theme #3 part 1 (pb pgs. 135-173)

Name

Focus on Plays~

Genre Connection

Compare' and ContrastTwo of the characters in these plays learn moré about. themselves.

,

Completé the chart to compare and contrast their searches and whatthey find out.

The Diary ofAnne Frank

A Better Mousetrap

What challenges, do Anne Frankin The Diary ofAnne Frank ,and,the Woma'n inA Bøtter:Mòúsetráp face'?

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How do Anneand nie' Womanchange?

Focus on Plays 135

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Focus on Plays

Genre Connection

Name

Critic's CornerThink of a movie, play, or television show you have read or seen

recently. (It can be one of the plays you have read in the Focus onPlays section.) Think about the characters, the 'setting, the plot, and

other details. Write a critical review of the play, tellng what you Iikec;, and didn't like about the production. Be specific. Use examplesfrom the piece to support, your points.

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13 6 FocUs on Plays

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Launching the Theme

Selection Connections

Name

Growing Up

How do the characters in this theme grow? Add to this chartand the one on the next page after you read each

story.

Where the Red Fern Grows Last Summer with Maizon

Who is the maincharacter orcharacters?

What problemdoes the maincharacter have?

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oU Theme 3: Growing Up 137

Launching the Theme

Selection Connections

Name

Growing Up

The Challenge The View from Saturday

Who is the maincharacter or

characters?

What problemdoes the main

character have?

What does themain characterlearn abouthimself or herself

in the story?

Sometimes strggle leads to growt. How do the stories in this themesupport ths statement?

13 8 Theme 3: Growing Up

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Name

Where the Red FernGrows

Key Vocabulary

Going to Market

Use the words in the box to complete the paragraph below.Vocabulary ., ,,--" . - , ,~

, Several times a year, people who live in the mountains load

up their wagons and travel to town to sell homemade pies, jars of

...............

............................ ......... . . . .. .... .. .. ...

provisions

determination

depot

urgency

waresjam, and other

takes

. It

to rise beforecheap

dawn and ride such a long distance. Restaurants in town are not

, so the mountain

people usually bring their own food. They carry strips of drìed

meat and other in

as they approach the

town because they must hurry to set up their displays before

shoppers from the city begin arriving at the train

their packs. The travelers feel a sense of

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Graphic OrgatzerGeneralization Chart

Generalization Chart

Generalizations Information from Information from

the Story My Own Life--- -,

Page 242 Page 242

Pages 243-245 Pages 243-245

Pages 247-248 Pages 247-248

¡

Page 249 Page 249

Pages 249-254 Pages 249-254

Pages 255-258 Pages 255-258

, '

140 Theme 3: Growing Up

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Where the Red Fern 'Grows

Comprehension Check

'A Conversation with PapeS~ppose that Bily returns from Tahlequah, and must

, ,tell his parents where he's been and wHy. Belowis à conversation he might have with his father.Use details from the story to help you fill in thewords Bily might say.

Papa: Bily, where've you been? Your mother and I havebeen worried about you.

, Billy:,Papa: Why did you go there?

Bily: (showing the bag with ,the hound pups)

Papa: Hound pups! Who'd you buy them from?

Bily:'

Papa: Those pups must be worth 30 dollars apiece! How'd you'pay for them?

Billy: '

Papa: Where'd you get that much money?

Bily:

1= '. - - .' - - . - , "J " Papa:

Now wait a minute. How'dyou order the puppies?;.gi

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Bily: " " ," . " ' " 'Papa: Why did you walk to Tahlequah by yourself? . Did Grandpa tell you tor

Bily:

Theme 3: Growing Up 141

Broadly Speaking . . .

Where the RedFernGrows

Comprehension SkillMaking GeneralizationsName

Read the passage. Then complete the activity on page 143.

Dot and the TurkeysAll familes were poor during the Great Depression. Dot's family

was no exception. Even after selling milk 'and butter from the dairy farm,

Ma and Pa struggled to keep food on the table for themselves and theirse~en children. The family's meals usually consisted of c'oriibread and

buttermilk. Only on holidays did the children get treats such as nuts or apiece of fresh frit. For children during the Depressi~n, ,oranges were a

particularly special treat. In general, families had little money for clothes,and often made their Clothes by hand. Dot had no shoes and only ownedone dress to wear to school, a homernade dress her ()lder sister outgrew.

For a while Pa tried to make ends meet by raising turkeys. Mahadwarned six-year-old Dot to stay away,

from the turkey' pen. "Most

turkeys are just plain mean," she said. Dot, however, was fascinated with

the big birds and their drooping red wattles. She listened for hours totheir clucking and gobbling and watched them strut about

proudly. One

day she slipped inside the pen to pet thè huge" soft-looking birds. Theturkeys, however, were hot amused. by the

small girl inside their pen.

The flock rushed at her and nearly smothered her. Dot's terrified

screaming brought Ma and her brothers to her rescue. She never wentnear the, turkeys, again.

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Broadly Speaking . . . continued

Where the RedFernGrows

Comprehension SkillMaking GeneralizationsName'

Answer these questions about the passage on page 142.

I. The underlined sentence in the first par~gr,aph states ageneralization. Do you think it is valid or invalid? Why? ,

2. How could you rewrite this sentence so that it states a validgeneralization?

3. What two generalizations about food are made in the first paragraph?

A.

B.

4. What two. generalizations about clothes are, made in the firstparagraph?

A.

8; , -5. How do the details aboutDot's clothes support these

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6. What other ' generalization could you make about life during:the

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Where the Red Fern

Grows

Structural Analysis VCV, ,VCCV, and VCCCV Patterns

,Word Patterns in 'Writing,Add slashes between the syllables of each underlined word.. 'Then write another sentence using the word correctly.

i. My hands were calloused after raking leaves all day.

, 2. The girl was dumbfounded by the sight of the vast prairìe.

3. My sister and I like to tease our grandfather about his beard.

4. At the firstlight of dusk, the mosquitoes begin biting.

5., The boys saw a shadowy figurè move in the window of thehöuse.

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144 Theme 3: Growin,g Up

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VCV, VCCV, and VCCCV

PatternsTo spell a two-syllable word, divide the word into syllables.

Look for spellng patterns, and spell the word by syllables.Divide a VCV word after the consonant if the first syllable

has the short vowel pattern. Divide the word before theconsonant if the first ~yllable ends with a vowel sound.

ve/v ball ance v/ev mi I nus

VCCV words are usually divided between the consonants.

They can be divided before or after two consonants thattogether spell one sound.veiey law i yer V ieev au i thor vee/v meth i od

VCCCV words are often divided after the first of the threesuccessive consonants.

When y spells a vowel sound, it is considered a voweL.ve/eev sup i ply

Write each Spellng Word under its syllable pattern.

vcv vccv

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Where the Red' FernGrows

Spellng VCV, VCCV, and

VCCCV Patterns

I. balance

2. lawyer

3. sheriff '

4. author

5. minus

6. method

7. item

8. require

9. supply

10. whisper

II. spirit

12. tennis

13. adopt

14. instant

15. poison

16. deserve

17. rescue

18. journey

19. relief

20. laundry


Name



VCCCV Patterns

Spelling SpreeThe Third Word Write the Spellng Word that belongs with

each group of words.

I. police chief, marshal,I. balance

2. lawyer

3. sheriff

4. author

5. minus

6. method

7. item

8. require

9. supply

10. whisper

I I. spirit

12. tennis

13. adopt

14. instant

15. poison

16. deserve

17. rescue

18. journey

19. relief

20. laundry

2. save, recover,

3. demand, insist,

4. editor, publisher,

5. venom, toxin,

6. earn, merit,

7. liveliness, energy,

8. ping pong, badminton,

9. way, technique,

10. object, article,

Syllable Scramble Rearrange the syllables in each item to

write a Spellng Word. An extra syllable is in each item.

I I. jour di ney

12. nus mi less

13. yer pre law

14. dol ance bal

15. lief reant

I 6. a com dopt

17~ ex ply sup

18. dry im laun

19. per whis,un

20. in port stant


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Where the Réd FernGrows


VCCCV PatternsName

Proofreading and WritingProofreading Circle the five misspelled Spellng Words in. this

advertisement., Then write each word correctly.

NEEDED: People needed to addopt one or more

puppies. They are playfl and full of spirrit, and they

require lots of love and attention. They have been living in

, our londry room, but they still need to be housebroken. We

will suply the first two weeks of food. These are great dogs,

and they desserve a good home. Call 555-3647.

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5.

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PI" Write Guidelines for Pet Care Dogs, cats, and other

pets need a great deal of care. What kinds of guidelines would anew pet owner need?

Choose a type of pet. Then, on a separate sheet of paper,

write a list of guidelines for caring for that pet. Use Spellng

Words from the list

I. balance

2. lawyer

3. sheriff

4. author

5. minus

6. method

7. item

8. require

9. supply

10. whisper

II. spirit

12. tennis

13. adopt

14. instant

15. poison

16. deserve

17. rescue

18. journey

,19. relief

20. laundry

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Vocabulary Skill Using aThesaurus

Synonym Sampler

Read each entry word, its definition, and its syn~nyms on thethesaurus page below. Then rewrite the numbered sentences using

synonyms to replace the words in bold print.

happiness n. The state or quality of feeling joy or pleasure.

joy A feeling of great happiness or delight.

gladness The state or quality of feeling joy or pleasure.

bliss Extreme happiness; joy.

courage n. The quality of spirit that enables one to face dangeror hardship; bravery.

spirit A mood marked by vigor, courage, or liveliness.

mette Spirit; daring; courage.

bravery The quality or condition of showing courage.

I. Bily's courage helped him to reach his goal.

2. ,As he touched the pups, happiness welled up in Bily's heart.

3. Bily's happiness was hardly contained when he knew that the pupswere about to come.

4. Bily needed extra courage to carry out his plan. .

5. Bily's courage as he hiked through the hils was matched by hishappiness when he arrived.

148 Theme 3: Growing Up ~

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Where the Red Fern,Grows

Grammar Skill Verb Tenses

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Verb Tenses' The tense ofaverb tells when the action takes place.The presentiense is used when something is happenìng now, or

happens regul.trly over time. The past tense is used when

something has'already happened. Here'is how the verb walk, a

regular verb, looks in these two tenses:

Present Tense Past Tense¡walk. I walked.Youwali(. You walked., She/He/It walks. She/He/ It walked. '

We walk.' ' We walked.You walk. ' You walked.Theýwalk, They walked.

,Çircle the verb in each of the following sentences. De,cide

whether the v~rb is in the past tense or the present tense, and

write past or present, on the line.

I. He lìved in the Ozark Mountains.

, 2. Celia fishes in the river. '

3. I strolled through the grass in my hare feet.

4. They played with Kelly's new puppy.'

5. You like the outdoors.

. Now rewrite the five sentences above. If the original verb was in

the past tense,

cha,nge ,it to the present tense. If the original verb' was in the present tense,

change it to the. past tense.

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Money!More About Verb Tenses The present tense of a

verh is used when something is happening now orhappens regularly. The past tense of a verb '. is used

when something has already happened. The future

tense of a verb is used when something is going to

happen. To form the future' tense, use the helping

verb will or shltll with the main verb.

Circle the verb in 'each sentence. Then write its,tense on the line.

I, We saved our allowance for a month:

2. The package wil arrive on time.

3. Wiliam ordered new track shoes.

Where the Red FernGrows'

Grammar Skill More AboutVerb Tenses

4. We will earn money for our vacation.

5. Pat saves'£orthe future.

Now rewrite each sentence using the verb tense shown.

I. Future

2. Present

3. Present

4. Past

5. Future

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i 50 Theme 3: Growing Up

Wher.e the RedFernGrows

Grammar Skill Choosingthe Correct Verb TenseName

When Did ,That Happen?Choosing the Correct Verb Tense Switch tenses whenyou write

only to tell about different times.

Dorinda wrote the following paragraph. Rewrite her pa'ragraph using

correct verb tenses. The first sentenpe wil not change~

Every summer I visit my aunt and uncl~. They lived in a mountain

valley.1 wil like to w6llk there in mybareJeet and waded in the creek behind

their housé. Last summer, I help my aunt and uncle with tHeir vegetable

garden. It is hard work, but we all will enjoy the vegetables. Vegetables

fresh from agar-den will, tast,e so mùch better than vegetables from a

store! No~ I wanted to ~grow veg~t61bles at home. 'When iSpringarrìv@s, my

parents helped me plant tomatoes'and green beans. Then we enjoy èating

vegetables from our garden;

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8~ Theme 3:' Growing Up 151

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Writing Skill Problem-Solution Composition

Writing 'a Problem-SolutionCompositionWriting about a character's problems in a prohlem-solution '

composition can help you better understand characters and eve:its in ;istory. In Where the Red Fern Grows, for example, Bily Colman faces a-problem. How Bily solves his problem reveals the kind of person he is.

Brainstorm problems that. Bily solves in-this' story as well asproblems that characters solve in other stories you have read.Write three of these problems and solutions on the graphicorganizer be~ow.

Problem .

Bily Wiant,S to btiy two hound pups

but döés not have enough money.,

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.

Solution(s) ,

He works hard for two years untilhe has saved fift dollars.

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Now pick one problem and lts solution. On ci separate' sheèt of paper,write your problem-solution composition. Begin with an introductorysentence that tells who or .what you are writing aböut. Then state theproblem in the first paragrapli.' In the second paragraph, describe howBily or another character,solves the problem. Include details thatlead to the solution. Finally, ènd with a strong concluding sentence.

1'52 Tlìeme'3:G,rowing Up

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Name


Writing Skill ImprovingYour Writing ,

OrganizationGood writers organize their ideas by sequence of events, by causes andeffects, or by main ideas and details.

,

Help to unscrQmble this composition. Write students' ideas in a logicalorder in the organization outline below.

In the winter, he traps opossums and sells their hides to fur buyers.

Through hard work and determination, Bily finally realizes his dream.Billy desperately wants to buy two hound pups. ,

,Biliy Colman is groWing up during the Great Depression. ' \

Also, he catches crawfish and minnows and sells them to fishermen.To earn what he needs,' Bily decides to work hard and save the money,

Rowever, éach dog costs .twentY'..five dollars.During the summer, he ,picks berries and'sells them.Mter ,two yt(ars, Bily has saved fifty dollars.

Neither Bily nor his parents have fift dollars to spend.

Paragraph 1: Introductory sentertce

, Problem

Paragraph 2: Solution

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8Theme 3: Growing Up 153 ,

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, Reading-WritingWorkshop

Revising Your Description

Revising Your DescriptionReread your description. What do

you need to make it better? Use

this page to help you decide. Put a checkmark in the box. for each

sentence that describes what you've written.

Loud and Clear!

D My description is well organized and clearly written.

D My beginning pulls the reader into the

story.

D I combine sentences to make my writing morè 'compact.

D The events are in a sequence that is easy to follow.

D The description has a satisfyng ending..

D There are a few mistakes.

Sounding Stronger .

D My description could be better organized.

D The beginning could be more

interesting.

D ,i could combine more sentences

to vary my writing.

D The sequence of events is confusing

in parts.

D My ending could be more excitig.

D Errors make parts of the story hard'to follow.

Tum Up Volume

D My description is disconnècted and unorganized:

D The heginning is boring.

" D i need tòèoinbine septentes to vary my writing.

o The description doesn't have an interesting ending.

D Too, many rnistakesmake the 'story hardto read.


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Reading-Writing-Workshop

Improving Your Writig

'.Sentence Combining

Combine each pair of sentences to- make them

f1öw more easily. Use the joining word in parentheses. Add commaswhere' needed.

i. Tom was bo"rn'in Minneso~a. (AND) TO,m grew up there.

2. Toby was also born in N1innesota. (BUT) He grew up in Chicago~

3. Tom and Toby were twins. (AD) They had been separated at birth.

, 4. The tWins, had different last names. (B?T) , They shared many traits.

5. Tom owned a beagle named vylle. (OR) Toby owned a beagle named Wìlle.

6: The other owned a cat n~med Bily. (OR) The other owned a

cat name Milie.

7. Both twins loved base~alL (AD) Both twins hated fishing.

8. Both twns owned the same kid of trck(ßûT) Tom's was blue and Toby's was red. '

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; 9. They both liked the same movie. (OR) They both hated the same movie.

10. Once the twns were ,together, they wére happy. (AD)

Once the twins were together, they wouÍd never part.

Theme 3: Growing Up 155;

'Name'

Reading-WritingWorkshop

Frequèntly Misspelled Words

Words Often Confused, Do CQws graze in a pastor or a pasture? Is a glass ring a bauble

or a bubble? " It is easy to confuse words that have similar

spellngs and pronuiiciations even though the meanings are

different. The Spellng Words in each pair on the list ai;e oftenconfused. Pay careful attention to their pronunciations,

spëllngs, and meanings.

'Write the missing letters in the Spellng Words below.

,I. bl nd

,2. bl,., nd

3.. be

4. be

5. past

6. pas

7. mor

8. mor

9. b

10. b

i i. b

12. d

13.,a

14.a

I. bland

2; blend

3. below

4. bellow

5. pastor

6. pasture

7. moral

8. mortal

9. bauble

10. bubble,'II. bisect

12. dissect

13. assent

,14. ascent

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pair; Check your spellng against the words on the list.


Reading-WritingWorkshop'

Frequently Misspelled Words

Name

: Spelling Spree

Contrast Clues' The second part of each clue contrasts with

the first part.Wtite a Spellng Word to fit each clue.

I . not a descent~ but aii

-2. not spicy, but

3. not real jewelry, but a

4. not a whisper, but a

, 5. not living forever, but

6. nota forest, but a

7. not to cut into unequal pieces,

,but to

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3.

ll.

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, I. bland

2. blend

3. below

4. bellow

5. pastor

6. ,pasture

7. moral

,8. mortal

9. bauble

10. bubble

II. bisect

, 12. dissect' ,13. assent14. ascent

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6.

7.

Word Switch, For each item below, replace the underlined

definition or synonym with a Spellng Word.

8. Nextweek'inmy sister's biology class, they're going to'

'cut, apart. in order to srndyfrogs. '9. We were halfway up the mountain when we heard a cry for help

from a lower position.

,10. If you, combine èompletely these red and yellow paints, you shòuldget the right shade óf orange., '

11~Did your moin'give her approval to our.plan to go hiking?12. The minister greeted the 'new couple the

first time they walked into

the church. '

13 . Each of Aesop's fables has a lesson.

14~ There was a soap ball of air surrounded by a thn hIm of liquid on

the surface of the dishwater.

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13.

14.

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Theme3: Growing Up 15'7

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Reading-WritingWorkshop

Frequently Misspelled Words,

Proofreading and WritingProofreading Circle the five misspelled Spellng Words in thismovie description. Then write each word correctly.

Growig Up ***-. is a welcome change from the

typical, blend childrèn's movie. The director manages to

bland four stories into one film. Together, they give a

picture of the ,often. difficult assent from childhood to the

, teenage years~ Each story has its own morral, but teaches it

quietly instead of tryng to bellow it from ,the rooftops.

Movie times are listed balow.

I. bland

2. blend

3. below

4. bellow

5. pastor6. pasture

7. moral

8. mortal

9. bauble

10. bubble

1 I. bisect

12. dissect

13. assent14. ascent

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li_- Two for One Pick four word pairs from the Spellng Word list.

Then, for" each pair, writea,sentence using both words.

, 158 _ Theme 3: Growing Up

Name

City, SimUars'

Read the word in each box from Last Summer with Maizon.Then write two words from the list that are related to it in 'me,aning. Use a dictionary if necessary.

expressIl

~

desolate

daydreaming

previous

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Last Summer withMaizon

Key Vocabulary

Vocabulary J-~ ~ - . ~

"'

...........' -................................

-.. ~ ........ ..... . ."......-

earlier

lifeless

porch

imagining

empty

past

say

platform

thinking

communicate

........... '. ,...~..........'...............

/,

, Theme 3: Growing Up 159

Name


Graplic Organizer

Inferences Chart

Inferences, Chart-

Evidence fr,om the Own. Experiences InferenceStory'

How doesMargaret feelabout Maizon

moving Qway?

(page 279)

How doesMargaret feelabout her

friendship withMaizon onceMaizon has

left? (pages280-281)

, .

How doesMargaret feelabout being in ..

,Ms. Peazle'sclass? (page 283) i

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,

'How do youthink Margaret's, , "

..

classmates feel 'about her poem?(page 286)

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160' , Theme 3: GrowiilgUp

Name

, Last Summer withMaizon

Comprehension Check

Story Frames \'

Think about what happened in Last Summer with Maizon. Write whathappened in eách part of the story by comp,leting the story fral1es.

I . On the M train: Best Friends or Old Friends?

4. On the Front Stoop:' What's Changed? What Hasn't?\~ ,

2. First Day in 6-1:

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, The Essay

The Poem

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Comprehension SkillMaking InferencesName

, Reading Between the Lhies, Read the passage.' Then complete the activity 'on page 163.

The AuditionSerena ran into the' girls' dressing room and locked the door behind

her. "It's not fair! It's just not fair!" she cried, breaking into'uncontrollable sobs. Just one week before, she had been on top of theworld. She had been pièked for the leading role.inthe spring musicaL.

Mr. O'Toole, the choir director, had had the choir choose the parts byshow of hands, after hearing the auditions för each part. "I won the part 'fair and square!" Serenawailed. "How dare Rebecca show up this week

, and ask to audition for my part! How could Mr. O'Toole have let her todo it? He's never done anyting like that before! Rebecca should have

been here last week if she wanted the part!"The audition had been short, with only Serena and Rebecca

performing. At first Serena hadn't been concerned. She'd won the part

'once, and she had figured that everyone would love her singing again.Mr. O'Toole had'had everyone c1ose.their eyes again and raise theirhands to vote. "Thewinner is Rebecca," Mr. O'Toole had announced.

At that moment, the color had drained out of Serena~s face as the choir

applauded for Rebecca. Ashen-faced, she had bolted for the dressing

room.

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Last SumnlerwithMaizon

Comprehension SkillMaking Inferences

Redding Between the Lines

continued

Answer the following questions about the passage on page 162.

I . Ho~ does Serena feel when the choir votes for Rebecca?

2. What story c1ue~ help you figure ouJ höwshe feels?

3. Why do you think Mr. O'Toole allows Rebecca to audition for'the role

even though the choir already picked Serena? (Tò'answer, thnk aboutwhat is probably important to Mr. O'Toole as

the choir director.)

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4. How do you thk Serena feels toward Rebecca at, this moment' in the story?

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5. What do you know from real life that can help you figure out how

Serena feels toward Rebecca?

6fTlieme 3: Growing Up 163

Name


Strctural Analysis WordsEnding in -ed or -ing

Words, Inc.For each word in column I, write the base word in column 2 and the \ending in column 3. Check a dictionary if you' are unsure about thespellng of a base word.

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""I"." " Base word' , ' .', Ending", Ií iI i . whispered I"I 2. stumbled Î. ~I 3. exaggerated I" ii §~i 4. sweating' I. ~~ , , iÎ' 5. smiling " ' .i,___Ii__~,~~_?-¡¡Ø~..¡W_-~~-~~!!-~1ii?_iI..J

Write the word from the chart that best completes each sentence.

7. Her classmates 'among themselves.

, " their reactions as she got8. They, ready to read.

9. Margaret over her feet on herway back to her desk.:

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164 ,Theme 3: Growing Up


NameSpellng Words with -edor -ing

Words with -ed or -ing

mÐII Final Consonant Doubled "

No Change

'~

I. mapped2. piloting

- 3. permitting

4. beginning ,

5, bothered6. limited

7. forgetting

8. reasoning

9. preferred

'i a.equaled. ,\1 . wondering

12. slipped

\ 3. listening

14. fiting

I 5. pardoned

1:6. shoveled

\7. favored

i 8. knitting

I 9. answered

20. modeling

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Spellng Words with -edor -ing

Name

Spelling SpreePuzzle Play Write a Spellng Word to fi each clue.

1.,posingforaphotographerO_ - - - - --

, , 2. forgiven ~ 0 -' _ - ~ - - - ' ,

3. allowing ~ _ 0 _ - - - ~ ~ -

4. flying a plane _ _ _ ~_ -: ~ 05. repliedO ~ _.~ ~ - --

6. liked better _ 0 ~ - - - - - -'

7"was the same as _ _ _ '.. _ 0 ~

8. inakinga sweater _ _ _0 - - - -

Nòw write the circled letters in order. Theywil spell thename of-a character from Last Slimmer with Maizon.

Meaning Match Each item, below contains a meaning for a

base word followed by an ending. Add the base word to the'. . '¡underlined ending to'write a Spellng Word.

Example: collect + ing = gathering

9. be suitable for + ing =

I o. be for or partial to + ed =

I I. the abilty to thnk + ing, =

I 2. disturb or annoy + ed =

,I 3. fail to remember + ing =

14. start

15. plan in detail

+ ing =

+ ed ='

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166 Theme 3: Growing, Up

I. mapped

2. piloting

3. permitting

4. beginning

5. bothered

6. limited

1. forgetting

8. reasoning

9. preferred

10, equaled

I I. wondering

12. slipped

'13, listening

,I 4. fitting

I 5. pardoned

1 6. shoveled

17. favored

18. knitting

I 9. answered

20. modeling

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Spellng Words with -edor-ing

Proofreading and WritingProofreading Circle the five misspell~d Spellng \'ords. in thisletter. Then write each word correctly.

I. mapped

2. piloting

3. permitting

4. beginning

5, ¡bothered

6, limited

7. forgetting

8. reasoning

9. preferred

10. equaled

I I. wondering

12. slipped

I 3. listening

14. fitting

15. ' pardonèd

I 6. shoveled

I 7. favored'18. knitting

,19. answered

20. modeling

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2.

3.

4.

~5.~

l · ~ Write a Poem Margaret

wrote a poem to express her,

~ feelings about her father's death. Has there been an event iii~, your life that caused you to feel great

joy or sadness?

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~ On a separate sheet of paper, write a poem about mat event 'o~, and the feelings you experienced then. Use Spellng

Words~ ." . . .8' from the list.

'Theme 3: ,Growing Up 167

Name


Vocabulary Skill Dictionary:Inflected Forms

findihgWord forms

Read each entry word, its inflected forms, and its definition. Write the

form- of the word that best completes each sentence.

choose (chooz) v. chose, chosen, choosing, chooses. To decide.

close (klõs) adj. closer, closest. Near in space or time.

exchange (iks chãiij' v, exchanged, exchanging, exchanges. To giveand receive mutually; interchange.

smart (smärt) adj. smarter, smartest. Intellgent, clever, or bright.

worr (wûr' ë) v. worred, worrng, worres. To feel uneasy or

concerned about something.

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student at P.S. 102. ' .

about

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to the women as, ~c:

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I . Maizon was the

2. Margaret couldn't stop

whether Maizon would write to her.

3. Ms. Dell and Hatteas they talked aboutMaizon.

4. Hatte felt that poetrwants to live.

cautious looks

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where it

5. 'Margaret moved

they talked on the stoop.

168 (Theme 3: Growing Up

Name

LastSummer with Maizon

Grammar Skill PrincipalPar1ts of Regularand'Irregular Verbs

-

Verb'TroublePrincipal Parts of Regular and Irregular Verbs The pricipal parts, orbasic forms, of a verb are the present form of the verb, the present '

participle, the past, and the past participle. All verb, tenses are formed

with these basic parts.,

When the past and the past participle of a verb are formed by

'adding -d or -ed, the verb is regular. When the past and. the pastparticiple of a verb are formed in some other way, the verb 'is irregular.

Regular,Irregular

Presentwalk

ride

Present Participle

(is) walking

(is) riding

Pastwalked

rode

Past Participle

(has) walked'

(has) ridden

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Margaret is hovingtrouble with some vetbsin a poem. Thetroublesome'verbs are listed' below~ Complete the verb chart bywriting the missing principal pcirts.Use a dictionary

if needed. The

first one is done for you.

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Present Present Participle Past Past Participle

sing (is) singîg sang (has) sung, "

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wrte' (is)(has)

'~'

search (is)(has), , ,

, feel (is)(has)

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become ' (is), (has)

.

,

shout (is)(has)

Theme J: Growing Up 169

Name


Grammar Skill PerfectTenses

Score with Perfect Tenses

.. There are three perfect tenses: present perfect, past perfect,

and. future perfect. Form the present perfect tense with have

or has and a past participle... Form the past perfect tense with had and a past participle... Form the future perfect tense with will have and a past participle.

,Complete the chart below with the v~rb in the proper tense. Thefirst one has been done for you.

/.,,-,,-

Verb Present Perfect Past Perfect Future Perfect.

,

work , have worked had worked will have worked

move 'have had will have.

play have, had will have .

wrte have had wil have

feel have had wil have

take have had wil have-

, ,,

, Write the c'orrect form of the verb, in parentheses ( ) in each sentènce

below. Use the verb forms from the,chart.

, , '2. At the beginning of the year, my teacher

me after schooL. (work)

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I. Maria away before school started. (move)past perfect

past perfect ;;~.,c.Eouc!E:ic~'""~@

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3. Wepresent perfect

together all day. (play)

4. I this way before. (feel)present perfect

5. In two weeks, she,

her report. (write)futu re pe rfect

170' Theme 3: Gro~ing Up

Name


Grammar Skill Choosing theCorrect Verb Form

Letter Perfect Tenses

ChoQsing the Correct Verb Form To correctly form a pèrfect tense, lÌse

the past partciple form of the verb with have, has, and had.

Proofread the following letter, that Margaret might have written to afriend who moved away. Insertthe proper

verb forrrs where needed. ,

taken

t;~ample: I had niok the long route.

Hi!

It has been a long time since I have heared from you. Since you left,

John K. has askiue about you siX times! Sarita says, "Hi."

Even Ms.

Whitney haS says she wonders Ìiow you are. J;D.'has wrote you a letter, bnt '. ' ,,he has not mailed it yet. ,

In the past month, I have went to ,the movies twice. Yesterday, I saw a

TV movie called My ,Friend Flcka. I had seed it before but I stil lied it,

Tomorrow I will have taked my fifth math.quiz. We have one each week.

I plan to rake leaves and, shovel snow to make money this year. By

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sumertime, I wi have save enough to visit you. Remember last sumer

when we goed to the beach? I had ran errands for months to earn that

money.

Your friend,


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Writing Skil Responseto a Prompt

Respo'nding to a Prompt

, In Last Summer with Maizon, Ms. Peazle gives her sixth-grade class a

writing prompt. She asks them to write an essay about their summer

vacations. A wrting prompt is a direction that asks for a writtenresponse of one orffore paragraphs.

Read the following prompts and choose one you would like torespond to. '

Use the chart, below to help you plan your resporise. First, list key wbrdsin the prompt such as compare, explain, describe, or discuss. Next, jotdown main ideas and details yoù might include.

Finally, number your., , '\ main ideas, beginning from most to least important.

Write your' response ona separate sheet of paper. Start by restatingthe prompt. Then write your main ideas and

supporting details, in

order of importance from most to'least important. Finolly, check you~ -. . ' ,response. tOn1ake sure it answers the prompt.

. 172 Theme 3: Growing Up

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theme #3 part 1 (pb pgs. 135-173)

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