reading teachers book 4

Readers Advance™

Teacher’s GuideLevel 4

ByMYRL SHIREMAN

COPYRIGHT © 2006 Mark Twain Media, Inc.

ISBN 1-58037-382-8

Printing No. D04115

Mark Twain Media, Inc., PublishersDistributed by Carson-Dellosa Publishing Company, Inc.

The purchase of this book entitles the buyer to reproduce the student pages for classroom use only. Other permissions may be obtained by writing Mark Twain Media, Inc., Publishers.

All rights reserved. Printed in the United States of America.

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Readers Advance™ Teacher’s Guide, Level 4

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Table of Contents

Introduction .............� iii

Level Four: Meeting the Reading Standards .......................................................................................... vi

Book 1: Magnets .....� 1 Table of Contents .......................................................................................................................1 Activities ....� 3 Answer Keys ............................................................................................................................43

Book 2: Gravity ....� 47 Table of Contents .....................................................................................................................47 Activities ..� 49 Answer Keys ............................................................................................................................89

Book 3: Planet Earth ............................................................................................................................93 Table of Contents .....................................................................................................................93 Activities ..� 95 Answer Keys ..........................................................................................................................134

Book 4: Mass and Weight ..................................................................................................................139 Table of Contents ...................................................................................................................139 Activities � 141 Answer Keys ..........................................................................................................................174

Book 5: Rainbows and Light .............................................................................................................177 Table of Contents ...................................................................................................................177 Activities � 179 Answer Keys ..........................................................................................................................210

Book 6: Static Electricity and Lightning ..........................................................................................213 Table of Contents ...................................................................................................................213 Activities � 215 Answer Keys ..........................................................................................................................247

Table of Contents

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Introduction

Reading Level: Grade Four, SMOG FormulaReading Level: Cloze Challenge, Grade Five, SMOG Formula

The six student books in this series have been written to improve the reading skills of students in Grade Four. All six student books have been written around a science topic. The six titles are Magnets, Gravity, Planet Earth, Mass and Weight, Rainbows and Light, and Static Electricity and Lightning. These titles were chosen because the science content is appropriate and of interest to Grade Four students. The reading program is built around science content because so many students have difficulty reading content material. Particularly in science, the inability to read and understand the material is a major deterrent to student interest and understanding in the subject. Much of the difficulty is because science material, as well as other content material, does not typically follow the schema to which students have become accustomed when reading literature. Additionally, the lack of understanding of the special vocabulary words, the lack of word attack skills, and poor knowledge of root words and affixes hinder students’ ability to comprehend the science content. The reading skills taught in all six books have a high utility. Specific skills are reinforced many times in the six student books. Such reinforcement is required for many students to master the skills and become excellent readers in content material. To improve reading skills, three sets of reading activities have been developed. A set of Teacher Directed Reading Activities (Parts A and B), a set of Teacher Guided/Coaching Reading Activities, and a set of Independent Student Reading Activity/Pre-, Post-Assessment Activities are included for each student book. In each of the three sets, high-utility sight words, compound words, root words, selected prefixes and suffixes, syllabication, pronunciation, and comprehension strategies are reinforced. The Teacher Directed Reading Activities, Part A include specific directions for teaching and presenting phonics, structural analysis, and comprehension skills required to read each book. This set of activities has been designed to aid the teacher in meeting the needs of those students who have not developed the word attack and comprehension skills required to successfully read science content. Because so many students have difficulty pronouncing multisyllabic words, particularly special vocabulary words, emphasis is placed on making the student more independent in using phonics, structural analysis skills, and content when attempting to read an unknown word. Root words and affixes are stressed because of the increased number of words with prefixes and suffixes in later grades. The Teacher Directed Reading Activities, Part A are designed to provide the student with foundation skills so that the teacher can successfully use the guided reading methodology when students are reading a particular book. The reading skills are presented in a systematic and sequential manner as recommended in the No Child Left Behind Act. The teacher is given a script to use with each activity. Pages of the material in the Teacher Directed Reading Activities, Part A that teachers can copy onto transparency sheets are provided, so students and teachers can complete the activities together. The answers for this section are included on the teacher page, so teachers can see at a glance how the activities should be completed as the class works through the transparencies. Prior to reading each student book and completing the reading activities, the teacher must make sure that the student can read the High-Utility Sight Words. The small, high-utility words are identified for each student book and should be in the students’ sight vocabulary by Grade Three. If not, they must be taught using sight-word strategies.

Introduction

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An important step in preparing to read each student book is the picture review. This review should be completed before a book is read. The purpose of the picture review is to provide the students with an understanding of the content they will be reading. Each student book also includes a poster to be used to guide the pre-reading introduction to the book. It includes words for vocabulary study and guided questions for the class to discuss to help students set a purpose for reading. Teacher Directed Reading Activities, Part B provide additional activities to meet the reading standards. Activities beyond those presented in Teacher Directed Reading Activities, Part A are presented to make the student more skillful in attacking multisyllabic words. Students are introduced to and use strategies that will help them analyze multisyllabic words. Synonym, antonym, homograph, and homophone activities are included because of their importance in making the student a more analytical reader. Comprehension is addressed through the use of context activities. A review of basic dictionary skills has been included because the student must turn to the dictionary to unlock many difficult words. It is not necessary that Teacher Directed Reading Activities, Part B be taught before a book is read. The activities in Teacher Directed Reading Activities, Part B are intended to supplement and strengthen the skills taught in Part A and to insure that the reading standards have been addressed. These activities could be used as a lesson when reading books other than the titles in this Grade Four series. A graphic organizer is included for students to be guided through with the teacher, or it can be used as an independent activity once the book has been read. An extended response question is also included to help lead students through answering questions by using knowledge they retrieve from the text as well as their own background knowledge. This component correlates with what the National Reading Panel (2000) has documented as a large indicator of providing deeper comprehension for the reader. This activity also helps prepare students for assessments in relationship to the No Child Left Behind Act. The Teacher Guided/Coaching Reading Activities are to be used by the teacher when students read a book. In the Teacher Guided/Coaching Reading Activities, the teacher switches from direct teaching and now uses tugging questions, clarifying and verifying questions, coaching, and reinforcement as the student reads. The emphasis is on coaching the students to use their knowledge of phonics, structural analysis, and reading for meaning to become more independent readers. The Independent Student Reading Activities/Pre-, Post-Assessments reinforce the students’ reading skills taught in the other two sets of reading activities. The teacher may choose to use this set of activities as an independent student activity or as a pre- or post-test for students. As a pre-test, this will assess the reading skills students already possess. As a post-test, it can assess the skills students have learned after completing each unit. Because of the range of reading levels in a given classroom, the teacher may choose to use this activity as a teacher-directed lesson for specific students. A set of Science, Math, Writing, and Higher-Level Thinking Activities has been developed around the content presented in each student book. Math activities are included with the science activities to support the recommended National Science Education Standards (NSES) that point to the importance of math skills as part of the science curriculum. Science activities are designed to address the NSES that include writing, labeling, drawing, diagram interpretation and analysis, graphing, and graph interpretation and analysis.

Introduction (cont.)

Introduction

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Selected Examples of Science Activities

Mass and Weight: • Learning about gravity as it might affect shopping for groceries on the moon • Understanding why the moon stays in orbit around the earth • Understanding how distance from the earth’s center affects weight • Explaining why objects weigh more on Earth than on the moon • Explaining why the mass of a brick is the same on Earth and the moon • Selecting words that express emotional feelings about space travel • Selecting idioms that express emotional feelings about space travel • Using words and idioms to write about space travel

Rainbows and Light: • Learning about refracted light rays • Determining the angle of reflection • Measuring angles of reflection • Learning about prisms and refracted light • Learning about reflected and refracted light • Learning about reflected and refracted light in a raindrop • Learning how a rainbow forms

Static Electricity and Lightning: • Identifying positively and negatively charged rods • Learning about rods that repel and attract • Understanding how lightning moves from clouds to trees • Determining where lightning will strike • Drawing and explaining how lightning occurs

Finally, the Cloze Challenge is a fundamental part of the activities for each student book. The Cloze is the same content as the material found in each student book. However, the Cloze has been writ-ten at a higher grade level. It may be used as an independent reading assignment for those students who are reading above grade level. For students reading at or below grade level, the Cloze Challenge should be presented under the direction of the teacher. The Cloze is designed so students can use the reading skills they have mastered to extend those skills to a higher level. The Cloze is an effective way to im-prove student understanding and comprehension of science content. The words deleted are all words that are significant to understanding and comprehending the material presented in a specific student book.

Note: The pronunciation keys for dictionaries do not always agree. In Readers Advance™, pronunciations were aligned with Merriam-Webster’s Collegiate® Dictionary, Eleventh Edition. Schools will need to adjust the pronunciations to the dictionary they are using.

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. (NIH Publication No. 00-4769). Washington, D.C.: U.S. Government Printing Office.

Introduction (cont.)

Introduction

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Level Four: Meeting the Reading Standards

ArizonaStrand 1: Reading ProcessConcept 4: VocabularyPO 1. Use knowledge of root words and affixes to determine the meaning of unknown words.PO 2. Use context to determine the relevant meaning of a word.PO 3. Determine the difference between figurative language and literal language.PO 4. Identify figurative language, including similes, personification, and idioms.PO 5. Determine the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of

words by using a variety of reference aids, including dictionaries, thesauri, glossaries, and CD-ROM and Internet when available.

PO 6. Identify antonyms, synonyms, and homonyms for given words within text.

CaliforniaReading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the mean-

ing of words and phrases.1.3 Use knowledge of root words to determine the meaning of unknown words within a passage.1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to determine the

meaning of complex words.1.5 Use a thesaurus to determine related words and concepts.1.6 Distinguish and interpret words with multiple meanings.Reading 2.0 Reading Comprehension2.1 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, se-

quential or chronological order, proposition and support) to strengthen comprehension.

Texas110.22 English Language Arts and Readingb: Knowledge and skills 6: Reading/word identification 6A: apply knowledge of letter-sound correspondences, language structure, and context to recognize words 6B: use structural analysis to identify root words with high-utility prefixes and suffixes 8: Reading/variety of texts 8D: read to take an action, such as to complete forms, make informed recommendations, and write a re-

sponse 9: Reading/vocabulary development 9D: determine meanings of derivatives by applying knowledge of the meanings of root words, such as “pay”

or “happy,” and affixes, such as “dis-,” “pre-,” or “un-” 9F: distinguish denotative and connotative meanings 9G: use word origins as an aid in understanding historical influences on English word meanings10: Reading/comprehension10K: answer different types and levels of questions, such as open-ended, literal, and interpretive, as well as

test-like questions, such as multiple choice, true-false, and short answer15: Writing/purposes15B: write to influence, such as to persuade, argue, and request15C: write to inform, such as to explain, describe, report, and narrate

Level 4: Meeting the Reading Standards

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Level Four, Book 1: Magnets

Table of Contents I(A). Teacher Directed Reading Activity, Part A .............................................................................. 3 A. High-Utility Sight Words to Know .............................................................................................. 3 B. Learning to Use Vowel Sounds .................................................................................................... 3 C. Learning to Use the Schwa Sound ............................................................................................... 4 D. Choosing the Correct Pronunciation ............................................................................................ 4 E. Learning to Use Vowel Sounds to Determine the Number of Syllables ...................................... 5 F. Learning About the Consonant Blends “spr,” “str,” “br,” “dr,” “tr,” and “st” ............................. 5 G. Learning About the Vowel Pair “ai” ............................................................................................ 6 H. Learning About the Vowel Sounds in “ie” Words ........................................................................ 6 I. Learning to Use Known Parts to Pronounce Words .................................................................... 6 1. Pronouncing Similar Word Parts ............................................................................................ 6 2. Identifying Known Word Parts .............................................................................................. 7 J. Learning About Words that End With “-ble,” “-dle,” “-ple,” “-kle,” “-tle,” and “-gle” .............. 7 K. Learning About Words That End With a Consonant and “le” ..................................................... 7 L. Learning About Suffi xes .............................................................................................................. 8 M. Learning About Compound Words, Prefi xes, Root Words, and Suffi xes .................................... 8 N. Special Vocabulary Words ........................................................................................................... 9 O. Special Vocabulary Words in Context .......................................................................................... 9I(A). Teacher Directed Activity Transparencies ............................................................................. 10I(B). Teacher Directed Reading Activity, Part B ............................................................................ 18 A. Extended Response Question ..................................................................................................... 18 B. Graphic Organizer: Magnets ...................................................................................................... 19 C. Recognizing Antonyms .............................................................................................................. 20 D. Recognizing Synonyms ............................................................................................................. 21 E. Recognizing Idioms ................................................................................................................... 22II. Teacher Guided/Coaching Reading Activity .................................................................................. 23 A. Learning About “ay,” “ai,” and “ie” Words ............................................................................... 23 1. Fill in the Blanks .................................................................................................................. 23 2. Identifying Vowel Sounds .................................................................................................... 24 B. Selecting the Meaningful Word ................................................................................................. 24 C. Determining the Vowel Sound in Context for “ay,” “ai,” and “ie” Words ................................. 25

Book 1: Magnets: Table of Contents

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Magnets

D. Using Words Ending With “-ble,” “-cle,” “-dle,” “-ple,” “-kle,” “-tle,” and “-gle” .................. 26 1. Using “Cle” Words in a Sentence ........................................................................................ 26 2. Finding Vowel Sounds in “Cle” Words ................................................................................ 27 E. Determining the Number of Syllables ....................................................................................... 28 F. Compound Words, Words With Prefixes, Root Words, and/or Suffixes .................................... 29 G. Understanding What Is Read ..................................................................................................... 30 H. Special Vocabulary Word Review .............................................................................................. 30III. Independent Student Reading Activity/Pre-, Post-Assessment Activity .................................. 31 A. Learning More About “ie,” “ay,” “ea,” and “ai” Words ............................................................. 31 B. Learning More About Compound Words, Prefixes, Root Words, and Suffixes ......................... 31 C. Determining the Number of Syllables in Words ........................................................................ 32 D. Special Vocabulary Words: Crossword Puzzle .......................................................................... 33 E. Matching Terms With Definitions .............................................................................................. 34IV. Science, Math, Writing, and Higher-Level Thinking Activity ................................................... 35 A. Understanding Why Magnets Attract and Repel ....................................................................... 35 B. Understanding the Magnetic Field ............................................................................................. 35 C. Understanding Geographic and Magnetic North ....................................................................... 35 D. Measuring the Degree Difference Between Geographic and Magnetic North .......................... 36 E. Understanding the Angle of Declination .................................................................................... 37 F. Reviewing the Magnetic Field ................................................................................................... 37 G. Understanding the Earth’s Magnetic Field ................................................................................ 38 H. A Conversation About Magnetic Rocks ..................................................................................... 38 I. Using Magnetic Rocks to Determine North and South ............................................................. 39 J. What if Magnets Could Talk? .................................................................................................... 39 1. Conversation of North Poles and South Poles ..................................................................... 39 2. Conversation of Two North Poles ........................................................................................ 40V. Cloze Challenge .............................................................................................................................. 41Answer Keys .........� 43

Level Four, Book 1: Table of Contents (cont.)

Book 1: Magnets: Table of Contents

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I(A). Teacher Directed Reading Activity, Part A

A. High-Utility Sight Words to Know

Assess the student’s knowledge of the high-utility words by randomly selecting ten words from the list below. Place each word on a 3ʺ x 5ʺ card. Flash each word for two to three seconds. If the student knows the word, it is in his or her sight vocabulary. If the student does not have nine of the ten words in his or her sight vocabulary, it is likely the student will have diffi culty reading and understanding the book. In that case, it will be benefi cial to teach the high-utility words to the sight level prior to reading the book.

have you ever with know can other are do his each the found these toward some very that were one always placed near when will into can use must take time because longer

B. Learning to Use Vowel Sounds

Teacher says: “When reading, you often come to an unknown word. Learning how to use the vowel sounds, schwa sounds, and the r-controlled vowel sounds to pronounce the unknown word will help you. We will practice the long and short vowel sounds and the r-controlled vowel sounds using the Key Word Chart as a guide. We will pronounce each word on the overhead. Then I will ask you to help me complete the chart.”

Key Word Chart Long (¯) macron Short (˘) breve R-Controlled Words

a long “a” sound = mate a short “a” sound = bat “ar” sound = fare long “e” sound = Pete e short “e” sound = met “er” sound = heri long “i” sound = ride i short “i” sound = kit “ir” sound = siro long “o” sound = no o short “o” sound = not “or” sound = foru long “u” sound = cute u short “u” sound = cut “ur” sound = fur

Schwa (ə) sound is like the short “u” sound in the word “nut.”

Vowel Vowel r-controlled Key Word Heard Sound Vowel Sound Word(s) 1. bad a short a no bat 2. net e short e no met 3. kite i long i no ride 4. shape a long a no mate 5. star yes, ar far 6. dug u short u no cut 7. rock o short o no not 8. clip i short i no kit 9. open o, ə long o, schwa no no, nut

Magnets: Teacher Directed Reading Activity, Part A

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10. spin i short i no kit 11. north or for 12. strong o short o no not 13. pole o long o no no 14. globe o long o no no 15. map a short a no bat 16. fi rst ir sir 17. return e long e ur Pete, fur 18. strength e short e no met 19. later a long a er mate, her 20. orbit i short i or for, kit

C. Learning to Use the Schwa Sound

Teacher says: “The schwa sound is when the vowel sounds like the short ‘u’ in the word ‘nut.’ The symbol for the schwa sound is ‘ə.’ The schwa sound is often heard in words with two or more syllables. We will pronounce each word on the overhead. Then I will ask you to help me complete the chart. You may use the Key Word Chart as a guide.”

Vowel Vowel Key Schwa Schwa Key Word Heard Sound Word Vowel Sound Heard Word 1. atom a short a bat o short u (uh) nut 2. pilot i long i ride o short u (uh) nut 3. ticket i short i kit e short u (uh) nut 4. second e short e met o short u (uh) nut

5. pencil e short e met i short u (uh) nut

D. Choosing the Correct Pronunciation

Teacher says: “In each sentence on the overhead there is an underlined word. We will read the sentence. Then you will select the correctly marked pronunciation for the underlined word.”

1. A magnet will pick up a nail. a. magnet b. magnet 2. A magnet will pick up a paper clip. a. clip b. clip 3. The fi rst magnet was a rock. a. rock b. rock 4. Every magnet has two poles. a. poles b. poles 5. The magnet lay on the rug. a. rug b. rug 6. Some magnets are very strong. a. strong b. strong


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7. A magnet can help open a door. a. opən b. open 8. Where did you hide the magnet? a. hide b. h ide

E. Learning to Use Vowel Sounds to Determine the Number of Syllables

Teacher says: “We are going to determine the number of syllables in the following words. The number of syllables is determined by the number of vowel sounds that you hear when the word is pronounced. Some words have vowels that are not heard when the word is pronounced. I will pronounce the words on the overhead. You will tell me the number of vowels seen and the num-ber of vowels heard. Then tell me the number of syllables in each word. We will do the fi rst two together.”

Number of Word Vowels Seen Vowels Heard Syllables 1. open 2 2 1 2 3 2. kit 1 1 1 2 3 3. pencil 2 2 1 2 3 4. hide 2 1 1 2 3 5. pilot 2 2 1 2 3 6. object 2 2 1 2 3 7. magnet 2 2 1 2 3 8. stone 2 1 1 2 3 9. point 2 1 1 2 3 10. orbit 2 2 1 2 3 11. second 2 2 1 2 3 12. atom 2 2 1 2 3

F. Learning About the Consonant Blends “spr,” “str,” “br,” “dr,” “tr,” and “st”

Teacher says: “Complete the blanks below using the consonant blends ‘spr,’ ‘str,’ ‘br,’ ‘dr,’ ‘tr,’ and st’ to make a meaningful sentence.”

1. His father told him he must spray water on the yard. 2. Don’t let the cat out; it might stray from home. 3. When we drove by the farm, I heard a donkey bray. 4. There was a train on the tracks. 5. The soda he spilled on the rug left a big stain. 6. He had to strain to lift the bucket of water. 7. We had to drain the pool.


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G. Learning About the Vowel Pair “ai”

Teacher says: “In Magnets, there are some words that have the vowel pair ‘ai.’ In many words with the letters ‘ai,’ the ‘ai’ sound is long ‘a.’ When you pronounce the word ‘chain,’ the ‘ai’ makes the long ‘a’ sound. Change ‘chain’ to make a new word by using the blends ‘st,’ ‘str,’ ‘and tr’ on the blanks. Then I will ask you to pronounce the new word and tell me the sound the letters ‘ai’ make.”

chain chain chain ain ain ain str st tr

H. Learning About the Vowel Sounds in “ie” Words

Teacher says: “There are several sentences on the overhead. There are underlined words in each sentence with the letters ‘ie.’ Now I will ask you to read the sentences and tell me if the letters ‘ie’ make the sound of long ‘e’ like ‘he’ or long ‘i’ like ‘hi.’ Pronounce the fi rst word as I point to it.”

1. He likes fried eggs. long ‘e’ or long ‘i’ 2. She wanted a big piece of cake. long ‘e’ or long ‘i’ 3. The thief was caught running down the street. long ‘e’ or long ‘i’ 4. I believe that I can be on time. long ‘e’ or long ‘i’ 5. The little baby cried for an hour. long ‘e’ or long ‘i’ 6. They pried the lid off the jar. long ‘e’ or long ‘i’ 7. The judge said that the man had lied. long ‘e’ or long ‘i’ 8. The leader was the Native American chief. long ‘e’ or long ‘i’ 9. All the players were on the fi eld. long ‘e’ or long ‘i’

I. Learning to Use Known Parts to Pronounce Words

1. Teacher says: “Many times when reading, you come to a word that you cannot pronounce. If you look closely, you will often see parts of the word that you know. Pronounce the part that you know, and that will often help you pronounce the unknown word.”

“Let’s say you were reading and came to the word ‘slack,’ a word that you couldn’t pro-nounce. However, you can pronounce the word ‘black.’ Pronounce the underlined part of ‘black.’ Now pronounce the underlined part of ‘slack.’”

“Pronounce these words by pronouncing the underlined part fi rst.” black slack smack stack track crack


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2. Teacher says: “Each of the sentences below has an underlined word. Read the sentence and then write the parts of the underlined word that would help you pronounce the word on the blanks.”

Known Known Known part part part 1. Long ago, men found magnetic rocks. mag net ic 2. The magnetic rocks were called lodestones. lode stones 3. The north pole of one magnet will attract at tr act the south pole of the other magnet. mag net 4. The needle on a compass is a magnet. com pass 5. If you place like poles towards each other, pl ace the poles will repel one another. an oth er 6. Everything is made of atoms. at oms

J. Learning About Words That End With “-ble,” “-dle,” “-ple,” “-kle,” “-tle,” and “-gle”

Teacher says: “When you read, you will fi nd that many words end with the letters ‘-ble,’ ‘-dle,’ ‘-ple,’ ‘-kle,’ ‘-tle,’ and ‘-gle.’ When you see a word ending with a consonant followed by the

letters ‘le,’ the consonant and the letters ‘le’ make a syllable. There are some sentences on the overhead. In each sentence, there is an underlined word. I will point to the sentence and ask you to read it. Then I will ask you to complete the blanks. Each underlined word is a two-syllable word. In each underlined word, there is a silent letter.”

First Syllable Second Syllable Silent Letter 1. I would like to have an apple. ap ple e 2. He was happy to paddle the boat. pad dle e 3. The candle has been lighted. can dle e 4. Watch your step, don’t stumble. stum ble e 5. That horse is very gentle. gen tle e 6. The mouse began to nibble on the cheese. nib ble e 7. The old man began to grumble. grum ble e

K. Learning About Words That End With a Consonant and “le”

Teacher says: “Read the following selection and underline the words that end with a consonant and the letters ‘le.’ Then complete the blanks.”

Early man found a little rock. When he began to handle the rock, it made him chuckle. He began to wrinkle his forehead because this strange rock baffl ed him. Later, many men sat in a huddle in their cave to escape the drizzle. They began to nibble on nuts and struggle with the riddle of this strange rock.


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Word First Syllable Second Syllable Silent Letter 1. little lit tle e 2. handle han dle e 3. chuckle chuck le e 4. wrinkle wrin kle e 5. baffl ed baf fl ed e 6. huddle hud dle e 7. drizzle driz zle e 8. nibble nib ble e 9. struggle strug gle e 10. riddle rid dle e

L. Learning About Suffi xes

1. Teacher says: “Many words have suffi xes. Suffi xes are endings added to root words. Words with the suffi xes ‘er,’ ‘ing,’ ‘ly,’ ‘est,’ and ‘ed’ are in Magnets. The part of the word without the suffi x is the root word. When I point to a word, you will tell me the suffi x. Then you will tell me the root word.”

point/ing like/ly point/ed watch/ing strong/er strong/est fi l/ing long/er drift/ed slow/ly

2. Teacher says: “Some of the root words were changed when the suffi x was added. The root word for each of the words to which I will point were changed when the suffi x was added. I will point to a word. You will tell me the suffi x. Then fi nd the root word. Tell me the letter that was dropped before the suffi x was added.”

fi l/ing com/ing shin/ing plac/ed mov/ed

The fi nal “e” was dropped before adding the suffi x.

M. Learning About Compound Words, Prefi xes, Root Words, and Suffi xes

Teacher says: “In Magnets, there are words with prefi xes, root words, and suffi xes. One word with a prefi x, root word, and suffi x would be the word ‘returned.’ The prefi x is ‘re,’ the root word is ‘turn,’ and the suffi x is ‘ed.’ There are also compound words. An example of a compound word is ‘forever.’ There are two words in this compound word: the word ‘for’ and the word ‘ever.’ The words below are found in Magnets. Some have prefi xes, a root word, and/or a suffi x. Others are compound words. Complete the chart using these words.”

Word Compound Word Prefi x Root Word Suffi x 1. returned re turn ed 2. forever for + ever 3. discovered dis cover ed 4. understood under + stood


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Word Compound Word Prefi x Root Word Suffi x 5. nearby near + by 6. unlike un like 7. another an + other 8. lodestone lode + stone 9. magnetic magnet ic 10. marked mark ed

N. Special Vocabulary Words

Teacher says: “We are going to pronounce the special words you will read in Magnets. When I point to a word, you will pronounce the word. Then I will ask each of you to pronounce each word. Then you will tell me the number of syllables in each word. Each word has been marked to show the correct pronunciation. You may use the Key Word Chart if you need to.”

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

magnetic Polaris discovered lodestone attract repel

magnet ic pəlarəs d iscəverd lodston əttract r ipel

O. Special Vocabulary Words in Context

Teacher says: “There are special vocabulary words in Magnets. These special words are listed below. Read each of the statements and complete the blanks. Place the correct word or term on each blank.”

North Star lodestones magnetic fi eld attract repel

1. When iron fi lings are placed around the poles of a magnet, the lines formed by the iron fi lings demonstrate a _magnetic fi eld_.

2. Magnetic rocks are called _lodestones_. 3. Magnetic rocks do not point directly at the _North Star_. 4. Like poles of magnets _repel_ each other. 5. Unlike poles of magnets _attract_ each other.


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I(A). Teacher Directed Activity Transparencies


have you ever with know can other are do

his each the found these toward some very that

were one always placed near when will into can

use must take time because longer

B. Learning to Use Vowel Sounds

Key Word Chart

Long (¯) macron Short (˘) breve R-Controlled Words

a long “a” sound = mate a short “a” sound = bat “ar” sound = far

e long “e” sound = Pete e short “e” sound = met “er” sound = her

i long “i” sound = ride i short “i” sound = kit “ir” sound = sir

o long “o” sound = no o short “o” sound = not “or” sound = for

u long “u” sound = cute u short “u” sound = cut “ur” sound = fur


Vowel Vowel r-controlled Key Word Heard Sound Vowel Sound Word(s)

1. bad

2. net

3. kite

4. shape

5. star

6. dug

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7. rock

8. clip

9. open

10. spin

11. north

12. strong

13. pole

14. globe

15. map

16. fi rst

17. return

18. strength

19. later

20. orbit

C. Learning to Use the Schwa Sound

Vowel Vowel Key Schwa Schwa Key Word Heard Sound Word Vowel Sound Heard Word

1. atom

2. pilot

3. ticket

4. second

5. pencil


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D. Choosing the Correct Pronunciation

1. A magnet will pick up a nail.

a. magnet b. magnet

2. A magnet will pick up a paper clip.

a. clip b. cl ip

3. The fi rst magnet was a rock.

a. rock b. rock

4. Every magnet has two poles.

a. poles b. poles

5. The magnet lay on the rug.

a. rug b. rug

6. Some magnets are very strong.

a. strong b. strong

7. A magnet can help open a door.

a. opən b. open

8. Where did you hide the magnet?

a. hide b. h ide

E. Learning to Use Vowel Sounds to Determine the Number of Syllables

Number of Word Vowels Seen Vowels Heard Syllables

1. open 1 2 3

2. kit 1 2 3

3. pencil 1 2 3

4. hide 1 2 3

5. pilot 1 2 3

6. object 1 2 3


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Number of

Word Vowels Seen Vowels Heard Syllables

7. magnet 1 2 3

8. stone 1 2 3

9. point 1 2 3

10. orbit 1 2 3

11. second 1 2 3

12. atom 1 2 3

F. Learning About the Consonant Blends “spr,” “str,” “br,” “dr,” “tr,” and “st”

Complete the blanks using one of the blends: “spr,” “str,” “br,” “dr,” “tr,” or “st”

1. His father told him he must ay water on the yard.

2. Don’t let the cat out; it might ay from home.

3. When we drove by the farm, I heard a donkey ay.

4. There was a ain on the tracks.

5. The soda he spilled on the rug left a big ain.

6. He had to ain to lift the bucket of water.

7. We had to ain the pool.

G. Learning About the Vowel Pair “ai”

chain chain chain

ain ain ain

str st tr


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H. Learning About the Vowel Sound in “ie” Words

Which vowel sound do the letters “ie” make in each underlined word?

1. He likes fried eggs. long “e” long “i”

2. She wanted a big piece of cake. long “e” long “i”

3. The thief was caught running down the street. long “e” long “i”

4. I believe that I can be on time. long “e”’ long “i”

5. The little baby cried for an hour. long “e”’ long “i”

6. They pried the lid off the jar. long “e”’ long “i”

7. The judge said that the man had lied. long “e” long “i”

8. The leader was the Native American chief. long “e” long “i”

9. All the players were on the fi eld. long “e” long “i”

I. Learning to Use Known Parts to Pronounce Words

1. Pronounce these words by pronouncing the underlined parts fi rst.

black slack smack stack track crack

2. Read each sentence and then write the parts of each underlined word on the blanks that would help you pronounce the word.

Known Known Known part part part

a. Long ago, men found magnetic rocks.

b. The magnetic rocks were called lodestones.

c. The north pole of one magnet will attract

the south pole of the other magnet.

d. The needle on a compass is a magnet.

e. If you place like poles towards each other,

the poles will repel one another.

f. Everything is made of atoms.


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J. Learning About Words That End With “-ble,” “-dle,” “-ple,” “-kle,” “-tle,” and “-gle”

Complete the chart below. First Second Silent Syllable Syllable Letter

1. I would like to have an apple.

2. He was happy to paddle the boat.

3. The candle has been lighted.

4. Watch your step, don’t stumble.

5. That horse is very gentle.

6. The mouse began to nibble on the cheese.

7. The old man began to grumble.

K. Learning About Words That End With a Consonant and “le”

Read the following selection and underline the words that end with a consonant and the letters ‘le.’ Then complete the blanks.

Early man found a little rock. When he began to handle the rock, it made him chuckle. He

began to wrinkle his forehead because this strange rock baffl ed him. Later, many men sat in

a huddle in their cave to escape the drizzle. They began to nibble on nuts and struggle with

the riddle of this strange rock.

Word First Syllable Second Syllable Silent Letter

1. little

2. handle

3. chuckle

4. wrinkle

5. baffl ed

6. huddle

7. drizzle

8. nibble

9. struggle

10. riddle


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L. Learning About Suffi xes

1. For each word, tell me the suffi x. Then tell me the root word.

pointing likely pointed watching stronger

strongest fi ling longer drifted slowly

2. For each word, tell me the suffi x, and then tell me the root word. Tell me the letter that was dropped before the suffi x was added.

fi ling coming shining placed moved

M. Learning About Compound Words, Prefi xes, Root Words, and Suffi xes

Complete the chart below.

Word Compound Word Prefi x Root Word Suffi x

1. returned

2. forever

3. discovered

4. understood

5. nearby

6. unlike

7. another

8. lodestone

9. magnetic

10. marked


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N. Special Vocabulary Words

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

magnetic Polaris discovered lodestone attract repel

magnet ic pəlarəs d iscəverd lodston əttract r ipel

O. Special Vocabulary Words in Context

North Star lodestones magnetic fi eld attract repel

1. When iron fi lings are placed around the poles of a magnet, the lines formed by the iron fi lings

demonstrate a .

2. Magnetic rocks are called .

3. Magnetic rocks do not point directly at the .

4. Like poles of magnets each other.

5. Unlike poles of magnets each other.


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I(B). Teacher Directed Reading Activity, Part B

A. Extended Response Question

Many people believe that a compass will help with directions because it lines up with the North Pole. Explain how a compass really works. Use information from the text and your own ideas to support your answer.

Text Support Own Ideas

Extended Response

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B. Graphic Organizer: Magnets

Use information from the text of the student book to fi ll in notes about magnets in each area of the graphic organizer below.

Discovery of Magnets Uses of Magnets

Magnetic Poles Magnetic Force

Magnetic North Pole

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C. Recognizing Antonyms

Antonyms are words that have opposite meanings. Each sentence below has an underlined word. Place a “+” on the blank by the word you choose from the two choices below each sentence that is opposite in meaning to the underlined word in the sentence.

1. The north pole of one magnet will attract the south pole of another magnet.

a. invite b. repel

2. The north and south poles on a magnet are unlike poles.

a. alike b. different

3. The north pole of one magnet will repel the north pole of another magnet.

a. attract b. reject

4. You can magnetize a piece of metal if you stroke it a few times with a magnet.

a. limited b. many

5. The metal will act like a magnet for a short time.

a. brief b. long

6. The two poles of a magnet are opposite.

a. same b. different

7. The south pole of one magnet will move toward the north pole of another magnet.

a. near b. away

8. Iron fi lings around the poles of a magnet will form curved lines.

a. straight b. rounded

9. A chain of paper clips will fall apart when the magnet holding them together

is removed.

a. together b. separate

10. The south pole of a magnet will move away from the south pole of another

magnet.

a. toward b. apart


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D. Recognizing Synonyms

Synonyms are words that mean the same, or nearly the same, as another word. In a particular sentence, there may be many synonyms for a word. However, not all synonyms will have the exact meaning as the word in the sentence. Each of the sentences below has an underlined word. Each choice is a possible synonym for the underlined word. Place a “+” by the synonym that best matches the meaning of the underlined word.

1. The north pole of one magnet will attract the south pole of another magnet.

a. pull b. invite

2. The north and south poles on a magnet are unlike poles.

a. opposite b. unequal

3. The north pole of one magnet will repel the north pole of another magnet.

a. revolt b. reject

4. You can magnetize a piece of metal if you stroke it a few times with a magnet.

a. rare b. limited

5. The metal will act like a magnet for a short time.

a. brief b. small

6. The two poles of a magnet are opposite.

a. facing b. opposed

7. The south pole of one magnet will move toward the north pole of another magnet.

a. approaching b. beside

8. Iron fi lings around the poles of a magnet will form curved lines.

a. rounded b. twisted

9. A chain of paper clips will fall apart when the magnet holding them together is removed.

a. above b. separately

10. The south pole of one magnet will move away from the south pole of another magnet.

a. apart b. absent


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E. Recognizing Idioms

Idioms are phrases or expressions whose meanings cannot be understood from the ordinary meaning of the words. Each of the following is an idiom that may be heard in conversation. Read each sentence containing an idiom. Place a “+” on the blank by the choice that best matches the meaning of the underlined idiom.

Imagine the poles of two magnets are talking:

1. The bottom line is that you repel me.

a. This is the way it is. b. possibly there’s hope

2. Not on your life am I attracted to you!

a. no way b. maybe

3. You might as well face it, you are the wrong pole.

a. to keep your hopes up b. This is the way it is.

4. Keep your chin up, another north pole will come along.

a. be hopeful b. all is lost

5. I repel you? You’ve got to be kidding!

a. great idea b. You can’t be serious!

6. Now that we’re attracted to each other, we must stay in touch.

a. see each other often b. have no more contact

7. I don’t want you to have hard feelings, but I’m repelled by you.

a. be angry with me b. feel good about it

8. When the south pole repelled me, I blew my top.

a. laughed b. became angry

9. Let’s leave well enough alone.

a. Look for another answer. b. Leave things as they are.

10. I’m a south pole, so if I had my druthers, you wouldn’t hang around me.

a. if I had to choose b. I would like you to


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II. Teacher Guided/Coaching Reading Activity

A. Learning About “ay,” “ai,” and “ie” Words

1. In each of the following sentences, using one of the words with the vowel pairs “ay,” “ai,” or “ie,” fi ll in the blanks.

thief rain sail chain train hail believe play piece priest fi eld stray

a. You can pick up a of paper clips with a magnet.

b. It was hard for early man to the lodestones were not magic.

c. Just like early man, people today with magnetic rocks.

d. To magnetize a of metal, you must stroke it with a magnet.

e. The boats on the water in the bay.

f. The robbed us while we were asleep.

g. It was noon when the and came

in the storm.

h. She fed the dog.

i. It was a relief when the came into the station on time.

j. He played the part of a in the play.

k. Iron fi lings demonstrate a magnetic around the poles

of a magnet.

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2. Complete the chart below, using the vowel pairs “ay,” “ai,” or “ie.” Then note the sound the vowel pair makes.

Word Vowel Pair Vowel Sound

a. chain

b. believe

c. play

d. piece

e. sail

f. bay

g. thief

h. rain

i. hail

j. stray

k. relief

l. train

m. played

n. priest

o. fi eld

B. Selecting the Meaningful Word

Read the following and complete the blanks to make a word that makes sense in the selection.Use the vowel pairs “ay,” “ai,” or “ie” to complete the blanks.

1. He looked out at the b with the r n pelting him.

2. Mother said we could feed the str cat.

3. If you plan to fi sh, you must have some b t.

4. After the baseball game, we each had a p ce of cake.

5. I cannot bel ve the game will be pl ed on the wet f ld.

6. Even though it was snowing and h ling, the ship set s l.


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C. Determining the Vowel Sound in Context for “ay,” “ai,” and “ie” Words

Each of the following words has the vowel pair “ay,” “ai,” or “ie.” You may not know the word. Determine the pronunciation by giving the vowel pair the long “a,” long “e,” or long “i” sound. Then blend the beginning consonant or consonant blend with the long “a” or long “e” sound to pronounce the word. Place a “+” in the the correct column in the chart below.

Remember: The sound of long “a,” long “e,” or long “i” is the same as that letter’s name.

• long “a” as in “play” • long “e” as in “thief” • long “i” as in “fried”

Blending example: In the word thief, “ie” is pronounced as a long “e,” as in “he.” Then pronounce the long “e” and add the “th” sound followed by the “f” sound.

Vowel Sound Long “a” Long “e” Long “i”

1. brief

2. sprain

3. tried

4. strain

5. relied

6. tied

7. brain

8. train

9. bray

10. spray

11. stray

12. stay

13. fi eld

14. retried

15. stain


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D. Using Words Ending with “-ble,” “-cle,” “-dle,” “-ple,” “-kle,” “-tle,” and “-gle”

1. There are many words that end with the consonants “b,” “c,” “d,” “p,” “k,” “t,” and “g” fol-lowed by “le.” The “Consonant le” or “Cle” word pattern is always a separate syllable in a word. Each of the words in the list below ends with the “Cle” pattern. Read each word and use it in a sentence.

a. possible

b. needle

c. bridle

d. triple

e. table

f. miracle

g. simple

h. fumble

i. eagle

j. middle

k. fable

l. barnacle


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m. tumble

n. paddle

o. little

p. ankle

q. ripple

2. Complete the chart below. Vowel Sound Number of Silent Word Cle Pattern (circle one) Syllables Vowel

a. possible o is: long short ə 1 2 3

possible i is: long short ə

b. needle ee is: long short ə 1 2 3

c. bridle i is: long short ə 1 2 3

d. triple i is: long short ə 1 2 3

e. table a is: long short ə 1 2 3

f. miracle i is: long short ə 1 2 3

miracle a is: long short ə

g. simple i is: long short ə 1 2 3

h. fumble u is: long short ə 1 2 3

i. eagle e is: long short ə 1 2 3

j. middle i is: long short ə 1 2 3

k. fable a is : long short ə 1 2 3


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l. barnacle ar is like: ‘ir’ in ‘sir’ 1 2 3

or ‘ar’ in ‘bar’

barnacle second a is: long short ə

m. tumble u is: long short ə 1 2 3

n. paddle a is: long short ə 1 2 3

o. little i is: long short ə 1 2 3

p. sprinkle i is: long short ə 1 2 3

q. title i is: long short ə 1 2 3

r. When a word ends with a Cle pattern, the Cle is: [circle one]

( often / always ) a syllable.

s. The letter “e” in the Cle pattern is: [circle one]

( pronounced / silent ).

E. Determining the Number of Syllables

Read each of the words below and complete the chart. Remember, the number of vowel sounds heard determines the number of syllables in a word, not the number of vowels seen.

Number of Word Vowels Seen Vowels Heard Syllables 1. magnetic 1 2 3

2. lines 1 2 3

3. chain 1 2 3

4. magnet 1 2 3

5. attract 1 2 3

6. other 1 2 3

7. early 1 2 3

8. important 1 2 3

9. fi eld 1 2 3

10. paper 1 2 3

11. metal 1 2 3

12. Polaris 1 2 3


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F. Compound Words, Words With Prefi xes, Root Words, and/or Suffi xes

Read these sentences, and complete the chart below.

1. Long ago, men discovered magnetic rocks.

2. It appeared to early man that the magnetic rocks pointed toward the North Star.

3. Magnetic rocks are called lodestones.

4. Like poles will repel one another, or move apart.

5. If you place unlike poles toward each other, they will attract one another, or move

together.

6. Iron fi lings deposited around the poles form a magnetic fi eld.

7. You can pick up a chain of paper clips using a magnet.

8. The paper clips can be picked up because they have become magnetized.


1. discovered

2. appeared

3. pointed

4. lodestones

5. another

6. unlike

7. together

8. deposited

9. clips

10. picked

11. because

12. become


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G. Understanding What Is Read

Read the fi rst two sentences. Then place a “+” on the blank by the meaning you choose.

• Unlike poles of a magnet attract one another.

• Like poles repel one another.

1. Like poles would be:

a. two north poles. b. a north pole and a south pole.

2. Attract means:

a. to come together. b. to move apart.

3. Unlike poles would be:

a. two north poles. b. a north pole and a south pole.

4. Repel means:

a. to come together. b. to move apart.

H. Special Vocabulary Word Review

Pronounce each of the following words aloud. Pronounce each word slowly. Pronounce each word one syllable at a time. Listen carefully for each syllable. Then circle the number of syllables in each word.

1 2 3 1 2 3 1 2 3 1 2 3

a. Polaris b. magnetic c. repel d. attract


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Magnets: Independent Student/Pre-, Post-Assessment Activity

III. Independent Student Reading Activity/Pre-, Post-Assessment Activity

A. Learning More About “ie,” “ay, “ea,” and “ai” Words

In each of the following sentences, there is a word with the vowel pair “ie,” “ay,” “ea,” or “ai.” Read each sentence and underline the word with the vowel pair. On the blank, write the vowel pair, and then circle whether the vowel pair has a long or short vowel sound.

1. She wanted to play in the band. vowel pair: long “a” short “a”

2. He was going to run across the fi eld. vowel pair: long “e” short “e”

3. Dried fruit is good for you. vowel pair: long “i” short “i”

4. They both have very small waists. vowel pair: long “a” short “a”

5. The baby cried for over an hour. vowel pair: long “i” short “i”

6. The cool wind brought relief. vowel pair: long “e” short “e”

7. Can you carry the shield? vowel pair: long “e” short “e”

8. It began to rain before lunch. vowel pair: long “a” short “a”

9. Do not let the steam burn you. vowel pair: long “e” short “e”

10. They will pay the bill. vowel pair: long “a” short “a” B. Learning More About Compound Words, Prefi xes, Root Words, and Suffi xes



1. replacement +

2. sadly +

3. cannot +

4. enjoyment +

5. somehow +

6. unhappiness +

7. rediscover +

8. courtyard +

9. unsuccessful +

10. earthquake +

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C. Determining the Number of Syllables in Words


Number ofWord Vowels Seen Vowels Heard Syllables

1. locate 1 2 3 4

2. wagon 1 2 3 4

3. cement 1 2 3 4

4. magnetic 1 2 3 4

5. candle 1 2 3 4

6. prince 1 2 3 4

7. stable 1 2 3 4

8. number 1 2 3 4

9. summer 1 2 3 4

10. remove 1 2 3 4


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DOWN 1. To make something magnetic 3. Opposite poles do not repel, they . 4. The direction of the magnetized needle on a

compass 5. Instrument used to determine directions 6. Metal that is easily magnetized 7. The fi rst type of magnetic rock discovered by

man 8. Bright object that appears in the north sky 9. The north or south end of a magnet11. Rounded; not straight

ACROSS 2. Curved lines around the poles of a magnet

made by iron fi lings10. Attracts iron or steel objects12. Magnetic pointer on a compass13. Direction of the non-magnetized end of the

needle of a compass14. Like poles on a magnet do not attract, they

.

1 2 3 4 5 6 7 8

9

10

11

12 13

14

D. Special Vocabulary Words: Crossword Puzzle

Complete the crossword puzzle using the special vocabulary words from Magnets listed below.

repel pole attract magnetic fi eld curved compass north south needle magnet lodestone iron magnetize North Star


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E. Matching Terms With Defi nitions

Match the terms in Column A with the defi nitions in Column B. Place the letter of the correct defi nition from Column B next to the term in Column A.

Column A

1. compass

2. magnet

3. magnetized

4. north

5. south

6. pole

7. iron

8. lodestones

9. North Star

10. attract

11. repel

12. curved

13. needle

Column B

a. To draw toward

b. To push away

c. Shape of lines made by iron fi lings around magnet

poles

d. Direction in which the magnetized needle on a compass

points

e. Name given to the north or south end of a magnet

f. Name given to the object on a compass that points

north and south

g. Direction in which the non-magnetized part of the

needle on the compass points

h. This happens when an object is made into a magnet.

i. This metal is very easy to magnetize.

j. Bright object that appears in the northern sky

k. Instrument used to determine directions

l. Name given to an object that will attract a chain of

metal paper clips

m. First magnetic rocks discovered by man


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Magnets: Science, Math, Writing, and Higher-Level Thinking Activity

IV. Science, Math, Writing, and Higher-Level Thinking Activity

A. Understanding Why Magnets Attract and Repel

Below are rectangles that represent magnets. Write the letters “N” or “S” on the ends of the magnets in A to show that the two magnets attract. Write the letters “N” or “S” on the ends of the two magnets in B to show that the magnets repel.

A B

B. Understanding the Magnetic Field

The large rectangle below represents a magnet. The letters “N” and “S” show the north pole and south pole of the magnet. Draw curved lines to show the lines of the magnetic fi eld iron fi lings would make around each pole.

C. Understanding Geographic and Magnetic North

A compass does not point to the North Pole. The North Pole on a map or globe is called true

north, or geographic north. A compass points to magnetic north. On the globe below, the letter “A” represents geographic north and the North Pole. Write “North Pole” on the blanks by the letter “A.” The letter “B” represents magnetic north. Write “magnetic north” on the blanks by the letter “B.”

Map IA.

B.

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Place a “+” on the blank of the choice that correctly completes each statement.

1. The North Pole is: a. geographic north b. the same as magnetic north.

2. The needle of the compass points toward:

a. magnetic north b. the North Pole.

D. Measuring the Degree Difference Between Geographic and Magnetic North

Later, you will measure the difference in degrees between geographic north and magnetic north. To learn how to measure the degrees, complete the exercise below. A protractor has been placed below to help you measure the angles

.Diagram A

1. In Diagram A, the angle is:

a. 90 b. 45 c. 0 d. 10 degrees.

Diagram B

2. In Diagram B, the angle is:

a. 90 b. 30 c. 5 d. 45 degrees.

Diagram C

3. In Diagram C, the angle is:

a. 30 b. 0 c. 10 d. 90 degrees.

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Name: Date: Magnets: Science, Math, Writing, and Higher-Level Thinking Activity

E. Understanding the Angle of Declination

The term Angle of Declination is used to describe the difference in location between the geographic North Pole and the location of the magnetic north pole, which is the direction the compass needle points. The difference in location is measured in degrees. On the map below, the letter “A” is the geographic North Pole. The letter “B” is the magnetic north pole, or the direction the needle of a compass points. The angle between “A” and “B” is called the Angle of Declination.

Map II

1. Use a ruler to draw a line that connects letter “A” to letter “C.” Next, draw a line to connect

letter “B” to letter “C.”

2. Place your protractor properly on line “AC.” Read the Angle of Declination along line “BC.”

The Angle of Declination is closest to:

a. 10 b. 20 c. 30 d. 40 degrees.

3. The Angle of Declination is the number of degrees between the geographic North Pole and

the magnetic north pole. The number of degrees is approximately:

a. 10 b. 20 c. 30 d. 40 degrees.

F. Reviewing the Magnetic Field

The rectangle at the right represents a magnet. Connect the dashes to show a magnetic fi eld around the north pole and south pole of the magnet.

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G. Understanding the Earth’s Magnetic Field

You have learned that a compass will point to magnetic north. You have also learned that geographic north is the North Pole on a map or globe. Just overhead at geographic North Pole is the North Star. When early man fi rst found magnetic rocks, it appeared the magnetic rocks pointed toward a star known as the North Star. However, the magnetic rocks were not actually pointing to the North Star. The North Star is not overhead at magnetic north where the magnetic rock was pointing. The North Star is close to being overhead at the geographic North Pole.

1. Using a compass and traveling northward from Point C on Map II, a traveler would end up

at: a. Point A on Map II. b. Point B on Map II.

2. A traveler who follows the North Star would end up near:

a. Point A on Map II. b. Point B on Map II.

H. A Conversation About Magnetic Rocks

Imagine you and a friend are living in a time long ago and are the ones who discovered magnetic rocks. You and the friend are using an iron hammer to break the rocks. A rock clings to your hammer. Write a short conversation that might take place between you and your friend as you observe the strange behavior of these “magic rocks.” Use your own paper if you need more room.

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Name: Date: Magnets: Science, Math, Writing, and Higher-Level Thinking Activity

I. Using Magnetic Rocks to Determine North and South

You have two magnetic rocks. Explain how you would determine the north and south poles for the magnetic rocks. Use your own paper if you need more room.

J. What if Magnets Could Talk?

1. Imagine that magnets can talk. Write the conversation the north poles of each magnet might have with the south poles. Use your own paper if you need more room.

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Magnets


2. Write the conversation the north poles of two magnets might have with each other. Use your own paper if you need more room.

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Magnets: Cloze Challenge

V. Cloze Challenge

Reread the book Magnets. Then read through the Cloze paragraphs below, skipping the blanks. Then complete the blanks using the terms found before each paragraph.

Magnets

Polaris Star Dipper northern axis

Long ago, man discovered some strange rocks. They were strange because the rocks

pointed in the direction of the North Star. The North Star is the (1) that the

northern end of the earth’s (2) points toward. The North Star is also called

(3) . It shines brightly in the (4) sky as the last star in the

tail of the Little (5) constellation.

magnet Star rock north lodestone North

Man thought that the strange rock was pointing directly at the North (6) ,

which was called the “lode star.” So the strange rock was called a lodestone. The word

(7) means “leading stone.” Many years later, man found out that the strange

(8) was not pointing directly at the (9) Star. The rock was

pointing at magnetic (10) , which is many miles from the direction of the North

Star. The strange rock was a (11) .

compass lodestone west

Man soon found that the lodestone could be used to find directions. A piece of

(12) tied on a string pointed north, making the first (13) .

Knowing where north was, it was then easy to find south, east, and (14) .

magnet attract repel north

Two common magnets are the horseshoe and bar magnets. A

(15) always has a (16) pole and a south pole. If two

magnets are placed near each other, the north pole of one magnet will (17) , or

move away from, the north pole of the other magnet. However, the north pole of a magnet will

(18) the south pole of another magnet. The unlike poles move toward each other.

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Magnets

south lines magnet field magnetic north

No matter how many times a magnet is broken, it will still have a north pole and a south pole.

The north pole will point (19) , and the south pole will point (20) .

No one has been able to make a (21) with only one pole. Around the poles of a

magnet there is a magnetic field. A (22) field is a

force around the poles. If small iron filings are placed around the poles, they

line up so the magnetic (23) can be seen. The

magnetic field looks like curved (24) around each

pole of the magnet. The closer together the lines are, the stronger the magnet is.

Star magnetic compass needle magnet hikers magnet

A compass is a very important tool. Ships and airplanes use compasses for navigation. Hunters

and (25) use a compass to help them stay on course. Every compass has a

needle. The red (26) is a magnet. It does not point to the geographic North Pole.

The North Pole on a globe is called true north. It is just beneath the North (27) .

It is 90 degrees north of the equator. The earth is a gigantic (28) , and the red

needle of a compass is a magnet. The red (29) points to the magnetic north, not

true north. When using a (30) , one must remember that the red needle points

toward (31) north, which is many miles away from the North Pole. Today,

magnetic north is about 500 miles from the North Pole. The magnetic north pole moves.

magnetic Pole Star wobbles Polaris North stars

Today, the earth’s axis is pointing to Polaris, so (32) is the North Star.

Five thousand years ago, Thuban was the (33) Star. Why does the North Star

change? It changes because the axis of the earth wobbles. As the axis (34) , it

traces out a circle in the sky. It takes 26,000 years for the axis to complete the circle. During that time,

the axis points to different (35) . As the axis rotates around the circle, different

stars will be the North (36) . Alpha Celphei, Vega, and Thuban will be the North

Star one day. Whichever star is the North Star, it will be shining down on the North

(37) , but a compass will still be pointing to (38) north.

Magnets continue to be used daily to help us in many ways. We have found many uses for

magnets since they were first discovered.

Magnets: Cloze Challenge

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I(B). Teacher Directed Reading Activity, Part B A. Extended Response Question (p. 18) Answers will vary. Teacher check.

B. Graphic Organizer: Magnets (p. 19) Answers will vary. Teacher check.

C. Recognizing Antonyms (p. 20) 1. b 2. a 3. a 4. b 5. b 6. a 7. b 8. a 9. a 10. a

D. Recognizing Synonyms (p. 21) 1. a 2. a 3. b 4. b 5. a 6. b 7. a 8. a 9. b 10. a

E. Recognizing Idioms (p. 22) 1. a 2. a 3. b 4. a 5. b 6. a 7. a 8. b 9. b 10. a

II. Teacher Guided/Coaching Reading Activity A. Learning About “ay, ai, and ie” Words (p. 23–24) 1. a. chain b. believe c. play d. piece e. sail f. thief g. rain, hail h. stray i. train j. priest k. field

2. Vowel Vowel Word Pair Sound a. chain ai long “a” b. believe ie long “e” c. play ay long “a” d. piece ie long “e” e. sail ai long “a” f. bay ay long “a” g. thief ie long “e”

Magnets: Answer Keys

Answer Keys for Book 1: Magnets

h. rain ai long “a” i. hail ai long “a” j. stray ay long “a” k. relief ie long “e” l. train ai long “a” m. played ay long “a” n. priest ie long “e” o. field ie long “e”

B. Selecting the Meaningful Word (p. 24) 1. ay, ai 2. ay 3. ai 4. ie 5. ie, ay, ie 6. ai, ai

C. Determining the Vowel Sound in Context for “ay,” “ai,” and “ie” Words (p. 25)

1. long “e” 2. long “a” 3. long “i” 4. long “a” 5. long “i” 6. long “i” 7. long “a” 8. long “a” 9. long “a” 10. long “a” 11. long “a” 12. long “a” 13. long “e” 14. long “i” (first syllable has long “e” sound) 15. long “a”

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D. Using Words Ending With “-ble,” “-cle,” “-dle,” “-ple,” “-kle,” “-tle,” and “-gle” (p. 26–28) 1. Teacher check. 2. Word Cle Vowel # Syllables Silent Pattern Sound Vowel a. possible ble short o 3 e possible ble i is ə sound b. needle dle long e 2 e c. bridle dle long i 2 e d. triple ple short i 2 e e. table ble long a 2 e f. miracle cle short i 3 e miracle cle a is short “i” sound g. simple ple short i 2 e h. fumble ble short u 2 e i. eagle gle long e 2 e j. middle dle short i 2 e k. fable ble long a 2 e l. barnacle cle ar as in ‘bar’ 3 e barnacle cle second “a” is ə sound m. tumble ble short u 2 e n. paddle dle short a 2 e o. little tle short i 2 e p. sprinkle kle short i 2 e q. title tle long i 2 e r. always s. silent


E. Determining the Number of Syllables (p. 28) 1. magnetic 3 3 3 2. lines 2 1 1 3. chain 2 1 1 4. magnet 2 2 2 5. attract 2 2 2 6. other 2 2 2 7. early 2 2 2 (“y” is used as a vowel) 8. important 3 3 3 9. field 2 1 1 10. paper 2 2 2 11. metal 2 2 2 12. Polaris 3 3 3

F. Compound Words, Words With Prefixes, Root Words, and/or Suffixes (p. 29) 1. dis cover ed 2. appear ed 3. point ed 4. lode + stone s 5. an + other 6. un like 7. to + gether 8. deposit ed 9. clip s 10. pick ed 11. be + cause 12. be + come

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G. Understanding What Is Read (p. 30) 1. a 2. a 3. b 4. b

H. Special Vocabulary Word Review (p. 30) a. 3 b. 3 c. 2 d. 2


A. Learning More About “ie,” “ay,” “ea,” and “ai” Words (p. 31) 1. play ay long “a” 2. field ie long “e” 3. dried ie long “i” 4. waists ai long “a” 5. cried ie long “i” 6. relief ie long “e” 7. shield ie long “e” 8. rain ai long “a” 9. steam ea long “e” 10. pay ay long “a”

B. Learning More About Compound Words, Prefixes, Root Words, and/or Suffixes (p. 31) 1. re place ment 2. sad ly 3. can + not 4. en joy ment 5. some + how 6. un happy ness 7. re, dis cover 8. court + yard 9. un success ful 10. earth + quake

C. Determining the Number of Syllables in Words (p. 32)

1. locate 3 2 2 2. wagon 2 2 2 3. cement 2 2 2 4. magnetic 3 3 3 5. candle 2 2 2 6. prince 2 1 1 7. stable 2 2 2


8. number 2 2 2 9. summer 2 2 2 10. remove 3 2 2

D. Special Vocabulary Words: Crossword Puzzle (p. 33)

E. Matching Terms With Definitions (p. 34) 1. k 2. l 3. h 4. d 5. g 6. e 7. i 8. m 9. j 10. a 11. b 12. c 13. f


A. Understanding Why Magnets Attract and Repel (p. 35)

A. or

B. or

B. Understanding the Magnetic Field (p. 35) Teacher check.

C. Understanding Geographic and Magnetic North (p. 35–36) Teacher check map. 1. a 2. a

M1 M2 A3 G N4 E T I C5 F I6 E L7 D N8

P9 A T O O R O OO M10 A G N E T R M O D RL N R T P N E C11 T

N12 E E D L E A H A S13 O U T HT C S T R SI T S O V TZ N E A

R14 E P E L E D R

N S SN

NS NS

NS SN

N S NS

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Magnets

D. Measuring the Degree Difference Between Geographic and Magnetic North (p. 36) 1. a 2. d 3. c

E. Understanding the Angle of Declination (p. 37) 1. Teacher check. 2. b

3. b

F. Reviewing the Magnetic Field (p. 37) Teacher check.

G. Understanding the Earth’s Magnetic Field (p. 38) 1. b 2. a

H. A Conversation About Magnetic Rocks (p. 38) Teacher check.

I. Using Magnetic Rocks to Determine North and South (p. 39) Teacher check.

J. What If Magnets Could Talk? (p. 39–40) 1.–2. Teacher check.


V. Cloze Challenge (p. 41–42) (1) star, (2) axis, (3) Polaris, (4) northern, (5) Dipper

(6) Star, (7) lodestone, (8) rock, (9) North, (10) north, (11) magnet

(12) lodestone, (13) compass, (14) west

(15) magnet, (16) north, (17) repel, (18) attract

(19) north, (20) south, (21) magnet, (22) magnetic, (23) field, (24) lines

(25) hikers, (26) needle, (27) Star, (28) magnet, (29) needle, (30) compass, (31) magnetic

(32) Polaris, (33) North, (34) wobbles, (35) stars, (36) Star, (37) Pole, (38) magnetic

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Level Four, Book 2: Gravity

Table of ContentsI(A). Teacher Directed Reading Activity, Part A .............................................................................49 A. High-Utility Sight Words to Know .............................................................................................49 B. Understanding Long and Short Vowel Sounds ...........................................................................49 C. Vowel Sounds, Schwa Sounds, and R-Controlled Vowels ..........................................................50 1. Use Vowel Sounds, Schwa Sounds, and R-Controlled Vowels to Pronounce Unknown Words ...................................................................................................................50 2. Selecting the Word Correctly Marked for Pronunciation .....................................................51 D. Learning to Use Vowel Sounds to Determine the Number of Syllables .....................................52 E. Finding the Silent Letters in Words ............................................................................................52 1. Pronouncing Words With Silent Letters ................................................................................52 2. Words With the Letters “gh” .................................................................................................52 3. The Sounds of “gh” ...............................................................................................................52 4. Completing a Chart for the Sounds of “gh” ..........................................................................53 5. Reviewing the Sounds of “gh” ..............................................................................................53 6. Rules for the Sounds of “gh” ................................................................................................53 F. Understanding the Suffi xes “-ing,” “-er,” “-ly,” “ed,” and “-est” ...............................................53 1. Identifying Root Words, Suffi xes, and Number of Syllables ................................................53 2. Filling in the Correct Suffi xes ...............................................................................................54 G. Determining the Number of Syllables in a Word ........................................................................54 H. Compound Words .......................................................................................................................55 I. Special Vocabulary Words ..........................................................................................................55 1. Pronouncing Special Vocabulary Words ...............................................................................55 2. Using Special Vocabulary Words in Context ........................................................................55I(A). Teacher Directed Activity Transparencies ..............................................................................56I(B). Teacher Directed Reading Activity, Part B .............................................................................65 A. Extended Response Question ......................................................................................................65 B. Graphic Organizer: Gravity ........................................................................................................66 C. Recognizing Idioms ....................................................................................................................67 D. Recognizing Figures of Speech ..................................................................................................68II. Teacher Guided/Coaching Reading Activity .................................................................................. 69 A. Determining Long and Short Vowel Sounds ...............................................................................69

Book 2: Gravity: Table of Contents

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Gravity

B. Determining the Silent Letters in Words .....................................................................................70 C. Determining the Sound of “gh” ..................................................................................................71 D. Using the Suffixes “-ing,” “-er,” “-ly,” and “-est” ......................................................................72 E. Finding the Number of Syllables ................................................................................................72 1. Identifying the Number of Syllables .....................................................................................72 2. Determining the Number of Syllables ..................................................................................73 F. Special Vocabulary Words ..........................................................................................................73III. Independent Student Reading Activity/Pre-, Post-Assessment Activity ................................... 74 A. Determining the Vowel Sounds Heard in a Word .......................................................................74 B. Using the Suffixes “-ing,” “-er,” “-ly,” and “-est” in a Written Selection ...................................74 C. Determining the Words With Silent Letters in a Reading Selection ...........................................75 D. Cloze Exercise Using Selected Words ........................................................................................76 E. Determining the Number of Syllables in a Word ........................................................................76 F. Special Vocabulary Words: Crossword Puzzle ..........................................................................77IV. Science, Math, Writing, and Higher-Level Thinking Activity ....................................................78 A. Understanding Parabolas Using Baseball ...................................................................................78 B. Determining the Speed of a Falling Ball .....................................................................................79 C. Time and Distance of a Falling Object .......................................................................................80 D. Parabola or Not? .........................................................................................................................82 E. Math Problems at the Grocery Store on the Moon .....................................................................82 F. Understanding Gravity ................................................................................................................83 G. Finding Silent Letters and Letters With Different Sounds ..........................................................83 H. Writing About Life on the Moon in 2025 ...................................................................................84 I. What Effect Would Increased Gravity Have? .............................................................................84 J. Analysis Activity .........................................................................................................................85 V. Cloze Challenge ...............................................................................................................................86Answer Keys ..........� 89

Level Four, Book 2: Table of Contents (cont.)

Book 2: Gravity: Table of Contents

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I(A). Teacher Directed Reading Activity, Part A


Assess the student’s knowledge of the high-utility words by randomly selecting ten words from the list below. Place each word on a 3ʺ x 5ʺ card. Flash each word for two to three seconds. If the student knows the word, it is in his or her sight vocabulary. If the student does not have nine of the ten words in his or her sight vocabulary, it is likely the student will have diffi culty reading and understanding the book. In that case, it will be benefi cial to teach the high-utility words to the sight level prior to reading the book.

have you ever to someone why does back off into could on than throw it begins

when speed of is great from hard pull the then falls try break free working who down toward however enough hear loud because sometimes fell cause more were can if would could

makes friend

B. Understanding Long and Short Vowel Sounds

Teacher says: “The word on the overhead is ‘space.’ Listen closely as I pronounce the word ‘space.’ I want you to listen for the vowel sounds. The vowels are ‘a,’ ‘e,’ ‘i,’ ‘o,’ and ‘u.’ One vowel in ‘space’ is silent. You will not hear a sound for it. I want you to tell me if the vowel sound of the letter ‘a’ is like the sound of ‘a’ in ‘ate’ or ‘at.’ I will ask you to then tell me if the vowel sound of ‘a’ in ‘space’ is the long sound or the short sound. We will then complete the rest of the chart. On the chart are some words from the book Gravity. I will point to a word and ask you to pronounce the word. Then tell me how to complete the blanks in the chart. You may use the Key Word Chart to help you.”




Gravity: Teacher Directed Reading Activity, Part A

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Gravity

Number of Number of Key Word With Word Vowels Seen Vowels Heard Same Vowel Sound

1. space 2 1 mate 2. back 1 1 mat 3. leave 3 1 Pete 4. step 1 1 met 5. shape 2 1 mate 6. high 1 1 ride 7. leap 2 1 Pete 8. scale 2 1 mate

9. hit 1 1 kit 10. jump 1 1 cut 11. zero 2 2 Pete, no 12. use 2 1 cute

C. Vowel Sounds, Schwa Sounds, and R-Controlled Vowels

1. Teacher says: “When reading, you often come to an unknown word. Learning how to use the vowel sounds, the schwa sounds, and the r-controlled vowel sounds to pronounce the unknown word will help you. We will practice the long and short vowel sounds, the schwa sounds, and the r-controlled vowel sounds using the Key Word Chart as a guide. We will pronounce each word on the overhead. Then I will ask you to help me complete the chart.”




Schwa Sound R-Controlled Vowel(s) Vowel Sound Like Vowel Sounds

Word Heard Long Short “u” in nut “ar,” “er,” “ir,” “or,” “ur” a. catch a + b. after a + er c. pilot i + o d. space a + e. force or f. climb i + g. orbit i or h. begin e, i + + i. center e + er


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Schwa Sound R-Controlled Vowel(s) Vowel Sound Like Vowel Sounds Word Heard Long Short “u” in nut “ar,” “er,” “ir,” “or,” “ur” j. object o + e k. path a + l. sting i + m. cut u + n. shape a + o. less e + p. fire i + q. hit i + r. jump u + s. planet a + e t. cute u + u. zero e, o + v. shot o + w. person o er x. dishes i + e (əs) y. boxes o + e (əs)

2. Teacher says: “In each sentence on the overhead, there is an underlined word. We will read each sentence. Then you will select the correctly marked pronunciation for the underlined word.”

a. He told us not to climb the tree. 1. cl imb 2. climb b. The moon is in orbit around the earth. 1. orbət 2. orbit c. The earth is a planet in orbit around the sun. 1. planet 2. planət d. The spaceship was on the way to the moon. 1. spacesh ip 2. spaceship e. The ball was made of plastic. 1. plast ic 2. plast ic f. It is gravity that makes things fall to Earth. 1. gravəti 2. gravəte g. A spaceship must have a pilot. 1. pilət 2. p ilot h. The apple fell from the tree. 1. apple 2. apple i. The object fell to Earth from space. 1. object 2. əbject j. A magnet will attract metal objects. 1. magnət 2. magnet 3. metəl 4. met al


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D. Learning to Use Vowel Sounds to Determine the Number of Syllables

Teacher says: “On the overhead are some words. A vowel in each word has been marked to show if it has a long sound, short sound, or schwa sound. We will read the words. You will then tell me how to complete the chart. Remember, the number of syllables is the number of vowel sounds heard, not the number of vowels seen.”

Word Vowels Seen Vowels Heard Number of Syllables 1. path 1 1 1 2 3 4 2. cl imb 1 1 1 2 3 4 3. force 2 1 1 2 3 4 (r-controlled) 4. begin 2 2 1 2 3 4 5. əttract 2 2 1 2 3 4 6. fl oat 2 1 1 2 3 4 7. spaceship 3 2 1 2 3 4 8. planət 2 2 1 2 3 4 9. orbət 2 2 1 2 3 4 10. zero 2 2 1 2 3 4 11. object 2 2 1 2 3 4 12. rocket 2 2 1 2 3 4 13. magnet ic 3 3 1 2 3 4 14. belittle 3 3 1 2 3 4 (“tle” = syllable) 15. gravity 2 3 1 2 3 4 (“y” = e sound)

E. Finding the Silent Letters in Words

1. Teacher says: “In Gravity, there are words with silent letters. When I point to the words below, you will pronounce the word and then tell me which letter(s) is silent. I will circle the letters that you say are silent.”

space e climb b weigh gh caught gh weight gh smack c scale e

2. Teacher says: “On the overhead, there are four words. Look at the words, and tell me the two letters that are the same in the words. When I point to a word, you will pronounce the word for me.”

caught weigh weight enough gh

3. Teacher says: “All of the following words have the letters ‘gh.’ In some words, the ‘gh’ is silent. In other words, the ‘gh’ is pronounced with the sound of a different letter. When I point to a word, tell me how to complete the blanks.”

a. In the word caught, the two letters “_gh_” are silent. b. In the word weigh, the letters “gh” are _silent_. c. In the word weight, the letters “gh” are _silent_. d. In the word enough, the letters “gh” make the sound of the letter _f_.


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4. Teacher says: “When I point to a word, you will tell me the column under which to place a ‘+.’ Then complete the blank for the ending sound of each word.”

Ending Sound Word Silent letters Sound of “gh” of Word a. caught + t b. laugh + f c. fi ght + t d. rough + f e. weight + t f. might + t g. enough + f h. eight + t 5. Teacher says: “Complete the chart below by placing a ‘+’ in the column if the “gh” is silent

in each word below, and then write the ending sound on the blanks.”

Ending Sound: “gh” silent “t” “f” a. might + + b. enough + c. eight + + d. caught + + e. laugh + f. fi ght + + g. rough + h. weight + +

6. Teacher says: “Answer the following.” a. When the word ends with “ght,” the “gh” is silent, and the ending sound of the letter “ t ” is pronounced. b. When the word ends with the letters “gh” , the ending sound of the word is usually the

sound of the letter “f” .

F. Understanding the Suffi xes “-ing,” “-er,” “-ly,” “-ed,” and “-est”

1. Teacher says: “In Gravity, there are words ending with ‘-ing,’ ‘-er,’ ‘-ly,’ ‘ed,’ and ‘-est.’ These word parts are called suffi xes. Many times when you come to an unknown word with a suffi x, it will help you determine how to pronounce the word by taking off the suffi x. When the suffi x is taken off, the root word remains. Each of the suffi xes ‘-ing,’ ‘-er,’ ‘-ly,’ and ‘-est’is a syllable in the word. When I point to a word, you will pronounce the word and tell me how to complete the blanks.”


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Word Root Word Suffi x Number of Syllables a. higher high er 1 2 3 b. greatest great est 1 2 3 c. trying try ing 1 2 3 d. fi nally fi nal ly 1 2 3 e. playing play ing 1 2 3 f. harder hard er 1 2 3 g. pulling pull ing 1 2 3 h. gaining gain ing 1 2 3 i. leaving leave ing 1 2 3

j. quickly quick ly 1 2 3 k. fl oated fl oat ed 1 2 3

2. Teacher says: “In the paragraph below, there are words with blanks at the end. I will fi rst read through the paragraph saying ‘blank’ for the blanks. Then I will read through the paragraph, and when I come to a blank, you will tell me which suffi x ‘-ing,’ ‘-er,’ ‘-ly,’ and ‘-est’ to place on the blank.”

ing er ly est

When you throw a ball, it begins climbing higher as it leaves your hand. Shortly, the ball begins to slowly lose its speed. Finally, it reaches its highest point and begins to fall back to Earth. As the ball falls, it begins falling faster and gaining speed as it falls toward your friend, who is waiting patiently to catch the ball.

G. Determining the Number of Syllables in a Word

Teacher says: “On the overhead, there are ten words. Some are one-syllable words, and others are two-syllable words. When I point to a word, you will read the word and tell me how to com-plete the blanks.”

Number of Number of Number of Word Vowels Seen Vowels Heard Syllables 1. sting 1 1 1 2 2. space 2 1 1 2 3. begin 2 2 1 2 4. friend 2 1 1 2 5. return 2 2 1 2 6. climbing 2 2 1 2 7. greatest 3 2 1 2 8. object 2 2 1 2 9. fi ght 1 1 1 2 10. catch 1 1 1 2 11. hollow 2 2 1 2


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12. planet 2 2 1 2 13. special 3 2 1 2 14. orbit 2 2 1 2 15. attract 2 2 1 2 16. surface 3 2 1 2

H. Compound Words

Teacher says: “In Gravity, there are some compound words. Each of the words on the overhead is compound. I will point to a word. We will pronounce the word. Then I will ask each of you to pronounce the word. Then you will tell me the two words that make the word compound.”

sometimes because spaceship however understand therefore

I. Special Vocabulary Words

1. Teacher says: “We are going to pronounce the special vocabulary words you will read in Gravity. When I point to each of the words on the overhead, you will pronounce the word. Then you will tell me the number of syllables in each word, and we will underline that number. Each word has been marked to show the correct pronunciation.”

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 gravity parabola spaceship vacuum gr avəte pər abəla spacesh ip vacuum

a (bat) a (bat) a (mate) a (bat) ə (uh) ə (uh) i (kit) u (cute) e (Pete)

2. Teacher says: “The special vocabulary words are listed on the overhead. Read each state-ment, and complete the blanks. Place the correct special vocabulary word on the blank, and pronounce the word.”

attract gravity orbit parabola mass spaceship vacuum

a. The path of a baseball thrown from centerfi eld to home plate is a _parabola_. b. An apple and feather will fall at the same speed in a _vacuum_. c. An apple falls from a tree to the ground because of _gravity_. d. Travel to the moon is done in a _spaceship_. e. An iron ball has more _mass_ than a plastic ball. f. The closer two objects are, the more they _attract_ each other. g. An apples falls to earth because the _mass_ of the earth is greater than the apple. h. The moon is in _orbit_ around the earth.

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I(A). Teacher Directed Activity Transparencies


have you ever to someone why does back

off into could on than throw it begins

when speed of is great from hard pull

the then falls try break free working who

down toward however enough hear loud because sometimes

fell cause more were can if would could

makes friend

B. Understanding Long and Short Vowel Sounds

Key Word Chart









1. space

2. back

3. leave

4. step

5. shape

Gravity: Teacher Directed Activity TransparenciesReaders Advance™ Teacher’s Guide, Level 4


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6. high

7. leap

8. scale

9. hit

10. jump

11. zero

12. use

C. Vowel Sounds, Schwa Sounds, and R-Controlled Vowels

1. Key Word Chart








Schwa Sound R-Controlled Vowel(s) Vowel Sound Like Vowel Sounds

Word Heard Long Short “u” in nut “ar,” “er,” “ir,” “or,” “ur”

a. catch

b. after

c. pilot

d. space

e. force

f. climb

Gravity: Teacher Directed Activity Transparencies

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Gravity

Schwa Sound R-Controlled Vowel(s) Vowel Sound Like Vowel Sounds Word Heard Long Short “u” in nut “ar,” “er,” “ir,” “or,” “ur”

g. orbit

h. begin

i. center

j. object

k. path

l. sting

m. cut

n. shape

o. less

p. fire

q. hit

r. jump

s. planet

t. cute

u. zero

v. shot

w. person

x. dishes

y. boxes


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2. a. He told us not to climb the tree.

1. cl imb 2. climb

b. The moon is in orbit around the earth.

1. orbət 2. orbit

c. The earth is a planet in orbit around the sun.

1. planet 2. planət

d. The spaceship was on the way to the moon.

1. spacesh ip 2. spaceship

e. The ball was made of plastic.

1. plast ic 2. plast ic

f. It is gravity that makes things fall to earth.

1. gravəti 2. gravəte

g. A spaceship must have a pilot.

1. pilət 2. p ilot

h. The apple fell from the tree.

1. apple 2. apple

i. The object fell to Earth from space.

1. object 2. əbject

j. A magnet will attract metal objects.

1. magnət 2. magnet 3. metəl 4. metal


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D. Learning to Use Vowel Sounds to Determine the Number of Syllables

Word Vowels Seen Vowels Heard Number of Syllables

1. path 1 2 3 4

2. cl imb 1 2 3 4

3. force 1 2 3 4

4. begin 1 2 3 4

5. əttract 1 2 3 4

6. fl oat 1 2 3 4

7. spaceship 1 2 3 4

8. planət 1 2 3 4

9. orbət 1 2 3 4

10. zero 1 2 3 4

11. object 1 2 3 4

12. rocket 1 2 3 4

13. magnet ic 1 2 3 4

14. belittle 1 2 3 4

15. gravity 1 2 3 4

E. Finding the Silent Letters in Words

1. Find the silent letter(s) in each word and fi ll in the blanks.

space climb weigh caught

weight smack scale

2. What letters are the same in all of the words below?

caught weigh weight enough


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3. Fill in the blanks below.

a. In the word caught, the two letters are silent.

b. In the word weigh, the letters “gh” are .

c. In the word weight, the letters “gh” are .

d. In the word enough, the letters “gh” make the sound of the letter .

4. Ending Sound Word Silent letters Sound of “gh” of Word

a. caught

b. laugh

c. fight

d. rough

e. weight

f. might

g. enough

h. eight

5. Ending Sound: “gh” silent “t” “f”

a. might

b. enough

c. eight

d. caught

e. laugh

f. fight

g. rough

h. weight


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6. Fill in the blanks below.

a. When the word ends with “ght,” the “ ” is silent, and the ending sound of the

letter “ ” is pronounced.

b. When the word ends with the letters “ ,” the ending sound of the word is usually

the sound of the letter “ .”

F. Understanding the Suffi xes “-ing,” “-er,” “-ly,” “-ed,” and “-est”

1. Word Root Word Suffi x Number of Syllables

a. higher 1 2 3

b. greatest 1 2 3

c. trying 1 2 3

d. fi nally 1 2 3

e. playing 1 2 3

f. harder 1 2 3

g. pulling 1 2 3

h. gaining 1 2 3

i. leaving 1 2 3

j. quickly 1 2 3

k. fl oated 1 2 3


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2. Add one of the following suffi xes to each of the blanks in the following paragraph.

ing er ly est

When you throw a ball, it begins climb high as it leaves your hand.

Short , the ball begins to slow lose its speed. Final , it reaches its

high point and begins to fall back to Earth. As the ball falls, it begins fall

fast and gain speed as it falls toward your friend, who is wait

patient to catch the ball.

G. Determining the Number of Syllables in a Word

Number of Number of Number of Word Vowels Seen Vowels Heard Syllables

1. sting 1 2

2. space 1 2

3. begin 1 2

4. friend 1 2

5. return 1 2

6. climbing 1 2

7. greatest 1 2

8. object 1 2

9. fi ght 1 2

10. catch 1 2

11. hollow 1 2

12. planet 1 2

13. special 1 2

14. orbit 1 2

15. attract 1 2

16. surface 1 2


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H. Compound Words

sometimes because spaceship however understand therefore

I. Special Vocabulary Words

1. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

gravity parabola spaceship vacuum

gr avəte pər abəla spacesh ip vacuum a (bat) a (bat) a (mate) a (bat) ə (uh) ə (uh) i (kit) u (cute)

e (Pete)

2. attract gravity orbit parabola mass spaceship vacuum

a. The path of a baseball thrown from center fi eld to home plate is a .

b. An apple and feather will fall at the same speed in a .

c. An apple falls from a tree to the ground because of .

d. Travel to the moon is done in a .

e. An iron ball has more than a plastic ball.

f. The closer two objects are, the more they each other.

g. An apple falls to Earth because the of the earth is greater than

the apple.

h. The moon is in around the earth.


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Gravity: Teacher Directed Reading Activity, Part B

I(B). Teacher Directed Reading Activity, Part B

A. Extended Response Question

Gravity affects us in our everyday lives. Describe how your life would be different without grav-ity. Use information from the text and your own ideas to support your answer.

Text Support Own Ideas

Extended Response

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B. Graphic Organizer: Gravity

Use the graphic organizer to explain in your own words how gravity is related to your weight, space travel, mass, the moon, and the orbits of planets in space. Use information from the text of the student book to help you.

Weight Space Travel Mass

The Moon Orbits of Planets in Space

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C. Recognizing Idioms

Idioms are phrases or expressions whose meanings cannot be understood from the ordinary meaning of the words. Each of the following sentences contains an idiom that is often heard in conversation. Read each sentence with the idiom. Then choose the meaning of the idiom from those below each sentence. Place a “+” on the blank next to the choice that is closest to the meaning of the underlined idiom.

1. Even though our team was behind, the coach told us to keep our chins up.

a. not be discouraged b. think how badly we played

2. The catcher on the other team was a know-it-all.

a. was very silent b. had an answer for everything

3. Coach said that after the game, we would shoot the breeze.

a. have target practice b. talk about what happened

4. We could have won, but some players were under the weather.

a. not feeling well b. wearing their raincoats

5. Man, was my face red when I dropped the ball!

a. I was happy. b. I was embarassed.

6. The center fi elder was an eager beaver.

a. didn’t try b. tried very hard

7. After we lost, the coach was bent out of shape.

a. upset b. happy

8. Coach said the bottom line was that we must play our best game.

a. the most important point b. We had a good chance of winning anyway.

9. Just because one is called out is no reason to blow one’s top.

a. be very happy b. get mad

10. We will have our hands full with the next team.

a. They are a very good team, so we must play well to win.

b. They do not play as well as we do, so we should easily win.

11. Coach told us to keep our eye on the ball as we prepare for the next game.

a. pay attention to the goal b. try to be on time

12. We won the game by the skin of our teeth.

a. easily won b. barely won


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D. Recognizing Figures of Speech

Writers often use fi gures of speech when writing. They do this to make their writing more interesting. Three types of fi gures of speech are personifi cation, simile, and metaphor.

Personifi cation: Giving human qualities or traits (feelings, actions, characteristics, etc.) to non-human things. Example: The tree leaves sang when the wind blew.

Simile: A comparison between two unlike things. Similes are introduced with “like” or “as.” Example: He runs like a deer.

Metaphor: A direct comparison of two unlike things without the use of “like” or “as.” A metaphor indicates that one thing is another. Example: He is a deer.

Each statement below has a fi gure of speech underlined. Place a “+” on the blank that tells the type of the fi gure of speech in the statement.

1. The ball fl ew like a rocket as it left the pitcher’s hand.

personifi cation simile metaphor

2. The ball was a rocket as it left the pitcher’s hand.


3. The earth tugged at the ball, trying to pull it back.


4. The grasp of Mother Earth pulled the ball back.


5. Like a falling star, the ball gained speed as it fell back to Earth.


6. The batter was a statue as the ball sped by him.


7. Then it changed its mind, and the ball slowed and fell back to Earth.


8. The ball fl oated like a butterfl y toward the batter.


9. The pitcher threw the baseball with such speed that it looked like a white blur.


10. The catcher’s glove groaned when the ball hit.



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II. Teacher Guided/Coaching Reading Activity

A. Determining Long and Short Vowel Sounds

In each of the following sentences, there are underlined words. Read each sentence and then complete the chart by putting a “+” in the correct column for each word.

1. When you throw a ball, it begins to climb higher as it leaves your hand. 2. The ball climbs higher and then slows down and fi nally begins to fall back to Earth. 3. As the ball falls back to Earth, the speed of the ball increases. 4. When the ball hits the glove of your friend, you hear a loud smack. 5. Sometimes the speed of the ball is great enough to sting when it is caught. 6. When you step on a scale, the pull of gravity makes the scale show your weight.

Vowel Sound: Word Vowel Long Short a. it i

b. higher i

c. hand a

d. climbs i

e. slows o

f. back a

g. As a

h. speed ee

i. hits i

j. friend i

k. smack a

l. great ea

m. sting i

n. step e

o. scale a

p. gravity a

gravity i

gravity y

q. makes a

Gravity: Teacher Guided/Coaching Reading Activity

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B. Determining the Silent Letters in Words

In each of the following sentences, there are words with the silent letters “gh,” “e,” “b,” or “c.” Find the words and complete the chart.

1. When he caught the ball, he hurt his thumb.

2. When the ball hits your glove, there is a loud smack.

3. Gravity is important in determining how much you weigh.

4. When you throw a ball, it climbs higher and higher.

5. A scale shows your weight but does not show your height.

Word With Silent Letters Silent Letters

a.

b.

c.

d.

e.

f.

g.

h.

i.

j.

k.

l.


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C. Determining the Sound of “gh”

Sometimes the letters “gh” are silent in a word. Sometimes the letters “gh” may make the sound of another letter. In each of the following sentences, underline the word(s) with “gh.” Then complete the chart, placing a “+” in the correct column.

1. After he caught the ball, he began to laugh.

2. He was told that if he weighed more, he would be tough enough to play in a rough game.

3. They soon found out that even though he did not weigh enough, he was certainly tough

enough to play.

4. When he hit the ball, he heard the happy laughter of his father in the stands.

5. When he awoke, he thought his coughing might keep him from playing.

6. After the game, he thought he might go to a movie.

Sentence Number “gh” Pronounced and Word “gh” silent as Sound of Letter

1. caught

1. laugh

2. weighed

2. tough

2. enough

2. rough

3. though

3. weigh

3. enough

3. tough

3. enough

4. laughter

5. thought

5. coughing

5. might

6. thought

6. might


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D. Using the Suffi xes “-ing,” “-er,” “-ly,” and “-est”

Each of the following sentences has words with a blank following each word. Add one of the suffi xes “-ing,” “-er,” “-ly,” or “-est” to make a sentence that makes sense.

1. The fast play is usual the one steal bases.

2. The balls that are hit the high are often the hard to catch.

3. When a ball is thrown, gravity begins pull on the ball and slow down its

speed.

4. Final , the ball begins fall down toward Earth, gain speed as it falls.

5. The great teams have usual been those whose play were most

like to work the hard .

E. Finding the Number of Syllables

1. In each of the following sentences, there is a number at the end of each sentence. The number tells you that there is/are word(s) with that number of syllables in the sentence. Underline all of the words with that number of syllables.

a. When you throw a ball, it begins to climb higher as it leaves your hand. (2)

b. When the ball leaves your hand, it is trying to break free of the earth’s gravity. (3)

c. The pull of gravity makes the ball travel slower and slower until, fi nally, the ball begins

falling back to Earth. (2)

d. Finally, the ball falls to the earth with great speed, landing with a smack into your friend’s

glove. (3)

e. You must remember that on the earth and the moon, gravity determines how far you can

throw a ball. (3)


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2. Next to each of the words below are three numbers. Underline the number that shows the number of syllables in the word. Then tell how you determined the number of syllables.

Number of Word Syllables Why?

a. space 1 2 3

b. high 1 2 3

c. greatest 1 2 3

d. slowest 1 2 3

e. farther 1 2 3

f. important 1 2 3

F. Special Vocabulary Words

Each of the words below is a special vocabulary word. Match the letter of the word with its meaning.

a. gravity b. parabola c. spaceship d. vacuum e. attract

1. the path a ball takes when a long pass is thrown

2. what the earth and moon do to each other that holds the moon in orbit

3. the force that pulls objects toward the surface of the earth

4. where there is no air to provide resistance to the fall of objects

5. used for space travel


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A. Determining the Vowel Sounds Heard in a Word

Complete the chart, determining the number of vowels seen and the number of vowels heard. Circle the sample word that matches the vowel sound in the word and then circle “long” or “short.”

Number of Number of Vowel Sound Word Vowels Seen Vowels Heard Long Short Long or Short?

1. space ate at long short

2. speed see met long short

3. sting hi it long short

4. leave he set long short

5. weight say as long short

6. scale ace bat long short

B. Using the Suffi xes “-ing,” “-er,” “-ly,” and “-est” in a Written Selection

Read the following selection and complete the blanks using one of the following suffi xes. ing ly er est

You are in the outfi eld, and there is a runn on third base. The ball is solid

hit. It climbs high and high , and you drift slow back to catch the ball. You

are certain that the ball will reach its high point and fall back toward you. Final , the

ball reaches its high point and begins to fall back toward you into your wait glove.

At fi rst, the ball falls slow , and then much fast . The coach is scream

loud that you must quick throw the ball to the catch to keep the runn

from scor . After catch the ball, you must throw a perfect parabola to keep the

winn run from scor .

Gravity: Independent Student/Pre-, Post-Assessment ActivityReaders Advance™ Teacher’s Guide, Level 4


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C. Determining the Words With Silent Letters in a Reading Selection

Read the following selection. Draw a line under the words with silent letters. Then draw slash marks (/) through the silent letters in the words you have underlined. Write the underlined words on the chart below the selection and then fi ll in the blanks.

When Sally awoke this morning, she looked at the glove she had worn the night before

in the big game. She thought how she had dropped the ball and let the runner race home with

the winning score. It was bad enough that she had made the error, but she thought the coach

might bench her for the next game. But after the game, he told her to keep her game face on

and that she would be starting the game tonight.

Word With Silent Letters Silent Letters Ending Sound of Word 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

Gravity: Independent Student/Pre-, Post-Assessment Activity

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D. Cloze Exercise Using Selected Words

Read the following and complete the blanks using one of the following words.

trying break waiting outfi eld return increasing slow hurries catches begins

The outfi elder races back, (1) the ball, and turns to throw to home

plate. When the ball leaves her hand, it (2) its upward path. Traveling

upward, the ball is trying to (3) free of the earth’s gravity. The ball is

(4) to fl y off into space. However, the earth’s gravity begins to

(5) the speed of the ball. Finally, the earth’s gravity slows the ball, and

it begins to (6) to Earth. The runner looks to the

(7) , tags third, and (8) home. At home plate, the

catcher throws off his face mask while (9) for the ball that is falling

with (10) speed toward the earth.

E. Determining the Number of Syllables in a Word

Complete the chart below. Number of Number of

Word Vowels Seen Vowels Heard Number of Syllables

1. trying 1 2 3

2. break 1 2 3

3. waiting 1 2 3

4. outfi eld 1 2 3

5. return 1 2 3

6. increasing 1 2 3

7. slowly 1 2 3

8. hurries 1 2 3

9. catches 1 2 3

10. begin 1 2 3


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F. Special Vocabulary Words: Crossword Puzzle

Complete the crossword puzzle using the special vocabulary words from Gravity listed below.

ninety parabola gravity weight fi fteen moon height speed Earth six


ACROSS 1. This increases as an object falls toward

Earth. 4. This number times the weight of an object on

the moon equals its Earth weight. 5. A heavenly body held in orbit around the

earth by the earth’s gravity 7. Shows the gravitational pull of the earth on

an object10. This is greatest when an object reaches the

one-half point on a parabola.

DOWN 2. The path of an object that is thrown into the

air and falls back to Earth 3. If you divide the weight of an object that

weighs 90 pounds on Earth by six, this is the answer.

6. Something that weighs 15 pounds on the moon weighs this number of pounds on Earth.

8. One of the planets held in orbit around the sun by the sun’s gravity

9. Force that pulls objects toward the earth

1 2

3

4

5 6 7 8 9

10

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IV. Science, Math, Writing, and Higher-Level Thinking Activity A. Understanding Parabolas Using a Baseball

Parabola A

0 45 90 135 180 Center Fielder Distance in Feet Catcher

1. Connect the dots in the above diagram to show the fl ight of the baseball from center fi eld

to the catcher.

2. How far from the center fi elder was the ball when it reached the top of its fl ight toward the

catcher? a. 45 feet b. 90 feet c. 135 feet

3. The path of the ball is a .

Connect the dots in Parabola B below to show the fl ight of a baseball. An actual parabola has a curved path. This shows a simplifi ed version of a parabola.

Parabola B

0 75 150 225 300 Batter Distance in Feet Center Fielder

Gravity: Science, Math, Writing, and Higher-Level Thinking Activity

Hei

ght i

n Fe

et 50402030100



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4. The height of the ball at one-half the distance is:

a. 50 b. 80 c. 10 d. 40 feet.

5. When the ball is one-half the distance, the height of the ball is:

a. at its lowest point. b. at its highest point.

B. Determining the Speed of a Falling Ball

In Parabola C, trace over the dashed line to make a simplifi ed parabola. The length of each arrow shows the speed of the ball as it travels between letters. The longer the arrow, the greater the speed of the ball.

Parabola C

Boy throws ball. Boy catches ball. Distance in Feet

1. In its downward fl ight, the letters where the speed of the ball would be the greatest would

be between: a. H and I. b. G and H.

2. The speed of the ball begins to slow as the ball travels higher. The speed would be slower

between: a. B and C. b. C and D.

3. The ball is slowing down because of the pull of .

4. After reaching its highest point, the speed of the ball begins to increase as the ball travels

from letter to letter .

5. The speed of the ball begins to increase because of the pull of .

6. The speed of the ball is slowest at the letter .

7. As the ball travels upward in fl ight, the speed becomes ( slower / faster ).

8. As the ball falls back to Earth, the speed becomes ( slower / faster ).


A

B

CD E F

G

H

I

Hei

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9. Place a “+” on the blanks that are true statements.

a. The ball reaches its highest point when it is one-half the distance from the center

fi elder.

b. The ball is traveling at its greatest speed when it is one-half the distance from

the center fi elder.

c. The ball has reached its slowest speed when it is one-half the distance from the

center fi elder.

d. As the ball falls toward the catcher, it begins to gain speed.

e. As the ball falls toward the catcher, the speed becomes slower.

C. Time and Distance of a Falling Object

You have learned that when an object like a ball is thrown, the path of the ball is often a parabola. You have also learned that when the ball is thrown upward, the speed becomes slower and slower, until the speed reaches zero. The ball can no longer escape the earth’s gravity. Then the ball begins to fall back to Earth. As the ball begins to fall to Earth, for each second it falls, the speed of the ball increases. Also, the distance the ball falls increases each second. The chart below shows the distance an object falls for each second.

Time Object Is Falling Distance Object Falls Each Second

1st second 16 feet

2nd second 64 feet

3rd second 144 feet

4th second 256 feet

5th second 400 feet

1. Look at the diagram on the next page. A ball is dropped from the top of a tall building. The ball reaches the ground in fi ve seconds. Each box on the side of the building represents 16 feet. The dots show how far the ball falls each second. Fill in the blanks with the number of seconds, and draw arrows to connect the dots. Then answer the questions that follow.


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Use the diagram of the tall building to answer the following questions.

2. The 1st second, the ball falls:

a. 16 b. 30 c. 100 d. 0 feet.

3. The 2nd second, the ball falls

a. 100 b. 0 c. 64 d. 90 feet.

4. The 3rd second, the ball falls:

a. 200 b. 144 c. 400 d. 16 feet.

5. The 4th second, the ball falls:

a. 256 b. 64 c. 400 d. 16 feet.

6. The 5th second, the ball falls:

a. 256 b. 400 c. 30 d. 64 feet.

7. Place a “+” on the blank before the correct statement.

a. Each second, the distance the ball falls increases.

b. Each second, the distance the ball falls is the same.

Do not answer Question 8 until you check your answer for Question 7 with your teacher.

8. Place a “+” on the blank before the correct statement.

a. Each second, the speed of the falling ball is the same.

b. Each second, the speed of the falling ball increases.


Ground

Top of Building second(s)

second(s)

second(s)

second(s)

second(s)

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D. Parabola or Not?

1. If the path of the object could be a parabola, place a “+” on the blank next to “parabola.” If the path of the object is not a parabola, place a “–” on the blank next to “not a parabola.”

a. home run in baseball

parabola not a parabola

b. a goalie’s kick in soccer

parabola not a parabola

c. a long pass in football parabola not a parabola

d. a long shot in basketball parabola not a parabola

e. a ball’s path on a pool table parabola not a parabola

f. a marble’s path in a marble game parabola not a parabola

g. a horseshoe’s path in a horseshoe game parabola not a parabola

E. Math Problems at the Grocery Store on the Moon

It is the year 2025, and you often go to the moon to play softball. Since there is a supermarket near the ballfi eld, you often shop for groceries. You want to buy an amount of cheese that would have the same mass as it would if you were on Earth.

1. Place a “+” on the blank if the statement is true. Place a “–” on the blank if the statement is not true.

a. The amount of cheese you get on the moon will be exactly the same as on

Earth.

b. The weight of the cheese will be more on the moon than it would be on Earth.

c. The weight of the cheese will be less on the moon than on Earth.

2. You want to get the amount (mass) of cheese on the moon that you would get if you bought one and one-half pounds of cheese on Earth. To get the same amount as on Earth, the weight of the cheese on the moon would be 4 ounces. On Earth, the weight of the cheese would be 6 times greater. Place a “+” on the blank that shows the weight the cheese would be on Earth.

a. 16 ounces b. 8 ounces c. 24 ounces d. 10 ounces


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F. Understanding Gravity

1. When a spaceship leaves Earth, you often see the astronauts fl oating around in the cabin. Place a “+” on the blank for the best explanation from the following:

a. The pull of gravity by the earth increases as a spaceship leaves Earth.

b. The pull of gravity by the earth decreases as a spaceship leaves Earth.

2. You are throwing a softball on the moon. Place a “+” on the blank next to the answer that explains why you could throw the ball farther on the moon than you could on Earth.

a. The pull of gravity on the moon is less.

b. The pull of gravity on the moon is greater.

G. Finding Silent Letters and Letters With Different Sounds

Many of the words in the selection below have a blank following the word. Each of the words with a blank has letters that are silent, or letters that represent a different sound. Write the silent letter(s), or the letter(s) making a different sound on the blank by each word.

Playing Center Field on the Moon

From far back in center fi eld, you watch as the pitcher prepares

to deliver the small round sphere toward the plate . The count was three

balls and two strikes . Another ball, and the batter would be

walked . The loud crack of the bat tells you that this batter

would not walk.

You watch as the ball climbs higher and higher

Even though the ball looks like it is going out of

sight , you remain calm. Remembering what you were taught

about gravity on the moon, you know that the speed of the ball is not

enough for the ball to escape and fl y off into space .

When the ball is caught , a sharp pain in your hand reminds you of your

sore thumb . Even though the game is


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close , you know you must remain calm. You must make

sure that the ball is thrown right on target. A

mistake , and the catcher might be unable

to kneel and tag the tough runner from third.

H. Writing About Life on the Moon in 2025

1. The year is 2025, and you are living on the moon. Write what life is like on the moon. Use your own paper if you need more room.

Life on the moon in 2025 is

I. What Effect Would Increased Gravity Have?

How would each of the following be different if the gravitational pull of the earth were twice as great?

1. A person who weighs 80 pounds would

2. When a player throws a baseball, the ball would


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3. When basketball players jumped, they would

J. Analysis Activity

In regard to the dimensions of a baseball fi eld on the moon, would it make sense to change the distance between bases and change the distance the pitcher must throw the ball for a baseball fi eld on the moon?

Johnny said, “I suggest we change the dimensions of the fi eld because we can hit the ball farther on the moon, and the pitcher can throw farther. If we don’t make the distances between bases and between the pitcher’s mound and home base greater, it will be much harder to play. There would be many more home runs on the moon than on Earth.”

Do you agree? Why or why not?


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Gravity

Gravity: Cloze Challenge

V. Cloze Challenge

Reread the book Gravity. Then read through the Cloze paragraphs below, skipping the blanks. Then complete the test by filling in the blanks, using the terms found before each paragraph. Some words may be used more than once in a paragraph.

Gravity

You are playing catch with a friend. When you throw the ball, it climbs higher and higher as it

leaves your hand. When the ball leaves your hand, it is trying to break free from the earth’s gravity. The

ball is trying to fly off into space. At the same time, the earth is trying to pull the ball back to Earth.

speed slows slowly faster

Finally, as the ball climbs higher, it (1)

down and begins to fall back to Earth. When the ball begins to fall to Earth,

it falls (2) at first. As the ball falls, it begins to fall

(3) . The longer it falls, the greater the speed. When the

ball hits the glove of your friend, there is a loud smack. The loud smack is

because the ball was gaining (4) as it fell back to Earth.

leap Earth moon

What if you were on the moon playing catch with a friend? When you throw the ball, would it go farther on

the moon than on (5) ? Is the force of gravity greater or less on the (6)

than on Earth? Space travel helps us answer these questions. The first man on the moon took a giant leap. He found

he could (7) much farther on the (8) than on Earth.

attracting scale earth gravity

Even though gravity is a force, we do not notice it. We do not feel gravity tugging at us. When you step on

a scale, the (9) tells you that gravity is (10) you to the center of the

(11) . It is the force of (12) that causes your weight to show on the scale.



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objects gravity attract less

Gravity causes fruit and leaves to fall from trees. Gravity is the force that makes objects

(13) each other. The closer the objects are to each other, the greater the force of

(14) . When objects are far apart, the force of gravity is (15) . Therefore,

as objects get farther from the earth, the pull of gravity is less. The force of attraction between objects drops off with

distance between the (16) .

gravity Earth’s spaceship weight float Earth free

When a spaceship is shot off into space, the spaceship and (17) attract each other.

However, the spaceship is trying to break (18) from Earth’s gravity. Earth does not want the

spaceship to break free. Earth’s (19) pulls back on the spaceship. The farther the

(20) gets from the earth, the less the pull of the earth’s gravity. Finally, the spaceship is far

enough away to break free from (21) gravity. Then the spaceship can speed off into space.

The earth’s gravity can no longer pull the spaceship back. Inside the spaceship, objects now

(22) in the air. If a person in the spaceship steps on a scale, his or her

(23) is now zero.

apples attracting Earth center

Isaac Newton was a scientist who lived many years ago. He was always thinking about why things happen.

He wondered why (24) fall from trees. After thinking about the falling apple for many years,

he thought the earth must be (25) the apple to its center. When the apple fell, it was falling

toward the (26) of the earth. Newton thought that the apple and (27)

attracted each other.

earth weighs mass gravity

The earth has more mass than the apple. The greater the mass, the greater the force of

(28) . The mass of the earth is much greater than the (29) of apples. So


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Gravity

the apples fall toward the (30) . To understand mass, think of two balls. They are the same size.

However, one ball is made of iron. The other ball is a hollow plastic ball. The iron ball (31)

more. It has more mass.

hour attract center faster speed

Newton thought that every object attracts every other object. Newton said that every object on Earth was

attracted to the (32) of the earth. The closer the objects are, the more they attract. The farther

apart they are, the less they (33) . When an object falls, it gains speed as it falls. Each second

the object is falling (34) . It is because of gravity that the object gains (35)

as it falls. What happens when an object is dropped from a tall building? Each second the object falls, its speed

increases about 22 miles per (36) .

fall heavier weighs iron

What if two balls of the same size are dropped from a tall building? One ball is made of

(37) . It has more mass than the other ball. It (38) more. Will the heavy

iron ball fall faster than the lighter ball? Will the two balls fall at the same speed? For many years, people thought that

the (39) an object was the faster it would (40) .

resistance air speed ground vacuum

Some scientists began to think that an apple and a feather would fall at the same speed if there were no

(41) resistance. They thought that without air (42) , the apple and

feather would reach the (43) at the same time. To prove that all objects would fall at the same

speed, the scientists dropped objects in a vacuum. In the (44) , there was no air resistance. In

the vacuum, the objects did fall at the same (45) . They hit the ground at the same time.


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I(B). Teacher Directed Reading Activity, Part B A. Extended Response Question (p. 65) Answers will vary. Teacher check.

B. Graphic Organizer: Gravity (p. 66) Answers will vary. Teacher check.

C. Recognizing Idioms (p. 67) 1. a 2. b 3. b 4. a 5. b 6. b 7. a 8. a 9. b 10. a 11. a 12. b

D. Recognizing Figures of Speech (p. 68) 1. simile 2. metaphor 3. personification 4. personification 5. simile 6. metaphor 7. personification 8. simile 9. simile 10. personification II. Teacher Guided/Coaching Reading Activity A. Determining Long and Short Vowel

Sounds (p. 69) a. it, i, short b. higher, i, long c. hand, a, short d. climbs, i, long e. slows, o, long f. back, a, short g. As, a, short h. speed, ee, long i. hits, i, short j. friend, ie, short k. smack, a, short l. great, ea, long m. sting, i, short n. step, e, short

Gravity: Answer Keys

Answer Keys for Book 2: Gravity

o. scale, a, long p. gravity, a, short; i, short; y, long q. makes, a, long

B. Determining the Silent Letters in Words (p. 70) a. caught, gh b. thumb, b c. glove, e d. there, e e. smack, c f. weigh, gh g. climbs, b h. higher, gh i. higher, gh j. scale, e k. weight, gh l. height, gh

C. Determining if “gh” Is Silent (p. 71) 1. caught, “gh” is silent laugh, “gh” pronounced as “f” 2. weighed, “gh” is silent tough, “gh” pronounced as “f” enough, “gh” pronounced as “f” rough, “gh” pronounced as “f” 3. though, “gh” is silent weigh, “gh” is silent enough, “gh” pronounced as “f” tough, “gh” pronounced as “f” enough, “gh” pronounced as “f” 4. laughter, “gh” pronounced as “f” 5. thought, “gh” is silent coughing, “gh” pronounced as “f” might, “gh” is silent 6. thought, “gh” is silent might, “gh” is silent

D. Using the Suffixes “-ing,” “-er,” “-ly,” and “-est” (p. 72)

1. est, er, ly, ing 2. est, est 3. ing, ing 4. ly, ing, ing 5. est, ly, ers, ly, est

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E. Finding the Number of Syllables (p. 72–73) 1. a. begins, higher b. gravity c. travel, slower, slower, until, begins, falling d. Finally e. remember, gravity, determines 2. a. 1 syllable, 1 vowel sound heard b. 1 syllable, 1 vowel sound heard c. 2 syllables, 2 vowel sounds heard d. 2 syllables, 2 vowel sounds heard e. 2 syllables, 2 vowel sounds heard f. 3 syllables, 3 vowel sounds heard

F. Special Vocabulary Words (p. 73) 1. b 2. e 3. a 4. d 5. c

III. Independent Student Reading Activity/ Pre-, Post-Assessment Activity A. Determining the Vowel Sounds Heard in

a Word (p. 74) 1. space, 2, 1, ate, long 2. speed, 2, 1, see, long 3. sting, 1, 1, it, short 4. leave, 3, 1, he, long 5. weight, 2, 1, say, long 6. scale, 2, 1, ace, long

B. Using the Suffixes “-ing,” “-er,” “-ly,” and “-est” in a Written Selection (p. 74)

You are in the outfield, and there is a runner on third base. The ball is solidly hit. It climbs higher and higher, and you drift slowly back to catch the ball. You are certain that the ball will reach its highest point and fall back toward you. Finally, the ball reaches its highest point and begins to fall back toward you into


your waiting glove. At first, the ball falls slowly, and then much faster. The coach is screaming loudly that you must quickly throw the ball to the catcher to keep the runner from scoring. After catching the ball, you must throw a perfect parabola to keep the winning run from scoring.

C. Determining the Words With Silent Letters in a Reading Selection (p. 75) 1. awoke, e, k 2. looked, e, d

3. glove, e, v 4. night, gh, t 5. before, e, r 6. game, e, m 7. thought, gh, t 8. dropped, e, d 9. race, e, s 10. home, e, m 11. score, e, r 12. made, e, d 13. thought, gh, t 14. might, gh, t 15. game, e, m 16. game, e, m 17. game, e, m 18. face, e, s 19. would, l, d 20. game, e, m 21. tonight, gh, t

D. Cloze Exercise Using Selected Words (p. 76) 1. catches 2. begins 3. break 4. trying 5. slow 6. return 7. outfield 8. hurries 9. waiting 10. increasing E. Determining the Number of Syllables in

a Word (p. 76) 1. trying, 1, 2, 2 “y” used as vowel 2. break, 2, 1, 1 3. waiting, 3, 2, 2 4. outfield, 4, 2, 2 5. return, 2, 2, 2 6. increasing, 4, 3, 3 7. slowly, 1, 2, 2 “y” used as vowel 8. hurries, 3, 2, 2 9. catches, 2, 2, 2 10. begin, 2, 2, 2

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F. Special Vocabulary Words: Crossword Puzzle (p. 77)

S1 P2 E E DAR F3

A S4 I XB F

M5 O O N6 W7 E8 I G9 H TL I A R EA N R A E

H10 E I G H T V NT H IY T

Y


A. Understanding Parabolas Using a Baseball (p. 78–79) 1. Teacher check. 2. b 3. parabola Teacher check parabola. 4. b 5. b

B. Determining the Speed of a Falling Ball (p. 79–80) Teacher check graph. 1. a 2. b 3. gravity 4. E to F 5. gravity 6. E 7. slower 8. faster 9. a, c, d are true

C. Time and Distance of a Falling Object (p. 80–81) 1. 1; 2; 3; 4; 5 2. a 3. c 4. b 5. a

6. b 7. a is true 8. b is true

D. Parabola or Not? (p. 82) 1. a. parabola b. parabola c. parabola d. parabola e. not a parabola f. not a parabola g. parabola


E. Math Problems at the Grocery Store on the Moon (p. 82)

1. a. + b. – c. + 2. c

F. Understanding Gravity (p. 83) 1. b 2. a

G. Finding Silent Letters and Letters With Different Sounds (p. 83–84)

Playing Center Field on the Moon

From far back (c) in center field, you watch as the pitcher prepares (e) to deliver the small round sphere (ph, e) toward the plate (e). The count was three balls and two strikes (e). Another ball, and the batter would (l) be walked (e). The loud crack (c) of the bat tells you that this batter would (l) not walk.

You watch as the ball climbs (b) higher (gh) and higher (gh). Even though (gh) the ball looks like (e) it is going out of sight (gh), you remain calm. Remembering what you were (e) taught (gh) about gravity on the moon, you know (k) that the speed of the ball is not enough (f) for the ball to escape (e) and fly off into space (e).

When the ball is caught (gh), a sharp pain in your hand reminds you of your sore (e) thumb (b). Even though (gh) the game (e) is close (e), you know (k) you must remain calm. You must make sure (e) that the ball is thrown (w) right (gh) on target. A mistake (e), and the catcher (t) might (gh) be unable (e) to kneel (k) and tag the tough (f) runner from third.

H. Writing About Life on the Moon in 2025 (p. 84)

Teacher check student response.

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Gravity

I. What Effect Would Increased Gravity Have? (p. 84–85)

Teacher check. 1. Minimum: Student must indicate increased weight. 2. Minimum: Student must indicate that

players could not throw ball as far. 3. Minimum: Student must indicate that

players could not jump as high.

J. Analysis Activity (p. 85) Agree. Because gravity is less on the moon,

the ball can be thrown and hit farther.

V. Cloze Challenge (p. 86–88) (1) slows, (2) slowly, (3) faster, (4) speed

(5) Earth, (6) moon, (7) leap, (8) moon

(9) scale, (10) attracting, (11) earth, (12) gravity

(13) attract, (14) gravity, (15) less, (16) objects

(17) Earth, (18) free, (19) gravity, (20) spaceship, (21) Earth’s, (22) float, (23) weight

(24) apples, (25) attracting, (26) center, (27) Earth

(28) gravity, (29) mass, (30) earth, (31) weighs

(32) center, (33) attract, (34) faster, (35) speed, (36) hour

(37) iron, (38) weighs, (39) heavier, (40) fall

(41) air, (42) resistance, (43) ground, (44) vacuum, (45) speed


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