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Grade 4

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© Harcourt • Grade 4

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ContentsWINNING CATCHThe Hot and Cold Summer ...................................................................1–4

Mighty Jackie: The Strike-Out Queen ....................................................7–9

Danitra Brown Leaves Town ..............................................................12–15

Kai’s Journey to Gold Mountain ........................................................18–20

Readers’ Theater: Pedro Puts On a Play .............................................23–27

On the Banks of Plum Creek .............................................................31–34

Justin and the Best Biscuits in the World ............................................37–39

Three Little Cyberpigs .......................................................................42–45

Weaving a California Tradition ..........................................................48–50

Readers’ Theater: Emerald’s Eggs ......................................................53–57

Mimicry and Camouflage .................................................................61–64

Mountains ........................................................................................67–69

Fire Storm .........................................................................................72–75

The Stranger .....................................................................................78–80

Readers’ Theater: The Adventurers ....................................................83–87

So You Want to Be an Inventor? ........................................................91–94

Just Like Me ......................................................................................97–99

Hewitt Anderson’s Great Big Life ...................................................102–105

Juan Verdades: The Man Who Couldn’t Tell a Lie ..........................108–110

Readers’ Theater: The Case of the Too-Hot Apple Cider ................113–117

Because of Winn-Dixie ..................................................................121–124

My Diary from Here to There ........................................................127–129

The Cricket in Times Square ..........................................................132–135

Mangrove Wilderness ...................................................................138–140

Readers’ Theater: Welcome to Chinatown! ....................................143–147

Dragons & Dinosaurs ....................................................................151–154

Grand Canyon: A Trail Through Time ............................................157–160

The Bunyans .................................................................................163–165

John Muir and Stickeen: An Icy Adventure with a No-Good Dog ...168–170

Readers’ Theater: Discovering the Atocha .....................................173–177

Answer Key ............................................................................................ A1

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RobustVocabulary

Lesson 1Complete the sentences. Circle the letter of the ending that makes the most sense. One has been done for you.

1. A pact is a type of .

A bag C wish

B promise D friendship

2. When you feel queasy, you feel .

A silly C shy

B angry D sick

3. An example of a venture is a .

A funny mask C lemonade stand

B long paragraph D spotted dog

4. If you annoyed a friend, your friend would be .

A sad for you C sorry for you

B unhappy with you D happy for you

5. When someone is depriving you of something, she says you .

A do not like it C cannot have it

B never had it D will not share it

6. If someone foisted something on you, he probably .

A missed it C liked it

B wished for it D didn’t want it

With your child, take turns using the Vocabulary Words in new sentences.

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Character’s Traits and Motivations

Lesson 1Read the story below. Then answer the questions.

• A character’s motives are the reasons the character acts as he or she does.

• A character’s traits are what the character is like as a person.

It was the last round of the Pizza Toss at Angelo’s Pizza Parlor. Whoever tossed a

disk of pizza dough the highest and caught it again would get free pizza for a month.

Dan had told everyone that he would win. Now that the contest was on, Dan

was very confi dent. He watched as eight dough tossers competed before him. Angelo

himself decided how high each disk of dough went. So far, the winning dough had

whirled 6 feet, 7 inches above the ground. At last it was Dan’s turn. Angelo handed him

a disk of dough and said, “Start tossing!”

Dan tossed the dough into the air. + e crowd cheered. He threw the dough higher

and higher. + e sounds of cheering fi lled his ears. This time I’ll catch it behind my back,

Dan thought. He threw the dough higher still. + en he reached behind his back to

catch it. Dan looked up. His pizza dough was stuck on a street light.

1. What does Dan do before the Pizza Toss contest?

2. What foolish thing does Dan do during the contest?

3. Put a check next to the sentence that best describes Dan’s traits.

Dan is shy, but kind-hearted.

Dan is boastful and foolish.

4. Put a check next to the sentence that tells what Dan’s motives probably are for

acting this way.

Dan wants people to admire him.

Dan wants to be a good role model.

With your child, make a list of traits about someone you both know.

He brags that he will win.

He tries to catch the pizza behind his back just to show off.

Possible responses are shown.



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Synonyms and Antonyms

Lesson 1

Write a synonym for each underlined word in the sentences below. Use words inside the box.

1. “Let the contest begin!” cried Vanessa.

2. Pedro ate his first slice quickly.

3. Thomas grinned and said, “I’m ready!”

4. Vanessa silently watched.

Write an antonym for each underlined word in the sentences below. Use words inside the box above.

5. Pedro picked up his fifth slice and groaned softly.

6. The pizza box was nearly full.

7. I find pizza-eating contests exciting.

8. Will the winner please stand up?

• Synonyms are words with almost the same meaning.

• Antonyms are words with the opposite meaning.

With your child, play an antonym game in which one of you says a word and the other gives an antonym for it. Use direction words, such as in/out, up/down, and forward/backward.

start loser empty smiledfast boring quietly loudly

start

fast

smiled

quietly

loudly

empty

boring

loser



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RobustVocabulary

Lesson 2Complete the sentences. Circle the letter of the sentence ending that makes the most sense.

1. If you glared, you .

A sang happily C looked angrily

B yelled loudly D smiled sweetly

2. Snickering is .

A sad sighing C smooth dancing

B mean laughing D hungry eating

3. If you gaped, you .

A laughed C ran

B stared D danced

4. A legendary hero is .

A quickly forgotten C barely remembered

B slowly forgotten D remembered always

5. You might have flinched if someone had .

A seen you C talked to you

B scared you D known you

6. To be stunned is to have a feeling of .

A hunger C surprise

B silliness D calmness

7. You might have muttered if you didn’t want people to .

A see you C like you

B miss you D hear you

8. A fluke is an event that .

A happens all the time C happens once

B never happens D might happen


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Lesson 2

• A character’s traits help describe the kind of

person he or she is.

• A character’s motives are the reasons the

character acts as he or she does.

Read the paragraph. Then write the answer to each question.

1. Who is the main character?

2. What does this character want to prove to people?

3. Why does this character sign up for an after-school program?

Put a check mark next to two words that tell what Ling is like.

A hard-working

B relaxed

C proud

D homesick

With your child, make a list of traits of a character from a book, movie, or TV show.

“I’ll show them that I can write well,” Ling thought. Back in China, she

had gotten the best grades in English class. Ever since her family had moved

to Florida, though, her reports had been coming back all marked up. Ling

asked her teacher for help. Her teacher told her about an after-school writing

program for people who hadn’t grown up speaking English. Ling joined the

program. She did not want people here to think she wasn’t smart!

Ling

She wants to prove that she is smart.

She wants to improve her writing.



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RobustVocabulary

Lesson 3


Complete the sentences. Circle the letter of the ending that makes the most sense. One has been done for you.

1. To surrender to something is to .

A ask “Why?” C say “No!”

B say “Yes.” D say “Please.”

2. If you are trying to find a particular shirt, you are looking for .

A any old shirt C one exact shirt

B a red shirt D a ripped shirt

3. A sparkling lake is .

A deep C small

B bright D cold

4. An example of clusters is .

A pages in a book C a mirror on a wall

B grapes on a vine D rain on the ground

5. If something sizzles in a pan, it is probably .

A freezing C cooking

B stale D cold

6. One example of a place where you can stroll is .

A a park C a rocket

B a fish tank D an ocean



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Compare and Contrast

Lesson 3

Talk with your child about a holiday or celebration that you have celebrated in different ways, at different times. Discuss the similarities and the differences among the celebrations.

Read the letter below. Then complete the Venn diagram by writing each word from the box where it belongs.

Dear Zack,

The Fourth of July celebration here in Maine was really

different from what I’m used to. Instead of cooking hamburgers on a grill, we

cooked lobsters and corn! In Texas we have a July 4th parade, and they have one

here, too. Instead of floats and decorated tractors, this one is a boat parade. All

the boats have colored lights on them. Not everything was different, though. The

celebration ended with a fireworks show, just like it does at home.

Your friend,

Sam

lobsters a parade fireworks

decorated tractors hamburgers boats with lights

• To compare two things is to tell how they are alike.

• To contrast two things is to tell how they are different.

In Maine Both In Texas

lobsters

boats with lights

a parade

fireworks

decorated tractors

hamburgers



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Make Judgments

Lesson 3

With your child, discuss a character in a movie, a TV show, or a book you are both familiar with. Make a judgment about how that character behaves.

• To make a judgment means to give your opinion about

something.

• When you make a judgment about what you are reading,

use information from the text plus what you know.

• Always give a reason for why you have made a judgment.

Malika stared out the window, feeling sad. It was the fi rst week of summer

vacation, and it had rained every single day! Th e phone rang, but Malika ignored

it. Jessie was calling again. Malika had been so grumpy that she hadn’t even

wanted to talk to her best friend.

Th en Malika heard her mother pick up the phone. “Hello, Jessie . . . yes, Malika

is home. Wait a moment, please.” Malika’s mother came in and off ered her the phone.

Malika shook her head. She grumbled, “I don’t feel like talking right now.”

Her mother said, “Malika, it is rude to ignore your friends.

Please talk to Jessie.” Finally, after a long pause, Malika reached

for the phone. She took a deep breath, and said “Hi, Jessie.”

Read the paragraph below. Then answer the questions.

1. Why does Malika feel sad? Check one answer.

Summer vacation is over.

It is raining during summer vacation.

2. Do you think it is right for Malika to refuse to speak with Jessie? Why or why not?

3. Do you think Malika has a good reason to feel so grumpy? Explain.


No. It is rude.

No. It’s disappointing when it rains during summer vacation, but there are still lots of things to do. Her friend Jessie may have been calling to ask her to play.



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RobustVocabulary

Lesson 4Complete the sentences. Circle the letter of the answer that makes the most sense. The first item has beendone for you.

1. When you avert your eyes, you .

A stare C wink

B look away D blink

2. When you feel fury, you feel .

A sad C goofy

B happy D angry

3. You would expect a lot of at an interrogation.

A people C questions

B food D laughter

4. People look stern when they are feeling .

A glad for you C sorry for you

B unhappy with you D sad for you

5. If you are accusing your friend of something, you might say,

A “Thank you.” C “You did it!”

B “You like it.” D “You won it.”

6. You should act solemnly at a .

A park C party

B swimming pool D wedding

7. When you cringe, you are probably feeling .

A bored C proud

B sleepy D embarrassed

8. You might crane your neck to see something that is .

A colorful C very big

B close by D hard to see




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Lesson 4Read the passage below. Then write each detail from the box where it belongs in the graphic organizer.

With your child, make a Venn diagram to compare and contrast two people you both know.

Last year I was an exchange student in Bergen, Norway. It was a big change

from my home in Santa Monica, California. When I arrived, I wasn’t prepared

for the weather. My Norwegian host family laughed when they saw the shorts

and T-shirts in my suitcase. Anna, who is my age, loaned me rain boots and a

thick wool sweater.

Like Santa Monica, Bergen is by the water. However, the North Sea is a lot

colder than the Pacifi c Ocean!

I didn’t know how to speak Norwegian when I fi rst arrived. However, Anna

speaks perfect English. - at’s because everyone in Norway learns English at

school.

speaks English from California usually wears T-shirts

from Norway lives near water usually wears wool sweaters

The Narrator Both Anna


• from California• usually wears

T-shirts

• live near water

• speakEnglish

• from Norway• usually wears

wool sweaters



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RobustVocabulary

Lesson 5Complete the sentences. Circle the letter of the correct answer.

1. An extensive book collection might contain .

A three books B one book C a hundred books

2. If you are showing consternation, you might be .

A asleep B very worried C smiling calmly

3. A culinary tradition would NOT include .

A a lasagna recipe B tips for cooking turkey C a Spanish dance

4. An event that has commenced has .

A already started B just been planned C not started yet

5. Doing something serenely could involve .

A shouting loudly B speaking calmly C acting nervous

6. A person looking pensive would most likely be .

A laughing at a joke B having a dream C thinking very hard

7. One animal known for its vivid colors is .

A a parrot B a turtle C a mouse

8. A downcast person would most likely .

A giggle B speak excitedly C look sad

9. Something reminiscent of childhood might make you use your .

A sense of humor B memory C umbrella

10. To recruit someone is to get them to .

A join your group B stand alone C quit your team




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Lesson 5

1. Put a check mark next to Jane’s motive for asking for pet supplies as presents.

Jane wanted to teach her friends about animals.

Jane wanted to help the animal shelter and its dogs and cats.

2. Put a check beside each word that describes one of Jane’s traits.

foolish unselfish unhappy

practical caring rude

• A character’s traits are what the character is like as

a person.

• A character’s motivations are the reasons the character acts

as he or she does.

• Sometimes a story’s setting has an effect on how a

character feels, acts, or grows.

Jane had been getting ready for her birthday party for weeks. She had sent

out a lot of invitations. She had included a big wish list of presents she wanted.

On the day of Jane’s party, her mother drove her to the animal shelter. “Hi,

Jane!” said Ms. Rogers. “Are you working today?”

“No, I’m having a party!” said Jane. “And I hope I get a lot of presents!”

Soon the party guests arrived at the shelter. Jane gave them cupcakes. She

showed them around the animal shelter. Everyone loved the new kittens.

“It’s time to open my presents!” Jane said. One by one, she opened her

birthday presents. ) ere were leashes and balls for the dogs. ) ere

were toys for the cats. ) ere were bags of kitty litter and paper

towels. “) ank you all so much!” said Jane. “You made my birthday

wishes come true!”

Choose a character from a book, TV show, or movie that you and your child both know. Work with your child to identify the character’s traits and motives for things she or he does.

Read the story below. Then answer the questions.



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Lesson 5

70 years old volunteer speak two languages

10 years old loud like movies

helps first graders helps older students quiet

Read the paragraph below. Then complete the Venn diagram using the word or words in the box. The first one has been done for you.

• To compare two things is to tell how they are alike.

• To contrast two things is to tell how they are different.

Mrs. Kunishi is my neighbor. She and I are good friends. We are very

diff erent from each other, though. Mrs. Kunishi is 70 years old and I am 10

years old. Mrs. Kunishi is quiet, and I am loud. But we are a lot alike, too. We

both speak two languages. We both like movies. We volunteer at the same after-

school program. We do diff erent things there, though. I help fi rst graders by

listening to them read, and Mrs. Kunishi helps older students with math.

Mrs. Kunishi Both Narrator

70 years old speak two languages

10 years old

With your child, compare and contrast two places that you both know.

quiethelps older students

like moviesvolunteer

loudhelps first graders



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Synonyms and Antonyms

Lesson 5

Write a synonym for each underlined word in the sentences below. Use the words in the box.

• Synonyms are words with a similar meaning.

• Antonyms are a words with the opposite meaning.

1. On the ground, the hot air balloon looked enormous.

2. Josh felt terrible when his baseball broke the window.

3. Jim has made a sensible decision.

4. It is unsafe to ride a bike without a helmet.

Write an antonym for each underlined word in the sentences below. Use the words in the box.

dangerous wise awful huge

Say simple descriptive words, such as old, sweet, tall, and wet. Have your child think of a synonym or antonym for each word, and tell which it is.

5. It was quiet on the playground today.

6. The street was very wide.

7. I was the first person in line.

8. The test was very difficult.

last easy noisy narrow

huge

awful

wise

dangerous

noisy

narrowlast

easy



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Make Judgments

Lesson 5

• To make a judgment means to give your opinion about

something.

• When you make a judgment about what you are reading,

use information from the text plus what you know.

• Always give a reason for why you have made a judgment.


1. How does the narrator feel about the camping trip? Check one answer.

She thinks it is enjoyable.

She thinks it is not enjoyable.

2. How does the narrator’s brother feel about the trip? Check one answer.

He thinks it is a good vacation.

He thinks it is not a good vacation.

3. Do you think you would enjoy this kind of vacation? Explain.

4. Do you think the narrator’s brother should be allowed to go home early with his Aunt Vanessa? Why or why not?

With your child, discuss the setting in a book you are both familiar with. Make a judgment about that setting. Would you like to live there? Why or why not?

Dear Diary,

Today we are camping near the coast. There are huge white sand dunes at our

campground. You can start at the top of one and roll all the way down, right into a

lake! You can swim in the lake, or paddle a boat. My brother doesn’t like camping,

though. He says the sand gets into everything, even into his food. He says he is

bored. He wants to go home early with Aunt Vanessa and see his friends.


I think I would enjoy it, because the place sounds pretty,

and I like to swim and take boat rides.

No, he should stay and find ways to have fun.



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RobustVocabulary

Lesson 6Complete the sentences. Circle the letter of the sentenceending that makes the most sense.

1. To show that you are responsible with pets, you might .

A feed and care for your pet C give your pet away

B play with your pet D get a new pet

2. You might have darted under a tree if .

A you had sore feet C you had wanted to rest

B the grass had been wet D it had started to rain

3. You might expect people to start jostling you .

A when you are home alone C when you are at a parade

B when you are reading D when you are at your desk

4. If a bus swerved, passengers would probably be .

A surprised C relaxed

B happy D asleep

5. You might be attentive on a car ride if .

A you had a headache C you were tired

B you were bored D you were looking at the view

6. If you pounced on a cookie, you probably .

A baked it yourself C do not like cookies

B really wanted it D were full

7. If someone is contradicting you, he might say .

A “Let’s be friends.” C “I agree.”

B “What time is it?” D “That’s not true!”




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Plot: Confl ict and Resolution

Lesson 6

The events in a fi ction story make up the plot. The plot

includes a confl ict, the problem faced by the main character

or characters. The resolution of the confl ict is how the

problem is solved.

Read the paragraph below. Then answer the questions. The first one isanswered for you.

1. What is the conflict in the story?

2. What steps does Ben take to solve his problem?

3. What is the resolution of the conflict?

Ben had not seen his cat Elsie for two days. He was worried. He looked for

her in all of her favorite places. She was not sunning herself on the back fence.

She was not trying to nap in his mother’s laundry basket. She was not even

bothering the chickens. � e barn was the last place she could be hiding.

“Here, Elsie!” Ben called out as he walked inside the barn. Silence. Ben

turned to leave. � en he heard a tiny mewing noise and another and another.

Kittens! Ben scrambled up the ladder to the hayloft. � ere was Elsie, the proud

mother of six new kittens!

With your child, review the events in this story. Discuss the confl ict and how it was resolved.

The conflict in the story is that Ben wants to find his cat

but cannot.


He looks for Elsie in all her favorite places. Finally he

looks in the barn.

Ben finds his cat in the barn. She has had kittens.



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Prefi xes, Suffi xes, and Roots

Lesson 6

Read each definition and root word. Then write a prefix from the box to form a word that fits each definition. The first one is answered for you.

1. not correct correct 2. test given before test

3. not honest honest 4. fill again fill

5. write again write

Read each definition and root or root word. Then write a suffix from the box to form a word that fits each definition.

6. the quality of being good good

7. full of play play

8. without end end

9. able to be seen vis

10. able to be heard aud

A root is the basic word part that gives a word its meaning.

A root word is a root that can stand alone as a word.

A prefi x is a word part added to the beginning of a root.

A suffi x is a word part added to the end of a root.

Prefixes Roots Suffixes

pre- before

re- back or again

dis- not

in- not

vis to see, to be

seen

aud to hear, to be

heard

-less without or

lacking

-ful full of

-ness state or quality

of being

-ible, able to be

-able

in

Work with your child to use each of the words he or she formed in a sentence.

fulness

repre

redis

lessible

ible



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RobustVocabulary

Lesson 7Complete the sentences. Circle the letter of the endingthat makes the most sense.

1. A child might be reluctant to .

A leave a playground C watch a funny movie

B eat a favorite food D see a good friend

2. Harry’s anger was clear from the way he rumpled .

A the food on his plate C the soccer ball

B the paper he was writing on D the monkey bars

3. Beth felt a surge of pride when her .

A kite hit the ground C dog wagged its tail

B clock struck two D art project won a prize

4. Anita was inspecting the building to .

A make sure it was safe C make the soil richer

B move a large box D build a tree house

5. When a fishing line is taut, there may be a .

A fish in your boat C fish on your line

B hat on your head D worm on your hook

6. The boys untangled the .

A rope C boxes

B baseball D rocks

7. The noise that resounded through the streets was probably a .

A computer C stop light

B car alarm D ticking clock

8. A tiger lurked in the bushes, ready to .

A sleep C scratch

B swim D pounce




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Lesson 7

A story’s confl ict is the problem the main character must solve.

A series of plot events leads to a resolution, or solution.

Read the paragraph below. Then fill in the graphic organizer. Some answers have been completed for you.

� e rodeo was coming to town. Sara and Jill had tickets to the Saturday

afternoon show. On � ursday, Sara’s mom shared some bad news. She and Sara’s

dad had an important meeting on Saturday. Sara would have to take care of her

little brother, Andy. Sara called the ticket offi ce to see if she and Jill could switch

their tickets to Sunday’s show, but that show was sold out. � en Sara asked if

there were any more tickets for Saturday afternoon. � ere was one ticket left!

She and Jill took Andy to the rodeo.

Conflict

Plot Events

1.

2.

3.

4.

Resolution

Review the plot events with your child. Discuss other possible solutions to Sara’s problem.

Sara and Jill had tickets to Saturday’s show at the rodeo.

Sara planned to go to the rodeo, but she found out that she would have to take care of her little brother, Andy, that day.

Sara and Jill took Andy to the rodeo.


Sara found out that she had to take care of Andy on

Saturday.

Sara tried to switch their tickets to Sunday’s show.

Sara got the last ticket for Saturday’s show.



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RobustVocabulary

Lesson 8Complete the sentences. Circle the letter of the sentenceending that makes the most sense.

1. If you gave a friend a slick gift, your friend would probably be .

A hurt C worried

B happy D angry

2. If a movie really impressed you, you might .

A never see it again C have bad dreams

B fall asleep watching it D tell your friends to see it

3. You might be asked to cease talking .

A at a park C in the library

B on the playground D at a ball game

4. If e-mail did not exist, people would probably .

A learn computers faster C buy more computers

B send more letters D save paper

5. You would expect a fierce animal to .

A make a good pet C be easy to train

B trust people D be dangerous

6. The word nimble could be used to describe .

A a vacation C a dancer

B a movie D a meal




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Author’s Purpose and Perspective

Lesson 8

Read the paragraph below. Then answer each question by making a check mark. The first one is answered for you.

Authors have different purposes, or reasons, for writing.

Sometimes authors express a particular perspective, or point

of view, about their topic.

One of the earliest types of computers was created in 1888 by Herman

Hollerith. Hollerith invented a machine to count the results of the United

States census of 1890. A census is an offi cial count of how many people live in

a place. Hollerith’s machine used a punch-card system to collect information.

Census takers punched holes next to certain numbers. & en Hollerith’s machine

read the pattern of holes punched in each card. & is type of computer seems very

old-fashioned compared to computers of today. Still, the punch-card machine

was an important step in the history of the computer.

1. What type of information does the author give?

facts about one type of early computer

reasons to buy a computer

2. What is the author’s purpose for writing this paragraph?

to entertain people with a story about Herman Hollerith

to inform people about an invention that helped lead to modern computers

3. What does the writer’s perspective seem to be on this topic?

The writer is strongly against the use of punch-card machines.

The writer feels that the punch-card computer was an important invention.

With your child, review the details in the paragraph. Help your child identify the sentence that reveals the author’s perspective.



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Locate Information

Lesson 8

Circle the letter of the best answer.

1. In a library database, you can search for a specific book about pigs by .

A author’s purpose C flavor or color

B size and shape D author or title

2. To find several books about cooking, you should search by ?

A author C subject

B title D call number

3. To find books about Tyrannosaurus rex, what keyword would be best to use?

A terrible C meat eaters

B dinosaurs D scary

4. If you wanted to find information about the history of computers, where would

you look?

A a CD-ROM encyclopedia C a keyword

B an e-mail message D an online newspaper

5. If you wanted to find the weather forecast for your region, where would you look?

A a CD-ROM encyclopedia C a keyword


• A library database is a collection of records that shows all

of the books and other resources in a library. A keyword is

a word used to search for information.

• A CD-ROM encyclopedia is an entire encyclopedia that has

been stored on a compact disc called a CD-ROM.

• Online magazines and newspapers can be read on a

computer with an Internet connection.

Have your child orally explain how to use an electronic library catalog. If possible, visit a library together and use the electronic catalog to fi nd a book.



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RobustVocabulary

Lesson 9Choose the Vocabulary Word from the box that goes best with each idea below. Write the word on the line. The first one is answered for you.

1. makes you want to do your best

2. easily bent

3. what ants can do to a kitchen

4. one-of-a-kind

5. a careful, gentle touch

6. to keep something the same as it has always been

7. regular spaces or periods of time

8. something shared between people

unique infest intervals delicateflexible bond inspires preserve

With your child, take turns creating sentences using the Vocabulary Words.

inspires

flexible

infest

unique

delicate

preserve

intervals

bond



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Lesson 9

Read the paragraph below. Then answer the questions. The first one is answered for you.

1. What kind of information does the author give? Check one.

how to play different versions of a dart game

how to teach a dart game to others

2. What is the author’s purpose for writing this paragraph? Check one.

to give tips on how to make a dart

to give information about a Native American game

3. What is the author’s perspective about games? Check one.

The author thinks that games can teach useful skills.

The author thinks that games are useless activities.

With your child, read an article from a children’s magazine. Then talk about the author’s purpose for writing and his or her perspective on the topic.

Authors have different purposes, or reasons, for writing.

Authors of nonfi ction usually want to inform readers

about a topic. Sometimes an author expresses his or her

perspective, or opinion.

Children love games. Actually, many adults love games, too. Games have

been around for thousands of years. In the past, games taught children skills they

would need later in life. One game may be familiar to you. It was a dart game

played by Native Americans. People made a hoop and placed it on the ground or

hung it from a tree. ! en players took turns trying to throw a dart through the

hoop. In one version, players scored a point every time the dart went through

the hoop. In a harder version of the game, someone carried the hoop, making it a

moving target. ! e dart game helped turn boys and men into skillful hunters.



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RobustVocabulary

Lesson 10Complete the sentences. Circle the letter of the ending that makes the most sense.

1. If you comprehend a subject, you .

A do not understand it C do not like it

B understand it D have never studied it

2. Pliable materials such as leather are .

A easily breakable C bendable

B good for chewing D not bendable

3. A solitary creature .

A lives in a pack C hunts other animals

B eats plants D lives alone

4. You might scan a movie theater to .

A find a good seat C watch a movie

B eat popcorn D buy a ticket

5. If you are vulnerable, you are .

A safe B hungry C content D at risk

6. If you are exuberant, you are feeling .

A very sad C excited and joyful

B unsure about something D somewhat lazy

7. A person who is mature .

A hasn’t learned to walk C can speak two languages

B grows about an inch a year D is fully grown

8. A person who lumbers is moving .

A gracefully B clumsily C quickly D sadly

9. If a fence encircles a field, it .

A borders it C surrounds it

B divides it D measures it

10. A mother bear would nurture .

A a tree C a cub

B a father bear D a fish

With your child, make up a new oral sentence that uses each Vocabulary Word.



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Lesson 10


• The events in a story make up the plot of the story.

• The plot includes a confl ict, or problem, faced by the main

character or characters.

• The resolution of the confl ict is how the problem is solved.

Mimi was happy. Her teacher had chosen her to take the class

guinea pig home for the weekend. On Friday after school, Mimi’s mom came to

the classroom. “� is is Nicky!” said Mimi, picking up the guinea pig’s cage.

“Achoo!” said Mom. She helped Mimi take Nicky to the car.

Mom sneezed all the way home. “I must be allergic to guinea pigs,” she said.

Mimi set up Nicky’s cage in the family room. Mimi’s mother sneezed and

sneezed. Mimi moved the cage to her bedroom. It didn’t help. Every time Mimi’s

mother walked down the hallway, she started sneezing.

By Saturday, Mimi knew she had to do something. She called her friend.

“Bridget, can you pet sit until Monday?” she asked.

“I’d be happy to,” Bridget replied. “� en you can visit Nicky.”

1. What is the conflict of the story? (This is the problem Mimi must solve.)

2. What steps does Mimi take to solve her problem?

3. What is the resolution of the conflict? (This is how the problem is solved at

the end.)

With your child, review the events in this story. Discuss the confl ict and how it was resolved.


The conflict of the story is that Mimi’s mother is allergic to the guinea pig.

She puts the cage in the family room. Then she moves it

to her bedroom. Then she calls her friend Bridget.

Bridget pet sits until Monday.



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Lesson 10

1. What type of information does the author give?

facts about endangered sea animals

facts about pollution

2. What is the author’s main purpose for writing this paragraph?

to entertain people with a story about whales, dolphins, and porpoises

to inform people about threats to whales, dolphins, and porpoises

3. What does the writer’s perspective seem to be on this topic?

The writer feels that nothing can be done to help whales, dolphins,

and porpoises.

The writer feels that people should help protect whales, dolphins,

and porpoises.

Read the passage with your child. Then help your child identify the sentences that reveal the author’s perspective.

Whales, dolphins, and porpoises are endangered animals. � eir health tells

us a lot about the health of the oceans. For example, when pollution harms them,

scientists know that the health of all ocean life is at risk.

Pollution is not the only thing that endangers whales, dolphins, and porpoises.

Huge numbers of them get caught in fi shing nets. Many more collide with ships.

Hunters are another threat to these marvelous creatures.

People are working to save whales, dolphins, and porpoises. It is very

important work. We cannot aff ord to lose any more of these fascinating sea animals.

Read the paragraphs below. Then answer the questions.

• Authors have different purposes, or reasons, for writing.

• Sometimes authors express a particular perspective, or

opinion, about their topic.



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Prefi xes, Suffi xes, and Roots

Lesson 10

Read the prefixes and suffixes in the box. Then write the missing part to spell a word that matches the definition.

• A root is the part of a word that gives a word its meaning.

• A prefi x is a word part that is added to the beginning of

a root.

• A suffi x is a word part that is added to the end of a root.

Prefixes Roots Suffixes

pre- “before”

re- “back” or “again”

dis- “not”

in- “not”

vis “to say”

aud “ to hear, to be

heard”

-less “without” or

“lacking”

-ful “full of”

-ness “ state or quality

of being”

-ible,

-able “able to be”

Read the definition. Then write a prefix before each root to form a word that fits that definition.

1. “to not obey” obey

2. “to heat again” heat

3. “not active” active

4. “to view before” view

Read the definition. Then write a suffix from the box to form a word that fits that definition.

5. “able to be seen” vis

6. “full of joy” joy

7. “the state of being dark” dark

8. “without care” care

Work with your child to use each word he or she formed in a sentence. For example, “We need to reheat the pasta.”

-ible -ness -less -ful

disre

inpre

ful

ible

ness

less



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Locate Information

Lesson 10

Discuss with your child topics you’re both interested in. Make a list of keywords you could use to look up information about those topics.

• A library database is a collection of records that shows all

of the books and other resources in a library.

• A keyword is a word used to search for information.

• A CD-ROM encyclopedia is an entire encyclopedia that has

been stored on a CD.

Circle the letter of the best answer.

1. In a library database, you can search for a book about turtles by .

A size and shape C subject

B color D author’s purpose

2. To find books by your favorite writer, which way of searching is best?

A by call number C by subject

B by author D by title

3. If you wanted to find job listings in your area, where would you look?

A an online encyclopedia C a keyword


4. If you wanted to find information about the history of the Internet, where

would you look?

A an online encyclopedia C a keyword


What keyword would you use if you wanted to do research about your state? Write the keyword in the empty box below.

Students should write their state’s name.



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Robust Vocabulary

Lesson 11


Complete the sentences. Circle the letter of the ending that makes the most sense.

1. People avoid bees because

A they land on flowers. C they are yellow and black.

B they fly. D they sting.

2. If animals are being chased by predators, they might

A decide to try to find food. C hide.

B want to play. D run to the predators.

3. If it is obvious that it is going to rain, it might be

A sunny outside. C clear outside.

B cloudy and dark outside. D snowing outside.

4. If a girl resembles her mother, she

A looks like her mother. C is shorter than her mother.

B is taller than her mother. D looks like her father.

5. The smell of cookies baking in the kitchen may lure you

A toward the living room. C to the backyard.

B outside to ride a bike. D toward the smell.

6. If you mimic a bird, you

A listen to its chirping. C try to sing like it does.

B sing like yourself. D listen to people talking.

7. A deceptive animal

A tricks other animals. C plays with other animals.

B makes friends with other D is honest.animals.

8. A boy and his father who have the same traits might

A try the same foods. C have different hair color.

B like different foods. D both have brown hair.



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Text Structure:Cause and Effect

Lesson 11Read the Skill Reminder. Then read the paragraph below. Write the correct answers. The first one has been done for you.

Authors may organize text by causes and effects. A cause is an action or event.

An effect is what happens because of the action or event. Authors also use clue

words such as because, as a result, then, and so that to signal causes and effects.

� e zebra has camoufl age that helps it survive. A predator may have a hard

time seeing a zebra because the zebra’s stripes help it blend in with the grass and

the trees. � e zebra can also blend in with other zebras. As a result, a predator

may give up and leave the zebra alone.

The zebra has camouflage. The camouflage helps the zebra

survive.

Causes Effects

The zebra’s stripes help it blend

in with the grass and the trees.

The zebra can also blend in

with other zebras.

With your child, try to think of other animals that use disguises.

Accept reasonable responses. Possible responses are shown.

A predator may have a hard time seeing a zebra.

A predator may give up and leave the zebra alone.



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ReferenceSources

Lesson 11Read the Skill Reminder.

Now circle the correct choice. The first one has been done for you.

1. You want to find the correct pronunciation of the word mimic. Do you look in

an atlas or a dictionary?

2. You want to find where the Amazon River ends. Do you look in an atlas or a

dictionary?

3. You want to find what a tiger eats. Do you look in an encyclopedia or an atlas?

4. You want to find the meaning of the word predator. Do you look in an

encyclopedia or a dictionary?

5. You want to find the location of Spain. Do you look in a dictionary or an atlas?

Imagine you are using an encyclopedia. What letter would you look under to find each piece of information? The first one has been done for you.

6. Where can penguins be found?

7. Do daisies grow in the United States?

8. What do tigers eat?

9. Why does a zebra have stripes?

10. What does a monarch butterfly look like?

A dictionary tells what words mean and how to say them.

A globe is a round map of the Earth.

An encyclopedia tells facts about something or someone.

An atlas is a book of maps.

P

Name other topics of interest, and have your child tell which reference sources to use to fi nd out about them.

D

T

ZM or B



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Robust Vocabulary


1. A constant noise is a noise that you hear .

A now and then C in the morning

B all the time D at night

2. Something that contracts .

A gets smaller C gets softer

B gets larger D gets warmer

3. An example of depths is .

A the air in a jar C the top of a mountain

B the sides of a square D the bottom of the ocean

4. An eruption is .

A intelligent, kind, and wise C quiet, slow, and gentle

B cold, clear, and refreshing D loud, fast, and forceful

5. If someone wants to see you immediately, he or she might say,

A “Hi, there!” C “Come here right now!”

B “Later, alligator.” D “Please move over.”

6. One thing you must do gradually is .

A kick a soccer ball C sneeze

B learn a new language D jump in a lake

7. If your favorite cap was revealed after being hidden, you’d probably feel .

A relieved C afraid

B sick D sad




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Lesson 12

1.

2.

An author may organize a nonfi ction text by causes and effects. A cause is an action

or event that makes something else happen. An effect is what happens as a result

of the action or event. Clue words such as then, so, and because can help you fi nd

causes and effects.

One February, heavy rains fell on the little town of Rio Nido, California. � e

rain washed away part of a steep hillside. Many homes had been built on top of the

hill. Several homes were lost as a result of the mudslide. No one was hurt, but the

families who lived in the destroyed homes were forced to move. � e hillside was so

seriously damaged that no one could rebuild a home

there. � e families had to fi nd a new place to live.

The hillside

was seriously

damaged.

Heavy rains fell.

Causes Effects Effects

Read the Skill Reminder. Then read the paragraph below it. Write the missing effects.

With your child, discuss other effects heavy rain can have on land.

Accept reasonable responses.

Part of a hillside was washed away.

Several homes were lost in the mudslide.

People could not rebuild there.

The families had to find a new place to live.



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Robust Vocabulary


1. If a river is treacherous, it is .

A warm C distant

B dangerous D wide

2. A smoldering tree stump is .

A exploding into flames C charred but no longer burning

B damp and rotting D still burning a little

3. If someone plunges into something, he or she .

A dives into it C looks into it

B backs into it D avoids going into it

4. If someone replies skeptically, he or she might say,

A “That’s a great idea!” C “I doubt it.”

B “I already have one.” D “I’m sorry that happened.”

5. Something that is altered is .

A changed C copied

B protected D forgotten

6. If someone feels discouraged, he or she might say,

A “This is fun!” C “I’m proud of this.”

B “I can’t do this.” D “I’ll show you how.”

7. An example of drudgery is .

A walking in a crosswalk C washing windows all day

B meeting a friend D picking up a penny

8. An idea is likely to be scoffed at if it seems .

A wise C useful

B interesting D silly




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Draw Conclusions

Lesson 13

1. Read the paragraph. Then answer the question in the third box below to draw a conclusion.

2. Now read the next two paragraphs and draw another conclusion.

When you read a story, you must fi gure out some

things yourself. Use clues from the story plus what

you already know.

“We’re coming to a really big cascade!” shouted Julia.

Vonnie’s eyes grew wide as she looked ahead. She felt afraid, but mostly excited.

She had handled the fi rst few rapids well. Now she felt ready to run a big one.

Julia helped Vonnie get into the raft. $ en she tightened the straps on

Vonnie’s life jacket for her. “Next I’ll show you how to hold the paddle,” Julia said.

Story Detail What I Know Conclusion

Vonnie needed help

getting into the raft,

tightening her life

jacket, and holding

the paddle.

People who are doing

something for the

first time need a lot of

help.

Has Vonnie been

rafting before?


Vonnie felt more excited

than afraid as she

headed into the rapids.

People who look

forward to new

challenges are brave.

What kind of person is

Vonnie?

With your child, talk about outdoor activities your family enjoys or would like to try. Discuss how easy or diffi cult each activity might be, based on what you know about it.


Vonnie has never gone rafting before.

Vonnie is a brave person.



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Predict Outcomes

Lesson 13Predict Outcomes

Read the story below. Then use clues from the story along with what you know from real life to answer the questions.

1. What clues does the story give about Lara? ________________________________

______________________________________________________________________

2. What clue does the story give about where Lara might have lost her backpack?

______________________________________________________________________

______________________________________________________________________

3. What do you predict Lara will do? Check one answer.

_____ A. Lara will give up looking for her backpack.

_____ B. Lara will find her backpack at Rob’s house.

It was the day of the school softball game. “I can’t fi nd my backpack,” Lara

cried. “What will I do?”

Her friend Rob looked worried. “Have you looked everywhere?” he asked.

“I looked for it at home and at school this morning,” Lara said. “My softball

glove was in there,” she groaned. “Now I can’t play in the game.”

Rob remembered that Lara had her backpack with her when she was at his

house the day before.

“Let’s go to my house, Lara. I think you’ll be able to play in the game after

all,” Rob said with a smile.

As you and your child read together, pause periodically to predict what might happen as the story continues. Encourage your child to explain his or her predictions.

Name


She lost her backpack.

She looked for it at home and at school.

Rob remembered that Lara had her backpack with her

when she was at his house the day before.


© Harcourt • Grade 4© Harcourt • Grade 4

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Robust Vocabulary


1. If you were feeling timid, you might want to .

A sing a song C give a speech

B eat an apple D sit quietly

2. A classmate dashes into the room. He has come in .

A sadly C suddenly

B quietly D slowly

3. Something that is trembling is .

A shaking gently C calling out

B perfectly still D very quiet

4. A hermit is likely to live .

A in a hotel C on a busy street

B with a large family D in the woods

5. If you are fascinated by something, it seems .

A silly C boring

B sleepy D interesting

6. An example of something most people do occasionally is .

A eat food C breathe air

B fall asleep D take a trip

7. One thing that would be peculiar would be a dog with .

A four legs C brown eyes

B green fur D pointy ears

8. If you wanted to wear something drab, you might pick .

A a gray coat C red striped socks

B a sparkly shirt D a bright orange hat

78 Extra SupportWith your child, take turns making up sentences that use the Vocabulary Words.



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Draw Conclusions

Lesson 14

1. What has the weather been like lately? Write a conclusion.

2. What is happening to the corn crop? Why? Write a conclusion.

Authors do not explain everything in a story. You must fi gure

out some things as you read. Use details from the story plus

what you know to draw a conclusion.

Farmer Morse looked up at the morning sky. It was as clear and blue as a

robin’s egg. � en he looked at his corn crop. “� at corn ought to be knee-high by

now,” he said with a sad sigh. He picked up a handful of soil. It crumbled into dry

bits between his fi ngers.

“I saw the weather report,” his son David said hopefully. “� e reporter said

that it might rain tomorrow.”

Story Details What I Know Conclusion

The sky is clear and

blue.

The soil is dry.

A blue sky means clear

weather.

Soil gets dry if it

doesn’t rain.

Story Details What I Know Conclusion

Farmer Morse seems

sad that his corn is not

knee-high.

The soil is dry and

crumbly.

Crops need water to

grow.

Corn plants grow very

tall.

With your child, make a list of things that plants need in order to grow.

The weather has been dry.

The corn has not grown enough because there hasn’t been enough rain.



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RobustVocabulary

Complete the sentences. Circle the letter of the endingthat makes the most sense.

1. A person who is a seasoned sailor has .

A flown a lot of kites C sailed a lot

B never been on a boat D not learned to swim

2. If you need guidance at a national park, ask a .

A grizzly bear C park ranger

B schoolteacher D cafeteria worker

3. If leaves will undoubtedly fall soon, it is the beginning of .

A spring C winter

B autumn D summer

4. If you cherish a memory, you .

A think about it fondly C forget about it

B hate to remember it D don’t care about it

5. If you hoist a flag, you .

A fold it C buy it

B pull it down D raise it up

6. A delectable meal tastes .

A delicious B terrible

B cold D too spicy

7. Something that would be pristine is .

A a grocery store C a school playground

B an old house D a waterfall in the mountains

8. An intrepid explorer would think an unmapped wilderness was .

A too scary to enter C boring

B a fun challenge D not worth exploring

9. A fragile vase is easily .

A repaired C filled

B broken D made

10. If you think it’s a privilege to have a certain teacher, you .

A wish you were at home C like that teacher a lot

B don’t like that teacher D don’t know that teacher


Lesson 15



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Read the paragraph below. Write the effect of each cause.The first one has been done for you.

With your child, try to think of other sea creatures that use disguises. Discuss theeffects that their camoufl age has on predators and prey.

Camoufl age can help reef animals in many ways. Th e

decorator crab attaches tiny seaweed and small animals to

its body. As a result, it blends into the background and is

protected from predators. Th e frogfi sh also has camoufl age

that helps it blend into the reef. Because of this, other fi sh

cannot see it in the coral. Th e body of the frogfi sh has a

long, thin spike that acts like a fi shing rod with bait. Th e

frogfi sh wiggles the rod around so that prey will take the

bait. Th en the frogfi sh eats the prey.

The decorator crab has camoufl age. It blends in, and predators can’t see it.

Cause Effect

The frogfi sh has camoufl age.

Cause Effect

Authors may organize text by causes and effects. A cause is

an action or event. An effect is what happens because of the

action or event. Authors also use signal words such as because,

as a result, then, and so that to show causes and effects.

The frogfi sh wiggles its “fi shing rod

and bait.”

Cause Effect

Lesson 15

Other fish don’t see it.

Prey comes to take the bait and is eaten.




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DrawConclusions


Kyle swam to the shallow

end, to the three-foot mark.

Swimming pools have deep

ends, shallow ends, and

depth marks.

Where was Kyle learning to

snorkel?

Read the paragraph. Then answer the question in the last box beneath the paragraph to draw a conclusion.


Kyle dove deep into

the water and came up

coughing and spitting out

water.

If you place a tube

underwater, it will fi ll

with water.

What happened to Kyle?

Now read the next paragraph and draw another conclusion.

Ask your child to tell you about one event that happened at school. Draw a conclusion about the event. Then have your child do the same with an event you tell about.

Lesson 15

When you read a story, you must fi gure out some things

yourself. Use clues from the story plus what you know from life.

“Kyle, you can’t dive too far underwater!” said Tyler. “Let’s go to the

shallow end instead. Th en you won’t go too deep.” Kyle swam to the three-

foot mark. He tried again. Th is time, he was able to snorkel successfully.

Tyler was teaching his friend Kyle to snorkel. “Put the snorkel tube in

your mouth,” he said. “Th en breathe through it.” Kyle put the snorkel

tube in his mouth. He dove deep into the water. A moment later,

he came up coughing and spitting out water.

Kyle dove too deep and his snorkel tube filled with water.

A possible response is shown.


Kyle was learning at aswimming pool.



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Reference Sources

Use what you know about reference sources to answer the questions.Write the correct choice. The first one has been done for you.

1. You want to find the correct pronunciation of the word intrepid. Do you look in

an atlas or a dictionary?

2. You want to find out what countries border the United States. Do you look in an

atlas or a dictionary?

3. You want to find out the names of the biggest hurricanes in 2005. Do you look

in a thesaurus or in an almanac?

4. You want to find a synonym for the word delectable. Do you look in an

encyclopedia or a thesaurus?

Imagine you are using an encyclopedia. What letter would you look under to

find each piece of information? The first one has been done for you.

5. Are there coyotes on the East Coast of the United States?

6. How do volcanos form?

7. Where can you find coral reefs?

8. What is the geography of Florida like?

9. Is the Atlantic Ocean the biggest ocean?

• An encyclopedia gives information about topics.

• A dictionary tells what words mean, how to say them, and

how to spell them.

• Globes and atlases help you fi nd specifi c places.

• An almanac gives current facts about places and events.

• A thesaurus lists synonyms for words.

Have your child name a topic that she or he wants to know more about. Then have your child decide what sources they could use to fi nd information about that topic.

Lesson 15

dictionary

C

atlas

almanac

thesaurus

C

V

O

F

A or



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PredictOutcomes

Story Details What I Know Prediction

Elke knows that she has to

be careful when her baby

brother is around. Her

mother wants her to leave

the room to set the table.

You shouldn’t leave babies

alone with things that they

can get into.

What do you think Elke will

do next?

Read the story. Then answer the question in the last box beneath the story to make a prediction.

Story Clues What I Already Know Prediction

Elke’s brother grabs things

and makes a mess with art

supplies. He has noticed her

painting.

Babies have to be watched

all the time, or they will

get into things and make

messes.

What will Elke’s baby brother

try to do?

Read the information in the first two boxes below. Then answer the question in

the last box to predict an outcome.

Ask your child to tell you about one event that happened at school. Make a prediction about the event. Then have your child do the same with an event you tell about.

Lesson 15

When you think about what will happen next, you are

making a prediction. Use clues from the story plus what you

know from life to predict what will happen next.

Elke has to be careful when her baby brother is around. If she is making a

bead necklace, he will grab the beads and try to put them in his mouth. If she is

coloring, he will grab a crayon and scribble all over everything.

Today, Elke is painting a picture of a horse for an art project. Th ere are paints,

paintbrushes, and cups of water all around her. Her baby brother is nearby. Her

mother calls her from another room. “Elke, come set the table for dinner!”

Elke looks at her baby brother. “Horsey!” he says.

He crawls towards the paints.

He will try to get her paints.


She will packup her art supplies,take her brother with her, or ask her momto come get the baby.




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1. You can tinker with .

A a wish C some milk

B a radio D the sun

2. A hoaxer tries to be .

A kind, friendly, and pleasant C cool, calm, and quiet

B tall, fast, and strong D tricky, clever, and funny

3. If your dog trampled your bed, he .

A walked all over it C crawled under it

B chewed on it D slept on it

4. If you forged a friendship, that means you .

A lost a friend C helped a friend

B made a friend D saw a friend

5. If you perfect something, you make it .

A all wrong C mostly right

B exactly right D mostly wrong

6. A quest is a kind of .

A drink C search

B snack D game

7. When you face barriers, you are .

A making progress C getting lucky

B getting hungry D finding problems




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Fact and Opinion

Lesson 16Read the paragraph below. Then complete each chart. One has been done for you.

Read the story below. Then answer the questions.

• A fact is a statement that can be proved.

• An opinion is a statement of feeling or belief.

Some inventions have never become famous. � e electric dog-washer is one

example of an invention that didn’t make it. � e idea of an electric dog-washer is

very silly. Giving a dog a bath is both fun and easy. You can buy pet shampoo at

any pet store. I think the electric dog-washer didn’t become famous because its

inventor forgot that an invention needs to be useful.

Statement Fact or Opinion? Explain Why:Some inventions have

never become famous.

fact You could check a

reference source to learn

about failed inventions.

1.

2.

3.

Statement Fact or Opinion? Explain Why:

With your child, make a list of facts and opinions about an appliance in your home.



An electric dog-washer is a silly idea.

opinion The writer thinks this. Others might not agree.

You can buy pet shampoo at any pet store.

fact You could call pet stores to confirm that this is true.



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Follow Written Directions

Lesson 16Read the directions for making a weather vane. Then answer the questions.

Materials:• scissors • a drinking straw

• two cardboard triangles, • a pin with a big head

one large and one small • a pencil with an eraser

Directions:

First, cut a slit at each end of the straw. Then slide the tip of the large triangle into one of the slits and the wide end of the small triangle into the other slit. Next, hold the straw sideways. Find the point near the middle of the straw where you can balance it on one finger and it doesn’t tip forwards or backwards. Mark the point, and have an adult push the pin through the straw at that point and into the pencil’s eraser. Now you can hold up your finished weather vane to see which way the wind is blowing.

Questions:

1. What should you do before you start to follow the directions?

2. What is the first step in the directions?

3. What is the last step?

Work with your child to read the directions for a simple recipe. If possible, work together to follow the recipe.


Read all the directions; gather the materials.

Cut a slit at each end of the straw.

Push the pin into the eraser and hold up the weather vane.



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Vocabulary


1. A graceful person is probably not . A confident C clumsy

B funny D friendly

2. You would expect something exotic to be . A ordinary C familiar

B large D unusual

3. A mischievous person is one who likes to . A help others C eat soup

B play tricks D sleep late

4. The word brilliant could be used to describe . A a worm C the sun

B a hole D the air

5. If you participate in an activity, you . A take part in it C sleep on it

B forget about it D talk about it

6. Your ancestors include . A children and grandchildren C grandparents and great-grandparents

B sisters and brothers D classmates and teammates

Lesson 17

With your child, take turns using the Vocabulary Words in sentences. Say a sentence, and then have your child say a different sentence. Provide help with the meaning or use of words, if necessary.



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Fact and Opinion

Lesson 17Read the paragraph below. Then write the correct answers. One has been done for you.



I was born in Mexico, in a village by the sea. I believe that this village is one of the

most beautiful places on earth. I started to paint pictures of the sea when I was a child.

Today I live by the ocean, near the border of Oregon and Washington state. I am still

painting pictures of the sea. I think that painting is the best way to spend time.


I was born inMexico.

fact You could prove it by checking records.


I believe that this village is one of the most beautiful places on earth.


I think that painting is the best way to spend time.

1.

2.

3.

The author says “I believe.” Other people might not agree.

opinion

The author says “I think.” Other people might not agree.

opinion

With your child, make a list of facts and opinions about the day’s events.



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Lesson 18Complete the sentences. Circle the letter of the endingthat makes the most sense.

1. The word vast could be used to describe .

A a flower C a bird

B a cap D the sky

2. After a bountiful meal, you would probably feel .

A hungry C confused

B silly D full

3. A person with a very large stature would probably be .

A shorter than you C younger than you

B taller than you D sleepier than you

4. If you searched for something in a relentless way, you really .

A didn’t care about it C forgot what it looked like

B didn’t find it D wanted to find it

5. To rouse someone, try using .

A a bell C a wish

B a plum D a dream

6. You would expect a resourceful person to .

A tell the truth C tell lies

B solve problems D cause problems

7. Intentions are things you .

A plan to do C play catch with

B eat for lunch D use as money

8. You might inadvertently .

A read a book C drop a book

B write a book D borrow a book

With your child, take turns using the Vocabulary Words in sentences. Provide help with the meaning or use of words, if necessary.



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Theme

Lesson 18

Read the story. Then answer the questions below.

• All stories have characters, a setting, and a plot.

• Some stories also contain a message, or theme.

• To fi gure out the theme, ask yourself what the story

tells you about life.

A woman and her son were going to the market in the next village. � ey

walked beside their donkey. It would carry home what they bought. A man on

a horse slowed down as he passed. “How foolish!” he exclaimed. “You have a

donkey, but neither of you is riding!” Hearing his advice, they hopped onto the

donkey’s back.

A little later, a woman passed them. “How cruel to make that little donkey

carry you both!” she scolded. So the mother got down and walked.

Later still, an old woman passed. “What a selfi sh boy you are, making your

mother walk while you ride!” she said. Red-faced, the son got down. � e mother

looked sad. � ey had followed everyone’s advice, yet they had not pleased anyone.

1. What message does this story give about following the advice of others?

2. What message does the story give about trying to please everyone?

Read the folktale with your child. Encourage your child to restate the moral in his or her own words. Talk together about what the mother and son might do differently the next time they go to market.


It’s tricky to follow other people’s advice because everyone has a different opinion about what you should do.

It’s impossible to please everyone all the time.



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Narrative Forms

Lesson 18

1. A princess shows great kindness to an ugly little toad. She does not realize

that the toad is really a king’s son. Her kindness transforms the toad into a

handsome prince.

pourquoi tale fairy tale

2. A cowboy hero named Pecos Bill rides a mountain lion instead of a horse. He

catches a tornado, tosses it back into the sky, and saves an entire town from

destruction.

tall tale myth

3. This story from ancient Greece features a powerful god named Zeus. A man

disobeys Zeus. Zeus punishes the man by throwing lightning bolts at

his farm, burning his crops.

myth pourquoi tale

4. Which of these might a pourquoi tale explain?

why roosters crow why we use forks

• A fable is a very short story that ends with a moral.

• A fairy tale is an imaginative story with a happy

ending.

• A myth is a story from an ancient culture that tells

about gods and goddesses people once believed in.

• A pourquoi tale explains why something in nature

came to be.

• A tall tale describes the adventures of a larger-than

life hero.

Read the story summaries below. Think about what kind of story each summary describes. Then circle the name of that genre.

Invite your child to retell a fairy tale, tall tale, or fable he or she has read.



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Complete each sentence. Circle the letter of theending that makes the most sense.

1. If something is magnificent, it is .

A young C difficult

B purple D beautiful

2. When a person acts anxiously, he or she is probably .

A relaxed C sleepy

B worried D hungry

3. Another way of saying declare is .

A announce C whisper

B think D ask

4. If a rock climber says she feels confident, she probably feels .

A tired C afraid

B sad D prepared

5. A distressed baby is likely to .

A cry C stare

B laugh D crawl

6. Someone might gloat if he or she .

A told a story C rode a bike

B won a contest D forgot an answer

7. If your aunt insists that you take another cookie, she .

A will be mad if you take it C doesn’t care if you take it

B won’t rest until you take it D wants you to put it back

Lesson 19




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ThemeName

To understand a story’s theme, ask yourself what message the

story tells you about life.

Read the story below. Then answer the question about the theme.

Two badgers worked together in the kitchen one afternoon to bake a cake. As

they took it out of its pan, a little piece broke off . “Now the cake is uneven,” the

fi rst badger said.

“We’ll have to even it out,” replied the second one. She sliced off the corner.

“You’ve cut it at the wrong angle!” the fi rst badger complained, slicing off

another piece. & e badgers kept quarreling and slicing. At last, they stood back

to look at the cake. Although it was perfectly even, the cake was now only two

inches wide.

Lesson 19

ThemeWhat is the theme of this story? Circle the letter of the best answer.

A. Always tell the whole truth.

B. You can ruin something by trying too hard to make it perfect.

C. If you are greedy, you will have nothing left for later.

D. Being lazy can cause many problems in life.

Characters

two badgers

Setting

a kitchen, one afternoon

PlotThey keep trying

to even out a cake

until they cut off too

much.

Read a traditional story or folktale with your child. Work with your child to identify a lesson that a character learns, and then state the theme of the story.



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RobustVocabulary

Lesson 20Complete the sentences. Circle the letter of the ending that makes the most sense. The first one has been done for you.

1. An ominous weather report would not mention .

A severe thunderstorms C flash floods

B a blizzard D warm, pleasant weather

2. People are often confounded by .

A easy questions C simple answers

B riddles D happy endings

3. A miserable person is .

A joyous C excited

B peaceful and calm D very unhappy

4. A gracious person receiving a gift would say,

A “Thank you very much.” C “This isn’t what I wanted.”

B “I have this already.” D “I don’t like this.”

5. If a baby beams, he or she .

A smiles widely C cries loudly

B gurgles happily D squirms unhappily

6. A person who is self-assured might say,

A “I’m going to sleep now.” C “Of course I can do that.”

B “I’m thinking about it.” D “I’ll probably fail.”

7. I will monitor the progress of my plant by .

A watering it occasionally C checking on it every day

B showing it to a friend D buying a new pot

8. If someone is exposed to dust, he or she .

A may sneeze C is used to the dust

B cleans often D can’t stand dust

9. The man installed the smoke alarm by .

A painting a picture C selling it to someone

B attaching it to the ceiling D carrying it outside

10. Jenna’s looming test is .

A easy to take C happening soon

B totally unexpected D probably very hard

With your child, make up new oral sentences that use the Vocabulary Words.



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Fact and Opinion

Lesson 20


Alexander Calder was

born in 1898, and died

in 1976.

fact You can prove the dates people

were born and died by using

reference sources.


I think that he is

the best artist who ever

lived.


They are made of metal

and have names like

“Flying Dragon” and

“Flamingo.”

Read the story below. Then answer the questions. The first one has been done for you.



Alexander Calder was born in 1898, and died in 1976. I think that

he was the best artist who ever lived. You really should see some of his

enormous sculptures. Many of them are outdoors, in public places.

$ ey are made of metal and have names like “Flying Dragon” and

“Flamingo.” Alexander Calder created many other kinds of art

besides sculptures. He is especially famous for his mobiles. Mobiles

are made with objects hanging from wires and rods that move.

Play a “fact or opinion” game with your child. Make a statement that contains a fact or opinion, and have your child tell you which one it is. Then switch roles.

1.

2.

3.

opinion You can’t prove this. The words “think” and “best” are clues that it is an opinion.

fact You can use reference sources to find out the names of sculptures and what they are made of.



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Theme

Lesson 20

Read the story. Then answer the questions below.

• All stories have characters, a setting, and a plot.

• Stories also contain a message, or theme.

• To fi gure out the theme, ask yourself what message or

moral the story tells you.

Fox and Stork were friends, but Fox liked playing jokes too much for his

own good. One day, Fox invited Stork to come over for lunch. Fox cooked up a

delicious soup. He served it in a shallow dish. He knew Stork could not drink the

soup out of that kind of a dish with her long bill.

Stork did not like Fox’s joke. She sat politely through lunch and didn’t

even try to eat the soup. ! en she went home and ate a proper meal.

! e very next day, Stork invited Fox to come over for dinner.

She made a hearty stew. She served it in the tallest, thinnest

jars she could fi nd. Stork started to eat, but Fox couldn’t reach

the stew. His short snout wouldn’t fi t far enough down the mouth

of the jar. Fox said nothing, but after that, he never played another

joke on Stork.

1. Who are the characters in the story?

2. Where does the story take place?

3. What does Fox do?

4. What does Stork do in response?

5. What message, or moral, does this story give about playing jokes?

Tell your child that the story is a fable by Aesop. Have your child retell the story and add the moral to the end of the story.


Fox and Storkat Fox’s house and at Stork’s house

He plays a joke on Stork by serving food in a dish she can’t eat from. She serves a meal in a jar that Fox can’t eat from. Do not play a joke on someone who might play a joke back.



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Follow Written Directions

Lesson 20

Have your child follow your directions to draw an item, but don’t tell your child what it is. After you fi nish, see if the picture matches your directions.

Read the directions for making a paper chain. Then answer the questions.

Materials:• paper • markers

• pencil • glue stick

• scissors

Directions:

First, fold a piece of paper in half length-wise and cut along the fold to make two small strips. Then, glue the two small strips together at the ends to make one long strip. Next, fold one end of the long strip to make a small square. Then, fold the square back in the other direction. Continue folding the strip back and forth, like an accordion. After the whole strip has been folded, draw the outline of a person, a daisy, or another shape onto the top fold. Make sure the outline touches both edges of the paper where it is folded. Next, cut out your picture. Make sure you don’t cut off either of the folds, or your chain will fall apart. Open your chain.

Questions:

1. What should you do before you start to follow the directions?

2. What does the first step say to do?

3. What is the last step?


Read all the directions and get the materials.

Fold a piece of paper and cut it into strips.

Open the paper chain.



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Narrative Forms

Lesson 20Read the story summaries below. Think about what kind of story each summary describes. Then circle the name of that genre.

• A fable is a very short story that ends with a moral.

• A fairy tale is an imaginative story, often with a happy ending.

• A myth is a story from an ancient culture, and often contains

gods and goddesses.

• A pourquoi tale explains how something came to be.

• A tall tale describes the adventures of a larger-than-life hero.

1. A princess pricks her finger on a needle. She and everyone in the castle fall asleep for 100 years. After that, a prince arrives, enters the castle, and kisses the princess. She and everyone else wake up, and they all live happily ever after.

fable fairy tale

2. Bear used to have a very long tail. One winter, Fox made an ice hole in a frozen lake. He told Bear to put his tail in it to catch a fish. Bear put his tail into the ice hole and kept it still for a long time, but instead of catching a fish, his tail froze and broke off. That is why Bear now has a short tail.

pourquoi tale fairy tale

3. A lumberjack named Paul Bunyan is so huge that he created Minnesota’s ten thousand lakes with his footprints. His pancakes are made on a griddle so big that it takes 50 men skating with pork rinds tied to their feet to grease it.

tall tale myth

4. The ancient Greek gods Athena and Poseidon compete to become the patron of the city of Athens. Athena gives the city an olive tree, and Poseidon gives it a saltwater spring. The people of the city prefer the olive tree, so Athena becomes the patron of Athens.

pourquoi tale myth

With your child, pick one of the summaries above. Work together to add more description to it. Then have your child tell the story to others.



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RobustVocabulary

Lesson 21Complete the sentences. Circle the letter of the ending that make the most sense.

1. The ham sandwich consisted of .

A two dollars and fifty cents C ham, bread, and tomato

B a toaster oven or griddle D lunch or dinner

2. A prideful person would probably .

A be surprised to win a prize C be very shy

B brag about things he or she did D like learning from others

3. If someone intends to wash dishes, that person .

A cannot wash dishes C will never wash dishes

B already washed dishes D plans to wash dishes

4. If a bird snatched crumbs from your hand, the bird .

A took crumbs C brought crumbs

B dropped crumbs D ignored crumbs

5. If someone recalls a movie, that person .

A didn’t like the movie C remembers the movie

B hasn’t seen the movie D calls for show times

6. A select group of singers has been .

A forgotten quickly C blamed unfairly

B chosen carefully D paid fairly




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Character, Setting, and Plot

Lesson 21

Read the paragraph below. Then fill in the graphic organizer. Some answers have been completed for you.

Review the story above with your child. Discuss how playing catch in the park helped Pete make a new friend.

Pete Leong and his family had just moved to Chicago. Pete did not have

new friends there yet. One day Pete and his brother Matt were playing catch in

the park. One of Matt’s throws went right over Pete’s head. Pete ran after the

ball. Before he could grab it, a huge black dog caught it. Pete wondered how he

would get his ball back. " en the dog’s owner came up. He was about Pete’s age.

He pulled the ball out of his dog’s mouth. “" anks,” said Pete as he took the

ball. “Your dog is a good catcher. Do you want to play with us?” " e boy agreed.

" at’s how Pete made his fi rst friend in Chicago.

Characters Setting

Plot Events

1.

2.

3.

4.

5.

A story includes characters, a setting, and a plot.

• The characters are the people or animals in the story.

• The setting is where and when the story takes place.

• The plot is the series of events in the story.

Pete misses the ball and a dog catches it.

Pete, Pete’s brother Matt, a dog, the dog’s owner


a park in Chicago

Pete and his brother play catch.

The dog’s owner comes up to Pete.Pete invites the dog’s owner to play catch.Pete makes his first new friend in Chicago.



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Make Inferences

Lesson 21

Read the passage below. Then answer the questions.

1. Story Clues: Walter and his dad went on a day-long hike. Walter’s father had to

lock up their food. Where do you think Walter and his father are in this story?

2. Story Clues: Walter and his father see tracks around the food container. The

paw prints are bigger than the paws of Walter’s German shepherd. What animal

might have left the tracks?

3. Story Clues: Walter’s backpack is missing. It had food in it. What might have

happened to Walter’s backpack?

As you and your child read together, pause periodically to make inferences about story events. Encourage your child to explain how he or she fi gured out things that were not directly stated.

It was late in the day when Walter and his father

returned from their day-long hike. Walter’s father had locked up their food to keep

it safe from animals. � at turned out to be a good idea. All around the container

were huge tracks. � e paw prints were bigger than the paws of Walter’s German

shepherd. Walter decided to draw a picture of the prints for his scrapbook. “Dad,

have you seen my backpack?” he asked. “I have my paper and pencils in it.”

“You didn’t have any food in it, did you?” his father asked. Suddenly Walter

remembered the apple he’d left at the bottom of his pack!

• An author may not explain everything in a story.

• Sometimes readers need to make inferences to

understand what is happening.

• To make inferences, good readers use what they

already know, along with the clues from the story.


They are outdoors in a wild area.

a bear or a panther or mountain lion

A bear might have taken it. Maybe this was the same animal that walked around the food container.



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1. To burst means to .

A get thirsty C give way to a strong feeling

B get lost D fall asleep from boredom

2. Another word for opportunities is .

A spaces C pieces

B sources D chances

3. Animals might huddle when they are .

A running C angry

B cold D hot

4. You probably most need to be comforted when you .

A catch a fish C finish a book

B study hard D get hurt

5. If someone recognizes a boy, he or she .

A has never seen him C asks him a question

B is afraid of him D knows who he is

6. A journey is a .

A little book C long trip

B small mistake D big day

With your child, take turns using the Vocabulary Words in sentences.



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Character, Setting, and Plot

Lesson 22

Read the diary entry below. Then answer the questions. The first has been answered for you.

1. Who is the main character in the diary entry?

2. What is the setting of the diary entry?

3. What is the main character’s problem?

4. What does Miranda’s mother do that might help Miranda solve her problem?

Review the story elements with your child. Discuss how having to move far away could cause problems.

• Characters and setting help shape a story’s plot.

• The plot includes the story events. Each story event

affects the ones that follow it.

• The plot often includes a confl ict, or problem, that is

resolved at the end of the story.

Dear Diary,

Here we all are on the plane to Japan. It’s certainly been a hectic month since Dad

found out he was being sent to his company’s office in Tokyo for two years. Tokyo

is on the other side of the world! I won’t know anyone. I won’t be able to speak

the language or read a sign. My friend Bridget thinks I’m lucky. She keeps saying

things like, “Miranda, this is an amazing opportunity.” I don’t feel lucky, though.

How can I enjoy myself in a place where I don’t know anyone and can’t speak the

language? Mom just gave me a CD titled “40 Easy Steps to Learning Japanese.”

This will be a long flight. I think I’ll listen to the CD and see if I can learn a few

Japanese words.

a girl named Miranda


She’s afraid of what life in Japan will be like for her. She is worried that she won’t be able to speak Japanese and that she will be lonely.

an airplane on its way to Japan

She gives her a CD to help her learn Japanese.



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Lesson 23Complete the sentences. Circle the letter of the sentence ending that makes the most sense.

1. If you were doing something forlornly, you were probably .

A hurrying C angry

B sad D sleepy

2. A person is likely to fidget if he or she .

A is drawing a picture C is bored or nervous

B has a long nap D is tired after a long day

3. A person who is acting pathetic probably feels .

A proud of himself or herself C a little dizzy

B a little confused D sorry for himself or herself

4. If you resolved to do something, you .

A decided not to do it C told someone you would do it

B made up your mind to do it D avoided doing it

5. A person might be scrounging through a refrigerator if .

A he or she needed to clean it C he or she was angry

B he or she needed to repair it D he or she was hungry

6. The word noble could be used to describe .

A a selfish person C a fair person

B a funny person D a smart person

7. The word stingy could be used to describe someone who .

A shares everything C never shares

B puts money in the bank D is very messy

8. If you have a suspicion, you .

A have to pay a fine C think you know something

B can’t go to school D have no idea what to think




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Sequence

Lesson 23

Read the story below. Then put a check mark next to the correct answer.

The sequence of events in a story is the order in which the

events happen.

Waldorf was happy as an indoor cat, but sometimes he wondered what it was

like out in the world. One day he decided to join his friend Margo on an outdoor

adventure. First they went to the park to chase pigeons. After that, they ran

along the tops of fences and teased neighborhood dogs. en they had lunch at

the fi sh market.

By the end of the afternoon, Waldorf was very tired. He said good-bye to

his friend and returned home to his favorite spot by the window. As he lay in the

sun, he decided that adventures were fun once in a while, but they don’t need to

happen every day.

1. What was the first thing that Waldorf and Margo did together?

They chased pigeons in the park.

They ran along fences.

2. Which event below happened first?

Waldorf and Margo ate lunch.

Waldorf and Margo teased dogs.

3. What is the last thing Waldorf did in this story?

He returned home.

He lay in the sun.

Reread the story with your child and identify the words and phrases that signal time order,such as fi rst, after that, and the end of the afternoon.




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Use Context Clues

Lesson 23Read the sentences. Then circle the letter of the meaning of the underlined word. The first one has been done for you.

1. Every evening after work, a steady stream of people passes by on the way

to the subway.

A stream of people is .

A a group of swimmers C a small number of people

B a subway train full of people D a flow or movement of people

2. There are many buskers who play music inside subway stations. Few make much

money, but at least they get practice playing in public.

A busker is a .

A person who makes records C street musician

B subway passenger D bus driver

3. The subway system helps prevent traffic jams on the city streets because fewer

people need to drive their cars to work.

A traffic jam is .

A a block in the traffic flow C an accident

B a spread similar to jelly D a car lane

4. I wanted some summer spending money, so I hatched a plan to sell lemonade

to thirsty subway riders.

To hatch a plan means to .

A sit on a plan C create a plan

B throw out a plan D divide a plan into two parts

Work with your child to use context to clarify the meanings of unfamiliar words in a story or magazine your child enjoys.



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RobustVocabulary

Lesson 24Write the Vocabulary Word that goes with each idea. The first has been done for you.

1. something that helps you; a benefit

2. quiet, secretive, careful

3. fitting; right for a situation

4. to remove; to pull or take out

5. to resist; to stay the same despite difficulty

6. worth noticing; uncommon

Use what you know about the Vocabulary Words to answer the questions below.

7. What kind of behavior would not be suitable at the dentist’s office?

8. Why does a secret agent in a movie have to be stealthy?

Discuss the Vocabulary Words and their meanings with your child. Then take turns using the Vocabulary Words in sentences.

remarkable suitable advantage extract withstand stealthy

advantage

stealthy

suitable

extract

withstand

remarkable


running around and talking loudly

so that he or she doesn’t get caught



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Text Structure:Sequence

Lesson 24


1. How is the information in the paragraph organized?

by the order of events in the life cycle of the pink shrimp

by comparing young pink shrimp to adult pink shrimp

2. What happens right after the baby shrimp hatch?

They find food and shelter in the mangrove forest.

They travel north on floating pieces of sea grass.

3. What clue words and phrases does the author use to signal the sequenceof events?

Most pink shrimp that live in the red mangrove forests off Florida’s southern

coast travel south to the Dry Tortugas to lay their eggs. � e Dry Tortugas are

islands in the Gulf of Mexico just south of the Florida Keys. Pink shrimp lay their

eggs in the warm water there between April and August. Right after hatching,

the baby shrimp travel north on fl oating pieces of sea grass. If they survive the

long journey, they fi nd plenty of food and shelter in the mangrove forest. � e pink

shrimp live among the mangroves until they mature. � en, as adults, they head

south in the fall and winter to the Dry Tortugas to repeat the cycle.

Authors organize their writing in several different ways. One

way to organize text is by using sequence. Organizing texts

about nature into the order in which events happen helps

readers understand what they are reading.

With your child, review the details in the paragraph. Help your child identify the sequence of events described in the paragraph.


April and August, right after hatching, until, then, in

the fall and winter



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RobustVocabulary

Lesson 25


Complete the sentences. Circle the letter of the ending that make the most sense.

1. A favorite destination for summer travelers is .

A a cold glass of juice B a sunny beach C a cool breeze

2. Skyscrapers and museums are aspects of a .

A garden B big city C medical center

3. A person might vigorously .

A fall asleep B listen to music C exercise

4. After a big earthquake, you might have to reconstruct .

A clothing B a house C a cake

5. Something that looks gorgeous is .

A beautiful B ugly C broken

6. You might make a place look festive .

A during a nap B after a party C before a party

7. An ornate room would look very .

A decorated B simple C bare

8. A heart often symbolizes .

A peace B love C sadness

9. A dog might wait expectantly for a .

A bath B book C walk

10. It would be a misfortune to .

A win a game B clean your room C lose 100 dollars



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Character,Setting, and Plot

Read the story below. Then fill in the graphic organizer. Some answers have been completed for you.

Review the story with your child. Discuss how it would have been different if the setting were changed to some other country, such as Japan.

A story includes characters, a setting, and a plot.

• The characters are the people and animals in the story.

• The setting is where and when a story takes place.

• The plot is the series of events in a story.

I’ll never forget the fi rst time I met Kat. We had just moved from Maine

to England. I was outside kicking a soccer ball. Just then, a girl came out of the

house next door.

“My name is Kat!” she said. “I see you play football!”

Football? I didn’t know what she was talking about. “My name

is Sierra,” I said.

“Come meet my dad!” said Kat. “He’s a lorry driver.”

Football? Lorry driver? I needed help, and Kat was the one

to give it! I soon found out that in England, soccer is football and a

truck is a lorry. - at was my fi rst “English lesson” with my new friend Kat!

Characters

Sierra, Kat

Setting

Plot Events

1.

2.

3.

4.

5.

Sierra is kicking a soccer ball outside.

Sierra finds out what the words mean.

Lesson 25

a home in England

Kat comes out of the house next door.Kat uses words that Sierra doesn’t understand.

Sierra and Kat become friends.




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Sequence

Read the paragraph below. Then answer the questions.The first one has been done for you.

• Most stories are told in sequence.

• Sequence is the order in which events in a story happen.

• An author may use signal words such as first, next, then, last, this morning, or tonight to show sequence.

My family is visiting San Francisco for a few days. Today was a lot of fun!

First, we took a bus tour of the whole city and saw the Golden Gate Bridge.

Next, we went to Golden Gate Park. At the park, we visited a museum and had

tea at the Japanese Tea Garden. I loved climbing over the steep Drum Bridge in

the garden. After that, we took a long walk through North Beach. North Beach

has been called “Little Italy,” and we ate dinner at an Italian restaurant there. By

that time, we were all very tired. But we did one last thing: we took a cable car ride.

Read a story with your child and identify the words and phrases that signal time order, such as fi rst, next, after that, and last.

1. What was the first thing that the family did in San Francisco?

They took a bus tour of the city.

The family took a walk through North Beach.

2. Which event below happened next?

They took a cable car ride.

The family went to Golden Gate Park.

3. What did the family do after that?

The family took a walk through North Beach.

The family saw the Golden Gate Bridge.

4. What is the last thing the family did?

They ate dinner at an Italian restaurant.

They took a cable car ride.

Lesson 25



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Make Inferences

Read the passage below. Then answer the questions.

• An author may not explain everything that is happening in a story.

• Sometimes readers need to make inferences.

• To make inferences, readers can use what they already know, along with the clues from the story.

Lorna and Brianna were visiting San Francisco. � ey had been walking

in one neighborhood all afternoon. � ey bought many gifts for their friends

back home. � ey bought green tea and silk purses. � ey bought paper Chinese

lanterns with pretty designs.

It was time for dinner. Lorna and Brianna were looking at their menus. “I

don’t know what these foods are!” Lorna said. She picked up a pair of chopsticks.

“And I don’t know how to use these!”

A friendly waiter showed them how to use the chopsticks. � ey

ate a wonderful meal. � en the waiter brought each girl one

last item. Brianna opened the thin, crisp folded cookie. She

pulled out a slip of paper. “Long life is in store for you,” it said.

With your child, listen to or read a news item. Encourage your child to make inferences about the events in news items.

1. Clues: Lorna and Brianna were visiting San Francisco. They bought Chinese gifts and ate Chinese food.

Where do you think Lorna and Brianna are?

2. Clues: Lorna and Brianna looked at menus. A waiter showed them how to use chopsticks. They ate fortune cookies.

Where do you think Lorna and Brianna ate dinner?

Lesson 25

They are in Chinatown.

They ate dinner at a Chinese restaurant.




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Use ContextClues

Read each sentence. Then circle the letter of the meaning of the underlined word. The first one has been done for you.

Work with your child to use context clues to clarify the meanings of unfamiliar words in a story or newspaper article.

1. Family pets can be unhappy when they first move to a new home. Cats often act dejected, and go off and hide.

If you are dejected, you are .

A cheerful C curious

B sleepy D gloomy

2. Some cats seem to feel that they are the most special creatures on earth, and act very pompous.

Someone who is pompous is .

A mean C vain and proud

B active D friendly

3. Some parrots talk and talk. Not everyone wants such a garrulous pet!

Someone who is garrulous .

A chatters constantly C whistles and screeches

B never stays still D acts gracious and friendly

4. Some pet owners claim to fathom what their pets say, and even have conversations with them!

To fathom some comment means to .

A repeat it C understand it

B ignore it D describe it

Lesson 25



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RobustVocabulary


1. A contraption is a .

A type of food C weather pattern

B large house D strange machine

2. If you roamed around a town, you .

A drove straight past it C wandered around inside it

B sat and waited for someone D drove in a circle around it

3. All massive rocks are .

A shiny and smooth C cracked in half

B large and heavy D underground

4. If you are submerged in a swimming pool, you are .

A floating on your back C shivering with cold

B completely underwater D swimming very fast

5. Something elegant is .

A graceful C clear

B delicious D scary

6. Obstacles are .

A things that help you C problems or setbacks

B good deeds D many little steps

7. Something complicated .

A is finished C has ridges

B is just beginning D has many parts

8. Something eerie might make you feel .

A afraid C rushed

B soothed D glad




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Main Idea and Details

Lesson 26

Read the paragraph below. Then fill in the chart and answer the question.

• A main idea is the message or most important idea.

• A supporting detail gives more information about the

main idea.

Triceratops was an unusual dinosaur. It had three horns on its face. Two

horns were on its forehead and another was on its snout. It also had a bony frill

behind its head. Its mouth was like a large beak with teeth in the back.

Main Idea

Detail DetailDetail

With your child, read a short science article. Find and talk about the most important ideas in the article.

1. Which sentence is the topic sentence? Write that sentence here.

It had a bony frill behind its head.


Triceratops was an unusual dinosaur.

Its mouth was like a beak with teeth in the back.

It had three horns on its face.

Triceratops was an unusual dinosaur.



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Paraphrase

Lesson 26

Read the paragraph. Then follow the directions below.

• When you paraphrase a text, you retell it in your own words.

• Replace some words with synonyms.

• Change the word order in the sentences.

• Do not add information.

(1) Where could you go to see fossils of more than 600 species of plants and

animals? (2) You could visit the La Brea tar pits in Los Angeles, California.

(3) At the La Brea tar pits, underground tar comes to the surface and creates

gooey pools. (4) Since prehistoric times, animals have gotten stuck in the tar and

become fossilized. (5) Over 600 species of plants and animal

fossils have been found at the La Brea tar pits.

rises makes stickypuddles creatures become trappedmore than kinds discovered

Replace the underlined words in each sentence below with synonyms from the box.

1. At the La Brea tar pits, underground tar comes to the surface and creates gooey pools.

2. Since prehistoric times, animals have gotten stuck in the tar.

3. Over 600 species of plant and animal fossils have been found at the tar pits.

Find a short, interesting paragraph in your child’s science textbook. Read the paragraph aloud twice to your child. Then ask your child to restate the ideas in his or her own words.


At the La Brea tar pits, underground tar rises to the surface and makes sticky puddles.

Since prehistoric times, creatures have become trapped in the tar.

More than 600 kinds of plant and animal fossils have been discovered at the tar pits.



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RobustVocabulary


1. An ancient piece of pottery is always .

A very old C very bright

B very large D very pretty

2. Something distant is .

A alive C far away

B different D nearby

3. Sentries at a fort have the job of .

A building a fire C serving the food

B making a map D watching for enemies

4. When a small stream glistens in the sun, it .

A flows quickly C makes a gurgling sound

B shines and sparkles D makes little waves

5. If you find a burr embedded in your dog’s fur, it is .

A hanging on loosely C smooth and round

B stuck in it D broken into little pieces

6. If water is cascading from the sink, it is .

A going down the drain C rapidly overflowing

B trickling slowly out D swirling around in it

7. If you are weary, you are .

A very careful C very excited

B very smart D very tired

8. If land is eroding, it is .

A wearing away C getting drier

B being built up D getting colder




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Lesson 27

Read the informational text below. Then answer the questions.

1. Which of these is an important detail about the Palm Islands?

A Most landforms need millions of years to take shape.

B Most islands are not shaped like palm trees.

C The Palm Islands were made in less than ten years.

D Ocean waves cause erosion.

2. Which of these is the unstated main idea of the passage?

A The Palm Islands were created by people.

B Islands are smaller than continents.

C The Palm Islands need protection from waves.

D Each island is shaped like a palm tree.

3. Which of these is a detail that supports the main idea?

A Sand is being carrried away from some places.

B Sand is being put down in other places.

C Only time will tell how long these islands will stay above water.

D Big machines brought up tons of sand from the seabed.


• A detail gives more information about the main idea.

Most landforms need millions of years to take shape. Others are created in a

very short time. Th e Palm Islands are examples of landforms that took shape very

quickly. Th e islands were made in less than ten years. Big machines brought up

tons of sand from the seabed. Th e islands were created in the shape of palm trees.

A ring of rocks protects each island from erosion by the waves. Sand is already

being carried away from some places, though. It is being put down in other places.

Only time will tell how long these small islands will stay above water.

With your child, read a science article and practice picking out the main idea and some of the supporting details.



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Use Graphic Aids

Lesson 27

Look at the diagram and read the paragraph that goes with it. Then answer the questions below.

1. What does the paragraph explain?

2. What are two things that the diagram shows?

3. How do the diagram and the paragraph work together?

• A graphic aid shows text information in a diagram, graph,

map, or chart.

• A graphic aid shows information that the text describes.

Find a graphic aid from one of your child’s textbooks. Discuss with your child how the graphic aid represents information from the text.

Fossils are made when a plant or

animal is quickly buried in mud or sand.

Over time, the soft parts usually rot

away. Only the hard parts such as bone

and shell are left in the ground. As heavy

layers build up above, the mud or sand

turns into rock around the hard parts,

making a fossil.

how and where fossils are

formed


where fossils form; what

layers of rock look like; what fossils look like

The paragraph

and the diagram help readers understand how fossils are

created.



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RobustVocabulary

Lesson 28Complete each sentence. Circle the letter of the answer that makes the most sense.

1. A behemoth table might be .

A four inches tall C forty inches tall

B four feet tall D forty feet tall

2. You might greet an uncle cordially by .

A frowning and ignoring him C smiling and shaking hands

B running and hiding D playing a trick on him

3. If you wanted to offer a hearty meal, you might serve .

A meat, rice, vegetables, fruit C peanuts and popcorn

B a bowl of cereal D a boiled egg and a banana

4. If you wanted to wear a fanciful costume, you might dress as a .

A mail carrier C pirate

B waiter D crossing guard

5. A good thing to do in a scenic place is to .

A dig holes C watch television

B take photographs D sleep all day

6. A type of colossal building in many fairy tales is a .

A hut C cottage

B castle D shack

7. An illusion is something you see that is .

A famous C a good place to stay

B not really there D newly painted

Discuss the meanings of the Vocabulary Words. Then help your child practice using the words in sentences.



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Figurative Language

Lesson 28

Read the paragraph and the “Examples” column below. Then fill in the other columns. One row is done for you.

With your child, read a tall tale or fable and practice identifying examples of fi gurative language.

Big Gil Finley was the best fi sherman ever. He was born big. By the time he

was fi fteen, people said he was a great walrus, and his arms were as strong and

whippy as moray eels. One summer, he went with his best friend—his fi shing

pole—to Minnesota to fi sh. But Minnesota was bone-dry back then. So Big Gil

forced his fi shing line right through the soil, to the underground water below.

He’d give a tug, and a fi sh would shoot up through the ground like a rocket. All

the fi sh he caught were dirty from tip to tail. & at made Big Gil mad. He kicked

a hole in the ground as big as a lake. & en Big Gil got an idea. He grabbed a

cloud and squeezed all its rain right into the hole. & e fi sh smelled the new lake

and swam up through the ground into it. & at was the fi rst of 10,000 lakes Big

Gil Finley made in Minnesota!

Figurative Language Example Meaning

the best fisherman ever

He was a great walrus.

bone-dry

shoot up like a rocket

his best friend—his fishing

pole

Figurative language is made up of words and phrases

that have a different meaning than their literal meaning.

hyperbole a very good fisherman


metaphor

idiom

simile

personification

He was a huge man.

without any lakes or rivers

come up very fast

His fishing pole was like a person.



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RobustVocabulary


1. If you were dedicated to a cause, you would .

A tell people it was wrong C have no opinion about it

B work hard to support it D ignore it

2. If players are determined to win a game, they .

A will let the other team win C will try very hard to win

B do not want to play D do not care if they win or lose

3. A dainty cup would most likely be made of .

A fine china C bright plastic

B rough pottery D thick metal

4. If a puppy has been coddled, it probably .

A is very well-behaved C can solve problems by itself

B gets a lot of attention D acts like a wild animal

5. A kitten might look pitiful if it .

A could not find its mother C began lapping up milk

B was chasing another kitten D played with a toy mouse

6. If you endured a bad haircut, you .

A gave someone the same haircut C put up with the haircut

B improved the haircut D did not get your hair cut

7. If a saying is memorable, it is .

A hard to remember C hard to forget

B easy to write D easy to pronounce




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Figurative Language

Lesson 29

Read the paragraph. For questions 1– 4, tell what type of figurative language each underlined phrase is. Use the words in the box. Then answer questions 5– 6.

With your child, read a narrative nonfi ction selection and practice identifying examples of fi gurative language.

� e seeds of adventure began to grow inside John Muir when he was

just a child. But by the time he had grown up, he had become an industrial

engineer with little chance to explore the wilderness. � en, when he nearly

lost his eyesight in a factory accident, he decided he would stop wasting time

on everything but his true interests. He did nothing but follow his passion for

nature. He set out on a thousand-mile walk from Indiana to Florida and kept a

pace as steady as a ticking clock. Along the way, the sun and moon smiled down

on him as he jotted down descriptions of every wild thing he saw. In time, John

Muir would make his mark as an explorer, a writer, and a preserver of wild lands.

personification hyperbole metaphor simile

1. seeds of adventure began to grow

2. did nothing but follow his passion for nature

3. as steady as a ticking clock

4. the sun and the moon smiled down on him

5. What is the literal meaning of the phrase “make his mark”?

6. What does the phrase “make his mark” mean as an idiom?

Figurative language is made up of words and phrases

that have a different meaning than their literal meaning.


metaphor hyperbole

similepersonification

leave his personal mark on something

become famous for something



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Lesson 30

Extra Support

RobustVocabulary


1. If you are dubious, you are A certainB doubtful

2. When you discern something, you .A see itB run away from it

3. If you do something abruptly, you do it .A slowlyB suddenly

4. When you descend, you move A sidewaysB downward

5. A distinguished person is .A admiredB fearful

6. When you scrutinize something, you .A examine itB explain it

7. If you do something frantically, you do it .A slowly and carefullyB wildly and desperately

8. When you estimate, you A tell an exact amountB guess the likely amount

9. In order to verify something, you have to make sure it is .A trueB pleasant

10. If something is in the vicinity, it is .A in natureB nearby




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Lesson 30Read the skill reminder. Then read the paragraph below.

Submersibles are highly eff ective tools for exploring the deep

seas. Th ese small underwater vessels can take three people 20,000 feet under the

sea! Submersibles have huge windows and movable arms to scoop up samples.

Scientists have used them to discover hundreds of new deep-sea life forms.

Main Idea

Detail

Choose a newspaper article to read with your child. Find and talk about the most important ideas and supporting details.

DetailThey can take

people 20,000 feet

under the sea.

Detail

Fill in the main idea and details chart. Then answer the question.

Which sentence is the topic sentence? Write that sentence here.


• A supporting detail gives more information about the

main idea.


Submersibles are very effective tools for exploring the deep seas.

They have huge windows and movable arms to scoop up samples.

Scientists have used them to discover new deep-sea life forms.

Submersibles are highly effective tools for exploring the deep seas.



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Lesson 30

Extra Support

Figurative Language

Read the Skill Reminder. Then read the story below.

• Figurative Language is language that means something other

than the literal meaning of the words.

Sandcastle Sally grew up in a palace under the sea. She liked playing with

golden treasures and oyster shells fi lled with pearls. Th ere was one thing Sally

loved more than life itself. She loved building sand castles.

Sally was a mountain of a girl, so you can imagine how tall her sand castles

were. Some stretched so high that their tops poked through the ocean’s surface.

Because Sally baked her castle bricks in an undersea volcano, her sand

castles were hard. Many still stand today as islands in the sea.

One day, Sandcastle Sally heard about the huge red sand dunes on

Mars. Curious as a cat, she hopped on a comet and rode it to Mars.

Th e red planet welcomed Sally and she used its biggest dune as her

workshop. Th ere, she built one giant red sandcastle after another.

Someday perhaps you’ll be able to hop on a comet and go to see her creations.

With your child, read a story and identify examples of fi gurative language. Encourage your child to explain the meanings of the fi gurative expressions.

Draw a line to match each item with the type of figurative language it is.

1. Sally loved building sand castles more than life itself. metaphor

2. Sally was a mountain of a girl. similie

3. The red planet welcomed Sally. personification

4. Sally was as curious as a cat. hyperbole

Circle the phrase that gives the meaning of the item.

5. Sally was a mountain of a girl.

A Sally was very tall. B Sally had a light on her head.

6. Sally was as curious as a cat.

A Sally wanted to find a cat. B Sally was very curious.



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Extra Support

Paraphrase

Read the skill reminder. Then read the paragraph below.

• When you paraphrase a text, you retell it in your own words.

• Replace some words with synonyms.

• Change the word order in the sentences.

(1) Th e Titanic is the most famous shipwreck in the world. (2) On April 14,

1912, this “unsinkable” luxury liner was crossing the North Atlantic Ocean on

its way to New York. (3) At 11:40 p.m., the ship collided with a huge iceberg, and

within three hours it sank beneath the ocean. (4) Th ere were not enough

lifeboats on the ship, and more than 1500 people lost their lives.

(5) In 1985, a team of scientists discovered the shipwreck of the Titanic.

Find an informational sentence in a newspaper or magazine. Ask your child to restate the ideas in his or her own words

into the ocean died on Earthcrashed into too few best known

Replace the underlined words in each sentence below with synonyms from the box.

1. The Titanic is the most famous shipwreck in the world.

2. At 11:40 P.M., the ship collided with a huge iceberg, and within three hours it sank beneath the ocean.

3. There were not enough lifeboats on the ship, and more than 1,500 people lost their lives in the tragedy.

The Titanic is the best known shipwreck on Earth.

At 11:40 P.M., the ship crashed into a huge iceberg, and within three hours it sank into the ocean.

There were too few lifeboats on the ship, and more than 1,500 people died in the tragedy.




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Extra Support

Use Graphic Aids

Read the Skill Reminder. Then look at the map and read the paragraph that goes with it.

• A graphic aid shows text information in a diagram, graph,

map, or chart.

• A map shows where places are located.

Th ere have been many shipwrecks

off the coast of Florida. Over the

centuries, hundreds of ships have sunk

off Florida’s east coast and Keys. Some

of them were carrying riches to Spain.

Treasure hunters continue to search

near Florida for these wrecks since

many have yet to be found.

Look through your child’s social studies textbook to fi nd a map. Have your child tell you how the map represents information from the text.

Answer the questions below.

1. What does the paragraph explain?

2. What are two things that the map shows?

3. How do the map and the paragraph work together?

Possible responses are shown. The paragraph explains the history of shipwrecks off the coast of Florida. The map shows major shipwrecks around Florida and modern cities in Florida. Together, they tell about the history of the shipwrecks off the Florida Coast and show where the ships sank.


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