Explanatory Writing: Unit 4 Writing Workshop - Ellis...
Transcript of Explanatory Writing: Unit 4 Writing Workshop - Ellis...
-
Un
it 4
Wri
tin
g W
ork
sho
pObjectives Identify features of
explanatory writing Plan and organize ideas by
using a graphic organizer to prewrite
Draft and revise a how-to article
Proofread, publish, and present a how-to article
Materials
Unit Writing Transparencies 1924
Explanatory Writing: How-to ArticleRead Like a Writer
Read the following excerpt from Me and Uncle Romie. Explain that this excerpt comes from a how-to article that explains a process or task. Ask students to listen for
an introduction that identifies the task that will be explained; step-by-step directions;
specific details that clarify the steps;
time-order and spatial words.
Discuss the FeaturesAfter reading, discuss the following questions with students.
What is the topic? (how to make a collage)
What is the first step in the process? (picking a story or theme for the collage)
What details does the author give about making the background for the collage? (Choose colors that you want to peek through in the finished picture.)
What time-order words does the author use? (begin, once, start, next) What spatial word? (on)
Features of Explanatory
Writing It informs or explains how to
complete a certain task. It gives step-by-step
directions in a logical order. It provides clear details that
are easy to follow. It uses time-order words,
such as first or next, or spatial words, such as under or above, to make the steps clear and provide smooth transitions between steps.
Use Illustrations to Construct Meaning To help students understand the process explained in the excerpt, invite a student with good visual abilities to illustrate the steps as you read. Then ask other students to take turns retelling the steps in their own words as they look at the illustration.
Making a Collage
To begin your project, pick a story or theme for your collage. . . .
Once youve settled on the story or theme, think about images you can use in your collage to illustrate what you want to say. . . .
Start by deciding whether or not its important to have the images youll be using in any particular order. If it is, you can lay them out to get an idea of how they will look together.
Next, paint or color the background on your paper or board. Use colors you want to peek through in the finished picture.
539A
-
Transparency 19
Unit Writing Transparency 19
Think, Pair, Share Ask students to discuss their charts with partners and identify details about each step that need to be explained. Have students note these details on their charts.
Flexible Pairing Option Pair students with similar topics so they can share ideas.
PrewriteSet a Purpose Explain that one purpose of explanatory writing is to inform the reader by explaining a task.
Know the Audience Tell students to think about the audience for their explanatory writing. Ask, How can you explain this process to someone who knows little about the subject?
Choose a Topic Tell students that they will be writing an article that explains how to do a specific task. Ask the following questions to help students brainstorm, then narrow the focus of their ideas.
What do you like to do or make? Consider a game you play, a food you make, or a project youve completed.
Would others be interested in learning to do this?
Could you explain the process in a few simple steps?
Encourage students to look back through their weekly writing and other work in their portfolios. They may choose to develop one of these pieces instead or self-select a different topic.
Mini Lesson ORGANIZATION
Display Transparency 19. Explain that together you will follow Diana J.s progress as she develops a how-to article. Point out the following details in Diana J.s sequence chart:
She gives step-by-step directions.
She puts the steps in order.
She explains how to make and use a code wheel.
Organize Ideas After discussing Diana J.s sequence chart, ask students to create their own sequence charts to plan their how-to articles. Use Transparency 19 to demonstrate how to organize ideas.
Writing Topic Think of a task or project to explain. Narrow your choice to one that you think is easy to understand, is interesting, and is appealing to your audience. Write a how-to article that explains how to do this task or project. Remember to use details to clarify each step in the process.
Viewpoints 539B
-
Un
it 4
Wri
tin
g W
ork
sho
p
Draft Mini Lesson STEP-BY-STEP DIRECTIONS
Display Transparency 20 and read it with students. As you discuss Diana J.s draft, point out the following features:
When I read this draft, I notice that Diana J.s opening paragraph shows enthusiasm and tells the reader what shes going to explain.
She gives step-by-step directions. She explains each step in its own paragraph.
She gives details that explain each step.
She uses time-order words and spatial words to provide smooth transitions through the directions.
Note that Diana will have the chance to revise and proofread in later stages.
Review Your Sequence Chart Have students review their sequence charts. As they write, tell them to refer to their charts to help keep their steps in order.
Write the Draft Remind students to concentrate on getting their main ideas on paper. They will have plenty of time to revise and correct their work later. Share the following tips as students begin to write:
Gain your audiences attention from the start. Try opening with a question or a bold statement.
Picture yourself doing the task. Then write what you see. Give the steps in a logical order.
Provide details to explain the fine points.
Use precise adjectives and verbs, time-order words, and spatial words to tell the reader exactly what to do.
Maintain a consistent tone throughout.
Draw On separate index cards, have students draw pictures to show each step they want to explain. Ask students to put the cards in the right order. Then help them write a sentence or two below each picture to explain the step. Tell students to refer to the cards as they write their essays.
Transparency 20
Unit Writing Transparency 20
Writers ResourcesUse Spell Check Tell students that when they use a word-processing program for their writing, the computers spell checker can be a useful tool for catching spelling errors. Emphasize, however, that a computers spell checker will not catch all errors. For example, the spell checker cannot tell when a writer is using the wrong homophone, as in My parents drove there car to the beach. Similarly, it cannot indicate that you typed form instead of from. Writers still need to proofread with a careful eye.
539C
-
Revise Mini Lesson ORGANIZATION
Display Transparency 21 and point out how Diana J. revises a good how-to article to make it excellent.
She organizes a list of supplies in the first paragraph. (Organization)
She adds more time-order words and rearranges steps to clarify procedure. (Organization)
She replaces the vague verbs make and put with more precise ones, punch and push. (Word Choice)
She adds a detail about how to write the secret message. She deletes an unnecessary comment. (Ideas and Content)
You may want to note that Diana J. will need to proofread her writing to make final corrections. Guide students to think about the following writing traits as they revise their articles.
Ideas and Content Do you explain all the steps and detailssomeone would need to carry out the task or project? Do you anticipate readers questions and answer them?
Organization Do you start with a topic sentence, then present the steps in a logical order? Should you move any paragraphs or sentences?
Voice Is your enthusiasm and knowledge of the subject obvious? Are your language and tone right for the audience?
Word Choice Do you use precise adjectives and verbs to paint a clear picture of the process? Do you use spatial words and time-order words to guide readers?
Sentence Fluency Do you use a variety of sentence lengths and types?
Think, Pair, Share Have partners take turns reading their drafts aloud. Ask listeners to describe which steps were easy to follow and which were more difficult. In a collaborative drafting effort, have pairs discuss revisions that would clarify confusing steps. Then have students share how their partners helped.
Flexible Pairing Option Consider pairing two who are unfamiliar with each others topics.
Extend Vocabulary On the board, draw a two-column chart with the following labels: time-order words, spatial words. List appropriate words under each category, such as first, then, next, now, after, and finally for time-order words and over, under, behind, through, above, right, and left for spatial words. Invite students to offer sentences using these words.
Transparency 21
How to Make a Code Wheelby Diana J.
Its fun to send secret messages. Heres how you
can create a code wheel to write a coded message.
First, cut about two inches from the outside edge
of a paper plate. Trim all the way around the plate.
Use the tip of a pencil or pen to make a whole in the
center of each plate. Be careful not to poke yourself!
Put the brad through the wholes to connect the plates.
Place the small plate over the large one and line up the
wholes.
Use the ruler to divide the rim of the large wheel
into 26 equal spaces. In each space, write a letter of
the alphabet. Go from A to Z. Divide the small wheel in
the same way. This time write a number from 1 to 26 in
each space.
Your ready to use your code wheel. Turn the small
wheel so that a number is right under the letter A.
Lets say you lined up the letter A with the number 10.
Write A=10 on a scrap of paper. This is the key to your
code. Look at the code wheel to tell what number to
write for each letter. As you write, put a dash between
numbers to show that each stands for one letter. Ive
made three code wheels.
Finally, have some fun! Send your secret message to
some friends. Share the key with him if he needs help.
You need two paper plates, a scissors, a ruler, a pencil or pen, a paper fastener
(also called a brad), and a sheet of paper.
Next,punch
Push
Then
Now
Leave a space between words.
exactly
Examine
Unit Writing Transparency 21
Viewpoints 539D
-
Un
it 4
Wri
tin
g W
ork
sho
p
Think, Pair, Share Ask students to proofread their partners edited drafts. Urge them to look at homophones carefully to make sure they are correct. Have students share some of their partners corrections.
Have students read their how-to pieces aloud and present their visuals. Share these strategies.
SPEAKING STRATEGIES
Practice speaking in a loud, clear voice.
Watch the audience. Slow down or repeat steps if they look confused.
Organize visual aids so you can find what you need.
LISTENING STRATEGIES
Prepare to listen. Predict if the explanation will help you.
Focus on the speaker. Ask for clarifications at the end.
Try to paraphrase information. Analyze where organization needs improvement.
Transparency 22
Unit Writing Transparency 22
How to Make a Code Wheelby Diana J.
Its fun to send secret messages. Heres how you
can create a code wheel to write a coded message.
First, cut about two inches from the outside edge
of a paper plate. Trim all the way around the plate.
Use the tip of a pencil or pen to make a whole in the
center of each plate. Be careful not to poke yourself!
Put the brad through the wholes to connect the plates.
Place the small plate over the large one and line up the
wholes.
Use the ruler to divide the rim of the large wheel
into 26 equal spaces. In each space, write a letter of
the alphabet. Go from A to Z. Divide the small wheel in
the same way. This time write a number from 1 to 26 in
each space.
Your ready to use your code wheel. Turn the small
wheel so that a number is right under the letter A.
Lets say you lined up the letter A with the number 10.
Write A=10 on a scrap of paper. This is the key to your
code. Look at the code wheel to tell what number to
write for each letter. As you write, put a dash between
numbers to show that each stands for one letter. Ive
made three code wheels.
Finally, have some fun! Send your secret message to
some friends. Share the key with him if he needs help.
You need two paper plates, a scissors, a ruler, a pencil or pen, a paper fastener
(also called a brad), and a sheet of paper.
Next,
punch
Push
Then
Now
Its
hole
holes
holes
youre
Leave a space between words.
them they
How to Make a Code Wheelby Diana J.
Its fun to send secret messages. Heres how you
can create a code wheel to write a coded message.
First, cut about two inches from the outside edge
of a paper plate. Trim all the way around the plate.
Use the tip of a pencil or pen to make a whole in the
center of each plate. Be careful not to poke yourself!
Put the brad through the wholes to connect the plates.
Place the small plate over the large one and line up the
wholes.
Use the ruler to divide the rim of the large wheel
into 26 equal spaces. In each space, write a letter of
the alphabet. Go from A to Z. Divide the small wheel in
the same way. This time write a number from 1 to 26 in
each space.
Your ready to use your code wheel. Turn the small
wheel so that a number is right under the letter A.
Lets say you lined up the letter A with the number 10.
Write A=10 on a scrap of paper. This is the key to your
code. Look at the code wheel to tell what number to
write for each letter. As you write, put a dash between
numbers to show that each stands for one letter. Ive
made three code wheels.
Finally, have some fun! Send your secret message to
some friends. Share the key with him if he needs help.
exactly
Examine
Proofread Mini Lesson CONVENTIONS
Display Transparency 22 to point out Diana J.s proofreading corrections.
She added apostrophes in contractions.
She changed incorrect homophones to hole and holes.
She made pronouns agree with the antecedent and made the verb agree with the plural pronoun.
Have students reread their articles to correct mistakes. Suggest they check for one kind of error at a time. Have students use the proofreading marks on Teachers Resource Bookpage 152. Tell students that proofreading involves correcting punctuation, spelling, paragraphing, capitalization, and grammar. Review pronouns and antecedent agreement.
TEACHER CONFERENCE
As students finalize their articles, circulate and ask questions to foster self-assessment: In what way did you inform your audience? Could a reader perform the process based on your explanation? Do you tell readers more than they need to know?
PublishAsk students to write or type final copies of their how-to articles. Remind them to correctly form letters and use appropriate spacing between words, sentences, and paragraphs. Ask them to use standard margins. Have students add visual aids and compile a classroom how-to book. Display the book in the class library. You may also wish to encourage students to publish weekly writing pieces in a similar way.
PRESENTATION
Consider asking students to give how-to demonstrations, with props and supplies, to teach classmates the tasks.
Authors Chair Invite students with effective work to present their how-to articles from the Authors Chair.
539E
-
Raising ScoresREAD AND SCORE
Display Transparency 23 and tell students to follow along as you or a volunteer reads the how-to article aloud. Then have students use the student rubric on page 156 of the Teachers Resource Book to assess the writing sample. Guide students to understand that this how-to article is only a fair writing sample, which would score only a 2, and that they will work together to improve it.
RAISE THE SCORE
Point out the following shortfalls in the writing sample:
Ideas and Content The writer gives step-by-step directions for making a puzzle card, but some information is missing. Some details are incomplete or hard to follow.
Organization The writer introduces the topic in the first paragraph, but the beginning isnt very engaging. The essay could use more transitions to link steps and details.
Word Choice The essay could use more time-order words and spatial words. Vague verbs fail to create clear pictures.Ask students to work in small groups to revise the how-to article to raise the score. Remind them to refer to the student rubric and to apply the writing skills they learned in this unit.
SHARE AND COMPARE
Have groups share their revised versions explaining how they improved the writing. Then display Transparency 24 to show the same article at an excellent level. Have each group compare its revised version with the transparency in publishing successive versions. Remind students that there is no single way to improve a paper. Then have students review the how-to articles they wrote and raise their scores.
Test Strategy
Objective Revise a how-to article to
raise the writing score from a 2 to a 4
CREATE A RUBRIC
Distribute copies of the blank rubric form on page 159 or 160 in the Teachers Resource Book. Remind students that an explanatory writing rubric should assess whether the how-to article gives step-by-step directions for carrying out a task, provides details that explain the steps, and uses time-order words and spatial-words to guide readers. Students should use the following four levels to assess writing: Excellent, Good, Fair, and Unsatisfactory.
Transparency 24
Unit Writing Transparency 24
Viewpoints 539F
-
Un
it 4
Wri
tin
g W
ork
sho
p
Encourage students who are pleased with their work to add their published explanatory writing pieces to their portfolios. Allow time for partners to share portfolios, offer constructive comments, and determine the progress each writer is making. Remind students that portfolios should include more than just finished work. Have them jot down ideas for future writing assignments or tell what they learned about explanatory writing to include in their portfolios.
Refer to Anchor Papers for explanatory writing on pages 204207 in the Unit and Benchmark Assessment for a sample of each writing level.
4-Point RubricUse this four-point rubric to assess student writing.
3 2 14
SCORING RUBRIC FOR EXPLANATORY WRITING: HOW-TO
Excellent Good Fair Unsatisfactory
Ideas and Content Crafts a focused explanation that shows a reader how to carry out a task; accurate details clarify the steps
Ideas and ContentPresents a solid explanation of a task; includes details that help clarify a step-by-step description
Ideas and ContentAttempts to explain a task; some steps or details may be unclear
Ideas and ContentDoes not explain a complete process; writing may go off in several directions without purpose
Organization Introduces the topic in an engaging way; moves the reader through a logical sequence
Organization Effectively introduces the topic; presents steps in logical sequence; ties steps together
Organization Has trouble putting steps in order; some details are inappropriately placed
Organization Does not have a clear beginning; steps are not given in an order that makes sense
Voice Shows knowledge of the task; matches personal style to the purpose and audience
Voice Shows knowledge of the task; attempts to convey a genuine personal tone to reader
Voice Does not convey enthusiasm; explanation lacks a clear connection to audience
Voice Shows little knowledge of topic; does not convey a personal voice or style
Word Choice Uses time-order and spatial words that provide smooth transitions between steps; weaves precise verbs into the explanation
Word Choice Includes some time-order and spatial words to guide the reader and provide smooth transitions; uses some precise verbs to clarify meaning
Word Choice Includes few time-order or spatial words; some verbs do not convey a precise picture of the steps or details
Word Choice Fails to use time-order or spatial words; uses words that do not explain the process
Sentence Fluency Crafts fluid simple and complex sentences that facilitate understanding and vary in length
Sentence Fluency Crafts careful, easy-to-follow sentences with a variety of lengths
Sentence Fluency Sentences are readable but lack variety in length and patterns; some rereading required
Sentence Fluency Constructs incomplete, rambling, or confusing sentences; text is difficult to understand
Conventions Is skilled in most writing conventions; needs little editing
Conventions Small errors in spelling, capitalization, punctuation, and usage do not interfere with reading the text
Conventions Errors interfere with a smooth reading of the explanation; needs substantial editing
Conventions Makes serious errors in spelling, capitalization, punctuation, and usage; some parts not understandable
Presentation Text is easy to read, whether handwritten or word-processed; formatting enhances the explanation
Presentation Handwriting or word-processing is readable; formatting supports the explanation
Presentation Text is somewhat difficult to read; formatting or spacing is erratic
Presentation Text is difficult to follow due to irregular or inconsistently formed letters; formatting impedes the reader
539G
-
SCORING RUBRIC FOR EXPLANATORY WRITING: HOW-TO ARTICLE Exceptional Excellent Good Fair Poor Unsatisfactory
Ideas and ContentProvides accurate, detailed step-by-step directions for carrying out a task
Ideas and ContentCrafts a cohesive, focused explanation; relevant, accurate details clarify the step-by-step description
Ideas and ContentPresents a solid explanation of a task; provides details that help clarify the directions
Ideas and ContentAttempts to explain a task; some steps or details may be unclear
Ideas and Content Provides little explanation of the task; leaves significant gaps in the directions
Ideas and ContentSteps are incomplete, irrelevant, or unfocused; writing may go off in several directions without a sense of purpose
Organization Well-planned, logical sequence moves the reader smoothly through each step
Organization Guides the reader through the steps in a logical sequence; effective transitions link ideas
Organization Follows a logical sequence to present the steps; steps and paragraphs are tied together
Organization Tries to introduce the topic but may have trouble putting steps in order
Organization Steps are disorganized; makes few explicit connections between steps or details
Organization Does not have a clear beginning; steps are not given in an order that makes sense
Voice Demonstrates a strong sense of audience; shows expertise and an active interest in the topic
Voice Shows originality and knowledge of the task; carefully matches personal style to the purpose and audience
Voice Shows knowledge of the process; attempts to convey a genuine personal tone to the reader
Voice Demonstrates familiarity with the topic but may not show enthusiasm; explanation lacks a connection to the audience
Voice Lacks knowledge or involvement with the topic and audience; writing gives little sense of who is behind the words
Voice Shows little knowledge or involvement with the topic; does not convey a personal voice or style
Word Choice Expertly uses time-order and spatial words; smooth transitions between steps; uses colorful language and precise verbs
Word Choice Capable use of time-order and spatial words guide the reader through the process; weaves precise verbs into the explanation
Word Choice Includes some time-order and spatial words; uses some precise verbs to clarify meaning
Word Choice Includes few time-order or spatial words; some verbs do not convey a precise picture of the steps or details
Word Choice Uses few if any time-order or spatial words; imprecise or inaccurate language creates confusion for the reader
Word Choice Fails to use time-order or spatial words; uses words that do not explain the task or that confuse the reader
Sentence Fluency Crafts varied and creative simple and complex sentences that flow smoothly and build meaning
Sentence Fluency Crafts fluid simple and complex sentences that facilitate understanding and vary in length and structure
Sentence Fluency Crafts careful, easy-to-follow sentences with a variety of lengths, beginnings, and patterns
Sentence Fluency Sentences are readable but may be limited in length and patterns; some rereading may be required
Sentence Fluency Sentences may be rambling, awkward, or choppy; text may be hard to follow or read aloud
Sentence Fluency Constructs incomplete, rambling, or confusing sentences; text is difficult to follow or read aloud
Conventions Is skilled in most writing conventions; needs little editing
Conventions Is skilled in most writing conventions; needs little editing
Conventions Small errors in spelling, capitalization, punctuation, and usage do not interfere with reader comprehension
Conventions Errors interfere with a smooth reading of the explanation; needs significant editing
Conventions Frequent errors in spelling, capitalization, punctuation, and usage make the explanation difficult to read; needs extensive editing
Conventions Serious errors in spelling, capitalization, punctuation, and usage interfere with reading; some parts of text may be undecipherable
Presentation Text form, whether handwritten or word-processed, enhances the readers understanding
Presentation Neatly handwritten or word-processed text enhances the message; formatting supports the explanation
Presentation Handwriting or word-processing is mostly neat and consistent
Presentation Text is somewhat difficult to read; formatting or spacing is not uniform throughout
Presentation Handwriting or word-processing is inconsistent or incorrect; spacing or other formatting is confusing
Presentation Text is difficult to follow due to irregular or inconsistently formed letters; formatting impedes the reader
Refer to Anchor Papers for explanatory writing on pages 204207 in the Unit and Benchmark Assessment for a sample of writing at different levels.
356 2 14
6-Point RubricUse this six-point rubric to assess student writing.
Viewpoints 539H
-
Theme: Viewpoints
Objectives Perform research on the
Internet to find data Create a database to collect,
organize, and display information
Materials
www.macmillanmh.com database application
Using Databases for Research
ACCESS PRIOR KNOWLEDGEDiscuss with students:
What are some of the ways we organize and store information? (using graphic organizers, notebooks, address books, calendars)
What type of information can be stored on a computer?
EXPLAINIntroduce the lesson vocabulary by writing each word on the board and asking for a definition.
Tell students that when they find information through research, it must be organized. Keep in mind that proper citations must be used.
Information can be saved on a computer by entering it into a database. The database can then be searched by others.
MODEL Show students how to open a database application. This can be a
word processor or spreadsheet application, or anything else that can be used to store data.
Show how to enter the information into a database and review how to name and save a database record.
Un
it 4
Co
mp
ute
r L
ite
rac
y
research a careful study to find and learn facts
database a collection of information that can be stored, organized, and changed with a computer
image a picture or other likeness of a person or thing
Image Searches An image is a picture of someone or something.
Images can be stored, transmitted, and displayed on a computer. A photograph or drawing can be scanned into a computer to make it an electronic image.
Images can be found on the Internet. Some search engines even allow you to perform a search for images only. Once an image is found, it can be saved on a computer. Some images are protected by copyright, and should not be copied.
539I
http://www.macmillanmh.com
-
Remind students not to save too many files on a computer. Saving information on a floppy disk or compact disc can save memory space on the computers hard drive.
GUIDED PRACTICEHave students connect to www.macmillanmh.com and go to Computer Literacy Lesson Grade 4 Unit 4.
The online practice lesson is an excerpt from SRA TechKnowledge. For more information about the full SRA TechKnowledge program, go to www.sratechknowledge.com.
Un
it 4 C
om
pu
ter L
itera
cy
Approaching
Have students use the Internet to do research on a topic, such as the birthdays of their favorite athletes.
On Level
Have students open a database application and create a database of student birthdays. Have them enter their birthdays and do an image search on the Internet to find a picture they can copy and paste next to their names in the database.
Beyond Level
Have students create the student birthday database with images. Have them expand the database to include the birthday of a favorite athlete that falls on or near their birthday, and an image of the athlete they find.
Viewpoints 539J
http://www.macmillanmh.comhttp://www.sratechknowledge.com
-
Theme: Making a DifferenceU
nit
4 C
lose
rTheme Project Wrap-UpResearch and Inquiry
After students complete Step 1, Step 2, Step 3, and Step 4 of their project, have them work on the following.
Create the Presentation Have students present what they learned by creating multimedia presentations on the events or people they researched. Presentations should emphasize viewpoints and may include photographs, videos, newspaper articles, and computer images.
Review and EvaluateUse these questions to help you and students reflect on and evaluate their research and presentations.
Teacher ChecklistAssess the Research Process
Planning the Project Discussed viewpoints in a
group. Identified a viewpoint to
investigate.
Doing the Project Used personal criteria to
choose reading material. Skimmed and scanned reading
materials to narrow choices. Compared viewpoints from
different cultures and times.
Assess the Presentation
Speaking Used compare and contrast to
convey information. Stayed focused on the topic. Expressed opinions and
respected others opinions.
Representing Used multimedia and
technology. Visuals explained the
viewpoint. Compared and contrasted
media with a written story.
Assess the Listener
Focused on the presenter.
Showed understanding of the information presented.
Asked relevant questions.
Connected and related ideas to speakers.
Student Checklist Research Process Did you identify a viewpoint you
could investigate?
Did you use personal criteria for reading?
Used fiction and nonfiction?
Compare viewpoints from other times and places.
PresentingSpeaking Did you present clearly?
Did you follow conversation rules?
Could you answer questions?
Representing Could viewers understand the
viewpoint?
539K
-
Un
it 4 C
lose
rSCORING RUBRIC FOR THEME PROJECT
Excellent Good Fair Unsatisfactory
The student: Presents the
information in a clear and interesting way.
Uses words and visuals that effectively present important information.
May offer sophisticated reflections.
The student: Presents the
information in a fairly clear way.
Uses words and visuals that present relevant information.
May offer thoughtful reflections.
The student: Struggles to present
the information clearly.
May use adequate words and visuals.
May offer irrelevant reflections.
The student: May not grasp the
task. May present sketchy
information in a disorganized way.
May have extreme difficulty with research.
3 2 14
Home-School ConnectionInvite family members, other students, and members of the community to attend students presentations of their projects. Introduce each guest by name.
Have students introduce their relatives.
Respect the age, gender, social position and cultural traditions of the speakers.
Videotape the presentations for family members to borrow or to show at the parent/teacher conferences. Each presentation should have a clear introduction, body, and conclusion.
Have students select an evaluated presentation for publication and give a rationale for the selection.
Then have students decide where they might publish their research.
Viewpoints 539L
-
En
d-o
f-U
nit
Ass
ess
me
nt Using Multiple
Assessments for Instructional Planning
To create instructional profiles for your students, look for patterns in the results from any of the following assessments.
Fluency AssessmentPlan appropriate fluency-building activities and practice to help all students achieve the following fluency goal: 102122 WCPM.
Running RecordsUse the instructional reading level determined by the Running Record calculations for regrouping decisions.
Benchmark AssessmentAdminister tests three times a year as an additional measure of both student progress and the effectiveness of the instructional program.
Administer the TestUNIT 4 READING ASSESSMENT, pp. 6378
TESTED SKILLS AND STRATEGIES Strategies: Analyze Text Structure, Generate
Questions, Evaluate Skills: Draw Conclusions, Persuasion,
Sequence, Compare and ContrastVOCABULARY STRATEGIES
Dictionary Context Clues Word PartsTEXT FEATURES AND STUDY SKILLS
Line Graphs Glossary Media CenterGRAMMAR, MECHANICS, USAGE
Pronouns: subject, object, reflexive, possessive Antecedents Homophones Pronoun-verb agreement Pronoun-antecedent agreement Contractions and possessivesWRITING
How-to Article
Administer the Unit Assessment electronically. Score all tests electronically. Available online or on CD-ROM.
Assessment Tool
539M
-
En
d-o
f-Un
it Asse
ssme
nt
Analyze the Data
Use information from a variety of informal and formal assessments, as well as your own judgment,to assist in your instructional planning. Students who consistently score at the lowest end of each range should be evaluated for Intervention. Use the Diagnostic Assessment in the Intervention Teachers Edition.
Diagnose Prescribe
ASSESSMENTS IF THENUNIT TEST 023 questions
correct Reteach tested skills using the Additional Lessons (pp. T1T11).
FLUENCY ASSESSMENT
Oral Reading Fluency98101 WCPM097 WCPM
Fluency SolutionsEvaluate for Intervention.
RUNNING RECORDS
Level 38 or below Reteach comprehension skills using the Additional Lessons (pp. T1T4). Provide additional Fluency activities.
Viewpoints 539N
-
Glo
ssa
ry
Introduce students to the Glossary by reading through the introduction and looking over the pages with them. Encourage the class to talk about what they see.
Words in a glossary, like words in a dictionary, are listed in alphabetical order. Point out the guide words at the top of each page that tell the first and last words appearing on that page.
ENTRIESPoint out examples of main entries, or entry words, and entries. Read through a sample entry with the class, identifying each part. Have children note the order in which information is given: entry word(s), syllable division, pronunciation respelling, part of speech, definition(s), example sentence(s.
Note if more than one definition is given for a word, the definitions are numbered. Note the format used for a word that is more than one part of speech.
Review the parts of speech by identifying each in a sentence:
Inter. article n. conj. adj. n.
Wow! A dictionary and useful glossary
v. adv. pron. prep. n.
tell almost everything about words!
HOMOGRAPHS/HOMOPHONES/HOMONYMSPoint out that some entries are for multiple-meaning words called homographs. Homographs have the same spellings but have different origins and meanings, and, in some cases, different pronunciations.
Explain that students should not confuse homographs with homophones or homonyms. Homophones are words that have the same pronunciation but have different spellings and meanings. Homonyms are words that have the same pronunciation and spelling but have different meanings. Provide students with examples.
PRONUNCIATION KEYExplain the use of the pronunciation key (either the short key, at the bottom of every other page, or the long key, at the beginning of the Glossary). Demonstrate the difference between primary stress and secondary stress by pronouncing a word with both. Pronounce the words both correctly and incorrectly to give students a clearer understanding of the proper pronunciations.
WORD HISTORYThe Word History feature explains the etymology of select words. Explain that etymology is the history of a word from its origin to its present form. A words etymology explains which language it comes from and what changes have occurred in its spelling and/or meaning. Many English words are derivatives of words from other languages, such as Latin or Greek. Derivatives are formed from base or root words.
539O
-
What Is a Glossary?A glossary can help you find the meanings of words in this book that you may not know. The words in the glossary are
listed in alphabetical order. Guide words at the top of each
page tell you the first and last words on the page.
Each word is divided into syllables. The way to pronounce
the word is given next. You can understand the pronunciation
respelling by using the pronunciation key at the right. A
shorter key appears at the bottom of every other page.
When a word has more than one syllable, a dark accent mark
() shows which syllable is stressed. In some words, a light accent mark () shows which syllable has a less heavy stress.
Sometimes an entry includes a second meaning for the word.
788
First word on the page Last word on the page
Guide Wordsabruptly/annoyed
Sample Entry
Definition
Main entry &Syllable division
Pronunciation
abruptly ( brupt l) adverb.
Happening without warning. Ben
abruptly dropped the hot potato
onto the floor.
Part of Speech
Pronunciation Key
Example sentence
789
Aaaccessories (ak ses rz) plural noun.
Extra parts or add-ons that are useful
but not essential. We bought several
accessories for our new car.
accomplishments ( komplish mnts)
plural noun. Successes; actions of
which one can feel proud. The parents
stood and applauded their childrens
accomplishments at their elementary
school graduation.
accuse ( kz) verb. To say that a person has done something wrong or illegal. I
will not accuse someone of something
unless I am sure.
acquaintance ( kwntns) noun. A
person one knows, but who is not a
close friend. Carole is an acquaintance
from camp.
activist (ak t vist) noun. A person who believes in and actively supports a
cause. Rev. Dr. Martin Luther King, Jr.,
was an activist for peace and social
justice.
advanced (ad vanst ) adjective. Beyond
the beginning level; not elementary.
As a singer, Sheila was really advanced
for her age.
agile (aj l) adjective. Able to move and
react quickly and easily. Bonita is an
agile softball player.
allergies (al r jz) plural noun.
Conditions that cause a person to
have an unpleasant reaction to certain
things that are harmless to most
people. My aunt has allergies in the
spring when plants bloom.
amazement ( mzmnt) noun. Great
surprise or wonder. To the amazement
of the audience, the children played
some difficult music perfectly.
ambulance (am by lns) noun. A
special vehicle that is used to carry
sick or injured people to a hospital.
My neighbor once had to call an
ambulance to take him to the hospital.
ancestors (anses trz) plural noun.
People in the past from whom one
comes. Your great-grandparents are
some of your ancestors.
ancient (n shnt) adjective. Very old.
An ancient castle sat on the edge of
a lake.
annoyed ( noid) adjective. Bothered or disturbed. Kevin looked annoyed when
his little sister came out to join the game.
accessories/annoyed
790
apologize ( pol jz) verb. To say
one is sorry or embarrassed; make
an apology. Aaron said, Id like to
apologize for being late.
applauded ( pld d) verb. Showed
approval for or enjoyment of
something by the clapping of hands.
The crowd applauded the soldiers as
they came off the ship.
appreciated ( pr sh t d) verb.
Understood the value of; was grateful
for something. The boss appreciated
how much his workers did for the
company.
assignments ( snm nts) plural noun.
Tasks that are given out or assigned.
The teacher gave us two math
assignments for homework.
assured ( sh urd) verb. Made certain or sure. Our hard work assured the
success of the festival.
astronaut (as tr nt ) noun. A person
trained to fly in a spacecraft. The
astronaut will walk on the moon.
Word HistoryAstronaut is made from the Greek
words astron for star and nautes
for sailor (as in nautical).
astronomer ( stron m r) noun. A
person who works or specializes in
astronomy, the science that deals with
the sun, moon, stars, planets, and
other heavenly bodies. An astronomer
will speak at the next science fair.
apologize/astronomer
791
Glo
ssary
Glossary 539P
-
audition ( dish n) noun. A test or
try-out for an actor or other kind of
performer. Mariana was nervous about
her audition, but she played very well.
Word HistoryAudition is formed from the Latin
auditio, which means a hearing.
avoided ( void d) verb. Stayed away
from. Butch avoided doing hard work.
awkward (kwrd) adjective. Lacking grace in movement or behavior; clumsy
or uncomfortable. Until Julio learned
the steps, his dancing was awkward.
Bbbackground (bak ground) noun. The part
of a picture that appears to be behind
the rest. I painted a bright figure
against a dark background.
barbecue (br bi k) noun. A meal,
usually meat, cooked outdoors over an
open fire. We had a great barbecue in
the park.
bayous (bz) plural noun. Slow-moving
or stagnant streams, rivers, or inlets,
especially in the southern United
States. We canoed through many quiet
bayous during our trip.
blizzard (blizrd) noun. A strong
windstorm marked by intense cold and
blowing snow. No one should try to
drive in a blizzard.
audition/blizzard
792
bluffing (blufing) verb. Trying to fool people with a false show of
confidence, courage, or knowledge.
Rory said he could fly, but I knew he
was bluffing.
border (brdr) noun. A line between
one country, state, county, or town
and another. A river runs along the
border between the two states.
boycotts (boikots) plural noun. Protests in which people refuse to buy from or
work for a person, nation, or business.
The community plans boycotts of all
the unfair businesses.
Word HistoryBoycotts comes from Charles
Boycott who was shunned by
Irish farmers for his harsh actions
against them.
brittle (britl) adjective. Likely to break
or snap. Susans fingernails became
brittle and started to break.
bumbling (bum bling or bum bl ing) adjective.
Making clumsy mistakes. The bumbling
detective would never solve the mystery.
Cccamouflage (kam flzh) verb. To hide
or conceal by using shapes or colors
that blend with the surroundings. The
chameleon is able to camouflage itself
by changing the color of its skin.
cardboard (krdbrd) noun. A heavy, stiff paper used to make boxes and
posters. I like to store my small toys in
shoe boxes made of cardboard.
career (k rr ) noun. A job or occupation
pursued for all or part of someones
life. My grandmothers career as a
research biologist lasted for many
years.
casting (kas ting) noun. The process of
choosing people for the different parts
in a play or movie. Casting for the new
movie went on for weeks.
bluffing/casting
793
cautiously (k shs l) adverb. In a
careful way. Because so many cars
were coming, we crossed the street
cautiously.
circular (sr ky lr) adjective. Having
or making the shape of a circle. The
referees arm made a circular motion
as he blew the whistle.
citizen (sit zn) noun. A person who
was born in a country or who chooses
to live in and become a member of
that country. Carmine is an Italian
citizen but often visits the United
States.
climate (klmit) noun. The average
weather conditions of a place or
region through the year. Most deserts
have a hot, dry climate.
cluttered (klutrd) verb. Filled with
a messy collection of things. Vals
bedroom was cluttered with all of her
sports equipment.
coaxing (kks ing) verb. Persuading
or influencing by mild arguing.
The instructor was coaxing young
swimmers into the water.
collage (k lzh) noun. A picture made by pasting paper, cloth, metal, and
other things in an arrangement on a
surface. Once I made a collage of my
day, and it was full of bright colors and
cotton balls.
Word HistoryCollage comes from the French
word collage, from colle, meaning
glue or paste.
colony (kol n) noun. A group of
animals living together in the same
place. The noise from the penguin
colony was deafening.
commotion (k mshn) noun. A noisy
disturbance; confusion. We ran out
into the hall to see what was causing
the commotion.
communication (k m ni kshn) noun.
An exchanging or sharing of feelings,
thoughts, or information. Some forms of
communication do not require speech.
completed (km pltd) verb. Done,
finished. I could hardly wait until my
brother completed his Thanksgiving
project and we could all go to the
movies.
cautiously/completed
794
consideration (kn sid r shn) noun.
Thoughtfulness for other people and
their feelings; something carefully
thought about. Leroy showed great
consideration for his grandmother.
consisted (kn sis td) verb. Contained;
was made up. The batter consisted of a
cup of flour, one egg, and a cup of milk.
consume (kn sm ) verb. To eat or drink.
Growing children can consume a lot of
food.
convinced (kn vinst ) verb. Caused a
person to believe or do something.
The coach convinced the team they
could win, and they did.
coral (krl) adjective. Made of coral, a
hard substance like stone made up of
the skeletons of tiny animals. We went
snorkeling on the coral reef.
cranky (krang k) adjective. Cross or in a
bad temper; grouchy. Roni is always
cranky before shes had breakfast.
craters (kr trz) plural noun. Bowl-shaped
pits or holes made by the impact of a
meteorite. Craters are easier to spot in
the desert.
crisscrossed (kris krst) verb. Went
across, back and forth. Grandma
crisscrossed lengths of dough to make
a pretty pie top.
current (krnt) noun. A portion of
a body of water or of air flowing
continuously in a definite direction.
The lifeguard blew his whistle when he
noticed that the current was taking the
boys out too far.
consideration/current
795
Glo
ssa
ry
539Q
-
Dddecayed (d kd) adjective. Having
undergone the process of
decomposition; rotted. We walked
past decayed stumps in the woods.
demonstrated (demn str td) verb.
Showed by actions or experiment. The
performer demonstrated great skill
with both the piano and the drums.
descendants (di send nts) plural
noun. People who come from a
particular ancestor. My neighbors are
descendants of a French explorer.
desperate (despr it) adjective. Very bad
or hopeless. I needed money, but I was
not desperate for it.
devic-es (di vsz) plural noun. Things
used or made for specific purposes.
You can choose from several kinds of
devices for help in opening a can.
digested (d jestd) verb. Broke down and
absorbed food. The snake rested while it
digested the rat it had swallowed.
director (di rek tr) noun. The person
in charge of a play, movie, or TV
show. The director called for a dress
rehearsal over the weekend.
disappointment (dis pointmnt) noun.
A feeling of being disappointed or
let down. Losing the match was a
disappointment, but I still like tennis.
disease (di zz ) noun. An illness. Smallpox is the one serious disease
that has been wiped out.
disguised (dis gzd) verb. Changed the way something or someone looks
to hide it or to look like something
else. The king disguised himself as
a peasant and walked through the
market.
disgusted (dis gus tid) adjective. Having a
strong feeling of dislike. I felt disgusted
by the way the bully was treating others.
dizzy (diz) adjective. Having the feeling
of spinning and being about to fall.
Riding the Ferris wheel makes me dizzy.
decayed/dizzy
796
documenting (dok y ment ing) verb.
Making a record or collecting
information. The scientists took notes
documenting their findings.
dove1 (dv) verb. Plunged head first into
water. We watched as the woman dove
perfectly off the board and into the
deep pool.
dove2 (duv) noun. A medium-size bird
of the pigeon family. The dove cooed
quietly on the window ledge.
downstream (dounstrm) adverb. Moving
in the same direction as the current of
a stream. On a raft, it is easier to float
downstream than to push upstream.
dynasties (d n stz) plural noun.
Periods of time during which a line
of rulers from the same family is in
power. Construction of the Great Wall
of China took place from the Han to
the Yuan dynasties.
Eeeavesdropping (vz droping) noun.
Listening to other people talking
without letting them know you are
listening. Eavesdropping is not a polite
thing to do.
echolocation (ek l k sh n) noun. A
way to find out where objects are
by making sounds and interpreting
the echo that returns. Bats rely on
echolocation when they hunt for insects.
eerie (r) adjective. Strange in a scary
way. We heard an owls eerie hooting
as we walked home in the dark.
electrical (i lek tri k l) adjective. Relating to
the form of energy carried in wires for
use to drive motors or as light or heat.
Dad carefully connected the electrical
cables to the positive and negative
terminals on his cars battery.
Word HistoryElectrical comes from the Latin
electrum, meaning amber,
because of ambers property
of attracting other substances
when rubbed.
documenting/electrical
797
endless (endlis) adjective. Having no limit or end. The line of people seemed
endless, and not everyone would get a
ticket.
endured (en d urd or en dy urd) verb. Survived or put up with. The workers
endured the hot sun all day.
enterprising (entr pr zing) adjective.
Showing energy and initiative; willing
or inclined to take risks. Brian, an
enterprising young man, ran for class
president and won.
environment (en v rn mnt) noun.
Everything that surrounds an animal
and affects it. Polar bears have adapted
very well to their cold environment.
estimated (est m td) verb. Judged or
calculated, as of the value, quality, extent,
size, or cost of something. It is estimated
that there are only 30,000 to 50,000
Asian elephants left in the world.
ethnic (eth nik) adjective. Being part
of a group of people with religion,
language, national origin, or some
other background in common. We
went to World Food Day and sampled
many ethnic foods.
evaporate (i vap rt ) verb. To change
from a liquid or solid into a gas. When
heat makes water evaporate, the water
seems to disappear.
Word HistoryEvaporate comes from the Latin
evaporatus, to disperse in vapor,
from ex, out, and vapor,
exhalation.
eventually (i vench l) adverb. In the
end; finally. We eventually got a DVD
player because the good movies were
not being released on video.
evidence (ev i dns) noun. Proof of
something. People thought the
knave stole the tarts, but they had no
evidence.
exasperated (eg zasp rt d) verb.
Annoyed greatly; made angry. My dad
got so exasperated helping with my
math that my mom took over.
exploration (ek spl rshn) noun. The
act of traveling through unfamiliar
areas in order to learn about them.
Remote-controlled vehicles are
carrying out an exploration of the
surface of Mars.
endless/exploration
798
exposure (ek sp zhr) noun. The
condition of being presented to view.
Each time the dog saw a new toy was
counted as one exposure.
Fffade (fd) verb. To become gradually
weaker, fainter, or dimmer. When a
song ends, sometimes it will fade out.
faint (fnt) adjective. Not clear or strong;
weak. A faint noise came from outside,
but I couldnt see anyone.
famished (famisht) adjective. Very hungry; starving. After a long day of
running and swimming, the children
were famished.
flicked (flikt) verb. Hit or moved with a
quick, light snap. Fred flicked the fly
off his face.
flinched (flincht) verb. To draw back or
away, as from something painful or
unpleasant; wince. When the door
suddenly slammed, Myra flinched.
fluke1 (flk) noun. A chance happening;
an accidental turn. The substitute
players touchdown pass must have
been a fluke.
fluke2 (flk) noun. The flat part of a
whales tail. The whale smacked the
water with its fluke.
foolishness (flish ns) noun. The act of not showing good sense. I wanted to
race across the street, but my mom
will not allow that foolishness.
fossil (fos l) noun. The hardened remains or traces of an animal or plant that
lived long ago. The fossil we found had
imprints of ancient seashells in rock.
fragile (fraj l) adjective. Easily broken;
delicate. My toothpick ship is too
fragile to take to show and tell.
fuels (f lz) plural noun. Substances
burned as a source of heat and power,
such as coal, wood, or oil. When the
world runs out of fossil fuels, we
will be forced to use alternate energy
sources.
exposure/fuels
799
Glo
ssary
Glossary 539R
-
Gggaped (gpt) verb. Stared with the mouth
open, as in wonder or surprise. The
audience gaped at the acrobats.
genuine (jen in) adjective. Sincere; honest. My friends and I made a
genuine effort to help kids new to the
school.
glider (gldr) noun. An aircraft that flies without a motor. Riding in a glider can
be exciting.
glinted (glintd) verb. Sparkled or flashed. Rays of sunshine glinted on the water.
glistening (glis n ing) adjective. Shining
or sparkling with reflected light. The
glistening eyes of the children looked
out from the stage.
globe (glb) noun. The Earth (as a
shape). Our globe is the home of
billions of people.
glorious (glr s) adjective. Having or deserving praise or honor;
magnificent. The autumn colors were
just glorious.
guardian (grd n) noun. A person or thing that guards or watches over. My
older brother sometimes acts like my
guardian.
guide (gd) noun. Someone who shows
the way, such as on a tour or trip. We
followed the guide carefully along the
narrow trails.
Hhhabitat (habi tat) noun. The place
where an animal or plant naturally lives
and grows. A pond is a good habitat
for frogs.
Word HistoryHabitat comes from the Latin
habitare, meaning to dwell.
handy (hand) adjective. Within reach, nearby; easy to use. come in handy.
Be useful. Its amazing how many times
a dictionary can come in handy.
harmless (hrmles) adjective. Not able to do damage or hurt. My dog looks
mean, but really she is harmless.
gaped/harmless
800
headlines (hedlnz) plural noun. Words printed at the top of a newspaper or
magazine article. The most important
news has the biggest headlines.
heritage (heri tij) noun. Something that is handed down from previous
generations or from the past; tradition.
Jazz is now a part of our countrys
cultural heritage.
hibernate (hbr nt) verb. To sleep or stay inactive during the winter. Bears
eat a lot to get ready to hibernate.
hilarious (hi lr s) adjective. Very funny. Kendra tells hilarious jokes.
historians (hi str nz) plural noun. People who study or write about
history. Historians can help us to
understand the past.
hoisting (hoisting) verb. Lifting or pulling up. Hoisting logs out of the water, the
men soon grew tired.
Iiidentified (dent fd) verb. Proved
that someone or something is a
particular person or thing. The
fingerprints on the gold watch
identified the butler as the thief.
images (imij z) plural noun. Pictures of people or things. The artist had
painted large images of the people
and animals she saw every day.
immigrants (imi grnts) plural noun. People who come to live in
one country from another. Many
immigrants come to the United States
every year.
impressive (im presiv) adjective. Deserving admiration; making a
strong impression. The track team
won five races, which was their most
impressive result all year.
independence (indi pendns) noun. Freedom from the control of another
or others. America gained its
independence from Great Britain.
headlines/independence
801
injustice (in justis) noun. Lack of justice; unfairness. There are many tools to
fight injustice, and everyone should
know them.
insecticides (in sekti sdz) plural noun. Chemicals used to kill insects and
other pests. Some insecticides can
reduce the number of mosquitoes.
inspected (in specktd) verb. Looked at closely and carefully. The official
inspected our car and declared that it
was safe to drive.
inspire (in spr) verb. To stir the mind, feelings, or imagination. Nature can
inspire some people to write poetry.
insult (in sult) noun. A remark or action
that hurts someones feelings or pride.
Not to invite Marta to the party would
be an insult.
intelligent (in teli jnt) adjective. Able to understand and to think especially well.
Mr. Lee asked an intelligent question.
interfere (intr fr) verb. To take part in the affairs of others when not asked;
meddle. My mom hates to interfere,
but she often gives me good advice.
investigates (in vesti gts ) verb. Looks into carefully in order to find facts
and get information. A detective
investigates mysteries for a living.
Jjjealousy (jel s) noun. A feeling of envy
of what a person has or can do. Ken
felt some jealousy when he saw Lins
new bike, but he got over it.
journey (jrn) noun. A trip, especially one over a considerable distance
or taking considerable time. Ping
made a journey to China to meet his
grandparents.
jumble (jumbl) noun. A confused mixture or condition; mess. My room is
a jumble of toys and books, so I have
to clean it.
Lllegendary (lej n der) adjective.
Relating to a legend, or a story that
has been handed down for many years
and has some basis in fact. Johnny
Appleseeds efforts to spread the
apple tree have become legendary.
limited (limi tid) adjective. Restricted, or kept within boundaries. The menu had
only a limited number of choices.
injustice/limited
802
logical (loji kl) adjective. Sensible; being the action or result one expects.
When it rains, I do the logical thing
and put my bicycle in the garage.
loosened (l snd) verb. Made looser; set
free or released. Brad loosened his
necktie when the ceremony was over.
lumbering (lumbr ing) adjective. Moving in a slow, clumsy way. Put a
lumbering hippo in the water and it
becomes a graceful swimmer.
lurk (lrk) verb. To lie hidden. Many
animals lurk in their dens to escape the
heat of the day.
Mmmagnify (magn f) verb. To make
something look bigger than it really is.
Devices such as microscopes help to
magnify small things.
massive (masiv) adjective. Of great size or extent; large and solid. The pro
wrestler had a massive chest.
microphone (mkr fn) noun. A device that converts soundwaves into
electrical signals, which can then be
recorded, broadcast, or amplified.
We couldnt hear the principal in the
back of the auditorium because her
microphone was broken.
Word HistoryMicrophone comes from the
Greek words mikros, meaning
very small, and phone, meaning
sound.
microscope (mkr skp) noun. A device for looking at things that are too small
to be seen with the naked eye. To see
small cells in the body one needs to
use a microscope.
Word HistoryMicroscope comes from the
Greek words mikros meaning
very small, and skopein,
meaning to view or
examine.
logical/microscope
803
Glo
ssa
ry
539S
-
midst (midst) noun. A position in the
middle of a group of people or things.
There is a poet in our midst, said the
principal, and we need to clap for her.
mischief (mis chif) noun. Conduct that
may seem playful but causes harm or
trouble. The kittens were always getting
into mischief when we werent home.
misunderstood (mis un dr st ud) verb. Understood someone incorrectly; got
the wrong idea. I misunderstood the
directions and did the wrong page for
homework.
muttered (mut rd) verb. Spoke in a low,
unclear way with the mouth closed.
I saw he was mad by the way he
muttered to himself.
mysterious (mi str s) adjective. Very hard or impossible to understand; full
of mystery. The fact that the cookies
were missing was mysterious.
Nnnatural (nach r l) adjective.
1. Unchanged by people. We hiked
through natural surroundings of
woods, streams, and meadows.
2. Expected or normal. The natural
home of the dolphin is the open ocean.
negatives (neg tivz) plural noun.
1. Photographic images made when
film is developed. The photographer
looked at the negatives through the
magnifier. 2. Words or phrases that
mean no. We heard nothing but
negatives in the report.
neglected (ni glekt d) verb. Failed to give
proper attention or care to; failed to do.
I neglected to finish my science project
and could not present it at the fair.
nonviolence (non v lns) noun. The
philosophy or practice of opposing
the use of all physical force or
violence. The demonstrators practiced
nonviolence during the march on
Washington.
nowadays (nou dz) adverb. In the present time. People hardly ever write
with typewriters nowadays.
midst/nowadays
804
numerous (nmr s or nmr s) adjective. Forming a large number; many. The
mountain climbers faced numerous
problems, but they still had fun.
nutrients (n tr nts or n tr nts) plural
noun. Substances needed by the bodies
of people, animals, or plants to live and
grow. Sometimes we get ill because we
are not getting the proper nutrients.
nuzzle (nuz l) verb. To touch or rub with
the nose. My dog will nuzzle me when
he wants attention.
Ooobedience ( bd ns) noun. The
willingness to obey, or to carry out
orders, wishes, or instructions. It is
important to show obedience to
safety rules.
Word HistoryObedience comes from the Latin
word oboedire, meaning to
hearken, yield, or serve.
opportunities (op r tni tz) plural noun. Good chances or favorable
times. School offers many
opportunities to be involved in clubs.
orbits (rbits) plural noun. The path in space of one heavenly body revolving
around another. When we studied
orbits I learned it takes Pluto 248.53
years to go around the sun.
orphanage (rfn ij) noun. An institution that takes in and cares for children
whose natural parents are absent
or dead. Martina had to travel to the
Chinese orphanage to adopt her son.
outstretched (out strecht) adjective.Stretched out; extended. His
outstretched palm held the quarter
I had dropped.
overcome ( vr kum) verb. To get the better of; beat or conquer. The team
was able to overcome losing the lead
to go on to win the game.
numerous/overcome
805
overcrowded ( vr kroudid) adjective. Having too many people or things. The
small apartment was overcrowded
with furniture.
overheard ( vr hrd) verb. Heard something one was not supposed to
hear. I overheard my brother planning
a surprise party for me.
overjoyed ( vr joid) adjective. Very happy. The whole team felt overjoyed
when we won the soccer game.
Pppaleontologist (p l n tol jist) noun.
A scientist who deals with fossils of
prehistoric animal and plant life. The
paleontologist spoke to the class
about the history of dinosaurs.
paralyzed (par lzd) adjective. 1. Having
lost movement or sensation in a part
of the body. 2. Made powerless or
helpless. The actress felt paralyzed by
stage fright.
partnership (prtnr ship) noun. A kind of business in which two or
more people share the work and
profits. Janell, Pat, and Erik formed a
gardening partnership.
patchwork (pachwrk) noun. Something put together out of many uneven or
varied parts. From the air, the land
looked like a patchwork of green and
brown fabrics.
peculiar (pi klyr) adjective. Strange; not usual. I had the peculiar feeling
that I was being watched.
period (pr d) noun. 1. A length of historical time. The 19th century
was a period of railroad building.
2. A mark of punctuation (.) at the
end of a declarative sentence or an
abbreviation.
persistence (pr sistns) noun. The ability to keep trying in spite of
difficulties or obstacles. Running a
business requires persistence.
phrases (frziz) plural noun. Groups of words expressing a single thought
but not containing both a subject and
predicate. When I proofread my report, I
made phrases into complete sentences.
overcrowded/phrases
806
politicians (pol i tish nz) plural noun.
People who hold or seek elected
offices. Four politicians were running
for the one seat in Congress.
positive (pozi tiv) adjective. Certain; sure. I was positive I left that cookie
right here on the counter.
powwow (pouwou) noun. A North American Indian ceremony
characterized by feasting and dancing.
People were selling wild rice and fry
bread at the powwow.
precious (presh s) adjective. 1. Having
great cost or value. 2. Held in high
esteem; cherished. Gold is a precious
metal.
prehistoric (pr his trik) adjective. Belonging to a time before people
started recording history. Prehistoric
artists sometimes made cave paintings
to tell a story.
preserve (pri zrv) verb. To keep safe for the future. My parents preserve some
of my school papers every year.
proclaimed (pr klmd) verb. Announced publicly. The principal proclaimed May
20 as the day for our annual class trips.
professionals (pr fesh nlz) plural
noun. People who have an occupation
that requires special training.
Engineers and architects are
professionals.
prospectors (prospek trz) plural noun. People who explore an area for
minerals, such as gold. California was
full of prospectors during the Gold
Rush of 1849.
protested (pr test d) verb. Complained
against something. When the workers
lost their jobs, they protested to the
union.
Rrraft (raft) noun. A kind of flat boat made
of logs or boards fastened together.
Floating down the river on a raft is a
nice way to spend a summers day.
politicians/raft
807
Glo
ssary
Glossary 539T
-
realistic (r listik) adjective. Seeing things as they are; practical. I dream of
being a famous rock star, but I should
also be realistic and stay in school.
reef (rf) noun. A ridge of sand, rock,
or coral at or near the surface of the
ocean. Boaters have to be careful not
to scrape against the reef below.
reference (ref r ns or ref rens) noun.
A statement that calls or directs
attention to something. The speech
makes a reference to a play by
Shakespeare.
refreshes (ri freshiz) verb. Restores strength and vitality to, as through
food or rest. Lemonade refreshes on a
hot summer day.
region (r jn) noun. A geographic area whose characteristics are different
from the others. Nine of the original
thirteen colonies can be found in the
Northeast region.
rehearse (ri hrs) verb. To practice a song or play in preparation for public
performances. We have two weeks to
rehearse before opening night!
reptiles (reptlz) plural noun. Cold-blooded vertebrates of the group
Reptilia, which includes lizards, snakes,
alligators, crocodiles, and turtles. Most
reptiles lay eggs, although some give
birth to live young.
responsibility (ri spon s bili t) noun. The quality or condition of having a
job, duty, or concern. Taking care of
the dog was my responsibility.
risks (risks) plural noun. Chances of loss or
harm. Explorers were willing to take risks
in the hope of discovering new lands.
roamed (rmd) verb. Moved around in a
large area. The grizzly bear roamed
over a wide valley and the nearby
mountains.
roles (rlz) plural noun. Characters or parts
played by an actor. Indira got one of
the leading roles in the class play.
rotate (r tt) verb. To turn or cause to
turn around on or as on an axis. I had
to rotate the image because the photo
was upside down.
realistic/rotate
808
rumbling (rumbling) noun. A heavy, deep, rolling sound. The rumbling of
thunder woke me up.
Sssacred (s krid) adjective. Dedicated
to or set apart for a religious use or
purpose. In ancient Greece, olive trees
were sacred to Athena.
sanctuary (sangk ch er) noun. A
refuge for wildlife where predators are
controlled and hunting is not allowed.
My friend runs a sanctuary for injured
hawks and owls.
scattered (skat rd) verb. Spread or
thrown about here and there. Practice
balls were scattered all over the
tennis court.
scientific method (sn tifik meth d) noun. The process used by scientists,
in which a problem is stated, a
hypothesis is formed, data are
collected through observation or
experimentation, and the hypothesis
is proved or disproved by analyzing
the data. The crime lab is an essential
ingredient in the detectives application
of scientific method.
scornfully (skrnfl ) adverb. In a way that shows that something or
someone is looked down upon and
considered bad or worthless. The critic
spoke scornfully about the new artists
paintings.
rumbling/scornfully
809
scuffling (skuf l ing or skufling) noun. The sound of feet shuffling. When we
heard scuffling from upstairs, we knew
Grandpa had finished his nap.
secure (si ky ur) adjective. Not likely to be taken away; certain or guaranteed.
verb. To take possession of for
safekeeping. The police will secure the
birdcage to use as evidence at the trial.
segregation (seg ri g shn) noun. The
practice of setting one racial group
apart from another. There are laws
against segregation in public schools.
selecting (si lekting) verb. Picking out among many; choosing. I spend a long
time selecting the right gift.
selfish (selfish) adjective. Thinking only of oneself; putting ones own interests
and desires before those of others. A
second piece of cake sounded good,
but I didnt want to be selfish.
sensible (sen s bl) adjective. Having or
showing sound judgment; wise. If you
make a mistake, the sensible thing to
do is apologize.
shimmer (shim r) verb. To shine with
a faint, wavering light; glimmer. The
walls of the canyon began to shimmer
in the rays of the setting sun.
silken (sil kn) adjective. 1. Made of silk.
2. Like silk in appearance. Antonio wrote
a poem about the girls long silken hair.
skyscrapers (sk skr prz) plural noun.
Very tall buildings. The city has many
skyscrapers, and some of them are 50
stories high!
slithered (slith rd) verb. To slide or glide
like a snake. When the snakes slithered
across the ground, they hardly made a
sound.
snickering (snik r ing) verb. Laughing
in a mean or disrespectful manner.
The children stopped snickering when
their mother told them to be kinder.
snoring (snring) verb. Making harsh or noisy sounds while sleeping. The dog
was snoring on the porch when I came
home.
snuffled (snuf ld) verb. Breathed noisily
because of partly stopped-up nasal
passages. Because of a bad cold, I
snuffled all day.
scuffling/snuffled
810
solitary (soli ter) adjective. Living, being, or going alone. For trying to
escape, the prisoner was placed in
solitary confinement.
Word HistorySolitary comes from the Latin
solitarius, meaning alone, lonely.
sores (srz) plural noun. Places where the skin has been broken and hurts. My
hands had sores after raking leaves all
morning with no gloves on.
specialty (spesh l t) noun. A special
thing that a person knows a great deal
about or can make very well. Making
quilts is my Aunt Lisas specialty.
strikes (strks) plural noun. 1. The stopping
of work to protest something.
The workers threatened strikes if
conditions did not improve. 2. Pitched
balls in the strike zone or that a batter
swings at and misses.
strutting (struting) verb. Walking in a self-important way. Marilyn went strutting
around in her new boots from Italy.
stumbled (stumbld) verb. To lose ones balance, as by missing ones footing,
stubbing ones toe, or tripping over an
obstacle. stumbled upon verb. To
come upon something unexpectedly
or by chance. We stumbled upon the
clues that would lead us to the treasure.
suburbs (subrbz) plural noun. The areas around a city where people live. Many
people commute from the suburbs into
the city.
Word HistorySuburbs come from the Latin
suburbiumfrom sub under
and urbs, meaning city.
survey (sr v ) verb. To view or
examine as a whole. (srv) noun. A
comprehensive view. A survey of the
crime scene revealed three possible
points of entry.
suspicious (ss pish s) adjective.
Causing doubt and mistrust; causing
the feeling that something is wrong.
When my mom saw me by the cookie
jar, I could tell she was suspicious.
solitary/suspicious
811
Glo
ssa
ry
539U
-
swallows1 (swolz) verb. Causes food or other substances to pass from the
mouth into the stomach. Kathys sore
throat hurts every time she swallows.
Word HistorySwallows comes from the Old
English word swelgan with the
same meaning.
swallows2 (swolz) plural noun. Several groups of small birds having a slender
body and a forked tail.
Word HistorySwallows comes from the Old
English word swealwe, meaning
this bird.
swamp (swomp) noun. A kind of wetland
in which grasses and shrubs grow on
land almost permanently covered by
shallow water. Many endangered birds,
such as the snowy egret, can be found
in this swamp.
swarms (swrmz) plural noun. Large
groups of insects flying or moving
together. When the hive fell, swarms of
angry bees flew out.
Tttangles (tangglz) plural noun. Knotted,
twisted, confused masses. The garden
hose had not been rolled back up and
was full of tangles.
technique (tek nk) noun. A method or way of bringing about a desired result
in a science, art, sport, or profession.
Part of Allisons technique in running
is to breathe in and out on counts of
seven.
Word HistoryTechnique comes from the Greek
word tekhnikos, meaning relating
to an art or craft.
swallows/technique
812
temples (temp lz) plural noun. Buildings used for the worship of a god or gods.
Visitors to Athens can tour many
temples of the ancient Greeks.
territory (teri tr ) noun. Any large area of land; region. My brothers territory
for selling office supplies is in North
Carolina.
testify (tes t f ) verb. To give evidence
under oath in a court of law. The
woman took her place on the witness
stand to testify.
threatened (thret nd) adjective. Having
a sense of harm or danger. The dark
storm clouds made the players feel
threatened with a rain-out.
tottered (tt rd) verb. Walked or moved with unsteady steps; rocked or swayed
as if about to fall. The baby tottered as
she first tried to walk.
traditions (tr dish nz) plural noun.
Knowledge, beliefs, or customs
handed down from one generation
to another. People of many cultural
traditions live in the United States.
Uuunconstitutional (un kon sti t
sh n l) adjective. Not in keeping
with the constitution of the United
States. Segregation was declared
unconstitutional by the Supreme Court.
unfair (un fr ) adjective. Not fair or just.
Punishing all of us for the actions of my
little sister seemed unfair.
unions (ny nz) plural noun. Groups of workers joined together to protect their
jobs and improve working conditions.
Labor unions fight to get workers the
safety equipment they need.
unique ( nk) adjective. Having no equal; the only one of its kind. In many
ways, the Everglades is unique.
universe (n vrs ) noun. Everything that exists, including Earth, the
planets, the stars, and all of space.
Many scientists spend their lives
studying the wonders of the universe.
temples/universe
813
unstable (un st b l) adjective. Not
settled or steady; easily moved or put
off balance. Although the raft looked
unstable, it floated very well.
unsuspecting (uns spekting) adjective. Having no suspicions. The unsuspecting
girls did not realize they were about to
get sprayed by the hose.
Vvvaluable (val b l) adjective. Of
great use, worth, or importance. The
excavation gave us some valuable new
information about the settlers.
venture (ven ch r) noun. A business or
some other undertaking that involves
risk. Reas new venture was a carpet-
cleaning service.
vessels (ves lz) plural noun. Ships or
large boats used to transport or carry
over water. The ocean liner known as
the Titanic was larger than all other
oceangoing vessels of the time.
Wwweekdays (wkdz ) plural noun. The days
of the week except Saturday and Sunday.
We only go to school on weekdays.
whirlwind (whrlwind , wrlwind) noun. 1. A whirling current of air that moves
forward with great force. 2. Anything
resembling a whirlwind. She moved
about the apartment, packing like a
whirlwind.
wildlife (wldlf) noun. Living things, especially the animals that live
naturally in an area. We saw lots of
wildlife on our hike in the woods.
wingspan (wing span ) noun. The distance
between the tips of the wings of a
bird, insect, or airplane. The wingspan
of some hawks is five feet.
wisdom (wizd m) noun. Good judgment and intelligence in knowing what is right,
good, and true. When Im not sure what
to do, I look to my grandpas wisdom.
Word HistoryWisdom comes from the Old
English word wisdom, from wis,
meaning having sound judgment,
learned.
wistfully (wist f l ) adverb. In a sadly
longing way; yearningly. My grandma
looked at her wedding pictures wistfully.
unstable/wistfully
814
Glo
ssary
Glossary 539V
Grade 4Unit 1Unit 2Unit 3Unit 4Planning the UnitUsing the Student BookDear Mrs. LaRuePuppy TroubleDear Mrs. LaRueDog Amazes Scientists!Writers Craft: Write About Solving a ProblemSmall Group Pages
The Blind HunterThrough Elizabeths EyesThe Blind HunterMake Life Easier For EverybodyWriters Craft: Write DirectionsSmall Group Pages
The Power of OilClean as a BreezeThe Power of OilWindmills on the PrairiesWriting Frictional Narrative: Write to a PromptSmall Group Pages
Adelinas WhalesA Whale of a Trip!Adelinas WhalesLimericksWriters Craft: Share Your Point of ViewSmall Group Pages
At Home in the Coral ReefCoral ReefsAt Home in the Coral ReefPoseidon and the Kingdom of AtlantisWriters Craft: Write about a Community ProjectSmall Group Pages
Test Strategy: Author and Me
Wrapping Up the UnitAdditional Lessons and Resources
Unit 5Unit 6