fictional narrative unit 3 writing workshop - ellis...
TRANSCRIPT
-
Un
it 3
Wri
tin
g W
ork
sho
pObjectives Identify features of a
fictional narrative Plan and organize ideas by
using a graphic organizer to prewrite
Draft and revise a story Proofread, publish, and
present a story
Materials
Unit Writing Transparencies 1318
Fictional NarrativeRead Like a Writer
Read the following excerpt from Roadrunners Dance by Rudolfo Anaya. Explain to students that this excerpt comes from a storya fictional narrative. Ask students to listen for
what problem the characters face;
the names of the characters; the storys setting;
interesting details and dialogue. Note an example of onomatopoeia, a word that resembles a real soundhissed.
Discuss the FeaturesAfter reading, discuss the following questions with students.
Where does the story take place? (in the desert)
What characters are mentioned? (Snake, elders, Desert Woman)
What problem must be solved? (what to do about Snake)
What do you learn about Snake from the dialogue? (Hes bossy and boastful. This is an example of personification, or giving human characteristics to animals.)
Features of a Story It has a plot with a problem
that is solved at the end. It has characters who must
deal with the problem. It describes a setting, telling
where and when the story takes place.
It has an interesting beginning, middle, and end and presents a logical sequence of events.
It uses details to develop plot, character, and setting. It uses dialogue to show what the characters are thinking and doing.
Roadrunners Dance
Ssss, hissed Snake as he slithered out of his hole by the side of the road. He bared his fangs and frightened a family walking home from the cornfield. . . .
I am king of the road, Snake boasted. No one may use the road without my permission.
That evening the people of the village gathered together and spoke to the elders. . . .
The elders agreed that something should be done, and so the following morning they went to Sacred Mountain, where Desert Woman lived. She had created the desert animals, so surely she could help.
Please do something about Snake, the elders said. He makes visiting our neighbors and going to our fields impossible. He frightens the children.
409A
Analyze Story Structure Provide students with copies of Roadrunners Dance. Read the story aloud. Then put students in pairs. Ask them to circle all the words that refer to setting and underline all the character names. Then have them write a sentence stating the problem. Discuss their work. Then have students double underline details in the text and dialogue that they think make the story and characters more interesting.
-
Transparency 13
Unit Writing Transparency 13
Think, Pair, Share Have partners discuss their main characters, taking notes that they can refer to as they draft their stories.
Flexible Pairing Option Have half the class count off1, 2, 3, 4, etc. Then have the other half count off. Pair number 1 with number 1, 2 with 2, and so on.
Writing Topic Think of a story you want to tell. Narrow the focus of the story on a character and the problem he or she faces. Tell what someone does to make a difference and help the problem get solved. Remember to use dialogue and details to develop plot, character, and setting. Use elaborate descriptions and incorporate figurative wording. Select an interesting title.
PrewriteSet a Purpose Remind students that one purpose or reason for writing a story is to entertain. Stories can be serious, funny, sad, or scary.
Know the Audience Have students think about who will read their stories. Remind them that the story they tell and the language they use should be appropriate for the audience.
Choose a Topic Tell students that the theme for their stories might be making a difference. Have them brainstorm story ideas. Ask these questions to help generate ideas:
When and where does the story take place?
Who are the main characters? What problem will the main characters face? What will someone do to make a difference and help solve the problem?
What happens first? Next? Last?
Students may also choose to develop a piece from their writing portfolio or to self-select a different topic.
Mini Lesson ORGANIZATION
Display Transparency 13 and explain that together you will follow Sunil K.s progress as he develops a story. With students, point out the following details in Sunil K.s story map.
He names the main characters.
He identifies a setting.
He describes a problem that must be solved.
He outlines the beginning, middle, and end.
Organize Ideas After discussing Sunil K.s story map, ask students to create their own story maps to plan their stories. Use Transparency 13 to demonstrate how to organize ideas.
Making a Difference 409B
-
Un
it 3
Wri
tin
g W
ork
sho
p Draft Mini Lesson THE STORYS PROBLEM
Display Transparency 14 and read it with students. As you discuss Sunil K.s draft, point out the following features:
When I read this draft, I notice that Sunil K.s opening paragraph lays out the characters problem. Also, the animals can speak to each other, an example of personification.
He provides sensory details about the setting and characters, including a simile describing the wind and hyperbole describing a cat.
He uses dialogue to bring characters and action alive.
He moves the story along in a logical sequence of events to an ending that gives a summary of how the problem is solved.
Remind students that Sunil K. will have the chance to revise and proofread his draft in later stages.
Review Your Story Map Have students review their story maps. As they write, tell them to review their story maps regularly to keep a logical sequence of events.
Write the Draft Remind students to concentrate on getting ideas on paper. Share these tips as they begin to write:
Write a beginning that makes readers curious to learn more. Introduce details to develop plot, characters, and setting. Use transition words to help show cause and effect.
Use sensory details to help readers picture whats going on.
Use appropriate dialogue. Dialogue should seem natural and believable in the context of the story.
End your story by telling how things work out.
Generate Ideas On the board, draw a five-column chart with the labels Who?, What?, When?, Where?, and Why? Before students begin to draft, tell them to answer each question for the story they intend to write. Have students use this chart to develop a strong beginning.
Writers ResourcesUse a Writing Journal Tell students that a writing journal can be a useful tool for exploring story ideas, sketching characters, and describing interesting places. Students can also use a writing journal to list precise and colorful words, keep a personalized spelling list, and maintain a literature log. Suggest that students record examples of colorful figurative languagesuch as similes, metaphors, personification, hyperbole, idioms, and onomatopoeiathat they might include in their own writing.
Encourage students to make a habit of keeping a writing journal. Remind them to review it when they are stumped for story ideas or when they want to replace common descriptors with examples of figurative language.
Transparency 14
Unit Writing Transparency 14
409C
-
Revise Mini Lesson WORD CHOICE
Display Transparency 15 and point out how Sunil K. revises a good story to make it excellent.
He replaces the vague verbs blew and said with the more precise ones rustled and purred, examples of onomatopoeia. (Word Choice)
He adds sensory details about Ruby and Squirrel to create vivid pictures. (Ideas and Content)
He adds the dialogue Wow!an interjectionIm in hot wateran idiomand youre my lucky stara metaphor to explain how Ruby feels. (Voice)
He uses a stronger ending. (Ideas and Content)
Remind students that Sunil K. still needs to proofread his story and make final corrections. Guide students to think about the following writing traits as they revise their stories.
Ideas and Content Does your story focus on a main characterand a problem? Do you include details to develop plot, character, and setting? Are cause-effect relationships clear?
Organization Does your story have a beginning, a middle, and an end? Do you tell how things get resolved?
Voice Does the dialogue sound natural and believable? Do you use declarative, interrogative, imperative, and exclamatory sentences in the dialogue? Do you use formal and informal language appropriately?
Word Choice Do you use precise verbs, exact nouns, and rich adjectives to paint a visual, exciting story? Did you use figurative languagesuch as similes, metaphors, and onomatopoeiato add colorful sensory details?
Sentence Fluency Do the sentences flow smoothly? Do you use compound sentences? Do you vary sentence lengths?
Think, Pair, Share After students read their revised drafts aloud, ask listeners to retell their partners stories for a collaborative drafting effort. If students struggle to recall events, ask writers how they could pump up their stories using figurative language.
Flexible Pairing Option Consider pairing good listeners with struggling writers.
Extend Vocabulary Have students write the word said in the center of a circle. Tell them to create a word wheel, listing ten precise words they could use in their stories in place of said, such as cried, exclaimed, and yelled, when writing dialogue.
Transparency 15
Unit Writing Transparency 15
Making a Difference 409D
-
Un
it 3
Wri
tin
g W
ork
sho
p
Have students read their stories aloud. Share these strategies.
SPEAKING STRATEGIES
Speak with expression.
Vary the tempo and the volume of your voice.
Use facial expressions to enhance the drama.
LISTENING STRATEGIES
Listen to identify tone, mood, and emotion in verbal and nonverbal communication.
Smileshow the speaker that youre friendly.
Show your appreciation at the end of the story. Clap, give a thumbs up, or give a compliment.
Transparency 16
Unit Writing Transparency 16
Proofread Mini Lesson CONVENTIONS
Display Transparency 16. Point out Sunil K.s proofreading corrections: He capitalized Thanksgiving, a holiday name. He used didnt to make the subject and verb agree. He put apostrophes in the contractions cant and Its. He added quotation marks and changed a period to a question mark in a quotation. He indented his last paragraph.
Have students read and reread their stories to correct mistakes. Suggest that they proofread for one kind of error, such as spelling, at a time. Review proofreading marks on Teachers Resource Book page 152. Have students apply them as they proofread. Review subject-verb agreement and capitalization of holidays.
TEACHER CONFERENCE
Circulate among students and ask the following question to foster self-assessment: In what way did you entertain and excite your audience and make your characters come to life?
PublishAsk students to write or type final copies of their stories. Remind them to correctly form letters and use appropriate spacing between words, sentences, and paragraphs. Ask them to use standard margins. Consider asking students to create picture books, with an illustration and related text on each page. Offer the books to the school library or arrange them on a shelf. Students should select an effective format for publication.
Also encourage students to consider publishing one of their weekly writing assignments from this unit.
PRESENTATION
Assign students to Readers Theater groups to dramatize stories. Photocopy stories for each student. Urge them to use simple props and costumes and to choose background music.
Authors Chair Invite students to present their stories from the Authors Chair. Remind students to read with expression.
Think, Pair, Share Ask students to proofread their partners edited drafts. Urge them to carefully check quotation marks and punctuation. Have volunteers share how their partners helped.
409E
-
Raising ScoresREAD AND SCORE
Display Transparency 17 and tell students to follow along as you or a volunteer reads the story aloud. Then have students use the student rubric on page 155 of the Teachers Resource Book to assess the writing sample. Guide students to understand that this story is only a fair writing sample, which would score only a 2, and that they will work together to improve it.
RAISE THE SCORE
Point out the following shortfalls in the writing sample:
Ideas and Content The writer has attempted to tell a story about a bunny who has lost his beautiful bow, but the problem is not easy to spot from the beginning. The writer does not provide many details.
Organization A lack of a clear beginning, middle, and end makes the story somewhat difficult to follow.
Word Choice The story feels flat and lifeless; the writer does not include any figurative language.
Ask students to work in small groups to revise the story to raise the score. Remind them to refer to the student rubric and to apply the writing skills they have learned in this unit.
SHARE AND COMPARE
Ask groups to share their revised versions, explaining how they improved the writing. Then display Transparency 18 to show the same story written at an excellent level. Have each group compare its revised version with the transparency. Point out there is more than one way to improve a paper. Then have students review the stories they wrote, creating successive published versions, and raise their scores.
Test StrategyTest Strategy
Objective Revise a story to raise the
writing score from a 2 to a 4
CREATE A RUBRIC
Distribute copies of the blank rubric form on page 159 or 160 in the Teachers Resource Book. Review the list of features for a fictional narrative. Remind students that a story rubric should assess whether a story has a beginning, middle, and end; focuses on a characters efforts to solve a problem; and contains details about how the characters think. Students should use the following four levels to assess writing: Excellent, Good, Fair, or Unsatisfactory.
Unit Writing Transparency 18
Transparency 18
Making a Difference 409F
-
Un
it 3
Wri
tin
g W
ork
sho
p
Encourage students who are pleased with their work to add their published stories to their portfolios. Ask students to review other work in their portfolios and to think about why they did especially well in this piece. Remind students that portfolios should include more than just finished work. Have them write down ideas for future writing assignments or tell what they learned about writing stories to include in their portfolios. Portfolios should include all types of writing: informational, interpretive, and responsive.
4-Point RubricUse this four-point rubric to assess student writing.
Refer to Anchor Papers for fictional narrative on pages 200203 in the Unit and Benchmark Assessment for a sample of each writing level.
SCORING RUBRIC FOR FICTIONAL NARRATIVE
Excellent Good Fair Unsatisfactory
Ideas and Content Crafts an entertaining story, a plot that revolves around a problem, and a setting
Ideas and ContentRelates a story with strong characters, a plot that revolves around a problem, and a setting
Ideas and ContentAttempts to tell a story with a plot, characters, and setting; provides some details
Ideas and ContentDoes not tell a story with a cohesive plot, characters, and setting
Organization Contains an engaging beginning, active middle, and fulfilling conclusion
Organization Creates a story with a clear beginning, a solid middle, and a satisfactory ending
Organization Story structure lacks a clear beginning, middle, or end; ideas not well tied together
Organization Lacks a clear beginning, middle, and ending, making the story difficult to follow
Voice Shows originality; well-crafted dialogue reveals characters and enhances the readers involvement
Voice Makes an effort to convey a personal style and create a clear picture of people, places, and events
Voice Gets the basic story across but lacks involvement in telling the story; dialogue is underused or adds little
Voice Shows no engagement with the audience or story; dialogue is missing or fails to advance the plot
Word Choice Use of both advanced and everyday vocabulary creates vivid pictures; includes colorful figurative language
Word Choice Shows an overall clarity of expression and effective control of both new and everyday words; uses figurative language
Word Choice May not explore words that express clear feelings or images; uses no figurative language
Word Choice Uses words incorrectly or includes words that are vague or confusing
Sentence Fluency Crafts simple and complex sentences that flow smoothly and vary in length and structure; dialogue sounds natural
Sentence Fluency Crafts careful, easy-to-follow sentences; dialogue fits the characters and story
Sentence Fluency Sentences may be understandable, but may be choppy, or awkward; some dialogue sounds forced
Sentence Fluency Constructs incomplete, rambling, or confusing sentences; text is difficult to read aloud
Conventions Is skilled in most writing conventions; editing is largely unnecessary
Conventions Spelling, capitalization, punctuation, and usage are mostly correct
Conventions Makes enough errors to interfere with a smooth reading of the story
Conventions Serious errors in spelling, capitalization, punctuation, and usage interfere with readability
Presentation Text is easy to read, whether handwritten or word-processed; formatting enhances the message
Presentation Handwriting or word-processed text is neat and consistent; formatting supports the message
Presentation Text is somewhat difficult to read; formatting or spacing is not uniform
Presentation Irregular or inconsistently formed letters make the text hard to read; formatting is totally lacking
3 2 14
409G
-
Refer to Anchor Papers for fictional narrative on pages 200203 in the Unit and Benchmark Assessment for a sample of writing at different levels.
SCORING RUBRIC FOR FICTIONAL NARRATIVE Exceptional Excellent Good Fair Poor Unsatisfactory
Ideas and ContentCrafts an entertaining story with well-developed characters, a vivid setting, and a well-paced plot
Ideas and ContentCreates an original story with rich details, a well-developed plot, interesting characters, and a setting
Ideas and ContentPresents a solid and detailed story, a plot that revolves around a problem, and a setting
Ideas and ContentAttempts to tell a story with a plot centered on a problem, characters, and a setting, but provides little detail
Ideas and Content Story may contain a string of events with a weak plot or missing problem
Ideas and ContentDoes not tell a story; writing may go off in several directions without a sense of purpose
Organization Story has an inviting beginning, an engaging middle, and a convincing ending
Organization Unfolds a well-planned narrative with an engaging beginning, eventful middle, and satisfying ending
Organization Shows a well-planned narrative with a clear beginning, middle, and ending
Organization May not have a clear story structure with a beginning, middle, and end; has trouble tying some ideas together
Organization May have no clear story line; beginning, middle, or end may be missing
Organization No clear beginning, middle, and ending
Voice An exceptionally strong narrative voice draws readers; fluid, realistic dialogue enhances the story
Voice Shows originality and a strong personal style that speaks directly to the reader
Voice Makes a strong effort to convey a personal style and create a clear picture of characters and events
Voice Gets the basic story across but lacks a sense of involvement in telling an entertaining story
Voice Shows little involvement with story; dialogue is missing or fails to develop character or plot
Voice Shows no connection with the audience or story
Word Choice Exciting and everyday language and imaginative use of figurative language create striking pictures and bring the story to life
Word Choice Imaginative use of both advanced vocabulary and figurative language creates vivid word-pictures and brings the story to life
Word Choice Shows effective control of both new and everyday words; creates visual images with some use of figurative language
Word Choice Does not experiment with figurative language that expresses clear feelings or create images
Word Choice Does not choose words that express clear feelings or pictures; some words detract from the text
Word Choice Uses words incorrectly or uses words that are vague or confusing
Sentence Fluency Crafts fluid simple and complex sentences; rich dialogue captures natural speech patterns and characterization
Sentence Fluency Crafts varied sentences that flow naturally and are easy to understand and read aloud; dialogue sounds natural
Sentence Fluency Crafts careful, easy-to-follow sentences that vary in length and structure; most dialogue sounds authentic
Sentence Fluency Sentences may be choppy, rambling, or awkward
Sentence Fluency Constructs incomplete, rambling, or confusing sentences
Sentence Fluency Incomplete, rambling, or confusing sentences make text hard to understand or read aloud
Conventions Skilled use of most writing conventions; editing is largely unnecessary
Conventions Is skilled in most writing conventions; needs little editing
Conventions Spelling, capitalization, punctuation, and usage are mostly correct
Conventions Makes mistakes that interfere with a smooth reading of the story
Conventions Errors in spelling, capitalization, punctuation, and usage make story difficult to read; needs extensive editing
Conventions Severe errors in most conventions seriously interfere with understanding or discourage the reader
Presentation Text form, whether handwritten or word-processed, enhances the readers ability to understand and connect with the story
Presentation Neatly handwritten or word-processed text invites the reader into the story; formatting is appropriate
Presentation Handwriting or word-processing has only small errors; formatting is appropriate
Presentation Handwriting or word-processing is occasionally difficult to read; formatting may detract from the message
Presentation Handwriting or word-processing is inconsistent or incorrect; spacing or other formatting is confusing
Presentation Poor handwriting or word-processing makes reading difficult; formatting is a major distraction
356 2 14
6-Point RubricUse this six-point rubric to assess student writing.
Making a Difference 409H
-
Using Citations You can insert information or graphics from another
source into a document of your own, but only if you follow the correct procedure of copyrights and citations.
First look for the copyright symbol on the copyright link on a Web site.
Quotations can be included in a personal document, but only if you cite the original source properly, using footnotes or citations in parentheses in the actual text.
Theme: Making a Difference
Objectives Review drawing and graphic
features of a word processor Create a graphic design
Materials
www.macmillanmh.com paint program
Drawing and GraphicsACCESS PRIOR KNOWLEDGEDiscuss with students:
What are the advantages of using a computer to create a piece of art? (computers make it easy to create art, minimize supplies needed to do so, and allow art to be stored and distributed)
Can you think of a book, film, or television show that used computer-created art?
EXPLAINIntroduce the lesson vocabulary by writing each word on the board and asking for a definition.
Tell students that a graphic is something that can be made, altered, and displayed on a computer. It can be an actual picture, clip art, or a chart created on a computer.
MODEL Show students how to open a word processor or a paint program.
Then show how to insert and manipulate a piece of clip art. You might move it on the page or change the size.
Un
it 3
Co
mp
ute
r L
ite
rac
y
graphics charts, designs, pictures, and artwork that can be created on a computer
clip art electronic art that can be inserted into a document
copyright the right that lets only someone who creates something use and sell it, granted by law for a certain number of years
cite to quote and credit an original information source
409I
http://www.macmillanmh.com
-
Remind students to think about the sources of Web pages they find. How do they know that the Web page is a reliable source, containing correct information?
GUIDED PRACTICEHave students connect to www.macmillanmh.com and go to Computer Literacy Lesson Grade 4 Unit 3.
The online practice lesson is an excerpt from SRA TechKnowledge. For more information about the full SRA TechKnowledge program, go to www.sratechknowledge.com.
Un
it 3 C
om
pu
ter L
itera
cy
Approaching
Have students open a word processing application or use a paint program to make a graphic. Have them print out their graphics to post in the classroom.
On Level
Have students search the Internet for graphics. Have them check Web page copyright information to make sure that they can use the graphics. Then have them save and insert into a word processor and use paint features to try to recreate the image.
Beyond Level
Have students use a word processor to recreate an image they found on a Web page, copyright permitting. Have the students print both the image and their rendition, and hold a class art show in which both are presented.
Making a Difference 409J
http://www.sratechknowledge.com
-
Theme: Making a DifferenceU
nit
3 C
lose
rTheme Project Wrap-UpResearch and Inquiry
After students complete Step 4 of their project, have them:
Create the Presentation Have students create a presentation to show what they learned. Tell students that they will use notes, memory aids, and visuals to help them remember what they want to say. Encourage them to think about the types of language that are most appropriate for their presentation.When students have completed their self-selected or cross-curricular projects, plan a time when they can present.
Review and Evaluate Use these questions to help you and students evaluate their research and presentation.
Teacher ChecklistAssess the Research Process
Planning the Project Expressed ideas and discussed
topic. Identified credible and reliable
sources.
Doing the Project Summarized and took notes. Determined usefulness of
information. Organized information.
Assess the Presentation
Speaking Moved through the
presentation in a logical order.
Use details and facts to develop main ideas.
Spoke confidently, referring to notes as needed.
Representing Used media to represent
information.
Visuals were appropriate for the topic.
Visuals added details and interest to the presentation.
Assess the Listener
Set a purpose for listening. Evaluated purpose for
listening.
Adjusted purpose as needed for understanding.
Connected own ideas to those of speaker.
Student Checklist Research Process Did you take organized notes?
Did you list all sources of information?
Did you organize information by topic and subtopic?
PresentingSpeaking Did you rehearse your presentation?
Did you use notes aids?
Did you present your information in an interesting way?
Representing Were your visuals varied?
Did your multimedia presentation provide main ideas and details?
Were your words and visuals organized?
409K
-
Un
it 3 C
lose
rSCORING RUBRIC FOR THEME PROJECT
Excellent Good Fair Unsatisfactory
The student: Crafts a clear
and interesting presentation.
Includes many wellchosen details that enhance the presentation.
May make sophisticated observations.
The student: Makes a clear
presentation. Provides adequate
details. May make several
relevant observations.
The student: Makes an adequate
presentation. May provide few
details. May offer few,
or irrelevant observations.
The student: May not grasp the
task. May present
irrelevant details and observations.
May have extreme difficulty with research or organization.
3 2 14
Home-School Connection Invite family members, other students, and members of the
community to the presentation of the projects. Try to include people who have made a difference in your community. Introduce each guest by name.
Videotape the presentations for family members to borrow or to show at the parent/teacher conferences.
As part of your character building feature on fairness, have students make sure to take turns by sharing the stage.
Making a Difference 409L
-
En
d-o
f-U
nit
Ass
ess
me
nt Using Multiple
Assessments for Instructional Planning
To create instructional profiles for your students, look for patterns in the results from any of the following assessments.
Fluency AssessmentPlan appropriate fluency-building activities and practice to help all students achieve the following fluency goal: 102122 WCPM.
Running RecordsUse the instructional reading level determined by the Running Record calculations for regrouping decisions.
Benchmark AssessmentAdminister tests three times a year as an additional measure of both student progress and the effectiveness of the instructional program.
Timed Writing For timed writing, give students 4055 minutes to complete their work.
Administer the TestUNIT 3 READING ASSESSMENT, pp. 4560
TESTED SKILLS AND STRATEGIES Strategies: Evaluate, Summarize Skills: Compare and Contrast, Authors
Purpose, Sequence, SummarizeVOCABULARY STRATEGIES
Dictionary and Thesaurus Word PartsTEXT FEATURES AND STUDY SKILLS
Online Encyclopedia Salutation and Body of a Letter Using the LibraryGRAMMAR, MECHANICS, USAGE
Verbs: action, tenses, irregular, linking, main, and helping
Quotations, dialogue Subject-verb agreement ContractionsWRITING
Fictional Narrative
Administer the Unit Assessment electronically. Score all tests electronically. Available online or on CD-ROM.
Assessment Tool
409M
-
En
d-o
f-Un
it Asse
ssme
nt
Analyze the Data
Use information from a variety of informal and formal assessments, as well as your own judgment,to assist in your instructional planning. Students who consistently score at the lowest end of each range should be evaluated for Intervention. Use the Diagnostic Assessment in the Intervention Teachers Edition.
Diagnose Prescribe
ASSESSMENTS IF THENUNIT TEST 023 questions
correct Reteach tested skills using the Additional Lessons (pp. T1T11).
FLUENCY ASSESSMENT
Oral Reading Fluency98101 WCPM097 WCPM
Fluency SolutionsEvaluate for Intervention.
RUNNING RECORDS
Level 34 or below Reteach comprehension skills using the Additional Lessons (pp. T1T4). Provide additional Fluency activities.
Making a Difference 409N
-
Glo
ssa
ry
Introduce students to the Glossary by reading through the introduction and looking over the pages with them. Encourage the class to talk about what they see.
Words in a glossary, like words in a dictionary, are listed in alphabetical order. Point out the guide words at the top of each page that tell the first and last words appearing on that page.
ENTRIESPoint out examples of main entries, or entry words, and entries. Read through a sample entry with the class, identifying each part. Have children note the order in which information is given: entry word(s), syllable division, pronunciation respelling, part of speech, definition(s), example sentence(s).
Note if more than one definition is given for a word, the definitions are numbered. Note the format used for a word that is more than one part of speech.
Review the parts of speech by identifying each in a sentence:
Inter. article n. conj. adj. n.
Wow! A dictionary and useful glossary
v. adv. pron. prep. n.
tell almost everything about words!
HOMOGRAPHS/HOMOPHONES/HOMONYMSPoint out that some entries are for multiple-meaning words called homographs. Homographs have the same spellings but have different origins and meanings, and, in some cases, different pronunciations.
Explain that students should not confuse homographs with homophones or homonyms. Homophones are words that have the same pronunciation but have different spellings and meanings. Homonyms are words that have the same pronunciation and spelling but have different meanings. Provide students with examples.
PRONUNCIATION KEYExplain the use of the pronunciation key (either the short key, at the bottom of every other page, or the long key, at the beginning of the Glossary). Demonstrate the difference between primary stress and secondary stress by pronouncing a word with both. Pronounce the words both correctly and incorrectly to give students a clearer understanding of the proper pronunciations.
WORD HISTORYThe Word History feature explains the etymology of select words. Explain that etymology is the history of a word from its origin to its present form. A words etymology explains which language it comes from and what changes have occurred in its spelling and/or meaning. Many English words are derivatives of words from other languages, such as Latin or Greek. Derivatives are formed from base or root words.
409O
-
What Is a Glossary?A glossary can help you find the meanings of words in this book that you may not know. The words in the glossary are
listed in alphabetical order. Guide words at the top of each
page tell you the first and last words on the page.
Each word is divided into syllables. The way to pronounce
the word is given next. You can understand the pronunciation
respelling by using the pronunciation key at the right. A
shorter key appears at the bottom of every other page.
When a word has more than one syllable, a dark accent mark
() shows which syllable is stressed. In some words, a light accent mark () shows which syllable has a less heavy stress.
Sometimes an entry includes a second meaning for the word.
788
First word on the page Last word on the page
Guide Wordsabruptly/annoyed
Sample Entry
Definition
Main entry &Syllable division
Pronunciation
abruptly ( brupt l) adverb.
Happening without warning. Ben
abruptly dropped the hot potato
onto the floor.
Part of Speech
Pronunciation Key
Example sentence
789
Aaaccessories (ak ses rz) plural noun.
Extra parts or add-ons that are useful
but not essential. We bought several
accessories for our new car.
accomplishments ( komplish mnts)
plural noun. Successes; actions of
which one can feel proud. The parents
stood and applauded their childrens
accomplishments at their elementary
school graduation.
accuse ( kz) verb. To say that a person has done something wrong or illegal. I
will not accuse someone of something
unless I am sure.
acquaintance ( kwntns) noun. A
person one knows, but who is not a
close friend. Carole is an acquaintance
from camp.
activist (ak t vist) noun. A person who believes in and actively supports a
cause. Rev. Dr. Martin Luther King, Jr.,
was an activist for peace and social
justice.
advanced (ad vanst ) adjective. Beyond
the beginning level; not elementary.
As a singer, Sheila was really advanced
for her age.
agile (aj l) adjective. Able to move and
react quickly and easily. Bonita is an
agile softball player.
allergies (al r jz) plural noun.
Conditions that cause a person to
have an unpleasant reaction to certain
things that are harmless to most
people. My aunt has allergies in the
spring when plants bloom.
amazement ( mzmnt) noun. Great
surprise or wonder. To the amazement
of the audience, the children played
some difficult music perfectly.
ambulance (am by lns) noun. A
special vehicle that is used to carry
sick or injured people to a hospital.
My neighbor once had to call an
ambulance to take him to the hospital.
ancestors (anses trz) plural noun.
People in the past from whom one
comes. Your great-grandparents are
some of your ancestors.
ancient (n shnt) adjective. Very old.
An ancient castle sat on the edge of
a lake.
annoyed ( noid) adjective. Bothered or disturbed. Kevin looked annoyed when
his little sister came out to join the game.
accessories/annoyed
790
apologize ( pol jz) verb. To say
one is sorry or embarrassed; make
an apology. Aaron said, Id like to
apologize for being late.
applauded ( pld d) verb. Showed
approval for or enjoyment of
something by the clapping of hands.
The crowd applauded the soldiers as
they came off the ship.
appreciated ( pr sh t d) verb.
Understood the value of; was grateful
for something. The boss appreciated
how much his workers did for the
company.
assignments ( snm nts) plural noun.
Tasks that are given out or assigned.
The teacher gave us two math
assignments for homework.
assured ( sh urd) verb. Made certain or sure. Our hard work assured the
success of the festival.
astronaut (as tr nt ) noun. A person
trained to fly in a spacecraft. The
astronaut will walk on the moon.
Word HistoryAstronaut is made from the Greek
words astron for star and nautes
for sailor (as in nautical).
astronomer ( stron m r) noun. A
person who works or specializes in
astronomy, the science that deals with
the sun, moon, stars, planets, and
other heavenly bodies. An astronomer
will speak at the next science fair.
apologize/astronomer
791
Glo
ssary
Glossary 409P
-
audition ( dish n) noun. A test or
try-out for an actor or other kind of
performer. Mariana was nervous about
her audition, but she played very well.
Word HistoryAudition is formed from the Latin
auditio, which means a hearing.
avoided ( void d) verb. Stayed away
from. Butch avoided doing hard work.
awkward (kwrd) adjective. Lacking grace in movement or behavior; clumsy
or uncomfortable. Until Julio learned
the steps, his dancing was awkward.
Bbbackground (bak ground) noun. The part
of a picture that appears to be behind
the rest. I painted a bright figure
against a dark background.
barbecue (br bi k) noun. A meal,
usually meat, cooked outdoors over an
open fire. We had a great barbecue in
the park.
bayous (bz) plural noun. Slow-moving
or stagnant streams, rivers, or inlets,
especially in the southern United
States. We canoed through many quiet
bayous during our trip.
blizzard (blizrd) noun. A strong
windstorm marked by intense cold and
blowing snow. No one should try to
drive in a blizzard.
audition/blizzard
792
bluffing (blufing) verb. Trying to fool people with a false show of
confidence, courage, or knowledge.
Rory said he could fly, but I knew he
was bluffing.
border (brdr) noun. A line between
one country, state, county, or town
and another. A river runs along the
border between the two states.
boycotts (boikots) plural noun. Protests in which people refuse to buy from or
work for a person, nation, or business.
The community plans boycotts of all
the unfair businesses.
Word HistoryBoycotts comes from Charles
Boycott who was shunned by
Irish farmers for his harsh actions
against them.
brittle (britl) adjective. Likely to break
or snap. Susans fingernails became
brittle and started to break.
bumbling (bum bling or bum bl ing) adjective.
Making clumsy mistakes. The bumbling
detective would never solve the mystery.
Cccamouflage (kam flzh) verb. To hide
or conceal by using shapes or colors
that blend with the surroundings. The
chameleon is able to camouflage itself
by changing the color of its skin.
cardboard (krdbrd) noun. A heavy, stiff paper used to make boxes and
posters. I like to store my small toys in
shoe boxes made of cardboard.
career (k rr ) noun. A job or occupation
pursued for all or part of someones
life. My grandmothers career as a
research biologist lasted for many
years.
casting (kas ting) noun. The process of
choosing people for the different parts
in a play or movie. Casting for the new
movie went on for weeks.
bluffing/casting
793
cautiously (k shs l) adverb. In a
careful way. Because so many cars
were coming, we crossed the street
cautiously.
circular (sr ky lr) adjective. Having
or making the shape of a circle. The
referees arm made a circular motion
as he blew the whistle.
citizen (sit zn) noun. A person who
was born in a country or who chooses
to live in and become a member of
that country. Carmine is an Italian
citizen but often visits the United
States.
climate (klmit) noun. The average
weather conditions of a place or
region through the year. Most deserts
have a hot, dry climate.
cluttered (klutrd) verb. Filled with
a messy collection of things. Vals
bedroom was cluttered with all of her
sports equipment.
coaxing (kks ing) verb. Persuading
or influencing by mild arguing.
The instructor was coaxing young
swimmers into the water.
collage (k lzh) noun. A picture made by pasting paper, cloth, metal, and
other things in an arrangement on a
surface. Once I made a collage of my
day, and it was full of bright colors and
cotton balls.
Word HistoryCollage comes from the French
word collage, from colle, meaning
glue or paste.
colony (kol n) noun. A group of
animals living together in the same
place. The noise from the penguin
colony was deafening.
commotion (k mshn) noun. A noisy
disturbance; confusion. We ran out
into the hall to see what was causing
the commotion.
communication (k m ni kshn) noun.
An exchanging or sharing of feelings,
thoughts, or information. Some forms of
communication do not require speech.
completed (km pltd) verb. Done,
finished. I could hardly wait until my
brother completed his Thanksgiving
project and we could all go to the
movies.
cautiously/completed
794
consideration (kn sid r shn) noun.
Thoughtfulness for other people and
their feelings; something carefully
thought about. Leroy showed great
consideration for his grandmother.
consisted (kn sis td) verb. Contained;
was made up. The batter consisted of a
cup of flour, one egg, and a cup of milk.
consume (kn sm ) verb. To eat or drink.
Growing children can consume a lot of
food.
convinced (kn vinst ) verb. Caused a
person to believe or do something.
The coach convinced the team they
could win, and they did.
coral (krl) adjective. Made of coral, a
hard substance like stone made up of
the skeletons of tiny animals. We went
snorkeling on the coral reef.
cranky (krang k) adjective. Cross or in a
bad temper; grouchy. Roni is always
cranky before shes had breakfast.
craters (kr trz) plural noun. Bowl-shaped
pits or holes made by the impact of a
meteorite. Craters are easier to spot in
the desert.
crisscrossed (kris krst) verb. Went
across, back and forth. Grandma
crisscrossed lengths of dough to make
a pretty pie top.
current (krnt) noun. A portion of
a body of water or of air flowing
continuously in a definite direction.
The lifeguard blew his whistle when he
noticed that the current was taking the
boys out too far.
consideration/current
795
Glo
ssa
ry
409Q
-
Dddecayed (d kd) adjective. Having
undergone the process of
decomposition; rotted. We walked
past decayed stumps in the woods.
demonstrated (demn str td) verb.
Showed by actions or experiment. The
performer demonstrated great skill
with both the piano and the drums.
descendants (di send nts) plural
noun. People who come from a
particular ancestor. My neighbors are
descendants of a French explorer.
desperate (despr it) adjective. Very bad
or hopeless. I needed money, but I was
not desperate for it.
devic-es (di vsz) plural noun. Things
used or made for specific purposes.
You can choose from several kinds of
devices for help in opening a can.
digested (d jestd) verb. Broke down and
absorbed food. The snake rested while it
digested the rat it had swallowed.
director (di rek tr) noun. The person
in charge of a play, movie, or TV
show. The director called for a dress
rehearsal over the weekend.
disappointment (dis pointmnt) noun.
A feeling of being disappointed or
let down. Losing the match was a
disappointment, but I still like tennis.
disease (di zz ) noun. An illness. Smallpox is the one serious disease
that has been wiped out.
disguised (dis gzd) verb. Changed the way something or someone looks
to hide it or to look like something
else. The king disguised himself as
a peasant and walked through the
market.
disgusted (dis gus tid) adjective. Having a
strong feeling of dislike. I felt disgusted
by the way the bully was treating others.
dizzy (diz) adjective. Having the feeling
of spinning and being about to fall.
Riding the Ferris wheel makes me dizzy.
decayed/dizzy
796
documenting (dok y ment ing) verb.
Making a record or collecting
information. The scientists took notes
documenting their findings.
dove1 (dv) verb. Plunged head first into
water. We watched as the woman dove
perfectly off the board and into the
deep pool.
dove2 (duv) noun. A medium-size bird
of the pigeon family. The dove cooed
quietly on the window ledge.
downstream (dounstrm) adverb. Moving
in the same direction as the current of
a stream. On a raft, it is easier to float
downstream than to push upstream.
dynasties (d n stz) plural noun.
Periods of time during which a line
of rulers from the same family is in
power. Construction of the Great Wall
of China took place from the Han to
the Yuan dynasties.
Eeeavesdropping (vz droping) noun.
Listening to other people talking
without letting them know you are
listening. Eavesdropping is not a polite
thing to do.
echolocation (ek l k sh n) noun. A
way to find out where objects are
by making sounds and interpreting
the echo that returns. Bats rely on
echolocation when they hunt for insects.
eerie (r) adjective. Strange in a scary
way. We heard an owls eerie hooting
as we walked home in the dark.
electrical (i lek tri k l) adjective. Relating to
the form of energy carried in wires for
use to drive motors or as light or heat.
Dad carefully connected the electrical
cables to the positive and negative
terminals on his cars battery.
Word HistoryElectrical comes from the Latin
electrum, meaning amber,
because of ambers property
of attracting other substances
when rubbed.
documenting/electrical
797
endless (endlis) adjective. Having no limit or end. The line of people seemed
endless, and not everyone would get a
ticket.
endured (en d urd or en dy urd) verb. Survived or put up with. The workers
endured the hot sun all day.
enterprising (entr pr zing) adjective.
Showing energy and initiative; willing
or inclined to take risks. Brian, an
enterprising young man, ran for class
president and won.
environment (en v rn mnt) noun.
Everything that surrounds an animal
and affects it. Polar bears have adapted
very well to their cold environment.
estimated (est m td) verb. Judged or
calculated, as of the value, quality, extent,
size, or cost of something. It is estimated
that there are only 30,000 to 50,000
Asian elephants left in the world.
ethnic (eth nik) adjective. Being part
of a group of people with religion,
language, national origin, or some
other background in common. We
went to World Food Day and sampled
many ethnic foods.
evaporate (i vap rt ) verb. To change
from a liquid or solid into a gas. When
heat makes water evaporate, the water
seems to disappear.
Word HistoryEvaporate comes from the Latin
evaporatus, to disperse in vapor,
from ex, out, and vapor,
exhalation.
eventually (i vench l) adverb. In the
end; finally. We eventually got a DVD
player because the good movies were
not being released on video.
evidence (ev i dns) noun. Proof of
something. People thought the
knave stole the tarts, but they had no
evidence.
exasperated (eg zasp rt d) verb.
Annoyed greatly; made angry. My dad
got so exasperated helping with my
math that my mom took over.
exploration (ek spl rshn) noun. The
act of traveling through unfamiliar
areas in order to learn about them.
Remote-controlled vehicles are
carrying out an exploration of the
surface of Mars.
endless/exploration
798
exposure (ek sp zhr) noun. The
condition of being presented to view.
Each time the dog saw a new toy was
counted as one exposure.
Fffade (fd) verb. To become gradually
weaker, fainter, or dimmer. When a
song ends, sometimes it will fade out.
faint (fnt) adjective. Not clear or strong;
weak. A faint noise came from outside,
but I couldnt see anyone.
famished (famisht) adjective. Very hungry; starving. After a long day of
running and swimming, the children
were famished.
flicked (flikt) verb. Hit or moved with a
quick, light snap. Fred flicked the fly
off his face.
flinched (flincht) verb. To draw back or
away, as from something painful or
unpleasant; wince. When the door
suddenly slammed, Myra flinched.
fluke1 (flk) noun. A chance happening;
an accidental turn. The substitute
players touchdown pass must have
been a fluke.
fluke2 (flk) noun. The flat part of a
whales tail. The whale smacked the
water with its fluke.
foolishness (flish ns) noun. The act of not showing good sense. I wanted to
race across the street, but my mom
will not allow that foolishness.
fossil (fos l) noun. The hardened remains or traces of an animal or plant that
lived long ago. The fossil we found had
imprints of ancient seashells in rock.
fragile (fraj l) adjective. Easily broken;
delicate. My toothpick ship is too
fragile to take to show and tell.
fuels (f lz) plural noun. Substances
burned as a source of heat and power,
such as coal, wood, or oil. When the
world runs out of fossil fuels, we
will be forced to use alternate energy
sources.
exposure/fuels
799
Glo
ssary
Glossary 409R
-
Gggaped (gpt) verb. Stared with the mouth
open, as in wonder or surprise. The
audience gaped at the acrobats.
genuine (jen in) adjective. Sincere; honest. My friends and I made a
genuine effort to help kids new to the
school.
glider (gldr) noun. An aircraft that flies without a motor. Riding in a glider can
be exciting.
glinted (glintd) verb. Sparkled or flashed. Rays of sunshine glinted on the water.
glistening (glis n ing) adjective. Shining
or sparkling with reflected light. The
glistening eyes of the children looked
out from the stage.
globe (glb) noun. The Earth (as a
shape). Our globe is the home of
billions of people.
glorious (glr s) adjective. Having or deserving praise or honor;
magnificent. The autumn colors were
just glorious.
guardian (grd n) noun. A person or thing that guards or watches over. My
older brother sometimes acts like my
guardian.
guide (gd) noun. Someone who shows
the way, such as on a tour or trip. We
followed the guide carefully along the
narrow trails.
Hhhabitat (habi tat) noun. The place
where an animal or plant naturally lives
and grows. A pond is a good habitat
for frogs.
Word HistoryHabitat comes from the Latin
habitare, meaning to dwell.
handy (hand) adjective. Within reach, nearby; easy to use. come in handy.
Be useful. Its amazing how many times
a dictionary can come in handy.
harmless (hrmles) adjective. Not able to do damage or hurt. My dog looks
mean, but really she is harmless.
gaped/harmless
800
headlines (hedlnz) plural noun. Words printed at the top of a newspaper or
magazine article. The most important
news has the biggest headlines.
heritage (heri tij) noun. Something that is handed down from previous
generations or from the past; tradition.
Jazz is now a part of our countrys
cultural heritage.
hibernate (hbr nt) verb. To sleep or stay inactive during the winter. Bears
eat a lot to get ready to hibernate.
hilarious (hi lr s) adjective. Very funny. Kendra tells hilarious jokes.
historians (hi str nz) plural noun. People who study or write about
history. Historians can help us to
understand the past.
hoisting (hoisting) verb. Lifting or pulling up. Hoisting logs out of the water, the
men soon grew tired.
Iiidentified (dent fd) verb. Proved
that someone or something is a
particular person or thing. The
fingerprints on the gold watch
identified the butler as the thief.
images (imij z) plural noun. Pictures of people or things. The artist had
painted large images of the people
and animals she saw every day.
immigrants (imi grnts) plural noun. People who come to live in
one country from another. Many
immigrants come to the United States
every year.
impressive (im presiv) adjective. Deserving admiration; making a
strong impression. The track team
won five races, which was their most
impressive result all year.
independence (indi pendns) noun. Freedom from the control of another
or others. America gained its
independence from Great Britain.
headlines/independence
801
injustice (in justis) noun. Lack of justice; unfairness. There are many tools to
fight injustice, and everyone should
know them.
insecticides (in sekti sdz) plural noun. Chemicals used to kill insects and
other pests. Some insecticides can
reduce the number of mosquitoes.
inspected (in specktd) verb. Looked at closely and carefully. The official
inspected our car and declared that it
was safe to drive.
inspire (in spr) verb. To stir the mind, feelings, or imagination. Nature can
inspire some people to write poetry.
insult (in sult) noun. A remark or action
that hurts someones feelings or pride.
Not to invite Marta to the party would
be an insult.
intelligent (in teli jnt) adjective. Able to understand and to think especially well.
Mr. Lee asked an intelligent question.
interfere (intr fr) verb. To take part in the affairs of others when not asked;
meddle. My mom hates to interfere,
but she often gives me good advice.
investigates (in vesti gts ) verb. Looks into carefully in order to find facts
and get information. A detective
investigates mysteries for a living.
Jjjealousy (jel s) noun. A feeling of envy
of what a person has or can do. Ken
felt some jealousy when he saw Lins
new bike, but he got over it.
journey (jrn) noun. A trip, especially one over a considerable distance
or taking considerable time. Ping
made a journey to China to meet his
grandparents.
jumble (jumbl) noun. A confused mixture or condition; mess. My room is
a jumble of toys and books, so I have
to clean it.
Lllegendary (lej n der) adjective.
Relating to a legend, or a story that
has been handed down for many years
and has some basis in fact. Johnny
Appleseeds efforts to spread the
apple tree have become legendary.
limited (limi tid) adjective. Restricted, or kept within boundaries. The menu had
only a limited number of choices.
injustice/limited
802
logical (loji kl) adjective. Sensible; being the action or result one expects.
When it rains, I do the logical thing
and put my bicycle in the garage.
loosened (l snd) verb. Made looser; set
free or released. Brad loosened his
necktie when the ceremony was over.
lumbering (lumbr ing) adjective. Moving in a slow, clumsy way. Put a
lumbering hippo in the water and it
becomes a graceful swimmer.
lurk (lrk) verb. To lie hidden. Many
animals lurk in their dens to escape the
heat of the day.
Mmmagnify (magn f) verb. To make
something look bigger than it really is.
Devices such as microscopes help to
magnify small things.
massive (masiv) adjective. Of great size or extent; large and solid. The pro
wrestler had a massive chest.
microphone (mkr fn) noun. A device that converts soundwaves into
electrical signals, which can then be
recorded, broadcast, or amplified.
We couldnt hear the principal in the
back of the auditorium because her
microphone was broken.
Word HistoryMicrophone comes from the
Greek words mikros, meaning
very small, and phone, meaning
sound.
microscope (mkr skp) noun. A device for looking at things that are too small
to be seen with the naked eye. To see
small cells in the body one needs to
use a microscope.
Word HistoryMicroscope comes from the
Greek words mikros meaning
very small, and skopein,
meaning to view or
examine.
logical/microscope
803
Glo
ssa
ry
409S
-
midst (midst) noun. A position in the
middle of a group of people or things.
There is a poet in our midst, said the
principal, and we need to clap for her.
mischief (mis chif) noun. Conduct that
may seem playful but causes harm or
trouble. The kittens were always getting
into mischief when we werent home.
misunderstood (mis un dr st ud) verb. Understood someone incorrectly; got
the wrong idea. I misunderstood the
directions and did the wrong page for
homework.
muttered (mut rd) verb. Spoke in a low,
unclear way with the mouth closed.
I saw he was mad by the way he
muttered to himself.
mysterious (mi str s) adjective. Very hard or impossible to understand; full
of mystery. The fact that the cookies
were missing was mysterious.
Nnnatural (nach r l) adjective.
1. Unchanged by people. We hiked
through natural surroundings of
woods, streams, and meadows.
2. Expected or normal. The natural
home of the dolphin is the open ocean.
negatives (neg tivz) plural noun.
1. Photographic images made when
film is developed. The photographer
looked at the negatives through the
magnifier. 2. Words or phrases that
mean no. We heard nothing but
negatives in the report.
neglected (ni glekt d) verb. Failed to give
proper attention or care to; failed to do.
I neglected to finish my science project
and could not present it at the fair.
nonviolence (non v lns) noun. The
philosophy or practice of opposing
the use of all physical force or
violence. The demonstrators practiced
nonviolence during the march on
Washington.
nowadays (nou dz) adverb. In the present time. People hardly ever write
with typewriters nowadays.
midst/nowadays
804
numerous (nmr s or nmr s) adjective. Forming a large number; many. The
mountain climbers faced numerous
problems, but they still had fun.
nutrients (n tr nts or n tr nts) plural
noun. Substances needed by the bodies
of people, animals, or plants to live and
grow. Sometimes we get ill because we
are not getting the proper nutrients.
nuzzle (nuz l) verb. To touch or rub with
the nose. My dog will nuzzle me when
he wants attention.
Ooobedience ( bd ns) noun. The
willingness to obey, or to carry out
orders, wishes, or instructions. It is
important to show obedience to
safety rules.
Word HistoryObedience comes from the Latin
word oboedire, meaning to
hearken, yield, or serve.
opportunities (op r tni tz) plural noun. Good chances or favorable
times. School offers many
opportunities to be involved in clubs.
orbits (rbits) plural noun. The path in space of one heavenly body revolving
around another. When we studied
orbits I learned it takes Pluto 248.53
years to go around the sun.
orphanage (rfn ij) noun. An institution that takes in and cares for children
whose natural parents are absent
or dead. Martina had to travel to the
Chinese orphanage to adopt her son.
outstretched (out strecht) adjective.Stretched out; extended. His
outstretched palm held the quarter
I had dropped.
overcome ( vr kum) verb. To get the better of; beat or conquer. The team
was able to overcome losing the lead
to go on to win the game.
numerous/overcome
805
overcrowded ( vr kroudid) adjective. Having too many people or things. The
small apartment was overcrowded
with furniture.
overheard ( vr hrd) verb. Heard something one was not supposed to
hear. I overheard my brother planning
a surprise party for me.
overjoyed ( vr joid) adjective. Very happy. The whole team felt overjoyed
when we won the soccer game.
Pppaleontologist (p l n tol jist) noun.
A scientist who deals with fossils of
prehistoric animal and plant life. The
paleontologist spoke to the class
about the history of dinosaurs.
paralyzed (par lzd) adjective. 1. Having
lost movement or sensation in a part
of the body. 2. Made powerless or
helpless. The actress felt paralyzed by
stage fright.
partnership (prtnr ship) noun. A kind of business in which two or
more people share the work and
profits. Janell, Pat, and Erik formed a
gardening partnership.
patchwork (pachwrk) noun. Something put together out of many uneven or
varied parts. From the air, the land
looked like a patchwork of green and
brown fabrics.
peculiar (pi klyr) adjective. Strange; not usual. I had the peculiar feeling
that I was being watched.
period (pr d) noun. 1. A length of historical time. The 19th century
was a period of railroad building.
2. A mark of punctuation (.) at the
end of a declarative sentence or an
abbreviation.
persistence (pr sistns) noun. The ability to keep trying in spite of
difficulties or obstacles. Running a
business requires persistence.
phrases (frziz) plural noun. Groups of words expressing a single thought
but not containing both a subject and
predicate. When I proofread my report, I
made phrases into complete sentences.
overcrowded/phrases
806
politicians (pol i tish nz) plural noun.
People who hold or seek elected
offices. Four politicians were running
for the one seat in Congress.
positive (pozi tiv) adjective. Certain; sure. I was positive I left that cookie
right here on the counter.
powwow (pouwou) noun. A North American Indian ceremony
characterized by feasting and dancing.
People were selling wild rice and fry
bread at the powwow.
precious (presh s) adjective. 1. Having
great cost or value. 2. Held in high
esteem; cherished. Gold is a precious
metal.
prehistoric (pr his trik) adjective. Belonging to a time before people
started recording history. Prehistoric
artists sometimes made cave paintings
to tell a story.
preserve (pri zrv) verb. To keep safe for the future. My parents preserve some
of my school papers every year.
proclaimed (pr klmd) verb. Announced publicly. The principal proclaimed May
20 as the day for our annual class trips.
professionals (pr fesh nlz) plural
noun. People who have an occupation
that requires special training.
Engineers and architects are
professionals.
prospectors (prospek trz) plural noun. People who explore an area for
minerals, such as gold. California was
full of prospectors during the Gold
Rush of 1849.
protested (pr test d) verb. Complained
against something. When the workers
lost their jobs, they protested to the
union.
Rrraft (raft) noun. A kind of flat boat made
of logs or boards fastened together.
Floating down the river on a raft is a
nice way to spend a summers day.
politicians/raft
807
Glo
ssary
Glossary 409T
-
realistic (r listik) adjective. Seeing things as they are; practical. I dream of
being a famous rock star, but I should
also be realistic and stay in school.
reef (rf) noun. A ridge of sand, rock,
or coral at or near the surface of the
ocean. Boaters have to be careful not
to scrape against the reef below.
reference (ref r ns or ref rens) noun.
A statement that calls or directs
attention to something. The speech
makes a reference to a play by
Shakespeare.
refreshes (ri freshiz) verb. Restores strength and vitality to, as through
food or rest. Lemonade refreshes on a
hot summer day.
region (r jn) noun. A geographic area whose characteristics are different
from the others. Nine of the original
thirteen colonies can be found in the
Northeast region.
rehearse (ri hrs) verb. To practice a song or play in preparation for public
performances. We have two weeks to
rehearse before opening night!
reptiles (reptlz) plural noun. Cold-blooded vertebrates of the group
Reptilia, which includes lizards, snakes,
alligators, crocodiles, and turtles. Most
reptiles lay eggs, although some give
birth to live young.
responsibility (ri spon s bili t) noun. The quality or condition of having a
job, duty, or concern. Taking care of
the dog was my responsibility.
risks (risks) plural noun. Chances of loss or
harm. Explorers were willing to take risks
in the hope of discovering new lands.
roamed (rmd) verb. Moved around in a
large area. The grizzly bear roamed
over a wide valley and the nearby
mountains.
roles (rlz) plural noun. Characters or parts
played by an actor. Indira got one of
the leading roles in the class play.
rotate (r tt) verb. To turn or cause to
turn around on or as on an axis. I had
to rotate the image because the photo
was upside down.
realistic/rotate
808
scuffling (skuf l ing or skufling) noun. The sound of feet shuffling. When we
heard scuffling from upstairs, we knew
Grandpa had finished his nap.
secure (si ky ur) adjective. Not likely to be taken away; certain or guaranteed.
verb. To take possession of for
safekeeping. The police will secure the
birdcage to use as evidence at the trial.
segregation (seg ri g shn) noun. The
practice of setting one racial group
apart from another. There are laws
against segregation in public schools.
selecting (si lekting) verb. Picking out among many; choosing. I spend a long
time selecting the right gift.
selfish (selfish) adjective. Thinking only of oneself; putting ones own interests
and desires before those of others. A
second piece of cake sounded good,
but I didnt want to be selfish.
sensible (sen s bl) adjective. Having or
showing sound judgment; wise. If you
make a mistake, the sensible thing to
do is apologize.
shimmer (shim r) verb. To shine with
a faint, wavering light; glimmer. The
walls of the canyon began to shimmer
in the rays of the setting sun.
silken (sil kn) adjective. 1. Made of silk.
2. Like silk in appearance. Antonio wrote
a poem about the girls long silken hair.
skyscrapers (sk skr prz) plural noun.
Very tall buildings. The city has many
skyscrapers, and some of them are 50
stories high!
slithered (slith rd) verb. To slide or glide
like a snake. When the snakes slithered
across the ground, they hardly made a
sound.
snickering (snik r ing) verb. Laughing
in a mean or disrespectful manner.
The children stopped snickering when
their mother told them to be kinder.
snoring (snring) verb. Making harsh or noisy sounds while sleeping. The dog
was snoring on the porch when I came
home.
snuffled (snuf ld) verb. Breathed noisily
because of partly stopped-up nasal
passages. Because of a bad cold, I
snuffled all day.
scuffling/snuffled
810
solitary (soli ter) adjective. Living, being, or going alone. For trying to
escape, the prisoner was placed in
solitary confinement.
Word HistorySolitary comes from the Latin
solitarius, meaning alone, lonely.
sores (srz) plural noun. Places where the skin has been broken and hurts. My
hands had sores after raking leaves all
morning with no gloves on.
specialty (spesh l t) noun. A special
thing that a person knows a great deal
about or can make very well. Making
quilts is my Aunt Lisas specialty.
strikes (strks) plural noun. 1. The stopping
of work to protest something.
The workers threatened strikes if
conditions did not improve. 2. Pitched
balls in the strike zone or that a batter
swings at and misses.
strutting (struting) verb. Walking in a self-important way. Marilyn went strutting
around in her new boots from Italy.
stumbled (stumbld) verb. To lose ones balance, as by missing ones footing,
stubbing ones toe, or tripping over an
obstacle. stumbled upon verb. To
come upon something unexpectedly
or by chance. We stumbled upon the
clues that would lead us to the treasure.
suburbs (subrbz) plural noun. The areas around a city where people live. Many
people commute from the suburbs into
the city.
Word HistorySuburbs come from the Latin
suburbiumfrom sub under
and urbs, meaning city.
survey (sr v ) verb. To view or
examine as a whole. (srv) noun. A
comprehensive view. A survey of the
crime scene revealed three possible
points of entry.
suspicious (ss pish s) adjective.
Causing doubt and mistrust; causing
the feeling that something is wrong.
When my mom saw me by the cookie
jar, I could tell she was suspicious.
solitary/suspicious
811
rumbling (rumbling) noun. A heavy, deep, rolling sound. The rumbling of
thunder woke me up.
Sssacred (s krid) adjective. Dedicated
to or set apart for a religious use or
purpose. In ancient Greece, olive trees
were sacred to Athena.
sanctuary (sangk ch er) noun. A
refuge for wildlife where predators are
controlled and hunting is not allowed.
My friend runs a sanctuary for injured
hawks and owls.
scattered (skat rd) verb. Spread or
thrown about here and there. Practice
balls were scattered all over the
tennis court.
scientific method (sn tifik meth d) noun. The process used by scientists,
in which a problem is stated, a
hypothesis is formed, data are
collected through observation or
experimentation, and the hypothesis
is proved or disproved by analyzing
the data. The crime lab is an essential
ingredient in the detectives application
of scientific method.
scornfully (skrnfl ) adverb. In a way that shows that something or
someone is looked down upon and
considered bad or worthless. The critic
spoke scornfully about the new artists
paintings.
rumbling/scornfully
809
Glo
ssa
ry
409U
-
swallows1 (swolz) verb. Causes food or other substances to pass from the
mouth into the stomach. Kathys sore
throat hurts every time she swallows.
Word HistorySwallows comes from the Old
English word swelgan with the
same meaning.
swallows2 (swolz) plural noun. Several groups of small birds having a slender
body and a forked tail.
Word HistorySwallows comes from the Old
English word swealwe, meaning
this bird.
swamp (swomp) noun. A kind of wetland
in which grasses and shrubs grow on
land almost permanently covered by
shallow water. Many endangered birds,
such as the snowy egret, can be found
in this swamp.
swarms (swrmz) plural noun. Large
groups of insects flying or moving
together. When the hive fell, swarms of
angry bees flew out.
Tttangles (tangglz) plural noun. Knotted,
twisted, confused masses. The garden
hose had not been rolled back up and
was full of tangles.
technique (tek nk) noun. A method or way of bringing about a desired result
in a science, art, sport, or profession.
Part of Allisons technique in running
is to breathe in and out on counts of
seven.
Word HistoryTechnique comes from the Greek
word tekhnikos, meaning relating
to an art or craft.
swallows/technique
812
temples (temp lz) plural noun. Buildings used for the worship of a god or gods.
Visitors to Athens can tour many
temples of the ancient Greeks.
territory (teri tr ) noun. Any large area of land; region. My brothers territory
for selling office supplies is in North
Carolina.
testify (tes t f ) verb. To give evidence
under oath in a court of law. The
woman took her place on the witness
stand to testify.
threatened (thret nd) adjective. Having
a sense of harm or danger. The dark
storm clouds made the players feel
threatened with a rain-out.
tottered (tt rd) verb. Walked or moved with unsteady steps; rocked or swayed
as if about to fall. The baby tottered as
she first tried to walk.
traditions (tr dish nz) plural noun.
Knowledge, beliefs, or customs
handed down from one generation
to another. People of many cultural
traditions live in the United States.
Uuunconstitutional (un kon sti t
sh n l) adjective. Not in keeping
with the constitution of the United
States. Segregation was declared
unconstitutional by the Supreme Court.
unfair (un fr ) adjective. Not fair or just.
Punishing all of us for the actions of my
little sister seemed unfair.
unions (ny nz) plural noun. Groups of workers joined together to protect their
jobs and improve working conditions.
Labor unions fight to get workers the
safety equipment they need.
unique ( nk) adjective. Having no equal; the only one of its kind. In many
ways, the Everglades is unique.
universe (n vrs ) noun. Everything that exists, including Earth, the
planets, the stars, and all of space.
Many scientists spend their lives
studying the wonders of the universe.
temples/universe
813
unstable (un st b l) adjective. Not
settled or steady; easily moved or put
off balance. Although the raft looked
unstable, it floated very well.
unsuspecting (uns spekting) adjective. Having no suspicions. The unsuspecting
girls did not realize they were about to
get sprayed by the hose.
Vvvaluable (val b l) adjective. Of
great use, worth, or importance. The
excavation gave us some valuable new
information about the settlers.
venture (ven ch r) noun. A business or
some other undertaking that involves
risk. Reas new venture was a carpet-
cleaning service.
vessels (ves lz) plural noun. Ships or
large boats used to transport or carry
over water. The ocean liner known as
the Titanic was larger than all other
oceangoing vessels of the time.
Wwweekdays (wkdz ) plural noun. The days
of the week except Saturday and Sunday.
We only go to school on weekdays.
whirlwind (whrlwind , wrlwind) noun. 1. A whirling current of air that moves
forward with great force. 2. Anything
resembling a whirlwind. She moved
about the apartment, packing like a
whirlwind.
wildlife (wldlf) noun. Living things, especially the animals that live
naturally in an area. We saw lots of
wildlife on our hike in the woods.
wingspan (wing span ) noun. The distance
between the tips of the wings of a
bird, insect, or airplane. The wingspan
of some hawks is five feet.
wisdom (wizd m) noun. Good judgment and intelligence in knowing what is right,
good, and true. When Im not sure what
to do, I look to my grandpas wisdom.
Word HistoryWisdom comes from the Old
English word wisdom, from wis,
meaning having sound judgment,
learned.
wistfully (wist f l ) adverb. In a sadly
longing way; yearningly. My grandma
looked at her wedding pictures wistfully.
unstable/wistfully
814
Glo
ssary
Glossary 409V
Grade 4Unit 1Unit 2Unit 3Planning the UnitUsing the Student BookRoadrunners DanceManaging The ClassRoadrunners: Surprising BirdsRoadrunners DanceFlycatcher And CayoteWriters Craft: Write DialogueSmall Group Pages
My Brother MartinIt Took CourageMy Brother MartinDear Mrs. ParksWriters Craft: Write a PoemSmall Group Pages
Kid Reporters at WorkTheir Way All The Way!Kid Reporters at WorkChild Labor in the U.S.A.Writing Persuasive Writing: Write to a PromptSmall Group Pages
Mystic HorseHistory At Your FeetMystic HorseThe Black Hills PowwowWriters Craft: Write a Scene from a PlaySmall Group Pages
Snowflake BentleyLet It SnowSnowflake BentleyHaikuWriters Craft: Write a Character SketchSmall Group Pages
Test Strategy: Right There
Wrapping Up the UnitAdditional Lessons and Resources
Unit 4Unit 5Unit 6