teacher’s resource book -...
TRANSCRIPT
Picture Prompts302: Michael Quinton/Minden Pictures. 303: B.Schmid. 304: Stockdisc.
306: Steve Mason/PhotoDisc/Getty Images. 307: PhotoLink/Getty Images.
Photography CreditsDecodable PassagesKids Can Go!
1: Mike Brinson/Getty Images. 2: Photo Network/Alamy. 3: PhotoDisc/Getty
Images. 4: William H Edwards/Getty Images. 5: SHOUT/Alamy. 6: Gary
Conner/Index Stock.
You Can Bake a Cake!
1–3, 5, 6: Ken O’Donoghue.
The Main Ways We Get Food
1: Pedro Coll/AGE Fotostock. 2: Hoa Qui/IndexStock/PictureQuest.
3: S. J. Krasemann/Peter Arnold, Inc. 4: Bryan Mullenix/Pixtal/AGE
Fotostock. 5: Spencer Grant/Photo Edit. 6: Steve Craft/Masterfile.
Monarchs Take Flight
1: Siede Preis/Getty Images; (background) Patti Murray/Animals Animals.
2: Digital Vision/Getty Images. 2–3: Fritz Polking/Peter Arnold Inc. 4: (t)
Siede Preis/Getty Images; (br) Kevin Schafer/Image Bank/Getty Images.
5: Danny Lehman/CORBIS. 6: Dan Guravich/CORBIS.
Check Out the Whale Show
1: Hoa Qui/Index Stock Imagery. 2–3: Francois Gohier/Photo Researchers,
Inc. 3: PhotoDisc/Getty Images. 4: Francois Gohier/Photo Researchers,
Inc. 5: Stephen Frink Collection/Alamy. 6: Photo by Marc Mandel/courtesy of
SEAWEAD (www.seawead.org).
Rules to Fight the Flu
1: © Michael Prince/CORBIS. 2: Geostock/Getty Images. 3: © Lester
V. Bergman/CORBIS. 4: © LWA-Stephen Welstead/CORBIS. 5: Daniel
Pangbourne/Digital Vision Direct. 6: © Tom Prettyman/Photo Edit.
We Should Look at Fishing
1: Ariel Skelley/CORBIS. 2: Stewart Cohen/IndexStock Imagery.
3: Carl & Ann Purcell/CORBIS. 4: Paul Jones/Ionica. 5: Ariel Skelley/
CORBIS. 6: Kennan Ward/CORBIS.
Southwest Flowering Plants
1: Gail Shumway/Getty Images. 2: Royalty-Free/CORBIS. 3: Bob
Anderson/Masterfile. 4: Scott T. Smith/CORBIS. 5: Masterfile Royalty Free/
Masterfile. 6: Brad Wrobleski/Masterfile.
A
Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza,
New York, New York 10121.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in
print form for non-profit educational use with Treasures, provided such reproductions bear copyright notice, but may not be
reproduced in any form for any other purpose without the prior written consent of The McGraw-Hill Companies, Inc., including, but
not limited to, network storage or transmission, or broadcast for distance learning.
© M
acm
illan
/McG
raw
-Hill
Decodable Passages ............................................................. 2
Word Study .............................................................................99Sorting with Students ..........................................................100
Spelling Word Cards ...........................................................102
Vocabulary Word Cards ......................................................132
Games .................................................................................162
Sound-Spelling WorkBoard .................................................175
Speed Drills .........................................................................177
Additional Literacy Support ............................................. 209Reader Response Sheets ...................................................210
Book Talk ............................................................................216
Writer’s Checklists...............................................................222
Short-Answer Reading Rubric.............................................228
Proofreading Marks .............................................................229
Writing Frames ....................................................................230
Writing Minilessons .............................................................236
Writing Journal Checklist.....................................................266
Writing Rubrics ....................................................................267
Anchor Papers ....................................................................277
Picture Prompts...................................................................301
Theme Project Checklists ...................................................308
Listening and Speaking Checklist ........................................311
Oral Vocabulary Pre- and Posttests ...............................313
Graphic Organizers ........................................................... 332
Decodable Passages©
Macm
illan/McG
raw-H
ill
Short Vowels . . . . . . . . . . . . . . . . . . . . . 3Kids Can Go!
Len and Gus
Final e . . . . . . . . . . . . . . . . . . . . . . . . . . 11You Can Bake a Cake!
Mike’s Big Bike
At Home in Nome
Luke’s Tune
Long a . . . . . . . . . . . . . . . . . . . . . . . . . 27The Main Ways We Get Food
Long o . . . . . . . . . . . . . . . . . . . . . . . . . .31Three Goats and a Troll
Long i . . . . . . . . . . . . . . . . . . . . . . . . . . 35Monarchs Take Flight
Long e . . . . . . . . . . . . . . . . . . . . . . . . . 39It Won’t Be Easy!
Digraphs . . . . . . . . . . . . . . . . . . . . . . . 43Watch the Birch Tree
Check Out the Whale Show
3-Letter Blends . . . . . . . . . . . . . . . . . . .51The Missing String Beans
Silent Letters . . . . . . . . . . . . . . . . . . . . 55What Gnu Knew
r-Controlled Vowels or, oar, ore . . . . . . 59More Fun Than a Hat!
r-Controlled Vowels ar; air, are . . . . . . 63The Caring King’s Fair Wish
r-Controlled Vowels er, ir, ur . . . . . . . . 67Shirl and Her Tern
Variant Vowel oo . . . . . . . . . . . . . . . . . .71Rules to Fight the Flu
Soon the North Wind Blew
We Should Look at Fishing
Diphthong oi, oy . . . . . . . . . . . . . . . . . 83Let’s Join Joy’s Show!
Variant Vowel au, aw . . . . . . . . . . . . . 87Paul Saw Artic Foxes
Diphthong ou, ow . . . . . . . . . . . . . . . . .91Southwest Flowering Plants
Soft c and g . . . . . . . . . . . . . . . . . . . . . 95Meg Cage in Space
2 Decodable Passages
How
can a kid get to school?A
kid can zip there on his bike. H
is pal can go w
ith him.
2
Th
is p
ag
e is
inte
ntio
na
lly b
lan
k.
Kids Can Go! © Macmillan/McGraw-Hill
4
22222 2 222 2
A k
id c
an g
o to
sch
ool
in a
van
.H
ow m
any
can
fit
in a
van
? Fi
ve
can
fit!
A v
an i
s bi
g. I
t ha
s a
lot
of r
oom
!3
A k
id c
an g
o to
sch
ool
in a
lot
of w
ays.
Thi
s bo
ok s
how
s si
x w
ays.
Can
you
nam
e th
em?
How
do
you
go t
o sc
hool
?6
Kids Can Go! © Macmillan/McGraw-Hill
5
63
A kid can go to school on a bus.
“Step up!” says the man at the
wheel. “Step up and sit dow
n!”
The man steps on the gas.
4
This bus has no gas. You do not sit in it. It is a w
alking school bus! H
ow can this bus know
where to
go? A m
ap shows the w
ay!
5
Kids Can Go! © Macmillan/McGraw-Hill
6
45
Le
n a
nd
Gu
s
by
Ho
lly M
elt
on
illu
str
ate
d b
y B
ern
ard
Ad
ne
t
8
Len and Gus © Macmillan/McGraw-Hill
7
Th
is p
ag
e is
inte
ntio
na
lly b
lan
k.
by E
len
a M
ato
s
illu
stra
ted
by J
oe C
ep
ed
a
Mik
e’s
B
ig B
ike
Mike’s Big Bike © Macmillan/McGraw-Hill
15
Th
is p
ag
e is
inte
ntio
na
lly b
lan
k.
Luke
’s Tu
ne
by
Sara
h S
chm
idt
illu
stra
ted
by
An
de
Co
oke
Luke’s Tune © Macmillan/McGraw-Hill
23
Luke had come from
India to live in A
merica w
ith his dad.
“This yard needs green plants,” Luke told D
ad. “I will grow
some
plants.”
2
Th
is p
ag
e is
inte
ntio
na
lly b
lan
k.
2
Luke’s Tune © Macmillan/McGraw-Hill
24
Luke
pic
ked
a su
nny
spot
and
dug
ho
les.
He
put
seed
s in
the
hol
es.
Then
he
used
a j
ug o
f w
ater
to
give
th
em a
dri
nk.
Luke
che
cked
his
pla
nts
ever
y da
y.
But
ever
y da
y he
saw
not
hing
.3
The
next
day
, Lu
ke h
ad a
sur
pri
se.
His
pla
nts
had
grow
n bi
g an
d b
eaut
iful
.
Luke
hum
med
to
his
plan
ts e
very
da
y. D
ad h
elp
ed b
y pl
ayin
g tu
nes
on
his
flut
e!
6
Luke’s Tune © Macmillan/McGraw-Hill
25
36
“Why w
on’t my plants grow
?” said Luke. “In m
y country, plants grow
big and beautiful. W
hat can I do?”
Luke sat on a huge rock to think.
4
“It is not fun to plant seeds in this p
art of the wo
rld,” said Luke.
Luke started to hum a tune. H
e liked to hum
when he w
as thinking.
5
Luke’s Tune © Macmillan/McGraw-Hill
26
45
Th
is p
ag
e is
inte
ntio
na
lly b
lan
k.
Th
ree G
oats
an
d a T
roll
by M
arc
o R
am
os
illu
stra
ted
by J
ulia
Wo
olf
Three Goats and a Troll © 2007 Macmillan/McGraw-Hill
31
Th
ree go
ats loo
ked at a g
rassy hill.
“We m
ust eat g
rass to stay stro
ng.
It’s imp
ortan
t! Let’s g
o to
wh
ere the
grass g
row
s,” said Jo
e Go
at.
“We h
ave to cro
ss Tro
ll’s brid
ge,”
said M
oe G
oat. “D
on
’t wak
e him
.”
28
Th
is p
ag
e is
inte
ntio
na
lly b
lan
k.
Three Goats and a Troll © 2007 Macmillan/McGraw-Hill
32
2
Do
e G
oat
sta
rted
to
cro
ss s
low
ly.
“Wh
o g
oes
th
ere?
” cr
oak
ed T
roll
fro
m b
elo
w.
“I w
ill
eat
you
!”
“I’m
on
ly a
s b
ig a
s yo
ur
toe!
Wai
t
for
Mo
e. H
e is
big
ger
. Y
ou
wil
l g
et
mo
re t
o e
at,”
cri
ed D
oe.
29
“No
, yo
u w
on
’t!”
yel
led
Jo
e. “
I w
ill
thro
w y
ou
in
to t
he
wat
er!”
An
d h
e d
id.
“My
coat
is
soak
ed!”
mo
aned
Tro
ll.
“So
lo
ng
!” c
ried
Do
e, M
oe,
an
d J
oe.
An
d t
hey
ran
to
th
e g
rass
y h
ill.
32
Three Goats and a Troll © 2007 Macmillan/McGraw-Hill
33
63
Mo
e Go
at started to
cross.
“Th
at mu
st be M
oe,” said
Tro
ll.
“Mo
e will b
e a go
od
lun
ch!”
“H
old
on
! Wait
for Jo
e. H
e’s
the b
igg
est of o
ur g
rou
p.
He w
ill be
a better lu
nch
,” said M
oe.
30
Joe G
oat started
to cro
ss.
“Y
ou
mu
st be Jo
e. I will th
row
you
on
to a p
late!” said T
roll. T
hen
he step
ped
up
on
to th
e low
brid
ge.
31
Three Goats and a Troll © 2007 Macmillan/McGraw-Hill
34
45
Wh
en
the
nig
hts g
et c
hilly,
fall is h
ere
. We m
igh
t dre
ss in
ha
ts an
d c
oa
ts. Bu
t ho
w d
o w
ild
an
ima
ls figh
t the c
hill?
22
Th
is p
ag
e is
inte
ntio
na
lly b
lan
k.
Monarchs Take Flight © Macmillan/McGraw-Hill
36
2
So
me f
igh
t th
e c
hill
by g
row
ing
th
ick f
ur.
Bu
t fo
r th
e b
utt
erf
lies
in t
his
pic
ture
, it
is
tim
e f
or
a l
on
g t
rip
sou
th.
Meet
the
mo
na
rch
bu
tte
rflies.
23
Th
is s
igh
t d
raw
s th
ose
ne
ar
an
d
far.
Th
en
, in
Ma
rch
, th
e b
utt
erf
lies
ma
ke t
he l
on
g t
rip
ba
ck
no
rth
.
26
Monarchs Take Flight © Macmillan/McGraw-Hill
37
63
Mo
na
rch
s mu
st take flig
ht o
r they
will d
ie fro
m th
e c
old
. T
hey fo
llow
the
sam
e p
ath
s ea
ch
ye
ar.
Th
is ma
p
sho
ws th
e flig
ht
pa
ths.
Th
eir w
ing
s loo
k lik
e p
ap
er.
Ho
w c
an
they fly
so fa
r?
24
Wh
en
b
utte
rflies
find
a w
arm
spo
t,
they fo
rm c
lum
ps in
trees.
Th
is help
s them
stay w
arm
. T
he c
lum
ps
loo
k lik
e b
righ
t lea
ves.
25
Monarchs Take Flight © Macmillan/McGraw-Hill
38
45
Th
is p
ag
e is
inte
ntio
na
lly b
lan
k.
It W
on
’t
Be
Ea
sy!
by
Do
roth
y T
err
y
illu
stra
ted
by
Bri
an
Lie
s
It Won’t Be Easy! © Macmillan/McGraw-Hill
39
On
e day, S
neak
y Mo
use h
eld
a secret meetin
g. Sh
e was tired
of
fleeing
from
Beast. B
east was a really
mean
cat!
So
Sn
eaky an
d a few
oth
ers met
for tea.
2
Th
is p
ag
e is
inte
ntio
na
lly b
lan
k.
It Won’t Be Easy! © Macmillan/McGraw-Hill
40
2
“W
hat
can
we
do
ab
ou
t B
east
?”
aske
d S
nea
ky.
Sn
eak
y as
ked
fo
r an
y p
lan
s. A
fter
hea
rin
g a
few
exam
ple
s, S
nea
ky
spo
ke.
3
Eac
h a
nd
ever
y m
ou
se s
at s
till
. T
hey
loo
ked
at
Bea
st.
Sta
nle
y w
as r
igh
t. I
t
seem
ed t
hat
th
e p
lan
wo
uld
no
t b
e so
easy
aft
er a
ll!
6
It Won’t Be Easy! © Macmillan/McGraw-Hill
41
63
“I h
ave a
plan
!” said S
neak
y. “It’s
easy. A
lou
d b
ell is the key to
the
plan
. W
e will
pu
t a b
ell on
Beast’s
neck
. T
hen
we w
ill hear h
er b
efore
she can
feast on
us!”
4
Every m
ou
se was
pleased
b
ut S
tanley.
He sat still
betw
een h
is mo
m an
d d
ad.
“W
ill it b
e easy?” asked
Stan
ley.
“P
lease tell me h
ow
we w
ill get
the
bell o
n B
east.”
5
It Won’t Be Easy! © Macmillan/McGraw-Hill
42
45
Ric
h s
too
d s
till
on
th
e st
age.
He
stre
tch
ed h
is a
rms
wid
e. H
e cl
utc
hed
the
bra
nch
es.
Ric
h t
he
Bir
ch T
ree
was
su
ch a
big
hit
!
26
Wat
ch t
he
Bir
ch T
ree
by D
ore
en B
eau
regar
dil
lust
rate
d b
y J
ill W
eber
Watch the Birch Tree © Macmillan/McGraw-Hill
43
8
In B
eth’s d
riveway, a b
un
ch o
f kid
s
rush
ed h
ere and
there. T
hey w
ere
abo
ut to
pu
t on
a play.
Rich
loo
ked at th
e kid
s. He o
ften
wish
ed th
at he co
uld
act in a p
lay.
Th
en R
ich w
ent u
p to
Beth
.
20
Beth
’s dad
sm
oo
thed
the sh
eet. He
cut h
oles in
it.
Beth
sm
iled at R
ich.
“Th
is is such
a g
oo
d p
lan!
No
w w
e have a p
art for
you
in th
e play
!” she said
.
25
Watch the Birch Tree © Macmillan/McGraw-Hill
44
27
“M
ay I
be
in t
he
pla
y?” a
sked
Ric
h.
“W
e h
ave
no
act
ing
par
ts l
eft,
” B
eth
said
. “B
ut
you
may
pit
ch i
n a
nd
hel
p
wit
h t
hat
car
db
oar
d t
ree.
We
mu
st
mo
ve i
t to
th
e st
age.
”
21
Wh
ile
Bet
h’s
dad
fet
ched
a s
hee
t,
Ric
h r
an t
o B
eth
’s y
ard
. H
e sa
w t
wo
bra
nch
es o
n t
he
gra
ss b
y a
bir
ch t
ree.
He
pic
ked
up
bo
th b
ran
ches
.
24
Watch the Birch Tree © Macmillan/McGraw-Hill
45
63
Just th
en, B
eth’s d
og
F
ish p
ush
ed
over th
e tree. It land
ed w
ith a crash
.
“Th
e birch
tree is crush
ed!” yelled
Beth
. “T
he p
aint sp
illed o
n it, to
o.”
22
“W
ait a secon
d. I h
ave an id
ea,” said
Rich
. “W
e need
som
e wh
ite cloth
.”
“I’ll g
et an o
ld w
hite sh
eet,” said
Beth
’s dad
.
23
Watch the Birch Tree © Macmillan/McGraw-Hill
46
54
Th
is p
ag
e is
inte
ntio
na
lly b
lan
k.
Th
e
Missing
String
Beans
by M
ing
Ch
in Y
ee
illu
stra
ted
by D
ian
e P
alm
iscia
no
The Missing String Beans © Macmillan/McGraw-Hill
51
Detective Split strode up to Susie
Sprout. She stated, “I’ve been told that you have a problem
.”
“It’s my string beans!” screeched Susie
Sprout. “My string beans are m
issing!”28
Th
is p
ag
e is
inte
ntio
na
lly b
lan
k.
The Missing String Beans © Macmillan/McGraw-Hill
52
2
Det
ecti
ve S
plit
scra
tche
d he
r he
ad.
“Tel
l m
e ab
out
this
str
ing
bean
pro
blem
.”
Susi
e Sp
rout
cri
ed,
“I c
ame
out
to
spri
nkle
my
pret
ty p
lant
s. I
saw
tha
t ju
st
one
littl
e gr
een
bean
was
lef
t!”
29
At
hom
e, y
oung
Ste
ve S
prou
t st
reak
ed
from
the
hou
se.
He
said
, “D
ad i
nvite
d D
etec
tive
Spl
it to
sta
y fo
r st
ring
bea
n so
up.”
Det
ecti
ve S
plit
jott
ed,
“Cas
e cl
osed
,”
and
said
, “S
plen
did!
”
32
The Missing String Beans © Macmillan/McGraw-Hill
53
63
Detective Split scraw
led notes on her pad. She said, “I see tracks that go to the stream
. Let’s take a stroll and see if
the robber is there.” So that’s what they
did.
30
At the stream
Susie Sprout screamed,
“Step back. Look out for the m
ud!” But
Detective Split slipped, and her body
landed with a w
et splash.
Detective Split cried, “I see no string
beans in here.”
31
The Missing String Beans © Macmillan/McGraw-Hill
54
45
Fina
lly, G
nu k
new
wha
t to
do. H
e w
rote
a
new
sign
that
said
Gnu
’s D
iner
. The
n he
cl
imbe
d th
e hi
ll an
d to
ld L
amb
and
Cow
to
try
Gnu
’s D
iner
for
lunc
h. H
e ju
st k
new
th
ey’d
like
his
sw
eet g
rass
pie
!26
Wha
t Gnu
Kne
w
by B
arb
ara
A. D
on
ovan
illu
stra
ted
by
Go
sia
Mo
sz
What Gnu Knew © Macmillan/McGraw-Hill
55
8
Gnu had a green thum
b. That m
eans he had a knack for grow
ing things. Gnu
worked in his garden of sw
eet grass. He
knelt on his knees and planted grass seed.Soon it w
as time for G
nu’s nap. So he w
rapped up his tools and went to bed.
20
One m
orning, Gnat sat on the tip of
Gnu’s nose. G
nat said, “It’s dumb to try to
keep the other animals off your grass. A
ll anim
als have to eat.”G
nu wrinkled his brow
. He asked, “A
m I
being selfish?”25
What Gnu Knew © Macmillan/McGraw-Hill
56
27
Just
as G
nu w
rigg
led
into
bed
, Lam
b cl
imbe
d to
the
top
of G
nu’s
hill.
Lam
b’s
legs
felt
num
b, so
she
sat a
nd lo
oked
ar
ound
. W
hat d
id L
amb
notic
e? It
was
Gnu
’s sw
eet g
rass
! 21
At h
ome,
Lam
b ga
ve C
ow th
e gr
ass t
hat
she’d
pic
ked.
The
y lic
ked
the
last
cru
mb
from
the
knap
sack
and
said
, “W
e m
ust
clim
b th
at h
ill a
nd e
at m
ore.
”G
nu fe
lt sa
d. H
is si
gn h
adn’
t sto
pped
th
em a
t all.
24
What Gnu Knew © Macmillan/McGraw-Hill
57
63
All at once, G
nu woke from
his nap. He
peeked out his window
, and what did he
see? Lam
b was filling her knapsack w
ith his sw
eet grass!
22
“Go hom
e, little Lam
b!” cried Gnu.
“You wrecked m
y grass! That’s not right!”
Gnu knew
what to do. H
e wrote this on
a sign: No gnaw
ing on the grass!
23
What Gnu Knew © Macmillan/McGraw-Hill
58
54
Th
is p
ag
e is
inte
ntio
na
lly b
lan
k.
Mor
e F
un T
han
a H
at!
by M
ark
Mel
illo
illus
trat
ed b
y A
lexa
ndra
Wal
lner
More Fun Than a Hat! © Macmillan/McGraw-Hill
59
When it’s cold outside, how
can you keep your ears w
arm? Pulling a w
ool hat over them
can fix the problem
. Befo
re wool hats w
ere made, p
eople w
rapped w
ool scarves around their ears. Fo
r some, the w
ool was too itchy.
22
Th
is p
ag
e is
inte
ntio
na
lly b
lan
k.
More Fun Than a Hat! © Macmillan/McGraw-Hill
60
2
That
was
the
pro
blem
fo
r Ch
este
r G
reen
woo
d. H
is f
amily
live
d in
a
regi
on w
here
the
win
ter
win
ds r
oar
ed.
Ches
ter
wo
re a
woo
l sca
rf, b
ut it
was
to
o it
chy.
His
bul
ky s
carf
mad
e ic
e-sk
atin
g a
real
cho
re.
One
day
Che
ster
’s e
ars
got
so s
ore
an
d co
ld t
hat
he c
ould
not
ska
te.
So h
e ca
me
up w
ith
a gr
and
plan
.
23
Ches
ter
was
just
15 w
hen
he c
ame
up w
ith
his
idea
! H
e w
ent
on t
o m
ake
m
ore
thi
ngs
that
cou
ld h
elp
peo
ple.
It w
as m
any
year
s ag
o th
at C
hest
er
inve
nted
ear
muf
fs. B
ut t
he t
own
whe
re
he g
rew
up
still
has
a p
arad
e ev
ery
year
fo
r hi
s bi
rthd
ay.
26
More Fun Than a Hat! © Macmillan/McGraw-Hill
61
63
Chester thought of a new w
ay to keep his ears w
arm. A
ll it took was
a bit of beaver fur, black velvet, and
thin metal strips.
Chester took these things to his grandm
a. He asked her to stitch them
together to m
ake something that
would keep his ears w
arm in the cold.
24
Chester’s ear-warm
ing system
wo
rked. The other kids wished they
had a pair. Still, Chester thought his
earmuffs could b
e better. H
e did not like how
they flapped around.
A sho
rt time later, Chester m
ade som
e changes to his earmuffs. The
new ones w
eren’t heavy and could b
e folded. It was easy to carry them
around. Chester’s earm
uffs were a hit!
25
More Fun Than a Hat! © Macmillan/McGraw-Hill
62
45
Th
is p
ag
e is
inte
ntio
na
lly b
lan
k.
The
Car
ing
The
Car
ing
Kin
g’s
Fair
Kin
g’s
Fair
Wis
hW
ish
by J
en R
ober
tsill
ustr
ated
by
Cap
uci
ne M
azill
e
The Caring King’s Fair Wish © Macmillan/McGraw-Hill
63
Once upon a tim
e, a king lived in a grand palace. In the palace yard, the king had a garden. T
he large garden was filled
with rare roses. T
he king shared his fine life w
ith his child, Martha.
The king w
as a good man. H
e cared about all the people in his land. H
e had all he could w
ish for. But still he w
ished he had m
ore.
10
Th
is p
ag
e is
inte
ntio
na
lly b
lan
k.
The Caring King’s Fair Wish © Macmillan/McGraw-Hill
64
2
One
day
the
king
was
in h
is g
arde
n.
He
was
star
tled
by a
man
who
was
sitt
ing
in th
e ga
rden
. “W
hy a
re y
ou in
my
gard
en?”
ask
ed
the
king
.“I
was
get
ting
som
e fr
esh
air
as I
wal
ked
amon
g th
e ro
ses,”
said
the
man
. “B
ut th
en I
felt
ill a
nd h
ad to
res
t. I a
m fa
r fr
om h
ome.
”11
Mar
tha
ran
to h
im. A
s he
patt
ed h
er
hair
, she
turn
ed to
gol
d!“N
ow I
know
that
hap
pine
ss c
an’t
be
boug
ht w
ith g
old,
” w
aile
d th
e ki
ng.
The
man
kne
w th
e ki
ng w
as sa
d. H
e ag
reed
to u
ndo
the
king
’s w
ish.
“T
hank
you
!” sa
id th
e ki
ng. “
I will
ne
ver
be so
gre
edy
agai
n.”
14
The Caring King’s Fair Wish © Macmillan/McGraw-Hill
65
63
The king decided to take care of the
man. W
hen the man felt w
ell, he went
home. T
he next week the m
an came back.
“I have the power to grant w
ishes,” he said. “T
o repay your kindness, I will grant
you a wish.”
“I want all that I touch to turn to gold!”
said the king. “T
hat’s a fair wish,” said the m
an. 12
The king began to touch things. Soon
he had gold chairs, gold stairs, gold rugs, and gold jars!
When he picked a rose, it turned to gold,
and its sweet sm
ell was gone.
At lunch all the king’s food and drink
turned to gold in his mouth. Scared, the
king started to weep.
13
The Caring King’s Fair Wish © Macmillan/McGraw-Hill
66
45
Th
is p
ag
e is
inte
ntio
na
lly b
lan
k.
Sh
irl
an
d H
er
Tern
by B
arb
ara
A. D
on
ova
nillu
stra
ted
by B
arr
y A
ble
tt
Shirl and Her Tern © Macmillan/McGraw-Hill
67
My g
rand
father likes to
watch
bird
s. Each
week w
e find
a differen
t
area of B
urn
s Beach
to sp
ot th
em. I
like terns th
e best. W
hen
they sw
irl
in th
e sky, it’s like a b
ird sh
ow
. I wo
uld
pay m
on
ey to see a tern
sho
w!
8
Th
is p
ag
e is
inte
ntio
na
lly b
lan
k.
Shirl and Her Tern © Macmillan/McGraw-Hill
68
2
Wav
es c
hu
rn o
n t
he
bea
ch w
her
e th
e
tern
s fe
ed.
In t
he
spri
ng,
we
try
to k
eep
the
gu
lls
ou
t o
f th
e te
rn n
ests
. In
th
e
fall
, w
e fe
el s
ad w
hen
th
ey f
ly a
way
.
By
last
wee
k,
we
tho
ugh
t th
e la
st t
ern
had
flo
wn
aw
ay.
Th
en,
fro
m t
he
reed
s, I
hea
rd a
wea
k ch
irp
.
9
Fer
n c
hec
ked
my
tern
. S
he
saw
a c
ut
un
der
its
win
g. S
he
rub
bed
med
icin
e o
n
the
cut
to k
ill
germ
s.
To
day
I h
eard
go
od
new
s. M
y te
rn i
s
fin
e! I
n t
he
spri
ng,
it
wil
l b
e w
ith
th
e
oth
er t
ern
s w
hen
th
ey r
etu
rn.
12
Shirl and Her Tern © Macmillan/McGraw-Hill
69
63
We tu
rned
tow
ard th
e sou
nd
. We
parted
the reed
s and
fou
nd
a tern in
the
dirt. It w
as hu
rt. It did
n’t stir a b
it.
Gran
dfath
er called h
is pal
Fern
. S
he is
an an
imal d
octo
r. F
ern said
to b
ring
the
bird
to h
er place o
n F
irst S
treet.
10
We fo
un
d a b
ox, an
d w
e used
a piece
of o
ld sh
irt to m
ake a bed
. We p
ut th
e
bird
in th
e bed
. T
hen
we tu
rned
, ran to
the car, an
d d
rove to
see F
ern.
As w
e
dro
ve, I urg
ed th
e tern to
get w
ell.
11
Shirl and Her Tern © Macmillan/McGraw-Hill
70
45
He
took
in
a fe
w d
eep
gulp
s of
air
an
d bl
ew w
ith a
ll hi
s m
ight
. H
e bl
ew a
nd
blew
till
the
man
’s co
at b
lew
out
of
sight
!26
So
on
the
Nor
th W
ind
B
lew
by M
aure
en S
hur
illus
trat
ed b
y A
nna
Voj
tech
Soon the North Wind Blew © Macmillan/McGraw-Hill
75
8
One day the N
orth Wind and the
Sun talked about which w
as stronger.
“Don’t be foolish, Sun,” said the
Wind. “D
id you forget about the time
I blew off that roof during a storm
?” he asked. “I am
much stronger.”
20
“Well,” said the M
oon, “I watched
the whole thing. I think w
e have a w
inner. The Sun is stronger than the
North W
ind.”
The N
orth Wind w
as in a bad mood.
There w
as only one thing that would
make him
feel good. 25
Soon the North Wind Blew © Macmillan/McGraw-Hill
76
27
“But
did
you
for
get
abou
t th
e ti
me
I dr
ied
up a
ll th
e w
ater
to
mak
e th
at
dese
rt?”
sai
d th
e Su
n. “
I’m s
ure
I am
st
rong
er.”
Thi
s w
ent
on m
orni
ng,
noon
, an
d ni
ght.
The
Moo
n he
ard
it al
l an
d gr
ew
sick
of i
t.21
Nex
t th
e Su
n sh
one
dow
n on
the
m
an.
Soon
the
man
was
ooz
ing
with
he
at a
nd s
at d
own
to r
est.
He
took
a
rock
out
of
his
shoe
and
the
n w
alke
d on
. B
ut s
oon
he w
as s
o ho
t th
at h
e th
rew
of
f hi
s co
at.
24
Soon the North Wind Blew © Macmillan/McGraw-Hill
77
63
“I have a plan,” said the Moon.
The M
oon was w
ise, so the Wind
and the Sun said they would hear
her plan.
“Do you see that m
an in the suit?” asked the M
oon. “The stronger of you
will get him
to take off his coat. That
will be the proof w
e need.”22
The N
orth Wind w
ent first. He blew
a strong w
ind. It was so strong that
fruit blew off the fruit trees! B
ut that only m
ade the man
grasp his coat tighter.
23
Soon the North Wind Blew © Macmillan/McGraw-Hill
78
45
Some p
eople go fishing as a job. O
thers would fish fo
r fun all day, if they could. To them
, fishing is a good w
ay to spend a few
hours.
Let’s look at this book and find out about fishing.
14
Th
is p
ag
e is
inte
ntio
na
lly b
lan
k.
We Should Look at Fishing © Macmillan/McGraw-Hill
80
2
Big
fish
ing
flee
ts u
sual
ly c
atch
lo
ts o
f fi
sh.
Big
boat
s lik
e th
ese
use
nets
or
hook
s on
lin
es.
If b
oats
tak
e in
too
man
y fi
sh,
that
is
a p
robl
em.
Soon
the
sea
w
ould
hav
e le
ss a
nd l
ess
fish
. So
fi
shin
g fl
eets
mus
t ta
ke a
goo
d lo
ok
at f
ishi
ng a
nd n
ot f
ish
too
mu
ch.
15
Som
e an
imal
s lik
e to
fis
h, t
oo.
This
bea
r le
ft t
he w
oods
to
go
fish
ing.
It
is s
tand
ing
in t
he r
iver
, lo
okin
g fo
r fi
sh.
You
can
fish
in
broo
ks,
lake
s,
rive
rs,
and
seas
, al
l ov
er t
he w
orld
. W
ould
you
lik
e to
go
fish
ing?
18
We Should Look at Fishing © Macmillan/McGraw-Hill
81
63
This man is fishing fo
r snook. H
e is using a rod and a line to catch the fish.
People catch other kinds of fish, too. They m
ight catch brook
trout, red snapper, o
r catfish. They m
ight fish from a beach, a dock,
or a boat.16
A row
boat is good for fishing. You
send out a line and wait fo
r the fish to nibble.
When you get out of the boat,
you should lift each foot slowly.
If not, you could slip and fall.
17
We Should Look at Fishing © Macmillan/McGraw-Hill
82
45
Joy tells th
e best jo
kes of an
y girl o
r bo
y
in th
e class. No
on
e can listen
to Jo
y’s jokes
with
ou
t laugh
ing.
Just last w
eek Joy w
as han
gin
g o
ut w
ith
several pals. T
he g
rou
p w
as havin
g a lo
t
of fu
n.
8
Th
is p
ag
e is
inte
ntio
na
lly b
lan
k.
84
2
Let’s Join Joy’s Show! © Macmillan/McGraw-Hill
“I
do
n’t
wan
t to
sp
oil
a g
oo
d t
ime,
” J
oy
said
, “b
ut
I ju
st h
ad a
n id
ea. L
et’s
pla
n a
sho
w!
I ca
n t
ell
joke
s, B
eth
can
pla
y d
rum
s,
and
Tro
y ca
n s
ing!
”
Th
e k
ids
all
star
ted
to
sp
eak
at t
he
sam
e
tim
e. I
t w
as s
o n
ois
y!
9
Bo
y, d
id t
he
kid
s la
ugh
an
d m
ake
no
ise
at
Joy’
s jo
kes!
Mr.
Flo
yd c
lap
ped
, to
o.
Th
e sh
ow
was
a b
ig h
it b
ecau
se o
f Jo
y
and
a lo
t o
f fu
n k
ids!
12
85
6
Let’s Join Joy’s Show! © Macmillan/McGraw-Hill
3
Tro
y and
I pu
t up
po
sters and
lots o
f kid
s
asked
to jo
in th
e sho
w. M
r. Flo
yd
said th
at
he w
ou
ld h
elp.
On
the d
ay of th
e sho
w, it rain
ed
and
the
win
d b
lew. W
hen
it was tim
e to start, Jo
y
wasn
’t there
! Beth
playe
d h
er dru
ms, T
roy
sang, b
ut still Jo
y did
no
t sho
w u
p!
10
“Joy! Jo
y! W
e wan
t Joy’s jo
kes!” the k
ids
chan
ted
.
“W
here is sh
e?” M
r. Flo
yd
asked
.
Th
en a b
oy p
oin
ted
at the d
oo
r. Th
ere
stoo
d Jo
y! S
he d
ripp
ed
with
rain, b
ut sh
e
was all set to
make u
s laugh
!
11
86
5
Let’s Join Joy’s Show! © Macmillan/McGraw-Hill
4
Pau
l yawn
ed an
d craw
led o
ut o
f bed
at daw
n. A
s he ate h
is toast, h
e saw
the su
nrise. H
e did
no
t have tim
e for a
com
plete m
eal.
Pau
l grab
bed
his co
at and
his cam
era.
He w
ent o
ut in
to th
e cold
, treeless
Arctic lan
d.
28 28
Th
is p
ag
e is
inte
ntio
na
lly b
lan
k.
Paul Saw Arctic Foxes © Macmillan/McGraw-Hill
88
2
Art
sp
ec R
D2
_U
04
_W
23
_0
3A
_19
36
89
Wh
en P
aul
was
a b
oy,
he
saw
a T
V
sho
w a
bo
ut
Arc
tic
foxes
. T
hat
lau
nch
ed
Pau
l’s s
tud
y o
f th
e fo
xes
. H
e h
ad a
lo
t o
f
qu
esti
on
s ab
ou
t th
em.
As
a g
row
n m
an,
Pau
l’s j
ob
was
to
stu
dy
anim
als
and
tak
e p
ictu
res
of
them
in t
he
wil
d.
29
Th
e li
ttle
fo
xes
yaw
ned
an
d l
oo
ked
slee
py.
So
on
th
ey w
ou
ld c
raw
l b
ack i
nto
the
den
.
It w
as t
ime
for
Pau
l to
go
ho
me.
He
had
pic
ture
s to
pri
nt!
Th
ose
pic
ture
s
wo
uld
hel
p h
im s
tud
y th
e li
fe o
f th
e
Arc
tic
foxes
.
32
Paul Saw Arctic Foxes © Macmillan/McGraw-Hill
89
63
It was sp
ring, b
ut it w
as still cold
and
raw o
utsid
e. Pau
l’s jo
b tau
ght h
im th
at
Arctic d
ays migh
t be fin
e or aw
ful.
Pau
l had
go
od
luck
. He so
on
saw
wh
at he w
as loo
kin
g fo
r—
Arctic fo
xes
and
their cu
bs.
30 30
Th
e mo
ther fo
x watch
ed h
er cub
s eat.
Th
e father fo
x had
caugh
t foo
d fo
r them
.
Th
e cub
s chew
ed o
n th
e meat.
Pau
l could
not m
easure for su
re, but he
thou
ght th
e foxes w
ere 20 feet aw
ay. He
hau
led out h
is camera an
d to
ok a pictu
re.
31
Paul Saw Arctic Foxes © Macmillan/McGraw-Hill
90
45
Op
en
the
do
or a
nd
step
ou
tside.
Let’s g
o o
n a
fun
trip to
Am
eric
a’s
So
uth
west. T
his is w
he
re yo
u w
ill find
the
dese
rt.
Yo
u w
on
’t see
ma
ny ra
in c
lou
ds in
the
sky h
ere
.
2
Th
is p
ag
e is
inte
ntio
na
lly b
lan
k.
Southwest Flowering Plants © Macmillan/McGraw-Hill
92
2
Aft
er
it r
ain
s, s
om
e c
actu
ses
spro
ut
bri
gh
t p
ink a
nd
red
flo
wers
. T
he f
low
ers
last
a s
ho
rt t
ime.
Wh
ile t
hey b
loo
m, t
he f
low
ers
help
us
rem
em
ber
tha
t a
dese
rt is
mo
re t
ha
n
just
bro
wn
du
st!
6
Southwest Flowering Plants © Macmillan/McGraw-Hill
93
63
All p
lan
ts ne
ed
sun
an
d w
ate
r. Bu
t
pla
nts in
a d
ese
rt do
n’t n
ee
d m
uch
rain
. So
me p
lan
ts ha
ve o
utstre
tch
ed
roo
ts. Th
e ro
ots g
row
just u
nd
er th
e
gro
un
d in
ord
er to
soa
k u
p th
e ra
in.
4
Ma
ny k
ind
s of c
actu
ses
gro
w in
the
So
uth
west.
Wh
en
it rain
s, a
ca
ctu
s ho
lds th
e
wa
ter in
its stem
s. W
ate
r
ma
kes th
e ste
ms sw
ell a
nd
pu
ff up
!
A c
actu
s ha
s sha
rp sp
ines.
Th
e sp
ines sh
ad
e th
e c
actu
s.
Th
ey h
elp
ca
tch
the
rain
, too
.
5
Southwest Flowering Plants © Macmillan/McGraw-Hill
94
45
Th
is p
ag
e is
inte
ntio
na
lly b
lan
k.
by M
arc
o R
am
os
illu
stra
ted
by D
ian
ne
Gre
en
seid
Meg
Cag
e in
Spac
e
Meg Cage in Space © Macmillan/McGraw-Hill
95
At M
eg’s sp
aceship
job
, it was a slo
w d
ay.
Th
e cold
win
d w
as gu
sting. F
ew p
eop
le
wo
uld
be travelin
g in
to sp
ace that d
ay.
Meg
petted
her cat, G
inger. T
hen
the d
oo
r flew o
pen
. A b
ig d
og
raced in
,
wagg
ing
its tail.
28
Th
is p
ag
e is
inte
ntio
na
lly b
lan
k.
Meg Cage in Space © Macmillan/McGraw-Hill
96
2
Aft
er t
he
do
g c
ame
a li
ttle
gir
l an
d a
man
wit
h a
big
sca
rf.
“W
e’ve
go
t to
go
to
th
e M
oo
n t
od
ay,”
said
th
e m
an. “C
an y
ou
tak
e u
s th
at f
ar i
nto
spac
e?”
Meg
did
n’t
th
ink t
wic
e. “
Yes
, I
can
!”
she
said
.
29
“W
e n
amed
th
at c
om
et P
ig,”
Meg
sai
d
as s
he
zig
zag
ged
by
it.
So
on
, th
e M
oo
n’s
sp
ace
man
ager
cal
led
.
He
po
inte
d o
ut
a p
lace
to
lan
d.
Th
e g
irl
gav
e M
eg a
big
hu
g a
nd
sai
d
that
it w
as a
fan
tast
ic t
rip
. A
sm
ile
lit
up
Meg
’s f
ace.
It
was
an
oth
er jo
b w
ell
do
ne!
32
Meg Cage in Space © Macmillan/McGraw-Hill
97
63
Meg
and
her p
asseng
ers raced o
ut to
the
field an
d g
ot in
Meg
’s new
spacesh
ip. S
he
glanced
at the flag
and
saw th
at the w
ind
was still g
ustin
g.
Meg
was certain
that th
ere wo
uld
be
no
pro
ble
ms. S
he u
rged
her p
asseng
ers to
bu
ck
le up
.
30
Meg
gave h
er spacesh
ip so
me g
as and
it gain
ed sp
eed. S
he said
, “W
hen
we reach
six hu
nd
red m
iles per h
ou
r, I’ll get u
s som
e
spice co
ok
ies and
coco
a.”
As M
eg g
ot th
e snac
ks, a g
igan
tic com
et
zoo
med
by th
e win
do
w.
31
Meg Cage in Space © Macmillan/McGraw-Hill
98
45
Word Study©
Mac
mill
an/M
cGra
w-H
ill
Use the pages in this section to offer further practice
with phonics, spelling, and word meanings.
Sorting with Students ................................................................. 100• Dr. Donald Bear’s suggestions for integrating word
sorts as part of word study
Spelling Word Cards .................................................................... 102• reproducible cards for each week’s words
• tested, review, and challenge words
• key words for sorting activities
Vocabulary Word Cards ............................................................ 132• reproducible cards for each week’s tested words
• blank cards for additional words
Games ................................................................................................. 162• Learning with Games – suggestions for games
that support word study strategies, dictionary
skills, and comprehension skills
• boards, grids, spinners, and other ideas to customize
for your class
Sound-Spelling WorkBoard ..................................................... 175• reproducible black-and-white version for individual work
• pictures for key phonics sounds
• selected graphic organizers
Speed Drills ...................................................................................... 177• Using Speed Drills – tips on improving fl uency
• reproducible routine for each week’s spelling pattern
© M
ac
mil
lan
/Mc
Gra
w-H
ill
100 Sorting with Students
Sorting with StudentsSorting is an active part of word study. Here
are tips to consider as you develop your word
study program.
Getting Started• Make a copy of the sort for each student or
pair. Increase the size of the copy to rid the
page of the margin; this leaves less for
students to cut.
• Students scribble distinctively on the back
so that they recognize their chips.
• During independent work time, at their
seats or in a station, students cut up the
sort and place the chips in an envelope or
plastic bag. Students can write their names
on the fronts of the bags. Do not use
instructional time for cutting up the word
or picture sort.
• After cutting up the sort, students try it
out; this is an “open sort.” Observe how
students sort before instruction to guide
your pacing. Ask students to sort the words
into several columns and to set aside
unknown words.
InstructionIntroduce the sort in small group. A few min-
utes of small group reading time is used for
word study. This word study time is an oppor-
tunity to integrate phonics, spelling, and
vocabulary.
Incorporate the following activities over several
days. Spend just 10–15 minutes at any one time
and pick up where you left off during the next
small group lesson.
For each sort, use several key words to head
the sorting categories. Also include an
Oddball column for words or pictures that do
not fit.
1) Check that students can read the words
of the sort. Students must be able to read
most of the words in the sort. Three or four
unknown words are acceptable and are
learned over the week. Choose an easier
list and sort if too many words are
unknown. Explain to students that you
want them to read through the sort to
make sure they can read the words or
name the pictures.
When first sorting, model for students how
to read through the words. Read the word
cards in an “I know it; I don’t know it” fash-
ion. Put the known words in a pile in front
of you; place the unknown words to the
right. Show them how to count to three,
and if they do not know the word, they
place the unknown word card in, hope-
fully, a small pile to the right.
Ask students if they know the meaning of
the words. You can teach several of the
meanings over the week. If there are sev-
eral unknown words, take the time to use
them in a concept sort in which students
sort the words into meaning categories,
such as words that relate to animals, the
landscape, and so on. Ask students to
point to words that fit a category.
2) Teach four-step sorting in small group.
When you show students how to sort,
begin with an easier sort and teach stu-
dents the four steps that they will follow
with each sort.1
• Demonstrate. Show students how to
sort by using the key words or pictures.
Sort deliberately, and talk about what
1 Bear, D.; M. Invernizzi; S. Templeton; and F. Johnston.
Words Their Way: Word Study for Phonics, Vocabulary, and
Spelling Instruction. (4th ed.) Columbus, OH: Merrill/
Prentice Hall, 2008.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
101Sorting with Students 101
Sorting with Studentsyou are doing as you compare the word
or picture to the key words or pictures.
• Sort and check. Students sort individu-
ally or with a partner. Students read the
words aloud as they sort and compare
the words to the key words.
• Reflect. Ask students to explain to each
other why they sorted the way they did.
Guide students through a discussion of
the principle and generalizations that
underlie the sort.
• Extend. Repeated practice with the
sort over several days is essential.
Students enter the sort into their three-
ring word study notebooks. They leave
enough space to add related words that
they find in Word Hunts when they go
through the stories they have read.
Students sort daily by themselves or
with a partner. In their station activities
they sort the words as part of a word
study game.
3) Monitor and assess. To know when to go
on or to continue studying the principle that
underlies the sort, look for these aspects as
students sort with you in small group.
• Accuracy in sorting. See if students
sort the words in the correct columns.
• Fluency and speed in sorting. If stu-
dents sort quickly and accurately, they
are probably ready to move on to the
next sort. Students who sort accurately
and slowly benefit from more practice.
They can continue to practice the sort.
Set up a sorting station that contains
sorts from the last three weeks.
• Reflection and use. See if students can
explain the sort: “Why did you sort the
way you did?” Look in students’ first-
draft writing to see if they spell the
sound or spelling pattern correctly in
related words.
Sorting at Different Instructional LevelsThere are several considerations when sorting
across instructional levels and grades.
• Students in the emergent and beginning
stages of reading benefit from sorting by
sound with pictures to focus on the way
words sound alike at the beginning, middle,
or end. For example, students consider how
pairs of words sound alike: “I am going to
say two words, tell me if they sound alike in
the middle.”
• Students in the beginning and the transi-
tional levels sort by patterns in words.
Begin to explain how patterns are related
to sound. Look across vowels to find pat-
terns. For example, ask students: “Look for
long a and long o words that have the
CVVC pattern as in nail and coat.”
• Students in the intermediate levels study
the meaning patterns within words. They
study the meaning and spelling of prefixes,
suffixes, and roots. Grammar ties in here as
different suffixes are often related to gram-
matical functions; e.g., the -tion suffix turns
a verb into a noun. Word histories and word
roots are an important focus. Students
study words deeply using paperback
etymologies such as these two favorites:
Funk, W. Word Origins: An Exploration and
History of Words and Language. NY: Wings
Books, 1950.
Hoad, T. F. The Concise Oxford Dictionary of
English Etymology. NY: Oxford University
Press, 1993.
© M
acm
illan
/McG
raw
-Hill
mat hen sit
top bug oddball
clap step sick
rock luck crop
snack mess head
shut miss stamp
jump click pond
cat man can
bathtub anthill
102 Unit 1 • First Day Jitters Spelling Word Cards
© M
acm
illa
n/M
cG
raw
-Hill
date fine rose
oddball date fine
rose lake life
home safe rice
globe plane wise
smoke grade smile
come clap sick
crop sneeze escape
Spelling Word Cards Unit 1 • Amazing Grace 103
© M
acm
illan
/McG
raw
-Hill
fail pay oddball
bay pail ray
plain tray trail
may braid sway
gray plays paint
snail great safe
rice globe lady
afraid fail
104 Unit 1 • Earth Smart Spelling Word Cards
© M
acm
illa
n/M
cG
raw
-Hill
old low foam
gold bowl soak
sold snow loaf
roast coast scold
coal slow grows
show float blow
snail plain gray
window program
Spelling Word Cards Unit 1 • Wolf! 105
© M
acm
illan
/McG
raw
-Hill
lie wild my
sigh oddball mild
sky pie might
find fight tied
right fry tight
child flight bright
buy dye soak
bowl gold wind
children
106 Unit 1 • My Very Own Room Spelling Word Cards
© M
acm
illa
n/M
cG
raw
-Hill
green weak field
heel seal weak
week bean creek
speaks team free
green clean cream
street freeze field
right pie child
sixteen peanut
Spelling Word Cards Unit 2 • Boom Town 107
© M
acm
illan
/McG
raw
-Hill
gnash knob wren
wrap knit gnat
wrists knots wrote
knight sign knock
wreck know wring
gnaws write wrong
week speaks field
wristwatch knapsack
108 Unit 2 • Home-Grown Butterflies Spelling Word Cards
© M
acm
illa
n/M
cG
raw
-Hill
three spring scrap
strap thread scrubs
spree screams street
scratch spread throne
three screens spray
throw strong scraped
strength sign wrote
knight streamer scribble
Spelling Word Cards Unit 2 • Go West! 109
© M
acm
illan
/McG
raw
-Hill
thumb shell cheese
whale chick much
pitch teacher lunch
hatch cheese stretch
thick truth whales
fish what them
pathway stream three
scribble sandwich weather
110 Unit 2 • Here‘s My Dollar Spelling Word Cards
© M
acm
illa
n/M
cG
raw
-Hill
that’s wasn’t we’re
oddball he’d she’d
that’s what’s won’t
there’s you’re wasn’t
we’ll isn’t we’re
couldn’t I’ve didn’t
they’re teacher fish
pathway shouldn’t wouldn’t
Spelling Word Cards Unit 2 • A Castle on Viola Street 111
© M
acm
illan
/McG
raw
-Hill
fur her stir
oddball turns first
herds learn purr
third earn nurse
perch girls firm
word world serve
worth he’d wasn’t
didn’t perfect Thursday
112 Unit 3 • Author: A True Story Spelling Word Cards
© M
acm
illa
n/M
cG
raw
-Hill
dark north tore
oddball bark chore
porch yard sore
hard shorts wore
pour sport sharks
storms sharp carve
story first third
nurse orchard artist
Spelling Word Cards Unit 3 • Dear Juno 113
© M
acm
illan
/McG
raw
-Hill
re- un- mis-
pre- oddball misfile
unwanted recycle undone
presale misread recall
precut unload misnumber
unfair mistreat unhappy
retold preplan hard
porch carve prejudge
uncertain
114 Unit 3 • Messaging Mania Spelling Word Cards
© M
acm
illa
n/M
cG
raw
-Hill
oil boy coy
soil foil toil
coins point noise
loyal boiled spoiled
enjoys voice choice
soybean joyful unhappy
retold misread noisy
checkpoint
Spelling Word Cards Unit 3 • What Do Illustrators Do? 115
© M
acm
illan
/McG
raw
-Hill
loop shook blue
tube oddball loop
rude look clue
spoon tube shook
blue cubes goose
mules gloom true
shoe stew enjoy
soil noise classroom
childhood
116 Unit 3 • The Jones Family Express Spelling Word Cards
© M
acm
illa
n/M
cG
raw
-Hill
out crown found
town shout owl
couch bow scout
round plow crowd
proud clouds ground
louder bounce spoon
true shoe snowplow
outline
Spelling Word Cards Unit 4 • Seven Spools of Thread 117
© M
acm
illan
/McG
raw
-Hill
boys lunches babies
years twins trays
states ashes foxes
inches flies cities
ponies bunches alleys
lunches cherries daisies
town round bounce
heroes libraries
118 Unit 4 • Nacho and Lolita Spelling Word Cards
© M
acm
illa
n/M
cG
raw
-Hill
paw cause mall
oddball yawn taught
salt lawn halls
hauls hawks squawk
bought bawls drawing
caused paused crawled
coughing twins inches
heroes walrus autumn
Spelling Word Cards Unit 4 • A Growing Interesst 119
© M
acm
illan
/McG
raw
-Hill
sale sail beet
beat rode road
rowed its it’s
your you’re there
they’re peace piece
salt bought caused
seen scene
120 Unit 4 • Ramona and Her Father Spelling Word Cards
© M
acm
illa
n/M
cG
raw
-Hill
ice germs cell
gems age place
gyms city cents
price space nice
giant changes pages
gentle message sale
rode they’re giraffe
celebrate
Unit 4 • Out of This World!The Ellen Ochoa StorySpelling Word Cards 121
© M
acm
illan
/McG
raw
-Hill
day light time
some other airplane
daytime birthday daylight
hairdo notebook birdhouse
barefoot headlight sometime
someone newspaper sidewalks
basketball stagecoach age
gentle city somebody
handwriting
122 Unit 5 • Penguin Chick Spelling Word Cards
© M
acm
illa
n/M
cG
raw
-Hill
lies lied lying
tries tried trying
dries dried drying
hurries hurried hurrying
studies studied studying
plays played playing
birthday birdhouse someone
obeyed worrying
Spelling Word Cards Unit 5 • Animal Homes 123
© M
acm
illan
/McG
raw
-Hill
matter pencil basket
rabbit napkin letter
invite bedtime mammal
number fellow chapter
follow problem chicken
butter Sunday tried
studies drying splendid
complete
124 Unit 5 • Call of the Wild Spelling Word Cards
© M
acm
illa
n/M
cG
raw
-Hill
-s -es -ed
-ing names named
naming hopes hoped
hoping dances danced
dancing drops dropped
dropping wraps wrapped
wrapping chapter number
problem driving traded
Spelling Word Cards Unit 5 • Wilbur's Boast 125
© M
acm
illan
/McG
raw
-Hill
pilot lemon pilot
diner tiger favor
lemon planet model
shady robot tiny
label cozy silent
spider frozen named
dropping traded melon
stomach
126 Unit 5 • Unique Animals of the Southwest Spelling Word Cards
© M
acm
illa
n/M
cG
raw
-Hill
return unbeaten dislike
preheat untied repay
disagree preheat unafraid
return preschool dislike
disappear resell precook
prepay unbeaten reprint
unwrap tiger planet
spider unlucky recover
Spelling Word Cards Unit 6 • Stone Soup 127
© M
acm
illan
/McG
raw
-Hill
able towel able
purple riddle handle
towel eagle puzzle
castle little nickel
camel pickle travel
tunnel squirrel dislike
return unwrap motel
couple
128 Unit 6 • The Strongest One Spelling Word Cards
© M
acm
illa
n/M
cG
raw
-Hill
detail holiday unreal
about allowing appear
wayward coffee complain
enjoyed explaining poison
remain repeat unreal
unclear reading detail
able puzzle pickle
fourteen holiday
Spelling Word Cards Unit 6 • Tales of the Trickster 129
© M
acm
illan
/McG
raw
-Hill
better solar actor
sister sailor dollar
toaster winter doctor
layer dancer mayor
writer silver cellar
trailer December author
about explaining repeat
circular editor
130 Unit 6 • Cook-a-Doodle-Doo! Spelling Word Cards
© M
acm
illa
n/M
cG
raw
-Hill
-ful -less -ly
careful cheerful helpful
colorful harmful peaceful
pitiful painless priceless
helpless sleepless rainless
helplessly carefully peacefully
doctor dollar December
wonderful cloudless
Spelling Word Cards Unit 6 • One Riddle, One Answer 131
© M
acmillan/M
cGraw
-Hill
chuckled
fumbled
nervous
nonsense
trudged
132 Unit 1 • First Day Jitters Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
adventure
auditions
exploring
fantastic
sparkling
success
Vocabulary Word Cards Unit 1 • Amazing Grace 133
© M
acmillan/M
cGraw
-Hill
contribute
donate
members
unaware
134 Unit 1 • Earth Smart Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
ached
admire
bothering
concentrate
passion
splendid
Vocabulary Word Cards Unit 1 • Wolf! 135
© M
acmillan/M
cGraw
-Hill
determination
exact
luckiest
ruined
separate
storage
136 Unit 1 • My Very Own Room Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
blossomed
grumbled
lonesome
sidewalks
traders
wailed
Vocabulary Word Cards Unit 2 • Boom Town 137
© M
acmillan/M
cGraw
-Hill
capture
disappear
enclosure
harming
protect
supply
138 Unit 2 • Home-Grown Butterflies Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
communities
culture
established
immigrants
traditional
Vocabulary Word Cards Unit 2 • Go West! 139
© M
acmillan/M
cGraw
-Hill
deserve
slogan
thrilled
tour
volunteers
140 Unit 2 • Here’s My Dollar Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
appliances
construction
equipment
leaky
owners
project
Vocabulary Word Cards Unit 2 • A Castle on Viola Street 141
© M
acmillan/M
cGraw
-Hill
acceptance
excitement
proper
single
talented
useful
142 Unit 3 • Author: A True Story Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
announced
crackle
noticed
soared
starry
Vocabulary Word Cards Unit 3 • Dear Juno 143
© M
acm
illan
/McG
raw
-Hill
illustrate
instance
sketches
style
suggestions
textures
Vocabulary Word Cards Unit 3 • What Do Illustrators Do? 145
© M
acmillan/M
cGraw
-Hill
annual
expensive
innocent
politely
potential
wrapping
146 Unit 3 • The Jones Family Express Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
argued
beamed
fabric
possessions
purchased
quarreling
Vocabulary Word Cards Unit 4 • Seven Spools of Thread 147
© M
acmillan/M
cGraw
-Hill
affection
brilliance
exhausted
guarantee
pleaded
preparations
148 Unit 4 • Nacho and Lolita Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
awareness
emphasize
pollution
utilize
Vocabulary Word Cards Unit 4 • A Growing Interest 149
© M
acmillan/M
cGraw
-Hill
alarmed
anxious
cross
managed
pretend
unfortunately
150 Unit 4 • Ramona and Her Father Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
communicate
decisions
essential
research
responsible
specialist
Out of This World!The Ellen Ochoa Story
Unit 4 • Vocabulary Word Cards 151
© M
acmillan/M
cGraw
-Hill
down
echoes
fierce
huddle
junior
shuffles
152 Unit 5 • Penguin Chick Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
architects
contain
retreats
shallow
shelter
structures
Vocabulary Word Cards Unit 5 • Animal Homes 153
© M
acmillan/M
cGraw
-Hill
adjust
crucial
source
survive
unpredictable
154 Unit 5 • Call of the Wild Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
boasting
conversation
interrupted
rebuild
scrambled
seized
Vocabulary Word Cards Unit 5 • Wilbur’s Boast 155
© M
acmillan/M
cGraw
-Hill
females
identical
odor
related
sight
venom
156 Unit 5 • Unique Animals of the Southwest Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
agreeable
banquet
curiosity
gaze
guests
untrusting
Vocabulary Word Cards Unit 6 • Stone Soup 157
© M
acmillan/M
cGraw
-Hill
darkened
decorated
gnaws
securing
symbol
weakest
158 Unit 6 • The Strongest One Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
cunning
insightful
investigate
majority
technique
Vocabulary Word Cards Unit 6 • Tales of the Trickster 159
© M
acmillan/M
cGraw
-Hill
ingredient
magnificent
masterpiece
recipes
tasty
tradition
160 Unit 6 • Cook-a-Doodle-Doo! Vocabulary Word Cards
© M
acm
illan
/McG
raw
-Hill
advised
depart
discouraged
increase
observed
suitable
Vocabulary Word Cards Unit 6 • One Riddle, One Answer 161
© M
acmillan/M
cGraw
-Hill
What’s the Ending?
MaterialsS-shaped board (p. 167)Cards (p. 169)4-part spinner (p. 165)game markerspencils
Skill: word endings
Prepare: This game is for two players. Use the S-shaped board. Write begin in the fi rst square and end in the last square. In the remaining squares, alternate writing the endings -s, -ed, and -ing.
Write spelling words on the cards. Use verbs, such as chase, watch, and carry.
Players also use the four-part spinner. Write in the numbers 0, 1, 2, and 3.
Play: The fi rst player spins the spinner and moves his or her marker that number of spaces. Then that player chooses a word card and says, then spells, the word with the ending the marker landed on. Players miss a turn by spinning a 0 or by spelling the word and ending incorrectly. The fi rst player to get to the end is the winner.
Time for Order
Materialsold magazines and newspapersCards (p. 169)scissorsgluetimer
Skill: alphabetical order
Prepare: This game is for two players. Have players fi nd and cut out interesting words from old magazines and newspapers. Have players glue each word on a card. Each player needs eight words.
Play: The fi rst player must put all of the word cards in alphabetical order. The second player times the fi rst as he or she organizes the words. The players then switch roles. They compete to alphabetize the words the fastest.
Antonym Tic-Tac-Toe Materials
Tic-Tac-Toe grid (p. 170)pencils
Skill: antonyms
Prepare: This game is for two players. Use a Tic-Tac-Toe grid. Have players fi ll in the grid with vocabulary words.
Play: To begin, a player reads one word on the grid and names an antonym for that word. If correct, the player writes an X or an O in the space on top of the word. Players take turns until one player gets three Xs or Os in a row horizontally, vertically, or diagonally.
Learning with Games
162 Games
© M
acm
illan
/McG
raw
-Hill
Word Maker
Materials Word Wheel or Slip Strips (p. 168, p. 173)Cards (p. 169)paper bagpencils
Skill: prefi xes
Prepare: Write the following prefi xes on word cards: anti-, dis-, in-, im-, over-, mis-, pre-, re-, and un-. Fold the cards and place them in a paper bag.
Give each player a word wheel or slip strips. (If using slip strips, copy the squares several times so that players can construct strips with eight or twelve squares.)
Play: Each player chooses one prefi x from the bag and writes it on the inside circle of their word wheel. On the outside of the wheel, have players come up with as many root words as possible that work with their chosen prefi x. Players may want to refer to a dictionary for more word suggestions. (For Slip Strips, write the prefi x on the rectangular card and root words on the squares.)
Same and Different
Materials4-part spinner (p. 165)pencilcrayonspaper
Skill: compare and contrast
Prepare: Two players are needed for this game. Give each pair a blank spinner. Ask them to color each part a different color then alternately label Compare or Contrast.
Play: Explain to players that they will be comparing and contrasting themselves in this game. The fi rst player spins the spinner. If he or she lands on Compare, then the two players talk together to fi nd something they have in common. If he or she lands on Contrast, then they talk to fi nd how they are different. Have players record their discoveries on paper.
For a more advanced version of the game, choose topics from stories and literature for players to compare and contrast.
Put It Together
MaterialsPuzzle Pieces, two pieces (p. 174)plastic bagstimer
Skill: compound words
Prepare: Players need fi ve copies each of the puzzle pieces with two interlocking pieces. Ask them to write fi ve different compound words with the fi rst part of the word on the fi rst puzzle piece, and the second part of the word on the second puzzle piece. You may want to suggest compound words to use, such as schoolhouse, dollhouse, grasshopper, uproot, grassland, raincoat, and inchworm.
Players then cut out their puzzle pieces and place them in plastic bags.
Play: Have players exchange their bag with another player. Set the timer at one minute. Challenge players to build all fi ve of their partner’s compound words in a minute. Continue by having players exchange with other players in the classroom.
Games 163
© M
acmillan/M
cGraw
-Hill
Medial Sound Bingo
Materials5 x 5 grid (p. 172) Spelling Word Cards (pp. 102 –131)game markers
Skill: listening for long vowel medial sounds
Prepare: Each player needs a 5 x 5 grid. Above the fi rst row, players write the following medial sounds: Players create their own bingo card by listing spelling words that have the same medial sound under each column. Have available the Spelling Word Cards for reference.
Play: Use the Spelling Word Cards to play bingo once players have fi lled in their grids. Remind students that the winner is the fi rst player to get fi ve game markers in a row vertically, horizontally, or diagonally. For a shorter game, use the 4 x 4 grid and four medial sounds.
What Do You Mean?
Materials Oval or S-shaped board (p. 166, p. 167)4-part spinner (p. 165)game markersdictionary
Skill: multiple-meaning words
Prepare: Organize players into groups of four. Give each group a copy of the oval board, which may be copied at a larger size if desired, and a 4-part spinner numbered 0, 1, 2, and 3.
First place a star in one of the squares to mark the beginning and ending. Have the group fi ll in the remaining squares with multiple-meaning words such as scratch, beam, signing, uniform, coach, watch, principal, trust, safe, foreign, patient, settled, burst, stage, peer, figure, enclosure.
Play: The fi rst player begins the game by spinning the spinner to see how many spaces to go. The player reads the word he or she landed on and names one meaning of the word. As the game continues, if other players land on the same word, they must give another meaning for the same word. Players may want to keep a dictionary at hand to check defi nitions. The fi rst player to reach the star is the winner.
The S-shaped board can also be used for this game. Write begin in the fi rst square and end in the last square, and then write multiple-meaning words in the remaining squares.
164 Games
© M
acm
illan
/McG
raw
-HillSpinners
1. Cut out and complete a spinner.
2. Mount it on heavy paper.
3. Attach arrow with brad.
Games 165
© M
acmillan/M
cGraw
-Hill
Word Wheel
1. Cut out and complete
each wheel.
2. Attach small wheel on top of large wheel with a brad.
168 Games
© M
acm
illan
/McG
raw
-Hill
ar
ir u
rer or
oar
ore
ow ou
oi
_ oy
oo oou_
e u
_ ew
ue
_ ui_
ou
au aw
air
are
ear
ere
a ai_
a_e
_ ay
ea ei
i _ y i_e
_ ie
igh o o_e
oa_
ow _ oe u u_e
_ ew
_ ue
e_e
eee
ea
_ ie_
_ y _ ey
thsh
wh_
ch _ tch
_ ng
© M
acm
illan
/McG
raw
-Hill
Soun
d-Sp
ellin
g W
orkB
oard
Sound-Spelling WorkBoard 175
© M
acmillan/M
cGraw
-Hill
176 Sound-Spelling WorkBoard
Main Idea/Details
SequenceProblem
/SolutionSum
mary
Com
pare/Contrast
Cause/Effect
© Sto
ckdisc/Pu
nch
Stock, ©
Macm
illan/M
cGraw
-Hill, C
Squared
Stud
ios/G
etty Imag
es, Th
e McG
raw-H
ill Co
mp
anies, In
c./Jacques C
orn
ell ph
oto
grap
her, ©
Perfect Picture Parts/A
lamy, N
ick Ko
ud
is/Getty Im
ages, Ph
oto
disc C
ollectio
n/G
etty Imag
es, Weg
ner, P./Peter A
rno
ld, In
c., Joh
n A
. Rizzo
/Getty Im
ages,
© JU
PITER
IMA
GES/C
reatas/Alam
y, C Squ
ared Stu
dio
s/Getty Im
ages, Jo
hn
A. R
izzo/G
etty Imag
es, © T
he M
cGraw
-Hill C
om
pan
ies, Inc., K
en C
avanag
h p
ho
tog
raph
er, © B
urke/T
riolo
/Bran
d X
Pictures/Ju
piterim
ages, ©
Co
msto
ck/Sup
erStock, ©
Ro
yalty-Free / CO
RB
IS, Pud
enz - Sto
ckFoo
d M
un
ich/Sto
ckfoo
d A
merica,
Siede Press/G
etty Imag
es, © M
acmillan
/McG
raw-H
ill
© M
acmillan/M
cGraw
-Hill
Sound-Spelling WorkBoard
© M
ac
mil
lan
/Mc
Gra
w-H
ill
177Speed Drills
Using Speed DrillsSpeed Drill RoutineSpeed drills build fluency because they help students rapidly recognize com-
mon syllable and spelling patterns in one-syllable and multisyllabic words.
And they’re a lot of fun!
The speed drill reproducibles that follow can be used for students needing
additional practice to achieve mastery and automaticity in reading words
with the target phonics skills. These reproducibles include examples of all the
sound-spellings and syllable types taught in Treasures, Grade 3. There is also a
blank speed drill sheet provided for customizing word lists with students.
Use the following Speed Drill Routine:
1. Distribute copies of the speed drill to students. Allow two minutes to
underline the target syllable or spelling pattern. For example, if the skill is
words ending in consonant + le, have students underline ble, cle, and ple in
words containing these common patterns. If the skill is to recognize vowel
teams, have them underline those letters.
2. When finished, have students use their speed-drill sheet to read the
marked words. Help students pronounce the common syllables or spelling
patterns. Students should practice reading their words throughout the
week and for homework.
3. Listen to students read the words on their speed-drill sheet mid-week and/
or at the end of the week. Students should practice with the speed drills
and be tested until they can read the words with ease. Record the number
of words they read correctly in one minute on their sheet. You may need to
enlist the help of peer testers to assess each student.
4. As an incentive, students may record their speed-drill scores on a separate
chart. Have them record the score for each testing of the speed drill. Work
with each student to set individual speed-drill goals—a set number of
words read in a minute, for example.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
178 Speed DrillsUnit 1 • First Day Jitters
Name
Underline the short vowel spelling in each word. Then
practice reading the words until you are ready to be timed.
lap clap lock step crop
mess shut miss jump stick
sick rock luck head stamp
bathtub anthill rushed trudged dead
lock crop rock head lap
miss stick anthill trudged mess
stamp clap step sick luck
dead shut jump bathtub rushed
head sick lock stamp rock
trudged bathtub miss dead anthill
step lap luck crop clap
jump mess rushed stick shut
crop stamp step head lock
stick dead jump trudged miss
luck clap rock lap sick
rushed shut anthill mess bathtub
clap sick stamp lock step
shut bathtub dead miss jump
rock crop luck lap head
anthill stick rushed mess trudged
Short Vowels
© M
ac
mil
lan
/Mc
Gra
w-H
ill
179Speed Drills Unit 1 • Amazing Grace
Name
Underline the final e spelling in each word. Then practice
reading the words until you are ready to be timed.
time safe rose fake hope
cute spine compete huge grade
eve lake globe plane smile
wisely stripes skated envelope complete
safe fake rose hope time
spine huge compete grade cute
lake plane globe smile eve
stripes envelope skated complete wisely
rose time fake safe smile
compete cute huge spine complete
globe eve plane lake hope
skated wisely envelope stripes grade
fake eve hope rose safe
huge wisely grade compete spine
plane time smile globe lake
envelope cute complete skated stripes
hope safe time globe fake
grade spine cute skated huge
smile lake eve rose plane
complete stripes wisely compete envelope
Final e
© M
ac
mil
lan
/Mc
Gra
w-H
ill
180 Speed DrillsUnit 1 • Earth Smart
Name
Underline the long a spelling in each word. Then practice
reading the words until you are ready to be timed.
plain snail paid trays great
stay maybe gray braid afraid
sway ray trail lady waiting
plainly acres explained neighbor freight
snail trays great paid plain
maybe braid afraid gray stay
ray lady waiting trail sway
acres neighbor freight explained plainly
paid sway trays snail great
gray plainly braid maybe afraid
trail plain lady ray waiting
explained stay neighbor acres freight
trays great stay trail snail
braid plain afraid explained maybe
lady sway waiting paid ray
neighbor plainly freight gray acres
paid snail plain great trays
gray maybe stay afraid braid
trail ray sway waiting lady
explained acres plainly freight neighbor
Long a
© M
ac
mil
lan
/Mc
Gra
w-H
ill
181Speed Drills Unit 1 • Wolf!
Name
Underline the long o spelling in each word. Then practice
reading the words until you are ready to be timed.
gold loaves roast slowly float
shows snow window folks bowl
soaking coast scold coal colder
program swallow roaming grows dough
loaves slowly colder roast gold
snow folks dough window shows
coast coal float scold soaking
swallow grows bowl roaming program
roast soaking slowly loaves float
window program folks snow bowl
scold gold coal coast colder
roaming shows grows swallow dough
slowly roast float gold coast
folks window bowl shows swallow
coal scold colder soaking loaves
grows roaming dough program snow
roast loaves gold float slowly
window snow shows bowl folks
scold coast soaking colder coal
roaming swallow program dough grows
Long o
© M
ac
mil
lan
/Mc
Gra
w-H
ill
182 Speed DrillsUnit 1 • My Very Own Room
Name
Underline the long i spelling in each word. Then practice
reading the words until you are ready to be timed.
sky pie child mighty finding
tied right fry fried tightly
bright dye brightness buy delight
grind advice why sigh bite
pie mighty delight child sky
right fried bite fry tied
dye buy finding brightness bright
advice sigh tightly why grind
child bright mighty pie finding
fry grind fried right tightly
brightness sky buy dye delight
why tied sigh advice bite
mighty child finding sky dye
fried fry tightly tied advice
buy brightness delight bright pie
sigh why bite grind right
child pie sky finding mighty
fry right tied tightly fried
brightness dye bright delight buy
why advice grind bite sigh
Long i
© M
ac
mil
lan
/Mc
Gra
w-H
ill
183Speed Drills Unit 2 • Boom Town
Name
Underline the long e spelling in each word. Then practice
reading the words until you are ready to be timed.
three she heel seal weak
week bean speaks team free
street clean cream field freeze
knead families sixteen peanut chief
she seal freeze heel three
bean team chief speaks week
clean field weak cream street
families peanut free sixteen knead
heel street seal she weak
speaks knead team bean free
cream three field clean freeze
sixteen week peanut families chief
seal heel weak three clean
team speaks free week families
field cream freeze street she
peanut sixteen chief knead bean
heel she three weak seal
speaks bean week free team
cream clean street freeze field
sixteen families knead chief peanut
Long e
© M
ac
mil
lan
/Mc
Gra
w-H
ill
184 Speed DrillsUnit 2 • Home-Grown Butterfl ies
Name
Underline the silent letter or letters in each word. Then
practice reading the words until you are ready to be timed.
wrap knit gnat wrists knots
wrote knight sign knock wreck
knowing wring gnaws write wrong
wren knitted wristwatch wrinkle knapsack
knit wrists wrong gnat wrap
knight knock knapsack sign wrote
wring write knots gnaws knowing
knitted wrinkle wreck wristwatch wren
gnat knowing wrists knit knots
sign wren knock knight wreck
gnaws wrap write wring wrong
wristwatch wrote wrinkle knitted knapsack
wrists gnat knots wrap wring
knock sign wreck wrote knitted
write gnaws wrong knowing knit
wrinkle wristwatch knapsack wren knight
gnat knit wrap knots wrists
sign knight wrote wreck knock
gnaws wring knowing wrong write
wristwatch knitted wren knapsack wrinkle
Silent Letters
© M
ac
mil
lan
/Mc
Gra
w-H
ill
185Speed Drills Unit 2 • Go West!
Name
Underline the 3-letter blend in each word. Then practice
reading the words until you are ready to be timed.
thread scrubs spree sprint screams
street scratch spread throne three
spray throw stronger strength threaten
sprinkle scribble through streamer straws
scrubs sprint threaten spree thread
scratch throne straws spread street
throw strength screams stronger spray
scribble streamer three through sprinkle
spree spray sprint scrubs screams
spread sprinkle throne scratch three
stronger thread strength throw threaten
through street streamer scribble straws
sprint spree screams thread throw
throne spread three street scribble
strength stronger threaten spray scrubs
streamer through straws sprinkle scratch
spree scrubs thread screams sprint
spread scratch street three throne
stronger throw spray threaten strength
through scribble sprinkle straws streamer
3-Letter Blends
© M
ac
mil
lan
/Mc
Gra
w-H
ill
186 Speed DrillsUnit 2 • Here’s My Dollar
Name
Underline the digraph in each word. Then practice reading
the words until you are ready to be timed.
them chick what much pitcher
teacher lunchbox hatching cheese stretch
thicker truth whale phone photo
challenge sandwich weather shadow seashells
chick much photo what them
lunchbox cheese seashells hatching teacher
truth phone pitcher whale thicker
sandwich shadow stretch weather challenge
what thicker much chick pitcher
hatching challenge cheese lunchbox stretch
whale them phone truth photo
weather teacher shadow sandwich seashells
much what pitcher them truth
cheese hatching stretch teacher sandwich
phone whale photo thicker chick
shadow weather seashells challenge lunchbox
what chick them pitcher much
hatching lunchbox teacher stretch cheese
whale truth thicker photo phone
weather sandwich challenge seashells shadow
Digraphs
© M
ac
mil
lan
/Mc
Gra
w-H
ill
187Speed Drills Unit 2 • A Castle on Viola Street
Name
Practice reading the words until you are ready to be timed.
he’d she’d that’s what’s won’t
there’s you’re wasn’t we’ll isn’t
we’re couldn’t shouldn’t wouldn’t I’ve
didn’t they’re I’m we’d don’t
she’d what’s I’ve that’s he’d
you’re we’ll don’t wasn’t there’s
couldn’t wouldn’t won’t shouldn’t we’re
they’re we’d isn’t I’m didn’t
that’s we’re what’s she’d won’t
wasn’t didn’t we’ll you’re isn’t
shouldn’t he’d wouldn’t couldn’t I’ve
I’m there’s we’d they’re don’t
what’s that’s won’t he’d couldn’t
we’ll wasn’t isn’t there’s they’re
wouldn’t shouldn’t I’ve we’re she’d
we’d I’m don’t didn’t you’re
that’s she’d he’d won’t what’s
wasn’t you’re there’s isn’t we’ll
shouldn’t couldn’t we’re I’ve wouldn’t
I’m they’re didn’t don’t we’d
Contractions
© M
ac
mil
lan
/Mc
Gra
w-H
ill
188 Speed DrillsUnit 3 • Author: A True Story
Name
Underline the r-controlled vowel spelling in each word.
Then practice reading the words until you are ready to be
timed.
turns herds purr earn perch
firm world worth first learning
third nurses girls word serving
suffered Thursday emerge perfect birthday
herds earn serving purr turns
world first birthday worth firm
nurses word perch girls third
Thursday perfect learning emerge suffered
purr third earn herds perch
worth suffered first world learning
girls turns word nurses serving
emerge firm perfect Thursday birthday
earn purr perch turns nurses
first worth learning firm Thursday
word girls serving third herds
perfect emerge birthday suffered world
purr herds turns perch earn
worth world firm learning first
girls nurses third serving word
emerge Thursday suffered birthday perfect
r-Controlled
Vowels er, ir, ur
© M
ac
mil
lan
/Mc
Gra
w-H
ill
189Speed Drills Unit 3 • Dear Juno
Name
Underline the r-controlled vowel spelling in each word.
Then practice reading the words until you are ready to be
timed.
barking short sharply sore harder
storms yard sport sharks porch
pour story chores wore carve
orchard gardener artist heartache ignore
short sore carve sharply barking
yard sharks ignore sport storms
story wore harder chores pour
gardener heartache porch artist orchard
sharply pour sore short harder
sport orchard sharks yard porch
chores barking wore story carve
artist storms heartache gardener ignore
sore sharply harder barking short
sharks sport porch storms story
wore chores carve pour gardener
heartache artist ignore orchard yard
sharply short barking harder sore
sport yard storms porch sharks
chores story pour carve wore
artist gardener orchard ignore heartache
r-Controlled
Vowels ar, or
© M
ac
mil
lan
/Mc
Gra
w-H
ill
190 Speed DrillsUnit 3 • Messaging Mania
Name
Underline the prefix in each word. Then practice reading
the words until you are ready to be timed.
unfair unwanted unhappy undone unload
retold recall recycle misfile misnumber
misread mistreat precut preplan presale
prejudge uncertain uncomfortable premeasure rename
unwanted undone presale unhappy unfair
recall misfile rename recycle retold
mistreat preplan unload precut misread
uncertain premeasure misnumber uncomfortable prejudge
unhappy misread undone unwanted unload
recycle prejudge misfile recall misnumber
precut unfair preplan mistreat presale
uncomfortable retold premeasure uncertain rename
undone unhappy unload unfair mistreat
misfile recycle misnumber retold uncertain
preplan precut presale misread unwanted
premeasure uncomfortable rename prejudge recall
unhappy unwanted unfair unload undone
recycle recall retold misnumber misfile
precut mistreat misread presale preplan
uncomfortable uncertain prejudge rename premeasure
Prefi xes re, un,
pre, mis
© M
ac
mil
lan
/Mc
Gra
w-H
ill
191Speed Drills Unit 3 • What Do Illustrators Do?
Name
Underline the diphthong spelling in each word. Then
practice reading the words until you are ready to be timed.
toy royalty soil foil toiling
coins pointy noise loyal boiled
spoiled enjoys voice choice soybean
joyful noisy checkpoint embroidery asteroid
royalty foil soybean soil toy
pointy loyal asteroid noise coins
enjoys choice toiling voice spoiled
noisy embroidery boiled checkpoint joyful
soil spoiled foil royalty toiling
noise joyful loyal pointy boiled
voice toy choice enjoys soybean
checkpoint coins embroidery noisy asteroid
foil soil toiling toy enjoys
loyal noise boiled coins noisy
choice voice soybean spoiled royalty
embroidery checkpoint asteroid joyful pointy
soil royalty toy toiling foil
noise pointy coins boiled loyal
voice enjoys spoiled soybean choice
checkpoint noisy joyful asteroid embroidery
Diphthongs oi, oy
© M
ac
mil
lan
/Mc
Gra
w-H
ill
192 Speed DrillsUnit 3 • The Jones Family Express
Name
Underline the variant vowel spelling in each word. Then
practice reading the words until you are ready to be timed.
loop rude looking clues spoon
tube shook blue tunes goose
rules gloomy true shoe stew
classroom childhood annual include assume
rude clues stew looking loop
shook tunes assume blue tube
gloomy shoe spoon true rules
childhood include goose annual classroom
looking rules clues rude spoon
blue classroom tunes shook goose
true loop shoe gloomy stew
annual tube include childhood assume
clues looking spoon loop gloomy
tunes blue goose tube childhood
shoe true stew rules rude
include annual assume classroom shook
looking rude loop spoon clues
blue shook tube goose tunes
true gloomy rules stew shoe
annual childhood classroom assume include
Variant Vowels oo,
u_e, ue, ew
© M
ac
mil
lan
/Mc
Gra
w-H
ill
193Speed Drills Unit 4 • Seven Spools of Thread
Name
Underline the diphthong spelling in each word. Then
practice reading the words until you are ready to be timed.
found town shouting owls couch
bowing scout round plowed crowd
proud clouds ground louder bouncing
outline snowplow mountain boundary mouse
town owls bouncing shouting found
scout plowed mouse round bowing
clouds louder couch ground proud
snowplow boundary crowd mountain outline
shouting proud owls town couch
round outline plowed scout crowd
ground found louder clouds bouncing
mountain bowing boundary snowplow mouse
owls shouting couch found clouds
plowed round crowd bowing snowplow
louder ground bouncing proud town
boundary mountain mouse outline scout
shouting town found couch owls
round scout bowing crowd plowed
ground clouds proud bouncing louder
mountain snowplow outline mouse boundary
Diphthongs ou, ow
© M
ac
mil
lan
/Mc
Gra
w-H
ill
194 Speed DrillsUnit 4 • Nacho and Lolita
Name
Underline the plural spelling in each word. Then practice
reading the words until you are ready to be timed.
years twins trays states ashes
foxes inches flies cities ponies
bunches alleys lunches cherries daisies
heroes libraries journeys scratches dictionaries
twins states daisies trays years
inches cities dictionaries flies foxes
alleys cherries ashes lunches bunches
libraries scratches ponies journeys heroes
trays bunches states twins ashes
flies heroes cities inches ponies
lunches years cherries alleys daisies
journeys foxes scratches libraries dictionaries
states trays ashes years alleys
cities flies ponies foxes libraries
cherries lunches daisies bunches twins
scratches journeys dictionaries heroes inches
trays twins years ashes states
flies inches foxes ponies cities
lunches alleys bunches daisies cherries
journeys libraries heroes dictionaries scratches
Plurals
© M
ac
mil
lan
/Mc
Gra
w-H
ill
195Speed Drills Unit 4 • A Growing Interest
Name
Underline the variant vowel spelling in each word. Then
practice reading the words until you are ready to be timed.
yawning taught salty lawnmower halls
hauls hawks squawk bought bawls
drawing caused paused crawled cough
walrus autumn fault awesome mall
taught lawnmower cough salty yawning
hawks bought mall squawk hauls
caused crawled halls paused drawing
autumn awesome bawls fault walrus
salty drawing lawnmower taught halls
squawk walrus bought hawks bawls
paused yawning crawled caused cough
fault hauls awesome autumn mall
lawnmower salty halls yawning caused
bought squawk bawls hauls autumn
crawled paused cough drawing taught
awesome fault mall walrus hawks
salty taught yawning halls lawnmower
squawk hawks hauls bawls bought
paused caused drawing cough crawled
fault autumn walrus mall awesome
Variant Vowels a,
au, aw, ough
© M
ac
mil
lan
/Mc
Gra
w-H
ill
196 Speed DrillsUnit 4 • Ramona and Her Father
Name
Practice reading the words until you are ready to be timed.
sale sail beet beat rode
its it’s your you’re road
there they’re peace piece rowed
seen scene stationary stationery weight
flea flee their sea wait
sail beat weight beet sale
it’s you’re wait your its
they’re piece rode peace there
scene stationery road stationary seen
flee sea rowed their flea
beet seen beat sail rode
your flea you’re it’s road
peace sale piece they’re rowed
stationary its stationery scene weight
their there sea flee wait
beat beet sale rode sail
you’re your its road it’s
piece peace there rowed they’re
stationery stationary seen weight scene
sea their flea wait flee
Homophones
© M
ac
mil
lan
/Mc
Gra
w-H
ill
197Speed Drills Unit 4 • Out of This World!The Ellen Ochoa Story
Name
Underline the soft c or soft g spelling in each word. Then
practice reading the words until you are ready to be timed.
cell gems age place gym
city cents price space nicely
giant changes pages gentle message
giraffe celebrate groceries generous dangerous
gems place message age cell
cents space dangerous price city
changes gentle gym pages giant
celebrate generous nicely groceries giraffe
age giant place gems gym
price giraffe space cents nicely
pages cell gentle changes message
groceries city generous celebrate dangerous
place age gym cell changes
space price nicely city celebrate
gentle pages message giant gems
generous groceries dangerous giraffe cents
age gems cell gym place
price cents city nicely space
pages changes giant message gentle
groceries celebrate giraffe dangerous generous
Soft c and g
© M
ac
mil
lan
/Mc
Gra
w-H
ill
198 Speed DrillsUnit 5 • Penguin Chick
Name
Draw a line between the two words in the compound word.
Then practice reading the words until you are ready to be
timed.
airplane daytime birthday daylight hairdo
notebook birdhouse barefoot headlight sometime
someone newspaper sidewalks basketball stagecoach
somebody handwriting baseball homemade thumbnail
daytime daylight stagecoach birthday airplane
birdhouse headlight thumbnail barefoot notebook
newspaper basketball hairdo sidewalks someone
handwriting homemade sometime baseball somebody
birthday someone daylight daytime hairdo
barefoot somebody headlight birdhouse sometime
sidewalks airplane basketball newspaper stagecoach
baseball notebook homemade handwriting thumbnail
daylight birthday hairdo airplane newspaper
headlight barefoot sometime notebook handwriting
basketball sidewalks stagecoach someone daytime
homemade baseball thumbnail somebody birdhouse
birthday daytime airplane hairdo daylight
barefoot birdhouse notebook sometime headlight
sidewalks newspaper someone stagecoach basketball
baseball handwriting somebody thumbnail homemade
Compound Words
© M
ac
mil
lan
/Mc
Gra
w-H
ill
199Speed Drills Unit 5 • Animal Homes
Name
Underline the inflectional ending in each word. Then
practice reading the words until you are ready to be timed.
tries hurries trying hurrying dried
drying tried hurried dries studies
crying studying plays played playing
studied cries playing obeyed worrying
tried dries cried trying tries
hurries hurrying worrying hurried drying
studying played dried plays studied
cries obeyed studies tried crying
trying studied dries cried dried
hurried crying hurrying hurries studies
plays tries played studying playing
cried drying obeyed cries worrying
dries trying dried tries studying
hurrying plays studies drying cries
played hurried playing studied tried
trying cried tries crying hurries
obeyed tried worrying dried dries
hurried hurries drying studies hurrying
plays studying studied playing played
cried cries crying worrying obeyed
Infl ectional
Endings
(change y to i)
© M
ac
mil
lan
/Mc
Gra
w-H
ill
200 Speed DrillsUnit 5 • Call of the Wild
Name
Underline the closed syllables in each word. Then practice
reading the words until you are ready to be timed.
basket rabbit napkin problem chicken
splendid catnip candid velvet victim
lesson method dentist exit admit
frantic gossip happen limit panic
rabbit problem admit napkin basket
catnip velvet panic candid splendid
method exit chicken dentist lesson
gossip limit victim happen frantic
napkin lesson problem rabbit chicken
candid frantic velvet catnip victim
dentist basket exit method admit
happen splendid limit gossip panic
problem napkin chicken basket method
velvet candid victim splendid gossip
exit dentist admit lesson rabbit
limit happen panic frantic catnip
napkin rabbit basket chicken problem
candid catnip splendid victim velvet
dentist method lesson admit exit
happen gossip frantic panic limit
Closed Syllables
© M
ac
mil
lan
/Mc
Gra
w-H
ill
201Speed Drills Unit 5 • Wilbur’s Boast
Name
Underline the inflectional ending in each word. Then
practice reading the words until you are ready to be timed.
names hopping naming dancing hoped
hoping named dances hopes danced
drops races dropping wraps traded
wrapping dropped raced driving wrapped
named hopes wrapped naming names
hopping dancing traded dances hoping
dropped wraps hoped dropping drops
races driving danced raced wrapping
naming drops hopes named hoped
dances wrapping dancing hopping danced
dropping names wraps dropped wrapped
raced hoping driving races traded
hopes naming hoped names dropped
dancing dances danced hoping races
wraps dropping wrapped drops named
driving named traded wrapping hopping
naming raced names hoped dancing
dances hopping hoping danced hopes
dropping races drops wrapped wraps
raced dropped wrapping traded driving
Infl ectional
Endings
© M
ac
mil
lan
/Mc
Gra
w-H
ill
202 Speed DrillsUnit 5 • Unique Animals of the Southwest
Name
Underline the open syllable in each word. Then practice
reading the words until you are ready to be timed.
pilot tiger diner favor shady
robot tiny label cozy silent
frozen favorite table bacon cable
fable hotel lion razor vapor
tiger favor cable diner pilot
tiny cozy vapor label robot
favorite bacon shady table frozen
hotel razor silent lion fable
diner frozen favor tiger shady
label fable cozy tiny silent
table pilot bacon favorite cable
lion robot razor hotel vapor
favor diner shady pilot favorite
cozy label silent robot hotel
bacon table cable frozen tiger
razor lion vapor fable tiny
diner tiger pilot shady favor
label tiny robot silent cozy
table favorite frozen cable bacon
lion hotel fable vapor razor
Open Syllables
© M
ac
mil
lan
/Mc
Gra
w-H
ill
203Speed Drills Unit 6 • Stone Soup
Name
Underline the prefix in each word. Then practice reading
the words until you are ready to be timed.
untied repay disagree preheat unafraid
return preschool dislike disappear resell
precook prepay unbeaten reprint unwrap
unlucky recover unhappy prehistoric reenter
repay preheat unwrap disagree untied
preschool disappear reenter dislike return
prepay reprint unafraid unbeaten precook
recover prehistoric resell unhappy unlucky
disagree precook preheat repay unafraid
dislike unlucky disappear preschool resell
unbeaten untied reprint prepay unwrap
unhappy return prehistoric recover reenter
preheat disagree unafraid untied prepay
disappear dislike resell return recover
reprint unbeaten unwrap precook repay
prehistoric unhappy reenter unlucky preschool
disagree repay untied unafraid preheat
dislike preschool return resell disappear
unbeaten prepay precook unwrap reprint
unhappy recover unlucky reenter prehistoric
Prefi xes
© M
ac
mil
lan
/Mc
Gra
w-H
ill
204 Speed DrillsUnit 6 • The Strongest One
Name
Underline consonant + le syllable in each word. Then
practice reading the words until you are ready to be timed.
able purple riddle handle eagle
puzzle castle little pickle couple
table middle bottle ankle sample
towel nickel travel tunnel squirrel
purple handle sample riddle able
castle pickle squirrel little puzzle
middle ankle eagle bottle table
nickel tunnel couple travel towel
riddle table handle purple eagle
little towel pickle castle couple
bottle able ankle middle sample
travel puzzle tunnel nickel squirrel
handle riddle eagle able middle
pickle little couple puzzle nickel
ankle bottle sample table purple
tunnel travel squirrel towel castle
riddle purple able eagle handle
little castle puzzle couple pickle
bottle middle table sample ankle
travel nickel towel squirrel tunnel
Consonant +
le Syllables
© M
ac
mil
lan
/Mc
Gra
w-H
ill
205Speed Drills Unit 6 • Trickster Tales
Name
Underline the vowel team in each word. Then practice
reading the words until you are ready to be timed.
about roaches allowing appear wayward
coffee complain enjoy explain poison
remain repeat unreal unclear reading
detail fourteen holiday textbook viewpoint
training leaving babies floated meatball
roaches appear reading allowing about
complain explain viewpoint enjoy coffee
repeat unclear meatball unreal remain
fourteen textbook wayward holiday detail
leaving floated poison babies training
allowing about appear roaches wayward
enjoy coffee explain complain poison
unreal remain unclear repeat reading
holiday detail textbook fourteen viewpoint
babies training floated leaving meatball
appear allowing wayward about fourteen
explain enjoy poison coffee leaving
unclear unreal reading remain roaches
textbook holiday viewpoint detail complain
floated babies meatball training repeat
Vowel Team
Syllables
© M
ac
mil
lan
/Mc
Gra
w-H
ill
206 Speed DrillsUnit 6 • Cook-a-Doodle-Doo!
Name
Underline the r-controlled vowel in each word. Then
practice reading the words until you are ready to be timed.
sister brother mother father sailor
dollar toaster winter doctor layer
dancer mayor writer silver cellar
trailer December governor author editor
brother father cellar mother sister
toaster doctor editor winter dollar
mayor silver sailor writer dancer
December author layer governor trailer
mother dancer father brother sailor
winter trailer doctor toaster layer
writer sister silver mayor cellar
governor dollar author December editor
father mother sailor sister mayor
doctor winter layer dollar December
silver writer cellar dancer brother
author governor editor trailer toaster
mother brother sister sailor father
winter toaster dollar layer doctor
writer mayor dancer cellar silver
governor December trailer editor author
r-Controlled
Vowel Syllables
© M
ac
mil
lan
/Mc
Gra
w-H
ill
207Speed Drills Unit 6 • One Riddle, One Answer
Name
Underline the suffix or suffixes in each word. Then practice
reading the words until you are ready to be timed.
careful cheerful helpful colorful harmful
peaceful pitiful painless priceless helpless
sleepless rainless helplessly carefully peacefully
wonderful cloudless weekly angrily beautiful
cheerful colorful peacefully helpful careful
pitiful priceless beautiful painless peaceful
rainless carefully harmful helplessly sleepless
cloudless angrily helpless weekly wonderful
helpful sleepless colorful cheerful harmful
painless wonderful priceless pitiful helpless
helplessly careful carefully rainless peacefully
weekly peaceful angrily cloudless beautiful
colorful helpful harmful careful rainless
priceless painless helpless peaceful cloudless
carefully helplessly peacefully sleepless cheerful
angrily weekly beautiful wonderful pitiful
helpful cheerful careful harmful colorful
painless pitiful peaceful helpless priceless
helplessly rainless sleepless peacefully carefully
weekly cloudless wonderful beautiful angrily
Suffi xes
© M
ac
mil
lan
/Mc
Gra
w-H
ill
208 Speed Drills
Name
Work with your teacher to fill in words. In each word,
underline the syllable or spelling pattern you are studying.
Then practice reading the words until you are ready to be
timed.
Pattern:
Additional Literacy SupportUse the pages in this section to support reading comprehension,
writing, listening and speaking activities.
Reader Response Sheets .......................................................... 210• forms for fi ction, non-fi ction, and poetry
Book Talk ........................................................................................... 216• forms for conducing Book Talk in small groups
Writer’s Checklists ........................................................................ 222• checklists for use with Unit Writing activities
Short-Answer Reading Rubric .............................................. 228• rubric for Show What You Know short answer questions
Proofreading Marks .................................................................... 229• common proofreading marks to post or hand out
Writing Frames .............................................................................. 230• forms to organize writing about Time for Kids selections
Writing Minilessons ..................................................................... 236• worksheets for independent weekly writing practice
Writing Journal Checklist ......................................................... 266• use with all units
Writing Rubrics .............................................................................. 267• four- and six-point rubrics
Anchor Papers ............................................................................... 277• writing samples with explanations of scoring
Picture Prompts .............................................................................. 301• writing prompts with illustrations and photos
Theme Project Checklists ......................................................... 308• student checklists for the Unit Theme Projects
Listening and Speaking Checklists ....................................... 311• list of listening and speaking behaviors to post
© M
acm
illan
/McG
raw
-Hill
Name ©
Macm
illan/McG
raw-H
ill
Reader Response
Title: Author:
Rate this book by coloring in the stars.
Awesome Good Okay Disliked Disliked a lot
Recommendation: To whom would you recommend this book?
Response: Write one of the following as if it were from the point of view of a
particular character.
Poem One-act play
Song Journal entry
210 Reader Response: Fiction
Name ©
Mac
mill
an/M
cGra
w-H
ill
Reader Response
Title: Author:
Rate this book by coloring in the stars.
Awesome Good Okay Disliked Disliked a lot
Recommendation: To whom would you recommend this book?
Response: Write a new ending to this story. How will it affect the rest of the
story?
Reader Response: Fiction 211
Name ©
Macm
illan/McG
raw-H
ill
Reader Response
Title: Author:
Rate this book by coloring in the stars.
Awesome Good Okay Disliked Disliked a lot
Recommendation: To whom would you recommend this book?
Response: What was the most surprising or interesting thing you learned?
Choose one of the following to write your response.
Magazine article Book review
Letter to a friend Journal entry
212 Reader Response: Nonfiction
Name ©
Mac
mill
an/M
cGra
w-H
ill
Reader Response
Title: Author:
Rate this book by coloring in the stars.
Awesome Good Okay Disliked Disliked a lot
Recommendation: To whom would you recommend this book?
Response: Write an e-mail to the author describing what you have learned
from this book.
To: @example.com
Subject:
Dear :
Sincerely,
Reader Response: Nonfiction 213
Name ©
Macm
illan/McG
raw-H
ill
Reader Response
Title: Author:
Rate this poem by coloring in the stars.
Awesome Good Okay Disliked Disliked a lot
Recommendation: To whom would you recommend this poem?
Response: Is this poem like any other poem you have read before? Why?
214 Reader Response: Poetry
Name ©
Mac
mill
an/M
cGra
w-H
ill
Reader Response
Title: Author:
Rate this poem by coloring in the stars.
Awesome Good Okay Disliked Disliked a lot
Recommendation: To whom would you recommend this poem?
Response: Describe how you feel about this poem. What do you like or
dislike about this poem?
Reader Response: Poetry 215
216 Book Talk
NameBook Talk
Book Talk Roles
Create your own roles
LeaderRemind each member of his
or her role.
Make sure each person asks
a question.
Make sure each person
answers a question.
•
•
•
SummarizerSummarize what you read.
Tell the most important parts.
•
•
Word FinderFind 3 or 4 interesting words
from what you read.
Write the page number to
find the word.
Write down each word and
what it means.
•
•
•
IllustratorPick your favorite part of
the story.
Tell why you chose that part.
Draw a picture of your
favorite part.
•
•
•
© M
acm
illan
/McG
raw
-Hill
217Book Talk
NameBook Talk
Work with your group to add more or different steps to
your Book Talk.
Summarize the story. Talk about the parts you liked best.
Talk about interesting words you found.
Take turns asking questions. Take turns answering questions.
Illustrate your favorite part of the story.Tell why it is your favorite part.
© M
acm
illan
/McG
raw
-Hill
218 Book Talk
NameBook Talk
Create your own rules with your group.
Make a Book Talk Rules poster.
Talk about the book.
Take turns speaking.
Take turns listening.
Ask the speaker questions to find out more.
Tell the group why you agree or disagree.
© M
acm
illan
/McG
raw
-Hill
219Book Talk
NameBook Talk
Book Talks for Fiction Read your book.
Write questions in your journal.
Write answers to your questions.
What do you want to tell the group about the book?
Write your ideas in your journal.
You can use some of these questions.
How can you tell this book is fiction?
Who are the main characters?
Where does the story take place?
What is the problem?
What is the solution?
•
•
•
•
•
You can use some of these questions.
How can you tell this book is fiction?
Who are the main characters?
Where does the story take place?
What is the problem?
What is the solution?
•
•
•
•
•
I noticed . . .I noticed . . . I liked . . .I liked . . .
My favorite
character . . .
My favorite
character . . .I feel . . .I feel . . .
© M
acm
illan
/McG
raw
-Hill
220 Book Talk
NameBook Talk
Book Talks for Nonfiction Read your book.
Write questions in your journal.
Write answers to your questions.
What do you want to tell the group about the book?
Write your ideas in your journal.
You can use some of these questions.
How can you tell the book is non-fiction?
What is the main idea?
What facts did you learn?
What other questions do you have about the topic?
Where can you look for more information?
•
•
•
•
•
You can use some of these questions.
How can you tell the book is non-fiction?
What is the main idea?
What facts did you learn?
What other questions do you have about the topic?
Where can you look for more information?
•
•
•
•
•
The most
interesting fact
was . . .
The most
interesting fact
was . . .
I think . . .I think . . .
What if . . .What if . . .A connection
I made . . .
A connection
I made . . .
© M
acm
illan
/McG
raw
-Hill
221Book Talk
NameBook Talk
Book Talks for Persuasive Writing
Read your book.
Write questions in your journal.
Write answers to your questions.
What do you want to tell the group about the book?
Write your ideas in your journal.
You can use some of these questions.
How can you tell the message in this book is persuasive?
Why did the author write this book?
Explain why you may agree or disagree with the point of view
of the author.
What other questions do you have about the topic?
•
•
•
•
You can use some of these questions.
How can you tell the message in this book is persuasive?
Why did the author write this book?
Explain why you may agree or disagree with the point of view
of the author.
What other questions do you have about the topic?
•
•
•
•
This made me
think about . . .
This made me
think about . . .I learned . . .I learned . . .
What if . . .What if . . .
A connection
I made . . .
A connection
I made . . .
My Writer’s ChecklistMy Writer’s Checklist
© M
acmillan/M
cGraw
-Hill
Personal Narrative
✔ Put a check by the items you completed.
Do I write about something that happened in my own life?
Do I tell my personal feelings about the experience?
Do I include important details?
Do I write using fi rst person words to show I am writing about
my life?
Do I start with a sentence that hooks the reader?
What did I do well in my writing?
1.
2.
What will I change when I revise this work?
1.
2.
Teacher: See also Proofreading Marks, page 229, and Writing Rubrics, pages 267–276.
222 Unit 1 Writer’s Checklists
Name
My Writer’s ChecklistMy Writer’s Checklist
© M
acm
illan
/McG
raw
-Hill
Expository Writing
✔ Put a check by the items you completed.
Do I describe a real person, place, or thing?
Do I start with a topic sentence that tells what is being
described?
Do I give information about the subject through clear details?
Do I use my senses to write a description that will interest my
readers?
Do I show my enthusiasm for my topic?
What did I do well in my writing?
1.
2.
What will I change when I revise this work?
1.
2.
Teacher: See also Proofreading Marks, page 229, and Writing Rubrics, pages 267–276.
Writer’s Checklists Unit 2 223
Name
My Writer’s ChecklistMy Writer’s Checklist
© M
acmillan/M
cGraw
-Hill
How-to Letter
✔ Put a check by the items you completed.
Do I follow letter format, including addresses, date,
salutation, closing, and signature?
Do I state my purpose early in my letter?
Do I present the steps in an order that makes sense?
Do I include details that make the steps clear?
Do I write in a voice meant for my reader?
What did I do well in my writing?
1.
2.
What will I change when I revise this work?
1.
2.
Teacher: See also Proofreading Marks, page 229, and Writing Rubrics, pages 267–276.
224 Unit 3 Writer’s Checklists
Name
My Writer’s ChecklistMy Writer’s Checklist
© M
acm
illan
/McG
raw
-Hill
Fictional Narrative
✔ Put a check by the items you completed.
Does one of my characters have a problem that needs to be
solved?
Do I include details about the characters, setting, and plot?
Does my story have a beginning, middle, and an end?
Do I use dialogue that shows how my characters talk?
Do my sentences fl ow together to tell a good story as I read
my fi ctional narrative aloud?
What did I do well in my writing?
1.
2.
What will I change when I revise this work?
1.
2.
Teacher: See also Proofreading Marks, page 229, and Writing Rubrics, pages 267–276.
Writer’s Checklists Unit 4 225
Name
My Writer’s ChecklistMy Writer’s Checklist
© M
acmillan/M
cGraw
-Hill
Research Report
✔ Put a check by the items you completed.
Do I choose a topic I want to learn more about?
Do I begin with an introductory sentence or paragraph and
end with a conclusion?
Does each of my paragraphs have a main idea and
supporting details about my topic?
Do I use transition words to connect ideas?
Do I use good sources and list them at the end of my report?
What did I do well in my writing?
1.
2.
What will I change when I revise this work?
1.
2.
Teacher: See also Proofreading Marks, page 229, and Writing Rubrics, pages 267–276.
226 Unit 5 Writer’s Checklists
Name
My Writer’s ChecklistMy Writer’s Checklist
© M
acm
illan
/McG
raw
-Hill
Persuasive Essay
✔ Put a check by the items you completed.
Do I clearly state my opinion?
Do I present my reasons in a logical order?
Do I use convincing reasons and supporting details for a
specifi c audience?
Do I use opinion words to help persuade the readers?
Do I end with a strong conclusion?
What did I do well in my writing?
1.
2.
What will I change when I revise this work?
1.
2.
Teacher: See also Proofreading Marks, page 229, and Writing Rubrics, pages 267–276.
Writer’s Checklists Unit 6 227
Name
Short Response Rubric
Score Description
33
An exemplary response must:• be thoughtful and insightful• be strongly supported with accurate/relevant textual evidence• show depth of understanding and ability to effectively connect
textual evidence to the idea, analysis, or evaluation
22A sufficient response must:• be reasonable • be supported with accurate/relevant textual evidence• be clear and specific
11
A partially sufficient response may:• be reasonable• be supported by general, incomplete, partially accurate/relevant
textual evidence, if any• weakly connect textual evidence to the idea, analysis, or
evaluation• be somewhat unclear or vague
00
An insufficient response may:• be too general or vague to determine whether it is reasonable
or not be reasonable• not address the question or answer a different question than
the one asked• not be based on the selection • incorrectly analyze or evaluate the text • offer only incomplete or irrelevant textual evidence, if any• lack clarity
Evidence may consist of a direct quotation, a paraphrase, or a specific synopsis.
© M
acmillan/M
cGraw
-Hill
228 Short-Answer Reading Rubric
Short-Answer Reading Rubric
Proofreading MarksProofreading Marks
Make a capital letter. we went to the park.
Make a small letter. We walked by the Lake.
Add a period. The fi sh were jumping
Check spelling. The sky was beuatiful.
Add. Then ate lunch.
Take out. The tall trees were very tall.
New paragraph The town seemed busy and noisy
after our day at the park.
© M
acm
illan
/McG
raw
-Hill
we
sp sp
¶ ¶
Proofreading Marks 229
Name
© M
ac
mil
lan
/Mc
Gra
w-H
ill
© M
ac
mil
lan
/Mc
Gra
w-H
ill
230 Unit 1 • Earth Smart Writing Frames
Writing Frame
Description Writing Frame
A. Summarize “Earth Smart.” Use the Description Writing Frame below.
The Goodwillie Environmental School is a green school. The students at
this green school help the environment in many ways.
One way they help is
.
Another way they help is
.
They also help by
.
B. Rewrite the completed summary on another sheet of paper. Keep
it as a model for writing a summary of an article or selection using
this text structure.
Name©
Ma
cm
illa
n/M
cG
raw
-Hil
l
231
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Unit 2 • Go West!Writing Frames
Writing Frame
Description Writing Frame
A. Summarize Go West! Use the Description Writing Frame below.
Railroads changed the face of the Southwest in many ways.
One way they changed things is
.
Another way railroads changed things is
.
They also
.
B. Rewrite the completed summary on another sheet of paper. Keep
it as a model for writing a summary of an article or selection using
this text structure.
Name
© M
ac
mil
lan
/Mc
Gra
w-H
ill
© M
ac
mil
lan
/Mc
Gra
w-H
ill
232 Unit 3 • Messaging Mania Writing Frames
Writing Frame
Cause/Effect Writing Frame
A. Summarize Messaging Mania. Use the Cause/Effect Writing Frame below.
Instant messaging is causing the English language to change.
Instant messaging users invent short versions of words because
.
Instant messaging can have a negative effect because
.
Many teachers get upset with instant messaging because
.
B. Rewrite the completed summary on another sheet of paper. Keep it as
a model for writing a summary of an article or selection using this text
structure.
Name©
Ma
cm
illa
n/M
cG
raw
-Hil
l
233
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Unit 4 • A Growing InterestWriting Frames
Writing Frame
Problem/Solution Writing Frame
A. Summarize A Growing Interest. Use the Problem/Solution Writing Frame
below.
Houston, Texas is a big, beautiful city. However, children who grow up in big
cities face several problems.
One problem is because
.
Another problem is because
.
To help solve these problems,
.
The result is that
.
B. Rewrite the completed summary on another sheet of paper. Keep it
as a model for writing a summary of an article or selection using this
text structure.
Name
© M
ac
mil
lan
/Mc
Gra
w-H
ill
© M
ac
mil
lan
/Mc
Gra
w-H
ill
234 Unit 5 • Call of the Wild Writing Frames
Writing Frame
Cause/Effect Writing Frame
A. Summarize Call of the Wild. Use the Cause/Effect Writing Frame below.
Many animals have had to adapt to their environments to survive.
Arctic foxes have adapted to living in the Arctic because
.
The result of this is
.
The beaks of the Galapagos Island finches have changed because
.
The result of this is
.
Other animals that have changed are
.
They have changed because
.
B. Rewrite the completed summary on another sheet of paper. Keep
it as a model for writing a summary of an article or selection using
this text structure.
Name©
Ma
cm
illa
n/M
cG
raw
-Hil
l
235
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Unit 6 • Tales of the TricksterWriting Frames
Writing Frame
Compare/Contrast Writing Frame
A. Summarize Tales of the Trickster. Use the Compare/Contrast
Writing Frame below.
Both Robert Greygrass and Rose Red Elk are the same in some ways.
They are the same because
.
However, in other ways Robert Greygrass and Rose Red Elk are different.
They are different because
.
So, Robert Greygrass and Rose Red Elk have both similarities and
differences.
B. Rewrite the completed summary on another sheet of paper. Keep
it as a model for writing a summary of an article or selection using
this text structure.
Name
Writing MinilessonsUnit 1 • First Day Jitters Writing Minilessons236
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Writing:
Single Moment
in Time
1. Please read the following passage.
Shawn and Kathy were on the basketball court. Cindy was flying a kite
in the field. Sitting under a tree, Jon, Latoya, and Abe ate their lunch.
2. Underline one sentence.
3. Now, write two more sentences about that sentence.
Example: Cindy was flying a kite in the field. She held on to the string
as tight as she could and ran in a zig-zag back and forth on the grass.
As she ran, she giggled so loudly that everyone could hear her from
across the field.
Extra Practice: Do the same activity with one of the other sentences.
Name
Writing Minilessons Unit 1 • Amazing Grace 237
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Writing:
Single Moment
of Action
1. Remember when you brushed your teeth this morning.
2. List three actions you took in order to brush your teeth.
a.
b.
c.
3. Now, write three sentences that focus on how you brushed your teeth.
Example: I held my toothbrush under the cold water coming from the
tap. Crusty, dried-up toothpaste fell into the sink as I unscrewed the
toothpaste cap. I had to squeeze hard from the end of the old tube to
get the paste onto my brush.
Extra Practice: Do the same activity for “I tied my shoes.”
Name
Writing MinilessonsUnit 1 • Earth Smart238
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Writing:
Rubric
Wri
tin
g R
ub
ric
4 E
xcelle
nt
3 G
ood
2 F
air
1 U
nsatisfa
cto
ry
Fo
cus a
nd C
ohere
nce
Fo
cus a
nd C
ohere
nce
Focus a
nd C
ohere
nce
Focus a
nd C
ohere
nce
Org
aniz
ation
Org
aniz
ation
Org
aniz
ation
Org
aniz
ation
Deve
lopm
ent
of
Ideas/
Word
Choic
eD
eve
lopm
ent
of
Ideas/
Word
Choic
eD
eve
lopm
ent
of
Ideas/
Word
Choic
eD
eve
lopm
ent
of
Ideas/
Word
Choic
e
Voic
eV
oic
eV
oic
eV
oic
e
Conve
ntions/S
ente
nce
Flu
ency
Conve
ntions/S
ente
nce
Flu
ency
Conve
ntions/S
ente
nce
Flu
ency
Conve
ntions/S
ente
nce
Flu
ency
Pre
senta
tion
Pre
senta
tion
Pre
senta
tion
Pre
senta
tion
Name
Writing Minilessons Unit 1 • Wolf! 239
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Writing:
A Single Object
1. Look carefully at one of your arms.
2. Write 4 sentences only about your arm. Focus on the object and
describe exactly how it looks.
Example: My right arm looks pale sticking out of my dark blue t-shirt.
Freckles make it look like the map of constellations that hangs in our
classroom. If I look hard enough, I think I can make out Orion’s belt
near my wrist. It’s right next to the jagged, white scar that my cat,
George, gave me when I tried to put him in a doll’s dress last year.
Extra Practice: Do the same exercise describing one of your feet.
Name
Writing MinilessonsUnit 1 • My Very Own Room240
© M
ac
mil
lan
/Mc
Gra
w-H
ill
1. Read the following sentence:
The room was a mess.
2. Imagine a messy room that you have seen.
3. Write 2–4 sentences describing one moment in that messy room.
Example: My brother’s room was so messy that I couldn’t see the
floor. I felt like I was wading through an ocean of dirty laundry as I
walked over to his desk to get the book I wanted to borrow. There
was a moldy, half-eaten sandwich next to his computer and all I
could smell were his stinky socks.
Extra Practice: Do the same exercise describing a different type of room.
Writing:
Setting
Name
Writing Minilessons Unit 2 • Boom Town 241
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Writing:
Describing a Single
Moment
1. Please read the following sentence:
Something was wrong with the car.
2. Write three things that could be wrong with how the car looks.
Smoke coming from hood
Bumper falling off
Flat tire
3. Write three things that could be wrong with how the car sounds.
Clacking noise in back
Horn that won’t stop beeping
Screeching sound when turning
4. Write three things that could be wrong with the way the car moves.
Only turns left
Won’t go over 5 miles per hour (very slow)
Won’t stop (broken brakes)
5. Using these ideas, now write two more sentences that show what is
wrong with the car.
We heard a loud, annoying clacking coming from the back of the
car, and smoke was coming out from under the hood. My mom
tried to make a right turn, but the car would only turn left.
Extra Practice: Use this sentence, and follow the same directions:
Something was wrong with my friend.
Name
Writing MinilessonsUnit 2 • Home-Grown Butterfl ies242
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Writing:
Describing a Place
Follow the directions. Write the sentences on the lines at the bottom of
the page.
1. Write a sentence that tells what is covering the desk.
Example: Papers cover the desk.
2. Write a sentence that shows what is about to fall off the desk.
Example: A jacket is about to slide off the desk.
3. Write a sentence that shows what is in the middle of the desk.
Example: A stack of books towers next to pencils and crayons.
4. Write one more sentence that shows what the desk looks like.
Extra Practice: Do the same activity to describe a shopping mall.
Name
Writing Minilessons Unit 2 • Go West! 243
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Writing:
Rubric
Wri
tin
g R
ub
ric
4 E
xcelle
nt
3 G
ood
2 F
air
1 U
nsatisfa
cto
ry
Fo
cus a
nd C
ohere
nce
Fo
cus a
nd C
ohere
nce
Focus a
nd C
ohere
nce
Focus a
nd C
ohere
nce
Org
aniz
ation
Org
aniz
ation
Org
aniz
ation
Org
aniz
ation
Deve
lopm
ent
of
Ideas/
Word
Choic
eD
eve
lopm
ent
of
Ideas/
Word
Choic
eD
eve
lopm
ent
of
Ideas/
Word
Choic
eD
eve
lopm
ent
of
Ideas/
Word
Choic
e
Voic
eV
oic
eV
oic
eV
oic
e
Conve
ntions/S
ente
nce
Flu
ency
Conve
ntions/S
ente
nce
Flu
ency
Conve
ntions/S
ente
nce
Flu
ency
Conve
ntions/S
ente
nce
Flu
ency
Pre
senta
tion
Pre
senta
tion
Pre
senta
tion
Pre
senta
tion
Name
Writing MinilessonsUnit 2 • Here’s My Dollar244
© M
ac
mil
lan
/Mc
Gra
w-H
ill
1. Use the following strong verbs to describe two different people who are
both moving quickly. Do not use the word “quickly.”
sprint
scurry
2. Use the following strong verbs to describe two different people who are
both moving slowly. Do not use the word “slowly.”
trudge
plod
3. Use the following strong verbs to describe two different people who are
both throwing something. Do not use the word “throw.”
hurl
fling
Extra Practice: Write three different words or expressions for each of
the following:
1. to want something
2. to dislike something
3. to work on something
Writing:
Recognizing Strong
Verbs
Name
Writing Minilessons Unit 2 • A Castle on Viola Street 245
© M
ac
mil
lan
/Mc
Gra
w-H
ill
1. Please underline the verbs in the following sentences:
I said goodbye.
I came to school.
I ate lunch in the cafeteria.
2. Now rewrite each sentence so that it shows more about how YOU did
these things.
Examples:
As I waved out the bus window, I yelled, “Goodbye!”
I galloped to school.
I gobbled up my lunch in the cafeteria.
Extra Practice: Do the same activity for the following sentences.
I like ice cream.
I went to my friend’s house.
Writing:
Using Strong Verbs and
Sensory Details
Name
Writing MinilessonsUnit 3 • Author: A True Story246
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Writing:
Explain Steps
Choose something you know how to make or do. Draw a picture
of each step. Underneath each picture, write a sentence explaining
each step.
Extra Practice: Repeat the activity for a skill or task.
1. 2.
3.
4.
Name
Writing Minilessons Unit 3 • Dear Juno 247
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Writing:
Purpose and Audience
Read each kind of letter. Then circle the letter of the best sentence for
that audience and purpose.
1. Letter to the mayor about cleaning up the park
A. Bottles and cans are dangerous for the children who play in the park.
B. The park is a total mess!
2. Letter to a friend about a trip you took
A. We had a pleasant stay at the beach.
B. The weather and waves at the beach were awesome.
3. Letter to a business requesting information
A. Can you give me some info on your bikes?
B. I am writing to fi nd out which model of bicycle is best for
riding on trails.
Extra Practice: Choose one of the topics above. Write a letter using
language and details that fit the purpose and audience given.
Name
Writing MinilessonsUnit 3 • Messaging Mania248
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Writing:
Rubric
Wri
tin
g R
ub
ric
4 E
xcelle
nt
3 G
ood
2 F
air
1 U
nsatisfa
cto
ry
Fo
cus a
nd C
ohere
nce
Fo
cus a
nd C
ohere
nce
Focus a
nd C
ohere
nce
Focus a
nd C
ohere
nce
Org
aniz
ation
Org
aniz
ation
Org
aniz
ation
Org
aniz
ation
Deve
lopm
ent
of
Ideas/
Word
Choic
eD
eve
lopm
ent
of
Ideas/
Word
Choic
eD
eve
lopm
ent
of
Ideas/
Word
Choic
eD
eve
lopm
ent
of
Ideas/
Word
Choic
e
Voic
eV
oic
eV
oic
eV
oic
e
Conve
ntions/S
ente
nce
Flu
ency
Conve
ntions/S
ente
nce
Flu
ency
Conve
ntions/S
ente
nce
Flu
ency
Conve
ntions/S
ente
nce
Flu
ency
Pre
senta
tion
Pre
senta
tion
Pre
senta
tion
Pre
senta
tion
Name
Writing Minilessons Unit 3 • What Do Illustrators Do? 249
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Writing:
Order Steps
Read the steps below. Number them so they are in the correct order.
Put the bread in the toaster.
Take out a slice of bread.
Press down the button on the toaster.
Wait for the bread to pop up.
Eat and enjoy.
Carefully take the toast out of the toaster.
Extra Practice: Write the steps above in paragraph form. Use the
time-order words below.
first next then after that finally
Name
Writing MinilessonsUnit 3 • The Jones Family Express250
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Writing:
Sensory Words and
Detail
Read the steps below. Complete each step with a sensory detail.
Stir together flour, butter, sugar, eggs, and chocolate chips to make
a dough. Drop spoonfuls of cookie dough onto a cookie
sheet. Slide the cookie sheet into a oven. Bake until the
cookies look and smell . Let the cookies cool, and
then bite into a treat.
Extra Practice: Write steps for something else you know how to
make or do. Include sensory details to help readers picture each step.
Name
Writing Minilessons 251Unit 4 • Seven Spools of Thread 251
© M
ac
mil
lan
/Mc
Gra
w-H
ill
1. Read these sentences.
Jill said that she was going home. Amanda said that she was too.
This second set replaces these “telling” statements with dialogue that
gives a much clearer picture of what is happening. For example:
Jill said, “I’ve had enough of this. I’m going home.” “Me too,”
Amanda agreed. “I’ve never been so cold in my life.”
2. Rewrite these sentences. Try to SHOW how Paul and Jimmy, and then
Janet and Michael, were feeling by the kind of words that they use.
a. Paul said that he did not want to fi nish the game. Jimmy said that he
wanted to keep playing.
b. Janet asked who had the remote control. Michael said that Janet had
it last.
Extra Practice: Rewrite these sentences following the above instructions:
Theo said that he was done with his dinner. Mom said that he wasn’t.
Writing:
Create Dialogue
Name
Writing Minilessons252 Unit 4 • Nacho and Lolita
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Writing:
Dialogue and
Narration
1. Read the following TELLING sentences:
The turtle escaped. Mom and I were looking for it everywhere.
2. Now turn this into a dialogue. Use verbs that SHOW that the two people
were feeling upset.
Example:
I screamed, “The turtle is missing.” Then running downstairs, I begged
my mother, “Please stop what you are doing and help me look for the turtle
until we find it.”
3. Rewrite this again, substituting verbs that SHOW that the people are
feeling not at all concerned.
Extra Practice: Change the following TELLING sentence into a
dialogue using verbs that SHOW that the people are excited:
Kurt and Myles got ready for Juanita’s surprise party.
Name
Writing Minilessons 253Unit 4 • A Growing Interest
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Writing:
Rubric
Wri
tin
g R
ub
ric
4 E
xcelle
nt
3 G
ood
2 F
air
1 U
nsatisfa
cto
ry
Fo
cus a
nd C
ohere
nce
Fo
cus a
nd C
ohere
nce
Focus a
nd C
ohere
nce
Focus a
nd C
ohere
nce
Org
aniz
ation
Org
aniz
ation
Org
aniz
ation
Org
aniz
ation
Deve
lopm
ent
of
Ideas/
Word
Choic
eD
eve
lopm
ent
of
Ideas/
Word
Choic
eD
eve
lopm
ent
of
Ideas/
Word
Choic
eD
eve
lopm
ent
of
Ideas/
Word
Choic
e
Voic
eV
oic
eV
oic
eV
oic
e
Conve
ntions/S
ente
nce
Flu
ency
Conve
ntions/S
ente
nce
Flu
ency
Conve
ntions/S
ente
nce
Flu
ency
Conve
ntions/S
ente
nce
Flu
ency
Pre
senta
tion
Pre
senta
tion
Pre
senta
tion
Pre
senta
tion
Name
Writing Minilessons254 Unit 4 • Ramona and Her Father
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Writing:
Create Believable
Actions
1. Rewrite the following dialogue on the lines below and add action. Add
quotation marks around each character’s spoken words.
Where are you going? Millie asked.
I can’t tell you. It’s a secret, Jameel said.
Come on! Tell me, please! begged Millie.
2. Now do the same with the next two dialogues:
a. Does anyone want the rest of this cookie? asked Jonas.
No way, said Ramon. Those were nasty.
b. This is my favorite song. Turn it up! Stevie begged.
What? I can’t hear you, yelled Marta.
Extra Practice: Place quotation marks in the following dialogue:
Mom, have you seen my jeans? asked Danny.
No, Mom answered. Did you look in your drawer?
Oh yeah, Danny agreed. Good idea.
Name
Writing Minilessons 255Unit 4 • Out of This World!
© M
ac
mil
lan
/Mc
Gra
w-H
ill
1. Please read the following dialogue. The details that describe the setting
help to picture the moment. Notice that a comma goes inside the
quotation marks, and a period goes at the end. Example:
“I’m thirsty,” said Joe, as they walked down the crowded street.
“Me too,” agreed Byron. They stopped at the corner.
“Well, let’s stop at the next store,” Joe said.
2. Now rewrite these dialogues, adding details to describe the setting and
quotation marks, commas, and periods:
a. There aren’t enough seats complained Jaya
Go ask those people for their extra chair Mom said
I’m too shy Jaya whined
b. This movie is boring whispered Wilson
Yeah Frankie agreed
Then lets get out of here Wilson said
Extra Practice: Rewrite this dialogue, and add punctuation and
details about the setting:
I’m glad we got here before it closed Eva said
We’re lucky. We were almost out of gas noticed Tony
I’ll pump the gas, you pay ordered Eva
Writing:
Describe a Setting
Name
Writing MinilessonsUnit 5 • Penguin Chick256
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Writing:
Supporting Details
1. Read the topic and the 3 details.
Topic: Pandas
a. Pandas are big black and white bears.
b. My sister bought a toy panda at the zoo.
c. Pandas mostly eat bamboo.
2. Circle the two details that support the topic.
3. Choose one detail from below that supports the topic of “pandas.”
Pandas spend about 12 hours a day eating bamboo.
I once saw a movie about pandas.
I read a book about pandas, too.
4. Now, write a paragraph using the topic and 3 supporting details.
Name
Writing Minilessons Unit 5 • Animal Homes 257
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Read the topic sentence that tells the main idea. Then choose three
details that support that main idea. One detail does not belong. Write
the complete paragraph on the lines below. Don’t forget to indent the
first line.
Topic sentence: A prairie is a flat land covered with grass.
Details:
Prairies don’t have many trees.
Prairies don’t get much rain, so grass and flowers grow better than
trees.
There are many types of grass in the world.
Pioneers who first saw the prairies called them “a sea of grass.”
Writing:
Main Idea and Details
Name
Writing MinilessonsUnit 5 • Call of the Wild258
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Writing:
Rubric
Wri
tin
g R
ub
ric
4 E
xcelle
nt
3 G
ood
2 F
air
1 U
nsatisfa
cto
ry
Fo
cus a
nd C
ohere
nce
Fo
cus a
nd C
ohere
nce
Focus a
nd C
ohere
nce
Focus a
nd C
ohere
nce
Org
aniz
ation
Org
aniz
ation
Org
aniz
ation
Org
aniz
ation
Deve
lopm
ent
of
Ideas/
Word
Choic
eD
eve
lopm
ent
of
Ideas/
Word
Choic
eD
eve
lopm
ent
of
Ideas/
Word
Choic
eD
eve
lopm
ent
of
Ideas/
Word
Choic
e
Voic
eV
oic
eV
oic
eV
oic
e
Conve
ntions/S
ente
nce
Flu
ency
Conve
ntions/S
ente
nce
Flu
ency
Conve
ntions/S
ente
nce
Flu
ency
Conve
ntions/S
ente
nce
Flu
ency
Pre
senta
tion
Pre
senta
tion
Pre
senta
tion
Pre
senta
tion
Name
Writing Minilessons Unit 5 • Wilbur’s Boast 259
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Writing:
Transition Words and
Phrases
Fill in the blanks with transition words and phrases from the box
below.
next first after that finally therefore
I had always wanted to visit a dairy farm. (1) , I was excited
when my class arrived at Sunny Hill Farm. (2) we visited the
barn to see where the cows lived. (3) , a farmer showed us
how cows are milked. (4) , we got to taste milk and cheese
from the farm. (5) , it was time to go home. I hope I can
return to Sunny Hill Farm one day.
Extra Practice: Read the sentence below. Decide where it should go
in the paragraph. Rewrite the paragraph on the lines below.
In addition, we ate fresh ice cream.
Name
Writing MinilessonsUnit 5 • Unique Animals of the Southwest 260
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Writing:
Write a Conclusion
David’s teacher gave the class this writing assignment:
Write a research report about a wild animal. Your report should answer this question: What is important for people to know about the animal you chose? Why?
David wrote about bears. The topic of his report was how humans
should treat bears.
Here is the opening sentence of his report:
Humans should stay away from bears.
He wrote three paragraphs about his topic. Here are the main
ideas for each paragraph he wrote.
Bears will attack humans who invade the bear’s territory.
Bears get angry if they are surprised.
Mother bears fiercely protect their cubs.
Use the opening sentence and the main ideas to write a conclusion
for David’s report. The conclusion should be two or three sentences to
sum up David’s report.
Name
Writing Minilessons Unit 6 • Stone Soup 261
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Writing:
Facts and Opinions
Read each statement. Identify the statement as a fact or an opinion. Write F
for fact or O for opinion.
1. A rose is a fl ower.
2. Everyone likes to get fl owers.
3. I think tulips are prettier than roses.
4. The fl ower shop sells tulips and roses.
5. You can send fl owers to people.
6. I would rather get candy than fl owers.
Now write one fact and one opinion about flowers.
Fact:
Opinion:
Extra Practice: Write your opinion about a food. Include opinion words.
Then write a sentence that includes a fact that supports your opinion.
Name
Writing MinilessonsUnit 6 • The Strongest One 262
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Writing:
Supporting Details
1. Read:
Statement 1: People should be quiet in the library.
A. Sometimes you need to talk to a friend.
B. Noise bothers people who are trying to read.
My supporting detail:
2. Read:
Statement 2: I should be allowed to stay up later.
A. Staying up later would give me more time to do my homework.
B. I might sleep too late in the morning.
My supporting detail:
3. Read:
Statement 3: It is fun to play sports.
A. You can run around with your friends.
B. You can get hurt if you don’t wear the right equipment.
My supporting detail:
Extra Practice: Write two supporting details for the following statement:
It is important to do your homework.
Name
Writing Minilessons Unit 6 • Tales of the Trickster 263
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Writing:
Rubric
Wri
tin
g R
ub
ric
4 E
xcelle
nt
3 G
ood
2 F
air
1 U
nsatisfa
cto
ry
Fo
cus a
nd C
ohere
nce
Fo
cus a
nd C
ohere
nce
Focus a
nd C
ohere
nce
Focus a
nd C
ohere
nce
Org
aniz
ation
Org
aniz
ation
Org
aniz
ation
Org
aniz
ation
Deve
lopm
ent
of
Ideas/
Word
Choic
eD
eve
lopm
ent
of
Ideas/
Word
Choic
eD
eve
lopm
ent
of
Ideas/
Word
Choic
eD
eve
lopm
ent
of
Ideas/
Word
Choic
e
Voic
eV
oic
eV
oic
eV
oic
e
Conve
ntions/S
ente
nce
Flu
ency
Conve
ntions/S
ente
nce
Flu
ency
Conve
ntions/S
ente
nce
Flu
ency
Conve
ntions/S
ente
nce
Flu
ency
Pre
senta
tion
Pre
senta
tion
Pre
senta
tion
Pre
senta
tion
Name
Writing MinilessonsUnit 6 • Cook-a-Doodle-Doo!264
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Writing:
Strong Arguments
Read each statement. Choose the strong argument that supports it.
1. I should get an increase in my allowance.
A. I have started doing more chores, including taking out the trash.
B. My best friend’s parents raised his allowance.
2. It’s important to brush your teeth after meals.
A. You can eat more candy if you brush your teeth.
B. Brushing your teeth keeps them clean and healthy.
3. Our school should offer a music program.
A. I like to listen to the radio.
B. Many kids might like to learn to play a new instrument.
Now choose one of the opinions from above and write another strong
argument.
Extra Practice: Choose another opinion and write a second argument.
Include supporting details.
Name
Writing Minilessons Unit 6 • One Riddle, One Answer 265
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Writing:
Strong Words
Circle the weak word. Replace it with a stronger, more specific word
or phrase. Then write your new sentence.
Example: The weather was bad. The weather was cloudy, cold,
and rainy.
1. The show was good.
2. The car was nice.
3. The dress was pretty.
4. The food was bad.
5. My closet was full of stuff.
Extra Practice: Choose one of the sentences above and write another
sentence using strong words to give more information.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
266 Writing Journal Checklist
Name
STAGE 1 Establishing Habits
Write Journal Entries Practice Skill Drills Engage in Experience
Respond to Feedback Develop Vocabulary Share Writing
STAGE 2 Strengthening Voice
Exp
ressiv
e S
kills
Topic Development Moment Object Setting
Showing Include unique observations
Recognize showing and telling
Strong Verbs Recognize and use strong verbs
Sensory Detail Use multiple senses
Choose sensory detail effectively
Dialogue and Evidence I Include dialogue
Character Development Believable
Change and growth
Logical Structure I:
Distinguishing Moments
Use logical order
Distinguish moments
Tech
nic
al S
kills
Sentence Mechanics &
Usage I: The Complete
Sentence
Capitals and end punctuation
Parts of speech
Possessives
Commas in a series
Subject/Verb Agreement I With present tense
With simple past tense
Punctuating and
Formatting Dialogue &
Quotations
Quotation marks
Ex
cellen
t
Goo
d
Fair
U
nsa
tisf
act
ory
Wri
ting
Rub
ric
© M
acm
illan
/McG
raw
-Hill
• te
lls a
bo
ut
a b
elie
va
ble
pe
rso
na
l exp
eri
en
ce
an
d in
clu
de
s t
ho
ug
hts
an
d f
ee
ling
s
• p
rese
nts
eve
nts
in
co
rre
ct
ord
er
• g
uid
es t
he
re
ad
er
with
tim
e-o
rde
r w
ord
s
• u
se
s fi r
st
pe
rso
n a
nd
a
pe
rso
na
l vo
ice
• u
se
s e
asy-t
o-f
ollo
w
se
nte
nce
s t
ha
t va
ry;
is
fre
e o
r a
lmo
st
fre
e o
f
err
ors
• is
ea
sy t
o r
ea
d,
ne
at,
an
d c
on
sis
ten
tly
form
att
ed
• te
lls a
bo
ut
a p
ers
on
al
exp
eri
en
ce
an
d s
om
e
tho
ug
hts
an
d f
ee
ling
s
• te
lls e
ve
nts
in o
rde
r
• u
se
s t
ime
-ord
er
wo
rds
• u
se
s fi r
st
pe
rso
n
• u
se
s a
va
rie
ty o
f
co
mp
lete
se
nte
nce
s;
ha
s m
ino
r e
rro
rs t
ha
t d
o
no
t co
nfu
se
th
e r
ea
de
r
• is
mo
stly e
asy t
o r
ea
d
an
d m
ostly c
on
sis
ten
t
• te
lls a
bo
ut
a p
ers
on
al
exp
eri
en
ce
bu
t w
ith
fe
w
tho
ug
hts
an
d f
ee
ling
s
• in
clu
de
s e
ve
nts
ou
t o
f
ord
er
• u
se
s o
rdin
ary
lan
gu
ag
e
an
d d
oe
s n
ot
use
tim
e-
ord
er
wo
rds
• str
ays f
rom
fi r
st
pe
rso
n
• u
se
s a
lim
ite
d v
ari
ety
of
se
nte
nce
s;
ma
ke
s
err
ors
th
at
co
nfu
se
th
e
rea
de
r
• n
ot
alw
ays e
asy t
o r
ea
d
• d
oe
s n
ot
sh
are
a
pe
rso
na
l exp
eri
en
ce
• is
ha
rd t
o f
ollo
w
• u
se
s w
ord
s n
ot
co
nn
ecte
d t
o t
he
pu
rpo
se
• d
oe
s n
ot
use
fi r
st
pe
rso
n
an
d d
oe
s n
ot
co
nn
ect
with
re
ad
ers
• u
se
s r
un
-on
se
nte
nce
s
an
d s
en
ten
ce
fra
gm
en
ts;
ma
ke
s m
an
y s
eri
ou
s
err
ors
• is
diffi cu
lt t
o r
ea
d
be
ca
use
of
po
or
form
at
or
ha
nd
wri
tin
g
Writing Rubrics Unit 1 • Personal Narrative 267
4433
2211
Ex
cellen
t
Goo
d
Fair
U
nsa
tisf
act
ory
Wri
ting
Rub
ric
© M
acmillan/M
cGraw
-Hill
• p
rese
nts
an
inte
restin
g,
fully
-de
ve
lop
ed
de
scri
ptio
n
• is
org
an
ize
d c
lea
rly a
nd
log
ica
lly
• u
se
s t
ran
sitio
n w
ord
s
an
d p
recis
e w
ord
s
• co
nn
ects
with
re
ad
ers
an
d h
as a
str
on
g s
en
se
of
pu
rpo
se
• u
se
s v
ari
ed
se
nte
nce
typ
es a
nd
len
gth
s;
is
fre
e o
r a
lmo
st
fre
e o
f
err
ors
• is
ea
sy t
o r
ea
d,
ne
at,
an
d c
on
sis
ten
tly
form
att
ed
• p
rese
nts
a f
actu
al,
de
taile
d d
escri
ptio
n
• h
as a
log
ica
l fl o
w o
f
facts
an
d d
eta
ils
• u
se
s w
ord
s s
pe
cifi
c t
o
the
to
pic
an
d in
clu
de
s
tra
nsitio
n w
ord
s
• c
on
ne
cts
with
re
ad
ers
an
d h
as a
se
nse
of
pu
rpo
se
• u
se
s a
va
rie
ty o
f
se
nte
nce
s;
ha
s m
ino
r
err
ors
th
at
do
no
t
co
nfu
se
th
e r
ea
de
r
• is
mo
stly e
asy t
o r
ea
d
an
d m
ostly c
on
sis
ten
t
• p
rese
nts
a w
ea
k
de
scri
ptio
n w
ith
to
o f
ew
de
tails
• p
rese
nts
info
rma
tio
n in
a p
oo
rly o
rga
niz
ed
wa
y
• u
se
s v
ag
ue
or
ina
ccu
rate
wo
rds o
r
ph
rase
s
• d
oe
s n
ot
co
nn
ect
we
ll
with
re
ad
ers
• u
se
s a
lim
ite
d v
ari
ety
of
se
nte
nce
s;
ma
ke
s
err
ors
th
at
co
nfu
se
th
e
rea
de
r
• is
no
t a
lwa
ys e
asy t
o
rea
d
• d
oe
s n
ot
de
scri
be
or
exp
lain
th
e s
ub
ject
• is
org
an
ize
d p
oo
rly a
nd
is h
ard
to
fo
llow
• u
se
s b
asic
or
co
nfu
sin
g
vo
ca
bu
lary
• do
es n
ot c
onne
ct w
ith
read
ers
• in
clu
de
s in
co
mp
lete
an
d
ch
op
py s
en
ten
ce
s
• m
ake
s m
an
y s
eri
ou
s
err
ors
; is
diffi cu
lt t
o r
ea
d
be
ca
use
of
po
or
form
at
or
ha
nd
wri
tin
g
268 Unit 2 • Expository Essay Writing Rubrics
4433
2211
Ex
cellen
t
Goo
d
Fair
U
nsa
tisf
act
ory
Wri
ting
Rub
ric
© M
acm
illan
/McG
raw
-Hill
• p
rese
nts
de
taile
d s
tep
-
by-s
tep
dir
ectio
ns f
or
an
activity
• o
rga
niz
es s
tep
s
log
ica
lly a
nd
eff
ective
ly
• u
se
s a
va
rie
ty o
f
de
scri
ptive
wo
rds
• w
rite
s t
o a
sp
ecifi
c
pe
rso
n f
or
a c
lea
r
pu
rpo
se
• in
clu
de
s v
ari
ed
se
nte
nce
s t
ha
t fl o
w;
use
s c
orr
ect
lett
er
form
at
an
d is
fre
e o
r
alm
ost
fre
e o
f e
rro
rs
• is
ea
sy t
o r
ea
d,
ne
at,
an
d c
on
sis
ten
tly
form
att
ed
• p
rese
nts
ste
p-b
y-s
tep
dir
ectio
ns f
or
an
activity
• o
rga
niz
es s
tep
s
log
ica
lly
• u
se
s d
escri
ptive
wo
rds
• w
rite
s t
o a
pe
rso
n f
or
a
pu
rpo
se
• in
clu
de
s c
lea
r a
nd
va
rie
d s
en
ten
ce
s;
use
s
lett
er
form
at
an
d h
as
min
or
err
ors
th
at
do
no
t
co
nfu
se
th
e r
ea
de
r
• is
mo
stly e
asy t
o r
ea
d
an
d m
ostly c
on
sis
ten
t
• p
rese
nts
so
me
de
tails
ab
ou
t a
n a
ctivity
• p
uts
ste
ps o
ut
of
ord
er
• u
se
s f
ew
de
scri
ptive
wo
rds
• w
rite
s t
o a
pe
rso
n b
ut
pu
rpo
se
is n
ot
cle
ar
• in
clu
de
s s
imp
le
se
nte
nce
s a
nd
ha
s
pro
ble
ms w
ith
co
mp
lex
se
nte
nce
s;
do
es n
ot
inclu
de
all
pa
rts o
f a
lett
er
an
d m
ake
s e
rro
rs
tha
t co
nfu
se
th
e r
ea
de
r
• is
no
t a
lwa
ys e
asy t
o
rea
d
• d
oe
s n
ot
pre
se
nt
ste
ps
for
an
activity
• h
as n
o lo
gic
al
org
an
iza
tio
n
• d
oe
s n
ot
use
de
scri
ptive
wo
rds a
nd
mis
use
s w
ord
s
• d
oe
s n
ot
wri
te t
o a
sp
ecifi
c p
ers
on
or
wri
tes
with
ou
t p
urp
ose
• in
clu
de
s in
co
mp
lete
an
d
co
nfu
sin
g s
en
ten
ce
s;
do
es n
ot
follo
w le
tte
r
form
at
an
d m
ake
s m
an
y
se
rio
us e
rro
rs
• is
diffi cu
lt t
o r
ea
d
be
ca
use
of
po
or
form
at
or
ha
nd
wri
tin
g
Writing Rubrics Unit 3 • How-to Letter 269
4433
2211
Ex
cellen
t
Goo
d
Fair
U
nsa
tisf
act
ory
Wri
ting
Rub
ric
© M
acmillan/M
cGraw
-Hill
• te
lls a
n e
nte
rta
inin
g,
we
ll-d
eve
lop
ed
sto
ry
• te
lls e
ve
nts
in a
log
ica
l
an
d e
asy-t
o-f
ollo
w o
rde
r
• in
clu
de
s d
eta
iled
de
scri
ptio
ns
• u
se
s a
cle
ar
vo
ice
an
d
eff
ective
dia
log
ue
• in
clu
de
s a
va
rie
ty o
f
se
nte
nce
s t
ha
t fl o
w;
is
fre
e o
r a
lmo
st
fre
e o
f
err
ors
• is
ea
sy t
o r
ea
d,
ne
at,
an
d c
on
sis
ten
tly
form
att
ed
• te
lls a
n in
tere
stin
g s
tory
• o
rde
rs e
ve
nts
co
rre
ctly
• u
se
s w
ord
s t
ha
t b
rin
g
acro
ss d
eta
ils
• u
se
s a
cle
ar
vo
ice
an
d
dia
log
ue
• in
clu
de
s a
va
rie
ty o
f
co
mp
lete
se
nte
nce
s;
ha
s m
ino
r e
rro
rs t
ha
t d
o
no
t co
nfu
se
th
e r
ea
de
r
• is
mo
stly e
asy t
o r
ea
d
an
d m
ostly c
on
sis
ten
t
• te
lls a
ba
sic
sto
ry
• in
clu
de
s s
om
e e
ve
nts
ou
t o
f o
rde
r
• u
se
s w
ord
s t
ha
t d
o n
ot
bri
ng
acro
ss d
eta
ils w
ell
• str
ays f
rom
a c
lea
r p
oin
t
of
vie
w a
nd
ha
s w
ea
k
dia
log
ue
• u
se
s a
lim
ite
d v
ari
ety
of
se
nte
nce
s;
ma
ke
s
err
ors
th
at
co
nfu
se
th
e
rea
de
r
• is
no
t a
lwa
ys e
asy t
o
rea
d
• d
oe
s n
ot
tell
a s
tory
• te
lls e
ve
nts
ou
t o
f o
rde
r
• u
se
s f
ew
or
no
de
scri
ptive
wo
rds
• h
as n
o c
lea
r p
oin
t o
f
vie
w a
nd
no
dia
log
ue
• u
se
s in
co
mp
lete
or
run
-
on
se
nte
nce
s
• m
ake
s m
an
y s
eri
ou
s
err
ors
; is
diffi cu
lt t
o r
ea
d
be
ca
use
of
po
or
form
at
or
ha
nd
wri
tin
g
270 Unit 4 • Fictional Narrative Writing Rubrics
4433
2211
Ex
cellen
t
Goo
d
Fair
U
nsa
tisf
act
ory
Wri
ting
Rub
ric
© M
acm
illan
/McG
raw
-Hill
• u
se
s w
ell-
rese
arc
he
d
info
rma
tio
n t
o s
tate
a
cle
ar
top
ic
• is
log
ica
lly o
rga
niz
ed
into
intr
od
uctio
n,
bo
dy,
an
d c
on
clu
sio
n
• u
se
s t
ran
sitio
n
wo
rds a
nd
accu
rate
vo
ca
bu
lary
• ca
ptu
res r
ea
de
rs’
inte
rest
• h
as s
en
ten
ce
s t
ha
t fl o
w
sm
oo
thly
; is
fre
e o
r
alm
ost
fre
e o
f e
rro
rs
• is
ea
sy t
o r
ea
d,
ne
at,
an
d c
on
sis
ten
tly
form
att
ed
• s
up
po
rts t
he
to
pic
with
so
lid r
ese
arc
h
• h
as a
log
ica
l fl o
w o
f
facts
an
d d
eta
ils t
ha
t
su
pp
ort
ea
ch
ma
in id
ea
• u
se
s w
ord
s s
pe
cifi
c t
o
the
to
pic
an
d in
clu
de
s
tra
nsitio
n w
ord
s
• s
ho
ws in
tere
st
in t
he
top
ic
• u
se
s a
va
rie
ty o
f e
asy-
to-f
ollo
w s
en
ten
ce
s;
ha
s
min
or
err
ors
th
at
do
no
t
co
nfu
se
th
e r
ea
de
r
• is
mo
stly e
asy t
o r
ea
d
an
d m
ostly c
on
sis
ten
t
• p
rese
nts
lim
ite
d
rese
arc
h a
nd
ha
s a
we
ak t
op
ic
• g
ive
s li
ttle
info
rma
tio
n
an
d is
po
orl
y o
rga
niz
ed
• u
se
s f
ew
tra
nsitio
n
wo
rds a
nd
po
or
vo
ca
bu
lary
• sh
ow
s in
co
nsis
ten
t
invo
lve
me
nt
with
th
e
top
ic
• u
se
s o
nly
sim
ple
or
ha
rd-t
o-f
ollo
w
se
nte
nce
s;
ma
ke
s
fre
qu
en
t e
rro
rs t
ha
t
co
nfu
se
th
e r
ea
de
r
• is
no
t a
lwa
ys e
asy t
o
rea
d
• d
oe
s n
ot
inclu
de
rese
arc
h o
r p
rovid
e
facts
ab
ou
t th
e t
op
ic
• o
ffe
rs li
ttle
or
no
info
rma
tio
n a
nd
ha
s n
o
log
ica
l org
an
iza
tio
n
• u
se
s in
accu
rate
or
co
nfu
sin
g v
oca
bu
lary
• sh
ow
s li
ttle
inte
rest
in
the
to
pic
or
au
die
nce
• u
se
s f
rag
me
nts
an
d
run
-on
se
nte
nce
s;
ma
ke
s s
eri
ou
s a
nd
rep
ea
ted
err
ors
• is
diffi cu
lt t
o r
ea
d
be
ca
use
of
po
or
form
at
or
ha
nd
wri
tin
g
Writing Rubrics Unit 5 • Research Report 271
4433
2211
Ex
cellen
t
Goo
d
Fair
U
nsa
tisf
act
ory
Wri
ting
Rub
ric
© M
acmillan/M
cGraw
-Hill
• p
rese
nts
a c
on
vin
cin
g
arg
um
en
t w
ith
a c
lea
r
op
inio
n
• u
se
s t
ran
sitio
ns a
nd
a
log
ica
l ord
er
• u
se
s o
pin
ion
wo
rds a
nd
pe
rsu
asiv
e w
ord
s
• co
nn
ects
to
re
ad
ers
with
a s
tro
ng
pu
rpo
se
• u
se
s a
va
rie
ty o
f
se
nte
nce
s;
is f
ree
or
alm
ost
fre
e o
f e
rro
rs
• is
ea
sy t
o r
ea
d,
ne
at,
an
d c
on
sis
ten
tly
form
att
ed
• p
rese
nts
a c
on
vin
cin
g
arg
um
en
t
• is
org
an
ize
d
• u
se
s p
ers
ua
siv
e w
ord
s
• u
se
s a
pe
rso
na
l vo
ice
• m
ostly u
se
s a
va
rie
ty
of
se
nte
nce
s;
ha
s
min
or
err
ors
th
at
do
no
t
co
nfu
se
th
e r
ea
de
r
• is
mo
stly e
asy t
o r
ea
d
an
d m
ostly c
on
sis
ten
t
• p
rese
nts
a m
ostly
co
nvin
cin
g a
rgu
me
nt
• d
oe
s n
ot
use
a lo
gic
al
org
an
iza
tio
n
• u
se
s w
ord
s t
ha
t h
ave
little
eff
ect
on
re
ad
ers
• h
as d
iffi cu
lty k
ee
pin
g a
pe
rso
na
l vo
ice
• is
ch
op
py a
nd
aw
kw
ard
;
ma
ke
s e
rro
rs t
ha
t
co
nfu
se
th
e r
ea
de
r
• is
no
t a
lwa
ys e
asy t
o
rea
d
• d
oe
s n
ot
pre
se
nt
an
op
inio
n
• is
po
orl
y o
rga
niz
ed
• u
se
s w
ord
s t
ha
t d
o n
ot
fi t
the
pu
rpo
se
• h
as n
o p
ers
on
al v
oic
e
an
d d
oe
s n
ot
co
nn
ect
with
re
ad
ers
• u
se
s in
co
mp
lete
se
nte
nce
s;
ma
ke
s
ma
ny s
eri
ou
s e
rro
rs
• is
diffi cu
lt t
o r
ea
d
be
ca
use
of
po
or
form
at
or
ha
nd
wri
tin
g
272 Unit 6 • Persuasive Letter Writing Rubrics
4433
2211
Ex
cellen
t
Goo
d
Fair
U
nsa
tisf
act
ory
Wri
ting
Rub
ric
© M
acm
illan
/McG
raw
-Hill
• F
oc
us
an
d C
oh
ere
nc
e
• O
rga
niz
ati
on
• D
ev
elo
pm
en
t o
f
Ide
as
/Wo
rd C
ho
ice
• V
oic
e
• C
on
ve
nti
on
s/S
en
ten
ce
Flu
en
cy
• P
res
en
tati
on
• F
oc
us
an
d C
oh
ere
nc
e
• O
rga
niz
ati
on
• D
ev
elo
pm
en
t o
f
Ide
as
/Wo
rd C
ho
ice
• V
oic
e
• C
on
ve
nti
on
s/S
en
ten
ce
Flu
en
cy
• P
res
en
tati
on
• F
oc
us
an
d C
oh
ere
nc
e
• O
rga
niz
ati
on
• D
ev
elo
pm
en
t o
f
Ide
as
/Wo
rd C
ho
ice
• V
oic
e
• C
on
ve
nti
on
s/S
en
ten
ce
Flu
en
cy
• P
res
en
tati
on
• F
oc
us
an
d C
oh
ere
nc
e
• O
rga
niz
ati
on
• D
ev
elo
pm
en
t o
f
Ide
as
/Wo
rd C
ho
ice
• V
oic
e
• C
on
ve
nti
on
s/S
en
ten
ce
Flu
en
cy
• P
res
en
tati
on
Writing Rubrics 273
4433
2211
Ex
cellen
t
Goo
d
Fair
U
nsa
tisf
act
ory
© M
acmillan/M
cGraw
-Hill
Wri
ting
Rub
ric
274 Writing Rubrics
4433
2211
© M
acm
illan
/McG
raw
-Hill
Ex
cellen
tVe
ry G
ood
Goo
d F
air
Po
orUn
sati
sfact
ory
Wri
ting
Rub
ric
• F
oc
us
an
d
Co
he
ren
ce
• O
rga
niz
ati
on
• D
ev
elo
pm
en
t
of
Ide
as
/Wo
rd
Ch
oic
e
• V
oic
e
• C
on
ve
nti
on
s/
Se
nte
nc
e
Flu
en
cy
• P
res
en
tati
on
6655
4411
2233
• F
oc
us
an
d
Co
he
ren
ce
• O
rga
niz
ati
on
• D
ev
elo
pm
en
t
of
Ide
as
/Wo
rd
Ch
oic
e
• V
oic
e
• C
on
ve
nti
on
s/
Se
nte
nc
e
Flu
en
cy
• P
res
en
tati
on
• F
oc
us
an
d
Co
he
ren
ce
• O
rga
niz
ati
on
• D
ev
elo
pm
en
t
of
Ide
as
/Wo
rd
Ch
oic
e
• V
oic
e
• C
on
ve
nti
on
s/
Se
nte
nc
e
Flu
en
cy
• P
res
en
tati
on
• F
oc
us
an
d
Co
he
ren
ce
• O
rga
niz
ati
on
• D
ev
elo
pm
en
t
of
Ide
as
/Wo
rd
Ch
oic
e
• V
oic
e
• C
on
ve
nti
on
s/
Se
nte
nc
e
Flu
en
cy
• P
res
en
tati
on
• F
oc
us
an
d
Co
he
ren
ce
• O
rga
niz
ati
on
• D
ev
elo
pm
en
t
of
Ide
as
/Wo
rd
Ch
oic
e
• V
oic
e
• C
on
ve
nti
on
s/
Se
nte
nc
e
Flu
en
cy
• P
res
en
tati
on
• F
oc
us
an
d
Co
he
ren
ce
• O
rga
niz
ati
on
• D
ev
elo
pm
en
t
of
Ide
as
/Wo
rd
Ch
oic
e
• V
oic
e
• C
on
ve
nti
on
s/
Se
nte
nc
e
Flu
en
cy
• P
res
en
tati
on
Writing Rubrics 275
© M
acmillan/M
cGraw
-Hill
Ex
cellen
tVe
ry G
ood
Goo
d F
air
Po
orUn
sati
sfact
ory
Wri
ting
Rub
ric
6655
4411
2233
276 Writing Rubrics
© M
ac
mil
lan
/Mc
Gra
w-H
ill
277Unit 1 • Personal NarrativeAnchor Papers
Anchor PapersPersonal Narrative Score: 1 Point
Focus and Coherence The narrative as a
whole is not focused. Some details do not
relate to the main idea. The narrative also has
a weak introduction and conclusion.
Organization Transitions are weak, and
some events are told out of order, making the
story hard to follow.
Development of Ideas/Word Choice The
writer presents a few ideas but provides little
or no development. Word choice is somewhat
limited and does not help the reader visualize
the events.
Voice The narrative is told in the first person,
but there is minimal sense of the writer’s indi-
vidual voice.
Conventions/Sentence Fluency There are
many errors in spelling, capitalization, and
punctuation. The errors weaken the narrative,
causing an overall lack of fluency.
Jen’s Car Tripby Larry C.
My famile drived to visit my Granpa in springfield. Jen hates her car seat, shes my baby sister. She realy likes to eat mashed up pears. I knew they’re would be truble.
I tryed playing with her she just kept throwing things. Even Mom couldn’t get her to stop. Jen cried and through stuff.
When Dad got in the back seat with us Jen fell asleep. She snores!
I felt better then.
I gave her a big kiss when she waked up. I was sitting in the back seat with her.
277
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Anchor PapersUnit 1 • Personal Narrative278
Anchor PapersPersonal Narrative Score: 2 Points
Focus and Coherence The writing is
generally focused, but there is some
extraneous information. The narrative
lacks an effective introduction.
Organization The organizational strategy
is somewhat undeveloped, and ideas are
not always presented in a logical order. The
writing displays a limited use of effective
transitions.
Development of Ideas/Word Choice
The writer briefly explains ideas, but
development is inconsistent. Word choice
is adequate, though some choices are
predictable and vague.
Voice The writer seems interested in relating
her story, but the narrative does not have a
particularly engaging or unique tone.
Conventions/Sentence Fluency
The narrative contains grammatical errors
and misspellings. There are several sentence
fragments. The errors don’t interfere with
clarity but do weaken overall fluency.
Spring at the Ranchby Keri L.
My dad’s friend owns the ranch. Dad worked there when he was younger. He wanted I and Mom to see it, too. Baby animals are so cute! It’s only sheep though, no cows or chicks.
When I first got there, I thought Bill’s ranch was very peaceful. Bill raises lots of sheep. The wide green pastyers and the herds of fluffy sheep. The ranch is a busy place though. Most of the sheep gets sheered for wool. Blankets, sweaters, stuff like that. Dad explaned that sheering can’t hurt them.
My favorite thing was seeing the spring lambs. They looked so sweet! They stayed close to the mothers. One lamb had no mother. Mom and me feeded this little one with a baby bottle. It was a really good trip and the plane ride was fun. I would go there again.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
279Anchor Papers Unit 1 • Personal Narrative
Anchor Papers
A Weekend in New York Cityby Frank M.
When my family and I visited New York City I really did not know what to expect. We took a taxi from the airport and drove over a long bridge. It was night, the city was lit up with twinkling lights. Last vacation we went to Canada.
The next morning we esplored New York. We walked up Fifth Avenue, a busy street with lots of fancy stores. The buildings were so tall, you almost forgot about the sky. Then we reached Central Park. The strangest thing was that there were horses and carrages lined up all along the street.
“Is that how lots of people travel here?” I asked Mom.
She laughed and said, No, they take buses and subways. The horse carrages are just for fun.”
My brother and I wanted to ride the subway. It was really superfast. When it was time to go back home, Dad said, “What was your favorite part, boys?
We both said “The subway!
Personal Narrative Score: 3 Points
Focus and Coherence The narrative as a
whole is mostly focused and has a sense of
completeness. It includes an introduction and
ends cleverly.
Organization The writing demonstrates a
planned organizational pattern. Ideas are
presented in a logical order, and the writer
uses effective and meaningful transitions.
Development of Ideas/Word Choice
Ideas are developed for the most part. The
writer uses descriptive words that add to the
reader’s understanding and appreciation of
the ideas.
Voice The writer is able to convey a
conversational tone and adequately creates a
unique voice. For the most part, the narrative
sounds authentic and original. Dialogue is
used effectively.
Conventions/Sentence Fluency Frequently
used words are spelled correctly, with few
other misspellings. There is one run-on
sentence, but grammatical usage is generally
correct. Several minor errors in punctuation
do not affect overall fluency.
279
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Anchor PapersUnit 1 • Personal Narrative280
Anchor PapersPersonal Narrative Score: 4 Points
A Camping Surpriseby Carmen J.
Last summer, my family and I went on our first camping trip. We visited a beautiful lake near our town. I was excited about hiking and swimming.
First, we set up our tent and ate the sandwiches we brought. Then, we sang lively songs and told terrifying stories. I had so much fun! I was really tired when I went to sleep.
The next morning, strange noises woke me up. I curled up in my sleeping bag and didn’t make a sound. Finally, I dared to go outside. I saw squirrels were dropping acorns on the roof of the tent. A minute later, I tripped over my backpack. I had left it out by mistake and raccoons had ripped it open in the night. They stole nuts, fruit, and potato chips. I will never make that mistake again!
Focus and Coherence The narrative is
focused on a clear topic and has a sense
of completeness. It has a meaningful
introduction and conclusion.
Organization The progression of ideas is
orderly, smooth, and controlled. Appropriate
transitions make the sequence of events clear
and easy to follow.
Development of Ideas/Word Choice
Specific, vivid language contributes to the
rich development of ideas.
Voice The writer uses a conversational
tone that is lively, interesting, and funny. The
narrative sounds authentic and original.
Conventions/Sentence Fluency The
grammar, punctuation, and spelling are
mostly correct. Sentence structure is varied,
and sentences flow smoothly.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
281Anchor Papers Unit 2 • Expository Writing 281
Anchor PapersExpository Writing Score: 1 Point
The new Gurlby Katie J.
Laura came to San antonio last aprel. From far away.
She is in third grad. She came from Orgon. She is in my clas. Her brothers names Charlie and Joe. My brothers name Charlie to.
San antonio is a nice place. Laura is verry nice and pritty to. She likes it verry much.
Focus and Coherence The writing is not well
focused and there are several extraneous
details. The composition has little sense of
completeness, with no introduction or
conclusion.
Organization The writer uses no transitions,
and there is no logical progression from
sentence to sentence or paragraph to
paragraph.
Development of Ideas/Word Choice The
writer provides several ideas but does not
develop them. Words and phrases are vague.
Voice The writing does not express a
personal voice. The writer shows little
involvement with the topic.
Conventions/Sentence Fluency Sentence
fragments and other errors in grammar,
spelling, and mechanics make the writing
hard to follow. Many sentences are also short
and choppy.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
282 Anchor PapersUnit 2 • Expository Writing
Anchor PapersExpository Writing Score: 2 Points
Betty is my best frendby Tosha K.
Betty and me made a club. We have a club in the back of her house. It is call the Esplorers Club. Nobody else can be in the Esplorers Club. Only Betty and Me. Betty is my best frend.
Peopel some times have very spechal frends. Betty is my spechal frend. Betty is my best frend. Betty and me are frends since first grade.
Esplorers make maps. They make lot of maps. Bettys mom bakes cookies in her kichen. Betty and me make a map to the kichen. We follow our map to Bettys moms kichen. Her mom gives cookies to us. We are best friends. Betty is spechal. She is Esplorer like me. Only Betty and me are in Esplorers Club. Bettys mom makes good cookies.
Focus and Coherence The writing is
minimally focused on the topic, with many
unrelated details. The introduction appears in
the second paragraph and is weak. There is
also no conclusion.
Organization The writer demonstrates an
attempt to organize each paragraph, but the
strategy is not effective. The writing also
needs transitions.
Development of Ideas/Word Choice The
writer attempts to develop some ideas, but
the level of repetition interferes with the
reader’s interest and understanding. Word
choice is limited and predictable.
Voice The tone of the writing is somewhat
conversational, but the writer does not
express an individual perspective.
Conventions/Sentence Fluency There are
errors in spelling, capitalization, punctuation,
and grammar throughout the composition.
There is little variation in sentence structure;
most sentences are complete but use simple
constructions.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
283Anchor Papers Unit 2 • Expository Writing 283
Anchor PapersExpository Writing Score: 3 Points
My Friend, Mikeby Billy O.
A person does not have to be special to be someone’s friend. With my friend, Mike, though, it is obvious to see just how special he is.
Mike is an outstanding athelete with the Special Olympics. He trains every week and still has taken time to be my coach. Mike has helped me with soccer and stuff. I never really liked sports before we became friends. I guess I was just lazy. Mike taught me to train by beating my own numbers. This has made playing sports a lot more fun for me. I will probably never be an athlete.
When I watch mike compeet, I am so proud of him. All his hard work can be seen in his focus and his results. Mike has been picked to take part in the World Summer Games in shanghai this October. This is the second time these games have been played outside the United States and the first time they will be held in Asia. Team USA—California is sending 22 atheletes to these games, and Mike is one of those atheletes.
I told Mike that we will be training hard this summer because we are in this together. After all, that is what best friends do!
Focus and Coherence Most of the writing
contributes to the development of the
composition as a whole. The piece includes a
good introduction and conclusion.
Organization For the most part, the writer
maintains a logical structure and progression
of information throughout. There are some
effective transitions.
Development of Ideas/Word Choice Some
ideas are developed more thoroughly than
others, but the overall development is strong.
The writer uses effective descriptive words
throughout the piece.
Voice The writing has a conversational tone
and is engaging to readers through most of
the composition. The writer is generally able
to express his individual perspective.
Conventions/Sentence Fluency There are
some errors in spelling and punctuation, but
they do not disrupt the fluency of the piece as
a whole. For the most part, sentences flow
naturally from one to another.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
284 Anchor PapersUnit 2 • Expository Writing
Anchor PapersExpository Writing Score: 4 Points
Championship Basketball Gamesby Tony R.
My favorite place to go is to an action-packed championship basketball game. I love the heart-pounding feeling I get at these exciting games.
The players’ sneakers squeak on the slick floor as they bound down the court and dribble the ball. I usually hold my breath when the star player, Bobby Bennett, lobs the ball into the basket.
It’s fun to sit in the crowded bleachers, packed in with the other fans, the buttery smell of popcorn filling my nose. We can’t stay still when the cheerleaders jump and shout. They make everyone excited.
The most thrilling kind of game is when it is close until the final minute. When our team, the Rockets, shoots the winning basket, fans roar. At the end of a basketball game, I can’t wait to go to the next one.
Focus and Coherence The composition and
its individual paragraphs are focused and
complete. The introduction and conclusion
are meaningful and add depth to the piece.
Organization The writer’s progression of
thought is smooth and controlled. Transitions
are effective and natural.
Development of Ideas/Word Choice The
composition presents ideas in a thoughtful
and insightful way. The writer’s choice of
words is outstanding. He uses descriptive
adjectives and strong verbs to great effect.
Voice The composition sounds authentic and
original. The tone is engaging and
conversational.
Conventions/Sentence Fluency The writer
shows a consistent command of spelling,
capitalization, punctuation, and grammar.
Sentence structure is varied, and sentences
flow smoothly from one to another.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
285Anchor Papers Unit 3 • How-to Letter 285
Anchor PapersHow-to Letter Score: 1 Point
7 Dennis Road
Austin TX 78715
Dear Naomi
Here is a birthday present for your mom. I made a treasure box for my mom. Her birthday is december 4.
Look around the house for a box. Paist a picture on it? Paist other things on it. Flowers will look nice. My mother likes roses best. Buttens might look good. Be sure to write the words TREASURES BOX on the box. You can find different kinds of boxes.
Kelsey
Focus and Coherence The letter seems
incomplete, with a weak introduction and no
conclusion. It is also somewhat unfocused.
There are some extraneous details.
Organization Thoughts do not progress
logically from one to another. The absence of
transition words makes the directions hard to
follow.
Development of Ideas/Word Choice Some
information is omitted, creating gaps between
ideas. The vague words and lack of descriptive
details make it hard to visualize the process
and final product.
Voice There is little sense of the writer’s
individual or unique voice. The letter sounds
disjointed and stilted and does not engage
the reader.
Conventions/Sentence Fluency The letter
is missing a date and closing, and commas
are missing in the heading and salutation.
In addition, multiple errors in spelling,
punctuation, and capitalization make the
letter hard to follow. Short and incomplete
sentences make the writing choppy.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
286 Anchor PapersUnit 3 • How-to Letter
Anchor PapersHow-to Letter Score: 2 Points
1610 Buena vista Drive
Kerrville, TX 78028
November 17, 20– –
Dear Aunt Yasmin
Do you want to try a new hobby? If you want to make a bead neckliss, here’s all the steps you’ll need. Buy the beads you like. Bigger holes are easier to string. Also you need stretchy string or wire plus hooks and crimp beads, those are the ones that hold the other beads in place. With stretchy you don’t need hooks.
Next you desine. How do you want you neckless to look. How I do the next part is, I put the hook on one end of the wire. Put the crimp bead on and make a loop around the hook. You will do the same thing with the ring on the other end when all the beads are on. Press the crimp bead with plyers. A special tool called a crimper, too.
So now you put the beads on, right? The ring gets another crimp bead to hold it on tight just like at the other end. If you doing it right the beads don’t fall off. That’s it! Tell me if you make one.
Love,
Jelani
Focus and Coherence The letter is
somewhat unfocused. The writer shifts
quickly between ideas, though the reader
is able to follow the steps to some extent.
There is an introduction and a conclusion,
but they are not strong.
Organization The writer has tried to put the
steps in order, with some lapses. The letter
makes limited use of transition words; better
transitions would help the reader be able to
follow the directions.
Development of Ideas/Word Choice The
writer attempts to develop each step of the
process, with inconsistent results. The writer’s
use of vague words makes the steps unclear.
Voice The writer does not express an
inviting, personal tone. The language is
somewhat awkward and stilted.
Conventions/Sentence Fluency All letter
parts are included, but there is a capitalization
error in the heading and a missing comma
in the salutation. Within the letter, errors in
spelling, punctuation, and grammar
sometimes impede meaning. Some effort
has been made to include varied sentence
structure, but most are simple constructions,
including some fragments.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
287Anchor Papers Unit 3 • How-to Letter 287
Anchor PapersHow-to Letter Score: 3 Points
135 Sullivan Street
El Paso TX 79924
May 27, 20– –
Dear Kevin,
I thought of something you could do to entertain your younger cousin when she comes to visit. Does she like to play with play dough? It’s easy to make play dough right at home. Follow these simple steps. Be sure to ask a grownup for help with the stove.
First, get your materials together. You will need a cup of flour a cup of warm water, two teaspoons of cream of tarter. Also a teaspoon of oil (corn oil is good) one qwarter cup of salt and some food coloring.
Next, mix up all these engredients in a big cooking pot. The food coloring should go in last. Here is the part to ask a grownup for help. Put the pot on the stove. Stir and don’t stop. Heat up the mixtrue. When it looks smooth take the dough from the pot. Then you knead it (that means smush it) until the dough feels smooth. Don’t burn it when you are doing the cooking part.
Last, put the dough in a plastik bag or other container. You can play with it when it is cool. Be sure to always put it away again so it doesn’t dry out. Have fun!
Your cousin,
Mitchell
Focus and Coherence Every paragraph is
focused on the topic. The introduction and
conclusion establish purpose and closure and
provide a sense of completeness.
Organization A strong organizational sense
is evident. Steps and details are mostly in
order. Transitions, including time-order and
spatial words, contribute to the reader’s
understanding of the process.
Development of Ideas/Word Choice The
writer develops ideas well, and ideas flow
smoothly from one to the next, for the most
part. Word choice is generally clear.
Voice The writer attempts to engage the
reader and is successful to some extent. The
tone of the letter is generally conversational.
Conventions/Sentence Fluency There is
a missing comma in the heading. In the
letter itself, the minor errors in spelling and
punctuation do not impede communication.
For the most part, sentences flow smoothly
and naturally.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
288 Anchor PapersUnit 3 • How-to Letter
Anchor PapersHow-to Letter Score: 4 Points
3256 Broad Street
Houston, TX 77033
January 20, 20– –
Dear Lucas,
I miss having you as my next-door neighbor, but I hope you like your new house. You can have a great time decorating your bedroom! My brother and I really enjoyed doing it! You can do the same thing.
First, choose a theme for your room. We both love basketball, so we picked basketball as our theme. Then, look around for anything you own that fits your theme. In our closet, we discovered an old basketball hoop and put it over the top of our waste basket. Now we can take a shot every time we throw something out! We lined up our collection of basketball trading cards underneath the glass on top of our desks.
Next, ask your parents if you can hang posters on the walls. If they say yes, ask them to help you hang them. My posters show basketball stars. You can also make your own pictures, using paper, crayons, or markers. For example, I know you like music, so you can draw your favorite musicians.
Finally, enjoy your special room! I’ll look forward to seeing it when my parents and I visit your family this summer.
Your friend,
Alex
Focus and Coherence The writer gives
interesting information about a central topic.
All the details are clearly expressed, and
there is no irrelevant information. A strong
introduction and conclusion add to the
effectiveness of the letter.
Organization The writer’s progression of
thought from sentence to sentence is smooth
and controlled. Transitional devices help show
steps in sequence.
Development of Ideas/Word Choice The
writer’s presentation of ideas is thoughtful
and creative. He is able to develop each idea
in depth. Precise word choices enhance the
quality of the content.
Voice The writer sustains an engaging and
personal tone throughout. The letter sounds
authentic and sincere.
Conventions/Sentence Fluency The letter
shows a strong command of spelling and
grammar conventions. Sentence structure is
varied, and sentences flow naturally and
smoothly.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
289Anchor Papers Unit 4 • Fictional Narrative 289
Anchor Papers
The Speshul Gardinby Marla S.
A young girl Ashley lived with her mother. They work hard to grow food. Plants did not grow.
A old man with a hat came to the gardin. He said You look tird. Go to bed. Come out to the gardin tomorow.
Ashley went to slepe. Wen she woke up she went outside.! She surrownd by food. At the end of the gardin she saw a scarkrow waring the old mans hat.
Fictional Narrative Score: 1 Point
Focus and Coherence The narrative has little
sense of completeness. Details are very spare,
so it is impossible for the reader to get a good
sense of the characters, setting, plot line, or
resolution of the problem.
Organization A progression of thought from
sentence to sentence is not evident. There is
some order to the events, but with few transi-
tions or time-order words. The sequence of
events is hard to follow.
Development of Ideas/Word Choice The
writer presents one or more ideas, but they
are not developed. The writer omits informa-
tion, which creates significant gaps in the plot.
The narrative employs little descriptive
language.
Voice The writing does not engage the
reader, and the writer does not establish a
unique personal voice.
Conventions/Sentence Fluency The many
errors in spelling, grammar, mechanics, and
usage interfere with understanding.
Sentences are awkward and do not flow
smoothly.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
290 Anchor PapersUnit 4 • Fictional Narrative
Anchor PapersFictional Narrative Score: 2 Points
Focus and Coherence The narrative is some-
what focused, but the writer shifts quickly
between ideas. There is some sense of com-
pleteness, with a beginning, middle, and end;
however, the resolution and ending are
confusing.
Organization The writer does not consis-
tently display a logical progression of events.
Some events and details seem out of order.
Development of Ideas/Word Choice The
writer develops ideas to a limited extent.
Details of the plot are omitted, resulting in
logical gaps between events. Word choice is
adequate, but there are very few descriptive
details.
Voice The writer does show some awareness
of audience, but he has a weak narrative
voice. Use of dialogue is limited and does not
engage the reader.
Conventions/Sentence Fluency Minor
errors in spelling and punctuation do not
interfere with meaning. The narrative includes
some varied sentence structures, but
attempts at complex sentences are awkward.
William’s Talking Birdby Derek W.
William was a lonely boy. For food he had coconuts and bananas. Or he could catch some fish. But he wished he lived in a place with people.
One day he caught a bird, he put it in a cage. The bird sang, then it got sadder and sadder. It wanted to fly away. He caught it with a net.
“Please let me go the bird begged William.
“No I am lonly and you need to be my friend William told the bird.
“But I could help you the bird said if you let me free I will get you off the island.
William set the bird free. It flew away. William felt bad. Days after that, he sailed away from the iland. William got on the ship and sailed away. He went to live in a town and made many friends.
Somehow the bird had kept its promise. The bird flew back to the island and was happy in the coconut trees.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
291Anchor Papers Unit 4 • Fictional Narrative 291
Anchor PapersFictional Narrative Score: 3 Points
Focus and Coherence The narrative as a
whole has a sense of completeness, with a
strong beginning, middle, and end. The
introduction and conclusion are effective and
add depth.
Organization The writer maintains a clear
progression of story events. Transitions are
meaningful and support the plot.
Development of Ideas/Word Choice The
plot is well developed. The characters’ words
and actions are logical and move the story
forward. Word choice is adequate.
Voice The writer demonstrates an awareness
of the audience, and the dialogue is appropri-
ate for the characters. For the most part, the
narrative sounds engaging and original.
Conventions/Sentence Fluency Frequently
used words are spelled correctly, and minor
errors in spelling and mechanics do not
disrupt meaning. Sentence structure shows
some variety.
The Fairy and the Clever Girlby Becky T.
There was a very clever girl. Her name was Rosie. She lived in a little cotage in the woods. In the day, she milked the cow and fed the pigs. At night, she liked to read.
There were not many books in her house. So she had to read the same ones over and over again. If only she could have some new books to read! One day a fairy stopped at the little house for a glass of milk.
“What do you like best?” asked the fairy.
“I like good stories,” Rosie said “But I only have a few books.”
“I can help,” the fairy said. “I will get you all the books you want. But you have to do something for me in return. You have to write a story about me. Nobody beleives in fairies any more. Your story will convinse them we are for real.”
“Gladly,” said Rosie. She sat down and wrote the story, the fairy took the pages and flew away.
But the next day, there was a whole pile of new books on the table. And by magic, there were always wonderfull new stories for Rosie to read.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
292 Anchor PapersUnit 4 • Fictional Narrative
Anchor PapersFictional Narrative Score: 4 Points
Focus and Coherence The writer presents
an entertaining and focused story with clearly
defined characters, setting, and problem. The
narrative has a strong beginning, middle, and
end.
Organization The writer maintains a tightly
focused progression of story events. The plot
unfolds in a logical manner. Transitions are
used effectively.
Development of Ideas/Word Choice The
narrative includes well-developed characters
involved in an imaginative and clever plot.
The writer creates detailed descriptions that
add clarity and authenticity to the story.
Voice The writer demonstrates an exception-
ally strong narrative voice and uses dialogue
effectively. The overall tone is inviting and
engages the reader.
Conventions/Sentence Fluency The narra-
tive is free of spelling, punctuation, and
mechanical errors. The writer skillfully con-
structs complete, fluid, and easy-to-follow
sentences that vary in structure.
A House for a Princessby Justin B.
Many years ago, a carpenter named Boris lived in a sunny land across the sea. One day Boris read a notice from the king. It said that Princess Lisa would marry the man who built her the best house. The contest would end in a week.
“I know how to build a house. I have the tools, but I have no one to help me,” Boris said sadly.
Suddenly one of his nails turned into an elf. “My name is Nailly,” the elf said. Nailly looked like a nail. He was thin, and his eyes shone like silver. “I can help you build a house. All of my friends will help.”
Then all of the nails in the box turned into elves. They worked all week and built doors, windows, and stairs. They finished the house for Princess Lisa just in time.
The princess looked at all of the houses. At last, she saw Boris’s house. She smiled at Boris and said, “What a beautiful home. I want to marry the man who built this!”
Boris and the princess got married and lived in their new home for the rest of their lives. Boris always kept his special box of nails in a safe place!
© M
ac
mil
lan
/Mc
Gra
w-H
ill
293Anchor Papers Unit 5 • Research Report 293
Anchor PapersResearch Report Score: 1 Point
The Pacific Oceanby Anthony L.
The Pacific ocean takes up a lot of earths serfuse, millions of miles. The Pacific ocean is many times the size of the united states.
The Pacific ocean is home to the world’s endanjered animals. Sea lions, sea otters, seals, turtles, and wales.
The Pacific ocean helps people around the world, it supplys food. Fish that people eat or use came from this ocean. The Pacific ocean is larger than a lot of the world.
Focus and Coherence There is little clear
focus on a central topic, and factual data is
conspicuously absent. The writer shifts
abruptly from idea to idea.
Organization The report displays some
attempt at organizing ideas, but it is still dif-
ficult to grasp the central idea of each para-
graph. There are no transitions to link
sentences or paragraphs.
Development of Ideas/Word Choice The
writer presents several ideas but provides
little or no development of those ideas.
There is no factual detail to support any of
the general statements the writer makes.
Word choice is weak and static.
Voice The writer does not engage the reader
or show any particular interest in his subject
matter.
Conventions/Sentence Fluency Errors in
spelling, mechanics, grammar, and usage
contribute to the awkwardness of the report.
Incomplete and choppy sentences, as well as
repetitive phrasing, impede communication.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
294 Anchor PapersUnit 5 • Research Report
Anchor PapersResearch Report Score: 2 Points
All About Aardvarksby Carolyn P.
The aardvark comes from Africa. Dutch settlers gave it its name the name means “earth pig.” You can tell from that the aardvark looks kind of like a pig. It eats ants. Its head long like a horse head.
Some people call it “ant bear.” Ants are one of its faverite food. So it lives in places where there are many bugs, like in grassy or wood lands. Pigs don’t eat bugs.
The aardvark to me is a funny kind of animal. Its body thick like a pig’s. Another funny thing is that they are born with reguler teeth but then the teeth fall out. Then they can keep growing other teeth that are like tubes with no coating. They live in tunnels.
Also, aardvarks dig burows, which are like tunnels. Have their babys there. When they leave, other animals sometimes move in the burows. Only one baby aardvark is born at a time.
That is the story of the earth pig.
Focus and Coherence The report is
generally focused but contains some
extraneous information. The writer includes
an introduction and conclusion, but they are
weak.
Organization An organizational pattern is
evident, but some facts and supporting
details are loosely positioned. Meaningful
transitions are minimal.
Development of Ideas/Word Choice The
writer attempts to develop the report by
briefly explaining ideas, but the development
is superficial. Word choice is adequate but
repetitious. Descriptive language is lacking.
Voice The writer makes some attempt to
engage the reader but fails to sustain the
connection. The overall tone does not convey
an individual perspective.
Conventions/Sentence Fluency While the
essay displays some skill in capitalization
and spelling, it includes fragments, run-on
sentences, and punctuation errors. There is
some variety in sentence structure, but most
sentences are simple.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
295Anchor Papers Unit 5 • Research Report 295
Anchor PapersResearch Report Score: 3 Points
The Gobi Desertby Jaime P.
The Gobi Desert is one of the world’s largest deserts. It is in China and southern Mongolia. When we think of deserts, we imagin sand, but large areas of the Gobi are rock.
The climate of this area is unusual. While many deserts are very hot, the Gobi can have freezing temperatures. It can be very cold in winter and hot and rainy in summer. Snow even forms on the sand dunes of the Gobi.
The Gobi Desert is home to different kinds of plant and animal life. There are gazelles, polecats, and some types of birds. Sometimes bears, wolves, and snow leopards.
The Gobi has a long, interesting history. Long ago, traders crossed it on camels. It was part of the Mongol Empire. For centurys, herders lived on the Gobi with their caddle. These people move from place to place and are called nomads. They live very much like people of old did.
The Gobi can seem like a place outside of time.
Focus and Coherence The focus of the
report is maintained, and information is
directly related to the topic. An adequate
introduction and thoughtful concluding
sentence add to the sense of completeness.
Organization An organizational pattern
is apparent with few lapses. Transitions
contribute to a smooth and logical
progression of ideas.
Development of Ideas/Word Choice Some
ideas are developed more than others;
however, the development overall reflects
some depth of thought. Facts and details
support statements, and word choices are
appropriate to the purpose.
Voice The writer engages the reader through
most of the report. The writer’s tone displays
a sincere interest in the subject matter.
Conventions/Sentence Fluency There are
a few errors in spelling and one sentence
fragment. For the most part, the writing is
fluid, and sentences lead naturally to those
that follow.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
296 Anchor PapersUnit 5 • Research Report
Anchor PapersResearch Report Score: 4 Points
The Amazing Rhinocerosby Roseanne D.
The rhinoceros is one of nature’s most amazing animals. For example, it is the only animal with horns on its nose. It can have one or two, depending on what type of rhino it is.
In fact, there are five types of rhinos. These include Black, White, Indian, Javan, and Sumatran. They all have large heads, broad chests, and thick, short legs. Their legs have three toes on each foot and a hoof on each toe!
Even more surprising, the powerful rhino does not eat meat. It only eats plants. This makes rhinos seem less dangerous.
Actually, rhinos are endangered. They are only found in Asia and Africa. Buildings have replaced much of their habitat. To make matters worse, some people hunt rhinos, which is against the law.
In conclusion, the rhino is amazing in many ways. Its strange appearance is one of them! The world would be less interesting if there were no more rhinos.
Focus and Coherence The report gives
interesting details about a central topic. Facts
are clearly stated and support the main idea
throughout the report. A strong introduction
and conclusion add quality to the writing.
Organization The report delivers
information in a logical fashion. The writer
uses meaningful transition words to move
smoothly from one series of facts to another,
making her report very readable.
Development of Ideas/Word
Choice Elaborative details are fully
developed and engagingly presented.
Use of precise words enhances the reader’s
understanding and enjoyment of the report.
Voice The writer engages the reader by
expressing individuality and enthusiasm for
the subject matter. The writing sounds
authentic and original throughout the report.
Conventions/Sentence Fluency The
writing is error-free with respect to spelling,
mechanics, usage, and grammar. Sentence
structure and length are varied, and sen-
tences flow smoothly and naturally.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
297Anchor Papers Unit 6 • Persuasive Essay 297
Anchor PapersPersuasive Essay Score: 1 Point
A Petby Jake W.
Our clasroom needs a pet. a small reptil called the collered lizard. My famly saw meny of this reptils on a trip threw oklahoma. My Brother likd them, they look real stranje.
We study meny different animal in science. Taking care of a lizard will be fun. And interesting for everyone.
This lizards run around aquarums. They awake during the day. They are easy to take care. They jump on rocks and greet People, can be left alone over the weekend too.
Focus and Coherence The writer does not
stay focused on his purpose, so the essay
includes extraneous ideas. There are insuffi-
cient persuasive reasons to convince a reader.
The weak introductory sentence and the lack
of a conclusion contribute to a sense of
incompleteness.
Organization The writer’s thoughts do not
progress logically, and details and paragraphs
are out of order. This lack of organization
interferes with readability and
comprehension.
Development of Ideas/Word Choice The
ideas introduced are not developed in a
meaningful way. The writer shows an inability
to choose words that are correct or appropri-
ate for persuasive writing.
Voice The writer makes little or no attempt
to create a personal voice or appeal to the
reader. The essay lacks persuasive power as
a result.
Conventions/Sentence Fluency There are
numerous errors in spelling, mechanics,
usage, and grammar. Sentence fragments
and run-on sentences interfere with
communication.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
298 Anchor PapersUnit 6 • Persuasive Essay
Anchor PapersPersuasive Essay Score: 2 Points
Camp Is Funby Megan B.
Camp Lakeside is a great choyce for day camp.
The camp is right near a lake. You can swim in it. Or fish or padle a canoe. I’ve never been in a canoe.
Sometimes it rains, so there are some indoor activties. I wear a slicker in the rain.
Its a good camp. If you liked doing things outdoors. You can learn water safety. And take natchure hikes and play softball.
Another reason is that Camp Lakeside is close to our town. So you dont have to travl far to get there. Also you can see lots of your friends there.
Focus and Coherence The essay is
somewhat focused on a single topic, though
there are extraneous details. The introduction
is weak, and there is no conclusion.
Organization There is an attempt to
organize ideas, but there are lapses, such as
illogical order of reasons. Use of transition
words or phrases is minimal.
Development of Ideas/Word Choice The
writer presents several reasons to support the
main idea, but only some ideas are devel-
oped. Word choice is basic.
Voice The writer states an opinion, but
does not convey any depth of feeling or
enthusiasm in the essay.
Conventions/Sentence Fluency Frequently
used words are spelled correctly, but there are
other errors in spelling, mechanics, usage, and
grammar. Sentence structure is somewhat
varied, but some fragments occur.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
299Anchor Papers Unit 6 • Persuasive Essay 299
Anchor PapersPersuasive Essay Score: 3 Points
Focus and Coherence The writer
demonstrates adequate understanding of the
purpose of a persuasive essay. Focus is
maintained throughout, and an appropriate
introduction and conclusion are included.
Organization The writer’s points are
presented in a logical order, and transitional
devices signal the connections between
points and reasons. The progression of
thought is smooth and controlled.
Development of Ideas/Word
Choice Specific details adequately support
and develop main ideas and reasons
throughout the essay, though some ideas are
developed more than others. The writer
chooses some words with persuasive power.
Voice The writing achieves a somewhat per-
sonal tone that gives the essay an authentic
voice. The writer sustains a connection with
the reader through most of the essay.
Conventions/Sentence Fluency Minor
errors in spelling and punctuation do not
interfere with comprehension. The writer suc-
cessfully uses a variety of sentence structures.
Sentences flow smoothly.
The Best Classroom Monitorby Cal B.
I think Jack would be the best monitor for our classroom. He is the most helpful student in our class.
Jack always helps out around the classroom. If Mrs. Morris needs somebody to hand out papers or colect homework Jack always raises his hand. One time he offered to clean the fish tank. He did a good job. The fish looked much happier in the clean water!
Jack is also a hard worker. He always finishes what he starts.
Another reason Jack would be a good monitor is that he is careful. Before starting a chore he always asks to find out ezactly what needs to be done. He makes sure to take good care of classroom equipment, and he never leaves a mess.
In conclusion, I believe Jack is the best person to be our classroom monitor.
© M
ac
mil
lan
/Mc
Gra
w-H
ill
300 Anchor PapersUnit 6 • Persuasive Essay
Anchor PapersPersuasive Essay Score: 4 Points
Focus and Coherence The writer presents
an insightful and convincing argument for a
clearly stated purpose. Her opinion is stated in
an introductory sentence and reaffirmed in a
strong conclusion.
Organization The writer presents her argu-
ment in an orderly and controlled fashion. Her
logical progression from idea to idea
enhances and strengthens the essay.
Development of Ideas/Word Choice The
writing fully develops each part of the persua-
sive argument. The writer supports her view
with facts and reasons that reinforce her opin-
ion. She chooses opinion words that are
highly effective.
Voice The writer’s voice is lively and original.
The writing is engaging, which contributes to
the effectiveness of the persuasive argument.
Conventions/Sentence Fluency The writer
displays a sophisticated grasp of writing con-
ventions. The essay is free of errors in spelling,
mechanics, and grammar. The varied and
well-paced sentences flow smoothly from one
to another.
The Best Petby Christie C.
I think a guinea pig would make the best pet for our classroom. I have owned a guinea pig for two years. It wiggles its nose at me all the time! I have learned that these animals are lots of fun to watch.
Guinea pigs are also very quiet. They will not disturb us while we are working. In addition, they are easy to care for. Students could take turns cleaning the guinea pig’s home every other day. You can feed a guinea pig for pennies a day. They like to eat fresh vegetables and need fresh water.
A classroom pet will teach us responsibility. It will show us how to keep a pet healthy and safe. I believe that a guinea pig will make a super addition to our room.
Writing to a Picture Prompt©
Mac
mill
an/M
cGra
w-H
ill
Students are sometimes asked to write about
a picture instead of just responding to a writing
prompt. The student will either tell about what they
see in the picture, or write about something related
to the picture. The form of the writing is usually a
story or an essay.
Use the picture prompts as additional writing
practice or to help students prepare for writing tasks
on standardized tests.
Instruct students to do the following:
Before Writing1. Look closely at the picture. Think about what is happening in the
picture.
2. Ask yourself questions about the picture:
• Where and when are the events shown in the picture taking place?
• Who or what is in the picture? What are they doing?
• Can you tell what is happening? What event may have happened
prior to this one? What do you think might happen next?
3. You can use a graphic organizer to organize your ideas before you
begin to write. You can also make an outline, create an idea web, or
do other prewriting work.
During WritingUse a graphic organizer, or other prewriting work, to write about what is
happening in the picture.
After Writing1. Use the Writer’s Checklists, pages 222–227, to help you check your
writing.
2. Proofread your writing using Proofreading Marks, page 229.
Picture Prompts 301
Name©
Macm
illan/M
cG
raw
-Hill
Write to a picture prompt. Look at the photograph. Think of a time
you saw an animal in a park or in your backyard. Then write a story
about a time you saw an animal in a park or in your backyard.
Writing Tips
• Use a graphic organizer to organize your ideas.
• Write your story on lined paper.
• Support your ideas by including important details.
• Check that each sentence helps readers understand your story.
• Review and edit your story.
302 Unit 1 • Earth Smart Picture Prompts
Name©
Macm
illan/M
cG
raw
-Hill
Write to a picture prompt. Look at the photograph of Chinatown.
Describe what you see. Write to explain why Chinatown is an important
community.
Writing Tips
• Use a graphic organizer to organize your thoughts.
• Write on lined paper.
• Support your ideas by including details about each reason.
• Check that each sentence helps readers understand what you mean.
• Review and edit your writing.
Picture Prompts Unit 2 • Coasting to California 303
Name©
Macm
illan/M
cG
raw
-Hill
Write to a picture prompt. Look at the photograph. Think about what you
like best about the Internet. Now write a letter to a friend to explain what
you like best about the Internet.
Writing Tips
• Use a graphic organizer to organize your thoughts.
• Write your letter on lined paper.
• Support your ideas by including important details.
• Make sure your sentences help readers understand your letter.
• Review and edit your letter.
304 Unit 3 • Messaging Mania Picture Prompts
Name©
Macm
illan/M
cG
raw
-Hill
Write to a picture prompt. Look at the picture. Think about an amazing
thing that could happen as these friends clean up the beach. Then write a
short story about this amazing thing.
Writing Tips
• Use a graphic organizer to organize your thoughts.
• Write your story on lined paper.
• Support your ideas by including details about each event.
• Make sure each sentence helps readers understand your story.
• Review and edit your story.
Picture Prompts Unit 4 • A Growing Interest 305
Name©
Macm
illan/M
cG
raw
-Hill
Write to a picture prompt. Look at the photograph of changing weather
at sea. Suppose you were sailing on this boat. Write a story about how
you would have to adjust to this change in the weather.
Writing Tips
• Use a graphic organizer to organize your ideas.
• Write your story on lined paper.
• Include important details to support your ideas.
• Check that each sentence helps readers understand your story.
• Review and edit your story.
306 Unit 5 • Call of the Wild Picture Prompts
Name©
Macm
illan/M
cG
raw
-Hill
Write to a picture prompt. Look at the photograph below. Think about a
symbol of the United States that you care about. Now write to persuade
others to feel the same way.
Writing Tips
• Use a graphic organizer to organize your ideas.
• Write on lined paper.
• Support your ideas by telling more about each reason.
• Check that each sentence helps readers understand what you mean.
• Review and edit your writing.
Picture Prompts Unit 6 • Tales of the Trickster 307
✄
© M
ac
mil
lan
/Mc
Gra
w-H
ill
308 Theme Project Checklists
Un
it 1 • Le
t’s Le
arn
Re
sea
rch
Pro
ce
ss W
here
did
you fin
d th
e m
ost h
elp
ful
info
rmatio
n?
D
id yo
u g
ive c
redit to
all yo
ur s
ourc
es?
Pre
sen
ting
Sp
ea
kin
g
D
id yo
u u
se c
lear a
nd s
pecific
vocabula
ry to
co
mm
unic
ate
?
D
id yo
u s
peak lo
udly
enough fo
r eve
ryone
to
hear yo
u?
Re
pre
se
ntin
g
D
id yo
u c
hoose a
ppro
pria
te v
isual p
rops?
D
id yo
u u
se v
isuals
to h
elp
your a
udie
nce
unders
tand yo
ur id
eas?
Un
it 2 • N
eig
hb
orh
oo
ds a
nd
C
om
mu
nitie
s
Re
sea
rch
Pro
ce
ss W
here
did
you fin
d th
e m
ost h
elp
ful
info
rmatio
n?
D
id yo
u u
se s
eve
ral s
ourc
es?
D
id yo
u g
ive c
redit to
all yo
ur s
ourc
es?
Pre
sen
ting
Sp
ea
kin
g
D
id yo
u u
se c
om
ple
te s
ente
nces, lo
gic
al o
rder,
and
vocabula
ry?
D
id yo
ur w
ord
s m
atc
h th
e v
isuals
you s
how
ed?
Re
pre
se
ntin
g
D
id yo
u u
se v
isuals
to h
elp
your a
udie
nce
unders
tand yo
ur id
eas?
✄
© M
ac
mil
lan
/Mc
Gra
w-H
ill
309Theme Project Checklists
Un
it 3
• E
xp
ress
Yo
urs
elf
Re
sea
rch
Pro
ce
ss W
here
did
you fin
d the m
ost help
ful
info
rmation?
D
id y
ou u
se s
eve
ral sourc
es?
Pre
sen
tin
gS
pe
ak
ing
D
id y
ou p
ractice
your
pre
senta
tion?
D
id y
our
pre
senta
tion h
ave
a b
egin
nin
g, a
mid
dle
, and a
n e
nd?
D
id y
ou c
ite a
ll yo
ur
sourc
es?
Re
pre
se
nti
ng
D
id y
ou c
hoose a
ppro
priate
vis
ual pro
ps?
D
id y
our
vis
uals
support
your
pre
senta
tion?
Un
it 4
• O
ur
Te
am
s
Re
sea
rch
Pro
ce
ss D
id y
ou u
se s
kim
min
g a
nd s
cannin
g
techniq
ues to identify
data
by lookin
g a
t te
xt
featu
res?
D
id y
ou take
sim
ple
note
s a
nd s
ort
evid
ence
into
cate
gories?
Pre
sen
tin
g
Sp
ea
kin
g
D
id y
ou o
rganiz
e ideas c
learly a
round a
to
pic
?
D
id y
ou r
espond to q
uestions w
ith a
ppro
priate
ela
bora
tion?
Re
pre
se
nti
ng
D
id y
ou u
se v
isuals
to h
elp
lis
teners
unders
tand y
our
ideas?
✄
© M
ac
mil
lan
/Mc
Gra
w-H
ill
310 Theme Project Checklists
Un
it 5 • T
ho
se A
ma
zin
g
An
ima
ls
Re
sea
rch
Pro
ce
ss D
id yo
u fo
llow
your re
searc
h p
lan?
D
id yo
u u
se th
e te
xt fe
atu
res in
the re
fere
nce
mate
rials
you u
sed?
Pre
sen
ting
Sp
ea
kin
g
D
id yo
u o
rganize
ideas a
round a
main
topic?
D
id yo
u s
tay o
n th
e to
pic?
D
id yo
u s
peak s
low
ly a
nd c
learly
?
Re
pre
se
ntin
g
D
id yo
u d
raw
conclu
sio
ns th
rough a
writte
n
expla
natio
n?
D
id yo
u a
rrange yo
ur p
ictu
res a
nd w
ord
s
effe
ctive
ly?
Un
it 6 • S
tory
telle
rs
Re
sea
rch
Pro
ce
ss D
id yo
u c
reate
a re
searc
h p
lan?
D
id yo
u c
olle
ct in
form
atio
n fro
m m
ultip
le
sourc
es?
D
id yo
u u
se s
kim
min
g a
nd s
cannin
g
techniq
ues to
identify
info
rmatio
n?
Pre
sen
ting
S
pe
ak
ing
D
id yo
u p
ractic
e yo
ur p
resenta
tion?
D
id yo
u u
se g
ood e
ye c
onta
ct?
D
id yo
u s
peak lo
udly
enough?
Re
pre
se
ntin
g
W
as th
e p
resenta
tion e
asy to
follo
w?
© M
acm
illan
/McG
raw
-Hill
Good Listening andGood Listening andSpeaking HabitsSpeaking Habits
In our classroom we:
• Follow class procedures and rules
• Respect other people’s feelings and ideas
• Speak clearly and to the point
• Listen to speakers attentively
• Take turns speaking
• Do not criticize people because of their ideas
• Ask relevant questions
• Answer questions thoughtfully and give details
• Do our best and encourage others to do their best
• Work productively with others in teams
Some of our goals:
• Follow and give oral instructions
• Participate in discussions by asking and answering questions
• Make suggestions that build on others’ ideas
311Listening and Speaking Checklist
© M
ac
mil
lan
/Mc
Gra
w-H
ill
313Oral Vocabulary Pre- and Posttests
Oral Vocabulary Pre- and Posttests
Oral Vocabulary Pre- and Posttests for Intensive Vocabulary Support
Directions
The Oral Vocabulary Pre- and Posttests that follow are composed of vocabulary
questions for all of the oral vocabulary words in each set of Oral Vocabulary
Cards. There is a test for each unit and week, which corresponds to one story.
In the Pre- and Posttest, some vocabulary words are boldfaced and some are
underscored. Boldfaced words are Wonderful Words, which are highlighted in
the Oral Vocabulary Card text and have detailed instructional routines in the
sidebars. Underscored words are the additional vocabulary words that are
underscored in the Oral Vocabulary Card text. Use the Define/Example/Ask rou-
tine to teach these words during your rereading of the Oral Vocabulary Cards.
The Pre- and Posttests can be administered individually or in small groups.
Administering the Pretest
Administer the pretest on Day 1, before you read the Oral Vocabulary Card
story for the week.
Ask each question, and have students answer.
If students’ answers indicate an understanding of the word, guide them
in a short discussion.
If students cannot answer a question, move on quickly. At this point, it is
likely that students will be unfamiliar with many of the words.
Explain to students that they will hear these words again throughout the
week in a story that you will read to them.
Administering the Posttest
Administer the posttest on Day 5, after you have spent a minimum of 15
minutes per day using the Oral Vocabulary Cards for distributed practice of the
vocabulary words.
Ask each question, and have student pairs discuss the answer with each
other as you listen in. Then call on selected students to share their answers.
Take note of words that continue to present a struggle for students. Provide
opportunities for periodic review of these words in the coming weeks. For
example, use these words in transition activities and classroom discussions.
At the end of each unit, review 4 to 5 words per Oral Vocabulary Story by
asking the question for those words again. Keep track of students’ progress
to see how well they maintain the vocabulary over an extended period
of time.
••
•
•
•
•
•
© M
ac
mil
lan
/Mc
Gra
w-H
ill
314 Unit 1 Oral Vocabulary Pre- and Posttests
Oral Vocabulary Pre- and PosttestsUnit 1, Week 1
Ming’s Teacher
1. What new skills have you acquired this
year?
2. How do you show your appreciation
when someone cooks delicious food for
you?
3. What is one way you can be of assistance
to your parents at home?
4. Would you rather have a brief gym class
or one that lasts two hours? Why?
5. Why do you think it’s important for a
teacher to be dependable?
6. What would you do if you detected
smoke nearby?
7. What do you like to watch intently?
8. What do you have a knack for?
9. Describe the method that you use for
cleaning your room.
10. Are you patient when you know a surprise
is coming? Why or why not?
11. Who are some renowned authors you
know of?
12. What is your response when a ball is
coming towards you?
13. What websites have you sought out on
the internet?
14. What is your technique for learning a new
word?
15. Where can you find out about virtually
anything?
Unit 1, Week 2
All About Alice
1. What story that you’ve read can be seen
in a movie or TV adaptation?
2. What is one way adults help children?
3. Who is an author you like a lot? What is
your favorite book or story by that author?
4. What is an example of a book that is a
classic?
5. What kind of weather delights you? Why?
6. Is the losing team in a soccer game likely
to feel joy or disappointment? Why?
7. What was your favorite episode in a story
you read recently?
8. If you enjoyed an excerpt from a book,
would you read the rest of the book?
9. If you could be friends with a fictional
character, who would it be?
10. What story, book, or show do you find
humorous?
11. Who are some influential people in your
life?
12. When you start a new book, do you know
in an instant if you like it, or do you have
to read for a while to find out?
13. What is something difficult that you
managed to do by yourself? How did
you do it?
14. Why might it occur to you to put on a
jacket while you’re playing outside?
15. Would you like to have your own stories
published some day? Where would you
like them to be published?
16. Which is remarkable: a dog with a bone
or a rabbit with a watch?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Unit 1 315Oral Vocabulary Pre- and Posttests
Oral Vocabulary Pre- and PosttestsUnit 1, Week 3
Mary McLeod Bethune
1. How can you convince a friend to play a
game with you?
2. What courses will you want to take in
high school?
3. How many years are in a decade?
4. What place do you desperately want to
visit? Why do you want to go there?
5. Why might someone who is learning
something new feel discouraged?
6. Which of the following is a domestic skill:
cooking, solving math problems, doing
laundry?
7. Are you enrolled in any activities outside
of school?
8. What expenses does a family have when
they own a pet?
9. If a bicycle has a flat tire, will it function
well? Why not?
10. Where does the funding for our school
come from?
11. Which motto would you choose for our
school: “A Place Where Children Learn” or
“A Place Where Children Play”? Why?
12. How can getting an education lead to
other opportunities?
13. If an old building has potential, is it more
likely to be fixed up or torn down?
14. How do scholarships help students go to
college?
15. How do police officers serve our
community?
Unit 1, Week 4
Sequoyah’s Gift
1. Who accompanies you to school in the
morning?
2. Who assigns the positions on a sports
team?
3. What form of communication do you use
to keep in touch with your grandparents?
4. What items does you backpack contain?
5. What kinds of topics are discussed at a
school council meeting?
6. What would you say if you encountered
your favorite movie or sports star?
7. Which of these materials is easier to etch:
wood or rock?
8. What do you think you will look like in the
future?
9. What person has had a great impact on
you?
10. Why do children who are sick need to be
isolated from others?
11. What is the sequence of letters in the
alphabet?
12. What is the specific date you were born?
13. What symbol stands for the /a/ sound in
English?
14. What is a traditional food to eat on
Thanksgiving?
15. When two countries disagree, why would
it help for them to sign a treaty?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
316 Unit 1 Oral Vocabulary Pre- and Posttests
Oral Vocabulary Pre- and PosttestsUnit 1, Week 5
I Knew I Could!
1. Which would be harder to budge, a
bucket of water or a washing machine?
2. When would a mother feel concern, when
her baby is sleeping or when her baby is
sick?
3. Which team do people usually
congratulate, the winning team or the
losing team?
4. Why might climbing a tall mountain seem
daunting?
5. If you could travel to any place in the
world, what destination would you
choose?
6. If someone were determined to become
a better athlete, what would they do?
7. What do you do that requires a lot of
effort?
8. What can help you feel better when you
are low on energy?
9. Do you have any engagements after
school today or are you just going home?
10. What happens after lunch on our school
schedule?
11. When a worker’s shift ends, what can he
or she do?
12. When someone juggles, why does it look
like the balls are suspended in midair?
13. What kinds of tasks do you do at home?
14. If you are a messy eater, where might you
see traces of your last meal after you’re
done eating it?
15. How does it feel to be triumphant?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
317Oral Vocabulary Pre- and Posttests Unit 2
Oral Vocabulary Pre- and PosttestsUnit 2, Week 1
Gem of the Southern Mines
1. When might you abandon a ball game
outdoors: if it starts to rain or if you miss
the ball?
2. How long has your family lived in this
area?
3. What can you do to assure that your pet
stays healthy?
4. What is a distinctive feature of your
home?
5. If you could establish a club or group,
what kind of club would it be?
6. What must plants have for them to
flourish?
7. What good fortune have you had lately?
8. What items do you need to have for
school?
9. What obstacles might prevent you from
getting someplace on time?
10. Which is a more permanent home, a tent
or a brick house?
11. What could make the population of a
town grow?
12. How could you find out the number of
residents in your building or on your
block?
13. What happens when an old building is
restored?
14. When you are happy, how do you reveal
your feelings?
15. What other structures are on the same
street as our school?
Unit 2, Week 2
The Farmers and Their Children
1. If your parents go somewhere at night,
who stays with you in their absence?
2. What have you accomplished this year?
3. What kind of work do the employees in a
supermarket do?
4. If you want to send an email to a friend,
what do you need to execute your plan?
5. Before you leave home each day, to
whom do you say farewell?
6. How did it feel to graduate from second
grade?
7. In what hobby or sport do you invest a lot
of time and energy?
8. What is the most magnificent place you’ve
visited?
9. What happens if you neglect to water a
plant?
10. What foods do you have trouble
resisting?
11. What resource is used to power a
windmill?
12. When people reach retirement age, what
do they often do?
13. What activities give you the most
satisfaction?
14. What do you need to have a thriving
garden?
15. What happens to cream when you beat it
vigorously?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
318 Oral Vocabulary Pre- and PosttestsUnit 2
Oral Vocabulary Pre- and PosttestsUnit 2, Week 3
Where We Live
1. How might you travel to a town that has
no access by road?
2. What do you find interesting about your
community?
3. Do you think the human body is simple or
complex? Why?
4. Was your town founded recently or a long
time ago?
5. What do you know about your heritage?
6. On your way to school, do you take major
roads or small, side roads?
7. Though very small children can’t read,
why is it important for them to have
books nonetheless?
8. What kind of place would you consider to
be a paradise? Why?
9. What can you purchase at a bakery?
10. What region of the state do we live in?
11. What do you do when you want to feel
relaxed?
12. Do the residents of your community
have a special name? What is it?
13. Do you think the community you live in is
sophisticated? Why or why not?
14. What is unique about you?
15. Why would it be difficult to keep farm ani-
mals in an urban area?
Unit 2, Week 4
The Legend of Tutokanula
1. Do you approve of the idea of having
homework in the summer? Why or why
not?
2. How do people ascend a mountain?
3. Who would you ask to collaborate with
you on a school project?
4. Where do students convene in our
classroom?
5. What does a young child do when he or
she feels distressed?
6. Where can you hear sounds echo?
7. Why would someone make a ferocious
effort to win a race?
8. How is a pot formed from clay?
9. What is on the hind end of a horse, its
mane or its tail?
10. What would help to lull a baby to sleep?
11. What sorts of things do you do on an
ordinary day?
12. What animal can easily scale a cliff?
13. Why would someone scramble down a
mountain instead of walking?
14. When you are skeptical about something,
are you convinced of it or not sure that it
is true?
15. How do you show your support for your
favorite team?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
319Oral Vocabulary Pre- and Posttests Unit 2
Oral Vocabulary Pre- and PosttestsUnit 2, Week 5
The Sheep and the Pig Who Set Up House
1. What would make you say, “Apparently
it’s going to rain today”?
2. Why is it important to follow directions
when you assemble something?
3. What tools does a carpenter use?
4. What materials might someone use to
construct a house?
5. Who is more likely to look disturbed:
someone who just heard bad news or
someone taking an easy test?
6. What kinds of errands do you do with
your family?
7. When you get to school, do you get to
work immediately or do you visit with
your friends first?
8. How old do you think people should be
before they start to live independently?
9. What do you intend to do next weekend?
10. What would the weather be like if
someone said, “Needless to say, I left my
umbrella at home?”
11. When you have had enough to eat, do
you feel satisfied?
12. Would you be shocked if you learned that
your parents were really superheroes?
Why?
13. What would you bring on a picnic to have
a splendid time?
14. Where does timber come from?
15. How many people are there in a trio?
16. What can happen if you are unaware of
the time?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
320 Oral Vocabulary Pre- and PosttestsUnit 3
Oral Vocabulary Pre- and PosttestsUnit 3, Week 1
Writers We Love
1. Are most of your friends children or
adults?
2. What is an advantage of knowing more
than one language?
3. What kind of music do you have an
appreciation of?
4. What do you assume will happen after
school today?
5. What sport or activity do you devote
yourself to doing?
6. What career would you like to have
eventually?
7. Who needs to use an expressive voice in
his or her job, an actor or a mail carrier?
8. What stories would you like to illustrate?
9. Who could you ask if you wanted to learn
more about the experience of
immigration?
10. Why do many teachers want to instill a
love of reading in their students?
11. How does the library promote new
books?
12. Do you prefer reading prose or poetry?
Why?
13. What happens when a story is published?
14. Where were your parents raised? Where
are you being raised?
15. What subject have you sought to learn
more about outside of school?
Unit 3, Week 2
Ama’s Choice
1. Who would come to your aid if you had a
problem?
2. Can you share an anecdote about
something funny you did as a young
child?
3. What clothing is appropriate for playing
outside on a hot summer day?
4. Are you more confident about singing in
public or playing sports?
5. Do you correspond with anyone by
e-mail or regular mail?
6. What valuable thing did pioneers discover
in California in the 1850s?
7. What activity do you feel enthusiastic
about doing?
8. Who might be feeble, a strong athlete or
someone who has been sick for a long
time?
9. What smell do you think is fragrant?
10. Why is it important to be generous at
school?
11. Where can you see your own image?
12. What does it mean when someone makes
a proposal of marriage?
13. When you feel worn out, what restores
you?
14. How do doctors and nurses help sick
people survive?
15. What kind of vehicle can transport people
across water?
16. If you had to decide between playing
sports and performing in a play, what
decision would you ultimately make?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
321Oral Vocabulary Pre- and Posttests Unit 3
Oral Vocabulary Pre- and PosttestsUnit 3, Week 3
The Big Voice
1. Which makes a booming sound, a
telephone ringing or thunder?
2. What kinds of things consume you with
curiosity?
3. What do you like to converse with a
friend about?
4. What kinds of sounds make you cringe?
5. When you have a hard choice to make, do
you deliberate for a while or choose
quickly?
6. What things distract our class
sometimes?
7. What have you seen lately that impressed
you?
8. If a dog barks menacingly, is it being
friendly?
9. Which would be a nuisance: getting
home from school early or forgetting your
keys?
10. What is something that you’ve pondered
a lot about?
11. How would you proclaim the winner of a
game?
12. What animals roar?
13. What might make someone feel sheepish,
winning a race or forgetting a good
friend’s name?
14. Why might a horse get skittish when
there are a lot of cars around?
15. If you were stunned by news you heard,
would you be very surprised or cheered
up?
Unit 3, Week 4
The Magic Paintbrush
1. How do you decide if you can afford to
buy something you want?
2. How do you like to be creative?
3. How do you express happiness?
4. What would a grand ship look like?
5. How can you show your gratitude to
someone who has helped you?
6. When someone is being greedy, do they
share what they have?
7. What is your favorite book with
illustrations?
8. Where would you go to have a
marvelous time?
9. How do people learn news about what’s
happening in the world?
10. What original stories or poems have you
written?
11. What makes superheroes powerful?
12. Can you name some story characters that
are shrewd?
13. If you are struggling to carry something
heavy, what could you do to make it
easier?
14. What talents do you have?
15. Why is it important to use water wisely?
How can we use it wisely?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
322 Oral Vocabulary Pre- and PosttestsUnit 3
Oral Vocabulary Pre- and PosttestsUnit 3, Week 5
Folk Artists
1. What could you use to create a picture of
your family?
2. What are you devoted to doing?
3. Where can you see displays of new books?
4. Do you prefer clothing with elaborate or
simple designs?
5. What is the most enormous building that
you know of?
6. What is the essence of being a good
friend?
7. What is something fragile that can be
found in your home?
8. What book have you read with an intricate
plot?
9. What could help you see something that
is so small that it is almost invisible?
10. What media do we use at school for
making art?
11. Do you know an optimistic person? What
is he or she like?
12. Why would it be helpful to make a large
piece of art on several panels?
13. What tools might someone use to make a
clay sculpture?
14. What traditions are passed on in your
family?
15. Who is wearing vivid colors today?
16. If a picture is whimsical, is it sad or fun?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
323Oral Vocabulary Pre- and Posttests Unit 4
Oral Vocabulary Pre- and PosttestsUnit 4, Week 1
The Legend of Roland and Oliver
1. Why might an umpire’s decision in a base-
ball game cause a controversy?
2. What could a person wear to disguise
himself?
3. What are some ways to settle a dispute
between friends?
4. Which is used in a fencing contest, swords
or a ball?
5. What is a gracious thing to say when
someone gives you a present?
6. Do cats and dogs usually live together in
harmony? Why or why not?
7. What was the job of a knight in the Middle
Ages?
8. What is an oath, a promise or a poem?
9. Why do athletes shake hands with their
opponents after a game?
10. How can you persuade someone to
change her mind?
11. On the first day of school, how many
students did you recognize in our class?
12. If you were trying to eat more healthfully,
what foods would you renounce?
13. How do soldiers start a siege on a castle?
14. How could you be sympathetic to
someone who is afraid of the dark?
15. Why do groups of people sometimes
fight over territory?
Unit 4, Week 2
Heracles and the Golden Apples
1. Where can you see trees that bear fruit?
2. What could cause your legs to buckle?
3. What do you do when your backpack has
become a burden to carry?
4. Who has more clout at school: a principal
or a student? Why?
5. How do padded straps help to cushion
the weight of a heavy backpack?
6. Why is it important for a carpenter to be
deft with tools?
7. Does holding a snake sound like fun or
does the idea fill you with dread?
8. When a person has glory, is he famous
and admired or easily forgotten?
9. What do people feel jealous about?
10. What kind of labor takes a great deal of
strength?
11. What can Greek gods do that mortals
can’t do?
12. Which animal is persistent: an ant
carrying a leaf or a tiger sleeping in the
sun? Why?
13. What games involve two teams trying to
get possession of the ball?
14. What gifts did you request for your last
birthday?
15. Would someone be more likely to be
strapping when they are young or old?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
324 Oral Vocabulary Pre- and PosttestsUnit 4
Oral Vocabulary Pre- and PosttestsUnit 4, Week 3
The Great Wall of Los Angeles
1. What do the pictures on our classroom
walls depict?
2. Where can you see a diversity of people?
3. Who was one founder of the United States
of America?
4. What goal do you want to accomplish this
year?
5. How can individuals help protect the
environment?
6. Whose job involves strenuous labor, a
bricklayer’s or a librarian’s?
7. If you were to tell a story about last
summer, what would your narrative
include?
8. Why is a sunny day more promising for a
picnic than an overcast or windy day?
9. Why is it important for a judge to have a
reputation of fairness?
10. What kind of work is involved in the
restoration of old buildings?
11. How do sponsors help artists do their
work?
12. If you transfer a picture, do you copy it or
destroy it?
13. Which of these can be transparent: glass,
plastic, metal, fabric, wood?
14. What forms of storytelling are visual?
15. Who would you tell if you witnessed an
accident?
Unit 4, Week 4
The Husband and Wife Who Switched Places
1. Where did your ancestors come from?
2. When might someone be astonished by
a snowstorm?
3. Why would a lost dog feel bewildered?
4. What brilliant idea can you think of to
clean up our world?
5. What do you need to churn to make
butter?
6. What is something that you sometimes
complain about?
7. What would be a cozy place to relax?
8. How might a person feel if he or she is
criticized?
9. What could a person use to dangle
decorations from the ceiling?
10. What things can you learn from someone
of an older generation?
11. Where do cows graze?
12. How does it feel when someone ignores
you while you’re talking?
13. What do I remind you about sometimes?
14. What would you suggest that someone
wear to play soccer?
15. What kind of activity suits you best:
playing sports, creating art, or playing
music?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
325Oral Vocabulary Pre- and Posttests Unit 4
Oral Vocabulary Pre- and PosttestsUnit 4, Week 5
Smokejumpers
1. How do you assist your family at home?
2. Which family members do you have a
special bond with?
3. Which kind of clothing might be bulky: a
padded winter coat, or a bathing suit?
4. What do you have in your home that is
made from chemicals?
5. What activity makes you feel so tired that
you want to collapse in your bed?
6. Who are a doctor’s colleagues?
7. How are firefighters courageous?
8. What kinds of equipment do firefighters
use?
9. What heavy things do you sometimes lug
to school?
10. Which is a physical activity, doing cross-
word puzzles or jogging?
11. Which is a remote location: the city of
Los Angeles or the North Pole?
12. What can you teach a dog to retrieve?
13. What kind of job requires rigorous
training?
14. What is used to steer a car?
15. After playing in a two-hour soccer game,
would you feel weary or energetic?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
326 Oral Vocabulary Pre- and PosttestsUnit 5
Oral Vocabulary Pre- and PosttestsUnit 5, Week 1
The Animals and the Birds Play Ball
1. If a friend asked you to play her in chess,
would you accept? Why or why not?
2. What sport or activity that you do
requires agility?
3. When someone boasts, do you believe
them?
4. What kind of game would you like to
challenge a friend to play against you?
5. When you chant at a game, do you usu-
ally speak loudly or softly?
6. How can you demonstrate that you have
grown up a lot since last year?
7. Why would a dynamic person be good to
have on a team?
8. Which is flexible, a metal spoon or a
plastic straw?
9. Who can you outrun? Who can outrun
you?
10. Why might a kite plummet to the
ground?
11. Which animal is puny, a newborn kitten
or a full-grown tiger?
12. How might someone who has been
ridiculed feel?
13. What signal is often used to begin a
sports game?
14. Who can you ask for help when you can’t
figure out the solution to a problem?
15. Why is working together a good strategy
for a team to use to win a game?
Unit 5, Week 2
Busy as a Beaver
1. What is one way that you would like to
alter the look of your room?
2. What area of your town is bustling?
3. What kinds of tools are used in the
construction of a house?
4. What do crevices in a sidewalk look like?
5. What would you like to become expert at
doing?
6. How can you fortify your body?
7. What do puppies like to gnaw on?
8. What does the landscape behind our
school look like?
9. When you make a painting, how many
layers of paint do you use?
10. What would be a good location to play a
game of soccer?
11. Which is a natural drink, water or soda?
12. What kind of animal has a rigid shell?
13. Is a sandwich a sufficient lunch for you, or
do you prefer to eat more?
14. What is your favorite tranquil place?
15. Why would animals want to wade in
water?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
327Oral Vocabulary Pre- and Posttests Unit 5
Oral Vocabulary Pre- and PosttestsUnit 5, Week 3
The Coyote and the Turtle
1. What kind of camouflage does a zebra
have? A polar bear?
2. What can people do to keep dogs safe
from danger?
3. When has there been a delay in your
school opening? What caused the delay?
4. If you could explore any place, where
would you go?
5. When might you need to speak firmly to a
puppy?
6. Why is it foolish to plan a picnic during a
snowstorm?
7. If a rabbit outwits a lion, which one is
smarter?
8. What do you think would happen if you
tried to pursue a mouse?
9. Why might you feel reluctant to leave a
party?
10. What kind of weather would make people
feel like they were roasting?
11. What month has the most scorching
weather?
12. What animals are known for being sly?
13. What might cause a dog to snarl?
14. Is it faster to trot or to run?
15. What parks or stores are in the vicinity of
your home?
Unit 5, Week 4
Babe the Blue Ox
1. How would an amiable person act
toward a new student at school?
2. When it is bitterly cold, do you prefer to
play outside or inside?
3. What kind of animal makes a bleating
sound?
4. What do a brawny person’s arms look
like?
5. What animals can you name that are
colossal in size?
6. What kinds of critters make good pets?
7. What is the most extraordinary animal
that you know of? Why is it extraordinary?
8. What circus feats have you seen or heard
about?
9. Where might you see a flock of birds?
10. What can you use to haul dirt or leaves
out of a yard?
11. How can you get the kinks out of a chain
necklace?
12. When have you obliged someone by
helping them out?
13. If you were on your way somewhere and
saw a friend, would you pause for a min-
ute to say hello or would you keep going?
14. If you were very thirsty, what would
satisfy you?
15. Can you name some famous characters
and their sidekicks?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
328 Oral Vocabulary Pre- and PosttestsUnit 5
Oral Vocabulary Pre- and PosttestsUnit 5, Week 5
The Wolf and the Fox
1. What could you do with an abundance of
berries?
2. How do you access the school
playground?
3. Why do chefs need to lift hot pots
cautiously?
4. How does our class commence the school
day?
5. What might cause a commotion, a giant
traffic jam or kids reading in a library?
6. What are the consequences of forgetting
to do your homework?
7. How can two friends who have contrary
opinions get along?
8. What foods do you sometimes devour?
9. Why do you think bigger animals are
often dominant over smaller ones?
10. Where would you go to fetch your
backpack?
11. Can you heave yourself to the top of the
jungle gym? How do you do it?
12. What do dogs do by instinct?
13. If your backpack was missing, where
would you go to investigate what
happened to it?
14. Why does a guard need to be vigilant?
15. What animals do you think of as being
wily?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
329Oral Vocabulary Pre- and Posttests Unit 6
Oral Vocabulary Pre- and PosttestsUnit 6, Week 1
Feathers in the Wind
1. What time do you arrive at school in the
morning?
2. Why would it make sense to avoid
someone who has a bad cold?
3. What is the charge for a postage stamp
that can be used to mail a letter within
the United States?
4. What people do you communicate with
every day?
5. What would you say if you were charged
double for your lunch?
6. What could you use to gather up dry
cereal that has spilled on the floor?
7. What would you say to someone who was
spreading gossip about your best friend?
8. What is your opinion of the playground
at school?
9. Why do schools need plenty of paper and
pencils?
10. What do you recall about the weather
last week?
11. Why would you feel regret if you did not
do an important homework assignment?
12. Why is it difficult to retrieve a balloon that
has floated away?
13. What kind of seeds might you scatter over
a lawn?
14. What might cause mice to scurry away?
15. What chores are you willing to do at
home?
Unit 6, Week 2
Uwabami
1. When you watch a comedy, does it make
you happy or sad?
2. How do magicians deceive people?
3. If someone took the last cookie, do you
think they would admit it or deny it?
4. What kind of characters might live in an
enchanted forest?
5. Can you impersonate someone famous?
If so, who?
6. Which is more menacing, a rabbit or a
lion?
7. What motivates you to do your
homework?
8. Even though a runner is very tired,
nevertheless why might he continue to
run?
9. Would you think it odd if a different
teacher was sitting at my desk? Why or
why not?
10. If you are sick, what helps speed your
recovery?
11. What role would you like to play in your
favorite movie?
12. What serene place do you like to visit?
13. What piece of news have you heard lately
that struck you with surprise?
14. What does a tadpole transform into when
it grows?
15. What do you yearn to see? Why?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
330 Oral Vocabulary Pre- and PosttestsUnit 6
Oral Vocabulary Pre- and PosttestsUnit 6, Week 3
Brer Rabbit in the Well
1. When someone approaches you, do they
get closer or farther away?
2. Where could you go to see boats bobbing
in the water?
3. What makes you burst out laughing?
4. How long can you cling to a monkey bar?
5. After a good night’s rest, do you feel
drained or energized?
6. What kind of insect emerges from a
cocoon?
7. If you needed to have a tooth extracted,
where would you go?
8. What is an obvious sign that someone is
feeling happy?
9. Would you be more perplexed if you saw
a flying rabbit or a flying bird? Why?
10. When would you be likely to plunge a
dish into water?
11. If a pet is a rascal, what might it do?
12. Which animal might scamper away, a
rabbit or an elephant?
13. Are you significantly taller or shorter than
anyone in your class, or are you about the
same size as most of the other students?
14. Where would you hide a stash of coins?
15. What do plants need to survive?
Unit 6, Week 4
Gordita
1. What special meal do you anticipate
having?
2. When does bread have a good aroma:
when it is fresh out of the oven or when it
is stale?
3. Who would you comment to if there was
something on your mind?
4. If you saw a snake, would you dart away
or stay still?
5. In “Jack and the Beanstalk,” why does Jack
need to worry about his own demise?
6. What are some ways your parents ensure
that you are safe and healthy?
7. What kind of food is enticing to you?
8. In the morning, do you get dressed
hastily or do you take your time?
9. Where can you go to inhale clean, fresh
air?
10. What can you do to get relief when the
sun is beating down mercilessly?
11. Why are firefighters often in peril?
12. Why is it important to take muffins out of
the oven at the precise moment when
they are ready?
13. What differences are there between a
professional athlete and a student
athlete?
14. When are you most ravenous: when you
first wake up or at the end of the day?
15. Whom do you consider a steadfast
friend?
© M
ac
mil
lan
/Mc
Gra
w-H
ill
331Oral Vocabulary Pre- and Posttests Unit 6
Oral Vocabulary Pre- and PosttestsUnit 6, Week 5
Rumplestiltskin
1. In what season do leaves accumulate on
the ground?
2. Why might a big test cause someone to
feel anxiety?
3. What kind of a challenge might a moun-
tain climber take on?
4. How can you tell if someone is really shy
or just being coy?
5. Who might help you solve a dilemma?
6. Which might cause you to drop your jaw
in disbelief, seeing a person diving or
flying?
7. Which is the final chapter in a book: the
last one or the first one?
8. How many rhymes can you generate for
the word “sack”?
9. What are some things that glisten in the
sun?
10. Why are children incapable of driving
cars?
11. If your favorite teacher left the school,
how would you lament?
12. Have you ever made a pledge? What did
you promise?
13. Would you be more stunned to see a pile
of gold or a pile of straw?
14. When might a student be summoned by
the principal?
15. How can you verify that you read a class
assignment correctly?
Graphic Organizers
Venn Diagram
334
Two-Column Chart
338
Web (Three Details)
335
Inference Chart
339
Web (Four Details)
336
Cause and Effect Chart
340
Conclusion Chart
337
General Map
341
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Graphic Organizers332
Graphic Organizers
Sequence Map (Four Events)
342
Problem and Solution Map
345
Sequence Map (Five Events)
343
Author’s Purpose/Theme Chart
346
Story Map
344
Main Idea and Details Chart
347
© M
ac
mil
lan
/Mc
Gra
w-H
ill
Graphic Organizers 333