UNIT

2 Power ful
Forces
of Nature
Thunder and lightning! Floods! Hurricanes
and erupting volcanoes! Powerful forces
of nature change our world.

Reading

1 Nonfiction 2 Article 3 Short Story

Vesuvius Erupts! Thunder and Hurricane!

Lightning

68  Unit 2
 How do people protect
themselves from
powerful forces
of nature?

Listening and Speaking

You will discuss the powerful forces of
nature and what to do in an emergency. In
the Listening and Speaking Workshop, you
will give a how-to presentation.

Writing
You will practice expository writing. In
In this unit, you will learn these ELPS:
the Writing Workshop, you will write a
Learning Strategies: 1.A (2), 1.B (2), 1.C, 1.D, 1.E (2),
how-to essay.
1.G (1, 2), 1.H
Listening: 2.D (2), 2.E (1), 2.F (1), 2.G (1, 3), 2.H (2),
2.I (1, 2, 3, 4, 5)
Quick Write
Speaking: 3.A, 3.B (3), 3.C (3, 4), 3.D (2), 3.E, 3.F (1, 2),
3.G (2, 3), 3.H (1), 3.I (1) Use a T-chart to compare a stormy day
Reading: 4.A (2), 4.C (1, 2, 3, 4), 4.D, 4.E, 4.F (3, 5, 7, 10), and a nice day.
4.G (3, 4), 4.I (1), 4.J
Writing: 5.A, 5.C (2, 3), 5.D (2, 3), 5.F (2), 5.G (3)

For the full text of the ELPS, visit Video View and Respond
LongmanCornerstone.com  Talk about the poster for this unit. Then watch
and listen to the video and answer the questions
at LongmanCornerstone.com.

  69
BUILD Unit VOCABULARY

What do you know

about weather?

Audio
Words to Know 
Listen and repeat. Use these words to talk about weather. 

sunny snowy cloudy

rainy windy foggy

Practice
Work with a partner. Ask questions using the words above. Answer
them using the words from the box or your own ideas.

summer fall winter spring

Example: A: When is the weather rainy?

B: It is rainy in the spring.

Write
Read the questions. Write your response in your notebook.
What kind of weather do you like? Why?

70  Unit 2
Make Connections
Copy the sentences below into your notebook. Complete the
sentences with the following words.

a blizzard a hurricane a flood

1. During it is very windy and rainy. Sometimes trees could

fall down. In Texas these could happen in June through
December.

2. When there is too much rain in a bad storm or the river

overflows with water, there could be .

3. There is a lot of snow in . It could also be very windy too.

Most of these take place in the winter.

What about you?

Talk with a partner. Which one is the scariest—a flood, a hurricane, or
a blizzard? Why?

Unit 2  71
BUILD Unit Background

Kids’ Stories
from around
the World  Audio Colorado,
U.S.A.

Dominican
Republic

Jennifer
I live in Colorado, in the
United States. Last year we
had a very strong blizzard.
Our lights went out, and
Alberto
our car was buried in snow.
I live in the Dominican Republic.
Our house became cold,
My country is part of an island in
and we needed food. We
the Caribbean Sea. Almost every
had to go to the local high
year the island is hit by powerful
school to get warm and to
hurricanes. You shouldn’t go
get something to eat.
outside during hurricanes. They
are very dangerous.

72  Unit 2
 FPO

Japan

Bangladesh Atsuo
Bangladesh
In Japan we sometimes have
typhoons. Typhoons can cause
flooding and mudslides because
of heavy rains and very strong
winds. They can destroy roads,
houses, and trees. It is important
to be prepared for this kind
of emergency.

Bani
We have many floods in
Bangladesh. In the spring, the
snow on the mountains melts. What about you?
We also have lots of rainstorms 1. What kind of weather do
in my country. Our rivers often you have where you live?
fill with too much water. The 2. Do you know of any stories
floods destroy towns and crops. about forces of nature?
Share them with the class.

Unit 2  73
 Reading 1

Prepare
to Read Key Words
What You Vesuvius Erupts! is about a volcano that erupted
Will Learn almost 2,000 years ago.
Reading
■ Vocabulary building:
Context, word study
Words in Context  Audio
■ Reading strategy: 1   A  volcano  is where melted rock, or  lava ,
Predict escapes through an opening in the Earth’s
■ Texttype: surface.
Informational text
(social studies) 2  The  crater  is the opening.
Grammar 3  The lava  erupts , or escapes, through
Irregular past verbs
the crater.
Writing
Organize ideas by cause 4    Ash , or tiny pieces of burned lava and gas,
and effect also escapes in a volcanic eruption.

 ount St. Helens is a volcano

M
These words will help you in Washington State. Its last
understand the reading. large eruption was in 1980. ▼

Key Words
volcano 
lava 
crater 
erupts
ash

74  Unit 2
 gas and ash

crater

hot, melted
lava

lava flows
from the
eruption

Practice
Draw a picture of a volcano in your notebook.
Speaking  Skills
Label the picture using sentences that contain
When you don’t know the
the key words.
right word to use, explain
Spec: SB4_U2_75a (Pencil) Arist comments: or describe the idea using
Make
Quarasan! Connections - The size on the layout pdf was a little bigger than the 4’ x 6’ size in the art spec documentation.
The size here is a little larger that the sizewords
Steve McEntee – McEntee Art & Design Inc. — 1/19/10 you
of the layout know.
pdf. This will give the designer a little bleed to
work with and the art can be reduced if need. Size of this pencil is: 39p8 x 27p0
An  eruption  usually occurs suddenly. Do you
- This art is not finished. Final will have more shading, texture & realism.
remember something that happened very
suddenly? How did you feel? What did you do?

WB
41

Reading 1  75
 Reading 1
These words will help you
talk about the reading. Academic Words
Academic
Words
Words in Context  Audio
consist of Mud consists of soil and water.
made up of
evidence The scientists found evidence that people lived
proof near the volcano a long time ago.
similar The two mountains are similar in height, but one
almost the
mountain is wider than the other one.
same, but not
exactly
Practice
Write the sentences in your notebook. Choose an
academic word to complete each sentence.

1. The wet grass is that it rained last night.

2. The books different stories about

volcanoes.

3. Lions and pet cats are , but lions are very

big and pet cats are small.

Apply
Ask and answer with a partner.

1. How are books and movies similar? How are

they different?

WB
2.  What does a good lunch consist of?
42 3.  Why is evidence important to scientists?

76  Unit 2
Word Study
Pronunciation
of Ending -ed  Audio
The words in red below name actions that happened in the
past. They end in -ed. Listen. Then read the sentences aloud.

Present Past
The ice cubes melt. The ice cubes melted yesterday.
The girls walk today. The girls walked yesterday.

Adding the -ed ending to melt adds a syllable.

Adding the -ed ending to walk does not add a syllable.

Rule
If the letter t or the letter d comes before the -ed ending, then
-ed is pronounced as a separate syllable.

Practice melted stayed

filled decided
Work with a partner. Sound out the words started waited
in the box. called helped

• Copy the words.

• Circle the word if the -ed adds another syllable.
• Cross out the word if the -ed does not add another syllable.
• Take turns reading the words aloud. WB PH

• List other words that end in -ed. Have your partner tell if 43

the -ed adds another syllable.

Reading 1  77
 Reading 1
INFORMATIONAL TEXT
Literary Nonfiction

More About

How can past events teach

us how to protect ourselves?

Audio
Listen to the Audio.
Listen for the general meaning.
Use the pictures to help you
understand the selection.

Reading Strategy
Predict

Before you read, guess, or predict,

what the story will be about.
Follow these steps:
• Read the title.
• Look at the illustrations and
photos. Read the captions.
• Predict what the story will be
about.
Listen as your teacher models the
The Temple of Isis was in Pompeii.
reading strategy.

Pompeii was a city on the

Bay of Naples.

78  Unit 2
POMPEII, 79 c.e.
It was a very hot morning in Pompeii. Even Mount Vesuvius
gave no shade to the city below.
Hot weather did not stop the people of Pompeii. They
walked in the streets and shopped in the markets. The smell of
bread from a bakery filled the air. Musicians played and sang
for the shoppers.
At a restaurant, two women ordered food. A man tied his
dog to a tree. Just then, the ground began to shake. The dog
barked. It was scared.

shade  area that gets little sun

Pompeii was a busy town.

Before You What were some people doing the

Go On morning Vesuvius erupted?

Reading 1  79
 People stopped talking. The
women looked worried. Was it
an earthquake?
Boom! Suddenly, the top of
Mount Vesuvius blew off! Now the
mountain had a  crater . The  volcano 
was  erupting . Fire and huge black
clouds rose into the sky. The ground
was shaking. People ran from
their homes.
 Ash  and smoke covered the sun.
Daytime turned into darkness.  Lava 
poured down the mountain. Hot
ash and rocks fell from the sky.
The ash covered people’s heads,
faces, and bodies. It burned their
eyes. It filled their mouths as they The House of the Great Fountain was
found in Pompeii.
called for help. The air became very
thick with ash and gases. It was hard
to breathe.
The ash piled higher and higher.
Soon, it blocked the streets. Roofs
collapsed because the ash and rocks
were so heavy. The ash filled the rooms.
Pompeii was disappearing. Soon, the
ash buried the city.

earthquake  sudden shaking of the Earth

collapsed  fell down

This is a wall painting in

Pompeii of the goddess Flora.

80  Unit 2
 About 2,000 people stayed in the city.
Some chose to stay. Others were trapped.
All of them died. But 20,000 people
were able to escape.
In less than two days, ash and rocks
buried the city. Heavy rain made the
ash hard like cement. Pompeii stayed
buried for almost 1,700 years!
In about 1750, the King of Naples
ordered workers to uncover Pompeii. They
started to dig through the rocks. They found
Workers still dig in
the city almost exactly as it was when the the ruins of Pompeii.
volcano erupted.
The eruption of Vesuvius was a  tragic  event. But
it also taught us about life long ago. Many people and
objects were frozen in time. As a result, today we know
much about how people lived almost 2,000 years ago.

tragic  sad

WB
44–46

Reading Strategy
Think It Over
Predict 1. Recall During the
eruption what did the air
Before reading, you predicted what consist of?
the story would be about.
2. Comprehend  How is a
• Were your predictions correct? volcanic eruption similar to
an earthquake? Explain.
• Did making predictions help you to
understand the story? How? 3. Analyze  What can we
learn from the evidence
that was uncovered in
Pompeii?
Reading 1  81
A Closer
Look at... Vesuvius and Pompeii

▲ Aerial photo
This aerial photo of the crater was taken from an airplane.

▲ Burned bread
Workers found 81 loaves ▲ Roman city
of bread. Pompeii is in Italy. The people who lived
on these narrow streets were Romans.

82  Unit 2
 ▲ Victims
Many of the victims were farmers. The soil on
Vesuvius was very rich. The farmers were not afraid of
the volcano. It had been quiet for years!

▲ Bay of Naples
Vesuvius is on the coast
of the Bay of Naples.

Activity to Do
These two pages tell you more
about Pompeii.
• Choose another city.
• Research the city online or in
the library.
▲ Ruins
Today, people from all over the world • Create two pages, using
visit the ruins at Pompeii. pictures and words, to tell
about the city.

Reading 1  83
Reading 1

Learning Strategies
Sequence of Events
In many stories, events happen in a certain order. This order is
called the sequence of events.

Practice
Read this series of events from Vesuvius Erupts! List the events
in the order in which they happened.

a. Pompeii stayed buried for hundreds of years.

b. Vesuvius erupted.
c. People in Pompeii started an ordinary day.
d. Piles of ash covered the town.
e. Rain made the ash hard as cement.

84  Unit 2
Use a Sequence of Events Chart
A Sequence of Events Chart can help you summarize the main
events in a story in the order they happened.

People in Pompeii
Practice  
G.O.
144
started an ordinary day.
Answer the questions below to complete the
Sequence of Events Chart.
Vesuvius erupted.
1. Which event would you add to the
middle of the chart?
a. Women talked at a restaurant.
b. Pompeii was buried by ash in less
than two days.
c. The King of Naples gave an order.
Rain made the ash hard
d. People shopped in the markets. as cement.

2. Which sentence could be added to the

end of the chart? Pompeii stayed buried
a. Workers began to uncover Pompeii. for hundreds of years.
b. About 2,000 people stayed in town.
c. Huge black clouds blocked the sun.
d. Two women ordered food.

Apply WB
47
Retell the selection to a partner.
Use some of the key words. Extension
Utilize  Suppose you wanted
people in the future to know
about your life. Find evidence
that tells about your life. Share
it with your class. Tell why you
chose it.

Reading 1  85
Reading 1

Grammar
Irregular Past Verbs
You can make the simple past tense of most verbs by adding -ed.
But some verbs are irregular. You do not add -ed to these verbs.

Present Past
People run from their homes. People ran from their homes.

Review these common irregular verbs.

become became fall fell make made

begin began find found rise rose
blow blew give gave run ran
choose chose have had sing sang

Make the past negative form of irregular verbs with

did not = didn’t
did not (or didn’t) and the plain form of the verb.

Affirmative Past Negative Past

They  found  the city. They did not find the city.

Make Yes-No questions and Wh-questions with did and the

plain form of the verb when there is a subject. When there is
no subject in a Wh-question, use the past form of the verb.

Did they find the city?

Where did they find the city?
Who found the city?

86  Unit 2
 Practice
Change each irregular verb to the past tense.
Write the sentences.

Example: The musicians sing a song.

The musicians sang a song.

1. The  volcano  begins to erupt.

2. Rocks and ash fall from the sky.

3. Some people choose to stay.

4. Rocks and  ash  make the city disappear.

5. Workers find evidence of the  eruption .

Apply
Work with a partner. Ask and answer the questions about
Vesuvius Erupts! If you need to, look back at the reading.
Use regular and irregular past verbs in your answers.

Example: A: Did Vesuvius begin to erupt at night?

B: No. It began to erupt in the morning.

• Did Vesuvius begin to erupt at night?

• What happened to the top of Vesuvius?
WB
• Did fire rise into the sky?
48
• Did people stay in their homes?
• Did houses fall from the sky?
• Did everyone choose to leave?
Grammar
Check ✔
• What happened to the air?
Name some
• How did the rain make the  ash  hard like cement? irregular past verbs.
• When did the king’s workers find Pompeii?

Reading 1  87
Reading 1

Writing oing
Ong ting
Wr i l l s
Sk i ce

Organize Ideas by Cause and Effect 

ti
Pr a c

Expository writing informs or explains. One way to organize

expository writing is by cause and effect. A cause is something
that makes something else happen. An effect is what happens
as a result of the cause.

Writing Prompt
Write a paragraph explaining the causes and effects of an event.
The event can be from real life or from books, movies, or
television. Be sure to use irregular past verbs correctly.

G.O.
1 Prewrite  148

Choose an event to write about. Ask yourself why things happened

as they did. List the causes and effects in a graphic organizer.

A student named Barbara cause effect

listed her ideas like this: Mount Vesuvius erupted. Pompeii was covered
by ash.
2 Draft
Use your graphic organizer cause effect
Heavy rains fell. Water made the ash
to write a draft.
like wet cement.
• Explain the causes and
effects of an event. cause effect
• Show how each cause The wet ash dried and Pompeii became stuck
leads to an effect. hardened quickly. in the hardened ash.

88  Unit 2
3 Revise Writing Checklist
Read your draft. Look for places where Ideas
the writing needs improvement. Use ✔I showed how causes led
the Writing Checklist to help you find to effects.
problems. Then revise your draft. ✔I expressed my ideas
clearly.
4 Edit Conventions
Check your work for errors. Trade papers
✔I used irregular past verbs
with a partner. Use the Peer Review correctly.
Checklist on page 402. Edit your final
draft in response to feedback from your partner
and your teacher.

5 Publish
Make a clean copy of your final draft. Share it
with the class. Save your work. You’ll need to
refer to it in the Writing Workshop at the end
of the unit.

Here is Barbara’s cause-and-effect paragraph:

Barbara Torres

The top of Mount Vesuvius blew off. Smoke filled the air.
Ash fell from the sky, covering everything. Within two days,
Pompeii was buried. Heavy rains fell. The rainwater mixed
with the ash, making it like wet cement. The wet ash dried
and hardened quickly. Everything in Pompeii was stuck in
the hardened ash. The city stayed buried for hundreds of
years. Workers began uncovering the city in 1750. The ash
had preserved Pompeii! People and things were exactly as WB
they were at the time of the eruption. It was frozen in time. 49–50

Reading 1  89
 Reading 2

Prepare
to Read Key Words
What You You will read three passages about thunder
Will Learn and lightning. Each passage gives information
Reading in a different format.
■ Vocabulary building:
Context, word study Audio
■ Reading strategy:
Words in Context 
Identify genre  Lightning  is a flash of light in the sky. It happens
■ Text type: during a storm. It is usually followed by a loud
Informational text sound called  thunder .
(Internet article)
Grammar
Imperatives and time-
order transitions
Writing
Explain how to do
something

These words will help you

understand the reading.

Key Words
 Electricity  is a kind of energy. Lightning in the
lightning
sky is electricity.
thunder 
electricity 
temperature 
evaporate

Which of these three

pictures show items
▲

that use electricity?

90  Unit 2
 Temperature  is a
measure of how hot or
cold something is.

▲
When water gets hot, it boils. These two pictures show
Then, water will  evaporate  and water. Which picture
change into a vapor or gas. shows water at a hotter
temperature?
▲

Practice
Make flashcards to help you memorize the words.
• Write a key word on the front.
• On the back, write the meaning.

Make Connections
What things in your home use  electricity ? How are they
important in your life? WB
51

Reading 2  91
 Reading 2

These words will help you

talk about the reading. Academic Words
Academic
Words Audio
appropriate
Words in Context
fitting; suitable It is appropriate to raise your hand when you ask
demonstrate a question in class.
show how to do The scientist is going to demonstrate how to
something create electricity.
feature
The newspaper's photographic essays are one of
a part that stands
out its most interesting features.

Practice
Write the sentences in your notebook. Choose an
academic word to complete each sentence.
1. The best of the cell phone is the camera.
2. A firefighter came to our class to what to
do during a fire drill.
3. The new action movie is for families and
children.

Apply
Ask and answer with a partner.
1. What feature of your textbook do you like
the best?
2. What are some appropriate ways to act in
your classroom?
WB
3. Can you demonstrate how to make a paper
52
airplane? Show your partner.

92  Unit 2
Word Study
Compound Words
Sometimes, two words come
together to form a new word.
These new words are called
compound words.

class + room = classroom

thunder + storm = thunderstorm

Rule
This is a pattern in English: look for the smaller words that
make up a compound word. They can help you pronounce and
understand the compound word. For example, thunderstorm is
a storm with thunder.

Practice
Work with a partner. Copy the words below. Reading  Skill
Looking for patterns in
sunshine lookout daytime English will make you a
flashlight anywhere raincoat better reader.

• Circle all of the smaller words you see.

• Compare your list to your partner’s. Did you find the same
words?
WB PH
• Add more compound words to your list.
53
• Read your lists aloud.
Reading 2  93
 http://www.pearsonlongman.com
Reading 2
informational text
Internet Article

More About
What can you do to stay
Video
safe during thunder and
V Video Video
lightning storms? Electricity in the Sky
Audio  Lightning  is a big flash of  electricity .
A Audio
Listen to the Audio. It is released during a storm. Lightning
Listen for the general meaning. strikes more often in the summer than
Use the pictures to help you
Website
understand the selection.
in the winter. That’s because there are
more storms in the summer. Sunny
WB weather and hot  temperature  heat the
Reading Strategy air and make water  evaporate . The hot
Phonics Book air and water vapor rise into the sky. As
Identify Genre
they rise, they meet the cold air.
A genre
Graphic is a type
Organizer of writing.
Stories, poems, articles, plays, and flash  sudden, bright light
letters are some genres. vapor  small drops that float in the air
Writer’s Notebook
• What do you notice about the
genres of the readings that
follow?
1
Listen as your teacher models the
reading strategy.

Cloud-to-cloud lightning
94  Unit 2
Up in the Clouds
The cold air makes the water vapor turn
back into water droplets or ice crystals. 2
That forms a cloud. Inside the cloud,
the droplets and crystals carry a tiny bit
of electricity. The electricity builds until
lightning suddenly forms.
Lightning can jump from one cloud
to another (see image 1). It can move
from a cloud to the ground (see image 2).
Sometimes lightning can even move from Cloud-to-ground lightning

the ground up to a cloud (see image 3).

Lightning is five times hotter than the
sun. Lightning heats the air around it so
quickly that the air explodes. Thunder  is the
noise we hear when the air explodes.

Catch Me If You Can!

Light moves faster than sound. This
means we see the flash of lightning before 3
we hear the thunder. It takes five seconds
for the noise of the thunder to go one mile.
If you see lightning and then hear thunder
five seconds later, the storm is one mile
away. If thunder comes ten seconds after
lightning, the storm is two miles away.
Ground-to-cloud lightning

droplets  very small drops of liquid

crystals  little pieces of ice

Before You Why do we see lightning before we

Go On hear the thunder?

Reading 2  95
 e
Staying SinaafLightning Storm
Lightning can be dangerous.
Here are some tips to stay safe.
Outdoors
1. Check if thunderstorms are in the forecast.
2. Find shelter in a strong building or in a car with a hard roof.
3. Do not stand under trees that are alone in the middle of a field.
Do not stand under tall trees when there are shorter trees close by.
4. Do not stand near things that are made of metal.

Indoors
1. Close all the windows and doors.
2. Do not use the telephone.
3. Do not take a bath or shower. Stay away from water.
4. Turn off electrical appliances, including computers and TVs.

The Lightning Crouch

If you feel your skin tingle or your hair stand up, this could
mean you are about to be hit by lightning. Get into the “Lightning
Crouch.” Crouch down low and curl into a small ball. Put your
hands on your knees, and keep your head
down. Try to be as small as you can, with
very little touching the ground. DO NOT
LIE ON THE GROUND!

forecast  description of weather that is likely to

occur in the future

96  Unit 2
 November 12, 2011

Dear Grandma,
d a bad
an k yo u fo r yo ur letter. I am sorry you ha
Th about
M ay be it w ill m ak e you feel better to know
day.
I just re ad ab ou t some bad luck he had.
Roy C. Sulliva n.
else Reading  Skill
ru ck by lig ht ni ng m ore times than anyone
He was st ven The word better is a
or ld ! Fr om 19 42 to 1977, he was struck se
in the w basic sight word. Sight
ning!
different times by light words are words you see
d in a na tio na l pa rk . He was standing on a lot when you read.
Roy worke
w er in th e pa rk w he n he was first hit with
a high to when
ng . Ye ar s la te r, he w as driving along a road
lightni m five
ht ni ng stru ck hi m again. Lightning hit hi
lig
more times.
as un lu ck y, bu t he w as also lucky. It’s very
Roy w r badly
ou s to be stru ck by lightning. He was neve
dang er
hurt, though.
I ca n be ev en lu ck ier than Roy. At school
You and by
ho w to pr ot ec t m yself from being struck
I learned r.
how in my next lette
lightning. I’ll tell you Love, WB

Emilio 54–56

Reading Strategy Think It Over

1. Recall  How can you
Identify Genre demonstrate the lightning
crouch?
• What are some features of a
scientific article? 2. Comprehend  What are
the appropriate actions to
• How was reading Emilio’s letter different take when you are indoors
from reading the Internet article? during a lightning storm?
• Ask your teacher or classmates if you 3. Analyze  Why was Roy C.
don't understand how to identify genres. Sullivan more lucky than
unlucky? Explain.

Reading 2  97
Reading 2

Learning Strategies
Compare Genres
Genres have different purposes and are organized in different ways.

Informational Articles are usually organized into paragraphs and have a

title and headings. An article often has photographs or illustrations to make
the facts clearer.

How-to Posters often have headings November 12, 2011

and numbered steps. The headings Dear Grandma, d a bad
ter. I am sorry you ha
Thank you for your let kn ow ab out
help you find information. The ke you feel better to
day. Maybe it will ma d luc k he had.
t read about some ba
numbered steps tell the order you Roy C. Sullivan. I jus th an an yo ne else
ning more times
He was struck by light s str uc k sev en
42 to 1977, he wa
should follow. in the world! From 19
htning!
different times by lig ing on
nal park. He was stand
Friendly Letters have a date, a Roy worked in a natio s fir st hi t wi th
rk when he wa
a high tower in the pa ad when
salutation (Dear Grandma), a ni ng . Ye ars lat er, he was driving along a ro
light him five
again. Lightning hit
message, and a closing (Love, Emilio). lightning struck him
more times. very
he was also lucky. It’s
Roy was unlucky, but s never badly
ng ero us to be str uc k by lightning. He wa
da
Practice   hurt, though.
You and I can be even
luckier than Roy. At sch
g struc k
ool
by
ect myself from bein
I learned how to prot ne xt let ter .
how in my
Copy the chart below. Write article, lightning. I’ll tell you
Love,
poster, or letter in the final column. Emilio
There can be more than one answer.

Statements Genre
1. Purpose: It is written to one person. letter
2. Purpose: It is written to present information to many people.
3. Headings: It has headings.
4. Numbered Steps: It has steps that tell what order to follow.
5. Information: It tells facts.

98  Unit 2
Use a Venn Diagram
A Venn Diagram makes
A B
it easy to see what is the
same or different about two Poster Both Internet
Article
items. Circle A represents
one item. Circle B represents
another. The part that
overlaps represents things
that are true for both.

Practice   G.O.
142

Create a Venn Diagram to compare two of the genres. Use the

statements from the chart on the previous page.
• Choose two of the three genres from the selection.
• Draw a blank Venn Diagram. List one genre in Circle A.
List the other genre in Circle B.
• Write statements that are true for one genre, but not
for the other genre, in the big parts of Circle A or Circle B.
• Write statements that both genres have in common in
WB
the section labeled Both.
57

Apply
Extension
Take notes about the selection. Utilize  Work in small groups.
Make a poster warning people
• Share them with a partner.
about a danger. Do research.
• Try to use the key words. Share the information with
your group. Be sure to listen
carefully to your classmates
and work cooperatively.

Reading 2  99
Reading 2

Grammar
Imperatives and Time-Order Transitions
A type of sentence that gives a command is called an imperative.
To form an imperative, use the plain form of the verb plus an object.

Verb Object
Close the door.

To make a negative imperative, use Do not plus the plain form

of the verb and an object.

Verb Object
Do not use the telephone.

We often use imperatives to give instructions. Time-order

transition words are connecting words that order sentences
to lead us step-by-step to a conclusion. Notice how the words
break up a task into a beginning, middle, and end.

Time-Order Transition Words

First, crouch down low.
Then, curl into a ball.
Next, put your hands on your knees.
Finally, do not touch the ground!

Time-order transition words can be used to combine phrases and sentences.

As soon as you crouch down low, immediately curl into a ball.

Meanwhile, do not touch the ground until the storm passes.

100  Unit 2
 Practice
The sentences below describe how to count
lightning. Copy the sentences, then write a
number next to each one to put the steps in
order. Then circle the time-order transition
words.

Example:  1 First, you need to see the

 lightning  flash.

First, you need to see the lightning flash.

Then, keep counting while you listen for the  thunder .

Immediately after you see the flash, begin to count seconds

slowly.

Finally, divide the number of seconds by five.

As soon as you hear the thunder, stop counting.

Apply
Work with a partner. Choose an activity from the list below.
Explain how to do it to a partner. Your partner will repeat
your directions. Then switch roles. WB

Example: A: Train a dog to shake hands. First, you need some snacks. 58

B: Next, tell the dog to sit.

  Train a pet  Draw a funny face

Grammar
● ●
Check ✔
●   Make a snack ●  Make a paper
What are some
●   Tie your shoes airplane time-order
●   Play a game ●  Play an instrument transition words?

Reading 2  101
Reading 2

Writing
oing
Ong ting
Wr i l l s

Explain How to Do Something 

Sk i ce
ti
Pr a c

Writers explain how to do something in clear, step-by-step instructions.

The verbs are in the command form. The steps are written in correct time-
order. Often the writers introduce each step with time-order words, such
as first, next, then, and last.

Writing Prompt
Write a paragraph that explains how to do or make something.
Explain the steps in the correct order from first to last. Be sure to
use the command form of verbs and time-order words.

G.O.
1 Prewrite  144

Choose a topic to write about, such as how to care for a pet or

prepare a recipe. List the steps to follow in a Sequence of
Events Chart.
Step 1:
A student named Juan listed his ideas in this Cut hole in shoebox lid and
Sequence of Events Chart: glue four toothpicks on lid.

2 Draft
Use your sequence of events chart to help Step 2:
Slide two thick and two thin
you write a first draft.
rubber bands around shoe
• Keep in mind your purpose for writing— box, across hole.
to explain.
• Show the steps in clear order, from
first to last. Step 3:
Slide pencil under four
rubber bands, at the end of
box near the hole.

102  Unit 2
3 Revise Writing Checklist
Read over your draft. Look for places Ideas
where the writing is unclear and the ✔I clearly explained each
steps are not in the correct order. Use step in the instructions.
the Writing Checklist to help you identify Organize
problems. Then revise your draft.
✔I arranged the steps in
order from first to last.
4 Edit
Conventions
Check your work for errors. Trade papers
with a partner to get feedback. Use the ✔I used imperatives and
time-order transitions.
Peer Review Checklist on page 402. Edit
your final draft in response to feedback
from your partner.

5 Publish 
Prepare a clean copy of your final draft.
Share your paragraph with the class. Save
your work.

Here is Juan’s paragraph:

Juan Tadeo

First, cut a hole near one end of a shoebox lid. Then

glue four toothpicks on the lid. Space the toothpicks evenly
between the hole and the other end of the lid. Slide the
two thickest rubber bands around the shoe box, so they
go across the hole in the lid. Then slide the two thinnest
rubber bands around the box in the same way. Finally, slide
the pencil under the four rubber bands. Put the pencil at
the very end of the box near the hole you cut. Now play the
WB
guitar by plucking the rubber bands.
59–60

Reading 2  103
 Texas
Reading 3
Prepare
to Read Key Words
What You Hurricane! is a story about a family on vacation
Will Learn in Texas who lived through a hurricane.
Reading
Audio
■ Vocabulary building:
Context, phonics
Words in Context 
■ Reading strategy: 1   A  breeze  is a light
Visualize setting wind. When it is breezy,
■ Texttype: Literature plants and trees may
(short story) 1
move a little.
Grammar
Adjectives 2   A  hurricane  is a big
tropical storm. It brings
Explain a Process
Write a response to very strong winds and a
literature large amount of rain.

These words will help you

understand the reading.

Key Words
breeze 2
hurricane
shelter
bolt

104  Unit 2
 3

3   When a hurricane is coming, people

can go to a  shelter . A shelter is a place
where people are protected from forces
of nature. 4
4   A  bolt  of lightning looks like a white
line in the sky.

Practice
Add a page to your vocabulary notebook.
• Divide your page into three columns: the new words, their
definitions, and drawings of the words when possible.
• Test yourself by covering one of the columns.

Make Connections
What was the biggest storm you ever lived through? Discuss
WB
this question with a partner. Use the key words. Then write
61
your response in your notebook.

Reading 3  105
Reading 3
These words will help you
talk about the reading. Academic Words
Academic
Words Audio
Words in Context 
assistance
Emergency workers give  assistance  to people
help or support
who are hurt.
impact
a strong effect Hurricanes cause a lot of damage and have a
major huge  impact  on a town.
big; very important
Some people must leave their homes before
or serious
a  major  storm comes.

Practice
Write the sentences in your notebook. Choose an
academic word to complete each sentence.
1. Going to a new school is a change.
2. The student needs because his bag is
very heavy.
3. The new president had a big on
the country.

Apply
Ask and answer with a partner.
1. What are some major storms you
know about?
2. What impact could a storm have?
3. What kinds of assistance might people
WB
need in a storm?
62

106  Unit 2
Phonics
Audio
Digraphs: ch, sh, th 
Sometimes two letters combine to make one sound. The letters
ch, sh, and th are examples. These letters can come anywhere
in a word. Listen. Sound out the words in the box.

ch sh th
chances share think
cheer shelter this
approaching shore thunder
watched flash weather
beach splashed with

Practice
Work with a partner. Take turns.
• Choose a word from the
chart. Say the word aloud.
• Without looking at the
word, have your partner tell
whether the word has the
letters ch, sh, or th.
• List six more words that are
spelled with ch, sh, or th.

WB PH

63

Reading 3  107
 Texas
Reading 3
Literature
Short Story
by Tracey Baptiste
illustrated by Amy Huntington
More About

Why is it important to know We went to Corpus Christi for our

about dangerous weather? summer vacation. It is in Texas on the
Gulf Coast. I splashed in the clear, blue
Audio sea. Mom and Dad sat on the shore. It
Listen to the Audio.
Listen for the general meaning. was sunny, but not for long.
Use the pictures to help you A man ran toward us. He worked at a
understand the story. nearby hotel.
Reading Strategy “Señor! Señorita!” he called. “A big
storm is coming. You must leave the
Visualize Setting beach now!” He told us that a hurricane
The setting of this story is was approaching. Everyone had to go
important. As you read Hurricane!, to a  shelter .
picture each new setting in your
approaching  moving nearer
mind.
• Think about how the author
describes the setting.
• Look for descriptive words.
Listen as your teacher models the
reading strategy.

108 
108  Unit
Unit2 2
 “But the water is so nice,” I said sadly.
“ Hurricanes  are dangerous. We must
leave,” Dad said.
Mom smiled to make me feel better. Just
then, I felt a  breeze . Suddenly, the wind
grew stronger and sand flew all around
the beach.
“Let’s go!” Dad said.

Before You What impact did the storm have on

Go On the people on the beach?

Reading 3  109
 Mom and I packed all of our bags. Dad nailed wood over
the windows of the beach house. This would protect the
house from wind and rain.
“Our vacation is ruined,” I cried.
“Maybe the storm won’t last for long,” Mom said. “But we
can’t take chances. We have to go where it is safe.”
“We’ll be OK,” said Dad. “Think of this as an adventure.”
I tried to cheer up. I might have an exciting story to tell my
friends. But soon my adventure did not seem to be so fun.
The hurricane came closer. Lightning flashed! I saw a  bolt  of
lightning over the water. Thunder clapped! Rain fell like sheets of
glass from the sky. It was hard to see out of the car windows.

protect  shield from danger

ruined  spoiled or destroyed

110  Unit 2
 “The streets will flood soon,” Dad said.
“We must drive carefully,” Mom said.
The shore was pounded by angry waves. The waves were
strong and high. It was the afternoon, but the sky was as dark
as night.
People on the coast were leaving their homes. The roads
were crowded with cars. Our car moved slowly down the
wet road.

coast  where the land meets the ocean

Before You What kind of major damage can a

Go On storm do?

Reading 3  111
 Later that day, we stopped at a hotel. Usually,
people on vacation stayed there. Now it was a shelter
for travelers. Many people were in the lobby of the
hotel. They were caught by the storm. They had
nowhere else to go.
Mom and I watched the news on TV. The
weather  forecaster  talked about the storm. She
explained that soon it would be over. But some people
were  trapped . They were caught by the fast storm.
But my family was warm and safe inside the shelter.
Outside, the wind and rain shook the trees and
windows. People who were still outside needed help.

forecaster  person who tells what the weather will be like

trapped  not able to get out

112  Unit 2
 Reading  Skill
The word fine is a
basic sight word. It’s
a word you recognize
automatically. You don’t
have to sound it out.

One news reporter was in a boat. He saw a family on a

raft. Their house was flooded, but they were fine. Emergency
teams rescued these people. By that night, everyone was safe.
I was happy now. And I had a story to share.

flooded  covered in water WB

rescued  helped or saved 64–66

Reading Strategy
Think It Over
Visualize Setting 1. Recall  Where does this
story take place?
• Describe the setting in your own
2. Comprehend  How did
words.
the hotel offer assistance
• Could this story have happened to the travelers?
where you live? Why or why not? 3. Analyze  What impact
did the hurricane have on
• Did visualizing the setting help you
this family’s vacation?
to understand the story? How?

Reading 3  113
Reading 3

Learning Strategies
Clues to Setting
To understand a story better, it helps to form a picture in your
mind of the setting. The setting is where and when a story
takes place. The setting of Hurricane! is near the beach during
a hurricane.

Practice
Work with a partner. Look for clues to the setting.
• Reread pages 108–109.
• C
 opy the words, phrases, or sentences
that help you get a clear picture of
the setting of the story.

114  Unit 2
Use a Word Web
A Word Web helps you create a picture in your mind using
just words.

Practice  
G.O.
153

Copy and complete this Word Web to describe the setting

of Hurricane!
1. Read the questions in each circle.
2. Write in each circle what you visualize, or picture, in your mind.
3. Compare your Word Web with your partner’s.
How are they alike? How are they different?

What do What do
you see? you hear?
Setting: Near
the beach during
a hurricane

What do What do WB
you smell? you feel? 67

Apply Extension
Utilize A setting can be drawn
Using the pictures in the story, make
or even built in a model. Think
an outline of the events. Then narrate of a setting that you know well.
the story to a partner. Picture how it might look during
a big storm. Bring your setting
to life in a description, drawing,
or model. Share your
setting with your class.

Reading 3  115
Reading 3

Grammar
Adjectives
Adjectives are words that describe (or modify) nouns. They
answer the questions Which? Whose? or What kind? Usually
an adjective comes before the noun it describes. An adjective
can also come after the noun following the be verb.

Adjective Noun Noun Adjective

It was a big balloon. The balloon was big.

Different types of adjectives describe different qualities.

Purpose adjectives often end in -ing, like sleeping bag, frying
pan, and swimming pool.

Type Adjective Noun

opinion beautiful bird
size small desk
color red umbrella
material – what it’s made of brick house
purpose – what it’s used for sleeping bag

Sometimes we use more than one adjective before a noun.

In that case, we list them in order by type, from opinion
to purpose.

Adjective Adjective Noun

pretty (opinion) blue (color) flower
big (size) wooden (material) ship
metal (material) frying (purpose) pan

116  Unit 2
 Practice
Add adjectives before each noun. If you need
to, look back to the order of adjectives. Then
write which type each adjective is.

Example: a day at the beach

a fun day at the beach (opinion)

1. a house ( )

2. two paintings ( )

3. a bicycle ( , )

4. a bag ( , )

5. a storm ( , )

Apply
Work with a partner. Describe the things listed below. Use
your five senses to describe each one. Use adjectives in
your answers.

Example: A: A toy. A yo-yo is a small plastic toy. WB

B: A yo-yo has a long string. Yo-yos are fun. 68

• a toy • a kind of food Grammar

• an outdoor place • an animal or pet
Check ✔
• a kind of weather • a family member
Name each type of
adjective listed in the
table.

Reading 3  117
Reading 3

Writing oing
Ong ting
Wr i l l s
Sk i ce

Explain a Process  Pr a c
ti

A process tells you how something happens. To explain a process,

writers put the steps in order, from first to last. They include
time-order words, such as first, then, next, and last. The steps in a
process should be clear and include as many details as possible.

Writing Prompt
Write a paragraph that explains something you do in steps, such
as growing a class plant or taking care of a pet. Be sure to use
adjectives correctly.

1 Prewrite The Life Cycle of a Butterfly

Choose a process to explain.
STEP 1: Butterfly STEP 2: Long
Think about the steps that attaches egg to leaf caterpillar feeds
you follow. List the steps, or stem. and grows. It has a
from first to last, in a chart. pattern of stripes
and patches on body.
A student named Sandra It sheds skin three
listed her ideas in this chart: or four times.

2 Draft STEP 4: Full-grown STEP 3: A pupa,

Use your chart to help you butterfly leaves the or chrysalis, develops
cocoon. It travels and in a green or brown
write a first draft. lays eggs. Life cycle outer case, called a
• Keep in mind your begins again. cocoon. Inside, the
purpose for writing— chrysalis turns into a
butterfly.
to explain.
• Present the information clearly and include
as many details as possible.
• Include time-order words.

118  Unit 2
 Writing Checklist
3 Revise
Ideas
Read over your draft. Look for places
where there are not enough details and ✔I wrote the steps in a
process, from first to last.
the steps are not in the correct order. Use
the Writing Checklist to help you identify ✔I expressed my ideas clearly
and included details.
problems. Then revise your draft.
Conventions
4 Edit ✔I included adjectives.
Check your work for errors in grammar,
usage, mechanics, and spelling. Trade
papers with a partner to get feedback. Use
the Peer Review Checklist on page 402.

5 Publish
Prepare a clean copy of your final draft. Share your
paragraph with the class. Save your work. You will
need to refer to it in the Writing Workshop. WB

Here is Sandra’s explanation: 69–70

Sandra Miller

1. In the first stage, a butterfly attaches a tiny egg to a leaf or stem.
2. In the next stage, a long caterpillar develops. It has an interesting
pattern of stripes on its body. The caterpillar feeds and grows.
It sheds its outer skin three or four times.
3. In the third stage a pupa, or chrysalis, develops. It is wrapped in a
tough green or brown outer case called a cocoon. The pupa turns
into a butterfly.
4. Finally, a beautiful butterfly leaves the cocoon. This colorful
butterfly will travel to new places. It will lay eggs and the life cycle
will begin again.

Reading 3  119
Put it all together

Apply and Extend

Link the Readings
Copy the chart into your notebook. Read the
words in the top row. Then follow these steps:
• For Vesuvius Erupts!, put an X under the
words that remind you of the selection.
• Repeat the same activity for the other readings.

Events Events
Informational
Literature caused by caused by
text
nature a storm
Vesuvius
Erupts!

Thunder and
Lightning

Hurricane!

Discussion
1. When Vesuvius erupted, the people of Pompeii were surprised.
Do forces of nature today usually surprise people? Explain.
Listening  Skills
2. Describe the impact that the hurricane had on the town
If someone is speaking
in Hurricane! too quickly, you can say,
“Can you speak more
3. What is similar about volcanoes, thunder and lightning
slowly, please?”
storms, hurricanes, and other major forces of nature?

How do people protect themselves from powerful forces of nature?

120  Unit 2
Projects
Your teacher will help you choose one of these projects.

  Written   Oral   Visual/Active

Safety Guidelines Folktale World Map

Research what to do during Long ago, people created Create a map of the world.
a storm. Write school folktales to explain the Post photos on it showing
guidelines for students to weather. Tell your own types of extreme weather
follow in case of a terrible folktale to explain a form that are found around the
storm. of extreme weather. world.

News Article Vocabulary Hunt Graphic Organizer

Research on the Internet or Listen to daily weather You learned about different
at the library to find a place reports for one week. types of lightning. Research
that recently had severe Record as many weather and create a graphic
weather. Write a newspaper words as you can. Create organizer to show other
article about the events. a collage to express the types of weather, like rain,
feelings of those words. clouds, or storms.

Further Reading 
For more projects visit
LongmanCornerstone.com.
The Amazing Universe, Paul Shipton
This Penguin Young Reader® is full of fantastic facts about
the planets and our solar system.
Thunder Cake, Patricia Polacco
A storm is approaching and Katie is afraid. Her grandmother
asks her to help bake a “thunder cake.” As Katie dashes
around gathering the things she needs, she forgets her fear
WB
of thunder. The cake is ready to eat before the storm is over.
71–72

Unit 2  121
Listening and Speaking Workshop
Give a How-to Presentation
You are going to write and give a how-to presentation. Then
you will listen as your classmates give their presentations.

1 Prepare
A. Choose a dangerous situation or a sports activity. You will
present how to stay safe or prepare for it. Then your classmates
will ask you questions. You can use formal or informal language
in your presentation.
B. Think about the different steps. Decide on the sequence.
Now write your how-to presentation. Remember to describe
what you’re going to demonstrate and then explain each step.
Find props to use.

I am going to describe how to prepare for a blizzard. It is important

to do these things before the snow arrives.
First make sure you have food that does not need to be cooked.
Peanut butter and bread are good. Also you will need plenty of bottled
water to drink. Next make sure the batteries in your flashlights and
radios work. Then find out if you have extra blankets.
Second make a list of the things you need to buy.
Third go to the store and buy the things you need.

2 Practice
Find a partner. Practice your presentation in front of your
partner. Your partner will act out or mime your instructions.
Work with your partner to improve your presentation. Switch roles.

122  Unit 2
3 Present Speaking  Skills
As you speak, do the following: A presentation can
• Speak clearly and slowly. use formal or informal
• Use your props while you speak. language. Choose
• After your presentation, answer questions which to use based
your classmates ask. on the purpose of the
presentation and its
As you listen, do the following: audience.
• Think about what you already know.
• Take notes.
• Think of questions to ask the speaker after
the presentation.

4 Evaluate
After you speak, answer these questions:
✔ Did you describe what you demonstrated?
✔ Did you explain each step?
Listening  Skills
After you listen, answer these questions:
Be an active listener.
✔ Did you take notes? Listen carefully to the
✔ Did you ask any questions? spoken words. Watch for
✔ What was the how-to presentation about? gestures and visuals.
Retell it to a partner.
✔ Did the speaker use formal or informal language?
✔ Think about the general meaning of the
demonstration. Can you think of a title for it?
Tell your idea to the class.

Unit 2  123
Writing Workshop
oing
Ong ting

Write a How-to Essay  Wr i l l s

Sk i ce
Pr a c
ti

Writing Prompt
Write an essay explaining a process or how to do something. Present
the steps of the process in order from first to last. To make the order
clear, use words such as first, next, and finally.

1 Prewrite
G.O.
144

Review the writing you have done in this unit. Now choose a topic.
Think about things you know how to do, such as downloading a
song from the Internet or making popcorn. List the steps of the
process in a graphic organizer like the one below.

A student named Andy listed his ideas like this:

Step 1: Put emergency supplies in a

safe place.

Step 2: Listen to weather reports.

Watch for signs of a tornado.

Step 3: Go into the basement.

2 Draft
Use your graphic organizer to write a draft.
• Keep your purpose in mind—to explain how to do something.
• Present the steps in time order.

124  Unit 2
 3 Revise Six Traits of Writing Checklist
Read your draft. Look ✔ Ideas  ✔ Word Choice 
for places where Did I explain the Did I choose precise
the writing needs steps clearly? words?

improvement. Use the ✔ Organization  ✔ Sentence Fluency 

Are the steps in Did I vary my
Writing Checklist to
time order? sentence patterns?
help you. Then revise
your draft.
✔ Voice  ✔ Conventions 
Does my writing Do my pronouns
Here is how Andy sound like me? agree?

revised his essay.

Andy Wong
Tornado Safety
Revised
You need to prepare for tornadoes before they hit. to make the
Tornadoes are powerful storms with fast winds. They can meaning clearer.

strike with little warning. They can destroy property and kill
people. Here are things you can do to stay safe.
First, gather emergency supplies and put them in a safe
Revised
place. Choose a spot that is protected from the tornado s' to correct
spelling errors.
winds. Include water, canned foods, a first-aid kit, a radio,
a flash light, and batteries.
Revised
Then listen to reports if a tornado is predicted and to make the
watch for signs of it coming. A tornado looks like a funnel. meaning clearer.
Sometimes you can hear it coming. A tornado sounds like a
waterfall.
Revised
Finally Next, if a tornado is on its way, go into the basement. to choose a
more effective
Stay away from windows. Lie down and cover your head transition word.
with your hands.
so
Tornadoes move fast. You need to be prepared in order Revised
to combine
to stay safe. sentences.

Unit 2  125
4 Edit Peer Review
Check your work for errors. Trade papers with a Checklist
partner. Use the Peer Review Checklist to give each
✔ The steps are clear.
other feedback. Edit your final draft in response to
✔ The steps in the
feedback from your partner and your teacher. correct order.

5 Publish ✔ All the information is

related to the topic.
Make a clean copy of your final draft. Share your essay
with the class.
WB

73–74
SPEl l I NG
TIP
The letters gh are sometimes
silent as in sign, high, and
light. Notice words with
silent gh and learn their
spelling patterns.

126  Unit 2
Listen to the sentences. Pay attention
Fluency
to the groups of words. Read aloud.  Audio
1. A volcano erupted almost 2,000 years ago in Pompeii.
2. We can follow tips to stay safe during thunder and
lightning storms.
3. A family vacationing at the beach must find shelter when
a hurricane hits.

Work in pairs. Take turns reading the passage below aloud for
one minute. Count the number of words you read.

Boom! Suddenly, the top of Mount Vesuvius blew off! 9

Now the mountain had a crater. The volcano was erupting. 19
Fire and huge black clouds rose into the sky. The ground 30
Was shaking. People ran from their homes. 37
Ash and smoke covered the sun. Daytime turned into 46
darkness. Lava poured down the mountain. Hot ash and rocks 56
fell from the sky. 60
The ash covered people’s heads, faces, and bodies. It 69
burned their eyes. It filled their mouths as they called 79
for help. The air became very thick with ash and gases. 90
It was hard to breathe. 95
The ash piled higher and higher. Soon, it buried 104
the city. 106

With your partner, find the words that slowed you down. WB

• Practice saying each word and then say the sentence each 75–76

word is in.
• Then take turns reading the text again. Count the
number of words you read.

Unit 2  127
 Test Preparation

Taking Tests
You will often take tests that help show what you know.
Follow these tips to improve your test-taking skills.

Coaching Corner
Answering Test Items for Revising and Editing

• Revising and Editing Tests often ask you to look for

corrections and improvements that a writer should
make.
• Before you read the written selection, preview the
questions and answer choices.
• After reading the whole selection, go back and carefully
reread the sentence mentioned in the question. Do you
notice any mistakes in grammar or punctuation?
• Read each of the answer choices to yourself to see if one
of them sounds better than the sentence in the selection.
Choose the answer that does the most to improve the
whole sentence.
• Remember that sometimes the sentence will not need
any corrections or improvements.

Practice
WB
Read the following test sample. Study the tips in the box.
77–78

128  Unit 2
Read the selection. Then answer the questions.

(1) It stopped raining in Texas in the summer of 1931. (2) Crops

died. (3) There was nothing left to hold the dirt on the ground. (4)
Then the dust storms begin. (5) This event was called the Dust Bowl,
and it lasted for 10 years. (6) There was dust everywhere. (7) There
was dust in the food and in the water. (8) It is hard for animals and
people to breathe. (9) Sometimes there was so much dust in the air,
people couldn’t see the sun. (10) The sky become so dark, it looked
like night during the day.

1 What is the BEST way to revise sentence 4?

A Then the dust storms end.
B Then the dust storms begun.
C Then the dust storms began.
D No revision is needed.

2 What revision, if any, is necessary in sentence 8?

F It was hard for animals and people to breathe.
G It were hard for animals and people to breathe.
H It are hard for animals and people to breathe.
J No revision is needed.

3 What change, if any, should be

made in sentence 10? Tips
A Change looked to look. ✔ Read sentence 4 in the selection
again. What action is described?
B Change become to became. ✔ Read each answer choice to
yourself. Think about how to form
C Change become to were. past tense verbs.
✔ Sentence 10 contains an irregular
D Make no change. verb. Is it used correctly?

Unit 2  129