Reading Practice Book -...
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Transcript of Reading Practice Book -...
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Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
Copyright © by Harcourt, Inc.
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Requests for permission to make copies of any part of this work should be addressed to School Permissions and Copyrights, Harcourt, Inc., 6277 Sea Harbor Drive, Orlando, Florida 32887-6777. Fax: 407-345-2418.
HARCOURT and the Harcourt Logo are trademarks of Harcourt, Inc., registered in the United States of America and/or other jurisdictions.
Printed in the United States of America
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1 2 3 4 5 6 7 8 9 10 073 17 16 14 13 12 11 10 09 08 07 06
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ReadingPractice Book
Teacher Edit ion
Grade 6
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ContentsDIVE RIGHT IN
Maxx Comedy: The Funniest Kid in America ................................................................... 3
The Color of My Words ................................................................................................... 6
The Wright Brothers: A Flying Start ................................................................................. 9
Wilma Unlimited ........................................................................................................... 12
Readers’ Theater: Show Time ........................................................................................ 15
Befiddled ...................................................................................................................... 19
S.O.R. Losers ................................................................................................................. 22
The Great Serum Race .................................................................................................. 25
Smokejumpers .............................................................................................................. 27
Readers’ Theater: The Case of the Filched Feast Funds .................................................. 30
Life Under Ice ............................................................................................................... 34
The Long Bike Ride ....................................................................................................... 37
Escaping the Giant Wave .............................................................................................. 40
Brian’s Winter ............................................................................................................... 43
Readers’ Theater: On Turtle Backs: A Native American Legend ...................................... 45
The Man Who Made Time Travel .................................................................................. 49
Maniac Magee .............................................................................................................. 53
The Kid Who Named Pluto ........................................................................................... 55
Buildings in Disguise ..................................................................................................... 58
Readers’ Theater: Let’s Fly a Kite ................................................................................... 60
Ancient Greece ............................................................................................................. 64
The Emperor’s Silent Army: Terracotta Warriors of Ancient China .................................. 67
The Sons of the Dragon King ........................................................................................ 70
Secrets of the Sphinx .................................................................................................... 73
Readers’ Theater: Say Sphinx! ....................................................................................... 75
Next Stop Neptune: Experiencing the Solar System ...................................................... 79
The Incredible Quest to Find the Titanic ........................................................................ 82
Eager ............................................................................................................................ 85
The Phantom Tollbooth ................................................................................................ 88
Readers’ Theater: Into the Deep .................................................................................... 90
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Prac
tice
Bo
ok
Co
nte
nts
DIV
E R
IGH
T I
NM
axx
Com
edy:
The
Fun
nies
t Ki
d in
Am
eric
a ...
......
......
......
......
......
......
..1–
6
The
Col
or o
f My
Wor
ds ..
......
......
......
......
......
......
......
......
......
......
......
...7–
12
The
Wrig
ht B
roth
ers:
A F
lyin
g St
art .
......
......
......
......
......
......
......
......
..13
–18
Wilm
a U
nlim
ited
......
......
......
......
......
......
......
......
......
......
......
......
......
.19–
23
Read
ers’
The
ater
: Sho
w T
ime
......
......
......
......
......
......
......
......
......
......
24–3
1
Befid
dled
.....
......
......
......
......
......
......
......
......
......
......
......
......
......
......
.32–
37
S.O
.R. L
oser
s ....
......
......
......
......
......
......
......
......
......
......
......
......
......
...38
–43
The
Gre
at S
erum
Rac
e ...
......
......
......
......
......
......
......
......
......
......
......
.44–
48
Smok
ejum
per
s ....
......
......
......
......
......
......
......
......
......
......
......
......
......
49–5
4
Read
ers’
The
ater
: The
Cas
e of
the
Filc
hed
Feas
t Fu
nds .
......
......
......
...55
–62
Life
Und
er Ic
e ...
......
......
......
......
......
......
......
......
......
......
......
......
......
..63
–68
The
Long
Bik
e Ri
de ..
......
......
......
......
......
......
......
......
......
......
......
......
.69–
73
Esca
pin
g th
e G
iant
Wav
e ...
......
......
......
......
......
......
......
......
......
......
...74
–79
Bria
n’s
Win
ter .
......
......
......
......
......
......
......
......
......
......
......
......
......
....8
0–84
Read
ers’
The
ater
: On
Turt
le B
acks
: A N
ativ
e A
mer
ican
Leg
end
......
....8
5–92
The
Man
Who
Mad
e Ti
me
Trav
el ..
......
......
......
......
......
......
......
......
....9
3–98
Man
iac
Mag
ee ..
......
......
......
......
......
......
......
......
......
......
......
......
......
99–1
03
The
Kid
Who
Nam
ed P
luto
.....
......
......
......
......
......
......
......
......
......
104–
109
Build
ings
in D
isgu
ise
......
......
......
......
......
......
......
......
......
......
......
...11
0–11
4
Read
ers’
The
ater
: Let
’s F
ly a
Kite
.....
......
......
......
......
......
......
......
....1
15–1
22
Anc
ient
Gre
ece
......
......
......
......
......
......
......
......
......
......
......
......
.....
123–
128
The
Emp
eror
’s S
ilent
Arm
y: T
erra
cott
a W
arrio
rs o
f Anc
ient
Chi
na ..
129–
134
The
Sons
of t
he D
rago
n Ki
ng ..
......
......
......
......
......
......
......
......
......
135–
139
Secr
ets
of t
he S
phi
nx ..
......
......
......
......
......
......
......
......
......
......
......
140–
144
Read
ers’
The
ater
: Say
Sp
hinx
! ....
......
......
......
......
......
......
......
......
...14
5–15
2
Nex
t St
op N
eptu
ne: E
xper
ienc
ing
the
Sola
r Sy
stem
.....
......
......
.....
153–
158
The
Incr
edib
le Q
uest
to
Find
the
Tita
nic .
......
......
......
......
......
......
...15
9–16
4
Eage
r ....
......
......
......
......
......
......
......
......
......
......
......
......
......
......
....1
65–1
69
The
Phan
tom
Tol
lboo
th ..
......
......
......
......
......
......
......
......
......
......
..17
0–17
4
Read
ers’
The
ater
: Int
o th
e D
eep
.....
......
......
......
......
......
......
......
.....
175–
182
Inde
x ...
......
......
......
......
......
......
......
......
......
......
......
......
......
......
.....
183–
184
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1
Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
1
Prac
tice
Bo
ok
Wh
ich
sen
ten
ce m
akes
mo
re s
ense
? U
nd
erlin
e it
.
Use
wh
at y
ou
kno
w a
bo
ut t
he
Vo
cab
ular
y W
ord
s to
an
swer
th
e q
uest
ion
s b
elo
w.
Wri
te y
our
an
swer
s in
co
mp
lete
sen
ten
ces.
7.
Wha
t ki
nd o
f pre
sent
wou
ld c
ause
you
to
beco
me
ecst
atic
?
8.
Wha
t pe
risha
ble
food
s do
you
enj
oy e
atin
g m
ost?
Sen
ten
ce 1
Sen
ten
ce 2
1.
If yo
u th
row
tha
t cr
ump
led
pap
er
agai
nst
the
wal
l, it
may
ric
oche
t an
d hi
t Bo
b.
If yo
u th
row
tha
t cr
ump
led
pap
er a
t Bo
b, h
e m
ay r
icoc
het
agai
nst
the
wal
l.
2.
Mar
y w
as in
capa
cita
ted
for
a fe
w d
ays
beca
use
of h
er p
rett
y ne
w d
ress
. M
ary
was
inca
paci
tate
d fo
r a
few
day
s be
caus
e of
her
sor
e th
roat
.
3.
John
was
cre
stfa
llen
whe
n he
won
th
e sw
imm
ing
com
pet
ition
.Jo
hn w
as c
rest
falle
n w
hen
he lo
st t
he
swim
min
g co
mp
etiti
on.
4.
The
clow
n la
men
ted
whe
n hi
s m
akeu
p w
ashe
d of
f in
the
rain
.Th
e cl
own
lam
ente
d w
hen
the
child
ren
laug
hed
at h
im.
5.
A fu
nny
mov
ie o
ften
cau
ses
me
to
scre
am w
ith m
irth.
A s
cary
mov
ie o
ften
cau
ses
me
to
scre
am w
ith m
irth.
6.
I cou
ld t
ell h
e w
as g
ettin
g hy
ster
ical
whe
n he
beg
an t
alki
ng v
ery
soft
lyan
d sl
owly
.
I cou
ld t
ell h
e w
as g
ettin
g hy
ster
ical
whe
n he
beg
an t
alki
ng lo
uder
and
fa
ster
.
Wit
h y
ou
r ch
ild, d
iscu
ss t
he
Vo
cab
ula
ry W
ord
s.
Hav
e yo
ur
child
tel
l yo
u w
hat
eac
h o
ne
mea
ns.
Th
en a
sk h
im o
r h
er t
o t
hin
k o
f o
ne
exam
ple
se
nte
nce
fo
r ea
ch w
ord
.
I w
ould
bec
ome
ecst
atic
if s
omeo
ne g
ave
me
a ne
w la
ptop
com
pute
r.
The
peris
habl
e fo
ods
I enj
oy e
atin
g m
ost a
re y
ogur
t and
pea
ches
.
Poss
ible
resp
onse
s ar
e sh
own.
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2
Nam
eR
ead
er’s
Gu
ide
Less
on
1
Prac
tice
Bo
ok
Rea
d e
ach
sec
tio
n o
f “M
axx
Co
med
y: T
he
Fun
nie
st K
id in
A
mer
ica.
” Th
en f
ill in
th
e co
rres
po
nd
ing
sec
tio
n o
f yo
ur
sto
ry m
ap.
Sett
ing
Ch
arac
ters
Sect
ion
1
pag
es 2
8–29
Res
olu
tio
n
Co
nfl
ict
Plo
t Ev
ents
Sect
ion
3
pag
es 3
2–39
Sect
ion
2
pag
es 3
0–31
Sect
ion
4
pag
es 4
0–41
Rev
iew
yo
ur s
tory
map
. Th
en w
rite
a s
umm
ary
of
the
sele
ctio
n o
n a
sep
arat
e sh
eet
of
pap
er.
Poss
ible
resp
onse
s ar
e sh
own.
• Th
e ca
r Max
is ri
ding
in to
get
to C
hica
go b
reak
s do
wn.
• M
ax’s
ste
pfat
her p
icks
up
the
grou
p in
his
big
rig.
• M
aude
has
an
alle
rgic
reac
tion
to c
herr
ies,
whi
ch s
low
s do
wn
the
grou
p.•
Max
get
s to
the
audi
tion
as th
e w
inne
r is
bein
g an
noun
ced.
Max
Car
mod
y w
ants
to b
e na
med
the
Funn
iest
Kid
in
Amer
ica.
He
is ru
nnin
g la
te o
n hi
s w
ay to
an
audi
tion.
Max
, Mau
de, O
livia
, Elle
n Pl
unke
tt, a
nd D
r. Ca
rmod
y
Max
’s a
uditi
on ta
pe is
pla
yed
on th
e na
tiona
l new
s, a
nd
he is
invi
ted
to p
erfo
rm a
t the
Gig
gle
Fact
ory.
on th
e ro
ad to
Chi
cago
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Nam
ePl
ot
and
Set
tin
g
Less
on
1
Prac
tice
Bo
ok
Rea
d t
he
pas
sag
e b
elo
w. T
hen
wri
te y
our
an
swer
s to
th
e q
uest
ion
s in
th
e ap
pro
pri
ate
bo
x in
th
e st
ory
map
.
Las
t w
eek
, Ch
arle
s ag
reed
to
giv
e a
fun
ny
spee
ch a
t a
sch
oo
l ass
emb
ly. H
ow
ever
,
he
had
n’t
real
ized
th
at M
s. L
ind
wo
uld
wan
t to
rea
d a
co
mp
lete
co
py
of
his
sp
eech
th
e
day
bef
ore
!
!
e d
ead
lin
e p
asse
d, a
nd
Ch
arle
s st
ill d
idn’
t h
ave
his
sp
eech
rea
dy.
He
wal
ked
to
Ms.
Lin
d’s
offi
ce
to a
po
log
ize.
Ms.
Lin
d lo
ok
ed u
p f
rom
her
des
k. “
Ho
w’s
th
e sp
eech
?”
she
ask
ed. A
t th
at m
om
ent
Ch
arle
s k
new
th
at h
e h
ad t
o t
ell h
er t
he
tru
th. M
s. L
ind
said
sh
e w
ou
ld h
elp
him
wri
te t
he
spee
ch if
he
wo
uld
sta
y af
ter
sch
oo
l. C
har
les
bre
ath
ed
a si
gh o
f re
lief
an
d t
han
ked
her
. !
e n
ext
day
, th
e sc
ho
ol a
ud
ito
riu
m r
oar
ed w
ith
lau
gh
ter
wh
ile
Ch
arle
s g
ave
his
sp
eech
.
Sett
ing
Ch
arac
ters
Co
nfl
ict
Plo
t Ev
ents
Res
olu
tio
n
Hav
e yo
ur
child
dra
w a
sto
ry m
ap a
nd
exp
lain
it
to
yo
u. W
atch
a T
V p
rog
ram
or
mo
vie
tog
eth
er, a
nd
wo
rk t
og
eth
er t
o fi
ll i
n t
he
map
.
Poss
ible
resp
onse
s ar
e sh
own.
• Ch
arle
s go
es to
Ms.
Lin
d’s
offic
e.•
Char
les
tells
Ms.
Lin
d th
e tru
th.
• M
s. L
ind
offe
rs to
hel
p Ch
arle
s.
Char
les
has
to w
rite
a sp
eech
for a
sch
ool a
ssem
bly,
bu
t he
mis
ses
a de
adlin
e.
Char
les,
Ms.
Lin
dat
Cha
rles’
s sc
hool
Char
les’
s sp
eech
is a
suc
cess
.
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6
4
Nam
eFo
rms
of
Fict
ion
Less
on
1
Prac
tice
Bo
ok
Each
sen
ten
ce b
elo
w d
escr
ibes
a f
orm
of
fict
ion
. Fill
in e
ach
b
lan
k to
nam
e th
e fo
rm.
1.
It
is n
ot a
s lo
ng a
s a
nove
l and
can
oft
en b
e re
ad in
one
sitt
ing.
2.
It
teac
hes
a le
sson
abo
ut r
ight
and
wro
ng a
nd o
ften
incl
udes
tal
king
ani
mal
s.
3.
It
is a
sto
ry t
hat
has
been
tol
d in
a c
ultu
re fo
r m
any
gene
ratio
ns.
4.
It
usua
lly t
akes
pla
ce in
the
futu
re a
nd o
ften
incl
udes
am
azin
g in
vent
ions
.
5.
It
is a
hum
orou
s st
ory
abou
t th
e ad
vent
ures
of a
n A
mer
ican
folk
her
o.
Rea
d t
he
follo
win
g s
ho
rt p
arag
rap
hs.
Th
en f
ill in
the
bla
nk
to n
ame
the
form
of
fict
ion
.
6.
The
sna
ke b
egan
to
hiss
. “I w
ill d
ry o
ut t
his
land
,” h
e sa
id. A
fter
man
y ye
ars
of
wor
k, t
he s
nake
had
fina
lly c
reat
ed D
eath
Val
ley.
Th
is is
a p
arag
rap
h fr
om
.
7.
The
clo
uds
lifte
d ov
er t
he G
reat
Pyr
amid
. The
wor
kers
had
fina
lly fi
nish
ed
build
ing
it. R
a-el
look
ed a
t hi
s fa
ther
and
sm
iled.
Th
is p
arag
rap
h is
an
exam
ple
of
.
8.
Tho
mas
felt
grea
t ab
out
the
scho
ol p
lay.
He
knew
he
was
a v
ery
good
act
or a
nd
wou
ld p
roba
bly
get
a bi
g p
art.
His
par
ents
and
frie
nds
agre
ed.
Th
is is
a p
arag
rap
h of
.
The
Form
s o
f Fi
ctio
n
re
alis
tic
fict
ion
fa
ble
h
isto
rica
l fic
tio
n
myt
h
sh
ort
sto
ry
folk
tale
sc
ien
ce f
icti
on
ta
ll ta
le
Hav
e yo
ur
child
des
crib
e th
e d
iffe
ren
t fo
rms
of
fi ct
ion
. Sel
ect
on
e. W
ork
to
get
her
to
cre
ate
a st
ory
th
at y
ou
r ch
ild c
an s
har
e w
ith
cla
ssm
ates
.
shor
t sto
ry
fabl
e
folk
tale
scie
nce
fictio
n
tall
tale
hist
oric
al fi
ctio
n
real
istic
fict
ion
a m
yth
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Nam
eW
ord
s w
ith
Sh
ort
V
ow
els
and
Vo
wel
D
igra
ph
s
Less
on
1Fo
ld t
he
pap
er a
lon
g t
he
do
tted
lin
e. A
s ea
ch S
pel
ling
Wo
rd
is r
ead
alo
ud, w
rite
it in
th
e b
lan
k. T
hen
un
fold
yo
ur p
aper
an
d c
hec
k yo
ur w
ork
. Pra
ctic
e w
riti
ng
an
y Sp
ellin
g W
ord
s yo
u m
isse
d.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1. ab
sen
ces
2.
ag
ain
st
3.
al
bum
4.
ci
rcuit
5.
bro
nze
6.
ch
ess
7. bis
cuit
8.
de
pth
9.
ca
bin
et
10.
dr
ench
ed
11
. gl
imps
e
12.
n
ozzl
e
13.
fe
athe
r
14.
pla
stic
15.
publish
16.
puls
e
17. ra
pid
18.
sn
ack
19.
so
lve
20.
sy
stem
Prac
tice
Bo
ok
Hav
e yo
ur
child
wri
te t
he
Spel
ling
Wo
rds
and
u
nd
erlin
e th
e le
tter
or
lett
ers
that
sta
nd
fo
r th
e sh
ort
vo
wel
so
un
d in
eac
h w
ord
.5
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6
© H
arco
urt
• G
rade
6
Nam
eSe
nte
nce
s
Less
on
1A
dd
wo
rds
to t
he
follo
win
g t
o m
ake
com
ple
te s
ente
nce
s.
Use
co
rrec
t p
unct
uati
on
an
d c
apit
aliz
atio
n. T
hen
iden
tify
th
e ty
pe
of
sen
ten
ce.
1. w
orld
’s la
rges
t ca
tsup
bot
tle in
Illin
ois
2.
sta
nd M
ayor
’s s
tatu
e
3.
the
mod
el o
f the
pla
net
Satu
rn
4.
Am
eric
a’s
Lean
ing
Tow
er
5.
my
favo
rite
stop
Met
rop
olis
, Illi
nois
Rew
rite
eac
h s
ente
nce
wit
h c
orr
ect
pun
ctua
tio
n a
nd
cap
ital
izat
ion
. U
nd
erlin
e th
e in
terj
ecti
on
s.
6.
the
re is
a lo
t of
tra
ffic
ahea
d
7.
we
are
not
on t
he r
ight
roa
d
8.
hey
, set
tle d
own
in t
he b
ack
seat
9.
do
you
have
you
r se
at b
elt
fast
ened
10.
Wow
, the
vie
w is
bea
utifu
l
The
wor
ld’s
larg
est c
atsu
p bo
ttle
is in
Illin
ois.
dec
lara
tive
Stan
d ne
xt to
the
May
or’s
sta
tue.
impe
rativ
e
Whe
re c
an I
find
the
mod
el o
f the
pla
net S
atur
n? in
terr
ogat
ive
Whe
re is
Am
eric
a’s
Lean
ing
Tow
er?
inte
rrog
ativ
e
My
favo
rite
stop
is M
etro
polis
, Illi
nois
. dec
lara
tive
Ther
e is
a lo
t of t
raffi
c ah
ead.
We
are
not o
n th
e rig
ht ro
ad.
Do y
ou h
ave
your
sea
t bel
t fas
tene
d?
Wow
, the
vie
w is
bea
utifu
l!
Poss
ible
resp
onse
s ar
e sh
own.
Hey,
set
tle d
own
in th
e ba
ck s
eat!
6 P
ract
ice
Bo
ok
Ask
yo
ur
child
to
dra
w a
fo
ur-
colu
mn
ch
art.
La
bel
th
e co
lum
ns
“dec
lara
tive
,” “
inte
rro
gat
ive,
” “i
mp
erat
ive,
” an
d “
excl
amat
ory
.” A
sk h
im o
r h
er
to w
rite
tw
o e
xam
ple
sen
ten
ces
in e
ach
co
lum
n.
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rade
6
7
Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
2
Prac
tice
Bo
ok
Wh
ich
exa
mp
le is
bet
ter?
Un
der
line
the
sen
ten
ce.
Wo
rdSe
nte
nce
1Se
nte
nce
2
1. s
urve
y A
man
pee
rs o
ut o
f the
win
dow
of
his
sec
ond-
floor
win
dow
and
lo
oks
over
the
nei
ghbo
rhoo
d.
A m
an g
oes
to h
is s
econ
d-flo
or
bedr
oom
and
lies
on
his
bed.
2. h
ove
red
A b
utte
rfly
zoo
med
qui
ckly
th
roug
h th
e ya
rd o
n its
way
to
a flo
wer
.
A b
utte
rfly
see
med
to
hang
in
the
air
whi
le it
dra
nk fr
om a
flo
wer
.
3. m
ean
der
ing
A s
trea
m h
as a
lot
of g
entle
tw
ists
and
tur
ns.
A fl
owin
g riv
er r
ushe
s to
war
d a
wat
erfa
ll.
4. fr
olic
ked
The
child
ren
laug
hed
as t
hey
pla
yed
tag
on t
he fi
eld.
The
child
ren
pla
yed
a se
rious
ga
me
of b
aseb
all o
n th
e fie
ld.
5. in
qui
red
A s
tude
nt u
nder
stoo
d th
e di
rect
ions
for
the
hom
ewor
k as
sign
men
t.
A s
tude
nt a
sked
her
tea
cher
q
uest
ions
abo
ut t
he h
omew
ork
assi
gnm
ent.
6. e
mer
ged
The
bear
slo
wly
cre
pt
out
from
th
e ca
ve.
The
bear
slo
wly
cre
pt
into
the
ca
ve.
7. to
rmen
ted
She
was
rea
lly b
othe
red
by a
ll th
e lo
ud n
oise
.Sh
e w
as e
xcite
d w
hen
she
hear
d al
l the
noi
se.
8. s
ubtl
eTh
e ch
ange
s in
her
sty
le w
ere
obvi
ous.
You
coul
d ba
rely
not
ice
the
chan
ges
in h
er s
tyle
.
Wit
h y
ou
r ch
ild, d
iscu
ss t
he
Vo
cab
ula
ry W
ord
s.
Hav
e yo
ur
child
exp
lain
th
e m
ean
ing
of
each
o
ne.
Th
en a
sk h
im o
r h
er t
o t
hin
k o
f tw
o g
oo
d
exam
ple
s fo
r ea
ch w
ord
.
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rade
6
© H
arco
urt
• G
rade
6
8
Nam
eR
ead
er’s
Gu
ide
Less
on
2
Prac
tice
Bo
ok
Rea
d “
The
Co
lor
of
My
Wo
rds.
” Th
en c
om
ple
te t
he
sto
ry m
ap.
Ch
arac
ters
Sett
ing
Co
nfl
ict
Plo
t Ev
ents
Res
olu
tio
n
Rev
iew
yo
ur s
tory
map
. Th
en, o
n a
sep
arat
e sh
eet
of
pap
er,
wri
te a
sum
mar
y o
f th
e se
lect
ion
.
Poss
ible
resp
onse
s ar
e sh
own.
Ana
Rosa
, Mam
i, Pa
pi,
Ange
la, G
uario
, Señ
or
Garc
ia
a vi
llage
in th
e
Dom
inic
an R
epub
lic
Ana
Rosa
dre
ams
of b
eing
a w
riter
whe
n sh
e gr
ows
up,
but w
ritin
g is
dis
cour
aged
whe
re s
he li
ves.
• An
a Ro
sa s
ees
a m
yste
rious
sea
mon
ster
in th
e oc
ean.
• Sh
e te
lls h
er v
illag
e ab
out t
he s
ea m
onst
er.
• Ev
eryo
ne d
ecid
es th
at A
na R
osa
shou
ld w
rite
a st
ory
ab
out t
he s
ea m
onst
er.
Ana
Rosa
writ
es h
er s
tory
, and
eve
ryon
e se
es th
at s
he is
a
tale
nted
writ
er.
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9
Nam
ePl
ot
and
Set
tin
g
Less
on
2
Prac
tice
Bo
ok
Rea
d t
he
par
agra
ph
bel
ow
. Th
en a
nsw
er t
he
que
stio
ns.
Sh
aro
nd
a ch
eck
ed t
he
tim
e o
n h
er w
atch
. It
was
alm
ost
fiv
e. S
he
and
her
pu
pp
y
Pat
ches
wo
uld
rea
lly
hav
e to
hu
rry
bac
k h
om
e fr
om
th
e p
ark
. Th
ey h
ad t
o b
e h
om
e
wh
en S
har
on
da’
s co
usi
n L
auri
e ar
rive
d. L
auri
e an
d h
er p
aren
ts w
ere
com
ing
to
Cal
ifo
rnia
fo
r T
han
ksg
ivin
g a
nd
sta
yin
g f
or
a fe
w d
ays.
Sh
aro
nd
a an
d L
auri
e h
ad
very
dif
fere
nt
per
son
alit
ies
and
had
had
pro
ble
ms
gett
ing
alo
ng
in t
he
pas
t. H
ow
ever
,
Sh
aro
nd
a’s
par
ents
had
mad
e h
er p
rom
ise
to b
e ea
sygo
ing.
Sh
aro
nd
a jo
gged
ho
me
and
go
t th
ere
just
in t
ime
to s
ee L
auri
e an
d h
er p
aren
ts r
ing
th
e d
oo
rbel
l. S
ince
Pat
ches
lik
ed e
very
on
e, h
e ap
pro
ach
ed L
auri
e p
layf
ull
y an
d li
cked
her
han
d. L
auri
e ya
nk
ed h
er
han
d a
way
, tu
rned
to
Sh
aro
nd
a, a
nd
sai
d, “
I h
op
e th
is is
n’t
you
r m
utt
. I’m
all
erg
ic.”
1.
Wha
t ar
e th
e na
mes
of t
he c
hara
cter
s?
2.
Wha
t is
the
mai
n co
nflic
t in
thi
s st
ory?
3.
Wha
t ev
ent
in t
he r
isin
g ac
tion
mak
es t
he c
onfli
ct w
orse
?
4.
How
mig
ht t
he s
ettin
g m
ake
the
conf
lict
wor
se?
5.
Wha
t do
you
thi
nk w
ill b
e th
e re
solu
tion
to t
he c
onfli
ct?
Hav
e yo
ur
child
exp
lain
ris
ing
act
ion
to
yo
u.
Wat
ch a
TV
pro
gra
m t
og
eth
er a
nd
wo
rk a
s a
team
to
iden
tify
th
e ev
ents
of
the
risi
ng
act
ion
.
Shar
onda
, Pat
ches
, Lau
rie
Shar
onda
’s c
ousi
n La
urie
is c
omin
g to
vis
it, a
nd th
ey
don’
t get
alo
ng.
Patc
hes
licks
Lau
rie, a
nd s
he s
ays
she’
s al
lerg
ic.
Laur
ie is
sta
ying
with
Sha
rond
a’s
fam
ily, s
o sh
e w
ill b
e
arou
nd P
atch
es fo
r a fe
w d
ays.
Poss
ible
resp
onse
s ar
e sh
own.
Acce
pt re
ason
able
resp
onse
s.
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urt
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rade
6
© H
arco
urt
• G
rade
6
10
Nam
ePo
etic
Dev
ices
Less
on
2
Prac
tice
Bo
ok
1.
The
sam
e be
ginn
ing
soun
d is
rep
eate
d.
2.
The
poe
t us
es p
erio
ds, q
uest
ion
mar
ks, o
r ex
clam
atio
n m
arks
at
the
ends
of
se
nten
ces.
3.
Eve
ry o
ther
line
of a
poe
m e
nds
with
a w
ord
that
has
the
sam
e fin
al s
ound
.
4.
The
poe
t us
es v
ivid
sen
sory
wor
ds t
o de
scrib
e a
scen
e.
5.
The
poe
t us
es t
he s
ame
wor
d th
ree
times
in a
row
.
6.
The
wor
d im
itate
s a
soun
d.
Pret
end
yo
u ar
e a
po
et! F
ollo
w e
ach
dir
ecti
on
bel
ow
. Wri
te y
our
an
swer
s o
n
the
bla
nks
.
7.
Writ
e tw
o w
ords
tha
t rh
yme
with
day
.
8.
Mak
e up
a li
ne o
f poe
try
that
rep
eats
the
wor
d w
hen.
9.
Cho
ose
two
vivi
d w
ords
to
desc
ribe
the
sun.
10.
Writ
e a
line
that
use
s th
e sa
me
rhyt
hm a
s “I
had
a fu
nny
drea
m la
st n
ight
.”
Hav
e yo
ur
child
sel
ect
a p
oem
fro
m a
bo
ok
or
mag
azin
e an
d r
ead
it t
o y
ou
. Th
en d
iscu
ss t
he
po
et’s
use
of
po
etic
dev
ices
.
Fill
in t
he
bla
nk
wit
h t
he
nam
e o
f th
e co
rrec
t p
oet
ic d
evic
e.
rhym
erh
yth
mp
un
ctu
atio
no
no
mat
op
oei
aw
ord
ch
oic
ere
pet
itio
nal
liter
atio
n
allit
erat
ion
punc
tuat
ion
rhym
e
wor
d ch
oice
repe
titio
n
onom
atop
oeia
Pos
sibl
e re
spon
ses
are
show
n.
way
and
pay
Whe
n, w
hen,
whe
n w
ill th
e bu
s co
me?
yello
w, b
lazi
ng
I wis
h I c
ould
rem
embe
r it.
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Nam
eW
ord
s w
ith
Lo
ng
V
ow
els
and
Vo
wel
D
igra
ph
s
Less
on
2Fo
ld t
he
pap
er a
lon
g t
he
do
tted
lin
e. A
s ea
ch S
pel
ling
Wo
rd
is r
ead
alo
ud, w
rite
it in
th
e b
lan
k. T
hen
un
fold
yo
ur p
aper
an
d c
hec
k yo
ur w
ork
. Pra
ctic
e w
riti
ng
an
y Sp
ellin
g W
ord
s yo
u m
isse
d.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1. sn
eeze
2.
ar
cade
3.
vac
uum
4.
bre
athe
5.
bel
ief
6.
pro
clai
m
7. en
tert
ain
8.
qu
ain
t
9.
ag
low
10.
sa
yin
g
11
. es
say
12.
to
mor
row
13.
co
ffee
14.
st
ride
15.
ea
sel
16.
ap
proa
ch
17. gl
obe
18.
pol
ite
19.
du
ty
20.
gr
ief
Prac
tice
Bo
ok
Wo
rk w
ith
yo
ur
child
to
wri
te a
sen
ten
ce f
or
each
Sp
ellin
g W
ord
. Hav
e yo
ur
child
cir
cle
the
vow
el p
airs
in e
ach
Sp
ellin
g W
ord
th
at m
ake
the
lon
g v
ow
el s
ou
nd
.11
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
eSu
bje
cts
and
Pred
icat
es
Less
on
2C
om
ple
te e
ach
sen
ten
ce w
ith
on
e o
f th
e si
mp
le s
ubje
cts
or
sim
ple
pre
dic
ates
in t
he
bo
x.
1.
e
njoy
s sw
imm
ing
in t
he o
cean
.
2.
The
s
woo
p d
own
for
food
.
3.
My
little
d
igs
a ho
le in
the
san
d.
4.
The
wav
es
on
the
beac
h.
5.
My
aunt
alw
ays
an
umbr
ella
to
the
beac
h.
6.
Man
y fo
rget
sun
scre
en.
7.
a
t th
e do
lphi
ns.
Wri
te c
om
ple
te s
ente
nce
s b
y ad
din
g c
om
ple
te s
ubje
cts
or
com
ple
te p
red
icat
es
or
bo
th.
8.
frie
nd S
usan
9.
rea
d st
orie
s
10.
hav
e su
rpris
e en
ding
s
Sim
ple
Pre
dic
ates
Sim
ple
Su
bje
cts
se
agu
lls
peo
ple
K
im
sist
er
cr
ash
ta
kes
loo
k
Kim seag
ulls
sist
er
cras
h take
s
peop
le
Look
Poss
ible
resp
onse
s ar
e sh
own.
My
frien
d Su
san
writ
es in
her
jour
nal.
I lik
e to
read
exc
iting
sto
ries.
My
favo
rite
stor
ies
have
sur
pris
e en
ding
s.
12 P
ract
ice
Bo
ok
Ask
yo
ur
child
to
wri
te a
par
agra
ph
ab
ou
t a
rece
nt
fam
ily h
olid
ay o
r ev
ent.
Th
en a
sk h
im o
r h
er t
o u
nd
erlin
e th
e si
mp
le s
ub
ject
s an
d c
ircl
e th
e si
mp
le p
red
icat
es.
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urt
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rade
6
13
Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
3
Prac
tice
Bo
ok
Wri
te t
he
Vo
cab
ular
y W
ord
th
at m
atch
es e
ach
def
init
ion
.
1.
ve
ry s
urp
risin
g
2.
st
opp
ed o
per
atin
g as
a g
roup
3.
a
cop
y or
mod
el
4.
p
lans
for
gett
ing
som
ethi
ng y
ou w
ant
5.
us
es p
hysi
cal e
ffort
6.
to
mak
e so
met
hing
less
like
ly t
o br
eak
or t
opp
le o
ver
7.
m
ade
som
ethi
ng w
ith a
vaila
ble
mat
eria
ls
Use
wh
at y
ou
kno
w a
bo
ut t
he
Vo
cab
ular
y W
ord
s to
res
po
nd
to
th
e it
ems
bel
ow
. W
rite
co
mp
lete
sen
ten
ces.
8.
If y
our
base
ball
team
dis
band
ed, w
hat
wou
ld y
ou d
o?
9.
Des
crib
e th
e ex
pre
ssio
n on
you
r fa
ce w
hen
you
see
som
ethi
ng a
stou
ndin
g.
10.
Wou
ld y
ou w
ant
to c
limb
a la
dder
tha
t w
as n
ot s
tabi
lized
? W
hy o
r w
hy n
ot?
Wit
h y
ou
r ch
ild, d
iscu
ss t
he
mea
nin
g o
f th
e V
oca
bu
lary
Wo
rds.
Wo
rk t
og
eth
er t
o t
hin
k o
f a
sen
ten
ce y
ou
mig
ht
use
in e
very
day
co
nve
rsat
ion
fo
r ea
ch V
oca
bu
lary
Wo
rd.
sch
emes
exer
tsri
gg
edas
tou
nd
ing
rep
lica
stab
ilize
dis
ban
ded
asto
undi
ng
disb
ande
d
repl
ica
sche
mes
exer
ts
stab
ilize
rigge
d
I’d jo
in a
diff
eren
t one
.
I ope
n m
y m
outh
wid
e in
sur
pris
e an
d ra
ise
my
eyeb
row
s.
I wou
ld n
ot w
ant t
o cl
imb
on th
at k
ind
of la
dder
bec
ause
it
mig
ht fa
ll ov
er o
r bre
ak.
Poss
ible
resp
onse
s ar
e sh
own.
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© H
arco
urt
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rade
6
14
Nam
eR
ead
er’s
Gu
ide
Less
on
3
Prac
tice
Bo
ok
Rea
d e
ach
sec
tio
n o
f “T
he
Wri
gh
t B
roth
ers:
A F
lyin
g S
tart
.”Th
en a
nsw
er t
he
que
stio
ns
in t
he
char
t.
Wh
en a
nd
wh
y d
id O
rvill
e an
d W
ilbur
fir
st d
ecid
e to
bui
ld a
fly
ing
mac
hin
e?
Wh
at d
id t
he
Wri
gh
t B
roth
ers
bui
ld in
190
0? W
hat
imp
ort
ant
info
rmat
ion
did
th
ey
lear
n in
190
1?
Wh
at h
app
ened
on
Dec
emb
er 1
7, 1
903?
Wh
en d
id p
eop
le f
inal
ly r
eco
gn
ize
wh
at t
he
Wri
gh
t b
roth
ers
had
acc
om
plis
hed
?
Use
th
e in
form
atio
n in
th
e ch
art
to w
rite
a s
umm
ary
of
the
sele
ctio
n.
Sect
ion
1
pag
es 8
4–8
9
Sect
ion
2
pag
es 9
0–93
Sect
ion
3
pag
es 9
4–9
7
Sect
ion
4
pag
es 9
8–10
1
In 1
896,
Orv
ille
and
Wilb
ur d
ecid
ed to
bui
ld a
flyi
ng
mac
hine
afte
r the
y re
ad a
n ar
ticle
abo
ut O
tto L
ilien
thal
and
his
flyin
g m
achi
nes.
In 1
900,
they
bui
lt a
glid
er s
trong
eno
ugh
to c
arry
a
pers
on. I
n 19
01, t
hey
lear
ned
how
air
mov
es o
ver a
win
g.
The
Wrig
ht b
roth
ers
mad
e hi
stor
y w
ith th
e fir
st p
ower
ed
and
cont
rolle
d fli
ght.
Poss
ible
resp
onse
s ar
e sh
own.
Afte
r the
bro
ther
s br
oke
fligh
t rec
ords
in E
urop
e,
peop
le fi
nally
took
not
ice
of w
hat t
hey’
d do
ne.
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15
Nam
eTe
xt S
tru
ctu
re:
Ch
ron
olo
gic
alO
rder
Less
on
3
Prac
tice
Bo
ok
Rea
d t
he
par
agra
ph
bel
ow
. Th
en f
igur
e o
ut t
he
corr
ect
chro
no
log
ical
ord
er f
or
the
five
sta
tem
ents
. In
th
e se
que
nce
char
t, w
rite
th
e le
tter
s o
f th
e st
atem
ents
in c
orr
ect
chro
no
log
ical
ord
er.
In 1
59
3, d
oct
ors
did
no
t ye
t u
nd
erst
and
wh
at t
he
hea
rt d
id o
r h
ow
blo
od
cir
cula
ted
thro
ug
ho
ut
the
bo
dy.
Th
at y
ear
a te
enag
er n
amed
Wil
liam
Har
vey
beg
an s
tud
yin
g
med
icin
e in
En
gla
nd
. He
sett
led
in L
on
do
n a
s a
do
cto
r in
16
02
. Sev
en y
ears
late
r, h
e
was
ap
po
inte
d t
o a
n im
po
rtan
t p
ost
at
the
on
ly h
osp
ital
in L
on
do
n. H
arve
y al
way
s
felt
th
at h
is e
du
cati
on
ab
ou
t th
e h
eart
had
no
t b
een
co
rrec
t. S
o in
16
10
he
beg
an
con
du
ctin
g r
esea
rch
on
an
imal
s. F
or
eig
hte
en y
ears
he
stu
die
d t
he
hea
rt, t
he
lun
gs,
an
d
the
rou
te t
hat
blo
od
tak
es t
hro
ug
h a
nim
als’
bo
die
s. I
n 1
62
8, h
e p
ub
lish
ed a
bo
ok
cal
led
Th
e M
oti
on
of
the
Hea
rt a
nd
Blo
od
in A
nim
als.
Lat
er, h
is d
isco
veri
es w
ere
sho
wn
to
app
ly t
o h
um
ans
too.
A
. W
illia
m H
arve
y’s
disc
over
ies
wer
e p
rove
d to
ap
ply
to
hum
ans.
B
. W
illia
m H
arve
y se
ttle
d in
Lon
don
as a
doc
tor.
C
. W
illia
m H
arve
y be
gan
cond
uctin
g re
sear
ch o
n an
imal
s.
D
. W
illia
m H
arve
y be
gan
stud
ying
med
icin
e.
E.
Will
iam
Har
vey
was
ap
poi
nted
to
an im
por
tant
pos
t in
a L
ondo
n ho
spita
l.
1. F
irst
Wo
rk w
ith
yo
ur
child
to
list
eig
ht
even
ts t
hat
h
app
en e
very
wee
kday
in y
ou
r h
om
e. H
ave
you
r ch
ild c
reat
e a
seq
uen
ce c
har
t an
d fi
ll i
t in
w
ith
th
ese
even
ts.
2. N
ext
3. T
hen
4. N
ext
5. F
inal
ly
DC
EB
A
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urt
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rade
6
© H
arco
urt
• G
rade
6
16
Nam
eR
efer
ence
Sou
rces
Less
on
3
Prac
tice
Bo
ok
You
can
sav
e ti
me
do
ing
res
earc
h if
yo
u kn
ow
wh
ich
refe
ren
ce s
our
ce is
mo
st li
kely
to
co
nta
in t
he
info
rmat
ion
yo
u n
eed
. Rea
d e
ach
que
stio
n b
elo
w. T
hen
ch
oo
se t
he
refe
ren
ce s
our
ce t
hat
is m
ost
like
ly t
o a
nsw
er t
he
que
stio
n.
1. W
here
is E
ngla
nd in
rel
atio
n to
Fra
nce?
2.
How
do
you
pro
noun
ce t
he w
ord
sche
me?
3.
Wha
t w
ere
the
earli
est
bicy
cles
like
?
4.
Wha
t ar
e th
e w
orld
’s t
hree
hig
hest
mou
ntai
ns?
5.
Wha
t w
ord
mea
ns t
he o
pp
osite
of s
tabi
lize?
6.
Wha
t is
the
def
initi
on o
f rep
lica?
7.
How
far
apar
t ar
e O
hio
and
Nor
th C
arol
ina?
8.
Wha
t is
the
wor
ld’s
fast
est
airp
lane
?
9.
In
wha
t ye
ar d
id O
rvill
e W
right
die
?
10.
Wha
t is
a s
ynon
ym fo
r cr
eativ
ity?
Wo
rk t
og
eth
er w
ith
yo
ur
child
to
wri
te fi
ve
qu
esti
on
s to
res
earc
h. H
ave
you
r ch
ild s
elec
t ap
pro
pri
ate
refe
ren
ce s
ou
rces
at
ho
me
or
at
sch
oo
l an
d u
se t
hem
to
an
swer
th
e q
ues
tio
ns.
alm
anac
atla
sd
icti
on
ary
en
cycl
op
edia
th
esau
rus
atla
s
dict
iona
ry
ency
clop
edia
alm
anac
or e
ncyc
lope
dia
thes
auru
s
dict
iona
ry
atla
s
alm
anac
ency
clop
edia
thes
auru
s
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Nam
eW
ord
s w
ith
V
aria
nt
Vo
wel
s an
d
Dip
hth
on
gs
Less
on
3Fo
ld t
he
pap
er a
lon
g t
he
do
tted
lin
e. A
s ea
ch S
pel
ling
Wo
rd
is r
ead
alo
ud, w
rite
it in
th
e b
lan
k. T
hen
un
fold
yo
ur p
aper
an
d c
hec
k yo
ur w
ork
. Pra
ctic
e w
riti
ng
an
y Sp
ellin
g W
ord
s yo
u m
isse
d.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1. au
then
tic
2.
la
un
ch
3.
boy
cott
4.
tu
rquoi
se
5.
w
ithdr
awn
6.
aw
kwar
d
7. fa
ulty
8.
ap
plau
d
9.
jigs
aw
10.
cu
rfew
11
. pou
nd
12.
aw
esom
e
13.
co
rduro
y
14.
sh
rew
d
15.
so
othin
g
16.
boo
klet
17. dr
owsy
18.
m
oist
ure
19.
flau
nt
20.
en
ough
Prac
tice
Bo
ok
Hav
e yo
ur
child
wri
te t
he
Spel
ling
Wo
rds
in
alp
hab
etic
al o
rder
. Th
en h
ave
him
or
her
wri
te
them
in r
ever
se a
lph
abet
ical
ord
er.
17
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urt
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rade
6
© H
arco
urt
• G
rade
6
Nam
eC
om
po
un
dSu
bje
cts
and
Pr
edic
ates
Less
on
3U
nd
erlin
e th
e co
mp
oun
d s
ubje
ct o
r co
mp
oun
d p
red
icat
e.
Then
cir
cle
the
con
jun
ctio
n.
1.
Airp
lane
s an
d sh
ips
carr
y p
asse
nger
s ov
er lo
ng d
ista
nces
.
2.
Joh
n rid
es h
is b
icyc
le o
r w
alks
to
scho
ol.
3.
The
driv
er fa
sten
s he
r se
at b
elt,
che
cks
her
mirr
ors,
and
sta
rts
the
car.
4.
Bus
es, t
ruck
s, a
nd c
ars
fille
d th
e p
arki
ng lo
t.
Co
mb
ine
each
pai
r o
f se
nte
nce
s to
mak
e o
ne
sen
ten
ce w
ith
a c
om
po
und
sub
ject
or
a co
mp
oun
d p
red
icat
e.
5.
My
sist
er w
ants
a n
ew b
icyc
le. I
wan
t a
new
bic
ycle
.
6.
A b
icyc
le h
as t
wo
whe
els.
A b
icyc
le is
ste
ered
with
han
dleb
ars.
7.
Adu
lts e
njoy
rid
ing
bicy
cles
. Chi
ldre
n en
joy
ridin
g bi
cycl
es.
8.
Ten
-sp
eed
bike
s ha
ve m
ultip
le g
ears
. Tw
elve
-sp
eed
bike
s ha
ve m
ultip
le g
ears
.
9.
Thr
ee-s
pee
d bi
kes
are
heav
y. T
hree
-sp
eed
bike
s do
not
go
very
fast
.
10.
Mic
hael
has
a B
MX
bik
e. K
eysh
awn
has
a BM
X b
ike.
Poss
ible
resp
onse
s ar
e sh
own.
My
sist
er a
nd I
wan
t new
bic
ycle
s.
A bi
cycl
e ha
s tw
o w
heel
s an
d is
ste
ered
with
han
dleb
ars.
Adul
ts a
nd c
hild
ren
enjo
y rid
ing
bicy
cles
.
Ten-
spee
d bi
kes
and
twel
ve-s
peed
bik
es h
ave
mul
tiple
gea
rs
Thre
e-sp
eed
bike
s ar
e he
avy
and
do n
ot g
o ve
ry fa
st.
Mic
hael
and
Key
shaw
n ha
ve B
MX
bike
s.
18 P
ract
ice
Bo
ok
Ask
yo
ur
child
to
wri
te s
ente
nce
s ab
ou
t a
fam
ily
ou
tin
g. H
elp
him
or
her
wri
te s
imp
le s
ente
nce
s d
escr
ibin
g w
hat
fam
ily m
emb
ers
did
at
the
even
t. A
sk y
ou
r ch
ild t
o id
enti
fy c
om
po
un
d
sub
ject
s an
d t
he
pre
dic
ates
in s
ente
nce
s.
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arco
urt
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rade
6
19
Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
4
Prac
tice
Bo
ok
Wit
h y
ou
r ch
ild, d
iscu
ss t
he
Vo
cab
ula
ry W
ord
s.
Hav
e yo
ur
child
tel
l yo
u w
hat
eac
h o
ne
mea
ns.
A
sk y
ou
r ch
ild t
o t
hin
k o
f tw
o s
ente
nce
s u
sin
g
each
wo
rd.
Wh
ich
sen
ten
ce m
akes
mo
re s
ense
? U
nd
erlin
e th
at s
ente
nce
.
Use
wh
at y
ou
kno
w a
bo
ut t
he
Vo
cab
ular
y W
ord
s to
an
swer
th
e q
uest
ion
s b
elo
w.
Wri
te c
om
ple
te s
ente
nce
s.
7.
Wha
t w
ould
you
do
if th
e ra
ce w
ere
too
inte
nse
for
you
to w
atch
?
8.
Wou
ld y
ou u
se a
rop
e or
a p
air
of o
ars
to p
rope
l a b
oat
thro
ugh
the
wat
er?
Why
?
Wo
rdSe
nte
nce
1Se
nte
nce
2
1.
fum
ble
Aft
er m
y fu
mbl
e, m
y m
om s
aid
I mus
t ha
ve p
ut b
utte
r on
my
finge
rs.
Aft
er m
y fu
mbl
e, m
y m
om t
old
ever
yone
I m
ade
a gr
eat
pla
y.
2.
asto
nis
hm
ent
We
look
ed in
ast
onis
hmen
t as
th
e tr
affic
ligh
t tu
rned
gre
en.
We
look
ed in
ast
onis
hmen
t at
th
e hu
ge fl
ock
of b
irds
flyin
g ov
erhe
ad.
3.
rem
edie
sM
y gr
andm
a us
ed o
ld-f
ashi
oned
re
med
ies
for
curin
g a
cold
.M
y gr
andm
a us
ed o
ld-f
ashi
oned
re
med
ies
for
mak
ing
soup
.
4.
luxu
ryIt
was
a lu
xury
to
eat
in t
he
fanc
y re
stau
rant
.It
was
a lu
xury
to
have
din
ner
arou
nd t
he k
itche
n ta
ble.
5.
triu
mp
han
tFo
rget
ting
my
lunc
h on
the
bus
w
as a
triu
mph
ant
mom
ent.
Reac
hing
my
goal
of t
wen
ty
sit-
ups
was
a t
rium
phan
tm
omen
t.
6.
lun
ged
The
gard
ener
lung
ed a
t a
bed
of
flow
ers
and
pic
ked
a bo
uque
t.Th
e ga
rden
er lu
nged
at
a ra
bbit
that
was
eat
ing
his
vege
tabl
es.
I wou
ld ta
ke a
wal
k to
cle
ar m
y he
ad a
nd th
en g
o ba
ck to
se
e w
ho w
on.
I wou
ld u
se a
pai
r of o
ars,
bec
ause
a ro
pe w
ould
be
used
to
pul
l the
boa
t, bu
t the
oar
s m
ake
a bo
at g
o fo
rwar
d.
Poss
ible
resp
onse
s ar
e sh
own.
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urt
• G
rade
6
© H
arco
urt
• G
rade
6
20
Nam
eR
ead
er’s
Gu
ide
Less
on
4
Prac
tice
Bo
ok
Rea
d “
Wilm
a U
nlim
ited
.” T
hen
wri
te t
he
maj
or
even
ts f
rom
W
ilma
Rud
olp
h’s
life
in c
hro
no
log
ical
ord
er.
Thin
k ab
out
th
e in
form
atio
n o
n t
he
char
t. T
hen
, on
a s
epar
ate
shee
t o
f p
aper
, wri
te
a su
mm
ary
of
the
sele
ctio
n.
At a
ge fi
ve, W
ilma
Rudo
lph
is d
iagn
osed
with
sca
rlet
feve
r and
pol
io. M
any
peop
le b
elie
ve s
he w
ill n
ever
wal
k ag
ain.
Wilm
a pr
oves
eve
ryon
e w
rong
whe
n sh
e w
alks
dow
n th
e ai
sle
at c
hurc
h w
ithou
t her
leg
brac
e.
Wilm
a im
pres
ses
a co
llege
coa
ch d
urin
g he
r hig
h sc
hool
ba
sket
ball
gam
e, a
nd s
he g
ets
an a
thle
tic s
chol
arsh
ip to
co
llege
.
Wilm
a co
mpe
tes
in th
e Ol
ympi
c Ga
mes
in R
ome,
Ital
y.
She
win
s in
divi
dual
gol
d m
edal
s in
the
100-
met
er d
ash
and
the
200-
met
er d
ash.
Poss
ible
resp
onse
s ar
e sh
own.
Wilm
a le
ads
the
400-
met
er re
lay
team
to v
icto
ry a
nd
beco
mes
kno
wn
as th
e fa
stes
t wom
an in
the
wor
ld.
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arco
urt
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rade
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21
Nam
eTe
xt S
tru
ctu
re:
Ch
ron
olo
gic
al
Ord
er
Less
on
4
Prac
tice
Bo
ok
Wo
rk w
ith
yo
ur
child
to
list
six
eve
nts
th
at
hav
e o
ccu
rred
in h
is o
r h
er li
fe. H
ave
you
r ch
ild
fi ll
in a
seq
uen
ce c
har
t to
sh
ow
th
e o
rder
of
the
even
ts.T
he
firs
t O
lym
pic
Gam
es w
ere
hel
d in
an
cien
t G
reec
e in
82
4
.. I
t w
as
a ti
me
for
the
war
rin
g c
ity-
stat
es t
o p
ut
do
wn
th
eir
wea
po
ns
and
co
mp
ete
in
pea
ce. T
he
Gam
es w
ere
pla
yed
fo
r al
mo
st t
wel
ve c
entu
ries
, un
til
.. 3
94
.
In 1
86
3, P
ierr
e d
e C
ou
ber
tin
dec
ided
th
e w
orl
d a
gai
n n
eed
ed t
he
Oly
mp
ic G
ames
. He
bel
ieve
d g
ames
su
ch a
s th
e O
lym
pic
s w
ou
ld e
nco
ura
ge
pea
ce a
nd
go
od
wil
l. O
ne
year
late
r, d
eleg
ates
met
in P
aris
to
dis
cuss
Pie
rre’
s id
ea. T
hey
vote
d f
or
the
firs
t m
od
ern
Oly
mp
ics
to b
e h
eld
in A
then
s in
18
96
, an
d t
he
Oly
mp
ics
hav
e b
een
hel
d e
very
fo
ur
year
s si
nce
. To
day
, th
e O
lym
pic
s st
ill s
tan
d f
or
pea
ce a
nd
go
od
wil
l am
on
g n
atio
ns.
•
One
yea
r la
ter,
dele
gate
s m
et in
Par
is t
o di
scus
s Pi
erre
’s id
ea.
•
In 1
863,
Pie
rre
de C
oube
rtin
dec
ided
the
wor
ld a
gain
nee
ded
the
Oly
mp
ic G
ames
.
• Th
e fir
st O
lym
pic
Gam
es w
ere
held
in a
ncie
nt G
reec
e in
824
B.C
.
• To
day,
the
Oly
mp
ics
stan
d fo
r p
eace
and
goo
dwill
am
ong
natio
ns.
•
The
Oly
mp
ic G
ames
wer
e p
laye
d fo
r al
mos
t tw
elve
cen
turie
s, u
ntil
A.D
. 394
.
1.
2.
3.
4.
5.
Rea
d t
he
pas
sag
e b
elo
w. T
hen
wri
te t
he
even
ts in
th
e se
que
nce
ch
art
in t
he
corr
ect
ord
er. U
nd
erlin
e th
e w
ord
o
r w
ord
s th
at in
dic
ate
the
seq
uen
ce.
The
first
Oly
mpi
c Ga
mes
wer
e he
ld in
anc
ient
Gre
ece
in
824
B.C.
The
Olym
pic
Gam
es w
ere
play
ed fo
r alm
ost 1
2 ce
ntur
ies,
unt
il A.
D. 3
94.
In 1
863,
Pie
rre
de C
oube
rtin
deci
ded
the
wor
ld a
gain
ne
eded
the
Olym
pic
Gam
es.
One
year
late
r, de
lega
tes
met
in P
aris
to d
iscu
ss P
ierr
e’s
idea
.
Toda
y, th
e Ol
ympi
cs s
tand
for p
eace
and
goo
dwill
am
ong
natio
ns.
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arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
eW
ord
s w
ith
In
fl ec
tio
ns
-ed
, -in
g
Less
on
4Fo
ld t
he
pap
er a
lon
g t
he
do
tted
lin
e. A
s ea
ch S
pel
ling
Wo
rd
is r
ead
alo
ud, w
rite
it in
th
e b
lan
k. T
hen
un
fold
yo
ur p
aper
an
d c
hec
k yo
ur w
ork
. Pra
ctic
e w
riti
ng
an
y Sp
ellin
g W
ord
s yo
u m
isse
d.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1. de
cora
tin
g
2.
ap
plyin
g
3.
de
layin
g
4.
em
ploy
ed
5.
st
udy
ing
6.
su
ppos
ed
7. ex
citin
g
8.
m
arri
ed
9.
en
vie
d
10.
st
udi
ed
11
. fr
ighte
ned
12.
pan
icke
d
13.
re
laye
d
14.
pre
pari
ng
15.
re
plie
d
16.
in
vited
17. m
ultip
lied
18.
pla
nn
ing
19.
ly
ing
20.
se
rved
Prac
tice
Bo
ok
22
Wo
rk w
ith
yo
ur
child
to
wri
te t
he
bas
e w
ord
fo
r ea
ch S
pel
ling
Wo
rd. F
or
exam
ple
, th
e b
ase
wo
rd f
or
rep
lied
is r
eply
.
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arco
urt
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rade
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Nam
eSi
mp
le a
nd
Co
mp
ou
nd
Sen
ten
ces
Less
on
4R
ewri
te e
ach
sen
ten
ce w
ith
a c
orr
ect
coo
rdin
atin
g
con
jun
ctio
n.
1.
Mar
y M
cLeo
d Be
thun
e w
as b
orn
in S
outh
Car
olin
a sh
e la
ter
mov
ed t
o Fl
orid
a.
2.
Bet
hune
wen
t to
col
lege
she
had
to
wor
k, t
oo.
3.
She
wor
ked
as a
tea
cher
she
tra
vele
d th
roug
hout
the
Sou
th.
4.
Bet
hune
was
pre
side
nt o
f a c
olle
ge s
he w
as a
ctiv
e in
pol
itics
.
5.
Bet
hune
was
a c
omm
unity
lead
er, s
he a
dvis
ed P
resi
dent
s.
Rew
rite
eac
h c
om
po
und
sen
ten
ce t
o m
ake
two
sim
ple
sen
ten
ces.
6.
The
U.S
. Sup
rem
e C
ourt
mad
e se
greg
atio
n ill
egal
in 1
954;
the
cou
rt c
ase
was
Br
own
v. B
oard
of E
duca
tion.
7.
The
bus
boy
cott
was
a s
ucce
ss, a
nd R
osa
Park
s ha
d sp
arke
d it.
8.
Man
y p
eop
le jo
ined
the
pro
test
, and
the
boy
cott
last
ed fr
om 1
955
to 1
956.
Poss
ible
resp
onse
s ar
e sh
own.
Mar
y M
cLeo
d Be
thun
e w
as b
orn
in S
outh
Car
olin
a,
but s
he la
ter m
oved
to F
lorid
a.
Beth
une
wen
t to
colle
ge, a
nd s
he h
ad to
wor
k, to
o.
She
wor
ked
as a
teac
her,
and
she
trave
led
thro
ugho
ut th
e So
uth.
Beth
une
was
pre
side
nt o
f a c
olle
ge, a
nd s
he w
as a
ctiv
e in
pol
itics
.
Beth
une
was
a c
omm
unity
lead
er, a
nd s
he a
dvis
ed P
resi
dent
s.
The
U.S.
Sup
rem
e Co
urt m
ade
segr
egat
ion
illeg
al in
1954
. The
cou
rt ca
se w
as B
row
n v.
Boa
rd o
f Edu
catio
n.
The
bus
boyc
ott w
as a
suc
cess
. Ros
a Pa
rks
had
spar
ked
it.
Man
y peo
ple
join
ed th
e pr
otes
t. Th
e bo
ycot
t las
ted
from
195
5 to
195
6.
23 P
ract
ice
Bo
ok
Ask
yo
ur
child
to
wri
te a
par
agra
ph
ab
ou
t a
top
ic o
f h
is o
r h
er c
ho
ice.
It s
ho
uld
incl
ud
e si
mp
le a
nd
co
mp
ou
nd
sen
ten
ces.
Ask
yo
ur
child
to
un
der
line
the
com
po
un
d s
ente
nce
s an
d c
ircl
e th
e co
nju
nct
ion
s.
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arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
24
Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
5
Prac
tice
Bo
ok
You
r ch
ild r
ewro
te a
sto
ry, s
ub
stit
uti
ng
V
oca
bu
lary
Wo
rds
for
oth
er w
ord
s an
d p
hra
ses.
H
ave
you
r ch
ild r
ead
bo
th v
ersi
on
s o
f th
e st
ory
to
yo
u a
nd
exp
lain
ho
w t
hey
are
dif
fere
nt.
inti
mid
atin
gca
lam
ity
inva
luab
leq
uan
dar
y
com
po
sure
hin
dra
nce
stea
dfa
stsu
rpas
sed
sag
etr
epid
atio
n
Rea
d t
he
firs
t ve
rsio
n o
f th
e st
ory
. In
th
e se
con
d v
ersi
on
, re
pla
ce t
he
und
erlin
ed w
ord
s w
ith
Vo
cab
ular
y W
ord
s fr
om
th
e b
ox.
Use
eac
h V
oca
bul
ary
Wo
rd o
nly
on
ce.
Versi
on 1
It w
as ju
st b
efo
re c
urt
ain
tim
e, a
nd
I w
as in
a d
ilem
ma
abo
ut
wh
at t
o d
o. !
e
new
s cr
ew w
ou
ld b
e h
ere
soo
n, a
nd
a t
erri
ble
eve
nt
was
ab
ou
t to
hap
pen
. It
was
a
frig
hte
nin
g s
itu
atio
n. D
r. P
rest
on
had
cal
led
in s
ick
an
d c
ou
ldn’
t d
o t
he
inte
rvie
w.
Wh
ere
cou
ld I
fi n
d a
no
ther
pri
cele
ss w
ise
per
son
lik
e D
r. P
rest
on
? W
ho
co
uld
hav
e ju
st
as m
uch
co
oln
ess
un
der
pre
ssu
re?
It c
ou
ld o
nly
be
my
frie
nd
Mo
lly
Kre
ll, a
pro
fess
or.
Dr.
Kre
ll is
fi rm
in h
er b
elie
fs. S
he
kn
ow
s w
ho
sh
e is
, wh
at s
he
wan
ts, a
nd
wh
ere
she’
s go
ing.
!
ere
was
no
sig
n o
f fe
ar o
n h
er p
art.
Dr.
Pre
sto
n’s
can
cell
atio
n w
as a
min
or
diffi
cu
lty
as f
ar a
s sh
e w
as c
on
cern
ed. D
r. K
rell
did
th
e in
terv
iew
an
d w
ent
bey
on
d m
y
exp
ecta
tio
ns!
Versi
on 2
It w
as ju
st b
efor
e cu
rtai
n ti
me,
an
d I
was
in a
a
bou
t
wh
at to
do.
!
e n
ews
crew
wou
ld b
e h
ere
soon
, an
d a
was
ab
out t
o h
app
en. I
t was
a(n
) s
itu
atio
n. D
r.
Pre
ston
had
cal
led
in s
ick
and
cou
ldn’
t do
the
inte
rvie
w. W
her
e co
uld
I fi
nd
an
oth
er
li
ke D
r. P
rest
on?
Wh
o co
uld
hav
e ju
st a
s m
uch
?
It c
ould
on
ly b
e m
y fr
ien
d M
olly
Kre
ll, a
pro
fess
or.
Dr.
Kre
ll is
in
her
bel
iefs
. Sh
e kn
ows
wh
o sh
e is
, wh
at
she
wan
ts, a
nd
wh
ere
she’
s go
ing.
!
ere
was
no
sign
of
on
her
par
t. D
r. P
rest
on’s
can
cella
tion
was
a m
inor
a
s fa
r as
sh
e w
as
con
cern
ed. D
r. K
rell
did
the
inte
rvie
w a
nd
m
y ex
pec
tati
ons!
quan
dary
cala
mity
intim
idat
ing
inva
luab
lesa
geco
mpo
sure
stea
dfas
ttre
pida
tion
hind
ranc
esu
rpas
sed
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25
Nam
ePl
ot
and
Set
tin
g
Less
on
5
Prac
tice
Bo
ok
You
r ch
ild is
rev
iew
ing
plo
t an
d s
etti
ng
. Hav
e yo
ur
child
rea
d t
he
sto
ry a
bo
ve a
nd
his
or
her
an
swer
s to
th
e q
ues
tio
ns.
Th
en h
ave
you
r ch
ild
cho
ose
am
on
g t
he
sug
ges
tio
ns
for
ho
w E
lvin
m
igh
t so
lve
his
pro
ble
m.
Rea
d t
he
sto
ry b
elo
w. T
hen
use
co
mp
lete
sen
ten
ces
to
answ
er t
he
que
stio
ns
that
fo
llow
.
Elv
in w
alke
d s
low
ly h
ome
from
sch
ool o
ne
day
. Try
outs
for
the
sch
ool b
aske
tbal
l tea
m
wer
e go
ing
to t
ake
pla
ce t
he
nex
t n
igh
t. E
lvin
wan
ted
bad
ly t
o tr
y ou
t, b
ut
he
also
had
ban
d
pra
ctic
e th
e n
ext
nig
ht.
It
was
req
uir
ed p
ract
ice.
!
e b
and
wou
ld b
e m
arch
ing
in a
par
ade
on
Sat
urd
ay, a
nd
mem
ber
s n
eed
ed t
o ge
t th
e fo
rmat
ion
just
rig
ht.
Elv
in lo
ved
bei
ng
in t
he
ban
d
and
mar
chin
g, b
ut
he
also
love
d b
aske
tbal
l. H
ow c
ould
he
try
out
and
not
mis
s p
ract
ice?
Lat
er t
hat
eve
nin
g E
lvin
sat
in h
is c
lub
hou
se w
ith
his
th
ree
bes
t fr
ien
ds.
!
ey w
ere
all t
ryin
g to
fi gu
re o
ut
wh
at E
lvin
cou
ld d
o to
sol
ve h
is p
rob
lem
. On
e su
gges
ted
he
talk
to
his
ban
d d
irec
tor
and
see
if h
e co
uld
be
late
to
pra
ctic
e. A
not
her
su
gges
ted
he
talk
to
the
bas
ketb
all c
oach
an
d a
sk t
o tr
y ou
t ea
rlie
r th
an t
he
rest
of t
he
pla
yers
. Sti
ll an
oth
er s
ugg
este
d
Elv
in q
uit
ban
d a
nd
on
ly c
once
ntr
ate
on p
layi
ng
bas
ketb
all t
his
yea
r. E
lvin
did
n’t
know
wh
at
to d
o. H
e lo
ved
bot
h, b
ut
did
he
hav
e to
ch
oose
on
e ov
er t
he
oth
er?
1.
Whe
re d
oes
the
first
par
t of
thi
s st
ory
take
pla
ce?
2.
Wha
t p
robl
em d
oes
Elvi
n ha
ve?
3.
Who
m d
oes
Elvi
n go
to
for
help
?
4.
Wha
t is
the
set
ting
in t
he s
econ
d p
arag
rap
h of
the
sto
ry?
5.
Wha
t so
lutio
ns d
o El
vin’
s fr
iend
s co
me
up w
ith fo
r hi
s p
robl
em?
The
first
par
t of t
his
stor
y ta
kes
plac
e on
Elv
in’s
wal
k ho
me
from
sch
ool.
Band
pra
ctic
e an
d ba
sket
ball
tryo
uts
are
on th
e sa
me
nigh
t, an
d El
vin
wan
ts to
do
both
.
Elvi
n’s
thre
e be
st fr
iend
s tr
y to
hel
p hi
m fi
nd a
sol
utio
n to
hi
s pr
oble
m.
It is
late
r tha
t eve
ning
, and
Elv
in a
nd h
is b
est f
riend
s ar
e in
his
clu
bhou
se.
They
sug
gest
that
he
talk
to th
e ba
nd d
irect
or a
bout
arr
ivin
g la
te, t
alk
to th
e co
ach
abou
t try
ing
out e
arly
, or q
uit b
and
to c
once
ntra
te o
n pl
ayin
g ba
sket
ball.
Poss
ible
resp
onse
s ar
e sh
own.
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arco
urt
• G
rade
6
26
Nam
eTe
xt S
tru
ctu
re:
Ch
ron
olo
gic
al
Ord
er
Less
on
5
Prac
tice
Bo
ok
You
r ch
ild is
rev
iew
ing
ch
ron
olo
gic
al o
rder
. R
evie
w t
he
answ
ers
you
r ch
ild g
ave
and
h
ave
him
or
her
fi n
d c
hro
no
log
ical
ord
er in
n
ewsp
aper
art
icle
s.
Rea
d t
he
pas
sag
e b
elo
w. U
se c
om
ple
te s
ente
nce
s to
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
Myst
eriou
s Ligh
t ove
r City
CH
ICA
GO
—A
str
ang
e g
low
was
see
n o
ver
the
city
last
nig
ht.
It
ho
vere
d f
or
abo
ut
fi ve
min
ute
s an
d t
hen
dis
app
eare
d. R
epo
rts
are
scat
tere
d a
bo
ut
the
glo
w a
nd
its
ori
gin
,
bu
t so
me
peo
ple
sai
d t
hat
it c
ame
fro
m t
he
Eas
t as
a s
mal
l po
int
of
lig
ht
trav
elin
g f
ast.
Man
y th
ou
gh
t it
was
a s
ho
oti
ng
sta
r o
r a
met
eor.
!
e gl
ow
gre
w la
rger
an
d la
rger
un
til
it p
ract
ical
ly c
ove
red
th
e d
ow
nto
wn
are
a. W
hen
th
e gl
ow
ho
vere
d, i
t sh
ed li
ght
on
th
e
enti
re la
kef
ron
t. T
raffi
c s
top
ped
. Nig
ht
turn
ed in
to d
ay, a
nd
a f
ew b
rave
so
uls
ven
ture
d
ou
tsid
e. S
om
e sa
id t
hat
th
e li
gh
t g
ave
them
a s
ense
of
war
mth
an
d a
fee
lin
g o
f jo
y.
Oth
ers
said
it f
elt
as if
th
e su
n h
ad c
om
e b
ack
ou
t. !
en
th
e li
gh
t ro
se in
to t
he
sky
and
dis
app
eare
d, b
rin
gin
g b
ack
nig
ht.
Fo
r a
mo
men
t, t
he
wh
ole
cit
y se
emed
eer
ily
qu
iet.
!
en t
raffi
c s
tart
ed fl
ow
ing
ag
ain
, an
d t
he
city
no
ises
ret
urn
ed. J
ust
wh
at t
he
lig
ht
was
and
wh
at e
ff ec
t it
may
hav
e o
n t
he
futu
re a
re u
nso
lved
mys
teri
es.
1.
Wha
t ha
pp
ened
firs
t w
ith t
he s
tran
ge li
ght?
2.
Onc
e th
e lig
ht r
each
ed d
ownt
own
Chi
cago
, wha
t di
d it
do?
3.
Wha
t ha
pp
ened
whi
le t
he li
ght
hove
red
over
the
city
?
4.
Wha
t ha
pp
ened
to
the
light
aft
er fi
ve m
inut
es?
5.
Wha
t ha
pp
ened
last
?
It se
emed
to c
ome
quic
kly
from
the
East
.
It ho
vere
d fo
r abo
ut fi
ve m
inut
es, l
ight
ing
up th
e sk
y an
d tu
rnin
g ni
ght i
nto
day.
Traf
fic s
topp
ed a
nd s
ome
peop
le w
ent o
ut in
to th
e lig
ht.
The
light
rose
up
into
the
sky
and
disa
ppea
red.
Nig
ht
cam
e ba
ck.
Traf
fic s
tarte
d flo
win
g ag
ain
and
the
soun
ds o
f the
city
ca
me
back
.
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Nam
eFo
rms
of
Fict
ion
Less
on
5
Prac
tice
Bo
ok
You
r ch
ild is
rev
iew
ing
fo
rms
of
fi ct
ion
. Hav
e yo
ur
child
iden
tify
dif
fere
nt
form
s o
f fi
ctio
n in
re
adin
g m
ater
ials
aro
un
d t
he
ho
use
.
Rea
d e
ach
pas
sag
e. Id
enti
fy t
he
form
of
fict
ion
it s
ho
ws.
Th
en g
ive
the
pas
sag
e a
titl
e th
at r
efle
cts
that
fo
rm.
Fat
her
an
d I
are
pla
nn
ing
to
go
th
e p
ub
lic
bat
hs
tod
ay. !
e
pu
bli
c b
ath
s o
ff er
a
pla
ce t
o c
oo
l off
an
d le
arn
wh
at is
go
ing
on
in t
he
Sen
ate.
I le
arn
so
mu
ch a
bo
ut
po
liti
cs
and
th
e ru
nn
ing
of
a la
rge
city
lik
e R
om
e. I
esp
ecia
lly
lik
e w
hen
th
e m
en d
iscu
ss C
aesa
r.
Fat
her
on
ce le
t m
e go
do
wn
to
th
e st
able
s an
d lo
ok
at
his
ch
ario
t an
d h
ors
es. I
t is
alw
ays
a g
ran
d t
ime
ther
e.
!
e p
on
y n
amed
Ed
gar
nei
ghed
, rec
ogn
izin
g Ja
mie
as
she
app
roac
hed
his
sta
ll. I
t
had
bee
n a
wh
ile
sin
ce s
he
had
rid
den
her
fav
ori
te p
on
y. E
dga
r n
ud
ged
Jam
ie’s
han
d,
loo
kin
g fo
r th
e ca
rro
t sh
e al
way
s b
rou
ght
him
on
her
vis
its.
!
e p
on
y w
asn’
t d
isap
po
inte
d
as J
amie
op
ened
her
pal
m. W
hil
e E
dga
r at
e, J
amie
ru
bb
ed h
is m
ane
and
tal
ked
to
him
gen
tly.
Sh
e ap
olo
gize
d f
or
no
t vi
siti
ng
for
so lo
ng.
!
en s
he
fou
nd
th
e sa
dd
le a
nd
bri
dle
.
Sh
e’d
rid
e E
dga
r to
day
—sh
e n
eed
ed t
o f
eel t
he
win
d o
n h
er f
ace.
“Do
esn’
t E
arth
loo
k lo
vely
to
nig
ht?
” C
arlo
ask
ed h
is w
ife.
“Yes
, dea
r,”
she
rep
lied
. “It
giv
es o
ff a
wo
nd
erfu
l blu
e g
low
in t
he
nig
ht
sky.
”
“We
mu
st g
o v
isit
yo
ur
mo
ther
so
on
,” C
arlo
sai
d. “
Sp
ace
trav
el is
just
to
o m
uch
fo
r
her
, an
d it
’s b
een
a w
hil
e si
nce
sh
e’s
seen
th
e ch
ild
ren
. !
ey’d
love
to
hea
r th
e st
ori
es s
he
tell
s ab
ou
t th
e g
reat
fl o
od
of
21
21
.”
Car
lo’s
wif
e n
od
ded
. “It
’s a
lso
bee
n s
om
e ti
me
sin
ce I
’ve
bee
n t
o m
y ch
ild
ho
od
ho
me
on
Ear
th. M
y o
ld h
igh
sch
oo
l is
pla
nn
ing
a r
eun
ion
th
is y
ear.
It
wo
uld
be
nic
e to
see
old
fri
end
s ag
ain
. Let
’s p
lan
ou
r vi
sit
aro
un
d t
hat
.”
Car
lo n
od
ded
. “Y
es. L
et’s
pla
n a
tri
p h
om
e.”
1.
For
m o
f Fic
tion:
2.
Pos
sibl
e Ti
tle:
3.
For
m o
f Fic
tion:
4.
Pos
sibl
e Ti
tle:
5.
For
m o
f Fic
tion:
6.
Pos
sibl
e Ti
tle:
Poss
ible
resp
onse
s ar
e sh
own.
hist
oric
al fi
ctio
nA
Day
in th
e Li
fe o
f a B
oy in
Anc
ient
Rom
e
real
istic
fict
ion
A Da
y w
ith E
dgar
scie
nce
fictio
nA
Trip
to E
arth
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urt
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6
© H
arco
urt
• G
rade
6
28
Nam
eR
efer
ence
So
urc
es
Less
on
5
Prac
tice
Bo
ok
You
r ch
ild is
rev
iew
ing
ref
eren
ce s
ou
rces
. Wit
h
you
r ch
ild, r
evie
w t
he
kin
ds
of
info
rmat
ion
va
rio
us
refe
ren
ce s
ou
rces
pro
vid
e, a
s sh
ow
n,
par
tly
in t
he
exam
ple
s o
n t
his
pag
e.
1.
How
man
y de
finiti
ons
are
give
n fo
r fo
unta
in?
2.
Wha
t p
art
of s
pee
ch is
foun
tain
?
3.
Fro
m w
hat
Old
Fre
nch
wor
d is
foun
tain
der
ived
?
4.
Wha
t ar
e th
ree
syno
nym
s fo
r im
perf
ect?
5.
Wha
t ar
e th
ree
anto
nym
s fo
r im
perf
ect?
6.
How
fast
is t
he e
lder
ly p
opul
atio
n p
roje
cted
to
grow
bet
wee
n 19
90 a
nd 2
020?
Rea
d t
he
entr
ies
bel
ow
fro
m r
efer
ence
so
urce
s. T
hen
us
e co
mp
lete
sen
ten
ces
to a
nsw
er t
he
que
stio
ns.
Dic
tio
nar
y En
try
foun
tain
(fo
un´t
e n) n
. 1. f
low
of w
ater
ris
ing
into
the
air
in a
sp
ray.
2. s
prin
g or
so
urce
of w
ater
. 3. p
lace
to
get
a dr
ink:
w
ater
foun
tain
. [O
ld F
renc
h fo
ntai
ne;
Latin
font
ana,
of a
sp
ring]
Th
esau
rus
Entr
y
imp
erfe
ctad
j. de
ficie
nt, d
efec
tive,
faul
ty,
blem
ishe
d, fl
awed
, mar
red,
unf
inis
hed,
un
deve
lop
ed, b
elow
par
. Ant
onym
sp
erfe
ct, a
bsol
ute,
idea
l, ut
opia
n, fl
awle
ss,
unm
arre
d.
Alm
anac
En
try
Pop
ulat
ion
Exp
losi
on
Am
on
g O
lder
Am
eric
ans:
The
Uni
ted
Stat
es s
aw a
rap
id
grow
th in
its
elde
rly p
opul
atio
n du
ring
the
20th
cen
tury
. The
num
ber
of A
mer
ican
s ag
e 65
and
old
er c
limbe
d ab
ove
34.9
mill
ion
in 2
000,
com
par
ed w
ith 3
.1 m
illio
n in
190
0. F
or t
he s
ame
year
s, t
he r
atio
of e
lder
ly A
mer
ican
s to
the
tot
al p
opul
atio
n ju
mp
ed fr
om 1
in 2
5 to
1 in
8. T
he t
rend
is g
uara
ntee
d to
con
tinue
in t
he n
ext
cent
ury
as t
he b
aby-
boom
gen
erat
ion
ages
. Bet
wee
n 19
90 a
nd 2
020,
the
pop
ulat
ion
age
65 t
o 74
is p
roje
cted
to
grow
74%
.So
urce
: Bas
ed o
n U
.S. C
ensu
s Bu
reau
dat
a
Thre
e de
finiti
ons
are
give
n fo
r the
wor
d fo
unta
in.
Foun
tain
is a
nou
n.
Foun
tain
com
es fr
om th
e Ol
d Fr
ench
wor
d fo
ntai
ne.
Thre
e sy
nony
ms
are
defic
ient
,def
ectiv
e, a
nd fa
ulty
.
Thre
e an
tony
ms
are
perfe
ct,a
bsol
ute,
and
idea
l.
It is
pro
ject
ed to
gro
w b
y 74
%.
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29
Nam
eTh
eme
1 R
evie
w
Less
on
5
Prac
tice
Bo
ok
Fold
th
e p
aper
alo
ng
th
e d
ott
ed li
ne.
As
each
Sp
ellin
g
Wo
rd is
rea
d a
loud
, wri
te it
in t
he
bla
nk.
Th
en u
nfo
ld
your
pap
er a
nd
ch
eck
your
wo
rk. P
ract
ice
wri
tin
g a
ny
Spel
ling
Wo
rds
you
mis
sed
.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1. ci
rcuit
2.
ag
ain
st
3.
ca
bin
et
4.
fe
athe
r
5.
sy
stem
6.
sn
eeze
7. pro
clai
m
8.
gr
ief
9.
ap
proa
ch
10.
ar
cade
11
. ag
low
12.
bre
athe
13.
pou
nd
14.
ap
plau
d
15.
tu
rquoi
se
16.
aw
kwar
d
17. de
layin
g
18.
em
ploy
ed
19.
re
plie
d
20.
pre
pari
ng
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e
Less
on
5
(1)
Wh
o in
spir
ed t
he
talk
sh
ow
s o
f to
day
? (2
) P
hil
Do
nah
ue
insp
ired
th
em
(3)
He
hea
rd h
is v
oic
e o
n a
co
lleg
e ra
dio
sta
tio
n. (
4)
He
was
inst
antl
y h
oo
ked
on
rad
io. (
5)
Lat
er h
e w
ork
ed in
rad
io a
s an
an
no
un
cer,
new
s d
irec
tor,
an
d m
orn
ing
new
scas
ter.
(6
) A
TV
tal
k s
ho
w h
ired
him
as
the
ho
st in
19
67
.
1.
Whi
ch t
ype
of s
ente
nce
is S
ente
nce
1?A
decl
arat
ive
Bim
per
ativ
eC
excl
amat
ory
Din
terr
ogat
ive
2.
Whi
ch s
ente
nce
is m
issi
ng a
n en
d m
ark?
ASe
nten
ce 1
BSe
nten
ce 2
CSe
nten
ce 3
DSe
nten
ce 4
3.
Whi
ch t
ype
of s
ente
nce
is S
ente
nce
4?
Ade
clar
ativ
eB
imp
erat
ive
Cex
clam
ator
yD
inte
rrog
ativ
e
4.
Whi
ch is
the
com
ple
te s
ubje
ct
of S
ente
nce
6?A
A T
V ta
lk s
how
BA
TV
Cta
lk s
how
Dsh
ow
5.
Whi
ch is
the
sim
ple
pre
dica
te
of S
ente
nce
5?A
as t
he h
ost
Bas
an
anno
unce
r, ne
ws
dire
ctor
, an
d m
orni
ng n
ewsc
aste
rC
wor
ked
Dw
orke
d in
rad
io
6.
Whi
ch is
the
com
ple
te p
redi
cate
of
Sen
tenc
e 3?
Ahe
ard
Bhe
ard
his
voic
eC
hear
d hi
s vo
ice
on a
col
lege
ra
dio
stat
ion
Dvo
ice
on a
col
lege
rad
io s
tatio
n
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
30 P
ract
ice
Bo
ok
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Nam
e
Less
on
5
(1) T
elev
isio
n b
ecam
e a
par
t o
f A
mer
ican
s’ li
ves
afte
r W
orl
d W
ar I
I w
hen
th
e
firs
t la
rge
TV
au
die
nce
wat
ched
th
e W
orl
d S
erie
s o
f 1
94
7. (
2) T
V p
rod
uce
rs a
nd
scr
ipt
wri
ters
lear
ned
wh
at p
eop
le li
ked
th
rou
gh
tri
al a
nd
err
or.
(3
) M
ilton
Ber
le’s T
exac
o St
ar
The
ater
was
a p
op
ula
r sh
ow
. (4
) M
ilton
Ber
le’s T
exac
o St
ar T
heat
er h
ad m
any
acts
. (5
)
To
day
th
ree
of
the
firs
t n
etw
ork
s ar
e p
op
ula
r an
d s
till
op
erat
e. (
6)
Co
mp
etit
ion
fo
r
view
ers
is m
ore
fie
rce
than
eve
r.
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
1.
Whi
ch t
wo
sent
ence
s ha
ve t
he s
ame
subj
ect
and
can
be r
ewrit
ten
as o
ne
sent
ence
?A
Sent
ence
s 1
and
2B
Sent
ence
s 3
and
4 C
Sent
ence
s 4
and
5D
Sent
ence
s 5
and
6
2.
Whi
ch s
ente
nce
has
a co
mp
ound
su
bjec
t?A
Sent
ence
1B
Sent
ence
2C
Sent
ence
3D
Sent
ence
5
3.
Whi
ch s
ente
nce
has
a co
mp
ound
p
redi
cate
?A
Sent
ence
3B
Sent
ence
4C
Sent
ence
5D
Sent
ence
6
4.
Whi
ch o
f the
follo
win
g se
nten
ces
is a
ru
n-on
?A
Sent
ence
1B
Sent
ence
2C
Sent
ence
3D
Sent
ence
4
5.
Whi
ch o
f the
follo
win
g te
rms
best
de
scrib
es S
ente
nce
2?A
com
pou
ndB
sim
ple
Cru
n-on
Dco
mm
a sp
lice
6.
Whi
ch is
the
cor
rect
way
to
com
bine
Se
nten
ces
5 an
d 6?
A, b
ut
B,
C, o
r,D
; with
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
31Pr
acti
ce B
oo
k
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• G
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32
Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
6
Prac
tice
Bo
ok
Use
wh
at y
ou
kno
w a
bo
ut t
he
Vo
cab
ular
y W
ord
s to
an
swer
th
e q
uest
ion
s b
elo
w.
Wri
te y
our
an
swer
s in
co
mp
lete
sen
ten
ces.
5.
How
wou
ld y
ou fu
se t
oget
her
two
brok
en p
iece
s of
a c
andl
e?
6.
How
do
you
chan
ge t
he in
tona
tion
of y
our
voic
e to
sho
w t
hat
you
are
aski
ng a
q
uest
ion?
7.
Is
a st
atue
mad
e of
bro
nze
or a
sta
tue
mad
e of
pla
stic
mor
e lik
ely
to b
e im
mob
ile?
Ex
pla
in. Se
nte
nce
1Se
nte
nce
2
1.
The
wom
an w
as c
autio
us
whi
le d
rivin
g on
the
sin
uous
mou
ntai
n ro
ads.
The
wom
an s
ped
up
whi
le
driv
ing
on t
hesi
nuou
sm
ount
ain
road
s.
2.
Jim fo
und
it di
fficu
lt to
tou
ch
his
toes
bec
ause
he
was
so
supp
le.
Jim fo
und
it ea
sy t
o to
uch
his
toes
bec
ause
he
was
so
supp
le.
3.
Dur
ing
the
elec
tric
al s
torm
, the
te
levi
sion
wen
t ha
ywire
.A
fter
I tu
rned
it o
ff, t
he
tele
visi
on w
ent
hayw
ire.
4.
I can
alw
ays
tell
whe
n D
ad is
sp
eaki
ng in
jest
, bec
ause
his
vo
ice
is s
o lo
ud.
I can
alw
ays
tell
whe
n D
ad is
sp
eaki
ng in
jest
, bec
ause
of t
he
twin
kle
in h
is e
yes.
Wh
ich
sen
ten
ce m
akes
mo
re s
ense
? U
nd
erlin
e it
.
Wit
h y
ou
r ch
ild, d
iscu
ss t
he
Vo
cab
ula
ry W
ord
s.
Hav
e yo
ur
child
tel
l yo
u t
he
mea
nin
g o
f ea
ch
wo
rd in
his
or
her
ow
n w
ord
s. E
nco
ura
ge
you
r ch
ild t
o u
se e
ach
wo
rd in
a s
ente
nce
.
Poss
ible
resp
onse
s ar
e sh
own.
I w
ould
use
heat
to m
elt t
he e
nds
of th
e pi
eces
and
pre
ss th
em to
geth
er.
At
the
end
of a
que
stio
n, m
y vo
ice
rais
es to
a
high
er p
itch.
A st
atue
mad
e of
bro
nze
is m
ore
likel
y to
be
imm
obile
bec
ause
it is
hea
vier
.
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33
Nam
eR
ead
er’s
Gu
ide
Less
on
6
Prac
tice
Bo
ok
As
you
read
“B
efid
dle
d,”
an
swer
th
e q
uest
ion
s b
elo
w t
o
fill
in t
he
sto
ry m
ap.
Use
th
e in
form
atio
n in
yo
ur s
tory
map
to
wri
te a
sum
mar
y o
n a
sep
arat
e sh
eet
of
pap
er.
Res
olu
tio
n
How
doe
s Be
cky
reso
lve
her
conf
lict?
Plo
t Ev
ents
Wha
t do
es M
r. Fr
eem
an d
o to
hel
p B
ecky
sol
ve h
er p
robl
em?
Co
nfl
ict
Wha
t co
nflic
t do
es M
r. Fr
eem
an s
ee w
ithin
Bec
ky?
Ch
arac
ters
Ho
w is
Mr.
Free
man
dif
fere
nt
fro
m B
ecky
?Se
ttin
gW
her
e d
oes
th
e st
ory
tak
e p
lace
?
She
lear
ns to
sta
nd in
a fi
rm b
ut re
laxe
d st
ance
and
pla
y fre
ely
with
out f
ear o
f mis
take
s.
He u
nder
stan
ds th
at s
he is
sel
f-con
scio
us a
nd th
is m
akes
he
r ten
se a
bout
pla
ying
her
vio
lin.
Mr.
Free
man
is c
onfid
ent,
and
Beck
y is
shy
and
un
sure
of h
erse
lf.
It ta
kes
plac
e in
Bec
ky a
nd
Benj
y’s
apar
tmen
t.
Poss
ible
resp
onse
s ar
e sh
own.
• M
r. Fr
eem
an to
sses
a v
ase
tow
ard
Beck
y to
sho
w h
er
how
to b
e un
afra
id.
• H
e te
ache
s Be
cky
to s
tand
in a
mor
e re
laxe
d w
ay.
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6
© H
arco
urt
• G
rade
6
34
Nam
ePl
ot
and
Ch
arac
ters
Less
on
6
Prac
tice
Bo
ok
Rea
d t
he
sto
ry b
elo
w. T
hen
fill
in t
he
sto
ry m
ap.
Bri
an c
ou
ld m
ake
anyb
od
y la
ugh
—es
pec
iall
y h
is b
est
frie
nd
, Zac
h. !
e
bo
ys w
ere
wai
tin
g to
try
ou
t fo
r th
e le
ad in
th
e sc
ho
ol p
lay.
Zac
h w
as r
eall
y n
ervo
us.
“Zac
h, d
on
’t b
e sh
y. S
tan
d u
p a
nd
let
them
see
wh
at y
ou
’ve
got!
” (Z
ach
, wh
o w
as
sho
rt a
nd
ver
y se
nsi
tive
ab
ou
t it
, was
alr
ead
y st
and
ing
up
.) Z
ach
gre
w v
ery
qu
iet,
bu
t
Bri
an c
on
tin
ued
, “Y
ou
sh
ou
ldn
’t le
t th
ings
get
yo
u d
ow
n. !
at
’s t
he
lon
g an
d t
he
sho
rt
of
it.”
Zac
h s
igh
ed a
nd
wal
ked
aw
ay.
“I r
eall
y b
lew
it,”
Bri
an t
ho
ug
ht.
He
talk
ed t
o M
s. A
bel
, th
e d
irec
tor
of
the
pla
y.
“Hi,
Zac
h!”
he
said
. “I’
m s
orr
y ab
ou
t m
y la
me
jok
es. G
ues
s w
hat
? M
s. A
bel
nee
ds
a g
reat
rea
der
lik
e yo
u t
o b
e th
e n
arra
tor
for
the
pla
y. S
he
said
sh
e’d
lik
e fo
r yo
u t
o t
ry
ou
t to
day
.” Z
ach
’s b
ig s
mil
e w
as a
s sw
eet
as a
pp
lau
se t
o B
rian
.
Res
olu
tio
n
Plo
t Ev
ents
Co
nfl
ict
Ch
arac
ters
’ Qua
litie
sSe
ttin
g
Talk
wit
h y
ou
r ch
ild a
bo
ut
a st
ory
yo
u h
ave
bo
th r
ead
. Des
crib
e th
e m
ain
ch
arac
ter’
s q
ual
itie
s an
d t
ell o
ne
way
th
ese
trai
ts a
ffec
ted
w
hat
hap
pen
ed in
th
e st
ory
.
Poss
ible
resp
onse
s ar
e sh
own.
Bria
n w
ants
to h
elp
his
frien
d Za
ch, w
ho is
ner
vous
abo
ut
tryi
ng o
ut fo
r the
pla
y.
Bria
n ap
olog
izes
to Z
ach
and
gets
him
a tr
yout
with
the
play
’s d
irect
or.
•
Bria
n te
lls a
joke
to e
ase
Zach
’s n
erve
s. •
Br
ian
real
izes
that
he
has
prob
ably
hur
t Zac
h’s
feel
ings
. •
Br
ian
talk
s to
the
play
’s d
irect
or.
Bria
n is
a jo
ker,
and
Zach
is
shy
and
self-
cons
ciou
s.It
take
s pl
ace
at B
rian
and
Zach
’s s
choo
l.
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35
Nam
eV
oca
bu
lary
St
rate
gie
s
Less
on
6
Prac
tice
Bo
ok
Rea
d e
ach
sen
ten
ce in
co
lum
n 1
. Mat
ch t
he
ital
iciz
ed w
ord
wit
h t
he
corr
ect
def
init
ion
in c
olu
mn
2.
Rea
d t
he
sen
ten
ces.
Cir
cle
the
lett
er o
f th
e m
ean
ing
th
at f
its
the
con
text
fo
r th
e it
alic
ized
wo
rd.
9.
The
inju
red
pla
yer
grou
nd h
er t
eeth
in p
ain
but
did
not
cry
out.
A
wor
e do
wn
by fr
ictio
n C
a
basi
s fo
r a
belie
f or
actio
n
B
the
surf
ace
of t
he e
arth
D
p
ress
ed t
oget
her
with
a s
crap
ing
mot
ion
10.
The
tea
cher
will
add
ress
the
cla
ss a
bout
rul
es fo
r th
e fie
ld t
rip.
A
spea
k to
C
di
rect
or
send
B
a sp
eech
D
a
loca
tion
or p
lace
11.
We
trie
d to
sta
ll hi
m s
o th
at h
e w
ould
n’t
arriv
e ea
rly fo
r hi
s su
rpris
e p
arty
.A
a
boot
h C
de
lay
B
a co
mp
artm
ent
D
brea
k do
wn
12.
The
tire
d ch
ildre
n di
d no
t ob
ject
whe
n th
ey w
ere
told
to
go t
o be
d.A
co
mp
lain
C
ar
ticle
B
pur
pos
e D
ta
rget
Wit
h y
ou
r ch
ild, d
iscu
ss t
he
mea
nin
gs
for
gro
un
d, a
dd
ress
, sta
ll, a
nd
ob
ject
in t
he
sen
ten
ces
sho
wn
. Th
en h
elp
yo
ur
child
wri
te
ano
ther
sen
ten
ce f
or
each
wo
rd, u
sin
g o
ne
of
the
oth
er m
ean
ing
s.
1.
Tha
t no
te s
ound
ed fl
at.
A
. ha
ving
lost
its
air
2.
The
car
had
a fl
at t
ire.
B
. be
low
the
pro
per
pitc
h
3.
The
dog
lay
flat
on it
s ba
ck.
C
. st
retc
hed
out
horiz
onta
lly
4.
The
ban
k ch
arge
d a
flat
rate
. D
. fix
ed; n
ot c
hang
ing
5.
The
law
yer
won
her
cas
e.
E.
a bo
x fo
r ho
ldin
g an
obj
ect
6.
The
det
ectiv
e so
lved
the
cas
e.
F.
an a
ctio
n ta
ken
in c
ourt
7.
Put
you
r vi
olin
in it
s ca
se.
G.
a p
artic
ular
inst
ance
or
exam
ple
8.
In
case
of f
ire, u
se t
he s
tairs
. H
. a
situ
atio
n ca
lling
for
inve
stig
atio
n
B A C D F H E G
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Nam
eW
ord
s w
ith
C
on
son
ant
-le
Less
on
6
1. nes
tle
2.
m
angl
e
3.
fe
eble
4.
cr
inkl
e
5.
w
obble
6.
fr
azzl
e
7. ob
stac
le
8.
tick
le
9.
hust
le
10.
bri
dle
11
. ju
mble
12.
ki
ndl
e
13.
dw
indl
e
14.
sw
indl
e
15.
as
sem
ble
16.
m
antle
17. bri
ttle
18.
frec
kle
19.
m
uzz
le
20.
cu
ticl
e
Fold
th
e p
aper
alo
ng
th
e d
ott
ed li
ne.
As
each
Sp
ellin
g W
ord
is
rea
d a
loud
, wri
te it
in t
he
bla
nk.
Th
en u
nfo
ld y
our
pap
er
and
ch
eck
your
wo
rk. P
ract
ice
wri
tin
g a
ny
Spel
ling
Wo
rds
you
mis
sed
.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
36Pr
acti
ce B
oo
k
Hav
e yo
ur c
hild
wri
te t
he
Spel
ling
Wo
rds
two
ti
mes
. Th
en c
ut a
nd
sep
arat
e th
e w
ord
s. T
urn
th
e w
ord
s fa
ce d
ow
n a
nd
pla
y a
mat
chin
g
gam
e to
get
her
.
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Nam
ePr
epo
siti
on
al
Phra
ses
Less
on
6C
om
ple
te e
ach
sen
ten
ce. T
hen
lab
el w
hat
yo
u w
rote
as
a pr
epos
itio
nal p
hras
e, p
repo
siti
on, o
r ob
ject
.
1.
Mus
ical
the
ater
com
bine
s st
ory,
son
g, a
nd d
ance
o
ne s
tage
.
2.
The
plo
t a
mus
ical
is s
imp
le.
3.
Man
y m
usic
als
end
.
4.
Mus
ical
s ar
e of
ten
base
d b
ooks
or
hist
oric
al e
vent
s.
5.
Man
y p
eop
le e
njoy
see
ing
a sh
ow w
ith t
heir
.
Rew
rite
eac
h s
ente
nce
by
add
ing
a p
rep
osi
tio
nal
ph
rase
. Use
th
e w
ord
s in
p
aren
thes
es (
) in
th
e p
hra
se.
6.
I li
sten
. (co
ncer
t)
7.
The
sym
pho
ny p
lays
. (fir
ewor
ks)
8.
The
city
bro
adca
st t
he s
ymp
hony
. (ra
dio)
9.
We
stay
ed. (
end)
10.
Let
’s m
ove.
(st
age)
Poss
ible
resp
onse
s ar
e sh
own.
on; p
repo
sitio
n
of; p
repo
sitio
n
with
a fi
nale
; pre
posi
tiona
l phr
ase
on; p
repo
sitio
n
fam
ily; o
bjec
t
Poss
ible
resp
onse
s ar
e sh
own.
I lis
ten
to a
con
cert.
Durin
g th
e fir
ewor
ks, t
he s
ymph
ony
play
s.
The
city
bro
adca
st th
e sy
mph
ony
on th
e ra
dio.
We
stay
ed u
ntil
the
end.
Let’s
mov
e ne
ar th
e st
age. 37
Prac
tice
Bo
ok
Wo
rk w
ith
yo
ur
child
to
wri
te a
list
of
step
s th
at t
ell h
ow
to
mak
e h
is o
r h
er f
avo
rite
dis
h.
Hav
e yo
ur
child
un
der
line
all t
he
pre
po
siti
on
al
ph
rase
s in
th
e se
nte
nce
s.
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38
Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
7
Prac
tice
Bo
ok
Rea
d t
he
sen
ten
ces.
Th
en w
rite
th
e V
oca
bul
ary
Wo
rd t
hat
bes
t co
mp
lete
s ea
ch s
ente
nce
.
Wri
te t
he
nex
t p
arag
rap
h in
th
e st
ory
ab
ove
. Use
at
leas
t fo
ur o
fth
e V
oca
bul
ary
Wo
rds
in y
our
par
agra
ph
.
ord
inar
y su
it
trea
son
co
nvi
nce
reje
cted
d
iso
wn
d
efea
tist
Stu
den
ts c
an k
eep
tra
ck o
f w
her
e th
ey
enco
un
ter
this
wee
k’s
Vo
cab
ula
ry W
ord
s b
y m
akin
g a
ch
art
and
wri
tin
g in
it t
he
wo
rd a
nd
th
e p
lace
wh
ere
they
hea
rd o
r re
ad it
.
It w
as n
o (1
) d
ay. O
ur
team
had
to
(2)
Co
ach
Ben
sen
to
let
us
pla
y o
ne
mo
re g
ame.
He
had
(3)
ou
r ea
rlie
r
ple
a. I
t ju
st d
idn’
t (4)
h
is p
urp
ose
to
hav
e u
s p
lay
anym
ore
. We
had
pla
yed
so
bad
ly t
he
day
bef
ore
th
at w
e th
ou
gh
t h
e m
igh
t (5)
u
s. H
is
reje
ctio
n f
elt
lik
e (6)
, I
th
ou
gh
t, b
ecau
se w
e w
ere
the
sch
oo
l
team
. We
had
to
sto
p o
ur
(7)
atti
tud
e an
d s
tart
win
nin
g.
suit
conv
ince
reje
cted
diso
wn
defe
atis
t
ordi
nary
Answ
ers
will
var
y bu
t sho
uld
show
und
erst
andi
ng o
f the
Voca
bula
ry W
ords
.treas
on
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Nam
eR
ead
er’s
Gu
ide
Less
on
7
Prac
tice
Bo
ok
Rea
d “
S.O
.R. L
ose
rs.”
Th
en a
nsw
er t
he
que
stio
ns
in t
he
sto
ry m
ap.
Ch
arac
ters
Wh
o a
re t
he
mai
n c
har
acte
rs?
Wh
at a
re t
hei
r q
ual
itie
s?
Co
nfl
ict
Wh
at c
on
flic
t d
o t
he
Sou
th O
ran
ge
Riv
er s
occ
er p
laye
rs h
ave?
Sett
ing
Wh
ere
do
es t
his
sto
ry t
ake
pla
ce?
Wh
y?
Plo
t Ev
ents
Wh
at a
re t
he
mai
n e
ven
ts o
f th
e st
ory
? Res
olu
tio
nH
ow
do
th
e So
uth
Ora
ng
e R
iver
so
ccer
pla
yers
res
olv
e th
eir
con
flic
t?
Use
th
e in
form
atio
n in
yo
ur s
tory
map
to
wri
te a
sum
mar
y o
f th
e se
lect
ion
on
a
sep
arat
e sh
eet
of
pap
er.
Poss
ible
resp
onse
s ar
e sh
own.
It
take
s pl
ace
at a
nd
near
Sou
th O
rang
e Ri
ver
Scho
ol, b
ecau
se th
at is
w
here
the
socc
er te
am
play
s an
d go
es to
sch
ool.
The
mai
n ch
arac
ters
are
Ed,
Sal
tz,
and
the
rest
of t
he S
outh
Or
ange
Riv
er s
occe
r tea
m.
They
are
goo
d at
man
y th
ings
but
bad
at s
ports
.
It is
the
final
gam
e of
the
seas
on, a
nd th
ey h
ave
not w
on
a ga
me
all y
ear.
They
are
not
goo
d at
spo
rts, b
ut th
eir
frien
ds a
nd fa
mili
es re
ally
wan
t the
m to
win
.
They
dec
ide
not t
o w
orry
abo
ut w
inni
ng a
nd to
just
hav
e fu
n pl
ayin
g th
e ga
me.
The
S.O.
R. te
am m
eets
and
dec
ides
to p
rove
that
it is
oka
y to
lose
. Ed
mak
es T
-shi
rts fo
r the
team
. The
team
lose
s th
e la
st g
ame.
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arco
urt
• G
rade
6
40
Nam
ePl
ot
and
Ch
arac
ters
Less
on
7
Prac
tice
Bo
ok
Rea
d t
he
pas
sag
es b
elo
w. T
hen
an
swer
th
e q
uest
ion
s.
1.
Wha
t is
the
con
flict
in t
his
par
agra
ph?
2.
How
can
Mei
’s q
ualit
ies
help
sol
ve h
er p
robl
em?
3.
Wha
t ki
nd o
f per
son
is C
alvi
n?
4.
Wha
t is
Cal
vin’
s co
nflic
t?
Wo
rk w
ith
yo
ur
child
to
wri
te a
res
olu
tio
n f
or
Pass
age
2. T
ell h
im o
r h
er t
o t
hin
k ab
ou
t h
ow
th
e ch
arac
ter’
s q
ual
itie
s w
ill a
ffec
t th
e o
utc
om
e.
Mei
an
d h
er f
amil
y m
ove
d r
ecen
tly
so t
hat
her
dad
co
uld
get
a b
ette
r jo
b. I
t h
asn’
t
bee
n e
asy
for
her
to
mak
e n
ew f
rien
ds.
Th
ou
gh
Mei
en
joys
bei
ng
aro
un
d p
eop
le,
actu
ally
get
tin
g to
kn
ow
th
em is
har
d. S
he
was
act
ive
in c
lub
s an
d s
po
rts
at h
er o
ld
sch
oo
l; s
he
had
a lo
t o
f fr
ien
ds
ther
e. S
he
mis
ses
go
ing
to
th
e m
ovi
es, a
tten
din
g
spo
rtin
g e
ven
ts, a
nd
tal
kin
g w
ith
th
em. M
ei w
ants
to
mak
e fr
ien
ds
at h
er n
ew s
cho
ol.
Cal
vin
love
s m
usi
c. H
e to
ok
pia
no
less
on
s in
fir
st a
nd
sec
on
d g
rad
es, a
nd
in t
hir
d
gra
de
he
too
k t
rum
pet
less
on
s. H
e p
laye
d w
ith
a b
orr
ow
ed in
stru
men
t u
nti
l his
par
ents
bo
ug
ht
him
a t
rum
pet
of
his
ow
n. C
alvi
n h
as b
een
pla
yin
g in
his
sch
oo
l’s b
and
fo
r th
e
pas
t tw
o y
ears
. No
w in
six
th g
rad
e, h
e w
ants
to
join
th
e o
rch
estr
a. H
is p
aren
ts e
xpec
t
him
to
co
nti
nu
e w
ith
th
e tr
um
pet
, bu
t C
alvi
n is
tir
ed o
f th
at in
stru
men
t an
d
is r
ead
y to
try
th
e vi
ola
.
Pass
age
1
Pass
age
2
Poss
ible
resp
onse
s ar
e sh
own.
Mei
has
mov
ed to
a n
ew p
lace
and
does
n’t h
ave
any
frien
ds.
She
is v
ery
soci
al s
o
she
coul
d jo
in a
clu
b at
sch
ool t
o m
eet n
ew fr
iend
s.
Calv
in is
cre
ativ
e, ta
lent
ed, a
nd
enjo
ys tr
ying
new
thin
gs.
Calv
in w
ants
to p
lay
viol
a in
the
orch
estra
, but
his
par
ents
wan
t him
to c
ontin
ue p
layi
ng
trum
pet i
n th
e ba
nd.
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Nam
eSh
ades
of
Mea
nin
g
Less
on
7
Prac
tice
Bo
ok
Dec
ide
wh
ich
wo
rd b
est
com
ple
tes
the
sen
ten
ce. W
rite
it o
nth
e lin
e. U
se a
dic
tio
nar
y if
yo
u n
eed
hel
p.
1.
Nei
ghbo
rs w
ere
anno
yed
by Jo
sh’s
r
adio
. (bl
arin
g, lo
ud)
2.
The
b
uild
ing
dow
ntow
n is
one
of t
he b
igge
st
in t
he s
tate
. (la
rge,
hum
ongo
us)
3.
Bec
ause
I w
as
, I c
ould
n’t
go t
o sc
hool
tod
ay.
(dis
ease
d, s
ick)
4.
Eve
n th
ough
he
wen
t , R
oger
had
a g
reat
tim
e at
the
dan
ce. (
alon
e, is
olat
ed)
5.
Lau
ren
her
arm
whe
n sh
e fe
ll of
f her
bik
e.
(bro
ke, d
estr
oyed
)
6.
Kel
sey
does
not
rid
e ro
ller
coas
ters
bec
ause
she
is
of h
eigh
ts.
(ala
rmed
, afr
aid)
7.
The
ear
thq
uake
cau
sed
the
who
le h
ouse
to
. (sh
ake,
shi
ver)
Wri
te s
ente
nce
s us
ing
th
e w
ord
s ab
ove
th
at d
id n
ot
fit
in t
he
sen
ten
ces.
Mak
e su
re
your
sen
ten
ces
sho
w w
hat
th
e w
ord
s m
ean
.
Hav
e yo
ur
child
rea
d a
lou
d t
he
new
sen
ten
ces.
H
ave
him
or
her
tel
l ho
w t
he
mea
nin
gs
of
the
wo
rds
in e
ach
pai
r ab
ove
dif
fer.
brok
e
alon
e
blar
ing
hum
ongo
us
shak
e
sick
Stud
ents
’ sen
tenc
es w
ill v
ary
but s
houl
d re
flect
the
mea
ning
s
of th
e w
ords
.
afra
id
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arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
eW
ord
s w
ith
VC
CV
an
d V
CC
CV
Less
on
7Fo
ld t
he
pap
er a
lon
g t
he
do
tted
lin
e. A
s ea
ch S
pel
ling
Wo
rd
is r
ead
alo
ud, w
rite
it in
th
e b
lan
k. T
hen
un
fold
yo
ur p
aper
an
d c
hec
k yo
ur w
ork
. Pra
ctic
e w
riti
ng
an
y Sp
ellin
g W
ord
s yo
u m
isse
d.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1.
pat
tern
2.
as
soci
ate
3.
ex
hal
e
4.
bullet
in
5.
co
llap
se
6.
co
mpl
ain
t
7. in
stan
ce
8.
de
sser
t
9.
di
ffic
ulty
10.
fr
anch
ise
11
. em
phas
ize
12.
ex
clude
13.
di
sturb
14.
m
amm
oth
15.
nec
essa
ry
16.
im
pact
17. sp
len
did
18.
st
ampe
de
19.
su
rviv
al
20.
w
ande
r
42Pr
acti
ce B
oo
k
Wor
k w
ith
you
r ch
ild t
o so
rt t
he
Spel
ling
Wor
ds
into
cat
egor
ies,
suc
h a
s W
ord
s w
ith
Dou
ble
Le
tter
s or
Wor
ds
wit
h t
he
Sam
e Vo
wel
Sou
nd
.
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arco
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rade
6
Nam
eC
lau
ses
and
Ph
rase
s; C
om
ple
x Se
nte
nce
s
Less
on
7U
nd
erlin
e ea
ch d
epen
den
t cl
ause
an
d c
ircl
e ea
ch
sub
ord
inat
ing
co
nju
nct
ion
.
1.
A b
aske
tbal
l gam
e st
arts
with
a ju
mp
bal
l, w
hen
each
of t
wo
opp
osin
g p
laye
rs t
ries
to t
ap t
he b
all t
o a
team
mat
e.
2.
Whe
n th
e ho
me
team
foul
ed, w
e go
t to
sho
ot fr
ee t
hrow
s.
3.
Alth
ough
Jess
ica
is u
sual
ly a
goo
d sh
oote
r, sh
e m
isse
d th
is t
ime.
4.
A g
ame,
whe
n it
is p
laye
d in
the
NBA
, has
48
min
utes
of p
layi
ng t
ime.
5.
Bec
ause
bas
ketb
all i
s su
ch a
pop
ular
sp
ort,
it is
diff
icul
t to
get
tic
kets
to
a ga
me.
Wri
te e
ach
pai
r o
f se
nte
nce
s as
on
e co
mp
lex
sen
ten
ce, u
sin
g a
sub
ord
inat
ing
co
nju
nct
ion
. Ad
d c
om
mas
wh
ere
nee
ded
.
6.
Our
pla
yer
was
out
of b
ound
s. T
he o
ther
tea
m p
ut t
he b
all b
ack
in p
lay.
7.
The
bal
l wen
t in
to t
he b
aske
t, a
nd b
ounc
ed o
ut. W
e di
d no
t sc
ore.
8.
Kel
ly is
sm
all.
She
is a
ver
y st
rong
pla
yer.
9.
Thi
s is
an
imp
orta
nt g
ame.
We
will
try
to
pla
y ou
r be
st.
10.
Bot
h te
ams
had
the
sam
e sc
ore.
At
the
end
the
gam
e w
ent
into
ove
rtim
e.
Poss
ible
resp
onse
s ar
e sh
own.
Sinc
e ou
r pla
yer w
as o
ut o
f bou
nds,
the
othe
r tea
m p
ut th
e ba
ll ba
ck
in p
lay.
Whe
n th
e ba
ll w
ent i
nto
the
bask
et a
nd b
ounc
ed o
ut, w
e di
d no
t
scor
e.
Alth
ough
Kel
ly is
sm
all,
she
is a
ver
y st
rong
pla
yer.
Sinc
e th
is is
an
impo
rtant
gam
e, w
e w
ill tr
y to
pla
y ou
r bes
t.
Beca
use
both
team
s ha
d th
e sa
me
scor
e at
the
end,
the
gam
e
w
ent i
nto
over
time.
43Pr
acti
ce B
oo
k
Wo
rk w
ith
yo
ur
child
to
wri
te a
lett
er t
o h
is o
r h
er t
each
er d
escr
ibin
g s
om
eth
ing
en
joya
ble
th
at h
e o
r sh
e d
id in
cla
ss. H
int:
use
th
e w
ord
s w
hen
, bec
ause
, bef
ore
, aft
er, o
r w
hile
.
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urt
• G
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6
© H
arco
urt
• G
rade
6
44
Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
8
Prac
tice
Bo
ok
Wh
ich
sen
ten
ce m
akes
mo
re s
ense
? U
nd
erlin
e it
.
Wo
rdSe
nte
nce
1Se
nte
nce
2
1.in
terc
ept
Som
eone
’s g
ot t
o in
terc
ept
Mom
or
she’
ll ne
ver
get
up
in t
ime
to w
rite
a no
te t
o m
y te
ache
r.
Som
eone
’s g
ot t
o in
terc
ept
Mom
and
kee
p h
er fr
om
com
ing
hom
e be
fore
her
su
rpris
e p
arty
.
2.se
eped
Six
inch
es o
f wat
er in
our
liv
ing
room
indi
cate
d th
at
wat
er h
ad s
eepe
d th
roug
h th
e ro
of.
A s
tain
on
our
livin
g ro
om
ceili
ng in
dica
ted
that
wat
er
had
seep
ed t
hrou
gh t
he r
oof.
3.d
iag
no
sed
The
doct
ors
have
n’t
diag
nose
dJa
n’s
mys
tery
illn
ess.
The
doct
ors
know
wha
t Ja
n’s
illne
ss is
, but
the
y ha
ven’
t di
agno
sed
it.
4.d
evo
ured
Aft
er t
he lo
ng h
ike,
I de
vour
edm
y di
nner
.A
fter
sna
ckin
g al
l day
, I
devo
ured
my
dinn
er.
5.le
thal
A m
edic
ine
shou
ld b
e le
thal
if
take
n as
dire
cted
.So
me
med
icin
es m
ay b
e le
thal
if no
t ta
ken
as d
irect
ed.
Use
wh
at y
ou
kno
w a
bo
ut t
he
Vo
cab
ular
y W
ord
s to
an
swer
th
e q
uest
ion
s b
elo
w.
Wri
te y
our
an
swer
s in
co
mp
lete
sen
ten
ces.
6.
Why
mig
ht s
omeo
ne m
ake
a pl
ea w
hile
sw
imm
ing?
7.
Wha
t m
ight
you
say
to
a fr
iend
if y
ou a
re a
rran
ging
a r
ende
zvou
s at
the
m
ovie
the
ater
?
Wit
h y
ou
r ch
ild, d
iscu
ss t
he
Vo
cab
ula
ry W
ord
s.
Hav
e yo
ur
child
tel
l yo
u w
hat
eac
h o
ne
mea
ns.
A
sk h
im o
r h
er t
o u
se o
ne
of
the
wo
rds
in a
se
nte
nce
ab
ou
t so
met
hin
g t
hat
hap
pen
ed
du
rin
g t
he
day
.
Poss
ible
resp
onse
s ar
e sh
own.
The
swim
mer
mig
ht b
e in
trou
ble
and
need
to c
all
for h
elp.
Mee
t me
at th
e m
ovie
s at
hal
f-pas
t thr
ee.
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45
Nam
eR
ead
er’s
Gu
ide
Less
on
8
Prac
tice
Bo
ok
Rea
d e
ach
sec
tio
n o
f “T
he
Gre
at S
erum
Rac
e.”
Then
co
mp
lete
th
e g
rap
hic
org
aniz
ers.
Sect
ion
1
pag
es 2
10–2
14
Det
ail
Det
ail
Det
ail
Mai
n Id
eaTh
e re
sid
ents
of
No
me
nee
ded
an
tito
xin
ser
um
to
cu
re a
dip
hth
eria
ou
tbre
ak.
A d
og
tea
m r
elay
beg
an t
o c
arry
th
e se
rum
to
No
me.
Sect
ion
2
pag
es 2
15–2
21
Det
ail
The
seru
m a
rriv
ed in
N
om
e af
ter
six
day
s o
n
the
trai
l.
Det
ail
Peo
ple
an
d d
og
s ac
ted
bra
vely
in f
ierc
e w
inte
r co
nd
itio
ns.
Det
ail
The
qu
aran
tin
e in
N
om
e w
as li
fted
.
Mai
n Id
ea
Rev
iew
yo
ur g
rap
hic
org
aniz
ers.
Th
en, o
n a
sep
arat
e sh
eet
of
pap
er, w
rite
a
sum
mar
y o
f th
e se
lect
ion
.
Poss
ible
resp
onse
s ar
e sh
own.
Diph
ther
ia b
roke
out i
n No
me.
Antit
oxin
ser
um
was
the
only
cur
e.A
dog
team
rela
y le
ft fo
r Nom
e.
Beca
use
rela
y te
ams
of s
led
dogs
bra
vely
car
ried
the
seru
m, i
t arr
ived
in N
ome
and
save
d liv
es.
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urt
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6
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arco
urt
• G
rade
6
46
Nam
eM
ain
Idea
an
d
Det
ails
Less
on
8
Prac
tice
Bo
ok
Rea
d t
he
par
agra
ph
bel
ow
. Th
en w
rite
yo
ur r
esp
on
ses
to
the
num
ber
ed it
ems.
Sh
ort
ly a
fter
Wo
rld
War
II,
ten
sio
ns
aro
se b
etw
een
tw
o o
f
the
wo
rld
’s m
ost
po
wer
ful c
ou
ntr
ies.
Th
e U
nit
ed S
tate
s an
d t
he
So
viet
Un
ion
had
ver
y d
iff e
ren
t va
lues
. Nei
ther
wan
ted
th
e o
ther
to b
e th
e w
orl
d’s
on
ly s
up
erp
ow
er. A
nd
bo
th c
ou
ntr
ies
po
sses
sed
man
y
nu
clea
r b
om
bs.
Ju
st o
ne
of
thes
e te
rrib
le w
eap
on
s co
uld
des
tro
y an
enti
re c
ity.
If
a w
ar b
rok
e o
ut,
exp
erts
war
ned
, mil
lio
ns
of
inn
oce
nt
peo
ple
wo
uld
die
. Ch
ild
ren
pra
ctic
ed a
ir r
aid
dri
lls
in s
cho
ol.
Str
ang
ely,
th
e fe
ar
of
war
pre
ven
ted
war
fro
m b
reak
ing
ou
t. F
or
mo
re t
han
fo
rty
year
s, t
hes
e tw
o e
nem
ies
bu
ilt
mo
re a
nd
mo
re w
eap
on
s, b
ut
they
fo
ug
ht
on
ly w
ith
wo
rds.
Th
is p
erio
d is
kn
ow
n
as t
he
Co
ld W
ar.
1.
Wha
t w
ould
be
a go
od t
itle
for
this
par
agra
ph?
2.
In
a se
nten
ce o
r tw
o, b
riefly
iden
tify
the
mai
n id
ea o
f thi
s p
arag
rap
h.
3.
Writ
e th
ree
imp
orta
nt d
etai
ls fr
om t
his
par
agra
ph
that
sup
por
t th
e m
ain
idea
.
4.
Cop
y a
sent
ence
tha
t yo
u co
uld
dele
te fr
om t
his
par
agra
ph
with
out
taki
ng a
way
fr
om t
he m
ain
idea
.
Ask
wh
eth
er y
ou
r ch
ild h
ad a
go
od
day
or
a b
ad d
ay. H
ave
him
or
her
pro
vid
e d
etai
ls t
hat
su
pp
ort
th
e an
swer
.
Poss
ible
resp
onse
s ar
e sh
own.
The
Cold
War
Afte
r Wor
ld W
ar II
, ten
sion
s be
twee
n th
e Un
ited
Stat
es
and
the
Sovi
et U
nion
cau
sed
fear
s of
nuc
lear
war
dur
ing
a
perio
d kn
own
as th
e Co
ld W
ar.
The
Unite
d St
ates
and
the
Sovi
et U
nion
wer
e en
emie
s. B
oth
coun
tries
had
man
y nu
clea
r wea
pons
. The
per
iod
is k
now
n
as th
e Co
ld W
ar b
ecau
se a
n ac
tual
war
did
not
occ
ur.
Child
ren
prac
ticed
air
raid
dril
ls in
sch
ool.
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Nam
eW
ord
s w
ith
VC
V
Less
on
8Fo
ld t
he
pap
er a
lon
g t
he
do
tted
lin
e. A
s ea
ch S
pel
ling
Wo
rd
is r
ead
alo
ud, w
rite
it in
th
e b
lan
k. T
hen
un
fold
yo
ur p
aper
an
d c
hec
k yo
ur w
ork
. Pra
ctic
e w
riti
ng
an
y Sp
ellin
g W
ord
s yo
u m
isse
d.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1.
re
port
2.
cl
imat
e
3.
cr
usa
de
4.
eg
o
5.
re
tail
6.
fu
ture
7. ro
bot
8.
hum
ane
9.
tige
r
10.
la
ser
11
. le
mon
12.
lim
it
13.
linen
14.
m
ajor
15.
m
inor
16.
pan
el
17. se
quel
18.
val
id
19.
vet
o
20.
vital
47Pr
acti
ce B
oo
k
Hav
e yo
ur
child
wri
te t
he
Spel
ling
Wo
rds,
u
nd
erlin
ing
th
e w
ord
s w
ith
a s
ho
rt v
ow
el s
ou
nd
an
d c
ircl
ing
th
e w
ord
s w
ith
a lo
ng
vo
wel
so
un
d.
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6
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arco
urt
• G
rade
6
Nam
eC
om
po
un
d-
Co
mp
lex
Sen
ten
ces
Less
on
8U
nd
erlin
e th
e in
dep
end
ent
clau
ses,
an
d c
ircl
e th
e d
epen
den
t cl
ause
s.
1.
Whe
n w
e le
ave
, you
can
driv
e, a
nd w
e w
ill s
it in
the
bac
k se
at.
2.
We
wan
t to
see
all
the
sigh
ts, i
f it
is o
kay
with
you
, an
d th
en w
e w
ill h
ead
back
.
3.
Bec
ause
Ala
ska
is b
ig ,
we
cann
ot s
ee e
very
thin
g, b
ut le
t’s s
ee a
s m
uch
as p
ossi
ble.
4.
The
cam
era
is o
ut o
f film
, but
whe
n w
e fin
d a
stor
e , w
e ca
n bu
y m
ore.
5.
Tho
ugh
we
won
’t s
ee a
ll th
e si
ghts
, w
e w
ill e
njoy
the
trip
, and
we
will
tak
e p
hoto
s.
6.
If w
e ge
t lo
st ,
we
can
stop
, and
the
n w
e ca
n as
k fo
r di
rect
ions
.
Co
mb
ine
each
set
of
thre
e se
nte
nce
s to
wri
te a
co
mp
oun
d-c
om
ple
x se
nte
nce
.
7.
Tem
per
atur
es a
re c
old
in A
lask
a. T
hey
get
war
mer
in t
he s
umm
er. M
any
peo
ple
en
joy
Ala
ska
durin
g th
e su
mm
er.
8.
It
can
be d
iffic
ult
to t
rave
l in
Ala
ska
durin
g th
e w
inte
r. Th
e te
rrai
n is
icy.
Man
y p
eop
le
visi
t du
ring
othe
r se
ason
s.
9.
Man
y p
eop
le e
njoy
livi
ng in
Ala
ska.
The
y lik
e th
e br
eath
taki
ng s
ight
s. T
hey
are
will
ing
to p
ut u
p w
ith t
he lo
ng w
inte
rs.
10.
Jun
eau
is d
iffic
ult
to g
et t
o. It
can
onl
y be
rea
ched
by
air
or s
ea. T
here
are
no
road
s to
or
from
the
city
.
Poss
ible
resp
onse
s ar
e sh
own.
Alth
ough
tem
pera
ture
s ar
e co
ld in
Ala
ska,
they
get
war
mer
in
the
sum
mer
, and
man
y pe
ople
enj
oy A
lask
a th
en.
Beca
use
the
terr
ain
is ic
y, it
can
be
diffi
cult
to tr
avel
in A
lask
a du
ring
the
win
ter,
so m
any
peop
le v
isit
durin
g ot
her s
easo
ns.
Beca
use
they
like
the
brea
thta
king
sig
hts,
man
y pe
ople
enj
oy li
ving
in A
lask
a, a
nd th
ey a
re w
illin
g to
put
up
with
the
long
win
ters
.
June
au is
diff
icul
t to
get t
o, a
nd it
can
onl
y be
reac
hed
by
air o
r sea
bec
ause
ther
e ar
e no
road
s to
or f
rom
the
city
.
48 P
ract
ice
Bo
ok
Ask
yo
ur
child
to
wri
te t
wo
co
mp
ou
nd
-co
mp
lex
sen
ten
ces
abo
ut
a d
ay a
t sc
ho
ol.
Then
h
ave
you
r ch
ild p
oin
t o
ut
the
dep
end
ent
and
in
dep
end
ent
clau
ses
in t
he
sen
ten
ces.
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49
Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
9
Prac
tice
Bo
ok
Cir
cle
the
lett
er o
f th
e b
est
answ
er f
or
each
que
stio
n.
1.
Whi
ch o
ne is
equ
ippe
d?A
p
atie
nt
B
plu
mbe
r
C
cust
omer
2.
Whi
ch w
ould
be
a go
od r
eser
veA
w
ater
B
fla
shlig
ht
C
par
achu
te
to h
ave
in t
he d
eser
t?
3.
On
who
m d
o yo
u re
ly?
A
enem
y B
st
rang
er
C
frie
nd
4.
Whi
ch h
as a
hig
h al
titud
e?A
p
lain
B
va
lley
C
mou
ntai
n
5.
To
wha
t ex
tent
doe
s a
goos
e A
al
way
s B
ne
ver
C
som
etim
es
gigg
le?
6.
Wha
t w
ould
ham
per
you
mos
t?
A
chai
ns
B
thre
ad
C
ribbo
n
7.
Whi
ch n
ews
over
shad
ows
joy?
A
go
od
B
bad
C
silly
Use
wh
at y
ou
kno
w a
bo
ut t
he
Vo
cab
ular
y W
ord
s to
an
swer
th
e q
uest
ion
s b
elo
w.
Wri
te c
om
ple
te s
ente
nce
s.
8.
How
wou
ld y
ou g
et e
qui
pp
ed fo
r a
bike
rid
e?
9.
If y
our
socc
er t
eam
was
ham
per
ed b
y to
o m
any
abse
nces
, wha
t w
ould
you
do?
10.
Des
crib
e th
e ex
pre
ssio
n on
you
r fa
ce w
hen
you
have
bee
n ov
ersh
adow
ed b
y
so
meo
ne e
lse.
Wit
h y
ou
r ch
ild, d
iscu
ss t
he
mea
nin
g o
f th
e V
oca
bu
lary
Wo
rds.
Wo
rk t
og
eth
er t
o u
se e
ach
w
ord
in a
sen
ten
ce.
Poss
ible
resp
onse
s ar
e sh
own.
I’d c
olle
ct a
hel
met
,bi
king
glo
ves,
and
a w
ater
con
tain
er.
I loo
k se
rious
and
a li
ttle
sad.
I wou
ld e
xpla
in th
e im
porta
nce
of a
ttend
ing
prac
tices
and
gam
es a
nd w
orki
ng to
geth
er.
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urt
• G
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6
© H
arco
urt
• G
rade
6
50
Nam
eR
ead
er’s
Gu
ide
Less
on
9
Prac
tice
Bo
ok
Rea
d e
ach
sec
tio
n o
f “S
mo
keju
mp
ers.
” Th
en c
om
ple
te t
he
mai
n id
ea a
nd
det
ails
ch
arts
.
Mai
n Id
ea
Sect
ion
1
pag
es 2
34–2
37
Det
ail
Det
ail
Det
ail
Mai
n Id
eaW
hen
a c
all c
om
es t
o r
epo
rt a
wild
fire
, sm
oke
jum
per
s q
uic
kly
mo
ve in
to a
ctio
n.
Sect
ion
2
pag
es 2
38–2
41
Det
ail
They
set
up
fir
e sh
elte
rs.
Det
ail
They
iden
tify
th
e sa
fety
zo
ne.
Det
ail
They
bu
ild a
fir
elin
e an
d
chec
k fo
r sp
ot
fire
s.
Mai
n Id
ea
Sect
ion
3
pag
es 2
42–2
45
Deta
ilD
eta
ilD
eta
il
Use
th
e in
form
atio
n in
yo
ur c
har
ts t
o w
rite
a s
umm
ary
of
the
sele
ctio
n o
n a
se
par
ate
shee
t o
f p
aper
.
The
supe
rvis
or
plot
s th
e fir
e’s
loca
tion.
They
hea
d to
war
d th
e fir
e.
Afte
r the
sm
okej
umpe
rs e
xit t
he p
lane
, the
y m
ust p
erfo
rm
diffe
rent
task
s in
ord
er to
figh
t the
wild
fire.
They
use
bac
kpac
kpu
mps
.Th
ey c
ut d
own
snag
s.Th
ey m
ake
sure
th
e fir
e is
out
.
They
put
on
spec
ial c
loth
es
and
equi
pmen
t.
The
smok
ejum
pers
con
duct
the
mop
-up
phas
e of
the
oper
atio
n be
fore
hea
ding
bac
k to
the
base
.
Poss
ible
resp
onse
s ar
e sh
own.
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51
Nam
eM
ain
Idea
and
Det
ails
Less
on
9
Prac
tice
Bo
ok
Rea
d t
he
par
agra
ph
. Th
en w
rite
yo
ur r
esp
on
ses
to t
he
num
ber
ed it
ems
on
th
e lin
es b
elo
w.
1.
Wha
t w
ould
be
a go
od t
itle
for
this
par
agra
ph?
2.
Wha
t is
the
mai
n id
ea o
f thi
s p
arag
rap
h?
3.
Writ
e th
ree
deta
ils y
ou t
hink
are
nec
essa
ry t
o su
pp
ort
the
mai
n id
ea o
f thi
s
par
agra
ph.
4.
Wha
t se
nten
ce c
ould
you
del
ete
from
the
par
agra
ph
beca
use
it do
esn’
t su
pp
ort
the
mai
n id
ea?
In a
larg
e ci
ty, t
her
e ar
e u
sual
ly t
wo
typ
es o
f fi
refi
gh
tin
g c
om
pan
ies:
th
e en
gin
e
com
pan
ies
and
th
e la
dd
er c
om
pan
ies.
Fir
efi g
hte
rs in
eac
h k
ind
of
com
pan
y
hav
e d
iffi
cult
job
s. B
oth
kin
ds
of
com
pan
ies
are
equ
ipp
ed w
ith
sp
ecia
lize
d
too
ls t
o fi
ght
fi re
s. 2
e
eng
ine
com
pan
ies
resp
on
d t
o fi
re w
ith
ho
ses
to
pu
t o
ut
the
f lam
es. M
emb
ers
of
lad
der
co
mp
anie
s ar
e th
e o
nes
wh
o e
nte
r
bu
rnin
g b
uil
din
gs t
o s
earc
h f
or
surv
ivo
rs. M
ost
lad
der
co
mp
anie
s as
sign
fi re
fi g
hte
rs t
o o
ne
of
fou
r d
iff e
ren
t jo
bs,
wit
h s
pec
iali
zed
to
ols
an
d
equ
ipm
ent.
2
e “c
an m
an”
carr
ies
a fi
re-e
xtin
guis
her
can
iste
r w
hic
h c
an b
e
use
d t
o p
ut
ou
t sm
all fi
res
du
rin
g a
sear
ch. 2
e
roo
f fi
refi
gh
ter
carr
ies
up
to
13
0 p
ou
nd
s
of
gea
r, in
clu
din
g a
ro
of
saw
an
d 2
6 p
ou
nd
s o
f ro
pe.
2
e ir
on
s fi
refi
gh
ter
is e
qu
ipp
ed
wit
h a
n a
x fo
r b
reak
ing
th
rou
gh
do
ors
an
d a
sp
ecia
l to
ol f
or
forc
ing
lock
s. 2
e
ou
tsid
e-
ven
tila
tio
n fi
refi
ghte
r p
ries
or
bre
aks
op
en w
ind
ow
s. A
ll o
f th
e la
dd
er fi
refi
gh
ters
car
ry
a m
ult
ipu
rpo
se e
ntr
y to
ol c
alle
d a
Hal
lig
an.
Wo
rk w
ith
yo
ur
child
to
dev
elo
p a
sta
tem
ent
abo
ut
ano
ther
typ
e o
f w
ork
er w
ho
hel
ps
oth
ers,
su
ch a
s a
po
lice
offi
cer
. Hav
e yo
ur
child
th
ink
of
thre
e d
etai
ls t
o s
up
po
rt t
he
stat
emen
t.
Poss
ible
resp
onse
s ar
e sh
own.
Fire
fight
ers
and
Thei
r Gea
r
Fire
fight
ers
have
ass
igne
d jo
bs a
nd s
peci
aliz
ed to
ols
to
help
them
.
The
engi
ne c
ompa
nies
use
hos
es. T
he “
can
man
” ca
rrie
s a
fire
extin
guis
her.
The
irons
fire
fight
er c
arrie
s an
ax
and
a to
ol fo
r for
cing
lock
s.
Fire
fight
ers
in e
ach
com
pany
hav
e di
fficu
lt jo
bs.
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6
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arco
urt
• G
rade
6
52
Nam
eTe
xt S
tru
ctu
re:
Cau
se a
nd
Eff
ect
Less
on
9
Prac
tice
Bo
ok
Rea
d t
he
par
agra
ph
. Th
en w
rite
eac
h c
ause
an
d e
ffec
t in
the
char
t.
1. 2. 3. 4.
Bec
ause
of
incr
ease
d p
op
ula
tio
n, m
any
urb
an c
ente
rs in
th
e U
nit
ed S
tate
s ar
e
spre
adin
g o
ut.
As
a re
sult
, mo
re p
eop
le a
re b
uil
din
g h
om
es in
are
as t
hat
bo
rder
on
wil
dla
nd
s. 2
es
e p
lace
s ar
e ca
lled
inte
rfac
e ar
eas.
Oft
en h
om
es in
inte
rfac
e ar
eas
can
no
t
be
reac
hed
qu
ick
ly b
y ro
ads.
Wh
en w
ild
lan
d fi
res
occ
ur,
th
e b
uil
din
gs in
inte
rfac
e ar
eas
are
thre
aten
ed. F
amil
ies
are
in d
ange
r o
f lo
sin
g th
eir
ho
mes
an
d p
oss
essi
on
s. C
on
seq
uen
tly,
tho
se h
om
eow
ner
s m
ust
tak
e p
reca
uti
on
s to
pro
tect
th
eir
pro
per
ty.
Cau
se
Effe
ct
Effe
ct
Effe
ct
Effe
ct
Cau
se
Cau
se
Cau
se
Ask
yo
ur
child
to
iden
tify
th
e cl
ue
wo
rds
that
si
gn
al c
ause
-an
d-e
ffec
t re
lati
on
ship
s.
Pop
ula
tio
n in
urb
an a
reas
incr
ease
d.
Urb
an a
reas
sp
read
ou
t.
Fam
ilies
are
in d
ang
er o
f lo
sin
g
thei
r h
om
es a
nd
po
sses
sio
ns.
Urba
n ar
eas
spre
ad o
ut.
Hom
es a
re b
uilt
on
area
s th
at b
orde
r on
wild
land
s.
Hom
es in
inte
rface
ar
eas
cann
ot b
e re
ache
d qu
ickl
y.
Fam
ilies
are
in d
ange
r of
losi
ng p
osse
ssio
ns.
Hom
eow
ners
take
saf
ety
prec
autio
ns.
Poss
ible
resp
onse
s ar
e sh
own.
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Nam
eEa
sily
Co
nfu
sed
W
ord
s
Less
on
9Fo
ld t
he
pap
er a
lon
g t
he
do
tted
lin
e. A
s ea
ch S
pel
ling
W
ord
is r
ead
alo
ud, w
rite
it in
th
e b
lan
k. T
hen
un
fold
yo
ur
pap
er a
nd
ch
eck
your
wo
rk. P
ract
ice
wri
tin
g a
ny
Spel
ling
W
ord
s yo
u m
isse
d.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1. ac
cept
2.
ad
apt
3.
ad
opt
4.
af
fect
5.
al
lusi
on
6.
co
mpl
emen
t
7. co
mpl
imen
t
8.
de
vic
e
9.
de
vis
e
10.
ef
fect
11
. ex
cept
12.
fo
rmal
ly
13.
fo
rmer
ly
14.
illu
sion
15.
in
cite
16.
in
sigh
t
17. pri
nci
pal
18.
pri
nci
ple
19.
pre
cede
20.
pro
ceed
53Pr
acti
ce B
oo
k
Hav
e yo
ur
child
wri
te a
sto
ry u
sin
g a
t le
ast
ten
o
f th
e Sp
ellin
g W
ord
s. R
ead
th
e st
ory
to
get
her
. C
hec
k th
at y
ou
r ch
ild u
sed
th
e w
ord
s co
rrec
tly.
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arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
eC
om
mo
n a
nd
Pr
op
er N
ou
ns
Less
on
9R
ewri
te e
ach
sen
ten
ce. R
epla
ce t
he
com
mo
n n
oun
in
par
enth
eses
( )
wit
h a
pro
per
no
un. R
emem
ber
to
use
co
rrec
t ca
pit
aliz
atio
n.
1.
(N
ame
of c
ity)
is t
he c
apita
l of (
stat
e).
2.
The
(bu
ildin
g) is
in (
city
).
3.
The
(riv
er)
flow
s th
roug
h (p
lace
).
4.
(co
untr
y) is
par
t of
(co
ntin
ent)
.
5.
(re
lativ
e) li
kes
to g
o to
(p
lace
).
Rew
rite
th
e se
nte
nce
s to
co
rrec
t m
ista
kes
in c
apit
aliz
atio
n. W
rite
th
e fu
ll w
ord
s in
p
lace
of
the
abb
revi
atio
ns
in p
aren
thes
es (
).
6.
Mr.
berk
owitz
is o
ur s
cien
ce t
each
er.
7.
Eve
ry (
tues
.), w
e do
exp
erim
ents
.
8.
Dur
ing
the
exp
erim
ents
, we
mea
sure
liq
uids
in (
ml),
and
we
wei
gh p
owde
rs in
(g)
.
9.
(p
rof.)
jone
s w
as a
gue
st t
each
er o
n (n
ov.)
18.
10.
(C
apt.
) Sm
all w
orks
at
a La
bora
tory
10
(mi.)
sou
th.
Poss
ible
resp
onse
s ar
e sh
own.
Talla
hass
ee is
the
capi
tal o
f Flo
rida.
The
Whi
te H
ouse
is in
Was
hing
ton,
D.C
.
The
Mis
siss
ippi
Riv
er fl
ows
thro
ugh
Loui
sian
a.
Cana
da is
par
t of N
orth
Am
eric
a.
Uncl
e Ig
gie
likes
to g
o to
Cal
iforn
ia.
Mis
ter B
erko
witz
is o
ur s
cien
ce te
ache
r.
Ever
y Tu
esda
y, w
e do
exp
erim
ents
.
Durin
g th
e ex
perim
ents
, we
mea
sure
liqu
ids
in m
illili
ters
, an
d w
e w
eigh
pow
ders
in g
ram
s.
Prof
esso
r Jon
es w
as a
gue
st te
ache
r on
Nove
mbe
r 18.
Capt
ain
Smal
l wor
ks a
t a la
bora
tory
10
mile
s so
uth
of h
ere.
54 P
ract
ice
Bo
ok
Wo
rk w
ith
yo
ur
child
to
wri
te a
sh
ort
list
of
fam
ily a
nd
fri
end
s, w
ith
th
eir
titl
es a
nd
ad
dre
sses
. Pro
mp
t yo
ur
child
to
use
ab
bre
viat
ion
s in
th
e ti
tles
an
d a
dd
ress
es.
RX
EN
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WK
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:35
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arco
urt
• G
rade
6
55
Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
10
Prac
tice
Bo
ok
Hav
e yo
ur
child
exp
lain
th
e m
ean
ing
of
each
V
oca
bu
lary
Wo
rd t
o y
ou
. Ask
yo
ur
child
a
qu
esti
on
ab
ou
t th
e w
ord
an
d h
ave
him
or
her
an
swer
th
e q
ues
tio
n u
sin
g t
he
wo
rd.
Rea
d t
he
Vo
cab
ular
y W
ord
s. T
hen
wri
te t
he
Vo
cab
ular
y W
ord
th
at b
est
com
ple
tes
each
sen
ten
ce.
alib
ico
nce
de
con
fid
enti
alco
nfr
on
t
culp
rit
just
ific
atio
nsc
and
alsh
eep
ish
ly
un
eart
hed
vyin
g
Mo
st a
du
lts
wo
uld
(1)
th
at t
hey
nee
d t
o t
ake
mo
re
tim
e to
rel
ax. H
ow
ever
, if
you
cat
ch t
hem
just
sit
tin
g, t
hey
oft
en f
eel t
he
nee
d t
o o
ff er
som
e (2)
. 2
ey
see
m t
o b
elie
ve t
hat
oth
ers
wil
l
(3)
th
em a
nd
ch
arg
e th
em w
ith
“ju
st lo
afi n
g.”
Ho
w d
id
we
reac
h t
he
po
int
of
feel
ing
th
at t
oo
mu
ch v
acat
ion
is a
(n)
(4)
an
d r
esti
ng
is a
cri
me?
Yo
u d
on’
t n
eed
a(n
)
(5)
wh
en y
ou
tak
e a
day
off
!
Mo
st p
eop
le w
ork
har
d a
t th
eir
job
s. (6
) f
or
a
pro
mo
tio
n o
r ju
st m
eeti
ng
th
e d
eman
ds
of
the
job
can
be
stre
ssfu
l. I
n f
act,
med
ical
scie
nce
has
(7)
so
me
alar
min
g f
acts
ab
ou
t st
ress
. It
is
the
(8)
in m
any
illn
esse
s. A
mer
ican
s n
eed
to
fi n
d w
ays
to le
ave
wo
rk b
ehin
d m
ore
oft
en.
Wri
te t
he
Vo
cab
ular
y W
ord
th
at b
est
com
ple
tes
each
sen
ten
ce.
9.
A w
ord
that
mea
ns t
he o
pp
osite
of b
oldl
y is
.
10.
A w
ord
that
mea
ns t
he o
pp
osite
of p
ublic
is
.
11.
A w
ord
that
mea
ns t
he o
pp
osite
of d
ispu
te is
.
12.
A w
ord
that
mea
ns t
he o
pp
osite
of b
urie
d is
.
13.
A w
ord
that
mea
ns t
he o
pp
osite
of c
oope
ratin
g is
.
14.
A w
ord
that
mea
ns t
he o
pp
osite
of h
ero
is
.
just
ifica
tion
conf
ront
scan
dal
alib
iVy
ing
unea
rthed
culp
rit
shee
pish
ly
conf
iden
tial
conc
ede
unea
rthed
vyin
g
culp
rit
conc
ede
RX
EN
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
56
Nam
ePl
ot
and
Ch
arac
ters
Less
on
10
Prac
tice
Bo
ok
Ask
yo
ur
child
to
tel
l yo
u t
he
plo
t o
f a
sto
ry
he
or
she
has
rea
d. D
iscu
ss w
hat
th
e m
ain
ch
arac
ter’
s p
erso
nal
ity
is li
ke a
nd
ho
w it
af
fect
ed s
tory
eve
nts
.
Rea
d t
he
pas
sag
e an
d t
hen
an
swer
th
e q
uest
ion
s.
Jare
d c
alle
d t
o h
is d
og,
“F
arle
y! H
ere,
Far
ley!
Co
me
her
e, b
oy!
” Bu
t in
an
swer
, he
hea
rd o
nly
th
e m
easu
red
ch
irp
ing
of
cric
ket
s. I
t w
as t
en a
t n
igh
t an
d d
ark
ou
tsid
e. W
her
e
cou
ld F
arle
y b
e?
Jare
d h
ad b
egge
d f
or
mo
nth
s u
nti
l, fi
nal
ly, h
is m
om
let
him
get
th
e b
eagl
e. J
ared
tho
ugh
t h
e h
ad n
ever
see
n a
cu
ter
fl o
p-e
ared
do
g. F
or
the
pas
t tw
o w
eek
s, J
ared
an
d F
arle
y
had
bee
n in
sep
arab
le. 2
ey
pla
yed
to
geth
er a
nd
Jar
ed e
ven
sh
ared
his
lun
ch w
ith
Far
ley.
2
ree
tim
es a
day
, Jar
ed w
as s
up
po
sed
to
tak
e F
arle
y o
ut
for
a w
alk
. To
nig
ht,
it h
ad
gott
en d
ark
bef
ore
Jar
ed r
emem
ber
ed, a
nd
Jar
ed w
as t
erri
fi ed
of
the
dar
k! H
e h
ad t
ho
ugh
t,
“Ju
st t
his
on
ce, I
wil
l let
Far
ley
ou
t b
y h
imse
lf. H
e w
ill s
ure
ly c
om
e b
ack
!”
Now
it h
ad b
een
hal
f an
ho
ur
and
Far
ley
was
no
wh
ere
in s
igh
t. J
ared
fel
t te
rrib
le.
Far
ley
was
lost
, an
d it
was
his
fau
lt! H
e d
idn’
t h
ave
a ch
oic
e —h
e h
ad t
o g
o. H
e gr
abb
ed t
he
leas
h a
nd
a fl
ash
ligh
t, a
nd
ste
pp
ed in
to t
he
dar
kn
ess.
He
stu
mb
led
aro
un
d t
he
yard
, cal
lin
g h
is d
og.
Sca
ry d
ark
sh
apes
loo
med
aro
un
d
him
. Str
ange
no
ises
sta
rtle
d h
im. S
till
, he
kep
t o
n. F
inal
ly, h
e h
eard
a b
ayin
g so
un
d f
rom
the
wo
od
s ac
ross
th
e p
astu
re b
ehin
d t
he
ho
use
. Far
ley!
2
at w
as h
ow
he
sou
nd
ed w
hen
he
chas
ed a
rab
bit
! Wit
ho
ut
thin
kin
g, J
ared
rac
ed a
cro
ss t
he
fi el
d. 2
is
tim
e w
hen
he
call
ed,
Far
ley
hea
rd h
im a
nd
cam
e ru
nn
ing
wit
h h
is t
ail w
aggi
ng.
“Far
ley!
Yo
u a
ren’
t su
pp
ose
d t
o r
un
off
lik
e th
at!”
Jar
ed h
app
ily
snap
ped
th
e le
ash
on
to
Far
ley’
s co
llar
. As
they
sta
rted
bac
k t
o t
he
ho
use
, Jar
ed r
eali
zed
th
at h
is e
yes
had
ad
just
ed t
o
the
dar
kn
ess.
He
cou
ld s
ee ju
st fi
ne.
Bes
t o
f al
l, h
e w
asn’
t a
bit
sca
red
wit
h F
arle
y at
his
sid
e.
1.
Sum
mar
ize
the
plo
t of
the
sto
ry.
2.
Wha
t ar
e th
ree
of Ja
red’
s ch
arac
ter
trai
ts?
Wha
t ac
tions
sho
w t
hese
tra
its?
3.
How
do
Jare
d’s
qua
litie
s af
fect
the
con
flict
and
res
olut
ion
of t
his
stor
y?
Jare
d le
ts h
is d
og o
ut to
avo
id h
avin
g to
go
out i
n th
e da
rk. W
hen
the
dog
does
n’t r
etur
n, J
ared
mus
t ove
rcom
ehi
s fe
ar o
f the
dar
k to
find
him
.fe
ar o
f dar
knes
s sh
own
by n
ot ta
king
Far
ley
out;
resp
onsi
bilit
y sh
own
by g
oing
afte
r Far
ley;
affe
ctio
n fo
r an
imal
s sh
own
by c
lose
ness
to a
nd fe
elin
gs fo
r Far
ley
If Ja
red
had
not b
een
afra
id o
f the
dar
k, F
arle
y w
ould
not
ha
ve ru
n of
f. If
he h
ad n
ot lo
ved
Farle
y an
d fe
ltre
spon
sibl
e, h
e w
ould
not
hav
e go
ne o
ut a
nd c
ured
his
fear
.
Poss
ible
resp
onse
s ar
e sh
own.
RX
EN
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arco
urt
• G
rade
6
57
Nam
eM
ain
Idea
an
d D
etai
ls
Less
on
10
Prac
tice
Bo
ok
Mee
rkat
s, w
hic
h li
ve in
co
lon
ies
in t
he
des
erts
of
So
uth
Afr
ica,
tea
ch t
hei
r
you
ng
ab
ou
t h
un
tin
g u
sin
g h
um
an-l
ike
tech
niq
ues
. A m
eerk
at c
olo
ny
may
con
tain
as
man
y as
40
mee
rkat
s. M
any
adu
lts
are
“hel
per
s” (
no
t p
aren
ts)
wh
o a
ssis
t in
rai
sin
g t
he
you
ng.
Wh
en t
he
pu
ps
are
abo
ut
30
day
s
old
, th
ey b
egin
to
fo
llo
w h
un
tin
g p
arti
es o
f ad
ult
s. 2
e
adu
lt h
elp
ers
mak
e su
re t
he
you
ng
lear
n h
ow
to
han
dle
live
pre
y. O
ver
tim
e, t
he
pu
ps
are
enco
ura
ged
to
ap
pro
ach
live
sco
rpio
ns
that
hav
e b
een
dis
able
d. H
elp
ers
may
nu
dge
th
e p
rey
tow
ard
th
e yo
un
g. 2
es
e
less
on
s ar
e u
sefu
l to
th
e yo
un
g m
eerk
ats.
If
the
pu
ps
are
no
t
tau
ght
ho
w t
o d
eal w
ith
dan
gero
us
live
pre
y, t
hey
ris
k g
etti
ng
stu
ng
wh
en t
hey
hu
nt
for
them
selv
es.
Wo
rk w
ith
yo
ur
child
to
wri
te a
gen
eral
, tr
ue
stat
emen
t ab
ou
t a
bir
d o
r o
ther
typ
e o
f an
imal
. Hav
e yo
ur
child
th
ink
of
thre
e o
r fo
ur
det
ails
to
su
pp
ort
th
e st
atem
ent.
Rea
d t
he
par
agra
ph
bel
ow
. Th
en w
rite
yo
ur r
esp
on
ses
to t
he
num
ber
ed it
ems
on
th
e lin
es p
rovi
ded
.
1.
Wha
t w
ould
be
a go
od t
itle
for
this
par
agra
ph?
2.
Writ
e on
e or
tw
o se
nten
ces
brie
fly id
entif
ying
the
mai
n id
ea o
f thi
s p
arag
rap
h.
3.
Writ
e se
vera
l det
ails
nec
essa
ry t
o su
pp
ort
the
mai
n id
ea o
f thi
s p
arag
rap
h.
4.
Writ
e a
sent
ence
from
the
par
agra
ph
that
doe
s no
t su
pp
ort
the
mai
n id
ea.
Poss
ible
resp
onse
s ar
e sh
own.
The
Mee
rkat
s’ S
choo
l of H
untin
g
Adul
ts in
a m
eerk
at c
olon
y he
lp th
e yo
ung
lear
n to
han
dle
live
prey
. Sup
ervi
sed
prac
tice
give
s yo
ungs
ters
ess
entia
lhu
ntin
g sk
ills.
Help
er a
dults
acc
ompa
ny 3
0-da
y-ol
d pu
ps a
s th
ey fo
llow
hunt
ing
parti
es. T
hey
nudg
e pr
ey th
at th
ey h
ave
disa
bled
tow
ard
the
youn
g. T
hese
less
ons
help
the
pups
lear
n ho
wto
han
dle
dang
erou
s pr
ey w
ithou
t get
ting
hurt.
A m
eerk
at c
olon
y m
ay c
onta
in a
s m
any
as 4
0 m
eerk
ats.
RX
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© H
arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
58
Nam
eSh
ades
of
Mea
nin
g
Less
on
10
Prac
tice
Bo
ok
Ask
yo
ur
child
to
use
th
e fo
llow
ing
pai
rs o
f w
ord
s in
sen
ten
ces
that
sh
ow
ho
w t
hey
are
d
iffe
ren
t in
mea
nin
g: c
alm
,slu
gg
ish
;ad
mir
ing
,fl
atte
rin
g;g
entl
e,so
ft.
Rea
d e
ach
sen
ten
ce a
nd
th
e w
ord
s th
at f
ollo
w it
. Th
en c
ho
ose
th
e w
ord
in p
aren
thes
es t
hat
bes
t co
mp
lete
s th
e se
nte
nce
.
1.
The
thi
ef w
alke
d aw
ay
so
the
hom
eow
ners
wou
ld n
ot w
ake
up. (
qui
etly
, cal
mly
)
2.
The
nex
t da
y, t
he w
hole
nei
ghbo
rhoo
d w
as a
buzz
with
abou
t th
e th
eft.
(ch
at, g
ossi
p)
3.
The
hom
eow
ners
sai
d th
ey h
ad n
ot s
een
anyo
ne a
ctin
g
late
ly. (
susp
icio
us, j
ealo
us)
4.
The
y w
ere
hone
stly
t
hat
anyo
ne w
ould
tak
e th
eir
hula
-ho
op c
olle
ctio
n. (
amaz
ed, s
tart
led)
5.
The
ir da
ught
er A
my,
how
ever
, was
t
o lo
se h
er p
rize
hula
-ho
op. (
exci
ted,
dev
asta
ted)
6.
She
bel
ieve
d it
was
tak
en b
y he
r fo
r th
e hu
la-h
oop
ch
amp
ions
hip
. (riv
al, e
nem
y)
7.
Thi
s p
erso
n, h
owev
er, h
ad a
n fo
r th
e p
revi
ous
even
ing.
(e
xcus
e, a
libi)
Wri
te s
ente
nce
s us
ing
th
ree
wo
rds
that
did
no
t fi
t in
th
e se
nte
nce
s ab
ove
. M
ake
sure
eac
h s
ente
nce
sh
ow
s th
e w
ord
’s p
reci
se m
ean
ing
.
Poss
ible
resp
onse
is s
how
n.
quie
tly
goss
ip
susp
icio
us
amaz
ed
deva
stat
ed
rival
alib
i
The
thie
f cal
mly
ans
wer
ed th
e de
tect
ives
’ que
stio
ns s
o as
to g
o un
notic
ed. O
ther
s in
the
annu
al h
ula-
hoop
com
petit
ion
wer
e je
alou
s of
Am
y’s
abili
ties.
Am
y us
ed th
e th
eft a
s an
excu
se fo
r not
fini
shin
g he
r hom
ewor
k th
e ne
xt d
ay.
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59
Nam
eV
oca
bu
lary
St
rate
gie
s
Less
on
10
Prac
tice
Bo
ok
Sen
ten
ce
1.
The
hike
rs c
ross
ed a
str
eam
.
2.
Ther
e w
as a
ste
ady
stre
am o
f
bi
rds
com
ing
and
goin
g.
3.
Juic
e st
ream
ed fr
om t
he p
itche
r.
4.
The
flag
stre
amed
in t
he w
ind.
5.
The
mou
th p
arts
are
nee
dle-
like.
6.
They
div
ided
the
col
ony
into
pa
rts
for
stud
y.
7.
Ther
e ar
e se
ven
part
s in
the
pla
y.
8.
She
part
s he
r ha
ir on
the
rig
ht.
Wit
h y
ou
r ch
ild, b
rain
sto
rm a
list
of
dif
fere
nt
mea
nin
gs
for
the
wo
rd f
oo
t. M
ake
up
a
sen
ten
ce f
or
each
mea
nin
g.
Rea
d e
ach
sen
ten
ce in
co
lum
n 1
. In
co
lum
n 2
, fin
d t
he
corr
ect
mea
nin
g o
f th
e it
alic
ized
wo
rd a
s it
is u
sed
in t
hat
se
nte
nce
. Wri
te t
he
lett
er o
f th
e co
rrec
t m
ean
ing
on
th
e lin
e.
Rea
d t
he
sen
ten
ces.
Cir
cle
the
lett
er o
f th
e m
ean
ing
th
at
fits
th
e co
nte
xt f
or
the
ital
iciz
ed w
ord
.
9.
Onc
e eg
gs h
atch
, the
par
ent
bird
s ar
e bu
sy g
ettin
g fo
od.
A
to p
rodu
ce y
oung
C
to
thi
nk o
ut o
r in
vent
in s
ecre
t
B
to m
ark
with
line
s D
a
smal
l doo
r or
op
enin
g
10.
The
firs
t st
age
of a
bird
’s a
dult
life
is m
atin
g.
A
a ra
ised
pla
tfor
m
C
a st
ep in
a p
roce
ss
B
a ho
rse-
draw
n co
ach
D
the
pla
n of
act
ion
for
a no
tabl
e ev
ent
Mea
nin
g
A.
to g
ush
or p
our
out
free
ly
B.
to m
ove
with
a w
avin
g m
otio
n
C.
a flo
win
g bo
dy o
f wat
er
D.
cont
inuo
us p
assa
ge o
r flo
w
E. t
o di
vide
by
com
bing
in d
iffer
ent
di
rect
ions
F.
por
tions
of a
who
le
G.
role
s fo
r ac
tors
H.
orga
ns o
f a p
lant
or
anim
al
C D A B H F G E
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6
© H
arco
urt
• G
rade
6
60
Nam
eTh
eme
2 R
evie
w
Less
on
10
Prac
tice
Bo
ok
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1. m
angl
e
2.
tick
le
3.
bri
dle
4.
sw
indl
e
5.
m
uzz
le
6.
bullet
in
7. di
ffic
ulty
8.
ex
clude
9.
su
rviv
al
10.
fr
anch
ise
11
. eg
o
12.
linen
13.
m
inor
14.
vet
o
15.
vital
16.
co
mpl
emen
t
17. co
mpl
imen
t
18.
fo
rmal
ly
19.
fo
rmer
ly
20.
pre
cede
Fold
th
e p
aper
alo
ng
th
e d
ott
ed li
ne.
As
each
Sp
ellin
g
Wo
rd is
rea
d a
loud
, wri
te it
in t
he
bla
nk.
Th
en u
nfo
ld
your
pap
er a
nd
ch
eck
your
wo
rk. P
ract
ice
wri
tin
g a
ny
Spel
ling
Wo
rds
you
mis
sed
.
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6
Nam
e
Less
on
10
(1) O
n F
rid
ay n
igh
t th
e b
ask
etb
all t
eam
bea
t th
e P
irat
es a
nd
wo
n t
he
stat
e
cham
pio
nsh
ip. (2
) Du
rin
g th
e ga
me
the
cro
wd
ch
eere
d w
ild
ly. (3
) Alt
ho
ug
h
bo
th t
eam
s w
ere
un
def
eate
d t
his
sea
son
, th
e B
ull
do
gs
too
k t
he
lead
ear
ly
the
gam
e. (4
) 2
e le
agu
e n
amed
Man
uel
Dia
s th
e M
ost
Val
uab
le P
laye
r
he
kep
t th
e B
ull
do
gs in
th
e le
ad. (5
) Dia
s al
mo
st d
id n
ot
pla
y o
n F
rid
ay. (6
) He
rece
ntl
y h
urt
his
kn
ee.
1.
Whi
ch p
rep
ositi
on s
houl
d be
inse
rted
in
Sen
tenc
e 3?
Afo
rB
with
Cin
Don
2.
Whi
ch o
f the
follo
win
g is
the
p
rep
ositi
onal
phr
ase
in S
ente
nce
2?A
Dur
ing
the
gam
eB
the
crow
d ch
eere
dC
the
gam
e th
e cr
owd
Dch
eere
d w
ildly
3.
Sen
tenc
e 1
begi
ns w
ith w
hich
of t
he
follo
win
g?A
a de
pen
dent
cla
use
Ban
inde
pen
dent
cla
use
Ca
phr
ase
Da
subo
rdin
atin
g co
njun
ctio
n
4.
Whi
ch t
wo
sent
ence
s ca
n be
co
mbi
ned
with
bec
ause
to
mak
e a
com
ple
x se
nten
ce?
ASe
nten
ces
1 an
d 3
BSe
nten
ces
2 an
d 3
CSe
nten
ces
3 an
d 4
DSe
nten
ces
5 an
d 6
5.
Whi
ch is
the
sub
ordi
natin
g co
njun
ctio
n in
Sen
tenc
e 3?
AA
lthou
ghB
both
Cea
rlyD
in
6.
Whi
ch s
ubor
dina
ting
conj
unct
ion
shou
ld b
e in
sert
ed in
Sen
tenc
e 4?
Aw
hen
Bbe
caus
eC
alth
ough
Dw
hich
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
ch
oo
se t
he
bes
t an
swer
to
eac
h q
uest
ion
th
at f
ollo
ws.
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
61 P
ract
ice
Bo
ok
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arco
urt
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rade
6
© H
arco
urt
• G
rade
6
Nam
e
Less
on
10
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1) P
rofe
sso
r B
row
n w
ill a
nn
ou
nce
a p
lan
to
bu
ild
a n
ew L
ibra
ry. (2
) 2
e
sch
oo
l wil
l cal
l th
e n
ew li
bra
ry “
the
lear
nin
g la
b.”
(3) S
ince
th
e L
earn
ing
Lab
wil
l be
twic
e as
big
as
the
Cu
rren
t li
bra
ry, i
t w
ill h
ave
mo
re b
oo
ks
and
per
iod
ical
s.
(4) 2
e
Lea
rnin
g L
ab w
ill h
ave
wo
rksp
ace
for
qu
iet
gro
up
wo
rk. (5
) Pro
fess
or
Bro
wn
wil
l rai
se m
on
ey, a
nd
he
wil
l ask
th
e w
ho
le c
om
mu
nit
y fo
r h
elp,
bec
ause
the
sch
oo
l bo
ard
wil
l no
t p
ay f
or
the
pro
ject
.
1.
Whi
ch o
f the
follo
win
g is
inco
rrec
t in
Sen
tenc
e 1?
Ap
unct
uatio
nB
no p
rep
ositi
onal
phr
ase
Cth
e ca
pita
lizat
ion
of P
rofe
ssor
Brow
nD
the
cap
italiz
atio
n of
Lib
rary
2.
Whi
ch c
omp
lex
and
sim
ple
sen
tenc
es
coul
d be
com
bine
d to
mak
e a
com
pou
nd-c
omp
lex
sent
ence
?A
Sent
ence
s 1
and
2B
Sent
ence
s 2
and
4C
Sent
ence
s 3
and
4D
Sent
ence
s 1
and
4
3.
Whi
ch t
ype
of s
ente
nce
is S
ente
nce
5?A
sim
ple
Bco
mp
ound
Cco
mp
ound
-com
ple
xD
com
ple
x
4.
Whi
ch t
wo
wor
ds s
houl
d be
ca
pita
lized
in S
ente
nce
2?A
new
libr
ary
Blib
rary
, lab
Cle
arni
ng, l
abD
scho
ol, l
ibra
ry
5.
Whi
ch a
bbre
viat
ion
coul
d be
us
ed in
Sen
tenc
es 1
and
5?
Ap
rof.
BPr
of.
CPr
.D
Mr.
6.
Whi
ch w
ord
in S
ente
nce
3 sh
ould
be
low
erca
se?
ALe
arni
ngB
Lab
CSi
nce
DC
urre
nt
Gra
mm
ar–W
riti
ng
C
on
nec
tio
n
62 P
ract
ice
Bo
ok
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:31
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urt
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63
Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
11
Prac
tice
Bo
ok
Wo
rdEx
amp
le 1
Exam
ple
2
1.
refu
ge
Sol g
oes
to t
he m
all t
o sh
op
and
hang
out
with
frie
nds.
Sol g
oes
to h
er r
oom
to
rela
x af
ter
a bu
sy d
ay.
2.
ph
eno
men
on
The
nort
hern
sky
is fu
ll of
da
ncin
g, m
ulti-
colo
red
light
s.
The
sky
is a
lway
s bl
ue w
ithsc
atte
red
clou
ds.
3.
bea
rab
leJa
ime
put
on
crea
m t
o re
lieve
he
r itc
hing
.Ja
ime
coul
dn’t
find
any
thin
g to
rel
ieve
her
itch
ing.
4.
abun
dan
tM
y un
cle
has
fishe
d he
re fo
r ye
ars
and
has
only
cau
ght
an
old
boot
.
My
uncl
e sa
ys t
he fi
sh h
ere
jum
p o
ut o
f the
lake
and
into
hi
s bo
at.
Wh
ich
exa
mp
le is
bet
ter?
Un
der
line
the
sen
ten
ce.
Use
wh
at y
ou
kno
w a
bo
ut t
he
Vo
cab
ular
y W
ord
s to
an
swer
th
e q
uest
ion
s b
elo
w.
Wri
te y
our
an
swer
s in
co
mp
lete
sen
ten
ces.
5.
Des
crib
e w
hat
som
eone
who
is t
hriv
ing
at s
choo
l mig
ht b
e lik
e.
6.
Wha
t ill
umin
ates
you
r cl
assr
oom
?
Go
ove
r th
e V
oca
bu
lary
Wo
rds
wit
h y
ou
r ch
ild.
Enco
ura
ge
him
or
her
to
th
ink
of
ano
ther
se
nte
nce
th
at c
ou
ld s
erve
as
an e
xam
ple
fo
r ea
ch o
f th
e w
ord
s.
Poss
ible
resp
onse
s ar
e sh
own.
This
per
son
enjo
ys s
choo
l, is
doi
ng w
ell i
n cl
ass,
and
has
man
y fri
ends
.
Ceili
ng li
ghts
illu
min
ate
our c
lass
room
.
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urt
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6
© H
arco
urt
• G
rade
6
64
Nam
eR
ead
er’s
Gu
ide
Less
on
11
Prac
tice
Bo
ok
K
Wh
at I
Kn
ow
W
Wh
at I
Wan
t to
Kn
ow
L
Wh
at I
Lear
ned
Bef
ore
rea
din
g “
Life
Un
der
Ice,
” fi
ll in
th
e fi
rst
two
co
lum
ns
of
the
char
t w
ith
wh
at y
ou
kno
w a
nd
wh
at y
ou
wan
t to
kn
ow
abo
ut A
nta
rcti
ca. T
hen
rea
d e
ach
sec
tio
n a
nd
fill
in t
he
thir
dco
lum
n w
ith
info
rmat
ion
yo
u h
ave
lear
ned
.
Rev
iew
wh
at y
ou
hav
e le
arn
ed f
rom
yo
ur c
har
t. T
hen
, on
a s
epar
ate
shee
t o
f p
aper
, w
rite
a s
umm
ary
of
the
sele
ctio
n.
Poss
ible
resp
onse
s ar
e sh
own.
Anta
rctic
a is
a
cont
inen
t.W
hat i
s An
tarc
tica
like?
Anta
rctic
a is
the
cold
est,
drie
st,
win
dies
t, an
d hi
ghes
t con
tinen
t.
Anta
rctic
a is
m
ostly
ice
and
snow
.
Wha
t is
it lik
e w
orki
ng in
An
tarc
tica?
You
can
only
sta
y un
der w
ater
for
half
an h
our,
and
you
need
lots
of
food
for e
nerg
y.
Ther
e ar
e lo
ts o
f fis
h in
Ant
arct
ica.
Wha
t kin
ds o
f cr
eatu
res
live
in A
ntar
ctic
a’s
ocea
ns?
Sea
crea
ture
s in
Ant
arct
ica’
s oc
eans
incl
ude
Wed
dell
seal
s,
sea
anem
ones
, sp
onge
s, s
ea
star
s, s
oft c
oral
s,
wha
les,
sea
bird
s,
fish,
squ
id,
peng
uins
, and
kr
ill.
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65
Nam
eFi
gu
rati
veLa
ng
uag
e
Less
on
11
Prac
tice
Bo
ok
Rea
d t
he
par
agra
ph
bel
ow
. Th
en w
rite
yo
ur r
esp
on
ses
to
the
que
stio
ns
in c
om
ple
te s
ente
nce
s o
n t
he
lines
pro
vid
ed.
1.
Wha
t ki
nd o
f fig
urat
ive
lang
uage
is fo
und
in s
ente
nce
1?
2.
Wha
t hu
man
qua
litie
s do
the
clo
uds
have
in s
ente
nce
2?
3.
Thr
ee s
ente
nces
in t
his
par
agra
ph
incl
ude
sim
iles.
Whi
ch s
ente
nces
are
the
se?
4.
Wha
t hu
man
qua
litie
s do
es t
he m
oon
have
in s
ente
nce
4?
5.
Sen
tenc
e 5
cont
ains
a m
etap
hor.
Wha
t is
bei
ng c
omp
ared
?
6.
How
do
you
know
tha
t se
nten
ce 8
incl
udes
an
exam
ple
of p
erso
nific
atio
n?
(1) O
n t
he
fi rs
t n
igh
t th
at w
e sp
ent
ou
tdo
ors
, an
gry
wav
es la
shed
at
the
icy
sho
re.
(2) C
lou
ds
das
hed
acr
oss
th
e sk
y, s
pit
tin
g ic
e an
d s
no
w a
t th
e ro
cks
bel
ow
. (3) W
e
hu
dd
led
in o
ur
slee
pin
g b
ags
lik
e fr
igh
ten
ed p
up
pie
s. (4
) Occ
asio
nal
ly I
co
uld
see
th
e
cold
mo
on
gaz
ing
do
wn
at
us.
(5) I
t w
as a
dis
tan
t la
mp,
off
erin
g n
o c
om
fort
to
me
or
my
com
pan
ion
s. (6
) 2
e w
ho
le c
on
tin
ent
was
lik
e an
en
orm
ou
s p
riso
n, I
th
ou
ght.
(7) A
ll n
igh
t lo
ng,
glo
om
y th
ou
ghts
lik
e th
ese
circ
led
in m
y h
ead
lik
e b
lack
-win
ged
bir
ds
of
pre
y. (8
) Wh
en t
he
sun
fi n
ally
sm
iled
at
us,
I w
as a
ble
to
sm
ile
bac
k.
Hav
e yo
ur
child
rea
d t
he
par
agra
ph
alo
ud
, st
op
pin
g a
fter
eac
h s
ente
nce
to
iden
tify
th
e ex
amp
les
of
fi g
ura
tive
lan
gu
age.
Sent
ence
1 h
as p
erso
nific
atio
n.
Poss
ible
resp
onse
s ar
e sh
own.
They
das
h an
d sp
it.
Sent
ence
s 3,
6, a
nd 7
hav
e si
mile
s.
It ga
zes
dow
n lik
e a
pers
on.
The
moo
n is
com
pare
d to
a la
mp.
The
sun
does
n’t s
mile
in re
al li
fe.
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arco
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66
Nam
ePr
efi x
es, S
uffi
xes
, an
d R
oo
ts
Less
on
11
Prac
tice
Bo
ok
Rea
d t
he
par
agra
ph
. Use
th
e ch
art
to h
elp
yo
u d
eter
min
e th
e m
ean
ing
of
each
un
der
lined
wo
rd. T
hen
wri
te t
he
corr
ect
mea
nin
g o
n t
he
line.
Bec
ause
I s
core
d h
igh
on
my
gra
mm
ar p
rete
st t
od
ay, I
was
all
ow
ed t
o t
ake
on
e o
f
the
po
rtab
le la
pto
p c
om
pu
ters
to
my
des
k a
nd
use
th
e n
ew a
rt p
rog
ram
. Th
e g
rap
hic
s
are
incr
edib
le! I
n t
he
adva
nce
d m
od
e, m
ova
ble
pu
zzle
pie
ces
fall
fro
m t
he
top
of
the
scre
en a
nd
mu
st b
e ar
ran
ged
into
sp
ecia
l co
lor
pat
tern
s to
fo
rm d
igit
al p
ictu
res.
I p
rin
ted
on
e o
f m
y m
aste
rpie
ces
wh
en I
was
fin
ish
ed, a
nd
my
teac
her
said
it lo
ok
ed li
ke
a re
al a
rtis
t h
ad m
ade
it. M
y fa
ther
an
d o
lder
sis
ter
are
law
yers
, an
d m
ost
of
my
fam
ily
lik
es t
o p
red
ict
that
I w
ill b
e o
ne,
to
o.
Ho
wev
er, I
wo
uld
rat
her
use
gra
ph
ics
tab
lets
th
an le
gal p
ads!
Ask
yo
ur
child
to
fo
rm o
ther
wo
rds
by
usi
ng
th
e p
refi
xes
and
su
ffi x
es in
th
e ch
art.
1.
Pret
est
mea
ns
.A
a
test
giv
en b
efor
e m
ater
ial
B
a te
st t
hat
is n
ot g
iven
ha
s be
en t
augh
t
2.
Port
able
mea
ns
.A
ab
le t
o be
car
ried
B
one
who
car
ries
thin
gs
3.
Incr
edib
le m
eans
.
A
not
able
to
be b
elie
ved
B
not
able
to
be s
pok
en
4.
Mov
able
mea
ns
.A
on
e w
ho m
oves
thi
ngs
B
able
to
be m
oved
5.
Artis
t m
eans
.
A
one
who
mak
es a
rt
B
able
to
mak
e ar
t
6.
Pred
ict
mea
ns
.A
sa
id b
efor
ehan
d B
no
t ev
er s
pok
en
Pref
ixSu
ffix
R
oo
t
pre
-be
fore
-ab
le, -
ible
able
dic
tsp
eak,
say
in-
not
-ist
one
who
do
escr
edbe
lief
po
rtca
rry
a te
st g
iven
bef
ore
mat
eria
l has
bee
n ta
ught
able
to b
e ca
rrie
d
not a
ble
to b
e be
lieve
d
able
to b
e m
oved
one
who
mak
es a
rt
said
bef
oreh
and
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Nam
eW
ord
s w
ith
Su
ffi x
es
-ab
le, -
ible
Less
on
11
Fold
th
e p
aper
alo
ng
th
e d
ott
ed li
ne.
As
each
Sp
ellin
gW
ord
is r
ead
alo
ud, w
rite
it in
th
e b
lan
k. T
hen
un
fold
yo
ur
pap
er a
nd
ch
eck
your
wo
rk. P
ract
ice
wri
tin
g a
ny
Spel
ling
W
ord
s yo
u m
isse
d.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1.
n
otic
eable
2.
pas
sable
3.
con
ver
tible
4.
wea
rable
5.
avoi
dable
6.
capa
ble
7.
pro
fita
ble
8.
appl
icab
le
9.
acce
ssib
le
10.
bre
akab
le
11. de
stru
ctib
le
12.
exci
table
13.
invin
cible
14.
sen
sible
15.
edib
le
16.
com
preh
ensi
ble
17.
cred
ible
18.
retu
rnab
le
19.
per
mis
sible
20.
repr
oduci
ble
67Pr
acti
ce B
oo
k
Hav
e yo
ur
child
wri
te a
sto
ry u
sin
g a
t le
ast
ten
o
f th
e Sp
ellin
g W
ord
s. R
ead
th
e st
ory
to
get
her
.
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Nam
eSi
ng
ula
r an
dPl
ura
l No
un
s
Less
on
11
Wri
te t
he
corr
ect
plu
ral f
orm
of
each
un
der
lined
no
un.
1.
We
wat
ched
mov
ie a
bout
ani
mal
s in
a v
arie
ty o
f clim
ates
.
2.
The
pen
guin
wad
dled
acr
oss
the
ice.
3.
Som
e sl
ipp
ed a
nd fe
ll in
to s
now
y di
tch.
4.
Sp
otte
d de
er r
aced
thr
ough
a fo
rest
.
5.
Ora
nge
butt
erfly
flew
acr
oss
the
field
.
6.
Arc
tic fo
x ha
ve t
hick
whi
te fu
r.
7.
Hug
e m
oose
gal
lop
ed in
to t
he d
ista
nce.
8.
Sp
eckl
ed t
rout
sw
am in
the
str
eam
.
Wri
te t
he
plu
ral f
orm
of
the
no
un. T
hen
use
th
e p
lura
l to
wri
te a
sen
ten
ce.
9.
cam
era
10.
hob
by
11.
mou
se
12.
bus
h
mov
ies
peng
uins
ditc
hes
deer
butte
rflie
s
foxe
s moo
se
trout
Mar
isa
has
seve
ral c
amer
as.
Poss
ible
resp
onse
s ar
e sh
own.
Natu
re p
hoto
grap
hy is
one
of h
er h
obbi
es.
Toda
y sh
e is
taki
ng p
ictu
res
of m
ice.
She
wai
ts q
uiet
ly n
ear t
he b
ushe
s.
cam
eras
hobb
ies
mic
e
bush
es
68Pr
acti
ce B
oo
k
Poin
t to
fi v
e it
ems
in y
ou
r h
om
e. A
sk y
ou
r ch
ild
to w
rite
a s
ing
ula
r n
ou
n t
o n
ame
each
item
. Th
en h
ave
you
r ch
ild w
rite
th
e p
lura
l fo
rm o
f ea
ch n
ou
n.
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69
Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
12
Prac
tice
Bo
ok
pel
tin
g
wed
ged
idea
lp
erch
ed
stra
nd
edb
lurt
edsl
un
k
Rea
d t
he
Vo
cab
ular
y W
ord
s. T
hen
wri
te t
he
Vo
cab
ular
yW
ord
th
at b
est
com
ple
tes
each
sen
ten
ce.
I t
houg
ht it
was
an
(1)
day
for
a bi
ke r
ide
until
I hi
t a
rock
and
was
(2)
in t
he m
iddl
e of
now
here
with
a fl
at t
ire. W
hile
I w
as w
alki
ng
my
bike
hom
e, I
saw
a s
qui
rrel
(3)
in
a n
earb
y tr
ee. I
t w
as w
atch
ing
as a
cat
slo
wly
(4)
u
nder
the
hed
ge. S
udde
nly
the
squi
rrel
(5)
out
a lo
ud s
cree
ch. I
look
ed a
nd s
aw a
bab
y sq
uirr
el
(6)
bet
wee
n th
e tr
ee t
runk
and
a r
ock.
My
initi
al r
eact
ion
was
to b
egin
(7)
t
he c
at w
ith s
ome
frui
t sn
acks
I ha
d in
my
poc
ket.
I did
n’t
wan
t to
hur
t it—
just
sca
re it
aw
ay.
Con
tin
ue t
he
stor
y ab
ove.
Ch
oose
th
ree
or m
ore
Voca
bul
ary
Wor
ds.
Wri
te a
sen
ten
ce
for
each
wor
d a
bou
t w
hat
hap
pen
ed t
o th
e sq
uirr
els,
th
e ca
t, a
nd
th
e n
arra
tor.
You
r ch
ild is
lear
nin
g t
he
abo
ve V
oca
bu
lary
W
ord
s th
is w
eek.
Hav
e yo
ur
child
mak
e ill
ust
rati
on
s fo
r at
leas
t th
ree
of
the
wo
rds.
idea
l
stra
nded
perc
hed
slun
k
blur
ted
wed
ged pe
lting
Acce
pt re
ason
able
resp
onse
s.
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arco
urt
• G
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6
70
Nam
eR
ead
er’s
Gu
ide
Less
on
12
Prac
tice
Bo
ok
Fill
in t
he
sto
ry m
ap a
s yo
u re
ad “
The
Lon
g B
ike
Rid
e.”
Res
olu
tio
n
Co
nfl
ict
Ch
arac
ters
Plo
t Ev
ents
Sett
ing
Use
th
e in
form
atio
n in
yo
ur s
tory
map
to
wri
te a
sum
mar
y o
n a
sep
arat
e sh
eet
of
pap
er.
Poss
ible
resp
onse
s ar
e sh
own.
Anto
ine
tells
his
fath
er w
hy h
e w
as la
te. H
is fa
ther
is p
roud
of
his
act
ions
.
• A
ntoi
ne s
how
s hi
s fri
ends
the
sea
lion
pup.
• A
ntoi
ne le
aves
the
sea
lion
pup
and
gets
hom
e la
te.
• A
ntoi
ne’s
fath
er g
ets
angr
y. •
Ant
oine
read
s th
at th
e se
a lio
n pu
p fre
ed it
self.
Anto
ine
finds
a s
trand
ed s
ea li
on p
up a
nd w
ants
to h
elp
it,
but h
e do
esn’
t wan
t to
be la
te g
ettin
g ho
me.
Anto
ine
Anto
ine’
s fa
ther
Mic
hael
Ke
yana
Jake
Calif
orni
a se
asho
re,
Anto
ine’
s ho
use
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71
Nam
eFi
gu
rati
veLa
ng
uag
e
Less
on
12
Prac
tice
Bo
ok
Rea
d e
ach
sen
ten
ce. T
he
wo
rd in
par
enth
eses
tel
ls t
he
kin
d
of
fig
urat
ive
lan
gua
ge
used
in t
he
sen
ten
ce. U
nd
erlin
e th
e w
ord
s th
at f
orm
th
e fi
gur
ativ
e la
ng
uag
e.
1.
We
swam
like
hun
gry
shar
ks a
fter
a s
choo
l of f
ish.
(si
mile
)
2.
The
cal
m s
ea t
old
me
to d
ip m
y to
es in
to it
. (p
erso
nific
atio
n)
3.
The
sea
lion
pup
’s e
yes
wer
e lik
e da
rk p
ools
of i
nk. (
sim
ile)
4.
At
the
edge
of t
he b
each
the
wat
er w
as a
lap
pin
g to
ngue
. (m
etap
hor)
5.
The
wha
le’s
fin
look
ed li
ke a
dro
opin
g fla
g st
icki
ng u
p o
ut o
f the
wat
er. (
sim
ile)
6.
Tin
y cr
abs
scur
ried
like
ants
run
ning
acr
oss
the
hot
sand
. (si
mile
)
7.
The
tur
tle w
as a
s cl
umsy
as
a ne
wly
cra
wlin
g ba
by a
s it
cam
e to
sho
re. (
sim
ile)
8.
The
clo
uds
wer
e m
ound
s of
whi
pp
ed c
ream
mov
ing
acro
ss t
he s
ky. (
met
apho
r)
Wri
te a
sen
ten
ce u
sin
g e
ach
sim
ile o
r m
etap
ho
r.
9.
as
tall
as a
sky
scr
aper
10.
was
a b
ird in
flig
ht
11.
as
loud
as
thun
der
12.
is
a flu
ffy c
hick
You
r ch
ild id
enti
fi ed
an
d w
rote
sen
ten
ces
con
tain
ing
fi g
ura
tive
lan
gu
age.
Wo
rk w
ith
yo
ur
child
to
iden
tify
exa
mp
les
of
fi g
ura
tive
la
ng
uag
e in
mag
azin
es o
r b
oo
ks.
Poss
ible
resp
onse
s ar
e sh
own.
The
man
who
hel
ped
me
reac
h th
e to
p
shel
f was
as
tall
as a
sky
scr
aper
.
At th
e en
d of
its
strin
g, th
e ki
te w
as a
bird
in fl
ight
, fig
htin
g to
be
free.
The
teac
her’s
cla
p fo
r atte
ntio
n w
as a
s
loud
as
thun
der b
oom
ing
thro
ugh
the
stor
my
sky.
At th
e en
d of
a lo
ng d
ay, m
y bl
anke
t is
a flu
ffy c
hick
, sof
t and
war
m.
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rade
6
Nam
eW
ord
s w
ith
Su
ffi x
es
-ou
s, -
iou
s, -
eou
s
Less
on
12
Fold
th
e p
aper
alo
ng
th
e d
ott
ed li
ne.
As
each
Sp
ellin
gW
ord
is r
ead
alo
ud, w
rite
it in
th
e b
lan
k. T
hen
un
fold
yo
ur
pap
er a
nd
ch
eck
your
wo
rk. P
ract
ice
wri
tin
g a
ny
Spel
ling
W
ord
s yo
u m
isse
d.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1. poi
son
ous
2.
glam
orou
s
3.
joyou
s
4.
adven
turo
us
5.
coura
geou
s
6.
disa
stro
us
7.
gener
ous
8.
mir
aculo
us
9.
studi
ous
10.
hilar
ious
11. en
vio
us
12.
indu
stri
ous
13.
infe
ctio
us
14.
myst
erio
us
15.
susp
icio
us
16.
adva
nta
geou
s
17.
gorg
eous
18.
nutr
itio
us
19.
nau
seou
s
20.
outr
ageo
us
72Pr
acti
ce B
oo
k
Hav
e yo
ur
child
wri
te t
wo
Sp
ellin
g W
ord
s th
at
hav
e a
com
mo
n le
tter
so
th
at t
hey
cri
ss-c
ross
. H
ave
them
rep
eat
un
til t
hey
wri
te e
ach
wo
rd.
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Nam
ePo
sses
sive
No
un
s
Less
on
12
Co
mp
lete
th
e p
hra
se b
y w
riti
ng
th
e co
rrec
t p
oss
essi
ve n
oun
.
1.
the
sw
imsu
it th
at b
elon
gs t
o a
child
: a
sw
imsu
it
2.
the
bea
ch b
all t
hat
belo
ngs
to t
he g
irls:
the
b
each
bal
l
3.
the
tow
els
that
a fa
mily
ow
ns: a
t
owel
s
4.
the
lunc
hes
that
bel
ong
to t
he w
omen
: the
lu
nche
s
5.
the
bas
ket
that
bel
ongs
to
my
gran
dpar
ents
: my
bas
ket
6.
the
bea
ks o
f tw
o bi
rds:
tw
o b
eaks
7.
the
fins
of a
fish
: a
fins
8.
the
tee
th o
f the
wha
les:
the
t
eeth
9.
the
pat
tern
of t
he s
hell:
the
p
atte
rn
Use
th
e p
oss
essi
ve f
orm
of
the
no
un t
o w
rite
a s
ente
nce
.
10.
mou
se
11.
dee
r
12.
goo
se
Poss
ible
resp
onse
s ar
e sh
own.
child
’s
girls
’
fam
ily’s w
omen
’s
gran
dpar
ents
’
bird
s’
fish’
s wha
les’
shel
l’s
mou
se’s
The
mou
se’s
whi
sker
s tw
itche
d w
hen
it w
as s
care
d.
The
deer
’s a
ntle
rs w
ere
shed
in th
e sp
ring.
The
goos
e’s
feat
hers
wer
e w
hite
and
gra
y.
deer
’s
goos
e’s
73Pr
acti
ce B
oo
k
Ask
yo
ur
child
to
wri
te t
he
nam
es o
f fo
ur
anim
als.
Hav
e yo
ur
child
wri
te s
ente
nce
s th
at
incl
ud
e th
e si
ng
ula
r an
d p
lura
l po
sses
sive
fo
rms
of
each
nam
e.
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39 Student Edition pp. 72–73
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74
Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
13
Prac
tice
Bo
ok
Wri
te t
he
Vo
cab
ular
y W
ord
th
at g
oes
wit
h e
ach
idea
.
imp
erat
ive
pre
mo
nit
ion
hap
haz
ard
lyo
pti
mis
tic
1.
sens
ing
som
ethi
ng
2.
look
s on
the
brig
ht s
ide
3.
Righ
t no
w!
4.
tide
was
hing
out
5.
to d
o so
met
hing
in a
slo
pp
y m
anne
r
6.
daze
d an
d co
nfus
ed
7.
sorr
ow o
ver
an a
ctio
n
Use
wh
at y
ou
kno
w a
bo
ut t
he
Vo
cab
ular
y W
ord
s to
an
swer
th
e q
uest
ion
s b
elo
w.
Wri
te c
om
ple
te s
ente
nce
s.
8.
Whe
n m
ight
rem
orse
be
help
ful?
9.
How
can
you
tel
l if s
omeo
ne is
an
optim
istic
per
son?
10.
If y
ou w
rote
a p
aper
hap
haza
rdly
, wha
t m
ight
you
r te
ache
r sa
y?
Wit
h y
ou
r ch
ild, d
iscu
ss t
he
mea
nin
g o
f ea
ch
Vo
cab
ula
ry W
ord
. Wo
rk t
og
eth
er t
o w
rite
a
sen
ten
ce f
or
each
wo
rd.d
iso
rien
ted
rece
ded
rem
ors
e
prem
oniti
on
optim
istic
impe
rativ
e
rece
ded
haph
azar
dly
rem
orse
Poss
ible
resp
onse
s ar
e sh
own.
It ca
n be
hel
pful
whe
n it
teac
hes
som
eone
a le
sson
.
diso
rient
ed
That
per
son
is u
sual
ly s
mili
ng a
nd e
nthu
sias
tic a
bout
life
.
Plea
se w
rite
this
pap
er a
gain
, and
be
mor
e ca
refu
l thi
s tim
e.
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75
Nam
eR
ead
er’s
Gu
ide
Less
on
13
Prac
tice
Bo
ok
Rea
d e
ach
sec
tio
n o
f “E
scap
ing
th
e G
ian
t W
ave.
” Th
en f
ill in
th
e co
rres
po
nd
ing
sec
tio
n o
f yo
ur s
tory
map
.
Sett
ing
Ch
arac
ters
Sect
ion
1
pag
es 3
34–3
37
Res
olu
tio
n
Co
nfl
ict
Plo
t Ev
ents
Sect
ion
2
pag
es 3
38–3
53
Sect
ion
3
pag
es 3
54–3
55
Poss
ible
resp
onse
s ar
e sh
own.
• Ky
le a
nd B
eeBe
e su
rviv
e on
e gi
ant w
ave
whe
n th
ey
hide
with
Pan
sy b
ehin
d a
gian
t tre
e.•
Kyle
and
Bee
Bee
wor
ry a
bout
the
safe
ty o
f the
ir pa
rent
s an
d No
rm a
nd J
osie
.•
At d
aylig
ht, K
yle
and
BeeB
ee re
turn
to th
e be
ach.
The
y fin
d Da
ren
and
Norm
saf
e.
Kyle
and
Bee
Bee
are
tryi
ng to
pro
tect
them
selv
es fr
om
the
dang
ers
of a
tsun
ami.
Kyle
, Bee
Bee,
Pan
sy,
Dare
n, N
orm
, Jos
ie
Kyle
and
Bee
Bee
surv
ive
the
tsun
ami a
nd fi
nd o
ut th
eir
pare
nts
are
safe
. Kyl
e ov
erco
mes
his
fear
of D
aren
.
Fish
er B
each
, Ore
gon
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arco
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• G
rade
6
76
Nam
eTh
eme
Less
on
13
Prac
tice
Bo
ok
Rea
d t
he
sto
ry b
elo
w. T
hen
fill
in t
he
gra
ph
ic o
rgan
izer
.
“Th
e Jo
hn
Ad
ams
Sch
oo
l has
ch
alle
ng
ed u
s to
a p
oet
ry c
on
test
,” s
aid
Mr.
Wat
son
,
the
En
glis
h t
each
er. “
Yo
u c
an w
rite
on
an
y su
bje
ct, b
ut
I n
eed
all
po
ems
by
the
end
of
the
day
. Th
e to
p t
hre
e w
ill b
e en
tere
d in
th
e co
nte
st.”
Ali
sm
iled
. Sh
e h
ad b
een
wri
tin
g p
oem
s fo
r ye
ars.
Sh
e w
as f
ree
the
last
ho
ur
of
the
day
an
d w
ou
ld w
hip
so
met
hin
g u
p t
hen
. Sh
e w
as s
ure
to
win
th
e co
nte
st.
Mar
k w
ante
d t
o w
in, t
oo.
May
be
if h
e st
arte
d n
ow
, he
wo
uld
hav
e a
few
lin
es b
y
the
end
of
the
day
. He
pu
lled
ou
t h
is n
ote
bo
ok
an
d w
rote
do
wn
so
me
idea
s. A
fter
fir
st
per
iod
, he
cho
se a
to
pic
. Du
rin
g lu
nch
, he
wro
te t
he
firs
t th
ree
lin
es.
“Yo
u d
on’
t h
ave
a ch
ance
of
win
nin
g,”
said
Ali
as
she
wal
ked
by
wit
h h
er t
ray.
By
the
last
per
iod
, Mar
k h
ad a
th
ree-
stan
za p
oem
. It
had
bee
n r
ewri
tten
fo
ur
tim
es
and
was
nea
tly
pri
nte
d o
n a
cle
an s
hee
t o
f p
aper
.
“Oh
no
!” M
ark
hea
rd A
li’s
wai
l. “
I ju
st s
pil
led
wat
er a
ll o
ver
my
po
em. I
do
n’t
hav
e
tim
e to
do
it o
ver.
”
Mar
k r
ead
his
po
em a
gai
n. I
t m
igh
t n
ot
win
th
e co
nte
st f
or
his
sch
oo
l, b
ut
it w
as a
go
od
try
. An
d it
wo
uld
be
in o
n t
ime.
Them
e
Ch
arac
ters
’ Qua
litie
s
Ali—
Mar
k—
Ch
arac
ters
’ Act
ion
s
Ali—
Mar
k—
Sett
ing
Hav
e yo
ur
child
rer
ead
a s
tory
he
or
she
kno
ws.
D
iscu
ss q
ual
itie
s th
e ch
arac
ters
hav
e. T
hen
h
ave
you
r ch
ild fi
ll i
n a
gra
ph
ic o
rgan
izer
like
th
e o
ne
on
th
is p
age.
over
conf
iden
t
hard
wor
king
w
rites
poe
m
durin
g la
st p
erio
d
star
ts ri
ght
away
mod
ern
day
scho
ol
Poss
ible
resp
onse
s ar
e sh
own.
It’s
bette
r to
plan
ahe
ad th
an to
wai
t unt
il th
e la
st m
inut
e.
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77
Nam
eA
uth
or’
s Pu
rpo
se
and
Per
spec
tive
Less
on
13
Prac
tice
Bo
ok
Each
sen
ten
ce b
elo
w is
a t
op
ic s
ente
nce
fo
r a
sto
ry o
r an
ar
ticl
e. In
th
e b
lan
k, w
rite
th
e au
tho
r’s
pur
po
se f
or
wri
tin
g.
Ch
oo
se f
rom
th
e fo
llow
ing
pur
po
ses:
to
en
tert
ain
, to
info
rm,
or
to p
ersu
ade.
1.
Max
was
tak
ing
his
dog
for
a w
alk
whe
n he
saw
som
ethi
ng s
par
kle
in t
he g
rass
.
2.
Onc
e up
on a
tim
e, in
a k
ingd
om fa
r aw
ay, a
lone
ly g
iant
live
d in
the
mid
dle
of a
da
rk fo
rest
.
3.
Dea
r M
om, I
’m w
ritin
g th
is le
tter
to
let
you
know
why
I w
ould
like
to
spen
d th
is
su
mm
er o
n G
rand
pa’
s fa
rm.
4.
The
Chi
nese
inve
nted
man
y th
ings
we
use
toda
y, in
clud
ing
pap
er, b
oat
rudd
ers,
fa
ns, a
nd s
pag
hett
i.
Wri
te t
he
firs
t se
nte
nce
fo
r a
sto
ry o
r ar
ticl
e th
at f
its
each
pur
po
se li
sted
bel
ow
.
to e
nter
tain
:
to in
form
:
to p
ersu
ade:
Wo
rk w
ith
yo
ur
child
to
dev
elo
p o
ne
of
his
or
her
idea
s in
to a
sto
ry o
r an
art
icle
. Mak
e su
re
all t
he
det
ails
fi t
th
e p
urp
ose
.
to e
nter
tain
to e
nter
tain
to p
ersu
ade
to in
form
Acce
pt re
ason
able
resp
onse
s.
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arco
urt
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rade
6
© H
arco
urt
• G
rade
6
Nam
eW
ord
s w
ith
En
din
g /
e n/
and
/
e l/
Less
on
13
Fold
th
e p
aper
alo
ng
th
e d
ott
ed li
ne.
As
each
Sp
ellin
g
Wo
rd is
rea
d a
loud
, wri
te it
in t
he
bla
nk.
Th
en u
nfo
ld y
our
p
aper
an
d c
hec
k yo
ur w
ork
. Pra
ctic
e w
riti
ng
an
y Sp
ellin
g
Wo
rds
you
mis
sed
.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1. ac
tual
2.
bec
kon
3.
burd
en
4.
capt
ain
5.
com
pari
son
6.
exam
ple
7.
fore
ign
8.
peo
ple
9.
info
rmal
10.
label
11. m
edal
12.
ped
dle
13.
per
son
al
14.
pig
eon
15.
sever
al
16.
spec
ial
17.
sudd
en
18.
nat
ura
l
19.
vet
eran
20.
usu
al
78Pr
acti
ce B
oo
k
Ch
oo
se t
en w
ord
s an
d s
cram
ble
th
e le
tter
s.
Hav
e yo
ur
child
un
scra
mb
le t
he
lett
ers
and
w
rite
th
e Sp
ellin
g W
ord
s.
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arco
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Nam
e
Sub
ject
ive
and
Ob
ject
ive
Cas
ePr
on
ou
ns;
An
tece
den
ts
Less
on
13
Wri
te t
he
corr
ect
pro
no
un t
o r
epla
ce t
he
und
erlin
edw
ord
or
wo
rds.
1.
Om
ar a
nd h
is c
lass
mat
es a
rriv
ed fo
r a
beac
h cl
ean-
up.
2.
The
tea
cher
ask
ed t
he s
tude
nts
to w
ork
in p
airs
.
3.
Ms.
Kw
an t
old
the
stud
ents
to
ask
Mr.
John
son
for
tras
h ba
gs.
4.
Om
ar s
pie
d an
old
sho
e, a
nd h
e p
ut t
he s
hoe
in a
tra
sh b
ag.
5.
The
n O
mar
not
iced
unu
sual
she
lls n
ear
Ms.
Kw
an.
6.
Ms.
Kw
an w
as in
tere
sted
in d
iscu
ssin
g th
e sh
ells
with
Om
ar.
Rew
rite
th
e se
nte
nce
s. R
epla
ce t
he
inco
rrec
t p
ron
oun
s w
ith
co
rrec
t p
ron
oun
s.
7.
Mic
hael
pla
nted
tre
es, s
o hi
m c
ould
hel
p U
ncle
Luk
e.
8.
“Yo
u an
d m
e w
ill m
ake
a go
od t
eam
,” U
ncle
Luk
e sa
id.
9.
Ann
cam
e by
, and
her
hel
ped
with
the
pla
ntin
g.
10.
“Tha
nks
for
help
ing
me
and
Mic
hael
,” U
ncle
Luk
e sa
id.
They
them
him
it
he
She
Mic
hael
pla
nted
tree
s, s
o he
cou
ld h
elp
Uncl
e Lu
ke.
“You
and
I (o
r We)
will
mak
e a
good
team
,” U
ncle
Luke
sai
d.
Ann
cam
e by
, and
she
hel
ped
with
the
plan
ting.
“Tha
nks
for h
elpi
ng M
icha
el a
nd m
e (o
r us)
,” U
ncle
Luke
sai
d.
79Pr
acti
ce B
oo
k
Hav
e yo
ur
child
wri
te f
ou
r se
nte
nce
s, e
ach
of
wh
ich
incl
ud
es t
he
nam
e o
f o
ne
or
mo
re f
amily
m
emb
ers.
Th
en h
ave
you
r ch
ild r
ewri
te t
he
sen
ten
ces,
rep
laci
ng
th
e n
ou
ns
wit
h p
ron
ou
ns.
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6
© H
arco
urt
• G
rade
6
80
Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
14
Prac
tice
Bo
ok
Mat
ch t
he
Vo
cab
ular
y W
ord
in t
he
bo
x w
ith
th
e si
tuat
ion
it
fits
bes
t. W
rite
th
e w
ord
in t
he
bla
nk.
co
cky
gin
ger
ly
term
inal
ra
nk
1.
Whi
ch w
ord
desc
ribes
the
way
a p
erso
n tr
ies
wal
king
on
a sp
rain
ed a
nkle
?
2.
Whi
ch w
ord
best
des
crib
es r
otte
n fo
od?
3.
Whi
ch w
ord
desc
ribes
a c
old
that
nev
er s
eem
s to
go
away
?
4.
Whi
ch w
ord
best
des
crib
es s
omeo
ne w
ith e
xces
sive
prid
e?
Use
wh
at y
ou
kno
w a
bo
ut t
he
Vo
cab
ular
y W
ord
s to
an
swer
th
e q
uest
ion
s b
elo
w.
Wri
te c
om
ple
te s
ente
nce
s.
5.
Whe
n w
as t
he la
st t
ime
you
win
ced?
Wha
t ca
used
you
to
do t
his?
6.
Wha
t is
the
diff
eren
ce b
etw
een
an a
cqua
inta
nce
and
a fr
iend
, in
your
op
inio
n?
7.
Wha
t p
osse
ssio
n w
ould
you
be
will
ing
to r
etrie
ve fr
om t
he t
rash
if it
wer
e ac
cide
ntal
ly t
hrow
n aw
ay?
Why
?
8.
Wha
t co
uld
you
do w
hen
you
are
stym
ied
abou
t w
hat
to d
o fo
r yo
ur m
om o
n M
othe
r’s D
ay?
Wit
h y
ou
r ch
ild, d
iscu
ss t
he
Vo
cab
ula
ry W
ord
s.
Take
tu
rns
usi
ng
th
e w
ord
s in
sen
ten
ces
that
te
ll ab
ou
t yo
ur
day
or
a sh
ared
exp
erie
nce
.
Poss
ible
resp
onse
s ar
e sh
own.
I win
ced
whe
n I b
umpe
d m
y so
re a
rm o
n a
tabl
e.
ging
erly
rank
term
inal
cock
y
An a
cqua
inta
nce
is s
omeo
ne y
ou k
now
a li
ttle,
but
a
frien
d is
som
eone
you
kno
w w
ell a
nd tr
ust.
I wou
ld b
e w
illin
g to
retri
eve
my
yello
w s
ocks
bec
ause
w
hene
ver I
wea
r the
m, s
omet
hing
goo
d ha
ppen
s.
I cou
ld ta
lk to
Mom
abo
ut h
er fa
vorit
e m
eal a
nd th
en h
ave
som
eone
hel
p m
e m
ake
it.
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81
Nam
eR
ead
er’s
Gu
ide
Less
on
14
Prac
tice
Bo
ok
Rea
d e
ach
sec
tio
n o
f “B
rian
’s W
inte
r” a
nd
an
swer
th
e q
uest
ion
s. W
rite
yo
ur a
nsw
ers
in t
he
corr
esp
on
din
g
sect
ion
s o
f th
e st
ory
map
.
Sett
ing
win
ter
in t
he C
anad
ian
wild
erne
ssC
har
acte
rs
Bri
an, B
etty
th
e sk
un
k
Sect
ion
1
pag
es 3
68–3
73
Co
nfl
ict
• W
hat
are
Bria
n’s
conf
licts
?•
Wha
t tw
o p
lot
even
ts h
app
en in
thi
s se
ctio
n?
•W
hat
rout
ine
deve
lop
s be
twee
n Br
ian
and
Bett
y? A
dd t
his
to t
he p
lot
even
ts.
•W
hat
new
plo
t ev
ent
occu
rs?
Add
it t
o th
e st
ory
map
.•
How
is B
rian’
s co
nflic
t re
solv
ed?
Res
olu
tio
n
Plo
t Ev
ents
Sect
ion
2
pag
es 3
74–3
76
Sect
ion
3
pag
es 3
76–3
79Poss
ible
resp
onse
s ar
e sh
own.
Bria
n fa
ces
the
win
ter a
lone
in th
e w
ilder
ness
. A s
kunk
en
ters
his
cam
p ar
ea.
• Br
ian
avoi
ds b
eing
spr
ayed
by
a sk
unk
by g
ivin
g it
mea
t.•
It co
mes
bac
k ex
pect
ing
food
, and
he
feed
s it
agai
n.
• Be
tty a
ppea
rs e
very
mor
ning
and
Bria
n fe
eds
her.
• A
bear
atta
cks
Bria
n to
get
his
food
.
Betty
spr
ays
the
bear
and
it fl
ees,
sho
win
g th
at B
rian
and
Betty
can
hel
p ea
ch o
ther
to s
urvi
ve.
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© H
arco
urt
• G
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6
82
Nam
eTh
eme
Less
on
14
Prac
tice
Bo
ok
Rea
d t
he
sto
ry b
elo
w. T
hen
fill
in t
he
gra
ph
ic o
rgan
izer
w
ith
info
rmat
ion
fro
m t
he
text
.
Sett
ing
Ch
arac
ter’
s Q
ual
itie
s
Ch
arac
ter’
s A
ctio
ns
Them
e
Rea
d a
sh
ort
sto
ry w
ith
yo
ur
child
an
d w
ork
to
get
her
to
fi l
l in
a g
rap
hic
org
aniz
er t
o
iden
tify
th
e th
eme.
Pen
ny
did
n’t
thin
k s
he
had
a c
han
ce o
f ea
rnin
g th
e O
utd
oo
r E
xper
t b
adge
.
Sh
e k
new
ho
w t
o m
ake
a go
od
fi re
an
d h
ow
to
pu
t it
ou
t sa
fely
. Sh
e al
so
kn
ew h
ow
to
bu
ild
a le
an-t
o w
ith
bra
nch
es. 1
o
se p
arts
of
the
com
pet
itio
n w
ere
tim
ed, b
ut
she
was
co
nfi
den
t sh
e co
uld
fi n
ish
wit
hin
th
e
tim
e al
low
ed. I
t w
as t
he
fi ve
-mil
e h
ike
that
wo
rrie
d h
er. C
on
test
ants
wer
e g
iven
thre
e h
ou
rs a
nd
on
e ca
nte
en o
f w
ater
to
mak
e it
up
Bal
d K
no
b—
a st
eep
mo
un
tain
wit
h a
ro
cky
pat
h. T
o p
rep
are,
Pen
ny
dec
ided
to
exe
rcis
e an
d s
tren
gth
en h
er
legs
. 1
en s
he
pra
ctic
ed w
alk
ing
up
slo
pes
. Aft
er a
mo
nth
, sh
e fe
lt m
uch
str
on
ger
. On
the
day
of
the
even
t, P
enn
y m
ade
it u
p t
he
slo
pe
wit
h e
ase.
As
she
hel
d h
er b
adge
, sh
e
smil
ed h
app
ily.
Poss
ible
resp
onse
s ar
e sh
own.
Penn
y is
det
erm
ined
.ou
tdoo
rs a
roun
d Pe
nny’
s ho
use
and
at B
ald
Knob
Penn
y w
ants
to e
arn
the
Outd
oor E
xper
t bad
ge. S
he
exer
cise
s an
d pr
epar
es fo
r a fi
ve-m
ile h
ike
up B
ald
Knob
. Sh
e fin
ishe
s th
e hi
ke e
asily
.
Extra
effo
rt ca
n m
ake
all t
he d
iffer
ence
in a
chie
ving
you
r go
als.
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Nam
eW
ord
s w
ith
En
din
g /
e r/
Less
on
14
Fold
th
e p
aper
alo
ng
th
e d
ott
ed li
ne.
As
each
Sp
ellin
g
Wo
rd is
rea
d a
loud
, wri
te it
in t
he
bla
nk.
Th
en u
nfo
ld y
our
p
aper
an
d c
hec
k yo
ur w
ork
. Pra
ctic
e w
riti
ng
an
y Sp
ellin
g
Wo
rds
you
mis
sed
.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1. beg
gar
2.
burg
lar
3.
ceda
r
4.
com
pute
r
5.
con
sum
er
6.
erro
r
7.
cale
nda
r
8.
gram
mar
9.
han
ger
10.
lum
ber
11. m
onitor
12.
par
tner
13.
pilla
r
14.
pri
soner
15.
rum
or
16.
trad
er
17.
trai
tor
18.
vap
or
19.
vin
egar
20.
whim
per
83Pr
acti
ce B
oo
k
Rea
d t
he
Spel
ling
Wo
rds
alo
ud
. Th
en h
ave
you
r ch
ild s
ort
th
e w
ord
s in
to t
wo
cat
ego
ries
: w
ord
s w
ith
tw
o s
ylla
ble
s an
d w
ord
s w
ith
th
ree
sylla
ble
s.
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urt
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6
© H
arco
urt
• G
rade
6
Nam
e
Poss
essi
vean
d R
efl e
xive
Cas
e Pr
on
ou
ns;
Ind
efi n
ite
Pro
no
un
s
Less
on
14
Cir
cle
the
app
rop
riat
e p
oss
essi
ve p
ron
oun
to
co
mp
lete
each
sen
ten
ce.
1.
Nex
t w
eek,
(th
eirs
, our
, min
e, h
ers)
sch
ool w
ill c
eleb
rate
Ear
th D
ay.
2.
Has
(yo
urs,
you
r, th
eir,
our)
eve
r ce
lebr
ated
it?
3.
Stu
dent
s at
(m
ine,
you
rs, o
urs,
my)
sch
ool h
ave
done
res
earc
h fo
r m
onth
s.
4.
The
stu
dent
s ar
e re
ady
to p
rese
nt (
your
s, m
ine,
the
ir, h
ers)
pro
ject
s.
5.
Bec
ause
Jan’
s p
rese
ntat
ion
is m
ore
frag
ile t
han
Bob’
s, s
he d
isp
lays
(its
, her
s,
our,
my)
ver
y ca
refu
lly.
6.
Unl
ike
ours
, Ana
and
Bob
’s p
roje
ct is
abo
ut fo
rest
s, a
nd (
your
, the
irs, i
ts, h
er)
may
w
in a
blu
e rib
bon.
7.
I h
ope
peo
ple
like
the
clim
ate
chan
ge d
isp
lay,
bec
ause
it’s
(m
y, o
ur, m
ine,
the
ir).
8.
Let
me
know
whe
ther
(yo
urs,
the
irs, m
ine,
you
r) s
choo
l eve
r ce
lebr
ates
Ear
th D
ay.
Un
der
line
the
pro
no
un in
eac
h s
ente
nce
. Th
en w
rite
ref
lexi
ve o
r in
defin
ite
tod
escr
ibe
the
pro
no
un.
9.
Mon
day
was
a d
ay w
hen
ever
yone
wan
ted
to s
led.
10.
Non
e of
the
nei
ghbo
rs h
ad e
xpec
ted
so m
uch
snow
.
11.
Ric
hard
car
ried
his
sled
to
the
hill
him
self.
12.
The
nei
ghbo
rs h
ad b
een
pre
par
ing
them
selv
es fo
r sl
eddi
ng.
13.
Ric
hard
hea
rd s
omeo
ne y
ell,
“Luz
is g
oing
dow
n th
e hi
ll!”
14.
Som
ebod
y w
as fi
lmin
g w
ith a
vid
eo c
amer
a.
15.
Wat
chin
g th
e vi
deo,
Luz
saw
her
self
sled
ding
.
inde
finite
refle
xivein
defin
ite
refle
xive
inde
finite
inde
finite
refle
xive
84Pr
acti
ce B
oo
k
Ask
yo
ur
child
to
wri
te fi
ve
ph
rase
s, e
ach
of
wh
ich
nam
es a
n it
em a
nd
tel
ls w
ho
ow
ns
that
it
em. F
or
each
ph
rase
, hav
e h
im o
r h
er w
rite
a
sen
ten
ce w
ith
a p
oss
essi
ve p
ron
ou
n t
hat
ref
ers
to t
he
item
.
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6
85
Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
15
Prac
tice
Bo
ok
Hav
e yo
ur
child
rea
d t
he
sen
ten
ces
abo
ve.
Then
pla
y a
gu
essi
ng
gam
e in
wh
ich
yo
ur
child
g
ives
yo
u a
defi
nit
ion
of
on
e o
f th
e V
oca
bu
lary
W
ord
s fo
r yo
u t
o g
ues
s.
Un
der
line
the
sen
ten
ce t
hat
use
s th
e V
oca
bul
ary
Wo
rd in
a
way
th
at m
akes
sen
se.
Sen
ten
ce 1
Sen
ten
ce 2
1.
It
is p
rude
nt t
o kn
ow w
hen
to g
o
an
d w
hen
to s
tay.
It is
pru
dent
to
neve
r br
ush
one’
s te
eth.
2.
Wal
king
the
san
dy b
each
was
ar
duou
s fo
r us
.W
alki
ng t
he r
ocky
tra
il w
as a
rduo
usfo
r us
.
3.
Yo
ur im
pos
sibl
e de
man
ds m
ake
it
to
o ha
rd t
o co
ntin
ue.
Your
imp
ossi
ble
dem
ands
mad
e th
e m
eetin
g go
sm
ooth
ly.
4.
I a
m in
debt
ed t
o yo
u fo
r th
e
co
nfus
ion
at t
he t
rain
sta
tion.
I am
inde
bted
to
you
for
your
hel
p a
t th
e tr
ain
stat
ion.
5.
Th
e fr
own
you
show
ed m
e im
plie
d
yo
u w
ere
ple
ased
with
the
res
ults
.Th
e fr
own
you
show
ed m
e im
plie
d th
at y
ou a
re d
issa
tisfie
d.
6.
Yo
ur p
hone
cal
l with
the
goo
d ne
ws
put
me
in a
sta
te o
f blis
s.Yo
ur d
istu
rbin
g p
hone
cal
l put
me
in
a st
ate
of b
liss.
7.
I w
ould
rat
her
have
a s
tatio
nary
brid
ge t
han
a sw
ingi
ng o
ne.
I wou
ld r
athe
r ha
ve a
sta
tiona
ry b
ridge
th
an a
sol
id o
ne.
8.
Th
e le
tter
s on
the
top
of t
he c
ard
wer
e en
twin
ed t
o lo
ok li
ke o
ne.
The
lett
ers
on t
he t
op o
f the
car
d w
ere
entw
ined
at
opp
osite
cor
ners
.
9.
Th
e co
mm
unal
bic
ycle
rac
e w
as fo
r
ev
eryo
ne in
the
nei
ghbo
rhoo
d.Th
eco
mm
unal
bic
ycle
rac
e w
as b
y in
vita
tion
only
.
10.
It
bec
ame
appa
rent
tha
t w
e kn
ew
the
sun
wou
ld s
hine
nex
t w
eek.
It b
ecam
e ap
pare
nt t
hat
the
sun
was
go
ing
to s
hine
.
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urt
• G
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6
© H
arco
urt
• G
rade
6
86
Nam
eFi
gu
rati
veLa
ng
uag
e
Less
on
15
Prac
tice
Bo
ok
You
r ch
ild is
rev
iew
ing
fi g
ura
tive
lan
gu
age.
W
ith
yo
ur
child
, rea
d t
he
sen
ten
ces
in t
he
seco
nd
act
ivit
y ab
ove
. Th
en h
ave
him
or
her
te
ll yo
u w
hat
kin
d o
f fi
gu
rati
ve la
ng
uag
e ea
ch
ph
rase
is.
Rea
d e
ach
sen
ten
ce. T
hen
iden
tify
th
e w
ord
s th
at f
orm
th
e ty
pe
of
fig
urat
ive
lan
gua
ge
liste
d in
par
enth
eses
.
1.
Rap
hael
tor
e th
roug
h th
e cr
owd
like
a hu
rric
ane.
(si
mile
)
2.
Rai
n da
nced
on
the
win
dow
pan
e. (
per
soni
ficat
ion)
3.
The
girl
was
a c
at o
n tip
toe
as s
he w
alke
d th
roug
h th
e ho
use.
(m
etap
hor)
4.
The
flow
er g
rew
tow
ard
the
win
dow
for
a ki
ss fr
om t
he s
un. (
per
soni
ficat
ion)
5.
The
bal
l bou
nced
as
if it
had
a sp
ring
in it
. (si
mile
)
Use
eac
h p
hra
se b
elo
w in
a s
ente
nce
of
your
ow
n.
6.
as
light
as
a ba
lloon
:
7.
lau
ghin
g st
ars:
8.
lik
e a
tiger
on
the
pro
wl:
9.
was
a h
owlin
g m
onke
y:
10.
the
pen
cil d
ance
d:
like
a hu
rric
ane
Rain
dan
ced
was
a c
at o
n tip
toe
kiss
from
the
sun
as if
it h
ad a
spr
ing
in it
Poss
ible
resp
onse
s ar
e sh
own.
He w
as a
s lig
ht a
s a
ballo
on a
s he
da
nced
acr
oss
the
floor
.Th
e la
ughi
ng s
tars
sm
iled
dow
n on
our
la
te-n
ight
gam
e of
tag.
Like
a ti
ger o
n th
e pr
owl,
she
hunt
ed
for a
sna
ck in
the
empt
y pa
ntry
.He
was
a h
owlin
g m
onke
y as
he
shou
ted
over
the
rack
et in
the
cafe
teria
.Th
e pe
ncil
danc
ed a
cros
s m
y pa
ge a
s I
wro
te m
y fin
al e
ssay
of t
he s
choo
l yea
r.
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Nam
eTh
eme
Less
on
15
Prac
tice
Bo
ok
Rea
d e
ach
fab
le. T
hen
wri
te a
th
eme
that
ref
lect
s it
s m
ean
ing
.
Cat a
nd M
iceS
om
e m
ice
dec
ided
to
ho
ld a
mee
tin
g a
bo
ut
a ce
rtai
n c
at t
hat
had
bee
n b
oth
erin
g
them
. Th
ey w
ere
tryi
ng
to
fi n
d a
way
to
kn
ow
of
the
cat’
s p
rese
nce
so
th
at t
hey
mig
ht
esca
pe
its
clu
tch
es. O
ne
you
ng
mo
use
su
gge
sted
a b
ell b
e ti
ed a
rou
nd
th
e ca
t’s
nec
k.
It w
ou
ld r
ing
wh
enev
er t
he
cat
was
nea
rby,
th
us
givi
ng
the
mic
e a
fi g
hti
ng
ch
ance
.
Eve
ryo
ne
agre
ed t
hat
th
is w
as a
go
od
su
gge
stio
n. A
so
luti
on
had
bee
n f
ou
nd
. Th
en o
ne
old
er m
ou
se c
lear
ed h
is t
hro
at a
nd
said
, “I
agre
e th
at a
bel
l wo
uld
so
lve
ou
r p
rob
lem
, bu
t m
y
qu
esti
on
is, w
ho
am
on
g y
ou
is g
oin
g t
o p
ut
the
bel
l aro
un
d
the
cat’
s n
eck
?”
Crow
’s Plan
A v
ery
thir
sty
cro
w s
aw a
pit
cher
wit
h w
ater
in it
. Wh
en h
e fl
ew d
ow
n t
o d
rin
k,
he
fou
nd
th
at h
e co
uld
no
t ge
t to
th
e w
ater
. 1
e m
ou
th o
f th
e p
itch
er w
as n
arro
w, a
nd
the
wat
er w
as t
oo
low
to
rea
ch. T
he
cro
w s
at a
nd
th
ou
gh
t. T
hen
he
saw
so
me
peb
ble
s
nea
rby
and
pro
ceed
ed t
o d
rop
th
em o
ne
by
on
e in
to t
he
pit
cher
. Th
e w
ater
ro
se h
igh
er
and
hig
her
un
til i
t w
as n
ear
the
top
of
the
pit
cher
, an
d t
he
cro
w c
ou
ld fi
nal
ly g
et a
dri
nk
to q
uen
ch h
is t
hir
st.
1.
The
me:
2.
Wha
t cl
ues
in t
he fa
ble
help
ed y
ou t
o fig
ure
out
its t
hem
e?
3.
The
me:
4.
Wha
t cl
ues
in t
he fa
ble
help
ed y
ou t
o fig
ure
out
its t
hem
e?
You
r ch
ild is
rev
iew
ing
th
eme
this
wee
k. R
ead
th
e fi
rst
fab
le a
bo
ve t
og
eth
er. T
hen
hav
e yo
ur
child
exp
lain
th
e th
eme.Poss
ible
resp
onse
s ar
e sh
own.
A go
od p
lan
mus
t be
wel
l tho
ught
out
.
Nece
ssity
is th
e m
othe
r of i
nven
tion.
Th
e m
ice
agre
e th
at a
bel
l wou
ld w
arn
them
the
cat i
s co
min
g, b
ut n
one
thin
ks a
bout
how
to g
et th
e be
ll on
the
cat.
Th
e cr
ow
thou
ght o
f a c
reat
ive
solu
tion
for g
ettin
g w
ater
bec
ause
he
was
thirs
ty.
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urt
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rade
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© H
arco
urt
• G
rade
6
88
Nam
ePr
efi x
es, S
uffi
xes
, an
d R
oo
ts
Less
on
15
Prac
tice
Bo
ok
Co
mb
ine
a p
refi
x o
r su
ffix
(o
r b
oth
) fr
om
Bo
x A
wit
h a
ro
ot
wo
rd f
rom
Bo
x B
to
co
mp
lete
eac
h s
ente
nce
.
You
r ch
ild is
rev
iew
ing
pre
fi xe
s, s
uffi
xes
, an
d
roo
ts t
his
wee
k. H
ave
you
r ch
ild r
ead
th
e se
nte
nce
s h
e o
r sh
e w
rote
ab
ove
. Th
en h
elp
him
o
r h
er lo
ok
in m
agaz
ines
an
d n
ewsp
aper
s to
fi
nd
oth
er w
ord
s th
at u
se p
refi
xes
or
suffi
xes
.
Bo
x A
Bo
x B
pre
fixes
:in
-, im
-, r
e-, u
n-, d
e-
suff
ixes
: -fu
l, -m
ent,
-ib
le
roo
t w
ord
s:ab
le, a
ssur
e, c
omm
it,
corr
ect,
hop
e, t
ake
roo
ts: c
red,
str
uct
1.
I w
as
to
pas
s th
e te
st.
2.
The
y an
swer
ed m
ost
of t
he q
uest
ions
a
nd r
ecei
ved
a hi
gh g
rade
.
3.
I b
elie
ved
Laur
en b
ecau
se h
er a
nsw
ers
wer
e .
4.
The
wre
ckin
g ba
ll w
ill
the
bui
ldin
gs.
5.
Jas
on w
ill
the
tes
t ne
xt w
eek.
6.
Eve
ryon
e sh
ould
mak
e a
to
stud
y.
7.
Lau
ren
was
t
hat
Jaso
n co
uld
pas
s on
his
sec
ond
try.
8.
She
trie
d to
h
im t
hat
he w
ould
do
wel
l.
Mak
e tw
o m
ore
wo
rds
usin
g w
ord
par
ts f
rom
Bo
x A
, fro
m B
ox
B, o
r fr
om
oth
er
wo
rd p
arts
yo
u kn
ow
. Use
eac
h w
ord
in a
sen
ten
ce o
f yo
ur o
wn
.
Poss
ible
resp
onse
s ar
e sh
own.
Poss
ible
resp
onse
s ar
e sh
own.
Jas
on’s
ans
wer
s w
ere
inco
rrec
t. He
kne
w h
e w
ould
hav
e to
reco
mm
it hi
mse
lf to
stud
ying
for t
he te
st.
unab
le
corr
ectly cred
ible
dest
ruct
reta
ke
com
mitm
ent
hope
ful
reas
sure
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89
Nam
ePo
etic
Dev
ices
Less
on
15
Prac
tice
Bo
ok
Rea
d t
he
po
em a
nd
loo
k fo
r th
e fo
llow
ing
po
etic
dev
ices
: re
pet
itio
n, r
hym
e, a
llite
rati
on
, on
om
ato
po
eia.
Th
en a
nsw
er
the
que
stio
ns
bel
ow
.
Win
ter(1)
1
e gr
ou
nd
was
agl
ow
(2)
a re
fl ec
tio
n o
f st
ars
on
new
sn
ow
bel
ow
.
(3) 1
e
soft
fl u
tter
of
fall
ing
fl ak
es
(4)
had
aw
aken
ed b
ird
s fr
om
th
eir
slee
p.
(5) 1
e
san
g a
dis
tan
t ch
irp
(6)
to a
mo
on
hu
ng
hig
h o
ver
this
cle
ar, c
lear
nig
ht.
1.
Wha
t p
oetic
dev
ice
is u
sed
at t
he e
nd o
f lin
es 1
and
2?
2.
Wha
t w
ords
are
use
d in
line
3 t
o cr
eate
alli
tera
tion?
3.
In
wha
t lin
e di
d th
e p
oet
use
onom
atop
oeia
? H
ow d
o yo
u kn
ow?
4.
Wha
t tw
o p
oetic
dev
ices
are
use
d in
line
6?
Use
po
etic
dev
ices
to
wri
te li
nes
fro
m a
po
em. I
den
tify
th
e ty
pe
of
po
etic
dev
ice
you
use.
You
r ch
ild is
rev
iew
ing
po
etic
dev
ices
. Rea
d t
he
po
em w
ith
yo
ur
child
. Hav
e h
im o
r h
er e
xpla
in
the
po
etic
dev
ices
use
d. T
hen
wo
rk w
ith
yo
ur
child
to
wri
te a
po
em a
bo
ut
ano
ther
sea
son
.
allit
erat
ion
and
repe
titio
n
Acce
pt re
ason
able
resp
onse
s.
rhym
e
flutte
r, fa
lling
an
d fla
kes
On
omat
opoe
ia
is u
sed
in li
ne 5
bec
ause
the
wor
d ch
irp is
als
o a
soun
d.
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arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
90
Nam
eTh
eme
3 R
evie
w
Less
on
15
Prac
tice
Bo
ok
Fold
th
e p
aper
alo
ng
th
e d
ott
ed li
ne.
As
each
Sp
ellin
g
Wo
rd is
rea
d a
loud
, wri
te it
in t
he
bla
nk.
Th
en u
nfo
ld
your
pap
er a
nd
ch
eck
your
wo
rk. P
ract
ice
wri
tin
g a
ny
Spel
ling
Wo
rds
you
mis
sed
.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1. co
nver
tible
2.
bre
akab
le
3.
se
nsi
ble
4.
per
mis
sible
5.
pro
fita
ble
6.
gl
amor
ous
7. in
fect
ious
8.
ad
van
tage
ous
9.
go
rgeo
us
10.
jo
you
s
11
. bec
kon
12.
ex
ampl
e
13.
fo
reig
n
14.
in
form
al
15.
su
dden
16.
co
nsu
mer
17. m
onitor
18.
ru
mor
19.
vin
egar
20.
w
him
per
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arco
urt
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rade
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Nam
e
Less
on
15
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1) 1
e b
utt
erfl
y fl
itte
d a
mo
ng
th
e b
ush
es in
th
e g
ard
en. (2
) A m
on
arch
sip
ped
nec
tar
fro
m t
he
gard
en’s
man
y fl
ow
ers.
(3) T
rou
ts g
list
ened
in t
he
stre
ams
as t
he
fi sh
swam
aro
un
d t
he
rock
s an
d li
ly p
ads.
(4) 1
e
pea
cefu
l sce
ne
was
dis
turb
ed w
hen
a b
oy’
s
bik
e sl
id in
to h
is f
rien
ds’
pic
nic
tab
le. (5
) Ju
an’s
fri
end
s h
elp
ed h
im g
et h
is b
ike
ou
t o
f
the
mu
d. (6
) 1
en t
hey
pu
lled
th
e le
af o
ut
of
the
spo
kes
.
1.
Whi
ch is
the
cor
rect
plu
ral f
orm
of
the
unde
rline
d no
un in
Sen
tenc
e 1?
Abu
tter
flyB
butt
erfly
sC
butt
erfli
eD
butt
erfli
es
2.
Whi
ch c
hang
e, if
any
, sho
uld
be
mad
e to
Sen
tenc
e 2?
AC
hang
ega
rden
’s t
o ga
rden
s.B
Cha
nge
flow
ers
to fl
ower
s’.
CC
hang
eflo
wer
s to
flow
er’s
.D
Mak
e no
cha
nge.
3.
Whi
ch p
lura
l nou
n in
Sen
tenc
e 3
is
NO
T co
rrec
t?A
Trou
tsB
stre
ams
Cfis
hD
pad
s
4.
Whi
ch w
ord
in S
ente
nce
4 is
asi
ngul
ar p
osse
ssiv
e no
un?
Asc
ene
Bbo
y’s
Cbi
keD
frie
nds’
5.
Whi
ch is
the
cor
rect
way
to
writ
e th
e un
derli
ned
noun
in S
ente
nce
5?A
Juan
sB
Juan
s’C
Juan
e’s
Dco
rrec
t as
is
6.
Whi
ch is
the
cor
rect
plu
ral f
orm
of
the
unde
rline
d no
un in
Sen
tenc
e 6?
Ale
af’s
Ble
aves
Cle
ave’
sD
leaf
s
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
91 P
ract
ice
Bo
ok
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arco
urt
• G
rade
6
© H
arco
urt
• G
rade
6
Nam
e
Less
on
15
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1) M
ia a
nd
Ral
ph
wan
ted
to
bu
ild
a b
ird
ho
use
in t
hei
r b
ack
yard
, nea
r th
e sp
ot
wh
ere
they
lik
ed t
o h
ave
lun
ch. (2
) 1
ey k
new
th
at e
very
on
e in
to
wn
bo
ugh
t b
uil
din
g
sup
pli
es a
t C
han
g’s
Har
dw
are.
(3) M
ia a
sked
her
dad
fo
r th
eir
hel
p in
bri
ngi
ng
ho
me
the
bu
ild
ing
sup
pli
es. (4
) “M
om
an
d I
can
bo
th h
elp
yo
u,”
Dad
to
ld h
er. (5
) “M
e an
d
you
to
geth
er c
an g
et t
he
sup
pli
es q
uic
kly
,” M
om
sai
d t
o D
ad. (6
) Wit
hin
a f
ew d
ays,
the
fam
ily
had
bu
ilt
itse
lf a
new
bir
dh
ou
se.
1.
Whi
ch w
ord
in S
ente
nce
1 is
ap
osse
ssiv
e p
rono
un?
AM
iaB
Ralp
hC
thei
rD
they
2.
Whi
ch w
ord
in S
ente
nce
2 is
an
inde
finite
pro
noun
?A
They
Bev
eryo
neC
Cha
ng’s
DH
ardw
are
3.
Whi
ch p
rono
un s
houl
d re
pla
ce t
he
unde
rline
d w
ord
in S
ente
nce
3?A
your
Bou
rC
his
DM
ake
no c
hang
e.
4.
Whi
ch w
ord
in S
ente
nce
4 is
asu
bjec
t p
rono
un?
AM
omB
IC
you
Dhe
r
5.
Whi
ch c
hang
e sh
ould
be
mad
e to
the
un
derli
ned
wor
ds in
Sen
tenc
e 5?
AYo
u an
d I
BI a
nd y
ouC
You
and
me
DM
ake
no c
hang
e.
6.
Whi
ch c
hang
e sh
ould
be
mad
e in
Se
nten
ce 6
?A
Cha
nge
fam
ily t
o fa
mili
esB
Cha
nge
itsel
f to
them
selv
es.
CC
hang
eits
elf t
o it’
s.D
Mak
e no
cha
nge.G
ram
mar
–Wri
tin
gC
on
nec
tio
n
92Pr
acti
ce B
oo
k
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93
Nam
e R
ob
ust
Vo
cab
ula
ry
Less
on
16
Prac
tice
Bo
ok
Rea
d t
he
pas
sag
e. F
ill in
eac
h n
umb
ered
bla
nk
wit
h t
he
Vo
cab
ular
y W
ord
fro
m t
he
bo
x th
at b
est
com
ple
tes
each
se
nte
nce
.
m
etic
ulo
usl
y p
erfe
ctio
nis
t p
etit
ion
cou
nte
ract
ed
p
reci
se
reg
ula
tes
tria
l co
mp
ensa
te
Wri
te t
he
Vo
cab
ular
y W
ord
th
at b
est
com
ple
tes
each
an
alo
gy.
7.
Hot
is t
o co
ld a
s sl
oppy
is t
o .
8.
Hel
pful
is t
o be
nefic
ial a
s te
st is
to
.
9.
Che
erfu
l is
to o
ptim
ist
as d
eman
ding
is t
o .
10.
Prac
tices
is t
o re
hear
ses
as c
ontr
ols
is t
o .
11.
Show
is t
o de
mon
stra
te a
s m
ake
upfo
r is
to
.
12.
Des
troy
ed is
to
dam
aged
as p
reve
nted
is t
o.
Ask
yo
ur
child
to
mak
e u
p a
n o
rig
inal
sen
ten
ce
usi
ng
eac
h V
oca
bu
lary
Wo
rd. T
he
sen
ten
ce
sho
uld
incl
ud
e a
hin
t ab
ou
t th
e m
ean
ing
of
the
Vo
cab
ula
ry W
ord
.
1
e p
rob
lem
wit
h a
(1)
is t
hat
he
or
she
has
to
hav
e ev
eryt
hin
g r
igh
t, d
ow
n t
o t
he
last
det
ail.
In
wri
tin
g, o
nly
th
e m
ost
(2)
wo
rd w
ill d
o. I
n m
akin
g s
om
eth
ing,
ever
y d
etai
l mu
st b
e (3)
a
tten
ded
to.
If
a
(4)
ru
n f
or
a p
roje
ct e
xpo
ses
a fl
aw, i
t’s
bac
k t
o t
he
dra
win
g b
oar
d. 1
is
nee
d t
o d
o e
very
thin
g w
ith
ou
t m
ista
kes
en
sure
s
that
th
e p
erso
n (5
) a
ll a
spec
ts o
f th
e
pro
ject
. Sin
ce I
nee
d s
om
eon
e w
ith
th
ese
qu
alit
ies
to r
un
th
is
exp
erim
ent,
I’m
go
ing
to (6
)
my
inst
ruct
or
for
a p
artn
er.
prec
ise tri
al perfe
ctio
nist
regu
late
s
com
pens
ate
coun
tera
cted
prec
ise
perfe
ctio
nist
met
icul
ousl
ytri
al
regu
late
s petit
ion
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urt
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6
© H
arco
urt
• G
rade
6
94
Nam
eR
ead
er’s
Gu
ide
Less
on
16
Prac
tice
Bo
ok
As
you
read
“Th
e M
an W
ho
Mad
e Ti
me
Trav
el,”
fill
in t
he
seq
uen
ce c
har
t w
ith
eve
nts
fro
m Jo
hn
Har
riso
n’s
life
.
Rev
iew
th
e in
form
atio
n in
yo
ur g
rap
hic
org
aniz
er. T
hen
, on
a s
epar
ate
shee
t o
f p
aper
, wri
te a
sum
mar
y o
f th
e se
ctio
n.
Poss
ible
resp
onse
s ar
e sh
own.
As a
boy
, Joh
n Ha
rris
on w
as a
bel
l rin
ger.
His
curio
sity
le
d hi
m to
lear
n ab
out m
athe
mat
ics
and
law
s of
mot
ion.
Ha
rris
on b
ecam
e a
carp
ente
r and
exp
erim
ente
d w
ith
mak
ing
cloc
ks.
In 1
714,
Brit
ain
offe
red
the
Long
itude
Priz
e to
any
one
who
cou
ld fi
nd a
way
to m
easu
re lo
ngitu
de a
t sea
.
In 1
735,
Har
rison
bui
lt H1
, the
firs
t sea
clo
ck th
at c
ould
ke
ep ti
me
accu
rate
ly. I
t tes
ted
wel
l, bu
t Har
rison
was
no
t con
tent
. He
spen
t abo
ut 2
0 ye
ars
wor
king
on
othe
r ve
rsio
ns o
f the
clo
ck, w
hich
he
calle
d H2
and
H3.
Harr
ison
’s n
ext c
lock
, H4,
was
a p
ocke
t wat
ch th
at
perfo
rmed
ver
y w
ell d
urin
g se
a tri
als.
But
one
crit
ic
wan
ted
to p
erfo
rm m
ore
test
s on
Har
rison
’s c
lock
s, a
nd
his
wor
ker d
ropp
ed a
nd s
hatte
red
H1.
Harr
ison
cre
ated
his
fina
l clo
ck, H
5. H
5 w
as n
ot g
iven
th
e Lo
ngitu
de P
rize;
so
Harr
ison
pet
ition
ed th
e Ki
ng,
who
gav
e hi
m th
e re
mai
ning
priz
e m
oney
. How
ever
, the
Lo
ngitu
de P
rize
was
nev
er o
ffici
ally
aw
arde
d to
any
one.
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95
Nam
ePo
int
of
Vie
w
Less
on
16
Prac
tice
Bo
ok
Rea
d e
ach
pas
sag
e. T
hen
an
swer
th
e q
uest
ion
s.
1. W
hat
is t
he p
oint
of v
iew
?
2. W
hat
clue
s te
ll yo
u th
is?
3. T
his
par
agra
ph
is a
n ex
amp
le o
f wha
t ge
nre?
4. W
hat
is t
he p
oint
of v
iew
?
5. W
hat c
lues
tell
you
this
?
6. T
his
par
agra
ph
is a
n ex
amp
le o
f wha
t ge
nre?
Wit
h y
ou
r ch
ild, r
ewri
te o
ne
of
the
pas
sag
es
on
th
is p
age,
ch
ang
ing
its
po
int
of
view
. Tal
k ab
ou
t h
ow
th
e la
ng
uag
e an
d t
he
ou
tlo
ok
chan
ged
wh
en t
he
po
int
of
view
ch
ang
ed.
Nev
il M
ask
elyn
e sn
iff e
d im
pat
ien
tly
as t
he
clo
ck w
as b
rou
gh
t b
efo
re t
he
Bo
ard
of
Lo
ng
itu
de.
He
was
su
re t
he
mo
nst
rosi
ty w
ou
ld n
ot
kee
p a
ccu
rate
tim
e. A
fter
all
, it
had
bee
n c
ob
ble
d t
oge
ther
usi
ng
ch
eap
mat
eria
ls—
mo
stly
wo
od
—an
d m
ade
by
a m
ere
carp
ente
r! H
is o
wn
vas
t le
arn
ing
ab
ou
t th
e h
eave
ns
told
him
cer
tain
ly t
hat
th
e st
ars
wer
e a
mo
re r
easo
nab
le a
nd
rel
iab
le r
eso
urc
e fo
r m
easu
rin
g lo
ng
itu
de.
It w
as a
lmo
st t
oo
mu
ch t
o b
ear!
1
at s
elf-
imp
ort
ant
man
car
ted
aw
ay m
y p
reci
ou
s
clo
cks.
1
e la
rges
t p
art
of
my
life
—al
l my
year
s o
f th
ou
ght
and
car
e an
d la
bo
r—ru
mb
led
away
wit
h t
hem
. I k
new
Mas
kel
yne
wo
uld
leav
e n
o t
est
un
trie
d a
nd
wo
uld
su
bje
ct t
hem
to e
very
ext
rem
e o
f th
e el
emen
ts in
ord
er t
o d
iscr
edit
my
wo
rk. I
co
uld
on
ly t
urn
my
bac
k. 1
en
cam
e th
e h
orr
ifi c
, sp
lin
teri
ng
no
ise.
1
e ca
rele
ss la
bo
rers
had
dro
pp
ed H
1. I
t
lay
in f
rag
men
ts o
n t
he
sto
nes
. At
that
mo
men
t, m
y h
eart
see
med
to
sh
atte
r, t
oo.
third
per
son
Th
e pa
ssag
e us
es th
e pr
onou
ns h
e,hi
s,an
dhi
m. I
t is
told
by
an o
utsi
de o
bser
ver.
Th
e pa
ssag
e us
es th
e pr
onou
ns I
and
my.
It is
told
by
the
prin
cipa
l cha
ract
er, w
ho re
late
s hi
s
own
expe
rienc
e.
biog
raph
y
first
per
son
auto
biog
raph
y
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urt
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rade
6
© H
arco
urt
• G
rade
6
96
Nam
eFo
reig
n W
ord
s in
En
glis
h
Less
on
16
Prac
tice
Bo
ok
Rea
d a
bo
ut e
ach
fo
reig
n p
hra
se. T
hen
sel
ect
a p
hra
se f
rom
the
bo
x to
co
mp
lete
eac
h o
f th
e se
nte
nce
s in
th
ep
arag
rap
h b
elo
w.
A
s ou
r fr
iend
s w
ishe
d us
, w
e bo
arde
d th
e cr
uise
shi
p.
Aft
er w
e fo
und
our
stat
eroo
m a
nd u
npac
ked
our
bags
, we
wer
e re
ady
for
a bi
te t
o ea
t.
To o
ur s
urp
rise,
eve
ryth
ing
in t
he d
inin
g ro
om w
as
. We
had
exp
ecte
d to
hav
e on
ly b
uffe
t se
rvic
e. A
s so
on a
s th
e w
aite
r de
liver
ed o
ur fo
od a
nd s
aid
“,”
the
shi
p b
egan
to
rock
. We
had
hit
som
e ro
ugh
seas
.
Whe
n th
e w
aite
r re
turn
ed t
o re
fres
h ou
r dr
inks
, the
boa
t su
dden
ly t
ilted
. The
drin
ks
slid
off
his
tray
and
ont
o ou
r la
ps.
The
wai
ter
was
ver
y ap
olog
etic
and
rep
eate
d on
e
afte
r an
othe
r. H
e la
ter
retu
rned
to
our
tabl
e w
ith a
com
ple
te
set
of c
loth
es fr
om t
he b
outiq
ue o
n bo
ard.
He
also
gav
e us
to h
elp
our
selv
es t
o an
ythi
ng in
the
din
ing
room
. Wow
! We
wer
e de
finite
ly fa
ns o
f thi
s
crui
se li
ne.
Fin
d a
no
ther
fo
reig
n w
ord
in t
he
par
agra
ph
. Use
a d
icti
on
ary
to d
escr
ibe
wh
at it
m
ean
s an
d t
o id
enti
fy it
s o
rig
in.
mea
cul
paa
Latin
phr
ase
mea
ning
“I a
m t
o bl
ame”
bon
appe
tit
a Fr
ench
phr
ase
that
mea
ns “
enjo
y yo
ur fo
od”
cart
e bl
anch
ea
Fren
ch p
hras
e th
at m
eans
tha
t so
meo
ne
has
unre
stric
ted
pow
er t
o ac
t on
his
or
her
own
bon
voya
ge
a Fr
ench
exp
ress
ion
mea
ning
“ha
ve a
goo
d tr
ip”
á la
car
tea
Fren
ch p
hras
e m
eani
ng “
from
the
men
u”
bon
voya
ge
á la
car
te
bon
appe
tit
mea
cul
paca
rte b
lanc
he
bout
ique
; it i
s a
Fren
ch w
ord
for a
sm
all s
tore
buffe
t; it
is a
Fre
nch
wor
d fo
r a m
eal i
n w
hich
gue
sts
serv
e th
emse
lves
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Nam
eW
ord
s B
orr
ow
ed
fro
m S
pan
ish
an
d F
ren
ch
Less
on
16
Fold
th
e p
aper
alo
ng
th
e d
ott
ed li
ne.
As
each
Sp
ellin
g W
ord
is
rea
d a
loud
, wri
te it
in t
he
bla
nk.
Th
en u
nfo
ld y
our
pap
er
and
ch
eck
your
wo
rk. P
ract
ice
wri
tin
g a
ny
Spel
ling
Wo
rds
you
mis
sed
.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1. ad
obe
2.
bar
bec
ue
3.
bar
racu
da
4.
em
bar
go
5.
m
osqu
ito
6.
pat
io
7. ro
deo
8.
so
mbre
ro
9.
to
rnad
o
10.
ca
rgo
11
. bal
let
12.
ber
et
13.
bou
quet
14.
ca
mpa
ign
15.
ca
sset
te
16.
cr
oiss
ant
17. en
vel
ope
18.
pla
teau
19.
se
rgea
nt
20.
de
pot
97Pr
acti
ce B
oo
k
Hav
e yo
ur
child
ch
oo
se t
en S
pel
ling
Wo
rds
to
illu
stra
te. A
sk h
im o
r h
er t
o la
bel
eac
h p
ictu
re
wit
h t
he
Spel
ling
Wo
rd it
sh
ow
s.
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urt
• G
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6
© H
arco
urt
• G
rade
6
Nam
eA
dje
ctiv
es
Less
on
16
If t
he
und
erlin
ed a
dje
ctiv
e is
co
rrec
t, w
rite
cor
rect
. If
no
t,
wri
te t
he
corr
ect
adje
ctiv
e.
1.
One
of G
ina’
s le
ast
favo
rite
activ
ities
is m
akin
g a
sche
dule
.
2.
She
likes
to
do m
any
crea
tive
thin
gs t
han
that
.
3.
Her
hap
pie
r m
omen
ts o
f all
are
spen
t ha
mm
erin
g an
d sa
win
g.
4.
Gin
a bu
ilt t
he lo
nges
t sk
ate
ram
p in
her
nei
ghbo
rhoo
d.
5.
She
als
o bu
ilt t
he la
rge
of a
ll th
e bo
okca
ses
in h
er h
ouse
.
6.
Gin
a w
ante
d m
ost
time
to b
uild
tha
n sh
e al
read
y ha
d.
7.
She
end
ed u
p s
pen
ding
a h
our
crea
ting
a sc
hedu
le.
8.
Fol
low
ing
that
sch
edul
e ga
ve h
er m
ore
time
to b
uild
.
9.
Gin
a no
long
er t
hink
s m
akin
g a
sche
dule
is t
he w
orse
thi
ng t
o do
.
Co
mp
lete
eac
h s
ente
nce
. Use
th
e co
rrec
t fo
rm o
f th
e ad
ject
ive
in p
aren
thes
es (
).
10.
Joh
n w
as fl
ying
on
the
pla
ne h
e ha
d ev
er s
een.
(bi
g)
11.
Fro
m h
igh
in t
he s
ky, t
he c
ars
look
ed
tha
n an
ts. (
smal
l)
12.
Frig
hten
ed, J
ohn
deci
ded
to b
e ab
out
futu
re t
rave
l. (c
aref
ul)
13.
He
thou
ght
that
the
w
ay t
o tr
avel
mig
ht b
e by
car
. (go
od)
14.
The
n Jo
hn s
aw o
ne o
f the
s
unse
ts e
ver.
(bea
utifu
l)
15.
May
be fl
ying
was
not
the
w
ay t
o tr
avel
, aft
er a
ll.
(aw
ful)
corr
ect
mor
e
happ
iest
corr
ect
larg
est
mor
e
an corr
ect w
orst
bigg
est
smal
ler
mor
e ca
refu
l
best
mos
t bea
utifu
l
mos
t aw
ful
98 P
ract
ice
Bo
ok
Nam
e fi
ve t
hin
gs
you
see
in y
ou
r n
eig
hb
orh
oo
d.
Ask
yo
ur
child
to
wri
te t
hem
do
wn
. Ch
alle
ng
e h
im o
r h
er t
o w
rite
as
man
y ad
ject
ives
as
po
ssib
le t
o d
escr
ibe
each
item
.
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99
Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
17
Prac
tice
Bo
ok
Co
mp
lete
th
e se
nte
nce
. Cir
cle
the
lett
er o
f th
e en
din
g t
hat
mak
es t
he
mo
st s
ense
.
1.
A s
tore
ow
ner
mig
ht w
ant
to p
ublic
ize
an u
pco
min
g sa
le b
ecau
se
.
A
adve
rtis
emen
t at
trac
ts c
usto
mer
s C
he
’s g
oing
on
vaca
tion
B
peo
ple
love
a g
ood
show
D
hi
s st
ore
is c
lose
d
2.
Lis
teni
ng t
o m
usic
mig
ht b
e a
dist
ract
ion
whe
n yo
u ar
e .
A
danc
ing
C
jogg
ing
in t
he p
ark
B
at t
he b
each
D
do
ing
your
hom
ewor
k
3.
A c
row
ded
rest
aura
nt is
tes
timon
y to
its
.
A
good
food
C
ba
d se
rvic
e
B
men
u co
lors
D
hi
gh p
rices
4.
Whe
n yo
ur c
loth
es a
re g
rimy,
you
sho
uld
.
A
wea
r th
em t
o be
d C
bu
ry t
hem
B
was
h th
em
D
thro
w t
hem
aw
ay
5.
The
girl
’s fo
resi
ght
help
ed h
er t
o .
A
pre
vent
rai
n fr
om fa
lling
C
re
mem
ber
the
pas
t
B
avoi
d a
pro
blem
D
se
e a
mov
ie n
ext
wee
kend
6.
The
fain
t so
und
we
hear
d co
min
g fr
om o
utsi
de w
as m
ade
by a
.
A
law
nmow
er
C
kitt
en
B
herd
of e
lep
hant
s D
p
olic
e si
ren
7.
If a
circ
us p
erfo
rmer
can
do
cont
ortio
ns, s
he c
an
.
A
danc
e w
ith t
rain
ed t
iger
s C
w
alk
a tig
htro
pe
B
driv
e a
clow
n ca
r D
tw
ist
her
body
Wit
h y
ou
r ch
ild, d
iscu
ss t
he
Vo
cab
ula
ry W
ord
s an
d t
hei
r m
ean
ing
s. A
sk y
ou
r ch
ild t
o r
ead
th
e se
nte
nce
s to
yo
u a
nd
exp
lain
wh
y h
e o
r sh
e ch
ose
eac
h e
nd
ing
.
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urt
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6
© H
arco
urt
• G
rade
6
100
Nam
eR
ead
er’s
Gu
ide
Less
on
17
Prac
tice
Bo
ok
As
you
read
“M
ania
c M
agee
,” f
ill in
th
e st
ory
map
to
hel
p
keep
tra
ck o
f im
po
rtan
t ev
ents
in t
he
sto
ry.
Res
olu
tio
n
Co
nfl
ict
Plo
t Ev
ents
Sett
ing
Ch
arac
ters
Rev
iew
th
e in
form
atio
n in
yo
ur s
tory
map
. Th
en w
rite
a s
umm
ary
of
the
sele
ctio
n
on
a s
epar
ate
shee
t o
f p
aper
.
Poss
ible
resp
onse
s ar
e sh
own.
Man
iac
untie
s Co
bble
’s K
not a
nd th
e to
wn
cele
brat
es.
He w
ins
the
priz
e of
a y
ear o
f fre
e pi
zzas
.
• Pe
ople
gat
her a
roun
d to
wat
ch M
ania
c w
ork
on th
e kn
ot.
• M
ania
c ta
kes
a na
p.•
Man
iac
mak
es p
rogr
ess
on th
e kn
ot, a
nd it
slo
wly
sta
rts
to c
ome
undo
ne.
Man
iac
Mag
ee w
ants
to u
ntie
Cob
ble’
s Kn
ot to
cha
nge
the
tow
n’s
opin
ion
of h
im a
nd b
ecom
e a
hero
.
Man
iac
Mag
ee, A
man
da,
Mr.
Cobb
leTh
e se
tting
is th
e st
reet
in
front
of C
obbl
e’s
Corn
er in
Tw
o M
ills,
pre
sent
day
.
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101
Nam
ePo
int
of
Vie
w
Less
on
17
Prac
tice
Bo
ok
Rea
d t
he
sto
ry b
elo
w. T
hen
an
swer
th
e q
uest
ion
s in
co
mp
lete
sen
ten
ces.
1.
Wha
t is
the
poi
nt o
f vie
w?
2.
Wha
t cl
ues
tell
you
this
?
3.
Im
agin
e th
at t
he s
tory
wer
e to
ld fr
om fi
rst-
per
son
poi
nt o
f vie
w. H
ow w
ould
the
st
ory
be d
iffer
ent?
Rea
d a
lou
d a
fam
iliar
sto
ry w
ith
yo
ur
child
, an
d h
ave
him
or
her
iden
tify
fro
m w
hic
h p
oin
t o
f vi
ew t
he
sto
ry is
wri
tten
.
� e I
nvert
ed H
and-
Walk
erM
arsh
all M
ath
ews
cou
ld d
o o
ne
stra
ng
e an
d a
maz
ing
th
ing
—h
e co
uld
wal
k f
or
blo
cks
on
his
han
ds.
No
on
e k
new
wh
y o
r h
ow
he
lear
ned
to
do
th
is. O
ne
day
,
it s
eem
ed, h
e ju
st fl
ipp
ed h
is f
eet
to t
he
sky
and
beg
an w
alk
ing
on
th
e p
alm
s o
f h
is
han
ds. “W
ell,
he
wo
n’t
wea
r o
ut
his
sh
oes
,” s
aid
his
mo
ther
as
she
smil
ed n
ervo
usl
y.
“Yes
,” a
gre
ed h
is f
ath
er, e
ven
th
ou
gh
he
felt
th
e h
abit
was
rat
her
biz
arre
.
Mrs
. Mat
hew
s si
ghed
an
d s
ho
ok
her
hea
d. L
on
g ag
o, s
he
had
sto
pp
ed
bei
ng
co
nce
rned
wit
h w
hat
th
e n
eig
hb
ors
th
ou
gh
t o
f h
er u
nu
sual
so
n. S
he
kn
ew t
hat
peo
ple
wo
uld
eve
ntu
ally
rea
lize
th
at M
arsh
all w
as v
ery
tale
nte
d.
It is
told
from
third
-per
son
omni
scie
nt p
oint
of v
iew
.
The
pass
age
uses
the
pron
ouns
he,
his,
and
him
, so
it is
third
-per
son.
It is
told
by
an o
utsi
de o
bser
ver w
ho k
now
s th
e th
ough
ts o
f mul
tiple
cha
ract
ers,
so
it is
om
nisc
ient
.
Poss
ible
resp
onse
: The
sto
ry w
ould
not
invo
lve
wha
t
othe
rs th
ink
of M
arsh
all,
exce
pt a
s he
exp
erie
nces
thei
r
reac
tions
to h
im. I
t wou
ld in
clud
e pr
onou
ns s
uch
as m
e
and
I.
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arco
urt
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© H
arco
urt
• G
rade
6
Nam
eW
ord
s w
ith
Pr
efi x
es -
im, -
in,
ir-,
il-
Less
on
17
Fold
th
e p
aper
alo
ng
th
e d
ott
ed li
ne.
As
each
Sp
ellin
g W
ord
is
rea
d a
loud
, wri
te it
in t
he
bla
nk.
Th
en u
nfo
ld y
our
pap
er
and
ch
eck
your
wo
rk. P
ract
ice
wri
tin
g a
ny
Spel
ling
Wo
rds
you
mis
sed
.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1. in
ability
2.
in
acce
ssib
le
3.
in
adeq
uat
e
4.
in
adm
issi
ble
5.
in
appr
opri
ate
6.
in
atte
ntive
7. im
pres
s
8.
in
audi
ble
9.
in
dige
stio
n
10.
ir
ration
al
11
. in
secu
re
12.
ir
resp
onsi
ble
13.
im
mob
ile
14.
im
mov
able
15.
im
part
ial
16.
im
pass
ive
17. in
effe
ctiv
e
18.
illo
gica
l
19.
illu
min
ate
20.
im
prop
er
102
Prac
tice
Bo
ok
Hav
e yo
ur
child
wri
te t
he
Spel
ling
Wo
rds
two
ti
mes
an
d c
ut
the
wo
rds
apar
t. T
urn
th
e w
ord
s fa
ce d
ow
n a
nd
pla
y a
mat
chin
g g
ame
tog
eth
er.
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arco
urt
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rade
6
Nam
eM
ain
an
dH
elp
ing
Ver
bs
Less
on
17
Cir
cle
each
ver
b. T
hen
iden
tify
it a
s m
ain
verb
onl
y o
r he
lpin
gve
rb a
nd m
ain
verb
.
1.
Sp
orts
and
art
hav
e bo
th b
een
imp
orta
nt in
our
sch
ool.
2.
We
take
the
m v
ery
serio
usly
.
3.
Eac
h st
uden
t ha
s w
orke
d ha
rd in
an
area
of p
erso
nal i
nter
est.
4.
Did
you
see
our
cas
e of
tro
phi
es a
nd a
war
ds?
Rew
rite
eac
h s
ente
nce
, ad
din
g a
hel
pin
g v
erb
.
5.
Our
tea
m c
halle
nged
ano
ther
tea
m t
o a
volle
ybal
l com
pet
ition
.
6.
The
new
stu
dent
sai
d he
was
a g
ood
volle
ybal
l pla
yer.
7.
The
net
str
etch
ed a
cros
s th
e fie
ld.
8.
Th
e p
laye
rs t
ake
thei
r p
ositi
ons.
9.
We
pla
yed
our
best
.
10.
Our
sch
ool a
chie
ved
first
pla
ce in
the
leag
ue.
help
ing
verb
and
mai
n ve
rb
mai
n ve
rb o
nly
help
ing
verb
and
mai
n ve
rb
help
ing
verb
and
mai
n ve
rb
Our t
eam
had
cha
lleng
ed a
noth
er te
am to
a v
olle
ybal
l com
petit
ion.
The
new
stu
dent
had
sai
d he
was
a g
ood
volle
ybal
l pla
yer.
The
net w
as s
tretc
hed
acro
ss th
e fie
ld.
The
play
ers
wer
e ta
king
thei
r pos
ition
s.
We
have
pla
yed
our b
est.
Our s
choo
l has
ach
ieve
d fir
st p
lace
in th
e le
ague
.
Poss
ible
resp
onse
s ar
e sh
own
Prac
tice
Bo
ok
103
Ask
yo
ur
child
to
loo
k ar
ou
nd
ou
tsid
e yo
ur
ho
me
and
tel
l yo
u w
hat
is h
app
enin
g. H
ave
him
or
her
wri
te f
ou
r se
nte
nce
s w
ith
hel
pin
g
verb
s to
exp
lain
th
e ac
tio
n.
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arco
urt
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rade
6
104
Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
18
Prac
tice
Bo
ok
Un
der
line
the
sen
ten
ce t
hat
use
s th
e V
oca
bul
ary
Wo
rd in
a
way
th
at m
akes
sen
se.
Sen
ten
ce 1
Sen
ten
ce 2
1.
Ever
yone
mar
vele
d w
hen
the
cat
licke
d he
r fu
r.Ev
eryo
ne m
arve
led
whe
n th
e ca
t fo
und
her
way
bac
k ho
me.
2.
The
beac
on o
n th
e hi
ll sh
owed
us
the
way
to
safe
ty.
The
beac
on o
n th
e hi
ll he
lped
eve
ryon
e he
ar b
ette
r.
3.
If w
e ra
ise
a cl
amor
, may
be w
e ca
n st
op t
he b
arn
from
bei
ng t
orn
dow
n.If
we
rais
e a
clam
or, m
aybe
no
one
will
p
ay a
tten
tion
to u
s.
4.
The
only
dis
turb
ance
was
the
fire
sire
ns
blar
ing
all n
ight
long
.Th
e on
ly d
istu
rban
ce w
as t
he c
hild
’s s
oft
brea
thin
g.
5.
She
was
so
enth
ralle
d by
the
mus
ic
that
she
sta
rted
dan
cing
in t
he s
tore
.Sh
e w
as s
o en
thra
lled
by t
he m
usic
tha
t sh
e tu
rned
it o
ff.
6.
Whe
n th
e so
re t
hroa
t pe
rsis
ted,
Sal
ly’s
mot
her
took
her
to
the
doct
or.
Whe
n th
e so
re t
hroa
t pe
rsis
ted,
Sal
ly’s
mot
her
was
rel
ieve
d.
Use
wh
at y
ou
kno
w a
bo
ut t
he
Vo
cab
ular
y W
ord
s to
an
swer
th
e q
uest
ion
s b
elo
w.
Wri
te c
om
ple
te s
ente
nce
s.
7.
Whe
n m
ight
peo
ple
hav
e an
obj
ectio
n to
my
pla
ying
the
dru
ms?
8.
Why
wou
ld it
be
a co
inci
denc
e if
two
frie
nds
ran
into
eac
h ot
her
in a
dis
tant
city
?
Wit
h y
ou
r ch
ild, d
iscu
ss t
he
mea
nin
g o
f ea
ch
Vo
cab
ula
ry W
ord
. Ask
yo
ur
child
to
wri
te a
q
ues
tio
n u
sin
g e
ach
wo
rd.
Poss
ible
resp
onse
s ar
e sh
own.
Peop
le m
ight
obj
ect w
hen
they
are
tryi
ng to
rest
or
slee
p.
It w
ould
be
a co
inci
denc
e be
caus
e it
wou
ld b
e un
usua
l to
mee
t som
eone
you
kno
w s
o fa
r fro
m h
ome.
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105
Nam
eR
ead
er’s
Gu
ide
Less
on
18
Prac
tice
Bo
ok
Rea
d e
ach
sec
tio
n o
f “T
he
Kid
Wh
o N
amed
Plu
to.”
Th
en
fill
in t
he
gra
ph
ic o
rgan
izer
s to
iden
tify
th
e m
ain
idea
an
d
det
ails
fo
r ea
ch s
ecti
on
.
Sect
ion
1
pag
es 4
68 –
471
Det
ail
Mai
n Id
ea
Det
ail
Det
ail
Rev
iew
yo
ur g
rap
hic
org
aniz
er. T
hen
wri
te a
sum
mar
y o
f th
e se
lect
ion
.
Sect
ion
2
pag
es 4
72–4
75
Det
ail
Mai
n Id
eaC
lyde
Tom
baug
h di
scov
ered
Pla
net
X.
Det
ail
Det
ail
Poss
ible
resp
onse
s ar
e sh
own.
Astro
nom
ers
agre
ed th
at P
luto
was
the
perfe
ct n
ame
for
Plan
et X
.
Plut
o w
as a
go
d of
the
dark
an
d di
stan
t un
derw
orld
; Pl
anet
X w
as
dark
and
dis
tant
.
The
god
Plut
o co
uld
mak
e hi
mse
lf in
visi
ble;
Pl
uto
had
been
“i
nvis
ible
” to
sc
ient
ists
for
cent
urie
s.
Plut
o be
gins
w
ith th
e le
tters
PL
; PL
wou
ld
be a
trib
ute
to
Perc
ival
Low
ell.
Clyd
e To
mba
ugh
saw
an
unkn
own
obje
ct in
the
sola
r sys
tem
.
Astro
nom
ers
belie
ved
a ni
nth
plan
et m
ight
ex
ist.
Tom
baug
h w
as
certa
in h
e di
dn’t
see
a co
met
, an
aste
roid
, or s
tars
.
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106
Nam
eM
ake
Jud
gm
ents
Less
on
18
Prac
tice
Bo
ok
Rea
d t
he
par
agra
ph
. Th
en f
ill in
th
e b
oxe
s w
ith
evi
den
ce
fro
m t
he
par
agra
ph
th
at s
upp
ort
s th
e ju
dg
men
t, o
r as
sert
ion
.
Wit
h y
ou
r ch
ild, t
ry t
o t
hin
k o
f ev
iden
ce t
hat
w
ou
ld s
up
po
rt t
he
jud
gm
ent
that
it is
a w
aste
o
f ti
me
sear
chin
g f
or
pre
cio
us
met
als
in t
he
oce
an fl
oo
r.Sci
enti
sts
esti
mat
e th
at t
her
e ar
e m
ore
th
an 2
5,0
00
un
der
wat
er v
olc
ano
es, m
any
of
them
act
ive.
Wh
en t
hey
eru
pt,
ho
t ga
ses
sto
red
dee
p in
sid
e ea
rth
ris
e u
p a
nd
dis
solv
e
the
min
eral
s o
n t
he
sid
es o
f th
e vo
lcan
oes
. 1
e d
ebri
s se
ttle
s in
a m
ou
nd
. On
e su
ch
mo
un
d, o
ff t
he
coas
t o
f Ja
pan
, is
alm
ost
fi ve
mil
es u
nd
erw
ater
. 1
e m
ou
nd
is r
eall
y a
“mo
un
tain
” te
n s
tori
es h
igh
an
d m
ore
th
an t
hre
e m
iles
in d
iam
eter
. Sci
enti
sts
bel
ieve
that
it c
on
tain
s g
old
, sil
ver,
co
pp
er, a
nd
oth
er p
reci
ou
s an
d n
on
ren
ewab
le m
iner
als
and
met
als.
So
far
, th
ey h
ave
on
ly b
een
ab
le t
o c
arry
smal
l lu
mp
s o
f th
e d
ebri
s to
th
e o
cean
’s s
urf
ace,
usi
ng
th
e m
ech
anic
al a
rms
on
th
e o
uts
ide
of
thei
r sm
all d
eep
-wat
er s
ub
mar
ine.
Tes
ts d
on
e
on
th
e lu
mp
s sh
ow
th
ey c
on
tain
an
un
usu
ally
hig
h p
erce
nta
ge o
f go
ld. N
ow
sci
enti
sts
are
loo
kin
g f
or
eco
no
mic
al w
ays
to e
xtra
ct t
he
min
eral
s an
d p
reci
ou
s m
etal
s fr
om
th
e d
ebri
s.
Evid
ence
Jud
gm
ent/
Ass
erti
on
A la
rge
amou
nt o
f gol
d, s
ilver
, and
cop
per
can
be
min
ed fr
om t
he b
otto
m o
f th
e oc
ean.
Evid
ence
Evid
ence
Scie
ntis
tsbe
lieve
ther
e ar
e m
ore
than
25,
000
unde
rwat
er
volc
anoe
s.
Gold
has
bee
n fo
und
in s
mal
l lu
mps
of d
ebris
fro
m th
e m
ound
cr
eate
d by
a
volc
anic
eru
ptio
n.
Scie
ntis
ts a
re
look
ing
for
econ
omic
al w
ays
to e
xtra
ct th
e m
etal
s fro
m th
e de
bris
.
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107
Nam
eFo
llow
Mu
ltip
le-
Step
Inst
ruct
ion
s
Less
on
18
Prac
tice
Bo
ok
Rea
d t
he
inst
ruct
ion
s o
n t
he
app
licat
ion
fo
rm f
or
a lib
rary
card
. Fill
in t
he
bla
nks
wit
h t
he
pro
per
info
rmat
ion
.
The
Ever
yto
wn
Pub
lic L
ibra
ry22
2 M
ain
Str
eet
Ever
yto
wn
, USA
000
00
Lib
rary
Car
d A
pp
licat
ion
Inst
ruct
ion
s:
1) C
omp
lete
the
ap
plic
atio
n in
full.
2) S
ign
the
app
licat
ion.
3) G
ive
the
com
ple
ted
app
licat
ion
to y
our
teac
her.
PAR
T A
(P
leas
e Pr
int)
LAST
NA
ME
FIR
ST N
AM
E
CIT
Y S
TATE
Z
IP
E-M
AIL
AD
DRE
SS
SCH
OO
L N
AM
E
PAR
T B
Pl
ease
che
ck t
he b
oxes
nex
t to
the
pro
gram
s th
at m
ost
inte
rest
you
:
le
ctur
es
art
s an
d cr
afts
h
omew
ork
help
a
utho
r re
adin
gs
poe
try
cont
ests
b
ook
fairs
b
ook
club
s w
orks
hop
s
Sign
atur
e
STA
FF U
SE O
NLY
: Dat
e ID
NU
MBE
R
Hel
p y
ou
r ch
ild g
et a
n a
pp
licat
ion
fro
m y
ou
r lo
cal p
ub
lic li
bra
ry o
r an
oth
er lo
cati
on
an
d
wo
rk t
og
eth
er t
o fi
ll i
t o
ut.
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Nam
eW
ord
s w
ith
Su
ffi x
es -
ant,
-en
t, -
ist
Less
on
18
Fold
th
e p
aper
alo
ng
th
e d
ott
ed li
ne.
As
each
Sp
ellin
g W
ord
is
rea
d a
loud
, wri
te it
in t
he
bla
nk.
Th
en u
nfo
ld y
our
pap
er
and
ch
eck
your
wo
rk. P
ract
ice
wri
tin
g a
ny
Spel
ling
Wo
rds
you
mis
sed
.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1. co
mpl
ian
t
2.
co
nte
stan
t
3.
im
mig
ran
t
4.
in
form
ant
5.
in
hab
itan
t
6.
si
gnific
ant
7. ir
rita
nt
8.
ob
serv
ant
9.
re
side
nt
10.
pan
elis
t
11
. par
tici
pan
t
12.
sc
ien
tist
13.
bio
logi
st
14.
co
lum
nis
t
15.
m
edal
ist
16.
ca
rtoo
nis
t
17. ef
fici
ent
18.
pol
luta
nt
19.
ob
edie
nt
20.
co
nfide
nt
108
Prac
tice
Bo
ok
Wri
te e
ach
of
the
Spel
ling
Wo
rds
bac
kwar
ds
and
hav
e yo
ur
child
wri
te t
he
wo
rds
corr
ectl
y.
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Nam
eA
ctio
n a
nd
Lin
kin
g V
erb
s
Less
on
18
Iden
tify
th
e un
der
lined
wo
rd in
eac
h s
ente
nce
as
dire
ct o
bjec
t o
r in
dire
ct o
bjec
t.
1.
My
neig
hbor
giv
es m
e a
book
abo
ut t
he s
olar
sys
tem
.
2.
I s
ay t
hat
I will
ret
urn
it af
ter
I fin
ish
read
ing
it.
3.
I c
aref
ully
rea
d ea
ch c
hap
ter
with
gre
at in
tere
st.
4.
I r
etur
n th
e bo
ok a
nd t
ell m
y fr
iend
I re
ally
like
it.
Wri
te a
sen
ten
ce f
or
each
ver
b, u
sin
g t
he
form
iden
tifi
ed in
par
enth
eses
( )
.
5.
fee
ls (
linki
ng v
erb)
6.
fee
ls (
actio
n ve
rb)
7.
sm
ells
(lin
king
)
8.
sm
ells
(ac
tion)
9.
loo
ks (
linki
ng)
10.
loo
ks (
actio
n)
Poss
ible
resp
onse
s ar
e sh
own.
Sim
on fe
els
happ
y w
hen
he p
aint
s flo
wer
s.
He fe
els
the
bris
tles
of th
e pa
intb
rush
.
The
rose
sm
ells
goo
d.
Sim
on s
mel
ls th
e ot
her f
low
ers.
The
pain
ting
look
s al
mos
t fin
ishe
d.
Sim
on lo
oks
at it
car
eful
ly.
indi
rect
obj
ect
dire
ct o
bjec
t
dire
ct o
bjec
t
dire
ct o
bjec
t
109
Prac
tice
Bo
ok
Ask
yo
ur
child
to
wri
te f
ou
r se
nte
nce
s ab
ou
t a
favo
rite
fam
ily a
ctiv
ity.
Tel
l him
or
her
to
u
se li
nki
ng
ver
bs
in t
wo
of
the
sen
ten
ces
and
ac
tio
n v
erb
s in
th
e o
ther
tw
o.
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110
Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
19
Prac
tice
Bo
ok
Cir
cle
the
lett
er o
f th
e b
est
answ
er f
or
each
que
stio
n.
1.
Whi
ch o
ne is
eag
er?
A
lose
r B
re
fere
e C
win
ner
2.
Wha
t m
ight
be
negl
ecte
d?
A
chor
es
B
par
ties
Cm
ovie
s
3.
Whi
ch o
ne is
sev
ere?
A
driz
zle
B
flurr
y C
dow
npou
r
4.
Whi
ch o
ne is
bel
oved
?
A
stra
nger
B
fr
iend
C
enem
y
5.
Whi
ch o
ne c
an b
e de
mol
ishe
d?
A
river
B
sh
opp
ing
cent
er
Cp
erfo
rman
ce
6.
Whi
ch m
ight
be
hum
ongo
us?
A
lake
B
cr
eek
Cst
ream
7.
Whi
ch m
ight
be
aban
done
d?
A
ocea
n B
cu
rren
t C
ship
Use
wh
at y
ou
kno
w a
bo
ut t
he
Vo
cab
ular
y W
ord
s to
an
swer
th
e q
uest
ion
s b
elo
w.
Wri
te c
om
ple
te s
ente
nce
s.
8.
Why
mig
ht y
ou b
e ea
ger
to d
o w
ell o
n a
test
?
9.
Wha
t w
ould
you
wea
r in
a s
ever
e sn
owst
orm
?
10.
How
wou
ld y
ou fe
el if
you
had
dem
olis
hed
your
frie
nd’s
sci
ence
pro
ject
?
Wit
h y
ou
r ch
ild, d
iscu
ss t
he
mea
nin
g o
f ea
ch
Vo
cab
ula
ry W
ord
. Wo
rk t
og
eth
er t
o u
se e
ach
w
ord
in a
sen
ten
ce.
Poss
ible
ans
wer
s ar
e sh
own.
I’d b
e ea
ger b
ecau
se it
wou
ld im
prov
e m
y gr
ade
for t
he
subj
ect.
hood
, a s
carf,
and
mitt
ens.
I wou
ld fe
el g
uilty
and
resp
onsi
ble
for f
ixin
g it.
I’d w
ear b
oots
, lon
g pa
nts,
hea
vy s
ocks
, a p
arka
with
a
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111
Nam
eR
ead
er’s
Gu
ide
Less
on
19
Prac
tice
Bo
ok
Rea
d e
ach
sec
tio
n o
f “B
uild
ing
s in
Dis
gui
se.”
Th
en c
om
ple
teea
ch c
har
t b
elo
w.
Sect
ion
1
pag
es 4
90–4
95
Sect
ion
2
pag
es 4
96–4
99
Sect
ion
3
pag
es 5
00–5
03
Det
ail
Mai
n Id
eaLu
cy is
an
imp
orta
nt e
xam
ple
of m
imet
ic a
rchi
tect
ure,
and
peo
ple
wan
t to
pre
serv
e it.
Det
ail
Det
ail
Det
ail
The
Big
Duc
k in
crea
sed
sale
s of
duc
ks a
nd e
ggs.
Mai
n Id
ea
Det
ail
The
Cor
n Pa
lace
sh
owca
sed
crop
s.
Det
ail
Larg
er C
orn
Pala
ce
build
ings
wer
e bu
ilt.
Det
ail
Det
ail
Det
ail
Mai
n Id
ea
Use
th
e in
form
atio
n in
th
e ch
arts
to
wri
te a
sum
mar
y o
f th
e se
lect
ion
.
Lucy
is a
gia
nt
build
ing
shap
ed
like
an e
leph
ant.
Mor
e bu
ildin
gs
wer
e m
odel
ed
afte
r Luc
y.
Peop
le s
aved
Lu
cy fr
om b
eing
to
rn d
own.
Mim
etic
bui
ldin
gs w
ere
a ve
ry p
opul
ar w
ay to
attr
act a
ttent
ion.
Stor
yboo
k pa
rks
wer
e bu
ilt in
the
early
195
0s.
Som
e m
imet
ic
build
ings
are
m
useu
ms.
Pres
erva
tioni
sts
bega
n to
focu
s on
m
imet
ic b
uild
ings
.
Poss
ible
resp
onse
s ar
e sh
own.
Peop
le p
rese
rve
mim
etic
bui
ldin
gs b
ecau
se th
ey re
pres
ent
a un
ique
and
inte
rest
ing
part
of th
e na
tion’
s st
ory.
RX
EN
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112
Nam
eM
ake
Jud
gm
ents
Less
on
19
Prac
tice
Bo
ok
Rea
d t
he
par
agra
ph
bel
ow
. Th
en w
rite
yo
ur r
esp
on
ses
to
the
num
ber
ed it
ems
on
th
e lin
es p
rovi
ded
.
1.
Wha
t as
sert
ion
coul
d yo
u m
ake
abou
t th
e To
wn
Hal
l bas
ed o
n th
is p
arag
rap
h?
2.
Writ
e th
ree
exam
ple
s of
evi
denc
e th
at y
ou u
sed
to m
ake
your
ass
ertio
n.
3.
Cop
y a
sent
ence
you
cou
ld d
elet
e fr
om t
he p
arag
rap
h be
caus
e it
does
n’t
sup
por
t yo
ur a
sser
tion.
4.
Wha
t ot
her
evid
ence
from
the
par
agra
ph
mig
ht s
upp
ort
your
ass
ertio
n?
1
e T
ow
n H
all o
f R
iver
Vil
lage
was
20
0 y
ears
old
. It
sto
od
at
the
end
of
Mai
n
Str
eet.
So
me
his
tori
c to
wn
eve
nts
had
tak
en p
lace
th
ere,
bu
t n
ow
, th
e b
uil
din
g w
as in
dre
adfu
l sh
ape
and
was
no
lon
ger
bei
ng
use
d. I
t n
eed
ed a
new
hea
tin
g sy
stem
, an
d t
he
roo
f n
eed
ed t
o b
e re
pla
ced
. 1
e fl
oo
rs h
ad r
ott
ed in
man
y p
lace
s an
d w
ere
un
safe
. Win
d,
rain
, an
d s
no
w b
lew
th
rou
gh t
he
agin
g w
ind
ow
fra
mes
. To
rep
air
and
pai
nt
the
exte
rio
r w
ou
ld c
ost
man
y th
ou
san
ds
of
do
llar
s. R
iver
Vil
lage
had
rec
eive
d a
sm
all-
tow
n g
ran
t fr
om
th
e st
ate
for
the
pu
rpo
se o
f im
pro
vin
g th
e q
ual
ity
of
life
in t
he
tow
n. 1
e
mo
ney
cou
ld b
e u
sed
fo
r n
ew c
on
stru
ctio
n o
r fo
r re
no
vati
on
. Aft
er
mu
ch d
elib
erat
ion
, th
e to
wn
lead
ers
vote
d t
o u
se t
he
fun
ds
to
bu
ild
a c
om
mu
nit
y sw
imm
ing
po
ol i
nst
ead
of
rest
ori
ng
the
To
wn
Hal
l.
Wo
rk w
ith
yo
ur
child
to
rea
d a
sh
ort
n
ewsp
aper
art
icle
an
d m
ake
an a
sser
tio
n a
bo
ut
it. H
ave
you
r ch
ild p
oin
t o
ut
evid
ence
th
at
sup
po
rts
the
asse
rtio
n.
The
Tow
n Ha
ll w
as a
his
toric
bui
ldin
g th
at n
eede
d to
o
muc
h w
ork
to b
e re
stor
ed.
The
build
ing
need
ed a
new
hea
ting
syst
em. I
t nee
ded
a
new
roof
. Rep
airin
g an
d pa
intin
g th
e ex
terio
r wou
ld c
ost
man
y th
ousa
nds
of d
olla
rs.
It st
ood
at th
e en
d of
Mai
n St
reet
.
The
build
ing
was
in d
read
ful s
hape
and
was
no
long
er
bein
g us
ed.
Poss
ible
resp
onse
s ar
e sh
own.
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Nam
eW
ord
Par
ts o
ver-
, u
nd
er-,
su
b-
Less
on
19
Fold
th
e p
aper
alo
ng
th
e d
ott
ed li
ne.
As
each
Sp
ellin
g W
ord
is
rea
d a
loud
, wri
te it
in t
he
bla
nk.
Th
en u
nfo
ld y
our
pap
er
and
ch
eck
your
wo
rk. P
ract
ice
wri
tin
g a
ny
Spel
ling
Wo
rds
you
mis
sed
.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1. ov
erbea
rin
g
2.
ov
erca
st
3.
ov
erco
nfide
nt
4.
ov
erde
vel
op
5.
ov
erdr
aft
6.
ov
erhan
g
7. ov
erin
dulg
e
8.
ov
erla
y
9.
ov
erpo
wer
10.
un
derc
arri
age
11
. un
derd
one
12.
un
dere
stim
ate
13.
un
derr
ated
14.
un
dert
ake
15.
un
derw
ent
16.
su
bm
erge
17. su
bst
anda
rd
18.
un
derg
roun
d
19.
su
bco
ntr
act
20.
su
btitle
113
Prac
tice
Bo
ok
Hav
e yo
ur
child
wri
te t
he
pre
fi x
and
bas
e w
ord
fo
r ea
ch S
pel
ling
Wo
rd o
n s
epar
ate
slip
s o
f p
aper
. Use
th
e sl
ips
to p
lay
a m
atch
ing
gam
e.
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rade
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Nam
eSi
mp
le T
ense
s:Pr
esen
t Te
nse
Less
on
19
If t
he
und
erlin
ed v
erb
is c
orr
ect,
wri
te c
orre
ct. I
f n
ot,
wri
te
the
verb
co
rrec
tly.
Use
th
e p
rese
nt
ten
se.
1.
We
build
bird
hous
es fo
r ou
r sc
ienc
e p
roje
ct.
2.
The
y is
par
t of
the
uni
t on
ani
mal
hab
itats
.
3.
I m
akes
the
floo
r an
d w
alls
.
4.
My
par
tner
ham
mer
the
roo
f on
top
.
5.
She
put
s th
e fin
ishe
d p
rodu
ct in
to t
he c
ar.
Wri
te a
sen
ten
ce t
hat
beg
ins
wit
h t
he
pro
no
un g
iven
an
d in
clud
es t
he
corr
ect
pre
sen
t-te
nse
fo
rm o
f th
e ve
rb in
par
enth
eses
( )
.
6.
I (go
)
7.
He
(gue
ss)
8.
She
(des
ign)
9.
They
(ha
ve)
10.
We
(tak
e)
11.
You
(run
)
12.
It (
be)
corr
ect
are
mak
e ham
mer
s
corr
ect
Poss
ible
repo
nses
are
sho
wn.
I go
to th
e ar
chite
ctur
e ex
hibi
t.
He g
uess
es th
e na
me
of m
y fa
vorit
e ar
chite
ct.
She
desi
gns
man
y di
ffere
nt b
uild
ings
.
They
hav
e a
uniq
ue s
tyle
.
We
take
pic
ture
s of
the
exhi
bit.
You
run
back
to th
e ca
r.
It is
tim
e to
go
hom
e.
114
Prac
tice
Bo
ok
Ask
yo
ur
child
to
wri
te a
sh
ort
sto
ry t
hat
in
clu
des
th
e co
rrec
t fo
rms
of
sit,
set
, ris
e, r
aise
, lie
, an
d la
y. In
vite
him
or
her
to
sh
are
the
sto
ry
wit
h y
ou
. Hel
p y
ou
r ch
ild c
hec
k to
see
th
at
pre
sen
t-te
nse
su
bje
cts
and
ver
bs
agre
e.
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115
Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
20
Prac
tice
Bo
ok
Rev
iew
th
e se
nte
nce
s yo
ur
child
wro
te u
sin
g
the
Vo
cab
ula
ry W
ord
s. T
hen
hav
e h
im o
r h
er
defi
ne
the
Vo
cab
ula
ry W
ord
s lis
ted
in t
he
bo
x ab
ove
.
Rea
d t
he
Vo
cab
ular
y W
ord
s. T
hen
wri
te t
he
Vo
cab
ular
y W
ord
th
at b
est
com
ple
tes
each
sen
ten
ce.
1.
Was
the
big
fund
rais
er y
our
?
2.
My
par
ents
con
side
r th
emse
lves
w
hen
it co
mes
to
gro
win
g or
chid
s.
3.
The
sta
tute
was
ere
cted
to
the
ir ha
rd w
ork
and
hero
ism
.
4.
Gra
ndp
a’s
old
truc
k is
str
ictly
.
5.
We
are
goin
g to
a
cam
pai
gn t
o ge
t a
new
pla
ygro
und.
6.
w
isdo
m t
ells
me
that
you
r p
lan
will
not
suc
ceed
.
7.
We
soun
d lik
e on
e vo
ice
whe
n w
e si
ng in
.
8.
My
brot
her
is a
(n)
gol
fer.
9.
The
girl
mad
e a(
n)
obs
erva
tion
abou
t th
e m
agic
ian’
s tr
ick.
10.
A c
ar’s
rub
ber
tires
giv
e it
on
the
road
.
Wri
te t
wo
new
sen
ten
ces
usin
g V
oca
bul
ary
Wo
rds
fro
m t
he
bo
x ab
ove
.
11.
12.
afic
ion
ado
sas
tute
avid
bra
inch
ild
com
mem
ora
teco
nve
nti
on
altr
acti
on
un
iso
n
uti
litar
ian
wag
e
Poss
ible
resp
onse
s ar
e sh
own.brai
nchi
ld
afic
iona
dos
com
mem
orat
e
utili
taria
n
wag
eCo
nven
tiona
l
unis
onav
id
astu
te tract
ion
We
are
plan
ning
a p
arty
to c
omm
emor
ate
our g
radu
atio
n
from
six
th g
rade
.
The
choi
r sin
gs th
e sc
hool
son
g in
uni
son
befo
re e
very
bask
etba
ll ga
me.
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rade
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116
Nam
ePo
int
of
Vie
w
Less
on
20
Prac
tice
Bo
ok
You
r ch
ild is
lear
nin
g a
bo
ut
po
int
of
view
. H
ave
you
r ch
ild r
ead
to
yo
u t
he
pas
sag
e h
e o
r sh
e w
rote
an
d e
xpla
in h
ow
it is
th
e sa
me
as
the
on
e ab
ove
it, t
old
fro
m a
dif
fere
nt
po
int
of
view
.
Rea
d t
he
pas
sag
e b
elo
w. I
t is
to
ld f
rom
th
ird
-per
son
o
mn
isci
ent
po
int
of
view
. Rew
rite
th
e p
assa
ge
to s
ho
w
firs
t-p
erso
n p
oin
t o
f vi
ew.
Isab
elle
lace
d u
p h
er s
kat
es a
nd
to
ok
to
th
e ic
e. S
he
gli
ded
aro
un
d t
wic
e b
efo
re
dec
idin
g t
o p
ract
ice
a fe
w ju
mp
s an
d s
pin
s. S
he
was
gla
d t
o h
ave
the
ice
to h
erse
lf t
his
mo
rnin
g. I
t w
as h
ard
get
tin
g p
ract
ice
in n
ow
th
at t
he
ice
rin
k w
as o
pen
to
th
e p
ub
lic
mo
re o
ften
. Sh
e st
op
ped
an
d t
urn
ed w
hen
sh
e h
eard
her
nam
e ca
lled
. �
ere
wer
e h
er
frie
nd
s, C
oll
een
an
d M
arla
, sk
ates
lace
d a
nd
gli
din
g to
war
d h
er.
“Try
ing
to g
et a
pra
ctic
e sk
ate
in?”
Mar
la a
sked
her
. Sh
e sm
iled
at
Co
llee
n w
ho
win
ked
at
her
. Bo
th k
new
th
at I
sab
elle
wan
ted
to
be
a ch
amp
ion
ice
skat
er,
and
th
ey lo
ved
to
tea
se h
er a
bo
ut
it.
Isab
elle
sh
rugg
ed a
nd
sm
iled
. “T
ryin
g,”
she
told
th
em. “
Yo
u
kn
ow
it’l
l be
op
en t
o t
he
pu
bli
c in
hal
f an
ho
ur,
do
n’t
you
?”
“Of
cou
rse,
” C
oll
een
to
ld h
er a
s sh
e st
arte
d t
o s
kat
e aw
ay.
“�
at’s
wh
y w
e ca
me
earl
y, t
oo
!”
Acce
pt re
ason
able
resp
onse
s.
I l
aced
up
my s
kate
s and
took
to th
e ic
e. I
glid
ed a
roun
d tw
ice
befo
re d
ecid
ing
to p
ract
ice
a fe
w ju
mps
and
spin
s. I
was
gla
d to
ha
ve th
e ic
e to
mys
elf t
his m
orni
ng. I
t was
har
d ge
tting
pra
ctic
e in
now
that
the
ice
rink w
as o
pen
to th
e pu
blic
mor
e of
ten.
I st
oppe
d an
d tu
rned
whe
n I h
eard
my n
ame
calle
d. T
here
wer
e m
y fri
ends
, Col
leen
and
Mar
la, s
kate
s lac
ed a
nd g
lidin
g to
war
d m
e.
“Try
ing
to g
et a
pra
ctic
e sk
ate
in?”
Mar
la a
sked
me.
She
sm
iled
at C
olle
en w
ho w
inke
d at
her
. Bot
h kn
ew th
at I
wan
ted
to
be a
cham
pion
ice
skat
er, a
nd th
ey lo
ved
to te
ase
me
abou
t it.
I s
hrug
ged
and
smile
d. “
Tryi
ng,”
I to
ld th
em. “
You
know
it’ll
be
ope
n to
the
publ
ic in
hal
f an
hour
, don
’t yo
u?”
“O
f cou
rse,
” Co
lleen
told
me
as sh
e st
arte
d to
skat
e aw
ay.
“Tha
t’s w
hy w
e ca
me
early
, too
!”
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117
Nam
eM
ake
Jud
gm
ents
Less
on
20
Prac
tice
Bo
ok
This
wee
k yo
ur
child
is le
arn
ing
ho
w t
o m
ake
jud
gm
ents
ab
ou
t a
text
. Rev
iew
wh
at y
ou
r ch
ild h
as w
ritt
en a
bo
ve, a
nd
hav
e h
im o
r h
er
exp
lain
th
e an
swer
s g
iven
.
Rea
d t
he
pas
sag
e b
elo
w. T
hen
use
co
mp
lete
sen
ten
ces
to a
nsw
er t
he
que
stio
ns
on
th
e lin
es p
rovi
ded
.
Ro
ald
En
geb
reth
Am
un
dse
n w
ante
d t
o b
e th
e fi
rst
per
son
to
rea
ch t
he
So
uth
Po
le. H
e h
ad d
ream
ed o
f th
is a
dve
ntu
re f
or
a lo
ng
tim
e. A
mu
nd
sen
, a N
orw
egia
n, w
as
des
cen
ded
fro
m a
lon
g li
ne
of
mer
chan
t se
a ca
pta
ins
and
sh
ip o
wn
ers.
He
trai
ned
his
bo
dy
to a
dap
t to
th
e P
ola
r R
egio
ns
by
slee
pin
g at
nig
ht
wit
h h
is w
ind
ow
s o
pen
, eve
n in
win
ter.
He
led
exp
edit
ion
s th
rou
gh t
he
No
rth
wes
t P
assa
ge b
etw
een
no
rth
ern
mai
nla
nd
Can
ada
and
its
Arc
tic
isla
nd
s. �
is
tri
p t
oo
k t
hre
e ye
ars
to c
om
ple
te.
In t
he
mea
nti
me,
Ern
est
Sh
ack
leto
n, a
n E
ngl
ish
man
, set
ou
t to
be
the
fi rs
t p
erso
n
to r
each
th
e S
ou
th P
ole
. Ho
wev
er, S
hac
kle
ton’
s jo
urn
ey e
nd
ed 9
7 m
iles
sh
ort
of
his
go
al.
Am
un
dse
n’s
chil
dh
oo
d d
ream
was
sti
ll a
live
. He
stu
die
d S
hac
kle
ton’
s m
ista
kes
to
lear
n w
hat
to
do
an
d w
hat
no
t to
do.
Fin
ally
, Am
un
dse
n s
et o
ut
wit
h h
is c
rew
, wh
ich
he
had
han
d-p
ick
ed f
or
thei
r se
awo
rth
ines
s an
d a
bil
ity
to h
and
le t
he
frig
id A
nta
rcti
c
wea
ther
. Tel
lin
g n
o o
ne
he
was
go
ing
sou
th, A
mu
nd
sen
wai
ted
un
til t
he
crew
was
wel
l
at s
ea b
efo
re t
elli
ng
them
his
rea
l des
tin
atio
n. W
ith
sto
utn
ess
of
hea
rt a
nd
a g
oo
d p
lan
,
Am
un
dse
n a
nd
his
cre
w r
each
ed t
he
So
uth
Po
le o
n D
ecem
ber
14
, 19
11
.
1.
Wha
t as
sert
ions
can
you
mak
e ab
out
Am
unds
en?
2.
Cite
tw
o p
iece
s of
evi
denc
e fo
r yo
ur a
sser
tion.
3.
Why
do
you
thin
k A
mun
dsen
wai
ted
to t
ell h
is c
rew
abo
ut t
he t
rip t
o th
e So
uth
Pole
?
4.
Wha
t as
sert
ions
can
you
mak
e ab
out
Shac
klet
on?
Poss
ible
resp
onse
s ar
e sh
own.
He w
as a
det
erm
ined
, sm
art m
an w
ho p
lann
ed w
ell f
or h
isad
vent
ures
.
Amun
dsen
trai
ned
to w
ithst
and
the
pola
r col
d. H
e al
so
lear
ned
from
oth
ers’
mis
take
s.
He k
new
oth
ers
mig
ht tr
y to
bea
t him
to th
e So
uth
Pole
,
just
as
Shac
klet
on h
ad d
one.
He
wan
ted
to m
ake
sure
his
plan
s w
ere
not t
old
to a
nyon
e el
se.
Shac
klet
on m
ay h
ave
been
a p
oor p
lann
er o
r may
hav
e
run
into
bad
luck
sin
ce h
e w
as o
nly
97 m
iles
from
the
pole
whe
n he
qui
t.
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rade
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118
Nam
eFo
reig
n W
ord
s in
En
glis
h
Less
on
20
Prac
tice
Bo
ok
You
r ch
ild is
lear
nin
g t
hat
so
me
wo
rds
in
Eng
lish
cam
e fr
om
fo
reig
n la
ng
uag
es. H
ave
you
r ch
ild r
ead
th
e se
nte
nce
s h
e o
r sh
e cr
eate
d
and
exp
lain
th
e m
ean
ing
of
the
fore
ign
wo
rds.
Rea
d t
he
answ
ers
bel
ow
. No
tice
th
at t
her
e ar
e n
o q
uest
ion
s g
iven
. Ch
oo
se a
wo
rd f
rom
th
e b
ox
that
mat
ches
eac
h
answ
er a
nd
use
it t
o w
rite
an
ap
pro
pri
ate
que
stio
n.
alb
atro
ssat
las
aub
urn
bag
el
bla
nk
cake
paj
amas
taco
Qu
esti
on
An
swer
1.Yo
u w
ear
thes
e Pe
rsia
n-na
med
clo
thes
to
bed
.
2.If
you
are
lost
, you
mig
ht u
se a
boo
k of
m
aps
nam
ed fo
r th
is G
reek
wor
d.
3.So
meo
ne’s
hai
r m
ay b
e th
is F
renc
h-na
med
red
dish
-bro
wn
colo
r.
4.Th
is M
exic
an w
ord
nam
es a
tor
tilla
fil
led
with
chi
cken
or
beef
.
5.Sa
ilors
are
war
y of
sho
otin
g do
wn
this
A
rabi
c-na
med
bird
.
6.Yo
u m
ight
eat
thi
s Yi
ddis
h-na
med
food
fo
r br
eakf
ast.
7.Th
is F
renc
h w
ord
nam
es a
n em
pty
sp
ace
to b
e fil
led
in.
8.W
e ge
t th
e na
me
of t
his
swee
t de
sser
t fr
om a
Sca
ndin
avia
n w
ord.
Ch
oo
se f
our
wo
rds
fro
m a
bo
ve. U
se t
he
wo
rds
to w
rite
tw
o s
ente
nce
s ab
out
so
met
hin
g y
ou
like
to d
o o
r ea
t. U
se t
wo
wo
rds
in e
ach
sen
ten
ce.
Wha
t are
paj
amas
?
Wha
t is
an a
tlas?
Wha
t is
aubu
rn?
Wha
t is
a ta
co?
Wha
t is
an a
lbat
ross
?
Wha
t is
a ba
gel?
Wha
t is
blan
k?
Wha
t is
cake
?
Poss
ible
resp
onse
s ar
e sh
own.
I lik
e to
eat
bag
els
with
cre
am c
hees
e in
my
paja
mas
on
Satu
rday
mor
ning
s.I e
njoy
usi
ng c
olor
ful f
rost
ing
to d
ecor
ate
blan
k ca
kes.
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arco
urt
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rade
6
119
Nam
eFo
llow
Mu
ltip
le-
Step
Inst
ruct
ion
s
Less
on
20
Prac
tice
Bo
ok
You
r ch
ild r
evie
wed
ho
w t
o fi
ll i
n a
n
app
licat
ion
th
at a
sks
for
info
rmat
ion
. Dis
cuss
w
ith
yo
ur
child
th
e in
form
atio
n h
e o
r sh
e p
rovi
ded
on
th
e fo
rm.
Rea
d t
he
inst
ruct
ion
s b
elo
w. F
ill in
th
e fo
rm c
orr
ectl
y.
VIL
LAG
E O
F A
SHT
ON
Do
g L
icen
se A
pp
lica
tio
n
20
07
Is t
he d
og
vacc
inat
ed?
____
N
o
____
Ye
s
For
Villa
ge U
se O
nly:
Lice
nse
No.
___
__
Am
ount
$__
___
Dat
e __
_/__
_/__
_
Last
Firs
tM
iddl
e
Nam
e
Stre
et A
ddre
ssTe
lep
hone
Num
ber
Dog
’s N
ame
Bree
dC
olor
Gen
der
Vacc
inat
ion
Num
ber
Dat
eVa
ccin
ated
Vacc
inat
ed B
y
Lice
nse
Fee
(any
dog
) $2
5.00
Cha
nge
of
Ow
ners
hip
Fee
$5.0
0
Dup
licat
e Li
cens
e Fe
e $1
.00
Fee
Encl
osed
Sign
atur
e of
Ow
ner
LIC
ENSE
DU
E
MA
RCH 1
ALL
DO
GS
OVE
R 2
MO
NTH
SO
FA
GE
MU
ST
HAV
ELI
CEN
SE
LIC
ENSE
EXPI
RES
IN
FEBR
UA
RYO
FTH
EFO
LLO
WIN
GYE
AR
Poss
ible
resp
onse
s ar
e sh
own.
Wat
son
Mar
cus
Dani
el
1871
Sem
inol
e Ro
ad78
0-38
82
Mel
lyBl
ack
lab
blac
kfe
mal
e
0211
-697
2/11
/07
Dr. J
ulia
Tho
mas
$25.
00M
arcu
s D.
Wat
son
RX
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120
Nam
eTh
eme
4 R
evie
w
Less
on
20
Prac
tice
Bo
ok
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1. ad
obe
2.
m
osqu
ito
3.
to
rnad
o
4.
bou
quet
5.
en
vel
ope
6.
in
ability
7. ir
ration
al
8.
im
mob
ile
9.
illu
min
ate
10.
in
dige
stio
n
11
. in
form
ant
12.
si
gnific
ant
13.
par
tici
pan
t
14.
m
edal
ist
15.
co
lum
nis
t
16.
ov
erdr
aft
17. ov
erde
vel
op
18.
un
derw
ent
19.
su
bm
erge
20.
su
btitle
Fold
th
e p
aper
alo
ng
th
e d
ott
ed li
ne.
As
each
Sp
ellin
g
Wo
rd is
rea
d a
loud
, wri
te it
in t
he
bla
nk.
Th
en u
nfo
ld
your
pap
er a
nd
ch
eck
your
wo
rk. P
ract
ice
wri
tin
g a
ny
Spel
ling
Wo
rds
you
mis
sed
.
RX
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urt
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rade
6
Nam
e
Less
on
20
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1) W
e h
ad w
aite
d a
wee
k f
or
ou
r jo
urn
alis
m t
each
er t
o p
ost
th
e n
ewsp
aper
staf
f as
sign
men
ts. (2
) He
had
no
t w
ant
to g
ive
the
assi
gnm
ents
wit
ho
ut
seri
ou
s
pla
nn
ing.
(3) H
e an
no
un
ced
th
at h
e w
as p
ost
ing
the
assi
gnm
ents
wh
en c
lass
end
ed. (4
) He
told
us
this
yea
r’s
dec
isio
ns
had
bee
n t
he
mo
re d
iffi
cult
eve
r.
(5) T
he
teac
her
hel
d u
p t
he
list
an
d s
aid
, “T
his
po
siti
on
s ar
e fo
r n
ext
sem
este
r.”
(6) H
e ad
ded
, “I
exp
ect
this
to
be
the
bes
t st
aff
we
hav
e ev
er h
ad!”
1.
Whi
ch w
ords
in S
ente
nce
1 cr
eate
a
verb
phr
ase?
Aha
d w
aite
dB
wai
ted
a w
eek
Cto
pos
tD
staf
f ass
ignm
ents
2.
Whi
ch is
the
cor
rect
way
to
writ
e th
e un
derli
ned
wor
ds in
Sen
tenc
e 2?
Aha
d no
t w
ants
to
give
Bdo
not
wan
ts t
o gi
veC
did
not
wan
t to
giv
eD
has
not
wan
ts t
o gi
ves
3.
Whi
ch v
erb
in S
ente
nce
3 is
a h
elp
ing
verb
?A
anno
unce
dB
was
Cp
ostin
gD
ende
d
4.
Whi
ch is
the
cor
rect
way
to
writ
e th
e un
derli
ned
wor
d in
Sen
tenc
e 4?
Am
any
Bm
uch
Cm
ost
Dco
rrec
t as
is
5.
Whi
ch is
the
cor
rect
way
to
writ
e th
e un
derli
ned
wor
d in
Sen
tenc
e 5?
ATh
atB
Thes
eC
Them
Dco
rrec
t as
is
6.
Whi
ch is
the
cor
rect
way
to
writ
e th
e un
derli
ned
wor
d in
Sen
tenc
e 6?
Abe
tter
Bm
ost
good
Cm
ost
best
Dco
rrec
t as
is
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
121
Pra
ctic
e B
oo
k
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arco
urt
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rade
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Nam
e
Less
on
20
(1) C
elia
wat
ches
as
the
pla
ne
rise
s h
igh
in t
he
sky,
an
d t
hen
sh
e se
ts d
ow
n o
n a
ben
ch t
o r
oll
th
e n
ewsp
aper
s. (2
) Sh
e g
ives
me
a w
ave
bef
ore
sh
e st
arts
on
her
pap
er
rou
te t
hro
ug
h o
ur
nei
gh
bo
rho
od
. (3) S
he
carr
y th
e n
ewsp
aper
s in
a b
ig b
ag o
ver
her
sho
uld
er. (4
) Her
pap
er r
ou
te s
eem
s lo
ng
to
day
. (5) S
he
feel
s h
app
y w
hen
sh
e fi
nis
hes
the
rou
te, b
ut
she
loo
ks
exh
aust
ed. (6
) No
w, s
he
hav
e h
om
ewo
rk t
o f
inis
h!
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
1.
Whi
ch c
hang
e, if
any
, sho
uld
the
stud
ent
mak
e in
Sen
tenc
e 1?
AC
hang
ew
atch
es t
o w
atch
.B
Cha
nge
rises
to
rais
es.
CC
hang
ese
ts t
o si
ts.
DIt
is c
orre
ct a
s it
is.
2.
Whi
ch w
ord
in S
ente
nce
2 is
an
indi
rect
obj
ect?
Am
eB
she
Che
rD
our
3.
Whi
ch is
the
cor
rect
pre
sent
-ten
se
form
of t
he u
nder
lined
wor
d in
Se
nten
ce 3
?A
carr
ying
Bca
rrie
sC
carr
ied
Dco
rrec
t as
is
4.
Whi
ch id
entif
ies
the
unde
rline
d w
ord
in S
ente
nce
4?A
linki
ng v
erb
Bp
redi
cate
adj
ectiv
eC
help
ing
verb
Dp
redi
cate
nom
inat
ive
5.
Whi
ch is
tru
e ab
out
the
unde
rline
d ve
rbs
in S
ente
nce
5?A
Both
are
act
ion
verb
s.B
Feel
s is
an
actio
n ve
rb, a
nd lo
oks
is
a lin
king
ver
b.C
Both
are
link
ing
verb
s.D
Look
s is
an
actio
n ve
rb, a
nd fe
els
is a
link
ing
verb
.
6.
Whi
ch is
the
cor
rect
form
of t
he
unde
rline
d ve
rb in
Sen
tenc
e 6?
Ais
hav
eB
did
havi
ngC
has
Dco
rrec
t as
is
122
Prac
tice
Bo
ok
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123
Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
21
Prac
tice
Bo
ok
Rea
d e
ach
Vo
cab
ular
y W
ord
an
d t
he
two
exa
mp
le s
ente
nce
s.Th
en u
nd
erlin
e th
e se
nte
nce
th
at g
ives
th
e b
ette
r ex
amp
le o
fth
e V
oca
bul
ary
Wo
rd’s
mea
nin
g.
Wo
rdSe
nte
nce
1Se
nte
nce
2
1. u
rges
This
boo
k is
gre
at! Y
ou m
ust
read
it.
It d
oesn
’t r
eally
mat
ter
whi
ch
book
you
rea
d. T
hey
are
all g
ood.
2.
influ
ence
dW
atch
ing
him
hit
the
ball
chan
ged
the
way
I p
lay
base
ball.
No
one
taug
ht m
e ho
w t
o p
lay.
I l
earn
ed o
n m
y ow
n.
3.
mod
ern
We
pum
p w
ater
by
hand
from
a
wel
l at
our
sum
mer
cot
tage
.W
e ha
ve a
ll th
e la
test
gad
gets
in
our
kitc
hen.
4.
logi
cSi
nce
we
have
bee
n w
alki
ng
sout
h al
l day
, we
mus
t he
ad
nort
h to
ret
urn.
I hav
e a
hunc
h th
at t
he q
uick
est
way
hom
e w
ill b
e in
tha
t di
rect
ion.
5.
pro
mot
eW
e ha
ve s
old
enou
gh
mer
chan
dise
at
the
stor
e w
ithou
t ad
vert
isin
g.
We
have
put
flye
rs a
bout
the
sal
e un
der
ever
yone
’s d
oor.
Use
wh
at y
ou
kno
w a
bo
ut t
he
Vo
cab
ular
y W
ord
s to
an
swer
th
e q
uest
ion
s b
elo
w.
Wri
te c
om
ple
te s
ente
nce
s.
6.
Why
sho
uld
peo
ple
in b
usin
ess
have
to
stud
y et
hics
?
7.
Wha
t m
ight
som
eone
in p
ursu
it of
pop
ular
ity d
o?
8.
Why
mig
ht d
ogs
be b
anne
d fr
om a
pla
ygro
und?
Rev
iew
th
e se
nte
nce
s ab
ove
wit
h y
ou
r ch
ild.
Enco
ura
ge
him
or
her
to
th
ink
of
ano
ther
se
nte
nce
th
at c
ou
ld s
ho
w t
he
mea
nin
g o
f o
ne
of
the
Vo
cab
ula
ry W
ord
s in
item
s 1–
5.
Poss
ible
resp
onse
s ar
e sh
own.
Busi
ness
peo
ple
shou
ld k
now
how
to g
ain
the
resp
ect o
f
the
publ
ic th
roug
h ho
nest
bus
ines
s pr
actic
es.
He o
r she
mig
ht w
ork
to e
xcel
in s
choo
l or t
o be
com
e a
good
ath
lete
, act
or, o
r mus
icia
n.
Som
e do
gs m
ight
sca
re c
hild
ren,
bar
k to
o lo
udly
, or m
ake
a m
ess.
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124
Nam
e
Less
on
21
Prac
tice
Bo
ok
Rea
der
’s G
uid
e
Rea
d “
An
cien
t G
reec
e.”
Then
wri
te h
ow
yo
u w
oul
d
com
ple
te t
he
Ven
n d
iag
ram
to
co
mp
are
and
co
ntr
ast
the
two
peo
ple
or
even
ts in
eac
h it
em.
AB
C
1.
Her
odot
us a
nd A
esop
A.
B.
C.
2. S
ocra
tes
and
Plat
o
A.
B.
C.
3.
anc
ient
Oly
mp
ics
and
mod
ern
Oly
mp
ics
A.
B.
C.
Poss
ible
resp
onse
s ar
e sh
own.
Mod
ern
Olym
pics
are
hel
d ev
ery
two
year
s in
diff
eren
t ci
ties;
ath
lete
s fro
m 2
00 c
ount
ries
parti
cipa
te.
Both
are
fam
ous
Gree
k w
riter
s.
Both
men
wer
e Gr
eek
philo
soph
ers.
Hero
dotu
s w
rote
his
tory
and
exp
lore
d th
e M
edite
rran
ean
arou
nd 4
50 B
.C. H
e is
cal
led
the
“fat
her o
f his
tory
.”
Aeso
p w
rote
fabl
es d
urin
g th
e 50
0s B.
C. H
is fa
bles
are
still
told
toda
y.
Socr
ates
was
the
first
to s
tudy
eth
ics;
he
deve
lope
d a
met
hod
know
n as
the
Socr
atic
met
hod;
he
taug
ht P
lato
.
Plat
o w
as S
ocra
tes’
s st
uden
t, w
rote
a b
ook,
and
fo
unde
d a
scho
ol.
Even
ts in
clud
e w
rest
ling,
box
ing
and
pent
athl
on;
athl
etes
par
ticip
ate
in m
any
diffe
rent
spo
rts.
Anci
ent O
lym
pics
hon
ored
the
Gree
k go
ds a
nd w
ere
held
ev
ery
four
yea
rs in
Ath
ens.
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125
Nam
eC
om
par
e an
d
Co
ntr
ast
Less
on
21
Prac
tice
Bo
ok
Rea
d t
he
par
agra
ph
bel
ow
an
d f
ill in
th
e V
enn
dia
gra
m. P
utin
form
atio
n s
pec
ific
to
Ath
ens
and
Sp
arta
in t
he
app
rop
riat
eo
val.
Wri
te in
form
atio
n t
hat
is t
rue
abo
ut b
oth
cit
ies
in t
he
ove
rlap
pin
g a
rea.
Impo
rtant
Gree
k City
-Stat
esA
then
s an
d S
par
ta w
ere
bo
th g
reat
cit
y-st
ates
in a
nci
ent
Gre
ece.
Th
ey w
ere
sim
ilar
in p
ow
er a
nd
imp
ort
ance
. Th
eir
gove
rnm
ents
, ho
wev
er, w
ere
very
dif
fere
nt.
Ath
ens
was
a d
emo
crac
y, u
nli
ke
Sp
arta
, wh
ich
was
ru
led
by
kin
gs w
ith
ab
solu
te p
ow
er. T
he
citi
zen
s
of
Ath
ens
wer
e fr
ee t
o v
ote
an
d e
xpre
ss t
hei
r o
pin
ion
s, b
ut
Sp
arta
ns
had
few
su
ch r
igh
ts.
Ath
ens
exce
lled
in li
tera
ture
, arc
hit
ectu
re, a
nd
sci
ence
. Sp
arta
, on
th
e o
ther
han
d, w
as a
mil
itar
y st
ate.
Ath
ens
also
had
a p
ow
erfu
l arm
y an
d f
req
uen
tly
wen
t to
war
. Wh
en
a h
uge
arm
y fr
om
Per
sia
atta
cked
Gre
ece,
bo
th A
then
s an
d S
par
ta f
ou
ght
agai
nst
the
inva
der
.
Ath
ens
Spar
taB
oth
Ask
yo
ur
child
to
po
int
ou
t w
ord
s an
d p
hra
ses
in t
he
par
agra
ph
ab
ove
th
at h
elp
exp
lain
th
e si
mila
riti
es a
nd
dif
fere
nce
s.
a de
moc
racy
citiz
ens
wer
e fre
e
exce
lled
in
liter
atur
e,ar
chite
ctur
e,an
d sc
ienc
e
pow
erfu
l arm
y
Gree
kci
ty-s
tate
s
very
impo
rtant
ci
ties
foug
ht a
gain
st
Pers
ia
rule
d by
kin
gs
citiz
ens
wer
eno
t fre
e
a m
ilita
ry s
tate
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126
Nam
eSt
ud
y Te
chn
iqu
es
Less
on
21
Prac
tice
Bo
ok
The
five
ste
ps
of
the
SQ3R
stu
dy
tech
niq
ue a
re li
sted
out
of
ord
er b
elo
w. R
ewri
te t
he
step
s in
th
e co
rrec
t o
rder
.
Ask
yo
ur
child
to
ch
oo
se a
ny
per
iod
in h
isto
ry
that
inte
rest
s h
im o
r h
er a
nd
to
sh
ow
yo
u h
ow
to
mak
e a
K-W
-L c
har
t o
n t
he
top
ic.
SQ3R
Ste
ps
Read
the
sel
ectio
n ca
refu
lly.
Revi
ew y
our
que
stio
ns a
nd a
nsw
ers.
Writ
e q
uest
ions
to
whi
ch y
ou w
ant
to fi
nd t
he a
nsw
ers.
Surv
ey t
he e
ntire
sel
ectio
n.Re
cite
the
ans
wer
s to
you
r q
uest
ions
.
1.
2.
3.
4.
5.
Five
to
pic
s fo
r a
rep
ort
are
list
ed o
ut o
f o
rder
bel
ow
. Rew
rite
th
e to
pic
s in
an
ap
pro
pri
ate
ord
er in
th
e o
utlin
e fo
rm p
rovi
ded
.
Pass
age
Top
ics
Ente
rtai
nmen
tTh
e ar
my
Sold
iers
org
aniz
ed in
to le
gion
sA
ncie
nt R
ome
Gla
diat
ors
foug
ht w
ild a
nim
als
6.
7.
8.
9.
10.
I.
A.
1.
B.
1.
Surv
ey th
e en
tire
sele
ctio
n.
Writ
e qu
estio
ns to
whi
ch y
ou w
ant t
o fin
d th
e an
swer
s.
Read
the
sele
ctio
n ca
refu
lly.
Reci
te th
e an
swer
s to
you
r que
stio
ns.
Revi
ew y
our q
uest
ions
and
ans
wer
s.
Anc
ient
Rom
e
Ent
erta
inm
ent
Gla
diat
ors
foug
ht w
ild a
nim
als
The
arm
y
Sol
dier
s or
gani
zed
into
legi
ons
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Nam
e
Wo
rds
wit
h G
reek
an
d L
atin
Wo
rd
Part
s—B
od
yLa
ng
uag
e
Less
on
21
1. ped
al
2.
ped
dler
3.
ped
estr
ian
4.
ped
esta
l
5.
de
nta
l
6.
de
ntist
7. de
ntu
res
8.
voc
aliz
e
9.
m
anual
10.
m
anusc
ript
11
. m
anip
ula
te
12.
m
anufa
cture
13.
voc
alis
t
14.
m
emoi
r
15.
m
emor
ial
16.
m
emor
ize
17. tr
ipod
18.
pod
ium
19.
m
emor
able
20.
m
aneu
ver
Fold
th
e p
aper
alo
ng
th
e d
ott
ed li
ne.
As
each
Sp
ellin
g W
ord
is
rea
d a
loud
, wri
te it
in t
he
bla
nk.
Th
en u
nfo
ld y
our
pap
er,
and
ch
eck
your
wo
rk. P
ract
ice
spel
ling
th
e w
ord
s yo
u m
isse
d.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
127
Prac
tice
Bo
ok
Ho
ld a
min
i Sp
ellin
g B
ee. C
all o
ut
the
wo
rds
and
hav
e yo
ur
child
sp
ell t
hem
alo
ud
. Ask
him
o
r h
er t
o w
rite
an
y m
issp
elle
d w
ord
s.
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Nam
eSi
mp
le T
ense
s:
Past
an
d F
utu
re
Less
on
21
If t
he
und
erlin
ed v
erb
an
d it
s te
nse
are
co
rrec
t in
th
e se
nte
nce
, wri
te c
orre
ct. I
f th
ey a
re n
ot,
wri
te t
he
corr
ect
verb
fo
rm.
1.
Tom
orro
w, w
e w
orke
d on
our
vol
leyb
all s
kills
aga
in.
2.
We
pla
y to
imp
rove
our
vol
leyb
all s
kills
last
wee
k.
3.
Las
t Fr
iday
, the
coa
ch c
omp
limen
ted
the
way
we
will
pas
s th
e ba
ll.
4.
Yes
terd
ay a
fter
noon
, we
will
pra
ctic
e fo
r tw
o ho
urs.
5.
Las
t ni
ght,
we
talk
ed a
bout
the
new
sea
son.
6.
At
the
mee
ting
last
nig
ht, t
he c
oach
hur
ry t
o di
scus
s ev
eryt
hing
.
7.
Nex
t ye
ar, w
e co
mp
eted
at
a hi
gher
reg
iona
l lev
el.
Use
th
e p
ron
oun
an
d t
he
pas
t-te
nse
fo
rm o
f th
e ve
rb t
o w
rite
a s
ente
nce
. U
nd
erlin
e th
e co
rrec
t p
ast-
ten
se f
orm
of
the
verb
in y
our
sen
ten
ce.
8. S
he; t
rain
9.
The
y; id
entif
y
10.
We;
jog
will
wor
k
play
ed
pass
ed
prac
ticed
corr
ect
hurr
ied
will
com
pete
Poss
ible
resp
onse
s ar
e sh
own.
She
train
ed fo
r the
mar
atho
n.
They
iden
tifie
d th
e pl
ayer
s.
We
jogg
ed a
roun
d th
e tra
ck.
128
Prac
tice
Bo
ok
Ask
yo
ur
child
to
wri
te s
ente
nce
s th
at in
clu
de
the
pas
t te
nse
an
d f
utu
re t
ense
of
each
of
thes
e ve
rbs:
cry
, rak
e, r
ot,
po
p.
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129
Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
22
Prac
tice
Bo
ok
Rea
d t
he
pas
sag
e. F
ill in
eac
h b
lan
k w
ith
a V
oca
bul
ary
Wo
rd f
rom
th
e b
ox.
Use
eac
h w
ord
on
ly o
nce
.
pre
ced
edtr
esp
ass
stra
teg
ical
lyre
sto
red
pro
lon
gre
sig
ned
tem
per
amen
ts
�
e T
igri
s an
d E
up
hra
tes
rive
rs fl
ow
fro
m t
he
mo
un
tain
s o
f m
od
ern
-day
Tu
rkey
thro
ugh
Syr
ia a
nd
Ira
q, a
nd
on
to
th
e P
ersi
an G
ulf
. Bu
t w
hat
thes
e m
od
ern
day
co
un
trie
s? I
n a
nci
ent
tim
es t
he
lan
d b
etw
een
th
ese
two
riv
ers
was
kn
ow
n
as M
eso
po
tam
ia, a
Gre
ek w
ord
mea
nin
g “
bet
wee
n t
wo
riv
ers.
”
Mes
op
ota
mia
was
a v
arie
d a
rea
wit
h c
edar
tre
es in
th
e n
ort
her
n m
ou
nta
ins
and
wid
e,
bar
ren
pla
ins
in t
he
sou
th. I
n a
nci
ent
tim
es, p
eop
le m
ade
the
sou
nd
dec
isio
n t
o s
ettl
e in
th
is a
rea
to f
arm
an
d e
njo
y th
e b
ou
nty
th
at t
he
lan
d o
ff er
ed.
�
e cl
imat
e su
ited
th
eir
, an
d t
hey
so
on
est
abli
shed
citi
es. �
er
e w
ere
dis
pu
tes,
ho
wev
er, w
hen
peo
ple
fro
m n
eig
hb
ori
ng
cit
ies
wo
uld
on
eac
h o
ther
’s la
nd
. �
ese
dis
pu
tes
even
tual
ly w
ere
sett
led
,
and
on
e o
f th
e ea
rlie
st c
ivil
izat
ion
s, S
um
er, w
as e
stab
lish
ed h
ere.
Peo
ple
in s
ou
ther
n M
eso
po
tam
ia w
ere
no
t at
all
t
o
just
livi
ng
nea
r th
e w
ater
; th
ey t
hri
ved
th
ere.
�
ey le
arn
ed h
ow
to
irri
gat
e th
eir
cro
ps
and
ho
w t
o
th
e gr
ow
ing
seas
on
usi
ng
wat
er f
rom
th
e ri
vers
.
Mes
op
ota
mia
was
tru
ly a
lush
an
d g
row
ing
lan
d.
Mo
der
n t
imes
hav
e n
ot
bee
n k
ind
to
th
is la
nd
, as
war
s an
d o
ther
dis
rup
tio
ns
hav
e h
urt
it. B
ut
slo
wly
th
ings
are
imp
rovi
ng.
Sw
amp
y ar
eas
that
on
ce w
ere
dra
ined
are
no
w b
ein
g
to
th
e gl
ory
th
at t
hey
on
ce h
ad. �
e
rive
rs a
re b
ein
g c
lean
ed
up.
Mes
op
ota
mia
, th
e la
nd
bet
wee
n t
wo
riv
ers,
wil
l be
bea
uti
ful o
nce
ag
ain
.
Wri
te a
sen
ten
ce t
hat
exp
lain
s w
hat
mig
ht
mak
e so
met
hin
g lu
stro
us.
Your
chi
ld is
lear
ning
new
Voc
abul
ary
Wor
ds
this
wee
k. R
evie
w t
he w
ords
wit
h yo
ur c
hild
, and
ha
ve h
im o
r he
r te
ll yo
u w
hat
each
wor
d m
eans
.
Acce
pt re
ason
able
resp
onse
s.
prec
eded
stra
tegi
cally
tem
pera
men
ts
tresp
ass
resi
gned
prol
ong
rest
ored
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130
Nam
e
Less
on
22
Prac
tice
Bo
ok
As
you
read
“Th
e Em
per
or’
s Si
len
t A
rmy,
” lo
ok
for
the
item
s b
elo
w t
hat
are
co
mp
ared
or
con
tras
ted
. Wri
te t
he
sim
ilari
ties
an
d d
iffe
ren
ces
in t
he
Ven
n d
iag
ram
.
“Th
e Q
ues
t fo
r Im
mo
rtal
ity”
(p
ages
571
–573
)C
om
par
e an
d c
on
tras
t th
e em
per
or’
s to
mb
wit
h h
is r
eal w
orl
d.
Emp
ero
r’s
Tom
b
Bo
th
Wo
rld
“Bu
ried
So
ldie
rs”
(pag
es 5
73–5
76)
Co
mp
are
and
co
ntr
ast
Pit
1 w
ith
Pit
2.
Pit
1 B
oth
Pi
t 2
Rea
der
’s G
uid
e
Poss
ible
resp
onse
s ar
e sh
own.
pear
ls o
n a
dom
ed c
eilin
g to
repr
esen
t sun
, m
oon,
sta
rs;
bron
ze m
ap o
f w
orld
; hill
s of
br
onze
; riv
ers
and
sea
of m
ercu
ry;
mod
els
of p
alac
es
and
citie
s
had
a sk
y,
hills
, riv
ers,
a
sea,
pal
aces
an
d ci
ties
sun,
moo
nst
ars,
hill
s,
river
s an
d se
aof
wat
er;
pala
ces
and
citie
s
abou
t 6,0
00
sold
iers
and
ho
rses
cont
ain
sold
iers
and
ho
rses
; fro
nt th
e ea
ster
n en
d of
the
area
whe
re th
ey
wer
e fo
und
abou
t 900
so
ldie
rs a
nd50
0 ho
rses
; a
back
-up
forc
eto
the
mai
n tro
ops
in P
it 1
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131
Nam
e
Less
on
22
Prac
tice
Bo
ok
You
r ch
ild f
ou
nd
co
mp
aris
on
s an
d c
on
tras
ts in
th
e p
assa
ge
abo
ve. W
ith
yo
ur
child
, lo
ok
for
oth
er c
om
par
iso
ns
and
co
ntr
asts
in m
agaz
ines
o
r n
ewsp
aper
s.
Rea
d t
he
pas
sag
e b
elo
w. L
oo
k fo
r th
ing
s th
at a
re c
om
par
ed
or
con
tras
ted
, an
d w
rite
th
em in
th
e ch
art.
� e I
ncas
of So
uth A
meric
aT
he
Inca
s h
ad o
ne
of
the
larg
est
civi
liza
tio
ns
of
nat
ive
peo
ple
s in
th
e
Am
eric
as. B
ut
wit
h a
n a
rmy
of
40
,00
0 s
old
iers
, th
ey w
ere
stil
l no
mat
ch f
or
few
er
than
20
0 S
pan
ish
co
nq
uis
tad
ore
s. W
hat
hap
pen
ed t
o t
he
Inca
n p
eop
le in
th
e 1
50
0s?
A w
ell-
esta
bli
shed
so
ciet
y, t
he
Inca
n e
mp
ire
con
sist
ed o
f va
rio
us
trib
al g
rou
ps.
Wh
en t
he
Inca
n a
rmy
cap
ture
d a
gro
up
of
peo
ple
, it
assi
mil
ated
th
ose
peo
ple
into
th
e
Inca
n e
mp
ire.
If
the
gro
up
ple
dge
d a
lleg
ian
ce t
o t
he
Inca
n r
ule
r, it
s m
emb
ers
wer
e
trea
ted
as
mem
ber
s o
f th
e em
pir
e. A
lth
ou
gh c
aptu
red
peo
ple
wer
e tr
eate
d w
ell,
they
wer
e
no
t ab
le t
o p
arti
cip
ate
in t
he
Inca
n p
oli
tica
l str
uct
ure
. Th
ou
gh t
hey
ple
dge
d lo
yalt
y to
the
Inca
s, t
hey
wer
e st
ill c
on
sid
ered
a c
on
qu
ered
peo
ple
, an
d w
ere
sub
ject
to
In
can
ru
les.
Th
e S
pan
ish
un
der
sto
od
th
ese
po
lici
es a
nd
use
d t
hem
ag
ain
st t
he
Inca
s. T
hey
easi
ly t
urn
ed t
he
con
qu
ered
tri
bal
gro
up
s ag
ain
st t
he
Inca
n a
uth
ori
ty b
y m
akin
g
pro
mis
es t
o t
hem
. Wit
h a
fig
hti
ng
fo
rce
incr
ease
d b
y th
e m
emb
ers
of
tho
se t
rib
es, t
he
Sp
anis
h u
sed
wea
po
ns
that
wer
e fa
r su
per
ior
to I
nca
n w
eap
on
ry. W
ith
th
e d
eath
of
the
cen
tral
In
can
au
tho
rity
, th
e S
pan
ish
man
aged
to
wip
e o
ut
Inca
n r
ule
an
d d
ecla
re t
he
lan
ds
Sp
anis
h t
erri
tory
. By
15
35
, a g
reat
So
uth
Am
eric
an s
oci
ety
had
co
me
to a
n a
bru
pt
end
. An
d S
pai
n, n
ot
the
Inca
s, r
ule
d t
he
New
Wo
rld
em
pir
e.
Top
icC
om
par
eC
on
tras
t
Span
ish
and
Inca
n ar
mie
sBo
th t
he S
pan
ish
and
the
Inca
s ha
d ar
mie
s.Th
e In
cas
had
40,0
00
sold
iers
, whi
le t
he S
pan
ish
had
few
er t
han
200.
the
Inca
s an
d th
e gr
oup
s th
ey c
onq
uere
d
Span
ish
and
Inca
n w
eap
ons
Text
Str
uct
ure
: C
om
par
e an
d
Co
ntr
ast
Poss
ible
resp
onse
s ar
e sh
own.
Both
the
Inca
s an
d th
ose
they
co
nque
red
wer
e co
nsid
ered
par
t of
the
empi
re a
nd
subj
ect t
o its
rule
s.
Unlik
e th
e In
cas,
th
e co
nque
red
peop
le w
ere
not
able
to p
artic
ipat
e in
the
polit
ical
st
ruct
ure.
Both
the
Inca
s an
d th
e Sp
anis
h ha
d w
eapo
ns.
The
Span
ish
wea
pons
wer
e fa
r su
perio
r.
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132
Nam
eG
rap
hic
Aid
s
Less
on
22
Prac
tice
Bo
ok
You
r ch
ild h
as b
een
lear
nin
g h
ow
to
use
g
rap
hic
aid
s to
hel
p in
un
der
stan
din
g
no
nfi
ctio
n t
exts
. Hel
p y
ou
r ch
ild fi
nd
an
d
inte
rpre
t g
rap
hic
aid
s in
eve
ryd
ay r
ead
ing
, in
clu
din
g m
agaz
ines
an
d n
ewsp
aper
s.
Use
th
e in
form
atio
n s
ho
wn
on
th
e m
ap o
f an
cien
t G
reek
cit
y-st
ates
to
an
swer
th
e q
uest
ion
s. W
rite
co
mp
lete
sen
ten
ces.
An
cien
t G
reek
Cit
y-St
ates
1.
Whi
ch c
ity-s
tate
is lo
cate
d th
e fa
rthe
st s
outh
?
2.
Wha
t tw
o se
as a
re s
how
n on
the
map
?
3.
Wha
t is
the
nam
e of
the
mou
ntai
ns in
the
wes
t?
4.
Whe
re is
Mou
nt O
lym
pus
loca
ted?
5.
Wha
t ci
ty-s
tate
is c
lose
st t
o A
then
s?
Spar
ta is
loca
ted
the
farth
est s
outh
.
The
Aege
an a
nd th
e Io
nian
Sea
s ar
e sh
own.
The
mou
ntai
ns a
re th
e Pi
ndos
Mou
ntai
ns.
Mou
nt O
lym
pus
is s
how
n in
nor
thea
st G
reec
e.
Theb
es is
the
city
-sta
te c
lose
st to
Ath
ens.
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Nam
e
Wo
rds
wit
h G
reek
an
d L
atin
Wo
rd
Part
s—So
cial
Stu
die
s an
dSc
ien
ce W
ord
s
Less
on
22
Fold
th
e p
aper
alo
ng
th
e d
ott
ed li
ne.
As
each
Sp
ellin
g W
ord
is
rea
d a
loud
, wri
te it
in t
he
bla
nk.
Th
en u
nfo
ld y
our
pap
er,
and
ch
eck
your
wo
rk. P
ract
ice
spel
ling
th
e w
ord
s yo
u m
isse
d.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1 bio
logy
2.
bio
grap
hy
3.
bio
me
4.
de
moc
racy
5.
ep
idem
ic
6.
de
mon
stra
te
7. ge
olog
y
8.
ge
ogra
phy
9.
ge
omet
ry
10.
ar
chai
c
11
. m
icro
wav
e
12.
psy
chol
ogy
13.
ar
chae
olog
y
14.
m
icro
scop
ic
15.
pol
itic
al
16.
m
etro
polis
17. pol
ice
18.
co
smop
olitan
19.
pol
icy
20.
pol
itic
ian
133
Prac
tice
Bo
ok
Hav
e yo
ur
child
wri
te t
he
hea
din
gs
Scie
nce
an
d
Soci
al S
tud
ies
on
a s
hee
t o
f p
aper
, an
d w
rite
ea
ch S
pel
ling
Wo
rd u
nd
er t
he
corr
ect
hea
din
g.
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Nam
ePr
inci
pal
Par
tso
f V
erb
s
Less
on
22
Cir
cle
the
corr
ect
form
of
the
verb
in p
aren
thes
es (
).
1.
Ath
lete
s (h
ad c
omp
eted
, are
com
pet
ing)
in
cha
riots
long
ago
.
2.
Cha
riots
(ar
e ro
lling
, had
rol
led)
aro
und
the
trac
k du
ring
the
earli
est
Oly
mp
ic G
ames
.
3.
Hor
ses
(had
pul
led,
are
pul
ling)
the
m d
urin
g th
ose
race
s m
any
year
s ag
o.
4.
Tod
ay, w
e (a
re w
atch
ing,
had
wat
ched
) a
film
abo
ut c
hario
t ra
ces.
5.
Rig
ht n
ow, t
he t
each
er (
is lo
okin
g, h
as lo
oked
) fo
rwar
d to
tea
chin
g m
ore
info
rmat
ion
abou
t ch
ario
ts.
Wri
te t
he
pre
sen
t p
arti
cip
le a
nd
th
e p
ast
par
tici
ple
of
each
ver
b. T
hen
wri
te a
se
nte
nce
th
at in
clud
es t
he
spec
ifie
d v
erb
par
t.
6.
fad
e
Sen
ten
ce w
ith
pre
sen
t p
arti
cip
le:
7.
nod
Sen
ten
ce w
ith
pas
t p
arti
cip
le:
8.
fin
d
Sen
ten
ce w
ith
pas
t p
arti
cip
le:
9.
dis
pla
y
Sen
ten
ce w
ith
pre
sen
t p
arti
cip
le:
10.
hop
e
Sen
ten
ce w
ith
pre
sen
t p
arti
cip
le:
Poss
ible
sen
tenc
es
are
show
n.fa
ding
, fad
ed
nodd
ing,
nod
ded
findi
ng, f
ound
disp
layi
ng, d
ispl
ayed
hopi
ng, h
oped
The
colo
rs o
n th
e fig
ures
are
fadi
ng
aw
ay.
The
arch
aeol
ogis
t had
nod
ded
his
head
.
He h
ad fo
und
man
y im
porta
nt a
rtifa
cts.
Mus
eum
s ar
e di
spla
ying
them
.
Arc
haeo
logi
sts
are
hopi
ng to
find
mor
e.
134
Pra
ctic
e B
oo
k
Ask
yo
ur
child
to
wri
te a
sen
ten
ce a
bo
ut
a d
ay
at s
cho
ol.
Hav
e h
im o
r h
er u
se t
he
pre
sen
t p
arti
cip
le a
nd
th
e p
ast
par
tici
ple
of
the
verb
st
ud
y.
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135
Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
23
Prac
tice
Bo
ok
Un
der
line
the
sen
ten
ce t
hat
bes
t us
es t
he
Vo
cab
ular
y W
ord
.
Sen
ten
ce 1
Sen
ten
ce 2
1.
Ev
eryo
ne t
oler
ated
the
loud
noi
se
from
the
str
eet-
clea
ning
mac
hine
. Ev
eryo
ne t
oler
ated
the
sun
ny d
ay a
t th
e be
ach.
2.
Th
e gr
oup
’s d
ispo
sitio
n tu
rned
p
leas
ant
whe
n th
ey w
ere
refu
sed
entr
ance
to
the
thea
ter.
The
grou
p’s
disp
ositi
on t
urne
d p
leas
ant
whe
n th
e sp
eake
r fin
ally
arr
ived
.
3.
Th
e di
sput
eov
er w
hat
kind
s of
flow
ers
to p
lant
in t
he p
ark
beca
me
heat
ed.
The
disp
ute
over
wha
t ki
nds
of fl
ower
s to
p
lant
in t
he p
ark
mad
e ev
eryo
ne h
app
y.
4.
It
was
uns
ettli
ng k
now
ing
a
to
rnad
o ha
d be
en s
pot
ted.
It w
as u
nset
tling
to
wat
ch t
he s
unris
e.
5.
Sh
e w
ore
an a
pro
n be
fittin
g a
prin
cess
.Sh
e w
ore
a go
wn
befit
ting
a p
rince
ss.
6.
Th
e m
othe
r ca
t vi
gila
ntly
wat
ched
ov
er h
er n
ewbo
rn k
itten
s.Th
e m
othe
r ca
t vi
gila
ntly
wat
ched
ove
r th
e p
ie b
akin
g in
the
ove
n.
Ask
yo
ur
child
to
use
th
e se
nte
nce
s ab
ove
as
exam
ple
s fo
r w
riti
ng
his
or
her
ow
n q
ues
tio
n
and
an
swer
fo
r ea
ch V
oca
bu
lary
Wo
rd.
Use
wh
at y
ou
kno
w a
bo
ut t
he
Vo
cab
ular
y W
ord
s to
an
swer
th
e q
uest
ion
s b
elo
w.
Wri
te c
om
ple
te s
ente
nce
s.
7.
Whe
n so
meo
ne a
sks
for
a sa
vory
dis
h at
a r
esta
uran
t, w
hat
kind
of f
ood
does
he
or
she
wan
t to
eat
?
8.
Why
wou
ld s
omeo
ne b
e in
spire
d by
a r
ever
ed p
erso
n in
the
com
mun
ity?
Poss
ible
resp
onse
s ar
e sh
own.
He o
r she
wan
ts to
eat
sal
ty o
r spi
cy fo
od, n
ot fo
od th
at
is s
wee
t.
Reve
red
peop
le a
re th
ose
who
are
adm
ired
for s
omet
hing
th
ey h
ave
done
.
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urt
• G
rade
6
136
Nam
eR
ead
er’s
Gu
ide
Less
on
23
Prac
tice
Bo
ok
Rea
d “
The
Son
s o
f th
e D
rag
on
Kin
g.”
Co
mp
lete
ch
arac
ter
web
s fo
r th
e D
rag
on
Kin
g a
nd
tw
o o
f h
is s
on
s. W
rite
th
eir
trai
ts in
th
e o
utsi
de
ova
ls.
Thin
k ab
out
th
e in
form
atio
n a
bo
ve a
nd
th
e o
ther
ch
arac
ters
in “
The
Son
s o
f th
e D
rag
on
Kin
g.”
Th
en, o
n a
sep
arat
e sh
eet
of
pap
er, w
rite
a s
umm
ary
of
the
sele
ctio
n.
Dra
gon
King
Poss
ible
resp
onse
s ar
e sh
own.
wis
e
thor
ough
carin
g
sens
ible
athl
etic
stro
nghe
alth
y
quic
k
Bei-S
he
play
ful
athl
etic
wat
chfu
l
fast
Tao-
Tieh
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137
Nam
eLi
tera
ry D
evic
es
Less
on
23
Prac
tice
Bo
ok
Rea
d t
he
par
agra
ph
. Th
en w
rite
an
exa
mp
le f
rom
th
e p
arag
rap
h f
or
each
lite
rary
dev
ice
bel
ow
. Aft
er t
he
exam
ple
, w
rite
a s
ente
nce
ab
out
wh
at t
he
liter
ary
dev
ice
stan
ds
for
or
sho
ws.
Man
y ye
ars
ago
in a
lan
d o
f p
len
ty, a
yo
un
g m
an s
et o
ff t
o m
ake
his
way
in t
he
wo
rld
. He
too
k w
ith
him
his
fav
ori
te h
ors
e. “
On
ly w
hen
my
stee
d a
nd
I p
rosp
er,”
he
said
, “w
ill w
e re
turn
to
ou
r vi
llag
e.”
Aft
er m
any
mil
es, t
hey
cam
e to
a v
alle
y w
ith
a
stre
am. “
We
wil
l wo
rk t
his
lan
d,”
sai
d t
he
man
. Bu
t in
stea
d o
f go
ing
into
th
e fi
eld
, th
e
man
sai
d, “
My
ho
rse
is s
o c
leve
r, h
e ca
n p
low
th
e fi
eld
by
him
self
,” a
nd
he
too
k a
nap
.
�
e h
ors
e w
ork
ed t
he
fi el
d u
nti
l his
bac
k s
agge
d a
nd
his
ho
ove
s b
ecam
e so
re f
rom
th
e
rock
s. H
e k
ept
wo
rkin
g u
nti
l th
e cr
op
s g
rew
tal
l, a
nd
th
en h
e h
aule
d t
he
gra
in a
way
.
He
nev
er c
om
pla
ined
, eve
n t
ho
ug
h h
e b
ecam
e th
in a
nd
wea
k w
hil
e th
e yo
un
g m
an
bec
ame
fat
and
his
han
ds
stay
ed s
oft
. Wh
en t
he
man
an
d h
is h
ors
e re
turn
ed t
o t
he
vill
age,
th
e p
eop
le s
aw t
he
wea
k, t
hin
ho
rse
and
th
e fa
t m
an w
ith
so
ft h
and
s, a
nd
th
ey
kn
ew w
hat
had
hap
pen
ed. �
ey
wel
com
ed t
he
ho
rse
wit
h o
ats
and
wit
h s
alve
fo
r it
s
ho
ove
s. B
ut
the
man
th
ey s
ent
on
his
way
.
Wit
h y
ou
r ch
ild, w
rite
a s
imp
le f
olk
tale
usi
ng
th
e lit
erar
y d
evic
es o
f d
ialo
gu
e, s
ymb
ol,
iro
ny,
an
d
mo
od
an
d t
on
e.
1.
Dia
logu
e
2.
Sym
bol
3.
Moo
d an
d To
ne
4.
Iro
ny
“Onl
y w
hen
my
stee
d an
d I p
rosp
er w
ill w
e re
turn
to
our
vill
age.
” Th
is li
tera
ry d
evic
e is
use
d to
sho
w a
ctio
n th
at fu
rther
s th
e pl
ot.
“Man
y ye
ars
ago
in a
land
of p
lent
y…”
This
te
lls th
e re
ader
that
the
stor
y is
a fo
lkta
le o
r fab
le a
nd
shou
ld b
e re
ad fo
r ent
erta
inm
ent,
whi
le it
reve
als
a le
sson
.“T
hey
wel
com
ed th
e ho
rse
with
oat
s an
d w
ith s
alve
for
its h
oove
s. B
ut th
e m
an th
ey s
ent o
n hi
s w
ay.”
It is
iron
ic
that
the
youn
g m
an th
ough
t he
wou
ld b
e w
elco
med
bac
k to
th
e vi
llage
, but
inst
ead
the
villa
gers
wel
com
ed th
e ho
rse.
“his
han
ds s
taye
d so
ft”; I
n th
is s
tory
, “so
ft ha
nds”
sy
mbo
lize
the
lazi
ness
of t
he y
oung
man
. If h
e w
orke
d ha
rd in
his
fiel
ds, h
is h
ands
wou
ld b
e ha
rd a
nd c
allo
used
.
Poss
ible
resp
onse
s ar
e sh
own.
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rade
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Nam
e
Wo
rds
wit
h
Gre
ek a
nd
Lat
inW
ord
Par
ts—
Nu
mb
ers
Less
on
23
Fold
th
e p
aper
alo
ng
th
e d
ott
ed li
ne.
As
each
Sp
ellin
g W
ord
is
rea
d a
loud
, wri
te it
in t
he
bla
nk.
Th
en u
nfo
ld y
our
pap
er,
and
ch
eck
your
wo
rk. P
ract
ice
spel
ling
th
e w
ord
s yo
u m
isse
d.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1. pol
ygo
n
2.
m
onop
oly
3.
ce
ntu
ry
4.
ce
ntim
eter
5.
qu
adru
ple
6.
ce
nte
nn
ial
7. ce
ntipe
de
8.
tr
icycl
e
9.
tr
ian
gle
10.
di
amet
er
11
. di
alog
ue
12.
di
agra
m
13.
di
agon
al
14.
bia
nn
ual
15.
bic
oast
al
16.
bifoc
als
17. m
onoc
hro
mat
ic
18.
m
onar
ch
19.
m
onol
ogue
20.
m
onot
one
138
Prac
tice
Bo
ok
Ass
ign
eac
h le
tter
of
the
alp
hab
et a
nu
mb
er
fro
m 1
to
26.
Th
en h
ave
you
r ch
ild w
rite
th
e Sp
ellin
g W
ord
s al
on
g w
ith
th
eir
cod
es.
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rade
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Nam
eR
egu
lar
and
Irre
gu
lar
Ver
bs
Less
on
23
Cir
cle
the
corr
ect
form
of
the
verb
. Th
en w
rite
th
ein
fin
itiv
e fo
rm.
1.
Onl
y bo
ys (
go, w
ent,
gon
e) t
o sc
hool
in t
he A
mer
ican
col
onie
s.
2.
The
stu
dent
s ha
d (w
rite,
writ
ten,
wro
te)
the
alp
habe
t m
any
times
.
3.
If a
stu
dent
(sp
eak,
sp
oke,
sp
oken
) ou
t of
tur
n, h
e w
as p
unis
hed.
4.
The
y tr
ied
not
to (
com
e, c
ame,
com
es)
late
to
scho
ol.
Wri
te t
he
stat
ed f
orm
of
each
ver
b. T
hen
wri
te a
sen
ten
ce w
ith
th
at f
orm
.
5.
dra
w
pas
t te
nse:
6.
dra
w
pas
t p
artic
iple
:
7.
dri
nk
pas
t te
nse:
8.
dri
nk
pas
t p
artic
iple
:
9.
eat
pas
t te
nse:
10.
eat
pas
t p
artic
iple
:
to s
peak
to g
o
to w
rite
to c
ome
Acce
pt re
ason
able
sen
tenc
es.
I dre
w a
n ill
ustra
tion
for m
y es
say
on c
olon
ial A
mer
ica.
I had
dra
wn
man
y ill
ustra
tions
in th
e pa
st.
We
lear
ned
that
col
onis
ts ra
rely
dra
nk w
ater
.
In E
ngla
nd th
ey h
ad n
ot d
runk
wat
er, e
ither
.
The
colo
nist
s at
e a
lot o
f cor
n.
They
had
not
eat
en c
orn
befo
re c
omin
g to
this
cou
ntry
.
drew dr
awn
dran
k
drun
k
ate ea
ten
139
Pra
ctic
e B
oo
k
Ask
yo
ur
child
to
wri
te f
ou
r se
nte
nce
s ab
ou
t h
isto
ry. I
n t
he
fou
r se
nte
nce
s, h
ave
you
r ch
ild
use
th
e p
ast
ten
se a
nd
th
e p
rese
nt
par
tici
ple
o
f th
e ve
rbs
to b
egin
an
d t
o k
no
w.
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140
Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
24
Prac
tice
Bo
ok
Use
wh
at y
ou
kno
w a
bo
ut t
he
Vo
cab
ular
y W
ord
s to
an
swer
th
e q
uest
ion
s b
elo
w.
Wri
te y
our
an
swer
s in
co
mp
lete
sen
ten
ces.
7.
Wha
t w
ould
you
wan
t yo
ur d
esce
ndan
ts t
o kn
ow a
bout
you
?
8.
Wha
t ar
e so
me
way
s th
at p
eop
le a
re im
mor
taliz
ed?
Wit
h y
ou
r ch
ild, d
iscu
ss t
he
Vo
cab
ula
ry W
ord
s.
Hav
e yo
ur
child
tel
l yo
u w
hat
eac
h w
ord
mea
ns.
Ask
him
or
her
to
th
ink
of
two
exa
mp
le
sen
ten
ces.
Rea
d e
ach
pai
r o
f se
nte
nce
s. W
hic
h s
ente
nce
mak
es m
ore
se
nse
? U
nd
erlin
e it
.
Sen
ten
ce 1
Sen
ten
ce 2
1.
Prim
itive
peo
ple
mad
e to
ols
from
bo
nes
and
rock
s.C
ars
are
prim
itive
com
par
ed t
o bi
kes.
2.
The
land
by
the
river
was
fert
ile, a
nd
man
y cr
ops
grew
the
re.
He
was
a fa
st k
id a
nd c
ould
run
fert
ilean
d ve
ry fa
r.
3.
Sadl
y, t
he t
own
was
flou
rishi
ng a
nd
man
y p
eop
le w
ere
leav
ing.
The
regi
on w
as fl
ouris
hing
with
new
bu
sine
sses
and
new
peo
ple
.
4.
The
Egyp
tians
had
sp
ecia
l ritu
als
for
bury
ing
the
dead
.Th
e Eg
yptia
ns li
ked
to b
uild
ritu
als
for
thei
r de
ad.
5.
With
out
its n
ose,
the
Gre
at S
phi
nx
was
inta
ct.
The
Gre
at S
phi
nx is
not
inta
ct, b
ecau
se it
ha
s no
nos
e.
6.
The
wal
ls w
ere
rein
forc
ed w
ith
heav
y st
ones
.Th
e w
alls
wer
e re
info
rced
with
man
y co
ats
of p
aint
.
Poss
ible
resp
onse
s ar
e sh
own.
I wou
ld w
ant t
hem
to k
now
that
I tri
ed to
hel
p ot
hers
.
Peop
le a
re im
mor
taliz
ed in
sta
tues
, son
gs, s
torie
s,
pict
ures
, and
sch
olar
ship
s in
thei
r nam
es.
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141
Nam
eR
ead
er’s
Gu
ide
Less
on
24
Prac
tice
Bo
ok
Rea
d “
Secr
ets
of
the
Sph
inx.
” U
se t
he
K-W
-L c
har
t to
h
elp
kee
p t
rack
of
wh
at y
ou
alre
ady
kno
w, w
hat
yo
u w
ant
to k
no
w, a
nd
wh
at y
ou
lear
ned
.
K
Wh
at I
Kn
ow
W
Wh
at I
Wan
t to
Kn
ow
L
Wh
at I
Lea
rned
Rev
iew
th
e in
form
atio
n in
yo
ur c
har
t. O
n a
sep
arat
e sh
eet
of
pap
er, w
rite
a
sum
mar
y o
f th
e se
lect
ion
.
Poss
ible
resp
onse
s ar
e sh
own.
This
sel
ectio
n is
go
ing
to g
ive
me
info
rmat
ion
on th
e Gr
eat S
phin
x an
d th
e py
ram
ids.
The
build
ing
of
the
pyra
mid
s ha
d so
met
hing
to
do w
ith a
ncie
nt
Egyp
tian
relig
ion.
The
peop
le
who
bui
lt th
e py
ram
ids
lived
in
a se
ttlem
ent.
Wha
t doe
s th
e au
thor
mea
n by
“g
iant
cre
atur
e is
alm
ost
invi
sibl
e”?
Wha
t is
the
conn
ectio
nbe
twee
n Eg
yptia
n re
ligio
n an
d th
e py
ram
ids?
Wha
t kin
d of
se
ttlem
ent d
id th
e pe
ople
live
in?
The
auth
or is
de
scrib
ing
the
Grea
t Sp
hinx
and
how
it
appe
ars
to th
e vi
ewer
at
sun
rise.
Phar
aohs
’ bod
ies
had
to b
e in
tact
in
the
afte
rwor
ld. A
s a
relig
ious
ritu
al,
thei
r bod
ies
wer
e m
umm
ified
and
put
in
pyr
amid
s.
Craf
tspe
ople
and
sk
illed
labo
rers
liv
ed in
mud
-bric
k ho
uses
. Uns
kille
d la
bore
rs li
ved
near
th
em in
bar
rack
s.
The
settl
emen
t was
lik
e a
city
.
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6
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arco
urt
• G
rade
6
Nam
eW
ord
Par
ts-a
tio
n, -
itio
n,
-sio
n, -
ion
Less
on
24
Fold
th
e p
aper
alo
ng
th
e d
ott
ed li
ne.
As
each
Sp
ellin
g W
ord
is
rea
d a
loud
, wri
te it
in t
he
bla
nk.
Th
en u
nfo
ld y
our
pap
er,
and
ch
eck
your
wo
rk. P
ract
ice
spel
ling
th
e w
ord
s yo
u m
isse
d.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1. ac
cusa
tion
2.
ad
apta
tion
3.
an
imat
ion
4.
ap
plic
atio
n
5.
co
nver
sation
6.
de
hydr
atio
n
7. de
stin
atio
n
8.
pre
para
tion
9.
sp
ecia
liza
tion
10.
var
iation
11. de
fin
itio
n
12.
re
ject
ion
13.
ig
nitio
n
14.
op
posi
tion
15.
re
cogn
itio
n
16.
ob
serv
atio
n
17. em
otio
n
18.
du
plic
atio
n
19.
ce
lebra
tion
20.
tr
ansp
orta
tion
143
Pra
ctic
e B
oo
k
Hav
e yo
ur
child
wri
te t
he
Spel
ling
Wo
rds.
Th
en
hav
e h
im o
r h
er c
ircl
e th
e w
ord
par
ts -
atio
n,
-iti
on
, -si
on
, or
-io
n in
eac
h w
ord
.
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142
Nam
eLi
tera
ry D
evic
es
Less
on
24
Prac
tice
Bo
ok
Wit
h y
ou
r ch
ild, l
oo
k th
rou
gh
bo
oks
or
mag
azin
es t
o fi
nd
sen
ten
ces
that
ap
pea
l to
th
e se
nse
s. T
hen
dis
cuss
way
s o
f ch
ang
ing
th
e im
ager
y o
r m
akin
g it
str
on
ger
.
Rew
rite
eac
h s
ente
nce
to
mak
e th
e im
ager
y st
ron
ger
. M
ake
sure
yo
u us
e im
ager
y th
at a
pp
eals
to
th
e se
nse
th
at is
sh
ow
n in
bo
ld t
ype.
Exam
ple
:The
soc
ks d
id n
ot s
mel
l goo
d.
SMEL
L
An
swer
:The
soc
ks s
mel
led
as if
the
y ha
d be
en le
ft u
nder
a gi
ant
lum
p o
f rot
ting
chee
se.
1.
The
woo
l coa
t w
as u
ncom
fort
able
. TO
UC
H
2.
The
sou
p s
mel
led
good
. SM
ELL
3.
The
boy
was
cry
ing.
SI
GH
T
4.
The
milk
tas
ted
awfu
l. TA
STE
5.
The
sire
ns fr
om t
he s
tree
t w
ere
very
loud
. H
EAR
ING
Poss
ible
resp
onse
s ar
e sh
own.
The
woo
l coa
t was
hot
and
itch
y.
The
soup
coo
king
on
the
stov
e fil
led
the
air w
ith th
e
smel
l of c
arro
ts, o
nion
s, a
nd fr
eshl
y pi
cked
her
bs.
Two
stea
dy tr
ails
of t
ears
mad
e th
eir w
ay d
own
the
little
boy’
s fa
ce.
The
milk
was
so
old
and
sour
that
I ga
gged
whe
n I t
ook
a si
p.
The
wai
ling
sire
ns s
cree
ched
thro
ugh
the
stre
ets.
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arco
urt
• G
rade
6
Nam
ePe
rfec
t Te
nse
s
Less
on
24
Cir
cle
the
ten
se o
f th
e ve
rb in
eac
h s
ente
nce
.
1.
We
will
hav
e go
ne o
n fo
ur fi
eld
trip
s by
the
end
of n
ext
sem
este
r.
pre
sent
per
fect
p
ast
per
fect
fu
ture
per
fect
2.
We
had
visi
ted
the
mus
eum
on
one
field
trip
last
mon
th.
pre
sent
per
fect
p
ast
per
fect
fu
ture
per
fect
3.
Our
cla
ss h
as lo
oked
for
inte
rest
ing
pla
ces
to g
o.
pre
sent
per
fect
p
ast
per
fect
fu
ture
per
fect
4.
Ear
lier,
the
teac
her
had
sugg
este
d a
visi
t to
the
new
exh
ibit
on a
ncie
nt E
gyp
t.
pre
sent
per
fect
p
ast
per
fect
fu
ture
per
fect
Wri
te a
sen
ten
ce, u
sin
g e
ach
ver
b in
th
e te
nse
sh
ow
n in
par
enth
eses
( )
.
5.
try
(p
rese
nt p
erfe
ct)
6.
pay
(fu
ture
per
fect
)
7.
thi
nk (
pas
t p
erfe
ct)
8.
giv
e (p
ast
per
fect
)
9.
pro
vide
(p
rese
nt p
erfe
ct)
10.
see
(fu
ture
per
fect
)
Poss
ible
repo
nses
are
sho
wn.
I ha
ve tr
ied
to fi
nd th
e ex
hibi
t of K
ing
Tut’s
tom
b.
If I c
an’t
find
it, I
will
hav
e pa
id fo
r not
hing
!
I had
thou
ght f
or a
long
tim
e ab
out v
isiti
ng it
.
The
guid
e ha
d gi
ven
the
last
tour
at 4
:00
P.M
.
How
ever
, he
has
prov
ided
a m
ap o
f the
six
th fl
oor.
Afte
r we
expl
ore
this
room
, we
will
hav
e se
en e
very
thin
g!
144
Pra
ctic
e B
oo
k
Ask
yo
ur
child
to
wri
te t
hre
e se
nte
nce
s ab
ou
t a
ho
bb
y. H
ave
you
r ch
ild in
clu
de
on
e o
f th
e fo
llow
ing
ten
ses
in e
ach
sen
ten
ce: p
rese
nt
per
fect
, pas
t p
erfe
ct, a
nd
fu
ture
per
fect
.
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145
Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
25
Prac
tice
Bo
ok
Rea
d t
he
Vo
cab
ular
y W
ord
s an
d t
he
pas
sag
e. T
hen
fill
in
the
bla
nks
in t
he
pas
sag
e w
ith
th
e V
oca
bul
ary
Wo
rds
that
b
est
com
ple
te t
he
sen
ten
ces.
o
verw
hel
min
g
orn
ery
agg
rava
ted
so
ph
isti
cate
d
im
po
sin
g
no
tab
le
pro
sper
ou
s u
nas
sum
ing
co
nsp
icu
ou
s p
illag
ed
Kim
love
d h
er t
ow
n. B
ecau
se o
f it
s m
any
succ
essf
ul b
usi
nes
ses,
it w
as
(1)
. Its
mo
st (
2)
fea
ture
was
an
(3
) s
tatu
e o
f o
ne
of
the
tow
n’s
(4)
may
ors
. Kim
love
d t
o s
it in
th
e co
urt
ho
use
par
k a
nd
wat
ch b
ird
s lo
un
ge
on
th
e st
atu
e.
Bu
t th
en a
fl o
od
hit
her
to
wn
, an
d s
om
e p
eop
le r
eact
ed b
adly
. �
ey
(5)
th
e b
usi
nes
ses.
�
ey b
rok
e in
to t
he
mu
seu
m a
nd
sto
le
(6)
pai
nti
ng
s o
ff t
he
wal
ls. �
ey
eve
n b
rok
e th
e st
atu
e o
f
the
may
or.
Kim
wat
ched
sto
ries
on
th
e n
ews
and
bec
ame
(7)
abo
ut
ho
w h
er t
ow
n w
as r
eact
ing.
Sh
e h
ad a
lway
s b
een
an
(8
)
per
son
, bu
t sh
e b
ecam
e (9
) t
he
mo
re s
he
lear
ned
.
“All
of
this
is (
10
) ,”
sh
e th
ou
gh
t. “
I ca
n s
it
her
e b
ein
g m
ad, o
r I
can
tu
rn m
y an
ger
into
act
ion
.” K
im p
ut
on
her
co
at. S
he
was
goin
g to
hel
p c
lean
up
th
e d
amag
e.
On
th
e b
lan
ks b
elo
w, w
rite
a s
yno
nym
, or
a w
ord
th
at is
clo
se in
mea
nin
g, f
or
each
Vo
cab
ular
y W
ord
.
11.
ove
rwhe
lmin
g =
12.
agg
rava
ted
=
13.
im
pos
ing
=
14.
orn
ery
=
15.
una
ssum
ing
=
Hav
e yo
ur
child
nam
e an
an
ton
ym f
or
each
V
oca
bu
lary
Wo
rd in
item
s 11
–15.
pros
pero
usco
nspi
cuou
sim
posi
ngno
tabl
e
pilla
ged
soph
istic
ated
aggr
avat
edun
assu
min
gor
nery
over
whe
lmin
g
over
pow
erin
gup
set
impr
essi
ve
mod
est
irrita
ble
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146
Nam
eTe
xt S
tru
ctu
re:
Co
mp
are
and
C
on
tras
t
Less
on
25
Prac
tice
Bo
ok
Ask
yo
ur
child
ho
w h
e o
r sh
e w
ou
ld d
eco
rate
a
spac
e fo
r a
cele
bra
tio
n. C
om
par
e an
d c
on
tras
t yo
ur
child
’s id
eas
wit
h y
ou
r o
wn
th
ou
gh
ts o
n
dec
ora
tin
g t
he
sam
e sp
ace.
Rea
d t
he
pas
sag
e b
elo
w. T
hen
an
swer
th
e q
uest
ion
s in
co
mp
lete
sen
ten
ces.
Th
e g
rad
uat
ion
par
ty w
as ju
st a
rou
nd
th
e co
rner
, an
d M
arcy
an
d J
ack
had
bee
n
cho
sen
to
dec
ora
te t
he
gym
fo
r th
e fe
stiv
itie
s. T
he
pri
nci
pal
sai
d t
hey
co
uld
dec
ora
te
ho
wev
er t
hey
wan
ted
, as
lon
g as
th
ey s
taye
d w
ith
in t
he
bu
dge
t.
Mar
cy h
ad h
ard
ly s
lep
t th
e n
igh
t b
efo
re m
eeti
ng
wit
h t
he
pri
nci
pal
. Sh
e w
as
thin
kin
g o
f h
ow
th
e g
ym w
ou
ld lo
ok
—p
ink
an
d w
hit
e st
ream
ers,
flo
atin
g b
allo
on
s, a
nd
a b
ig g
litt
ery
sign
.
Bef
ore
he
wen
t to
bed
, Jac
k t
ho
ug
ht
abo
ut
pla
ns
for
the
dec
ora
tio
ns.
He
had
dra
wn
sk
etch
es a
nd
mad
e li
sts.
“W
e ca
n m
ake
the
gym
loo
k s
po
ok
y,”
he
told
his
mo
m,
dis
pla
yin
g h
is d
raw
ing
s. “
Th
e d
oo
r w
ill b
e d
rap
ed w
ith
sp
ider
web
s. W
e ca
n k
eep
th
e
lig
hts
low
. I c
an e
ven
pla
y a
reco
rdin
g o
f an
ow
l ho
oti
ng.
Wo
n’t
it b
e co
ol?
”
Bef
ore
sch
oo
l, M
arcy
an
d J
ack
met
wit
h t
he
pri
nci
pal
in t
he
lib
rary
. Mar
cy
des
crib
ed h
er p
lan
s. S
he
wav
ed h
er h
and
s to
sh
ow
str
eam
ers
sway
ing
bac
k a
nd
fo
rth
.
Sh
e re
leas
ed im
agin
ary
bal
loo
ns.
Sh
e d
escr
ibed
ho
w t
he
lig
ht
wo
uld
sp
ark
le o
ff t
he
glit
tery
sig
n.
Wh
en it
was
Jac
k’s
turn
, he
care
full
y cl
ipp
ed h
is d
raw
ing
s to
th
e b
oar
d. H
e p
ull
ed
ou
t h
is n
ote
bo
ok
an
d t
urn
ed t
o t
he
pag
e m
ark
ed P
ropo
sal f
or G
radu
atio
n D
ecor
atio
ns.
In a
fir
m v
oic
e, h
e re
ad h
is li
sts.
“I’
ve p
rice
d a
ll t
he
item
s, a
nd
we
are
wit
hin
bu
dge
t,”
he
ann
ou
nce
d.
1.
How
are
Mar
cy a
nd Ja
ck s
imila
r in
the
ir th
inki
ng?
2.
How
do
they
diff
er in
the
ir th
inki
ng?
3.
How
are
Mar
cy a
nd Ja
ck d
iffer
ent
in t
heir
pre
sent
atio
n st
yles
?
Th
ey b
oth
wan
t to
spen
d tim
e an
d m
oney
mak
ing
the
gym
look
gre
at fo
r gra
duat
ion.
M
arcy
wan
ts li
ght c
olor
s,
glitt
er, s
tream
ers,
and
bal
loon
s. J
ack
wan
ts to
mak
e th
e gy
m lo
ok s
pook
y.
Mar
cy ta
lks
with
out n
otes
, cre
ates
an
imag
inar
y pi
ctur
e, a
nd ta
lks
with
exc
item
ent.
Jack
talk
s fir
mly
and
use
s hi
s no
tes.
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147
Nam
eLi
tera
ry D
evic
es
Less
on
25
Prac
tice
Bo
ok
Hav
e yo
ur
child
loca
te a
nd
exp
lain
exa
mp
les
of
imag
ery
in t
he
sto
ry.
Rea
d t
he
par
agra
ph
. Th
en f
ill in
th
e ch
art
wit
h e
xam
ple
s o
f th
e lit
erar
y d
evic
es.
Man
y ye
ars
ago
in a
n o
pen
ing
in a
th
ick
fo
rest
, th
ere
live
d a
fat
her
an
d h
is li
ttle
son
. Th
ey g
ath
ered
juic
y re
d b
erri
es f
or
thei
r b
reak
fast
, co
llec
ted
sp
eck
led
eg
gs
fro
m
thei
r ch
ick
ens
for
lun
ch, a
nd
had
th
ick
sla
bs
of
bro
wn
bre
ad f
or
din
ner
.
Yet
, wit
h a
ll o
f th
is, t
he
litt
le b
oy
cou
ldn’
t h
elp
ask
ing,
“P
apa,
do
yo
u t
hin
k t
her
e is
ano
ther
ch
ild
fo
r m
e to
pla
y w
ith
in t
his
dar
k f
ore
st?”
Th
e fa
ther
sai
d, “
I w
ill g
o in
to t
he
fore
st a
nd
see
if t
her
e is
an
yon
e fo
r yo
u t
o p
lay
wit
h. D
o n
ot
stra
y fa
r fr
om
ou
r h
ou
se w
hil
e I
am g
on
e.”
“Yes
, Pap
a,”
the
bo
y sa
id g
leef
ull
y.
Th
e b
oy
wai
ted
by
the
win
do
w f
or
his
fat
her
to
ret
urn
. Th
en h
e w
ent
ou
tsid
e an
d
sat
un
der
a t
ree.
So
on
he
hea
rd a
ru
stle
in t
he
bu
shes
.
It w
as a
litt
le c
hip
mu
nk
—an
d it
co
uld
tal
k! “
I am
alo
ne,
too,
an
d I
’m lo
ok
ing
fo
r a
frie
nd
. Wo
uld
yo
u li
ke
to p
lay
wit
h m
e?”
Wh
en t
he
fath
er g
ot
ho
me,
he
fou
nd
th
e b
oy
and
th
e
chip
mu
nk
sn
ugg
led
to
geth
er f
ast
asle
ep b
y th
e w
arm
th o
f th
e h
eart
h.
Lite
rary
Dev
ice
Exam
ple
dial
ogue
irony
wor
ds fo
r ov
eral
l m
ood
or t
one
“Pap
a, d
o yo
u th
ink
ther
e is
ano
ther
chi
ld
for m
e to
pla
y w
ith in
this
dar
k fo
rest
?”
The
child
foun
d hi
s ow
n fri
end
near
by w
hile
th
e fa
ther
was
out
look
ing
for o
ne fa
r aw
ay.
open
ing
in a
thic
k fo
rest
; jui
cy re
d be
rrie
s;
spec
kled
egg
s
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arco
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• G
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148
Nam
eSt
ud
yTe
chn
iqu
es
Less
on
25
Prac
tice
Bo
ok
Rev
iew
wit
h y
ou
r ch
ild t
he
stu
dy
tech
niq
ues
d
escr
ibed
ab
ove
. Hav
e yo
ur
child
use
on
e o
f th
e m
eth
od
s to
stu
dy
for
a te
st o
r to
pre
par
e fo
r an
up
com
ing
rea
din
g a
ssig
nm
ent.
Each
of
the
follo
win
g s
itua
tio
ns
des
crib
es a
per
son
’s
cho
ice
of
a st
udy
tech
niq
ue. T
ell w
het
her
th
e ch
oic
e w
as g
oo
d a
nd
wh
y.
1.
Ric
hard
rea
d a
chap
ter
abou
t th
erm
al e
nerg
y. T
o he
lp h
im s
tudy
, he
outli
ned
the
chap
ter
afte
r re
adin
g it.
2. L
eann
e m
ade
a K-
W-L
cha
rt t
o he
lp h
er s
tudy
the
anc
ient
civ
iliza
tion
in t
he In
dus
Valle
y. S
he h
ad n
ever
hea
rd o
f the
Indu
s Va
lley
befo
re.
3.
The
nex
t ch
apte
r in
Kev
in’s
soc
ial s
tudi
es b
ook
is o
n ec
onom
ic p
olic
ies
in a
ncie
nt
Chi
na. K
evin
wan
ted
a co
mp
lete
gui
de t
o st
udyi
ng t
his
chap
ter.
He
deci
ded
to u
se
the
SQ3R
stu
dy t
echn
ique
.
Rich
ard
mad
e a
good
cho
ice.
Out
linin
g af
ter y
ou re
ad is
a
good
way
to re
mem
ber i
mpo
rtant
poi
nts
in a
pas
sage
.
Lean
ne d
oesn
’t kn
ow a
nyth
ing
abou
t the
Indu
s Va
lley,
so
this
is n
ot a
goo
d ch
oice
. To
use
a K-
W-L
cha
rt, re
ader
s sh
ould
kno
w s
omet
hing
abo
ut w
hat t
hey
are
read
ing
and
abou
t wha
t the
y w
ant t
o le
arn.
Kevi
n ch
ose
a go
od s
tudy
tech
niqu
e. H
e ca
n m
ake
a su
rvey
, ask
que
stio
ns, a
nd th
en a
nsw
er h
is q
uest
ions
. Th
en K
evin
can
revi
ew.
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Nam
eG
rap
hic
Aid
s
Less
on
25
Prac
tice
Bo
ok
You
r ch
ild is
rev
iew
ing
gra
ph
ic a
ids
and
ho
w
to r
ead
a t
ime
line.
Hel
p y
ou
r ch
ild m
ake
a ti
me
line
of
sig
nifi
can
t ev
ents
in h
is o
r h
er li
fe.
Leav
e th
e ti
me
line
op
en-e
nd
ed f
or
futu
re
even
ts, a
nd
ad
d t
hem
as
they
occ
ur.
Rea
d t
he
tim
e lin
e. T
hen
wri
te c
om
ple
te s
ente
nce
s to
an
swer
th
e q
uest
ion
s.
1.
Wha
t in
form
atio
n is
giv
en in
thi
s tim
e lin
e?
2.
Wha
t tw
o ru
lers
are
not
ed o
n th
e tim
e lin
e?
3.
In
how
man
y di
ffere
nt fo
rms
did
anci
ent
Rom
e ex
ist?
Wha
t w
ere
they
?
4.
Wha
t w
ars
are
men
tione
d on
the
tim
e lin
e?
5.
Wha
t do
the
num
bers
on
the
time
line
sign
ify?
753
B.C
. Rom
e fo
unde
d;75
3–50
9 B.
C. R
ule
of
Etru
scan
Mon
arch
y
509
B.C
. Ove
rthr
ow o
f M
onar
chy,
Beg
inni
ng o
f Ro
man
Rep
ublic
264–
146
B.C
. Pun
ic W
ars
60–4
9 B.
C. R
ule
of Ju
lius
Cae
sar
27 B
.C. E
nd o
f Rep
ublic
,Ri
se o
f Rom
an E
mp
ire;
27 B
.C.–
A.D
. 14
Rule
of
Aug
ustu
s C
aesa
r A.D
. 476
End
of
Rom
an E
mp
ire
The
time
line
show
s a
brie
f his
tory
of a
ncie
nt R
ome,
from
its fo
undi
ng to
the
end
of it
s em
pire
.
The
two
rule
rs n
oted
are
Jul
ius
Caes
ar a
nd A
ugus
tus
Caes
ar.
Anci
ent R
ome
had
thre
e fo
rms;
it w
as a
mon
arch
y, a
repu
blic
, and
an
empi
re.
The
Puni
c W
ars
are
men
tione
d on
the
time
line.
The
num
bers
on
the
time
line
sign
ify y
ears
for t
he e
vent
s.
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arco
urt
• G
rade
6
150
Nam
eTh
eme
5 R
evie
w
Less
on
25
Prac
tice
Bo
ok
Fold
th
e p
aper
alo
ng
th
e d
ott
ed li
ne.
As
each
Sp
ellin
g W
ord
is
rea
d a
loud
, wri
te it
in t
he
bla
nk.
Th
en u
nfo
ld y
our
pap
er
and
ch
eck
your
wo
rk. P
ract
ice
wri
tin
g a
ny
Spel
ling
Wo
rds
you
mis
sed
.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1. ped
al
2.
de
ntu
res
3.
m
anusc
ript
4.
m
emor
ial
5.
tr
ipod
6.
m
emor
able
7. bio
logy
8.
de
moc
racy
9.
ge
ogra
phy
10.
ar
chae
olog
y
11
. co
smop
olitan
12.
ce
ntu
ry
13.
tr
icycl
e
14.
di
agra
m
15.
bifoc
als
16.
m
onot
one
17. co
nver
sation
18.
re
ject
ion
19.
ce
lebra
tion
20.
de
fin
itio
n
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Nam
e
Less
on
25
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1) W
e h
ad w
ork
ed f
or
ho
urs
last
mo
nth
to
bu
ild
a m
od
el s
ailb
oat
fo
r
com
pet
itio
n. (2
) We
lear
ned
of
a p
rob
lem
wit
h o
ne
of
the
sail
s w
hen
we
firs
t
star
ted
. (3) W
e w
ill f
ix it
bef
ore
we
com
pet
e. (4
) We
are
thin
kin
g a
bo
ut
ho
w
to m
ake
the
fin
al a
dju
stm
ents
. (5) L
ast
wee
k, t
he
org
aniz
ers
of
the
com
pet
itio
n
us
all t
he
info
rmat
ion
we
nee
ded
. (6) Y
este
rday
, we
loo
k a
t
the
pla
ns
to k
eep
th
e m
od
el s
afe
on
th
e w
ay t
o t
he
com
pet
itio
n.
1.
Whi
ch fo
rm o
f the
ver
b is
und
erlin
ed
in S
ente
nce
1?A
pas
tB
pas
t p
artic
iple
Cp
rese
nt p
artic
iple
Din
finiti
ve
2.
Whi
ch c
hang
e, if
any
, sho
uld
be m
ade
in S
ente
nce
2?A
Cha
nge
lear
ned
to le
arns
.B
Cha
nge
lear
ned
to h
ave
lear
ned.
CC
hang
ele
arne
d to
will
hav
e le
arne
d.D
Mak
e no
cha
nge.
3.
Whi
ch is
the
ten
se o
f the
und
erlin
ed
verb
in S
ente
nce
3?A
futu
re p
erfe
ct t
ense
Bp
rese
nt t
ense
Cp
ast
tens
eD
futu
re t
ense
4.
Whi
ch id
entif
ies
the
unde
rline
d ve
rb
form
in S
ente
nce
4?A
pre
sent
par
ticip
leB
pas
tC
pas
t p
artic
iple
Din
finiti
ve
5.
Whi
ch v
erb
coul
d co
mp
lete
Se
nten
ce 5
?A
have
offe
red
Bha
s of
fere
dC
will
offe
rD
offe
red
6.
Whi
ch c
hang
e, if
any
, sho
uld
be
mad
e in
Sen
tenc
e 6?
AC
hang
elo
ok t
o w
ill lo
ok.
BC
hang
elo
ok t
o lo
oked
.C
Cha
nge
look
to
are
look
ing.
DM
ake
no c
hang
e.
151
Pra
ctic
e B
oo
k
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urt
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6
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arco
urt
• G
rade
6
Nam
e
Less
on
25
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
Gra
mm
ar–W
riti
ng
Co
nn
ecti
on
(1) To
day
, my
frie
nd
has
tak
en a
sp
ecia
l tri
p t
o t
he
lak
e. (2
) Wh
en s
he
com
es b
ack
, sh
e w
ill h
ave
swu
m f
arth
er t
han
an
y st
ud
ent
in o
ur
sch
oo
l. (3
) Sh
e
has
bre
ak e
very
rec
ord
in t
he
cou
nty
! (4) L
ast
mo
nth
, sh
e
abo
ut
way
s to
imp
rove
at
her
sp
ort
. (5) S
he
me
a fu
ll r
epo
rt
on
th
e p
ho
ne
by
the
tim
e sh
e ge
ts h
om
e. (6
) I h
ad m
ake
up
my
min
d lo
ng
ago
to f
ind
a s
po
rt I
en
joy
as m
uch
as
my
frie
nd
en
joys
sw
imm
ing.
1.
Whi
ch id
entif
ies
the
tens
e of
the
un
derli
ned
verb
in S
ente
nce
1?A
pas
tB
pas
t p
erfe
ctC
infin
itive
Dp
rese
nt p
erfe
ct
2.
How
sho
uld
the
unde
rline
d ve
rb
in S
ente
nce
2 be
writ
ten?
Aha
d sw
umB
had
swim
med
Cw
ill h
ave
swam
Dco
rrec
t as
is
3.
Whi
ch c
hang
e, if
any
, sho
uld
be
mad
e in
Sen
tenc
e 3?
AC
hang
eha
s br
eak
to h
ave
brea
ked.
BC
hang
eha
s br
eak
to h
as b
roke
n.C
Cha
nge
has
brea
k to
bro
ken.
DM
ake
no c
hang
e.
4.
Whi
ch v
erb
coul
d co
mp
lete
Se
nten
ce 4
?A
had
thou
ght
Bis
thi
nkin
gC
have
tho
ught
Dha
s th
inke
d
5.
Whi
ch v
erb
coul
d co
mp
lete
Se
nten
ce 5
?A
will
has
giv
enB
had
gave
Cw
ill h
ave
give
nD
give
6.
How
sho
uld
the
unde
rline
d ve
rb
in S
ente
nce
6 be
writ
ten?
Aha
ve m
ake
Bha
d m
ade
Cam
mak
ing
Dco
rrec
t as
is
152
Pra
ctic
e B
oo
k
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153
Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
26
Prac
tice
Bo
ok
Rea
d t
he
Vo
cab
ular
y W
ord
s in
th
e b
ox
bel
ow
. Th
en w
rite
th
e V
oca
bul
ary
Wo
rd t
hat
bes
t co
mp
lete
s ea
ch s
ente
nce
in
th
e p
arag
rap
h.
imp
act
scal
eb
arre
nw
arp
ed
mo
ttle
dd
isti
nct
ive
pro
min
ent
chas
m
Ask
yo
ur
child
to
dra
w a
pic
ture
or
po
int
ou
t an
ob
ject
th
at il
lust
rate
s th
e m
ean
ing
of
each
V
oca
bu
lary
Wo
rd.
Wh
en v
iew
ed f
rom
Ear
th, t
he
mo
on
ap
pea
rs t
o h
ave
a fa
ce. �
is
illu
sio
n c
om
es
fro
m a
(1)
pat
tern
of
dar
k a
nd
ligh
t re
gio
ns
on
its
surf
ace.
Up
clo
se, y
ou
see
th
at t
he
surf
ace
is (2
) b
y
man
y cr
ater
s an
d ir
regu
lari
ties
in it
s su
rfac
e. �
e
crat
ers
form
ed lo
ng
ago
fro
m t
he
(3)
of
aste
roid
s st
rik
ing
the
mo
on’
s su
rfac
e. C
ove
red
wit
h
du
st a
nd
ro
ck, t
he
un
even
su
rfac
e is
(4)
of
all l
ife.
Per
hap
s th
e m
ost
(5)
fea
ture
is t
he
So
uth
Po
le–
Ait
ken
Bas
in, a
cra
ter
1,5
50
mil
es in
dia
met
er.
Use
a V
ocab
ular
y W
ord
fro
m t
he
box
ab
ove
to c
omp
lete
eac
h s
ente
nce
.
6.
The
op
pos
ite o
f not
eas
ily s
een
is
.
7.
The
op
pos
ite o
f fer
tile
is
.
8.
The
op
pos
ite o
f ord
inar
y is
.
9.
The
op
pos
ite o
f cle
ar is
.
10.
The
op
pos
ite o
f str
aigh
t is
.
Wri
te a
sen
ten
ce u
sin
g t
he
Vo
cab
ular
y W
ord
sh
ow
n.
11.
sca
le
12.
cha
sm
dist
inct
ive
mot
tled
impa
ctba
rren
prom
inen
t
Acce
pt re
ason
able
prom
inen
t
barr
en
dist
inct
ive
mot
tled
war
ped
RX
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onse
s.
79 Student Edition pp. 152–153
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arco
urt
• G
rade
6
154
Nam
eR
ead
er’s
Gu
ide
Less
on
26
Prac
tice
Bo
ok
KW
hat
I K
no
wW
Wh
at I
Wan
t to
Kn
ow
LW
hat
I L
earn
ed
Bef
ore
rea
din
g, f
ill in
th
e fi
rst
two
co
lum
ns
of
the
K-W
-L
char
t w
ith
info
rmat
ion
yo
u kn
ow
an
d w
ant
to k
no
w
abo
ut o
ur s
ola
r sy
stem
. Th
en r
ead
“N
ext
Sto
p N
eptu
ne:
Ex
per
ien
cin
g t
he
Sola
r Sy
stem
,” a
nd
fill
in t
he
thir
d c
olu
mn
w
ith
info
rmat
ion
yo
u le
arn
fro
m t
he
sele
ctio
n.
Use
th
e in
form
atio
n in
yo
ur c
har
t to
hel
p y
ou
wri
te a
sum
mar
y o
f th
e se
lect
ion
o
n a
sep
arat
e sh
eet
of
pap
er.
The
sun
is a
t th
e ce
nter
of o
ur
sola
r sys
tem
.Sa
turn
has
ring
s.M
ercu
ry a
nd
Venu
s ar
e th
e on
ly p
lane
ts
that
do
not h
ave
moo
ns.
The
leng
th o
f a
day
and
year
on
eac
h pl
anet
de
pend
s on
th
e pl
anet
’s
mov
emen
t.
Wha
t is
the
sun
mad
e of
?Ho
w d
o pl
anet
s or
bit t
he s
un?
Wha
t are
Sat
urn’
s rin
gs m
ade
of?
Whi
ch p
lane
ts
have
man
y m
oons
?Ho
w d
id w
e le
arn
abou
t Mar
s?Ho
w is
Ear
th
diffe
rent
from
the
othe
r pla
nets
?
Plan
ets
orbi
t the
su
n an
d ro
tate
at
diffe
rent
rate
s.Th
e su
n is
an
enor
mou
s, fi
ery
gas
ball.
Earth
is th
e on
ly
plac
e w
here
peo
ple
can
live
with
out
spac
esui
ts.
Spac
e pr
obes
hav
e la
nded
on
Mar
s an
d se
nt b
ack
info
rmat
ion.
Jupi
ter,
Satu
rn,
Uran
us, a
nd N
eptu
ne
are
the
gas
gian
ts,
and
they
eac
h ha
ve
man
y m
oons
.Sa
turn
’s ri
ngs
are
mad
e of
pie
ces
of
rock
and
ice.
Poss
ible
resp
onse
sar
e sh
own.
RX
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arco
urt
• G
rade
6
155
Nam
eD
raw
an
d E
valu
ate
Co
ncl
usi
on
s
Less
on
26
Prac
tice
Bo
ok
Rea
d t
he
par
agra
ph
an
d t
he
thre
e n
umb
ered
co
ncl
usio
ns
bel
ow
. Wri
te e
vid
ence
fro
m t
he
par
agra
ph
th
at s
upp
ort
s th
e co
ncl
usio
n.
If y
ou
live
in t
he
no
rth
ern
par
t o
f th
e E
arth
, yo
u m
ay g
et t
o s
ee a
n a
maz
ing
sig
ht
in t
he
sky
on
cle
ar n
igh
ts. I
t’s
call
ed t
he
auro
ra b
orea
lis, w
hic
h m
ean
s “n
ort
her
n
lig
hts
.” T
he
no
rth
ern
lig
hts
are
gre
at s
hee
ts o
f li
gh
t in
th
e sk
y th
at s
eem
to
wav
e an
d
rip
ple
. Wat
ch c
lose
ly a
nd
yo
u m
ay s
ee f
lick
ers
of
red
or
gre
en li
gh
t, t
oo.
Th
e su
n c
ause
s
the
lig
ht
sho
w. T
he
mag
net
ic p
ole
nea
r th
e N
ort
h P
ole
att
ract
s p
arti
cles
fro
m t
he
sun
. Th
e n
ort
her
n li
gh
ts o
ccu
r w
hen
th
ese
par
ticl
es c
oll
ide
wit
h p
arti
cles
wit
hin
th
e
Ear
th’s
atm
osp
her
e an
d e
ner
gy
is g
iven
off
. In
th
e S
ou
ther
n H
emis
ph
ere,
th
e sa
me
ph
eno
men
on
occ
urs
, bu
t th
ere
it is
cal
led
th
e au
rora
aus
tral
is, o
r so
uth
ern
lig
hts
.
Wit
h y
ou
r ch
ild, r
evie
w t
he
par
agra
ph
ab
ove
an
d t
hin
k o
f an
oth
er c
on
clu
sio
n y
ou
can
dra
w
fro
m t
he
evid
ence
.
1.
With
out
the
sun,
the
aur
ora
bore
alis
wou
ld n
ot e
xist
.
2.
The
aur
ora
aust
ralis
can
not
be s
een
in c
loud
y w
eath
er.
3.
Peo
ple
who
live
nea
r Ea
rth’
s eq
uato
r ar
e un
able
to
see
the
auro
ra b
orea
lis.
Whe
n th
e su
n’s
parti
cles
col
lide
with
par
ticle
s in
Ear
th’s
North
ern
Hem
isph
ere,
the
north
ern
light
s oc
cur.
The
sun
caus
es th
e au
rora
bor
ealis
.
The
north
ern
light
s ca
n on
ly b
e se
en o
n cl
ear n
ight
s.
Beca
use
the
north
ern
light
s an
d th
e so
uthe
rn li
ghts
are
the
sam
e ph
enom
enon
, the
sou
ther
n lig
hts
can
also
onl
y
be s
een
on c
lear
nig
hts.
Peop
le li
ving
in th
e no
rth p
art o
f Ear
th c
an s
ee th
e au
rora
bore
alis
. Bec
ause
the
equa
tor i
s fa
r fro
m th
e No
rth P
ole,
how
ever
, peo
ple
livin
g ne
ar th
e eq
uato
r can
not s
ee th
e
auro
ra b
orea
lis.
Poss
ible
resp
onse
s ar
e sh
own.
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urt
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© H
arco
urt
• G
rade
6
156
Nam
eFa
ct a
nd
Op
inio
n
Less
on
26
Prac
tice
Bo
ok
Rea
d t
he
lett
er t
o t
he
edit
or
wit
h n
umb
ered
sen
ten
ces
bel
ow
. Un
der
line
stat
emen
ts o
f o
pin
ion
.
Dea
r E
dit
or:
(1) T
his
wee
ken
d w
e h
ave
an o
pp
ort
un
ity
to e
xper
ien
ce s
om
eth
ing
am
azin
g.
(2) B
etw
een
mid
nig
ht
and
5
.. o
n S
atu
rday
, Au
gust
11
, th
e P
erse
id m
eteo
r sh
ow
er
wil
l occ
ur.
(3) T
he
Per
seid
met
eors
bec
om
e vi
sib
le f
rom
Ear
th e
very
yea
r at
ab
ou
t th
is
tim
e. (4
) Bec
ause
th
e sk
ies
wil
l be
clea
r S
atu
rday
nig
ht,
co
nd
itio
ns
wil
l be
per
fect
fo
r
view
ing
the
met
eors
.
(5) M
eteo
rs a
re r
ock
s tr
avel
ing
th
rou
gh
ou
r so
lar
syst
em. (6
) Th
ey a
re t
oo
sm
all
to b
e se
en w
ith
th
e n
aked
eye
un
less
th
ey e
nte
r o
ur
atm
osp
her
e. (7
) If
they
do,
fri
ctio
n
mak
es t
hem
ver
y h
ot,
an
d w
e se
e th
e st
reak
of
lig
ht
we
call
a “
sho
oti
ng
sta
r” o
r a
“fal
lin
g
star
.” (8
) Few
th
ing
s ar
e as
th
rill
ing
as
seei
ng
do
zen
s o
f th
ese
gra
cefu
l arc
s o
f li
gh
t st
reak
acro
ss t
he
nig
ht
sky.
(9) O
bje
cts
in t
he
nig
ht
sky
are
easi
er t
o s
ee if
yo
u v
iew
th
em f
rom
a d
ark
ened
loca
tio
n, a
way
fro
m c
ity
lig
hts
. (10)
It m
ean
s st
ayin
g u
p la
te, b
ut
this
sh
ow
is s
o
spec
tacu
lar
that
we
sho
uld
all
wak
e th
e fa
mil
y an
d h
ave
them
wat
ch it
.
Sin
cere
ly,
Dr.
Dan
iel V
esta
Pro
fess
or
of
Ast
ron
om
y
Ch
oo
se o
ne
of
the
fact
s fr
om
th
e le
tter
ab
ove
. Wri
te t
he
num
ber
of
the
sen
ten
ce
on
th
e lin
es b
elo
w. T
hen
exp
lain
wh
y it
is a
fac
t.
Wit
h y
ou
r ch
ild, b
rain
sto
rm a
list
of
op
inio
ns.
Fo
r ea
ch o
pin
ion
, sta
te a
fac
t th
at c
ou
ld b
e u
sed
to
per
suad
e so
meo
ne
to a
gre
e w
ith
th
e o
pin
ion
.
A po
ssib
le re
spon
se is
sh
own.
9. T
he s
tate
men
t can
be
chec
ked
by v
iew
ing
the
nigh
t sky
from
a d
ark
loca
tion
and
from
a li
t loc
atio
n an
d co
mpa
ring
how
muc
h ca
n be
see
n. O
nce
it is
che
cked
, the
sta
tem
ent
will
be
prov
ed tr
ue.
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arco
urt
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rade
6
Nam
e
Wo
rds
wit
h
Prefi
x +
Ro
ot
+
Suffi
x; W
ord
s w
ith
R
oo
t +
Ro
ot
Less
on
26
Fold
th
e p
aper
alo
ng
th
e d
ott
ed li
ne.
As
each
Sp
ellin
g W
ord
is
rea
d a
loud
, wri
te it
in t
he
bla
nk.
Th
en u
nfo
ld y
our
pap
er
and
ch
eck
your
wo
rk. P
ract
ice
wri
tin
g a
ny
Spel
ling
Wo
rds
you
mis
sed
.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1. po
stpo
nem
ent
2. m
isin
form
atio
n
3. unce
rtai
nly
4. im
prov
emen
t
5. in
destru
ctib
le
6. unco
mfo
rtab
le
7. unbe
atab
le
8. unex
pected
ly
9. re
exam
inat
ion
10. unm
ista
kabl
e
11
. telesc
ope
12. th
erm
ometer
13. m
icro
scop
e
14. m
isch
ievou
s
15. pre
scri
ptio
n
16. te
leph
one
17
. oc
topu
s
18. pr
oces
s
19. tr
ansp
ort
20. aq
uat
ic
157
Pra
ctic
e B
oo
k
Hav
e yo
ur
child
wri
te t
he
Spel
ling
Wo
rds
in a
lph
abet
ical
ord
er a
nd
th
en in
rev
erse
al
ph
abet
ical
ord
er.
RX
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arco
urt
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rade
6
Nam
ePr
og
ress
ive
Form
s
Less
on
26
Cir
cle
the
pro
gre
ssiv
e-ve
rb p
hra
se. I
f it
is c
orr
ect,
wri
teco
rrec
t. If
it is
no
t, w
rite
th
e co
rrec
t p
rog
ress
ive-
verb
ph
rase
.
1.
Las
t m
onth
, we
will
be
doin
g ex
per
imen
ts.
2.
Dur
ing
the
pas
t w
eek,
we
are
star
ting
new
exp
erim
ents
.
3.
I w
as w
ritin
g ex
per
imen
t re
sults
last
wee
k.
4.
The
tea
cher
will
be
givi
ng n
ew in
form
atio
n ye
ster
day.
5.
We
will
be
finis
hing
the
exp
erim
ents
nex
t w
eek.
6.
Nex
t ye
ar, s
tude
nts
wer
e co
mp
letin
g ne
w e
xper
imen
ts.
Rep
lace
eac
h p
ast-
ten
se v
erb
wit
h it
s p
ast-
pro
gre
ssiv
e fo
rm, e
ach
pre
sen
t-te
nse
ve
rb w
ith
its
pre
sen
t-p
rog
ress
ive
form
, an
d e
ach
fut
ure-
ten
se v
erb
wit
h it
s fu
ture
-pro
gre
ssiv
e fo
rm.
7.
The
sun
spot
s (in
terf
ered
) w
ith r
adio
rec
eptio
n.
8.
Sci
entis
ts (
pre
dict
ed)
ong
oing
pro
blem
s.
9.
The
y (d
o)
all
they
can
to
lear
n m
ore
abou
t su
nsp
ots.
10.
Nex
t ye
ar, t
he s
unsp
ots
(will
occ
ur)
oft
en.
11.
Res
earc
hers
(w
rite)
a
bout
the
effe
cts
of s
unsp
ots.
12.
One
day
, res
earc
hers
(w
ill d
isco
ver)
even
mor
e.
13.
I (
hop
e)
to
stud
y as
tron
omy
in c
olle
ge.
14.
I (
look
ed)
into
the
bes
t p
rogr
ams
last
yea
r.
15.
My
aunt
and
I (d
rove
) t
o vi
sit
a ne
arby
col
lege
.
wer
e do
ing
wer
e st
artin
g
corr
ect w
as g
ivin
g
corr
ect
will
be
com
plet
ing
wer
e in
terfe
ring
wer
e pr
edic
ting
are
doin
g
will
be
occu
rrin
g
are
writ
ing
will
be
disc
over
ing
am h
opin
g
was
look
ing
wer
e dr
ivin
g
158
Pra
ctic
e B
oo
k
Ask
yo
ur
child
to
wri
te t
hre
e se
nte
nce
s ab
ou
t h
is o
r h
er f
utu
re. H
ave
you
r ch
ild u
se e
ach
of
thes
e ve
rb f
orm
s: p
ast-
pro
gre
ssiv
e, p
rese
nt-
pro
gre
ssiv
e, a
nd
fu
ture
-pro
gre
ssiv
e.
RX
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rade
6
159
Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
27
Prac
tice
Bo
ok
Rea
d t
he
Vo
cab
ular
y W
ord
s in
th
e b
ox
bel
ow
. Th
en w
rite
th
e V
oca
bul
ary
Wo
rd t
hat
bes
t co
mp
lete
s ea
ch s
ente
nce
in
th
e p
arag
rap
h.
mu
rky
rem
ain
sla
vish
do
om
edd
read
edas
cen
t
Ou
r an
nu
al F
ou
rth
of
July
par
ty w
as a
gal
a ev
ent.
Th
e p
icn
ic t
able
gro
aned
un
der
the
wei
ght
of
a (1)
s
pre
ad o
f fo
od
. Ear
lier
in t
he
wee
k, w
e h
ad f
eare
d
the
par
ty w
ou
ld b
e (2)
b
ecau
se o
f th
un
der
sto
rms,
bu
t th
e d
ay d
awn
ed
bri
llia
nt
and
cle
ar. O
nce
eve
ryo
ne
had
fea
sted
, we
wh
isk
ed t
he
(3)
of
ou
r fe
ast
into
th
e re
frig
erat
or.
By
then
it w
as d
usk
an
d t
he
even
ing
sk
y h
ad g
row
n
(4)
. Bu
t o
ur
mo
od
s w
eren
’t d
amp
ened
, bec
ause
it w
as t
ime
for
fi re
wo
rks!
In
th
e d
ark
nes
s, w
e tr
aced
th
e (5)
o
f th
e fl
ares
an
d w
aite
d
for
the
glo
rio
us
exp
losi
on
s o
f co
lor,
sh
ape,
an
d li
gh
t. O
nly
th
e d
og
tre
mb
led
an
d h
id
fro
m t
he
(6)
no
ise.
Wri
te t
he
Vo
cab
ular
y W
ord
th
at b
est
com
ple
tes
each
sen
ten
ce.
7.
A w
ord
that
mea
ns t
he s
ame
as fa
ncy
is
.
8.
A w
ord
that
mea
ns t
he s
ame
as le
ftov
ers
is
.
9.
A w
ord
that
mea
ns t
he s
ame
as c
limb
is
.
10.
A w
ord
that
mea
ns t
he s
ame
as fe
ared
is
.
11.
A w
ord
that
mea
ns s
ure
to b
e ru
ined
is
.
12.
A w
ord
that
mea
ns t
he s
ame
as d
ark
is
.
Hav
e yo
ur
child
wri
te e
ach
Vo
cab
ula
ry W
ord
o
n a
car
d. E
very
day
, “fe
atu
re”
a n
ew w
ord
at
mea
ltim
es. S
ee w
ho
can
use
th
e w
ord
th
e m
ost
ti
mes
in c
on
vers
atio
n.
lavi
shdo
omed
rem
ains
mur
kyas
cent
drea
ded
lavi
sh
rem
ains
asce
nt
drea
ded
doom
ed
mur
ky
RX
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urt
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6
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arco
urt
• G
rade
6
160
Nam
eR
ead
er’s
Gu
ide
Less
on
27
Prac
tice
Bo
ok
Sect
ion
2
Fin
din
g t
he
Wre
ck, p
ages
703
–709
Det
ail
Sect
ion
1Ti
tani
c’s
Vo
yag
e,p
ages
694
–702
Mai
n Id
ea
Det
ail
Det
ail
Det
ail
Mai
n Id
ea
Det
ail
Det
ail
Rea
d e
ach
sec
tio
n o
f “T
he
Incr
edib
le Q
uest
to
Fin
d t
he
Tita
nic.
” Th
en f
ill in
th
e ch
art
wit
h t
he
mai
n id
ea a
nd
th
e su
pp
ort
ing
det
ails
of
the
sect
ion
.
Use
th
e in
form
atio
n in
yo
ur c
har
ts t
o w
rite
a s
umm
ary
of
the
sele
ctio
n o
n a
se
par
ate
shee
t o
f p
aper
.
Tita
nic
mad
e its
fir
st v
oyag
e in
19
12.
Tita
nic
hit a
n ic
eber
g an
d sa
nk to
the
botto
m o
f the
oce
an
in 1
912.
The
re w
ere
only
712
sur
vivo
rs.
Ther
e w
ere
not
enou
gh li
febo
ats.
On
ly 7
12 p
eopl
e su
rviv
ed.
Tita
nic
sank
afte
r co
llidi
ng w
ith th
e ic
eber
g.
In 1
985,
Bal
lard
an
d hi
s cr
ew fo
und
Tita
nic’
s re
mai
ns
at th
e bo
ttom
of
the
ocea
n.
Expl
orer
s fo
und
Tita
nic
in 1
985
and
used
a s
mal
l sub
mar
ine
and
tiny
robo
t to
get c
lose
to th
e w
reck
on
the
botto
m o
f the
oc
ean.
Dur
ing
thei
r man
y di
ves,
they
lear
ned
mor
e ab
out
the
ship
and
why
it s
ank.
They
mad
e fif
teen
di
ves
and
lear
ned
that
Tita
nic
sank
be
caus
e its
ste
el
plat
es c
ame
apar
t.
In 1
986,
Bal
lard
’s
crew
retu
rned
to
expl
ore
Tita
nic
usin
g a
subm
arin
e an
d a
smal
l rob
ot.Po
ssib
le re
spon
ses
are
show
n.
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161
Nam
eD
raw
an
d E
valu
ate
Co
ncl
usi
on
s
Less
on
27
Prac
tice
Bo
ok
Rea
d t
he
par
agra
ph
bel
ow
an
d u
nd
erlin
e th
e au
tho
r’s
con
clus
ion
. On
th
e lin
es, w
rite
evi
den
ce t
hat
sup
po
rts
the
con
clus
ion
.
At
2:2
0
.. o
n A
pri
l 15
, 19
12
, Tit
anic
san
k t
o t
he
oce
an fl
oo
r. T
o r
each
it,
exp
lore
rs h
ad t
o d
esce
nd
12
,40
0 f
eet,
or
mo
re t
han
2 m
iles
. To
un
der
stan
d w
hat
th
is
was
lik
e, c
on
sid
er t
hes
e fa
cts.
No
scu
ba
div
er h
as g
on
e m
ore
th
an 4
37
fee
t b
enea
th t
he
surf
ace.
Nav
al s
ub
mar
ines
wil
l on
ly g
o d
ow
n 1
,50
0 f
eet
bec
ause
, bey
on
d t
his
, th
e o
cean
is in
to
tal b
lack
nes
s. I
n w
ater
s a
mil
e d
eep,
on
e m
igh
t se
e gl
ow
ing
sea
crea
ture
s. A
t tw
o
mil
es, t
her
e is
on
ly d
ark
nes
s, c
rush
ing
pre
ssu
re, a
nd
wat
er ju
st a
bo
ve t
he
free
zin
g p
oin
t.
To
rea
ch T
itan
ic, e
xplo
rers
ris
ked
gre
at d
ange
r.
Rea
d t
he
par
agra
ph
bel
ow
an
d u
se t
he
evid
ence
giv
en t
o d
raw
a c
on
clus
ion
. Th
en w
rite
an
exp
lan
atio
n o
f w
hy
your
co
ncl
usio
n is
val
id.
Co
ncl
usio
n:
Exp
lan
atio
n:
Of
the
2,2
28
peo
ple
on
bo
ard
Tit
anic
, ju
st o
ver
70
0 s
urv
ived
. Th
at is
less
th
an
32
per
cen
t. H
ow
ever
, if
you
loo
k a
t th
e su
rviv
ors
bas
ed o
n t
hei
r w
ealt
h, t
he
nu
mb
ers
are
diff
ere
nt.
Six
ty p
erce
nt
of
all fi
rst
-cla
ss p
asse
ng
ers
live
d; t
his
nu
mb
er in
clu
ded
mo
st
of
the
wo
men
an
d c
hil
dre
n in
fi rs
t cl
ass.
Fo
rty-
fou
r p
erce
nt
of
seco
nd
-cla
ss p
asse
ng
ers
mad
e it
to
life
bo
ats.
Bu
t o
f th
e p
oo
rest
pas
sen
gers
, on
ly 2
5 p
erce
nt
surv
ived
. Few
er t
han
hal
f o
f th
e w
om
en a
nd
ch
ild
ren
in s
teer
age
live
d t
o t
ell t
hei
r st
ori
es.
Wit
h y
ou
r ch
ild, r
erea
d t
he
fi rs
t p
arag
rap
h
abo
ve. T
hin
k o
f an
oth
er c
on
clu
sio
n t
hat
co
uld
b
e d
raw
n f
rom
th
e fa
cts.
Poss
ible
resp
onse
s ar
e sh
own.
Peop
le c
an o
nly
stan
d th
e te
mpe
ratu
re a
nd p
ress
ure
to a
dep
th
of a
bout
450
feet
. A s
ubm
arin
e ca
n on
ly g
o 1,
500
feet
dee
p.
Noth
ing
lives
2 m
iles
dow
n, w
here
it is
pitc
h bl
ack,
the
wat
er
is fr
eezi
ng, a
nd th
e pr
essu
re w
ould
cru
sh a
per
son
inst
antly
.
The
lives
of w
ealth
y pa
ssen
gers
on
Tita
nic
wer
e va
lued
mor
e th
an th
e liv
es o
f the
poo
r.
Mor
e th
an h
alf o
f the
wea
lthie
st p
asse
nger
s w
ere
save
d, w
hile
on
ly o
ne in
four
of t
he p
oore
st p
asse
nger
s su
rviv
ed.
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162
Nam
eC
on
no
tati
on
/D
eno
tati
on
Less
on
27
Prac
tice
Bo
ok
Wri
te f
our
sen
ten
ces,
usi
ng
a s
yno
nym
fro
m t
he
tab
le in
eac
h t
o c
reat
e a
po
siti
ve
or
neg
ativ
e co
nn
ota
tio
n.
7.
8.
9.
10.
For
each
wo
rd in
bo
ld t
ype
in t
he
firs
t co
lum
n, w
rite
a
syn
on
ym t
hat
yo
u as
soci
ate
wit
h f
avo
rab
le o
r p
osi
tive
fe
elin
gs
and
an
oth
er s
yno
nym
th
at c
ause
s un
favo
rab
le o
r n
egat
ive
feel
ing
s. U
se a
dic
tio
nar
y o
r th
esau
rus
if y
ou
nee
d h
elp
.
Neu
tral
Wo
rdSy
no
nym
wit
h P
osi
tive
C
on
no
tati
on
Syn
on
ym w
ith
Neg
ativ
e C
on
no
tati
on
1.
a la
rge
help
ing
2.
old
furn
iture
3.
ask
for
help
4.
talk
abo
ut a
n is
sue
5.
mak
e a
joke
6.
a sm
elly
odor
Wit
h y
ou
r ch
ild, r
ead
a le
tter
to
th
e ed
ito
r. H
igh
ligh
t w
ord
s th
at h
ave
stro
ng
neg
ativ
e o
r p
osi
tive
co
nn
ota
tio
ns,
an
d d
iscu
ss t
hei
r ef
fect
.
Poss
ible
resp
onse
sar
e sh
own.
gene
rous
antiq
ue
plea
d; a
ppea
l
chat
witt
icis
m
exce
ssiv
e
outd
ated
beg;
nag
argu
e
wis
ecra
ck
Poss
ible
resp
onse
s ar
e sh
own.
We
orde
red
an e
xces
sive
am
ount
of f
ood.
Ms.
Wat
son
said
Ben
had
bet
ter s
top
mak
ing
wis
ecra
cks
or h
e’d
get i
n tro
uble
.
I alw
ays
enjo
y m
y Sa
turd
ay m
orni
ng c
hats
with
Gra
ndpa
.
We
knew
a s
kunk
was
in o
ur y
ard
by th
e fo
ul o
dor i
n th
e ai
r.
fragr
ant
rank
; fou
l
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Nam
eW
ord
s w
ith
Si
len
t Le
tter
s
Less
on
27
Fold
th
e p
aper
alo
ng
th
e d
ott
ed li
ne.
As
each
Sp
ellin
g W
ord
is
rea
d a
loud
, wri
te it
in t
he
bla
nk.
Th
en u
nfo
ld y
our
pap
er
and
ch
eck
your
wo
rk. P
ract
ice
wri
tin
g a
ny
Spel
ling
Wo
rds
you
mis
sed
.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1.
ai
sle
2.
al
ign
3.
rh
yth
m
4.
cr
um
bs
5.
fa
sten
6.
gl
iste
ned
7. kn
otty
8.
kn
uck
le
9.
of
ten
10.
plu
mber
11
. re
ign
12.
bust
le
13.
sh
ephe
rd
14.
so
ften
15.
sw
ord
16.
th
istle
17. kn
ock
18.
w
rest
le
19.
w
rin
kled
20.
yol
k
163
Prac
tice
Bo
ok
Hav
e yo
ur
child
wri
te t
he
Spel
ling
Wo
rds
and
d
raw
a li
ne
thro
ug
h t
he
sile
nt
lett
er o
r le
tter
s.
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Nam
eC
on
trac
tio
ns
Less
on
27
Wri
te a
co
ntr
acti
on
to
co
rrec
tly
com
ple
te e
ach
sen
ten
ce.
1.
We
knew
tha
t b
ette
r hu
rry
if w
e w
ante
d to
be
on t
ime.
2.
“W
hat
will
hap
pen
if w
e do
not
get
to
the
dock
bef
ore
tim
e to
sa
il?”
I ask
ed.
3.
“ g
oing
be
on t
ime,
” m
y gr
andm
othe
r sa
id.
4.
w
avin
g to
us
from
the
hou
se.
5.
If w
e ca
ll ah
ead,
I th
ink
wai
t fo
r us
.
6.
r
ight
; tha
t is
a v
ery
good
idea
.
If t
he
sen
ten
ce is
co
rrec
t, w
rite
cor
rect
. If
it is
no
t, w
rite
th
e se
nte
nce
co
rrec
tly.
7.
The
Mor
se c
ode
book
is y
our’s
.
8.
I s
aw t
he o
ld M
orse
cod
e bo
ok, a
nd it
’s c
over
was
tor
n.
9.
The
rad
io o
ffice
r sa
id w
e w
ere
the
best
stu
dent
s of
all.
10.
I c
an’n
ot r
ead
the
auth
or’s
nam
e on
the
cov
er.
11.
The
re c
lass
es in
Mor
se c
ode
are
exce
llent
.
12.
The
rad
io o
ffice
r w
on’t
be
late
to
clas
s to
day.
Poss
ible
resp
onse
s ar
e sh
own.
we’
d
it’s
We’
re
He’s
they
’ll
You’
re
The
Mor
se c
ode
book
is y
ours
.
I saw
the
old
Mor
se c
ode
book
, and
its
cove
r was
torn
.
corr
ect
I can
’t (o
r can
not)
read
the
auth
or’s
nam
e on
the
cove
r.
Thei
r cla
sses
in M
orse
cod
e ar
e ex
celle
nt.
corr
ect
164
Pra
ctic
e B
oo
k
Ask
yo
ur
child
to
wri
te t
he
con
trac
tio
ns
for:
th
ere
is; w
e ar
e; w
ill n
ot;
can
no
t. T
hen
hav
e yo
ur
child
use
eac
h c
on
trac
tio
n t
o w
rite
a
sen
ten
ce.
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165
Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
28
Prac
tice
Bo
ok
Un
der
line
the
sen
ten
ce t
hat
bes
t us
es t
he
Vo
cab
ular
y W
ord
.
Sen
ten
ce 1
Sen
ten
ce 2
1.
Sim
on lo
oked
con
tent
edly
at
the
lett
uce
pla
nts
the
rabb
it ha
d ea
ten.
Sim
on lo
oked
con
tent
edly
at
the
thriv
ing
lett
uce
pla
nts
in h
is g
arde
n.
2.
Sid
had
qual
ms
abou
t rid
ing
the
tand
em b
icyc
le fo
r th
e fir
st t
ime.
Sid
had
qual
ms
abou
t rid
ing
the
tand
em
bicy
cle
with
an
inst
ruct
or.
3.
The
torr
ent
of w
ater
mad
e ev
eryt
hing
th
at w
as in
the
par
k st
icky
.Th
eto
rren
t of
wat
er w
ashe
d aw
ay t
he
laye
r of
mud
on
the
pic
nic
tabl
e.
4.
You
can
enda
nger
a b
utte
rfly
by
put
ting
it in
side
a ja
r.Yo
u ca
n en
dang
er a
but
terf
ly b
y w
atch
ing
it fly
out
door
s.
5.
Con
tem
plat
ing
a p
roje
ct b
efor
e I s
tart
he
lps
me
do it
rig
ht.
Con
tem
plat
ing
a p
roje
ct b
efor
e I s
tart
is
a w
aste
of t
ime.
6.
The
bicy
cle
pat
h w
as in
tole
rabl
ebe
caus
e it
was
sm
ooth
and
flat
.Th
e bi
cycl
e p
ath
was
into
lera
ble
beca
use
it w
as fi
lled
with
roc
ks.
Use
wh
at y
ou
kno
w a
bo
ut t
he
Vo
cab
ular
y W
ord
s to
an
swer
th
e q
uest
ion
s b
elo
w.
Wri
te c
om
ple
te s
ente
nce
s.
7.
How
mig
ht a
n of
ficio
us p
erso
n ac
t w
hile
wai
ting
in li
ne fo
r so
met
hing
?
8.
If s
omeo
ne b
elie
ves
som
ethi
ng t
hat
is c
ontr
ary
to w
hat
you
belie
ve, d
o yo
u ag
ree
with
him
or
her?
Exp
lain
.
Ask
yo
ur
child
to
wri
te o
ne
qu
esti
on
an
d
answ
er u
sin
g e
ach
Vo
cab
ula
ry W
ord
.
Poss
ible
resp
onse
s ar
e sh
own.
He o
r she
mig
ht tr
y to
mak
e th
e lin
e m
ove
fast
er o
r tel
l
peop
le w
here
to s
tand
.
We
wou
ld n
ot a
gree
bec
ause
our
bel
iefs
are
not
the
sam
e.
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arco
urt
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rade
6
166
Nam
eR
ead
er’s
Gu
ide
Less
on
28
Prac
tice
Bo
ok
Rea
d t
he
sele
ctio
n “
Eag
er.”
Th
en f
ill in
th
e ch
art
wit
h
exam
ple
s o
f th
e ap
pro
pri
ate
char
acte
r tr
aits
an
d c
lues
fr
om
th
e st
ory
.
Ch
arac
ter
and
Ch
arac
ter
Trai
tC
lues
fro
m S
tory
Wri
te a
sum
mar
y o
f “E
ager
” o
n a
sep
arat
e sh
eet
of
pap
er.
Poss
ible
resp
onse
s ar
e sh
own.
Mrs
. Bel
l is
a co
ncer
ned
pare
nt.
“a q
ualm
sei
zed
her a
t the
la
st m
omen
t”
Eage
r is
still
inex
perie
nced
an
d le
arni
ng a
bout
Cha
rlotte
.“S
he p
ushe
d it
away
with
un
expe
cted
stre
ngth
.”
Eage
r has
goo
d in
tent
ions
. He
wan
ts to
be
help
ful a
nd g
ood.
“Eag
er w
as fe
elin
g pl
ease
d w
ith h
imse
lf. T
his w
as
obvi
ousl
y the
righ
t thi
ng to
do.
”
Grum
ps h
as a
tem
per.
“‘W
hat a
re y
ou d
oing
?’
thun
dere
d a
voic
e;”
“Gru
mps
un
leas
hed
a to
rren
t of w
ords
.”
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Nam
eC
har
acte
riza
tio
n
Less
on
28
Prac
tice
Bo
ok
Rea
d t
he
sto
ry. I
n t
he
char
t, w
rite
Ch
arlie
’s a
nd
Zo
zo’s
ch
arac
ter
trai
ts. T
hen
wri
te c
lues
fro
m t
he
sto
ry t
hat
re
veal
eac
h c
har
acte
r’s
trai
ts.
Ch
arac
ter
and
Ch
arac
ter
Trai
tsC
lues
fro
m S
tory
Wit
h y
ou
r ch
ild, w
rite
a p
arag
rap
h in
wh
ich
C
har
lie t
ells
a f
rien
d a
bo
ut
mee
tin
g Z
ozo
. Hel
p
you
r ch
ild u
se c
har
acte
r tr
aits
an
d c
lues
fro
m
the
sto
ry t
o d
evel
op
his
or
her
par
agra
ph
.
Wh
en C
har
lie
step
ped
ou
tsid
e h
is f
ron
t d
oo
r, h
is f
irst
th
ou
ght
was
th
at it
loo
ked
lik
e an
ord
inar
y d
ay. T
he
sun
was
sh
inin
g, t
he
flo
wer
s w
ere
blo
om
ing,
an
d t
he
spac
esh
ip
was
par
ked
in f
ron
t o
f th
e h
ou
se. H
e w
on
der
ed if
, as
usu
al, h
e h
ad f
org
ott
en s
om
eth
ing
imp
ort
ant
for
sch
oo
l th
at d
ay. A
bsen
tmin
ded
Cha
rlie
is w
hat
his
fri
end
s so
met
imes
cal
led
him
. An
d n
ow
, so
met
hin
g se
emed
…
“Sp
aces
hip
?! D
id I
see
a s
pac
esh
ip p
ark
ed in
fro
nt
of
my
ho
use
?” C
har
lie
said
.
Th
ere
was
ind
eed
a s
pac
esh
ip, a
nd
com
ing
out
the
doo
r w
as a
litt
le g
reen
man
. “M
y
nam
e is
Zo
zo, a
nd
I a
m a
frai
d I
am
lost
. Cou
ld y
ou h
elp
me
fin
d m
y w
ay e
ast?
” He
hel
d o
ut
his
han
d h
esit
antl
y.
“Wo
w, s
ure
, co
ol,
” sai
d C
har
lie.
“B
y th
e w
ay, m
y n
ame
is C
har
lie.
” He
hel
d o
ut
his
left
han
d.
“Go
od
mo
rnin
g, C
har
lie,
” sa
id Z
ozo
as
he
sho
ok
Ch
arli
e’s
han
d h
esit
antl
y. “
I d
on’
t
wan
t yo
u t
o b
e la
te f
or
anyt
hin
g. I
f yo
u s
ho
w m
e th
e w
ay e
ast,
I’l
l su
rely
fin
d m
y h
om
e.”
Th
en C
har
lie
had
an
idea
. If
he
cou
ld g
et a
pic
ture
of
Zo
zo, t
he
kid
s at
sch
oo
l mig
ht
call
him
Cha
rlie
the G
reat
inst
ead
. He
ran
into
th
e h
ou
se f
or
a ca
mer
a.
Fiv
e m
inu
tes
late
r, C
har
lie
cam
e b
ack
ou
t. T
he
stre
et w
as e
mp
ty. Z
ozo
’s sp
aces
hip
was
a d
ot
in t
he
sky.
Ch
arli
e st
ared
at
it u
nti
l it
dis
app
eare
d. T
hen
he
lau
ghed
.
“Ser
ves
me
righ
t,” h
e sa
id t
o h
imse
lf. “
If I
just
kep
t tr
ack
of
my
thin
gs, I
mig
ht
be
fam
ou
s to
day
.”
Char
lie; f
orge
tful
His
nick
nam
e is
Abs
entm
inde
d Ch
arlie
. He
won
ders
wha
t he
mig
ht h
ave
forg
otte
n.
Zozo
; pol
ite, s
hyZo
zo h
as a
pol
ite w
ay o
f sp
eaki
ng; Z
ozo
shak
esha
nds
hesi
tant
ly.
Poss
ible
resp
onse
s ar
e sh
own.
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Nam
eR
elat
ed W
ord
s
Less
on
28
Fold
th
e p
aper
alo
ng
th
e d
ott
ed li
ne.
As
each
Sp
ellin
g W
ord
is
rea
d a
loud
, wri
te it
in t
he
bla
nk.
Th
en u
nfo
ld y
our
pap
er
and
ch
eck
your
wo
rk. P
ract
ice
wri
tin
g a
ny
Spel
ling
Wo
rds
you
mis
sed
.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1. ab
ility
2.
ab
le
3.
de
com
pose
4.
de
com
posi
tion
5.
fa
milia
r
6.
fa
mily
7. m
usc
le
8.
m
usc
ula
r
9.
m
eter
10.
m
etri
c
11
. pre
cise
12.
pre
cisi
on
13.
re
late
14.
re
lative
15.
co
mm
erce
16.
co
mm
erci
al
17. si
milar
18.
si
milar
ity
19.
of
fen
se
20.
of
fen
sive
168
Pra
ctic
e B
oo
k
Hav
e yo
ur
child
wri
te t
he
Spel
ling
Wo
rds
on
sl
ips
of
pap
er. P
lay
Go
Fis
h a
nd
try
to
co
llect
p
airs
of
rela
ted
wo
rds.
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Nam
eA
dve
rbs
Less
on
28
Wri
te t
he
wo
rd in
par
enth
eses
( )
th
at c
orr
ectl
yco
mp
lete
s th
e se
nte
nce
.
1.
Vis
itors
cou
ldn’
t go
o
utsi
de t
he v
iew
ing
area
. (n
owhe
re, a
nyw
here
)
2.
Nob
ody
wou
ld
bel
ieve
the
thi
ngs
the
robo
ts c
ould
do.
(e
ver,
neve
r)
3.
The
res
ults
had
n’t
been
rep
orte
d in
n
ewsp
aper
s. (
no, a
ny)
4.
No
pre
viou
s ex
per
imen
t e
ven
com
e cl
ose
to t
his.
(h
ad, h
adn’
t)
Use
eac
h a
dve
rb t
o w
rite
a s
ente
nce
. Be
cert
ain
to
use
th
e w
ord
as
an a
dve
rb.
5.
ear
liest
6.
car
eful
ly
7.
bet
ter
8.
far
thes
t
9.
fas
ter
10.
hap
pily
anyw
here
ever
any
had
Poss
ible
resp
onse
s ar
e sh
own.
I was
the
com
petit
or w
ho a
rriv
ed th
e ea
rlies
t.
I car
eful
ly b
uilt
my
robo
t fro
m s
pare
par
ts.
It w
orke
d be
tter t
han
any
othe
r mac
hine
.
It w
alke
d th
e fa
rthes
t of a
ll th
e ro
bots
in th
e co
mpe
titio
n.
It w
alke
d ev
en fa
ster
than
it h
ad th
e w
eek
befo
re!
I hap
pily
acc
epte
d m
y tro
phy.
169
Pra
ctic
e B
oo
k
Ask
yo
ur
child
to
wri
te t
hre
e se
nte
nce
s ab
ou
t a
sch
oo
l act
ivit
y. H
ave
you
r ch
ild in
clu
de
on
e o
f th
e fo
llow
ing
ad
verb
fo
rms
in e
ach
sen
ten
ce:
po
siti
ve, c
om
par
ativ
e, s
up
erla
tive
.
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Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
29
Prac
tice
Bo
ok
Wit
h y
ou
r ch
ild, d
iscu
ss t
he
Vo
cab
ula
ry W
ord
in
eac
h s
ente
nce
. Hav
e yo
ur
child
tel
l yo
u t
he
mea
nin
g in
his
or
her
ow
n w
ord
s.
Un
der
line
the
sen
ten
ce t
hat
bes
t us
es t
he
Vo
cab
ular
y W
ord
.
Sen
ten
ce 1
Sen
ten
ce 2
1.
The
impo
ster
insi
sted
he
was
the
tr
ue p
rince
.A
t da
ybre
ak, w
e to
ok a
rid
e in
the
im
post
er.
2.
I sp
oke
very
cle
arly
to
mak
e su
re t
here
w
ould
n’t
be a
ny m
isap
preh
ensi
on.
Ther
e w
as a
mis
appr
ehen
sion
, so
I was
ea
sily
abl
e to
follo
w t
he d
irect
ions
.
3.
The
man
was
in a
hur
ry a
nd d
ecid
ed
tolin
ger
a bi
t m
ore
befo
re g
oing
.Ja
ke w
ante
d to
ling
er a
t th
e p
arty
eve
n th
ough
it w
as w
ay p
ast
his
bedt
ime.
4.
”I’m
so
glad
you
all
cam
e!”
Mar
ta s
aid
deje
cted
ly.
“I m
iss
my
frie
nds,
” M
arta
sai
d de
ject
edly
.
5.
The
evil
king
was
ban
ishe
d fr
om t
he
king
dom
and
nev
er s
een
agai
n.A
fter
I w
as b
anis
hed,
I ca
me
back
to
visi
t th
e ne
xt d
ay.
Use
wh
at y
ou
kno
w a
bo
ut t
he
Vo
cab
ular
y W
ord
s to
an
swer
th
e q
uest
ion
s b
elo
w.
Wri
te y
our
an
swer
s in
co
mp
lete
sen
ten
ces.
6.
Wha
t ca
n yo
u do
to
get
out
of t
he d
oldr
ums?
7.
Wha
t ar
e so
me
rule
s yo
u m
ust
abid
e by
at
your
sch
ool?
8.
Wha
t is
the
mos
t st
renu
ous
activ
ity t
hat
you
have
rec
ently
don
e?
Poss
ible
resp
onse
s ar
e sh
own.
I cou
ld m
ake
plan
s w
ith a
frie
nd, d
o a
phys
ical
act
ivity
,
star
t a p
roje
ct, o
r rea
d an
exc
iting
boo
k.
At m
y sc
hool
we
mus
t be
on ti
me
for c
lass
, com
plet
e ou
r
hom
ewor
k, a
nd li
sten
to a
nd fo
llow
inst
ruct
ions
.
I ran
a m
ile, a
nd th
en I
help
ed m
y m
om c
arry
hea
vy
boxe
s up
two
fligh
ts o
f sta
irs.
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171
Nam
eR
ead
er’s
Gu
ide
Less
on
29
Prac
tice
Bo
ok
Rea
d e
ach
sec
tio
n o
f “T
he
Phan
tom
To
llbo
oth
.” W
rite
Milo
’s
char
acte
r tr
aits
as
you
read
. Des
crib
e th
e st
ory
clu
es y
ou
used
to
iden
tify
th
e tr
aits
.
Ch
arac
ter
Trai
tsC
lues
fro
m S
tory
Sect
ion
1
pag
es 7
48–7
52
Sect
ion
2
pag
es 7
53–7
56
Sect
ion
3
pag
es 7
57–7
59
Sect
ion
4
pag
es 7
60–7
64
Sect
ion
5
pag
es 7
65–7
67
Sect
ion
6
pag
es 7
68–7
69
MIL
O
easi
ly b
ored
; la
zyM
ilo is
not
inte
rest
ed in
any
of
the
thin
gs in
his
room
. He
is n
ot
inte
rest
ed in
the
pack
age.
He
does
n’t s
how
muc
h en
thus
iasm
ab
out g
oing
to D
ictio
nopo
lis.
pass
ive
Whi
le in
the
Dold
rum
s, M
ilo s
ays
he is
just
kill
ing
time.
He
yaw
ns
and
stre
tche
s tir
edly
.
imag
inat
ive
Milo
thin
ks d
iffer
ent k
inds
of
thou
ghts
to g
et o
ut o
f the
Do
ldru
ms.
enth
usia
stic
;so
mew
hat
curio
us
Milo
sho
ws
exci
tem
ent a
t the
m
arke
t. M
ilo tr
ies
new
wor
ds. H
e as
ks th
e Sp
ellin
g Be
e qu
estio
ns
and
asks
que
stio
ns a
t the
ban
quet
.
polit
e;op
inio
nate
dM
ilo is
ver
y po
lite
at th
e ba
nque
t w
hen
he is
talk
ing
to K
ing
Azaz
. M
ilo s
tate
s th
at h
avin
g di
nner
af
ter t
he b
anqu
et is
ridi
culo
us.
not v
ery
adve
ntur
ous;
caut
ious
;ob
edie
nt; a
fo
llow
er
Milo
doe
sn’t
wan
t to
go to
resc
ue
the
prin
cess
es. H
e en
ds u
p go
ing
beca
use
he is
told
to g
o, n
ot
beca
use
he w
ants
to g
o.
Poss
ible
resp
onse
s ar
e sh
own.
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172
Nam
eC
har
acte
riza
tio
n
Less
on
29
Prac
tice
Bo
ok
Wri
te a
ch
arac
ter
trai
t fo
r th
e un
der
lined
ch
arac
ter
nam
e in
ea
ch p
arag
rap
h.
1.
Eve
ryon
e w
as h
app
y th
at R
aym
ond
had
deci
ded
to c
ome
to t
he p
arty
. Ray
mon
d al
way
s to
ld s
uch
good
joke
s an
d m
ade
a lo
t of
peo
ple
laug
h.
C
hara
cter
Tra
it:
2.
“A
re w
e al
mos
t th
ere
yet?
” St
ar a
sked
her
fath
er. T
hey
wer
e on
the
ir w
ay t
o vi
sit
Star
’s c
ousi
n, w
ho li
ved
an h
our
away
. Sta
r’s fa
ther
sig
hed.
The
y ha
d be
en d
rivin
g fo
r on
ly fi
ftee
n m
inut
es, a
nd t
his
was
alre
ady
the
third
tim
e St
ar h
ad a
sked
th
at q
uest
ion.
C
hara
cter
Tra
it:
3.
Mar
tha
look
ed a
roun
d he
r ro
om. I
t w
as a
mes
s. It
wou
ld t
ake
way
too
muc
h tim
e to
put
eve
ryth
ing
away
. Mar
tha
wou
ld m
uch
rath
er ju
st p
lunk
her
self
dow
n in
fron
t of
the
TV
and
wat
ch h
er fa
vorit
e sh
ow.
C
hara
cter
Tra
it:
4.
Ros
e st
ood
at t
he e
dge
of t
he h
igh-
dive
boa
rd. S
ecre
tly s
he w
as a
frai
d of
div
ing
from
so
high
up
. But
if s
he w
ante
d to
be
par
t of
the
sw
im t
eam
, she
had
to
over
com
e he
r fe
ar a
nd ju
st d
o it.
Ros
e w
aved
to
her
coac
h an
d to
ok a
dee
p b
reat
h.
Then
she
got
into
pos
ition
, gav
e a
boun
ce, a
nd d
ove
tow
ard
the
cold
, blu
e w
ater
.
C
hara
cter
Tra
it:
5.
Isa
ac p
ut t
he b
ag o
f can
dy u
nder
his
shi
rt. N
o on
e w
ould
see
it t
here
. Isa
ac’s
br
othe
r w
as in
the
livi
ng r
oom
rea
ding
. Isa
ac c
aref
ully
sne
aked
pas
t th
e liv
ing
room
an
d w
ent
qui
etly
up
stai
rs t
o hi
s ow
n ro
om. N
o on
e sa
w h
im, w
hich
was
goo
d be
caus
e he
had
no
inte
ntio
n of
sha
ring
the
cand
y w
ith h
is b
roth
er. I
saac
hap
pily
du
mp
ed t
he b
ag o
n hi
s be
d an
d be
gan
sort
ing
out
all t
he d
iffer
ent
kind
s of
can
dy.
C
hara
cter
Tra
it:
Hav
e a
dis
cuss
ion
wit
h y
ou
r ch
ild a
bo
ut
a fa
vori
te c
har
acte
r fr
om
a b
oo
k, p
lay,
or
mo
vie.
D
iscu
ss t
he
trai
ts o
f th
e ch
arac
ter.
Tal
k ab
ou
t th
e st
ory
clu
es t
hat
rev
eal t
ho
se t
rait
s.
Poss
ible
resp
onse
s ar
e sh
own.
funn
y
impa
tient
lazy
brav
e, d
eter
min
ed
snea
ky, s
elfis
h
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Nam
eU
nu
sual
Plu
rals
Less
on
29
Fold
th
e p
aper
alo
ng
th
e d
ott
ed li
ne.
As
each
Sp
ellin
g W
ord
is
rea
d a
loud
, wri
te it
in t
he
bla
nk.
Th
en u
nfo
ld y
our
pap
er
and
ch
eck
your
wo
rk. P
ract
ice
wri
tin
g a
ny
Spel
ling
Wo
rds
you
mis
sed
.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1. al
lerg
ies
2.
da
ta
3.
bac
teri
a
4.
you
rsel
ves
5.
pot
atoe
s
6.
pia
nos
7. lo
aves
8.
ca
noe
s
9.
th
ieves
10.
sc
arves
11
. ch
iefs
12.
le
nse
s
13.
qu
izze
s
14.
her
oes
15.
ox
en
16.
bat
teri
es
17. m
osqu
itoe
s
18.
sp
acec
raft
19.
cr
ises
20.
vet
oes
173
Prac
tice
Bo
ok
Hav
e yo
ur
child
wri
te t
en s
ente
nce
s u
sin
g a
ll th
e Sp
ellin
g W
ord
s. C
hec
k to
be
sure
th
ey u
sed
th
e w
ord
s co
rrec
tly.
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arco
urt
• G
rade
6
Nam
eQ
uo
tati
on
Mar
ks
and
Co
lon
s
Less
on
29
Ad
d t
he
corr
ect
pun
ctua
tio
n m
ark
wh
ere
it b
elo
ng
s in
eac
h
sen
ten
ce.
1.
Gra
ndm
a sa
id, I
t’s a
long
trip
, so
take
sev
eral
boo
ks t
o re
ad.”
2.
“I’l
l tak
e th
e bo
ok a
bout
the
adv
entu
res
of a
boy
nam
ed M
ilo, s
aid
Lisa
.
3.
Milo
mee
ts t
he fo
llow
ing
char
acte
rs T
ock,
Kin
g A
zaz,
and
the
Mat
hem
agic
ian.
Rea
d e
ach
sen
ten
ce. I
f ca
pit
aliz
atio
n a
nd
pun
ctua
tio
n a
re u
sed
co
rrec
tly,
wri
te
corr
ect.
If t
hey
are
no
t, r
ewri
te t
he
sen
ten
ce c
orr
ectl
y.
4.
“Bec
ause
the
wor
ds a
re lo
ng s
aid
Ms.
Jack
son,
you
’ll n
eed
to s
tudy
har
d.
5.
“The
se a
re t
he s
ubje
cts
we’
ll co
ver:
sp
ellin
g, g
ram
mar
, and
wor
d ch
oice
,” s
he s
aid.
6.
Be
sure
to
take
ple
nty
of n
otes
dur
ing
the
lect
ure
Dav
e sa
id.
7.
“Ter
ry s
aid
if yo
u ru
n ou
t of
pap
er, l
et m
e kn
ow.”
8.
Whi
le w
e’ll
try
to t
ake
brea
ks G
rand
ma
men
tione
d “W
e’ll
stud
y m
any
long
hou
rs.”
9.
My
brot
her
aske
d, “
Can
I bo
rrow
you
r bo
ok, L
isa?
”
10.
I s
till n
eed
to r
ead
thes
e ch
apte
rs: o
ne, f
ive,
and
sev
en, s
aid
Lisa
.
Poss
ible
resp
onse
s ar
e sh
own.
“Bec
ause
the
wor
ds a
re lo
ng,”
sai
d M
s. J
acks
on, “
you’
ll ne
ed
to s
tudy
har
d.”
corr
ect
“Be
sure
to ta
ke p
lent
y of
not
es d
urin
g th
e le
ctur
e,”
Dave
sai
d.
Terr
y sa
id, “
If yo
u ru
n ou
t of p
aper
, let
me
know
.”
“Whi
le w
e’ll
try
to ta
ke b
reak
s,”
Gran
dma
men
tione
d,
“we’
ll st
udy
man
y lo
ng h
ours
.”
corr
ect
“I st
ill n
eed
to re
ad th
ese
chap
ters
: one
, fiv
e, a
nd se
ven,
” sa
id L
isa.
:”
“
174
Pra
ctic
e B
oo
k
Hav
e yo
ur
child
use
qu
ota
tio
n m
arks
wh
ile
wri
tin
g f
ou
r se
nte
nce
s th
at t
ell a
bo
ut
a co
nve
rsat
ion
th
at t
oo
k p
lace
at
sch
oo
l to
day
.
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175
Nam
eR
ob
ust
Vo
cab
ula
ry
Less
on
30
Prac
tice
Bo
ok
Hav
e yo
ur
child
rea
d t
he
sen
ten
ces
abo
ve.
Then
ask
yo
ur
child
to
mak
e u
p t
wo
sen
ten
ces
for
each
wo
rd —
on
e u
sin
g it
co
rrec
tly
and
on
e
usi
ng
it in
corr
ectl
y. D
iscu
ss w
hat
mak
es t
he
sen
ten
ces
rig
ht
or
wro
ng
.
Un
der
line
the
sen
ten
ce t
hat
bes
t us
es t
he
Vo
cab
ular
y W
ord
.
Sen
ten
ce 1
Sen
ten
ce 2
1.
If I
had
som
ethi
ng s
pec
ial,
I wou
ld
only
ent
rust
it t
o so
meo
ne I
knew
.If
I had
som
ethi
ng s
pec
ial,
I wou
ld
only
entr
ust
it to
a s
tran
ger.
2.
Fin
ding
the
rig
ht c
olor
soc
ks w
as
criti
cal f
or u
s.Fi
ndin
g th
e rig
ht p
ath
hom
e w
as
criti
cal f
or u
s.
3.
It
was
an
unde
rsta
tem
ent
to s
ay t
he
flood
ing
river
mad
e us
ner
vous
.It
was
an
unde
rsta
tem
ent
to s
ay t
he
flood
ing
river
mad
e us
hap
py.
4.
The
boy
’s s
oft
whi
sper
em
anat
es
fr
om t
he a
lley.
The
boy’
s dr
um p
layi
ng e
man
ates
from
the
alle
y.
5.
A w
ild a
nim
al’s
erra
tic b
ehav
ior
mig
ht m
ean
it is
hea
lthy.
A w
ild a
nim
al’s
erra
tic b
ehav
ior
mig
ht
mea
n it
is il
l.
6.
Bec
ause
the
sun
was
so
elus
ive,
we
canc
eled
the
day
at
the
beac
h.Be
caus
e th
e su
n w
as s
o el
usiv
e, w
e kn
ew w
e w
ould
get
a s
unbu
rn.
7.
The
Wrig
ht b
roth
ers’
firs
t fli
ght
at
Kitt
y H
awk
was
an
unpr
eced
ente
d ac
t.Th
e re
gula
r fli
ght
from
New
Yor
k to
C
hica
go is
an
unpr
eced
ente
d ac
t.
8.
My
ears
wer
e no
t us
ed t
o th
e ca
coph
ony
of s
ound
s co
min
g fr
om
the
sky.
My
eyes
wer
e no
t us
ed t
o th
e ca
coph
ony
of s
ight
s co
min
g fr
om
the
sky.
9.
Whe
n th
e ho
use
impl
oded
, it
caus
ed
muc
h da
mag
e to
the
nea
rby
hous
es.
Whe
n th
e ho
use
impl
oded
, it
caus
ed
little
dam
age
to t
he n
earb
y ho
uses
.
10.
Bec
ause
Jan’
s p
ain
was
acu
te, w
e p
aid
no
att
entio
n to
it.
Beca
use
Jan’
s p
ain
was
acu
te, w
e ru
shed
her
to
the
hosp
ital.
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urt
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6
176
Nam
eD
raw
an
d E
valu
ate
Co
ncl
usi
on
s
Less
on
30
Prac
tice
Bo
ok
You
r ch
ild is
rev
iew
ing
ho
w t
o d
raw
an
d
eval
uat
e co
ncl
usi
on
s. W
ith
yo
ur
child
, wat
ch
a p
rog
ram
fo
r ch
ildre
n a
bo
ut
scie
nce
on
te
levi
sio
n. H
elp
yo
ur
child
tak
e n
ote
s o
n t
he
pro
gra
m a
nd
dis
cuss
its
con
clu
sio
ns.
Dirty
Snow
balls
in th
e Sky
Co
met
s ar
e so
met
imes
cal
led
“d
irty
sn
ow
bal
ls”
or
“icy
mu
db
alls
.”
G
is is
bec
ause
th
ey a
re m
ade
up
of
wat
er a
nd
fro
zen
gas
th
at h
as m
ixed
wit
h c
osm
ic d
ust
to
fo
rm a
sm
all c
eles
tial
bo
dy
wit
h a
ver
y lo
ng
tail
. G
e
tail
is c
alle
d a
du
st t
ail a
nd
can
be
10 m
illi
on
kil
om
eter
s lo
ng!
G
e d
ust
tai
l is
wh
at w
e ca
n
see
fro
m E
arth
.
On
e fe
atu
re o
f co
met
s is
th
at t
hey
hav
e o
rbit
s. O
rbit
s ar
e th
e p
ath
s th
e co
met
s ta
ke
as t
hey
tra
vel a
rou
nd
th
e su
n. O
f th
e ap
pro
xim
atel
y 87
8 co
met
s th
at a
stro
no
mer
s h
ave
cata
loge
d, a
bo
ut
184
are
call
ed p
erio
dic
co
met
s. G
is
mea
ns
they
can
be
seen
fro
m E
arth
mo
re t
han
on
ce e
very
200
yea
rs. G
e
mo
st f
amo
us
of
thes
e co
met
s is
Hal
ley’
s C
om
et,
wh
ich
was
fi rs
t d
ocu
men
ted
by
the
Ch
ines
e in
240
.
. It
was
nam
ed a
fter
Ed
mu
nd
Hal
ley,
the
scie
nti
st w
ho
pre
dic
ted
th
e co
met
’s 76
-yea
r o
rbit
.
Man
y o
f th
e th
e o
ther
co
met
s’ o
rbit
s ta
ke
them
dee
p in
to s
pac
e. E
ven
wh
en w
e ca
n’t
see
them
, it
is f
un
to
th
ink
th
ey a
re u
p t
her
e, t
hei
r lo
ng
tail
s sp
ark
lin
g in
th
e su
nli
ght.
Rea
d t
he
pas
sag
e b
elo
w a
nd
th
en f
ill in
th
e Ev
iden
ce a
nd
C
on
clus
ion
s b
oxe
s.
Evid
ence
Co
ncl
usi
on
Com
ets
are
mad
e up
of f
roze
n w
ater
, gas
, and
dus
t.
Som
e co
met
s ca
n be
see
n at
re
gula
r int
erva
ls.
Chin
ese
astro
nom
ers
obse
rved
Hal
ley’
s Co
met
in
240
b.c.
Abou
t 878
com
ets
have
bee
n ca
talo
ged.
“Dirt
y sn
owba
ll” a
nd “
icy
mud
ball”
are
app
ropr
iate
na
mes
for c
omet
s.Co
met
s ha
ve o
rbits
.
Man
y cu
lture
s ha
ve b
een
inte
rest
ed in
the
skie
s fo
r ce
ntur
ies.
Astro
nom
ers
cont
inou
sly
stud
y co
met
s.
Poss
ible
resp
onse
s ar
e sh
own.
RX
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177
Nam
eC
har
acte
riza
tio
n
Less
on
30
Prac
tice
Bo
ok
You
r ch
ild is
rev
iew
ing
ch
arac
teri
zati
on
th
is
wee
k. W
ith
yo
ur
child
, th
ink
of
a p
erso
n y
ou
b
oth
kn
ow
. Wri
te d
ow
n t
hat
per
son
’s c
har
acte
r tr
aits
. Th
en, u
sin
g t
he
trai
ts, h
elp
yo
ur
child
w
rite
a s
ho
rt c
har
acte
r st
ud
y o
f th
at p
erso
n.
Rea
d t
he
two
pas
sag
es b
elo
w. P
ut a
ch
eckm
ark
by
the
pas
sag
e th
at y
ou
feel
giv
es y
ou
a b
ette
r d
escr
ipti
on
of
the
char
acte
r. T
hen
wri
te a
sh
ort
d
escr
ipti
on
of
the
char
acte
r o
n t
he
lines
pro
vid
ed.
AUNT
MIN
NIE
Au
nt
Min
nie
is m
y au
nt.
I li
ke
her
ver
y m
uch
. Sh
e lo
ok
s p
rett
y n
orm
al a
nd
I g
ues
s
she
is, b
ut
she
love
s m
e an
d is
alw
ays
nic
e to
me.
G
is m
akes
me
feel
sp
ecia
l aro
un
d h
er.
My
mo
m li
kes
her
, to
o, a
nd
eve
n m
y ca
t li
kes
to
sit
on
her
lap.
AUNT
MIN
NIE
I al
way
s h
ear
my
Au
nt
Min
nie
bef
ore
I s
ee h
er. S
he
has
a b
ig b
oo
min
g la
ug
h,
wh
ich
is s
urp
risi
ng
bec
ause
sh
e is
a t
iny
per
son
. Tin
y, b
ut
full
of
OO
MP
H, m
y m
om
says
. Wh
en s
he
com
es in
to v
iew
, sh
e g
ives
me
the
hig
h-fi
ve
sig
n, a
nd
th
en a
big
hu
g
foll
ow
s. G
o
se h
ug
s m
ake
me
feel
lik
e th
e m
ost
sp
ecia
l per
son
in t
he
wo
rld
. Nex
t sh
e
ask
s w
her
e G
ruff
y, m
y ca
t, is
. Sh
e k
no
ws
that
nex
t to
her
, I lo
ve G
ruff
y al
mo
st m
ore
than
an
yth
ing
in t
he
wo
rld
.
Poss
ible
resp
onse
: Aun
t Min
nie
is fu
n to
be
arou
nd. S
he is
a ha
ppy
pers
on a
nd v
ery
vibr
ant.
She
is n
ot a
fraid
to s
how
peop
le s
he lo
ves
them
. She
is a
lso
cons
ider
ate,
bec
ause
she
asks
abo
ut th
e ca
t tha
t the
nar
rato
r lov
es, t
oo.
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rade
6
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178
Nam
eFa
ct a
nd
Op
inio
n
Less
on
30
Prac
tice
Bo
ok
You
r ch
ild is
rev
iew
ing
fac
t an
d o
pin
ion
. Tak
e a
wal
k w
ith
yo
ur
child
. To
get
her
, ob
serv
e w
hat
is
aro
un
d y
ou
, an
d m
ake
a fa
ctu
al s
tate
men
t an
d
then
an
op
inio
n s
tate
men
t ab
ou
t ea
ch t
hin
g
you
see
.
Rea
d t
he
follo
win
g s
ente
nce
s an
d id
enti
fy w
het
her
th
ey a
re
fact
or
op
inio
n. O
n t
he
lines
pro
vid
ed, t
ell w
hy
you
feel
th
e st
atem
ent
is a
fac
t o
r an
op
inio
n.
1.
The
sun
is o
ur n
eare
st s
tar.
2.
We
shou
ld w
ork
to s
ave
the
Eart
h’s
enda
nger
ed a
nim
als.
3.
Goi
ng u
p in
a h
ot-a
ir ba
lloon
is a
lway
s da
nger
ous.
4.
Poi
son
ivy
caus
es w
elts
and
itch
ing
on m
any
peo
ple
’s s
kin.
5.
You
don
’t w
ant
to g
et p
oiso
n iv
y!
6.
Peo
ple
oug
ht t
o ge
t m
ore
slee
p.
7.
Som
e do
ctor
s sa
y to
drin
k ei
ght
glas
ses
of w
ater
a d
ay.
8.
Com
ets
are
mad
e up
of f
roze
n ga
ses
and
wat
er a
nd c
osm
ic d
ust.
Poss
ible
resp
onse
s ar
e sh
own.
Fact
. Thi
s ca
n be
con
firm
ed in
a
scie
nce
text
or e
ncyc
lope
dia.
Opin
ion.
Thi
s
is a
reas
onab
le s
tate
men
t, bu
t it s
till r
epre
sent
s ho
w
som
eone
feel
s ab
out s
omet
hing
.Op
inio
n. T
he w
ord
alw
ays
is a
clu
e th
at th
is is
an
opin
ion.
Fact
. Thi
s ca
n be
ver
ified
.Op
inio
n. A
lthou
gh th
is is
reas
onab
le,
it st
ill is
som
eone
’s o
pini
on a
bout
the
irrita
tion
of p
oiso
n iv
y.
Opin
ion.
The
wor
d ou
ght i
ndic
ates
an
opin
ion.
Fact
.It c
an b
e ve
rifie
d
that
som
e do
ctor
s sa
y th
is, e
ven
thou
gh o
ther
s m
ay d
isag
ree.
Fact
. Thi
s is
the
defin
ition
of a
com
et.
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179
Nam
eC
on
no
tati
on
/D
eno
tati
on
Less
on
30
Prac
tice
Bo
ok
You
r ch
ild is
lear
nin
g a
bo
ut
con
no
tati
on
an
d
den
ota
tio
n. R
ead
so
me
po
ems
wit
h y
ou
r ch
ild
and
dis
cuss
wh
ich
wo
rds
exp
ress
den
ota
tio
n
and
wh
ich
exp
ress
co
nn
ota
tio
n.
Rea
d t
he
follo
win
g p
oem
an
d t
hin
k ab
out
eac
h u
nd
erlin
ed
wo
rd. I
f th
e w
ord
is u
sed
to
mea
n it
s d
icti
on
ary
def
init
ion
, w
rite
deno
tati
on o
n t
he
line
pro
vid
ed. I
f th
e w
ord
is u
sed
to
cre
ate
emo
tio
ns
and
imag
es, w
rite
wh
at im
ages
th
e w
ord
bri
ng
s to
min
d.
Shim
mer
ing
Ch
imn
eys
We
hear
d a
tale
of s
him
mer
ing
chim
neys
of g
old
and
silv
er, c
opp
er a
nd z
inc,
diam
onds
eve
n
burie
d de
ep u
nder
the
pla
cid
turq
uois
e w
ater
s
in t
he s
ea o
ff Ja
pan
.
Volc
anoe
s, w
e w
ere
told
,
hund
reds
, may
be e
ven
thou
sand
s of
the
m,
spou
ting
fisht
ails
of p
reci
ous
met
als
and
gem
s
in li
nes
on t
he s
ea fl
oor.
The
met
als
sett
le in
mou
nds.
The
mou
nds
grow
, yea
r af
ter
cent
ury.
Som
e ha
ve s
een
thes
e ch
imne
ys.
Som
e ha
ve c
ome
back
to
tell
of t
heir
sple
ndor
.
I can
onl
y ga
ze a
t th
e cl
ear
wat
er.
No
mat
ter
how
far
dow
n I l
ook,
It is
n’t
far
enou
gh.
beau
ty, s
park
ly, l
ight
deno
tatio
n
quie
t, un
even
tful;
beau
tiful
Poss
ible
resp
onse
s ar
e sh
own.
deno
tatio
n
geys
ers
deno
tatio
n
deno
tatio
n mag
nific
ence
mes
mer
ize
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180
Nam
eTh
eme
6 R
evie
w
Less
on
30
Prac
tice
Bo
ok
Fold
th
e p
aper
alo
ng
th
e d
ott
ed li
ne.
As
each
Sp
ellin
g
Wo
rd is
rea
d a
loud
, wri
te it
in t
he
bla
nk.
Th
en u
nfo
ld
your
pap
er a
nd
ch
eck
your
wo
rk. P
ract
ice
wri
tin
g a
ny
Spel
ling
Wo
rds
you
mis
sed
.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1. pos
tpon
emen
t
2.
un
cert
ain
ly
3.
unex
pect
edly
4.
m
icro
scop
e
5.
aq
uat
ic
6.
rh
yth
m
7. plu
mber
8.
re
ign
9.
so
ften
10.
w
rin
kled
11
. m
usc
le
12.
m
usc
ula
r
13.
pre
cise
14.
pre
cisi
on
15.
of
fen
se
16.
of
fen
sive
17. pia
nos
18.
ca
noe
s
19.
ch
iefs
20.
ox
en
RX
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urt
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rade
6
Nam
eG
ram
mar
–Wri
tin
g
Co
nn
ecti
on
Less
on
30
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1) S
uli
ma
and
Jo
n w
ere
stu
dyi
ng
dee
p-s
ea d
ivin
g la
st y
ear.
(2) “
G
eir
the
bes
t
div
ers
in t
he
clas
s,”
the
inst
ruct
or
told
th
e co
ach
. (3) G
e
inst
ruct
or
said
, “N
ext
year
, I
be
chec
kin
g t
o s
ee if
th
ey a
re s
till
div
ing
in t
hes
e w
ater
s.”
(4) G
en
th
e in
stru
cto
r to
ld
Su
lim
a an
d J
on
, “I
am lo
ok
ing
fo
r d
iver
s n
ow
to
hel
p w
ith
th
e b
ig c
ora
l div
e. (5
) G
e
job
is y
ou
rs, i
f yo
ur
inte
rest
ed. (6
) y
ou
ple
ase
agre
e to
mak
e th
e d
ive?
”
1.
Whi
ch c
hang
e, if
any
, sho
uld
be
mad
e to
the
und
erlin
ed w
ords
in
Sent
ence
1?
Ais
stu
dyin
gB
will
be
stud
ying
Car
e st
udyi
ngD
Mak
e no
cha
nge.
2.
Whi
ch is
the
cor
rect
way
to
writ
e th
e un
derli
ned
wor
d in
Sen
tenc
e 2?
ATh
ere
BTh
ey’r
eC
Thei
r’D
The’
yre
3.
Whi
ch c
hang
e, if
any
, sho
uld
be
mad
e to
the
und
erlin
ed w
ord
in
Sent
ence
3?A
I’ll
BIl’
lC
I’ve
DI’m
4.
Whi
ch d
escr
ibes
the
und
erlin
ed v
erb
in S
ente
nce
4?A
pre
sent
-pro
gres
sive
form
Bp
ast-
pro
gres
sive
form
Cfu
ture
-pro
gres
sive
form
Din
finiti
ve
5.
Whi
ch c
hang
e sh
ould
the
stu
dent
m
ake
to S
ente
nce
5?A
Cha
nge
your
s to
you
’rs.
BC
hang
eyo
urs
to y
our’s
.C
Cha
nge
your
toyo
u’re
.D
Cha
nge
your
to
your
e.
6.
Whi
ch c
ould
com
ple
te S
ente
nce
6?A
Won
tB
Won
’tC
Won
t’D
Wo’
nt
181
Prac
tice
Bo
ok
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urt
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6
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arco
urt
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rade
6
Nam
eG
ram
mar
–Wri
tin
g
Co
nn
ecti
on
Less
on
30
Rea
d t
his
par
t o
f a
stud
ent’
s ro
ugh
dra
ft. T
hen
an
swer
th
e q
uest
ion
s th
at f
ollo
w.
(1) I
had
nev
er s
een
no
thin
g s
o b
eau
tifu
l as
the
bo
at. (2
) “B
ecau
se y
ou
hav
e
bee
n in
tere
sted
in s
aili
ng
fo
r su
ch a
lon
g t
ime,
” m
y au
nt
said
, we
are
goin
g s
aili
ng.
”
(3) I
co
uld
n’t
har
dly
bel
ieve
my
luck
! (4) “
I am
so
gla
d y
ou
are
hap
py”
my
aun
t sa
id.
(5) “
Bef
ore
yo
u b
oar
d, b
e su
re y
ou
are
car
ryin
g t
he
foll
ow
ing
life
jack
et,
sun
gla
sses
, su
nsc
reen
, an
d y
ou
r ca
mer
a.”
(6) I
go
t o
n t
he
bo
at
.
1.
Whi
ch c
hang
e, if
any
, sho
uld
be
mad
e to
Sen
tenc
e 1?
AC
hang
ene
ver
to e
ver.
BC
hang
eno
thin
g to
any
thin
g.C
Cha
nge
had
neve
r to
had
n’t
neve
r.D
Cha
nge
had
neve
r to
hav
en’t
ever
.
2.
Whi
ch c
hang
e sh
ould
the
stu
dent
m
ake
to S
ente
nce
2?A
Rem
ove
the
quo
tatio
n m
ark
befo
re t
he w
ord
Beca
use.
BRe
mov
e th
e co
mm
a af
ter
the
wor
dtim
e.C
Add
a q
uota
tion
mar
k be
fore
the
w
ord
we.
DA
dd a
com
ma
afte
r th
e w
ord
are.
3.
Whi
ch is
the
cor
rect
way
to
writ
e Se
nten
ce 3
?A
I cou
ld n
ot h
ardl
y be
lieve
my
luck
!B
I cou
ldn’
t ne
ver
belie
ve m
y lu
ck!
CI c
ould
har
dly
belie
ve m
y lu
ck!
DI c
ould
har
dly
not
belie
ve m
y lu
ck!
4.
Whi
ch p
unct
uatio
n m
ark
is m
issi
ng
from
Sen
tenc
e 4?
Aco
lon
Bse
mic
olon
Cco
mm
aD
quo
tatio
n m
ark
5.
Whi
ch p
unct
uatio
n m
ark
is m
issi
ng
from
Sen
tenc
e 5?
Aco
lon
Bse
mic
olon
Cco
mm
aD
quo
tatio
n m
arks
6.
Whi
ch w
ord
or w
ords
cou
ld c
omp
lete
Se
nten
ce 6
?A
eage
rB
mor
e ea
ger
Cm
ore
eage
rlyD
eage
rly
182
Pra
ctic
e B
oo
k
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183
Prac
tice
Bo
ok
Ind
exC
OM
PR
EH
EN
SIO
NA
utho
r’s p
urp
ose
and
per
spec
tive
77, 8
9
Com
par
e an
d co
ntra
st 1
25
Dra
w a
nd e
valu
ate
conc
lusi
ons
155,
161
, 176
Fact
and
op
inio
n 15
6, 1
78
Follo
w m
ultip
le-s
tep
inst
ruct
ions
107
, 119
Mak
e ju
dgm
ents
106
, 112
, 117
Mai
n id
ea a
nd d
etai
ls 4
6, 5
1, 5
7
Text
str
uctu
re: c
ause
and
effe
ct 5
2
Text
str
uctu
re: c
omp
are
and
cont
rast
131
, 146
Text
str
uctu
re: c
hron
olog
ical
ord
er 1
5, 2
1, 2
6
GR
AM
MA
RA
djec
tives
98,
121
Adv
erbs
169
, 182
Cla
uses
and
phr
ases
43,
61
Com
pou
nd s
ubje
cts
and
pre
dica
tes
18, 3
1
Con
trac
tions
164
, 181
Nou
ns
Com
mon
and
pro
per
54,
62
Poss
essi
ve 7
3, 9
1
Sing
ular
and
plu
ral 6
8, 9
1
Prep
ositi
onal
phr
ases
37,
61
Pron
ouns
Ant
eced
ents
79,
92
Poss
essi
ve a
nd r
efle
xive
cas
e p
rono
uns
84, 9
2
Inde
finite
pro
noun
s 84
, 92
Subj
ectiv
e an
d ob
ject
ive
case
pro
noun
s 79
, 92
Punc
tuat
ion:
quo
tatio
n m
arks
and
col
ons
174,
182
Sent
ence
s 6,
30
Sim
ple
and
com
pou
nd 2
3, 3
1
Com
ple
x 43
, 61
Com
pou
nd-c
omp
lex
48, 6
2
Subj
ects
and
pre
dica
tes
12, 3
0
Verb
s
Act
ion
and
linki
ng 1
09, 1
22
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6
184
Prac
tice
Bo
ok
Mai
n an
d he
lpin
g 10
3, 1
21
Perf
ect
tens
es 1
44, 1
52
Prin
cip
al p
arts
of v
erbs
134
, 151
Prog
ress
ive
form
s 15
8, 1
81
Regu
lar
and
irreg
ular
ber
bs 1
39, 1
52
Sim
ple
ten
ses;
pas
t an
d fu
ture
128
, 151
Sim
ple
ten
ses;
pre
sent
ten
se 1
14, 1
22
LIT
ER
AR
Y R
ESP
ON
SE A
ND
AN
ALY
SIS
Cha
ract
eriz
atio
n 16
7, 1
72, 1
77
Figu
rativ
e la
ngua
ge 6
5, 7
1, 8
6
Form
s of
fict
ion
4, 2
7
Lite
rary
dev
ices
137
, 142
, 147
Plot
and
cha
ract
ers
34, 4
0, 5
6
Plot
and
set
ting
3, 9
, 25
Poet
ic d
evic
es 1
0
Poin
t of
vie
w 9
5, 1
01, 1
16
Them
e 76
, 82,
87
RESEA
RC
H A
ND
IN
FOR
MA
TIO
N S
KIL
LS
Gra
phi
c ai
ds 1
32, 1
49
Refe
renc
e so
urce
s 16
, 28
Stud
y te
chni
que
s 12
6, 1
48
SP
ELLIN
GEa
sily
con
fuse
d w
ords
53,
60
Rela
ted
wor
ds 1
68, 1
80
Unu
sual
plu
rals
173
, 180
Wor
ds b
orro
wed
from
Sp
anis
h an
d Fr
ench
97,
120
Wor
d p
arts
-at
ion,
-iti
on, -
sion
,-io
n 14
3, 1
50
Wor
d p
arts
ove
r-, u
nder
-, s
ub-
113,
120
Wor
ds w
ith
Con
sona
nt-le
36,
60
Endi
ng /
e n/ a
nd /
e l/ 7
8, 9
0
Endi
ng /
e r/ 8
3, 9
0
Gre
ek a
nd L
atin
wor
d p
arts
—bo
dy la
ngua
ge 1
27, 1
50
Gre
ek a
nd L
atin
wor
d p
arts
—nu
mbe
rs 1
38, 1
50
Gre
ek a
nd L
atin
wor
d p
arts
—so
cial
stu
dies
and
sci
ence
133
, 150
Infle
ctio
ns-e
d an
d -in
g 22
, 29
RX
EN
L08A
WK
61_R
PB
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.indd
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/06
11:3
3:31
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© H
arco
urt
• G
rade
6
185
Prac
tice
Bo
ok
Long
vow
els
and
vow
el d
igra
phs
11,
29
Pref
ix +
roo
t +
suffi
x; w
ords
with
roo
t +
root
157
, 180
Pref
ixes
im-,
in-,
ir-,
il-
102,
120
Shor
t vo
wel
s an
d vo
wel
dig
rap
hs 5
, 29
Sile
nt le
tter
s 16
3, 1
80
Suffi
xes
-abl
e, -
ible
67,
90
Suffi
xes
-ant
, -en
t, -
ist
108,
120
Suffi
xes
-ous
, -eo
us, -
ious
72,
90
Varia
nt v
owel
s an
d di
pht
hong
s 17
, 29
VCC
V an
d VC
CC
V 42
, 60
VCV
47, 6
0
VO
CA
BU
LA
RY
Con
nota
tion/
deno
tatio
n 16
2, 1
79
Fore
ign
wor
ds in
Eng
lish
96, 1
18
Pref
ixes
, suf
fixes
, and
roo
ts 6
6, 8
8
Sele
ctio
n vo
cabu
lary
1, 7
, 13,
19,
24,
32,
38,
44,
49,
55, 6
3, 6
9, 7
4, 8
0, 8
5, 9
3, 9
9, 1
04, 1
10, 1
15, 1
23,
129,
135
, 140
, 145
, 153
, 159
, 165
, 170
, 175
Shad
es o
f mea
ning
41,
59
Voca
bula
ry s
trat
egie
s 35
, 58
RX
EN
L08A
WK
61_R
PB
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.indd
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/06
11:3
3:24
AM
95 Student Edition pp. 184–185
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