
them with his bare hands. It was clear that Hercules was
no ordinary baby boy. He was the son of Zeus, king of the
gods. It was unfortunate for Hercules, however, that Hera
was jealous of her husband’s a• ection for his son. Hera
wanted Zeus’ attention on her. When the snakes failed to
hurt Hercules, she came up with another plan.
“I’ll have him use his strength for harm,” the goddess
said to herself. “‘ en Zeus will punish the boy himself.”

530

4_RFLESE864334_U4AT18.indd 530 6/1/2012 2:26:29 PM

 Hera used her power to coerce
Hercules into doing dangerous and
dishonorable things. Zeus was disappointed
at his son’s behavior, and so he decided that Hercules
would have to earn back his honor and prove worthy
of the gift of strength.
Zeus ordered Hercules to serve King Eurystheus
(yoo•RIS•thee•us). Many dangerous enemies lived near
Eurystheus’ kingdom, and Zeus knew that a strong boy
like Hercules could keep Eurystheus' people safe.
However, Hera had other things in mind for Hercules.
To be sure that Hercules would be out of the way for a
long time, she gave Eurystheus a detailed list of tasks that
Hercules could never complete. Hercules went to live
among the herdsmen and cattle in Eurystheus’ kingdom.
A ÿ erce, evil lion lived nearby in the valley of
Nemea (NEE•me•uh).

531

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 “Your ÿ rst task,” said King Eurystheus, “is to kill the
Nemean lion.”
The impossible mission was Hera’s idea, of course. The
lion had claws like gleaming swords and teeth even sharper.
It could eat a herd of antelope for breakfast and a small boy
in a single bite.
A€ er accepting the challenge, Hercules watched and
waited for the lion to come out of the forest. “The lion may
be strong, but I am stronger,” Hercules boasted, “I fought
serpents when I was a baby; I killed them with my hands.”
When the lion emerged, Hercules ÿ rst tried to kill the
lion with his mighty club, but that failed and so he tried
to kill the lion with razor-sharp spears. When no weapon
Hercules possessed would harm the beast, the boy wrapped
his arms around the lion’s neck. Hercules had killed serpents
barehhanded, and he killed the lion with his bare hands, too.
Hercules beamed with pride as the lion
lay dead at his feet. He li€ ed the heavy
body and paraded it through the land.
The people cheered and hollered, and they
praised Hercules for his strength. Zeus
smiled from his throne on Olympus, while
Hera just glared.

532

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 “Well, well,” she thought. “Now what idea can I give
Eurystheus?” Then she remembered that the Hydra of
Argos lived nearby. The Hydra was a monster with nine
heads, and one head was immortal. Like anything else
immortal, that head could not be destroyed. Hercules
had strangled the Nemean lion, but could he destroy
the Hydra?
“You must kill the Hydra to keep my kingdom safe,”
ordered Eurystheus. Bravely, Hercules accepted the task.
He shot flaming arrows at the Hydra, but the Hydra
coiled around Hercules’ leg. He hit the Hydra’s heads
with a club. For every head destroyed, two more grew in
its place!
Finally, Hercules triumphed over all the heads but
one. Then, with a little help from Zeus, he destroyed the
immortal head at last. Hera was really angry now!
“In no time at all, that boy will be back in Zeus’ good
graces!” she hissed. “I must stop him!” Her angry howls
rattled Mount Olympus. Her heavy stomps broke holes
through the clouds.

ANALYZE THE TEXT

Allusion Using what you know about Hera, if
someone used the term "the wrath of Hera," what
do you think he or she would mean? What details
from the myth help you understand this allusion?

533

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 A° er several hours, her storming and
stomping ceased. Hera came up with a
plan. This plan, she felt certain, could not
possibly fail. Hera told Eurystheus that he
must order Hercules to bring him some
apples. Of course, the apples were not
ordinary. They were made of gold and grew
on trees in the Garden of the Hesperides
(hes•PAIR•uh•deez), and a ÿ erce dragon
kept watch over the trees.
“I’m not afraid of that dragon,” declared
Hercules. “I killed the Nemean lion and the
Hydra of Argos. I’ll kill the dragon while
he’s sleeping.”
When Hercules approached the garden,
the dragon was sleeping, just as Hercules
had hoped. Upon hearing the boy’s
footsteps, however, the dragon opened one
eye to peek at his unwanted guest.
Hercules approached the creature, which
lay coiled among the trees. The apples hung
from the trees’ branches. The branches
hung over the dragon’s head.
Hercules devised a plan. “I’ll ask Atlas to
get me the apples,” he said with conÿ dence.
Atlas owned the Garden of the Hesperides,
and the dragon worked for him.

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 Hercules walked for weeks to reach the
Mountain of Atlas. Atlas had been sent there
long ago as punishment from the gods. Atlas was
doomed to spend his life holding the weight of
the world on his shoulders. “Perhaps,” thought
Hercules, “Atlas could use some help.”
“Poor Atlas,” said Hercules. “You must be so
tired. Won’t you let me carry your load for you a
while? I am strong enough to do it.”
Atlas was overjoyed! He could hardly believe
his ears! He dreamed about walking the earth and
smelling the flowers once again. He longed to wade
through rivers and streams.
“I’ll be happy to give you a rest,” Hercules told
Atlas, “if you’ll do one little thing for me. Bring me
some apples from the Garden of the Hesperides.”
Atlas agreed and le…promptly. He walked
joyfully over the land.
Before too long, Atlas returned. He placed the
apples before Hercules, thanked him kindly, and
prepared to go on his way.
“— e apples are not for me,” explained Hercules.
“I must take them to King Eurystheus.”

ANALYZE THE TEXT

Story Structure Many traditional stories are told in a pattern of
events called the quest. In a quest, a hero must complete certain
tasks in order to reach a goal. How is the myth of Hercules a quest?
Use specific story events and details to explain your ideas.

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 “I’ll take the apples to him for you,” said Atlas, who
had tasted freedom and wanted more of it. Hercules
was sure he would never return.
“Oh, would you please take them for me?” Hercules
begged without missing a beat. “I would be forever
grateful. But I am not as used to this load as you are,
and my arms have grown tired and sti‘ . Would you
relieve me for just a minute while I take a little rest?”
Atlas shrugged his shoulders. “Okay, just for a
moment, and then I will personally deliver your apples
for you,” he said. He handed Hercules the apples and
took back the weight of the world.
Hercules stretched his weary shoulders. He
stretched his arms and legs. € en he bid Atlas a fond
farewell and left for Eurystheus’ palace.
“Well, well,” said Eurystheus when Hercules
gave him the golden apples. “You are not only
strong, but resourceful. You’ve accomplished yet
another impossible task.”

536

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 Now, Eurystheus was a powerful king, but Zeus was
a powerful god. Zeus had the power to grant the gift of
strength, and he had the power to take it away. From
that day on, Hercules promised to use his strength
only to help others. He treated people respectfully and
acted kindly at all times.
Zeus was pleased with his son Hercules and
rewarded him. He brought his son to Mount Olympus
to live among the gods. Hercules was now immortal
and lived forever on Olympus with a duty to protect
the mortals below.

ANALYZE THE TEXT

Theme What lesson do you learn from how
Hercules handled each task? Use details
from the myth to support your ideas.

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 COMPREHENSION

Dig Deeper
How to Analyze the Text
Use these pages to learn about Story Structure, Theme, and
Allusion. Then read “Hercules’ Quest” again to apply what
you learned.

Story Structure
Myths such as “Hercules’ Quest” contain characters, a
setting, and a plot. Characters are often gods and goddesses
with supernatural powers. The setting is the time and place
in which the story occurs. In myths, the plot—or series of
events—is typically made up of tests that the main character
must pass while on a journey, or quest. These tests often
come in a pattern of three.
Look for text evidence in the story to help you describe the
characters, setting, and plot. Turn to pages 530–531. How
does the author describe the setting of the story? What do
these details tell you about what could happen in the myth?

Characters Setting
• •
• •
Plot
•
•
•

RL.4.2 determine theme from details/summarize; RL.4.3 describe a character, setting, or event, drawing on details; RL.4.4 determine the
meaning of words and phrases, including those that allude to characters in mythology; RL.4.9 compare and contrast the treatment of similar
themes and topics

Go
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 Theme
“Hercules’ Quest” is a Greek
myth from long ago. Like many
myths, it sends its hero on a
quest. At the end of the quest,
the hero learns an important
lesson about life. This life lesson
is the story’s theme. Details
about characters, events, and
setting help you figure out the
theme. For example, the detail
that Hercules beamed with pride
after killing the lion gives a hint
about the theme.

Allusion
When an author makes a
reference to a famous person,
place, or event, the author is
using an allusion. Often authors
refer to characters from myths to
help them describe a character’s
personality traits. For example,
if†an author writes, “Paolo had
Herculean strength,” the author
means that Paolo is very strong,
like Hercules.
When you come across an
allusion to a person not in the
story, ask yourself, “Who is this
person and what is this person
known for?”

539

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 Your Turn
RETURN TO THE ESSENTIAL QUESTION

Turn Review the selection

and with a partner to Classroom
Talk Conversation
prepare to discuss
this question: What makes a
character memorable? As Continue your discussion of
you discuss, use text evidence “Hercules’ Quest” by explaining
to explain the key ideas. your answers to these questions:
Also, make comments on 1 Do you think that Hera and Zeus
your partner’s ideas and make good use of their power?
opinions. Why or why not?
2 Do you think Hercules should
have tricked Atlas into holding
up the world again? Explain.
3 What lesson did you learn from
the myth?

HERCULES: THE PERFORMANCE

Make Connections Between a

Performance and a Text With a small
group, select a scene from the myth.
Rehearse the scene and then perform it
for classmates. In a discussion with
classmates, compare how the actors
portrayed specific details and events and
how the details and events were
described in the myth.

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 WRITE ABOUT READING

Response Imagine you are a TV

interviewer. What questions would you
ask Hercules? Write a list of these
questions, leaving space below each to
record the answers. With a partner,
take turns asking and answering each
other’s questions. Jot down notes about
each answer.

Writing Tip
Use specific nouns and precise verbs in
your questions to make them clear and
easy to understand. Be sure to use
correct punctuation at the end of
each question.

RL.4.2 determine theme from details/summarize; RL.4.7 make connections between the text and a visual or oral presentation of it;
W.4.10 write routinely over extended time frames and shorter time frames; SL.4.1c pose and respond to questions and make
comments that contribute to the discussion and link to others’ remarks; SL.4.1d review key ideas expressed and explain own ideas
and understanding; L.4.3a choose words and phrases to convey ideas precisely

541

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 L esson 18

FOLKTALE

GENRE

A folktale is a story that has

been handed down from one
generation to the next. The
characters are often animals
who learn a lesson about life.
retold by Tamara Andrews
illustrated by Benjamin Bay
TEXT FOCUS
Adages and proverbs he best way to have a friend is to be one.
are short sayings that tell a Zomo the Rabbit didn’t know that—he had to
basic truth. You have probably
learn it for himself. Many animals lived in the
heard the saying, “The early
bird catches the worm.” jungle, and many were good friends to one
another. Zomo thought he was better than all
the other animals, and he certainly thought he
was more clever. He was the cleverest animal
in the jungle. He was the cleverest animal in
the land.

RL.4.10 read and comprehend literature;

L.4.5b recognize and explain the meaning of
idioms, adages, and proverbs

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 Zomo was quite proud of his
cleverness. He often boasted and
bragged to the other animals, and he
laughed at his own many tricks. But as
much as Zomo liked being clever, he was
not happy. The animals were tired of
Zomo’s boasting and bragging. Not one
of them wanted to be Zomo’s friend.
So Zomo the Rabbit went to talk to
Sky God for advice. He waited at the
big rock in the jungle where he knew Sky
God often appeared.

543

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 “The animals don’t trust you,” Sky God told
Zomo. “They have all been victims of your tricks,
and you have lost their respect. If it’s friendship you
seek, you must earn it. The only way to have friends
is to be one yourself.”
“What can I do to earn friendship?” Zomo asked
Sky God. “How can I earn the animals’ trust?”
“Show them you can be trusted,” said Sky God.
“Bring me the tail of the Zebra,” ordered Sky God.
Zebra lived in the grasslands far away.
“Remember,” warned Sky God, “cleverness is a
gift, but you must learn to use it wisely. Trickery can
be used for good, but trickery can also make others
angry. You must always do unto others as you
would have others do unto you.”
Zomo was eager to start on his journey. He
barely heard Sky God’s words. Zomo hopped off to
find Zebra in the grasslands to the west.

544

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 “Sun will guide me,” Zomo said to himself. “He goes
to sleep in the western ocean. If I keep my eye on Sun, I
should have no trouble finding my way.” Zomo followed
Sun to the grasslands. Sun kept moving west. Zomo
waved goodbye as Sun sank in the deep, blue water to
sleep soundly beneath the waves.
Zomo did not feel sleepy. He had far too much to
do. The sky was black, and the grasslands before him
appeared endless. “I’m sure that Zebra is hiding from
me!” he thought. “I can’t see through the darkness!
Zebra could be just around the corner, or he could
be hiding far, far away.”
At first, Zomo decided that he’d
wait for morning and ask Sun to
help him find Zebra. “Zebra can’t
hide from the light of Sun’s day!”
Zomo reasoned. Just then, though,
he remembered Sky God’s words.
“If I am going to gain Zebra’s trust,”
thought Zomo, “I should not use
tricks or shortcuts. I will have to
search for Zebra all by myself.”

545

4_RFLESE864334_U4PS18.indd 545 5/12/2012 3:32:31 AM

 Zomo walked through the grasslands and began to play
his violin. The music awakened Zebra, who listened and
began to dance.
As he played, Zomo watched Zebra move with grace amid
the tall grass. “Why Zebra!” Zomo called out. “How lovely!
How did you learn to dance?”
Zebra stopped dancing. Zomo stopped playing.
“I learned to dance from my father,” said Zebra. “He was
the greatest dancer in the jungle and the greatest dancer in
all the land. When my father danced, the rain fell softly from
the sky.” Zebra swayed this way and that way, gliding across
the grasslands. He reached for Zomo’s hand.
Together, they glided from left to right. Hand in hand, they
danced until Sun appeared again. They smiled as a soft warm
rain fell from the clouds and watered the land.

546

4_RFLESE864334_U4PS18.indd 546 5/12/2012 3:32:38 AM

 Zomo said goodbye to Zebra. He hopped back to
find Sky God.
“Did you bring me the tail of Zebra?” asked Sky God.
“Indeed I did,” Zomo replied. “And what a beautiful
tale it is!” Zomo shared the lovely tale of Zebra and the
rain dance.
Sky God smiled. “I am glad to see that you are
learning how to be clever without playing tricks. You
have brought back a tale and made a friend in the
grasslands. That is good, but just a start.”
Zomo barely heard these words as he thought
happily about his dance with Zebra in the soft rain.
“Remember, Zomo,” said Sky God, “you are clever,
and cleverness is a gift. It is said, A little rain each day
will fill the rivers to overflowing. If it’s further friendship
you seek, you must do more to earn it. Bring me the
tears of the Crocodile." Sky God waved goodbye to the
rabbit and disappeared into the clouds.
Zomo waved back, and once again he began
a long hop. He followed a winding path through the
jungle and arrived at a great swamp. In the middle of
the water lay Crocodile, fast asleep.

547

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 “Hey, Croc!” shouted Zomo. “It’s morning! Don’t you
think it’s time to wake up?” Crocodile opened his eyes
angrily. The last thing he wanted to see was Zomo. He
took one look and snapped his eyes shut.
“I have a story to tell you,” said Zomo. “It’s really a
beautiful tale.” He started talking, but Croc kept his eyes
shut. Zomo shared the tale of Zebra and the rain dance.
He told about how Zebra’s dancing made the rain fall
from the clouds. Finally, Croc began to listen, wide
awake!
“Aha! I have your attention,” said Zomo. “Now I
can show you the dance.” Zomo began to dance, but
not like he danced with Zebra. He did not glide—he
hopped. He did not sway—he fell. He fell into the water
near Crocodile. His hat landed upside down.
Crocodile laughed and laughed. Zomo began
laughing, too. Crocodile laughed so hard he cried big
crocodile tears. The tears dripped from his eyes and fell
into Zomo’s hat.

548

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 Zomo felt very clever indeed. He waved goodbye
to Crocodile and walked the long way back to Sky God.
Once again, Sky God was impressed.
“So now you have a friend in the grasslands,” said Sky
God. “You have Crocodile’s friendship, too. You made
them smile and laugh, but these animals are not happy.
They won’t be happy at all until someone brings back
the Moon.”
Zomo had forgotten about the Moon. The Moon had
been stolen years ago, and the night sky had grown very
dark. “I brought back the tale of Zebra,” thought Zomo.
“I brought back Crocodile’s tears, too. I can bring back
the Moon—I know it. I am the cleverest animal in the
jungle. I am the cleverest animal in all the land.”
Zomo set out once again, this time to look for the
Moon. He walked deep into the jungle and searched for
the deepest ditch. Before long, he found it. He peered
inside, and just as he suspected, he saw a faint white
ball glowing beneath the dirt.

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 Zomo wasted no time. He was sure he
had found the Moon. He tipped over his hat,
which was quite heavy with Croc’s tears, and
emptied it into the ditch. As the water in the
ditch got higher and higher, the Moon floated
to the surface. Zomo lifted it from the water
and tossed it up in the sky.

The animals came out from their hidden homes in the

jungle. One by one, they looked up at the sky. Suddenly,
the animals began shouting! “Hooray for Zomo!” shouted
Casey the Camel. “Friend to us all,” said Glinda the Goat.
Zomo felt more clever than ever. He felt better than
ever, too. It was great to be clever, but it was even better to
have friends. It seemed all of the animals were now Zomo’s
friends. He remembered an old saying that was kind of
clever: You can never have enough friends.

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 Compare Texts
Online Worktext

TEXT TO TEXT
Compare Quests Complete a Venn diagram to
compare and contrast the patterns of events in the
myth “Hercules’ Quest” and in the folktale “Zomo’s
Friends.” In what way are Hercules’ and Zomo’s
quests alike? How are they different? Think about
the number and type of tasks each performs.

TEXT TO SELF
Write Sayings Think about the theme in “Hercules’
Quest” and “Zomo’s Friends.” What lesson or new
understanding did you learn from the myth and the
folktale? Write an adage or proverb stating clearly what
you learned from each story. An adage or proverb is a
brief saying that teaches something in a€memorable way.

TEXT TO WORLD
Compare Tales Think of other folktales you have read or
heard from other cultures. Compare and contrast the pattern
of events and themes of one of those tales with “Hercules’
Quest” and “Zomo’s Friends.” With a partner, discuss the
similarities and differences.

Go
Digital

RL.4.2 determine theme from details/summarize; RL.4.9 compare and contrast the treatment of similar themes and topics; L.4.5b recognize
and explain the meaning of idioms, adages, and proverbs

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 L.4.1e form and use prepositional phrases

Grammar Go
Digital

What Is a Preposition? What Is a Prepositional Phrase?

A preposition is a word that shows a connection between
other words in a sentence. A prepositional phrase begins
with a preposition and ends with a noun or pronoun.
Prepositions are used to convey location or time, or to provide
other details.

Prepositions and Prepositional Phrases

prepositional phrase

preposition noun

Convey location: My hero traveled to the Lost Kingdom.

prepositional phrase
preposition noun

Convey time: She stayed there for three days.

prepositional phrase

preposition noun
Provide details: She learned many lessons about trust.

Try This!
Find the prepositions in the underlined
prepositional phrases. Tell whether each
prepositional phrase conveys location or time, or
provides other details.
1 A fierce lion lived in Nemea.

2 Hercules arrived before sundown.

3 Hercules hit the Hydra with a club.
4 The hero was tired after his adventures.

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 In your writing you can use prepositional phrases to add
helpful and interesting information to your sentences. Adding
details to your sentences helps the reader visualize what you
are describing.

Less Descriptive Sentence More Descriptive Sentence

The dragon watched us carefully. The dragon with long, sharp

teeth watched us carefully.

Connect Grammar to Writing

As you revise your story, look for sentences that you can
make more descriptive by adding prepositional phrases.

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 W.4.3a orient the reader by establishing a situation and introducing a narrator or characters/organize an event sequence; W.4.3b use dialogue
and description to develop experiences and events or show characters' responses; W.4.3d use concrete words and phrases and sensory details;
W.4.3e provide a conclusion; L.4.3a choose words and phrases to convey ideas precisely

Narrative Writing
Word Choice In “Hercules’ Quest,” the author uses
concrete words and synonyms to be specific and to avoid
repeating words. For example, instead of repeating strong, Go
she uses fierce, which makes the detail more vivid. When you Digital
revise your‘story, replace repeated words with more exact
synonyms. As you revise, use the Writing Traits Checklist.
Tina drafted a story about a boy who went on a quest.
Later, she replaced some words with synonyms.

Revised Draft

Balthazar was large and strong. No one

Writing Traits
Checklist mighty
had ever seen such a strong kid. By the
Ideas
Did I include vivid time he was eight, he had grown as tall as
details?
Organization
Did I write an
a coconut tree!
interesting opening?

Word Choice One day an ogre kidnapped the wisest

Did I use synonyms in the village
to avoid repeating woman . Balthazar knew he had to rescue
words?
Voice
Did I use an her. First, Balthazar encountered a giant
appropriate tone? snake .
Sentence Fluency serpent. He crushed the serpent easily,
Did I vary the way my
sentences begin?
using his brute strength.
Conventions ,
Did I use correct
spelling, grammar, and
mechanics?

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 Final Copy

Strength Plus
by Tina Herzog
Balthazar was large and strong. No one had ever seen
such a mighty kid. By the time he was eight, he had grown
as tall as a coconut tree!
One day an ogre kidnapped the wisest woman in the
village. Balthazar knew he had to rescue her. First, Balthazar
encountered a giant serpent. Using his brute strength, he
crushed the snake easily. Then, he was stopped by a man
leaning on a tree. He exclaimed, “I will let you pass if you
solve this riddle.” Balthazar worked for three days to figure
out the answer, but at last, he solved the second task.
Finally, Balthazar reached the ogre’s slimy swamp. His last
task was to swim a mile through mud to the middle of the
swamp! He found the woman in a cage made of reeds. He
set her free and brought her home. The villagers burst into a
song of praise when they saw Balthazar and the wise woman
approaching.

Reading as a Writer In my final story, I replaced some

What repeated words in your repeated words. I also
story can you replace with varied the sentence types
synonyms? How can you make by moving a phrase to
the beginning.
your conclusion stronger?

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 Lesson
Vocabulary
19 1
in Context
overcome 2 association
Cesar Chavez worked These kids have
hard to overcome, or formed a group,
conquer, hardships. or association, that
cleans up beaches.

TARGET VOCABULARY

overcome
association
capitol
drought
dedicate
publicity
3 4
violence capitol drought
conflicts A state capitol is In the 1930s, a
horizon a building where drought, or lack of
brilliant lawmakers can make rain, made life hard
and change laws. for many farmers.
Vocabulary Context
Reader Cards
1
overcome overc
ome
z worked What
Cesar Chave Does
It Mea
ome, or
To over n?
come
hard to overc Think
a diffic
ulty is
to solve
hips. About
conquer, hards It. it or conq
What uer it.
char
difficulti acter traits
es? help to
overcom
Talk It e
Ove
Read each r.
provided situation.
, decide Based
to over
come whether on the info
the prob the pers rmat
lem. on was ion
able
Situa
tion
The firefi Did the
overcom person
the kitte ghter rescu e the
n from ed problem?
I lost my the tree.
hom
I still cann ework, and
My moth ot find it.
er misse
plane d her
and
her meet won’t get to
ing on
The batte time.
ry in my
died, so toy
I repla
with a ced
new one. it

© Houghton
Mifflin PM
1/15/09 5:10:50
Harcourt
Publishing
Company.
All rights
reserved.
19.indd 365
4_246772RTXEAN_L 4_246772R
TXEAN_L1
9.indd 181
366

1/15/09
5:10:57
PM

L.4.6 acquire and use general

academic and domain-specific
words and phrases
Go
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 Lesson 19
Study each Context Card.
Use a dictionary to help you
pronounce these words.

5 dedicate 6 publicity 7 violence

Martin Luther King Jr. The media can spread Many people believe
wanted to dedicate publicity, or news, change should come
his life to equality. about events and through peaceful
It was his life’s work. causes. ways, not violence.

8 9 10
conflicts horizon brilliant
Most conflicts, or In the fields, Chavez The bright, brilliant
disagreements, can often worked until colors of the
be solved by talking the sun fell below American flag
things over. the horizon. symbolize freedom.

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 Read and
Comprehend Go
Digital

TARGET SKILL
Conclusions and Generalizations Authors don’t
always state things directly. Sometimes you have
to draw your own conclusions, or inferences. A
conclusion is an understanding you come to yourself.
A generalization is a kind of conclusion that is true
about something most of the time, but not always. As
you read “Harvesting Hope,” use details and examples
from the text to help you draw conclusions about
Cesar Chavez and make generalizations about the
challenges he faced. Record your conclusions and the
text details that support them in a graphic organizer.

Conclusion or Generalization

Text Detail

Text Detail

TARGET STRATEGY
Infer/Predict Sometimes an author’s ideas are not
stated directly in the text. As you read “Harvesting
Hope,” use details and evidence from the text to help
you infer ideas that are not stated directly.

RI.4.1 refer to details and examples when explaining what the text says explicitly and when drawing inferences

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 PREVIEW THE TOPIC
Agriculture
While machines harvest some of the crops grown
in the United States, much of this work is still done
by human hands. Migrant farm workers travel
from farm to farm, working long hours wherever
their help is needed. Up until the 1960s, life was
even harder for farm workers than it is today. They
worked long hours for little pay. There were no laws
to protect them from dangerous working conditions.
“Harvesting Hope” tells the story of Cesar Chavez,
who fought for the rights of migrant farm workers
in California. Because he fought for justice without
using violence, many people continue to celebrate
Chavez as…a hero.

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 L esson 19

ANCHOR
TEXT MEET THE AUTHOR

Kathleen Krull
As a teenager, Kathleen
Krull was fired from
her part-time job at
the library for reading
too much! When she
went on to become an
author, she found a job that would
allow her to read as much as she
wanted. Known for her history books
TARGET SKILL and biographies, she has written
about presidents, scientists, writers,
Conclusions and
Generalizations Use text musicians, and athletes.
details to figure out unstated
or broad ideas. MEET THE ILLUSTRATOR

Yuyi Morales
Yuyi Morales was born in Xalapa,
Mexico. As a child she wanted to
be an acrobat. Today she is a writer
GENRE and an illustrator, and her books
have been published in English and
A biography tells about a Spanish. Not all of her artwork is
person’s life and is written by
done on paper. She also makes
another person. As you read,
look for: puppets.
information about why the
person is important
opinions and personal
judgments based on facts
events in time order

RI.4.1 refer to details and examples when

explaining what the text says explicitly and
when drawing inferences; RI.4.5 describe the
overall structure of a text or part of a text; L.4.5b recognize
and explain the meaning of idioms, adages, and proverbs

Go
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 THE STORY OF CESAR CHAVEZ
by Kathleen Krull illustrated by Yuyi Morales

ESSENTIAL QUESTION

Why is farming
important?

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 As a boy, Cesar Chavez (SEH sahr CHAH
vehz) lived on his family’s big ranch in
Arizona. His family had a big house and all
the food they could want. Cesar loved to play
with his cousins and his brother Richard. He
liked to listen to his relatives’ tales of life back
in Mexico.

T hen, in 1937, the summer Cesar was ten, the trees

around the ranch began to wilt. The sun baked the farm
soil rock hard. A drought (drowt) was choking the life out
of Arizona. Without water for the crops, the Chavez family
couldn’t make money to pay its bills.

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 There came a day when Cesar’s mother couldn’t stop crying.
In a daze, Cesar watched his father strap their possessions onto
the roof of their old car. After a long struggle, the family no
longer owned the ranch. They had no choice but to join the
hundreds of thousands of people fleeing to the green valleys of
California to look for work.
Cesar’s old life had vanished. Now he and his family were
migrants—working on other people’s farms, crisscrossing
California, picking whatever fruits and vegetables were in season.
When the Chavez family arrived at the ÿ rst of their new
homes in California, they found a battered old shed. Its doors
were missing and garbage covered the dirt floor. Cold, damp air
seeped into their bedding and clothes. They shared water and
outdoor toilets with a dozen other families, and overcrowding
made everything ÿ lthy. The neighbors were constantly ÿ ghting,
and the noise upset Cesar. He had no place to play games with
Richard. Meals were sometimes made of dandelion greens
gathered along the road.

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 Cesar swallowed his bitter homesickness and worked
alongside his family. He was small and not very strong, but still
a ÿ erce worker. Nearly every crop caused torment. Yanking
out beets broke the skin between his thumb and index ÿ nger.
Grapevines sprayed with bug-killing chemicals made his eyes
sting and his lungs wheeze. Lettuce had to be the worst.
Thinning lettuce all day with a short-handled hoe would make
hot spasms shoot through his back. Farm chores on someone
else’s farm instead of on his own felt like a form of slavery.
The Chavez family talked constantly of saving enough money
to buy back their ranch. But by each sundown, the whole family
had earned as little as thirty cents for the day’s work. As the
years blurred together, they spoke of the ranch less and less.
The towns weren’t much better than the ÿ elds. WHITE
TRADE ONLY signs were displayed in many stores and
restaurants. None of the thirty-ÿ ve schools Cesar attended
over the years seemed like a safe place, either. Once, after Cesar
broke the rule about speaking English at all times, a teacher
hung a sign on him that read, I AM A CLOWN. I SPEAK
SPANISH. He came to hate school because of the con„ icts,
though he liked to learn. Even he considered his eighth-grade
graduation a miracle. After eighth grade he dropped out
to work in the ÿ elds full-time.

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 His lack of schooling embarrassed Cesar for the rest of his
life, but as a teenager he just wanted to put food on his family’s
table. As he worked, it disturbed him that landowners treated
their workers more like farm tools than human beings. They
provided no clean drinking water, rest periods, or access to
bathrooms. Anyone who complained was ÿ red, beaten up, or
sometimes even murdered.
So, like other migrant workers, Cesar was afraid and
suspicious whenever outsiders showed up to try to help. How
could they know about feeling so powerless? Who could battle
such odds?
Yet Cesar had never forgotten his old life in Arizona and
the jolt he’d felt when it was turned upside down. Farmwork
did not have to be this miserable.

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 Reluctantly, he started paying attention to the outsiders. He
began to think that maybe there was hope. And in his early
twenties, he decided to dedicate the rest of his life to ÿ ghting
for change.
Again he crisscrossed California, this time to talk people into
joining his ÿ ght. At ÿ rst, out of every hundred workers he talked
to, perhaps one would agree with him. One by one—this was how
he started.
At the ÿ rst meeting Cesar organized, a dozen women
gathered. He sat quietly in a corner. After twenty minutes,
everyone started wondering when the organizer would show up.
Cesar thought he might die of embarrassment.
“Well, I’m the organizer,” he said—and forced himself to
keep talking, hoping to inspire respect with his new suit and the
mustache he was trying to grow. The women listened politely,
and he was sure they did so out of pity.

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 But despite his shyness, Cesar showed a knack for solving
problems. People trusted him. With workers he was endlessly
patient and compassionate. With landowners he was stubborn,
demanding, and single-minded. He was learning to be a ÿ ghter.
In a ÿ ght for justice, he told everyone, truth was a better
weapon than violence. “Nonviolence,” he said, “takes more
guts.” It meant using imagination to ÿ nd ways to overcome
powerlessness.
More and more people listened.
One night, 150 people poured into an old abandoned theater
in Fresno. At this ÿ rst meeting of the National Farm Workers
Association, Cesar unveiled its ƒ ag—a bold black eagle, the
sacred bird of the Aztec Indians.
La Causa (lah KOW sah)—The Cause—was born.
It was time to rebel, and the place was Delano. Here, in the
heart of the lush San Joaquin (hwah KEEN) Valley, brilliant
green vineyards reached toward every horizon. Poorly paid
workers hunched over grapevines for most of each year. Then, in
1965, the vineyard owners cut their pay even further.
Cesar chose to ÿ ght just one of the forty landowners,
hopeful that others would get the message. As plump
grapes drooped, thousands of workers walked off that
company’s ÿ elds in a strike, or huelga (WEHL gah).
Grapes, when ripe, do not last long.

ANALYZE THE TEXT

Idioms What does the idiom in the sentence
“Nonviolence takes more guts” mean? How does
this connect to what Cesar Chavez is trying to
convince the others to do?

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 The company fought back with everything from punches
to bullets. Cesar refused to respond with violence. Violence
would only hurt La Causa.
Instead, he organized a march—a march of more than
three hundred miles. He and his supporters would walk
from Delano to the state capitol in Sacramento to ask for the
government’s help.
Cesar and sixty-seven others started out one morning.
Their ÿ rst obstacle was the Delano police force, thirty of
whose members locked arms to prevent the group from
crossing the street. After three hours of arguing—in public—
the chief of police backed down. Joyous marchers headed
north under the sizzling sun. Their rallying cry was Sí Se
Puede (see seh PWEH deh), or “Yes, It Can Be Done.”

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 The ÿ rst night, they reached Ducor. The marchers
slept outside the tiny cabin of the only person who would
welcome them.
Single ÿ le they continued, covering an average of ÿ fteen
miles a day. They inched their way through the San Joaquin
Valley, while the unharvested grapes in Delano turned white
with mold. Cesar developed painful blisters right away. He and
many others had blood seeping out of their shoes.
The word spread. Along the way, farmworkers offered food
and drink as the marchers passed by. When the sun set, marchers
lit candles and kept going.
Shelter was no longer a problem. Supporters began
welcoming them each night with feasts. Every night was
a rally. “Our pilgrimage is the match,” one speaker shouted,
“that will light our cause for all farmworkers to see what is
happening here.”
Eager supporters would keep the marchers up half the night
talking about change. Every morning, the line of marchers
swelled, Cesar always in the lead.
On the ninth day, hundreds marched through Fresno.
The long, peaceful march was a shock to people unaware
of how California farmworkers had to live. Now students,
public ofÿ cials, religious leaders, and citizens from everywhere
offered help. For the grape company, the publicity was
becoming unbearable.
And on the vines, the grapes continued to rot.
In Modesto, on the ÿ fteenth day, an exhilarated
(ihg ZIHL uh ray tehd) crowd celebrated Cesar’s
thirty-eighth birthday. Two days later, ÿ ve thousand
people met the marchers in Stockton with ‚ owers,
guitars, and accordions.
ANALYZE THE TEXT
Conclusions and Generalizations By the end of the march,
hundreds of people had joined. Why might these people have
joined the march? From where might they have come?

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 That evening, Cesar received a message that he was sure
was a prank. But in case it was true, he left the march and had
someone drive him all through the night to a mansion in wealthy
Beverly Hills. Ofÿ cials from the grape company were waiting
for him. They were ready to recognize the authority of the
National Farm Workers Association, promising a contract with a
pay raise and better conditions.
Cesar rushed back to join the march.
On Easter Sunday, when the marchers arrived in Sacramento,
the parade was ten-thousand-people strong.
From the steps of the state capitol building, the joyous
announcement was made to the public: Cesar Chavez had just
signed the ÿ rst contract for farmworkers in American history.

ANALYZE THE TEXT

Problem and Solution What
did Cesar Chavez do when he
encountered a problem? How
did he solve the major problem of
worker’s rights?

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 COMPREHENSION

Dig Deeper
How to Analyze the Text
Use these pages to learn about Conclusions and
Generalizations, Problem and Solution, and Idioms. Then
read “Harvesting Hope” again to apply what you learned.

Conclusions and Generalizations

“Harvesting Hope” is a biography about the life of Cesar
Chavez. The author gives many facts about Cesar, but she
doesn’t explain everything. She expects readers to figure some
things out on their own. When readers do this, it is called
drawing a conclusion, or inference. A generalization is a
kind of conclusion that is true about something most of the
time, but not always. You can use details and examples from
“Harvesting Hope” to help you draw a conclusion about Cesar
Chavez.
In “Harvesting Hope,” we learn that Cesar Chavez was very
good at organizing others. What details and text evidence
help readers draw this conclusion?

Conclusion or Generalization

Text Detail

Text Detail

RI.4.1 refer to details and examples when explaining what the text says explicitly and when drawing inferences; RI.4.5 describe the overall
structure of a text or part of a text; L.4.5b recognize and explain the meaning of idioms, adages, and proverbs

Go
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 Problem and
Solution
Problem and solution is a
type of text structure. In
“Harvesting Hope,” the author
organizes information about
Cesar Chavez’s life by first
describing problems he had to
face. Then the author explains
Cesar’s solutions to those
problems. For example, when
Cesar felt homesick after his
family lost their land, he decided
to try to forget his sadness and
work hard alongside his family.

Idioms
Authors sometimes use
idioms, or phrases that mean
something different than the
meaning of the individual words.
Authors use idioms to describe
things in interesting ways. For
example, the author writes that
Cesar Chavez’s life “was turned
upside down” when describing
Cesar’s loss of his home in
Arizona. The idiom turned
upside down means that
something changed completely
in a confusing or upsetting way.
You can often use a dictionary to
check the meaning of an idiom.

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 Your Turn
RETURN TO THE ESSENTIAL QUESTION

Turn Review the selection

and with a partner to Classroom
Talk prepare to discuss Conversation
this question: Why is farming
important? Include text Continue your discussion of
evidence from the selection “Harvesting Hope” by explaining
to support your inferences. your answers to these questions:
As you discuss, take turns 1 Why do you think Cesar Chavez
reviewing and explaining the was embarrassed about not
key ideas in your discussion. having more of an education?
2 What did Cesar mean when he
said that truth is a better
weapon than violence?
3 What lessons can you learn from
Cesar Chavez?

DON’T FIGHT—MARCH!

Discuss the Protest With a partner,

discuss why you think Cesar Chavez used
peaceful demonstrations instead of
violence to get what the farmworkers
wanted. What persuaded the grape
growers to give in to his demands? Use
details and text evidence from the
selection to explain your ideas.

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 WRITE ABOUT READING

Response By the time he was in the

eighth grade, Cesar Chavez had worked
on his family’s own ranch as well as on
land owned by others. Write a
paragraph explaining how these
experiences prepared him to fight for
farmworkers’ rights. Include text
evidence from the selection that helps
to explain the effect his childhood
experiences had on him.

Writing Tip
As you write your response, stay focused
on the topic. Prepare to write by
identifying relevant experiences from
Cesar’s childhood. Use prepositional
phrases to add interesting information
to’your response.
Go
Digital

RI.4.1 refer to details and examples when explaining what the text says explicitly and when drawing inferences; W.4.9b apply
grade 4 Reading standards to informational texts; W.4.10 write routinely over extended time frames and shorter time frames;
SL.4.1a come to discussions prepared/explicitly draw on preparation and other information about the topic; SL.4.1d review key ideas
expressed and explain own ideas and understanding; L.4.1e form and use prepositional phrases

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 L esson 19
INFORMATIONAL
TEXT
The
EDIBLE
Schoolyard
by Ned L. Legol
GENRE

Informational text, such

as this magazine article, gives
facts and examples about
a topic.
The Edible Schoolyard program
is part garden, part kitchen, and part
TEXT FOCUS classroom. It is all about the joy of
learning. The large garden is right
Pie Chart Informational text
may include a pie chart, a type behind Martin Luther King, Jr. Middle
of chart that uses portions of School in Berkeley, California. Chef
a circle to show how amounts
of something relate to one Alice Waters founded The Edible
another. What does the pie Schoolyard. She likes to dedicate a lot of
chart on page 578 tell you
about nutrition?
her time to it.

RI.4.7 interpret information presented visually,

orally, or quantitatively; RI.4.10 read and
comprehend informational texts

Go
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 Inside the Edible Schoolyard
Every year, the school’s sixth-grade students plant, tend, and
harvest the crops from the garden. They learn about the effects that
changing climate and weather have on the plants. During a drought,
for example, they must water the garden more often. This keeps
everything alive and healthy.
The students grow many types of fruits, vegetables, and herbs.
Brilliant colors surround the kids as they work in the garden that
stretches toward the horizon.

Time to Get Cooking

The students also learn how to cook healthy meals with the food
they grow. The school houses many different students and cultures.
So, the meals vary from Indian curries to Mediterranean grape
leaves. Some of the kids learn to overcome their fear of unknown
foods.
If there are conflicts in the kitchen or the
garden, students must work to solve them. The
program fits with Martin Luther King, Jr.’s
vision of inclusion, equality, and peaceful
growth without violence.

oolyard
The Edible Sch ilar
sim
has inspired
und the
programs aro
Florida
country. This
rt of the
student is pa
sand
Plant a Thou m.
gra
Gardens pro

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 Tastes Great and Is Healthy Too
The Edible Schoolyard program has received good publicity for
teaching students about healthy food. Everything grown in the
garden is organic. All meals the kids prepare are good for them.
Many other groups, such as The American Dietetic Association,
also teach kids and adults about eating healthy. Because it is so
important, a healthy school lunch is something that is often talked
about in every state capitol.

Healthy Eating

According to the U.S. government, people should eat

the following kinds and amounts of food each day.

Grains Vegetables Fruits Dairy Protein

6 oz 2.5 cups 2 cups 3 cups 5.5 oz

Measurement: oz = ounces
Source: United States Department of Agriculture

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 Compare Texts

TEXT TO TEXT
What Would Cesar Think? Imagine that Cesar Chavez
toured an edible garden run by an elementary school.
What do you think he would say about the work being
done there? Do you think he would approve? Explain
your thoughts in a paragraph using text evidence.

TEXT TO SELF
Write a Narrative Think of a time when you had to
be persistent to solve a problem. Describe that
occasion. Explain the problem that you had to solve
and how being persistent helped you solve it.

TEXT TO WORLD
Connect to Social Studies Farming is an important
industry in many communities. Work with a partner to
list the different agricultural products that are grown
in or near your community. Discuss how the farming
of these products affects your community. Share your
findings with the class.

Go
Digital
RI.4.1 refer to details and examples when explaining what the text says explicitly and when drawing inferences; RI.4.9 integrate information
from two texts on the same topic; W.4.3a orient the reader by establishing a situation and introducing a narrator or characters/organize an
event sequence; W.4.7 conduct short research projects that build knowledge through investigation

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 L.4.1a use relative pronouns and relative adverbs

Grammar Go
Digital

What Are Relative Pronouns and Adverbs? A clause is a

group of words that has a subject and a predicate but may or
may not be a complete sentence. A dependent clause is a
type of clause that cannot stand alone. An independent
clause can stand alone because it is a complete sentence.

independent clause dependent clause

My uncle cooks stew when the weather turns cold.

A dependent clause can be introduced by a relative
pronoun such as who, whom, which, or that, or by a
relative aderb, such as where, when, or why.

relative
pronoun dependent clause
My uncle, who is a chef, cooks stew.
relative
adverb dependent clause

My uncle cooks stew when the weather turns cold.

Try This!
With a partner, identify the dependent
clauses in the sentences below. Note whether
the sentence has a relative pronoun or relative adverb.

The workers met when they were fed up with their

working conditions.

Cesar, who organized the meeting, began the discussion.

The farmers, whose fields were not being picked, became

frustrated.

When the growers gave up, they met with the workers.

Why do you think the union members were successful?

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 When you write, combine sentences using clauses to help
clearly show how related ideas are connected. Use relative
adverbs or pronouns, as appropriate.

Separate Combined

I began eating the I began eating the

sandwich. I took it sandwich when I took
out of the bag. it out of the bag.

My mom makes the My mom, who is a

best sandwiches. chef, makes the best
She is a chef. sandwiches.

Connect Grammar to Writing

As you revise your personal narrative next week, check to
see that you have used relative pronouns and adverbs
correctly. Also use clauses to combine sentences to make
your writing less choppy.
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 W.4.3a orient the reader by establishing a situation and introducing a narrator or characters/organize an event sequence; W.4.3b use
dialogue and description to develop experiences and events or show characters’ responses; W.4.4 produce writing in which development and
organization are appropriate to task, purpose, and audience; W.4.5 develop and strengthen writing by planning, revising, and editing

Narrative Writing
Reading-Writing Workshop: Prewrite

Organization Good writers organize their ideas before

they draft. You can organize ideas for a personal narrative by Go
using an events chart. In your chart, write the main events in Digital
order. Below each main event, write important or interesting
details about it. Use the Writing Process Checklist below as
you prewrite.
Steve decided to write about a class adventure. First he
jotted down some notes. Then he organized them in a chart.

Exploring a Topic

Topic: my class went on the Walk

Writing Process to End Hunger
Checklist
discuss project day of Walk
Prewrite with class
Did I think about my
purpose for writing?
•my idea—Walk to End •bus ride
Did I choose a topic
Hunger
that I will enjoy •big crowd
writing about? •help people
Did I explore my topic •balloons, food
to remember the
events and details?
•5-mile walk
•walked 2 hours
Did I organize the
events in the order in •vote—my idea won!!!
which they happened? •TIRED!
Draft collect pledges
Revise
•got people to •band
Edit
donate money
Publish and Share •felt really proud
•total—$425

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 Events Chart

Event: My class discussed ideas for a community project.

Details: Some kids gave ideas. Mine was to go on the Walk
to End Hunger to help people, walk 5 miles, and get
free snacks. We voted and my idea won.
Event: We collected pledges from people.
Details: Friends and relatives pledged to donate money. We
raised $425.
Event: Class rode bus to the Walk on May 6.
Details: At the starting place was a big crowd, balloons, free
water, granola bars, caps.
Event: We walked for 2 hours.
Details: It was easy at first, but hard later—we were tired and
had sore feet.
Event: We finished the Walk.
Details: A band was playing. I just wanted
to go home. The next day I felt
really proud.

Reading as a Writer In my chart, I put the events and details

What kind of order did Steve in an order that makes
use to arrange his events? sense. I added some
Which parts of your events descriptive details.
chart can you organize more
clearly?

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 Lesson
Vocabulary
20 1
in Context
territory 2 accompany
To many people, polar Explorers going into
lands are unfamiliar a cave should find
territory. others to accompany
them.

TARGET VOCABULARY

territory
accompany
proposed
interpreter
duty
supplies
3 4
route proposed interpreter
corps Some scientists An interpreter, or
clumsy have proposed, or translator, is helpful
landmark suggested, further when people use
exploration of Mars. different languages.
Vocabulary Context
Reader Cards
1
territory territo
ry
e, polar
To many peopl
What
Does
An area It Mea
iliar n?
lands are unfam
of land
Spanish is
cognate: a territory.
territorio
territory. Think
About
Would It.
you like
never
been expl to explore
ored? territory
Talk It Why or that
Over. why not? has
Read each
aloud sentence
to a part to your
word ner the self.
terri sentence Then read
partner tory makes s in whic
agree sense. h the
on the Do
The answers? you and your
The state is on that
shelf
Did you we live in was .
My dog your hom once Mexican
thinks
Lewis our back ework yeste .
and Clark yard is rday?
explored his
the Nort .
hwest
.

© Houghton
Mifflin PM
1/15/09 4:59:16
Harcourt
Publishing
Company.
All rights
reserved.
20.indd 385
4_246772RTXEAN_L 4_246772R
TXEAN_L2
0.indd 191
386

1/15/09
4:59:24
PM

L.4.6 acquire and use general

academic and domain-specific
words and phrases
Go
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 Lesson 20
Study each Context Card.
Use context clues to determine the
meanings of these words.

5 duty 6 supplies 7 route

Divers have a duty. Hikers need to carry Backpackers should
They are required not supplies, such as food choose a safe route
to harm a marine area and water. and stick to that path.
or its creatures.

8 9 10
corps clumsy landmark
On a research trip, A clumsy, or awkward, Noting a landmark
every member of the mistake can mean or other recognizable
corps, or team, must the loss of months object makes the
have valuable skills. of research. return trip easier.

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 Read and
Comprehend Go
Digital

TARGET SKILL
Main Ideas and Details As you read “Sacagawea,”
look for the most important ideas the author presents.
The most important ideas are called the main ideas.
Also look for supporting details that tell more about
the main ideas. Use a graphic organizer like the
one below to help you see the relationship between
main ideas and the details that support them. Then
summarize the most important ideas.

Supporting Supporting
Detail Detail

Main Idea

Supporting Supporting
Detail Detail

TARGET STRATEGY
Visualize You can visualize various stages of
Sacagawea’s journey to help you identify the main
ideas and supporting details at each part of their
journey. Descriptive details in the text will help you
form clear mental pictures of the people and places
Sacagawea and her companions visited.

RI.4.2 determine the main idea and explain how it is supported by details/summarize

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 PREVIEW THE TOPIC
Native American History
In the early 1800s, most of the American West
was inhabited only by Native Americans. The
Native Americans had deep knowledge of the lands
where they lived. They were experts at locating
food, making shelters, and finding their way in the
wilderness.
In 1804, Captains Meriwether Lewis and William
Clark led an expedition to explore the western half
of North America. Along the way, a young Shoshone
woman named Sacagawea joined the expedition as
a guide and translator. As you read “Sacagawea,”
you’ll learn about the many contributions she made
to the expedition.

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 L esson 20

ANCHOR
TEXT
MEET THE AUTHOR

L°˛˝ Er˘r°ch
Lise Erdrich is part Native
American and a member of
the Turtle Mountain band
of Plains-Ojibway. She was
inspired to become a writer
by her grandfather, who was always writing
TARGET SKILL
or telling stories. Her sister Louise is also a
Main Ideas and Details writer of books for children and adults.
Summarize a topic’s main ideas
and supporting details.
MEET THE ILLUSTRATOR

Juli˝ Buffal head

Part Ponca Indian, Julie Buffalohead
researched traditional Native American art
GENRE while in college. She often depicts Native
American legends and traditions in her
A biography tells about a painting. She sometimes uses her painting
person’s life and is written by as a way to explore important topics, such
another person. As you read, as prejudices some people may have about
look for: Native Americans.
information about why the
person is important
opinions and personal
judgments based on facts
events in sequence

RI.4.2 determine the main idea and explain

how it is supported by details/summarize;
RI.4.3 explain events/procedures/ideas/
concepts in a text; RI.4.5 describe the overall structure of a
text or part of a text

Go
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 by L˙ˆˇ Erdr˙ch illustrated by Juliˇ Buffalohead

ESSENTIAL QUESTION

How do people from

different cultures
contribute to American
history?

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 It is the early 1800s. Teenaged Sacagawea (sak uh juh WEE uh) is a
Shoshone (shoh SHOH nee) Indian living in the Knife River villages, in
what is now North Dakota. When she was a child, Hidatsa (hee DAHT
sah) Indians kidnapped her from her home in the Rocky Mountains. Since
then, she has lived with them on the Great Plains, far from her family.
Sacagawea has learned many things from the Hidatsa, including how to
grow food. She is now married to a French Canadian fur trapper named
Toussaint Charbonneau (too SAN shahr bohn OH).
Meanwhile, Captains Meriwether Lewis and William Clark have been
preparing for the Corps (kohr) of Discovery. They and their team, which
includes a large, black Newfoundland dog, are about to start a long journey
of exploration, all the way to the Pacific Ocean.

On May 14, 1804, a crew of more than forty men set

off against the Missouri River current in a keelboat and two
large canoes called pirogues (pih ROHGZ). The Corps of
Discovery was under way.
The expedition arrived at the Knife River villages at the
end of October. They were greeted with great excitement.
Sacagawea heard tales of a gigantic black dog that traveled
with the explorers. She heard that a fierce and awesome
“white man” with black skin was among the crew. This was
York, the slave of Captain Clark.
The explorers built a fort and called it Fort Mandan. Then
they settled in to spend the winter at the Knife River villages.
Lewis and Clark soon learned they would need horses to
cross the Rocky Mountains. The people of the villages told
them they could get the horses from the Shoshone when the
expedition reached the mountain passes.

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 The wily Charbonneau proposed that they hire him as
a guide and interpreter. He did not speak Shoshone, but
Sacagawea did. He told her they would be joining the
Corps of Discovery in the spring. This was exciting news,
but Sacagawea’s mind was on other matters. She was soon
to become a mother.

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 In February, the time came for Sacagawea to have her
baby. It was a long, difficult birth. Captain Lewis wanted to
help her. He gave a crew member two rattlesnake rattles to
crush and mix with water. Just a few minutes after drinking
the mixture, Sacagawea gave birth to a baby boy. He was
named Jean-Baptiste (zhawn bap TEEST) Charbonneau, but
Captain Clark called him Pompy. Before long, the boy was
known to everyone as Pomp.
On April 7, 1805, the Corps of Discovery started west,
struggling upstream on the mighty, muddy Missouri in two
pirogues and six smaller canoes. Pomp was not yet two
months old. As Sacagawea walked along the riverbank, she
carried Pomp on her back, in a cradleboard or wrapped up
snug in her shawl.
Every member of the Corps of Discovery was hired for
a special skill—hunter, blacksmith, woodsman, sailor. As
an interpreter, Charbonneau was paid much more than the
other crew members. But his skills as a sailor, guide, and
outdoorsman were very poor. The only thing he did well was
cook buffalo sausage.
Sacagawea did what she could to help the expedition, even
though she was paid nothing. As she walked along the shore
with Captain Clark, Sacagawea looked for plants to keep the
crew healthy. She gathered berries or dug for wild artichoke
roots with her digging stick. Her Shoshone childhood had
prepared her well for this journey.
The Corps had been traveling less than two months when
near disaster struck. Charbonneau was steering a boat
through choppy waters when a sudden high wind tipped it
sideways. He lost his wits and dropped the rudder while
the boat filled with water. The expedition’s valuables were
spilling overboard! Charbonneau was ordered to right the
boat or be shot.

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 Sacagawea stayed calm and rescued the captains’
important things—journals, gunpowder, medicines, scientific
instruments—every bundle she could reach. Without these
supplies, the expedition could not have continued.
A few days later, they came to a beautiful river. The
grateful captains named it after Sacagawea.

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 By June, the corps was entering mountain country. Soon
they could hear the distant roaring sound of the Great Falls
of the Missouri. Captain Lewis thought the waterfall was the
grandest sight he had ever seen. But there was no way to get
past it by boat. It would take the corps nearly a month to get
around the Great Falls and the four waterfalls they found just
beyond it.
The crew built creaky, clumsy wagons to carry their boats
and supplies. Battered by hail, rain, and wind, the men
dragged the wagons over sharp rocks and prickly pear cactus
that punctured their moccasins.
One day, a freak cloudburst caused a flash flood. Rocks,
mud, and water came crashing down the canyon. Sacagawea
held on to her son as tight as she could while Clark pushed
and pulled them both to safety. Pomp’s cradleboard, clothes,
and bedding were swept away by the rushing water, but all
three were unharmed.
By the middle of July, the corps was once again paddling
up the Missouri. They reached a valley where three rivers
came together, a place Sacagawea knew well. If she was
upset to see it again, she did not show it. The captains
learned how Sacagawea had been captured and her
people killed.
Sacagawea recognized a landmark that her people called
the Beaver Head Mountain. She knew they must be nearing
the summer camp of the Shoshone.

ANALYZE THE TEXT

Onomatopoeia In the first paragraph on this
page is the word roaring. Roar is an example of
onomatopoeia. That is, the sound and meaning
of the word are similar. Find another example of
onomatopoeia in the second paragraph on this page.

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 Nearly two weeks later, Sacagawea walked along the river,
scanning the familiar territory. She spotted some men on
horseback far ahead of them. Suddenly, Captain Clark saw
Sacagawea dance up and down with happiness, sucking her
fingers. He knew this sign meant that these were her people,
the Shoshone.
An excited crowd greeted the explorers at the Shoshone
camp. Although years had passed since Sacagawea had been
captured, a Shoshone woman recognized her. She rushed up
to Sacagawea and threw her arms around her.

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 Lewis and Clark had discovered that their need for
Shoshone horses was even greater than they thought. There
was far more mountain country between the Missouri River
and a water route to the Pacific than they expected. A grand
council was called to discuss the matter. Sacagawea was to be
one of the translators.
Interpreting for the men at the chief’s council was a serious
responsibility. Sacagawea wanted to do her best. But when
she looked at the face of the Shoshone chief, she burst into
tears. He was her brother, Cameahwait (kah mah WAY uht)!
Sacagawea jumped up, threw her blanket over her brother,
and wept.
Cameahwait was moved, too. But the council had to
continue. Though tears kept flooding back, Sacagawea kept
to her duty until the council ended.

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 Sacagawea spent the last days of August with her people.
The time passed too quickly. Before long, the expedition
had to mount Shoshone horses and continue across the
mountains, leaving their boats behind.
The next part of their journey almost killed them. The
mountain paths were narrow and dangerous, especially once
it started to snow. Their feet froze, they didn’t have enough
to eat, and the mountains seemed without end.
Finally, the expedition emerged on the Pacific side of the
Rockies. There Nez Perce (nehz purs) Indians helped them
make new boats and agreed to keep the horses in case they
returned that way in the spring.
With great relief, the crew dropped their boats into the
Clearwater River and let the current carry the expedition
toward the ocean.
At the beginning of November, the explorers noticed a
sound that could only be the crashing of waves. They had
finally reached the Pacific Ocean!
The crew voted on where to make winter camp.
Sacagawea was allowed to vote, too. She wanted to stay
where she could find plenty of wapato roots for winter food.
They set up camp not far from the ocean, in case a ship came
to take them back home. But by now, people back east were
sure the whole corps was long dead. No ship came for them.
A cold rain soaked the crew as they cut logs and built Fort
Clatsop. The hunters went to find game, while Sacagawea
dug for wapato roots in the soggy ground.

ANALYZE THE TEXT

Text Structure Briefly summarize what
has happened thus far in the text. Why did
they set up a winter camp? How is the text
organized?

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 Christmas Day was rainy and dreary, but the corps was
determined to celebrate. The men fired a salute with their
guns and sang. Sacagawea gave Captain Clark a fine gift of
two dozen white weasel tails.
In early January, Clark heard from some Indians that a
whale had washed up onshore. He decided to go to the ocean
to get blubber for the crew to eat. They were tired of their
diet of lean spoiled meat and fish.

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 Sacagawea gathered up her courage and insisted that she
be allowed to accompany Clark. She hadn’t traveled so far
to leave without ever seeing the ocean! And she wanted to
see that monstrous creature. The captains agreed to let
her go.
At last, Sacagawea saw the Pacific Ocean. She stood and
stared at the great waters stretching endlessly in front of her.
On the beach was the great skeleton of the whale. It was an
amazing sight, nearly as long as twenty men lying end to
end. The whale had been picked clean, but Clark was able to
buy some blubber from the Indians to feed his men.

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 The crew stayed busy all winter, hunting, sewing
moccasins, and making repairs on their equipment.
Clark made maps, while Lewis worked on his report to
President Jefferson.
Sacagawea watched over Pomp as he began to walk.
Captain Clark called him “my little dancing boy.” He had
become very attached to Sacagawea and her son. When the
time came, it would be hard for them to part.
Spring arrived, and it was time to go back the way they had
come. In late March, the Corps of Discovery headed up the
Columbia River to retrieve their horses from the Nez Perce.

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 At a place called Travelers’ Rest, the expedition divided
into two groups. Sacagawea would help guide Clark’s group
south to the Yellowstone River. Lewis’s group would head
northeast to explore the Marias River.
At the end of July, Clark’s group came across an enormous
rock tower on the banks of the Yellowstone. Clark named it
Pompy’s Tower in honor of his beloved little friend. In the
side of the rock, he carved:

The two groups met up on August 12. Two days later,

Sacagawea gazed once again upon the round earth lodges
of the Knife River villages. She had been gone a year and
four months.
Lewis and Clark prepared to return to St. Louis. Before
they left, Captain Clark came to talk to Sacagawea and
Charbonneau. He offered to take Pomp back to St. Louis with
him. He would see that the boy had a good education and
would raise him as his own son.

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 602

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 Sacagawea knew that Captain Clark would take good
care of her child. But he was not even two years old. She
couldn’t let him go yet. Sacagawea and Charbonneau
promised they would bring Pomp to visit Clark in a year
or so.
On August 17, 1806, Sacagawea watched as the Corps of
Discovery set off again down the Missouri River. Her journey
of exploration was over, but the Corps of Discovery still had
hundreds of miles to go.

ANALYZE THE TEXT

Main Ideas and Details What is
the main idea of the selection? What
details does the author provide to
support the main idea?

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 COMPREHENSION

Dig Deeper
How to Analyze the Text
Use these pages to learn about Main Ideas and Details, Text
Structure, and Onomatopoeia. Then read “Sacagawea”
again to apply what you learned.

Main Ideas and Details

“Sacagawea” is a biography of a young Shoshone Indian
named Sacagawea who helped captains Lewis and Clark
explore the West. Throughout the selection, the author
presents main ideas, or important ideas, about Sacagawea
and her experience. The author explains these main ideas by
giving details. Details include facts and examples that tell
more about the main ideas.
In “Sacagawea,” you learned that Sacagawea was a very
important part of the Corps of Discovery. What details from
the text support this main idea?

Supporting Supporting
Detail Detail

Main Idea

Supporting Supporting
Detail Detail

RI.4.2 determine the main idea and explain how it is supported by details/summarize; RI.4.3 explain events/procedures/ideas/concepts in a text;
RI.4.5 describe the overall structure of a text or part of a text

Go
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 Text Structure
Text structure is the way in
which an author organizes ideas
in a text or part of a text.
Authors of historical texts usually
explain events in the sequence
in which they happened. For
example, “Sacagawea” begins
on the day the expedition set
out in May of 1804. Next, the
author describes their arrival at
the Knife River villages at the
end of October. Think about
how each event fits into the
text’s overall structure.

Onomatopoeia
Onomatopoeia is a literary
device authors sometimes use
to help readers imagine what
something sounds like. When
authors use onomatopoeia,
they choose a word that sounds
like what it means. For example,
the word buzz sounds like a
flying bee, and the word whoosh
sounds like a waterfall.

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 Your Turn
RETURN TO THE ESSENTIAL QUESTION

Turn Review the selection

and to prepare to discuss Classroom
Talk
this question with a Conversation
partner: How do people from
different cultures contribute Continue your discussion of
to American history? As you “Sacagawea” by explaining your
talk, take turns reviewing key answers to these questions:
ideas and explaining your 1 Why do you think Sacagawea
own. Discuss rules, such as helped the Corps of Discovery?
“Do not interrupt each other.”
2 What can you learn from Clark
about how to be a good leader?
Use ideas from the selection.
3 What do you think was
Sacagawea’s most important
contribution? Why?

TEAM PLAYERS

Discuss Success With a partner, discuss

what made the Corps of Discovery team
successful. Think about the challenges
they faced and how they worked
together to meet those challenges. How
important was Sacagawea as a member
of this team? Use text evidence from the
selection to support your ideas.

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 WRITE ABOUT READING

Response Suppose that you had been

invited to go on Lewis and Clark’s
expedition. Think about the qualities or
skills that you would bring to the team.
Also decide what you would have
enjoyed most about the trip and what
you would have found most difficult.
Write two paragraphs explaining
your‘ideas based on text evidence.

Writing Tip
To make your writing more interesting
and precise, include colorful adjectives.
End your paragraph with a strong
conclusion that summarizes your skills.
Go
Digital

RI.4.1 refer to details and examples when explaining what the text says explicitly and when drawing inferences; RI.4.2 determine
the main idea and explain how it is supported by details/summarize; W.4.2d use precise language and domain-specific vocabulary;
W.4.2e provide a concluding statement or section; W.4.9b apply grade 4 Reading standards to informational texts; SL.4.1.b follow
rules for discussions; SL.4.1d review key ideas expressed and explain own ideas and understanding

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 L esson 20
POETRY

N
ature and a person’s relationship to
nature are two important themes in
Native American poetry. A poem might
include details that describe a common
GENRE place, such as a forest with wind rustling
through the trees. It might personify an
Poetry uses the sound and object, giving human characteristics to
rhythm of words to suggest
images and express feelings. it. Then again, a poem might tell what is
important in life.

TEXT FOCUS
Free verse is poetry without
a regular rhyme or regular
rhythm. As you read “The
Wind,” note how the poem
does not have rhyme or rhythm
like other poems you have
read. How do the line breaks
help create the poem’s feeling
of wind movement?

RL.4.5 explain major differences between

poems, drama, and prose/refer to their
structural elements; RL.4.10 read and
comprehend literature

Go
608 Digital

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 Preserving Oral
Here am I Traditions
Behold me For centuries Native
It said as it rose, Americans passed their
I am the moon poems, songs, and stories
Behold me. orally from one generation
Teton Sioux to the next. People who did
not speak Native American
languages needed an
interpreter to help them
understand and write down
The Wind these stories.
At night, By the late 1800s, people
The wind keeps us awake, could use cylinder recorders
Rustling through the trees. to record and play sounds.
We don’t know how we’ll get to sleep, Compared to today’s small
Until we do— electronic recorders, cylinder
Dropping off as suddenly recorders were clumsy to
As the wind dying down. use. Yet they preserved
Crow sounds exactly. In 1890 this
recorder became important
to scientist Jesse Fewkes, who
was asked to accompany a
corps of researchers to the
southwestern United States.
The cylinder recorder was
among Fewkes’s supplies.
He used it to record and
preserve Native American
oral stories.

A cylinder recorder

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 You, whose day it is,
Make it beautiful.
Get out your rainbow colors,
So it will be beautiful.
Nootka

I Think Over Again

My Small Adventures
I think over again my small adventures,
My fears,
Those small ones that seemed so big,
For all the vital things
I had to get and to reach;
And yet there is only one great thing,
The only thing,
To live to see the great day that dawns
And the light that fills the world.
Anonymous
(North American Indian;
nineteenth century)

Write a Poem About Beauty

The poem “You, whose day it is” suggests that it is one’s
duty to make the day beautiful. How would you make
your day beautiful? Would you help someone you care
about? Would you take a special route to visit a favorite
landmark? Would you make a picture or admire a sunset?
Have friends proposed ideas to you in the past? Write a
poem that tells what you would do.
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 Compare Texts

TEXT TO TEXT
Compare Poems Sacagawea saw many wonderful natural sights
during her journey. Which of the poems from
“Native American Nature Poetry” might she have‡used
to describe what she saw? Discuss with a partner which
you think she would choose and why. Then write a
poem about one of the sights Sacagawea saw. Use
onomatopoeia, similes, and metaphors to help readers
picture the scene. When you have finished, share‡your poem
with a partner. Explain the similes and metaphors you have used.

TEXT TO SELF
Write a Journal Entry We know details of the Corps
of Discovery expedition because Lewis and Clark kept
journals. Recall an interesting trip you have taken.
Write a journal entry about it. Explain why the trip
was important to you.

TEXT TO WORLD
Research Native Americans Choose a Native
American group that lived in your state in the past.
Find at least three interesting facts about this group,
and list them on a poster, along with drawings or
photographs that help explain your facts.

Go
Digital
W.4.7 conduct short research projects that build knowledge through investigation; W.4.10 write routinely over extended time frames and
shorter time frames; L.4.3a choose words and phrases to convey ideas precisely; L.4.5a explain the meaning of similes and metaphors
in context

611

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 L.4.2a use correct capitalization

Grammar Go
Digital

What Is an Abbreviation? How Are Abbreviations

Written? Some words have a shortened form called an
abbreviation. An abbreviation stands for a whole word.
Most abbreviations begin with a capital letter and end with a
period. Use them only in special kinds of writing, such as
addresses and lists.

Some Common Abbreviations

Mrs. married
Mr. Mister Capt. Captain
Titles woman
Jr. Junior Dr. Doctor
Ms. any woman
Ave. Avenue
Rd. Road Ct. Court
Addresses Blvd.
St. Street P.O. Post Office
Boulevard

Months Feb. February Aug. August Oct. October

Wed. Thurs.
Days Mon. Monday
Wednesday Thursday
in. inch/
Measurements ft. foot/feet mi. mile/miles
inches

Try This!
Proofread the items below. On a sheet
of paper, rewrite each group of words, using
the correct abbreviations.
1 Andrew Perkins 3 Thursday, Feb’y 8, 2010
438 Groat Avenue
4 Doctor Linda Martinez
Grapevine, TEX 76051
4195 Buffalo Street
2 5,280 feet = 1 mile Chadron, Nebraska 69337

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 Good writers use abbreviations only in special kinds of writing,
such as addresses and lists. When you use abbreviations, make
sure you write them correctly.

Incorrect Abbreviations Correct Abbreviations

Doct. James Sekiguchi Dr. James Sekiguchi

The Bradley Comp The Bradley Co.
127 Saratoga Boul. 127 Saratoga Blvd.
Montgomery, Ala. 36104 Montgomery, AL 36104
Weds, Sep. 18 Wed., Sept. 18
4 ft, 7 in 4 ft., 7 in.

Connect Grammar to Writing

As you edit your personal narrative, correct any errors in
capitalization or punctuation that you discover. If you used
any abbreviations, make sure you used proper capitalization
and punctuation.
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 W.4.3a orient the reader by establishing a situation and introducing a narrator or characters/organize an event sequence; W.4.3b use dialogue
and description to develop experiences and events or show characters' responses; W.4.3c use transitional words and phrases to manage the
sequence of events; W.4.3d use concrete words and phrases and sensory details; W.4.3e provide a conclusion

Narrative Writing
Reading-Writing Workshop: Revise

IdeasIn “Sacagawea,” the author carefully chooses how to

describe characters and events. Concrete words and phrases make Go
the author’s ideas come alive. The author also uses transition Digital
words to connect events in the order they happen. When you
review your personal narrative, add concrete words and transition
words so your ideas are clearly communicated to your readers.
Use‘the Writing Process Checklist below as you revise your writing.
Steve drafted his narrative about a class adventure. When
he revised it, he added concrete words and transition words.

Revised Draft

Writing Process When our teacher, Mrs. Kay, asked, “What

Checklist community
Prewrite kind of project should our class do?” my
Draft shot
Revise hand went up.
Did I begin with an
attention grabber? “Let’s go on the Walk to End Hunger,” I
Did I organize events
in a logical order? said. “We’ll raise money to help people. It will
Did I use transition five through our
words to clearly show
the order of events?
be awesome to walk foršmiles.” hilly city
Did I include detailed First, Then
descriptions with Mrs. Kay listed our project ideas. We
concrete words and
phrases?
by ten votes
voted. The walk won!
Does my ending
show how the events
worked out?
Edit
Publish and Share

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 Final Copy

Our Walk to End Hunger

by Steve Jones
When our teacher, Mrs. Kay, asked, “What kind of
community project should our class do?” my hand shot up.
“Let’s go on the Walk to End Hunger,” I said. “We’ll raise
money to help people. It will be awesome to walk for five
miles through our hilly city.”
First, Mrs. Kay listed our project ideas. Then we voted.
The walk won by ten votes!
People were really eager to help, including our principal,
Mr. Desmond. “I’m so proud of you kids for doing this,” he
said, and then he made a generous pledge. The day before
the walk, our pledges totaled $425!
The next day, May 6, we went by bus to where the walk
would begin. There were colorful balloons, huge banners,
and long tables with juice and granola bars. We walked for
two hours. When we crossed the finish line, the crowd
cheered wildly. I felt proud.

Reading as a Writer I added a conclusion that tells how the

How did Steve keep his event turned out. I also
narrative interesting? Where made sure to use correct
in your writing can you add punctuation.
descriptive details and concrete
words and phrases?

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 READING COMPLEX TEXT

Read the passages “The Stonecutter” and “Changing His Tune.”

As you read, stop and answer each question using text evidence.

The Stonecutter
a Japanese folktale
Once there was a stonecutter who lived in a small but
comfortable cottage in the country. He was content with his quiet
life until one winter day when he paid a visit to the nearby city.
There he saw a magniÿ cent dwelling far more splendid than his own.
“My greatest wish is to have a magniÿ cent house like this!” the
stonecutter cried.
When the stonecutter returned home, his cozy cottage was gone.
In its place stood an enormous palace. For a time, the stonecutter
was delighted with his ÿ ne new home. Before long, however, summer
arrived. The sun burned hotter each day. Even in his ÿ ne palace, the
stonecutter could not bear the ferocious heat. “I may be wealthy, but
the sun is even more powerful than I am!” he cried. “My greatest
wish is to become the mighty sun!”
Instantly, the stonecutter was transformed into the sun, mighty
and powerful. His rays shone on Earth until the rice crops dried up
in the ÿ elds, and he burned the faces of rich and poor people alike.
Then one day, a dark cloud covered the face of the sun. The sun
cried, “I am powerful, but this cloud is even mightier than I am!
My greatest wish is to become a cloud!”

1 How would you describe the character of the stonecutter and

how he has changed? Give examples from the passage to
support your response.

So the stonecutter was transformed into a cloud, just as he had

wished. He rained on Earth for days, and it grew green again.
Then he continued pouring down rain until huge ⁄ oods destroyed
vast rice ÿ elds and entire villages. Only the great mountain stood
ÿ rm and strong amid the ⁄ oods.

RL.4.2 determine theme from details/summarize; RL.4.3 describe a character, setting, or event, drawing on details;
RL.4.4 determine the meaning of words and phrases, including those that allude to characters in mythology; RL.4.9 compare and
616 contrast the treatment of similar themes and topics

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 Seeing this, the cloud cried, “I am powerful, but the mountain
is even mightier than I am! My greatest wish is to become the
mountain!” Suddenly the stonecutter was transformed into the
mountain. He stood tall and proud, not bothered by sun or rain.
The days turned into weeks, the weeks into months, and the months
into years. All this time, the mountain stood silent and alone,
growing more and more lonely.
Finally, the mountain sighed gloomily, “My greatest wish now is
to be a simple stonecutter again.” So the stonecutter became a man
once more, living in his own little cottage in the country. And never
again did he wish to be anyone or anything but what he was.

2 What lesson does the stonecutter learn? Use details from the
passage to support your response.

Changing His Tune

a fable
Once there was a small bird named Twitter who took such great
pleasure in singing that he sang all day long. He had a very unusual
voice, unlike any of the other birds. “T-t-t-witt! T-t-t-witt!” he
warbled in a sweet and pleasing tone.
One day, Twitter stopped singing for a while and listened to the
songs of the other birds. It seemed to him that their music sounded
better to him than his own little song. Right then, he decided he
would change his song and sing just like the other birds.
Twitter sat high in a tree listening to another bird’s song until he
could repeat it exactly. “Ta-weee! Ta-weee!” he sang out loudly.
A moment later, his friend Skye the blue jay landed on the branch
beside him. Skye peered at him and asked, “Is that really you,
Twitter? You don’t sound like yourself at all today. I thought it must
be someone else singing.”

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 “That’s because I decided to sing like my friend Kiwi today,”
answered Twitter. “Tomorrow I intend to sing like Dove. The next
day I’ll sing like Marcella.” Twitter paused for breath and chirped,
“Listen, Skye, I can even sing like you!” Twitter gave a harsh, jeering
call like a blue jay’s. It hurt his throat and made him cough, but it did
sound like Skye.
“That was a good imitation!” squawked Skye. “But why are you
imitating other birds, Twitter, instead of just singing like yourself?”
“The other birds sing such wonderful songs,” Twitter replied.
Then he added sadly, “Their songs sound so much more musical
than mine.”
“I’m very sorry you feel that way,” Skye said with a frown. “I’ve
always thought your song was the most melodious one of all.”

3 What is the meaning of the word melodious as it is used in the

passage? Explain how the way the word is used in the passage
makes its meaning clear.

“Really?” Twitter asked in disbelief. Skye nodded. Twitter

wondered whether what Skye had said could be true. He thought
about how imitating other birds bothered his throat and made him
feel uncomfortable. He stretched out a wing to Skye and said,
“Thank you, my friend. I’ve decided to change my tune—back to my
old song!”
And from that moment on, Twitter always sang in his own lovely
warble, “T-t-t-witt! T-t-t-witt!” And once again he took such great
pleasure in his singing that he sang all day long.

4 How are the themes of these two passages similar, and how are
they different?

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